►
From YouTube: Committee on Ways & Means FY23Budget: BPS - Enrichment
Description
Dockets #0480 - 0486 - Fiscal Year 2023 Budget: Boston Public Schools - Enrichment
This hearing will cover topics including arts and music, athletics, after school programming, tutoring, summer learning, and partnerships
Held on May 2, 2022
A
A
The
council's
budget
review
process
will
encompass
a
series
of
public
hearings
beginning
in
april
and
running
through
june.
We
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record.
You
can
do
this
in
several
ways:
attend
one
of
the
hour
hearings
and
give
public
testimony.
A
A
Our
scheduled
hearings
dedicated
to
public
testimony
are
april,
26th
or
or
was
april
26
at
6,
pm
and
june.
2Nd
at
6
p.m.
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
sign
up
using
our
online
form
on
our
council
budget
review
website
or
by
emailing.
The
committee
at
ccc.wm.
A
A
A
A
A
We
can
I
just
for
the
sake
of
understanding
sort
of
the
format
to
which
we
function,
or
I
facilitate
these
hearings.
You
will
have
a
total
of
20
minutes
for
your
entire
seven
people
and
then
we'll
turn
to
the
council.
If
it
goes
a
little
bit
over,
obviously
you
guys
have
more
people
today,
it's
fine
or
maybe
20
to
25
minutes.
If
that's
possible,
then
we'll
go
to
our
council.
Colleagues
first
for
questions.
A
Typically,
I
have
like
a
thousand
questions
and
if
I
just
cross
out,
if
people
are
asking
my
questions
just
cross
them
out,
so
it's
more
easier
if
they
ask
first
and
then
finally
to
me,
then
we'll
go
a
second
round
which
will
entail
public
testimony.
If
anyone
is
here
or
virtual,
if
not,
we
go
to
a
second
round.
They'll
ask
questions
again.
The
first
time
is
seven
minutes.
A
So
welcome
everyone.
Obviously
you
know
I'd
love
to
start
with,
like
a
beautiful
speech,
so
that
you
can
say-
oh,
my
goodness,
she's
such
a
she's
such
a
wonderful
counselor
such
a
great
chair,
but
the
issue
here
is
just
that.
We
all
care
about
these
issues
and
I've
been
getting
emails,
particularly
about
transportation,
also
nutrition,
a
big
one.
So
you
know
my
questions
will
reflect
that
throughout.
I
won't
delay
this
any
further.
So
without
further
ado
panelists
you
have
the
floor
for
your
presentation.
B
A
B
Sure
today's
today's
presentation
hearing
is
on
enrichment,
which
includes
arts,
music,
athletics
and
out
of
school
time,
including
summer
school,
and
so
I
have
here
with
me
a
very
talented
panel.
I
won't
take
up
too
much
time,
but
did
want
to
start
our
presentation.
I
think
it's
very
appropriate
that
we
start
this
presentation
with
this
statement
from
the
opportunity
achievement
gap
policy,
because
what
we
are
doing
here
with
our
budget
is
really
focused
on
expanding
opportunities
and
closing
opportunity
gaps.
B
Of
course,
we're
able
to
do
that
in
this
conversation
because
of
a
three-year
100
million
dollar
commitment
from
the
city,
including
this
council,
that
is
able
to
allow
us
to
invest
in
new
opportunities
and
resources
for
students,
and
the
thing
I
just
want
to
highlight
at
the
start
is
that
this
110
million
dollar
commitment
is
over
and
above
our
cost
increases,
which
means
this
represents
true.
Investment
in
things
for
students,
research,
resources
for
students
and
we're
going
to
come
back
this
afternoon
and
talk
about
social
emotional
supports
another
area
where
we
are
closing
opportunity
gaps.
B
The
mass
core
implementation,
which
was
a
focus
of
our
academics
hearing
last
week
in
our
schools
here
and
we're
talking
a
lot
about
it,
because
mass
core
is
also
an
opportunity
for
us
to
expand
access
for
students
in
high
school
around
and
make
sure
that
they
have
access
to
key
programming,
including
arts,
programming
and
physical
education,
key
cornerstones
of
math
score
implementation
and
what
we
expect
all
students
in
high
school
to
have
access
to
and
with
that
I'm
going
to
turn
it
over
to
avery
ersdale.
Our
director
of
athletics
and
he'll.
Take
it
from
here.
C
Good
morning,
thank
you,
everybody.
For
the
time.
This
morning
my
name
is
avery
esdale,
I'm
the
senior
director
of
athletics
for
the
district,
I'm
here
on
my
slide
here.
I
think
we've
highlighted
basically
what
we're
intending
to
move
forward
on
in
fy
23
and
also
some
investments
that
we
have
with
our
esr
fund,
but
the
basis
of
everything
that
we're
doing
is
based
on
access,
opportunity
and
experience
of
those
participating
in
the
program
or
expanding
to
allow
more
to
participate
into
the
program.
C
We're
really
looking
at
next
year
and
excited
about
the
five
hundred
thousand
dollar
investment
and
really
again
focusing
on
expanding
opportunities
through
some
different
sport
offerings,
looking
to
expand
some
access
to
athletic
training
for
students
and
the
safety
component,
and
then
also
looking
at
how
we
might
surround
our
our
participants
and
players
with
with
more
of
the
traditional
supports
that
you
see
across
in
other
areas
with.
Without
that,
I'm
sorry,
I
will
pass
it
on
to
to
tony
and
he
can
go
over
his
side.
D
Good
morning,
everyone,
my
name,
is
tony
beatrice.
I'm
the
executive
director
of
the
arts
for
bps.
Thank
you
for
having
us
today
to
talk
about
arts
and
enrichment.
The
boston
public
schools
has
been
investing
in
arts
education
really
since
the
year
2009
and
that's
when
the
bps
arts
expansion
initiative
began.
D
This
is
a
public-private
partnership
with
investors,
funders
and
non-profit
partners,
with
three
big
goals:
expanding
direct
arts
instruction
for
students
during
the
school
day,
building
capacity
of
the
district
to
strengthen
school-based
arts
instruction
and
partnerships
with
cultural
institutions,
higher
education
institutions,
creative
youth
development
organizations
and
also
building
capacity
centrally,
so
that
we
can
help
all
of
our
teachers
with
professional
development
hosting
events.
And
I
invite
you
all
to
our
citywide
arts
festival.
D
It's
going
to
be
on
the
boston
commons,
the
first
time
in
person
since
2019,
and
that
will
be
on
thursday
and
friday
june,
2nd
and
3rd,
but
just
telling
the
story
throughout
this
initiative.
Since
2009
over
17
000,
more
students
in
grades,
pre-k
to
8
are
receiving
at
least
once
weekly
arts
instruction
and
we've
pushed
the
needle
where
we
have
over
60
percent
now
receiving
twice.
D
Additionally,
we've
been
awarded
over
4.2
million
dollars
in
esser
funds
specific
to
capital
arts
equipment.
This
is
everything
from
kilns:
pottery
wheels
new
instruments,
the
majority
of
our
inventory
came
from
vh1
saved
the
music
foundation
in
2000
in
2001
lighting
systems
for
our
auditoriums
sound
equipment,
everything
you
could
ask
for.
So.
As
I
said
you
know,
we
have
more
arts
teachers
in
the
district,
but
we
haven't
been
able
to
keep
up
with
the
capital
arts
equipment.
D
So
this
one
time
funding
is
going
to
have
a
multi-decade
positive
effect
and,
lastly,
just
to
share
last
year,
investors
partnered
with
bps
and
especially
for
our
office
of
data
accountability
and
did
a
longitudinal
study
using
data
from
11
years,
showing
the
impact
of
arts
instruction
in
bps.
This
is
really
the
first
study
of
its
kind
with
that
much
data
and
you
can
see
the
impacts
within
the
google
slides.
D
E
Elo
is
a
large
space
and
I
want
to
start
with
an
overview
of
a
few
of
our
programs.
The
first
is
acceleration
academies.
These
happen
during
february
and
april
vacation
breaks
more
than
60
schools
participated
in
each
cycle
this
year.
That's
about
triple
what
we
normally
do.
They
served
more
than
2
000
students
in
each
session
and
we
prioritized
our
english
learners
and
students
with
individual
education
plans.
E
This
was
a
seven
million
dollar
investment
and
it
was
really
both
educational
and
when
we
talk
about
closing
opportunity
gaps
exciting
because
they
really
got
to
focus
on
something
that
was
more
exploratory
and
involved,
investigating
and
problem
solving
for
our
own
issues
in
our
own
backyard
in
boston.
Our
investment
in
summer,
which
is
coming
up,
is
totaling.
E
E
E
This
is
an
area
also
where
I
know
that
we
are
working
towards
that
high
quality
guarantee
and
are
not
there.
In
fact,
we
have
esser
funds
dedicated
about
two
million
dollars
to
I'm
sorry,
it's
not
two
million
dollars.
It's
about
two
hundred
thousand
dollars
for
hiring
a
director
and
another
support
staff
to
work
on
expanding
programs
and
identifying
new
funding
models
for
for
our
programming
in
the
next
slide.
E
Sorry
I
have
to
get
to
my
own
next
slide,
which
doesn't
want
to
happen
all
right.
This
is
just
a
quick
overview
of
the
budget
for
summer,
because
it
is
so
large.
You
can
see
the
investments
that
we're
making
in
everything
from
our
early
childhood
programs
k
zero
to
two
to
the
exam
school
initiative,
the
extended
school
year,
which
is
programs
with
that
call
for
a
full
school
year
for
children.
E
The
largest
bulk
you'll
see,
goes
to
our
fifth
quarter.
Programs
that
includes
high
school
recovery
as
well,
but
outside
of
high
school
recovery
is
really
a
open,
enrollment
opportunity
for
families
to
pick
and
choose
where
they
would
like
their
children
to
be
this
summer
and,
as
I
said,
that
totals
about
24
million.
Why
we
invest
in
this
is
is
important,
I
probably
don't
have
to
say
this,
but
I
will
research
shows
and
we
have
some
research
great
research
from
rand
corporation.
E
That
shows
up
to
two-thirds
of
the
achievement
gap
between
low-income
students
and
their
high-income
peers
can
be
explained
by
unequal
access
to
summer
learning
opportunities.
So
this
is
where
we're
making
a
large
investment
to
close
that
opportunity
gap.
And,
finally,
I
want
to
talk
just
briefly
about
our
partnerships.
E
Currently,
we
have
658
partners
who
are
registered
in
our
portal,
our
partner
bps,
which
is
where
that
connectivity
happens
between
schools
and
partners
and
that
funding
allocation.
There
is
11.8
million
dollars
new
esser
funds,
totaling
750
000
are
earmarked
for
improvements
to
before
and
after
school,
and
this
ranges
from
data
collection
and
sharing
tools
so
that
we
have
improved
evaluation
funding
to
provide
technical
support
to
our
community-based
organizations
to
help
them
achieve
partner
standards
and
investments
in
training
partners
on
quality
insurance
assurance,
sorry
and
evaluation.
B
That
concludes
the
presentation
for
this
morning.
Just
wanted
to
highlight
that
there
are
more
materials
available
on
our
website
of
austinpublicschools.org
backslash
budget,
as
well
as
here's.
Our
upcoming
hearing
schedule,
including
a
hearing
this
afternoon
on
social
emotional
learning
I'll
now
turn
it
back
over
to
the
chair
for
your
questions.
G
G
Will
there
be
transportation
provided
this
summer
and
will
there
be
extended
day
opportunities,
because
many
times
families
would
opt
out,
because
maybe
the
boys
and
girls
club
or
the
y
offered
the
whole
day
that
they
needed,
because
parents
worked
so
a
four-hour
in
the
middle
of
the
day
was
not
something
that
they
could
access.
So
if
you
could
answer
that,
question.
E
Certainly,
thank
you
counselor.
The
summer
programming
is
this
year,
a
blend
of
opportunities.
Families
will
find
some
schools
sites
and
some
programs
that
include
extended
day.
We
will
also
have
some
transportation
in
a
limited
number
of
buildings,
typically
buildings
that
we've
been
calling
vision
sites
because
they'll
host
multiple
programs.
E
Having
said
that,
what
you've
experienced
this
year
with
or
what
we've
all
experienced
this
year
with
transportation
and
capacity
and
drivers,
we
anticipate
to
be
a
summer
problem
as
much
as
it's
a
school
year
problem.
So
we
are
being
very
conservative
in
that
offering,
but
we
have
expanded
our
extended
school
year.
Students
always
receive
transportation.
E
G
E
We
have,
as
I
said,
the
open
enrollment
slots
total
around
eight
thousand.
We
have
opened
registration
on
april,
4th
it'll
go
through
june,
although
it
we
host
site
selection
in
in
rounds
right
now,
we're
well
over
2
000
families
currently
registered
and
our
goal
is
to
fill
all
the
seats.
Will
we,
I
don't
know
we
didn't
fill
them
all
last
year,
and
I
know
that
part
of
that
was
transportation
extended
day.
E
Part
of
it,
though,
is
also
joy
factor
I
think,
bringing
in
more
partners
more
locations
which
this
year
we
are
in
59
buildings,
as
opposed
to,
I
think
30.
Some
odd
last
year
means
that
there's
at
least
more
walking,
accessibility,
opportunities
and,
as
I
said,
partnering
so
that
you
know,
academic
gains
are
really
important.
E
G
To
make
sure
to
get
more
families
to
want
to
right?
Yes,
many
like,
as
you
know,
though,
the
students
on
ieps
have
to
attend
or
right.
My
second
question
is
about
the
athletics.
I
know
this
came
up
last
week
on
in
a
hearing,
but
I
knew
we
were
having
this
hearing.
So
I'm
going
to
say
it
again
and
my
daughter
was
a
student
at
bla,
so
she
was
able
to
participate
in
crew
because
they
did
have
a
partnership
with
real
boston.
G
G
G
C
Thanks
for
the
question
council
murphy,
I
think
it's
there's
a
few
things
here
in
play.
The
number
from
the
state
obviously
is
a
number
derived
by
dividing
what
we
have
allocated
and
and
obviously
our
enrollment
in
school.
So
how
that
actually
plays
out
may
be
a
little
different
than
how
the
number
sounds,
but
obviously
it's
not
a
number
that
we
want
to
tell
and
and
have
being
with
what
the
driver
is
in
our
program.
C
I
think
in
terms
of
the
the
programs
in
the
the
summer
work,
our
work
in
kovic
really
has
opened
the
door.
I
think
for
us
to
think
about
how
we
do
our
summer
program
and
our
enrichment
and
really
opened
opportunities
for
us
to
think
about
the
relationship
between
education
and
enrichment
and-
and
I
think
some
people
were
creative
last
summer
in
doing
that,
and
I
think
we'll
continue
to
work
together
to
figure
out
how
we
can
continue
to
provide
more
opportunities.
That.
C
Yeah,
so
I
got
off
target,
I'm
sorry,
but
I
think
in
terms
of
the
esser
money
and
the
investments
in
operating
as
we
are
going
through
this
process
with
esther,
knowing
that
it's
not
money,
that's
going
to
be
there
forever.
We
are
having
a
conversation
around.
How
do
we
continue
to
assume
some
of
these
opportunities
or
expenses
or
resources
in
our
operating
budget?
So
that
is
part
of
the
conversation
as
we
put
things
out
on
the
table
to
go
after,
but
I
think
it
also.
I
And
I
was
just
after
that
council
murphy's
sam
de
pena
deputy
done
for
operations
that
we've
also
done
a
great
deal
of
engagement
with
our
students,
with
our
coaches,
with
our
administrative
staff,
for
the
schools
to
assess
kind
of
what's
needed
and
what's
desired.
So
those
conversations
have
been
ongoing
will
continue
to
be
ongoing
and
where
we
can
make
priority
shifts
and
investments
will
do
so.
J
J
The
kaleidoscope,
deci
funding
limited,
is
limited
to
15
schools,
none
of
them
in
austin
brighton.
Do
we
have
a
list
of
all
the
60
schools
that
the
60
schools
and
the
criteria
for
selection,
how
how
they
get
selected
and
and
is
transportation
and
provided
for
the
expanded
learning
opportunities
during
school
vacations
in
in
february
and
april.
E
J
So
I'm
just
thinking
about
a
school
like
the
jackson,
man,
which
is
a
huge
number
of
english
language
learners
and
a
high
number
of
kids
on
special
special
ed
students
with
especially
in
the
autism
track.
I'm
just
wondering
I'd
love
to
understand
the
distribution
of
these
school,
the
selection
of
these
schools
and
where
they
are
that'd,
be
helpful.
K
Morning,
memorial
morning,
braden
with
regards
to
acceleration
academies,
so
all
schools
were
invited.
Last
year
in
february
there
were
20
schools
that
provided
acceleration
academies.
This
year
the
number
was
66
for
february,
so
a
three-fold
increase
last
year.
Also
for
april.
I
can't
tell
you
the
number
off
the
top
of
my
head,
but
it
was
less
than
20
for
april
and
we
had
69
schools
that
participated,
the
criterion
for
selection
in
in
terms
of
inviting
students.
We
first
started
with
students
with
disabilities
and
english
language
learners.
K
K
J
K
So
the
schools
invited
the
students
again,
the
criterion
was
students
with
disabilities,
english
language,
learners
and
then
the
general
population,
so
parents
were
involved
in
that
they
would
know
that
their
children
were
invited
and
also
that
their
children
would
be
provided
with
transportation.
Very
good.
Thank
you.
J
J
It's
not
that
my
understanding
is,
and
I
have
not
time
to
check
it
out
myself,
but
my
understanding
is
that
the
the
website
is
pretty
difficult
to
access
and
and
doesn't
you
know
it's
not
user
friendly,
and
certainly
if
your
family,
with
english
is
not
their
first
language
or
or
don't
have
access
to
com,
good,
reliable
internet,
the
same
old
story?
How
do
families
learn
about
the
summer
summer,
programming
opportunities,
sure.
E
It
is
not
the
easiest
system,
you
are
correct,
but
it
is
very
thorough
and
it
supports
all
the
needs
that
we
have
in
the
enrollment
opera
system
to
guide
families
through
this
process
we
have
all
and
her
team
just
recently
trained
all
of
the
family
liaisons
in
our
schools
and
one
of
their
job
descriptions
is
to
help
families
register.
So
they
don't
have
to
do
this
alone.
Their
family
liaison
can
help
them
through
it.
Many
of
our
community
partners
who
are
serve
our
children
already
know
how
to
use
it.
E
They
can
help
them
our
hern
homeless,
education,
resource
network
families,
know
staff
know
how
to
use
it.
They
can
help
families.
So
we
we
know
it's
challenging
and
we've
looked
to
provide
a
really
good
support
group
to
help
families
how
you
get.
There
is
very
easy,
though:
it's
right
on
our
website
under
summer
stuff
and
people
will
see
it
in
billboards.
Starting
last
week.
There
are
billboards
around
the
city
and
communication
with
all
of
our
partners.
I
J
J
One
minute,
one
minute
excellent:
I
can
speak
for
another
minute
in
terms
of
partnerships.
658
is
a
really
impressive
number.
Do
we
have
any
quality
indicators
and,
in
terms
of
outcomes,
do
we
do
and
do
we
do
some
surveying
of
the
student
experience
you
know?
Is
it
challenging
stimulating
interesting
and
do
we
do
we
measure
the
outcomes
in
terms
we're
investing
a
lot
of
money
in
in
summer
programs?
You
know
who
are
our
partners
and
and
what
about
outcomes?
Terrific.
E
K
Thank
you,
so
city
council
braden,
one
of
the
things
that
we're
doing
is
as
part
of
our
essa
funding.
We
have
the
opportunity
to
increase
our
partnerships,
particularly
around
our
community
based
organizations,
black
and
brown
and
small
business,
which
is,
as
you
know,
city-wide
an
issue
for
in
terms
of
partnerships.
K
If
you
would
evaluation
where
we're
evaluating
the
school's
experience
or
schools
are
able
to
speak
to
how
well
their
partners
are
working
with
them
or
addressing
their
needs,
and
also,
as
you
mentioned,
student
experience,
family
experience
and
partners
experience
with
schools.
That
is
our
goal
very
good.
Thank
you.
Thank.
F
A
L
L
L
C
B
L
I'm
I'm
glad
we're
doing
a
lot
of
outreach
on
special
special
limit
olympics
and
students
with
disabilities,
but
I'm
very
discouraged,
I'm
I'm
being
direct,
and
I'm
I'm
not
happy
about
this.
I'm
very
discouraged
in
the
program
that
we're
not
living
up
to
making
sure
that
students
have
the
opportunity
to
play
sports.
L
B
I
don't
have
the
state
averages,
and
I
think
this
panel
in
particular
would
agree
with
you
that
you
know
would
be
looking
to
expand
athletic
opportunities
for
students,
particularly
at
the
non-exam
schools,
is
something
that
we're
looking
to
do
it
has.
It
was
originally
going
to
be
part
of
the
second
year
of
the
three
year,
100
million
dollar
plan
for
us
as
a
as
a
district.
B
L
Okay,
my
request
is:
if,
if
we
are
providing
academic
programs
at
at
any
school
this
summer,
there
should
be
a
mental
health,
counselor
or
social
worker
to
assist
any
student
that
might
need
it.
That
might
be
a
good
opportunity
to
find
out
what
what's
happening
in
that
child
or
student's
life
might
be
an
opportunity
to
listen
to
that
student
to
partner
up
with
that
student,
their
family,
to
make
that
student
more
successful
going
into
the
next
school
year.
L
So
my
my
question
is-
and
I
appreciate
all
the
the
great
work
you're
doing
and
thank
you,
but
my
request
is:
if
we
don't
have
a
mental
health
counselor
in
every
school
building
this
summer,
you
know,
let
us
know
and
we'll
advocate
for
that
and
we'll
fight
for
it,
because
our
students
deserve
that.
I
I
don't.
I
don't
want
to
hear
all
good
news
coming
from
ev
everybody
all
the
time
for
the
next
couple
weeks
on
the
bps
budget
I
want
to.
I
want
to
know:
what's
not
working
so
we
can.
A
A
M
Morning,
everyone,
thank
you
so
much.
I
really
do
appreciate
the
return
on
investment
portion
that
was
added
to
the
arts
and
music
spending
slide,
which
stated
that
chronically
absent
students
attend
school
for
one
additional
day
compared
to
when
they
are
not
enrolled
in
the
arts,
so
courses.
So
thank
you
for
that.
That's
great
information
really
do
appreciate
you,
including
it,
but
with
that,
I'm
just
curious
that
we
saw
that
there
was
a
deep
decreasing
overall
on
arts
spending
by
two
percent
and
music
spending
by
one
percent.
M
M
I'm
going
to
just
ask
one
question:
the
next
question
that
I
have-
and
this
is
more
of
a
request:
can
we
get
a
breakdown
of
the
number
of
arts
and
music
programming
in
addition
to
after
school
programming
offered
at
every
school
I'd
like
to
see
that
by
the
numbers,
please
and
in
terms
of
partnership?
This
is
one
of
the
things
that
I
have
been
talking
about
even
before
I
came
onto
the
council.
A
M
M
Now,
yes,
so
I'm
just
curious
many
many
many
years
ago
I
reached
out
to
bps
because
a
lot
of
these
non-profit
organizations,
some
of
the
smaller
ones,
entrepreneurs
folks,
who
were
actually
really
doing
amazing
work
in
the
city
of
boston,
did
not
have
access
to
opportunities
to
the
partnership
portal
and
I
had
to
create
my
own
fare
and
invite
these
vendors
to
come
to
bps
to
showcase,
and
this
was
years
ago.
So
I'm
glad
that
we're
catching
up
to
to
that.
But
it
speaks
volumes
to
the
molasses
of
trickle-down
impact.
M
So
I'm
just
curious
in
terms
of
investments.
What
are
we
doing
to
ensure
that,
if
we're
serious
about
equity
and
partnerships
that
we're
not
just
funneling
these
dollars
to
smaller
that
we're
creating
opportunities
for
smaller
folks
vendors,
not
just
non-profit
organizations
but
actual
entrepreneurs,
to
be
able
to
be
meaningful
partners
with
bps?
M
N
B
Part
part
of
what
you're,
seeing
with
the
closure
of
any
school
is
the
redistribution
of
resources
through
our
weighted
student
funding
and
so
the
students
that
were
at
the
jackson,
man,
those
resources
for
music
and
arts
that
were
part
of
their
daily
schedule.
That
will
go
to
your
for
your
enrichment
block
being
able
to
go
and
and
take
music
that
is
funded
through
weighted
student
funding.
So
we
close
those
schools,
those
are
redistributed
to
other
schools
and
then,
as
part
of
their
planning.
B
H
D
E
E
M
E
Right,
we
will
have
to
look
at
how
we
incorporate
staffing,
but
the
training
of
bringing
the
bringing
an
expanded
pool
of
partners.
We
believe,
is,
you
know
a
time
bound
opportunity
that
we
can
raise.
You
know,
raise
the
boat
up
and
have
a
lot
more
partners
who
understand
and
we've
helped
them
get
to
the
standards
level.
So
we
can
provide
a
quality
assured
program
for
with
more
partners.
I
If
I
can
do
that
to
that,
council
media,
we
do
on
a
constant
basis,
get
referrals
from
different
sources
and
organizations
and
people
that
do
offer
services
for
our
students
and
what
we
try
to
do
is
initiate
them
in
dialogue.
Have
discussion
with
them
just
had
a
conversation
with
one
last
week
and
made
a
referral
to
about
10
schools
with
that
partners,
potential
services,
and
we
let
them
have
conversations
with
schools
and
we
work
through
denise's
team
to
facilitate
those
dialogues.
I
just
want
to
make
sure.
M
I
state
that
I
think
that
how
much
in
my
how
much
time
I
have,
because
I
I
want
to
make
sure
not
no
more,
but
I
I
didn't
get
an
answer
to
the
breakdown
of
arts
and
music
programming
in
addition
to
after
school
programming
at
every
school.
So
if
you
don't
have
that
now,
I'd
like
to
see
it
at
some
point,
thank
you.
B
Yeah,
thank
you,
counselor.
The
equity
presentation
that
you
requested
was
sent
over
just
this
morning
at
the
start
of
the
hearing,
we're
printing
copies
of
it
for
you
to
deliver
this
afternoon
and
the
there
there
were
several
other
requests,
including
the
per-pupil
allocation
formulas,
for
each
of
the
supplemental
positions.
B
A
A
Okay,
can
we
have
it
now?
Do
you
wanna?
Yes,
please.
I
I
just
think
that,
like
I
just
need
you
to
communicate
with
me,
if
you're
not
going
to
have
it
because
I
did
expect
both
today
and
but
I
didn't
get
an
email
saying,
we
don't
have
it
and
it
just
seems
like
our
questions
is
leading
back
to
metrics
measuring
monitoring,
assessing
surveying.
A
We
can't
have
this
conversation
unless
we
have
those
answers,
if
you
can't
have
it
by
the
time
that
you
said
you're
going
to
have
it
totally
human,
we
just
need
that
communication
conveyed
to
us
and
then
for
this
afternoon.
I
guess
if
we
can
get
that
printed
right
away,
we
don't
we
don't
even
have
enough
time
to
assess
your
stuff,
because
we
got
it
like
this
morning.
A
O
Thank
you,
madam
chair,
and
I
second
your
request.
I
want
to
start
by
saying
you
know
commending
the
acceleration
academy.
I
have
a
cousin
who
goes
to
binga
and
all
of
our
cousins
were
gathering
during
april
vacation
and
she
couldn't
come
because
she
was
in
school
and
I
was
very
happy
that
she
couldn't
come
she's
an
english
language
learner,
and
so
I'm
I'm
happy
that
we
are.
We
are
not
letting
our
that
we
are
ensuring
that
our
kids
are
in
school
and
are
learning
and
are
making
up
for
learning
loss.
O
So
I
appreciate
that
and
whatever
the
council
can
do
to
help
for
the
support
acceleration
academy
and
programs
such
as
that,
I'm
here
for
it.
I
am
disappointed
similar
to
council
president
flynn
regarding
outreach.
This
is
always
my
biggest
source
of
angst
with
bps
is
our
communication,
so
I
think
president
flynn
announced
his
disappointment,
but
I
I
want
to
hear
what
we're
doing
to
communicate
experience
summer,
because
if
we
have
all
of
these
wonderful
opportunities
for
our
young
kids
and
then
they're
not
taking
advantage
of
it,
what
it's?
What
are
we
doing?
O
What
aren't
we
doing
in
terms
of
translating
in
terms
of
making
sure
we're
working
with
our
family
liaisons
like
what
are
we
doing?
That's
working?
How
do
we
expand
on
what's
working
and
where
are
we
failing
and
then
and
then
related
to
that
is?
Do
we
also
make
sure
that
charter,
schools,
students
and
charter
schools
know
about
experience
summer?
That's
you
know,
but
I
want
to
make
sure
that
all
of
our
students
in
the
city
of
boston
are
able
to
take
advantage
of
the
program
that
we
have
available.
O
E
Thank
you
counselor.
We
look
at
outreach.
There
are
a
number
of
things
we're
doing
and
you
know
we
are
always
always
open
to
more
suggestions
on
this,
but
we
started
from
the
day
that
we
went
live
on
school
mint
with
the
usual
automated
phone
calls
home
to
every
phone
number.
We
have
for
every
student
to
emails
and
texts
for
those
families.
E
We
have
used
our
bps
social
media.
As
I
mentioned,
billboards
went
up
last
week,
we're
now
using
a
geotagging
feature.
So
if
you're
passing
a
billboard,
you
may
end
up
with
a
message
on
your
phone
that
gives
you
more
information
or
a
link
to
the
registration
site.
Our
family
liaisons
are
key
to
this
work.
There's
a
combination
of
raise
the
noise
volume,
so
people
know
it's
out
there
and
then
there's
the.
How
do
you
actually
register
in
a
way
that
doesn't
feel
overwhelming
the
family?
E
Liaisons
were
all
trained
late
last
week
on
how
to
register
and
some
of
our
schools.
When
you
talk
about
best
practices
are
hosting
actual
summer
school
sign
up
opportunities.
I
don't
like
to
use
the
word
school.
I
think
we
need
summer
programs
right
and
experience
summer
because
it's
a
more
exciting
opportunity,
but
so
schools
are
working
in
fact
the
liaisons
it's
in
their
job
description
to
make
sure
that
families
know
how
to
access
summer
and
help
them
with
that.
And
all
of
these
things
are
happening
in
multiple
languages.
O
No,
I'm
happy
to
hear
that
the
chair
will
cut
me
off
and
I
have
more
questions
so,
but
I
will
say
that
you
we
have
to
those
all
sound
great.
We
need
to
be
even
better
and
I
think
one
of
the
things
we
should
start
doing
honestly
is
start
riding
the
bus,
and
I
know
that's
a
people,
it's
a
capacity
issue
but
meeting
people
where
they
are-
and
I
think
you
know
people
are
using
the
bus
right.
We
have
great
pilot
programs
that
are
making
the
28
29
23
free
right.
O
What
if
we
had
bps
liaisons
riding
the
bus?
If
we
know
we're
writing
the
28,
we
make
sure
we
have
folks
liaisons
who
are
bilingual
and
in
in
spanish,
also
bilingual
and
haitian
creole
same
thing
in
other
neighborhoods,
if
you're
in
epim's
corner,
you
know
you
have
someone
there
who
speaks
cape
verdean
creole.
I
think
that's
how
we
meet
people
where
they
are
and
let
them
know
like
that
human.
O
I
No
just
briefly,
I
would
add
that
usually
around
this
time
of
the
year-
and
we
do
our
different
pushes
of
communication,
one
of
the
spaces
we
do
do
is
touch
base
with
our
city,
colleagues
and
other
departments
to
make
sure
that
they're
helping
us
spread
the
word
out
so
we'll
be
connected
with
this
boston
center
students
and
families.
We'll
connect
with
you,
the
dylan
and
housing
department
team.
If
you
guys
have
some
outlets
that
you
can
help
us.
P
O
O
C
O
Yes,
if
you
could
get
that,
that
would
be
great,
and
even
if
you
know,
there's
a
there's,
an
auditorium
that
doubles
as
a
gymnasium.
Fine
just
give
us
that
data.
Another
question
is:
how
do
no
new
programs
at
a
school
start,
so
I'm
going
to
use
the
example
again
because
a
lot
of
us
were
there
recently
the
students
and
it's
your
students
will
tell
you
what
they're
lacking.
I
was
in
a
classroom
and
the
students
were
like.
O
C
The
process
around
athletics
is
is,
there's
a
there's,
a
planning
and
an
initiation,
basically
involved
and
and
in
many
of
those
it's
where
we
are,
and
I
think,
looking
at
how
we
start
a
program
and
and
how
that
fits
into
everything
else
that
we
have
going
on.
But
I
think
the
other
question
that
also
has
to
come
on
and
also
has
to
be
vetted,
is
what's
available
and
what's
the
feasibility
of
what
the
request
is
right.
C
C
Other
works,
you
can
use
yeah
so
which
is
constantly
always
going
on,
but
I
think,
as
you
see,
you
know
when
you
have
a
gym,
the
gyms
get
used,
and
so
sometimes
you
run
into
situations
where
the
school
that
has
the
gymnasium
may
have
a
need
just
as
much
as
the
school
that
wants
to
use
the
gym.
So
we're
open
to
the
conversation.
C
We'll
have
the
conversation,
but
I
think
the
three
things
that
come
into
play
obviously
are
feasibility
based
on
the
facilities,
sustainability,
based
on
the
numbers
and
and
sometimes
when
you're
dealing
with
schools
and
enrollments.
That
piece
can
fluctuate
on
a
year
year
and
also,
I
think,
how
we
can
kind
of
absorb
that
sport
in
what
we're
running
currently
in
this
city.
P
Q
Thank
you,
madam
chair,
and
thank
you
to
the
panel
for
all
your
work
that
you
do
and
I'm
excited
to
see.
You
know
the
investment
that's
being
made
in
the
summer
programs
and
after
school
programs.
My
grandmother
used
to
tell
me
my
idol.
Mind
is
the
devil's
playground,
so
keeping
kids
in
engaged
and
productive
is
very
important
to
me,
and
I
think
that
will
help
reap
benefits.
You
know
not
only
for
our
young
people
for
our
before
our
city
northeastern
university,
I'm
a
northeastern
alumni.
They
had
a
great
program
called
co-op.
Q
You
know
where
we
had
internships,
so
many
different
companies.
You
know,
based
on
our
interest,
I
mean
we
got
to.
You,
know,
learn
more
in
depth.
You
know
real
world
on.
You
know
the
things
that
we
were
studying
and
also
you
know,
got
to
earn
a
little
bit
of
a
little
bit
of
money.
Can
you
talk
to
me
how
many
summer
programs
are
kind
of
centered
or
you
know,
have
that
type
of
model.
E
I
Thanks
denise,
one
thing
I
would
add
to
that
counselor
is
that
we
do
have
the
positions
that
we
need
posted
and
are
always
looking
for
ways
to
spread
the
word
on
how
we
actually
fill
those
positions.
So
if
you
have
some
suggestions
and
a
way
to
connect
with
folks
that
that
we
can
provide
to
set
this
up
happy
to
do
that,
yeah.
Q
I
love
that,
and
you
know
just
kind
of
pushing
that
type
of
program
in
for
our
students,
because
I
think
it
will
definitely
help
them.
You
know
build
a
resume,
earn
a
little
dollar
then
get
a
deeper
understanding
of
what
they're
studying
and
the
only
other
thing
that
I
would
like
to
advocate
for
is,
you
know,
extended
hours
for
our
summer
programs
in
our
after
school
programs
kind
of
fit
the
the
family
schedule,
family
work
schedule.
R
B
The
part
of
the
increase
in
the
staff
that
mr
beatrice
already
mentioned
is
an
increase
in
the
number
of
arts
teachers
and
music
teachers
at
the
high
school
level.
So
that's
part
of
the
the
mass
core
expansion
to
be
able
to
do
that
work.
So
that
does
include
that
enrichment
staff
and
then
there's
been
a
mix
of
x
capacity,
building
on
both
esser
and
on
the
general
funds
for
our
after
school
and
summer,
school
programming.
I
E
So
on
the
screen
right
now
happens
to
be
the
experience
summer
budget,
so
we're
fortunate
to
have
landed
there.
It's
a
24
million
dollar
investment
this
year.
This
is
substantially
more
than
past
years,
we're
going
from
30
some
odd
sites
to
59
sites,
we're
working
with
20,
more
partners,
we're
serving
roughly
18
000
students
or
will
have
capacity
to
serve
roughly
18
000
students
and
that's
exclusive
of
job
opportunities
and
internships,
which
is
roughly
another
5
000
opportunities
for
our
students.
E
Our
outreach,
as
I
said
it's
begun
three
weeks
ago
and
we
are
in
the
thick
of
it
now
with
billboards
with
phone
calls
with
social
media
with
leafleting
a
bunch
of
events
coming
up
in
the
future,
and
I
love
the
counselor's
idea
of
being
on
buses.
So
now
we've
got
to
look
at
our
pool
and
see
what
we
can
do
there
and
on
the
ground.
Grassroots,
are
the
family
liaisons
in
our
schools,
working
with
families,
whether
they're
calling
them
whether
they're
hosting
after
school,
sign
up
opportunities.
E
E
R
Council
murphy
had
called
for
a
hearing
to
discuss
the
athletic
programs
at
bps.
Can
you
discuss
the
1.5
million
increase
in
bps
athletics
and
maybe
just
give
me
a
quick
breakdown?
I
know
that
the
powerpoint
outline
elementary
and
jv
level
investments.
Are
there
any
additional
investments
at
the
high
school
level.
C
Some
of
the
other
areas
that
we'll
go
into
would
be
the
supports.
So
looking
at
coaching
staffs,
you
know
we're
behind
in
some
of
those
areas
in
terms
of
number
of
people
that
we
have
or
specialists
that
you
may
have
to
provide
instruction
or
support
around
the
sport,
we're
also
making
some
inroads
and
athletic
training
and
the
safety
around
students.
C
So
that
piece
of
the
the
sports
medicine
piece,
somebody
to
diagnose
injuries,
help
students
get
back
from
injuries
or
help
them
get
connected
for
things
that
are
bigger
than
what
the
athletic
trainer
can
can
handle.
And
then
I
think
the
other
piece
is.
It
allows
us
to
really
explore
the
the
staff
in
the
athletic
center
office
and
make
some
expansions
there
to
provide
some
more
support
to
our
coaches
and
to
our
athletic
coordinators
and
school
leaders
in
terms
of
just
delivering
athletics.
R
To
expand
on
council
president
flynn's
inquiry
a
little
while
ago,
there
were
student
athletes
this
year
that
were
not
allowed
to
participate
at
the
risk
of
of
bps
thinking
that
this
line
of
inquiry
is
potentially
inflammatory,
it
was
a
local.
It
was
a
regional
and
it
was
a
national
embarrassment
that
we
had
student
athletes
that
could
not
participate
on
the
field
or
on
the
court.
Because
adults,
I
don't
know
what
the
glitch
was.
R
I'd
like
to
hear
what
happened
and,
more
importantly,
moving
forward
with
this
budget
request
that
that
never
ever
happens
again
to
a
boston,
public
school
student
athlete
who
wants
to
compete
at
their
potential
on
their
level,
also
potentially
to
compete
for
a
college,
scholarship
or
potentially,
maybe
be
considered
for
a
professional
draft.
How
we
feel
those
kids
inexcusable,
but
someone
needs
the
answer
as
to
what
happened
and
make
sure
that
that's
prevented
from
ever
ever
happening
again.
I
Thank
you,
counselor
fighting
for
that
question.
I'll,
take
that
question.
So
we
did
look
into
the
matter
and
we
found
out
that
there
was
some
paperwork
discrepancies
that
that
led
to
that
incident
to
occur,
and
we
are
deeply
apologetic
and
owned
on
that
era,
and
we've
made
those
communications
and
known
to
folks
locally
more
across
the
state
and
reached
out
to
the
other
school
districts
that
were
impacted
about
the
whole
situation.
I
So
we
did
apologize
for
that
and
we
regret
that
that
occurred
with
that
this
budget
you'll
see
reflects
the
addition
of
central
office
staff
that
mr
avery
esdail
alluded
to
and
adding
additional
staffing
to
his
department
and
team
to
help
oversee
some
of
the
daily
operations
will
help
alleviate.
Some
of
that.
We've
also
made
some
course
corrections
around
the
process
on
how
we
look
at
those
applications
timeliness
when
it
happens
how
it
occurs
and
verify
that
there
are
additional
checkpoints
along
the
way
to
make
sure
that
doesn't
happen
again.
R
R
A
I
guess
this
is
supposed
to
be
on
the
equity
questions,
but
I'm
having
a
hard
time
actually
finding
the
answers
and
I'm
trying
I'm
trying
to
go
like
question
to
answer
a
question
to
answer
and
I'm
having
a
hard
time
and
I'm
just
going
to
say
it
that
way,
and
I
think
that
at
some
point
we
should
probably
sit
outside
of
this
hearing
and
just
clarify
if
there
are,
if
you
need
clarifications
on
the
questions
because
yeah
again,
I
just
I
just
don't
find
the
answers.
I
can't
find
the
answers.
N
I'm
happy
to
do
that.
I
think
what
I
attempted
to
do
when
preparing
the
documents
in
front
of
you
this
morning
is
to
go
through
the
list
of
questions
I
think
dated
april
7th,
if
that's
correct
and
pull
out
the
ones
that
have
were
particularly
bolded
as
the
equity
questions
and
separate
them
out
into
this
powerpoint
presentation.
A
A
A
R
I
had
just
a
question,
I
guess
on
your
question.
Madam
chair,
you
are
perfectly
clear
and
I
know
this
is
your
first
budget.
This
is
like
my
20th,
and
this
is
what
bps
does
they
duck?
They
dodge
they
bob
they
weave,
they
slow
dance,
the
answers
and
they
spin
spin
spin
and
it's
refreshing,
quite
frankly,
madam
chair,
to
hear
you
pumping
the
brakes
in
an
effort
to
get
actual
responses
to
our
colleagues.
We
have
a
our
responsibility.
R
We
have
a
fiduciary
responsibility
to
the
residents
and
the
taxpayers
of
this
city,
we're
all
elected
to
ask
questions
and
to
get
answers
to
approve
this
budget.
It's
a
pretty
big
ask
1.3,
plus
billion
with
the
b
dollars
this
body
through
this
chair
and
my
colleagues
respectfully
asking
questions
looking
for
truthful
answers,
kind
of
getting
the
swerve
I've
seen
this
movie
before
man.
Chair
to
your
point,
you
are
within
your
purview
but
you're
also
in
your
right
mind
because
you're
asking
questions
and
you
feel
like
you're
getting
swerved.
This
happened.
This
is
an
annual
event.
A
M
M
So
if
you
don't
mind,
madam
chair,
I
would
ask
humbly
if
we
can
utilize
this
time
to
make
sure
that
everyone
is
clear
and
if
we
need
a
translator
like.
If
I
ask
a
question-
and
you
don't
understand
what
I'm
saying,
then
you
ask
me
exactly
what
you
heard
so
that
when
you
walk
out
of
here,
everyone
is
clear
and
what
we're
hoping
to
come
back
to
is
that
okay,
madam
chair.
A
M
M
M
B
M
M
I'm
also
curious
in
terms
of
the
partnership.
You
know
I
do
appreciate
the
the
effort
that
is
being
made.
I
want
data
on
how
many
organizations
that
are
smaller,
grassroots
and
entrepreneurs,
and
I
also
want
to
know
how
many
dollars,
those
smaller
organizations
are
being
allotted,
it's
great
to
say
that
we're
making
an
effort
to
increase
the
number
of
smaller
grassroots.
M
You
know
by
poc
entrepreneurs,
but
I
want
to
know
how
many
are
there
and
what's
the
dollar
amount
that
they're
getting,
because
it's
great
that
you
have
some,
but
if
city
year
or
you
know
after
school
and
beyond,
and
some
of
these
big
wigs
are
getting
millions
of
dollars
and
then
some
of
our
smaller
organizations
are
getting
five
thousand
dollars.
That's
still
not
equitable
right.
So
I'd
like
to
know
in
a
deeper
dive
of
what
dollar
for
dollar
it
looks
like.
Is
that
something
you
can
pull?
E
I
think
we
can
pull
some
of
it.
The
reality
is
that
boston
after
school
and
beyond
is
an
umbrella
for
hundreds
of
those
partners,
and
so
whether
or
not
we
have
the
breakdown
of
how
much
goes
to
each
of
them
individually
is
something
that
we'll
have
to
go
to
before
and
after
school
and
beyond,
for,
I
believe.
M
Yes,
so
then,
I
think
in
terms
of
transparency
and
accountability,
because
we
are
allocating
funds
to
this
third-party
vendor.
If
you
will,
then
there
is
an
opportunity
and
a
responsibility
that
we
have
to
ask
them:
will
they
so
that
we
can
get
that
data?
And
we
understand
what
that
return
on
investment
looks
like
also
curious
about
as
part
of
the
math
core
we're
introducing
we're
introducing
ethnic
studies
right.
So
I'm
curious
to
learn
about
how
that
curriculum
will
make
its
way
into
the
arts
and
music
education
curriculum.
M
But
what
does
that
say
about
our
own
ability
to
use
and
prioritize
our
taxpayer
dollars
to
support
our
programming
in
our
highest
needs?
So
I'm
just
curious
in
terms
of
moving
forward
just
curious,
like
what
does
that
say
and
how
we're
gonna
re-imagine
tax
dollars
to
ensure
that
we
are
also
investing
in
that,
and
you
don't
have
to
answer
that
name.
B
I
was
hoping
I
could
offer
just
a
quick
clarification
about
that
question,
to
make
sure
that
I'm
I'm
going
to
address
the
correct
part
of
that.
The
external
funds
for
both
the
mckinley
and
the
special
education
dollars
are
federal
entitlement
grants,
including
title
1
and
idea,
which
is
funding
for
special
education
students.
So
that's
part
of
our
sort
of
formulaic
budget
that
comes
from
the
federal
government
and
it's
not
sort
of
private,
fundraising
or
sort
of
entrepreneurial
work
on
our
part
to
receive
external
funding.
M
Abps
report
in
2020
one
found
that
in
regards
to
safe
and
supportive
schools,
bps
quote
unquote:
k-12
transformative,
sel
standards
are
being
rolled
out
throughout
the
district
and
embedded
in
health,
ed,
physical,
ed
and
the
arts.
I'm
sure
you're
familiar
with
this.
Could
we
get
an
update
in
regards
to
how
sel
standards
are
part
of
our
arts
and
music
education?
M
I'd
love
to
to
know
that
and
then
you
know,
because
I
didn't
realize
we
were
going
to
get
this
opportunity
to
put
all
these
questions
on
the
record.
I'd
like
to
allow
my
colleagues
to
ask
their
questions
and
give
me
some
time
to
think
about
other
things
that
I
have
on
my
heart.
Thank
you
customer
here.
Thank
you,
council
murphy,.
G
Thank
you,
so
my
data
research
from
the
2022
budget
told
me
a
lot
and
it's
what
pushed
me
to
call
for
the
hearing
to
address
the
lack
of
athletic
opportunities
for
our
students
in
bps,
and
I
just
want
to
start
by
saying
for
anyone
who's,
not
sure
or
aware
of
this,
that
massachusetts
spends.
On
average,
seventeen
thousand
dollars
per
student
boston
spends
over
twenty
four
thousand
considerably
more
than
other
towns
and
states.
G
We
only
value
our
students
enough
to
spend
76
dollars
per
student.
This
was
from
the
2022
budget.
I
know
that
we
said
we're
going
to
increase
it
22,
but
that's
less
than
half
that's
47
of
the
state
average.
Even
though
we
spend
a
lot
more
than
what
other
towns
and
cities
pay,
and
that
comes
out
to
less
than
one
percent
0.03
percent
per
pupil.
G
If
we
believe
which
I
believe
that
athletic
and
art
opportunities,
equal
mental
health
opportunities
that
we
know
all
of
our
students
need
they
need
them
and
we
have
to
invest
in
them,
then
we
need
to
spend
more.
I
can't
approve
a
budget
that
we're
only
offering
and
if
we're
not
going
to
properly
fund
these
opportunities
for
our
students,
we
need
to
invest
more
than
just
increasing
the
budget
to
98.
G
So
my
two
questions
also-
and
I
know
I
asked
these
last
week-
data
request
was
for
the
breakdown
of
all
of
our
125
schools.
I
asked
for
the
capacity
at
each
building
the
current
enrollment
and
then
the
projected
enrollment
and
I
know
on
one
of
the
slides.
You
had
told
me
nate
that
that
was
from
october,
so
we
were
hoping
to
get
an
updated
a
more
recent,
because
we
know
since
october
of
2021
a
lot
more.
G
Families
have
chosen
to
leave
bps
and
you
have
that
information
and
then
also
the
equitable
after
school
programming
and
before
school
programming
for
our
special
ed
students.
I
was
a
proud
teacher
at
the
henderson
school
and
even
our
students
there
at
an
amazing
inclusion.
School
didn't
always
have
all
the
opportunities.
So
I
know
it's
really
really
hard
for
many
students
and
many
students
are
shut
out
of
after
school
and
before
school
programming
because
of
their
el
or
special
ed
status.
So
I
asked
for
that
information
also.
G
I
N
G
I
think
it
came
out
of
the
conversation
about
the
hard
conversation
we
need
to
have
about
looking
forward
in
school
closures
and
when
I
brought
up
the
fact
that
there's
only
402
402
students
at
brighton
high
and
we
have
428
students
at
the
kilmer.
We
know
that
many
of
our
school
buildings
are
very
underenrolled
and
we
have
empty
classrooms
and
some
and
others
are
busting
at
the
scene
with
long
waiting
lists
for
families
to
get
into
so.
The.
G
O
Very
excited
that
I
get
to
ask
all
my
questions
so
so
I'm
going
to
start
with
athletics.
I
asked
a
question
about
how
many
schools
have
indoor
gymnasiums
and
the
breakdown
right.
That's
really
important.
It's
a
data
baseline
that
we're
trying
to
create
so
that
we
know
where
we're
fighting,
for,
I
also
will
just
say,
I'm
an
at-large
city
councilor.
O
You
know
we're
also
looking
at
this
as
an
issue
of
equity,
to
the
extent
that
you
are
able
to
break
down
the
schools
by
neighborhood,
I
I
started
taking
a
peek
at
this
equity,
this
data
that
would
be
really
helpful
for
not
only
me
as
an
at-large,
but
for
all
of
our
city.
You
know
all
of
our
fellow
city
councils,
if
you're
able
to
break
that
information
down
by
neighborhood.
O
That
would
be
really
helpful.
Next
question
is,
you
know:
yesterday,
just
happened
to
have
some
time
was
looking
at
the
sunday
globe
was
looking
at
their
tribute
to
winter,
high
school
athletes
and
the
lack
I
just
there
were
just
so
few
bps
students
that
were
being
recognized
as
winter
scholastic
athletes
and
part
of
it
is
back
to
these
questions
of
how
much
we're
investing
in
sports
and
are
we
allowing
our
students
to
meet
their
potential?
Yes,
I
know
there's
a
factor
of
that.
O
These
private
schools
recruit
our
kids
and
you
know,
but
I
think
that
there's
more,
there
are
students
who
decide
not
to
go
to
private
schools
and
to
play
sports
in
our
school.
So
how
are
we
supporting
them?
Next
question
is
no.
I
guess
that
related
question
is:
do
we
reflect
our
commitment
to
sports
excellence
and
accessibility
and
how
we
pay
our
coaches,
so
more
data
on
how
coaches
are
paid
and
how
we
can
be
more
competitive
in
that
space?
O
We
can't
well,
what
did
you
say
we're
the
best?
I
know
we
can
be
a
lot
better,
have
friends
who
are
coaches,
and
I
know
that
this
is
a
big
area
of
concern
that
we
don't
affirm
the
dignity
of
what
they're
doing
and
how
we're
paying
them.
How
do
we
expect
to
have
strong
sports
programs?
If
we're
not,
you
know
getting
really
quality
coaches?
I
also
when
I
was
looking
at
the
the
globe.
They
also
honored
a
bunch
of
coaches,
and
I
did
not
see
any
bps
teachers.
O
O
Next
question
is:
what
is
the
status
of
the
sports
program
at
madison
park?
We
know
the
students
there
are
really
itching,
especially
for
more
girls
programming
around
sports
at
madison
park.
So
what
is
the
status
there?
If
we
could
give
us
the
summary
and
the
work
that
we're
doing
to
increase
sports
offerings
at
madison
park?
It'd
be
great.
O
I
asked
a
question
about
how
are
sports
programs
funded
and
what
what
other
determinants
of
what
schools
get
what
funding
and
then
in
the
budget?
There
is
a
line
item
for
slated
for
1.2
million
dollars
for
new
sports
offerings.
What
is
that
for
like
the
sports
types
and
schools?
I
think
that
would
be
helpful
next
bucket
of
questions
in
after
school
programming,
how
many
schools
don't
offer
any
after-school
programmings
after
school,
and
what
percentage
of
after
school
programmings
are
run
by
pps
staff
versus
partnerships.
O
Next
bucket
is
tutoring,
especially
in
response
to
covid
how
our
tutoring
program's
responsive
to
the
learning
loss.
That
has
happened
during
covet
and
is
that
and
are
we
relying
is
our
tutoring,
relying
mostly
on
bps
staff?
I
know
that
you
know
there's
an
article
recently.
I
forget
what,
in
a
major
newspaper
talking
about
how
tutoring
a
lot
of
private
tutoring
companies
have
come
up
to
help
schools
deal
with
learning
loss?
O
What
are
I
just
be
curious
in
terms
of
like
what
do
those
partnerships
look
like
and
what
is
the
list
of
tutoring
services
we're
using
and
is
that
an
area
where
we
need
help?
Are
we
doing
a
good
job
of
making
sure
that
we're
matching
the
learning
loss
that
has
happened
during
covid,
along
with
the
you
know,
equity
issues
of
who
needs
additional
support?
Are
we
doing
a
good
job
of
getting
students
that
tutoring?
O
You
know,
I
think
private
schools
are
able
to
offer
their
summer
learning
options
earlier.
Is
there
is
it
possible
for
us
to
move
up
in
our
communications
that
what
we
offer
you
know
maybe
this
year
it
was
difficult
because
of
kovid,
but
is
that
another
way
that
we're
able
to
get
the
word
out
sooner
and
earlier
to
our
parent
to
our
to
our
families?
O
O
I'd
just
be
curious
as
to
like
you
know,
actual
versus
what
is
our
target
goal
and
like
what
is
the
science
behind
like
what
you
put
your
target
goal
as
in
terms
of
participation
in
summer
programming,
because
I
mean
that
statistic
that
you
offered
was
really
fascinating
right.
Two-Thirds
of
the
the
opportunity
gap
can
be
explained
away
by
summer
summer,
learning
right
so
like
we
need
to
make
sure
we're
getting
the
super
majority
of
our
students
in
summer
learning
programs
and
then
in
terms
of
partnerships.
O
O
And
what
does
that
look
like
I
mean
I
guess
it
would
be
top
five
per
number
of
student
and
per
dollar
spent
right,
because
sometimes
there's
an
efficiency
when
you
have
large
when
you
have
large
partnerships,
but
sometimes
there
isn't,
and
so
I
think,
that's
what
that
question
would
be
getting
at
see
if,
like
maybe
are
there,
efficiency
gains
when
you
are
have
these
big
organizations
that
have
all
this
money.
But
if
there
are
no
efficiency
gains,
then
we
we
have
more
work
to
do
partnering
with
small
organizations.
A
We
want
to
understand
exactly
if
you
have
like
a
science
building.
If
you
have
labs
like
which
schools
have
them,
then
we
had
questions
about
which
schools
are
actually
in
need
of
like
facility
help
or
whatever,
and
you
said
that
you
were
doing
a
study,
a
full
study,
but
I
know
that
you
have
a
list
somewhere.
That
tells
you
what
schools
need
water
fountains,
what
school
needs
a
boiler?
A
What
school
like
you
do
have
an
inventory
of
that
and
if
not
then
can
we
can
we
contact
the
principals
to
send
in
their
list
of
what
is
missing
in
their
school
from
art,
to
service,
to
nurse
to
social
worker,
liaisons
and
so
forth?
Right,
so
then
we
ask
you
to
give
demographics
of
your
employees,
and
I
see
that
there
is
like
some
sort
of
like
chart
there,
but
it
doesn't
actually
break
down
and
then
there's
like
tiny
little
numbers
at
the
bottom,
explaining
the
demographics
of
teachers.
A
But
if
you
can
also
explain
in
terms
of
like
inclusionary
sort
of
efforts
that
you're
that
you're
doing,
how
are
you,
how
much
money
are
you
putting
into
black
teachers,
or
we
talked
about
fees
right
that
paraprofessionals
have
to
like
take
exams
in
order
to
be
to
go
into
different
programming
or
levels?
Can
we
get
the
monies
that's
being
invested
for
those
black
and
brown
teachers
to
encourage
them
to
either
be
employed
or
to
move
up
to
another
level
and
then
in
the
rfi
again
we
talked
about.
A
Please
provide
actual
fy
22
spending
and
projected
actual
fi-22
spending
on
on
on
pace,
and
where
has
your
spending
fy
22,
so
far
exceeded
or
contracted
against
your
fi
budgeted
amount?
We
I
asked
you
to
and
then
there's
questions
under
that
and
I'm
not
going
to
go
into
all
of
them,
but
it
talked
about
language
access
and
departmental
financial
and
personal
resources
devoted
to
language
access,
so
it
it
does
actually
break
down
that.
A
It
asks
you
to
break
down
that
information
as
well
in
there
and
then
in
personnel
breakdown
of
different
departmental
employees,
so
not
just
the
teachers,
but
also
in
the
departments
so
by
race
and
gender
and
then
pay
right.
We
wanted
to
know
if
boston
is
leading
by
example,
with
an
equitable
lens,
and
so
how?
How
much
are
we
paying
our
our
administrative
staff,
how
in
the
school
building
or
any
other-
and
we
know
what
it
looks
like
we're?
Not
we're
not
going
to
be
like?
A
N
A
I
know
all
of
them
is
fine.
Okay,
if
you
do
one
for
teachers,
one
for
principals
and
one,
for
example,
for
upper
management
or
administration.
If
you
do
one
for
finance,
we
want
to
know,
if
is
it
90
all
black
people
getting
paid
the
most
in
finance
department?
We
want
to
know
those
things
if
your
department
has
more
non-minority
racial
demographics
in
the
top
ten
wage
earners.
What
efforts
are
you
making
to
ensure-
and
I
think
I
already
spoke
to
that?
A
A
Are
employees
with
additional
language,
competency
compensated,
and
you
know
if
more,
how?
What?
If
not
explain,
is
the
department
experiencing
challenges,
hiring
bypoc
employees
and
if
you
are
then
bring
us
that
information
and
help?
What
are
your
efforts
to
do
to
do
otherwise
to
see
other
results,
a
breakdown
of
your
contractors-
and
I
think
a
lot
of
my
colleagues
have
brought
that
up
already
so
minority
owned
women-owned.
The
things
that
councilman
here
is
asking
about
for
the
top
20
largest
contractors.
A
A
If
we
look
at
this,
the
questions
that
council
mejia
and
casa
lujan
and
councillor
murphy's
speaking
of
in
particularly
in
every
all
of
the
all
of
your
quota
per
pupil.
So
I
have
to
reiterate
that,
because
that's
not
coming
back
to
me-
and
we
can't
have
that
conversation,
because
we
can't
fully
assess
if
we
know
that
60-
I
think
you
said
60
of
schools-
have
arts.
D
A
A
So
like,
if
you
take
all
services
right,
if
you
take
everything
that
is
extracurricular
or
services
to
for
per
pupil,
if
you
give
us
a
breakdown
in
one
sheet
in
one
report,
it
would
be
so
easy
for
us
to
have
this
conversation,
because
then
we
would
actually
be
able
to
properly
assess
what
is
going
on.
So
you
guys
talk
about
the
whole
child
right
right.
You
said
you
wanted
to.
A
You
approached
your
goal:
the
whole
child,
that's
what
you
said,
and
so,
if
it's
the
whole
child
and
you're
talking
about
mental
health,
you
can't
talk
about
mental
health
without
us
understanding.
If
the
kids
are
eating
crap,
you
can't
talk
about
mental
health
if
the
kids
are
not
exercising
can't
talk
about
mental
health,
if
we're
not
addressing
basic
needs:
social
determinants
of
health
at
home,
so
social
workers,
liaisons
parent
partners,
external
contractors,
how
are
we
addressing
that?
Do
we
have
an
assessment?
A
For
anything
else,
you
can
think
of
so
then
art
teachers
right
then
after
school
program,
if
only
2,
000
kids
are
going-
or
I
think
you
said-
8
000,
sorry,
8,
000
kids
are
going
then
what's
missing
and
who
applies
and
are
people
on
waiting
list?
We
can't
assess
this
without
a
full
report,
so
put
that
in
one
report
and
then
we
can
say:
oh,
we
know
that
this
whole
achievement
gap
thing
is
happening
because
of
these
areas
and
then
we
could
probably
we're
not
analysis.
N
I
really
appreciate
that
counselor
and
I
think
I
would
love
to
take
you
up
on
the
opportunity
to
have
a
deeper
conversation
happy
to
do
it
here
as
well.
I
think
for
some
of
the
questions
that
you
just
asked.
I
think
we
have
attempted
to
provide
an
answer
in
good
faith
and
and
may
have
misunderstood
and
are
happy
to
clarify.
A
Okay-
let's
talk
about
that,
you
said
you
gave
me
this
report
and
you
broke
down
annual
spending
and
then
I
don't
know
why
this
is
in
the
equity
thing
that
I
asked
for
because
that's
not
like,
then
it
doesn't
actually
give
me
demographics.
It
doesn't
actually
break
down
percentage
of
women
or
minority
like
you
just
basically
gave
me
the
report
all
over
again
from
the
last
one.
So
I
wanted
to
just
extend
patience
or
time
or
grace
to
say
hey,
maybe
I'm
not
explaining
it
correctly
right.
A
So
then
we're
that's
what
we're
doing
now,
and
I
think
that
this
is
hard
for
both
of
us.
We're
not
it's
not
this
right,
it's
it's!
This
like
we
have
to
do
that
with
each
other,
and
I'm
just
saying
please
don't
feel
any
kind
of
way
about
this.
This
is
not
nothing
to
no
one.
Personally.
This
is
just
saying
that
we
as
a
council
cannot
continue
and
properly
have
this
conversation.
It
just
feels
like
we're
just
like
every
week.
A
We're
disappointed
like
every
day,
every
time
we're
like
oh,
but
wait
what
about
that
information
that
I
asked
and
then,
if
we
don't
have
it
in
real
time,
how
are
we
having
that
conversation
and
if
you're
going
to
give
it
to
us
later-
and
I
hope
this
is
an
example
to
all
the
hearings
to
come,
because
I
want
to
be
more
genuine
about
how
we
have
this
conversation.
So
I
want
that
information
here.
I
thought
we
were
going
to
have
it
today
and
I'm
going
through
this
thing
that
you
sent
me.
A
It
does
not
give
it's
not
a
user
friendly
by
the
way
right,
because
it's
just
a
copy
of
the
report
from
last
time.
It's
information
from
last
night:
it's
not
user
friendly.
This
is
not
for
public
consumption.
So
I'm
asking
you
to
give
it
to
me
for
public
consumption
and
you're,
saying
you
gave
it
to
me.
I
can't
I
can't
post
this.
I
can't
I
can't
like
actually
expect
anyone
to
understand
to
go
through
this
and
that's
what
I
think,
and
it's
not
that
I
don't
understand
it.
A
H
A
So
it's
not
just
for
us,
it's
also
for
the
public
and
in
engaging
constituents,
and
that
doesn't
that's,
that's
not
helpful
if
we,
if,
if
we
had
the
time-
and
I
think
that
we're
headed
to
asking
council
flynn,
if
he
has
any
questions
and
to
counsel
me
here,
has
more
questions.
If
we
had
more
time,
we'd
go
one
by
one.
H
A
N
L
L
L
The
other
one,
the
other
issue
I've
been
focused
on
is
hvac
systems
in
our
schools.
This
may
have
already
been
discussed,
but
I
want
to
know:
does
every
school
now
have
a
hvac
system
that
is
working
and
as
we
go
into
the
start
of
a
new
school
year
in
august,
will
that
air
condition
be
on
throughout
every
throughout
every
classroom?
L
Or
will
we
be
opening
windows
when
it's
90
degrees,
but
I
would
like
I
would
like
for
us
to
do
a
walking
tour,
the
facilities
team
to
do
a
walking
tour
to
make
sure
that
the
hvac
is
working
not
just
in
every
school
but
in
every
classroom.
That's,
what's
that's.
What's
really
important,
it
might
be
working
in
the
school
that
doesn't
necessarily
mean
it's
working
in
every
classroom.
M
C
M
The
reason,
the
reason
why
I
ask
is
because
you
know
we've
been
talking
about
partnerships
and
there's
so
many
organizations
that
are
doing
sports
related
programming
through
their
nonprofit
status,
so
that
they
could
be
really
good
partners
in
terms
of
supplementing
right
and
creating
more
opportunities
for
young
people
to
have
access
to
different
types
of
opportunities.
There's
also
a
golfing
program.
M
It's
a
young
man
he's
an
entrepreneur
he's
trying
to
create
an
opportunity
for
young
people
to
have
access
to
golfing
black
and
brown.
Children
usually
don't
see
that
as
a
sport
that
they
can
pursue.
So
there
are
a
lot
of
great
examples
out
in
these
streets
that
I
would
recommend
that
you
either
you
google,
you
research,
you
ask,
and
then
you
create
opportunities
for
those
folks,
because
sometimes
we
can't
expect
people
to
come
to
us.
We
have
to
do
everything
in
our
power
to
create
opportunities
for
them
to
to
see
that
these
opportunities
exist.
M
So
I'm
just
going
to
throw
that
out
there
as
something
that
you
all
may
want
to
consider
madison
park.
You
know
I
always
talk
about
madison
park.
We
talked
about
arts
funding
and
I'm
just
curious.
They
have
a
whole
media
arts
lab
what
are
the
investments
that
are
being
poured
into
madison
park
in
terms
of
arts.
I'd
like
to
come
back
with
some
return
on
investments
on
that,
I'm
also
curious
about
equipment
for
sports.
M
I
know
we
talked
about
98
dollars
per
people
spending,
but
I'm
just
curious
about
what
the
equipment
budget
looks
like
across
the
district
in
terms
of
access.
Someone
asked
us,
because
I've
always
talked
about
creating
space
for
people
to
bring
their
questions
to
us.
Someone
asked
about
a
program.
This
is
a
arts
related.
Excuse
me,
this
is
a
sports
related
question.
M
C
E
M
And
there's
125,
so
I'm
just
saying:
there's
more
opportunity
for
scaling
and-
and
you
know
increasing
so
that's
great-
to
hear
thank
you
for
that
denise.
So
for
the
sports,
I'm
just
curious.
You
know
I've
heard
from
a
lot
of
teachers
that
are
teachers,
but
then
they
also
are
phys.
Teachers
like
they
wear,
multiple
hats
and
I'm
just
curious
in
terms
of
data.
M
How
many
phys
teachers
we
have
that
are
actually
teachers,
not
science,
teachers
acting
like
phys
teachers,
so
just
really
curious
about
kind
of
what
that
looks
like,
because
I
know
we're
just
trying
to
make
ends
meet,
but
at
what
cost.
So
I'm
just
curious
about
making
sure
that
when
we
come
back
with
data,
I
want
to
know
teachers
that
are
actually
phys
teachers
and
are
serving
that
role
as
the
same
as
art
teachers
that
are
actually
art
teachers,
not
el
teachers
that
are
acting
like
art
teachers
right.
M
I
want
to
make
sure
that
we
understand
what
that
looks
like
and
then
I'm
curious
about
feedback
about
the
needs
of
the
type
of
programming.
I'm
just
curious
about
how
we
go
about
deciding
what
type
of
program
we're
going
to
be
offering.
What
focus
groups
have
we've
done?
What
feedback
have
we've
gotten
from
families,
educators,
principals
about
what
they
want
to
see
in
their
schools?
M
M
M
I
would
be
curious
to
know
what
voice
if
any
people
have
had
in
that
process
and
we've
asked
a
lot,
and
I
just
want
to
just
end
with
at
least
my
acknowledgement
right
and
I
think
counselor
lotta
said
it
best.
We
expect
bps
to
work
miracles
and
we're
always
asking
you
all
to
do
more
and
oftentimes
with
less
right,
so
we
wanna,
I
wanna
personally,
acknowledge
that
it
is
not
easy
to
do
this
work
and
and
to
serve
the
needs
of
so
many
families,
especially
I'm
in
an
urban
district
setting
right.
M
M
And
while
we
do
appreciate
you
all
showing
up
today
and
ready
to
answer
our
questions,
I
I
just
think
that
the
level
of
questions
that
we
have
need
to
be
a
lot
more
sophisticated,
and
if
you
don't
understand
what
we're
asking
it
would
be
a
better
use
of
our
time.
If
you
are
able
to
say,
could
I
this
is
what
I'm
hearing
you
say
and
then,
if
you
don't
have
it,
you
don't
have
the
answer
and
that's:
okay,
it
it's
somewhat
and
I
go
back
to
nate.
M
M
M
M
F
A
S
I
appreciate
that
and
I
can
come
back
when
when
I
get
three
schedules
as
well
well,
good
morning,
my
name
is
ruth
mercado
zizzo
and
I'm
the
vice
president
of
programs
in
equity
at
edvestors,
an
education
non-profit
whose
mission
is
to
advance
equitable,
meaningful
education
that
prepares
every
boston
student
to
activate
their
power
and
shape
their
future.
I
am
here
today
to
support
bps's
continued
investment
and
commitment
to
quality
arts
education
for
all
bps
students.
S
S
One
of
the
biggest
drivers
of
this
change
has
been
the
increase
in
certified
arts
teachers
working
in
our
schools.
There
are
more
than
300
arts
teachers
in
the
district
compared
to
160.
In
2009,
these
are
all
publicly
funded
positions.
Indicative
of
the
priority
school
communities
have
placed
on
a
strong
arts
education
for
their
students,
led
by
tony
beatris,
who
you
heard
from
earlier.
A
robust,
visual
and
performing
arts
department
provides
valuable
professional
development
and
tactical
support
to
schools
and
teachers.
S
Bps
arts
expansion
has
also
strengthened
the
connection
between
bps
and
the
arts
and
culture
community,
with
arts
organizations
working
in
partnership
with
schools
year
after
year,
engaging
in
delivering
quality,
culturally
responsive
instruction
to
students
and
becoming
an
integral
part
of
school
communities.
Bps
arts
extension
supports
and
collaborates
with
nearly
50
arts
and
culture
organizations
partnering
with
schools,
and
facilitates
a
peer
learning,
community
and
network
of
more
than
100
arts
partners
committed
to
the
same
goals
as
you've
heard
today.
S
Nearly
100
percent
of
pre-k,
through
8
students,
receive
weekly
arts
instruction
and
today
sixty
seven
percent
of
pre-k
through
eight
students,
receive
twice
weekly
up
arts
instruction
up
from
less
than
ten
percent.
In
two
thousand
nine
on
the
high
school
level,
we
have
nearly
tripled
the
percentage
of
students
with
arts
access
since
2009,
while
also
working
in
close
partnership
with
the
district
and
arts
organizations
to
increase
the
number
of
students
who
graduate
meeting
the
mass
core
arts
requirement.
S
This
increase
in
arts
education
access
has
resulted
in
quantifiable,
positive
educational
outcomes
for
students.
Last
year,
as
you've
heard,
we've
released
a
report
detailing
the
positive
effects
increased
arts
education
has
had
on
bps
students
over
the
last
11
years
and
looking
at
bps
data
of
over
1500
variables
and
615
000
student
level
observations.
S
The
study
found
that
increases
in
arts,
ed
positively
impacted
student
engagement
through
increased
attendance
participation
in
class
and
a
sense
of
school
belonging,
as
well
as
increased
parent
engagement
and
redu
reduction
in
chronic
absenteeism.
These
outcomes
are
especially
significant
as
bps
continues
to
navigate
and
recover
from
the
pandemic.
S
As
you
consider
the
fy
23
budget,
we
applaud
the
district's
ongoing
commitment
to
the
arts
as
integral
to
every
student's
education
and
support
the
vital
role
that
arts,
teachers,
teaching,
artists,
arts
institutions,
the
higher
education
community
and
youth
arts
organizations
play
in
the
education,
development
and
support
of
bps
students
and
their
communities.
Thank
you
so
much
thank.
A
You
so
much
ruth.
We
appreciate
your
testimony.
Okay,
so
where
we're
going
to
close
council
murphy
probably
has
additional
questions,
but
if
we
can
create
the
chart,
maybe
you
know
just
a
couple
of
columns
by
so
like
when
you're
answering
how
many
social
workers
or
per
pupil,
then
you
can
do
that.
Then
you
can
do
a
total
amount
in
number
and
then
you
can
do
percentage
right.
A
You
can
do
it
like
that
if
it
applies
to
the
question,
but
if
you
can
keep
it
all
in
one
chart,
that
would
be
great
because
then
we're
assessing
everything
together
or
if
you
want
to
do
by
school,
which
is
more
work
because
then
you're
listing
120,
25
schools
and
all
that
it
entails.
Can
I
finish
this
one
sentence
all
that
it
entails
so
you're
either
doing
a
chart
per
school
or
you're,
giving
me
the
full
thing
either
way.
It's
just
columns
and
you're.
Just
answering
the
numbers
right.
A
A
A
That
make
sense,
because
if
you
say
to
me
we
need
we
actually
need
a
hundred
speed
pathologists,
but
we
only
have
20
but
you're,
putting
certain
amount
of
money
toward
it.
We
can
be
able
to
compare
and
say
by
ratio
they're
only
at
a
like
two
to
you
know
a
two
by
ten
mark
and
we
can
actually
say:
oh,
this
doesn't
make
sense
right,
but
we
can't
properly
do
any
kind
of
analysis.
A
G
Thank
you
so,
as
I
stated
at
the
beginning
of
this
hearing,
I
believe
partnerships
are
wonderful
for
our
athletic
and
extracurricular
opportunities,
but
I
want
to
reiterate
before
this
hearing
ends
and
I'm
happy
that
it
will
be
rescheduled.
So
we
have
more
information
that
we're
not
a
poor
school
system.
We
have
a
1.3
billion
dollar
budget
and
you're
asking
for
us
to
increase
it
to
1.6.
G
We
spend
more
per
pupil
than
most
other
cities
and
towns,
so
we
shouldn't
be
piecing
together,
our
athletics
and
our
programming.
We
should
be
fully
funding
it
and
I
get
this
question
all
the
time
where
it
does
the
money
go.
Is
it
upper
management
at
bowling?
I
I
don't
know
where
all
the
money
goes,
but
we
should
be
able
to
find
more
than
98
dollars
per
student
to
fund.
G
A
M
A
chair
we're
not
if
we're
going
to
postpone
the
two
o'clock
today,
so
I
did
not
know
that.
I
think
it
just
might
be
helpful,
at
least
for
me,
because
it
takes
me
a
while
to
process
for
us
to
have
the
2pm
and
get
our
questions
on
the
record
and
and
see
where
the
gaps
are,
because
I
found
this
to
be
really
helpful
because
then,
if
what
I
worry
about
is
the
I
had
a
lot
of
questions
for
the
two
o'clock
too.
I
understand
so.
I
just
feel
like
I.
M
Should
have
the
tool
pm
my
my
my
recommendation
is
that
we
have
the
2
pm.
We
get
our
questions,
we
see
how
prepared
they
are
in
the
event
we
need
to
and
then
and
then
in
the
events
they're
not
ready
to
go,
then
we
will
get
our
questions
on
the
record
and
give
them
an
opportunity
to
prepare
themselves.
So
then,
when
they
come
back
on
thursday,
we're
not
reinventing
the
wheel
and
we're
ready
to
hit
the
ground
running.
That's
my
recommendation.
A
A
A
We
need
to
be
okay
with
the
answers
that
they
send
us
and
say:
okay,
they've
they've
sent
them
to
us,
and
so
we
can
read
it
at
least
a
day
or
two
in
advance
and
then
come
back
to
the
hearings.
What's
what's
been
happening,
is
I'm
getting
the
presentations
the
night
before
then?
I
come
in
in
the
morning
at
ten
and
nine
pm
and
that
come
in
the
morning
and
we
have
not
even
like
processed
any
of
it,
so
I
do
think
that
they
need
time.
M
No,
I
appreciate
that
I
was
just
saying,
since
we're
already
scheduled,
to
be
here
at
two
to
utilize,
that
time
to
just
do
an
assessment
as
how
much
they
are
ready
to
prepare,
especially
because
we're
gonna
be
talking
about
public
safety.
We're
gonna
be
talking
about
a
lot
of
social
emotional
learning.
There
are
a
lot
of
things
and
it
would
just
be
helpful
for
me
in
terms
of
process,
to
understand
where
they're
at
and
how
much
command
they
have
of
the
content
area,
because
it
just
helps
me
better
prepare
to
support
the
process.
A
If
you,
the
panelists
I'll,
leave
it
to
you,
if
you
feel
I
mean
I
don't
want
to
waste
your
time,
so
I
don't
want
to
come
and
then
say
we
want
to
reschedule
that
one
again.
If
you
feel
that
we
can
come
this
afternoon
and
we'll
be
okay,
then
I'm
I'm
okay.
With
that,
I
don't
want
to
waste
anyone's
time.
I
wanted
to
give
them
time
to
regroup
everything,
because
they
know
that
these
questions
are
going
to
be
sort
of
the
same
for
the
same
topics.
Moving
forward,
yeah.
H
B
It's
a
little
bit
of
a
difficult
question
to
answer,
I'm
happy
to
support
the
council
in
getting
information.
Whichever
best
way
you
you
think
you
know.
Certainly
getting
the
detailed
questions
ahead
of
time
helps
us
and
I
would
just
know
it's
a
different
panel
this
afternoon.
So
it's
a
slightly
different
group
of
people
coming
to
talk
about
social,
emotional
learning
and
wellness.
So.
M
A
A
B
I
do
apologize
that
you
received
the
the
presentations
this
morning
and
not
two
days
in
advance,
as
as
promised
or
as
requested
that
it's
certainly
my
fault,
and
I
take
that
responsibility
for
the
team.
I
also
apologize
that
we
have
not
fully
responded
to
the
questions
that
you
have
sent
and
requested
us
to
respond
to
ahead
of
time.
I
authentically
and
genuinely
felt
like
we
were
responding
in
the
right
way,
and
so
it
is
not
meant
to.
B
I
think
it
was
characterized
as
as
dodge
and
weave.
I
really
that
I
I
do
view
my
responsibility
as
providing
the
best
available
information
to
you
as
a
council.
The
fact
that
you
both
feel
that
we
are
and
the
full
council-
not
just
this-
isn't
just
about.
Of
course,
you
two,
the
fact
that
you
don't
feel
like
I've
done
my
job
of
being
transparent
and
clear
with
our
community.
You
know
it's
something
that
I
need
to
work
on
and
we
will.
A
A
We
just
have
to
continue
to
do
the
work
and
not
be
upset
with
each
other.
For
example,
when
I
say
let's
take
a
step
back,
it
doesn't
mean
that
we
need
to
fault
anyone.
It
just
means
that
we
need
to
take
a
step
back.
We
need
to
review
it.
We
need
to
do
it
differently
and
I
think
that
that's
what's
missing
here,
I'm
not
here
to
point
fingers
at
anyone.
I
think
that
everyone
here
is
perfectly
fine.
We
just
have
to
be
patient
with
each
other.
The
process
deserves
for
us
to
take
a
step
back.
A
A
Things
happen
in
a
way
that
the
public
can't
consume
it,
that
the
single
mom
with
a
single
dad
somewhere
inundated
with
stressors
and
a
job
and
doesn't
speak
english
does
not
get
it
not
because
they're
cognitively,
whatever
even
if
they
were,
we
should
be
accommodating
them
not
because
if
they
have
their
have
issues,
but
because
they
have
other
stressors
that
are
priorities,
and
so
we
have
to
be
fair
in
this
process.
To
do
that,
I
have
to
lead
by
example.
A
I'm
asking
you
to
forgive
me
in
whatever
way,
I'm
communicating
so
that
I
can
be
a
better
tool
to
you,
so
we
can
get
the
job
done.
I
don't
have
that.
I
don't
have
that
position.
I
don't
think
you.
I
don't
know
if
you're
dodging
and
weaving
it
doesn't
matter.
If
you
are,
I
believe
that
you
mean
well
and
we're
going
to
get
it
done
together.
That's
what
I
think
and
we're
going
to
do
this
work,
we're
all
doing
this
work,
we're
going
to
do
it
together.
That's
what
I
feel.
A
M
Thank
you
chair,
and
I
really
do
appreciate
the
level
of
thoughtfulness
and
mindfulness
that
you're
bringing
into
this
process
because
we're
in
a
different
time
right
everything
seems
so
oftentimes
transactional
and
we
have
an
opportunity
to
model
behavior.
That
is
transformational
right.
Where,
yes,
I
know
I
could
be
a
little
pit
bull.
M
But
if
we
don't
sit
here
and
bring
these
questions
to
you
with
the
sense
of
urgency
that
this
time
requires,
then
you
may
not
hear
it
in
the
way
that
it
needs
to
be
heard
so
that
you
can
respond
to
it
with
that
same
sense
of
energy
right.
So
I
think
that
that
is
what
we'd
love
to
encourage.
You
all
to
understand
is
that
there
is
a
lot
at
stake
and
we
are
here
together
and
it's
360
accountability.
M
So
under
our
leadership
here
today
with
ways
and
means
it's
a
whole
new
way,
and
now
we
have
an
opportunity
to
adapt
to
another
way
of
how
we're
going
to
unpack
bps's
budget
and
we're
all
learning
on
what
that's
going
to
look
like.
So
let's
just
remain
open
to
the
process
and
understand
that
we
are
all
accountable.
M
It's
not
just
bps.
I
sat
here
and
said
yes
to
a
budget
that
now
I'm
complaining
about
I'm
responsible
for
this
and
all
of
these
other
counselors
that
have
approved
every
other
budget
before
me
are
responsible,
but
yet
they're
not
taking
that
ownership,
because
they're
talking
to
you
all
about
what
you
haven't
done
and
that's
not
fair
to
you
either.