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From YouTube: Committee on Ways & Means on April 25, 2017
Description
Dockets #0536-0543, 0550-0552, 0559- FY18Budget: Boston Public Schools- Overview (including Various Revolving Funds)
A
Sorry,
Comcast
channel,
8,
r,
CN
82.
Anyone
wishing
to
provide
public
testimony
can
sign
in
to
my
left
by
the
front
door.
Please
state
your
name
affiliation
in
residence
and
up
finally,
I
ask
everyone
to
please
silence
any
electronic
devices
and,
as
we
start
off,
I
want
to
hand
it
over
to
superintendent
joined
by
the
budget
executive
director
of
school
finance,
Ellen,
Lawrence
and
Nate
cooter
deputy
executive
director
of
school
finance
want
to
welcome
you
to
the
chamber
today
and
look
forward
to
your
presentation.
B
Are
the
introduction,
but
this
morning
I
am
joined
by
our
CFO
of
Boston
Public
Schools
Eleanor
Lawrence,
who
will
speak
after
me
and
I'll
fill
the
deputy
CFO
Nate
cooter
again
good
morning,
members
of
the
City
Council.
Today
we
kick
off
a
two-month
process
to
review
the
school
department's
budget
approved
by
the
Boston
School
Committee
I
want
to
start
by
thanking
the
school
committee
as
well
as
the
students,
the
parents,
teachers
and
others
who
care
so
deeply
about
our
schools
and
provide
as
valuable
feedback
in
our
process.
B
Up
to
this
point,
our
budget
process
starts
very
early
on
in
school
year
year.
As
early
as
September
from
central
office.
We
move
to
the
school
process
before
we
even
take
it
to
this,
the
School
Committee.
We
have
greatly
appreciated
the
thoughtful
public
dialogue
which
has
already
resulted
in
adjustments
to
our
proposal
for
next
school
year
before
diving
into
details.
I
want
to
provide
some
context
around
this
year's
budget.
First
of
all,
it
is
the
largest
budget
in
bps
history.
It
provides
the
most
money
ever
to
our
schools.
B
It
provides
the
most
learning
time
ever
available
to
our
students
and
provides
per
pupil
funds
started
envy
of
many
of
our
big-city
peers.
With
this
budget
we're
going
to
make
the
investments
that
are
right
for
a
district
and
for
our
students,
our
four-year
graduation
rate,
has
climbed
to
distort
42.4%.
We
need
to
be
very
proud
of
that.
For
the
first
time
ever,
we
now
have
46
schools
designated
as
level
one
and
level
two,
the
husks,
the
state's
top
two
tiers
for
accountability.
B
This
1.06
1
billion
budget
dollar
budget,
which
will
pre
present,
is
not
just
about
funding
support
for
our
schools.
It
is
about
equity.
It's
about
creating
a
sustainable
financial
plan
that
aligns
to
our
core
values
of
equity
coherence.
Innovation
ensures
that
every
single
student
has
an
opportunity
to
succeed.
B
The
fairest
way
to
do
that
is
through
our
weighted
student
funding
formula.
While
we
are
constantly
making
adjustments
to
improve
wsf
is
by
far
the
most
equitable
way
to
distribute
money
to
our
schools.
Simply
put
dollar
follows
the
students,
but
those
dollars
are
weighted
based
on
student
needs,
our
highest
need.
Students
get
the
most
resources
as
they
should.
We
have
worked
very
hard
to
produce
a
budget
that
is
fair
and
equitable,
one
that
continues
to
provide
our
schools
and
necessary
resources
to
offer
all
our
students
a
high-quality
education.
B
I
want
to
thank
the
City
of
Boston
I
want
to
thank
mayor
Walsh
for
putting
aside
the
forty
million
dollars
more
for
next
year
as
compared
to
this
year,
despite
declining
federal
funding
and
shrinking
state
aid,
there
is
a
lot
that
is
unknown
about
our
federal
funding,
so
I
want
to
thank
the
city.
I
want
to
thank
the
mayor
for
their
confidence
in
us
to
allocate
the
resources
needed
for
our
students.
I
want
to
stress
that
overall,
funding
directed
at
schools
in
this
upcoming
budget
will
rise
by
nearly
four
percent.
B
This
translates
to
a
twenty
five
million
dollar
increase
directly
to
schools
over
this
fiscal
year.
Our
proposed
fiscal
year
18
budget
will
make
some
very
key
strategic
investments
that
will
greatly
improve
the
outcome
of
our
students.
Let
me
speak
to
a
few
of
them
number
one:
we're
making
historical
investment
to
extend
the
school
day,
we're
investing
fourteen
million
dollars,
in
addition
of
additional
funds,
to
give
fifteen
thousand
students
from
kindergarten
to
eighth
grade
a
hundred
twenty
hours
of
learning
time
that
is
equivalent
to
twenty
added
school
days.
B
With
this
expansion,
bps
will
have
implemented
ELT
extended
learning
time
in
57
schools
serving
23,000
students
in
just
three
years.
A
second
investment
is
we're
going
to
continue
strengthening
our
excellence
for
all
for
next
year.
We're
increasing
our
investment
to
a
total
of
two
million
dollar
in
this
groundbreaking
initiative
that
offers
students
in
fourth
through
fifth
grade
the
same
rigorous
instruction,
enriched
learning
opportunities
as
those
students
who
may
be
in
a
Vance
work
class
number
three:
we're
providing
significant
resources
initiatives
designed
to
give
specialized
services
to
some
of
our
most
vulnerable
students.
B
We
have
targeted
1.2
million
dollar
investment
to
approximately
3,000
students
out.
We
I
have
identified
in
the
district
as
experiencing
homelessness,
and
we
know
that
there
might
be
more
number
4.
We
are
going
to
provide
additional
supports
or
level
three
four
and
five
schools
we're
providing
a
wide
range
of
differentiated
services
and
supports
to
the
work
of
improving
our
lowest
performing
schools,
totaling
approximately
fifteen
million
dollars.
B
In
addition,
we've
created
a
1.25
million
dollar
reserve
targeted
for
low
level,
three
four
and
five
schools
with
declining
enrollment
and,
lastly,
BPS
will
be
spending
approximately
twenty
thousand
dollars
per
child
all
in
when
compared,
which
is
much
more
than
many
of
our
large
urban
school
districts
at
BPS.
We
firmly
believe
in
giving
parents
a
voice
in
where
their
students
attend
school.
B
To
make
this
possible.
We
have
adopted
the
weighted
student
funding
system
in
which,
as
I
explained
earlier,
the
dollars
all
the
students,
when
enrollment
declines
at
a
school
central
office,
works
closely
with
those
schools
to
approximately
adjust
staffing.
There
are
safeguards
in
place,
assist
schools
with
a
decline
enrollment,
including
sustainability
allocations
or
otherwise
known
as
soft
landings
and
other
reserves
are
used
throughout
the
budgeting
process.
We
have
also
supported
school
communities
that
have
requested
to
expand
grades
in
recent
years.
B
As
a
result,
we
have
we
have
shifts
in
which,
in
we
have
shifts
in
which
schools
our
students
attend.
So
we're
pleased
to
say,
and
because
of
such
changes,
we
are
anticipating
six
additional
students
to
be
attending
level,
1
and
level
2
schools
and
ultimate.
Isn't
that
what
we
want?
We
want
our
students
to
be
attending
the
highest
quality
schools.
B
We
are
anticipating
again
600
additional
students
attending
level
1
and
level
2
schools
at
the
same
time,
we're
still
being
mindful
that
we
must
also
support
those
schools
are
losing
enrollment
because
of
what
we
heard
from
the
School
Committee
in
our
community
in
February
in
March,
we
have
modified
our
original
proposal
to
include
a
new
1.25
million
dollar
reserve
to
support
our
low-performing
schools,
which
are
experiencing
declines
enrollment.
Our
district
has
been,
and
remains
fully
committed
to
supporting
these
schools
and
I
hope
that
these
funds
will
reinforce
existing
supplemental
resources
to
those
schools.
B
In
addition,
in
past
years,
we
have
received
more
external
funds
than
projected.
If
that
happens
again,
we
are
committed
to
even
further
investing
in
our
level
three
four
and
five
schools
in
closing
I
like
to
reiterate
our
confidence
in
this
budget
proposal.
We
believe
that
investments
proposed
will
help
us
continue
our
shared
efforts
to
close
opportunity
and
achievement
gaps.
I
turn
over
to
Eleanor.
B
C
You
dr.
Chang
good
morning
councillors
I
want
to
start
by
assuring
you
we've
heard
the
Chairman's
suggestion
that
we
keep
our
presentations
to
ten
minutes
for
most
of
our
hearings,
but
also
his
suggestion
that
we
go
into
a
little
more
detail
at
this.
Our
first
hearing
to
give
you
a
broad
overview
of
the
bps
budget,.
C
As
dr.
Chang
mentioned,
Mayor
Walsh's
FY
18
budget
proposal
includes
a
projected
40
million
dollar
increase
for
VPS.
Our
appropriation
is
1.06
1
billion
dollars
before
collective
bargaining
and
1.08
1
million
after
we
started
off
to
design
this
budget
with
two
very
significant
and
very
large
financial
priorities.
C
First
of
major
investment
to
extend
the
school
day
and
second,
maintaining
our
current
school
funding,
otherwise
known
as
WS,
F
and
I'm,
proud
to
say
this
budget
proposal
accomplishes
both
of
those
goals.
You've
also
heard
us
talk
about
our
long-term
financial
planning
efforts.
We're
also
pleased
that
this
budget
begins
to
reflect
some
of
that
work.
Paying
off.
We
have
operational
efficiencies,
both
in
transportation
and
central
office,
reflected
it's
part
of.
What's
allowing
us
to
propose
this
level
of
investment
I.
C
Will
remind
you
briefly
how
to
think
about
the
billion
dollars
that
we
spend
at
bps,
we
think
of
it
broadly
in
three
categories:
the
largest
are
dollars
that
go
to
schools
in
school
budgets.
There's
a
second,
very
significant
category,
represented
here
on
the
graph
in
blue
of
what
we
call
school
services
budgeted
centrally.
These
are
people
and
things
that
you
will
see
when
you
walk
through
schools,
but
that
happen
to
sit
on
a
central
budget.
C
Here
on
slide
4,
you
can
see
a
one-page
summary
or
overview
of
our
proposed
budget
for
next
year.
This
is
a
slightly
different
way
of
looking
at
the
bps
budget
than
we
have
in
our
official
tables.
We've
put
this
together
this
year
because
we
hope
it's
more
intuitive
both
for
you
and
the
public
to
understand
again,
you'll
see
the
three
broad
categories
that
I
mentioned
just
a
moment
ago:
direct
school
expenses,
school
services
budget,
essentially
in
the
central
administration.
C
You
can
see
last
year's
adopted
budget
sorry,
our
current
year,
fy17
adopted
budget,
the
FY
17
current
and
our
proposal
for
FY
18
I'll
highlight
a
couple
of
the
details
on
this
page
first
and
as
dr.
Chang
mentioned
nearly
four
percent,
a
three
point:
seven
percent
increase
in
direct
school
expenses.
This
is
driven
in
part
by
our
funding
of
extended
learning
time
ELP,
as
well
as
investments
in
students
experiencing
homelessness
vocational,
and
this
number
will
go
up
when
a
collective
bargaining
agreement
is
reached.
C
School
services
budget
essentially
are
also
going
up
at
a
slightly
more
moderate
pace
overall
at
2.5%.
This
is
driven
most
significantly
by
increasing
costs
and
transportation.
Our
transportation
budget.
We
expect
to
go
up,
despite
the
continued
success
of
our
cost-saving
measures,
we're
experiencing
a
lot
of
pressure
on
the
transportation
budget
from
things
like
drivers,
wages,
health
care
costs,
the
mckinney-vento
legislation
and
an
increase
in
students
who
have
door-to-door
service.
C
C
C
You've
heard
me
talk
about
this
again,
but
I
just
need
to
drive
home
the
point
again
of
why
education
funding
in
the
state
of
Massachusetts
does
not
work
for
the
City
of
Boston.
On
page
six,
you
can
see
both
the
Charter
School
reimbursement
in
chapter
70,
education,
aid,
practically
flat,
well,
city
of
Boston,
bps
spending
and
city
of
Boston.
Overall
education
spending
grow
at
significant
pace.
C
Despite
these
challenges
at
the
state
and
federal
level,
we
are
very
pleased
to
be
proposing
a
series
of
what
we
hope
are
going
to
be
very
impactful
investments
for
next
school
year.
They
total
approximately
twenty
million
dollars.
Dr.
Chang
touched
on
a
number
of
them
and
I'll
go
into
some
more
in
more
detail.
Elp
is
over
14
million
dollars,
we've
extended
vocational
programming,
primarily
at
the
English
and
Kennedy
Health
Careers.
C
C
C
C
In
the
graph
on
page
10,
you
can
see
some
data
about
the
school
day,
lengths
here
in
bps,
in
Massachusetts
and
across
the
country
compared
to
a
typical
u.s.
student.
A
bps
student
is
receiving
126
fewer
hours
of
school
per
year,
equivalent
to
almost
a
month
of
school.
Implementation
of
ELP
will
bring
bps
elementary
schools
in
line
with
state
and
national
benchmarks.
C
Excellence
for
all
has
been
a
program
that
we've
been
piloting
in
13
schools
across
bps,
adding
rigor
and
enrichment
to
the
fourth
grade
experience
we're
excited
to
propose
for
FY
18
the
extension
of
this
program
for
rising
fifth
graders
in
the
same
schools.
You
can
see
the
data
here
on
slide
18
using
of
bps
grade
4.
Overall,
our
students
participating
in
AWC
and
our
four
students
participating
in
excellence
for
all
our
students
who
participate
in
AWC.
Look
like
our
are
reflecting
sorry.
C
Our
students
was
saying
excellence
for
all,
reflecting
the
diversity
of
our
bps
student
body,
which
was
the
objective
of
this
initiative.
The
schools
are
doing
some
really
exciting
things.
With
this
program
we
have
11
schools
offering
robotics
6
schools
offering
Spanish
3
schools,
I
sorry,
9
schools
offering
Spanish
1
school,
offering
Mandarin
and
also
have
been
offered
the
opportunity
to
participate
in
stem
based
field
trips
to
Northeastern
Center
for
STEM
education.
C
Also,
investing
1.2
million
dollars
to
support
students
experiencing
homelessness.
These
dollars
have
been
allocated
to
schools,
reflecting
our
belief
that
the
principles
and
headmasters
for
closest
to
those
students
should
lead
the
decision-making
for
how
best
to
support
them.
Our
BPS
office
central
office
is
closely
partnering
with
those
school
years
offering
a
suite
of
resources
to
help
them
have
many
different
options
for
how
to
support
and
engage
with
their
students.
C
The
school
committee
has
an
opportunity
and
achievement
gap
task
force
last
year.
That
task
force
proposed
a
policy
which
the
school
committee
approved,
which
asked
for
an
equity
analysis
of
every
vote
that
was
put
in
front
of
the
school
committee.
We
welcomed
the
opportunity
and
this
year,
for
the
first
time
we
conducted
a
very
exhaustive
look
at
the
equity
of
the
bps
budget.
C
There's
a
summary
of
that
here,
I'm
going
to
spend
a
moment
going
into
detail
and
I'm
happy
to
answer
more
questions
about
this
offline
as
there's
some
fairly
extensive
analysis
behind
this,
we
asked
ourselves
five
different
questions
to
think
through
the
issue
of
equity
in
bps.
First,
what
percent
of
the
budget
is
distributed
through
weighted
student
funding?
We
believe
that
WSF
is
the
most
equitable
and
transparent
way
to
allocate
dollars
to
schools,
and
we
want
this
number
to
be
high.
All
in
the
number
is
almost
two-thirds
of
our
entire
budget.
This
reflects
this
is
high.
C
Third,
we
looked
at
what
percent
of
the
budget
is
allocated
to
high
needs
students,
particularly
in
special
education
in
LL
spending
within
the
special
education
in
our
proposed
budget,
is
22
percent
of
the
total
that
number
in
other
districts
ranges
from
7
to
20.
Our
national
benchmark
suggests
we
are
very
much
investing
in
our
most
vulnerable
students,
English
language
learning
in
G,
our
ELL
students.
Interestingly,
it's
a
little
harder
to
benchmark
because
we
have
such
a
high
rate
of
students
who
are
learning
English
VP.
So
we
looked
at
it
in
a
different
lens.
C
C
We
would
like
to
see
these
numbers
go
even
further
up
and
then,
lastly,
we
conducted
a
comprehensive
review
of
every
dollar,
that's
going
towards
a
new
investment,
and
we
looked
at
the
schools
receiving
new
dollars
from
new
investment
we
broke
down
by
who
are
the
students
being
served
at
those
schools
and
across
the
board?
Our
investments
are
going
towards
our
historically
underserved
populations
or
high
needs
students.
C
C
Want
to
close
by
reminding
you
where
we
are
with
our
long
term
financial
planning
process,
which
we
launched
over
a
year
ago
now,
we've
pulled
together
an
advisory
committee
with
stakeholders
from
across
our
community.
We
released
a
report
in
the
fall
looking
at
a
comprehensive
office
of
where
we're
spending
money
today,
how
it
compares
to
other
districts
and
what
are
some
of
our
choices
as
we
consider
a
path
for
the
future
for
BPF
we're
not
done
with
this
process.
C
We've
made
a
lot
of
progress,
we're
at
the
stage
now
of
developing
proposals,
as
we
continue
to
get
feedback
from
the
community.
So
the
report
that
we
released
in
the
fall
had
a
number
of
very
controversial
and
bold
ideas
that
would
have
major
policy
implications
for
the
Boston
Public
Schools.
None
of
those
suggestions,
ideas
are
in
any
way
reflected
in
the
FY
18
budget.
Those
are
ongoing
conversations
which
will
require
further
approval
and
votes
from
the
School
Committee.
C
What
is
reflected
are
the
operational
efficiencies
at
central
office
and
in
transportation,
and
to
remind
you,
the
areas
that
we
continue
to
study
as
part
of
the
long-term
financial
planning
include
transportation.
The
district
footprint
salaries
and
benefits
of
our
staff,
how
we
serve
our
highest
needs
students
and
how
we
advocate
for
external
funds
in
a
legislative
environment
that
supports
our
goals.
A
You
Alan,
since
you
started
your
presentation:
we've
been
joined
by
several
other
councillors:
Council
President,
Michelle,
Wu,
district,
five
city,
councilor,
Tim,
McCarthy,
district,
three
city,
councilor,
Frank,
Baker
and
district
4
city
councilor,
Andrea
Campbell
I.
Just
want
to
remind
my
colleagues
that
this
is
the
first
of
seven
BPS
hearings.
We
will
discuss
over
25
topics
and
I'd
like
to
keep
to
the
five
minute
rule
for
each
councillor,
question
and
the
answers
going
forward.
A
So
if
you
wouldn't
mind
kind
of
looking
at
me
once
in
a
while
I'll
give
you
the
Sun
the
sign
so
the
we
can
keep
it
going
around
the
horn
here.
So
with
that,
let
me
start.
Last
year
we
changed
a
little
bit
of
maybe
not
a
little
bit
to
some
people,
but
we
changed
this
special
IDI
child
teacher
ratio
by
one
I
believe
and
folks,
and
then
there
was
an
additional
I
believe:
nine
million
dollar
investment.
Can
you
give
us
an
update
on?
What's
going
on?
You
know
with
that
population?
C
I'd
be
happy
to
so.
Our
special
education
department
worked
very
closely
with
every
school,
as
we
did
indeed
implement
new
staffing
guidelines,
and
we
also
had
put
a
reserve
aside
to
make
sure
that
any
schools
that
were
having
any
bumps
in
implementation
could
be
supported.
And
at
this
point
our
team
remains
confident
that
we
are
meeting
the
needs
of
every
student
in
every
school
as
reflected
in
what's
in
their
IEP.
You,
as
our
team,
got
together
this
year
and
thought
about
the
potential
investments
for
FY
18.
C
A
C
C
E
Hello,
I'll
are
you,
and
so
what
we've
been
able?
Oh
Carlos
shot,
the
deputy
superintendent
of
academics
and
student
support
services,
and
special
education
is
one
of
my
departments
and
have
Cindy
Nelson
here
is
also
the
assistant
superintendent.
Thank
you
in
regards
to
I
think
you
did
a
really
nice
job
Eleanor
clarifying
how
we've
been
supporting
students
as
we
took
them
up
as
IEP
s
are
designed.
We
continue
to
provide
the
supports
based
on
the
IEP,
so
that
is
exactly
aligned
to
what
we
do
it.
E
A
E
We
currently
have
a
contract
we
put
out
for
RFP
process
and
we
were
able
to
identify
the
appropriate
company
that
will
be
working
with
us.
We've
already
started
talked
about
design
processes
and
the
process
for
transition
and
training,
and
that
will
be
starting.
The
formal
design
process
of
starting
in
May
and
training
will
be
happening
over
the
summer
to
begin
to
transition.
A
Great
and
and
what
kind
of
feedback
are
you
getting
in
the
schools
from
the
parents,
especially?
Do
you
feel
it's
been
as
effective?
More
effective
again,
I
know
that
the
adjustment
was
the
one
student,
but
that,
if
you
have
tentative
correct
me,
if
I'm
on
ten
students
in
the
classroom
would
require
a
teacher
in
a
power.
E
A
B
D
B
High
school
did
not
require
a
change
in
leadership,
but
the
principal
didn't
make
this
decision
to
transition
for
personal
reasons.
So
Rob
remedy
will
be
the
new
principal
of
Bryan
high
school.
He
is
leading
the
effort
currently
to
re
staff.
The
school
we
I
decided
to
go
with
a
model
that
allowed
the
school
the
most
flexibility
and
it's
Reese
tapping,
so
the
school
can
reach
tabs
anywhere
from
zero
to
a
hundred
percent
of
its
staff.
Currently
we're
in
the
plan
writing
process.
B
Once
the
plan
is
completed,
we
will
be
going
through
a
very
public
feedback
process
where
I
will
be
asking.
The
general
I
will
be
asking
the
Brighton
community
for
any
feedback
before
we
finalize
the
plan.
That
plan
does
not
have
to
be
approved
by
just
Oh
committee
or
the
Commissioner,
but
both
bodies
will
be
giving
me
feedback.
Ultimately,
this
plan
is
owned
by
me
as
a
superintendent.
B
We
are
one
really
excited
about
a
Brian.
We
are
going
to
be
creating
two
pathways
at
the
school
starting
with
next
year's
ninth
graders,
and
what
these
pathways
will
do
is
combine
academics
along
with
career
technical
education.
So
we
want
to
make
sure
the
learning
that's
happening
with
students
in
ninth
grade
and
it
will
continue
when
they
go
from
9
through
12
will
be
approached
called
link.
Learning,
that
is,
students
will
be
learning
both
inside
and
outside
of
school.
They
will
begin
work
base
experiences
and
the
curriculum
that
they're
learning
in
school
will
apply.
B
Not
only
what
there
will
not
only
be
about
the
academic
coursework
of
English
science,
maths,
history,
but
it
will
actually
bring
those
connect.
Those
themes
from
the
workplace
to
the
academics
as
well,
the
two
pathways
that
will
be
created
that
school
will
be
one
around
digital
design
and
communications,
and
we
plan
on
working
very
closely
with
WGBH
on
that
and
another
one
around
entrepreneurship,
and
so
very
excited
about
doing
this
or
next
phase
of
high
school
redesigning
and
really
focusing
our
support
and
our
two
level.
Four
high
schools
well.
B
A
Appreciate
it
great,
thank
you.
Thank
You
counselors
be
good
Thank.
G
G
You
all
for
being
here
and
thank
you,
superintendent
and
Ellen,
R
and
mate
for
being
with
us
I
do
want
to
first
start
by
saying
thank
you
regarding
the
bps
homeless
students
experiencing
homelessness.
Last
year,
when
I
asked
you
about
the
4,000
students
experiencing
homelessness,
there
was
certainly
an
agreement
around
the
table
that
we
needed
to
do
more,
and
I
had
mentioned
that
in
the
entire
budget
there
was
only
two
lines
and
one
mention
about
this:
incredibly
vulnerable
population
and
today.
G
In
contrast,
we
have
an
investment
of
1.2
million
dollars
and
a
school-based
support
specifically
for
those
students
experiencing
homelessness
and
I'm,
very
proud
of
our
work
and
partnership
in
this
area
and
look
forward
to
watching
bps
make
some
substantial
and
substantive
changes
for
these
kids
and
their
families
in
their
school
environment
as
a
whole
and
I
look
forward
further
along
in
this
process
to
talk
about
that.
More
I
do
want
to
talk,
switch
gears
to
talk
about
transportation,
both
as
it
pertains
to
students
are
experiencing
homelessness
and
the
regular
student
population.
G
For
that
kid
to
get
back
into
school
and
making
that
down
to
zero
is
something
that
was
really
important
to
me,
but
for
transportation
as
a
whole.
Last
year
we
had
a
pretty
thorough
conversation,
robust
and
active
conversation
around
the
ten
million
dollars
in
savings
that
we
were
hoping
to
realize
in
the
transportation
budget
and
I.
Think
most
of
us
were
under
the
impression
that
that
was
going
to
happen
for
fiscal
year.
G
17
now
we're
hearing
as
part
of
our
presentation
yesterday
that
it's
5
million
over
two
years-
five
million
each
year
this
year
and
last
year
in
this
year,
but
then
there's
an
increase
by
seven
and
a
half
percent
in
our
transportation
spending.
Can
you
talk
a
little
bit
about
that?
Because
a
less
of
an
increase
is
not
savings.
It's
still
an
increase
and
that's
the
way
it
was
explained
to
us
yesterday
by
Turner
chief
Sweeney
yeah.
C
When
we
sat
down
to
work
on
the
transportation
budget,
we
asked
ourselves
how
much
is
it
going
to
cost
to
do
the
same
thing
next
year
that
we're
doing
this
year?
We
did
that
last
year,
we're
doing
it
again
this
year
and
the
cost
pressures
have
been
very
significant
in
transportation.
I
mentioned
a
couple
of
them:
drivers,
wages,
health
care,
vehicle
insurance,
implementing
mckinney-vento,
our
increase
in
the
number
of
students
or
a
door-to-door
we're
having
some
increase
in
cost
to
serve
some
of
out
of
district
placement
students.
C
C
C
We
had
a
number
of
strategies
this
year
that
we
implemented
a
number
of
them
paid
off
and
we're
taking
lessons
from
what
worked
and
didn't
work
this
year,
and
we
have
another
slew
of
strategies
that
we're
working
on
right
now
to
implement
over
the
course
of
summer,
so
that
at
the
start
of
next
school
year
we
have
even
fewer
yellow
buses
on
the
road
you
know.
I.
G
Just
my
initial
response
to
that
is,
when
we're
planning
we
shouldn't
be
planning
to
continue
to
do
the
same
thing.
We
should
be
planning
to
try
things
differently.
Yes,
so
I
would
say
that
that's
the
only
way
to
remove
some
of
those
pressures
is
to
start
to
do
things
differently
and
I.
Think
that's,
certainly
a
frustration
that
I've
shared
with
all
of
you
over
the
course
of
the
year
out.
D
G
Is
we
need
to
do?
We
need
to
do
things
differently?
I
would
like
to
just
hear
this
will
be
my
last
question
for
now
is
what
steps
are
we
taken
or
have
we
taken
or
planning
to
take
on
removing
some
of
those
pressures
on
transportation,
in
particular,
I'm
thinking
about
the
out
of
district
placement?
I'm?
Thinking
about
that
yesterday
we
heard
876
kids
that
are
going
to
charter
schools.
C
I'd
be
happy
to
talk
to
some
of
the
strategies
we're
implementing
in
transportation
right
now
for
the
coming
school
year.
Some
of
them
are
out
of
our
control,
so
the
charter
transportation,
it's
part
of
state
law,
we've
actually
been
working.
I
want
to
recognize
the
partnership
with
some
of
the
leaders
from
the
Charter
sector,
sitting
down,
brainstorming
with
them
about
how
we
can
reduce
costs
there,
but
there
are
limits
to
how
creative
we
can
be
because
of
the
state
law
and
citywide
enrollment
for
our
charter
school.
C
So
as
the
enrollment
in
charter
schools
goes
up,
it
does
it's
another
one
of
the
factors,
that's
a
upward
pressure
on
our
transportation
budget.
So
some
of
the
things
that
we
are
doing
the
top
priority
is
reducing
the
number
of
routed
students
who
never
ride
the
bus.
We've
talked
about
this
extensively,
you're
going
to
be
seeing
flyers
coming
home
and
backpacks
a
big
outreach
effort.
First
parents
tell
us
if
they
don't
need
for
us
service
we're
going
to
be
going
really
aggressively.
C
Year,
we're
also,
you
may
have
heard
about
our
translation,
hackathon,
routing
and
transportation.
Logistics
are
a
classic
computer
science
challenge,
it
is
big
data
and
we
are
bringing
in
smart
minds
from
universities
and
business
and
anyone
who's
interested
to
try
to
crack
the
code
on
how
to
reduce
the
number
of
stops
and
route
more
efficiently.
G
G
C
C
G
Here
yet
I'd
also
like
those
so
that's
transportation,
specific
yeah,
but
also
how
are
we
and
this
will
be
a
rhetorical
question?
Okay,
we
have
to
move
these
our
students
that
are
leaving
the
district
for
outside
placements,
for
numerous
reasons,
not
necessarily
charter
schools.
How
are
we
reducing
that
number
and
providing
perhaps
those
supports
and
services
in
the
cities?
We
retain
those
kids
in
our
Boston
Public
School,
it's
a
rhetorical
question.
You
set
the
gamble.
Thank
you
very
much.
Councillor.
H
Jack,
please
don't
gavel
me
like
my
vice
chair.
I,
want
to
actually
first
off
I
do
want
to
acknowledge
councillor
and
ISA
sabe
George
for
hitting
the
ground
running,
in
particular,
around
homelessness
and
I'm
very
happy
around
the
work
that
has
been
done
there
to
help
the
over
4,000
young
people
that
we
know
of
who
are
are
homeless
and
I
hope.
The
my
hope
is
that
we
further
coordinate
with
the
Department
of
Neighborhood
Development
Boston
planning
a
development
agency
to
get
actually
homes
for
these
young
people
who
are
attached
to
families
that
are
homeless.
H
The
first
question
I
have,
though,
is
I
will
let
you
know
I
think
it's
it's
inaccurate,
at
best
to
say
forty
million
dollars
to
this
body
as
the
increase
that
I
don't
think
it's
fair
to
my
colleagues
or
the
people
who
are
listening
on
to
note
that
this
is
a
forty.
It
is
not
a
forty
million
dollar
increase
in
the
budget
that
we
are
actually
going
to
be
able
to
control.
So
I
would
ask
that
you,
let
us
know
the
operating
aspect
of
the
budget,
and
if
you
can
this
aggregate
the
you
use.
H
The
word
maintenance
budget,
so
you
have
a
top-line
twenty
nine
million
dollar
increase.
Can
you
back
out
the
new
programs
that
are
involved
in
that
twenty?
Twenty
nine
million
dollar
increase
and
give
this
counsel
understanding
of
what
the
actual
maintenance
budget
is
for
the
Boston
School
Department.
C
H
That
money
is
not
spent.
The
collective
bargaining
reserve
has
to
come
back
to
this
body
and
be
taken
out
of
reserve
those
dollars
and
it
by
the
way.
If
you
don't,
if
you
don't,
you
actually
don't
close
a
contract,
they
won't
get
spent
in
in
this
in
this
F
in
that
fiscal
year.
So
I
just
think
it's
it.
H
It
top-line
is
misleading,
because
forty
forty
million
dollars
would
mean
a
4%
increase
across
the
board,
so
twenty
nine
million
dollars
is
the
actual
increase
and
I
believe
and
and
what
I'd
like
to
know
out
of
that
twenty
million
dollar
at
twenty
nine
million
dollars.
What
is
the
the
actual
maintenance
budget
increase,
because
that
gives
our
body
and
understanding
year
over
a
year?
Knowing
that
inflation
is
three
point,
two
two
percent
since
1928,
whether
or
not
we're
actually
able
to
pay
for
the
same
thing
that
we've
we
had
last
year.
C
So
a
lot
of
the
inflation
expenses
would
be
reflected
in
the
collective
bargaining
of
course.
So
so
we
did,
we
did
not
calculate
a
maintenance
budget
for
the
bps
budget.
Overall,
this
year
we
tried
to
take
a
new
approach
to
the
way
we
were
doing
budgeting.
We
did
it
in
for
transportation,
but
not
overall.
So.
H
Can
we
do
so
again?
This
is
or
this
is
education-
we're
talking
about
so
twenty
nine
million
dollars
right
yeah.
So
how
much
is
the
extended
learning
time?
Fourteen.
C
H
C
I
H
So
about
twenty
million
in
new
investments,
so
that
means
is:
does
that
mean
that
they're,
not
the
nine
million
dollar
I'd
like
this
actual
number
yeah?
But
if
you
can
tell
me
what
the
actual
maintenance
number
is,
because
if
that
actual
maintenance
number,
so
twenty
nine
million
minus
twenty
yeah,
it
is
nine
million
dollars.
So
that
would
leave
nine
million
dollars
as
the
actual
maintenance
budget
am
I,
correct,
I.
C
C
H
So
the
reason
why
I
bring
that
up,
which
nine
million
dollars
would
mean
less
than
a
one
percent
increase
to
the
total
budget
in
maintenance,
and
that
is
important
for
us
to
know
and
the
reason
and
the
reason
why
and
you're
saying
that
there
is
a
shift
in
the
way
that
you
calculate
this.
That
is
problematic
for
those
of
us
who've
been
here
over
the
course
of
of
time,
because
you're
we're
not
comparing
apples
to
apples.
H
So
what
I
would
ask
is
that
if
we
could
have
an
apples
to
apples
comparison
year
over
a
year
for
maintenance
budget
backing
out
Reserve
mm-hmm,
because
that
allows
us
to
use
the
the
prior
thinking
and
a
way
in
which
we
are
able
to
look
at
a
budget
from
from
year
to
year.
There's
this
budget,
we
store
autistic
funding.
We.
H
C
C
H
Because
I've
heard
from
eight
to
ten
and
the
reason
why,
when
we
speak
about
equity
and
the
achievement
gap,
understanding
where
we
are
relative
to
our
autistic
students
and
young
people
or
on
the
spectrum
is
I
think
one
of
the
areas
that
was
actually
at
the
epicenter
lets.
H
You
and
I
think
it's
really
important
that
if
we're
looking
at
things
to
an
equity
and
opportunity
lens
that
you're
saying
that
there
was
a
cut
to
some
of
the
most
vulnerable
young
people
in
the
Boston
Public
Schools
and
that
cut
was
not
restored
in
this
in
this
year,
I'm
going
to
and
I
would
just
and
I
know
the
I'm
getting
the
side-eye
right
now.
In
addition,
I
also
believe
when
we
look
at
the
calculation
and
I
just
mean
my
last
question
for
this
round.
H
J
The
answer
has
to
do
with
how
we
calculate
our
charter
reimbursement,
so
putting
it
on
the
school
budgets
helps
to
fully
incorporate
the
amount
I
think.
The
other
thing
is
that
traditionally,
BDS
has
had
more
control
over
our
FTEs
than
other
city
departments,
in
the
way
that
the
state
law
is
written
and
so
part
of
the
way
to
control
sort
of
our
internal
cost
is
to
make
sure
we
pay
the
full
cost
of
all
employees
in
a
way
that
other
city
departments
have
don't
have
the
same
autonomy
of
recipes.
But.
H
And
I
would
just
say
that
I
think
is
unfair
to
bps,
because
when
we're
adding
funding
to
other
departments
or
actually
adding
funding
funding
directly
to
that
department,
without
with
with
their
benefits
being
actually
centrally
budgeted
and
I,
think
that
kind
of
detracts
from
VPS
relative
to
the
actual
addition
of
funding
and
really
is
not
an
apples
to
apples.
Comparison
relative
to
other
major
major
department,
so
I
will
take
the
next
round
of
questions.
Laughter
thanks,
council.
K
Flower,
tea
game
and
I
know
this
is
just
an
overview,
so
I'm
just
going
to
let
folks
know
my
themes.
Obviously,
throughout
the
budget,
will
be
very
consistent
with
the
years
past
will
be
I'll.
Take
a
look
at
wasteful
spending.
Take
a
look
at
the
teacher.
Certifications,
take
a
look
at
that
transportation,
contract
with
respect
to
fleet
maintenance
and
repair,
as
well
as
school
assignments,
so
so
keeping
an
eye
towards
that
and
I
know
that
the
schedule
is
very
specific
as
to
when
we'll
be
dealing
with
those
issues.
K
So
just
want
to
put
that
on
the
forefront
and
then
just
a
couple,
quick
questions.
We
raised
this
yesterday
what
the
CFO
around
current
Home
Rule
petitions
that
are
pending
and
the
one
that
the
pastor
the
council
recently
was
the
BCC
surcharge
surplus
pool
funds
and
as
of
this
past
February,
we
told
that
600,000
of
those
were
invested
to
set
up
the
universal
pre-k
for
VPS
and
to
then
we'll
have
an
added
four
hundred.
K
4422
seats
will
be
added
and
so
that
we
also
anticipate
an
additional
hundred
more
k1
students.
So
my
question,
I
guess,
is
if,
if
for
some
reason,
the
Home
Rule
petition
does
not
gain
approval
up
at
Beacon
Hill,
what's
the
what's
the
back-up
plan,
they
raise
it
as
just
as
a
flag,
because
it's
a
never
want
to
count
the
chickens
before
they
hatch
and
we
started
in
the
budget
overview.
We
start
in
the
mayor's
briefing.
We
know
that
it
hasn't
passed
yet
it
passed
here
quickly.
K
C
Yeah
at
this
point,
as
far
as
I'm
aware,
we
don't
have
a
plan
B.
The
issue
is
for
not
the
coming
school
year.
That
starts
in
September
I.
Think
that's
the
year
after
that
we
have
fully
funded
and
are
able
to
serve
the
100
additional
k1
students
we're
expecting
in
September,
regardless
of
that
BCC
work.
We.
K
K
Like
that,
a
homeroom
petition
goes
up
to
Beacon
Hill,
you
know
every
Tom,
Dick
and
Harry
state
rep
is
going
to
want
something
for
their
community
and
for
the
district
and
for
their
school.
So
I
just
caution,
I,
guess
morally,
both
fledged
spending
that
doe
until
we
get
the
okay.
We
also,
we
sent
a
lot
of
Home
Rule
petitions
up
there,
probably
a
large
larger
amount
than
normal,
so
law
of
averages,
but
we're
not
going
probably
bad.
F
K
Then,
just
the
last
question
is
I
know
we
budgeted
1.3
for
a
vocational
education
opportunity
in
English
hi
in
and
at
the
Kennedy
health
career.
What
were
the
factors
into
determining
and
categorizing
those
schools
as
vocational?
What
resources
are
we
giving
those
schools,
and
is
there
any
sort
of
public-private
partnership
that
would
try
to
connect
with
those
schools
to
again,
it's
I
look
at
yet
it's
not
just
it's
not
good
enough
anymore,
that
we're
graduating
kids
we're
in
a
global
economy.
K
We
boast
of
having
the
best
college
universities
in
the
world
if
our
kids
aren't
getting
into
those
great
schools,
that's
a
disappointment.
If
our
kids
unable
to
be
able
to
compete
globally,
that's
going
to
be
a
disappointment
so
wanting
to
tap
into
these
public-private
partnerships,
whether
it's
GE
or
others.
We
know
of
GE,
but
could
we
put
some
pressure
on
some
of
other
Boston
companies
to
step
up
to
the
plate
and
to
partner
with
us
so
that
it's
not
just
about
getting
the
student
into
high
school,
getting
the
student
out
of
high
schools?
K
What
lies
ahead
for
these
kids,
and
particularly
in
a
global
economy
I'd
like
to
see
I,
don't
get
some
innovative
stuff
happening.
Counselor,
sorry
George!
You
just
mentioned
something
that's
going
on,
which
is
all
good
positive
stuff.
We
obviously
need
to
continue
on
that
trend.
She
likes
doing
things.
Sort
of
new
and
different,
based
on
her
experience
in
the
classroom
and
being
able
to
embrace
that
and
focus
on
preparing
the
next
wave
for
the
global
economy
would
be
would
be
something
I'd
like
to
see
in
this
1
billion
dollar
school
budget.
Yes,.
B
Absolutely
I
think
it's
it's
not
only
about
the
message
that
we're
making
it's
about
the
investments
that
we're
encouraging
others
to
make
our
companies
to
meet
partners.
Is
it
I'm
a
big
believer
that
career
technical
education
and
academics
have
to
go
side
by
side
and
is
about
not
only
the
rigor
of
the
high
school
education
is
also
about
the
relevance
of
high
school
education,
so
I
want
to
suffer
everything.
You
just
said.
The
reason
why
English
High,
School
and
emk
were
the
two
chosen
for
this
year
for
this
investment.
B
They
went
through
a
pretty
extensive
process,
with
the
state
to
be
certified
as
career
vocational
technical
education
programs
very
excited
about
the
Protective
Services
pathway
at
English
ice.
Well,
there's
going
to
be
a
focus
on
cybersecurity,
as
well
as
the
kind
of
traditional
protective
services
as
well
and
then
emk,
of
course,
Derick
on
medical
services,
and
they
have
had
a
history
of
working
with
a
lot
of
hospitals
in
that
area
and
where
I
continue.
Building
on
that
and
so
very
proud
to
work
at
umk
has
been
doing.
A
L
L
Starting
from
last
time,
we
were
talking
about
schools,
giving
a
little
more
sort
of
runway
and
seeing
down
the
pike,
what
the
changes
would
be
either
to
waited
to
do
funding,
or
especially
with
grants
coming
and
going
and
I
mean
we
all
in
this
room
really
understand
the
how
tight
the
budgets
are
with
costs
going
up,
and
it
seems
every
year
central
office
is
sort
of
squeezed
more
more
and
more
to
try
to
make
room
for
schools.
But
when
will
the
long
term
picture
start
to
manifest
itself
in
more
than
just
a?
B
Over
the
last
18
months,
we've
been
doing
a
lot
of
planning
documents
included
in.
We
had
three
major
planning
documents,
one
on
a
strategic
implementation
plan
that
puts
of
all
our
initiatives
out
there.
These
are
all
the
things
we're
working
on
next,
three
or
five
years.
The
monitor
financial
planning
document
that
you
spoke
about
and
then
most
recently
billed
bps
that
puts
forth
the
conditions
of
our
buildings.
D
B
Are
where
our
schools
are
relative
to
other
hubs
of
learning
in
our
city?
How
close
they
are
to
our
transportation
hubs
basically
puts
all
the
information
we
need
to
begin
doing,
some
of
the
kind
of
hard
lift
of
reconfiguring
schools
making
sure
building
schools
where
families
are
going
to
be
growing
in,
and
so
we're
very
optimistic
as
we
move
into
next
year
that
some
of
these
major
critical
policy
shifts,
I,
guess
I'll,
say,
will
begin
you'll
be
will
be
able
to
see
the
fruits
of
our
labor
and
our
planning,
and
so.
B
With
the
width
and
a
reconfiguring
where
schools
will
also
do
a
better
job
with
our
transportation,
a
lot
of
those
are
also
interlocked,
we're
also
in
the
middle
of
negotiations
with
our
collective
bargaining
partners
and
the
Boston
Teachers
Union
is
the
biggest
body
and
where
we're
still
working
very
vigorously,
to
make
sure
that
we
get
a
contract
that
is
both
responsible
respectful
to
our
teachers
responsible
to
our
our
city,
and
so
all
those
are
all
working,
Inc
interlocked
to
be
able
to
unlock
the
resources.
We
need
to
invest
more
into
schools,
so.
C
We're
working
on
the
multi-year
budgeting
right
now,
one
of
the
things
that
came
out
loud
and
clear
for
the
long
term
work
is
how
much
schools
are
creating
that
multi-year
stability,
so
they
can
plan
their
own
instructional
programs
and
their
supports
for
kids.
So
we
hope
that
this
year
actually
is
the
start
of
that
process.
C
I
think
our
school
leaders
have
appreciated
those
we're
doing
all
sorts
of
stuff
that
you
don't
see
in
the
budget
to
partner
with
them,
so
they
can
have
that
stability
for
their
planning
and
we're
getting
some
positive
feedback
from
them
and
we're
hoping
that
there's
more
we're
ready
to
say
publicly
about
what
a
multi-year
picture
will
look
like
we're,
just
not
quite
there.
Yet.
C
I
You
mr.
chair
in
good
afternoon,
good
morning,
superintendent
and
team
just
wanted
to
begin
by
acknowledging
the
good
work
of
our
former
colleague
Rob
can
solve
was
recently
joined.
Bps
were
really
grateful
that
he
is
continuing
to
serve
the
people
and
the
neighbors
that
he
knows
so
well.
I,
two
brief
statements
that
I
want
to
get
into
some
specific
questions
on
the
budget.
The
first
is
about
ELT
extended
learning
time
ELT,
as
a
concept
is
brilliant.
It
makes
sense
it's
giving
our
kids
more
classroom
time.
It's
obviously
they're
oftentimes
used
for
good
enrichment.
I
I
which
means
the
extra
hour
of
time
can
often
lead
to
kids.
You
know
being
prohibited
from
doing
after-school
sports
or
other
active
school
after-school
activities.
The
counselor
sabe,
George
and
I
had
met
with
some
parents
at
a
school
in
my
district
concerned
about
other
unintended
consequences.
So
I
would
again
like
to
reiterate
the
call
that
councillor,
sabe,
George
and
I
have
been
making
for
quite
some
time.
As
we
talk
about
high
school
start
times
now,
you
may
argue
that
most
of
our
kids
are
many
probably
most
of
our
kids.
I
I
We've
had
conversations
superintendent.
We
will
continue
to
have
conversations,
but
I
just
want
to
make
it
crystal
clear
that
my
concern
with
ELT
isn't
in
concept
in
concept.
That
makes
sense
in
practice
we're
not
doing
it
the
right
way
and
we
have
a
real
opportunity
to
do
so.
That's
one
statement.
My
second
statement
is
on
the
facilities
plan.
I
brought
this
up
at
every
budget.
Hearing
since
I've
been
elected
to
this
seat
in
March
of
2011,
I
called
for
my
first
hearing
order
on
bust
and
facilities.
I
None
of
you
were
working
for
bps
at
the
time.
In
fact,
looking
around
this
chamber
comes
her
CEO
Moe
was
the
only
other
counselor
who
was
serving
at
that
time.
Everyone
else
has
come
since
we've
been
told
that
it's
coming,
we've
been
told
that
there's
been
a
opportunity
for
robust
public
dialogue,
but
the
can
keeps
getting
kicked
down
the
road
and
it's
a
it's
a
missed
opportunity.
We
know
there's
going
to
be
some
tough
conversations,
but
we
cannot
continue
to
wait
on
this
and
keep
punting
this
ball.
We
have
to
have
these
conversations.
I
We
have
to
work
with
our
stakeholders.
We
have
to
work
with
our
school
communities
and
have
these
tough
conversations
and
it's
weave
beyond
waited
long
enough
for
this
I
ran
into
a
fellow
over
the
weekend,
who
runs
a
makers
lab
and
wanted
to
donate.
Some
of
his
in
exchange
for
use
of
some
space
want
to
donate
some
of
his
material.
These
3d
cutters,
these
laser
cutters,
3d
printers
other
workstations,
called
a
number
of
schools.
I
In
my
district
we
couldn't
find
because
there
was
no
room
and
it
just
sort
of
reiterated,
my
desire
to
have
a
real
facilities
plan,
because
I
think
we're
also
missing
out
on
these
public-private
partnerships.
We've
been
talking
about
that
said:
I
want
to
just
go
through
some
of
the
line
items
that
are
seeing
some
decreases
so
I'm
on
page
202
of
the
budget
book.
It's
also
in
your
handout.
I
J
I
I
I
Reshape
at
night
and
again
to
reiterate
the
desire
for
the
facilities
plan,
as
was
proven
yesterday
with
Dave
Sweeney's
overview,
the
city
has
saved
six
million
dollars
on
energy
efficient
street
light.
This
is
another
opportunity
that
bps
could
be
building
greener
and
better
energy,
efficient
schools.
There's
a
four
point:
six
million
dollar
decrease
on
contracted
services,
also
under
contractual
services.
Fifty
two
nine
zero
zero
and
just
tell
me
what
that
is
yeah.
J
Our
contracted
services
budget
includes
a
number
of
different
categories.
I
just
want
to
give
you
a
sense
of
where
they
are
the
the
largest
category.
In
that,
where
we
see
a
decrease
is
in
our,
we
consider
purchase
services.
Those
are
spread
across
schools
and
departments
for
use
in
any
any
time
we're
working
with
an
outside
agency
or
partner
of
the
reductions
that
we
see
in
contracted
services.
1.8
million
is
at
the
school
level,
despite
the
fact
that
budgets
for
schools
is
increasing
by
1.8
million.
J
We
do
see
a
shift
away
from
contracted
services
and
non
personnel
in
general
for
schools.
There's
a
lot
of
reasons
why
that
may
be
happening.
Part
of
it
could
be
the
recognition
of
school-based
interventions
for
ESL
or
for
other
FTEs.
We
see
schools
adding
FTE,
so
the
conversion
of
contracted
services
into
positions
at
the
school
level.
So.
J
I
J
J
Use
contracted
services,
I,
think
school
based
decisions
are
rolling
up
to
see
when
we
see
it
at
aggregate
level
we
see
schools
are
shifting
from
non
personnel
to
personnel,
but
with
125
schools
and
a
1.8
million
dollar
decrease.
That
really
just
means
one
in
four
school
is
making
the
decision
to
add
an
interventionist
instead
of
their
planned
purchase
of
a
contracted
service
would.
J
J
We
do
our
part
1.4
million
was
converted.
Part
of
it
was
to
go.
A
large
portion
of
it
was
to
pay
for
what's
called
special
education
autonomy
funding
at
the
at
our
up
schools.
They
have
the
ability
to
receive
the
per
pupil
allocation
for
things
like
sped
itinerant
service
providers.
At
this
time
last
year
we
had
not
finalized
the
amount
that
they
would
receive
for
special
education
autonomy
funding,
so
it
was
held
in
a
finance
contract
line
and
was
allocated
the
later
point
in
the
year
this
year.
J
We've
done
the
work
to
with
them
to
allocate
the
money
to
them.
So
that's
a
large
portion
of
the
decrease
in
the
finance
contracts
office
there's
also
a
300k
reduction
in
innovation.
The
superintendent
is
cut
330k
and
purchase
services
from
his
departments.
You
see
a
lot
of
departments
as
we
start
to
look
at
priorities
for
the
next
year,
places
where
we
have
either
over
under
budgeted
in
the
past
and.
I
J
I
Trying
to
reconcile
this
is
the
biggest
decrease
we've
seen
in
our
budget.
You
know
you
all
have
said
that
about
pointing
to
anywhere
from
a
20
million
dollar
or
nine
million,
depending
on
which
figures
you
know
you
sort
of
incorporate
in
terms
of
an
increase.
I
just
want
to
make
it
clear
that
these
decreases
aren't
affecting
our
sir
I
want
to
know
that
these
decreases
aren't
affecting
our
students.
We.
C
Have
taken
a
number
of
steps
to
run
very
tight
at
the
central
office
president
was
acknowledging
the
fact
that
we've
done
this
for
a
number
of
years,
so
it's
not
without
any
consequences,
but
you
will
see
reference
in
our
documents.
The
fact
that
we
have
done
across-the-board
cuts
to
stipends
food
travel.
We've
done
selective
change,
adjustments
to
staffing
personnel
changes.
We
are
going
to
be
running
tight
centrally
and
I.
Don't
want
to
pretend
that
that
has
no
consequences.
We
it
constrains
our
ability
to
solve
mid-year
problems
in
particular
that
come
up
at
the
school
level.
C
I
D
J
Five:
five
nine
appropriation
level
equipment
is
tends
to
be
computer
equipment.
Computer
desktops
and
photocopy
equipment
are
the
largest
categories.
The
biggest
decrease
in
this
is
a
1.3
million
dollar
decrease
in
the
computer
equipment
line.
We
just
completed
the
rollout
of
a
Chromebook
purchase.
That's
not
planned
to
continue
next
year,
so
we
just
purchased
Chromebooks
cost
sharing
with
schools.
So
the
one
point
three
million
dollar
reduction
is
in
our
office
of
instructional
technology
as
part
of
their
rollout
of
student
Chromebooks
and
schools,
and.
I
I
M
You
very
much
mr.
chair
good
afternoon.
Everybody
we'll
probably
be
seeing
you
more
than
we
do
our
families
until
July,
so
that'll
be
nice.
A
couple
things
out,
I'll
just
keep
to
what
Mark
said.
Originally
try
to
stay
at
three
30,000
feet.
We
simply
I'll
talk
about
district
5
in
particular.
We
simply
just
don't.
We
don't
have
enough
seats
and
we
have
seats
that
are
empty.
So
I'll
give
you
a
perfect
example:
Roosevelt
school
we
have
inclusion
seats
that
are
empty,
yet
we
have
people
waiting
to
get
into
the
Roosevelt.
M
So
we
can't
just
create
inclusion.
Kids
we're
just
going
to
leave
the
seats
empty
really
makes
no
sense.
The
biggest
phone
calls
we're
getting
in
my
office
is
a
constant
I've
applied
for
four
schools.
I
got
none
of
them,
I'm
getting
shipped
from
Rossdale
from
Mattapan
or
hi
Park
I'm,
going
to
Dorchester
I'm,
going
to
Southie
I'm
going
somewhere
else.
This
is
my
third
for
city
budget.
M
With
VPS
and
every
year
we
talk
about
people
putting
for
sale
signs
up
going
to
know
it
going
to
Walpole
going
to
wherever,
because
they
don't
want
to
deal
with
this
every
year
and
when
I
first
started
knocking
doors.
The
first
time
I
ever
ran
everybody
who
had
said
the
same
thing
to
me.
Please,
the
love
of
God
just
get
me
from
K
to
six
and
I'll
figure.
It
out
my
kids
smart
enough
to
get
into
an
exam
school
he'll
go,
but
she'll
go
if
they
want.
M
If
we
want
to
send
it
to
a
Catholic,
school
or
private
school,
we'll
do
it.
But
can
you
just
get
me
to
sixth
grade
and
every
year
I
still
say
the
same
thing
to
the
people
who
call
on
the
phone
and
your
staff
is
awesome:
Carol,
McNeil
and
Robbie,
now,
they've
been
so
responsible
and
so
respectful
of
our
request,
but
they're
just
that
the
requests
I
mean
I
might
as
well
roll
them
up
and
throw
them
into
the
recycle
bin,
because
you
can't
do
anything
with
them.
M
C
M
B
We
I
think
I
want
to
say
a
couple
things
around
great
configurations.
We
have
24
great
configurations.
We
need
fewer,
yes,
we're
hearing
the
same
things.
We
need
more
seats
in
some
neighborhoods,
there
is
a
demand
and
all
that
is
part
of
the
master
planning
process.
The
k67
12
great
configuration
is
one
transition
and
many
of
our
parents
transition
2,
3
4
times
from
K
to
12.
So
we
want
to
create
a
more
coherent
school
system.
B
D
M
Shooting
I've
got
online
transportation.
You
guys
know
that,
like
that,
really
the
thorn
in
my
side
last
year
we
talked
about
a
study
regarding
saving
10
million
dollars.
Is
there
an
actual
document
with
that?
Where
are
we
with
that?
With
the
professionals
that
we
hired?
Do
we
hire
anybody?
This
is
an
internal
study
that
we
did
yeah.
C
M
M
D
M
See
because
my
thought
is,
we
talk
about
transportation
here,
an
awful
lot
and
it
seems
like
the
suburbs
go
out
to
the
suburbs.
They
enjoy
their
lives
and
then
during
work
days
they
come
in
here
and
flood
us
with
cars
and
everything
else
I
would
like
to
flood
them
with
buses
like
I,
think
we
should
move
these
yards
and
put
put
them
in
in
Milton
and
put
them
in
Dedham
and
put
them
wherever,
because
I
run
for
Senator
something
I'll,
never
win
those
towns
dog.
M
They
just
said
that,
but
that's
okay,
push
them
out
of
city
and
let
them
come
in
because
R
evil.
You
know,
as
Robbie
knows
literally,
you
can't
get
any
father
away
from
downtown
than
where
I
live.
You
can't
so
I
think
we
should
probably
save
some
money
and
move
some
of
these
bus
shots
out
of
the
city
and
have
them
just
drive
into
the
city.
Like
everybody
else
does
just
a
thought
and
then
my
last
question
I
know:
there's
some
jurisdiction,
issues
and
I'm
not
really
clear
about
this,
but
the
new
mission
and
BC
LA.
M
L
A
N
B
B
The
ten
other
schools
never
did
have
a
vance
work,
class
and
they've
brought
in
excellence
for
all
at
4th
grade
for
this
year.
As
we
move
into
next
year,
it
will
be
those
13
schools
moving
from
4th
grade
to
5th
grade
we're,
adding
a
grade
basically,
and
that
will
continue
on
for
3
years
until
those
13
schools
have
rigorous
instruction
enrichment
at
4th
through
6th
grade
for
all
students.
N
B
Exactly
in
those
schools
in
three
of
those
schools,
the
Edison
debates
and
the
Curley,
they
would
have
rigorous
instruction
for
all
four
through
sixth
graders
by
the
end
of
the
following
school
year,
for
the
ten
schools
they
never
had
a
vance
word
class.
These
were
schools
that
were
just
general
education,
okay,.
N
B
B
B
Who
are
in
advance
work,
and
there
are
students
who
are
in
general
education,
for
example
the
Murphy,
the
Lee
school.
They
have
such
models.
Our
hope
is,
as
we
are
becoming
more
inclusive
in
our
practices.
So
we
are
not
separating
students
from
fourth
through
sixth
grade
and
in
these
sort
of
settings.
However,
this
only
has
this
has
to
be
done
in
partnership
with
schools,
school
communities.
We
need
to
make
sure
that
there's
a
capacity
in
all
those
schools
to
be
able
to
serve
all
students
in
an
inclusive
setting.
B
N
B
N
Universal
design
of
learning
is
that
does
that
have
anything
to
do
with
the
facilities
plan
and
what
our
you
know,
because
I
listen
to
the
mayor
speak
a
couple
times
about
the
investment
in
the
next
ten
years,
a
billion
dollars
in
the
next
ten
years,
and
he
talks
about
in
in
in
and
it
sounds
great
and
I
believe
it
can
work
it
like.
So
the
design
of
building
we're
going
to
look
at
classrooms
differently.
So
maybe
we're
not
all
standing
in
rows.
Is
that
something
that
you're.
B
Absolutely
right,
counselor
many
of
our
classrooms
do
have
kind
of
the
traditional
setup
where
the
students
are
lined
up
in
rows
and
some
students
flourish
in
I
environment,
other
students
don't,
and
so
we
hope
to
have
more
flexible
use
of
furniture.
Our
initial
thirty
million
dollars
worth
of
capital
investments
in
build
VPS
will
be
to
furniture
and
technology
that
would
support
more
inclusive
settings.
N
Okay,
I
would
are
we
going
to
have?
Are
we
going
to
have
a
hearing
on
on
the
on
the
facilities
plan
or
not
really
yeah.
N
C
Is
correct:
we
have
a
weight
in
our
way
to
student
funding
that
gives
an
additional
dollar
for
every
student
who's
participating
in
a
vocational
program,
and
so
it's
based
on
the
additional
number
of
students
will
be
served
in
those
programs
and
again,
as
dr.
Chang
said
earlier,
both
schools
are
officially
part
of
chapter
74
at
the
state
level,
which
designates
them
as
vocational
programs.
Okay,.
N
B
A
there's
currently
a
vocational
program
at
Bryan,
high
school,
but
don't
believe
it's
chapter
74
approved-
is
that
right?
It's
not
right,
but
what
we
do
hope
is
over
time,
because
it
is
a
pretty
extensive
process
that
we
can
career,
create
pathways
to
school,
that
are
also
approved
by
the
CVT
II
process
that
will
make
them
chapter
70.
Okay,.
N
It
is
it
we
haven't,
talked
at
all
internally
about
maybe
a
broader
vocational
discussion,
because
if
anybody
is
doing
work
in
the
city,
they
know
how
difficult
it
is
to
find
to
find
anybody
in
it.
Like
a
we.
What's
the
investment
in
what
is
the
Madison
pocketbook
like
in
the
next
in
the
next
couple
of
years,
or
there
is
your
investment
there,
you
know
we
a
week
in
that
electrical
program
over
there
I
know,
people
that
that
teach
you
and
I
know
they're
trying
to
connect
students
on
with
with
the
same
sort
of
job
placement.
B
We
are
a
we.
We
started
this
year,
a
pretty
extensive
process,
ongoing
process
to
evaluate
all
our
vocational
programs
throughout
the
system.
Whether
they
are
chapters
under
four
programs
are
non
chapter.
74
programs
we
do
have
a
lot
of
overlap
in
our
programming.
Visual
design
is
a
very
popular
pathway.
You
have
them
at
about
ten
different
schools,
graphic.
B
B
Technical
education,
so
the
overalls,
so
we
will
have
a
strategy
that
will
bring
these
protist
sort
of
programming
to
vast
majority
of
our
high
schools
again,
I
believe
in
this
intersection
between
career,
technical
education
and
academic.
Our
high
schools
of
the
future
need
to
be
able
to
provide
programming
for
our
students.
I
do
both
things
yeah.
E
D
O
Have
some
big
big
questions
and
other
questions
I'll
leave
for
when
we
get
into
actual
specific
subject?
Subject:
matters
but
I
share,
counsel,
McCarthy's
concerns
about
transportation
and,
frankly,
how
we
going
to
blow
that
budget
up,
because
it's
just
frankly
too
much
when
you
think
about
the
needs
that
our
schools
are
constantly
calling
us
about
it's
just
it's
not
sustainable.
O
So
I'll
save
that
for
the
long,
the
longer
discussion
when
it
comes
to
transportation,
also
care
about
that
assignment
process,
specifically
open
seats
at
schools
with
waiting
lists,
I,
obviously
represent
district
4
I
call
it
the
schools
of
the
Tale
of
Two
Cities.
Almost
we
have
some
really
high
performing
schools.
C
C
O
Does
in
the
challenge
with
that
is
I
have
one
school
in
my
district
that
found
so
the
loophole
and
took
advantage
of
that
loophole
to
actually
get
ELT,
while
actually
pursuing
autonomy
and
I
said
good
for
them,
because,
frankly,
they
win
for
both
sides.
They
win
from
having
some
of
that
autonomy
that
they
wanted,
that
their
teachers
wanted,
and
they
also
went
from
getting
ELT
but
I,
know
they're,
that's
an
interesting
story
and
it's
great
to
see
them
get
it.
But
it's
at
some
point.
There
is
tremendous
value
in
ELT.
O
We
don't
need
another
study
or
data
set
to
tell
us
that
kids
that
have
ELT
and
early
education
and
care
and
quality
early
and
care,
and
so
many
other
things
do
well
as
just
a
base
baseline.
So
I
was
just
curious
about
that
ELT
option
and
knowing
that
their
schools
who
want
it
but
can't
necessarily
get
it
and
how
that
would
work.
We.
C
O
D
C
Different
pay
agreements,
its
legacy
of
lots
of
different
agreements
built
up
over
time,
so
we
are
going
to
get
to
almost
complete
coverage,
with
the
exception,
I
think
of
one
or
two
schools,
maybe
that
have
elected
not
to
who
are
autonomous
schools
so
with
the
rollout
next
year
we
will
be.
There
is
our
impression.
D
O
I
can
dig
into
this
level
and
I
guess
the
question
then
becomes:
is
there
a
difference
between
a
school
that
has
extended
learning
time
and
then
those
who
have
the
autonomy
structure
who
get
it
through
that
model,
if
there's
a
difference
and
what
they
get
from
those
models
and
I
think
there
might
be,
and
so
that's
a
different
question.
Good
I
may
be
an
autonomous
school
and
not
get
this,
but
I
get
something
different
than
that
school
yeah.
J
The
the
different
classifications
are
Horace,
Mann
charters
are
in
district
charters,
have
more
autonomy
over
how
they
can
structure
their
teacher
compensation
and
school
day.
Our
pilot
school
agreement,
which
came
in
the
early
90s,
allows
for
both
an
extended
day
and
a
more
professional
development
time
in
the
allotted
to
us
out
of
a
very
favorable
rate.
J
At
a
specific
rate,
innovation
schools
tended
to
come
in
at
the
same
rates
as
what
we
did
with
our
original
cohort
of
turnaround,
schools,
which
was
an
agreement
through
the
joint
resolution
committee
that
we
went
through
and
had
a
specific
compensation
rate
and
then
the
final
class
of
extended
learning
time
came
in
with
the
schedule,
a
schools
which
was
a
negotiated
rate
and
is
different
from
the
other
two.
So.
J
There's
there's
two
cases
in
which
we
would
see
an
autonomous
school
pay
out
of
their
budget,
the
majority
if
they
went
to
extend
the
day
even
beyond
what
we
had
negotiated,
which
would
make
their
day
okay
significantly
longer
than
what
we're
doing
in
schedule.
A
the
other
is
at
the
Boston
teachers
union
school.
They
have
a
separate
election
work
agreement
where
they
compensate
their
teachers
for
the
uncompensated
time
that
we
see
by
other
pilot
schools,
as
that's
part
of
their
original
thanks.
O
C
O
C
J
C
D
G
D
C
O
C
O
C
Created
a
reserve
that
our
instructional
superintendents
are
partnering
with
our
budget
team
were
reaching
out
to
the
schools
who
are
losing
enrollment
and
asking
them
about
the
supports
that
they
need
reviewing
their
request
and
then
partnering
with
them
to
make
sure
they
have
what
they
need.
I'm
going
to
talk
to
this
a
little
bit
more
in
our
next
hearing.
But
we
had
a
lot
of
concerns
raised
about
this
issue
in
our
school
committee
process
and
we
really
looked
at
it
with
a
lot
of
care.
C
There
are
15
schools
in
particular
that
we
were
worried
about
that
were
low
level,
3
level,
4
level,
5,
schools
that
had
budgets
declining,
they
collectively
lost
about
4
million
dollars,
and
we
went
and
studied
what
were
those
four
million
dollars
paying
for
and
about
three
quarters
of.
It
was
classroom
capacity
that
they
that
they
didn't
need
anymore
to
have
fewer
students,
and
but
there
was
about
a
quarter
of
that
money.
C
That
was
for
the
discretionary
things
that
would
have
supported
the
school
overall
and
that's
why
we
implemented
and
adjusted
our
proposal
to
add
the
reserve
so
that
we
could
make
sure
that
we
were
supporting
them
as
they
had
those
supports
and
enrichments
that
are
part
of
what
school
should
have.
The
funds
are
being
focused
in
particular
on
brighton
and
excel,
but
we're
running
a
process
right
now.
That
invites
all
level
three
four
and
five
schools
with
a
declining
enrollment
to
participate,
and
we
have
some
of
my
colleagues
who've
been
running
that
process
in
the
audience.
O
Just
1.25
million
be
dedicated
to
them,
specifically
looking
at
Brighton
and
Excel,
and
what
can
be
done
there
exactly
so
look
forward
to
that
conversation
be.
Can.
C
O
I
C
B
O
Good
and
then
lastly,
my
question
is
weighted
student
formula
and
on
slide
13.
When
you
talk
about-
and
this
is
my
last
question-
thank
you-
I
got
the
I,
so
obviously
bps
allocates
45
percent
of
its
budget
through
weighted
student
formula,
but
there's
an
additional
8%
through
other
rule
based
allocations.
What
is
that
we.
C
Have
a
series
of
other
things
that
go
to
schools
in
a
formula
that
aren't
technically
part
of
wsf,
so,
for
instance,
of
nurses
or
a
position,
we
call
kosis
who
support
special
education,
and
we
have
what's
called
an
allocation
tracker
that
looks
like
this
sits
on
our
website
and
tracks.
Every
single
dollar
that
goes
to
a
school
and
you
can
see
where
it
comes
from
and
why
it
goes
there.
So
this
is
what
we're
talking
about
when
we
say
equity
and
transparency,
and
you
can
mapping.
O
A
A
When
will
we
reap
the
rewards
of
having
schools
or
families
closer
to
the
schools
they
attend?
So
and
again
we
have
a
transportation
here
and
just
want
to
understand
because
we
should
be
reaping
some
rewards
and
I
know.
Logistically,
it's
really
difficult,
but
I
don't
see
any
reduction
in
buses.
Will
we
ever
see
that
question?
A
One
waiting
wait:
we
got
into
a
little
bit
with
weighted
student
formula
and
I
believe,
according
to
your
numbers,
out
of
the
hundred
and
twenty
five
schools
like
70,
something
eighty
something
actually
budgets
go
up,
so
you
know
a
third
or
less
budgets
go
down,
one
of
them
being
the
Winship
in
my
district,
if
not
more
active
was
like.
Eighty,
three
thousand
dollar
cut
I.
First,
let
me
premise
this
preface
this
by
saying
I
believe
in
weighted
student
formula
as
a
way
to
fund
our
budgets.
A
The
funds
following
the
kids
based
on
need
in
circumstances,
I
think
that's
good
for
equity
and
other
issues,
but
I
would
I
want
to
know
what
that
actual
effect
of
that.
Eighty
three
thousand
dollar
cut
is
going
to
be
on
the
schools
of
one
less
teacher,
one
less
aid.
You
know
with
what
does
that
cut,
and
then
we
talked
a
lot
about
level.
One
through
five
I
have
many
trees
and
a
two.
Maybe
what
is
the?
What
is
the
difference
between
a
two
and
a
three?
A
How
can
we
get
our
threes
to
two
in
a
in
a
strategic
way?
And
you
know
what
what
is
that
going
to
take
for
us
to
get
there
because
I
think
when
we
get
there,
especially
in
my
district,
my
districts
kind
of
isolated
in
a
lot
of
ways
right,
we're
connected
to
the
Boston
Proper
and
the
rest
of
the
blossom
by
calm,
app
and
Kia.
A
G
G
J
So
soft
landings
when
we
implemented
BP
wsf
here
at
bps,
that
was
a
lot
of
acronyms.
We,
we
instituted
specific
rules
based
allocations
to
schools
who
are
experiencing
changes
in
policy
and
what
that
means
is.
If,
in
the
change
to
weighted
student
funding,
a
school
saw
decrease
in
funding
by
X
amount,
we
restored
25
percent
of
that.
So
it's
a
very
straightforward
formula
for
saying
you
lost
a
hundred
thousand
you're
going
to
get
25k
back
as
a
way
to
ease
the
transition
into
the
new
into
the
new
model.
J
We
did
soft
landings
for
three
or
four
years
in
the
first
couple
years
and
anytime,
we've
made
adjustments
to
policies,
we've
evaluated,
whether
or
not
we
want
to
do
that
straight,
formulaic,
soft
landing
as
a
way
to
transition.
The
other
way
that
we
might
give
money
to
schools
that
are
experiencing
cuts
is
through
either
programmatic
support,
sustainability
allocations,
which
are
funding
given
to
schools
that
can't
afford
their
sort
of
core
operating
expenses
and
then
the
level
three
four
supports
that
we're
talking
about
this
year
in
terms
of
sustainability
or
a
programmatic
support
row
school.
So.
D
J
So,
in
terms
of
soft
landings
for
this
year
we
have
one
soft
landing,
that's
based
on
title
one
and
needs
shift
in
title,
one
allocations
that
went
to
one
school
grade
or
Egleston
for
sustainability
allocations.
We
do
have
a
number
of
schools
that
receive
sustainability
allocations.
I
don't
have
the
number
of
schools
that
retain
it,
yeah,
there's
eight
or
nine
of
them.
I,
don't
know
how
many
of
those
schools
have
received
in
multiple
years,
but
I
can
certainly
get
that
I'm.
G
G
C
G
G
Them
because
then
I
want
to
understand
or
I
think
that
it
would
be
helpful
for
us
to
understand
why
schools
are
at
capacity
or
not
at
capacity
yeah
and
why
there
are
shifts
and
populations
is
it
you
know.
Is
it
the
great
configuration
problem?
Is
it
there's
a
local
charter
school
that
there's
been
a
significant
change
at
that
school
like
the
pending
loss
of
advance,
work
or
a
neighboring
school
has
added
excellence
for
all,
or
something
like
that.
So
I
think
it's
really
important
to
understand
both
anecdotally,
but
also
have
the
data
back
up.
G
Why
kids
are
either
leaving
or
not
our
families
are
leaving
or
not
selecting
a
particular
school,
because
I
think
that
helps
us
make
better
decisions
for
all
of
our
school
communities
going
forward
with.
Do
we
look
at
that
data
at
all?
Have
we
sort
of
done
any
exit
surveys
or
something
like
that?
Yes,
yeah.
J
So
we're
there's
a
couple
different
ways
that
we're
thinking
about
it
exactly
the
way
that
you're
mentioning
it
in
looking
at
program
designs
of
specific
schools.
So
we
did
a
design
workshop
with
the
schools
in
East
Boston
to
talk
about
how
they're
structured
and
where
we
see
challenges
in
the
way
that
students
flow
throughout
the
school.
So
a
very
simple
example
that
we've
talked
a
lot
about
is
in
a
school
where
they
have
a
single-strand
program
for
ëall
students.
The
students
should
be
exiting
that
program
as
they
progress
in
their
language
development.
J
J
So
we
start
to
see
classrooms
in
East
Boston,
where
we
have
a
huge
premium
for
space,
half
full
or
or
three-quarters
full,
and
so
we're
starting
to
think
with
those
schools
about
how
we
might
design
or
configure
each
of
the
schools
in
concert
as
as
a
neighborhood
or
as
a
pairing
schools.
Together
to
get
better
utilization
and
then
there
are
always
the
places
where
we
see
external
factors
like
charter
schools,
opening
up
that
then
cause
a
one
time
shift
in
the
enrollment
patterns
of
those
schools.
J
We've
done
a
better
job
of
collecting
historical
enrollment
patterns
across
the
schools.
To
evaluate
is
this
something
that
is
a
one-time
challenge
that
a
school
is
experiencing,
and
then
we
expect
it
to
stabilize,
or
is
this
a
multi-year
pattern
of
a
school
struggling
and
there's
so
many
different
ways
in
which
a
school
can
be
either
set
up
to
compete
against
charter
schools,
or
you
know
some
of
our
schools
in
South
Boston.
J
We
see
challenges
with
the
home-based
plan
and
it
leading
to
not
enough
family,
selecting
the
school
or
having
the
ability
to
select
the
school
and
then
also
in
Brighton.
You
know
there
were
a
number
of
changes
this
year,
including
the
Jackson
man
and
and
just
sort
of
thinking,
smartly
about
how
we
can
evaluate
space,
classroom
space
and
then
enrollment
patterns
and
there's
a
sort
of
a
big
area
system
here
in
Boston
that
we're
getting
better
data
on
well.
G
J
We
did
make
a
change
to
what
we
call
our
option
school
policy
for
this
year
and
the
option
schools
are
in
the
student
assignment
plan,
you're
guaranteed
a
number
of
tier
one
schools
to
your
to
schools,
to
your
three
schools
and
then
what
we
call
option,
schools
which
are
schools
where
we
think
we
can.
We
have
available
either
catchment
area
issues
or
their
space
so
that
more
families
can
choose
those
schools.
Both
the
btu
school
and
the
Perry
school
were
designated
as
option
schools
this
year
because
of
small
catchment
areas.
What
we
found
it.
J
J
There
were
some
things
that
we
thought
were
going
to
solve
the
problems
at
the
Terry
and
then,
when
we
go
to
implementation,
we
see
that
it
didn't
actually
add
that
many
families
on
to
the
list
to
choose
it
in
in
k1
or
k2
the
entry-level
grade,
because
of
the
number
of
schools
that
are
in
the
central
part
of
the
city
that
you're
actually
closer
to.
If
you
live
on
the
western
side
of
Southie,
now.
G
J
G
I'm
curious
how
we,
how
we
can
go
about
fixing
this
with
some
incremental
changes,
because
I
think
sometimes
that's
all
we
need
now
you're
talking
about
families
leaving
the
district,
not
choosing
the
district
I'm.
A
huge
proponent
of
AWC
I.
Think
it's
great
that
we're
adding
excellence
for
all.
G
I
think
we
have
to
give
opportunities
to
families
for
different
differentiated
learning,
experiences
for
their
kids
and
I
know.
I
know,
councillor
Baker
brought
it
up
and
his
round
of
questioning
and
it's
a
concern
of
mine
and
a
significant
concern
to
hear
that
we're.
Looking
to
replace
advanced
where
classrooms
over
time
for
excellence
for
all
now,
can
you
just
a
superintendent
remind
my.
N
G
That
you
were
looking
for
every
classroom
for
every
kid
and
I.
Certainly
support
inclusion
in
all
of
our
classrooms,
but
advance
work
is
a
track.
I'll
call
it
a
track
that
we
need
to
I
think
support
over
time
as
a
district.
So
I
guess,
if
you
want
to
articulate
for
me
a
really
clearer
for
me
so
I
understand
where
you
think
whether
it's
four
years,
eight
years
or
12
years
down
the
road,
where
does
advance
work
way
to
advance
where
classrooms
exist
in
the
City
of
Boston
I.
B
Would
I
think
it's
critical
to
underscore
that?
Currently
we
have
a
system
or
currently
we
have
a
system
where
you
have
10
percent
of
students
in
Boston,
Public
Schools.
Fourth,
through
sixth
grade
this
should
say
prior
to
excellence,
for
all,
we
had
10%
of
boston,
public
school
students
that
went
to
events
where
classing
90
percent
I
went
to
general
education
of
the
10%.
That
I
went
to.
We
look
at
the
difference
in
demographics.
It's
very
cut
along
racial,
cultural,
linguistic
aligned,
socio-economic
lines.
B
Our
goal
with
excellence
for
all
is
to
provide
more
inclusive
settings
settings
in
all
our
schools
where
parents
are
going
to
want
send
their
kids
because
they
believe
it's
a
very
rich
curriculum.
It's
rigorous
and
there's
a
lot
of
enrichment.
Now,
if
we
I've
had
many
parents
come
to
me
and
say
I'm,
actually
not
choosing
to
go
to
a
vanskor
class
for
my
child,
I
want
to
keep
my
child
in
his
or
her
current
school,
because
we
know
fourth
to
sixth
grade
will
be
as
rigorous
as
a
van
score
class.
B
That's
a
choice
that
that
parent
is
making
if
parents
still
continue
to
choose
to
send
their
kids
move
their
kids
after
third
grade
to
advanced
world
class.
If
there
is
that
demand,
then
we
will
continue
offering
a
van
swear
class,
but
all
I'm
saying
is
that
if
we
raised
a
rigor
and
provide
more
learning
opportunities
for
students
across
the
system,
maybe
parents
wouldn't
have
to
move
their
child
into
a
AWC
class,
but
ultimately
it's.
This
is
going
to
be
driven
by
the
quality
of
programming
that
we
can
provide
and
impairing
choice.
B
G
B
G
Over
the
next
few
minutes,
and
then
my
follow-up
question
will
be,
how
many
are
we
going
to
have
in
the
coming
school
year
and
then
I've
heard
conversations
about
some
schools
already
notifying
parents
that
have
been
accepted
to
the
upcoming
school
year
advance
work
that
that
classroom
after
school
year
1718
will
go
to
excellence
for
all.
We.
B
H
C
H
It's
important
simply
what,
since
were
30,000
feet
to
have
50
of
our
one
hundred
and
twenty
four
hundred
twenty
five
schools
losing
funding.
I.
Think
that's
something
that
all
of
the
counselors
should
know
I'm
going
in
and
in
particular
for
those
who
are
district
counselors
for
people
to
understand
that
this
budget
is
actually
going
to
affect
us
against
significant
numbers.
Number
of
schools,
possibly
about
forty
percent
of
schools
in
the
district,
I
believe.
C
The
number
fifty
came
from
a
table
that
was
released
on
February
first,
the
start
of
our
process
with
the
School
Committee,
a
couple
of
things
have
changed
and
since
normal
course
of
doing
business
over
this
period,
we're
releasing
reserves
to
schools
which
increases
the
money
on
their
budgets.
I
think
the
table
that
you
were
looking
at
was
wsf
only
and
there
are
the
other
allocations
to
schools
on
top
of
wsf.
So
when
you
pull
those
things
together,
I'm
getting
something
around.
Ninety.
C
H
So
if
you
add
ELT
in
that's
a
that's
a
that's,
not
it
doesn't
allow
us
from
year
to
year
to
determine,
if
there's
an
actual
increase
in
the
word
that
you
used
earlier
around
maintenance
budget
right.
So
the
issue
here
is
that
if
you
have
an
already
underfunded
school,
that
may
not
have
the
supplies
that
it
that
it
means
that
you
now
have
a
young
person
spending
an
additional
forty
minutes,
and
is
that
a
good
thing?
So,
can
we
back
that,
like
I,
think
that's
just
that
yeah.
H
Think
in
this
this
will
be
my
last
budget
cycle
in
this
way,
I
think
it's
important
that
we
actually
use
what
we've
used
in
the
past.
I,
don't
know
and
I,
don't
know
what
the
conversation
has
been
with
the
chair,
but
at
least
for
me,
as
chair
of
Education,
we've
always
looked
at
numbers
in
a
specific
way,
and
so
this
methodology
change
doesn't
allow
us
to
understand
because
I'll
tell
you
what
happens
to
us.
H
H
You
may
not
have
this
data,
but
I
think
it's
important
that
the
council
understand
the
number
of
schools
net-net
year
over
a
year
that
are
getting
cut
with
prior
to
the
new
programs
being
added
in,
because
that
distorts
whether
or
not
that
that
school
actually
is
is
receiving
additional
funding
or
not.
We.
C
H
J
What
did
it
say
that
the
total
number
of
schools
that
see
if
you
look
at
the
all
funds
budget
on
the
school
level,
the
total
number
of
schools
with
declining
budgets
was
49.
That
does
include
the
former
Madden
Hunt
school
and-
and
so
that's
that's
the
just
schools
that
would
look
at
their
total
budget
and
see
it
go
down.
J
In
a
very
simple
case,
you
will
get
calls
from
families
and
from
parents
were
saying
things
are
being
cut
from
my
school,
even
when
the
budgets
go
up,
because
principals
are
making
school
level
decisions
to
change
from
art
to
music
I.
Remember
from
last
year
we
had
a
school
community
who
was
upset
about
her
loss
of
a
music
teacher,
but
it
was
because
they
were
deciding
to
to
hire
at
our
teacher
instead
and.
H
It's
my
contention
that
every
single
school
in
the
Boston
Public
School
should
both
have
art
and
music.
It
shouldn't
be
a
or
it
should
be
a
man
and
our
young
people
deserve
that,
and
that's
actually
why
I
believe
that
this
budget
is
underfunded.
I
also
want
to
know.
John
was
brought
up
earlier
that
the
budget,
the
opportunity
and
achievement
gap
task
force
actually
opposed
this
budget.
They
spoke
on
record
as
opposing
this.
H
H
H
Many
of
them
are
individuals
who
need
access
to
language,
opera,
I'm,
sorry,
second,
language
opportunities,
so
I
think
it's
really
really
important
that
English
language
learners
and
in
the
city
that
we
are
speaking
about
sanctuary
status
and
things
of
that
sort
that
were
actually
consistent
across
the
board
relative
to
those
components.
So
can
I
get
an
understanding
of
where
we
are
with
adult
education.
J
H
And
I
think
it's
also
important
to
look
at
Brighton,
High
School,
as
well
as
excel,
so
one
what
what
percentage
of
teachers
were
rehired
and
what
are
the
demographic
data
of
those
teachers.
H
Because
I'm
very
worried
so
far,
because
my
understanding
is
that
very
few
teachers
of
color
have
been
rehired,
and
that
is
that
is
a
in.
We
will
go
back
to
the
diversity
component
and
we
will
have
those
and
look
forward
to
having
that
data
so
that
we
have
an
understanding
and
I
would
do.
I
would
love
for
you
to
break
that
out.
H
I'd
also
like
to
get
an
understanding
of
what
type
of
financial
supports
that
both
of
those
school
communities
I
will
be
receiving
to
help
them
in
their
turnaround
status,
because
we've
had
conversations
that
we
obviously
don't
want
to
lose
any
more
schools
to
the
state.
So
are
there
a
financial
component
attached
to
both
of
those
schools
so.
B
Let
me
start
off
by
saying:
we
will
absolutely
provide
the
data
on
as
I
on
a
demographics
of
a
Reese
tapping
process
or
teachers.
Who'd
come
back
to
Brighton,
High
School
we'll
have
that
available,
we'll
also
have
available
for
it.
So
as
well
as
I
said,
we
are
very
beginning
of
the
process,
but
I'm
very
optimistic
that
we
will
have
a
more
diverse
Brian.
B
Staff
for
next
year
we
have
I
did
asks
for
the
pool
like
the
teachers
who
are
being
considered
over
about
60%
of
teachers
who
are
being
considered,
who
are
in
applicant
pool
or
teachers
of
color.
So
we've
been
very
targeted
in
our
outreach
for
diverse
candidates
for
those
schools,
so
we
will
have
that
data
for
you
once
we
staffing
is
completed
in
terms
of
financial
support.
We.
C
H
Can
I,
if
you
can
actually
get
it,
get
it
to
us
for
next
week
if
you
could
get
it
to
my
office
before
they'll,
be
actually
very
helpful?
Okay
and
then
I
guess
the
other
couple
of
areas
that
I
did
want
to
touch
on
the
be
we
need.
We
need
the
truth.
So
when
you
bring
us
data
about
transportation-
and
we
all
questioned
it
last
year,
because
we've
all
been
here-
and
we
know
that
you
you're
not
going
to
save
10
million
dollars
in
a
year.
H
H
It's
a
lot
of
money
right,
and
so
we
knew
that
the
savings
and
I
think
every
against
against
me.
For
my
colleagues,
but
I
know
the
chair
I'm,
as
well
as
of
my
vice
chair,
actually
question
that
that
component
and
now
we're
back
this
year
and
we're
actually
asking
to
increase
the
transportation
budget.
So
I
just
think
that
that
is.
H
It
is
critical
that
we
have
accurate
data
in
front
of
us
and
we,
when
we
question
this
and
drill
down
and
then
now
we
come
back,
and
we
know
that
we
did
that
you
did
not
save
ten
million
dollars
in
that
one
calendar
year.
That
is
problematic
in
terms
of
the
integrity
of
this
process
and
I.
Think
I
again,
I
won't
sit
in
this
seat
to
ask
that
question
next
year,
but
I
think
it's
really
important
that
we
have
accurate
data
relative
to
what's
going
on
and
by
the
way.
H
We
also
know
that
you
get
hurt
by
the
number
of
charter
schools
seat
right
so
when
that
number
goes
up,
that
also
means
that
your
transportation
budget
is
probably
going
to
go
up
and
we're
not
receiving
the
reimbursement
that
we
should
receive.
We
need
to
be
able
to
compute
that,
in
terms
of
the
calculations
that
we
have
and
again
it's
no
there's
no
blame
there.
We
understand
that's
how
it
actually
worked
so,
but
we
need,
in
terms
of
our
budgeting
process,
to
be
able
to
to
have
that
understanding.
C
Mean
to
in
Georgia
counselor,
but
there
are
a
few
things
that
would
matter
more
than
the
integrity
of
the
process
here
and
our
honesty,
you
know
we
take
this
exceptionally
seriously.
I
think
we
had
a
pretty
frank
conversation
last
year
about
the
fact
that
we
were
setting
a
very
aggressive
target
for
the
transportation
department.
C
Even
though
it's
going
to
take
us
two
years,
the
Nate
sometimes
says
we
should
be
calling
our
transportation
line
our
equity
line
of
our
budget,
because
it
is
how
we
think
about
what
schools
our
students
have
access
to,
and
what
we
sat
up
here
and
said
last
year
was
that
we
were
trying
to
wring
every
possible
savings
out
of
the
transportation
before
we
change
student
assignment
policies
and
to
be
able
to
save
10
million
dollars
without
changing
what
services
we
offer
to
families
I
think
is
a
real
accomplishment.
Of
course,
I
wish.
C
H
We
sat
and
we
were-
and
you
weren't
here
at
the
time
and
neither
was
a
superintendent.
We
knew
that
and
it
was
in
year
7.
They
were
grandfather,
there's
grandfathering
in
this
process.
It
wasn't
until
year
7
that
there
was
going
to
be
a
10%
because
I
think
was
about
9
million
dollars
at
the
time
right.
So
what
we've
seen
over
the
course
of
that
time,
as
we've
seen
the
budget
go
out
and
that
quote-unquote
savings
go
down
below
at
1010
percent.
H
So
the
reason
why
this
is
significant
is
because
we
knew
that
you
weren't
going
to
save
it
and
we
brought
it
up
last
year
and
a
goal
is
not
hitting
a
goal.
Actually
is
not
successful.
If
it
takes
an
additional
year,
goals
are
measurable
and
I
actually
have
a
time
frame
attached
to
them.
So
I
think
that's
important
and
I
think
it's
helpful
for
us
to
understand
by
the
way,
most
of
let's
unpack
that
most
of
the
the
budget
that
you
have
to
spend
on
transportation,
you
don't
control.
H
H
I
guess
the
one
other
component
around
transportation
is
the
budget
does
still
does
not
include
a
bus
passes
for
all
high
school
students
which,
when
you
speak
about
making
decisions
about
where
young
people
go
to
school,
it
is
significant
that
many
young
people
might
even
and
families
might
even
be
making
those
decisions
based
on
not
the
programmatic
offerings,
but
how
far
that
school
is
away
from
them,
so
they
can
get
a
bus
back
and
a
reflection
of
bus
passes
for
all
high
school
students
is
actually
not
in
here.
Are
there
empty
K,
early,
ed
seats.
H
Because
to
set,
what
do
you
mean
by
early
as
well
k0
k1
Louise?
Why
I'm
bringing
this
up
like
the
Perry
school
right,
so
it
this
becomes
an
issue
where
if
there
are
seats
and
what
I've
had
parents
say
to
me,
I'll
take
my
child
anywhere
relative
to
getting
them
into
an
early
education
seat
and
so
a
place
like
the
Perry,
where
the
computer
sees
the
water
as
part
of
the
catchment
area
and
blocks
people
from
getting
in
there.
J
To
differentiate
between
two
types
of
early
education,
empty
seats,
but
first
are
those
that
we
hold
available
for
unidentified
special
education
students,
and
this
is
particularly
prevalent
at
the
k0
level.
We
have
an
obligation
to
go
and
find
students
who
will
be
identified
at
three
years
old
for
special
education
and
have
a
seat
available
for
them.
This
also
exists
in
some
of
our
inclusion
classrooms,
where
families
see
an
empty
seat
and
get
frustrated
by
an
empty
seat,
but
it's
for
a
student
who
may
be
identified
as
requiring
an
inclusion
classroom
in
March
or
April.
J
We
need
to
have
those
classrooms
available.
The
second
part
is
available
classrooms,
K,
1,
general
education
seats
throughout
the
district.
We've
done
a
better
job
of
filling
K
1
classrooms,
as
Eleanor
mentioned,
we're
going
to
serve
a
hundred
more
students
next
year
in
k1
that
we're
anticipating
and
that's.
J
That
is
a
greater
number
than
the
number
of
K
one
seeds,
we've
added,
which
shows
that
we're
we're
doing
a
better
job
of
placing
classrooms
where
students
are
demanding
them
and
the
final
comment
I'll
just
make
about
the
parents
who
are
willing
to
drive
there
there
kid
to
a
k1
seat.
That
is
not
necessarily
in
a
catchment
area
that
tends
to
be
skewed
to
higher
income
and
a
less
racially
diverse
group,
and
so
when
we
think
about
giving
students
access
to
k1
classrooms
that
are
not
quote
unquote
on
their
list.
J
There's
some
pretty
serious
equity
implications
that
that
would
have
to
come
into
play
and
I.
Don't
think
that
that
should
be
our
strategy.
We
should
think
better
about
making
sure
that
the
students
who
are
in
the
neighborhoods,
where
they're
available
k1
seeds,
figuring
out,
why
they're
not
accessing
those
feed
but.
H
But
what
I
would
say
is
those
families
deserve
to
have
an
opportunity
to
and
they
want
to
be
part
of
the
Boston
Public
Schools
Council
McCarthy
was
just
speaking
about
people
leaving
the
district,
so
these
are
parents
who
want-
and
we
know
that,
there's
high
demand
at
k1
and
you're
probably
going
to
keep
those
families
till
fit
until
fifth
grade
at
least
right.
So
we
got
to
figure
this
part
out
right,
because
there
shouldn't
be
classrooms
that
don't
have
the
requisite
number
of
students
in
that
area.
H
J
H
The
you
have
this
reserve
for
level
three
four
and
five
right,
which
is
which
is
again
I,
think
helping
out
level
threes,
I
think
couple
pieces.
One
schools,
like
the
curly
I
think,
is
an
amazing
level
preschool
and
I
think
for
many
reasons.
The
best
way
to
change
level
threes
I
believe
is
for
the
state
to
change
the
way
in
which
they
calculate
I.
Think
Boston
is.
It
becomes
disabled
by
the
fact
that
Boston
does
great
work
in
actually
the
change
side
of
it,
which
only
represents
25%
and
the
75%
is
represented
by
achievement.
H
It
should
be
restructured
such
that
I.
This
is
fit
should
be
5050
because
you're
teaching
people
right,
so
they
should
be
getting
better
and
I.
Think
in
many
of
the
schools.
If
we
were
to
rework
the
data,
we
would
actually
see
in
particular
for
schools
that
have
english-language
learners
I'm
at
high
numbers.
H
We've
actually
see
boss,
many
more
Boston,
Public
Schools,
actually
elevate
in
that
space
and
I
think
there's
great
work,
that's
happening
in
many
of
our
schools,
but
based
on
that
state
data,
we
don't
we're
not
able
to
realize
that,
but
but
I
just
want
to
note.
The
McCormack
school
is
losing
nine
hundred
and
fifty
thousand
dollars.
So
the
the
line
that
you
have
is
for
one
point:
two:
five
million
dollars
at
just
that
one
school
is
losing
nine
fifty
right.
H
So
how
are
those
dollars
going
to
be
spent
when
we're
acts
and
by
the
way,
there's
some
amazing
teachers
over
there
who
are
doing
amazing
work
with
with
young
people
who
have
many
many
obstacles?
So
I
guess
I
want
to
understand
how's
that
funding
that
I'm
going
to
get
allocated
when
you
have
one
of
the
schools
that
would
could
use
and
I
don't
know
of
a
bps
school,
that's
sitting
on
extra
million
bucks
in
some
back
room
and
and
and
that
that
they
are
using
yeah.
J
The
McCormack
middle
school
I
think
we're
seeing
this
across
our
traditional
middle
schools
that
families
are
not
choosing
them
as
an
option
at
the
same
rate
that
they
have
in
the
past.
Part
of
this
was
our
expansion
of
K
to
eight,
particularly.
The
Condon
was
one
of
the
schools
that
the
expansion
of
K
to
8
for
the
Condon
has
greatly
affected.
J
The
number
of
students
who
are
enrolling
at
the
McCormack
and
so
part
of
the
reduction
at
the
McCormack
is
to
get
them
to
a
size
and
structure
that
makes
sense
for
them
and
counselor
savvy
George.
When
you
were
mentioning
how
we're
working
with
schools
to
think
about
utilization,
one
of
the
things
that
we
want
to
do
is
work
with
schools
to
identify
what
is
the
right
size
and
at
the
McCormick's.
One
of
the
things
we
did
was.
We
had
put
five
cohorts
of
middle
school
students
into
their
sixth
grade
one
year.
J
It
turns
out
for
scheduling
purposes.
Five
cohorts
is
a
really
bad
number
of
classrooms
to
have,
because
if
you
have
five
and
sixth
grade
five
and
seventh
grade
five
and
eighth
grade,
you
of
15
and
the
middle
school
schedule
tends
to
work
in
numbers
of
four.
So
you
end
up
having
a
half
a
teacher
or
sort
of
this
really
inefficient
schedule,
and
so
working
with
the
McCormick's
over
a
couple
years.
J
We've
kind
of
understood
that
we
want
to
be
at
four
six
or
eight
cohorts
in
their
entry
level
grades,
and
so
some
of
this
was
being
intentional
about
bringing
the
enrollment
down
so
that
they
can
eliminate
a
half
teacher
and
make
their
schedule
work
more
efficiently
and,
and
so
the
number
of
when
we
mentioned
earlier
for
these
schools
that
are
experienced
in
declining
enrollment,
they
may
be
losing
classroom
staff,
which
is
disruptive
and
can
be
a
difficult
change
for
principal
to
make.
You
have
to
let
go
of
a
teacher.
J
You
have
to
decide
who's
no
longer
going
to
be
returning
to
your
school,
but
it's
not
discretionary
spending.
You
just
have
less
classroom,
and
so
what
we
were
looking
at
the
level
three
forms
of
five
schools
we
were
trying
to
identify.
When
is
it
that
they
lost
the
ability
to
have
either
an
assistant
principal
in
the
case
of
the
more
me
school
they've
cut
their
one
of
their
assistant
principals
or
where
have
they
lost,
contracted
services
dollars
or
supplies
dollars.
J
But
the
problem
you
mentioned
earlier,
and
so
the
McCormick's
is
what
is
probably
our
biggest
declining
school.
They
have
a
large
eighth
grade
cohort
that
has
will
be
leaving
and
going
on
to
ninth
grade
next
year
and
it's
being
back
filled
with
a
sixth
grade
cohort
that
is
much
smaller.
So
that's
why
they
they're
going
to
have
to
experience
some
right
sizing,
a
poor
classroom
staff
and.
H
The
enrollment
process
is
not
only.
This
is
not,
and
it
doesn't
work
in
the
same
way
that
charters
work
right.
So
the
enrollment
you
have
a
centralized
enrollment
system
and
so
situations
such
as
Madison
Park,
which,
when
they
were
making
some
changes
there
was
an
artificial,
basically
pause
in
terms
of
their
enrollment,
so
I
think.
There's
it's
going
to
be
important
that
we
actually
figure
out
this
enrollment
piece
and
I.
Think
that's
for
another
time.
H
H
Madison,
Park,
vocational
technical,
high
school
counselor
Baker
brought
up
the
fact
that
you
know
it's
hard
to
find
a
partner
right
now,
it's
hard
to
find
the
electrician
right
now
on
their
a
pipefitter
in
the
city
of
Boston,
makes
fifty
five
dollars
and
their
envelope,
meaning
that's
what
their
table
is.
These
are
really
amazing
opportunities
for
our
young
people,
1.4
million
open
jobs
in
in
computing
by
2020.
H
C
Continue
to
support
Madison,
Park
well
above
a
traditional
wsf
funding.
If
you
look
at
the
tables,
it
can
appear
at
first
glance
that
there's
a
$700,000
cup.
But
if
you
compare
the
proposed
budget
to
where
we
were
at
this
time
last
year,
at
100k
and
that's
student
enrollment
shifts,
so
they
do
continue
to
have
declining
enrollment
at
Madison
Park,
and
we
are
continuing
to
supplement
their
budget
and.
H
H
We
have
a
huge
market
here
in
the
city
of
Boston
that
should
be
connected
to
actual
authentic
work
opportunities
in
that
marketplace,
and
we
are
not
meeting
the
actual
market
to
help
our
our
young
people
actually,
as
well
as
the
in
consumer
on
the
other
end
of
this
or
the
businesses,
get
the
talent
if
we
have
or
having
less
young
people
go
through
the
vocational
school,
and
that
means
less
young
people
are
going
to
be
actually
graduating
from
the
vocational
school
and
we
will
actually
have
a
lower
number
of
trained
workers
on
the
other
one.
H
J
I
could
take
them
just
a
moment
to
just
highlight
the
supplemental
funding
that
Madison
Park
receives
because
we
agree
and
invest
significantly
in
Madison
Park.
Over
and
above
their
weighted
student
funding,
so
Madison
Park
receives
weighted
student
funding
in
the
same
allocation
as
any
traditional
high
school
would
receive.
In
addition,
all
students
that
enroll
in
Madison
Park
receive
an
additional
vocational
weight
equal
to
forty
one
hundred
dollars
per
student
and
then
over
and
above
that,
Madison
Park
receives
a
programmatic
supplement,
larger
than
any
school
at
1.8
million.
J
So
there
there's
significant
investments
in
Madison
Park
over
what
a
traditional
high
school
would
receive,
and
I
just
want
to
take
a
moment
to
highlight
that,
because
it's
we
often
talk
about
year-to-year
changes
in
Madison
Park
we're
not
seeing
the
whole
picture
about
the
investment
in
the
school
as
a
district.
If.
B
I
may
also
highlight
just
two
recent
experiences:
I
have
had
with
Madison
Park
students
one
this
past
Saturday,
Madison,
Park,
juniors
and
seniors
were
part
of
a
service
state
in
partnership
with
District
Council
35,
our
union
trade
partners,
where
they
are
creating
a
feeder
pattern
to
their
apprenticeship
program
from
Madison,
Park
and
Herb.
Chambers
is
beginning
an
incredible
partnership
with
us
and
we
are
having
our
students
now
gain
experiences
in
their
Auto
Tech
spaces.
B
So
a
lot
of
the
this
work
is
the
heavy
lift
of
Kevin
McCaskill,
the
executive
director
in
partnership
with
the
central
office,
but
there's
great
work
that
is
being
done
at
Madison
Park
they
are
in,
they
will
be
moving
into
year,
two
of
their
turnaround
process.
The
Commissioner
in
a
recent
visit
actually
publicly
common
dated
to
his
board
the
work
that
is
being
done
now
and
said
that
in
all
his
years
as
the
Commissioner
of
Massachusetts,
she's
never
seen
the
school
move
in
a
direction
that
it's
moving
in
now.
H
M
A
great
relationship
between
Madison,
Park
and
public
works
with
the
body
shop,
painting
and
that
stuff
so
important,
and
also
the
new
print
shop,
which
I
just
got
a
just
got
wind
of
that
so
I
like
that,
put
in
a
plug
for
that,
but
also
get
a
little
more
information
on
that.
If
you
don't
mind
because
I
would,
if
it
is
a
it's
an
election
year,
I
would
love
to
have
them
do
some
of
my
stuff.
If
that's
a,
if
that's
possible
or
legal,
we'll
figure
that
out
there,
you.
M
C
C
Yeah,
sorry
about
that
sorry,
we
had
been
spending
11
million
dollars
on
the
compensation
for
those
teachers.
We
set
a
budget
this
year
for
8
million
and
we
are
going
to
come
in
under
budget
for
that.
So
we
have
more
than
hit
it.
You
asked
the
number
of
teachers
I,
don't
know
what,
as
of
today,
the
way
that
it
works
is
that
the
pool
naturally
gets
very
large.
C
It
usually
goes
north
of
400
around
this
time
of
year,
and
then
the
majority
of
those
teachers
are
placed,
and
so
I
think
this
year
we
were
somewhere
in
the
territory
of
around
a
hundred
at
the
start
of
school
I'm.
Looking
at
David
he's
not
in
yet
about
a
hundred
at
the
start
of
the
school
year,
and
then
it
continues
to
come
down
as
we
place
qualified
teachers,
and
we
also
had
package
that
teachers
could
elect
if
they
wanted
to
just
discontinue
their
employment
with
the
district.
Okay.
M
Second,
question
is
VPS
athletics.
You
know
personally,
I
always
did
better
in
school
when
I
was
in
season,
whether
it's
football
or
baseball-
and
you
know
I-
know
that
you're
working
diligently
on
trying
to
help
the
athletic
department-
and
you
know
what
what
you
got
to
be
honest
with
your
superintendent-
was
a
tough
shop.
They
didn't
have
a
lot
of
things.
It
was
some
positives,
but
I
think
we
all
realized.
It
could
use
a
lot
of
work.
There's
there's
some
issues
with
the
exam
schools
that
that
I've
been
brought
to
my
desk.
M
It's
a
little
bit
off
track,
but
not
not
the
30,000
foot
really
a
you
know
a
direct
issue
with
some
of
my
constituents.
I
have
a
bunch
of
four
instances,
but
I'll
give
you
one.
Young
gentleman
goes
to
Brian's
school
wants
to
play,
lacrosse
can't.
Even
though
Latin
has
a
team,
it
doesn't
really
make
much
sense
that
we
have
kids
within
our
own
pool
not
being
allowed
to
pursue
a
sport
that
he
or
she
wants,
because
they
don't
offer
it
at
their
school.
Yet
it's
right
down
the
street,
so
things
like
that.
M
You
know
I'd
love
to
win
the
athletic
common,
the
budget
when
we
start
addressing
the
athletics.
That's
one
of
the
questions
I'm
going
to
be
asking
because
I
just
feel
like
we're.
If
one
person
is
has
a
better
career
because
we
put
them
on
the
field
to
put
her
on
the
field,
we
should
be
putting
them
on
the
field,
whether
it's
soccer
or
lacrosse
or
Hooper
or
whatever
and
I
know
that
in
other
towns.
They
do
that.
You
know
they
have
the
you
know.
What
do
you
call
it?
The
I'm
looking.
M
They
go
to
the
regional
schools.
You
know
one
school
has
lacrosse
everybody
from
school,
a
goes
to
school
B
to
play
lacrosse,
and
it's
just
a
shame
that
if
we
have
one
person
suffering
for
it,
you
know
we
just
need
to
address
that.
Second
problem:
I
have
with
the
exams
the
athletic
department
the
play
ball
program,
the
what
I've
heard
is
that
the
Playball
program
is
giving
money
to
middle
schools.
I
know
particularly
the
Roosevelt
in
the
Mildred,
have
a
two
of
them
and
I
know.
M
There's
more
throughout
the
city
from
my
understanding
is
that
the
the
bowling
building
dropped
the
ball
on
this?
No
pun
intended,
which
play
ball,
drop
the
ball,
but
and
apparently
there's
a
contract.
That's
not
that
hasn't
been
signed.
So
if
you
can
look
into
that,
find
out
why
that
hasn't
been
done
and
how
fast
we
can
get
that
done,
because
I
know
that
the
middle
schools
in
District
five
rely
heavily
on
that
for
equipment
for
coaching
for
all
of
that
stuff
and
I
think
I
think
somewhere
along
the
line
is
miscommunication
there.
N
You
to
pick
up
on
the
lacrosse
thing
a
little
bit
that
so
what
needs
to
happen
there
I
think
the
O'bryant
in
the
in
Latin
Academy
could
form
a
cooperative
because
flattened
school
has
their
own
team,
not
part
of
a
cooperative.
This
is
what
I
was
told
anyway,
but
I
have
to
agree
with
Tim
miffed
is,
if
there's
a
kid
that
wants
to
play
lacrosse
Latins
the
only
Latins,
our
only
lacrosse
team
that
we
have
so
we
should
try
and
figure
out,
because
I
would
think.
N
If
that
gentleman
is
allowed
to
play
lacrosse,
then
we
would,
we
would
I
think
generate
more
lacrosse
plays
lacrosse
wasn't
available
to
me
when
I
was
a
kid
I
heard
a
pretty
good
sport
but
break
time
dr.
Chen.
Can
you
talk
a
little
bit
about
the
universal
designs
of
learning
like
the
principles?
Where
is
it
is
it
is
it
is
it?
Is
it
actual
document
that
we
could
look
at
or
like
what's
behind
universal
designs
of
learning,
where.
B
They
come
from
so
UDL
is
an
approach
to
curriculum
design
to
get
pedagogy.
It's
about
designing
the
learning
experience,
so,
students
with
all
sorts
of
different
strengths
and
assets
can
participate.
So
let
me
just
give
you
an
example:
let's
say
you
in
a
traditional
classroom
you're,
the
teacher
may
ask
the
students
to
read
a
particular
book
and
then
they
come
back
and
they
answer
a
set
of
questions
and
write
an
essay
based
on
a
novel.
That's
a
very
traditional
way
of
teaching
a
novel,
the
UDL.
B
B
Maybe
it's
done
through
some
sort
of
performance
and
then
the
learning
experience
instead
of
it
being
just
answering
questions.
Let's
do
a
Socratic
seminar,
so
students
can
participate
orally
as
well.
I
remember
as
a
principal
where
I
had
a
student
with
cerebral
palsy
and
the
student
could
not
vocalize
his
comments,
but
he
was
able
to
prepare
for
the
Socratic
seminar
by
we
prepped
him
with
the
questions
the
night
before
he
went
home,
prep,
so
his
answers
and
he
was
able
to
play
them
through
his
assistive
technology.
N
B
N
What
I'm
looking
at
is
what
I'm,
what
I'm
looking
to
find
out
is:
is
there
someplace
I
can
look
into
what?
What
are
the
designs
of
learning?
What
can
we
expect
in
the
next?
You
know
ten
years
because
not
to
bring
it
back
to
advance
work.
You
talked
about
only
ten
percent
of
whoever
in
there
and
it's
not
reflective
of
the
of
the
student
population,
but
who
is
that
ten
percent
in
in
is
this
Universal
Design
telling
us
to
get
rid
of
advance
work
and
what
you
know
so
I'd
like
to
first
bring
it
back.
N
B
In
the
process
of
creating
instructional
position
paper
for
how
learning
should
take
place
in
our
schools,
that
should
be
completed
by
August,
and
we
will
provide
that
for
you,
but
we
can
also
get
you
more
information
for
Universal
Design
learning.
It's
not
just
work
that
we're
doing
VPSs
for
that's
happening
nationally,
as
well
as
we
beep
as
we
get
better
as
a
society
to
be
more
inclusive
in
our
learning
spaces.
B
B
N
In
back
to
the
event
to
the
advance
work,
you
talked
about
only
10
percent,
going
through
that
that's
10%
of
the
population
I've
seen
I've
seen
one
student
take
up
resources
from
five
different
classes
in
in
the
school
my
children
go
to
and
and
to
now
say
well
that
it's
almost
saying
well
that
10%
they're
going
to
they're
going
to
be
able
to
learn
anyway.
So,
let's
kind
of
turn
our
back
on
then
I'm
very,
very
concerned
about
it.
No.
N
The
advance
work
that
the
the
the
the
my
experience
with
the
ven
advance
work
has
been
fabulous.
My
kids
are
both
in
advance,
work
and
I
mean
in
one
week
they
did
more
homework
than
I.
Did
my
entire
school
career
I?
Don't
know
if
that's
what
it's
about
just
all
homework,
but
they
seem
to
be
really
doing
really
well
and
I.
B
Only
speak
well,
we
have
our
plan
for
next
three
years
right
now.
Well,
next,
two
years,
which
is:
let's
focus
on
these
13
schools,
where
we
have
more
inclusive
settings
and
that
see
if
we
can
truly
raise
the
rigor
raise
the
bar
for
these
13
schools.
We
don't
have
a
plan
beyond
that
at
this
point,
but
as
a
superintendent
on
my
goal
is
I
hope
that
we
can
raise
the
bar
for
even
more
students
across
the
board.
I
don't
want
to
communicate
at
all
that
we
are
getting
rid
of
advance
where
class.
B
That
is
not
the
intention.
I
know
that
the
counselor
asked
earlier
how
many
AWC
programs
we
have.
We
have
16
AWC
programs
with
40
classrooms.
Total
11
out
of
those
16
classroom
of
AWC
programs
offer
only
grades
four
through
five
and
five
of
those
AWC
programs
only
offer
sixth
grade.
We
are
also
experiencing
a
decrease
in
our
various
work
class
enrollment.
Overall,
it's
a
trend
we're
seeing
recent
years,
but
we
don't
want
generalize
why
that
is
at
this
point,
I
see.
B
N
Those
declines
on
because
I
don't
think
we're
the
experience
that
I
just
went
through
at
then
for
people
of
people
are
trying
to
get
that
same
experience
in
the
school
that
that
my
children
are
in
the
advanced
work
program.
There's
people
that
would
that
would
probably
pay
for
you
know
in
this
the
thought
of
the
possibility
of
not
that
not
being
there
Council
McCarthy
talked
about
people
leaving
that
10%
is
there
because
of
advanced
work.
Now
we
lose
that
10%
and
I
think
that
10%
would
add
value
to
bps.
We.
A
G
To
follow
up
with
why
families,
maybe
don't
get
into
or
to
use
their
seat
in
AWC,
one
of
my
children
was
eventually
called
off
the
wait
list
for
AWC,
but
for
us,
as
a
family,
we
made
the
choice
to
keep
all
the
kids
in
one
school
as
opposed
to
split
them
up,
although
our
desire
for
all
the
kids
was
to
go
to
AWC,
we
didn't
choose
that
and
we
were
very
happy
with
the
school
that
we
were
at
so
I
think
families.
But
we
need
to
understand
that
data.
G
My
families
either
choose
to
take
the
C's,
don't
choose
to
take
the
seat
or
leave
the
district
I
think
that's
the
most
telling
information
to
have
that
data.
You
know
and
really
conduct
some
thorough
exit
interviews
with
families,
but
speaking
of
families
who
leave.
We
heard
yesterday
that
there's
these
876
kids
that
are
leaving
VPS
for
the
charter
schools
and
it
costs
us
sixteen
thousand
three
hundred
per
kid.
You
know
that
money
follows
them
out
the
door.
Have
we
ever
crunched
the
numbers
to
understand
the
actual
value
of
that
kid?
G
Because,
with
this
weighted
student
formula,
we
know
what
each
kid
sort
of
what
their
financial
value
their
dollar
is.
What's
the
actual,
if
that
kid
were
to
remain
in
bps,
would
they
be
a
sixteen
thousand
three
hundred
all
a
kid,
or
would
they
be
a
higher
amount
or
a
lower
I
think
Nate's
getting
what
I'm
asking
I
think.
C
So
we
protect
schools
from
some
of
the
cost.
Swings
that
happen
with
enrollment
we
do
not
W
SF
is
not
intended
to
be
fully
loaded,
100%
of
bps
cost,
so
we
exclude
from
it.
As
you
know,
all
the
things
I
listed
earlier:
transportation
facilities,
the
cost
to
have
a
principal
and
a
school
secretary,
a
number
of
the
special
education
cost,
and
so
our
base
funding
for
a
student
in
WS
F
is
actually
$4,100.
C
Then
we
have
a
series
of
weights
that
go
on
top
of
that
based
on
meat,
and
it
can
get
quite
a
lot
higher
than
that.
So
it
depends
on
the
needs
of
those
students.
What
dollars
would
follow
them
with
WSS
and
we
intentionally
protect
schools,
knowing
that
not
all
of
the
costs
are
variable,
as
I
was
just
saying
that
some.
D
G
G
J
J
Know
what
they
left,
what
they're
sort
of
special
education
statuses
when
they
left
or
that
we
may
know
if
they've
returned
to
us,
with
their
special
education
statuses
and
with
those
costs
arm,
we
started
to
look
at
some
of
the
who
exits
and
who
returns
to
us
I.
Think
there
was
a
City
Council
hearing
last
spring
presented
some
of
the
preliminary
data.
In
addition,
we
have
some
students
who
leave
parochial
schools
and
attend
charter
schools,
in
which
case
they
go
from
privately
funded
education.
J
To
now
things
that
come
out
of
our
our
sort
of
chapter
70
funding,
and
then
we
would
have
to
look
I
think
we
don't
have
as
sort
of
sophisticated
of
a
of
a
way
of
looking
at
the
total
cost
of
students
include
transportation
costs
right.
So
if
I
attend
school,
where
I'm
not
eligible
for
transportation
and
then
I
switch
to
a
charter
school.
J
Even
if
my
funding
is
exactly
at
the
fifteen
thousand
I'm
now
more
expensive,
but
I
will
say
that
I
think
that
the
charter
school
funding
model
and
their
lack
of
differentiating
around
funding
based
on
student
need
is
one
of
the
biggest
areas
in
which
it
is
broken
and
where
the
city
is
a
significant
disadvantage.
If
our
lower
needs
students
lower
cost
to
serve,
students
are
leaving
and
going
to
charter
schools,
it
drives
up
our
average
student
cost
and
they
don't
have
an
increased
marginal
cost
for
serving
the
student.
You.
G
Get
that
that's
the
perfect
way
to
put
it
the
lower
cost
to
serve
it.
I
think
that's
important.
We
talked
a
lot
about
that
yesterday,
with
Chief
Sweeney
and
I
articulated,
as
well
as
a
number
of
councillors
articulated
yesterday
our
desire
to
play
a
more
active
role
in
advocacy
and
made
and
I
hope
that
you
are
all
playing
a
very
active
role
in
lobbying
at
the
Statehouse
to
just
really
change
and
improve
this
funding
model.
G
G
You
know
I
know
we'll
have
a
lot
of
conversations
around
tomorrow.
Bilingual
ed
programs
certainly
build
bps
will
be
a
big
part
of
some
of
our
conversations
going
forward,
and
then
you
know,
I
really
want
to
see
us
get
to
a
point
as
a
district
where
we're
talking
about
school
start
times,
both
the
problem
I
have
personally
with
the
930
stacks
and
our
high
schools,
as
well
as
the
grade
reconfiguration.
So
that's
just
a
sampling
of
what
I
didn't
get
through
today.
Thank
you,
a
chair,
and
thank
you
all
for
your
time
today
and.
A
A
A
Axio
mom
the
chairman
of
ways
and
means
in
the
austin
brighton
district
city
councilor.
Today's
Tuesday
April
25th
I'd
like
to
remind
folks
that
this
is
a
public
hearing
about
both
broadcast
in
recorded
on
our
CN
channel
82
and
Comcast
channel
8
I'd
ask
folks
in
the
chamber
to
silence
their
electronic
devices
at
the
conclusion
of
the
question
and
answer
period
from
the
council,
we
will
take
public
testimony.
The
sign-in
sheets
are
to
my
left
by
the
door
I'd
ask
that
you
state
your
name
and
any
affiliation
and
residents.
A
Bps
will
be
the
only
unit
authorized
to
expend
from
the
fund,
and
such
expenditures
shall
not
exceed
two
million
six
hundred
thousand
dollars.
Docket
zero:
five:
five
one
message:
in
order
authorizing
a
limit
for
the
Boston
Public
Schools
revolving
fund
for
fiscal
year,
2018
to
repair
and
purchase
Boston,
Public
Schools
computer
technology,
including
computers,
mobile
devices
and
instructional
software.
A
This
revolving
fund
shall
be
credited
with
revenue
received
by
the
Boston
Public
School
Department,
for
the
provision
of
transportation
to
groups
and
entities
for
field
trips
and
activities
other
than
transportation
to
and
from
school
receipts,
and
resulting
expenditures
from
this
fund
shall
not
exceed
one
hundred
and
twenty
five
thousand
dollars
and
docket
zero.
Five.
Five
nine
message
in
order
authorizing
a
limit
for
the
Boston
Public
Schools
revolving
fund
for
fiscal
year,
2017
to
support
the
maintenance
and
repair
of
bps
facilities,
including
custodial
and
utility
costs
for
extended
building
time
floor,
refinishing,
landscaping
and
building
repairs.
A
Receipts
from
lease
permit
for
use
and
parking
fees
for
BPS
facilities
will
be
deposited
in
the
fund.
Bps
will
be
the
only
unit
authorized
to
expend
from
the
fund,
and
such
expenditure
shall
not
exceed
two
million
six
hundred
thousand
dollars.
I
just
want
to
explain
that
last
docket
is
an
amended
docket
referring
to
the
technology
I'm.
Sorry,
the
maintenance
and
repair
BPS
facilities
fund
from
one
point:
eight
million
dollars
to
two
point:
six
million
dollars-
and
at
this
point
let
me
turn
it
over
to
Nate
cooter
from
my
VPS
vaccinate.
A
J
You
chairman,
the
for
revolving
funds,
provide
bps
with
the
flexibility
to
be
able
to
collect
revenue
from
non
city
sources
and
be
able
to
spend
the
revenue
collected
for
specific
purposes
designated
in
the
revolving
fund
accounts.
We
have
three:
revolving
fund
requests,
FY
18.
This
is
different
from
last
year
we
have
eliminated
the
use
of
one
of
our
revolving
funds,
because
it's
not
an
active
account
that
we're
using.
So
we
do
continuously
review,
which
accounts
we
need
and
are
keeping
these
revolving
accounts,
because
there
is
activity
in
all
of
them.
J
The
first
one
as
mentioned
was
the
facilities
revolving
fund.
It
allows
us
to
collect
revenue
when
a
third
party
rents
a
space
either
for
an
activity
at
night
or
if
we
have
a
long-term
lease
allows
us
to
collect
revenue
from
that.
We
use
the
revenue
in
that
account
to
pay
for
maintenance
and
repairs
at
our
buildings.
So
it
is
a
direct
benefit
to
our
facilities.
The
technology
account
is
used
primarily
for
collection
of
fees
in
the
event
that
a
employee,
laptop
or
cell
phone
gets
damaged.
J
The
employee
is
expected
to
pay
for
the
repairs
on
that.
This
is
the
way
that
we
collect
that
the
other
large
source
of
funds
for
this
is
at
the
end
of
our
three
years.
We
have
our
laptop
for
learning
program,
which
provides
teacher
laptops
there
all
Apple
products,
that,
after
three
years,
we
have
sold
the
fleet
of
laptops
and
use
that
money
to
then
start
the
next
Refresh
of
the
laptop.
So
that's
the
largest
portion
in
the
in
the
existing
funding
under
the
technology
and
the
final
one
is
for
transportation
for
field
trips
and
athletics.
J
J
That's
because
we
don't
do
that
high
of
a
volume
of
those
transactions,
but
we
want
to
make
it
available
to
all
schools
to
be
able
to
do
those
those
field
trips
and
the
final
request
is
the
current
year
increase
for
FY
17
part
of
working
with
our
city
partners
in
understanding
the
use
of
revolving
funds.
It
does
allow
us
the
flexibility
of
rolling
funds
forward
from
one
year
to
the
next,
but
in
order
to
do
that,
we
need
to
increase
the
amount
that
we
collect
or
the
limit
basically
for
us
to
collect.
J
So
this
body
authorizes
the
revolving
accounts
set
at
a
specific
amount
in
the
case
of
the
facilities
for
various
reasons,
we
rolled
forward
money
into
fy17
and
have
started
to
collect
additional
revenue
for
fy17
that
will
exceed
our
set
limit,
we're
requesting
that
you
increase
our
limits
so
that
we
can
continue
to
collect
the
revenue
until
we
have
our
planned
expenditures
in
place.
Great.
A
G
J
Have
part
of
the
reason
when
we
look
at
the
end
of
the
year
at
some
of
the
programs
we
have
the
opportunity
to.
We
want
to
make
sure
that
we're
fully
expending
our
general
fund
dollars.
So
we
made
the
decision
to
not
expend
some
of
the
revolving
fund
dollars
for
some
of
the
summer
maintenance
that
we
do
including
floor
screening
for
our
basketball
courts,
and
so
we
rolled
forward.
This
would
double
the
amount
because
we
had
rolled
for
the
maximum
amount.
I.
G
J
Tends
to
be
for
smaller
sort
of
maintenance
projects.
I
think
the
limit
is
not
necessarily
on
how
much
we
could
spend
in
a
single
project,
but
just
in
sort
of
the
purpose
of
what
we're
using
it
for
or
this
is
for
more
basic
maintenance
anytime.
We
start
to
get
into
large-scale
repairs
that
we
could
exhaust
the
whole
project
were
then
talking
about
capital
projects
all.
G
J
B
J
Accessing
this
funding
would
be
sort
of
similar
to
the
way
that
they
would
make
requests
for
other
basic
maintenance
and
repairs
through
our
our
facilities
department,
and
so
the
facilities
department
is
sort
of
tasked
with
collating
and
prioritizing
projects.
Schools
could
not
there's
not
a
process
by
which
schools
would
apply
for
the
revolving
fund
dollars
different
from
different
from
the
regular
sort
of
maintenance
and
repairs
project.
We.
A
J
To
say
we
do
try
and
for
the
schools
that
are
being
used
more
because
we're
collecting
fees
so,
for
instance,
if
there's
a
basketball
court,
that's
more
popular
and
it's
being
used
more
and
therefore
has
more
maintenance.
We
will
try
and
then
reinvest
that
money.
In
addition,
part
of
the
collection
is
fees
for
parking.
The
most
notable
is
the
McKinley
schools
right
by
Fenway
Park.
We
do
have
an
agreement
where
they
receive
some
of
the
shared
revenue
from
that,
but
we
taken
the
money
in
the
revolving
account.
J
G
C
G
I
You
mr.
chair
good
afternoon,
again
Nate
so
I
mean
this
is
one
of
the
more
or
one
of
the
less
controversial
aspects
of
any
budget.
The
revolving
fund,
so
just
to
make
sure
I
have
it
right
and
those
paying
attention.
So
these
are
different
from
the
budget
insofar
as
they
are
continually
their
pockets
of
money
that
are
continually
replenished
by
the
same
or
a
similar
mechanism.
I
Be
it
a
school
rents
out
a
gymnasium
for
to
a
church,
for
example,
I
know
that
seems
to
be
happening
with
more
frequency
or
the
parking
lot
and
that
money
remains
in
that
school.
So
if
the
Jane
Doe
school
in
West,
Roxbury
rents
out
their
auditorium
for
an
adult
basketball
league,
for
example,
in
non-school
hours,
that
money
will
stay
with
the
Jane
Doe
school,
it's.
J
Not
it's
not
one-to-one.
In
that
way,
we
have
the
obligation
to
collect
money
for
a
purpose
and
then
use
them
the
revenue
that
we
collect
in
a
revolving
fund
for
the
designated
purpose
on
it.
In
the
case
of
the
facilities,
one,
we
collect
fees
for
the
usage
of
our
schools
for
the
idea
that
it
was,
it
will
increase
the
wear
and
tear
on
the
building
Shore
and
then
we
we
then
will
reinvestment
in
schools.
I
J
Don't
know
the
answer
to
that
question:
I
apologize
I
can
find
out
both
two
things:
one.
If
we,
if
we
ever
do
an
external
sort
of
outsourced,
the
operation
I
don't
see
expenditures
in
the
account
to
pay
that
vendor,
but
I'll
find
out
more
in
terms
of
competitive
pricing
for
our
facilities.
I
know
there's
something
that
we've
talked
to
the
facilities
team
about
and
how
do
we
evaluate
sort
of
our
structure
for
a
basic
permit
for
one
a
night?
I
A
little
bit
conflicted
on
this
I,
don't
want
to
punish,
you
know
damaged.
Some
of
the
partnerships
that
have
endured
for
for
many
many
years,
on
the
other
hand,
in
the
other
part
is
I,
do
recognize
that
bps
has
been
in
many
instances,
but
not
all,
but
many
instances,
good
neighbors
as
it
parking
for
you
know
when
there's
a
snowstorm
or
whatever
working
with
the
neighborhood,
but
I
do
think.
We
have
an
opportunity
and
I'd
like
to
explore
this
with
you
further
offline
of
better
leveraging
relationships
with
our
schools.
I
Parking
is
obviously
a
rarity,
particularly
with
our
business
districts
and
I'm
thinking
of
some
of
the
more
congested
neighborhoods
that
could
benefit
from
taking
advantage
of
an
amenity
that
would
also
generate
revenue
for
a
school
so
I.
We
don't
to
take
up
too
much
time,
because
this
is
a
pretty
pro
forma
airing,
but
I
do
think.
There's
an
opportunity
there
to
explore,
and
perhaps
my
colleagues
and
I
may
take
that
up
at
some
point.
So
thank
you.thank.
There's
a
charity
right.