►
From YouTube: Committee on Education on September 30, 2021
Description
Docket #0862 - Hearing to discuss safety conditions in Boston Public School classrooms during extreme temperatures
A
You
then
we'll
get
started
good
afternoon.
Everyone.
My
name
is
denise
forsy,
george
boston
city
councilor
at
large,
I'm
chair
of
the
boston
city
council's
committee
on
education.
Today's
hearing
is
on
docket
0862
order
for
a
hearing
to
discuss
safety
conditions
in
boston,
public
schools
classrooms
during
extreme
temperatures.
This
hearing
is
sponsored
by
counselors,
arroyo
and
flynn.
A
A
A
Boston.Gov
to
sign
up
when
you
are
called,
please
state
your
name
and
affiliation
or
residence,
and
limit
your
comments
to
no
more
than
two
minutes
to
ensure
that
all
comments
can
be
heard.
You
may
also
submit
and
additionally
submit
written
testimony
by
emailing,
ccc
dot
education,
boston,
dot
gov
over
the
course
of
this
coven
19
pandemic
and
prior
we've
been
hearing
concerns
from
families,
teachers
and
advocates
on
the
conditions
of
our
classrooms.
A
I
do
want
to
let
my
the
public
know
as
well,
as
my
colleagues
know
that
I
will
unfortunately
have
to
depart
this
hearing
just
a
few
minutes
early.
However,
I
do
have
staff
engaged
when
I
do
depart
so
we'll
make
sure
to
watch
the
rest
of
the
recording,
although
I'll
be
here
for
most
of
it.
I
want
to
note
that
I
am
joined
by
colleagues,
councillor
flaherty
and
councillor
royal
and
expect
shortly
the
attendance
of
counselor
flynn,
who
is
a
lead
sponsor?
B
B
The
fact
that
we're
having
hotter
summers
colder
winters-
those
are
issues
that
I
want
to
see
addressed
in
our
schools,
where
we
we
really
do
need
to
make
sure
that
these
schools
have
what
they
need
right
now,
and
this
is
the
data
that
I
have
now.
If
it's
changed,
please
do
tell
me
during
the
report,
but
out
of
the
125
schools
within
bps.
B
Only
37
of
them
have
hvac,
which
leaves
about
70
percent
of
them
without
it,
which
is
a
wild
number
for
the
city
of
boston
in
2021,
and
so
my
hope
here
is
that
we
can
talk
about
this,
because
we
know
for
a
fact
that
desi
has
guidelines
for
this-
that
I'm
not
sure
we
always
follow
to
the
letter
in
terms
of
what
the
minimum
temperature
is
allowed
to
be
in
a
classroom
and
a
maximum
temperature
is
allowed
to
be
the
classroom,
and
I
would
love
to
know
what
we're
doing.
With
this.
B
Moving
forward,
I
visited
a
school
in
my
district,
a
new
mission
high
school
that
does
not
have
hvac,
and
one
of
the
concerns
with
schools
like
that
one
which
are
much
older
is
we
bought
a
number
of
ac
units.
My
home
is
not
particularly
new.
It's
an
older
construction.
When
you
have
too
many
ac
units
on
the
actual
entire
electricity
grid
just
turns
off,
then
you
have
to
go
and
turn
off
acs
a
lot
of
our
school
electrical
wiring.
B
Is
that
way
as
well
and
so
for
jamming
a
number
of
ac
units
into
those
schools
and
not
providing
central
air
or
something
of
that
nature
you're
also
possibly
overriding
or
overrunning
the
ac
units,
and
so
I
would
love
to
hear
what
the
plan
is
for
those
six
thousand
ac's
and
how
we're
rolling
that
out
and
what
the
what
the
plan
is
moving
forward.
So
thank
you,
madam
chair,
and
thank
you
to
our
guests
for
being
here.
A
A
I
do
want
to
read
into
the
record,
though
a
letter
from
councillor
flynn
just
just
arrived
off
the
press
that,
due
to
a
last
minute
scheduling
conflict,
I
am
unable
to
attend
today's
hearing
on
docket
number
zero,
eight
six,
two,
a
hearing
to
discuss
safety
conditions
in
the
boston,
public
schools
classrooms
during
extreme
temperatures.
Please
know
that
I
will
review
the
tape
of
the
hearing
and
my
staff
will
be
taking
notes
of
the
discussion.
A
I
believe
that
we
must
ensure
that
our
students
can
learn
in
an
environment
that
shelters
them
from
extreme
heat
and
cold,
namely
in
buildings
that
are
temperature
controlled
with
proper
ventilation
and
insulation.
I
urge
that
bps
look
into
funding
sources
to
retrofit
our
school
buildings
with
hvac
systems,
so
that
our
students,
teachers
and
staff
can
learn
and
work
in
a
healthy
and
safe
environment.
I
want
to
thank
council
arroyo
for
giving
me
the
opportunity
to
be
a
co-sponsor
on
this
important
hearing,
and
I
want
to
thank
councilworssive
george
for
sharing
this
discussion.
A
I
look
forward
to
working
with
everyone
on
this
issue.
Should
you
have
any
questions?
Please
do
not
hesitate
to
contact
my
office
at
ed.flynn
at
boston.gov
or
call
the
office
at
617-635-3203,
sincerely
ed
flynn,
boston,
city,
council,
district
2.,
with
that
I'd
like
to
turn
it
over
to
the
boston,
public
schools
and
mr
depena.
I
think
that
you'll
take
the
start.
C
Thank
you,
madam
chair.
I
just
want
to
say
good
afternoon
and
welcome
to
everyone
and
also
thank
counselors
arroyo
good
afternoon
and
council
flynn
for
co-sponsoring
this
important
conversation.
I
just
want
to
start
by
saying.
I
also
want
to
thank
dr
cosellius
for
her
leadership
and
vision
visioning
around
her
concerns
around
the
buildings
in
boston,
public
schools,
and
pushing
us
to
really
think
out
of
the
box
and
do
better
with
regard
to
the
conditions
of
our
buildings,
especially
as
it
concerns
the
ventilation
and
cooling
and
heating
of
our
buildings.
C
Since
our
tenure,
I'm
happy
to
say
that,
due
to
her
leadership
and
initiative
on
on
in
her
concerns
around
student
learning,
both
during
the
school
year
and
summer
months,
she
really
pushed
us
on
looking
at
how
we
can
retrofit
our
buildings
to
accommodate
air
conditioning.
So
the
climate
and
the
non-hc
buildings
are
more
conducive
to
learning.
So
today,
I'm
here
I'm
joined
by
two
of
my
colleagues
I'll.
Let
them
introduce
themselves
in
a
second
and
we're
here
to
discuss
more
about
some
of
that
work.
C
D
Afternoon,
everyone
and
again
my
name-
is
indy
alvarez
and
I
am
the
chief
of
operations
for
boston,
public
schools.
I
just
joined
about
a
few
months
ago,
coming
with
a
background
from
inspection
services
and
property
management
and
a
few
other
locations
and
then
come
completely
everywhere
to
you,
council.
D
We
have
a
couple
of
a
few
experts
and
a
number
of
hope
to
say
good
news
in
terms
of
work
that
we're
moving
forward
with,
and
I
don't
want
to
just
talk
away.
I
want
to
go
ahead
and
present
you
to
brian
ford
who's,
going
to
really
give
you
the
meat
of
this
presentation
today,
I'm
brian
will
take
it
over.
E
Good
afternoon
my
name
is
brian
ford,
I'm
the
new
executive
director
of
the
facilities
department
for
boston,
public
schools,
and
I
just
want
to
say
thank
you
sam.
Thank
you.
Andy.
Thank
you,
counselors
for
having
me
here
today
to
give
this
presentation.
If
it's
all
right
with
everybody
I'll
begin,
and
I
could
share
my
screen.
If
there's
anything
else,
we'd
like
to
get
out
of
the
way.
E
So
currently,
38
of
our
schools
in
the
district
have
all-inclusive
hvac
systems.
The
hvac
systems
maintain
the
air
quality.
They
control
the
temperatures
they
regulate
humidity
by
pulling
fresh
filtered
air
into
the
buildings
and
blowing
indoor
air
outside
buildings.
Typically
fall
into
this
category
have
limited
operation
for
windows.
As
a
small
side
note,
it
helps
keep
out
some
of
the
outside
information
that
we
can't
control
in
buildings.
E
All
central
hvac
systems
are
operated
and
monitored
remotely
by
our
automatic
temperature
controls.
Automatic
temperature
controls,
allow
for
boston,
public
schools,
office
of
planning
and
engineering
and
energy
department
to
monitor
equipment
and
make
adjustments
in
the
collecting
bargaining
agreement
with
the
boston
teachers.
Union
parties
agree
that
the
classrooms
will
be
shut
down
when
temperatures
are
below
60
degrees
or
whenever
the
climates
are
becoming
too
offensive.
E
Desi
policy
states
that
bps
follows
the
massachusetts
department
of
elementary
and
secondary
education
regulations
regarding
interior
temperatures
of
classrooms,
section
7
below
addresses
the
physical
physical
facility,
general
space
requirements
and
room
temperature
room.
Temperatures
in
room
occupied
by
students
shall
maintain
not
less
than
68
degrees
fahrenheit,
as
at
zero
fahrenheit
outside
and
not
more
than
the
outside
temperature,
when
outside
temperature
is
above
80
degrees,
fahrenheit,
measured
at
two
feet
from
outside
walls
and
20
inches
above
the
floor.
E
E
E
However,
I
would
like
to
inform
you
that,
due
to
contingency
supplying,
this
schedule
can
change,
possibly
based
on
the
supply
chain
covered
and
sometimes
labor,
issues
that
we
may
see
going
forward
just
in
the
industry
right
now.
The
contractors
that
would
be
installing
are
linwell
electrical
associates
and
gw
toma
is
the
one
providing
us
with
up
to
800
units.
Every
month.
Deliveries
have
already
began
and
we
have
them
on
site
now.
E
As
far
as
water
sources
go.
Access
to
drinkable
water
is
provided
at
all
schools,
especially
during
inclement
weather,
and
is
heavily
available.
The
use
of
outdoor
water
sources
such
as
pools,
sprinklers
and
fountains
are
not
available
at
every
school.
At
this
time,
depending
on
the
size
of
the
school
water
is
delivered
weekly
or
bi-weekly,
with
additional
water
available
upon
request
for
schools
without
fountains,
we've
also
received
a
grant
about
16
million
dollars
to
which
we
are
awarding
contracts
to
package
a
and
b
to
have
fountains
installed
in
schools
throughout
this
next
coming
season.
E
E
E
Extended
school
year,
the
extended
school
year
operated
at
13
schools.
During
this
past
summer
of
2021.
12
programs
were
located
in
buildings
with
air
conditioning
tech.
Boston
academy
was
the
only
school
on
the
list
to
not
have
air
conditioning.
The
community
wanted
to
continue
to
use
a
facility
because
it
was
familiar
to
the
students.
C
Thank
you,
mr
ford,
and
I
just
want
to
close
by
saying
I'm
happy
again
to
have
this
conversation,
I'm
happy
for
you
all
to
host
this
discussion
and,
more
importantly,
it's
it's
in
my
opinion,
where
our
missions
are
jointly
aligned
in
this
endeavor
and
we
know
we
can
recognize.
We
have
to
do
more,
and
I
think
this
is
a
good
step
forward
in
that
direction
and
happy
any
feedback
and
additional
recommendations
that
the
committee
and
council
may
have.
Thank
you.
A
B
Thank
you
and
I'm
I'm
happy
to
hear
that
we're
making
efforts
on
this
front.
The
the
issues
I
have
is
there
was
a
study
done,
which
is
actually
brought
to
my
attention
by
a
bps
student,
a
study
done
by
harvard
in
2018
about
heat
and
learning
that
directly
found
that
one
of
their
findings
is,
and
I'm
quoting
without
air
conditioning
each
one
percent
fahrenheit
increase
in
the
school
year.
B
Just
for
special
education.
It's
not
actually
for
schools
as
a
whole
when
my
office
checked
in
with
them,
and
the
problem
is
that
that's
not
how
human
beings
work
and
one
of
the
issues
that
I
had
with
bps,
and
you
can
maybe
explain
why
this
why
we
had
this
was
I
had
during
mtas
testing
dates
in
june
direct
photos
of
temperatures
at
85,
86,
87
degrees
within
classrooms,
with
teachers
sending
those
to
me.
I
think
it's
well
known
that
we
had
classrooms
at
those
temperatures
if
we're
doing
checks
at
three
times
a
day.
B
Why
was
that
happening?
And
why
wasn't
that
changed?
Because
I
was
very
alarmed
to
find
out
that
as
an
as
a
option
available
to
the
school
system,
we
could
have
moved
the
mcas
that
day,
you
had
the
ability
to
move
the
mcas
to
those
extreme
temperatures,
and
I
know
we
didn't.
Does
anybody
here
know
why
that
occurred?.
C
B
B
To
the
schools
afterwards,
okay,
I
know
one
was
in
eastie.
The
name
escapes
me
right
now
when
I
was
in
east
boston
school,
and
then
I
got
another
one
from
a
roslindale
school
or
jp
school,
can't
remember
exactly
which
one
but
I'll
reach
out
to
you
directly
on
those
I'm
happy
to
do
it
in
terms
of
the
acs
is
what
I
heard
that
they're
looking
at
an
october
installation
date
for
those.
E
E
C
B
E
C
So
we
go
through
a
cycle
every
year
where
we
transition
off
of
our
ac
and
into
our
heating
mode,
and
we
typically
start
that
mid-october
and
we
get
the
heat
running
around
that
time
and
if
it's,
if
we
find
it,
it
gets
colder
in
october
because
october's
that
funny
month,
where
it
gets
sometimes
it
stays
warm
and
sometimes
it
gets
cold.
So
by
mid
october,
we'll
be
ready
to
convert
over
to
heat.
C
Typically,
what
we
would
do
is
we
would
assess
whether
we
would
close
a
classroom
down
in
the
summer
is
when
it
mainly
applies
in
the
springtime.
We
would
monitor
it
because
this,
I
would
say
it's
rarely
heat
waves
in
springtime,
it's
more.
It
more
impacts
the
summer
programming
than
anything,
and
luckily
we
have
most
of
our
programmings
possible
in
our
hvac
buildings,
and
luckily
this
summer,
some
of
our
planning
is
going
to
evolve
and
expand,
because
we
have
more
flexibility
in
that,
so
we're
going
to
explore
having
more
sites.
C
C
B
E
B
Yeah
right,
and
so
as
a
final
question
for
this
round,
I
don't
know
if
there's
other
counselors
waiting,
but
when
this
is
done,
when
you
install
these
ac
units,
will
that
bring
every
single
school
classroom
and
bps
into
compliance
with
having
an
air
conditioning
system?
Are
we
still
going
to
have
gaps
in
the
system.
C
There
is
a
huge
difference
between
an
hvac
system
and
an
air
conditioning
in
the
classroom,
so
an
air
conditioning
will
definitely
cool
and
control
and
cool
the
air
in
the
classroom,
but
not
necessarily
the
whole
building.
Hbc
systems
are
way
more
intricate
and
they
cover
all
aspects
of
the
building
and
what
we're
trying
to
do
now
is
make
sure
we
place
acs
in
as
many
learning
spaces
as
possible
to
accommodate
the
temperatures
for
students
and
brianna.
If
you
want
to
elaborate
on
that.
E
Absolutely
so
exactly
what
sam
was
saying
so
hba
system
hvac
is
the
total
solution
and
that's
heating,
ventilation
and
air
conditioning
in
every
building
and
now
a
lot
of
our
buildings
being
very
old,
are
hnv
systems
with
heating
and
ventilation,
and
then
with
the
windows
operable
systems
that
just
had
heating
now
have
the
ventilation
as
well.
So
this
will
provide
the
thermal
comfort
comfort
that
everybody
is
looking
for,
but
it
might
not
have
the
total
package.
E
B
F
Thank
you,
madam
chair,
and
thanks
to
the
panelists
here
right.
Just
a
couple
quick
questions.
First
is:
are
there
any
statistics
that
could
be
shared
regarding
exactly
how
many
of
our
schools
have
encountered
problems
with
extreme
temperature
management
and
if
so,
are
there
any
particular
neighborhoods
that
contain
a
disproportionate
amount
of
those
schools?
That's
the
first
question.
F
My
second
question
is:
what
is
the
current
protocol
for
schools
that
are
actively
encountering
the
extreme
temperature
issue?
In
other
words,
when
a
classroom
becomes
too
hot
or
too
cold,
you
know
what
are
the
steps
that
the
faculty
are
instructed
to
follow,
and
then,
lastly,
you
know
we're
seeing
in
other
school
districts
both
locally
and
across
the
country
that
folks
are
stepping
up
using
the
federal
pandemic
recovery
funds
in
a
variety
of
ways
to
support
their
school
communities.
F
Are
there
any
plans
for
bps
to
use
federal,
covert
funding
to
combat
our
classroom
environment
issues,
and
if
so,
when
will
you
guys
reach
out
to
our
chair
for
education?
That's
the
chairwoman
today
counselor
sabi
george,
and
when
will
you
reach
out
to
the
chair
of
the
covert
relief
funds,
which
is
yours
truly
so
if
that
is
being
entertained,
then
I
think
that
we
need
to
have
conversations
sooner
rather
than
later,
with
both
the
chair
of
education
for
the
council
and
the
chair
of
the
covert
relief
fund.
F
C
Thank
you
concentrate
how
you
doing
this
afternoon
so
regarding
the
statistics
you're
looking
for,
I'm
not
sure
we
tracked.
I
doubt
we
tracked
that
data
in
that
way,
but
I'd
have
to
go
back
to
the
team
to
see
what
information
we
would
collect,
if
anything
close
to
that.
So
I'd
have
to
get
back
to
you
on
the
statistics.
C
C
They
should
contact
their
custodian
and
the
custodian
should
contact
their
school
principal
and
the
school
principal
or
their
designee
would
contact
the
energy
office
to
adjust
the
controls
up
or
down
as
needed.
So,
for
example,
during
covid,
we
were
very
intentional
on
making
sure
the
temperature
stayed
around
60,
sorry
76
degrees
and
as
needed
in
certain
buildings
had
to
turn
it
up
or
down,
depending
on
the
level
of
windows
that
were
left
open
for
comfort
purposes.
C
So
that's
the
pretty
much
the
protocol,
so
if
they
have
concerns
they
should
let
their
school
administrator
know
or
their
custodian
know,
and
they
would
contact
the
energy
office
to
make
adjustments
and
go
out
to
the
to
the
to
adjust
the
temperatures
in
the
schools
and
regarding
the
esser
funding.
I
know
we're
in
the
process
of
finalizing
our
extra
submissions,
so
three
submissions
on
this
week
and
you
should
be
getting
more
information
about
that.
Soon.
F
So
it's
it's
imperative
that
those
conversations
start
to
take
place
sooner
or
later,
so
that
we
can
get
those
resources
to
where
they're
needed
the
most.
And,
if
we're
dealing
with
this
particular
issue
here
and
if
there's
an
opportunity
to
connect
the
funds
to
solve
this
problem,
then
you
guys,
meaning
the
bps
need
to
be
engaging
chair
of
education
for
the
council,
as
well
as
the
chair
of
cove
relief
funds.
G
Yeah,
thank
you,
madam
chair,
and
thank
you
to
the
sponsors
for
hosting
and
filing
this
hearing
order.
You
know
as
a
bps
graduate
and
a
bps
parent.
This
doesn't
sound
new
to
me.
This
seems
like
it's
the
same
conversation
every
year.
So
I'm
glad
that
we're
having
a
hearing
about
it
and
trying
to
move
the
conversation
beyond
this.
So
I'm
encouraged
by
this.
I
just
have
a
few
questions.
G
G
So
are
we
thinking
of
conducting
air
quality
tests
when
you
know,
as
opposed
to
may
and
june,
when
the
classrooms
are
reading
at
temperatures
higher
than
93,
and
we
will
be
doing
when
will
you
guys
be
doing
those
tests
again
and
when
you
say
that
any
readings
that
are
out
of
range
are
handled
in
real
time?
In
regards
to
that
handling,
can
you
tell
me
what
that
looks
like?
It
was
just
I'm
curious
about
what
that
looks
like
and
then.
G
Lastly,
bps
has
provided
information
on
their
website
listing
what
schools
have
hv
ac
systems
when
parents
are
signing
their
child,
their
child
and
their
children
up
for
to
attend
a
certain
school.
Is
this
information
available
about
the
air
quality
and
access
to
water
in
their
schools?
Is
this
information
that
is
readily
available
to
folks
so
that
they
know
what
they're
getting
into?
G
C
Thanks,
thank
you
councilman
for
those
questions,
I'll
try
to
answer
them
as
possible
on
our
team
as
well.
It's
regarding
the
air
quality
tests.
Those
were
tests
that
we
were
doing
last
year
to
ensure
and
verify
that
the
interventions
that
we
put
in
place
with
the
operable
windows,
the
fans
and
the
air
purifiers
we're
actually
circulating
the
air
to
the
level
and
threshold
that
were
acceptable
range
limits.
C
So
last
year
we
conducted
air
quality
tests
in
the
beginning
of
the
year
and
then
periodically
throughout
the
year,
and
we
did
it
in
different
formats
as
well,
and
what
we
learned
from
that
last
year
was
doing
air
quality
tense.
Air
quality
testing
is
very
labor
intensive
and
we
were
looking
for
solutions
last
year
on
how
we
can
improve
the
monitoring
of
our
ventilation
in
indoor
air
quality.
C
So
we
made
the
decision
last
year
to
release
an
rfp
for
indoor
air
quality
sensors
that
are
going
to
begin
to
capture
some
of
this
information
in
in
a
more
expeditious
and
in
in
labor
friendly
manner.
So
we
we're
in
the
process
of
of
doing
some
of
those
installations
now,
and
we
can
give
you
more
updates
on
that
as
we
go
forward.
C
G
F
C
D
Sorry,
hi
counselor
here
india
verse
one
of
one
of
the
things
that
hits
me
and
I
joined
pps,
maybe
about
four
or
five
months
ago.
I've
been
working
with
the
city
for
about
26
years
and
as
a
bps
graduate
myself
and
an
sweepy
as
a
parent,
because
my
two
daughters
already
graduated,
I
am
very
and
one
of
the
things
I've
said
to
the
cm
and
a
few
hours
when
I
came
in
I'm
dedicated
to
this
job.
D
I
am
in
here
to
see
the
difference
and
make
the
difference,
because
I
remember
the
days
when
I
was
that
bps
student,
when
I
was
that
esl
student
coming
into
dorchester
and
what
is
what
used
to
be
what's
roxary
high
and
to
understand,
and
the
question
that
I
constantly
have
for
myself
is
what
I
put
my
child
in
this
building,
one
of
the
experts.
What
is
the
background
and
stuff
that
I
could
bring
in
to
bps?
D
As
far
as
the
number
of
years
I
work
for
inspectional
services
and
be
able
to
partner
and
do
collaboration
and
what
have
you
and
make
sure
that
we
make
the
difference.
One
of
the
things
that
I
also
would
like
for
brian
to
go
into
is
I
I
we.
We
brought
brian
into
bps,
stolen
from
city
hall,
with
his
hvac
and
engineering
background,
because
we
wanted
to
just
not
put
anyone
in
positions.
D
We
want
to
make
sure
that
we
have
the
right
people
and
the
right
expertise
to
really
make
a
difference
and
be
able
to
talk
about.
What's
going
on
with
our
buildings
having
the
125
buildings
or
so
that
we
have
that
as
as
old
as
boston
public
schools.
I
have
a
lot
of
grand
use
ideas,
but
I'm
all
I'm
also
in
sampler
tested
as
pushing
as
far
as
I
can
to
make
sure
that
we
get
all
the
fundings
that
we
need.
D
That's
to
make
sure
we
see
the
difference
and
make
sure
that
we
see
the
the
changes
that
we
want
for
all
bps
students
across
the
city,
and
I
I
would
probably
welcome
brian
to
talk
a
little
bit
more
about
the
air
quality
testers
and
what
exactly
they're
looking
at
and
how
that
message
comes
back
to
the
facilities
team
and
how
we
then
go
ahead
and
report
back
to
make
sure
that
we're
making
changes.
It's
going
to
be
it's
a
lot
of
work,
and
I
don't
mind
it.
D
Earlier
I'm
not
gonna
say
how
long
ago,
but
you
know
I
do
want
to
see
the
difference.
It
is
frustrating
sometimes
to
like
talk
about
the
same
things
over
and
over,
but
some
of
that
difference
is
getting
the
funding
that
we
received
to
buy
these
acs
and
and
now
getting
the
funding
that
we
received
to
change
and
update
the
infrastructure
and
some
in
our
buildings.
D
G
E
E
We
get
to
check
on
humidity
in
the
buildings
which
actually
gives
us
an
appropriate
index
of
the
temperature
real
field,
temperatures
which
you
get
from
the
weather
and
everything
like
that,
and
so
those
come
into
us
and
we're
setting
up
a
system
right
now.
So
we
have
reports
that
are
ongoing
all
the
time
in
real
time.
This
would
allow
us
to
act
on.
You
know
letting
us
know
if
the
co2
gets
too
high.
If
we
can
open
a
window,
we
need
to
add
a
fan
if
we
need
to
adjust
the
hvac
system.
E
It
also
lets
us
know
how
much
particulate
matter
is
in
the
air.
It
lets
us.
That's
the
ingestible
amount
of
debris
that
could
possibly
get
into
your
nose.
It
exists
everywhere,
and
we
compare
that
to
what's
going
on
outside
to
see
if
we
need
to
make
some
real-time
changes,
we're
starting
to
unroll
this
out
as
sam
was
saying
earlier,
so
that
we
can
actually
move
forward
with
making
these
changes
and
having
better
air
quality,
not
worrying
about.
E
C
E
I
said
I
also
wanted
to
talk
about
the
real-time
temperature
reading,
the
way
that
we
do
it
right
now,
so
we
have
an
energy
team,
it's
four
of
our
staff
members
and
they
work
around
the
clock
to
monitor
it
on
and
off
different
shifts
and
oftentimes.
The
school
will
get
devices
and
looks
like
boiler,
air
conditioner
air
handling
unit.
All
of
that
goes
back
to
a
computer
which
they
can
see
if
the
system
is
off
normal.
One
of
them
goes
out
to
the
building
right
away
to
check
it.
E
C
The
time
is
now
right,
so
what
you
will
see
different
is
acs
in
our
classrooms
and
in
learning
spaces
and
the
temperatures
being
more
controlled
and
cooler
when
it's
easily
cooler
the
air
quality
and
ventilation
in
more
real
time,
so
that
will
definitely
be
different
and
hopefully,
in
a
year
from
now.
If
we
have
this
conversation
again,
we'll
be
able
to
celebrate
that
success
and
thank
to
you
all,
as
advocacy
as
well
as
dr
casella's
leadership
and
visiting
on
this.
I
think
we'll
be
at
a
good
place.
G
Okay,
well
we'll
we'll
look
back
around.
I
guess
next
year
just
to
see
where
we're
at
and
more
importantly,
what
we
as
a
council
can
do
to
support,
because
we
can
come
here
and
throw
rocks
every
day
all
we
want,
but
at
the
end
of
the
day,
if
we're
not
working
in
collaboration
with
each
other,
it's
just
a
whole
bunch
of
theatrics
right.
So
it's
really
important
for
us
to
understand
what
the
needs
are
and
that
we're
holding
ourselves
accountable
to
making
sure
that
we're
creating
and
setting
you
guys
up
for
success
too.
A
I
Thank
you
very
much,
madam
chair.
I
apologize
if
some
of
this
has
been
covered
already
just
wanted
to
get
a
quick
sense
of
from
a
kind
of
proportional
planning
type
of
lens.
What
percentage
of
the
federal
funds
do
you
all
anticipate
will
be
going
to
specifically
to
these
sorts
of
basic
health
safety,
temperature,
air
quality
type
facilities,
changes
for
or
improvements
for,
the
schools.
C
C
I
Thank
you
got
it
and
in
terms
of
how
this
folds
into
facility
facilities
planning
for
you
know
at
what
point
does
the
building
undergo
the
full
retrofit
or
you
know
going
for
central
air
or
whatever
the
equivalent
is
instead
of
specific,
you
know
individual
units,
how?
How
is
that
kind
of
cost
benefit
analysis
being
done.
E
It's
something
that
we're
rolling
out
in
january
and
we're
keeping
track
of
costs
right
now,
but
it
is
going
to
be
better
efficiently
done
more
efficiently
done
this
coming
spring
and
therefore,
we'll
be
able
to
say,
we
spent
10
million
dollars
on
english
eye
on
one
system,
and
now
we
should
probably
think
about
replacing
it.
That's
not
a
cost
effective
to
do
so,
so
we
can
get
those
numbers
further
going
further,
but
as
of
right
now
it's
something
we
have
to
continue
to
work
on.
E
I
Got
it
if
you
have
any,
I
don't
want
to
create
more
work
for
everyone
who
is
also
already
doing
so
much,
but
if
there's
any
kind
of
summary
of
that
system
and
what
it
involves,
could
you
just
send
that
to
the
counselors?
I
would.
I
would
love
to
learn
more
about
that
particular
system.
You
know
we're
just
I
just
want
to
give
voice
to
how
many
times
we
have
heard
school
communities,
basically
saying
this,
that
you
know
there
they
need
these
repairs
need
these
repairs
and
then
it
ends
up.
I
You
know,
months
or
years
later
the
building
is
deemed
not
habitable
anymore
and
school
has
to
be
shut
down
and
all
sorts
of
trauma
that
flows
from
those
impacts,
and
so
really
I
appreciate
the
sponsors
for
this
conversation,
both
in
the
context
of
the
pandemic
and
obviously
urgent
life
safety
concerns,
but
also
just
in
the
the
foundation
that
our
facilities
are
so
intimately
tied
to
learning
and
the
quality
of
of
the
entire
environment
that
can
wrap
around
students.
So
I
look
forward
to
getting
into
more
details
there,
but
thank
you
so
much.
A
B
C
The
only
thing
I
would
add
is
the
also
the
electrical
upgrades
that
are
probably
required
right,
so
there'll
be
a
level
of
understanding
what
those
systems
look
like.
I
think
combination
of
all
those-
and
I
don't
know
if
I
missed
anything,
but
that's
how
that's
that's-
that's
how
I
recall
it's
approaching
the
work.
A
Very
good
with
this,
I
think
we're
done
with
this
first
panel
and
we'll
move
to
our
second
panel.
I
thank
you
all
for
being
here.
I
imagine
some
of
you
may
stay
on,
but
if
you'd
like
you,
you're
welcome
to
go
to
the
waiting
room
and
continue
to
view
from
there.
So
we'd
like
to
welcome
president
of
the
teachers
union
jessica,
tang,
ruby
reyes
from
the
basia,
who
I
think
is
actually
already
on
here.
A
J
Hello:
everyone,
my
name
is
ruby
reyes
and
I'm
the
executive
director
of
the
boston
education,
justice
alliance,
I'm
also
a
dorchester
resident
district
4..
I
want
to
first
acknowledge
the
youth
organizers
that
are
here
for
mass
kosh.
They've,
actually
been
working
on
this
issue
for
many
years
around
a
heat
campaign
and,
are
you
know,
they've
been
working
on
this
long
before
this
summer's
series
of
90
degree
days?
J
So
I
just
want
to
point
that
out
that
this
campaign
has
been
going
on
for
many
years.
So
it
is.
It
is
not
a
new
subject
that
our
young
people
have
called
out
for
support
on.
There
is
grave
inequity
in
school
facilities
and
decisions,
around
repairs,
resources
and
what
schools
and
what
neighborhoods
get
get
used.
J
These
inequitable
decisions
end
up,
hurting
our
highest
need
learners,
the
most,
including
black,
latino,
english
learners
and
students
with
disabilities.
Summer
programming
in
bps
building
is
often
used
by
students
attending
summer
school
or
students
with
disabilities
in
esy
or
the
extended
school
year
and
various
summer
programs
for
students
with
disabilities
in
esy.
Some
students
started
the
summer
at
schools
that
did
not
have
updated
hvac
systems
or
air
conditioners
decisions
of
where
programs
will
take
place
and
what
communities
have
access
to
schools
with
updated.
Hvac
systems
is
only
one
piece
of
the
puzzle.
J
Many
of
us
know
from
our
families
and
student
feedback
that
where
students
started
and
where
they
finished
esy
was
a
different
location.
I
think
many
of
us
know
that
that
is
in
part
thanks
to
the
globe's
coverage
of
this
issue
now
entering
our
fourth
year
in
build
bps.
This
was
a
build.
Bps
is
a
one
billion
dollar
investment
by
former
mayor
marty,
walsh
into
bps
facilities,
we're
now
entering
our
fourth
year,
and
we
have
still
very
little
to
show
for
that
investment
bill.
J
Through
all
of
these
decisions,
ranging
from
where
esy
takes
place
to
which
school
communities
are
getting
new
hvac
systems,
no
equity
analysis
has
been
completed.
No
assessment
of
the
impact
on
school
communities
and
feeder
patterns
has
been
shared.
No
financial
report,
or
even
the
designation
of
swing
space
for
disruption
has
been
prepared
for
build.
Bps
thus
far
has
created
a
destabilization
of
school
communities,
a
lack
of
vision
and
decisions
that
have
continued
to
hurt
and
traumatize
school
communities
made
up
of
primarily
students
of
color
and
families
of
color.
J
J
While
this
hearing
is
on
the
impact
of
heat
and
what
bps
is
doing
in
regards
to
temperature,
build
bps
is
supposed
to
be
a
comprehensive
facilities
plan
that
is
transparent.
It
is
neither
much
like
ignoring
the
reality
of
climate
change.
We
cannot
afford
to
ignore
the
lack
of
poor
planning
and
desperate
need
for
our
comprehensive
facilities
plans
for
our
schools,
most
especially
those
that
work
with
high
needs
learners,
including
black
latino,
english
learners
and
students
with
disabilities.
H
Hi,
my
name
is
maddie
taylor,
I'm
from
roslindale
and
I'm
a
junior
at
boston,
latin
school.
This
summer
I
worked
with
mass
kosh
and
the
teens
lead
at
work
program.
We
do
trainings
in
the
boston
area
on
topics
related
to
health
and
safety
issues.
So
this
year
we
did
a
lot
of
learning
and
a
lot
of
work
on
climate
change
and
heat
stress,
which
are
two
prevalent
issues
that
cause
problems
in
bps
as
most
buildings
don't
have
hvac
or
air
conditioning,
and
there
are
very
limited
predictions
regarding
extreme
temperatures
for
students
and
staff.
H
H
On
the
flip
side,
I've
also
sat
in
classroom
in
years
before
covid,
where
I
needed
to
wear
a
winter
coat,
because
the
heat
was
not
working
effectively,
and
I
expect
that
this
will
become
even
more
of
an
issue
this
coming
winter.
As
with
the
need
to
keep
windows
open
as
a
covered
regulation,
which
also
stems
from
a
lack
of
ventilation
combined
with
the
lack
of
proper
heating
classrooms,
will
be
extremely
cold.
H
An
experience
that
really
sticks
out
to
me
in
dealing
with
extreme
temperatures
in
bps
was
taking
mcas
during
a
heat
wave.
This
past
june,
like
council
arroyo
mentioned
so
I
was
in
10th
grade
and
most
of
the
students
in
my
class
came
into
the
building
for
two
days
when
temperatures
were
extremely
high
to
take
this
test
that
you
have
to
pass
in
order
to
graduate
high
school.
So
we
sat
in
the
school's
dining
hall,
one
of
the
most
humid
places
in
the
building
in
rows
of
desks.
H
I
remember
how
hard
it
was
to
focus
on
the
test
that
I
was
taking
and
feeling
a
need
to
rush
to
finish
so
that
I
could
just
get
out
of
the
dining
hall.
Mcas
is
a
high
stakes
test
and
can
be
stressful
for
many
students.
Just
to
begin
with,
so
adding
the
stress
of
being
in
an
extremely
uncomfortable
environment
was
just
not
fair
to
us.
H
Bbs
students
already
deal
with
inequities
across
the
board.
There
are
higher
level
higher
levels
of
poverty
and
food
insecurity
in
the
city
than
in
neighboring
suburbs.
Students
in
the
city,
specifically,
students
of
color,
are
disproportionately
affected
by
health
conditions
like
asthma,
which
can
be
caused
and
triggered
by
poor
air
quality.
H
We
missed
out
on
so
much
in-person
learning
this
past
year
and
a
half
that
other
school
districts
in
the
state
didn't.
There
are
just
a
lot
of
disadvantages
that
come
with
going
to
a
public
school
in
the
city,
so
the
last
thing
that
we
need
is
to
be
forced
to
learn
and
to
take
important
assessments
in
an
environment
that
holds
us
back.
So,
as
counselor
royal
mentioned,
the
study
by
researchers
at
the
harvard
kennedy
school
found
that
for
every
degree
the
temperature
of
a
classroom
went
up.
H
Students,
test,
scores,
dropped,
a
percentage
point,
that's
a
real
issue
and
it's
one
that
definitely
can
be
solved
in
the
long
term.
I
think
that
hvac
systems
are
definitely
necessary
for
boston
schools,
at
least
air
conditioning.
For
now.
I
think
that
the
absolute
minimum
should
be
to
not
force
us
to
take
tests
when
the
heat
index
gets
to
a
certain
extreme
that
doesn't
require
any
funds
to
do,
and
it's
a
simple
measure
that
could
be
very
effective
and
should
be
done.
H
A
B
My
question
to
both
of
you
is
focusing
on
research
or
any
things
that
you
have
done
in
terms
of
looking
at
policies
and
other
municipalities
or
ways
that
other
municipalities
have
dealt
with
this
in
terms
of
what
they
do,
for
instance,
not
not
doing
tests
on
days
in
which
the
heat
index
is
a
certain
way,
but
are
there
any
sort
of
policies
that
the
city
of
austin
can
imitate
or
adopt
that
you
are
seeing
in
other
municipalities,
possibly
other,
even
states?
That
would
make
sense
here
for
bps.
K
Hey
everyone.
I
can
also
jump
in
I'm
joe
tasha,
I'm
the
youth
programs
director
at
mass
cost.
So
I
helped
guide
the
work
of
our
teams
that
work
program
and
have
been
working
with
maddie
since
at
the
beginning
of
the
summer,
and
you
know,
I
think
that
it's
stuff
that's
already
been
mentioned
here
today.
K
And
so
I
think
it's
a
great
first
step,
and
hopefully
there
is
follow
through
on
getting
these
air
conditioning
systems
in
every
building
classroom,
but
also,
I
think,
really
updating
the
hvac
systems
in
every
building
to
make
sure
that
there's
high
quality
ventilation
and
temperature
regulation
in
everywhere
in
the
school
is
really
important
and
looking
into
the
use
of
those
federal
funds,
as
was
referenced
before,
is
a
really
important
step.
In
doing
that.
A
I
thank
you.
Thank
you
very
much
and
I
do
want
to
move.
If
there's
no
additional
questions,
I
see
council
braden,
councillor,
wu
and
council
mehia
left
us
curious.
I
do
have
one
person
signed
up
for
public
testimony,
jody
sugarman,
brosen
and
I'm
not
sure
jody.
If
that's
you
in
the
weight
room,
if
it
is,
would
you
please
raise
your
hand.
A
It
is
welcome
so
we'll
go
right
to
this
public
testimony
and
jody
welcome,
and
then
I
do
unfortunately,
I'm
sorry
jody
before
you
offer
testimony.
I
do
have
to
depart,
but
council
arroyo
the
lead
sponsor
of
this
effort,
we'll
be
able
to
handle
it
from
here
and
I'll.
Make
sure
that
I'm
going
to
listen
in
as
I
wrap
up
my
desk
here.
Thank
you.
L
Thank
you.
Thank
you.
So
much
my
name
is
jody.
I'm
the
executive
director
at
math
kosh,
and
I
think
both
joe
and
maddie
have
spoken
very
well
today
about
the
issues
that
we
raised
and
just
to
answer
your
question.
Counselor
arroyo.
There
are
other
districts
or
municipalities,
not
just
not
here
necessarily
in
massachusetts,
but
in
other
places,
with
warmer
climates,
where
heat
days
are
another
solution.
L
If
we
reach
a
temperature
over
a
certain
heat
index,
they
call
a
half
day
or
a
whole
day.
We
know
that
that's
a
challenge
for
those
who
need
child
care
and
have
been
trying
to
find
other
methods,
and
you
know
something
that
happens
during
snow
days,
so
the
to
the
extent
that
we
can
find
ways
of
ensuring
that
there
are
healthy
and
safe
environments
in
schools
for
everybody.
L
That's
the
the
best
case
scenario,
and
I
do
know
that
many
of
our
colleagues
around
the
country
in
the
cash
network,
the
coalition
for
occupational
safety
and
health
network
are
looking
to
boston
because
they
too
want
to
see
no
test
days
implemented
when
heat
index
get
over
a
certain
level.
So
boston
could
lead,
leave
the
effort
here.
I
don't
have
much
more
to
say,
but
I
did
want
to
just
put
it
in
the
context
of
worker
health
and
safety.
L
That
means
whenever
that
that
public
sector
workers
get
the
same
protection
as
private
sector
workers,
that's
enforced
by
the
department
of
labor
standards.
So
if
we
do
get
a
new
heat
standard
in
the
next
year
or
two
that
heat
standard
will
apply
to
our
municipal
workers,
including
our
teachers,
so
it
is
definitely
very
important
to
look
at
the
impact
on
students.
L
Make
sure
that
we're
looking
at
that
equity
issue.
As
we
begin
to
look
at
how
those
air
conditioners
are
rolled
out-
and
I
think
it's
important
to
mention
that
schools
or
neighborhoods
and
some
of
the
neighborhoods,
which
are
most
disproportionately
impacted
by
other
issues
as
a
result
of
race
and
class
are
also
turned
out,
are
the
same
neighborhoods
that
are
urban
heat
islands
and
are
those
that
are
most
impacted
by
heat.
So
the
schools
in
those
build
those
areas.
L
So
it's
important
to
point
that
out
as
well,
but
this
is
also
an
occupational
health
and
safety
issue
and
those
that
work
in
school
buildings
in
a
couple
of
years,
they're
going
to
be
laws
to
protect
them.
So
taking
those
steps
now
to
ensure
that
those
those
interventions
are
in
place
are
smart,
it
makes
sense.
B
Thank
you.
That's
that's
actually
really
great
testimony.
I
almost
wish
we
had
you
here
as
a
panelist
as
well.
So
thank
you
to
everybody
who
is
here.
I
don't
see
anybody
else
here
for
public
comments
and
I
appreciate
what
all
of
you
have
offered.
I
would
certainly
look
at
heat
days
myself
as
some
as
an
option
for
that.
Certainly
a
no-cost
easy
way
to
do
this
is
to
not
have
test
days.
I
do
wonder
if
partly
why
other
jurisdictions
start
their
school
days
in
august.
B
That
last
week
of
august
is
to
give
themselves
some
room
if
they
have
to
cancel
a
day
due
to
heat.
So
because
part
of
the
problem
we
have
here
in
bps
is
obviously
we
have
to
make
up
a
certain
number
of
days
and
those
days
come
in
june
or
july.
When
is
when
the
heat
is
actually
very
much
up
there
and
so
for
moving
days
for
heat,
you
might
be
moving
them
into
a
sort
of
an
ongoing
problem
where
you're
still
moving
into
further
further
and
further
into
hottest
the
hottest
months
in
the
summer.
B
So
that
might
be
something
else
to
look
at,
but
these
other
ones
are
things
that
we
can
very
much
do
without
having
to
disrupt
too
much
in
our
essentials.
So
thank
you
all
for
your
advocacy.
Obviously
this
is
not
done
here.
We
will
do
some
follow-ups
in
terms
of
how
things
are
being
implemented
when
they
begin
to
become
implemented
in
our
in
our
bps
and
certainly
when
we
have
federal
money
available
that
that
federal
money
goes
to
things
like
this.
So
thank
you
all
and
with
that
I
will
adjourn.