►
Description
Dockets #0622 - 0628 Fiscal Year 2020 budget: Boston Public Schools - Budget Overview
Dockets #0638 - 0640 - BPS Revolving Funds
A
A
We
welcome
Superintendent
Perel
and
our
team
I'm
gonna
first
read
my
script
here,
I'd
like
to
remind
folks
this
is
a
public
hearing
both
both
being
broadcast
and
recorded
on
Comcast
channel
8,
our
CN
80
to
Verizon
1964
and
streamed
at
Boston
gov
backslash
city
Council,
TV
I'd,
ask
folks
in
the
chamber
to
silence
their
electronic
devices
at
the
conclusion
of
the
presentation
by
the
department
and
questions
and
answers
from
my
colleagues.
We
will
take
public
testimony.
There
is
a
sign-in
sheet
to
my
left
by
the
door.
A
I
ask
that
you,
please
state
your
name,
any
affiliation
residents
and
check
the
box.
If
you
do
wish
to
testify,
this
budget
review
will
encompass
approximately
34
hearings
over
roughly
the
next
six
weeks.
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.
Several
ways
come
to
one
of
the
hearings
and
to
provide
public
testimony
come
to
the
hearing
dedicated
to
public
testimony
on
Tuesday
June
4th
any
time
from
2
p.m.
to
6
p.m.
A
and
we
will
be
here
for
at
least
that
time
and
we'll
stay
longer
as
we
need
to
hear
from
everyone
who
would
like
to
speak
on
the
budget.
You
can
also
send
your
testimony
to
the
committee
on
ways
and
means
City
Hall,
fifth,
floor,
Boston,
zero,
two,
two:
zero
one
or
email,
the
committee
at
CCC,
dot
WM
at
Boston
gov.
A
Today's
hearing
is
regarding
dockets
zeros
x2
2
2
0
6
2
5
orders
for
the
FY
2008,
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
to
six
through
zero,
six
to
eight
capital
budget
appropriations,
including
loan
orders
and
lease
purchase
agreements.
I'd
like
to
introduce
my
colleagues
in
order
of
their
arrival.
A
My
immediate
left
council,
largest
UNECE,
asabi
George
and
share
of
education
to
my
far
left
councillors,
Michael
Flaherty,
Tim,
McCarthy,
Frank,
Baker,
council
garrison
and
to
my
right
counsel,
Lydia,
Edwards
and
councillor
Josh
sake,
I'm,
sorry,
so
with
that,
I
would
like
to
turn
it
over
to
the
superintendent
for
your
opening
remarks.
Oh
I'm,
sorry,
another
bit
of
housekeeping
I
have
two
letters
from
my
colleagues
who
are
not
able
to
attend
dear
chair
I
regret
that
I
am
unable
to
attend
today's
hearing
on
the
Committee
on
ways
and
means
on
the
FY
2008.
A
My
staff
will
be
in
attendance
and
I
look
forward
to
reviewing
the
record
and
of
this
hearing.
Please
read
this
letter
into
the
public
record.
Sincerely
councillor
Kim,
Janey,
council,
co-moh
I
regret
to
inform
you
that
I
will
be
missing
today's
hearing
on
City
Council's
ways
and
means
dock
at
zero.
Six:
three,
eight
two:
two:
zero
six:
four
zero
FY
20
but
overview
and
revolving
funds
in
the
council
and
Ella
chamber
due
to
a
personal
matter,
I,
will
review
the
hearing
online
sincerely
Matt
O'malley.
B
Thank
You,
counselor
and
good
afternoon.
Everyone
I'd
like
to
thank
all
of
you
for
being
here
this
afternoon
and
for
making
time
for
us
to
take
this
opportunity
to
provide
you
with
a
brief
overview
of
the
Boston
Public
Schools
budget
for
fiscal
year.
2020
I'm
gonna
concentrate
on
big
themes
and
major
strategies
behind
our
annual
budgeting
process
and
behind
the
FY
2008,
and
then
I
will
turn
things
over
to
our
chief
financial
officer,
Eleanor
Lauren's
and
her
team.
B
We
will
all
be
available
to
answer
questions
as
the
conversation
proceeds
together
with
a
number
of
members
of
our
senior
team
across
various
departments
on
March
27th,
the
Boston
School
Committee
voted
unanimously
to
approve
the
proposed
FY
20,
but
which
now
comes
to
the
City
Council
for
your
review.
The
total
proposed
budget
for
next
year
is
one
point,
one
three:
nine
billion,
which
represents
an
increase
of
26
million
from
the
current
FY
19
fiscal
year.
B
Please
note
that
that
is
before
the
next
round
of
collective
bargaining
agreements
have
been
negotiated,
so
this
number
will
increase
further
when
we
have
a
contract
in
place
with
our
teachers
earlier
this
month
as
well.
Mayor
Walsh
announced
an
additional
15
million
dollar
investment
over
and
above
the
26
million
noted
previously
into
the
quality
pre-k
fund.
Expanding
access
to
Boston's,
nationally
recognized
early
childhood
education
for
four-year-olds
in
both
community
based
and
bps
classroom
settings.
B
That
includes
the
continued
expansion
of
pre-kindergarten
seats,
the
district's
early
hiring
initiative
and
pipeline
programs
to
attract
and
retain
the
best
educators
and
our
ongoing
investments
in
extended
learning
time
that
now
have
increased
minutes
in
the
school
day.
In
a
hundred
and
four
of
our
hundred
and
twenty
five
schools
at
an
annual
cost
of
twenty,
three
million
of
investment
of
investment
in
a
longer
school
day
also
included
in
the
this
year's
budget
are
targeted.
B
New
investments,
including
expanding
equitable
access
to
the
entrance
tests
for
the
district's
exam
schools,
strengthening
family
engagement,
science
instruction
and
high
school
pathways.
The
fourth
theme
is
further
increasing
transparency
with
the
launch
of
a
new
web
tool
that
enables
additional
equity
analysis
and
the
fourth
theme
is
continuous
operational
improvements
to
fund
investments.
B
89%
of
the
bps
budget
goes
directly
to
schools.
I
want
to
repeat
that
number,
because
I
don't
think
it's
always
fully
appreciated.
89%
of
the
BPS
budget
goes
directly
to
schools
with
5%
allocated
to
central
office
administration
and
another
5%
spent
on
state
required
services
and
district
investments
for
non
BPS
students.
B
Further
of
that,
89%
bps
aims
to
maximize
the
classroom
level
impact
of
every
dollar
through
the
use
of
equity
based
tools
like
weighted
student
funding,
in
which
the
dollars
follow
the
students
and
the
opportunity
index
in
for
weighted
student
funding
in
response
to
feedback.
The
district
has
extended
soft
landings
to
mitigate
changes
to
a
school's
budget
due
to
shifts
in
enrollment.
B
The
district
began
doing
that
last
year
in
FY
19,
and
we
further
expanded
that
for
FY
2020,
the
first
2%
of
the
decline
in
any
schools
weighted
student
funding,
including
last
year's
1%,
is
absorbed
and
covered
by
the
district
to
protect
schools
from
year-to-year
swings
of
enrollment.
We
understand
the
need
for
schools
to
have
stability
in
their
staffing
and
budgets,
and
these
funds
are
intended
to
support
the
financial
health
of
all
schools.
This
year
the
district
also
began
incorporating
a
second
equity
based
allocation
measure.
B
The
opportunity
index
into
weighted
student
funding
the
opportunity
index
uses
a
second
range
of
data
representing
factors
that
are
outside
of
the
school's
control,
but
our
predictive
of
students,
academic
outcomes
and
thus
the
need
concentration
in
any
one
school.
These
include
safety
and
a
student's
home
neighborhood
income
and
education
levels
and
physical
environment
by
rolling
multiple
measures
into
a
single,
more
accessible
metric.
The
district
is
better
equipped
to
direct
resources
to
our
schools,
with
the
greatest
student
need.
B
A
further
equity
based
organization
is
that
we
have
this
past
year,
reorganized
our
schools
in
two
distinct
support
networks
based
on
the
needs
of
the
schools
and
their
student
populations.
This
allows
the
district
to
concentrate,
centralized
funds
and
staff
capacity
toward
specific
school
improvement
strategies,
for
example,
the
school's
designated
as
turnaround
schools
are
in
the
same
support
network,
while
other
lower
performing
schools
are
now
grouped
in
small
networks
with
higher
level
of
central
office
staff.
Support
bps
also
continues
to
work
to
optimize
our
vast
transportation
routing
system.
B
We
recently
removed
50
school
buses
from
the
streets
of
Boston
saving
and
repurposing
several
million
dollars
to
make
our
transportation
system
more
cost-effective
and
efficient.
This
is
extremely
important
because
the
district
transports
nearly
30,000
students
a
day
with
transportation
for
non
bps
students,
accounting
for
21%
of
our
transportation
budget
21%
of
the
transportation
budget,
is
spent
on
non
bps
students,
inclusive
of
charters
and
parochial
school
bus
transportation
of
the
remaining
percentage
for
bps
40%.
Of
that
transportation
spending
goes
to
required
support
for
our
students
with
disabilities,
including
door-to-door
transportation
and
one-to-one
bus
monitors.
B
Finally,
this
year,
we've
introduced
a
new
online
tool
as
part
of
our
ongoing
commitment
to
transparency
and
community
engagement.
Stakeholders
can
peruse
individual
school
budgets
and
central
allocations
at
Boston,
Public
Schools
org
forward
slash
explore
budget,
the
FY
2008
included
high-impact
investments,
including
750,
in
transformation
for
schools
needing
improvement.
This
is,
in
addition
to
a
1.3
million
dollar
reserve
for
schools
with
declining
enrollment,
another
500,000,
to
enhance
family
engagement
efforts
both
in
policy
training
and
messaging
for
our
welcome
services
centers
three
hundred
and
seventy-five
thousand
to
strengthen
science
instruction
for
grades
three
to
eight
another.
B
Three
hundred
and
sixty-four
thousand
to
expand
exam
school
access
and
bring
the
ISEE
entrance
exam
into
the
classroom
and
thus
available
to
all
sixth
graders
on
a
voluntary
basis
in
fall
of
2019.
And
finally,
thanks
to
additional
support
from
the
mayor,
bps
will
be
able
to
offer
free
MBTA
bus
and
subway
passes
for
all
students
in
grades
7
to
12
for
the
coming
school
year.
This
includes
students
in
charter
parochial,
as
well
as
all
bps
students
citywide.
B
Finally,
in
the
face
of
declining
state
aid,
we
are
grateful
for
the
support
of
the
City
of
Boston
under
the
leadership
of
Mayor
Walsh,
who
continues
to
increase
the
city's
allocation
to
the
bps
overall
budget.
The
city
is
continuing
to
make
up
for
reductions
at
the
state
and
federal
level.
The
city's
proposed
increase
of
26
million
for
bps
and
FY
20
on
top
of
their
commitment
to
backfill
the
12
million
decline
in
net
state
aid
compared
to
fiscal
year
2019.
Under
the
governor's
budget,
so
that's
actually
thirty.
B
Eight
million
in
elevated
city
funding,
mayor
Walsh
has
increased
bps
his
annual
budget
by
over
two
hundred
million
since
taking
office.
This
is
while
chapter
70
funding
state
at
the
state
level
remains
stagnant,
increasing
by
only
10
million.
The
Commonwealth
uses
chapter
70
as
its
primary
funding
source
for
public
education.
As
you
all
know,
the
state's
formula
is
25
years
old
and
is
in
desperate
need
of
updating
and
as
a
result
of
the
outdated
approach
to
state
funding,
Boston
has
experienced
almost
flat
funding
from
the
state
for
a
decade
outside
a
chapter.
B
470
Boston
has
struggled
with
consistent
underfunding
by
the
state
of
the
Charter
School
reimbursement
line
item,
and
despite
this
disinvestment
in
Boston
by
the
state,
the
city
continues
to
provide
historic
levels
of
funding
for
education
equally
important
in
this
past
year.
The
mayor
has
been
elevating
this
issue
with
our
legislative
partners
and
state
policymakers,
as
have
I,
along
with
school
committee.
Chair
Mike,
la
canto
members
of
the
school
committee
and
many
members
of
this
council
as
well
and
I,
want
to
thank
you
for
that
advocacy.
B
Finally,
I
want
to
thank
a
number
of
community
groups
and
advocacy
organizations,
including
our
teacher
union
partners,
who
have
joined
this
effort
as
well,
because,
even
while
we
debate
here
in
this
city,
how
best
to
spend
the
resources
we
have,
we
collectively
have
a
strong
case
to
make
for
a
more
robust
education
funding
partnership
with
the
state
to
increase
the
size
of
the
pie
commensurate
both
with
the
needs
and
aspirations
of
our
students
and
their
families.
So
that's
equally
important
that
we
keep
our
eye
on
that
mark.
B
A
C
You
and
good
afternoon
I
also
wanted
to
introduce
two
other
members
of
our
team
from
the
finance
office
at
bps,
our
deputy
CFO
Nate
cooter,
and
our
budget
director
David
bloom
superintendent
pearl
hit
on
a
number
of
the
themes
that
we'd
like
to
talk
about
today.
I'll
add
a
little
more
color
in
detail
in
the
slides
that
we've
provided
for
you.
As
superintendent
pearl
said,
the
proposed
budget
includes
a
twenty
six
million
dollar
increase
for
bps
I
will
stress
once
more
what
superintendent
Parral
said,
because
it
is
so
important.
C
C
In
addition,
the
mayor's
announced
upk
investment
of
15
million
dollars
is
on
top
of
the
26
as
well.
Under
the
mayor's
administration,
we
have
increased
per
pupil
spending
in
the
Boston
Public
Schools
by
25
percent
from
16
and
a
half
thousand
dollars
to
twenty
thousand
six
hundred.
It
represents
a
total
increase
of
two
hundred
million
dollars
for
the
district
overall,
as
the
superintendent
stated
that
this
investment
comes
despite
stagnant
funding
at
the
state
level
because
of
the
city's
commitment
to
education.
C
Despite
stagnant
state
aid,
we
are
able
to
propose
in
this
budget
a
number
of
important
investments.
Those
include
six
million
dollars
to
support
equity
and
stability
in
our
school
budgets,
as
well
as
a
series
of
targeted,
high-impact
investments
that
we'll
be
making
on
the
central
budget
which
we'll
discuss
in
a
moment.
C
This
next
slide,
I'm
on
page
five,
is
one
that
we
shared
with
you
last
year
and
I
like
to
think.
Sometimes
it's
good
to
be
boring
when,
when
you're
in
finance,
we
have
been
working
for
four
years
on
long
term,
financial
planning
for
the
Boston
Public
Schools
and
we've
made
a
lot
of
progress.
Certainly,
whenever
you
build
a
budget,
there
are
hard
decisions
and
trade-offs
that
are
part
of
making
it
possible.
C
Is
there
more
we'd
like
to
do
of
course,
but
when
you
look
at
where
we
are
today
versus
where
we
are
a
number
of
years
ago,
I
hope
you
would
agree
that
we
have
injected
a
lot
more
stability
for
our
schools
and
our
students
in
how
we
fund
year
over
year.
This
diagram
here
on
slide
five
represents
the
work
of
the
long
term
financial
planning
team
and
a
framework
for
investment
of
where
we
want
to
go
next.
C
I'll
point
your
attention
to
these
two
twin
green
triangles:
we
are
trying
to
balance
making
system-wide
investments
along
with
enabling
school
led
investments.
We
know
there's
a
balancing
act.
There
are
certain
things
that
every
school
deserves
that
we
fund
centrally,
but
we
also
know
that
every
school
in
every
community
is
different,
and
so
we
try
to
ensure
that
schools
have
sufficient
funds
to
make
investments
that
they
think
are
right
for
their
students
as
well.
C
Turning
to
page
six,
this
is
a
detailed
view
of
what's
in
the
FY
2008.
There
are
four
categories
that
we
think
of
our
budget
in
the
first
are
direct
school
expenses.
Those
are
dollars,
you
would
see
for
the
most
part
sitting
right
on
a
school
budget.
The
second
category
importantly,
are
what
we
call
school
services
budgeted
centrally.
Those
are
things
you
see
when
you
walk
through
a
school
buses,
custodians,
some
of
our
special
education
teachers.
C
C
The
third
category
essential
administration.
This
is
an
area
that
represents
5.4
percent
of
our
total
spending,
and
we've
been
very
proud
to
keep
it
flat.
For
the
last
couple
of
years,
you'll
notice,
a
more
modest
increase,
a
more
significant
increase
at
3.5%
in
this
year's
proposal
than
in
previous
years,
and
that's
simply
because
a
number
of
the
investments
which
we're
very
excited
to
propose
happen
to
sit
in
central
office.
C
Things
like
expanding
access
to
exam
schools,
improving
welcome
services
and
offering
support
to
some
of
our
highest
need
schools
through
our
network
structure
and
then
our
fourth
and
final
category
are
services
for
non
BPS
students.
So
this
could
include
everything
from
universal
pre-k
services
for
students
who
are
sitting
in
our
community-based
partners
as
well
out
of
districts,
special
education
or
vocational
placements.
C
C
C
C
Turning
back
to
the
general
fund
picture,
I'm
on
slide
11.
We
mentioned
the
200
million
dollar
increase
in
the
general
fund
appropriation
for
BPS,
since
FY
14,
that's
shown
on
the
graph
on
the
left
divided
between
what
sits
on
a
school
budget
versus
what's
on
everything
else,
as
I
described,
those
three
categories,
school
services,
budget,
essentially
central
administration
and
our
non
VPS
student
services.
The
portion
of
our
budget
that
sits
on
school
budgets
has
actually
increased
very
slightly
from
53
to
54
percent
over
that
time
period.
C
C
As
the
superintendent
stated,
our
FY
20
per
post
budget
has
a
series
of
investments
which
we're
excited
to
share
with
you.
Today
they
are
listed
on
page
13
because
the
superintendent
talked
about
them
in
some
detail.
I'm
gonna
not
go
through
each
line
in
detail
today,
but
these
will
be
the
subject
of
our
conversation
with
you
in
the
coming
weeks.
C
In
addition,
it
is
just
as
important
to
sustain
what
we've
already
invested
in
budgets
are
not
just
about
investing
in.
What's
new,
we
often
laugh
that
there's
very
little
consensus
in
academia
about
what
works
in
education,
but
I
think
three
of
the
things
that
the
academics
would
have
as
much
consensus
as
possible
on
that
are
good
for
kids
are
more
time
learning
early
education
and
having
access
to
great
teachers.
C
Before
wrapping
up,
I'll
share
a
touch
more
detail
on
some
of
our
investments
that
were
particularly
excited
about.
As
the
superintendent
mentioned,
we
have
proposed
$750,000
to
support
some
of
our
lower
performing
schools.
These
are
schools,
we'll
be
implementing
Dessie
required,
comprehensive
improvement
plans,
and
yet
the
state
did
not
provide
additional
resources
beyond
the
planning
period
for
the
implementation
of
those
plans.
C
We
also
continue
to
invest
in
our
high
schools
with
a
two
pronged
approach,
both
additional
funding
that
goes
to
schools,
particularly
schools
that
serve
students
with
what
we
call
a
Wis
early
warning
indicators.
These
are
our
high
schools
that
are
accepting
students
who
have
shown
that
they've
had
some
struggles
in
middle
school.
C
C
I'm
on
page
19,
now
I
think
many
of
you
were
in
our
briefing
two
months
ago.
We
gave
you
a
preview
of
the
FY
2008
and
there
was
a
lot
of
excitement
about
reducing
barriers
to
exam
schools
through
access
to
the
ISEE
test.
As
many
of
you
know,
the
test
today
is
administered
at
a
number
of
locations
on
a
Saturday
morning.
C
Despite
efforts
to
get
more
and
more
kids
there,
we
still
find
that
the
diversity
of
our
applicant
pool
isn't
what
we
want,
and
so
the
next
measure
that
we
have
that
will
be
trying
is
for
the
test
to
take
place
in
the
home
school
of
every
student
during
the
school
day.
We
are
hopeful
that
this
will
continue
to
support
our
efforts
to
improve
the
diversity
of
our
exam
schools.
C
C
Well,
we
took
the
time
to
put
every
single
dollar
onto
a
website
that
we
hope
is
as
user-friendly
as
possible,
where
you
can
explore
the
total
spending
in
the
central
office
and
how
much
is
spent
on
every
school
I
encourage
you
and
your
staff
to
take
a
look
again.
It's
Boston
Public,
Schools,
org,
slash
explore
budget
and,
in
addition,
we
have
all
of
our
historic
information
that
we
publish
every
year,
which
we
also
think
is
quite
comprehensive
on
our
budget
website.
C
C
A
C
We
have
improved
student
to
teacher
ratios.
One
of
the
biggest
areas
of
investment
has
been
in
inclusion,
rolling
out
inclusion
so
that
more
of
our
students,
who
would
otherwise
be
in
substantially
separate
classroom
environments,
can
be
taught
side-by-side
in
a
in
a
inclusive
environment,
and
that
is
slightly
more
intent.
Intensive
from
a
staffing
ratio,
point
of
view
and.
C
Typical
staffing
recommendation
and
there's
variation
by
school,
so
this
that,
but
a
typical
inclusive
classroom
might
have
15
students
who
would
otherwise
have
been
in
a
general
ed
setting
and
five
students
who
are
designated
with
what
special
needs.
Some
of
the
15
students
could
also
have
IEP
s
as
well
right.
C
A
A
C
Memory
is
correct
for
the
FY
17
budget.
So
three
years
ago
we
made
adjustments
to
the
staffing
guidelines
for
two
of
our
categories
of
special
needs.
We
stayed
below
state
guidelines
and
below
our
collective
bargaining
and
I
believe
you
know,
we've
continued
to
make
very
significant
investments
in
special
education
overall
and
I
believe
that
transition
has
been
reasonably
smooth
right.
C
A
B
B
Before
you
jump
into
questions,
I
just
wanted
to
point
out
that,
in
addition
to
the
four
of
us
here
at
the
table
as
needed,
we
have
a
number
of
our
senior
leaders
here:
Charles
granson,
our
chief
academic
officer,
Emily,
Casa
Bosh
in
charge
of
human
capital,
Mary
Driscoll,
who
oversees
all
of
our
elementary
and
middle
schools.
Monica
Roberts,
our
chief
engagement
officer,
who
manages
both
family
and
community
engagement
and
welcome
centers
and
John
Hanlin.
B
Our
chief
of
operations
Rob,
can
solve
our
chief
of
staff
and
Alan
McDonough
from
our
intergovernmental
relations
team
I
think
we
have
most
of
the
landscape
covered.
There
may
be
a
few
questions,
we're
not
going
to
be
able
to
answer,
but
I'd
be
surprised,
so
we
will
do
our
best
and
we
look
forward
to
the
ongoing
conversation.
Great.
Thank
you.
Thank.
D
You
thank
you
cheering.
Thank
you
for
this
overview.
I
know
that
over
the
coming
weeks,
we'll
get
into
some
more
detail
as
we
cover
each
of
the
topics
over
the
next
few
weeks,
just
to
follow
up
with,
on
some
so
to
see
almost
questions
on
the
typical
inclusion
classroom,
15,
gen,
ed
students,
five
kids
on
an
IEP
varying
degrees
of
need.
What
is
the
typical
assortment
of
teachers
and
adults
in
the
classroom?
Is
there
a
recommended
balance
of
adult
versus
kid
in.
C
D
Is
something
that
it's
concerning
to
a
number
of
school
communities
across
our
district
and
sometimes
that
proportion
isn't
appropriate
to
the
needs
of
the
kids
in
the
classroom,
but
I'm
sure
we'll
talk
a
little
bit
more
about
that
during
sped
I'm
on
page
on
slide
6,
we
really
detail
out
the
different
categories
of
the
fy2014
C
adopted,
FY
19.
It
would
be
interesting
to
know
what
the
projected
finish
numbers
are
for
that
FY
19.
D
C
Every
year,
as
you
can
imagine,
with
a
billion
dollar
budget,
some
things
come
in
a
bit
higher
and
some
things
a
bit
lower
than
we
expect.
When
we
embark
on
the
process,
you're
correct,
we
are
going
high
in
transportation
and
as
we'll
also
talk
to
you
about
we're
going
high
in
food
services
that
has
been
offset
by
coming
in
lower
on
utilities,
snow
removal,
benefits
and
salaries.
Okay,.
D
And
then,
with
the
high
end
transportation
over
the
last,
this
is
my
I
think,
my
fourth,
but
every
year,
we've
been
over
by
I
think
it
was
10
million
the
first
year,
six
or
seven
six
or
seven
we're
projecting
seven
shir.
Why
aren't
we
just
being
more
accurate
with
our
budgeting
projections
for
the
next
fiscal
year?
Our.
C
Hope
is
that
the
budget
we
present
to
you
right
now
is
one
that
we're
going
to
hit,
and
so
we've
worked
very
closely
with
the
transportation
team
and
they'll
be
John.
Hanlin
is
with
us
here
today
and
we'll
be
hearing
from
them
directly
in
the
operations
one
but
you'll
notice
here
of
four
point:
seven
percent
increase
and
a
four
million
that
translates
to
four
million
dollars,
there's
also
additional
funding
for
transportation.
In
the
line,
that's
transportation
for
non
VPS
student
services.
C
We
have
worked
with
them
to
try
to
develop
what
we
hope
is
a
realistic
budget.
We
continue
to
have
pressures
and
transportation
we'd
like
to
be
saving
more
money
than
we
are.
Frankly.
We
continue
to
have
pressures
wages
on
rising
number
of
students
who
are
having
door-to-door
service
one-to-one
monitors,
etc
and.
B
If
I
may
just
add
in
on
that,
I
just
want
to
draw
people
back
to
one
of
my
earlier
points,
that
of
the
bps
transportation
budget
spent
on
bps
students,
40%
of
that
is
consumed
with
special
education
needs.
These
are
required
by
ie
pees
door-to-door
one-to-one
bus
monitors
and
I
also
want
to
note
that
in
this
same
file
at
the
past
five-year
period,
the
number
of
students
with
autism
has
increased
by
a
hundred
percent.
That's
a
doubling
in
the
early
grades
and
it's
increased
by
sixty
four
percent
across
the
K
to
12
spectrum.
B
D
You
and
then
related
to
transportation.
It's
excellent
that
all
of
our
kids
7
to
12
live
access
to
those
MBTA
passes.
I.
Think
that's
great!
Will
that
include
students
who
currently
receive
door-to-door
transportation?
Well,
they
also
have
a
bus
pass
MBTA
pass
and
the
m7.
Yes,
that's
great,
because
I
right
now
I
know
many
of
our
special
students
who
are
receiving
travel
training
if
they
don't
qualify
for
an
m7.
Now
teachers
and
school
communities
and
community
partners
are
coughing
up
that
that
funding,
so
kids
can
receive
get
bus
passes
to
do
that.
D
E
Clarity-
chairman
good
afternoon,
superintendent,
chief
deputy
chief
and
director,
a
quick
question
from
your
initial
presentation.
You
indicated
that
there's
30,000
kids
per
day
get
transported.
You
indicated.
21
percent
of
them
are
21
percent
of
that,
though,
that
funding
is
non
pbps,
how
many
actual
students,
how
many
actual
non
bps
terms
there's
and
that's
a
combination
of.
E
Also,
with
respect
to
the
exam
schools
I've
heard
from
a
lot
of
parents,
particularly
those
that
have
children
in
parochial
schools
and
one
of
the
reasons
they
cited
that
they're
in
a
parochial
school
because
they
didn't
get
the
school
of,
they
didn't
get
their
Boston
public
school
of
their
choice
in
in
worse.
Prior
to
your
tenure
superintendent,
they
were
unassigned,
and
so,
when
you
didn't
get
the
school
of
your
choice
or
you
were,
you
were
left
unassigned.
E
You
did
what
you
had
to
do
to
make
sure
your
child
had
quality
education
want
to
make
sure
that
as
we're
making
some
changes
to
the
exam
schools
in
terms
of
where
the
tests
are.
What
does
that
mean
for
those
that
are
in
private
parochial
schools
to
be
able
to
continue
to
compete
for
the
Latin
O'bryant
and
the
Latin
Academy
exam?
There.
E
And
then
what
FS
I
see
364,
which
is
really
probably
about
organizing
the
tests,
but
but
kids
that
are
getting
seasoned,
DS
they're
not
gonna,
be
able
to
compete
to
get
into
Latin,
so
wouldn't
that
be
money
better,
be
spent
in
an
exam
school
prep.
Very
much
like
SAT
prep
to
take
the
SAT
shouldn't.
We
be
focusing
on
getting
these
kids
up
to
snuff,
not
only
just
in
the
subject
matter,
but
also
in
the
test
taking
skills
portion
of
it.
B
Yeah
counselor,
we
agree
with
you
and
actually
have
been
doing
that
for
the
past
three
years.
This
is
the
third
year
where
BPS
has
been
investing
in
its
exam
school
initiative
that
provides
summer
and
early
fall
tutoring
to
additional
students,
those
who
might
not
be
benefiting
from
that
purchased
privately
by
their
parents,
as
you
know,
so,
to
level
the
playing
field.
B
There,
we've
also
been
investing
in
registering
them
buses
to
the
test,
but
it
is
clear
in
our
data
analysis
that
making
the
test
itself
more
accessible,
actually
leverages
the
investments
that
we
have
been
making,
both
in
the
exam
school
initiative
and
the
tutoring
and
prep
support.
I
also
want
to
point
to
the
districts
we
haven't
highlighted,
but
the
district's
ongoing
and
continued
investment
in
excellence
for
all,
which
is
expanding
opportunity
beyond
the
advanced
work
classes,
to
more
students
in
the
fourth
and
fifth
and
now
sixth
grade
as
well.
B
So
if
you
braid
those
three
together
driving
more
equitable
enrichment
and
academic
rigor
in
fourth
fifth
and
sixth
grade
a
concerted
effort
through
the
exam
school
initiative
in
tutoring,
prep
support
and
accessibility
during
the
school
day,
which
will
make
this
easier
for
all
students
and
families,
we
believe
those
three
things
together
are
important
steps
forward.
One.
C
E
Good
and
then
with
respect
to
theirs
that
summer
for
the
Latin
school
prep
thing
may
want
to
consider
having
one
in
every
neighborhood
same
issues
that
we
saw
with
kids
not
getting
to
the
exam
school
siting.
Yes,
maybe
they
overslept,
maybe
the
mother-father
weren't,
paying
attention
to
the
date
and
didn't
get
that
kid
there
and
there's
a
whole
myriad
of
different
issues,
but
with
respect
to
that
Lattin
exams,
I'm
a
program
and
think
it's
held
at
Latin.
We
may
want
to
give
some
thoughts
and
maybe
sort
of
expanding
the
circle
on
that.
E
In
the
same
effort
and
same
vein
that
you
guys
are
conducting
I
I've
said
I
said
this
often
you
know
I
Boston
boast
of
having
the
best
college
and
universities
in
the
world
and
I.
Think
a
great
measuring
stick
for
our
Boston
Public
Schools
is
how
many
of
our
kids
are
actually
getting
into
these
schools.
The
schools
that
call
Boston
their
home,
and
so
I'd
like
to
and
I
know
that
the
acceptance
letters
are
out
now
for
next
fall.
E
If,
through
the
chair,
if
you
could
get
us
a
list,
or
at
least
a
number
of
Boston
public
school
high
school
students
that
have
actually
been
accepted
to
Boston's
colleges
and
universities,
as
you
know,
we've
had
a
very
brief
discussion.
We'll
have
hearings
on
quaniee
on
a
year
thirteen
and
an
intense
college
prep
opportunity
which
moves.
The
question
as
to
are
we
doing
enough
by
way
of
the
college
prep
course
load?
Are
we
doing
enough
by
providing
AP
classes
to
as
many
students
and
in
many
of
the
schools
as
possible?
E
That's
how
we're
gonna
be
able
to
compete
in
a
global
economy
when
our
Boston
public
school
kids
from
all
of
our
neighborhoods,
are
able
to
get
into
some
of
the
best
college
and
universities
in
the
world
that
are
right
here
in
our
city.
For
me,
it's
not
good
enough
that
a
kid
is
just
graduating
from
school
and
then
home
by
Thanksgiving
or
home
after
his
or
her
first
year
in
college.
We
need
to
must
do
better
than
that
and
I
think
that
it
starts
with
without
Boston
Public
Schools
and
our
approach
towards
college.
E
It
shouldn't
just
be
hugs
and
high
five
when
a
kid
comes
across
the
stage
with
the
diploma,
and
we
really
kind
of
don't
follow
that
student.
We
want
that
kid
to
get
into
a
great
school
to
compete
at
that
school
to
get
a
degree
from
that
school
and
then
get
into
the
idea
the
job
market
here
in
our
city,
great.
B
All
of
that
I
think
fits
right
in
the
direction
and
then
the
last
point
to
your
question
is
that
the
number
of
non
bps
students
that
we
are
obligated
by
state
law
to
provide
transportation
to
they
are
City
residents,
students
attending
the
Charter
and
parochial
schools.
That's
11,
roughly
11,000
students
that
we
are
transporting,
which
is
why
we
always
want
to
make
sure
people
understand
that
the
BPS
transportation
budget
is
really
the
city's
education
transportation
budget.
In
that
it
covers
students
of
all
school
types,
but.
E
F
B
Yes,
so
this
is
an
issue
that
we
brought
to
the
fore
last
fall
in
early
October.
As
you
know,
the
bill,
bps
master
and
educational
facilities
plan
that
we
unveiled
in
October
is
focused
on
building
buildings,
repairing
existing
buildings
and
making
investments
in
long
term
maintenance
which
had
long
been
deferred
in
Boston,
in
several
cases
that
long-term
neglect
over
many
years
absent
the
kind
of
investment
in
build
bps.
B
B
It
also
happened
with
such
speed
that
we
did
not
have
the
sort
of
planful
timeline
that
we
would
prefer
I
arrived
and
was
appointed
on
July
2nd
on
July
11th
I
was
informed
by
inspectional
services
that
the
building
was
in
such
rough
shape
that
it
could
not
open
this
past
September.
We
made
significant
investments
in
emergency
repairs
to
ensure
the
building
was
safe,
so
that
we
could
then
have
this
entire
year
to
plan
appropriately
for
meeting
the
needs
of
those
students
who
were
in
two
schools
with
long
struggling
histories
and
declining
enrollment.
B
Because
of
the
tight
timeline.
Both
of
those
schools
are
closing.
The
seniors
are
remaining
together
at
the
Irving
middle
school
in
Roslindale,
so
that
they
can
graduate
from
their
same
schools,
and
we
are
working
on
both
individual
transitions
and
program
transitions.
The
School
Committee
approved
this
closure
recommendation
in
December
and
we
have
been
regularly
updating
the
School
Committee
and
the
general
public
on
the
transition
plans.
B
I
also
want
to
note
that
some
of
you
may
be
aware
that
recently
we
identified
we
proactively
identified
and
called
for
a
full
engineering
report
on
a
second
building
of
concern,
but
doing
it
proactively
has
given
us
a
longer
planning
timeline
to
meet
the
needs
of
those
schools.
That's
the
Jackson
Mann
facility
in
Austin,
Brighton
that
currently
houses,
two
schools
and
a
community
center.
B
However,
by
proactively
calling
a
full
engineering
report
that
gave
us
a
roadmap
for
immediate
repairs
that
we
can
make
to
secure
that
building
for
at
least
two
years
and
safe
operation
means
that
we
have
a
plan
full
path
forward
and
I
want
to
reflect
on
the
fact
that
that
is
exactly
what
we
hope
to
be
able
to
do.
Boston
still
has
some
troubled
buildings.
You
don't
get
20
years
of
of
not
fully
investing
in
buildings
and
not
reap
the
challenges
that
comes
from
that.
B
B
B
We
are
mothballing
the
facility
this
spring
and
summer
that
property
remains
in
bps
hands,
and
that
is
part
of
one
of
the
many
ongoing
build
bps
conversations
about
whether
we
rebuild
a
high
school
for
BPS
students
on
that
property
or
look
at
alternative
scenarios,
but
any
brand-new
build
takes
about
five
to
seven
years
if
we're
using
state
funding
through
the
MSBA.
So
no,
it
is
not
available
for
any
short-term
needs
of
other
school
communities.
F
B
A
G
You
just
in
time
I
really
appreciate
your
presentation
in
general,
the
the
30,000
foot
view
has
been
helpful
to
understand,
especially
your
comments
on
that
89%
of
the
bps
budget
is
going
into
the
classroom
and
also
that
5%
of
the
non
bps
excuse
me.
5%
of
the
budget
is
for
non
bps
students,
but
it's
state
mandated
correct.
No.
B
Actually
in
if
we
go
to
that
chart,
there's
there
are
two
different
lines
in
there,
so
there
is
both
an
Eleanor
feel
free
to
jump
in
there's
both
the
state
mandated
transportation
for
charter,
private,
parochial
and
out
of
district
special
education
students
that
is
20
29
million
and
then
31
million
are
other
investments
in
non
bps
students.
This
again
includes
out
of
district
placements
for
vocational
and
special
ed,
but
also
the
4.3
million.
If
I
have
it
right,
4.8
million
that
we're
investing
what
3.8
3.8
that
we're
investing
in
universal
pre-k.
These
are
existing.
B
G
C
As
an
example,
we
try
to
work
with
the
schools
to
adjust
the
services
that
are
offered
at
the
school
I'm.
Sure
David
could
jump
in
and
I
don't
have
it
at
my
fingertips
as
using
East
Boston
high
as
an
example
they're
losing
a
lot
of
students
here
over
year
and
so
we're
working
with
them
to,
for
instance,
change
their
master
schedule,
because
they
do
need
fewer
math
courses
and
English
courses,
etc.
Right.
G
And
I
think
part
of
that
analysis
and
the
weighted
student
formula
has
it
ever
included
looking
at
displacement
when
witness
when
a
community
is
going
through
massive
amounts
of
development
that
we're
having
our
development,
isn't
bringing
in
new
kids
right
now,
lower
they're,
bringing
in
very
young
kids,
not
high
school
aged
kids.
So
what
what?
G
What
is
concerning
to
me
is
that
we're
displacing
our
population
here
in
Boston
more
in
a
housing
crisis,
so
as
that
populations
moving
out
a
lot
of
those
families
with
those
kids
who
would
be
going
to
the
high
school
or
we're
in
the
high
school
or
now
out
of
the
district,
and
so
we
displace
them
then
give
the
school
less
funding.
It
seems
like
a
perpetual
spiral
down
of
a
school
instead
of
figuring
out
ways
to
make
sure
school
is
successful
and
can
maintain
itself
yeah.
C
And
I
can
speak
I.
Think
for
the
group
here
at
the
table.
We
all
saw
the
letter
that
you
shared
on
that
topic
and
I.
Think
you
raised
lots
of
great
points
and
I.
That's
why
the
work
of
Bill
bps
is
so
important
because
we're
using
that
as
a
forum
to
talk
about
how
we
configure
our
schools
what
the
grade
spans
are
and
unfortunately
that
process
just
takes
time,
and
so
we
are
engaging
in
those
conversations
in
neighborhoods
like
East
Boston.
Unfortunately,
it's
not
a
quick
fix
that
we
can
change
it
immediately
for
September.
G
B
And
one
thing
I
will
just
say
on
that
point:
is
that,
as
part
of
our
build
bps
planning,
we
work
carefully,
both
with
PFD
but
increasingly
with
DND
and
the
Boston
planning
and
development
agency
to
actually,
where
we're
beginning
a
process
of
even
taking
a
case
study
of
particular
neighborhoods
to
figure
out
where
we
may
find
property
what
their
enrollment
projections
are,
what
their
demographic
forecasts
are
and
build
that
into
our
modeling
as
well.
So
thank
you
for
that
suggestion.
Thank.
H
You,
mr.
chair
superintendent
and
your
your
team,
it's
a
pleasure
to
see
you
I
do
want
to
talk
a
little
bit
about
bill
BPS.
Just
very
briefly,
I
think
it's
an
exciting
initiative
and
something
that's
long
overdue
and
something
that
we
need
to
continue
doing
in
a
thoughtful
manner.
And
my
questions
relate
to
the
sighting
location
and
where
we
are
in
the
planning
process
as
part
of
bill
BPS
for
schools
in
our
downtown,
neighborhoods,
I
know,
and
certainly
the
areas
that
I
represent
and
I
believe.
H
H
You
know
there
are
massive
development
projects
going
throughout
our
downtown,
whether
we're
talking
about
in
the
Fenway
or
time
by
the
government
center
garage
over
the
corner
here,
what's
happening
around
the
TD
Garden
I
think
these
are
all
areas
who
are
residents
and
I
believe
the
developers
would
be
open
to
physically.
Locating
a
school,
but
that's
something
that
BPS
has
to
partner
with,
has
to
obviously
operate
the
school.
That
sort
of
thing:
where
are
you
both
on
sort
of
public-private
partnerships
like
that,
particularly
in
our
much
more
expensive,
real
estate,
wise
communities
and
where?
B
So
I'll
invite
either
John
Hanlin,
Rob
or
Nate
to
join
me
on
any
of
the
answers,
but
we
are
definitely.
As
I
mentioned,
we've
been
working
with
BPD
a
for
over
a
year
around
their
enrollment
and
demographic
projections.
But
now
we
are
beginning
to
work
with
them
around
development
opportunities,
around
property
opportunities
and
around
I
always
get
the
term
wrong
and
Rob
can
correct
me
if
I'm
missing
it,
but
housing
supported
buildings,
Rob,
okay,.
B
You
housing
with
public
assets,
I
knew
one
of
us
would
get
it
right.
So
we
are
we're.
Looking
at
those
explorations
were
also
open
to
explorations
with
developers
around
swing
space.
So
one
of
the
things
we
need
in
order
to
make
these
moves,
particularly
in
the
case
when
you
have
a
troubled
building
is
we
need
to
move
students
out
or,
if
we're
reconfiguring,
an
older
middle
school
into
a
7
to
12
or
K
to
6.
B
That
is
case,
6
7
to
12
and
k-8
9
to
12
some
buildings
in
some
communities
work
better
one
way
or
another,
so
we
are
looking
at
a
dual
track
where
families
are
choosing
one
or
the
other
or
have
the
option
to
switch
from
one
to
the
other.
You
could
stay
in
a
K
to
8
and
still
get
into
a
7
to
12
at
the
ninth
grade.
So
that
is
our
current
approach.
We
have
not
embarked
on
in
terms
of
new
school
buildings.
Our
demographic
analysis
currently
concentrates
the
need.
B
One
of
the
key
themes
is
placing
new
buildings
where
we
have
high
student
need
and
low
historic
access.
So
while
there
are
lots
of
buildings
going
up-
and
there
are
some
projections-
it's
hard
to
know
how
many
children
and
families
will
be
in
some
of
those,
whereas
we
have
very
clear
data
on
the
predominant
location
of
the
vast
majority
of
our
current
students,
which
are
Dorchester
Matapan,
Roxbury
Wood
in
East
Boston.
So
those
are
the
four
where
most
of
our
new
build
plants
are
currently
located.
H
At
other
and
I
think
if
bps
is
willing,
you
know
long
before
I
was
here
or
I.
Think
any
of
you.
There
were
efforts
by
you,
know
private
residents
and
down
to
neighborhood
to
support
at
least
the
capital
costs
of
a
new
school
I.
Think
the
prior
administration
was
not
interested
in
engaging
in
that
partnership
and
I
know.
Capital
costs
are
not
the
only
budgetary
issue.
That's
at
play
there,
but
there
is
a
real
appetite,
I
think,
including
from
many
folks.
H
H
H
Our
colleagues
up
there,
but
you
know
there
is
a
real
appetite
I've
heard
from
for-profit
and
nonprofit
developers
for
these
kind
of
partnerships,
of
putting
a
BPS
facility
of
some
configuration
as
part
of
that,
whether
it's
for
senior
housing,
which
you
know,
can
work
well
that
way.
So
please
yeah,
that's
what
I
make
sure
we're
open
to
that
and
I
think
it
is
one
of
the
only
ways
we're
gonna
see
a
new
school
building
in
our
downtown
neighborhoods.
We're.
B
Definitely
interested
in
public-private
partnerships.
We
are,
though,
I
do
want
to
be
clear.
We
importantly
have
to
make
sure
that
enrollment
projections
suggest
sustainability
of
a
school
beyond
opening.
So
just
as
you
said,
it's
not
just
about
the
Capitol,
it
is
about
making
sure
that
there
are
enough
enrollment
projections
that
you
could
actually
sustain
a
school
over
multiple
years.
I
think
that's
the
dance!
Thank
you
in.
I
Council
I
would
just
add
to
the
super
turn-ins
point
into
your
remarks
about
partnerships,
one
of
the
things
that
we've
realized
with
bill
BPS
and
that
we're
doing
more
now
than
ever
is
the
need
to
work
in
an
intergovernmental
relations
fashion.
We
are
regularly
talking
with
the
BPD
a
and
in
fact,
our
meeting
with
them
to
discuss
our
build
VBS
plans
and
what
the
long-term
projections
in
the
cities
look
like
we're
talking
with
DND
around
this
very
similar
issue.
We
know
that
we
have
to
talk
more
when
inspectional
services
and
public
works.
I
The
interplay
between
all
of
the
government
agencies
is
gonna,
be
critical
in
bill
BPS
moving
forward,
so
equally
important
is
that
inter
governmental
relations
aspect
and
let
McDonagh
from
our
team
who
was
here
as
director
working
on
that
full
time
as
well
as
all
of
our
team,
that's
those
relationships
are
equally
important
from
the
partnership
perspective
to
make
sure
all
of
our
government
agencies
inside
and
outside
of
city
halls
are
talking,
each
other
are
on
this
Paige
and
using
and
sharing
each
other's
data
to
help
inform
decisions.
Thank.
J
Thank
You
councillor
co-moh
and
Thank
You
superintendent,
your
incredible
team
for
their
hard
work,
not
just
you
guys.
Obviously,
everyone
who's
here
and
who's
still
back
at
the
bowling
building,
not
an
easy
process.
So,
looking
forward
to
reviewing
the
budget
over
the
course
of
the
months
ahead,
I
will
sort
of
jump
right
in
just
for
clarity
and
purposes,
particularly
for
folks
who
watch
what
is
the
current
number
of
students
in
bps.
K
C
J
L
L
We
are
seeing
a
slight
decline
in
enrollment,
and
just
if
I
could,
because
this
has
come
up
yesterday
in
the
bill
bps
hearing
and
from
from
each
of
you,
that
the
biggest
factors
affecting
our
enrollment
have
to
do
with
larger
demographic
trends
that
are
affecting
this,
the
region
state
and
really
all
of
New
England
and
is
mitigated
somewhat
by
the
amount
of
development
we're
seeing
in
the
city.
But
we
have
an
aging
population.
L
Families
are
having
children
later
in
life,
they're
having
less
children,
those
demographic
trends,
far
outpace
the
development
that
we're
even
seeing
and
then,
when
we're
we've
partnered
with
the
BPD
a
to
help
understand
how
the
mayor's
housing
plan
integrates
into
our
Roma
projections.
We've
learned
some
basics
around
what
it
means
for
developments,
but
the
size
of
a
development
impact.
L
The
number
of
families
we
anticipate,
so
the
larger
housing
unit
will
be
a
building
will
be
the
last
families
we
can
anticipate
as
well
as
the
number
of
rooms
that
are
in
a
particular
unit
and
the
cost
of
those
units
right.
So
as
we
build
expensive
housing,
you
see
less
students
coming
from
it.
These
are
all
factors
that
you
know
we
hear
and
all
of
our
bill.
Bps
community
meetings,
the
development
down
the
street
from
us
is
going
to
yield
X
number
kids.
L
J
We
track,
and
so
how
much
of
the
decline
is
also
either
folks,
leaving
our
system
to
choose
a
different
system,
whether
it's
going
to
private
school
broker,
school
charter,
school
or
moving
somewhere
else,
because
of
either
they're
not
satisfied
with
the
choice.
They
got
the
quality
of
the
school
they're
currently
attending,
or
they
sort
of
never
I,
guess
enrolled,
or
maybe
they
did
for
a
short
period
of
time,
but
decided
to
go
elsewhere,
because
bps
isn't
the
best
option.
The.
C
State
collects
and
reports
that
information
this
year
was
the
biggest
single
enrollment
drop
we
saw
as
Nate
mentioned.
It
was
2%
of
1200
students
and
the
state
has
not
yet
I,
don't
believe,
released
the
figures
for
the
current
school
year
across
those
different
sectors,
but
it's
available
historically.
Thank.
J
C
Figures
are
on
page
12
in
FY
14.
We
had
about
ten
point
three
teaching
staff
for
a
hundred
kids
and
we
expect
next
year
to
have
about
eleven
point
three.
So
if
you
picture
a
couple
classrooms
with
a
hundred
kids,
one
more
adult
present
now
than
we
had
years
ago,
I
can
tell
you
high
level
that
our
ratios
compare
very
favorably
nationally,
but
not
as
well.
In
the
state
of
Massachusetts.
C
C
Can
pull
them?
If
you
want
the
student
to
teacher
ratios
in
Boston
Massachusetts
in
the
country,
we
can
get
those
yeah,
no
I
would
and
I
I
was
alarmed
to
see
that
other
districts
in
Massachusetts
have
more
adults
than
we
do
despite
our
high
levels
of
spending,
and
so
that's
definitely
something
for
us
to
work
on.
Thank.
M
You
Council
co-moh
and
Thank
You
superintendent,
for
your
strong
leadership
and
to
your
team
as
well
for
the
great
cooperation
they've
been
providing
to
us
on
the
City
Council
super-tender.
You
had
a
chance
to
look
at
the
new
homepage
that
you
had
and
I
also
noticed
it's
in
languages
it's
in
English,
obviously,
but
in
the
languages
other
than
English
as
well.
So
thank
you
for
your
outreach
on
language
access.
M
B
N
Assignment
process,
we
do
have
staff
who
speak
to
various
languages,
so
we
provide
interpretation
support
in
our
centers.
We
also
enable
families
to
schedule
an
appointment,
so
we
can
make
sure
that
we
have
the
support
needed.
All
of
our
materials
are
translated
into
different
languages
and
we
are
increasingly
using
ethnic
media,
including
those
and
other
languages,
as
a
way
of
out
reaching
the
families
and
making
sure
that
there's
awareness
around
our
assignment
processes
as
it
relates
to
supporting
families
and
schools.
N
Are
there
our
office
of
English
learners,
actually
there's
a
very
phenomenal
job
of
working
with
families
and
partnership
with
us.
They
have
the
district
English
Learner
Advisory
Council,
which
is
an
advisory
of
families.
Parents
who,
whose
first
language
is
not
English
and
whose
children's
our
children
are
being
served
in
English
Learner
programs.
They
are
often
able
to
receive
supports
around
how
to
support
their
child
at
home.
N
We
have
a
lot
of
workshops,
so
they
meet
four
four
times
a
year,
and
what
we
find
is
that
there
is
a
lot
of
parent
to
parent
support
in
that
space.
In
addition
to
our
office
in
our
parent
University
arm,
we
provide
English
as
a
second
language
as
a
second
language
courses
as
well
as
referrals
and
a
number
of
parent
child
clubs
in
the
language
do
partnerships
across
the
city.
N
So
sometimes
we
partner
with
linguistic
based
community
programs
that
can
work
with
us
in
that
regard
and
then,
finally,
our
schools
are
increasingly
working
around
that,
so
they
are
able
to
do
our
office
of
English
learners,
provide
get
access
to
interpretation
support
so
that
they
are
classroom
teachers
and
our
principals
are
able
to
work
directly
with
families
and
be
able
to
communicate
and
the
language
that
families
can
receive.
We
also
support
them
with
translation
and
thinking
about
how
to
create
a
welcoming
environment
as
well
as
materials
that
all
families
can
really
understand.
M
You
and
I
have
other
questions,
but
I
can
I
can
wait.
Superintendent,
I,
maybe
I'll,
just
ask
one
one
final
question
at
yesterday's
hearing
I
know
the
in
the
capital
budget
there's
some
funding
for
technology
for
students
with
disabilities.
That's
being
invested.
Can
you
talk
just
generally
speaking
on
what
this
school
Department
is
doing
with
the
advanced
technology
to
try
to
provide
the
best
quality
education
we
can
for
our
special
education
students.
B
Charles
granson,
our
chief
academic
officer,
will
come
down
to
respond
specifically
on
assistive
technology
and
technology
for
students
with
disabilities.
That
is
one
of
the
capital
investments
you
heard.
In
addition,
the
district
is
on
a
really
orderly
schedule
of
technology
refresh
for
all
of
our
buildings.
It's
actually
the
same
kind
of
approach
that
we
want
to
take
to
our
facilities,
upgrades
and
improvements,
but
for
the
purposes
of
assistive
technology,
Charles
you're,
gonna
leap,
the
barrier
there.
O
A
You
thank
you.
I
just
had
a
question
that
may
require
later
answer
and
it
I
think
it
has
to
do
with
how
many
school-aged
kids
are
in
the
city
of
Boston
and
what
percentage
go
to
bps
versus
private,
parochial
and,
if
I,
remember
again
when
I
first
got
elected
and
I
was
kind
of
blown
away
by
this.
That,
historically
speaking,
BPS
school-age
kids
amount
for
75%
and
25%
other.
C
C
A
D
You
just
to
follow
up
on
that
or
to
expand
on
that.
How
many
of
these
students,
and
does
it
come
out
of
the
private
number,
who
are
bps
students
or
would
otherwise
be
our
bps
students,
but
where,
for
whatever
reason,
not
educating
them
in
the
district,
they
have
a
special
placement,
some
sort
of
out
of
district
placement,
or
is
that
an
additional
number?
Those.
D
C
Will
double
check
on
that,
for
you
I
believe
when
we
conducted
the
analysis
that
we
shared
on
the
slide.
We
pulled
all
teachers
and
paraprofessionals
in
the
district?
Okay,
so
that
includes
parents,
I,
believe
so
and
I.
Yes,
that
the
slide
that
I
shared
with
the
10.3
in
the
11.3
yeah.
Hopefully
it's
labeled
as
teaching
staff,
and
that
is
includes
both
paraprofessionals
and
teachers
and.
C
We'd
be
happy
to
bring
that
data
I
believe.
In
this
analysis,
we
used
full-time
equivalent
staff.
Okay
and
Mary
had
also
pointed
out
to
me
that,
as
we
think
about
the
growth
in
our
teaching
staff
per
counselor,
C
Mo's
question
earlier,
the
increase
in
our
ABA
classrooms
has
been
very
significant.
Superintendent
pearl
mentioned
the
market
growth
and
the
number
of
students
with
autism
who
has
served
in
those
settings.
So
the
combination
of
inclusion
and
ABA
classrooms
has
been
a
big
part
of
the
increase.
I
think.
D
B
Have
the
special
ed
number,
but
we
will
get
a
more
fulsome
number
for
you.
So
we
currently
are
transporting
about
200
students
to
out
of
district
special
education
sites,
but
we'd
be
happy
to
bring
a
full
range
of
data
on
the
outer
district,
special
ed,
the
cost,
the
number
of
students,
both
transportation
and
tuition
itself,
and
we
can
bring
that
to
one
of
the
follow-up
hearings.
Probably
the
one
on
academics
or
school
budgets.
Great.
D
That'll
be
helpful,
I
think
it's
it's
out
of
district
everything
out
of
district,
so
students
end
up
out
of
district
for
lots
of
different
reasons
right
so
carry
us
on
that
number
because
it
would
be
good
to
know
what
that
the
numerical
drain
is
on
the
number
of
students
in
our
schools
of
that
55,000,
but
also
the
costs
associated
with
educating
those
students
outside
of
our
district
and
why
we're
educating
outside
of
our
district,
so
a
small
number
and
a
smaller
number
over
the
years
vocational
ed.
But
why
are
they
right?
B
Be
happy
to
bring
that
and
we'll
also
bring
an
analysis
of
some
of
our
homeless
student
transportation,
but
we
currently
spend
just
south
of
seven
million
on
transporting
our
homeless
students.
Some
of
that
is
in
the
out
of
district
non
bps
budget,
but
about
4.4
million
of
it
is
part
of
the
BPS
transportation
budget.
Obviously,
that's
both
a
commitment
and
an
expectation
and
one
that
we
hold
very
seriously,
but
you
can
understand
how
some
of
these
costs
drive
our
transportation
budget
and
particularly.
D
Last
year,
during
our
budget
season,
we
spent
a
lot
of
time
talking
about
the
investments
and
the
changes
to
in
using
the
opportunity
index,
who
sort
of
reflect
back
on
on
what
happened
last
year
and
take
a
little
bit
of
a
look
at
some
of
the
changes
that
we're
gonna
see
this
year
cuz.
I
know
there
has
been
obviously
some
maintaining
of
partnerships
and
spending
and
the
decline.
In
addition,
yes,.
C
We
had
feedback
from
this
body
and
from
the
school
community
community
members
that
I
think
I
could
summarize
it
as
we
like
the
intention,
but
we
want
to
get
into
the
details
on
the
opportunity
index
and
so
after
we
had
launched
it.
Last
year
we
initiated
a
series
of
public
conversations
and
outreach
to
various
partners
to
get
input
and
the
intention
of
it
was
we
got
to
figure
out
where
the
greatest
need
is
in
Boston,
because
just
looking
at
direct
certification
is
overly
blunt.
C
We
were
worried
about
leaving
out
undocumented
families
when
we
switched
from
free
and
reduced-price
lunch
forum
to
direct
certification.
So
we
really
rolled
up
our
sleeves
went
into
it.
In
a
lot
of
detail,
we
met
with
the
ëall
task
force
the
opportunity
treatment
gap
task
force.
Dr.
Colin
Rose
led
a
lot
of
that
engagement
conversations
and,
as
a
result,
we
made
a
number
of
adjustments
to
how
the
formula
was
treated.
A
few
variables
went
in.
If
you
went
out,
we
took
some
variables
and
made
them
continuous
and
presented
that
to
the
School
Committee.
This
fall.
C
We
had
very
positive
perception,
and
so
we're
now
using
it
in
FY,
20s
or
the
second
budget
in
which
it
will.
It
is
largely
the
same,
the
application
we
went
from
allocating
nine
million
dollars
according
to
the
opportunity
index
to
allocating
eleven,
so
we
made
a
slight
increase
to
the
amount
of
funds
distributed
through
that
mechanism.
In
regards
to
the
question
you
asked
at
the
end
about
partnerships,
we
haven't
made
any
further
changes
since
last
year's
proposal
on
how
we
fund
partners.
D
C
Big
shift
that
we
made
last
year
is
we
took
a
pot
of
money
that
you
used
to
be
allocated
by
central
administrators.
We
put
it
in
the
hands
of
school
leaders
to
make
the
decisions
and
we
allocated
the
funds
based
on
the
opportunity
index,
so
there
were
shifts
and
partners
because
we
changed
who
the
decision-maker
was
something
that
I
thought
was
a
great
change.
A
G
You
just
to
follow
a
follow
up
on
since
we're
talking
about
the
opportunity
index
and
I
I
do
know
that
some
of
my
schools,
for
example,
are
doing
exceptionally
well
being
able
to
raise
the
money
in
the
Elliots
been
wonderful
of
being
able
to
raise
a
lot
of
money.
You
know
I
think
I
heard
as
high
as
$600,000
being
able
to
raise
that
outside
of
schools
just
with
the
Friends
of
and
with
some
of
the
family
and
the
resources
so
and
I
recall.
G
If
there's
there
seem
to
be
not
a
clear
answer,
if
there's
been
any
more
movement
and
working
with
developers
again
about
raising
money
about
getting
resources,
whether
it's
capital
investments
for
schools,
whether
it's
I
know,
you
guys,
went
ahead
and
put
the
modular
how
classroom
in
on
your
own
on
budget
in
Charlestown,
but
that
kind
of
partnership,
I
still
think,
is
worth
looking
at
and
expanding
upon
and
making
sure
we
get.
I
did
them
at
the
table
obvious
and
I.
G
But
I
do
think
it's
great
that
you
have
the
opportunity
index
analysis
to
make
sure
that
let's
say
a
community
has
experienced
a
lot
of
development
doesn't
end
up
with
a
bunch
of
development
dollars
and
then
further
exasperates
inequality.
So
I,
guess
it's
a
two-part
question.
One
is:
are
you
working
with
and
have
you
been
increasing
your
relationship
with
developers
to
help
provide
for
additional
funds
for
schools
and
then
to
when
you
do
and
I
hope
it's
a
win?
Not
if
you
I,
assume
you'll
be
applying
the
opportunity
index
lens
to
that
as
well.
B
So
I'm
going
to
take
the
last
part
of
the
question
first,
which
is
that
we
actually
apply
the
opportunity
index
to
all
kinds
of
decision-making,
an
analysis.
So
one
really
great
example,
that
is
a
public
partner.
Public/Private
partnership,
in
this
case,
a
foundation
as
well
as
city
of
Boston
capital
funds,
is
the
progressive
roll
out
of
my
way
cafes
across
the
city,
and
so
that
is
funded
both
by
BP
city
of
Boston,
capital
dollars
and
investments
by
the
Shaw
foundation.
B
The
the
best
way
to
roll
that
out
is
by
neighborhood
because
of
the
delivery
and
transportation.
So
bps
set
its
schedule
using
the
opportunity
index,
as
well
as
other
measures
of
neighborhood
need
and
then
very
equitably,
organized
those
neighborhoods.
So
it
started
in
Mattapan
mood.
I
mean
sorry
started
in
East,
Boston,
Roxbury,
Mattapan
Dorchester
in
South
Boston,
our
next
and
then
the
remainder,
the
remaining
neighborhoods
progressively.
So
that's
how
we
we
can
use
the
opportunity
index
in
any
question
where
we're
analyzing
or
making
decisions
based
on
school
need
on
the
developer.
B
B
Both
space
developer
partnerships
that
would
be
both
potentially
with
DND
through
their
housing,
with
public
assets
initiative,
and
then
we
are
currently
working
with
BPD
a
to
make
sure
they
know
which
neighborhoods
were
looking
for
space
in
that
they
know
where
we
might
need
swing
space,
and
so
we're
hoping
that
some
of
those
matchmaking
with
potential
developments
can
happen
in
future.
We're
actively
working
with
the
BPD
a
on
that
right
now
we
do
not
have
any
current
development
partnerships.
Okay,.
G
G
B
There
isn't
any
that
we
currently
it's
an
interesting
question
you
may
be
pointing
to
their
bps,
does
not
currently
manage
around
private
philanthropy
that
schools
may
be
soliciting
separately
and
we
do
not
have
a
mechanism
because
those
funds
don't
flow
through
us.
We
don't
currently
have
a
mechanism,
some
of
them
go
into
fiscal
sponsors
or
third-party
nonprofits.
Some
of
them
go
into
the
Boston
Educational
Development
Fund,
so
we,
but
they
do
not
come
into
bps
proper.
So.
G
C
Put
in
place
this
time
for
the
first
year
at
the
end
of
this
school
year,
a
reporting
requirement
for
our
school
leaders
to
report
dollars
that
were
raised
through
the
kind
of
third
party
vehicles
that
the
superintendent
was
just
talking
about.
So
I'm
hopeful
that
we
will
have
good
compliance
with
best
new
requirement
and
that
that
process
will
yield
data
we
haven't
had
in
the
past
you're
raising
a
great
question
to
which
I'm
afraid
we
don't
have
simple
answers.
C
G
C
B
Think
the
one
thing
I
would
say,
though-
and
this
is
someone
who
both
observe
this
happening-
has
experience
in
education
philanthropy
and
watched
the
launch
of
the
opportunity
index
I
actually
view
the
opportunity
index
as
a
leveler
of
of
some
because
of
some
of
the
funds
available
to
schools.
Yes,
there
are
schools
that
recruit
and
raise
money
on
their
own.
B
The
opportunity
index
focuses
on
the
needs
base
of
students
for
the
allocation
of
district
dollars,
so
the
schools
that
are
benefiting
from
the
opportunity
index
there
may
be
places
where
there's
overlap
between
high
needs
schools
and
high
fundraising
schools,
but
in
general
we
don't
always
see
that
overlap.
So
the
opportunity
index
is
bringing
resources
into
schools
that
don't
always
have
that
kind
of
access
to
private.
Fundraising
that
you're
pointing
to,
but.
L
Does
not
directly
account
for
fundraising
that
a
school
does
so
school
that,
like
the
Elliott
or
Boston
Latin,
or
even
the
btu
school
and
JP,
as
they
raise
money
that
has
no
direct
impact
on
the
opportunity
school
index
for,
but
we
actually
think,
as
the
alternative
measure
around
need
was
the
direct
certification
that
we
use
for
poverty.
That's
part
of
our
title.
One
allocation
is
also
part
of
our
way
to
student
funding.
That
is
a
simplified
measure.
L
C
C
C
K
J
C
J
Because
that
would
be
interesting
too
absolutely
no
I
mean
and
I
get.
You
guys
see
it
all
the
time,
and
then
that
gets
to
my
bigger
question
of
what
what's
the
district's
working
definition,
what
is
the
district's
definition
of
equity
right?
We
use
that
word
quite
a
bit
whether
it's
here
in
every
department,
I
think
every
department
may
have
a
different
definition
of
it
or
none
at
all
I'm
curious.
What
what
our
definition
bps
is
of
equity.
B
One
is
its
commitment
to
leveling
the
playing
field
for
all
of
its
students,
and
the
second
is
recognizing
that
the
district
itself
as
an
educational
institution,
as
is
true
for
many
systems
of
government
and
public
service,
is
embedded
with
and
intertwined
with
a
history
of
institutional
racism
such
that
our
own
problem
of
practice.
Thank
you,
I
can't
pop
it
up.
Somebody
else,
perhaps
good.
D
B
That
we
have
a
history
of
not
reaching
our
most
marginalized
populations,
that
it
is
our
specific
responsibility
in
operations
in
academics,
in
social-emotional
learning
and
in
student
support
to
push
ourselves
and
our
adults.
It's
one
of
the
reasons
that
the
focus
on
culturally
and
linguistically
sustaining
practices,
I
think
is
incredibly
important.
It
is
embedded
in
our
vision
for
instructional
equity
and
the
kinds
of
moves
that
you're
seeing
weighted
student
funding
opportunity
index
those
equity
based
budget
allocation
tools.
B
Our
investments
in
exam
school
access
are
again
getting
at
the
notion
that
for
students
from
historically
marginalized
populations,
we
have
to
push
ourselves
harder,
make
deliberate
investments
and
structure
our
programming
and
services
to
be
more
responsive
to
their
needs
to
bring
them
so
that
their
chin
is
resting.
On
the
on
the
same
level
of
that
fence,
I
only.
J
Ask
because
it's
an
whether
school
visits
our
other
education
conversations.
It
people
have
various
definitions,
but
when
you
just
when
we
define
it,
it
obviously
can
drastically
change
how
we
review
this
budget.
How
we
view
policy
changes,
it
may
frankly
make
some
people
upset,
but
it's
like
we
hear
you,
but
this
is
the
lens,
and
this
is
our
definition,
and
this
is
why
we're
doing
this,
because
we
want
to
address
these
inequities
that
we
continue
to
see
and
and
address
them
for
those
communities
that
have
historical,
like
you
said,
been
susceptible
to
them.
Yeah.
B
And
thank
you
for
asking
the
question,
because
I
I'm
not
sure
that
everyone
has
a
full
sense
of
just
how
deliberate
BPS
has
been
to
push
itself
through
use
of
specific
tools.
I've
mentioned
several
of
them,
but
one
I
also
want
to
highlight,
and
by
the
way
this
work
is
the
work
of
the
district.
We
have
important
engines
of
expertise
in
both
our
office
of
equity
and
our
opportunity
gaps
office,
but
this
is
not
the
work
of
any
individual
office.
B
It
is
the
collective
work
of
the
district
and
one
of
the
tools
that
we
use
to
embed
equity
as
a
lens
and
all
of
our
decision-making
is
that
we
actually
have
a
racial
equity
analysis
tool
that
all
of
our
staff
are
trained
on
that
is
used
in
actual
meetings.
All
of
the
difficult
decisions
we
make
I
use
the
example
of
the
opportunity
index
when
we
were
sequencing
neighborhoods
to
get
the
my
way
cafe
roll
out
in
the
past.
We
might
have
done
it
by
convenience
or
geography.
B
This
is
actually
weighted
by
student
need
and,
though,
that
same
racial
equity
analysis
tool
is
used
in
decisions
around
bill.
Bps,
it's
used
in
how
we
structure
academic
networks,
and
so
it
really
is
embedded
in
the
way
we
work.
We
know
we
have
more
work
to
do,
but
I
think
it's
important
that
BPS
has
embedded
tools
that
push
that
work
on
a
daily
basis.
J
C
C
J
Simmons
Bennett
have
to
be
mindful
of
yeah,
okay
and
then
my
last
question
for
I'm
sure
the
buzz
is
going
to
go
off
is
specifically
on
slide
number
six.
You
know
we
often
talk
about.
You
know
central
office
only
being
five
point,
four
percent
of
the
overall
budget
and
so
have
some
perspective
there,
particularly
as
I'm
like
downsize
central
office.
J
C
C
Centers
like
a
department,
ID
or
a
central
office
can
be,
and
some
of
the
stuff
you
see
in
schools
just
happens
to
sit
on
a
central
are
see
essential,
department,
ID,
and
so
what
we're
trying
to
delineate
here
is
to
not
get
trapped
in
the
legacy
financial
system,
which
is
doesn't
it's
harder
to
piece
apart
and
to
do
something
here
that
sheds
a
little
more
light
on
really
where
the
money's
going.
So
you
know
just
take
the
biggest
one
on
here
at
ninety
six
million
dollars
on
transportation.
C
I
wouldn't
call
that
a
central
administration
expense
you're,
seeing
yellow
buses
come
in
and
out
of
school
yards
every
day
we've
got
tea,
passes
the
hands
of
our
kids.
It's
really
a
direct
service
to
kids.
It
happens
to
sit
on
what
we
call
a
central
department,
IV
and
so
we're
just
trying
to,
and
this
lends
offer
a
little
more
clarity
did,
that
help
can.
C
That
is
exactly
correct
and
that's
an
important
distinction,
as
we
think
about
decision
making
in
our
system.
All
of
the
items
in
that
second
category
are
controlled
centrally,
and
so
the
schools
were
served
received
services
not
dollars
this
year.
In
order
to
create
the
data
that
was
on
that
new
website,
we
keep
pitching
the
Explorer
budget
and
website.
We
actually
linked
every
dollar
of
school
services
budgeted
essentially
to
an
individual
school,
and
we
shared
it
with
principals.
B
I
can
just
add
two
other
important
points,
a
couple
of
other
examples
of
things
that
a
legacy
nature
are
budgeted
centrally.
All
of
our
school
psychologists
are
budgeted
centrally,
but
yet
allocated
out
to
schools
and
students.
The
same
is
true
for
many
of
the
related
services
through
special
education,
so
occupational
therapists,
speech,
pathologists,
some
of
those
required
services
and
the
other
way
of
looking
at
these
two
differences.
The
direct
school
expenses
and
the
school
services
budgeted
centrally.
M
Thank
You
Council
CEO,
Moen,
Thank,
You,
superintendent,
superintendent,
I
the
opportunity
to
attend
a
healthcare
age
and
health
care
symposium
this
morning.
Talking
about
public
health
issues.
Can
you
talk
about
generally?
Generally
speaking,
talk
about
public
health
and
education,
and
you
know
what
what
in
what
relationships
you
have
with
our
hospitals.
M
You
know
at
the
at
the
Tufts
Medical
Center
the
dental
program.
They
were
talking
about
a
the
dental
program,
doing
some
work
at
Josiah
Quincy,
helping
our
students
with
dental
exams,
but
what
else
we
doing
on
public
health
nutrition,
interacting
with
our
hospitals,
making
sure
that
our
students
have
access
to
quality
public
health
services,
not
just
during
the
school
year,
but
12
months
a
year.
B
Thank
You
counselor.
For
that
question
we
will
and
what
we
might
do
is
touch
lightly
on
it
today
and
then
bring
any
fuller
answers
to
the
hearing
on
the
April
29th,
which
is
focused
on
student
support
services
and
that
will
actually
have
representatives
from
all
of
the
departments
that
touch
directly
on
some
of
these,
but
I
can
say
at
the
highest
level
nutrition.
B
We
just
mentioned
our
substantial
partnership
with
the
city
of
Boston
and
the
Shaw
foundation
around
the
my
way
cafes,
which
is
really
revolutionising
both
local
food
and
healthy
food
choices
in
schools,
but
both
through
central
office
and
through
our
individual
schools.
We
have
multiple
partnerships
with
community
based
health
centers,
with
schools
of
Nursing
with
our
major
hospitals.
B
B
But
I
think
it's
important
to
note
that
we
do
view
and
our
schools
are
are
expected
in
terms
of
responding
to
the
needs
of
students
and
families
that
we
do
take
a
whole
child
whole
family
view
on
how
we
respond
to
meet
the
needs
of
all
of
our
students
and
in
many
cases
it
is
required
in
order
to
lower
what
we
would
refer
to
as
non-academic
barriers
to
learning.
So
you
know,
does
a
kid:
does
a
does
a
kid
eat
three
meals
a
day:
are
they
in
stable
housing?
B
Do
they
have
a
coat
while
they
were
walking
to
school?
What
are
the
sort
of
you
know?
Do
they
have
a
parent
in
prison?
What
is
the
trauma
that
they
may
be?
Addressing
all
of
those
are
things
that,
whether
they
are
considered
the
job
of
a
school
or
not,
they
are
important
priorities
and
challenges
that
schools
today
must
grapple
with
and
the
district
recognizes
its,
and
that
includes
you
know
the
fact
that
we
have
additional
weights
for
homeless
students
in
our
weighted
student
funding.
M
M
What
type
of
what
type
of
outreach
can
we
do
to
help
our
students
that
are
in
public
house
and
maybe
somewhere
on
these
issues
as
well?
But
is
there
any
extra,
maybe
consideration?
We
also
can
give
students
in
public
housing
as
it
relates
to
more
services
for
them,
since
they're
they're,
already
living
in
a
maybe
in
a
challenging
environment.
To
begin
with,
thank.
C
You
for
raising
that
we
looked
at
that
directly
when
we
were
doing
the
opportunity,
index,
work
and
I'm
pausing,
because
I'm
trying
to
remember
the
data
availability
on
that
one,
but
we
actively
looked
at
it.
The
goal
of
the
opportunity
index
was
to
say:
what's
all
the
data
we
could
collect
about
our
kids
that
helps
us
know
where
the
need
is
and
I
think
we
weren't
able
to
get
the
match
on.
Did
we
get
the
public
housing
David
feel
free
to
yeah.
D
P
B
What
that
means
is
that
a
school
that
has
a
high
concentration
of
students
from
public
housing
would
then
be
higher
on
the
opportunity
index
and
then
have
access
to
some
of
those
additional
dollars,
and
that
is
really
if
we
weren't
clear
that
is
really
the
function
of
the
opportunity
index
weighted
student
funding
by
and
large
focuses
primarily
on
educational
needs
of
students.
So
are
they
special?
Are
they?
Students
with
disabilities?
Are
the
English
learners?
There's
other
modifications?
There's
poverty
concentration.
B
G
The
comment
is
with
regards
to
the
image
that
you
had
alluded
to,
whether
the
three
individuals
are
standing
behind
a
fence,
one's
really
tall
one's
medium
and
the
other
one's
short
and
so
equity
is
in
response
to
that
image
is
putting
you
know,
step
ups,
to
make
sure
that
they're
all
equal
height
and
so
I
think
that
that's
an
important
it's.
It
is
a
great
way
of
seeing
equity
but
I
think
it's
incomplete
and
so
and
I
hope
and
I'm.
Sure
you're
already
have
a
more
complete
vision
than
that
image.
G
A
recent
civil
rights
conference
conference.
They
criticized
the
image
by
saying
it:
centers
the
person
who
short
us
as
having
a
problem
to
be
compensated
for
the
real
or
more
comprehensive
equity
analysis
would
be
questioning
why
the
hell
defense
is
there
to
begin
with
so,
and
that's
really
questioning
the
systemic
barriers
that
people
have
now
some
you
can
deal
with
some.
You
cannot
a
bps
some
you
can
some
you
inherited
some.
G
So
that's
my
only
comment
with
regards
to
funding
for
charter
schools,
and
this
might
help
my
understanding
when
you
have
the
mixture
of
Boston
Chelsea
Revere,
whatever
whoever
is
going
to
a
particular
school
right
at
a
charter
school.
How
did
the
money
follows?
Those
students?
Am
I
correct
into
those
schools,
yeah,
okay,
and
so,
if
the
monies
following
bps
students
into
the
school
that
money,
then
is
used
to
pay
for
all
sorts
of
things
in
the
school
salaries
gym
whatever
books,
whatever
it
is,
and
so
I
guess
my
as
we're
paying
per
pupil.
G
If
we're
paying
more
per
pupil
than
say,
Chelsea
is
or
Revere,
then
I,
don't
know,
I,
don't
know,
I'm
listening,
okay,
assume,
let's
say
we
pay
10,000
per
I,
know
it's
more
than
for
a
student
in
Chelsea,
it's
not
about
18,
or
so
let's
say:
Chelsea
pays
10
right,
I
can't
help,
but
think
then,
because
we
have
Boston
students
there
we're
paying
more
per
student
than
the
other
cities
are
that
then
our
city
dollars
are
compensating
or
are
helping.
The
fund.
Education
of
other
kids
am
I,
correct,
I
believe.
G
Absolutely-
and
it
is,
it
was
also
my
challenge
in
understanding
the
funding
mechanism,
so
I
just
want
to
make
sure.
I
was
clear
on
that.
Not
so
much
that
I,
the
transportation
was
and
I
actually
think
in
the
transportation
hearing.
They
made
sure
that
if
there
was
ever
a
mistake
they
did
an
analysis
or
audit
to
make
sure
that
didn't
happen
so
where
we
could
control
we
did
and
so
where
we
can't
we'll
have
to
go
to
the
Statehouse
and
then
my
final
question
was
regards
that
the
transportation
hearing
you're
not
councillor,
garrison,
I'm.
G
In
that
hearing
we
discussed
equity
and
transportation,
which
was
one
of
the
biggest
issues
when
it
came
to
school
busing
and
talking
about
how
some
of
the
students
from
Charleston
wanted
a
particular
bus
to
get
them
to
be
LA.
How
folks,
in
the
be
LA
area,
Dorchester
Roxbury
did
not
have
a
bus
going
into
Charlestown,
and
so
then
I
said
well.
What
if
we
raise
the
money,
then
for
a
bus
from
Charlestown
to
go
to
be
LA
and
I?
G
Said
no
that
we
would
not
be
able
to
then
raise
the
money
for
a
bus
for
those
kids
to
go
to
be
LA.
If
we
were
to
have
that,
we
would
not
it
would
not
be
equitable
or
we
wouldn't
be
allowed
to
have
that
bus
and
so
I
guess
I'm
trying
to
rectify
that
with
what
we
just
heard
about
the
opportunity
index
and
schools
being
able
to
raise.
You
know
hundreds
of
thousands
of
dollars
and
being
able
to
use
that
private
money
for
themselves.
G
G
Q
We
have
large
number
of
students
larger
in
fact
than
the
ones
coming
to
Latin
Academy,
who
are
attending
other
bps
schools
from
neighborhoods
all
across
the
city.
We
do
not
provide
the
buses
for
them.
The
reason
why
this
is
an
equity
issue
that
we
do
have
to
take
very
seriously
is,
and
it
speaks
to
some
of
the
concerns
that
were
raised
earlier
about
some
schools,
have
the
ability
to
raise
money
and
some
don't,
because
some
students
might
have
the
ability
to
raise
money.
Q
I.
Think
the
other
concern
that
was
raised
during
that
hearing
is
if
the
funds
for
this
service
were
arrived
at
through
Community
Benefit
mitigation
from
development.
That's
typically
a
one-time
boom
of
cash,
that's
coming
in
through
Community
Benefit,
and
that's
something
that
would
be
sustainable
over
time
again.
This
is
a
very,
very
secondary
factor
for
us
and
not
nearly.
G
G
Just
to
follow
up
on
a
couple
points,
I
think
the
hearing
was
was
incredibly
informative
about
the
equity
issues
as
to
why
bps
directly
cannot
or
will
not
provide
a
bus.
You
were
you
were
very
informative
about
that
I
think
just
going
picking
up
on
the
mitigation
component,
it
was
the
point
of
mitigation
is
also
that
it's
it
is
temporary,
because
the
the
pain
or
the
the
burden
on
a
community
is
also
temporary.
G
So
that's
why
we
thought,
when
it
came
to
the
north
Washington
Bridge,
when
it
came
to
Sullivan
Square,
when
it
came
to
a
lot
of
things
that
are
being
worked
on
right
now,
if
there's
a
temporary
burden
being
placed
on
a
particular
community,
why
not
leverage
that
mitigation
money
to
get
them
a
temporary
benefit
and
being
honest
about
it
being
temporary,
because
those
that
those
developments
are
causing
those
delays
are
causing
those
headaches?
So
I
think
that
I
guess
I
would
push
back
and
say
the
assumption
is
it
would
be
temporary?
G
That's
why
we
call
it
mitigation
for
those
those
times
of
construction
going
on.
So
if
I
can
maybe
follow
up
a
little
bit
more
as
to
why
we
wouldn't
leverage
that
and
get
some
resource
and
then
and
again
it
could
still
come
down
to
your
equity
analysis,
saying
if
we
can
get
that
resource,
it
was
still
directed
toward
another
community
that
needs
that
bus,
maybe
more
than
then
yours
counselor.
G
Let
me
just
do
the
two-part
analysis,
so
you
can
help
you
can
see
where
my
head's
going.
You
can't
control
that.
So,
if
I
want
to
raise
extra
money
for
Latin
or
robotics
or
whatever
the
program
is
like
school
services
right,
these
are
still
educational
services.
In
America,
but
if
I
raise
that
money
for
a
bus,
that's
a
service
that
I
couldn't
have.
G
G
That,
like
they're
different
I'm,
not
disagreeing
with
your
analysis
or
saying
I,
don't
see
where
you're
coming
from
or
why
it's
so
incredibly
important
I'm,
just
not
seeing
the
consistency
between
being
able
to
raise
money
for
a
robotics,
Latin,
Italian
class,
and
then
you
having
no
control
over
those
services
being
done
there
and
a
community
being
able
to
raise
money
for
a
bus
and
that'd
be
another
service.
But
that
you
are
would
deny
that
community
am
I,
not
seeing
the
consistency.
I
can't.
Q
I
can't
speak
for
what
you're
speaking
of
regarding
a
robotics
program
or
the
services
like
that,
if
a
number
of
families
in
say
Charles
Tom,
wanted
to
pull
funds
together
and
have
a
you
know,
an
uber
take
their
kids
to
and
from
school
every
day.
That's
on
those
families
and
that's
the
decision
that
they're
making
that's
something
that
they're
doing
with
their
own
resources.
Q
That's
not
something
that
we're
providing
nor
nor
controlling,
because
we're
governed
by
strict
regulations
regarding
pupil
transportation,
anything
that
we're
controlling
in
terms
of
transportation
needs
to
in
terms
of
yellow
bus
come
in
the
form
of
the
same
yellow
buses
that
we
all
see
throughout
the
streets
every
day.
If
again,
neighborhoods
were
looking
to
provide
funding
for
services
like
that,
then
again,
we
would
have
to
look
at
the
equity
of
the
situation
and,
in
this
case
rule
against
doing
that.
Q
J
So
one
of
the
things
that
keeps
coming
up
I
mean
I,
think
it
comes
up
in
the
context
of
build
bps
and
then
recently,
one
of
the
superintendent
candidates
talked
about
this
idea
of
what
does
it
mean
to
right-size
the
district
given
either
declining
populations?
Demographic
changes
in
different
areas
I'd
be
curious
from
where
you
sit
superintendent
as
well
as
your
team.
What
does
it
mean
to
right-size
this
district?
If
we
have
buildings
that
have
more
seats
than
students?
What
would
that
plan
look
like?
How
does
Bill
be
here
speak
to
that?
J
B
I
will
say:
that's
not
a
word
that
we
are
using
okay,
but
I
do
think.
We
are
looking
carefully
at
sustainable
school
models
and
sustainable
school
budgets
at
facilities
that
meet
our
student
needs,
which
means
phasing
out
some
of
the
older
ones
and
replacing
them
with
newer
ones
or
rehabbing
and
retrofitting
some
of
those
buildings
and
then
being
using
data
around
enrollment
and
feeder
patterns
and
family
choice
to
inform
the
structure
of
the
bill
BPS
plan,
but
also,
as
we
roll
out
over
three
years,
five
years,
seven
years.
B
Continuing
that
analysis,
because,
as
we
begin
to
make
shifts
other
shifts,
will
happen
both
on
you
know,
unintended
consequences
or
the
choices
in,
in
some
cases,
quite
positive,
the
choices
that
families
make
and
then
other
shifts
in
demographics
and
enrollment
that
we
can't
yet
predict
I'm
gonna
leave
that
statement
there
for
a
moment
and
then
say,
there's
another
important
point
around
our
the
data
that
we're
using
to
analyze
for
Bill
bps,
and
that
is
that
there
is
a
lot
of
older
reports
and
discussion
out
there
about.
We've
got.
B
You
know
space
for
90,000
kids,
but
we
only
have
you
know.
65,000.
Now
we
only
have
55,000
some
of
those
earlier
analyses
were
not
educational
analyses,
they
were
strict
sort
of
square-footage
division
by
number
of
kids
and
one
of
the
things
that
I
think
we
fully
I
hope
we
are
increasingly
informing
both
you
and
the
general
public
is
the
complex
needs
of
boston
public
school
students,
particularly
our
special,
our
students
with
disabilities
and
among
them
are
students
and
specialized
strands.
We
talked
about
the
growth
in
autism.
B
We
have
clearly
said
that
we
are
looking
to
convert
and
transition
our
few
remaining
stand-alone
middle
schools,
that
is
an
explicit
public
part
of
the
bill.
Bps
conversation
with
lots
of
lead
time,
beginning
with
the
McCormick's,
which
is
transitioning,
and
then
all
the
subsequent
middle
schools,
as
those
shifts
start
to
take
place
as
an
example.
The
we
will
soon
later,
this
spring
announced
the
high
school
planning
partner
to
the
McCormack
teachers
for
the
rebuilt
seven
to
12
at
Columbia
Point.
B
J
Like
just
for
times,
sake
yeah,
so
there's
still
clearly
I
mean
even
if
there's
some
reports-
and
we've
talked
about
this
too-
that
don't
take
in
consideration
sort
of
the
academic
components
that
you're
talking
about
that.
You've
made
the
three
classrooms
to
serve
a
certain
population
of
items.
You
may
need
a
different
type
of
space.
There
still
seems
to
be
sort
of
still
that
sort
of
excess
capacity
in
the
system,
given
either
decline
in
students
that
don't
attend
bps
anymore,
and
then
we
have
this
transition
come
any
coming.
J
Where
we're
going
to
be
going
to
a
K
through
six,
seven,
twelve
system
or
K
through
eight
nine
twelve
system,
yeah
we're
we're
gonna
have
to
make
some
changes,
shift
shift
and
possibly
close
some
standalone
middle
schools
or
at
least
shape
them
differently.
And
so
the
question
is
I.
Guess
I
have
two
questions.
J
One
is:
how
does
this
is
a
system
so
paying
for
that
excess,
as
we
figure
this
out
that
excess
capacity
like
where
does
that
drain
on
resources
show
up
as
we
need
time
to
transition
and
then
the
second
question-
I
guess
that's
connected
to
this,
for
me-
is
at
what
point
do
begin
to.
Let
community
and
public
know
that
we're
doing
this
K
through
six
or
K
through
eight
does
change
in
order
to
allow
for
less
transitions
for
families,
which
is
I,
think
a
good
strategy.
J
But
that
then
means
that
if
you
have
a
standalone
middle
school
and
I
went
to
the
Timothy,
for
example.
Well,
something's
gonna
have
to
happen
with
your
school
sorry,
but
that's
given
this
is
the
goal.
Something's
gonna
have
to
happen
at
what
point
do
we
pull
them
in,
even
if
it's
a
two-year
three-year
four-year
plan,
because
you
say
that
goal,
which
I
think
is
important
and
I,
think
I
get?
Why
you're
doing
it?
J
Why
BPS
is
taking
the
stance
of
less
transitions
and
going
this
way
in
terms
of
modeling
our
schools,
but
then
that
that
means
as
you're,
showing
up
to
a
standalone
middle
school
something's
going
to
be
happening
in
this
space?
So
at
what
point
do
we
engage
public
and
community
and
parents
and
families
around
what
that
looks
like?
Even
if
we
don't
have
all
the
answers,
yeah
I'll.
B
Answer
that
and
then
Eleanor
may
amplify
on
the
your
question
around
budget
costs.
So
on
the
middle-school
conversions
we
are
not.
We
are
stating
it
publicly
and
consistently
in
regular
in
every
single
community
meeting
and
in
every
neighborhood.
However,
that's
very
different
from
saying
yours
is
next
and
here's
the
date,
and
so
you
may
notice
that
one
of
the
realities
of
bill
BPS
is
that
we
need
to
start
with
moves
to
open
up
new
opportunities
that
then
can
facilitate
and
give
us
greater
specificity
as
to
which
middle
school
conversion
can
go
next
by
the
way.
B
One
of
the
reasons
the
middle
schools
were
prioritized
for
the
most
likely
place
to
convert
to
schools
and
configurations
that
better
meet
student
need
is
exactly
to
your
point.
Those
are
the
schools
that
have
lost
the
most
significant
enrollment
they've
lost
eighteen
hundred
students,
the
six
remaining
middle
schools
have
lost
eighteen
hundred
students
in
the
last
six
years
alone,
adjust
in
the
middle
school,
so
it
doesn't
mean
they're
not
elsewhere
in
the
system,
but
they're,
not
in
middle
schools,
which
means
those
are
our
most
under
enrolled
least
utilized
buildings.
B
B
B
We
are
actually
that
so
the
the
middle
school
plan
is
in
direct
response
to
the
question
of
how
do
we
best
utilize
buildings
and
make
them
meet
the
needs
of
students
citywide
and
recognize
when
enrollment
declines
have
made
schools
unsustainable.
So
I
want
to
point
that
out.
That
is
a
one-to-one
correlation
to
what
you
asked
and
what
bill
BPS
is
actually
doing
and
as
those
moves
begin.
B
So,
for
example,
when
the
high
school
partner
is
announced
for
the
mccormick
middle
school,
that's
a
process,
we're
undergoing
collaboratively
with
central
office
and
the
mccormick
teachers
that
will
open
up
two
years
from
now
a
school
building
as
that
school
then
moves
into
the
newly
merged
campus.
That
will
then
accelerate
our
timeline.
So
for
the
other
middle
schools,
the
build
BPS
team
is
working
really
hard
right
now
on
the
set
of
if-then
scenarios.
So
we
can
turn
around
and
say
to
the
Irving's,
the
Timmel
tease,
the
edwards.
Your
school
is
likely
to
transition
in
23.
B
You
know
in
2023
your
school
would
be
likely
to
transition
in
2025.
Our
goal
in
general
is
to
have
you
know
in
an
ideal
world
at
least
two
years
of
a
runway
on
planning.
There
may
be
cases
where
it's
18
months,
but
that's
why
we're
talking
to
all
the
school
communities
now
so
that
it's
they
already
know
what's
happening,
but
yet
those
schools
will
still
be
functioning
until
it
is
closer
to
their
conversion
time.
So
we
are
working
really
hard
to
do
the
sequencing.
C
Share
a
few
thoughts
on
the
budget
impact
table
please
feel
free
to
join
in.
There
are
two
factors,
primarily
that
put
a
lot
of
pressure
on
school
budgets,
with
the
way
that,
with
the
system
we
designed
one
is
being
a
small
school
and
the
other
as
being
a
school.
This
classrooms
aren't
full,
so
you
could
be
a
small
school
and
have
your
classrooms
full,
but
you
just
have
a
scale
problem.
It's
really
hard
to
have
our
music
foreign
language,
all
the
specials.
You
want,
because
those
teachers
just
don't
have
full
caseloads.
C
The
other
challenge
is
being
in
a
school
with
classrooms
that
aren't
full
that's
a
different
kind
of
challenge,
so
we're
actually
spending
the
same
amount
per
pupil.
In
fact,
usually
we're
spending
more
per
pupil
when
a
school
is
smaller,
the
classrooms
aren't
full,
but
we've
made
it
really
hard
for
the
school
to
create
the
kind
of
academic
environment
that
they
want
for
their
kids.
So
if
you
look
at,
we
collect
data
on
how
full
all
of
our
classrooms
are.
We
we
make
it
hard
for
the
school
to
create
the
academic
environment.
C
They
want
to
be
more
specific.
We
we
collect
data
on
how
full
every
classroom
is
K
through
8,
and
you
can
see
that
starting
around
fifth
grade.
We
have
capacity
challenges,
it's
when
kids
start
going
to
charter
schools.
It's
the
point
that
the
superintendent
mentioned
that
we
made
all
these
schools
k-8
without
shutting
down
enough
middle
school
capacity.
And
so
what
ends
up
happening
is
you
might
have
a
seventh
grader
who's
sitting
in
the
classroom
with
say,
17
or
16?
C
Kids,
we're
actually
spending
a
lot
on
that
student
per
pupil,
but
our
instructional
experts,
who
we
have
here
from
the
team
would
say
actually
in
seventh
grade
I'd,
rather
have
that
kid
be
in
a
full
classroom
but
have
access
to
a
great
stem
laboratory.
But
by
having
a
half
full
classroom,
we've
we've
locked
up
the
resources
into
just
a
smaller
class
size
which
isn't
that
strategic
for
the
instructional
experts
on
the
team,
I
think
would
agree
with,
and
so
what
we're
trying
to
do
is
we.
We
actually
have.
C
You
know
over
twenty
thousand
dollars
of
pupil.
We
are
a
leader
in
this
date
in
the
country
and
how
much
we
spend
we're
trying
to
create
the
conditions
where
our
schools
have
the
flexibility
to
create
the
environment.
They
want
for
our
kids
and
a
lot
of
schools
habit.
We
have
plenty
of
schools,
who've
been
able
to
fill
their
classrooms
and
have
the
kind
of
discretionary
resources
they
want.
But
we
need
more
of
our
schools
to
have
that
kind
of
flexibility
and
I'm
hopeful
that
the
build
bps
work
will
will
get
us
in
that.
J
But
it
is
challenging
when
you
have
say
a
middle
school
that
either
is
losing
seats
or
people
are
just
just
you
know,
not
containing
and
they
have
empty
classrooms
and
so
I
go
and
visit
some
of
these
schools
and
I'm
thinking.
We
need
to
be
maybe
transitioning
these
folks,
these
students,
out
of
this
environment,
to
a
different
environment
where
they
can
get
more
so
then
the
question
is:
if
we're
keeping
that
school
afloat,
because
we
have
to
plan
and
there's
unintended
consequences.
J
C
I
have
one
other
comment
to
that.
If
I
may
I'll
try
to
be
brief,
the
you
know
consolidating
schools
isn't
about
saving
money
in
our
budget.
We,
we
aren't
gonna
save
money
because
of
what's
happening
at
the
Rec.
It's
about
taking
the
money
we
have
and
delivering
better
resources
for
kids,
so
we're
taking
the
money
that
was
spent
at
the
Rec
and
investing
more
educational.
K
G
So
this
is
what
I
will
do,
then.
Maybe
what
I'll
try
and
do
now
is
frame
the
question
that
we
can
follow
up
on
la
offline
with
and
if,
in
the
framing
of
my
question,
you
have
an
answer
to
it
right
now
that
maybe
I'm
just
confused
and
great.
If
not,
then
we'll
follow
up
and
figure
out
the
question
on
two
things.
G
So
this
is
how
I'm
trying
to
understand,
with
with
any
school
or
entity
that
can
raise
with
schools
that
have
populations
that
can
raise
funds
Friends
of
the
blah
blah
blah
high
school
friends
of
the
you
know,
whatever
da
da
da
da
that
entity
can
raise
money.
Alright,
this
is
my
example.
If
they
can
raise
that
money
and
that
money
is
used
in
schools
for
extracurriculars,
for
classroom
for
classes
for
extra
classes,
aren't
of
the
Italian
or
Latin
classes
or
robotics,
or
all
these
other
things.
G
So
if
that
happens,
then
I'm
not
quite
clear
on
the
controls
that
bps
has
for
how
much
money
goes
into
that
class
or
what
kind
of
equipment
they're
gonna
buy.
So
I'm
not
I'm,
not
clear
on
that.
How
much
control
you
have
when
private
entities
raise
money
for
certain
fun
things
and
educational
things
in
bps
I'm,
not
quite
clear,
I
asked
I
am
clear
that
in
many
cases
you're
not
you're,
not
yet
aware.
G
You
won't
know
until
the
end
of
this
year
on
a
regular
basis
going
forward
how
much
money
entities
are
able
to
raise
apart
from
bps.
So
it
seems
that
then,
when
I
just
to
position
that,
with
the
analysis,
it
seems
like
there's
an
opportunity
and
index
analysis
happening
with
transportation.
However,
when
again
back
to
the
bus,
if
folks
are
able
to
raise
money
for
that,
a
school
service
which
is
I
think
still
transporting
kids
is
still
service.
G
There's
controls
of
equity
no
would
not
allow
versus
we're
still
doing
some
analysis
and
and
so
on
and
so
forth,
but-
and
it
just
seems
to
be
that
there's
there's,
there's
not
clarity
between
even
the
two
departments
and
how,
when
people
can
raise
money
outside
how
that's
filtered
in
or
not
based
on
equity,
we
can
have
that
conversation
if
you
want
offline,
but
I
am
not
clear
as
of
right
now.
Another
comment.
B
Can
I
just
clarify
that
question
counselor
Edwards,
if
I
may
and
yes,
I-
think
we
should
take
this
offline?
But
is
the
question
at
the
core
of
this?
Could
private
fundraising
be
used
to
pay
for
a
yellow
bus?
Is
that
the
core
of
the
question
since
private
fundraising
could
be
used
to
bring
in
a
robotics
class
into
a
school?
Is
I.
G
How
correct
because
I
understood
that
it
was
not
but
and
then
my
second
point
is
and
just
for
we
can
follow
up
on
line.
You
had
mentioned
a
letter
with
regards
to
I'm,
assuming
it's
a
configuration,
so
I
have
not
actually
sent
that
letter
to
you
so
I'd
love
to
follow
up
on
line
with
who
gave
you
that
letter.
We
have
not
sent
it
formally
to
you
at
all,
so
we
can
follow
up
off
on
online
or
offline
about
that.
Absolutely.
B
A
A
Well,
chairman
of
ways
and
means-
and
we
are
here
to
discuss-
dockets
zero-
six-
three-
eight
through
zero,
six,
four
zero
messaging
order
authorizing
a
limit
for
the
Boston
Public
Schools
revolving
fund
for
fiscal
year,
twenty
twenty
to
repair
and
purchase
Boston
Public
Schools
computer
technology,
including
computers,
mobile
devices
and
instructional
software.
This
revolving
fund
shall
be
credited
with
any
and
all
receives
from
equipment,
sales
and
repair
fees
for
Boston,
Public,
Schools
technology
receipts
and
resulting
expenditures
from
this
fund
shall
not
exceed
one
million
dollars.
Docket
zero.
A
Six:
three:
nine
messaging
order
authorizing
a
limit
for
the
Boston
Public
Schools
revolving
fund
for
fiscal
year,
2020
to
support
the
maintenance
and
repair
for
bps
facilities,
including
custodial
and
utility
costs
for
extending
building
time
floor,
refinishing,
landscaping
and
building
repairs.
Receipts
from
lease
permit
for
use
in
parking
fees
for
bps
facilities
will
be
deposited
in
the
fund.
A
Bps
will
be
the
only
unit
authorized
to
expend
the
fund
and
such
expenditures
shall
not
exceed
two
million
six
hundred
thousand
dollars.
Docket,
zero,
six
four
zero
message
and
order
authorizing
a
limit
for
the
Boston
Public
School
revolving
fund
for
fiscal
year,
2024
Boston,
Public,
School
transportation
costs,
including
bus
and
public
transportation
costs.
A
This
revolving
fund
shall
be
credited
with
revenue
received
from
Boston
Public
School
Department
for
the
provision
of
transportation
to
groups
and
entities
for
field
trips
and
activities
other
than
transportation
to
and
from
school
receipts,
and
resulting
expenditures
from
this
fund
shall
not
exceed
four
hundred
thousand
dollars.
I'd
like
to
just
remind
folks
that
this
is
a
public
hearing,
both
bringing
broadcasts
and
recorded
on
Comcast
channel
eight
RCN,
82,
Verizon,
1964
and
streamed
at
Boston,
gov,
backslash
city,
Council
TV.
A
Please
ask
folks
to
silence
their
electronic
devices.
We
will
take
public
testimony
at
the
conclusion
of
the
presentation
and
questions
from
my
colleagues.
We
ask
that
you
fill
it
fill
out
the
form
left
by
the
door
to
state
your
name,
address,
affiliation
and
check
mark
the
box.
If
you
do
wish
to
testify
publicly,
this
budget
review
will
encompass
around
34
hearings
over
roughly
six
weeks
with
that
I'm
going
to
hand
it
over
to
you
David
for
just
explanation
of
these
funds.
Yep.
A
P
P
More
is
facilities
which
I
believe
was
closer
to
1.5
million
four
or
five
years
ago,
and
what
we're
seeing
there
is:
we've
improved
our
software
and
sort
of
consistency
in
permitting
for
outside
groups
to
come
in,
so
we're
actually
doing
a
better
job
of
collecting
the
fees
that
we
say
we're
supposed
to
be
charging
right
and,
as
a
result,
we
are
seeing
slightly
increased
receipts.
So
that's
why
we've
raised
the
authorization,
though
you
can
see
in
in
your
packet.
We
have
not
yet
come
particularly
close
to
hitting
our
authorized
number
in
facilities.
P
Our
goal,
though,
is
if
we
have
a
year
where
the
community
wants
to
use
our
buildings
and
times
when
we're
not
in
session.
We
certainly
don't
want
our
lack
of
authorization
from
this
body
to
be
an
obstacle
to
community
engaging
with
our
schools,
and
we
are
projecting
a
slight
increase
in
receipts
in
the
current
fiscal
year
from
the
prior
fiscal
year,
and
we
imagine
that
may
continue
into
school
year.
19,
though
well,
within
our
authorization.
Great.
A
P
P
The
technology,
for
example,
it
tends
to
be
bigger
single
item
purchases
right
so
most
of
the
receipts
we
get
coming
in
one
big.
We
sell
all
of
the
old
teacher
laptops
at
one
time
and
we
take
in
the
million
dollars
that
were
authorized
to
take
in
and
it's
one
big
purchase
so
that
in
that
case,
the
controls
are
often
sent
through
our
procurement
law,
where
we're
actually
doing
a
public
bid
for
who
wants
to
buy
our
laptops
and
we're
selecting
the
highest
bidder,
then
to
make
that
purchase
for
us
for
the
facilities
department.
P
P
It's
unlike
technology.
It's
a
little
bit
more
vague,
exactly
the
connection
between
the
event
right.
It's
not
like
okay,
something
rented
the
building
on
Saturday
and
they
broke
something,
and
then
we
fix
it
and
that's
what
the
moneys
for
so
we're
working
with
them
to
make
sure
that
if
a
custodian
had
to
stay
overtime
and
get
paid
overtime,
the
overtime
for
that
custodian
is
being
charged
to
the
revolving
account
and
the
money
that
came
in
from
the
lease
and
we're
also
working
with
them.
P
To
try
and
make
sure
that
buildings
that
are
seeing
more
activity
are
getting
increased
repairs
if
they're
seeing
increase
sort
maintenance
costs
associated
with
the
fact
that
they're
just
used.
We
have
some
buildings
that
are
basically
used
seven
days
a
week
because
they
are
quality,
building
the
quality
location,
and
in
that
case
they
just
have
more
wear
and
tear
great.
A
And
and
again
so
most
of
those
costs
or
those
expenditures
are
from
custodian,
maybe
being
there
during
the
event,
if
it's
that
and
then
potentially
just
maintenance
and
upkeep
for
the
wear
and
tear
on
the
building,
because
it
gets
exacts
for
use
exactly
and
then
the
transportation
one
is
kind
of
self-explanatory,
yeah
field
trips.
Where
does
that
money
come
from
you.
P
P
So
it's
not
so
if
a
school
is
paying
for
a
field
trip,
for
example,
that
does
not
go
through
the
revolving
fund
got
you
right:
they
they
can
actually
directly
transfer
money
to
every
school.
Serve.
Has
a
field
trip
a
lot
okay
and
then,
if
they
want
something
above
that
they
can
transfer
money
off
of
their
own
budget
directly
to
the
transportation
department
without
using
the
revolving
account
okay.