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From YouTube: Boston's COVID-19 Recovery on March 6, 2023
Description
Boston's COVID-19 Recovery Hearing- Docket #0159- Order for a hearing regarding a review of COVID-19 recovery funds.
B
Calling
this
hearing
to
order
for
the
record,
my
name
is
Kenzie
Bach
I'm,
the
district
8
City
councilor,
and
also
the
chair
of
the
city
council's
committee
on
covid-19
Boston's
covid-19
recovery
joined
here
by
my
colleagues,
counselor
Aaron
Murphy
at
large
counselor
Liz,
Brayden,
District
9
and
counselor
Frank
Baker
District
3..
This
hearing
is
being
recorded,
it's
being
live
streamed
at
boston.gov,
city-council,
TV
and
broadcast
on
Xfinity
channel
8,
RCN
channel
82
and
FiOS
channel
964..
B
B
So
if
you
wish
to
sign
up
for
public
testimony
here
in
the
chamber,
you
can
sign
in
on
the
sign-in
sheet
near
the
door
in
the
corner
and,
if
you're
looking
to
testify
virtually
watching
from
home,
please
email,
Shane
pack
at
s-h-a-n-e,
dot
Pac
at
boston.gov,
that's
shane.pack
boston.gov
for
the
link
and
Shane
will
add
your
name
to
the
list
and
get
you
on
there.
Today's
hearing
is
on
docket0159
order
for
a
hearing
regarding
a
review
of
covid-19
recovery
funds
and
specifically
it's
looking
at
the
Esser
funds
on
the
BPS
side.
B
I
think,
as
colleagues
know,
obviously,
the
the
Esser
funds
that
came
from
the
federal
government
in
some
of
the
same
bills
that
sent
the
American
Rescue
plan
funds
that
this
body
appropriated
sent
them
directly
to
the
school
district,
such
that
the
sort
of
appropriation
activity
is
done
at
the
school
committee
level
rather
than
the
council
level,
but
because
of
Council
oversight
over
the
BPS
budget
and
just
how
it
totally
intertwined.
Of
course,
the
sort
of
joint
project
of
of
funding
and
supporting
the
work
of
educating
our
children
is.
B
Obviously
the
council
has
a
deep
interest
in
what's
happening
with
the
sort
of
half
a
billion
dollars
of
Esser
funds.
So
that
is
what
this
hearing
today
is
focused
on
and
and
I
I
do
want
to
note.
It
was
co-sponsored
this
original
hearing
order,
which
we've
been
using
to
talk
about
this,
but
also
American,
Rescue,
plan
funds
and
other
things
by
myself.
Counselor
Braden
and
councilor
Brian
Worrell
of
District
Four,
we've
also
been
joined.
Today,
by
President
Ed
Flynn
counselor
for
District
Two,
so
I'll
allow
my
colleagues
to
make
brief
comments.
B
But
I
will
go
to
folks
for
brief
comments
and
then
we
will
hand
the
floor
over
to
Nate
Cooter,
the
Chief
Financial
Officer
for
BPS
and
Serena
La
Roche,
director
of
Esser,
for
the
schools
to
give
us
a
presentation
and
then
we'll
go
to
questions
so
I'll
go
in
order
of
arrival,
but
I
am
going
to
go
first
to
my
co-sponsor
on
this
docket
counselor
Liz
Braden
for
any
opening
remarks.
C
D
Thank
you.
Thank
you,
chair,
thank
you
for
being
here
this
morning.
Looking
forward
to
this
conversation,
I
do
have
specific
questions
after
your
presentation
and
I
do
hope
we
touch
on
you
know
these
funds
are
supposed
to
be
investing
in
the
learning
loss
of
our
students
and
the
social,
emotional
well-being
of
our
students
and
staff
coming
out
of
covid.
You
know
this
is
why
the
money's
there
so
I
will
hope
to
get
an
update
in.
Maybe
the
presentation
will
touch
on
it.
D
If
not
I'll
ask
more
questions
about
what
investments
we're
making
in
our
data
collection
to
improve
that,
because
without
the
proper
data,
we're
not
sure
if
we're
putting
the
funds
where
we
need
them,
I
know
I've
spoken
during
budget
and
anytime.
Anyone
will
listen
about
the
need
to
invest
more
in
athletics
and
art
and
other
social
emotional
supports
for
our
students,
which
I
believe
we
have
enough
in
our
regular
BPS
budget.
D
But
with
this
Esser
funding
making
sure
we're
investing
in
those
critical
critical
things
for
our
students
also
would
hope
that
we
touch
on
and
speak
about,
the
166
million
dollars,
the
101
million
we've
already
spent,
but
the
65
million
we're
planning
on
spending
out
of
Esser
funding
to
pay
for
empty
seats.
When
I
know,
we
could
have
a
robust
conversation
about
where
those
millions
could
be
spent
differently,
making
sure
if
they
could
go
directly
to
students
and
schools
that
you
know
just
need
the
support.
D
E
B
Thank
you
and
yeah
I
think
I.
Think
I've
I've
said
this
on
a
number
of
occasions.
But
for
me
the
biggest
question
is
just
the
sustainability
question
of
you
know
it's
it's
a
great
problem
to
have
when
the
federal
government
gives
you
a
bunch
of
one-time
money,
but
so
many
of
the
public,
the
Boston
Public
Schools,
you
know
challenges
and
the
and
the
things
that
the
school
Department's
really
working
on
are
multi-year
Endeavors
that
involve
kind
of
like
deep,
long-term
investment
and
change.
B
And
so
for
me,
that's
always
been
the
question
mark
about
the
Esser
phones
is
like
how
are
we
using
them
strategically
with
our
eyes
wide
open
to
that
and
not
putting
ourselves
in
sort
of
Cliff
positions,
so
that's
kind
of
where
I'm
coming
from
on
this
hearing,
but
but
we
can
get
to
more
questions
and
editorial
comments
after
your
presentation.
B
Thank
you
again
for
being
here
again.
It's
Nate
Cooter
CFO
for
the
school
district
and
Serena
law,
Rook
director
of
faster
for
the
schools
and
I'll
pass
it
over
to
you.
F
Thank
you
so
much
and
good
morning,
it's
great
to
be
back
with
you
and
talking
about
such
an
important
topic.
I
think
your
comments,
All
framed
this
perfectly
the
importance
of
this
hearing
and
the
challenges
and
opportunities
that
we
have
with
the
elementary
and
secondary
school
emergency
relief
fund
or
Esser.
So
this
morning,
we're
going
to
talk
through
how
we're
currently
spending
us
or
in
our
progress
to
date,
both
in
terms
of
how
much
we've
spent
and
the
programs
that
we're
spending
on
providing
some
examples
of
school-based
spending.
F
So
with
that
I
want
to
start
the
presentation
with
this
statement
from
the
opportunity
and
achievement
Gap
policy,
it's
really
important
for
us
to
think
about
and
anchor
ourselves
in
closing
opportunity
and
achievement
gaps
and,
as
councilor
Murphy
mentioned,
with
the
intent
of
Sr
to
be
around
closing
opportunity,
gaps
that
were
and
achievement
gaps
that
were
further
worsened
during
the
pandemic.
We
have
an
obligation
to
really
think
about
be
strategic
about
how
we
approach
that
learning
loss.
F
And
so
we
need
to
think
about
this
as
a
multi-year
strategy.
It's
not
just
about
spending
the
money
quickly
or
spending
the
money
in
in
immediate
ways,
but
also
thinking
about
how
do
we
structure
ourselves
and
structure
our
organization
to
meet
those
student
needs
in
the
long
run.
G
So
this
table
illustrates
the
plan
for
spending
among
the
different
types
of
Investments
that
serve
specific
purposes
in
our
effort
to
return
recover
and
reimagine.
So
for
the
school
plan.
G
G
The
next
one
you'll
see
district-wide
Investments
and
those
are
funding
program,
Services
materials
in
some
cases,
staff
that
benefit
schools
and
their
students
directly,
but
that
they
are
planned,
purchased
and
supported
through
the
district.
We
use
this
approach,
particularly
where
there
are
supports
that
are
needed
across
many
or
all
schools,
or
where
there's
specific
equity
and
access
access
gaps
that
need
to
be
addressed
between
schools,
then
you'll
see
there's
a
community
and
cross-school
Innovation
bucket.
G
We
currently
have
plans
to
use
these
funds
to
support
our
major
District
priorities,
so
Community
Partners
are
also
funded
as
part
of
this
as
part
of
our
district
and
school
plan
efforts,
and
then
we
have
the
additional
covid
mitigation,
and
so
that
covers
the
cost
of
additional
items
such
as
school
cleaning,
PPE,
and
so
there
are
some
District
invest
under
the
district
investment
bucket
that
are
other
covid
mitigations,
such
as
stipends
for
nurses
and
air
filtration.
But
majority
of
that
is
under
the
additional
coveted
mitigation
for
PPE.
G
So
we're
going
to
go
a
little
bit
into
this
spending
portion,
so
BPS
to
date
has
spent
186
million
of
Esther
funding.
Now
when
I
say
spending
I
mean
actually
expended
encumbered
me,
we
started
a
contract,
but
the
services
are
going
and
then
we
also
included
filled
projected
salaries
in
that
as
well.
G
Unfilled
is
not
included
in
this
piece
in
terms
of
spending
because
it's
vacant,
and
so
we
just
want
to
keep
an
eye
on
that,
and
so
it's
broken
up.
Those
totals
across
sr1,
2
and
3
right.
So
s
or
one
that's
done.
That
was
the
completely
spent
of
the
55
million.
G
The
the
amount
that
I'm
giving
you
is
as
of
October,
2022
I.
Think
that's
important
to
note.
We
are
going
to
do
a
deeper
dive
coming
up,
but
I
do
want
to
mention
that
that's
where
that
number
is
coming
from
sr2
we've
spent
about
65
million
of
that
and
then
sr3
is
66
million.
G
So,
to
ensure
that
we
understand,
we
need
to
monitor
this
so
to
ensure
that
BPS
is
adequately
monitoring
and
spending
by
the
relevant
deadlines,
we're
implementing
a
few
balance
and
checks
and
balances,
and
so
first,
the
district
has
divided
sr2
and
three
investments
into
the
three
annual
budget
years.
So
we
have
those
benchmarks
of
what
we
need
to
spend
year,
one
year
two
year,
three,
so
that
we
can
check
to
see
how
we
budgeted
versus
what
actually
happened
in
terms
of
spending.
G
G
So
we
want
to
be
sure
that
we're
able
to
reallocate
funding
that's
tied
to
unfilled
positions,
especially
over
time
and
then
finally,
we're
reallocating
funds
that
are
under
under
spent
in
a
ways
that
are
aligned
to
our
major
District
priorities
such
as
affordable
literacy,
inclusion,
multilingual
learning
so,
for
example,
BPS
repurposed,
unspent
funds
from
FY
22
and
reallocated
4.5
million
over
two
years
to
have
a
contract
with
City
year.
Since
a
lot
of
schools
were
requesting
to
work
with
City
air
and
it's
part
of
our
Equitable
literacy
implementation
support
at
school.
G
So
the
long-awaited
slide
of
ftes
so
as
this
serves
two
purposes,
so
one
what's
filled
and
not
filled
right
as
we're
thinking
about
reallocation
and
then
two.
What
are
the
ongoing
costs
so
thinking
about
sustainability?
That
Nate
will
talk
to
a
little
bit
later
and
what
types
of
ftes
are
they
like?
What
are
they
requesting
and
how
is
it
aligned
to
our
district
initiatives
right
So?
Currently,
on
the
school
side,
there's
27.9
million
budgeted
positions
for
FY
23
on
Esser
for
schools,
which
is
about
274.3
ftes
on
the
school
side
for
central
office.
G
G
On
the
district
side,
we've
invested
a
lot
in
Equitable
literacy
in
our
multilingual
infrastructure,
special
education,
compensatory
services,
nursing
inclusion
and
then
the
telescope
and
teacher
leadership.
So
on
the
district
side,
that's
where
a
lot
of
those
positions
lie.
Now,
if
you
look
across
the
two,
there's
overlap
right
so
we're
simultaneously
investing
in
inclusion
and
Equitable
literacy.
At
the
same
time,
on
the
position
side.
G
So
as
one
of
our
sustainability
strategies,
it's
really
important
that
we
think
about
progress,
monitoring,
thinking
about
what's
working
and
what's
not
working,
what
do
we
need
to
sustain
versus?
What
do
we
need
to
stop?
And
so
this
is
why
we
spent
or
spending
time
around
the
district
Pro,
the
school
and
District
process
for
continuous
Improvement.
It's
also
important
to
note
that
our
national
experts
do
say
that
to
do
the
gold
standard
of
return
on
investments
is
difficult
in
terms
of
the
short
amount
of
time
of
Esser.
G
However,
they
do
say
that
you
do
need
to
think
about
your
benchmarks.
You
do
need
to
think
about
your
progress
and
how
you're
you're
measuring
up
toward
that
progress,
and
so
that's
what
we're
doing
so
in
terms
of
The
Proposal
portion
where
schools
and
districts
reach
out
to
us
each
year.
G
We
are
thinking
about
like
how
is
it
aligned
to
schools,
quality,
School,
Improvement
plans
and
those
plans
have
things
such
as
student
outcome
measures,
progress,
monitoring
measures,
it
has
basically
it's
their
implementation
plan
and
that
existed
before
Esser
and
continues
to
exist
with
Esser
and
after
Esser.
G
The
other
piece
that
we
look
at
is
how
is
the
the
rationale
of
the
expenses
aligned
to
those
priorities,
both
on
a
school
and
District
side?
How
have
you
engaged
your
community
and
how
is
it
supporting
the
students
most
impacted?
G
So
that's
the
kind
of
data
that
we
need
to
understand
when
we
are
allocating
the
funds.
There
is
a
mid-year
and
end
of
year,
reflection
for
both
school
and
districts.
The
timing
is
a
little
bit
different
in
terms
of
like
the
months,
but
essentially
it
does
happen
two
times
throughout
the
year,
and
so
we
basically
asked
what
was
done.
What's
worked,
what
hasn't?
What's
the
general
evidence
of
empath,
especially
around
student
outcomes?
G
What's
the
evidence
of
equity
and
some
Demand
on
and
the
demand
on
school
Community
engagement
and
then
what
Esther
Investments
have
been
most
helpful
and
in
the
spending,
and
all
of
that
is
meant
to
help
with
us
as
we're
closing
the
achievement.
Gap
also
developing
closing
achievement
Gap
by
Equitable
funding,
robust
academic
performing
and
social
emotional
supports,
ensuring
that
we
get
the
community
engagement
and
then
what
we're
sustaining,
Beyond
us
or
so
those
are
kind
of
the
three
steps
that
we're
taking
again.
G
So
on
this
end,
we're
gonna
go
into
an
example
of
a
district
highlight
and
Council
Murphy
I
didn't
pick
the
social
emotional
learning.
So
we
can
ask
that
later.
I
did
Zone
in
on
the
accelerate
academic
performance,
but
we
do
have
this
level
of
data
for
every
single
bucket
and
so
in
terms
of
the
district's
s
or
highlight
we've
allocated
for
42.6
million
to
accelerate
academic
performance,
and
so
one
of
that
is
through
Equitable.
G
Literacy
provide
every
school
with
library,
library,
Staffing,
Library,
Collections
and
information
science
technology,
creating
60
new
outdoor
teaching
and
learning
spaces
in
science.
That
includes
field
trips,
offering
ethnic
studies
to
all
secondary
high
schools
and
provide
interventions
in
individualized
learning
such
as
remote
tutoring
access
through
paper.
G
So
as
of
October
40
of
our
there
was
an
increase
of
40
percent
in
student
Library
access
compared
to
last
fiscal
year,
so
actually
compared
to
FY
21.
Over
400
teachers
received
professional
development
on
Equitable
literacy.
So
basically,
how
do
you
interact
with
your
students
around
discourse
student
discourse,
engaging
students
a
little
bit
more
76
elementary
schools
received
curriculum
materials
and
then
35
telescope
teacher
leadership
fund
grants
were
awarded
and
in
art
in
progress.
G
So
this
is
all
this
is
some
of
the
progress
under
our
accelerating
academic
performance
on
the
central
office,
investment.
G
We're
also
going
to
give
some
examples
on
a
school
level
as
well
for
school
plan
Investments,
so
cash
as
a
school
saw
Improvement
at
map
growth
reading
scores
and
there
was
that
connection
to
the
Esther
funding
strategies.
Now
there
are
other
things
in
their
budget
that
could
lead
to
this,
but
the
specific
pieces
that
SRS
funding
that
helped
with
this
outcome
is
that
they've
invested
25
000
in
educator
and
teacher
leaderships,
so
stipends
helped
to
fund
teacher
time
as
they
joined
professional
development
such
as
the
reading,
Horizon
training
and
then
the
science
of
reading.
G
Again,
all
under
the
Equitable
literacy,
professional
development
and
then
thirty
thousand
dollars
were
spent
in
high
quality
text,
and
so
in
this
case,
cash
approach
to
their
Investments
was
that
each
academic
Department
received
funding
to
purchase
tax,
so
their
math
Ela,
their
Science
History
their
program
for
students
with
autism,
and
so
that
was
their
approach
here,
that
they
felt
contributed
to
their
outcomes.
G
G
Next,
in
the
case
of
I'm,
going
to
give
an
inclusion
example
in
a
case
of
Hernandez,
they
saw
a
higher
growth
and
map
growth,
reading
and
math
for
students
in
their
Fifth
and
seventh
grades
for
students
that
were
receiving
IEP
services
and
for
them
they
can.
They
spent
a
little
over
566
000
in
fce,
and
that
included
admin,
support
to
oversee
mtss
for
Behavior
social,
emotional
support,
family
engagement
and
establishing
a
new
system
around
their
Community
Hub
and
wraparound
Services.
G
They
mentioned
that
this
admin
was
also
critical
in
helping
them
think
through
their
scheduling
so
that
they
can
maximize
their
time
their
staff's
time
and
providing
more
intensive
supports
to
their
students
in
small
group
learning.
They
also
had
learning
Specialists.
So
that's
paired
to
that
scheduling
right
where
on
Esser
they
have
2.8
FTE
and
they
work
with
two
grade
levels
to
make
it
possible
for
all
students
with
IEP
to
receive
push
in
Services
rather
being
pulled
out.
G
G
F
Next
thing
we
wanted
to
cover
for
you
this
morning
was
our
sustainability
planning,
obviously
with
400
million
dollars
in
Esser
funding.
Coming
to
this
as
a
district,
it's
a
tremendous
opportunity,
but
there's
also
a
tremendous
risk
for
us,
and
so
this
chart
shows
the
allocations
both
general
fund
increases
and
our
Esser
spending
over
the
three
over
excuse
me,
the
four
years
starting
with
sr1,
which
is
also
cares,
act
and
then
the
period
of
the
three-year
period
of
sr2
and
three,
and
so
you
can
see.
F
B
F
Additional
sorry,
this
is
the
incremental
change
off
of
the
fiscal
year
20
budget.
So
thank
you
in
the
and
just
to
yeah
to
further
explain
the
chart
in
the
First
Column
that
says
fy21.
We
received
36
million
in
annual
investment
from
the
city
of
Boston
on
our
general
funds,
and
that
year
we
had
51
million
on
cares
act,
and
this
includes
20
million
dollars
that
we
received
from
the
city's
funding
in
that
year
helped
pay
for
laptops.
Sorry.
B
Just
one
second
councilman,
and
then
I
was
just
going
to
say,
and
my
understanding
right
is
that
you
guys
are
actually
doing
this
above
a
sort
of
like
inflation
or
cost
increase
line.
Right
like
the
36
was
like
a
real
new
Investments
36,
as
opposed
to
also
including
the
increases
in
contracts
and
Personnel
costs,
and
such.
F
Correct
the
in
those
years,
the
operating
budget
I
have
to
go
back
and
give
you
the
exact
numbers
in
terms
of
our
total
increase.
But
in
those
years
the
Investments
were
over
and
above
our
maintenance
costs,
increase
right
or
level
service
increase
right.
But
in
those
cases
in
those
years
because
we
had
offsetting
decreases
in
our
costs
and
increases
in
our
costs
that
the
36
million
represents
are
our
appropriation
increase
for
that
year
as
well.
B
B
F
It
it
absolutely
was
so.
The
three-year
100
million
dollar
commitment
ended
up
being
a
three
year:
110
million
dollar
commitment
of
increased
costs,
that's
represented
by
the
blue
and
gray
bars,
because
that
was
the
the
three-year
incremental
increases
with
Astra.
F
On
top
of
that,
and
so
you
know,
we've
been
very
fortunate
by
your
continued
support
in
the
continued
support
of
the
mayor's
office
for
new
Investments,
and
so
we've
been
able
to
expand
things
both
on
the
general
fund
and
on
Esser
new
investments
in
social,
emotional
positions,
new
investments
in
family,
Liaisons
and
nurses,
all
part
of
our
operating
budget,
not
in
the
sort
of
more
unsustainable
funding
of
of
Esser,
but
either
way
wait
just
before
you
go
because.
E
E
F
F
Yeah
and
then
the
the
gray
bar
represents
that
sort
of
sustained
investment,
so
the
110
million
that
you
mentioned,
councilor
Bach,
is
represented
in
the
gray
bar
in
fy24.
F
The
65
million
represents
the
incremental
increase
that
we're
proposing
for
this
year's
budget,
so
175
million
over
FY
20
and
then
the
134
represents
the
sort
of
projected
amount
of
Esser
funding
we'll
have
available
for
next
year,
based
on
the
current
spend
rate
and
available
funding,
and
so
when
we
think
about
from
a
school
perspective,
there's
there's
multiple
things
that
we're
trying
to
balance
from
a
sustainability
perspective.
F
The
first
is
we're
trying
to
be
really
thoughtful
about
how
we
spend
that
400
million
dollars
so
that
we
don't
create
more
of
a
fiscal
clip,
but
at
the
same
time
we
want
to
spend
all
of
that.
We
don't
want
to
return
money
to
the
federal
government.
So
there
is
that
real
tension
of
the
time
period
that
we
have
to
spend
it
and
the
the
mechanisms
that
we
have
to
spend
that
level
of
funding.
F
The
other
piece
is
that
we
want
to
think
about
what
are
the
things
that
are
most
critical
for
us
to
sustain
that
are
strategically
aligned
and
not
just
continuing
to
fund
those
things,
because
they
were
in
our
budget
before
and
so
there's
a
real
tension
between
new
Investments
and
critical
strategic
aligned,
Investments
and
what
schools
are
spent
in
the
past,
and
so
we
need
to
take
a
critical
lens
at
both
of
those
things,
as
we
think
about
sustainability,
because
there's
no
path
forward
where
we
do
everything
the
same
way
right.
F
If
our
system
is
designed
to
get
the
results,
we're
getting,
we
know
we
need
to
change
the
way
we
do
things
in
order
to
get
better
results
for
our
students.
It's
part
of
the
outcome
based
budgeting
work
that
the
superintendent
has
challenged
us
to
do,
and
what
that
this
body
has
asked
us
to
do
repeatedly.
F
So
what
we're
doing
in
next
year
to
help
prepare
for
this
fiscal
cliff
and
start
the
challenge?
The
first
is
that
we
are
making
a
15
million
dollar
investment,
so
15
million
dollars
of
our
general
fund
increase
is
going
to
take
things
that
are
on
Esser
in
the
school
that
we
think
are
strategically
aligned
and
strategically
aligned
mostly
has
to
do
with
Equitable
literacy,
inclusive
strategies
and
our
strategic
plan
for
multi
multilingual
learners.
F
So
in
a
typical
budget
year
in
a
weighted
student
funding
District
as
enrollment
declines,
we
would
adjust
School
budgets
accordingly.
F
For
the
last
two
fiscal
years,
we
have
not
made
those
adjustments.
In
the
first
year,
it
was
meant
to
stabilize
School
enrollment
and
stabilize
School
Investments,
as
we
were
coming
out
of
the
pandemic
and
reopening
schools.
We
didn't
want
to
make
major
cuts
to
services
and
programs
in
schools,
while
the
students
were
already
experiencing
the
instability
of
the
pandemic.
F
Well,
we
saw
in
the
second
year
was
that
it
was
partially
beneficial
that
we
had
maintained
capacity,
because
we
saw
an
influx
of
multilingual
Learners
of
of
immigrant
students
that
had
started
to
return
to
our
district,
so
we
needed
additional
capacity,
but
the
reality
is
that
we
still
have
more
capacity,
we've
still
maintained
services
and
programs,
as
if
we
had
the
same
number
of
students
we
had
two
years
ago,
so
we
needed
to
think
about
how
we're
going
to
transition
that
enrollment.
F
So
part
of
this
is
asking
schools
to
go
through
their
budget
and
move
things
that
are
part
of
the
hold
harmless
onto
Esser.
And
this
is
we're
in
the
first
couple
weeks
of
doing
that
with
schools,
and
you
start
to
see
the
concern
that
they
have
around
the
sustainability.
This
is,
but
this
is
part
of
the
exercise
that
we
need
to
do
as
a
district
to
help
sort
of
identify
really.
F
This
is
the
funding
that
they've
received
over
and
above
their
weighted
student
funding
amount,
and
so,
as
part
of
that,
you
see
two
parts,
one
are
district
directed
positions,
so
we
will
come
in
and
say
every
school
needs
to
have
certain
positions,
a
family
liaison,
an
instructional
coach,
librarian
and
partnership
dollars.
These
are
examples
of
positions
that
are
over
and
above
their
weighted
student
funding
that
are
considered
non-required
positions,
but
are
district,
directed
positions,
meaning
we
think
they're
critical
for
Student
Success
and
are
aligned
to
our
strategies
that
totals
about
nine
hundred
thousand
dollars.
F
This
school
also
received
funding
for
school,
directed
positions,
meaning
these
are
positions
that
the
school
has
decided
that
they're
going
to
invest
in
in
the
past
assistant
principal
a
cluster
sub
guidance
and
other
positions
in
the
schools,
critical
for
the
schools
to
be
able
to
run
their
program
as
is,
and
but
it's
it's
school-based
decisions
we
didn't
as
a
district
tell
them
they
needed
to
budget
those
positions,
the
total
funding,
so
that
includes
the
foundation
for
quality,
which
is
the
minimum
funding
that
a
school
would
receive
and
hold
harmless
dollars.
F
What
we're
doing
with
them
as
a
school
is
we're
working
through
the
budget
and
now
saying.
Okay,
the
things
that
are
district
directed
that
are
part
of
this
hold
harmless
will
remain
on
your
general
funds
and
for
the
things
that
are
School
directed
those
things
represented
in
purple.
Those
are
the
pieces
that
are
eligible
to
move
to
Esser.
Those
are
the
things
that,
in
a
typical
budget
year
prior
to
the
pandemic,
we
would
have.
F
F
F
We're
also
working
with
schools
to
identify
those
things
that
are
on
their
Esser
funding
to
move
on
to
it.
So
you
may
see
a
single
school
that
has
positions
moving
in
sort
of
both
directions:
they're
moving
hold
harmless
things
off
of
Esser
and
I
mean
excuse
me,
holding
hold
harmless
off
of
their
General
funds
and
on
to
Esser
and
they're,
identifying
those
things
on
Ester
that
are
strategically
aligned.
Things
like
instructional
AIDS,
supporting
their
special
education
programming,
their
inclusion
strategies.
F
Those
would
be
things
that
are
eligible
to
move
off
of
Esser
and
onto
the
general
funds,
and
so
what
what
that
means
from
a
school
is
is
not
necessarily
A
change
in
funding.
All
schools
are
going
to
receive
the
same
amount
of
funding,
but
it
is
going
to
show
them.
These
are
the
things
that
are
strategically
aligned
that
are
important
for
us
to
continue,
and
these
are
the
things
that
are
not
strategically
aligned
that
we
think
have
value,
but
in
a
time
where
we're
not
able
to
fund
schools
at
the
same
level.
F
These
are
the
things
that
we'll
be
eligible
to
be
reduced
in
future
years,
as
we
go
into
it.
So
with
that
I'm
going
to
just
note
that
we
are
in
the
process
of
revisiting
our
our
overall
school
funding,
the
reimagined
school
funding
project.
It's
an
opportunity
for
us
to
think
about
what
every
school
needs
to
be
funded,
what
we
need
to
have
at
every
school
and
our
funding
mechanism.
So
the
result
of
this
is
that
we
will
no
longer
be
funding
schools,
possibly
as
early
as
fy25
using
weighted
student
funding.
F
And
then
the
last
thing
I
want
to
mention
is
reports
are
available
online.
You
can
both
go
to
Boston
Public,
Schools,
backslash
or
forward
slash
budget
to
find
all
of
our
budget
documents.
But
then
also,
if
you
go
to
our
website
and
look
for
the
Esser
section,
you'll
be
able
to
find
information
and
an
updated
report
which
we
just
published
this
week
around
after
spending
to
date
and
with
that
I
will
turn
it
over
to
councilor
Bach
and
to
you
for
questions.
F
F
The
last
update
that
we
gave
to
school
committee
was
in
December
based
on
that
October
and
then,
of
course,
we're
in
the
middle
of
budget
season,
and
so
we've
just
gotten
behind
a
little
bit
in
terms
of
our
updates.
So
the
October
spending
is
the
latest.
F
That's
part
of
that
report
and
then
we'll
continue
to
update
the
school
committee
with
spending
patterns,
but
part
of
the
reason,
as
Serena
mentioned,
included
in
that
is
not
just
spending
to
date,
but
projected
spending
based
on
field
vacancies,
I
filled
ftes
and
our
encumbrances,
which
is
a
good
estimate
for
how
much
we
think
we'll
spend.
In
the
current
year,
we
haven't
seen
a
significant
shift
in
spending
since
that
time.
B
Yeah
I
guess
I
just
want
a
flag
that
you
know
I,
think
so
to
me.
There's
like
kind
of
two
fiscal
questions
here.
One
of
them
is
about
the
sustainability
and
making
sure
that
you
know
this
transition
stuff
that
you
were
just
talking
about
and
then
the
other,
as
you
alluded
to,
and
we've
been
focused
on
this
with
arpa
as
well,
is
what
like,
what's
our
spend
down
right
right
and
like
how?
B
How
close
are
we
to
because
we
really
have
to
land
the
plane
on
that
dime
right
with
this
Federal
funding
and
I
will
just
say
that
with
arpa
we've
got
a
quarterly
report
and
like
yes,
it
is
lagging.
You
know
it
goes
up
and
then
it
lags
a
month,
but
it
doesn't
lag
five
months
and
I.
Think
like
I,
just
think
it's
for
me
when
we're
talking
about
stuff
that
has
to
be
spent
by
September
24,
like
having
data.
B
If
I
saw
the
updated
number
for
even
January
right
like
but
I,
think
it's
just
just
keeping
in
mind
that
the
part
of
the
oversight
purpose
is
to
make
sure
that
we're
really
hitting
those
targets
and
so
I
think
just
given
the
timeline
we're
on
having
the
data
lag,
that
much
doesn't
really
work.
I,
don't
think
it
should
work
for
the
school
committee
and
it
doesn't
work
for
the
council.
B
So
I
would
just
say
that
that's
something
that
I
think
the
committee
will
follow
up
on
in
pretty
short
order
is
like
getting
the
most
updated
data
that
you
have
available
without
without
asking
you
to
you
know.
Obviously
you
can't
close
the
books
on
a
month
until
you
close
the
books
on
a
month.
I'm,
not
you
know,
but
I
just
I
think
like
really
that
it's
one
of
the
things
that
I
feel
antsy
about
in
an
oversight
role.
So
but
that's
just
more
of
an
editorial
comment.
B
I'm
going
to
go
to
my
colleagues
first
and
then
I'll
go
to
my
questions.
Counselor
Braden.
C
Concerned
about
the
the
allocated
put
on
spend
portion,
given
the
tight
timelines,
we're
on
I'm
I'm,
really
wondering
in
terms
of
just
Central
staff,
Central
versus
schools.
C
One
one
deficit,
I
I,
see
when
we
look
at
the
BPS
budget
in
terms
of
the
funding
for
Partnerships
I.
Think
Partnerships
is
one
area
where
we
can
build
some
sustainability
over
time
and
are
we
investing
in
in
developing
Partnerships
at
this
time
when
we
have
a
little
extra
so
that
we
would
have
an
infrastructure
going
forward?
Like
my
understanding
last
year,
when
I
asked
the
question,
but
budget
was
it
wasn't
a
huge
number
of
it?
Was
one
person
really
assigned
to
working
on
Partnerships
in
the
city
of
Boston
and
I?
C
I
really
feel
that
we're
leaving
a
lot
on
the
on
the
table
when
it
comes
to
leveraging
our
relationships
and
our
Partnerships
across
the
city
in
all
sectors
and
I
just
want
to
know.
Are
we
investing
in
that
particular
aspect?
I
know:
councilor,
Murphy
and
I
both
share
a
concern
about
Athletics
School
athletics.
It
is
incredible
investment.
That's
that
as
a
payoff.
It's
it
gives
you
a
lot
of
return
for
your
investment
in
terms
of
emotional
health,
engagement
and
Leadership,
lots
of
really
good
health
benefits
for
our
students.
C
F
Great
I'll
I
think
Serena
is
going
to
pull
up
the
actual
Investments
on
on
Partnerships
in
athletics.
Just
to
give
you
an
update
but
I'll
just
say,
I
think
from
a
partnership
perspective.
I
do
think
that
we've
had
some
conversations
around
those
partners
that
we
want
to
make
sure.
F
You
know
it's
sort
of
an
interesting
opportunity
for
us
to
provide
seed,
money
or
startup
costs
for
a
partnership
or
expand
a
partnership.
But
we
need
to
be
thinking
about
that
long-term
sustainability
of
what
that
partnership
meant
and
so
I
think.
An
interesting
example
of
that
one
that
I'm
excited
about
in
terms
of
we've
been
working
with
our
our
science
department
in
terms
of
getting
more.
F
It's
I
think
the
term
that
they're
using
is
the
sort
of
Rites
of
Passage,
where
we're
starting
to
identify
opportunities
for
students
to
be
able
to
go
and
have
experiences
at
one
of
the
great
Partners
we
have
either
Thompson
island
or
Hale
or
somewhere,
where
they're
able
to
go
and
have
these
sort
of
outdoor
experiences
very
science
based
in
terms
of
the
experience
that
they
have
during
the
day.
F
But
then
also
there's
a
lot
of
opportunity
for
them
to
have
sort
of
these
team
building
sort
of
reconnecting
with
their
peers,
reconnecting
with
their
school
opportunities.
That
I
think
we've
started
to
work
with
schools
on
and
then
we're
going
to
think
about.
How
do
we
sustain
that
ongoing?
Because
we
have
tremendous
opportunity
in
the
city
to
do
really
cool
things
like
that?
We
have
resources
throughout
Partnerships,
so
I
agree
with
you
on
that
and
then
in
terms
of
Athletics
I.
F
Think
there's
you
know
an
opportunity
for
us
to
invest
in
the
startup
costs
of
new
programs.
We
again
it's
an
interesting
place.
We
have
to
think
about
sustainability.
We
didn't
want
to
stand
up
a
whole
bunch
of
teams
only
to
take
them
away
two
years
later,
if
we
don't
have
a
funding
strategy
for
that,
so
I
think
that's
part
of
our
our
sort
of
two
part
that
you
can
buy
new
equipment.
F
G
So
there
are
three
in
on
the
athletic
side
or
improving
health
and
physical
education.
There
are
three
central
office
Investments
and
one
is
in
expanding
and
improving
Athletics,
so
increasing
access
to
organized
sports
for
k
through
eight
and
secondary
levels.
G
So
that's
through
additional
teams,
equipment,
coaching
staff
facilities
and
maintenance,
there's
another
investment
where
they
are
working
to
close
the
gap
in
physical
education
instruction,
so
it's
more
accessible
and
then
the
other
one
is
through
health
literacy,
so
not
necessarily
just
like
physical
education
and
so
for
this
one
they're,
hoping
to
close
the
opportunity
and
access
Gap
in
health,
education
by
expanding
high
quality
and
health
programming
to
12
additional
schools
grades
six
through
eight.
G
G
And
so
you
can
get
that
information
as
well.
If
you
want
additional
details
in
terms
of
Partnerships
now
that
one
lives
in
multiple
places,
so
on
the
school
Investments
side,
schools
are
really
relying
on
Partnerships,
so
things
ranging
from
enrichment
activities
to
wrap
around
services
to
which
could
include
mental
health,
supports
to
things
like
play,
works
so
there's
a
lot
of
Partnerships
that
are
being
utilized
on
the
the
school
side,
and
then
there
are
some
again
on
the
central
office
side.
So
we
mentioned
like
City
year
as
an
example.
C
In
terms
of
central
office
staff,
is
it
how
I'm
just
thinking
like
who
coordinates
that
like
who
coordinates
the
Partnerships
who
goes
out
and
finds
new
Partnerships?
Are
we
we
really
leveraging
all
these
incredible
resources
we
have
across
the
city
in
our
Arts
and
Science
EDS
and
meds
or
universities
our
industry?
All
this
all
these
new
biotech
jobs
coming
in?
How
are
we
getting
in
there
and
how
are
we
leveraging
that
opportunity,
like
I
I,
don't
I
think
we're
asleep
at
the
wheel
here
really.
F
I
I
would
agree
that
we
we
have
tremendous
resources
here
in
the
city
and
being
able
to
leverage
that
I
think
Partnerships
are
established
in
in
multiple
ways.
Individual
schools
will
establish
Partnerships
I,
think
some
of
our
schools
are
better
than
others
in
terms
of
reaching
out
and
and
developing
those
relationships.
F
You
mentioned
some
of
the
stem
Partnerships
or
sort
of
what
I
call
content
area
specific
Partnerships
that
the
central
office
academics
team
has
been
developing
Beth
milewski
is
the
person
who
I
mentioned
who's
working
on
that
the
rights
of
Passage
sort
of
stem
partnership,
and
then
we
do
have
a
partnership
office.
Under
the
new,
the
superintendent's
new
structure.
We
have
a
deputy
superintendent
for
family
and
Community
engagement,
who,
as
part
of
the
portfolio,
has
that
Community
engagement
and
partnership
office.
F
That
does
some
of
it
is
partnership,
coordination
and
vetting
so
that
they
go
out
and
find
partners
for
schools
and
in
the
past
we've
had
you
know,
partner,
fares
and
sort
of
connecting
schools,
I
think
I'm,
not
sure
when
you
said
that
there's
only
one
person
at
one
point
there
was
only
one
person
because
of
vacancies,
but
we
do
have
a
team
of
people
who
are
responsible
for
that
Community
Partners
partnership,
and
when
we
come
back
in
the
spring,
we
can
talk
more
about
our
approach
to
that.
But
it
is.
B
Thank
you.
Thank
you.
Councilor
Braden
I'll
go
next
to
customer
feeds
just
for
colleagues
reference.
My
my
phone
timer
for
some
reason
is
not
causing
actual
sound,
so
I'm
just
going
to
tap
with
when
you've
hit
your
mark
and
then,
like
usual
I'll,
give
you
a
couple
of
Grace
minutes,
but
just
if
you
hear
the
tapping
it's
because
my
technology
is
failing
me,
we've
also
been
joined
by
counselor
Lucia
louisian
at
large
Council
Murphy.
D
Thank
you,
I'm,
not
a
big
fan
of
slideshows
that
but
I
do
appreciate
what
you
shared.
It
was
the
spending
piece
which
is
Big.
We
could
have
our
own
hearing
just
on
that
and
then
the
sustainability
piece
it
goes
together,
but
different
questions
about
the
two
different,
so
I
have
a
few
questions
coming
out
of
this
heard.
A
lot
about
you
gave
specific
examples
about
what
individual
schools
are
doing,
so
you
pulled
a
couple
to
highlight
what
they
were
they're
doing.
D
So
it
seems
I
should
assume
that
each
School
kinda
is
given
the
authority
to
decide
what
is
best
or
how
they
think
they
should
address
the
needs
at
their
school,
which
has
value
absolutely,
but
we
definitely
also
have
concern
about
data
collection,
and
how
do
we
know
that
that
investment,
so
what
data
do
we
have?
That
shows
that
what
schools
are
choosing
to
do
is
actually
giving
us
the
outcomes
that
our
students
deserve
also
wanted
to
address.
The.
D
Enrollment
fund,
so
I
guess
a
little
bit
about
the
sustainability.
Also,
you
know
if
I'm
a
household
of
seven
and
then
my
kids
grow
up
and
all
of
a
sudden
I'm.
Now
a
household
of
four
but
I
still
want
to
spend
the
same
money.
I
mean
at
some
point
someone's
going
to
say.
No,
you
have
to
figure
out
how
to
spend
less
like
you
have
less
expenses.
D
D
Hopefully
it
is
the
only
time
we're
going
to
need
the
government
to
step
in
that
we're
not
going
to
go
through
another.
You
know
covid-19
pandemic,
but
at
what
point
are
we
going
to
stop
spending
right?
So
the
question
I
had
started
with
we've
already
spent
101
million
dollars
on
empty
seats
over
the
last
few
years,
where
you're
asking
to
spend
65
million
this
budget,
25
million
of
that
would
come
out
of
Esser
funding.
D
I
could
come
up
with
a
lot
of
sports
teams
and
social
workers
and
art
classes,
and
before
and
after
school
programming,
that
would
I
think
would
be
better
spent
than
on
empty
seats
in
our
schools.
Another
question
I
have
Partnerships.
You
mentioned.
I
know
that
every
school
now
has
apparently
liaison.
There
was
probably
about
a
decade
ago
that
some
some
funded
it
some
didn't.
But
now
across
the
system
we
invest
in
parent
Liaisons.
D
What
is
their
actual
role,
because
a
lot
of
times
they
do
spend
most
of
their
time
in
its
needed,
so
I
understand
that
they're
they're
busy
with
it
but
with
family
concerns?
How
much
of
that
and
what
is
the
job
description?
Should
they
also
be
tying
into
the
Community
Partnerships?
That
Council
of
Braden
was
mentioning
that
we,
we
know
we're
kind
of
dropping
the
ball
on.
D
Is
that
a
role
that
every
school
has
that
that
certain
you
know
person
in
that
building
could
really
work
on,
and
when
you
look
at
individual
schools,
the
Blackstone
has
700
students.
It
has
one
social
worker.
They
have
one
literacy
teacher
like
that.
That's
just
not
enough,
and
if
you
were
to
ask
me
what
we
should
be
spending
our
Esser
funding
on,
it
would
be
to
make
sure
that
schools
like
the
Blackstone
and
every
school
across
the
system
has
more
than
just
one.
D
F
G
G
At
the
regional
level,
which
is
overseen
by
their
school
superintendents
and
then
ultimately
the
district
level,
they
are
asked
to
do
that
quality
School
plan,
and
there
is
alignment
from
the
central
office
that
it
is
around
like
Equitable,
literacy,
social,
emotional
aspects
as
well,
and
so
that
has
come
from
the
district.
And
then
the
district
has
sent
out,
particularly
the
office
of
data,
and
accountability,
has
sent
out
like
various
measures,
to
help
measure
that,
along
with
different
types
of
goals
around
that
too,
so
that
part
is
managed
by
The
District.
G
In
terms
of
setting
those
guidelines
managed
by
the
regional
superintendents.
The
regional
model
is
has
been
reinstituted
this
year,
so
that
does
look
different
than
the
previous
year,
and
so
that
is
part
of
the
reason
why
Esser
has
to
be
aligned
to
their
quality
School
plan,
because
we
do
want
them
to
set
outcomes
that
are
aligned
to
the
guidance.
But
also
we
did
in
addition
to
that,
want
to
allow
some
level
of
flexibility
for
The.
Unique
needs
for
their
particular
school,
and
so
that's
where
that
came
from
as
well.
F
So,
yes,
a
number
of
important
questions
around
sustainability,
I
was
just
I
was
just
reminded
of
probably
about
a
year
ago.
I
was
driving
in
a
car
and
it
was
at
a
stoplight
and
the
light
turned
green,
and
you
know
there's
always
that
driver
behind
you
as
soon
as
the
light
turns
green.
F
F
In
year
two
we
were
focused
on
recovery
and
now
we're
in
sort
of
year
three
and
there's
this
version
of
it
where
people
rightly
so,
are
asking
what
what
is
our
sustainability
plan,
and
when
are
we
going
to
start
that
conversation
again,
you
know
from
a
classroom
capacity
perspective
from
the
finance
perspective,
there's
clear
information
from
a
facilities
perspective.
We
have
clear
information,
but
the
decisions
around.
When
do
we
start
to
remove
hold
harmless
as
a
community,
one
and
I
think
coming
out
of
the
pandemic.
We
need.
F
We
have
gotten
feedback
from
our
community
that
we
need
to
take
time
to
have
the
discussions
around
what
we
want
to
see
from
a
district
footprint.
What
we
want
to
see
at
all
of
our
schools,
because
I
think
at
the
time
that
you're
you're,
mentioning
rightly
so,
we've
we've
maintained
positions
at
schools
that
they
wouldn't
have
been
able
to
maintain
under
old
funding
plans.
We
have
continued
to
close
classroom
space.
F
We
closed
23
classrooms
this
year,
but
you're
also
saying
we
need
to
make
sure
there's
more
than
one
social
worker
at
a
school
or
we
need
to
make
sure
there's
more
than.
D
One
leadership
because
I
know
I'm
going
to
run
out
of
time.
We
have
a
1.4
billion
dollar
budget.
So
another
question
that
I'll
do
in
my
second
round
is:
should
any
of
these
inclusion
and
supports
that
our
students
need
forever
not
just
now
be
taken
into
Esser
funding,
but
I
think
we
need
to
be
honest.
D
Enrollment
has
decline
has
been
going
on
for
decades,
chronic
absenteeism
isn't
just
because
of
the
pandemic.
The
2012
Globe
headline
was
talking
about
the
40
plus
percent,
chronic
absenteeism.
We
continue
to
have
so.
Yes,
the
pandemic
caused
a
lot
of
harm
to
all
of
us,
but
it's
not
that
the
school
system
wasn't
bloated
before
or
having
issues
right
this
data.
D
If
we
look
before
2019
and
go
back
five
ten
years,
it's
been
an
issue
for
decades
now
so
I
don't
think
we
can
continue
to
just
lean
on
the
give
us
Grace
and
I
will
just
end
by
saying
I
think
most
bostonians
mean
well
and
are
kind
and
I
hope
that
those
beeping
behind
you
come
from
suburbs
and
are
driving
through
our
city.
So
thank
you,
chair.
B
D
E
I
I
thought
the
treatment
was
nasty
during
during
Colvin,
especially
as
a
as
a
as
an
elected
and
I
grew
up
in
a
neighborhood
where
everyone
said
hi
to
each
other,
and
now
it's
enabled
where
nobody
says
hi
to
each
other
I
think
that's
the
new
Boston
you're,
seeing
there
now
anyways,
we
digress
how
much
how
much
all
in
did
BPS
get
for
federal
money,
APA
asset
490,
something
or
do
you
have
that
number.
E
G
E
E
F
F
Couple
years
there
is
a
portion
of
it
that
is
unallocated,
and
you
can
see
it's
the
dark
orange
on
Slide
Five
and
you
know
so
I
think
and
then
there's
always
the
opportunity
for
us
to
look
at
the
things
that
are
allocated,
but
the
spending
has
not
yet
started.
F
You
know
one
of
the
things
I
was
just
going
to
mention
in
the
in
the
in
terms
of
the
sustainability
conversation
as
well.
Is
you
know
with
the
new
superintendent
in
September?
This
is
a
transition
budget
as
as,
as
she
starts
to
think
about
she's
already
challenged
us
to
go
to
zero
base
on
central
office,
meaning
the
assumption
is
not
a
rule
for
budget
for
fy25
I.
F
Think
the
same
thing
is
true:
she
looks
at
the
Esser
plans
asking
us
to
be
critical
and
look
at
those
things
that
have
not
yet
started
and
what
are
those
things
that
are
going
to
be
critical
for
us
to
start
versus
those
things
that
are
really
going
to
create
a
fiscal
custom.
We
may
want
to
think
about
differently,
and
so
you
know
I
think
both
of
those
buckets
are
sort
of
open.
The.
E
Thing
that
concerns
me
is
431,
I
don't
see,
and
maybe
there
is
some
an
investment
in
a
field,
an
investment
in
a
gym,
a
new
anything
any
place
that
we
could
point
to.
That
would
allow
kids,
our
kids
that
are
in
the
school
to
be
able
to
get
a
little
more
healthy
than
what
they
are
now.
That's
that's
a
total
disappointment
to
me.
F
What
we
know
is
in
an
effort
to
make
sure
that
we're
adapting
the
curriculum
and
working
with
students
at
their
at
where
they're
at
meeting
students,
where
they're
at
in
order
to
get
them
to
grade
level
we
have
sort
of
over
scaffolded,
is
the
term
that
they
use
but
they've
sort
of
oversimplified
things
and
made
things
too
easy,
and
so
that
kids
in
certain
programs
and
schools
don't
have
access
to
what
is
considered
grade
level
text
in
content
classes
like
science
and
in
their
literacy
instruction.
F
So
our
job
and
and
part
of
the
professional
development
of
work
is
to
make
sure
that
every
classroom
every
program
has
access
to
that
grade
level
text
so
whether
you're,
a
third
grader
in
a
special
ed
program
or
a
third
grader
in
a
gen
Ed
classroom.
You
were
reading
and
accessing
the
same
text
and
you're
being
pushed
to
be
at
grade
level,
regardless
of
where
what
what
reading
level
you
happen
to
be
at
now,.
E
Serve
your
third
third
grade
you're
in
a
in
your
reading.
In
a
second
grade
level
shouldn't
you
have
been
kept
back
and
kept
in
the
second
grade,
and
then
that's
how
you
know
you're
going
to
succeed
there,
because,
if
you're
only
reading
at
a
second
grade
level
but
you're
forcing
a
third
grade
curriculum
on
them,
it
seems
like
you're
setting
kids
up
for
failure.
Yeah.
F
I
think
that's
part
of
the
work
that
they're
doing
is
and
I'm,
certainly
not
the
expert
to
be
able
to
talk
about
Equitable
literacy
and
and
talk
about
the
the
sort
of
mechanics
of
it.
But
it's
our
job
to
make
sure
that
if
the
kids
at
the
second
grade
level
in
third
grade
that
they're
getting
the
supports
that
they
need
to
be
able
to
get
to
that
grade
level
text.
F
And
sometimes
it
means
that
they're
reading
independently
at
grade
level,
and
sometimes
it
means
that
there
is
support
for
them
to
get
access
to
grade
level
text.
But
just
because
they're
reading
at
a
second
grade
level,
doesn't
mean
that
the
content
that
they
receive
all
day
should
be
second
grade
content,
because,
okay,
by
the
time
they
get
to
fifth
grade
by
the
time
they
get
to
ninth
grade.
That
Gap
becomes
wider.
F
Map
is
the
brand
of
the
assessment,
so
it's
a
measure
of
academic
progress.
So
that's
like
the
test
scores
that
measure
their
progress
in
Reading,
okay,.
E
And
it
seems
like
there
was
a
lot
of
talk
about
in
in
as
we're
as
this
money
comes
in
and
we're
looking
about
we're
looking
at
sustainability.
How
do
we
make
sure
we
don't
build
something
that
will
have
to
defund
in
two
or
three
years?
There's
a
lot
of
talk
around
you
know
jobs
like
employment
and
so
like.
How
is
that?
What's
the
plan
to
keep
that
sustainable,
if,
if
we're
using
Esther
money
to
hire
these
new
ftes
like
what?
What
is
the
plan
there?
E
Is
there
a
plan
or
of
some
of
those
jobs
funded
but
not
filled.
F
Yeah
I
think
it's
a
combination
of
a
couple
things
you
know
in
any
given
fiscal
year
we
see
Eternal
a
natural
sort
of
attrition
rate
of
teachers
that
are,
or
or
Educators
who
are
retiring
or
leaving
the
system,
and
so
between
the
sort
of
anticipated
attrition
and
the
new
Investments
that
we're
going
to
be
making
in
inclusive
strategies.
F
We
do
think
that
there's
going
to
be
a
place
for
a
lot
of
our
existing
staff
to
move
from
master-based
positions
into
General
funded
positions,
that's
obviously
not
going
to
be
a
complete
one-to-one
and
there's
always
a
sort
of
mismatch,
but
the
the
last
thing
I
would
say
and
that
we
do
see
a
high
vacancy
rate
that
that,
not
surprisingly,
when
the
federal
government
invests
billions
of
dollars,
Across
the
Nation
in
education
and
every
school
district
has
extra
money,
there's
going
to
be
a
shortage
of
teachers
and
Educators
across
and
so
we're
not
able
to
fill
as
many
positions
as
we
had
hoped,
and
so
a
lot
of
the
positions
that
will
be
going
away
are
going
to
be
vacant.
E
And
and
I
don't
know
if
you
know
this
or
not,
but
but
over
at
the
Devil
McCormick,
they
have
signed
an
agreement
with
the
boys
and
girls
club
to
to
give
I
think
it
was
exclusive
during
the
day
to
the
Denver
and
the
McCormick
for
the
for
the
field
house,
there
does
that
come
with
any
investment
with
with
that
survey
like
it
because
now
for
me,
inexclusive
for
the
city
means
that
my
seniors
and
my
kids
that
aren't
in
school
yet
that
that,
quite
frankly,
we
were
looking
at
trying
to
take
care
of
in
this
in
this
program.
E
Also,
the
talk
around
the
field
house
started
in
15,
maybe
a
little
before,
but
really
accelerated,
because
we
had
15
feet
of
snow
on
the
ground
and
seniors
are
shut
in
and
the
little
kids
were
shut
in
now.
So
now,
if
the
city
is
going
to
have
an
exclusive
on
that
during
the
day,
does
that
mean
the
city
is
going
to
come
and
actually
put
some
money
towards
that
program?.
F
I
I
apologize
I'm,
not
familiar
with
any
the
financial
Arrangements
around
the
field
house
and
whether
or
not
there's
an
agreement
around
payment.
I
do
know
that
as.
F
Over
there,
I
know
that
we've
been
working
on
one
as
and
it
was
sort
of
the
original
intent
of
taking
the
parcel
that
was
part
of
the
Denver
McCormick
yeah
and
and
the
the
plan
to
transfer
was
to
make
sure
this.
Our
students
were
able
to
benefit
from
that
that
field
house,
so
I'm
excited
to
hear
that
I
think
it's
going
to
be
great
for.
E
Us
to
be
part
of
a
hub
model
and
I
I,
quite
honestly,
of
course,
they're
going
to
be
part
of
it
over
there
and
they
deserve
it
over
there
as
the
whole
Community
deserves
it.
So
my
question
would
be
I,
don't
see
anything
here
for
investment
that
we
can
point
to
not
a
single
field,
not
a
not
a,
not
another
school
library,
not
like
nothing
at
all.
Oh
so
maybe
maybe
you
can
get
that
together
and
get
it
over
to
me.
E
But
in
this
discussion,
I
haven't
heard
anything
of
of
the
physical
plant
in
any
school
becoming
better
from
us
or
money,
and
that's
something.
We
build
a
field
house
that
becomes
sustainable
on
and
on
that's
a
one-time
investment
that
will
give
for
Generation
snake.
So
how
do
we
change
your
thinking
on
that
yeah.
F
Well,
I,
don't
think
it's
a
full
change
in
thinking.
I
would
say
the
there
are.
There
is
an
investment
as
part
of
the
Equitable
literacy
investment
in
Librarians.
It
comes
with
Sr
investment
in
terms
of
collections,
so
buying
books
and
equipment
for
libraries.
So
we
are
expanding
access
to
text,
because
books
are
another
thing
you
buy
them
one
year
and
they
last
for
multiple
years.
It's
a
great
investment.
We
also
made
an
investment
early
on
in
indoor
air
quality
in
expansion
of
air
conditioning
units
that
was
purchased.
F
As
part
of
that
I
will
say,
there
was
an
additional
hurdle
that
the
state
put
on
spending
on
user
for
approval
around
facilities
that
made
it
more
difficult,
and
then
there
needed
to
be
capacity
to
be
able
to
pull
off
those
facilities
Investments.
So
we
did
not
do
a
ton
of
facilities,
certainly
not
what.
E
F
In
terms
of
Eligibility
and
I'll
defer
to
Serene
on
that,
what
I
meant
was
we
had
to
have
the
central
capacity
in
terms
of
facilities
to
be
able
to
pull
to,
to
be
able
to
execute
on
more
of
those
projects,
and
so
we
have
used
Sr
to
staff
up.
F
G
It
relates
to
facilities,
requests,
anything,
that's
considered,
a
capital,
a
capital
Improvement.
We
had
to
get
additional
approval
and
it
had
to
be
directly
tied
to
recovery
so
and
then,
on
top
of
that,
there's
a
limitation
of
when
it
has
to
be
spent
by
with
the
Esser
funds.
So
again,
I'm
only
narrowly
speaking
about
Esser
in
terms
of
our
investments,
but
just
to
speak
about
the.
E
H
H
That
goal,
we're
still
waiting
on
the
district-wide
review
of
what
is
the
status
of
facilities
in
every
school
in
the
city
of
Boston,
compared
to
what
is
it
that
we
believe
every
student
deserves
in
their
school
building
and
I'm
looking
forward
to
getting
that
as
part
of
the
budget
cycle,
because
I
think
that's
important
to
all
of
the
conversations
that
we're
having
here
about
schools
when
we're
talking
about
mergers
or
we're
talking
about
meeting
the
needs
of
our
students,
knowing
what
is
physically
in
our
school
buildings,
and
what
we
need
to
supplement
is
important,
whether
that's
with
you
know,
I
think
Council
breaker
was
speaking
to
the
needs
of
the
physical
needs
of
our
students
and
I.
H
H
So
if
you
want
to
give
us
an
update
sort
of
like
on
where
we
are
with
our
library
goals
and
how
Esther
is
getting
us,
there
I
think
that
would
be
a
helpful
for
me
to
review.
I
know:
I
came
in
a
little
bit
late,
so
maybe
you
already
did
not.
G
We
did
so
just
the
high
level.
We
were
saying
that
there
is
the
40
increase
in
student
Library
access
on.
Does
that
mean
access,
so
it
means
like
access
to
like
a
library,
a
collection
and
I
can
maybe
pull
up
a
little
bit
more
detail,
because
I
know
that
there
are
additional,
like
progress
updates
that
they
have.
So,
if
you
give
me
a
moment,
I
can
maybe
go
into
a
little
bit
more
detail.
Okay
on
top
of
that
yeah
or,
if
you
want
to
like
ask.
H
More
and
then,
when
you
come
around
okay
yeah,
so
yeah
relationship
between
and
I
potentially
missed
as
well.
It's
the
soft
Landing
that
we're
we're
giving
schools
and
how
that
intersects
with
Esther
fun
day.
F
Yeah,
so
the
in
terms
of
the
hold
harmless,
the
schools
have
gotten
this
year.
What
we're
asking
schools
to
do
is
identify
a
tar
for
each
school
as
a
target
of
their
whole.
Harmless
amount
that
we're
asking
them
to
move
on
to
Esser,
as
sort
of
both
the
strategy
to
fully
expend
Esser
and
a
way
to
signal
that
these
are
more
unsustainable.
F
No
I
was
just
to
say
in
terms
of
total
dollar
amounts.
The
the
amount
of
soft
Landings
that
were
hold
harmless,
that
we
have
is
I,
believe
roughly
60
million
district-wide
district-wide
and
then
there's
an
additional
50
million
in
that's,
been
allocated
directly
to
school's
dresser
15.
H
F
H
F
H
H
What
is
the
plan
for
some
of
these
ways
that
we've
been
able
to
boost
up
our
schools
with
whether
it's
you
know
with
Equitable
literacy
or
with
more
Paris
the
long-term
funding
plan?
Once
we
no
longer
have
these
these
funding
channels.
H
F
Yeah,
so
it's
it's
September,
September
2024,
so
the
first
sort
of
few
months
of
fiscal
year
25.,
and
so
when
we
think
about
it's
the
end
of
fy24
that
we
need
to
have
the
plan
in
place.
F
F
H
F
You
know
I
would
say
the
the
superintendent
has
identified
six
priority
areas
in
the
budget.
The
first
three
are
the
ones
that
were
asking
schools
to
prioritize
in
terms
of
moving
off
of
us
or
not
to
the
general
fund.
There'd
be
inclusive
strategies,
Equitable
literacy
and
strategic
plan
for
multilingual
Learners.
Those
are
the
critical
Investments
that
we
need
to
make,
and
this,
as
the
mayor
mentioned
in
her
state
of
the
city,
will
continue
to
invest,
particularly
in
in
our
inclusive
strategies.
H
And
that
so
so
I
think
this
is
good.
This
is
good,
like
I,
understand
that
answer,
but
we
also
have
Folks
at
home
and
honestly,
there
may
be
things
that
I'm
missing.
So
when
we
talk
about
the
inclusive
strategy
and
apologies-
maybe
you
did
this
earlier,
I
think
more
Precision
in
terms
of
what
that
means.
Are
we
talking
about
Pairs
and
more
pairs
in
the
classroom?
Are
we
talking
about
like
what?
What?
What
does
that
look
like
when
we're
talking
about
the
inclusive
education,
yeah.
F
So
fundamentally,
I
think
from
an
inclusive
education.
They
talk
about
the
least
restrictive
environment,
which
means
students
are
included
with
their
their
grade
level,
peers
for
as
much
of
the
day
as
we
can,
while
also
maintaining
and
meeting
the
requirements
of
their
individualized
education
plan.
A
H
H
Are
we
talking
about
making
sure
that
each
client
was
at
the
Endeavor
the
other
day
with
the
superintendent?
So
does
that
and
it
was
a
classroom
that
has
an
its
inclusive
classroom?
There's
one
teacher
one
para,
but
they
should
have
potentially
been
another
adult.
You
know
teacher
or
a
professional
in
the
classroom.
So
materially
when
we're
talking
about
inclusive
education,
what
does
that
look
like
in
a
classroom
setting
how
many
professionals
are
we
talking
about
and
who
are
they
yeah.
F
The
thing
I'll
just
say
is:
inclusive
strategies
are
not
necessarily
a
staffing
model,
I
can
say
all
of
those
things
will
happen
depending
on
the
needs
of
the
students,
and
so
one
of
the
fundamental
shifts
we
need
to
make
is
going
from
a
one-size-fits-all
or
sort
of
a
standard
Staffing
model
across
to
letting
the
student
needs
Drive
the
Staffing
and
the
relationship
between
the
schedule,
the
teachers
in
some
places,
I,
don't
mean
co-teaching,
so
it'll
be
two
teachers
in
a
classroom.
F
Doing
co-teaching
in
some
cases,
it'll
be
a
a
paraprofessional
or
sometimes
the
paraprofessional
could
be
a
multilingual
paraprofessional
or
could
be
a
special
education,
paraprofessional
behavioral.
Sometimes
it
means.
How
do
you
provide
the
extra
support?
So
students
are
included
in
welcome
for
the
day
lunch
and
all
the
specials
it's.
F
What
we're
asking
schools
to
do
is
create
inclusion,
planning
teams,
sure
the
professionals
come
together,
talk
about
the
needs
of
their
students
and
to
really
think
about
what
are
the
what's,
the
best
way
to
make
sure
that
they
receive
their
services
and
are
with
their
peers
for
the
maximum
amount
of
the
day
possible
and
so
yeah.
So
it's
it's
additional
staff,
it's
additional
training,
it's
additional
resources
and
supports
in
the
classroom,
and
sometimes
when
not
appropriate,
the
students
are
pulled
out
of
the
classroom
to
receive
those
Services
as
well.
H
Thank
you,
and
just
so,
and
my
question
is
elevating
sort
of
is
not
me
thinking
of
like
okay.
What
do
we
do?
What
are
this?
What's
the
Staffing
that
we
need
in
these
schools?
It's
really
reflecting
what
the
most
requested
positions
from
the
schools
are
in
order
to
meet
that
inclusive
strategy,
and
so,
if
it
is
part
of
the
strategy,
is
more
more
adults
supporting
our
children
and
for
me,
I.
Take
that
as
more
more
prayers
in
our
classroom.
H
I
also
take
that
to
mean
Morse
life
classrooms,
for
our
students,
who
have
limited
in
formal
education
and
more
support
for
and-
and
you
know,
in
talking
to
the
superintendent,
I'm
really
encouraged
and
I
hope
that
this
is
not
something
that
will
that
we
will
continue.
Something
that
we
will
continue
is
ensuring
that
our
slife
classrooms
and
our
slave
students
was
students
with
limited
and
interrupted.
H
Formal
education
have
so
like
dedicated
social
workers
to
help
them
deal
with
their
social
and
emotional
needs,
and
the
trauma
that
they're
facing
and
so
yeah
part
of
me
was
just
parroting.
What
I
think
schools
have
been
asking
for,
which
is
more
of
those
professionals
and
I
guess?
Lastly,
I'll
State,
you
know
I
am
a
big
proponent
of
obviously
of
having
more
support
for
all
of
our
students
in
our
classrooms
and
the
transformative
role
that
I
think
guidance.
H
Counselors
can
play
as
being
that
first
level
of
response
when
it
comes
to
funneling
our
children,
if
necessary,
to
social
workers
or
working
with
the
family
Liaisons,
who
are
really
dealing
more
globally
and
holistically
with
the
family.
Mental
health
needs
I.
H
What's
going
on
in
the
classroom,
what's
going
on
in
your
life,
you
know
we
are.
We
are
doing
our
students
a
disservice
when
we
don't
invest
in
sort
of
those
holistic
support
systems.
You
know
we
look
at
our
last
guidance
councils
of
the
Year
from
this
year
and
last
year
and
they
talk
about
the
critical
role
that
our
guidance
customers
are
paying
playing
in
the
lives
of
our
school.
So
I
just
want
to
make
sure
that
we
continue
to
elevate
that,
and
those
are
questions
that
I'll
be
continuing
to
ask
you
know.
H
As
our
budget
cycle.
We
really
begins
to
ramp
up
thinking
about
the
adults
that
we
have
that
are
supporting
our
children
and
giving
them
the
the
love
and
support
that
they
need
to
address
the
unprecedented
mental
health
challenges
that
they
face,
but
also
helping
them
to
think
about
their
future
in
a
way
more
holistically,
and-
and
this
is
not
to
say
that
I
have
any
sort
of
problem
with
how
we
are
thinking
about
where
the
Investments
need
to
be
made,
especially
because
I
think
they
are
really
talking.
H
It
looks
like
we're
doing
a
good
job
of
talking
to
the
schools
and
assessing
what
they
need,
but
just
putting
also
putting
that
on
on
the
map
and
as
part
of
the
discussion
about
ways
that
we
need
to
continue
to
wrap
our
kids
with
both
the
mental
health
support
and
the
like.
The
Career
College
Planning
that
they
need.
B
Thank
you.
Thank
you.
Counselor
Legion,
I'm
gonna
go
to
my
questions
now.
I
will
be
allowing
counselors
to
have
a
second
round
if
you
want
them
so,
but
I
did
have
some
questions
on
my
end.
One
of
them
is
I'm.
Just
I'm
really
trying
to
understand
the
full
shape
of
the
ftes
that
need
to
kind
of
come
over.
Slash
need
to
go
away.
B
So,
when
I
look
at
the
numbers
that
you
guys
gave
us
on
the
slides,
it's
about
50
million
budgeted
across
district
and
school
FTE,
Wise
It's,
466.3,
budgeted
ftes,
but
only
325.4
actual
current
ftes,
although
obviously
only
is,
is
one
choice
of
words
when
you're
talking
about
325
people
so
and
that's
70
of
of
the
budgeted,
which
means
that
you're
talking
about
35
million
in
actual
payroll
out
of
the
50
million
budgeted,
and
so
then
one
question
I
had
is
you
guys
talked
about
moving
15
million
this
year
off
of
Esser
on
to
General
funds
of
kind
of
like
these
key
strategic
positions
that
the
district
has
been
backing?
B
It's
like
I
mean
related
to
what
councilman
was
asking
and
I.
Think
it's
been
clear
in
your
presentation.
Like
obviously
you're
not
you're
not
going
to
be
like
the
district's
priority
is
Equitable
literacy,
have
people
get
a
bunch
of
Equitable
literacy
staff
and
then
take
them
away,
because
that's
not
consistent
with
the
goal
and
I
think
with
inclusion
right,
wouldn't
be
consistent
with
the
commitments
that
we've
made
in
the
contract
and
and
in
the
mou.
So
I
guess,
like
one
thing.
I'm
trying
to
understand
is
that
15
million
that
you're
moving
over
onto
general
fund.
B
F
Number
we're
still
in
the
stages
of
finalizing
that
with
schools,
but
I
I
do
think
it's.
It's
I
think
it's
helpful
to
think
of
that
as
fte's
moving
over
I
think
that
would
be
the
primary
move
that
schools
make.
A
B
And
obviously,
like
the
I
mean
and
the
flip
side,
move
of
moving
things
on
to
hold
harmless
is
to
say
to
folks
this
isn't
what
we're
going
to
be
able
to
afford
next
year.
So
so
then,
I'm
like
out
of
I,
take
15
out
of
35.
I've
got
20
million
in
Esser
payroll
this
year.
That
I
don't
yet
have
a
clear
projection.
Is
it
all
going
away?
Do
you
see
what
I'm
asking
Nate
yeah.
F
A
24
million
going
in
the
other
direction
too,
so
it
it's
net
about
a
nine
million
dollar
change
in
school
budgets
on
the
decreasing
right.
B
Okay,
so
then
sorry,
so
what
I'm
saying
is,
let's
say:
we're
going
to
Simply
say
that
you
had
added
50
people
in
theory,
but
you've
only
added
35
people
in
practice.
You
know
obviously
I'm
just
using
you
know
and
then
you're
moving
15
of
those
people
onto
the
general
fund,
AKA,
giving
them
a
strong
signal
that
you
are
gonna
also
be
funding
their
positions
next
year
as
well
right.
So
that
leaves
us
with
20
people
who
have
been
added
and
asked
her,
who
we
don't
yet
know
the
Fate.
B
B
More
of
these,
although
that
sort
of
begs
the
question
for
me
of
why
you
wouldn't
just
move,
if
that
was
the
intention,
why
you
wouldn't
just
move
those
10
on
to
general
fund
this
year
like
why
you
wouldn't
have
the
two
numbers
be
cross,
each
other
perfectly
the
24.5,
but
then
it
would
still
leave
me
with
another
another
10.
It's
actually
10
million
right
in
in
FTE
money.
Where
my
question
is
is
like:
do
we
have
a
projection
of
how
many
of
the
Esser
funded
FTE
positions
we
expect
to
Sunset
next
year.
F
So
the
first
thing
I
would
just
say
in
terms
of
the
50
just
simplified
example
yeah
when
we're
talking
about
the
position
of
moving
to
Esser,
moving
off
of
General
funds
in
both
directions.
We're
talking
about
the
Ft,
the
budgeted
FTE,
not
necessarily
filled
so
while
it
is,
it
could
be
likely
that
the
schools
are
going
to
prioritize
filled
ftes
to
move
on
to
General
funds.
That's
not
necessarily
the
case.
F
B
That
actually
makes
the
problem
bigger
and
not
smaller,
because
that
suggests
that
some
right,
some
of
the
authority
that
we're
moving
over,
is
to
attract
people
to
the
30
that
are
unfilled.
But
that
then
means
that
there's
more
of
the
people
in
the
field.
Where
there's
a
question
mark
about
where
we're
going
next.
F
F
B
But
but
at
some
point,
as
we
get
closer
to
the
SR
deadlines
right,
the
the
it
does
seem
as
though
the
spending
and
sustainability
challenges
converge
such
that
in
a
way
that
would
push
one
away
from
spending
down
with
new
ftes
and
would
instead
push
one
towards
one
time
like
really.
Let's
buy
all
the
books
that
we
possibly
need
right,
like
kind
of
like
to,
and
it
is
counselor
Baker's
point
I
understand
the
point
about.
B
F
Yeah,
we've
certainly
stopped
creating
new
ftes
on
the
school
on
the
school
side.
For
this
reason,
I'll
just
another
example
of
to
your
point.
We
one
of
the
things
that
happened
during
the
pandemic.
That
I
was
a.
We
went
one-to-one
Computing
and
bought
Chromebooks
for
all
of
our
students.
It
was
a
tremendous
opportunity
for
us
as
a
city,
something
that
we
wanted
to
maintain
well
beyond.
We
were
originally
going
to
what
the
way
that
we
purchased.
F
Those
things
is:
what's
called
a
lease
purchase
where
we
Finance
it
over
three
years,
because
that's
the
life
of
the
the
Chromebooks
so
that,
basically,
we
keep
a
consistent
payment
every
year,
rather
than
Finance
the
next
round
of
Chromebooks
we're
going
to
completely
purchase
them
on
Esser,
it's
a
great
opportunity
for
us
to
just
get
the
resources
in-house
and
not
have
an
ongoing
cost.
So
that's
that's
a
that's
an
example
of
doing
exactly
that
and
we're.
B
And
so
what
I?
Guess,
though,
what
I'm
trying
to
understand
is
like
of
of
the
FTE
positions
that
are
funded
with
Esser.
You
have
to
have
a
breakdown
somewhere
and
I
understand
it's
move,
it's
a
moving.
Target
of
these
are
the
ones
we
know
we're,
keeping
like
we're,
we're
figuring
out
how
to
get
them
funded
on
the
general
fund
and
there's
a
tranche
of
those
we're
prepared
to
say
that
about
now.
That's.
G
Yes,
so
in
terms
of
the
like
majority
of
the
positions,
that's
like
what
we're
trying
to
get
toward
so
there
are
about
68.3
ftes
that
are
around
and
I'm
going
to
say,
like
Equitable
literacy,
potentially,
but
with
more
digging
needed,
if
that
makes
sense
right.
G
So
this
is
why
we're
trying
to
dive
in
deeper
of
like
the
implementation
of
the
the
school's
approach,
because
the
district
is
going
to
have
a
stance
of
like
what
Equitable
literacy
looks
like
what
inclusion
looks
like
right,
and
so
there's
that
piece
there
there's
additional
49.7
positions
around
the
specialist
that
could
potentially
again
support
inclusion
but
again
to
dive
in
deeper.
So
we
do
have
those
numbers.
G
I
would
say
that
we
would
not
concretely
say
that
those
ftes
in
exactly
how
they're
being
implemented
would
be
rolled
over,
but
we
are
taking
a
look
at
it
and
we're
having
conversations
with
academics
and
other
offices
include
I,
say
academics,
because
there's
a
lot
of
offices
under
there,
but
we
are
doing
that
work
to
be
able
to
do
exactly
what
you're
saying
I
would
say
at
this
point
we
can
say
like
on
paper.
This
is
what
it
could
potentially
be,
but
we
want
to
make
sure
in
implementation.
It's
aligned.
B
Got
it
I
think
the
can
I
ask
a
question
about
on
the
the
chart
that
tells
us
that
talks
about
Sr
spending
over
the
multiple
years
is
the
111
for
FY
22.
An
actual
number
like
does
that
reflect
actual
Esser
spending
that
happened
in
fy22?
It's
the
s
or
budgeted
okay,
so
shouldn't
we
by
now
in
FY,
23,
know
the
actual
for
FY
22.
G
G
G
B
Right
so,
and-
and
my
understanding
right
is
that
we
basically,
we
also-
we
allowed
schools
to
keep
that
unspent
money
right
in
the
sense
that,
like
we,
there
I
think
because
I
think
we
talked
about
this
in
last
year's
budget
like
cycle
Nate
that
like
if
the
school
hadn't
spent
it
in
year,
one
we
gave
it
to
them
to
spend
over
year.
Two
three.
A
B
I
guess
the
point
that
I
really
want
to
land
on
is.
This
is
why
it's
really
important
for
the
council
to
have
updated
actuals
on
the
spending,
because
what
it
means
is
that
this
chart
shouldn't.
Actually,
this
is
sorry
I'm
on
page
13
for
shouldn't
actually
be
fifty
one
one
one
one
one
five
four
one:
three
four:
it
should
be
51.70
and
then
it
should
be.
B
194
has
to
be
spent
this
year
and
then
134
next
year
and
I
think
the
and,
if
I
had
to
guess
we're
not
on
track
to
spend
194
this
year,
which
means
that
it's
like
quite
a
lot
of
spending
pushed
to
next
year,
which
then
makes
this
Cliff
problem
that
retirement,
so
I
just
feel
like
I.
Don't
really
feel
like
at
this
point.
The
council
should
be
looking
at
a
slide
that
includes
a
projected
budget
for
FY
22,
when
we
know
that
it's
40
million
off,
like
I,
really
feel
like.
B
The
idea
of
like
do
our
science
labs
need
things
like.
There
are
things
that
I
feel
like
we
could
do
as
purchase
orders.
That
shouldn't
should
hopefully
not
trigger
a
bunch
of
State
facilities
scrutiny,
but
you
really
don't
want
to
be
doing
that
in
the
last
six
months
of
this
deadline.
So
I
don't
know
if
you
guys
can
speak
to
that
a
little
bit.
I.
F
Think
that's
right
and
I
think
there's
a
fair
critique
of
the
slide
as
currently
laid
out
and
I.
Think
I
I
also
think
that
you're
right
the
having
the
plans
for
what
you
execute
on
for
those
one-term
costs,
so
that
you
can
make
sure
the
contracts
are
in
place.
You
can
make
sure
the
purchase
orders
are
in
place
so
that
you
can
spend
them
and
get
them
the
resources
to
kids
as
early
as
possible.
F
The
other
piece
is:
if
we're
going
to
buy
a
book,
the
book
has
value
starting
today,
there's
no
reason
to
wait
to
the
end
of
us
or
for
that
those
resources
to
be
in
hand
for
those
students,
so
I
think
that's
a
fair
criticism
of
the
slide.
It
will
work
to
update
it
and,
to
a
certain
extent,
I
mean
the
this
is
this:
is
such
a
significant
Cliff
that
I
think
we
need
to
have
multiple
mechanisms
in
place
to
be
able
to
fully
expand
it
down.
So
I
appreciate
that.
B
Yeah
no
strongly
strongly
agree
that
I
have
more
questions.
That's
my
own
time,
so
I'm
gonna
just
go
to
my
colleagues
for
their
second
round
and
I'll
finish
up
with
anything
counselor
Brandon.
Thank.
C
You,
madam
chair
I,
I,
think
this
issue
about
the
spending
time
timeline
is
really
critical.
C
One
one
question
you
know
in
terms
of
Equitable
literacy,
I'm
I'm
wondering
you
know,
are
we
looking
at
the
intersection
between
early
literacy
and
Early
Educational
care
and
then
the
cattle
Trails
Continuum
I,
know
Mike
one
of
my
colleagues,
councilor
Worrell
brought
up
the
whole
issue
of
a
career
pipeline
like
cradle
to
Cradle,
to
career,
and
we
TR.
C
You
know
I'm
really
feeling
that
so
many
of
our
students
who
have
challenges
with
with
literacy
and
literacy
early
literacy
starts
before
you
ever
get
to
kindergarten,
and
we
need
to
be
coordinating
and
supporting
that
early
early
literacy
and
Early
Education
Paradigm,
but
also
then
thinking
about
young
people
who
arrive
in
our
school
system
from
another
country.
English
is
not
the
spoken
language
at
home.
Parents
might
be
low-income
parents
working
jobs,
and
you
know
access
to
books,
literacy
happens
in
other
languages
as
well.
C
So
you
know
anything
that
we
can
do
to
support
parents
to
become
more
fluent
and
proficient
in
English,
even
though
there
may
be
lettered
in
their
own
language
and
that
all
adds
to
the
the
ability
of
the
child
to
become
literate
in
English.
So
you
know
what
are
we?
Are
we
doing
anything
in
that
space?
It
seems
like
it's
underfunded
to
an
incredible
degree.
I
know.
Recently
there
was
a
conversation.
I
was
in.
C
You
know:
I
I
go
to
bat
every
year
to
get
money
for
adult
English
funding
for
adult
education
funding
for
English
as
a
second
language,
but
you
know
I'm
asking
for
fifty
thousand
dollars.
This
is
this
is
sort
of
low-hanging
fruit
that
we
could
really
help
move
and
he
went
to
a
fabulous
presentation
recently
with
them.
Celebrating
the
English
for
new
bostonian's
20th
anniversary
in
the
schools
at
the
at
The
Winship
and
the
parents
were
there,
they
were
learning
English
and
their
kids,
who
were
also
English.
C
Language
Learners
were
so
proud
of
those
parents
and
inspired
to
be
more
diligent
students
themselves,
because
they
saw
the
effort
that
their
parents
were
putting
in
so
I.
Think
there's
some
sort
of
space
there
that
we
can
really
prime
the
pump
and
get
some
long-term
benefits
and
those
kids
it's
nothing
can
be
more
demotivating
than
being
a
in
in
fifth
grade
and
be
ready.
Reading
at
a
third
grade
level
and
just
saying
I've
started.
You
know
this
is
just
this
is
just
a
mountain.
C
A
F
The
parent
piece
I
was
thinking
about
the
event
at
The
Winship
and,
of
course
you
would
have
been
there
and
so
I
think.
That's
great
and
I
think
those
programs
are
incredibly
helpful.
I
think
it's
incredibly
moving
to
hear
from
parents
we're
able
to
help
support
their
their
families.
You
have
parents
who
are
interested
in
investing
and
supporting
their
their
kids
in
education
and
giving
them
the
tools
to
be
able
to
do
that
is
is
a
great
opportunity
for
us.
F
I
would
say
we're
also
spending
money
on
Esser
to
continue
to
invest
in
our
Partnerships
for
Early
Childhood,
for
Universal
Pre-K
expansion
for
community-based
partners
and
working
with
the
city
to
continue.
You
know:
we've
had
multiple
conversations
with
Kristen
McSwain
about
how
do
we
continue
to
invest
in
this
area
to
make
sure
students
are
arriving?
F
You
know,
without
that
literacy,
Gap
already
formed
and
I
think
our
part.
Our
community-based
partners
are
incredibly
helpful
in
solving
that.
Then
we
have
the
responsibility
for
maintaining
that
success
throughout
third
fourth
fifth
grade
as
they
get
into
those
pivotal
years,
where
literacy
goes
from
I'm
learning
to
read
to
I'm
I'm
reading
to
access
text,
I'm
reading
to
learn-
and
so
you
know
those
are.
F
Those
are
obviously
parts
of
the
Equitable
literacy
strategies
to
to
make
sure
that
the
gaps
both
close
over
time
if
they
exist,
but
then
in
a
lot
of
ways
never
exist,
and
that
is
our
core
work
and
instruction
and
I
think
the
the
last
thing
I'll
just
say
in
terms
of
when
we
talk
about
inclusion,
I
missed
this
opportunity
when
counselor
Eugene
mentioned,
we
think
about
inclusive
strategies.
You
know
when
we
we
often
talk
about
strategies
for
supporting
individual
students
in
classrooms.
That's
what
we
Educators.
F
We're
making
investments
in
both
of
those
areas
for
inclusion,
because,
if
a
student's
able
to
get
reading
support,
if
they're
able
to
get
academic
support
without
having
to
get
an
IEP
that
can
help
make
sure
that
they're
they're
in
a
more
inclusive
environment,
make
sure
that
they're
never
down
that
path
of
creating
the
sort
of
substantially
separate
Standalone
path.
So
there
will
be
an
investment
in
school-based
Reading
Specialists.
Reading
positions,
both
in
terms
of
those
are
positions
that
we're
absolutely
moving
from
Esser
onto
the
general
fund.
F
It's
also
new
Investments
that
we're
making
in
schools
to
help
support
their
inclusive
strategy
and
to
help
support
schools
and
thinking
about
that
structure.
There's
going
to
be
an
investment
in
what
we
call
mtss
coaches,
those
staff
members
who
are
part
of
the
team
at
the
school
were
able
to
to
work
with
with
teachers
work
with
their
interventionists
work,
with
special
Educators
to
be
able
to
coordinate
all
those
resources
that
already
exist
to
the
school
and
make
sure
we're
leveraging
them
to
the
greatest
extent
that
we
can.
F
C
Hopefully
we're
using
some
of
this
incredible
extra
money
to
to
leverage
better.
You
know
put
some
put
some
gas
in
the
tank
there
and
the
other
question
I
had
really
was
just
about.
You
know:
career
pipelines
for
our
power
of
professionals
or
family
Liaisons,
they're
very
invested
in
in
the
education
of
our
young
people.
Some
of
them,
you
know,
move
on
to
become
paraprofessionals.
C
Are
we
able
to
you
know,
develop
our
own
sort
of
career
pipeline
for
those
folks
and
give
them
the
adequate
support
and
and
Partnerships
with
their
community
colleges
or
who
universities
to
help,
and
then
also
go
on
from
parent
professionals
to
become
into
our
into
our
fully
licensed
education
Educators
in
the
in
the
schools
as
well?
Well,
you
know
you
have
those
folks
for
they're
incredibly
dedicated
to
the
education
of
our
young
people
and
they're
an
incredible
resource,
because
many
of
them
are
multilingual,
bilingual
or
multilingual,
we're
leaving
absolutely.
F
Yeah
I
would
say
well,
we
have
also
we've
also
proposed.
Yes,
we
are
doing
a
lot
of
those
programs
for
our
paraprofessionals
teacher
pipeline
for
both
recruitment,
but
also
retention
strategies,
particularly
for
Education
educators
of
color.
F
This
year
we
are
proposing
about
750
000
of
that
program,
programming,
which
started
on
an
Esser
we're
moving
into
the
general
fund,
because
we
think
these
are
critical
programs
that
need
to
be
sustained
beyond
beyond
Esser,
because
they
are
great
for
diversifying
our
staff,
they're,
also
great
programs
for
investing
in
our
our
residents
and
our
our
parents,
who,
in
many
cases
are
part
of
these
programs.
D
Thank
you,
I'm,
going
to
ask
again
a
third
time,
but
based
on
the
Parthenon
report,
that
I
know
was
discussed
at
the
last
school
committee
meeting
and
the
full
report
was
given
at
the
Desi
Desi
meeting
last
week.
What
investments
are
we
making
and
making
sure
our
data
collection
is
better
because
those
reports
are
showing
that
we're
really
failing
in
many
of
these
critical
areas
that
myself
and
my
colleagues
are
saying
you
know
crying
out
that
we
need
support
for
so
I.
D
Don't
need
that
answer
right
now,
but
I
do
just
want
to
put
that
on
the
record
that
you
know
when
we
share
data,
but
that
we
know
where
a
system
that
isn't
properly
collecting
data,
then
how
do
we
trust
the
data
we're
using
because
I
can't
trust
it?
If
I
know-
and
you
know,
reports
are
showing
us-
it's
not
just
a
feeling.
D
I
also
want
to
touch
on
the
understanding
that
Equitable
literacy
and
Esser
funding
are
two
very
different
things
which
I
know
you
know,
but
every
public
school
because
we
take
federal
funds,
needs
to
choose
a
literacy
program
and
BPS
has
chosen
Equitable
literacy
instruction.
So
all
students
are
getting
this
instruction
of.
How
are
our
teachers
across
every
school?
In
you
know,
special
needs
inclusion,
sub-separate
General
Ed
classrooms.
How
will
we
rolling
out
our
literacy
programming
so
I
wouldn't
want
there
to
be
this
idea
that
this
Equitable
literacy
is
this
one-time
chance
of?
D
How
will
we
going
to
close
our
achievement?
Gap,
it's
the
programming
that
our
school
has
invested
in
and
our
teachers
are
expected.
You
know
we
buy
programs
and
the
programs
have
to
be
proven
at
lots
of
different
levels
that
you
know.
The
data
shows
that
they're
going
to
teach
our
kids.
So
it's
not
that
we're
having
this
one-time
chance
of
investing
in
the
Equitable
instruction
program,
meaning
you
know
the
third
grade
teacher
at
the
Kenny
isn't
going
to
be
fired
after
Essa
funding's
gone,
that's
just
the
literacy
program.
D
D
It
was
written
into
the
btu
contract,
which
now
is
adding
a
different
level
of
need
at
the
district
level
to
really
address
what
does
it
look
like
and
it
looks
different
it
does
and
how
it's
rolled
out
and
that's
tied
also
into
training
for
the
staff,
but
also
buy-in
if
the
culture
at
a
school
has
not
bought
into
inclusion
working,
no
matter
how
many
bodies
you
put
in
a
room
if
they're,
just
standing
in
the
back
waiting
for
someone
to
misbehave,
which
isn't
a
term
I,
would
use
as
an
educator
but
oftentimes
I
hear
being
used
to
step
in.
D
If
that's
not
the
point,
the
powers
are
supposed
to
be
properly
trained
or
the
co-teachers,
so
that
they're
making
sure
every
student
in
the
classroom
is
accessing
the
curriculum,
which
then
ties
into
the
Equitable
literacy.
That
are,
we
teaching
grade
level
content
or
and
we're
not
because
we
know
that
from
what
little
data
we
do
have
because
nine
percent
of
our
students
at
Madison,
Park,
High,
Vocational,
High
School,
are
reading
on
grade
level.
D
91
cannot
access
the
curriculum
with
their
with
their
peers,
in
only
nine
of
our
black
boys.
In
third
grade
test
advanced
in
literacy
on
MCAS,
so
if
you
go
down
that
data
hole
on
deci
and
click,
you
have
to
compare
it
to
a
school
where
you
may
have
a
better
understanding
to
think.
Is
this
even
real?
Is
it
true
that
really
only
nine
percent
are
reading
or
am
I
reading
this
backwards?
D
But
it's
true
so
I
think
we
have
to,
and
it's
not
the
conversation
for
today
about
Esser
funding
and
how
we'll
be
spending
this
once
in
a
lifetime?
Much
needed.
You
know,
funding
for
social
emotional
needs,
but
ongoing
conversation
about
with
the
1.4
billion
dollar
budget.
We
have
to
really
value
literacy,
but
also
value.
D
The
first
comment
that
my
colleague
councilor
Braden,
brought
up
about
investment
in
athletics,
when
only
72
percent
of
the
general
fund
is
being
spent
per
student,
On
Athletics
and
we
spend
over
27
000
per
student,
but
then
we're
saying
well
we're
going
to
up
it
to
96
and
we'll
throw
in
you
know
20
dollars
more,
but
that
Esser
funding
will
be
temporary.
It's
showing
that
the
system,
the
district
is
not
investing
and
valuing
long-term
needs
that
we
we
do
know
and
I
do
want
to
touch
that
that
we
do
know
how
they
work.
D
They
work
we
have
spent
or
we
will
spend
166
million
dollars
on
empty
seats.
We
can
call
it
what
we
want
and
I
know,
there's
pressure
from
the
btu
to
keep
a
lot
of
these
seats
open.
But
how
do
we
legally
justify
when
you
said
that
this
money
can
only
be
spent
if
it's
directly
tied
to
recovery
coming
out
of
covid?
How
do
we
legally
continue
to
spend
when
enrollment
has
been
dropping
for
decades
right?
It's
not
just
a
covet
thing.
D
So
how
do
we
continue
to
justify
making
that
exception
when
it
comes
to
the
way
we
fund
schools,
but
we
don't
make
that
exception
for
other
things,
like
a
field
house
next
to
I
mean
if
anyone
followed
the
history
of
the
Deborah
McCormick,
they
went
into
receivership,
their.
You
know,
they're
a
school
system
a
school.
Those
two
schools
are
a
school
that
could
very
benefit
that
community
that
neighborhood
those
students
could
benefit
from
that
investment.
But
I
could
say
that
about
you
know
all
across
the
city
I'm.
D
Just
using
that
example,
there's
lots
of
schools
and
lots
of
communities
that
could
use
Investments.
That
would
put
a
theater
put
a
library
put
a
science
lab,
but
I
just
have
trouble
with
separating
out
the
1.4
billion
we
already
have,
which
is
a
lot
in
this
once
in
a
lifetime
and
I.
Don't
want
people
to
think
that,
after
this
happens,
that
our
students
will
no
longer
have
quality
teachers
in
front
of
them,
because
that's
what
we
need
to
have
no
matter
what
that's
what
we
needed
in
1986.
That's
what
we'll
need
in
to
you
know.
D
D
B
F
Sure
and
I
didn't
I
didn't
know
which
parts
of
that
may
have
been
a
question
directed
to
us,
because
I
think
you
were
making
a
lot
of
important
points.
I
think
in
terms
of
the
allowability
was
one
thing,
the
sort
of
legality
of
it
I
think
Esther
is
incredibly
flexible
in
terms
of
what
we
are.
You
know
it's
it
there's
no
rule
stuck
on
title
one
where
there's
a
supplement,
not
supplant
requirement.
F
I,
think
the
requirement
that
we
do
have
from
all
come
from
Desi
in
terms
of
what
we
need
to
to
report
back
to
them
in
terms
of
the
alignment
to
the
the
Desi's
priorities
and
then
approval
for
any
sort
of
facilities.
Upgrades.
D
And
that's
what
is
heartbreaking
to
me
that,
because
we
have
so
many
gaping
holes
in
our
system,
that
is
failing
on
many
levels,
we're
using
this
money
to
fix
like
classroom,
academic
concerns
or
buying
textbooks,
which
is
we
have
money
to
make
sure
we
have
textbooks.
The
students
at
Henderson,
High
School,
walked
out
and
the
superintendent
welcomed
them
at
the
bowling
and
had
a
conversation
about
the
fact
that
they
don't
have
Chromebooks.
They
don't
have
resources.
D
So
we
know
it's
true
that
if
we
went
to
you
know
the
small
number
of
schools
across
this
District,
any
one
of
us
could
visit
all
of
them
in
a
short
period
of
time.
It's
not
Equitable
across
with
the
you
know,
with
the
1.4
billion
dollar
budget.
We
should
not
have
to
be
spending
any
of
this
Esser
funding.
D
We
should
be
able
to
be
building
fields
and
making
sure
there's
science
labs,
and
you
know
if
you
go
up
to
the
Lee
school,
that
we're
doing
over
their
theater
that
it's
but
we're
having
to
spend
it
over
choosing
to
spend
it
to
fill
the
whole.
The
gaping
holes
that
have
come
out
of
Decades
of
not
being
a
quality
school
system.
D
You
know
that
the
data
being
collected
is
skewed
or
not.
Complete,
I
mean
I,
think
we
we
deserve.
We
deserve
it
on
the
council,
but
every
resident
in
the
city
of
Boston.
If
they
choose
to
send
their
children
to
BPS
or
not,
or
they
don't
have
kids
or
their
kids,
have
you
know
older
now
that
we
deserve
to
know
like
what's
going
on
in
our
schools,
because
our
kids,
who
do
either
by
choice
or
forced
to
use
the
Boston
Public
School
System?
D
A
B
That
thank
you.
Councilor
Murphy,
I'm
gonna,
go
to
I,
have
a
few
more
questions
and
then
I'll
be
going
to
public
testimony.
If
there
is
any
I
think
we
don't
have
any
sign
ups
yet.
But
if
you
are
watching
at
home
again
you
could
email
right
now:
shane.pac
boston.gov
for
the
link,
that's
s-h-a-n-e
dot,
p-a-c
at
boston.gov
or
if
you're
in
the
room.
You
can
sign
up
on
the
sheets
in
the
corner
and
we
will
take
public
testimony
at
the
end
right
after
I
ask
just
a
few
more
questions.
B
So
one
question
is
just
what
is
the
timeline
of
the
reimagined
school
funding?
Peace.
F
So
the
project
is
currently
ongoing.
Our
our
hope
is
that
we
are
able
to
make
a
recommended
new
model
for
in
time
for
fy25
planning,
which
would
be
November
October
November
of
this
year.
Okay,
for
fy25
planning.
B
Right,
no,
no
exactly
because
it
seems
pretty
important
for
that
planning
and
then
is
there
a
difference
in
eligibility
for
sr2
versus
sr3?
B
B
Is
it
on?
No
it's
not
on
13.
it's
on
like
five,
the
one
that
shows
me
the
yeah
yeah
on
five.
What
I
don't
understand
Nate
is
I
would
have
filled
the
sr2
bar
completely
by
now,
and
we
would
only
be
spending
off
of
effort
sr3,
because
its
deadline
is
a
year
sooner
and
it's
if
the
eligibility
is
the
same
I,
don't
understand
why
we're
risking
having
anything
in
sr2
not
be
spent
when
we're
spending
money.
F
Yeah
I
mean
and
Serena
can
give
you
details
on
how
this
has
happened,
but
we
will
fully
expend
sr2
before
moving
on
this
is
it
has
to
do
with
the
way
that
we
allocated
out
and
when
we
allocate
out
the
budget,
we
hold
that
money
for
that
person
to
spend
through
that
fiscal
year,
even
if,
even
if
we
know
that-
or
we
see
that
the
fully
it's
not
fully
expended
so
the
school-based
spending
that
is
currently
planned
on
sr3,
we
may
do
expenditure
transfers
to
fully
expend
sr2
so
that
we
won't.
F
Well,
the
the
deadlines
for
each
of
these
are
that
the
funding
needs
to
be
encumbered
by
the
deadline.
We
have
time
to
spend
it
afterwards,
so
it
could
be
the
case
that
we
fully
expend
it
after
the
grant
periods
ended
because
we've
encumbered
it
in
time.
But
there's
you
know,
there's
there's
multiple
steps
that
happen.
F
We
do
in
between
just
thinking
about
a
September
deadline
for
expenditure,
September
30th,
there's
the
general
fund
deadline
of
June
30th,
there's
the
title:
entitlement
Grant
deadline
of
August
31st,
and
then
we
have
this
deadline
so
we're
trying
to
we're
trying
to
fully
expand
across
all
of
our
funds
to
make
sure,
and
sometimes
that
means
moving
expenses
from
one
Grant
to
another
based
on
eligibility
or
based
on
fully
expending
it.
So
that
there's
always
some
of
that
cleanup
that
happens
in
between
but
yeah.
F
We
we
do
our
projections
to
make
sure
we
have
an
appropriate
estimate
of
our
run
rate,
because
what
we
don't
want
is
to
be
in
May
or
June
and
find
out
that
we
don't
have
enough
expenses
to
fully
close
out
a
grant,
because
that
that's
what
leads
to
us.
Returning
funding
to
either
the
federal
government
or
to
the
state,
depending
on
the
grant.
B
B
We're.
Certainly,
at
the
end
of
this
fiscal
year
and
I
know
that
I
mean
I
understand
it's
a
technical
point
that
I'm
ragging
on
but
like
there's
nothing
worse
for
those
of
us
in
oversight
roles
than
to
like
wake
up
the
day
after
the
deadline
and
like
oh,
you
know,
psych
we
had
to
return
money
for
some
reason,
so
I'm
just
wanted
to
over
land.
On
the
point,
if
you
see
what
I
mean.
F
I
totally
understand
your
point
there.
F
When
we
present
this
information,
we
wanted
to
be
able
to
provide
backup
in
our
financial
systems
to
be
able
to
explain
this.
There
is
a
distinction
in
the
financial
system
between
the
way
we
track
sr2
allocations
and
sr3
allocations
and
how
departments
as
schools
are
spending
those
two
different
allocation
points
that
make
this
slide
technically
correct
and
to
your
point,
though,
is
we
could
present
the
information
differently
so
that
you
can
see
fully
have
we.
B
F
B
B
Not
just
talking
about
the
profiles
of
how
people
spend
money
and
that,
like
I
said
to
me,
means
that,
like
there's
a
good
chance
that
we're
looking
at
spending
half
of
the
total
Ester
funds
that
we
got
all
in
FY
24,
which
is
sub-optimal
in
that
it
would
have
been
better
to
have
this,
be
the
bulgier
and
then
next
year
be
the
climb
down
year
and
instead
it
continues
to
be
a
climb
up
year
and
then
a
drop.
And
obviously
your
graph
shows
the
preferred
model.
B
But
I
just
don't
think
it's
that
likely
and
so
yeah
I'm,
just
like
stressed
about
sr3
how
we
spent
it
all
down
and
don't
want
to
worry
about.
Somehow.
We've
also
created
some
accounting
issue
for
ourselves
with
us
or
two.
So
that's
just
you
know,
and
then
I
guess
and
and
sorry
I
forgot
to
confirm.
51
was
the
number
for
fy21
the
actual
number.
G
Yeah,
so
sr1
was
51.
B
Yeah,
just
in
FY
21,
that's
what
we
actually
spent.
Yes,
51.,
okay,
fully
expended.
Okay,
and
then
you
mentioned
about
120
ftes
across
English
language.
No,
sorry
across
Equitable
literacy
and
inclusion,
68.3
inequitable,
literacy,
49.7
inclusion,
acknowledging
those
are
rough
numbers.
You
guys
had
mentioned
three
areas.
The
third
one
is
the
multilingual
piece:
do
you
have
a
guesstimate
on
S
or
ftes
that
are
sort
of
multilingual
education
tag
that
you
that
are
sort
of
like
a
parallel
I
sort
of
assumed?
Because
you
gave
me
two
of
the
categories
that
you
might
have
the
Third.
G
B
So
and
what
about
I
had
the
impression
I
was
thinking
about
this
with
the
facilities
point
I
had
the
impression
that
we
were
doing
over
the
last
couple
of
years,
some
considerable,
like
AC,
upgrades
and
places
that
we
could
and
those
certainly
seem
very
like
tangible
and
taggable
to
the
pandemic
type
thing
so
are
we?
Are
we
tagging
any
of
those
as
Esser.
F
Yeah,
so
we're
rolling
out
air
conditioning
units
at
all
of
our
schools
and
classrooms
I
believe
the
total
amount
is
20
million
over
the
two
grants,
but.
B
F
B
Okay,
I
do
think-
and
I
I've
said
this
before
in
other
VPS
hearings,
but
I'm
just
going
to
continue
to
ask
for
information
in
this
format.
So
this
is
more
of
a
preview
of
the
because
we
will
send
an
information
request
after
this
hearing
like
I,
continue
to
think
that
it's
actually
quite
helpful
for
the
council
to
understand
expenditures
divided
into
ftes.
B
Capital
and
by
I,
don't
really
mean
Capital
because
I'm,
including
like
books,
I'm
talking
about
like
things
that
you
purchase,
that
you
build
that
you
like
what
right
stuff
right
and
then
so
it
is
capital.
But
it's
also
like
those
kinds
of
like
the
Chromebooks
right
and
then
there's
like
contract,
slash,
Services
right,
where
it's
like
it
might
be
being
provided
by
a
worker
but
they're,
not
an
FTE
who
we've
added
to
the
BPS
books
like
to
me.
B
That's
actually
like
fiscally
kind
of
like
the
each
of
those
things
are
different
right,
ftes
create
a
very
clear
sustainability.
Question,
one-time
Capital
supplies
doesn't
create
that
question
and
then
Contract
Services
is
in
this
in
between
Zone,
depending
on
what
they
were
for.
If
it
was
professional
development
that
hugely
impacted
a
teaching
core
that
we'll
now
be
teaching
in
the
schools
for
decades,
then
we're
not
you
know
as
concerned,
or
they
produced
an
analysis
or
whatever
versus.
B
If
the
contract
is
for
them
to
come
in
and
run
after
school
program
every
week,
then
like,
then,
we
have
a
problem
right,
but
it
seems
to
me
like,
when
Council
thinks
about
sustainability.
Those
are
importantly,
different
categories
of
spending
and
I
think
the
way
that
you
guys
divide
your
spending
well
helpful
in
other
ways
is
not
helpful
for
us.
It's
not
maximally
helpful
for
us
trying
to
understand
that
yeah.
F
I
would
say
in
our
core
Financial
reports,
including
the
budget
that
we
propose
in
our
monthly
budget
of
decent
school
committee.
We
break
everything
down
in
in
three
different
ways,
one
of
which
is
by
account
which
then
splits
up
non-personnel
spending
from
Personnel
spending
and
then
within
those
categories
we
break
down
even
further
So
within
Personnel.
You
can
see
how
how
much
we're
spending
on
benefits
versus
FTE
versus
temporary
part-time
positions
within
accounts.
You
can
see
the
breakdown
between
supplies,
contracts,
facilities
and
those
different
pieces.
F
The
budget
there's
multiple,
obviously
ways
you
can
split
the
data,
yeah,
there's
general
fund
versus
external
funds
and
then
there's
the
all
funds,
which
is
both
of
those
combined
this
year,
we've
added
a
third
bucket,
which
is
General
funds
all
funds
and
ask
our
funding
so
that
you
can
see.
Esser
funding
is
separate
from
all
other
external
funds.
F
Subcategories
within
user
for
each
and
then
within
each
of
those
three
or
three
funding
sources
you
can
see
by
Department,
which
is
who's
responsible
for
managing
the
spending
by
account,
which
is
exactly
the
type
of
stuff
we're
spending
it
on
and
then
by
program
is
sort
of
a
modifier
on
accounts.
You
can
see
how
much
of
the
teachers
that
we're
spending
on
inclusion,
how
much
of
special
ed
teachers
do
we
spend
on
inclusion?
F
How
much
do
we
spend
on
English,
Learners
versus
other
sort
of
district-wide
programs
is
kind
of
that
that
snapshot,
and
that
gives
you
a
great
I,
think
when
we
do
our
presentations
we're
often
trying
to
aggregate
the
data
in
a
way,
that's
digestible
and
helpful
for
people
to
understand
the
purpose
that
we're
spending
it
on,
but
you
are
and
appropriately
so
thinking
about.
I
just
want
to
get
the
nuts
and
bolts
of
how
we're
spending
it.
It's
available
in
these
tables
that
most
people's
eyes
glaze
over
when
I
start
talking
about.
A
B
But,
like
you
know,
that's
just
yeah,
just
a
sort
of
feedback
Point,
and
it's
good
to
know,
though,
that
you
already
have
it
all.
So
that's
easy
enough
for
us
to
follow
up
on.
Did
you
get
the
multilingual
number.
B
Okay
and
then
I
guess
my
other
question
is
sort
of
I
was
looking
at
the
example.
You
were
giving
Nate
in
the
packet
around
sustainability
and
what's
moving
over
for
school.
Why.
A
B
It's
just
right,
it's
sort
of
when
I
look
at
these.
You
know,
like
it's
clear
right:
the
things
that
were
kind
of
ring,
fencing
and
saying
hey,
the
district
said
you
had
to
have
these.
We
think
they're
critical
to
every
kid's
education
and
so
we're
not
gonna
We're,
not
gonna
have
the
right
hand
give
them
to
you
in
the
left
hand,
take
them
away
right,
which
is
like
the
family,
Liaisons
The
Librarians,
the
social
workers.
The
nurses
like
these
are
these
are
the
things
that
I
mean
I.
B
Have
you
know
seen
us
on
the
council
and
in
partnership
with
schools,
really
add
these
positions
over
the
last
few
years,
so
I
think
it's
really
important
what
you're
doing
there,
but
then
it
seems
like
some
of
the
positions
that
are
more
like
what
the
schools
are
picking
Beyond.
Above
and
beyond
that
right.
You've
got
like
here,
you
have
sort
of
four
other
managerial
and
you've
got
an
assistant
principal
and
you've
got
a
guidance
counselor
and
a
substitute
and
someone
who's
a
field
coordinator
and
I.
B
Don't
really
know
what
that
is,
but
the
it's
it
sort
of
seems
I.
B
Don't
know
how
representative
this
example
that
you
pulled
is
like
of
other
schools,
but
it
would
seem
to
me,
like
the
trade-off
that
we're
talking
about
for
a
lot
of
our
schools,
is
this
kind
of
like
extra
managerial
handling
like
hands
versus,
like
these
very
specific
competencies
and
roles,
and
and
and
so
if
in,
if
overall,
our
push
is
going
to
be
I
guess
part
of
what
I'm
curious
about
is
is
bps's
position
that
our
schools
need
to
be
lighter
on
that,
like
top
admin
like
like
kind
of
space
or
not
even
necessarily
top
admin,
but
like
just
kind
of
general
purpose,
Administration
somebody
to
put
to
go,
handle
this
thing
and
have
more
people
with
particular
competencies
like.
B
F
Do
it's
a
it's
a
really
interesting
one
and
it
you
know
I.
Think
I,
don't
think
it's
our
position
that
schools,
our
heavy
administrative
staff,
I,
think
a
lot
of
times.
F
When
you
talk
to
school
leaders,
there
are
a
lot
of
single
what
they
refer
to
single
admin
buildings,
which
is
a
principle
without
a
lot
of
the
support
to
do
the
logistics,
which
makes
it
really
difficult
for
for
this
school
leader
to
be
the
instructional
leader
of
the
school
to
spend
time
in
classrooms
to
give
feedback
and
coaching
and
support
on
instruction
which
is
critical
to
moving
the
needle
on
on
whatever
we're
trying
to
do.
Instructionally
I
do
I
think.
The
way
you
characterize
is
super
interesting
about
these
core
competencies.
F
I
think
is
the
right
way
to
think
about
it
and
that's
why
there's
not
a
formulaic
move,
there's
not
a
central
decision
about
what
positions
are
moving.
There's
a
conversation.
That's
happening
right
now
with
the
schools
with
central
office
teams,
with
their
school
superintendent
around
how
we're
using
these
resources,
because
a
CFC
could
be
used
for
Community
engagement
could
be
that
person
who's
going
to
seek
out
Partnerships.
F
The
CFC
could
also
be
somebody
who's
helping
to
support,
create
the
inclusion
culture
in
the
school
there's,
multiple
ways
that
those
positions
can
be
used
so
by
working
with
individual
schools.
We
identify
how
they're
using
these
positions
and
so
that
managerial
support
could
be
their
inclusion
coach
or
it
could
be
their
person
who's
focused
on
behavioral
interventions.
F
You
know
there
are
multiple
ways
that
those
positions
can
be
used
and
I
think
we
have
a
great
deal
of
autonomy,
which
means
School
leaders
have
a
great
deal
of
flexibility
in
how
they
use
their
resources
over
and
above
the
sort
of
these
requirements,
and
so
sometimes
we'll
go
in
and
say
we
want
you
to
not
only
do
a
family
liaison,
but
we
want
to
this
type
of
position,
because
it's
now
going
to
look
the
same
across
all
schools
and
in
some
case
we
may
say,
tell
us
how
you're
doing
this
work
who's
responsible
for
it
and
how
you're
managing
it,
which
could
be
stipends.
F
It
could
be
part
of
a
person's
time
to
be
able
to
manage
that
work,
and
so
the
example
was
in
that
purple
piece.
There's
a
conversation
where
we
say:
how
are
you
using
these
resources
aligned
to
these
goals
and
most
often,
what
we
hear
from
schools
is
they're
already
aligned
into
the
Strategic
goals
they're.
Just
doing
it
a
lot
of
different
ways,
sometimes
in
ways
that
we
think
are
great,
we
should
learn
from.
B
Yeah,
it
just
seems
it
seems
like
it's
going
to
be
extraordinarily
challenging
the.
B
F
It's
interesting
I
mean
I,
think
part
of
the
you
know.
People
often
start
at
the
point
in
the
the
that
Esser
was
created
to
create
to
to
sort
of
help
with
learning
loss
and
recovery,
but
the
original
stimulus
package
was
got
momentum,
because
there
was
a
fear
that
we
were
about
to
enter
a
major
recession
and
that
we
were
going
to
need
additional
Federal
help
to
be
able
to
sustain
local
revenues
which
we're
going
to
decline.
F
By
the
time
it
became
clear
to
people
that
that
there
wasn't
going
to
be
a
decrease
in
local
Revenue.
There
wasn't
going
to
be
a
recession
of
the
last
few
years.
There
was
already
enough
momentum
that
people
shifted
and
said:
okay,
there's
going
to
be
a
lot
of
learning
loss
and
that
we
need
to
to
to
recover
from
which
is
true.
That's
not
a
three-year
learning
loss.
That
is
a
multi-year
investment
in
our
schools
and
our
services,
and
so
we
do
have
this
challenge
right.
F
We
have
for
years
said
we
need
more
for
our
students,
we
need
more
Athletics
programs.
We
need
more
programs
for
the
for
parents
of
students.
These
are
programs
that
we
wanted
to
be
able
to
stand
up,
but
we
can't
stand
them
up
unless
we
have
a
plan
for
continuing
them
Beyond,
because
in
a
high
needs
District,
where
these
programs
are
going
to
support
kids,
who
are
most
vulnerable,
giving
them
resources
only
to
take
them
away
three
years
later
is
not
a
responsible
thing
to
do
so.
F
It
creates
this
real
challenge
for
us
that
unless
we
have
a
plan
for
additional
Revenue
to
come
in
and
replace
this
new
increase
that
that's
that
tension
between
what
do
we
do
if
we
don't
fully
expend
it
well,
what
do
we
do
if
we
do
fully
expend
it,
because
that's
gonna?
It's
like
increasing
our
Cliff
right
without.
B
Leaving
money,
but
it
just
keeps
driving
you
back
to
the
one-time
things
it
drives
you
back
to.
What
can
you
Bank
like
like
you
know
it
does
that's
the
thing
is
it
it
makes
to
me
it
like
it
does
reopen
the
facilities
question
like
it's
like?
Are
there
you
know?
Are
there
things
that
we
can
assess
quickly
enough
to
to
be
like
yeah?
No,
here's!
B
Actually
our
strategy
for
how
we're
going
to
spend
100
Mil
of
this
on
facilities
next
year,
I
mean
it
because
otherwise
it's
really
hard
to
figure
out
how
square
that
Circle
yeah
I,
just
and-
and
it
is
important
to
me
so
with
arpa-
you
have
to
encumber
by
2024,
but
you
have
to
spend
by
2026..
Do
you
know
what
the
actual
actual
spending
deadline
is
for
Esser.
B
F
F
Is
I
think
it's
closer
to
three
or
four
months:
I
I'll
come
back
with
the
exact
for
you.
I
mean
another
just
interesting
point,
as
we
start
to
think
about
this.
A
lot
of
other
districts
nationally,
particularly
large
urban
districts,
nationally,
have
the
ability
to
to
carry
a
fund
balance
forward,
and
so
they
are
not
as
concerned
with
or
focused
on.
F
How
do
we
fully
expend
Esser
in
the
same
way
that
we
are
because
they
can
just
move
their
general
fund
dollars
over
to
fully
expend
essener
and
then
carry
that
balance
forward
and
then
think
about
a
multi-year
approach
to
the
spending
in
a
different
way?
And
it's
it's
sort
of
unique
to
us
there
are.
There
are
a
subset
of
states
that
restrict
that
fund
balance
on
local
districts,
the
way
that
Massachusetts
does
for
Boston.
F
So
if
you're
not
hearing
about
other
districts
nationally
having
the
same
sort
of
fiscal,
cliff
conversation
or
the
intensity
around
how
they're
going
to
fully
expend
it
because
their
plan
and
for
conversations
we've
had
with
other
CFOs
and
other
Finance
teams
across
the
nation,
their
plan
is
to
carry
a
greater
fund
balance
going
into
fy25
and
potentially
FY
26.
That
is
not
available
to
us
currently.
B
No
that's
helpful
context
and
I
also
think
there's
the
context
that,
as
you
pointed
out,
we
should
recognize
as
a
fortunate
thing,
but
in
we
both.
Obviously
the
recession
didn't
hit
on
the
timeline
that
people
expected,
but
then
also
Boston's,
Revenue
sources,
because
it's
so
property
tax
dependent
was
more
resilient
than
some
others,
and
so
also
I
would
suspect.
B
F
Something
to
think
about
in
terms
of
advocacy,
if
you
know
in
terms
of
what
you
can
do
as
the
city
council,
as
you
think
about
opportunities,
is
how
do
you
create
the
flexibility
for
us
that
it's
not
that
hard
deadline
to
spend
the
full
amount,
because
I
know
that
we
will
be
talking
about
Essa
recovery
for
this
generation
of
students
until
they've
graduated,
hopefully
ready
for
college
or
career
or
for
what
they're,
what
what
their
choice
is
going
to
be
afterwards,
and
we
need
to
continue
to
invest
in
those
students,
not
just
in
fy25,
but
certainly
Beyond,
yeah.
B
I
think
the
council
and
the
administration
and
BPS
should
be
talking
now
about
if
we,
if,
if
what
we
want,
is
to
I
know,
there
are
jurisdictions
that
have
been
advocating
around
like
arpa
deadlines
and
such
we're
actually
further
along
in
encumbering
and
spending
our
arpa
dollars
than
most
other
municipalities
around
the
country.
B
It's
an
it's
an
inverse
of
the
dynamic
you
described,
but
I
think
that
you
know
if
there's,
if
there's
advocacy,
be
done
there
I
think
it
would
be
great
for
us
to
do
it
sooner
rather
than
later,
as
opposed
to
just
at
the
like
absolute
11th
Hour,
we're
not
going
to
spend
this
money.
B
Give
us
some
Mulligan
I
do
think
it
would
be
helpful
if
we
could
discharge
all
of
the
s
or
two
like
because
other,
because
when
you,
when
we
haven't
done
that,
it
looks
like
we
aren't
managing
to
zero
effectively.
B
It's
an
Optics
thing
like
I,
just
I
think
it
is
we're.
Clearly,
we've
already
committed
more
money
than
we
have
in
sr2,
so
like,
let's
just
be
able
to
be
talking
about
sr3
and
not
have
that
muddy.
The
waters
is
my
editorial,
comma,
anyways,
okay,
I
think
those
were
all
of
my
questions.
Councilman
Murphy
can
see
my
sheet
my
extremely
chaotic
way
of
keeping
track
of
what
I
want
to
ask.
B
Okay,
I
I'm,
just
gonna
check
whether
we
have
okay,
we
don't
have
any
public
testimony.
We
will
be
following
up
with
information
requests
and
I.
Do
I
really
want
the
the
council
and
I
think
it
should
be
going
to
the
school
committee
too
to
just
be
getting
a
regular
report.
B
We,
like
I,
can
get
the
last
month's
snapshot
of
our
arpa
spending
and
encumbrance
from
Casey
Brock
Wilson's
office
like
anytime
right
now,
and
we
also
have
these
quarterly
reports
that
are
being
published
online,
like
I,
think
I
understand
that
the
form
of
federal
oversight
over
those
dollars
is
different
for
Asser
versus
arpa,
but
I,
just
like
as
we
do.
This
advocacy
same
thing.
I
just
think
like
there
needs
to
be
a
kind
of
rolling
updating
data
that
shouldn't
involve
like
a
whole
narrative
presentation
right.
B
It
should
just
be
like
here's
where
we
are
so
our
my
office
will
follow
up
on
that
front,
but
thank
you
for
joining
us.
Thank
you
for
all
the
information
that
was
in
this
and
all
your
work.
I
know.
I
know
we
grabbed
I
know
we
grabbed
the
only
week
that
you
didn't
have
a
presentation
to
the
school
committee
on
BPS
budget,
which
I
thought
of
as
a
kindness,
but
could
also
be
seen
as
taking
your
off
week
away
so
I'm.
Sorry,
that's.
B
So
yeah
your
Thursday's
off
right
or
your
Wednesday
Thursday,
like
yeah
so
I,
will
I
will
allow
some
brief,
closing
statements
from
colleagues
and
then
we'll
wrap
it
up.
Counselor
Braden
yeah.
C
Thank
you.
Thank
you
both
for
being
here
this
morning.
I
think
you've
heard
us
loud
and
clear.
We
really
are
concerned
about
the
timeline
to
get
to
expand,
These
funds
and
for
me
personally,
I
think
they're
intersection,
early
interest,
Early
Education
and
the
pathway
and
then
also
thinking
about
those
students
who
have
already
left
who've
ever
graduated.
Our
school
schools
who
are
impacted
by
Colvin
are
we
are
we
working
with
those
folks
to
make
sure
they're
getting
the
support
so
that,
in
terms
of
more
adult
education,
are
they
getting
into
Community
College?
C
Just
and
again,
I
think
I'm,
coming
back
to
my
colleague,
councilor
worrell's
idea
of
the
Cradle
to
Career
timeline
and
actually
having
a
system
that
is
continuous
from
preschool
through
graduation
and
and
after
graduation,
so
that
we
can
know
how
successful
we
are
with
preparing
our
young
people
and
where
the
gaps
are.
C
If
we
don't
collect
that
data
and
if
we
have
two
different
systems
that
don't
talk
to
each
other
and
we
lose
kids
in
the
mix,
then
I
think
we're
we're
doing
them
a
great
to
service,
so
I
think
again,
there's
another
place.
We
could
spend
some
money,
so
thank
you
so
much
for
we
will
be
seeing
you
all
again
soon
and
I
think
having
a
timely
reports
about
where
we're
at
with
this
with
this
process
would
be
really
helpful.
Thank.
D
Or
thank
you
and
thank
you,
councilor
Braden
for
uplifting
those
students
who
have
left
our
system,
but
were
probably
I
mean
we
could
argue
at
any
grade
level
who
was
hurt
the
most
but
investing
in
our
little
ones.
As
a
former
kindergarten
teacher
for
many
years,
I
obviously
will
always
advocate
for
that,
but
I
don't
think
Esser
funding
is
the
place
for
that.
D
You
know
a
couple
years
back,
the
superintendent
had
framed
the
front
page
of
the
newspaper
that
was
patting
ourselves
on
the
back
for
the
lowest
or
the
highest
level
of
graduation
rates
going
up,
but
we
had
taken
away
all
of
the
requirements
or
many
of
the
requirements.
So,
of
course
the
number
of
students
graduating
went
up,
so
we
really
have
pushed
along
students
in
the
last
few
years
for
lots
of
different.
You
know
coveted
reasons
and
they
were
graduating
without
the
basic
skills
they
needed.
So
where
are
they?
D
We
also
lost
a
lot
of
students
in
covid,
especially
as
BPS
extended
for
another
full
year.
Much
longer
than
other
school
districts
did
working
on
completely
remote
and
the
data
that
is
still
not
fully
clear
on
how
many
students
were
actually
logging
in
over
that
year
and
how
many
kids
did
not
return
to
our
system
like
where
are
they?
It
does
personally
keep
me
up
at
night
wondering
where
did
they
go
and
this
generation
of
1920
21
year
olds,
who
were
sophomores?
You
know
halfway
through
their
sophomore
year
junior
senior
year?
D
What
did
they
miss
and
what
were
they
already
not
like?
What
were
they
already
lacking
at
that
point
and
then
what
what
happened
when
they
didn't
have
the
the
needs
so
making
sure
that
we're
looking
at
that
as
a
city
and
something
we
could
do
more,
maybe
on
the
console
to
make
sure
that,
if
there's
other
funds,
we
can
support
that
age
group
is
important
and
the
cliff
analogy
is
great
and
I
think
it
then
opens
up
the
conversation
absolutely
for
spending
this
on
facilities.
D
There
are
rules
but,
like
you
said,
we
can
be
flexible
if
needed.
So
facilities
is
something
you
have
forever
you
build
it
and
then
it's
there
for
generations
and
lastly,
I
will
just
say:
I
appreciate
that
we
don't
want
to
micromanage
principals
administrators
teachers
at
the
school
level
and
kind
of
give
them
the
autonomy
knowing
well,
you
know
best,
but
when
the
data
shows
many
times
time
and
time
again
that
the
schools
are
are
failing
on.
D
You
know
academically
and
safety
reasons,
and
all
that
we
then
have
to
step
in
as
a
system
when
we
can't
just
let
them
sink,
because
we've
made
this
decision
that
we're
going
to
let
principals
and
school
level
communities
make
decisions
when,
at
the
end
of
the
day,
we're
seeing
that
students
are
being
promoted
and
they
can't
read
or
graduating
without
the
skills
they
need.
We
have
to
have
some
safety
net
someplace.
D
B
You
thank
you
councilor
Murphy,
yeah
I'll,
just
thank
again
the
BPS
team.
I
think
this
is
a
really
important
conversation.
I
think
that
BPS,
you
know
we
Face
a
lot
of
challenges
and
then
we
have
a
bunch
of
resources
and
we've
discussed
some
of
the
challenges
of
some
of
the
difficulties
of
matching
those
resources
to
the
challenges,
but
but
it's
surely
better
to
have
to
be
in
the
position
of
having
these
federal
funds
that
give
us
an
opportunity
to
think
strategically.
B
I
think
that
in
many
respects
we're
really
talking
about
a
double
Cliff,
we're
talking
about
a
federal
funding
cliff
and
we're
talking
about
a
funding,
vis-a-vis,
enrollment,
cliff
and
I.
Think
I,
like
I,
think
it's
it's
setting
up
a
very
difficult
set
of
conversations,
but
I
do
appreciate
the
fact
that
I
think
that
the
district
is
grappling
with
that
in
part
by
Shifting
the
hold
harmless
funds
onto
Esser
this
year,
because
difficult
conversations,
Don't
Get
Easier
by
not
having
them
so
I.
You
know
I
do
I.
B
Do
really
like
appreciate
the
challenge
of
of
what
you
are
wrestling
with.
I
think
that
I
want
to
continue
to
emphasize
that
there
is.
There
is
no
disentanglement
of
the
Esser
spending
from
the
overall
budget
questions
for
the
school
and
so
that,
therefore,
the
council
is
going
to
continue
to
take
an
interest
in
this
because
of
all
the
interrelationship
that
we've
been
talking
about
and
that's
the
spirit
in
which
we're
you
know
going
to
keep
coming
back
to
you
for
more
data
on
this,
but
really
appreciate
you
guys.
B
Taking
the
time
today
and
I
know
we
managed
to
we
didn't
quite
make
three
hours,
but
we
did
did
manage
to
make
it
a
bit
of
a
long
hearing,
but
I
think
I
at
least
learned
a
lot
and
got
a
lot
of
useful
information.
So
thank
you,
Serena
and
Nate
both
for
your
work
and
with
that
this
hearing
of
the
Boston
City
council's
committee
on
Boston's
covid-19
recovery
is
adjourned.