Boston School Committee

Governing Body: Boston School Committee Meeting Type: Regular Meeting Meeting Date: December 03, 2025 at 06:00 PM Attendees: Jeri Robinson (Chairperson), Michael O'Neill, Quoc Tran, Rafaela Polanco Garcia, Rachel Skerritt, Stephen Alkins, Brandon Cardet-Hernandez, Mary Skipper (Superintendent), Jeremiah Hassan (Director of Labor Relations), Kay Seal (Chief of Specialized Services), Joel Gamir (Chief of the Office of Multilingual and Multicultural Education), Angela Headley Mitchell (Chief of Teaching and Learning), Nikki Wells (Russell Elementary School Leader), Sharika King (Kenney Elementary School Leader), Lauren Viviani (Associate Superintendent of Specialized Services)

• Chairperson Jeri Robinson called the meeting to order.
• The Committee returned from an executive session to discuss strategy with respect to collective bargaining with the Boston Association of School Administrators and Supervisors (BASIS).
• Attendees were reminded to silence electronic devices.
• Meeting documents are available on the committee's webpage (bostonpublicschools.org/SchoolCommittee) under the December 13th meeting link and via QR code for in-person attendees.
• Live simultaneous interpretation was offered virtually in Spanish, Haitian Creole, Cape Verdean, Cantonese, Mandarin, Vietnamese, and American Sign Language.

• The Boston School Committee, Superintendent Mary Skipper, and committee members celebrated Taylor McCoy, an Inclusion Specialist at the Mattahunt Elementary School, for receiving the Boston Municipal Research Bureau 2025 Henry L. Shattuck Public Service Award.
• The award recognizes public servants who exemplify integrity, initiative, leadership, and commitment to the public good.
• Citation: "The Boston School Committee extends its congratulation to Taylor McCoy, Inclusion Specialist, Mattahunt Elementary School, recipient of the Boston Municipal Research Bureau 2025 Henry L. Shattuck Public Service Award. As an Inclusion Specialist at Mattahunt Elementary, Taylor works tirelessly to help students with specialized learning and behavioral needs transition into inclusive classrooms. The Chairperson and members of the School Committee of the City of Boston join with the Superintendent of Schools in extending their appreciation to Ms. McCoy, for her unwavering commitment to the students and families of the Boston Public Schools and wish her continued success in all future endeavors."
• Superintendent Skipper highlighted the prestige of the award and McCoy's dedication to her students and commitment to training new teachers.

• A motion was made and seconded to approve the minutes of the November 19th meeting.
• Vote: Approved unanimously.

• Two memos were distributed to committee members:
  • Cell phone policy.
  • Analysis of bilingual programming and consideration for district-wide access.
• These memos address follow-up information requested by the committee and are available in meeting folders and on the website.
• Further in-depth discussion on these topics will occur at a later date.

• The public comment period allows individuals to address the School Committee on school-related issues.
• Each speaker was allotted two minutes.
• Speakers and Summaries:
  • Katie Lee (Teacher, Quincy School, former ELL Task Force member): Advocated for citywide access to the Quincy School's Chinese bilingual program. Highlighted the distinction between "bilingual education" and programs focused solely on English proficiency. Noted the Quincy's program is the first in 175 years designed to sustain Chinese language. Compared the request to the citywide access of the Hernandez Spanish dual language program.
  • Siu Wan Lui (Teacher, Josiah Quincy Elementary School, BPS alumna): Requested citywide expansion of the JQES bilingual program catchment. Shared personal experience as a former newcomer who thrived in the Chinese bilingual program, emphasizing its role in her academic success and cultural identity. Stressed the importance of providing resources, opportunity, and a sense of belonging for bilingual students.
  • Lian Ye (4th Grade Student, Quincy Elementary School, Chinatown resident): Expressed concern about losing Mandarin proficiency while improving English. Advocated for more Mandarin bilingual programs in Boston to help students maintain their native language and build community.
  • Jasmine McGovern (Student, ACC): Spoke about the positive impact of ACC's small school environment on her personal growth and communication skills. Emphasized the strong relationships with staff and classmates, describing ACC as a "family." Urged the committee not to close the school.
  • Isabel Mancia (ACC Student): Stated that ACC is her "second home" and that she wouldn't fit in anywhere else. Highlighted the strong connections with teachers and friends, and how ACC helped her overcome stage fright. Urged against closing ACC to allow her and her peers to graduate together.
  • Martina Gonzalez (10th Grade Student, ACC): Praised ACC's small size as beneficial for quiet and shy students, especially English learners and immigrants. Shared her experience as a new immigrant who gained confidence through close teacher relationships. Argued that small high schools are crucial for adaptation to new cultures and languages.
  • Joshua Butler (Student, Cash High School): Identified as a "proud and bubbly Cash Charger" in the Azul program for students with autism. Highlighted academic achievements in Spanish and French, job training, and participation in Best Buddies. Described Cash as his "home" and "family" and urged against its closure.
  • Jamesy Archila (Student, Cash High School): Emphasized the importance of small schools like Cash for students who struggle in large environments, particularly those with specific conditions or problems. Highlighted strong teacher-student relationships, opportunities like Build On, community service, and vocational training.
  • Natsch August (Junior, Cash High School): Shared her personal transformation at Cash, from being nervous and shy to finding her voice and building strong connections. Praised Cash for its free cooking classes, community involvement, and teachers who genuinely care. Highlighted Cash's support for immigrant students and its role in building identity.
  • Daisy Barbosa (Henderson K-12 Inclusion Alum): Advocated for co-teaching as a vital model for student growth and well-being. Shared her positive experience at Henderson, emphasizing how co-teaching provides individualized support, challenges advanced learners, and fosters emotional intelligence. Urged the district to continue co-teaching and inclusion practices even if Henderson closes.
  • Marika (11th Grader, Cash High School): Read statements from students in Cash's ASL (Autism Spectrum Learners) program. Students expressed affection for their friends and teachers, enjoyment of classes and the cafe, and sadness at the prospect of losing their school and friends.
  • Brianna Lindsay (Student, Cash High School): Argued that proposed school closures affect "real people, real families, and real futures." Stated that Cash feels like a community, not just a school, with strong bonds between staff and students. Suggested moving students from overpopulated schools into smaller ones as an alternative to closures. Emphasized the importance of Cash as a safe and supportive place for students who struggle in larger environments.
  • Kimani Marshall (Student, Lee Academy Pilot School): Advocated for merging, not closing, Lee Academy. Emphasized the school's safety and fun environment, and the importance of all children having access to education.
  • Solomon McDonald (Student, Lee Academy Pilot School): Expressed his desire for Lee Academy to remain open, having attended for four years.
  • Eric Berg (President, Boston Teachers Union): Stated that school closures are disruptive and urged the district to pair them with aggressive commitments to building and renovating modern school facilities. Criticized the slow pace of new school construction and renovation. Argued that closures should only occur if a new facility and improved program are guaranteed for affected students.
  • Rosanne Tung (Member, Multilingual Learners Alliance): Presented four points based on MLA's observations: district leaders make decisions without educator input, instruction focuses on equality over equity, biliteracy is only discussed in dual language programs, and recommendations from 2023 remain unaddressed. Requested a meeting with BPS leadership to discuss multilingualism.
  • John Mudd (Cambridge Resident, Grandfather of JFK Elementary student): Argued that inclusive education is the "wrong strategy for multilingual learners," citing low MCAS proficiency and declining ACCESS scores in higher grades. Advocated for valuing home languages and offering instruction in native languages to improve academic English acquisition.
  • Mehdi Raufi (Director of School Programs, Open Door Arts): Highlighted that Cash, Another Course to College (ACC), and Henderson Upper School serve a disproportionately high number of students with IEPs requiring specialized settings. Argued that closing these schools without a clear plan for replicating specialized services is disruptive, damaging, and risks non-compliance with federal law (IDEA).
  • Shari Daly (Secretary, ACC): Urged keeping ACC open, noting its history and the fact that Bruce Bolling chose it for his son. Disputed claims of under-enrollment, stating ACC is at its BPS-set limit. Highlighted ACC's success in sending students to college and professional sports despite lacking a full-size gym, and its diverse arts and AP offerings.
  • Hilary Crane Stern (Teacher, ACC): Emphasized teachers' ethical duty to protect students. Criticized the district for closing ACC, which serves vulnerable students (97% students of color, 40% with IEPs, 19% MLLs), despite a $7 million upgrade 10 years prior. Stated that ACC's "high quality student experience" is its success in supporting all students.
  • Rayshon Miller (BPS Alumnus, BPS Teacher): Criticized the district's rationale for closures, calling them "neat excuses to cover untidy truths." Argued that the district created the conditions leading to Cash's current situation by funneling high-need students there. Stated that Cash's community has thrived despite the challenges and urged the committee not to "destroy what you misguidedly created."
  • Jetson Dimanche (Former Cash Student, Class of 2024 President): Described Cash as a "lifeline," "home," and "refuge" where students feel seen. Shared his personal experience of Cash saving his life and helping him become who he is today. Urged reconsideration of the decision, emphasizing that closing the school means "closing futures, breaking relationships, and destroying a legacy."
  • Ruth Wong (Program Director, Emmanuel Gospel Center): Advocated for keeping Cash open and making it a "new community hub school." Praised Cash as a "hidden gem" that embodies community hub school values, highlighting its integrated systems of support, culture of belonging, and strong student/family engagement. Argued that dispersing the staff would make it impossible to recreate Cash's unique impact.
  • Erin Connerney (ESL Teacher, Cash): Criticized the "rushed, thoughtless timeline" for closures, noting staff were informed on November 17th. Highlighted Cash's high-needs student population (90% high needs, 40% ELL, over a third with special needs) and the community's economic hardship. Questioned the plan for continuity for students with significant special needs who stay until age 22.

• Superintendent Mary Skipper presented three grants for consideration, totaling $532,962.10.
  • Massachusetts 21st Century Community Learning Centers Continuation Summer Enhancement Grant: $460,000. Serves 160 students and 67 staff at Holland Tech, The Elliott, Josiah Quincy Elementary, and Umana. Supports academically enriching out-of-school-time programming.
  • New Competitive Campus Without Walls Planning Grant: $45,000. Serves 90 students and 6 staff at Greater Egleston, New Mission, and Tech Boston High Schools. Supports the design and testing of a statewide live virtual course sharing classroom.
  • Increase to the School-Based Bridge Program at Boston Latin Academy: Approximately $27,000. Serves 100 students in FY25-26. Provides intensive clinical and academic support for students returning after extended medical-related absences, primarily mental health hospitalizations.
• A motion was made and seconded to approve the grants as presented.
• Vote: Approved unanimously.

• Jeremiah Hassan, Director of Labor Relations, presented the tentative agreement with the Boston Association of School Administrators and Supervisors (BASIS) for their 2024-2027 collective bargaining agreement (CBA).
• BASIS represents approximately 350 members, including vice principals, specialized service assistant directors, and operational leaders.
• Key Provisions:
  • General wage increases of 2% for each year.
  • Addition of a salary step nine to align with BTU salary scale.
  • Language to make education differentials and salary placement more consistent with managerial employees.
  • Increase in paid parental leave to 18 weeks (if employees have accrued unused sick and personal time), aligning with current management policy.
• Financial Impact: A supplemental appropriation request for FY26 in the amount of $1,307,901 is recommended to support the CBA. Retroactive payments will be covered by the city.
• The Committee will take action on this request at the December 17th meeting.

• Superintendent Mary Skipper provided introductory remarks, emphasizing the district's commitment to inclusive education for all students.
• The Inclusive Education Plan was submitted to DESE in October 2023, fulfilling a requirement of the Systemic Improvement Plan (SIP).
• The district is in the second year of a four-year phased-in plan.
• Four Pillars of Inclusive Education:
  1. Ensuring all students have access to grade-level content and high-quality instructional materials.
  2. Ensuring inclusive delivery of interventions, supports, and services.
  3. Engaging in team-based planning and collaboration.
  4. Resetting district infrastructure with systems of support and accountability.
• Presenters: Kay Seal (Chief of Specialized Services), Joel Gamir (Chief of the Office of Multilingual and Multicultural Education), Angela Headley Mitchell (Chief of Teaching and Learning), Nikki Wells (Russell Elementary School Leader), and Sharika King (Kenney Elementary School Leader).
• Key Data Points (Kay Seal):
  • BPS educates 47,000 students.
  • 23% increase in students with disabilities.
  • Primary disability categories: specific learning disabilities, autism, communication disabilities.
  • 33% multilingual learners; 15% former multilingual learners.
  • 9% dually identified as multilingual learners with disabilities.
  • 47% first language other than English.
• District Inclusive Education Plan - Shifts (Kay Seal):
  • Equitable access to grade-level and culturally/linguistically responsive instruction.
  • Commitment to a full continuum of services, disrupting historical patterns of overrepresentation.
  • Mindset shift guided by the BPS Opportunity and Achievement Gap Policy.
  • IEP teams ensure goals align with curriculum standards.
  • Addressing disproportionality through strengthened evaluation protocols.
  • Cross-functional teaming structures for professional learning.
• Implementation Timeline:
  • Planning Year: Partnership with families, community, schools; coordination launch; inclusion coaches, instructional leadership teams.
  • Year 1 (Rollout Grades): Targeted professional development; focus on Tier 1 interventions.
  • Year 2 (Rollout Grades): Expanding Year 1 initiatives; focus on grade-level access for MLLs and students with disabilities; alignment with new English learner education programs.
  • Years 3 & 4 (Future State): Continued expansion; acceleration of multi-tiered systems of support (MTSS); implementation of high-quality instructional materials.
• Progress and Impact (Angela Headley Mitchell):
  • Meaningful progress in expanding access and strengthening student learning.
  • All students engage with rigorous instruction and appropriate tools.
  • Services meet student needs while maintaining peer connections.
  • School teams empowered to design and monitor strategies.
  • Clear expectations and educator capacity building for inclusive classrooms.
  • Professional learning for all educators.
  • Increased student engagement and deeper social connections.
  • MLLs benefit from real-time language practice.
  • Expanded access to High-Quality Instructional Materials (HQIM).
  • Network of instructional support (equitable literacy, inclusion, multilingual coaches).
  • Year two of 12-hour inclusion professional learning series.
  • Greater use of EQL observation tool.
  • Strengthening MTSS through five critical levers (DESE framework).
  • Increased centrally funded district reading specialists.
  • Over 12,000 intervention plans developed this year.
  • Professional learning communities for equitable literacy.
  • Developing a family engagement plan for EQL framework.
• Multilingual and Multicultural Education Update (Joel Gamir):
  • Successful implementation of inclusive SEI in every BPS school.
  • Expanded DESE-approved program models (newcomer, dual language, SLIFE).
  • Completed DESE Continuous Improvement Monitoring Plan.
  • Expanded professional development for educators on inclusive SEI strategies.
  • Partnership with Telescope Network to strengthen teacher practice.
  • Ongoing progress monitoring of ESL curriculum.
  • Expanding native language access and program pathways.
  • OMME provides direct school-based support.
  • ACCESS Results: Percentage of MLLs making progress on ACCESS increased from 36.7% (2024) to 41.2% (2025). Inclusive SEI classrooms showed better progress rates than other programs.
• Specialized Programs (Kay Seal):
  • Launched and scaled inclusive planning team process.
  • Strengthened literacy supports through evidence-based initiatives (e.g., Mass General Hospital, SAIL Lab).
  • Expanded inclusive placements for ages 3-5 by 15%.
  • Enhanced district-wide support for inclusion implementation.
  • Refined approach to supporting schools and promoting transitional planning.
• Inclusion and Partial Inclusion Data:
  • K0-K1: Largest improvement over five years (15.5% increase).
  • Grades 2 and K2-7-9: Steady progress in growth and partial inclusion.
  • Secondary Schools (Middle and High): Inclusion rates increased by 10% and 9.4% respectively.
• Future State (Years 3 & 4):
  • Continued acceleration of professional learning.
  • Deepened curriculum with specially designed instruction.
  • Strengthening evidence-based reading interventions.
  • Expanded district-wide training in reading and math interventions.
• School Leader Perspectives:
  • Nikki Wells (Russell Elementary School): Described the shift from BPS SEI strand classrooms (which separated newcomer MLLs) to inclusive classrooms. Highlighted redesigning the school-wide schedule, strengthening student engagement, and blending push-in/co-teaching services. Acknowledged challenges in moving from compliance to true inclusion but noted powerful early successes.
  • Sharika King (Kenney Elementary School): Discussed shifting the core mindset from "situating students to learning" to "situating students for learning." Strengthened teaming structures (instructional leadership team, inclusion planning team) and implemented structured protocols for MTSS. Noted improved school culture and climate, but also a decline in student perceptions of rigor, leading to increased focus on progress monitoring.
• Committee Questions and Discussion:
  • Brandon Cardet-Hernandez: Raised concerns about continued over-identification of Black boys and MLLs in substantially separate settings and flat/declining MCAS results for students with disabilities. Asked about protections against over-identification and concrete outcome targets.
    • Kay Seal: Emphasized integrity in evaluation processes, providing resources, and addressing the increase in students with disabilities (especially autism). Noted a decrease in substantially separate numbers (now 30.7%) but acknowledged it's still a concern. Highlighted mainstreaming opportunities for students with substantially separate IEPs.
    • Superintendent Skipper: Mentioned state targets (44% for MLLs) and the goal to outpace them. Noted efforts with UPK to ensure IEPs match student needs, particularly for students entering BPS with more restrictive placements.
    • Lauren Viviani: Discussed early ed assessment and strategies, and pilot programs for language-based disabilities in high schools and elementary schools, working with Mass General Hospital.
  • Brandon Cardet-Hernandez: Asked about strategies for high schools and students with complex needs (autism, behavioral supports, SLIFE).
    • Lauren Viviani: Highlighted the "Next" program and vocational opportunities. Discussed focusing on MCAS Alt and building authentic portfolios for students with significant disabilities.
    • Kay Seal: Emphasized working with long-term facilities on options for all students, particularly those with special education needs.
  • Brandon Cardet-Hernandez: Asked about family involvement in the conversation, especially for students in highly specialized programs.
    • Kay Seal: Mentioned community forums, listening sessions, meeting with families and students, reviewing IEPs, and partnering with SPEDPAC.
    • Lauren Viviani: Described person-centered planning for high-needs students, involving all stakeholders in their lives.
  • Brandon Cardet-Hernandez: Expressed concern that inclusive education might fail if it's an unfunded mandate and requested concrete investments in co-teaching, PD, and assistive technology, comparing it to past spending on sub-separate settings.
    • Superintendent Skipper: Acknowledged the need to hold "duality of systems" during transition and that reinvestment will become more apparent as the needle moves.
  • Stephen Alkins: Asked about challenges and lessons learned from the planning team process, ongoing implementation challenges, and the results of service mapping.
    • Kay Seal: Service mapping ensures IEP services are provided by identified staff, maximizing staffing to meet student needs. Challenges include contract parameters, class size, and student enrollment. Emphasized monitoring IEP goals and objectives. Highlighted cross-functional professional learning and instructional expectation memos. Noted the challenge of providing rigorous and meaningful supplemental curriculum for students with wide learning gaps.
    • Angela Headley Mitchell: Discussed 12-hour professional learning for 1,600 teachers, including advanced work and content-embedded learning. Highlighted professional learning communities (PLCs) for teachers to collaborate and use EQL tool data to inform PD.
  • Stephen Alkins: Questioned the timeline for full rollout of inclusive education in upper grades (11th and 12th) in relation to potential school closures like Henderson.
    • Kay Seal: Clarified that 11th and 12th graders at Henderson Upper would finish there. For current 9th and 10th graders, they would work with families to find schools already at the 11th-grade inclusion level. Emphasized that inclusion is not a place and that IEPs are reviewed to ensure services are met during transition.
  • Rafaela Polanco Garcia: Asked for clarification on the decrease in BPS SEI enrollment on Slide 10 and how inclusion is created without ABA specialists in schools.
    • Joel Gamir: Explained that the decrease in BPS SEI enrollment reflects a shift to inclusive SEI and other expanded programs.
    • Kay Seal: Clarified that ABA is a methodology, not a student label. Explained that for students needing ABA services, a team meeting is held, and if a program isn't available at their current school, efforts are made to find a suitable school close to home, with opportunities for parents to visit.
  • Rafaela Polanco Garcia: Asked about the 154 MTSS coordinators and how parents are involved.
    • Angela Headley Mitchell: MTSS coordinators are BPS staff (teachers or other community members) who volunteer for a stipended position to develop and execute intervention plans for students. Parent involvement is through the development of the plan for the student.
  • Rachel Skerritt: Asked for clarification on the difference between BPS SEI and Inclusive SEI classroom experiences.
    • Joel Gamir: BPS SEI often grouped students by language, but teachers didn't always speak the native language, and there were limited inclusion opportunities. Inclusive SEI involves more culturally rich libraries, teachers who speak native languages (or paras), co-teaching, and less pull-out, with a focus on stronger instruction and collaboration.
  • Rachel Skerritt: Asked about the philosophical difference regarding home language in BPS SEI vs. Inclusive SEI.
    • Joel Gamir: Home language is always an asset. Efforts are made to infuse native language supports. BPS is working with university partners to create more bilingual endorsements for educators.
  • Rachel Skerritt: Asked for clarification on "making progress on ACCESS" and requested MCAS data by program type.
    • Joel Gamir: Making progress means increasing scores. Levels 1 and 2 on ACCESS are key indicators. State target for MLLs is 44%, and BPS aims to outperform this and other urban districts.
  • Rachel Skerritt: Asked about the vision for co-teaching at the high school level for inclusion.
    • Kay Seal: Described it as a "work in progress." High schools are departmentalized, and some have teachers with dual licenses or ESL licenses. Support includes paras (some bilingual). Emphasized focusing on literacy and reading interventions. Stated that there's "no evidence that shows that co-teaching is highly successful" and that the focus is on building capacity through professional development.
  • Rachel Skerritt: Asked about the family engagement plan for equitable literacy.
    • Angela Headley Mitchell: The plan is in its infancy, aiming to bring literacy strategies to families (e.g., fluency, home libraries).
    • Superintendent Skipper: Noted that information on MAP testing has been sent to families with explanations.
  • Quoc Tran: Asked about "substantially separate" in the context of MLLs with disabilities and the effectiveness of inclusion in SEI programs.
    • Kay Seal: Substantially separate refers to specialized classrooms for students with disabilities (e.g., ABA programs for autism). Acknowledged a decline in performance for students in these settings but emphasized efforts to proactively provide least restrictive environments.
    • Joel Gamir: Confirmed that SEI teachers don't require proficiency in students' native languages, but dual language teachers do. Stated that inclusive SEI has been ongoing and that students in inclusive settings are outperforming those in other programs. Noted that DESE no longer approves BPS SEI as a program.
  • Quoc Tran: Asked about the number of students in the SLIFE program.
    • Joel Gamir: Less than 300 students are enrolled in the SLIFE program, and they are making progress.

• Speakers and Summaries:
  • Nicole Gonzalez (Mother of Lee Academy students): Praised Lee Academy as one of the best schools for her children, including her premature son with a speech delay who has shown significant improvement. Highlighted the school's supportive teachers and community involvement.
  • Amanda Roberto (Parent, Hyde Park, ACC student): Opposed ACC closure, citing her son's success in the small school setting despite muscular dystrophy and autism. Disputed the idea that small schools don't offer more attention. Criticized the lack of options for neighborhood schools in Hyde Park, West Roxbury, and Roslindale. Argued that closing ACC, with its high IEP student body, borders on ableism and discrimination.
  • Noreen Kelly (Teacher, Lee Academy Pilot School): Stated that Lee Academy offers a "high quality student experience" with a well-established inclusion model and happy, engaged families. Questioned why Lee Academy is not afforded the same "good plan" (merger into a renovated building) as other schools, citing systemic inequity.
  • Shaq Reed (Special Education Teacher, Lee Academy): Criticized the closure process as not well-planned or equitable, especially for a school with 40% MLLs, 34% students with disabilities, and a majority Black and Brown student population. Highlighted Lee Academy's high enrollment, successful full inclusion, and safe environment.
  • Matthew Lee (Para, Lee Academy Pilot School): Argued that closing a fully inclusive school while the district moves towards inclusion makes "zero sense." Criticized the lack of transparency and disregard for inclusion/equity in the closure process. Highlighted the disproportionate impact on Black and Brown students and compared it to the merger of Philbrick and Sumner into a renovated building.
  • Alexis Gazal (6th Grader, former Lee Academy student): Shared positive memories of Lee Academy as a joyful, safe, and supportive environment where teachers helped her with classwork. Asked the committee not to close the school that brought her joy and where her younger siblings attend.
  • Rita (Parent, on behalf of a parent): Read a statement about her son's transformative experience at Cash, where he went from struggling academically to passing MCAS and earning a diploma. Emphasized Cash's individualized education plans and supportive staff. Cited a Boston Globe report on increased graduation rates in specialized schools.
  • Elena Dietz (Reading on behalf of Ms. Bauer, Educator at Cash): Stated that Cash serves the "neediest" students who face tremendous odds. Criticized the district for measuring and judging Cash without considering its student population. Highlighted Cash's role in providing stability for students who have experienced instability. Questioned why charter schools are not closed instead.
  • Owens Georges (Cash Graduate): Shared his personal story of coming to America with little English and finding a "home" and "family" at Cash. Described how Cash teachers provided support beyond academics, caring for students' basic needs and helping them visualize their future. Urged a "no" vote on closure.
  • Rachel McDonald (Parent, Dorchester, Lee Academy student): Expressed her son's heartbreak over the potential closure. Praised Lee Academy's dedicated teachers and staff who know every student. Argued that the district should invest in physical space for successful communities like Lee Academy rather than closing them.
  • Andrew McDonald (Parent, Dorchester, Lee Academy student): Highlighted Lee Academy's strong community and consistent 100% enrollment, despite poor facilities. Criticized the district for proposing to break up a successful community instead of investing in it. Argued that the closure violates principles of minimizing disruption, prioritizing vulnerable students, and ensuring equitable outcomes.
  • Jason Lambright (Parent, Lee Academy, Murphy, Boston Latin School): Stated that closing Lee Academy harms one of Boston's highest-needs student communities (91% Black/Latinx, 46% MLLs, 81% economically disadvantaged). Argued that this is systemic inequity, comparing it to investments in other schools. Emphasized the personal, nurturing environment of Lee Academy.
  • Jabara Harley (Speech Therapist, Lee Academy Pilot School): Described Lee Academy as a "unique, loving, supportive, beautiful, small school community." Questioned the lack of community input and the timing of closure recommendations. Highlighted Lee Academy's successful full inclusion program for Black and Brown boys.
  • Jess Butler (Parent, Henderson student): Advocated for "inclusion done right." Described Henderson as an innovation school renowned for inclusive education. Argued that removing the high school would harm a vulnerable population. Criticized the lack of specific plans for students if schools close.
  • Mikkel Jones (Parent, Lee Academy School): Shared her son's positive transition from homeschooling to Lee Academy, where he thrived in the small, inclusive environment. Urged the committee to consider merging Lee Academy or finding another solution.
  • Giovanna Tovar (Ms. Jovi, Lee Academy): Stated that "one shoe does not fit all" in education. Emphasized that Lee Academy has been doing inclusion "before inclusion was inclusion." Highlighted how vulnerable students thrive in smaller, individualized settings. Argued that closing the school is disruptive to the district's most targeted students and called for justice.
  • Julia Mejia (Boston City Councilor at Large): Stated that school closures are not technically on the agenda but have an immediate impact on communities. Argued that the four named schools (ACC, Cash, Henderson 9-12, Lee Academy Pilot) are "small, high needs, high love communities" that lack updated buildings, not relationships or programming. Called the closures "another form of gentrification." Urged the committee to reject the current list of recommended closures and commit to a transparent, collaborative planning process.
  • Theo Chester-Kashmarek (Student, ACC): Shared a personal experience of struggling with mental health at a larger school (BLS) and thriving at ACC due to the supportive staff and smaller class sizes. Expressed concern that closing ACC would negatively impact students' mental health.
  • Deirdre Manning (Dorchester Resident, former Henderson parent): Argued that organizations should be judged on how they treat their most vulnerable members. Criticized BPS for depriving Henderson of resources and then acting surprised at its decline. Called the district's actions "culling the herd" and urged them to restore resources to Henderson.
  • Rakia Gardner (Parent & Paraprofessional, Lee Academy): Shared her perspective as both a parent of children with autism and behavioral deficits who thrive at Lee Academy, and as a paraprofessional facing job insecurity. Criticized the closure process as "absolutely awful" and anxiety-inducing for families and staff.
  • Matthew Ruggiero (ESL Teacher, English High School, ACC Alumnus): Spoke as an ACC alumnus, praising it as an "amazing school" that fostered community and challenged students. Argued that when communities ask for improved facilities, they want them for their communities, not at their cost. Urged the committee to listen to the affected communities and invest in them.
  • Cheryl Buckman (Parent, Ruth Batson Academy, Dever parent lead, South Boston resident): Criticized the lack of a full, coherent plan for BPS's future and the communication failures surrounding closures (e.g., Dever leak). Questioned why communities are asked to engage if decisions are already made. Demanded the use of the racial equity tool and urged a pause on all further closures until a district-wide plan and equity analysis are publicly presented.

• Michael O'Neill: Requested further information for the December 17th meeting regarding:
  • How public feedback has influenced revisions to the closure proposal.
  • Transition supports for impacted students and staff.
  • An equity analysis of which communities are losing schools, addressing concerns about lack of open enrollment.
  • Feasibility of mergers based on enrollment at nearby schools.
• Brandon Cardet-Hernandez: Added a request for information on reinvestment possibilities based on potential savings from closures, acknowledging the upcoming difficult budget season. Also requested a discussion on the correlation between adult and student chronic absenteeism, viewing it from a "people management lens."
• Quoc Tran: Shared appreciation for Gillette Company's support in restarting the Thanksgiving family supper tradition at the Carter School.

• The next School Committee meeting will take place in person on Wednesday, December 17th, 2025, at 6:00 PM.
• A motion was made and seconded to adjourn the meeting.
• Vote: Approved unanimously.
• The meeting was adjourned.