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From YouTube: Committee on Ways & Means FY21 Budget: BPS C#4
Description
Dockets #0588-0596, 0606-0608, FY21Budget: Boston Public Schools - Amplification of Voices and Expansion of Opportunity, BPS Revolving Funds
A
A
A
Our
budget
review
process
encompasses
about
27
hearings
over
roughly
six
weeks
about
a
third
of
those
correspond
to
the
Boston
Public
Schools
budget,
which
is
about
a
third
of
the
city's
budget,
and
one
will
be
the
topic
of
our
conversation
today.
We
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record,
so
you
can
do
that
in
one
of
several
ways
you
can
come
to
one
of
these
hearings,
I'm
virtually
of
course.
A
By
going
on
me
a
public
notice
online,
there's
a
zoom
link
and
you
can
come
and
testify
at
the
end
of
the
hearing.
You
can
also
go
to
Boston
gov,
slash,
Council,
FY,
21
budget
and
learn
about
the
process
there
and
submit
your
testimony
through
that
portal.
You
can
submit
written
testimony
or
you
can
submit
a
two-minute
video
which
will
append
to
a
hearing.
You
can
also
email
us
testimony
at
CCC
WM
at
Boston
gov
or
you
can
come
to
our
dedicated
public
testimony
hearings.
A
There
will
be
one
focused
on
bps
at
6
p.m.
on
Tuesday,
May,
26
and
another
one
focused
on
the
rest
of
our
city
departments
on
Thursday
May
28th
at
6
p.m.
and
you
can
also
informally
tweet
us
at
hashtag
vos
budget,
vos
budget
and
and
if
you
testify
in
any
language
spoken
or
written,
we
will
commit
to
getting
it
translated
for
the
rest
of
the
council.
Today's
hearing
is
on
docket
zero.
A
Twenty-One
proposed
budget,
which
we've
been
considering
since
early
April,
there
is
also
today,
will
be
considering
dockets
zero,
five,
nine
three:
two:
zero
five:
nine
six
quarters
authorizing
limits
for
Boston
Public
School
revolving
funds
for
fiscal
year,
2021
to
support
the
maintenance
and
repair
of
EPS
facilities.
There
are
six,
oh
six
to
repair
and
purchase
VPS
from
Peter
technologies.
Here
at
six.
Oh
seven
and
four
VPS
transportation
costs
zero;
six,
oh
eight!
A
So
those
sorry
that
those
are
the
docket
numbers
that
I
read
and
we'll
also
be
considering
those
where
these
are
specific
funds,
where
BPS
takes
in
fees
related
to
an
activity
and
then
spends
money
in
a
sort
of
narrow
purpose
and
the
council's
duty
there
it's
just
to
authorize
the
maximum
limit
for
the
revolving
fund.
So
our
focus
areas
today
will
be
we've
been
moving
through
the
superintendent
strategic
plan
as
a
framework
for
discussing
the
budget,
and
so
we've
discussed
commitments.
A
One
and
two
and
now
today's
afternoon's
hearing
is
on
BTS
commitment,
three
amplify
our
voices
and
bps
commitment
for
expand
opportunity
from
the
counsel
perspective.
It's
an
opportunity
to
talk
about
parent
and
youth,
engagement
and
governance
role
in
our
system,
to
talk
about
school
admission
and
assignment
and
to
talk
about
build
BPS
and
the
school
departments
overall.
Capital
program,
as
I
mentioned,
we'll
also
be
discussing
these
revolving
funds
on
facilities,
technology
and
transportation.
A
We've
been
joined
here
today
by
the
superintendent
dr.
Brenda
cassellius,
along
with
Nate
cooter,
her
chief
financial
officer,
David,
bloom,
the
deputy
chief
financial
officer
for
VPS
Charlie
Briner,
the
interim
chief
of
staff
and
Monica
Roberts,
who's
chief
of
family
advancement
and
community
and
partnerships
for
this
district
I'm
also
pleased
to
be
joined
by
my
colleagues,
counselor
Liz,
Breeden
of
district
9,
counselor
Andrea,
Campbell
of
district
4
Kessler
and
ISA
sabe,
George,
at-large
and
counselor
Kim,
Janey,
district,
7
and
council
president
I
know
a
number
of
others
are
joining
us
shortly.
B
And
so
we
are
going
to
be
talking
about
our
initiatives
within
the
family
advancement
office
as
well
as
expansion
of
partnerships
and
then
expanding
opportunity
to
our
students
and
within
decision-making,
expanding
opportunity
for
our
parents
and
their
engagement
with
us
and
then
finally,
just
mentioning
a
little
bit
about
Bill
PPS,
where
we
are
with
that
in
our
capital,
improvement
planning
and
again
again,
as
you
mentioned,
the
revolving
accounts.
So
with
that
I'll
turn
it
over
to
Nate.
Cooter
is
typically
just
Nate
and
myself
and
David
bloom
presenting,
but
given
I
anticipate.
B
There
will
be
some
assignment
questions
and
some
a
moment.
Questions
I
did
ask
for
Miss
Roberts
to
join
us
today,
given
our
kovat
situation
and
some
of
the
adjustments
that
we've
been
making
to
our
registration
process.
I
just
wanted
to
have
her
here
in
case
there
were
some
questions
around
that
as
well.
So
thank
you
so
much.
C
C
We're
focusing
on
those
two
topics
for
today,
but
as
the
sixth
of
eight
hearings,
we
really
do
want
to
emphasize
the
overall
1.26
billion
dollar
budget
and
recognizing
that
we
are
receiving
an
unprecedented
commitment
from
the
city
of
Boston,
which
we
are
appreciative
of
we're.
Making
critical
investments
in
our
schools,
particularly
around
family
engagement
and
as
a
district
and
city
responds
to
the
immediate
disruption
of
kovat
19.
We
are
evaluating
FY,
20
and
FY
21
budgets
to
create
flexibility.
C
One
of
the
things
that
we
have
seen
over
the
last
few
weeks
with
kovat
is
really
the
need
to
directly
engage
with
families
to
have
multiple
ways
to
reach
out
to
families
both
through
our
partners
and
through
our
staff,
and
so
we
do
think
that
this
is
a
critical
issue
for
us
going
forward.
It's
also,
as
we
start
to
think
about
Bill,
VPS
and
expanding
opportunities.
We're
really
thinking
about
what
that
means
in
a
current
in
our
current
climate,
what
does
it
mean
to
engage
with
families?
C
What
is
the
community's
availability
and
readiness
to
engage
on
some
of
these
critical
issues?
We
know
that
time
is
not
on
our
side,
but
we
also
need
to
be
thoughtful
and
respective
of
our
communities.
So
with
that
I'm
gonna
launch
into
our
presentation,
you'll
see
very
similar.
We
open
with
a
statement
from
our
opportunity
achievement
gap
policy
that
needed
to
redouble
our
efforts
to
close
opportunity,
achievement
gaps
and
to
ensure
an
excellent
education
for
all
of
our
students.
C
C
We
have
emerged
with
a
strategic
plan
that
represents
a
community's
vision
for
schools.
That
is
informing
our
operational
plan
and
we
think
is
firmly
reflected
in
this
year's
budget
and
in
our
future
budgets
that
we're
planning
for
a
beginning.
Now,
as
chairman
Bach
mentioned,
our
hearings
have
been
a
lie
to
our
strategic
plan,
particularly
the
six
commitments
on
the
strategic
plan
today
in
this
hearing,
where
we
focus
on
commitment
three
and
one
part
of
commitment
for
a
lot
of
commitment
for
we
had
already
talked
about
in
our
schools.
C
Hearing
we're
going
to
focus
on
not
build
bps
and
then
activate
partnerships
will
be
commitment
in
six.
We're
gonna
come
back
and
talk
about
on
the
partnership
elements
of
it,
but
today
we're
really
talking
about
engagement,
we're
talking
about
how
to
really
amplify
all
voices
in
our
community
I
emphasize
this
this
morning
in
the
academics
hearing,
but
it
it
really
plays
out
in
our
engagement
strategy
as
well.
Well,
we
see
throughout
the
district
as
pockets
of
engagement
excellence
and
we
have
a
lot
of
things.
C
We
have
a
nationally
renowned
model
in
parent
University
that
continued
to
be
a
strong
part
of
our
parent
engagement
strategy.
We
have
school
site
councils
that
are
rich
and
diverse
in
terms
of
their
voices
and
the
way
that
they
engage
with
their
school
communities.
Well,
we
have
other
places
where
we
know
that
we
need
to
raise
the
level
it.
C
So
it's
in
ensuring
that
we
have
this
consistent
level
of
excellence
across
our
engagement
strategies
that
we
that
we
have
formed
our
strategy
and
that's
the
focus
of
our
strategy
for
this
year,
and
so
when
we
think
about
this
again,
their
four
core
components
to
all
of
our
strategies.
The
first
is
ensuring
people
are
clear
on
what
they're
being
asked
to
do
and
how
they're
asked
to
work
differently,
technical
assistance
that
you're
going
to
hear
about
coming
from
Monica
Roberts
office.
The
second
thing
is
that
we
want
to
make
sure
that
we're
doing
it.
C
We
want
to
make
sure
that
we're
monitoring
for
implementation,
fidelity.
The
third
is
that
we're
gonna,
be
monitoring
student
outcomes
and
making
sure
that
the
plan
is
working
for
all
of
our
students.
That
comes
with
our,
how
we
measure
student
engagement
and
how
we
think
about
understanding
parent
voice
as
feedback
to
our
process.
And
the
fourth
thing
is
that
we're
gonna
adjust
the
strategy
and
redeploy
resources
and
retrain
staff.
That's
a
big
part
of
our
coded
response.
It's
a
big
part
of
our
strategy
going
forward.
C
We're
starting
by
highlighting
a
major
investment
in
partnering,
the
homeschool
partnership
as
a
critical
lever
for
academic
and
school
improvement
with
123
different
schools,
a
complex
school
choice,
system
program
shifts
and
great
configuration
ships
that
are
coming
from
bill,
BPS
the
need
for
families
to
adapt
to
online
learning
and
get
information
the
need
to
connect
to
community
resources,
including
food.
The
resiliency
fund
support
whatever
it
is
that
we're
looking
to
be
able
to
partner
with
our
community
in
the
critical
role
of
the
the
family
liaison
is
what
we're
hoping
to
implement
for
next
year.
C
So
we
have
assigned
and
new
positions
to
all
of
these
schools
outside
of
weighted
student
funding.
This
is
over
and
above
funding
that
the
33
transformational
schools
would
have
received
and
as
part
of
our
strategy,
we're
also
making
sure
that
they
are
having
a
staff
person
in
the
school
who
is
culturally
and
linguistically
representative
of
the
community.
That
they're
serving
many
of
these
positions
have
specific
requirements
around
I'm.
The
ability
to
speak,
multiple
languages.
C
Women
3
has
in
Prague
one
is
about
engaging
youth
voice
in
decision-making.
One
of
the
cool
things
the
superintendent
has
done
this
year
is
she
started
a
student
executive
cabinet
and
so
I've
been
paired
with
Marcus
who's,
a
student
at
Fenway
high
school,
who
can
now
post
student
CFO
on
his
already
impressive
resume.
What
that
really
insures
is
that
all
the
senior
leaders
have
direct
access
to
and
direct
contact
with,
students
and
I've
continued
to
have
conversations
with
Marcus
I
hope
he's
learning
a
little
bit
from
me,
but
I
can
tell
you.
C
The
information
and
the
feedback
that
he
provides
to
me
about
student
voice
in
the
budget
process
has
been
really
helpful.
On
a
system
level
we
have
the
Boston
Student
Advisory
Council
bee
sack,
which
is
connected
to
high
schools,
and
it
was
responsible
for
getting
peer
input
and
then
there
are
doing
more
town
halls
to
really
get
out
student
voice
and
make
sure
it's
a
part
of
whatever
decision-making
process.
C
Superintendent
meets
of
the
citywide
Parent
Council,
the
district
English
Learner
Advisory
Council,
and
the
special
education
Parent
Advisory
Council
on
a
quarterly
basis
to
discuss
issues
raised
by
their
membership
and
get
feedback
on
an
efforts
the
district
is
undertaking.
Additionally,
the
bps
departments
are
able
to
engage
these
groups,
while
planning
is
in
process
throughout
presentations
of
regular
meetings,
as
well
as
delegating
seats
on
the
Working
Group,
the
office
of
student,
family
and
community
advancement
and
the
awesome
office
of
English
learners
also
support
groups
with
training
on
meeting
facilitation
and
adult
learning
design.
C
We
provide
food
for
meetings
and
make
sure
that
it's
they
have
what
they
need
to
make
their
meetings
accessible
and
successful,
and
so
dr.
Chris
Elias
has
continued
to
ask
the
office
of
student,
family
and
community
advancement
to
launch
Regional
School
Parent
Council
meetings
to
provide
the
space
for
parents
and
parent
leadership
groups
to
connect
and
meet
with
school
superintendents
and
key
staff,
so
we're
trying
to
both
provide
technical
assistance
and
a
real
infrastructure
and
feedback
process
for
families
to
have
a
voice
both
formally
and
informally
in
the
process.
C
Parents
can
be
trained
partners
to
be
trained
in
the
curriculum
in
school
governance,
so
they
understand
how
to
be
supportive
and
how
to
be
involved
in
in
our
system.
You
know:
Boston
Public
Schools
can
seem
like
a
big
district
at
times,
and
so
we
want
to
make
sure
that
parents
have
the
tools
and
the
knowledge
the
resources
that
they
need,
engage
effectively.
I.
C
Mentioned
that
our
approach
to
accountability
includes
the
monitoring
about,
comes
and
adjusting
our
processes.
Corey
Harris,
our
chief
of
accountability,
refers
to.
This
is
turning
on
the
scoreboard
to
make
sure
we're
watching
the
progress
of
our
strategy.
While
the
game
is
still
being
played
in
family
engagement,
we
want
to
increase
participation
and
feedback
by
making
it
easier
and
friendlier
for
parents
to
be
involved.
So
we
want
to
lower
the
barrier
to
participation
figure
out.
C
Course,
the
foundation
for
this
is
the
school
site
councils
and
the
office
of
student,
family,
community
dance
mint
and
the
Boston
Teachers
Union
provide
training
in
the
fall
ranging
from
school
site,
Council
requirements
to
budget
oversight
and
management
to
integrate
family
engagement
in
quality
school
plan
and
in
the
budget
process.
This
is
an
explicit
step
in
our
budget
process
when
we
start
to
formulate
school-based
budgets.
C
The
family
engagement
comes
with
expectations
around
family
engagement
for
every
school,
so
every
school
is
expected
to
have
a
family
engagement
plan
and
the
school
cuts
site
councils
and
are
in
place
with
all
the
documentation.
We
have
requirements
around
rosters
and
meeting
minutes.
We
want
to
make
sure
that
student
government
is.
It
is
alive
and
well
in
our
high
schools
and
that
there's
a
fee
sac
rep
at
the
high
school
level.
C
Homeschool
compact
also
outlines
how
the
schools
will
partner
with
families,
and
so
we
new
have
a
designation
now
of
the
family-friendly
school
I
mean
our
goal
is
at
least
50%
parent
participation
in
the
school
Climate
Survey.
These
are
all
ways
that
we're
starting
to
miner
ourselves
instead
of
standard
for
parent
engagement
across
all
of
our
schools.
C
C
One
of
the
things
that
makes
Boston
such
a
rich
city
is
our
community-based
partners.
Our
CBO's
faith-based
partners
and
other
organizations
have
connections
and
access
to
families
and
have
helped
significantly,
particularly
as
we
reach
diverse
populations.
This
has
been
critical
during
times
of
kovat,
but
we're
able
to
activate
those
partnerships
because
it
has
been
a
long-standing
part
of
our
practice.
Monica
and
her
team
have
developed
these
relationships
and
continue
to
engage
with
these
partners
so
that
we
can.
We
can
really
leverage
their
access
to
families
and
get
feedback
from
them
in
our
process.
C
I'm
going
to
shift
now
to
commitment
for
and
close
with,
a
discussion
of,
expanding
opportunity,
in
particular
we're
going
to
be
focused
on
bill,
BPS
and
and
some
of
our
capital
plan
information
for
today.
The
first
thing
I
just
want
to
note,
is
we've
come
before
you
with
the
framework
around
bill
BPS
and
the
different
categories
of
projects
that
bill
we've
asked
can
be
considered.
So
the
first
category
is
new,
builds
and
expansions.
C
These
are
the
major
projects
that
include
Boston,
Arts
Academy,
which,
as
you
know,
was
a
tear
down
completely
rebuilt
new
program,
a
new
building
that
we're
building
in
Fenway
the
Carter
School,
which
again
will
be
a
ooh
brand-new
building,
but
it
also
includes
schools
like
the
Elliott
School,
which
was
an
expansion
and
a
renovation.
That
project
is
now
course
complete.
New
build
also
include
some
of
the
program
planning,
which
was
the
topic
of
discussion
this
morning
around
what
is
the
future
of
the
Jackson
man
and
the
horse
man?
Where
will
they
be
located
in?
C
What
will
those
buildings
have?
We're
also
excited
to
be
making
progress
and
in
the
design
phase
for
the
jizya
Quincy
Upper
School.
In
Chinatown,
the
next
category
is
real
estate
management,
that
is,
the
acquisition
and
disposal
of
our
properties.
There's
no
current
plans
in
FY
21,
though
we
will
be
interested
to
see
what
the
real
estate
market
looks
like
as
a
result
of
kovat
and
the
last
three
categories,
our
renovation
reconfigurations.
This
is
where
we
are
changing
grades
fans.
This
is
where
we're
making
major
improvements
to
programs
or
expanding
programs
and
specific
schools.
C
District-Wide
investments
are
those
investments
that
we're
making
not
just
a
basic
upkeep.
This
is
about
improving
the
school
quality.
The
focus
this
year
is
on
upgrading
our
bathrooms.
These
are
projects
that
we're
getting
ready
to
start
with
the
governor's
announcement.
The
construction
projects
can
start
we're
going
to
begin
looking
at
making
even
more
progress
this
summer
than
we
had
originally
planned
drinking
water
upgrades
entryway
upgrades
we're
going
to
talk
a
lot
about
minke,
making
these
joyful
learning
environments
and
welcoming
schools.
C
We
know
that
it
starts
with
a
welcoming
entryway
there's
and
some
of
our
projects
that
have
been
long-standing,
we'll
continue
to
make
major
improvements.
Technology
system
improvements,
kitchen
upgrades
at
all
of
our
schools
and
schoolyard
improvements
in
the
final
category,
which
does
include
forty
five
million
in
investments
on
expenditures
for
FY
21
is
what
sort
of
the
the
meat
and
potatoes
of
capital
improvements
is
the
roofs.
C
Want
to
highlight
again
on
the
operating
side,
we
did
talk
about
it
this
morning,
but
part
of
our
goal
to
raise
the
bar
on
quality
learning
environments
is
investing
in
25
new
custodial
positions
to
be
able
to
provide
a
cleaner
budget.
Cleaner
school
environment
that
is
gonna,
be
super
critical
as
we
get
back
and
we
think
about
kovat
response,
and
it
is.
C
Another
big
part
of
build
bps
for
this
year
is
the
expansion
at
16
schools
we'll
be
adding
a
sixth
grade,
starting
in
the
fall.
That
is
the
plan
going
forward,
and
so
each
of
the
schools
are
in
different
categories
financially.
One
of
the
things
that
we
know
is
that,
as
we
expand
capacity
and
build
new
programs
that
underweighted
student
funding,
those
programs
may
not
be
full
and
be
sustainable
in
their
first
year
or
two.
So
we
have
built
into
the
plans
the
ability
to
support
the
new
sixth
grades
at
these
schools.
C
Nearly
a
million
dollars
are
being
allocated
to
the
schools
in
the
first
category
to
help
them
make
sure
that
when,
by
adding
a
sixth
grade,
it's
not
drawing
resources
from
other
places
in
the
school.
As
a
complement
to
that,
we
know
that
by
adding
sixth
grade
at
our
elementary
schools
that
the
there's
going
to
be
a
decline
in
enrollment
at
our
standalone
middle
schools
and
the
two
schools
that
were
most
affected
are
the
McCormack
and
the
Edwards,
where
we're
providing
nearly
a
million
dollars
of
additional
support
to
those
schools
to
help
transition
them
down.
C
So
with
that
I'll
just
end
by
noting
that
a
number
of
resources
are
available
online
again,
one
of
the
things
that
we're
looking
at
both
in
terms
of
Bill
bps
in
terms
of
engagement.
What
we
talked
about
this
morning
is
that
we
really
have
too
much
variability
and
quality
across
our
schools.
It's
very
stark
in
terms
of
our
school
facilities,
and
we
need
to
make
some
consistent
improvement
across
our
buildings.
It's
also
apparent
in
our
engagement
and
in
consistent
engagement
across
all
of
our
schools.
C
Our
job
is
to
ensure
that
we
are
both
raising
expectations
and
increasing
supports
to
make
sure
that,
and
so
what
we're
doing
is
making
sure
that
we're
providing
the
technical
assistance
that
support
investments
to
schools
and
then
providing
coaching
and
feedback
along
the
way
to
adapt
to
their
strategy,
and
with
that
highlight,
we
have
a
few
more
hearings.
This
is
six
of
eight
hearings.
A
D
C
We
don't
have
a
specific
timetable
on
the
Winship.
I
will
say
that
the
plan
is
to
expand
all
of
our
K
to
five
schools
to
kata
sixes.
This
is
part
of
our
preferred
configuration
so
that
we
have
a
k-6
712
and
a
k-8
912,
the
Winship.
The
the
reason
that
we
don't
have
a
specific
timeline
is
that,
as
you
mentioned
this
morning,
it
is.
It
is
married
to
what
happens
with
the
Jackson
man
and
our
need
to
look
at
the
entire
neighborhood.
C
E
F
You
councillor
Bock
and
thank
you
guys
again
for
the
presentation.
Just
a
couple
of
questions.
One
is
any
plans
to
adjust
the
assignment
process.
You
know
we
obviously
know
for
some
time
people
been
talking
about
the
assignment
process
and
quality
schools
and
an
adjustments
that
could
be
made
to
make
it
more
equal,
so
curious
around
what
some
of
our
plans
are
with
respect
to
the
actual
assignment
process?
F
If
you
brought
this
up
in
the
presentation,
I
apologize
I
had
to
run
to
the
restroom
I
guess
everyone's
gonna
know
that
now,
but
so
I
apologize.
If
I
miss
this,
but
you
know,
obviously
everyone
has
been
talking
about
build
bps.
You
know
the
question
is
how
far
along
are
we
how
much
money
has
already
been
spent
and
what
has
sort
of
been
accomplished
by
this?
Those
dollars-
and
there
are
a
lot
of
you-
know
newly
conceived.
B
So
thank
you
for
that.
I
will
ask
Monica
and
Nate
to
pipe
it
in
just
a
minute,
but
I
want
to
frame
just
sort
of
the
vision
that
I
have
around
bill
PPS
and
the
assignment
system.
As
you
know,
when
we
went
through
strategic
planning,
we
talked
about
high
quality
schools
in
every
neighborhood.
This
is
really
important
to
me
in
terms
of
creating
that
option.
That
does
not
mean
I
want
to
eliminate
choice
for
families.
I'd
still
want
families
to
have
choice,
but
I
want
their
their
choices
to
also
include
a
choice
close
to
home.
B
Part
of
our
assignment
system
is
tied
into
special
education
and
yell
as
well,
and
how
gets
back
to
your
earlier
question
about
equitable
equitable
programming
across
all
schools.
So,
as
we
undertake
high
school
redesign
as
we
undertake
the
Cape,
the
k-12
pathway,
discussion,
NBP
in
bill
PPS
and
the
k-6
expansion,
we
are
going
to
be
having
those
conversations
with
the
community
all
next
year.
As
you
know,
we
started
with
Jack's
a
man.
B
C
There's
really
banking
on
you
calling
on
Monica
for
the
student
Simon
question.
First,
I
am
looking
for
the
cash
flow,
as
you
know,
significant,
so
bill
bps
represents
the
10
year.
1
billion
dollar
investment
includes
two
parts.
The
first
is
the
city's
commitment
through
the
capital
program.
The
second
is
the
anticipated
reimbursement
from
MSBA
for
major
projects,
which
we
had
projected
at
270
million
at
the
outset
and
some
and
that
10
years
includes
all
of
the
spending
in
capital,
including
existing
projects
which
which
some
of
them
predated
bill.
Bps.
C
F
F
So
how
many
you
know
there
were
four
years
into
the
ten-year
plan,
how
many
projects
are
newly
conceived
projects
and
then
quickly
on
this
assignment
process,
and
this
may
be
something
that
has
to
be
discussed
the
next
time
around
is
I
actually
hear
you
superintendent
and
support
you
and
your
efforts
around
the
assignment
process,
because
it's
so
key
to
create
that
quality.
We
often
look
at
it
in
terms
of
access
to
schools
versus
access
to
seats
and
there's
been.
F
You
know
some
reports
out
there
in
sort
of
my
planning
process
with
the
ABC
plan,
the
critical,
how
important
it
was
to
look
at
this
in
terms
of
access
to
seats,
because
it's
going
to
take
us
a
little
bit
of
time
to
ensure
that
quality
that
everyone
wants,
and
so
what
does
it
mean
to
ensure
that
families,
right
now
in
certain
neighborhoods,
have
access
to
seats
at
schools?
That
are
that
we
all
agree
are
doing
well
and
have
certain
programming.
F
B
So
I
think
that
the
newly
conceived
projects
are
gonna
come
out
of
the
high
school
redesign
and
that's
going
to
lead
lead
to
what's
gonna
be
shown
as
needed,
as
well
as
the
early
childhood
conversation
and
looking
at
strategic
planning
around
early
childhood
and
then
also
looking
at.
You
know
we're
pulling
off
some
of
our
middle
schools,
and
so
as
we
do
that,
you
know
what
are
those
projects
gonna
look
like
in
the
future
and
and
then
getting
to
your
seats
question
a
little
bit
more
directly.
It's
going
to
be.
B
B
E
Those
special
education
are
English
learners,
so
that
will
compress
to
achieve
mom,
think
about
which
just
we
need
to
make.
What
are
the
inequities?
We're
singing
where
we
saying
thank,
you
were
as
well
and
and
I
believe
that
was
to
engage,
especially
at
least
that
is
something
that
the
analysis
is
of
the
policy,
so
we'll
be
doing
it
every
year.
As
part
of
that
work,
Thank.
G
Just
want
to
continue
a
little
bit
on
councillor
Campbell's
questions
around
build.
Yes,
as
you
all
know,
I
spent
a
couple
of
the
last
few
years
focused
on
build
BPS
both
from
the
considerations
of
timeline
and
then
also
the
implications
of
making
sure
that
we're
building
in
some
energy
efficiencies
and
some
climate
resilience
ease
when
we
are
renovating
or
rebuilding
any
of
our
schools.
One
of
the
things
that's
come
up
over
the
last
few
years
is
the
lack
of
a
really
strict
or
even
not
so,
strict
timelines.
G
I
really
love
to
see
a
timeline
of
what
build
BPS
looks
like
in
the
next
couple
of
years,
and
then
also
what
be
the
next
rendition
of
build
BPS.
So
not
necessarily
a
Phase
two
and
others
came
up
with
one
of
our
overview
or
our
capital
hearing,
but
sort
of
where
that
next
batch
of
monies
monies
will
come
from
to
renovate
and
rebuild
our
schools.
I
think
that
we
certainly
need
to
do
another
audit
of
a
number
of
our
facilities
and
to
prevent
sort
of
the
surprise
that
we
found.
G
It
wasn't
a
surprise
to
many
of
us
that
the
West
Roxbury
edie
complex
was
not
a
building
in
great
shape.
We
know
there
are
some
real
problems
at
the
Horace
Mann
and
the
Jackson
Man,
which
are
which
are
of
great
concern,
especially
to
the
district
councillor
Braden.
But
how
and
when
do
we
get
to
a
point
where
we're
really
waiting
our
facilities
again?
What
is
the
timeline
on
the
current
build
BPS
plan
and
what's
next
for
a
build
VPS.
C
I'll
start
with
that,
and
a
little
bit
of
a
reverse
order.
As
you
may
know,
one
of
the
people
who
just
recently
joined
the
bps
team
is
Brian
McLaughlin,
who
was
who
was
at
the
public
facilities
department
at
the
city,
were
very
lucky
to
be
able
to
leverage
his
expertise.
He's
he
and
I
have
been
in
a
lot
of
conversations
recently
about
the
way
to
do.
Facilities
assessment
is
not
a
single
major
audit,
like
we
did
with
Bill
bps.
C
We
had
to
do
that
because
we
had
let
our
systems
atrophy
for
so
long
in
this
administration
came
in
and
prioritized
that
data
gathering.
We
need
to
be
in
a
place
where
we're
continuously
assessing
our
building
conditions
in
creating
a
facilities
condition
index
so
that
we
can
at
any
time
tell
you
what
the
status
of
our
buildings
are
at
times.
It
feels
like
we
are
flying
a
little
bit
blind,
so
I'm
excited
about
that
as
part
of
the
way
we
do
business,
not
as
a
single
audit.
C
What
makes
it
difficult
for
us
to
give
firm
answers
on
that
is
because,
where
we're
at
in
their
planning
process,
there
are
so
many
different
versions
of
what
can
happen
and
I'll
just
take
the
simplest
version
of
Charlestown
and
the
Edwards,
because
the
counselor
brought
it
up
earlier
today
and
there
is
a
place
where
there
are
only
a
few
options
that
we
were
are
considering
in
terms
of
what
happens
with
that
facility.
But
that
needs
to
do
long.
C
C
These
are
the
changes
that
are
happening
to
our
schools
and
and
the
community
has
not
and
open
to
that,
and
so
I
think
I'm
really
looking
forward
to
the
feedback
from
the
council
in
terms
of
how
do
we
balance
parent
voice,
parent
engagement,
community
engagement
on
bill
BPS
and
lay
out
some
certainty
around
what
the
plans
are.
The
superintendent
has
certainly
been
more
clear
in
terms
of
the
timeline
and
the
need
to
phase
out
our
standalone
middle
schools.
C
That's
something
that
from
day
one
she
has
said
that
we
need
to
be
more
aggressive
in
to
do
it,
because
families
need
certainty
and
knowing
what's
happening
with
their
schools
and
knowing
their
pathways
and
all
of
our
priorities.
Right
now
are
solidifying
pathways
so
that
every
family
knows
they
have
one
transition
K
to
12,
whether
it's
in
a
K
2,
6,
2,
7,
12
or
a
K
to
8
to
a
9
to
12
and
then
our
second.
C
Our
second
responsibility
is
to
really
lay
out
exactly
what
you're
talking
about
20
a
10,
20
30
year
plan.
To
say
you
know,
even
we
just
build
the
Dearborn.
When
are
we
planning
to
do
a
major
renovation
to
that
and
starting
to
schedule
it
out?
Because
we
know
these
things
are
slow
moving,
but
they're
very
predictable.
These
are
a
capital
plan
of
something
that
can
be
put
on
a
schedule
and
then
obviously
tweaked
from
your
year,
but
bringing
that
clarity
that
you're
asking
for
I.
A
H
So
much
it's
good
to
see
everyone
again.
I
want
to
start
just
by
really
highlighting
the
good
work
of
Monica
Roberts
come
into
a
good
firm
foundation,
dr.
Krantz
Elias,
in
terms
of
how
we
engage
parents,
students
in
this
work-
and
there
were
big
shoes
to
fill,
because
her
predecessor
was
pretty
good
and
Monica
has
done.
I
think
enormous
work
and
she's
been
asked
to
do
even
more
by
taking
on
assignment
and
so
I'm
one.
H
My
one
question
is
you
know
what
has
that
impact
been,
but
that's
less
important
than
really
following
up
on
this
equity
issue
that
my
colleagues
have
raised
around
the
home
based
assignment
plan,
so
councillor,
Campbell
and
I,
think
councillor
sabi
George
have
raised
concerns
I
share
the
concerns
around
seats.
Those
are
strong
concerns.
This
was
an
assignment
plan
that
was
adopted
in
2014
after
a
very
long
process.
That
I
was
very
active
and
involved
in
as
well
as
a
number
of
parents
across
our
schools,
and
we
all
knew
prior
to
the
school
committee
vote.
H
What
would
happen?
We
part
of
that
process
was
supposed
to
include
annual
reviews
which
didn't
happen
finally
fast
forward.
The
barri
evaluation
did
come
out
and
show
clearly
that
most
neighborhoods
had
fewer
than
two
tier
one
schools
on
average
and
then
particularly
for
sixth
graders.
It
says:
there's
a
bullet
point
over
33%
of
sixth
graders
living
in
Roxbury
and
over
half
of
the
students
living
in
roz
and
Gillan
Jamaica
Plain
wizzy
received
zero
Tier
one
schools,
and
so
the
inequities
are
clear.
H
The
barri
report
shows
it,
and
the
question
to
me
is:
when
are
we
going
to
move
towards
seats
instead
of
schools?
And
it's
particularly
important,
given
the
unevenness
that
we
have
in
our
system?
We
know
that
we
have
a
number
of
small
K
to
five
schools
that
are
now
going
to
have
a
great
sixth
grade.
We
know
we
have
larger
K
through
eight
schools
and
so
there's
issues
around
transition,
but
there's
also
issue
just
around
quality,
so
people
have
been
beating
this
drum
for
years
and
I.
H
B
I
think
we
should
look
at
that
as
we
begin
to
think
about
how
we
should
revise
or
reform
the
home-based
assignment
system.
Like
I
said
earlier.
I
think
it's
gonna
be
tied
into
our
sei
seats,
is
gonna,
be
tied
into
our
special
education
seats
in
the
way
that
we
program
for
that,
and
we
are
now
just
beginning
to
study
those
pieces,
and
so
all
of
that's
going
to
be
part
of
it.
I'll
put
this
also
on
the
list
of
things
to
look
at
and
to
study.
B
I
also
have
voiced
my
concern
with
the
way
that
we
categorize
quality
in
our
schools.
I
believe
we
have
an
overemphasis
on
standardized
testing.
I
think
that
standardized
testing
is
part
of
the
measure,
but
we
have
a
heavy
weighting
of
standardized
testing
in
the
quality
of
our
in
designation
quality
of
our
schools,
which
that
makes
it
hard
when
you
sign
a
school,
an
ABCD,
ABCD
F
school,
or
you
sign
a
school
1,
2
3
4,
with
some
sort
of
summative
rating.
H
B
H
Thank
you
and
again
I
want
to
commend
the
work
of
the
team.
I
know
this
area
is
something
that
we
talk
about.
I
know:
there's
investment
in
the
I
think
it's
the
transformational
schools
around
these
family
based
physicians,
coordinator
positions,
which
is
really
exciting.
This
is
really
key
to
the
work
and
I've
been
a
big
fan
of
again
dr.
Roberts
and
I
think
it
is
key
to
moving
the
work
forward.
So
I
appreciate
the
efforts
underway,
but
I
can't
emphasize
enough
the
importance
of
looking
at
the
seeds
when
it
comes
to
assignment.
H
Thank
you,
madam
chair
I
would
say
one
thing,
I'm,
sorry
on
the
built
pbps,
there
was
a
lot
of
concern
that
Madison
wasn't
included
way
back
when
and
so
I
want
to
continue
to
lift
up
Madison
and
the
need
for
capital
improvement.
I
see
the
gavel
is
up
so
I
just
want
to
lift
that
up
as
the
area
concern.
H
I
You
council
block
and
Thank
You
superintendent
and
your
team
for
the
great
work
you're
doing
in
the
city,
superintendent.
I
know
you
mentioned
the
McKinley
school
in
the
south,
and
could
you
tell
me
what
you're
thinking
in
terms
of
short
term
in
long
term
plans
as
it
relates
to
infrastructure
improvements,
facilities,
improvements?
Certainly
it
needs.
It
needs
some
work,
but
just
wanted
to
see
what
your
thoughts
might
be
on
McKinley
school
yeah.
B
Thank
you
for
that.
It
needs
a
lot
of
love,
actually
I
think
we're
talking
about
heating.
You
know
systems
what
you
know.
I've
heard
stories
of
you
know
kids
needing
to
wear
their
jackets
or
it
gets
really
hot
in
the
summer
time
for
their
summer
school
program,
so
just
trying
to
really
find
some
solutions
for
that
also
just
the
classrooms
and
the
spaces
that
they
use.
I
Thank
You
superintendent,
I
daddy,
are
the
opportunity
to
visit
and
the
winter
time
to
visit
the
principal.
There
were
many
reasons:
I
did
go
down.
It
was
because
of
the
heating
system,
but
I,
but
the
facilities
team
at
bps
were
able
to
help
them
out.
Rockin
sava
was
helpful,
so
thank
you,
but
they
do
need
a
lot
of
short
term
and
long
term
plans
so
superintendent
on
the
one
school.
That's
not
my
district.
That
I,
especially
love
going
over
to
visit
is
this
is
the
Cata
school?
I
B
I
The
reason
I
wanted
to
apologize,
but
if
there's
anything
that
the
council
can
do,
especially
during
this
budget
period,
I
think
you
know
we
all
should
be
investing
in
advocating
for
the
Cata
school
the
tremendous
work
they
do.
That's
the
reason
I'm
bringing
up
I
just
want
to
make
sure
that
if
there
are
any
holes
that
we
could
kind
of
work
together
as
a
team
yeah.
C
I,
don't
wanna
get
out
over
my
skis
too
much
in
terms
of
speaking
on
the
overall
city
finances.
I
do
know
the
MSBA
funding
is
primarily
not
primarily
as
exclusively
through
its
percentage
of
sales
tax,
so
they
will
likely
be
affected
by
any
economic
downturn.
In
terms
of
our
own
city's
commitment,
the
project
has
continued
to
move
forward,
we're
in
working
with
the
school
in
terms
of
design
and
we're
so
committed
to
that
I'm,
not
yet
sure
one
last
thing
I'll
just
say
with
the
MSBA.
C
I
think
that
you
know
I
think
there
there's
a
there's
a
broader
City
strategy
around
capital
that
will
be
a
part
of
and
we'll
look
to
our
partners
in
PFD,
and
you
know
in
OBM
to
really
speak
to
that
more
clearly.
It
is
yeah
I,
just
wanna
speak
too
much
about
that,
because
I
do
rely
on
them
so
heavily
on
the
capital
budget
side.
But
we
have
not
had
any
indication
that
our
projects
are
at
risk
and.
I
The
the
other
issue
I
wanted
to
highlight
is
the
Perkins
school
in
South
Boston,
it's
an
excellent
school,
as
you
know,
located
in
the
middle
of
Old
Colony
BHA,
and
it's
also
the
on
the
opposite
side.
Is
me
REO
and
mccormick,
PHA
and
down
the
road.
A
little
bit
is
on
West
Broadway
bah
a
but
the
issue
I
have
with
the
Perkins
is
a
lot
of
the
kids
of
walking
to
school
in
the
streets
in
and
around
the
Perkins,
especially
around
the
rotary
can
be
dangerous
at
times.
I
So
I
want
to
see
if
I
can
work
with
you
over
the
summer
with
transportation
to
see
if
we
can
come
up
with
a
better
walking
plan
or
better
making
some
infrastructure
improvements,
but
I
think
that's
critical.
So
that's
that's.
That's
something
I
want
to
work
on
on
this
summer,
so
I'd
like
to
get
your
help
on
that.
C
I
My
my
final
point
is
I
know
these
are
difficult
economic
times,
but
one
thing
I'm
always
concerned
or
advocating
for
is
our
schools
that
are
located
directly
inside
BHA
developments.
If
we
can
continue
to
partner
with
BHA
and
be
CYF
in
others,
just
to
give
our
students
in
the
BHA
developments
as
much
support
the
to
them
into
their
families
as
we
can,
including
in
the
summertime.
A
Thank
you
so
much
councillor,
Flynn
and
I
know
I
had
been
tracking
a
little
bit.
I
think
the
CFO
of
the
MSBA
made
a
statement
back
and
earlier
this
month
saying
that
their
cash
position
was
really
strong
and
they
thought
that
would
probably
put
them
in
a
decent
place
through
FY
21,
but
I
think
their
overall
revenues
are
obviously
tumbling
right
now,
so
my
impression
it
kind
of
it's
also
like
Nate
looking
from
the
outside,
but
based
on
what
they've
said.
A
A
J
J
J
I
think
all
of
our
schools
should
be
performing
at
high
quality
and
that
we
should
be
doing
our
due
diligence
and
making
sure
that
that
is
the
case
and
and
I
think
there's
a
lot
of
layers
of
that
in
order
to
make
those
things
happen
and
I
think
a
lot
of
it
begins
and
ends
with
the
level
of
engagement
for
families
and
in
the
role
that
families
play
in
that
process.
So
I'm
really
grateful
to
dr.
Casillas
for
all
of
her
efforts
around
Africa,
crying
voice.
J
I
think
that
that's
really
key
to
this
work
so
now
that
I
got
off
my
little
soapbox
I'm
glad
to
my
question
but
I'm
curious.
What
opportunities
do
we
have
to?
Let
students
and
parents
lead
the
conversation
in
terms
of
what
kind
of
supports
and
resources
they
need
to
thrive
at
bps?
What
infrastructure,
besides
surveys?
And
how
can
we
go
deeper
into
this
engagement?
This
goes
back
to
the
question
around
quality
and
how
we're
defining
quality.
B
So
there's
a
number
of
things
counselor
on
the
actual
PowerPoint,
and
that
talked
to
this
piece,
and
that
is
really
about
the
statewide
parent
group
that
we
are
engaging
with.
We
are
engaging
with
parent
councils,
there's
training
for
those
groups,
we're
engaging
with
the
Youth
Council,
be
sack
the
youth
cabinet
to
to
work
with
them.
Surveys
are
a
very
important
piece
for
us
to
get
a
broader
input
around
how
parents
are
feeling
we
just
did
one
for
remote,
no.
J
I
understand
in
terms
of
the
formal
processes
and
the
formal
voices
that
you
that
BTS
has
I'm
curious,
though,
in
terms
of
the
non-traditional
voices,
parents
were
not
part
of
the
Parent
Council
students
who
are
not
part
of
the
yeah
I'm
thinking
about
those
hardest
to
reach
and
those
those
least
likely
to
be
engaged
are
usually
the
ones
that
probably
would
provide
additional
insight.
So
I'm
just
curious
about
what
are
we
doing
to
engage
those
folks,
yeah.
B
So
we
are
also
doing
those
meetings
and
communities
and
initiating
next
year,
superintendent's
meeting
with
communities
in
community
areas
and
working
with
our
nonprofit
community
partners
to
help
us
get
that
word
out
also
marketing
to
communities
of
color
and
their
media
outlets
as
well.
I'll.
Let
Monica
talk
a
little
bit
about
how
we're
working
with
the
faith-based
community
and
other
partners
as
well
as
add
to
this
conversation,
to
a
thirteen.
E
Thank
you
so
I
think
one
of
the
two
things
I'll
know
as
dr.
de
silliest
a
kind
of
on-boarded
this
year.
One
of
the
things
we
did
is
we
really
used
and
leveraged
our
Tunney
based
organizations,
particularly
those
working
with
specific
ethnic
and
linguistic
groups,
to
increase
our
reach
and
as
well
as
those
working
with
undocumented
families.
So
we
know
that
there
is
a
level
of
distrust
with
the
district
that
we're
working
to
bridge
and
part
of
that
bridging
is
through
our
community
partners.
E
We
have
them
at
the
table
want
to
share
their
perspective
of
what
we
need
to
be
working
on
because
it
working
on
the
ground
with
families,
but
to
also
bring
families
to
the
table
so
and
I
think
in
all
of
our
efforts
with
each
each
various
meeting,
we
generally
would
have
80
to
100
folks
who
came
out
and
in
part
because
we
had
partners
at
the
table
who
brought
the
trust
there.
We're
also
looking
to
do
a
lot
more
outreach
using
more
untraditional
mechanism.
So
we've
been
thinking
about.
E
How
do
you
do
radio
candles
and
ethnic
media,
as
we
did
a
lot
of
our
conversations?
What
folks
said
is
we're
not
using
VPS
media?
We
just
do
the
radio
connect
with
the
those
who
are
serving
us,
so
we're
trying
to
do
more
connection
with
the
with
those
sort
of
organizations
that
are
not
used.
Our
typical
places
to
get
data
to
figure
out
how
we
leverage
them
as
well.
J
I'm
curious
I'm
curious
about
some
of
the
work
around
parent
councils
and
second
school
site
councils.
I'm
just
wondering
whether
or
not
there
is
any
opportunity
and
to
have
a
budget
increase
in
providing
professional
development
to
parents
so
that
they
can
be
more
engaged.
I
know
that
Marian
University,
we
do
some
training
around
councils,
but
I'm
just
curious.
Are
there
opportunities
to
stipend
parents
to
to
create
maybe
pathways
to
may
be
job
up
employment
opportunities
for
parents
in
with
mbps.
E
So
two
things
we
we
actually
do
different
units
to
support
with
school
sites.
We
stipend
them
to
servants
to
do
observations
and
provide
support
around
also
the
recruitment
and
the
election
process.
Then
we
have
historically
kinetic
friends
in
partnership
with
the
office
of
human
capital
that
was
a
community
to
parent
hype
line
and
in
a
community
to
teach
a
pipeline
program
that
were
looking
at
relaunching,
so
that
was
you
had
many
of
our
community
plans
able
to
then
joined
as
bps
employees
after
going
through
that
program.
A
You
thank
you
counseling
over
here.
Next
up
is
counselor
Arroyo
counselor,
oh.
K
K
C
We
have
a
concrete
budget
for
cash
flow
that
will
be
working
with
OPM
to
update
you
on
as
a
response
to
this
hearing
in
terms
of
the
timeline.
I
think
we're
in
a
little
bit
of
a
we're
trying
to
figure
out
the
right
way
to
engage
and
how
much
you
know
when
we
have
a
specific
plan
that
we'd
like
to
roll
out
I.
Think
when
we
roll
out
specifics,
we
get
knocked
for
not
engaging
the
community
on.
K
Other
folks
have
asked
you
that
questions
that
I
would
have
asked,
but
one
of
them
for
me
is
when
we
talk
about
the
exam
school
entrance.
Examination
metric
I
know
we're
in
the
profit
a
process,
but
what
other
criteria
are
we
discussing
for
entry
into
those
schools?
Besides
this
exam
based
entry,
if
at
all.
K
That's
the
reason
I
ask
that
is
clearly
student,
rocÃo
schools
and
private
schools
does
have
some
inflation
due
to
recent
studies,
that
more
and
more
so
inflation
and
necessarily
bps,
and
so
is
there
kind
of
a
are
they
gonna
wake
that
is
there
some
kind
of?
Is
there
any
conversation
about?
You
know
one
of
the
proposals?
That's
not
new.
K
My
father
was
on
the
school
committee
in
the
early
90s
then
it
was
discussed
then
was
the
idea
of
taking
stay
the
top
5%,
it's
similar
to
the
University
of
Texas's
system,
where
you
take
the
top
five
10%
of
the
school
and
they're
eligible
to
get
into
the
exam
schools.
There's
the
state
schools
right,
that's
how
they
do
it.
Is
there
been
any
discussion
about
something
similar
here,
rather
than
just
weighted
GPA
necessarily
but
making
sort
of
Boston
priority
if
you've
come
if
you're
homegrown,
in
other
words,
I.
K
My
concerns
with
just
kind
of
dose
fixes
or
trying
to
fix,
say
the
test
by
itself
is
that
so
much
of
what
we
steal
with
the
lack
of
diversity
is
also
mirrors.
What
we
see
with
socio-economic
issues
so,
for
instance,
they're
less
likely
to
have
private,
tutoring
or
private
exams
or
have
gone
to
a
school,
that's
sort
of
tailor-made
to
work
as
a
preparatory
school
to
get
them
into
our
exam
schools.
K
And
so
when
we
look
at
trying
to
combat
that
I
I
see
it
from
both
a
racial
equity
standpoint,
but
also
an
economic
equity
standpoint.
And
the
question
for
me
is:
how
are
we
moving
forward
in
a
way
that
both
addresses
racial
equity,
but
also
with
so
many
of
our
bps
kids
on
the
lower
socioeconomic
status?
What
are
we
doing
to
kind
of
address
that
as
well
in
a
way?
That's
equitable?
K
It's
not
enough
to
have
a
fair
test
and
say
the
test
is
fair,
because
you
know
it's
more
fair
as
a
test
without
accounting
for
those
other
ways
in
which
kids,
who
have
attended,
bps
or
kids
in
poor
communities,
don't
match
up
with
the
resources
from
children
from
more
wealthy
communities
and
children
have
been
going
to
private
schools
and
that's
you
know,
Catholic
schools
and
all
these
different
schools,
their
entire
life.
So
I
guess
my
my
concern
is
you
know
this
has
been
a
long-standing
issue.
B
I'll
just
answer
briefly
and
I
think
I
said
this
is
hearing
as
well
is
that
there
are
several
things
that
we're
doing
systemically
to
within
the
system.
That
would
not
only
have
students
better,
prepare
the
exam
schools,
but
have
students
that
are
prepared
for
all
high
schools
and
that
are
prepared
to
technology
opportunities
as
they
leave
school.
B
So
I
think
those
are
all
things
systemically
that
get
at
the
inequities
that
we
are
seeing,
but
I
think
the
broader.
The
broader
question
is
it's
going
to
take
a
systemic
approach
and
there
are,
there
should
be
more
opportunities
than
just
three
schools
that
are
perceived
in
the
in
the
district
as
rigorous.
K
I
agree
with
that.
Thank
you
so
much
for
that
answer.
It's
difficult
to
kind
of
phrase
that,
with
the
complexity,
I,
think
the
issue
merits
in
the
question
in
this
kind
of
setting,
but
thank
you
for
for
answering
that
and
really
focusing
on
ways.
We
can
really
move
forward.
I,
look
forward
to
working
together
for
those
kinds
of
solutions
that
you
know
really
affect
all
of
our
children
in
the
district.
So
thank
you
so
much.
A
Great
Thank
You
councillor
Arroyo
all
right
next
up,
I'm
gonna,
ask
some
questions
and
then
we'll
go
back
up
to
the
top.
So
dr.
Vesalius,
you
mentioned
the
McKinley
and
councillor
Flynn,
asked
about
the
south
end
piece
of
the
McKinley
and
I
wanted
to
ask
about
the
Sun
way
and
Audubon
circle
pieces.
So
you
know
my
oh
you
guys
can't
hear
you.
No!
You
can't
hear
me
good.
Okay,
sorry
so
I
mean
I've
mentioned
a
number
of
times.
A
My
district
really
doesn't
have
the
elementary
schools
outside
of
the
Tobin
in
Mission
Hill
and,
as
we've
seen
a
bunch
more
housing
come
to
the
Fenway
and
a
lot
more
young
families
there.
That
absence
is
being
felt
in
that
part
of
the
district
quite
acutely.
There's
a
lot
of
interest
bubbling
up
and
about
sort
of
the
question
of
I.
A
Think
everybody
knows
that
the
McKinley
buildings
on
Peterborough
Street
and
over
in
Audubon
circle
need
a
lot
of
work
and
support,
especially
to
support
the
programs
that
are
in
them
and
also
that
at
least
certainly
for
the
Peterborough
building
and
I'm
less
sure
about
the
other
that
that
those
programs
are
not
using
the
full
space
and
both
buildings
are
surrounded
by
fairly
large
parking
lots
that
go
largely
underutilized.
So
you
know
issues.
Ideas
have
come
up
organically
about.
A
Could
we
do
something
like
the
housing
on
public
assets,
where
you
build
some
housing
on
some
of
the
parking
to
cross
subsidize
a
big
school
renovation?
Is
there
a
way
to
in
doing
some
kind
of
majors
full
renovation,
create
state-of-the-art
space
for
the
McKinley
programs
and
also
bring
an
elementary
school
back
to
the
neighborhood?
I
mean
I
think
these
are.
These.
Are
the
questions
that
my
you
know
my
districts
really
asking
and
I
think
one
worry
I
have
is
I've
heard
you
say
again
and
again
the
importance
of
having
schools
that
are.
A
You
know
good
schools
in
every
neighborhood
and
a
piece
of
that
is
about
making
schools
that
we
have
high
quality
in
every
neighborhood.
A
piece
of
that
is
also
about
having
schools
in
every
neighborhood
and
it
just
it's.
Really.
It's
really
hard
to
see
the
kind
of
chronic
like
chronic
disappointment
of
parents.
A
In
my
district,
not
even
its
I
mean
not
even
just
not
getting
into
a
particular
school
that
they
want
or
don't
want,
but
like
just
not
even
having
an
option
that
would
allow
them
to
roll
the
dice
and
maybe
walk
their
kid
to
school.
So
I,
just
wonder
if
you
could
speak
a
little
bit
about
whether
you've
thought
about
those
other
two
McKinley
buildings
and
then
generally
kind
of
what
the
strategy
would
be
for
school
buildings
and
places
that
we
had
families
and
no
schools.
So.
B
In
particular,
you
know
there's
therapeutic
day
school
and
so
I
see
them
as
most
deserving
and
so
I
want
to
take
kids
that
you
know
need
more
and
I
want
to
give
them
more,
and
so
those
schools
just
need
a
little
bit
of
a
loving
touch
and
renovation
and
I
want
to
give
that
some
thought
as
part
of
our
bill
PPS
process
moving
forward,
and
that
would
include
the
community
as
well.
Our
student.
We
pull
from
multiple
communities
for
that
school,
so
it's
just
the
immediate
community
for
that.
For
that
school
they
do.
C
C
Think
one
of
the
things
that
we
just
want
to
emphasize
is
when
we
talk
about
an
investment
in
McKinley,
we're
talking
about
an
investment
in
the
school
for
students
who
attend
the
McKinley
and
that
a
plan
for
any
general
education
seats
or
an
expansion
of
an
elementary
school
on
one
of
those
sites
would
come
only
after
we
found
a
better
and
more
appropriate
setting
for
the
students
who
were
there.
The
second
thing
is
that
bill
BPS.
C
You
know
we're
looking
at.
Where
do
our
current
BPS
students
not
have
access
to
schools?
Close
to
home-
and
we
know
that
when
we
start
looking
at,
where
do
we
not
have
enough
space
to
serve
all
students
who
live
in
Boston,
close
to
home,
that
it
does
shift
our
analysis
to
different
locations,
but
that
we
are
leading
with
the
data
to
say:
where
do
we
need
access
for
our
current
BPS
students
for
those
kids
who
need
public
education
the
most
well?
C
I
will
also
just
know
a
school
in
every
neighborhood
depends,
of
course,
on
which
version
of
the
neighborhoods
you're
talking
about
you
know
we're
not
going
to
separate
the
leather
district
from
John
Town
crossing
in
this
case
to
make
sure
we
have
a
school
in
every
neighborhood,
but
I
think
what
we're
talking
about
doing
is
really
when
we
say
that
we're
it's
shorthand
for
saying:
we
need
to
have
a
geographic
dispersement
so
that
to
your
point,
all
students
have
access
to
buildings
where
they
can
walk
to
it.
Sure.
A
I
mean
I
represent
five
neighborhoods,
four
of
which
don't
have
a
school,
so
I
think,
even
without
us
drawing
the
lines
too
tightly.
There's
still,
you
know
an
issue
here
and
I
mean
to
me
and
I
by
the
way,
I
want
to
say
I
totally
agree,
I
think
the
first
priority
has
to
be
how
we
have
the
McKinley
school
communities
be
well
served
by
their
facilities.
No
question
I
think
it's
just
that.
A
There's
I
think,
as
we
all
know,
once
you're
doing
anything
really
big
something
different
I
mean
it's
quite
separate
from
the
question
of
improving
the
hallways
and
cuts
up
some
of
the
kind
of
small
but
impactful
capital
projects.
You
guys
are
talking
about
I
think
once
you're
doing
something
really
big
on
one
of
these
sites.
A
It's
the
opportunity
to
think
about
how
do
you
solve
multiple
problems
at
once
makes
a
lot
of
sense
right
and
I
think
that
it's
important
to
have
it's
important
not
just
to
have
that
neighborhood
community
involved,
but
it
is
important
to
have
them
involved
and
and
I'm
about
to
run
out
of
my
own
time.
So
I'll
just
remark
on
the
fact
that
I
think
one
of
the
I
think
one
of
the
strengths
of
good
public
education
is
having
everybody
in
a
community
in
the
mix.
A
So
I
just
want
to
raise
the
fact
that
to
me
that
that
is
an
equity
issue,
I
think
it's
really
important
that
you
do
that
in
a
way
that
isn't
about
providing
families
with
in
higher
income
neighborhoods
with
special
access
to
schools
that
that
other
families
can't
get
into
I.
Think
that's
like
a
really
important
concern,
but
but
I
think
that
it
it's
it's
a
mistake
for
us
to
drive
the
system
in
a
direction
of
saying
we're,
gonna
be
increasing,
that
equal
City
and
our
public
education
system
isn't
gonna,
be
targeted
at
serving
all
folks.
A
D
Minh
of
school
choices
for
families,
I
really
feel
you
in
a
marketplace
that
we're
competing
with,
especially
in
the
lower
grades,
were
competing
with
parochial
schools
and
independent
schools
to
get
those
kids
in
the
door
early
and
get
them
and
get
those
parents
strong
advocates
for
our
public
school
system
and
I.
Think
here
out
here
in
Austin
right
and
the
we
have.
D
It
worries
me
that
folks
are
just
feeling
that
the
choices
the
ability
to
get
into
the
local
elementary
school
offer
choice
when
their
child
is
ready
and
and
also
to
get
into
early
education
like
the
Early
Learning
Center,
it's
sort
of
critical
to
get
those
students,
those
parents,
those
families,
become
strong
advocates
and
really
engaged
advocates
in
our
in
our
public
education
in
the
Boston
Public
Schools.
And
it's
it's.
It
really
worries
me
that
you
know
we
have
to
think
about
it.
D
There's
a
marketing
issue
and
try
and
grab
those
families
and
really
sell
it
to
them
that
this
is
a
really
good
option
and
that
we
can.
We
can
work
together
to
build
us
an
even
better,
stronger
and
more
diverse
school
system
that
is
delivering
for
all
of
our
children
across
the
district
and
also
Brighton
a
huge
amount
of
new
development.
D
We
have
a
lot
of
young
professionals
who
are
in
their
30s
now
and
I'm,
anticipating
a
scenario
like
and
consider
Bach
that
those
families
will
will
not
be
able
to
find
Christmas
when
they
start
to
have
families
that
they
won't
be
able
to
have
children.
They
stand
there
in
the
neighborhood.
So
it's
one
of
those
things
I'm
worried
that
the
people
meet.
When
we
talk
about
the
BPD,
a
is
guiding
our
is
guiding
our
thinking
about
planning
I,
don't
think
they
do.
D
Planning
very
well
and
I
would
hope
that
we're
really
creating
space
and
putting
the
skills
into
the
plan
from
the
BPD
a
point
of
view,
I
think
they
come
to
this
sort
of
lit
and,
and
one
of
the
issues
I
have
is
that
they
don't
provide.
We
don't
encourage
development,
that's
the
the
caters
to
families
and
they
don't
kid
it
in
our
district.
They
don't
cater
to
families
of
lower
income
and
I.
D
Think
it's
all
to
the
detriment
of
our
neighborhood
and
I,
think
it's
the
detriment
of
our
schools
in
our
district,
because
if
that
family
population
declines
then
I
think
inevitably,
then
you
folks
will
be
saying.
Well,
you
don't
need
so
many
schools,
so
it's
like
a
chicken
and
egg
situation.
So
it's
really
more
of
a
concern
and
more
than
a
question
just
to
say
it's
it's
really
complicated
and
they
really
appreciate
the
nuances
of
this
conversation.
Thank
you.
Yeah.
C
Could
I
I
just
had
a
couple
points
of
clarification?
The
BPD,
a
partnership,
is
about
getting
better
demographic
projections.
We've
been
partnering
with
the
the
research
team
to
understand
how
the
planned
new
developments
are
going
to
impact
our
long-run
estimates
for
the
number
of
kids
in
our
district.
C
But
really
it's
secondary
to
the
educational
vision
that
bill
BPS
brings
I
just
want
to
know
for
you
in
particularly
in
Austin
Brighton,
that
we
find
that
we
have
over
one-and-a-half
seats
per
kid
in
elementary
schools
in
Austin
brain,
so
Austin
Brighton.
You
can
tell
families
we
can
get
to
a
seat
close
to
home
and
in
the
first
round,
registration
55%
of
families
when
they
register
for
k2
get
their
first
choice.
C
61%
of
families
in
k1
get
their
first
choice.
85%
district-wide
get
one
of
their
top
three
choices
in
k2
and
87%
of
the
families
get
their
first
choice
in
k1.
Now
what
that
tells
us
is
that
you
know
when
people
miss
out
on
the
seats.
It
is
a
traumatic
experience.
I've
gone
through
it,
I
know
what
it's
like
to
rank
schools
and
it's
like
wonder,
what's
gonna
happen
and
to
have
to
look
at
other
options,
but
when
I
got
the
seat,
I
didn't
exactly
go
around
to
all
the
playgrounds
bragging
to
everybody
like
well.
C
I
got
to
see
you
just
you're
one
of
the
15%
who
missed
out,
because
that's
really
that's
so
the
conversation
is
going
to
skew
towards
those
who
don't
get
the
seats.
I
just
think
the
other
thing
we
talked
about
the
equity
of
our
students,
I
Ament
plan.
We
need
families
and
we
need
people
to
get
the
message
out.
C
The
families
need
to
register
early
in
round
one
a
lot
of
the
families
that
don't
get
the
seat
and
the
schools
that
they
want
are
trying
to
register
in
rounds
two
or
beyond
and
where
access
is
much
more
limited,
and
so
it's
really
about
getting
families
to
register
on
the
early
schedule
and
since
I
don't
want
any
hit
with
the
hammer.
I'm
gonna
stop
yeah.
D
I
understand
that
so
thank
you
so
much
in
terms
of
registering
early
in
run
on
your
first
choice,
your
better
choices
is
it
a
time
like
I
need
to
find
out
more
about
the
timetable
and
help
promote
that
and
and
and
tell
people
you
know
get.
If
you
want
something
you
have
to
be
more
proactive
and
go
for
it.
You
know.
F
You
councillor,
Bach
and
I
know
the
time
is
of
the
essence:
I
can
follow
up
separately,
but
I
just
wanted
to
echo
the
points.
I
think
that
counsel
Jamie
made
around
Madison
Park
not
being
included
in
bill
BPS
that
came
up
quite
a
bit
from
constituents
McKinley
school,
so
I
appreciate
you,
superintendent,
raising
it
raising
up
the
McKinley
schools,
and
you
know
what
you
said
earlier
about
Madison
Park,
telling
their
stories
I
think
the
same
is
true
for
McKinley
schools
telling
their
stories.
You
know
my
brothers
went
through
those
systems
and
had
some
incredible
experiences.
F
I
still
know
folks
and
teachers
who
still
work
in
those
systems
and
then
and
I
know
there
are
pieces
of
every
school
where
sometimes
doesn't
work
isn't
the
best
fit
for
every
family.
But
there
is
an
intentionality
and
social-emotional
learning
supports
and
really
working
with
children
who
have
tremendous
need
so
I
think
their
stories
often
untold
around
what
they
do
and
so
any
support
for
those
for
that
system.
I
think,
is
critically
important
and
given
the
limited
program
program,
the
limited
schools
doing
such
intense
programming
that
they
do
so
a
couple
of
follow
questions.
F
One
is,
you
know,
the
exam
school
issue
in
terms
of
lack
of
diversity
care
deeply
about
councilor
Janey
I
held
some
hearings
on
this.
We
met
with
the
principals
of
the
three
exam
schools.
You
know
know
them
all
well,
and
you
know
I
think
in
one
of
the
conversations
we
had
with
the
principals.
You
know
dr.
wisdom
and
and
chimney
who
I
went
to
Latin
School
who's,
that
Latin
Academy
said.
F
You
know
the
diversity
issue
that
we
often
talk
about,
isn't
really
those
schools
where
we
sort
of
lump
those
schools
together,
and
we
have
to
be
very
careful
there,
because
each
school
shows
up
differently.
Their
data
looks
different,
the
demographics
looked,
it
look
different
and
so
oftentimes
we're
talking
about
Latin
School,
so
I
I
know
that
you
were
doing
your
best
to
be
as
expansive
in
your
in
the
sort
of
approach
to
expand
diversity
and
that
it
does
involve
pre-k.
Those
principals
said
the
same
thing:
kids,
getting
prepared
early
on
having
good
elementary
experience.
F
Good
sixth
grade
experience,
learning
what
they
need
to
learn
to
take
a
test
and,
and
all
of
that
works
hand
in
hand,
exam
prep,
etc.
But
I
wanted
to
say
in
order
to
really
get
that
system
to
transform
in
such
a
way
that
the
numbers
are
reflective
of
the
district.
It's
gonna
have
a
lot
of
things
working
and
different
a
lot
of
moving
pieces
working
at
the
same
time.
It's
an
exam
alone
and
changing
an
exam
alone
will
not
get
us
the
numbers
that
we
want
to
see
there.
F
F
What's
the
update
there
I
know
Joey
Howland
and
some
others
were
working
on
that
and
curious
where
we
are
with
that
piece
of
this
and
then
my
second
question
has
to
do
with
Bill
PPS,
and
you
know
we
have
the
standalone
middle
schools
which,
with
a
question
mark
given
the
K
through
six
K
through
eight
transition
that
the
district
will
go
through,
and
so
what
do
we
do
with
the
standalone
middle
schools
and
I
appreciate
it?
What
Nate
was
saying
where
the
council
can
be
helpful?
F
Is
the
community
process
piece
families
like
you,
said,
what's
certainty
they
want
to
know
what,
if
I'm
in
a
standalone
middle
school,
say
the
Timmel
T,
for
example,
or
the
Edwards,
and
we're
going
to
K
from
6
K
through
8,
and
these
schools
are
not
going
to
be
on
that
trajectory.
Then
what
doing
so?
B
B
We
lose
students
at
seventh
grade
when
they
go
to
exam
schools,
and
so
then
you
have
you
know
the
k-8,
the
demographics
and
arcades
look
very
different
than
they
look
in
our
K
5
or
K
6s,
and
so
we
want
to
create
better
equity
across
the
board.
By
doing
this,
all
at
one
time
and
I
plan
on
talking
to
the
school
committee,
I
was
planning
on
talking
and
starting
with
the
communities
in
these
middle
schools.
B
So
we
put
some
of
this
work
on
hold,
but
I
plan
on
during
those
conversations
with
the
community
about
the
middle
schools,
obviously
I'm
going
to
want
them
to
move
at
the
same
time
that
we're
expanding
the
case
sixes
in
the
712
says
not
to
get
lost
in
the
shuffle,
and
so
that
conversation
is
coming
and
it
will
begin
next
week
when
I
talk
to
school
committee
around
our
high
school
redesign
in
712
pathways
and
that
will
then
I
will
also
be
commenting
on
middle
schools.
At
that
time.
B
Thank
you.
You
asked
about
integrating
piece,
that's
yeah,
so
you
know
this
is
something
that
we're
just
honestly
gonna
have
to
look
at
this
year,
because
we
are
grading
very
differently
this
year
and
our
private
schools
are
too,
and
so
we
have
to
find
a
solution
and
I
plan
on
addressing
that
this
summer.
Obviously
we
have
some
time
to
have
a
stakeholder
group
around
around
how
we
resolve
this
issue.
B
You
know
that
we
anticipate
will
will
be
that
there
will
be
learning
loss,
whether
they're
at
private
school
or
whether
they're
at
public
school
or
the
Medeco
or
whatever
charter.
We
know
that
there
are
some
students
who
are
struggling
in
this
remote
learning,
environment
and
families
that
are
struggling
too,
and
so
that
those
are
gonna
be
longer
lasting
and
that's.
Why
are
some
really
strong
as
well?
It's
how
we
prepare
for
that
next
year.
We
get
back.
F
Well,
one
point
of
clarification:
counselor
pockets,
so
I
would
say
you
know.
Jerry
Holland
did
some
really
incredible
work
in
that
space,
but
it's
really
looking
at
you
know
the
exam
schools
where
the
exam
and
then
your
grade
in
determining
you
know
access
that
was
a
criteria
and
was
a
it
looked
like
Boston.
Students
might
have
been
those
who
are
in
bps
disadvantaged
by
that
grading
system,
which
is
a
big
piece
of
the
admissions
process,
and
so
one
and
update
specifically
on
that
piece
with
respect
to
the
the
diversity
and
excused
conversation
yeah.
B
A
G
G
My
work
on
the
council
is
to
really
elevate
that
position
of
the
student
rep
to
the
School
Committee
we're
looking
at
what
opportunity
there
is
for
that
student
to
have
to
be
a
voting
member
of
the
of
the
school
committee,
but,
more
importantly,
or
not,
more
importantly,
but
probably
a
little
bit
easier
would
be
to
have
that
student
at
the
very
least
receive
the
stipend.
So
the
same
stipend
does
the
the
rest
of
the
school
committees.
G
That's
something
I'd
like
to
advocate
for
I'm
here
and
we'll
do
it
through
some
other
efforts
and
some
meetings
that
will
jointly
happen
and
what
be
sack
in
the
meantime.
I'd
love
you
just
to
talk
a
little
bit
more
I
know
it
was
mentioned
in
the
presentation
about
the
work.
That's
been
happening
between
the
Boston,
Student,
Advisory
Council
and
you
and
your
effort
and
their
involvement
in
some
of
the
work
that
you've
undertaken,
especially
in
your
strategic
planning,
but
more
recently,
during
this
sort
of
uncertain
time.
Yeah.
B
Thank
You
councillor,
it's
been
great,
you
know
it's.
The
joy
of
my
week
is
to
meet
with
the
Boston
Student
Advisory
Council
and
my
youth
cabinet
they've
been
wonderful
and
I
know.
Like
mr.
cooter
said,
you
have
these
wonderful
students
who
follow
you.
Elvis
Rodriguez
is
my
intern
and
I
connect
with
him
regularly
and
also
connect
with
the
youth
cabinet
on
ideas
and
projects.
They
just
have
incredible
ideas,
so
they
contributed
to
the
remote
learning
plan.
B
They
gave
feedback
on
grading,
they
gave
feedback
on
master
scheduling,
how
it
was
hard
to
get
duplicated
information
zooms
from
zoom
links
and
things,
and
they
would
go
to
one
class
and
then
and
have
another
class.
At
the
same
time,
they've
provided
information
on
graduation
and
how
to
do
graduation.
B
B
They
wanted
to
be
able
to
tell
the
accurate
story
to
the
youth
and
get
it
out
there.
So
I
have
an
Instagram
page
now,
with
them
I'm
doing
challenges
with
them.
I
know,
you've
joined
me
in
a
couple
challenges
as
well,
so
they're,
just
a
really
incredible
group
of
young
people
and
they've
been
great
advocates
too
they've
been
advocating
for
the
privacy
policy,
although
we
don't
always
see
eye
to
eye,
but
you
know
I'm
appreciative
of
their
advocacy.
This
is
a
big
issue
of
the
vote
is
a
big
issue
for
them.
B
G
A
Great
thank
you
so
much
councillor,
asabi,
George,
councillor,
Jamie
and
then
it'll
be
councillor
Flynn,
council
Jenny.
Thank.
H
You
so
much
I
didn't
get
a
chance
to
highlight
earlier,
and
and
thank
you
for
the
investment
for
the
Carter,
so
I
think
that
is
really
important.
There
are
some
good
things
to
highlight.
I
know
we're
spending
a
lot
of
our
time
talking
about
what
needs
to
be
improved
but
wanted
to
kind
of
give
a
shout
out
for
that.
You
know
in
terms
of
things
that
need
to
be
improved.
H
Looking
forward
to
continuing
the
conversation,
I
want
to
include
the
report
that
I
referenced
earlier,
the
bar
report
in
the
link,
so
that
it
can
be
shared
more
broadly
and
hopefully
that
can
be
part
of
the
public
record
as
well.
In
that
report
again,
I
want
to
highlight
this
is
back
to
the
home
based
plan
in
the
need
to
have
some
urgent
action
follow-up.
This
conversation
to
to
address
some
of
the
concerns
that
are
outstanding
on
finding
number
four,
which
was
the
critical
role
of
geography
and
the
report.
H
So
again,
I
just
wanted
to
emphasize
the
importance
again
in
the
urgency
around
moving
forward,
because
I
think
it
is
central
to
the
work
that
we're
talking
about
when
we're
looking
to
eliminate
opportunity
in
achievement
gaps
along
with
all
the
many
things
that
we
discussed
today.
So
I
really
appreciate
the
work
and
look
forward
to
following
up
on
the
home,
based
assignments
with
seats,
on
the
important
conversation
that
we
had
earlier
I
heard
my
colleagues
chiming
in
around
exam
schools
admissions
you
pointing
out.
H
You
know
that
you
know
we
can't
really
have
equity
or
meritocracy
if
we're
not
removing
these
barriers.
So
I
appreciate
the
work
and
hope
that
we
next
time
when
we
come
together,
that
we
have
a
little
more
in
place
in
terms
of
actions
that
will
move
us
forward,
Thank
You
superintendent.
Thank
you,
madam
chair.
Many
thanks
to
teams.
I
I
B
B
Team
sports
and
we
were
already
our
Pro
sports-
are
having
a
very
serious
conversation
about
whether
they
will
be
able
to
come
back
or
not
so
I
will
be
watching
that
closely
and
working
with
her
in
my
partner's
quite
a
bit
to
see
what
can
we
do?
There
might
be
some
sports
that
are
non-contact
sports
that
could
come
back
earlier.
I
just
don't
know
if
we
could
do
that
with
social
distancing
in
PPE
and
what
would
be
required.
B
I
B
More
thing
to
come,
sir
Flynn:
it's
also
important
I'm,
sorry,
I
just
start
the
clock
over.
It's
also
true
for
co-curricular
and
performing
arts
as
well.
I
feel
just
as
passionate
and
strongly
about
visual
arts
and
Performing.
Arts
should
probably
see
these
portraits
in
the
back.
That's
that
my
daughter
in
the
middle
and
her
two
brothers
on
the
side
and
she
did
that
work.
She's
gonna,
be
our
teacher
and
all
three
of
my
children
are
artists,
and
so
it's
really
important
for
families
to
have
abilities
and
their
children
and
get
a
well-rounded
education.
No.
I
I
I
appreciate
those
comments:
superintendent
when
I
was
when
I
was
young,
but
we
didn't.
We
weren't
exposed
all
much
into
music
or
the
Arts,
but
that's
what
my
wife
and
I
are
trying
to
do
with
our
kids
but
I,
especially
love,
saying
the
bps
kids
engaged
in
the
orchestra
program
or
the
music
program
or
the
the
arts
project,
various
schools.
So
that
plays
a
key
role.
So
thank
you
to
the
bps
team
for
doing
incredible
work
and
the
arts
and
the
in
the
music
and
culture
as
well.
A
Great
thanks
so
much
councillor,
Flynn
and
superintendent,
councillor
Mejia.
J
So
I
I
don't
know
what
era
you
grew
up
in
Flynn,
but
when
I
was
in
school,
I
had
arts
I
had
swimming
I
had
a
home
back
I
had
it
all
and
I
still
struggled,
but
at
least
we
had
things,
and
this
is
why
this
conversation
makes
me
really
sad
to
know
that
every
year
our
schools
get
stripped
away
from
all
these
resources,
and
then
we
expect
teachers
to
do
more
with
less
and
then
we're
not
providing
our
children
with
a
full,
rounded
whole
child
educational
experience.
It's
just
it.
J
J
You
know
it
was
passed
down
to
you.
So
in
many
ways
you
had
just
trying
to
work
with
what
you
haven't
and
fix
this
and
do
right
by
you
know
and
right
the
wrong.
So
I
really
do
appreciate
all
of
it.
I
have
some
questions
that
I
just
want
to
really
go
back
to
the
the
choice
conversation.
You
know
I
want
to
continue
on
my
previous
point
about
school
choice.
There
just
doesn't
there.
J
There
seems
to
be
not
just
fewer
high
quality
seats
on
the
choice
list,
but
for
black
and
brown
students,
as
well
as
those
living
in
low-income
neighborhoods,
but
the
high
quality
schools
analysts
tend
to
be
in
smaller
size.
They
literally
have
fewer
seats
available,
so
I'm
just
curious
to
continue
on
counsel
Campbell's.
Previous
question
you
mentioned
that
there
were.
There
would
be
a
plan
in
place
to
address
the
issues
of
seats.
Can
you
talk
about
what
that
outreach
on?
That
plan
will
look
like
and
how
we're
involving
community
in
that
process?
J
B
I
think
that
mr.
cooter
could
probably
talk
really
well
about
the
the
questions
that
you
just
raised
in
terms
of
the
small
schools
and
the
inequities
that
we
see
in
our
small
schools,
especially
where
they
are
positioned
within
the
city
and
the
enrollment
that
we
see
there
he's
talked
about
that
at
hearings
before
but
in
terms
of
the
process.
B
C
I
think
one
of
the
things
that
it's
it's
so
interconnected
on
a
number
of
different
factors:
the
student
assignment
system
school
size.
We
already
mentioned
that
you
know
being
in
round
one
is
an
important
round
for
you
to
have
access
to
quality
schools.
We
know
that
the
round
one
tends
to
be
more
demographically
skewed
in
one
direction,
less
students
of
need.
We
also,
then
in
small
schools
they
fill
up
in
in
round
one.
J
Wait
if
we
know
that
to
be
the
case,
because
I've
worked
in
these
spaces
and
I
do
know
that
the
parents
were
more
highly
engaged,
are
the
ones
who
lying
around
one.
If
we
know
that
that
is
the
trend,
is
there
a
way?
Knowing
that
we're
trying
to
you
know,
write
the
wrong?
Can
we
adjust
that
I'm
going
on
I'm,
just
curious,
yeah.
C
So
the
proposals
for
changes
to
the
student
assignment
plan,
where,
as
part
of
a
requirement
before
we
came
with
changes
to
the
student
assignment
plan,
the
School
Committee
asked
us
to
do
the
equity
analysis
that
has
been
referenced
multiple
times
during
this
hearing
and
as
a
follow-up
to
that
student
assignment
plan.
We
did
make
a
couple
changes
particularly
around
the
sixth
grade
access
issue,
and
so
we
have
plans
to
to
further
dive
in
as
a
superintendent
mention
to
that
equity
analysis
and
do
it
and
another
assessment
of
it
and
then
to
provide
proposals.
C
J
For
that
I'm
just
curious,
because
what
I'm
hearing
and
what
I
what
I've
been
seeing
is
that
there's
an
assessment?
There's
a
study,
there's
a
survey
there's
a
lot
of
things
that
happen
before
we
make
decision
so
I'm,
just
trying
to
figure
out
in
terms
of
the
timeline
you
know
is:
are
we
looking
at
the
next
year
in
terms
of
like
improving
the
scenario
at
what
point
we're
going
to
start
seeing
some
of
the
outcomes
of
all
these
studies
so.
B
Let
me
just
quickly
made
I
think
that
one
the
bill
PPS
question
is:
we
need
to
first
start
that
process
going
with
the
community
and
get
those
pathways
solid.
The
second
piece
I
shared
earlier
in
the
earlier
hearing,
is
really
understanding.
Al
seats,
understanding
our
special
ed
seats
as
part
of
the
equity
of
programming
across
the
city
and
then
also
our
high
school
redesign.
All
of
that
is
going
to
happen
next
year.
J
B
It's
good
so
next
years
of
planning
here
for
us
in
all
of
those
pieces
of
and
we'll
be
implementing
as
we
go
along.
If
we
can
like,
we
find
something
with
special
ed
that
we
can
fix,
we'll
fix
it.
If
we
find
something
with
al,
you
know
we
get
our
bilingual
program.
We
have
our
dual
language
programs,
those
sorts
of
things
we'll
be
building
it,
but
I
do
think
this
is
a
five-year
strategic
plan
and
over
these
next
five
years
we
need
these
investments.
B
The
hundred
million
dollars
that
the
mayor
has
committed
in
order
to
roll
out
this
process
first
year
is
to
focus
on
the
33
underperforming
schools.
Those
are
in
every
neighborhood,
just
they
touch
just
about
every
neighborhood,
and
then
we
have
the
high
school
and
the
middle
school
reform
that
will
be
happening
year
two,
and
so
then
that
will
roll
out
and
then
your
three
will
take
the
next
subset
of
schools.
B
Doing
the
professional
development
we
have
the
literacy
initiative
that
we're
doing.
We
are
have
the
k-6
expansions
that
we're
doing
into
16
schools.
We
have
the
capital
improvements
that
we're
doing
now
in
the
physical
space
and
the
audits
that
we're
doing
so.
All
of
that
is
happening
right
now
to
improve
the
education
for
our
children.
A
Okay,
Thank
You
councillor,
Mejia,
okay,
I'm
gonna,
do
my
second
round
questions
and
then
I'm,
not
I'm.
Only
gonna
do
a
question.
If
someone
has
a
burning
question
so
councillors,
if
you
do
just
raise
your
blue
hand,
otherwise
we'll
wrap
up
so
superintendent,
I
or
Nate,
these
might
be
for
you,
I
thought.
I
should
ask
a
few
questions
just
about
the
revolving
funds,
which
we're
also
looking
at
right
now.
A
So
one
one
question
is
just
you
know:
we're
doubling
the
maximum
annual
authorization
from
a
million
to
two
million
for
the
technology
fund.
Could
you
just
speak
to
why
it
is
such
a
large
increase
and
there's
also,
it
just
seems
to
be
very
variable
right,
so
FY
19
we're
dealing
in
a
million
dollars
last
year.
Just
a
hundred
thousand
I
assume
there's
something
cyclical
there.
So
can
you
just
speak
to
that
yeah.
L
So
we
buy
new
teacher
laptops
every
three
to
four
years,
depending
a
little
bit
on
the
market
and
how
the
devices
are
doing,
and
things
like
that,
because
we
refresh
so
quickly
the
about
the
devices
still
have
a
fair
amount
of
value,
what
we
sell
them.
So
that's
what
goes
into
the
revolving
account
is
used
to
pay
for
some
of
the
new
devices.
What
worth
we
are
just
expecting
the
value
of
those
devices
to
be
higher
the
next
time
we
do
a
sale
which
we
might
do
at
the
end
of
next
year.
L
So
we
need
the
revolving
account
to
be
have
a
higher
limit
for
next
year.
In
case
we
do
it
at
the
end
of
next
year
or
it
might
be
at
the
start
of
the
year
after.
So
it's
either
going
to
be
the
end
of
FY
21
with
starting
FY
22,
this
increase
will
have
was
prepared
to
take
in
additional
money
from
the
sale
of
those
devices
got.
A
L
L
E
L
L
You
can
roll
over
some
funds
in
that
from
one
year
to
the
next,
so
we
actually
started
FY
20,
with
a
balance
that
we're
spending
down
due
to
some
issues
around
timing
of
spending
in
FY
19.
So
it's
not
actually
a
it
isn't
we
are
spending
more
than
we
received,
but
it
is
not
creating
a
deficit
in
the
in
the
revolving
side.
Okay,.
A
Well,
I
would
just
suggest
for
the
future
that
it
would
be
good.
It
would
be
good
for
the
council
when
we
get
information
to
get
the
full
amount,
that's
sitting
in
the
revolving
fund,
if
it's
going
to
be
used
as
a
balance
for
withdrawing,
but
it
just
it
looks
like
there's
an
anticipated
expenditure
for
next
year.
That's
also
like
three
hundred
and
thirty
thousand,
but
with
only
a
receipt
of
a
hundred
thousand
so
ii
get
to
spend
down
a
balance.
Let.
A
Okay,
great
yeah,
we'd
love
to
follow
up
on
that
and
then
just
circling
back
a
couple
more
capital
questions.
I
know
there's
a
lot
of
suspense
about
whether
or
not
the
Boston
Arts
Academy
will
still
be
ready
for
September
of
2021.
Given
the
construction,
pause
and
I
mean
that's
been
a
big
question
mark
and
now
that
we
sort
of
are
starting
construction
up
again,
I
guess
my
question
would
be
Nate
if
you
or
anybody
has
information
about
just.
C
Just
I
think
in
the
simplest
case
that
shutdown
did
put
an
already
very
tight
timeline
at
risk.
We
are
evaluating
ways
to
open
in
that
school
year,
but
that
we're
unlikely
to
be
able
to
open
it
for
the
fall
of
that
year.
I'm
says
something
the
team
is
working
on
now
that
we
know
the
timeline
for
when
we
can
begin
construction
again,
we
can
get
a
more
accurate
update
on
when
the
project
will
be
finished.
Okay,.
A
Great
and
then
are
you
looking
at
all
in
in
the
the
bad
scenario,
which
we
all
hope
is
not
the
case
in
which
there's
a
substantial
amount
of
the
fall
semester
that
has
to
be
taught
remotely.
It
does
seem
like
if
that
happened,
the
opportunity
to
accelerate
some
of
our
capital
work
in
our
school
buildings.
You
know,
would
be
a
potential
silver
lining
and
especially
given
the
number
of
new
sort
of
smaller
projects,
the
superintendent
has
added
to
the
queue.
A
So
I
was
wondering
I
know
it's
all
planning
for
in
uncertainty,
but
sort
of
what
it,
but,
at
the
same
time,
like
capital
money,
is
a
bunch
of
moves
you
have
to
make
in
order
to
make
that
possible.
So
I'm
just
wondering
if
you
guys
have
started
to
put
things
in
motion
in
case
of
that
eventualities,
yeah.
C
So
I
would
say
the
first
thing
that
we've
started
to
do
is
accelerate
projects
that
we
were.
We
were
thinking
about,
doing
potentially
over
multiple
summers
to
try
and
get
more
of
them
done
this
summer,
so
the
big
ones
are
bathroom
projects
really
accelerating
that
so
we're
starting
with
the
projects
that
we
had
in
the
queue
to
do
the
summer
and
then
moving
them
up
and
doing
them
first,
while
we
then
scope
out
the
projects
for
future.
C
My
way
cafe
is
another
one:
to
be
able
to
accelerate
those
projects
and
get
those
kitchen
projects
done
ahead
of
time
as
both
a
parent
and
somebody
who's
administering
in
bps.
I,
really
don't
want
to
think
about
the
idea
that
we
would
have
more
time
in
buildings
in
the
fall,
but
I
can
say
that
both
Pat
Brophy
and
the
public
facilities
side
and
our
team
have
all
been
looking
at
ways
to
leverage
this
time
so
that
when
students
come
back
there
they're
coming
back
to
buildings.
That
are,
you,
know,
upgraded
and
cleaner.
C
C
C
A
One
quick
question
and
this
is
sort
of
its
athletic,
so
it's
kind
of
from
last
year
and
kind
of
this
one.
It
does
seem.
Superintendent
like
you
were
referencing
the
need
to
move
up
to
the
mass
core
standards
for
PE
for
all
our
students
and
the
fact
that
we
don't
have
those
facilities
at
a
bunch
of
schools
and
so
looking
at
how
to
do
that
creatively
and
it
does
seem
like
again
I'm
just
searching
for
silver
linings
here
in
a
really
hard
situation.
A
It
seems
like
this
might
be
a
year
where
we
need
to
pioneer
ways
to
do
more,
more
PE
activities
outdoors
just
in
general,
given
what
we
know
so
far
about
the
disease
and
relative
safety.
So
I
wonder
if
there
is
an
opportunity
there
to
like
kind
of
work
creatively
on
how
we
have
outdoor
physical
education.
A
And
then
one
thing
just
circling
back
on
on
the
questions.
I
was
asking
about
sort
of
the
capital
plan
and
this
question
of
like
where
there
are
gaps,
and
you
know
it's
the
same.
Barri
report
that
council
president
Cheney's
been
referring
to
right
is
one
of
the
places
that
shows
you
that
that
kind
of
Fenway
upper
back
Bay
is
one
of
the
holes
in
the
city
where
you've
got
the
like
the
greatest
from
seats
and
I.
Just
wonder
like
I,
mean
I'd
love
to
be
a
part
of
the
McKinley
conversation,
but
also
I.
A
Just
wonder
what
bps
is
appetite
under
your
leadership.
Superintendent
is,
for
you
know
if
there's
a
big,
if
there's
a
big
public
or
private
parcel,
that's
kind
of
you
know
part
of
a
public
private
conversation,
so
I
think
in
my
district
there
are
big
conversations
happening
about
the
Hines
about
the
Hurley
building
about
MGH
s
camp.
It
like
they're,
just
you
know,
and
obviously
exactly
where
all
such
development
conversations
land
is
up
in
the
air
because
of
kovat.
B
Yes,
there
is,
actually,
you
know,
we're
always
looking
for
opportunities.
This
is
true
in
the
Matapan
area
as
well.
I
know,
which
is
councillor
Campbell's
area,
and
you
know
so.
This
is
this
is
on
our
minds
to
be
able
to
find
high
quality
schools
in
every
neighborhood
in
space
and
to
the
space
more
efficiently
as
well.
Great
all.
F
B
I
appreciate
that
question
counselor
we
have
you
know.
As
we
know,
we've
been
working
on
getting
a
new
data
system
and
migrating
the
new
data
system
over
and
then
checking
data
integrity.
Our
teachers
have
been
clearing
up
their
applications,
making
sure
that
we're
counting
those
I
know
that
they
wrote
a
letter
to
you,
and
so
you
know
there
is
anything
with
a
letter,
but
anyway
really
interesting,
but
okay.
Well,
we
are
as
teachers
on
the
data
integrity
side.
B
Obviously
they
have
multiple
modes
for
how
they're
contacting
families
and
how
they're
engaging
students
both
paper-based
project-based
and
online
and
asynchronously
and
synchronously
I
mean
I.
Gotta.
Tell
you
quite
honestly,
I've
even
heard
about
the
synchronous
and
asynchronous
learning
before
kovat
out
of
the
way
that
I
know
it
now
and
anyways.
To
get
to
that
your
answer.
We
are
really
close
to
being
able
to
release
that
we've
been
talking
and
releasing
data
to
our
equity
round
table,
as
we
have
at
a
food-distribution
on
our
chrome
bit.
B
Just
chrome
group
distribution
on
Wi-Fi
distribution,
but
now
with
the
remote
learning,
will
have
that
hopefully
available
within
the
next
week
or
so
to
be
able
to
provide
some
some
data
to
the
public
and
to
the
to
the
counselors.
I
know
you've
been
requesting
it,
and
so
we'll
have
that
we
didn't
start
taking
attendance,
yes
until
May
4th,
and
so
you
know
we
have
teacher
attendance
and
student
attendance
as
well.
No.
F
Thank
you
and
I
and
I've
sort
of
made
it
clear
to
folks.
You
know
my
my
job.
My
goal
is
not
to
make
those
jobs
harder
right.
It's
just
to
get
information
to
make
it
easier
for
us
to
actually
serve
our
constituents
of
course,
and
work
in
partnership
with
you.
So
thank
you
for
that
update.
Thank
you
all
for
the
long
hearing
and
participating
all
day
and
thank
you
can't
survive
and.
B
One
other
just
one
other
piece
for
that
too,
as
we
have
been
providing
data
to
our
school
leaders
and
the
equity
round
tables
like
Houser
Edwards
had
talked
about
so
attending.
Those
meetings
is
really
a
great
way
to
really
get
to
the
granular
leather
level
of
how
we
can
actually
problem-solve
at
schools
with
school
leaders
and
the
teachers
at
those
schools
and.
F
I
have
some
of
that
and
I
like
what
would
be
helpful
is
sometimes
our
schedules
aren't
don't
allow
us
to
participate
right
in
the
in
some
of
those
meetings.
Some
of
my
schools
are
doing
great
jobs
and
I'll
join
one
tomorrow
and
actually
I
have
to
leave
a
budget
hearing
early
to
do
that,
but
the
goal
is
if
any
data
can
come
to
all
of
us.
That
would
be
helpful.
Sometimes
it's
just
really
difficult,
but
I
appreciate
the
roundtable
discussions
as
well.
My
teacher
staff
also
joins,
so
thank
you
guys.
Stay
safe
and
healthy.
A
Great,
thank
you
so
much
councillor,
Campbell
I'm,
sorry
I
have
one
more
little
question,
which
is
just
on
libraries.
So
are
we
I
know
we
had
a
library,
strategic
plan,
I
think
we're
still
technically
in
its
window,
but
is
there
a
new
library,
strategic
plan
coming
down
the
pike,
and
is
there
like
a
map
of
kind
of
what
our
relative
library
provision
in
terms
of
the
in
terms
of
the
capital
side?
Like
you
know,
who's
got
a
book.
Room
who's
got
a
cart.
A
C
We
have
not
updated
our
public
dashboards
since
the
original
bill
VPS
website
was
published,
but
we
are
working
as
I
mentioned.
Part
of
the
facilities
assessment
is
to
go
through
and
create
this
sort
of
update
and
have
a
regular
refresh
on
things
where
people
ask
about
whether
it's
libraries
or
athletic
facilities
that
it's
easy
for
people
to
see
what
are
the
assets
at
each
of
our
buildings
and
that's
part
of
the
transparency
that
we
really
want
to
bring
to
our
capital
planning
process.
Okay,.
A
Yeah,
no
I
just
think
that's
so
important
and
yeah
I'm,
a
huge
fan
of
libraries
and
and
I
do
think
I'm
the
partnerships
front.
You
know.
Certainly
the
Snowdon
in
my
district
makes
use
of
the
central
branch
library
kind
of
as
its
home-based
a
lot
and
there's
been
a
really
great
partnership
there
and
I
think
any
opportunity
that
would
be
pl,
but
I
also
think
that
as
a
kid
having
a
library
that
you
can
walk
around
the
corner
to
down
the
hallway
in
your
school
means
a
lot.
A
So
all
right,
I
would
now
take
public
testimony.
I,
don't
see
anyone
in
the
zoom
I'll
remind
folks
that
if
you
want
to
testify
in
relation
to
us
here
and
you
can
send
it
to
CCC
WM
at
Boston,
gov
I'm
or
go
on
our
so
you
cancel
a
budget
website
and
upload
your
testimony.
That
way,
it
only
remains
to
thank
the
bps
team
for
another
marathon
day
and
to
say
that
we'll
be
seeing
you
more
shortly
than
last
time
now.
I
think
we're
seeing
each
other
again
next
week.