[4:11] Good evening and welcome to

[4:12] this meeting of the Boston

[4:13] School Committee.

[4:15] I'm chairperson Jerry Robinson.

[4:18] We'll begin with the Pledge

[4:18] of Allegiance.

[4:25] I pledge allegiance to the flag

[4:28] of the United States of America

[4:30] and to the Republic for which

[4:33] it stands one nation under GOD,

[4:36] indivisible with liberty and

[4:37] justice for all.

[4:47] I want to welcome everyone who

[4:50] is joining us tonight in person

[4:52] on Boston City tv and on zoom.

[4:55] I'm going to ask everyone here

[4:57] in the chamber to please turn

[4:59] off the volume on your laptops

[5:02] or other devices so it does not

[5:04] interfere with the audio for

[5:05] tonight's meeting.

[5:06] Thank you for your cooperation.

[5:10] Tonight's meeting documents are

[5:11] posted on the committee's web

[5:11] page.

[5:15] Boston Public

[5:15] schools.Org/school committee

[5:17] under the SEPTEMBER 16th

[5:20] meeting link for those joining

[5:20] us in person.

[5:23] You can access the meeting

[5:25] documents by scanning the qr

[5:27] code that's posted by the

[5:27] doors.

[5:30] The meeting documents have been

[5:32] translated into all of the

[5:34] major languages.

[5:36] Any translations that are not

[5:38] ready prior to the start of the

[5:41] meeting will be posted as soon

[5:42] as they are finalized.

[5:45] The meeting will be rebroadcast

[5:48] on Boston City tv and posted on

[5:50] the School Committee's web page

[5:51] and on YouTube.

[5:56] The committee is pleased to

[5:58] offer live simultaneous

[6:00] interpretation virtually in

[6:03] Spanish, Haitian Creole, Cape

[6:05] Verde and Creole Cantonese,

[6:07] Mandarin, Vietnamese and

[6:09] American Sign Language.

[6:12] The zoom interpretation feature

[6:13] has been activated.

[6:16] Zoom participants should click

[6:18] the globe icon at the bottom

[6:20] of your screen to select your

[6:21] language preference.

[6:24] I'd like to remind everyone to

[6:27] speak at a slower pace to

[6:28] assist our interpreters.

[6:31] We'll begin the meeting with

[6:32] the approval of minutes.

[6:35] I'll now entertain a motion to

[6:37] approve the minutes of the JULY

[6:40] 8th, 2026 meeting and the

[6:43] AUGUST 5th, 2026 Special grants

[6:44] meeting.

[6:46] Is there a motion so moved?

[6:46] Thank you.

[6:47] Is there a second?

[6:48] Second.

[6:48] Thank you.

[6:50] Is there any discussion or

[6:51] objection to the motion?

[6:55] Is there any objection to

[6:56] approving the motion by

[6:56] unanimous consent?

[6:59] Hearing none.

[7:00] The minutes are approved.

[7:03] Will now move on to the

[7:04] superintendent's report.

[7:06] I present to you our

[7:07] superintendent Mary Skipper.

[7:09] Wonderful and welcome back

[7:11] everyone for the new school

[7:13] year and welcome to those in

[7:13] the audience as well.

[7:17] Um, so before I start tonight's

[7:19] report, I just want to take a

[7:21] moment to acknowledge members

[7:23] of the community that have

[7:24] passed away over the summer.

[7:28] Beloved colleague and long term

[7:30] staff member Frank Hill was an

[7:32] administrative assistant in

[7:33] teaching and learning.

[7:35] He also worked in food and

[7:37] nutrition services,

[7:38] transportation, family and

[7:41] community engagement and the

[7:42] former curriculum and

[7:43] instruction department.

[7:45] Over his 21 years in the bp's.

[7:47] He also worked with the Boston

[7:49] Plan for excellence previously.

[7:53] We also mourn the loss of Tanya

[7:55] Scarlet, who was a first grade

[7:57] teacher at the Ellis Elementary

[7:59] School who worked for the

[8:00] district for 25 years.

[8:02] Jody Hall, a beloved theater

[8:05] teacher at the Frederick Pilot

[8:06] Middle School who was

[8:07] appreciated and loved by

[8:08] students and staff alike.

[8:12] An educator for nearly 30 years

[8:14] Meg Goodwin, a long time

[8:16] teacher at the Edison k eight

[8:18] school who also served as a

[8:20] union representative and was a

[8:22] fierce advocate for her fellow

[8:24] educators around issues that

[8:24] impacted students.

[8:28] Frank, Tanya, Jody and Meg

[8:30] brought incredible talent,

[8:32] dedication and compassion to

[8:32] the district.

[8:34] They will be missed by the

[8:38] community if we could all join

[8:39] in a moment of silence.

[8:52] Thank you.

[8:57] So as we transition to talk

[8:58] about the school year, I'm

[9:00] happy to report that the school

[9:03] year 20 2627 is off to a great

[9:05] start and I'd like to share a

[9:06] few updates and highlights from

[9:07] our first few days.

[9:08] Uh.

[9:12] I know that as you entered the

[9:13] room tonight there was a slide

[9:14] show that was running.

[9:17] Um, I want to thank the

[9:19] communications office, the

[9:21] mayor's office tech Boston

[9:23] Academy and School Committee

[9:26] executive secretary Lena Parks

[9:28] for sharing these photos here

[9:29] from around the district.

[9:31] The first day for students in

[9:33] grades 1 to 12 which was

[9:35] Tuesday, SEPTEMBER 8th and the

[9:36] first day for our littlest

[9:37] learners Thursday SEPTEMBER

[9:37] 10th.

[9:40] Um these images really capture

[9:41] the excitement and the spirit

[9:43] of the day as we kicked off the

[9:43] new school year.

[9:45] I also want to thank Chief

[9:47] Robinson, Vice Chair Skerrit

[9:48] School Committee members Torres

[9:50] and Tran for greeting our

[9:51] students in the first days

[9:52] of school.

[9:54] I spent my first day of school

[9:55] in Dorchester where I greeted

[9:57] students from grades one

[9:59] through 12 and their families

[10:00] first at the Holland Elementary

[10:00] .

[10:02] Then at the Lila Frederick

[10:05] Elementary where it was uh,

[10:07] coming back to life as a new

[10:09] new pre-k to sixth school the

[10:11] uh Doctor Albert Holland School

[10:13] of Technology where I also got

[10:14] to see Doctor Albert Holland.

[10:17] Uh, in tech Boston Academy we

[10:19] started our day at the Holland

[10:19] Elementary.

[10:21] There were quite a few visitors

[10:22] and guests there.

[10:24] Chair Robinson, mayor Wu was

[10:24] there.

[10:26] Massachusetts Secretary

[10:28] of education doctor Drake,

[10:31] Commissioner of education Pedro

[10:33] Martinez, btu union PRESIDENT

[10:35] Eric Berg, PRESIDENT Of the

[10:36] American Federation of Teachers

[10:38] Jessica Tang and state rep

[10:40] Chris Warrell and state Senator

[10:41] Liz Miranda.

[10:43] So, uh, everyone turned out to

[10:46] greet our students at Holland

[10:47] Elementary and that was the

[10:49] first time Holland Elementary

[10:50] was being reintroduced to the

[10:52] community as Holland Elementary

[10:52] .

[10:55] It had previously been in state

[10:56] receivership with Up Holland so

[10:58] it was lots to celebrate.

[11:00] Uh, it certainly was a festive

[11:02] and fun first day across the

[11:02] district.

[11:04] There were hugs and smiles as

[11:06] students reunited with their

[11:07] teachers in their friends while

[11:09] parents and caregivers captured

[11:11] these special moments in back

[11:12] to school photos.

[11:13] Our new students found

[11:15] supportive school communities

[11:16] ready to help them find their

[11:16] way.

[11:19] Teachers and staff welcomed Lee

[11:21] warmed welcome Lea welcomed our

[11:22] students back into schools by

[11:24] greeting them with cheers and

[11:25] banners and balloons and music.

[11:28] Uh pom poms I had pom poms.

[11:30] Uh visits from costumed

[11:31] characters including Elmo,

[11:32] Mickey Mouse and Holland Tiger

[11:33] .

[11:35] Volunteers from the mayor's

[11:37] office handed out water bottle

[11:38] stickers that read it's a Good

[11:40] Day to Learn, which was a

[11:41] positive message setting the

[11:42] right tone for the entire

[11:45] school year on the first day

[11:45] of kindergarten.

[11:47] I visited the Line Elementary

[11:48] School in Brighton where we

[11:50] greeted students k0, k1 and

[11:51] k-2.

[11:53] Students received a joyful

[11:53] welcome.

[11:55] There were certainly a few

[11:56] tears mostly from parents and

[11:59] caregivers as they say goodbye

[12:01] students went right in but the

[12:03] line this was especially uh, an

[12:04] important start for the line

[12:06] elementary as they actually

[12:07] relocated buildings as part

[12:08] of the long term facilities

[12:08] plan.

[12:10] Uh, and so there was uh quite a

[12:12] bit of effort to go into that

[12:13] facility at the high school to

[12:15] get that ready for our youngest

[12:15] learners.

[12:17] Uh, I really want to thank all

[12:19] of our students our teachers,

[12:21] uh, school leaders, volunteers

[12:22] ,everyone who just made the

[12:25] launch of 2627 a real success

[12:28] on the first day of school,

[12:31] busses transported more than

[12:33] 18,000 students on 609 routes.

[12:36] They were supported by 730

[12:39] drivers, 650 bus monitors and

[12:40] 750 busses.

[12:43] Transportation achieved a 61%

[12:45] on-time performance rate or

[12:47] what we call otp, which was the

[12:49] second highest first day on

[12:52] record with 81% of the busses

[12:54] arriving within 15 minutes

[12:56] of the bell and 92% arriving

[12:59] within 30 minutes, while also

[13:00] reducing the number

[13:01] of uncovered routes from the

[13:02] start of last school year.

[13:05] We certainly will continue to

[13:07] monitor the average otp in the

[13:09] coming days, weeks and months

[13:11] as we anticipate continued

[13:12] improvement similar to last

[13:13] year.

[13:15] Um in the afternoon to get

[13:17] perspective we were at 73%

[13:20] of our busses on time, 88%

[13:22] arrived within 15 minutes and

[13:24] 95% within 30 minutes.

[13:25] So it was certainly a very

[13:26] strong start.

[13:30] Um, that said, I think there's

[13:31] challenges that happen every

[13:34] school year as bus drivers are

[13:35] new to routes or new to the

[13:37] city as busses for the first

[13:38] time are rolling.

[13:40] So sometimes we get a

[13:41] mechanical failure on a bus

[13:43] that has to get repaired and we

[13:44] have to send a coverage bus.

[13:47] Sometimes we have a driver who

[13:48] is still learning the route and

[13:51] they can get, you know, lost

[13:53] and have to get redirected and

[13:53] supported.

[13:55] Um sometimes we can have the

[13:57] gps because all the busses

[13:58] haven't been used all summer.

[14:00] Uh sometimes that can

[14:02] malfunction and then we have to

[14:03] walk the bus driver through

[14:04] that.

[14:05] And so there are those

[14:06] occasions even though we're

[14:09] having very strong ottps where

[14:11] there's a particular family or

[14:16] student that is delayed um, and

[14:16] sometimes delayed longer than

[14:16] we would ever want.

[14:18] And so we always do our best to

[14:21] apologize to the families, make

[14:22] communication, uh, and work as

[14:24] hard as we can to ensure that's

[14:26] the rare exception and not

[14:27] practice.

[14:29] Um, I also want to share that

[14:31] at the end of last year it was

[14:32] a it was a big celebration for

[14:34] the transportation team in the

[14:36] district as we reached 5,095%

[14:38] morning otp in JUNE.

[14:40] Um, that was the highest

[14:42] monthly performance for Veeps

[14:43] and I think it really

[14:45] underscores the system level

[14:46] of improvements we've made the

[14:48] commitment to continuously

[14:50] improving and to try to get all

[14:52] of the issues worked out so

[14:54] that our students very safely

[14:56] and on time, get to school and

[14:57] get picked up and brought home.

[14:59] Um, we're also encouraging our

[15:01] parents and caregivers to use

[15:03] the zoom app, which tracks the

[15:05] students in real time.

[15:07] Drivers have successfully used

[15:09] the zoom app to track more than

[15:11] 97% of trips so far this school

[15:13] year, and more than 95%

[15:14] of families are currently using

[15:16] the app to track their bus.

[15:18] So this has been a tremendous

[15:20] effort to get that information

[15:20] out.

[15:22] We want families to continue to

[15:22] register.

[15:24] Uh, if you are currently a

[15:25] parent and your student is

[15:27] using our school busses and you

[15:28] don't have the zoom app, you

[15:30] can download it from our

[15:32] website at the Boston Public

[15:33] schools.Org and it's under the

[15:35] Family Resource tab.

[15:37] Um we also have executive

[15:39] Director Dan Rosengard who's

[15:40] here with us tonight to answer

[15:41] any questions.

[15:44] But again just really want to

[15:45] pledge our continued

[15:46] improvement.

[15:48] Um and also just applaud a lot

[15:49] of the great work that that

[15:51] transportation team has done to

[15:52] get the results that we are

[15:54] getting as we do every year.

[15:56] We're also monitoring our

[15:56] attendance very closely.

[15:59] This is a big message that we

[16:01] want to continue to push out to

[16:03] our parents and caregivers on

[16:05] our first day of school.

[16:07] School attendance was 81.4%.

[16:10] This was up 2.6 percentage

[16:11] points over last year's first

[16:12] day.

[16:13] Big improvement.

[16:14] So far the attendance has

[16:16] increased every day over the

[16:19] same day last year and steadily

[16:21] increased to 92% today.

[16:24] That's again a 2.8% overall

[16:25] performance increase.

[16:28] Can't stress it enough to our

[16:30] caregivers, our parents and our

[16:32] students high school students.

[16:34] There's a direct correlation

[16:35] with achievement and

[16:37] performance in being in school.

[16:39] And so we need you here every

[16:41] single day unless there's a

[16:42] reason such like you're sick or

[16:43] something like that.

[16:47] We also know um you know that

[16:48] we every at the start of every

[16:50] school year there are students

[16:52] who last year were chronically

[16:53] absent or who might have been

[16:55] disengaged from school.

[16:56] So every year we start the

[16:57] school year with our

[16:59] Re-engagement Dornoch event.

[17:00] Um, it's actually one of the

[17:02] most impactful events that I

[17:03] think we do.

[17:05] Um, as a district we have

[17:06] certainly with chronic

[17:08] absenteeism driven down chronic

[17:11] absenteeism is 38% in the 2223

[17:14] school year and we saw 30% last

[17:15] year.

[17:16] Um, and this is just a

[17:18] continuous effort of reminding

[17:20] our students and helping remove

[17:21] barriers for students coming to

[17:22] school regularly.

[17:25] Um, at the start of school we

[17:27] go out and we Dornoch.

[17:29] So uh, the mayor and I and a

[17:31] group of volunteers across the

[17:33] district uh, led by the

[17:35] re-engagement center come out

[17:38] and we greet students that we

[17:39] know last year struggled to get

[17:40] to school.

[17:42] We welcome them back.

[17:43] We tell them how much we want

[17:44] to see them back.

[17:46] We ask what we can do better or

[17:48] what we can do to help support

[17:48] them.

[17:50] And it's just always really eye

[17:52] opening being able to sit.

[17:53] It's like a grace being able to

[17:54] sit with students and their

[17:56] parents in their homes and have

[17:57] that conversation.

[18:01] It always um amazes me how

[18:03] honest our kids are and our

[18:04] parents about what they need.

[18:07] Uh, so on SEPTEMBER 4th we held

[18:08] that event that with 36

[18:09] volunteers we targeted.

[18:12] We knocked on 197 doors and we

[18:14] focused on the Jamaica Plain,

[18:15] Roxbury and Dorchester

[18:15] neighborhoods.

[18:19] Um, we met and made contact

[18:23] with 37 students and that's 37

[18:26] more students by doing that

[18:28] than we would have been invited

[18:29] back into school.

[18:33] Um, I think that what we got a

[18:35] sense from students is how

[18:36] important a sense of belonging

[18:37] is to them.

[18:38] And so this is another big

[18:40] piece of what we're emphasizing

[18:41] with our schools is having a

[18:42] welcoming environment where

[18:44] students see themselves and

[18:45] have a sense of belonging.

[18:48] They articulated they want to

[18:49] be part and need to be part

[18:50] of the school community.

[18:52] And so that focus on culture

[18:54] and climate continues to be a

[18:56] big effort on the part of our

[18:58] school leaders and our

[19:00] educators to make environments

[19:01] that are that welcoming.

[19:04] As far as staffing goes, our

[19:05] classrooms are fully staffed

[19:07] across 104 schools in the

[19:07] district.

[19:09] Uh, thanks to our dedicated

[19:11] hiring efforts, uh Chief Canty

[19:13] and oha uh, we've already

[19:15] reached 96% fill rate for our

[19:17] teachers and counselors and the

[19:19] team is actively working to

[19:20] fill the last few final seats.

[19:23] Last month we also welcomed

[19:25] more than 150 new teachers at

[19:27] our annual New Educator

[19:28] Institute.

[19:29] The events hosted by our new

[19:31] Teacher Development Program,

[19:32] which is designed for educators

[19:34] who are new to teaching or new

[19:34] to the.

[19:35] Bpp's.

[19:39] Um I know the union has a

[19:40] strong presence at it.

[19:41] We do it jointly.

[19:42] Uh, and it's always wonderful

[19:44] to welcome that group of new

[19:46] educators into our school

[19:48] system as part of that family

[19:50] for permanent p2 educators

[19:51] whose positions were

[19:51] eliminated.

[19:53] This was a big part of the

[19:54] conversation at school

[19:55] committee last year, especially

[19:56] at the end.

[19:59] Um, just as a reaffirmation dps

[20:01] is required to place or resign

[20:04] or um reassign them into

[20:06] comparable positions and that

[20:08] work was well underway and

[20:09] continued all through the

[20:11] summer on a normal time frame

[20:12] for members of the beats

[20:14] teachers unit, there were 374

[20:17] permanent or tenured educators

[20:18] who were without permanent

[20:20] positions at the start of the

[20:20] hiring season.

[20:23] As of today, they have all been

[20:24] hired or signed into a

[20:26] permanent position within the

[20:26] BEPs.

[20:29] Another concern had been like

[20:31] as we reported in JULY there

[20:33] were 205 paraprofessionals with

[20:34] seniority who are members

[20:36] of the btu paraprofessional

[20:38] unit who were without positions

[20:39] for the start of the hiring

[20:40] season.

[20:42] All 205 were hired or assigned

[20:46] to positions for the 2627, with

[20:47] a small number either resigning

[20:49] or retiring, which is very

[20:49] typical.

[20:52] Um Chief of Human Resource

[20:54] Frances Canty is also here

[20:55] tonight where there to be any

[20:57] questions uh, for anything

[20:58] relative to hr.

[21:03] Uh, on AUGUST 26th, uh, the

[21:05] office of an Inspector general

[21:07] released a report detailing

[21:08] concerns about procurement and

[21:12] payments apps from years 2019

[21:13] to 2024.

[21:15] The report included a series

[21:16] of recommendations for how we

[21:20] can make as the improvements

[21:23] going forward as recommended as

[21:26] recommended as recommended by

[21:27] the Aygo.

[21:29] Uh Mike Firestone Corporation

[21:31] counsel and indulgence who is

[21:32] my senior advisor.

[21:34] Uh, as in the superintendents

[21:36] office they have been appointed

[21:38] to lead the city and in the

[21:40] building on the momentum to

[21:42] review the findings and

[21:43] operationalize the

[21:44] recommendations contained in

[21:45] the report.

[21:46] Uh, together with the working

[21:49] group of and city leaders.

[21:50] They're going to be helping to

[21:51] in drive and ensure that

[21:53] essential reforms are happening

[21:53] .

[21:56] Um, as a first step, we

[21:58] instituted a ten day pause on

[21:59] non-essential payments to

[22:00] review and ensure proper

[22:01] compliance.

[22:05] Um and I will continue to

[22:07] update the committee as we go

[22:10] through the review process and

[22:11] uh, go through the timeline

[22:14] with the ag's office, uh,

[22:16] providing updates at the 30, 60

[22:17] and 90 day marks.

[22:22] The our city just uh in recap

[22:24] uh, we always do kind of bright

[22:24] spots.

[22:26] Um and I know not only do I

[22:28] bright spots but I know that

[22:29] Member Torres has bright spots.

[22:31] Um, our city experienced a

[22:32] memorable summer.

[22:35] We joined the nationwide

[22:37] celebration of America 250.

[22:39] The 2026 World Cup brought

[22:41] visitors from around the world

[22:42] to our city, giving our young

[22:44] people the opportunity to learn

[22:45] about the different countries

[22:46] and traditions at special

[22:48] events across the

[22:48] neighborhoods.

[22:50] Earlier this week I joined

[22:52] Mayor Wu at New Mission High

[22:53] School to celebrate the success

[22:54] of this year's summer job

[22:56] program and transition into the

[22:58] school year jobs program.

[22:59] This approximately there was

[23:02] approximately 10,500 young

[23:03] people who are connected to

[23:05] summer jobs and we look forward

[23:07] to continuing that momentum

[23:08] throughout the school year.

[23:12] There were approximately 9000

[23:13] students who took part in the

[23:15] district's annual fifth quarter

[23:17] programing the Exam school

[23:18] initiative and the extended

[23:20] extended school year.

[23:24] Uh approximately uh 2550

[23:26] students participated in the

[23:27] extended school year.

[23:29] And then there were another

[23:30] 2500 students who participated

[23:32] in the fifth quarter credit

[23:34] recovery and that was primarily

[23:35] high school students.

[23:38] Um, certainly to help our

[23:39] students and families start the

[23:40] school year off strong.

[23:42] The Office of Family and

[23:43] Community Advancement hosted

[23:45] our annual Back to School

[23:47] webinar on Tuesday, SEPTEMBER

[23:49] uh, which was located earlier

[23:50] in SEPTEMBER.

[23:52] Uh it was attended mayor Wu

[23:54] came to it as did 700 families.

[23:56] All of our departments were

[23:58] there to be able to answer

[24:00] questions, provide information

[24:00] .

[24:01] Uh, in what I've appreciated

[24:03] about this event is that every

[24:05] year we get more families, we

[24:06] get great questions, we build

[24:08] off of those questions.

[24:10] Uh, in a way that provides a

[24:11] real strong packet

[24:12] of information for our

[24:13] families.

[24:16] Uh, last week we also welcomed

[24:18] more than 750 attendees at

[24:19] Around the park.

[24:22] Um which was they represented

[24:23] 50 of our schools.

[24:25] We gave away a total of 205

[24:28] backpacks, 20 raffle prizes,

[24:29] tons of food.

[24:30] Um, there was a police ice

[24:32] cream truck there that visited

[24:33] the park as well.

[24:35] Uh, there were mascots so it

[24:36] was just it was a wonderful

[24:36] family event.

[24:38] There were also free health

[24:39] screenings that happened.

[24:42] There were a lot of resources

[24:44] and information given away as

[24:46] well as free books and games

[24:48] from more than 22 partners, uh

[24:49] ,departments.

[24:51] And tonight we have a short

[24:52] video to share with you that

[24:54] highlights some of the fun

[24:55] activities that happened during

[24:56] the summer.

[24:59] Uh, we will definitely return

[25:00] to school committee as we

[25:02] always do in OCTOBER to give a

[25:04] more comprehensive presentation

[25:05] on summer 2026.

[25:07] But I think chair we want to

[25:08] show the video.

[25:34] That allows um.

[25:49] People.

[26:59] It's a great so thank you to

[27:01] the comms team and to to off

[27:01] the.

[27:06] She's so great seeing our kids

[27:07] doing so many different

[27:08] activities.

[27:10] Lots of academics embedded but

[27:12] lots of enrichment and fun and

[27:14] the kinds of things that our

[27:15] students say they would like to

[27:16] learn about and do and get

[27:17] active.

[27:18] So great summer.

[27:19] So with that chair I will turn

[27:20] it back to you.

[27:21] Thank you superintendent.

[27:23] I'll now open up the floor for

[27:24] questions and discussion.

[27:26] I'd like to remind my

[27:27] colleagues about our agreed

[27:29] upon norm that we have five

[27:30] minutes per member per round,

[27:32] not including district response

[27:32] .

[27:34] This project will remind us

[27:35] when one minute remains and

[27:37] when your time is up.

[27:38] Please make sure your questions

[27:40] are on topics related to the

[27:41] items in the superintendent's

[27:41] report.

[27:44] Other topics not related to the

[27:45] superintendent's report can be

[27:47] raised during new business

[27:48] later in the meeting.

[27:51] Staff please keep responses

[27:52] brief and speak slowly to

[27:53] support our interpreters.

[27:54] Thank you.

[27:57] Oops and I think MISS Torres

[27:59] has member Torres has some

[28:03] bright spots so um I so I it uh

[28:05] JULY AUGUST and SEPTEMBER I

[28:09] MISS Schools and um many places

[28:10] uh summer schools there but

[28:12] it's very important to see how

[28:14] it gets out working so hard.

[28:15] So I want to thank uh thank

[28:17] you, chair superintendent and

[28:19] all my school committee members

[28:20] and the public.

[28:22] I had the privilege of visiting

[28:24] fact sites and see the work

[28:26] that was happening across all

[28:28] summer schools this year.

[28:31] Side to side educators, state

[28:33] coordinators and program

[28:35] leaders for their hearts into

[28:37] keeping the students happy,

[28:40] learning, growing and connected

[28:42] to summer long and to all our

[28:44] students who showed up doing

[28:47] the work pushing themselves to

[28:49] grow academically even in JULY

[28:49] and AUGUST.

[28:51] We see you and we are proud

[28:53] of you in AUGUST.

[28:55] I blessed the Summer Institute

[28:58] for teacher uh Residency

[29:00] Network alongside ten best

[29:02] teachers coming together to

[29:05] share the best practice with

[29:07] the new teachers and each

[29:07] other.

[29:09] Great community building

[29:13] activities a day of it I our

[29:16] incredible 25 educators

[29:18] ambassador from 24 school who

[29:20] stepped up to lead the charge

[29:23] in changing the future

[29:24] of teaching and learning.

[29:26] Together they are spearheading

[29:29] the launch of the bpa I led is

[29:32] the initiative now it's the

[29:34] tember my first day of school

[29:36] at the Samuel Mason and the

[29:38] first day of kindergarten at

[29:41] the Sarah Robert we learned a

[29:43] we a huge shout out to all the

[29:45] educators, leaders and

[29:47] co leaders for the energy you

[29:48] brought to the first day

[29:49] of school.

[29:51] It was such a joy to be part

[29:53] of a dual language gender two

[29:55] classroom where our students

[29:57] proudly introduce themselves

[29:59] and share their favorite color

[30:00] or in Spanish.

[30:05] Not only was the the main uh

[30:08] color share a shout out to into

[30:11] a welcome center here at

[30:11] Bolling.

[30:13] They were on top of their game

[30:15] with explaining the

[30:16] registration process and making

[30:19] sure families well welcome and

[30:21] heard in my last year I.

[30:24] Uh I blessed our school with uh

[30:26] doctor right today to the

[30:29] office personnel administration

[30:31] educators and all the students

[30:33] from Kennedy to fifth grade

[30:35] sharing what makes the school

[30:35] great.

[30:38] The best and what will need to

[30:39] happen next to get better.

[30:42] So thank you.

[30:43] Thank you.

[30:45] Comment.

[30:49] Okay.

[30:49] Yes.

[30:54] Thank you superintendent for

[30:55] your report.

[30:57] Um I want to refer in

[30:59] particular to the Inspector

[31:04] General report when when I told

[31:07] my one of my best friends who

[31:09] happens to be a teacher that I

[31:11] was appointed to the school

[31:12] committee.

[31:14] His reaction was in

[31:15] congratulation was great.

[31:18] See if you can do something

[31:20] about the the vendor of our

[31:22] school getting paid on time

[31:23] because they don't want to work

[31:25] with us anymore and he was

[31:27] referring in particular to a

[31:28] very interesting project that

[31:30] he does with his students where

[31:32] they publish a book at the end

[31:33] of the school year and the

[31:35] vendor was saying is taking

[31:37] forever for vbs to pay me for

[31:38] for producing those books?

[31:43] That's one stream that the

[31:45] other stream is what happening

[31:47] that we are wasting money in

[31:49] that it sounds like trying to

[31:50] solve that problem.

[31:52] It sounds to me that we have a

[31:53] systemic problem.

[31:55] So I would like you to comment

[31:58] on what systemic actions and

[31:59] steps are you and the district

[32:01] taking to address this

[32:01] situation.

[32:03] Uh thank you.

[32:04] So I welcome that question.

[32:07] Um, first of all, because we

[32:09] have a report that we need to

[32:10] give to the inspector general

[32:14] and intend to uh that is we

[32:15] will first discuss as we

[32:17] continue the review and the

[32:18] team that is both city and

[32:20] district comes up with what

[32:21] those action steps are going to

[32:21] be.

[32:24] Uh, and so when that report

[32:26] comes to where we're going to

[32:28] do staff the inspector general

[32:29] I will report out to school

[32:30] committee the contents of that

[32:30] .

[32:33] But we're still in the process

[32:34] of identifying those steps.

[32:38] Um, I do think that some

[32:40] of what has been was identified

[32:42] remember the report was looking

[32:47] from a period of 2019 to 2024.

[32:48] Uh, there were a number

[32:50] of things that had been

[32:51] identified that we've been

[32:52] actively working on and

[32:55] correcting and for the field it

[32:57] has been a lot of adjustment as

[32:59] we have put controls and

[33:01] measures into place of how

[33:02] contracts are done versus how

[33:03] they had been done.

[33:07] That often does delay to ensure

[33:08] we have the appropriate

[33:10] paperwork, uh, to be able to

[33:12] both initiate a contract and to

[33:13] pay it.

[33:14] And so there's been a lot

[33:15] of you know, for the field I

[33:16] think a lot of adjustment.

[33:18] We've done um a number

[33:19] of meetings with partners and

[33:21] number of meetings with

[33:23] schools, uh, in school leaders

[33:24] to be able to explain over the

[33:25] course of the last several

[33:27] years what why those changes

[33:28] were necessary.

[33:31] So a lot of this work has been

[33:31] underway.

[33:34] I think what the report allowed

[33:37] us to see was where that is

[33:38] taking hold and where it is not

[33:38] yet.

[33:40] And so that is really the areas

[33:41] that we'll be drilling down

[33:42] more.

[33:45] Um and I do think we have some

[33:46] good suggestions already from

[33:48] the team in terms of even

[33:50] things like consolidating the

[33:52] way procurement and payment is

[33:54] done under one branch as

[33:56] opposed to transportation and

[33:58] food service, uh, in facilities

[34:00] all having different processes

[34:02] where it's more likely that

[34:02] there's fracture.

[34:06] So I do think um we are

[34:08] certainly taking the

[34:09] recommendations with the

[34:11] strongest consideration we've

[34:12] dropped in many of them

[34:12] already.

[34:14] Um, and I do look forward with

[34:15] School Committee to being able

[34:17] to give a broader report as we

[34:20] start to update the the ig.

[34:21] Thank you.

[34:22] You're welcome.

[34:28] Thank you for the chair.

[34:29] Thank you for the report.

[34:32] Cairo comments are uh great to

[34:33] see and though I like Trabajo

[34:37] and Burano thank you very much

[34:38] all I would like to start

[34:40] appreciating the entire team

[34:41] that worked over the summer.

[34:44] Gracias por trabajar para crear

[34:46] memorial bonita para nuestros

[34:46] Estudiantes.

[34:47] Thank you very much for working

[34:49] on creating beautiful memories

[34:50] for all our students.

[34:53] Ida McKerrow Felicita uh and I

[34:55] asked we keep all porque es la

[34:57] primera vez get the vimos angel

[35:00] this Dominicana Rosa if we move

[35:03] to what we are is to represent

[35:06] yourself and the same party.

[35:07] I would like to appreciate

[35:09] of the job that Anna did

[35:10] because it was the first time

[35:12] that we have we had a carriage

[35:14] in the Dominican uh festival

[35:15] actually and we felt that we

[35:17] were represented as well.

[35:19] Thank you very much to another

[35:21] team and Tommy Poderoso and por

[35:24] supuesto for uno de la persona

[35:25] trabajo para nosotros pudiera

[35:30] Rosa I bandera dominicana it

[35:31] was very powerful scene uh

[35:34] Annie and sharing everything

[35:36] there and I felt very sorry was

[35:38] not able to lift my Dominican

[35:40] flag there I felt sorry I was

[35:43] not present at that time.

[35:47] Um I'll reporting a local cargo

[35:49] in algunas escuela el transport

[35:52] sido Fantastico and tiempo

[35:53] puedo demonio than me.

[35:54] Sorry.

[35:56] No, as a matter of fact.

[35:56] But I can't hear.

[35:58] We got through a transportation

[35:58] report.

[36:00] It's been on time and it's a

[36:02] very, uh, rewarding report.

[36:03] I can actually provide

[36:05] testimony regarding my own

[36:06] nephew as it pertains to

[36:09] transportation and we fairly

[36:10] purchased this item with at

[36:11] least porque es tiempo todos

[36:14] Los dias successor related.

[36:15] I am very happy because the

[36:17] busses are arriving on time

[36:18] every single day.

[36:19] Very happy.

[36:21] Pero Como a todas las familias

[36:23] no todo esto perfect over that

[36:26] y tambi\n tenemos algunos padre

[36:26] diciendo hey.

[36:28] Retro.

[36:32] No granddaughter ample yet

[36:35] algunas familias so Trevor or

[36:36] than the one in trabajo

[36:40] entonces me is Kim aquellos

[36:42] voces can with underground or.

[36:47] In alguna only thank you okay

[36:49] okay okay es la lista de la

[36:52] familia porque no those outside

[36:56] salon I no Sapulpa so I was the

[37:00] at the okay so as we say

[37:01] transportation it is not

[37:02] perfect it is not perfect he's

[37:04] been arriving on time but I do

[37:06] know that there is some

[37:08] dissatisfaction from some

[37:09] of the families.

[37:10] So the question that I do have

[37:12] for you it is what is it that

[37:14] we are doing for those families

[37:17] where transportation is not

[37:18] arriving on time but things

[37:19] systems are not perfect and we

[37:20] are aware of that.

[37:21] But there's been some

[37:22] complaints regarding

[37:23] transportation as well.

[37:26] Eloy e algunas familiares estan

[37:27] receiving the warnings

[37:27] of trabajo.

[37:30] Moreover, some of the families

[37:32] are getting warnings because

[37:33] they are not being able to

[37:36] arrive on time to other works

[37:37] to their jobs in El Nino.

[37:41] Answer you don't know if a

[37:42] Punto is a matter of fact, the

[37:43] point that I would like to make

[37:45] is that they are being uh,

[37:47] reported as being tardy without

[37:49] any justification.

[37:50] That is the point that I would

[37:52] like to make how the families

[37:53] are being impacted by

[37:53] transportation.

[37:55] Yeah, yeah.

[37:57] And I know that, um, our

[37:59] executive director Rose and GOD

[38:01] will want to comment on this,

[38:03] but what I will say is we

[38:06] strive to have every student be

[38:08] able to get to school and get

[38:09] picked up and driven home

[38:10] safely in on time.

[38:14] I think 18,000 students with so

[38:16] many different roads and busses

[38:18] there will be situations like

[38:20] there are for all of us when

[38:22] we're getting across the city

[38:23] that impacts it.

[38:25] I think in each of the cases

[38:27] when something is reported, Dan

[38:28] and his team do an excellent

[38:31] job reaching out to the family

[38:33] looking at repeat situations.

[38:33] Right.

[38:35] And that was when we left last

[38:38] year we definitely had a group

[38:39] of roads where they were

[38:41] uncovered and so that's been a

[38:43] big focus with Dan and the

[38:46] vendor to really assure enough

[38:47] drivers and that the busses

[38:49] mechanically are running fine

[38:51] and sound as a way to be able

[38:52] to address the uncovered

[38:54] because that's really when

[38:56] there isn't a bus to pick the

[38:57] student up.

[38:58] That's when parents really have

[39:01] to figure that out or the bus

[39:02] isn't coming in.

[39:04] A uh replacement bus has to be

[39:05] issued and that's where the

[39:06] like longer delays happen.

[39:08] So Dan and the team are

[39:09] certainly working on that.

[39:11] They've been on top of it this

[39:11] year.

[39:13] Many like much much less when

[39:14] it comes to the uncovered

[39:16] routes in any of the routes

[39:18] that are really longer.

[39:19] That's what Dan and his team

[39:21] start right away to identify

[39:23] and look at the data to be able

[39:24] to figure out is it a reroute

[39:26] uh is it splitting the route?

[39:27] You know, what is it?

[39:29] Um but in each case they really

[39:30] do strive to contact the

[39:32] family, be in contact with the

[39:33] family so that they know if a

[39:35] student's going to get home

[39:36] late or is going to get picked

[39:38] up late to that the the parent

[39:39] has as much notice as possible

[39:39] .

[39:41] Dan I don't know if there's

[39:42] anything now.

[39:43] Yeah thanks superintendent and

[39:44] thanks Member Garcia for the

[39:45] question.

[39:47] I think um the only other thing

[39:49] that I would add on top of what

[39:50] the superintendent said is each

[39:53] year now with with zoom and

[39:54] with some of the you know, the

[39:55] reforms and improvements that

[39:58] we've made is a big focus for

[40:00] us is trying to get to steady

[40:01] state and stability faster.

[40:03] There's always going to be some

[40:04] adjustment at the start of the

[40:06] year, you know, both for

[40:08] drivers and monitors and

[40:09] students and staff coming back

[40:10] to work.

[40:12] But also just there are still

[40:14] students who are transferring

[40:17] schools will have the the dnr

[40:20] process um I think tomorrow uh

[40:21] students families who are

[40:23] submitting requests for drop

[40:25] off at a after school program

[40:27] and so there's a lot of route

[40:28] adjustments that get made

[40:29] throughout the first few weeks

[40:29] .

[40:31] And I think a big focus for us

[40:32] this year and over the last few

[40:34] years is how do we get to that

[40:35] steady state faster to reduce

[40:38] that period where uh, families

[40:40] and students are experiencing,

[40:41] you know, delays at the start

[40:43] of the year and I think along

[40:45] with um, the reduction in the

[40:46] uncovered routes which is about

[40:48] half what it was last year this

[40:50] time so far, um, we want it to

[40:52] be at zero um, the other big

[40:54] focus for us and where we've

[40:56] seen improvement is in just

[40:58] kind of ramping up faster and

[40:59] getting to that steady state

[41:00] faster.

[41:00] Right.

[41:01] And then maybe just explain

[41:03] also like when you have a stew

[41:05] like an unattended student and

[41:07] you an undeliverable student

[41:08] like how that can impact.

[41:10] Yeah, yeah.

[41:14] So um you know most most busses

[41:16] will complete I think as you

[41:18] know, multiple trips in

[41:19] succession each afternoon you

[41:21] know, at 2:00, 3:00, 4:00

[41:23] school and especially at the

[41:25] start of the year as as

[41:27] everyone you know, drivers,

[41:28] monitors, families are

[41:30] adjusting to new routines.

[41:32] Uh, we will often see uh,

[41:34] higher um, instances of what we

[41:36] call undeliverable students

[41:38] where you know that connection

[41:40] to make sure there's a, you

[41:41] know, safe adult to adult

[41:43] handoff particularly for door

[41:44] to door students or our

[41:46] youngest students, um, you

[41:48] know, doesn't happen exactly as

[41:49] scheduled.

[41:51] And then there are you know,

[41:52] depending on the specifics

[41:55] of the situation, our team and

[41:57] the vendor safety desk will

[41:58] work with the family and school

[42:00] to coordinate, uh, you know,

[42:02] that safe drop off but that can

[42:04] lead to you know, sometimes a

[42:06] bus that maybe has to loop back

[42:07] and can't make it to its next

[42:09] school on time and so then

[42:11] we'll you know, either send a

[42:13] covering bus or communicate the

[42:14] delay and try to work through

[42:15] it as best we can.

[42:20] So um let me say Linda Pregunta

[42:21] is.

[42:25] So my second question is

[42:26] regarding the uh teachers in

[42:28] the report there.

[42:31] Um the superintendent there is

[42:33] the key question to.

[42:36] Cuatro maestros wearing rain

[42:36] umbrellas.

[42:40] According to the report I do

[42:41] believe that superintendent

[42:43] Dean mentioned that hundred and

[42:46] 40 teachers were reappointed.

[42:48] Is that but the report says so

[42:50] for it to be at the beginning

[42:52] of the hiring season we had

[42:54] approximately I think it was

[42:56] 374 84 teachers who are

[42:58] permanent so they are owed a

[43:00] position but their position was

[43:02] either eliminated or they chose

[43:04] to come out of their position

[43:05] and look for a new position.

[43:08] Different reasons we were able

[43:10] in all of those cases to find

[43:12] them a position to teach.

[43:14] Similarly with

[43:16] paraprofessionals there were

[43:17] 205 who have what we call

[43:19] seniority so they are entitled

[43:22] to a position and we once again

[43:24] were able to go through and

[43:27] find those 205 a position to be

[43:28] able to be a para uh.

[43:35] And and they'll they'll then

[43:36] they they lose.

[43:38] A position as the maestro.

[43:41] So I do believe I wanted to

[43:42] clarify something I do believe

[43:46] that uh, about more than 500

[43:48] positions belonging to teachers

[43:51] were lost.

[43:53] 500 approximately was not the

[43:55] right number is mas is correct

[43:55] .

[43:59] Quiero cuantos maestros per

[44:00] Demarai Gray dollars.

[44:03] So they're uh as part of every

[44:05] budget regarding closures uh

[44:06] it's going to take each which

[44:08] is regarding closures I just

[44:09] needed to know exactly how what

[44:10] is the right number?

[44:13] Was it 500 teachers that lost

[44:14] their chief Kante?

[44:15] Do you remember what the

[44:16] overall number was?

[44:20] I think it was roughly five

[44:21] 5512 I knew you would know that

[44:22] exactly.

[44:26] Uh so 512 that was a

[44:28] combination of the permanent

[44:30] and other teachers who were

[44:30] provisional.

[44:32] That could have been because

[44:33] the school was closing, a

[44:35] classroom was closing.

[44:37] A teacher chose to exit out

[44:40] of a uh school um or they

[44:41] didn't have licensure.

[44:42] They couldn't be rehired.

[44:44] So there's a whole range

[44:47] of reasons why it started off

[44:49] with 512 but the important

[44:50] thing to know is all of the

[44:53] teachers who were owed a

[44:55] position were given a position

[44:57] it also there were lots

[44:58] of other teachers who also

[44:59] secured positions who might

[45:00] have been provisional.

[45:03] Um and we'll report that out in

[45:04] OCTOBER what the total numbers

[45:07] were but the the main thing was

[45:09] the three seven the 384 that

[45:11] were guaranteed a position.

[45:12] We were able to find that

[45:14] otherwise we would have been in

[45:15] a layoff situation for those

[45:15] teachers.

[45:18] Chief Canty, anything else to

[45:18] add on that?

[45:20] Thank you.

[45:21] Chief Canty thank you so much.

[45:25] For that.

[45:26] Thank you.

[45:31] Um just to follow up on the

[45:32] concerns raised by member

[45:36] Peralta and member Garcia, I

[45:40] will focus pretty much uh,

[45:45] specifically in the, uh, area

[45:50] of diversity involving layoffs

[45:51] ,especially through that last

[45:55] round of uh, budget uh, um,

[45:56] problems that we have.

[46:00] Um, before I do this, I will

[46:02] premise my questions with the

[46:06] fact that, um, I appreciate you

[46:09] having been the leader in

[46:15] ensuring that, um, diversity in

[46:17] hiring retention, uh,

[46:17] promotion.

[46:24] Uh, within within the criteria

[46:26] that I think it be commendable.

[46:29] However, it could be even

[46:29] better.

[46:31] Um, the reason I'm saying this

[46:37] is because even within the

[46:40] retention of teachers, the

[46:44] retention of uh, professionals

[46:47] uh, who are affected by by uh

[46:48] the last round.

[46:52] I have received.

[46:55] I'm not going to say the number

[46:57] but I can tell you that

[47:00] numerous uh, professionals had

[47:04] reached out to me with concerns

[47:09] that and I do think you also

[47:11] are aware of it numbers of uh a

[47:14] number of of of these are uh in

[47:17] the hand or at the office of uh

[47:20] the Union at this point, uh,

[47:22] dealing with the

[47:22] administration.

[47:24] I hate to see that but there

[47:26] are a number of uh

[47:28] professionals who are affected

[47:33] by this, uh, moved uh given

[47:34] positions that are not

[47:38] comparable to their experience

[47:41] and they were not given the

[47:42] choice or they were not given

[47:44] the chance to apply for

[47:45] something that that are

[47:50] comparable to their um,

[47:53] experience because the job

[47:56] posting new jobs that are

[48:01] posted listed only certain

[48:02] number of languages.

[48:06] Despite the fact that that

[48:10] office or those offices that

[48:13] deal with all languages but

[48:15] there are only a number

[48:17] of languages that are listed as

[48:19] one of the preferred

[48:21] requirements so that pretty

[48:23] much preclude a number

[48:25] of professionals who are.

[48:30] You know, who are I believe

[48:33] more than qualified absent that

[48:35] preferred language even though

[48:38] the person has other language

[48:39] that could not apply and the

[48:41] other language is also part

[48:44] of the the office um uh

[48:44] service.

[48:48] Um so that is something I, I

[48:51] think Human Services should

[48:56] look into because and if you

[48:57] want to I can I can give you

[48:59] the number of uh because they

[49:02] are they already in the back

[49:06] of me to appear to talk about

[49:09] them rather than to talk to you

[49:12] directly rather than through

[49:13] the union.

[49:15] And I think I think, you know,

[49:18] in the spirit of upholding

[49:22] diversity equity even within

[49:24] the more than the multi

[49:28] languages, uh, community it

[49:33] should also be applied fairly

[49:34] and equally and evenly.

[49:37] So these are the kind of issues

[49:41] that I'm I'm um hearing for the

[49:44] last two months or so.

[49:45] Um.

[49:52] Hiring retention promotion are

[49:58] not really I like I prefaced

[50:01] before I put this question out

[50:07] that I have no I have no

[50:11] suspicion that your office and

[50:14] uh the superintendent

[50:16] superintendent's ages is doing

[50:17] a heck of a job.

[50:24] Um, in dealing with this but

[50:29] often time small minor issues

[50:30] create tensions among them.

[50:33] My time is out.

[50:33] Thank you.

[50:34] It's great.

[50:36] I would I would say just two

[50:38] suggestions or well common and

[50:40] suggestion number one is I

[50:41] think it's a great idea to

[50:43] suggest to educators to reach

[50:44] out directly to Chief Canty

[50:46] because if they have a concern

[50:48] it's on us to be able to talk

[50:49] to them about it and explain

[50:49] it.

[50:51] I do think there's a handful

[50:54] of positions where language is

[50:56] specific interpretation

[50:57] services like for instance

[51:00] might be one testing uh one for

[51:03] our um our uh English language

[51:05] learners as they come into the

[51:06] district might be another that

[51:07] I can think of.

[51:08] And then where there's

[51:10] bilingual education with a

[51:12] specific language that would be

[51:12] another case.

[51:14] Um, but I think it's best

[51:16] solved if we can get the

[51:18] educators with Chief Canty so

[51:20] that we can figure out like how

[51:23] we can strengthen our process

[51:24] and make it clearer.

[51:25] So thank you for raising it.

[51:26] Thank you.

[51:29] Any questions?

[51:32] Okay.

[51:36] Um you thank you for the update

[51:36] .

[51:38] Um wonderful to hear that all

[51:40] permanent team members and

[51:43] Perez have been placed uh,

[51:45] considering the consolidations

[51:46] and closures appreciate that

[51:47] update.

[51:50] Also appreciate the um, uptick

[51:51] in daily attendance over our

[51:53] first day last year and the

[51:54] increase there.

[51:56] Uh, I know that we are still in

[51:59] the middle of the state before

[52:01] um, students are dropped from

[52:02] the rolls after a certain

[52:04] number of days of not reporting

[52:04] .

[52:06] Uh, so would the next meeting

[52:08] be the appropriate time to ask

[52:11] about enrollment trends as

[52:13] they're looking uh, this year

[52:15] compared to last year and as

[52:15] projected?

[52:17] But would that be a clearer

[52:18] view by the next meeting?

[52:21] Uh, we can give some loose

[52:22] observations at the next

[52:22] meeting.

[52:23] It's generally we wait until

[52:26] the OCTOBER 1st report that we

[52:28] um with Sims that we give that

[52:29] we can then start to crunch the

[52:31] numbers officially it we're

[52:32] still in a transfer period with

[52:34] with students as well coming

[52:36] into the district tomorrow is

[52:39] the last day of official report

[52:41] um which we we call a dnr did

[52:43] not report that's how we should

[52:43] refer to it.

[52:47] Um, and but there's still an

[52:49] extensive shuffle going on kids

[52:52] coming in, kids you know, some

[52:54] kids moving between schools

[52:55] waitlist being called.

[52:58] So um, I think by the next

[53:00] school committee meeting in

[53:02] mid-OCTOBER, uh, we should be

[53:05] able to give you a pretty good

[53:06] idea of the enrollment pattern.

[53:06] Yeah.

[53:07] Thank you.

[53:09] Or even the trends as you did

[53:10] today compared to last year at

[53:11] that time around.

[53:12] Yeah.

[53:13] I mean one of the one of the

[53:14] trends that we've been tracking

[53:16] all along and I just think it's

[53:17] continuing unfortunately is

[53:19] that we're just not seeing

[53:20] newcomers.

[53:22] Uh, we're not we're not seeing

[53:27] uh, our llc Emily students

[53:28] coming into the district.

[53:29] Yeah.

[53:33] So um, on that related piece in

[53:35] terms of the 37 students on

[53:36] every student counts and we

[53:37] want every student to be able

[53:40] to take advantage, um, of the

[53:41] education available to them.

[53:44] Um, the 37 students with whom

[53:45] um the staff made contact for

[53:47] the door knocking is there

[53:50] tracking related to those 37 in

[53:52] terms of who followed up with

[53:53] re enrollment, whether they're

[53:55] placed and settled?

[53:57] Um and is there another circle

[53:59] back for some of the students

[53:59] who MAY not have.

[54:00] Yeah.

[54:01] So I really appreciate this

[54:02] question uh because this is

[54:05] actually a passion for me but

[54:07] um, we actually uh the team

[54:09] knows uh sort of from day one

[54:11] with the did not reports and or

[54:13] students uh that last year were

[54:14] chronically absent.

[54:17] Um we have had like our schools

[54:21] have engaged very intently on

[54:23] contacting homes, contacting

[54:25] families, visiting in an effort

[54:27] to be able to account for every

[54:29] student the ones that we MAY

[54:30] contact through the

[54:32] re-engagement event um we

[54:33] follow up with the

[54:34] re-engagement center follows up

[54:36] with those students if they're

[54:37] engaged with the re-engagement

[54:39] center, if they are on a

[54:41] school's rolls, uh, we would

[54:42] alert the school that we do not

[54:44] had conversation if the student

[54:47] young person expressed I don't

[54:49] intend to go back to the school

[54:51] um at for these reasons we will

[54:52] redirect that student to the

[54:53] re-engagement center will make

[54:54] an appointment.

[54:55] In fact, one of the young

[54:57] people that I happened to visit

[54:58] with the mayor had an

[55:00] appointment that afternoon with

[55:01] the re-engagement center.

[55:03] So the goal is every student

[55:06] accounted for um and even after

[55:09] the did not report time frame

[55:10] goes on.

[55:12] We then are also tracking

[55:14] students who are starting to

[55:16] compile absences because

[55:19] chronic absenteeism starts

[55:20] honestly after day one when

[55:22] they don't report that is that

[55:24] student is now accumulating

[55:24] absences.

[55:25] So if they don't report for

[55:27] eight days where they report on

[55:28] the eighth day they've already

[55:30] been absent seven days 18 days

[55:32] is chronic absenteeism.

[55:33] They're already moving in that

[55:34] direction.

[55:36] So this is um the reason that

[55:37] we've been able to be

[55:40] successful lowering chronic

[55:41] absenteeism is because we're

[55:42] accounting for every kid.

[55:46] Similarly, the other group that

[55:47] sometimes is more susceptible

[55:48] to dropping out and you know

[55:50] this well from the high school

[55:52] lens, those students that did

[55:54] not graduate with their class

[55:56] did not graduate in the summer

[55:56] .

[55:57] We actually have that list.

[55:59] We've been reaching out and

[56:01] engaging them to either allow

[56:03] them to finish the credits that

[56:05] they need to graduate for the

[56:07] fall, which would count in this

[56:09] graduation cycle or to be able

[56:11] to get into a placement that

[56:12] would allow them to graduate

[56:13] during this year.

[56:15] Um, thank you for that update.

[56:19] Um, my last two fast questions.

[56:21] The first is um some additional

[56:23] buzz follow up uh, appreciate

[56:25] the illustrative examples

[56:27] of some of the occasions where

[56:29] on time does not happen.

[56:31] Um, I think that's helpful for

[56:32] folks to have an understanding

[56:35] also wondering about the

[56:36] available levers at the

[56:39] district's disposal to uh,

[56:42] remedy issues that fall more on

[56:44] um the bus company um namely

[56:47] fines or other um levers that

[56:49] could be used uh, to make sure

[56:51] that they're running as

[56:52] efficiently as possible and

[56:54] just wondering if we're using

[56:55] all of those available levers.

[56:57] This is a topic and I have

[56:58] spoken about much.

[57:00] Um, no thank you for that

[57:00] question.

[57:02] Member Skerrett um, yes.

[57:05] So we have a number of both

[57:07] incentives for improved

[57:09] performance and liquidated

[57:10] damages for nonperformance

[57:11] available to us through the

[57:12] contract.

[57:15] I think we've you know, those

[57:17] are not the only levers

[57:18] available to us.

[57:19] They're not always the, you

[57:21] know, most effective or most

[57:22] appropriate for any given

[57:23] situation.

[57:25] But we have found in certain

[57:27] situations they are very

[57:28] important and effective.

[57:31] Um, for instance, last school

[57:32] year when we were seeing issues

[57:34] with uncovered routes compared

[57:36] to prior years we you know,

[57:38] first uh put them on written

[57:40] notice and then when we did not

[57:41] see the improvement that we

[57:43] expected to see begin to issue

[57:44] liquidated damages for

[57:48] uncovered trips, um, that I

[57:49] think had the intended effect

[57:51] and by the end of last year we

[57:53] were seeing significant

[57:54] improvement there that has

[57:55] continued this year.

[57:58] Transdev knows that they will

[57:59] continue to receive uh

[58:01] liquidated damages for

[58:02] uncovered trips.

[58:04] Um and so far this year we've

[58:05] seen uh significant improvement

[58:07] on that compared to prior

[58:07] years.

[58:11] We also saw um last spring was

[58:14] the when they hit 95% in JUNE

[58:17] and 92% for the the last three

[58:18] months of the year.

[58:21] That was the first time that

[58:22] Transdev had hit one of the

[58:24] performance incentives in the

[58:24] contract.

[58:26] So that was you know great to

[58:27] see as well.

[58:28] And so I think that we've we've

[58:30] seen that those are effective

[58:31] levers and you know we will

[58:33] continue to use those to make

[58:34] sure we're you know driving

[58:36] improved performance and does

[58:38] thank you for that.

[58:40] Does performance incentive mean

[58:43] that they would be gaining some

[58:44] additional financial benefit

[58:46] from the on arrival.

[58:47] Exactly yes.

[58:48] And is that budgeted or are we

[58:50] budgeting assuming that they

[58:54] make those milestones where

[58:55] we're budgeting assuming that

[58:57] they're making you know some

[58:58] percentage of those and we've

[58:59] you know been within the budget

[58:59] there?

[59:00] Thank you.

[59:03] Um and kind of moving into

[59:05] budget um, following up on some

[59:07] of the members, um questions

[59:10] and interests around um the uh

[59:12] report around contracts, uh,

[59:13] understanding that you have

[59:16] some formal reporting to do

[59:17] that needs to take place before

[59:19] our full update.

[59:21] Um, just also thinking how this

[59:24] connects to some of our

[59:26] interests last budget season to

[59:29] start discussing budgets and

[59:30] having a clearer lens into

[59:33] financial processes and systems

[59:35] earlier in the school year so

[59:36] that we're not just thinking

[59:38] about the next fiscal budget in

[59:40] real time but more around how

[59:41] these processes work.

[59:44] Um, so just wondering if you

[59:46] know, in partnership with Chief

[59:47] Bloom, uh, in addition to these

[59:50] 30, 60, 90 day reports that we

[59:52] can think about um, a budget

[59:55] presentation cycle, um, that

[59:56] would begin earlier than the

[59:58] typical I believe we usually

[1:00:00] have our first one in DECEMBER.

[1:00:03] So I think Chief Bloom can hear

[1:00:04] the request.

[1:00:06] Um, and we'll look to see if

[1:00:07] there's a time in NOVEMBER to

[1:00:09] be able to give some of that

[1:00:09] update.

[1:00:10] Thank you.

[1:00:13] So I have just two quick

[1:00:14] questions.

[1:00:15] Um wanted to circle back around

[1:00:17] the door knocking is the door

[1:00:19] knocking focusing on students

[1:00:21] of a particular age group?

[1:00:23] Is it more high school or is it

[1:00:23] across the board?

[1:00:25] Yeah it's more um it's a great

[1:00:25] question.

[1:00:28] It's it's a great question and

[1:00:32] uh I would say it's more uh 9

[1:00:34] to 12 occasionally we will have

[1:00:36] uh 16 or 15 year old eighth

[1:00:38] grader, right that we will want

[1:00:40] to engage or reengage but for

[1:00:42] the most part it's going to be

[1:00:43] high school age that we go out

[1:00:45] visit what do we do about

[1:00:47] students at the lower ages that

[1:00:48] are chronically.

[1:00:48] Yeah.

[1:00:51] So we we started implementing

[1:00:53] um attendance plans for the

[1:00:55] kids three years ago.

[1:00:58] We use Panorama which is our um

[1:01:00] student platform uh, for any

[1:01:01] kind of intervention planning

[1:01:03] and when a student reaches a

[1:01:04] certain threshold with

[1:01:06] attendance there's been calls

[1:01:07] home already.

[1:01:09] Uh, those could be happening

[1:01:10] from the family liaison to the

[1:01:12] school counselor to the social

[1:01:15] worker, um, or to the frankly

[1:01:16] administration of a building.

[1:01:19] Uh, we log those, make notes,

[1:01:21] um, and also start to try to do

[1:01:22] some appropriate intervention

[1:01:24] to get at what's causing the

[1:01:26] student to be late all the time

[1:01:27] or to be absent.

[1:01:30] And when a student reaches near

[1:01:32] thresholds for chronic

[1:01:33] absenteeism, the plan then goes

[1:01:35] into more of like a tier two

[1:01:38] tier three um, where it could

[1:01:39] be home visitations that we're

[1:01:40] doing.

[1:01:41] Uh, it could be looking at the

[1:01:43] overall picture of the student

[1:01:45] and seeing if like uh a

[1:01:46] reevaluation is needed, we

[1:01:48] start to ratchet up what the

[1:01:50] different kinds of student

[1:01:52] interventions are for them.

[1:01:53] It's also brought to the

[1:01:55] student success team um, for

[1:01:56] each school uh the student

[1:01:57] support team for each school

[1:01:59] um, you know, they're meeting

[1:02:00] as the professionals they'll

[1:02:02] engage the parents and the key

[1:02:03] piece of it is engaging the

[1:02:05] parents at the high school

[1:02:05] level.

[1:02:07] It's engaging the parents and

[1:02:08] the students together.

[1:02:09] I would say even middle school

[1:02:11] the students as well because

[1:02:12] they're old enough to vote with

[1:02:12] their feet.

[1:02:13] Right?

[1:02:14] Yeah.

[1:02:14] Thank you.

[1:02:18] My last question is about um,

[1:02:18] teachers.

[1:02:22] Um, the question is about the

[1:02:22] provisional teachers.

[1:02:25] How many provisional teachers

[1:02:27] were either let go or still

[1:02:29] waiting to be placed.

[1:02:31] Chief Canty, do you have that

[1:02:35] some of that information you

[1:02:36] can come on up.

[1:02:40] I ask that because you also

[1:02:42] said that we have 150 new

[1:02:42] teachers.

[1:02:42] Yeah.

[1:02:45] So my question is for sure.

[1:02:45] Yeah.

[1:02:55] The evening so out of the 512

[1:02:59] um non renewed educators we've

[1:03:01] hired about 200 of them.

[1:03:03] Um we have some that are

[1:03:04] currently in the process that

[1:03:05] are still being hired.

[1:03:09] Um what we are doing is um

[1:03:11] people who have not been hired

[1:03:14] they're about 100 about 200

[1:03:18] of that 500 about 291 of that

[1:03:20] 512 were because of licensure

[1:03:20] issues.

[1:03:22] So I think so when we talk

[1:03:24] about this number we have to

[1:03:26] parse out what is it that we're

[1:03:27] looking at.

[1:03:30] Um it's not as clean like

[1:03:31] everyone was not renewed

[1:03:33] because of positions or there

[1:03:35] is a variety of the reason as I

[1:03:36] stated was because of licensure

[1:03:37] reasons.

[1:03:40] Um, but we have hired about 200

[1:03:42] of those people back and people

[1:03:45] are as positions become

[1:03:46] available there are people who

[1:03:49] are that we've um we've taken a

[1:03:51] uh few of them who are now long

[1:03:53] term subs um that are still

[1:03:55] within the um the confines

[1:03:57] of bp and are still around so

[1:03:59] that when the opportunity in

[1:04:01] fact presents itself if we can

[1:04:03] hire these people in other

[1:04:04] capacity we are we are doing

[1:04:07] that and we uh one of the

[1:04:09] things that I think um, uh,

[1:04:11] Chief Canty and her team do

[1:04:14] well is as new positions open,

[1:04:16] uh, people have life

[1:04:18] circumstances change, uh, or

[1:04:19] they they take another job,

[1:04:20] they move out of state,

[1:04:21] whatever it MAY be.

[1:04:24] Um, Chief Canty in her team are

[1:04:26] really good at reaching back to

[1:04:28] provisionals who it was clear

[1:04:29] they were looking for a

[1:04:31] position and you know,

[1:04:34] encouraging them to apply uh,

[1:04:35] and look at the board all the

[1:04:36] time with what's open and that

[1:04:37] that's just going to be an

[1:04:39] ongoing process okay.

[1:04:40] Thank you.

[1:04:40] Welcome.

[1:04:44] There any other questions okay.

[1:04:46] Thank you all I will now

[1:04:47] entertain a motion to receive

[1:04:49] the superintendent's report.

[1:04:51] Is there a motion so moved

[1:04:52] thank you.

[1:04:53] Is there a second I think I

[1:04:54] heard just a second there two

[1:04:56] is there any discussion or

[1:04:57] objection to the motion?

[1:04:59] Is there any objection to

[1:05:00] approving the motion by

[1:05:03] unanimous consent hearing?

[1:05:04] None.

[1:05:05] The superintendent's report is

[1:05:05] approved.

[1:05:10] Okay.

[1:05:13] We will begin with one report

[1:05:14] before moving to public

[1:05:14] comment.

[1:05:17] Our first report this evening

[1:05:18] is the Massachusetts School

[1:05:20] Building Authority for Madison

[1:05:23] Park Technical Vocational High

[1:05:25] School chapter 74 programing.

[1:05:27] Let's aim to keep the

[1:05:29] presentation within ten

[1:05:29] minutes.

[1:05:31] Superintendent skipper will

[1:05:32] share introductory remarks.

[1:05:33] Wonderful.

[1:05:34] Thank you.

[1:05:34] Chair.

[1:05:36] Uh, so as we remember this body

[1:05:38] approved submitting Madison

[1:05:40] Park Technical Vocational High

[1:05:42] School for the msba core

[1:05:44] program in MARCH of 2025.

[1:05:47] In DECEMBER of 2025, Madison

[1:05:49] Park was invited into the msba

[1:05:51] eligibility phase as part

[1:05:53] of the eligibility period that

[1:05:54] concluded this summer.

[1:05:57] The msba requires a proposed

[1:06:00] chapter 74 program list as well

[1:06:02] as the approval of the School

[1:06:03] Committee as part of the

[1:06:05] eligibility period, which is

[1:06:06] the first phase of the core

[1:06:07] program.

[1:06:10] The approved chapter 74

[1:06:11] programs will be formally

[1:06:12] studied and evaluated during

[1:06:14] the feasibility period.

[1:06:17] This is the second phase of the

[1:06:17] core program.

[1:06:19] The final programs for the

[1:06:20] future Madison Park are

[1:06:22] determined during feasibility

[1:06:23] and design.

[1:06:25] Chief of Capital Planning Del

[1:06:27] Stanislaus is here tonight and

[1:06:29] will provide more detail about

[1:06:31] the proposed list of 22

[1:06:33] programs and the next steps in

[1:06:33] the process.

[1:06:35] Predictions are assistant

[1:06:37] superintendent for Secondary

[1:06:40] schools and college career and

[1:06:40] life readiness.

[1:06:42] He's also here with us to

[1:06:44] answer any questions that you

[1:06:44] MAY have.

[1:06:47] Uh I also see Brian McLaughlin

[1:06:48] who's uh, senior project

[1:06:50] manager at the facilities

[1:06:51] department in the city.

[1:06:52] Um, he's also here.

[1:06:55] Uh, I approve this list, which

[1:06:57] is also been reviewed by

[1:06:58] Madison Park School leader Paul

[1:07:01] Neil capital Planning

[1:07:03] department, the schools

[1:07:05] division, the mayor's office

[1:07:06] and the city's public

[1:07:07] facilities department.

[1:07:10] Later on in the meeting we will

[1:07:11] ask this committee to vote to

[1:07:13] approve this list.

[1:07:15] So at this point I will turn it

[1:07:17] over to Chief Stanislaus and

[1:07:19] uh, Brad Dickens.

[1:07:22] Thank you.

[1:07:23] Superintendent.

[1:07:26] Um, good evening to members

[1:07:29] of the school committee tonight

[1:07:31] I am providing an update on the

[1:07:33] Madison Park Technical

[1:07:35] Vocational High School project

[1:07:38] and requesting confirmation

[1:07:40] of the chapter 74 programs that

[1:07:42] the district will formally

[1:07:44] study during the Massachusetts

[1:07:45] School Building Authority

[1:07:46] feasibility study.

[1:07:49] This represents an important

[1:07:52] step in the msba process and in

[1:07:54] our broader commitment to

[1:07:56] creating a modern, high quality

[1:07:57] technical and vocational high

[1:07:59] school for Boston students.

[1:08:03] Tonight's action does not

[1:08:05] finalize Madison Park's future

[1:08:06] programing.

[1:08:08] It established the portfolio

[1:08:09] of programs that the district,

[1:08:13] the msba and Dassey will

[1:08:15] evaluate in greater detail

[1:08:17] during the feasibility study.

[1:08:23] I will begin with a brief

[1:08:24] overview of where the msba

[1:08:28] project stands and the msba

[1:08:30] process.

[1:08:33] In APRIL of 2025, the district

[1:08:34] submitted a statement

[1:08:35] of interest to the msba for the

[1:08:37] Madison Park Technical

[1:08:39] Vocational High School project.

[1:08:41] That submission followed with

[1:08:42] followed School Committee

[1:08:46] approval on MARCH 20th 2025 and

[1:08:50] City Council approval on APRIL

[1:08:50] 2nd 2025.

[1:08:54] On SEPTEMBER 30th 2025, the

[1:08:56] msba conducted a senior study

[1:08:57] at Madison Park.

[1:09:00] This visit helped the msba

[1:09:01] better understand the school's

[1:09:03] existing building conditions,

[1:09:05] educational programs,

[1:09:07] enrollment and facility needs

[1:09:09] and DECEMBER of 2025 the msba

[1:09:12] board formally invited Madison

[1:09:13] Park into the eligibility

[1:09:14] period.

[1:09:16] The district began the

[1:09:19] eligibility period on JULY 1st

[1:09:20] 2026.

[1:09:21] This is the first formal phase

[1:09:23] of the msba grant approval

[1:09:24] process.

[1:09:27] On AUGUST 26th, 2026, the msba

[1:09:29] Board of Directors voted to

[1:09:31] invite us into a feasibility

[1:09:32] study stage.

[1:09:34] This is a major step in the

[1:09:37] msba process as it allowed the

[1:09:41] city to complete the 270 day

[1:09:42] eligibility period in

[1:09:44] approximately 60 days,

[1:09:46] resulting in the project moving

[1:09:48] forward roughly eight months

[1:09:50] sooner than previous projects

[1:09:53] in the msb a process the next

[1:09:54] step in the process is to

[1:09:56] select an owners project

[1:09:57] manager and designer.

[1:10:00] The opm oversees the entire

[1:10:02] project lifecycle from planning

[1:10:04] and design to construction.

[1:10:06] The opm ensures the project is

[1:10:09] completed on time within budget

[1:10:10] and according to budget

[1:10:11] specification.

[1:10:15] The next slide provides more

[1:10:16] details around the requirements

[1:10:19] that are the requirements that

[1:10:21] are completed during the

[1:10:22] eligibility eligibility period.

[1:10:26] The the MSPs eligibility period

[1:10:29] is typically a 270 day process

[1:10:31] that establishes the foundation

[1:10:33] for the project.

[1:10:35] During this period the city

[1:10:37] must demonstrate that we have

[1:10:41] the governance, planning,

[1:10:43] funding and educational

[1:10:44] information necessary to move

[1:10:46] into the feasibility study

[1:10:46] stage.

[1:10:48] We have completed the initial

[1:10:50] compliance certification and

[1:10:52] established the School Building

[1:10:52] Committee.

[1:10:55] We must also submit the chapter

[1:10:57] 74 Program Viability Form,

[1:10:59] which is the focus of tonight's

[1:10:59] presentation.

[1:11:01] In partnership with the msba,

[1:11:04] we have conducted a

[1:11:05] comprehensive enrollment

[1:11:07] analysis and reached an

[1:11:09] agreement on the enrollment

[1:11:11] capacity that the project

[1:11:11] should study.

[1:11:14] The district also secured the

[1:11:16] needed approval for funding

[1:11:18] from the city for the

[1:11:20] feasibility study and schematic

[1:11:21] design phases.

[1:11:23] Because we completed these

[1:11:25] requirements early, the msb

[1:11:27] moved us into feasibility phase

[1:11:28] this past summer.

[1:11:30] The feasibility study will

[1:11:32] allow us to evaluate

[1:11:34] educational programing,

[1:11:36] enrollment space needs,

[1:11:37] potential design options,

[1:11:39] project cost and overall

[1:11:41] approach to the Madison Park

[1:11:41] campus.

[1:11:46] One of the key eligibility um

[1:11:47] requirements is confirming the

[1:11:49] chapter 74 programs that will

[1:11:51] be evaluated through the study

[1:11:51] .

[1:11:58] The chapter 74 and viability

[1:12:00] form allows the msba and Darcy

[1:12:02] to understand the district's

[1:12:04] current vocational programs and

[1:12:06] the programs we MAY want to

[1:12:08] offer in the future.

[1:12:10] The form identifies which

[1:12:12] programs the district proposes

[1:12:15] to continue expand, merge

[1:12:17] sunset and add our

[1:12:18] recommendations.

[1:12:20] Consider several factors

[1:12:22] including current student

[1:12:24] interests, current enrollment,

[1:12:27] workforce demand, projected

[1:12:29] enrollment growth, wage

[1:12:31] potential and opportunities for

[1:12:32] students to continue their

[1:12:34] education after graduation.

[1:12:37] The process also requires us to

[1:12:39] demonstrate alignment with

[1:12:41] regional workforce priorities

[1:12:43] and to document support from

[1:12:45] partners such as mass hire

[1:12:47] local employers and

[1:12:48] post-secondary institutions.

[1:12:51] The msb uses this information

[1:12:53] to ensure that the building

[1:12:55] options developed during the

[1:12:56] feasibility study can support

[1:12:59] the appropriate chapter 74

[1:13:01] Educational Spaces school

[1:13:03] Committee approval is required

[1:13:05] before the district submits the

[1:13:07] proposed portfolio to the msba

[1:13:07] .

[1:13:10] Most importantly, approval for

[1:13:11] this form does not require

[1:13:14] represents a final or permanent

[1:13:16] decision about any Madison Park

[1:13:16] program.

[1:13:19] It confirms which programs will

[1:13:21] receive further educational,

[1:13:22] operational, workforce

[1:13:24] enrollment and facilities

[1:13:26] analysis during the feasibility

[1:13:26] study.

[1:13:29] Any final programing

[1:13:32] recommendations will return for

[1:13:33] consideration and approval

[1:13:35] through the appropriate public

[1:13:37] and school committee process.

[1:13:44] The column on the left shows

[1:13:47] Madison Parks Chapter 74

[1:13:49] portfolio for fall of 2026.

[1:13:52] So this school year the column

[1:13:54] on the right shows the programs

[1:13:56] we are proposing for further

[1:13:56] study.

[1:13:59] The proposed portfolio

[1:14:02] preserves a broad a broad range

[1:14:03] of established pathways

[1:14:05] including automotive technology

[1:14:09] ,carpentry, cosmetology,

[1:14:11] dental assisting, facilities

[1:14:13] management, health assisting,

[1:14:17] hvac, medical assisting, metal

[1:14:19] fabrication, plumbing, robotics

[1:14:20] and other technical programs.

[1:14:24] We are proposing a second

[1:14:26] cohort in culinary arts and a

[1:14:29] second cohort in an

[1:14:29] electricity.

[1:14:32] These potential expansion

[1:14:35] expansions respond to both

[1:14:36] students interests and

[1:14:37] workforce demand.

[1:14:40] The proposed portfolio also

[1:14:43] reflects program transitions

[1:14:45] already underway or under

[1:14:47] consideration including mergers

[1:14:48] and programs.

[1:14:51] Start a sun setting for example

[1:14:54] culinary arts where you see on

[1:14:56] screen hospitality management

[1:14:57] merging with culinary arts.

[1:15:00] We are proposing three new

[1:15:03] programs for formal study

[1:15:05] biotechnology, Early Child,

[1:15:07] Early Education and Child and

[1:15:09] Care and Veterinary Science.

[1:15:11] The proposed changes are

[1:15:12] intended to strengthen the

[1:15:13] connection between Madison

[1:15:16] Parks educational offerings and

[1:15:18] Boston's current and emerging

[1:15:19] workforce needs.

[1:15:21] Tonight's vote will authorize

[1:15:23] us to study this portfolio.

[1:15:25] It would not automatically open

[1:15:28] ,expand, merge or close any

[1:15:30] program there a feasibility

[1:15:33] study we will evaluate student

[1:15:35] demand staffing, licensure

[1:15:38] requirements, equipment needs,

[1:15:39] partnerships, space

[1:15:41] requirements and long term

[1:15:42] program sustainability.

[1:15:45] We will also continue engaging

[1:15:46] Madison Park students, families

[1:15:48] ,educators, industry partners

[1:15:51] ,labor representatives,

[1:15:52] post-secondary institutions and

[1:15:54] the broader community before

[1:15:56] any final recommendations.

[1:16:06] Biotechnology has been

[1:16:07] identified as a priority

[1:16:08] industry by Mass Higher the

[1:16:10] Greater Boston Chamber

[1:16:12] of Commerce and the City

[1:16:13] of Boston.

[1:16:15] The Boston region has a

[1:16:17] significant concentration

[1:16:18] of life sciences and health

[1:16:20] care employers, creating

[1:16:22] potential career and

[1:16:23] post-secondary opportunities

[1:16:25] for Madison Park students.

[1:16:28] Labor market analysis indicates

[1:16:30] strong demand, job growth and

[1:16:31] competitive wages in this

[1:16:32] sector.

[1:16:36] Early education and care

[1:16:39] expanding to early education

[1:16:40] workforce is a priority for

[1:16:42] both the City of Boston and

[1:16:43] Boston Public Schools.

[1:16:45] Boston continues to need

[1:16:47] qualified early educators and

[1:16:49] this pathway could allow

[1:16:51] students to enter the workforce

[1:16:54] while also pursuing additional

[1:16:55] credentials or college degrees

[1:16:55] .

[1:16:58] The program could create a

[1:16:59] strong connection between

[1:17:02] Madison Park and bp's own

[1:17:03] workforce needs.

[1:17:05] Through the feasibility study,

[1:17:06] we will assess student interest

[1:17:08] work work based learning

[1:17:10] opportunities, certification

[1:17:12] requirements and partnerships.

[1:17:15] Veterinary science has been

[1:17:16] recommended for consideration

[1:17:18] by the Greater Boston Chamber

[1:17:19] of Commerce.

[1:17:22] The field offer offers

[1:17:25] opportunities in animal care,

[1:17:27] veterinary assistance,

[1:17:30] laboratory settings and related

[1:17:31] scientific careers.

[1:17:39] In closing, these proposed

[1:17:41] programs reflect our goal

[1:17:42] of preparing Madison Park

[1:17:44] students for strong careers in

[1:17:45] Boston's current and emerging

[1:17:46] industries.

[1:17:48] We are asking the School

[1:17:49] Committee to approve the

[1:17:52] proposed chapter 74 program

[1:17:54] portfolio for submission to the

[1:17:54] msb.

[1:17:57] A disapproval will allow the

[1:17:58] district to meet the

[1:18:00] requirements of the eligibility

[1:18:03] period and conduct the detailed

[1:18:04] analysis needed during the

[1:18:05] feasibility study.

[1:18:10] Thank you thank you and now

[1:18:12] open it up to committee for

[1:18:12] questions.

[1:18:15] Anyone?

[1:18:22] Thank you, Chief Stanislas.

[1:18:26] Just a logistical question

[1:18:29] around the list of programs.

[1:18:32] Robotics is listed as a new

[1:18:34] program in both columns.

[1:18:37] Is it that it's new this year

[1:18:39] and will it will continue in

[1:18:41] the proposed list next year?

[1:18:42] Yes.

[1:18:44] So robotics started um last

[1:18:45] year as an elective.

[1:18:46] It's new this year.

[1:18:49] Um and we are also like

[1:18:51] studying it um just like as a

[1:18:53] long term potential for Madison

[1:18:53] Park.

[1:18:53] Okay.

[1:18:54] Thank you.

[1:18:59] Um, can you give an example and

[1:19:00] I know that this is not the

[1:19:00] final list.

[1:19:02] This is an approval for further

[1:19:03] study.

[1:19:05] But um, as you all balanced

[1:19:08] kind of industry demand with

[1:19:09] student interests, community

[1:19:11] interests etc. Can you give an

[1:19:14] example of a pathway or program

[1:19:16] of study that MAY have had

[1:19:19] interest but was determined not

[1:19:21] to be feasible for any reason,

[1:19:24] just um, to give a more

[1:19:25] holistic sense of you know,

[1:19:27] some of that decision making

[1:19:28] that was involved.

[1:19:34] I can't think specifically of a

[1:19:36] program that was suggested that

[1:19:38] was not included in the

[1:19:38] portfolio.

[1:19:40] Or can you speak into the

[1:19:40] microphone?

[1:19:40] Sure.

[1:19:41] Sorry.

[1:19:42] Um, I can't think of a specific

[1:19:43] example of a program that was

[1:19:46] not included in the portfolio.

[1:19:50] Um, at this moment I would add,

[1:19:52] um, to what Chief Stanislaus um

[1:19:54] said is one of the

[1:19:55] considerations for programs

[1:19:58] that remain is considering all

[1:20:00] of the factors the student

[1:20:01] interest, uh, the labor market

[1:20:01] demand.

[1:20:02] Sorry about that.

[1:20:06] Um, but also programs that

[1:20:07] allow students that might not

[1:20:09] be authorized to work in the

[1:20:10] United States.

[1:20:11] Um, good post-secondary

[1:20:12] options.

[1:20:13] That's certainly a

[1:20:14] consideration.

[1:20:15] Um, at Madison Park.

[1:20:17] Uh, but I'll I'll go back and

[1:20:18] get back to you.

[1:20:19] If there were programs that

[1:20:21] were raised and proposed that

[1:20:23] were not um, put forward.

[1:20:23] Yeah.

[1:20:25] I think um one that comes to

[1:20:28] mind would be aviation right in

[1:20:30] the aviation technology right

[1:20:30] tech.

[1:20:32] So I think that was I think

[1:20:33] that was a great sample.

[1:20:33] Thank you.

[1:20:33] Yeah.

[1:20:37] Aviation for um pilots for

[1:20:39] preparation for pilots is not a

[1:20:43] chapter 74 a program in um the

[1:20:44] Department of Education the

[1:20:47] only option is aviation tech

[1:20:48] which is the same as auto tech

[1:20:50] and there isn't physical space

[1:20:51] um, for that program it needs

[1:20:53] the space of literally like a

[1:20:54] hangar.

[1:20:54] Thank you.

[1:20:56] I forgot about aviation.

[1:20:57] Okay.

[1:20:57] Thank you.

[1:21:00] So that program is as an it is

[1:21:01] operating as an elective at

[1:21:02] Madison.

[1:21:04] But to prepare students for the

[1:21:06] pilot license is not a chapter

[1:21:07] 74 option.

[1:21:08] Okay.

[1:21:12] And how um comparable is this

[1:21:15] list to some of the more

[1:21:16] successful uh, career technical

[1:21:18] education campuses in

[1:21:19] Massachusetts?

[1:21:22] I think we've all visited

[1:21:24] several of the very successful

[1:21:25] um, programs.

[1:21:26] It's very comparable.

[1:21:29] Um, I think you know the one

[1:21:30] the one program that seems to

[1:21:31] be emerging in some of the

[1:21:33] other centers is advanced

[1:21:35] manufacturing, which also has a

[1:21:37] pretty high capital cost and a

[1:21:38] space requirement.

[1:21:39] Um, but I would say the

[1:21:41] portfolio is very comparable to

[1:21:42] the regional vocational schools

[1:21:42] .

[1:21:43] Thank you.

[1:21:47] My last oh sorry my second last

[1:21:48] question.

[1:21:50] Uh, Chief Stanislas, you said

[1:21:52] there is an agreed upon

[1:21:53] enrollment capacity that also

[1:21:55] drove the number of programs

[1:21:56] that you're thinking about.

[1:21:59] Uh, what is the agreed upon

[1:22:00] enrollment capacity?

[1:22:02] So the enrollment one of the

[1:22:04] things that we studied that

[1:22:05] Madison Park does not have

[1:22:07] currently is a seventh and

[1:22:08] eighth grade.

[1:22:09] So this is like wrapped up in

[1:22:11] like the um the total number

[1:22:12] for consideration with the msba

[1:22:13] .

[1:22:15] So it's 1800 students okay.

[1:22:18] And again understanding that

[1:22:21] this is not a set and committed

[1:22:22] program list.

[1:22:25] But if we were to assume that a

[1:22:26] similar list were moving

[1:22:29] forward um after these study

[1:22:30] periods etc. Can you just name

[1:22:32] the school year that if

[1:22:34] everything were on track this

[1:22:37] new column would be in

[1:22:38] operation for students at

[1:22:39] Madison Park?

[1:22:41] What school year would that be?

[1:22:46] Um I would need to look at the

[1:22:49] msba timeline to give you an

[1:22:49] answer.

[1:22:50] Can I get back to you on that?

[1:22:51] Um, sure.

[1:22:52] Maybe just for the public.

[1:22:54] Is it like two years from now

[1:22:57] for like just I think trying to

[1:22:59] give folks and I see that the

[1:23:01] timeline and the length out

[1:23:02] that we're really talking about

[1:23:05] so um, the new programs that

[1:23:08] are being proposed like Madison

[1:23:10] Park etc. Sorry, not Madison

[1:23:13] Park but uh veterinary science

[1:23:16] um, currently at Madison Park

[1:23:19] there's no space um for that

[1:23:20] for the for these new programs

[1:23:21] that are being proposed.

[1:23:24] So it will be um a part of like

[1:23:27] the new build or major

[1:23:29] renovation through the msba

[1:23:30] process and that process can

[1:23:32] take anywhere from like for the

[1:23:34] next like six years.

[1:23:37] Brian, if you want to um, add

[1:23:38] anything to that I think a high

[1:23:40] level schedule right now we're

[1:23:41] looking for uh to start

[1:23:43] construction sometime in 2030.

[1:23:43] Yeah.

[1:23:45] You say that again in the in

[1:23:46] the microphone.

[1:23:46] Thank you.

[1:23:48] I think right now a high level

[1:23:50] um schedule based upon where

[1:23:52] we're at with the msba process

[1:23:53] is looking to start

[1:23:55] construction sometime in 2030

[1:23:57] with completion sometime in

[1:23:57] 2033.

[1:24:02] Thank you.

[1:24:05] You okay?

[1:24:12] Um, I don't have a question.

[1:24:14] I just have like a reminder,

[1:24:15] not a reminder.

[1:24:17] But, uh, just to continue to

[1:24:18] keep in mind, uh, the

[1:24:21] engagement part of students and

[1:24:23] families and, uh, the broader

[1:24:25] Madison Park community through

[1:24:27] the facility period so they can

[1:24:28] be part of the bigger picture

[1:24:31] and they know what's going on

[1:24:33] and how is this progressing for

[1:24:33] them?

[1:24:35] Thank you so much for that.

[1:24:36] I think we're entering the

[1:24:37] phase like the feasibility

[1:24:38] phase which is like the

[1:24:40] exciting part for a lot of um

[1:24:42] community engagement the

[1:24:44] community gets to influence

[1:24:46] like the design and stuff like

[1:24:47] that like what the future

[1:24:48] of Madison Park is going to

[1:24:48] look like.

[1:24:51] So a lot of engagement during

[1:24:52] this phase.

[1:24:52] Yeah.

[1:24:54] I have a question.

[1:24:57] Is there a comprehensive list

[1:24:59] of all of the potential

[1:25:02] programs that chapter 74 would

[1:25:04] have irregardless of the ones

[1:25:05] that we've chosen?

[1:25:07] But is there a comprehensive

[1:25:08] list?

[1:25:10] My question being is that the

[1:25:12] size of our district um all

[1:25:14] of our programs don't just

[1:25:17] happen Madison Park other high

[1:25:19] schools have some programing as

[1:25:20] well.

[1:25:22] How do we begin to look at that

[1:25:24] as a complete district in terms

[1:25:26] of where the opportunities so

[1:25:28] if a student couldn't get a

[1:25:30] specific program at Madison

[1:25:32] Park, are there other places in

[1:25:35] the district because

[1:25:37] of logistics etc. That they

[1:25:39] could get it and are there

[1:25:42] things that we don't take

[1:25:42] advantage of?

[1:25:44] I just have a question.

[1:25:47] We are a seaport city and do we

[1:25:49] have any programs that deal

[1:25:52] with the seaport or you know

[1:25:55] those kind of um it's great,

[1:25:56] great questions.

[1:25:59] Um, there is a list of all

[1:26:01] potential chapter 74 programs

[1:26:02] on the dc website.

[1:26:04] They are sorted by industry

[1:26:04] cluster.

[1:26:08] I think we have a very broad

[1:26:08] portfolio.

[1:26:11] We have 32 cte chapter 74 cte

[1:26:13] programs across five schools.

[1:26:15] Um so we you know beyond the 21

[1:26:17] at Madison there are another 11

[1:26:19] that are spread out in the

[1:26:21] other four schools which are

[1:26:24] English High School bar bga um

[1:26:25] and emmc.

[1:26:29] Um the answer to your second

[1:26:30] question I think one one

[1:26:32] industry that we don't cover um

[1:26:35] there is a state um Norfolk ag

[1:26:36] school that covers agriculture.

[1:26:38] It's simply an issue of land um

[1:26:39] and space.

[1:26:41] Um so I think that's you know,

[1:26:44] that is a uh program that some

[1:26:45] students look for and we don't

[1:26:45] offer that.

[1:26:47] But I would say if you look

[1:26:49] across the industry cluster we

[1:26:51] industry clusters on the dc

[1:26:53] website, we are in all of the

[1:26:54] industry clusters but not

[1:26:56] necessarily every potential

[1:26:56] program.

[1:26:58] I think what will be

[1:27:00] interesting to watch given the

[1:27:02] timeline is how the state will

[1:27:04] um, put forward new standards

[1:27:06] in the it you know, in the I.T

[1:27:08] um the information technology

[1:27:10] industry cluster and how we

[1:27:10] will respond.

[1:27:12] So that's an area that we will

[1:27:13] obviously be watching over the

[1:27:14] next several years.

[1:27:15] Will there be a program in ai

[1:27:17] or new technologies that the

[1:27:19] state will um develop standards

[1:27:21] for and allow us to open up a

[1:27:22] chapter 74 program?

[1:27:25] Okay.

[1:27:26] Thank you very much.

[1:27:26] Okay.

[1:27:27] Go.

[1:27:29] Oh, and you asked about the

[1:27:30] seaport and I just want to

[1:27:31] share that you're going to hear

[1:27:33] about the Bloomberg grant

[1:27:33] later.

[1:27:35] But you know we are looking at

[1:27:38] um programing within the

[1:27:40] programs at Madison to address

[1:27:42] um issues of clean energy to

[1:27:44] address issues of climate

[1:27:44] resilience.

[1:27:45] So it might not be a new

[1:27:47] program but we are looking you

[1:27:49] know, to to trends that are,

[1:27:50] you know, happening in our

[1:27:53] climate and um new energy

[1:27:55] technologies and um

[1:27:56] carbon neutral buildings.

[1:27:57] So we're modernizing the

[1:27:59] programs that we have so that

[1:28:00] students have transferable

[1:28:02] skills as the needs of industry

[1:28:03] change.

[1:28:04] Thank you.

[1:28:07] Um, I want and I'll get my

[1:28:08] three different questions going

[1:28:08] here.

[1:28:10] Uh 123.

[1:28:11] Oh yeah.

[1:28:14] So I just I just want to um I

[1:28:15] talked about, you know, like

[1:28:17] keeping the engagement part but

[1:28:19] also thinking about the kids

[1:28:21] that already have uh, they are

[1:28:24] part of the program and uh,

[1:28:25] some of the programs that are

[1:28:28] being sunsetting and uh uh,

[1:28:30] we're letting those kids know

[1:28:33] what is going on and you know,

[1:28:33] they'll be okay.

[1:28:34] Yeah.

[1:28:36] So when a program is sunset,

[1:28:38] the students that are currently

[1:28:40] in the program continue in the

[1:28:41] program and they are allowed to

[1:28:42] graduate.

[1:28:43] There just aren't new ninth

[1:28:44] graders coming in.

[1:28:46] Um, in the two examples um,

[1:28:49] that the chief presented around

[1:28:51] merging programs, students that

[1:28:52] are put in those programs for

[1:28:54] example culinary and

[1:28:55] hospitality will be learning

[1:28:56] the standards in both of those

[1:28:57] clusters.

[1:28:58] Um, and the same with design

[1:29:00] of visual and graphic

[1:29:00] communications.

[1:29:02] So whichever program they came

[1:29:04] from they're actually going to

[1:29:06] get a more expansive um,

[1:29:07] introduction to those two

[1:29:09] fields through the merge

[1:29:09] program.

[1:29:12] Thank you.

[1:29:14] Thank you for the presentation

[1:29:14] .

[1:29:16] This is why I should go first

[1:29:19] because Vice Chair Carrie stole

[1:29:21] my questions and suggestions.

[1:29:23] But anyway, MR..

[1:29:25] Just just to confirm um, for

[1:29:27] for the benefit of the public

[1:29:29] because the first time I saw

[1:29:32] this list of new proposed

[1:29:35] programs my reaction was with

[1:29:36] technology changing by the

[1:29:39] minute and I and everything

[1:29:41] like how can we know what is

[1:29:42] going to be needed?

[1:29:43] What technology do we have to

[1:29:45] be preparing our students in 8

[1:29:46] or 10 years from now?

[1:29:48] So just to clarify we're

[1:29:50] talking about a provisional

[1:29:52] approval of this list grid.

[1:29:55] Yes yes that is correct.

[1:29:56] Great.

[1:29:58] And then in terms of enrollment

[1:30:02] capacity I understood that the

[1:30:03] new school will be able to

[1:30:05] serve 1800 students.

[1:30:06] Is that correct?

[1:30:06] Yes.

[1:30:08] That's the number that we're

[1:30:09] studying with that see how many

[1:30:10] are we serving now?

[1:30:11] I'm sorry.

[1:30:16] Um, Madison Park it's between

[1:30:18] about 1200 000.

[1:30:20] It goes between 1100 and 1200.

[1:30:21] Yeah yeah.

[1:30:23] Great.

[1:30:25] But it does not have a seventh

[1:30:26] and eighth grade.

[1:30:28] So I think that's it's both the

[1:30:29] expansion of the 9 to 12 right

[1:30:31] I think the other thing number

[1:30:33] two is that on the chapter 74

[1:30:36] side we are bound even when

[1:30:37] technology changes we are bound

[1:30:39] to what the state is adopting

[1:30:41] and considering chapter 74 and

[1:30:43] sometimes there isn't as fast

[1:30:45] of a process there to change

[1:30:47] the actual chapter 74

[1:30:49] programing as we want to.

[1:30:52] So like robotics is a good

[1:30:54] example where it took a while

[1:30:55] for that to become a chapter

[1:30:55] 74.

[1:30:57] Mhm yeah thank you yep.

[1:31:01] Do you have a question.

[1:31:02] No you're good.

[1:31:04] All right thank you.

[1:31:06] Um and I we will be taking

[1:31:07] action on this later in the

[1:31:07] meeting.

[1:31:09] Yeah thank you thank you.

[1:31:13] All right we will now move on

[1:31:14] to general public comment MISS

[1:31:14] Privates.

[1:31:17] Thank you chair.

[1:31:21] The public comment period.

[1:31:23] It's an opportunity for

[1:31:24] individuals to address the

[1:31:25] school committee on school

[1:31:26] related issues.

[1:31:28] Questions and specific school

[1:31:29] matters are referred to the

[1:31:30] superintendent questions and

[1:31:32] policy matters MAY be discussed

[1:31:33] by the committee later.

[1:31:35] The meeting will feature two

[1:31:37] public comment periods with the

[1:31:38] first comment period limited to

[1:31:40] one hour after one hour.

[1:31:42] Anyone who hasn't testified

[1:31:43] will have the opportunity to do

[1:31:45] so at the end of the meeting.

[1:31:47] We have 14 speakers this

[1:31:47] evening.

[1:31:49] Each person will have three

[1:31:51] minutes to speak and I would

[1:31:52] remind you when you have 30s

[1:31:54] remaining please feel free to

[1:31:55] email your comments for

[1:31:57] distribution to the committee

[1:31:59] speakers MAY not we assign the

[1:32:01] times to others the time that

[1:32:03] an interpreter uses for English

[1:32:04] interpretation will not be

[1:32:06] deducted from a speaker's

[1:32:07] allotted time.

[1:32:09] Please direct your comments to

[1:32:10] the chair and refrain from

[1:32:11] addressing individual school

[1:32:12] committee members or district

[1:32:13] staff.

[1:32:15] Please note the comments of any

[1:32:17] public speaker do not represent

[1:32:19] the Boston Public Schools or

[1:32:20] the Boston School Committee.

[1:32:22] Please state your name,

[1:32:23] affiliation and where you live

[1:32:24] before you begin.

[1:32:26] For speakers on zoom, please be

[1:32:28] ready to unmute and turn on

[1:32:30] your camera when called to

[1:32:31] support interpretation please

[1:32:32] speak slowly and clearly.

[1:32:37] Our first group of speakers is

[1:32:40] Peter Papadopoulos, Gerasimov

[1:32:43] Papadopoulos, Thomas Fan,

[1:32:45] Christina Nicholas and Roseanne

[1:32:45] Tang.

[1:32:47] Peter Papadopoulos.

[1:33:03] Hello uh my name is Charles

[1:33:03] Moss Papadopoulos.

[1:33:05] I'm currently an 11th grader in

[1:33:07] Boston Ma in school and I'd

[1:33:08] like to uh, begin my

[1:33:12] presentation a busy so busy is

[1:33:13] the official designation for

[1:33:15] someone who entered b+ in ninth

[1:33:15] grade.

[1:33:17] I am a busy.

[1:33:20] Uh, that means my math tracking

[1:33:21] should be behind.

[1:33:23] Uh, I should be slower.

[1:33:24] If you enter in ninth grade,

[1:33:26] you enter into algebra.

[1:33:28] But thankfully the math

[1:33:30] department recognized that I

[1:33:31] should accelerate and moved me

[1:33:32] to algebra two.

[1:33:34] That is where the rest of my

[1:33:35] ninth grade peers were two

[1:33:36] years ago.

[1:33:38] They were not busy.

[1:33:40] Most of those people in algebra

[1:33:42] two I might not uh now I'm

[1:33:44] trying to skip up to calculus.

[1:33:45] I self studied it in the summer

[1:33:47] and in preparing to give clep

[1:33:49] examinations to prove my

[1:33:50] readiness for that in

[1:33:50] pre-calculus.

[1:33:55] Unfortunately the math

[1:33:55] department has stopped granting

[1:33:56] requests to accelerate leaving

[1:33:58] students on an equal footing

[1:34:00] throughout the grade there's a

[1:34:02] student in my grade whom they

[1:34:03] granted permission to skip to

[1:34:05] calculus in 10th grade, but in

[1:34:06] 11th grade they are no longer

[1:34:08] letting anyone skip.

[1:34:10] I feel like the policy prevents

[1:34:12] equity within the grade.

[1:34:14] Because of that some people are

[1:34:16] in a higher math class than

[1:34:16] others.

[1:34:19] Whilst at the same time there

[1:34:20] are people in the lower math

[1:34:22] class who have the ability for

[1:34:23] a high one.

[1:34:25] Also observe that there are

[1:34:27] very few bzees those who

[1:34:28] answered in ninth grade within

[1:34:30] the multivariable calculus

[1:34:34] course um because um it's not

[1:34:36] official but the way I feel it

[1:34:39] the school tracking system is

[1:34:41] slightly set up to leave Bzees

[1:34:42] a little further behind

[1:34:43] unfortunately.

[1:34:45] So I'm registering for the ap

[1:34:47] calculus exam at the end of the

[1:34:48] school year and I will study

[1:34:51] and try to get a good score.

[1:34:53] But uh, I think it would be

[1:34:54] really kind of the school to

[1:34:56] place me in that class to help

[1:34:58] me get that score because

[1:34:59] of their excellent, uh, support

[1:35:01] system and teaching maybe

[1:35:03] wondering why am I addressing a

[1:35:05] school board for this?

[1:35:07] It's because I have repeatedly

[1:35:09] inquired into this matter

[1:35:11] internally discussions have

[1:35:15] reached, uh, the principal but

[1:35:16] unfortunately I feel like they

[1:35:17] have not fell on the most

[1:35:18] receptive ears.

[1:35:21] This is why I'm here to address

[1:35:23] ,uh, what I feel is, uh, core

[1:35:24] inequality at the school.

[1:35:26] Our school provides a zoom

[1:35:28] course for precalculus.

[1:35:29] This is an online course so

[1:35:31] there are no space constraints.

[1:35:33] It's not a physical classroom

[1:35:34] that's not 30s.

[1:35:36] The course is supposed to catch

[1:35:38] up who wish to take calculus.

[1:35:39] The prerequisites are only

[1:35:40] algebra two and geometry

[1:35:42] classes which I have already

[1:35:43] taken by last year asking to

[1:35:45] enter this course I was denied

[1:35:46] despite meeting the

[1:35:48] prerequisites simply because I

[1:35:49] was not in the 11th grade at

[1:35:50] the time.

[1:35:51] The way I understand it,

[1:35:52] they're only interested in

[1:35:54] having this catch up to bring

[1:35:55] you to their baseline but not

[1:35:57] to follow your further

[1:35:58] ambitions.

[1:36:02] And I feel like um thank you

[1:36:03] for your time.

[1:36:04] Thank you.

[1:36:08] Uh, was that Peter Papadopoulos

[1:36:09] who came up?

[1:36:10] Yeah.

[1:36:13] Okay so Gerasimov Papadopoulos

[1:36:15] but that was me okay.

[1:36:16] That's what I thought.

[1:36:19] So Peter Papadopoulos then

[1:36:21] junior it's going to take it as

[1:36:22] I see.

[1:36:30] It must be a thing you want to

[1:36:30] be busy.

[1:36:34] See yeah.

[1:36:39] You it's probably the same

[1:36:39] every.

[1:36:54] Uh good afternoon my name is

[1:36:56] Peter Papadopoulos and I can

[1:36:58] also come from Boston Latin

[1:36:58] School.

[1:37:01] I finished the mathematics

[1:37:02] course on ah of Problem Solving

[1:37:04] an internationally renowned

[1:37:06] platform where students go even

[1:37:07] to the International

[1:37:08] Mathematical Olympiad.

[1:37:10] I'm seeking to enter geometry.

[1:37:13] I studied algebra and believe I

[1:37:14] have the necessary skills to do

[1:37:15] an assessment.

[1:37:17] I accelerated in eighth grade

[1:37:18] before even high school and my

[1:37:20] request was nonetheless denied

[1:37:20] .

[1:37:23] I asked this year again

[1:37:24] prepared and more qualified but

[1:37:26] despite this my request was not

[1:37:26] heard.

[1:37:28] The math department didn't even

[1:37:30] allow me to take an exam to

[1:37:31] prove my readiness.

[1:37:32] They simply denied my requests

[1:37:33] .

[1:37:34] My mother sent a formal request

[1:37:36] as a school required through

[1:37:37] the official channels, and my

[1:37:40] mom was not notified that I

[1:37:41] wasn't allowed to take the

[1:37:41] exam.

[1:37:43] I'm passionate about math

[1:37:45] because I want to be a

[1:37:46] mathematics major or an

[1:37:48] engineering major, and I most

[1:37:49] appreciate how math stems from

[1:37:50] a small collection of axioms to

[1:37:52] build an infinitely beautiful

[1:37:52] language.

[1:37:55] I wish I explore this deeper

[1:37:56] and reach multivariable

[1:37:58] calculus in the 12th grade, but

[1:38:00] by denying me to accelerate to

[1:38:02] geometry that there are people

[1:38:03] in my grade who have already

[1:38:05] taken geometry the math

[1:38:06] department promises however

[1:38:07] they were allowed last year.

[1:38:09] Suddenly the math department

[1:38:11] has stopped allowing people to

[1:38:12] accelerate to the level that it

[1:38:14] should be and I believe this is

[1:38:16] harmful since it creates an

[1:38:17] inequality in the math track

[1:38:18] where some people are above

[1:38:20] others in my own grade but we

[1:38:22] are not allowed to catch up to

[1:38:23] them because the decisions have

[1:38:24] long been crystallized.

[1:38:26] The reason I'm speaking here is

[1:38:27] because I feel it is the only

[1:38:29] place where my voice little

[1:38:29] loud.

[1:38:32] The reason I'm speaking here is

[1:38:33] because I feel it is the only

[1:38:34] place where my voice has been

[1:38:35] heard.

[1:38:37] Boston Latin School already had

[1:38:38] issues with equity within their

[1:38:40] exam process, but I think these

[1:38:41] concerns and equity go further

[1:38:43] than just the exam.

[1:38:44] I believe they are also within

[1:38:45] the structure of the school

[1:38:46] itself.

[1:38:47] Thank you.

[1:38:48] Thank you very much.

[1:38:53] Next speaker is Thomas Kim.

[1:38:55] No.

[1:39:14] Clep calculus is an exam

[1:39:16] accepted by 2900 colleges

[1:39:17] within the United States

[1:39:18] of America.

[1:39:19] It measures completion

[1:39:21] of calculus one and I passed it

[1:39:23] for 78 out of 80.

[1:39:25] I'm currently taking calculus

[1:39:27] three at Bunker Hill Community

[1:39:27] College.

[1:39:32] I am currently just continuing

[1:39:33] to keep talking just keep

[1:39:34] talking up.

[1:39:36] I'm currently taking calculus

[1:39:37] three at Bunker Hill Kami

[1:39:39] College, an institution that is

[1:39:41] accredited by the New England

[1:39:42] Commission of Higher Education.

[1:39:45] They also accredited to Harvard

[1:39:45] and Yale.

[1:39:47] Yet when I asked to accelerate

[1:39:50] within the math department I am

[1:39:50] denied.

[1:39:55] Based on this I feel like I am

[1:39:57] not being denied based on merit

[1:39:59] but by an institutional wall.

[1:40:01] There already is someone in our

[1:40:02] grade taking multivariable

[1:40:04] calculus within Boston Latin

[1:40:06] School I'm a busy meaning I

[1:40:08] entered in ninth grade not

[1:40:09] seventh like the rest of the

[1:40:12] people I believe this

[1:40:13] disadvantages me because it

[1:40:15] meant that I was automatically

[1:40:17] set to be placed in algebra one

[1:40:19] in ninth grade by default.

[1:40:21] Thankfully back then they

[1:40:23] allowed me to accelerate to the

[1:40:24] baseline of which all sixes

[1:40:27] start as I am asking to

[1:40:29] accelerate in 11th grade from

[1:40:30] pre-calculus to calculus.

[1:40:34] But they are not allowing me.

[1:40:35] The department let people of my

[1:40:37] grade accelerate in math track

[1:40:39] in the past but they are no

[1:40:41] longer allowing that which

[1:40:44] makes me feel unequally treated

[1:40:45] since I believe I have the same

[1:40:48] abilities for math yet I'm not

[1:40:49] given the same opportunities in

[1:40:51] terms of what classes I take.

[1:40:53] Boston Latin School has already

[1:40:55] faced other concerns over

[1:40:58] equity and we believe that they

[1:40:59] are not over.

[1:41:01] But I hope that the school

[1:41:03] considers moving past that era

[1:41:05] and makes more progress in

[1:41:07] helping everyone regardless

[1:41:09] of if they came to bls in ninth

[1:41:10] grade or seventh grade.

[1:41:13] Despite of all this, I will

[1:41:15] take the ap calculus exam at

[1:41:16] the end of the school year and

[1:41:18] i simply hope that the school

[1:41:19] will provide me support and

[1:41:21] allow me to formally take the

[1:41:23] class so I have less trouble

[1:41:25] over passing the exam since it

[1:41:27] is uh is a difficult one.

[1:41:30] Bls is known for its rigorous

[1:41:32] approach and I MAY need some

[1:41:34] help with it which I feel that

[1:41:38] bls will adequately provide

[1:41:40] disease by default have less ap

[1:41:42] slots because they have to take

[1:41:44] other requirements 30s so I

[1:41:46] feel that allowing me to take

[1:41:47] calculus would be a fair

[1:41:48] compensation and would level

[1:41:50] the footing in terms of gpa.

[1:41:55] Thank you thank you thank you

[1:41:57] Christina Nicholas space.

[1:42:01] Christina.

[1:42:02] Nicholas.

[1:42:03] No.

[1:42:04] Roseanne Chang.

[1:42:23] I.

[1:42:27] I served on the exam school

[1:42:30] admissions task force in 2021.

[1:42:32] We all saw the recent Boston

[1:42:35] Globe article sharing the good

[1:42:37] news that black enrollment at

[1:42:40] bls has increased each year and

[1:42:42] approached the district's black

[1:42:44] enrollment in the school year

[1:42:44] 26.

[1:42:47] However, a closer look at exam

[1:42:49] school invitation rates for

[1:42:52] school year 27 by race tells a

[1:42:53] different story.

[1:42:56] Last fall, bp's leadership

[1:42:57] stated that they don't want

[1:42:59] exam schools to take up

[1:43:01] valuable air time that should

[1:43:03] be devoted to improving other

[1:43:05] schools, so they enacted a

[1:43:07] policy which simulations showed

[1:43:10] would be regressive and pledged

[1:43:12] to leave that policy alone for

[1:43:12] three years.

[1:43:15] I want to acknowledge that two

[1:43:17] of you voted against this

[1:43:19] harmful policy.

[1:43:21] In line with this intention, bp

[1:43:23] has quietly posted the school

[1:43:26] year 27 invitation rates I

[1:43:28] don't know when did you see and

[1:43:29] discuss them?

[1:43:33] They show retrograde admissions

[1:43:36] policy changes led to Boston

[1:43:38] Latin School Black and Latina

[1:43:40] invitation rates declining an

[1:43:43] amount equal to the amount that

[1:43:45] white invitation rates

[1:43:47] increased for this year.

[1:43:49] Students with disabilities were

[1:43:51] invited to exam schools at one

[1:43:53] third and multilingual learners

[1:43:55] at one half the rate of school

[1:43:59] year 23 despite constituting 23

[1:44:02] and 35% of district enrollment

[1:44:05] respectively, according to

[1:44:05] simulations.

[1:44:07] The most concerning policy

[1:44:09] change last year was the

[1:44:11] addition of a citywide top 20%

[1:44:13] round of invitations.

[1:44:17] Yet the report does not provide

[1:44:19] disaggregation of who the top

[1:44:23] 20% of invitees are by race,

[1:44:25] neighborhood etc. It does

[1:44:28] report that almost half of them

[1:44:30] live in the highest of four

[1:44:31] socioeconomic tiers.

[1:44:34] The mere existence of exam

[1:44:36] schools structures inequity

[1:44:39] throughout all of us, so we

[1:44:41] should be talking about the

[1:44:43] equity impact of changed

[1:44:44] admissions policies.

[1:44:47] Invitation rates likely

[1:44:49] foreshadow enrollment rates, so

[1:44:51] we should be concerned about a

[1:44:53] widening opportunity gap in the

[1:44:54] near future.

[1:44:57] Questions that I hope you all

[1:44:59] asked a second who was invited

[1:45:02] in the citywide top 20% round

[1:45:04] for example, what was the

[1:45:05] breakdown of this year's

[1:45:07] citywide round by race,

[1:45:09] socioeconomic status etc.?

[1:45:11] How do changes in invitation

[1:45:13] rates affect changes in

[1:45:14] enrollment rates?

[1:45:17] Why continue implementing an

[1:45:19] admissions policy that

[1:45:21] simulations and now evidence

[1:45:22] prove unjust?

[1:45:25] Thank you thank you.

[1:45:28] Our next group of speakers are

[1:45:31] Travis Marshall, John Mudd,

[1:45:35] Audrey Martinez, Jacqueline

[1:45:36] Santos and Robert Jenkins.

[1:45:46] Good evening.

[1:45:48] My name is Travis Marshall.

[1:45:50] I live in Roslindale.

[1:45:52] I'm the proud parent

[1:45:53] of students at the English High

[1:45:54] School and New Mission High

[1:45:54] School.

[1:45:58] I'm also a member of quality

[1:46:00] Schools for Every Student

[1:46:02] Quest, a grassroots group

[1:46:03] of parents in the district.

[1:46:06] It's the start of a new school

[1:46:09] year, but in the coming weeks

[1:46:10] you will already begin to

[1:46:12] tackle the budget for next

[1:46:12] year.

[1:46:16] One facet of school finance

[1:46:18] that quest hopes you consider

[1:46:20] is the role of private

[1:46:21] fundraising in the Boston

[1:46:22] Public Schools.

[1:46:25] Quest parents reported on the

[1:46:28] 2018 Ernst and Young audit

[1:46:29] of individual school accounts,

[1:46:31] the first and only time there

[1:46:33] has been a district wide

[1:46:34] snapshot of the role that

[1:46:36] philanthropy plays in the

[1:46:36] schools.

[1:46:41] We updated this data from irs

[1:46:43] 990 forms annually and last

[1:46:45] year we were able to recreate a

[1:46:48] wider picture using Bedford's

[1:46:50] accounting of the schools for

[1:46:52] which it provides fiscal

[1:46:53] sponsorship.

[1:46:55] This is important data.

[1:46:58] However it should not be for a

[1:47:00] group of working parents to

[1:47:02] cobble together the

[1:47:05] Superintendent circular Fin 21

[1:47:08] on a recognized 501 c3

[1:47:10] organizations states that all

[1:47:12] tax exempt school organizations

[1:47:15] need a strong rationale for the

[1:47:17] need of a separate independent

[1:47:21] 501 c3 and must update on

[1:47:23] current details including board

[1:47:26] structure, status and operating

[1:47:27] revenue each year.

[1:47:31] To our knowledge, this is not

[1:47:33] happening despite the recent

[1:47:35] Reimagining School Funding

[1:47:37] Project recommendation to

[1:47:39] collect and make available all

[1:47:41] revenue information by school

[1:47:43] inclusive of philanthropy,

[1:47:44] fundraising and other private

[1:47:45] sources.

[1:47:49] Quest continues to recommend

[1:47:51] the create a dashboard that is

[1:47:53] updated annually for all

[1:47:55] funding sources so that the

[1:47:57] funding of our public schools

[1:47:59] remains transparent to

[1:48:01] stakeholders and taxpayers.

[1:48:04] We invite bp's staff and

[1:48:05] families to join us on

[1:48:08] SEPTEMBER 22nd at 2 P.M. For a

[1:48:10] City Council hearing on this

[1:48:10] matter.

[1:48:11] Thank you very much.

[1:48:13] Thank you.

[1:48:16] Next speaker is John Mudd.

[1:48:27] Good evening.

[1:48:29] Welcome back to the new school

[1:48:29] year.

[1:48:31] For those who don't know it, my

[1:48:31] name is John Mudd.

[1:48:33] I'm a resident of Cambridge and

[1:48:35] a long time education advocate

[1:48:36] in Boston.

[1:48:38] An urgent priority for us in

[1:48:41] the school committee is

[1:48:43] determining when the strategic

[1:48:45] implementation plan will be

[1:48:45] presented.

[1:48:47] I hope you agree.

[1:48:50] It was promised for this fall

[1:48:51] at the time when the committee

[1:48:53] passed the new opportunity and

[1:48:54] Achievement gap policy.

[1:48:57] Such a strategic implementation

[1:48:59] plan should include annual

[1:49:01] Smart goals and a statement

[1:49:03] of the changes in education

[1:49:06] programs explaining how bp's

[1:49:08] plans to reach these goals.

[1:49:10] If there is any hope of seeing

[1:49:13] real improvement for students,

[1:49:15] Smart goals for disaggregated

[1:49:17] groups must be set by pbs for

[1:49:19] student outcomes and the

[1:49:20] reduction of proficiency and

[1:49:23] achievement gaps en masse for

[1:49:25] teacher diversity for the

[1:49:27] expansion of bilingual

[1:49:28] education programs and

[1:49:30] bilingual teachers and for

[1:49:31] equitable literacy.

[1:49:34] Will such a full strategic plan

[1:49:35] be presented to the School

[1:49:37] Committee at its OCTOBER 14th

[1:49:40] meeting or at its NOVEMBER 18th

[1:49:40] meeting?

[1:49:43] The school really needs to see

[1:49:44] set a date.

[1:49:46] There must be a plan by then

[1:49:49] for cps to incorporate new

[1:49:51] strategies in planning for the

[1:49:54] next school year 20 2728 budget

[1:49:56] and for bp's to submit

[1:49:58] necessary proposals to the

[1:50:00] state in time for

[1:50:02] implementation in the fall

[1:50:03] of 2027, the School Committee

[1:50:05] will need to decide whether it

[1:50:07] will insist on real change.

[1:50:09] Simply setting Smart goals

[1:50:11] without spelling out the

[1:50:13] so-called logic of action about

[1:50:16] how it will reach these goals

[1:50:18] will likely be empty rhetoric

[1:50:20] the proverbial lipstick on the

[1:50:23] pig current approaches are

[1:50:25] failing more of the same will

[1:50:28] not accelerate needed

[1:50:28] improvement.

[1:50:31] I want to be respectful but a

[1:50:33] roadmap is not an

[1:50:35] implementation plan and even my

[1:50:37] car roadmap gives me the

[1:50:39] mileage and the routes I need

[1:50:41] to get to my destination.

[1:50:43] The roadmap that was posted

[1:50:45] online has no Smart goals and

[1:50:48] no explanation of the program

[1:50:50] changes to reach these goals.

[1:50:52] Please ask the superintendent

[1:50:56] to produce such a strategic

[1:50:58] implementation plan before you

[1:50:58] proceed further.

[1:50:59] Thank you.

[1:51:00] Thank you.

[1:51:04] Our next speaker is Audrey

[1:51:05] Martinez.

[1:51:05] Come.

[1:51:18] Good evening everyone.

[1:51:20] Thank you for your time and

[1:51:20] listening.

[1:51:24] Um I am here tonight because I

[1:51:28] am extremely concerned about,

[1:51:33] um, the system for uh, IEPs and

[1:51:35] that it's too complicated.

[1:51:39] Um, even for myself a former

[1:51:42] teacher, um, a a parent and

[1:51:45] someone that has been a

[1:51:46] researcher in education for

[1:51:48] over 20 years and also my

[1:51:50] colleagues with doctoral

[1:51:50] degrees.

[1:51:53] Um, have had many challenges

[1:51:55] trying to navigate um the

[1:51:57] Individualized Education Plan.

[1:52:00] Um, last week I was trying to

[1:52:02] help my friend complete a

[1:52:05] consent form for uh, additional

[1:52:08] evaluations but we were really

[1:52:10] confused because it didn't

[1:52:11] include any of the assessments

[1:52:14] that we knew her child needed

[1:52:16] because they are bilingual.

[1:52:19] Um, and I know as a

[1:52:21] multilingual person that if I

[1:52:23] am assessed in the wrong

[1:52:25] language you will not know as

[1:52:27] much as you won't be able to

[1:52:28] know what I actually know.

[1:52:31] And so we were trying to figure

[1:52:33] out how to how to put this into

[1:52:35] the form because there is very

[1:52:37] very little space and all

[1:52:39] of the things listed had

[1:52:40] nothing to do with what we were

[1:52:41] concerned about.

[1:52:47] So we almost rejected it and I

[1:52:52] later thanks to my dog, learn

[1:52:53] that we would have been in

[1:52:55] jeopardy and let me explain my

[1:52:58] dog my dog is an angel and last

[1:53:01] Sunday uh I took him for his

[1:53:02] regular walk but he refused to

[1:53:05] walk where I wanted to take him

[1:53:07] and so instead we went to the

[1:53:09] park and thanks to me going to

[1:53:12] the park with him, I ran into a

[1:53:14] neighbor who shared with me

[1:53:16] that her daughter was finally

[1:53:17] going to go to a school that

[1:53:19] was going to help her because

[1:53:23] she won a lawsuit against us

[1:53:26] because her daughter had went

[1:53:27] undiagnosed for several years

[1:53:28] with autism.

[1:53:32] And because of that she

[1:53:35] connected me with an advocate

[1:53:37] who then I finally talked to

[1:53:41] yesterday and it saved us from

[1:53:43] jeopardizing the whole iep

[1:53:44] process.

[1:53:49] Um, and I you know, we've been

[1:53:52] working on this for 2003 months

[1:53:55] and I I don't think it's fair

[1:53:58] that, you know, even if I have

[1:54:00] high levels of education and I

[1:54:01] was a teacher before that I

[1:54:03] don't understand these things.

[1:54:06] And so I really want to

[1:54:08] advocate that our city should

[1:54:12] be offering free just like they

[1:54:13] offer free legal immigration

[1:54:14] clinics.

[1:54:16] We should also have free legal

[1:54:19] clinics for for families that

[1:54:20] have IEPs.

[1:54:21] Thank you.

[1:54:22] Your time is up.

[1:54:23] So thank you.

[1:54:23] Thank you.

[1:54:25] Please send your testimony

[1:54:26] written testimony.

[1:54:27] Yes.

[1:54:29] Uh Jacqueline Santos.

[1:54:33] Jacqueline Santos.

[1:54:35] Hello.

[1:54:36] Robert Jenkins.

[1:54:51] Paul.

[1:54:55] Good evening, Chairperson

[1:54:56] Robinson.

[1:54:57] Good evening, superintendent

[1:54:58] Skip.

[1:54:59] My name is Robert Jenkins,

[1:55:01] PRESIDENT Of the Madison Park

[1:55:03] Alumni Association

[1:55:03] incorporated.

[1:55:05] So I picked a good night to

[1:55:05] come.

[1:55:07] Uh, be very brief.

[1:55:09] Uh, a year ago I was, uh,

[1:55:11] diagnosed with stage three

[1:55:12] prostate cancer.

[1:55:16] As of today, I am cancer free

[1:55:19] after going through, uh, after

[1:55:24] going through mri, biopsy, Pet

[1:55:27] scan and I just two weeks ago,

[1:55:30] uh, spent four months

[1:55:32] of radiation five days a week.

[1:55:34] So, uh, I am fully healthy and

[1:55:38] back, you know, as I always

[1:55:38] been.

[1:55:43] I want to thank everyone.

[1:55:45] Uh, it was a team effort from

[1:55:48] all of my doctors, but, uh, one

[1:55:50] reason why I'm here tonight is

[1:55:52] please vote for Madison Park.

[1:55:53] Moving on.

[1:55:55] It's been a long process.

[1:55:57] The Madison Park Alumni

[1:55:59] Association has been involved

[1:56:01] ever since when we started this

[1:56:03] entire process and then real

[1:56:05] zero it there was some it was a

[1:56:07] roadblock or as you say a bump

[1:56:09] in the road where we had to

[1:56:11] file for the msba which the

[1:56:12] mayor's office did.

[1:56:14] Some people didn't like it but

[1:56:16] you know like I said I'm class

[1:56:19] of 1978 and I came into that

[1:56:20] build in 77.

[1:56:23] So there's a lot of stake for

[1:56:24] uh the alumni association.

[1:56:27] We have we have space in the

[1:56:28] building with the every day.

[1:56:30] We were there for the freshman

[1:56:31] orientation week.

[1:56:33] Uh, got to teach.

[1:56:34] Uh, you know, uh, history

[1:56:34] of Madison.

[1:56:37] We turned 50 last year and you

[1:56:38] see my commemorative shirt

[1:56:39] there?

[1:56:42] Uh, also on top of that we were

[1:56:43] there for the first day

[1:56:44] of school, which we have been.

[1:56:46] I've been associate with my

[1:56:49] alma mater ever since 2013.

[1:56:51] I've been a school site school

[1:56:54] parent council member uh, as

[1:56:54] well.

[1:56:56] Uh, we we started in 2013 but

[1:56:59] we were sanctioned in 2016 when

[1:57:00] I became PRESIDENT On the

[1:57:02] Secretary of state's office.

[1:57:04] Bedford's our fiscal, uh,

[1:57:05] sponsor.

[1:57:06] So we have a lot of ties into

[1:57:09] the school, but we definitely

[1:57:10] need to move forward.

[1:57:13] One of the main goals I am also

[1:57:15] involved in the Shar Taylor

[1:57:18] msba process, working very

[1:57:20] closely with della and her

[1:57:20] team.

[1:57:22] We have a community meeting

[1:57:26] coming up uh, on the 24 30s at

[1:57:27] the Madden parent.

[1:57:29] Um the Mattapan Library we did

[1:57:31] a presentation a few weeks ago

[1:57:33] which I'm working on the aspect

[1:57:34] of it but most not the most

[1:57:37] important thing is our

[1:57:37] athletics.

[1:57:38] Oh wait am I going to make a

[1:57:39] quick shout out to the

[1:57:41] Community Engagement Community

[1:57:42] Advancement team?

[1:57:44] They put on one heck of a show

[1:57:45] last Friday in which i

[1:57:46] volunteer.

[1:57:47] People see me around the

[1:57:50] building but also to we have to

[1:57:52] get more partners involved and

[1:57:54] help Chief Corey McCarthy out

[1:57:57] on regarding uh athletics and

[1:57:58] student support.

[1:57:59] Thank you.

[1:58:03] We will now transition to zoom

[1:58:03] .

[1:58:07] Um public comment uh, please

[1:58:08] raise your virtual hand when I

[1:58:09] call your name.

[1:58:12] Our next group of speakers are

[1:58:14] Judith Baker, Ayesha Jackson,

[1:58:17] Rebecca Foster Park and

[1:58:18] Christina Norris.

[1:58:21] Judith Baker.

[1:58:33] Please unmute and turn on your

[1:58:33] camera.

[1:58:49] Thank you very much.

[1:58:51] Uh, my name is Judith Baker.

[1:58:53] I'm a long time teacher now

[1:58:53] retired.

[1:58:55] Uh, spent most of my years at

[1:58:56] Madison Park.

[1:58:58] Have been involved as a Madison

[1:58:59] Park advocate.

[1:59:03] Uh, since, uh, we can't hear

[1:59:05] you you can't you know we know

[1:59:06] you can.

[1:59:07] It's fine.

[1:59:08] Okay.

[1:59:09] Now you can.

[1:59:09] Yes.

[1:59:11] Now we can do that.

[1:59:12] Thank you.

[1:59:14] Uh, my name is Judith Baker.

[1:59:15] I taught for many, many years

[1:59:20] at Madison Park and then in

[1:59:21] 2012 with Mel King and that as

[1:59:22] well.

[1:59:24] And we started the Friends

[1:59:25] of Madison Park and have been

[1:59:27] very active as advocates since

[1:59:27] then.

[1:59:30] We have submitted a written

[1:59:31] testimony to all of the

[1:59:31] members.

[1:59:35] So I won't read it here since

[1:59:35] you all have it.

[1:59:38] The written testimony uh,

[1:59:40] states some of our really very,

[1:59:42] very important needs this year

[1:59:44] and our needs going forward if

[1:59:46] we're going to be successful

[1:59:48] obviously technical education,

[1:59:51] high school education is a huge

[1:59:54] benefit to students who enroll

[1:59:57] in chapter 74 programs in

[1:59:59] Boston has been very, very slow

[2:00:01] to build a really state of the

[2:00:03] art, uh, set of programs since

[2:00:05] the original Humphrey said it

[2:00:05] was first built.

[2:00:07] We desperately need your help.

[2:00:12] We have the possibility

[2:00:15] of creating life changing skill

[2:00:18] programs and enrolling uh, 100

[2:00:21] actually 1800 students in them

[2:00:23] but only if the state comes

[2:00:23] through.

[2:00:24] If the state doesn't come

[2:00:26] through, we still have to do it

[2:00:26] .

[2:00:28] So these next seven years are

[2:00:29] incredibly important.

[2:00:32] And in our testimony we have

[2:00:33] listed some of the needs that

[2:00:34] have gone unmet.

[2:00:36] We have certainly worked very

[2:00:38] hard with superintendent.

[2:00:41] We had Adele uh Stanislaus with

[2:00:45] the um with uh Beth Dickens.

[2:00:47] We are very serious about

[2:00:48] getting these skills for kids.

[2:00:50] You have to understand that

[2:00:52] there are needs going unmet

[2:00:54] that are very important needs

[2:00:56] and we can't we just can't do

[2:00:58] our job without your attention

[2:00:58] .

[2:01:01] So I'm only here to draw your

[2:01:02] attention to that written

[2:01:02] testimony.

[2:01:04] I hope all the members of the

[2:01:05] school committee will read it

[2:01:07] very carefully and then come

[2:01:09] back and help us with these

[2:01:09] matters.

[2:01:11] We're of course we're very

[2:01:13] excited if the state does help

[2:01:14] us build a new building.

[2:01:15] But you've got to understand

[2:01:17] that seven, eight, nine years

[2:01:19] down the road we had thought we

[2:01:21] were going to start uh, shovels

[2:01:23] in the in the ground in 2025.

[2:01:25] That didn't happen.

[2:01:28] Our kids can't wait till 2034

[2:01:29] for programs.

[2:01:31] We have to have those programs

[2:01:31] now.

[2:01:33] We have to have seventh and

[2:01:33] eighth grade now.

[2:01:36] And uh, I hope that you will

[2:01:38] respond very seriously to the

[2:01:39] points that we raised.

[2:01:41] Thank you very much.

[2:01:42] I really appreciate the chance

[2:01:43] to speak to you tonight.

[2:01:45] Thank you very much.

[2:01:48] Our next speaker is not in the

[2:01:48] meeting.

[2:01:51] Aisha Jackson is not in the

[2:01:51] meeting.

[2:01:52] So we will continue with

[2:01:56] Rebecca Oster shook of Chuck.

[2:02:03] Good evening.

[2:02:06] I'm here today talking about

[2:02:09] the Boston Public School

[2:02:10] transportation Department.

[2:02:12] I thought this being a new

[2:02:14] school year it would be a new

[2:02:15] leaf.

[2:02:16] For three years we have had

[2:02:18] issues on the school busses.

[2:02:21] Yesterday my five year old and

[2:02:22] my seven year old got on the

[2:02:25] bus at 8:26 A.M. Their school

[2:02:27] opened at 8:10 A.M..

[2:02:30] So my daughter called me on the

[2:02:32] walk on our smartwatch.

[2:02:36] Uh 914 that they were scared

[2:02:37] and they didn't know where

[2:02:38] their bus was.

[2:02:40] I called the bus company.

[2:02:42] They said that they were

[2:02:44] dropped off at school at 845.

[2:02:47] i called the school who told me

[2:02:49] that they were not there and

[2:02:50] they didn't know where the bus

[2:02:50] was.

[2:02:54] I tracked my daughter from her

[2:02:55] watch and we stayed on the

[2:02:58] phone with her and two brave

[2:03:01] girls on that bus held up signs

[2:03:02] asking for help from the

[2:03:04] outside community that they

[2:03:05] were in danger with this bus

[2:03:06] driver.

[2:03:10] I have not heard a single

[2:03:12] response from transportation.

[2:03:13] I've asked for two days for

[2:03:15] supervisors to call me back

[2:03:17] while on the phone with my

[2:03:17] daughter.

[2:03:20] The bus was pulled over by

[2:03:21] Boston police.

[2:03:24] C11 district in Dorchester.

[2:03:28] The cop had a redirect the bus

[2:03:29] driver on how to get to school.

[2:03:32] I want some accountability held

[2:03:33] for the bus drivers.

[2:03:35] Last year my daughter was lost.

[2:03:37] She got hurt on the bus and

[2:03:39] ended up in the emergency room

[2:03:40] and I've heard nothing.

[2:03:43] There's no change and there's

[2:03:44] got to be some kind of change.

[2:03:46] I've reached out to Transdev.

[2:03:48] I've reached out to the

[2:03:49] superintendent's office.

[2:03:52] I've reached out to the

[2:03:54] helpline to 311 and I have gone

[2:03:55] unheard.

[2:03:57] I've even reached out to the

[2:03:57] news.

[2:03:59] Thank you for your time.

[2:04:01] Thank you very much.

[2:04:05] Our find our last speaker is

[2:04:06] Christina Norris.

[2:04:12] Christina Norris.

[2:04:19] I'm just trying to get my

[2:04:20] camera on.

[2:04:22] High.

[2:04:24] Good evening.

[2:04:26] My name is Christina Norris.

[2:04:29] I am a Boston parent of four

[2:04:31] and three of my children are

[2:04:32] students.

[2:04:35] Given the history of dps

[2:04:36] transportation and my family's

[2:04:37] experience since we moved here,

[2:04:39] I imagine this probably won't

[2:04:41] be the last time we meet like

[2:04:41] this.

[2:04:43] On the first day of school,

[2:04:45] bp's reported that 61%

[2:04:46] of morning busses were on time

[2:04:47] .

[2:04:49] But what about the other 39%?

[2:04:50] Let me tell you what that looks

[2:04:51] like.

[2:04:53] It looks like my daughter

[2:04:54] standing on a sidewalk waiting

[2:04:56] for a bus that never showed up.

[2:04:57] It looks like parents

[2:04:59] refreshing an app, watching

[2:05:01] ETAs change, sitting on hold

[2:05:02] for transportation and having

[2:05:05] no idea where the bus is or

[2:05:07] when their child will arrive

[2:05:07] yesterday.

[2:05:09] My children are part of that

[2:05:12] 39% 13 children on a bus where

[2:05:14] the system marked them as

[2:05:16] dropped off at 8:44 A.M. They

[2:05:17] were still on the bus.

[2:05:19] We didn't even know there was a

[2:05:20] problem until our children

[2:05:21] contacted us.

[2:05:23] Once a child is marked dropped

[2:05:25] off the app no longer provides

[2:05:26] live tracking.

[2:05:28] Thankfully another parent and I

[2:05:29] had G.P.S. On our children's

[2:05:30] phones.

[2:05:32] We were able to locate them and

[2:05:33] give the school their actual

[2:05:33] location.

[2:05:35] The school couldn't locate them

[2:05:37] through its own system because

[2:05:38] the system said they were

[2:05:39] already there.

[2:05:41] They were picked up at 824 and

[2:05:43] didn't arrive until 1012.

[2:05:45] The bus hit a sign with

[2:05:46] children on board.

[2:05:48] The children signal the other

[2:05:49] drivers for help.

[2:05:52] The police responded and when I

[2:05:54] called afterwards I was told

[2:05:55] that no police report had been

[2:05:55] filed.

[2:05:58] That is what the other 39% can

[2:05:59] look like.

[2:06:01] And I know that we are not the

[2:06:01] only family.

[2:06:03] Parents have been telling you

[2:06:04] about these problems for years.

[2:06:05] I have filed multiple

[2:06:06] complaints myself.

[2:06:08] You have the complaints.

[2:06:09] You have the data.

[2:06:10] You had an independent

[2:06:12] investigation in 2025 after a

[2:06:14] five year old child was killed

[2:06:17] by a dps bus, and that

[2:06:18] investigation identified

[2:06:19] serious problems.

[2:06:21] Yet here we are in 2026.

[2:06:23] I want to recognize miscarry

[2:06:25] and MR. Brock off at Mason

[2:06:26] because they have done more to

[2:06:28] advocate for these children

[2:06:29] than I have personally seen

[2:06:30] transportation do.

[2:06:32] They should not have to do a

[2:06:33] transportation job and neither

[2:06:34] should we.

[2:06:36] Parents should not have to help

[2:06:37] track the busses, refresh apps

[2:06:39] ,sit on hold or use their

[2:06:41] children's phones to figure out

[2:06:41] where they are.

[2:06:42] That is your job.

[2:06:44] You have the complaints.

[2:06:45] You have the data.

[2:06:47] You have the investigation you

[2:06:47] know.

[2:06:50] So I want to ask you what are

[2:06:52] you going to do after you know

[2:06:54] ,not eventually not after

[2:06:56] another complaint, not after

[2:06:58] another investigation and GOD

[2:06:59] forbid another tragedy.

[2:07:01] What do you do now?

[2:07:02] Because I'm going to keep

[2:07:03] asking I'm going to keep

[2:07:04] documenting and given the

[2:07:05] history I feel like we will be

[2:07:06] having this conversation again.

[2:07:08] I would much rather be wrong

[2:07:09] about that.

[2:07:10] These are our children.

[2:07:12] We should not have to do your

[2:07:13] job to get them safely to

[2:07:14] school.

[2:07:15] You know there's a problem.

[2:07:17] Now show us what you do after

[2:07:17] you now.

[2:07:18] Thank you.

[2:07:19] Thank you very much.

[2:07:22] That concludes public comment.

[2:07:24] Thank you MR. X and thank you

[2:07:26] to those of you who spoke this

[2:07:27] evening and shared your

[2:07:27] perspectives.

[2:07:29] Your testimony is extremely

[2:07:30] important to us.

[2:07:33] Our first two action items this

[2:07:35] evening are the grants for

[2:07:40] approval totally $5,027,984 and

[2:07:42] the in-kind donations with a

[2:07:45] total estimated value of $750.

[2:07:48] Now I'd like to turn it over to

[2:07:49] the superintendent for any

[2:07:50] final comments.

[2:07:50] Great.

[2:07:51] Thank you chair.

[2:07:54] So, uh, as uh, chair just said

[2:07:55] we're asking committee's

[2:07:57] approval for ten grand sterling

[2:07:59] a little over 5 million.

[2:08:02] The largest of these is a $3.5

[2:08:03] million grant from Bloomberg

[2:08:06] Korea grant that serves 600

[2:08:07] students in workforce

[2:08:08] development programs.

[2:08:10] The purpose of this grant is to

[2:08:12] provide a skilled trades,

[2:08:14] workforce development and

[2:08:15] apprenticeship readiness

[2:08:16] program at Madison Park

[2:08:18] Vocational High School during a

[2:08:19] three year period.

[2:08:22] This amount represents year one

[2:08:24] of a $12 million grant received

[2:08:26] by the City of Boston that will

[2:08:28] provide opportunities for

[2:08:29] Madison Park students as well

[2:08:31] as students.

[2:08:33] Drops in an after school

[2:08:35] vocational by Madison program.

[2:08:37] This will also include career

[2:08:39] exploration, pre apprenticeship

[2:08:41] training, industry partnerships

[2:08:43] and student support services.

[2:08:46] The remaining nearly 1.5

[2:08:48] million is in different buckets

[2:08:48] .

[2:08:50] The Commonwealth Preschool

[2:08:51] Partnership Initiative.

[2:08:53] This is a new competitive grant

[2:08:56] totaling 465,000, intended to

[2:09:00] serve 175 students and 20

[2:09:01] teachers in early childhood

[2:09:02] programs.

[2:09:05] The grant will support local

[2:09:06] coordination and investment in

[2:09:08] access to high quality

[2:09:09] preschool for three and four

[2:09:10] year olds.

[2:09:13] The fy 27 Massachusetts offers

[2:09:15] rebates for electric vehicles

[2:09:19] or more ev truck rebate

[2:09:19] increase.

[2:09:21] This is a continuing rebate

[2:09:23] that's totaling nearly $420,000

[2:09:26] ,intending to serve 46,000

[2:09:27] students district wide.

[2:09:29] This grant is a rebate for the

[2:09:31] purchase of electric school

[2:09:31] busses.

[2:09:34] The Commonwealth Corporation

[2:09:36] Round 11 Career Technical

[2:09:38] Initiatives Grant is a new

[2:09:40] competitive grant totaling

[2:09:45] $300,000 in the 2620 to the 26

[2:09:48] 2028 school year and this is

[2:09:50] intended to serve 30 students

[2:09:52] in adult education programs and

[2:09:53] will address the persistent

[2:09:55] need for skilled labor in

[2:09:57] construction trades and

[2:09:57] manufacturing.

[2:10:00] There's also one the Boston

[2:10:02] Foundation, which is Early

[2:10:04] College Consortium with Roxbury

[2:10:05] Community College.

[2:10:07] Year two funding.

[2:10:09] Um, this is continuing

[2:10:11] competitive grants totaling

[2:10:13] $100,000 for the school year

[2:10:15] serving 200 students in early

[2:10:16] college programs.

[2:10:17] This grant will strengthen the

[2:10:19] development of is first

[2:10:23] consortium based early college

[2:10:25] program in partnership with rcc

[2:10:27] or Roxbury Community College.

[2:10:29] In position the model for

[2:10:31] designation with dc is also the

[2:10:33] Mass Cultural Council Creative

[2:10:35] Experiences Grant which is a

[2:10:37] continuing competitive grant

[2:10:40] also for $100,000 this school

[2:10:41] year intended to serve more

[2:10:45] than 600 students at 20 schools

[2:10:47] and will support creative

[2:10:47] experiences for students

[2:10:50] district wide such as

[2:10:52] woodworking classes, music

[2:10:55] classes, dance classes, uh etc.

[2:10:58] There's a $45,000 Mass Life

[2:11:00] Science Center Elementary and

[2:11:02] Secondary Education grant

[2:11:04] biotechnology Microbit Grant,

[2:11:06] which will is intended to serve

[2:11:09] 2500 students and 22 teachers

[2:11:11] at East Boston High School and

[2:11:14] 11 elementary schools in the

[2:11:15] East Boston and Charlestown

[2:11:16] neighborhoods.

[2:11:17] The purpose of this grant is to

[2:11:20] support the expansion of Stem

[2:11:22] education and biotechnology and

[2:11:24] life sciences in data science.

[2:11:28] Uh the Color Foundation

[2:11:30] International Arabic Language

[2:11:32] Bridge Grant is a continuing

[2:11:34] competitive grant totaling just

[2:11:37] over $33,000 intended to serve

[2:11:39] 102 students at Brighton High

[2:11:42] School is a $30,000 English for

[2:11:44] New Bostonians grant, which is

[2:11:45] a continuing competitive grant

[2:11:48] that will serve 25 students in

[2:11:49] adult education programs this

[2:11:51] school year and last.

[2:11:54] The Massachusetts 21st Century

[2:11:56] Community Learning Centers

[2:11:57] Program Continuation Grant from

[2:11:58] dc.

[2:11:59] This is an increase.

[2:12:01] It's a continuing competitive

[2:12:03] grant totaling an additional

[2:12:04] thousand dollars this school

[2:12:07] year intended to serve 1500

[2:12:09] students in 29 teachers at the

[2:12:11] doctor Holland Tech uh Al

[2:12:13] Holland Technical High School,

[2:12:14] desire Quincy Elementary and

[2:12:16] Newman Academy.

[2:12:18] Uh there are also several

[2:12:20] in-kind donations before you.

[2:12:22] Again this is for a school

[2:12:23] committee meeting so there's

[2:12:26] just lots of these grants

[2:12:27] fortunately and in-kind

[2:12:27] donations.

[2:12:30] Uh, these one in-kind donations

[2:12:32] for a three ring binder is the

[2:12:33] Department of Early Childhood

[2:12:35] for the Boston Children's

[2:12:37] Hospital valued at $750.

[2:12:41] Um, and we have uh, Chief Bloom

[2:12:42] who is here.

[2:12:45] Uh, don't see Marcella but

[2:12:45] Chief Bloom.

[2:12:45] Oh.

[2:12:46] Marcello's here.

[2:12:48] Uh, Marcella Marsha is here.

[2:12:49] Who's the director of federal

[2:12:51] and state grants, programs and

[2:12:52] compliance.

[2:12:54] So if there's any questions

[2:12:55] from the committee, both are

[2:12:55] here.

[2:12:57] We would ask for full

[2:12:58] consideration and acceptance

[2:13:00] with a favorable vote for these

[2:13:02] resources for our students in

[2:13:02] schools.

[2:13:04] Thank you superintendent.

[2:13:06] And now open it up to questions

[2:13:07] and comments from the

[2:13:07] committee.

[2:13:14] Nope I think we're all good.

[2:13:16] All right.

[2:13:17] So um thank you.

[2:13:19] We have a member with a

[2:13:20] conflict of interest for one

[2:13:21] of the grants this evening.

[2:13:23] So we will separate the grants

[2:13:24] into two votes.

[2:13:26] If there's no further

[2:13:27] discussion, I will now

[2:13:29] entertain a motion to approve

[2:13:31] the English for New Bostonians

[2:13:34] grant totaling $30,000 as

[2:13:34] presented.

[2:13:36] Is there a motion so moved?

[2:13:37] Is there a second?

[2:13:37] I can okay.

[2:13:39] Is there any discussion?

[2:13:40] Objection to the motion.

[2:13:42] MISS Privates, will you please

[2:13:42] call the roll?

[2:13:44] Thank you, Doctor Elkins.

[2:13:47] MR. Peralta, abstain.

[2:13:48] MISS Polanco Garcia.

[2:13:49] Yes.

[2:13:50] MR..

[2:13:51] Yes.

[2:13:52] MR. Tran?

[2:13:52] Yes.

[2:13:53] Miscarried?

[2:13:54] Yes.

[2:13:55] MISS Robinson.

[2:13:55] Yes.

[2:13:57] The grants are approved.

[2:13:59] Okay.

[2:14:00] Um.

[2:14:01] Thank you.

[2:14:03] If there's no further

[2:14:03] discussion, I will now

[2:14:05] entertain a motion to approve

[2:14:10] the remaining grants totaling

[2:14:13] $4,997,000 984 as presented.

[2:14:15] Is there a motion so moved?

[2:14:16] Is there a second?

[2:14:17] Second.

[2:14:17] Thank you.

[2:14:18] Is there any discussion

[2:14:19] objection to the motion.

[2:14:21] Is there any objection to

[2:14:22] approving the grant by

[2:14:23] unanimous consent?

[2:14:25] Hearing none.

[2:14:26] The grants are approved.

[2:14:28] We will continue with the

[2:14:29] in-kind donation.

[2:14:31] There's no further discussion.

[2:14:33] I will now entertain a motion

[2:14:34] to approve the in-kind donation

[2:14:36] as presented.

[2:14:37] Is there a motion?

[2:14:38] So moved.

[2:14:38] Thank you.

[2:14:39] Is there a second?

[2:14:40] Second.

[2:14:41] Is there any discussion?

[2:14:42] Objection to the motion.

[2:14:44] Is there any objection to

[2:14:45] approving the grant by

[2:14:47] unanimous consent?

[2:14:48] Hearing none.

[2:14:49] The in-kind donation is

[2:14:50] approved.

[2:14:53] Our third action item this

[2:14:54] evening is the payment

[2:14:56] of membership dues to the

[2:14:57] Massachusetts Association

[2:14:58] of School Committees, also

[2:15:00] known as Mask for the school

[2:15:05] year 2627, in the amount

[2:15:08] of $8,795 mask provides a wide

[2:15:10] range of programs and services

[2:15:11] including professional

[2:15:13] development workshops and

[2:15:15] educational advocacy support.

[2:15:17] I will now open it up to the

[2:15:18] committee for any um questions

[2:15:19] or comments.

[2:15:22] Okay.

[2:15:26] Um just uh just a note um I had

[2:15:28] had a question originally um,

[2:15:30] looking at this payment around

[2:15:32] how fast the rate was

[2:15:34] increasing of annual payments

[2:15:35] and I'm seeing that the rate is

[2:15:37] actually level to the previous

[2:15:38] year.

[2:15:39] So I just wanted to make a note

[2:15:40] of that.

[2:15:40] Yes.

[2:15:40] Thank you.

[2:15:42] All right.

[2:15:44] If there are no further

[2:15:45] questions um, now entertain a

[2:15:47] motion to approve the payment

[2:15:50] of annual membership dues to

[2:15:54] mask in the amount of $8,795 as

[2:15:55] presented.

[2:15:56] Is there a motion?

[2:15:57] So thank you.

[2:15:58] And a second.

[2:15:58] Thank you.

[2:16:00] Is there any discussion or

[2:16:01] objection to the motion?

[2:16:03] Is there any objection to

[2:16:04] approving the motion by

[2:16:05] unanimous consent?

[2:16:07] Hearing none.

[2:16:08] The motion is approved.

[2:16:11] Our last vote is the msba

[2:16:13] Madison Park Technical School

[2:16:15] Vocational High School chapter

[2:16:17] 74 programing that was

[2:16:18] presented earlier tonight.

[2:16:20] If there are no further

[2:16:21] questions I will entertain a

[2:16:23] motion as presented.

[2:16:25] Is there a motion to second?

[2:16:28] Second is there any discussion

[2:16:29] objection to the motion?

[2:16:30] MISS Provost, will you please

[2:16:31] call the roll?

[2:16:32] Thank you, Doctor Adkins.

[2:16:34] MR. Peralta.

[2:16:37] Yes, MISS Polanco Garcia.

[2:16:37] Yes.

[2:16:38] MR..

[2:16:39] Yes.

[2:16:42] MR. Tran yes, MISS.

[2:16:45] It yes, MISS Robinson yes.

[2:16:46] The motion is approved

[2:16:47] unanimously.

[2:16:48] Great.

[2:16:49] Thank you.

[2:16:51] Okay.

[2:16:53] We're going to transition to

[2:16:54] reports if you need to take a

[2:16:54] break, you can.

[2:16:55] Okay.

[2:16:56] All right.

[2:16:57] Go ahead.

[2:16:59] Our first report is the Horace

[2:17:01] Mann Charter governing update

[2:17:03] for the Dudley Street

[2:17:04] Neighborhood Charter Schools

[2:17:07] memorandum of understanding a

[2:17:08] let's aim to keep the

[2:17:10] presentation within five

[2:17:10] minutes.

[2:17:12] Now I'd like to turn it over to

[2:17:14] the superintendent for

[2:17:14] introductory comments.

[2:17:15] Uh, wonderful.

[2:17:17] In a few minutes, uh, assistant

[2:17:19] superintendent of autonomous

[2:17:20] schools, new assistant

[2:17:21] superintendent of autonomous

[2:17:23] schools doctor Urbano will

[2:17:25] present the Mou for the Dudley

[2:17:26] Street Neighborhood Charter

[2:17:27] School.

[2:17:29] I think you'll recognize Hervey

[2:17:31] as the longtime leader of the

[2:17:33] Lyons Elementary and High

[2:17:34] School.

[2:17:35] And we're very happy that he

[2:17:37] has joined us in this new

[2:17:37] capacity.

[2:17:39] Uh, so as a reminder, the

[2:17:41] Horace Mann in district charter

[2:17:43] schools are independent public

[2:17:45] schools that operate under five

[2:17:47] year charters granted by the

[2:17:48] Commonwealth's Board

[2:17:50] of Education and Secondary

[2:17:50] Education.

[2:17:53] Each of the Horace Mann Charter

[2:17:55] schools must operate under a

[2:17:56] memorandum of understanding

[2:17:58] with Veeps or what we say an

[2:18:02] Mou a this Mou a aligns with

[2:18:03] Horace Mann schools that have

[2:18:04] come before the School

[2:18:06] Committee with some provisions

[2:18:08] that are specific to the Dudley

[2:18:10] Street Neighborhood Charter

[2:18:10] School.

[2:18:12] Doctor no is here to walk you

[2:18:14] through those provisions.

[2:18:17] In JUNE this body voted to

[2:18:18] approve the Dudley Street

[2:18:19] Neighborhood Charter School

[2:18:20] Renewal application.

[2:18:23] However, this document was not

[2:18:25] ready at the time that that was

[2:18:25] presented.

[2:18:27] So we are asking the school

[2:18:29] Committee to vote in favor

[2:18:32] of the mou a at a future School

[2:18:33] committee meeting.

[2:18:36] I will now turn it over.

[2:18:37] I will now turn the meeting

[2:18:38] over to Doctor no.

[2:18:42] Thank you Superintendent

[2:18:43] skipper.

[2:18:45] Good evening, MADAM Chair.

[2:18:49] Vice chair and members of the

[2:18:50] school committee.

[2:18:52] My name is Harvey.

[2:18:55] I know and I am the assistant

[2:18:57] superintendent of autonomous

[2:18:58] schools.

[2:19:01] As Superintendent Skipper

[2:19:04] mentioned, I support our Horace

[2:19:06] Main schools, innovation

[2:19:10] schools and pilot schools in

[2:19:12] leveraging their unique

[2:19:15] autonomy to drive innovation

[2:19:18] and improve student outcome.

[2:19:21] And as such I look forward to

[2:19:24] partnering with this committee

[2:19:28] as we renew our Horace Mann Mou

[2:19:31] and advance strategic planning

[2:19:33] for our innovation schools.

[2:19:35] So tonight.

[2:19:42] So tonight I am presenting one

[2:19:45] governance document for your

[2:19:50] consideration which is the mou

[2:19:51] a for Dudley Street

[2:19:53] Neighborhood Charter School.

[2:19:57] As a reminder the mou is serves

[2:20:00] as the primary governing

[2:20:04] agreement between dps and

[2:20:05] Horace Mann Charter.

[2:20:10] It defines operational

[2:20:12] responsibilities, budgets,

[2:20:14] allocations, staffing

[2:20:17] protocols, facilities, academic

[2:20:20] support for students with

[2:20:23] disabilities and English

[2:20:24] language learners.

[2:20:27] Uh what you have here on the

[2:20:31] left side uh, all of the

[2:20:34] agreements that we have with

[2:20:35] the charter schools.

[2:20:38] And on the left side the part

[2:20:42] that is bolded uh, the areas

[2:20:45] where uh the the revisions have

[2:20:49] had substantial uh improvement.

[2:20:52] And on the left on the right

[2:20:56] side it is the implication

[2:20:58] of these, uh, revisions.

[2:21:04] And so uh, first there will be

[2:21:08] uh, three substantive uh,

[2:21:12] updates to these to these Mou a

[2:21:15] number one is that it aligns

[2:21:19] with previous mou use for ap

[2:21:22] and bda that were afforded by

[2:21:26] these body and the lines by

[2:21:30] transitioning specific uh

[2:21:33] operational services such as

[2:21:38] legal and compliance from a non

[2:21:39] discretionary to a

[2:21:41] discretionary purpose.

[2:21:45] Secondly in doing so or as a

[2:21:47] result of this shift could you

[2:21:49] try using the other mc.

[2:21:50] It's just I don't know what's.

[2:21:54] If that one is better.

[2:21:54] Hello.

[2:22:00] And so in doing so it's still

[2:22:04] doing it and in doing so as a

[2:22:07] result of these these shifts

[2:22:12] there will be uh an increase

[2:22:14] indemnification provision that

[2:22:17] will uh protect.

[2:22:21] Wayne Dudley will assume

[2:22:23] additional responsibilities.

[2:22:25] Those who were put in board.

[2:22:29] Thirdly and that is really

[2:22:31] specific to Dudley Dudley

[2:22:32] Street.

[2:22:34] Uh, this agreement is

[2:22:36] reiterating, uh, the district's

[2:22:38] commitment to collaborate with

[2:22:40] the school to establish a

[2:22:43] pathway k-12 to the Dearborn

[2:22:44] Stem Academy.

[2:22:48] And so tonight, uh, we request

[2:22:50] you overview of the Dudley

[2:22:53] Street mou and your

[2:22:55] consideration for approval

[2:22:56] of the letter school committee.

[2:22:58] Thank you.

[2:23:03] And I'll open it up to any

[2:23:04] questions from the.

[2:23:07] Sky.

[2:23:11] Thank you doctor Uno.

[2:23:13] I just had a question about the

[2:23:15] k 12 pathway and just

[2:23:16] clarifying the definition of k

[2:23:18] to 12 pathway.

[2:23:21] Um that it's not implying that

[2:23:22] the school would become a k 12

[2:23:23] .

[2:23:24] You're saying that there's a

[2:23:27] commitment to have a defined

[2:23:29] pathway from Dudley Street

[2:23:32] suitable through k 12 that it's

[2:23:34] correct that will be um a

[2:23:36] defined pathway from Dudley

[2:23:38] Street to the Dearborn Academy

[2:23:40] making it a continuum k 12.

[2:23:45] And right now there is a gap

[2:23:47] between the end of Dudley

[2:23:49] Street and the beginning

[2:23:52] of Dearborn with Dudley Street

[2:23:54] terminating or ending in fifth

[2:23:57] grade and Dearborn beginning in

[2:23:57] seventh.

[2:23:59] So it's part of the commitment

[2:23:59] .

[2:24:03] Um, figuring out the right, um,

[2:24:06] series of schools or some

[2:24:09] advised pathway in the interim

[2:24:10] before Dearborn starts.

[2:24:12] Yes, that that is what the the

[2:24:13] intent is.

[2:24:19] This is a historical um

[2:24:20] partnership with Boston Plan

[2:24:23] for excellence, uh, that

[2:24:27] oversaw Dudley uh, and um for a

[2:24:30] period of time was the receiver

[2:24:31] for the Dearborn.

[2:24:33] Uh, the Dearborn has exited

[2:24:35] receivership and so the

[2:24:37] partnership with Dearborn is no

[2:24:39] longer the same although they

[2:24:40] you know, they still work to

[2:24:41] support.

[2:24:43] Um, but the Dudley is very much

[2:24:46] in tact and the spirit of this

[2:24:48] was always that students would

[2:24:50] continue uh, in early college

[2:24:52] preparation along the pathway

[2:24:54] as well as cte or, you know,

[2:24:55] any other kind of career

[2:24:56] connected activities.

[2:24:59] Uh, the Dearborn stopped taking

[2:25:01] a sixth grade class two years

[2:25:03] ago as part of a grade change.

[2:25:06] Dudley right now physically

[2:25:07] doesn't have the space to

[2:25:08] expand beyond fifth.

[2:25:11] One of the things we can look

[2:25:12] at, you know, our options

[2:25:15] around are there other feeders

[2:25:17] uh, that they could feed to for

[2:25:19] the sixth grade uh, for either

[2:25:21] the sixth, the sixth, seventh

[2:25:22] and eighth with the intent then

[2:25:24] transfer into the Dearborn at

[2:25:25] either the seventh grade or the

[2:25:26] ninth.

[2:25:27] Right.

[2:25:28] So I think that will be

[2:25:29] something we will continue in

[2:25:32] spirit to work with Dudley on.

[2:25:34] Um, and when they're working

[2:25:36] with their kids uh, that it is

[2:25:38] always with the intent and love

[2:25:39] to see them continue on with

[2:25:39] Dearborn.

[2:25:42] Uh, but if not Dearborn there

[2:25:43] are other schools for sure at

[2:25:45] the high school level that they

[2:25:46] can continue to work on some

[2:25:49] of the career and uh, early

[2:25:51] college uh preparation and

[2:25:52] continue.

[2:25:54] But there isn't an obligation

[2:25:56] here at this point for us to

[2:25:58] find and solve that problem in

[2:25:59] spirit.

[2:26:00] We agree and want to solve that

[2:26:02] problem because we think Dudley

[2:26:03] is a very good school.

[2:26:05] Thank you.

[2:26:06] You.

[2:26:07] Any more questions?

[2:26:10] Nothing else.

[2:26:11] Thank you.

[2:26:12] And we will take a vote on this

[2:26:13] at a later meeting.

[2:26:13] Thank you.

[2:26:14] Thank you.

[2:26:16] Okay.

[2:26:18] Our last report tonight is

[2:26:22] forward together the 2026 to

[2:26:23] 2031 Strategic roadmap for

[2:26:25] Boston Public Schools.

[2:26:27] Let's aim to keep the

[2:26:29] presentation within 20 minutes.

[2:26:30] And I'd like to remind our

[2:26:32] presenters to please speak at a

[2:26:35] slower pace to assist our

[2:26:35] interpreters.

[2:26:37] Superintendent, I invite you to

[2:26:39] give introductory remarks.

[2:26:39] Wonderful.

[2:26:39] Thank you.

[2:26:40] Chair.

[2:26:41] Um, so this evening we're

[2:26:43] presenting the next step in

[2:26:44] laying the groundwork for the

[2:26:45] next five years.

[2:26:48] Forward together the 20 2631

[2:26:50] Strategic Roadmap for Boston

[2:26:51] Public Schools is the latest

[2:26:53] update to our planning to build

[2:26:55] on the foundation we have

[2:26:57] created in the.

[2:26:58] Shortly you will hear from

[2:27:00] Doctor Colin Rose, Senior

[2:27:02] Advisor for Strategy and

[2:27:03] Opportunity Gaps Monica Hogan,

[2:27:05] Chief of Data, Information and

[2:27:06] Systems Improvement.

[2:27:08] They will be headlining the

[2:27:09] presentation tonight.

[2:27:13] Uh, also uh our deputy doctor

[2:27:14] Simon Wright deputy

[2:27:15] superintendent of academics

[2:27:17] Doctor Ana Tavares today

[2:27:19] superintendent of family and

[2:27:20] community advancement and

[2:27:23] doctor Samuel de Pina, senior

[2:27:25] deputy superintendent

[2:27:26] of operations are also here to

[2:27:27] support and answer questions

[2:27:29] relative to their uh,

[2:27:30] particular areas if there were

[2:27:32] any um with the opportunity and

[2:27:34] achievement gap policy is our

[2:27:34] North Star.

[2:27:36] We have developed this

[2:27:37] strategic roadmap to guide our

[2:27:39] mission into the next decade.

[2:27:41] The strategic roadmap is our

[2:27:43] blueprint, our outline of the

[2:27:45] actions we will prioritize to

[2:27:46] ensure student success.

[2:27:48] We have developed clear

[2:27:50] actionable steps that were

[2:27:51] informed by our vision for

[2:27:53] every student creating rigorous

[2:27:54] and culturally affirming

[2:27:57] learning experiences with a

[2:27:58] supportive network of caring

[2:28:00] adults and providing wellness

[2:28:02] and enrichment opportunities in

[2:28:04] physical spaces that support

[2:28:04] learning.

[2:28:06] In tonight's presentation you

[2:28:08] will hear more about the

[2:28:09] intersection of the oag policy.

[2:28:11] The strategic plan in the

[2:28:13] district's success measures we

[2:28:15] have put in place to monitor,

[2:28:17] to progress, monitor and hold

[2:28:18] ourselves accountable.

[2:28:20] Uh I want to thank the School

[2:28:22] Committee for your thankful for

[2:28:23] your thoughtful input.

[2:28:26] Uh, frankly as well as so many

[2:28:28] in the district and community

[2:28:30] as this has been a pretty

[2:28:31] extensive, uh, process.

[2:28:33] I also want to thank doctor

[2:28:34] Rose very much one for coming

[2:28:37] back into for leading charge on

[2:28:38] this work.

[2:28:40] Uh, to Chief Hogan.

[2:28:40] Same thing.

[2:28:42] Um, the members of the oag task

[2:28:45] force, the academics team under

[2:28:46] the leadership of Doctor

[2:28:46] Wright.

[2:28:48] And thank you for coming from

[2:28:50] Denver doctor Wright and the

[2:28:51] members of the school committee

[2:28:52] for getting us to this point.

[2:28:54] So at this point I will, uh,

[2:28:57] turn this over to doctor Rose.

[2:29:00] Good evening, school committee

[2:29:00] members.

[2:29:04] Uh, we are here to update, um,

[2:29:08] our final version of the focus

[2:29:10] areas objectives and key

[2:29:12] actions for Forward together

[2:29:15] the 2026 through 31 strategic

[2:29:17] roadmap for the Boston Public

[2:29:17] Schools.

[2:29:19] This is a culmination of many

[2:29:20] months of engagement.

[2:29:24] Uh, I was before you last APRIL

[2:29:25] where I outlined our engagement

[2:29:28] and presented a draft roadmap.

[2:29:31] In the interim I along with my

[2:29:32] colleague Tamika Ashley Buck

[2:29:34] Meyer worked with chiefs and

[2:29:36] deputy superintendents to

[2:29:38] refine the roadmap and I now

[2:29:39] bring it before this body for

[2:29:40] your consideration.

[2:29:43] Um, doctor de Pina, Doctor

[2:29:44] Tavares, uh and Doctor Wright

[2:29:46] will be available for questions

[2:29:48] tonight as ultimately the work

[2:29:49] of implementation falls under

[2:29:49] their leadership.

[2:29:53] In addition, after much

[2:29:54] collaboration between school

[2:29:56] committee um and the district

[2:29:57] especially Doctor Wright and

[2:29:59] Monica Hogan, we are presenting

[2:30:01] a list of district success

[2:30:01] measures.

[2:30:03] These measures will help

[2:30:05] monitor the progress of the

[2:30:07] district over the five years

[2:30:07] of the roadmap.

[2:30:14] As discussed in APRIL, our

[2:30:16] Opportunity Achievement Gap

[2:30:18] policy is the North Star for

[2:30:18] the district.

[2:30:21] And as you're well aware our

[2:30:22] community came together their

[2:30:24] many engagements through the

[2:30:25] long term facilities planning

[2:30:28] process to outline the tangible

[2:30:29] components to ensure that

[2:30:29] vision.

[2:30:32] This is called the high quality

[2:30:33] student experience and it

[2:30:35] includes rigorous and

[2:30:37] culturally affirming learning

[2:30:39] experiences, wellness and

[2:30:40] enrichment opportunities.

[2:30:43] A supportive network of caring

[2:30:45] adults and physical spaces that

[2:30:48] foster learning.

[2:30:50] As stated in the oag vision, we

[2:30:52] believe that all students no

[2:30:54] matter their background can

[2:30:56] attain excellence and that

[2:30:57] their outcomes are a direct

[2:30:58] result of the opportunities

[2:30:59] that they are afforded.

[2:31:02] Delivering on our mission means

[2:31:05] that we must directly and

[2:31:06] systematically address the

[2:31:08] opportunity gaps in the high

[2:31:09] quality student experience that

[2:31:11] lead to gaps in student

[2:31:12] proficiency, especially for

[2:31:14] those groups who have been

[2:31:15] historically underserved or mis

[2:31:16] served by our district.

[2:31:24] These are our focus areas for

[2:31:26] the strategic roadmap which

[2:31:28] include high quality

[2:31:29] instruction and student

[2:31:31] supports, positive school

[2:31:33] climate and high quality

[2:31:35] programing and facilities.

[2:31:38] We will also focus on enabling

[2:31:41] conditions which are those

[2:31:43] organizational dispositions,

[2:31:46] mindsets structures needed to

[2:31:48] execute including equity

[2:31:51] centered culture and practice

[2:31:52] systems alignment and

[2:31:55] partnership and resource

[2:31:56] alignment and improvement.

[2:31:58] In the next few slides I will

[2:32:00] discuss these areas and

[2:32:00] conditions.

[2:32:02] A detailed outline of these

[2:32:04] focus areas with objectives and

[2:32:06] key actions have been provided

[2:32:07] to the committee.

[2:32:10] As a reminder from last APRIL's

[2:32:12] presentation, these focus areas

[2:32:13] and enabling conditions are

[2:32:15] meant to crosswalk with the

[2:32:17] major objectives in the ag

[2:32:17] policy.

[2:32:20] So ultimately implementing this

[2:32:21] plan and implementing the

[2:32:22] policy are one in the same.

[2:32:25] We took great care to provide

[2:32:27] that crosswalk as foundational

[2:32:28] framing when creating this

[2:32:30] roadmap with our stakeholders.

[2:32:38] Our first focus area is high

[2:32:39] quality instruction and student

[2:32:40] supports.

[2:32:43] This is aimed at improving the

[2:32:45] core classroom experience for

[2:32:46] all of our students and

[2:32:47] especially those who have been

[2:32:49] historically marginalized to

[2:32:51] improve academic performance.

[2:32:54] There are two core objectives

[2:32:58] one scale good teaching a few

[2:32:59] key actions under this would be

[2:33:01] to outline a professional

[2:33:03] development plan that

[2:33:04] emphasizes strong teaching

[2:33:06] practices for the diverse

[2:33:07] learners that we have in

[2:33:09] Boston, as well as ensuring

[2:33:10] that the teachers have the

[2:33:11] curriculum to do that.

[2:33:15] Second, uh, there's an

[2:33:16] objective to provide strong

[2:33:18] student supports to keep

[2:33:20] students on track and intervene

[2:33:21] and accelerate when they do

[2:33:22] fall behind.

[2:33:25] An example of an action on this

[2:33:27] uh, we will need to continue to

[2:33:29] better equip teachers and staff

[2:33:31] with impactful interventions

[2:33:32] that actually meet our students

[2:33:33] needs.

[2:33:39] Our second focus area deals

[2:33:41] with the general environment in

[2:33:42] our schools.

[2:33:44] We want to make sure that

[2:33:46] students are both attending and

[2:33:47] feel connected to school.

[2:33:50] Intuition tells us in evidence

[2:33:53] shows that students who are in

[2:33:54] school and feel connected

[2:33:56] achieve at significantly higher

[2:33:57] levels.

[2:34:00] Objective here is uh include

[2:34:02] one ensuring students generally

[2:34:03] have a strong sense

[2:34:06] of belonging and safety in our

[2:34:08] schools and an example action

[2:34:10] would be to ensure strong

[2:34:11] structure structures for

[2:34:13] relationship building and

[2:34:14] utilizing student feedback.

[2:34:18] Second, uh surrounds attendance

[2:34:19] as a whole.

[2:34:21] We know that having an

[2:34:22] environment that fosters a

[2:34:25] sense of belonging, uh, creates

[2:34:26] the conditions where students

[2:34:27] and families want to come to

[2:34:27] school.

[2:34:30] But there's still often other

[2:34:31] barriers that keep them from

[2:34:32] coming.

[2:34:34] Uh, and we must attend to those

[2:34:34] .

[2:34:36] An example of a key action to

[2:34:37] better would be to better

[2:34:39] coordinate our attendance

[2:34:40] supports at the district level

[2:34:42] to streamline resources for

[2:34:44] staff on the ground and

[2:34:45] families so that we can

[2:34:47] anticipate and address those

[2:34:48] barriers quicker.

[2:34:55] The last focus area is high

[2:34:57] quality programing and

[2:34:57] facilities.

[2:35:00] We need to continue to build

[2:35:03] the educational spaces and

[2:35:04] programing that respects

[2:35:07] student and family aspirations

[2:35:09] and supports the goal of high

[2:35:10] achievement in the district.

[2:35:13] Here we have three objectives

[2:35:15] one to ensure we are moving

[2:35:17] towards 21st century education

[2:35:18] spaces.

[2:35:20] This is all that work that

[2:35:21] surrounds both new buildings

[2:35:22] and renovations.

[2:35:26] Second is to expand access to

[2:35:27] program programing that will

[2:35:31] set uh students up for career,

[2:35:31] college and life.

[2:35:34] Um that includes making sure

[2:35:35] students have access to things

[2:35:38] like mass core bilingual

[2:35:39] education, career and technical

[2:35:41] education, advanced placement,

[2:35:43] dual enrollment and other

[2:35:44] experiences that one would need

[2:35:46] uh to progress towards their

[2:35:47] chosen life path.

[2:35:52] Third and finally given the

[2:35:54] move to move towards more

[2:35:56] modern facilities, it is

[2:35:57] unavoidable that there will

[2:35:59] continue to be some disruption

[2:35:59] for families.

[2:36:02] We must ensure that when a

[2:36:04] school community is uprooted

[2:36:06] that families and students are

[2:36:08] well cared for and end up in

[2:36:10] schools that better support the

[2:36:11] high quality student experience

[2:36:13] which is the reason for the

[2:36:16] long term facilities planning

[2:36:17] process in the first place.

[2:36:26] In order to be best positioned

[2:36:28] to achieve those objectives I

[2:36:30] outlined, we also must attend

[2:36:32] to general disparate uh

[2:36:34] dispositions, mindsets and

[2:36:36] structures that allow us to

[2:36:38] work efficiently, effectively

[2:36:38] and equitably.

[2:36:41] We call these enabling

[2:36:41] conditions.

[2:36:44] Many of these are explicitly

[2:36:47] identified in the org policy as

[2:36:51] key systemic inputs in order to

[2:36:52] move our system forward without

[2:36:53] leaving certain student groups

[2:36:54] behind.

[2:36:57] The first enabling condition is

[2:36:58] ensuring an equity centered

[2:36:59] district culture.

[2:37:03] This focuses on the ability

[2:37:05] of staff to work across

[2:37:06] difference with a special focus

[2:37:08] on what is needed to serve

[2:37:09] those who have historically

[2:37:10] been underserved in our system.

[2:37:14] Part of this work is to ensure

[2:37:15] our staff, especially our

[2:37:17] teaching staff continues to

[2:37:19] better reflect our students and

[2:37:19] their families.

[2:37:22] The second condition is to

[2:37:24] continuously focus on

[2:37:26] strengthening our collaboration

[2:37:27] with families and communities.

[2:37:30] Families and communities come

[2:37:32] with a great amount of cultural

[2:37:33] wealth that when leverage can

[2:37:35] have great impacts on student

[2:37:35] learning.

[2:37:38] On the flip side, students are

[2:37:40] at home and in the community

[2:37:41] more than they are actually in

[2:37:42] our schools.

[2:37:44] So being better able to share

[2:37:47] our practices with families and

[2:37:48] communities will strengthen our

[2:37:48] district.

[2:37:50] Our work as a district.

[2:37:53] Finally, we will need to ensure

[2:37:55] that our resources are aligned

[2:37:57] to execute the strategic

[2:37:58] roadmap including our budget

[2:37:59] person.

[2:38:01] Our time and attention.

[2:38:05] We also need to have the data

[2:38:07] and the data systems to be able

[2:38:08] to continuously improve.

[2:38:11] Helping us do more of what

[2:38:13] works and less of what doesn't

[2:38:13] .

[2:38:22] Finally, to monitor the impact

[2:38:24] of the strategic roadmap we

[2:38:26] will use key measures informed

[2:38:28] by the policy including the

[2:38:30] district's success measures

[2:38:31] that are being presented

[2:38:31] tonight.

[2:38:34] District's success measures

[2:38:35] reflect many of the outcome

[2:38:37] measures identified by the oag

[2:38:40] policy and will be used by the

[2:38:41] School Committee to hold us

[2:38:41] accountable.

[2:38:44] These will eventually be

[2:38:45] rounded out by some internal

[2:38:47] and external measures that help

[2:38:48] us track implementation of our

[2:38:49] strategies.

[2:38:52] For example, although not a

[2:38:53] district success measure,

[2:38:55] teacher diversity will be a key

[2:38:58] input uh measure that will be

[2:38:59] publicly presented and

[2:39:02] monitored and in line with the

[2:39:03] language of the oag policy.

[2:39:05] Measures will be disaggregated

[2:39:07] by race, ethnicity,

[2:39:09] socioeconomic status and for

[2:39:10] multilingual learners and

[2:39:11] students with disability.

[2:39:14] I'm going to leave my portion

[2:39:15] of the presentation with a

[2:39:16] quick history lesson.

[2:39:18] I'm getting old enough to do

[2:39:19] some district history.

[2:39:23] Uh, the official framing

[2:39:24] of opportunity achievement gaps

[2:39:27] came in to the district around

[2:39:29] 2016 version of the og policy.

[2:39:31] I was part of that um prior to

[2:39:33] it was framed as the

[2:39:34] achievement gap and justifiably

[2:39:35] so.

[2:39:38] Um, you know, ultimately if

[2:39:41] what we do does not uh, close

[2:39:43] proficiency gaps for students

[2:39:44] then we haven't done our job.

[2:39:47] But the addition of the word

[2:39:50] opportunity was intentional and

[2:39:52] the intention was very clear.

[2:39:54] We are responsible for the

[2:39:55] conditions that foster

[2:39:55] achievement.

[2:39:57] The onus is on the adults.

[2:40:00] We believe in the brilliance

[2:40:02] of all of our kids, but we must

[2:40:03] create the conditions for that

[2:40:04] brilliance to take root.

[2:40:06] The implementation of the

[2:40:08] strategic roadmap really is

[2:40:10] about providing those equitable

[2:40:11] opportunities for students to

[2:40:12] achieve.

[2:40:14] I want to drive that connection

[2:40:16] home as we move towards a

[2:40:17] discussion of the achievement

[2:40:19] measures and other outcomes

[2:40:20] which again and rightfully so

[2:40:22] is how we will, uh, judge our

[2:40:23] success.

[2:40:25] Before that I turn it over to

[2:40:30] Monica Hogan, chief of data,

[2:40:30] Information and Systems

[2:40:31] Improvement.

[2:40:34] Thanks, doctor Rose.

[2:40:39] So as we considered what data

[2:40:41] to identify as our district

[2:40:43] success measures, um, we

[2:40:44] followed three guiding

[2:40:45] principles.

[2:40:48] First, that any measures we

[2:40:49] chose as a district success

[2:40:51] measure would have ways for us

[2:40:53] to progress monitor internally

[2:40:54] throughout the year.

[2:40:58] Second alignment and external

[2:40:58] validity.

[2:41:00] It was important to us to not

[2:41:02] create a brand new framework

[2:41:03] that would conflict with

[2:41:06] existing measures and instead

[2:41:07] ensure alignment with things

[2:41:08] like the Quality School

[2:41:10] Framework and the state

[2:41:10] Accountability system.

[2:41:14] And third, we only considered

[2:41:15] data points that would be able

[2:41:17] to be disaggregated um, by the

[2:41:20] major student groups that

[2:41:20] doctor Rose listed.

[2:41:26] So this slide outlines the

[2:41:27] proposed success measures.

[2:41:30] They are divided into two

[2:41:31] categories student achievement

[2:41:32] and culture and climate.

[2:41:34] The student achievement

[2:41:35] measures are organized to

[2:41:37] reflect a child's journey

[2:41:39] through us from early literacy

[2:41:40] through to graduation.

[2:41:43] The culture and climate

[2:41:45] measures include chronic

[2:41:47] absenteeism, student

[2:41:48] perspective on sense

[2:41:50] of belonging and safety as well

[2:41:51] as family climate survey

[2:41:52] indicators.

[2:41:54] You'll notice a few measures

[2:41:56] have two asterisks after them.

[2:41:57] These are currently under

[2:42:00] development and will have more

[2:42:01] information at a later meeting.

[2:42:06] Uh the next slide outlines the

[2:42:07] cadence that these district

[2:42:09] success measures will be made

[2:42:11] available um, based on timing

[2:42:13] throughout the year of when

[2:42:14] data is available to us.

[2:42:17] Um you'll see this is sort

[2:42:21] of the timing that is when we

[2:42:22] are able to present some

[2:42:24] of these things publicly, some

[2:42:26] of which you will hear about at

[2:42:27] our next meeting in OCTOBER.

[2:42:32] And in terms of next steps from

[2:42:34] here, um, there will be a vote

[2:42:35] at a future meeting.

[2:42:37] Um the district is currently in

[2:42:38] the process of creating five

[2:42:40] year targets for these district

[2:42:41] success measures that we just

[2:42:43] talked about and we will share

[2:42:45] those later this fall as well.

[2:42:46] I will turn it back to you,

[2:42:47] MADAM Chair for questions.

[2:42:49] Thank you.

[2:42:51] Um and then I'll open it up to

[2:42:52] the committee for questions.

[2:43:01] If you want to take a break,

[2:43:02] I'll take a crack at it.

[2:43:03] Go ahead.

[2:43:05] Okay.

[2:43:06] MR. Tran, you want to begin?

[2:43:08] Uh, did you want it?

[2:43:09] Yeah, sure.

[2:43:09] Go ahead.

[2:43:10] Yes.

[2:43:12] Hi.

[2:43:12] How are you?

[2:43:14] Thank you for, uh, very

[2:43:18] thorough roadmap for our oag.

[2:43:22] So they are four times

[2:43:25] according to, uh, your, uh,

[2:43:26] roadmap.

[2:43:28] They are four times throughout

[2:43:30] the academic year that you're

[2:43:32] going to report to us on the

[2:43:33] progress.

[2:43:37] OCTOBER, DECEMBER, APRIL and

[2:43:41] AUGUST with disaggregated uh

[2:43:46] data and in that would include

[2:43:49] the percentage of achievement

[2:43:51] of uh for group.

[2:43:52] Yeah.

[2:43:55] So in the OCTOBER category um

[2:43:57] that's where the main

[2:43:58] achievement measures are.

[2:43:59] So that is when we get mixed

[2:44:00] data.

[2:44:02] Um so the mixed achievement

[2:44:03] measure is the percentage

[2:44:04] of students in grades three

[2:44:06] through eight meeting or

[2:44:08] exceeding expectations and Ela

[2:44:08] and math.

[2:44:11] Um there's also the access

[2:44:13] measure for our multilingual

[2:44:14] learners related to making

[2:44:16] progress in learning English.

[2:44:19] Um and then there is a high

[2:44:20] school achievement measure that

[2:44:21] we have listed as under

[2:44:23] development as the State

[2:44:24] Graduation Council.

[2:44:27] Um, makes final determinations

[2:44:28] about what the future of and

[2:44:30] of course assessments will be

[2:44:31] for our high school students.

[2:44:33] So we are awaiting further

[2:44:35] information about what that

[2:44:36] measure will look like in the

[2:44:38] future but wanted to include it

[2:44:38] here.

[2:44:40] Okay.

[2:44:45] The proposed success measures

[2:44:47] whatever that page is there are

[2:44:49] two uh, columns.

[2:44:51] Yes, one is student achievement

[2:44:53] and the other is cultural uh,

[2:44:54] culture and climate.

[2:44:56] Yes.

[2:44:59] Describe to me how specific are

[2:45:02] the benchmarks or are the uh

[2:45:06] the actual steps that you are

[2:45:10] implementing to define culture

[2:45:12] and climate, uh, success?

[2:45:15] How the are you asking about

[2:45:17] the actions we are taking or

[2:45:19] how we are measuring progress

[2:45:22] measuring progress so the

[2:45:25] culture okay I'm Vietnamese I'm

[2:45:26] I'm from a culture.

[2:45:30] How do you define culture

[2:45:34] success in in uh in a student

[2:45:35] pop and student body?

[2:45:38] I think chronic absenteeism,

[2:45:39] student sense of belonging,

[2:45:42] school safety, family survey

[2:45:44] participation family survey

[2:45:46] staff family relationship.

[2:45:50] Yeah I think the category here

[2:45:51] referring to culture and

[2:45:52] climate is about the culture

[2:45:54] of the school environment that

[2:45:55] the students are in.

[2:45:55] Okay.

[2:45:59] Um so chronic absenteeism is um

[2:46:01] looking at the percentage

[2:46:02] of students who are absent more

[2:46:05] than 10% of the school year,

[2:46:06] um, students sense of belonging

[2:46:09] and school safety are both um

[2:46:11] domains on the student climate

[2:46:11] survey.

[2:46:13] And so we hear from our

[2:46:14] students um, twice a year in

[2:46:16] the middle of the year and the

[2:46:17] end of the year about how they

[2:46:20] are feeling, um, within their

[2:46:22] school building, their sense

[2:46:23] of belonging as well as how

[2:46:24] safe they are feeling.

[2:46:28] Um, family survey participation

[2:46:29] this is an annual climate

[2:46:30] survey that we give at the end

[2:46:31] of the year.

[2:46:33] Um and so we are looking at

[2:46:35] increasing the participation

[2:46:36] of our families who respond to

[2:46:37] that survey.

[2:46:38] Um, and then the the last

[2:46:40] measure of staff family

[2:46:41] relationships is one of the

[2:46:42] ones that's under development.

[2:46:44] We are currently looking at the

[2:46:45] questions on the Family Climate

[2:46:47] Survey to determine if the

[2:46:49] questions we are currently

[2:46:50] asking measure what we truly

[2:46:53] want to understand about the

[2:46:54] family perspective on culture

[2:46:55] and climate at their child's

[2:46:56] school.

[2:46:58] Um and so we'll have more

[2:46:59] information as we further

[2:47:01] refine what that measure looks

[2:47:03] like like answer your question

[2:47:05] to a certain extent yes.

[2:47:09] So in a way whenever we we

[2:47:11] receive your report you know,

[2:47:14] the quarterly report we would

[2:47:18] expect to see some positive uh,

[2:47:21] outcome for each of these uh,

[2:47:22] success measure.

[2:47:24] I hope ideally, yes.

[2:47:25] Okay.

[2:47:27] I will come back with other

[2:47:31] questions but, uh but I think I

[2:47:32] understand it easier.

[2:47:37] Uh, the semantic behind um,

[2:47:40] okay, uh, culture and climate.

[2:47:43] Go ahead.

[2:47:43] Okay.

[2:47:44] I have a question.

[2:47:46] Yeah, I have a question on a

[2:47:47] thank you for the presentation.

[2:47:49] Yeah I have a question on

[2:47:49] accountability.

[2:47:52] Okay I know that we say we but

[2:47:54] that's a lot of people.

[2:47:57] And how do we all connect to

[2:47:59] the schools to be able to know

[2:48:01] what school is making progress

[2:48:01] in.

[2:48:03] How are we measuring that?

[2:48:07] Yeah.

[2:48:09] So I think um these measures

[2:48:12] are all available to be able to

[2:48:13] be broken down by school.

[2:48:15] Um our schools are also held

[2:48:16] accountable through the state

[2:48:17] accountability system.

[2:48:19] Um, which you'll hear a more

[2:48:20] detailed report about in

[2:48:22] OCTOBER after that data is um,

[2:48:24] made publicly available.

[2:48:25] Right.

[2:48:27] The schools also have um cusa

[2:48:29] plans and so on those kinds

[2:48:32] of plans for instance, um the

[2:48:33] chronic absenteeism rate, the

[2:48:34] sense of belonging.

[2:48:36] Uh some of these are coming

[2:48:37] from the Kaiser, right?

[2:48:39] We have asked schools to focus

[2:48:42] on kind of three core things

[2:48:43] and we want the consistency

[2:48:44] of that.

[2:48:46] Um, so while we will be

[2:48:48] reporting up the disaggregated

[2:48:50] aggregate the disaggregated

[2:48:52] roll up of that, we also will

[2:48:54] be looking at how individual

[2:48:56] schools are doing right as part

[2:48:58] of what we we do like each fall

[2:49:00] uh in the cycle and that's

[2:49:02] something uh actually all three

[2:49:03] deputies will be looking at

[2:49:06] where the particular measure

[2:49:08] falls because that was one

[2:49:09] of my questions I do have we

[2:49:12] chosen some of the uh focus.

[2:49:12] Yeah.

[2:49:14] And say to the school these are

[2:49:16] the focus that we are working

[2:49:19] on and uh how do you measure

[2:49:20] that in your school so you can

[2:49:21] have we can have data within

[2:49:22] the q set.

[2:49:23] That's right.

[2:49:23] So yeah.

[2:49:25] So so for the cuz the sense

[2:49:26] of belonging which is the

[2:49:27] climate right.

[2:49:28] The school climate that we're

[2:49:30] trying to establish um because

[2:49:33] it drives uh students coming to

[2:49:35] school and uh it is linked to

[2:49:35] academics.

[2:49:39] Uh the academic um measures

[2:49:41] that the uh that we have as

[2:49:43] part of the accountability uh

[2:49:45] framework that is part of it.

[2:49:47] Uh, and chronic absenteeism.

[2:49:48] So those have been the three

[2:49:50] and then we also have spoken

[2:49:51] with our school leaders about

[2:49:53] family engagement, the

[2:49:54] importance of the participation

[2:49:59] on the survey, uh, and the uh

[2:50:00] what the outcome is of that

[2:50:01] performance.

[2:50:01] Right.

[2:50:04] So um, are we getting a good

[2:50:06] sampling of families responding

[2:50:08] to the survey and is it

[2:50:10] favorable for how families feel

[2:50:11] about that school?

[2:50:13] Thank you.

[2:50:14] Okay.

[2:50:17] Thank you.

[2:50:19] Want to thank you, Sarah.

[2:50:20] Uh, report.

[2:50:27] Um, Tomoaki, cuando el plan

[2:50:29] estamos muy contento con el

[2:50:30] blanco to the present time.

[2:50:34] So I have to say that, uh, many

[2:50:36] of us that are here we are very

[2:50:37] pleased and very happy with the

[2:50:40] proposed, uh, plan that we have

[2:50:40] .

[2:50:41] And I congratulate you for all

[2:50:44] the work you put on that e una

[2:50:47] vela principal and MAY not

[2:50:50] nosotros para la implementation

[2:50:50] del plan.

[2:50:53] Como vamos implementable plan.

[2:50:56] Como vamos a hacer es de plan

[2:50:58] maravilloso weather de vida

[2:50:59] sleep without the net Buenos

[2:51:00] resultados.

[2:51:02] So one of the questions that we

[2:51:05] might we have most of us is how

[2:51:07] is the implementation of this

[2:51:10] plan lead to wonderful results

[2:51:12] the implementation itself how

[2:51:14] are we going to achieve those

[2:51:15] proposed goals?

[2:51:20] It MAY stir this and uh it MAY

[2:51:23] propuesta de as it does to this

[2:51:25] will be the windows part.

[2:51:27] This is a logrado to the de la

[2:51:28] cultural el ambiente.

[2:51:30] We talk about the uh climate

[2:51:32] culture and uh student

[2:51:34] achievement and uh the metrics

[2:51:36] of success that you have here

[2:51:38] were divided in those two

[2:51:41] particular groups and divided

[2:51:45] was the end of we being our

[2:51:48] preocupar I do agree with the

[2:51:49] the way that you divided that

[2:51:51] information in both groups.

[2:51:53] Uh, just as I just mentioned.

[2:51:57] However my concern is

[2:51:59] exactamente mecanismo uh

[2:52:01] utilizar porque la cultura

[2:52:05] ambiente enquanto las familias

[2:52:07] cu realiza really Serangoon and

[2:52:08] Encuesta.

[2:52:09] So you're talking about the

[2:52:11] cultural environment and we are

[2:52:13] talking about the the families

[2:52:13] as well.

[2:52:15] And you mentioned as well that

[2:52:18] uh a survey was in place for

[2:52:21] this purpose is important

[2:52:23] familias pueden monitoring mas

[2:52:26] de cerca circle with how

[2:52:29] important the pero muchas veces

[2:52:32] todas las familias I do believe

[2:52:33] that uh service are very

[2:52:35] important but it is very

[2:52:36] important to make sure that the

[2:52:38] families have the ability to

[2:52:40] monitor this success metrics

[2:52:43] because I know that not every

[2:52:45] family gets a survey or is

[2:52:45] surveyed.

[2:52:47] Um Pennsylvania algun plan a

[2:52:50] parte de la encuesta para la

[2:52:52] familia monitorar Ella Vance

[2:52:54] e por eso is there any plan or

[2:52:56] something you have in mind for

[2:52:58] the families to be able to

[2:53:00] monitor the progress of their

[2:53:02] success metrics that your

[2:53:04] suggestion how can they monitor

[2:53:05] success if they don't have

[2:53:08] access to a survey I would

[2:53:09] suggest maybe Doctor Tavares

[2:53:11] you could just speak to the

[2:53:12] work you doing with the family

[2:53:15] liaisons um the the uh family

[2:53:16] councils in the school say

[2:53:17] councils to make sure that

[2:53:20] we're engaging our families um

[2:53:21] ,and that they do in fact will

[2:53:22] have access to the surveys.

[2:53:25] Thank you for your question.

[2:53:26] Um, school committee member

[2:53:28] Polanco Garcia, we have many

[2:53:29] touch points.

[2:53:31] As the superintendent has

[2:53:31] mentioned.

[2:53:36] One of them is the cadre

[2:53:37] of staff members that we have

[2:53:38] that are family liaisons, as

[2:53:40] you know, that are positioned

[2:53:42] at almost every single one

[2:53:44] of our schools that receive

[2:53:46] professional development very

[2:53:48] specific and aligned with the

[2:53:50] strategic plan once it is

[2:53:51] approved by this body.

[2:53:56] Uh, we already have set up a

[2:53:58] calendar for the school year

[2:53:59] where the family liaisons will

[2:54:03] be um, not only will they

[2:54:04] receive professional

[2:54:07] development from Key Kim, key

[2:54:10] team members from the different

[2:54:11] departments that are supporting

[2:54:13] this work, but also it is

[2:54:15] aligning with every single q

[2:54:16] cip at the school level which

[2:54:18] the superintendent also

[2:54:18] mentioned.

[2:54:21] The quality school plan is

[2:54:22] really important to this work

[2:54:23] as is the training of the

[2:54:26] family liaisons as is also the

[2:54:28] support of the family councils

[2:54:31] at every single school as is

[2:54:32] the school site council which I

[2:54:34] know you know comes from the

[2:54:36] voted members from the family

[2:54:40] council and that um imperative

[2:54:42] need of having the connectivity

[2:54:44] not only with these you know

[2:54:45] we're we're we're speaking at

[2:54:48] this level here and we want to

[2:54:51] make sure we invite families in

[2:54:53] so that they are with us and

[2:54:56] that we have dialog with them

[2:54:57] around.

[2:54:59] What does this mean and how

[2:55:00] will this impact the learning

[2:55:02] of their children at the school

[2:55:02] level?

[2:55:05] So you're right to ask us okay

[2:55:07] this is all this this is all

[2:55:08] well and good and doctor Rose

[2:55:10] has worked really hard with his

[2:55:12] team to get this work in front

[2:55:12] of you.

[2:55:14] But what is that going to look

[2:55:15] like when it's implemented at

[2:55:16] the school level?

[2:55:18] And that's the the work that we

[2:55:22] are excited about and ready to

[2:55:24] implement once this body

[2:55:25] decides that we can move

[2:55:26] forward.

[2:55:32] Sobre la la um luci council

[2:55:33] parent council porque

[2:55:35] importante um Los Angeles

[2:55:39] familiares tengan la casa para

[2:55:43] ser el plan e para ng sonata

[2:55:45] familias tambi\n cuando el

[2:55:46] conciliar de Paris.

[2:55:47] It is very important that

[2:55:48] you're mentioning that there

[2:55:50] are at the the site council the

[2:55:52] families that are they they are

[2:55:54] able to act as liaisons as well

[2:55:56] for the purpose

[2:55:57] of communicating their

[2:55:58] strategic plans or success

[2:55:59] measures to the parents

[2:56:01] themselves at the school level.

[2:56:05] E otra pregunta is contra la

[2:56:06] semana Dario de la publication

[2:56:09] de datos and the other question

[2:56:11] I do have is regarding the uh

[2:56:13] publishing of data and the the

[2:56:14] calendar that is attached to

[2:56:14] it.

[2:56:18] A banner I need a kilometer

[2:56:20] color informative por

[2:56:22] of Mexican Puerto or Como Como

[2:56:24] se Puebla um poquito mas de

[2:56:27] Como esta it um formation para

[2:56:29] nosotros el Como el progreso.

[2:56:31] Will you guys be present here

[2:56:33] as established in the calendar

[2:56:35] are you go are you guys going

[2:56:35] to camp here.

[2:56:38] How are we going to as members

[2:56:40] of this committee know about

[2:56:41] the the progress that this is

[2:56:43] up and tell me a bit a little

[2:56:44] bit about this I know the team

[2:56:46] will and I'm going to invite my

[2:56:47] colleague Monica to come and

[2:56:47] respond.

[2:56:56] Uh thanks Doctor Tavares um I

[2:57:00] think some of this is um up for

[2:57:01] conversation of how you would

[2:57:03] best like to be updated um, if

[2:57:05] that is a formal presentation

[2:57:07] each of these months if that is

[2:57:08] a memo if that is a dashboard.

[2:57:10] Um, I think that's something

[2:57:11] that we are interested in

[2:57:15] hearing what um what you would

[2:57:16] prefer and then working with

[2:57:18] the the chair and vice chair to

[2:57:19] make sure that that gets sort

[2:57:21] of put on the agenda as needed

[2:57:21] so.

[2:57:24] To be determined.

[2:57:28] And I also don't want to ignore

[2:57:29] your original question around

[2:57:31] like implementation.

[2:57:32] Um, clearly this isn't a

[2:57:33] detailed like implementation

[2:57:34] plan.

[2:57:35] This is like our high level

[2:57:36] roadmap.

[2:57:38] Um, we'll continue to have to

[2:57:40] think about like how we present

[2:57:42] data so that folks can digest

[2:57:43] it.

[2:57:47] Uh, and also you know, refine

[2:57:50] codify uh internally what those

[2:57:52] action steps are is uh similar

[2:57:53] to when we're creating targets

[2:57:55] and how we communicate that

[2:57:56] best uh, to the public and you

[2:57:59] all to understand deeply kind

[2:58:00] of what our strategies are

[2:58:00] like.

[2:58:02] Ana just helped you understand

[2:58:04] her thoughts around strategy

[2:58:05] with families.

[2:58:07] But there's got to be a way to

[2:58:08] kind of communicate that out,

[2:58:10] um, or what our key actions

[2:58:12] will be beyond like the things

[2:58:13] that you see at the top level

[2:58:14] in this plan.

[2:58:16] You know, I would just add

[2:58:17] about implementation.

[2:58:19] Good evening everyone that all

[2:58:20] of our um respective

[2:58:22] departments um have provided

[2:58:25] feedback on um this roadmap and

[2:58:27] this is work that we know that

[2:58:28] we're going to align to rally

[2:58:30] around continue and go deeper

[2:58:31] into in some areas.

[2:58:33] So the implementation has

[2:58:34] already started um is what I

[2:58:36] would say where our teams are

[2:58:38] aligned um the schools have the

[2:58:39] disciplines identified and

[2:58:41] mapped out in our work now was

[2:58:43] basically to uh work with all

[2:58:45] the teams to make sure there's

[2:58:45] continuity between central

[2:58:47] offices departments making sure

[2:58:48] day to day we're working with

[2:58:50] schools to make sure that these

[2:58:52] um, strategies and goals and

[2:58:54] issues that we laid out will be

[2:58:55] implemented supported from

[2:58:57] central where we need to lean

[2:58:59] in and provide more support to

[2:58:59] schools.

[2:59:01] We will do more work with the

[2:59:02] community and families.

[2:59:03] We will we we need to rally

[2:59:05] around partners to help us move

[2:59:06] the work we will.

[2:59:07] So a lot of it's already

[2:59:09] started but to the point how we

[2:59:10] um presented to you were open

[2:59:12] for feedback and how we do that

[2:59:13] right.

[2:59:15] And I think I think what I

[2:59:18] really appreciate about the

[2:59:20] leadership with uh with Colin

[2:59:23] and Monica and the team as well

[2:59:26] as the deputies is you can have

[2:59:27] a really nice looking strategic

[2:59:31] plan and have it do nothing and

[2:59:33] we've had that in the past in

[2:59:35] dps and I think we're all

[2:59:37] committed at every level to

[2:59:39] wanting to change to the

[2:59:40] positive the experience of our

[2:59:41] kids and our families.

[2:59:44] So that is really the outcome

[2:59:46] we're looking for by

[2:59:48] establishing the measures and

[2:59:50] the roadmap and then setting

[2:59:53] smart targets to those but

[2:59:55] drilling down throughout the

[2:59:56] organization so that this

[2:59:57] becomes the language that

[2:59:58] everyone's using.

[3:00:03] That's la la ultima pregunta go

[3:00:05] es is contra la la la Como Como

[3:00:06] .

[3:00:11] Dario's actual is a estas

[3:00:14] that's ambitious marketing the

[3:00:15] strategic especialmente

[3:00:18] illustrious education special

[3:00:19] e Estudiantes multilingual.

[3:00:23] Um so the other question that I

[3:00:25] do have it has to do with that

[3:00:27] two vulnerable populations that

[3:00:28] we do have English language

[3:00:29] learners and special education

[3:00:30] .

[3:00:32] Considering the ambitious plans

[3:00:33] that you have as part of this

[3:00:35] road of success map that we

[3:00:38] have that strategic plan in the

[3:00:40] future, how how is that going

[3:00:42] to align to the current

[3:00:44] budgetary restrictions that are

[3:00:46] in place provided this

[3:00:48] ambitious plans that you have

[3:00:49] at the same time?

[3:00:53] Yeah, I think that that's part

[3:00:54] of the enabling condition.

[3:00:56] So we have to take a look at

[3:00:58] what we want to focus in on our

[3:00:59] strategies and make sure that

[3:01:01] our budget, our people power,

[3:01:04] our attention, our time is on

[3:01:05] that and I'm going to hand it

[3:01:06] off to yeah.

[3:01:09] So uh uh thank you.

[3:01:12] Um, member Polanco Garcia um, I

[3:01:14] think it's worth acknowledging

[3:01:16] um, we we're on the journey

[3:01:18] of hyper focusing on the

[3:01:19] performance of our students

[3:01:21] with disabilities and our

[3:01:22] multilingual learners.

[3:01:24] I think this predates me.

[3:01:25] I think a lot of the resources

[3:01:26] and the structures are in

[3:01:29] place, I think for the work

[3:01:31] of academics, um, and the

[3:01:33] support of schools it's really

[3:01:35] getting more fine tuned around

[3:01:38] how we use various data inputs

[3:01:40] to support our students.

[3:01:42] Um, I mean that's that's really

[3:01:44] going to be the work I think to

[3:01:46] accelerate, um, learning for

[3:01:47] those particular student

[3:01:48] groups.

[3:01:49] I think many of you got the

[3:01:50] opportunity to engage with the

[3:01:52] superintendent um, around the

[3:01:54] presentation she did for our

[3:01:54] school leaders.

[3:01:57] Um and she made it clear she

[3:01:58] was like we're closing gaps,

[3:01:59] right?

[3:02:01] Um and she laid it out.

[3:02:03] We our school leaders have all

[3:02:05] developed goals that are hyper

[3:02:06] hyperfocus on the some of the

[3:02:07] student groups that you just

[3:02:10] named um, in our our central

[3:02:14] support teams are are already I

[3:02:15] hate to say it in the streets

[3:02:18] um um really working alongside

[3:02:20] our school leaders um, to

[3:02:22] ensure that, you know, those

[3:02:23] particular student groups have

[3:02:24] an excellent year.

[3:02:30] Absolutely.

[3:02:32] And I and the other thing I

[3:02:33] would say is that this is like

[3:02:35] an example when we when we look

[3:02:37] at just say on the pure

[3:02:39] academic side when we look at

[3:02:42] the benchmarks that are given

[3:02:44] in state accountability they

[3:02:47] are incremental at best for

[3:02:48] particularly our students with

[3:02:49] disabilities, you know,

[3:02:50] multilingual learners with and

[3:02:51] without disability.

[3:02:53] And so we cannot be satisfied.

[3:02:57] We have to move this

[3:02:59] achievement because these are

[3:03:02] our kids and they represent a

[3:03:03] large portion of our kids.

[3:03:06] So I think that is what we

[3:03:07] spent a lot of really talking

[3:03:07] about.

[3:03:11] It's what um our oss uh um,

[3:03:12] Office of Specialized Services

[3:03:14] and our own m e are very

[3:03:17] focused on and we see it in

[3:03:18] different sets of strategies

[3:03:20] like expanding bilingual

[3:03:22] education and access the hiring

[3:03:23] of our staff.

[3:03:23] Right.

[3:03:26] Especially education inclusion

[3:03:27] and giving access to students.

[3:03:29] So we've already begun many

[3:03:32] of the strategies, but I think

[3:03:35] this really is making it very

[3:03:37] public and accountable what our

[3:03:38] expectations are going to be

[3:03:40] and they need to be as

[3:03:42] aggressive as possible with the

[3:03:44] gaps because the gap isn't

[3:03:45] between groups.

[3:03:46] The gap is to proficiency.

[3:03:48] That is the goal.

[3:03:51] Every student doesn't matter

[3:03:53] what category a student falls

[3:03:56] under it's every student has to

[3:03:56] be proficient.

[3:03:59] Thank you.

[3:04:00] Thank you so much.

[3:04:07] Thank you Monica and Colin for

[3:04:08] the presentation.

[3:04:10] I see that you've brought the

[3:04:14] tokens and uh send me two

[3:04:14] messages.

[3:04:17] One is this this is important.

[3:04:18] Yeah.

[3:04:20] That you are good looking.

[3:04:21] You are all good.

[3:04:23] So this is important this this

[3:04:25] is where where you want to

[3:04:29] focus your energy these this

[3:04:31] school year and the upcoming

[3:04:35] school years until at least

[3:04:35] 2033 one.

[3:04:37] And the other thing that this

[3:04:39] is telling me is that this is

[3:04:41] not a one person job.

[3:04:43] It's not in this right.

[3:04:46] We we need everybody involved

[3:04:47] in getting these.

[3:04:49] We need the families to

[3:04:51] understand that they are

[3:04:52] important part of the success

[3:04:55] of their students and we need

[3:04:57] good schools and we need the

[3:05:00] best materials and the best

[3:05:02] strategies in our in our

[3:05:04] classrooms for our teachers and

[3:05:05] and paraprofessionals.

[3:05:08] So I feel we are getting closer

[3:05:10] and closer and it's clear that

[3:05:12] we all are on the same thing.

[3:05:14] I love what you said we just

[3:05:16] need to do more of our works

[3:05:18] and less than less than the

[3:05:19] things that are not working.

[3:05:23] Um sounds all great.

[3:05:27] I I need you to come back with

[3:05:31] a baseline and a target.

[3:05:34] Um, measure of success.

[3:05:35] I'll give you an example.

[3:05:38] Part of the work that I do for

[3:05:40] English for New Bostonians is

[3:05:43] to convince local companies to

[3:05:45] open English classes for their

[3:05:47] workers what we call workplace

[3:05:47] esl.

[3:05:51] My target for this fiscal year

[3:05:54] is opening 15 new of these

[3:05:54] classes.

[3:05:59] You know when JUNE 30th of 2027

[3:06:03] comes I I'll have to show the

[3:06:05] date we opened 50 new classes

[3:06:07] for for workers and there is

[3:06:10] obviously there is a a dollar

[3:06:11] amount attached to that that is

[3:06:13] supposed to come to English for

[3:06:15] new Bostonians or they will

[3:06:17] they will open more classes or

[3:06:17] less.

[3:06:20] Um so that's what I need.

[3:06:22] I need that to know like how

[3:06:23] close are we getting?

[3:06:26] Uh I'll give you an for example

[3:06:26] right here.

[3:06:28] Bear with me.

[3:06:31] Uh, focus area three high

[3:06:33] quality programing and

[3:06:35] facilities expand equitable

[3:06:37] access to high quality

[3:06:38] programing and facilities.

[3:06:42] Goal 3.2 expand equitable

[3:06:44] access to rigorous and

[3:06:46] culturally affirming affirming

[3:06:47] learning, wellness and

[3:06:49] enrichment opportunities.

[3:06:53] Key absent key action 3.21

[3:06:55] fully implement the existing

[3:06:58] expansion plans for dual

[3:07:00] language and bilingual

[3:07:01] education programs.

[3:07:03] The way I read this is there is

[3:07:04] a baseline.

[3:07:06] There is a plan that is going

[3:07:07] to be expand.

[3:07:10] How many do do we have now and

[3:07:13] what what does expansion mean

[3:07:17] when we get to 2031 I want to

[3:07:21] know yes we hit that mark

[3:07:23] of success because we opened

[3:07:24] this number of new classes.

[3:07:26] That's that's what I need from

[3:07:27] from you.

[3:07:29] Yeah no absolutely and that's

[3:07:29] the intent.

[3:07:32] So at the the next presentation

[3:07:33] the next piece will be the

[3:07:35] metrics and that will start

[3:07:37] with baseline as long as well

[3:07:39] as the five year look ahead so

[3:07:40] that you can all see where

[3:07:42] we're trying to get to the

[3:07:43] rationale of why we're trying

[3:07:45] to get there, how it positions

[3:07:47] us and then the conversation

[3:07:48] about what are the strategies

[3:07:50] and initiatives that we'll be

[3:07:51] employing to do that.

[3:07:53] So we're all on the same page.

[3:07:54] Thank you.

[3:07:54] Look.

[3:07:58] Thank you.

[3:08:03] Um I want to pick up on Member

[3:08:05] Peralta's um, great example in

[3:08:07] terms of the specificity of a

[3:08:08] measure for progress.

[3:08:12] Um, I do appreciate that there

[3:08:14] are proposed success measures

[3:08:16] here that at a future meeting

[3:08:19] would have specific 2031

[3:08:21] numeric targets as compared to

[3:08:23] current baselines with annual

[3:08:25] reporting on each of those

[3:08:27] indicators and a reflection on

[3:08:29] whether we're red, yellow or

[3:08:30] green on those indicators.

[3:08:32] I think I'm hearing you all say

[3:08:34] that these are the top line

[3:08:36] success measures that if the

[3:08:38] plan is successful these will

[3:08:39] be met.

[3:08:41] But I think Member Peralta's

[3:08:44] example is really important

[3:08:47] because he's pointing out a key

[3:08:48] action that also needs a

[3:08:49] measure.

[3:08:51] These are the success measures

[3:08:53] for the plan and then there are

[3:08:55] necessary implementation

[3:08:56] measures to measure the

[3:08:59] effectiveness of the action

[3:09:01] along the way which if they all

[3:09:03] are all on track will increase

[3:09:04] the odds that these big

[3:09:06] measures I.E. Like the

[3:09:08] district's report card will be

[3:09:09] successful.

[3:09:12] Um so I think my my first

[3:09:15] question is just what's coming

[3:09:18] next in terms of the level

[3:09:20] of detail that we don't have

[3:09:22] today but is in progress

[3:09:25] because this plan is 2026 to

[3:09:26] 31.

[3:09:27] Um, you know and as doctor de

[3:09:28] Pina said, it's underway

[3:09:29] already.

[3:09:33] Uh, so what don't we have that

[3:09:35] will fill in some of the blanks

[3:09:36] of you know, what my colleagues

[3:09:39] are describing that can kind

[3:09:40] of connect some of the dots.

[3:09:42] Um, I think we have great

[3:09:43] agreement that there is nothing

[3:09:47] in this document that is not

[3:09:49] important that we cannot get

[3:09:51] behind that we do not support.

[3:09:54] Um, but I think a greater

[3:09:56] understanding of of what is

[3:09:59] underneath it uh, and when we

[3:10:01] have access to that would allow

[3:10:04] us to help support that

[3:10:05] question that you all had

[3:10:06] of what the right reporting

[3:10:08] mechanism is on it.

[3:10:10] So just a greater understanding

[3:10:12] of what's still to come.

[3:10:15] Yeah I think you're you're

[3:10:16] talking about implementing like

[3:10:19] the implementation metrics and

[3:10:21] specific strategies that go

[3:10:22] underneath these focus areas.

[3:10:25] So um I think that is the next

[3:10:28] uh set of work that we need to

[3:10:30] codify internally, um and

[3:10:31] decide how we're going to

[3:10:33] report that out, uh, to you all

[3:10:36] um, you know, we've already had

[3:10:36] great discussions.

[3:10:38] There's been um, other metrics

[3:10:41] to this, uh, that have been

[3:10:43] decided obviously teacher

[3:10:44] diversity isn't one of your um

[3:10:46] ,success measures in this, but

[3:10:48] it certainly will be something

[3:10:49] that's reported out in track.

[3:10:52] So I think there's a that

[3:10:55] background oag measures that we

[3:10:57] need to decide what are those

[3:10:58] things that are going to show

[3:10:59] progress towards these key

[3:11:03] actions um and have agreement

[3:11:05] um what what things we will

[3:11:06] communicate what things will be

[3:11:07] internal.

[3:11:10] Um but I agree this is not a

[3:11:12] full on implementation plan

[3:11:13] with very detailed strategies.

[3:11:15] It wasn't meant to be but I

[3:11:16] think that that is the next

[3:11:17] document that we need to

[3:11:20] produce I think I think there

[3:11:23] MAY have been some expectation

[3:11:27] of that being more developed at

[3:11:29] this point than where we are.

[3:11:31] I just want to say that um,

[3:11:32] yeah.

[3:11:39] And um so I guess my question

[3:11:41] trying to decide if I have a

[3:11:43] question or if I just want to

[3:11:45] make a couple

[3:11:46] of recommendations maybe that

[3:11:47] might be helpful.

[3:11:51] Um, I think a potential way to

[3:11:54] help clarify the next steps

[3:11:56] of work would be to isolate the

[3:11:58] road map by year.

[3:12:02] Um, to better understand what,

[3:12:04] um, kind of the subsets

[3:12:06] of these large key actions are

[3:12:07] by year.

[3:12:09] Uh, we certainly I don't I

[3:12:10] think it's totally unrealistic

[3:12:12] to expect an implementation

[3:12:13] plan for four years from now.

[3:12:17] Um, and so just taking the

[3:12:20] example of uh, um instructional

[3:12:23] key action of redefining the

[3:12:25] district wide professional

[3:12:26] learning strategy including

[3:12:29] from a job embedded coaching

[3:12:31] um, I can imagine year one

[3:12:32] might be around something

[3:12:34] specifically related to school

[3:12:36] based pd or but year two might

[3:12:38] be around like what is job

[3:12:39] embedded coaching mean?

[3:12:40] Are we getting new

[3:12:41] instructional coaches or are we

[3:12:43] doing more informal feedback?

[3:12:46] So I think maybe if it were

[3:12:48] sequenced by year in terms

[3:12:50] of where the actions lived by

[3:12:53] year and then for the ones that

[3:12:55] were for the current year maybe

[3:12:57] had like the leads listed and

[3:13:00] like a few key milestones then

[3:13:02] we could align kind of our

[3:13:05] calendar and things to to that

[3:13:07] and I think it could help sort

[3:13:09] out there is so much work here

[3:13:10] so much important work.

[3:13:12] Um and I think there are also

[3:13:16] some um key streams of work

[3:13:17] that live in here but don't

[3:13:19] appear explicitly um, like the

[3:13:21] continued improvement

[3:13:23] of inclusion around the

[3:13:27] district or um, you know what

[3:13:28] we heard from Madison Park

[3:13:30] today like this increasing um,

[3:13:32] career pathways it's like it's

[3:13:34] here but like that's a whole

[3:13:35] big piece of work.

[3:13:37] Um, so I'm I'm just trying to

[3:13:39] figure out how to how to drill

[3:13:43] down and also how that

[3:13:45] connection between the enabling

[3:13:47] conditions and the focus areas

[3:13:50] could um, be a little easier to

[3:13:50] digest.

[3:13:54] Um, that maybe I don't know,

[3:13:56] maybe it could be organized in

[3:14:01] a um in a different way but um

[3:14:02] I'll leave it at that for.

[3:14:03] Yeah, I think we have some I

[3:14:04] think there's some

[3:14:05] recommendations we're reviewing

[3:14:07] about how to streamline a bit

[3:14:09] more um, the focus areas in

[3:14:10] enabling conditions.

[3:14:13] I think it's the all of this

[3:14:15] has been done by team and so I

[3:14:17] think like the next part

[3:14:18] of that process is to go back

[3:14:20] to the team and talk through

[3:14:22] what makes sense with that.

[3:14:24] So I think that is the way I

[3:14:26] think the time sequencing is

[3:14:29] really important because it is

[3:14:30] a if you take the inclusion

[3:14:32] plan just as an example, we

[3:14:34] couldn't rule out all grades in

[3:14:36] the inclusion plan in the first

[3:14:37] year took us five years right.

[3:14:39] It's taking us five years and

[3:14:41] that is the truth in much

[3:14:44] of the work because of the size

[3:14:46] and the volume we have.

[3:14:48] So I think part of what the

[3:14:50] team strategy is is to go back

[3:14:52] and start to look at this five

[3:14:55] years and say what's the

[3:14:56] starting point?

[3:14:58] Some things could could be

[3:14:59] started in the first year with

[3:15:00] a step.

[3:15:02] There are others that MAY need

[3:15:04] to build and have some other

[3:15:05] things take place in the first

[3:15:07] two years before they would

[3:15:07] begin.

[3:15:09] And so I think being able to

[3:15:11] put it with some time

[3:15:12] sequencing which also is

[3:15:14] priority um will be important.

[3:15:16] Yeah or even the work already

[3:15:18] and maybe everything that's

[3:15:19] happening in the first year is

[3:15:22] work already in flight and just

[3:15:24] yeah sharing what's happening

[3:15:26] with that for for year one and

[3:15:27] obviously other things need to

[3:15:29] be designed and and mapped out

[3:15:29] correct absolutely.

[3:15:31] And I think even with the

[3:15:33] baselines you know like chronic

[3:15:35] absenteeism is a great example

[3:15:38] but like baseline wise we have

[3:15:39] made progress.

[3:15:43] We have made our projected um

[3:15:45] measure every single year.

[3:15:45] Right.

[3:15:49] Like we have made that that uh

[3:15:51] we have made our metric every

[3:15:53] year and exceeded it.

[3:15:55] So that's an example where we

[3:15:57] could actually be more bold and

[3:16:00] not necessarily go with the

[3:16:01] states flow and be more bold

[3:16:04] with that if that's looking at

[3:16:05] the data what makes sense?

[3:16:07] Whereas there MAY be others

[3:16:09] that are moving slightly slower

[3:16:10] that we need to figure out how

[3:16:12] do we change the strategy and

[3:16:15] the approach and what what will

[3:16:17] we be able to do in year one,

[3:16:18] in year two in year three?

[3:16:21] So I think once we can show

[3:16:23] that any graduation rate

[3:16:25] dropout rate there's many there

[3:16:28] are uh some of these that we

[3:16:31] are well ahead of where we want

[3:16:34] to be but where we want to be

[3:16:36] is much more progressive than

[3:16:37] where we're being called to be.

[3:16:39] So I think there's that

[3:16:41] conversation that the team is

[3:16:43] having and digging into um,

[3:16:45] which is why Colin and Monica's

[3:16:47] partnership, uh, you know, in

[3:16:49] this work is just so important

[3:16:49] .

[3:16:50] Mhm.

[3:16:50] Yeah.

[3:16:52] I don't want to leave the

[3:16:53] impression that those

[3:16:53] conversations haven't been

[3:16:54] going on.

[3:16:55] It's just how do we present

[3:16:57] like we have to come to

[3:16:58] agreement like how that gets

[3:17:00] presented forward uh and that

[3:17:01] wasn't going to be part of like

[3:17:02] this piece.

[3:17:05] Yeah um I just I promise just

[3:17:07] one last request on the success

[3:17:10] measures because I do want to

[3:17:13] acknowledge, um, how much more

[3:17:14] specific these are than for

[3:17:16] instance in the in the previous

[3:17:18] plan which did not ever

[3:17:19] articulate that the actual

[3:17:21] targets but just kind of left

[3:17:23] it as the way they're listed

[3:17:24] here which I know is not what

[3:17:25] we're doing.

[3:17:28] Um, this time I would just

[3:17:30] request that when um, we're

[3:17:33] looking at the 2031 targets for

[3:17:34] each of these um, that

[3:17:36] obviously we have the most

[3:17:37] recent baseline data.

[3:17:39] Um, but you know, Chief Hogan

[3:17:41] talked about how there are a

[3:17:43] couple of um, data points that

[3:17:46] need to be um, designed to

[3:17:48] create a new baseline for those

[3:17:50] I think it would be helpful to

[3:17:53] have some baseline data on a

[3:17:55] related data point in the

[3:17:57] meantime, um the Panorama

[3:17:59] survey being a great example as

[3:18:02] um as far as talked about you

[3:18:03] know, we have year over year

[3:18:05] data on a lot of things that

[3:18:06] families tell us.

[3:18:07] And I also understand that

[3:18:09] we're not necessarily asking

[3:18:10] the right question yet that

[3:18:12] gets at what we're looking for

[3:18:14] here, but we can certainly

[3:18:17] share some data on um I'm

[3:18:18] looking at Member Peralta

[3:18:19] because I know we fill out

[3:18:21] these panorama surveys as

[3:18:22] parents every year and there

[3:18:23] are a lot of questions on it.

[3:18:26] So if we can kind of get a

[3:18:28] snapshot of that um, I know

[3:18:29] 10th grade achievement is

[3:18:32] another challenge as um cast is

[3:18:34] likely temporary at this point

[3:18:36] with and of course exams coming

[3:18:38] in but it would be helpful in

[3:18:39] the meantime to think about

[3:18:40] where our 10th graders right

[3:18:42] now understanding that the

[3:18:43] instrument might change.

[3:18:45] Um, the same with early

[3:18:45] literacy.

[3:18:48] I know that uh that's in

[3:18:49] progress, but is there

[3:18:50] something in the meantime to

[3:18:52] give us an indication of where

[3:18:52] we are?

[3:18:55] Um, just to help the public's

[3:18:56] understanding to member

[3:18:57] Polanco, Garcia's point

[3:19:00] of really just using this as an

[3:19:01] opportunity to build some

[3:19:03] collective understanding around

[3:19:04] where we're starting as a

[3:19:06] district and then where we're

[3:19:08] moving forward together.

[3:19:11] Um, I'll just note on the

[3:19:12] survey results those are all

[3:19:13] posted publicly on our website.

[3:19:15] Um, and we can make sure that

[3:19:16] MISS Parks has the link so you

[3:19:17] can get it in your next set

[3:19:19] of materials, um, to peruse at

[3:19:22] your at your leisure um, the

[3:19:24] climate survey data that is

[3:19:28] public um and the mass will be

[3:19:30] part of the

[3:19:31] OCTOBER presentation so we'll

[3:19:33] be we'll be back in a month and

[3:19:35] we we do this we actually

[3:19:36] disaggregate quite a bit

[3:19:38] of this on a normal basis but

[3:19:40] with extra attention now right

[3:19:41] because of the commitment.

[3:19:43] Um but yeah there's you know

[3:19:44] there is a lot publicly

[3:19:46] available on this but I think

[3:19:48] like being able to underscore

[3:19:50] in the presentations I think

[3:19:51] this requires us all to look at

[3:19:52] it with new eyes.

[3:19:53] Right.

[3:19:58] So kind of make us go ahead you

[3:19:58] know.

[3:20:03] So just a quick uh, summary

[3:20:07] just for my understanding I

[3:20:10] I've heard a lot and what what

[3:20:12] I hear from you is pretty much

[3:20:16] a promise that if I look at

[3:20:18] this as just an overview

[3:20:19] because to me, you know,

[3:20:23] whatever before me lacks

[3:20:26] specificity and and to me it is

[3:20:29] just, you know, a a preamble

[3:20:29] of a book.

[3:20:34] So you are going to provide us

[3:20:39] with specificity plans

[3:20:42] outlining benchmarks uh, steps

[3:20:43] to take for each and every

[3:20:44] measure here.

[3:20:44] Right.

[3:20:47] And that would be forthcoming I

[3:20:49] don't know when I hope sooner

[3:20:53] rather than later but that this

[3:21:00] is not to me, uh, working

[3:21:01] implementable.

[3:21:07] Um map it just preamble.

[3:21:09] I like to see things that are

[3:21:10] specific.

[3:21:11] Okay.

[3:21:16] You are saying that okay by

[3:21:17] SEPTEMBER 2031 all students

[3:21:18] will be counted.

[3:21:21] We've also and will be, you

[3:21:23] know, exposed to a culturally

[3:21:26] affirming uh uh, student um,

[3:21:26] environment.

[3:21:28] Okay then I will take that.

[3:21:32] But right now whatever is in

[3:21:37] front of me lacks specificity

[3:21:39] and I need to see that to make

[3:21:40] sure that I can measure it.

[3:21:44] I can see that actually

[3:21:48] opportunity gap are closing and

[3:21:49] you're coming up with that.

[3:21:51] That's what you mentioned I

[3:21:53] think you something about

[3:21:55] codifying something so I'm

[3:21:57] hoping that is coming for you.

[3:22:00] What yeah we are in the process

[3:22:01] of um determining what the five

[3:22:03] year overall targets for the

[3:22:04] success measures are and I

[3:22:05] think um, some of what I'm

[3:22:07] hearing in the comments and

[3:22:11] questions is that um, a more uh

[3:22:13] detailed sort of logic model

[3:22:15] of how these key actions that

[3:22:17] we've laid out will interact

[3:22:19] with and hopefully result in

[3:22:20] improvement in the success

[3:22:20] measures.

[3:22:22] So I think Doctor Rosa and I

[3:22:23] can take that feedback back and

[3:22:25] think about um, what are sort

[3:22:27] of the detailed actions, the

[3:22:28] inputs and outputs that go

[3:22:30] along with those actions and

[3:22:33] then the sort of um alignment

[3:22:34] with the success measures that

[3:22:36] we believe that those actions

[3:22:38] will result in movement on.

[3:22:41] So yeah, I also I just want to

[3:22:44] level set that we are working

[3:22:45] with the timeline we had

[3:22:48] committed to which was the oag

[3:22:51] policy rework which we did,

[3:22:53] which was an incredible

[3:22:55] foundation for the strategic

[3:22:57] plan working with our internal

[3:22:59] teams to be able in School

[3:23:01] committee to be able to create

[3:23:03] the success measures which are

[3:23:05] the buckets that we believe are

[3:23:09] going to help move all students

[3:23:10] to the kind of education we're

[3:23:13] providing the the next step

[3:23:15] with teams because this is all

[3:23:15] being driven.

[3:23:18] So it is happening throughout

[3:23:21] our district is to now set

[3:23:25] metrics, baseline and metrics

[3:23:28] for the five year along with

[3:23:31] the through line of for the

[3:23:32] next five years what will be

[3:23:34] happening each year in terms

[3:23:36] of the core actions that will

[3:23:39] help us to lead and commit to

[3:23:41] making those metrics happen.

[3:23:45] So the specificity comes in the

[3:23:46] next piece.

[3:23:48] But again I just want to

[3:23:50] underscore we could get in the

[3:23:53] room the six of us and give you

[3:23:54] that tomorrow.

[3:23:57] That is not going to translate

[3:23:59] to change in the bp's what is

[3:24:02] been missing and is key is

[3:24:03] making sure this is done

[3:24:04] through teams.

[3:24:06] And so Colin has worked

[3:24:09] endlessly with teams since in

[3:24:11] the community and then in the

[3:24:13] district for the last like good

[3:24:16] eight months the deputies to

[3:24:18] have now been moving their

[3:24:20] teams all the way down into the

[3:24:22] schools division along with

[3:24:24] principals around these

[3:24:24] measures.

[3:24:27] So this what we're doing for

[3:24:28] the strategy to operationalize

[3:24:31] into action we have to make

[3:24:33] sure that those are through the

[3:24:33] bp's.

[3:24:35] And that's the reason we've

[3:24:37] been rolling this out step by

[3:24:39] step by step two you with the

[3:24:42] idea that come OCTOBER you are

[3:24:44] now going to see the total

[3:24:45] direction of where we're going

[3:24:47] ,where we believe we can get

[3:24:49] in the five years and then how

[3:24:51] we're going to get there, which

[3:24:53] is what I think you're asking

[3:24:53] for.

[3:24:54] Member Trent well and you know

[3:24:56] in a way yes thank you.

[3:24:59] Like my my concern is uh, oag

[3:25:03] has been uh, an issue with us,

[3:25:05] you know, from time immemorial

[3:25:05] .

[3:25:06] That's right.

[3:25:08] Even before I came on the board

[3:25:09] it has always been there.

[3:25:11] That's when I came on it's

[3:25:11] staff.

[3:25:12] That's right.

[3:25:14] Yeah we've been I hope well in

[3:25:17] the yeah no and the good news

[3:25:19] is that the oag task force when

[3:25:22] it reconstituted and put so

[3:25:23] much work into the we work with

[3:25:25] the old policy I think you guys

[3:25:27] all remember the room was full

[3:25:29] with people from the oag Task

[3:25:31] force saying this is our work.

[3:25:33] We believe in this work that is

[3:25:34] what is integrated into the

[3:25:35] strategic plan.

[3:25:37] So it is a village.

[3:25:38] It has to be the community.

[3:25:42] The oag task force us all the

[3:25:43] way down through the schools

[3:25:45] beyond us down into the schools

[3:25:48] for this to work.

[3:25:49] So that that's my biggest issue

[3:25:51] is that as I look at the list

[3:25:52] these are there's nothing new

[3:25:55] here in terms of things that we

[3:25:57] have not talked about over many

[3:25:57] years.

[3:26:00] We have maybe set them out

[3:26:01] differently and focused.

[3:26:04] But the issue for me has been

[3:26:05] in the I want to know what's

[3:26:07] going to be different this go

[3:26:07] around.

[3:26:08] I'll give you an example.

[3:26:11] We get the mixed data.

[3:26:13] Usually it's at the end of the

[3:26:14] year for the group that just

[3:26:16] went on to the next grade we

[3:26:18] see that things have not

[3:26:18] changed.

[3:26:19] So what's different?

[3:26:21] What's different for those

[3:26:22] third graders that went to the

[3:26:23] fourth grade and didn't get

[3:26:25] something in the third grade

[3:26:26] because they didn't make

[3:26:27] proficiency?

[3:26:28] What's happening different for

[3:26:30] me the third grade teacher is I

[3:26:31] get a new group of kids.

[3:26:33] We need to hear that piece

[3:26:34] of it not just the reporting

[3:26:36] of the data because how do we

[3:26:38] know what's our evidence that

[3:26:40] we're actually closing gaps?

[3:26:41] What is the gap now?

[3:26:43] What is the specific gap?

[3:26:45] If I'm a third grade teacher

[3:26:47] and I take a look at the the

[3:26:50] issues of my kids who's helping

[3:26:54] me to understand specifically

[3:26:56] what I need to do to make sure

[3:26:57] when these kids take the third

[3:26:59] grade mcats that they've

[3:27:02] actually got the skills and I

[3:27:04] have close gaps between the

[3:27:05] first and second grade or

[3:27:07] whatever so that we are coming

[3:27:09] to a place that we can actually

[3:27:12] say yes, we have closed these

[3:27:14] gaps then we're going on to

[3:27:16] proficiency and excellence but

[3:27:18] we haven't heard that yet.

[3:27:26] Thank you chair you know, um i

[3:27:29] will just quickly respond um,

[3:27:30] you know, I've had the

[3:27:32] opportunity to really get to

[3:27:34] learn and learn Boston over the

[3:27:36] last eight months and you know,

[3:27:37] if you don't mind me saying

[3:27:41] this, um, I think the one thing

[3:27:42] superintendent share with me at

[3:27:44] the onset was similar like I've

[3:27:47] had to lead a lot of change and

[3:27:49] I think at times we minimize

[3:27:51] what that change means for our

[3:27:53] teachers who are engaging with

[3:27:54] our kids.

[3:27:57] And I just I think doing my own

[3:27:59] listening and learning really

[3:28:00] starting to dig into some

[3:28:04] of our data um, I would offer

[3:28:06] that the system is at a place

[3:28:08] like when when soup talks about

[3:28:10] the foundations like we've

[3:28:11] given the teachers the

[3:28:12] curriculum right.

[3:28:14] And I think we're we're finally

[3:28:16] at this place where we can like

[3:28:19] build efficacy and confidence

[3:28:21] about around pedagogical

[3:28:23] practice that it is culturally

[3:28:25] and linguistically affirming.

[3:28:27] And I believe that we will

[3:28:28] start to see the impact

[3:28:31] of that, um, with tightening up

[3:28:33] some of our resources and in

[3:28:34] how we work together.

[3:28:34] Yeah.

[3:28:36] Our speaker at ally I can't

[3:28:38] remember her name now doctor

[3:28:41] Browning doctor Browning said a

[3:28:43] critical thing to us in that

[3:28:44] meeting and she says as a

[3:28:46] district you've got all of the

[3:28:49] the foundations everything is

[3:28:49] there.

[3:28:52] But the number one thing when

[3:28:54] schools have closed gaps is the

[3:28:57] issue of do the educators

[3:29:00] believe that they can educate

[3:29:01] the kids that they have in

[3:29:01] front of them?

[3:29:03] Do they believe these kids can

[3:29:05] learn and are they giving them

[3:29:08] the level of in the types

[3:29:10] of activity that is grade

[3:29:10] level?

[3:29:12] You can have wonderful

[3:29:13] materials but when I'm not

[3:29:16] using them appropriately just

[3:29:18] having the materials is not

[3:29:19] going to make that child be

[3:29:19] proficient.

[3:29:21] But if I don't believe these

[3:29:24] kids can learn or if I don't

[3:29:26] believe I have the skills to

[3:29:27] teach them in the way that they

[3:29:30] could learn you know then kids

[3:29:32] are being impacted by all

[3:29:36] of the adult behaviors and just

[3:29:37] quickly responding and I'm

[3:29:38] going to draw the through line

[3:29:40] to member trans question around

[3:29:40] culture and climate.

[3:29:41] Right.

[3:29:43] Um we're two weeks into the

[3:29:45] school year and as we're

[3:29:47] walking schools right, we're

[3:29:49] talking to students and we're

[3:29:50] essentially sussing out like

[3:29:52] are you building relationships?

[3:29:54] Do you have a champion in this

[3:29:54] building?

[3:29:55] Right.

[3:29:56] Um, you know, for our schools

[3:29:57] they have three priorities as

[3:29:58] superintendent said high

[3:30:00] quality instruction, culture

[3:30:02] and climate and attendance.

[3:30:04] And I think it's easy to think

[3:30:05] about those things as three

[3:30:07] different things, but they are

[3:30:09] very highly interconnected.

[3:30:10] And I think what Doctor

[3:30:11] Browning was really putting out

[3:30:14] there is you have to start with

[3:30:15] the conditions for success, the

[3:30:18] relationship building so that

[3:30:21] students are like they learn

[3:30:21] right.

[3:30:22] Um I would agree with you.

[3:30:25] I think while curricula is

[3:30:26] definitely one of the most

[3:30:28] impactful ways to streamline

[3:30:30] educator practice, I think

[3:30:32] doing that divorce from knowing

[3:30:35] your students well, um, we

[3:30:37] won't get where we want to go

[3:30:38] and I think Supe and I feel

[3:30:40] very confident about how our

[3:30:41] educators think about our

[3:30:43] students like we got to spend

[3:30:45] time together on the first day

[3:30:45] .

[3:30:47] Um, and one thing I will offer

[3:30:48] that's been true across many

[3:30:50] schools is that our educators

[3:30:50] do care.

[3:30:56] Yeah, I also think we can do a

[3:30:58] better job underscoring because

[3:31:01] we are agreeing to a group

[3:31:03] of measures to really focus on

[3:31:03] that.

[3:31:05] We can actually show in some

[3:31:08] of these where we have already

[3:31:10] really worked on gap closing.

[3:31:12] Graduation rate is a great

[3:31:14] example for the first time in

[3:31:18] over in I think in ever our

[3:31:21] black students reached the

[3:31:22] graduation rate the average

[3:31:26] rate um as a group I think our

[3:31:28] Latinx students made huge

[3:31:30] progress but we're slightly

[3:31:32] below that was not true five

[3:31:32] years ago.

[3:31:34] That was not even though the

[3:31:36] graduation rates were good the

[3:31:38] gap was there.

[3:31:40] And so I think we can show that

[3:31:42] I think when we talk about

[3:31:44] advanced uh, coursework, you

[3:31:48] know, we had historic 4300 aps

[3:31:52] and what drove that was the

[3:31:53] access of our black and brown

[3:31:57] students taking aps and scoring

[3:31:59] a seven the equivalent like 70%

[3:32:02] of them scoring a college

[3:32:03] credit.

[3:32:06] So there are examples today in

[3:32:08] the data k-2 literacy is

[3:32:09] another one.

[3:32:12] However we know there's gaps

[3:32:15] like we know where the gaps

[3:32:15] are.

[3:32:16] This is what we spent all

[3:32:18] of Ali focusing on right is I

[3:32:19] know he sat through it.

[3:32:22] They we we we talked about this

[3:32:25] because we don't want any more

[3:32:28] on we don't want to say well

[3:32:30] you know our our our

[3:32:31] multilingual learners or

[3:32:32] special education students

[3:32:34] should strive to meet the level

[3:32:36] of our white students for

[3:32:37] proficiency.

[3:32:39] No they should strive for

[3:32:41] proficiency and that is like a

[3:32:43] different way that we are

[3:32:45] trying to measure ourselves.

[3:32:46] That's very different than

[3:32:49] historically in the bpp's where

[3:32:50] we set ceilings for our kids

[3:32:51] that we should never have said.

[3:32:54] And so that I think is a huge

[3:32:56] shift in the field.

[3:32:58] And I think as you go to the

[3:33:00] schools and because I know you

[3:33:02] guys all visit the schools has

[3:33:04] the principles, what's the gaps

[3:33:06] you're trying to close in?

[3:33:09] They should be able to tell you

[3:33:10] specifically in their data.

[3:33:15] Here's the 2 or 3 gaps that we

[3:33:16] have spotlighted that we

[3:33:19] believe need to be moved in our

[3:33:19] school.

[3:33:22] That's a great exercise for you

[3:33:22] guys right?

[3:33:24] That's going to be the focus

[3:33:26] the next 3 to 4 years is the

[3:33:29] gap because the aggregate in

[3:33:30] moving the aggregate is great

[3:33:32] but it doesn't move it for all

[3:33:33] children.

[3:33:36] So that is why this team is so

[3:33:38] committed to the org policy and

[3:33:40] so committed to a strategic

[3:33:40] plan that supports it.

[3:33:42] Thank you.

[3:33:44] Thank you all.

[3:33:47] We look forward to continuing

[3:33:48] this conversation.

[3:33:51] It's always always.

[3:33:54] MR. Fabrics will now return to

[3:33:54] public comment.

[3:33:59] Uh John Mudd I don't think I.

[3:34:03] Um thank you thank you.

[3:34:04] Thanks, John.

[3:34:06] That's it okay.

[3:34:07] Thank you.

[3:34:08] Any new business okay.

[3:34:09] Uh, yes.

[3:34:15] I want to get an update on an

[3:34:19] Ivy, uh, that we took at the

[3:34:22] end of last school year when I

[3:34:24] suggested that it will be in

[3:34:26] the benefit of everybody if our

[3:34:29] high schoolers receive, uh,

[3:34:32] once a year communication about

[3:34:37] how many, um, credit they have

[3:34:39] already, uh, achieve and how

[3:34:42] many more they needed in their

[3:34:44] journey to graduate from high

[3:34:47] school under the new um mask or

[3:34:48] graduation requirements.

[3:34:50] And that is coming.

[3:34:52] And so Simon, do you have the

[3:34:56] date I do offer for seniors the

[3:34:58] drop the deadline is

[3:35:01] OCTOBER 9th and for our juniors

[3:35:04] and our sophomores we've asked

[3:35:06] um that that is communicated

[3:35:07] before Thanksgiving.

[3:35:10] Um, I just want to acknowledge

[3:35:12] our career college life

[3:35:13] readiness team.

[3:35:14] They put together really,

[3:35:15] really great resources.

[3:35:18] Um, that's really going to help

[3:35:20] you understand like student has

[3:35:22] accrued three English credits,

[3:35:23] right.

[3:35:24] Um and like what that means in

[3:35:25] terms of their trajectory.

[3:35:27] Yeah that's great.

[3:35:29] Yeah I actually think the

[3:35:31] tracking that we're the way

[3:35:32] that we're dashboarding and

[3:35:34] tracking the mass core I think

[3:35:36] now that the state is adopting

[3:35:38] it as a model right for all

[3:35:39] districts, I think we're

[3:35:40] actually going to be a leader

[3:35:40] in that area.

[3:35:42] The team has done really

[3:35:43] thoughtful work.

[3:35:43] Wonderful.

[3:35:47] Thank you okay that concludes

[3:35:48] our business for this evening

[3:35:49] and our next school committee

[3:35:52] meeting will take place again

[3:35:54] here in person on Wednesday

[3:35:56] OCTOBER 14th at 6 P.M. Right

[3:35:58] here at the Bowling Building in

[3:35:59] Nubian Square.

[3:36:01] Um, if there's nothing further

[3:36:02] I will entertain a motion to

[3:36:03] adjourn the meeting.

[3:36:05] Is there a motion so moved to

[3:36:06] go second?

[3:36:06] Second?

[3:36:08] Is there any discussion

[3:36:09] objection to the motion?

[3:36:10] Is there any objection to

[3:36:12] approving the motion by

[3:36:14] unanimous consent hearing?

[3:36:14] None.

[3:36:15] This meeting is adjourned.

[3:36:16] Thank you all.

[3:36:18] And putting that gavel.

[3:36:23] So hit the family record again.

Boston School Committee on 2026-09-16 5:30 PM

Agenda

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