►
From YouTube: Committee on Education on December 7, 2017
Description
Docket #0196 - Order for a hearing regarding the regulations and enforcement of the residency policy for Boston Public School students.
A
I'm
joined
by
lead
sponsor
in
vice-chair
of
this
order:
city,
councilor,
Aneesa,
asabi
George
I
want
to
remind
you
that
this
is
public
hearing
it's
being
recorded
and
will
be
broadcast
on
Comcast
channel,
8,
RC,
n
channel
82,
Verizon,
1964
and
online.
Please
silence
your
cell
phones
and
other
devices
will
also
take
public
testimony
and
I
appreciate
it.
If
you
would
sign
in
and
be
sure
to
check
off
the
box
to
testify,
please
state
your
name
affiliation
residents
and
limit
your
comments
to
a
few
minutes
to
ensure
that
all
comments
and
concerns
can
be
heard.
A
Today's
hearing
is
on
docket
number
zero
one.
Nine
six
order
for
hearing
regarding
the
regulations
and
enforcement
of
the
residency
policy
for
Boston
schools,
Department
and
I
would
like
to
thank
Monica
Roberts
assistant,
superintendent,
of
engagement
for
the
Boston
Public
Schools
and
Carolyn
McNeil
Ombudsperson
for
the
Boston
Public
Schools
for
joining
us
this
morning,
counselor
asabi
George.
B
B
It's
my
understanding
that
there
have
been
some
significant
improvements
and,
as
a
result
of
those
improvements,
there
have
been
a
number
of
cases
or
an
additional
number
of
cases
that
have
come
forward
for
me,
residency
or
the
skirting
of
the
residency
requirement
and
our
boss.
Public
schools
is
really
a
theft
of
services.
It
is
certainly
not
a
problem.
I
have
with
our
children,
our
students
that
attend
our
schools.
It's
a
problem
of
parents,
choosing
to
skirt
the
system
and
to
falsify
residency
documents
or
to
move
during
a
student's
time.
B
In
our
schools
and
not
update
their
records
with
Boston,
Public
Schools,
so
I'm
excited
to
learn
about
all.
That's
happened
over
the
course
of
the
last
18
months
or
so
and
understand
how
we
can
do
more
to
improve
the
process
both
to
protect
our
seats
for
our
students
and
to
make
sure
that
those
that
are
skirting
the
system
and
stealing
services
and
seats
from
our
kids
are
held
accountable
and
billed
accordingly.
As
a
thank
you
chair
for
that
and
I
look
forward
to
hearing.
Thank.
A
You
very
much
I
think
in
addition
to
our
lead
sponsors
comments,
I
think
it's
also
important
to
understand
that
the
city
of
Boston
is
a
high-cost
area
and
that
people
are
being
displaced
every
single
day.
My
office
on
a
weekly
basis
attends
to
50
60
families
that
are
being
displaced
and
having
to
move,
and
so
I
would
really
also
like
to
hear
any
connection
that
the
Boston
Public
Schools,
Department,
Neighborhood,
Development
and
others
are
making
around
these
areas
and
issues,
and
we
know
that
our
individual
is
defined
as
homeless.
A
Actually,
I
think
the
other
component
is
that
the
definition
and
requirements
to
be
considered
homeless
in
the
state
of
Massachusetts
have
changed
in
the
past
couple
years
and
the
requirement.
Now,
if
you
were
to
say
that
you
are
sleeping
on
the
couch
of
a
family
member,
then
you
are
actually
in
in
this
state
not
considered
homeless,
which
is
really
problematic,
and
so
I
guess,
with
the
issues
or
$2,200
a
month,
one-bedroom
apartments,
which
is
the
average
in
the
city
of
Boston
and
those
and
knowing
that
your
student
population
is.
A
Many
of
the
students
and
families
are
would
have
been
defined
in
the
old,
free
and
reduced
lunch
pool
and
they're
poor.
What
is
happening
in
that
space
and
I
think
that's
a
complicating
factor
when
it
comes
to
these
issues.
So
we
look
forward
to
your
testimony.
Testimony
Monica,
Carolyn,
whoever's,
good.
C
Morning,
Thank
You,
chairman
Jackson
and
councillor
sabi
George
for
having
us
here
today.
What
a
record
my
name
is:
Monica
Roberts
I
am
the
assistant
superintendent
of
the
office
of
engagement
and
I'm
Kali.
Here
with
my
colleague,
Carolyn
McNeil
was
I'm.
Our
Ombudsperson
for
the
Boston
Public
Schools
I
will
start
with
just
a
kind
of
an
overview
of
the
residency
verification
process
as
it
starts
from
the
beginning
when
families
are
coming
into
the
system.
C
Carolyn
will
talk
about
some
of
what
we've
been
doing
on
the
investigatory
front
in
a
progress
that
we've
made,
the
Boston
Public
Schools
requires
registered
students
to
be
Boston
residents.
Residency
is
defined
as
the
place
where
a
person
dwells
permanently
not
temporarily
and
is
the
place
that
is
the
center
of
his
his
or
her
domestic
social
and
civic
life
when
registering
for
school.
For
the
first
time,
families
must
produce
two
proofs
of
residency.
Francie
verification
is
not
required
again
after
initial
entry.
C
At
this
time,
BPS
employs
one
wasn't
a
scene
investigator
who
reports
to
the
Ombuds
person
to
address
suspected
violations
of
this
policy
reported
through
the
residency
fraud
hotline.
It's
important
to
note
that
does
these
requirements
do
not
apply
to
individuals
and
families
who
are
identified
as
homeless
welcome
services
and
the
Ombuds
person
are
currently
developing
guidance
for
school
staff,
including
teachers
outlining
potential
signs
that
a
student
may
not
live
in
a
city
and
stuffs
to
be
taken
when
this
is
suspected.
C
Given
the
distance,
many
of
our
students
travel
to
school
and
other
family
and
neighborhood
factors,
EPS
is
addressing
this
cautiously.
We
do
not
want
schools
to
over
identify
families
from
historically
marginalized
populations
who
may
be
experiencing
life
challenges
that
result
in
behaviors
that
raise
inaccurate
suspicions
of
non
residency.
Examples
include
persisting
tardiness,
late,
drop-off,
a
pickup
for
walkers
and
student,
stop
reporting
moving
to
another
or
city
or
town,
all
of
which
could
be
indicators
of
homelessness
as
well.
C
Families
can
but
are
not
required
to
report
to
homeless
status
to
their
child's
school
until
we're
also
working
on
how
we
improved
that
sort
of
communication
due
to
school
and
back
to
the
district.
It
is
worth
noting
that
families
who
want
to
cheat
the
system
can
often
find
ways
to
produce
the
required
documentation
to
circumvent
the
rules.
This
includes
renting
or
owning
a
boston-based
residence,
while
living
elsewhere
or
having
friends
and
family
who
allow
use
of
their
address.
C
It
is
difficult
to
detect
and
confirm
such
cases,
which
is
why
we
have
the
investigation
officer
with
these
challenges
in
mind.
The
Boston
Public
Schools
has
a
internal
team
working
on
three
potential
options
on
how
we
might
really
proactively
get
at
the
residency
issue
and
part
of
what
we're
looking
at
is
the
feasibility,
because
some
of
them
might
require
negotiating
negotiations
with
different
Union
bodies,
as
well
as
the
equity
impacts
and
making
sure
that
we
are
not
negatively
impacting
families
who
are
already
experiencing
challenges.
So
we
are
going
through
our
planning
and
vetting
process.
C
We
hope
to
start
gathering
community
and
family
input
in
the
spring.
Obviously,
we
want
to
also
hear
from
the
Boston
City
Council
members
as
to
their
thoughts
on
some
of
the
options
that
we
are
hoping
to
propose.
I
think
most
critically
is,
as
in
the
current
climate
that
we're
in
we
have
been
thinking
about
this
issue
of
equity.
C
We
know
that,
for
many
of
our
families,
a
lot
of
our
families
each
year
are
entering
into
the
state
and
into
the
country
very
recently
and,
quite
frankly,
producing
the
residency
requirements
is
challenging
if
you
are
new
to
the
city
new
to
the
state,
and
so
these
are
some
of
the
factors
that
we're
looking
at
as
we
are
looking
to
our
options
and
with
that
I'll
turn
it
over
to
Carolyn.
Thank
you.
D
Good
morning
and
thank
you
for
inviting
me
to
testify
on
behalf
of
the
Boston
Public
Schools
regulation
and
enforcement
of
the
bps
residency
policy.
This
is
a
very
important
issue
and
we
are
pleased
that
you
are
convening
another
discussion
on
this
topic.
My
name
is
Carolyn
McNeil,
the
Ombudsperson
for
the
Boston
public
school
district
I
serve
as
an
objective
and
neutral
party
test
listening
and
investigating
complaints
within
the
Boston
Public
School
System.
D
The
Ombudsperson
is
a
central
point
of
contact
and
resource
for
parents
and
other
members
of
the
community
who
have
concerns
related
to
our
schools
in
the
district.
I
represent
the
superintendent's
office
and
part
of
my
related
duties
is
overseeing
the
resident
residency
investigations
for
the
district
mayor
Walsh,
along
with
superintendent
Chang,
are
working
together
to
create
a
more
equitable,
coherent
and
innovative
school
system.
D
They
greatly
value
City
residents
having
full
access
to
our
public
schools
and
a
strong
residency
policy,
and
the
rigorous
enforcement
supports
these
values,
as
the
state
continues
to
provide
less
and
less
reimbursement
to
school
districts.
It
is
important
that
Boston,
Public
School
seats
are
filled
with
our
residents
in
determining
residency.
Eps
reserves
the
right
to
request
a
variety
of
documentation
and
to
conduct
an
investigation
into
where
a
student
actually
resides,
because
residency
can
and
often
does
change
for
students
and
their
families.
D
D
We
are
particularly
particularly
sensitive
to
the
needs
of
our
families
from
historically
marginalized
populations
who
may
be
experiencing
life
challenges
that
result
in
behaviors
that
raise
inaccurate
suspicion.
The
Boston
Public
School
District
receives
information
of
residency
violations
from
a
variety
of
sources,
including
our
anonymous
tip
line,
teachers
and
school
administrators
families,
students
and
community
residents.
All
tips
and
information
are
followed
up
on
and
vigorously
investigated.
D
Our
residency
policy,
which
was
revised
in
September
2013,
to
include
eligible
students
applying
to
exam
school
states
that,
in
order
to
attend
a
boston
public
school,
a
student
must
actually
reside
in
the
city
of
boston.
The
residents
of
a
minor
child
is
presumed
to
be
the
legal
primary
residence
of
the
parents
or
guardian
who
have
physical
custody
of
the
child.
D
Residency
is
defined
as
the
place
where
a
person
dwells
permanently
not
temporarily
and
is
the
place
that
is
the
center
of
his
or
her
domestic,
social
and
civic
life
life.
Our
policy
is
outlined
in
detail
on
our
website.
It
is
distributed
to
families
through
our
family
and
Student
Handbook
and
annually
to
every
student
at
a
family
attends
school.
Thank
you
thank.
B
Opening
what
Carolyn
armonica
would
you
walk
me
through
the
process
of
confirming
a
student's
residency,
so
I'm,
applying
to
Boston,
Public,
Schools
or
I'm
applying
to
take
one
of
the
exams?
It
doesn't
matter
which
one
I'm
just
sort
of
curious
about
the
documents
that
are
required
and
all
of
that
so.
C
We
have
so
we
asked
families
to
bring
in
two
of
six
proofs
of
residency.
So
usually
it's
a
utility
bill.
We
can't
do
you
things
like
mobile
phones,
a
lease
or
a
statement
of
affidavit
from
a
landlord
or
whoever
you're
staying
with
so
there
they're
about
six
documents
that
families
can
bring
in,
they
have
to
physically
bring
them
in.
C
They
have
to
be
within
I,
believe
the
last
60
days,
which
is
why
I
presents
a
challenge
for
our
families,
who
are
recently
relocating
to
the
city,
and
so
our
team
checks
them
against
their
identification
and
makes
copies
and
those
go
on
record
as
part
of
their
registration
process
for
the
exam
schools.
It
says
some
of
the
process,
except
for
your
coming
in
just
for
it
to
take
the
test.
So
then
we
are
issuing
you
proof
or
a
certificate
that
you
have
come
in
verified
residency.
B
D
Generally
speaking
will
get
information,
whether
it's
an
email
or
a
tip
through
you
know,
a
phone
call
and
the
residency
investigator
will
follow
up
with
the
person
who
calls
and
generally
speaking,
I
would
say
we
don't
get
an
awful
lot
of
anonymous.
It's
for
the
most
part.
It's
either
a
teacher
or
principal
administrator,
more
likely
than
not
the
residency
investigator
follows
up
asks
for
as
much
information
as
possible
and
then
again,
based
on
the
information.
We'll
do
a
series
of
observations.
D
We
are,
we
have
probably,
within
the
last
year,
started
working
with
the
assessing
office,
the
assessor's
office
and
inspectional
services.
So
that's
netted
us
some
really
really
good
information,
and
so
we
work
closely
with
them,
and
so
it's
it's
I
think
for
the
most
part
we
a
lot
of
it
is
observational
and-
and
you
know,
information
that
we
find
from
other
outlets
and.
B
And
I
and
I
know
I've
reached
out
to
the
school
district
in
Revere
and
I
think
for
their
7,000
students,
or
so
this
was
a
little
bit
ago.
So
my
memory
might
family,
but
in
Revere
they
have
something
like
7,000
students
that
attend
their
schools.
We
have
57,000
and
they
have
two
or
three
investigators,
and
then
you
know
similar
case
in
Milton,
and
those
two
districts
on
occasion
are
probably
more
than
just
on
occasion
and
have
students
that
are
Boston
residents
attending
their
schools.
And
so
there's
this
back
and
forth.
B
E
D
B
B
Have
to
investigators
they
it's
certainly
fewer
students
than
we
have
in
the
city
of
Boston.
Can
can
you
talk
about
the
last
time
that
the
this
or
the
last
time
the
residency
policy
was
updated,
was
in
2013
and
are
there
any
efforts
to
update
it?
That's
four
four
plus
years
ago
now
there
are
any
efforts
to
update
it.
D
D
E
D
Two
were
investigated,
were
homeless
and
allowed
to
stay,
and
22
cases
went
unresolved
now
I
want
to
sort
of
clarify
that
22
cases
that
went
unresolved.
We
get
a
lot
of
tips
and
a
lot
of
information
or
suspicions
of
families
that
aren't
residents,
but
we
need
a
physical
address.
So
it's
not
enough
to
say
you
know
a
student
said
that
they're
living
in
Brockton
or
they're
tired
because
they
have
a
long
car
ride.
D
We
need
a
physical
address
and
and
oftentimes
that's
that
becomes
challenging.
We
do
not
follow
cars,
you
know
we
don't
we
will.
The
investigator
will
if
they
have
a
suspicion
that
a
family
is
coming
from
out
of
the
district.
There
are
occasions
where
he
will
look
and
wait
for
a
car
and
get
a
license-plate
registration
and
run
and
run
the
plate,
but
it's
it
becomes
tricky.
We
need,
we
need
it
sometimes
more
information
than
then
we
get.
A
D
A
B
D
B
So
so
it
could
be
possible
that
we're
paying
for
students
to
get
out
of
district
placement
because
we're
not
meeting
their
needs
in
the
city
and
it
could
be
for
special
needs.
It
could
be
for
vocational
Edie
and
while
we're
paying
for
them
to
attend
this
other
school,
they
could
move
out
of
the
city.
And
we
don't
have
that
updated
information
and
we're
continuing
to
pace.
So.
D
B
D
B
Okay,
so
that
I'm
happy
to
see
an
increase,
I
am
I'm
sort
of
concerned
about
this.
This
mismatch
between
the
number
of
investigators
we
have
one
in
the
city
of
Boston
and
other
outside
districts.
Have
more,
can
you
can
you
talk
about
sort
of
some
of
its
the
typical
cases
for
me,
I
am
certainly
concerned
about
a
student
who's
experiencing
homelessness
that
we're
not
discharging
them
and
that
we
remain.
You
know
we
protect
them
under
the
federal
and
state
law
that
we
should,
but
I
often
hear
of
cases
of
you
know.
B
This
theft
of
resources
is
often
with
families
that
have
assets
that
have
wealth,
that
own
multiple
properties,
both
inside
and
outside
of
the
city,
and
is
there
sort
of
a
profile
that
might
fit
or
several
profiles
that
might
fit
of
the
the
typical
student
or
family.
That
is
skirting
the
system.
I,
don't.
D
Think
that
there's
any
particular
profile,
I
I
will
say
that
I
think
a
number
of
students
start
in
our
district
and
parents
have
the
resources
and
they
decide
to
move
and
buy
outside
of
continue
to
attend
our
schools
and
I.
Don't
know
if
it's
a
matter
of
educating
them
that
they
think
that
this
is
perfectly
okay
I.
You
know,
I
can't
answer
that,
but
I
think
that
that's
more
than
more
often
the
case,
the.
D
A
D
A
A
I
think
there
probably
is
a
priority
there
terms
of
that
that
expenditure
and,
in
addition
to
the
fact
that
those
that
those
dollars
are
actually
going
out
of
district
and
so
I
think
that
there's
a
component
there.
So
what
are
we
doing
relative
to
students
who
are
displaced
right?
So
we
we
have
many
because
of
the
economy
in
which
we
live
in
there's
many
creative
ways
that
people
are
living
in
Boston.
D
Over
to
you
that
I
think
in
in
my
role,
I
have
sort
of
a
unique
perspective
in
that
I
work
with
a
lot
of
different
city
agencies
and
nonprofits,
and
so,
if
there
are
families
that
come
to
my
attention,
I
am
more
than
happy
and
willing
and
often
do
make
recommendations
or
connect
people
with
different
resources.
We
have,
on
a
number
of
occasions
worked
with
the
office
of
housing.
Stability
under
DND
and
I've,
been
able
to
I,
know
for
a
fact
place
three
families
with
them
and
get
them
housing.
C
I
think
part
of
the
reason
why
we
are
still
really
looking
at
the
options
that
we
are
are
considering
is
because
we
want
to
make
sure
that
and
our
chefs
we
don't
negatively
impact
that
particular
set
of
family.
So
we
are
as
I'm
moving
forward
we're
looking
at
that,
ensuring
that
we
are
not
and
equitably
and
harming
any
set
of
families
in
terms
of
the
resources
and
how
we're
attending
one
of
the
things
is
that
families
have
the
greatest
connection
with
their
school,
not
at
the
district
level,
and
so
we
want
to
make
sure.
C
Often
our
school
nurses
are
the
first
once
you
are
hearing
from
folks
as
well
as
teachers.
So
we
try
to
make
sure
that
they
have
information.
We
have
what
we
call
an
asset
map
that,
when
you
launched
in
the
last
year
or
two,
which
is
on
our
district
website
and
our
partner
bps,
where
folks
can
look
at
what
our
resources
by
neighborhood.
So
if
I
am
a
school
teacher
or
a
school
leader
and
I'm,
not
sure
what
is
in
the
neighborhood
that
that
family
is
and
I
can
use
that
as
one
resource.
C
We
also
have
our
office
of
homeless
education,
our
homeless
education,
Resource
Network,
which,
although
they
primarily
are
there
to
serve
our
homeless
families,
do
support,
provide
information
to
any
of
our
families
who
are
experiencing
any
challenges,
and
so
they
are
often
able
to
direct
families
to
and
provide
school
supplies
and
resources
to
help
direct
them
to
programming
within
a
community
to
direct
them
to
folks
who
are
working
on
housing.
I.
C
Think
one
of
the
exciting
things
that
we
are
in
a
process
of
doing
because
of
the
expected
influx
of
families
coming
from
puerto
rico's
when
you've
been
working
across
departmentally
and
across
the
city
to
and
bringing
in
or
organizations
or
in
a
community
who
are
serving
families.
To
think
about
how
we
collaboratively
begin
to
think
about
supports
for
families
and
part
of
our
conversation
is
how
do
we
deal
with
housing?
A
When
I
became
chair,
there
were
1500
homeless
students
and
now
there's
4,000,
and
so
it
is
I
think
really
thought
a
thought.
Provoking
idea
to
begin
to
think
about
how
the
district,
which
has
one
of
the
deepest
connections
with
families
in
the
city
of
Boston,
prevents
homelessness
and
is
an
early
indicator
serves
as
a
resource
in
terms
of
how
we
can
think
about
some
of
these
issues
and
I,
and
it's
much
cheaper
to
pay
one
month
of
back
rent
then
to
have
somebody
in
the
homelessness
system.
D
A
But
I
think
the
biggest
issue
that
we
have
and
I'm
only
going
to
speak
as
in
my
district,
is
that
the
resources
are
tapped
out,
and
so
we
and
I
guess
the
question
would
be.
What
would
some
of
those
dollars
be
even
better
used
directing
them
towards
those
families,
because
we
get
calls
every
day
that
are
dealing
with
this
one
component
around
the
residency
piece
that
I
also
wanted
to
know.
We
actually
did
I
was
part
of
the
committee
that
looked
at
residency
relative
to
employees
at
Boston,
Public
Schools.
A
A
A
D
But
we
have
been
refining
you
know
and
working
very
very
closely
with
the
city
on
this
particular
issue,
and
what
complicates
this
issue
for
us
and
has
is
the
number
of
unions
and
the
complexity
of
job
titles
and
not
and
them
not
necessarily
fitting
into
specific
boxes.
So
we
have
spent
the
last
six
months
going
over
everything
with
a
fine-tooth
comb.
We
have,
we
have
I,
believe,
put
classified
our
employees
into
three
big
buckets
and
certainly
there
are
some
that
are
exempt,
but
those
that
are
not
exempt
from
the
residency.
A
During
the
during
the
process,
bps
did
stand
out
as
a
department
that
actually
did
not
have
the
information
that
we
needed
and
I.
Also
as
we
have
these
conversations
about
enforcement
of
families
that
are
in
the
district
I
think
it
is
very
important
that
the
Boston
Public
Schools
look
at
itself
in
the
mirror
relative
to
its
own
enforcement
of
the
employees
that
are
supposed
to
be
living
in
the
city
of
Boston
I
can't
councillor
McCarthy.
Thank.
F
Thanks
very
much
I
was
listening
to
councillor
George's
questions
in
my
office,
so
a
lot
of
them
has
been
covered,
I'm
not
going
to
go
over,
but
I
just
want
to
say
you
know
you
and
Stevie
Hickey
do
a
great
job
with
very
little
resources,
and
you,
of
course,
are
on
speed
dial
on
the
McCarthy
council
chamber.
So
I
want
to
thank
you
for
really,
above
and
beyond
everything
that
you're
always
so
responsive,
and
we
appreciate
that
and
I
know.
F
A
B
D
Is
so
this
year
1718?
This
is
through
December
5th.
We
have
38
cases
which
I
looked
at
the
numbers
at
about
this
time
last
year
and
we
were
pretty
much
on
par.
Same
number
same
around
the
same
number,
10
students
have
been
discharged.
Thus
far
this
year,
6
students
were
resolved
with
the
finding
that
students
were.
In
fact,
residents
of
Boston
for
students
investigated
were
listed
as
homeless
and
I
know.
Three
of
those
four
were
siblings
and,
as
is
often
the
case
and
right
now,
we
have
18
active
cases
under
investigation.
C
D
Some
of
these
take
longer
than
others,
I
mean
there's
no
sort
of
average
in
terms
of
the
investigatory
process.
You
know
one,
and
there
are
cases
that
sort
of
we
look
and
follow
and
track
from
one
year
to
the
next,
because
there's
suspicion,
but
we
don't
quite
have
all
of
the
information.
So
a
lot
of
this
is
in
flux.
Do.
D
A
And
I
think
that's
the
connection
and
I
think
Monica
just
brought
it
up.
So
this
is
the
disconnect
in
government
and
and
I
believe,
also
in
bps
right
here,
so
you've
identified
a
vulnerable
population.
You
probably
injected
some
trauma
because
they're
getting
investigated
and
they're
already
homeless
and
so
I
guess.
The
question
would
be
with
that
information
which
is
really
important.
A
C
Just
want
to
add
when,
when
schools
get
information
generally,
they
will
then
go
back
to
the
homeless
education,
Resource
Network
office,
because
schools
have,
depending
on
what's
available
there,
certain
amount
of
supports.
They
provided,
certainly
they're
well
equipped
to
provide
them.
The
support
around.
C
A
A
D
A
A
Someone
who
was
homeless
in
the
state
of
Massachusetts,
is
afforded
the
right
to
have
their
child,
go
to
the
Boston
Public
Schools
and
have
no
break
in
their
education,
even
if
they
are
housed
outside
of
the
city
of
Boston.
Based
on
our
current,
the
federal
and
state
state
guidance
around
around
those
issues,
counselor
sure.
B
I'd
actually
like,
if
you
don't
mind,
respond
to
some
of
your
concerns,
because
it's
quite
a
bit
of
the
work
that
I've
been
able
to
do
I'm
over
the
last
twenty
four
twenty
three
and
a
half
months,
or
so.
We
have
a
pretty
incredible
working
group
that
it's
connected
a
number
of
schools
in
the
district
that
have
a
higher
prevalence
of
students
who
experience
in
homelessness
with
housing
supports,
as
well
as
some
community
support,
and
that
that
sort
of
very
intensive,
look
and
analysis
of
the
way
that
we
are
supporting.
B
B
B
D
D
Invoice
students
that
we
discharge,
we
determined
that
we
were
going
to
invoice
from
that,
the
time
that
we
get
the
tip,
because
we
we
looked
at
this
with
the
office
of
the
legal
adviser
and
we
we
had
no
other
way
of
determining
really
when
we
should
invoice.
So
we
thought
that
we
would
invoice
from
the
time
that
we
get
the
tip
so.
B
D
C
D
The
so
and
then
what
we,
the
the
amount
is
determined.
We
use
the
per
pupil
expenditure
that
we
reimburse
to
charter
schools,
which
is
per
pupil
expenditure.
We
back
out
transportation
and
special
education
costs.
I
know.
Last
year
it
was
86
I
believe
it
was
like
86
71
off
the
top.
My
per
diem
I,
don't
know
what
the
figure
is.
The
top
my
per.
D
B
B
Be
interested
in
what
we've
invoiced,
what
we've
received
back,
because
it's
my
understanding
that
we
have
actually
received
some
payments
from
from
families
that
have
been
discharged
and
I
also
know
that
one
of
the
places
where
we
run
into
difficulty
is
this
proving
the
center
of
life
for
students.
So
a
student
can
in
fact
live
outside
the
city,
but
demonstrate
that
the
center
of
their
life
is
in
the
city
and
attend
one
of
our
schools.
D
D
B
Of
the
37
cases
that
were
resolved
in
last
school
year
of
those
are
resolved,
meaning
the
student
either
has
determined
legitimate
residency
or
is
determined
legitimate
residency
that
is
their
the
center
of
life
bed.
So
they
may
not
sleep
in
the
city
any
night
of
the
week,
but
they've
determined
that
the
center
of
their
life.
D
B
One
of
the
parts
that
of
that
that
frustrates
me
is
when
it's
not
a
custodial
issue,
that
its
grandparents
or
uncles
and
aunts,
and
it's
simply
the
dropping
off
or
the
picking
up
spot
that
becomes
really
frustrating.
As
a
parent
I
know,
when
my
boys
play
Little,
League,
the
you
know,
Little
League
rules
are
so
restricted
and
who
can
play
in
which
Little
League
program
in
the
state
of
Massachusetts
or
in
the
city
of
Boston,
and
for
my
boys
to
play
for
their
Little
League
program.
B
They
have
to
demonstrate
that
they
either
live
in
that
district,
which
is
outlined
by
boundaries
or
go
to
school
in
that
district,
which
is
outlined
by
boundaries,
and
it's
very
simple
and
I
have
to
I
have
to
all
but
give
a
blood
sample
in
order
to
prove
that
and
if
I
can't
demonstrate
it.
My
kid
can't
play
baseball
and
that's
you
know.
B
B
D
I
will
say
that
that's
when
we
really
rely
on
the
observation
piece
of
this
and
we
we
are
doing
I,
think
a
much
better
job
at
doing
more
observations
over
a
longer
period
of
time
and
taking
our
time
with
these.
So
they
are
a
lot
less
able
to
punch
holes
in
it.
So
we
have
discharged
students
where
parent
was
living
outside
and
going
to
a
relative's
or
some
other
house
inside
city
boundaries
and
dropping
that
child
off
at
the
bus
stop.
So
we
we've
I,
think
that's
when
the
observations
become
super
super
important
I
will.
C
We
have
a
number
of
parents
who
are
raising
their
grandchildren
and
very
often
with
our
custodial
serial
ship
at
all
and
they're
feeding
them
they're
living
with
them
they're
doing
everything,
but
mom
is
still
the
one
who
comes
in
and
does
stuff
and
welcome
services,
but
they're
residing
with
the
grandparents,
so
I
think.
One
of
the
things
that
we
have
to
do
is
help
families
understand
kind
of
the
the
bureaucracy,
but
the
the
pieces
of
the
policy
pieces
and
implications
for
the
family
stuff
and
how
that
impacts
their
family
structures
right.
C
So
they're
they're
trying
to
structure
themselves
in
a
way
that
supports
that
unit,
and
then
there
are
the
realities
of
the
system
and
how
we're
trying
to
work
and
I
speak
from
experience.
My
mother
and
father
raised
both
one
of
my
nieces
and
nephews
and
they
had
custody
of
one
and
not
the
other,
and
so
they
were
residents,
and
so
this
is
I.
Think
one
of
the
things
we
were
gonna
have
to
figure
out
is
how
do
we
do
that
work?
My.
C
B
Think
and
that's
where
it
comes
down
to
it's.
It's
so
often
so
for
it's
so
frustrating
when
so
often
it's
families
of
wealth
or
of
means
that
can
can
pick
and
choose
so
they
move
off
to
the
suburbs
and
they're
the
suburban
schools,
not
all
it's
cracked
up
to
be,
but
my
kid
got
into
Latin
school
or
Latin
Academy
in
the
O'bryant
or
into
this
advanced
work
classroom
or
this
great
k0,
this
full-time
kindergarten
program
or
that's
you
know
my
kid
is
upset
that
they're
leaving
their
friends
so
well.
B
A
So
often
there
are
people
who
are
willing
to
contort
themselves
their
lives,
their
transportation
to
get
their
children
into
these
classrooms.
So
I
just
think
that
we
need
to
put
that
component
also
in
perspective,
as
other
organizations
bring
up
waiting
lists
and
and
alike.
Well,
we
have
the
same,
and-
and
this
actually
shows
that
how
long
does
a
case
stay
unresolved.
A
D
D
So
we
we
have
a
residency
review
committee,
we
meet
weekly
and
we
review
cases
and
it's
a
cross-section
of
people
from
the
district
when
a
family
appeals
they
have
ten
days
to
do
so,
they
put
it
in
writing
and
they
provide
information,
more
information
to
prove
residency.
It
goes
before
it
goes
again
before
the
residency
review
committee.
It
is
reviewed
that
decision
is
reviewed
by
the
chief
of
staff
as
well
and
then
and.
A
As
there
are
there
any
times
in
which
bps
meets
with
the
city
residency
board
in
order
to
determine
best
practices
are
standard
operating
procedures
because
I
think
there's
something
that
could
be
gained
by
kind
of
in
the
medical
field.
They
do
MMR
and
they
would
actually
look
back
at
it
at
a
case
and
have
people
from
different
specialties
come
back
and
look
at
it
are
there?
Is
there
any
kind
of
cross
pollenization
between
what
happens
in
on
the
city
side,
as
well
as
the
Boston
Public
Schools?
So.
A
Think
that
and
I
would
suggest
that
you
know
you're
doing
essentially
the
same
work
and
I
think
it
would
be
really
interesting
to
look
at
the
manner
in
which
the
work
is
done
from
both
fronts.
Any
successes,
kind
of
baseline
standard
operating
procedures
that
you
have
best
practices
across
the
board,
I
think
that
would
make
a
lot
of
sense
in
order
to
become
better
and
more
nimble
at
at
this,
and
and
considering,
you
are
actually
doing
the
same
work.
B
A
This
isn't
and
I
think
with
limited
resources,
and
we've
seen
that
more
and
more
lately
that
our
schools
are
not
funded
at
the
level
that
they
should
be
they're
underfunded
and
to
have
resources,
walking
out
the
door
and
I
think
to
counselor
asabi
George's.
You
know:
listen
if
you're,
if
you're
living
in
a
very
affluent
neighborhood
outside
the
city
of
Boston
and
you're
buzzing
in
dropping
folks
off
I,
think
that's
one
of
the
the
things
that
we
most
that
most
hurts
us
I
think
the
other
component
is.
A
We
know
that
we
live
in
a
city
of
Boston
that
is
based
on
the
cost
of
living
here.
Pushing
a
lot
of
folks
out
and
actually
meaning
that
being
domiciled
or
living
at
some
place
means
something
totally
different
today
than
it
did
30
years
ago.
It
looks
different
the
types
of
sharing
that
it
have
to
go
on
right
now
to
be
able
to
stay
in
this
city.
Are
it's
just
really
stretching
our
imagination
relative
to
that
I?
A
A
How
do
we
get
it
get
ahead
of
this
because
it's
so
there
are
people
who
yes,
are
gaming,
the
system
and
they
have
a
bunch
of
dough,
there's
a
bunch
of
other
folks
who
have
to
think
about
how
they
keep
their
children
in
schools,
based
on
their
issues
relative
to
socioeconomic
status,
the
class
and
whether
or
not
they're,
considered
homeless,
based
on
the
state
definition.
So
I
think
there's
there's
a
huge
opportunity
with
a
vulnerable
population
here
to
help
move
the
dial
in
this
space,
and
we
will
now
ask
for
public
testimony.
A
E
My
name
is
ina
Boyle
I
am
one
of
the
members
of
the
residency
compliance
Commission
under
the
save
our
city,
membership
and
I
know.
This
has
been
a
long,
painful
issue,
especially
as
a
parent
of
three
sons
navigating
through
the
public
school
system
and
seeing
a
father
20
years
ago
in
West,
Roxbury
literally
cry,
because
he
found
out
that
his
daughter
did
not
get
into
the
exam
schools
and
then
found
out.
There
were
seats
stolen
by
people
outside
the
city.
It
was
party
a
pinnacle
moment
for
me
20
years
ago.
E
E
But
I
wanted
to
know
if
there
is
any
investment
for
like
serious
investigation
for
students
who
are
plying
or
have
been
accepted
into
bps,
who
have
documentation
from
schools
outside
of
the
city,
you
know,
is
there
a
little
more
digging
that
goes
on
with
those
students?
It
was
one
of
the
questions.
I
want
to
ask
so.
D
D
So
we
get
that
list
in
advance
of
exam
school
notifications
and
and
so
that
we're
just
sort
of
getting
that
list
right
now.
So
we
do.
We
absolutely
do
a
much
deeper
dive
on
those
because
it
becomes
more
difficult
once
we
invite,
we
give
the
invitation
if
we
can
get
ahead
of
the
game
which
we've
gotten
much
better
at
and
investigating
before
we
will
not
invite
them
into
school.
So,
yes,
we
do
do
that
and
I
don't
know
any.
E
Other
question
is
what
definition
of
residency
is
the
bps
going
by
because
under
the
city,
it's
where
you
lay
your
head
at
least
four
nights
out
of
the
week?
You
sleep
where
your
clothes
are,
where
your
artifacts
are
and
this
you
know,
I
think
in
the
case
there
the
counselor
is
counselor
sabi
charges.
George
is
talking
about
we're.
You
know
where
their
central
life
is.
I,
unfortunately
think
the
city,
the
bps,
probably
wasn't
prepared
for
a
snazzy
lawyer
to
I.
Do
that
case,
but
all
they
are.
E
D
E
So
my
final
question
is
I,
didn't
hear
any
talk
about
this
I
know
we're
predominantly
just
talking
about
the
PPF
bps
but
I'm
just
curious
about
the
charter
schools,
because
I
know
a
lot
of
students
outside
the
city
are
attending
the
charter.
Schools
inside
the
city,
so
you
know,
is
there
any
conversation
about
that?
I
know
that
this
federal
funding,
but
I
just
see
you
know
in
funding
like
where
does
the
money
come
I
think
this
I
think
the
city
money
that
also
sponsors
goes
to
so.
A
We
could
we
could
get
some
so
one
the
the
charters.
Actually,
this
is
a
little
bit
complicated
right
because
the
dollars
follow
follow
the
student
and
those
schools
are
actually
physically
in
the
city
of
Boston
I
believe
that
charters
are
actually
allowed
to
in
there.
Many
charters
in
Boston
that
actually
are
able
to
field
students
from
multiple
municipalities,
I.
Think
one
of
the
things
that
you
brought
up
earlier
is
critical.
A
This
would
actually
absolutely
be
very
easy,
which
would
state,
ok,
Tito
is
applying
for
Boston
Latin
School,
but
he's
currently
a
student
at
Brookline,
high,
school
or
or
Brookline
allah-allah
elementary
school
or
middle
school
right.
So
if
we
had
some
do
we
have
when
we
take
when
I
take
a
test
for
M,
Cass
or
Park?
Is
there
something
attached
to
my
name
as
a
unique
identifier
as
Who
I
am.
C
A
I
guess
my
question
this,
especially
for
the
this
test
school
component.
Right
is,
if
that
student
and
I
don't
know
what
type
of
reciprocity
you
have
with
another
town,
but
out
of
all
of
the
students
that
this
is
actually
probably
pretty
easy
right
are
all
of
those
students
who
sign
up
for
the
the
I
ISEE
right.
Can
you
bounce
that
list
off
of
that
state
state
list
that
determines
whether,
because
that's
not
too
hard
right.
C
There
are
two
pieces
family
has
to
first
come
in
and
prior
to,
if
they're
going
to
take
the
test
with
the
Boston
Public
Schools
prior
to
doing
that,
they
have
to
verify
that
they
are
a
Boston
residency
meeting,
the
same
requirements
as
if
they
were
coming
in
for
registration.
Now
after
taking
the
test
with
ARB,
so
do
a
private
testing
site.
Obviously
that's
not
required,
but
before
they
can
actually
be
extended
a
offer
they
would
to
come.
They
still
have
to
come.
C
Do
that,
so
even
if
they
go
to
ARB,
they
may
be
able
to
sit
for
the
test,
but
they
still
have
to
verify
residency
by
the
same
deadline
as
any
family
who
is
coming
to
sit
with
VPS.
So
we
have
a
deadline
for
that.
I
think
the
additional
stuff
that
we've
been
trying
to
take
is
even
though
they've
been
able
to
verify
residency
if
they
are
not
attending
a
school
in
the
Boston
area.
E
G
My
name
is
Denise
Williams,
Harris
I'm,
also
one
on
the
residency
compliance
for
the
city
and
also
would
save
our
city.
I
have
one
question
you
brought
up
that
you
do
investigating
and
part
of
it.
Also
when
you
find
a
student
or
the
family
does
not
live
in
the
city.
They've
been
used
been
in
the
school
system
and
you
I
assume
you
have
a
hearing
am
I
not
right.
You
have
a
hearing.
G
G
G
G
So
is
that
information
is
that
communicated
with
you,
no
because
I'm
also,
you
know
I
would
like
to
know
about
that.
I
think
if
they're
doing
investigating
process
and
the
residency
compliance
you
know
ourselves
are
doing
investigating,
can't
we
work
together
on
this
or
cuz
I
mean
this
seems
like
there's
a
lack
of
communication,
and
also
there
was
said
something
about.
There
is
only
one
investigator.
Is
this
investigator
full-time
part-time?
What
is
the
process?
How
long
does
it
take
him
and
her
to
do
his
or
her?
How
long
do
they
have
it?
G
A
A
If
you
really
think
about
it,
because
it's
about
17,000
city
employees-
and
there
are
a
couple
of
investigators
I
believe
in
that
or
they
we
have
one,
but
that's
one-
a
one
to
17,000
ratio
versus
a
one
to
58,000
ratio
which
I
think
is
am
in
addition
at
the
city
level,
we're
looking
at
where
that
one
individual
lives
not
where
their
parents
live
right
right,
so
I
think
it
makes
it
you.
You
are
gravely
under-resourced
when
comes
to
actually
doing
doing
this
work.
Do
you
want
to
respond
to
any
of
the.
C
We're
very
committed
to
making
sure
that
residents
and
that
in
the
process
we
are
attending
to
this
issue
of
equity
and
not
harming
historically
marginalized
families.
So
we
look
forward
to
bringing
to
you
in
a
spring
the
outcomes
of
our
process,
of
thinking
about
the
options
that
we
like
to
put
in
place
and
to
working
with
the
Boston
community
as
we
implement
them.