►
Description
Docket s#0622 - 0628 Fiscal Year 2020 Budget: Boston Public Schools - Administrative Budgets and Central Office
A
And
we
are
here
with
our
friends
from
boston
public
school
department
to
review
central
budgets
for
bps
fy20.
I'd
like
to
remind
folks
this
is
a
public
hearing
both
being
broadcast
and
recorded
on
comcast
channel
8,
rcn,
82,
verizon,
1964
and
streamed
at
boston,
dot,
gov,
backslash
city
dash,
council
council-tv.
A
Please
silence
your
electronic
devices.
We
will
take
public
testimony
at
the
end
of
this
hearing
and
would
appreciate
it
if
you
would
sign
in
the
sign-in
sheets
are
to
my
left
by
the
door.
We
ask
that
you
state
your
name
affiliation
and
residence
and
please
check
the
bar
box.
Yes,
if
you
do
wish
to
testify,
this
budget
review
will
encompass
approximately
34
hearings
over
roughly
the
next
six
weeks.
A
We
strongly
encourage
residents,
whether
here
in
the
chamber
or
at
home,
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record,
you
can
do
this
in
several
ways.
Come
to
one
of
the
hearings
and
give
public
testimony
come
to
the
hearing
dedicated
to
public
testimony
on
tuesday
june
4th
anytime
from
2
p.m
to
6
p.m.
We
will
be
here,
at
least
for
that
amount
of
time,
and
we
will
stay
longer
if
need
be.
A
We
are
here
again
to
review
the
central
office
budget,
central
budgets
as
it
pertains
to
dockets
zero
six,
two:
two
through
zero
six,
two
five
orders
for
the
fy
20
operating
budget,
including
annual
appropriations
for
departmental
operations,
annual
appropriation
for
the
school
department,
appropriation
for
other
post
employment
benefits
and
appropriation
for
certain
transportation
and
public
realm
improvements,
as
well
as
dockets,
zero.
Six,
two:
six
through
zero,
six,
two
eight
capital
budget
appropriations,
including
loan
orders
and
lease
purchase
agreements.
A
Before
I
introduce
the
rest
of
my
colleagues,
I
have
a
statement
to
read
into
the
record.
Counselor
see
homer.
I
regret
to
inform
you
that
I
will
be
missing
today's
hearing
on
council
ways
and
means
dock
at
zero.
Six:
two:
two
through
zero:
six,
two
eight
fy
twenty
budget,
bps
administration
and
central
office
budgets
on
thursday
april
25th
2019
at
3
p.m.
In
the
iola
chamber,
due
to
a
personal
matter,
sincerely
councilor
matt
o'malley
district
6..
A
B
You
councillor,
we
had
two
planned
topics
for
this
afternoon
and,
with
your
indulgence,
we'd
like
to
add
a
brief
third
one.
The
two
planned
topics
on
central
office,
one
mary
driscoll,
will
give
us
an
overview
of
how
our
central
team
is
supporting
our
schools
and,
in
particular,
trying
to
differentiate
support.
So
we
give
greater
support
to
our
highest
need.
Schools,
nate
cooter
will
provide
us
detail
on
total
central
administration
spending
by
department,
and
the
third
item
that
we
wanted
to
very
briefly
add
today
is
to
talk
briefly
about
equity.
B
C
The
district's
approach,
much
approach
must
incorporate
targeted,
universalism
a
strategy
that
addresses
all
students,
learning
and
flourishing
by
particularly
focusing
focuses
on
actively
identifying
and
supporting
our
highest
needs.
Students
in
schools,
and
so
one
of
the
pieces
that
we
know
came
up,
was
around
making
sure
that
we
are
intentional
around
barriers.
I
think
that
that's
work
that
we
aspire
to
do
in
partnership
with
each
of
you
and
through
the
broader
community
and
with
the
staff
in
boston,
public
schools
and
the
families.
A
B
B
B
The
previous
hearing
earlier
this
afternoon
touched
on
our
direct
school
expenses
and
school
budgets.
Over
the
course
of
the
coming
hearings.
We
will
go
through
a
number
of
the
areas
that
are
what
we
call
school
services
budgeted
centrally,
as
we
talk
to
you
about
transportation,
special
education,
etc,
and
our
focus
for
this
afternoon's
hearing
is
on
the
central
administration.
That's
the
62
million
dollars
that
you
see
highlighted
here
that
represents
5.4
of
our
general
fund
spending,
and
that
with
that,
I'm
gonna
turn
it
over
to
mary
driscoll.
D
So
I'm
going
to
talk
about
a
couple
of
existing
and
new
supports
that
we
have
within
the
central
office
budget
that
are
again
really
focused
on
taking
an
equity-based
approach
to
the
work
and
ensuring
that
our
highest
needs
students
and
our
highest
need.
Schools
are
getting
a
differentiated,
differentiated
level
of
support
so
last
year,
at
this
time
we
came
to
you
and
talked
about
a
shift.
D
So
the
network
structure,
as
I
explained
last
year,
is
based
on
research,
national
research.
That's
been
done
around
how
to
best
support
rapid
improvement
first
for
schools,
particularly
the
highest
need
schools,
and
one
of
the
key
levers
to
that
improvement
is
the
support
of
the
principal
supervisor
who
acts
as
both
an
executive
coach,
as
well
as
a
instructional
expert
for
the
school
leader
and
the
team
and
their
teams.
D
So
we
have
this
year
we
launched
networks
with
four
elementary
networks
that
are
quite
small,
receiving
a
lot
of
support
from
both
an
academic
superintendent
and
a
team
of
liaisons
in
the
high
schools.
We
have
one
small
network,
that's
getting
a
lot
of
support
and
then
the
other
schools
grouped
in
larger
networks
in
the
coming
school
year,
because
we've
gotten
really
strong
feedback
from
school
leaders
about
the
efficacy
of
that
support.
D
Next
slide
we're
also
continuing
to
invest
in
leadership
development.
We
talked
a
little
bit
this
morning
about
our
partnership
with
the
university
of
virginia,
which
has
a
nationally
recognized
program
for
training,
school
leaders
and
central
office
teams
and
how
to
do
turnaround
work.
Well.
We
have
six
schools
that
are
in
that
partnership
and
we
will
continue
to
invest
in
that
partnership
in
the
coming
year.
D
We
also
are
partnering
with
one
of
our
higher
education
partners
close
to
home,
the
lynch
school
of
education
at
boston
college,
and
they
have
worked
with
us
to
train
these
principal
leaders,
the
six
or
six
sitting
principals,
who
act
as
facilitators
and
conveners
of
professional
learning
communities
for
their
peers.
So
those
principal
leaders
have
the
opportunity
to
mentor
it
an
aspiring
principle
through
the
lynch
leadership
program
and
they
also
receive
executive
coaching
from
the
lynch
leadership
so
that
they
become
really
excellent.
Facilitators
of
adult
learning.
D
I
mentioned
the
work
with
schools
that
are
writing
deci
plans
under
the
new
accountability
framework
that
we
was
introduced
last
year.
Schools
that
are
below
the
10th
percentile
are
deemed
to
be
in
need
of
focused
and
targeted
support
and
schools
below
the
fifth
percentile
are
writing
deci
required
comprehensive
plans
that
are
focused
on
the
four
turnaround
practices
desi
provided
support
to
those
schools
in
terms
of
the
planning
process.
D
We
we
got
a
new
set
of
national
science
standards
and
the
materials
that
we
currently
are
using
in
our
science
classrooms
are
not
completely
aligned
with
those
with
those
standards,
and
so
this
investment
will
provide
curriculum
units,
increased
instructional
time,
teacher
and
leader
professional
development,
and
also
just
a
shift
in
how
we're
teaching
science
to
our
students
in
grades.
Three
through
eight.
E
I'm
going
to
talk
about
our
central
administration
at
the
opening.
Eleanor
showed
the
slide
that
had
the
four
main
categories,
the
broad
categories
of
our
spending
and
we're
going
to
dive
in
a
little
bit
now
onto
the
central
administration
budget.
I
want
to
know
at
the
start
that
there
are
two
ways
to
think
about
the
central
office
budgets.
The
first
is
in
our
in
our
accounting
system
in
our
public
budget
that
we
report,
we
report
responsibility,
centers
that
are
identified
as
either
schools
or
central
offices
in
the
central
office.
E
Category
of
those
budgets
that
includes
a
lot
of
spending
that,
as
eleanor
has
mentioned
in
prior
hearings,
are
direct
school
expenses.
Things
like
custodians
or
facilities,
expenses
that
are
on
a
central
budget
for
management,
but
are
actually
located
in
schools.
The
data
that
I'm
going
to
talk
about
now
is
really
diving
into
that.
5.4
percent
that
is
true
central
office
and
is
used,
is
how
we
define
it
for
the
purposes
of
when
we
think
about
when
some
people
may
refer
to
what's
in
the
bowling
building.
E
The
first
slide
in
shows
the
stacked
bar
chart
of
the
four
categories
that
shows
the
relative
size
of
the
investments
by
the
four
categories
that
eleanor
mentioned.
The
small
orange
sliver
is
the
central
office
which
represents
5.4
percent,
as
we
mentioned
of
our
overall
budget,
that's
broken
into
eight
different
divisions,
the
largest
of
which
is
academics
and
student
support,
team
or
asset,
and
this
is
appropriately
so
because
this
is
the
division
most
responsible
for
supporting
instruction
and
supporting
our
students,
including
departments
such
as
special
education
and
the
office
of
english
learners.
E
We've
really
brought
a
lot
of
transparency
this
year
to
our
budget
process
by
identifying
over
115
specific
activities
that
the
central
office
does,
and
this
can
all
be
found
on
our
website
on
the
bostonpublicschools.org
budget.
There's
now
a
new
tool
that
allows
people
to
dive
in
and
see,
and
it
says
specifically
what
the
departments
do,
so
you
don't
have
to
guess
what
kind
of
activities
the
office
of
english
language
learners
are
doing
to
support
our
students.
It's
broken
down
in
that
website.
E
The
next
slide
shows
a
breakdown
by
those
different
divisions.
Each
of
the
columns
is
a
different
division
and
each
of
the
different
boxes
is
a
specific
unit
or
office
or
department
within
that
division,
and
the
size
of
the
square
on
this
metco
chart
is
the
relative
size
of
each
of
the
investments,
so
the
larger
the
square
that
you
see
the
larger
the
overall
investment.
The
biggest
thing
that
you'll
note
is
that
business
services,
which
includes
our
employee
benefits,
is
all
budgeted
centrally.
E
E
F
You
chair
with
with
all
of
these
departments
ellen-
maybe
we
could
leave
it
on
that
other
slide.
I
guess
it's
not
on
tv
anymore,
but
another
slide.
The
last
slide,
I
think,
is
probably
the
most
helpful.
Thank
you
how
I
think
that
it's
great
that
we
can
go
in
and
see
interactively
how
those
these
departments
are
related
to
the
work
that
we
do
to
serve
children,
but
I
think
it's.
F
You
know
a
theme
that
I
hear
regularly
when
I
visit
schools
is
school
teachers
and
administrators,
not
understanding,
what's
happening
in
the
central
office
and
a
real
disconnect
between
what's
happening
in
central
office
and
how
they
can't
connect
with
sometimes
the
people
they
need
to
connect
with,
and
it's
a
theme
I've
heard
from
my
own
own
time
teaching
and
now
I
continue
to
hear
when
I'm
visiting
schools
across
our
district.
We
talk
a
little
bit
about
that
disconnect
and
how
we
can
improve
those
relationships.
D
But
they
are
the
first
line
of
contact.
So
when
a
school
has
a
problem,
you
know
if
it's
an
instructional
problem,
they're
going
to
their
academic
superintendent.
If
it's
a
problem
with
a
bus
or
a
facilities,
issue
they're
going
to
their
operational
superintendent
and
then
the
those
two
people
are
charged,
then
with
making
sure
that
whatever
follow-up
needs
to
happen
from
central
office
does
happen.
F
All
right-
and
then
I
know
that
you
know
one
of
the
other
sort
of
themes
that
I
hear
is
that
there's
this
constant
process
of
reorganization
within
the
central
office-
and
I
I
get
that
that's
partly
due
to
the
effort
of
clarifying
what
people
are
doing
and
why
they're
doing
certain
roles.
But
that's
you
know
something
that
again
that
we
continue
to
hear
and
has
been
brought
up
a
number
of
times,
even
in
the
most
recent
search
for
for
our
new
superintendent.
F
Can
you
talk
a
little
bit
about
how
we're
evaluating
and
measuring
productivity
within
the
central
office?
We
understand
how
it's
done
at
the
school
level,
based
on
testing
data.
We
know
how
teachers
are
evaluated
through
their
evaluation
tool,
how
we
measuring
staff
and
measuring
productivity
in
the
central
office.
B
B
F
Thank
you
and
then
something
that
came
up,
and
this
will
be
something
I
talk
about
in
the
human
capital
hearing
that
we
have
in
the
next
week
or
so
but
another
issue.
We
talk
a
lot
about
student
residency,
which
I
have
a
question
related
to
that,
but
staff
residency
we've
talked
to
emily
about
this
before,
but
within
that
central
office
there
are
many
many
employees,
many
staff
in
central
office
that
are
utilizing
the
education
or
the
teacher
exemption
that
the
state
has
around
residency.
E
F
All
right,
perfect
and
then
within
the
residency
department,
that's
investigating
students
really
their
families
that
are
falsifying
documents
about
residency
in
the
city
of
boston,
that
we
talk
a
little
bit
about
that
office,
the
work
of
that
office
over
the
last
year
or
two
and
then
the
billing
piece.
That
comes
out
of
that.
So
we
think
about
that's
a
very
direct
effort
of
the
central
office
that
has
the
ability
to
create
some
revenue
through
finding
families
that
are
falsifying
documents.
E
E
So
when
a
family
is
identified
that
has
been
sending
their
students
to
the
boston,
public
schools
who
is
no
longer
living
in
the
city
or
maybe
didn't
live
in
the
city,
then
they
do
receive
a
bill.
That's
followed
up
by
the
finance
team
and
to
make
sure
that
we
receive
those
funds.
I
will
say
it's
not
primarily
meant
to
be
a
revenue
generator.
E
It's
meant
to
really
make
sure
that
that
the
the
best
of
our
schools
are
available
for
our
residents,
and
I
know,
there's
been
an
interesting
partnership
between
the
office
of
instructional
technology,
who's
able
to
leverage
registration,
data
and
detect
anomalies-
and
I
see
rob-
is
up
carolyn's
in
his
office.
So.
G
G
It
was
when
I
was
here
the
issue
I
took
very
seriously,
so
it
is
something
that
we
are
making
sure
from
an
operations
perspective,
we're
working
very
hard
on
it's
important
to
note
that
steve
hickey
and
I
want
to
give
him
a
public
shout
out-
has
retired
officially
from
that
position
as
our
investigator,
he
did.
Amazing
work
for
over
10
years
really
brought
the
office
up
to
a
whole
new
level.
G
We
are
in
the
process
of
finalizing
a
new
person
for
that
position
within
residency
and
we're
going
to
anticipate
that
person
being
hired
soon.
They
will
again
be
under
the
leadership
of
carolyn
mcneill,
who
does
work
very
closely
within
that
managing
that
office
and
assists
with
reviewing
all
the
issues,
all
the
tips
that
we
get
falling
through
on
the
investigations.
G
It
is
a
very
thorough
process
that
ensures
a
very
fair
outcome
for
those
people
who
we
are
in
fact
finding
out
are
cheating
the
system,
and
we
only
expect
that
as
the
new
superintendent
comes
on
superintendent,
perel
and
dr
chang
before
her
all
also
took
this
issue
very
seriously.
So
we
anticipate
that
this
issue
will
not
only
continue
to
be
taken
serious
but
will
grow
even
further,
because
it's
an
issue
that
we
know
is
that
important
we
are
looking
at
creative.
G
I
just
want
to
add
one
other
thing:
creative
new
ways
to
give
carolyn
tools
to
take
the
job
even
more
seriously
she's
working
with
the
registry
of
motor
vehicles
on
a
new
computer
system
to
be
able
to
help.
These
are
all
things
that
help
assist
her
in
the
investigatory
process
and
her
investigator
in
the
investigatory
process,
and
I
want
to
say
that
while
steve
has
been
gone
and
retired,
we
haven't
skipped
a
beat.
Carolyn
has
taken
that
responsibility
on.
G
She
is
actively
investigating
all
the
cases
herself
as
well
and
following
up
administratively
with
other
members
of
our
team,
including
we're
working
and
looking
for
new
innovative
ways
with
our
finance
team.
Around
the
invoice
pieces
at
glor
from
our
procurement
team
or
and
our
business
services
team
is
looking
at
how
how
we
can
better
streamline
the
fact
that
we're
invoicing
people
making
sure
it's
getting
to
the
right
people
and
that
they
in
fact
do
have
to
be
held
accountable
and
pay
for
the
whatever
the
price
tag
is.
B
B
F
It's
a
very
sort
of
very
direct
connection
between
those
funds,
and
hopefully
we
get
to
a
point
where
families
realize
they
cannot
falsify
residency
requirements
and
it
oftentimes,
and
in
some
of
the
cases
that
I've
been
aware
of
it's
it's
families
with
means
that
they
can
have
multiple
addresses
again.
Students
are
experiencing
homelessness
and
are
sheltered
outside
of
the
city
are
not
held
to
the
residency
requirement,
they're
protected
under
federal
law.
These
are
typically
families
that
have
some
substantial
means
in
order
to
scam
the
system.
G
I
think
we
welcome
that
conversation,
any
new
ideas
that
can
help
us
strengthen
even
further,
and
I
would
just
close
saying
that
the
issue
is
so
important:
it's
not
just
the
exam
schools
right.
There
are
so
many
of
our
boss,
public
schools
that
are
doing
so
well.
We
find
that
there
are
people
who
are
fraudulently
trying
to
get
into
other
schools
as
well,
not
just
the
exam
schools.
When
people
hear
this
issue,
they
think
just
the
exam
schools.
That
is
a
huge
issue
we
focus
on,
but
it's
other
schools
as
well.
A
H
Yeah,
it
was
just
a
long
line.
The
number
and
the
history
you
know
has
it
gone
up
gone
down
that
kind
of
thing,
and
then
I
was
just
curious,
and
I
guess
this
is
following
up
on
some
line
of
questioning
by
counselor
sabe
george,
that
you
know
during
school
visits.
You
often
do
hear
you
know
sometimes
it's
very
positive,
but
there
are
moments
where
school
leaders
or
teachers
or
staff
are
frustrated
and
they
feel
a
disconnect
between
central
office
and
the
various
departments,
whether
it's
english,
sel
or
something
else.
H
So
I'm
curious.
Does
each
department
have
a
sort
of
a
working
definition
of
how
they
view
their
relationship
with
their
schools
or
the
central
office
as
a
as
a
whole
have
a
definition
around
that?
Do
they
define
it?
Is
it
articulated
somewhere
just
so
there's
an
understanding
as
to
what
that
relationship
is
or
should
be.
B
We
have
also
had
many
years
where
we've
tried
to
be
as
lean
as
possible
in
the
central
office
so
that
as
many
dollars
as
possible
could
go
to
schools.
I
think
it's
possible
we've
at
times
gone
a
little
too
far
in
that
effort
and
there's
been
a
trade-off.
Some
of
our
school
leaders
have
talked
to
us
about
this,
we're
in
our
effort
to
protect
classrooms
and
have
dollars
go
there
that
we
have
sometimes
under
invested
in
the
level
of
service.
We're
able
to
provide
essentially.
E
I
J
And
so
the
objective
in
this
new
system
is
to
have
more
of
a
360
feedback
cycle
and
to
have
both
upward
and
downward
feedback
processes
that
are
in
place
and
more
of
a
goal.
Setting
arrangement
that
is
put
in
place
between
supervisors
and
their
employees.
So
the
idea
is
for
it
to
be
more
comprehensive
and
also
more
uniform
across
departments.
J
Particularly
for
the
departments
that
are
very
school-facing,
which
obviously
we
want
as
many
offices
and
departments
to
be
school-facing,
because
that's
the
point
of
the
central
office
so
in
instances
and
where
school
leaders
or
other
school-based
personnel
are
engaged
with
central
office
employees.
That
would
be
the
facet
of
it.
Yes,.
H
H
Got
it,
and
and
with
the
surveys,
what
happens
to
those
like
what
if
there
are,
if
there's
a
survey
system
where
there
is
some
level,
it's
not,
obviously,
where
you
guys,
I
think,
trying
to
go,
which
is
great.
What
happens
with
the
surveys?
Does
someone
review
them?
Look
at
them,
what's
sort
of
the
next
step,
I
guess
afterwards.
B
J
Yeah
and
also,
I
would
say,
just
trying
to
be
as
informed
as
possible
as
to
how
the
services
are
being
perceived
at
the
school
level.
So
sometimes
and
frankly,
we
see
survey
data
and
we
know
that
there's
a
particular
context
to
the
data
that
is
that
is
coming
in,
that
there
are
offices,
for
instance,
that
are
only
engaging
with
schools
during
difficult
periods
and
that
can
have
an
impact
on
what
schools
feel
about
those
offices.
F
Thank
you,
I
think
we're
going
to
be
quick
here.
I
noticed
this
year
that
we've
invested
or
increasing
our
investment
from
the
central
office
on
the
becoming
a
man
program.
Bam,
and
I
wonder,
if
are
we
looking
to
expand
bam
to
every
high
school?
Are
we
going
to
continue
to
fund
that
centrally
and
then
can
we
also
talk
about
wow
working
on
women
and
what
we're
doing
to
invest
in
our
young
women.
B
I
can
speak
to
bam.
We
are
entering
next
school
year
will
be
the
third
year
of
a
commitment
we
had
made
with
some
philanthropic
partners
and
with
the
bam
organization
to
roll
it
out
to
a
set
number
of
high
schools.
I
think
that
will
be
an
opportune
time
next
year
to
assess
how's
it
going.
Is
it
a
good
fit
for
boston?
It
was
obviously
phenomenal
in
chicago.
B
F
D
We
don't
have
the
girl
we're
not
yet
implementing
that,
although
within
our
office
of
opportunity
gaps,
there
was
a
10
boys
program
which
now
has
become
a
10
girls
or
10
young
women's
program
in
many
schools,
because
it's
very
clear
that
the
need
is
equally
strong
to
engage
our
our
young
women
as
our
young
men.
So
we
we
don't
have
wow,
but
we
do
have
our
10
girls
initiative
in
many
schools.
F
D
F
Thank
you
and
then
my
last
question
is
on
the
the
slide
previous
to
this
one.
You
don't
need
to
go
to
it.
Just
breaks
down
the
central
spending
and
you've
got
a
dollar
amount
here
for
the
school
committee.
Has
there
been
any
conversation
around
making
the
stipend
that's
available
to
school
committee
members
available
to
the
student
member
of
bsac?
F
H
Thank
you.
I
want
to
support
or
go
on
record
in
supporting
councillor
savvy
george's
suggestion
with
respect
to
the
student,
I'm
looking
at
ellie
and
mikey
for
staff
who
used
to
serve
in
that
role,
and
so
I
think
she
also
echoes
that
too
and
was
skipping
a
wink
wink.
I
I
just
have
one.
I
guess
this
is
a
follow-up
question
to
counselor
sabe
george's
question
around
residency
are
folks
who
work
in
the
central
office
required
to
live
in
the
city
of
boston.
B
B
H
F
C
F
You
I
mean,
if
I
could
yeah,
I
don't
feel
I
want
to
make
sure
I'm
following
our
rules
of
order.
It
will
be
a
topic
of
conversation
next
week.
It
was
a
topic
of
conversation
in
last
year's
human
capital
hearing
where
we
do
have
a
breakdown
of
how
many
bps
employees
live
within
the
city
and
live
without
the
city.
H
F
B
D
In
terms
of
adding
additional
people,
we're
very
much
keeping
in
mind
the
idea
that
we
don't
want
to
be
changing
people's
lines
of
supervision
or
who's
doing
the
support,
so
the
addition
will
be
in
the
networks
that
are
very
large
where
currently,
the
academic
superintendent
is
only
getting
out
there
once
every
six
or
so
weeks,
and
so
it
it
will
mean
a
shift
in
relationships
for
some
school
leaders.
But
ultimately
it
will
lead
to
a
deeper
relationship
with
the
academic,
superintendent
and
operational
superintendents.
D
Well,
we
set
it
up
so
that
the
the
the
tasks
were
slightly
different.
The
the
academic
superintendents
supporting
the
larger
networks
are
there.
They
have
the
support
of
lead
principals
who,
for
instance,
are
planning
all
of
the
professional
development
for
the
school
leaders
in
those
networks
we
are
making
the
addition,
mainly
because
we
heard
from
the
school
leaders
how
valuable
it
is
to
have
the
instructional
thought,
partnership
of
an
academic
superintendent
and
in
the
large
networks
they're
only
able
to
get
that.