►
From YouTube: Commitee on Ways & Means FY22Budget: BPS- School Budgets
Description
Dockets #0524 - 0531 - Fiscal Year 2022 Budget: Boston Public Schools - School Budgets
Held on April 27, 2021
A
C
A
This
is
one
in
a
large
number
of
hearings
that
we're
having
as
part
of
the
city
council's
budget
review
process,
both
hearings
and
working
sessions,
and
we
encourage
you
to
get
involved
by
testifying
at
these
hearings.
So
you
can
testify
in
person.
You
can
submit
a
video
to
us
to
add
to
the
hearing
and
you
can
also
send
in
written
comments
the
best.
A
A
We'll
have
one
of
those
tomorrow
night
at
6
pm
and
a
couple
more
6
p.m:
dedicated
public
testimony,
hearings
more
towards
the
end
of
the
process
on
may
25th
and
june
3rd,
both
at
six
so,
like
I
said,
we'd
love
to
have
you
involved.
You
can
also
testify
at
the
end
of
any
of
these
hearings
and
if
you
want
to
informally
tweet
us,
your
questions
use
the
hashtag
bossbudgetbos
budget.
A
Today's
hearing
is
on
dock
at
zero.
Five:
two:
four
zero:
five:
two
six
orders
for
the
fy
22
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits,
talk
at
zero,
five,
two:
seven
to
zero
five:
two:
eight
orders
for
capital
fund
transfer
appropriations
and
dock
at
zero;
five:
two:
nine
to
zero
five,
three
one
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
A
That's
the
whole
set
of
our
budget
dockets
and
the
school
department,
which
is
where
this
hearing
is
really
focused,
has
funds
that
are
spread
across
those
different
dockets.
So
the
topic
of
today's
hearing
will
be
the
bps
school
budgets,
so
some
of
our
sub
topics
are
weighted
school
fund
at
student
funding,
enrollment
projections,
schools
with
declining
budgets,
the
opportunity
index,
new
investments,
transformation,
schools,
hub
schools
and
we'll
be
talking
today,
as
throughout
our
process
about
the
use
of
federal
funds
for
return
and
recovery
plans
in
the
schools
as
well.
A
D
How
do
we
align
that
in
putting
students
first
and
focused
on
this
budget
to
make
sure
they
have
what
they
need
to
find
success?
The
highlights
of
this
year,
we
were
coming
off
a
hearing
this
morning,
so
I
won't
spend
too
much
time
in
the
opening.
Slides
just
want
to
highlight
again.
This
is
coming
with
a
36
million
dollar
investment
and,
as
it
relates
to
the
topic
today,
100
of
these
new
investments
are
directly
in
school
budgets
or
in
school
services
budgeted
centrally.
D
This,
of
course,
is
made
possible
by
a
three-year
100
billion
commitment
we're
in
year,
two
with
a
36
million
dollar
increase
in
funding
this
year
going
to
new
investments.
This
is
over
and
above
our
level,
service
costs
or
the
cost
of
doing
what
we
did
last
year,
and
I
provided
a
lot
more
context
than
hearing
this
morning,
but
it
bears
repeating,
as
as
chair
woman
bach
mentioned
as
well.
We
have
multiple
resources
that
we
can
bring
to
bear
to
solve
our
challenges
and
to
meet
the
needs
of
our
students.
D
D
While
the
challenge
facing
our
district
is
daunting,
we
are
excited
to
present
the
student-focused
budget,
focused
on
the
frame
around
return,
recover
and
reimagine.
What
we
are
seeking
to
do
is
return
well
recover,
strong
and
reimagine.
What
is
possible
for
our
students?
As
part
of
that
this
morning
the
district
announced
a
new
commission
focused
on
the
400
million
in
federal
funding.
D
D
I
mentioned
this
morning
some
of
the
questions
from
the
counselors
focused
on
the
multi-year
challenge
that
we've
had
around
enrollment
and
this
graphic
is
from
a
conversation
we
had
with
the
school
committee
in
december
around
our
enrollment
pattern.
I'm
going
to
take
a
few
slides
and
just
go
into
detail
on
enrollment.
So
you
know
the
context
in
which
schools
are
operating
for
next
year
and
it's
a
it's
I'm
going
to
miriam's
going
to
go
into
more
detail.
But
it's
also
worth
emphasizing.
D
18.5
million
of
our
new
investments
is
going
to
stabilize
enrollment
and
so
making
sure
that
no
schools
had
a
change
to
experience.
You're,
probably
going
to
hear
almost
the
exact
phrase
from
miriam
when
she
goes
and
covers
that
slide.
But
it's
something
that
we
want
to
really
emphasize
in
a
typical
year
when
you
hear
enrollment
declines,
you
immediately
start
to
hear
from
school
communities
that
are
talking
about
cuts
to
the
student
experience
having
to
lose
a
library
para
or
having
to
deal
with
the
loss
of
a
partnership
that
was
critical
this
year.
D
Some
important
context,
as
I
mentioned
this
morning,
total
actual
enrollment
declined
about
2300
students
between
october
of
2019
and
october
2020..
This
is
again
the
third
consecutive
year
of
significant
declines
and
enrollment
has
dropped
by
nearly
5
000
students.
Over
the
last
three
years,
the
most
sharp
declines
have
been
in
the
early
grades
on
elementary
schools,
which
has
been
about
seven
percent
decline
about
1800
students.
This
slide
summarizes
the
grade
by
grade
challenges.
Councilor
baker
asked
this
morning
about
the
high
schools.
D
There
was
a
large
cohort
that
just
left
high
school,
the
class
of
2020
was
a
large
class
and
is
not
being
replaced
by
a
class
of
the
same
size
because
of
broader
demographic
trends
in
the
city
state
and
the
nation
as
a
whole,
which
is
that
people
are
having
less
children
they're
having
them
later
in
life.
And
so,
as
they
start
to
age
in
place.
We're
not
seeing
as
many
students
enroll
in
the
boston
public
schools,
because
there
aren't,
as
many
students.
D
That
is
a
trend
that
has
happened
in
past
years,
but
it
was
more
pronounced
during
this
last
year.
So,
given
that
the
change
in
enrollment
is
correlated
with
race,
this
year,
stabilizing
schools
with
declining
enrollment,
we
saw
as
an
explicit
racial
equity
strategy,
in
particular
you'll
notice
that
there
was
a
sharp
decline
in
latinx
students.
This
is
related
to
a
top.
D
D
We
see
and
are
projecting
fairly
stable
enrollment
in
special
education
and
then
english
learner
programs
is
where
you
see
the
largest
decline,
and
this
was
a
question
from
counselor
baker.
This
morning
on
the
next
slide,
we
talked
about
english
learner
declines,
but
we
are
seeing
about
a
2500
student
decline
overall
in
terms
of
students
who
are
categorized
as
english,
learners
and
eld
level
is
the
english
language
development
level.
D
The
second
chart
on
this
page
shows
enrollment
by
program,
and
you
see
the
difference
between
the
program
enrollment
and
the
eld
level.
Enrollment
is
that
eld
levels,
four
and
five
tend
to
not
be
enrolled
in
english
learner
programs,
but
we
do
see
this
decline
overall
in
our
english
learners
for
next
years.
F
So
again,
weighted
student
funding,
just
to
recap,
is
also
known
as
student-based
budgeting,
fair
student
funding
or
student-centered
funding.
It's
become
a
popular
funding
model
for
districts
with
complex
and
changing
student
demographics,
who
seek
to
allocate
resources
in
an
equitable
and
transparent
way.
F
It
supports
schools
in
being
able
to
build
their
budgets
to
best
meet
the
unique
needs
of
their
students,
and
so
the
way
that
it
works
is
instead
of
allocating
staff
or
resources
directly
to
a
school.
The
model
allocates
dollars
that
are
tied
to
students,
students
get
specific
weights
that
are
differentiated
based
on
different
student
characteristics.
F
F
A
school
receives
in
their
budget
so
rather
than
starting
with
services
and
staff,
we're
starting
by
gaining
an
understanding
of
who
the
students
are,
that
we're
serving
through
enrollment
projections
and
what
their
unique
needs
are
and
then
we're
providing
funding
accordingly
and
as
school
enrollment
changes
the
student
makeup
and
needs
change,
and
then
we
can
expect
that
funding
levels
can
change
through
within
student
funding.
Accordingly,.
F
F
F
F
The
concept
of
the
foundation
for
quality
was
built
off
a
previous
model.
We
called
sustainability
funding
which
led
to
providing
additional
funding
to
schools
that
cannot
meet
their
minimum
staffing
requirements
with
their
weighted
student
funding
allocation
alone,
starting
in
fiscal
year
21.
We
wanted
to
go
beyond
sustainability
and
think
about
what
schools
truly
need
in
order
to
build
a
strong
foundation.
F
So
now
schools
receive
an
allocation
to
pay
for
principal
and
head
master
in
a
school
secretary
as
well
as
a
coordinator
of
special
education
and
a
full-time
nurse.
We
also
provide
supplemental
funding
to
schools
to
ensure
that
they
have
a
baseline
level
of
guaranteed
funding
beyond
what
they
typically
need
to
meet
staffing
requirements.
F
Each
school's
base
amount
varies
by
enrollment
and
need
with
higher
needs
schools
having
a
higher
per
base
per
pupil
baseline
amount
in
fy
20
for
fy
21
we've.
This
foundation
is
more
important
than
ever
and,
as
we
move
to
outline
our
out
investments
in
our
recover
section
of
this
presentation,
we'll
focus
on
how
we
have
not
only
built
out
the
scope
of
this
foundation
through
our
investment,
a
full-time
family
liaison
and
a
part-time
social
worker
in
every
school,
but
also
increase
the
scale
of
its
impact.
F
F
F
F
F
On
the
student
experience
over
the
last
10
years,
we've
become
caught
in
a
difficult
cycle
of
enrollment
declines,
leading
to
decreases
in
funding
then
leading
to
reductions
in
staffing
and
programs
that
families
want,
which
then
leads
to
less
families.
Picking
schools
with
declining
enrollment
then
leading
to
more
declines
in
enrollment
and
on
and
on
these
declines,
and
the
associated
cuts
have
historically
had
a
disproportionate
impact
on
our
black
and
latinx
students,
english
learners
and
students
with
disabilities.
F
F
Instead,
we
have
invested
18.5
million
dollars
beyond
our
typical
soft
landing
support
to
provide
schools
with
supplements
outside
of
waiting
student
funding
in
order
to
maintain
services
for
students,
while
we
have
still
had
to
make
some
difficult
decisions
around
the
capacity
of
our
schools
and
have
closed
classrooms
in
places
where
longer
term
enrollment
trends
indicated,
it
was
necessary
to
do
so.
This
investment
has
gone
to
ensuring
that
schools
don't
have
to
cut
the
support
and
pro
staff
and
programs
that
are
so
essential
to
the
educational
experience
of
our.
F
The
liaisons
that
were
hired
this
past
year
are
truly
reflective
of
the
racial
cultural
and
linguistic
diversity
of
the
bps
community
and
have
been
able
to
build
deep
and
authentic
relationships
with
our
families.
Throughout
this
difficult
year,
they've
been
critical
assets
to
the
school
communities
that
they
work
with,
as
they've
helped
families
navigate
challenges
presented
by
the
pandemic
and
connected
them
to
community
resources
related
to
housing,
food
access,
counseling
and
more.
E
D
It
could
mean
that
we're
talking
about
things
that
are
already
imagined,
but
we
have
not
yet
completed,
and
some
of
the
talk
about
facilities,
we're
not
talking
about
new
and
innovative
ways,
we're
talking
about
fulfilling
a
promise
to
our
students
that
we've
been
talking
about
for
years,
we're
going
to
talk
about
imagining
new
things
that
have
not
happened
yet
and
we're
going
to
be
asking
them
to
think
about
new
and
informative
ways.
We
start
thinking
about
that
400
million
dollars
in
new
federal
funding.
D
We
talked
about
this
reimagining
work
throughout
the
district
and
throughout
our
schools
and
thinking
about
it
in
the
three
categories
I
mentioned
this
morning.
Thinking
about
facilities
and
learning
environments.
How
do
we
facilitate
the
conversations
around
the
district
footprint
inclusion
strategies
for
special
education
and
english
learners
and
then,
of
course,
school-based
investments
to
have
them
reimagine
their
partnerships
reimagine?
What
opportunities
they
have
as
a
community
serving
a
community
together.
D
We're
going
gonna
be
talking
about
the
capital
budget.
This
the
city
is
presenting
the
capital
budget
on
thursday,
and
then
we
will
come
back
on.
I
believe
it's
the
18th
to
talk
about
build
bps
and
some
of
the
specific.
What
we
are
talking
about.
What
will
be
included
in
this
is
launching
a
predictable
cycle
of
new
construction
projects,
announcing
new
elementary
schools
and
beginning
to
start
to
queue
up
our
schools,
so
that
people
know
that
this
is
not
a
one-time
flip
and
how
we
approach
new
buildings
that
we
have
a
more
predictable
path.
D
The
second
is
that
reconfiguring
our
buildings,
we've
talked
about
the
standalone
middle
schools
and
the
need
to
move
them
into
new
configurations,
continuing
to
use
them
as
as
buildings
potentially
for
elementary
space
or
to
help
supplement
our
seven
through
twelve
vision,
moving
schools
to
a
k-6,
7-12
pathway
and
then,
of
course,
for
those
schools
that
will
not
be
rebuilt
on
a
on
a
near
term.
Thinking
about
how
to
reinvigorate
our
existing
buildings,
buildings
for
a
reimagined
student
experience
and
leveraging
targeted
projects
to
get
us
out
of
the
deferred
maintenance.
This
is
the
prior
administration.
D
The
wallace
administration
had
done
more
to
leverage
msba
and
invest
in
our
school
buildings
that
had
been
done
in
the
decades
prior,
but
we
still
have
a
lot
of
work
to
be
done,
and
so
we
think
about
possibilities.
We're
proposed
to
our
community
some
of
the
things
that
we're
thinking
about.
One
of
them
is
reimagining
our
k-8
schools
towards
k-6.
D
If
we,
if
we
expand
7th
and
8th
grade
as
in
high
school
as
we're
doing
in
charlestown,
high
school
and
in
east
boston,
high
school,
we
provide
students
in
seventh
eighth
grade
with
access
to
more
rigor,
more
content,
specific
teaching
and
more
curricular,
co-curricular
and
extracurricular
activities
as
well,
and
so
we're
planning
to
roll
out
a
timeline
to
be
able
to
say
to
the
community.
When
you
can
see
the
changes
to
our
schools
and
school
buildings
so
that
we
can
fulfill
this
cohesive
pathway.
D
D
Of
course,
our
plan
is
to
have
a
conversation
around
this.
We
mentioned
at
the
start
of
this
that
we
have
launched
a
commission
to
to
evaluate
different
proposals
and
set
aside
figure
out
how
much
of
the
the
federal
funding
should
be
targeted
towards
this
reimagine.
We
know
that
20
of
the
federal
funding
needs
to
be
set
aside,
specifically
for
targeted
academic
supports.
That
is,
of
course,
the
floor.
It
is
not
the
ceiling
of
how
much
should
be
invested
directly.
A
B
A
B
God
bless
you,
thank
you,
councilor
bach,
so,
on
this
first
of
all,
I
appreciate
the
length
of
the
presentation
with
respect
to
this
issue
around
declining
enrollment,
I'm
I'll
just
sort
of
jump
in
with
questions
given
a
limited
time.
Do
we
survey
families
when
they're
actually
leaving
bps,
to
get
a
sense
of
why
they're
leaving?
B
Because,
obviously
we
know
many
families
are
leaving
the
district
because
they
are
not
satisfied
with
the
level
of
service,
the
quality
of
the
programming
or
instruction
or
they
don't
get
a
pre-k
seat,
or
they
don't
get
into
an
exam
school
right.
We
know
it.
It
has
to
do
with
that
too,
and
so
curious
if
we
survey
a
parent
to
get
a
sense
from
them
as
to
why
they're
leaving
my
second
question
is
around
more
data.
B
Closing
I
didn't
know
that
I
knew
that
it
was
slated
to
be
closed
because
I'd
gone
to
visit
and
had
a
wonderful
experience
actually
visiting
the
this
principal
there
and
the
team
there,
and
they
were
talking
about
this
difficult
choice
and
where
I
think
I
was
a
bit
frustrated
was
in
a
couple
of
budget
cycles
before
we
were
talking
about
stabilizing
right
schools
that
are
experiencing
declining
enrollment.
But
what
was
made
clear
is
that
it's
very
difficult
for
the
district.
B
Frankly
to
give
those
schools
experiencing
declining
enrollment
the
resources
they
would
need
to
be
able
to
provide
an
excellent
education,
and
I
include
not
just
great
academics,
wrap-around
services
sports,
all
the
things
a
parent
would
want
for
their
child.
So
really
would
love
to
hear
more
about
the
process
with
respect
to
the
edwards.
B
It
was
slated
to
go
in
that
direction.
For
years
didn't
happen.
How
much
money
was
poured
into
that
school
to
keep
it
stabilized
before,
ultimately
closing
it
and
what
has
been
the
engagement
with
families
and
parents
with
respect
to
that
very
difficult
decision?
How
were
they
engaged
in
that
process?
And
then
my
last
question.
B
Obviously,
this
is
going
to
be
a
continuing
trend,
enrollment
declines,
and
I
think
we're
seeing
that
in
the
midst
of
of
covin
and
it's
going
to
need
an
immediate
response
right.
We,
it
can't
be
five
or
ten
years
and
while
we,
of
course,
are
going
to
have
to
push
to
improve
the
quality
of
schools
et
cetera
and
much
of
what
was
in
the
reimagining
slide
and
with
all
due
respect.
B
There
are
so
many
great
plans
and
studies
that
have
been
done
and
working
groups
and
with
respect
to
reimagining.
I
think
where
the
frustration
is
is
that
parents
and
folks
want
to
see
these
things
implemented.
We
want
to
see
universal
pre-k,
we
want
to
see
three-year-olds
and
four-year-olds
have
seats.
We
want
to
know
what
the
barriers
are
and
we
want
to
close
those
immediately.
B
D
Yeah
great
questions,
I'll
I'll
start
with
the,
I
suppose,
the
easiest
one,
which
is
we
don't
currently
survey
families
when
they
are
leaving
for
for
our
high
school
students
when
they
withdraw.
We
do
have
withdrawal
codes
where
we
know
where
we're
responsible
for
tracking
if
they
transfer
to
another
massachusetts
school
or
if
they
transfer
out
of
country.
D
That's
part
of
our
dropout
tracking,
but
we
don't
have
any
formal
exit
surveys,
it's
something
that
we
have
talked
about
needing
because
I
think
you're
asking
for
a
lot
of
the
sort
of
qualitative
piece
about
what
families
are
choosing
and
why-
and
I
think
I
think,
that's
an
area
that
we
we
don't
have
a
lot
of
information
and
we
need
it.
So
we're
going
to
continue
to
think
about
that.
But
we
don't
have
plans
in
place
to
do
those
sort
of
exit
surveys.
D
In
the
way
the
student
shows
a
school
by
school
comparison
shows
every
school.
What
their
change
in
projected
enrollment
is,
and
then
also
the
change
in
sort
of
what
we
call
weighted
enrollment
shows
sort
of
the
composition
of
student
change
for
each
of
those.
We
certainly
could
attach
the
the
neighborhoods
that
they're
associated
with
I
did
present
the
slide
of
the
star
that
was
sort
of
highlighted
that
students
of
color
are
more
likely
to
be
in
a
school
that
is
experiencing
declining
enrollment.
D
B
D
And
then
I
think
I
think
you're
right
to
highlight
one
of
the
things
that
we
highlighted
in
terms
of
this
18.5
million
in
stabilization
was
just
sort
of
holding
constant
the
student
experience.
But
none
of
us
are
looking
to
hold
constant
the
student
experience.
We
want
to
accelerate
the
student
experience,
we
want
to
expand
it,
and
so,
if
we
continue
to
invest
in
making
sure
there
are
no
changes
to
any
schools,
that's
continuing
to
spread
our
resources
thinner.
D
And
so
we
do
need
to
make
some
of
these
structural
changes
and
we
need
to
you
know
the
standalone
middle
schools
were
the
ones
we
had
highlighted
as
a
big
problem.
They
tend
to
be
the
schools
where
we
saw
the
largest
declines,
initially
in
particularly
general
education
enrollment,
and
so
we
anticipate
announcing
the
timelines
on
the
other
standalone
middle
schools
and
what
their
transition
plans
will
be,
because
there
are
two
parts
to
stabilizing
the
student
experience.
D
The
enrollments
are
declining
to
the
point
that
the
school
leaders
are
saying
we're
having
a
hard
time,
maintaining
the
student
experience
and
there's
no
amount
of
money
that
can
fix
it,
because
there
just
aren't
students
there,
and
so
we
need
to
make
those
changes
to
make
sure
that
we're
investing
smartly,
but
also
that
we're
we're
making
sure
schools
are.
Our
students
are
in
schools
with
a
robust
community
of
their
peers
and
and
are
in
a
school
experience.
That
is
robust,
and
I
also
feel
the
pressure
of
that
gal.
B
All
right:
well,
at
least
I
mean
we
can
get
back
to
the
larger
trend
question.
I
would
like
to
at
least
have
a
response
on
how
much
money
was
invested
in
the
edwards
school
before
was
ultimately
closed,
and
what
was
the
engagement
with
parents
with
respect
to
that
decision?
How
were
they
engaged?
What
is
going
to
happen
with
the
students,
and
I
can
save
everything
for
the
next
round?
Thank
you.
Councilcock.
D
Yeah
we
can
pull
up
the
amount
that
was
supplemented
so
on
as
and
maybe
miriam.
You
can
pull
this
up.
As
I
explained
when
we
do,
we
publish
a
report
that
shows
supplemental
allocations
to
schools.
That's
the
amount
of
money
over
and
above
weighted
student
funding
for
the
standalone
middle
schools.
When
we
announced
the
timeline
for
closure,
we
committed
to
maintaining
the
student
experience,
and
so
on
that
it
shows
the
supplements
to
schools
that
shows
the
amount
of
money
each
year
that
we
gave
to
the
school
with
the
edwards.
D
There
is
also
we
phased
out
the
sixth
grade
at
the
start
of
the
school
year
and
announced
that
they're
closing
at
the
end
of
the
school
year,
so
they
actually
phased
out
one
grade
and
closed
that
program
capacity
this
year
in
terms
of
family
engagement,
there
was
you
mentioned
principal
dougherty,
larissa
doherty,
who
is
a
fantastic
school
leader,
has
done
a
great
job
of
communicating
with
families
and
supporting
staff,
and
she
led
a
number
of
of
engagements
with
families.
And
then
we
had
a
number
of
other
meetings.
D
I
can
get
the
list
of
meetings
that
we
held
with
the
school
community
so
that
you
have
sort
of
all
the
information
that
we
are
providing
and
then
also
supports
the
students
and
staff
to
be
able
to
help
them
transition
to
the
next
school
and
there's
been
times
where
we
met
with
high
schools
that
are
expanding
seventh
grade
next
year
and
seventh
and
eighth
grade
next
year
to
meet
the
needs
of
those
students.
As.
A
Thank
you
yeah,
and
we
will
definitely
follow
up
with
the
detailed
info
on
the
edwards
for
counselor
campbell.
We
would
love
that
and
yeah
just
to
counselors
in
general.
We
will
definitely
do
a
second
round,
I'm
not
trying
to
curtail
people's
chances
to
ask
questions
in
the
hearing,
but
I
do
want
to
let
everybody
get
to
their
first
round
before
we
extend
so
next
up,
I
think,
is
counselor
wasabi
george
and
then
councillor
flynn
and
then
councilor
braden,
counselor,
savvy
george.
G
Thank
you
very
much,
madam
chair,
and
I
I
know
that
we'll
probably
speak
about
this
and
again
greater
detail
in
another
hearing,
but
I'm
curious
about
the
impact
of
weighted
student
formula
and
the
decreases,
but
especially
in
students
experiencing
homelessness.
I'm
obviously
spent
all
of
my
time
on
the
council,
especially
through
these
budget
seasons
and
and
series
talking
about
students
who
are
experiencing
homelessness.
Sorry,
the
dog
and
looking
to
make
sure
that
we
continue
to
support
those
students.
D
I'll
just
briefly
mention
that
we
did
continue
to
invest
in
our
homeless
weight
and
thank
you
for
your
advocacy
on
that.
You
know
it
is
an
important
group
for
us
to
be
able
to
monitor
and
support
the
family.
Liaisons
have
been
a
critical
resource
for
being
able
to
connect
families
to
different
services
and
supports
throughout
you
know,
we
we
do
have
students
more
students
experiencing
food
insecurity,
housing
in
security
throughout
this
pandemic,
and
so
it's
been.
It's
been
a
particular
point
of
focus
for
the
family
liaisons
miriam.
F
Yeah,
I
was
just
going
to
add
because
of
the
process
this
year,
where
we
were
really
focusing
on
understanding
what
schools
needed
in
order
to
maintain
level
services.
We
had
a
lot
of
conversations
throughout
the
budget
cycle
process
with
schools
to
understand
more
specifically
what
the
the
funding
for
homeless
students
was
going
to,
so
that
we
could
kind
of
ear
market
for
that
on
the
front
end.
F
G
No
go
ahead
and
marry
him,
I'm
sorry,
I
didn't
mean
to
cut
you
off.
I
do
have
a
follow-up,
no
no
go
for
it.
So
you
know
a
number
of
years
ago.
We
started
to
really
look
at
the
numbers
of
students
in
each
one
of
our
buildings
to
make
sure
that
some
of
that
funding
would
follow
the
students
to
that.
Building.
This
last
year
we,
and
especially
at
the
end
of
last
school
year
into
the
start
of
this
current
school
year,
we
did
you
all,
did
a
really
good
job
at
understanding.
G
D
Yeah
we
have
not.
We
haven't
revised,
how
we
sort
of
calculate
it
and
fund
it
from
a
way
to
student
funding
perspective,
and
but
we
we
have
used
that
information
about
how
we
use
that
funding
to
support
those
students.
And
I
would
note
that
I
believe
it's
the
511
hearing
that
homelessness
and
hearn
will
be
part
of
the
hearing
topic
and
that
the
staff
will
be
there
to
answer
more
detailed
questions.
D
But
you
know,
I
think,
one
of
the
things
that
we
always
the
one
of
our
challenges
with
weighted
student
funding
is
that
we
are
always
looking
for
objective
measures
for
different
data
points
when
we
go
to
fund
schools,
and
so
that
comes
in
in
sort
of
conflict,
sometimes
with
some
of
the
more
qualitative
information
that
schools
know
about
their
students.
And
so
one
of
the
things
we're
committed
to
is
that
a
student
with
a
particular
need
or
experience
at
one
school
is
getting
the
same.
D
You
know
per
pupil
allocation
as
a
student
in
another
school,
and
so
as
we
start
to
learn
more
about
students.
What
we
try
and
do
is
replicate
that
information
across
other
schools
to
see
if
there
are
better
ways.
I
will
also
just
say-
and
after
this
I'm
going
to
the
opportunity,
achievement
gap
task
force
to
talk
about
the
finance
team's
goals
for
this
next
school
year,
and
as
part
of
that,
we
are
committed
to
doing
another
comprehensive
review
of
weighted
student
funding.
D
G
Well,
one
thing
you
know:
there's
some
conversation
today
about
enrollment
numbers
and
projected
enrollment.
We
see
the
decline
for
sure
on
the
number
of
students
in
bps.
You
know
within
those
certain
categories.
I
imagine
that
students
experiencing
homelessness.
You
know,
especially
over
this
last
year,
that
you
know
that
that's
an
added
vulnerability
added
on
stability
instability.
G
So,
if
we're
looking
at-
and
I
don't
know
whether
this
will
prove
or
disprove
some
point
that
I'm
trying
to
make.
But
if
we're
looking
at,
who
are
the
students
that
are
unenrolling
from
school
or
not
logging
in
or
you
know
we're
talking
about
the
persistent
absenteeism
you
know,
can
we
create
a
weight
within
that
group
understanding
and
realizing
that
that
student
in
particular,
or
that
type
of
student
that
profile
that
student
needs
additional
supports
and
if
they're
existing
at
higher
numbers
in
certain
schools,
then
that
would
that
would
demonstrate
that
to
me.
D
Yeah,
absolutely
we
have
you
know,
weighted
student
funding
started
with
a
high
risk
weight
and
the
high
risk
weight
started
initially
as
a
9th
grade
weight
for
students
who
are
at
risk
of
dropping
out
using
research
that
came
out
of
johns
hopkins
around
course
taking
attendance
and
behavior,
and
then
we've
added
the
homeless
weight.
Of
course,
in
the
last
few
years,
there's
been
conversations
around
foster
care
is
another
sort
of
unique
challenge.
D
When
we
launched
the
opportunity
index,
it
was
meant
to
get
a
more
robust
category
of
need
that
complemented
students
experiencing
economic
disadvantage,
which
was
measured
by
our
poverty
weights
and
our
homeless
weights,
and
so
that
is
those
are
all
sort
of
things
that
we
look
for
and
say
you
know
what
are
these
indicators?
What
is
their
correlation
to
academic
challenges
and
then
can
we
track
it
consistently,
and
and
should
we
fund
it
differently
and
we
have
really
in
weighted
student
funding.
D
Homelessness,
economic
disadvantage.
Those
are
meant
to
just
be
able
to
provide
more
resources
to
schools,
and
particularly
the
opportunity
index
was
our
original
target
was
to
say
what
are
the
schools
that
are
unlikely
to
be
able
to
fundraise
or
unlikely
to
have
a
lot
of
community
resources
that
they
can
bring
to
bear.
Let's,
let's
target
those
schools
and
that's
why
we
fund
partnerships
through
that
opportunity
index,
and
so
these
are
all
the
different
ways
and
those
aren't
tied
to
a
specific
service
expectation.
D
G
Thank
you
and
I
see
the
gavel
so
I'll,
just
close
with
at
least
this
round
with
a
comment.
You
know
we
see
the
declining
enrollment,
which
means
you
know
where
we're
holding
schools
harmless.
So
we're
still
we're
funding
now
per
pupil
at
basically
a
higher
rate,
because
we're
holding
schools
harmless
yet
still
unable
to
give
our
kids
the
things
we
need
so
finding
a
better
balance
between
creating
that
foundational
budget
at
every
school
and
then
adding
on
top
of
it.
G
C
Yeah,
thank
you,
council
book
and
thank
you.
Thank
you
nate.
I
guess
my
comments
or
questions
revolve
around
some
of
the
infrastructure
improvements
that
might
be
included
in
some
of
the
federal
funding
that
is
coming
in
and
specifically
many
of
the
schools
as
we
as
we
head
into
the
sum
into
the
spring
and
in
summer
with
the
weather
temperatures
going
up.
Tell
me
about
the
hvac
systems.
In
generally
speaking
throughout
the
throughout
bps.
C
D
D
The
second
category
of
requests
that
we
get
are
schools
that
do
not
have
sort
of
centralized
hvac
systems,
air
conditioning
or
air
handling
units.
Some
of
our
older
buildings,
buildings
built
between
before
world
war,
one
world
war
ii.
Some
of
our
buildings,
were
built
before
world
war,
one
as
well,
including
the
the
school
that
my
children
attend.
D
D
We
would
look
to
those
schools
to
be
upgraded
at
a
time
where
we
would
be
able
to
do
a
full
renovation
or
a
new
build
for
those
school
communities,
and
that's
why
we
have
focused
the
capital
budget
this
year,
not
only
to
have
capital
repairs
but
to
to
begin
the
launch
of
the
program
to
build
new
elementary
schools
to
be
able
to
get
ourselves
out
of
those
old
and
aging
infrastructure
buildings
that
can't
be
upgraded
to
be
21st
century
schools.
They
can't
get
the
basic
hvac.
C
Yeah
no,
I
I
appreciate
that
nate
and
I
understand
the
challenge
that
you
have,
but
what
I'm
saying,
though,
is
if
we
have
several
hundred
million
dollars
federal
money
going
into
bps
our
children.
Still
our
students
still
going
to
be
learning
in
rooms
that
are
that
are
hot
during
the
spring
or
early
early
fall,
it
seems
like
that's
still.
That
will
still
be.
The
case
is,
is
that
right.
D
C
D
D
We
have
an
environmental
management
system.
That
is
how
we
monitor
the
temperature
in
school
buildings
and
respond
to
that.
That
is
something
that
is
in
the
capital
budget,
for
an
upgrade
for
us
to
be
able
to
do
better
environmental
management,
and
so,
if
it's
a
matter
of
turning
up
the
heat
of
turning
down
the
heat,
that's
sort
of
an
easier
win,
the
bigger
challenge,
which
is,
if
you
want
you
know
as
we
as
we
approach
the
hotter
months
or
as
we
think
about
summer
school.
D
We
have
tried
to
to
place
our
summer
school
programs
in
buildings
that
have
air
conditioning
to
be
able
to
facilitate
those
programs.
Obviously
we
don't
have
enough
buildings,
and
not
all
of
our
buildings
have
those
systems,
and
unfortunately,
the
the
only
way
to
get
there
is
is
new
school
buildings
which
takes
significant
time
and
resources.
C
D
D
D
George
was
talking
about
the
balance
between
the
foundation
for
quality
and
then
weighted
student
funding,
and
how
do
we
balance
that
there
is
a
balance
between
how
much
of
our
capital
budget
goes
towards
sort
of
upgrading
the
experience
of
our
old
buildings
and
how
much
goes
towards
investing
in
new
buildings
and
getting
ourselves
out
of
operating
buildings
that
are
100
plus
years
old?
And
so
I
think
you
know
families.
D
Current
families
obviously
are
going
to
be
focused
on.
How
do
we
upgrade
the
student
experience
now,
but
we
can't
let
that
crowd
out
our
investment
in
new
major
renovations
so
that
in
five
10
15
years
we're
in
a
different
place
as
a
district.
I
think
that's
the
sort
of
deferred
investments
in
new
buildings
that
we
fell
into
10
15
years
ago.
That
has
created
the
problem
that
we're
in
now.
C
Yeah
yeah,
I
appreciate
that
I
I
just
like
I
wanted
to
stay
on
top
of
this
on
on
top
of
this
topic,
because
all
of
us
on
the
city
council
always
receive
calls
about
this
issue
and
we're
always
trying
to
figure
out
how
we
can
help.
So
you
know
preparing
for
it
now
getting
fans
and
getting
ac
systems
getting
getting
water
available
for
students
right.
I
was
in
an
environment
in
the
middle
east
that
one
one
day
it
was
140
degrees.
C
C
So
I'm
just
trying
to
think
about
ways
that
we
can
really
be
proactive
and
help
these
students,
because
it's
a
it's
a
problem.
We
deal
with
ev
every
year
and
it
it
doesn't
go
away,
but
I
I
nate,
I
know
you're
trying.
I
know
you're
thinking
about
it.
I
know
you're
looking
at
solutions,
I
don't.
I
appreciate
your
honest
answers
and
hopefully
we
can
continue
talking
about
it
and
come
up
with
a
a
good
plan.
Okay,.
A
H
Braden,
thank
you.
I'd
like
to
explore
the
question
of
decreased
enrollment.
I'm
wondering
do
we
track
the
number
of
school-age
children
across
the
city,
regardless
of
what
school
they
attend,
just
to
get
some
measure
of
who
what
the
population
is
and
a
potential
potential
school
population
that
we
have
to
win
through
holding
up
the
wonderful
services
of
bps?
H
That's
one
question:
I
also
had
a
question
about
the
harassment
enrollment.
Apparently
you
know
we
looked
at
the
numbers
for
financial
year
2011.
the
enrollment
was
142
deaf
students
and
then
in
financial
year
this
projected
enrollment.
For
next,
for
this
year
coming
is
72.,
that's
a
dramatic
drop
in
enrollment,
so
would
love
to
understand?
What's
going
on
there
are,
are?
Is
the
decline
due
to
out
of
district
placements
being
decreasing,
or
you
know
inward
in
placements,
from
other
districts?
Are
they
declining
or
or
what's
happening?
That's
that's
a
dramatic
drop.
H
H
You
know
that
the
critical
support
for
the
family,
in
terms
of
orienting
them
to
the
deaf
culture
and
teaching
them
asl
and
just
and
not
seeing
the
deafness
as
a
medical
issue
to
be
fixed,
but
also
you
know
to
hold
it
up
as
look
at
it
more
from
a
cultural
and
social
perspective
rather
than
a
a
medical
issue,
and
then
also
if,
if
our
deaf
students
are
attending
other
bps
students,
schools
in
the
in
the
in
the
district,
how
are
they
being
served?
Do
they
have
a
certified?
H
Do
they
have
a
a
deaf,
a
deaf
education
specialist?
Do
they
have
one-to-one
paraprofessionals?
Those
are
those
are
some
of
the
big
questions.
I
also
had
a
question
about
the
winship
school
in
terms
of
there
was
some
question
of
adding
there
was
a
parents
are
very
keen
to
add
a
sixth
grade
over
there
I
was
wondering:
are
there
plans
to
increase
to
add
a
sixth
grade
to
the
winship
school
and
that's
it
for
now?
Thank
you.
D
Great
so
the
first
question
you
were
asking
about
total
enrollment
in
the
city
of
boston,
for
school-age
youth,
and
so,
as
the
legend
you
know
the
legal
education
agency
in
boston.
We
do
have
an
obligation
to
track
all
school-age
youth
and
know
where
they're
enrolled,
whether
it's
home
school
charter,
schools,
parochial
metco.
D
D
D
We've
also
seen
as
a
response:
parochial
school
capture
rate
decline
in
the
city
of
boston,
both
in
response
to
some
of
the
controversies
that
happened
in
the
catholic
church
around
2000
and
on
that
time
frame
and
also
the
expansion
of
charter
schools.
So
if
you
look
in
the
latest
bill
bps
report,
we
did,
which
was
a
phase
two
update.
We
published
neighborhood
statistics
and
showed
the
capture
rate
for
each
neighborhood
by
bps
schools
and
other
schools,
and
so
that
is
information
that
we
have.
D
You
then
started
asking
questions
about
the
horace
mann
school
for
the
deaf
and
hard
of
hearing.
As
you
know,
I've
been
able
to
spend
a
lot
more
time
with
that
school
community
over
the
last
few
weeks
and
learn
a
lot
about
them
and
learn
from
them.
What
a
tremendous
school
community
and
one
that
we
are
committed
to,
we
are
excited
to
be
submitting
them
for
the
msba
new
school
program,
core
program
in
the
in
this
open
period.
D
D
So
the
160
to
about
80
students
that
you
mentioned
over
the
last
10
years
is
a
decline
in
that
population
in
boston
overall
in
bps,
but
you're
also
noticing-
and
I
thought
you
said
it
well
and
and
I'm
going
to
defer
to
the
hearing
on
special
education
so
that
you
can
hear
from
ethan
delaware
burns
our
head
of
special
education
more
about
this.
But
you
know.
D
Certainly
there
are
hearing
loss
as
a
special
education
category
is
a
disability
and
then
there's
the
deaf
and
hard
of
hearing
community
as
a
community
and
a
culture
and
a
deaf
culture.
Part
of
the
dual
language
program
that
they've
talked
about
is
about
deaf
culture
and
sustaining
that
and
supporting
that.
And
so
we
need
to
think
about
the
school
in
both
ways.
And
it's
important
to
to
reiterate
that
being
in
a
school
for
that
that
celebrates
deaf
culture
that
does
dual
language.
Asl
and
english
is
important
for
supporting
those
families.
D
They
do
have
what
they
call
the
infant
parenting
program
that
works
with
local
hospitals,
for
families,
to
identify
families
who
have
an
infant
who
is
born
either
deaf
or
hard
of
hearing
to
connect.
Those
families
to
services
to
connect
those
families
to
the
community
and
to
do
instruction
and
teach
asl
and
that's
part
of
the
program,
and
so
when
we
look
for
space
for
their
swing,
space
we've
had
conversations
about.
D
D
D
So
there
are
a
number
of
school
communities.
We've
heard
a
lot
from
the
schools
in
roslindale.
We've
heard
a
lot
from
the
winship
school
they
they
will
not
have
a
sixth
grade
for
this
fall,
and
our
plan
is
to
announce
the
next
round
of
sixth
grade
expansions,
which
may
include
the
winship
in
october,
which
gives
families
time
to
change
their
enrollment
choices
before
school.
Choice
starts
shortly
after
that.
So
that's
the
timeline
in
which
you
should
expect
to
hear
more
information
about
sixth
grade
expansions
at
our
elementary
schools.
H
I
also
had
a
question
about
and
see
how
my
time
is
going
about
the
enrollment
at
the
brighton
high
school.
Has
it
stabilized,
and
you
know
the
school's
under
new
leadership.
Andrew
bot
is
doing
a
fabulous
job
over
there
under
difficult
circumstances,
with
covid
just
how's
going
with
the
with
brighton
high.
D
Yeah,
I
would
just
reiterate
the
head
of
school.
Andrew
bott
is
a
tremendous
school
leader.
We've
got
a
lot
of
strong
school
leaders
in
brighton
and
we
have
not
seen
an
increase
in
enrollment,
brighton,
high
school
enrollment
and
assignments
are
down
right
now,
but
we
are
seeing
new
registrations
down
sort
of
across
the
district.
So
it's
not
necessarily
an
indication
of
of
brighton
but
more
an
indication
of
what
families
are
watching.
D
H
I
Thank
you,
madam
chair.
Our
office
has
been
working
closely
with
a
number
of
advocates
in
the
education
space,
and
I
wanted
to
just
give
a
quick
shout
out
to
edith
brazil,
who
has
been
an
amazing
advocate
for
students
with
special
needs.
We
have
a
clear
need
to
make
up
the
learning
losses
obtained
this
year,
especially
among
students
who
are
operating
in
a
system
that
was
never
really
designed
for
us
to
succeed
in
the
first
place.
I
So
if
we're
talking
about
interrupting
that
cycle,
I
think
it
would
be
a
good
start
for
us
by
reframing
where
the
problem
lies,
and
you
know
I
just
wanted
to
make
note
that
last
year,
during
these
hearings,
I
I
recommended
that
we
do
exit
interviews
so
that
we
can
determine
why
our
families
are
opting
out
so
nate
to
counselor
campbell's
point.
I
do
think
that
it's
something
worth
considering
and
investing
on,
but
here's
some
a
few
questions.
I
Just
I'm
curious
what
is
being
done
to
support
mckinley
students
in
particular,
you
know
it's
a
feeding
school
in
many
ways,
folks
believe
that
it's
a
feeding
the
school
to
prison
pipeline
most
of
the
students
end
up
in
dys,
and
so
I'm
curious
with
up
to
77
000
per
student.
I'm
just
curious
about
what
our
return
on
those
event
investments
look
like.
Can
you
go
further
into
the
detail
about
the
18.5
million
being
spent
on
stabilizing
schools
with
declining
enrollment?
I
Where
is
most
of
this
money
going
towards
and
is
it
to
support,
programming
or
personnel
we're
seeing
a
reduction
on
of
3.4
in
ftp
positions
at
mckinley?
Given
the
high
opportunity
index
identified
by
bps,
can
you
talk
about
how
that
decision
will
impact
mckinley's
opportunity
index
since
february,
32
of
mckinney
students
have
been
absent
of
all
learning
according
to
school
district
figures?
Can
you
talk
about
how
chronic
absence
impacts,
enrollment
figures
and
to
counsel
campbell's
point
about
providing
services
in
our
schools?
I
I
Do
you
think
that
that
will
help
reduce
the
declining
rates
of
transferring
out
of
our
schools
just
curious
about
what
that
would
look
like
and
then
one
last
question
how
much
work
is
being
done
as
it
relates
to
enrollment
and
mecco,
so
black
students
won't
have
to
continue
to
leave
the
city
and
travel
far
distances
for
a
quality
education.
You
know
over
the
last
50
years
this
has
been
definitely
kind
of
the
go-to
for
many
parents,
in
fact,
you
know.
I
D
We
see
those
as
the
schools
that
are
chosen
last
and
that
may
be
reflective
of
quality
or
it
may
be
reflective
of
other
factors
at
play,
and
I
think
the
best
thing
that
we
can
do
is
invest
in
quality
teaching
and
ensure
that
our
schools
are
great.
I
think
counselor
segment,
george
said
earlier:
every
classroom
and
every
school.
D
D
This
is
raising
the
foundation
for
quality
that
guarantee
that,
if
we're
operating
school,
it's
going
to
have
these
resources
in
it.
The
other
thing
that
we've
done
is
stabilize
enrollment
so
that
when
families
alleviate
school
it
doesn't
necessarily
mean
that
we
are
seeing
a
decline
in
services
and
programs.
D
In
some
cases
it
is
about
programming,
it's
about
partnerships
or
field
trips
and
other
items
in
the
school,
and
sometimes
it
is
to
your
question
about
personnel
and
maintaining
personnel
could
be
a
somebody
who
serves
as
a
dean
of
students,
or
it
could
be
somebody
who
is
providing
social
emotional
supports
outside
of
the
classroom
in
a
variety
of
different
roles,
or
it
could
be
a
partnership
like
playworks
or
city
year.
We've
made
sure
that
we
can
maintain
those
partnerships
across.
D
Yeah,
so
the
the
question
about
hiring,
and
so
the
recruitment
and
cultural
diversity
team.
Sarah
daly's,
leading
that
that
that
is
the
focus
of
another
hearing.
But
I
will
say
that
we
they
do
continue
to
make
sure
that
we
are
recruiting
and
retaining
our
teachers
of
color.
That
includes
ensuring
that
we
are
the
the
employer
of
choice
for
any
new
graduates
programs.
I
D
As
you
know,
there
is
a
new
school
leader
there,
this
year,
cindy
nielsen,
who
was
our
head
of
special
education
and
as
she
she
is,
she
knows
the
school
well
and
is
designing.
We
have
we
don't
fund
the
mckinley
school
on
weighted
student
funding,
they're
funded
as
a
program
school,
and
so
any
changes
that
you
see
is
done
in
collaboration
with
the
school
leader
to
make
sure
that
they
have
the
resources
that
they
need
and,
of
course,
we
know
that
they
also
need
an
investment
in
their
physical
building.
I
D
Yeah,
the
3.4
fte
reduction
at
the
position
reduction
at
the
mckinley
is
a
shift
in
some
of
the
staffing
that's
provided
in
terms
of
the
overall
spending.
It's
like.
I
said
we
do
it
in
partnership
with
the
school
leader.
So
it's
it
is
partly
change.
A
shift
in
their
enrollment
and
partly
just
sort
of
looking
overall
at
their
student
needs.
D
The
opportunity
index
sort
of
score
for
the
school
would
be
pretty
high
because
it
is
a
school
that
serves
kids
that
are
extremely
high
needs,
so
on
a
per
public
basis.
I
don't
believe
that
their
funding
is
going
down,
but
this
is
reflective
of
sort
of
a
shift
in
in
some
of
the
the
enrollment
and
the
needs
of
the
students
miriam.
I
don't
know
if
you
have
any
additional
details.
You
want
to
add
about
mckinley
here.
I
I
You
know
how
many
I
know
you
have
really
great
information
about
student
graduation,
but
I'm
just
trying
to
see
where.
Where
can
we
just
keep
track
of
our
return
on
investment
like?
Where
is
that?
Like
clearly
stated,
we
spent
three
thousand
dollars
as
a
to
do
this
and,
as
a
result
of
this,
we've
been
able
to
do
this
like?
Is
there
anything
like
that
that
we
can
point
to
and
see
and
explore
and
dive
into?
Because
you
know,
I
hear
a
lot
about
return
on
investments
here
and
we
feel
like.
I
D
The
short
answer
is
that
we
don't
have
that
kind
of
rigorous
sort
of
return
on
investment
analysis
and
it
that
would
be
it
is.
It
is
one
of
the
bigger
challenges
in
education.
That's
such
as
the
boston
issue,
there's
no
sort
of
standard
way
of
thinking
about
return
on
investment,
mostly
because
when
you
in
the
traditional
finance
sense,
when
you're
talking
about
return
on
investment,
it's
easy.
It's
always
translated
into.
D
If
I
spend
x
dollars,
how
many
more
dollars
do
I
get
in
return,
but
in
education
oftentimes
we
are
investing
across
a
suite
of
outcomes
that
we're
hoping
for.
So
how
do
you
compare
an
initiative
that
improves
attendance
with
an
initiative
that
changes
the
dropout
rate
or
one
that
improves
english
versus
one
that
improves
math
and
science?
The
steps
that
we
have
taken
that
I
think
are
critical,
first
bostonpublicschools.org
explore
budget.
I
I
risk
of
nerding
out.
D
If
you
go
to
that
tool,
you
can
really
dive,
and
I
think
that
might
be
where
you
got
your
77
000
for
pupil
for
the
mckinley,
otherwise
you're
doing
some
great
math
from
the
budget
tables,
but
the
explore
budget
tool
takes
every
dollar
and
breaks
it
down
about
how
we
spend
it.
So
you
can
see
what
activities
we're
spending
money
on
and
how
many
students
that
activity
supports.
D
D
I
And
I
think
you
know,
while
I
approved
the
budget
last
year
and
and
I
definitely
want
to
support
the
investments
that
you
are
going
to
advocate
for
this
year.
For
me,
I'm
going
to
be
hyper
focused
on
making
sure
that
every
single
dollar
matches
to
the
sense
of
the
impact
that
we're
gonna
be
able
to
make
because
we,
it
just
people,
are
frustrated,
and
it
just
doesn't
seem
like
these
investments
are
really
producing
the
results
that
we
have.
We
keep
approving
every
single
year.
I
J
Thank
you,
madam
chair
good
afternoon,
everybody
I'll
just
a
rapid
fire.
Just
a
few
additional
questions.
The
first
one
is:
how
are
we
managing
school
enrollment
we've
seen
a
decrease,
obviously
in
years
past,
but
more
importantly,
I
think,
in
the
beginning
of
the
year,
I
think
that
we
saw
that
we
had
a
drop
of
somewhere
in
the
vicinity
of
5
000
students
and,
at
the
same
time,
parochial
school.
J
Sarah,
I
think
a
4
000
uptick
in
enrollment
part
of
that
probably
was
covert
driven
and
who
was
open
and
who
wasn't.
But
I
want
to
know
how
we're
managing
school
enrollment
as
we
continue
to
see
it
decline.
Second
question
is
that
what
if
any
new
investments
are
being
made
to
madison
park
high
school,
I
I
take
sort
of
a
personal
offense.
J
I
guess,
and
I'm
bridge
to
the
fact
that
the
best
vocational
school
is
is
in
worcester,
boston,
we're
the
capital,
we're
the
capital
city
here
in
the
state
and
we
boast
of
having
the
best
colleges
and
universities.
We've
got
great
partnerships
with
our
building
trades,
and
we've
got
folks
coming
here,
bringing
their
companies
here
and
we
need
a
pipeline
and
at
some
point
madison
park,
quite
frankly,
should
be
the
best
vocational
school
in
the
state.
So
what
if
any
new
investments
are
going
to
be
made
to
make
that
finally
happen?
J
So
we
have
a
student
that
will
start
in
a
charter
school
and
obviously
the
funding
follows
that
student
to
the
charter
school
and
then,
after
a
relatively
short
period
of
time,
a
parent
child
decides
to
leave
the
charter
school
come
back
to
the
public
school,
which
is
great
because
we
take
and
educate
everybody,
but
the
money
doesn't
flow
with
the
child
and
and
we
need
that
reimbursement
so
again,
what
if
any
strategies
are,
are
being
undertaken
to
get
that
reimbursement.
So
those
are
my
straightforward
four.
D
Questions
your
first
question
was
around:
what
are
we
doing
to
manage
the
decreased
enrollment?
So
I
think
in
this
year
we
did
work
with
schools
to
take
capacity
offline,
meaning
if
they
had
three
third
grade
classrooms
last
year,
and
they
only
have
enrollment
for
two
third
grade
classrooms.
This
year
we
would
close
that
third
third
grade
classroom
and
you
would
see
a
decrease
in
fte
at
that
school,
but
what
we
did
was
maintain
the
student
experience
so
often
times
when
we
see
a
decrease
in
enrollment
there.
D
There
are
smaller
changes
that
schools
have
to
make.
We
did
more
to
stabilize
that
in
years
past.
I
think
that
does
create
a
risk
for
us
going
next
year,
as
we
start
to
think
about
what
enrollment
may
look
like,
and
so
we
have
been
monitoring
enrollment
pretty
closely
as
always,
but
we
we
will
look
now
that
we've
announced
that
five
day
in
person
will
be
continuing
to
track
our
enrollment
and
registration
new
investments
in
madison
park.
D
It's
sort
of
it's
funny
that
you
mentioned
worcester
I
at
the
risk
of
of
outing
myself,
I'm
originally
from
outside
of
worcester,
and
I
was
saying
to
miriam
in
the
break
that
the
worcester
vocational
school
that
has
become
the
sort
of
talk
of
the
state,
I
think,
has
caused
a
lot
of
us
to
to
look
at
madison
park
and
question.
What
are
we
doing
around
madison
park?
D
We
do
have
money
to
do
a
study
for
madison
park
to
see
how
we
should
align
it
to
the
vocational
programs,
it's
in
our
capital
budget,
and
we
do
need
a
plan
for
the
capital
infrastructure
for
madison
park.
It
is
one
of
our
more
challenging
schools
to
think
about
rebuilding
both
because
it
has
such
a
specialized
educational
space
and
it
is
so
large.
So
we
think
about
where
madison
park
will
go.
I
don't
think
we
can
necessarily
think
about
swing
space.
D
I
think
we
need
to
find
that
parcel
that
we're
going
to
build
on
in
terms
of
new
investments.
There
aren't
any
new
investments,
particularly
in
madison
park
for
this
year,
but
I
will
say,
we've
continued
to
see
increased
enrollment
in
madison
park
over
the
last
few
years
and
it's
a
good
sign
that
students
are
returning
and
the
work
that
they've
done
to
improve
foundational
services.
Student
budgeted
centrally
there's
a
lot
that
fits
into
that
category.
D
Broadly
speaking,
there
are
some
the
services
that
we
consider
to
consider
in
that
are,
of
course,
all
of
the
transportation
services.
Our
school
services
budgeted
centrally
custodians
and
facilities
costs
they're
all
budgeted
centrally.
Those
are
not
things
that
are
expected
to
be
on
the
school
budgets:
special
education
costs
for
individualized
students,
so
one-to-one
paraprofessionals
things
like
occupational
therapy
or
speech
therapy.
D
Those
are
things
that
are
allocated
out
on
a
per
pupil
basis
with
resources
we
budget
them
centrally,
and
we
provide
them
to
schools
and
maintain
centrally
all
of
the
allocation
and
supports
those
are
probably
the
biggest
categories.
I
think
when
we
start
talking
about
school
services
budgeted
centrally,
there
becomes
oftentimes
a
blurred
line
of
what
is
considered
when
we
have
centralized
coaching
supports.
We
consider
that
central
office-
that's
part
of
our
role
as
a
central
office,
is
to
provide
coaching
supports,
but
you'll
find
those
coaches
in
schools
providing
direct
supports
to
students.
D
The
the
big
change
that
happened
to
charter
reimbursement
in
the
last
few
years
is
if
a
student
enrolls
in
a
charter
school
and
they
have
special
education,
needs
and
need
to
be
serviced
in
a
school
and
the
charter
school
cannot
meet
those
special
education
needs
when
they
come
back
to
the
district.
We
can
build
that
charter
school
for
those
students.
D
If
that
charter
school
does
not
have
those
services
and
can't
provide
a
program
that
meets
the
needs
of
those
students
and
they
re-enroll
in
bps,
they
pay
our
actual
costs
for
servicing.
That
student,
that's
a
big
shift
on
in
the
way
that
charters
were
the
charter
funding
worked
and
as
it
is
now,
there
are
four
different
checkpoints
in
the
school
year
where,
if
a
student
leaves
a
charter
school
and
comes
back
to
us,
the
charter
school
stops
receiving
the
tuition
for
those.
So
that
is
it's
right.
D
Now,
for
I
believe
it's
four
different
points
in
the
year
that
affects
it,
and
so
that
is
advocacy
at
the
state
level,
and
you
know
the
igr
team
continues
to
work
to
advocate
for
better,
more
favorable
funding,
because
I
do
not
think
the
charter
school
funding
model
is
an
equitable
funding
system.
They
serve
disproportionately
low
inc,
lower
needs
students
and
less
english
learners
than
a
district,
and
yet
they
receive
the
average
district
cost.
So
I
think
there's.
A
A
They
had
two
social
workers
last
year,
they're
down
half
a
social
worker,
and
so-
and
you
know
I
think
we
talked
last
year
nate
about
the
fact
they're
high
on
the
opportunity
index
and
they're
one
of
the
schools
higher
on
the
opportunity
index.
That
sort
of
when
you
throw
everything
together
is
a
little
bit
lower
per
pupil
than
some.
So
I
just
wanted
to
check
in
on
that
school
community
and
and
sort
of
get
a
little
bit
more
context
about
their
budget.
This
year.
D
Yeah,
I'm
gonna,
I'm
gonna.
Let
miriam
take
the
details
on
the
the
tobin's
quote.
She
certainly
knows
it
better
than
I
do.
I
would
just
know
that
in
the
when
you
look
at
the
enrollment
429
to
403,
despite
the
fact
that
that
may
be
about
a
classroom
worth
of
students,
it's
likely
across
multiple
grade
levels,
that's
a
great
example
of
a
school
where
they
would
have
had
a
decrease
in
enrollment,
but
not
able
to
take
capacity
offline
because
it
wasn't
concentrated
decline
in
any
any
specific
grade.
D
F
Yeah
and
I'm
I'm
just
double
checking,
I
believe
the
social
worker
out
the
allocation
hasn't
changed.
There
was
an
error
on
one
of
the
documents
that
was
produced,
but
it
should
have
been
updated,
so
I
will
make
sure
you're
looking
at
the
right
one,
but
they
they
had
to,
and
then
they
were
getting
two
this
year
they're.
F
Actually
we
had
a
waiver
process
for
social
workers
and
so
they're
one
of
the
schools
who
is
going
to
be
reallocating
a
portion
of
their
social
worker
allocation
to
something
else
because
they
felt
like
they
had
enough
support
at
the
school.
So
can
talk
more
about
that
if
you're
interested
but
yeah.
F
There
were
a
number
of
schools
who
reallocated
to
a
culture,
a
clsp
coach
who's,
going
to
be
doing
kind
of
a
bridge
of
work
between
social,
emotional
support
and
then
also
instructional
coaching
for
first
teachers,
and
that
was
that
waiver
process
is
really.
It
was
a
comprehensive
review
of
kind
of
the
systems
that
they
have
in
place
already
to
determine
whether
they
can
reality.
D
D
A
Yep,
okay,
all
right
that
makes
sense
and
sorry
just
skimming
through
my
questions
here
and
then
the
mckinley.
So
again
it
might
have
to
do
with
the
fact
that
it's
a
program
school,
but
when
we
looked
at
it
we
didn't
see
any
social
worker
allocation
there.
I
would
expect
that
they'd
have
significant
behavioral
specialists,
so
I'm
just
just
wanted
to
clear
that
up.
F
Yeah
so
with
the
family
liaison
and
social
worker
investments,
we
met
with
each
non-wsf
school
to
kind
of
determine
whether
they
they
needed
that
additional
allocation.
So
they
had
the
option
and
some
schools
received
it,
but
in
the
mckinley's
case,
because
they
had
kind
of
the
support
already
baked
into
their
school
model,
they
didn't
receive
an
additional
allocation.
A
Got
it
yeah
and
I'll
just
say
I
just
want
to
echo.
I
know
counselor
mickey
has
pushed
on
the
mckinley.
Obviously,
two
of
the
three
campuses
are
in
my
district
they're,
both
older
buildings,
I
think
and-
and
it
seems
like
you
know,
a
weird
mismatch
of
of
older
buildings.
Also
perhaps
quite
a
lot
of
space,
though
proportionate
to
the
student
community,
which
I
think
can
make
people
it
can
make.
A
Joint
operating
but
also
facilities
play
you
know,
and
we
do
have
those
two
sites.
So
thinking
about.
Is
there
a
dynamic
way
to
do
something
for
both
the
middle
schoolers
and
high
schoolers,
like
together
on
a
site
or
like?
I
don't
know,
but
just
I
you
know,
I
think
it's
something
we
should
be
creative
about
and
then
sorry.
I've
got
too
many
questions
here
on
the
on
the
enrollment
declines
front
yeah.
A
I
just
want
to
push
back
a
bit
nate
on
the
idea
that
it's
like
the
global
thing
and
the
you
know
like
folks
having
children
later.
I
just
feel
like
there
are
school
districts
in
massachusetts
that
are
growing
in
enrollment,
and
ours
is
not
one
of
them
and
we
are
growing
a
population
which
has
some
interaction
right.
It's
like
okay,
yeah
people
are
having
fewer
children
than
when
the
triple
deckers
were
full
of
like
five
six
kids,
but
we're
also
like
we've,
also
got
a
lot
more
people
in
boston.
A
H
A
We
have
the
qualitative
info
like
we
all
like.
We
all
hear
from
families
that
are
making
other
choices,
and
so
I
don't
know
I
just
I
I
worry.
I
worry
about
a
story
where
we
tell
ourselves
that
declining
enrollment
is
just
an
inevitable
demographic
fact,
because
I
think
that
it
obscures
it
obscures
the
things
that
I.
A
About
them
we
talked
about
that
in
the
last
hearing,
but
it's
like
to
me
it's
like
maybe
some
of
its
demographic
fact.
We
should
just
bracket
that
and
focus
on
the
levers
that
we
actually
have
some
capacity
to
pull,
because
because
otherwise,
I
think
I
mean
you
know
we're
in
a
pretty
pretty
difficult
long-term
position.
D
D
And
so
it
is
both
true
that
we
are
having
a
decline
in
school
age
population
in
the
city,
and
that
because
there
are,
there
is
a
competition
for
school
age,
youth
in
the
city
of
austin.
That,
despite
this
decline,
it's
not
inevitability.
We
can
and
should
get
students
to
enroll
in
bps
who
are
choosing
parochial
or
commonwealth
charter
schools
in
other
districts
that
have
either
not
as
many
or
any
parochial
schools
or
have
no
charter
schools,
their
number
of
births
and
their
number
of
kids
are
more
direct
related.
D
So
I
do
think
that
there's
more
that
we
can
and
should
do
to
make
sure
that
bps
is
the
first
choice
for
for
families
in
boston,
and
we
see
that
for
some
of
our
schools
and
not
others
and
so
learning
from
what
what
we
already
know
works
and
investing
in
schools
is,
is
part
of
what
we're
doing
and
so
there's
an
investment
in
foundation
for
quality.
We
need
to
invest
in
facilities.
We
know
these
are
things
that
are
having
families
leave.
D
We
are
seeing
early
evidence
that
changing
grade
configurations
and
creating
more
predictable
pathway
is
keeping
families
in
boston.
I
will
say
it
is
one
of
the
things
that
is
nerve-wracking
having
gone
through
it
myself,
not
knowing
where
your
kid's
going
to
enroll
is
anxiety,
producing
and
so
every
time
we
enter
into
a
lottery.
It
creates
some
families
who
just
don't
want
to
participate
in
that,
but
we
know
who
is
able
to
opt
out
of
that,
and
so
it
creates
again
going
back
to
counselor
and
he
has
questions
around
race
and
equity.
A
Yeah,
no
absolutely,
and
I
think
that
you
know
I'm
just
alarmed
when
I
look
at
the
slide,
where
you
say
you
know
our
our
k.
Zero
to
five
enrollment
has
now
dropped
by
12.4
percent
because
it
would
seem
to
me
like
that's
a
leading
indicator.
Those
smaller
class
sizes
get
older
and
then
we've
got
so
it's
just
like.
So
I'm
that's
much
scarier
than
the
averaged
number
overall.
A
A
A
E
E
A
Right
but
a
lot
of,
like
advocacy
and
I'll
say
this
is
also
true
on
our
political
side.
Right,
like
the
things
that
we
push
for
are
like,
like
the
things
we,
the
things
we
think
will
make
a
great
school
that
will
then
result
in
folks
staying
and
there
is
a
tension
right
between
the
fact
that
that
the
a
system
that
kind
of
doubled
down
on
the
schools
that
were
driving
higher
enrollment
would
be
very
different
from
a
system
that
tries
to
even
out
the
impacts
of
declining
enrollment
across
our
schools
right.
A
So
I
you
know-
and
I
know
I
think
you
know
this-
and
I
think
that
for
several
years
now,
we've
been
saying
that
that
hard
conversation
is
coming
and
then
we've
put
that
on
hold,
because
with
covid
we're
hopeful
that
it
particularly
catas
cosmic
decline
from
last
year's
is
temporary.
But
I
don't
know
it
just
it
just
feels
like.
A
I
guess.
The
reason
that
I
really
want
to
highlight.
It
is
because
it
feels
like
that
is
the
like
direction.
Things
are
occurring,
and
then
we
have
this
like
big
one-time
infusion
of
federal
money,
and
if
the
question
of
how
to
use
that
big,
one-time
infusion
of
federal
money
is
not
how
to
fundamentally
change
the
trajectory
we're
on
we're
missing
like
we're
missing
the
actual
plot
here-
and
I
almost
worry
that
we
could
be
so
focused
on
the
sort
of
like
the
effects
of
covid.
A
That
actually
will,
like
you
know,
will
be
mitigated
within
six
months
right.
That
kind
of,
because
there's
going
to
be
a
lot
of
transitional
challenges,
then
there's
a
question
like
what
are
the
longer
term
effects.
But
there's
also
like
this
question
of
like,
what's
this
longer
term
story
that
we're
in
with
the
school
system.
D
No,
but
I
just
want
to
so
a
couple
things
I
want
to
go
on
your
last
point,
though
I
think
that's
really
a
and
part
of
the
conversation.
Certainly
the
superintendent
has
started
at
the
risk
of
of
well
saying
more
than
I
should,
but
you
you
talk
about
that.
We
want
to.
We
want
to
use
this
400
million
to
make
changing
and
lasting
changes
to
our
district.
D
That
is
a
difficult
conversation
to
have.
It
is
an
important
and
strategic
conversation
to
have
and
speed
of
deciding
gets
in
the
way
of
the
more
strategic.
So
as
we
get
more
pressure
to
get
the
money
out
the
door
to
schools,
the
less
we're
going
to
be
able
to
say
what
are
the
real
major
pivots
that
we
can
make
as
a
district.
So
if
you
want
to
support
that
big
conversation,
I
think
it
runs
counter
to
some
of
the
conversations
we
have
this
morning
about.
D
D
Changing
high
school
students
like
we
need
to
stabilize
their
experience,
because
everyone's
just
gone
through
a
collective
global
trauma,
and
this
is
not
how
you
then
have
a
conversation
around
school
configurations
and
engage
with
the
community.
We're
just
now
coming
up
and
sort
of
getting
our
eyes.
I
don't
even
think
our
our
nose
noses
above
the
water
line
from
what
the
collective
experience
for
families
are,
and
so
we
want
to
have
that
conversation
with
school
leaders
who
are
doing
everything
that
they
can
right
now
to
support
students
who
are
back
in
person
this
week.
D
D
A
Yeah
no-
and
I
and
I
take
your
point-
is
it
is
literally
the
week
we're
back
in
school.
I
think
that
I
mean
I'll
just
say
my
push
on
on.
We
need
to
know
how
we're
spending
this
money
is
really
most
focused
on
fy
22
funds,
and
I
do
think,
there's
a
degree
to
which,
to
the
extent
that
you
are
going
to
use
funds
in
a
fiscal
year.
A
A
Gotta
make
what,
especially
since
it's
one-time
funding
like
you've
got
to
make
it
transformational.
It
also
can't
set
us
up
with
a
bunch
of
cliffs
for
personnel
right.
So,
like
you
know,
we've
got
to
think
that
through,
but
to
some
extent,
if
you're
going
to
get
it
out
the
door
next
year
at
some
point
like
there's
got
to
be
a
plan
so,
but
I'm
sure
we'll
have
further
conversation
on
that.
I
more.
F
A
H
H
We
see
a
lot
of
students
leaving
families
leaving
when
the
kids
are.
You
know
four
or
five
years
old
and
off
they
go.
We
never
see
them
again
and
and-
and
that
makes
me
very
sad
because
I
think
a
neighborhood
or
a
city
without
families
is
really
not
not
a
good
place
to
be
so,
I
think,
that's
a
bigger
conversation,
an
interdepartmental
decision
conversation
that
I
I
just
feel
that
I
we
have
a
big.
H
I
Thank
you.
I
don't
have
chair
prerogative,
so
you
can
mute
me
at
any
time.
Counselor
bach,
but
you
know,
and
they
I
really
do
appreciate
you
being
here
and
being
so
present,
and
I
know
that
sometimes
I
look
like
I'm
about
to
fight
somebody,
but
just
so
you
know
I'm
just
a
very
passionate
individual,
but
I
I
am
very
you
know.
I
This
conversation
is,
is
at
my
heart,
having
grown
up
here
in
the
city
of
boston
and
and
seeing
all
of
and
navigating
every
single
boston,
public
school,
you
could
imagine
and
being
bounced
from
place
to
place
it.
I
I
see
the
discrepancies
across
the
entire
city,
because
I
went
to
every
boston,
public
school.
You
could
imagine,
and
you
know
in
many
ways
when
I
think
about
this
conversation
and
the
one
that
council
black
was
just
having
right
now.
I
You
know
it
it's
hard
for
me
to
to
say
this,
but
I'm
going
to
it's
just.
It
saddens
me
that
the
way
the
way
that
families
feel
about
some
of
the
boston
public
schools
is
it's
like
this
whole
idea
of
trying
to
squeeze
us
out
of
here
we're
going
to
deplete
these
schools
of
every
single
resource
so
that
families
won't
choose
them.
We're
going
to.
You
know
just
just
not
invest
in
them,
because
if
we
don't
invest
in
them,
then
then
families
will
opt
other
places.
I
It
just
feels
to
me
that
you
know
every
single
effort
that
is
made
to
help
improve
the
quality
of
our
experiences.
There's
always
a
a
long
pathway
to
get
there.
It's
a
10-year
plan,
it's
a
30-year
vision.
It's
a
community
conversation
there's
a
whole
bunch
of
a
lot,
and
it
just
doesn't
feel
like
things
are
changing
and
moving
in
the
pace,
which
is
why
I
get
so
frustrated
about
the
conversation
around
our
return,
our
investment
in
our
investment.
So
at
some
point
we're
going
to
have
these
conversations
and
it
can't
be.
I
We
can't
like
just
hang
our
coat
on
covet
and
say:
well,
we
can't,
because
we
have
to
address
this-
we're
tired.
We
need
to
talk
about
it
today.
This
can't
be
a
conversation
that
we
can't.
We
continue
to
put
on
pause,
because
families
are
opting
out
because
we're
not
giving
them
any
reason
to
really
feel
like
what
they're
reimagining
they're
going
to
be
able
to
see
for
their
own
children.
And
I
think
that
that's
just
something
that
I
just
need
to
say.
I
It
feels
like
we're
being
displaced
out
of
our
own
schools
and
it's
we're
we're
forced
to
make
these
really
tough
decisions.
And
I
think
that
you
know
accountability
is
key
and
I
definitely
would
like
to
see
the
you
know
the
district
think
about
how
we're
going
to
measure
up
these
dollars
for
dollars.
I
But
yet
you
know
they're
not
part
of
the
investment
plan,
and
so
it's
hard
for
people
to
believe
that
we're
going
to
support
madison
where
we're
not
pouring
dollars
into
supporting
madison.
So
the
the
the
rhetoric
is
not
matching
up
right
for
for
some
folks
and-
and
so
I
I
just
really
want
to
know.
Can
you
talk
a
little
bit
more
about
how
that
study
and
to
see
how
we're
aligning
with
other
vocational
programs?
What
does
that
look
like
and
how
are
we
leveraging
our
networks
here?
I
You
know
everybody
comes
to
boston,
to
go
to
school,
to
do
business,
but
how
are
we
leveraging
these
businesses
that
are
doing
business
in
boston
and
holding
them
accountable
to
hiring
our
students
for
paid
internships,
because
a
lot
of
kids
have
to
juggle
two
to
three
jobs,
just
to
help
support
and
just
to
keep
a
roof
over
their
own
heads
here?
So
I
want
to
talk
about
that
like
what
are
we
doing
aside
from
just
you
know,
and
if
we
can't
have
any
money
for
madison?
I
What
else
can
we
do
because
madison
is
on
my
top
priority
list
here?
Just
so,
you
know
as
a
lot
and
also
the
kennedy
and
the
mccormick
I'm
curious
about
how
we're
I'm
going
to
this
is
in
regards
to
ells
right,
we've
seen
a
decrease
in
enrollment
for
ell
students
in
special
education,
and
how
are
we
conducting
outreach
specifically
to
parents
of
those
students
who
are
exiting
our
systems
like
what
does
that
look
like
and
when
you
say
that
students
will
have
access
to
a
social
worker
in
every
school?
I
Do
we
have
enough
social
workers
for
all
of
these
students
who
are
going
to
need
these
supports,
like
one
in
every
school,
when
we
have
schools
that
have
two
or
three
hundred
students
and
all
need
help
like?
How
are
we
managing
that
so
before
I
go
on?
Why
don't
you
answer
those
questions
and
I'll
take
a
deep
breath
and
ask
one
more.
D
They
will
be
able
to
provide
much
more
detailed
answers.
I
don't
want
to
give
you
a
partial
or
mediocre
answer
on
that,
and
I
think
the
same
thing
is
true
for
madison
park
and
some
of
the
overall
vision.
The
the
study
that
I
referenced
to
the
first,
the
sort
of
first
part
in
in
sort
of
building
the
vocational,
a
new
vocational
school,
is
understanding
the
alignment
between
industry.
This
is
part
of
what
other
schools
have
done,
so
we
have
money
in
the
budget
for
us
to
launch
that
study
it
had.
D
D
One
of
the
interesting
thing
was
four
or
five
years
ago,
when
madison
park
was
going
through
significant
enrollment
declines
or
the
enrollment
had
been
down.
We
we
had
gotten
a
lot
of
advocacy
and
pressure
to
fund
madison
park
at
a
higher
rate
per
people
and
give
them
more
supplements
outside
of
way
that
student
funding,
so
that
they
had
the
programming
that
they
needed
the
staff
that
they
need,
as
enrollment
then
grows,
and
so,
as
enrollment
has
grown.
The
supplement
that
we've
given
madison
park
has
decreased.
D
It
actually
shows
this
one
of
the
strategies
of
sort
of
breaking
the
cycle
of
enrollment
to
clients,
and
so
we
made
the
investments
so
that
more
students
will
enroll.
We
have
the
capacity
and
now,
as
the
capacities
increase,
their
tuition,
their
weight
in
student
funding
has
increased
and
the
supplement
has
decreased.
It's
not
that
we're
not
investing.
It's
that.
D
We
are
getting
one
version
of
a
return
not
to
to
try
and
shoot
more
in
that
expression
in,
but
we
are
getting
a
return
on
that
investment
with
the
return
of
students,
and
I
would
say
a
lot
more
of
your
questions.
I'm
going
to
defer
to
the
academic
hearing
when
the
career
technical
education
team
will
be
here
as
well.
I
Okay,
so
can
you
talk
to
me
a
little
bit
then
about
this
hurry
up
and
wait
on
syndrome
that
we
have
here
in
regards
to
addressing
some
of
the
deep
racial
inequities
that
we
see
across
all
of
our
schools?
And
at
what
point
I
mean,
I
know
you
all
have
are
doing
the
best
that
you
can
I'm
just
curious
about
what
this
moment
in
time
is
going
to
mean
for
that
windfall
that
we're
going
to
get
into
counselor
box
point.
I
You
know,
I
do
think
that
it's
not
just
about
addressing
covet.
I
think
we
do
have
an
opportunity
to
to
think
about
long-term
and
sustainable
infrastructure,
and
it
should
not
just
be
investments
and
then
we're
done
right.
I
think
that
we
need
to
really
plan
for
the
future
and
what
I'm
really
concerned
about
nate
is
at
the
end
of
the
day.
I
You
know
the
way
the
city
is
building
and
how
the
housing
patterns
are
we're
going
to
be
fighting
for
all
of
these
great
schools
to
be
fixed,
and
then
none
of
us
are
going
to
be
able
to
live
here
and
afford
to
reap
those
benefits.
So
I'm
concerned
about
the
families
who
are
in
the
here
and
now
and
dealing
with
these
situations
right
now.
What
are
we
going
to
do
for
those
families
who
are
in
their
in
these
schools
today
and
tomorrow
and
next
year
in
the
next
three
to
five
years?
D
Yes,
I
I
I
that
tension
that
you
are
highlighting
is
one
that
you
know,
as
as
the
cfo
and
as
the
person
who's
now
coordinating
the
capital
budget
as
well,
build
bps
the
tension
between
the
sort
of
urgency
and
and
investing
in
the
now
and
making
those
changes
to
respond
to
the
conditions
that
we're
in
now
and
then
the
deliberate
sort
of
slow
down.
This
is
going
to
take
us
10
years
to
do
it.
D
D
So
I
think,
in
the
capital
plan
and
in
this
plan
you
are
seeing
investments
in
what
students
need
now,
while
also
trying
to
make
some
of
the
long-term
structural
and
figuring
out
that
right
balance-
and
you
know
I
know
it's
it's
something-
that
the
superintendent
is
impatient
around
the
pace
of
change.
She
wants
us
to
be
great
now
and
and
constantly
putting
that
pressure
on
all
of
us
on
the
leadership
team.
So
I
sort
of
wish
she
was
here
to
to
hear
this
and
respond
to
this.
D
But
you
know
I
will
say
that
that
you're,
what
you're
highlighting
is
something
that
I
spend
a
lot
of
time
wrestling
with
and
that's
not
a
direct
answer,
but
it
is
one
that
I
think
there
are.
There
are
a
lot
of
people
who
are
worried
about
the
pace
of
change
and
needing
to
make
lasting
change
and
when,
when
are
you
being
deliberate
versus,
when
are
you
just
being
slow
or
bureaucratic?.
I
D
The
budget
for
the
mccormick
is
the
the
operating
budget
is
now
under
a
combined
bcla,
mccormick
7
through
12,
and
you
see
the
combined
school
and
the
investments
that
we're
making.
We
are
making
significant
investments
to
transition
that
school
to
a
7-12
and
to
support
them
as
they
operate
on
two
campuses
next
year
that
funding
can
be
found
on
our
supplemental
school
allocation
sheet.
You
can
see
there
is
a
cost
to
operating
the
school
and
two
locations
and
in
launching
this
new
program.
D
There's
the
first
phase,
which
is
what
are
the
basic
renovations
that
we
need
to
have
in
place
to
operate
it
as
a
high
school
instead
of
just
a
standalone
middle
school
and
then
the
broader
sort
of
what
is
the
vision
for
the
school?
And
how
do
we
roll
that
out
over
the
next
few
years?
It's
a
multi-year
project,
that's
starting
design
right
now
for
renovations
over
the
summer
and
fall,
and
then
each
year
we're
going
to
be
making
upgrades.
D
And
then
the
last
thing
I'll
just
say
about
this
is
there
is
a
there's
money
in
the
budget
for
the
mccormick
endeavor
site,
because
we
know
that
there
are
issues
and
how
do
we
use
the
outdoor
space
on
the
site
and
then
there's
also
the
project
related
to
the
boys
and
girls
club.
That's
going
there,
which.
J
Thank
you,
madam
chair
nathan.
Just
I
want
to
direct
your
attention.
I
know
you
talked
about
just
talking
about
declining
school
enrollment
so
and
you
did
concede,
so
you
open
the
door
that
you're
from
mountain
worcester
county.
So
let
you
know
how
it
works
around
here
and
how
it
works
around
here.
Is
the
parents
get
the
school
assignment
letter
in
the
mail
and
if
they
get
the
school
of
their
choice,
it's
like
hitting
the
lottery
and
they
stick
around.
J
If
they
don't,
they
obviously
try
to
get
the
next
best
school.
In
some
instances,
they'll
pull
out
go
to
a
charter
school
ian
or
if
they
can
afford
it,
they'll
go
to
a
parochial
school
or
worse.
If
they're
unassigned
or
get
a
chronically
underperforming
school,
they
it's
pretty
much
hasta
la
vista,
buenos
aires.
So
that
said
also,
in
addition,
the
property
tax
bills
that
just
come
out.
That's
also
going
to
chase
people
out
of
the
city.
J
You
can
choke
a
horse
on
those
percentages
at
a
time
when
people
are
struggling
coming
through
the
pandemic,
trying
to
get
back
to
work,
trying
to
open
up
their
businesses,
and
on
top
of
that
they
get
walloped
with
a
nice
prop
two
and
a
half
gift
and
property
taxes
that
quite
frankly,
should
have
been
deferred
and
obviously
the
competition
that
we
get
in
competition
is
good.
It's
healthy
we're
about
to
start.
J
You
know
our
re-election
efforts
ourselves
for
district
and
at
large
we're
gonna
race
for
mayor
competition
is
good.
It's
healthy
gets
you
up
early,
it
keeps
you
up
later,
you
gotta,
be
sharp.
You
gotta
be
focused
you're
gonna,
work
on
issues,
you
gotta
address,
constituent
service
issues,
etc.
To
earn
your
opportunity
to
to
to
be
re-elected
and
or
elected
in
those
instances,
and
so
we've
got
charter
school
competition.
We've
got
private
school
competition.
J
So
we
may
not
see
the
families
that
are
having
seven
eight
nine
ten
kids
when
when
we
were
younger,
but
it's
really
about
quality
and
and
it's
and
it's
the
school
assignment
piece
on
top
of
property
tax,
which
is
driving
people
from
from
the
city
in
search
of
better
value
for
their
tax
dollars
in
search
of
a
good
quality
school,
and
so
that
that's
the
reality
of
it.
That's
what
happens
nathan
when
they
get
the
school
assignment.
J
People
are
either
hugging
and
high-fiving,
and
jumping
for
joy
or
they're
looking
for
alternatives,
and
sadly
one
of
the
alternatives
is
they
they
move
out
of
boston,
and
so
obviously
we
need
to
sort
of
change
that
trajectory.
So
I
I
guess
the
question
for
me
is:
how
are
we
funding
the
chronically
underperforming
schools?
How
are
we
funding
schools
that
that
consistently
have
declining
school
enrollment
so
that
we
can
get
them
out
of
that
cycle
that
downward
cycle?
J
And
if
you
think
about
the
schools
that
we
celebrate
and
we've
got
success,
there's
some
common
denominators.
There
there's
there's
a
strong
school
leadership,
there's
a
strong
parental
support
and
there's
a
popular
buzz.
You
know
down
at
the
ball
fields
and
in
the
communities
and
people
rally
around
our
schools.
J
We've
had
great
success
in
boston
with
with
parents
and
students
rallying
for
their
school
and
school
pride,
and
I
think
that's
a
big
piece
of
this,
so
anything
that
can
be
done
to
sort
of
turn
around
our
underperforming
schools
and
encourage
folks
and
parents
in
particular,
to
get
involved
and
to
help
create
that
buzz
it'll
be
a
rising
tide.
So
that's
my
two
cents
on
it
nathan
and
appreciate
the
attention
to
detail.
I
know
you're
up
to
your
eyeballs
as
we
go
through
this
budget
process.
J
But
those
are
the
facts
I
mean
that's
just
you
know
as
a
city-wide
counselor
and,
as
is
the
longest
serving
those
are
the
stories
that
I
hear
across
the
city
in
every
single
neighborhood.
They
open
up
the
letter.
They
get
the
school
of
their
choice.
That's
a
great
day,
if
not
then
they're
searching
for
alternatives
and
one
of
the
alternatives
is
that
they
move
out
of
our
city
and
or
they
choose
a
non-bps
school,
and
we
we
need.
We
need
to.
We
need
to
reverse
that
trend.
D
D
I
do
think
we
can
do
more
to
expand
opportunities
and
let
people
know
what
great
things
are
happening
in
bps
and
in
terms
of
supporting
schools
with
declining
enrollment
and
and
creating
and
building
on
quality.
I
do
think
part
of
the
reason
that
we've
talked
about
our
footprint
is.
It
is
hard
for
us
to
maintain
125
schools
with
declining
enrollment
and
provide
consistent
resources
across
all
of
these
buildings.
D
We
need
to
start
thinking
about
how
do
we
create
and
consolidate
some
of
our
schools,
and
that
is
a
difficult
conversation
that
we've
been
teasing
for
multiple
years.
I
think
it's
better
to
do
through
new
school
buildings
we
build
a
new
school
building
and
and
school
and
and
families
get
to
go
in
and
share
in
a
new
experience,
as
opposed
to
some
of
the
consolidations
we've
done
in
the
past,
where
it's
in
response
to
declining
enrollment
they're,
not
getting
anything
new
they're,
just
moving
into
a
different
building.
D
E
J
A
Great,
thank
you
so
much
counselor
flaherty,
I
just
have
a
quick
set
of,
I
think
second
round,
questions
which
are
mainly
how
do
we
think
about.
I
have
in
my
district,
both
the
emk
and
the
snowden,
which
have
multiple
buildings
as
like
they're,
multi-building
campuses
and
really
multi-site
right
and
I'm
just
curious
miriam.
A
I
mean
this
is
also
a
question
for
nate,
but
I
just
like
how
do
you
factor
in
when
some
of
the
efficiencies
of
having
a
janitor
who
could
just
walk
down
the
hall
versus
a
janitor
who
has
to
like
bop
around
between
different
sites
like
how
do
those
things
get
managed
and
then
along
the
way?
If
there's
anything,
I
should
know
about
the
snowden
and
the
kennedy
specifically,
I
know
for
the
kennedy.
F
A
D
No,
I
think,
you're
absolutely
right
in
terms
of
you
know
when
we
think
about
some
of
these
resources
that
that
become
inefficient.
When
you
have
to
operate
two
sites,
we
do
give
a
second
site
allocation
to
different
schools
based
on
their
distance
and
whether
or
not
they
need
to
hire
a
second
secretary
or
whether
they
need
a
second
administrator
on
site
for
the
second
site.
D
There's
also
custodial
costs
that
come
from
the
inefficiency
of
two
different
sites,
so
consolidating
onto
a
single
site
for
for
most
of
our
schools
would
be
a
much
preferable.
I
think,
for
the
school
communities
than
operating
over
two
sites,
and
you
know
that
goes
transportation
costs
us
more
money.
D
We
have
double
the
costs
of
sometimes
the
food
services
staff
and
just
the
social
workers
when
we
start
doing
these
per
pupil
allocations.
Nurses.
All
of
these
things
add
up
so
that
if
you
can
consolidate
into
a
more
efficient
school
you
can
provide,
you
can
reallocate
some
of
those
resources
and
maintain
access
to
nurse
social
worker
at
the
same
ratios
and
also
then
provide
some
of
the
other
things
that
we
want
to
do.
The
snowden.
D
In
terms
of
operating,
they
have
on
multiple
sites
the
I
know
that
the
claritin
site
is
going
through
a
transfer
of
ownership,
we're
working
with
them
on
that
to
maintain
the
long
term
plan
for
snowden
at
that
site,
and
then
emk
has
developed
a
new
partnership
with
wentworth.
They
are
no
longer
operating
at
the
conners
hall
at
northeastern
and
we're
moving
to
wentworth.
That
is,
for
this
spring,
we're
working
with
wentworth.
E
A
Okay,
well,
I
would
love
to
be
in
the
loop
on
that.
I
think
it's
exciting.
Obviously,
wentworth
has
also
collaborated.
You
know
with
you
all
and
counselor
flaherty
around
the
year
13
initiative
and
just
yeah
a
great
partner.
I'd
also
love
to
be
part
of
you
know.
I
think
this
has
been
a
topic
of
conversation
at
large
lately,
but,
like
part
of
you
know,
how
do
we
get
our
our
hospitals?
B
I'll
just
say
I
was
my
chief
of
staff:
ellie
was
on
so
we'll
definitely
connect
with
her.
I
think
many
of
the
questions
I
was
going
to
ask
you
asked
councillor
mejia,
actually
asked
a
series
of
questions
on
the
mckinley
schools
as
well,
which
is
near
and
dear,
so
we'll
just
fall.
I
don't
want
to
take
too
much
time
and
save
questions
for
the
additional
budget
here,
bps
budget
hearings.
Thank
you.
A
A
I
A
I
Yeah,
I
just
had
a
quick
follow-up
about
the
finley.
You
know
just
a
little
detail
that
I
think
it's
important
for
just
for
us
to
highlight
here
is
that
staffing
changes
could
lead
to
continuing
this
funding
and
enrollment
cycle
like
the
fewer
teachers
and
staff
programming
and
other
services
may
decrease.
So
I'm
just
curious,
like
how
are
we
reconciling
with.
D
D
When
we
have
six
schools
that
are
funded
outside
of
weighted
student
funding,
there
are
schools
that
are
not
funded
based
on
their
enrollment.
Those
schools
include
the
mckinley
carter
school
and
the
horace
mann
school
for
the
deaf
and
hard
of
hearing.
Those
are
three
certified
day:
schools,
special
education,
schools.
D
So
all
of
those
schools,
when
we
do
the
budgeting,
it's
a
conversation
with
the
school
leaders
about
what
their
program
needs
to
be
and
what
staff
they
need
to
serve.
The
kids
that
they
have
and
we
fund
at
capacity
not
at
a
sort
of
response
to
enrollment.
In
the
same
way.
And
so
I'm
not
as
concerned
with
adjustments
to
their
budget
leading
to
the
same
sort
of
declining
quality,
because
it
was
done
in
partnership
with
school
leader.
D
I
can
get
the
I
can
get
that
we
certainly
have
that
information,
the
one
that
comes
to
mind,
because
I
was
just
in
a
conversation
about
the
norfolk
agricultural
program.
I
think
there's
something
like
30
students
who
are
enrolling
out
there.
We
do
then
pay
those
for
those
vocational
programs
similar
to
like
if
a
student
is
placed
in
out
of
district
special
education
across
us.
I
And
then
how
that
is
impacting
our
financials
right.
So
if
we're
able
to
offer
those
programs
here
right,
then
we
could
keep
our
students
here
and
if
we're
you
know,
I
just
think
in
terms
of
investments
and
we're
really
serious
about
how
we
support
madison,
then
maybe
we
need
to
start
thinking
about
where
we're
allowing
our
dollars
to
be
reallocated
and
we
can
keep
those
families
here.
I
We
can
keep
those
dollars
here
and
we
can
keep
madison
here
and,
more
importantly,
to
councillor
flaherty's
point
make
madison
the
you
know
the
gold
standard
of
bulk
tech.
I
mean
we
should
really
be
striving
for
that,
especially
in
boston,
we're
supposed
to
be
the
mecca
of
education,
and
yet
we
can't
even
compete
with
our
district
or
other
districts
in
terms
of
bulk
tech.
So
we
have
a
lot
to
do
nate,
and
you
know
I'm
here
for
all
of
it.
I
I
I
Even
though
it's
supposed
to
be
like
I
don't
know,
I
don't
know
if
it's
a
genie
in
a
bottle
or
how
these
these
things
happen.
But
what
I
do
know
is
that
segregation
is
real
and
that
also
drives
the
inequity
and
the
financial
investments
that
are
made
or
not
made
in
boston,
public
schools,
and
we
can't
talk
about
equity
unless
we're
really
talking
about
the
realities,
and
I
think
that
the
conversation
has
lived
in
education,
but
I,
I
think
a
lot
of
these
issues.
I
We
need
to
start
thinking
about
this
conversation
through
civil
rights,
because
at
some
point,
there's
gonna
have
to
be
a
level
of
accountability.
That
goes
beyond
the
education
committee,
because,
if
we're
really
serious
about
this
work,
then
we're
going
to
have
to
do
some
serious
interventions
to
get
us
to
where
we
need
to
be.
Otherwise
it's
just
going
to
be
the
same
old
same
old
next
year.
I
I'm
going
to
be
asking
the
same
questions
and
going
to
be
getting
the
same
responses,
but
I
do
appreciate
all
of
this
time
and
energy
that
you
do
pour
into
all
of
those
fabulous
powerpoints
and
how
committed
you
are
to
no
matter
how
hard
we
go.
You
always
come
back
and
participate.
So
thank
you
to
you
and
your
team
for
for
all
your
hard
work.
It
does
not
go
unnoticed,
but
we
need
more
of
it.
A
Thank
you.
Thank
you,
councillor
mejia,
and
I
think
I
think
with
that.
I
don't
have
any
public
testimony
and
I
think
we
have
indeed
occupied
the
bps
team's
time
for
much
of
the
day.
I'm
looking
forward
as
councilman
says
to
more
of
it,
but
I
do
just
want
to
I
feel
like
we
would
be
remiss
not
to
end
the
school
budgets
hearing
by
noting
that,
obviously
you
know
we
spent
a
lot
of.