►
From YouTube: Committee on Education on April 16, 2021
Description
Docket #0359 - Hearing regarding the status of Universal Pre-K given the Covid-19 pandemic
A
B
A
D
A
E
A
A
Very
good,
let's
get
to
my
notes,
so
I
say
the
right
thing
good
afternoon:
everyone.
My
name
is
anissa
isabe
george
and
I'm
the
chair
of
the
boston
city
council's
committee
on
education.
In
accordance
with
governor
baker's
march
12
2020
executive
order,
the
city
council
will
be
conducting
this
hearing.
Virtually
today's
hearing
is
on
docket
number
zero,
three,
five,
nine.
In
order
for
a
hearing
regarding
the
status
of
universal
pre-k,
given
the
covid
19
pandemic,
this
public
hearing
is
being
recorded
and
live
stream
live
streamed
on
boston.gov
forward,
slash
city
dash
council
dash
tv.
A
It
will
also
be
rebroadcast
at
a
later
date
on
xfinity
channel
8,
rcn
channel
82
and
bios
channel
964..
We
will
take
public
testimony
at
the
end
of
this
hearing.
If
you
wish
to
testify,
please
email,
ron.cob,
that's
r-o-n-c-o-b-b
at
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
written
testimony
by
emailing.
A
C
Counselor
sabi
george,
and
thank
you
all
for
being
here
today.
I
know
how
busy
folks
are
so.
I
really
appreciate
the
work
you
continue
to
do
in
this
space
and,
of
course,
you
guys
taking
time
out
of
your
busy
schedule
to
join
the
conversation.
We
all
know,
of
course,
that
early
education
and
child
care
are
absolutely
essential
to
setting
up
our
young
people
for
future
success
in
schools
and
careers,
and
I
think
more
folks
are
discovering
just
how
important
it
is
to
our
economy
and,
of
course,
rebuilding
a
strong
boston
economy.
C
Families
from
across
the
city
have
long,
frankly,
criticized
boston
public
schools
for
how
difficult
it
can
be
to
navigate
the
application
process,
to
be
selected,
of
course,
for
a
coveted
pre-k
seat
for
your
three-year-old
or
four-year-old.
As
a
mother
of
a
three-year-old,
I
tried
to
get
one
of
those
seats
and
got
a
letter
saying
you're
on
a
wait
list,
so
I
know
very
much
how
it
feels,
and
so
of
course,
this
hearing
is
designed
to
figure
out
how
we
actually
get
a
universal
pre-k
and
do
it
as
a
collective
hearing.
C
What
has
already
been
done
and
hearing?
Of
course,
where
we
need
to
continue
our
efforts
and
invest
more
at
the
heart
of
this
issue.
Of
course,
the
city
continues
in
many
ways
to
narrowly
define
pre-k,
rather
than
adopt
a
more
robust
and
expansive
definition
of
universal
pre-k.
So
during
the
hearing
I
would
love
to
hear
from
all
of
the
panelists
how
they
define
universal
pre-k.
I
say
it's
from
birth
to
five
years
old
and
I
think
it's
really
important
that
we
continue
to
frame
it
in
such
a
way.
C
In
addition
to
the
definition,
how
do
we
of
course
expand
the
necessary
infrastructure
that
will
allow
every
family
in
the
city
of
boston,
not
only
the
tools
and
resources?
They
would
need
to
navigate
the
an
application
process,
but
also
do
everything
we
can
to
ensure
that
every
family
in
the
city
of
boston
has
access
to
a
high
quality,
high
quality,
affordable,
a
child
care
and
a
pre-k
experience
for
their
child
with
covet
19,
and
this
incredible
pandemic.
Of
course,
that
is
still
very
much
hurting
all
of
us.
C
The
challenge
has
only
been
exacerbated
by
the
many
non-profit
and
community-based
organizations
who
are
in
a
budgetary
crisis
and
who,
frankly,
have
not
been
adequately
responded
to
by
our
government.
I'm
really
excited,
of
course,
with
their
new
federal
administration
and
the
resources
they
are
sending
to
municipalities,
including
the
city
of
boston,
seeing
this
as
a
way
in
which
to
invest
in
those
businesses
that
have
just
been
devastated
in
this
industry
because
of
covet
and
looking
forward
to
hearing
more
from
the
panelists
on
how
we
do
a
better
job
there.
C
I
also
look
forward
to
hearing
more
about
the
opportunities
for
us
to
expand
access
to
high
quality,
pre-k
seats
for
families,
assistance
for
community-based
organizations
and
providers
in
the
context
of
the
copen
19
pandemic
and,
lastly,
how
we
create
a
more
comprehensive
plan
to
truly
realize
universal
pre-k
in
the
city
of
boston,
and
I
think,
in
many
ways
lead
every
municipality
in
the
country.
With
respect
to
this
issue,
so
thank
you
all
so
very
much
for
the
work
you're
doing
looking
forward
to
the
panel
discussion.
Thank
you.
C
A
Thank
you
councillor
campbell,
and
I
also
want
to
note
that
we've
been
joined
by
councillors,
edwards
and
bach
for
this
morning's
hearing.
I
would
like
to
thank
everyone
for
joining
us
today
when
mayor
walsh
provided
the
funding
for
the
2019
in
2019
to
create
upk
upk
seats
in
boston.
The
hope
was
that
these
seats
would
even
out
the
playing
field
build
in
educational
equity
for
our
earliest
learners.
Right
now,
there
are
just
about
half
of
the
four-year-olds.
There
are
seats
for
just
about
half
of
the
four-year-olds
in
boston
in
a
very
long
wait
list.
A
In
july
I
learned
and
heard
from
a
group
of
parents,
including
one
of
our
panelists
today,
that
the
connector
system
between
upk
and
bps
was
not
operational
for
the
fall,
despite
the
many
promises
that
it
would
be
getting
upk
right
for
our
families
means
that
our
students
will
be
ready
for
k-12
education,
improving
bps,
enrollment
and
student
success.
I
look
forward
to
upk
being
available
to
every
student
with
the
seamless
transition
to
bps,
ensuring
generations
of
preschool-aged
children
are
excited
and
ready
to
learn
for
kindergarten
at
bps.
B
C
D
D
B
B
We
administered
grants
across
the
state,
one
of
which
was
community
partnerships
for
children,
but
it
also
gave
out
the
full
day
kindergarten
grant
and
did
some
home
visiting.
So
it
kind
of
gave
me
the
birth
to
five
perspective
and
then
also
a
linkage
into
the
public
schools.
Then
I
was
invited
about
14
years
ago
to
come.
Work
to
help.
Then
mayor
menino,
think
about
what
universal
preschool
might
look
like
in
the
boston
public
schools.
B
We
started
in
the
public
schools,
but
we
had
always
had
the
question
of
what
what
about
community-based
programs
and
now
I've
had
the
pleasure
of
working
with
tiara
and
now
to
do
universal
preschool
and,
as
you
can
see,
our
vision,
counselor
campbell,
actually
said
it
better
than
we
did.
This
is
the
vision
right.
D
Awesome
thanks
again
jason
and
just
to
highlight
of
the
agenda
today.
The
plan
is
to
give
you
the
overview
of
boston
upk,
including
our
governance
model,
highlight
some
big
accomplishments.
In
our
year,
one
and
year
two
we
are
going
to
spend
a
few
slides
talking
about
the
impact
that
covet
has
had
on
our
community-based
programs
and
our
families
and
then
we'll
wrap
up
with
our
goals
for
year,
three
which
start
on
july
1,
and
I
also
would
like
to
highlight
a
few
key
pieces
in
our
strategic
plan.
D
D
D
Thank
you
so
much
for
praising
me,
but
I
have
to
say
that,
and
I
am
an
extension
of
our
community-based
organizations
which
includes
our
ymcas,
our
nurturies,
eva
hattie,
b,
cooper,
little
voices,
horizons
for
homeless
children
and
I'm
sure
I
forgot
at
least
nine,
but
they
are
really,
as
jason
indicated,
have
been
our
partners
in
building
this
system,
along
with
places
like
the
boston
opportunity,
agenda,
boston,
family
engagement,
network,
children's
hospital
boston,
medical
center.
All
of
these
invested
stakeholders
are
part
of
our
governance
model.
D
D
Welcome
center
data
and
analysis
and
there's
so
many
of
them
to
name,
but
I
just
really
wanted
to
highlight
the
importance
that
as
we're
building
this
model,
it
is
really
a
group
effort
and
every
decision
and
process.
We
bring
those
recommendations
to
the
superintendent
to
the
supreme
to
the
school
committee,
as
well
as
the
mayor
of
boston,.
D
So,
as
you
indicated,
mayor
walsh,
funded
boston,
universal
pre-k
in
april
of
2019,
with
15
million
dollars
and
again
it
was
formed
not
just
by
the
historical
work,
but
there
was
a
2016
advisory
report
to
which
the
advisory
committee
prior
provided
recommendations
on
how
to
roll
out
boston,
upk,
and
so
we
went
into
universal
pre-k
fully
funded.
What
we
do
is
we
blend
our
universal
pre-k
funds
with
boston,
public
schools,
general
funds,
as
well
as
private
and
philanthropy
funding.
D
D
It
is
a
mixed
delivery
system
and
what
that
means
is
that
we
want
to
make
sure
that
every
four-year-old
and
three-year-olds
which
we'll
talk
about
next,
has
access
to
high
quality
and
I'm
going
to
talk
more
about
those
quality
indicators.
But
I
also
just
want
to
mention
that,
while
we
have
started
in
in
bps
district
and
branched
off
into
our
community-based
organizations,
we've
also
moved
into
non-traditional
schools
and
are
thinking
deeply
about
family
child
care
and
the
ways
that
they
can
participate
in
universal
pre-k
as
well.
D
D
It
includes
a
standard
set
by
the
state,
which
is
the
quality
rating
and
improvements
scale,
and
so
those
quality
indicators
are
not
just
practices
or
rather
requirements
of
upk,
but
supports
and
coaching
that
we
also
provide
when
we
say,
quality,
we're
talking
about
family
engagement
and
comprehensive
services.
So
that
means
health
vision,
nutrition,
hearing
and
dental,
not
just
in
our
programs
but
outside
of
our
programs.
D
When
we
talk
about
quality,
we're
talking
about
evidence-based
curriculum,
our
focus
on
k1
curriculum
starts
in
k1
goes
to
k2,
first
and
second,
and
we
provide
coaching,
sometimes
three,
four
times
a
week,
sometimes
twice
a
month
in
our
community-based
organizations
as
well.
And
lastly,
when
we
talk
about
quality,
we're
talking
about
our
teachers
and
our
family
engagement
coordinators
and
our
directors
receiving
a
salary
that's
equivalent
to
the
boston
public
schools,
salaries,
as
well
as
the
professional
development
opportunities
that
our
vps
teachers
receive.
D
D
Once
we
had
our
community-based
programs
on
board,
we
met
monthly
and
worked
together,
as
I
indicated,
to
really
solidify
the
written
policies
and
guidance
for
universal
pre-k.
So
we
developed
our
professional
development
model.
We
partnered
with
umass
to
move
our
focus
on
k1
course
to
be
credit,
bearing
we
launched
a
really
big
implementation
guide.
D
That
includes
all
the
written
policies
of
universal
pre-k
and
while
all
that
work
was
happening
with
the
approval
of
the
superintendent,
we
launched
an
internal
working
group
to
really
think
about
how
we
were
going
to
incorporate
many
of
the
upk
model
into
boston,
public
schools,
so
that
included
thinking
through
the
connector
streamlining
communications.
Ensuring
special
education
supports.
D
All
of
those
factors
were
thought
through
with
our
bps
departments,
and
I
have
to
mention
that,
in
addition
to
the
cross
department
work,
we
formed,
as
I
mentioned,
some
partnerships
with
places
like
children's
hospital,
boston,
family
engagement
network
and
gosh.
I'm
drawing
a
blank,
I
apologize,
but
we
did
highlight
all
of
our
partners
at
the
end
of
the
slide.
There's
lots
of
them,
so
we
are
going
to
dive
into
the
impacts
of
hovid
on
our
you
know,
on
our
community
based
programs
and
our
families.
D
D
So
again,
in
the
second
year
we
increased
the
number
of
seats.
We
went
from
429
to
571
and
we
went
up
to
41
classrooms.
In
addition,
we
created
a
pathway
for
beginning
programs,
so
these
are
non-traditional
schools
that
still
needed
additional
support
to
build
capacity
and
meet
the
upk
quality
indicators.
We
also
supported
some
of
those
programs.
D
In
year,
two,
we
developed
a
shared
enrollment
system
called
schoolmen,
and
what
this
system
does
is
it
allows
a
family
to
see
our
link
on
a
mbta
or
on
our
website
and
just
put
in
simply
put
in
their
information
and
from
there
our
family
engagement
coordinator
and
as
well
as
the
community-based
organization
they
reach
out
to
the
family.
They
tell
them
more
about
their
programs,
they
help
them
rank
their
upk
sites
and
from
there
the
community
based
organization
is
able
to
connect
with
the
family
and
walk
them
through
the
full
registration
process.
D
So
that's
one
thing
that
we
were
able
to
implement
last
year
that
we
believe
really
streamlines
the
registration
process
for
our
families.
We
were
also
able
to
launch
the
connector
when
we
received
approval
from
the
school
committee
in
september
of
2020
and
what
the
connector
does
is.
It
creates
a
two
new
priorities
in
the
boston,
public
schools,
lottery
system
for
our
upk
children
in
specific
schools,
and
I
want
to
note
what
those
priorities
are.
So
the
first
priority
is
for
low-income
upk
students
and
then
the
second
priority
is
for
non-low-income
upk
students.
D
I
am
so
proud
about
our
special
education
work.
Last
year
we
were
able
to
add
2.5
ftes
for
speech
and
occupational
therapy
in
our
upk
classrooms,
which
means
that
our
classrooms
now
receive
direct
support
from
a
team
of
four
people
in
related
services
and
from
there
this
team
not
only
provides
direct
supports,
but
a
series
of
professional
development.
D
And
lastly,
I
just
want
to
highlight
our
family
council.
Families
are
really
at
the
center
of
the
work
that
we
do
and
when
we
created
our
family
council,
we
really
wanted
to
make
sure
that
they
were
embedded
in
our
upk
model
as
a
voice
in
the
decision-making
process,
whether
it's
curriculum
policy
or
getting
to
our
underrepresented
families.
We
want
to
make
sure
that
we
use
our
family
council
to
do
that.
We
now
have
a
chair,
a
vice
chair
and
a
secretary.
D
D
B
Okay,
thank
you
tiara,
so
part
of
the
implementation
of
upk.
We
asked
for
a
couple
research
grants
to
help
do
some
implementation,
science,
and
so
we
were
able
to
partner
with
folks.
So,
even
though
we
weren't
able
to
go
into
classrooms
as
much,
we
were
able
to
do
some
implementation
science,
and
this
is
some
of
the
findings
from
the
research.
B
So
what
we
found
in
this
program
is
that
teacher
turnover
was
about
18
and
just
to
give
you
context,
it
generally
runs
about
30
to
35,
though
in
some
programs
it's
more
but
because
of
upk
we
have,
we
have
been
able,
because
we're
paying
higher
salaries
we've
been
able
to
see
a
lower
turnover
rate.
I
don't
know
exactly
the
number,
but
it
was
probably
around
10
to
15
percent,
and
you
can
see
what
coveted
it's
about.
B
B
We
did
a
lot
of
remote
coffee
hours
and
social
emotional
workshops
to
help
teachers
both
just
deal
with
their
own
family
issues,
the
students
family
issues
and
then
support
each
other,
as
kids
were
in
the
classrooms,
just
over
fears
and
and
and
and
ppp
concerns.
But
it's
been
really
a
remarkable
support
network
and
in
fact,
that
network
informed
the
public
schools
as
we
rolled
out
to
serve
some
young
children
all
right.
So
we've
also
done
some
recruitment
and
retention
support.
B
One
of
the
things
tr
has
actually
really
big
on
from
right
horizons
is
how
do
you
help
retain
your
staff
and
then
we
also
work
for
bunker
hill
community
college.
They
did
some
intern
support
and
I
think
next
year,
they're
really
talking
about
providing
teacher
placements
as
well.
So
we're
pretty
excited
about
that
all
right
so
on
to
the
next
slide,
and
what
you
can
see
is
that
on
enrollment
and
so
just
to
set
a
little
context
for
community-based
programs,
their
capacity
was
lowered.
B
I
believe
it
went
from
like
20
to
allowing
programs
to
serve
10
kids,
so
these
are
in
percentages
but
they're,
not
necessarily
the
same
number
of
students,
86
of
the
cbo
seats,
were
filled
pre-pandemic
during
by
winter
of
2021.
We
were
at
about
70
in
community-based
programs
of
of
the
enrolled
students,
70
were
in
person,
11
were
hybrid
and
19
were
fully
remote.
Just
to
give
you
a
sense
of
this
scale
and
again
in
support
of
them,
we
enhanced
family
engagement.
B
B
We've
already
allowed
people
to
start
enrolling
families
for
next
year
and
that's
our
on
online,
because
one
of
the
the
challenges
that
we'll
talk
about
is
currently
because
we're
marrying
two
systems,
this
community-based
system
in
the
public
school
in
the
community-based
programs,
we
are
allowing
them
to
enroll
students
and
in
the
public
schools.
Obviously
you
go
through
our
system,
and
so
that's
one
of
the
challenges
and
opportunities
that
I
think
we'll
be
talking
about
later
on.
Okay,
next
slide,
you
can
see
some.
We
asked
them
how
many
operational
adaptations
they
did.
B
On
average,
there
was
21
changes
for
programs,
which
is
a
lot
and
on
the
right
of
this
slide,
you
can
see
some
of
the
things
that
programs
worked
on,
so
there
were
some
how
to
remove
centers.
There
was
more
time
for
individual
play.
They
had
to
use
visible
markers
for
personal
space,
so
you
can
just
sort
of
see
the
changes
that
were
going
on
in
programs
and
in
order
to
keep
instruction
and
support,
we
really
did
a
lot
of
coaching.
B
The
other
thing
we
did
is
we
started
an
equity
fund.
One
of
the
things
is
before
we
gave
each
program
the
same
amount
of
money
for
upk
and
obviously,
if
you
have
students
who
have
varying
needs,
we
created
an
equity
fund
to
help
programs
if
they
needed
translation
or
if
they
needed
more
social
work,
or
they
needed
more
support
this
equity
fund,
they
could
apply
to
us
to
kind
of
tilt.
The
equity,
and
so
we
spent
about
98
000
this
year.
I
assume
next
year,
we'll
even
spend
more
it's
a
growing
program.
B
We
also
created
in
the
boston
public
schools
and
for
the
upk
remote
curriculum
guides.
Basically,
my
team
shifted
from
doing
in-person
coaching
to
writing
curriculum
guides
and
again
supporting
supporting
the
implementation
of
those
guides.
So
children
were
getting
strong,
engaging
developmentally
appropriate
social,
emotionally
supported
curriculum
and
then
again
we
did
one-on-one
coaching
and
we
did
funding
for
600
remote,
individual
learning
kits.
So
if
you
ever
came
to
the
bla
parking
lot
on
one
day,
you
would
have
seen
our
whole
team
packing
up
these
kits
and
then
by
the
second
wave.
B
We
got
a
lot
smarter
at
it.
We
found
a
distribution
company
that
helped
put
together
these
kits,
but
basically
kids
need
materials
at
home
and
they
need
to
interact,
and
so
we
spend
a
lot
of
our
cobia
time,
putting
together
kits
all
right.
The
next
slide
all
right.
So
now
we
get
to
talk
about
three-year-olds,
so
clearly,
there's
going
to
be
some
learning
loss
that
has
happened
to
to
coven
and
just
being
away
from
school.
B
And
frankly,
we
should
be
doing
universal
preschool
for
three-year-olds
as
well,
and
so
now
we're
really
thinking
about
how
do
we
go
about
and
start
serving?
Three-Year-Olds
and
tiara
is
going
to
talk
about
that
in
the
strategic
plan
in
a
bit.
But
what
we're
thinking
just
to
lay
it
out
is
that
the
community-based
providers
would
be
the
major
source
of
serving
three-year-olds,
but
there
are
about
800
seats
in
the
public
schools
that
have
inclusion
classrooms
and
so
that
could
expand
the
space
for
three-year-olds
in
the
public
schools
as
well.
B
Those
would
be
only
in
inclusion
classrooms,
but
currently
we
have
four-year-olds
in
those
seats
because
we
just
don't
typically
serve
three-year-olds.
We
have
a
small
number
of
three-year-olds,
as
I
think
someone
alluded
to,
but
this
would
allow
us
to
expand
potentially
400
up
to
400,
to
800
kids
in
the
public
schools.
Potentially
we
have
to
look
at
the
impacts
of
all
of
that.
There's
all
trickle
effect
of
that
and
then
in
community-based
programs.
We
were
really
thinking
of
matching
sort
of
what
we're
doing
in
pre-k.
B
So
we're
talking,
maybe
three
four
thousand
seats
of
upk
and
community
based
programs.
But
again
we'll
walk
you
through
our
logic
on
all
of
this
in
a
minute,
okay,
and
then
I
want
you
to
know
that
we're
also.
This
is
where
andy
comes
in.
We
have
done
a
fair
amount
of
analysis
of
neighborhood
by
neighborhood
and
we're
looking
at
both
bps
capacity
and
and
community-based
capacity,
and
so
the
blue,
the
blue
graph
or
the
blue
bar
represents.
B
I
believe
that
kindergarten,
two
enrollment,
because
that's
what
we
use
as
our
proxy
measure,
to
kind
of
say
how
many
kids
would
use
a
publicly
funded
system,
because
k2
is
what
everybody
would
come
to
and
we
feel
sort
of
that's
our
universe.
And
then
you
can
see
here
that
we
picked
five
neighborhoods
and
sometimes
it's
not
a
capacity
issue.
B
It's
getting
the
programs
into
a
place
where
they
can
be
high
enough
quality,
and
so
we
have
to
provide
supports
for
them
to
help
them
get
there
and
that's
where
this
partnership
is
and
then
in
some
place
there
is
not
enough
capacity,
and
so
we
don't
have
to
things
are
in
neighborhoods
particular
targeting
or
expansion
of
schools
or
expansion
community-based
programs.
So
I
think
that's
that's
sort
of
where
we
are
neighborhood
by
neighborhood
and
we've
done
that
work.
I
think
that's
the
end
of
me
right
tiara.
I
think.
D
So
yeah,
I
would
we'll
just
like
to
highlight
a
few
other
things
that
jason
kind
of
already
touched
on
one.
As
far
as
getting
to
four-year-olds.
We
are
prepared
to
increase
our
universal
pre-k
seats
this
year
to
750
seats,
including
new
community-based
partners,
so
any
family
who
wants
a
seat
in
bps
or
upk
we're
prepared
to
connect
them.
As
jason
indicated,
there
are
a
specific
seat.
There
are
seats
available.
D
It's
really
a
matter
of
making
sure
that
families
are
aware
and
that
they
are
of
high
quality
and
that's
where
our
focus
will
be
for
this
year.
Jason
also
mentioned
that
we
are
going
to
allow
for
up
to
25
of
upk's
classroom
to
also
fund
three-year-olds.
So
we
will
have
these
mixed
age
classrooms
for
three
and
four-year-olds
and
in
addition
to
that,
through
our
eec,
commun
commonwealth,
preschool
partnership
initiative,
we're
also
funding
an
additional
four
classrooms.
D
50
seats,
total
of
three-year-olds
so
that
we're
going
to
have
information
on
three-year-old
classrooms
as
well
as
a
mixed
age
classroom,
and
we
know
we
have
to
be
more
targeted
and
intentional
around
our
recruitment.
And
so
we
are
going
to
be
reaching
out
to
members
across
our
community
to
help
us
connect
with
families,
but
also
making
sure
that
we
are
going
into
the
community
and
talking
to
health
care,
centers,
community
resource,
centers,
shelters,
radio,
media
and
really
soliciting
as
much
support
from
our
city
councilors
to
connect
families
and
make
them
aware
of
the
community-based
option.
D
I
also
wanted
to
highlight
that
we
are
expanding
our
supports
beyond
our
upk
programs
to
include
non-new
pk
programs,
so
citywide
we're
working
with
the
boston
opportunity,
agenda
and
united
way
to
think
through.
How
do
we
ensure
that
the
ages
and
stages
screenings
are
available
to
out
to
all
families?
D
Families
first
offers
an
awesome
power
of
parenting
workshop
for
12
weeks,
and
we
want
to
expand
that
citywide
this
year
and,
lastly,
for
our
educators,
really
broaden
the
professional
learning
communities
so
that
we're
offering
credit
bearing
courses
through
umass
expanding
that
related
services.
Series
that
I
mentioned
earlier
to
any
educator
across
boston
and
then
forming
a
working
group
to
help
us
think
through
family
child
care,
everything
from
compensation
to
fund
to
funding
for
the
space
as
well
as
curriculum
use.
D
Our
special
education
work
will
continue
so
we're
adding
on
some
behavior
health
supports
this
year.
We're
drafting
up
a
written
policy
for
non-upk
children
and
we're
going
to
continue
that
working
group
to
help
us
develop
the
written
policies
and
and
address
any
sort
of
gaps
that
we
can
identify
in
this
year,
and
I've
already
talked
a
lot
about
this
professional
development.
A
Tiara.
Thank
you,
dr
saks.
Thank
you
very
much
for
that
presentation.
We've
since
also
been
joined
by
council
arroyo
to
this
afternoon's
hearing.
Madame
sponsor,
I'm
not
sure
who
is
next
on
your
who
will
be
presenting
on
your
panels.
It's
just
an
order
as
it
was
presented
to
me.
So
I'm
not
sure
if
amy
deena,
laura
kate.
C
G
G
G
We
call
governor
baker
and
the
legislature
to
continue
the
racial
and
gender
implications
of
major
structural
changes
to
child
care
and
the
short
in
the
long
term.
We
cannot
keep
adding
to
the
ranks
of
the
working
poor,
especially
disadvantaging
women
of
color,
for
whom
the
costs
of
inequitable
compensation
are
greater.
G
We
continue
to
be
inspired
by
this
dedicated
and
resilient
workforce
and
for
their
commitment
to
problem
solving
building
partnerships
and
providing
high
quality
learning
experiences.
Under
these
incredible
circumstances,
we
know
we
cannot
return
to
the
things
as
they
were
before
covid.
This
is
an
opportunity
in
this
disruption
to
be
shocked.
Out
of
the
way
that
we
have
been
doing
things,
we
cannot
call
child
care
essential
for
the
economy
and
then
continue
to
have
37
percent
of
early
educators
eligible
for
some
sort
of
public
assistance.
G
We
cannot
make
decisions
about
the
k-12
side
of
things
without
considering
the
implications
for
babies,
toddlers
preschoolers.
Before
and
after
school
and
summer
vacations,
we
have
set
up
systems
and
silos
that
are
no
longer
viable,
and
we
must
work
together
to
build
back
stronger.
Now
our
eyes
are
open
and
we
can't.
We
know
that
the
old
ways
did
not
work
for
most
people.
G
Families
do
not
live
in
funding
streams,
we
have
created
so
many
artificial
barriers
and
limitations,
and
now
we
have
a
chance
to
do
something
about
it.
As
a
statewide
policy
and
advocacy
organization,
we
get
the
opportunity
to
watch
many
different
communities
grapple
with
these
issues,
and
the
good
news
is
the
city
of
boston.
Has
a
history
of
prioritizing
these
issues
and
people
working
together
to
find
solutions,
including
putting
city
money
into
the
mix.
G
How
are
we
adjusting
and
adapting
as
families
return
to
work?
What
should
programs
look
like?
What
do
children
need
and
what
do
parents
want,
and
how
are
we
supporting
the
workforce
through
compensation?
Mental
health
supports
access
to
benefits
in
health
care
if
we
work
to
maximize
and
leverage
and
coordinate
existing
resources
advocate
for
equitable
policies
and
keep
children
and
families
at
the
center,
we
can
deliver
on
the
promise
we
have
made
for
ensuring
high
quality
early
education
in
the
city.
G
G
This
will
also
help
in
understanding
the
early
childhood
landscape
birth
through
five
for
what's
available
for
children,
what
parents
and
families
want
for
their
children
and
what
the
gap
is,
and
it's
my
it's
been
my
understanding
that
the
boston's
challenge
is
not
necessarily
the
number
of
pre-k
seats.
It's
how
we
count
account
for,
and
support
and
fund
these
seats.
G
We
know
that
all
are
not
free
and
that
all
are
not
of
equal
quality,
and
that
should
be
the
goal.
We
need
to
launch
a
full-blown
public
education
campaign
to
really
encourage
participation
in
the
system.
Sometimes
we
can
give
word
problem
answers
to
simple
questions,
so
we
need
a
clear
and
concise
way
of
talking
about
our
vision.
G
We
know
this
includes
compensation,
and
we
know
this
also
includes
looking
at
your
program
holistically,
also
thinking
about
what
funds
could
be
available
to
help
restore
the
capacity
we
know
in
boston.
It's
been
many
family
child
care
providers
have
closed,
but
really
understanding
the
landscape
of
what
it
looks
like
to
restore
what
we've
lost
and
then
really
be
getting
the
foundation
for
thinking
about
children
birth
through
three.
G
H
Sorry
about
that,
it's
okay,
my
name-
is
dinah
shepard.
Thanks
for
having
me,
this
is
exciting
and
I'm
very
nervous
to
be
with
all
these
important
people
so
bear
with
me
no
one's
more
important
than
you
at
this
moment.
Oh
god
bless
you.
I
am
a
co-founder
and
co-director
of
a
small
community
organization
called
first
teacher,
so
we
are
a
community
of
parents
and
caregivers
working
together
to
prepare
our
kids
to
be
school
and
world
ready,
we're
eight
years
old
in
real
life.
H
H
H
They
want
to
have
an
online
family
hub
where
there's
more
comprehensive
lists
about
sports
programs,
child
care,
public
playing
fields
and
parks
that
are
safe
for
them.
A
big
one
is
that
families
said
so
much
of
this
work
could
be
taken
care
of
if
there
were
more
safe,
accessible
community
spaces
where
families
with
young
children
could
actually
meet
and
build
social
capital
and
share
information
and
build
networks.
H
Families
want
an
actual,
transparent,
back-to-care
back-to-school
transition
plan
focused
on
social,
emotional
care
and
tri
really
heard
you
speak
to
that.
So
thank
you.
Families
want
affordable
day
care
hours
that
make
sense
for
working
families.
Families
want
more
outdoor
free,
consistent
activities
for
children
zero
to
three,
not
just
starting
at
six.
H
H
My
son
cannot
learn
on
a
screen
and
I
have
given
up
trying
to
make
him
and
finally
will
there
be
a
way
for
parents
to
share
feedback
about
what
we
saw
this
year.
I
know
teachers
have
been
heroes
this
year,
but
I
have
also
witnessed
people
speak
to
my
children
in
ways
that
are
not
appropriate
and
not
acceptable.
H
H
E
Thank
you
counselor
and
chair
of
the
committee,
and
I
want
to
thank
both
you,
chair
and
also
counselor
campbell,
but
all
the
counselors
who
are
gathered
here
and
the
time
and
focus
that
you
are
putting
into
this
issue
and
the
the
questions
that
you
are
calling
ellie
sent
me
a
raft
of
questions
and
I'm
glad
I'm
joined
by
my
peers.
I'm
hoping
that
between
the
three
of
us.
We
will
capture
a
lot,
so
I
won't
initially
spend
time
on
the
experience
of
what's
going
on
during
the
pandemic.
E
A
couple
of
things
I
would
love
for
counselors
in
the
city
to
think
about,
as
you
consider,
the
expansion
and
obviously
the
the
incredible
partnership
of
bps
and
its
work
here
and
many
providers
is
that
the
importance
of
preserving
and
operating
through
a
mixed
delivery
model
is
critical,
particularly
as
we
move
to
younger
children.
That's
been
an
important
value
of
universal
pre-k
and
it
needs
to
be
a
very
high
standard.
When
we
move
to
younger
and
younger
ages
of
children.
E
E
E
We
operated
emergency
care
during
the
peak
of
the
early
months
and
then
we
began
reopening
in
july
and
we
now
have
950
children
back
in
care.
That's
88
of
our
pre-coded
service
levels,
but
what's
really
remarkable,
is
that
our
centers
have
repopulated
at
about
just
under
70
of
their
pre-covet
enrollment.
E
Our
family
child
care
is
repopulated
at
102
of
its
pre-covet
levels,
and
I
want
to
mention
that
diversity,
because
what
families
are
choosing
and
what
works
for
them
needs
to
be
an
incredibly
important
pillar
of
any
system
that
is
built,
and
so
those
are
really
important
numbers.
The
the
other
principle
is
no
wrong
door.
E
That
they're
you
know,
and
this
these
are
terms
that
have
been
worked
around
the
upk
table,
but
I'm
bringing
them
back
because
they
are
so
important.
So
no
wrong
door
means
that
people
should
be
able
to
enter
through
multiple
settings,
not
just
cbo
and
school,
but
part-time
and
full-time
family,
child
care,
settings
and
center-based
settings,
and
so
all
of
those
need
to
be
encompassed.
E
My
father
always
used
to
remind
me
that,
when
all
you
have
is
a
hammer,
everything
looks
like
a
nail
and
I
think
it
is
incredibly
important
that
we
realize
that
we
have
a
lot
of
tools
in
our
early
education
landscape
and
we
have
to
meet
families
where
they
are
and
respect
their
needs.
It
goes
to
things
as
practical
as
how
the
enrollment
system
works,
which
I
think
warrants
a
lot
more
feedback
and
a
lot
more
looking
at,
but
I'll
stay
at
the
at
the
high
level
around
the
ambition.
E
E
I
would
push
us
to
refresh
any
data
that
is
being
used
to
inform
planning
and,
if
possible,
get
real-time
family
demand
data
and
the
last,
because
this
is
such
a
pillar
of
some
of
the
best
work
that
upk
has
done
is
around
quality,
and
I
think
this
is
also
a
time
when
we
need
to
think
expansively
about
the
number
and
variety
of
ways
that
we
can
seek
to
build
quality
in
a
mixed
delivery,
community-based
and
school-based
model.
Upk
is
absolutely
one
very
strong
approach
head,
start's,
rich
family
support
model
is
also
a
strong
approach.
E
E
I
I
There's
been
a
national
movement
at
the
at
the
federal
level
to
partner
with
child
care
programs
have
head
start
grantees
partner
with
head
start
programs
to
provide
grants
and
other
resources,
technical
assistance,
around
comprehensive
services,
family
engagement
and
the
like,
and
so
much
of
I
think
what
the
upk
model
today
tiara
can
probably
attest
in
in
the
area
of
family
engagement
and
comprehensive
services
is
modeled.
A
lot
on
the
head
start
work
that
we've
done
and
built,
and
so
we're
really
proud
of
that.
I
I
think
laura
really
pointed
out
a
lot
of
what
I
was
going
to
say
in
terms
of
thinking
about
the
broader
system.
We
have
been
obviously
very
focused
on
on
preschool,
but
there
the
zero
to
five
system
is
something
that
we
need
to
really
focus
on
at
a
city
level.
Again,
laura
mentioned
the
mixed
delivery
system.
I
Those
of
us
in
the
community-based
world
know
that
that
is
the
the
best
most
comprehensive
way
to
deliver
services
zero
to
five,
because
families
are
so
different.
Their
needs
are
so
different
from
working
families
that
need
full
10
hours
of
care
near
their
home
or
near
their
work
for
two
family
child
care
providers
who
speak
their
language
who
come
from
their
culture.
I
It
does
come
with
complexities,
though,
and
I
think
that
we
all
sort
of
recognize
it
and
those
who
have
who
have
been
doing
it
for
a
while
know,
because
there
are
amy
mentioned
there
are
multiple
funding
sources
and
funding
streams.
There
are
multiple
eligibilities
for,
for
us,
universal
is
for
everyone,
but
many
of
our
programs
focus
on
particular
populations.
So
there's
some
some
challenges
around
that
also
in
terms
of
you
know
where,
where
programs
come
from,
programs
are
on
the
spectrum.
I
You
know
some
have
been
doing
this
for
a
while
and
have
large
scale
infrastructures.
Like
like
head
start-
and
we
do
some-
are
individual
family,
child
care
providers,
so
the
needs
and
the
and
the
resources
that
each
one
of
us
has
is
different.
So
it's
a
complex
system.
But
again
I
go
back
to
what
laura
said
that
if
we,
if
we
can
focus
on
it
from
a
zero
to
five
systemic
standpoint,
I
think
we
can
really
think
about
some
of
these
challenges.
I
I
That
was
a
good
example
or
model
of
many
stakeholders
coming
together
to
think
about
the
needs
of
children
and
families,
families
as
well
zero
to
five,
and
so
I'd
encourage
looking
at
and
thinking
about
those
things
that
were
done,
and
you
know
and
talked
about
et
cetera
during
the
thrive
and
five
era.
Because
there's
a
lot
of
lessons
learned
and
a
lot
of
things
that
we
can
pull
from
it
as
we
move
forward.
I
A
A
J
K
K
K
So
one
of
the
things
that
I
worked
on
in
school
year,
1920
was
to
make
sure
there
was
a
connector
system
up
and
running
and
to
our
great
disappointment
there
was
not
one
up
and
running
for
the
1920
school
year.
So
one
of
the
things
that
I
would
really
like
to
speak
to
that
is
extremely
important
to
parents,
and
I
have
been
in
contact
with
many
many
upk
parents.
At
this
point.
K
Trying
to
push
this
agenda
item
forward
is
that
it
is
essential
to
have
a
connect,
a
functioning
connector
system,
because
what
ended
up
happening
in
our
k2
registration
was
again.
We
did
not
get
a
seat
at
either
of
our
three
top
choice:
schools
and
it's
lovely.
They
have
ended
up
at
a
school
building
that
we
have
been
very
happy
at,
but
the
process
was
extremely
frustrating
and
extremely
difficult
to
navigate.
K
With
help
for
this
issue
in
the
1920
school
year
and
again
to
many
many
parents
great
disappointment
that
school
year
the
issue
was
never
resolved
and
we
ended
all
ended
up
back
in
the
lottery.
And
so
I
have
seen
by
following
the
upk
progression
that
there
has
been
work
done
on
the
connector
system
and
it
does
look
like
a
connector
system
is
beginning
to
be
functional.
K
I
am
hoping
that
there
will
be
equity
in
k2
enrollment
for
all
students,
particularly
students
of
color,
whose
families
have
difficulty
navigating
the
registration
processes,
because
I,
as
a
boston,
public
schools,
teacher
myself
found
it
to
be
very
frustrating
to
navigate
the
process
twice
in
two
school
years
in
a
row.
People
who
are
not
familiar
with
the
process
or
are
low-income
families
who
struggle
for
time
because
they
have
so
many
things
going
on
in
their
lives,
need
assistance
to
connect
to
k2
seats.
K
And-
and
it
is
worried
that
that
that
this
is
the
main
reason
that
I
wanted
to
testify
at
this
hearing
is
to
make
sure
that
we
are
going
to
have
equitable
distribution
of
seats,
and
it
is
now
this
is.
I
am
stating
an
opinion.
It
would
be
more
beneficial
if
it
was
k1
across
the
board,
regardless,
where
the
service
was
being
delivered.
A
A
So
perhaps
we're
having
some
additional
difficulty.
I
also
want
to
note
that
we
have
been
joined
by
counselor
flynn
during
the
presentations,
so
I
think
at
this
point
we'll
see
if
we
can
get
kate
back
and
we'll
we'll
certainly
give
her
an
opportunity
to
share
her
thoughts.
At
this
point,
I'd
like
to
turn
our
conversation
over
to
my
colleagues
and
start
with
the
lead
sponsor
counselor
campbell.
I
will
do
a
five
minute,
timer
counselor
campbell,
just
so
you're,
aware
of
that.
Thank
you
problem.
Thanks.
C
For
having
me,
thank
you,
council,
sabe
george,
and
thank
you
to
all
of
our
incredible
panelists.
I
think
it
really
speaks
to
not
only
the
importance
of
having
a
varied
stakeholder,
a
conversation
in
order
for
us
to
to
truly
provide
universal
and,
as
marina
said,
equitable
access
to
universal
pre-k
in
the
city
of
boston.
So
I
really
appreciate
each
and
every
panelist
here
and
for
your
thoughts,
observations
and
where
the
city
of
boston
frankly
can
do
better,
and
I
think
you
know
laura
you've
said
it
explicitly.
C
You
know
this
is
the
time
for
the
city
of
boston
to
lead
in
this
effort.
We
have
the
power,
the
authority
to
be
able
to
convene
all
of
the
players
and
stakeholders
to
realize
high
quality,
affordable
or
free
access
to
child
care,
universal
child
care
and
early
edge.
So,
thank
you
all
so
much
because
we
only
have
a
short
amount
of
time.
C
I
have
one
question
on,
and
this
is
the
online
hub
conversation
dinah
brought
this
up
for
one
of
the
parents,
but
it
consistently
comes
up
how
difficult
it
is
to
navigate
the
system
to
find
out
what
is
available
to
you.
As
a
parent
in
the
city
of
boston,
I'm
in
the
system-
and
I
felt
like
it-
was
a
daunting
task
to
sign
up
my
three-year-old
for
pre-kc
and
to
do
it
early,
so
I
would
have
a
better
shot
at
winning
the
lottery
and
we
didn't
win
the
lottery.
So
how
do
we?
C
You
know,
obviously
there's
one
question
on
how
we
expand
access
overall,
but
currently,
what
are
the
conversations
on
crete
on
the
city
of
boston,
creating
a
centralized
place
for
parents
to
go,
and
you
can
still
be
pregnant
with
your
child
and
still
want
a
place
to
go
so
when
your
child
is
born?
You
already
know
what
is
available
to
you
in
terms
of
child
care
and
early
end.
So
that's
one
question
and
then
the
second
is
on
the
infrastructure
piece.
C
How
are
we
building
out
the
infrastructure
to
be
able
to
expand
access
for
our
families,
for
programming
from
birth,
to
three
we've
been
talking
a
lot
about
four-year-olds,
five-year-olds
and
three-year-olds,
but
clearly
significant
work
to
do
between
the
birth
and
three
structure.
So
that's
my
second
question
on
just
how
we're
building
that
infrastructure
in
terms
of
creating
more
opportunities,
more
programming
and
access.
I
Can
I
just
I'm
going
to
make
answer
one
part
of
your
question,
which
is
that
at
abcd,
the
child
care
resource
and
referral
program
is
and
it's
funded
through
the
state?
And
it's
it's
been
through
its
challenges
dating
back
to
the
the
recession,
but
it
it
is
a
place
where
parents
can
call
to
find
out
what
is
available
zero
through
school
age.
E
I
would
only
add
counselor
that
I
know
we
all
yearn
for
a
sort
of
universal
one-stop
shopping.
You
go
to
one
place
and
all
of
your
opportunities
are
laid
out
in
front
of
you
and-
and
I
think
that
is
you
know,
a
goal
to
continue
to
shoot
for,
but
to
sharon's
point
and
to
some
of
the
experiences
in
community
and
in
programs.
E
I
think
we
have
to
have
multiple
points
of
entry,
and
I
know
that
sounds
contradictory
to
your.
You
know
your
navigation
question
counselor
campbell,
but,
for
example,
you
know
with
upk's
new
school
mint
system
that
is
meant
to
be
more
accessible
and
and
create
sort
of
a
one
portal
entry.
We
still
find
that
there
are
families
that
we
have
relationship
with
that.
C
And
I
agree
with
you
laura
on
the
multiple
points
of
entry.
I
just
sort
of
think
about
one
system
that
includes
what
sharon
was
talking
about
along
with
bps
all
in
one
place,
even
if
it's
the
same
system
with
different
points
of
entry
as
being
sort
of
the
gold
star,
because
right
now,
I'm
finding
folks,
don't
really
know
where
to
go,
because
there
are
so
many
systems
in
different
systems.
So
what
does
it
mean
for
us
as
all
stakeholders
to
develop
one
comprehensive
system
with
various
entry
points?
A
D
D
Right
so
you
know,
obviously
our
primary
focus
has
been
a
lot
on
the
three
and
four-year-olds,
but
we
also
recognize
our
community
partners
as
the
acts
as
the
experts,
and
so
our
work
is
really
focused
on
boston
opportunity.
Agenda
has
a
zero
to
three
subcommittee.
That
is
really
starting
to
to
build
the
I,
I
believe,
the
infrastructure
and
the
model
for
us
as
ubk.
That
includes
a
quality
definition
that
they
just
created
last
week.
D
But
I
really
think
that
the
truth
is
it
should
come
from
our
community
partners,
who
are
the
experts
in
that
and
universal?
Be
a
universal
pre-k,
be
a
partner
in
helping
to,
as
you
indicated,
centralized
communications
connect
families,
but
our
community-based
organizations
are
really
the
experts
to
help
us
build
that
infrastructure
and
upk
to
be
the
partner
in
that.
So
the.
B
Other
thing,
I
would
just
add,
is,
I
do
think
you
do
want
a
city
agency
with
some
level
of
authority
and
resources
to
make
sure
it
happens
equitably
across
the
city.
I
think
one
of
the
nice
things
about
upk
and
the
boston
public
schools
doing
this
work
is
that
we
can
set
of
our
quality
and
we
can
help
get
people
there
and
provide
the
supports
and
the
level
of
equity
and
so
for
zero
to
three.
There
really
isn't
anything
like
that.
B
I
know:
we've
tried
quasi
versions
of
it,
but-
and
this
is
where
I
think
you
know
bps's
partner,
where
I
don't
think
the
public
schools
should
be
in
the
process
of
overseeing
zero
to
three
year
olds,
except
for
obviously
with
our
responsibility
for
students
with
disabilities,
but
I
do
think
that
it
has
been.
It
has
been
a
disrupter
in
a
good
way
to
have
money,
resources
and
the
city
agency
overseeing
it
in
a
way
that
is
respectful
of
all
the
players.
So
I
just
think
that's
critical.
E
And
I'll
just
take
one
other
angle,
I
don't
disagree
with
jason
at
all,
but
I
think
the
that
that
city
function
can
live
in
a
number
of
places
that
I
think,
should
be
a
conversation
among
the
counselors
and
the
mayors
both
present
and
future.
The
other
thing
I
just
want
to
point
to
around
infrastructure
is
that
braided
funding
is
going
to
be
absolutely
critical
and
I
would
I
would
aspire
to
seamless
funding
and
I
think,
with
some
of
the
federal
money
coming
through.
E
While
it
is
one
time,
amy
o'leary
made
a
really
good
case
for
thinking
expansively
about
that
as
a
bridge,
because
children
don't
live
in
funding
streams,
but
programs
are
forced
to
jump
through
multiple
hoops
of
eligibility
requirements
braiding.
The
decision
that
the
state
made
not
to
allow
consistent,
wraparound
funding
when
upk
was
first
launched,
has
has
needs
to
be
reviewed
before
we
take
on
even
more
children
and
try
and
go
even
further
down.
E
And
I
wonder
if
there
isn't
an
opportunity
to
engage
in
that
conversation
now
with
very
strong
advocacy
from
the
city
council
and
the
mayor's
office
and,
quite
frankly,
a
lean
and
close
observation
about
the
way
in
that
these
robust
federal
funds
are
ultimately
allocated.
And
so
I
would
draw
this
to
every
city
councillor's
attention,
because
that
I
think
is
where
we
can
have
the
conversation
around
funding
for
infrastructure
without
the
extraordinary
barriers
that
programs
have
in
trying
to
wedge
children
and
their
needs,
particularly
younger
children
and
families
who
need
10
hour
care.
E
And
I
think
this
is
the
last
thing
I
would
really
want
to
say
is
that
we
have
to
think
long
and
hard
about
a
model
that
pulls
families
away
from
the
10
hour
care.
They
might
need
in
order
to
position
them
well
for
their
school
choice.
Or
you
know,
because
they
don't
meet
certain
funding
models.
So
it's
a
complex
area,
but
I
think
it
has
to
be
a
deep
part
of
the
planning
here.
F
F
I
would
like
to
amplify
the
importance
of
the
mixed
delivery
system.
You
know
so
many
of
our
family
child
care
providers,
early
education
folks,
have
provided
essential
child
care
and
and
their
support
for
our
essential
workers
through
this
pandemic,
and
it
is
of
great
concern
to
see
that
and
a
huge
number
of
family
child
care
providers
are
actually
deciding
to
leave
the
field
and
that's
going
to
leave
a
huge
gap
in
this
in
this
in
this
mixed
delivery
system.
D
F
I
think
as
well.
We
had
a
we
had
a
hearing
on
this.
When
did
we
have
the
hearing
maybe
last
year
about
family,
this
crisis
and
family
child
care,
especially
and,
and
one
thing
that
came
out,
was
really
the
development
of
like
a
business,
education
and
entrepreneurship
and
how
to
how
to
view
their
do
their
their
service
as
a
as
a
business
and
to
make
sure
that
a
small,
family-based
home-based
child
care
can
be
a
a
really
an
economic
resource
for
the
for
the
for
the
provider
and
and
their
community.
F
The
other
question
I
had
on
the
slide
I'd
love
to
get
the
slide
deck.
Can
we
share
the
slide
deck
I'd
love
to
have
a
copy
of
the
slide
deck,
and
there
was
the
one
about
the
distribution
of
places
of
the
graph,
and
I
know
you
focused
on
five
neighborhoods.
Do
you
have
those
figures
for
the
whole,
the
whole.
E
So
possible,
I
could
just
say
one
word
on
family.
Child
care
nurturing
operates
a
very
large
system,
and
one
of
the
things
we
found
is
that
we
actually
increased
our
number
of
family
child
care
providers
from
pre-pandemic.
To
now
we
have
the
largest
number
that
we've
ever
had
and
one
of
the
things
is.
We
began
offering
additional
technical
assistance,
additional
income
generating
opportunities.
We
offered
them
training
to
begin
doing
remote
learning.
E
So
I
would
say
back
to
the
infrastructure
question
that
counselor
campbell
raised
that's
going
to
be
critical,
whether
it's
a
a
system,
whether
it's
the
terrific
work
that
has
been
happening
out
of
the
mayor's
office
of
women's
advancement
with
a
small
group
that
should
be
scaled
but
bringing
in
child
support
organizations
and
family
child
care
systems.
Keeping
in
mind
that
a
tiny
provider
with
six
children.
If
they
wanted
to
get
into
the
upk
system,
they
would
be
the
caregiver.
The
proposal,
writer,
the
budgeter,
the
coach
and-
and
so
that
is
so.
E
We
we
need
to
think
about
scale
in
order
to
leverage
the
rich
diversity,
the
cultural
relevance
and
resonance
the
covid
friendly
small
environments.
All
the
things
that
are
making
family
child
care
could
make
it
incredibly
vital,
but
it
needs
a
different
kind
of
platform,
and
I
know
tiara
is
thinking
about
this,
but
it
is
a
huge
nut
to
crack
and
those
of
us
who
are
already
in
that
work,
you
know,
I
think,
would
be
important.
Voices
in
that
planning.
F
A
L
Thank
you,
so
I
just
want
to
just
give
a
quick
little
shout
out
to
dinah,
I'm
really
happy
to
hear
the
the
parent
voice
in
this
space,
and
I
think
that
a
lot
of
the
things
that
dinah
brought
into
this
space
are
things
that
I
struggled
with
as
a
parent.
There
is
this
whole
notion
in
terms
of
like
who
can
afford
to
send
their
child
to
early
childhood
care.
L
You
know
there
were
times
where
I
had
to
reduce
my
amount
of
hours
just
so
that
I
can
qualify
for
a
voucher
and
then
what
that
does
is
put
families
in
further
financial
hardship.
So
we
really
need
to
look
at
that
model
overall
in
terms
of
just
kind
of
how
it
works.
I
just
want
to
name
that,
and
I
also
think
that
I
love
marina's
comments.
She
was
bringing
in
that
data.
L
Thank
you
and
and
underscoring
the
whole
conversation
around
the
inequities,
because
I
do
think
in
many
ways
that
child
care
needs
to
be
seen
also
as
through
a
civil
rights
lens,
because
we're,
if
we're
really
talking
about
setting
children
up
for
success,
we
know
that
if,
if
young
people,
if
we
can
get
them
earlier,
that
they'll
have
a
better
outcome.
So
it's
just
a
no-brainer
and
the
fact
that
we're
even
having
this
conversation
to
me
is
just
like.
I'm
excited
about
it,
but
I'm
also
sad
that
we
even
have
to
fight
for
it.
L
So
just
want
to
like
put
that
out
there.
It
shouldn't
be
a
luxury
or
or
an
option.
It
should
actually
just
be
a
mandate
that
every
child
will
have
a
quality
seat
as
early
as
as
the
world
seems
so
so
I
think
I
just
want
to
name
that,
but
I
wanted
to
just
quickly
follow
up
with
tiara's
point
from
earlier
it
really
it's
a
really
it's
really
great
to
see.
L
D
Yes,
thank
you
so
much
for
your
question
and
I'm
going
to
try
and
remember
everything.
But
yes,
there
are
parent
cafes
offered
in
different
languages.
We
actually
work
with
the
provider
to
do
that.
So,
for
example,
at
bcnc
we
use
the
family
engagement
coordinator
to
to
work
with
the
countdown
to
kindergarten,
so
that
we
could
offer
the
parent
cafe
in
chinese
and
we
did
the
same
thing
at
b
at
age,
but
we
also
made
sure
that
we
sent
individual
letters
to
each
family
in
their
language.
D
We
made
sure
that
we
sent
phone
call
reminders.
What
are
they
called
phone
blasts
out
to
all
of
our
families
in
their
native
language
as
well,
and
then
not
only
that,
but
we're
translating
our
curriculum
in
vietnamese
and
chinese
this
year
and
our
community-based
programs
are
doing
that
for
us
and
it's
going
to
be
city-wide,
so
it's
open
source
and
families
will
be
able
to
benefit
from
it
and
then
families
first
is
translating
their
power
of
parenting.
D
Workshop
united
way
is
working
with
us
to
think
through
the
asq
screening
tools
and
there's
one
other
thing,
I'm
forgetting,
but
yes,
we're
constantly
thinking
through
dual
language
and
working
really
closely
with
the
office
of
english
language
learners
and
lastly,
we
did
also
have
a
viet
aide
right.
We
had
a
k2
pilot
to
really
look
at
ways
right,
jason.
You
want
to
talk.
B
B
I
think
we're
working
with
the
office
of
english
language
learners
to
think
about,
because
now
the
curriculum
goes
from
pre-k
all
the
way
to
second
grade,
and
there
are
structures
and
curriculum
structures
all
the
way
throughout,
and
so
that
children
will
have
sort
of
a
seamless
educational
experience
and
routines
that
they
start
in
pre-k
and
we'll
have
all
the
way
through
second
grade
so
and
languages.
Obviously,
dual
language
programs
are
a
big
piece
of
that.
Yeah.
L
Thank
you
for
that,
and
then
I
another
question
here
is
I'm
just
curious
for
the
eleven
percent
of
people,
students
who
are
learning
remotely
I'm
just
curious
about
what
their
access
to
internet
has
been
like
and
also
curious.
If
you
could
just
talk
to
me
a
little
bit
about
the
social
emotional
learning
for
for
students
and
kind
of
what
has
been
put
in
place
to
support
our
most
vulnerable
learners,
yeah.
D
D
L
Great,
thank
you
and
then
I
just
one
comment
that
I
wanted
to
make
about.
Amy's
testimony
is
that
I
think
it's
such
a
great
point
to
highlight
that
we
need
policy
and
procedure
changes.
So
it's
not
just.
I
think
we
need
to
look
at
the
whole
entire
gamut
in
terms
of
how
we're
going
to
redesign
and
reimagine
okay
pre-k.
I
think
that
there's
a
lot
of
work
that
needs
to
be
done
there
and
I
would
love
to
dina's
point
in
terms
of
family
voices.
L
I'm
really
happy
to
hear
that
there
is.
There
has
been
more
engagement
in
that
in
that
process,
but
I
I
think,
as
we
continue
to
have
this
dialogue
centering
it
on
the
families
and
and
and
kind
of
what
it's
like
for
them
to
navigate
is
crucial,
and
you
could
do
that
through
surveys,
and
I
would
also
venture
to
say
that
not
all
parents
are
connected,
I'm
not
all
parents
are
checking
their
emails
and
not
all
parents
have
smartphones.
L
So
I
think,
in
terms
of
the
outreach
we
need
to
think
beyond
just
kind
of
like
the
the
general
ways
that
we
do
business
like
and
that
would
include
engaging
barber
shops,
hair
salons,
like
really
thinking
outside
of
the
box,
because
there
are
a
lot
of
children
who
are
not
signed
up
for
pre-k
and
that
could
be,
but
because
families
don't
know
the
importance
of
it.
That's
just
kind
of
like
another
place
for
you
all
to
be
able
to
engage
families
and
also
solicit
feedback.
In
terms
of.
L
Why
aren't
they,
you
know
pursuing
it
and
what
are
some
of
the
cultural
barriers
that
that
they're
facing
as
it
relates
to
that?
But
we
don't
even
have
enough
seats.
So
why?
Even
like
even
think
about
how
we're
going
to
get
these
seats
right?
So
we
have
to
first
build
build
the
bench
before
we
can
sit
in
it,
and
then
I
just
love
the
idea
of
providing
training
and
stipends
for
family
members
to
take
on
the
role
of
care
providers
and
promoting
more
community
spaces.
L
I
think
that
that
is
crucial
and
I
just
want
to
underscore
that
as
a
workforce
development
strategy
in
terms
of
really
creating
opportunities
for
parents
to
step
into
these
roles.
It's
a
win-win.
For
many
reasons,
and-
and
I
think
it's
something
that
the
city
should
consider
investing
in
and
developing
that
pipeline,
and
I'm
I'm
happy
to
have
that
conversation
as
the
chair
of
workforce
development
and
what
that
could
potentially
look
like.
L
M
M
M
M
D
B
Sure,
but
I
was
just
wondering
yeah,
I
guess
this
is
good
to
see
so
again
how
many
children
are
in
the
city
of
boston
as
a
moving
target.
It's
probably
up
to
6
000
kids.
But
if
you
see
like
okay,
if
it
was
free
and
it
was
accessible,
how
many
people
would
use
it
and
now
mind
you?
This
does
not
include
charter
schools
or
catholic
schools,
but
you
could
well.
Catholic
schools
are
private,
but
anyways.
B
B
Maybe
up
to
800
seats
missing,
but
it'll
always
depend
on
the
neighborhood
and
family's
choice.
If
we
move
into
three-year-olds,
then
we
really
are
expanding
that
number
to
thousands,
and
so
we
would
have
to
think
about
how
to
build
it.
But
if
you
look
at
capacity
there's
plenty
of
community-based
programming
capacity,
but
then
then
the
effort
is
okay.
Do
they
want
to
buy
into
the
system?
Do
they
want
to
participate
in
coaching
curriculum?
Do
they
having
a
teacher
with
a
bachelor's
degree?
B
That's
compensated
the
public
schools,
some
programs
don't
want
to
do
that,
and
so
it's
sort
of
like
matching
the
program
with
with
the
product,
which
is
a
high
quality
program
that
has
no
wrong
door,
and
so
this
this
is
sort
of
the
balancing
act.
We'll
have
to
do
neighborhood
by
neighborhood,
but
we're
not
certainly
as
far
as
the
boston
globe
has
sort
of
said.
You
know
we're
a
couple
thousand
off
we're
not
that
far
off.
B
M
M
B
Be
able
to
provide,
I
would
say,
for
the
most
cases:
yes,
there
might
be
a
neighborhood
or
two
where
there
is
because
remember,
community-based
programs
are
not
100
enrolled,
so
odds
are.
We
could
find
your
space,
but
I
don't
want
to
say
guaranteed
100
percent,
but
I
would
say
it
would
eighty
percent
ninety
percent
likelihood
that
we
could
find
your
space.
B
But
the
trick
is
it's
always
a
relationship
between
the
public
schools,
enrollment
right
and
you
know
the
choice
system
there
and
what
is
available
in
the
community
and
then
which
community-based
providers
apply
to
be
in
the
program
and
then
where
they
are
in
the
quality
threshold.
But
I
would
say
we
are
getting
probably
between
80
and
90
likelihood
that
you,
you
would
get
a
space
okay
and
we
would
certainly
like
if
we
heard
like
a
neighborhood
that
really
needed
it.
B
We,
our
staff,
have
called
them
all
and
said:
hey
you've
got
a
community-based
space,
do
you
want
to
go
to
it
and
I
think
there's
only
been
like
one
or
two
instances
where
the
community-based
provider
was
like
no
and
we
were
like
why
not
and
so
but
but
for
the
most
part,
community-based
providers
have
taken
them
on
and
it
hasn't
been
an
issue,
but
I
know
tiara
or
anybody
else.
Joel
wanted
to
speak
to
that.
G
I
would
just
say
your
question
really
is
about
like
what
is
the
infrastructure?
What
is
the
who's?
The
air
traffic
controller?
Who
is
the
the
wizard
behind
like
what
does
the
family
want,
and
let
me
find
out
how
I
can
do
it.
The
equity
piece
around
you
know:
boston,
public
schools
is
a
free
public
school
program
for
six
hours
a
day,
so
coming
up
with
that,
so
it
it
is.
We
give
word
problem
answers
to
simple
data
questions,
because,
as
sharon
said,
the
complexity
of
the
way
the
system
is
currently
funding.
G
But
you
know
that's
what
that's
what
we're
thinking
about
for
communities,
because
many
of
the
funding
streams
come
with
requirements
or
you
know
eligibility,
and
so
we
know
all
that
it
can
make
it
very
hard
for
a
family
to
say
this
is
all
I
want.
Can
you
please
help
me
find
out
where
it
is,
which
also,
I
think,
with
the
city
census-
that's
happening
in
boston.
You
know
you're
the
first
city
to
do
that
to
really
understand
and
as
jason
said,
the
data
is
is
moving.
G
M
M
I
now
know
that
I've
got
a
path
and
if
I
don't,
I
don't
because
I
think
we
I
certainly
hear
that
a
lot
as
well
and-
and
I
know
that
when
I
think
I
had
raised
it
with
you
a
year
or
two
ago,
one
of
the
things
you
said
was
the
concern
is
like
you
know.
We
already
have
an
issue
where
our
like
most
connected
knowledgeable.
M
Parents
are
the
ones
who
sign
up
for
things
and-
and
we
already
have
that
problem
vis-a-vis
like
overall
school
enrollment,
and
if
we
push
that
back
to
being
like
the
most
connected
parents
for
the
kids
at
age.
Three,
like
maybe
that's
part
of
the
problem,
but
at
the
same
time
I'm
just
trying
to
think
through
it.
M
D
Yeah,
just
to
really
highlight
council
brock
that
we
did
launch
the
connector
in
september
of
2020,
which
means
that
our
upk
students
receive
priority
before
anyone
for
upk
seats
in
that
and
it
starts
with
low
income.
So
you
mentioned
we
sort
of
talked
about
avoiding
families
gaming,
the
system.
What
it
allows
is
that
non
I
mean
low-income
upk
families
get
first
priority
and
then
non-low-income
families,
and
if
there
is
an
excess
seat,
meaning
like
1k1,
2
k2s,
we
have
seats
in
all
of
those
two
k2s.
Does
that
make
sense?
So
we
have.
D
We
have
found
any
additional
seats
in
boston,
public
schools
and
pulled
half
of
those
as
priority
for
upk.
Our
upk
children
get
selection
first
and
then
those
seats
are
released
to
the
general
public.
So
we
have
prioritized
our
upk
students.
The
schoolman
system
allows
us
to
communicate
directly
to
the
bps
system
and
we
were
able
to
eliminate
the
pre-registration
process
for
families.
They
got
a
letter.
That
said,
you
know
good
morning,
tiara
you're,
a
upk
family
you're
eligible
for
the
connector.
D
Here's
a
map
that
shows
you
all
the
connector
schools
that
you're
eligible
for
and
we
have
handled
the
pre-registration
for
you.
Here's
a
registration
number,
so
all
you
need
to
do
is
go
into
the
welcome
center
or
have
a
virtual
appointment
and
we'll
walk
you
through
all
of
your
schools,
as
well
as
your
connector
options.
So
we
have
created
the
system
so
that
upk
children
have
priority.
B
And
then
I
just
want
to
add
that
superintendent
school
committee,
all
the
planning
enrollment
budget,
has
been
really
supportive
of
this.
It
was
a
monumental
change
to
get
the
school
district
to
think
of
beyond
its
own
system,
but
we
had
to
work
within
their
rules-based
enrollment
system,
and
so
that
literally
took
us
two
and
a
half
years.
B
Takes
leadership
then
like
because
tiara,
and
I
and
others
were
engineers,
but
someone
has
to
say
do
this
and
make
it
a
priority,
and
so
the
connector
we
believe
will
work.
I'm
I'm
sorry,
council,
council,
counselor,
sorry
savvy
george
said
it
was
not
working
and
you
heard
that
it
wasn't
functional
because
it
is
functional.
So
I'd
love.
We
would
love
to
hear
more
about
why
it
wasn't
functional
it.
A
A
It
was
an
unfortunate
experience,
but
one
that
we
really
should
have
been
ahead
of
you
know,
and,
and
certainly
we
can't
just
simply
look
back,
but
what
happened
has
to
inform
the
work
going
forward
and
I'm
grateful
and
I'm
you
know,
hundreds
of
families
are
grateful
that
the
system
now
works
for
students
and
for
our
children
across
the
district.
I
you
know
from
for
me
for
my
questions,
which
are
brief
and
then
we'll
go
to
a
second
round
second
round
of
questions.
A
I
asked
the
questions
I
think
I
know
the
answer,
but
is
that
similar
to
regular
bps
turnover
and
then
the
curriculum
that's
used
in
upk
programs
does
that
is
that
informed
at
all,
in
what
students
will
and
what
young,
what
our
kids
will
receive
when
they
enter
sort
of
the
traditional
k-12
system?
Is
you
know,
is
there
a
collaboration
and
connection
between
that
curriculum
and
the
upk
classroom
and
what
will
be
happening
in
k
to
12.
D
B
As
I
recall,
when
we
were
doing
this
measure
was
about
five
percent
and
then
community-based
programs,
like
I
said
it's
traditionally,
around
35
percent
upk
has
lowered
that
number
considerably,
so
even
18
and
covered
times
it's
probably
like
12,
15
or
12
to
15,
so
salary
does
make
a
difference
and
in
community-based
programs
they
they
do
not
have
the
resources
to
pay
their
teachers
as
much
so
upk
has
been
an
equity
and
a
compensation
disruptor
in
a
good
way.
It's
also
forced
us
to
give.
B
D
B
Well,
it's
one
thing
to
do
like
you
know
a
couple:
high
scope
studies
where
kids
do
well
all
the
way
to
you
know
now
I
think
they're
40
years
old,
but
what
we've
been
able
to
do
is
for
thousands
of
kids
and
the
basically,
when
we
first
started
the
research,
the
public
schools
had
a
really
strong
effect
size
and
really
improved
students
gains
by
about
six
months.
So
we
tested
out
in
community-based
programs
what
we
found
is
we
got
about
half
as
much
gains
in
community-based
programs,
but
it
was
harder
to
sustain.
B
Since
then,
we've
now
put
a
lot
more
infrastructure.
This
tiara
and
her
entire
team
and
we've
been
studying,
studying
the
quality
and
that's
sort
of
the
implementation
science
grant
and
the
the
rub
is.
It
can
be
just
as
high
quality
and
community-based
programs.
It
just
needs
the
supports
and
it's
the
variability.
So
I
think
the
answer
is:
students
will
do
well
in
community-based
settings
and
in
public
schools,
and
we
we
have
enough
data
to
support
that
contention.
B
So
you
can't
just
do
upk
like
we're
talking
birth
to
three.
You
also
have
to
do
public
school
reform
and
that's
really
kind
of
what
we've
been
doing
and
where
I
spend
most
of
my
time
with
my
staff
so
hold
the
public
schools
accountable
to
pre-k
through
second
or
third
to
to
make
sure
that
the
investment
makes
it
all
the
way
to
cass.
A
B
A
See
how
important
all
these
early
efforts
are-
and
you
know
just
want
to
reiterate
how
important
that
partnership
is
between
the
upk
teachers
and
the
boston,
public
schools,
teachers
and
sort
of
those
classrooms
need
to
there
needs
to
be.
You
know
we
have
the
connector,
but
there
also
needs
to
be
connections
between
educators,
so
that
there
is
this
and
I
love
you
know-
we've
used
the
word
seamless,
looking
at
my
notes
here,
a
couple
of
times:
seamless
funding,
seamless
partnership,
seeing
seamless
educational
experiences.
A
You
know
that
those
components
are
so
critical
to
a
student's
success,
and
you
know
I
know
that
you
know
we
in
this
discussion
today
and
this
hearing
today
are
all
on
the
same
page.
But
you
know
as
we
as
we
talk
more
about
how
important
that
is
and
how
critical
those
relationships
are
between
people
and
between
groups
of
kids.
It's
really
great.
Thank
you
for
that.
That's
it
for
me,
counselor
campbell
or
any
other
colleagues
that
have
a
second
round
of
question,
just
being
mindful
that
we
are
approaching
two
hours.
C
My
last
question-
and
I
know
this
is
ongoing,
given
looking
at
the
time,
is
the
federal
dollars.
City
of
boston
is
obviously
getting
millions,
boston,
public
schools
getting
millions
and
we're
going
into
budget
season,
but
what
percentage
of
those
dollars
that
are
going
to
bps
are
being
used
to
expand
access
to
quality
care?
What
percentage
of
those
dollars
are
being
used
to
create
greater
infrastructure
for
the
birth
to
three
sort
of
gaps
that
currently
exist?
That's
my
last
question.
B
C
Whether
it's
through
the
public
school
system
or
the
mixed
delivery
model,
anything
that
touches
universal
pre-k,
it
could
be
training,
it
could
be.
It
could
be
small
business
support
for
for
early
ed
providers,
for
example
right
some
of
the
small
businesses
that
do
this
work,
so
anything
that
touches
early,
ed
and
and
and
child
care
be
curious
to
know
what
percentage
of
the
federal
dollars
that
we're
receiving
it's
going
to
that.
B
C
So
just
focusing
on
birth
to
five,
okay,
so
yeah
exactly,
and
so
there
was
a
figure
that
you
know.
Maybe
bps
was
getting
400
million
dollars.
Obviously,
the
city
of
boston
as
a
whole
is
getting
a
lot
more
than
that,
so
they
may
be
looking
at
the
400
million
or
so
or
whatever
it
is
that
bps
is
getting,
but
also
the
city
as
a
whole
is
getting.
How
much
of
that
federal
infusion
of
money
that
we're
getting
is
going
towards
these
efforts.
G
Good
question
yeah:
what
are
we
doing
with
it
right?
I
think
I
was
actually
on
the
boston.
Ed
funders
call
this
week
with
the
superintendent
and
that
question
did
come
up
at
a
similar
like
what's
happening
with
the
funding
and
part
of
the
challenge
that
I
pointed
it
out
is
the
early
ed
funding
goes
from
the
state
through
the
department
to
programs
or
through
grants
right.
So
that's
that
question
is
even
more
important
about
how
is
the
510
million
for
the
american
rescue
plan
going
through
eec?
G
B
Will
tell
you
that
jesse
released
a
remote
early
childhood
grant
that
we
applied
and
received
480
000
and
that's
going
to
be
for
summer
school
learning
kits
for
kids
using
summer
school,
and
that
and
and
we're
also
combining
that
effort
with
upk
and
also
the
ymca
also
has
their
own
funding
and
they're
going
to
be
serving
700
additional
kids.
But
that's
like
a
specific
example:
you're
asking
a
larger
one,
we'll
get
you
an
answer.
E
If
I
can
just
say
I
I
just
want
to
underscore,
I
know
you
guys
know
how
to
figure
out
the
city
money
and
the
bps
money,
but
I
want
to
raise
an
important
point
about
paying
attention
to
the
distribution
of
the
state
money
directly
to
child
care.
What
amy
was
just
talking
about
your
voices
can
be
incredibly
important
here.
Two
points
for
you
to
know:
one
is
that
that
money
is
not
going
to
arrive
in
programs.
The
december
package
won't
arrive
in
programs
until
july.
E
The
biden
march
arp
package
won't
arrive
until
october.
A
lot
of
us
are
struggling
from
now
until
then
very
very
hard
to
to
plan
budgets,
and
so
I
just
want
to
mention
that
there,
the
notion
of
bridge
funding
or
in
some
ways
what
the
boston
resiliency
fund
did
for
those
of
us
who
pivoted
quickly
to
open
emergency
care,
might
be
something
you
all
want
to
inquire,
I'm
not
trying
to
take
more
out
of
your
pot,
but
these
are
for
programs
in
your
city.
E
So
I
think
that
is
something
to
consider
and
then
the
other
is
to
be
advocates.
The
legislature
has
been
incredibly
supportive
of
child
care
funding.
The
executive
office
plays
a
very
important
role
in
how
the
the
supplemental
budget
goes
through
the
legislature,
and
I
think
it's
very
important
that
you
raise
your
voices
about
the
importance
of
that
being
maximized
into
a
direct
program
and
the
kinds
of
infrastructure
that
you're
talking
about.
So
please
be
vigilant
on
that.
We.
C
Will
need
your
absolutely
no
absolutely.
This
is
great
and,
and
part
of
my
question
was
really
getting
out
of
the
piece
of
it
is
there's
that
short-term
relief
that
people
are
already
going
to
need
right
now
to
sort
of
keep
sustain
them
until
they're
able
to
get
future
funding.
Thank
you,
councillor.
Sabi
george.
I
look
forward
to
continuing
the
conversation.
C
A
Perfect
timing
and
we
do
have
additional
comment
and
question
from
counselor
mejia
and
counselor
bach.
I
personally
have
a
hard
stop.
So
I'd
like
to
turn
the
rest
of
this
hearing
over
to
the
lead
sponsor
who's.
Also
vice
chair
of
the
education
committee,
councillor
campbell,
so
we'll
go
to
council,
mejia
and
council.
You
are
all
in
very
good
hands
with
council
canada.
Thank
you.
Councillor.
C
L
Yeah,
no
thank
you
counselor
at
campbell
and
counselor
sapi
george.
I
actually
don't
have
any
further
questions
I
just
want.
I
didn't
have
my
hand
up,
but
since
I
have
the
mic,
I
just
want
to
say
thank
you
to
the
administration
and
to
everyone
who
participated
in
this
conversation,
I'm
looking
forward
to
the
next
steps
and
rolling
up
my
sleeves
and
going
after
those
dollars
that
we
need
to
make
all
of
this
happen.
So
thank
you
so
very
much
for
all
your
hard
work.
M
Yeah,
just
two
things
I
mean
one
is
just
to
say
that
I
think
you
know,
as
you
alluded
to
counselor
campbell,
it
is
budget
season
and
I
think
one
of
the
things
we've
been
clear
with
bps
that
we
will
also
be
chasing
in
our
hearings
with
them
is
about
the
federal
funding
and
what
their
plan
is
for
that,
and
I
agree
with
you
that
if
we
don't,
if
you
don't
actually
chunk
it
out
and
ask
well
what
are
we
doing
for
zero
to
five?
It's
very
easy
for
us
to
miss
zero
to
five.
M
M
I
have
a
district
that
really
is
challenged
by
a
lack
of
schools,
in
particular,
if
you're
in
the
fenway
you're
about
as
far
from
an
elementary
school
as
anybody
in
the
city,
and
it
it
it's
just
it's
hard
it's
hard
for
us
to
to
create
those
visible
pathways
into
bps.
For
folks,
it's
not
that
everybody,
as
we
know
in
the
city,
gets
a
neighborhood
school,
but
it's
just
a
question
of
like.
M
Do
you
see
options
that
are
even
like
you
know
less
than
two
miles
away,
and
so
I
think
that
I
think
when
we
first
talked
at
the
beginning
of
my
term.
You
know
one
of
the
things
that
I
was
thinking
about
is:
is
there
a
way
for
these
upk
seats
and
the
and
kind
of
partnership
with
the
community
based
organizations
to
be
like
a
bridge
that
gives
people
that,
like
first
sense
of
like
bps,
is
in
my
neighborhood
and
there's
a
road
into
a
into
a
school?
M
D
Yeah
I
mean
I
would
just
start
by
saying
we
do
you're
right.
We
only
have
one
community
based
organization
in
the
fenway
area,
which
is
our
ymca
rth.
We
for
every
seat
that
they
say
they
need
available,
we're
prepared
to
fund
and
that's
how
we've
been
doing
it.
As
they'll
say
we
have
another
four
year
old
and
and
we'll
fund
the
space.
But
it's
it
may
not
be
two
miles
within
two
miles
for
your
families,
so
that
that
that
I
think
is
where
the
challenge
is
and
we'll
continue
to
seek.
D
Programs
in
that
area
encourage
them
to
apply
for
upk.
But
I
also
it
sounds
like.
One
of
the
things
we
need
to
consider
is
what,
if
the
program
doesn't
become
a
upk
program,
how
do
we
make
sure
that
there's
still
that
connector
for
them
into
bps
and
so
jason?
I
think
one
of
the
things
I
would
say
is
we
definitely
could
go
back
and
talk
to
boston,
public
schools
about
the
k2
option,
but
I
don't
know
if
you
have
anything
else
to
add.
B
Well,
I
mean
like
this
morning
we
were
on
a
call
trying
to
recruit
new
providers
to
the
uk
world,
and
you
know
if
you
could
push
whoever
you
think
wants
to
do
it
in
that
direction.
I
I
still
think
du
vlog
is
kind
of
the
perfect
partner
in
this
just
because
they're
there
and
they
have
expertise
in
every
childhood
and
they
seem
to
be
wanting
to
form
an
identity
and
a
partnership
in
the
community.
So
that's
that's
one
place.
B
I
think
I
was
struck
in
your
community
meeting
by
family
saying
we're
going
to
leave
the
city.
If
you
don't
solve
this
like
when
our
kids
get
three,
we
bail
because
we
just
don't
see
access
to
the
public
schools,
so
I
do
think
it's
an
important
thing
and
I
you
know
I've
delivered
that
message,
but
I
think
we
we
need
probably
a
more
coordinated
effort,
particularly
with
bu
and
reelock.
M
Yeah,
I
agree
and
yeah
I
mean
bu
luck:
has
their
institutional
master
plan
up,
so
they've
actually
just
been
sort
of
forming.
You
know
reaching
out
to
neighborhood
stakeholders
and
I
feel
like
it's
the
first
time
that
they're
really
like
a
you
know.
The
new
entity
is
really
like
entering
the
community
in
that
way,
so
this
has
definitely
been
on
the
top
of
my
radar,
but
I
think
it's
just
something
that
we
all
should
connect
more
about,
so
I'm
very
distracted
now
by
council.
I
know
baby.
C
C
C
That's
right
and
this
clearly,
you
know
we
have
a
lot
of
more
a
lot
more
work
to
do
and
we'll
continue
that
in
partnership,
of
course,
and
hayden
agrees,
he'll
join
those
conversations
too,
but
really
appreciate
each
and
every
one
of
you.
I
want
to
give
a
special
shout
out
to
central
staff
again
for
hosting
these
hearings,
so
the
people
behind
the
scenes
and
then
ellie
my
chief
of
staff,
thank
you
for
all
the
work
and
coordinating
all
of
you
guys.