Carol Johnson At The Boston University School Of Education Consortium

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Carol Johnson at the Boston University School of Education Consortium

my name is Larry I'm mellow I'm the president of the Western University Consortium council and I like to welcome you all here thank you all for coming I'm honored to be as the chairman of this consortium Council to welcome you all for the celebration of our 30th year of continuous collaboration we have members school districts and very special programs in our independent cluster as we move through the program tonight you'll learn a little bit more about exactly what we do and actually I've been a member of this for almost 30 years not 30 continuously but I would probably say 25 I remember when we used to meet in a last in a living room of someone's house in summer really briefly the consortium represents an exchange of resources between the cluster members which would be various school systems and some agencies in Boston University School of Education it offers exceptional opportunities for School of Education students in terms of getting field experiences in schools and in the agencies as well and having gone through this program myself I remember 2020 was part of what I had to do was was work in an agency and the other part was work in the school and I didn't know about the agency part of what we have to do there but it was it was very good experience for me and obviously from end of my career and since 1977 it's safe to say I would say about 9,000 students have benefited from these opportunities in return the BU School of Education has invested over 1.5 million dollars in funds to support projects in new all of all the clusters and all these projects have been proposed by teachers within the clusters the variety has been exceptional and where we will have an opportunity learn very shortly about a few of the projects that have been sponsored in the last year or. in addition for more than ten years each cluster has received two full scoff to course scholarships for use anywhere in the university the key to success in the program is that the responsibility for its policies and the decisions about the allocations that the funds are shared by the members of the consortium from the clusters and the faculty and the agencies and one central goal if you will are about in terms of who we allocate or how much we allocate to who is what is best for the kids what's best for the students evidence that all that all of us consider the act and activity worthy is documented by the loyalty of all parties and their consortium council representatives in the lobby by the way we there's a large poster you may have seen it on your way in and one of our first meetings and I think I believe it was in 1977 you might want to take a look at when you go out there you might recognize my I think we're gonna start today by having a few people come up and discuss one of the projects that we funded from each cluster. it'll give you an idea of some of the what we've done with some of the funds. I'm going to call and I also have a citation for each person that I call up in done and their clusters. we're gonna start with Boston first and that would be mr. Antonio Barbosa good afternoon as he said my name is Tony buckles under the principle of the literate school which was located right down the street to the right to the center it's a k0 to grade 5 school and I wanted to recognize some of the people in the audience after manorial laminates convenient she's the deputy superintendent for Boston and it's a mirage dr. Leonard just came him over here she's a great supporter of our building partnerships and. is necessarily assistant superintendent I also want to recognize some of my colleagues Jerry Ford principal of the Horace Mann School came to 12 and also want to recognize some of Boston's finest from the Winship school teachers Lisa you're 18 that there is a great pleasure and I say a few words about the value of we use consortium to our schools first the students interns were kept at vu simply put they had to the diverse fabric of our staffs of our students and Families they bring that enthusiasm for continuous learning while at the same time they delight themselves with excitement in sharing some of their own learning required in their first years of preparation for the most rewarding career in this world secondly I want to thank the consortium for their in atomic waste and specifically for their funding enabling staff to carry out special projects whether it be a single individual or a small group of individuals other activities that benefit the general welfare of the whole school community and yet other projects such as at Winship where the funding helps support the school networks and shift to the real focus on science education and science learning most recently the funny received from the consortium has enabled us to purchase materials to add to each of our classrooms exploration centers such as books and instruments support the science curriculum and to conduct experiments this funding has also enabled us to purchase nonfiction science space guided reading materials to integrate the science within the little segment and into other subject areas throughout the school day I could go on and on and listen many of the areas where we use the additional funding as you are probably already meant making a mental image yourselves of where you could use it as well but for now I just wanted to again over the last 30 years we have received an email in by police of Martha McDonough and Marie LaBelle I've received about you're only allowed to apply once every three years of the teacher but I have other teachers right parents and based on the money of you received six different grants over three years we've set up at Lawrence comment' Resource Center with job right now which is besides having funding we have Brooklyn Education Foundation funding PTO funding private donations and I could be judicious for whatever money I could get in school we have 600 math board games computer software math manipulatives that movies man books met software get it functions as elementary school libraries. thirdly teachers come and borrow stuff from us everything see at work they can take it out for a week at a time in the items are also loaded inter districts to different schools math specialist and teachers forward on that and we're in our sixth year of operation now in he had $10,000 worth of materials in the latest padded foot went towards getting 250 pedometers that looks like this with respect into that local was done by the grandmother of one of the kids in our school it involves parents teachers and students and over here we have step into man no guts no glory. you see pedometers we had a fourth-grade class their pedometer all day in this match the data and something else we found out is very interesting with some kids they were walking and they were using this and halfway through the day it got reset and the results were very low. that was a neat lesson to learn that you know data collection isn't easy sometimes it's wrong and they were like reward it says two thousand steps but I really want six thousand search if I couldn't have six thousand steps and that point they were told no you have to put down accurate data whatever you collected have you disappointed that they were. low when he was one of the most active kids in the classroom but next time they want to get the project all over again they're excited about this the denominators could work measure steps and they convert it to months. it's a great fourth grade lesson and we have this pedometers what are the teachers coming over with me told me that she'd love to borrow it and I organize them in boxes of 25 each. it's a class set and they had low down two different schools. funding this and also for the first year last year I qualified to get bu students and I did to prepare students ought to be Susan Gilmore and Joe a jeweler and they were absolutely wonderful smart punctual you know then you want to handle kids and they love doing the math lessons at Lawrence because we use a lot of Technology and gizmos to teach that the kids okay and from Chelsea we have Joseph Mackey anyway I would I would like to just speak to the fact that this was also the 20th year that the Chelsea Public Schools has exact been associated with Boston University through that rather unique partnership we don't know though and at the end of the year of the fiscal year managing the Chelsea Public Schools. some of the good things that have come out of the consortium directly relate to the things that we will be doing in the future and the partner that has been very fruitful very positive we have student teachers now that in my school on a regular basis mrs. Fawley lead teacher for the social sciences that prevailed upon the persons at the School of Education to increase that participation which is wonderful and we actually are working toward revamping several schools over the last several years when I first came to Chelsea the middle school was a seven eight building with 1,400 children and now we have three distinct middle schools which of five six seven and eight approximately five hundred five hundred and fifty students Anita which as without digressing to greatly his educational asylum we have the kids for four years rather than a stopover for two years before we moved them on to the high school. I'll give you a brief idea of what we put forward last year for proposals and that to the latter one they speak about. literally last year the consortium funded the hybrid model Congress and then it was a read at home library at the sokolovsky elementary school which was a wonderful gift to the school and then there was a character education program at the John Silver Early Learning Center centered on the theme of I can I am and I will and then there was a band trip to the Heritage Foundation in New York City with Chelsea High School participants and an after-school extension yearbook program at the right Mills aware I am an assistant principal and literally what that was was that it funded two teachers to teach computer processes to kids in five six seven eight they took the picture they designed the yearbook they cut up the middleman sir we were able to actually publish a 40 to 45 page full-color yearbook for the first time at less than $5 per kid because we didn't need to go to the publisher in the actual cost and then you know there was exchange trip to New York City with three participating schools the rights of brown and the clock Aventine school we also have grants asked for funding for the Model UN and if that had come to past they would have gone to the mall to the United Nations with a specific ambassador and then they would have taken a day trip to Ellis Island and then there was also a funding for the Blue Man Group funding being very tight literally we had to make choices and. they weren't funded but they were with wild fraid of projects the Harvard model Congress which took place that Chelsea High School was a part of developing civic pride and understanding of the fundamental processes of government and other participatory democracy and understand it was set forth and afford a meeting at Harvard University. the consortium funded twenty five kids and three adults to go and spend time with kids from all over the United States and in some cases from around the world and they stayed at Howard for four days learned the participatory process understood how to debate pro and con all of those neat things that you want kids to walk out of high school with confidence and the ability to do and represented the diverse number of kids within Shelton high school one of which is a young man who when he entered the Hydra noodle wasn't quite ready to be in high school managed to have to repeat the ninth grade because he wasn't mature enough maturity and by the time he had effectively hit the eleventh grade did you know you know I'm actually good at speaking and I can rally kids to do things that need to be done in the school and he's now a student government representative and out of that process he literally focused and honed his debating skills and we had him in last week for and you know Kenny was City ready to go to high school in eighth grade. he came down as a student model representative to speak to the kids when I was in the ninth grade no I didn't want to go by xoring I've done the scans five just hands this is way too big and with that he made the announcement that he is running for election as the district council representative from Chelsea in the 6th district and judging from the way the kid responded to him and what I've heard in his neighborhood I think we have an 18 19 year old who will be a city councilor in June and it's really he literally looked at the kids who said the positives that have come forward from the particular ie the Harvard model Congress have honed his focus on where does he want to be and where does he want to go and that is a tell and that's when the kid went oh okay. they're not just giving us the derivative is a reality model here and they understood him this is the street tough kid who has made 180-degree transition and I think if there's anybody sitting in the audience that funding mechanism the ones that we should prevail upon the Joel and entice or whatever other advocate if you'd like to use I only say to you that if you could increase the funding it is worthwhile I have young excited staff that given the opportunity and those little pieces of extra money it can make a world of difference and I will put this in perspective. you you're talking you're looking at something which one of 16 children and education has been the catalyst for my success in life and I assure you I'm not the most successful one of the 13 boys and three girls in my family but my father expected us to finish high school and go on to college and education nice BG that can make or break a kid. what we do here is critically important from the Concord cluster Bev gafieira hi um for the past 30 years that the Olcott school in Concord has been associated with the consortium it's been a really wonderful collaboration I think for both of us as long as I can remember every Wednesday a bus pulls up from bu and the students flood off of the bus and into the schools and into the classrooms all very excited to be there and the teachers are delighted to have them come and to mentor them a little bit and get a little extra health in the classroom and the students love to have the college students come in and they always miss it very much when they leave. that's been a wonderful part of our collaboration also we're very grateful for the funding that we've had we've been using the funding most recently for work with our writing program and we've been able through the funds that has really helped us to be able to have people come from Teachers College in Columbia to help us to learn the Lucy croque-monsieur method ever a few of us went to hear Lucy Cochran speak a few years ago that very excited listening to her and I wanted to bring that method into our school. we've been able to fund the Summer Institute should have been very well attended where the teachers not only have learned how to teach writing but how to write themselves which has been really important than they've had to walk the walk it's easier to talk the talk and we've had also training during the year we've had a a a k2 trainer who's come in and has worked with teachers during the year in the classrooms coaching them in the meeting with them before and after to talk about what they're doing we've also had another coach who's been for the third through fifth grade who has done the same kind of thing meeting in the classroom and meeting with the teachers after school and they've been very available to us we get emails all the time they sends us all kinds of materials that we can use. we feel that we've been very enriched by this experience and we are definitely seeing an improvement in our students writing especially their narrative writing at this point. thank you very much and I'm thinking that it's very touching we hear all the good news about education and all the things that created programs that are happening they'll also be you and the contortion instead of all the bad news about people being shot and stuff like that. this was on television and the other stuff we put in the closet. I I teach dance at the Clinton preschool and that's where this funding comes this one helps me for me dance is really a springboard into teaching kinesthetic creativity. I am NOT interested in turning out really short dancers really interested in doing is have them be aware of movement stillness and body awareness how that triggers creativity quite organically my approach is to facilitate children's desire to learn to play and to be joyful. that the school experience has from the very beginning is really a cool thing but they want to be there they want to come to school and I do that by 3yz I engage them I excite them and I try to expand their worldview. my little bullet point my wife said she works in the business she says how do you how do you engage them I said when I go to turn on the music I tell them to push the button with my chin. when they push the button the CD player goes on how I excite them into learning is that I really facilitate the class rather than direct the class. I watch what they do and I see a good kinesthetic moment and I'll say Zoe look what Zoe Zoe can you show that again. the kids really take ownership of the class and they all feel like what they do can be acknowledged as something special the expand in the world view is saying oh the Zoe that was really cool now you know sometimes when I think about this I add this to it and I expand their worldview about how to move kinesthetically. in this kind of kinesthetic world that is created I they are a little arena's that happen and is it the light to actually think about them and plan what I was gonna say because usually I don't things are happening. quick and it's like they are attention spans if anyone teaches really small kids if you get a four minute run that's pretty good. there's problems solving some of the things that I do in the dance world is problem solving and for instance I'll do a game I'll make a shape with my body or someone will make a shape and I'll say is this an over under around or through and then each kid has to make a choice how they want to do it there is building a movement language of invent of imagination and I had an autistic boy in one of my classes at the brooklyn music school who the parent kept saying how's he doing how's he doing them say it's like totally great i find the names of individual learning plan he's a total basket case sitting down and trying to get it he comes up with this movie sits on time this is the movement i like to show I said. what's that he says that's called peeking through the window. that that language would send an arabesque or pata shwa you actually make a language you watch what the kids do and then we label it okay what's the name for this then there's the concept of non ownership which is basically I define space by either objects or tape but people can get very possessive and say this is my piece of tape this is my shape and I try to dissolve that atmosphere of ownership. that it's a little bit more fluid and things just move you get what you get and you don't get upset then there is cause and effect slipping is really followed by form. if you're slipping. really getting them to touch the world about what happens if this is happening over and over again this is probably what's going to follow and some of them really get into personal dynamics. if anyone has ever tried to hold hands in a circle with a bunch of kids usually people are yanking each other. I talked about sensitivity and being sensitive to each other to each other and for them to expand their world into other is a really great thing in the last thing which is kind of exciting for me I got a grant from the Brookline Public Schools to bring mathematics and dance together. far I've taught it for the Kaizen ones and sixth grade and now I'm just going to get degraded into the nursery school. that pattern recognition number recognition shape recognition symmetry asymmetry positive all these things they're two skin. this is what the grant is more Italians hello my name is Ines I'm a facilitator in the middle Public Schools and I just want to take a moment to thank Spencer I am for its assistance but before I do. I just want to recognize a few people who are here in the audience and their support themselves I'm dr. Jeff young was our superintendent miss lives avodah who was the principal at Lincoln Elliot school dr. John Michael Gray our fine arts coordinator is Diane Lockett and dr. Burt whiner with the support that consortium were able to purchase some rich long for a population who historically have not been served in most public schools we developed a program called community connections which serves students for just 18 to 22 years old they are in the special education department in the schools and have significant and multiple disabilities I have to say fortunately they've been included in the general education curriculum for kindergarten through twelfth grade and in public schools but after twelfth grade when they walk in graduation for the experience they don't receive a diploma because they have not passed the MCATs all of their peers that move out into college and into their own futures and these students are left behind and need to then focus on their own transition into adulthood which is quite difficult and to understand what life will be like without the support of the public school system. with the curriculum that we purchased from the consortium we're able to create a dynamic program that was quite comprehensive for this population of students and help them plan for their futures I want to just talk about one student in particular who is particularly benefited from participation in the program with a curriculum that we purchased he was able to research what jobs might be open to him develop a resume apply for a job practices interview skills and he at now secured a position he is working part-time at Harvard Business School he is responsible piling all of the packets that are used during a harbor presentations that happen pamphlets and. forth he has a fabulous retirement plan he has paid and has a great abroad one cake would plan out this future the other thing we were able to do is help him learn to travel train from his home in Newton into Cambridge independently this is life-changing for him and for his parents. he's going to be able to move on and have the future for himself. I really appreciate this recognition it means a lot especially to recognise this population of students who often are invisible in our society. I give you my sincerest thank you I'm representing of Somerville public school Somerville High School specifically and I am now the department head for math and science at some of the high school after having done four years as the k-12 math curriculum coordinator the one of the things I can speak about well gosh I can't tell you how many years we've been lucky to be funded for many projects from vu but the most recent ones there are a couple that come to mind and the first one would be this one excuse me one of my teachers she actually teaches AP Computer Science and me apparently the College Board of a sudden decided to change some some things in the language in Java without getting too specific we needed the training because we expect as many kids we expect most of the kids who take an AP course to take the test and we're looking for the scores well she had a. she had gone in the summertime for this project to learn all the nuances of the language and lamenting it this year and last year she had a 75% participation rate and the 75% of the kids that took the test we got all all of them got fours and fives. we are now looking that she's she's gone to the Train they of course were looking for more fun participation rate as well I also had a physiology teacher request of pigs and sheeps brains and well anyway she just told me I could have right me a little paragraph today and of course I left it in the pocket somewhere but I remember what you said she they were dissecting a pig and which is one of the items that we got from the I happened to be there I did my I did her observation report while she was doing the the dissection and these were the kids in Physiology are mostly nursing students and it sound like strange mix but nursing students and cosmetology students and very interesting and they were totally engaged she got a good evaluation report he was to say but the kid one of the kids went to Bunker Hill and came back to talk to her and she said it was a young lady and she said I was the only one in my class at Bunker Hill that had dissected before. she was able to help the kid help the rest of the kids in her class Bunco from what he who has given thoughts for her in her classes. I could go on and on but I'm not that we've done very well by bu for the last 25 years anyway well we're gonna head to a different part of the program today and needs to say we're grateful for the grateful for their support from the clusters and there are two people that I haven't recognized yet that I need to and it would be Joann Richard and Deb full full full joy thousand why sorry they've been very helpful to us and grateful to the Dean of shows as well and our media staff we're now going to head into I'd like to introduce dr. dr. glad and a little bit as you can see it's a real pleasure for me because during the 21 years when I worked in Massachusetts government one of my responsibilities was the Metro program I worked with each one of the districts that's represented in a consortium of course very closely years although my main involvement was of course with the urban districts I think speaking of 30 years I may be the only person alive who had children in the Boston Public Schools but 30 years straight without interruption all seven of my children started out as opposed to elementary schools the first to the illness too at the way Manila Trotter which is a school that we're now paired with and the other five I serve African amethyst. yes it's a wonderful pleasure for me that we're again working. closely with Boston as well as the Chelsea I said this afternoon 60 of my undergraduate students over at Chelsea to visit the high school at the Kelley elementary school as they do every Thursday wonderfully grateful but what that kind of experience of being in schools means to us to preparing to teach they just long for him and they're. energized by the opportunity the out and seeing wonderful teachers we're hoping this spring we'll be able to do that perhaps with some of the Boston schools as well that said it's also an exciting moment for us that Boston is was able to look forward to I hope a period of wonderful growth and achievement for his pupils with the new superintendent Carol Johnson who it's my honor to introduce now she comes having having been a great success elsewhere and therefore the expectations upon her extraordinary eye I'm gonna raise them even higher because I think I think we need Boston and the Boston Public Schools to be the finest urban school system in the United States I'm confident that she can take us there. good afternoon I'm really delighted to be here and delighted to be asked to speak to you today and I have to say that the presentations that you've already heard have been very inspiring and a really true testament to the great partnerships that have existed between Boston University and many of the school districts in this community I want to especially acknowledge that president Bob Brown was on the search committee. as its heart responsible for my presence here and certainly Dean when and the consortium council chairperson Larry I a mellow as well as I'd like to acknowledge the associate dean D whose husband is make sure that I didn't get too lost as I tried to traverse from the parking lot into this building. thank you. much for not only the area I was trying to think about 30 years and imagine where we were in public education some 30 years ago and I tried to think about it and for some of you and we were around then and just in looking at the audience I recognized some of you were others maybe not but we really didn't have iPods and all the technology that exists and cell phones maybe that were. ubiquitous as they are today we didn't really serve breakfast in most of our schools as we do today we did serve lunch and maybe not into as many students as we do today we certainly I think all the district services here have become more diverse in language more diverse in income and more diverse in racial and cultural groups the boundaries that we thought about 30 years ago certainly were statewide and maybe some nationally but I'm not sure that we recognize the international challenge or the global community that our children would inherit at 30 years ago and we knew that students needed a good start in kindergarten but we really hadn't embarked on the important work of trying to figure out four-year-olds and how it gives students a good an early start before kindergarten. they could develop the early language skills that would be necessary but today I think that all of those things and maybe 30 years ago the people who conceptualize this consortium understood maybe more than most that unless the higher ed reached out to his partners in k-12 not just in terms of recruiting students and offering scholarships which Boston University has. graciously Julie done but also in thinking about how these early investments could pay off huge dividends in terms of the quality of teaching and the wonderful experiences that we want just students to have but teachers to enjoy and I think that whether you heard people talk about fitness and science programs or whether you heard them talking about dance and kinesthetic creativity or whether you turn them talk about the powerful impact in transformational impact that students who have special needs can enjoy when there are other opportunities extended to them I'm sure that these are just small examples of the powerful impact thirty years of partnership from the consortium has created and. on behalf of especially the Boston Public Schools in the Boston school community I certainly want to thank and acknowledge the generous work that has been done and I want to especially say just a word about the trier elementary school and the english high school two of the schools that have been selected from our superintendents schools schools that are working aggressively who have changed the tide of learning for. many students and Boston University has agreed in partnership with me and you know to really focus on those two schools and to do everything possible to give those students and those teachers opportunities to turn those schools around and makes them kind of Sterilite schools that we would want for all of our children I am still learning I have been here seven weeks even though I know it may seem like longer to some of you in that very short set of several weeks I think that I have learned a few things and. let me just say a little bit about that I think that we are truly planting seeds for a garden that takes a little bit longer to grow than just one year of making AYP and. for all of us it's important for us to keep in mind that this is a journey not just a one-year partnership and I know that Boston University recognizes that more than most understands that the partnership does start early the other learning that I think that I have had over the last few weeks is that we really can't do it alone and. those of us who work in k-12 do need the active participation and partnership of the higher education community as well as the higher education community needs us to do our jobs well and better. that you have the kind of students who can be easy admittance to your school but also who can complete college and go on to make valuable contributions to this community. this partnership piece is critically important to the long term investments that we want the other learning I think is not thinking that we can wait to high school to be paired to talk about college but understanding that college does indeed start with planning an early season and before and helping students understand and value the importance of getting a great education and to me I was really pleased to hear Tom describe play and the joyful learning because I think a well-educated person is someone who will be able to not just pass in cats or be proficient but who will appreciate the rich arts and music community that exists in the Boston community because unless we invest there too we won't have students who will either appreciate and enjoy the symphony or the Pops or the appreciative of the investments that are necessary in the wonderful institutions that are here they're promoting music one of my dear friends in Minneapolis is owned by the name of Sharon Ryan and Sharon serves on the board of Boston University and when I first told her that I was coming to Boston you can't imagine how thrilled she was and also how eager she was to tell me about the great leadership and support that I could from Boston University. I'm going to hold her to that commitment and insist that certainly the University continue to partner with us with the school districts and I think that what's important for us to know is wherever our children goes whether it is in Boston or whether it's in Somerville or whether it's in what Newton you know one of the other districts represented today we as the Greater Boston community should care about education and they keep educating all of our children wherever their parents choose to send them I'd like to just in my remarks today first just acknowledging and congratulating the principals teacher leaders and superintendents who are here today and who work to make the state possible through your partnership because this even if Boston University wanted to create a great partnership through a grant making process it really does require great leadership in schools that are willing to extend themselves to think creatively and differently and put in the extra time that is required but as I was leaving Memphis we had a number of graduation this year and one of our students who was graduating from high school wrote a brief essay as he was trying to acquire scholarship to go on to college and in Memphis we say every child every day college final because we believe that every day our children should experience teachers who see them as college bound whether they choose to go to college or not that in fact the current economy and the current competition will require every one of our students to have some post-secondary experience that will allow them to take care of their families but college is really an important concept and it's especially important concept for children who are living poverty or homeowers generation as I'm not going to read the whole thing but I will be just some experts the excerpts per minute and he titles it why I want to go to college I want to go to college because I have to succeed no one in my immediate family has even graduated from high school let alone attended and graduated from college I will be a trailblazer my family being the first to graduate from high school and going on to graduate from college except for one of my eyes no one in my family has a job my grandmother and my mother are both living off government aid and my uncle just doesn't have a job and they all sit around all day and do nothing I want to go to college because I'm determined not to make the same mistakes that they've made I want to go to college because I am driven from for success by the fear of failure as a child I was forced to grow up in the tour early there were times when I went out an empty trash for local businesses just to earn a couple of dollars to buy bread and hotdogs to eat in the house there were times when I would go out and play all day and there would be nothing to eat at home and I would have to go to bed hungry sometimes I would go to local stores and get the food that the owner did not sell there but most times that I guarantee I even used to steal candy and toys because my family couldn't afford them towards the end of my seventh grade year I was kicked out of my house and had to go live with my grandfather there I had to save them intimately crying every night at two o'clock in the morning my grandfather had to be at work at 5:00 that morning. I was a person that had to change her diaper I put her back to sleep even though I too like to go to school the next morning I want to go to college because I have to succeed as a child I've experienced obstacles and experiences are abnormal I've already seen a lot my whole points in life and once you've been to the bottom there's really nowhere to go but up I want to go to college because I want to be able to afford the things that I want instead of worrying about where my next meal is coming from and I know that going to college is a necessary step to becoming prosperous and happy the work that we do every day is transformative in the lives of the children we serve and all of us take that work very seriously those who work in k-12 as well as those aboard I read and I think Boston University for understanding how important it is for all of our children let's - well this was wonderful I noticed a number of individuals here by the way dr. Jocelyn facto already working with the bosses cause I see John McCarthy beard was grown a group of graduate students to work with the coaches of English High School somebody they can in turn influence the kids to apply in their academics the same kind of desire to succeed that they do in their their sports as well I won't try to call all the days I'll miss them wonderful to have you here English high school by the way is where I focus my daughter plays. wonderful have all of you here we can have an informal reception now we have enough formal time let's get together and talk to Bobby and thank one person I'm. embarrassed lexington public speaking shorts pretty chanted thank you thank you. much thank you you touch the vine good I'm just here to tell you how I spend your money I I have been fortunate like to have have 25 au students over the past several years as my Wednesday students and my third grade students take it very seriously that is their job to convince those bu students to become teachers my third graders every year use we used to go to the aquarium with our kindergarten book buddies and when we do this my third graders learn how to become teachers themselves I really believe that a child doesn't really understand something until they can teach you and. they teach how to read they teach about how to find out and we use some of our funds for materials and the materials include non-fiction books that our third graders read too and with our kindergartners and fish for dissection which our third graders do and we then the third graders create ocean alphabet books which they work on and find out things about ocean life and read them and eventually present them to the kindergartners and it has been such a wonderful learning experience for kindergarteners and for third graders but some of my students now oceanography students in college because of what we started with. to all of you thank you. much

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