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From YouTube: Committee on Ways & Means FY23Budget: BPS- Schools
Description
Dockets #0480 - 0486 - Fiscal Year 2023 Budget: Boston Public Schools - Schools
This hearing will cover topics including weighted student funding, enrollment projections, schools with declining budgets, opportunity index, and transformation schools
Held on April 28, 2022
A
For
the
record,
my
name
is
tanya
fernandez
anderson,
the
district
7
city
councilor.
I
am
the
chair
of
boston
city
council
committee
on
ways
and
means
this
hearing
is
being
recorded.
It
is
being
live,
streamed
at
boston,
dot,
gov,
forward,
slash
city
dash,
council
dash
tv
and
broadcast
on
xfinity
8,
rcn,
channel
82
and
files
channel
964..
A
A
A
Our
schedule,
hearings,
dedicated
to
public
testimonies
are
or
one
of
them
wore
april
26th
at
6,
00
pm
and
the
next
one
at
june
7
june,
2nd
rather
at
6
pm.
You
can
give
testimony
in
person
here
in
the
chamber
or
virtually
via
zoom
for
in-person
testimony.
Please
come
to
the
chamber
and
sign
up
on
the
sheet
near
the
entrance
for
virtual
testimony.
You
can
give
up.
You
can
sign
up
using
our
online
form
on
our
council
budget
review
website
or
by
emailing
the
committee
at
ccc.gov
boston.gov,
when
you
are
called
to
testify.
A
A
Boston.Gov
submit
a
two-minute
video
of
your
testimony
through
the
form
on
the
website
for
more
information
on
the
city
council
budget
process
and
how
to
testify.
Please
visit
the
city
council's
budget
website
at
boston.gov
for
slash
budget
dash.
I'm
sorry
for
slash
council
dash
budget,
that's
boston,
dot,
gov,
forward,
slash
council
dash
budget.
A
A
Our
panelists
for
today's
hearings
are
nathan,
cooter,
boston,
public
schools,
chief
financial
officer,
david
bloom,
bps,
deputy
chief
financial
officer,
dr
anna
tavarsch,
bps
elementary
superintendent,
dr
linda
mcintyre,
bps
secondary
superintendent,
megan
costello
bps
senior
advisor.
I
am
joined
today
by
my
colleagues,
counselor
murphy
at
large
counselor
president
councillor
ed
flynn,
counselor
ruthie
louisian
counselor,
julia
mejia.
A
A
I
will
allow
you
each
five
to
seven
minutes
and
then
you'll
hear
the
timer
go
off
for
first
round,
then
we'll
go
to
public
testimony
again,
if
you're
here
and
you
like
to
testify-
please
sign
up
on
the
sheet
close
to
the
entrance
or
sign
up
virtually
so
that
we
can
have
your
names
and
then
turn
over
to
a
second
round
of
questioning
and
if
we
have
time
and
on
to
a
third,
in
that
same
pattern,
welcome
and
good
morning,
everyone
to
the
administration.
You
now
have
the
floor
for
presentation.
B
Thank
you
very
much
and
good
morning.
Everyone
I'm
happy
to
be
here
and
have
the
opportunity
to
present
the
fy23
budget
for
the
boston
public
schools.
As
councilor
fernandez
anderson
mentioned,
my
name
is
nate
cooter,
I'm
the
chief
financial
officer
for
the
district.
Today's
budget
presentation
is
on
school
budgets,
which
will
include
a
discussion
of
both
the
big
picture.
B
The
new
investments
we're
making
to
implement
a
quality
guarantee
at
every
school,
a
look
at
the
broader
challenges
facing
our
district
and
impacting
individual
schools,
and
also
an
opportunity
for
us
to
share
with
the
community
exactly
how
school
budgets
are
built,
how
we
allocate
funds
and
how
we
differentiate
funding
based
on
student
need
bps
has
a
progressive,
student-centered
funding
system.
That
is
a
model
for
districts
throughout
the
country.
B
I
hadn't
turned
it
on
yet
sorry.
We
wanted
to
start
again
with
the
statement
from
the
opportunity
achievement
gap
focused
on
making
sure
that
we
provide
high
quality
opportunities
for
all
students
in
every
school.
This
is,
of
course,
an
opportunity
that
is
presented
to
us
because
of
a
three-year
100
million
dollar
commitment
from
the
city
of
boston,
from
this
council
and
from
our
mayor.
B
That's
the
result
of
both
an
increased
investment
in
our
students,
real
opportunities
and
new
services
and
the
result
of
declining
student
enrollment,
a
topic
that
is
appropriate
for
today,
as
we
discuss
individual
schools.
But
we
wanted
to
frame
this
and
show
that
it
is
a
31
increase
in
per
pupil
spending
and
showing
a
continued
investment
in
the
period
of
declining
enrollment
many
other
districts
throughout
the
commonwealth
and
throughout
the
nation.
B
As
I
mentioned,
this
is
we've
been
going
through
a
period
of
continued
enrollment
decline
on
the
next
slide.
We
show
total
enrollment
decline
throughout
the
district
over
the
last
seven
years.
Over
the
last
five
years.
Excuse
me,
we've
had
a
rough
decline
of
about
7
100
students.
That
trend
began
before
the
pandemic,
but
it
has
certainly
accelerated
in
the
last
two
years
of
the
pandemic,
where
we've
lost
nearly
2
000
students
per
year.
B
I
want
to
note-
and
I'm
going
to
say
this
multiple
times
probably
throughout
the
morning,
but
what
we
see
is
fewer
students
enrolling
in
the
district,
rather
than
an
increase
in
the
number
of
students
who
are
leaving
the
boston
public
schools.
So
what
we're
seeing
is
particularly
pronounced
in
the
elementary
grades,
which
is
highlighted
on
the
next
slide.
B
What
you
see
is
the
decline
in
enrollment
has
been
in
the
early
grades,
k2
k1
k2
through
5,
and
indicates
that
we
are
anticipating
multiple
years
of
continued
enrollment
decline
as
those
cohorts
move
throughout
the
system.
We
have
not
seen
an
increase
in
students
exiting
the
system.
We
have
not
seen
an
increase
in
families
choosing
other
options.
Rather,
we
are
seeing
broader
demographic
trends.
B
I
mentioned
before
that
we
have
a
progressive
funding
system
that
is,
student
centered.
We
refer
to
it
as
weighted
student
funding
or
wsf.
The
fundamentals
of
our
system
means
that
the
number
of
students
at
a
school
multiplied
by
the
weight
or
the
amount
of
money
per
pupil
for
that
student
characteristic
equals
the
school
budget.
This
is
meant
to
be
a
transparent
and
predictable
funding
system
so
that
every
school,
every
student,
every
parent
understands
how
the
basic
allocation
for
a
school
is
built.
B
We
also
fund
based
on
students
with
disabilities.
So
if
a
student
is
in
a
special
education
program
and
needs
additional
supports,
they
receive
additional
funding.
English
learners,
students
at
high
risk,
which
is
an
academic
measure,
opportunity,
index
funding
which
is
based
on
some
neighborhood-based
characteristics,
as
well
as
individual
student
characteristics
and
then
economic
disadvantage.
We
fund
students
more
if
they
are
experiencing
homelessness
or
poverty,
and
the
final
categories
are
programmatic,
supports.
We
allocate
additional
funding
to
students
in
inclusion,
settings
or
vocational
settings.
B
B
The
weighted
student
funding
allocation
is
one
portion
of
the
funding
that
goes
to
individual
schools.
This
is
the
enrollment-based
funding
and
is
one
that
has
been
the
subject
of
a
lot
of
concern
and
focus
over
the
last
few
years,
but
we
continue
to
fund
schools
outside
of
weighted
student
funding
in
a
number
of
categories,
the
first
our
foundation
for
quality
or
quality
guarantee.
We
have
really
increased
the
number
of
positions
and
the
funding
going
to
individual
schools
to
guarantee
a
baseline
access
to
opportunities
and
services.
B
B
They
also
receive
programmatic
supports
if
they're
specific,
targeted,
special
education
program
needs
special
education,
coordinators
and
program
strand
specialists
at
schools.
Those
are
allocated
outside
of
our
weighted
student
funding
model
and
then
there's
also
support
given
for
schools
through
our
entitlement
funding.
So
schools
will
receive
title
1
allocations
based
on
the
number
of
students
experiencing
poverty
in
their
school,
and
some
schools
receive
idea,
which
is
federal
funding
for
special
education
students
they'll
receive
that
allocation
based
on
their
overall
special
education
portfolio
and
then.
Finally,
this
is
a
topic
for
this.
B
The
next
slide
I
wanted
to
show
showing
the
cycle
on
the
last
hearing,
which
shows
the
the
cycle
that
happens
with
an
enrollment-based
funding
system
and
something
that
our
schools
have
experienced
over
the
last
few
years,
which
is
because
of
enrollment
decline.
Schools
will
see
an
enrollment
decrease,
which
then
leads
to
a
reduction
in
staffing
and
programs,
and
then
because
there's
reduced
staff
and
programs,
there
are
fewer
students
who
are
picking
the
school
right.
B
If
you
have
to
cut
your
band
program
or
you
have
to
cut
a
teacher
that
everyone
likes
then
you're
going
to
see
fewer
students
enroll
and
the
cycle
continues.
What
we
have
done
over
the
last
few
years
to
break
this
cycle
is
two
major
steps.
The
first
is
during
the
pandemic,
we've
done
more
to
hold
schools
harmless
from
enrollment
to
clients.
B
This
has
been
an
increase
in
what
we
sometimes
refer
to
as
soft
landings,
and
so
we
have
had
less
schools
adjust
their
budgets
because
of
enrollment
declines
than
at
any
other
point
underweighted
student
funding.
This
also
creates
a
potential
challenge,
as
we
start
to
adjust
our
capacity
over
future
years.
B
The
second
thing
we
have
done,
which
I'm
I'll
repeat
multiple
times,
because
I
think
it's
important
and
exciting
thing
that
we're
doing
is
this
quality
guarantee.
We've
increased
funding
for
specific
positions
outside
of
weighted
student
funding
that
is
increasing
the
overall
staffing
portfolio
and
guaranteeing
certain
services
at
every
school,
regardless
of
size
or
regardless
of
how
their
enrollment
has
changed
over
the
last
few
years.
B
I
mentioned
the
growth
in
soft
landings.
It's
a
critical
thing
for
us
to
think
about.
It
has
gone
from
seven
million
dollars
in
fiscal
year,
21
to
54
million
dollars
in
fy
23.,
so
this
has
been
a
significant
investment
in
stabilizing
the
student
experience.
We
think
this
is
critical
for
two
reasons.
First,
students
are
experiencing
enough
instability
coming
out
of
this
pandemic.
B
B
The
second
thing:
when
we
analyze
the
data
on
enrollment,
we
notice
that
students,
the
schools
serving
students
who
are
disproportionately
black
and
latinx
and
disproportionately
special
education,
tended
to
have
the
highest
enrollment
declines
in
the
district,
which
means
that
we
think
this
is
one
way
to
be
anti-racist
and
to
be
progressive
in
our
funding
of
schools
is
to
stabilize
this.
While
we
as
a
district
and
city
have
that
difficult
conversation,
they've
referred
to
about
our
total
portfolio
and
the
number
of
schools
we
need
to
operate.
B
This
is
about
making
sure
that
there
is
interesting
and
rigorous
coursework
for
all
students,
regardless
of
school
grade
or
program.
The
second
is
an
expanding
enrichment,
access
to
arts
sports
student
government.
All
of
those
things
that
round
out
the
school
experience
beyond
the
classroom,
we
will
have
a
separate
hearing
to
talk
about
the
enrichment
efforts
and
the
team
is
excited
to
share
with
you.
Some
of
the
the
new
programs
that
we're
launching
facilities
is
another
part
of
our
quality
guarantee.
This,
of
course,
isn't
just
about
our
operating
budget.
B
The
following
slides
show
two
things
for
each
slide:
the
left
columns
is
meant
to
show
what
we
already
guarantee
as
part
of
our
funding
system.
So
these
are
some
of
the
things
that
we
have
built
over
the
last
few
years
or
even
decade,
making
sure
that
we
have
at
every
school.
The
weighted
student
foundation,
for
example,
includes
the
principal
and
secretary:
that's
not
enrollment,
based
every
school
needs
that
to
operate,
but
we've
also
guaranteed
other
things,
as
we've
grown.
B
The
column
on
the
right
shows
the
fy
23
investment,
since
that
this
is
what's
going
to
change
for
students
and
families.
Our
goal
with
this
was
so
that
you,
when
you're
talking
to
your
constituents
or
family,
says
to
you
what
is
going
to
be
different
for
my
student
next
year.
It's
that
right
column,
it's
those
investments
that
are
changing,
what
we're
doing
in
schools,
so
under
academics.
B
The
big
push
this
year
is
around
access
to
mass
core
in
the
ninth
grade
that
the
incoming
ninth
grade
cohort
will
will
now
have
math
corps
at
all
of
our
high
schools.
This
is
also
supported
by
an
investment
in
ninth
grade
counseling,
to
ensure
that
students
are
on
track
to
graduate
in
accessing
the
rigorous
coursework
that
we're
adding.
B
It
includes
bilingual
supports
and
native
language
programming
that
fair
asura
shared
with
you
on
tuesday,
really
thinking
about
multicultural,
multilingual
learning
and
then
what
we're
also
continuing
to
invest
in,
of
course,
is
in
new
programming
and
supports
for
special
education.
This
includes
professional
development
to
change
the
way
we
approach
instruction
and
also
innovative
programs
and
more
inclusive
environments.
B
Our
enrichment
quality
guarantee
includes
access
to
summer
school
athletics,
we're
investing
1.4
million
more
in
athletics
and
expansion
of
a
standard,
high
quality
arts
equipment
and
anthony
beatrice
will
be
here
at
our
enrichment
to
talk
about
the
the
new
expansion
of
arts
in
all
of
our
schools
and
then
we're
continuing
to
offer.
As
councilor
warrell
asked
us
on
tuesday,
we
are
continuing
to
make
sure
that
all
students
who
want
access
to
some
summer
programming
through
bps
has
a
program
that
they
can
enroll
in
our
facilities.
B
B
B
In
the
next
year.
We
will
be
expanding
access
to
school
psychologists,
ensuring
one
school
psychologist
for
every
500
students
and
then
continued
investment
in
our
social
workers,
for
professional
development
and
oversight
to
ensure
that
those
new
investments
are
are
doing
the
transformative
work
they
need
to
do
in
school
environments,
school
culture
and
then
individual
student
supports
the
last
slide.
Just
shows
our
upcoming
hearings
and
the
topics
for
each
of
those
hearings,
and
at
this
point
I'll
turn
it
back
over
to
the
chairwoman
for
your
questions.
D
If
you
could
speak
more
about
how
long
you
failed,
these
soft
landings
will
last
and
I
mean
just
looking
at
the
printout
and
2390
projected
students
for
less
enrollment
for
september.
When
was
when
first
I'd
like
to
know
when
were
those
projected
enrollment
numbers
set,
because
we
know
we've
lost
more
families
since
then,
do
you
know
when
those
numbers
were
put
into
this.
B
Right
yeah,
so
the
annual
enrollment
numbers
that
you
see
in
the
chart
are
actual
enrollments
our.
We
are
also
projecting
additional
decline
for
next
year,
the
enrollment
input.
We
pull
a
snapshot
in
october,
just
due
to
the
timing
of
our
budget
process
that
the
latest
we
can
pull
actual
enrollments
and
continue
to
monitor
it.
So
we
do
anticipate
future
declines,
we're
not
building
it
based
on
right.
B
D
Months
ago,
okay,
I
know
I
made
the
comment
the
other
day
so
and,
as
you
know,
a
classroom
teacher-
and
we
often
every
time
january-
was
the
meeting
you'd
sit
down
with
the
school
counsel
and
the
principal
to
look
through
the
budget,
and
there
were
hard
decisions.
You
know
there's
going
to
be
a
decline
in
fourth
grade.
We
don't
need
three
fifth
grade
teachers
and
those
conversations
happen,
but
so
why
are
we
not
like
when
there's
402
students
in
brighton
high
we're
still
trying
to
fully
fund
the
school
to
keep
it
open?
B
Yeah
great
opportunity
for
us
to
clarify
what
we
soft
landed
versus,
what
we
didn't
this
year.
We
did
if,
if
a
school
had
four
fourth
grade
classrooms,
but
they
only
had
enrollment
to
support
three,
we
did
work
with
them
to
close
that
capacity
and
reduce
that
staffing.
So
we
did
see
core
staff
decreases
across
the
board
and
in
particular,
we
saw
a
decrease
because
of
the
closed
schools,
the
two
closed
middle
schools
and
then
the
jackson
man.
What
we're
soft
landing
here
are
non-classroom
support
staff
and
so
oftentimes
in
weighted
student
funding.
B
So
those
are
the
things
we've
soft
landed
in
terms
of
how
long
we
think
those
soft
landings
will
last.
I
do
think
we
will
have
a
multi-year
when
we
instituted
weighted
student
funding.
We
did
a
three-year
phase
in
of
soft
landings
and
decreased
that,
but
we're
also
launching
reimagined
school
funding
project
that
we're
hoping
to
engage
city-wide
on
to
discuss.
How
do
we
address
the
declining
enrollment?
How
do
we
address
the
quality
guarantee
in
the
context
of
these
soft
landings.
D
B
B
That
is
often
hard
to
calculate
due
to
classroom
utilization
and
assumptions
you
need
to
make
around
the
size
we
do
have
for
k-8
schools
in
particular.
What
we
call
configuration
maps
that
look
classroom
by
classroom
and
estimate
how
full
they
are
that
is
used
as
part
of
the
planning
process
with
individual
schools,
so
that
you
can
see
when
you
have
a
half
full
classroom
and
then
estimate
its
impact
on
that
school.
E
Thank
you,
madam
chair.
Thank
you
to
the
panelists
for
being
here.
I
had
a
couple
questions.
I
know
you
expanding
funding
for
wi-fi
accessibility
for
low-income
students.
How
are
you
doing
that?
Are
you
doing
that
through
assistance
at
their
house
for
wi-fi
expansion
or
what's
what's
the
process
like.
B
Yeah
there
are
a
couple
different
programs
that
we've
had
and
really
kudos
to
our
office
of
instructional
and
information
technology
for
the
incredible
the
work
they
did
in
the
pandemic
to
roll
out
chromebooks
and
wi-fi
across
the
district.
The
first
is
through
the
internet
essentials
program.
We've
set
up
a
team
to
help
support
families
enroll
in
internet
essentials,
which
is
a
low
cost,
broadband
or
high
speed
internet
access
in
homes.
We
also
have
identified
weight
vouchers
for
the
cost
of
that.
B
It's
it's
ten
dollars
a
month,
but
for
families
that
can't
afford
it
they
can
get
a
voucher
to
cover
the
cost
and
then
in
some
cases
we
have
families
who
couldn't
get
access
for
whatever
reason
and
needed
hot
spots,
and
so
we
worked
to,
and
the
city
team
was
incredibly
helpful
in
this
as
well.
We
got
those
mobile
hot
spots
and
we
would
deliver
them
to
families
who
needed
them
throughout
the
pandemic.
I
think
that
was
a
great
way
to
ensure
that
students
had
access
to
the
internet.
I.
E
If
one
student
is
on
the
internet
and
then
the
the
sibling
wants
to
get
on,
one
of
them
almost
gets
kicked
off
because
of
the
lack
of
internet
accessibility.
So
who?
Who
would
I
call
at
bps
so
that
someone
could
give
me
some
type
of
assistance
so
that
second
child
is
able
to
get
equal
access
to
the
internet
instead
of
you
know,
trying
to
figure
out
the
whole
system?
All
I
need
is
a
person
that
I
can
call
and,
and
that
person
will
will
help
that
family
get
instant
access
is
that
is
that
right.
F
Yes,
counselor,
you
can
always
call
you
know
igr
and
we
can
make
sure
connect.
Folks
are
connected
to
the
right
place.
I
will
say
that
individual
schools
can
certainly
help
students
if
they
need
access
to
the
internet
or,
if
they're,
having
any
problems
with
the
internet.
The
schools
can
work
with
the
family
and
also
then
work
centrally
with
our
office
of
technology
to
get
the
supports
needed.
E
G
Thank
you
counselor,
so
the
per
pupil
increase
went
into
two
things.
First,
would
be
increased
services
like
you
said
so,
more
social
workers,
more
family
liaisons
and
things
like
that
that
are
serving
different
populations
of
students
depending
upon
the
resource.
The
second
thing
that
happened
is
with
declining
enrollment.
E
Okay,
we
have
a,
we
have
a
nurse
in
every
school.
We
have
a
custodian,
the
custodians
play,
an
exceptional
role
in
the
schools,
as
we
all
know,
the
real
unsung
heroes
in
the
bps
system
as
far
as
I'm
concerned,
so
we
have
a
nurse
in
every
school,
a
custodian
in
every
school.
How
close
are
we?
How
close
are
we
to
getting
a
social
worker
in
every
school.
E
B
Yeah,
the
the
so
this
the
soft
landing
term
started
from
the
idea
of
an
enrollment
decline
led
to
a
budget
cut,
so
decrease,
and
so,
rather
than
having
the
full
drop,
we
would
soften
that
that
decrease,
that's
where
the
term
came
from,
but
it's
basically,
if
you
have
a
certain
percent
change
in
your
budget,
that
we
don't
make
you
take
the
full
cut.
We
would
supplement
part.
So
it
refers
to
supplemental
funding
outside
of
weighted
student
funding
to
cover
and
help
the
school
transition
to
a
different
capacity.
Okay,
thank
you.
Madam.
H
Thank
you,
madam
chair,
and
thank
you
to
the
administration
for
bts
for
being
here.
I
have
a
question
about.
I
think
it's
page
14
slide
just
14
and
15,
where
it
says
the
total
weighted
student
formula,
fy
23
allocation,
says
519,
but
then
on
the
next
page
it
says
5
13
just
want
to
know
which
number
is
the
number
for
the
upcoming
fiscal
year.
I
think
it's
5
19,
but
or
if
there's
a
difference
in
the
numbers.
H
But
you
can
get
back
to
me
on
that
on
that
question.
If
you
look
at
page
14
and
15,
there's
a
discrepancy
in
how
it's
listed.
The
second
question
I
have
is
also
on
on
this
chart
and
some
more
important
questions.
So
we
look
at
the
per
pupil
allocation
increase
for
english
language
learners,
who
are
about
30
of
the,
if
not
more,
30
percent,
more
than
that
right
in
recent
years,
30
more
than
30
percent
of
the
bps
population.
H
B
For
the
grade
level
weights,
it's
true
that
they
they
get
all
of
those
weights,
so
the
english
learners,
it's
they
get
a
large
portion
of
the
grade
that
so
that
49
000
in
the
first
line,
30
of
that
funding
is
going
to
english
learners,
and
so
the
additive
amount
of
money
that
you
see
for
the
english
learners
in
this
case
has
to
do
with
the
cost
of
providing
services
in
an
sei
setting
and
which
has
a
lower
class
size.
So
we
supplement
schools,
so
they
can
have
the
lower
class
size
for
english
learners.
H
B
Yes,
so
for
every
english
learner
they'll
receive
if,
if
you're
a
third
grade
student
who's
eld
level,
one
which
is
the
english
learning
development
level,
they're
they're
new
sort
of
english
speakers
they're,
they
will
receive
that
third
grade
weight
and
then,
in
addition,
they'll
receive
the
1198
that
comes
from
the
english
eld
level
weight,
and
so
their
total
funding
will
be
the
additive
amount
if
they
happen
to
fit
into
another
category.
They'll
get
that
money
as
well.
H
G
To
stick
on
that
third
great
example:
a
third
grade
student
who
qualifies
for
no
other
weights,
brings
their
school
about
six
thousand
dollars.
Rounding
slightly
a
student
who's,
an
english
language
learner
brings
their
school
a
little
more
than
seven
thousand
dollars
per
pupil
because
they
get
that
their
grade
weight,
and
then
they
also
get
the
english
learner
weight,
which,
in
k
to
five,
is
another
eleven
hundred
dollars.
G
H
That's
what
I'm
saying
that's
what
I'm
saying
is
the
issue.
I'm
saying
that
the
issue
is
that
that
is
not
in
line
with
the
percentage
of
ell
learners
who
are
actually
part
of
bps
right.
So
if
we
are
trying
to
target
resources
and
we're
saying
it's
only
16
on
top
of
what
the
the
standard
is
for
any
student,
you
know
whether
english
language
learner
are
not
on
top
of
that.
It's
only
when
they
comprise
such
a
big
part
of
bps
is
what
I'm
saying.
I'm
saying
that
we
need
to
allocate
more
money.
H
Second
question
is
regarding
declining
enrollment
when
it
comes
to
bps
in
general.
Thinking
about
this
as
an
opportunity,
is
there
an
opportunity
here
for
expansion
of
you
know.
I
have
friends
who
have
young,
kids
and
they're
deciding
on
okay,
zero
options.
Is
this
an
opportunity
for
us
to
really
lean
in
and
ensure
that
we
can
guarantee
k?
Zero
seats
gets
get
parents
and
young
kids
into
bps
sooner,
and
that
can
help
with
enrollment.
Where,
where
are
we
there.
B
Yes,
absolutely
an
opportunity
for
us
to
think
about
that
part
of
our
strategy
around
reconfiguring.
Our
some
of
our
k-8s
to
be
k-6s
is
the
opportunity
for
us
to
instead
of
having
under-enrolled,
seventh
and
eighth
grades
in
those
schools,
we
can
use
that
same
classroom
space
now
for
k0
expansion
and
k1
expansion.
B
B
F
Services
team
has
been
investing
a
significant
amount
of
resources
into
making
sure
families
know
about
those
opportunities
and
in
multiple
languages
and
multiple
places.
I
often
joke
that.
I
think
we
should
provide
a
bps
onesie
for
every
baby,
born
in
boston
and
and
start
them
early
right.
I
mean
this
is
part
of
our
strategy
has
to
be
about
connecting
with
families
before
they're
even
eligible
for
bps.
You
know.
H
I
think
that's
great,
I
mean
I
I've
said
this
before.
I
think
one
of
bps's
probably
biggest
challenges
failures
is
a
communication
on
what
you're
doing
well,
my
friends,
you
know
in
the
group
chat
they
were
surprised
when
they
actually
got
seats
for
their
kids,
and
so
this
dovetails
into
a
related
question
is
that
yes,
the
declining
enrollment,
but
there
are
also
is
that-
is
that
my
time
is
that
my
time
yes.
D
I
Good
morning,
yes,
so
first
I
want
to
say
thank
you
all
for
for
being
here
and
thank
you
to
the
chair.
You
know,
I
think
it's
really
important
for
me
to
just
kind
of
like
just
level
set
a
little
bit.
You
know
last
night
we
we
heard
about
what
happened
at
mission
hill
k-8
and
I'm
not
trying
to
derail
the
conversation
right
because
I
know
we're
here
talking
specifically
about
declining
enrollment,
but
I
think
it's
important.
I
F
We
are
having
a
family
meeting
tonight
that
will
walk
families
through
some
of
the
options
that
they
have
we're
putting
a
transition
team.
Together
we
have
a
crisis
response
team
at
the
school
today
we
have,
you
know
lots
of
social
workers
and-
and
you
know,
psychologists
support
with
that
crisis
response
team
and
we'll
continue
to
monitor
it.
I
Right
and
I'm
glad
that
you
said
that
meg,
because
the
other
part
of
that
is
the
accountability
piece
and
the
transparency.
This
is
just
one
incident
of
many
and
we're
going
to
be
hosting
a
hearing
specifically
around
sexual
assault
and
harassment.
That's
been
happening
in
our
schools
chronically
for
years
now
and
then
there's
a
there's
an
opportunity
for
us
to
look
at
what
we
could
be
doing
differently
to
respond.
B
The
opportunity
index
is
a
is
a
tool
that
we
designed
internally
with
the
boston
public
schools
and
the
boston
area,
research
initiative,
bari
to
measure
and
quantify
schools
that
serve
the
highest
concentrations
of
students
in
need.
And
so
it
incorporates
a
range
of
data
factors
that
are
outside
of
the
school's
control,
but
also
predictive
of
students.
Academic,
great.
I
Thank
you
so
that
I'm
curious
right
that
we
see
schools
who
are
ranking
higher
in
terms
of
the
opportunity
index,
but
they're
also
seeing
a
decrease
in
funding.
So
I'm
just
curious,
for
example,
up
academy
holland
has
an
opportunity
index
of
five
6.653,
yet
they're
losing
five
percent
of
its
total
funding.
The
higginson
is
the
opportunity
index
is
at
0.713
and
it's
losing
six
percent
of
its
funding.
I
B
So
there's
definitely
a
correlation
between
the
opportunity
index
of
a
school
and
what
we've
seen
in
enrollment
declines,
which
is
why
we've
done
we've
tried
to
do
more
to
soft
land
and
support
schools
with
declining
enrollment
in
some
schools.
Like
the
holland,
I
don't
know
the
holland
specifically,
but
where
you
see
a
budget
decrease
it's
often
because
we
are
changing
the
programming
or
closing
core
classrooms,
while
trying
to
maintain
the
overall
sort
of
opportunities
and
programs
at
the
school
and.
I
Lewins
higginson
inclusion,
school
community
academy,
the
mckinley
we
can
be
prep
mckinley
south
bend.
Mckinley,
you
know,
is
one
of
my
schools
and
so
I'm
just
curious
and
we're
only
really
seeing
some
modest
increases
in
spending
when
it
comes
to
these
particular
schools.
So
I'm
curious
to
learn.
How
are
we
funding
to
meet
the
needs
of
the
moment
in
terms
of
addressing
the
deep
inequities
that
are
at
play
in
the
system
like?
I
Basically,
what
are
we
doing
to
ensure
that
each
of
these
schools
has
on-site
job,
coaches,
full-time
non-floater,
school
social
workers,
school
psychologists,
full-time
librarians,
mental
health
curriculums?
Like
talk
to
me
a
little
bit
about
that,
because
I
do
have
a
few
more
questions
so
talk
to
me
just
a
little
bit.
B
Yeah,
so
the
opportunity
index
in
this
case
when
we
thought
about
the
quality
guarantee
position,
often
was
used
to
prioritize
the
order
in
which
we
rolled
out
new
services
at
schools.
So
in
the
case
of
our
highest
need
schools,
they
were
prioritized
for
my
way
cafe
where
they
were
prioritized
for
the
first
year
of
social
worker
rollout.
So
you
may
not
see
as
big
of
an
increase
this
year
as
they
would
have
come
in
prior
years,
because
we
rolled
out
that
quality
guarantee
earlier.
I
So
this
is
my
last
question
for
now,
and
I
know
we're
talking
about
schools
with
declining
budgets
in
this
hearing,
but
I'm
also
curious
about
some
of
the
schools
where
the
budget
is
only
increasing
by
a
little,
despite
some
of
the
recent
changes
to
the
administrative
plan.
So
in
regards
to
the
shot
in
particular,
because
you
know
that's
another
school
that
I
have
been
yapping
about,
I
understand
that
there
will
be
a
fourth
grade
class
that
is
upcoming
for
the
school
year.
I
Does
this
reflect
the
district's
commitment
to
supporting
a
fourth
grade
option
as
promised-
and
you
know,
there's
some
I'm
going
to
do
a
little
deeper
dive,
because
what
I'm
noticing
is
that
there
are
some
investments
that
are
coming
from
external
sources
and
those
are
just
kind
of
like
one
time
and
then
there's
some
investments
that
are
coming
from
the
city.
So
can
you
just
explain
to
me
if
this
is
an
indicator
that
this?
But
this
promise
is
just.
G
In
the
case
of
the
shaw
in
particular,
the
issue
is
actually
just
one
of
timing
because
of
the
timing
of
the
decision
to
allow
them
to
go
to
fourth
grade
the
budget
documents
that
you
see.
Don't
include
the
staffing
for
those
fourth
grade
yet,
but
we're
working
with
the
school
to
add
that
staff
and
their
budget
will
be
higher
once
we
finish,
adding
in
those
postings
and
getting
those
jobs
posted
so
that
that's
sort
of
the
issue
with
the
discord
at
the
shaw.
In
particular,
I.
J
K
Good
morning
morning,
chair
and
everyone,
I
can
speak
to
transformation
schools
centrally.
We
have
an
office
of
transformation
that
has
worked
significantly
close
with
the
department
of
elementary
and
secondary
education,
but
also
providing
data
inquiry
facilitators
to
each
and
every
school
that
is
underperforming
along
with
coordinating
services
with
what
we
call
an
instructional,
facilitator
or
coach.
K
Each
of
those
schools
has
been
given
that
as
a
district
investment,
so
with
the
data
inquiry
person
and
the
instructional
coach,
their
job
is
to
work
alongside
the
ilt
and
do
data
inquiry
services
so
that
they
can
monitor
the
progress
that
the
school
is
making
we're
using
a
system
called
panorama
that
can
sort
of
qualify.
The
data
that
we
see
daily
superintendents
are
trained
in
the
panorama
system
works
alongside
a
multi-tiered
system
of
support,
as
you
know
that
that
would
be
one
of
the
greatest
opportunities
to
serve
students
in
a
transformation
school.
K
Not
every
student
in
the
school
is
underperforming,
but
there
is
a
significant
amount
that
are,
and
so,
within
a
tiered
system,
you
can
provide
rigorous,
challenging
opportunities
for
tier
one
students,
but
also
more
specifically
targeted
opportunities
for
tier
2
or
tier
3
students.
Many
of
our
tier
3
students
benefit
from
our
partnerships,
benefit
from
social
groups
like
bam,
wow
city
year,
those
kinds
of
opportunities,
so
every
school
has
its
own
culture
in
their
own
commitments
to
what
that
culture
should
feel
like
many
of
our
schools
are
warm
and
nurturing.
K
There's
still
work
to
be
done,
obviously,
but
the
foundation
of
the
work
begins
with
a
warm
healthy
school
environment
where
core
values
are
articulated
to
every
child,
with
an
understanding
between
the
teacher
and
the
child
of
those
those
values.
We
understand
respect
to
be
the
same
as
an
adult
and
a
child
rather
than
two
separate
definitions,
so
we
can
move
through
the
school
safely
and
in
progress.
K
We
are
using
professional
development
from
the
systems
level
to
engage
continuous
learning,
not
only
for
the
school
leaders,
but
for
the
coaches
and
for
the
teachers.
We
rely
on
a
tool,
we
call
the
cryo
and
the
cryo
explicitly
allows
teachers
to
understand
the
relationships
between
the
student
and
the
teacher
are
the
key
to
growth
and
instruction
and
that
families
are
the
first
line
of
teaching
and
learning.
It
must
be
included
in
the
process.
K
An
instruction
has
to
be
targeted.
It
has
to
be
relevant
in
order
for
students
to
make
sense
of
it
and
to
build
their
schema.
It
has
to
be
rooted
in
opportunities
where
students
see
themselves
in
the
learning
process,
we're
doing
away
with
a
lot
of
curriculum
that
doesn't
allow
students
to
see
themselves
right
old
white
standards,
old
white
curriculum,
we're
even
changing
the
design
models
of
what
the
school
looks
like.
K
So
you
won't
see
a
lot
of
dead
white
men
on
the
walls
in
our
school
but,
more
importantly,
you'll
see
students
working
big
pictures
of
them
doing
things
right
or
in
collaboration
with
their
teacher.
One
of
the
challenges
that
we
are
really
deeply
digging
down
on
is
discourse.
Traditionally
people
are
taught
to
be
quiet
in
schools.
We
are
trying
to
break
that
and
allow
students
to
use
their
voices
and
to
use
each
other
to
to
learn
in
the
classroom.
So
we
welcome
their
voices.
K
We
welcome
their
ideas
and
we
welcome
their
opportunities
to
really
ask
questions.
We've
taken
the
mystery
out
of
learning
by
articulating
in
every
classroom
and
every
day,
with
every
child.
What
you're
going
to
do
today,
what
you're
expected
to
learn
today?
Here's
how
you're
going
to
learn
it.
These
are
some
clues
to
help
you
unpack
the
language
that
might
be
new
to
you
in
this
learning
start
the
lessons
off
with
that.
K
So
we
anchor
them
for
success
and
then
we
get
them
a
do
now
to
activate
them,
and
the
do
now
has
to
tap
on
who
they
are
as
learners
right.
So
we
have
to
make
sense
of
academic
understandings
in
real
life,
performances
for
all
of
our
students
and
and
we're
focusing
on
deepening
our
instructional
repertoires
around
those
things.
K
Without
leaving
out
bloom's,
taxonomy
or
maslow's
theory,
students
need
to
feel
safe
psychologically,
but
more
than
that,
in
order
for
students
to
be
safe,
teachers
need
to
be
sane
and
so
really
focusing
on
social,
emotional
health
for
not
just
students,
but
for
teachers
as
well
in
building
communities
of
practice,
where
teachers
can
find
job
embedded
supports,
rather
than
go
home,
feeling
isolated
and
lonely.
Much
like
we
want
children
to
be
engaged.
We
want
teachers
to
be
that
way
too,
and
our
jobs
anna
and
I
as
superintendents,
are
to
bring
that
same
level
of
psychological
safety.
K
Job
embedded
support,
you're,
not
alone,
we're
here
with
you
with
our
school
leaders
and
that's
how
we
keep
our
communities
vibrant,
keep
them
moving
and
keep
children
happy
in
their
learning.
We've
got
a
ways
to
go:
we're
not
there.
Yet
oftentimes
initiatives
come
at
the
same
time,
and
so
we
have
to
back
up
to
go
forwards,
we're
working
on
becoming
more
cohesive
and
more
coherent
as
a
district,
so
that
we
give
people
time
to
scientifically
implement
initiatives
that
we
deem
important.
K
Many
of
our
alternative
schools
have
been
left
out
of
those
opportunities,
but
we
are
really
cognizant
and
committed
to
making
sure
that
they
have
access
to
the
same
rigor,
the
same
opportunities
that
children
in
traditional
schools
have
or
pilot
schools
have
and
no
exclusions.
Dr
monkenshire,
yes,.
C
C
J
J
And
then
my
other
question,
while
you
guys
pull
up,
that
number
is
the
school
department.
You
know
that
we've
talked
about
has
projected
another
decline
in
student
enrollment
next
year.
What
is
what
is
the
projection
for
soft
land
is
next
year
and
beyond,
and
then
my
last
question
is:
are
soft?
Land
is
a
new
position,
sustainable
without
federal
funds
or
more
increased
from
the
general
fund.
B
The
the
soft
landings
are
general
funded,
soft
landings
and
the
sustainability
of
that
depends
on
the
city's
continued
commitment
to
bps.
I
will
just
know
the
the
funding
to
bps
that
comes
from
the
state
which
is
dependent
on
enrollment
is
a
very
small
portion
of
the
overall
funding,
it's
less
than
I
think
five
percent
at
this
point
of
our
overall
budget.
So
it's
the
city's
commitment
that
allows
us
to
continue
to
soft
land.
It
does
not
cost
us
more
money
necessarily
to
soft
land
every
year.
B
It's
just,
we
think
of
it
as
a
potential
opportunities
that
we
could
be
investing
in
different
ways,
and
so
I
think
that's
part
of
our
reimagined
school
funding.
Conversation
is
how
do
we
as
a
city,
want
to
fund
our
schools
and
what
goals
do
we
have
for
our
funding?
Is
it
stability
or
is
it
do
we
have
other
goals
and
that
that
could
shift
whether
or
not
it's
it
is
considered
sustainable?
In
the
long
run,.
G
F
Right-
and
I
will
just
briefly
say
that
this
is
where
I
think
the
superintendent
alluded
to
it
the
other
day.
You
know
we
need
to
think
about
some
of
the
difficult
decisions
that
we
as
a
district
have
to
make.
It
is
not
sustainable.
We've
seen
that
number
grow
year
to
year.
How
else
could
we
be
using
that
money
and
what
decisions
do
we
need
to
make
in
order
to
change
where
that
funding
goes.
L
So
we're
always.
You
know
we're
constantly
having
the
conversation
around
equity
and
defining
equity,
and
so
you
know,
equity
means
that
everybody
has
what
they
need
based
on,
where
they
are
and
where
they're
standing
so
and
there's
a
lot
of
conversations
about
how
much
we
are
per
pupil
spending
and
equity
in
our
people
spending.
So
can
you
talk
a
little
bit
about
how
our
current
bps
per
pupil
spending
compares
to
other
high
performing
districts?
L
G
But
when
you
break
down
that
analysis
based
on
student
need,
obviously
that's
a
little
bit
trickier.
Unfortunately,
the
way
we
collect
data
as
a
state
makes
it
a
little
bit
difficult
for
us
to
make
those
comparisons
across
districts
in
the
commonwealth,
because
it's
hard
for
us
to
we
can
think
about
our
own
need
and
how
that
compares
to
our
dollar
per
pupil.
But
it's
hard
to
sort
of
adjust.
L
Beautiful,
thank
you.
I
appreciate
that,
so
I
want
to
talk
about
the
weight
and
how
you
calculate
the
weight,
and
so
it
doesn't
look
like
there's
any
change
from
fy22
to
fy23
and
the
calculated
weights.
But
in
recent
years
have
you
made
a
decision
to
change
what
the
weights
are
and
what
considerations
do
you
like?
What
do
you
consider
when
making
changes
to
the
weight,
and
how
do
you
calculate
it
right
now.
B
When
I
think
about
the
the
weights
in
the
formula,
there
are
two
big
categories:
those
that
are
based
on
an
underlying
assumption
of
staffing
needs
and
those
that
are
sort
of
not
anchored
to
any
specific
purpose
or
or
staffing
assumption
so
grade
level
weights,
the
english
learner
weights,
the
special
education
weights.
Those
categories
are
really
based
on
our
staffing
needs
of
those
students,
and
so
we
have
updated
those
weights
since
weighted
student
funding
and
there's
a
table
available
online,
we
can
send
it
to
the
council
afterwards.
That
shows
how
the
weights
have
changed.
Thank
you.
B
Those
weights
change
based
on
the
changes
in
how
the
cost
of
teachers
and
paraprofessionals
change
or
staffing
needs
of
programs
change.
So
if
we
decide
that
a
program
needs
two
paraprofessionals
instead
of
one
paraprofessional
we'll
have
to
change
the
weight,
we
have
added
weights
for
homelessness
and
since
I've
come
into
bps
finance,
we've
added
weights
for
homelessness,
we've
added
weights
for
the
opportunity
index.
Those
we
put
in
with
additional
funding
to
make
sure
that
we're
serving
students
and
differentiating
it,
and
so
we
we
always
have
the
opportunity
to
reevaluate
and
add
weights.
L
L
Maybe
if
you
can
just
choose
one
school
that
has
a
high
oi
and
maybe
talk
about
the
partnerships
that
they
hold
and
how
does
this
compare
to
our
schools,
where
we
see
private
501c3,
fundraising
in
the
hundreds
of
thousands
of
dollars
that
you
know
they're,
ultimately
supplementing
kind
of
like
we
have
schools
that
are
able
to
supplement
with
this
fundraising?
And
so,
if
you
could
give
some
of
our
most
sought
after
schools
actually
are
basically
filling
in
the
gaps
because
they
have
more
financial
resources.
So
can
you
share
a
little
bit
about
it?.
G
Yeah
I'll
have
to
pull
up
the
data
on
an
individual
school
and
share
that
with
you.
But
the
thing
I
will
say
is
you
hit
on
exactly
one
of
the
reasons
why
we
set
up
the
partnership
fund.
The
way
we
did,
it
only
goes
to
certain
schools
and
only
goes
to
schools
with
higher
opportunity
index,
because
in
part,
we
believe
those
are
schools
that
have
the
least
access
to
outside,
fundraising
and
outside
supports.
G
L
G
A
B
B
A
B
Programmatic
sports
started
as
either
vocational
education,
which
was
additional
money
going
mostly
to
madison
park,
and
then
we
recognize
the
need
to
fund
special
education
students
in
inclusive
settings
with
more
money
to
be
able
to
provide
more
supports.
So
those
are
the
two
programmatic
supports
in
that
category.
A
B
A
A
Okay,
then
we
have
a
district,
for
example,
district
1,
charlestown,
getting
32
000,
and
then
it
includes
edwards,
horace
mann,
warren
prescott,
and
then
it
breaks
down
like
all
the
amounts
of
monies
that
and
who's
getting
the
most
so,
for
example,
charlestown
getting
the
most
to
the
least
of
being
one
of
the
schools
that
are
in
design.
Then
you
have
district
2
getting
215
million
because
they
have
a
new
school
coming
district
3
that
includes
dorchester
getting
15
million
and
then
district
4.
That
includes
dorchester.
A
What
are
the
towns?
That's
it
is
it
just
met
in
some
other
pan,
16
million
and
then
district
5
that
includes
mattapan
and
roslindale,
only
10
million
and
then
district
6
that
includes
jamaica,
plain,
roxbury,
west
roxbury,
only
13
million
and
then
district
7.
That
includes
a
whole
lot
of
schools,
so
dorchester
roxbury,
fenway
and
south
end
101
million
district
8.
A
That
includes
back
bay,
fenway
mission
hill,
but
it's
way
less
of
a
population,
140
million
district
9,
austin
brighton,
only
getting
2
million
and
then
various
cities,
which
is
like
210
million.
How
do
you
prioritize
based
on
equity
and
the
need
and
where
the
students
are
according
to
what
the
city
has
prioritized.
B
So
the
table
that
you're
reading
from
is
the
total
budget
for
the
schools
in
those
boundaries,
and
so
it's
based
on
the
total
enrollment
of
those
schools
and
the
needs
of
the
students
in
those
schools.
So
you
see
the
fenway
downtown
population,
there's
a
number
of
schools
that
are
down
there,
even
if
there
aren't
as
many
residents
who
attend
school
from
those
neighborhoods.
That.
A
F
I
would
say
that
the
majority
of
our
schools
need
at
least
major
renovations
or
new
buildings.
How
do
you
decide
which
one
goes
first,
so
we're
actually
in
the
process.
I
think
we've
mentioned
this-
that
we're
going
to
come
to
the
city
council
later
this
month
to
talk
about
our
our
major
investments
and
capital
and
sort
of
the
framing
that
we're
going
to
do
about
building
new
buildings
renovations.
A
A
A
We
all
agree
that
they
need
facilities
and
that
they
need.
All
of
these
supports
that
you
meant
that
you
mentioned
here
this
beautiful
presentation
that
we
agree
with
all
the
services
that
dr
mcintyre
mentioned,
that
we
agree
with
I'm
asking
on
the
process
to
which
you
prioritize
who
gets
the
resources,
and
so
if
we
are
repairing
schools
where
we
know
already
doing
really
well
but
schools,
where
we
are
not
doing
well,
where
we
have
black
and
brown
babies
that
we
know
have
a
lot
of
academic
challenges.
A
F
B
Focusing
on
special
education
through
projects
for
the
horace
mann,
the
mckinley
school,
we're
completing
the
carter
project
and
then
madison
park
being
the
next
phase
or
moving
on
to
the
next
phase
of
design.
For
that,
so
you
know,
I
do
think
that
there
are.
There
is
a
renewed
effort
to
prioritize
high
needs
communities
in
our
capital
budget.
I
think
you're
right
to
point
out.
Historically,
that
has
not
been
how
projects
have
been
prioritized
to
date
today.
Well,
I
mean
I.
B
There
have
that
we
have
had
instant,
so
a
great
example
of
us
prioritizing
high
needs
communities
was
the
rollout
of
my
way
cafe.
So
we
knew
that
what
we
wanted
to
do
was
rebuild
all
kitchens
in
every
school,
but
what
the
team
did
was
identify
and
list
out
all
of
the
schools
based
on
opportunity,
index
scores
and
started
in
the
neighborhoods
that
had
the
highest
needs
first,
and
so
the
last
round
of
my
way,
a
cafe
have
been
in
west
roxbury
and
roslindale,
because
we
prioritized
miley
cafe
in
roxbury
east
boston.
B
In
the
first
phase
for
the
rollout
of
air
conditioning,
the
team
has
prioritized
schools
based
on
opportunity
index
score
again,
so
they
literally
have
the.
I
think
we
sent
this
to
a
counselor
this
week,
but
the
list
of
all
the
schools
based
on
opportunity
index
score
and
we're
going
top
to
bottom
to
make
sure
that
they
have
access
to
air
quality
air
conditioning
first,
and
so
I
I
think
this.
This
shows
how
us
doing
it
well
and
in
terms
of
the
major
projects
you
know
there
has
to
be.
A
balance
between
the
facilities
needs.
B
A
A
H
Thank
you.
Thank
you,
madam
chair.
I
just
want
to
continue
on
with
a
line
of
questioning.
I
had
a
brain
freeze
a
moment,
but
it
was
about
how
bps
struggles
with
communication
and
how
not
that
everything
is
going
right,
because
obviously
we're
identifying
a
lot
of
pressure
points,
but
some
things
are
going
right
and
we
need
to
do
a
better
job
of
communicating
that.
H
You
know,
I
think
I
had
a
conversation
with
some
folks
at
bps
who
talked
about
how
there
are
actually
instances
where
we
are
getting
students
back
from
charter
schools
who
decide.
That's
not
the
fit
lots
of
new
stories,
but
we're
not
tracking
that
data
to
build
upon
those
stories.
Those
students
coming
back
and
saying
you
know:
how
do
we
build
upon
our
successes?
H
F
So
monica
hogan
who's,
our
senior
executive
director
of
data
and
accountability
will
be
here
this
afternoon.
She
can
definitely
speak
in
more
detail
to
the
types
of
data
that
we
have
access
to.
My
understanding,
broadly,
is
that
we
do
have
information
on
individual
students
and
where
they
have
been
before
bps
and
then
where
they
are
now
in
vps,
so
we
can
pull
those
types
of
things.
Do
we
I'm
not
sure?
Is
that
something
we
look
at?
I
think
that's
that's
a
question
that
you
know
we
would
need
experts
to
answer.
F
I
will
say
more
broadly
on
communication.
I
think
your
point
is
very
well
taken.
I
think
this
is
an
area
where
bps
is
trying
to
be
way
more
intentional.
You
know
it
started
with
translation
and
interpretation
services,
all
nine
languages
for
every
school
committee
meeting.
You
know
all
of
you
know
public
meetings
for
individual
schools,
iep
meetings
right
with
families
we
now
also.
I
I
see
it
as
we
have
to
tell
the
story
of
bps.
F
We
have
to
tell
families
what
this
quality
guarantee
is
and
we
actually
have
to
meet
that
quality
guarantee
at
our
schools
right.
There
are
some
schools
where
we
are
hitting
the
mark
on
many
of
those
pillars
that
we
talked
about,
and
there
are
other
schools
where
we
are
far
behind.
So
if
we
want
to
really
attract
families,
if
we
really
want
to
recruit
families
to
to
come
to
bps,
it
is
about
making
these
investments
and
building
towards
that
quality
guarantee.
F
H
You
yeah,
and-
and
I
just
want
to
just
underline
something-
translation-
is
so
important-
it's
important
captions,
but
that's
not
the
work
right.
Oh
no,
the
work
really
is
in
there's
the
translations
and
then
there's
the.
How
are
we
actually
like
meeting
people
where
they
are
in
communities
where
they
are?
Sometimes
you
sit
down
on
these
translations
and
I'm
like?
I,
don't
even
understand
what
they're
saying
right
and
I
allegedly
speak
this
language,
and
so
I
think
it's
really
important
that
that
you
know
there's
an
extra
mile
that
needs
to
happen
there.
H
The
second
question
was
around
mental
health,
like
we
talked
about
this,
the
last
time
around
exceeding
psychiatrists,
the
national
recommendation
and
exceeding
that
for
psychiatrists
and
for
guidance
counselors,
I'm
thinking
about
what
like.
How
do
we
think
about,
and
I
I
love
that
we're
exceeding
that
right,
but
there
are
going
to
be
schools
and
areas
where,
especially
for
using
an
equity
framework,
especially
in
light
of
you
know
what
happened
in
some
of
our
schools
experiencing.
You
know
sexual
abuse
and
those
students
going
on
to
other
schools.
H
What
is
the
framework
for
thinking
about
what
which
schools
need?
What,
when
it
comes
to
mental
health
services-
and
I
am
talking
about
raw
numbers
here-
I'm
talking
about
that-
are
equity-based
so
like
we
have
certain
schools,
you
know
that
have
high
needs
population
that
are,
you
know
whatever
it
is.
They
should
have
that
many
more
guidance
counselors,
so
just
elaborate
on
that.
G
Hearing
on
monday,
I
believe
on
this
topic,
but
what
I
will
say
is
yes:
there
is
hard
data
on
the
number
of
students
in
the
need
of
students
that
goes
into
the
allocations
of
those
resources
to
schools.
It
is
not
just
based
on
one
per
school
or
the
total
enrollment.
It's
based
on
the
individual
needs
of
school
communities.
G
So,
for
example,
for
social
workers,
the
differentiator
was
decided
to
be
based
on
the
number
of
low-income
students
in
the
school,
but
for
school
psychologists.
There's
a
number
of
factors,
I'm
sorry,
I'm
not
going
to
get
them
right
of
student
needs
that
go
into
the
school
psychologist
allocations.
G
N
I
was
lucky
enough
to
have
led
that
rafael
and
when
we
faced
particular
crises
in
our
community,
we
absolutely
relied
on
our
community,
meaning
the
schools
within
the
community
to
also
send
their
staff,
whether
it's
social
workers
or
a
psychologist,
in
order
to
really
support
the
needs
to
go
through
that
crisis
with
the
community.
So
this
community
idea
of
also
supporting
one
another
doesn't
exactly
fit
the
formula
for
the
the
maintenance
of
the
staff
within
each
building,
but
I
think
those
are
one
of
those
stories
that
are
never
told
that
you're
really
tapping
into
around.
K
What
school
is
that?
Sorry?
I
don't
actually
know
at
the
burke
high
school
was
the
first
high
school
to
become
a
full-service
community
school.
We
now
call
it
hub
school
and,
as
a
result,
relationships
with
boston
college
relationships
with
leslie
relationships
with
simmons
brings
me
15
counselors
in
a
day
as
graduate
interns,
they
become
part
of
the
community
as
a
hub
school
community.
I
can
make
a
relationship
with
saint
franciscans
hospital
and
they
send
me
one
full-time
counselor
licensed
social
worker
for
five
years
and
they
absorb
the
cost.
C
H
K
I
G
I
And
I
know
that
we
asked
about
the
climbing
budgets
for
specific
schools
who
ranked
higher
on
the
opportunity
index,
but
I
see
on
page
10
that
the
turnaround
and
transformation
supports
at
a
at
large
is
losing
0.4
million
dollars,
and
one
of
the
only
two
categories
of
student
supports
funding
that
is
decreasing
and
I
want
to
ask.
Why
is
this
the
case
when
it
seems
that
many
of
our
schools
need
exactly
these
turnarounds
or
transformations,
especially
in
the
time
of
school?
Closing,
it
seems
counterproductive
for
us
to
be
taking
away.
I
B
I
believe
the
change
in
the
transformation
supports
that
you're
seeing
has
to
do
with
three
of
the
schools
that
we
are
closing
next
year.
Who
would
receive
transformation
supports
so
the
jackson,
man,
the
timothy
and
the
irving,
will
be
closing
next
year.
Those
transformation
supports
wouldn't
have
transferred
to
another
school.
I
B
B
I
I
I
want
to
follow
up
on
council
luigi's
question
around
weighted
funding
for
els
because
I
think
it
it
needs
to
be
reflected
on
the
percentage
of
the
el
students
that
make
up
bps,
because
I
don't
really
think
we
got
a
real
answer
for
that.
I'm
still
a
little
bit
fuzzy.
So
specifically
the
ell
task
force,
which
I
was
appointed
to.
J
G
I
I
I
don't
think
that
we
are
investing
enough
in
actually
thinking
outside
the
box.
Like
we
put
billboards,
I
know
that
that
wasn't
an
investment
that
was
made
around
sign
up
discovery.
The
website,
there's
you
guys,
have
done
some
investments,
but
to
counsel
luigen's
point
is
that
we
really
need
to
start
really
thinking
about
going
to.
I
always
talk
about
the
laundromats,
the
barber
shops,
the
hair
salons
like
we
need
to
get
out
of
our
own
comfort
zone
and
really
hit
these
streets.
I
If
we
really
want
to
see
increase
right
and
then
the
other
piece
of
it
is
that,
while
I
really
really
do
appreciate
the
data
and
accountability
conversation
is
we're
also
needing
to
ask
our
families?
Why
are
they
leaving
serving
they,
and
I
said
this
in
2020
and
I
said
in
2021-
and
I'm
saying
it
again
in
2022:
what
information
are
we
gathering
from
families
as
they
exit
bps?
I
B
I
B
I
Not
true
because
I've
worked
in
the
education
space
and
with
panorama
we
created
a
community-centered
survey
that
we
were
able
to
ask
family
specific
questions
around
school
safety
around
trauma
informed
around
how
welcoming
they
felt
in
these
schools,
and
it
was
that
survey
that
really
informed
a
lot
of
the
advocacy
that
our
parents
were
able
to
do
in
boston,
public
schools.
So
there
are
tools.
I
F
Think
what
I,
what
I
will
just
say
just
to
build
off
a
little
bit
of
what
mr
critter
said.
You
know
what
you're
asking
for
is
not
unreasonable.
It's
it's
a
matter
of
capacity
and
it's
a
matter
of
you
know
investing
in
a
new
programming
or
new
ideas
that
we
in
just
the
past
two
years
have
been
responding
to
and
still
are
very
much
in
survival
mode,
every
single
day
of
getting
through
this
pandemic,
and-
and
I
don't
think
people
realize
how
challenging
that
has
been.
A
F
This
is
actually
something
the
superintendent
wants.
I
mean
she
has
talked
about.
We
need
to
understand.
You
know
not
just
why
families
are
leaving,
but
why
would
they
come
to
us
right?
There's
lots
of
qualitative
data
that
we
could
we
could
collect
and
we
could
collaborate
on,
certainly
not
something
it's
not
because
we
don't
want
to
do
it.
It's
a
matter
of
how
and
the
capacity
and
the
resources
to
do
it
right
now.
What's
the
next
step,
I
can
talk
to
the
to
the
team
about.
F
F
I
I
think
one
thing
I'll
just
say
to
start
this
off
is
you
know
we
do
have
some
positions
that
we've
used
to
fund
with
esser
dollars,
which
is
one-time
funding.
Recovery
does
take
people
right,
and
so
there
are.
There
is
an
investment
in
a
short-term
number
of
people
and
positions
that
we
need
to
help
us
with
recovery
and
I'll.
Let
nate
kind
of
build
up
from
there.
F
B
B
K
Equitable
literacy
is
thought
of
as
liberation
right
in
order
for
our
students
to
thrive
and
be
successful
in
their
lives.
So
in
order
to
accomplish
that,
we
must
have
rigor.
We
must
have
complex
tasks,
not
easy,
breezy
stuff,
but
exercise
cognitive
muscles.
The
text
must
be
enabling
spoke
about
it.
A
little
earlier.
Students
need
to
be
able
to
identify
themselves
in
the
reading.
K
K
It's
a
roll
out.
We
are
rolling
it
out
and
so
right
now
school
leaders,
instructional
team
leaders
are
becoming
really
foundational
in
the
knowledge
next
year.
They
will
bring
it
down
to
the
teacher
level.
So
right
now
everybody
has
a
broad
understanding
with
central
office
and
school
leaders
having
a
deep
understanding,
and
it
will
be
nuanced
for
teachers
as
we
move
into
the
upcoming
school
year.
But
the
most
important
thing
is
complex:
writing
on
grade
level,
not
watered
down
relevant
right.
It
means
something
to
me
to
learn
this
and
relevant
and
rigorous
awesome.
B
I
know
the
issue
of
we:
the
audit
findings
that
we
didn't
have
appropriate
controls
over
our
graduation
rates.
What
that
was
is
we
did
not
have
accurate
documentation
or
back.
We
didn't
have
full
backup
for
when
we
had
coded
somebody
as
having
left
the
district
or
having
unenrolled
for
a
reason.
That
would
not
be
coded
as
a
dropout.
B
L
F
So,
for
example,
you
know
if
a
student
has
moved
right
or
left
left
the
country.
You
know
teachers
and
staff
and
principals
might
have
that
information.
They
might
know
that
information.
They
might
have
a
text
message
that
says
that,
but
they
might
not
have
the
plane
ticket
or
you
know,
a
more
substantial
piece
of
documentation
that
is
required
by
the
state.
So
it's
it's
a
it's
complex
right,
it's
not
as
simple
as
we
just
are
doing
this
inaccurately.
K
K
Some
of
our
students
are
legitimately
not
in
school
because
they
live
too
far
away,
they're
homeless
or
they
have
problems
in
their
own
life
space
that
prevent
them
from
getting
there.
Others
of
our
students
have
been
so
horrified
by
the
effects
of
the
pandemic
that
they're
working
and
they're
not
telling
people
they're
working
until
we
get
to
them
to
learn
that
information,
and
once
we
learn
that
information,
it's
up
to
us
to
develop
an
opportunity
for
the
student
to
remain
engaged
in
school
while
still
helping
to
meet
the
needs
of
the
family
and
where's.
K
This
is
new
stuff,
we're
struggling
a
little
bit
with
that,
and
so
there
are
a
myriad
of
reasons
why
students
are
not
coming
to
school,
but
they're
all
based
on
engagement,
so
the
stronger
we
get
in
our
understanding
of
the
cry
out,
building
relationships
being
able
to
communicate,
creating
trust
the
more
we'll
have
access
to
the
knowledge
of
why
they're
not
there.
Now
we
have
attendance
team
meetings
weekly,
we
have
student
support
meetings
weekly
where
we
are
identifying
each
student.
K
Why
they're,
not
here
we're
contacting
the
home
we're
going
out
to
do
home
visits
yesterday
was
an
attendance
meeting
and
what
we
did
was
create
opportunities
to
engage
street
workers
and
other
people
who
work
in
the
evening
to
do
the
home
visits
in
the
evening
on
the
students
that
aren't
answering
the
doors
or
the
parents
that
aren't
answering
the
doors
during
the
day.
So
we
just
have
to
figure
out
the
engagement
gap
and
how
to
solve
it.
A
C
L
I
don't
know
that
my
question
is
about
the
budget.
As
I'm
hearing
you
speak
I'm
sitting
here
right
because
I'm
a
bps
graduate
and
you're.
You
know
you're
talking
about
the
burke
and
dr
mcintyre.
I
when
I
met
you
at
madison
park.
I
was
incredibly
inspired
by
your
vision
and
your
philosophy
around
education
in
in
what
a
transformative
school
looks
like,
and
so
I'm
very
happy
to
have
you
here
and
I
hope
that
you'll
be
here
for
the
academic
hearing.
F
L
L
The
problems
that
bps
is
trying
to
solve
is
not
a
bps
problem
to
solve.
We
are
talking
about
a
community
problem,
we're
talking
about
stabilizing
housing,
we're
talking
about
stabilizing
the
economy,
we're
talking
about
stabilizing
families,
so
that
we
can
prepare
our
students
and
make
sure
that
they
have
all
the
external
supports
and
all
of
the
realities
are.
They
have
a
baseline
reality
to
show
up
to
school,
to,
learn
and
meet
right.
L
We
are
trying
to
throw
money
inside
the
schools
at
seven
problems
that
students
are
coming
into
the
school
with
to
solving
this
out
of
the
schools
right,
and
so
that's
what
I'm
hearing
here.
So
I
will
keep
my
question
for
the
special
needs
for
the
hearing
that
is
later,
but
I
want
to
bring
that
into
the
space
because
I
just
you
know,
I'm
hearing
that
and
I'm
just
like
I
bps-
is
not
solving
every
problem.
L
It's
not
the
job
and
it's
not
your
job
and
it
shouldn't
be
your
job
to
solve
every
problem,
and
so
I
wanted
to
bring
that
consideration
for
the
people
who
are
listening
in,
and
I
want
to
ask
a
question
of
all
of
you-
and
you
know
with
respect
to
to
mr
cooter.
If
there
was
a
because
this
is
what
we
can
do
this,
what
the
city
council
can
do,
this
is
what
we
can
do
for
our
constituents,
and
this
is
what
we
can
do
for
our
students.
L
K
K
If
we
could
support
youth
harbors,
then
we
could
support
the
students
in
our
schools
at
some
level
with
homelessness,
and
what
youth
harbors
does
is
exactly
what
you
did.
They
find
that
room
for
the
student
and
they
pay
that
rent
for
the
student
and
the
student
is
then
able
to
come
to
school.
Then
they
offer
that
student
outside
support
in
order
to
have
a
part-time
job
in
order
to
build
mentoring
and
social
emotional
support
around
whatever
traumas,
they're
and
as
a
result,
but
they
stabilize
them.
K
K
N
Also
adeline,
and
that
line
would
be
the
arts
so
hernandez.
I
think
my
the
thing
that
I'm
I'm
proud
of
many
things
of
that
community,
but
the
one
thing
that
I'm
most
proud
of
is
building
out
the
arts
program.
It's
a
dual
language
school
through
the
arts
and
it
took
years
for
me
to
be
able
to
find
the
line
item
for
performing
arts,
visual
arts
and
choral
music,
which
is
unheard
of
to
have
those
three
focus
areas
when
it's
not
a
school,
that's
arts.
C
G
G
I
think-
and
you
know,
I'm
stealing
something-
I'm
stealing
my
boss's
answer,
so
he
can
yell
at
me
later,
but
I
don't
think
we
feel
like
it's
really
our
place
to
make
those
sorts
of
decisions
about
what
what
content
or
academic
program
or
support
might
be
best.
Our
job
is
to
help
cost
out
how
much
it
would
cost
to
do
it,
and
so
I
think,
doing
something
like
giving
schools
a
pool
of
money,
be
it
expanding
the
partnerships.
G
We
were
talking
about,
be
it
creating
a
new
opportunity
index
based
doing
something
based
on
english
learning
status
or
special
education
status,
that
defer
to
the
experts
on
what
we
would,
what
factors
we
would
use
to
help
schools,
make
those
school-based
targeted
investments
and
to
really
prioritize
the
schools
with
the
highest
needs.
First,
thank
you.
F
Go
ahead.
Okay,
thanks!
I
think
you
know
my
colleagues
brilliantly
covered
a
lot
of
things
that
that
I
too
care
about
what
I
am
really
focusing
on
and
what
what
the
school
committee
I
think
has
also
been
really
talking
about-
is
an
investment,
a
major
investment
in
our
facilities,
and,
while
that
doesn't
necessarily
you
know,
our
beautiful
buildings,
don't
make
excellent
schools,
it's
the
community,
that's
in
them.
That
makes
them
excellent.
F
I
do
think
that
it
certainly
provides
more
opportunities,
and
so
my
addition
would
be
not
just
you
know,
investment
in
capital
dollars,
but
really
the
people
investment
in
the
people
to
get
it
done.
We
need
significant
amounts
of
project
managers,
and
you
know
community
engagement,
folks,
communications,
folks
right
to
really
do
that
work
with
urgency
over
the
next
several
years.
A
M
A
C
O
O
O
O
O
I
I
have
questions.
I
can't
even
go
there,
madam
chair,
I'm
so
enraged,
so
I'm
going
to
leave
it
at
that.
Take
a
tv
timeout.
I
want
to
know
what
we're
doing
about
declining
enrollment
and
what
other
schools
we're
going
to
have
to
close
to
com
to
to
manage
that.
I
want
to
know
the
average
size
of
high
school
classes,
middle
school
classes
and
elementary
school
classes
compared
to
other
schools
across
the
state.
O
O
You
know
what
part
of
that
is:
sort
of
parental
and
grand
pen,
parental
responsibility,
aside
of
other
the
other
issues
that
we're
dealing
with
around
homelessness,
etc.
At
what
point
does
bps
say
that
that
that
constitutes
neglect
and
abuse?
And
at
what
point
do
we
pump
the
brakes
and
and
wrap
that
child
around
with
very
precious
services
to
get
that
child
back
into
the
classroom?
O
The
list
is
endless
to
my
colleague's
point:
you're,
not
it's
bps
is
it's
very
much
like
the
police
department.
We
asked
the
police
department
to
solve
all
these
problems.
We're
asking
the
school
department
to
solve
all
these
problems
to
go
to
the
adage.
It
takes
a
village.
It
takes
a
village,
it's
just
it's
not
on
boston
public
schools
to
solve
every
single
problem,
but
we
need
accountability.
O
We
need
accountability
within
the
department.
We
also
need
consequences
when
things
are
not
going
in
the
right
direction
and
whether
that
again
is
on
the
parental
grand
parental
side
or
whether
that's
on
a
community
side
or
to
the
other
issues
around
homelessness
and
food
insecurity.
I
mean
the
list
is
endless:
we're
asking
you
through
this
budget
to
solve
all
those
problems.
We
know
that
you're
not
able
to
do
that,
but
again,
I'm
losing
faith
and
year
after
year
after
year,
we
continue
to
throw
more
money
at
it
with
a
declining
enrollment.
O
And
yet
the
proof
is
not
in
the
pudding
and
we
have
at
some
point.
We
have
to
pump
the
brakes
and
turn
the
trajectory
around
and
get
to
a
point
where
we're
closing
those
gaps
and
we're
providing
a
great
opportunity
and
a
great
future
for
the
children
that
attend
the
boston,
public
schools,
and
I
say
this
all
the
time
we
boast
the
best
colleges
and
universities
in
the
world
right
here
in
boston,
there's,
not
a
problem.
We
can't
solve.
O
I
firmly
believe
that,
and
we
should
be
as
boastful
about
all
of
our
boston
public
schools,
not
just
cherry
pick,
the
schools
that
are
performing
well,
all
of
our
boston
schools.
All
of
our
children
should
have
access
to
that
opportunity
and
ceos
continue
to
come
to
boston.
They
continue
to
bring
their
companies
to
boston,
they
continue
to
bring
not
just
jobs
careers
there
and,
if
that
stuff's
not
going
to
trickle
out
to
all
of
our
neighborhoods.
A
Thank
you,
council,
flaherty,
just
to
catch.
You
up,
your
questions
have
been
asked,
but
I
would
like
to
sum
up
at
the
end
of
this
hearing
to
get
them
answered
so
that
you
are
caught
up
and
the
madam
chair,
julia
mejia
of
education
has
mentioned
that
she
will
hold
a
hearing
to
discuss
this
matter
further
about
the
mission,
and
so
I
we
look
forward
to
that
in
interest
of
ways
and
means
hearing
for
budget
for
schools.
A
A
L
A
M
You,
madam
chair,
I
apologize
for
my
I
had
some
business
in
the
district
this
morning
wasn't
able
to
be
here
for
the
full
hearing,
I'd
like
to
talk
a
little
bit
about
the
jackson,
man
situation.
I
know
the
school's
going
to
close
in
june.
They
had
a
very
strong
autism
strand
there,
and
I
just
wanted
an
update
on
how
successfully
that
those
students
have
been
assigned
to
other
schools
that
have
a
had
an
adequate
and
strong
autism
strand
that
they
can
go
over.
M
There
was
some
concerns
about
autism,
strand
students
who
were
residents
in
austin
brighton
about
whether
or
not
we
had
a
suitable
placement
for
them
going
forward,
because
the
jackson
man
was
the
school
for
the
strong
program
for
all
students
with
autism.
So
that's
the
question
and
also
in
terms
of
just
how
successfully
we
have
been
in
having
the
student,
the
families
get
their
first
choice
of
reassignment
to
a
new
school
as
they
leave
the
jackson
man
this
summer,
many
I
know
many
families
chose
to
leave
already.
M
They
they
jumped
ship
last
year,
and
so
we
were
left
with
probably
a
a
cohort.
The
population
was
almost
entirely
black
and
brown
kids
that
were
left
immigrant
families.
Families
with
english
was
not
their
first
language.
They
needed
a
lot
more
support
to
find
help
in
getting
making
that
transition,
and
I
just
wanted
an
update
on
where
we're
at
with
that
excuse.
A
F
G
G
So
there's
a
dedicated
person
in
central
office
who's,
coordinating
as
a
separate
dedicated
person
in
the
school
to
ensure
that
the
transition
process
is
going
as
smoothly
as
possible
and
they're
working
in
a
little
team
with
the
family
liaison
the
social
worker
teachers
and
other
staff
to
ensure
that
every
student
and
every
family
is
getting
an
individualized
support
through
the
choice
process,
if
that's
appropriate
or
through
the
special
education
placement
process.
If
that's
what's
appropriate,.
K
Absolutely
if
I
could
address
you
you're,
absolutely
right
and
today
what
we
do
is
tie
those
work
experiences
in
if
we
know
of
them
to
project-based
learning
opportunities
and
connect
them
to
content
and
allow
the
student
to
demonstrate
either
through
portfolio
or
symposium
or
assessment
they're
learning
skills.
That's
one
way.
We
can
do
it.
M
Projects
that
pertain
to
a
concrete
problem
that
you
know:
geometry
for
carpenters
or,
whatever
you
know,
there's
ways
to
bridge
that
make
that
connection.
That
makes
really
engage
students
in
a
different
way
and
and
actually
convince
teach
them
the
relevance
of
what
they
learn
in
the
classroom
in
in
in
terms
of
what's
out
there
in
their
big
world.
Absolutely.
D
D
First
and
I
appreciate
the
answers
you
gave
when
council
lara
asked
you
that
question
and
I
know
working
at
the
henderson
school
and
you
couldn't
fit
all
the
people
into
the
auditorium
and
the
plays
like
brought
people
to
tears
and
as
a
school
teacher
where
arts
and
culture
and
one
of
the
orders
I
filed
was
to
make
sure
we're
investing
more
in
athletics
and
extracurricular,
and
that
question
was
asked
the
other
day.
Why
are
we
only
going
from
78
to
90
something?
Why
are
we
not
investing
more?
D
D
Not
being
able
to
say
what
you
would
add,
what
would
you
take
away
and
if
that
meant
taking
something
away,
would
give
you
a
beautiful
art
program
at
every
school,
all
the
things
you
say
you
wish,
for
I
know
as
a
teacher
and
would
go
into
budget
season.
Great
principals
would
say
like
hey.
If
we
had
all
the
money
we,
what
would
you
want?
What
is
your
wish
list?
D
So
that's
a
great
question,
but
with
3.6
billion
dollar
budget
I
feel
like
we
do
have
the
money
to
fund
all
of
those
things
and
support
the
needs,
and
if
we
need
to
go
outside
of
the
bps
budget
to
deal
with
homelessness
and
others,
we
absolutely
should.
But
what
would
you
take
away
from
the
budget
to
then
because
that's
the
part
of
the
line
item?
D
F
I'll
start,
I
do
think,
and
the
superintendent
touched
upon
this
also
the
other
day.
I
think
we
need
to
have
a
serious
conversation
about
the
number
of
schools
we
have,
and
I
think
you
know
we
need
to
think
about.
If
we
want
to
deliver
on
this
quality
guarantee,
we
have
some
schools
that
have
as
few
as
you
know,
100
students
and
we
have
others
that
have
thousands
of
students,
and
so
we
really
need
to
you
know.
K
K
D
G
J
D
We'll
have
to
go
back
to
that
question
to
get
different
answers.
My
question
is-
and
I
was
not
sure
you
know,
but
I
did
leave
the
murphy
to
go
teach
at
the
henderson,
which
is
a
wonderful
inclusion
school.
So
I
know
what
inclusion
looks
like
when
it's
done
right.
I
also
know
when
I
was
an
esl
teacher
at
the
murphy
school.
It
was
the
pull-out
model,
so
I
understand
the
budget
and
the
funding.
D
I
totally
get
all
of
that
and
not
thinking
that
we
need
more
right
now,
but
just
asking
as
we're,
investing
and
rolling
out
more
inclusion
model.
We
know
that
we
don't
pull
out
that
the
teacher
is
an
sei
certified
teacher
in
the
classroom
and
those
services
are
given
directly.
So
how
are
we
looking
at
the
budget
when
we're
looking
at
rolling
out
more
inclusive
models
across
the
district,
which
I
am
in
favor
of.
N
I
N
Really
investing
in
the
professional
development
of
teachers
and
creating
really
robust
teams
seems
to
be
one
of
the
formulas,
the
magical
formula
of
those
two
schools
and
really
having
teacher-led
work
around
this
work
and
constantly
investing
in
our
teachers.
So
I'm
really
excited
about
that
work.
A
Absolutely
so
I
just
wanted
to
address
something.
There
have
been
questions
about
surveys
right.
You
know
in
terms
of
figuring
out,
why
are
children
dropping
out?
Why
are
there
reduced
numbers
of
enrollment
return
on
casa
mejia
mentioned
yesterday
on
return
of
investments?
Deliverables
like
specific
to
you
know
what
metrics
are
you
using
to
say:
we
can
measure
our
progress
and
then
we
talked
about
facilities
and
there
were
points
about.
A
Well,
you
know,
facilities
or
schools
or
the
infrastructure
is
an
asset,
and
then
I
heard
I
heard
one
of
you
say
that
although
it's
an
asset,
people
are
assets
right,
teachers
and
services
and
all
these
other
things-
and
we
talked
about
attendance.
What
does
that
look
like
that
seems
obscure
as
well?
A
How
do
we
actually
gather
the
data
that
you
so
much
professor,
you
can
populate
and
how
do
we
use
it
to
inform
moving
forward
policies
to
address
the
issue
and
but
then
connecting
the
the
school
committee
talks
a
lot
about
connecting
the
budget
to
its
goals
to
the
needs,
and
this
is
what
we're
talking
about.
We've
listed
all
of
these
categories
of
inequities
and
how
we
can
distribute
or
allocate
certain
amount
of
monies
to
address
the
services
that
each
child
in
those
categories
need.
A
What
I'm
trying
to
figure
out
is
that,
although
I
understand
that
it's
not
bps's
full
responsibility-
and
just
you
know
for
the
record,
I
am
a
fan
of
teachers.
I
think
that
teachers
are
absolutely
amazing
human
beings
to
be
able
to
do
a
job
that
is
so
isolating
in
facilities
that
are
decrepit
and
abandoned,
to
be
able
to
spend
out
of
their
own
money
to
go
to
these
schools
day
in
and
day
out
and
not
give
up,
not
because
they
have
a
career
because
they
have
choices.
A
These
are
people
that
go
to
college
and
have
probably
ways
of
pursuing
other
things,
whether
it's
a
passion
or
not,
they
stick
to
it.
And
then
you
have
teachers
that
deal
with
these
issues,
emotional
and
traumas
and
things
that
come
with
the
whole
child.
But
you
mentioned
you
want
to
address
the
whole
child
and
clearly
there
are
metrics
and
studies
and
data
that
show
you
how
to
address
that.
And
I
understand
that
this
is
a
budget
conversation.
I
understand
where
we
are
and
what
we're
talking
about.
A
But
if
I
am
a
child
and
I
am
a
bps
student,
I
went
to
tynan
the
dearborn
snowden
for
a
year,
because
my
guidance
counselor
told
me
that
I
was
an
immigrant
and
I
didn't.
I
shouldn't
go
to
latin
at
the
time
and
so
sent
me
to
snowden,
and
then
I
said
I
still
want
math
and
science.
I
wanted
to
be
an
engineer.
Right
was
was
cool.
I
took
on
french
at
snowden
and
learned
it
really
quick
and
then
went
on
to
o'brien.
A
A
A
The
the
thing
is
is
that
I
was
going
through
a
lot
and
there
were
no
services,
and
I'm
really
happy
to
hear
this-
that
you're
trying
to
address
the
whole
child,
but
I
remember
feeling
like
I
deserved
nothing,
because
dearborn
looked
like
nothing
at
the
time
the
buildings
were
horrible.
The
vicarious
trauma
that
you
suffer,
whether
intentional
or
not
in
an
environment
that
is
completely
decrepit,
is
real
subconsciously.
A
We
are
what
we're
around
right.
We
are
our
environment
and
so
the
idea
of
efficacy
and
the
idea
of
the
whole
child.
I
went
on
to
fostering
17
children
and
most
of
all
of
them
in
bps,
and
I
would
also
do
provide
in-home
therapy
and
intensive
care
coordination
to
bps
students.
I
worked
with
dcf
as
well,
so
you
see
how
all
of
these
systems
that
come
in
place
the
state
talking
about
all
this
stuff
about
taking
on
look
at
what
they
did
do
with
dcf
the
state
has
a
not
a
good
reputation.
A
A
A
A
D
D
But
my
question
is:
is
there
money
in
the
budget
to
address
the
trauma
and
the
mental
health
suffering
that
our
teachers
have
gone
through
since
march
of
2020
and
not
just
professional
development
outside
of
their
already
busy
school
day?
You
know
as
a
classroom
teacher
special,
ed
coordinator
right
up
to
june
of
last
year
and
now
I'm
sitting
here,
but
so
I
know
I
lived
through
that
my
daughter
is
living
through
that
I
have
lots
of
close
friends
and
families
that
I
speak
to
daily
about
what
they're
suffering
through
so
would
really
like
to
see.
D
Do
you
think
we
need
more
money
in
the
budget
to
address
it
instantly?
Yes,
ma'am,
because
we're
losing
teachers,
yes,
ma'am
we're
already
losing
them
and
we're
losing
them
like
tuesday
at
lunch,
teachers
are
walking
out
and
not
coming
back.
It's
not
like,
oh
maybe,
next
year,
I'll,
do
something
different
like
I.
F
K
Our
job
to
generate
will
and
oftentimes
as
adults.
We
forget
to
do
that
with
all
the
initiatives
that
are
in
front
of
us.
I
think
we
need
to
deep
dive
down
into
creating
the
initiative
to
generate
will
as
part
of
our
pedagogical
understanding
of
leadership,
and
when
you
generate,
will
you
inspire
you
motivate?
You
acknowledge?
K
F
A
M
B
B
B
M
B
And
I'll
just
note
that
we
have
as
part
of
the
process
we
consult
with
the
archdiocese
we
consult
with
jewish
schools
and
other
private
schools
in
terms
of
their
title,
one
allocations
and
services.
So
they
also
receive
services
through
title
1
which
they're
entitled
to,
and
so
it's
all
in
consultation,
meaning
that
we
work
with
them
and
identify
their
needs,
identify
their
students
and
make
sure
we
provide
those
services.
But
I'll
give
these
specific
details
from
special
education.
B
M
Okay,
thank
you.
Let's
see,
I
think,
that's
all
I'm
I'm
I'm
tight
for
time.
So
that's
all
I
have
for
now,
and
I
really
appreciate
some
numbers
on
the
on
the
the
number
of
students
that
require
that
are
outside
of
not
enrolled
in
bps
and
and
just
to
get
some
get
some
ahead
around
that
issue.
I
really
appreciate
that.
H
Thank
you,
madam
chair,
and
thanks
again,
for
I
think
this
you
know
has
at
least
for
me,
been
helpful
to
hear
and
that's
a
new
counselor
to
understand
how
we're
thinking
about
our
schools
and
our
budget.
I'm
just
going
to
express
my
frustration
regarding
collecting
data
and
doing
nothing
with
it.
Just
doesn't
make
any
sense.
We
on
on
some
in
some
ways,
I'm
very
skittish
about
data
collection,
because
there's
so
many
privacy
concerns,
but
here
we're
trying
to
build
and
grow
out.
H
I
like
us
if
we
have
data
qualitative
quantitative,
that
it
not
be
sitting
there.
Part
of
that
could
be
capacity
right
and
having
that
leadership
in
central
office
to
make
sure
that
we're
using
that
data.
If
it
is
like
we
need,
we
need
more
staffers.
We
need
more
people
in-house
to
be
able
to
really
analyze
and
do
something
with
that
data
and
have
it
inform
policy.
H
What
are
the,
what
what
should
every
school
have,
and
I
mean
that
in
like
layman's
terms,
because
I
think
if
you
connect
that
to
the
communication
issues
that
we're
having,
I
think
it
could
go
a
long
way
if
you
can
tell
a
parent
that
if
your
child
comes
to
the
school
like
not
not
these
theoretical
things
that
I
think
are
important
right,
like
you
know,
emotional,
and
you
know
wellness,
I
think
that's
great.
But
what
does
that
translate
to
that
translates
to
social
workers?
H
It
translates
to
access
to
athletics
and,
if
you
can't,
you
know,
for
whatever
reason,
if
you're
not
able
to
play
basketball
at
this
school,
here's
an
opportunity
for
you
to
play
basketball.
I
think
those
real
tangible
things-
and
I
hope
that's
part
of
this
process
that
we'll
be
able
to
develop
a
a
one.
Pager
or
a
two
pager
that
says
this
is
what
we're
guaranteeing
in
every
k
through
six.
This
is
what
we're
guaranteeing
in
every
seven
through
twelve
and
then
doing
that
at
the
front
end.
H
That
will
make
it
really
a
lot
easier
for
these
conversations
around
school
closures,
especially
if
you
get
buy-in
on
the
front
end
and
if
you
involve
every
school
in
that
conversation
about
what
each
school
must
have
so
that
people
I
go
to
these
schools
and
it
breaks
my
heart
when
our
students,
when
students
tell
me
like
this,
is
what
we
don't
have,
and
we
know
that
other
schools
have
it.
So
why
don't
we
have
it
and
that
wasted
potential?
H
Because
that's
what
it
is
right
that
there
could
have
been
a
future
basketball
player
at
that
school.
There
could
have
been
an
artist
just
because
a
student
goes
to
baa
doesn't
mean
that
they
shouldn't
have
the
opportunity
to
play
baseball
right
and
they
shouldn't
be
able
to
exercise
that
muscle
right.
H
They
just
may
have
many
more
towels
than
I
have
right,
but
we
need
to
be
able
to
nurture
that,
and
I
think
we
need
to
be
able
to
promise
that
for
each
school,
not
these
like
theoretical,
there
will
be
a
family
liaison
and
there'll
be
a
parent
and
that
family
liaison
will
establish
a
parent.
You
know,
make
sure,
there's
a
parent
counsel
at
every
school
that
you
know
where
parents
are
very
involved
and
we're
going
to
work.
There's
going
to
be
three
non-profit
organizations
that
are
tied
in
and
keyed
into
the
school.
H
F
F
H
F
This
is
going
to
be
a
huge
community
engagement
project
that
we
do
to
help
us
design
a
baseline
of
what
an
elementary
school
should
look
like
and
have,
and
what
a
high
school
7-12
should
look
like
and
have,
and
so
by
this
time
next
year,
when
we're
before
you
talking
about
our
capital
budget,
we
are
going
to
have
that
baseline
and
then
it's
going
to
allow
us
to
say
well.
This
is
the
next
school
we're
doing
so.
They
need
these
tweaks
on
this
baseline.
They
need
these
additional
things.
H
Thank
you
and
then
do.
I
have
some
one
minute.
Okay,
I'd
like
to,
I
think
you
did
a
little
bit,
but
what
schools
don't
fit
into
the
weighted
student
formula
model
so
cleanly.
I
think
I'd
like
a
little
bit
more
insight
onto
that,
even
though
we're
about,
thankfully
looking
into
changing
that
and
then
second,
we
didn't
talk
about
it
a
lot,
but
how
does
the
student
opportunity
act
if
how
did
that
find
funding
from
that?
How
is
that
supporting
the
transformative
art
that
we're
trying
to
do
in
our
schools.
B
G
Are
six
schools
that
are
not
funded
through
weighted
student
funding,
currently
they're
the
horace
mann
school,
the
mckinley
sort
of
network
of
schools,
the
carter
school
boston,
adult
technical
academy,
about
the
the
newcomers
academy
portion
of
binka,
which
is
technically
in
our
budget?
Two
sort
of
separate
programs
collected
as
one
school
and
then
community
academy.
G
B
Second,
the
second
question
was
around
the
student
opportunity
act
that
increased
funding,
local
funding,
my
understanding
and
so
as
a
as
a
dependent
district,
we're
fortunate
to
be
insulated
from
a
lot
of
the
state
financing
that
gets
passed
through
the
city
and
where
we
partner
with
the
city
budget
office.
In
order
to
come
up
with
our
overall
our
budget,
the
student
opportunity
act
was
leveling
the
amount
of
funding
that
we
would
get
for
schools
in
the
city
of
boston
at
in
in
future
years.
B
So
it
wasn't
anticipated
to
increase
the
amount
of
funding.
It
was
going
to
stop
the
amount
of
declining
funding
that
we
had
projected,
and
so
it
was
the
three-year
100
million
dollar
commitment
when
it
was
originally
made,
was
a
down
payment
on
the
anticipated
revenue
that
would
come
from
that
in
future
years.
But
I
would
defer
to
our
partners
in
the
budget
office
to
be
able
to
explain
better
how
the
state
revenue
overall
impacts,
city
finances.
H
Thank
you,
and
just
thank
you
just
want
to
thank
you.
I
know
this
is
hard
work
and
it's
also
you
don't
do
this
work
just
for
a
nine-to-five.
You
do
it
because
you
care
about
students,
and
these
are
hard
issues,
because
we
expect
probably
too
much
from
our
schools,
but
I
do
want
it.
This
is
an
opportunity
right
with
so
much
new
leadership,
new
new
superintendent,
and
I
just
hope
that
we
seize
it.
So
thank
you.
I
F
I
So
I
just
want
to
think
I
just
want
you
all
to
really
think
about
your
communication
strategy
around
the
hard,
difficult
decisions
that
are
coming
down.
The
pipeline
council
consolata
had
a
really
excellent
question
around
what
would
you
add
and
what
what
would
you
need
right
and
then
counselor
murphy
had
a
rebuttal.
What
would
you
take
away
because
we
do
have
to
make
these
hard
decisions,
but
what
I
struggle
with
is
the
deficit
lens
and
how
we
approach
this
conversation.
I
So
why
sacrifice
programming
when
we
need
to
reevaluate
what's
happening
in
administration
right,
there's
something
just
to
think
about
for
us
to
consider.
Councillor
murphy
talked
about
teacher
support
and
nate
you're
the
longest
one
here,
I'm
gonna
keep
going
back
to
you,
mr
cruder.
I
talked
about
this
in
2020.
I
I
talked
about
it
in
2021
that
the
mental
health
crisis
is
going
to
be
the
next
pandemic
and
our
educators
are
going
to
need
supports
right.
So
I'm
glad
to
see
mr
bloom
that
we're
investing
this
year,
but
it
goes
back
to
why
has
it
taken
us
this
long
to
address
this
problem
when
we've
been
talking
about
it
year
after
year?
So
that's
just
it's
a
hypothetical
question.
I
I
You
know
counselor
ladder
and
I
are
going
to
be
hosting
a
town
hall
this
afternoon
around
some
of
the
violence
and
the
school
safety
issues
and
the
restorative
justice
and
the
mental
health
and
wellness
of
our
students.
If
families
aren't
feeling
safe
in
our
schools
right
and
if
we're
not
responding
in
ways
that
center
healing.
I
You
could
put
those
two
things
together
and
wonder:
people
are
probably
leaving
for
a
number
of
reasons
right.
I
guess
my
question
is,
as
we
continue
to
have
these
conversations.
The
budget
hearings
are
going
to
go
on
for
some
time
now.
I'm
just
curious,
you
know
what
are
we
doing
to
implement
more
restorative
justice
prevention,
investments
in
our
schools
to
help
support
these
issues?
Dr
mcintyre,
I'm
going
to
you
for
just
that.
K
Okay,
thank
you
for
the
question.
We
have
a
wellness
department
at
bps
and
there's
training
available
for
our
school
communities
to
learn
restorative
justice.
We
have
weekly
newsletters
to
support
the
implication
of
restorative
justice.
We
also
have
a
commitment
to
not
suspending
or
expelling
our
students
because
of
status
quo.
We
have
a
commitment
to
disrupting
the
school
to
prison
pipeline
and
we
live
it
and
we
breathe
it
and
we
do
it
every
day.
So
our
suspension
and
exclusion
numbers
are
monitored
regularly.
K
Weekly
monthly
and
everyone
gets
a
readout.
So
we're
really
focused
on
building
these
sort
of
behaviors
that
are
necessary
for
students
to
be
successful
in
school.
I'll
give
you
this
example.
At
the
burke
high
school
we
don't
engage
disciplinarians,
because
the
fact
that
you
do
suggest
that
you're
looking
for
trouble
what
we
engage,
our
engagement,
counselors
people
there
to
help
you
solve
the
problem
and
get
back
to
learning
and
as
a
result
there.
K
If
you
looked
at
the
data,
the
suspensions
have
gone
down
to
about
seven,
maybe
in
a
year,
and
so
just
focusing
on
that
and
providing
supports
that
students
need
in
order
to
be
progressive
in
their
school
and
in
their
work.
The
next
comment
I
want
to
make
is
around
central
office
anna
and
I
as
superintendents
we're
principal
supervisors.
K
L
You
I
will
continue
on
that
thread,
mostly
because
so
my
son
goes
to
the
mozart
elementary
school
in
roslindale,
it's
a
beloved
school.
The
principal
is
exceptional
and
at
any
given
moment
when
my
son's
eye
has
an
iep
and
he
requires
a
bus
monitor
and
sometimes
we
don't
have
a
bus
monitor
and
when
the
bus
drops
him
off
at
school.
L
So
it's
not
so
this
idea
that
we
are
somehow
spending
too
much
money
on
bps
is
triggering
for
me,
especially
when
you
know
to
compare
boston,
public
schools
to
the
police
department
and
to
say
that
we're
asking
our
schools
to
do
too
much
and
we're
also
asking
the
police
to
do
too
much
and
then
to
sit
in
the
city,
council,
chambers
and
say
we
need
to
stop
throwing
money
at
boston,
public
schools,
but
we
need
to
not
decrease
the
police
budget.
It's
a
slap
in
the
face.
L
L
I
my
question
is
around
the
school
improvement
grants,
and
so
we
have
school
improvement
grants,
and
this
is
a
quote
school
improvement
grants
for
schools
exiting
turnaround
one.
Can
you
define
what
exiting
turnaround
means
support
for
the
f
the
fiscal
year?
23
budget
includes
1.79
million
in
funding
to
transition
the
channing,
the
gru,
the
english
brighton
excel
in
madison
park,
schools
where
previous
school
improvement
grants
have
ended
or
funding
is
tapering.
L
G
G
They
would
give
schools
a
grant
that
was
sort
of
a
pass-through
from
the
federal
government
for
three
years
to
give
them
the
additional
funding
they
need
to
turn
around,
and
the
thing
that
bps
found
was
that
it
doesn't
take
a
school
three
years
to
turn
around
there's
a
longer.
Well,
maybe,
with
the
exception
of
the
burke
success
story,
yeah,
and
so
that
all.
G
I
G
So
what
what
the
the
policy
of
the
school
committee
is,
that
we
fully
fund
that
turnaround
amount
when
the
grant
from
the
state
ends
and
then,
when
the
school
exits
turn
around,
we
slowly
step
down
that
amount
of
funding
to
bring
them
back
to
the
sort
of
same
level
of
funding
as
a
traditional
non-turnaround
school,
with
the
only
exception
being
extended
learning
time,
whereas
we
fully
fund
any
extended
learning
time.
That
is
continuing
past
that
so
the
channing
is
the
most
recent
example
of
a
school
to
start.
Stepping
down
as
they've
been
exiting
turnaround.
G
G
L
L
Cloning,
I
mean
you
know,
and
I
I
say
that
because,
like
I
mentioned,
I
went
to
the
burke
and
when
I
went
to
the
burke
it
was,
I
was
walking
into
a
prison.
It
was
not.
You
know,
it
was
not
a
a
joyful
experience
to
go
there
and
I
think
that
the
outcomes
of
the
students
there
was
reflective
of
that.
So
I'm
really
grateful,
and
I
know
that
the
parents
in
that
neighborhood
and
the
students
they
were
also
really
grateful.
So
thank
you,
madam
chair.
A
A
A
A
So
we
can
talk
about
equity
at
a
different
hearing.
I
don't
know
where
that
fits,
because
I
don't
have
the
calendar
in
front
of
me,
but
my
questions
in
terms
of
I
know
that
you
have
invested.
I
think
I
forget
it
was
like
a
little
over
a
million
in
terms
of
professional
development
or
into
looking
for
more
black
and
brown
teachers.
A
I
really
we
really
need
to
look
at
those
things
in
order
to
make
sense
out
of
them.
Today
I
heard
again
about
facilities
and
megan.
Then
you
went
into
explaining
that
this
time
next
year-
and
hopefully
not
this
time
next
year-
hopefully
sometime
in
the
fall,
we
can
discuss
your
protocol
or
your
process
to
prioritize
what
schools
get
rebuilt,
what
those
facilities
should
look
like
to
address
the
whole
child,
as
you
are
trying
to
achieve.
A
Also
with
the
school
committee,
they
have
the
school
committee
both
and
the
boston
teachers
union
have
put
together
certain
protocols
in
terms
of
meeting
those
goals
for
whole
child,
and
that
would
encompass
that
you
are
looking
at
holistic
health
in
order
to
address
the
whole
child,
I'm
not
going
to
myself.
I
I'm
nobody,
I'm
just
a
woman,
a
parent
and
hopefully
a
good
one,
because
that
is
my
only
goal
in
life,
but
I
would
like
to
do
the
community
justice.
As
my
colleagues,
I
love,
I
love
them
dearly
and
you
can
see
you
got.
A
A
We
are
we're
literally
finishing
each
other's
sentences,
and
so,
if
you
can
put
together
precisely
what
is
your
process
for
selecting
schools
and
prioritizing
which
school
gets
services
which
schools
gets
rebuilt
and
which
school
and
how
do
you
ensure
or
how
like,
when
you
were
talking
about?
Okay,
what
a
school
needs,
but
what
is
the
process
of
which
school
do
we
do
first,
and
how
do
we
do
that?
Do
we
do
that
with
community?
Do
we
do
that
council?
A
How
does
what
does
that
look
like
and
then
tell
me
your
application
process
to
the
city
in
terms
of
capital
or
the
budget?
Who
decides
what
school
gets
money
and
what
is
that
process
and
what
is
the
criteria
of
prioritizing
what
school
and
what
services
that's
on
record,
I
would
love
to
get
those
answers
in
writing.
First,
preferably
the
equity
in
the
present
powerpoint
presentation.
Please,
and
I
would
like
to
share
them
with
my
counsel
colleagues,
so
we
can
discuss
them
over
a
working
session.