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From YouTube: Committee on Boston's COVID-19 Recovery on June 22, 2022
Description
Docket #0194 - To review COVID-19 recovery funds. The focus of the working session is Boston Public Schools’ proposed federal ESSER fund spending plans
A
A
Just
for
a
little
bit
of
context.
We
filed
this
back
in
january
wanting
an
update
on
kind
of
where
we
were
across
all
the
federal
funding.
That's
come
into
the
city
for
covert
recovery
and
we
had
a
hearing
back
in
march
and
and
we
got
a
fairly
full
briefing
from
the
city
administration
side
on
kind
of
cares
and
arpa
funding
to
date.
And
we
had
some
slides
in
that
presentation
that
had
been
sent
over
from
the
bps
team.
A
But
we
didn't
have
the
bps
team
with
us
and-
and
we
were
still
looking
for
a
lot
more
definition
on
the
esser
plan,
which
was
still
very
much
in
process
at
the
time.
And
so
we
said
that
when,
when
they
actually
had
the
detail
on
their
sr2
and
3
proposals
and
I'll,
let
the
team
explain
those
acronyms
that
we
would.
We
would
have
them
back
for
a
working
session
to
discuss
that.
A
Because
for
folks
watching
at
home,
the
federal
government
has
sent
almost
a
billion
dollars
to
the
city
of
boston
for
various
cover
recovery
activities.
And
almost
half
of
that
has
gone
directly
to
the
school
department.
And
so
the
council
remains
very
interested
in
how
that
money's
being
spent
in
the
long
term.
A
You
have
a
two
page
that
the
bps
team
just
passed
out,
but
I
do
just
want
to
flag
for
folks,
I
sent
last
night
the
the
longer
appendixes
and
attachments
to
everybody,
and
so
just
if
you
have
those
pdfs,
they
may
be
helpful
to
you
over
the
course.
The
conversation
but
we're
joined
here
today
by
nate
cooter,
the
chief
financial
officer
for
boston,
public
schools,
serena
la
roque
that
as
her
school
accountability
officer
and
ivan
mcrae,
our
bps
director
of
grants
and
external
funds.
B
B
I'm
looking
forward
to
getting
into
the
details
of
federal
funding
today
and
we're
going
to
start
with
a
very
brief
presentation
for
you
to
set
some
context
and
then
turn
it
over
to
you
as
part
of
the
conversation,
and
I
should
ask
this-
is
a
working
session
as
opposed
to
hearing.
Is
there
anything
I
need
to
know,
or
we
should
know
as
panelists
in
terms
of
how
this
operates
or.
A
No,
this
is
just
we
often
do
the
follow-ups
on
daca
says
working
sessions.
It
just
means
that
we're
not
obligated
to
take
public
testimony
some
working
sessions.
We
do
some,
we
don't,
but
that's
the
that's
the
main
formal
distinction
in
the
counsel.
A
hearing
always
has
a
public
testimony
section
and
a
working
session.
Often
where
we're
like
talk
to
me
through
what
departments
may
or
may
not.
Okay,
excellent.
B
So
I'm
excited
to
share
with
you
this
update
on
the
return
recover
and
reimagine
the
three-year
plan
for
esser
for
greater
equity
and
recovery.
The
global
19,
the
covet
19
global
pandemic
has
highlighted
and
exacerbated
long-standing
inequities
within
our
communities
while
posing
new
challenges.
We
had
not
even
contemplated
prior
to
march
of
2020..
B
One
of
the
tools
we
have
to
address
these
inequities
is
the
esser
funding
from
the
federal
government.
This
one-time
infusion
of
additional
resources
was
designed
to
provide
immediate
relief
to
recover
from
the
pandemic
and
address
the
new
challenges
created
over
the
last
two
years.
The
funding
was
allocated
over
three
years
and
flows
through
states
to
cities
and
districts.
B
The
department
awarded
these
grants
to
state
educational
agencies
to
provide
leas
local
educational
agencies,
including
districts
and
charter
schools,
with
emergency
relief
funds
to
address
the
impact
of
covet
19
and
had,
and
continues
to
have
on
elementary
and
secondary
schools
across
the
nation.
Assert
funds
are
distributed
in
three
rounds
for
bps.
This
means
that
we
receive
431
million
in
federal
sr
funds.
We
also
receive
23
million
as
an
additional
allocation
of
what
sometimes
referred
to
as
sr1
or
the
cares
act
funding.
B
B
Obviously,
I've
been
involved
in
the
esser
planning
function
from
the
start,
but
it's
really
ava
mitchell,
who
is
our
chief
accountability
officer,
is
currently
on
leave
but
has
been
really
done,
the
most
of
the
heavy
lifting
and,
of
course,
serena
loreck
who's.
Here
with
us
today
and
shira
dekovnik,
who
couldn't
be
here
today,
the
team
has
I'm
leveraging
a
lot
of
their
hard
work,
and
so
I
can
brag
about
the
amount
of
community
engagement
that
they
did
in
the
amount
of
listening
that
they
did,
because
it's
not
it's
not
my
work.
B
The
remaining
funds
are
reaching
students
through
different
channels.
Over
200
million
in
district-wide
investments
are
equitably
distributed
across
schools,
while
building
lasting
district
infrastructure.
These
programs,
services,
materials
and,
in
some
cases,
staff
that
benefit
schools
and
their
students
directly,
but
they
are
planned
purchases
purchased
and
supported
from
the
central
office.
B
Bps
is
using
a
per-pupil
formula
where
schools
receive
eight
hundred
and
thirteen
dollars
for
students
with
special
needs
who
are
english
learners
or
have
low
income
designations.
The
funding
formula
ensures
that
schools
with
higher
concentrations
of
students
that
fall
into
these
high
needs
group
receive
more
funding.
And
it's
important
to
note
that
if
a
student
falls
into
more
than
one
of
these
categories,
then
their
school
is
receiving
both
allocations.
B
So
if
they
fit
two
categories,
they're
receiving
not
six
813
and
twenty
there's
one
thousand
six
hundred
and
twenty
six
dollars
for
those
students
and
if
they
fall
into
all
three
categories,
their
school
is
receiving.
Two
thousand
four
hundred
and
thirty
nine
dollars
and
a
school
allocation
is
based
on
the
total
population
of
their
school.
In
those
categories.
B
On
the
central
side,
we
focused
on
seven
key
areas
for
esser
funding.
This
guidance
ensured
that
all
sr
investments
were
aligned
to
the
strategic
vision
and
included
feedback
from
the
broader
community.
The
focus
area
is
designed
with
our
students
at
the
center
focus
on
what
they
need
in
order
to
thrive.
You'll
notice,
the
instructional
core
is
at
the
center
of
what
we're
talking
about.
This
is
about
driving
a
change
in
student
learning,
and
so
the
seven
categories
are
strengthening
core
instruction.
B
We
are
accelerating
our
ongoing
efforts
to
transform
literacy
instruction
for
all
students
in
all
schools,
providing
individualized
academic
supports
students
can
access
in
and
out
of
school
we're.
Ensuring
inclusion
and
quality
supports
for
students
with
disabilities
and
funding
a
multi-year
strategy
to
build
inclusion
classrooms
within
bps
and
to
identify
and
address
root,
causes
of
disproportional
referral
to
special
education
programming,
accelerating
multilingual
learning
and
providing
better
experiences
for
english
learners.
B
B
And
finally,
I
just
want
to
note
that
there's
more
information
online
for
those
of
you
who
want
to
go
to
our
website,
I
put
the
link
in
this
slide.
There
is
the
incl.
The
detailed
essa
report,
which
I
shared
with
the
city
council
last
night,
will
be
posted
online
for
families
to
be
able
to
download
and
dive
into
includes
details
on
school-based
plans
and
spending
plans
for
the
district.
B
A
B
I'm
going
to
turn
it
over
to
serena
to
be
able
to
answer
in
more
detail.
I
just
want
to
say
from
from
a
high
level
when
we,
when
we
did
the
allocation
at
the
school
level.
Part
of
the
rationale
was
to
make
sure
that
decision
making
was
closest
to
the
students
and
we
recognized
and
sort
of
inform
schools
up
front.
This
would
be
temporary
funding.
B
This
you
know,
grant
funding
that
comes
into
schools
is
treated
very
differently
than
than
operating
budget,
and
so
we
also
the
guardrails,
were
being
developed
as
we
were
working
with
schools
and
having
conversations
with
schools
so
that
they
were
giving
us
feedback
on
what
they
were
trying
to
do
and
serena
and
her
team
have
spent
a
lot
of
time
talking
with
individual
school
leaders.
But
why
don't
you
go
ahead
and
talk
a
little
bit
about
the
guardrails
and
particularly
the
sustainability
sure.
C
The
next
thing
that
we
did
was
that
it
had
to
be
part
of
a
community
engagement,
school
community
engagement
process,
so
that
means
that
they
had
to
engage
their
governing
board,
their
equity
roundtable,
their
ilts
and
other
members.
So
those
were
the
kind
of
the
high-level
broad
guardrails
that
schools
did.
A
And
then
can
I
ask
like
an
example,
so,
at
the
very
end
of
the
school
appendix,
like
the
young
achievers
case,
one
of
my
challenges
skimming
through
the
school
stuff
was,
it
wasn't
always
clear.
There
was
a
lot
of
talk
about
what
schools
were
trying
to
achieve
and
progress
measurement
et
cetera,
but
it
wasn't
always
clear
like
what
the
dollars
were
actually
paying,
for
which
I
would
just
say
is
something
that
at
least
at
the
council
level.
A
I
think
we
want
to
know
so
so,
for
instance,
here
it
said
you
know,
our
plan
will
allow
for
support
and
addressing
greater
access
for
academic
supports
in
and
out
of
the
classroom,
along
with
social
emotional
concerns.
But
I
was
just
trying
to
understand,
like
is
there
supplemental
staff
hired
in
that
case
like?
What's
the
what's
the
actual
spending.
C
Sure
so,
when
schools
submitted
their
request,
they
had
to
submit
through
an
s
or
proposal,
and
so
the
information
that
is
in
the
appendix
is
a
summary
of
their
priorities
and
how
they
described.
You
know
the
the
efforts
in
which,
but
they
also
had
to
include
a
separate
expense
sheet
for
us.
So,
for
example,
before
we
released
the
funds
into
their
budget,
we
looked
at
things
such
as
personnel.
A
Yeah,
so
it's
an
information
request,
just
the
council
would
like
the
actual
expense
sheets
as
well,
like
that's,
that's
very
much
from
a
budget
perspective.
An
important
thing
for
us
to
have
on
file
so
it'd
be
great
to
have
that
and
then
on
district
side.
When
I
was
counting
through
it
last
night,
it
seems
like
of
the
district-wide
expenses.
B
So
some
of
the
I
think
that
the
central
office
investments
can
be
thought
of
in
a
couple
of
different
categories.
The
first
is
some
of
these
are
investments
that
are
likely
to
require
future
operating
support
or
us
to
identify
efficiencies
in
other
ways
right.
So
this
is
the
sort
of
the
area
that
you
would
flag
is
a
particular
concern,
because
it's
it's
betting
on
future
investments
so
that
the
areas
of
those
are
the
approximately
it's
the
academic,
counseling
piece.
B
Capacity,
the
other
piece
are
pilot
programs
that
we
want
to
see
if
they
work
can
be
either
considered
sort
of
pilots
overall
or
things
where
we
we
know
that
we
need
to
do
some
more
intensive
recovery
work
and
if
it
turns
to
be
part
of
our
basic
operations
going
forward,
it
doesn't
sort
of
fit
into
the
neatly
sort
of
isolated
academic
recovery.
So
things
like
community
hub
schools,
acceleration
academy,
social,
emotional
learning,
coaching
school
leader,
pipeline
work.
B
B
A
A
B
A
B
That's
a
really
interesting
question.
I
think
part
of
the
part
of
the
the
purpose
of
doing
a
long
community
engagement
and
having
so
much
community
feedback
is
to
make
sure
that
we
were
really
aligned
to
the
guardrails
of
our
community
wants.
So
I
do
think
that
the
new
superintendent
will
need
to
understand
within
these
guardrails
what
the
goals
of
esser
was
and
we'll
probably,
I
think,
there's
a
lot
of
maneuverability
within
each
of
these
plans,
because
there's
still
a
lot
of
implementation
to
be
done.
B
So
the
way
we
design
the
way
we
implement
how
we
support
there's
in
a
lot
of
these
categories,
the
departments
are
working
through
different
spending
proposals
for
the
superintendent
to
come
in.
I
also
think
the
reality
is
particularly
on
the
fte
side.
Recruiting
has
been
much
more
difficult
this
year,
as
many
of
you
know-
and
this
is
not
just
a
public
sector
issue-
it's
across
all
sectors,
and
so
some
of
the
spending
plan
that
was
intended
to
be
an
22
spending
will
need
to
be
sort
of
rethought
and
re-um
deployed.
B
So
I
do
there
will
be
flexibility
within
that
for
the
new
superintendent
to
think
about
and
sort
of
redeploy,
but
I
do
think
the
core
tenants
of
this
plan
are
addressing
the
core
issues
we
have
as
a
district
things
like
equitable
literacy,
inclusion,
the
need
for
greater
partnerships
with
the
community.
These
are
all
things
that
the
I
would
anticipate
a
new
superintendent
getting
on
board
with,
even
if
the
implementation
strategy
may
be
different.
Okay,
not
to,
of
course,
pigeonhole.
My
future
boss.
E
D
D
E
D
And
to
follow
up
on
something
counselor
box
started
to
talk
about.
I
know
when
you
look
at
talented
many
of
the
job
postings
say
temporary
because
they
are
being
funded
by
esser,
so
schools
are
choosing
to
temporarily
hire
certain
physicians
and
how
many
of
those
do
we
know
and
will
those
be
filled
before
permanent
positions?
Is
there
a
conversation
already
happening
with
human
capital
in
the
union
around
those
jobs?
B
Yeah,
absolutely,
I
think
that
comes
in
a
couple,
different
forms.
I
know
that
part
of
the
consideration
of
implementation
for
central
office
initiatives
was
to
make
sure
we
did
those
staffing
and
hiring
earlier
so
that
we
don't
end
up
pulling
teachers
late
in
the
hiring
process
from
schools
and
create
a
shortage
at
the
school
level.
B
B
Not
just
the
s
are
funded
positions,
but
we
talked
a
lot
about
the
size
and
scope
of
soft
landings,
and
so
I
think
what
you
see
from
different
school
leaders
is
this
sort
of
balance
of
the
immediate
need
of
the
students
that
are
in
front
of
them
and
thinking
about
what
budget
season
will
look
like
next
year.
Okay
and
that's,
I
know
that's
a
tough
position
for
them
to
be
in,
but
I
think
they're
really
focused
on
the
kids
that
they
have
now
and
making
sure
they
maximize
this.
D
B
D
I'd
have
to
follow
up
the
classroom,
teaching
science,
health
classes,
okay-
and
this
came
up
yesterday
in
a
working
session
around
our
opera
funding
and
15
million
of
our
money
from
this
side
from
the
mayor
is
proposing,
goes
to
early
childhood
education,
and
I
had
brought
up
yesterday
wondering
if,
like
the
new
department
that
we
have
in
early
childhood
here,
is
that
something
that
we
can
consider
spending
opera
funding
on
that?
Why
are
we
spending
it
here
on
our
side?
B
D
But
it
is
possible
because
I
know
just
like
we
are
going
through
the
budget
amendments
for
us
to
propose
something
we
have
to
then
say
where
it's
coming
from
so
counselors
are
failing.
There
are
many
things
that
got
cut
out
of
budget
options
and
if
we
could
get
them
funded
through
opera
funding,
this
could
be
a
place
where
we're
getting
that
money
back
on
our
city
side.
So.
B
The
the
upk
initiative,
through
the
trust
of
the
last
few
years,
has
been
a
joint
partnership
with
the
city
and
bps
and
city
supported.
I
do
think,
there's
value
in
this
being
a
sort
of
a
non-bps
oversight
and
management
just
because
so
it's
you
know
to
be
partners
with
the
community
agencies.
I
think
that
works
really
well,
I
think
obviously
kristen
spain
is
very
talented
and
brings
great
leadership
to
that.
B
My
understanding
is
that
the
the
funding
is
for
the
one-time
system,
implementation
of
setting
up
a
new
universal
registration
system,
and
that
fits
more
into
the
category
of
one-time
projects
to
get
it
up
and
running
where
it
has
multiple
years
of
benefits
for
us.
So
I
I
don't
think
has
the
same
sustainability
risk
as
the
ongoing
costs,
which
we
incur.
A
F
Thank
you,
madam
chair,
and
thank
you
for
your
important
leadership,
madam
chair,
and
thank
you
to
the
to
the
panelists
as
well.
For
for
your
work,
I
had
the
opportunity
I
was
talking
to
nate
earlier,
had
the
opportunity
to
join
my
colleagues
in
in
the
mayor
yesterday
for
the
groundbreaking
of
of
the
carter
school
on
the
border
there
of
the
south
end
in
roxbury
and
what
an
exciting
opportunity
an
exciting,
exciting
day
for
the
students
in
the
school
community.
F
What
is
the
current
status
of
the
hvac
systems
in
in
in
our
school
buildings?
This
is
an
issue.
I've
worked
closely
with
council
flaherty
on
are
all
our
schools.
Now,
as
we
as
we
end
the
school
year,
but
going
going
into
the
fall
or
going
into
august
for
the
new
start
of
the
new
school
year.
Will
we
have
ac
in
working
heat
for
all
school
buildings
now,
with
with
so
much
federal
money.
B
B
B
The
way
that
the
team
has
organized
is
by
focusing
our
highest
needs
schools
first
and
then
basically
working
down
the
list,
and
so
there
will
be
a
number
of
schools
that
will
have
air
conditioning
in
place
for
fall,
but
there
will
be
a
number
of
schools
where
we'll
be
implementing
air
conditioning
over
the
next
year
or
18
months.
It's
going
to
take
us
that
much
time
with
supply
chain
issues
and
just
the
project
overall.
B
F
F
One
of
my
main
priorities
was
providing
kids
in
bps
with
swimming
lessons,
and
a
lot
of
kids
in
in
the
city
don't
know
how
to
swim.
Even
though
we
live,
we
live
right
in
the
ocean
and
we
have
so
many
pools
or
lakes
around,
but
do
we
have
a
list
of
bps
bcyf
pools
that
are
that
are
not
operational
or
that
need
that
are
operational,
that
need
significant
infrastructure
investments.
B
F
F
So
I
think
we
really
need
to
make
significant
investments
in
swimming
lessons
in
swimming
pool
infrastructure
improvements,
so
that
kids
from
boston
are
able
to
learn
to
swim
and
including
students
with
disabilities
as
well
so
going
forward.
That's
I'm
going
to
maintain
working
on
that
issue.
It's
something
I've
worked
on
for
the
last
several
years,
but
I
think
we
really
need
to
do
a
better
job
in
terms
of
improvements
in
our
bps
bcyf
pools
providing
swimming
lessons
to
all
kids.
F
B
This
is
not
to
bring
more
pools
online
or
any
sort
of
capital
repairs,
but
the
goal
is
is
sort
of
twofold:
to
increase
the
ability
for
us
to
make
third
grade
swimming
more
feasible,
that
goal
of
providing
kids
the
opportunity
in
third
grade
to
to
learn
swimming,
and
so
the
other
piece
is
to
make
sure
that
we
can
keep
our
pools
open
for
longer
in
the
year,
so
increasing
access
to
the
pools.
That
way,
that's
that's
currently
part
of
the
proposal.
B
F
Yeah,
I
think
we
really
need
to
refocus
our
energy
and
efforts
on
that
issue.
As
I
mentioned
it,
I
don't
think
we're
doing
enough
in
when
I'm
in
the
south
end
or
dorchester
or
south
boston.
That's
what
parents
are
asking
me.
They
say
you
know:
where
can
we
go
swimming
around
here?
We
don't
have
a
pool
or
where
can
we
get
swimming
lessons?
F
For
my
for
our
kid,
you
know
we're
given
the
cathedral
public
housing,
you
know,
do
we
do
we
have
the
opportunity
to
go
swimming
and
it's
it's
and
it's
frustrating
to
say
to
them.
No,
you
can't
because
we
don't
have
any
pools
or
we
don't
have
any
swimming
lessons
or
or
there's
nothing
available,
but
in
in
the
most
in
the
wealthiest
city
in
the
in
the
country.
F
G
E
G
B
It's
interesting
to
note
that
there's
a
couple
places
where
there's
not
there
is
the
intention
to
increase
our
capacity
to
do
engagement,
which
is
part
of
the
million
dollars
that
we're
talking
about
here.
It's
sort
of
in
the
in
the
family
and
community
engagement
team
around
greater
access
to
sort
of
redesign
some
of
our
online
tools
and
things
like
that.
The
other
piece
is
in
both
the
billbps
sort
of
green
new
deal
proposal.
B
There
is
capacity
to
build
engagement
on
that
team
because
that's
been
an
area
where
we've
struggled
to
engage-
and
I
know
it's
a
place
where
the
community
feels
like
their
voice
has
not
been
heard
so
there's
capacity
there.
It's
it's
part
of
the
facilities
proposal,
not
as
an
explicit
engagement
piece
and
then
on
the
finance
side,
we're
doing
our
reimagine
school
funding
project
to
rethink
how
we
allocate
school
funding
overall,
which
includes
funding
for
school
for
community
engagement.
B
G
Okay,
now
let
me
get
into
some
of
my
other
questions
before
the
buzzer
goes
off.
You
know
when
I
think
about
recovery
and
reimagine,
and
you
know
that
those
efforts,
I
think,
about
the
students
who
are
chronically
absent
and
who
you
have
struggled
to
bring
back
into
your
classroom
right
and
so
I'm
curious
and
I've
been
fighting
for
I'm
sure,
you're
familiar
with
the
youth
development
network.
G
So
they
work
in
madison
park,
brighton,
burke,
charlestown,
a
lot
of
the
highest
needs
high
schools
and
they
provide
intense
case
management
to
students
who
are
chronically
absent,
and
so
if
the
goal
of
this
funding
is
to
help
support
students,
where
do
you
see
an
opportunity
for
more
investments
on
engagement
for
those
who
are
chronically
absent
and
not
thinking
about
going
back
to
school
where's?
That
here.
B
G
G
G
I
understand
the
metrics
that
you
guys
use
to
figure
those
things
out,
but
I
haven't
heard
anything
around
chronically
absent
students
and
I'm
just
going
to
encourage
you
all
to
consider
that,
because
those
are
the
ones
who
have
yet
to
come
back
and
if
we're
really
serious
about
making
sure
that
we're
utilizing
these
dollars,
I
think
we
should
figure
out
how
we
can
make
some
more
explicit
investments
in
chronically
absent
students,
which
is
one
of
the
things
I'm
going
to
be
advocating
for
in
how
you
utilize
some
of
these
dollars
to
support
those
students.
Sure.
C
So
there's
I
can
give
an
example:
there's
one
explicit
central
office
investment,
that's
the
mini
grants
and
it's
part
of
an
incentive
to
bring
students
into
back
into
the
school
engaging
with
families,
there's
also
investments
with
working
with
our
social
workers.
So
it's
showing
up
in
different
various
ways,
but
on
the
central
office
side.
That's
I
don't
want
to
take
your
time
on
a
central
office
side.
That's
one
example.
G
B
Yeah,
so
I
think
that
there's
a
couple
different
ways
that,
and
it's
it's
driven
primarily
by
each
individual
central
office-
that's
working
on
the
initiative
in
their
capacity.
So,
as
serena
mentioned,
the
opportunity,
youth
department
is
doing
mini
grants
providing
co.
You
know
sort
of
guidelines
and
sort
of
coaching
support
for
schools
to
be
able
to
develop.
There
will.
G
Those
be
contracted
out
like
will
those
be
opportunities
for
to
contract
minority
business,
vendors
and
partnerships
like
I
want
to
be
on
central
staff
like
because
central
staff
is
central
staff
and
there's
a
lot
there
already.
So
how
are
we
going
to
share
the
wealth?
That's
what
I'm
trying
to
get
at
and
then
you
talked
about
full-time
employees,
you're
going
to
be
hiring
over
200
new
employees
and
I'm
just
curious
about.
What's
going
to
happen
when
you
run
out
of
the
funds,
are
you
going
to?
Let
them
go?
B
I
started
off
this
process
by
saying
that
I
don't
think
we
should
hire
any
full-time
staff
because
it's
a
huge
concern,
but
as
we
start
to
think
about
the
implementation
programs,
just
not
realistic,
and
so
we
do
have
tough
work
ahead
of
us
as
a
district
and
as
a
city
around
sustainability
that
includes
the
130
million
a
year
of
new
spending.
That
essa
represents
and
then
also
the
50
million
dollars
in
soft
landings
that
we've
taken
on
the
operating
side,
and
so
I
do
think
that's
a
conversation.
B
G
A
A
Don't
we
don't
have
appropriating
power
over
this
money,
so
I'm
just
wasting
my
time,
but
one
of
the
reasons
that
we
wanted
to
have
this
was
because
was
because
of
kind
of
what
councilor
murphy
raised.
The
fact
that,
obviously
the
school
department
is
under
the
overall
administration-
and
there
are
things
that
maybe
we
may
feel
should
move
between
arpa
and
nasser.
A
But
I
think
that
what
I
would
say
counselor
me
is
that,
with
this
amount
of
money
going
to
the
school
department,
it
would
be
irresponsible
for
the
council
not
to
have
some
understanding
of
what
is
being
proposed,
regardless
and
and
one
of
one
of
the
challenges
that
I'm
worried
about
is
sort
of
related
to
what
you
just
asked.
Basically,
in
some
ways
these
are
budget
decisions
that
will
come
to
the
council.
They'll
just
come
to
the
council
three
years
from
now
because
of
the
continuity
question.
A
A
H
Okay,
this
is
an
incredible
amount
of
money
and
spending
it
responsibly
and
in
a
short
period
of
time,
is
a
challenge.
I'm
glad
that
we're
doing
the
hvac
thing,
because,
with
climate
change,
we're
going
to
see
hot
period,
hot
heat
waves
in
september
and
may
outside
of
regular
school
vacation
time.
So
I
think
that's
a
really
important
investment,
I'm
just
thinking
you
know.
H
The
whole
idea
of
this
money
is
to
help
us
repair
the
damage
that
has
happened
in
the
course
of
the
pandemic,
and
I
would
just
love
to
get
a
little
insight
into
the
need
for
compensatory
education,
especially
for
special
needs,
students
and
and
how
students
who
are
special
needs.
You
know
the
transition
planning
from
school
to
adult
life.
A
lot
of
that
is
sort
of
really
experiential.
Learning
that
I
don't
know
what
the
setup
was.
I
need
to
visit
more
schools.
H
Are
we
working
to
repair
that
and
then
the
other
question
I
had
was
really
with
regard
to
early
education
and
early
literacy
like
you,
you
and
I've
talked
a
lot
about
this.
The
importance
of
reading
and
getting
kids
prepared
so
they're
reading
at
grade
level
by
by
third
grade.
So
again,
I
imagine
that
there's
a
lot
of
that.
They're
learning
has
been
inter
interrupted
by
by
the
pandemic.
So
what?
H
B
Absolutely
so
the
first
in
terms
of
special
education,
compensatory
services.
This
is
a
a
huge
need
for
us
as
a
district,
and
we
have
set
aside
money
to
be
able
to
provide
additional
services.
This
is
an
individualized
process,
and
so
we
we
have
some
high
level
projections
of
cost.
But
it's
really
at
this
point.
B
You're
flagging
a
really
critical
issue
for
those
18
to
22
year
old
students
and
a
lot
of
the
work,
that's
done
for
a
lot
of
our
high
school
programs
before
they
get
to
18
for
that
transition.
I
know
that's
been
an
area
of
focus
of
the
council
in
the
past
for
us
to
be
able
to
provide
that.
I
don't
have
any
more
details
about.
B
B
I
think
you're
you're,
also
talking
about
the
importance
of
literacy,
is
why
equitable
literacy
has
been
the
focal
point
of
our
academic
strategy,
both
on
the
operating
side
and
in
asset
funding,
and
I
I
was
just
talking.
I
was
just
noted
for
the
superintendent
how
this
time
last
year,
we
had
a
team
meeting
where
the
academics
team
outlined
for
us
sort
of
non-academic
folks
what
they're
talking
about
when
they
say
equitable
literacy
and
for
a
non-educator.
B
Like
me,
that
was
really
important
for
me
to
understand
and
the
the
piece
that
really
stuck
with
me
was
it's
about
access
to
grade
level
for
every
student
in
every
grade
in
every
program,
and
the
concern
is
that
how
often
that
doesn't
happen
right.
So
if
you're
a
student
in
a
special
education
program
or
student
who's
not
reading
at
grade
level,
they
still
need
access
to
grade
level
text
every
day,
even
if
they
can't
read
it
on
their
own,
and
so
we
need
to
be
providing
the
equitable
equitable
supports
the
resources
that
they
need.
The.
B
What
educators
call
scaffolding
supports
to
be
able
to
make
sure
that
they're
getting
access
to
that
grade
level,
content,
because
otherwise
they're
being
left
behind
they're,
not
only
not
reading
a
grade
level,
now
they're
not
getting
grade
level.
Science
they're,
not
getting
grade
level,
math
they're,
not
getting
grade
level
history.
All
of
these
things.
This
becomes
a
huge
equity
concern.
It
becomes
a
huge
academic
concern.
It
becomes
a
huge
safety
concern
for
our
students,
who
are
not
able
to
to
access
through
as
councilman
he
was
mentioning.
Written
word
is
an
important
safety
issue.
B
It's
how
you
get
your
medicine,
it's
how
you
get
your
safety
information,
it's
how
you
navigate
life,
and
so
this
was
the
focus
point
of
equitable
literacy
and
all
of
the
supports
that
are
on
that
are
about
providing
the
right
curriculum
resources.
Providing
the
right
teacher
training
to
change
our
habits
right
so
that
it's
understanding
how
you
both
bring
somebody
up
to
grade
level
and
provide
them
that
access
at
the
same
time,
and
not
compromise
on
that,
and
that's
really.
That
is
our
core
work
as
an
organization.
B
It's
our
core
work
for
covid
recovery,
and
it's
it's
something
that
I
need
to
learn
a
lot
more
about
to
be
able
to
support
from
a
finance
perspective,
because
my
my
job
is
to
really
bring
the
infrastructure
resources
to
the
teachers
who
are
trying
to
do
this
in
a
different
way,
though
I
think
we
could
talk
about
this,
and
the
experts
could
talk
about,
do
talk
about
this
every
day.
Almost
all
day,
the
last
thing
I'll
say
is
certainly
early.
Childhood
is
important.
B
B
That's
a
focus
for
our
academics
team
and
that's
where
their
that
cohort
of
students
needs
greater
intervention
and
support
and
the
teachers
that
are
now
going
to
be
in
second,
third
and
fourth
grade
teaching
skills
that
were
disrupted
by
remote
learning
or
by
misleading
during
the
pandemic.
So
it
was
a
long,
broad
sweeping.
I
think
it's
in
but
you're
you're
touching
on
some
really
important
work
and
the
core
of
our
academic
recovery
work.
E
H
It
would
be
a
worthwhile
investment
that
we
could
jump
start
some
of
that
that
that
that
literacy
and
the
reading
skills,
because
we
you
know
it's
a
nice
sad
fact-
that
we
have
students
who
graduate
or
leave
school
or
drop
out
of
school
and
they
don't
have
basic
sort
of
reading
skills
and
survival
skills
in
reading,
and
they
become
adults
that
are
not
readers
or
writers.
And
it's
it's
very
sad.
So
you
know
some
even
looking
at
that
issue,
but
just
reading
specialists
in
high
school
would
be
another
issue.
B
I
was
talking
about,
I
guess
wrong,
but
you
know
I,
I
think
you're,
I
think
you're
absolutely
right
and
you
know
it
is
part
of
the
the
work
around
equitable
literacy
is
understanding
what
needs?
How
do
you
support
students?
I
think
you're
right.
If
you
get
if
you're
not
at
grade
level
or
you're,
not
able
to
read
at
the
high
school
level,
do
we
have
the
supports
to
get
the
student.
H
I
think
the
other
issue
is
this:
even
literacy
is
literacy,
like
exposing
students
whose
english
is
not
ell,
students
to
and
families
to
books,
and
even
if
it's
in
spanish
or
portuguese,
it's
helpful
to
because
literacy
they
develop
those
skills
in
their
in
in
their
first
language.
They
can.
It
translates
into
literacy
and
english
as
well.
So
absolutely.
A
I
I
B
Yeah,
I
think,
and
I'm
gonna
turn
it
over
to
serena,
to
be
able
to
talk
in
more
detail.
I
think
there
there
are
a
couple
different
models
that
we're
working
on
for
community
hub
schools-
and
this
is
a
the
first
part-
is
to
implement
it
at
a
select
number
of
schools,
so
that
we
can
and
then
continue
to
roll
out
more
hub
schools
as
we
go.
But.
C
So
the
community
hub
model
is
being
was
being
piloted
in
a
certain
amount
of
schools,
and
so
basically,
it's
fostering
well-being
being
through
restorative
justice,
programming,
expanded
social
work
services,
developing
strong
partnerships
with
the
community
and
family,
and
so
those
are
just
some
examples
of
the
community
hub
school
model.
I
think
we
can't
necessarily
speak
in
detail
of
the
programming.
I
B
We
want
to
be
able
to
develop
high
quality
after
school
before
and
after
school
programs
at
all
schools,
and
so
what
that
looks
like
may
be
different,
depending
on
the
school,
whether
or
not
they
have
a
ymca.
That's
close
in
some
of
our
schools.
We
have
the
y
as
a
partner,
and
some
of
our
schools,
like
the
hurley
in
the
south
end
run
their
own
program,
and
so
part
of
that
is.
B
I
Yeah,
so
that's
in
in
just
those
two
things
that
I
mentioned
there:
9.5
million
and
6.5
that's
17
million
bucks,
and
you
know
I
talked
to
do
about
the
failed
house.
That's
a
real
hub
school
model,
crickets
crickets
from
the
from
the
school
department
from
across
the
hall
here,
that's
something
real!
How
come
we
can't
like?
Is
there
5
million
in
there
for
the
for
the
field
house,
like
I
asked
you
for?
I
No,
that's
a
no.
I
got
ya,
but
you
see
what
I'm
saying
we're
still
going
to
use
all
this
building,
whatever
programming
we're
building
programming
where
aaron
talked
about,
you
have
you're
hiring
ftes,
which
becomes
a
liability
when
the
sms
money
comes
out,
not
just
a
liability.
We
should
have
the
money
to
hire
the
people
that
we
need,
but
I
just
don't
think
we're
serious
about
any
of
this
here
at
all.
I
I
Why
can't
we
buy
into
something
like
this?
Why
can't
we
make
the
devil
mccormick,
something
real,
we're
going
to
turn
it
into
a
high
school
next
year,
but
we're
not
expanding
the
footprint
of
the
building
at
all.
We're
not
doing
anything
for
the
building
at
all,
so
we're
now
going
to
put
high
school
aged
and
sized
kids
into
a
middle
school
totally
and
what
we're
doing
to
them
is
not
right
and
then
to
have
no
answer
on
like
I
think,
if
we
it's
not
just
you.
I
It's
me
it's
across
the
hall
in
in
invested
in
something
like
this
one-time
one-time
payment.
The
thing
would
be
built
in
two
years:
if,
if
we
could
get
commitments
and
that
would
be
real
programming,
that
would
build
real
programming,
that
would
that
would
speak
to
after-school
meals,
hub
model,
youth
mentoring,
it
would
speak
to
it
would
speak
to
mental
health
supports.
I
It
would
speak
to
a
whole
host
of
things,
but
nothing.
You
know
it
and
there's
my
frustration,
400
million
here,
which
I'm
sure
you're
going
to
do
a
whole
lot
of
good
with,
but
I'm
sure
there's
going
to
be
a
whole
lot
of
waste
in
there.
You
know
all
contracts
going
out,
not
building
anything
with
some
school
improvements,
which
is
good,
57
million,
but
I
just
and
the
chair
the
chair
knows
where
I
am.
I
That's
you
and
the
essa
money,
not
you,
but
the
school
department
on
the
yes
of
money
and
us
city
side
on
the
opera
money.
I
don't
see.
I
don't
see
very
many
investments
that
we're
going
to
be
able
to
look
at
in
20
years
30
years,
and
it's
going
to
be
there.
You
think
a
website
that
we
build
here
for
whatever
is
going
to
website
redesign
right
here,
engaging
family.
Is
that
going
to
be
there
in
40
years?
No,
it's
not
a
building
that
we
build.
I
That
brings
real
programming
in
for
a
hub
school
model,
I'm
totally
on
board
with
the
hub
school
model,
because
most
of
the
kids
that
that,
especially
after
coming
out
of
covid,
now
they're
going
to
need
a
lot
more
services
than
that
fourth
grader.
That
was
a
fourth
grader
three
or
four
years
ago,
and
I
don't
think
we,
I
don't
think
we're
speaking
to
any
of
it.
I
That
was
a
finite
statement,
I'm
hoping
that
we're
speaking
to
some
of
it,
but
without
doing
things
like
the
field
house
that
would
be
connected
to
the
devo
and
the
mccormick.
I
think
we're
missing
opportunities.
So
I
mean
it's
good.
You
have
400
million
to
be
able
to
do
what
you
want
to
do
there,
but
I
I.
I
B
The
one
thing
I
I,
I
think,
the
the
sort
of
goal
of
having
investments
that
that
you
can
look
back
on
in
40
years.
You
know
I
will
say
that
what
we
want
to
be
able
to
do
is
at
the
end
of
esther,
to
look
back
and
say
this
is
the
impact
we
had
and
the
superintendent
has
said
before.
We
should
have
some
sort
of
badging,
where
you
can
say
this
was
paid
for
by
asker.
So
people
understand
the
impact
of
how
we
use
the
funding.
So
we
do.
B
The
team
is
constantly
looking
for
ways
to
be
able
to
to
to
be
able
to
assess
our
impact
and
be
able
to
say
this
is
the
last
thing.
This
is
the
lasting
change
that
was
made.
It
is
easiest
to
do
on
physical
infrastructure
investments.
The
limitations
on
esser
for
infrastructure
building
improvements,
capital
projects
is,
it
has
to
be
directly
related
to
the
the
covid
sort
of
mitigation.
I
So
how
is
it,
how
is
how
is
a
field
house
that's
going
to
help
help
kids
get
through
the
issues
that
they're
all
going
to
have?
How
is
a
field
house
that's
going
to
provide
them
with
not
just
we're
not
talking
basketball
and
soccer
here,
we're
talking
kitchens
we're
talking
music
rooms,
we're
talking
production
rooms,
we're
talking
quiet
rooms,
so
people
can
do
so.
Kids
can
do
their
homework.
How
is
that
not
impactful.
B
I
It
seems
like,
let
me
cut
you
off
there.
It
seems
like
at
every
turn,
because
I
look
at.
I
look
at
something
like
the
failed
house,
and
this
is
personal
to
me,
because
if
it's
in
my
district,
it's
in
an
area
or
area
of
town
that
has
been
in
the
news
for
being
underserved
for
50
years
first
hit
first
first
grade,
I
was
bussed
to
the
dev
to
the
denver
school.
I
was
over
there,
50,
whatever
it
was
50
years
ago.
It's
exactly
the
same
remain
the
same.
The
field
that
people
are
saying
is
green.
I
Space
is
the
same
as
it
was
50
years
ago
wasted
space,
but
yet
we're
going
to
say:
oh
no,
that
doesn't
fit
into
this
this
box
here
and
it's
the
same
with
the
oppa
money.
It
looks
to
me
like
it
fits
in
every
box
every
every
guideline
or
or
or
guardrail
that
you
wanna
you
want.
Whatever
name
we
wanna
put
on,
looks
like
it
fits
in
all
them,
but
can't
get
anybody
in
any
place.
I
So
I'm
just
frustrated
in
in
and
again
400
million
right
around
send
them
all
home.
We
have
no
idea
what
this
400
million
is
going.
We
think
we
do.
We
hope
we
do,
but
we
really
don't.
I've
been
listening
to
the
school
department
for
10
years.
I'm
surprised
you're
only
10
pages.
Here,
that's
normally.
Normally
you
come
out
with
like
a
70
page
document
to
put
everyone
asleep
here
and
then
we
forget.
All
our
questions
is
normally
what
happens.
I
So
I
appreciate
the
small,
the
small
presentation
here,
so
we
can
at
least
stay
awake
for
it,
but
it's
just
I
don't
know
lost
opportunities,
blown
opportunity.
I
think
so
do
with
it.
What
you
want
and
also
my
last
question:
why
are
we
spending
city
side
money
on
electrified
bus
buses?
Can
you
answer
that
kind
of
out
of
your
purview?
So
in
the
opera
money
we've
got
2.5
million
going
to
electrif
electrification
of
bps
buses
buying
buses.
B
A
B
J
Great,
thank
you.
Madam
sharon.
I've
been
anxiously
waiting
but
appreciate
my
colleagues,
passion
for
the
field
house
and
other
issues
in
this
district
bye,
frank,
so
I'm
my
first
line
of
questioning
is
gonna
focus
on
central
office
and
thank
you
all
for
being
here,
hello,
nice,
to
meet
you
so
there's.
Currently,
a
2.3
million
dollar
increase
in
the
operating
budget
to
pay
for
additional
positions
in
the
central
office.
Do
I
have
that
right?
B
J
J
There
are
significant
vacancies
that
have
yet
to
be
filled
and
we
need
to
spend,
in
my
opinion,
every
dollar,
on
our
teachers
and
in
our
classrooms,
and
so
I,
in
my
opinion,
what
I've
heard
in
my
district
is
that
there's
a
lot
of
bloat
in
central
office
when
it
comes
to
personnel
and
administration-
and
it
just
seems
like-
and
I
won't
speak
for
anybody,
but
others
on
this
body
that
have
said
that,
there's
deputies
on
deputies
and
then
a
deputy
to
oversee
the
deputy.
And
it's
just
like
it's.
J
B
B
What
we
want
to
do
is
take
out
all
of
the
work
that
is
keeping
teachers
and
principals
from
focusing
on
instruction
and
provide
those
high
quality
supports.
Sometimes
that
looks
like
central
office.
Sometimes
that's
coaching
support
to
be
able
to
offer
teachers,
high
quality,
professional
development
and
implementation
support
for
equitable
literacy.
J
B
J
B
C
J
B
J
E
J
I
didn't
see
any
investments
into
open
space,
even
though
I
do
think
that
it
does
align
with
the
goals
of
this
money,
and
I
would
like
to
see
this
money
be
used
for
for
things
that
we
can
physically
see
right,
including
playgrounds
and
including
the
o'donnell
school
playground,
which
I
still
have
yet
to
get
an
answer
for.
So
I
don't
know
if
anybody
has
an
answer
here,.
B
J
B
The
answer
in
terms
of
the
budget
for
the
o'donnell
school
playground-
I
can
get
back
to
you
in
terms
of
the
in
terms
of
that
I
don't
that's
a
capital
project.
Yeah.
The
investment
in
school
environments
is
focused
on
the
air
quality
and
ac
investments
and
then
again,
as
you
mentioned,
building
maintenance
and
repairs.
B
J
K
B
C
K
K
If
you
could
get
back
to
us
that,
I
appreciate
that
and
through
your
process
in
your
slide,
how
we
came
to
investments,
you
know
we
said
analysis
of
data.
Can
you
talk
to
me
about
who
was
involved
in
the
analysis
of
data
council?
Mejia
always
says
we're.
You
know
resource
rich,
but
collaboration
poor.
You
know
you
have
high
institutions
like
harvard
bu
and
you
right
in
our
backyard.
K
B
I
think
part
of
the
commission,
the
asser
team's
approach,
was
to
first
review
a
lot
of
the
research.
That's
been
done
in
boston,
as
you
mentioned,
from
some
of
our
great
academic
partners.
Here,
there's
been
no
shortage
of
studies
that
get
published
on
what
we
need
to
do,
so
it
was
accessing
that
work
that
was
already
done.
They
also
condition
commissioned
an
additional
research
project
from
the
reni
center
that
provided
us
with
information
that
helped
guide
the
plan.
B
The
other
piece
that
the
esser
team
did,
in
terms
of
a
request
for
each
department
to
be
able
to
request
a
specific
investment
they
had
to
identify
what
the
research
base
and
the
data
they
were
using
to
design
that
intervention.
So
it
was
both
a
sort
of
system-wide
across.
Where
are
we
looking
where
our
gaps,
where
the
superintendent
want
to
prioritize
the
execution
of
her
vision
and
then
also
each
individual
department?
When
they
came
to
us
and
said
we
wanted
an
investment
and
put
a
proposal
together?
B
C
C
K
Awesome
and
then
the
application
based,
you
know
what
you
were
talking
about
nate
to
to
advocate
for
the
investment.
Is
that
available
to
the
public
as
well
or
can
that
be
shared
with
the
council
like,
for
example,
for
the
frederick?
I
see
that
there
is
an
investment
for
equitable
literacy.
So
what
data
were
they
looking
at
in
order
to
get
that
investment
for
equitable
literacy.
B
We
for
each
individual
school
part
of
the
alignment
was
with
their
quality
school
plan.
The
quality
school
plan
is
a
school-based
sort
of
annual
process
where
they
look
at
their
data
and
identify
their
student
needs
and
then
develop
their
strategic
plan
and
part
of
what
the
team
did
was
make
sure
that
schools
were
aligning
to
that
quality
school
plan.
B
Those
those
quality
school
plans
are
not
sort
of
owned
and
managed
by
our
team
there.
It
comes
out
of
the
academic
side
of
the
house,
and
I
know
that's
something
that
we,
if
it's
not
public,
already
we're
working
on
how
to
make
sure
that
people
have
access
to
those.
So
you
can
see
the
frederick's
quality
school
plan
aligned
to
their
sr.
Investment
is
kind
of
that.
That
would
that
would
give
you
the
answers
that
you're
looking
for
for
an
individual
school.
K
B
B
But
there's
also,
we
knew
that
we
were
going
to
have
hearings
like
this
and
then
we
were
going
to
look
at
the
end
of
it
and
want
to
be
able
to
look
back
and
say
what
did
individual
schools
do
and
how
are
we
sure
that
they
were
strategic
in
their
investment?
So
we,
you
know
we
took
the
slow
down
we're
in
a
hurry
approach,
which
was
we
really
needed
schools
to
show
us
how
they
were
aligning
their
investments
to
that
quality
school
plan.
B
It
frustrated
some
of
our
school
leaders
because
they
wanted
to
spend
it
now.
They
wanted
to
spend
it
quickly,
and
so
that
was
part
of
the
delay
that
you
may
have
heard
from
frustrated
school
leaders
where
we
were
asking
them
to
say.
Take
us
from
this
document.
The
quality
school
plan
to
this
investment
walk
us
through
it,
and
once
we
see
that
alignment,
the
funding
came
and
they
could
begin
spending
it.
K
Yeah,
I
would
love
to
see
the
data
just
to
kind
of
get
an
understanding
of
our
you
know
of
our
schools,
especially
the
ones
in
my
district
and
last
question
is
any
investments
in
vote,
tech
and
other
schools
other
than
madison.
I
believe
that
you
know
vote
tech
should
be
an
option.
You
know
in
many
more
schools,
but
there's
any
investments
and
that's
a
fund
for
pilot
programs
or
any
new
initiatives
of
vote
techs
on
other
sites.
Yeah.
B
There
is
career
and
technical
education
programs
at
multiple
high
schools,
not
just
at
madison
park,
and
there
is
an
overall
goal
to
have
access
to
more
career
and
technical
pathways
at
our
high
schools.
It's
part
of
what
the
team
has
been
dubbing
their
core
for
the
four
pieces.
One
of
the
four
is
career
and
technical
pathways
and
expansion
in
terms
of
an
ester
investment
for
cte.
I'm
not
sure
I'm
looking
at
says
three
to
c.
Is
there
or
is
that
mostly
on
the
operating
side?.
L
A
L
A
Now
there
will
be
expectations
of
continuing
three
years
from
now
when
they're
talking
when
they're
in
front
of
ways
and
means
talking
about
their
operating
budget.
So
what
I
would
say,
council
pronunciation
is
that
this
hearing
reflects
more
our
desire
to
be
involved,
as
opposed
to
us,
having
like
a
really
clear
avenue
for
being
involved,
and
I
I
think
that
that's
an
ongoing
type
of
conversation
between
the
council
and
the
administration.
A
A
A
I
mean
I
think
I
first
started
asking
about
it
as
soon
as
the
federal
government
sent
the
money,
our
way,
which
I,
as
is
noted
in
their
documents,
the
monies
come
in
in
a
staggered
way.
Some
of
it
came
in
like
a
while
ago,
so
it
came
in
this
fall.
Some
of
it,
I
think,
came
in
this
winter.
Is
that
right,
nate.
B
A
A
Yeah,
well,
I
understand
that
this,
the
bps's
view
is
that
you've
needed
all
this
time
to
run
this
extensive
community
process,
which
is
how
you've
gotten
where
you
are
today
totally
understand.
I
think,
in
terms
of
the
context
of
like
the
last
council
of
this
council,
I
think
it's
been
a
continuing
frustration
of
the
councils
that
we
don't
really
have
eyes
on
this
process
and
this
money
in
a
direct
way.
B
B
L
L
E
B
I
will
just
say
in
general,
the
the
guidelines
were
fairly
flexible
in
terms
of
our
goal.
The
the
broad
stated
goals
of
the
funding
is
to
be
able
to
mitigate
the
impact
of
cobin
19
on
our
community
and
to
be
able
to
spend
it,
and
so
there
is
flexibility
in
terms
of
there
are
no
restrictions
in
terms
of
hiring
or
you
know
they
gave
us
broad
guidelines,
I'm
going
to
let
serena
walk
through
some
of
the
specifics
details
of
that
guy.
C
C
C
C
B
Yeah
so
in
terms
of
of
our
technical
compliance
to
make
sure
we're
spending
it
on
eligible
expenses,
that's
part
of
our
team's
work.
We
do
grant
reporting
to
the
state.
There
is
a
process
by
which
they
review
our
expenses
and
make
sure
that
they're
appropriate,
including
audits
of
our
federal
expenditures.
B
The
second
piece
which
I
think
the
team
has
developed
a
great
approach
to
is
making
sure
we're
having
the
impact
on
the
students
that
we
wanted
to,
and
so
they
developed
an
approach
to
identify
the
most
critical
investments
to
do
implementation,
monitoring
to
make
sure
we're
successfully
implementing
the
program
and
then
outcome
monitoring
to
be
able
to
make
sure
that
the
program
had
the
intended
outcome
on
students,
and
so
you
know
it's
sort
of
like
did
you
run
the
summer
school
program?
Did
you
you
intended
to
have
200
seats?
Did
you
offer
200
seats?
B
B
B
E
B
And
we
have,
throughout
the
budget
process,
been
presenting
on
the
parts
that
were
announced
and
ready.
It's
sort
of
the
full
details
and
translated
documents
were
available
this
week.
The
other
piece
is
this
is
not
just
a
sort
of
one
team
developing
the
budget
when
you're
doing
a
school-based
approach,
there's
there's
120
schools
that
are
developing
their
plans.
That
process
was
started
multiple
months
ago.
The
aggregating
of
that
information
and
publishing
it
just
took
us
time.
B
B
I
think
part
of
it
is
is
producing
the
full
report
so
that
you
can
look
at
the
different
parts
and
identify
the
ones
that
are
critical
for
you
or
your
constituents
that
you
want
to
follow
up
on,
and
then
we
have
committed
to
publishing
multiple
reports
on
our
progress
throughout,
and
so
we
can
make
sure
that's
available,
obviously
to
be
available
publicly,
but
think
of
opportunities
to
come
back
and
update
the
council
in
terms
of
our
progress
on
the
initiatives.
Final.
L
Comment
if
you,
if
I
may
thank
you,
madam
chair,
so
nate,
I
think
I'll-
be
happy
to
provide
that
opportunity
so
that
you
can
come
back
and
work
through
working
sessions
in
the
next
budget
and
then
we'll
start
really
early
next
time.
We'll
start
it
in
january,
we'll
bring
you
to
like
a
whole
bunch
of
working
sessions.
L
So
we
can
make
sure
that
the
next
time
we
pass
your
budget
counselors
are
not
frustrated,
and
we
understand
that
that
was
the
best
decision
for
now
or
at
least
practical
right.
But
even
if
we
don't
have
a
say
in
this
one
don't
treat
us
like
that.
Come
back
sooner
talk
to
us,
because
now
we
are
definitely
going
to
have
an
opportunity
to
talk
to
us
right
because
now
I
mean
I'm
coming
in
late,
and
I
see
this
and
we
worked
with
you
in
good
faith.
A
D
Thank
you
chair,
so
I'm
going
to
bring
up
what
I
like
to
bring
up.
A
lot
is
the
athletic
spending,
and
I
know
when
we
talked
through
the
budget
hearings,
I
shared
out
how
we're
only
spending
78
dollars
and
one
of
the
facilities
athletics
when
they
came.
They
talked
about
an
increase
of
fifteen
dollars
to.
I
think
it's
ninety
three
dollars
now,
but
that
increase
is
coming
from
esser
funding,
which
says
to
me
which
we
talked
about
previously.
This
is
not
an
investment.
D
D
I
five
percent
of
your
1.78
billion
dollar
budget
because,
if
you
add
the
450
million
you
have
this
year
to
spend
and
if
you're
taking
money
out
of
that,
so
I'm
just
going
to
leave
that
there
that
that's
a
disgrace
and
that's
one
of
the
reasons
why
I
didn't
pass
the
budget.
I
did
say
no,
because
I
did
know
that
this
would
be
time
to
go
back
and
forth
and
make
adjustments
to
make
sure
that
our
students
were
getting
what
they
needed.
D
So
I
just
want
to
make
that
statement,
and
I
know
counselor
baker
mentioned
the
small
packet
which
I
do
appreciate
and
we
did
also
get
some
emails
with
attachments.
But
there
is
the
180
page
review
report
from
desi,
which
I
hope
we
all
did
read,
and
I
just
wanted
to
mention
a
couple
things
in
that
report,
and
one
of
them
is
that
only
25
of
black
elementary
school
students
in
bps
are
reading
at
grade
level
in
english.
D
So
that
means
75
of
our
black
students
are
not
able
to
read
on
grade
level.
That's
that's
not!
Okay.
I
I
mean
I
know
you
know
that
nate,
but
it's
not.
Okay,
especially
with
all
of
this
money,
it's
also
true
and
they're,
not
here
now.
I
wish
more
of
the
counselors
were
here
to
hear
a
lot
of
this,
because
I
don't
know
if
everyone
did
read
through
this,
especially
because
we
passed
the
budget
so
quickly.
D
The
quality
of
esl
in
the
district
and
the
linguistic
and
academic
achievement
of
students
will
continue
to
suffer
and
if
many
of
the
students
who
unfortunately
are
part
of
this
75
percent
are
also
el
students.
So
it's
definitely
something
we
need
to
not
just
do
better
like.
We
have
to
really
fix
this
and,
according
to
previous
covid,
because
we
know
covid
really
made
absenteeism
worse
horrifying
in
many
ways.
There
are
kids
who
have
fallen
through
the
cracks
and
the
older
grades
have
not
returned.
D
I
don't
know
where
they
are.
I
hope
we're
all
out
there
looking
for
them
and
making
sure
they're
okay,
but,
according
to
previous
state
review
before
the
pandemic,
absenteeism
was
staggering
when
a
report
uses
the
word
staggering.
That's
not
just
a
few
schools
have
an
issue
with
attendance
that
one
family
liaison
can
fix.
So
there's
definitely
things
in
this
report
and
in
the
data
that
bps
has
that
we
really
need
to
address
going
forward,
and
we
know
don't
have
to
repeat
all
of
it
that
we
know,
but
the
schools
are
failing.
D
Our
english
learners
and
our
special
ed
students
and
the
transportation
system
is
a
disgrace.
This
can't
all
fall
on
the
new
superintendent.
We
all
know
the
timeline
and
I've
worked
through
several
of
them.
There's
going
to
be
a
new
superintendent,
but
as
a
cis
as
a
complete
system,
it
has
to
be
overhauled
and
as
a
city,
if
we
really
do
care
about
our
students,
even
though
the
decline
in
the
enrollment
is
declining
and
families
are
leaving
me
as
a
lifelong
city
resident
a
former
teacher
and
someone
who's
here
to
stay
in
the
city.
D
I
do
care
about
the
students
who
either
choose
to
be
a
bps
student
or
have
to
choose
because
many
families,
if
they
can
choose,
not
to
be
a
student
at
bps.
So
we
just
have
to
make
sure
that
people
are
reading
this
data.
So
they
do
understand
that
when
people
say
no
right
away
to
a
budget
and
stop
a
conversation
that
could
maybe
help
funding
go
to
supports
that
students
need
that.
D
G
You
chair-
and
I
would
just
like
for
the
record,
to
state
that
my
passage
of
the
budget
this
year
was
in
consideration
for
the
turmoil
that
bps
find
themselves
in,
not
because
I
really
felt
that
you
all
hit
the
mark,
so
I
just
want
to
be
really
clear
about
that,
and
that
was
your
get
out
of
jail
free
pass
that
you
only
get
once
a
term
from
me.
Okay,
just
so
you
know
that
will
not
be
happening
again.
G
So
just
want
to
be
clear,
and
I
also
think
that,
while
I
do
appreciate
counselor
box
continuous
advocacy
to
get
you
guys
in
here,
we've
missed
another
opportunity
to
be
yet
again
collaborative
right.
As
a
city-wide
counselor,
I
serve
700
000
constituents
across
the
city.
As
someone
who
worked
in
the
education
space
as
a
bps
parent,
you
know,
we've
missed
opportunities
to
really
lean
into
the
sort
of
things
that
these
dollars
could
have
been
allocated
to
and
towards,
and
it
is
without.
G
I
think
accountability
is
going
to
be
very
different.
You
know
we
created
a
new
committee,
called
government
accountability,
transparency
and
accessibility
which
under
that
falls
post
audit,
right,
nate
and
so
we're
going
to
change
the
way
we
do
business,
because
I'm
not
going
to
wait
until
the
next
cycle
of
budget
hearings
through
the
wanes
and
means
process
to
learn
and
see
how
things
are
going.
G
E
H
G
And
initiatives
to
that
earned
to
learn
or
create
opportunities
for
young.
So
let
me
okay.
Let's
talk
about
that!
Really
quick,
then,
from
a
mental
health
and
wellness
perspective,
getting
kids
out
of
the
classroom
into
you
know
the
field
that
addresses
their
mental
health
and
wellness
right.
Maybe
they
might
not
get
paid
for
it,
but
there's
opportunities
for
them
to
learn
outside
of
the
school.
G
Is
that
a
limitation
because
that
addresses
mental
health
and
wellness?
If
you
could
learn
at
a
museum,
if
you
could
learn
in
a
park,
if
you
can
learn
in
other
spaces
that
helps
your
mental
health
and
wellness
right
and
that
is
connected
to
the
covet
pandemic
right,
so
is
there
any
limitation
on
that.
C
G
G
That's
it.
I
don't
have
any
more
questions
other
than
just
more
frustration,
but
counselor
bach.
I
so
look
forward
to
working
alongside
you
on
really
helping
to
build
something
around
the
post
audit,
because
I
really
do
believe
we
have
an
opportunity
to
do
business
differently
and
given
your
understanding
of
this
world,
I
think
I
could
benefit
from
your
support
in
that.
Thank
you.
A
Thank
you
so
much
councilman
here.
Can
you
nate
walk
me
through
a
little
bit
what
the
approval
process
is
on
the
school
committee
side
you
guys
had
like
in,
like,
obviously,
as
you
said,
this
plan's
just
come
out
in
its
full
form
and
in
translation,
and
I
was
noticing
like
on
the
school
things.
There
was
sort
of
a
checklist
that
said.
A
B
For
each
of
our
grants,
the
process
that
we
follow
is
the
school
committee
votes
to
accept
and
expend
a
particular
grant
when
we
have
the
grants
as
part
of
our
overall
budget
planning
process,
we'll
often
submit
to
them
for
for
consideration
an
approval
for
all
of
the
different
allocations
that
they'll
vote
on,
so
that
we
can
load
and
start
managing
the
individual
budgets.
Once
we
have
an
approved
allocation
from
the
state,
we
then
submit
it
to
school
committee,
along
with
information
around
that
grant.
K
B
The
other
thing
is
that
we
are
working
with
the
school
committee
to
develop
periodic
grant
updates,
as
well
as
a
grant
outcomes
report,
so
that
they
can
get
a
better
sense
of
how
how
we're
spending
and
then
the
outcomes
that
we're
getting
for
spending
on
external
funds.
That's
not
just
specifically
about
esser,
but
it's
about
grants
in
general
and
then
the
final
thing,
I'll
just
add,
is
we've
publicly
committed
to
this
quarterly
updates
on
esser.
B
B
A
B
B
A
B
So
the
in
this
case
the
grant
the
end
of
the
fiscal
year
for
this
grant
would
be
august
31st
because
the
grant
runs
through
september
and
so
there's
a
lot
of
summer.
Spending
that
is
will
be
included.
But
do
you
have
a
sense,
so
I
can
tell
you
the
current
spending
to
date
for
encumbered
and
expended.
A
Okay,
so,
and
so
I
mean
say
that
even
say
that
that
accelerated
over
the
summer-
which
I
don't
know,
seems
somewhat
unlikely
but
say
that
it
did,
and
you
know
we
got
up
to
about
67,
so
we're
like
at
half
that
133.,
that's
what
you
were
referring
to
when
you
said
that,
obviously
the
new
superintendent
is
going
to
come
in
with
some
some
monies
that
were
not
expended
as
originally
planned,
and
so
there's
going
to
be
a
kind
of
like
plowing.
That
back
process
is
that
right.
B
A
B
Yeah,
I
mean
most
of
the
133
in
terms
of
the
smoothing.
If
we
really
think
about
it,
you
could
you
could
look
at
it
by
fiscal
year.
You
could
look
at
it
by
sort
of
the
spending
category
that
I
mentioned,
those
one-time
costs.
We
tried
to.
We
tried
to
project
out
that
20
million
in
spending
as
best
we
could
in
terms
of
I
think
it
was
5
million
in
the
first
year
for
that,
with
the
15
million
coming
in
second
year.
E
E
A
we're
not
going
to
pay
the
literacy
coach
double
their
salary
next
year,
so
that,
like
one
coach's
salary
for
the
year,
is
sort
of
like
oh,
we
planned
on
that,
but
it's
not
happening
so
from
my
perspective,
that
money
would
become
sort
of
like
newly
unencumbered
and
there
would
be
a
conversation
about
how
to
spend
it
by
deadline.
So
it
would
be
helpful
to
understand
like
are
we
taught
like
how
much
money
that
we
actually
anticipated
was
going
to
be
spent
in
fy
22?
A
Leaving
aside
like
you're,
saying
like
money
where,
okay,
we
misgauged
how
many
of
the
air
conditioners
we
could
get
in,
but
we're
still
going
to
spend
them
all
right.
So
it's
still
fundamentally
encumbered
like
how
much
money
is
getting
kind
of
like
freed
up
just
by
the
fact
that
we
didn't
manage
to
execute
on
the
thing
in
this
year.
So
that's
a
follow-up
question.
I
don't
expect
you
to
calculate
that.
A
A
There
are
still
people
who
only
find
out
about
the
thing
once
you're
announcing
it
right
and
you're
going
to
put
this
up
in
10
languages
and
there's
some
people
who
say
what
counselor
may
have
said
like
hey,
it
doesn't
feel
like
enough
of
this
is
dedicated
to
getting
the
school,
the
kids
who
are
not
coming
back
to
school
back
in
school
right.
So
I
think
it
would
be
relevant
for
this
body
to
understand
like,
as
as
people
are
articulating
things
that
they
wish,
that
you
guys
were
spending
the
yes
or
money
on
you
know.
C
Next
year
we
didn't
want
to
take
funding
away
from
them.
There
is
for
the
community,
the
school
innovation
line
and
the
community
partnership
line.
That's
the
other
two
buckets
that
was
put
on
hold
to
work
in
collaboration
with
the
new
superintendent,
the
sorry
I
say,
those
two
again,
these
the
school
innovation
and
then
the
community.
C
A
It
for
that
yeah
no,
and
I
would
just
say
you
know
the
other
thing
that
we're
all
stressed
about,
and
I'm
sure
you
have
a
team
stressing
about
is
just
that.
Obviously
none
of
us
want
to
get
to
the
expiration
dates
of
any
of
these
monies
and
find
that
we
haven't
gotten
them
out
the
door
right.
So
just
so.
A
I
assume,
therefore,
that
you
guys
are
tracking
money
that
might
need
to
be
repurposed
so
that
we
don't
end
up
with
money
sort
of
sitting
and
even
with
a
school,
even
if
they
keep
it
really
talking
to
them
about
like
hey.
Do
you
have
a
plan
to
spend
this
right,
like
I
assume
that
that's
a
piece
of
your
process,
so
I'm
asking
just
for
some
for
some.
B
B
I've
worked
in
finance
for
10
years,
and
the
number
of
unpredictable
factors
that
have
come
into
play
over
the
last
two
years
has
made
forecasting
our
spending
for
the
full
one
point:
three
billion
four
billion
harder
right:
we've
had
inflation
this
year,
much
higher
than
anyone
would
have
guessed.
We've
had
staffing
shortages
and
challenges
that
lead
to
underspending.
B
We've
had
staffing
shortages
that
lead
to
overspending
in
our
food
nutrition
services,
we've
had
to
adapt
a
lot,
and
so
what
we
have
been
trying
to
do
is
continuously
improve
our
forecasting.
But
looking
at
historical
trends,
which
has
been
what
has
made
our
our
budget,
very
predictable
in
past
years,
has
not
worked
in
the
last
two
years.
The
other
piece
is
we're
trying
to
ramp
up
and
spend
a
new
host
of
of
dollars
and
do
the
planning
side
with
the
same
staff
that
you're
asking
for
us
to
do
the
expenditure
side.
So
we
don't.
B
We
are
continuing
to
monitor
spending.
We
are
continuing
to
invest
in
tools
to
do
better
forecasting.
What
we
will
do
is
close
out
the
current
fiscal
year
for
the
operating
budget
and
then
turn
and
close
the
grants,
and
all
of
these
work
in
concerts
is
not
just
s
or
underspending
or
overspending.
We'll
also
be
looking
at
overspending
and
underspending
on
operating
side
and
then
our
other
federal
grants
and
competitive
groups.
B
A
B
A
No
I'm
familiar
with
the
game
of
really
trying
to
make
sure
yeah
that
we've
used
every
dollar.
I
just
think
that
what
I'm
asking
is
not
about
forecasting,
I'm
not
asking
you
to
predict
something.
I'm
saying
that
I
think
you
guys
must,
at
various
junctures
in
your
fiscal
year,
have
a
sense
of
how
much
s
or
money
you
have
left.
B
A
Right
like
and
and
then
where
there
are,
and
then
when
there
are
things
that,
like
you,
now
need
to
figure
out
to
do
with
that
money
right,
even
if
it
were
to
say,
oh
there's,
an
operating
expense,
that's
actually
esser
eligible
and
we're
over
budget
there.
So
we
actually
really
want
to
put
it
together
like
like
that,
like.
E
B
Yeah-
and
I
think
you
know
another
lesson
learned
so
I
started
as
budget
director
10
years
ago,
at
the
end
of
the
aura
funding
and
race
to
the
top,
where
we
didn't
spend
money
as
a
district
early
in
the
grant,
it
was
a
three.
It
was
again
a
three-year
brand
right,
and
so
there
was
massive
spending
in
in
year
three
that
created
a
greater
fiscal
cliff
for
us
right.
B
B
This
is
something
that
we
are
taking
very
seriously
to
both
spend
quickly
strategically
and
to
move
as
much
spending
early
as
possible
so
that
we
don't
end
up
in
year.
Three,
I
will
also
say,
and-
and
yvonne
has
been
great-
about
participating
in
the
national
network
of
council
of
great
city
schools
to
advocate,
for
a
fourth
year
of
spending,
to
be
able
to
create
that
flexibility.
B
A
A
Can
I
quickly
so
one
thing
is
like
the
the
committee
wants
and
we
will
follow
up
on
this.
Like
actual
budget
docs
here
like,
I
should
not
have
to
scroll
through
an
80
page
document
and
find
every
time
that
the
word
fte
is
mentioned
and
like
try
to
figure
out
how
many
people
were
hiring
this
money
like.
A
I
understand
that
ins
that
there
are
certain
like
contexts
in
which
this
narrative
is
what
we
want,
but
there
are
also
contexts
in
which
what
we
want
our
spreadsheets
and
so
both
in
terms
of
the
school
allocations
and
also
the
district
allocations.
I
think
I've
been
asking
every
time
we've
talked
about
this
about
the
personnel
versus
like
stuff
versus
contracts
breakdown
and
it's
frustrating
to
like
still
not
have
it
today.
A
So
I'm
sure
you
have
it
because
you
have
to
have
it
so
not
asking
you
to
create
something
new
asking
you
to
share
with
the
council,
like
the
sort
of
back
end
of
how
of
how
you
think
about
that
like,
for
instance,
like
what
is
the
actual
fte
number
across
both
barrels
in
this.
Like
do
you
guys
have
that
to
hand?
Right
now,.
B
The
piece
I'll
just
flag
is,
as
we
do,
the
implementation
that
there
will
be
money
that's
held
so
that
will
be
held
in
reserve
or
be
held
into
account
until
we're
ready
to
create
the
fte
so
I'll.
Take
as
a
small
example,
the
athletics
investments,
the
athletics
investments
will
include
an
fte
for
additional
support
or
two
to
additional
support.
The
administration
of
the
athletics
program.
Those
ftes
are
in
the
process
of
developing
the
job
description
to
get
them
reviewed
by
comp
and
created.
B
A
The
thing
that
you
said
to
me
earlier
about
the
139
ftes
and
that
sort
of
academic
counseling
bucket
and
the
71
ftes
and
the
pilot
programs
like
led
me
to
think
that
you
had
done
some
of
the
thinking.
That
is
what
I
would
do
in
your
shoes,
which
is
the
like
how
many
of
these
things
are
like?
Definitely
temporary
and
it's
not
gonna,
be
a
problem
for
them
to
sunset
versus,
like
maybe
temporary,
maybe
not
versus
like.
Oh,
we
definitely
need
to
figure
out
how
to
build
a
bridge
to
here
right.
G
E
A
And
this
body,
when
there's
actually
like
decisions
being
made
at
the
school
department
that
will
affect
the
budget
that
this
body
is
asked
to
approve
in
three
years.
It
is
totally
reasonable
for
the
council
to
want
to
understand
what
the
scope
of
that
is
right
and
to
understand
it
a
little
bit
more
than
in
sort
of
like
verbal
answers
to
questions
right.
I
think
so
just
that
is
the
follow-up
that
we
like,
and
why
can
you
just
give
me
a
quick?
A
I
people
have
sort
of
asked
us
but
like.
Why
have
we
ended
up
only
spending
four
percent
of
this
on
kind
of
like
capital
facility
stuff?
I
think
when
the
money
initially
came
in.
Obviously
we
were
in
the
throes
of
frustration
about
not
being
able
to
open
our
school
buildings
because
of
the
concerns,
and
so
I
think,
like
frankly,
a
lot
of
the
sort
of
naive
original
assumption
was
that
we
would
spend
the
lion's
share
of
this
on
capital
needs
across
our
portfolio.
A
B
I
think
part
of
it
is
the
restrictions
that
were
put
in
place
for
the
grant,
overall,
that
the
team
has
already
highlighted
in
terms
of
the
the
type
of
capital
eligible
expenses.
The
other
piece
has
to
do
with
the
timeline
it
takes
for
capital,
budgeting
and
capital
projects
and
the
three-year
timeline
of
esser
so
being
able
to
get
them
the
projects
scoped
designed
implemented.
B
B
It's
complemented
with
our
operating
budget
as
well,
but
it's
the
the
idea
is:
we
need
to
invest
in
the
facilities
condition
assessment.
We
need
to
invest
in
our
capacity
to
do
capital
projects.
That's
the
critical
investment
right
now
to
to
get
ourselves
ready
to
move
quickly
on
capital
projects,
so.
A
E
A
I
just
thought
that
the
people
there
from
the
way
it
read
in
the
booklet,
it
kind
of
sounded
like
the
people
were
to
help
do
more
facilities.
Work
not
like
they
were
project
managers
or
like
improving
our
our
overall
executing
capacity.
Is
that
so,
when
you
say
capacity,
do
you
just
mean
more
people
to
do
the
things.
A
B
B
A
It
and
just
one
more
time
to
clarify
the
this
question
of
types
of
building.
So
basically
is
the
idea
that
the
the
guidelines
ended
up,
saying,
like
you,
can
do
like,
like
hvac
and
air
filters
and
like
that
kind
of
thing.
But
you
can't
do
like
others
like
when
you
say
the
constraints
of
the
like.
What
what
were
the
constraints
that
blocked
us
from
doing
more
significant
capital
projects.
B
It
was
that
the
infrastructure
spending
would
require
a
clear
connection
to
health
and
safety
code.
Recovery
and
written
justification
would
be
needed
for
their
review.
We
weren't
able
to
do
a
sort
of
blanket
approval
for
for
large
things.
We
did
work
on
the
air
conditioning.
There
were
a
lot
of
different
facilities,
requests
that
we
received
from
schools
and
the
initial
planning
everything
from
sort
of
furniture
to
improved
outdoor
learning
classrooms.
Things
like
that,
and
so
there
was
an
approval
process
that
would
need
to
go.
Each
one
project
would
require
approval
from
deci.
B
A
A
A
Can't,
although
it
still
doesn't
convince
me
that
we
couldn't
have
been
like
we're,
gonna
do
windows
everywhere
right,
like
they're,
like
they're
types
of
we
could
have,
I
think,
probably
been
like.
That's
not
sort
of
a
ask
every
school,
what
they
would
like
thing,
that's
more
but
like
we
probably
could
have
identified
like
a
type
of
capital
expense.
That's
like
a
clear
tie
to
health
and
safety
and
done
it
district-wide
or
something.
B
Yeah
so
in
the
first
part
of
covid
recover
we
identified
and
did
seven
million
dollars
in
windows.
We
did
we're
doing
20
million
in
air
conditioning
we're
also
identifying
across
our
capital
plan
multiple
district-wide
initiatives
of
that
type.
I
think
it
becomes
the
sort
of
balance
of
you
know.
Where
do
we
want
to
spend
this
one-time
funding
and
then,
where
do
we
want
to
leverage
our
capital
budget
and
then,
where
do
we
need
capacity.
A
Yeah
all
right.
Well,
I've
asked
you
guys
lots
of
questions
I'll,
have
many
more,
but
look
forward
to
getting
that
additional
information
and
we'll
we'll
send
along
a
formal
request
on
that
front
and
yeah,
and
just
would
just
you
know
stress
I
I
continue
to
be
just
stressed
about
it's
like
every
every
job
that
it
looks
like
we're
adding
here.
Well,
it
seems
compelling
to
me
like
in
sort
of
a
vacuum
in
terms
of
the
things
that
they're
going
to
do,
and
especially
like
with
literacy
and
and
ell
work.
A
I
mean
it's
just
like
it's
such
important
stuff,
but
I
just
really
worry
about
us
setting
up
a
like
180
million
dollars
like
swing
in
year.
Three,
just
like,
I
really
don't
like
the
idea
of
having
a
ton
of
support
stuff
and
then
setting
up
a
bloodbath
in
terms
of
like
whether
we
actually
can
keep
them
on.
So
just
would
really,
I
think,
we're
gonna
have
to
have
continued
conversation.
A
B
No,
I
would
just
say
I
just
want
to
thank
the
council.
I
know
many
of
your
colleagues
have
left,
but
we
do
always
value
the
counselors
and
I
in
particular
in
the
budget
process.
I
know
that
the
counselors
represent
the
voices
of
many
constituents
across
the
city,
and
so
that
is
a
valuable
part
of
our
input.
And
while
there
is
no
formal
vote
that
the
council
takes,
the
the
feedback
that
we
get
from
counselors
is
incredibly
helpful
and
will
inform
our
organization's
planning
going
into
the
next
fiscal
year.