►
Description
Dockets #0524-0526
Orders for the FY22 Operating Budget, including annual appropriations for departmental operations, for the School Department, and for other post-employment benefits (OPEB).
Dockets #0527-0528
Orders for capital fund transfer appropriations.
Dockets #0529-0531
Orders for the Capital Budget, including loan orders and lease-purchase agreements.
Dockets #0532-0534
Orders authorizing limits for Boston Public Schools revolving funds for FY22.
A
Okay,
excellent:
well,
there's
no
time
like
the
present,
and
I
know
the
superintendent
has
a,
I
think,
the
next
thing
so
calling
this
hearing
of
the
city
council's
ways
and
means
committee
to
order
for
the
record.
My
name
is
kenzie
bach,
I'm
the
district
8
city
councillor
and
also
the
chair
of
the
ways
and
means
committee,
this
hearing's
being
recorded,
it's
being
livestreamed
at
boston.gov
city
dash,
council
dash
tv
and
broadcast
on
xfinity
channel
8,
rcn,
channel
82
and
fios
channel
964..
A
It's
part
of
the
council's
six
week,
really
two-month
budget
review
process
around
about
35
hearings
and
working
sessions.
This
is
one
of
them
and
we
encourage
the
public
to
come
and
testify
at
this
or
any
of
them.
So
you
can
do
that
by
going
to
council
dash
budget
and
seeing
all
the
schedule,
and
then
you
can
submit
a
video
which
will
attach
to
a
hearing.
A
You
can
come
and
testify
in
person
while
on
zoom
or
you
can
send
us
an
email
at
ccc.wm
boston.gov
and
we're
having
two
dedicated
public
testimony
hearings,
one
on
may
25th
at
6,
00
p.m,
focused
on
bps
and
one
on
june
20.
On
june
3rd,
sorry
at
6
pm
focus
on
any
aspect
of
the
budget,
so
if
evenings
are
better,
come
along
then
and
yeah,
and
you
can
also
tweet
us
your
questions
or
comments
at
boss
budget,
that's
bos,
budget
and
yeah.
We
hope
you'll
get
involved.
A
So
today's
working
session,
it's
formally
on
docket
five,
two
orders
for
the
fy
twenty
two
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits,
docket
zero,
five,
two:
seven:
zero:
five:
two
eight
orders
for
capital
fund
transfer
appropriations,
docket
zero.
Five,
two
nine
is
zero.
Five.
Three
one
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements
and
then,
as
mentioned,
dockets,
zero,
five,
three,
two:
zero
five,
three
four,
which
are
orders
authorizing
limits
for
bps
revolving
funds.
A
I'm
joined
here
so
far
by
my
colleagues,
counselor
anissa
sabi
george
counselor
at
large,
who
is
my
vice
chair
on
ways
and
means,
and
also
the
chair
of
the
council's
education
committee
and
counselor
liz
braden
of
district
nine-
and
I
know
other
colleagues
will
be
joining
shortly.
But
oh
and
I
see
one
of
them
yes
and
counselor.
Julia
mejia,
counselor
at
large,
has
also
just
joined
us
so
without
further
ado
I'll
pass
it
over
to
the
superintendent
and
team.
B
B
As
you
know,
I
visited
125
schools
had
over
100
meetings
with
the
community
and
stakeholders
and
one
thing
kept
coming
up,
and
that
is
that
we
needed
to
cultivate
trust
within
the
school
district
and
involve
everyone
into
authentic
situations
where
we
could
amplify
their
voice
and
include
them
in
shared
decision
making,
and
so
as
we've
done,
that
monica
roberts
and
her
team
have
really
worked
to
ramp
up
our
engagement
office.
You'll
hear
a
lot
about
the
work
that
we're
doing
there.
We've
ramped
up
our
interpretation
services,
also
we've
our
translation
services.
B
It
has
been
quite
a
challenge
to
do
that,
but
it
is
a
value
of
our
board
chair
under
alex
oliver
davila
and
our
whole
school
committee.
We
also
made
a
huge
announcement
yesterday
last
week
at
school
committee,
around
bill
pps
nick
cooter
and
his
team
and
our
facilities
team
and
our
engagement
team
actually
has
been
working
really
closely
on
trying
to
work
with
our
communities
that
are
most
impacted.
B
C
Thanks
so
much
superintendent
good
afternoon,
everybody
counselors
we
can
shift
to
the
next
slide
so
as
we've
started
every
presentation
so
far,
we
ground
our
statement
and
presentation
in
this
statement
from
the
opportunity
and
achievement
gap
gaps
policy.
This
statement
continues
to
be
the
guiding
principle
upon
which
all
of
our
work
is
guided
and
which
the
work
that
we
talk
about
today
will
be
guided
as
well.
C
C
C
D
How
do
we
address
some
of
the
challenges
that
were
presented
through
the
pandemic,
but
also?
How
do
we
capture
on
the
learning
that
happened
during
that
time?
Some
of
our
students
did
very
well.
We
also
learned
a
ton
about
our
family's
ability
to
engage
and
we
can
provide
other
opportunities
besides
in
person
opportunities,
and
so
that
is
part
of
what
we've
done
over
the
last
course
of
last
summer.
D
Through
the
fall
as
we
had
these
conversations,
we
have
reached
over
14
000
families
between
online
sessions
and
family
surveys,
just
to
get
feedback,
and
so
our
budget
is
framed
with
the
feedback
of
our
broader
stakeholders
and,
in
particular
our
families
and
students
and
the
investments
that
you
see.
Also
as
we
look
forward
and
thinking
about
the
work
of
the
relief
funds
coming
in
and
the
work
that
the
extra
commission
is
doing.
D
So
we
can
go
to
the
next
slide.
Thank
you,
as
we
think
about
the
office
overall,
in
terms
of
the
the
work
of
our
office,
part
of
what
we've
done
doing
a
pandemic
is
found
various
ways
of
supporting
our
families
so
making
sure
families
have
access
to
their
questions,
actually
access
the
information
they
need
through
our
family
help
line,
which
we
plan
to
continue
really
supporting
and
working
with
our
school-based
family,
liaisons
and,
as
you'll
note,
we're
expanding
that
to
every
school.
D
We
provide
technical
assistance
around
looking
at
the
data
and
connecting
it
back
to
family
engagement
strategies,
and
we
will
continue
to
do
the
work
of
community
engagement
and
and
continue
to
work
on
that
muscle.
And
finally,
the
work
of
partners
is
a
work
that
we
continue
to
really
work
on.
Our
partners
have
played
a
critical
role
doing
the
pandemic.
D
E
D
Thank
you,
nate.
One
of
the
things
I
want
to
talk
about
is
we've
done
a
lot
of
work
to
help
families
navigate
and
improve
the
information
available
to
families
around
the
school
choice
process.
We
know
it's
very
complex
with
a
home-based
assignment
system,
which
is
in
individualized
to
every
person's
address,
and
so
we've
done
a
ton
of
work
to
one
train
partners
so
that
they
understand
the
process
and
as
they're
talking
and
work
with
families.
D
We
also
have
done
the
work
to
move
our
processes
online
and
by
phone,
which
has
been
very
successful
and
worked
well
for
many
of
our
families.
Even
as
we
reopen
centers,
we
have
found
that
many
of
our
families
still
prefer
to
access
our
services
remotely
and
that's
something
we're
looking
at
how
we
continue
to
maintain.
D
So
we've
been
doing
things
that
we
usually
do
like
putting
ads
on
buses
and
in
train
stations
and
billboards
throughout
the
city.
Again,
all
of
a
lot
of
our
focus
areas
are
based
on
the
data
that
we
see
in
terms
of
who's
coming
late
and
who's
less
likely
to
have
the
information
that
we
need
them
to
have,
but
we've
also
tried
new
things
like
geo,
fencing,
which
I
had
never
heard
of
before
this
year's
registration
season,
where
we
are
identifying
areas
of
the
city,
geographic
areas
and
kind
of
drawing
a
border.
D
If
you
will
and
saying
anyone
who
has
a
device,
a
cell
phone
or
any
personal
device
who
is
on
it,
we
can
we
can
advertise
to
them.
So
if
you're
walking,
for
example,
using
looking
at
something
on
your
on
the
internet
on
your
phone,
you
might
see
an
ad
pop-up
about
boston,
public
schools
and
because
many
of
our
families
are
using
their
phones.
We
thought
this
was
a
good
way
to
market.
In
addition,
we
mail
postcards
to
every
family
in
the
city
that
has
school-aged
children
again,
we're
also
looking
at
recouping
market
share.
D
So,
even
if
they
have
children
enrolled
in
other
districts,
we
did
market
to
them.
We
tried
new
services,
so
streaming
services,
both
radio
and
television
like
hulu
netflix,
and
I
heart
radio,
as
well
as
using
ethnic
radio
stations.
These
are
just
various
ways
that
we've
not
used
before
that
we're
trying
now
to
see
if
we
can
increase
our
access
to
families,
we're
also
monitoring
and
asking
families
which
of
these
ways
are
the
ways
you've
heard
about
registration.
D
So
we
can
continue
to
invest
where
we've
seen
to
be
most
impactful
and
then
lastly,
we've
really
updated
our
registration
videos
to
make
them
shorter,
tighter,
have
them
in
the
languages
we
can
send
them
by
text
and
in
other
ways
to
all
of
our
families
and
and
we've
shared
those
with
partners
as
well,
and
we've
we've
seen
some
uptick
there
in
terms
of
people
using
that
and
then
again
we
always
leverage
our
partners
as
ways
to
share
information.
We
will
continue
to
do
so.
D
E
Thank
you,
chief
roberts
and,
as
I
mentioned,
we're
going
to
transition
now
to
talking
about
reimagining,
bps
and
really
thinking
about
becoming
the
district
that
we
want
for
our
students.
As
you
know,
and
we've
said
before,
that
we
can't
just
return
to
the
district
that
we
were.
We
have
to
start
thinking
about
some
of
the
structures
and
barriers
we
need
to
address
some
of
that,
and
that
is
the
context
with
which
I
wanted
to
present
on
build
bps.
E
The
educational
vision
for
our
district
on
the
next
slide
is
one
we
presented
during
the
school
presentations
on
the
operating
budget,
we're
really
starting
to
think
about
our
facilities
and
learning
environments,
recognizing
that
the
structures
and
the
buildings
in
which
our
students
learn
is
impactful
on
them,
both
in
terms
of
the
what
we
are
signaling
to
them
in
terms
of
their
value
and
then
also
what
opportunities
they
have
for
learning.
You
can't
learn.
E
21St
century
science
and
stem
in
an
old
lab,
you
need
access
to
modern
facilities,
we're
also
thinking
about
inclusive
strategies,
and
some
of
it
is
getting
back
to
the
basics
and
the
core
work
of
ada
compliance.
We're
really
thinking
about
how
students
and
instruction
and
teachers
interact
with
their
environments,
how
they
flow
through
the
school.
How
are
their
literal,
physical
barriers
to
what
we're
trying
to
do
with
inclusion?
E
E
We
propose
our
fy
22
capital
budget
in
partnership
with
the
office
of
budget
management
from
the
city
of
boston,
as
well
as
a
public
facilities
department,
it's
163
million,
which
includes
78
million
in
capital,
repairs
and
district-wide
initiatives.
Those
are
the
investments
that
we're
making
in
every
school
building
across
the
district,
to
both
maintain
the
buildings
better
than
we
ever
have
before,
and
also
upgrade
the
educational
experience
for
those
students
who
are
not
in
a
building
that
will
be
part
of
a
major
project.
E
Of
course,
the
other
big
announcement
that
we're
tremendously
excited
about
are
nine
major
projects.
This
includes
four
major
school
renovations
to
leverage
our
existing
school
communities.
This
morning,
I've
also
already
gotten
questions
about
our
use
of
the
edwards
building,
but,
as
we
start
to
phase
out
our
standalone
middle
schools,
our
plan
is
to
make
sure
that
we
use
all
of
those
schools
for
an
educational
purpose
going
forward
and
then,
of
course,
the
major
projects.
E
The
five
new
school
buildings
in
four
different
neighborhoods,
including
the
horace
mann
school
for
the
deaf
party,
hard
of
hearing
which
we
are
partnering
with.
We
are
submitting
to
the
msba
in
hopes
to
partner
with
them
to
build
a
brand
new
state-of-the-art
facility
for
one
of
our
highest
needs
populations.
E
The
next
slide
does
show
the
cash
flow
of
build
bps.
What
this
slide
shows
in
blue
bars
is
the
cumulative
spending
how
much
of
the
1
billion
dollar
commitment
have
we
spent
to
date
by
fiscal
year,
and
how
much
are
we
projected
to
spend
over
each
of
the
fiscal
years?
The
bar
for
fy
22
shows
that
we
have
spent
460
million
and
with
a
budget
of
about
162
million
or
163
million.
E
Excuse
me,
I
read
the
wrong
bar
297
million
spent
year
to
date,
which
is
up
through
fy21,
with
163
million
planned
spending
in
fy
22..
That
represents
460
million
overall
of
the
one
billion
dollars.
Of
course,
there
are
some
projects
that
are
going
to
that
have
already
been
committed.
That
will
continue
to
use
that
cash
flow,
and
we
do
anticipate
that
this
is
the
first
part
of
what
we
need
to
really
refresh.
E
We
have
organized
our
bill,
bps
announcements
and
the
capital
plan
around
three
guiding
sort
of
levers.
The
first
is
equitable
academic
access.
Trying
to
pro
pro
excuse
me
trying
to
create
predictable
pathways
and
make
sure
there's
equitable
access
to
those
pathways.
As
councilor
edwards
mentioned
this
morning,
we
we
have
already
rolled
out
the
k-6
7-12
pathway
in
east
boston,
guaranteeing
a
single
transition
for
all
students
and
families
in
that
neighborhood
and
in
charlestown.
E
We
want
to
be
able
to
extend
that
and
make
that
same
statement
across
the
district,
we're
thinking
about
excellent
buildings,
there's
nothing
overly
complicated.
We
think
we
need
to
upgrade
all
of
our
buildings
with
two-thirds
having
been
built
before
world
war
ii.
This
is
just
not
an
acceptable
state
of
of
educational
facilities
and
we
need
to
modernize
and
start
building
new
buildings.
E
Those
first
two
categories
are
really
about
how
we
plan
to
spend
our
money.
The
third
category
is
about
predictability
and
transparency.
It's
how
we
do
the
work
for
too
long.
The
community's
felt
the
build
bps
has
not
been
a
transparent
process.
It
has
not
been
an
honest
conversation
with
them.
We
have
not
been
clear
on
what
we
are
aiming
to
do
and
how
we
intend
to
do
it,
and
this
new
phase
of
bill
bps
under
superintendent,
caselli's
leadership,
is
really
pushing
us
to
have
a
more
open
conversation
than
we've
ever
had
before.
E
As
I've
said
internally
many
times,
I
want
build
bps
to
be
the
worst
kept
secret
in
the
district.
I
want
people
to
know
what
plans
we
have,
what
our
strategies
are
and
where
they
are
in
the
queue
I'm
going
to
go
quickly
through
the
next
three
slides
which
highlight
the
commitments
that
we
made
for
fy
22
in
each
of
these
different
categories.
E
The
presentation
that
I
gave
to
school
committee
last
wednesday
highlights
how
we
move
from
our
overall
vision
to
the
specific
projects
in
any
given
category.
This
is
just
the
highlights
so
for
predictable
pathways.
The
big
announcements
here
are
that
we
are
announcing
the
close
of
the
irving
and
timothy
middle
schools
at
the
end
of
next
school
year.
E
There
is
nothing
new
happening
at
the
end
of
this
school
year.
Around
school
closures.
Families
will
have
the
next
year
to
understand
their
options
and
understand
where
they
can
enroll
in
the
following
school
year.
This
also
allows
us
to
launch
a
community
conversation
about
the
future
use
of
each
of
these
buildings,
and
each
of
these
two
buildings
will
be
used
for
bps
facilities
in
perpetuity.
E
The
second
is
that
we
want
to
start
having
a
conversation
about
expanding
access
to
high
quality
pre-kindergarten.
We
heard
this
morning
the
importance
of
k0
and
k1.
We
have
great
partnerships
with
our
community-based
organizations,
but
we
also
want
to
think
about
how
we
can
leverage
our
buildings
differently.
We
have
many
k-8s
that
have
under-enrolled
seventh
and
eighth
grades.
E
We
wanna
start
having
conversations
with
those
communities
about
taking
the
seventh
and
eighth
grades
in
and
including
them
in
high
school
into
our
secondary
schools,
while
then
using
those
classrooms
to
create
new,
high-quality,
k-0
and
k-1
classrooms
in
our
bps
schools,
again
no
changes
for
next
year.
This
is
the
start
of
the
engagement
process
with
your
school
communities
and
then
finally
high
school
redesign,
which
was
the
topic
for
this
morning.
But
I'll
just
say
again.
We
are
planning
to
present
to
school
committee
in
october,
a
plan
for
our
high
school
portfolio.
E
That
sets
the
course
for
how
we
start
to
organize
and
the
changes
we
start
to
make
to
our
high
schools.
We
know
we
want
to
increase
rigor.
This
is
about
making
a
higher
quality,
academic,
extracurricular
and
total
high
school
experience
for
our
students
and
being
really
intentional
about
what
high
schools
we
have,
what
the
portfolio
is
and
how
we
make
sure
that
all
students
have
access
to
those
rigorous
programs.
E
The
next
slide
covers
excellent
buildings.
We,
the
first
thing
we
need
to
do,
is
balance
capacity
and
boost
the
student
experience.
We
are,
unfortunately,
announcing
the
close
of
the
jackson
man
k-8
school
in
austin
brighton
again
at
the
end
of
next
school
year,
and
this
is
in
response
to
a
facility's
emergency
and
the
lack
of
available
swing
space
that
we
have.
E
As
the
jackson,
man,
which
needed
to
close
the
exciting
announcement,
is
launching
five
new
school
building
projects,
but
in
addition
to
that,
coming
back
to
the
community
in
the
fall
with
a
clear
list
of
all
our
schools
and
when
we
want
to
announce
that
they
will
be
rebuilt,
we
have
been
reluctant
to
say
to
everyone.
This
is
the
order
of
operations
for
new
school
buildings,
one
because
it's
an
ambitious
proposal.
We
would
need
to
build
two
to
three
new
schools
every
single
year
for
the
next
50
years
to
replace
all
of
our
buildings.
E
We
are
committed
to
getting
out
of
the
hole
of
deferred
maintenance
that
we've
been
decades
in
the
making
and
to
continue
to
upgrade
so
that
there
are
modern
facilities.
We
talked
a
lot
about
libraries
this
morning,
outdoor
play
spaces
for
those
buildings
that
are
not
going
to
go
through
a
major
project.
We
are
committed
to
to
outlining
a
schedule
so
that
there
is
a
changed
student
experience
and
access
to
21st
century
learning
opportunities
at
those
buildings.
E
The
final
category,
of
course,
is
predictability
and
transparency,
and
one
that
is
really
critical
to
restoring
trust
and
faith
in
the
system.
The
first
is
that
we
want
to
make
sure
that
we
are
putting
equity
at
the
center
of
our
strategic
planning.
There
has
been
a
belief
and
a
lack
of
understanding
about
how
we
have
used
equity
in
the
past
and,
honestly,
there's
not
been
a
transparent
process
for
using
equity
for
a
capital
budget
process.
We
are
committed
to
looking
at
our
data.
E
We
launched
our
first
equity
analysis
of
the
capital
budget
this
year
and
there's
a
lot
of
work
still
to
be
done.
The
second
is,
of
course,
authentic
engagement,
partnership
having
this
conversation
with
school
communities
with
communities
around.
How
do
they
want
to
use
their
building
and
how
do
we
engage
with
the
communities
oftentimes?
Our
constituents
for
new
school
builds
are
people
who
have
not
yet
enrolled
in
bps
or
maybe
not
even
have
families
yet
but
they're
going
to.
We
want
them
to
stay
in
the
city.
E
We
want
them
to
be
invested
in
our
our
our
buildings.
We
want
them
to
be
invested
in
our
schools.
Rather
so
we
need
to
figure
out
how
to
authentically,
engage
and
partner
with
them,
and
then
the
final
thing
is
just
to
publish
more
information
and
make
it
accessible
in
terms
of
transparency
for
our
data.
So
people
understood
understand
how
do
we
get
to
the
decisions
that
we
make?
This
includes
transparent
dashboards,
that
let
people
know
the
cons,
the
condition
of
their
building
and
how
it
relates
to
their
condition.
E
A
A
G
I
thank
you.
Ma'am
sharon
thanks
every
everyone
again,
for
you
know
a
repeat,
thorough
presentation
on
some
of
these
key
issues
through
this
budget
process.
I
do
have
some
additional
questions
around
build
bps,
but
I
will
save
them
and
just
reach
out,
because
that
that
presentation
was
actually
really
good
and
many
of
my
questions
were
answered,
but
I'd
like
to
go
a
little
bit
deeper
in
the
week,
so
I'll
do
that
offline.
G
The
question
I'd
like
to
ask
at
least
for
this
round
and
madam
chair
we
may
just
have-
I
may
just
have
one
round
in
this
in
this
afternoon's
hearing.
Some
of
you
may
be
happy
to
hear
that
I
am
curious
about
the
governance,
the
school
committee
structure
and
some
of
the
challenges
around
the
relationship
between
bsac
bps,
the
student
representative
and
the
school
committee,
as
well
as
the
school
department
sort
of
just
generally.
Do
we
have
we
been
able
to
set
us
to
a
couple
questions?
Have
we
you
know?
G
Have
we
been
doing
some
work
towards
mending
those
relationships?
And
you
know
I
know
we
have
a
new
student
member
on
the
school
committee.
I'm
excited
about
about
re-engaging
student
voice
in
the
school
committee
and
also
wondering
if
we've
set
aside
any
funding
to
support
the
student
rep
to
be
sacked.
I
think,
for
me
it's
very
important.
It's
some
work
that
we've
been
doing
behind
the
scenes
to
complement
the
work,
to
get
the
student
member
the
opportunity
to
vote,
but
wondering
about
the
funding
for
the
student
member
and
you
know
any
work.
D
I
can
start
so.
Thank
you
for
that
question.
We
actually
have
been
meeting
myself
and
the
superintendent
have
a
meeting
with
visa
quite
regularly.
I
believe
the
superintendent
has
met
with
them
almost
every
week,
if
not
every
other
week,
we're
in
discussions
in
regards
to
what
does
b
staff
look
like
as
we
move
forward,
and
what
does
that
mean
in
terms
of
some
of
the
design
work
that
we
need
to
do
so?
D
We've
been
working
on
that
collaboratively
and
my
team
has
been
working
alongside
the
young
people
as
they're
generating
their
ideas,
so
I
think
we're
we're
in
a
good
space
around
that
we've
had
a
number
of
really
good
conversations
and
I
believe
we
will
have
something
to
share
around
structure
and
kind
of
where
we
land
collectively
at
the
sometime
in
june.
So
that's
the
goal
that
the
young
people
are
working
towards
as
it
relates
to
funding
for
the
student
rep
to
school
committee.
I
believe
that
actually
requires
a
shift
to
state
legislation.
D
G
So
in
in
relation
sorry,
monica
to
to
that
piece
on
a
stipend,
the
I
don't
know,
we
don't
refer
to
it
necessarily
as
compensation,
but
a
stipend
for
each
member
of
the
school
committee.
I
understand
you
know
the
change
that
we
need
to
make
in
state
law
to
make
that
happen.
We've
had
some
of
those
discussions
through
this
budget,
though,
can
we
set
aside
that
dollar
amount,
which
I
think
is
7
500.?
G
So
as
we
work
on
that
through
our
legislative
process
and
and
through
our
advocacy
and
our
efforts
that
we
know
we're
confident
that
that
funding
is
available
on
the
other
end?
So
once
once,
you
know,
obviously
we're
optimistic
and
hopeful
that
this
will
get
past
the
stipend
piece
in
particular
that
the
student
could
then
receive
those
monies.
D
G
Okay,
so
I'm
gonna,
I'm
just
gonna,
send
you
probably
an
email
at
some
point
today
saying
thank
you,
chief
cooter,
for
expressing
support
and
and
recognizing
the
availabilities
availability
of
funds
when,
for
a
student,
stipend
cancel
this
also
on
the
record
and
record
it.
So
we
can
click
it
through
youtube.
H
Yeah,
I
was
gonna
say
we
have
it
on
the
record
in
a
lot
of
ways
and
the
superintendent
has
you
know,
made
her
support
clear
of
student
voice.
You
know
a
number
of
these
different
areas
that
we're
talking
about
here,
so
I
think
we're
all.
On
the
same
page.
It's
a
matter
of
you
know
the
legislation
being
passed.
G
G
D
D
They
have
asked
that
the
district
and
our
schools
not
recruit
right
at
this
moment
until
that
is
complete,
so
we
do
not
have
100
representation
right
now,
as
we
know,
some
members
have
chosen
to
to
leave
their
seats,
and
so
we
will
be
working
towards
that
next
year.
We
feel
confident
that
we'll
be
able
to
have
100
representation,
as
we
have
had
in
the
last
two
years.
G
Great
and
just
you
know
for
me,
I'm
just
making
sure
that
we
have
the
appropriate
funding
in
place
to
support
those
efforts
for
that
that
work
going
forward,
especially
through
this
sort
of
rebuilding
phase
and
then
into
the
next
school
year.
Thank
you,
madam
chair,
and
thank
you.
Monica
nate
and
megan.
A
I
I
You
know
we
don't
want
to
find
ourselves
in
a
situation
like
in
austin
brighton,
where
we
need
to
have
find
swing
space
and
we
don't
have
school
buildings
that
are
available
or
school
build
or
lose
a
school
building
because
of
of
maintenance
issues
over
a
long
period
of
time.
So
I
think
we're
trying
to
right
the
ship
at
this
point,
but
in
terms
of
capital
repairs
in
austin
brighton
are
there?
Are
there?
I
Do
you
have
a
wish
list
of
repairs
for
those
other
remaining
school
buildings
and
and
then
also
with
regard
to
the
jackson,
man
relook
re-assigning
students
at
the
end
of
the
year?
What
is
the
strategy?
What
is
the
schedule
for
that?
And
and
what
is
the
outreach
to
families
and
and
what
is
the
anticipated
landing
spot
for
those
students
in
the
district
in
in
austin
brighton?
E
You
know
bill
bps
has
been
plagued
by
with
the
west
roxbury
education
complex
and
the
jackson
mann
school,
these
building
emergencies
that
have
not
allowed
us
to
be
strategic
and
how
we
think
about
upgrading
our
buildings
and
instead
reacting
to
you,
know,
building
failures.
Our
approach
to
that
is
is
twofold.
One
many
of
you
already
know
our
new
chief
operating
officer,
india,
alvarez
who's.
E
Coming
over
from
the
city
side,
she
has
already
started
the
work
on
making
sure
that
we
have
clear
facilities,
data
and
are
using
data
to
drive
a
refresh
schedule,
and
so
I
think
she's
on
day
41.
So
I
don't
want
to
make
too
many
commitments
for
her,
but
I
know
that's
been
something
that
she's
immediately
concentrated
on
and
so
that
having
a
predictable
schedule
of
maintenance
and
understanding
where
our
buildings
are
is
one.
E
I
I
What
do
you
think
is
the
the
turnaround
time
for
the
jackson,
man
and
I
it
also
co-co-houses
the
community
center.
So
I
know
this
is
a
very
preliminary
conversation,
but
you
know:
will
it
will
we
envision
rebuilding
the
community
center
on
that
site
as
well,
because
it's
an
integral
piece
of
the
bridge
between
schools
and
the
and
the
community
and
the
community
center
extends
the
school
day
and
and
does
all
sorts
of
complementary
activities
to
what
happens
in
school.
E
We
will
be
submitting
that
this
month
for
the
jackson,
man
building,
we
can
only
submit
one
core
building
project
each
year,
so
we're
planning
to
submit
that
building
next
year
after
the
community
engagement.
So
the
way
the
msba
process
works.
Is
you
start
by
naming
the
existing
school
community
and
then
you
can
submit
to
the
msba
for
a
new
build,
so
that
will
be
our
plan
is
to
try
and
submit
to
the
core
building
next
spring.
E
For
that
parcel,
I
know,
and
I
think
megan
I
saw
you
queuing
up-
I
do
know
that
the
city
has
money
in
the
capital
budget
for
the
community
center
in
austin,
brighton
and
the
public
facilities
department
is
working
with
bcyf
around
that
in
terms
of
the
long-term
sort
of
co-location
at
that
site.
We
are
open
to
it.
I
think
this
is
part
of
the
superintendent's
hub
school
strategies
about
making
sure
we're
leveraging
community
partners
early
and
often
in
everything
that
we
do.
E
H
You
know
we
can't
speak
for
bcyf,
but
we
obviously
talk
to
them
quite
regularly,
and
the
city
of
boston
is
committed
to
ensuring
that
a
community
center
remains
in
allston
brighton,
and
I
think
you
know
it
makes
a
lot
of
sense
to
think
about
how
this
this
could
be
a
model.
The
current
model
that
we
have
could
certainly
be
something
that
works
for
the
future
and
in
this
year's
budget,
is
that
feasibility
is
the
capital
dollars
on
the
feasibility
study
for
bcyf,
so
all
committed
to
all
of
those
things.
A
J
J
E
The
four
major
renovations
are
related
to
our
middle
schools,
so
it's
the
edwards
middle
school,
the
irving
middle
school
in
roslindale,
the
edwards
excuse
me
the
edwards
and
charlestown,
the
irving
and
roslindale
the
timothy
in
roxbury,
and
then
an
ongoing
project
which
is
actually
beginning
construction.
This
summer
is
the
mccormick
middle
school
in
in
dorchester
and
though
the
mccormick
while
we've
been
talking
about
it
for
a
long
time.
This
is
the
first
time
it's
been
in
the
capital
budget
for
us
and
we're
excited
about
that
project.
J
E
Yeah
we
have,
we
have
not
announced
new
high
school
builds
as
part
of
this.
For
two
reasons.
The
first
is
part
of
the
high
school
redesign
is
working
with
the
high
school
heads
of
school
to
understand
what
our
portfolio
needs
to
be
part
of
that
portfolio
is
both
the
geographic
distribution
of
schools
in
matapan.
E
You
know:
do
we
do
we
want
and
need
a
high
school
in
matapan?
I
know
I've
been
budget
director
long
enough
to
have
been
asked.
The
question
by
charles
yancey
and
the
other
question
is:
what
are
the
focus
of
the
different
high
schools?
Do
we
need
an
arts
high
school?
How
many
you
know:
where
should
we
have
a
distribution
of
of
stem
high
schools
as
well?
The
other
reason
that
we
have
not
focused
on
high
schools
in
this
next
in
this
next
wave
is
high.
E
Schools
have
been
part
of
the
major
construction
projects
that
have
that
are
underway
and
have
been
open.
So
we
have
the
boston
arts
academy.
We
have
josiah
quincy
upper
school.
We've
done
some
major
renovations
to
get
acc
in
hyde
park.
The
mccormick
project
is
a
high
school
project.
We
need
new,
modern,
elementary
school
buildings
and
that's
part
of
the
the
strategy
that
we're
emphasizing
here.
J
Yes,
I
am
not
with
me
okay,
so
let
me
just
ask
a
few
more
questions.
Okay,
how
are
we
making
space
for
parents
who
may
not
be
able
to
read
or
write
in
their
native
language
in
terms
of
engagement
would
love
to
hear
some
of
that.
I
know.
Last
year
I
talked
about
language
interpretation
this
year,
I'm
on
the
reading
right
kick
so
I'd
like
to
hear
about
how
you're
engaging
families
who
may
struggle
with
that.
J
Can
you
share
some
feedback
which
informed
budget
priorities
like
how
was
that
feedback
informed?
How
does
bps
take
that
information
and
feedback
giving
from
the
community
and
implement
them
into
their
budget
priorities?
I
know
that
you
guys
are
doing
that,
but
would
like
to
know
some
specifics
about
what
that
looks
like
how
many
families
have
you
reached
through
the
virtual
info
sessions,
and
what
times
are
they
normally
held,
and
I'm
curious?
J
How
are
we
ensuring
that
all
schools
have
a
school,
a
school
site
council,
and
that
these
school
site
councils
are
open
to
parents
from
all
different
backgrounds,
including
parents
who
speak
english?
I
mean
languages
other
than
english
parents
of
students
with
special
education
and
parents
who
maybe
I'm
working
during
nights
and
weekends.
I
know
that
engagement
is
always
hard.
I
would
love
to
hear
a
little
bit
about
that.
D
Hell,
investors,
I'm
going
to
try
to
make
sure
I
capture
all
of
them
and
if
I
miss
any,
let
me
know
in
terms
of
providing
access
both
at
the
school
and
district
level,
for
our
families,
who
may
not
be
literate
in
their
home
language
or
english.
One
of
the
things
that
we
have
been
doing
is
holding
any
of
our
community
engagement
meetings.
D
They
are,
they
have
staff
in
addition
to
staff
on
my
team
who
speaks
some
of
the
the
native
languages
is
our
family,
so
they
are
able
to
provide
support
around
that.
Then
we
also
have
the
district
english
learner
advisory
council
and
and
for
each
of
the
languages,
we
have
a
english
language
advisory
council,
so
we
might
have
one
for
our
spanish-speaking
families.
D
So
when
I
talked
about
the
registration
pieces,
we
run
on
la
mega,
and
you
know
all
these
various
stations
to
provide
information
and
as
we're
thinking
about
essa,
one
of
the
things
we've
talked
about
is
having
some
of
our
staff,
who
speak
various
language
to
go
on
and
do
a
session
to
ask
some
of
the
questions
that
we're
asking
the
community
meetings
as
an
additional
space.
We've
heard
a
lot
from
our
community
about
using
radio,
not
just
our
other
mechanisms.
D
So
that's
that's
kind
of
around
the
engagement
pieces
and
information
access
at
the
district
level
at
the
school
level.
One
of
the
reasons
why
we
did
a
lot
of
vetting
for
our
family
liaisons
in
our
office,
so
that
our
family
liaisons
went
through
two
interview
processes,
first
with
our
office,
to
one
make
sure
that
they
have
the
skill
set
to
be
able
to
actually
do
the
work
that
we're
asking
and
then
two.
We
require
a
language
assessment
to
make
sure
that
they're
actually
proficient
in
the
language
that
they
say
they
are.
D
That
is
so
that
our
families
and
every
last
one
of
our
schools
has
someone
who
can
speak
the
language.
So
we
hire
someone
with
them.
Who
represents
the
majority
language
in
the
school,
particularly
if
those
languages
are
not
represented
among
the
staff.
They
do
a
lot
of
the
work
with
with
with
with
our
school
staff
and
families,
and
so
we're
working
with
them.
To
think
about
how
you
then
do
recruitment
and
not
just
recruitment,
but
retention
for
our
school
parent
councils
and
school
site
councils.
D
What
we
find
is
often
that
you
might,
we
might
do
a
good
job
of
recruiting.
We've
had
some
schools
that
have
done
a
great
job
recruiting,
but
it's
about
making
sure
families
feel
comfortable
being
retained.
We're
also
doing
that
for
our
district
level
councils
like
the
awc
working
group
and
so
making
sure
that
we're
providing
language
access
there,
it's
a
little
more
challenging
and
we
are
able
to
provide
interpretation.
D
D
We
have
to
do
a
little
more
work
to
really
effectively
pilot
with
schools
and
even
with
all
of
our
central
offices,
but
part
of
it
is
to
make
sure
that
we
are
valuing
all
of
our
link,
all
of
our
the
language
of
all
of
our
families
and
not
just
using
english
as
the
the
dominant
language
in
which
we're
we're
holding
things.
And
I
see
the
gavel
up,
I'm
gonna
stop.
A
K
Thank
you,
madam
chair
I'll,
jump
right
into
the
questions.
Let's
start
with
the
irving
school,
when
will
bps
have
a
final
decision
on
how
the
irving
middle
school
building
will
be
used?
I
know
there's
going
to
be
a
community
engagement
process,
but
what
is
the
timeline
that
we're
looking
at
for
for
that
decision?.
E
I
would
say
the
the
sort
of
ideal
would
be
that
you
know
the
plan
is
for
the
irving
to
close
at
the
end
of
next
school
year.
What
we
would
like
is
to
make
sure
that
we
don't
have
time
where
the
building
sits
empty
and
it's
not
under
construction.
So
we
would
like
to
be
in
a
position
where
we
have
at
least
started
design
on
the
new
sort
of
use
by
next
june,
but
I
don't
want
to.
E
E
The
challenge,
of
course,
is
that
there
are
five
or
six
elementary
schools
right
around
there,
who
will
probably
all
want
to
be
part
of
the
the
projects.
We
just
need
to
figure
out
how
to
engage,
make
sure
we're
hearing
from
the
communities
and
setting
forth
the
path
for
all
of
them
to
be
k
to
six
and
then
modernize
the
buildings
in
in
roslindale.
K
And
so
I
think
with
that
answer,
you
sort
of
answered
the
follow-up,
but
bps
is
committed
to
ensuring
that
the
irving
building
remains
a
bps
property
building.
Correct,
yes,
perfect.
The
second
one
is
regarding
the
bps
schools,
which
I
think
councilor
mejia
kind
of
went
into
this
in
terms
of
the
undergoing
the
40.4
million
capital
repairs
in
the
next
year.
My
question
is
more
so,
which
bps
schools
have
had
the
largest
gaps
in
time
since
their
last
capital
repair.
E
That's
a
great
question:
I
I'll
need
to
pull
that
data
and
and
get
back
to
you
in
terms
of
what
we
we
had
published
in
the
last
phase,
two
report:
all
the
capital
projects,
history
from
2013
through
2019,
I'm
that
data
has
not
been
updated,
so
we're
we're
updating
it.
So
it
may
take
me
a
little
bit
of
time,
but
I
will
get
that
answer
to
you.
K
E
Yeah,
so
we,
when
we
did
the
equity
analysis,
one
of
the
things
that
we
realized
is
the
baseline
facilities.
Condition
needs
to
be
the
starting
point
from
which
we
evaluate
the
equity
of
any
given
annual
capital
budget,
and
I
think
this
is
what
you're
getting
at,
which
is.
You
know
it's
one
thing
to
show
that
we're
doing
repairs
to
a
building
it's
another.
If
we're
doing
the
fifth
project
at
a
building
and
the
others
have
not
gotten
any.
E
E
K
Okay
and
then
you
know,
I'm
I'm
a
product
of
bps
and
I
think
the
last
school
when
I
was
in
bps
that
I
remember
getting
built,
was
orchard
gardens
up
by
melania
cass,
and
I
remember
at
the
time
the
thing
that
was
most
striking
to
me
as
a
high
school
student,
but
also
something
that
had
been
mentioned.
A
lot
was
how
closely
our
new
buildings
resembled.
Sort
of
detention.
K
Centers
are
like
literally
sort
of
the
architecture
of
jails
and
prisons
in
terms
of
how
they're,
formulated
and
formatted
the
bells
the
lines,
all
the
different
things
that
we
do
when
we're
putting
significant
capital
into
sort
of
redesigning,
how
we
want
these
buildings
to
appear
and
how
we
want
them
to
affect
learning
and
affect
the
children
in
the
building.
How
much
emphasis
are
we
putting
on
ensuring
that
our
designs
don't
have
that
same
unfortunate
thing?
E
E
K
K
So
that's
both
a
question
and
a
little
bit
of
a
statement,
and
so
I
hope
that
I,
I
guess
the
question
is
when
it
comes
to
the
design
aspect
of
the
irving
and
any
of
these
other
schools.
Is
that
something
other
than
just
saying?
This
is
the
kind
of
school
we
want
when
we
get
to
the
redesign
the
rebuild,
because
we
know
that's
coming
how
much
community
engagement
is
going
to
be
involved
in
that
process
in
terms
of
things
as
small
or
as
big
as
where
windows
are,
and
how
we're?
E
Yeah,
I
think
that's
great
I
I
would
just
emphasize,
I
think,
there's
multiple
phases
of
the
project
that
will
involve
community,
and
this
is
the
type
of
feedback
we
want
from
our
communities.
The
first
is
when
we
built
orchard
gardens.
We
also
built
mildred
ave
and
the
lil
of
frederick.
At
the
same
time,
you
can
see
common
design
elements,
because
that
was
probably
the
last
time
the
district
had
a
building
program.
That
said,
we're
going
to
build
these
schools
in
these
neighborhoods
with
minor
tweaks
based
on
the
community.
E
We
need
to
come
up
with
what
are
design
principles
for
our
k-6
schools.
What
are
our
design
principles
for
7-12
schools,
as
part
of
that
you
will
have
the
opportunity
and,
and
members
of
the
community
will
be
able
to
say
our
design
elements.
Our
design
principles
need
to
be
trauma
informed.
They
need
to
be
open,
they
need
to
be
accessible.
E
E
The
second
part
is
on
a
school
specific
project
like
the
irving.
Once
we
have
identified
what
schools
will
be
part
of
the
project,
one
or
more
of
the
existing
roslindale
elementary
schools,
we
will
then
work
with
the
community
in
a
process
to
design
it
and
it's
a
conversation
with
the
designers
who
then
come
back
with
a
number
of
proposals
and
sort
of
visuals,
and
that's
where
you
see
you
know
drawings,
theoretical
drawings,
which
we're
going
through
right
now
with
the
josiah
quincy.
So
for
people
can
react
to
and
say
I
you
know
this
is
not.
E
This
doesn't
represent
what
we're
looking
to
do
so,
there's
there's
both
the
big
picture.
What's
our
direction
and
then
in
an
individual
project.
What
does
it
actually
look
like
for
the
irving
school?
Because
there
is
there's
a
need
there
to
sort
of
de-institutionalize
the
look
of
that
that
building.
K
K
K
Our
selected
admissions
schools,
but
my
question
on
that
is:
if
the
exam
school
process
continues
without
an
entrance
exam
similar
to
this
last
year,
how
is
bps
planning
on
making
sure
that
students
and
families
are
aware
of
the
opportunity
to
attend
these
schools,
since
I
think
primarily,
the
way
that
that
was
done
was
you
had
to
register
for
the
exam,
and
there
was
like
a
sort
of
a
push
for
registration
for
the
exam.
So
how
is
bps
making
sure
that
families
know
that
there's
an
opportunity
for
these
selective
admissions
schools
moving
forward.
D
We
asked
schools,
bps
and
non-bps
schools
to
share
this
information
as
well
as
many
ways
as
possible
and
again
engaged
and
really
a
bit
of
a
media
blitz,
both
ethnic
media
as
well
as
standard
media,
and
so
you
know
some
of
your
traditional
media
ways
of
getting
information
out
and
for
bps
students.
We
did
additional
outreach
in
terms
of
phone
calls
for
students
who
who
were
eligible.
So
I
think
as
wherever
we
land,
we
know
the
working.
The
task
force
is
still
working
in
terms
of
their
recommendation.
D
That
is
going
to
move
forward
to
school
committee,
but
we
do
expect
to
not
to
shift
or
reduce
the
amount
of
outreach
that
we've
done
this
year.
We
found
it
to
be
very
effective
and
particularly
a
lot
of
families
of
color,
who
we
had
probably
would
not
have
reached
before
before
talked
about
some
of
the
mechanisms,
including
some
of
the
personal
phone
calls
and
the
use
of
ethnic
media
that
were
helpful.
K
So
I
appreciate
that
the
one
suggestion
I
would
have
is
maybe
it
makes
sense
to
just
include
every
sixth
or
well
rather,
seventh
grader
or
ninth
grader
eighth
grader,
going
into
that
every
sixth
grader
going
into
that
into
the
pool
automatically,
so
that
they're
instead
making
a
decision
as
to
whether
or
not
they
want
to
attend,
not
whether
or
not
they
want
to
apply
so
they
just
know
that
they
have
that
decision
made.
I
think
that
would
be
helpful.
Thank
you,
madam
chair
I'll.
Leave
it
there.
A
L
Thank
you,
madam
chair
and
hi
everyone,
and
thank
you
for
the
presentations
it's
horrific
to
be
on
zoom
when
it's
80
degrees
outside.
So
really
thank
you
to
each
and
every
one
of
you.
I
just
continuing
on
build
bps,
I'm
going
to
keep
saying
that
the
sarah
greenwood
I
am
prioritizing
that
school
as
just
needing
immediate
repairs.
L
I
know
I've
been
in
touch
with
the
district,
as
well
as
my
chief
of
staff
about
the
greenwood,
but
want
to
lift
it
up
in
the
budget
hearing
as
well,
but
continuing
sort
of
in
a
line
of
questions
related
or
similar
to
my
council.
Colleagues,
for
the
schools
that
are
school
buildings
that
are
prioritized
are
coming
sort
of
by
by
october.
E
E
It
needs
to
have
a
library
and
we
need
an
assessment
of
which
are
the
buildings
that
are
furthest
from
them
and
then
there's
just
basic
facilities,
conditions,
which
are
the
buildings
that
we
are
think
are
the
biggest
challenge
or
biggest
sort
of
risk
of
becoming
the
next
jackson.
Man,
there's
gonna,
be
a
balance
of
those
and
then
there's
gonna
be
a
question
about
like
okay.
E
If
it
has
the
educational
facilities
that
we
need,
but
it
needs
to
be
upgraded
in
terms
of
just
repairs,
then
we
may
be
prioritizing
those
buildings
for
for
repairs,
and
so
in
october
it's
not
going
to
be
an
answer.
It's
not
going
to
say
these
are
the
next
10
schools
that
are
going
to
be
built.
It
is
going
to
be
the
start
of
a
transparent
list
of
saying
here
are
the
ways
that
we
could
prioritize.
L
Okay,
so
that
sort
of
being
nate
developed
but
so
sort
of
to
be
determined
in
many
ways
right.
That's
probably
okay,
because,
as
you
can
imagine,
when
it
comes
to
family
students,
folks
only
want
to
see
not
only
just
the
level
of
transparency
be
better,
but
also
have
a
sense
of
what
the
prior
prioritization
is
going
to
look
like
and
then
how,
of
course,
they
can
weigh
in
as
well.
So
that's
that's
helpful.
We'll
continue
to
stay
in
contact
on
that.
L
The
other
question
I
have
is
on
the
timmelty
that
was
my
middle
school.
It's
a
lot
of
emotions
with
respect
to
that
middle
school,
incredible
institution,
and
I
think,
even
as
the
district
was
planning,
these
transitions
from
you
know
to
a
k-6
k-8
model.
There
are
a
lot
of
folks
who
are
really
pushing
back
on
keeping
the
middle
school
separate,
and
the
timothy
was
one
example
of
that.
You
know
those
sort
of
middle
middle
years
in
the
need
to
create
a
separate
space
for
students.
L
So
obviously
it's
closing
and
slated
to
close
next
year,
but
in
the
meantime,
you
have
a
population
of
students
right
they're,
going
to
need
a
lot
and
there's
only
so
much
resource
you
can
pour
in
it's
almost
like
the
edwards
right
before
you
have
to
transition
these
families,
one
by
one
to
a
school
of
their
choosing.
So
what
does
that
transition?
E
E
They
are
seeking
other
configurations
that
the
district
has
expanded
over
the
last
decade,
including
commonwealth
charter
schools,
that
there's
not
enough
students
to
maintain
the
robust
experience
that
you
may
have
had
at
the
timothy,
and
so
we
need
to
make
a
change,
because
it's
not
just
about
the
money.
It's
not
just
about
the
staff.
E
It's
about
the
the
sort
of
full
community
and
you
know
a
lively,
fully
enrolled
school
building,
and
so
that's
part
of
our
motivating
for
change
is
before
enrollment
declined
to
the
point
where
it
becomes
really
a
sort
of
unfortunate
student
experience.
We
wanted
to
make
this
change
and
transition
the
schools
and
that
that's
really
the
push
that
we've
made
and
why
we
decided
to
to
transition
the
irving
and
the
timothy
at
the
end
of
next
school
year.
L
That
that's
helpful
and
and
we'll
stay
in
contact
with
you
guys,
a
little
emotional.
I
will
tell
you
but
very
helpful
and
then
the
last
question
is
just
it
was
from
the
previous
budget
hearing
on
advanced
work
class
excellence
for
all
a
lot
of
parents
wanting
to
know.
Sometimes
I
think,
there's
just
confusion.
You
know
what
is
is
awc
being
phased
out
when
what
does
that
look
like?
What's?
D
Thank
you
for
that
question.
So
there
is
kai,
there's
currently
a
working
group
that
the
superintendent
commissioned
to
take
up
the
question
of
what.
Where
do
we
move
forward
with
awc
in
light
of
declining
enrollment
and
lighting
of
the
desire
of
a
lot
of
families
to
have
such
a
program,
as
well
as
in
light
of
efa
excellence
for
all,
as
a
program
and
understanding
the
value
that
that
has
brought
to
many
of
our
schools?
And
so
that
working
group
is
currently
meeting
on
a
weekly
basis.
D
So
we
expect
that
they
will
have
a
recommendation
to
the
superintendent
by
the
by
the
end
of
the
school
year
that
the
superintendent
will
then
bring
recommendation
to
the
school
committee.
So
we
for
families
who
are
going
through
the
process
this
year
they
did
have
options
and
access
to
programs
in
terms
of
transferring
into
one
of
the
existing
awc
schools,
of
which
there
are
only
five
left.
D
L
Thank
you,
that's
very
helpful,
and
going
back,
I
guess
I
neglected
to
say
this,
and
this
is,
I
guess,
for
you,
nate,
just
as
the
district
is
planning
on
what
to
do
with.
You
know
irving,
timothy,
all
of
the
various
buildings,
I'm
assuming
it's
going
to
be
a
part
of
this
larger
conversation
around
the
infrastructure,
build
bps
conversation
as
well.
The
timothy
was
sort
of
being
put
into
that.
H
I
I
just
think
you
know
I
want
to
lift
up
something
you
know
counselor
campbell
said
about
this
is
being
this
is
emotional
right
and-
and
we've
talked
a
lot
about
this
at
bps
here
about
these
difficult
decisions
that
we're
making
right
now
that
are
really
hard
really
hard
for
family.
It's
really
hard
for
staff
really
hard
for
communities,
and
I
want
to
acknowledge
that-
and
I
want
to
you
know,
emphasize
our
commitment
to
really
supporting
these
families
through
this
transition.
H
But
these
decisions
are
the
decisions
that
we
need
to
make
now
to
keep
the
district
moving
forward
in
the
right
direction,
and
you
know
I
think
that
this
is
just
these
are
the
hard
things
in
a
hard
time.
I
said
this
the
other
day
that
you
know
we're
we're
providing
more
uncertainty
in
an
already
uncertain
time,
and
that
doesn't
feel
good,
and
there
are
a
lot
of
questions
that
counselors
have
raised
here
today.
H
That
are
very
valid
questions
that
we
don't
have
complete
answers
to,
because
we
still
are
committed
to
doing
this
real
community
engagement
to
determine
these
things,
and
so
I
think
that
you
know,
while
it
might
seem
like
we
don't,
have
a
plan
for
each
each
school,
it's
it's,
because
we
have
to
talk
to
folks
about
what
that
actually
looks
like.
So
I
just
really
want
to
emphasize
that
this
is
an
authentic
community
process
that
we
have
to
go
through
together.
Obviously
you
know
we
have
some
ideas.
L
I
appreciate
that
megan
and
and
and
not
only
the
you
know,
we
talked
about
this-
the
need
for
bps
to
over
communicate
to
families
a
real
sense
of
just
trust
in
community
and
how
to
rebuild
being
authentic
people.
Rather
here
I
don't
have
a
plan
just
yet
then
to
pretend
you
do
or
that
you're
cooking
one
up
somewhere
and
then
gonna
just
sort
of
give
it
to
them
versus
including
them.
So
this
is
all
very
helpful
and
I
appreciate
the
responses
and
we'll
stay
in
touch
with
you
guys.
Thank
you.
Thank
you,
madam
chair.
A
A
M
E
The
o'donnell
playground-
I
don't,
there's
no
there's
no
current
project
for
a
sort
of
schoolyard
improvement.
The
major
upgrade
of
the
o'donnell
playground
as
of
right
now-
and
I
don't
see
them
list
for
the
repairs,
but
I
think
I
know
that
there
was
a
recent
conversation
around
the
condition
of
it.
So
you
would
ask
about
it
in
the
context
of
the
community
preservation
act
and
potentially
pursuing
that
we
do
not
currently
have
a
capital
project
for
the
o'donnell
playground.
Right
now,.
M
So
it
is
a
bit
disappointing
because
of
the
injury.
I
think
that
happened
there
and
I
do.
I
do
think
it
is
worth
a
breakdown.
I
know
you
mentioned
that
there
was
a
process
or
some
sort
of
project
or
I
way
in
which
you're
betting,
which
schoolyards
are
getting
upgraded.
So
do
you
have
a
list
of
those
school
yards
that
are
getting
upgraded
this
year.
E
I
do
have
a
list
of
the
current
schools
that
are
part
of
the
school
yard
initiative
that
we
can
share
with
you
and
then
the
schoolyard
repairs
are
the
part
where
we
are
doing
different
different
projects
to
either
resurface
a
playground
or
make
a
a
fix
to
an
existing
playground
we
can
share
on.
We
can
share
that
there's
also,
I
will
say
so
part
of
the
I
mean
we
do
have
a
challenge
around
using
data
to
really
inform
and
and
and
put
a
a
plan
together
for
our
capital
project.
E
The
other
thing
that
we
do
is
we
do
maintain
a
certain
reserve
for
us
to
be
able
to
identify
capital
repairs
that,
as
we
sort
of
either
discover
an
issue
or
something
breaks
that
we
can.
We
can
have
some
flexibility
around
that.
So
I
can
flag
the
o'donnell
again
with
the
team
and
just
what
I
you
know,
one
of
the
challenges
that
we
always
have
and-
and
we
this
carries
over
from
the
operating
principle
too,
which
is,
if
we're
going
to
do
it
for
one
school.
E
We
want
to
find
all
schools
in
similar
situations
and
be
able
to
fund
them,
and
I
think
this
has
been
a
real
threat
to
equity
on
the
capital
side
and
our
ability
to
sort
of
be
data
driven
in
how
schools
get
selected
and
put
on
a
plan.
So
that
was
a
long
winter
way.
Saying
I'll.
Send
you
the
list
of
schools
that
are
on
the
current
plan
and
then
we
need
to
again
it.
M
Yeah,
it
is
a
concern
I
mean
I
would
say
how
donald's
incredibly
diverse,
and
I
would
I
don't
think
that
you're
going
to
find
an
equity
issue
in
terms
of
it's,
it's
being
prioritized
over
other
schools
that
may
have
less
resources.
The
o'donnell
has
been
waiting
a
while
for
some
upgrades
in
and
outside
of
the
building,
and
I
think
in
east
boston.
We
have
some
of
the
oldest
buildings
stock
in
terms
of
bps
schools.
So
I
do
appreciate
that
you
guys
started
the
lunch
program
in
east
boston
and
helped
to
build
that
out.
M
E
We're
in
the
fourth
year
of
that
the
fourth
is
the
fourth
phase
of
that
and
finalizing.
There
were
19
additional
cafeteria
projects
that
will
be
done
this
summer
and
there
are
a
handful
of
schools
where
we
are
not
able
to
complete
the
projects
this
summer.
But
we
will.
That
is
you
know
and
as
you,
it
has
been
a
major
accomplishment
of
the
bill
bps
to
be
able
to
roll
out
what
is
what
was
formerly
known
as
my
way
cafe
and
and
and
you're
right.
E
That
is
a
great
example
actually
of
a
district-wide
initiative
that
we
were
launching
and
one
where
we
used
equity
to
be
the
driving
force.
So
we
started
by
using
our
opportunity
index
to
identify
the
highest
needs
neighborhoods
and
where
we
saw
the
biggest
gaps
between
what
we
wanted
for
cafeterias
and
access
to
fresh
foods
and
where
we
had
it
and
east
boston.
You're
right
has,
I
think,
the
oldest
average
school
age
buildings.
M
M
I
learned
that
that
skill
set
in
law
school-
I
mean
that
was
that
was
that
was
in
par
excellent,
but
anyway,
looking
at
some
other
points
now
I
know
we
we
have
resolved
the
issue
on
the
bus
buses,
the
bus
lot
and
the
owens
lot
in
terms
of
bps
school
bus
is
no
longer
being
there.
I
am,
I
am
still
concerned
about
looking.
Oh
no,
I'm
sorry
counselor
bach.
This
is
probably
more
fitted
for
our
bus
transportation.
M
M
E
There's
certainly
the
potential
for
us
to
to
to
solve
some
challenges
for
the
worm
prescott.
The
warren
prescott
does
have
temporary
modulars
that
were
there
to
add,
as
they
they
had
some
increased
enrollment
needed
to
address
classroom
space.
We
leased
those
modulars.
There
was
a
three
year
lease
with
the
option
to
extend
two
more
years,
so
it's
not
a
pressing
need
to
replace
those
modulars
from
a
budgetary
perspective.
E
So
I
do
think
that
that
one
of
the
opportunities
that
we
would
or
conversations
we
would
have
with
the
community
around
the
edwards
building
is
how
might
we
think
about
using
the
edwards
building
as
a
compliment
to
the
warren
prescott,
in
the
same
way
that
we
would
ask
the
same
question
of
the
harvard
kent
as
well.
I
mean
the
nice
thing
about.
Charlestown
is
there's
there's
not
that
many
schools
that
we
would
be
talking
about.
So
it's
a
much
more
limited
set
of
options.
M
But
I
wanted
to
highlight
that
as
a
concern
as
we're
going
to
be
developing
more
on
the
waterfront
in
east
boston
and
then,
finally,
if
you
could
just
repeat
for
me
the
build
out
schedule
for
the
high
school
for
the
seven
for
this
fall,
it's
it's
happening
this
summer,
right
or-
and
maybe
I
mean
if
you
want
to
give
me
more
details
about
specifically
what
that
bill.
That
looks.
I
see
the
gavel,
so
you
can
send
this
to
me
later.
M
F
F
Okay,
many
of
my
schools
in
my
district,
such
as
the
perkins
school,
the
condon,
the
blackstone
in
particular
they're,
located
almost
within
bha,
like
the
perkins,
is
literally
located
in
the
bha
development.
The
continent
is
located
in
bha
development
and
the
in
the
blackstone
is
located
across
the
street
from
from
the
cathedral
and
basically
across
the
street,
also
from
villa
victoria.
It's
not
it's,
not
bha
property,
just
down
the
road
from
castle
square.
F
Why
are
we
watering
down
the
awc
program
if
it's,
if
it's
effective
and
are
we
able
to
give
some
of
these
students
that
go
to
some
of
these
schools
or
live
in
public
housing,
an
opportunity
to
be
engaged
in
the
awc
program
such
as
me?
You
know
if
you're
living
at
the
cathedral,
public
housing,
do
you
do
you
deserve
a
shot
at
a
at
the
awc
program?
F
D
D
The
working
group
that
is
working
on
this
issue
is
really
looking
at.
How
do
we
expand
access?
So
to
your
question
of
how
do
we
ensure
that
more
students
are
able
to
access?
It's
really
looking
at?
How
do
we
expand
access
to
rigor,
which
is
what
our
families
have
been
asking
for
for
awc?
Specifically,
we
do
see
we
have
seen
declining
enrollment
over
the
years,
which
is
why
we
want
to
think
about
what
are
the
effective
pieces
around
a
rigor
that
we've
learned
from
awc?
D
So
I
think,
in
terms
of
awc
we
we
can
always
come
back
with
data.
I
think
the
question
is
not
about
whether
awc
does
prepare
our
students,
and
in
fact
I
will
say
we
have
awc,
has
mixed
models
for
many
years.
We
have
run
what
we
call
hybrid
models,
where
it
is
not
just
students
who
tested
into
awc,
which
tells
us
that
all
of
our
students
have
given
access
to
rigor
can
can
meet
that
bar.
F
Does
that
program
need
to
be
expanded,
the
awc
program
I
I
would,
I
would
support
expanding
it,
and
here
we
are
in
budget
season.
If
we
need
money
for
the
budget
to
expand
a
program,
let's
let's
advocate
for
it,
but
if
it's,
if
it's
working,
if
it's
successful,
you
know
I
would,
I
would
advocate
for
expanding
a
program.
That's
that's
working
I've.
Always
I've
always
advocated
for
something.
That's
that's
working.
D
Yeah
and
I
think
the
the
to
expand
the
program
where
we're
seeing
declining
enrollment
is
part
of
the
challenge.
So,
while
while
we
know
that
some
families
really
are
seeking
access,
we
do
see
that
enrollment
awc
has
declined
significantly
over
the
years,
and
so
as
we're
making
decisions.
We
want
to
make
sure
we
provide
access
to
rigor,
but
in
a
way
that
our
families
will
actually
take
advantage
of
the
opportunity.
F
F
I
share
mary
ellen
the
comic
with
frank
and
west
broadway
and
I
have
old
colony.
I
have
villa
victoria
they've,
villa
victoria
castle
square
west,
nine
street.
Obviously
the
south
end
is
one
one:
half
subsidized
housing
throughout
the
whole
south
end,
so
I
I
just
need
to
do
my
due
diligence
of
advocating
for
my
my
constituents
as
well.
H
Yeah,
I
was
just
going
to
say
I
just
want
to
make
sure
I'm
really
lifting
up
with
what
chief
roberts
is
saying,
because
it's
good
practice
in
public
policy.
As
you
know,
when
you
start
to
see,
you
know
enrollment
declines,
to
ask
the
question
of
why
and
what
can
we
be
doing?
So
I
really
think
here
what
we're
doing
with
awc
is:
we've
we've
kept
the
the
classes
that
we
have,
but
we're
really
asking
ourselves
the
question
of
how
do
we
expand
this
to
this
opportunity?
H
F
Okay,
then,
then,
my
final
question
is
what
what
public
outreach
are
we
doing
to
their
parents
and
in
public
housing
throughout
the
city
in
making
sure
that
programs
are
available
to
to
these
parents
that
are
that
may
or
may
not
speak
english?
They
may
or
may
not
have
a
computer
they
may
or
may
not.
F
F
F
Because
you
see
you
see
how
public
housing
some
of
the
mail
is
just
left
on
top
of
of
the
of
the
mail
slot.
I
want
to
make
sure
my
constituents
receive
the
same,
the
same
level
of
services
as
other
constituents
do
and
at
times
I
don't.
I
don't
think
they
do
so.
I
want
to
know
how.
How
are
we
reaching
these?
These
families.
D
I
can
take
that
one,
so
I
think
some
of
the
things
you've
talked
about
is
is
why
we're
experimenting
with
different
types
of
outreach
and
particularly
leveraging
ethnic
radio.
That's
one
of
the
biggest
pieces
of
feedback,
as
the
superintendent
has
engaged
in
almost
two
years
of
human
engagement.
It's
really
about
how
do
we
leverage
ethnic
media
that
our
families
are
using,
and
so
we
are
doing
that.
We're
also
experimenting
with
new
things,
such
as
geo,
fencing
and
really
being
able
to
have
ads
pop
right
up
on
family's
phones.
D
A
lot
of
our
families
are
using
streaming
services,
so
we're
going
to
where
our
families
are
using
services,
in
addition
to
leveraging
partners
within
a
community
who
are
servicing
our
families
and
have
the
relationships
on
a
deeper
level
than
we
might
even
have
as
a
district.
So
those
are
some
of
the
ways
I
see
the
gavel
ups,
I
don't
want
to
go
on
for
too
much
longer,
but
those
are
some
of
the
ways
and
again
where
we
have
historically
also
have
gone
to
some
of
our
public
housing
to
do
information
sessions.
F
Yeah
that
would
be
helpful.
I
was
actually
talking
to
kenzie
about
that
unity
day
is
one
of
the
best
days
in
the
city,
and
maybe
maybe
bps
can
join
bha
and
have
a
a
they
are
providing
some
information
about
some
of
the
services
that
you
provide,
certainly
I'll,
be
there
at
the
unity
days,
and
maybe
we
could
coordinate
and
and
get
a
list
of
them
and
have
a
bps
presence
there
about
what
services
might
be
available
to
to
residents.
F
A
All
right
councillor
flynn
you're,
certainly
not
the
first.
So
thank
you
all
right
and
I
totally
agree.
I
think
I
think
there
there's
always
room
for
more
coordination
between
bps
and
bha.
I
think
we've
come
to
me
so
I'll
ask
some
questions
and
then
for
counselors
who
are
still
here.
I
will
do
a
quick
second
round
as
well.
So
if
you
have
any
more
questions
I'll
come
back
to
you,
I
said
myself
alarms.
Otherwise
I
lose
track.
E
Those
like
my
way
cafe
we're
hoping
to
be
three
to
four
years
projects
where
we
go
and
upgrade
across
the
district,
in
which
case
we
can
then
move
on
to
the
next
upgrade,
and
so
in
terms
of
the
detail
of
what's
actually
committed.
I
I
can
go
back
and
work
with
obm
to
pull
what
is
the
latest
cash
flow
in
terms
of
committed
project
versus
available
sort
of
to
be
allocated
for
the
remaining
10
years?.
A
A
Make
in
this
year's
capital
vote,
I
know
that
right
like
because
it's
you
know
we're
voting
on
the
continuation
of
projects
that
are
mostly
already
been
in
the
mix
right,
but
I
just
want
to
flag
that,
for
the
council
like
there
needs
to
be
that
kind
of
quantitative
sketch
of
where
we're
going
at
a
strategic
level
in
terms
of
the
portion
of
our
of
our
of
our
sort
of
debt
limit
and
stuff
that
this
is
going
to
take
up,
because
it's
exciting,
it's
also
competing
with
us.
You
know
wanting
to
get
more.
A
We're
talking
about
the
climate
plan
right,
like
I'm,
I'm
a
big
like!
Oh
my
gosh.
How
do
we
maximize
the
capital
spending
we're
doing?
Because
I
think,
like
everything
you
build
in
a
city
as
you
are
seeing
you
use
for
100
years,
and
so
it's
always
worth
it
to
build
it
today,
but
you
can't
crowd
out
the
operating
spending,
because
we
need
the
operating
spending
for
everything
else
that
that
you
all
want
to
do
right.
So
so
I
guess
I
just
want
to
flag
that.
E
Yeah
absolutely-
and
I
would
say
you
know
one
of
the
big
things
about
bill
bps
that
was
sort
of
a
game
changer
for
us
as
a
district
was
the
city
coming
to
us
and
saying:
okay,
we're
going
to
make
a
10-year
billion
dollar
commitment,
lay
out
what
your
plans
are
within
this
cash
flow
every
year
before
time
before.
That
was
really
about
annual
appropriations
or
one-off
projects.
So
we
didn't,
we
didn't
sort
of
have
the
the
runway
or
the
the
the
ability
to
go
and
say:
okay,
here's
how
we're
going
to
lay
this
out.
E
We
then
very
quickly
got
into
a
few
building
emergencies
and
we
needed
to
address
some
of
the
configuration
changes
and
now
we're
moving
into
that
phase.
Where
we're
about
to
say,
okay,
what
is
the
long-term
building
plan?
How
many
buildings
do
we
need?
What
will
be
the
cost
of
those
buildings
so
that
we
can
then
do
exactly?
E
What
you're
saying
is:
ask
the
community
for
a
commitment
to
us
to
build
these
schools
every
single
year
and
if
communities
come
back
and
say
you're
not
getting
to
our
school
fast
enough
advocate
for
us
to
get
the
more
capital
dollars,
but
right
now
I
think
it
is
a
limitation
that
when
we
say
if
we
got
more
capital
dollars
what's
next
in
the
queue,
how
do
we
know
that's
the
right
school
to
build
next?
How
do
we
know
that?
E
That's
equity
is
informing
this
decision,
and
so
that's
why
we're
excited
about
this
next
phase
of
just
being
very
transparent
about
this
is
the
queue
of
schools.
This
is
when
we
think
we're
going
to
get
to
every
school
in
terms
of
large
chunks,
but
it's
a
daunting
task,
but
I
appreciate
what
you're
what
you're
advocating
for,
which
is,
you
know
really?
E
How
do
we
ensure
that
we're
being
fiscally
responsible
and
not
asking
bps
to
sort
of
fit
in
the
margins
of
the
capital
plan
for
the
city
that
we're
a
core
part
of
it?
And
I
would
say,
that's
on
us
as
a
district
to
get
organized
more
than
it
is
on
the
the
public
facilities
department,
city
budget
office.
E
Schedule
the
sort
of
the
draft
schedule
being
the
the
these
are
the
schools
that
are
in
the
next
bucket,
and
we
start
thinking
about
the
sequencing
of
you
know.
The
different
versions
of
this
is:
if
we
prioritize,
you
know,
geographic
distribution.
This
is
if
we
prioritize
high
schools
so
that
next
year,
when
we
get
into
the
capital
budget,
we
start
to
ask
for
the
next
two
or
three
projects
that
are
going
to
be
launched.
You
see
how
that
information
and
a
greater
sense
of
cash
flow
come
in
together.
E
A
A
Of
using
our
using
our
public
sites
and
buildings
for
public
purposes-
and
you
know
keeping
that
so
I
think
it's
great
that
as
you
guys
talk
about
the
portfolio
you're
thinking
about
you
know
how
do
we
reposition
what
the
school
is
doing,
but
we're
still
gonna
right?
We're
gonna
have
a
school
at
that
site
where
the
jackson
man
is
in
the
long
run
right
that
kind
of
thing.
A
But
it
does
help
solve
another
need
of
the
city
who
got
a
zero
land
cost
right
and
so,
and
there
might
be
some-
and
you
know
we
all
see-
the
impact
of
a
lack
of
housing,
affordability
on
our
bps
families,
so,
depending
on
the
mix,
that's
sort
of
two
different
types
of
solution
and
problem.
But
I
am
curious
nate
as
you
embark
on
this
as
this
on
this
kind
of
you
know,
grand
build
bps,
2.0
thing
where
your
guys
is
thinking
about
that
is.
E
E
How
do
we
get
involved
in
these
projects
when
it
is
a
a
private
parcel
and
there's
an
opportunity
for
community
mitigation?
How
do
we?
How
do
we
leverage
those
projects?
And
then
I
know
we've
had
some
conversations
really
preliminary
stage
around
our
existing
school
sites.
Those
that
have
high
value
could
we
think
about
doing
some
sort
of
schools
with
community
housing
or
community
benefit
on
the
on
the
top
in
their
higher
density.
E
You
know
it's
still
too
early
to
say
that
we're
definitely
going
to
be
moving
in
that
direction,
but
it
is.
It
is
something
that
we
should
and
will
continue
to
explore,
because
I
do
think
to
your
point
about
the
cash
flow
when
we
are
launching
something
of
this
scale.
When
we're
talking
about
doing
something,
this
transformative,
we
need
to
be
creative,
because
land
is
not
exactly
plentiful
throughout
the
city,
and
so
we
need
to
immediately
start
to
figure
out.
A
Yes,
and
I
would
just
say
that
I
think
that
it
is
a
place
where
bps
cannot
stand
apart
and
what
I
mean
by
that
is
like
the
like.
You
guys
are
used
to
you.
Write
you've
got
school
committee
you're
a
huge
entity
you're,
so
right,
like
you're,
used
to
doing
a
lot
of
things
off
on
your
own,
but
like
when
you
talk
about
land
acquisition
and
site
like
control
like
right,
that's
bpda!
When
you
talk
about
like
you
know,
a
bunch
of
the
a
bunch
of
the
scheduling
and
stuff.
A
H
A
On
on
all
of
the
on
on
housing
on
all
the
building
that
we're
trying
to
do
on
the
on
the
public
side,
so
I
just
think
that-
and
I
guess
my
point
is,
it
seems
like
if,
if
bps
is
going
to
do
like
you
know,
coherent
long-term
capital
planning,
then
it
would
be
silly
if
it
took
bps
10
years
to
get
to
the
place
of
like
where
the
city
has
gotten
to
with
housing
on
public
assets
is
like.
Oh
wait.
Hang
on
like
we.
A
Affordability,
if
we
don't
have
any
land
costs
right,
like
there's
like
a
whole
and
or
like
the
boston
housing
authority,
has
gotten
to
the
high
density
cross
subsidization
side
right.
So
I
just
feel,
like
all
of
our
city.
Agencies
should
be
in
close
enough
connection,
that
there
isn't
a
five
to
ten
year
lag
on
like
learning
some
of.
H
A
E
E
We
need
to
coordinate
with
them
and
and
I'm
looking
forward
to
to
getting
their
help
because
we
are
asking
this
is
going
to
be
a
community-wide
effort
to
upgrade
and
make
sure
that
our
students
have
have
the
buildings
that
they
deserve,
and
we
are
you
know
for
too
long.
This
city
has
has
not
built
schools
and
has
we
you're
exactly
right?
We
cannot
wait
another
10
years
to
make
sure
that
we
are
sophisticated
in
how
we
approach
this.
So
I
appreciate
that
and
look
forward
to
those
conversations.
A
I
J
Yes,
thank
you,
counselor
bach,
for
that
lightning
round
of
good
questions
to
nate
kept
him
on
his
toes
and
even
his
filibusting
was
worth
listening
to
right
now.
So
thank
you.
Nate
I'm
teasing
you,
but
I
I
do
think
that
you're
on
to
something
in
terms
of
really
thinking
about
how
we
build
and
being
intentional
about
that
building.
J
You
know
issues
as
well
as
our
building
right,
so
not
to
say
that
the
teachers
are
going
to
live
where
they
teach,
but
just
to
really
be
thoughtful
about
what
this
looks
like
moving
forward,
because
you
know
in
every
hearing.
I
talk
about
the
fact
that
a
lot
of
folks
are
feeling
this
place.
They
can't
afford
to
live
here
in
the
city
of
boston.
J
A
lot
of
these
things
are
tied
into
our
schools,
so
if
there
is
a
pathway
that
we
can
build
with
more
intentionality,
where
we
can
also
look
at
the
housing
crunch
that
we
see,
I
think
that
you
might
find
a
win-win
nate
there.
I
really
do
think
that
you're
you're
onto
something
there
and
then
I
also
do
agree
with
counselor
box,
like
we
get
35
hearings
all
back
to
back
and
we
have
to
like
read
a
20
000
page.
J
You
know
bible
and
you
know,
then
we
do
these
mad
dash
hearings
where
we
spend
seven
minutes
per
person,
and
it
just
feels
like
a
bit
of
a
rush
to
really
talk
and
be
thoughtful
about
these
big
dollars
right
and
I
think
a
lot
gets
lost
in
this
process.
So
if
there
was
a
way
counselor
bach-
and
I
know
that
the
charter
will
probably
forbid
anything
from
happening
differently,
but
I
I
just
think
even
if
we're
having
working
sessions
with
bps
earlier,
like
let's
just
once,
this
budget
gets
voted
on
in
june.
J
If
we
can
set
up
a
series
of
conversations
and
we
can
be
more
engaged
in
in
those
dialogues
or
if
there's
ways
for
us
to
participate,
nate
and
some
of
these
community
conversations
that
you're
having,
I
think
it
would
just
be
helpful
to
have
a
of
some
voice
in
in
that
space.
That
kind
of
helps
us
think
through
what
you
all
are
thinking.
J
Why
you're,
making
the
decisions
that
you
that
you're
making,
because
it
all
makes
sense
right,
but
but
I
just
do
think
that
there
is
definitely
an
opportunity
for
us
to
lean
in
a
little
bit
earlier,
so
that
we're
not
trying
to
rush
this
process
and
make
decisions
that
are
going
to
impact.
So
many
of
the
families
that
we
want
to
support.
E
Yeah,
I
would
just
say
at
the
risk
of
jumping
into
another
filibuster,
the
the
one
thing
that
I'm
feeling
around
the
capital
budget
as
we
started
to
try
and
be
more
transparent
with
it
is.
You
know
we
did
a
hearing
with
the
school
committee.
We
did
a
presentation
to
the
school
committee.
That
was
both
way
too
long
and
not
long
enough,
and
so
people
have
been
eager
to
get
deep
information
about
all
of
these
different
pieces.
What
is
the
schoolyard
initiative?
How
many
schools
are
on
it?
E
What
we're
trying
to
do
is
lay
out
our
big
strategy
so
that
we
can
have
this
ongoing
dialogue
and
build
a
common
understanding
so
that
you're,
not
sort
of
being
you
know,
fed
through
a
fire
hose
right
now
of
information
around
new
builds
and
school
yards
and
libraries,
and
then
how
do
we
make
that
information
more
accessible
and
megan
is
constantly
telling
me
to
say
less
but
mean
more,
and
so
it's
like
how
do
I?
How
do
we
simplify
it?
E
For
families,
so
they
understand
the
impact
on
their
students
and
and
at
the
same
time,
make
sure
people
know
that
there's
a
comprehensive
plan.
So
I
appreciate
your
interest
in
in
joining
us
and
I
think,
certainly
the
community
dialogues
are
intended
to
be
better
opportunities
for
for
the
community
to
engage
and
know
on
a
limited
set
of
schools.
What
is
the
deep
impact
that
we
plan
to
have
through
the
capital
planning
process.
J
Yeah
and
then
the
last
thing
that
I'd
like
to
add
and
advocate
for
is
that
we
also
think
about
the
educators
who
are
in
these
buildings
in
terms
of
design,
because
I'm
sure
they
have
lots
of
feedback
in
terms
of
how
their
classrooms
are
set
up,
not
just
so
much
what
we're
missing.
But
I
just
think
that,
if
there's
opportunities
for
more
engagement
with
our
educators,
I
think
that
that
intentionality
will
go
a
long
way
and
also
about
that
building,
trust
and
creating
that
model
of
like
inclusivity
for
all
yeah.
J
I
think
that
would
be
helpful
and
young
people
too,
they
shouldn't
be
designed.
They
should
be
working
in
collaboration.
I
know
that
I'm
then
chief
of
education,
ron
dorsey,
did
a
lot
of
work
around
design
and
engaged
a
lot
of
youth
in
that
process.
So
I
just
think
that
that
model
resonated,
and
so,
if
there's
more
opportunities
for
us
to
engage
young
people
in
these
conversations
too,
I
think
it.
J
It
also
build
the
workforce
development
pipeline
for
young
people
to
get
into
these
types
of
careers,
and
I
also
think
that
madison
park,
which
you
know
I'm
always
going
to
talk
about.
I
think
that
we
should
figure
out
ways
to
include
some
of
those
students
in
these
conversations
and
and
having
them
work
in
terms
of
the
design
phase.
J
E
Thank
you.
I
will
definitely
bring
in
one
of
my
doctoral
fellows
fellow
colleagues
to
help
you
with
that,
but
yeah.
I
think
you
know
and
they're
when
you
look
at
other
districts
and
their
capital
planning,
they
have
all
of
these
programs.
That
really
are
are
how
do
you
incorporate
and
require
projects
to
include
madison
park,
and
michelle
silverio
was
here
at
the
earlier
hearing.
E
What's
important,
how
do
they,
how
do
they
interact
with
the
environment
that
they're
in
and
I
so
I
think,
whether
it's
embedded
in
the
curriculum
or
whether
it's
part
of
the
community
process?
We
have
to
be
hearing
the
voice
of
our
students,
because
they're
going
to
be
the
the
ones
innovating
and
and
really
holding
us
accountable
for
making
sure
the
environment,
respects
them
and
and
empowers
their
learning.
J
H
F
Yeah,
thank
you.
Councilwook,
hey
nate
nate,
I
talked
to
last
week.
I
was
commissioner
morales
at
bcyf
about
the
blackstone
and
I
wanted
to
see
if
I
could
work
with
your
team
really
facilities
team,
maybe
about
doing
a
report
on
any
outstanding
maintenance
that
blackstone
may
have,
whether
it's
bcyf
or
it's
public
schools.
F
E
F
F
So
when
you
walk
in
the
front
door
of
the
blackstone,
the
the
library,
the
school
library
is
kind
of
at
the
top
of
the
stairs,
it's
not
it's
really
not
enclosed
and
it's
kind
of
it's
it's
noisy
from
the
outside.
But
can
we
do
something
for
that
school
in
terms
of
a
better
library?
For
them,
it's
very
tiny,
it's
kind
of
outdated
and
I
think
they
deserve.
I
think
they
deserve
a
nice
library.
E
Yeah
I
know
that
they're,
like
I
said
there
was
a
capital
plan
that
had
to
do
with
enclosing
more
more
spaces
around
classrooms.
I'm
not
sure
if
it
involved
the
library.
We
do.
Oh,
and
I
believe
I
don't
think
I'm
making
a
new
commitment.
I
know
sam
depina,
our
deputy
superintendent
and
andy
alvarez,
our
new
chief
operating
officer
we'll
be
working
with
the
school
superintendent
to
to
communicate
with
the
blackstone
community
here
in
the
next
few
weeks,
and
I
think
that
should
be
part
of
the
conversation
so
I'll.
E
Make
sure
that
you're
and
by
me
I'll
make
megan
will
make
sure
that
you're
looped
in
as
well
to
get
the
latest
information
on
the
blackstone
and-
and
I
appreciate
your
advocacy
for
them-
I
do
think,
like
you
said,
the
the
blackstone
is
a
community
that
does
have
a
high
needs.
Population
serves,
and
so
I
do
think
from
an
equity
perspective.
E
F
Yeah-
and
I
I
think,
if
I'm
not
mistaken,
I
think
a
lot
of
the
students
or
many
of
the
students
come
from
east
boston
as
well
by
by
bus,
many
communities
of
color,
but
also
we
have
kids
from
villa
victoria,
kids
from
the
cathedral
and
in
into
chinatown,
but
whatever
we
can
do
to
be
helpful
to
those
students.
I
think
they
really.
F
They
really
deserve
it.
And
then
my
final,
my
final
question
nate,
is,
I
always
ask.
I
always
have
great
respect
for
my
favorite
school
in
the
in
the
district,
is:
is
the
carter
school
how's,
the
carter
school
doing,
I
know
mark
o'connor
and
the
the
staff
over
there?
They
do
an
excellent
job.
But
what
do
we
do?
How's
that?
How
are
we
doing
with
that
therapy?
Therapeutic
assistance
pool
for
it's
not
necessarily
a
pool,
but
physical
therapy
for
our
students,
how's
that
going
with
the
school
building
issue.
E
So
not
this
fall,
but
the
following
fall
and
we're
in
the
final
stages
of
identifying
their
swing
space.
So
the
community
will
move
out
of
their
existing
building
into
temporary
swing
space
when
we
knock
down
and
rebuild
on
their
current
site.
You
know
that
project
has
is
moving
forward
and
I
think
is
going
to
be
one
of
the
more
emotional
and
inspiring
new
buildings
that
we
open
and
I,
in
two
years
following
that.
So
I'm
really
looking
forward
to
that
project.
F
A
Great
thanks
so
much
counselor
flynn
nate,
I'm
having
trouble
finding
the
appendix
f
about
the
revolving
funds,
but
since
this
is
the
hearing
about
them,
I
wondered
if
you
could
just
speak
to
what
the
what
we've
seen
this
year
in
terms
of
those
revolving
funds.
I
know
there's
lots
of
you
know
we
for
folks.
A
A
Money
was
paid:
it's
not
taxpayer
money,
but
because
you
don't
want
these
to
sort
of
over
time,
build
up
and
not
have
accountability,
and
such
the
council
authorizes
the
limits
of
the
amount
of
money
that
any
revolving
fund
can
hold
each
year,
and
so
bps
has
several
of
these.
The
facilities
want
a
transportation
one,
a
technology
one.
I
think
that's
right,
those
three
and
so
yeah,
I'm
I'm
trying
to
find
the
breakdown.
A
C
A
Yeah
that
one's
about
the
comparative,
I
think
that
just
list,
that's
the
that's
the
appendix
right
slide,
but
that
that
just
lists
the
the
amounts
you're
asking
us
to
authorize.
So
I
see
that
you're
asking
us
to
authorize
a
little
bit
less
for
facilities
and
transportation
and
the
same
amount
for
technology.
I'm
more
interested
in.
A
A
M
C
In
the
meantime,
do
you
want
to
talk
through
just
decreases
in
terms
of
facilities?
I
know
that
one
definitely
coveted
is
is
part
of
that.
Just
the
revenue
from
that,
for
that
account
is
around
space,
rentals
and
events
and
kind
of
parking
fees,
so
we're
anticipating
that
being
lower
than
it
has
been
in
the
past
and
same
with
transportation.
That's
kind
of
coming
from
field
trips
is
the
main
source,
and
so
that's
the
decrease
there.
C
Yeah,
which
we
we
do,
anticipate
spending
we're
kind
of
catching
up
on
on
spending,
but
because
our
maintenance
costs
are
kind
of
increased
this
year,
we
are
anticipating
spending
the
full
amount,
there's
a
chance
that
we'll
carry
over
a
small
bit
and
save
save
for
some
of
the
invoices
that
are
coming
in
after
the
fiscal
year
ends.
But.
E
E
I
think
part
of
the
reason,
sometimes
that
that
may
not
be
a
one-to-one
is
in
the
case
of
if
there
is
a
project
where
we
are
planning
to
do
an
upgrade
in,
in
the
case
of
let's
say,
a
theater,
we're
planning
to
do
the
theater
upgrade
or
auditorium
upgrade.
We
may
not
do
repairs
in
that
auditorium
for
the
fees
that
we
collected,
because
there's
a
capital
project
that's
coming
at
that
auditorium,
and
then
we
do
try
and
sort
of
balance.
E
What
is
the
overall
need
so
that
we
can
use
this
revenue
as
a
way
of
of
sort
of
you
know,
supplementing
our
ability
to
do
maintenance
and
in
some
of
our
buildings
across
and
and
the
other
thing
I
would
just
say,
is
in
terms
of
the
spending
that
we
had
started
to
collect
too
much
revenue
in
this
a
couple
years
ago,
and
that
was
something
that
the
city
auditor
at
the
time
had
flagged
for
us.
And
so
we
have
shifted
the
way
that
we
do,
that
oversight
and
thinking.
A
A
Okay,
and
so
because
that
to
me,
would
suggest
that
you
know,
obviously
we
don't
have
much
sitting
in
that
beyond
what
we
have
built
up
over
there,
so
I'm
just
trying
to
make
sure
that
I
am
getting
these
correctly,
because
today's
point,
that
really
is
you
know
that's.
The
main
purpose
of
our
oversight
here
is
to
make
sure
that
they,
don't
sort
of
you
know,
become
kind
of
random.
C
A
C
E
We
also
do
if
an
employee
damages
their
device,
there's
a
small
fee
for
repairs-
that's
collected
through
that,
but
the
primary
use
of
that
revolving
fund
is
when
we,
our
laptops
for
learners
program,
is
the
where
we
we
buy
a
laptop
for
every
teacher.
When
we
we
refresh
that
every
three
or
four
years,
when
we
do,
we
sell
off
that
fleet,
and
so
that's
why
the
limit
is
what
it
is.
A
I
see
and
you
sort
of
spent
the
you
spent
down.
There
was
a
big
thing
in
transportation
or
comparatively,
so
you
spent
that
time
all
right
just
wanted
to
check
in
on
those,
because
you
know
it's
part
of
our
work
here
and
then
just
to
ask
a
couple
more
questions
before
we
wrap
up.
One
is
just
I
mean
nate,
you
referenced
the
fact
that
I
think
we
all
know,
and
it
came
up
at
another
hearing
that
we
that
the
mckinley
school
like
needs
attention
and
on
the
capital
side.
E
Yeah
we
need
to
have
conversations
with
the
school
and
school
community
around
their
needs,
and
I
think
the
next
step
in
the
process
is
to
do
study
of
the
buildings
and
their
both
their
facilities,
condition
and
the
educational
adequacy
of
it.
We,
the
superintendent,
has
asked
us
to
set
aside
money
in
one
of
our
reserves,
for
when
we
get
that
project
going,
I
think
there's
part
of
it.
E
That
is
an
engagement
and
then
part
of
it
will
be
a
conversation
with
cindy
nielsen,
the
new
head
of
school,
with
mckinley
and
ethan
dumplemon
burns,
the
assistant
superintendent
for
special
education.
He-
and
I
were
actually
talking
about
that
just
the
other
day
and
we'll
likely
be
working
with
mckinley
starting
in
june,
so
that
we
can
start
to
make
progress
on
that.
E
You
know.
As
I
mentioned,
we
have
a
number
of
standalone
specialized
program,
schools,
the
mckinley.
You
know
the
carter
horace
mann
school.
Certainly,
the
mckinley
is
a
high
needs
population
and
one
that
we
need
to
make
sure
has
the
facilities
that
they
need
to
serve
them,
and
so
that
is
a
priority
of
the
superintendent.
Something
she's
been
asking
us
to
to
launch
for
a
project,
so
no
timeline
yet
on
when
the
new
build
will
be
launched.
E
A
A
If
there's
an
issue
at
the
tobit
right
that
needs,
then
it's
kind
of
like
political,
counselor
support
and
then
I
feel
like
I
feel
like
when
we
think
about
the
other
specialized
schools
that
most
of
the
other
specialized
schools
have
just
had.
They've
they've
had
like
vocal
organized
communities
around
them
that
have
sort
of
like
been
everybody's
ear
and
made
those
schools
and
moving
forward
on
them.
A
Part
of
like
a
political
issue
that
needs
solving,
and
I
feel
like
part
of
where
we
are
in
the
mckinley,
is
that
that
hasn't
happened
and
it
feels
like.
I
hear
the
district
look
focusing
on
it
now
and
I
think,
there's
more
like
attention
across
the
board,
but
I
guess
I
just
I
want
with
with
two
of
those
campuses
in
my
district.
A
E
But
it
shouldn't
be
the
only
way,
and
we
should
have
a
proactive
plan
that
you
know
clearly
states
our
values
and
how
we
are
going
to
get
all
of
our
schools
to
that
place
and
put
equity
at
the
center
of
it.
And
so
you
know
that's
that's
the
work
we
have
to
do,
because
the
reality
is
that
the
last
few
projects,
you
know,
really
have
been
a
long
time
in
the
making,
but
have
been
the
product
of
advocacy,
not
sort
of
policy
or
or
strategic
planning.
E
And
so
you
know
definitely
we'll
we'll
include
you
in
that,
and
I
think
part
of
what
I
said
to
counselor
flynn
is
true.
What
we
want
to
do
is
provide
you,
with
district
counselors,
with
enough
information
to
know
where
your
schools
are
and
to
be
sure
that
your
schools
are
being
taken
care
of
and
that
you
don't
need
to
to
to
advocate,
and
in
the
meantime,
you
can
always
feel
free
to
reach
out
to
megan
costello.
A
Yes,
but
yes,
I
imagine
there
will
be
some
mean
time
before
we're
in
the
the
paradigm,
where
vps
has
perfectly
prioritized
everything
nice
to
see
you
megan
and
then
similarly
I
mean
differently,
but
the
kennedy,
what's
our
latest
thinking
about,
obviously
there's
an
exciting
new
sort
of
strategic
partnership
there.
Obviously
this
immediate
move
with
wentworth,
but
where
is
the
thinking
on
that
from
a
kind
of
longer
term
capital
planning,
because
it's
obviously
another
school
I've
got
the
mckinley,
that's
split
across
campuses.
E
E
A
Okay,
well,
I
like
to
be
looped
into
those
conversations
too
and
then
are
there
any
the
sort
of
the
more
the
like
kind
of
across
the
board
capital
improvement?
Stuff
that
we're
doing?
Are
we
doing
anything
at
the
tobin?
I
know
there's
a
retaining
wall
that
I
think
was
actually
in
last
year's
budget,
but
hasn't
happened
yet.
E
Sorry
one
second,
I
can
tell
you,
I
don't
have
an
update
on
the
retaining
wall
project
of
the
tobin
for
right
now,
in
terms
of
the
plans
for
the
tobin
there
is,
they
are
part
of
the
so
one
of
the
things
one
of
our
building
programs
is
fire
systems
and
safety,
so
they're
part
of
the
fire
system.
Safety
upgrade
I'd
also
have
to
look
to
see
what
recent
upgrades
were
either
funded
and
either
in
progress
or.
E
Yeah
windows
are
a
big
lift
of
very
expensive
projects.
There
were
a
lot
of
window,
so
one
of
the
things
that
we
did
this
year
in
response
to
covid
was
seven
million
dollars
of
new
window
projects
to
go
and
fix
windows
across
schools,
and
I
think
every
school
or
almost
every
school
was
a
recipient
of
window
repairs.
In
that
way,
they
are
not
planned
for
a
window
project
right
now.
I'd
have
to
go
back
and
see
exactly
where
they're
at
in
the
queue.
A
A
Sorry,
my
last
question
on
that.
I
just
had
it
just
I
just
I
just
lost
it.
Oh
so
not
on
the
tobin,
but
just
the
window
thing
made
me
think
of.
I
think
the
other
thing,
as
we
think
about
the
big
picture
capital
budget,
is
something
that
we
periodically
talk
about
at
the
msba
hearings
and
I'll
talk
about
it
now,
because
our
msba
hearing
that
we're
having
on
friday
is
going
to
be
efficient,
but
the
like
it's
the
same
as
with
the
with
the
like
climate
change
work.
A
If
the
city's
going
to
get
into
the
business
of
doing
something
at
a
scale,
it
hasn't
done
before
for
a
long
time
or
for
a
long
time.
We
have
to
be
in
the
business
of
making
sure
that
we
have
like
a
theory
for
how
the
procurement
is
going
to
be
more
equitable
on
that
stuff,
because
it's
like,
if
you
know,
if
I
just
suddenly
need
to
buy
like
you
know
like,
for
instance,
when
we
all
needed
to
buy
a
like
ton
of
chromebooks,
all
of
a
sudden
when
every
district
was
like
going
for
them.
A
But
if
we
just
passively
like
we
are
going
to
be
doing
planning
to
get
to
this
capital
thing-
and
we
shouldn't
be
like
winding
up
in
a
situation
where
then
we're
building
our
five
schools
and
everything's
just
in
time-
and
you
know
we're
stuck
with
a
world
of
of
contracting
on
all
fronts
in
this
sort
of
where
it
is.
And
it's
it's
perpetuating.
A
And
the
contracts
and
like
and
our
city
spending
like
it's,
it's
the
big
projects
that
drive
that,
like
that
drive
the
numbers
on
those
those
skus.
So
I
just
really
want
to
flag.
I'm
I'm
personally
becoming
more
convinced
with
every
msba
hearing
that
we
need,
like
a
customized
school
window,
factory,
run
as
a
local
in
the
city
of
boston
that
might
actually
also
speed
up
the
process,
but
yeah.
I
just
really
want
to
flag
that
as
something
that
I
think
I
push
pfd.
A
I
don't
think
I
think
pfd
is
thinking
about
is
great
at
thinking
about
how
to
get
a
project
done.
I
don't
think
that
it's
been
their
business
to
sort
of
look
up
the
pipeline
at
the
potential
contractors
and
try
to
figure
that
out.
I
think
they're
making
real
efforts
and
everyone's
kind
of
trying
to
work
together
on
that
front
right
now,
but
I
just
feel
like
if
bps
is
gonna
get
into
this
as
a
major
player,
there
has
to
be
a
real
strategic
focus
on
that
equitable
procurement
side
as
well.
E
Yeah,
absolutely,
I
think,
just
I
wouldn't
add
much
I
mean
we
need
to
have
you
know
on
the
operating
side.
Naveen
ready,
our
new
business
manager
is
working
to
make
sure
that
we
have
good
protocols
in
place
for
equitable
procurement.
A
lot
of
the
work
we
can
do
is
on
the
smaller
projects,
but
part
of
having
a
cohesive
capital
plan
where
we
are
announcing
upfront.
E
What
our
needs
are,
as
a
community
does
allow
businesses
to
respond,
and
if
there
is
a
black-owned
business
or
minority-owned
business
that
wants
to
prepare
themselves
to
deal
with
the
volume
that
they
can,
they
can
see
the
predictability
of
how
many
of
these
projects
are
going
on.
So
I
would
that
was
a
long-winded
way
of
saying.
Yes,
I
agree,
and
we
do
need
that
as
part
of
our
planning.
A
L
Counselor
bach,
just
with
respect
to
the
district
counselors
and
the
calls
we
get
and
the
just
the
calls
we
get
right
with
respect
to
not
just
the
infrastructure
particular
buildings,
but
all
the
other
concerns
with
respect
to
everything
that
we
really
are
on
the
front
lines,
and
we
always
want
to
be
responsive
and
making
sure
that
people
and
our
residents
frankly
are
getting
the
responses
they
need.
But
politics
does
get
in
the
way,
and
I
appreciated
you
nate
talking
about
that
in
youtube.
L
Counselor
bach
and
I
think
when
we
talk
about
equity,
it
really
is
about
putting
policy
on
paper
so
that
it
is
fair
that
it
is
objectible
objective.
It's
not
about
who's,
making
the
most
number
of
calls,
what
neighborhoods
are
voting
at
the
highest
rates
or
sending
in
the
accurate
amount
of
donations
to
campaigns
etc.
So
I
just
I
really
want
to
stress
that,
because
we're
now,
then
going
into
community
talking
about
equity
now
and
trying
to
realize
that,
but
communities
have
seen
the
politics
play
out
for
generations.
L
Because
of
politics-
and
I
you
know,
I
include
district
four-
all
the
time
in
those
conversations,
because
that
has
been
the
reality
for
many
parts
of
this
district
for
a
really
long
time.
So,
thank
you,
counselor
box
for
for
speaking
to
that,
and
just
really
speaking
to
also
the
work
of
district
counselors,
in
particular,
with
respect
to
the
ongoing
need
need
to
respond
with
meaningful
action,
and
not
just
I
hear
you
so
thank
you.
H
Something
no,
I
was
just
like
counselor
campbell
and
I've
had
several
conversations
about
this.
I've
spoken
to
a
counselor.
I
think
everybody
on
this
council
right
about
about
this.
So
you
know
it's
it's
not
something
we
can
say
you
know.
This
is
not
something
that's
just
been
developed
in
this
past
year,
it's
not
been
developed
in
this
past
two
or
three
years.
It's
really
been
decades
right,
and
so
all
we
can
say
is
we're
really
committed
to
trying
to
be
as
transparent
as
possible.
H
With
this
this
planning
and
process,
it
is
not
going
to
be
perfect,
we're
going
to
make
mistakes,
but
I
think
you
know
we.
We
are
all
in
this
together
right
if
we've
learned
anything
from
this
past
year
from
this
pandemic.
It's
that
you
know
when
we
pull
together
when
we
hold
each
other
accountable
when
we
share
ideas
like
that's,
when
we
produce
our
best
work
right
and
that's
the
goal
and
what
we're
striving
towards
so
just
wanted
to
say
thanks
for
those
comments.
A
A
So
thanks
thanks
to
the
whole
bps
team,
for
being
here
for
a
marathon
day
and
to
my
colleagues
for
joining
both
hearings,
I
I
will
be
going
now
to
jenna
picard
richardson,
who
has
been
waiting
patiently
to
testify
and
sorry
is
it?
Is
it
jana
or
janna?
You
please
correct
me
jenna
great.
Yes,
we
can
hear
you.
N
N
I
want
to
say
that
we're
very
dismayed
that
it's
taken
so
long
in
the
city
of
boston
to
be
at
this
place,
where
we
are
operating
from
putting
equity
at
the
front
of
what
we're
considering
in
terms
of
where
we
make
our
investment,
how
it.
And
if,
if
that
had
been
the
case,
then
years
ago,
then
sarah
greenwood
would
have
received
the
investment
that
it
really
needs.
I
was
just
on
the
school
playground
and
looking
at
the
building,
because
I
haven't
been
able
to
go
inside,
but
all
like.
N
N
That
is
very,
I
need
high
incidence
of
families
experiencing
homelessness
and
a
community-
that's
99
black
and
brown.
So
we
know
that
we
will
be
on
the
list
because
by
any
yard
six
we
really
need
this
investment.
And
yes-
and
we
look
forward
to
hearing
from
you
megan
for
that-
walk
through
and
scheduling
that,
and
I
want
to
thank
councillor
campbell
and
livia
for
your
support
and
the
whole
city
council
for
considering
sarah
greenwood.
As
you
go
through
this
process
and
we'll
see
you
again
in
fall.
A
Great
well,
thank
you
so
much
for
that.
Testimony
really
appreciate
it.
I
appreciate
you
sitting
and
waiting
through
our
long
hearing
all
right.
Well
with
that.
I
think
we've
reached
a
conclusion,
so
we'll
see
the
bps
team
again
in
a
week,
but
in
the
meantime
this
hearing
of
the
ways
and
means
committee
is
adjourned.
Thank
you.