►
From YouTube: Committee on Education on October 27, 2020
Description
Docket #0979 - Hearing regarding the implementation of the #BPSReady reopening plan
B
A
A
B
B
D
Hey
everyone,
I
think,
we'll
get
started
in
the
next
few
minutes.
Shane.
If
we're
ready
to
go
or
candace,
I'm
not
sure
who's.
D
D
A
D
A
A
D
A
You
george,
do
you
want
us
to
be
on
video
or
show
our
because
in
school
committee
they
have?
You
know,
rules.
D
No,
I
would
no
it's
whichever
you
prefer.
Okay,
whatever
you
are
comfortable
with.
A
D
Ready
to
go
yep
and
we
actually
waiting
for
jessica
tang.
I
know
she's
coming
so
I'm
gonna,
I
am
gonna
get
started
though
there
she
has
perfect
timing,
I'm
going
to
get
started,
because
I
do
have
a
little
bit
of
a
script
that
I
need
to
read
anyway.
To
get
us
get
us
to
where
we
need
to
to
go.
So
I'm
calling
this
means
to
order
a
good
afternoon.
Everyone.
My
name
is
anis
or
siva
george.
D
I
am
chair
of
the
boston
city
council's
committee
on
education,
in
accordance
with
governor
baker's
march
12,
2020
executive
order,
modifying
certain
requirements
of
the
open
meeting
law
and
relieving
public
bodies
of
certain
requirements.
The
city
council
will
be
conducting
this
hearing.
Virtually
this
enables
the
city
council
to
carry
out
its
responsibilities
while
adhering
to
public
health
recommendations
in
ensuring
public
acts.
Access
to
to
its
deliberations
through
adequate
alternative
means.
D
D
D
D
Ccc.Educationboston.Gov
this
afternoon,
I'd
like
to
note
that
we
are
joined
by
one
calling
for
now.
I
expect
a
few
others
will
join
us
as
the
hearing
goes
underway.
So
I'd
like
to
welcome
counselor,
ed
flynn
to
be
with
us.
I
would
also
like
to
I
have
also
been
joined
by
councillor,
andrea
campbell.
I
want
to
briefly
introduce
the
panelists
before
giving
colleagues
an
opportunity
to
give
opening
remarks
this
afternoon,
we'll
be
joined
by
superintendent,
brenda,
casellius
senior
adviser,
tammy,
pust
and
suzanne
salter
bennett,
director
of
the
boston
public
schools,
nursing
program.
F
G
Job
good
afternoon,
councilor
sabi
george,
thank
you
for
your
leadership
on
this
important
issue.
Thank
you.
It's
good
to
be
with
you,
it's
good
to
be
with
the
superintendent
of
schools
in
the
boston
teachers
union
as
well.
I
want
to
say
thank
you
to
the
teachers,
especially
and
our
bps
staff
that
are
working
tirelessly
during
this
very
difficult
time
in
our
city
in
our
country,
but
we're
so
fortunate
in
boston
to
have
dedicated.
G
That
critical
critical
role
in
our
city,
I'm
looking
forward
to
hearing
the
testimony
and
again
I
want
to
say
thank
you
to
council
savvy
george.
D
H
You
councillor
asabi
george,
for
your
leadership
here
and
thank
you,
of
course,
to
all
of
the
staff
administrators
at
bps
for
being
here.
Thank
you,
of
course,
to
jessica
as
well
for
your
leadership
and
for
all
the
folks
who
have
sent
testimony
email
testimony
with
respect
to
this
critical
issue.
I
look
forward
to
listening
asking
some
questions,
obviously
we're
in
the
midst
of
a
pandemic.
None
of
us
have
been
in
this
before
we
have
to
figure
out
a
lot
of
moving
pieces,
so
I
appreciate
everyone's
work
here.
H
There
is
how
do
we
protect
our
teachers
in
some
of
the
old
infrastructure
and
buildings
that
we
have,
while
also,
of
course,
listening
to
our
families,
our
teachers,
our
educators
and
our
students
with
respect
to
our
special
needs,
students
and
those
who
really
are
desperately
in
need
of
in-person
instruction,
so
want
to
do
everything
I
can
to
support
our
educators
to
support
our
teachers,
our
students,
our
families,
our
staff,
and
I
just
think
we
just
we
just
have
to
do
a
little
bit
better.
I
think
you
know
some
of
this
feels
a
little
reactive.
H
I
know
there
have
been
a
lot
of
folks
with
a
lot
of
great
ideas
on
the
table
for
some
time,
and
so
I'm
just
looking
forward
to
hopefully
getting
to
a
place
where
everyone
feels
like
their
needs
are
being
met
and,
of
course,
with
respect
to
remote
learning,
making
sure
that
all
of
our
families
and
students
have
access
to
hardware,
software
and
everything
they
need
to
have
an
excellent
remote
learning
experience.
So
thank
you
all
for
your
leadership.
I
know
it's
not
an
easy
time
and
I
do
my
best.
H
I
just
want
to
say
this.
I
think
counselor
sabi
sabi
george,
does
a
great
job
too,
as
a
chair
of
this
committee
to
not
create
an
us
versus
them
atmosphere
which
can
be
really
difficult
to
do
in
this
time.
So
thank
you,
council,
sabi
george,
for
your
leadership
and
thank
you
all
again.
Looking
forward
to
the
conversation.
I
Thank
you,
madam
chair,
thank
you
for
your
leadership
in
this
space
and
it's
great
to
see
so
many
friends
and
colleagues
here,
particularly
my
favorite
former
principal
in
district
six,
mr
db,
who's
now
doing
some
great
work
in
central
office.
Obviously
we
all
stand
completely
united
to
do
everything
we
can
to
make
sure
that
we
have
the
safest,
most
effective
atmosphere
for
our
kids
for
our
bps
families,
for
our
teachers
for
our
staff.
I
This
is
an
unimaginably
difficult
year
that
we
have
been
dealt
as
it
relates
to
doing
everything
we
can
working
collectively,
which
is
what
we
all
share.
I
At
the
end
of
the
day,
we
may
have
some
different
ideas
on
how
to
get
there,
but
we
all
want
what
is
best
for
our
kids
for
our
bps
families
and
for
our
bps
school
community,
so
forward
to
continuing
the
work
and
madam
chair
be
remiss
if
I
didn't
also
add
my
voice
to
acknowledge
the
incredible
work
you've
done
here
in
a
very,
very
difficult
time,
in
a
very,
very
thankless
way
and
both
as
a
mom
and
a
teacher
and
a
city
official
you've
really
done
some
exemplary
work.
So
thank
you
for
that.
I
D
I
love
it.
Thank
you.
Council
o'malley
and
I
love
counselor
o'malley,
using
his
dad
calming
voice
tone,
because
that
baby
must
have
been
margo
must
have
been
asleep.
I
I
also
want
to
thank
all
of
our
panelists
for
being
here
today
and
continuing
this
conversation
on
the
reopening
of
the
boston
public
schools
during
the
covid19
pandemic.
D
We
know
that
this
pandemic
is
creating
an
enormous
amount
of
stress
and
everyone's
mental
health
has
been
compromised
as
a
result
as
a
result
of
this,
but
we
also
know
that
school
is
often
a
place
of
stability
for
our
highest
need.
Students
that
bear
our
long-term
health
and
well-being
consequences
from
delaying
in-person
learning,
particularly
to
our
youngest
learners
and
many
special
education
students.
This
pandemic
is
bringing
to
the
forefront
many
seemingly
competing
priorities.
D
We
need
in-person
learning,
but
we
must
maintain
social
distancing
and
reduce
community
spread.
We
must
respond
to
the
changing
pandemic
in
real
time,
but
provide
stability
to
our
families
and
our
community.
We
need
more
social
and
emotional
supports,
but
our
students
must
have
opportunities
to
academically
advance.
It
is
not
easy
to
balance
all
of
these
needs.
D
What
is
clear
from
us
from
our
experience
thus
far
is
that
we
must
be
communicating
more
openly
about
the
existing
issues
in
our
district
and
work
together
with
the
same
goal
in
mind,
safe
in
person
learning
for
as
many
students
as
possible,
while
keeping
the
risk
to
our
staff
and
families
as
low
as
possible.
I'm
certain
that
this
will
not
be
the
last
hearing.
D
I
actually
am
very
certain
about
it,
because
we
have
a
number
of
other
hearings
upcoming,
but
I
hope
that
we
will
use
this
as
an
opportunity
to
learn
from
our
mistakes
and
our
successes
during
the
three
weeks
of
reopened
schools
and
now,
during
this
time
of
full
remote
learning.
I'm
very
grateful
to
everyone
who
has
joined
us
today
to
the
panel
and
also
want
to
recognize
that
we've
been
also
joined
by
councillor
mejia
I'll
now,
turn
it
over
to
the
superintendent
for
her
remarks
and
presentation,
superintendent,
caselias.
J
Thank
you,
madam
chair
members
of
the
committee
counselors,
and
all
who
are
joining
us
this
afternoon
for
a
conversation
about
our
fabulous
boston,
public
schools,
I'm
very
proud
to
and
humbled
to
be,
leading
this
organization
and
the
education
of
our
many
many
children
in
the
city,
especially
during
this
really
challenging
time.
I
want
to
thank
my
team,
who
is
here
with
me
today,
who
has
really
been
working
around
the
clock.
J
I
also
want
to
thank
president
tang
and
her
members
for
their
support
and
really
all
of
the
unions
of
boston
public
schools
for
their
work
with
us,
as
we
are
continuing
to
evolve
and
and
deal
with
these
uncertain
times
that
we
have
and
just
getting
it
right
for
our
kids
as
we
open
and
close
and
and
hopefully
really
soon
open
again,
if
we
can
all
help
to
to
get
our
kids
back
in
school.
J
So
let
me
just
recap
a
little
bit
about
where
we've
been
and
and
where
we're
going
and
some
of
our
plans
I'll
I'll,
be
brief.
And
then
so.
We
have
a
lot
more
time
for
questions.
J
We've
had
a
very
busy
summer,
also
of
hiring
we've
hired
929
new
teachers,
50
additional
nurses,
25
additional
custodians,
65
social
workers,
48
family
liaisons
and
41
transformation,
instructional
coaches.
This
is
part
of
the
budget
that
you
helped
us
all
pass
and
the
supports
that
you've
given
to
us
already
that
really
have
set
us
up
and
multi-year
supports
really
because
the
prior
year
you
had
given
so
much
funding
around
nurses
and
that's
just
set
boston
in
a
really
good
position.
J
With
this
culvert
crisis,
had
we
not
had
those
nurses,
I
think
we
would
be
not
in
a
good
place
right
now.
So
I
think
that
you
for
your
forethought-
and
especially
your
leadership,
madam
chair
in
in
securing
those
nurses-
and
one
thing
that
we
have
really
been
doing
as
part
of
our
strategic
strategic
agenda-
is
to
ensure
that
we
are
diversifying
our
workforce
as
well.
J
So
we're
proud
to
say
that
over
50
or
more
of
our
new
hires
are
people
of
color
and
a
hundred
percent
of
our
family
liaisons,
our
persons
of
color,
and
I
think,
78
percent
of
our
social
workers
are
persons
of
color,
and
so
we
are
really
excited
about
those
numbers
and
I
believe
our
number
is
and
we'll
get
it
for
you.
100
don't
hold
me
to
it,
but
I
think
it's
over
40
also
are
linguistically
diverse.
J
So
we
are
not
only
looking
for
racial
diversity,
but
also
linguistic
diversity,
so
that
I
want
to
take
take
a
moment
to
thank
our
recruitment
team
under
sarah
daly's
leadership
and
that
has
been
moved
into
our
strategic
and
equity
office,
which
really
has
moved
into
the
superintendent's
office
and
given
it
new
juice,
so
to
speak
in
order
to
create
a
lot
more
focus
on
this
and
critical
work
ahead
of
us.
We've
also
been
working
with
our
current
staff
on
a
leave
policy.
J
That's
responsible
to
the
needs
of
our
team
and
responsive
to
this
culvert
crisis.
At
present
we
have
437
employees
on
leave,
166
are
on
maternity
and
paternity
leave
or
parental
leave.
98
are
have
personal
illness,
67
have
a
family
member
who
it
has
medical
needs,
16
for
health
reasons
and
29
personal
reasons.
51
leaves
of
requests
are
pending.
As
of
10
20,
20
20.
J
J
So
approximately
2
600
students
were
learning
on
those
cohort
days
two
days
a
week
and
that
meant
about
1300.
On
any
given
day,
either
on
a
monday
or
tuesday,
because
we're
doing
remote
on
wednesdays
or
thursdays
and
fridays,
since
then,
we
had
plans
to
welcome
back
students
to
four
days
a
week,
but,
as
you
know,
our
rates
have
gone
up
to
a
level
that
we
did
not
feel
was
acceptable
at
a
4.7
rate.
Now
currently,
as
you
know,
we're
at
6.2,
and
we
were
planning
to
also
phase
in
our
youngest
students
at
that
time.
J
Grades
k
zero
through
grade
three
and
we
had
to
push
that
back
now.
So
what
we
are
going
to
do
moving
forward,
though,
is
look
for
two
week
interviews
at
intervals
so
that
we
can
look
at
trends.
J
Currently,
we
are
working
on
plans
right
now
for
students
to
come
back
our
day
school
students
to
come
back
this
thursday,
because
we
think
that
we
can
do
it
safely
and
we're
going
to
put
in
additional
safety
precautions
for
them
to
be
able
to
do
so,
and
we're
also
working
on
plans
for
next
week
to
bring
back
more
students
in
the
categories
that
I
shared
earlier.
Who
we
deem
high
need
and
whose
parents
say
that
they
are
needing
this
type
of
service
for
their
children.
J
And
we
will
be
working
with
the
btu
to
and
are
currently
working
with,
the
btu
to
devise
those
plans
and
buildings
that
we
believe
are
safe.
J
J
It's
extremely
heartbreaking
for
us
not
to
be
able
to
provide
these
to
our
students,
and
it's
been
very
challenging
and
difficult
to
speak
with
the
parents,
who
are
just
really
desperate
for
this
care
for
their
children
and
ensuring
that
they
have
what
they
need.
The
special
education
advisory
council
has
been
working
with
us
every
step
of
the
way
and
very
urgently
pressing
for
us
to
get
this
right.
So
we
are
continuing
those
meetings
as
we're
headed
into
these
next.
Several
days
and
weeks.
J
Next,
I'd
like
to
just
speak
quickly
about
the
shift
to
remote
and
recognizing
that
some
of
the
students
who
are
needing
this
level
of
in-person
care
are
going
to
be
able
to
get
that
kind
of
care
that
they
need,
and
our
school
leaders
are
also
really
working
with
us
to
help
students
access
the
buildings
to
make
sure
that
they
can
pick
up
any
medications
or
any
other
items
that
maybe
they
have
left
or
are
still
needed
for
them.
For
their
at-home
learning.
Teachers
will
continue
to
use
their
classrooms.
J
We
have
about
25
of
our
teachers,
who
are
choosing
to
use
their
professional
spaces
or
they
may
be
co-teaching
and
collaborating
with
another
colleague,
and
so
they
are
asking,
and
we
will
continue
to
sanitize
the
classrooms
and
make
sure
that
they're,
secure
and
safe
for
for
our
staff,
who
are
still
willing
and
wanting
to
use
those
spaces
switching
gears
to
food
service.
We
still
have
our
super
sites
and
we
will
continue
to
move
all
meals
that
to
that
and
to
those
sites
and
also
continue
our
one-to-one
service
delivery
to
families
that
need
need
that.
J
This
has
was
earlier
a
source
of
major
frustration
for
us,
as
we
waited
for
our
supplies
to
come
in,
like
many
other
districts
were
competing
for
the
same
resources
for
for
our
students,
and
so
there
was
a
delay
in
getting
all
of
our
chromebooks,
but
as
of
today,
we
have
delivered
or
distributed
46
411
chromebooks.
J
That's
because
some
students
have
opted
out
of
requesting
a
device,
and
we
have
about
five
thousand
thirty,
two
students
who
have
opted
out
of
receiving
a
device,
and
then
there
are
a
number
of
students
without
a
device
who
have
not
opted
out
and
those
that
number
is
at
8
349..
J
Those
are
a
total
of
about.
We
have
a
total
of
about
5
600
hot
spots
that
are
assigned
to
students,
and
we
are
continuing
to
add
more
of
those
hot
spots.
We
also
have
partnered
with
the
city
and
we're
distributing
3
000
vouchers
for
free
wi-fi
from
comcast
to
many
of
our
students
that
don't
have
access
to
the
internet.
J
But
my
message
here
is
that
any
student
who
needs
a
chromebook
or
needs
wi-fi:
please
have
them
reach
out
to
their
teachers
or
to
a
teacher
to
a
principal
school
leader
or
to
the
district,
and
we
will
absolutely
get
you
one
and
get
that
situation
rectified.
There
should
not
be
any
situation
where
they
do
not
have
a
chromebook,
also,
let's
next,
we
want
to
be
able
to
be
already
talked
about.
J
I
have
on
my
notes
here
talk
about
the
rates
of
the
consecutive
weeks
and
I
want
to
make
sure
that
I
I
got
that
in.
But
I
told
you
how
we
would
go
back
and
return
to
school.
But
I
want
to
take
a
moment
here
to
recognize,
of
course,
the
incredible
work
and
the
stories
that
I'm
hearing
about
the
incredible
work
of
our
teachers
and
our
school
leaders
and
staff.
Who've
all
worked
super
hard
this
summer
to
improve
the
structure
of
remote
learning.
We're
getting
ready
to
do
another
deep
dive
into
that.
J
Now
that
we've
shifted
back
into
remote
learning
with
our
school
leaders
to
share
best
practices
and
collaborate
that
best
practice
from
school
to
school
and
across
our
schools
to
make
sure
that
we're
holding
ourselves
account
accountable
for
a
high
level
of
fidelity
across
the
school
district
and
that
no
teacher
that
is
feels
alone
and
that
they
can
have
the
support
that
they
need
in
order
to
deliver
high
quality
and
excellent
education
through
the
remote
means.
J
Because
we
know
that
you
know
remote
is
not
like
being
in
person
and
having
children
right
in
front
of
you.
But
but
it
is
what
we
have
right
now.
It
is
our
reality,
and
so
we
need
to
make
the
best
of
it
and
the
best
way
to
do
that
is
to
have
teachers
learning
from
other
teachers
and
we're
going
to
continue
to
find
ways
to
do
that.
J
I
want
to
just
give
a
reminder
out
that
we
are
not
going
to
be
able
to
bring
our
children
back
to
school
unless
we
all
follow
the
public
health
guidance,
and
we
really
do
need
everyone
to
take
this
extremely
serious.
It
was
just
yesterday
that
we
were
all
beeping
and
having
these
horns
go
off
in
our
apartments
and
on
our
phones
and
on
our
televisions
and
then
our
on
our
smart
watches.
J
You
know
that
boston
is
a
city
that
we
is
on
the
watch
now
and
we
have
to
really
be
diligent
in
washing
our
hands
and
wearing
our
mask
and
practicing
safe,
distancing
and
not
gathering
and
with
the
holidays,
coming
being
extremely
careful
that
you're
getting
tested
more
regularly
so
that
you
can
gather
or
be
next
to
your
family
safely
during
the
holidays,
so
be
really
important
that
you
go
and
get
tested
so
that
we
can
bring
our
children
back
as
soon
as
possible
and
in
the
safest
way
possible.
D
Thank
you,
superintendent.
I
wasn't
sure
if
mary
or
tammy
or
suzanne
were
also
going
to
offer
any
formal
remarks,
or
are
they
also
just
here
to
answer
questions?
Yes,
questions?
Okay,
so
I'm
going
to
move
I'm
actually
before
we
get
to
questions
from
the
council.
I'd
like
to
just
welcome
the
second
panel
in
the
third
panel
to
also
offer
testimony.
So
we
can
just
ask
questions
all
at
once.
I
think
it'll
create
a
little
bit
more
efficiency
and
will
keep
us
at
a
better
time.
K
Sure
hi,
thank
you.
Thank
you
for
having
us
here
today
and
by
us
I
mean
the
ten
thousand
members
of
the
boston
teachers
union
that
I'm
representing.
K
So
I
I
I'm
sorry
I'm
a
little
taken
aback
because
I
heard
the
superintendent
say
that
the
day
schools
are
coming
back
on
thursday
and
that's
the
first.
I
have
heard
that
being
said
publicly
and
I
don't
think
that
our
educators
in
those
schools
even
know
that
right
now.
So
that's
of
concern
to
me.
K
Okay
right
and
even
those
two
schools,
I'm
not
sure
that
we
have
well.
First
of
all,
we
have
no
agreement
on
that,
and
so
I
want
to
maybe
start
I'm
gonna
rewind
a
little
bit
hey.
K
We
advocated
for
professional
development
for
technology
for
wi-fi,
for
I'm
sorry,
not
wi-fi
that
the
technology
skills,
including
the
remote
learning
during
this
time,
and
also
curriculum
development
cell,
well,
social,
emotional
learning
and
wellness
apologize.
K
If
I
use
acromenance-
and
please
do
stop
me
if
I
use
one
unintentionally
without
explaining
it
and
anti-bias
curriculum
cultural,
relevant,
pedagogy
we'd,
also
advocated
for
a
better
hybrid
plan,
and
so
we
said
very
early
on
that,
because
we
heard
this
from
our
focus
groups
in
the
spring
that
it
would
not
make
sense
to
have
both
teachers
providing
in-person
and
remote
learning.
K
At
the
exact
same
time,
we
had
said
that
you
should
not
spend
money
on
800
900
cameras
for
everybody,
because
simultaneous
was
not
a
good
plan
moving
forward
and
we
specifically
said
that
instead,
we
should
be
advocating
for
those
funds
and
using
those
funds
to
ensure
safety
and
health,
because
that
has
to
come.
First.
K
We
also
gave
a
proposal
actually
in
august
for
alternate
hybrid
proposal
that
would
have
ensured
that
our
highest
need
students
are
able
to
come
back
sooner.
We
also
advocated
in
our
moa
for
the
district
to
identify
safe
facilities,
so
the
assessments
and
evaluations
could
happen
as
soon
as
possible.
We
before
the
four
percent
number
hit,
had
advocated
that
we
get
a
proposal
from
bps
so
that
we
could
work
out
a
way
that
high
needs
students
could
continue
to
get
services.
K
We
continue
to
advocate
for
that
and
have
been
hoping
to
get
a
comprehensive
proposal
for
how
we
can
do
that
moving
forward,
which
is
why
it's
very
alarmed
to
hear
that
the
superintendent
just
said
that
the
horseman
and
mckin-
I'm
sorry,
horseman
and
carter.
Schools
would
be
back
in
person
on
thursday,
because
that's
not
something
that
we
have
discussed.
K
We
literally
just
met
last
night,
so
that's
the
first
I'm
hearing
of
that,
and
so
I
I
think
you
know
I
I
can
get
into
great
detail
of
what
we've
been
advocating
for.
We
have
had
many
many
proposals
that
we've
shared
with
the
district
and
have
continued
to
share
the
district
through
september
and
october
before
we
got
to
this
place
and
and
when
the
district
and
violated
agree
the
agreement
about
the
four
percent.
K
Again
before
that
even
happened,
we
were
trying
to
get
something
in
place
for
high
needs
students
before
that
even
could
happen.
But
I
think
what
my
greatest
concern
is
at
this
point
is
the
the
insufficiency
of
the
current
plan
in
bps,
both
in
terms
of
health
and
safety
and
also
in
terms
of
the
instructional
approach
of
simultaneous
education.
K
I
am
extremely
concerned
also
by
the
stifling
and
in
fact,
direct
direction
from
the
district
not
to
come
up
with
flexible
creative
schedules
during
this
time,
and
that
was
something
we've
been
advocating
very
hard
for
again
in
to
give
credit
where
credit's
due
we
did
get
the
moa
passed,
the
second
one
that
allowed
for
flexibilities,
and
that
is
what
we
should
continue
to
be
working
on
and
ensuring
that
that
flexibility
and
creativity
is
being
used
so
that
our
students
in
person
and
remote
get
the
best
quality
education
possible.
K
K
By
saying
that,
we
absolutely
do
believe
that
there
are
ways
that
the
district
can
and
should
support
all
of
our
students,
including
our
in-person
high
needs
students,
and
that
what
we've
said
along
is
that
we
need
safe
facilities
and
safe
environments
and
for
the
35
schools
that
do
have
hvac
systems
that
they
should
have
the
merv
13
filters.
K
If
their
systems
are
too
old
to
handle
the
mir
13
filters
that
filter
out
the
virus,
then
we
need
to
have
air
purifiers
with
the
hepa
filters
in
them
same
with
the
descripts
in
the
schools
that
sign
up
the
district.
The
schools
that
don't
have
hvac
systems
that
have
air
purifiers
again
were
something
that
should
have
been
purchased
months
ago.
K
So
that,
as
we
knew
when
fall
happens,
the
weather
gets
colder
and
the
plan
of
just
having
windows,
open
and
fans
was
not
going
to
be
sustainable
long
term,
and
nor
was
a
good
plan,
particularly
for
high
sneeze
students,
many
of
whom
have
asthma
and
other
conditions
that
even
just
open
windows
of
pollen
are
problematic.
For
so
again,
the
solutions
have
always
been
air
quality
and
air
ventilation
needs
to
be
addressed.
K
We
have
asked
for
adequate
ppe
even
up
until
october
1st.
We
know
that
some
of
the
school
nurses
were
delivered
the
wrong
ppe,
that
was
not
medical
grade
mass
and
when
we
had
at
that
point
seven,
I
think
it's
over
10
now
cases
of
covet
cases.
It
was
absolutely
a
dangerous
situation
where
nurses
did
not
have
the
medical
grade
mask
that
they
were
supposed
to
have
for
the
students
who
might
be
covered
suspected
for
covid
or
or
educators
or
staff
members.
Actually,
and
at
that
time
we
knew
that
the
windows
weren't
sufficient.
K
So
again
the
it
was
too
cold
in
a
lot
of
our
classrooms
and
third
pieces,
not
just
the
air
quality,
the
ventilation
and
the
ppe,
but
again
that
the
instruction
that
was
happening
was
not
sufficient.
The
simultaneous
instruction
was
not
in
the
best
interest
of
our
in-person
students
or
remote
learners,
and
we
needed
creative,
better
schedules
and
better
staffing
situations
so
that
we
could
better
meet
the
needs
of
all
of
our
students
and
then
the
fourth
piece
is
that
again
there
was
an
agreement
from
bphc.
K
If
staff
were
taking
these
high
risks
again,
it
had
to
be
optional
too,
and
so
we
had
again
on
october,
on
august,
27th
presented
a
plan
where
the
district
should
survey
individually
schools
to
find
out
how
many
stats,
how
many
students
were
really
needed
for
in
person
and
would
opt
into
that
and
then
how
many
staff
could
opt
in
too
again
with
the
conditions
of
putting
health
and
safety
and
mitigating
those
concerns
first,
and
so
that
continues
to
be
our
our
advocacy,
and
we
have
always
wanted
to
see
a
plan
that
again
addressed
both
the
instruction,
the
pedagogy
lowering
the
risks
of
against
schools
during
the
remote
hybrid
time.
K
Again,
I
I
I
repeat
these
things,
because
I
don't
think
everyone
realizes
that
we
had
schools
with
maybe
20
or
30
hipp
students,
but
over
100
staff
coming
in
and
teaching
remotely
in
cold,
poorly
ventilated
classrooms.
And
that
was
just
not
a
plan
that
we
could
get
behind
and
continue
to
condone,
because
we
never
condoned
that
in
first
place
and
there
was
always
an
opportunity
to
have
a
better
plan
and
that's
what
we
continue
to
advocate
for
a
better
safer
plan.
J
D
What
I
think
we'll
do
is
we
do
have
some
additional
panelists
to
offer
some
testimony
today
and
then
we'll
go
to
questions
from
the
council,
which
may
include
some
questions
that
reference
any
of
in
all
of
the
public.
Testimony
that's
been
offered
that
will
be
offered
by
the
panelists
today.
I
also
want
to
note
that
we've
been
joined
by
councilor
breden
lauren
o'malley
singh.
Did
you
have
a
presentation?
D
I
have
a
statement,
great
perfect
and
then
we'll
have
after
you
will
have
mr
francois.
I
saw
him
on
here
somewhere
also
do
his
remarks.
Thank
you.
Lauren
welcome.
L
Thank
you.
Thank
you
for
this
opportunity
to
speak
on
tonight's
panel,
I'll
be
speaking
as
a
bps
nurse,
a
bps
parent,
a
bps
spouse
and
an
essential
worker.
L
Nothing
I
say
tonight
is
in
disparagement
of
our
nurses,
bus
drivers,
custodians
secretaries,
teachers,
principals
and
administrative
staff
who
have
been
working
tirelessly
to
maintain
safety
on
a
daily
basis.
None-
and
I
mean
none
of
this-
would
be
possible
without
our
school
communities
coming
together
with
the
best
interests
of
our
children
in
mind.
Everything
I
say
tonight
is
with
a
singular
intention
and
goal
for
student
and
staff,
health
and
safety,
social,
emotional,
well-being
and
academic
achievement.
L
My
experience
with
school
closure
in
march
and
reopening
plans
was
very
challenging.
As
far
as
school
reopening
conversations
go,
there
was
very
little
dialogue
between
bps
school-based
nurses
and
district
level
leaders
in
health
services.
Bps
school-based
nurses
attempted
to
initiate
dialogue
starting
in
march
of
2020
through
present
and
continue
to
be
largely
ignored.
L
Myself
and
my
colleagues
inquired
on
a
regular
basis
about
protocols,
procedures
and
measures
to
ensure
a
safe
and
as
safe
a
reopening
as
possible.
We
inquired
how
and
when
all
staff
would
be
fitted
for
n95
respirators,
given
respiratory
transmission
and
my
understanding
of
osha
guidelines
of
a
safe
workplace
includes
providing
appropriate
ppe
to
employees
for
the
pathogens.
They
will
be
exposed
to
my
first
request
for
an
n95
respirator
fitting
was
on
march
12th.
L
Decisions
made
at
the
district's
level
were
not
informed
by
school-based
nurses.
Then
this
not
only
feels
like
a
huge
opportunity
missed.
I
mean
how
many
people
can
say
they
have
a
virtual
stem
think
tank
at
their
disposal
full
of
educators
and
health
care
professionals,
yet
failed
to
include
them
in
the
reopening
process
by
any
in
any
substantive
way.
It
is
important
to
note,
because
schools,
nurses,
as
well
as
stem
educators,
have
intricate
scientific
foundational
understandings
of
our
buildings
in
terms
of
ventilation
and
air
quality,
as
well
as
the
logistics
within
our
communities.
L
We
all
know
a
protocol
policy
or
safety
measure
is
only
as
good
as
its
adherability.
I,
along
with
many
of
my
nurse
colleagues,
participated
in
btub
ps,
agreed
upon
safety
walkthroughs.
My
school's
first
walkthrough
accumulated
three
checks
on
the
roughly
50
item
checklist
for
safety.
My
school's
second
walkthrough
accumulated
a
few
more
but
nothing
close
to
safe
prior
to
school
reopening
to
students.
L
L
I
do
not
want
to
be
led
in
unsafely
into
my
workplace
and
as
a
parent
of
a
child
in
the
district
and
a
spouse
of
an
employee
in
the
district.
We
all
know
that
hepa,
filtration
and
mirv
15
filters
are
the
public
health
recommendations
for
airborne
transmission.
The
reopening
process
itself
was
unnecessarily
terrifying.
Quite
honestly,
I
had
not
personally
been
fitted
for
my
n95
in
time
to
know
if
the
five
n95s
I
received
in
a
lunch
bag
would
fit
my
face
in
case
of
emergency.
L
As
jessica
said,
we
none
of
our
schools
have
been
supplied
with
surgical
masks.
We
were
given
paper
masks
which
are
not
fda
approved.
They
are
not
in
accordance
with
deci
guidelines.
They're
face
masks,
they're
they're,
truly
paper,
no
filter,
filtering
capabilities
and
they're
ineffective
in
preventing
respiratory
transmission
of
diseases.
I've
requested
the
appropriate
mask
since
october
15th,
I
was
told
they
were
at
the
bowling
building.
I
offered
to
go
there
and
pick
them
up
and
then
I
was
told
they
were
in
a
vendor's
warehouse.
L
L
A
nursing
colleague
of
mine
experienced
the
first
positive
case
of
covet
19
in
in
the
building
or
learning
of
that
knowledge
inside
of
the
building,
and
it
resulted
in
that
school-based
nurse
reaching
out
to
health
services
for
triaging
support.
I
want
to
return
to
the
philosophy
I
mentioned
earlier
that
a
policy
procedure
or
safety
measure
is
only
as
good
as
its
adherability.
L
There
was
no
district
level
guidance
on
what
procedure
to
follow
if
a
staff
or
student
is
positive
and
in
a
building
I
requested
this
protocol
from
the
district
on
october.
8Th,
I
still
haven't,
received
an
answer.
I
would
be
remiss
if
I
didn't
also
share
that
the
mayor
was
aware
of
this
entire
situation
than
that
on
the
eve
of
of
opening.
L
Despite
going
above
four
percent
positivity
rate
in
the
city,
I
feel
betrayed
as
as
a
citizen
as
a
bps
parent
I'll
share
my
experience
by
a
notification
of
my
daughter,
uma's
principle
that
there
was
a
covet
19
case
in
their
school.
This
announcement
came
without
any
other
guidance
know.
What's
next,
no
next
steps
I
emailed
and
asked
if
the
school's
open
or
not
the
next
day.
I
received
no
answer.
I
emailed
dr
casilius.
This
question
I
receive
no
answer.
L
Just
as
dr
casilius
reminds
us
in
her
opening
statement.
We
need
to
adhere
to
public
health
recommendations,
and
this
applies
to
us
as
bps
as
the
days
weeks
and
months
go
by.
We
have
learned
more
about
covid19.
That
needs
our
attention
as
a
city,
independent
air
quality
test
to
just
to
determine
baseline
air
quality
in
our
buildings.
Covid19
is
airborne.
This
means
the
size
of
covid19
respiratory
particulates
can
be
as
small
as
0.3
microns.
That
automatically
tells
us
that
adequate
air
filtration
would
include
merv
15,
which
is
no
longer
murph
13.
L
That
would
not
capture
that
tiny
of
a
particulate
out
into
our
fil
into
our
hvac
systems
that
have
filters,
and
we
need
to
have
portable
hepa
filters
in
every
other
space
that
doesn't.
We
also
know
that
airborne
transmitted
diseases
are
only
prevented
through
n95
mask
wearing
fabric
masks,
do
not
prevent
transmission
of
airborne
respiratory
disease.
L
Its
potential
to
be
airborne
increases
it
potentiates
in
poorly
ventilated
buildings.
We
know
that
we
have
poorly
ventilated
buildings,
covid19
and
its
airborne
state
remains
suspended
in
the
air
for
hours
at
a
time
and
can
travel
beyond
six
feet.
Brief
encounters
throughout
a
day
constitute
close
contact.
The
cdc
just
published
a
study
that
was
astounding
I
and
and
the
cdc
guidelines
are
now
guiding
us
towards
redefining
what
a
close
contact
is
and
it
it
changes
our
entire.
L
The
entire
map
of
what
our
schools
are
going
to
look
like
in
terms
of
safety.
I
request
again
that
we
continue
to
follow
cdc
guidelines,
not
just
deci
guidelines.
Jeff
reilly
is
not
a
public
health
expert.
He
is
not
a
medical
professional
he's,
not
an
infectious
diseases
professional.
L
Why
he
put
his
name
on
a
document
that
says
a
window
with
a
box
fan
is
adequate
ventilation.
I
don't
know
what
we
need
to
do
is
get
the
appropriate
ventilation
into
the
buildings.
Another
cdc
guideline
that
is
coming
down
the
pipe
that
we
need
to
be
prepared
for
is
in
school
testing.
Massachusetts
will
be
receiving
two
million
rapid
antigen
tests
to
be
issued
in
schools.
L
L
I
would
like
to
continue
to
request
that
we
are
reviewing
our
best
practices
on
a
regular
basis
with
with
a
stem
think
tank,
so
we
can
reevaluate
revise
and
re-navigate.
As
we
see
our
numbers
trend
up
or
trend
down,
hopefully
continue
to
trend
down
and
that
that
is
what
I'd
like
to
say
tonight.
Thank
you.
So
much
for
this
opportunity.
D
Thank
you
very
much
lauren
andre
francois.
Are
you
with
us.
D
If
you'd
like
to
give
brief
remarks,
that
would
be
wonderful.
Thank
you.
M
Thank
you,
madam
chair.
Thank
you
for
having
me.
We
represent,
and
almost
900
900
drivers
and
in
boston
and
50
about
50
drivers
in
in
randolph,
and
I
appreciate
you
having
me
on
a
panel.
M
Unlike
some
people
in
the
city,
don't
don't
recognize
the
the
job
the
bus
driver
is
doing
we're
still
transporting
the
student
of
boston
and
we
proud
to
do
that
as
as
you
know,
back
in
since
back
in
march,
when
the
pandemic
hits
and
we
had
the
shutdown,
we
had
four
people
that
died
plus
plus
a
management
staff,
and
we
came
out.
We
we
tell
everybody
that
we're
not
gonna
have
one
more
debt,
not
one
more
that
in
any
more
in
any
place
there.
M
So
we,
despite
all
the
problems
the
company
was,
was
giving
us
the
private
company
that
we
worked
for
giving
us.
We
took
in
our
hand
on
hand
on
the
safety,
the
health
and
safety
of
our
membership,
and
we
we
we're
doing
a
pretty
good
job.
M
So
far,
although
we
have
some
some
positive
testing
in
in
in
in
the
bus
yards
and
after
that,
so
from
there
we
we
continue
to
to
fight
to
fight
the
company
with
with
the
bad
practice
with
unsafe,
behaviors
and
very
very
careless
about
about
the
whole
health
and
issue
of
people.
M
But
I
have
to
say
that
we
we've
been
lied
to
and
the
parents
of
boss
of
of
the
children
of
boston
been
like
lied
to
by
bps
by
by
the
company
by
even
even
the
city.
That
tell
tells
everybody
that
each
bosch
is
going
to
have
a
bus,
monitor
on
it
to
ensure
safety,
health
and
safety
of
of
the
children
of
boston.
M
They
lie
on
that
one.
Everybody
was
telling
us
that
we
were
gonna,
have
a
bus
point
there
we
have.
We
were
going
to
have
a
pretty
safe
bus
with
with
extra
mass
mass
and
ppe
available
for
for
kids
that
have
no
mass
coming
on
the
bus,
with
no
mass
and
just
recently
in
the
in
the
reopening
here,
we
were
having
drivers
threatened
to
with
discipline
if
they
weren't
picking
up
any
kids
with
mass
without
without
mass.
So
they
forced
the
drivers
to
pick
up
kids
without
mass,
so
they
go.
M
M
We
could
have
some
extra
extra
a
adult
in
on
the
bus
on
each
each
of
the
bus,
if,
if,
if
we,
if
we
finish
to
cover
the
bbs
routes,
so
that
again,
they
didn't
follow,
they
didn't
follow
on
the
bus.
I
don't
know
if
they
were
trying
to
save
money
on
the
backs
of
health,
health
and
safety,
so
they
didn't
do
what
what
they
had
to
do
with
the
actual
standby
that
they
have
it
didn't
doing
do
before
before
school
school
reopening
there
was.
M
They
gave
us
a
walk
to
to
somebody
down
washington
street,
so
they
did.
The
dog
and
pony
show
that
that
day
they
have
a
bunch
of
professional
people
dressing
with
nice
suits
and
everything,
and
showing
us
that
they're
cleaning
the
buses
and
everything
else.
When
school
started.
All
these
professionals
disappeared.
M
We
we
saw
a
bunch
of
kids
at
the
freeport
yard
and
and
and
at
the
washington
street
yard,
except
except
for
maybe
wheatville,
that
had
some
professionals
still
that
showing
up
but
other
than
that,
it's
a
bunch
of
kid,
with
little
crate,
little
quick
running
behind
him
with
little
towels
in
them
and
squat
bottles
filling
those
buses
with
a
bunch
of
miss
on
top
and
not
wiping
it
down,
or
nothing
like
that.
M
So
so
it's
it's
a
punctualized,
very
careless
company,
a
company
that
was
already
depleted
with
no
management
in
it
at
all.
Finally,
they
bought
a
guy
from
from
the
mbta
from
the
casino
that
has
nothing
to
do
with
experience
on
on
school
bus
transportation
instead
of
having
us.
M
Let
let
us
help
him
with
with
some
stuff
he's
doing
union
busting
all
over
the
place
telling
telling
telling
telling
us
how
types
of
lies
and
not
not
implement
care
about
safety
of
our
people.
Beside
the
four
people
we
have,
we
die.
We
have
dead
to
covet
19,
plus
the
management
staff
down
at
the
wheatville
garage
right
before
school
started.
We
had
two
mechanics
tested
positive
and
not
only
they
did.
They
didn't
want
to
tell
anybody
about
that.
They
didn't
report
it
right.
M
They
didn't
do
any
tracking
chase
trace,
they
didn't
quantitate
anybody,
the
the
places
still
say
say
not
disaffecting
properly,
and
they
don't
do
any
disinfecting
in
the
bus
yard
at
all
for
the
bosses.
M
So
right
now,
I'm
talking
to
you
now
there
is
a
standby
when
they
bring
all
the
standby
when
they
bring
all
the
standby
for
just
a
little
bit
of
work.
They
they
force
all
the
standby
to
show
up
in
the
in
the
workplace,
gathered
in
a
very
tight
place.
M
Where
now
people
we
have
one
driver
that
tested
covered
positive
one
standby
driver
among
the
semi
drivers,
and
they
didn't
even
report
that
right
they
didn't
even
tell
the
drivers
where
they
stand
by
driving,
we're
working,
it
was
was
was.
Was
it
a.
N
M
Or
a
bus
monitor
the
same
thing
happened
when
the
bus
monitor
was
tested
positive
in
the
bus
yeah.
They
didn't
even
do
anything
about
that.
He
had
anybody
to
to
do.
To
do
tests,
try
track
and
trace.
They
didn't
quarantine
anyone,
so
they
don't
care
they.
Just
they
just
go
ahead
and
treat
us
like
we,
we
don't
exist
or
we
we
we
a
bunch
of
animals.
We
can.
We
can
do
these
things,
but
they're
not
work.
They
don't
worry
about
the
the
the
kids
that
we
were.
M
They
didn't
even
ask
the
guy
that
this
is
positive.
The
other
day,
if
he
went
out
on
on
on
a
wood,
to
go
to
go,
tell
the
parents
of
the
children
or
the
schools
that
this
guy
here,
that
drove
on
tuesday
or
that
job
on
monday
just
tested
positive
on
thursday.
M
So
you
might
want
to
take
a
look
at
this
and
that
so
I
I
I
can
sit
here
and
tell
you
a
whole
bunch
of
stuff
that
go
that
that's
going
wrong
you
with
with
you,
you
reopening
all
the
lies
that
we
they
did
to
to
the
people.
They
they
even
give
a
show
a
little
video
showing
how
if
the
monetary
will
work
on
the
bus
we
like
we'll,
have
the
mask
on
we'll.
M
M
We
can't
continue
like
that.
If
you're
talking
about
reopening
school,
you
really
have
to
take
a
look
at
the
job
you
do
with
with
the
bus
drivers
and
the
bus
monitors
and
and
then
the
bus
side
as
a
whole
that
is
affecting
and
everything
else.
M
So
the
number
of
standby
that
th
they
may
allow
was
for
for
for
a
couple
reasons
not
only
to
use
to
use
actual
ones
as
the
bus
monitor
because
we
realized
after
a
while.
There
was
not
enough
bus
monitor
for
sure,
and
then
they
were
telling
people
that,
if
you
don't
have
a
a
a
bus
that
require
a
bus
monitor,
you
have
to
go
to
go
to
go
to
to
go
pick
up.
Children
like
that
and
the
bus
driver,
they
know
all
too
well.
M
A
bus
driver
cannot
be
a
bus
driver
and
a
bus
monitor
at
the
same
time,
for
the
kids
that
have
challenged
special
needs
that
will
get
off
the
seat,
walk
around
and
and
take
their
mass
off,
and
we
had
a
whole
bunch
of
problems
like
that.
So
this
is
unacceptable.
M
We
we,
we
don't
want
to
accept
it,
and
I'm
glad
I
I
I
get
to
come
here
to
testify
about
this
to
let
people
know
that
all
this
good
stuff
they
told
him
at
the
beginning
was
was
a
bunch
of
lies
and
no
no
none
of
it
happening.
Besides
beside
giving
giving
the
drivers
a
bad
bid,
a
bad,
real,
real
bad
bid
with
a
bunch
of
errors,
bunch
of
mistakes
in
it
telling
you
your
stat
date,
is
this
much
and
then
it
is
november
2nd.
Your
start
date
is
november.
M
16
and
then
they
call
it
everybody
to
come
in
to
to
to
to
get
kovi,
to
put
you
at
risk,
it's
it's
it's
it's
very
bad.
What
they're
doing
and
then
it's
unacceptable.
M
So
we
want
the
city
to
be
at
beach.
That's
why
we
you!
You
didn't
hear
us
any
sooner,
because
we
all
in
this
coffee
thing
there.
I
hope
everybody
is,
is
as
well
and
we
got
to
protect,
protect
ourselves
and
we
got
to
stay
stay
alive
in
this
in
this
pandemic.
So.
D
Thank
you.
Thank
you
very
much,
mr
francois,
for
your
testimony.
I
think
that
we'll
have
a
pretty
robust
conversation
after
we
get
through
our
last
panelist
who's
here
to
speak.
Miss
camilla
drummond
is
with
us
and
camilla
I'd
love.
Is
it
camilla
camilla.
D
You're
very
welcome,
and
I
appreciate
your
testimony
today
welcome.
O
Thank
you,
madam
chair
and
members
of
the
committee
for
allowing
me
to
have
an
opportunity
to
just
share
the
importance
of
centering
social
and
emotional
learning
during
this
time.
I'll
tell
you
a
little
bit
about
myself
and
then
jump
right
into
what
I
have
to
say.
So,
I'm
a
resident
of
boston,
specifically
I'm
a
resident
of
hyde
park.
O
I'm
a
mother
of
four
my
eldest
is
at
boston,
latin
academy,
I'm
also
a
graduate
of
the
boston
public
school
system,
I'm
the
director
of
the
open
circle,
which
is
a
program
of
policy
centers
for
women
located
at
wellesley
college.
This
is
a
social
and
emotional
learning
program
that
has
been
providing
professional
development
for
over
30
years
to
educators
and
grade
differentiated
curriculum
around
social
and
emotional
learning.
I'm
also
a
lead
facilitator
with
the
national
seed
project.
Seed
stands
for
seeking
educational
equity
and
diversity.
O
I'm
a
board
and
steering
committee
member
for
the
statewide
social
and
emotional
learning
committee
seo
for
mass
social
learning
alliance,
as
well
as
a
steering
committee
member
for
the
social
emotional
learning
providers
council,
whose
membership
includes
over
100
providers
across
the
country.
So
we
all
know
this,
but
I'll
just
say
it.
O
There's
been
and
continues
to
be
emotional
upheaval
for
all
of
us
all
of
us
on
this
call
and
all
of
our
children
shifts
in
schooling,
loss
of
family
and
friends
to
cobid,
loss
of
social
and
physical
connection
to
friends
shifts
in
daily
routines
food
insecurity,
connectivity
and
technological
instability.
O
O
Sel
involves
developing
children's
skills
for
recognizing
and
managing
emotions
such
as
empathy,
self-awareness,
social
awareness,
self-management
relationship
skills
and
responsible
decision-making
are
some
of
the
competency
areas
that
enable
children
to
understand
themselves
on
a
deeper
level
and
engage
in
healthy
relationships
with
others.
It
calls
for
building
positive
relationships
and
problem
solving,
while
helping
schools
develop
communities
where
students
feel
safe,
empowered
and
cared
for
a
quote
that
we
use
at
open
circle.
Often
in
our
professional
development.
O
Is
that
kids
don't
care
what
you
know
until
they
know
that
you
care,
so
you
can
have
the
best
content
area
experts
in
your
school
district
or
in
your
school
buildings,
but
if
students
do
not
feel
that
they
are
in
a
space
where
the
adults,
the
educators
or
school
community
in
their
network,
are
truly
invested
in
their
safety
and
in
their
overall
well-being,
that
child
will
not
learn
to
their
full
potential.
O
If
this
didn't
feel
critical
before,
I
think
we
can
all
agree
that
it's
certainly
critical.
Now,
in
a
recent
article
that
I
published
in
the
hechinger
report,
I
mentioned
that
at
the
beginning
of
the
health
health
crisis
in
the
spring,
when
schools
and
districts
were
suddenly
met
with
the
need
to
transition
abruptly
to
remote
learning
the
emotional
and
social
well-being
of
students,
they
served
was
front
and
center,
eight
months
later,
the
need
to
center.
The
social
and
emotional
well-being
of
our
children
is
just
as
critical.
O
We
are
all
dealing
with
intense
and
multi-layered
loss
and
grief,
and
our
children
are
feeling
it
just
as
intensely
as
the
adults
who
care
for
them.
Sel
might
previously
have
been
viewed
by
some
as
a
nice
add-on
to
the
academics
during
the
school
day.
The
current
crisis
has
shown
us
beyond
a
shadow
of
a
doubt
that
sel
is
the
very
foundation.
Teaching
and
learning
should
be
built
on
relationships
matter
as
us
centering
those
relationships
in
authentic
ways.
O
There's
lots
of
research
that
I
could
quote,
and
I
think
many
of
you
probably
are
aware
of
it-
that
talks
about
the
benefits
of
seo.
So
I'm
I'm
not
I'm
actually
going
to
skip
over
that
part.
There's
been,
you
know,
data
from
2011
2015,
as
well
as
currently
around
the
importance
of
centering
social,
emotional
learning
and
the
collective
trauma
and
individual
trauma
that
our
children
are
experiencing
and
the
greater
need
for
social
and
emotional
supports
some
of
the
work
of
my
colleague,
dr
karen
craddick
and
dr
amy.
O
Banks
highlights
that
the
brain
registers,
pain
of
social
exclusion,
isolation
and
marginalization
in
the
exact
same
way
it
registers
physical
pain.
I
wanted
to
bring
this
up
because
it's
very
important,
given
what
we
are
all
dealing
with
with
this
pandemic,
the
need
to
transition
to
remote
learning
the
need
to
have
social
distancing
is
causing
actual
pain
for
our
children
and
for
many
of
the
adults
who
care
for
them.
O
Lastly,
no
conversation
about
the
well-being
of
students
can
occur
without
a
simultaneous
conversation
about
the
psychosocial
well-being
of
educators
and
administrators.
We
cannot
expect
our
children's
sel
needs
to
be
met
with
caring
concern
if
the
adults
charged
with
that
task
are
stressed
and
uncared
for
themselves,
empty
vessels
cannot
fill
others
up.
Educators
have
been
going
above
and
beyond
in
this
current
climate
and
their
wellness
matters
too,
and
should
be
centered.
O
O
How
is
the
district
poised
to
offer
and
create
spaces
that
center
adult
sel
in
healing
self-care
is
something
that
is
big,
that
is
being
talked
about
often,
but
self-care
cannot
occur
without
community
care
and
we
must
develop
and
maintain
policies
and
practices
in
district
that
center,
the
well-being
of
educators
and
the
decision
makers.
We
must
shift
the
focus
on
standardized
testing
and
evaluations
and
offer
a
more
humanistic
approach
to
teaching
learning
and
partnering.
O
D
It
was
very
fitting
to
end
sort
of
the
formal
presentation
before
we
get
into
the
discussion
talking
about
and
centering
us
on,
our
emotional
well-being,
all
of
us,
and
I
I
especially
appreciate
the
added
to
the
end,
because
we
know
that
certainly
the
social
and
emotional
well-being
of
our
students
is
so
critically
important
in
their
families,
certainly
our
teachers
and
our
educators
and
building
staff,
but
then
also
those
that
are
the
decision
makers
and
I
recently
participated
in
an
interview
for
elected
officials
around
sort
of
dealing
with
the
stress
and
dealing
with
the
challenges
of
this
time
and
it
for
those
that
are
making
these
decisions
and
talking
about
creating
policies
and
in
a
negotiation
and
in
conversation
not
necessarily
working
directly
with
students.
D
Those
decisions
do
create
a
great
deal
of
stress.
So
I
appreciate
that
everyone
here
today
on
this
panel.
That's
involved
in
this
discussion
is
managing
a
great
deal
of
stress,
and
this
has
taken
an
emotional
emotional
toll
on
everyone.
Superintendent
president
tang
staff,
members
city
councilors,
you
know
just
just
all
of
us
and
we
truly
are
in
this
together,
and
I
think
that
today's
conversation
we'll
have
some
discussion
we'll
have
some
perhaps
some
disagreement.
D
So
I
you
know,
I
want
to
open
it
up
to
questions,
but
for
my
colleagues-
and
I
think
that
it
is
important
to
to
give
this
an
opportunity
first
and
instead
of
asking
questions
this
round
for
myself,
we'll
give
the
superintendent
an
opportunity
to
respond
to
some
of
the
the
concerns
that
were
shared
here
today
and
in
this
in
this
in
this
opening
round.
So
superintendent,
please
take
this
opportunity
to
respond.
D
J
All
of
that,
I
have
my
staff,
who
is
also
responding
and
giving
me
some
of
the
background,
but
I
would
like
to
first
have
my
staff
and
you
know,
invited
to
be
on
the
call.
I
know
there
are
a
number
of
things
to
respond
to
here,
but
the
first
thing
is
that
you
know
I'm
very
ambitious
in
getting
my
special
ed
students
back
into
school.
J
J
We
did
that
as
a
safe,
a
better
way
to
get
the
air
flowing
quicker
and
exhausting
out
of
the
windows,
but
it
is
not
required
just
a
window
one
window-
and
I
know
that
has
not
been
sufficient,
but
we
did
have
independent
air
contractors
come
in
and
every
single
one
of
our
spaces
was
cleared
under
that
independent
air
quality
and
those
can
be
found
on
our
website,
and
I
think
it's
really
important
for
the
public
to
see
that
to
see
that
that
air
quality
test
was
done
by
an
independent
air
quality
contractor
who
came
in.
J
I
think,
nine
at
this
time
for
schools
who
have
worked
together
and
there
were
a
number
of
schools
who
had
already
worked
together
on
that
process
of
not
having
everybody
in
the
building.
So
I
commend
those
school
leaders
for
doing
that
and
for
jessica
and
her
team
working
with
my
team
in
order
to
get
that
moving.
J
J
I
know
that
we
had,
I
think,
three
nurses
who
were
fit
multiple
times
and
could
not
get
an
n95
to
fit
correctly.
I
myself
went
and
visited
the
nurses
at
the
orchard
garden
school,
who
are
two
terrific
amazing
nurses.
There
super
creative
and
wonderfully
loving
they
did
both
of
them
put
their
petite.
Women
could
not
fit
into
an
n95
mask.
I
called
up
the
chief
of
staff,
the
mayor's
chief
of
staff.
J
J
It
could
have
gone
to
the
superintendent's
email
box
rather
than
to
me
personally,
and
so
I
want
to
encourage
her
to
email
me
directly,
because
we
do
try
to
run
those
things
down
as
fast
as
we
possibly
can.
Also.
She
brought
up
desi
rapid
testing.
I
was
on
a
call
with
the
commissioner.
Today
they
are
offering
this
testing.
I
don't
think
it's
available
just
yet,
so
I
did
sign
up
for
us
to
get
more
information
about
it
because
anytime
we
could
do.
That
would
be
great.
J
We
have
been
offering
multiple
testing
for
our
teachers
for
many
weeks
now
matter
of
fact,
the
first
week
we
did
it,
we
only
had
seven
teachers
show
up
the
second
week.
I
think
we
had
less
than
100,
and
so
we've
been
continuing,
we
invited
a
thousand
and
still,
I
think
we
only
had
something
like
200
and
something
don't
quote
me
on
that,
but
it's
been
very
low
turnout
for
what
what
we've
been
offering.
So
we
keep
on
trying
to
find
ways
to,
and
it's
just
a
drive-through
you
drive,
drive
up.
J
The
red
sox
have
been
really
wonderful
to
partner
with
us
on
that
effort
in
chief
martinez,
so
we
plan
on
doing
testing
with
when
we
do
this
reopening
of
our
schools
for
high
priority
of
our
staff
weekly
to
make
sure
that
they
are
getting
the
testing
that
they
need,
and
so
we've
been
working
on
that
plan
and
making
it
more
accessible.
J
J
Some
of
those
we've
had
to
use
tape
and
other
things
for
those
pieces,
but
I
think
that
the
major
things
were
resolved
with
the
air
quality
outsource,
outsource
testing
and
the
independent
inspections
that
were
done
by
the
city
as
well,
which
all
passed
as
well.
As
for
the
heat
we
are
asking
our
teachers
not
to
have
a
lot
of
windows
open
you.
You
know
cdc
guidance,
whether
we
like
it
or
not,
they're
saying
one
window
open
is
adequate
and
our
in
our
external
testing
says
that
it's
adequate.
J
J
Obviously,
no
one's
in
our
buildings
right
now,
but
when
winter
does
come,
we
want
to
be
sure
to
monitor
our
heat
and
our
regulate
our
temperatures
to
make
sure
that
people
are
comfortable
and
it's
not
crazy
cold
in
there
I
mean.
Certainly,
we
don't
want
that
to
be
the
case
and
I'm
trying
to
think-
and
I
just
want
to
mention
quickly
and
then
I'll
just
take
questions
about
the
social,
emotional
learning
and
the
really
importance.
You
know.
We
hear
teachers
and
school
leaders
talking
about
maslow
before
bloom
people.
J
As
you
mentioned,
madam
chair
of
this
pandemic,
and
it
is
very
exhausting
for
all
of
us,
many
people
working
around
the
clock
and
the
the
fact
that
susan
salter
bennett,
who
has
been
our
chief
nurse
because
our
nurse
has
been
sick
and
unfortunately
passed
away,
our
head
nurse
and
she
suzanne
has
stepped
in
and
worked
and
guided
and
been
just
there
for
us,
as
as
the
reflection
of
our
nurses
and
has
been
meeting
with
our
nurses.
J
And
so
I
just
want
the
public
to
know
that
we
have
had
the
chief
nurse
at
the
table
guiding
us
and
working
closely
with
the
boston,
health
commission
and
dr
lowe
at
the
city
working
with
us,
and
I
I
just
really
do
want
the
public
to
know
that
we
have
used
science,
we
have
guided
it
and
our
chief
head
nurse
has
been
working
and
meeting
with
the
nurses
regularly
on
on
this,
and
I-
and
it's
just,
I
believe,
doesn't
give
credit
where
credit
is
due
to
the
hard-working
staff
of
who
have
been
working
on
this
and
our
facility
staff
and
our
custodial
staff,
who
has
been
short
staffed
for
many
many
years.
J
As
you
know,
you
helped
us
with
increasing
25
custodians.
You'll,
probably
see
us
come
with
more
for
next
year,
because
it's
just
not
enough
they've
been
understaffed
for
many
years
and
they're
working
their
tails
off,
and
it's
just
you
know.
This
is
an
infectious
disease.
You
know
our
facilities
are
old
and
they're
ugly,
sometimes
right
the
paint
is
chipping
off,
but
that
you
don't
get
a
covid
from
paint
chipping
off.
You
don't
get
covered
from
dust
onto
on
a
on
a
on
a
ventilator.
J
You
get
colvid
because
someone
doesn't
wear
a
mask.
You
get
covid,
because
people
don't
come
into
the
school.
Well,
they
they
come
in
when
they're
sick
and
that's
just
not
okay,
and
so
you
know,
our
schools
are,
are
safe
and
have
been
safe
and
have
been
proven
to
not
be
spreading.
J
It
is
the
behavior
of
us
adults
who
are
bringing
who
are,
who
are
not
adhering
to
the
to
the
health
guidance,
is
the
reason
why
we
spread
this
disease,
and
so
I
just
I
just
want
to
kind
of
say
that
I
think
it's
important
to
know
that,
and
I
know
everyone
is
fearful
and
there's
a
lot
of
anxiety,
and
I
acknowledge
that.
I
really
acknowledge
that.
J
And
so
I
just
I
felt
like
it's
important
to
say
that,
and
I
I
felt
it's
also
important
to
acknowledge
the
incredible
hard
work
of
everyone
who
has
been
working
in
their
best
interest
of
our
children,
especially
our
children
who
are
special
needs,
and
I
think
it
does
a
disservice
not
to
acknowledge
their
incredible
hard
work.
And
that
goes
without
saying
the
incredible,
hard
work
of
our
teachers
to
really
understand
a
whole
new
way
to
teach
remotely
and
and
incredible
hours
they're.
J
Putting
in
supporting
families
in
ways
that
they
haven't
had
to
support
them
before
I
know
that
puts
a
a
undue
burden
on
them
to
do
social
work
services
and
help
them
secure
housing
when
they're,
evicted
or
you
know,
help
them
get
their
electricity
turned
on
or
whatever
it
is.
This
is
a
big
stress
on
all
of
us
and
it
has
been
so
challenging
to
to
lean
into
this
work
and
to
try
to
just
do
what
we've
never
done
before,
and
so
I
appreciate
the
support
of
the
council.
J
I
appreciate
the
support
of
all
of
the
staff
of
bps
and
trying
to
work
together
to
to
get
this
done.
I'll
turn
it
over
for
questions.
D
H
Thank
you,
madam
chair,
and
thank
you
councillor
flynn
for
your
flexibility
and
thank
you
all
for
the
presentation.
I
will
tell
you.
I
was
getting
a
bit
frustrated
because
you
know
at
the
end
of
the
day,
parents,
educators,
teachers,
community-based
organizations
that
want
to
partner
with
us
want
to
know
what
the
plan
is
right.
They
want
specifics,
they
want
a
timeline,
and
so,
while
I
hear
us
talking
about
what
might
be
working
and
going
well,
you
know
respectfully
superintendent.
H
There
are
parts
that
have
not
gone
well
and
I
think
we
need
to
own
some
of
that,
and
I
think
you
know
I
was
just
on
a
meeting
with
a
group
of
parents
at
the
sarah
greenwood
school
talking
about
the
infrastructure
in
that
building,
and
there
are
major
concerns
as
to
whether
or
not
teachers,
principals
and
students
should
be
in
there,
and
they
actually
had
infrastructure
concerns,
of
course,
before
covet,
even
though
the
cdc
has
guidance
good
for
them.
It
changes
every
single
day.
H
I
think
in
this
moment
in
time
in
which
people
are
talking
about
their
children.
Educators,
of
course,
are
concerned
about
their
their
own
families
that
we
have
to
go
above
and
beyond,
and
maybe
above
and
beyond
cdc
guidance
to
ensure
that
people
feel
safe,
and
I
think
I
just
think
we
have
to
do
better
in
that
regard,
and
you
know
if
I'm
a
parent
tuning
into
this,
this
presentation
or
this
council
meeting,
I'm
frustrated
because
I
haven't
heard
enough
about
what
is
the
plan
to
deliver
a
in-person
instruction
for
my
special
needs?
H
H
You
know,
improve
the
hvac
systems
meet
some
of
the
the
requests
of
our
nurses
and
our
teachers,
and
some
of
the
ppe
concerns
to
immediately
make
sure
that
those
buildings
are
available,
while
figuring
out
what
we're
going
to
do
with
some
of
this
older
infrastructure,
where
it's
not
just
teachers
that
don't
feel
safe.
Parents
are
extremely
concerned,
and
this
meeting
with
the
greenwood
school
was
just
last
week
so
I'll
just
I
have
five
questions
and
I
apologize
in
advance.
I
have
to
jump
to
another
meeting
related
to
bps
and
exam
schools.
H
The
first
is
this
whole
digital
divide.
Obviously,
with
remote
learning
we
need
to
make
sure
our
young
people
have
ac
and
families
access
to
hardware.
So
some
of
the
numbers
suggest
that
you
know
there
are
still
some
families
without
devices.
I
know
we
want
them
to
reach
out
to
us,
it's
difficult
for
parents
to
do
that.
So
how
might
we
proactively
reach
out
to
them
to
make
sure
that
we're
closing
that
divide
number
one?
The
second
question
I
have
is
around
the
infrastructure
piece.
H
H
The
third
question
is-
and
this
is
extremely
important-
I
can't
read
another
painful
email
from
a
parent
or
even
a
teacher
with
respect
to
special
needs
students
who
require
in-person
instruction
in
iep
analysis
et
cetera.
There
are
some
teachers
still
still
showing
up
and
doing
some
of
that
work
with
their
special
needs:
students
kudos
to
them
and
in
some
buildings
that
are
not
necessarily
the
best.
H
But
what
is
our
plan
to
immediately
implement
some
type
of
in-person
instruction
for
our
special
needs
students
that
absolutely
require
it?
My
fourth
question
is:
what
is
our
current
mental
health
supports
for
our
students
and
educators?
This
has
been
an
ongoing
conversation
specifically.
What
are
we
doing
to
meet
their
needs?
I
appreciated
miss
drummond's
presentation
on
this.
We've
been
talking
about
this
from
the
very
beginning.
We
are
all
experiencing
collective
trauma.
H
So
that's
my
fourth
question
and
then
my
last
question
is
as
we're
talking
about
learning,
pods
and
community-based
organizations
that
are
already
working
with
families
to
create
learning
pods
and
usually
the
wealthier
families
or
those
who
are
in
the
know,
have
created
some
creative
partnerships,
and
so
is
there
a
formalized
system
or
process
where
the
community
partners
could
be
working
with
us
to
create
more
learning
pod
spaces
for
our
children
to
work
together
or
have
something
that
they
can
do
in
an
outside
basis.
H
You
know,
obviously
before
it
gets
too
cold,
but
what
is
the
process
related
to
that?
You
know
in
with
this.
You
know
right
now.
We
know
there
are
families
and
students
who
are
not
learning
and
there
are
disproportionately
students
of
color
and
low-income
students.
Clearly
other
districts,
other
school
districts
right
here
in
massachusetts
have
figured
this
out.
H
We
need
to
figure
this
out
and
I
think
it
starts
with
us,
starting
with
where
we
failed
frankly,
where
we
got
it
wrong,
where
we
didn't
necessarily
take
the
advice
or
or
best
practices
of
of
other
people,
but
I
just
we
can't
continue
to
have
another
council
hearing
where
we're
talking
about
the
same
thing
over
and
over
again
raising
up
the
same
concerns
about
the
infrastructure,
the
safety.
What
does
it
mean
to
go
above
and
beyond?
So,
madam
chair,
those
are
my
five
questions.
D
Thank
you,
council
campbell.
I
will
add
on
just
before
the
panelists
respond
to
council
campbell's
questions
that
thursday
we
are
having
a
hearing
specific
to
some
of
the
mental
health
supports
and
special
ed
supports
for
students,
especially
during
this
time.
So
I
do
I
want
the
answer,
but
I
also
want
to
know
we'll
take
a
deeper
dive,
a
much
deeper
dive
into
that
piece,
because
it
is
so
critically
important.
D
I
will
also
know
just
for
the
record
and
sort
of
in
relation
to
council
campbell's
last
question
that
today's
hearing
is
about
an
update
where
the
what
are
the
pieces
that
we
have
learned
where
we've
gone
wrong
and
how
we're
taking
corrective
action
and
also
sort
of
where
are
we
a
sort
of
state
of
a
state
of
the
schools
during
this
reopening
time?
But
I
appreciate
very
much
your
very
thoughtful
and
thorough
questions.
D
Councilor
campbell,
we'll
start
with
the
superintendent,
and
I
know
there
are
others
that
will
probably
be
able
to
give
greater
detail
in
response.
J
Yeah
counselor
campbell.
Thank
you!
So
much.
Certainly
you
know
technology
I'll
start
there
has
been
frustrating
for
us
and-
and
I
know
you've
been
an
advocate
for
pointing
that
out
and
just
the
data
pieces
of
it,
and
you
know
getting
that
digital
divide
closed.
J
You
know
we
had
some
procurement
and
tr
issues,
some
supply
issues
competing
for
that
technology,
even
though
we
had
ordered
it
a
long
time
ago,
getting
it
across
seas
and
in
our
hands
took
took
longer
than
what
what
we
had
hoped
for
and
then
with
wi-fi
it's
just
contracting
and
getting
our
contract
with
the
city
and
with
with
comcast
and
getting
that
done
just
took
a
lot
and
it
actually
took
the
mayor's
involvement
of
you
know,
making
some
phone
calls
for
us
to
to
move
that
faster
so
that
we
could
get
that
out
and
then
getting
our
hot
spots
out
as
well,
and
we
have
more
now
the
state
secured
some
hot
spots
as
well,
that
we
are
hoping
to
be
able
to
get
so
hoping
to
be
able
to
move
some
of
those
things
quicker
and
to
put
those
in
place,
but
any
child
that
does
need
a
computer,
or
we
should
have
plenty
on
hand
to
be
able
to
give
that
to
that
to
that
child.
J
So
please
keep
lifting
those
up.
As
for
the
sarah
greenwood,
I
think
our
staff
was
on
that
call
with
you,
and
you
know
it
is
an
older
building
or
a
building.
That's
in
in
need
of
some
look,
and
I
think
that
what
what
they
want
is
a
new
building,
and
so
we
continue
to
assess
and
our
build
pbs
the
priorities
of
our
school
buildings
and
where
they're
at
and
and
the
work
to
be
able
to
do
there.
J
So
I
know
that
our
staff
provided
updates
and
answers
to
you
and
to
the
community
at
sarah
greenwood.
As
for
the
special
needs
students,
I
can't
agree
with
you
more.
I
talked
a
little
bit
about
that
and
getting
the
plan
in
place
has
to
happen
soon.
J
We
are
really
hoping
to
get
our
kids
back
just
back
to
school
right
away
as
soon
as
possible.
It
appears
that
I
have
to
do
some
more
discussion
with
the
union
on
that.
So
we'll
we'll
get
to
task
on
doing
that
and
then,
as
for
learning
pods
I'll,
finally
stay
there,
and
then
I
don't
know
if
my
staff
wants
to
raise
their
hand,
if
there's
anything
that
I
miss
that
they
want
to
add.
But
with
learning
plans
we
have
the
pods
we've
been
working
with
boston
after
school
and
beyond.
J
We
are
in
the
in
the
midst
of
really
trying
to
raise
about
12
million
dollars
to
be
able
to
expand
to
about
6
000
children,
learning
pods.
That
would
serve
them
for
the
out
of
school
time.
If
they're
choosing
the
chosen
the
two
days
a
week
option
so
that
they'd
have
care
those
other
three
days.
J
N
Dr
gonzalez,
I
can
also
add
some
points
about
technology.
So,
as
you
mentioned
a
lot
of
our
chromebooks,
we
have
ordered
60
000
devices
since
the
start
of
covid,
the
vast
majority
of
those
being
in
and
obviously
being
delivered
to,
both
schools
and
students
going
more
specifically
about
students
that
don't
have
a
device.
One
of
the
things
that
we've
started
over
the
last
two
weeks
is
help
heading
to.
I
need
a
component
to
our
system
to
track
opt-outs.
N
We
know
that
a
significant
number
of
families
have
opted
out
of
taking
a
district
device.
I
have
two
family
members.
My
niece
and
nephew
are
bps
students
and
they
have
opted
out
of
taking
a
chromebook,
so
they're
they're
within
that
category,
but
they
are
attending
every
day
and
what
we're
doing
behind
the
scenes
is
listing
out
all
of
our
students
that
meet
certain
criteria,
the
first
being
low
attendance,
as
reported
by
the
by
the
classroom
teacher.
N
The
second
is
low
online
activity
and
more
than
just
our
our
learning
applications,
but
are
they
actually
logging
into
things
like
youtube
and
and
logging
into
their
google
account?
In
general?
Sorry,.
H
Mark
I
just
have
to
apologize
in
advance.
I
had
a
hard
time
actually
already
late.
I
have
to
jump
on
to
another
bps
related
meeting
related
to
exam
schools,
but
I
will
follow
up
and
listen
to
the
hearing.
I
try
to
put
all
my
questions
out
there,
so
I
will
follow
up,
but
didn't
want
to
be
rude
and
jump,
and
madam
chair
can
continue
to
get
responses
through
through
everyone.
But
thank
you
so
much
mark
and
thank
you.
Superintendent.
Thank.
D
N
No
I'll
just
wrap
up
very
quickly,
so
when
we
look
at
the
number
of
students
that
do
not
have
a
device
and
are
not
attending
school
and
are
not
logging
into
their
account
at
all,
the
number
is
significantly
lower.
N
So
that
is.
That
is
one
of
the
reasons
why
it's
more
important
to
look
at
both
online
activity
and
teacher
attendance
when
we're
looking
and
tracking
who
needs
access
online,
as
the
superintendent
has
mentioned.
If
any
parent
still
has
a
need
for
technology,
whether
or
not
that
is
wi-fi
or
a
device,
we
have
the
ability
and
means
to
meet
that
need,
and
we
do
want
to
make
sure
that
we
continue
to
keep
up
with
our
parents
and
our
school's.
D
Requests.
Thank
you
very
much
mark
and
thank
you
for
your
continued
effort
to
work
with
our
students
to
get
the
devices
in
their
hands.
Does
anyone
else
have
anything
to
add
to
some
of
those
to
the
response
grip?
Thank
you
very
much.
Counselor
flynn,
mary.
D
K
P
Great
thank
you.
I
just
wanted
to
follow
up
to
add
a
little
bit
of
additional
detail
to
the
superintendent's
opening
remarks
around
the
work
our
team
is
doing
around
preparations
to
bring
some
of
our
highest
needs,
students
back
to
in-person
learning
and
services
as
soon
as
possible.
So
from
an
operational
standpoint
when
you
think
about
transportation
or
meal
service,
our
building
preparations,
we
are
using
this
thursday
as
a
starting
point
that
we're
aiming
for
and
that
we
are
ready
for
from
an
operational
standpoint
to
serve
students
in
person.
P
Obviously,
we
know
it's
far
more
complex
and
requires
to
the
superintendent's
point,
close
collaboration
with
the
staff
and
leaders
the
families
of
those
school
communities
before
we
would
have
those
students
return
to
buildings
so
similar,
I
think,
to
bt
president
tang's
point,
though
we
are
operationally
ready
for
this
thursday.
We
know
that
we
still
need
to
have
those
staff,
members
and
family
members
have
a
lot
more
collaboration
around
the
plan
so
that
it
is
co-constructed
with
them.
P
K
Mary,
I
greatly
appreciate
your
clarification,
because
I'm
not
gonna
lie
my
early
remarks.
I
was
completely
thrown
off
and
stunned
when
I
heard
the
superintendent
say
that
students
are
returning
this
thursday
because,
as
we
have
been
meeting,
I
just
checked
with
the
staff
at
those
two
schools,
and
they
were
not
aware
of
that,
and
nor
were
the
school
leaders
at
those
schools,
and
so
that
was
quite
alarming
to
me,
and
so
I
really
appreciate
that
clarification,
and
I
will
just
reiterate
that
we
have
always
wanted
are
all
of
our
students.
K
Honestly,
it
is
much
harder
to
teach
remotely
and
during
this
pandemic
than
it
is
in
person.
K
That's
what
we're
trained
to
do
as
educators
is
to
teach
in
person,
and
we
want
to
be
in
in
person
with
our
students,
but
it
has
always
been
that
we
need
to
have
a
better,
safer
plan
again
safer
in
terms
of
not
just
what
the
cdc
may
say
is
sufficient
in
terms
of
an
open
window,
but
actually
going
above
and
beyond,
maybe
an
open
window,
particularly
with
cold
weather
and
rain
and
snow,
and
having
the
hepa
air
purifiers.
K
That
we
think
would
be
better,
and
so
it's
not
what
we
can
do,
it's
what
we
should
do
and
and
what
is
the
best
plan
possible
that
we
can
come
up
with
and
co-construct
as
mary
shared
with
our
our
our
educators,
our
families
and
our
students,
and
that
is
the
work
that
I
thought
we
had
been
engaging
in.
K
So
that's
why
that
came
as
such
a
shock
to
me
when
I
heard
that
and
threw
me
off
and-
and
I
do
want
to
also
take
a
step
back
and
and
give
appreciation
to
everyone
who
has
been
working
so
hard.
K
I
know
for
myself
and
our
team
and
for
our
educators,
it's
really
been
non-stop
since
march,
and
so
I
know
that's
the
case
also
with
folks
who've
been
working
in
central
office
and
in
bps
in
the
city
that
since
march,
when
schools
school
buildings
closed
and
we
dived
into
dove
into
remote
learning
that
we
literally
have
not
had
a
break
because
it's
it's
just
been
planning
planning,
planning,
planning
planning
with
that
being
said
as
much
as
I
do
think
that
everyone
is
well
intended
and
has
been
working
as
hard
as
they
possibly
can.
K
That
does
not
mean
necessarily
that
the
plans
that
have
been
laid
out
or
executed
have
been
successful
nor
sufficient,
and
so
we
must
do
better.
We
must
do
better
for
our
our
students.
We
must
do
better
for
educators,
who
are
trusting
us
to
also
keep
them
safe,
not
just
our
educators,
but
our
bus
monitors
our
lunch
monitors
our
bus
drivers
and
everyone.
You
know,
I
think
we
were
deeply
heartbroken,
that
four
bus
drivers
passed
away
this
spring.
I
don't
know
how
that
wasn't.
K
Bigger
news-
and
that
is
our
goal-
is
that
one
death
is
one
too
many.
K
It's
it's
not
something
that
I
can
live
with,
and
I
don't
think
it's
something
that
anyone
should
be
able
to
live
with,
that
they
didn't
do
everything
in
their
power
to
ensure
that
our
students
and
adults
are
safe
and
the
one
also
area
that
I
think
not
just
for
the
facilities
and
ppe
in
terms
of
keeping
everyone
safe
is
the
testing.
K
And
I
I
do
want
to
appreciate
the
you
know
red
sox
foundation,
for
helping
to
provide
the
testing
at
the
red
sox
facilities
on
tuesdays,
but
between
four
and
seven.
But
that
is
just
not
sufficient
right
now,
and
so
we
need
to
have
access
better
access
to
testing.
K
You
know
some
teachers,
actually
still
they
were
scheduled
to
go,
get
tested
when
they
were
still
teaching,
because
some
of
our
schools
don't
until
4,
30
or
later,
and
so
we've
got
to
have
a
better
system
for
testing,
not
just
for
our
our
educators
and
staff,
but
also
for
our
students
too,
and
relying
just
on
tuesdays
between
four
and
seven
for
teachers
who
live
all
across
the
city
and
outside
the
city.
It
is
not
an
easy
thing
to
get
to
fenway
between
four
and
seven,
especially
if
you've
been
teaching
until
five.
K
So
I
just
think
that's
an
area
for
improvement
as
well
and
again,
we
want
to
see
our
students
back
in
school
too,
there's
nothing
more
rewarding
than
teachers
and
educators
being
with
their
students
in
person,
but
it
has
got
to
be
in
the
safest
possible
environment
with
the
best
conditions
and
the
best
instructional
approach.
Too
and
again,
the
simultaneous
approach
is
not
one
that
is
successful
for
remote
students
or
in-person
students.
Then
we
need
to
have
better
plans.
D
A
J
G
Thank
you.
Thank
you,
councillor,
sabi
george.
I
I'll
try
to
be
brief,
as
I
can,
when,
when
schools
do
open
and
students
are
back,
and
teachers
and
staff
about
custodians
are
back
what
what
is
the
process
in
terms
of
testing
for
for
students
for
for
staff
and
nurses?
G
But
what
happens
when
someone
does
test
positive
at
the
school?
What
type
of
contract
tracing
takes
place?
What
is
the
notification
process
and
what
impact
would
that
eventually
have
on
you
know
school
continuing
at
that
school
building
or
going
remote
or
a
combination
of
the
two?
What's
what's
the
latest
on
that
issue?.
Q
Thank
you,
superintendent
and
thank
you,
madam
chair
and
counselor
flynn,
for
the
opportunity
currently
when
we
are
notified
of
a
positive
case,
or
you
know
whether
it's
within
a
building
or
previously
in
a
building.
Q
You
know,
depending
if
it's
student
or
staff
work
with
the
school-based
nurses
and
the
school-based
team,
to
determine
what
level
of
contact
that
individual
has
had
within
the
school
building
during
the
infectious
period
for
covid19
during
and
that
infectious
period
begins
two
days
prior
to
symptom
onset.
If
someone
is
sick
and
two
days
prior
to
test
collection,
if
the
individual
is
asymptomatic
without
having
symptoms,
once
we
go
through
that
process,
once
we,
you
know,
we
work
with
the
adult
individual.
If
it's
an
adult,
we
work
with
family
members
nurse.
Q
You
know
school
leaders
for
students
once
we
determine
their
infectious
period.
We
interview
them
based
on.
You
know
information
that
we've,
you
know
received
or
from
the
health
commission
in
terms
of
what
what
contact
they've
had,
who
they
were
closest
to
where
they
sit
or
how
often
you
know
what
whether
they
were
in
the
building
or
whether
they
were
working
remotely
part
of
the
day
etc,
who
they
work
closely
to,
and
we
work
through
that,
based
on
the
close
contact
definition
from
the
cdc
which
was
just
updated.
Q
So
previously
it
was,
you
know
the
bp
bphc,
their
close
contact
definition.
You
know,
based
on
cdc
guidance,
was
you
know,
close
sustained
contact
for
10
to
15
minutes
within
six
feet,
and
so
the
cdc
and
obviously
now
bphc
have
updated
that
to
to
incorporate
the
new
update,
which
is
15
minutes
cumulative
over
a
24-hour
period.
Q
So
we
work
through
those
scenarios.
We
work
with
the
individual
that
tests
positives
so
so
that
we
can
maintain
that
individual's
privacy.
We
then
work
through
each
one
of
those
days,
and
you
know
with
the
person
it's
typically
one
to
two
days
that
they
may
have
possibly
been
in
the
building
and
it's
usually
before
they
become
symptomatic,
and
then
we
report
any
information
that
we
receive
to
the
boston
public
health
commission
directly
to
the
infectious
disease
bureau
to
the
director
over
over
there.
Q
And
then
we
work
through
the
entire
scenario,
give
as
much
information
and
detail
that
we
can-
and
you
know
the
determination
at
that
point
is
made
by
you
know
by
the
bphc
public
health
officials
who,
in
what
scenario
and
what
information
that
we
relate
is
considered
to
be
a
close
contact
and
so
from
that
point.
Health
services
then
works
to.
If
they
were
close
contacts
identified,
we
we
work
through
notifying
those
contacts
providing
them
information
about
the
recommendations
for
testing
follow-up
with
their
primary
care
provider.
Q
Q
You
know
we
work
through
situations
where
a
person
tests
positive
because
they
have
a
family
member
who's.
Positive
we've
worked
through
those
situations
with
students
who
have
tested
positive
remotely
because
a
family
member
has
tested
positive
and
we
relay
all
that
information
to
the
health
commission
so
that
you
know
we
can
make
the
best
determination
by
the
most
qualified
people
to
make
that
determination.
Q
At
that
point,
if
the
individual
is
the
city
of
boston
resident,
the
boston
public
health
commission,
infectious
disease
bureau
would
continue
the
contact
racing
process
if
they
are
not
a
boston
public.
I'm
sorry.
If
they
are
not
a
city
of
boston
resident,
then
their
local
board
of
health
would
take
over
for
the
contact
tracing
action
steps
but
bphc
would
still
remain.
Q
You
know
they
would
still
remain
as
a
as
a
contact
because
of
the
work
site
being
within
the
city
of
boston.
So
we
were
like.
I
said
we
report
all
that
information
to
the
health
commission
once
that's
all
confirmed
we
work
through.
We
work
closely
with
facilities,
their
environmental
team.
We
work
closely
with
the
food
and
nutrition
services
team
to
ensure
that
the
sites
are
cleaned
appropriately,
to
make
sure
that
the
kitchens,
if
needed,
have
additional
sanit.
You
know
the
sanitizing
performed
to.
Q
To
ensure
that
the
kitchens
have
the
this
have
been
sanitized
to
the
standards
that
they
are
held
to
from
the
inspectional
services
department
we
work
with,
and
then
we
work
with
communications
to
ensure
that
we're
notifying
the
community
of
the
positive
test
if
the
individual
was
in
was
within
the
building
as
an
fyi,
as
just
our
letters
have
information
about
where
to
get
tested.
Q
How
you
know
where
to
go
for
questions,
they
have
recommendations
for
hand
washing
mask
wearing
and
they
have
our
health
services
phone
number
for
additional
questions
that
we
can
support
with.
R
D
I
found
it
very
informative
because
we've
had
a
lot
of
conversations
and
discussion
around
the
contact
tracing
as
well,
and
notification
within
school
communities
go
ahead.
Counselor
flynn,
I'm
sorry.
I
interrupted
you.
G
That
no
that's
okay!
Thank
you
suzanne
for
that.
For
that
answer,
and
then
my
final
comment,
slash
question:
is
it's
been
a
very
difficult
year
for
everyone,
but
especially
especially
the
asian
community,
including
the
asian
community?
We
had.
G
We
had
okay,
we
had
the
first
public
health
meeting
in
the
country,
practically
at
josiah,
quincy
school
in
january
might
put
in,
and
we
saw
a
lot
of
the
discrimination
and
bullying
of
the
asian
community
throughout
the
throughout
the
country.
A
lot
of
mental
health
challenges
as
well.
Language
access,
high
poverty.
But
what
are
we
factoring
all
that
in
what
do
we?
What
are
we
doing
as
school
returns
and
we
go
back
to
remote?
G
What
are
we
doing
to
address
some
of
these
issues
that
the
asian
community
has
developed
or
has
over
the
last
year?
I've
I've
noticed
it,
I'm
with
them
almost
every
day
and
I've
I've
seen
it
firsthand,
but
what
is
bps
specifically
doing
to
address
some
of
these
challenges
and
that's
my
final
question.
J
Thank
you,
counselor
flynn.
It's
such
an
important
conversation
to
have,
and
you
know
I
met
with
you
in
the
asian
community
just
this
past
thursday,
because
of
some
of
the
painful
comments.
J
I
know
they've
met
a
number
of
times
with
the
community
on
a
plan
of
action
and
so
we'll
be
working
with
them
on
enacting
that
and
that's
around
quality
translations
and
making
sure
that
we
have
quality
and
timely
translations,
making
sure
that
we
are
inclusive
of
them
and
that
they
get
information
in
their
in
their
language
early
and
often
and
that
they're
part
of
it
also
many
times
they
say
that
we
talk
about
black
and
latinx
and
we
don't
talk
about
asian.
J
So
we
are
going
to
be
very
much
more
deliberate
about
saying
black
latinx
and
asian
families
or
children
when
we
discuss
that.
So
a
number
of
those
things
that
our
equity
office
is
working
on
as
well
as
training
within
our
equity
circular
and
revising
our
equity
analysis
and
making
sure
that
that's
front
and
center,
with
all
of
our
diversity
and
reflective
of
the
diversity
of
the
school.
G
Thank
you,
superintendent,
that's
good,
to
hear
that's
important
for
me
to
hear.
As
you
know,
I
represent
a
large
immigrant
community,
a
large
asian
community,
and
so
I
have
a
responsibility
to
them
and
to
all
my
constituents.
I
just
want
to
say
thank
you
to
bps.
I
want
to
say
thank
you
to
btu
and
our
friends
from
the
bus
drivers
union
as
well.
Thank
you.
S
Lauren,
yes,
I
was
just
hoping
hoping
to
speak
to
counselor
flynn's
first
question
that
he
asked,
which
was
what
is
the?
What
is
the
protocol
and
policy
of
when
a
staff
or
student
is
covered
positive
in
a
school
suzanne
definitely
outlined
what
happens
on
the
district
level.
She
did
not
outline
what
what
school
nurses
have
as
a
policy,
because
we
don't
have
one.
We
don't
know
we
we
just
know
to
call
health
services.
That's
a
very
scary
position
to
be
in,
and
I
think
it's
an
important
distinction,
because
we've
already
requested
a
protocol.
S
We
have
not
received
one.
I
would
also
like
to
just
clarify
cdc
guidance
about
open
windows,
regardless
of
the
cdc
guidance
of
school
reopening
plans.
I
think
it's
important
to
just
use
our
science
driven
brains
to
look
at
what
type
of
ppe
and
air
quality
you
need
for
a
respiratory,
airborne
transmitted
disease
and
adding
two
and
two
together.
It
equals
n95,
respirators
and
hepa
filters,
and
I
think
the
mayor
agrees
with
that,
because
he
started
sending
hepa
filters
to
our
nurse's
office.
I
would
love
to
see
him
send
them
to
all
of
the
rooms.
K
K
Certainly
this
is
something
I've
been
advocating
for
with
the
massachusetts
asian
american
educators
association,
and
we
did
also
reach
out
to
the
equity
office
and
achievement
gap
office
to
raise
these
concerns
as
well
and
and
one
other,
I
think,
important
solution,
and
not
just
cultural,
relevant,
pedagogy
and
anti-racism
training
that
is
inclusive
of
black
latinx
asian
american
native
american
and
others
is
also
the
the
implementation
of
ethnic
studies,
and
so
our
btu
ethnic
studies.
K
Now
committee
has
been
working
over
a
year
now
on
a
self
kind
of
produced,
grant
to
create
curriculum
that
can
be
implemented,
and
so
the
district
has
committed
to
a
0.5
position
to
support
this
work,
and
we
do
hope
that
the
district
is
going
to
fill
that
immediately.
But
we
also
hope
that
it
can
be
a
full-time
position
moving
forward,
because
I
think
that
that
would
go
a
great
length
from
the
research.
We
know
with
ethnic
studies
in
our
schools
to
helping
combat
racism
as
well.
D
D
M
Thank
you.
This
is
for,
for
me,
I
mean
honestly
friend
I
wanna.
Thank
you.
Thank
him
for
the
first
question
that
he
asked
since
we,
since
we
as
bus
drivers,
we
are
an
extension
of
the
parents.
We
are
an
extension
of
the
schools
as
well,
because
we
we
go
pick
them
up.
First
thing
we
go
drop,
I
drop
them
off.
They
come
up
to
take
them
home
too.
M
So
when
somebody
tested
positive
at
the
schools,
we'd
like
to
have
that
same
benefits
down
at
the
bus
yards,
where
we
can
have
the
the
testing,
the
the
quarantining,
the
disinfecting,
the
all
the
other
stuff
apply,
it
seems
to
be
like
we
thought
we
we
have
forgotten,
because
at
the
very
first
time
we
we
we've.
We
we've
asked
for
a
school
nurse
to
be
at
each
of
the
bus
yard,
at
least
one
school
nurse
to
be
each
other.
M
They
ignored
us
on
that
on
that
one,
and
then
we
we
go
into
all
the
problems
that
we're
going
with
we'd
like
to
ask
for
three
things:
the
health
and
safety
protocol
be
respected,
and
then
I've
been
having
the
bus
monitors
on
the
bus
on
the
bus
riding
as
a
second
adult
to
help
us
out.
M
Those
are
the
three
important
things
that
we
we
we
we
we
care
about,
because
we
we
don't
want.
Anybody
died
anymore
of
this
thing
here,
because
one
of
the
the
the
last
positive
we
had
is
a
66
year
old
man
that
had
no
business
being
in
the
yard
when,
when
they
only
had
10
10
ones
going
like
tomorrow
tomorrow
they
on
wednesday,
they
don't
have
much
work,
but
they
they
wanted.
All
the
standby
drivers
to
show
up
in
the
in
the
bus
yard
where
they
can.
M
They
can
pick
up
the
14
percent,
that's
in
a
contract
to
to
to
to
to
cover
the
work
for
for
tomorrow
and
thursday,
and
we
just
learned
also
that
they
were
going
to
have
some
people
coming
back,
some
kids
coming
back
to
school
in
person
on
thursday.
That
was
a
shocker
to
us
too,
but
later
when
they
say
it's
not
true,
so
I
hope
it's
not
true,
because
we
we
we're
not
ready
when
it's
pandemic,
it's
so
high
that
everybody
got
to
stay
in.
So
thank
you.
Thank.
E
Sorry,
chairwoman,
asabi
george,
I
think
I
don't
know
if
you
remember.
We
have
usually
seven
minutes
for
questions
and
I
did
send
a
text
message
and
you
said
that
I
would
be
able
to
do
my
questions
before
six
and
I'm
just
trying
to
understand
that
your
process,
because
I
know.
D
Yeah
so
so
councilman
here
we
can
discuss
my
process,
there's
only
a
few
counselors,
so
I
gave
very
extended
time
because
the
conversation
is
very
thorough
and
thoughtful
questions
have
been
brief.
Responses
have
been
long
and
elongated
because
it's
very
complex
and
very
detail-oriented
and
when
we.
D
A
D
E
Councilman
yeah,
thank
you,
counselor
sabi
george.
I
misunderstood
your
response
when
you
said
that
I
would
be
able
to
do
so
before
six
so
got
a
little
anxious,
but
I
just
have
a
few
questions.
First
of
all,
thank
you
for
hosting
this
hearing,
dr
casilius.
I
just
really
want
to
put
out
there
that
you
know
in
your
in
your
comments
earlier.
E
You
talked
about
and
I
and
I'm
not
going
to
assume
that
the
the
onus
is
on
the
on
the
individual
parents
and
the
people
who
are
putting
their
children
at
risk
because
they're,
the
ones
who
are
you
know,
might
be
coming
in
contact
with
the
virus,
and
you
know
we
might
be
going
shopping
and
doing
things.
I
just
don't
want
to
put
the
onus
on
the
people
who
are
front
line
workers
in
terms
of
like
why
why
we
have
been
unable
to
reduce
the
number
of
of
cases.
I
just.
E
I
just
hope
that
that
does
not
land
like
that
for
some
folks
who
are
listening
in
because
it
could
easily
be
interpreted
in
some
of
the
comments
that
you
made
earlier
in
terms
of
the
fact
that
these
numbers
keep
going
up,
and
I
and
I,
and
it's
no
fault
I
know
I
know
people
may
not
be
adhering
to
the
safety
protocols,
but
I
just
don't
want
people
to
have
that
perception.
E
I'm
also
curious
about
testing.
It
seems
like
it's
it's
something
that
people
can
opt
into,
so
I'm
just
curious
at
what
point
are
we
going
to
start
doing
testing
that
is
not
so
much
of
an
option,
but
that
it
is
part
of
the
the
way
we
do
business.
I'm
curious
about
there's
a
question.
This
is
a
question
about
process,
something
that
we
have
heard
time
and
time
again
is
that
parents
and
guardians
feel
like
they're
being
kept
out
of
the
loop
beyond
press
conferences.
E
How
are
parents
and
guardians
informed
of
the
changes
about
the
reopening
plan,
and
not
just
parents,
also
educators
feel
the
same
and,
more
importantly,
how
does
bps
track
whether
or
not
these
stakeholders
understand
what
these
changes
are?
E
One
of
the
teachers
talked
about
struggling
with
lesson
plans
in
lesson
planning
and
I'm
just
curious
instead
of
those
little
ways
to
centralize
curriculum
guidance,
so
I'm
just
wondering
what
the
administration
is
doing
to
make
it
easier
for
teachers
to
design
lesson
plans
in
the
era
of
covet,
I'm
curious
in
may
we
heard
that
five
percent
of
families
struggled
with
quality
internet.
Has
that
number
changed?
I
know
you
mentioned
partnerships
with
xfinity
wondering
what
those
results
have
been.
E
I
know
you
mentioned
some
high
need
students
such
as
students
who
are
els
and
students
with
ieps.
We
heard
this
morning
from
a
parent,
a
bps
parent
who
is
an
english
language
learner.
Her
son
is
also
on
an
iep.
There
are
students
in
boston
who
require
multiple
accommodations
and
I'm
curious
to
know
how
bps
will
address
these
needs
with
all
of
the
changes
that
have
been
made
recently,
a
lot
of
students
experiencing
new
normals
almost
every
day
and
bouncing
off
of
counselor
campbell's
questions.
E
How
are
we
introducing
trauma
and
foreign
practices
into
the
classroom,
not
just
providing
therapy
and
other
social
services,
but
literally
redesigning
lesson
plans
in
our
school
day
to
reflect
the
trauma
informed
lens
I
feel
like.
We
just
have
been
focusing
on
academics
and
I'm
really
curious
about
what
this
looks
like
in
terms
of
trauma
informed
and
with
all
remote
learning
being
the
reality
for
the
future.
How
are
we
redesigning
school
days
to
reflect
the
needs
of
students,
I'm
thinking
about
increased
break
times
more
interactive
lessons?
E
We
saw
in
the
budget
cuts
to
departments
like
student
support
and
equity
strategy,
I'm
curious
to
know
how
those
departments
are
operating,
given
the
decrease
in
funding,
but
the
apparent
increase
in
need
for
services
such
as
parent
support
and
equity,
and
overall
you
know
I
I
have
to
say
that,
as
we
continue
to
have
these
ongoing
conversations,
I
am
just
going
to
encourage
us
to
always
center
it
on
making
sure
that
all
the
stakeholders-
it's
like
what
I'm
noticing
in
the
world
of
politics,
is
that
everybody
just
wants
to
play
along
with
the
people
that
play
along
with
them.
E
But
that's
not
how
we're
going
to
handle
the
situation.
We
need
to
have
real
uncomfortable
conversations
and
whether
we
agree
with
people
or
not.
We
need
to
give
people
an
opportunity
to
voice,
and
I
feel
like
there's
this
friction
between
bps
and
the
btu,
and
we're
pitting
parents
against
educators
around
this
narrative
about
why
we're
unable
to
open
schools,
and
I
think
what
it's
doing
is
creating
attention
unnecessary,
and
I
think
that
we
have
an
opportunity
if
we're
really
going
to
move
from
a
place
of
transparency.
E
We
can't
continue
to
do
this
this
it's
because
of
them.
It's
because
of
this.
It's
because
of
that.
At
some
point,
we
all
are
going
to
have
to
take
responsibility
for
the
fact
that
we're
not
prepared
to
really
create
an
opportunity
for
for
us
to
send
our
kids
back
to
school
in
a
way
that
is
safe
for
all,
and
I
think
that
is
a
difficult
conversation
to
have,
and
we
can't
trust
the
system
that
continues
to
pick
people
against
each
other.
E
And
I'm
sorry
that
I
have
to
leave
and
I'm
so
sorry
that
it
took
me
30
minutes
just
to
get
to
this
point-
and
I
do
appreciate
the
chair
giving
me
the
privilege
of
speaking
and
I-
and
I
will
just
have
to
listen
to
the
tape,
to
hear
your
comments,
but
I'm
late
for
another
six
o'clock.
Thank
you.
So
much.
D
Thank
you
councillor
mejia,
so
whoever
would
like
to
start
with
some
responses
to
councillor
mejia's
question
we
can
also.
We
can
also
continue
with
the
the
rest
of
the
response.
Mr
taylor,
dr
caselias
for
council
flynn's
questions.
T
And
so
the
ethnic
studies
position
will
I
was
able
to
confirm
we
had
to
get
some
additional
information
from
the
academics
department,
but
that
position
will
be
posted
for
sure
tomorrow.
T
I
know
somebody
had
asked
that
question
ray
ketchins
is
going
to
speak
to
what
happens
the
protocol
when
staff
reports
a
confirmed
case
of
covet
and
then
sam
can
speak
to
what
the
cleaning
protocols
are.
I
know
somebody
asked
I
didn't
want
people
to
think
we
didn't
have
protocols
around
when
we
have
confirmed
cases
of
code
so
ray.
J
And
I
just
wanted
to
mention
that
if
nurse
o'malley
singh
would
like
the
guidance,
suzanne
had
shared
that
the
guidance
is
in
our
reopening
document
as
well
as
she
can
send
that
out
to
her
and
make
sure
that
she
has
that
guidance.
S
I
have
I
have
it
dr
cosilius.
It
does
not
address
exactly
what
we
do
with
the
child.
Who
is
positive?
We
what
if
the
child,
has
no
right
home?
What
do
we
do
with
them?
Who
do
we
call?
How
do
we
get
them
safely
out
of
the
building?
What
do
we
do?
We
don't
have
that
guidance?
I
I
assure
you
respectfully.
D
D
Right
so
I
think
that
that's
really
important
to
learn
that
today.
So
perhaps
it
if,
if
it
is
in
the
protocol,
it's
not
clear
and
the
protocol
perhaps
just
needs
to
be
clarified
and
amended
or
modified,
so
that
so
that
there
is
an
appropriate
response
and
what
our
nurses
are
asking
for.
D
They
have
access
to
yeah
so,
and
I
think
that
that's
what's
most
helpful
about
having
a
conversation
like
this
with
everybody
present
that
we
can,
we
can
maybe
clarify
some
of
some
any
miscommunications
or
missing
information
for
that,
and
I
see
that
now,
I'm
the
only
counselor
on
here.
So
I
guess
I
get
to
ask
all
my
questions
for
as
long
as
I
want
who
I
know,
there's
additional
responses
to
council
mejia's
questions,
which
were
I
get
very
thorough
questions.
So
I
I
would
appreciate
those
responses.
J
Ray
briefly
share
what
al
wanted
and
then
excellent.
Thank
you
appreciate.
U
Hi,
so
I
just
wanted
to
touch
bases
on
the
protocol
for
staff
cases
as
they're
reported,
so
the
health
services.
We
work
very
closely
with
suzanne
to
report
anything
that
happens
like
at
the
school
level,
but
for
human
capital.
U
We
work
with
the
city
of
boston's
policy
to
get
folks
the
time
they
need
off
the
certification
of
the
period
of
isolation
or
quarantine
based
on
the
type
of
exposure
that
they
may
have.
We
get
the
staff
the
time
that
they
need
off
using
the
ffcra
or
their
own
personal
time
if
they
would
rather
do
that.
What
we
also
do
is
touch
bases
with
them
to
see
unfortunate
cases
where
the
time
off
is
more
than
just
the
10
days.
U
We
work
with
them
to
get
the
extended
absence
covered
and
on
the
back
end,
we
work
to
get
the
the
the
placement
backfilled
so
that
there
is
continuity
and
learning
or
in
any
assignment
that
the
person
may
be
absent
from.
U
There
is
a
widely
shared
document
that
lists
out
each
of
these
steps
for
the
employee
for
the
school
leader
or
any
other
person
operating
in
a
supervisory
capacity,
so
that
they're
sure
about
what
to
do
at
the
onset
and
we've.
Also,
we
were
you
know,
using
individuals,
contacts
but
we've
gotten
a
secure
inbox
to
sort
of
deploy
the
covet
response
team
that
that
we
actually
use
as
well.
T
It
also
prompts
notifications
to
sam
and
the
operations
team
to
notify
facilities
for
any
appropriate
cleaning.
That
needs
to
be
done
as
well,
and
then
we
work
with
the
superintendent's
team,
along
with
the
health
commission,
to
determine
if
it
warrants
having
to
close
particular
areas
in
a
school
or
school
altogether.
T
S
A
S
D
We
we
understand
that
there
needs
to
be
some
significant
clarification
on
that
protocol
and
in
additional
detail
to
that
protocol.
You
know:
we've
just
spent
a
little
bit
of
time
talking
about
a
response
to
a
positive
case
in
a
school.
I
am
curious
and
we've
talked
a
little
bit
about
testing.
I
am
curious
about
any
efforts
to
increase
the
amount
of
testing
that's
done
across
the
city
and
perhaps
very
specific
to
schools,
whether
it's
in
schools
outside
of
the
schools.
D
You
know
just
in
a
school
parking
lot
or
within
you
know,
distributed
across
the
city
in
places
where
there
are
lots
of
schools.
So
it
is
easier
for
the
adults
in
particular
in
our
school
buildings,
to
get
testing
and
having
have
it
done
much
more
regularly.
If
not
I'd,
say
weekly
for
testing.
Has
there
been
any
work
towards
that.
J
Suzanne,
could
you
or
tammy
speak
to
testing
and
the
boston
health
commission's
work
around
testing
of
adults
and
testing
of
our
teachers
and
the
protocols
for
that
and
what
we're
able
to
do
at
this
time?
J
I
know
that
they
have
mobile
testing
across
all
of
boston
and
I
think
they
can
test
up
to
1500
people
and
those
testing
units,
as
well
as
we
do
specific
testing
on
tuesdays
for
teachers.
That's
been
available
for
several
weeks
now,
so
I
know
that
that's
available
suzanne.
Can
you
speak
to
the
availability
of
of
testing
or
miss
post.
V
Superintendent,
this
is
tammy
proust,
I
can
say,
and
I
can
send
to
anybody
who's
interested
the
mayor's
office
sent
out
just
two
days
ago.
Another
email
blast
that
went
to
every
employee
of
bps
detailing
with
a
map
of
where
the
30
free
testing
sites
are
throughout
the
city.
There's
an
availability
of
over
1800
testing
opportunities
per
day
that
anybody
can
go
to
and
again,
there's
no
cost.
V
So
that
is
something
that's
available
to
all
members
of
the
community.
With
regard
to
the
testing
that
we're
offering
to
our
own
staff,
we
agreed
and
again.
I
know
the
superintendent
mentioned
this
earlier.
The
red
sox
foundation
made
available
to
us
300
tests
per
week
that
we
have
been
pushing
out
to
and
allowing
btu
members
to
sign
up,
for.
There
has
been
some
changes
to
that
program
over
time
to
try
and
make
it
more
convenient
for
them.
V
We've
also
included
more
than
just
btu
members
now
because
of
the
they're
still
capacity
to
get
more
tests
done
versus
the
numbers
of
people
showing
up,
and
so
we
are
looking
at
how
to
do
that
on
a
basis
that
is
driven
by
the
science
right
now.
The
science
would
say
that
testing
shouldn't
be
happening
every
week
and
instead
and
suzanne
correct
me.
If
I'm
wrong
here,
we're
looking
at
a
two-week
basis
because
of
the
incubation
period
for
the
actual
virus.
V
K
So
can
I
respond
please
because
that's.
D
Just
me
if
suzanne
salter
bennett
has
anything
to
add
to
that.
Q
Yeah
tammy,
I
think,
you're
speaking
to
what
chief
martinez
had
outlined
and
what
dr
lowe
in
terms
of
the
program
for
you
know
for
the
the
protocol
for
that.
Q
If
someone
has
tested
positive
or
has
tested
recently,
they
recommend
you
know
moving
to
the
next
to
the
next
test
cycle,
not
not
that
one
there's
like
criteria
for
for
that
testing
in
the
for
the
the
fenway
btu
testing,
I'm
not
closely
involved
with
that
that
is
that
is
you
know,
was
worked
specifically
through
the
health
commission,
but
the
other
piece
just
in
terms
of
testing
that
is
being
made
available
through
the
hhs
and
through
deci,
that
you
know
that
the
superintendent
spoke
to
a
bit
earlier.
Q
The
rapid
testing
does
require.
You
know
there
are
stipulations
about
how
that
rapid
testing
would
be
set
through.
So
it's
not,
you
know,
while
we're
still,
we
would
still,
you
know,
obviously
participate
in
in
running
through
the
program.
It
does
not
offer
it's
not
recommended,
or
it's
not
meant
to
be
utilized
for
asymptomatic
individuals.
Q
So
unless
there
is
a
close
contact,
I
believe
and
then
the
other
piece
is
that
they
would
have
to
have
minimal
some
type
of
minimal
symptom.
And
then,
if
the
test
is
positive,
we
would
they
would
still.
It
would
need
to
be
followed
up
with
a
pcr
that
the
nasal
swab,
the
the
anterior
nasal
swab
for
the
conformation
testing
and
if
they're
symptomatic
and
it's
negative,
it
would
also
require
a
pcr
follow-up.
Just
based
on
my
understanding
from
how
that
process
is,
it
has
been
explained
to
me
from
bphc.
Q
You
know
those
rapid
testing,
you
know
so
I
think
we'll
have
to
you
know,
go
into
those
scenarios
a
little
bit.
You
know
deeper.
We
want
to
avoid
a
situation
where
we're
asking
a
parent
for
permission
to
test
and
then
we're
testing
and
then
it's
negative,
but
in
reality
the
student
would
probably
still
need
to
go
home
at
that's
at
that
point
and
then
we're
in.
We
have
the
situation
where
we're
then
telling
the
parent
that
the
students
test
was
negative
and
there
may
be
some
confusion.
Q
So
I
think
we
we
still
need
to
run
through
that
program
and
you
know,
participate
in
all
of
the
the
training
and
information
that
the
that
the
state
is
offering
in
relation
to
that
specific
student
program
for
testing.
K
You're
needed
counselor
sabi
george
thank
you
jessica
and
then
jonathan,
okay,
thank
you.
So
I
just
had
a
few
responses
so
one
I
know
that
the
city
has
had
free
testing
sites
and
have
has
repeated.
K
The
district
has
repeatedly
said
that
that's
open
to
any,
but
I
just
want
to
point
out
that
you
know
I
I've
been
using
those
free
testing
sites
and
it's
not
so
easy
to
just
when
you're
teaching
throughout
the
day
to
go
to
one
of
these
sites,
they're
only
open
from
certain
hours,
which
are
usually
during
the
teaching
hours.
I
one
day
I
tried
to
get
a
test
at
one
site.
There
was
a
line
of
20
people.
I
could
not
wait
that
long
for
that
line.
I
went
to
another
site.
K
There
was
another
line.
I
went
to
a
third
site
that
I
thought
was
there
that
was
no
longer
there.
Then
I
ended
up
not
being
able
to
get
a
test
that
day,
and
so
I
just
don't
think
that
those
free
testing
sites
are
are
sufficient
for
what
we
need
right
now
in
terms
of
again
safety
for
our
educators
going
into
schools
and
also
want
to
reiterate
that
it
can't
just
be
for
the
educators
it
needs
to
be
for
the
students
too.
K
They
need
to
also
be
able
to
get
tests,
and
I
did,
I
think
it
didn't.
Quite
rub
me
the
right
way
when
the
superintendent
had
shared
earlier,
that
it's
the
fault
of
the
adults
for
the
positive
test
cases
in
the
district
right
now.
First
of
all,
there
are
students,
who've
tested,
positive,
too,
and-
and
we
wouldn't
really
know
where
the
virus
came
from,
because
students
are
not
being
regularly
tested.
K
So
I
I
I
don't
think
that's
what
the
superintendent
meant,
but
I
just
wanted
to
clarify
that.
I
don't
think
we
should
be
blaming
educators
for
any
positive
cases
in
our
school
communities.
K
Also,
those
individual
cases
in
school
communities
were
supposed
to
and
according
to
our
moa,
which
the
district
and
city
agreed
to
be
reported
on
a
dashboard
publicly
on
the
bps
website,
and
it's
not
supposed
to
be
a
city-wide.
It's
supposed
to
be
based
on
individual
schools
and
the
response
has
been
oh
well.
K
We
want
to
protect
identity,
but
our
schools
are
big
enough
that
if
you
say
there's
a
positive
case
in
the
community,
no
one
knows
if
it's
a
staff,
member,
a
student
or
a
parent
or
someone
else
affiliated
with
a
school,
and
so
I
don't
think
that
that
should
be
an
issue
and
we
maintain
that
the
district
needs
to
make
available
that
information
by
individual
school.
K
Another
comment
quickly
is
that
the
it's
news
to
me
that
the
red
sox
testing
is
now
available
every
two
weeks
for
b2
members
and
and
I
find
that
concerning
an
example
of
our
frustration
with
the
communication.
K
I
am
the
president
of
the
boston
teachers
union
and
if
testing
is
now
available
to
all
of
our
members
every
two
weeks,
I
should
probably
know
that
so
that
I
can
communicate
that
to
my
members
and
would
gladly
do
so,
and
this
is
an
example,
though,
of
of
a
frustration
in
transparency
and
communication
and
getting
information
that
our
educators
need
in
order
to
take
advantage
of
the
opportunities.
And
so
while
lauren
may
think
that
her
comment
was
disrespectful.
I
don't
think
it
is
again.
I
think
that
everyone
has
the
best
of
intentions.
K
I
always
assume
best
intentions,
but
if
your
policy
or
practice
is
not
being
implemented
in
a
way
that
that
is
going
to
actually
get
the
information
needed
to
the
people
who
need
it,
then
I
think
it's
important
to
reflect
on
where
that
communication
line
is
breaking
down
and
how
to
better
get
that
information
to
the
people
who
need
it,
including
us
at
the
union
who
are
working
really
hard
to
advocate
for
not
just
our
educators,
but
also
our
students
and
families
as
well.
And
what
and
that
brings
me
to
counselor
mejia's
comment
about.
K
Yes,
we
have
had
disagreements
with
the
district
and,
yes,
we
do
feel
like
that.
The
district
has
been
throwing
us
under
the
bus
and
blaming
the
union
for
the
inadequacy
of
plans
and
despite
the
fact
that
we've
shared
our
own
solutions
and
plans
for
months
now
that
have
been
disregarded
and
ignored
by
the
district,
and
I'm
not
saying
that
to
you
know,
cause
any
more
tension,
because
I
truly
don't
want
that.
K
I've
always
wanted
for
us
to
work
collaboratively
and
just
most
importantly,
have
those
of
us
who
are
on
the
grounds
working
in
schools
who
are
actually
interacting
with
our
students
and
families
to
be
able
to
inform
the
plans
of
the
district
so
that
the
plans
are
better
and
and
again
safer.
K
And-
and
so
I
would
just
greatly
appreciate,
if
you
know
in
in
meetings
and
public
forums
etc,
that
the
excuse
of
oh,
we
need
to
talk
to
the
union
about
it
or
you
know
it's
a
labor
issue
that
that's
not
done,
because
it's
it's
not
helping.
K
All
of
us
work
collaboratively
together,
and
it's
also
creating
this
narrative
that
for
some
reason
that
we
can't
serve
high-need
students
because
of
the
union
and
that's
just
not
true,
we've
literally
been
advocating
since
march
for
our
highest
needs
students
and
in-person
services
in
safe
places.
And
so
I
just
I
had
to
say
that.
W
Thank
you,
counselor.
I'm
I'm
going
way
back
to
counselor
flynn's,
question
and
suzanne's
response,
because
I
think
I
want
to.
I
want
to
bring
out
a
couple
of
things
and
I
thank
suzanne
for
bringing
up
the
fact
that
cdc
has
changed
their
definition
of
close
contact,
because
it's
really
that's
a
very
important
thing
to
understand.
W
When
we
look
at
questions
like
like
contact,
tracing
and
and
ventilation
issues,
because,
based
on
a
new
understanding
of
the
of
the
disease
and
aerosol
spread
of
the
disease,
you
know
the
cdc
is
now
saying,
as
suzanne
pointed
out,
that
contact
over
an
extended
period
of
time
is
the
same
as
close
contact
for
15
minutes
within
six
feet,
and-
and
I
think
that
that
has
two
that
has
two
implications
for
us-
that
we
need
to
think
about
in
terms
of
reopening.
W
And
the
first
is
that
we
really
need
to
know
where
students
and
staff
are
throughout
the
day,
because,
basically,
if
you're
in
a
classroom
with
someone
later
is
found
to
be
covered
positive,
we
need
to
know
who
was
in
that
classroom,
because,
if
you're
in
the
classroom
for
an
extended
period
of
time,
no
matter,
it
doesn't
make
any
difference
whether
you're
within
six
feet
or
not,
you've
been
exposed,
and
so
the
contact
tracing
is
much
more
complicated
and
something
we
need
to
take
into
in
and
that's
something
we
need
to
take
into
account
and
update
our
protocols
around
that,
because
I
don't
think
the
protocols
were
written
with
that
understanding,
because
that
just
recently
came
out.
W
And
secondly,
I
think
that,
in
terms
of
ventilation
questions,
it's
not
a
question
of
a
window
opening
or
or
somebody
of
an
even
an
outside
agency
coming
in
and
giving
us
the
green
light
to
go
ahead.
The
question
as
put
forward
by
the
harvard
chan
school
of
public
health
is
how
many
air
exchanges
are
you
getting
in
in
a
room
in
every
in
every
hour,
and
the
gold
standard
of
air
exchange
in
a
room
is
six
air
exchanges
per
per
hour.
W
That
means
that
six
times
in
an
hour,
the
air
is
completely
recirculating.
If
you
look
at
some
of
the
pictures
that
were
posted
by
members
of
the
boston
teachers
union,
recently,
you'll
see
that
we
have
these
big
window
fans
with
windows
that
don't
open
all
the
way.
That
means
that
half
of
the
air
that
that
fan
is
doing
is
sent
going
out
and
half
of
the
air
is
being
reached.
Half
the
dirty
air
is
being
recirculated
back
in.
W
It's
also
important
in
terms
of
looking
at
the
merc
the
merv
filters,
because,
if
the
filters
aren't
taking
out
the
air
aren't
taking
out
the
air,
the
dirty
air,
then
that
dirty
air
is
being
recycled
recycled
by
by
the
by
the
the
hvac
systems,
so
it
it
is
true
that
you,
in
order
to
get
those
six
air
exchanges
per
hour,
you
probably
do
need
to
open
a
lot
of
windows
in
the
in
the
classroom
and
also
we
need
to
have.
W
There
is
a
way
to
measure
that
there's
a
map,
there's
a
device
called
the
velometer
and
it
actually
can
be
placed
in
a
room
and
measure
what
the
air
exchange
rate
is
and
air
exchange
rate
is
the
real
issue.
Not
what
deci
says
about
it,
because
we
saw
what
commissioner
riley
thinks
about
safety
this
today
with
his
with
his
comments.
But
it
actually
is,
there's
actually
a
science
behind
it
and
so
to
say.
W
I
think
that
that
that
we
need
to
take
into
account
that
science
and
put
the
resources
into
and
to
really
finding
out
whether
or
not
these
rooms
are
safe
or
not,
because
it's
not
just
a
matter
of
what
dassey
says.
W
It's
actually
a
matter
of
how
many
air
exchanges
are
you
getting
in
an
hour
in
any
kind
in
any
given
situation,
so
one
roommate
in
one
window-
maybe
it
may
be
enough,
but
in
another
room
it
may
well
not
be
enough,
and
so
I
think
we
need
to
again
focus
on
the
on
the
science
in
a
real
way.
Not
just
that.
Somebody
said
that
this
is
the
bot.
This
is
sort
of
the
bottom
line
and
I'll
take
another
minute.
W
Just
to
say
that
I
think
in
general
we
need
to
be
working
from
the
precautionary
principle
and
the
precautionary
principle
in
science
is
that
you
don't
need
to
prove
harm
in
order
to
take
precaution,
it's
not
up
to
the
boston
teachers
union
to
prove
that
people
are
dying
in
our
schools.
It's
up
it's
up
to
us
all
together
to
work
to
do
to
do
the
things
that
are
the
most
cautious
and
that
and
that
and
that
are
and
that
go
beyond
what
we.
W
What
we,
what
we
can
prove
in
a
you
can't
experiment
on
people.
We
can't
have
we
there's
no
there's,
no
experimentation.
That
can
happen.
You
can't
put
people
in
rooms
and
say
we're
not
going
to
circulate
the
air
in
this
room
and
we
are
going
to
circulate
there
in
another
room.
W
We
need
to
do
whatever
is
the
most
cautious
thing
and-
and
that's
not
that's
not
what's
been
happening,
and
so
I
hope
that
what
we
can
unite
around,
because
I
think
this,
the
point
of
this
hearing
is
about
trying
to
unite,
is
to
reunite
around
using
the
precautionary
principle,
which
says
that
we
don't
need
to
prove
harm.
We
need
to
take
those
actions
that
prevent
harm.
D
Thank
you
very
much
jonathan
anyone
else
for
a
response
to
either
council
flynn
or
councillor
mejias,
or
maybe
I
asked
a
question
in
there
somewhere.
So
just
if
we
could
just
wrap
up
the
testing
question
and
the
contract
tracing
question,
you
know
I'm
not
sure
why
we
just
can't
simply
test
in
schools.
D
I
I
feel
that
there
should
be
a
way
to
even
do
testing
on
site,
whether
it's
with
our
in
partnership
with
our
community
health,
centers
and
other
health
care
providers
in
partnership
with
boston
ems,
with
in
partnership
with
boston
fires.
I
think
both
ems
and
fire
are
trained
to
do
testing.
I
think
that
that's
something
that
we
should
explore
and
whether
it's
weekly
or
every
other
week.
D
I
feel
that
that's
something
that
we
should
be
able
to
look
at
doing
for
you
know
as
part
of
our
return
to
school
plan,
because
it
is
important
that
we
get
to
school,
get
back
to
school
pretty
quickly.
I
don't
know
if
anyone's
got
a
response
or
if
there's
any
opportunity
to
do
in
school,
on
on-site
testing,.
K
Counselor
just
really
quickly.
I
appreciated
nurse
haynes's
comments,
and
I
forgot
to
mention
earlier
too
that,
although
there
have
been
air
quality
tests
in
our
schools,
that
our
experts
have
told
us
that
those
tests
are
not
reliable
measures
because
nobody
has
were
in
the
buildings
at
the
time
in
which
those
air
quality
tests
happened
and
reliable
air
quality
tests
actually
to
be
able
to
measure
the
co2
exchanges
that
nurse
haines
was
talking
about.
You
need
actually
people
in
those
places,
and
so
that's
another
concern
that
we
have
and
why.
K
We've
asked
for
follow-up
air
quality
testing,
particularly
in
the
places
there
that
there'll
be
people
in
them
where
there
are
people
in
them.
F
I
just
wanted
to
note
that
going
into
the
school
reopening
plan
we
knew
every
year
we
conducted
two
environmental
artists
a
year
that
goes
really
into
depth
about
the
quality
of
environment
conditions
in
the
building,
and
we
went
into
that.
Knowing
that
doing
these
type
of
tests
now
are
not
the
best
indicator,
but
they
are
in
they.
It's
an
indicator
right.
So,
in
order
for
us
to
verify
that
our
buildings
are
safe
as
they
were,
we
we
we
felt
compelled
to
make
sure
we
let
the
community.
F
You
know
the
buildings
were
safe
in
the
air
has
been
tested
and
we
agreed
to
it
would
be
to
you.
So
I
think
it
was
a
decision
that
we
made
collectively,
and
I
think
we
honor
that
commitment.
We
found
that
that
levels
you
know
were
more
than
acceptable
in
the
school.
So
I
just
wanted
to
note
that
point.
D
Great,
thank
you
very
much
for
that.
I'm
wondering
if
we
could
talk
about
sort
of
the
and
we
I
think
we've
touched
on
this
just
a.
K
Little
bit
tell
me
I'm
so
sorry
I
don't
mean
to
interrupt,
but
I
just
need
to
follow
up
too
that
the
previous
tests
we've
looked
at
the
data
too,
and
even
the
schools
had
hvac.
There
were
about
only
10
of
the
35
schools
that
had
at
least
one
or
zero
rooms
with
less
than
a
thousand
ppms,
and
so
that
was
another
reason
for
concern
around
air
quality,
even
for
the
schools
that
did
have
hvac
systems.
So
I
just
wanted
to
share
that
too.
F
So
yeah
I
just
wanted
to
know,
I
mean
we
tested
all
schools
in
all
administrative
buildings
and
for
the
schools
we
tested
about
7
300
different
sites
and
all
those
readings
came
back
well
within
acceptable
levels
and
ranges.
So
I
just
wanted
to
call
that
that
number
off.
K
Yes,
I
understand
that,
but
it
was
when
there
wasn't
anyone
in
the
buildings,
and
so
we
can
go
back
and
forth,
but
I
think
again
what
nurse
haynes's
point
is
is
if
there
is
a
way
to
ensure
that
with
people
in
the
buildings
that
we
can
do
additional
tests,
why
wouldn't
we
I'm.
F
Going
to
punctuate,
we
plan
on
doing
that
once
once
folks
are
back
in
and
we're
going
to
start
our
very
soon
it's
going
to
encompass
that
testing.
So
our
goal
is
always
to
wait
till
the
next
level
of
phases
to
do
that.
To
make
sure
that
there
are
people
in
the
building
to
get
the
more
accurate
readings
right.
J
That
we,
we
were
asked
to
do
those
tests
prior
to
people
coming
into
the
building.
So
we
did
that
and
honored
that
commitment,
because
we
were
asked
to
do
that
and
we
have
multiple
other
times.
Point
point
points
that
we
will
go
and
do
additional
testing,
but
we
are
not
in
the
buildings
right
now,
so
we're
postponing
that
additional
testing
at
this
time
until
we
do
kids
back
in
the
building
so.
D
I
think
we've
demonstrated
that
we
can
go
back
and
forth
and
go
back
and
forth
for
quite
a
bit,
because
this
is
important
work
to
all
of
us
and
we're
all.
Obviously,
everyone
is
very
passionate,
not
just
about
this
topic,
but
about
our
kids
and
and
getting
our
kids
back
to
school.
Can
we
so,
let's
if
we
could
just
shift
gears
for
a
few
moments,
and
I
think
that
we
do
have
a
few
people
for
public
testimony?
I
want
to
get
to
that.
But
can
we
talk
a
little
bit
about
what's
next,
so
how?
D
What
are
the
steps
that
we're
taking
today
to
reopen
schools
soon?
You
know
also
considering
the
infection
rate,
the
the
positivity
percentage,
but
the
work
that
still
remain
that
the
work
that
still
remains
to
be
done.
What
are
we
doing
to
get
back
to
school,
to
get
back
to
in-person
school
utilizing
this
time
where
our
schools
are
empty?
Are
we
learning
from
other
school
communities
that
are
in
in
school
in
person
in
school
right
now?
What
are
the
things
that
they're
doing
that
we
could
replicate?
D
What
are
the
lessons
that
we've
learned,
either
from
our
own
work
or
from
other
school
districts,
work
to
get
to
a
place
where
we're
open?
How?
How
is
that
informing
sort
of
the
work
going
forward?
Because
a
lot
of
this
conversation
today
has
been
the
sort
of
the
history,
the
the
recent
history
and
how
we
ended
up
at
this
point
today,
and
I
think
that
we've
had
a
healthy
dialogue,
a
great
deal
of
criticism,
I
think
back
and
forth.
That's
fine!
But
now,
let's
talk
about
the
forward
movement.
D
J
Well,
thank
you
for
that.
Madam
chair
there's
there's
a
lot
of
work
that
has
to
get
done
in
order
to
continue
to
work
forward.
Of
course,
this
is
uncertain.
This
continues
to
change.
Our
conditions
continue
to
change.
You
know
we
were
at
four
percent
before
and
now
we're
at
you
know
the
state
saying
six
percent,
you
know
and
then
we're
at
five
percent
for
high
needs.
Kids,
and
you
know
just
these
measures
and
what
is
and
what
is
not
safe.
J
We
heard
nurse
jonathan
talking
about
the
air
quality
and
the
new
cdc
guidance
and
what's
happening
with
you,
know
the
air
and
and
discrepancies
between
what
was
and
what
is
and
how
that
changes
and
how
you
have
to
adapt
now
about
air
quality,
and
is
it
good
with
them
in
or
not
with
them
in?
We
can't
get
them
in,
but
we
wanted
to
test
the
air
before
they
go
in.
J
So
there's
just
a
lot
of
discussion
that
has
to
happen
to
come
to
some
common
ground
about
what
are
the
conditions
in
which
people
will
feel
safe
and
there
are
50
percent
of
the
people
who
just
feel
safe.
No
matter
what
you
do,
that's
just
the
way
it
is.
We
have
50
of
families
choosing
not
to
go
back
to
school
because
they
just
don't
feel
that
it's
safe
for
their
child.
J
To
do
so,
and
I
think
if
we
really
were
all
honest,
many
people
feel
very
unsafe
at
this
moment
in
in
in
a
grocery
store
in
in
in
any
public
space
because
of
the
the
surge
that's
happening
so
planning
for
the
contingencies
are
just
extremely
complex
in
a
very
large
district
like
boston,
public
schools,
where
we
just
have
you
know
transportation,
just
you
cannot
flip
you've
heard.
You
know
mr
francois
talk
about.
J
You
know
transportation
and
the
many
precautions
that
are
needed
there
for
cleaning
cleaning,
cleaning
them
and
then
staffing
them
and
staffing
with
the
monitors
you
know
and
making
sure
that
kids
have
the
proper
ppe
and
making
sure
they're,
not
you
know,
on
a
street
corner,
you
know
waiting
for
a
bus,
you
know,
so
I
think
that
there's
just
a
number
of
things
with
that,
then
there's
the
facility
pieces
and
you
know
going
into
the
winter
and
making
sure
that
we're
adequately
preparing
for
for
that
piece.
J
But
right
now
the
very
first
thing
that's
on
our
minds
and
has
been
on
our
minds
for
the
past
week
and
a
half
to
two
weeks,
especially,
is
how
are
we
going
to
get
our
special
needs?
Students,
the
services
they
need
as
soon
as
possible,
and
we
just
need
to
get
these
agreements
with
the
union
and
the
principals,
because
the
facilities
are
ready,
especially
for
our
therapeutic
day
schools.
J
J
We're
going
to
take
and
we're
still,
you
know
several
weeks
out
from
everybody
else
coming
back,
because
we
have
to
have
those
two
weeks
of
trends
in
order
to
bring
everybody
back
and
that
has
to
be
below
four
and
unfortunately,
across
this
nation
and
right
here
in
boston,
we're
not
seeing
those
numbers
trending
in
the
right
direction
and
I
didn't
mean
any
disrespect
to
any
adult
or
any
boston
public
school
employee.
That's
not!
I
was
not
directing
it
to
any
boston
public
school
employee.
J
I'm
directing
that
to
all
of
us
all
of
us
adults
in
this
community.
All
of
us
have
to
adhere
to
them
to
the
mask
wearing
to
the
hand
washing.
I
am
just
appealing
to
the
community
to
take
the
public
health
guidance
seriously,
because
that's
how
community
spread
happens,
I
see
people
playing
soccer
and
basketball.
J
Those
are
the
things
that
are
going
to
spread
this
disease
and
that's
just
how
it
is
so
I
I
don't
want
my
comments
taken
or
being
misconstrued,
and
I
appreciate
counselor
mejia
bringing
that
up
and
for
you,
madam
chair,
bringing
it
up
and
jessica
as
well.
I'm
not
I'm
not
dis,
disrespecting
any
one
individual
person,
it's
all
of
us
a
whole
community
to
bring
our
children
back
safely.
D
K
So
I
I
think
we
are
on
the
same
page,
certainly
about
wanting
to
bring
down
rates
in
our
communities
and
everyone's
responsibility
to
wear
mass
etc.
But
I
I
respectfully
have
to
disagree
that
our
our
buildings
are
ready.
K
I
do
think
the
carter
school
is
in
better
shape
and
that
there
is
less
to
be
done
there
that
to
ensure
the
air,
ventilation
and
filtration,
but
the
horse
man
is
in
the
jackson,
man
building
and
that
has
been
slated
by
bps,
actually
to
be
closed
and
to
be
closed,
because
it's
one
of
the
worst
facilities
in
the
whole
district
and
it
is
while
it
does
have
hvac
system.
K
It
is
also
one
of
the
older
hvac
systems
that
cannot
handle,
and
I
don't
even
think
they
make
the
merv
13
or
even
certainly
not
mer,
15
filters
for
that
school,
and
so
I
have
to
respectfully
disagree
that
the
horace
mann
building
is
sufficiently
ready,
especially
when
the
district
itself
had
already
identified
it
as
one
of
those
buildings
that
needs
to
be
closed
and
and
school
communities
need
to
be
relocated
as
of
this
school
year.
Actually,
originally.
J
Respectfully,
we
have
ordered
the
hepa
filters
and
we
have
500
ordered,
and
you
know
those
will
be
deployed
in
order
to
get
our
high
needs.
Kids
back.
So
that
is
our
priorities
to
get
our
high
knee
kids
back
and
so,
where
we
need
to
have
those
we
will
have
them
available.
The
problem
is,
is
the
supply
problem
is
trying
to
get
them
out
of
the
customs
and
so
we're
trying
all
our
best
to
get
them
out?
J
D
Yes,
we
talked,
we've
talked
a
lot
about
the
high
needs,
students
which
they're,
obviously
critical,
critically
important
and
just
sort
of
everyone's
priority.
We
also
have,
across
the
district
a
number
of
other
sort
of
critical
and
important
significant
transition
years
when
we
think
about
our
little
ones:
kindergarten
first
grade
students
who
are
just
beginning
their
education
students
who
are
transitioning
into
new
school
communities,
I'm
thinking
about
anyone
entering
middle
school
entering
high
school
or
our
seniors
graduating
from
school.
You
know
at
all
those
sort
of
transition
points.
D
Having
not
just
you
know,
the
academics
is
obviously
important
building
the
foundation,
the
love
of
learning
important,
but
that
social
and
emotional
piece
is
also
really
important
for
those
transition
years.
How
are
we
especially
now
that
we're
all
remote
and
and
many
of
those
categories
of
students
won't
be
re-entering
our
buildings
in
a
hybrid
way
for
a
little
bit
right,
because
we're
focused
on
returning
high
needs
students
at
this
point?
What
are
the?
What
are
the
things
that
that
are
in
place
today?
And
what
are
we
looking
to
add
to
have
in
place?
J
D
College
applications,
all
of
that's
happening.
J
Yep
and
they
have
a
lot
of
our
schools
and
teachers
have
taken
time
for
morning,
meetings,
meditation
reflection,
moments,
they've
they've
adjusted
their
daily
schedules
to
allow.
For
that
kind
of
time
to
happen,
there's
been
additional
one-on-ones
and
group
time
that
that
teachers
have
done
there's
a
lot
of
creative
work
happening
in
this
area,
especially
and
with
our
coordinated
behavioral
health
team
as
well
there's
a
lot
of
work
that
they
did
over
the
summer.
That's
that's
spilling
into
this
fall
as
well
and
preparing
for
our
students.
J
So
there's
just
that
that
piece
of
it
I
do
think
our
teachers
have
really
taken
like
what
we
had
to
learn
from
remote
and
bring
into
this
piece
a
lot
greater
supports
for
families
and
a
lot
greater
supports
for
our
students,
social,
emotional
learning.
D
Q
Oh,
I
I
just
oh
I'm
sorry
counselor
assabe
george.
I
did
just
want
to
plug
you
know,
I
don't
don't
do
it
enough.
I
know
you
saw
him
wave,
but
I
will
say
that
my
son
is
learning
to
love
his
meditation
time
and
he's
in
the
first
grade
over
at
the
henderson,
and
so
that
is
something
that
they've
incorporated
and
he's
loving
it
in
the
way
that
you
would
expect
a
seven-year-old
boy
to
love
it.
Q
He
has
his
board
on
his
lap
and
he's
like
coloring
and
doodling,
but
he's
like
it's
okay,
because
I'm
breathing
and
I'm
listening
to
the
nice
words
she's
saying:
okay.
Okay,
that's
dr
mccann
says
that's
okay!
So
I'm
like
two
thumbs
up
dr
mccann.
Thank
you
he's
listening
and
breathing.
We
like
it
well.
D
I
wonder
too,
and
I
see
mr
francois
and
I
think,
jonathan's
got
his
hand
up.
I
don't
know
if
that's
new
or
old,
as
well
as
jessica.
You
know.
Another
sort
of
piece
of
this
is
as
we're
looking
and
I
think
preparing
to
be
all
remote
or
mostly
remote.
We
know
we're
working
to
get
the
high
needs
students
back
into
classrooms
as
much
as
possible.
D
You
know,
are
we
thinking
at
all
create
creatively
about
restructuring
some
of
our
days
when
I
think
about
the
babies,
the
first
graders,
the
kindergarteners
and
having
a
significant
amount
of
time
on
screen?
We
know
you
know
I
have
a
conflict
saying.
I
know
we
want
teachers
to
be
engaging
with
kids.
We
we
know
it's
important
for
teachers
to
have
their
eyes
on
their
students,
but
it
becomes
a
really
long
day,
especially
for
the
young
ones
and
where
you
know
I'm
hearing
from
parents
of
new
students
to
the
district.
D
You
know
babies
that
are
that
are
struggling
with
enjoying
school
because
it's
changed
so
much
so
there's
you
know
there.
We
need
to,
I
think,
be
able
to
include
some
include
some
creativity
in
this.
We
were
all
hopeful
that
schools
would
be
more
open,
that
there
was
this
opportunity
for
a
person,
but
now
that's
shifted.
Can
we
be
a
little
bit
more
creative
and
shift
some
the
way
that
we're
delivering
instruction.
J
Yeah-
and
we
know
we
have
our
task
forces
that
meet
on
this
as
well,
and
the
principals
are
eager
to
continue
to
share
and
collaborate
like,
I
shared
earlier
to
make
sure
that
they're
instructionally
working
with
their
teachers
around
helping
them
design,
pd
and
professional
learning.
J
So
absolutely
we
can
do
a
lot
more.
It's
never
going
to
be
like
it
is
being
in
a
classroom,
and
I
think
that's
also
just
something
that
we're
all
grappling
with
is
that
this
is
way
longer
than
any
of
us
thought
or
could
can
even
bear
it's
just
really
really
tough
on
teachers
here
in
boston
across
the
entire
nation.
This
is
so
different
than
what
they
were
trained
to
do
and
so
different
than
what
any
of
us
you
know.
J
Parents
included,
you
know,
are,
are
having
to
deal
with,
so
it
we're
reinventing
the
wheel
every
single
day
and
teachers
learn
best
from
other
teachers
and
they
they
are
sharing
their
best
practices
to
be
able
to
restructure
this,
especially
true
at
the
high
school
level
and
I've,
given
them
flexibility,
greater
flexibility
in
their
day
to
work
out
more
flexible
schedules,
so
they're
getting
those
into
the
task
forces
now
and
we're
getting
getting.
Those
approved.
D
Great
and
then
I
know
jessica,
jonathan
and
mr
francois
jessica
well.
K
M
Thank
you.
Thank
you,
jessica.
Thank
you,
madam
chair.
It
probably
my
last
time
here
on
this.
You
you've
asked
earlier:
where
do
we
go
next
and
how
do
we
we
go
forward?
I
compare
the
whole
all
of
us
as
as
as
a
body.
M
So
if
the
whole
body
is
sick
and
you
you
treat,
you
treat
the
whole
part
and
then
you
leave
the
feet
or
or
part
of
it
that
that
that
place
you
leave
can
actually
in
fact
affect
the
other,
the
other
part
of
it,
so,
for
instance,
as
bus
drivers,
if
we,
if
we,
if
we
got
sick
or
we
tested
positive
for
some
reason,
we
we
go,
we
go
back
again
in
a
bus
that
has
no
petitions
and
a
bus
that
may
have
kids
with
without
mass,
and
while
we
have
the
extra
stuff
to
bring
to
to
them
and
in
a
bus
that
may
not
have
any
monetary
because
of
a
company
wants
to
do
union,
you
know
busting.
M
I
wouldn't
say
that
we
don't
have
time
for
union
busting.
We
we
don't
have
time
for
it
unless
too
for
them,
oil
in
the
city,
and
we
it's
a
it's.
A
matter
of
life
and
death,
it's
it's
like.
M
We
need
to
take
a
look
at
the
bus
drivers
more
seriously
and
I've
been
accompanying
having
350
million
dollars
to
to
one
one
year
of
I
mean
a
contract
and
they're
not
doing
anything
they
they
come
in
and
and
just
be
michael
management,
doing
micromanagement
by
by
by
bps
or
by
somebody
to
try
to
bust
a
union
and
and
get
all
the
money
without
doing
anything.
So
it's
it's
outrageous,
so
we'd
like
to
have
this
culture
change.
M
Definitely
because
we
we're
not
looking
to
to
to
have
like
problems
right
now.
We
we
need
to
save
our
family
to
continue
to
survive.
It's
it's
survival,
so
they
need
to
do
a
better
job
at
that
somebody
got
to
take
a
look
at
them
and
let
let
them
work
with
us
and
instead
of
doing
that,
what
they're
doing
I
forgot.
The
first
thing
I
had
this
to
to
say
which
was
important,
but
if
I,
if
I
get
a
chance
later
I'll
I'll
wean
in
thank.
D
W
Thank
you.
I
we're
just
looking
for
recommendations
here,
so
one
recommendation
that
I
have
is
in
the
memorandum
of
agreement.
We
agreed
to
set
up
safety
committees
at
the
school
level.
W
The
safety
committees
would
include
two
btu
representatives,
the
nurse
custodian
administrators,
some
t,
you
know
some
other
some
other
folks,
and
I
think
that
it
should
be
a
priority
of
the
district
and
the
btu
to
work
together
to
ensure
that
we
do
have
in
fact,
safety
committees
with
that
with
that
with
that
grouping
together
in
every
school,
because
the
goal
isn't
just
to
open
school
for
a
handful
of
kids.
W
In
in-person
learning
is
better
for
everybody,
and
so
I
think
one
thing
that
we
can
do
to
start
to
really
start
a
bottom-up
rather
than
a
top-down
approach,
to
planning
and
assessing
is
to
work
together
to
have
these
safety
committees
really
work
in
every
single
school.
Have
them
convened
and
have
and
encourage
a
cooperative
approach
between
the
btu
administration
in
in
every
school
and
everybody?
That's
part
of
the
moa,
so
this
is
something
that
we've
already
agreed
to
and
it's
something
that,
but
it
needs
to
be
implemented
like
everything
else.
W
Secondly,
I
think
we
need
to
a
lot
of
people
had
comments
about
my
comment
about
air
quality.
I
think
I
think
that
the
testing
that
everybody
was
referring
to
is
the
co2
testing.
That's
not
that's,
not
the
testing
that
I
was
referring
to,
I'm
referring
to
testing
that
actually
actually
test
the
air
exchange
rate,
and
so
I
think
that
we
need
to
look
into
and
work
with.
Mass
kosh
is
massachusetts
coalition
for
occupational,
safe
and
healthy
health.
W
The
the
harvard
chan
school
of
public
health,
to
make
the
recommendations
about
about
air
exchange,
the
need
for
to
assess
air
exchange
and
to
work
together
to
start
to
assess
our
rooms,
the
buildings
for
air
exchange
rather
than
for
co2,
because
that's
that's
a
that's,
a
proxy
kind
of
a
test,
the
co2
test
that
we've
been
talking
about.
So
I
think
that's
another
suggestion.
I
would
have
a
step
that
we
can
take
together.
W
And,
finally,
I
think
that
we
again
I
I
want
to
look
at
the
universal
testing
of
staffs
and
and
students
and
there's
an
article
recently.
I
read-
I
remember
where,
but
hundreds
colleges
and
universities
in
new
england
are
using
a
universal
testing
model
and
having
great
success
with
it,
and
it's
being
done
out
of
cambridge
with
the
broad
institute
and
they
have
so.
They
have
the
experience
of
institutionalizing
this
kind
of
testing
where
everybody
gets
tested
on
a
regular
basis.
It
doesn't
and
it
we
could
come
in
in
collaboration.
W
I
think
we
could
come
up
with
a
plan
that
makes
sense
for
bps
and
that
can
be
rolled
out
on
in
the
same
way
that
as
we
as
we're
expanding
the
number
of
students
and
staff
and
buildings,
we
just
make
it
bigger
and
bigger,
and
it's
right
across
the
river
at
the
broad
institute
and
they've
done
it
with
a
hundred
colleges
and
universities
with
a
pretty
good
success
in
new
england.
W
D
Thank
you,
jonathan
and
jessica,
and
then
dr
coselius,
then
we'll
get
to
public
testimony.
K
All
right,
thank
you
I'll.
Try
to
be
brief.
I
just
wanted
to
share
that.
We
did
suggest
that
to
the
district,
the
boat
institute,
because
when
the
b2
nurses
had
suggested
that
we
brought
that
idea
and
madame
chair's
question
was
how
do
we
move
forward
and
collaborate?
K
The
frustration
is
that
we've
shared
these
ideas,
which
have
been
largely
ignored,
and
then
you
know,
even
with
the
air
purifiers
as
superintendent
had
shared,
we
had
asked
where
there's
500
air
purifiers,
specifically
when
we
were
still
in
hybrid
and
trying
to
get
them
for
the
medical
waiting
rooms
and
the
nurses
offices
to
start
and
that's
what
the
originally
the
intent
of
those
500
air
purifiers
were
and
we'd
also
ask
for
them
for
the
special
needs
classrooms
in
our
early
education
classrooms,
so
that
our
young
learners
can
come
back
in
person
sooner
rather
than
later
too.
K
And
I
do
think
that
is
a
way
forward
is
getting
those
peppa
air
purifiers
in
not
just
the
medical
waiting
rooms
and
the
nurses
offices,
but
also
our
special
needs
classrooms.
And
so
I'm
very
glad
to
hear
that
that
some
of
those
air
purifiers
will
be
now
at
the
horse.
Man.
But
I
didn't
know
that
and-
and
I
and
I
think,
if
we're
going
to
truly
collaborate
and
and
and
move
forward
and
working
together,
we
need
information.
K
And
I
I
can't
there
are
so
many
things
I
learned
tonight
and
I
shouldn't
have
to
learn
information
through
a
city
council
hearing
there
have
got
to
be
better
systems
of
of
communicating
if
we're
going
to
truly
collaborate
together,
and
that
also
means
you
know,
hearing
our
proposals
and
really
taking
them
to
heart
and
and
not
picking
and
choosing
what
parts
of
the
moa
are
honored,
but
honoring
all
of
the
agreements
that
we
make,
because
it
takes
a
lot
of
work
to
get
to
those
agreements.
K
And
so
I
truly
hope
that,
with
the
start
of
this
new
hipp
task
force
and
the
reopening
task
force
from
the
second
moa,
we
can
continue
that
collaboration
in
a
truly
meaningful
and
and
and
in
transparent
way.
Again.
We
can't
help
with
solutions
if
we
don't
have
the
information
and
we
need
the
information
in
a
timely
way.
D
Thank
you,
president
tang
superintendent,
cassellius
and
then
we'll
get
on
to
public
testimony.
Well,
I.
J
Don't
have
much
to
add
other
than
really
just
to
thank
you
for
this
hearing.
Obviously,
there's
a
lot
to
be
addressed
in
this
conversation
and
if
I
could
wave
my
magic
wand,
I
would
have
a
hepa
air
filter
in
every
single
classroom.
You
know
in
every
single
building
I
would
have
hvac,
I
would
have
hot
water,
that's
running
freely,
you
know
and
I
would
have
n95s
for
everybody.
Even
if
you
didn't
need
it,
you
know.
J
I
think
that
if,
if
we
could
have
everything,
we
would
do
that,
but
everything
also
does
have
to
be
weighed
with
the
science
and
what
is
absolutely
required
and
we
are.
We
are
trying
to
follow
the
guidance,
because
we
don't
have
an
unending
pot
of
money
to
buy
things
that
are
not.
You
know
sound
for
what
guidance
says
we
should
do
so.
We
are
trying
to
find
the
guidance
and
try
to
do
what
we
can
do
and
I
would
love
to
be
able
to
test
everybody
every
day.
J
I
wish
we
had
the
technology
and
the
the
saliva
things
to
be
able
to
do
something
like
that.
So
I
just
want
you
know
you
and
the
public
and
miss
tang,
especially
and
her
members,
to
know
that
we
will
continue
to
work
with
them,
as
as
we
continue
to
work
around
these
evolving
nature
of
this
virus,
the
evolving
science.
J
You
know
and
try
to
do
our
best
and
and
put
forward
plans
that
we
think
are
the
ones
that
are
going
to
keep
everybody
safe
and
provide
the
best
education
possible
to
our
children
and
prioritize
those
students
that
need
it.
The
most
first,
as
we
begin
our
reopening
plan.
D
Thank
you
superintendent.
So
with
that,
I
appreciate
everyone
being
with
us
today
we
are
going
to
move
to
public
testimony
if
you
need
to
come
off
camera
for
a
few
minutes,
because
we've
been
at
this
for
three
hours
that
that
is
okay
with
me,
but
I
do
want
to
just
pull
up
my
notes
here,
so
I
have
those
that
are
joining
us
for
public
testimony.
I
think
shane
will
be
letting
them
in.
I
D
So
if
you
are
in
the
waiting
room,
we
have
sharon,
hinton,
nancy
lesson
and
elise
pitcher.
If
you
could
raise
your
hands
we'll,
let
you
and
offer
testimony
and
we've
got
a
few
others
after.
D
Them
thank
you
shane
filling
folks
in
I
don't
share
any
with
us.
Am
I
not
seeing
you
on
my
screen?
I
see
nancy.
If
we'll
start
with
you,
I
don't
see
sharon.
If
sharon
wants
to
sit
up,
raise
your
hand,
nancy.
R
I'm
nancy
lesson:
a
retired
occupational
health,
specialist
member
of
mass
kash's
health,
technical
committee,
mother
of
a
bps
high
school
teacher,
grandmother
of
four
bps
elementary
school
students.
I
testified
last
week
about
serious
concerns
regarding
airborne
aerosol
transmission,
the
tiny
micro
droplets
of
virus
that
float
in
the
air
for
longer
time
and
travel
longer
distances.
R
We
know
that
poorly
ventilated
indoor
spaces
are
risk
factors
for
airborne
transmission
of
this
deadly
virus,
and
there
are
long-standing
problems
with
ventilation
in
bps.
The
tests
bps
did
for
this
did
this
summer.
Measuring
co2
levels
in
empty
rooms
are
meaningless,
given
the
decision
wednesday
to
go
full
remote.
This
is
the
time
to
pursue
proper
testing
to
identify
spaces
with
the
needed
ventilation
rates.
Ideal
is
six
air
changes
an
hour.
Excellent
is
five
to
six
good
is
four
to
five.
R
According
to
the
harvard
chan,
school
of
public
health
measuring
ventilation
rates
in
schools
document,
this
testing
conducted
with
a
balometer
or
similar
device
and
can
be
done
in
unoccupied
rooms,
is
a
simple,
accurate
way
of
testing
ventilation
rates
in
schools
and
rooms
with
mechanical
ventilation.
The
37
schools,
with
hvac
systems
and
46
schools
with
unit
ventilators
identifying
safer
spaces,
also
includes
assuring
filtration
to
eliminate
viral
particles
that
may
be
present
in
recirculated
air.
R
It
is
important
to
have
merv
13
filters
in
hvac
systems
that
recirculate
air,
as
well
as
portable
air
cleaners,
with
hepa
filters
in
all
other
spaces.
As
for
the
47
schools
in
all
rooms,
without
mechanical
ventilation,
those
with
one
open
window
and
a
fan
that
don't
provide
ventilation
rate
or
filtration
needed
to
address
airborne
transmission,
the
ones
that
will
curtail
learning
and
cause
health
problems
due
to
cold
temperatures.
R
A
serious
discussion
of
how
to
make
these
rooms
safer
is
critically
and
immediately
needed.
One
last
quick
thing:
the
air
testing
documents
on
bps's
website
states
quote.
It
is
important
that
the
space
tested
for
co2
is
occupied
during
the
test
to
ensure
the
results
accurately
show
the
effectiveness
or
not,
of
ventilation
systems.
Close
quote
the
documents
and
bps's
website
also
state
that
all
tests
were
taken
in
unoccupied
rooms,
as
the
superintendent
is
claiming
and
the
superintendent
is
claiming.
This
is
a
passing
grade
on
ventilation.
D
Thank
you,
elsie
pitcher.
I
don't
see
you
on
so
we'll
go
to
jody
sugarman,
brosen
jody.
C
Thanks
thanks
so
much.
My
name
is
jody
sugarman
roseanne,
I'm
the
executive
director
at
mass
kosh,
the
massachusetts
coalition
for
occupational
safety
and
health,
but
I'm
also
the
parent
of
a
bps
parent
of
14
years.
Many
folks
have
referenced
us
tonight.
Mass
kosh
is
a
non-profit
organization
that
works
to
ensure
that
all
workers
can
go
to
work,
earn
a
fair
wage,
be
treated
with
respect
and
dignity
and
return
home
to
their
families
alive
and
well.
C
Cooking
19
has
created
one
of
the
worst
worker
health
and
safety
crises
in
history.
Since
the
beginning
of
the
pandemic,
workers
on
the
front
lines
have
been
getting
sick
and
dying
from
workplace
exposure.
On
september,
10th
massachusetts
released
a
report
dying
for
work
dying
for
work,
documenting
the
pandemic's
deadly
toll
on
massachusetts,
workers
which
lists
59
bay,
state
workers
known
to
have
died
of
coven
19
after
potentially
being
exposed
at
work.
C
It
did
include
the
workers,
the
bus,
boston,
bus
drivers,
union
and
I
just
want
to
say
again
my
condolences
to
the
boston
bus
drivers
union.
The
sad
piece
is
that
this
report
likely
grossly
under
count
the
number
of
workers
who
had
been
made
ill
or
died,
because
the
state
of
massachusetts
has
failed
to
collect
data.
We
do,
however,
know
that
87
000
massachusetts
working
age
residents
have
tested
positive
for
covid19
from
march
10th
to
july
31st.
The
last
time
we
had
a
count
and
that
1
349
working
age
residents
have
died.
C
C
It's
in
adding
to
this
situation
is
the
state's
own
covet
19
workplace
safety
regulations
exempt
k-12
schools.
So
if
you
work
in
a
k-12
school
and
your
school
is
not
following
the
guidelines
who
do,
teachers
have
to
turn
to
what
support
do?
They
have
to
ensure
that
they
will
get
compliance
with
health
and
safety
regulations?
C
C
C
It's
really
easy.
Just
look
back
several
years
to
look
at
those
co2
measurements
to
see
that,
in
fact,
our
buildings
are
not
meeting
co2
guidelines
to
know
if
a
space
is
safe,
we
need
to
know
the
rate
of
ventilation
in
each
classroom,
measured
in
ear
changes
per
hour
according
to
harvard
school
of
public
health.
304
is
the
bare
minimum.
Four
to
five
is
good
five
to
six
excellent
and
six
ideal.
C
Luckily,
with
the
use
of
a
balometer,
it's
not
hard
to
measure
air
changes
per
hour,
they
can
be
taken
air,
these
ventilation
measurements
can
be
taken
in
occupied
or
unoccupied
rooms.
We
also
need
a
plan
for
what
will
happen
this
winter,
when
temperatures
drop
well
below
the
state
standard
for
reasonable
indoor
10
indoor
attempts
for
schools
will
teachers
be
forced
to
keep
windows
open
and
fans
blowing
to
provide
adequate
ventilation
and
how
will
that
impact
students
or
teachers
with
asthma
that
may
be
triggered
by
excess
cold?
C
The
solution
is
simple:
using
science
conduct
ventilation
assessments
find
the
safest
learning
spaces
use
those
exclusively.
It
may
mean
that
all
students
cannot
be
in
their
own
schools,
but
that
to
me
seems
like
a
small
price
to
pay
for
their
safety
high
priority
learners
need
services,
but
not
at
the
cost
of
their
own
health
or
that
of
features.
These
are
life
and
death.
Conversations
we've
watched
it
roll
out
in
other
workplaces
across
the
bay
state
and
across
the
country.
C
D
X
Can
you
hear
me
now
we
can
hear
you
now
welcome,
thank
you
and
thank
you
for
giving
me
this
opportunity
to
participate
and
at
the
risk
of
perhaps
repeating
some
of
the
things
that
have
been
said
before.
I
would
like
to
emphasize
a
few
of
these
points.
My
name
is
elise
pector,
I'm
a
boston
resident,
a
grandmother
of
two
children
in
the
boston
schools
and
a
certified
industrial
hygienist
with
35
years
of
experience
in
assessing
workplace
health
and
safety,
including
schools,
and
a
volunteer
with
mass
kasha's
health
tech
committee.
X
The
independent
air
quality
tests
that
commissioner
caselias
reported
previously
that
had
been
conducted
were
meaningless.
Measuring
carbon
dioxide
as
an
indicator
of
ventilation
when
buildings
are
unoccupied
shows
nothing.
Carbon
dioxide
is
exhaled
by
people.
If
no
people
are
present,
there's
nothing
to
measure
there's
no
source
even
more
distressing
is
the
illusion
or
false
reassurance
that
something
useful
had
been
done.
X
The
cdc
has
been
slowed
to
adjust
to
the
science
of
aerosol
transmission
of
covid19
and
most
of
what
cdc
actually
says
is
they
want
to
enhance
mechanical
ventilation
by
opening
windows
when
weather
conditions
allow
well.
So
I
think
we
have
to
look
backwards
for
a
minute.
You
know
in
2017,
when
the
boston
school
buildings
were
assessed,
they
wrote
even
then
classrooms
lack
proper
ventilation.
X
Most
of
the
systems
have
been
blocked,
operable
windows
which
are
weather,
dependent,
don't
work
well
to
quote
these
systems
are
often
inoperable,
inefficient
and
incapable
of
filtering
air,
and
many
have
lost
their
connection
to
outside
fresh
air
and
in
their
summaries
they
said.
69
percent
of
elementary
schools
have
deficient
or
poor
ventilation
all
right.
So
we
know
that
the
district
knew
then
that
the
ventilation
was
inadequate
for
education
and
the
importance
of
ventilation
for
education
was
emphasized
by
our
local
expert,
professor
joe
joe
allen
at
harvard
school
of
public
health.
X
He
especially
was
just
commenting
on
the
links
between
cognitive
function
and
ventilation,
all
right.
So
if
the
ventilation
was
inadequate,
then
we
know
it's
inadequate.
Now,
during
a
pandemic
viral
illness
pass
through
the
air
all
right,
so
now
we
have
to
look
forward
so
that,
a
few
years
from
now
we
don't
add
covet
illness,
disability
and
death
to
the
toll
from
inadequate
ventilation.
X
Relying
on
one
open
window
per
classroom
to
reduce
virus
transmission
is
inadequate,
adding
fans
may
help,
but
not
sufficient
windows
may
help
when
they
can
remain
open,
but
they'll
be
closed
due
to
the
weather.
In
addition,
the
fans
don't
fit
in
the
variety
of
buildings
and
classrooms
and
windows
in
the
boston
schools.
X
You
can't
even
measure
ventilation
that
is
provided
solely
by
open
windows
and
I
even
observed
a
fan
fall
out
of
a
window
during
a
school
walk
through
before
the
initial
school
opening
and
even
the
schools
with
ventilation.
Some
had
co2
carbon
dioxide
levels
greater
than
a
thousand
parts
per
million,
another
indicator
of
inadequate
fresh
air
supply.
X
So
I
hope
we
can
use
this
time
wisely.
Over
a
thousand
cases
of
covet
19
were
diagnosed
in
massachusetts
again.
Today
we
need
to
find
the
buildings
and
the
classrooms
that
have
adequate
ventilation
to
support
in-building
instruction.
We
have
to
add
portable
air
cleaners
where
this
will
enhance
protection
for
staff
and
students.
X
So
now
have
ventilation,
industrial,
hygienists
or
air
quality
experts
been
consulted
about
how
to
make
the
best
use
of
the
buildings
we
have.
We
really
need
to
look
at
the
science,
that's
being
used
to
make
these
decisions
and
to
begin
a
serious
process
to
create
safe
environments
going
forward.
There's
so
much
more.
We
could
discuss
and
review,
but
I
really
hope
that
we
can
share
the
scientific
basis
of
all
the
decisions
being
made
and
improve
the
trust
and
the
guidelines
in
the
process
that
are
being
used
in
contemplation
of
reopening.
X
We
have
to
look
forward.
We
have
to
use
the
precautionary
principle.
We
have
to
prepare
to
make
the
best
use
of
the
safest
spaces
within
the
boston
schools
and
improve
the
ventilation
and
filtration
in
additional
locations,
as
we
can.
Thank
you
again
so
much
for
the
opportunity
to
participate
in
this
process.
Y
Hi,
thank
you.
I'm
gonna
be
very
brief
because
I
think
just
for
sake
of
time
and
and
things,
but
I
just
wanted
to
say,
thank
you
so
much.
I
just
been
I'm
a
teacher
at
boston,
latin
school.
First
and
foremost,
I
also
live
in
in
dorchester,
and
you
know
it
is.
It
has
been
really
hard
for
us
teachers.
You
know
it's
been
we've
been
putting
in
hours
after
hours.
You
know
trying
to
help
our
students,
but
also
you
know
I
I've
been
tested
three
times.
Y
Luckily,
I've
been
you
know
negative,
but
I
still
live
in
this
in
the
you
know,
neighborhood
of
dorchester,
where
our
rates
just
keep
rising,
which
is
you
know,
I'm
taking
all
the
necessary
precautions,
and
I
still
fear
you
know
going
into
into
school
buildings.
So
I
hope
you
know
everything
that
we've
talked
about
today
can
be
addressed.
I
hope
that
we
can,
you
know,
put
and
use
all
of
our
plans
that
you
put
all
of
our
brains
together
in
order
to
you
know,
bring
our
children
back
to
school.
Y
I'm
I
just
I'm
just
going
to
seek
yeah,
I'm
just
going
to
continue
to
look
to
our
president.
You
know
jessica
tang
and
I
think
you
know
she
hit
the
nail
on
the
head.
It's
all
about
communication.
Y
You
know
I'm
on
this
call
with
just
as
you
I'm
hearing
all
of
these
first
things
as
an
educator
which
is
very
concerning,
so
I
think
we
have
to
look
at
and
address.
You
know
how
we
get
communication
out
to
our
educators
and
to
our
parents,
so
that
we
can
all
collectively
work
together
to
stop
the
spread
of
this
disease.
So
thank
you
so
much
counselor
george
and
I
appreciate
it.
D
Thank
you
trevor
and
thank
you
for
being
an
educator
last
on
my
list
for
public
testimony
is
danielle
tierney
danielle.
D
Let
me
give
her
another
minute
or
so,
but
it
looks
as
if
we
maybe
have
lost
danielle,
so
I
just
I
will
use
this
just
next
few
minutes
just
to
say
thank
you
to
everybody
for
joining
us.
I
think
this
is
a
really
thorough
and
thoughtful,
certainly
passionate
conversation
today,
hearing
today
about
and
about
reopening
of
our
schools,
the
process
this
fall
so
far
and
the
changes
that
we've
seen.
D
I
am,
I
think,
that
we
have
an
opportunity
to
tap
into
some
of
the
conflicts
that
that
was
on
display
here
today
in
a
very
positive
way,
I
think,
sometimes
from
conflict.
We
share
a
little
bit
more
through
conflict,
and
I
think
it
presents
us
an
opportunity
to
do
a
few
things,
a
little
bit
better
and
a
few
things
differently
and
double
down
on
a
few
other
things.
I
think
there's
a
lot
of
great
things
happening
in
the
district,
but
there
is
a
lot
of
fear.
D
There
is
a
lot
of
anxiety
and
there's
a
lot
of
concern.
Some
of
it
is
very
real
and
very
legitimate
and
other
other
isn't
others
aren't,
but
they
are
legitimate
until
people
are
educated
and
no
differently.
So
I
think
that
it's
really
important
that
we
continue
to
share.
We
continue
to
talk.
D
We
can
continue
to
communicate
with
one
another
and
with
with
each
of
our
constituencies
on
the
reopening
of
schools,
so
that
we
can
get
to
reopen
our
schools
and
to
do
it
safely,
for
both
our
kids
and
for
our
educators
and
for
our
communities
at
large,
because
it
is
important
for
schools
play
an
important
role
in
our
communities
and
we
want
them
open
and
we
want
our
kids
in
to
the
ability
to
be
in
class
in
person.
I
know
that's
how
I
feel
about
my
own
children,
but
it's
it's.
D
How
very
young,
I
think,
all
of
us
feel
we
want
to
be
in
school.
We
want
our
kids
in
school.
We
just
need
to
to
get
to
a
place
where
we
can
leave
those
fears
and
anxieties
and
and
take
some
corrective
measures
and
share
the
appropriate
information.
I
rambled
on
just
a
little
bit
there.
I
apologize
for
that,
but
I'm
grateful
that
everyone
was
here
today.
D
I'm
grateful
for
the
work
that
you
continue
to
do
on
behalf
of
all
of
our
students
and
in
the
various
roles
that
you
all
play
to
work
with
our
kids
and
our
families.
So
with
that,
I'm
going
to
adjourn
this
evening's
meeting
and
just
say
thank
you.
I
don't
have
a
gavel
or
anything
like
that,
so
I'm
just
going
to
say:
goodnight
goodnight
everybody.