►
From YouTube: Committee on Education on February 25, 2019
Description
Docket #0141 - Hearing regarding BuildBPS
A
In
order
of
their
appearance,
councillor,
Kim
Janey,
councillor,
Eadie,
Flynn,
councillor,
Michael,
Flaherty
council,
president
Andrea
Campbell
and
I've
also
received
letters
from
councillor
Tim,
McCarthy
and
councillor
Josh,
taken
that
they
are
unable
to
join
us
due
to
some
good
scheduling,
conflicts,
we're
also
joined
by
a
councillor
Matt
O'malley
I
would
like
to
remind
everyone
that
this
is
a
public
hearing
being
recorded
and
will
be
rebroadcast
on
Comcast
8,
our
Sen
80
to
Verizon,
1964
and
online
I.
Ask
that
you
please
silence
your
cell
phones
or
other
devices.
A
We
will
be
taking
public
testimony
and
would
appreciate
it
if
you
would
sign
in
and
indicate
if
you
wish
to
testify.
I
will
ask
when
you
do
testify
to
please
state
your
name
and
affiliation
or
residence,
and
that
you
limit
your
comments
to
just
a
few
minutes
to
ensure
all
comments
and
concerns
are
heard.
This
is
a
hearing
for
dock
at
zero
one,
four
one.
In
order
for
a
hearing
regarding
build
bps.
A
The
purpose
of
this
hearing
is
to
hear
an
update
from
the
Boston
Public
Schools
regarding
this
plan
and
to
ensure
that
there
is
and
will
be
accountability.
Build
bps
was
first
announced
in
2017,
a
1
billion
dollar
10-year
and
facility's
master
plan
investment
for
the
Boston
Public
Schools.
Now,
two
years
later,
we
are
looking
for
a
clearer
picture
about
what
this
means.
A
B
You,
madam
chair,
and
thank
you
all
for
being
here
to
our
panel
and
those
who
are
in
the
audience
I'm
looking
forward
to
having
this
conversation
I
think
it's
a
very
important
conversation.
I
would
continue
to
encourage
you
to
engage
families
and
school
communities
in
this
process.
I
think
if
we
take
the
lessons
from
the
initial
rollout
there
are
many
and
I
would
like
to
see
those
lessons
applied.
Moving
forward.
I
do
have
to
apologize.
B
C
Thank
You
councillor
asabi
George,
and
thank
you
for
your
leadership
on
this
issue
and
I
just
want
to
say
thank
you
to
the
superintendent
and
the
panelists
for
your
leadership
on
bringing
Boston's
school
buildings.
You
know
they
haven't.
We
haven't
had
any
updates
in
20
30
40
years.
In
many
cases
and
I
know
you,
you
are
trying
to
do
your
best
to
to
provide
our
students
with
the
best
possible
environment
to
learn
so
I.
C
We
appreciate
that
and
I
have
been
to
about
five
or
six
of
these
listening
sessions
with
various
constituencies
across
across
the
city,
and
so
I
do
want
to
say
thank
you
for
this
type
of
outreach
and
for
and
for
your
transparency
as
well.
I
hold
off
on
questions,
but
I
do
want
to
thank
councilor,
savvy
George
and
the
other
councillors
council,
Janey
and
Connor
O'malley
for
your
leadership
on
this
important
issue
and
thank
you
to
the
superintendent
in
your
staff
as
well.
Thank
you
thank.
D
Madam
chair
good,
to
be
here
to
listen
I
know
that
we
have
an
aging
fleet
of
schools.
Many
who've,
been
many
of
them,
have
become
money
pits
during
my
tenure
here
as
the
longest-serving
member
of
the
City
Council.
So
for
the
first
time
we
actually
have
a
plan
and
it's
a
ten-year
plan
that
has
been
rolled
out
so
breath
of
fresh
air.
From
from
my
perspective,
let's
identify
which
schools
are
in
dire
need
of
upgrading
in
repairs.
D
D
The
mayor's
efforts,
our
superintendent,
as
well
as
Johnny
Allen
in
terms
of
the
approach,
is
something
that
I
welcome,
just
because
for
so
long
it's
been
just
patchwork
and
I'm
gonna
testify
to
it,
because
I've
been
here
as
a
member
of
this
council
going
through
all
these
budget
hearings,
indoor
listening
to
folks
that
we're
complaining
about
things
that
were
happening
at
their
school
when,
when
you
piecemeal
it
like
that,
just
like
you're
making
repairs
to
your
home,
it's
it's
it's
more
costly!
So,
for
the
first
time
again
we
have
a
plan.
D
We
seem
to
be
streamlining
how
we're
going
to
address
our
facilities
in
in
a
open
and
transparent
way.
So
I'm,
looking
forward
to
hearing
the
testimony
through
the
chair
and
welcome
any
way
I
can
support
the
initiative
to
make
sure
that
that
you
know
it's
I,
guess
it's
I
guess
use
a
boxing
phrase.
It's
you
know.
You
plan
your
work
and
you
work
your
plan
and
we've
never
done
that
in
Boston.
D
We
just
continue
just
to
throw
money
at
things
to
sort
of
solve
problems
when
when
we
really
need
to
take
a
sort
of
a
holistic
and
meaningful
approach
at
how
we
can
do
it,
how
can
we
be
most
cost-efficient
at
the
end
of
the
day?
We
all
want
that
money
to
go
directly
to
the
children
in
the
classroom
and
when
we
have
facilities
crumbling
around
them
in
four
years.
This
predates
this
administration.
D
E
Thank
You
counselor,
sabe
Jorge
and
thanks
for
hosting
this
hearing,
and
thank
you
to
councilor
Janie
for
your
leadership
on
this
committee.
Thank
you
to
all
the
panelists
here
today.
I
definitely
walked
in
and
thought
wow.
The
full
house
is
here
so
Thank,
You
superintendent
and
your
entire
team
for
being
here
really
appreciate
it.
E
I
too,
you
know
want
to
echo
some
of
the
comments
of
my
colleagues,
which
is
you
know.
Obviously
we
do
have
an
aging
infrastructure
with
our
buildings.
There
are
some
buildings
that
are
housing
far
less
than
their
capacity
and
that's
an
efficiency
problem.
That's
obviously
a
cost
problem,
that's
a
whole
bunch
of
things.
So
plan
is
needed
and
this
is
a
plan.
That's
been
worked
on
for
some
time.
E
The
question
I
or
the
concerns
we've
been
getting
and
to
your
credit
superintendent
that
you've
been
responding
to
is
around
questions
of
transparency
process
engagement.
All
of
that
so
I.
My
questions
later
on
will
focus
on
what
have
we
learned?
What
could
we
do
better
based
on
what
we
know
now?
How
could
we
roll
this
out
differently,
particularly
as
we
think
about
the
change
with
with
respect
to
our
middle
schools
that
are
going
to
come?
E
What
do
we
learn
from
West,
Roxbury,
urban
science
and
frankly,
just
how
can
we
do
better
to
address
the
issues
of
transparency
and
process
and
not
just
in
the
closings
of
buildings
and
the
downsizing,
whatever
language
we
want
to
use,
but
also
with
respect
to
the
transition
of
these
families
in
these
students
to
other
institutions,
so
whether
it's
Burke
high
school
in
my
district
or
Fenway,
high
school
and
other
schools
that
I
have
to
receive
new
communities
into
their
existing
communities?
How
do
we
make
that
transition
easy?
How
do
we
fund
that?
E
How
do
we
make
it
smooth?
What
can
we
do
better
and
the
next
time
around
so
I'm,
hoping
that
this
conversation
will
go
there
I
think
we
can
always
do
better,
even
if
we
are
excellent
and
so
I'm
hoping
that
we
hope
we
get
to
some
of
those
concerns
that
I
have
and
I
too,
have
to
leave
at
a
certain
period
of
time.
But
hopefully
the
questions
go
around.
We
can
I
can
still
be
here
to
engage
in
some
of
that.
Thank
you
and
thank
you
councillor.
Sorry,
George
Thank.
F
You,
madam
chair,
good
evening,
superintendent
into
your
team.
Thank
you
all
for
joining
us
on
this
very
windy
evening,
first
day
back
from
school
vacation.
Believe
it
or
not,
it
was
eight
years
ago
this
very
month
read
my
first
hearing
order.
As
a
member
of
the
Boston
City
Council,
it
was
on
a
facilities
plan
for
the
Boston
Public
Schools.
The
only
person
in
this
room
who
supported
me
in
that
endeavor
was
Rob
cansado
because
he
was
on
the
council
at
that
time.
F
None
of
my
other,
dear
colleagues,
although
I
know
they
all
would
have
supported
me
in
that
never
had
been
elected
at
that
point.
My
point
is
that
this
is
something
that
we've
been
dealing
with
for
quite
some
time
and
I
do
appreciate
the
spirit
of
Bill
bps
I
appreciate
Cooper,
intended
some
of
your
work.
F
That's
gone
in
thus
far
I
think
there's,
obviously
an
opportunity
working
with
the
council
working
with
parents
and,
most
importantly,
working
with
students
that
we
can
really
help
fine-tune
and
craft
a
plan
that
is
going
to
be
really
incredibly
positively
impactful
for
bps
students
going
forward.
So
there
will
be
some
tough
conversations
to
have
in
the
years
ahead.
F
We've
already
had
several
of
them,
but
there's
also
an
opportunity
to
really
make
sure
that
we
do
right
by
our
kids,
which
is
something
I
know
every
person
in
this
room
and
every
person
watching
this
hearing
fully
stands
behind,
so
look
forward
to
continuing
to
partner
and
continuing
to
get
to
work.
Thank
you,
madam
chairman.
Thank.
G
You,
madam
chair,
and
thank
you
to
the
sponsors
and
all
my
colleagues
into
the
VPS
team
I
felt
like
I
had
to
open
my
computer.
Just
to
make
sure
thing
is
effective,
as
you
all
I
want
to
comment
on
the
I
mean
this
has
been
a
painful
process
for
so
many
families,
and
you
all
have
spent
a
lot
of
time
listening
to
people
and
responding
and
making
some
changes
to
the
process
of
you
as
you've
gone
along.
I.
G
Think
I
want
to
repeat
one
of
the
questions
that
I
had
asked
during
the
listening
sessions
just
to
understand
when
there
will
be
some
sense
of
predictability
and
plan,
and
you
know
I
appreciate
that
every
change
creates
openings
for
other
changes
and
when
one
school
moves
or
one
building
becomes
open,
then
there's
a
you
know
another
batch
that
then
fills
in
and
fills
in
and
fills
in
and
fills
in.
But
if
the
goal
is
to
get
at
equity
and
closing
the
achievement
gap
and
part
of
that
is
predictability
for
parents
and
families
and
students.
G
At
what
point
you
know
after
since
we've
kind
of
finished
phase,
one
of
this
at
what
point
will
there
be
that
sense
that
this
is
the
plan
going
forward
and
then
I
have
some
other
specific
questions
about
the
timeline,
particularly
for
the
schools
affected
in
this
phase
that
I
see
at
the
end
of
the
presentation,
there
will
be
a
little
bit
more
so
hope
to
dive
in
when
we
get
to
questions
for
that.
But
thank
you
for
being
here.
Thank
you.
First
one
Tsering
this
Thank.
A
You
counselor
I'm,
so
I
do
want
to
give
an
opportunity
for
some
public
testimony
before
we
get
to
the
panel,
if
that's
okay,
so
I
have
Sarah
Rodrigo,
Christine,
Lang,
HOF,
Jeanne
powers
and
Andrea
dormice.
If,
if
any
of
you
would
like
to
testify
at
this
time,
you're
welcome
to
give
public
testimony
now.
H
H
Bps
I
know
this
really
difficult
process,
but
it
was
very
disheartening,
as
a
parent
in
Austin
Brighton,
to
have
to
request
a
public
meeting
for
our
neighborhood
and
to
really
feel
that
we
are
being
sidelined
a
little
bit
in
this
process
that
there's
not
a
lot
of
support
for
our
schools,
which
don't
need
as
intensive
of
support
necessarily
as
certain
other
schools.
But
it
does
feel
a
bit
as
though
the
focus
on
neighborhoods
instead
of
drilling
down
a
bit
more
within
those
neighborhoods.
H
Two
different
issues
at
specific
schools
is
a
little
bit
challenging
for
my
child
school,
which
is
GPA.
We
have
a
leaking
roof
and
a
very
old
heating
system
and
a
lack
of
security
lighting
and
and
different
things
that
are
not
dire
issues
that
other
schools
are
facing.
But
at
what
point
does
an
issue
become
dire
and
we're
looking
at
a
10-year
timeline
for
a
bill
EPS?
So
where
does
our
school
fit
into
that
right?
H
H
We
have
the
funds,
we
have
partnerships
and
we
can't
implement
my
way
cafe
because
we're
not
a
priority
neighborhood
and
that
is
incredibly
frustrating
to
feel
that
we
as
a
school
have
done
a
lot
of
work
to
try
and
get
some
benefits
for
our
kids
in
terms
of
better
food
and
we're
not
being
supported
in
that.
So
that's
been
very
frustrating
again.
I
know
that
there
are
other
dire
issues
across
the
board,
but
you
know
we
all.
We
all
need
to
benefit
from
this
to
some
extent.
Thank
you.
Thank.
I
Hi
good
evening,
I'm
Kristine
Lang
high
from
a
Dorchester
resident
retired
BTU
member
after
36
years
in
the
classroom,
bps
grad
parent
of
three
bps
grads
I
have
four
major
concerns
about
bill
BPS
plan.
The
first
one
is
I
believe
it
will
increase
segregation
in
our
schools.
Then
it's
the
competition
about
new
schools,
I'm
afraid
it
will
reinforce
and
exacerbate
current
inequities
that
we
have
and
I
I'm
afraid,
most
of
all
that
it's
part
of
an
agenda
to
advance
privatization
in
our
schools.
I
wish
to
urge
a
moratorium
on
the
bps
plan.
I
There
are
several
reasons
to
do
so,
including
the
obscurity
in
which
much
of
this
plan
is
enveloped.
More
pressing
is
that
the
plan
is
likely
to
be
challenged
in
court,
because
the
bill
BPS
seems
to
be
founded
on
the
premise
of
continuing
to
use
the
current
school
assignment
plan.
We
have
it's
been
shown
to
exacerbate
segregation
in
our
city.
If
we
would
be
sued,
those
lawsuits
will
slowly
go
towards
a
conclusion
and
there'll
be
no
forward
movement
in
the
mean
to
to
provide
appropriate
schools
for
our
children.
I
It's
poor
public
policy
to
concentrate
students
unable
to
qualify
for
these
schools,
who
are
likely
to
be
those
with
the
highest
needs
into
a
few
schools
located
only
in
the
neighborhoods
left
behind
through
gentrification.
A
second
objection
I
have
to
build
BPS
is
the
notion
of
having
school
communities
compete
to
receive
a
new
school
building.
I've
heard
superintendent
Perea
state
that
these
would
be
public
schools,
but
that
doesn't
mean
that
they
would
be
open,
enrollment
schools,
they
might
be
pilots,
innovations
or
in
district
charters.
I
They
could
be
exempted
from
Union
Union
contractual
protections,
such
as
class
size
or
due
process
for
teachers.
Equitable
education
is
a
right
due
to
all
of
the
children
in
the
city
and
it's
deeply
problematic
to
create
a
process
which
chooses
winners
and
losers
in
our
schools.
It's
a
paradigm
which
isn't
ethical
to
democratic
principles.
This
idea
reflects
the
schools
on
the
move
prize,
which
adventures
where
miss
Priya
was
less
Oh
Awards
annually.
The
monetary
awards
are
small
sums
for
adventures,
but
for
the
schools
whose
funding
is
decimated
yearly,
the
awards
are
significant.
I
This
means
that
schools
must
shape
their
programs
to
conform
with
the
demands
of
outside
groups
in
order
to
assure
the
continuity
of
their
funding.
This
is
not
an
appropriate
manner
to
run
a
school
system
and
it
must
not
be
replicated
in
bill
BPS
as
a
way
to
allocate
new
school
buildings.
Our
school
communities
are
deeply
and
equitable.
I
Some
have
large
financial
cushions,
such
as
Boston
Latin
School,
whose
separate
nonprofit
organization
Boston,
Latin,
School
Association
has
an
endowment
of
55
million
dollars
or
Boston
Arts
Academy
with
six
point
three
million
dollars
and
combined
philanthropy
and
endowments,
or
even
the
Elliott
Elementary
School,
which
has
four
hundred
and
fifty
thousand
dollars
donated
to
its
635
students.
Bill.
Bps
does
nothing
to
ameliorate
these
fundamental
inequities
and
they
exacerbate
them
as
it
chooses
winners
and
losers.
The
question
which
remains
to
be
answered
is
who
wants
bill
BPS?
I
We
haven't
heard
publicly
from
those
who
are
in
favor
of
this
plan
that
we've
heard
a
lot
from
people
who
are
not
mayor.
Marty
Walsh
hasn't
advocated
for
the
school
forward
at
school
committee
meetings,
nor
at
any
of
the
neighborhood
meetings
on
the
bill.
Bps
tours
are
those
interested
parties,
city
residents,
did
their
children
attend
bps?
I
Are
they
the
foundations
and
investors
at
superintendent,
Perez
last
job
Seth
Klarman
in
his
bold
post
group
jill
shaw,
the
boston
foundation's
Paul
Grogan
will
last
in
a
Boston
School
fund,
the
bar
Foundation,
the
Lynn
Family
Foundation,
the
waltons
of
Walmart?
Why
don't
we
know?
There's
a
well-funded
national
movement
towards
privatization
of
public
schools,
I
fear
that
Boston
is
being
targeted
for
privatization
and
that
bill
BPS
is
a
tool
to
that
end.
Thank
you.
J
Hi,
my
name
is
Jean
powers.
I'm
a
parent
in
Allston,
Brighton
I,
agree
with
everything
she
just
said,
but
I
also
have
a
couple
of
more
specific
complaints,
and
thank
you
very
much
for
giving
us
the
opportunity
to
testify.
Today.
My
son
is
a
sari.
My
daughter
is
a
student
at
the
Jackson
Mann
School
in
Allston.
The
Jackson
man
is
the
alma
mater
of
state
Rep
Kevin
Honan,
it's
a
great
school.
It
was
built
in
the
1970s
with
shoddy
construction.
J
The
walls
are
now
bowing
out
so
that
the
roof
has
detached
and
it
leaks
and
the
windows
are
not
fitting,
and
everyone
knows
this.
It
was
being
repaired
all
over
break
because
of
these
roof
leaks,
it's
always
being
repaired.
It's
not
going
to
last.
The
Jackson
man
serves
a
high
needs,
high
poverty
population.
It
has
the
only
advanced
work
curriculum
program
in
the
area.
It's
also
home
to
the
Horace
Mann
School
for
the
Deaf,
and
it's
our
only
BC
YF
Community
Center.
J
It
also
is
home
to
a
high
quality,
affordable
preschool
that
takes
vouchers
and
is
really
important
to
our
community.
It's
not
on
the
list
for
a
rebuild
or
any
improvements
through
the
build
bps
program.
I.
Don't
want
BPS
to
announce
a
few
years
down
the
road
that
nobody
could
have
anticipated
that
this
school
was
falling
apart
and
now
it
needs
to
get
closed
and
all
of
our
kids
have
to
get
shuffled
around
to
other
rundown
underfunded.
J
Schools
in
the
area
I'd
like
to
see
some
proactive
measures
from
BPS
to
save
this
really
really
important,
vital
institution
in
our
neighborhood
I'm.
Also
here,
as
a
parent
of
the
gardener
pilot
Academy,
where
my
son
attends
kindergarten,
that
school
has
been
waiting
for
two
years
for
a
new
kitchen,
it
has
the
funding
and
the
infrastructure,
and
the
only
thing
that
we're
still
waiting
on
is
permission
to
go
ahead
and
do
it
so
I'm
asking
now.
If
you
guys
can't
help
us,
can
you
just
get
out
of
our
way?
Thank
you
very
much.
A
K
You
hi,
my
name
is
Andrea
doremus
and
thank
you
so
much
to
counselor
Jorge
and
the
City
Council
and
councillor
Jani
and
councillor
Malley
for
allowing
us
this
time
to
share
my
concerns.
As
a
15
year,
us
history,
teacher
in
bps
and
a
20
year,
PBS
teacher
and
my
son
went
to
Jackson
man
as
an
early
learning
center
and
advanced
work
and
I
also
support
everything
that
miss
Lang
off
said
and
I'm
also
community
members.
Thank
you
for
the
work
that
you're
trying
to
do
to
help
bps
be
better
and
have
the
long
term
vision.
K
That's
a
great
thing,
but
my
question
is-
and
some
of
you
might
have
read
this
already
and
I'm-
going
to
try
and
keep
it
short
here-
is
the
value
of
some
bps
students
simply
higher
than
the
value
of
others.
The
focus
of
this
hearing
is
the
build
bps
capital
construction
campaign,
and
some
may
feel
my
words
stray
from
that,
but
I'm
rising
here
to
ask
what
does
build
bps
really
mean.
How
do
we
truly
build
the
best
public
school
system
in
the
u.s.
K
So
basic.
You
know,
I
have
a
lot
written
here
and
I'm,
basically
just
going
to
say
you
know
in
the
case
of
the
West
Roxbury
at
complex
schools.
If
we're
actually
being
honest,
there
is
not
even
a
reasonable
argument
or
two
sides
of
the
story:
it's
just
straight
up
your
education
and
your
lives
just
matter
less.
K
Despite
the
talking
points
that
all
of
you,
caring
people
and
including
superintendent,
Peru
so
good,
it
I
mean
you're,
just
you
know,
you're
a
very
good
presenter
and
that's
a
good
thing
rattles
also
efficiently,
including
even
the
caring
member
of
my
church.
You
know
reiterated
all
this
about
why
it
was
so
necessary
to
happen
the
way
it
was
the
brazen
truth.
K
It
cannot
be
avoid
the
praising
truth
and
I
just
feel
it
has
to
be
said
out
loud
and
I'd,
like
it
documented.
So
I'm
gonna
cut
my
comments
really
short
and
there's
a
lot
more
because
I
wanted
I
wanted
to
talk
about
what
it's
like
to
go
through
school
closures
and
and
and
the
damn
it
the
most.
How
important
it
is
for
schools
to
build
community
to
have
I
can
count
on.
You
trust
your
back.
K
K
Can
you
imagine
in
a
million
years
if
there
was
an
emergency
problem
with
this
physical
plant
of
the
building
at
Boston,
Latin
School,
for
where
my
own
son
graduated
seven
to
twelve
and
I
so
I
know
the
sense
of
entitlement
they
have
that's
imparted?
Would
these
students
simply
be
asked
to
scatter,
not
acknowledging
the
sense
of
school
identity,
social
coherence
and
history
that
they
knew
they
had
as
a
school
and
I
know?
K
I
know,
you've
heard
there,
it's
crying
and
they're
so
sob
stories,
but
just
as
a
teacher
who
has
seen
my
kids
over
and
over
again
have
to
go
through
this
I
just
can't
believe
you're
doing
it
once
again
and
it
just
doesn't
it's
not
what
this
city
is
supposed
to
be
about
and
at
whatever
you
say
you
could
figure.
Something
out
is
all
I
have
to
say
and
there's
all
my
million
words
and
I'll
submit
them
as
thank.
L
It's
already
on
good
evening,
everyone
and
thank
you,
councilor
asabi,
George
and
all
of
the
councillors
for
convening
this
hearing
as
well
to
all
of
the
audience,
members
and
participants.
This
is
an
important
part
of
the
ongoing
conversation
regarding
build
BPS
in
the
future
landscape
of
education
in
boston,
and
so
this
is
a
conversation
topic
to
which
we
must
return
repeatedly,
and
we
are
committed
to
doing
that.
So
we're
very
glad
to
be
here
today.
I
am
going
to
start
us
off
and
then
be
joined
by
various
members
of
the
team.
L
L
We
wanted
to
start
out
today
by
excuse
me,
beginning
with
some
of
the
overview
which
many
of
you
may
have
seen
before,
but
we
think
it's
important
just
to
ground
the
conversation.
Then
we
want
to
hone
in
on
the
current
focus
areas.
This
gets
more
to
the
issue
of
updates.
What's
changing
and
emerging
as
we
begin
this
conversation,
we
want
to
talk
extensively
around
the
community
engagement
process
and
feedback.
L
As
we
know
that
has
been
a
question
and
then
dive
into
some
of
the
current
works
and
an
update
current
work
and
updates
relative
both
to
the
West
Roxbury
educational,
complex,
seven
to
twelve
conversions
and
six
expansions,
in
addition
to
our
strong
K
eights
and
nine
12s,
which
are
also
part
of
this
framework
as
we
go
throughout
the
conversation.
I
just
want
to
remind
us
all
that
bill
BPS
really
exists
at
present
in
two
phases.
L
L
So,
just
to
kick
us
off
with
the
slides,
I
think.
The
first
thing
we
want
to
point
to
is
some
of
the
principles
that
have
guided
the
design
of
the
plan
and
are
I
think
important
principles
moving
forward.
The
first
is
that
we
absolutely
are
addressing
facilities,
but
also
looking
at
the
creation
of
high
quality
learning
environments
for
more
students,
which
we
believe
also
contributes
to
closing
opportunity
gaps
for
more
students.
L
Buildings
alone
do
not
make
for
great
teaching
but
buildings
and
the
environment
that
they
create
facilitate
the
sort
of
teaching
and
learning
experiences
we
want
for
more
students.
I
will
also
point
out
that,
in
the
new
bill
that
proposed
new
builds
and
proposed
major
renovations,
they
are.
Their
placement
is
focused
on
data
around
where
we
have
high
student
need
and
low
historic
access
to
seats
in
general
and
to
quality
seats
in
particular,
and
that
is
an
important
frame
and
different
from
the
way
buildings
have
been
chosen
for
renovation
upgrades
and
rebuilds.
L
L
The
other
incredibly
important
principle
here
is
equity
of
program
placement
for
students
for
our
most
vulnerable
learners,
so
for
students
with
disabilities,
particularly
those
requiring
service
in
specialized
strands,
as
well
as
our
English
again.
Historically,
these
programs
have
been
placed
where
space
is
available,
and
that
is
a
long-standing
pattern
and
in
Boston
that
goes
back
more
than
a
decade,
and
what
that
has
meant
over
time
is
the
concentration
of
complicated
high
needs
programs,
frequently
in
under
enrolled
under
chosen
and
lower
performing
schools.
L
We
have
there's
been
lots
of
discussion
about
the
complicated
and
plentiful
grade
configurations
across
Boston
Public
Schools
Boston
is
a
complicated
landscape.
We
don't
necessarily
believe
that
uniformity
is
likely
to
work,
but
narrowing
some
of
the
complications
of
those
transitions
and
choices
is
something
that
we
have
heard
repeatedly
from
families,
many
of
whom
choose
four
or
five
schools
over
the
course
of
a
K
to
12
way.
My
own
children
went
through
four
schools
between
kindergarten
and
high
school
graduation.
It's
not
an
uncommon
tale.
L
However,
what
we
are
aiming
for
is
principally
a
system
that
respects
the
strong
history
of
K,
eight
nine,
to
twelve
s
where
those
strong
pathways
exist,
but
also
relies
on
an
expansion
of
K
six
seven
to
twelve,
particularly
for
some
of
the
new
builds.
Both
of
those
are
principled
around
this
notion
of
meeting
city
wide
student
need
and
equity
of
program
placement,
meaning
that
we
need
to
have
school
buildings
that
can
accommodate
a
more
diverse
range
of
student
need.
L
So
with
those
four
principles
in
mind,
I
also
want
to
turn
briefly
to
the
fact
base
that
has
driven
a
lot
of
the
thinking
behind
the
bill.
Bps
plan
and
these
facts
really
focus
on
the
interaction
between
school
buildings
and
students
so
again
recognizing
feeder
patterns,
enrollment
data
and
family
and
student
choice.
I'm
gonna
focus
on
for
all
eight
of
them
are
outlined
here,
but
there
are
four
that
I
want
to
identify
in
particular.
L
The
first
is
that
there
are
not
enough
elementary
seats
to
serve
students
closer
to
home
in
the
southern
half
of
the
city.
So,
as
we
go
through
the
conversation,
you
will
see
there's
a
lot
of
focus
on
new
builds
in
the
southern
half
of
the
city,
and
by
this
we
mean
from
about
the
gas
tank.
It
elect
exit
11
on
the
expressway.
L
If
you
draw
an
imaginary
line
straight
across
the
city
to
the
lower
half
of
the
Arboretum,
everything
south
of
that
has
in
general,
more
children
than
seats
and
everything
north
of
that
is
in
better
balance.
However,
currently
there's
also
demand
and
competition
there,
because
families
are
choosing
citywide
if
they
don't
have
adequate
choices
in
their
own
neighborhoods.
L
This
is
particularly
acute
to
the
third
point
around
the
distribution
of
English
Learner
and
special
education
programs
at
our
high
schools,
so
Boston's
pattern
of
placing
programs
wherever
their
space
over
the
past
decade
plus
has
led
to
a
particularly
jarring
fact
right
now,
among
our
highest
special
needs
students
at
the
high
school
level,
56
percent
of
them
are
educated
in
five
of
our
open,
enrollment
high
schools.
That's
five
of
our
33
high
schools
are
educating
56
percent
of
our
highest
special
needs
students
of
those
five
high
schools.
L
L
We
have
to
include
in
the
forefront
of
our
planning
how
we
meet
the
needs
of
our
most
vulnerable
learners
and
the
last
key
fact
is
around
enrollment
in
our
standalone
middle
schools,
which
has
declined
roughly
1,800
students
in
the
past
six
years
alone,
but
the
story
is
much
longer
than
that
in
2009,
Boston
had
16
standalone
middle
schools,
meaning
middle
schools
serving
just
grades
6
to
8.
Today
we
have
six
and
those
six
have
lost
1800
enrollment
over
the
past
six
years.
L
That
pattern
of
of
enrollment
decline
is
driven
by
both
unintended
consequences
of
past
decisions
and
also
forces
outside
of
BPS
as
control.
So
over
the
past
same
decade,
that
Boston
has
been
rapidly
expanding
its
k
to
eights.
That
was
done
without
full
consideration
of
the
impact
on
stand-alone
middle
schools
at
the
same
time,
in
the
same
period,
was
the
dramatic
growth
of
the
Charter
sector.
L
Many
of
those
schools
opening
at
grades
four
five
and
six,
which
simultaneously
pulled
from
our
middle
schools
that
represents
and
leading
to
one
of
the
more
dramatic
enrollment
declines
across
a
school
sector
that
certainly,
we
have
seen
the
lessons
learned
from
that
is
that
we
need
to
be
very
careful
about
unintended
consequences
as
we
make
more
enrollment
shifts
and
feeder
pathway
changes.
And
we
have
thought
carefully
about
that
in
the
design
of
the
bill
BPS
plan.
L
But
it
also
leads
to
the
recommendation
in
the
bill
BPS
plan
that
boston
concentrate
on
building
sustainable
school
communities
along
the
K
to
six,
seven
to
twelve
or
K,
eight,
nine
to
twelve
pathway,
recognizing
the
significant
decline
of
middle
schools,
which
also
means
that
families
are
choosing
nearly
every
other
option
if
they
can,
rather
than
choosing
the
standalone
middle
schools.
Those
campuses
thus
are
much
smaller
than
the
campus
footprint
and
do
not
allow
us
to
meet
the
complicated
needs
again,
particularly
thinking
of
our
English
learners
and
students
with
disabilities.
L
M
Fills
out
the
fact
base,
as
well
as
the
information
that
we're
sharing
tonight
can
be
found
on
our
website
at
Boston,
Public
Schools,
org,
slash
bill
BPS
and
provide
more
backup
data
and
information
around
the
fact-based
and
we've
tried
to
organize
the
report,
information
and
our
processes
around
five
key
buckets
of
work.
The
reason
for
these
five
buckets
has
to
do
with
both
the
scope
of
the
projects
and
the
timeline
so
that
we
we
group
projects
that
are,
on
the
same
same
timelines
in
the
same
scope
in
buckets.
M
The
first
category
is
new,
builds
and
expansions,
and
by
that
we
mean
any
project
that
could
be
a
brand
new
school,
something
similar
to
the
Dearborn
STEM
Academy
in
Roxbury,
which
was
a
complete
knockdown
and
rebuild
of
a
six
to
twelve
high
school
and
also
includes
a
major
expansion
and
renovation
similar
to
what
we
saw
at
the
Elliott
kt8,
which
grew
from
a
school
over
the
last
few
years,
has
grown
to
a
school
of
almost
eight
hundred
students
on
multiple
sites
and
has
been
able
to
expand
access
to
that
school.
We.
M
This
is
the
part
of
the
project
where
we
have
four
existing
projects
already
in
the
pipeline,
and
we
anticipate
starting
five
additional
projects
in
this
category
over
the
next
ten
years
and
by
starting
we
mean
that
we
are
hoping
to
break
ground
on
construction
on
these
five
projects.
They
may
not
necessarily
be
completed
in
the
ten
years,
but
we
will,
they
will
have
made
substantial
progress
towards
launching
the
second
category
is
real
estate
management.
M
This
is
the
recognition
that,
as
we
start
to
look
at
our
portfolio
of
buildings
and
properties,
we
need
to
continuously
be
looking
for
ways
to
expand
and
develop
a
footprint
that
matches
the
net
the
needs
of
all
of
our
students.
Some
of
our
schools
are
located
on
very
small
parcels
which,
in
highly
condensed
neighborhoods
make
sense,
but
in
some
of
our
other
neighborhoods,
we
were
looking
for
opportunities
to
to
expand
and
to
find
new
properties
that
will
meet
the
the
future
needs
of
our
system.
The
third
category
is
renovations
and
reconfigurations.
M
This
is
where
we
have
spent
a
lot
of
time
talking.
It
is
primarily
focused
on
our
six
current
stand-alone
middle
schools.
This
is
about
using
our
existing
building
stock
to
better
meet
the
needs
of
the
students
in
the
neighborhoods
in
which
the
buildings
are.
These
are
buildings
that
are
highly
underutilized
and
offers
us
an
opportunity.
We
are
not
planning
to
stop
using
any
of
those
buildings.
In
many
cases
are
some
of
our
larger
buildings
that
have
a
number
of
assets
that
we
want
to
continue
using.
M
In
the
case
of
the
little
frederick,
it's
one
of
our
newer
buildings
and
we're
looking
at
how
we
can
better
configure
those
projects
are
better
configure
those
schools
again
to
meet
the
needs
of
students
in
that
neighborhood
over
the
next
10
years.
This
plan
calls
for
the
reconfiguration
of
all
six
of
our
standalone
middle
schools.
M
As
I
mentioned,
the
left
side
are
the
major
projects
those
are
in
total
somewhere
in
the
neighborhood
of
about
12
projects,
overall,
obviously
with
125
school
communities.
This
is
not
going
to
touch
every
school
and
that's
what
the
right
side
of
the
slide
is
for,
and
the
part
that
we
want
to
do.
A
better
job
of
communicating
is
that
everyone
can
expect
upgrades
and
improvements
to
the
physical
plan
of
their
schools
to
better
meet
the
modern
needs
of
our
students
and
the
first
categories:
district-wide
initiatives
and
investments.
M
This
represents
our
upgrading
of
the
educational
opportunities,
the
social
emotional
needs
and
health
needs
of
our
students.
The
examples
of
projects
here
are
the
21st
centur.
The
scuse
me
the
my
way
cafe
kitchen
projects
which
are
expanding
access
to
healthier
foods,
upgrading
of
technology
infrastructure.
We
have
a
great
refresh
plan
for
our
technology
infrastructure
to
ensure
that
every
school
building
is
upgraded
for
wireless
technology
and
technology
infrastructure
every
six
years
and
that's
the
type
of
example
of
project
that
we're
talking
about
putting
every
school
on
a
predictable
schedule.
M
This
is
also
a
place
where
we're
looking
for
constant
feedback
from
the
community
and
about
our
prioritization
to
make
sure
that
we're
balancing
it
correctly.
We
hear
from
people
that
we
want
to
see
upgrades
to
school
yards
athletics
facilities,
kitchens.
We
want
to
make
sure
that
we're
balancing
our
investment
so
every
year
on
an
annual
cycle
when
we
present
our
capital
budget,
we'll
be
looking
to
make
sure
that
the
balance
of
investments
across
these
categories
match
the
the
requests
and
the
expectations
of
our
community.
M
M
M
I've
already
talked
about
the
new
schools
and
make
the
new
buildings
and
major
expansions.
This
map
highlights
nine
areas
of
the
city
that
we
are
focusing
our
process
and
major
expansions
and
they
fit
into
three
categories:
the
first,
the
green
circles,
which
are
meant
to
represent
the
rough
approximation
of
the
geographic
area
that
we're
looking
and
so
the
size
of
the
circle
represents
sort
of
the
area
of
the
city
that
would
be
able
to
benefit
from
the
new
building
or
major
expansion
that
we're
talking
about.
M
This
would
be
either
building
a
new
building
for
one
of
our
existing
school
communities
or
doing
a
major
expansion
for
an
existing
school
which
may
or
may
not
be
on
their
current
physical
site.
So
this
is
not
about
new
buildings
for
charter
schools.
This
is
not
about
a
new
school
community
being
created
in
that
area,
and
so
the
green
dots
represent
areas
of
the
city
where
we
need
to
expand
enrollment
and
access
close
to
home.
So
this
is
there
parts
of
the
city
where
we
have
trouble
assigning
kids
in
their
neighborhood.
M
It's
where
students
have
the
least
access
to
seats
in
schools.
The
blue
dots
represent
areas
of
the
city
where
we
need
to
expand
capacity
in
order
to
achieve
reconfiguration.
So
we've
talked
a
lot
about
creating
in
every
school
community
a
clear
Cadis
K
to
12
pathway,
where
families
know
that
they'll
only
have
to
change
schools
once
in
that
in
that
span,
so
that's
either
K
to
6
transitioning
to
a
712
or
it's
a
K
to
8
transitioning,
to
a
9
to
12
and
we're
looking
by
neighborhood
in
the
areas
where
the
blue
dots
are.
M
We
have
challenges
being
able
to
meet
that
new
configuration,
often
because
of
very
small
elementary
schools
or
elementary
school
buildings.
That
cannot
add
a
sixth
grade
without
reconfiguring
programs.
The
final
category
is
a
category,
that's
building
emergencies.
This
is
the
West
Roxbury
Education
complex
and
the
recognition
that
we
needed
to
close
the
school
due
to
facilities,
conditions,
you'll
notice.
Here
that
I
mentioned
nine.
There
are
nine
potential
sites,
but
I've
only
talked
about
breaking
ground
on
five
projects.
M
The
reason
for
that
is,
if
we've
learned
anything
from
some
of
our
major
projects
like
the
Quincy
upper,
that
it
is
difficult
to
guarantee
the
timeline
and
and
identify
property
in
the
city,
as
I've
already
mentioned,
what
we
want
to
do
is
start
queuing
up
our
projects
so
that
we're
a
better
position
to
leverage
both
the
city's
capital
finances
and
MSBA
process.
So
we
want
to
identify
all
of
our
projects,
identify
the
priorities
of
these
projects
so
that
we
can
start
queuing
them
up
so
that
we're
not
just
talking
about
the
next
ten
years.
M
Part
of
that
has
been
made.
The
predictability
has
really
been
made
possible
by
the
mayor's
billion
dollar
commitment
to
build
VPS,
and
that's
something
that
I
think
has
allowed
us
to
be
more
thoughtful
and
planful
over
a
period
of
time,
which
is
that
the
mayor's
office
has
committed
this
billion
dollars.
Of
that,
740
million
are
expected
to
be
city
capital
dollars,
with
the
remaining
amounts
being
made
up
for
by
MS.
They
are
anticipated,
maskull,
Building,
Authority
reimbursements.
M
What
this
has
allowed
us
to
do
is
start
to
think
strategically
and
sequence
projects
predictably
and
start
talking
about
them
publicly
before
our
capital
plan
would
be
presented.
We
would
show
this
year's
capital
projects
with
several
years
and
a
short
of
sort
of
short
timeline.
Without
that
firm
commitment
for
a
10-year
plan,
it
didn't
allow
us
to
really
come
out
and
say:
okay,
here's
what
we're
gonna
do
in
year,
7
and
8,
but
with
the
commitment
of
funding
with
the
knowing
the
cash
flow,
we
can
start
to
sequence
these
things
out
and
bring
more
predictability.
M
So
the
10
year
capital
plan
does
cover
the
years
fiscal
year
18
through
fiscal
year,
27
planned
as
I
mentioned,
spending
total
of
seven
hundred
and
forty
four
million
from
city
funds
with
the
MSBA
matching
the
rest.
The
in
the
current
plan,
220
million
of
the
city
funds
will
go
to
annual
program
spending.
That
is
money
that
includes
accreditation,
improvements,
technology,
upgrades
capital,
maintenance,
that's
the
right
side
of
that
slide.
The
district
wide
initiatives
and
the
capital
improvement.
M
Overall,
147
million
is
budgeted
for
projects
that
were
currently
in
the
pipeline
at
the
start
of
the
build
bps
project
that
includes
the
Boston
Arts
Academy,
the
Dearborn
project,
which
wrapped
up
at
the
start
of
this
year
and
projects
like
the
Carter,
School
and
46
million
of
that
is
for
projects
that
began
in
this
school
year.
Projects
such
as
the
my
way
cafe
kitchen
renovations
and
other
roof
and
window
repairs
that
were
part
of
the
MSBA
process.
The
remaining
360
million
of
the
reserve
is
for
future
projects.
M
N
Sorry,
yes,
thank
you.
My
name
is
John
Hanlin
I'm,
the
chief
operating
officer
for
Boston,
Public
Schools,
also
a
graduate
and
parent
of
four
children
in
the
schools
to
continue
on
the
piece
that
Nate
was
just
discussing
related
to
cash
flow.
It's
important
to
note
that
we're
continuing
to
leverage
state
funding
as
well
and
Nate
has
already
mentioned
some
of
this,
but
to
highlight
it
again,
we
are
working
much
more
closely
with
the
state
than
we
ever
have
before.
N
It's
worth,
noting
that
for
many
years
now,
school
districts
across
the
state
of
Massachusetts
have
been
building
new
schools
with
state
funds.
The
Boston
was
not
doing
that
and
in
fact,
as
Nate
mentioned
for
the
first
eleven
years
that
the
MSBA
was
in
existence,
we
received
less
than
six
million
dollars
from
the
state
and
that's
not
necessarily
a
failure
on
the
part
of
the
state.
It's
a
failure
on
the
part
of
all
of
us
for
not
having
something
like
build
BPS
at
that
time.
N
Again,
those
projects
are
critical
to
being
able
to
stay
ahead
of
deferred
maintenance
and
to
again
be
strategic
with
the
investments
that
we're
able
to
make
with
with
our
capital
dollars.
We
also
expect
to
receive
substantial
reimbursement
for
future
new
builds
for
the
new
buildings
that
Nate
has
mentioned,
as
we
have
in
recent
years.
The
Boston
Arts
Academy,
the
Dearborn,
are
two
very
good
examples
of
projects
that
are
already
underway.
N
I'd
like
to
move
on
from
the
topic
of
cash
flow
to
talk
about
current
focus
areas
within
bill
BPS,
first
and
foremost,
the
number
one
priority
for
us
over
the
last
several
months
has
been
to
execute
the
closure
of
the
West
Roxbury
Education
complex,
including
both
urban
Science
Academy
and
West
Roxbury
Academy.
A
brief
note
on
that.
As
we've
said
publicly
many
times,
we
did
not
set
out
to
embark
upon
bill
BPS
with
the
closure
of
a
school.
We
know
how
disruptive
that
is,
and
we
regret
the
disruption
that
it
causes.
N
This
is
a
situation
that
presented
itself
to
us
through
which
we
had
no
other
recourse,
knowing
the
safety
of
the
students
and
staff
in
that
building
was
up
the
utmost
importance
and
that
we
needed
to
take
the
bold
move
to
recommend
the
closure
of
the
facility.
We
have
continued
to
work
very
closely
with
that
community
that
actually
two
different
communities
over
the
last
several
months
and
you'll
hear
more
of
that
shortly.
N
The
remaining
bullet
points
here,
particularly
three
four
and
five,
are
noted
on
the
categories
of
work
that
mr.
cooter
presented
to
you
earlier.
We
will
continue
to
work
very
closely
and
are
working
very
closely
on
mapping
out
reconfiguration,
as
an
exploration
of
k-6
expansions
will
discuss
that
toward
the
close
of
tonight's
hearing.
We
continue
to
work
very
closely
on
our
capital
plan.
In
fact,
we
expect
to
be
before
you
again
in
a
couple
months
to
discuss
the
capital
submission
for
FY
2016.
N
Boilers
and
the
like.
Lastly,
before
commune
engagement,
we
also
plan
to
continue
to
roll
out
district-wide
initiatives.
The
my
way
cafe
model,
which
you
have
all
heard
about
continues
to
gain
steam
across
the
school
district.
We
will
continue
to
plan
deliberately
for
the
implementation
of
that
model
across
our
schools
will
be
in
front
of
you
next
Monday
to
discuss
security
within
Boston,
Public
Schools,
and
it's
worth
noting
that
security
upgrades
will
be
a
big
part
of
our
district
wide
initiatives.
L
Of
plans
before
Monica
leads
us
into
a
community
engagement,
conversation
I,
just
wanna
reiterate
as
we
look
over
the
current
focus
areas,
the
distinction
between
the
planful
approach
that
we
intend
and,
in
fact,
are
taking
to
the
middle
school
conversions
and/or
other
school
shifts
over
time,
particularly
using
the
McCormack
middle
school
as
an
example.
That
conversion
will
not
begin
until
June
2020.
We
began
the
conversation
in
October
2018.
L
That
leads
to
building
crises.
And
this
is
one
one
of
the
reasons
that
there
is
a
focus
in
ongoing
maintenance
and
repairs
of
current
buildings
and
ongoing
monitoring
of
any
of
our
fragile
buildings.
So
those
remain
priorities
for
how
we
are
balancing.
But
our
our
goal
is
to
have
planful
timetable.
Moving
forward
so
that
nothing
is
abrupt
as
the
West
Roxbury
experience
is
one
that
we
repeat.
O
Thank
you.
My
name
is
Monica
Roberts
I'm,
the
chief
engagement
officer
for
Boston
Public
Schools
I,
want
to
walk
us
a
little
bit
through
what
we've
done
around
community
engagement
and
then
we'll
turn
it
over
to
Mary
to
talk
about
the
McCormick's.
So
we've
had
a
number
of
community
engagement
meetings
over
the
last
since
we
started
this
in
October.
Quite
a
few
of
them
have
been
with
the
West
Roxbury
community.
As
you
can
imagine,
we've
met
both
the
families,
students
and
staff.
That's
been
an
important
piece
of
this
work.
O
We've
had
over
927
individuals
attend
the
broader
community
meeting,
so
that
does
not
include
just
the
West
Roxbury
numbers.
We've
done
meetings
with
a
variety
of
individuals,
including
some
of
our
community
partners,
who
are
trying
to
think
about
what
this
means
for
them
and
they'll
work
with
schools.
So
we're
doing
that
work
in
bringing
felt
so
long.
We've
had
special
meetings,
meetings
with
specialized
populations,
so
thinking
about
our
families,
who
have
students
who
are
served
in
our
special
education
or
English
Learner
programs.
O
We've
also
looked
to
work
with
our
parent
leadership
groups
so
that
we
can
really
begin
to
build
some
momentum
around
sharing
information,
building,
shared
understanding
and
getting
feedback.
In
the
last
bullet
point
you
can
see
where
we've
had
the
largest
turnout
in
terms
of
attendees
and
participants
and
our
meetings
we
continue
to
have
meeting.
So
this
is
not
the
end
of
meetings.
We
continue.
We
want
to
continue
to
do
this
from
year
to
year,
as
we
implement
each
phase
each
year
of
the
work.
We
want
to
do
that.
O
So,
if
there
are,
we've
been
encouraging
our
school
leaders
to
think
about
how
we
might
either
go
to
their
school
parent
council,
the
school
psych
councils
or
in
convening
them
regionally
to
invite
folks
to
have
a
to
ask
us
to
come
out
if
there
are
places
that
we've
missed.
We
also
ask
encourage
you
to
let
us
know
or
individual
groups
that
you
think
we
should
connect
with.
These
are
the
areas
of
the
city
that
we've
been
to
so
far.
O
It
does
not
reflect
everything
so,
for
example,
you
won't
see
Mission
Hill
on
here,
but
we've
had
a
youth
group
meeting
their
mission
Hill
as
well
as
another.
So
this
this
doll
reflects
where
we've
been
so
far,
one
of
the
things
that
we
are
trying
to
do
new
in
this
process,
we've
done
it
as
a
district.
O
We've
done
a
really
good
job,
historically
of
having
meetings
that
draw
out
a
lot
of
voices,
but
not
all
of
our
historically
marginalized
populations,
and
so
one
of
the
strategies
that
we're
implementing
this
year
is
to
launch
our
community
engage
Advisory
Council,
which
started
in
December.
The
goal
is
to
work
with
organizations
that
have
a
constituent
base,
and
particularly
those
that
serve
historically
marginalized
populations,
who
can
help
us
rethink
our
strategies
and
our
processes
for
really
connecting
with
families
whose
voices
are
not
always
represented,
who
are
not
at
the
table.
O
This
is
one
of
the
key
goals
of
this
effort
so
that
all
voices
are
represented.
We
were
talking
about
feedback
and
input
and
making
shifts
to
bill
BPS.
That
is
particularly
important.
They
are
working
with
us
currently
on
designing
our
communication
strategy.
They
are
currently
designing
their
own
meeting
meetings
as
well
as
efforts
to
do
some
outreach.
We
hope
to
have
them
launch
some
of
their
their
campaign
pieces
over
the
next
couple
of
months.
So
this
is
a
particularly
important
piece
of
our
work
as
we
want
to
make
sure
that
every
voice
is
represented.
O
This
represents
the
current
membership
of
the
community
engagement
Advisory
Council.
There
was
a
broader
reach,
so
you
may
see
folks
or
organizations
that
are
not
here.
Please
do
feel
free
to
refer
them
to
us.
If
you
see
the
organizations
that
may
be
missing,
we
have
reached
out
to
a
broader
group.
Some
folks
have
said
now
is
not
the
time,
but
they
are
interested
in
to
keep
them
abreast.
So
we
continue
to
do
that.
O
Work
just
to
go
over
to
the
question
of
what
are
the
things
that
we've
learned
and
heard
in
this
initial
round
of
community
engagement.
One
of
the
things
that
we've
heard
from
folks
is
that
they're
very
happy
to
at
least
have
something
to
react
to
I
think
that
is
a
particularly
important
piece
of
this.
That
we've
come
out
with
a
proposed
plan
that
we
can
engage
in
dialogue
around
so
that
folks
know
what
we're
thinking
about
doing.
O
Why
we're
thinking
about
doing
it,
and
then
they
can
give
and
put
I
think
in
particular
the
districts
use
of
input
has
been
important.
I
think
would
go
a
long
way
to
building
trust,
so
we've
done
a
lot
of
work
around
the
McCormack,
for
example,
where
we
had
a
proposed
way
of
doing
the
work
and
due
to
the
feedback
that
we
got
from
the
school
community,
we've
made
adjustments
another
place
where
we've
gotten
feedback
from
the
broader
community
is
around
our
plan
ago,
k-6
at
a
much
slower
pace.
O
The
other
things
that
we've
learned
is
that
the
the
application
process
we
have
heard
concerns
about
the
application
process
and
I
think
because
of
that,
we're
really
working
with
this
first
round
around
them
the
McCormack
community.
Looking
at
how
do
we
implement
that
application
model?
How
do
you
make
it
feel
collaborative?
How
do
we
provide
technical
assistance
and
support
to
schools?
So
it
does
not
feel
like
a
competition,
but
it's
really
a
doubtful
way
of
strategizing
around.
O
How
do
you
bring
school
communities
together
when
you're
trying
to
reconfigure
them
and
then
the
other
piece
that
I
think's
been
really
important,
and
a
learning
point
for
us
is
the
the
piece
that
seems
really
exciting
is
the
the
new
build,
but
one
of
the
most
important
pieces?
Is
this
piece
around
capital
planning
and
continued
maintenance
of
buildings?
One
of
the
things
that
we've
heard
from
folks
is
that
we
need
to
talk
more
about
that,
because
it's
really
important
for
people
to
know
that
every
building
will
be
addressed.
O
Everyone
will
not
get
a
new
building,
but
every
building
will
be
addressed
and
that
we
have
a
thoughtful
plan
for
doing
that.
Work,
I
think.
Lastly,
we've
learned
that
we
have
to
continue
to
try
different
ways
of
reaching
out
to
different
constituencies.
This
is
why
we
were
working
with
the
community
engagement
advisory
council
to
do
that
work.
We
know
that
any
plan
creates
some
anxiety,
but
our
participants
have
indicated
that
they
feel
like.
O
We're
gonna
move
to
talk
a
little
bit
more
specifically
about
what's
happening
with
Urban
Science,
Academy
and
West
of
Oxford
Academy,
and
we've
done
a
lot
of
work
with
those
two
school
communities.
Those
two
school
communities
were
included
in
the
first
round
of
registration
which
has
closed.
We
went
to
the
school
and
had
a
number
of
opportunities
for
students
and
families
to
learn
about
their
school
options.
O
We've
done
one-on-one
appointments
with
every
almost
every
student
to
make
sure
that
they
understand
where
they
are,
as
it
relates
to
being
on
track
for
graduation,
what
are
their
options
available
to
them
and
help
them
in
their
families,
kind
of
grapple
and
think
through
the
choices
that
were
available.
In
addition,
we've
paid
a
particular
attention
to
some
of
our.
You
too
are
off
track
and
help
them
think
through
what
might
be
their
options
as
a
relates
to
alternative
education.
O
There's
been
a
lot
of
support
for
our
students
being
served
in
our
special
education
programs,
as
well
as
an
English
Learner
students
to
ensure
that
they
are
aware
of
all
of
the
options.
We
are
looking
to
move
students
and
cohorts
together
so
that
they
are
able
to
continue
to
have
a
sense
of
community
and
get
served
in
the
same
great
programming
that
they
have
had
an
urban
Science
Academy
and
West
Vascular
Academy.
O
This
chart
shows
the
our
efforts
in
terms
of
getting
students
enrolled.
There
are
a
few
students,
as
you
can
see,
a
small
number
that
have
not
yet
made
choices.
We
continue
to
do
one-to-one
outreach.
We
had
a
team
a
couple
of
weeks
ago
go
to
do
home
visits
to
family,
so
we
conducted
a
little
over
30
home
visits
to
connect
with
families
talk
with
them
to
their
options.
O
As
part
of
this
process,
we
know
there
has
been
a
lot
of
focus
paid
attention
to
to
students,
but
we
also
are
working
with
the
staff,
and
so
we
are
providing
support
around
hiring,
including
looking
at
resume
development
and
other
skills
that
our
staff
may
need.
We're
gonna
be
providing
support
on
Intel
and
the
coming
months,
as
well
as
a
job
fair.
P
Good
evening,
everyone
I'm
Mary
Driscoll
I'm,
the
associate
superintendent
for
elementary
and
middle
schools,
and
this
work
has
already
been
referred
to
a
few
times.
So
I
just
want
to
give
kind
of
a
high-level
update
on
where
we
are
and
I'm
sure
that
you
have
many
questions
and
that
you
want
to
ask.
So.
P
That
has
been
thinking
about
moving
down
and
becoming
you
know,
going
from
being
a
nine
through
twelve
twist,
seven
through
twelve,
and
we
know
that
many
of
our
high
schools
had
already
been
interested
in
that
possibility.
And
so
what
what's
been
happening
since
october
is
there's
a
school-based
team
at
the
mccormick
that
meets
every
week.
That
includes
members
of
their
instructional
leadership
team,
their
their
school
leader
and
then
some
central
office
team
members
that
travel
out
the
out
to
the
mccormick
there's.
P
Also
a
central
office,
mccormick
team,
that's
convened
by
myself
and
aundrea
Zayas
who's,
the
academic
superintendent,
supporting
that
school
and
the
two
teams
work
in
parallel
with
you
know,
weekly
sort
of
updates
to
each
other,
and
so
what
we've
done
over
the
course
of
the
last
few
months
is
come
up
with
a
proposed
set
of
criteria.
Who
are
the
students
that
we
know
as
a
district?
We
need
to
be
able
to
serve
in
a
seven
twelve
and
that
you
know
was
very
much
informed
by
the
things
Laura
talked
about
at
the
beginning.
P
Once
we
had
kind
of
the
proposed
the
aspirations
of
who
we
wanted
to
see
served
in
the
seven
twelve,
we
created
a
an
invitation
to
submit
a
letter
of
intent
that
went
out
to
all
of
the
high
schools
inviting
any
high
school
that
was
interested
in
exploring
the
opportunity
to
partner
with
McCormick
to
co.design.
Together
a
712
learning
community,
we
held
an
information
session
for
all
high
schools.
We
had
about
eight
schools,
Express
initial
interest
and
then,
as
of
February
15th,
which
was
the
day
we
had
asked
schools
to
submit
a
letter
of
intent.
P
We
have
three
high
schools
that
are
actively
engaged
in
a
process
of
determining
you
know
it's
a
two-way
process:
it's
both
the
mccormick
community.
Looking
at
the
high
schools
and
the
high
schools
looking
at
mccormick
and
the
district,
you
know
working
with
both
of
them
to
determine
of
these
three
potential
partners,
which
is
the
best
fit.
You
know
both
in
terms
of
the
kind
of
programming
we
know
we
need
to
serve
in
our
seven
to
twelve
school,
but
also
which
is
the
best
fit
with
the
culture
and
climate
of
the
McCormack
school.
P
P
We've
already
in
the
initial
intent
to
explore
the
opportunity
we
did
ask
the
schools
to,
if
possible,
include
the
the
school
leadership,
the
governance,
either
the
school
site,
Council
or
the
governance
board
and
the
btu
membership,
and
we
did
get
support
in
all
three
areas
from
all
three
partners.
So
that's
an
ongoing
conversation
and
our
hope
is
to
bring
a
proposal
to
the
school
committee
sometime
in
late
April,
with
a
partner,
that's
going
to
join
with
McCormick
and
will
be
supported
over
the
next
year
and
a
half
in
together,
co-creating
a
712
high
school
community.
P
P
We're
gonna
do
some
one-on-one
meetings
at
the
schools
with
the
school
leaders
this
week
and
then
next
week,
we'll
be
having
a
meeting
for
members
from
all
of
the
site
councils
at
these
schools
to
again
explain
what
the
opportunity
is.
What
the
you
know,
sort
of
guardrails
for
becoming
a
k-6
are
we're
very
clearly
explaining
that
it's
not
required
at
this
point
that
all
of
these
schools
become
k-6.
P
If
there
are
some
that
feel
their
k5
configuration
works
for
them
now
than
instead,
we
would
find
a
new
feeder
pattern
so
that
families
would
have
a
pathway
through
eighth
grade
and
then
the
final
piece
of
work
is
around
other
k-6
expansion
opportunities.
And
again,
as
Monica
mentioned,
when
we
first
went
out,
we
said
that
we
would
deal
with
each
community
each
ecosystem
around
one
of
the
middle
school
conversions,
and
that
would
be
the
point
at
which
we
would
be
looking
at
schools
that
were
feeding
into
those
middle
schools.
For
conversations
about
converting
to
k-6.
P
2021
and
2122
again
with
a
set
of
guidelines
that
you
know
would
require
the
school
that
be
able
to
do
it
within
their
existing
space
that
it
would
have
to.
You
know,
be
for
all
of
the
students,
the
school,
both
the
general
ed
population,
as
well
as
students
with
disabilities
and
English
learners
that
it
would.
P
P
You
know
we,
we
know
that
we
struggle
particularly
with
our
small
school
communities
that
have
just
one
classroom
per
grade
and
even
when
those
classrooms
are
full,
the
resources
available
to
that
school
for
things
like
social
workers
or
additional
arts
specialists
are
really
limited
by
just
the
number
of
students
that
are
able
to
be
in
the
school.
And
so
as
we
look
at
potential
k-6
expansions,
there
are
some
communities
where
this
particular
opportunity
will
not
make
sense,
which
is
not
to
say
you
know
in
the
next
wave
in
a
reconfiguration
around
another
middle
school.
P
L
Some
of
these
big
moves
happen
in
any
network
or
cluster
of
schools,
and
then
the
accelerating
of
the
K
to
six
expansion
was
in
direct
response
to
pent
up
demand.
We
know
people
have
been
waiting
for
bill
BPS
to
move
forward.
There
are
28
schools
by
our
current
count
that
have,
at
some
point
expressed
interest
in
K
to
6
expansion.
L
Not
all
of
them
are
impacted
by
the
initial
mccormick
transition,
so
going
back
to
the
drawing
board
coming
up
with
a
set
of
criteria
and
guardrails
that
we
thought
could
accelerate
that
without
throwing
the
system
into
dramatic
disarray.
By
trying
to
do
too
much
too
quickly,
we
put
those
guidelines
out
transparently
to
all
school
leaders
and
then
began
the
series
of
conversations
that
mary
has
just
described.
That's
a
again
an
example
of
how
we
are.
This
is
an
it
an
iterative
plan.
L
There
are
important
principles,
but
we
are
trying
to
create
space
and
movement
in
response
to
the
feedback
which
builds
a
better
plan.
It
is
also
the
reason
that
we
are
looking
to
have
longer
timelines
in
some
of
these
conversations,
so
there's
room
to
make
these
sorts
of
modifications
in
response
to
school
and
community
feedback
and
incorporate
that
into
thoughtful
plans.
Moving
forward
Thank.
A
You
superintendent,
thank
you
all
for
a
very
thorough
and
thoughtful
presentation.
I'm
gonna
we're
gonna
have
a
so
let
me
just
set
my
timer
here.
I
have
a
lot
of
questions.
I
know
my
colleagues
do
too
so
I'm
gonna
start
my
own
clock
for
Question
and
Answer
I.
Just
really
want
to
thank
you
for
that
presentation
and
I
am
a
supporter
of
build
VPS
I
think
we
need
to
make
these
significant
improvements
in
our
schools
and
we
need
the
money
to
do
so.
A
I
do
want
to
know
through
this
work,
a
superintendent
you
refer
to
this
plan
as
the
plan
and
although
it's
very
dynamic
and
sort
of
improv
in
you
know
it's
it's
a
moving
document
or
a
living
document,
I'm
curious
about
what
components
of
it
have
been
voted
on
and
passed
by
the
school
committee
that
we're
sort
of
waiting
on
to
move
forward.
Yes,.
L
And
before
I
answer,
I
just
want
to
say
that
I
am
going
to
have
to
leave
close
to
7:00
for
a
prior
engagement,
so
I'm
going
to
stay
for
as
many
questions
as
I
can,
but
then,
with
the
very
able
team
here.
I
have
no
doubt
that
you
will
get
answers,
and
so
because
of
the
iterative
nature,
the
plan
has
always
been
to
bring
as
specific
elements
become,
more
concrete,
bring
them
to
the
School
Committee
at
that
moment
for
specific
approval.
L
Similarly,
as
Mary
was
just
describing
this
spring,
we
will
bring
to
the
school
committee
both
an
overview
of
the
K
6
7
to
12
K
8
9
to
12
framework,
but
also
specific
recommendations
relative
to
the
plans
for
the
McCormick's
conversion,
with
the
selection
of
a
high
school
partner
with
the
key
to
six-feet
are
patterns
around
the
McCormack
and
then
a
couple
of
months
later.
Additional
schools
outside
of
the
McCormack
ecosystem,
as
Mary
termed
it
that
are
able
to
enter
into
an
accelerated
K
to
six
expansion,
beginning
in
September
20,
September
21.
L
A
And
I
do
support
this
streamlining
of
the
the
great
configurations,
because
what
we
have
now
is
too
complex
and
you
know
not
helpful
for
families
through
that
process.
But
through
those
changes,
we've
talked
a
little
bit
or
you've
presented
a
little
bit
about
the
unintended
consequences
that
sometimes
come
about
when
we're
making
these
changes.
Are
there
any
plans
to
hold
school
communities
harmless
of
some
of
these
early
changes,
as
they
happen,
whether
it's
the
school?
That's
going
through
the
initial
change?
L
L
So
one
example
is
that
in
the
K
to
six
expansion
outside
of
the
middle
schools,
one
of
the
parameters
is
that
an
individual
school
that
really
wants
to
add
a
sixth
grade
may
not
be
able
to
do
it
if
it
has
dramatically
negative
consequences
in
in
the
near
term
on,
say
three
or
four
schools
that
are
connected
to
them.
On
the
other
hand,
we
are
willing
to
consider
it
if
modest
mitigation
by
the
district
can
make
it
move
forward.
So
we
need
to
keep
that
in
some
balance.
L
Similarly,
the
other
on
into
potential
unintended
consequence
that
we
wish
to
head
off
is
around
k67
to
12
that
expansion
with
our
current
and
remaining
k8
9
to
12.
If
we're
not
careful
and
we
do
k67
at
12s,
we
could
unintentionally
negatively
impact
enrollment
in
Arcata
eights,
particularly
at
the
middle
grades,
and
particularly
for
some
of
our
smaller
schools.
C
Thank
You
councillor
savvy
George,
Thank,
You,
superintendent
and
super
kind.
I
have
a
few
questions,
one
one.
On
the
BPS
plan,
I
had
the
opportunity
to
visit
the
cotta
school
recently
and
so
the
great
work
the
teachers
and
staff
are
doing
there
and
helping
our
students
with
special
needs
and
disabilities.
I
know,
there's
a
plan,
hopefully
to
have
a
therapeutic
swimming
pool
to
help
help
our
students.
C
K
L
I'll
speak
in
general
terms,
and
then
John
will
speak
to
the
Carter
specifically,
so,
in
general
terms,
I
think
the
primary
way
which
we
are
preparing
to
better
neat
the
need
meet
the
needs
of
our
most
vulnerable
learners.
Both
students
with
disabilities
and
I
would
include
many
of
our
English
learners,
particularly
in
some
of
our
highly
specialized
Slive
programs,
as
an
example
is
in
this
principle
of
equity
of
program
placement
and
putting
them
in
the
forefront
of
planning.
L
The
first
thing
we
will
say
for
new
buildings
is:
these:
are
the
kinds
of
programs
for
our
most
vulnerable
learners
that
must
be
served
in
this
building,
based
on
its
location
and
based
on
citywide
student
need,
then
we
will
ask
which
schools
are
ready
to
step
up
or
interested
in
stepping
up
to
take
on
those
particular
challenges.
That
is
not
the
way
program.
Placement
has
been
done
historically
in
Boston.
L
This
is
one
of
the
autonomies
that
we
believe
is
in
conflict
with
our
equity
principles,
about
meeting
the
needs
of
all
of
our
students.
We
understand
this
is
a
challenge
it.
It
is,
causes
more
difficult
conversations
with
school
communities,
but
we
have
a
large
number
of
high
schools
in
particular
that
are
high
functioning,
that
have
strong
school
communities
and
that
either
because
of
their
selective
enrollment
approach-
and
this
includes
a
number
of
and
we're
not
talking
exclusively
exam
schools.
N
We
really
would
like
for
the
Carter
School
building
to
be
one
of
the
signature
investments
of
bill
BPS
in
the
early
days
of
bill
BPS.
A
brief
note
of
clarification,
the
maskel
Building
Authority.
They
have
two
major
programs.
One
is
the
accelerated
repair
program
which
we've
talked
about
before
that
governs
work
related
to
roof,
spoilers
and
windows,
and
we've
done
several
of
those
projects.
We
will
have
completed
30
of
them
within
a
year
or
two
there's
also
the
core
building
program,
which
is
the
program
that
the
state
has
devoted
toward
building
new
buildings
for
schools.
N
It
is
that
program
through
which
we
are
applying
for
funding
from
the
MSBA.
We
continue
to
hear
very
positive
things
from
the
state
regarding
this
project
for
the
Carter
School.
They
have
been
out
to
the
site.
They
have
witnessed
the
magical
things
that
principal
mark
O'connor
and
his
team
are
doing
for
our
students
at
the
Carter
School.
We
are
in
the
midst
of
what's
called
the
enrolled,
enrollment
feasibility
phase
of
that
project
pipeline.
N
We
expect
to
hear
in
the
spring
or
early
summer,
from
the
state
they
will
move
on
to
the
next
period
of
the
project,
which
is
when
the
design
begins.
That
will
begin
with
procurement.
After
that,
we
will
hire
a
design
firm
through
the
public
facilities
department
to
manage
the
design
for
the
new
school
I
believe
that
that
design
will
include
a
therapeutic
pool.
N
Although
I
can't
speak
to
that,
and
would
be
premature
to
do
so
as
of
right
now
and
after
that,
we
would
then
hope
to
receive
the
next
bit
of
good
news
from
the
state
to
move
forward
with
construction.
We
followed
all
of
those
steps
with
a
Dearborn
STEM
Academy
in
the
heart
of
Roxbury,
we're
continuing
to
do
it
right
now
at
Boston,
Arts
Academy,
and
we
are
hopeful
that
we'll
be
able
to
move
forward
on
this
with
the
Carter
School
as
well.
Thank.
A
A
E
You
councillor
Sabra
George,
and
thank
you
to
the
panelists
and
I
think
from
the
presentation.
You
know
it's
still
abundantly
clear
that
we
can
do
better
with
respect
to
process
engagement,
transparency
I
mean
even
than
the
presentation
itself
as
you're
talking
about
these
incredible
equity
principles
that
are
real,
particularly
with
the
high
schools
being
making
it
clear
like
how
does
that
connect
to
what
the
actual
plan
is
doing
in
action?
Pulling
that
apart,
I
think
so.
E
People
at
home
who
are
reading
this
or
looking
at
this
online
can
understand
how
that
is
showing
up
with
respect
to
why
we're
doing
certain
things
with
school,
a
and
B,
and
why
we're
not
doing
something
with
school,
C
and
D
so
that
people
have
this
information
readily
available.
I
think
we
can
do
a
better
job.
Just
looking
even
at
the
presentation,
one
of
the
things
I
wanted
to
speak
to
because
it
came
up,
including
in
the
public.
Testimony
piece
was
the
reason
I
didn't
sign
on
to
the
moratorium
related
to
build.
E
Pps
is
because
I
had
ongoing
projects
of
schools
in
my
district,
the
Greenwood
school
needed
doors
or
others
need
roofs
and
windows.
Alston
Brighton,
yes,
get
them
the
my
way,
Cafe
get
them
the
things
they
need.
So
that's
one
of
the
reasons
why
I
didn't
sign
on
to
the
moratorium,
but
some
of
the
principles
that
the
advocates
brought
around
process
I
think
are
valid
and
I
just
wanted
to
name
that
I
think
when
we
look
specifically
at
the
McCormack
school,
it's
a
community
that
mobilized
and
said
hey.
E
We
have
plans,
we
have
ideas,
we
want
to
network
our
school.
We
want
to
do
some
creative
things
on
the
ground.
Why
don't
you?
Let
us
inform
what
you're
doing
versus
us
saying
here's
our
plan
and
let's
do
this
I,
think
that's
a
great
idea:
I've
been
spending
and
superintendent.
You
know
this
as
well
as
some
other
folks.
Here
Mary,
we
were
just
at
a
community
meeting
in
Grove
hall
related
to
the
growth
Hall
Alliance.
You
know
I've
been
going
to
the
Burke
high
school
for
over
two
years.
E
In
my
district
meeting
with
at
the
time
it
was
six
principals,
including
the
Dearborn
wellness
house,
on
top
of
the
Grove
Hall
on
top
of
the
Burke
high
school
before
it
moved,
and
you
had
an
innovative
group
of
principals,
all
women
of
color
and
I'll
be
very
frank.
All
women
of
color,
who
said
not
only
do
we
care
about
this
community.
We
care
about
the
students
here.
These
are
principles
that
Newton
and
other
rich
communities
have
been
wooing
for
years
and
they're
like
nope.
My
job
isn't
done
here
in
this
community.
E
How
do
you
create
a
pipeline
from
K
0
to
the
12th
grade
in
a
neighborhood
that
families
can
access
the
Haynes
schools,
for
example,
which
is
a
part
of
this
conversation
right
now,
I
think
it's
less
than
30
percent
of
their
population
from
the
grovyle
community
actually
go
to
the
Haynes
eaec
in
their
own
community,
and
here
is
a
district
or
so
a
part
of
the
city
violence,
you
name
it.
Poverty,
high
concentrations,
but
folks,
saying
that's
not
just
what
this
community
is
about.
E
We
think
we
can
be
change
agents
through
our
schools
at
the
school
level
and
yet
they're
still
waiting
in
a
response
from
the
district,
the
School
Committee
invited
chairman
and
la
canto
and
others
to
come
and
engage
with
the
principals
there.
The
teachers
union
and
others
so
I'm
hearing
about
this
innovative
work
happening
at
McCormick,
the
solicitation
of
a
high
school
to
participate
in
that
network.
E
Here
you
already
have
a
K
0
through
12th
grade
situation,
where
they're
waiting
on
something
to
move
with
respect
to
that,
and
so
I
want
to
just
name
that,
because
it
is
so
important.
We
had
this
community
meeting
that
I
thought
would
very
well
if
anything,
they
said.
How
can
we
do
better
in
our
engagement,
but
I
want
to
name
that,
because
there
are
community
leaders,
teachers,
parents,
people
on
the
ground,
particularly
in
communities
of
color-
that
don't
get
the
credit
they
deserve.
E
Who
are
thinking
about
innovative
and
creative
ways
to
work
with
the
district,
to
be
innovative?
To
show
that,
yes,
our
families
want
to
go
to
bps
and
they
don't
have
to
go
to
our
charter
school,
parochial,
school,
Emeco
or
somewhere
else
to
get
a
solid
education.
They
can
get
it
right
in
our
community,
and
so
they
are
showing
up.
Saying
here
are
some
ideas.
E
Work
with
us
take
some
risk
on
us
and
so
I'm
going
to
keep
putting
out
the
Grove
Hall
Alliance,
because
I
think
it's
a
great
idea
to
test
something
out
to
try
something
new
and
also
think
about
it.
We
could
track
every
student
K
through
0
to
the
12th
grade
every
family
think
about
wraparound
services,
instead
of
investing
in,
say
the
Burke
high
school,
but
not
the
frederick
or
the
king,
which
is
a
part
of
this
sort
of
network
idea.
You
invest
in
this
entity
right
this
group
of
schools.
E
Together,
you
save
money
that
way
it's
it's
just
a
win-win
for
so
many
reasons,
and
so
because
this
is
happening
in
the
mccormick
and
I
applaud
their
efforts
in
working
with
UMass.
The
same
thing
I
think
the
Grove
all
Alliance
is
right
for
something
just
like
it
and
I'll
just
add
these
as
more
statements
than
questions.
So
thank
you.
Kelso
sabe
George
on
the
two
things
on
the
engagement
front.
I
think
you
know
looking
at
the
numbers,
we
can
do
better.
I.
E
Think
I'd
like
to
see
more
of
a
model
that
says
how
do
we
actually
do
it
at
the
school
level
versus
centrally
and
thinking
about
doing
greater
investment
there
versus
centrally
trying
to
mandate
it
or
manage
it?
I
should
say
at
the
school
level,
I
think,
even
with
the
idea
around
the
community
organizations
listed
here.
E
They
don't
touch
everyone
and,
lastly,
on
the
my
way
cafe
in
the
new
school
buildings,
and
this
will
come
up
I
think
during
transportation
budget
hearing
that
councillor
Sabra
George
is
going
to
do
in
the
budget
hearing
generally
I'm,
always
thinking
about
cost
I
think
we
waste
a
lot
of
money
and
I
spoke
to
that
when
I
voted
no
in
the
last
bps
budget,
I'm
thinking,
we
can
do
better.
The
my
way
Cafe
is
before
they
came.
Sort
of
internal
within
the
bps
system
costs
us
less
money
to
build.
E
I
have
a
question
around
that
it's
at
the
Taylor
school
in
my
district.
Why
is
it
costing
more
when
it
goes
within
our
sort
of
apparatus?
I
have
the
Brook
charter
school,
rep,
Holmes
and
I.
Were
there
celebrating
all
those
students
and
their
new
building?
They
pay
a
lot
less
to
build
a
brand
new
school
I
have
questions
around
that
and
I
think
families.
E
Do
they
want
us
to
pull
this
apart,
and
so
we
may
be
getting
the
matching
funds
from
the
state
that's
great,
but
if
we
have
to
jump
through
more
hurdles
and
it's
adding
more
cost
and
maybe
not
actually
worth
the
savings
I
don't
know
we
have
to
pull
that
apart.
But
those
are
questions
that
people
are
grappling
with
when
you
think
about
costs
and
efficiencies
a
time
for
a
different
hearing.
So
thank
you
for
the
presentation
and
look
forward
to
just
staying
engaged
on
this
Thank
You
councillor
George.
L
Sponsz
and
I
think
we'll
hold
on
the
your
very
good
points,
but
there's
also
some
very
good
conversation
to
be
had
around
the
budgeting
piece,
so
I'll
hold
on
that
and
John
Hanlin
is
the
expert
there,
but
councillor
I,
think
you
know
this.
President
Campbell
I
just
want
to
point
out
on
the
topic
of
the
Grove
Hall
Alliance.
We
are
engaged
with
them.
I've
designated
Mary
Driscoll
as
a
regular
participant
in
those
meetings.
L
I've
attended
them
both
before
my
appointment
and
since
and
they
are
a
community
that
we
very
much
look
to,
particularly
as
we
approach
a
place
where
we
can
begin
to
look
at
the
Frederick
conversion,
which
is
integral.
That
is
when
we
imagine
the
most
intensive
engagement,
but
we
are
also
with
them,
but
we
are
also
talking
internally
about
things
that
we
may
be
able
to
do
to
respond
to
their
feeder
pattern
aspirations,
even
in
advance
of
the
Frederick
conversion.
So
that's
an
ongoing
conversation
that
Mary
will
be
one
of
the
point.
People
on.
P
The
meeting
was
incredibly
impressive.
Those
leaders
are
doing
great
work
and
we
have
co-signed
on
a
grant
application
to
the
state
that
would
allow
them
to
do.
You
know,
sort
of
a
wider
needs
assessment
and
I
am
going
to
find
a
way
to
sit
in
I
have
a
Friday
meeting
that
currently
is
a
conflict,
but
I
definitely
intend
to
engage
with
that
work.
I
also
because
I
seem
most
like
sitting
up
in
the
audience.
G
So
right
now
sorry
just
to
make
sure
I
have
this
clear
so
right
now,
if
there
is,
is
there
one
place
that
a
a
family,
member
or
you
know,
but
even
potential
student
family
could
log
on
to
see
you
know
if
I'm
living
here?
What
is
the
process
steps?
When
will
people
know
if
this
school
is
becoming
k-6
versus
combining
or
moving
into
this,
or
that
is
the
best
place
just
to
build
VPS
website
and
everything's
gonna
be
there
or
is
there
different?
G
O
We
everything
lives
on
the
bill,
bps
website,
so
Boston,
Public,
Schools,
backslash
bill
bps,
that
or
bas
public
schools
or
excite
VAX
has
bill.
Yes,
we
are
working
with
the
community
engagement
advisory
council
to
look
at
different
ways
to
bring
this
to
life,
so
we're
talking
about
videos
and
other
things
that
will
help
it
make
make
it
much
more
accessible
to
families
and
students
and.
G
L
G
L
N
I
would
just
add
to
the
point
about
predictability
that
the
that
we
will
be
going
into
great
amounts
of
specificity,
but
all
that
specificity
is
very
topical
in
nature,
so
come
springtime
when
we're
talking
a
little
bit
more
about
the
specific
plans
for
the
mccormick
and
the
partnership
that
they're
going
to
have
with
another
high
school
that
become
a
seven
to
twelve.
We
will
be
very,
very
specific
in
the
details
of
which
schools
are
impacted,
which
K
to
five
schools
are
gonna,
become
K
to
six,
so
on
and
so
forth.
N
As
more
Cadis
sixes
are
rolled
out
in
the
years
to
come,
we
will
embrace
those
communities
to
share
that
with
school
committee
and
again
be
very
specific,
but
as
as
you
mentioned
toward
the
outset,
counselor
there
is
such
interconnectedness
across
the
school
district
that
it
would
be
a
big
mistake
on
our
part
to
to
say
here's
our
crystal
ball
and
here's.
What
we
think
every
school
is
going
to
be
over
the
next
ten
years.
N
To
some
degree,
this
the
the
city
tried
that
approach
in
the
past,
and
so
we're
gonna
have
all
these
K
to
eights
and
we're
gonna.
Have
these
Middle
School's
we're
gonna?
Have
these
other
schools
and
we
realized
you
know
it
actually
doesn't
work
that
way,
because
there
are
always
going
to
be
unintended
consequences
that
we
have
to
very
carefully
think
through
before
we
implement
change
in
the
school
district,
and
that's
why
the
plan
will
continue
to
be
somewhat
deliberative
in
nature,
but
also
embraced
in
the
community.
As
we
deliberately
march
down
those
steps.
G
Yeah
and
I
think
what
we're
seeing
now
with
the
free,
even
at
the
end
of
this
presentation,
is
even
timelines
about
timeline.
You
know
like
when
you
can
expect
to
see
this
level.
You
know
next
level
down
just
adds
more
predictability,
and
it
is
really
helpful.
So,
okay,
so
just
diving
into
the
McCormick's
a
little
bit.
G
N
G
N
There
is
a
very
good
chance
that
we
will
not
be
working
with
the
MSBA
on
that
project
because
it
would
be
a
major
renovation
of
a
school,
potentially
an
expansion.
Potentially
not.
We
don't
know
that
answer
yet
it
would
not
be
one
of
their
boiler
roof
for
Windows
projects,
and
it
would
not
be
a
core
building
and
rebuild
so
it
wouldn't.
We
wouldn't
apply
for
MSBA.
N
L
If
I
can
just
add
to
that-
and
this
partly
goes
to
President
Campbell's
question
as
well-
about
MSBA
versus
non
MSBA
right
now,
the
budget
is
designed
such
that
there
is
substantial
city
capital
funds,
as
well
as
the
matching
funds
we
draw
in
from
MSBA,
and
the
reason
is
that
some
projects
will
not
fit
within
the
MSBA
scope
and-
and
the
McCormick's
as
John
just
gave
is
a
good
example.
But
we
want
to
move
them
quickly.
L
They
can
be
funded
solely
on
city
capital
dollars,
whereas
the
new
builds
and
others
that
fit
the
MSBA
I
agree.
We
should
continue
to
have
a
conversation
about
choices
and
trade-offs.
Msb
projects
take
longer
absolutely
even
though
they
leverage
money,
but
we
are.
We
have
set
up
the
long
term
budget
plans
such
that
we
can
do
the
quicker
projects
solely
out
of
city
capital,
if
that
allows
them
to
move
forward
in
a
more
expedient
way.
G
N
G
A
You
councillor,
oh
I'm,
just
a
follow-up
question
regarding
the
timeline.
You
know,
I
know
ten
years
it's
it's
hard
to
sort
of
predict
all
of
those
ten
years
and
we've
identified
for
renovations
that
are
currently
underway,
five
potentially
in
the
pipeline,
but
I
do
think
that
the
community
at
large
I
would
like
a
more
concrete
timeline,
or
at
least
what
councillor
who
referred
to
as
a
timeline
about
the
timeline,
because
there
is
a
huge
lack
of
information
when
it
comes
to,
especially
for
kids
and
families
and
school
communities.
A
When
are
they
going
to
be
touched
by
this
investment?
So
I
don't
know.
If
there's
you
know
additional
information
that
maybe
they
could
give
on
what
you
know.
If
you
could,
we
articulate
what
the
four
projects
are
that
are
underway
and
where
we
think
you
know,
where
does
West
Roxbury
high
school
campus
fit
into
all
this?
Just
some
information
about
what's
upcoming.
M
I'm
line
the
major
projects
John
has
already
referenced
the
MSBA
for
projects
that
core
projects
are
those
projects
that
would
either
be
brand
new
buildings
or
major
expansions
of
existing
buildings.
The
plan
timeline
for
that
is
once
we
have
submitted
a
school
for
the
msb,
a
process
which
kicks
off
the
application
process
is
open
now
through
April
4,
the
core
projects,
those
projects
take
somewhere
between
five
to
seven
years
to
complete.
M
By
the
time
we
go
through
the
MSBA
approval,
which
is
the
first
year,
multiple
years
of
design,
which
include
the
architectural
design
as
well
as
engineering
plans,
and
then
the
construction
projects
taking
somewhere
between
three
and
four
years.
So
any
of
those
major
projects
are
in
the
out
years
and
the
the
first
few
years
of
WPS
is
primarily
focused
on
the
reconfigurations
of
existing
buildings,
which
will
be
on
much
tighter
timelines,
both
because
the
approval
process
isn't
in
place
and
because
the
construction
will
be
much
more
limited.
M
Some
of
the
the
the
limiting
factors
in
terms
of
timing
and
us
being
with
estimate
is
cash
flow
as
part
of
it.
The
second
part
is
our
capacity
to
be
able
to
manage
projects
from
with
the
public
facilities
department
and
a
project
management
perspective.
The
third
is
our
ability
to
manage
the
change
and
ensure
enrollment
flow
and
ease
the
transition
for
students.
M
So
in
the
case,
if
we
take
the
fredrik,
for
example,
the
lola
Frederick
is
Elementary
School
I'm
just
kidding
me
a
middle
school
in
Grove
hall,
there
is
going
to
be
a
community
engagement
process
where
we
discussed
the
future
use
of
it
is
either
K
to
6
or
7
to
12.
The
limiting
factor
in
in
the
little
Frederick
is
not
the
facility,
because
it's
one
of
our
most
recently
built
buildings
it'll
take
probably
a
summer
to
convert
either
direction.
M
What
we're
working
to
do
is
to
try
and
sequence
the
community
conversations
with
the
middle
schools,
then,
once
we
get
a
sense
for
the
path
forward
for
each
middle
school
with
the
community,
whether
it's
going
to
be
a
k-6
7:12
part
of
a
K
to
eight
or
nine
twelve.
Once
we
get
that,
then
we
can
start
the
sequence
out
and
then
in
some
ways
it's
a
lot
easier
for
us
to
put
a
timeline
together,
and
so
we're
going
to
be
working
to
lay
out
the
timeline
of
the
conversations
for
that.
So
I.
A
Guess
it's
just
it's
frustrating
to
hear
that,
where
we're
talking
about
planning
to
make
a
timeline
about
conversations
as
opposed
to
making
sure
that
our
kids
are
going
to
have
access
to
two
renovated
or
rebuilt
or
new
schools
that
just
frustrating
to
hear
and
when
the
this
timeline
right
now
for
the
application
process
to
MSBA,
are
we
working
on
an
application
for
the
West
Roxbury
high
campus
right
now?
If
the
deadline
is
April,
we
know
West
Roxbury
High
is
closing,
so
is
that
application
going
in?
M
M
The
other
piece
of
it
is
that
part
of
the
MSBA
process
is
for
us
to
go
in
and
say
what
will
the
program
be
for
that
site?
So
we
want
to
have
a
conversation
with
the
community
around.
What
is
the
programming?
The
difference
between
you
can
imagine
just
a
traditional
high
school,
which
is
currently
house
there
and
a
vocational
school.
If
we
were
to
build
on
that
site,
the
programming
needs
and
the
request
that
would
go
to
the
MSP
a
well.
A
I
do
have
a
vocational
school
that
we
could
talk
about
making
investments
and
it
already
exists.
That's
called
Madison
Park
technical
vocational
high
school.
So
when
is
the
next
applicant
I?
Don't
need
to
be
fresh?
It's
just
frustrating
to
hear
this.
You
know
the
builds
bps
conversation
has
been
ongoing
for
so
long.
We
knew
at
the
end
of
last
summer
that
matter
that
West
Roxbury
high
campus
was
closing.
A
We
started
those
conversations
with
the
community
that
were
very
difficult
with
with
those
school
communities
and
continue
to
be
difficult
and
so
to
know
that
we're
not
yet
at
a
point
where
we've
even
begun:
that
process
of
rebuilding
a
high
school
campus
I
Boston
public
high
school
campus
out
there
it's
it's
frustrating
to
hear.
When
is
the
next
application
period
for
MSP
MSBA
after
this
one
closes,
it.
N
Just
to
clarify
a
few
things,
first
off
as
a
brief
comment
and
on
Madison
Park
since
mentioned
that
it's
worth
noting
that
the
school
district
has
invested
in
is
in
continuing
to
invest
many
millions
of
dollars
into
Madison,
Park
related
to
the
welding
shop,
new
locker
rooms,
new
high
voltage
electrical
electrical
lines
that
power
the
building
and
many
other
serious
investments
that
school
is
receiving
much
more
in
the
way
of
renovations
than
typical
BPS
schools
have
or
will
receive
in
the
next
several
years.
I
want
to
make
sure
that
that's
very,
very
clear.
N
Second,
as
far
as
the
timeline
for
this
particular
project,
you're
referencing,
with
related
to
the
West
Roxbury
Education
complex,
the
timeline
for
MSBA
proposals
for
a
core
program
is
April
15th,
that's
the
submission
deadline,
as
Nate
cooter
mentioned
it's
worth.
Noting,
though,
that
right
now
we
have
four
projects
in
the
pipeline
with
MSBA.
Typically,
they
would
never
allow
a
school
district
to
have
more
than
one.
So,
yes,
we
are
considering
potentially
adding
to
that
list
with
the
April
15
submission,
although
it's
not
clear
yet
what
that
submission
might
be.
N
However,
it
it's
it's
very
important
to
note
that
the
MSBA
likely
will
have
some
challenges
if
they
were
to
award
a
fifth
concurrent
project
related
to
the
core
program
and
knowing
that
they
typically
would
not
allow
a
school
district
to
have
more
than
one.
At
a
time
that
said,
Nate
brings
up
an
extremely
good
point,
which
is
right
now.
N
Our
concerns
related
to
the
West
Roxbury
Education
complex
are
much
much
more
about
the
placement
for
the
students
coming
from
that
school
complex
and
where
they're
going
to
be,
and
how
we
can
make
sure
that
they're
reasonably
accommodated
going
forward.
We
would
not
have
been
able
to
begin
this
process
back
in
the
fall.
Nor
could
we
have
done
that
back
in
the
early
winter
because
it
would
have
presumptious
to
do
that,
knowing
that
the
school
committee
was
not
able
to
vote
on
the
closure
for
the
building
until
mid-december.
N
That
said,
we
do
want
to
make
sure
that
there
is
lengthy
amounts
of
community
engagement,
both
from
a
community
writ
large
perspective,
but
also
with
our
individual
school
communities
to
determine
which
school
within
the
bps
portfolio
would
make
for
the
best
fit
at
that
site.
Could
it
be
a
nine
to
twelve?
Could
it
be
a
seven
to
twelve?
Could
it
be
a
vocational
school?
Could
it
be
another
type
of
the
school,
preferably
a
high
school?
N
All
those
questions
remain
to
be
answered,
and
we
need
to
be
very
careful
in
how
we
answer
them,
rather
than
just
pushing
something
forward
without
that
level
of
engagement
and
decision
making.
In
addition,
it's
worth
reminding
the
point
that
Nate
mentioned,
which
is
that
the
way
that
the
MSBA
structures
their
processes,
it's
imperative
that
you
name
a
program
before
you
submit
the
application
for
said
program.
We
could
not
submit
back
in
the
fall
or
even
in
the
spring,
for
a
new
seven
to
twelve.
N
We
need
to
work
with
the
MSBA
and
say
this
is
going
to
be
the
new
home
of
school
x,
where
a
school
X
is
very
carefully
described
as
an
actual
school
within
the
bps
portfolio,
and
why
that
school
is
needing
a
new
site.
It's
for
all
of
those
reasons
that
we
likely
will
not
be
moving
forward
with
the
submission
for
that
site.
Come
April
15th,
although
it's
still
something
that
we
are
considering
as
of
right
now,
when.
N
A
I
do
want
to
just
take
exception
to
the
comment
about.
We
didn't
want
to
be
presumptuous
prior
to
the
school
committee
vote,
because
we
did
a
lot
of
work
prior
to
that
vote
with
moving
kids
meeting
with
kids
and
families
prior
to
that
vote.
So
I
think
that
and
we're
doing
this
work
here
today
we're
talking
about
the
future
of
the
McCormack.
We're
talking
about
those
plans,
we're
talking
about
moving
schools
from
K
2
5
to
k2
six
prior
to
a
school
committee
vote
we're
talking
about
spending
prior
to
a
City
Council
vote.
Q
Q
So
I
just
want
to
say
that
again
publicly,
because
that
is
something
that
we're
taking
very
seriously
and
I
heard
it
loud
and
clear,
wearing
this
hat
and
former
hats
and
being
on
the
neighborhood
folks.
As
interestingly,
a
majority
of
the
students
that
the
West
fraction
educational,
complex,
came
from
Rosendale
Hyde
Park
in
Mattapan,
so
they
want
folks
really
want
to
make
sure
that
we
get
this
one
right.
So
it's
a
John's
point
to
be
able
to
do
this
by
April.
15Th
would
not
have
afforded
us
that
time
to
get
it
right.
Thank.
C
You
Thank
You
counselor
any
opportunity
recently
to
visit
the
Condon
School
with
the
council
Authority
and
talk
to
some
of
the
teachers
and
and
students
there.
It's
it
seems
like
they.
They
do
need
more
room
there.
There
there's
not
enough
space
there,
but
the
back
of
the
condom
might
be
an
opportunity
to
do
some
work.
Eventually.
Maybe
we
could
have
that
conversation
of
it's
possibly
expanding.
The
condom
would
be
a
great
science
science
lab
or
a
science
building,
but
there
was
some
room
in
the
back
of
back
of
the
condom,
so
maybe
down
the
road.
C
The
other
comment
I
was
going
to
ask
what
question
was
going
to
ask:
is
there
any
type
of
build
BPS
program
that
specifically
tries
to
help
schools
that
are
located
almost
directly
into
in
BHA
property,
BHA
housing?
I
have
several
in
my
in
my
district,
such
as
the
Condon
or
the
other
Perkins
or
the
Blackstone
is,
is
close
to
the
Cathedral
here
in
Victoria,
but
just
some
type
of
program,
where
we
can
make
sure
that
those
students,
many
of
them
from
the
housing
developments,
are
also
in
great
schools
and
have
great
access
to
public
education.
C
Q
Q
So
it's
a
great
question
because
we
really
are
making
a
concerted
effort,
a
part
of
really
the
engagement
plan,
but
also
as
being
good
sister
agency
partners
within
the
city
to
make
sure
that
we're
communicating
to
make
sure
that
the
moves
that
we're
making
are
being
based
on
data
from
other
city
agencies,
like
the
department
able
development,
for
example,
who
we're
talking
to
so
the
VHA,
is
definitely
something
we
have
been
sitting
down.
And
talking
with.
Q
C
Thank
you.
My
final
question
is
before
I:
ask
it.
I
do
want
to
say
thank
you
to
the
panelists
for
being
here,
but,
more
importantly,
for
for
you
work
over
the
over
the
many
years
during
the
budget
process
that
the
City
Council
will
soon
take
up.
What
could
the
City
Council
do
to
be
helpful
to
you
during
that
process?
M
Well,
first
of
all,
thank
you
for
that
offer.
I
think
you
know
we
we've
gotten
from
a
number
of
community
members
and
a
number
of
communities.
The
same
question
I
think.
The
first
thing
that
we
are
asking
for
is
support
for
going
to
the
state
and
asking
for
a
revision
of
the
state
funding
formulas.
In
particular,
we
need
the
state
to
fully
fund
the
Charter
reimbursement.
This
was
part
of
the
original
commitment
for
the
charter
school
legislation
that
passed.
M
The
state
has
continuously
underfunded,
that
that
is
money
that
will
directly
go
to
helping
Boston
and
supporting
our
students.
I
think
there
there
is
legislation,
that's
been
put
forward
around
resolving
or
excuse
me
reviewing
the
the
foundation
budget
chapter
70
and
the
promise
Act
is
one
that
I
know
sent
senator
Sonia
chang-diaz
malong
with
several
other
members
of
the
Boston
delegation,
have
supported
I.
Think
that's
something
that
we
would
look
for.
M
You
and
your
colleagues
to
help
support,
and
certainly
for
those
of
you
who've,
come
out
tonight
to
consider
writing
to
both
the
governor
and
to
other
elected
officials
to
make
sure
that
your
voice
is
heard
in
the
state
process.
So
that's
a
big
place
that
we're
looking
for
for
greater
advocacy
firm
from
everyone.
So
thank
you
for
that
and.
Q
I
just
add
to
that.
If
there
are
constitu
see
groups
that
we
should
be
talking
to
and
Monica's
team
is
doing,
amazing
work
around
engagement.
You
saw
the
presentation,
I,
don't
know
how
many
community
meetings
hundreds
literally,
and
that
we've
made
the
commitment
to
continue
to
engage
as
this
process
goes
forward.
So
working
with
you
and
your
office
or
anyone.
You
think
we
should
be
working
with.
Who
are
the
groups
that
we
should
be
talking
to?
N
For
your
own
conversations
with
your
constituents,
we
are
constantly
trying
to
make
the
right
decisions
for
every
single
school
out
of
125
within
the
school
district,
and
it's
incredibly
difficult
to
do
that
in
a
way
that
feels
justifiable
for
every
member
of
our
constituent
base,
because
they
will
constantly
see
other
schools
getting
investments
that
they're
not
and
they
might
not
realize
the
investments
that
they
are
giving
a
counselor
or
sabe
Georgia
asked
earlier.
What's
the
time
like
that
people
can
expect
people
should
already
see
investments
being
made
in
their
buildings.
N
Every
school
has
already
benefited
from
21st
century
school
furniture.
Every
school
will
be
benefiting
from
security
upgrades.
Every
school
overtime
will
be
benefiting
from
kitchen
upgrades
boiler
projects,
roof
projects,
school
yard
initiatives
so
and
so
forth.
Much
of
that
work
has
already
taken
place,
and
so
people
across
the
city
already
have
benefited
from
bill
BPS
and
will
continue
to
do
so.
N
But
if
there
are
ways
that
the
City
Council
can
help
us
to
share
some
of
that
with
your
constituents
that
they
understand
that
this
is
a
systems
problem
that
we're
grappling
with
and
not
an
individual
school
problem.
I
think
that'll
be
helpful
if
there
are
things
that
are
confusing
you
or
that
you're
not
sure
about
yourself,
then
give
us
a
call
and
reach
out
to
us.
We
can
help
to
clarify
some
things
so
that
we're
able
to
essentially
set
the
record
straight
on
certain
issues.
Much
of
our
work
is,
is
sort
of
twisted
and
contorted.
N
You
know
across
the
city
in
ways
that
we
we
grapple
with.
Quite
frankly
because
just
on
a
personal
note,
I
can
say:
I've
never
worked
with
a
more
committed
group
of
people
who
care
so
deeply
about
the
work
at
hand,
and
so
we
just
want
the
the
correct
information
to
be
out
there.
So
people
fully
understand
both
the
difficulties
of
the
work,
but
also
what
we're
doing
day-to-day
and
week-to-week
to
be
able
to
make
improvements
across
our
school
district.
C
Thank
you
and
I.
Don't
have
any
further
questions
right
now,
but
I
I
do
I'll,
give
you
a
call
Robin,
there's
a
couple
schools
in
my
district
that
I
just
want
to
focus
on,
especially
the
quinsy
that
we
have
a
weekly
roof.
I
know
we've
talked
about
it
John,
but
that's
something
we
can
continue
talking
about.
Thank
you.
A
And
I
don't
think
that
any
one
of
us
think
that
everyone
at
the
bowling
building,
and
certainly
everyone
here
today-
don't
care
tremendously
about
our
schools.
I.
You
know,
I,
don't
think
that
that's
the
case,
but
I
think
John
with
you.
Our
comment
about,
like
all
of
our
schools,
are
seeing
work
and
why
aren't?
A
Why
aren't
I
or
other
family
members
bps
parents,
seeing
that
as
part
of
build
bps
I
think
because
a
lot
of
us
haven't
ensure
that
all
of
you
have,
especially
if
you're,
a
current
parent,
that
those
are
things
that
we
should
be
doing
when
I
think
about
build
bps
and
I.
Think
about
this
billion
dollars
that
we've
celebrated
as
a
significant
investment
in
the
district,
which
is
something
to
be
celebrated.
A
I'm
thinking
about
significant
renovations,
schools
should
be
safe,
locks
should
work,
new
boilers
should
happen,
windows
and
roofs
as
needed
should
be
happening
in
our
school
districts.
It's
with
build
bps
be
build
bps
that
there's
an
expectation
that
we're
making
a
real
significant
investment,
not
the
things
that
we
just
should
be
doing.
We
should
be
going
above
and
beyond,
and
that's
where
I
see
that
investment,
that's
where
I
see
where
I
want
to
see
that
happening,
and
it
does
become
frustrating
when
we're
doing
these
sort
of
opera.
A
The
the
smaller
pieces
that
are
important
that
we're
taking
out
of
that
billion
dollar
investment
to
fix
the
roof
or
the
window,
things
that
we
should
be
doing
anyway.
But
you
know
West
Rock,
Spray
Academy
in
particular,
West
Roxbury.
That
campus
I
think
really
for
a
lot
of
us
this.
This
impact
on
the
community
by
needing
to
close
the
school
down,
because
it
was
in
such
disrepair
that
I
think
anyone
that's
ever
spent
a
minute
on.
That
campus
saw
the
need
for
that
building
to
be
closed
and
likely
knocked
down
and
rebuilt.
A
How
do
we
prevent
that
happening
from
any
of
our
building
and
I
get
doing
the
investments
going
forward,
but
is
there
another
school
building?
Is
there
facility
within
our
portfolio
right
now
that
we
should
be
paying
attention
to
in
a
year
or
two
that
we're
gonna
again
get
this
bad
news
that
this
school
has
to
close?
Because
it's
in
such
bad
disrepair
is
there
any
are
there
buildings?
Is
that
the
Jackson
man?
Is
it
another
school
building
that
we
need
to
be
prepared
for
this
really
bad
news
in
the
near
future?.
N
I'll
answer
that
question
in
two
ways:
first
I
want
to
make
it
very,
very
clear.
You
know,
and
make
no
mistake
this.
This
will
be
the
biggest
investment
our
school
buildings
that
the
city
has
seen
in
the
last
forty
years.
So
it
may
not
seem
very
exciting
to
some
because
of
the
nature
of
the
work
and
I
agree.
N
N
Excuse
me
at
the
same
time
we're
going
to
be
building
new
buildings,
we're
going
to
be
taking
on
major
expansions
in
ways
that
the
city
has
not
seen
in
40
years.
So
I
just
want
to
make
it
clear
that,
although
there's
there's
a
lot
to
be
sort
of,
I,
don't
know
overlooked,
for
example,
from
the
the
somewhat
boring
mundane
bricks
and
mortar
work
that
underpin
much
of
what
we're
doing
in
bill
BPS.
It
is
a
major
investment
that
the
city
through
Mayor
Walsh
is
is
making
into
our
schools.
N
That
said
to
your
more
specific
question
around
what
other
buildings
are
out
there?
Yes,
the
Jackson
man
is
on
our
radar.
Yes,
that
is
a
building
that
that
is
struggling
right
now.
It
is
not
at
the
level
of
the
West
Roxbury
Education
complex.
We
are
taking
many
steps
through
our
partners
at
ISD
and
public
facilities
to
look
at
that
school
and
other
schools
across
the
school
district.
Where
we've
had
some
difficulties.
Councillor
Flynn
has
mentioned
the
Quincy
Elementary.
N
We
know
that
we
have
some
struggles
in
that
building
as
well
and
we're
going
to
try
to
take
every
building
that
we
see
problems
with,
on
a
case-by-case
basis,
to
try
to
determine
what
is
the
absolute
most
prudent
investment
that
we
can
make
in
those
school
communities,
whether
it's
in
the
building
in
its
current
state
or
in
a
building
in
a
future
state
which
would
require
much
more
major
and
intrusive
work.
That
would
ultimately
be
more
beneficial
for
school
districts.
But
all
of
those
decisions
need
to
be
made
on
a
case-by-case
basis
and
I.
A
N
Schools
funding
some
of
the
innovative
furniture
that
we
put
out
in
our
schools,
but
every
year,
there's
a
need
for
new
classrooms
across
the
school
district,
new
classrooms
that
needn't
have
been
need
to
be
outfitted
with
new
furniture,
so
we'll
hold
on
to
much
of
that
surplus
furniture
in
our
warehouse
at
the
Campbell
Resource
Center
and
then
use
it
smartly,
as
needs
come
up.
School
district,
I.
A
Hope
that
will
be
a
little
bit
more
aggressive
with
redistributing
that
furniture,
because
I
do
know
when
school
furniture
ends
up
in
storage
or
in
surplus.
It
stays
there
for
a
really
long
time
to
perhaps
the
next
century
and
then,
unfortunately,
sometimes
a
lot
of
our
furniture
ends
up
in
the
trash,
because
we
don't
have
enough
space
for
it
and
schools
end
up
having
to
purchase
new
when
we
I
think
we
I
would
like
to
not
see
any
that's.
A
N
Without
question
yeah,
and
it's
worth
noting
that
through
the
21st
century,
schools
fund
investment,
we've
learned
much
much
much
much
more
about
furniture
distribution
and
state
laws
related
to
surplus
thing
and
recycling
and
disposal
and
the
like,
so
we're
very
careful
to
make
sure
we're
painstakingly
going
through
all
of
this
in
a
way
that
allows
our
schools
to
benefit
not
just
as
much
but
as
soon
as
possible.
Thank.
M
I
think
I
think
that's
going
in
in
multiple
places
as
part
of
the
the
five
projects
that
I
mentioned
around
major
expansions
or
new
buildings.
The
process
that
we're
gonna
go
through
is
working
with
the
community
to
understand
the
needs
and
then
identifying
which
school
community
will
be
part
of
the
project
going
forward.
The
MSBA
process,
as
john
mentioned
earlier,
starts
with
a
named
school
at
the
part
of
the
assessment
and
feasibility
study.
Phase
of
any
project
is
to
to
submit
three
different
plans
for
any
school
building.
One
would
be
an
expansion
of
there.
M
Existing
building
two
would
be
knocked
down
rebuild
on
their
existing
site
and
three
would
be
to
identify
a
secondary
parcel
and
to
build
a
new
building
on
that
newly
identified
parcel
as
we
engage
with
these
communities.
We're
sort
of
working
with
our
city
partners,
including
the
BP
da
to
understand
what
parcels
are
available
in
each
of
these
neighborhoods
and
we'll
be
always
looking
to
use
the
best
available
parcel
in
a
specific
neighborhood.
M
But
for
us
to
be
able
to
say
whether
or
not
we'd
use
an
existing
school
building
or
a
new
parcel
will
really
depend
on
which
school
moves
forward,
and
then
what
happens
to
that
parcel?
If
we
were
to
vacate
it
and
build
in
a
new
site,
we
will
then
evaluate
whether
or
not
that
building
could
be
used
as
a
to
site
solution
for
another
school
to
be
able
to
expand
program
and
increase
access
or
whether
or
not
it
would
be
at
that
point
that
we
would
evaluate.
A
We
have
property
that
we're
going
to
access.
What
is
the
process
by
which
we
access
it
and
you
talking
to
community
partners
I,
think
it's
an
important
way
to
do
that.
Are
we
you
know?
So
if
you
could
just
expand
upon
that
a
little
bit,
but
then
I
also
want
to
know
whether
or
not
we
lease
or
sell
any
of
our
property
to
charter
schools.
M
We
so
I
think
the
first
assessment
that
we
would
do
is
whether
or
not
we
need
the
property
for
serving
our
students
and
whether
or
not
that
property
could
either
be
used
to
expand
existing
programs
or
to
add
what
we
keep
referring
to
as
21st
century
space.
That
is
a
combination
of
an
assessment
of
the
physical
attributes
of
that
building
and
how
big
it
is
and
whether
or
not
there
would
need
to
be
modernization
and
sort
of
how
updated
that
that
particular
building
is.
M
We
do
currently
have
some
of
our
buildings
that
are
leased
to
both
private
religious
schools
and
some
charter
schools.
Part
of
that
sort
of
portfolio
management
is
an
evaluation
of
whether
or
not
we
may
want
to
keep
a
building
online
and
active,
but
not
necessarily
for
bps
use.
So
if
we
knew
down
the
line
that
we
had
a
building
that
we
might
think
about
for
swing
space,
one
of
project
colleges,
but
we
don't
have
any
interim
use
of
it
and
there
is
a
charter
school
that
would
be
available,
we
might
consider
it.
M
We
don't
have
any
current
plans.
Nor
are
we
aware
of
any
charter
schools
that
are
looking
for
I've
reached
out
to
us
for
properties
and
so
I
think
the
process
for
which,
so
once
we
decide
that
a
property
is
no
longer.
What
we
want
are
what
we
need
in
terms
of
our
portfolio
and
then
Rob
I
think
could
talk
about
this
and
a
little
bit
more
detail.
M
A
A
A
That
is
maybe,
for
my
my
my
questions,
but
I
know
we
have
some
more
public
testimony,
so
all
I
have
left
for
public
testimony
is
Willy
Broderick,
the
second
and,
if
I've
missed
anyone
else
that
has
signed
in
but
didn't
check
the
yex
yes
box,
please
line
up
Mary.
Would
you
like
I'll
check
it
for
you?
Thank
you
if
you'd
introduce
yourself
for
that?
Yes,.
R
Thank
You
council
asabi
George
for
this
hearing,
and
thank
you
to
this
superintendent
in
their
absence
now
and
to
the
bps
suite
for
your
presentation.
My
name
is
Reverend
Willy
Bob.
The
second
I
serve
as
the
associate
pastor
of
a
store
of
12
Aptus
church,
but
also
serve
as
the
chairperson
of
the
Boston
Network
for
black
student
achievement
and
I
am
a
proud
Roxbury
resident
last
November,
the
Boston
Network
black
student
achievement
and
11
other
community
organizations
spelled
out
what
was
missing
from
the
bill
BPS
plan
that
the
bps
administration
published.
R
We
said
in
our
statement
that
this
plan
was
build
to
the
community
as
a
long-term
and
comprehensive
plan.
Bps
and
bill
BPS
to
date
is
neither
long-term
nor
comprehensive.
It
lacks
a
critical
aspect
that
would
allow
students,
families,
communities
and
even
our
educators
to
understand
what
the
clear
direction
of
the
district
is
going
and
the
vision
that
it
has
for
our
schools.
R
The
player
likes
the
following.
It
likes
a
clear
and
transparent
ten-year
timetable
for
the
facility,
maintenance,
relocations,
construction
and
closure
schools.
It
likes
an
analysis
to
determine
if
the
plans
are
equitable
by
race,
socioeconomic
status,
neighborhood
and
disability
and
linguistic
groups.
It
elack's
an
impact
analysis
to
understand
the
effects
on
current
and
future
students,
families
and
neighborhoods
throughout
all
of
our
city.
R
It
also
lacks
a
financial
report,
including
an
estimated
cost
for
the
rebuilds
and
relocations
maintenance
program,
expansion,
swing,
space
and
etc,
and
the
educational
plan
regarding
programs
grade
configurations
extended,
learning
time,
student
assignments
and
so
much
more.
In
short,
the
plan
does
little
to
answer
the
questions
that
we've
been
asking
as
community
members
and
advocates
what
are
the
long-term
plans
of
the
schools
for
the
children
in
our
community
and
the
children
across
the
city,
and
how
will
the
recommendations
affect
the
current
students
in
our
schools?
R
The
School
Committee
has
voted
to
shut
down
Urban
Science
Academy
in
West,
Roxbury,
high
schools
and
scattered
most
of
those
young
people
across
the
system
with
little
regard
to
how
they
wanted
to
complete
their
education
experience
in
high
school
careers,
which
many
of
them
testified
at
school
committee
Senate.
They
wanted
to
stay
together.
R
R
That's
why
I'm
here
today,
to
reiterate
and
to
demand
for
our
organizations
that
we
put
forward
in
November
that
there
goes
a
much
more
tour
iam
on
school
closures
and
new
facility
decisions
until
there
is
a
clear,
transparent,
10-year
plan
that
is
released,
that
is
debated
that
is
approved
and
that
we
no
longer
continue
to
make
plans
for
plans
I.
Thank
you
all
for
your
time,
I.
Thank
you.
R
Councilor
Sabra
George,
for
having
this
hearing
and
I
look
forward
to
working
with
each
and
every
one
of
you
in
bps,
as
we
continue
to
advocate
for
our
children
and
our
families,
I
will
make
sure
our
statement
is
branded
I
presented
to
the
school
committee
as
well
as
to
the
counselors.
Thank
you
thank.
S
Good
evening,
I'm
Mary
baton,
feldheim,
a
Jamaica
Plain
resident
and
Boston
Public,
School
parent
and
it's
Reverend
Bob
Kirk
is
a
hard
act
to
follow,
but
actually
I
wanted
to
speak.
In
my
saying,
I
was
limping
a
little
bit
coming
over
here,
because
someone
knocked
me
over
while
I
was
getting
off
the
tee
this
morning
and
I
say
this
in
order
to
demonstrate
or
as
a
point
that
one
doesn't
have
to
intend
harm
in
order
to
bring
harm.
S
You
can
some,
and
so
the
kind
of
criticisms
that
we're
making
here
are
by
no
means
personal
or
suggestion
that
any
of
you
are
not
trying
to
do
your
best.
But,
as
you
Reverend
Bhadrak
said
it
as
many
that
have
noted,
in
addition
to
the
long
deferred
facilities,
there
is
long
deferred
equity
that
this
plan
does
not
address
and
I
want
to
give
just
like
five
examples
of
places
where
data
and
analysis
is
needed.
If
you're
going
to
have
an
equitable
plan,
the
school
closures.
S
One
thing
we
know
for
clear
for
certain
is
that
you're
closing
in
the
middle
schools.
There
has
been
no
equity
impact
on
on
the
disproportionate
impact
I.
Just
did
a
quick
glance
on
who's
in
the
the
the
the
freestanding
middle
schools,
the
district
average
is
42
percent
Hispanic
students,
the
median
of
the
middle
schools,
is
58.9%,
so
that's
already
a
disproportionate
impact.
The
students
with
disabilities
is
20
about
20%
in
Boston,
Public
Schools,
its
30
about
32%
in
terms
of
the
median
of
those
middle
schools.
S
The
students
of
color
are
about
96%
in
the
the
freestanding
middle
schools,
as
opposed
to
about
85%
in
the
district
average.
So
you're
happy
in
closing
those
middle
schools
yet
you're
having
a
disproportionate
impact
on
some
of
our
most
vulnerable
students.
Some
of
the
other
is
that
you
know
again,
I
think
pieces
that
need
to
be
done.
You
haven't
done
any
kind
demographic
data
not
just
on
who
is
living
in
neighborhoods
now,
but
in
the
future.
S
So,
for
example,
we
all
know
and
you've
been
following
I'm
sure
some
of
the
data
and
stories
about
gentrification,
two
of
the
new
builds
that
are
projected
or
possible
are
in
East
Boston,
near
Suffolk
Downs,
where,
if
they
build
a
big
development
them
that
could
become
the
next
Seaport
District,
where
families
who
are
living
there
will
not
be
able
to
afford
to
go
to
that
school
anymore.
Similar
on
the
JP
eggleston
line.
That's
an
incorrect.
One
of
my
son's
friends
is
now
living
in
New
Bedford.
S
You
had
to
drop
out
of
Boston
Arts
Academy
because
they
couldn't
afford
to
live
in
that
neighborhood
anymore,
and
so,
if
you're,
building
new
schools
there,
you
can't
be
basing
it
on
democratic
demographic
data
for
what
you
have
now.
You
have
to
be
saying
who
are
and
and
if
it
turns
out
that
there
is
going
to
be,
there
needs
to
be
some
kind
of
mitigation
in
the
student
assignment
plan
so
that
families
are
not
shut
out
of
these
big,
no
beautiful
schools
in
terms
of
the
again
Reverend
Broderick
and
others
have
noted
this.
S
The
the
the
plan
to
have
the
schools
bid.
There
is
no
transparency,
you
know,
I
know
you
talked
about
the
mcCormick,
but
for
those
of
us
who
have
been
at
school
committee,
there
was
a
different
story
going
on.
There
was
a
story
in
which
the
McCormack
was
going
to
be
willy-nilly
merged
with
Excel,
even
though
Excel
didn't
have
a
slight
program.
Didn't
have
many
of
the
programs
that
move
corners.
It's
you
know
what
was
good
at
and
that
after
intense
community
pressure,
there
was
a
change
for
that.
S
So
that's
not
like
10-15
years
ago,
that
was
a
couple
months
ago.
So
how
what's
the
transparency?
How
do
we
know
you
know
who
is
going
to
and,
moreover,
in
this
whole
program,
for
you
know
the
bidding
the
looking
at
schools?
It
implies
that
the
schools
that
are
getting
going
to
get
these
new
buildings
are
ones
that
do
not
currently
serve
vulnerable
students.
What
about
the
schools
that
are
already
doing
that
now,
like
the
rest,
Rockford
education,
complex,
for
example?
S
What
are
the
schools
they're
about
those
those
should
be
giving
a
priority,
not
for
schools
to
say,
oh
we'll,
add
this
new
strand.
You
ought
to
give
a
priority
for
for
whoever
and
then
sort
of
the
the
last
general
piece
really
relays
kind
of
again
to
the
money
you
have
360
million
dollars
left
over
after
you've
done
the
the
buildings
that
are
in
the
pipelines
and
then
the
the
rent,
the
kind
of
update
upkeep
projects
for
five
schools.
S
I
guess
so
that's
not
very
much,
but
in
addition
to
that
where's
the
plan
or
the
funding
to
fund
who
is
going.
What
was
going
to
go
on
in
those
buildings,
so
councilor
Flint
earlier
referred
to
a
therapeutic
pool
at
the
Carter
School.
Well,
if
there's
no
occupational
therapist
to
serve
the
students,
what
good
is
the
therapeutic
pool?
You
got
a
when
I
might
kids
throughout
the
Hennigan.
They
had
a
beautiful
new
library,
courtesy
of
target,
but
then
they
cut
the
librarian.
And
so
how
can
you
use
the
library?
S
So
we
you
know:
where
is
the
the
the
investments
and
sort
of
where's
the
the
the
links
between
how
we're
funding
programs
more
generally
and
how
our
funding
to
build
bps
so
that
we
actually
have
facilities
with
you
know
a
steam
lab
with,
with
with
a
steam
teacher,
for
example,
these
kind
of
things
so
as
again
as
you're
moving
forward
I
hope
you
consider
these
these
things
in
mind,
so
that
is
counselor
Edwards
said
use
the
phrase
earlier
to
that
we
need
to
build
BPS
right,
so
we're
we're
hoping
that
you
will.
Thank
you.
Thank.
A
As
you
know,
and
just
we
need
and
require
a
deeper
understanding
about
what's
next,
with
build
bps,
what's
next
for
our
for
us
as
a
council,
but
our
families
and
our
kids
deserve
to
know
what's
next
and
how
how
much
of
a
attach,
whether
it's
a
light
touch
or
a
heavy
touch
that
they're
going
to
receive
in
investments
in
their
school
communities
going
forward.
So
I
appreciate
all
of
you
being
here.