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From YouTube: Committee on Ways & Means on May 11, 2017
Description
Dockets #0536-0542- FY18Budget: Boston Public Schools- School Operations
A
Today
is
Thursday
May
11th.
We
are
here
with
members
of
the
Boston
Public
School
Department.
Today
we
have
discussion
points
around
MBTA
bus
program,
bus
routing,
pedal,
miss
Brenda,
walk
zones
transporting
charter
students,
homeless,
student
transport
and
food
services,
all
related
to
dockets
zero.
Five,
three
six
through
zero
five,
three
eight
orders
for
the
fiscal
year:
18
operating
budget,
including
annual
appropriations
for
departmental
operations,
annual
appropriation
for
the
school
department
and
appropriation
for
other
post-employment
benefits
and
dockets
zero.
A
Five:
three:
nine
through
zero,
five,
four
three
capital
budget
appropriations,
including
loan
orders
and
lease
and
purchase
agreements
like
to
remind
everyone
that
this
is
a
public
hearing
broadcast
on
both
our
CN
channel
82
and
Comcast
channel.
Eight
I'd
ask
everyone
in
the
chamber
to
silence
any
electronic
devices
at
the
conclusion
of
bps
presentation
and
questions
and
answers
from
my
colleagues.
We
will
take
public
testimony.
We
have
a
sign-in
sheet
to
my
left
by
the
door.
We
ask
that
you
state
your
name
affiliation
and
residence.
A
I
would
also
like
to
mention
that
I
have
a
document
from
one
of
my
colleagues
who
can't
be
here
today
that
I'm
going
to
read
into
the
record
dear
council
co-moh
I
am
incredibly
disappointed
that
I
have
a
conflict
in
my
schedule.
That
will
not
allow
me
to
attend
the
Boston
Public
Schools
hearing
I
will
review
the
tape
and
submit
my
comments
and
issues
with
the
Boston
Public
Schools.
A
As
you
are
aware,
transportation
is
an
issue
that
I
have
focused
on
for
three
budget
cycles:
the
MBTA
bus
program,
bus
routing,
walk
zones
transporting
charters,
students,
homeless,
student
transport,
food
services
are
all
programs
that
need
to
be
addressed
as
well.
Respectfully
counselor
Tim
McCarthy
district
5
I'd
like
to
recognize
that
I've
been
joined
by
councillor
Ayanna
Presley
to
my
right
and
I
believe
councilor
new
society,
George
is
coming
to
my
left
with
that.
I
will
turn
it
over
to
Jon
Eleanor
for
your
presentation.
Thank
you
up.
C
B
You,
as
mentioned
before,
we're
all
very
excited
to
be
here,
we're
not
here
alone,
I'm,
very
proud
of
the
seven
departments
I
represent
in
the
nearly
2,000
people
that
work
within
those
departments,
those
departments
being
transportation,
the
office
of
informational
instruction
technology,
food
nutrition
services,
facilities,
management
planning
and
engineering
safety
and
general
operations,
and
many
people
from
those
departments
are
here
in
order
to
answer
questions
that
might
come
up
that
perhaps
were
not
able
to
answer
to
just
calling
those
folks
out
right
now
we
have
Kim.
Peltro
is
executive
director
of
safety
services.
B
We
have
Mark
McDonald
and
Ventress
Ellie
from
food
nutrition
services
mark
Racine,
the
head
of
the
office
of
informational
instruction
technology.
We
have
Mike
Hughes
and
del
Santa
sloths
and
Peter
Crossan
from
transportation,
Sam,
Depina,
operational
superintendent,
David,
bloom
from
finance
and
we'll
eager
strategic
project
manager.
Thank
you
all
very
much
for
being
here,
and
the
last
thing
I'll
say
before
we
kick
in
is
we're
very,
very
proud
of
the
momentum
that
we've
built
over
the
last
year.
B
I've
stepped
into
this
role
last
summer
and
I'm
really
excited
about
the
direction
that
we're
taking
all
these
departments.
I
believe
and
I've
mentioned
this
to
all
the
department
heads
who
work
with
me
every
day
that
we're
in
the
brink
of
transformational
change
within
the
district,
and
we
hope
to
be
able
to
present
some
of
that
encouragement
to
the
council
today.
Moving
on
the
agenda
touches
on
some
of
the
matters
that
you
mentioned
in
your.
B
There
we
go
have
to
turn
these
things
on
first,
the
agenda.
It
touches
on
a
few
of
the
items
that
you
mentioned
councillor
CML
when
we
get
into
the
details
in
the
slides,
we'll
start
with
bps
transportation
by
doing
an
overview
of
the
department
and
then
followed
by
a
deeper
dive
into
the
FY
18
budget
request.
Laura
Benavidez,
executive
director
of
food
nutrition
services
will
walk
us
through
an
overview
of
that
department
and
then
for
the
councillors
benefit.
We
have
lengthy
appendices
on
both
transportation
and
food
nutrition
services.
B
We're
happy
to
answer
any
questions
that
come
up
due
to
slides
in
the
appendix
okay
or
transportation.
As
you
can
see
here,
ridership
has
decreased
over
time
due
largely
to
the
move
toward
home-based
assignments
a
few
years
ago.
In
addition
to
that,
around
that
same
time
frame,
we
started
allowing
seventh
and
eighth
graders
to
ride
to
school
on
the
MBTA
rather
than
taking
yellow
bus.
Those
two
moves
have
led
to
a
dramatic
decrease
in
the
number
of
riders
over
time.
B
However,
it's
very
important
to
note
the
overall
growth
that
we've
seen
within
the
individual
sectors
of
riders
during
that
time.
As
you
can
see
here,
the
Charter
sector
has
grown
by
more
than
50
percent,
the
door-to-door
population
of
Boston
Public
Schools.
Those
are
those
students
who
receive
door-to-door
accommodations
and
their
IEP
or
504
plans.
B
That's
grown
by
nearly
40%
and
bps
corner
percentages
have
dropped
quite
a
bit
as
you
can
see,
but
when
the
other
sectors
have
grown,
it's
very
hard
to
actually
reduce
the
number
of
routes
or
reduce
costs,
and
that's
one
of
the
realities
that
we're
dealing
with
here
and
our
number
of
routes
has
actually
stayed
relatively
flat
in
recent
years.
Allowing
costs
to
go
up,
although
ridership
has
gone
down.
B
The
next
slide
has
mentioned:
costs
have
gone
up
despite
a
decrease
in
riders
and
here's.
Another
reason
why,
as
you
can
see
with
this
chart,
if
you
look
to
the
far
bottom-left
of
the
graph,
roughly
one
percent
of
our
students
account
for
10%
of
our
total
costs.
Roughly
11%
of
our
students
account
for
50%
of
our
costs.
B
Unfortunately,
the
last
thing
I'll
say
about
this
slide
before
moving
forward
is
as
Eleanor
Lauren's
had
mentioned
during
the
budget
overview
hearing
two
weeks
ago.
The
transportation
line
within
Boston
Public
Schools
absolutely
represents
the
equity
line.
We
in
Boston
Public
Schools
have
a
dramatic
level
of
school
choice
that
we
believe
wholeheartedly
in.
We
have
one
of
the
highest
rates
of
special
education
assignments
in
the
country.
We
also
have
two
different
assignment
systems
that
are
in
operation
right
now,
because
we
continue
to
operate
under
a
grandfathering
system
with
our
old
transportation
or
school
assignment
plan.
B
We
understand
that
there
are
specialized
programs
and
locations
around
the
city
that
are
relatively
remote,
and
yet
we
need
to
send
our
students
there.
So
by
all
means
transportation
is
our
vehicle
to
achieve
equity
so
that
students
across
the
district
and
have
access
to
the
same
level
of
education,
no
matter
what
their
needs
might
be.
B
Moving
on,
here's
another
a
deeper
look
at
how
ridership
and
costs
relate
to
one
another.
On
the
left-hand
side,
you
can
see
our
number
of
transported
students
per
category
and
on
the
right-hand
side,
you
can
see
the
percentage
of
total
costs
that
those
students
represent
just
to
call
out
a
few
things
here:
the
bps
corner-to-corner
students,
those
are
those
two
who
are
picked
up
at
typical
bus
stops
on
street
corners.
B
There
are
about
36%
of
our
riders
and
36%
of
our
costs,
whereas
bps
door-to-door
students
are
11%
of
our
riders,
but
almost
40%
of
our
total
costs.
Similarly,
charter
school
students
are
11%
of
our
riders
and
13%
of
our
costs
and
private
special
education
placements.
It's
almost
a
negligible
amount
of
students,
and
yet
it's
actually
seven
percent
of
our
total
costs
or
more
than
seven
million
dollars
on
verse
ly
to
highlight
one
that
goes
in
the
opposite
direction.
B
This
next
slide
is
the
last
slide
in
this
thread
again
showing
how
costs
can
go
up
despite
a
decrease
in
riders,
and
here
you
can
see
that
the
number
have
sub
stops
across
the
system
has
increased,
especially
among
door-to-door
students,
because
routes,
drive
costs
and
routes
are
a
function
of
stops.
When
you
have
an
increase
in
stops,
it's
very
hard
to
reduce
the
number
of
routes,
which
then
means
your
costs
go
up.
B
B
You've
heard
much
of
this
before
the
Boston
Public
Schools
transportation
budget
is
one
of
the
highest
in
the
nation
in
terms
of
per
pupil
spending.
It
represents
about
10%
of
the
district
budget.
In
fact,
I
request
this
year
of
a
hundred,
and
sixteen
million
is
almost
exactly
ten
percent
of
the
total
district
budget
request.
B
B
It's
very
easy,
then,
to
imagine
that
you
know
what
it
is:
a
high
percentage
of
our
district
budget,
but
there
are
a
lot
of
factors
there
beyond
our
control.
That
said,
as
I'll
talk
about
later,
there
are
some
things
within
our
control
that
we're
going
to
try
to
tackle
head-on,
that
we
can
try
to
be
bold
about
that,
hopefully,
will
bring
about
change.
B
This
next
slide
here.
Just
want
to
take
some
time
to
orient
you
to
this.
This
shows
that
our
FY
18
budget
represents
an
eight
million
dollar
increase
over
FY
17,
and
it
represents
some
of
the
changes
that
happen
along
the
way
from
last
year's
budget
to
now,
so
that
the
council
can
see
how
we're
getting
to
one
hundred
and
sixteen
million
dollar
requests
a
few
things
that
I'll
call
out
there.
Last
year
our
budget
was
108
million
dollars.
B
There
were
some
savings
that
were
not
achieved,
as
has
been
discussed
in
this
chamber
before
the
district
had
proposed
a
10
million
dollar
savings
last
year,
which
we
unfortunately
found
to
be
a
little
too
aggressive.
Quite
frankly,
we
were
very
proud
of
the
fact
that
we
were
able
to
save
about
four
and
a
half
in
dollars,
if
not
more,
through
key
initiatives
like
stop
production
and
working
closely
with
our
contractor
to
reduce
support
budgets
and
then
also
looking
at
issues
like
efficiency
rates
of
buses,
walk
to
stop
distances
and
other
matters.
B
Unfortunately,
though,
some
of
those
efforts
then
went
in
the
opposite
direction.
For
example,
at
one
point
we
had
saved
about
four
and
a
half
million
dollars
just
on,
if
not
five
million
dollars,
just
on
trip
reductions
alone
in
terms
of
reducing
number
of
trips
in
the
system,
but,
unfortunately,
overtime
trips
had
to
be
added
back
into
the
system
due
to
private
out
of
school,
special
education
placement
or
some
of
our
routes,
weren't
performing
as
well
as
would
like,
so
because
of
service
reasons.
B
We
then
had
to
add
trips
on
on
to
the
system
that
then
took
down
the
number
of
savings,
the
amount
of
savings
that
we
were
able
to
achieve.
However,
as
we'll
talk
about
later,
we
are
now
thinking
of
this
ten-million-dollar
ten-million-dollar
goal.
As
a
two
year
plan,
we
were
able
to,
as
I
said
before,
achieve
roughly
half
of
that
and
FY
17,
and
we
look
forward
to
achieving
the
remainder
and
FY
18.
The
next
bar,
the
unanticipated
costs.
I
just
want
to
call
out
a
few
things
there
again.
B
Some
of
these
things
were
beyond
our
control.
Certainly
we
had
overruns
within
the
yellow
bus
hours
of
service.
However,
we
also
had
an
overage
in
health
insurance
that
was
unplanned
for
due
to
negotiations
with
health
insurance
companies
at
that
time,
where
our
costs
unfortunately
skyrocketed.
We
also
had
an
increase
in
the
cost
of
transporting
those
students
who
are
homeless
or
in
transition
due
to
the
change
in
legislation
last
December
for
mckinney-vento.
B
The
next
bar
represents
annual
cost
increases
for
FY
18,
and
essentially
that
amounts
to
just
maintenance
costs
as
the
cost
of
doing
business
and
the
fact
that
those
costs
are
going
up
a
few
things
to
call
out
there.
Some
of
that
is
the
inflation
in
our
Transdev
contract.
That's
the
operator
for
a
yellow
bus
service.
That's
an
expected!
5%
increase
in
MBTA
pass
costs.
That's
a
driver
wage
increase
of
about
$500,000,
as
you
can
see,
just
through
the
cost
of
doing
business.
B
Our
budget,
like
all
budgets,
will
go
up
at
some
level
every
year
due
to
maintenance.
The
green
bar
represents
expected
savings,
which
I'll
talk
about
in
a
little
bit
that
we're
very
confident
that
we'll
be
able
to
achieve
this
year
and
again.
That
leaves
us
with
the
roughly
hundred
and
sixteen
million
dollar
total
cost
for
our
FY
18
budget.
I
won't
spend
much
time
on
this
next
slide,
but
wanted
to
call
out
just
a
couple
things
here.
B
This
is
simply
a
breakdown
of
our
FY
18
budget,
as
you
can
see
about,
80%
of
the
budget
is
spent
on
the
yellow
bus
service.
The
remainder
is
on
MBTA
passes,
vehicle
purchasing,
some
admin
costs
and
central
office
expenses
within
the
80%.
That's
spent
on
yellow
bus
service.
You
can
also
see
that
the
majority
of
that
or
about
half
of
our
total
costs
is
on
driver
wages
and
benefits.
B
B
The
third
is
that
we
plan
to
share
drop-offs
and
pickups
more
than
we
have
in
the
past.
In
fact,
there
is
one
pilot
scenario
that
we're
looking
at
right
now
in
East
Boston,
where
we'll
be
combining
the
buses
for
both
the
Otis
and
the
Patrick
J
Kennedy
Schools.
That
will
allow
us
to
save
buses.
We
want
to
see
how
that
goes
this
year.
Sometimes
that's
called
linking
or
clicking
buses
we're
looking
forward
to
see
the
results
of
that.
B
We
know,
quite
frankly
that
that
scenario
will
not
work
in
the
vast
majority
of
schools
across
the
district,
even
those
that
are
close
to
each
other.
But
we
do
want
to
experiment
with
it
wherever
it
is
possible,
we're
working
with
a
special
education
department,
as
we
always
do
in
order
to
make
sure
that
accommodations
for
door-to-door
transport
are
consistently
assigned
and
that
we're
increasing
the
number
of
options
available
for
families
in
the
IEP
process.
B
The
last
two
things
I'll
call
out
here
is
a
very
I
think,
smart
tactical
approach
to
cost-sharing
we'll
be
partnering
with
local
school
districts
to
hopefully
alleviate
the
cost
of
private
out
of
district
special
education
assignment
those
suburbs
that
also
transport
students
to
the
same
facilities
that
we
do
will
look
to
find
ways
to
partner
with
those
districts
in
a
way
to
share
costs
and
reduce
cost
for
VPS.
And
lastly,
as
has
been
mentioned,
we're
in
the
process
of
a
very
exciting
transportation
challenge
that
we
launched
in
April.
B
First
I
can't
share
much
of
the
early
results
of
that
right
now
as
we're
currently
in
the
evaluation
process.
But
we
received
extremely
promising
proposals
from
those
who
did
participate
in
the
challenge.
I'm
also
very
happy
to
say
that
earlier
this
morning,
we'll
eager
from
our
team
presented
at
Northeastern
University
as
they
have
class
of
graduate
students
who
are
tackling
this
problem
head-on,
we're
also
working
with
Boston
University.
B
As
they'd
like
prefer
to
become
part
of
their
curriculum
as
well
and
again,
some
of
the
brain
power
that
was
brought
to
this
challenge
is
second
to
none
across
the
country
and
we're
excited
to
bring
the
results
of
that
in
the
next
few
months.
To
this
chamber
last
slide
on
transportation
is
simply
an
update
on
students
in
transition
our
homeless
and
foster
care
students.
D
A
C
So
over
the
last
decade,
the
office
of
food
and
nutrition
services
and
in
bps
has
struggled
to
operate
on
budget.
We
do
have
a
that
comes
with
a
lot
of
challenges
of
how
to
provide
high-quality
food,
local
food
with
high
nutritional
value
within
our
budget
of
what
we
have
for
a
dollar,
forty
three
and
utilizing
all
that
to
making
sure
that
we
have
the
proper
labor
and
equipment
and
facilities
to
meet
that
goal.
C
C
This
program
is
a
wonderful
program,
but
it
is
a
program
we
must
apply
for
every
four
years
and
currently
our
we
are
in
our
fourth
year,
so
our
applications
in
review
right
now
with
Jessie
and,
of
course
all
some
of
the
other
things
to
take
into
consideration
is
our
facilities.
75%
of
our
facilities,
don't
have
real
kitchens,
they
just
have
heating
ovens
and
probably
refrigeration
and
freezers,
then.
C
For
us,
our
goal
is
to
always
be
self-sustaining,
and
because
we
are
based
on
federal
reimbursements
and
not
to
use
general
fund
and
our
revenue
and
shortfalls
in
the
past,
it
will
be
our
covered
and
our
our
cost
overruns
have
been
covered
by
VPS
general
fund
for
the
last
decade
for
things
that
we
haven't
been
able
to
meet
our
breakeven.
So
again,
it's
I
can't
stress
enough
how
it's
a
taizé
overall
challenge
to
providing
high-quality
food
that
our
children
want
and
our
feeling
to
them
all
within
budget
for
our
students
here
in
Boston.
C
I
am
proud
to
that.
Boston
recognizes
that
nutrition
and
food
services
play
an
important
role
in
our
students
day.
Our
children
spend
more
probably
more
than
half
of
their
waking
time
in
schools,
and
they
are
they
in
that
time
frame.
They
consume
30
to
50
percent
other
calories
on
Arthur
food
intake
in
our
school.
C
It
does
come
down
to
increasing
meal
participation,
our
men.
Our
revenue,
is
built
on
every
meal
that
we
serve
to
our
students,
but
with
that
meal
comes
a
lot
of
work
in
making
sure
that
it
is
appealing.
The
food
is
of
good
quality
of
excellent
quality,
that
the
presentation
is
there
that
the
customer
service
there,
our
children
eat
with
our
with
their
eyes
as
we
do
as
adults.
C
So
it's
an
opportunity
to
see
how
can
we
meet
that
gap
of
making
sure
that
we
are
accommodating
to
what
their
need
their
needs
are
because
that's
where
how
we
are
measured
by
we're
increasing
our
meal
participation
and
in
our
most
recent
for
our
projection
for
this
year,
we're
showing
a
net
loss
of
one
hundred
and
seventy
one
thousand,
which
is
better
than
we
have
done
in
about
13
years.
So
well
as
there
is
a
slide
in
there
that
talks
about
they'll
get
more
into
depth.
C
But
I
want
to
make
sure
that,
with
the
focus
of
these
four
goals,
that
some
of
the
end
results
that
we're
seeing
indeed
Greenway
in
decreasing
ways
it's
about
implementing,
more
accurate
production
forecasts
and
which
resulted
for
us
in
over-ordering
decreasing
over
ordering
by
five
percent.
So
we
are
working
with
our
team
and
looking
at
what
we
can
possibly
do
within
our
current
environment.
C
How
can
we
work
with
our
within
our
staff
to
making
sure
that
we're
ordering
accurately
so
that
we're
not
wasting
the
food
but
then
also
a
part
of
that
also
is
about
focusing
on
the
food
that
we're
serving
to
our
children.
So
that
is
a
feeling,
and
it's
not
going
into
the
trash
cans.
We
always
say
in
food
services.
We
want
healthy
kids,
not
healthy
trash
cans.
Increasing
technology
is
utilizing
measurable
data
to
track
progress
and
improve
processes.
C
So
but
above
all,
building
our
culture
is
important
and
it's
important
because
it
represents
again
how
we
are
viewed
within
Boston,
Public,
Schools
and
out
in
the
community
and
is
an
opportunity
for
me
as
when
I
go
out
and
I
visit
schools.
It's
recognizing
all
of
our
staff
that
they're
all
the
hard
work
that
they've
done
in
the
past
year.
We
ended
up
serving
11
and
a
half
million
meals
and
I
always
say
to
the
team.
I
didn't
do
that.
C
The
central
office
didn't
do
that.
The
workforce
out
understand
the
field
did
that
they
are
the
ones
making
sure
that
the
food
is
ordered.
The
food
is
served,
the
soup,
the
food
is
prepared.
It's
served
and
they're
making
sure
that
a
child
is
not
going
out
going
without
anything.
So
that's
about
employee
recognition
and
also
giving
them
the
tools,
such
as
professional
standard,
so
that
they
are
able
to
have
training
and
information
to
be
able
to
answer
questions
of
things
that
are
happening
in
food
services
in
regards
to
regulations
or
Target
to
sodium
levels.
C
This
slide
shows
our
budget
from
a
few
years
ago,
from
FY
2015
to
where
we're
at
for
our
FY
18
proposed.
So
you'll
see,
there
are
some
significant
differences
from
when
we
finish
in
FY,
2015
of
being
a
deficit
of
1.1
million
dollars
to
where
our
actuals
for
our
projection
for
as
of
our
forecast
and
planned
projection.
As
of
March,
where
we
are
closer
to
the
break-even
point
by
171,000
and
then
our
and
showing
our
variances
and
our
proposed
budget
is
to
be
a
break-even
program
for
FY
18.
C
If
our
our
operating
budget
is
again
filled
and
based
upon
a
submitted,
number
of
reimbursable
meals
served
and
our
goal
is
to
cover
all
of
our
costs
by
reimbursement.
So
for
every
meal
that
we
serve
every
breakfast
every
lunch
every
after-school
every
summer,
every
every
meal
is
accounted
for
and
therefore
it's
our.
We
want
to
make
sure
that
it
is
an
appealing,
high-quality
meal
so
that
it
make
sure
our
children
are
coming
in
to
participate.
Our
expenditures
for
the
program
are
our
two
largest
ones.
C
Are
food
costs
where
we
projected
at
for
FY
18
53%
of
our
revenue
at
about
eighteen
point,
three
million.
Our
labor
costs
are
projected
at
39%
of
our
revenue,
salary
and
wages.
At
the
eleven
point,
two
million
in
benefits
at
2.8
million.
All
other
expenses
are
8%
of
our
revenue
and
all
other
expenses
include
repair
maintenance
and
purchase
of
equipment,
our
facility
charges
for
utility
and
trash
disposal
and
other
paper
goods,
small
equipment.
It
might
not
seem
they
seem
they're
very,
but
it's
all
the
visa.
It's
important
for
us
to
making
sure
that
it's.
C
However,
is
we
have
the
opportunity
to
look
at
for
the
future?
What
we
want
to
be
able
to
do
some
of
the
things
that
we
are
focused
on
and
we've
noted
in,
as
we've
focused
on
our
four
goals,
one
being
increasing
of
technology.
We
have
noticed
that
we
do
have
a
dated
system
when
we
did
an
inventory
of
all
of
our
hardware
and
our
software
we
found
99%
of
our
hardware
is
out
of
warranty.
C
So
the
one
of
the
things
we
want
to
focus
on,
as
we
continue
to
build
this
program
to
be
robust,
to
know
that
we
have
to
be
able
to
provide
at
a
moment's
notice,
profit
and
loss
statements
for
our
small
business
owners.
Our
food
services
managers.
It's
an
opportunity
to
look
at
getting
into
a
new
enterprise
application
point
of
sale
for
next
school
year.
So
that's
a
that
is
an
investment
that
we
want
to
look
at.
Our
existing
contract
expires
in
June
of
2018,
and
it
we
are
projecting
and
expenses
to
be
about.
C
One
percent
of
our
revenue
and
the
return
of
the
investment
is
to
again
improve
accountability
and
all
the
meals
that
we
serve
to
lower
our
food
cost
and
inventory
carryover.
Because,
again,
it's
giving
information
to
our
staff
at
a
moment's
notice
and
how
to
make
better
decisions
of
improve
our
processes
with
information.
C
C
The
next
slide
shows
our
participation
compared
to
the
national
average
national
average
for
breakfast
is
at
25
percent,
so
on
average
I
think
we
are
above
that,
as
well
as
our
national
average
and
lunch
is
at
64,
60.5%
and
all
together
or
our
for
lunch
for
all
of
our
groups
is
over
62%
and
it's
we've
also
broke
it
down
by
different
categories.
We,
you
do,
you
will
see
dips
in
the
high
school
category.
The
ninth
is
12th
grade.
That
is
the
norm.
They
usually
aren't
as
high
in
participation
as
the
rest
of
the
group.
C
So
for
putting
nutrition
services,
it
presents
a
lot
of
growth
and
opportunity
for
the
1718
school
year.
We
will
continue
to
work
on
our
fiscal
accountability
again
because
we
are,
we
are
a
budget
that
is
based
on
revenue
based
off
of
meals
served
so
that
will
we
always
want
to
be
accountable
for
every
meal
and
count
every
meal.
We
do
provide
in
in
hand
another
thing
as
we
build
our
culture
internally
and
externally,
its
enhancing
our
working
relationships
with
partners
to
generate
funding
and
our
participation
in
school
meals.
C
We've
worked
with
and
will
currently
working
with,
and
will
continue
to
work
with
the
EOS
foundation,
focusing
on
breakfast
in
the
classroom
and
those
opportunities.
The
Shaw
Family
Foundation,
which
is
a
wonderful
new
foundation,
that's
working
with
food
and
nutrition
services
and
changing
our
opportunities
currently
on
how
we
can
continue
to
provide
better
meals
for
our
students
and
the
Boston
school
food.
Advisory
Council
student,
which
provide
student
and
parent
feedback
on
our
initiatives
and
how
we
can
further
strengthen
those
relationships.
We
need
to
focus
on
data
development
and
training
and,
of
course,
our
technology
upgrade.
C
It
is
not
we
try
to
do
what
we
can
to
be
as
equitable
as
possible,
but
when
you
are
have
the
opportunity
to
have
all
the
ingredients
put
together
versus
when
you
receive
a
meal
in
a
little
package,
that's
heated
and
served
to
you.
It's
it's!
It's
not
the
same.
We
talk
to
when
you
go
into
a
cafeteria
which
I
by
everybody
to
come,
I'd
be
more
than
happy
to
host
you
at
any
school
anytime.
I.
C
C
So
when
focusing
on
that
and
going
out
and
talking
to
our
staff,
it
was
I
had
I
worked
with
one
of
our
field:
corn,
aiders
and
I'd
gone
out
to
a
school,
and
she
said:
I've
always
thought
about
what.
If
we
had
an
opportunity
to
maybe
move
some
of
the
meals
that
are
prepped
prepared
at
a
prep
site
and
maybe
see
how
we
can
get
them
to
a
satellite
just
to
try
it
out
and
I
said
well.
That
sounds
like
an
idea.
What
can
we
possibly
do?
How
do
we
expand
that?
C
So
in
came
the
hub
and
spokes
project,
so
we
will
take
a
highly-efficient
I
have
a
fully
prepped
kitchen
to
make
more
meal
of
the
same
type
of
the
menu
item
that
we
do
have
and
transport
them
to
schools.
That
currently
receive
satellite
meals
and
it's
a
pilot
process
that
we're
trying
to
work
within
with
the
Shah
Family
Foundation
has
been
very,
very
helpful
in
helping
us
move
this
process.
C
It
was
it's
an
opportunity
to
think
about
focusing
on
our
four
goals:
increasing
participation
to
be
fiscally
sustainable,
decreasing
ways
so
that
we
are
so
that
we
are
looking
at
how
much
food
is
prepared
and
so
making
sure
that
the
children
are
enjoying
the
program
and
they're
actually
eating
it
versus
throwing
it
away
increasing
our
technology.
How
can
we
look
at
looking
at
our
current
20
20th
century
buildings
and
how
and
trying
to
put
in
a
21st
century
idea
program
into
them
and
then,
above
all,
building
our
culture?
C
How
can
we
change
the
perception
of
the
school
meal
program
at
these
schools
that
receive
these
meals
versus
those
that
are
receiving
meals
that
are
prepped
and
prepared
for
them,
and
we
will
pilot
this
program
in
East
Boston
this
spring
and
we
hope
to
target
other
communities
forwards
operationally
and
financially
viable.
So
a
wonderful
idea,
one
more
forward
and
then
the
last
slide
will
show
you.
C
The
actual
visual
of
the
hub-and-spoke
project,
which
is
the
hub,
will
be
the
East
Boston
High
School,
the
spokes
will
be
the
PJ
Kennedy,
the
East
Boston
Early,
Education
Center,
and
the
Bradley
and
you'll
see
here
that
this
is
not
staged.
These
are
the
actual
meals
for
the
one.
On
top
is
the
current
vended
meal,
it's
a
buffalo
chicken,
salad
and
then
the
one
on
the
bottom
is
actually
the
salad
that
they
make
at
the
website
same
recipe.
So
again,
it's
an
opportunity.
C
A
A
B
In
terms
of
the
mandated
door-to-door
I,
don't
know
if
I
have
that
right
now,
when
someone
on
our
team
might
be
able
to
pull
it
up,
but
what
we
found
that,
even
though
about
20
percent
of
the
students
in
Moss
Public
Schools,
are
assigned
special
education.
Their
total
costs
for
yellow
bus
service
is
about
equivalent,
if
not
slightly
higher
than
the
cost
BL
bus
service
for
the
remaining
80%,
that
our
general
education
who
are
on
yellow
bus
service
I,
believe
it's
about
36
million
and
37
million
dollars
for
Gen
ed
to
special
ed
respectively.
A
And
you
know,
you
explained
I
think
basically,
the
logistical
problems
of
you
know
less
students
more
roots
and
how
are
we
addressing
that
going
forward?
I
mean
I'm
tracking
and
again
just
my
own
neighborhood.
The
enrollment
has
gone
up
in
the
younger
grades
from
50
percent
to
85.
90
percent
I
would
think
that
those
early
grades
still
require
transportation.
A
Yes,
is
that
we're
going
to
see
over
time
from
the
assignment
program
that
the
enrollments
at
least
again
in
my
neighborhood
I,
track
the
enrollments
going
up?
Are
we
seeing
any
reduction
in
actual
transports
of
kids
from
within
the
neighborhood
going
to
say
the
Winship,
the
Gardner
of
the
Jackson
man
I?
Think.
A
B
Part
of
that
is
because
of
the
way
that
we're
will
be
grandfathering,
students
for
the
next
several
years
and
grandfathering
their
siblings.
Quite
frankly,
and
what
happens
is
we
are
seeing
some
change,
but
the
change
isn't
reflected
as
much
in
the
transportation
system
as
much
as
it's
reflected
in
the
enrollment
system,
and
that's
because
you
need
to
take
critical
numbers
of
students
out
of
those
far
away
neighborhoods,
who
are
going
too
far
away.
Schools
before
you
see
much
change
in
transportation
costs.
B
In
other
words,
if,
if
you
have
a
student
from
East
Boston
attending
the
Winship,
for
example,
due
to
the
previous
assignment
system,
that
student
will
continue
to
go
to
that
school.
Younger
students
who
are
entering
the
system
won't
have
the
option
anymore
of
going
to
the
Winship
from
East
Boston
right,
but
the
students
who
had
will
continue
to
have
to
drive
them
until
they
leave
the
system
and
siblings
and
siblings
family.
So.
A
All
that
in
since
the
assignment
process,
the
new
assignment
process
started
about
well,
next
fall
will
be
the
fourth
year,
I
believe
of
the
of
the
home
base
system.
Think
it's
I
think
this
September
will
be
the
fourth
year.
So
if
you
are
k25,
do
you
project
out
in
the
next
three
years
when
the
grandfathering
of
siblings
are
gone?
And
you
know
hopefully
more
home-based?
Do
you
see
a
reduction
in
trips,
we're.
B
A
B
Will
the
the
it's
hard
to
to
drill
down
into
that
specific
number
because
of
the
other
factors
that
are
going
on
in
combination
with
that,
for
example,
as
as
that
number
might
be
decreasing
the
number
of
students
from
further
away
who
are
going
to
schools
because
of
the
previous
assignment
system?
Some
of
these
other
factors
are
going
up
which
is
still
leading
to
transport
from
you
know,
longer
distances
across
the
city.
We
can
try
to
track
that
down.
Do
we
have
that?
You
know
I
was.
E
Just
going
to
I
was
gonna
answer
the
counselors
previous
question,
I
project
I,
thought
of
the
numbers,
so
you
would
ask
about
special
education
and
transportation.
Budget
37%
is
four
bps
door-to-door.
An
additional
7%
is
for
out
of
district
special
education
placements.
That
adds
up
to
the
44
that
I
had
mentioned,
and
then
we
have
another
one
or
two
percent
which
are
door-to-door
services
for
students,
attending
charter
schools.
So.
F
Thank
You
mr.
chairman,
and
thank
you
all
for
being
here
and
several
of
my
questions.
The
transportation
space
have
been
asked
and
answered
and
I
do
have
a
long-standing
conflict,
so
I'm
going
to
focus
a
the
balance
of
my
questions
on
food
services
and
and
just
say,
welcome
and
thank
you
so
enjoy
your
partnership,
and
when
you
were
with
another
school
district
we
won't
name
them.
We
were
coveting
that
they
had
you
and
so
I'm
pleased
that
we
were
successful
in
poaching.
You
here
for
our
school
district
and
have
enjoyed
our
partnership.
F
I
also
want
to
acknowledge
that
when
super
ensure
when
superintendent
Chang
was
hired-
and
we
had
a
meeting
about
certain
priorities
and
things
that
I
was
concerned
about
the
first
thing,
I
named
was
the
quality
of
school
food
and
he
went
that
day
and
ate
the
food
and
said
we
can
do
better
and
so
I
appreciate
that
acknowledgement
and
his
leadership
and
reorganizing.
The
cabinet
is
such
that
you
are
now
on
par
with
other
cabinet
level
positions
as
well.
F
You
should
be
because
nutrition
and
health
and
wellness
and
supporting
our
students
and
their
cognitive
development
and
making
sure
that,
when
they
cross
that
threshold
that
they
are
ready
to
learn,
we
know
a
hungry
child
struggles
to
learn
and
a
child
that
is
fed,
but
poorly
nourished,
also
struggles
to
learn
so
and
then.
Finally,
before
I,
give
in
to
a
couple
of
questions.
F
I
just
want
to
say
what
a
joy
it
was
to
be
with
you
at
Madison,
Park,
High
School
for
the
healthy
schools,
cooking
of
change,
culinary
arts
challenge
and
I'm
pretty
pleased
to
see
that
we
are
bolstering
our
investments
to
build
that
pipeline
and
to
support
our
students
that
have
these
talents
and
aspire
to
be
a
part
of
this
industry.
I,
don't
know
that
I
could
make
a
meal
on
a
dollar
forty
five
cents
meeting
USDA
requirements
and
make
it
look
beautiful
and
palatable.
F
F
Good,
so
I
do
just
want
to
ask
in
terms
of
the,
if
there's
anything
that
you
can
share
at
this
time
around
the
the
new
vendor
and
where
we
are
in
that
process
and
I
wanted
to
better
understand
that
contract.
So
how
many
years
will
that
contract
be
how
many
vendors
were
considered
and
and
again
the
amount
of
that
contract
and,
as
I've
said
in
years
past,
that
I
trust
that
our
criteria
is
something
much
more
stringent
and
whoever
puts
in
the
lowest
bid,
but
that
we
are
looking
and
will
ultimately
select
the
vendor.
F
C
F
C
I
can
share,
which
is
public
information,
regarding
what
we've
done
and
in
reference
to
prepare
for
this
request
for
proposal
is
that
our
current
contract,
with
our
current
vendor
and
August
31st
2017
in
preparing
for
the
RFPs,
the
last
contract
that
we
had
encompassed
all
of
our
meals
under
one
contract,
where
all
the
meals
that
were
being
served
at
satellite
schools
and
part
of
our
summer
program
and
our
after
school
was
under
one
contract.
So
one
of
the
changes
that
I
went
into
was
to
separate
the
RFC
into
three
different
RFPs
number.
C
One
is
the
to
have
one
for
breakfast
and
lunch.
Secondly,
to
have
another
for
the
child
and
adult
care
feeding
food
program,
which
is
the
after-school
program
both
of
those
were
released
in
January
of
this
year,
and
the
third
is
the
summer
of
food
program
which
will
be
released
in
fall
of
2017,
and
part
of
that
was
to
look
at
how
we
can
create
competition
if
we're
and
also
focus
within
our.
F
Receptiveness
to
increasing
the
consumer
participation
in
this
process,
students
and
parents
of
at
this
taste-testing,
you
know
what
the
kids
find
most
palatable.
Enjoyable
often
is
not
in
alignment
with
what
is
you
know
most
healthy.
They
still
tend
to
lean
towards
tater
tots,
and
you
know
pizza
days,
don't
get
mad
for
those
really
like
cater
to
us,
but
so
I
know
I
know
it
is
a
challenge
so,
but
I.
F
Thank
you,
for
you
know
it's
empowering
more
student
in
parental
voice,
okay,
just
a
couple
of
a
thank
you
for
unpacking
that
around
the
contract
and
almost
quickly
here.
The
other
thing
I
just
want
to
talk
to
you
about
that.
I
hear
a
lot
about
is
that
the
meal
times
are
there's
not
enough
time,
20
minutes
very
long
lines.
So
what
can
be
done
around
the
efficiency
with
which
students
are
moving
through
the
line
and
also
having
enough
time
to
actually
eat.
C
C
Part
of
that
is
looking
and
analyzing
the
lines
in
the
way
that
they're
laid
out
so
that
we
can
do
more
efficient,
as
the
students
are
coming
through
and
then
also
working
with
their
administration
to
see
if
we
can
on
the
opportunity
to
open
up
different
points
of
service
so
that
we
within
that
environment
that
we
do
have
that
we
can
create
more
time
for
the
children
to
when
they
get
their
meals,
that
they
can
be
able
to
sit
down.
Okay,.
C
Far
as
I
know,
no
I
from
the
meal
times
that
I
have
it
can
vary
depending
on
the
school
site,
depending
on
also
the
scheduling
that
the
busy
as
the
school
has
on
hand,
meaning
for
some
schools.
In
elementary,
you
see
it's
a
rolling
timeframe
because
those
those
that
the
first
grade
first
graders
will
come
then
third
graders
and
fifth
graders,
and
they
go
back
to
kindergarten.
So
it
depends.
I
can
get
get
to
that
information
if
you're
looking
at
but.
F
F
D
B
Might
be
a
little
bit
more
limited
to
go
more
than
20
minutes
for
a
lunch
period,
whereas
other
schools
and
school
leaders
might
have
longer
days
or
innovation,
school
status
or
other
things
that
grant
them
autonomy
over
school
schedules
will
allow
them
to
extend
20
to
25
or
something
along
those
lines.
Okay,.
F
And
on
the
facility
side,
because
again
you
know
we
want
to
get
to
a
point
where
you
know
this.
Never
is
a
outsource
sort
of
airplane
food.
If
you
will
and
I
know,
we've
been
making
great
strides
in
that
regard,
but
just
to
get
to
the
facilities
point
I
mean.
Do
you
think
it
is
possible
that
at
any
point
we
might
be
able
to
have
in
thinking
about
local
economies?
And
you
know
locally
sourced
goods
and
certainly
just
again
strengthening
our
economy
is
farm
to
school,
something
that
we
could
ever
seriously
pursue.
C
F
Then
I
think
the
larger
issue
here
is
we
don't
want
these
things
that
happen
in
pockets
and
be
arbitrary?
We
want
it
to
be
equitably
accessible.
So
in
terms
of
the
master
plan,
you
know,
just
in
your
expert
opinion,
you
know
what
would
you
recommend
a
return
to
one
master
sort
of
a
rather
central
kitchen,
because
you
know
right
now.
You
spoke
to
the
challenges
and
the
different
experiences
for
those
that
have
satellite
kitchens
and
those
that
do
not.
F
Do
you
like
this
idea
of
sort
of
a
more
localized
within
certain
districts
within
districts
that
would
have
their
own
facility,
which
would
allow
us
to
strengthen
local
economies
at
the
same
time,
you
know
what
is
the
the
utopian
vision
and
what
are
we
doing
to
get
there?
These
are
some
great
questions.
C
I
think
for
me
personally
in
thinking
about
it
it's
what
do
we
want
as
a
city
in
what
we
want
our
food
to
be.
We
want
our
food
represented
for
our
students
when
we
looking
at
either
when
we
do
small
projects
like
the
hub-and-spoke.
It's
an
opportunity
to
see
if
that
could
work,
if
that's
possible,
the
other
idea
behind,
maybe
even
coming
back
to
having
a
central
kitchen
facility.
My
thought
for
me
would
be
what
would
be
the
end
result.
I
think
it
would
be
wonderful
that
we're
having
a
facility
in
in
house
it's.
C
You
know
it's
by
Boston
for
Boston
student,
but
the
end
result.
If
it's
still
another
packaged
item,
that's
going
back
into
a
school.
We've
just
changed
the
location
of
where
the
food,
but
we
would
have
more
control
over
where
the
food
is
coming
from.
Okay
and
I.
Think
part
of
this
is
having
pilots
to
test
out
what
would
possibly
work
and
see
how
the
students
are
accepting
of
this
new
type
of
meal
of
a
new
process,
because
these
students
in
these
satellite
schools,
it's
all
that's
actually
measure.
F
You
get
a
pilot
I,
don't
use
Boston,
yes,
okay,
yeah,
so
mother
and
just
a
question
and
then
fell,
and
here
is
what
are
we
doing
to
support
those
include
services
around
their
own
professional
development,
because
I
have
heard
from
a
lot
of
folks,
since
we
have
outsourced
so
much.
The
food
I
mean
they're
doing
sometimes
very
minimal,
just
food
prep.
But
how
are
we
sharpen
their
skills
and
their
professional
development
so
that
we
can
get
to
a
place
where
more
meals
are
being
prepared
on
site?
That's
great.
C
And
that's:
we
introduce
professional
standards
this
past
year,
which
is
focusing
on
training
for
all
levels
of
all
of
our
employees
and
knowing
about
the
school
meal
program
and
for
more
focusing
on
more
hands-on
part
of
the
pilot
with
the
hub-and-spoke
is
actually
getting
them
into
doing
more
culinary
training
because
it
does
change
what
they're.
What
they're
currently
doing.
It
is
a
vast
difference
from
from
the
heating
and
serving
meals,
you're.
F
Serve
it
with
love,
so
if
you
wanted
melons
that
shout-outs
all
our
food
service
workers
appreciate
the
question
on
the
answer
on
the
professional
standards
and
then
finally,
could
you
tell
me,
do
you
endorse
breakfast
in
the
classroom?
I
can
see
you
to
receive
conflicting
feedback,
I'm
interested
in
what
our
educator
at
the
table
has
to
say
about
that
some
people
find
it
disruptive
to
learning
some
people
find
the
kids
are
more
focused.
I
know
our
beloved
custodian
on
some
challenges
with
this
food
being
in
the
classroom.
So
could
you
just
speak
to
that
to.
C
Her
so
I
can't
speak
from
my
history.
The
last
school
district
I
was
at
I,
was
the
project
manager
and
leave
for
breakfast
in
the
classroom,
I
in
the
second
largest
school
district
in
the
country
at
over
630
schools
within
a
three-year
period,
and
it
was
an
opportunity
to
focus
on
looking
at
not
only
for
generating
revenue
for
the
program
but
also
were
feeding
hit.
At
last,
district
29%
of
my
students
were
coming.
The
students
were
coming
in
to
eat
breakfast,
even
though
it
was
free.
C
From
it
is
across
the
district
that
large,
it
was
a
very
anecdotal
was
it
it
could
have
been
there
with
this
transportation.
Parents
which
is
dropping
us
off
or
I,
wasn't
really
interested
I.
You
know
all
any.
It
was
a
myriad
of
different
reasons
why
they
weren't
participating
okay,
but
to
be
able,
as
I
saw,
providing
access
to
me,
it's
about
preparing
a
child
and
I
think
sitting
at
the
table
with
the
superintendent's
cabinet
and
to
be
able
to
talk
about
how
we
impact
the
student
on
a
daily
basis.
C
F
And
there's
completing
stats
on
what
percentage
of
calories
our
kids
are
receiving
a
schools.
We
think
about
those
one
in
four
families
that
are
dealing
with
food
insecurity,
so
I'd
been
saying:
70%
I
think
you
were
saying
30
to
40,
so
what
percentage
of
calories
are
kids
consuming
for
their
whole
day
at
school?
It
could
be.
F
And
then
could
you
just
point
out
to
me
just
again:
Thank
You,
mr.
chairman,
for
your
indulgence
here,
because
we
do
worry
about
in
summer
months,
kids
that
will
no
longer
be
in
school
and
able
to
get
those
30
to
50%.
You
know
of
their
food.
You
know
input
for
the
day,
so
is
there
somewhere
in
the
presentation
and
perhaps
I
missed
it.
That
will
explain
so
that
we
can
promote
to
families
during
summer
months
that
are
struggling
with
food
insecurity,
how
their
children
can
still
get
those
meals
and.
C
F
A
G
G
You
chairman,
and
thank
you
council
Presley,
for
rising
some
interesting
interesting
points
and
a
few
I
just
would
like
to
follow
up
or
follow
through
on
on
the
school
lunch
time
there
just
isn't
enough
time
for
kids
to
eat
and
to
do
all
the
things
that
they
need
to
do
to
have
sort
of
a
thoughtful
on
time
at
lunch.
Is
there
a
national
standard
on
how
long
kids
should
have
for
lunch?
I
try
to
look
quickly,
google,
it
but
I
couldn't
find
anything
specific
for.
C
Under
the
national
school
lunch
program,
there
isn't
anything
that
they
provide
to
us
as
a
standard.
It
goes
in
a
district
by
district
decision.
What
I
can
tell
you
in
reference
to
for
the
school
meal
program?
The
only
thing
the
information
that
we
have
is
a
regulation
is
that
there
must
be
at
least
two
hours
between
a
breakfast
service
and
a
lunch
service.
That's
the
only
time
frame
that
we
do
have
and.
C
Have
to
go
back
and
locate,
but
it
also
may
be
that
breakfast
is
also
served
very
early,
so
it
gives
them
that
time
frame
I,
don't
want
to
speak
in
without
having
the
information
in
front
of
me.
I
have
my
apology
that
I
don't,
but
it
depends
on
the
depends
on
how
this
when
the
school
is
defined
as
starting
when
we
had
that
specific
period
for
breakfast
and
then
when
we've
defined
it
to
have
lunch
so.
C
B
Just
in
response
to
your
first
question
there
we
find
that
our
meal
participation
rates
are
far
above
the
national
average,
which,
although
it's
not
an
indication,
fully
the
fact
that
our
students
have
more
than
enough
time
to
eat.
It's
a
good
indication
that
the
time
that
they
have
to
eat
is
not
turning
them
away.
That's
not
deterring
them
from
participating
in
the
meals.
We
do
find
that
we're
again
far
above
the
national
average
there.
G
At
certainly
anecdotal,
but
my
experience
was
if
I
were
to
when
I
was
teaching.
If
I
was
teaching
up
to
a
lunch
period,
but
sometimes
my
kids
would
be
you
know,
miss
I've
got
to
be
at
that
door
before
the
bell
rang,
so
that
I
can
get
to
the
cafeteria
so
not
to
stand
in
an
incredibly
long
line.
The
the
schools
that
are
now
you
know
all
of
our
schools
are
basically
going
to
convert
over
to
extended
learning
time
longer
day.
It's
going
to
become
what
we
do.
G
G
E
I
was
just
going
to
add
that
in
a
year
leading
up
to
the
implementation
of
EOP
for
every
school,
they
participated
in
professional
development
planning,
period
of
teachers
and
members
of
their
school
site.
So
each
principal
led
that
process
they
were
supports,
essentially
both
outside
experts
and
from
the
central
office
on
scheduling
and
I.
E
Believe
it
was
a
really
school
leader
driven
process
to
look
at
scheduling,
but
I'd
be
happy
to
put
you
in
touch
with
or
get
some
information
from,
the
our
scheduling
experts,
because
we
had
focused
mostly
on
the
academic
side
in
my
conversations
with
them,
and
we
could
focus
as
well
on
the
food
side.
No.
C
G
C
G
C
B
G
G
Will
have
like
three
weeks
of
it
or
yes,
okay
and
then
on
the
map
of
East
Boston.
First
of
all,
I
work
to
these
Boston
hi,
the
kitchen
there
and
the
lunch
I,
don't
lunch,
ladies
and
men,
but
the
cafeteria
service
providers,
food
service,
riser,
excellent
I've,
always
done
an
incredible
job,
preparing
food
for
the
kids
and
for
the
faculty,
especially
around
the
holidays.
They
do
they
do
quite
the
em
Thanksgiving
Jenny.
B
G
D
C
And
so
for
us,
it
was
when
we
were
looking
at
focusing
on
the
husband
spoke:
it's
really
analyzing
the
locations
of
the
schools,
thinking
about
parking
and
transportation,
you
know
getting
the
food
to
one
location,
but
then
also
thinking
about
the
capacity
and
of
the
schools,
in
that
there
was
more
of
a
visual
for
food
services.
So.
B
Right,
the
guile
does
a
satellite
sight
as
well.
The
part
of
it
as
Laura
was
just
stating
is
due
to
the
capacity
within
the
school
or
the
the
ability
facilities
wise
to
do
enough
within
that
satellites
that
to
convert
it
to
a
receiving
kitchen,
which
would
be
the
term
that
we'd
be
using
for
those
satellite
sites.
Not
every
satellite
site
could
be
actually
turned
into
a
receiving
pitchin.
All.
H
F
B
I
B
A
listing
of
all
of
our
expenses
by
category
of
Rider
and
you'll,
see
in
there
some
of
the
numbers
that
Miss
Lauren's
was
spelling
out
before
that
adds
up
to
about
48
million
dollars
in
cost,
for
special
education
students
or
about
44
percent
of
our
budget
field
can
also
see
there
that
about
24
million
dollars
of
our
costs
are
for
students
outside
of
boston
public
school.
Great.
Thank
you
from
pardon
me,
councillor
campbell,
the
number
of
buses
is
642
actually
about
740
and
on
the.
H
B
We
always
have
a
decent
buffer
between
those
that
are
on
the
road
and
those
that
aren't
because
we
need
standby
buses
in
the
case
that
we
have
field
trips
or
athletic
events
or
other
things
that
the
normal
bus
service
can't
provide.
We
also
have
on
any
given
day
a
large
number
of
buses
in
the
shop
for
repair
or
routine
maintenance.
The
number
of
bus
drivers
as
a
whole
I
pardon
me
I,
don't
have
that
right
now,
but
I
can
ask
so
much
my
team
to
bring.
H
H
Can
you
walk
me
through
what
are
some
of
the
arrangements
that
have
been
made
from
bps
to
these
students
that
require
us
to
pay
these
costs
so
I?
Understand,
for
example,
some
students
are
an
IEP
s,
go
a
lot
of
district
homeless
students,
for
example,
we're
required
to
pay
those
I
get
that
just
curious
around
some
of
the
other
parochial
private
school
cost.
Well,.
B
We
also
have
you
know,
obviously,
numbers
of
students,
as
you
can
see,
on
the
chart
and
parochial
and
charter
that
we
provide
that
to
in
terms
of
other
accommodations
that
we
might
need
to
make
beyond
that.
We
also
provide
the
out
of
district
special
education
placements.
That's
a
little
bit
more
of
an
involved
process,
because
that
involves
communications
with
the
family
to
make
sure
that
they're
at
the
the
placement
that
best
serves
needs
that
that
child.
F
B
Have
there's,
then
many
conversations
with
the
schools
themselves,
no
matter
where
they
are
located
to
make
sure
that
they
understand
that
we're
going
to
be
the
ones
providing
the
transportation
for
that
family
and
we
work
hand-in-hand
with
a
special
education
department
and
sometime
the
law
department,
as
well
with
embossing
radicals
to
make
sure
that
we're
honoring
those
transportation
accommodation.
So.
H
I
get
so
that
the
out
of
district
special
education
I
understand
those
requirements
of
you
know:
ID,
EAA
and
state
state
obligations,
charter.
Schools
is
why
I
understand
those
less
so
the
parochial
and
private
schools.
So,
for
example,
the
private
schools
corner
bus,
those
117
students.
Could
you
peel
that
apart?
You
know
what
law
requires
that
or
what's
the
scenario
here,
why
we
cover
those
costs,
I
guess
to.
B
H
E
D
J
B
So
we're
working
with
those
schools
to
figure
out
is
there
something
that
we
can
do
where
we
can
get
those
buses
back
for
up
for
us,
and
the
school
can
find
another
way,
potentially,
while
still
honoring
the
legal
requirements
involved.
So
that
we're
not
transporting
say
three
students
to
one
of
the
Catholic
schools
in
the
city
for
cap
and
bi.
H
B
H
H
B
There
were
critical
areas
within
the
transportation
system
where
were
able
to
find
reductions
one
at
the
very
beginning
of
the
year.
We
had
some
success
with
was
when
reducing
the
number
of
trips
in
our
system,
we
had
at
one
point
reduced
7
percent
of
the
number
of
trips
that
we
have
putting
it
into
raw
numbers.
We
have
about
3,000
to.
B
7
percent,
unfortunately,
due
to
some
factors
that
were
beyond
our
control
and
probably
some
factors
that
were
within
our
control.
We
ended
up
with
a
reduction
of
only
about
3
percent
of
trips
over
the
course
of
the
year,
and
that's
largely
because
there
were
additions
to
private,
auto
district
special
education
that
came
to
us
during
the
year,
or
there
were
service
problems
that
we
had
to
address
by
what
we
call
splitting
roots,
which
essentially
means
you're,
adding
trips
to
the
system
and
some
other
factors
that
then
aid
in
to
that
initial
amount
of
savings.
B
We
also
worked
with
our
contractor
Transdev.
We
work
very
closely
with
them
and
were
able
to
find
roughly
two
million
dollars
in
projected
savings
there
again
at
the
beginning
of
the
year,
and
unfortunately,
there
were
some
issues
that
came
up
during
the
year
that
fall
under
their
contract.
Things
like
vehicle
insurance
and
health
insurance
that
spiked
in
an
unanticipated
way
that
unfortunately
ate
into
those
savings
as
well.
D
H
B
H
H
In
fuel
expenses
from
last
year-
yes,
that's!
Okay,
that's
interesting
to
me!
Always
in
my
assets
we
just
we
had
the
fire
department.
For
example,
budget
hearings
I
was
shocked
to
see
that
their
maintenance
and
everything
of
their
fleet
and
fuel
went
damp
when
their
overall
budget
there
went
down
by
hundreds
of
thousands
of
dollars
and
a
number
one
thing
they
point
to
was
the
reduction
in
fuel
cost,
so
we
might
need
BPS
to
call
the
fire
department.
It.
B
E
J
H
H
Given
a
number
of
students,
we
have
understanding
that
that
population
is
sort
of
declining
in
some
years,
but
most
overall
bps
is
going
down
what
it
would
sort
of
what
what
that
would
cost
us
because
I
think.
Well,
you
know
we
did
the
cost-saving
measure
into
FY
17,
but
where's.
What's
our
overall
goal
and
where
are
we
heading
to
so,
for
example,
to
have
a
safe,
reliable
transportation
system
with
80
million
dollars?
Get
us
that
with
70
million
dollars
get
us
that
50
million
dollars?
H
What
options
are
we
looking
at
to
determine
what
those
numbers
could
be
and
then
then,
what
is
the
plan
to
get
to
that,
because
I
feel
as
though
every
year
will
come
back
and
I'll
just
keep
going
up
and
and
and
I'm,
not
sure
that
we're
actually
looking
at
all
the
options
that
might
be
out
there
to
make
it
go
down.
So
I'd
be
curious
to
know
there
any
conversations
about
how
bps
can
do
this
and
set
a
target
that
would
give
us
a
safe,
reliable
system
and
then
work
towards
that.
B
Think
that
we
have
a
safe,
reliable
system
right
now,
it's
very
very
safe.
It's
not
always
as
reliable
as
I'd
like
it
to
be
I'll,
be
frank
about
that,
but
I
think
in
general
we
have
a
safe,
reliable
system
and
we're
constantly
trying
to
find
ways
to
make
it
safer
and
more
reliable,
both
in
terms
of
how
we
work
with
schools
around
bus,
stop
safety
and
and
or
dismissal
or
arrival
practices
to
make
sure
that
those
are
administered
safely.
B
The
transportation
challenge
that
we're
in
the
midst
of
right
now
we're
hoping
will
yield
benefits,
particularly
in
FY
19,
but
probably
some
an
FY
18
as
well
to
allow
our
routes
to
be
more
efficient,
the
more
efficient
those
routes
become,
the
more
we
save,
but
also
the
more
reliable
those
routes
become
as
well.
So
we're
hoping
to
get
some
some
benefits
from
that
project.
B
H
H
So
do
we
envision
that
in
our
budget
for
transportation,
we'll
always
be
at
a
hundred
million
dollars
or
somewhere
in
that
ballpark?
And
it
is
a
waste
of
time
for
us
to
keep
coming
back
to
these
budget
hearings?
Expecting
it
to
go
down
over
time
for
us
to
continue
to
do
these
efficiency
measures?
All
of
these
innovative
tools
that
you
guys
are
developing
and
expected
to
go
down
to
say
eighty
million
dollars
seventy
million
dollars,
or
should
we
just
accept
that
our
budgets
going
to
be
in
the
somewhere
in
the
hundred
million
dollar
range
I.
D
E
Think
we
should
accept
that
I
do
hope.
This
is
a
good
use
of
our
time
and
I'll
say
that
John
and
my
teams
have
been
working
incredibly
closely
and
collaboratively
together
for
almost
a
year
now
to
try
to
tackle
this
problem
from
every
angle
we
can.
We
are
bringing
in
data
scientists
and
national
experts
from
MIT
we're
looking
at
issues
that
are
classic
computer
science
challenges
and
bringing
in
the
best
and
brightest
minds
from
academia
and
private
industry
trying
to
figure
out.
E
How
can
we
offer
the
service
we
offer
today
at
a
much
much
lower
cost?
We
wouldn't
be
spending
this
much
of
our
time
on
if
we
weren't
hopeful
that
we
could
make
a
significant
change
in
the
number
of
stops
routes
and
buses
that
are
needed
to
provide
the
same
amount
of
transportation
in
the
future
that
we
provide
today
our
optimism
remains,
but
we
need
a
little
more
information
from
all
these
efforts
that
we
have
to
make
any
kind
of
commitment
of
how
far
we
can
go.
Do
not
anything
to
that
John
yeah.
B
Stated
it
very
very
well
very
succinctly:
there
are,
as
mentioned
before,
a
number
of
factors
that
are
beyond
our
control.
The
more
we
find
ways
to
bring
those
under
our
control,
whether
it's
through
state
law
or
other
bold
policy
moves.
The
more
hope
that
we
can
have
to
actually
put
a
significant
dent
into
the
transportation
budget.
B
The
other
thing
that
I'll
point
out
for
those
of
you
who
have
been
around
the
system
for
a
long
time
now.
You'll
know
that
a
transportation
cost
have
increased
over
time.
Part
of
the
jump
that
we
had
in
our
transportation
costs
a
few
years
ago
is
the
change
in
contract
provider.
We
had
a
previous
contract
provider
who
had
a
cap
in
costs
that
the
city
could
absorb
anything
beyond
that.
The
contractor
had
to
absorb
a
hundred
percent
so,
depending
on
the
contract
that
we
have,
there
are
also
some
costs
there.
B
J
B
J
D
E
E
J
J
E
Respectfully
distinguish
between
things,
as
as
John
has
said
that
our
outside
of
our
control
on
that
are
inside
of
our
control.
There
are
a
lot
of
aspects
of
operating.
We've
had
a
significant
increase
in
our
students
who
receive
door-to-door
transportation.
Over
half
of
that
is
due
to
the
growth
of
the
students
who
were
serving,
who
have
autism.
We've
had
increase
in
our
number
of
charter
seats
of
out
of
district
placements
contractual
agreements
with
our
drivers,
increasing
healthcare
and
fuel
costs.
E
What
we're
trying
to
do
as
a
team
is
take
the
things
that
are
within
our
control
and
offer
the
same
student
same
service
for
our
students
at
a
lower
cost.
Of
course,
I
would
have
liked
to
be
sitting
here
and
saying
we
got
every
dollar
we
hope
to
get
next
year,
but
I
am
I,
am
so
proud
to
say
that
we're
going
to
hit
it
over
two
years
without
changing
anything
about
the
service
we
offer
to
our
students
and,
in
fact,
continuing
to
respect
the
delivery
of
service
to
every
student,
no
matter
their
needs.
The.
J
The
thing
that
we're
trying
to
do
here
is
to
balance
a
budget
and
to
vote
on
a
budget.
That's
actually
accurate
and
the
difficulty
is
when
we
have
folks
who
sit
before
us
and
tell
us
if
they're
going
to
save
ten
million
dollars
and
then
the
next
year
they
didn't
save
the
ten
million
dollars,
and
then
they
ask
us
for
an
additional
7.9
million
dollars.
J
B
So
it's
something
that
we're
certainly
looking
at
I
know
concerts,
something
that
you've
brought
to
the
district.
Before
to
answer
your
earlier
question
for
Boston
Public
School
students
currently
receiving
MBTA
passes,
we
have
about
fifteen
thousand
four
hundred
of
those
students.
We
have
about
another
10,000
Boston
Public
School
students
across
grades
6
through
12.
B
B
B
J
J
But
this
young
person
didn't
actually
take
a
direct
path,
the
fastest
path,
because
he
had
to
negotiate
several
areas,
our
people
he
didn't
want
to
see
or
or
around
so
was
not
at
all
a
direct
path
for
all
of
the
adults
who
took
that
we
got
to
think
about
this
and,
if
we're
adding
and
understand
this
is
at
the
same
time
we're
spending
thirteen
million
dollars
a
year
on
human
capital.
This
opportunity
costs
here
that
that
that
are
being
spent.
How
much
is
it
for
for
s
pass
that.
B
S
passed
is
determined
more.
The
price
of
the
s
class
is
determined
more
by
the
the
the
route
that
the
students
travel,
but
it's
half
of
the
fare.
Okay,
so
many
of
our
students
will
pay
a
dollar
dollar
and
a
quarter
something
along
those
lines
for
for
the
s
bask.
All
students
are
also
eligible
to
to
purchase
the
at
the
m7
pass
for
$29
that
we
provide
to
those
students
who
are
eligible
and
that's
$29
a
month
which
is
I
understand
that
some
cost
implications.
B
J
J
So
we
have
nearly
seventy
percent
of
our
students,
so
that
basically
tells
you
that
those
students
can't
afford
it,
and
so,
with
that
said,
around
the
food
contract
I
went
to
Boston
Latin
School,
oh
I'm,
sorry,
Boston,
Latin
Academy
to
have
lunch.
I
sadly
had
the
barbeque
chicken
not-not-not
did
and
what
we
saw
is
most
of
the
students
and
the
people
in
the
cafeteria
were
lovely
individuals,
but
the
quality
of
food
was
pretty
poor
and
in
all
of
the
conversations
that
I
had
with
young
people,
that's
an
issue
and
I
guess.
J
J
Happiness
with
the
current
vendor,
based
on
the
consumers,
because
I
what
I
would
say
what
I
would
say
to
you
is
that
I
think
the
most
expensive
food
is
the
food
that
gets
thrown
away
and
a
whole
lot
of
food
is
getting
thrown
away
on
a
regular
basis,
so
it
has
there
or
in
the
in
this
contract.
Are
there
do
you
survey
people
throughout
the
year
around
how
people
feel
about
the
current
food,
because
the
and
again
this
isn't
a
scientific
survey
but
I
sat
at
the
wheat.
J
J
But
that
should
work.
That's
your
current
vendor
right,
so
I'm,
a
current
vendor.
The
current
vendor
is
Witten's,
okay,
so
I'm
only
speaking
about
the
vendor,
who
you
currently
have
her
so
I'm,
actually
not
speaking
about
competitors.
This
is
in
in
real
time.
Woodson's.
Is
your
current
vendor
right,
correct?
That's
all
I'm,
saying
right!
So
I
think
that
is
a
relevant
and
fair
thing
to
place
on
the
record,
based
on
the
fact
that
your
current
vendor
so
and
and
that
and
their
performance
is
an
issue
if
they're
not
performing
in
a
contract.
J
C
D
C
So
if
we
compare
in
reference
to
of
schools
that
receive
meals
that
are
prepare
which
Boston
Latin
Academy,
it
is
a
school
that
receives
prepared,
meals.
I'm,
sorry
excuse
me:
they
prepare
their
own
meals,
it's
not
a
satellite
school
versus
a
school
that
does
receive
its
vended
meals.
The
participation
is
it
probably
around
70
per
effort.
It
would
compare
elementary
school
70%
of
the
students
that
perhaps
participation
is
70%
at
the
cafeteria
size
versus
60%
at
a
satellite
site.
But
again
it's
a
measurement
of
them
active
participating,
not
necessarily
if
they've
consumed
everything
yeah.
J
And
so
the
goal
and
I
heard
you
say
earlier
is
to
increase.
So
if
something
is
being
steady
and
our
goal
to
increase
than
we
are,
we
are
not
increasing.
I
think
that
that
is
very,
very
critical
and
I'm,
saying
you're
not
saying
it
you're,
not
the
ones.
You
are
obviously
considering
this,
but
these
are
things
that
we
need
to
know.
Thirty
five
million
dollars
is
a
lot,
is
a
lot
of
money
for
a
business
unit
and
I'm
sure
a
sizable
portion
of
that.
What
is
the
current
contract
price
for
food?
The.
J
And
are
we
looking
at
locally
sourcing?
We
have
a
Commonwealth
kitchen
in
my
district
that
there
are
folks
and
entrepreneurs
in
the
city
of
Boston
who
should
be
involved
in
this
and
I.
Think
there's
a
several
fold
bottom
line
that
the
school
department
needs
to
begin
to
look
at
relative
to
your
expenditures.
So
what?
What
are
we
looking
at
relative
to
local
sourcing?
What
currently
happens
in
a
current
contract
and
what?
What
are
your
goals
and
objectives
in
that
space?
Wonderful.
C
Question
councillor
Jackson,
thank
you.
We
currently
do
work
with
the
Commonwealth
kitchen.
That's
a
Commonwealth
kitchen,
that's
on
the
Quincy
Avenue
and
they've
got
some
really
great
entrepreneurs
and
we've
actually
done
a
lot
of
taste
testing
dudn't.
As
you
are
absolutely
right.
It's
about
student
appeal
and
student
approval.
We've
done
a
lot
of
mini
food
shows
across
this
last
three
months.
We've
done
about
we've
gone
out
to
24
schools
and
taste-test
about
25
different
items
that
are
what
I
consider
literally
outside
of
the
lunchbox,
not
the
norm,
things
that
are
different.
That
could
be
you.
D
C
Culturally
relevant
to
our
students
and
of
over
5,000
students
have
participates
in
that
part
of
also
this
evaluation
criteria,
as
we've
talked
about
for,
because
because
you're
right
it's.
What
are
we
doing
to
making
sure
that
the
students
are
eating
and
that
they
are
happy
and
that
we
are
seeing
some
increases
in
participation?
Student
voice
is
most
important.
B
I
just
wanted
to
address
your
previous
question,
counselor
about
the
level
of
quality
just
to
state
it.
For
the
record
last
night
we
had
a
similar
presentation
at
school
committee
to
present
to
a
school
committee
members
on
food
nutrition
services,
and
we
actually
heard
a
lot
of
very,
very
good
things
about
the
quality
of
the
food,
including
someone.
Everyone's
tastes
are
different,
but
someone
who
commented
very
favorably
on
barbecued
chicken,
it's
just
interesting.
They
brought
up
that
male
because
they
had
the
exact
same
meal
and
they
loved
it.
B
It's
just
a
matter
of
matter
of
people's
preferences.
One
other
thing
that
I'd
say
is
as
you
look
across
the
district.
Our
participation
rates,
which
is
on
slide
21,
are
far
higher
than
the
national
average
in
at
Latin.
Academy
I
believe
they're,
also
fairly
high
I.
Think
correct
me.
If
I'm
wrong
Laura,
we
serve
about
1200
lunches
there
today.
J
J
I.
Think
there's
a
really
really
critical
component
I'm,
just
going
to
end
with
I.
Think
it's
really
important
that
we
have
culturally
competent
food.
We
have
a
very
diverse
population
of
young
people,
and
I
would
note
that
you
know
it
does
trouble
me
on
that.
We
are
not
seeing
growth
in
this
space
and,
as
I
noted
before
and
councilor
Pressley
noted
farm-to-school
is
what
we
need
to
be
thinking
about.
We
need
to
think
about
how
we
use
our
dollars.
J
So
there's
a
several
fold
bottom
line
and
we're
not
only
looking
at
our
oh
I
was
looking
at
our
oo,
which
is
our
return
on
our
objective,
and
it
would
be
amazing
if
that
some
of
these
young
people's
parents
could
be
the
ones
who
are
growing
the
food
that
they're
actually
eating
in
the
schools.
We
should
be
thinking
about
how
we
innovate
in
the
space,
but
if
we
have
and
I'll
tell
you,
I
I
actually
I'm
a
connoisseur
of
fine
pizza,
that
was
that
was
not
good
and
what
we
saw
by
the
way.
J
I
want
to
see
savings
if
people
say
come
in
here
and
say
that
they
are
going
to
save
and-
and
these
folks
are
making
meals
on
a
dollar
forty
three
cents,
those
dollars
that
we
could
have
saved
could
have
moved
over
to
this
side
and
actually
added
a
quarter
to
their
budget
and
had
better
food.
With
that
said,
I
want
to
give
props
to
Madison
Park
Vocational
Technical
High
School
I
am
so
proud
of
the
work
that
they've
done
at
the
local
level
and
also
that
the
fact
that
they
went
to
the
Nationals.
J
I
I
D
B
Three
on
our
presentation
that
you
might
have
in
front
of
you
shows
that,
during
the
time
of
home,
based
assignment
from
FY
14
to
now
the
total
number
of
our
corner
bus
stop,
students
has
decreased
from
nearly
23,000
to
little
under
16,000,
so
we've
had
I
believe
a
seven-point
1,000
drop
in
the
number
of
corner
bus
stop
students.
What
we
can
do
is
go
back
with
our
team
and
delineate
from
there.
B
I
B
B
The
work
streams
devoted
to
the
project
was
on
demographics.
We
released
a
demographics
report
with
the
forecast
of
population
growth
within
the
city
in
different
neighborhoods.
We
will
be
strategic
so
that,
where
we
invest
in
new
buildings
or
new
spaces,
we'll
try
to
make
sure
that
those
investments
match
areas
where
we
expect
to
have
population
growth
so
as
to
not
have
issues
like
we
have
in
some
parts
of
the
city
today,
where
we
don't
quite
frankly,
have
enough
capacity
in
our
schools
to
match
the
number
students
who
live
within
those
neighborhoods.
B
B
I
B
We
may
also
see
is
just
due
to
the
nature
of
some
of
the
major
investments
will
be
making
in
school
buildings
across
the
district.
Those
investments
might
serve
as
enticements
for
students
who
live
closer
to
those
schools
who
may
be
right
now
are
going
further
away
because
they
see
the
school
down
the
street
as
something
that's
just
not
worth
attending
because
they
open
it.
E
I
just
wanted
to
add
time
for
Baker
that
I
just
set
expectations
appropriately,
while
we're
doing
this
important
work.
It's
also
I
think
important
to
remember
the
deep
structural
trends
that
are
affecting
our
transportation
spending.
If
you
take
a
look
at
page
five,
there's
some
data,
the
bar
on
the
Left
shows
the
number
of
students
were
transporting
in
the
bar
on
the
right,
how
the
cost
breakdown
by
those
Rider
groups
and
the
light
orange
portion
as
an
example,
are
our
bps
students
who
we
serve
through
door-to-door
service?
Was
that.
E
I
E
Been
rather
remarkable
to
increase
in
number
of
students,
autism
has
been
a
national
trend,
and
so
I
just
want
to
set
expectations
appropriately.
Despite
all
of
the
important
work
we're
doing
to
have,
students
have
great
choices
close
to
home.
As
these
trends
continue,
it
will
put
a
pressure
in
the
opposite.
I
And
in
saying
that
that
was
a
perfect
lead
into
my
next,
so
so
we're
working
on
on
on
you're,
making
decisions
that
will
that
will
make
our
system
more
efficient.
What
about
when
we're
talking
about
the
child
of
schools
and
the
private
schools?
Are
they
doing
the
same
thing?
Are
they
trying
to
figure
out
or
a
we
figuring
out
their
routes
or
like?
Are
they
involved
in
this?
So.
B
Just
want
to
be
clear,
I
know.
Sometimes
within
hearings
like
this,
the
Charter
sector
or
the
private
or
parochial
sector
gets
a
bad
rap.
So
to
speak
because
of
the
drain
on
our
resources
but
Yankton.
The
fact
that
it
is
expensive
but
I
just
want
to
be
clear.
We
work
very
closely
with
the
charter
schools.
I
B
I
I
B
Frankly,
used
to
be
something
that
we
would
do
in
August,
and
although
we
had
a
much
more
strategic
attempt
at
that
this
past
summer,
we're
doing
it
even
more
strategically
more
robustly.
Much
earlier
now
we're
in
the
next
couple
weeks
we'll
be
releasing
that
survey
to
all
families,
whether
they
are
charter,
parochial
or
district,
asking
them
to
opt
in
or
opt
out
of
service.
In
the
meantime,
we're
also
tracking
bus
attendance
and
a
meaning
way
at
schools.
We
haven't
done
in
a
long
time.
B
B
You
know
if,
if
those
of
us
who
are
in
the
chamber
right
now
we're
on
a
school
bus
assigned
to
a
school
bus,
how
many
of
us
are
actually
riding
that
bus
every
day
and
if
I'm
everyday,
not
riding
that
bus,
but
I'm,
not
telling
the
district
that
I'm
opting
out
we're
trying
to
find
a
way
to
do
some
targeted
outreach
to
those
families
to
make
sure
that
they're
not
taking
up
a
seat
and
costing
money
to
the
district.
So.
B
B
I
I
B
Not
riding
on
a
regular
basis
at
all
and
may
may
hardly
have
written
ridden
throughout
the
course
of
the
year.
In
many
cases,
families
choose
not
to
opt
out
because
they
like
to
have
the
safety
valve
so
to
speak,
of
having
the
bus
there.
Yes,
they
need
it
on
a
given
emergency
and
in
some
cases
we
may,
we
may
have
just
not
done
a
good
enough
job,
communicating
with
the
family
or
communicating
the
value
proposition
to
schools
on
how
we
need
to
try
to
lower
that
number.
So.
I
Will
that
bus?
So
if
you
need
it
for
a
safety
net
and
you
need
to
use
a
bus
service
three
times
in
the
winter
time,
what
happens
to
that
family
that
that
Apso
but
may
need
to
use
that
bus
a
couple
times
sure
so
they
just
say
I'm
sure
they
can
just
go
down
and
get
on
the
bus
if
they
know
where
it
is,
they.
B
D
B
We
have
hundreds
of
address
changes
across
the
district
every
single
day,
and
so
every
single
week
we're
fine-tuning
routes
because
we
need
to
add
students
to
routes
who
may
not
otherwise
have
been
on
those
roots
do
to
an
address
move
for
registration
in
the
district
or
something
else
along
those
lines.
So
we're
constantly
doing
that,
so
those
students
who
maybe
opt
out
of
the
system
will
always
have
the
option
of
opting
back
into
the
system.
B
Okay,
there
tends
to
be
a
lag
so
that
we
can
work
across
the
the
large
networks
that
are
I
played
between
VPS
and
the
contractor
in
the
bus
drivers
to
make
sure
that
nothing
falls
through
the
cracks
and
we're
working
to
make
sure
that
we
reduced
that
lag
time
as
much
as
possible
right
now,
it
could
be
as
much
as
a
week
we'd
love
to
envision
a
world
where
it's
much
shorter
than
that.
Okay,.
I
B
B
I
I
A
I
C
I
C
So
it
was
an
opportunity
to
kind
of
look
at
the
schools
that
we
currently
do
have
that
receive
the
satellite
meals
and
and
I
when
I've
gone
out
and
I
visited
schools
until
I
looked
at
the
what
would
be
as
we
go
into
a
school
that
they
prepare
their
meals,
they
get
all
of
their
ingredients
are
playing
there.
Is
there
the
recipes
together?
You
get
all
of
the
aesthetics
when
you're
walking
into
that
case.
You
smell
it.
D
C
Don't
necessarily
get
all
those
aesthetics,
you
don't
smell
the
food
you're,
not
hearing
it
being
prepared
in
a
sense
of
you,
hear
a
lot
of
dishes
clanging,
so
I
thought.
What
would
what
could
we
plot?
I
worked
with
one
of
our
field
coordinators
and
she
had.
She
had
thought
what,
if
we
looked
at
working
with
one
of
our
schools
that
prepares
meals
mm-hmm,
make
a
little
bit
more
and
see
how
we
can
get
it
to
a
full
sight
that
that
does
they
get
these
meet
these
satellite
meals
and
see
how
that
impacts.
C
C
Let's
see
what
we
can
do
with
those
environments
and
do
those
two
Suites
and
then
also
looking
at
how
we
we
do
have
three
out
of
the
13
schools
that
are
out.
There
are
three
schools,
our
prep
schools
and
the
rest
or
satellite
schools.
So
it's
enough
to
see
how
we
can
really
make
an
impact
in
that
there.
So.
C
Would
be
an
idea,
it
would
be
to
test
it
out
to
pilot
out
that
the
East
Boston
high
school
would
make
the
meals
for
these
three
schools
and
see
how
what
how
it
is
impacting
the
students,
because
was
also
tweaking
the
facilities
to
making
sure
that
they
can
receive
the
meals
accurately
and
and
safely,
because
we're
going
to
be
changing
how
they're
currently
serving
that
there's
the
receiving
the
meal
break.
Okay,.
K
Review
the
tape
and
many
questions
that
I
am
interested
in
have
been
asked
so
I'll,
be
relatively
brief.
I
want
to
start
with
a
compliment,
I
feel
like
sometimes
I'm
too
much
of
a
scold
in
these
things,
which
is
part
of
my
job
and
I
will
be
getting
to
that
in
a
moment,
but
the
on-time
performance
has
been
terrific,
and
that
was
a
real
issue,
probably
four
or
five
years
ago.
I'm
sure
concerts,
you
know
more
remembers
where
we
were
getting
killed
with
calls
each
and
every
day.
K
K
You
know,
I
am
sure
councillor
sabe
George's
asked
so
I
will
reiterate
something
that
she
and
I
both
feel
very
strongly
about,
is
looking
at
earlier
or
later
start
times
for
our
high
school
students
and
perhaps
piloting
that
in
the
years
and
the
in
the
next
school
year.
It
seems
to
me
that
that
could
dovetail
nicely
with
the
concerns
I
have
with
the
Kilmer
kata
8,
going
to
an
extended
day
with
their
late
start
time.
Has
there
been
any
and
John
we've
talked
offline
on
this?
B
I'd
be
happy
to
report
that
I
know
that
we
would
be
a
response.
We
were
able
to
finalize
that
response
yesterday
because
of
the
Kilmer's
to
locations
and
the
fact
that
those
two
locations
alone
are
more
than
a
mile
and
a
half
apart.
It
becomes
extremely
problematic
to
try
to
link
them
with
either
of
the
other
schools
that
have
mentioned
in
this
scenario,
which
are
the
Beethoven
in
the
Hornberger.
B
In
fact,
in
doing
so,
what
we
found
is,
if
you
tried
to
link
those
school,
those
four
schools
together
in
some
combination
thereof,
and
we
tried
several
permutations
of
this.
You
would
actually
add
more
buses
than
you
would
if
you
were
just
to
move
the
two
Kilmer
schools
to
the
830
start
time
alone.
B
That
said,
as
a
reminder,
the
two
schools,
the
two
Kilmer
schools,
have
11
buses,
that
I
believe
the
lower
and
eight
buses
at
I
believe
the
upper,
and,
if
you
were
to
move
those
buses
to
the
8:30,
tier
you'd,
essentially
be
moving
them
to
the
time
of
day
when
we
already
have
the
maximum
number
of
buses
on
the
road
which
dictates
the
size
of
our
fleet.
The
two
things
would
happen
if
you
move
those
19
buses
to
an
earlier
time,
there's
a
very
good
chance.
You
need
to
purchase
new
buses
in
order
to
do
that.
B
If
we
didn't
need
to
purchase
new
buses,
we
would
still
be
left
with,
on
average,
about
an
$80,000
operating
cost
per
bus
for
the
fact
that
it
goes
to
the
peak
time,
which
obviously
simple
math.
If
you
look
at
19
buses
and
$80,000,
it
tends
to
be
fairly
cost
prohibitive.
It's
certainly
something
that
we
looked
at
counselor
and
we've
looked
at
a
number
of
scenarios
that
have
been
presented
to
us
for
many
stakeholders
across
the
district.
We
take
them
all
very,
very
seriously.
B
K
B
Due
to
the
fact
that
you
would
ask
that
question
in
our
overview
hearing
about
I'm,
sorry,
not
the
overview
hearing,
but
the
hearing
on
extended
learning
time,
we
have
that
on
slide,
46
appendix
K
school
start
times,
and
you
can
see
that
urban
Science
Academy
in
West
Roxbury
atom
II,
do
have
a
large
number
of
buses.
As
you
know,
I
can't
speak
to
why
some
are
assigned
to
USA
and
some
are
assigned
to
WRA,
but
the
number
of
buses
varies
from
a.m.
to
p.m.
B
B
Or
hub
locations,
if
you
were
to
take
those
buses
and
swap
them
with
an
inland
tree
school,
it
becomes
extremely
problematic
simply
because
it's
it's
many
of
the
same
bus
driving
the
same
route,
and
if
you
take
that
bus
away,
it's
not
exactly
going
to
be
an
even
match.
So,
for
example,
if
USA
has
26
buses
and
if
they're
an
elementary
school
at,
say
9:30
that
had
26
buses,
it's
it's
never
going
to
work,
unfortunately,
where
it
just
becomes
a
very
easy
swap
without
some
inefficiencies
in
the
system.
B
That
said,
the
other
problem
that
would
be
up
against
is
you
want
to
make
sure
right
now
is
we're
leading
the
transportation
challenge
with
community
input
through
a
rigorous
survey?
That's
been
in
the
hands
of
families.
Now
for
a
couple
weeks
and
staff
members,
we
want
to
make
sure
it
works
or
the
individual
students
and
families
that
it
impacts
at
least
as
much
as
we
possibly
can.
The
only
thing
I
shed
some
light
on.
There
is
when
we
met
with
the
bus
and
Student
Advisory
Council
for
one
of
the
engagement
departments.
B
Neighborhood
conversations
I
forget
what
they
were
called.
Sorry
with.
D
sack
a
few
months
ago,
it
was
actually
pretty
clear
the
majority
of
the
high
school
students
there
don't
want
a
later
time.
They
don't
even
want
an
8:30
time,
let
alone
a
9:30
time.
We
would
have
to
think
through
the
implications
of
athletics,
job
opportunities
after
school
child.
Here,
what
have
you
before?
We
were
able
to
switch
a
720
or
730
high
school
to
the
930
tier.
B
That
said,
it's
still
something
that
we're
exploring
and
it's
something
through
the
sir,
a
data
that
we're
giving
to
all
the
participants
in
the
transportation
challenge
that
we
can
come
up
with
a
reasonable
scenario
there
that
actually
works
better
than
what
we're
seeing
right
now,
because
I
admit
we've
heard
it
for
months
now
that
the
current
start
times
do
not
work
for
many
of
our
families.
I
understand.
K
And
just
as
barbecue
chicken
can
taste
to
the
delicious
to
somebody
and
terrible
to
another,
I
would
argue
that
certain
high
school
students
would
prefer
a
later
start
time.
Others
would
clearly
prefer
in
earlier
start
time,
but
there
is
irrefutable
evidence
from
doctors
from
physicians
from
clinicians.
That
shows
the
benefit
of
a
later
start
time.
We
could
spend
all
afternoon
all
week
talking
about
so
it's
a
little
frustrating
from
my
end
that
we
understand
that
this
isn't
as
simple
as
switching
a
school
a
with
school
B
to
make
this
work.
K
K
I
would
argue
that
at
USA
and
West
Roxbury
Academy
the
fact
that
they
have
32
buses
between
the
two
of
them
when
their
relative,
a
small
high
schools,
I,
think,
there's
probably
shocked
if
there's
500
kids
between
the
two
schools,
it
shows
that
again,
this
isn't
directed
towards
you
guys
necessarily.
We
all
know
this,
but
there's
such
inefficiencies
in
our
system
that
we
have
too
many
buses
on
the
road
that
aren't
servicing
enough
students,
which
then
makes
it
impossible
or
damn
near
impossible.
Excuse
me
darn
near
impossible
to
address
something
like
the
kilmer
situation.
K
I
bet.
This
is
my
seventh
budget,
we're
spending
more
every
year
on
transportation
or
offering
transportation
to
fewer
students.
It
makes
no
sense.
It
was
80
million
dollars
when
I
started
in
2011,
and
that
was
an
obscene
number
and
then
I
cut
to
90
and
now
we're
above
100.
So
it's
frustrating
to
me
because
I
feel,
like
we
keep
having
this
conversation
every
year
and
the
the
tentacles
that
sort
of
come
with
start
time
with
transportation.
Just
have
so
many
other
effects.
K
I
know
for
a
fact
that
some
families,
not
all
many
will
adjust
most,
will
adjust.
Some
families
are
going
to
leave
the
kind
more
school
because
of
the
late
start
time
and
extend
the
day
and
what
that
does,
and
that
is
a
shame,
because
the
kilmer
is
a
great
example
of
a
school
that
we
like
so
many
throughout
the
city.
You
have
incredible:
parental
involvement,
you've
got
a
great
SPC.
You've
got
families
really
motivated
that
are
doing
well,
they're,
helping
the
school
succeed,
and
it's
it's
just
very,
very
troubling
to
me.
K
So
I
would
again
urge
you
in
the
weeks
ahead
and
use
me
as
a
resource
use
our
colleagues
as
a
resource
to
try
some
things.
Different
move,
move
the
Rubik's
cubes
somewhat
as
we're
discussing
transportation
and
start
times,
because
the
ramifications
that
that
has,
as
we
all
know,
is
just
absolutely
innumerable,
and
then
you
got
into
it
a
little
bit
John
with
councillors.
Jackson
and
Baker
explain
how
it
works
with
the
charter
students.
So
we
have
two
witnesses,
I'm
sure
it's
on
a
slide.
What
what
are
we
spending
on
transportation
on
transporting
charter
school
students?
K
B
D
B
Councilor,
if,
if
I
may
disclose
your
previous
point,
I
just
want
to
state
for
the
record
to
that
as
much
as
we're
concerned
about
the
Kilmer's
anxiety
that
they've
mentioned,
there
are
a
number
of
other
schools
that
have
brought
the
same
concerns.
I
just
want
to
state
for
the
record
that
were
constant.
Looking
at
those
schools
as
well.
K
B
Typically
speaking,
counselor
because
the
nature
of
the
charter,
schools
is
citywide,
we
on
average
do
see
the
higher
cost.
That's
that
explains
the
higher
cost
for
the
corner
transportation,
the
door-to-door
transportation
cost
being
a
little
bit
less
per
people.
Charters
to
us
seems
almost
more
like
an
anomaly
yeah
and
could
also
be
due
to
the
fact
that
we
have
specialized
programs
and
VPS
that
are
not
necessarily
centrally
located,
and
that
then
leads
to
higher
costs
for
our
doors
for
many
of
our
door-to-door
students.
Okay,.
K
B
B
K
B
I
think
this
is
probably
best
answered
in
two
responses.
First,
in
terms
of
the
historical
many
of
our
charter,
schools
across
the
system
do
have
the
earlier
times
that,
because
of
extended
learning
time
in
bps
are
now
maybe
a
little
bit
more
sought
after
than
they
were
many
years
ago,
and
that
explains
why
some
of
our
charter
schools
have
7:30
start
times.
In
fact,
many
of
them
do
also.
B
A
major
reason
for
that
is
the
is
the
fact
that
our
charter
schools,
a
by
and
large,
have
much
longer
days
in
our
district
schools,
and
so
we
had
at
the
time
that
charters
were
starting.
We
had
openings
in
the
730
tier
and
in
the
afternoon
we
had
openings
in
the
later
afternoon,
tiers
if
you
can
see
what
I'm
saying
and
because.
F
B
Charter
school
length,
the
day
length
was
so
long
they're
actually
able
to
fill
some
openings
in
the
very
early
part
of
the
day
and
in
the
end
of
the
day,
without
costing
the
district
a
prohibitive
amount
of
money.
That's
more
of
the
historical
piece
around
how
they
got
some
of
the
start
times
they
have
if
charters
Qwest
a
change
to
their
start
time.
What
happens
is
because
they're,
an
individual
le,
a
meaning,
they're
they're,
seen
almost
like
a
district
unto
themselves.
B
As
of
right
now,
the
state
law
reads
that
the
charter
schools
have
more.
They
have
more,
let's
say,
ability
within
the
law
to
change
their
time.
Then
we
have
to
dictate
what
times
they
have.
That's
something
that's
in
the
state
law
right
now,
which
means
that
the
charter
schools
have
the
ability
to
change
their
start
time,
but
they're
encouraged
to
work
with
the
district
to
find
a
cost-effective
solution.
Well,.
K
That's
that's
just
very
frustrating
to
hear
and
also
frustrating
that
mitchell
tester
gets
to
sign
off
on
these
things,
as
opposed
to
the
school
committee
or
the
city
council,
the
superintendent,
but
that's
that's
safe
for
another.
Another
hearing,
I
guess
well
again,
I
appreciate
you
guys
being
here.
I
know
these
are
never
easy.
I
would.
E
K
A
C
Right
now,
it
would
just
be
it's
like
literally
counting
or
doing
plate
when
we
do
plate
weigh
study.
So
we
have
more
information
which
Wayne
the
trash
of
how,
after
the
service
is
done.
So
that's
one
of
the
reasons
why
focusing
on
a
new
enterprise
application,
because
our
current
systems
not
capable
of
doing
it,
so
it's
an
opportunity
for
us,
because
that
is
one
of
the
key
things
so
by
with
with
focusing
on
trying
to
decrease
waste
at
the
school
sites
this
year,
it
was
literally
what
our
team
can
do
within
their
their
means.
C
So
having
this
ability
to
have
this
new
system
in
there
too,
at
a
moment's
notice,
we
can
say
what
was
left
over
what
was
disposed
of
and
to
be
able
to
use
that
data
to
help
us
make
better
decisions
on.
Maybe
that
menu
item
didn't
work
or
maybe
that
menu
combination
didn't
work,
so
we
can
make
it
so
it's
beneficial
to
our
students
and
knowing
that
we're
hearing
them.
So
we
can
make
those
things
right.
C
Well,
we
have
been
doing
it
in
internally,
as
in
working
with
the
team
and
div
and
mark
McDonald,
and
his
team
have
done
a
great
job
and
to
be
able
to
figure
out
some
of
the
information
that
we
have
and
working
backwards
from
it
versus
having
a
system
capable
of
doing
it
in
front
of
you
from
a
manager
to
look
at
and
say,
okay
that
didn't
work.
This
didn't
work
in
giving
that
kind
of
feedback
so
as
of
right
now,
Lord
so.
A
C
70
percent
participation
rate
is
based
off
of
average
daily,
the
average
daily
participation
of
of
we
have
the
team.
That's
out
in
the
field.
That's
ordering
is
that
we
look
at
production
records,
so
they
haven't,
they
have
a
menu
in
front
of
them.
Vale
they'll
see
the
menu
and
they'll
say
my
average
daily
attendance
is
500,
so.
D
C
Order
enough
for,
if
I
know
generally
my
part,
the
patient
is
about
450,
depending
on
the
item
that
I'll
order,
455
472
adjust
for
that
and
then
sometimes
when
with
the
in.
So
it's
touch-and-go,
they're,
magicians
and
they're.
Wonderful
at
it,
because
you
just
don't
know
what
a
child
is
going
to
feel
like
on
that
day,
but
utilizing
that
and
that
70%
is
based
off
of
what
we
offer
for
the
day.
So
we
offer
500
meals
and
only
450
participate,
and
we
know
that's
their
average
daily
participation
on
daily
on
a
daily
basis.
Okay,.
G
You
and
I'll
try
to
chip
through
these
at
a
good
clip.
I
just
want
to
follow
up
just
on
councilor
O'malley's
comments
about
the
later
high
school
start
times.
A
member
of
my
staff
was
president
the
be
sack
town-hall
meeting
and
our
understanding
was
the
presentation
for
a
later
high
school
start
time
wasn't
presented
fully
or
completely,
and
it
wasn't.
G
There
wasn't
a
good
enough
conversation
about
it
and
in
a
few
rooms
that
I've
been
in
when
the
proposals
been
presented
or
discussed,
it's
been
presented
in
the
sense
that
oh
well,
you
know
teens
sleep
so
long
anyway,
so
school
has
to
work
to
when
they
wake
up,
and
that,
of
course
would
be
ideal,
but
that
would
mean
like
10
a.m.
or
11
a.m.
and
we've
received
some
feedback
from
folks.
That
said,
we
just
can't
start
high
school
at
10:00
a.m.
the
requests
on
the
tables
for
an
8:30
a.m.
G
start,
and
we
really
need
to
consider
not
just
the
implications,
of
course,
of
athletics
and
employment
and
all
sorts
of
afterschool
requirements
that
our
kids
have
or
things
that
they
need
to
do.
But
we
do
really
need
to
consider
the
implications
of
a
lack
of
sleep
on
academic
performance
and
overall
physical
and
mental
health,
and
we've
seen
the
research
we've
seen
it
for
decades
and
we
really
need
to
follow
the
national
trend
of
going
to
a
later
high
school
start
time.
So
I
will
continue
to
beat
that
drum.
G
We've
got
to
get
a
pilot
in
place
and
try
this
and
my
counselor
O'malley
said
we
have
schools
very
interested,
both
parents,
kids
and
faculty,
interested
in
participating
in
a
pilot
program
just
for
a
of
a
desired
policy,
because
policy
does
impact
where
we
decide
to
spend
money,
we
need
to
choose
to
spend
less
money
on
transportation
and
then
figure
out
ways
to
make
it
work
and
I'm
certainly
excited
about
the
hackathon
and
hope
that
it
produces
some
real
results
for
us
to
see
some
real
savings.
I'm
curious
John.
B
And
a
couple
notes
in
your
previous
comment
as
well:
I've
talked
to
dr.
Judy
Owens
who's,
the
foremost
expert
in
sleep
studies,
as
it
relates
to
later
high
school
start
time
soon.
I've
had
a
conversation
I'm
aware
of
all
the
research
is
still
something
that
we're
exploring.
Also,
it
is
I
think
worth
noting
that
there
are
several
high
schools
in
the
district
that
do
start
at
8:30
right
now,
so
in
some
respects
we
already
have
a
pilot.
It's
just
a
matter
of.
Can
we
produce
more
schools
that
start
at
that
time?
B
Again
that
time
being
the
critical
time
for
us
in
bps,
we
already
have
the
highest
number
of
schools,
and
that
then
dictates
so
much
of
our
transportation
cost.
So,
on
your
latter
point
about
choosing
to
reduce
cost,
we
will
not
be
able
to
reduce
cost
if
we
move
more
schools
to
8:30
without
offsetting
moves
into
the
7:30
or
9:30
areas,
particularly
9:30
on
your
question
for
the
the
transportation
challenge.
B
The
next
phase
of
that,
which
will
start
next
week
and
run
until
the
beginning
of
July,
is
dedicated
to
high
school
to
all
school
start
times
across
all
the
schools
that
we
serve
so
about
two
and
a
half
weeks
ago
we
released
a
survey
to
all
of
our
families
and
all
of
our
staff
within
schools.
We've
asked
charter,
schools
and
parochial
to
do
the
same.
A
big
part
of
that
survey
was
dedicated
to
start
times,
I
assume
being
a
parent.
You
may
have
received
it
as
well.
B
G
B
Have
to
do
the
same
thing
four
times
over
we're
right
there
with
you.
In
any
event,
we
expect
to
receive-
and
we
actually
had
a
very
good
response
rate
to
that
survey.
Early
on
will
be
releasing
robo
calls
or
other
messages
to
folks
to
remind
those
who
have
not
conducted
the
survey
yet
to
please
do
so
so
that
we
can
then
turn
over
to
our
participants
in
that
second
wave
of
the
challenge.
B
All
the
data
from
that
survey
with
the
idea
of
saying
we
would
love
to
see
what
the
trade-off
is
between
costs
and
accommodating
input,
and
then
we'll
have
some
choices
to
make.
Now
it
could
be
that
there
could
be
a
system
out
there
where
we
accommodate
family
and
staff
input
as
much
as
we
possibly
can.
It
might
come
at
a
very,
very
high
cost,
but
it's
worth
noting
or
we
might
want
to
see
what
the
lowest
potential
cost
is
for
the
district.
B
If
we
allocate
start
times
in
a
way
where
they're
balanced
is
right
now
they're
not,
and
then
we'll
see
again
what
that
trade-off
is
between
that
and
in.
But
we're
very
excited
about
that.
We
have
some
incredibly
smart
and
talented
people
working
on
this
I
mentioned
the
V.
Your
very
beginning
of
this
we
have
some
of
our
academic
institutions
in
Boston
involved
not
only
participating
in
the
challenge
but
participating
in
teaching
this
to
their
students,
which
were
really
really
excited
by.
In
fact,
we
had
a
one
of
our
district
schools.
B
G
We
could
potentially
see
changes.
My
hope
is
that
we
would
see
some
policy
shifts
changes
decisions
made
by
the
side
of
school
that
will
help
efficient
some
efficiencies
for
the
next
four
this
coming
school
year,
but
then
also
some
greater
changes
for
the
following
school
year,
but
I
understand
that
most
of
those
decisions
need
to
made
this
fall,
but.
D
B
Will
not
be
changed
until
September
2018
and
we
want
to
make
sure
that
we
have
a
thoughtful
community
engagement
process
with
that
we
understand,
as
I
do
having
four
kids
in
the
district
start
times
mean
a
lot
and
part
of
why
students,
ysus
families
choose
certain
schools,
so
we'll
be
engaging
with
school
communities
in
the
fall.
Make
sure
that
they're
aware
of
what
the
time
change
might
look
like
if,
in
fact
they
have
one
for
the
following
school
year.
B
G
Right,
well,
my
hope
is
that
we
get
to
what
we
need
to
for
the
fall
so
that
we're
not
because
there's
too
many
things
similar
to
the
tap
program,
that
those
results
were
supposed
to
inform
decisions
for
next
year,
weren't
ready
in
time
and
therefore
sort
of
the
effort
becomes
maybe
not
totally
wasted
but
less
impactful
in
the
following
school
year.
So,
a
few
months
ago,
in
a
meeting
it
was
mentioned
that
we
on
purpose
path,
fill
school
buses.
Is
that
true,
by
design
to
leave
room
for
them,
as
they
run
their
three
routes?
That.
G
B
True
that
many
of
our
buses
are
intentionally
half
full,
so
to
speak
in
terms
of
how
many
students
are
assigned
to
a
bus
and
what
the
capacity
of
that
bus
is
I
would
invite
members
of
the
transportation
team
to
come
down
if
I
misspeak
and
how
I
respond
to
your
question,
because
I
do
want
this
to
be
really
clear.
The
reason
why
that
happens
and
counter-intuitively
it's
because
it
actually
allows
us
to
keep
costs
more
in
check
than
not
before
example.
B
If
a
bus
were
to
go
from
a
7:30
school
to
an
8:30
school,
we
look
at
that
as
a
45-minute
window,
because
we'd
like
to
have
that
bus
or
a
court
to
the
8:30
school
by
8:15.
That
gives
us
45
minutes
to
transport
as
many
students
as
possible
from
one
school
to
the
next.
It's
simply
not
possible
for
us
to
oftentimes
pick
up
more
than
say
40
50,
60
%
of
that
buses
capacity
during
that
timeframe.
B
Part
of
that
is
because
of
the
rise
in
door-to-door
bus
stops
that
we
have
those
of
bus
stops
were
only
picking
up
one
student
instead
of
say,
8,
10
12.
Part
of
that
is
due
the
way
assignments
work
right
now,
where
students
are
living
in
much
more
remote
locations
than
they
used
to
I
should
say
more
like
further,
apart
from
each
other
than
they
used
to,
so
that
our
bus
routes
are
not
able
to
drive
very
compact,
easy
routes
from
a
730
school
in
830
school
and
pick
up
60
students
along
the
way.
B
B
If
you
see
what
I'm
saying
and
then
we'd
be
allowing
ourselves,
maybe
an
hour-long
window
to
pick
up,
students
would
be
able
to
fill
the
buses
more,
but
would
actually
spend
more
money
on
that
scenario,
because
our
buses
then
wouldn't
be
able
to
serve
the
7:30
school
and
that's
more
of
a
driver
of
our
cost
than
the
number
of
students.
So.
G
G
We
every
day
Oh
full
buses.
It's
al.
It's
maddening
to
hear
it
out
loud
and
it's
maddening
to
have
this
conversation,
because
one
of
the
greatest
frustrations
is
the
phone
call
or
the
direct
personal
experience
of
sitting
behind
an
empty
bus
as
it
rumbles
through
the
streets
of
our
neighborhoods
sure.
B
So
the
last
couple
of
things
I'll
say
here
and
then,
if
you'd
allow
and
from
Mike
use
to
weigh
in
as
well,
he
is
a
40-year
veteran
of
the
transportation
department
and
runs
our
bus,
routing
and
fleet
scheduling
every
year.
It's
more
calm,
located
problem
than
you
or
I
will
probably
ever
be
able
to
understand.
Quite
frankly
and
I
mean
that
in
all
due
respect,
but
of
the
other
couple
things
that
I'll
say
in
terms
of
our
capacity,
it
all
comes
been
partly.
It
comes
down
to
Fleet
scheduling.
B
Yes,
we
would
love
to
be
able
to
fill
up
a
half
bus
more
than
half
full,
a
full
bus.
You
see
what
I'm
saying,
but
if
the
half
bus
is
coming
from
one
part
of
the
city,
it's
going
to
go
and
probably
do
a
good
job
of
filling
itself.
There
might
be
a
full
bus
across
the
city
where
we
can't
get
that
half
bus
to
to
pick
up
that
full
bus
to
students,
if
I'm
making
any
sense
and
it's
starting
to
sound
a
little
bit
confusing.
B
Well,
the
whole
thing
is
a
riddle
and
it's
a
puzzle
and
the
other
thing
that
I'll
say
that
I
mentioned
before
during
our
presentation.
Is
that
we're
very
mindful
of
the
fact
that
there
could
be
as
much
as
a
third
of
our
students
who
right
now
are
taking
up
seats
and
buses
and
they're
not
opting
out
of
the
system
and
that's
costing
the
district
potentially
three
to
five
million
dollars
a
year
and.
B
Was
a
part
that
was
that
was
part
of
the
strategy
behind
the
tap
card
program
called
safe
board
that
was
part
of
that
strategy,
not
not
all
of
it
entirely.
We've
had
I
think
12
schools
this
year,
they've
been
using
that,
as
has
been
mentioned
before.
One
of
the
challenges
with
the
tap
card
program
right
now
is
that
we
don't
have
any
credible
data
at
the
school
level
to
compare
it
to
before.
We
can
start
making
some
critical
decisions
around
simply
opting
students
out
of
transportation.
B
The
other
thing
that
I'll
stress
is
that
the
top
card
program
was
and
is,
a
pilot.
It
is
not
a
change
in
policy.
It
is
not
something
that
we
right
away.
One
of
the
sink,
a
huge
investment
into
making
sure
was
across
the
district
in
all
of
our
buses,
and
it
exposed
a
lot
of
very
important
learnings
for
us,
so
it's
actually
been
very
beneficial.
B
One
of
those
learnings
is
that
we
need
to
do
a
good
job
of
tracking
bus
attendance
at
the
school
level
or
on
the
bus
at
the
bus
driver
level
to
make
sure
that
we
can
actually
compare
tap
card
data
to
something
else.
We
also
learned
that
there
are
some
structural
issues
related
to
the
tap
card
placement
and
the
buses
themselves
that
we
need
to
work
through
if
we
choose
to
expand
the
tap
card
program
across
the
district,
but
it
was
useful.
B
G
It
was
a
year
ago
and
I'm
sorry
Mike.
We
will
get
to
it.
Was
a
year
ago
at
this
hearing
that
we
talked
about
the
tap
card
program,
which
I
opposed
I
thought
that
it
was.
It
wasn't
a
wise
investment
but
had
looked
forward
to
since
we
chose
to
make
that
investment
that
we
looked
forward
to
the
results
at
the
end
of
last
calendar
year
to
inform
decisions
for
this
upcoming
school
year,
none
of
which
have
happened,
but
I'm
still
curious
and
awaiting
the
results
of
that
tap
card
pilot
program.
G
We
haven't
seen
the
results.
We
don't
understand,
I,
don't
understand
what
the
results
mean
or
what
implications
they
could
have
had
or
should
have
to
know
and
understand
that
we're
just
extent
of
continuing
to
extend
an
activity
that
hasn't
been
sort
of
shared
I
think
is.
It
is
a
problem
for
me.
Yeah.
E
And
I'll
say
we
did
sit
here
last
year
at
this
time
and
talk
about
this
investment.
It
has
not
yielded
the
degree
of
insight.
We
hoped
it
would,
but
the
good
news
is
that
we
also
invested
much
less.
We
were
able
to
pull
back
the
initial
investment
and
then,
when
early
results
were
not
quite
as
satisfying
as
we
hope
they
would
be.
We
pulled
back
even
further,
so
while
we
would
have
rather
invested
money
and
had
the
insights
at
least
when
it
wasn't
yielding
results,
we
have
spent
a
fraction
of
the
money
that
we
thought.
G
The
initial
investment
last
year,
if
I,
remember
I,
could
check
my
notes
here,
but
it's
about
a
million
dollars
and
I
think
then
it
went
down
to
maybe
$600,000
the
sort
of
interesting
fact
to
sort
of
loop.
This
all
together
as
counsel
Renault,
mal,
O'malley
and
I,
have
advocated
for
later
high
school
start
times
the
investment
needed
to
pilot.
It
was
eight
hundred
thousand
dollars
sort
of
right
down
the
middle,
and
it
just
goes
when
those
numbers
sort
of
add
up
to
one
another.
Yeah.
G
B
In
all
the
respected
push
back
a
little
bit
on
that
because,
as
I
mentioned
before,
you
know,
while
the
early
results,
maybe
aren't
fully
satisfactory,
I
actually
think
that
there
was
a
lot
satisfactory
in
the
early
results,
because
it
taught
us
a
lot
about
our
system.
It
taught
us
a
lot
about
whether
or
not
if
we
choose
to
roll
this
out
across
the
district,
how
we
can
do
it
in
a
much
smarter
way
than
what
we
had
done
before.
B
It
also
allowed
us
to
experiment
with
different
texting
apps
to
make
sure
that
we
have
a
more
sophisticated
approach
to
the
system
so
that
we
realized
over
the
courses.
Here
we
had
two
different
apps
and
we
found
that
one
I
think
worked
better
than
the
other.
We
actually
had
some
good
parent
feedback
from
families
who
have
been
using
it.
We
had
some
good
feedback
from
schools
who
had
been
using
it.
B
In
fact,
one
anecdote
I'll
share
is
there
was
a
school
that
had
a
fire
drill
and
there
was
a
student
that
was
missing
from
the
report
outside
the
building
after
the
fire
drill
and
they're
worried
about
that
student.
One
of
the
staff
members
quickly
thought
you
know
what
let's
check
the
tap
card
data
to
see
if
he
actually
was
on
the
bus
today,
because
he
always
rides
the
bus.
B
If
it
wasn't
on
the
bus,
he
probably
wasn't
in
school,
and
that
was
actually
something
that
they
were
able
to
look
at
to
determine
that
that
student
wasn't
actually
in
school
today
and
they
corroborated
that
by
reaching
out
to
the
family.
I'm.
Just
saying
that,
because
we
have
had
some
good
anecdotal
feedback
from
the
program,
it
could
be
something
that
a
year
or
two
down
the
road
we
do
have
across
the
district.
B
G
I'd
say
they're
just
a
better
or
a
different
story
for
checking
whether
a
kid
was
in
school
is
to
refer
to
the
Aspen
system.
Every
homeroom
teacher
checks
off
a
kid
very
early
in
the
morning
whether
they're
president's
present
in
school
and
a
teacher
could
simply
log
on
to
ask
them
to
check
whether
a
student's
been
marked
present.
That's
how
I
used
to
check
if
kids
would
cut
my
class
third
fourth
fifth
sixth
period.
I
know.
G
E
I
was
just
going
to
clarify
the
numbers
I'm
doing
this
from
memory,
but
I
think
we
had
originally
proposed
six
hundred
six
hundred
thousand
dollars.
We
lowered
that
amount
to
three
hundred,
and
then
we
ended
up
spending
a
fraction
of
the
three
hundred,
so
it
was
did
not
end
up
being
at
the
scale
that
we
originally
and.
L
So
last
classes-
and
the
first
thing
I
wanted
to
say,
was
that
we
absolutely
do
not
leave
seats
possible
further
growth.
We
fill
the
bus
to
the
possible
capacity
we
can
at
the
time
when
we
get
the
student
assignment,
which
is
done
has
said,
are
constantly
changing
and
constantly
moving
part
of
the
reason
in
terms
of
not
putting
a
path
bus.
The
simple
part
is,
if
you
drive
a
full
bus
out
to
Brighton
High
School,
and
you
only
have
20
kids
coming
from
Brighton
back
to
the
Murphy.
G
Just
to
just
to
beleaguer
the
point
that
we
should
be
looking
to
make
sure
that
we
aren't
driving
two
buses
back
and
forth
from
Dorchester
the
bright
and
the
kids
should
be
going
to
school
and
should
have
access
to
schools
close
to
close
to
home.
So
it's
20
kids
of
Brighton,
unless
there's
a
significant
need
and
the
special
need
that
that
kid
needs
to
access
a
school
in
a
different
community
should
be
going
to
school,
close
to
home.
That's
I!
Guess
at
the
policy
at
the
policy.
G
L
Length
of
school
day
on
schools
is
not
uniform,
so
in
order
to
travel
from
one
school
to
another
in
the
morning,
the
amount
of
time
available
is
not
the
same
as
it
is
coming
home
in
the
afternoon.
So
we
have
to
tailor
the
routes
to
fit
the
amount
of
time
available
and
we
have
a
significant
number
of
children
who
do
alternative
transportation.
They
go
to
the
YMCA.
They
go
to
grandmother's
house
whatever
it
is
so
they're
simply
not
going
to
the
same
places.
So
the
routes
just
don't
simply
mirror.
Okay,.
B
G
G
B
L
G
L
There
were
a
number
of
different
ways
to
do
it
probably,
but
in
this
particular
instance
as
isn't
a
lot
of
because
the
monitors
are
very
often
somebody
who
is
also
a
school
staffer.
So
they
run
that
one
trip
into
the
school
and
they
might
fund
another
trip
out
of
that
school.
But,
yes,
we
would
actually
have
or
you
may
those.
G
B
G
B
B
It's
certainly
something
that
we,
you
know
we
try
to
be
as
responsive
to
as
possible,
and
so
when
they
do
arise,
we
react
in
unison,
across
departments
oftentimes
involving
BPD
or
school
police,
in
addition
to,
in
rare
cases,
emergency
medical
services,
if
that's
needed,
that
does
it
does
come
up.
We
just
don't
have
the
number
handy.
G
Right
I
suppose
through
the
chair,
if
I
could
request
the
number
of
school
bus
incidences
and
then
I'm
sure
that
there
is
a
way
that
we
rank
them
by
seriousness
if
it's
yokas
ems
involved,
VPP
involved
versa
as
a
parent
complaint,
if
at
the
bullying
incident,
if
it's,
if
there
was
sort
of
any
injury,
I
have
in
my
notes
from
last
year
that
there
were
five
thousand
incidences,
but
I
don't
have
it
documented
sort
of
by
type?
If
that's
simply
a
range
of
issues,
we.
G
G
L
L
G
G
L
B
One
bus
drivers
might
be
thirty
four
and
when
we
add
field
trips
to
individual
drivers,
those
now
are
hours
above
what
we're
contractually
obligated
to
pay
them
so
when
we
then
have
to
pay
them
more.
This
is
just
a
manner
in
which
we
can
try
to
work
with
the
schools
to
help
offset
some
of
that
cost
because,
as
you
can
see,
we're
here
reporting
transportation
costs
increasing.
This
is
an
area
where
we're
trying
to
work
with
the
schools
to
make
sure
it
hits
the
appropriate
budgets
so
to
speak.
My.
G
No-Bake
sense,
thank
you
and
then
it's
taken
me
all
this
time
to
get
to
it,
but
the
bps
in
general
has
done
an
incredible
amount
of
work.
Improving
I
think
the
services
that
we're
providing
kids
that
are
experiencing
homelessness
without
a
doubt
I
will
continue
to
applaud
that
works.
I
think
it's
great
a
year
ago,
or
year,
a
little
bit
more
than
a
year
ago.
It
took
us
between
seven
and
ten
days
to
reassign
a
student
for
their
transportation
if
they
were
experiencing
homelessness.
G
I
I
know
that
we
now
have
a
dedicated
person,
Kristen
Reardon,
that
that's
doing
that
work
and
we
reach
out
to
her
pretty
regularly.
Could
you
just
tell
me
if
that
number
has
gone
down
I'm
asking
a
question.
I
do
know
the
answer
to
an
opportunity
to
puff
up
your
feathers,
because
you've
done
Kristen's
done
some
great
work
in
this
space
founded
I.
B
Know
what
is
it's
something
that
we're
continually
looking
at
I?
Think
counselor
Baker
had
asked
the
question
before,
but
what
happens
if
the
student
is
opted
out
of
transportation
in
ops
back
and
it's
that
exact
same
issue.
You
know
we're
trying
to
make
sure
that
we're
reducing
that
lag
time
as
much
as
possible
when
someone
first
enters.
This
then
gets
on
a
bus,
whether
they're,
homeless
or
what-have-you.
We're
always
trying
to
fine
tune
that
as
much
as
possible
in.
G
G
B
Part
of
that
comes
with
a
change
in
legislation
and
the
fact
that
we're
we're
now
obligated
to
provide
transportation
for
those
students
which,
of
course,
we're
proud
to
do
over
the
course
of
an
entire
school
year
and
sometimes
beyond,
rather
than
just
within
a
finite
period
of
time
until
they
get
permanent
housing
somewhere
else.
That
explains
much
of
the
increase
there.
I
can't
get
too
much
into
the
particulars
beyond
that.
Like
I,
don't
know
if
you're
aware
of
anything
more
I
mean.
G
And
I
also
want
to
applaud
your
efforts
in
partnering
without
a
school
district,
to
drive
down
the
cost
of
both
transporting
kids,
but
then
also,
you
know,
I'm
hopeful
that
the
work
continues
and
driving
down
the
cost
of
us
covering
educating
that
child
as
well
as
that,
you
know
so.
Many
kids
that
are
just
living
outside
the
district
and
then
educated
being
educated,
a
different
district
than
we're
picking
up
the
full
rate.
I
think
that
we
need
to
you
know
continue
to
work
with
other
cities
and
towns
in
the
state
and
other
state
agencies.