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Description
Ways & Means FY22Budget: Boston Public Schools - Commitment #1- Eliminate Opportunity & Achievement Gaps - Overall Alignment and Wraparound Supports
Held on May 11, 2021
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There's
an
opportunity
online
to
upload
videos
which,
if
you
get
them
in
48
hours,
in
advance,
we'll
actually
append
to
the
end
of
the
hearing.
Recording
or
again
you
can
join
us,
live
in
the
zoom
room
and
testify
at
the
end
of
any
of
these
department
hearings
and
we'll
have
two
dedicated
public
testimony
hearings,
one
on
may
25th
at
6
p.m.
For
folks
wanting
to
testify
about
the
bps
budget,
just
any
aspect
and
then
one
on
june
3rd
at
6
p.m,
about
any
aspect
of
the
whole
budget.
C
So
today's
hearing
is
on
dockets
zero,
five,
two
four:
zero
six
orders
for
the
fy
22
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
coast,
employment
benefits,
docket
0527-0528,
orders
for
capital
fund
transfer
appropriations
and
docket
zero.
Five,
two:
nine
zero
five:
three
one
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
That's
a
mouthful!
C
It's
all
the
dockets
that
have
to
do
with
the
budget,
but
our
focus
area
today
will
actually
be,
as
I
said,
public
schools
and
specifically
commitment
one
of
its
strategic
plans.
We've
organized
these
hearings,
according
to
bps's
strategic
plan
that
came
out
last
year,
and
so
both
the
afternoon
and
morning,
hearings
today
are
on
commitment,
one
which
is
eliminate
opportunity
and
achievement
gaps.
C
This
morning's
hearing
is
on
sort
of
overall
alignment
with
that
goal
and
wrap
around
supports,
including
subtopics,
like
workforce
diversity,
curriculum
bias,
review
code
of
conduct,
implementation
and
disproportionality,
social
and
emotional
learning
and
wellness,
family,
liaisons,
social
workers,
school
psychologists
and
nurses,
trauma
and
crisis
response,
behavioral
and
mental
health
supports
and
hearn,
which
supports
our
homeless
students
and
I'll.
Just
note
that
this
is
a
budget
that
proposes
significant
investments
in
a
number
of
these
areas.
C
Around
social
and
emotional
learning
and
mental
health
supports
in
light
of
the
endemic
situation
we
find
ourselves
in
and
the
sort
of
perpetual
needs
that
our
students
have
to
be
well
supported
in
their
learning
and
growing,
so
that'll
be
our
focus.
Today
I
have
been
joined
by
my
colleagues,
counselor
anissa
sabi
george
who's
at
large
counselor.
She
is
my
vice
chair
on
ways
and
means,
and
also
the
chair
of
the
council's
education
committee,
councillor
andrea
campbell
of
district
four
and
councillor
matt.
C
O'malley
of
district
six,
and
also
our
council
president
pro-tempore
also
just
been
joined
by
councillor
julia
mejia
at
large,
so
we're
joined
here
today
by
superintendent,
dr
brenda,
coselius
and
her
team.
I
know
the
superintendent
will
just
be
with
us
at
the
start
of
today's
hearing
and
then
we'll
we'll
have
the
whole
team
for
the
rest.
So
I
want
to
give
her
an
opportunity
to
kick
us
off
and
then
we'll
jump
into
the
presentation
which
counselors
will
find
in
their
inbox
from
michelle
goldberg.
As
a
reply
to
the
earlier
email
today,
dr
casales.
D
Madam
chair
members
and
counselors,
thank
you
so
much
for
all
that
you
do
for
boston,
public
schools
every
every
day.
I
know
many
of
you
are
advocating
for
our
students
each
and
every
day,
and
just
so
grateful
and
thankful
to
you,
especially
during
this
past
year,
which
has
been
a
really
tremendously
challenging
year
for
all
of
us.
I
am
excited
about
today's
presentation.
I
was
excited
to
learn
to
that.
We
would
be
work.
D
So
with
that,
I'm
going
to
turn
it
over
to
chief
cooter,
who
will
begin
to
give
an
overview
again
of
the
budget.
Then
it
will
be
turned
to
dr
charles
branson,
who
is
our
chief
equity
and
strategy
officer,
doing
a
lot
of
this
work
and
coordination
of
this
work
as
we,
you
know,
really
try
to
build
back
the
support
systems
and
recover
well
for
our
students.
So
with
that
I'll
go
ahead
and
turn
it
over
to
chief
cooter.
H
We
have
a
lot
of
topics
that
we
are
covering
today
and
I'm
reminded
that
the
longest
speech
in
u.n
history
was
delivered
by
fidel
castro
and
he
opened
it
by
saying
I'll
be
brief,
and
so
with
that,
I'm
going
to
try
and
be
brief
in
my
comments.
But
for
those
of
you
who
are
listening
to
a
council
hearing
for
the
first
time,
we
wanted
to
provide
some
important
context
about
the
bps
budget
and
the
fiscal
year
22
budget
on
the
next
slide.
H
We
often
start
with
the
statement
from
the
opportunity
achievement
gap
office
to
talk
about
what
it
takes
for
all
learners.
We
are
tremendously
lucky
as
a
city
to
have
36
million
dollars
in
new
investments
coming
to
us
to
help
us
deliver
and
increase
our
foundation
for
quality
and
our
foundation
for
quality
is
our
commitment
to
make
sure
that
every
school
has
resources
to
serve
their
students.
100
of
the
new
investments
are
going
towards
direct
services
to
schools.
This
includes
95
new
social
worker
positions
and
80.5
positions
for
family
liaisons,
supporting
students
in
their
community.
H
This
is,
of
course,
the
third
year
of
a
hundred
million
dollar.
Excuse
me,
the
second
year
the
superintendent
almost
tased
me,
I
think,
the
second
year
of
a
three-year
100
million
dollar
commitment
from
the
city
to
invest
in
the
boston
public
schools.
We
are
structuring
our
investments
this
year
around
the
return
recover
and
reimagine.
So
you're
gonna
hear
from
different
members
of
our
team
around
this
framework,
but
it's
really
starting
with
this
commitment
from
the
city.
A
H
H
Overall
federal
funding
is
for
for
the
next
few
fiscal
years
about
400
million.
We
started
this
year
with
esser
part
one
or
what
people
have
referred
to,
as
cares
funding,
which
includes
five
million
dollars
that
we
allocated
out
per
the
requirements
to
private
parochial
schools.
The
city
also
offered
us
additional
funding,
23.2
million,
which
helped
us
go
one
to
one
with
chrome
carts
and
we
have
123
million
esther
part
2
and
270
million.
Is
our
estimate
for
how
much
we'll
be
getting
in
the
federal
relief
package
signed
by
president
biden?
H
We've
started
and
talked
about
the
context
in
which
the
budget
is
presented.
It
includes
both
the
need
for
us
to
think
about
the
academic
recovery
needed
for
our
students,
the
social
emotional
recovery
that
from
this
pandemic,
as
well
as
the
health
outcomes
that
have
affected
our
student
as
students,
but
as
a
district,
we're
also
dealing
with
a
number
of
system-wide
issues
from
the
pandemic.
Most
notably,
the
district
is
facing
a
multi-year
challenge
in
enrollment
declines.
H
As
I
mentioned,
what
we
are
looking
to
do
is
return
well
recover,
strong
and
reimagine.
What
is
possible
for
our
students,
it's
both
in
recognizing
what
we
need
to
do
now,
to
support
our
students
and
and
open
the
district,
strong
post-pandemic,
but
not
losing
a
year.
We
can't
come
back
as
a
district.
We
were
because
we
know
that
that
district
failed
too
many
of
our
students.
What
we
are
again
challenged
to
do
is
both
reopen
strong
and
reimagine
what's
possible,
and
how
do
we
come
back
as
a
district
that
our
students
need
us
to
be?
I
You
see
here
familiar,
I
think,
by
this
point,
quote:
nate
referenced
it
at
the
beginning
of
the
presentation
which
really
centers
our
work
and
during
the
community
engagement
process
that
led
up
to
the
creation
of
the
strategic
plan.
A
lot
of
the
messages
that
the
superintendent
heard
from
the
community
and
educators
was.
How
do
we
ensure
that
we
remain
committed
and
focused
on
to
this
mission
that
was
originally
laid
out
in
the
2016
preamble
of
the
opportunity,
achievement,
gaps,
policy
and
so
our
bps
strategic
vision?
I
Imagine
bps,
2020
2025,
really
centers
this
as
a
part
of
our
mission
and
is
embedded
not
only
in
commitment
one
without
but
throughout
the
entire
strategic
plan,
but
I'll
share
the
commitment.
1.1
states
that
we
will
ensure
that
bps
policies,
plans
and
budgets
advance
the
opportunity
and
achievement
gaps
policy
so
that
our
schools
are
equitably
funded
and
to
provide
rope
to
provide
robust
academic
programming.
I
I
There
are
six
main
objectives
in
the
opportunity
achieving
god's
policy
and
they
can
be
categorized
into
three
main
buckets
of
work,
focusing
on
creating
change
for
our
most
marginalized
populations,
and
they
are
one
a
focus
on
cultural
proficiency,
both
in
terms
of
the
practices
and
approaches
to
educating
our
children,
but
also
around
the
diversity
needed
across
all
layers
of
the
system.
To
do
that,
work
effectively
and
that's
objectives
to
the
four
two
through
four
of
the
policy.
I
The
second
is
examining
some
of
our
structures
that
can
be
barriers
to
opportunities
for
our
marginalized
populations,
including
budgets,
operations
and
larger
policies
and
practices,
and
that
worked
as
outlined
in
objective
five
of
the
policy
and
then
the
ecological
supports
from
students
and
families
and
communities
as
partners
for
creating
opportunities
needed
for
success
of
our
marginalized
students
and
populations,
and
that's
in
objective
six
of
the
policy
and
also
strongly
reinforcing
commitment.
Six
of
our
strategic
plan.
I
I
And
many
leaders,
also
involved
with
our
excellence
for
all
program,
has
been
to
really
push
the
thinking
of
district
leaders
and
push
the
linking
also
in
working
with
school
leaders
to
be
able
to
start
to
develop
their
own
critical
lens
towards
this
work,
so
that
we
can
figure
out
how
to
dismantle
the
barriers
that
have
impacted
students.
Historically
next
slide.
I
So
we
like
to
share
several
accomplishments
around
culture
proficiency
and
some
of
our
most
recent
work
is
focused
on
the
implementation
of
the
culturally
responsive,
instructional
observation
protocol,
known
as
cryop.
This
is
the
protocol
that
we
use
to
operationalize
our
work
around
culturally
and
linguistically
sustaining
practices
specifically
around
the
second
and
third
competency.
I
Also,
our
work
around
school
diversity,
hiring
targets,
our
delivery
of
clsp
and
cryo
professional
development
to
thousands
of
bps
employees
and
partners,
and
then
we've
even
done
work
with
our
vsac
students
around
the
clsp
pilot
and
so
I'll.
Just
give
a
little
bit
more
detail
about
that
work
next
slide.
I
That
is
reflective
of
the
students
and
families
we
serve,
and
that
is
able
to
meet
their
needs.
And
I
want
to
be
remiss
if
I
didn't
just
acknowledge
the
past
leaders.
Who've
helped
build
this
foundation
in
the
office.
Dr
rose,
dr
frederick
clark
and
our
current
leaders
their
folks
doing
this
work
and
supporting
not
only
in
the
central
office
but
in
schools.
I
My
new
deputy,
dr
regine
filippo,
harold
miller
who's,
our
assistant
superintendent
of
opportunity
gaps.
I
also
like
to
mention
that
notable
thought,
leaders
and
researchers
whose
work
would
pave
the
way
geneva
gay
glory,
lassen,
billings
and
django
paris
is
the
research
basis
for
the
definition
next
flight.
Please.
I
I
Three
and
four
also
articulates
the
goals
of
diversifying
our
staff
and
schools
and
centrally,
as
well
as
ensuring
that
they're
highly
effective
teachers
in
every
classroom,
and
most
also,
I
want
to
acknowledge
that
our
strategic
plan
in
actually
in
two
commitments
identifies
our
need
to
hire
faculty
staff,
educators,
leaders
that
reflect
the
students
and
families
we
serve,
and
so
this
is
a
work
that
is
critical
as
a
district.
We
hold
ourselves
accountable
for
hiring
cultural,
english
and
linguistically
diverse
staff,
so
the
students
experience
high
quality
instruction.
I
It's
not
enough
of
for
us
to
only
get
to
the
the
garrity
order
which
we
we
honor,
but
which
was
called
for
25
black
teachers
and
counselors
and
10
other
minority.
We
must
also
get
to
parity,
which
is
the
staff
reflective
of
the
student
populations.
That's
the
student
groups
that
we
serve
next
slide.
I
We've
also
pushed
for
new
ethnicity
and
nationality
codes
to
better
understand
the
nuanced
characteristics
and
needs
of
our
families,
and
so
that
data
has
begun
to
be
collected
over
the
last
few
years
and
through
the
leadership
of
our
efa
team,
we
incubated
the
excellence
for
all
initiative.
The
demographics
of
students
who
experience
efa
mirror
our
bps
student
population
and
we
expanded
upk
through
the
work
of
our
early
childhood
team.
I
The
exam
school
initiative
has
increased
the
number
of
students
of
color
who
are
served
to
have
access
to
admission
schools
and
then
we're
launching
a
strategy
for
success
to
support
incoming
students
to
the
three
exam
schools
this
year
and
there
are
additional
rates
for
equity
and
better
practices
and
initiatives
that
that
include,
but
are
not
limited
to.
Our
work
continue
to
work
around
10
boys,
10
girls,
peer
group,
connection,
early
warning
indicators,
building
ass
tests
and
reducing
risk
success.
Mentors
my
brother's
keeper
many
more
next
slide,
please.
I
I
These
were
examples
of
when
we've
used
this
tool,
which
really
moves
us
to
be
clear
about
what
our
desired
outcomes
and
results
are
to
make
sure
that
we're
focusing
our
work
on
on
and
grounding
it
in
data,
both
qualitative,
both
quantitative
and
qualitative,
and
then
that
we
are
engaging
stakeholders
and
the
people
most
impacted
by
the
work
and
ensuring
that
the
people
who
are
at
the
table
to
make
the
decision
actually
reflect
the
students
and
families
we
serve.
And
so
this
has
been
a
key
highlight
next
slide.
I
And
there
is
a
lot
of
work
underway.
We
have
an
advanced
work
class
working
group
that
is
also
looking
at
that
model
and
looking
at
how
we
get
more
equitable
access,
as
well
as
learning
from
other
programs
like
our
excellence
for
all
programs,
which
has
you
know,
started
in
2016,
it
expanded
black
and
brown
students,
access
to
quality
instruction
and
enrichments
students
take
stem
world
language
are
given
explicit,
high
quality
writing
instruction
in
2019,
for
example,
face
students.
I
I
I
It
is
very
much
a
line,
but
obviously
you
can
have
you
know
separate
and
historical
processes
and
we're
trying
to
get
folks
to,
for
example,
an
example
of
this.
We
did
meetings
with
our
across
50
central
office
departments
and
instead
of
doing
separate
meetings
with
them
around
the
oeg
policy
implementation
plan
and
separate
meetings
around
their
strategic
plan,
work
plans
that
was
an
aligned
process
and
that
information
is
in
one
place
right
in
front
of
them.
I
Please,
and,
as
I
wrap
up
the
last
sort
of
important
bucket
of
work,
a
major
accomplishment-
and
I
want
to
share
here-
is
our
work
around
increasing
our
workforce
diversity.
I
mean
here
you
see
on
the
slide
directly,
pull
from
our
strategic
plan
and
eliminate
opportunity,
achievement,
gaps
and
commitment.
Five
cultivating
trusts
our
work
in
this
area.
This
year
saw
the
second
largest
single
year
increase
in
the
percentage
of
black
teachers
and
guidance
counselors
in
the
last
seven
years.
This
was
an
increase
of
0.65
percent,
while
sounding
modest.
I
This
is
unprecedented
to
have
growth
during
a
pandemic,
when
urban
districts
nationally
have
experienced
dramatic
reductions
in
workforce
diversity,
and
so
we
really
appreciate
the
team.
Sarah
and
daley
leaves
our
recruiting
cultivation
and
diversity
team
with
the
work
that
they
continue
to
do,
and
also
our
commitment
from
school
leaders
as
they
continue
to
hire
in
this
direction.
We
were
optimistic.
I
All
bps
schools
set
school-based
diversity,
hiring
goals,
signifying
the
district-wide
commitment
and
coherence
around
this
work
and
then
to
expand.
The
we've
also
expanded,
and
this
was
one
of
the
things
the
superintendent
came
in
and
charged
us
with
right
away
our
bps
teacher
cadet
program,
and
so
it's
now
expanded
to
students
in
grades,
7,
212.
I
I
I
Comprehensive
extra
interviews
are
being
performed
again
and
for
this
school
year
affinity
groups
and
in
the
wake
of
the
death
of
george
floyd
in
response
to
the
dialogue
on
race
and
race
relations
in
our
community
beginning
last
summer,
we
expanded
the
presence
of
race-specific
affinity
groups,
both
school-based
and
central
office
level.
In
addition,
since
august
2020,
the
superintendent
has
hosted
18
meetings
with
various
affinity
groups,
giving
her
an
opportunity
to
listen
to
their
concerns
directly.
I
The
other
exciting
news
as
it
pertains
to
retention,
is
also
great
news
for
our
pipeline
work.
Bps
intel,
prep
support
program
is
an
exemplar
in
the
state
achieving
passing
rates
that
outperform
the
state
on
all
mtel
tests.
This
past
year,
we
experienced
the
surge
in
requests
for
intel
prep
supports
and
have
continued
to
offer
programming
remotely
noteworthy.
The
bps
intel
prep
program
was
able
to
support
38
educators
of
color
to
earl
to
achieve
their
license
in
a
seven
month
period.
I
I
Okay,
I
mean
so
really
quickly.
I'll
just
say
you
can
see
from
the
right
side
of
the
slide
note
that
we've
been
able
to
hire
36
educators
of
color
from
our
three
teacher.
Prep
partner
programs
teach
next
year,
btr
boston
college,
donovan
scholars
program
on
the
left
side
of
the
slide.
You
see,
we
list
our
sixth
university
partners.
We
utilize
our
university
partners
to
support
the
professional
growth
and
development
of
our
educators
of
color.
J
Thank
you,
charles
good
morning,
everyone,
my
name,
is
renee
milady,
I'm
the
district's
hub
school
coordinator
in
our
department
of
student
and
community
impact
under
as
charles
mentioned
assistant,
superintendent,
elijah
taborah,
who
I'm
presenting
on
behalf
of
so
in
addition
to
the
important
work
we
are
doing
around
our
oag
policy
and
ensuring
that
there
are
diverse
educators
of
color.
We
are
also
ensuring
that
our
students
are
returning
to
an
environment
that
is
healthy,
safe
and
supportive.
J
The
fy
22
proposed
investments
build
off
past
investments
in
school
nurses
that
have
led
us
to
our
current
team
of
159,
wonderful
nurses
and
six
health
powers,
all
of
whom
continue
to
play
a
critical
role
in
ensuring
students
and
staff
a
safe
return
to
school
in
order
to
support
our
school
nurses
and
continue
the
ongoing
work
of
ensuring
evidence-based
health
safety
protocols
and
that
they're
update
up
to
date.
During
this
pandemic,
we've
invested
in
a
strong
administrative
team
and
align
with
our
commitment
to
increase
representation
across
leadership.
J
Health
services
now
has
a
new
tri-lingual
project
manager,
an
assistant
director,
dr
arlene
swan
mahoney
and
a
multilingual
senior
director,
dr
jenny
lopez
lopes,
who
is
also
a
madison
park.
Alumna
health
services
has
been
instrumental
in
the
planning
and
implementation
of
school-based
testing
for
students
and
staff
student
pool
testing
began
march,
8th
for
students
with
consent
and
they're
tested
weekly
for
ongoing
surveillance
through
this
state
funded
program.
J
Our
focus
for
recovery
is
to
ensure
that
school
communities
have
what
they
need
not
only
to
repair
the
damage
done
by
coping
19,
but
also
to
create
the
conditions
in
which
students
and
families
can
thrive.
In
order
to
do
this,
we
see
it
as
essential
to
both
provide
stability
to
school
communities
despite
declining
enrollment
and
to
invest
in
social
and
emotional
family.
J
So
for
that
reason,
as
a
part
of
recover,
we
have
proposed
an
acceleration
of
our
rollout
for
of
these
supports
by
investing
in
81
new
family,
liaisons
and
95
new
social
worker
positions
for
next
year.
These
investments,
combined
with
our
nursing
investment
from
two
years
ago,
will
be
critical,
con
components
to
a
broader
hub
schools
model
that
support
school
communities
in
responding
rapidly
to
student
and
family
needs
and
coordinating
supports
across
schools.
J
K
Thank
you
renee
good
morning,
counselors
and
members
of
the
boston
community.
My
name
is
carmen
caledon
o'hara.
I
am
the
director
of
social
work
for
the
boston
pub
schools,
I'm
also
a
parent
of
the
boston
public
schools,
and
so
I'm
here
to
talk
about
the
mental
health
supports
that
we
are
providing
students
this
year
and
in
the
coming
year
our
fy
22
investment
builds
on
the
fy
21
investment
by
moving
beyond
the
initial
transformation
schools
and
bringing
a
commitment
to
bring
at
least
a
half-time
social
worker
to
every
austin
public
school.
K
K
K
So
the
investment
of
the
social
workers
is
is
a
unique
one,
because
traditional
social
workers
have
been
direct
service
providers,
but
we
have
created
a
role
that
is
50
direct
work,
as
I
mentioned
in
the
previous
slide,
and
then
50
really
macro
or
systems
work.
That's
focusing
on
the
anti-racist
work,
and
we
did
this
because
we
recognized
the
complexity
of
trauma
and
that
there
are
various
ways
of
healing
that
integrate
different
cultures
and
collective
indigenous
african
and
eastern
cultures
of
our
students.
K
So
we
created
a
very
robust
recruitment
and
hiring
process.
As
I
talked
about
we,
our
central
vetting
process,
that's
ongoing
right
now
is
really
focusing
making
sure
that
our
social
workers
are
bringing
an
equity
lens
to
this
work.
That's
something
that
we
can't
teach
people.
We
can
teach
other
more
specialty
skills,
but
those
that
that
lens
really
either
you
bring
it
or
you
don't.
So
we
need
to
make
sure
that
the
people
that
we're
bringing
in
have
that
capacity
with
them.
We
are
building
a
professional
arc
of
learning.
K
K
We
also
are
working
on
a
creating
pipeline
programs
with
our
local
schools
of
social
work
and
we
hope
to
be
added
to
the
list
that
dr
grantson
showed
earlier,
so
that
we
can
build
our
social
workforce
as
well,
and
we
this
year
we
strengthen
our
internship
program.
We
actually
created
a
database
of
all
the
interns
that
are
in
the
in
the
district
right
now
and
who
are
the
supervisors,
who
are
willing
and
able
to
host
interns.
Interns
provide
quite
a
quite
a
wide
range
of
services
to
our
students
and
families.
K
So
that's
an
important
workforce
development
strategy
as
well
and
finally,
as
part
of
the
process,
I
want
to
talk
about
the
as
part
of
the
investment.
A
waiver
process
was
created
to
ensure
that
the
investment
was
responsive
to
each
school
community
needs.
Through
this
process,
15
schools
were
approved,
a
waiver
that
allowed
them
to
reimburse
reinvest
part
or
all
of
their
allocation
by
making
sure
that
they
demonstrated
capacity
to
provide
clinical
mental
health,
supports
and
used
the
racial
equity
planning
tool
at
their
school
level
through
their
equity,
roundtables
or
the
school
side.
K
K
So
this
slide
just
kind
of
highlights
the
staffing
and
we've
come
a
long
way
from
spring
of
22.
When
I
was
brought
in
to
direct
the
social
work
department,
and
this
year
we
had
25
schools
that
had
a
one
full-time
school
psychologist
with
30
schools
that
had
at
least
one
full-time
transformation,
social
worker
and
an
additional
10
schools
that
had
half
half-time
transformation,
social
workers
for
our
upcoming
year.
K
K
Finally,
just
briefly
just
wanted
to
highlight
some
of
the
report.
The
remote
supports
that
we
provided,
while
we
were
remote
learning,
we
obviously
had
to
pivot
very
quickly
in
providing
these
supports
to
our
students
and
families
and
we'll
continue
to
do
this
as
we
continue
to
return
all
of
our
students.
So
this
is
a
pretty
exhaustive
list
of
the
supports
that
we
have
provided.
L
Good
morning,
council
members
and
to
the
boston
community,
and
thank
you
carmen
as
I
dive
into
family
liaisons,
I
want
to
share
that
the
value
of
this
investment,
that
of
the
investments
that
you've
heard
about
are
in
the
work
that
they
collectively
do
to
support
families.
Our
family
liaisons
serve
as
part
of
school-based
teams
alongside
the
social
workers
and
the
nurses
and
other
staff
who
are
coordinating
efforts
and
supports
on
behalf
of
our
families.
L
So
our
new
investment
of
family
liaisons
builds
upon
investments
we
made
last
year
and
all
of
our
transformation
schools
and
any
school
whose
student
body
was
50
or
greater
english
learners.
This
investment
will
ensure
that
all
schools
will
have
a
full-time
family
liaison
their
building
for
next
school
year.
L
L
L
L
M
Thank
you
so
much
monica
again,
my
name
is
brian
marks.
I
serve
as
the
senior
director
of
opportunity
youth
I'd
like
to
thank
the
city
council
members
and
the
community
as
a
whole
for
the
opportunity
to
share
some
of
the
highlights
around
our
coveted
response
to
better
support
students
and
families
experiencing
homelessness.
M
We
have
a
1.9
million
dollar
funding
allocation.
That's
distributed
directly
to
school
budgets,
to
better
support,
precariously
housed
students
and
families.
Year
to
date,
93
of
these
funds
have
been
expended
so
each
year
the
percentage
of
funds
expended
has
increased,
since
this
was
launched
in
school
year.
M
2017-18
and
as
well
as
the
quality
of
projects
has
improved
each
year
as
part
of
a
direct
partnership
with
boston
housing
authority.
We've
issued
578
housing
vouchers
to
boston,
public
schools,
families
over
the
past
13
months,
year-to-date
509
of
these
families
have
been
housed.
This
includes
over
a
thousand
school-aged
children,
and
the
plan
right
now
is
to
focus
on
ensuring
that
every
single
one
of
those
families
is
housed
and
leased
up
with
their
housing
voucher.
M
Another
encouraging
note
is
that
80
percent
of
the
families
that
received
a
voucher
have
been
able
to
remain
in
boston.
We've
also
done
a
lot
of
work
to
ensure
that
all
of
our
students
have
access
to
critical
technologies.
Throughout
the
pandemic,
85
percent
of
the
students
experiencing
homelessness
opted
in
to
receive
a
chromebook.
We
also
partnered
with
our
office
of
instructional
and
information
technology,
to
ensure
that
families
that
were
unable
to
access
broadband
internet
through
comcast
were
able
to
get
a
hot
spot.
M
Some
other
areas
of
note,
we
also
coordinated
a
workaround
to
ensure
that
families
who
had
been
recently
displaced
due
to
homelessness,
who
did
not
have
an
updated
address
in
our
student
information
system,
were
still
able
to
receive
their
pandemic
ebt
card
to
ensure
critical
food
assistance.
Throughout
the
pandemic,
we
are
prioritizing
access
across
virtually
all
bps
programs
for
students
experiencing
homelessness.
This
included
priority
return
to
in-person
instruction,
our
ongoing
partnership
with
extended
learning
opportunities
to
ensure
priority
access
to
summer
learning
program,
as
well
as
priority
entrance
to
exam
schools.
M
We
continue
to
coordinate
outreach
to
a
variety
of
housing,
stabilization
programs
among
various
partners.
We
also
distributed
over
2
300
winter
coats
over
3,
500
backpacks
and
we've
had
dedicated
partnerships
to
ensure
academic
support
throughout
the
pandemic.
In
particular,
this
includes
a
partnership
with
boston
partners
in
education
to
provide
virtual
academic
mentoring
and
tutoring
services,
and
with
that
I
will
turn
it
over
to
my
colleague,
sylvia
romero,
johnson.
N
N
N
N
N
O
Thank
you,
sylvia
and
good
morning,
city
counselors,
I'm.
I
appreciate
the
opportunity
to
be
here
today
to
talk
about
the
work
of
the
office
of
health
and
wellness.
As
we
reimagine
education
for
our
students.
We
must
continue
to
put
their
well-being
at
the
center
of
our
efforts
to
provide
an
equitable
learning
experience.
O
The
health
and
wellness
office
in
the
division
of
academics
leads
the
district's
effort
to
implement
a
whole
child
approach
by
coordinating
and
evaluating
the
wellness
policy.
Implementation
ohw
also
leads
district
direction
and
whole
child
instruction
in
tier
1,
social,
emotional
learning,
physical
education,
health,
education
and
as
well
ohw
provides
school
supports
through
professional
development,
instructional,
coaching
technical
assistance
and
student-focused
resources
on
the
slide.
You
will
see
summarize
the
many
school
supports
that
the
office
of
health
and
wellness
provided
this
year
next
slide.
Please.
O
By
fully
implementing
the
eight
components
of
the
comprehensive
bps
wellness
policy
in
all
classrooms
and
in
all
schools,
we
will
create
joyful
learning
environments
that
meet
the
unique
needs
of
students
and
keep
them
engaged
in
learning.
To
do
this
work
ohw
collaborates
across
the
academic
student
supports
equity
and
operation
divisions.
Many
of
the
folks
on
the
hearing
today
to
build
the
capacity
of
teachers,
student
support,
staff
and
school
leaders
to
create
learning
environments
that
promote
student,
well-being,
belonging
and
empowerment.
O
Our
efforts
to
build
educator
capacity
in
this
area
are
aligned
with
the
essentials
for
instructional
equity,
our
bps
instructional
framework.
We
know
that
students
that
are
healthy,
cared
for
and
empowered
feel
a
sense
of
belonging,
miss
less
days
of
schools
and
are
more
likely
to
graduate
and
thrive.
O
O
O
As
we
imagine
learning
reimagine
learning,
we
need
to
improve
access
to
high
quality
health,
education,
physical
education
and
physical
activity
and
social,
emotional
learning,
inclusive,
culturally
and
linguistically
sustaining
practices
so
that
these
programs
are
available
for
every
child
in
every
school.
We
want
students
to
have
the
skills
they
need
to
be
well.
O
This
whole
child
instruction
will
contribute
to
quality
and
length
of
life
for
students
and
their
families.
It
will
decrease
rates
of
disease,
disability
and
death,
including
severity
of
disease
for
students
and
others.
Whole
child
instruction
is
a
part
of
an
asset
based
participatory
approach
to
securing
opportunities
and
services
that
increase
access
and
agency
the
libertarian
education
renee
referenced
in
the
hub
school
model.
O
Equitable
access
to
health,
education,
physical
education
and
social
emotional
learning
is
a
priority
in
the
strategic
plan
and
called
for
in
the
wellness
policy.
Our
theory
of
action
is
that
if
we
create
healthier
and
more
welcoming
and
affirming
schools
through
improved
instruction,
equitable
access
to
programs
align
school
supports
and
policy
systems
and
environmental
change,
then
we
will
reduce
health
inequities
and
improve
student
learning
and
well-being.
H
H
I
also
want
to
highlight
on
the
next
slide.
This
is
the
third
or
fourth
third
of
our
city
council
hearings.
There
are
many
more
coming
up
in
the
next
few
weeks,
opportunities
for
us
to
dive
into
different
topics
align
to
our
strategic
plan
and
with
that
I'll
turn
it
back
over
to
the
chairwoman
for
questions
from
the
council.
C
C
I
want
to
know
we
were
joined
early
on
in
the
presentation
by
a
number
of
my
colleagues
so
with
us
for
a
while.
Now
I
additionally
have
been
councillor
ricardo
arroyo,
district,
five
councillor,
frank
baker,
district,
three
councillor,
ed
flynn,
district,
two
councillor,
michael
flaherty,
at
large
and
counselor
liz,
braden
district,
nine,
we're
going
to
jump
right
into
questions.
Obviously,
there's
a
lot
of
material
and
I'll
hold
my
into
the
end
and
go
first
and
foremost
to
my
vice.
E
Thank
you
very
much
ma'am
chair
and
thank
you
to
the
superintendent
and
everyone
here
today
for
the
very
thorough
conversation.
I
expect
that
we
may
do
a
few
rounds
of
questions
so
I'll
get
right
to
it.
I'm
very
curious
about
the
outreach
that
the
boss,
public
schools
did
to
students
experiencing
trauma,
especially
during
this
last
year
and
through
the
majority
of
this
last
year,
in
which
our
schools
were
closed,
and
we
didn't
have
physical
proximity
to
our
kids.
H
Yeah,
thank
you
for
that
question.
I
think
that's
a
that's
a
critical
question
and
part
of
the
reason
that
we
had
launched
the
fy
22
budget
planning
with
the
expansion
of
social
workers
at
all
schools.
You
may
recall
from
last
year
that
we
had
sort
of
thought
about
the
three-year
100
million
dollar.
Investment.
First
is
the
transformation
schools
was
year.
One
year
two
was
going
to
be
focused
on
high
schools
and
supporting
some
high
school
redesign,
and
then
year
three
was
going
to
be
the
full
expansion
across
for
social
workers.
K
K
K
So
I
think
all
of
our
mental
health
support
folks
are
working
hard
to
provide
these
services
and
we'll
continue
to
do
that
as
we
bring
in
another
95
social
workers
we'll
have
to
onboard
them
quickly,
which
is
definitely
a
large
task,
a
huge
task
and
the
same
with
the
remaining
family
liaison.
So
that's
something
that
you
know
we'll
have
to
be
working
on.
We
are
already
planning
on
working
on
our
plans
for
that.
So.
L
If
I
may
add
to
that,
miss
o'hara,
one
of
the
things
that
our
behavioral
health
services
team
has
they're
not
taking
credit
for,
is
they've
done
a
lot
of
work
with
our
parent
university
team
over
the
course
of
this
year.
Part
of
what
we
also
are
trying
to
do
with
families
is
to
stigmatize
social,
emotional
and
mental
health
services,
and
so
they've
done
a
lot
of
work
with
our
team
in
terms
of
coming
to
our
various
communities.
L
L
I
think
the
the
pandemic
has
created
an
interesting
space
for
different
conversations,
and
we
know
that's
important
also
because
our
young
people
in
high
school
are
telling
us
that
you
know
when
they
want
to
get
support
themselves
and
they,
and
we
have
to
sign
off
on
their
parents,
have
to
sign
off
on
them.
As
miss
o'hara
has
been
helping
us
with
some
some
things
that
part
of
that
piece
is
getting
their
parents
to
even
understand
the
need
for
that.
H
So
I'm
gonna
ask
miriam
ruben
our
budget
director
to
pull
up.
I
think
she
has
a
list
of
the
fte
allocations
that
could
tell
us
how
many
schools
don't
have
a
full-time
social
worker
allocation,
the
for
the
nurses.
We
do
have
a
1.0
nurse
in
every
school
building,
and
so,
if
there
are
schools,
I
think
there's
a
handful
of
schools
that
share
buildings.
H
There
may
not
be
a
full
1.0
per
school
community,
but
there
is
adequate
staffing
and,
of
course,
the
nursing
team
allocates
it
both
on
the
fte
per
building
and
then
also
on
the
acuity,
the
sort
of
needs
of
students
in
the
building
to
make
sure
so
that
nursing
support
is
still
part.
There
was
a
long
answer
to
say:
yes,
the
nurses
are
still
part
of
our
fy
22
budget
and
our
critical
part
of
our
team
going
forward.
E
Now
I
appreciate
that
and
so
that
those
26
schools-
that's
you
know
so
we're
short
13.
I
need
to
put
me
out
there-
sorry,
13
providers
and
and
to
me,
with
this
large
investment
that
we're
making.
We
really
need
to
find
the
funds
to
right-size
that
so
every
school
does
have
access
to
a
full-time
provider,
because
the
student
in
crisis-
isn't
you
know
picking
the
time
of
day
or
the
day
of
week
that
they're
in
crisis
and
they
need
access
to
resources
so
miriam.
E
Thank
you
very
much
for
just
being
very
specific
about
that.
So
my
task
is
at
hand
and
then,
if
someone
could
just
explain
to
me
briefly,
this
can
be
very
brief.
As
I
see
the
gavel,
what
is
the
determination
of
a
social
worker
versus
a
different
type
of
provider?
I
don't.
I
don't
personally
have
a
preference.
I
just
would
like
to
understand
why
the
focus
on
social
workers
as
opposed
to
what
a
different
credentialing.
E
H
R
Thank
you
and
I
apologize
for
my
voice
in
advance.
So
very
briefly,
I
think
the
the
rationale
behind
that
was
around
the
training
that
social
workers
receive
in
terms
of
thinking
around
systems
and
how
ecological
issues
impact
students,
as
well
as
the
clinical
expertise
that
they
bring
to
the
table
and
the
vigorous
training
that
they
that
they're
provided.
S
Good
afternoon,
council
subjects,
one
thing
I
would
add
to
that
is
that
you
know
one
of
the
things
that
we
felt
was
that
the
social
worker,
given
the
role
and
previous
roles
of
them
they're,
also
the
connector
of
services.
So
we
felt
that
that
was
important
for
someone
that
has
experience
in
that
realm
to
be
able
to
navigate
the
different
resources
and
bring
it
all
together
to
support
the
whole
child.
P
C
T
Thank
you,
madam
chair.
Thank
you,
ladies
and
gentlemen,
for
that
very
thorough
overview.
Nate.
You
have
more
than
proven
your
roslindale
bona
fides
by
beginning
a
quote
of
fidel
castro.
To
kick
things
off
so
well
done
my
friend
and
thank
you
to
the
I
don't
know
if
superman
is
still
with
us,
but
thank
you
for
always
being
so
accessible
on
this.
I
see
a
number
of
people
with
whom
I've
worked
for
a
number
of
years,
but
also
some
new
faces.
T
This
is
an
earlier
free
sort
of
working
session,
but
nate
could
you
provide
all
of
us
on
the
council
with
just
sort
of
a
list,
and
maybe
someone
else
has
already
requested
this,
just
a
breakdown
of
individuals,
sort
of
in
the
in
the
t
in
central
office
or
in
the
bowling
building
sort
of
name
title
salary
just
so
we
have
a
better
understanding
as
we
gear
up
for
the
for
the
vote.
Thank
you.
There's
been
a
lot
to
cover
so
I'll.
Try
my
best
to
get
through
it.
T
I'm
thinking
about
some
specific
constituents
at
the
perkins
school
of
the
blind
obviously
were
unable
to
take
advantage
of
any
any
remote
schooling
whatsoever,
just
given
the
nature
of
their
challenges,
and
I
believe,
if
I
have
this
right,
that
the
state
has
allowed
for
the
20
that
right
now,
the
cutoff
agency,
the
22,
is
the
age
in
which
students
can
age
out
of
bps
and
that
has
been
extended
for
current
22
year
olds.
Is
that
correct.
T
B
I'd
have
to
get
back
to
you
on
that,
but
I
know
this
is
a
you
know
bill
before
the
state
legislature
right
now,
and
it's
something
that
the
superintendent
has
already
extended
to
our
families
for
the
22
year
olds.
If
that's
an
option
they
want
to
take
you
know,
one
of
the
challenges
certainly
is
making
sure
that
if
they
are
over
the
age
of
22
making
sure
that
they
don't
lose
their
placement
with
the
state,
so
it's
definitely
a
unique.
You
know
thing
for
families
to
decide
on
their
own.
T
Yeah
and
last
week
the
council
took
action
through
the
leadership
of
myself,
counselors
flynn
and
braden,
and
supporting
a
resolution
that
supported
representative
koppenger's
bill
at
the
state
level
that
you
referenced
megan.
But
I
I
guess
one
request
that
I
would
make
here
and
we
can
follow
up
with
more
specificity
offline
is
there
are
certain
situations
where
we
would
have
someone
in
their
late
teens
or
early
20s,
who
wouldn't
quite
be
caught
up
in
sort
of
this.
This
extension,
but
still
would
very
much
benefit
from
it.
T
So
I
I
certainly
think
that
you
know
any
any
student,
particularly
in
the
cutoff,
could
be
in
the
in
the
mid
to
late
teens,
but
any
student
that
has
such
significant
challenges.
Who's
really
missed
out
on
a
year
through
no
fault
of
his
or
her
own,
to
be
able
to
extend
that.
It
may
need
some
state
action,
but
I
think
there's
also
some
wiggle
room
this
the
we
could
do
as
a
district.
So
I
look
forward
to
seeing
that
codified
in
the
months
ahead.
Just.
B
T
Fabulous,
thank
you
very
much
and
dr
granson,
you
talked
a
little
bit
about
in
your
presentation,
the
sort
of
the
exam
schools
and
so
some
they're.
What
the
the
invitations
look
like,
and
I
think
we
all
celebrate
the
fact
that
we're
seeing
exam
schools
that
better
reflect
the
vibrancy
and
diversity
of
the
district.
I'm
curious
when
the
debate
last
fall,
centered
around
the
one-year
temporary
opting
out
of
the
test
or
not
doing
the
test
due
to
cova
conditions.
T
I
Thanks
sorry
about
that
counselor
good
morning,
so
we
have
our
team
working
with
all
the
exam
school
leaders
to
put
together
a
program.
We're
calling
right
now,
strategies
for
success,
and
it's
going
to
have
to
do
with
preparing
them
to
have
a
successful
transition
and
entry
into
the
exam
schools
will
focus
on
we've
looked
at,
for
example,
language
and
in
latin
potentially,
because
it's
something
that
exam
school
leaders.
I
You
know
noted
that
if
students
can
do
well
in
that
area,
they're
able
to
persist
and
be
successful,
and
so
that
may
be
one
of
the
components
or
it
may
be
provided
at
a
later
date,
math
and
ela
in
areas
of
support,
but
really
want
to
try
to
make
sure
it's
tailored
to
students
as
much
as
possible.
And
so
you
know
we'll
be
working
with
students
to
see
what
the
strengths
are
in
the
earlier
in
the
earlier
part
of
the
program
and
what
the
growth
areas
are
and
then
tailoring
it
to
meet
their
needs.
T
No,
I
think,
that's
fair,
and
I
appreciate
that.
I
think
it's
a
smart
approach
and
look
forward
to
sort
of
the
conversation
as
we
get
into
the
fall
to
see.
I
think
I
think
we
should
be
nimble
and
it
sounds
like
that.
That's
precisely
the
tact
you're
taking
and
has
the
the
test
been
scheduled
for
october
or
november.
Yet
do
we
have
a
date.
L
That's
that
is
my
question.
Thank
you,
council
o'malley.
Not,
we
have
not
scheduled
the
test
for
the
fall
yet
with
the
exam
school
task.
Force
is
still
meeting
and,
as
you
may
know,
part
of
their
charge
is
to
make
a
recommendation
on
a
long-term
policy
to
the
school
committee.
The
expectation
is
that
that
will
occur
before
the
end
of
the
school
year,
and
I
think
at
that
point
we
will
know
how
we
were
moving
forward
as
a
as
a
district.
L
T
Okay
but
yeah
to
be
clear.
The
action
taken
by
the
school
committee
last
year
was
to
suspend
the
test
for
one
year
for
one
year
yeah,
so
one
would
argue
the
default
would
be
that
the
test
would
be.
I
I
understand
this.
This
is
not
the
focus
necessarily
of
this
hearing,
but
I
just
want
to
flag
this
and
we'll
continue
to
get
a
little
more
clarity
from
from
you
and
the
superintendent
going
forward,
but
the
the
the
the
pause
was
slated
for
one
year,
which
of
course
was
this.
T
His
past
fall
and
my
the
gavel's
up,
so
I
will
just
briefly
try
to
see:
can
can
anyone
talk
as
we
talk
about
additional
services
and
sort
of
transitioning
back
to
school?
I
obviously
welcome
and
really
want
to
commend
counselor
sabi,
george
and
other
counselors
for
really
highlighting
and
supporting
getting
more
social
workers
and
really
social
and
emotional
supports.
T
Can
someone
talk
a
little
bit
about,
and
this
may
go
to
my
next
round
of
questions,
just
the
incredible
trauma
that
this
year
has
given
all
of
us,
particularly
young
people,
particularly
those
who
have
been
out
of
school
for
many
times
and
just
sort
of
any
any
sort
of
anticipatory
challenges
or
supports
that
we
can
put
in
as
students
either
are
now
returning
to
school
or
those
who
have
opted
out
for
the
rest
of
the
school
year?
For
looking
back
looking
into
september?
K
I
can
jump
in
here,
counselor
molly,
as
you
can
imagine,
it's
been
a
hard
year
for
young
people.
I
think
we
anticipate
that
students
will
have
a
hard
time
coming
back
to
school,
just
in
readjusting
to
having
to
get
up
early
having
to
be
in
a
large
building
with
with
lots
of
people.
I
mean
it's,
it's
been
a
long
time
for
many.
In
addition
to
that,
we
have
students
who
were
already
you
know
dealing
with
challenges
around
perhaps
school
anxiety,
and
things
like
that.
K
So
this
is
only
going
to
bring
it
to
a
whole
other
level.
As
you
can
imagine
right,
and
I
think
for
many
of
the
students
in
particular
in
transition
years,
it's
very
difficult
because
they're
walking
into
a
building
where
they
don't
really
know
a
lot
of
people
and
so
other
than
through
zoom.
So
I
think
we'll
have
to
do
some
work
around
again.
K
The
tier
tier
one
interventions
whole
school
of
building
community
building
climate
really
getting
to
know
the
adults
and
the
other
students
in
the
buildings
and
pushing
that
those
supports,
I
think,
will
be
really
important
and
critical
for
our
schools.
So
I
can
speak
from
in
terms
of
social
workers.
I
know
that
we
are
doing
some
professional
development
around
lots
of
different
things,
but
one
of
the
things
that
we
talk
about
is
building
the
community
in
the
school
at
the
school
level.
K
So
what
are
those
tier
one
supports
we're
hoping
to.
I
guess,
as
I
said
to
you
earlier,
that
we
are
committed
to
making
sure
everybody's
trained
in
restorative
justice
practices,
which
is
a
great
way
of
building
that
community,
elevating
the
student
voices,
so
they
can
express
their
needs
in
a
way
that
they
feel
heard,
and
so
that
will
be
import,
important
and
critical
for
us
to
establish.
T
Absolutely
we
could
have
an
entire
hearing
on
this,
but
but
wanted
to
just
close
by
thanking
you
carmen
you.
We
were
honored
to
honor
you
and
my
favorite
school
social
worker,
my
sister
christine
who's
at
the
madison
park,
vocational
technical,
high
school.
Thank
you
for
the
great
work
you
do
every
year,
all
of
our
school
teachers
and
community,
but
particularly
our
social
workers
during
this
year.
Thank
you
for
your
great
work.
That's
all.
C
Thank
you.
Thank
you,
counselor
o'malley.
I
do
just
want
to
know
that
there
is
a
different
bps
hearing
focused
on
exam
school
admissions
and
admissions
and
assignment
in
general.
So
I
just
want
to
say
to
counselors
that
I
would
prefer
that
we
leave
further
aspects
of
that
line
of
inquiry
for
that
hearing.
U
U
There
really
isn't
a
line
item
in
the
budget
on
quote-unquote
diversity,
but
it's
something
that
everybody
clearly
wants.
Can
you
explain
how
different
line
items
in
the
budget
come
together
to
push
an
agenda
of
diversity
in
our
hiring
practices
and
curriculum
and
et
cetera?
If
you
could
just
break
that
down?
That
would
be
great
continuing
off
of
that.
In
your
presentation,
you
mentioned
using
oag
policy
as
a
logic
model.
First,
can
you
explain
what
a
logic
model
is
for
those
people
who
are
listening
and
just
just
high
level?
U
U
Last
year
we
saw
a
cut
in
social,
emotional
learning
and
an
increase
in
social
and
emotional
intervention
this
year
we're
succeeding,
we're
seeing
a
proposed
cut
in
social,
emotional
intervention
and
an
increase
in
social
emotional
learning.
What's
the
reasoning
for
these
numbers
going
back
and
forth,
and
then,
lastly,
the
b,
the
bps
website
lists
members
of
the
oag
task
force.
Could
you
explain
how
the
members
of
the
task
force
were
chosen
and
how
the
role
of
the
student
voices
can
be
included?
It
doesn't
look
like
there's
a
student
sitting
on
that
task.
H
Thank
you,
councillor,
mejia,
thorough
and
great
questions.
As
always,
I
think
the
first
thing
I
would
just
talk
about
is
how
the
budget
is
structured
and
one
of
the
challenges
we
have
is
the
budget
as
a
sort
of
operating
tool
versus
the
budget
as
something
that
we
want
to
communicate
around
our
values,
and
so
you
flagged
the
diversity
and
inclusion
or
diversity
as
initiative
as
part
of
something
that
you'd
want
to
communicate
where
the
line
items
are.
H
Our
budget
is
structured
in
sort
of
three
big
accounts
or
three
big
data
points.
The
first
is
the
department
and
that
that
signals
who's
responsible
for
managing
the
work
in
this
case,
with
some
of
the
diversity
work.
Certainly,
charles
excuse
me,
dr
granson
will
be
able
to
to
provide
more
clarity.
There
are
those
elements
of
it
that
are
that
are
the
responsibility
and
purview
of
his
department,
which
show
up
in
the
funds,
and
then
there
is
the
work
that
is
done
throughout.
That
he's.
H
He's
done
a
lot
of
work
to
embed
the
culture
and
practices
of
equity
and
inclusion
in
all
of
our
work,
and
so
his
department-managed
funding
would
sort
of
show
up
and
be
in
the
category,
but
a
lot
of
the
work
that
we're
all
trying
to
embed
wouldn't
show
up
in
any
lineup.
The
second,
of
course,
is
an
account,
an
account
that
really
becomes
the
second
way
we
structure
our
budget
is
around
the
account.
H
Those
are
just
meant
to
be
sort
of
descriptions
of
what
we
purchase,
and
so
in
this
case
it
would
be
if
we
have
contracts
towards
this
work
or
ftes
towards
this
work.
It
wouldn't
be
sort
of
diversity
fte.
It
would
instead
be
sort
of
modified
through
the
program
code
and
the
program
code
is
our
way
of
tracking
sort
of
the
initiatives
and
sort
of
historical
spending
across
a
number
of
categories.
That
may
be
where
you
saw
the
shift
from
one
program
code
to
another,
and
it's
categorized
differently.
H
You
know
bps.
While
we
are
presenting
a
unified
budget,
it's
actually
made
up
of
123
schools
and
50
or
so
central
office
departments,
all
individual
people
making
decisions
about
how
they're
aligning
to
the
strategic
plan,
and
sometimes
things
get
coded
differently
year
to
year.
That
may
that
may
be
something
you're
picking
up
on,
but
certainly
we
evaluate
whether
or
not
we
want
to
track
something
as
a
specific
program
each
year
and
sort
of
think
about.
How
does
this
help
us
manage
the
budget
and
manage
to
our
strategic
goals
and
then
also?
I
Good
morning,
councillor
mejia
thanks
for
the
questions
and
thanks
native
sparing
for
sparing
me
of
trying
to
explain
how
that
works.
We,
but
I,
I
guess
I'll
just
add
to
what
she
could
have
said
to
by
providing
a
few
examples.
We
for
the
first
time
last
year,
were
able
to
hire
a
retention
specialist
in
our
office,
recruitment,
cultivation
and
diversity.
I
While
we
searched
for
a
replacement
in
our
opportunity,
gaps,
office
and
one
of
that
role
is
funded
and
has
the
express
purpose
of
working
across
central
office
departments
to
do
that.
Work
around
pushing
the
thinking
of
leaders
that
I
described
in
the
presentation
and
creating
the
goals
and
really
having
work
plans
that
clearly
do
the
work
that
dismantle
the
barriers,
and
so
that's
one
support
there
and
then,
of
course,
we
have
other
staff
in
the
office
who
provide
training
and
support
either
around
race,
record
planning,
tool,
usage
or
around
cultural
proficiency.
I
U
Yeah,
so
I
I
do
appreciate
all
of
those
answers.
I
am
I'm
constantly
concerned
about
the
the
community
engagement
piece
it
seems
like
that
is
an
area
where
we
have
an
opportunity
to
really
strengthen
how
community
voice
looks
like
because
you
know
we
go
to
these
meetings.
We
say
we're
going
to
do
x,
y
and
z.
I've
been
participating
in
some
of
the
equity
round
tables
and
there's
always
there
seems
to
be
a
disconnect
with
what
we're
communicating
and
what
people
are
hearing
and
how
they
walk
away.
U
U
And
I
think
that
we
have
an
opportunity
to
really
expand
that
tent
and
and
bring
in
a
few
folding
chairs,
so
that
we're
allowing
the
next
generation
of
parents
who
aren't
highly
engaged
to
actually
help
inform
some
of
these
decisions
because
they're
the
ones
who
are
experiencing
a
lot
of
these
issues
that
we're
talking
about
here
today.
So
I
just
think
for
monica.
U
You
know,
in
terms
of
like
a
lot
of
the
family
engagement
work
that
you're
doing
is,
is
working
in
partnership
with
identifying
some
of
the
parents
that
are
not
so
engaged
to
to
help
build
that
pipeline.
And
then
I
think
that
you
know,
as
as
I
as
much
as
I
appreciate
the
the
thoroughness
of
the
the
powerpoint
presentation.
U
We
need
to
come
back
to
these
public
hearings,
I'm
going
to
be
looking
for
more
specifics
and
details
and
things
that
could
be
broken
down
in
little
chunks
and
that
are
a
little
bit
more
digestible
for
folks.
So
that's
what
I'm
going
to
ask
for
in
in
the
next
kind
of
go
around
just
because
I
think
we
have
a
lot
of
parents
who
are
obviously
we're
doing
this
at
a
time
that
educators
can't
participate.
Students
are
in
class,
and
parents
are
not
here
right.
U
V
Here,
thank
you,
everybody
for
being
here.
I'm
gonna
get
right
into
the
questions
instead
of
going
through
the
long
list
of
thank
you
for
being
from
here
and
so
on,
and
so
forth.
What
of
measurable
progress
if
any
has
been
made
in
reducing
curriculum
bias?
How
does
this
fiscal
year
2022
budget
specifically
address
this,
and
I
also
need
more
detail
on
who
does
curriculum
bias
review?
If
you
can
give
me
a
step-by-step
process
and
who's
involved
and
how
often.
N
H
V
I
think
curriculum
is
great
to
talk
about,
I'm
very
excited
for
me,
so
that
right,
just
how
often
is
this
process
in
terms
of
curriculum
bias
review
is
this
triggered
by
teachers
at
the
at
the
ground
level,
like
the
the
the
steps
and
processes
for
this
are
still
sort
of
murky
mysterious
to
me,
I
know
that
some
people
in
central
office
look
at
curriculum,
but
how
are
we
flagging
this?
How
often
is
this
being
flagged?
What
does
that
actually
mean
when
you
say
you
look
at
curriculum?
N
V
S
S
V
S
Combination
of
both,
but
there
are
areas
where
we
do
track,
that
we're
allowable
than
we
do
connect
with
schools
about
like
such
as
location
of
incidents,
type
of
incidents.
We
do
have
the
participants
who
are
involved
and
we
do
do
those
pieces,
but
some
may
be
more
complicated
attractive
because
of
protecting
folks
that
are
involved.
Students
are
involved
witnesses
victims.
That
kind
of
thing.
V
Okay
now
another
question
for
folks-
and
I
think
this
would
probably
be
the
last
question
that
I
have
for
this
round,
because
I
think
it'll
probably
take
most
of
the
time,
but
in
terms
of
I
know,
we've
talked
about
how
many
nurses
will
have
in
every
building
and
social
workers.
But
how
many?
How
many
bps
schools
will
not
have
a
family
liaison
next
year?.
Q
A
V
A
A
H
V
C
W
Thank
you.
Thank
you.
Councillor,
barking
to
the
bps
team
that
is
here
wanted
to
focus
some
of
my
questioning
or
comments
on
the
very
difficult
year
for
the
aapi
students,
a
lot
of
hate
crime,
violence,
intimidation,
but
going
as
our
students
go
back
to
class.
What
type
of
services
outreach
are
we
providing
the
students?
W
K
I'm
happy
to
jump
in
counselor.
We
have
been
sharing
resources
across
our
teams,
both
social
workers
and
school
psychologists,
to
use
at
the
school
level.
We
have
collaborated
with
folks
from
the
office
of
the
oel
office
to
do
some
parent
conversations
and
and
and
hosting
parents,
to
talk
about
this
and
connecting
them
to
resources
as
well
and
really
as
a
district.
K
We
have
shared
resources
for
all,
including
teachers
again
doing
some
of
these
interventions
in
the
classroom,
allowing
the
space
for
students
to
be
able
to
talk
about
their
experiences
and
elevating
their
voices,
so
that
will
continue
it's
used
for
aapi
incidents
and
also
aap.
I
hate
incidents.
It's
also.
W
Thank
you.
Thank
you.
I
just
want
to
follow
up
with
that.
What
are
we
doing
this
summer
for
our
asian
students
and
asians
asian
families?
It's
a
critical
time
this
summer,
obviously
the
pandemic
is
is,
is
almost
over,
but
we're
still
seeing
a
lot
of
troubling
incidents
of
violence
against
the
asian
community.
I
guess
my
question
is
over
the
next
two
months.
I
want
to
make
sure
that
we
include
and
engage
the
asian
students
in
as
much
services
and
outreach
as
we
can.
S
W
W
Okay,
one
one
final
question:
if
there's
any
issues
that
we're
not
making
progress
on
any
of
these
issues,
can
you
let
me
know-
and
I
can
try
to
help
or
try
to
get
resources?
If
I
can,
I'm
not
going
to
be
upset
if
we're
not
making
progress,
I'm
going
to
be
upset.
If
I
don't
know
about
it,
so
you
know
if
if
there
are
issues-
and
we
have
challenges,
please
let
me
know-
and
I
want
to
be
part
of
that
solution
in
in
make
progress
in
helping
our
asian
students.
X
Thank
you,
madam
chair.
Obviously,
thanks
to
the
superintendent's
team,
cfo
nate
cooter
and
dr
charles
branson,
and
the
folks
that
presented
this
morning
for
me
closing
the
opportunity
in
the
achievement
gap
is
the
most
important
thing
that
we
can
do
for
our
students.
A
critical
part
of
doing
so
is
to
give
our
students
access
to
opportunities
that
can
put
them
on
pathways
to
to
succeed
and
then
ensuring
that
you
know
we're
meeting
the
students
needs
where
they're
at
and
providing
adequate
support
to
all
of
our
students,
academic,
emotional,
social,
etc.
X
X
You
know,
as
well
as
the
increased
need
for
trauma,
crisis
and
mental
health
support
you
know
and
how
it
fits
into
the
strategic
plan
in
commitment
one
in
general.
I
that's
sort
of
the
first
issue.
I
have
and
how
we're
we're
holding
ourselves
to
those
deliverables
and
then
the
next
piece.
My
next
question
is
the
decline.
Enrollment
this
year
has
been
very
troubling
for
me.
You
know,
so
I
guess
you
know.
X
How
are
we
funding
our
schools
to
ensure
that
schools
that
are
losing
students
do
not
see
cuts
more
cuts
to
funding?
I'm
I'm
happy
to
see
that
there's
been
an
investment
in
family
liaisons
that
reflect
the
language
and
cultural
cultures
of
the
communities,
but
oftentimes
families
reach
out
because
they
they
don't
understand
how
to
navigate
the
system,
and
I
guess,
will
each
school
have
a
family
liaison
and
what
is
the
progress
on
on
that
hiring
process?
So
that
should
be
first
couple,
two
or
three
questions,
man,
I'm
sure
and
I'll
I'll.
I
I
There's
a
sort
of
explanation
of
how
we
will
go
about
monitoring
and
implementation
and
holding
ourselves
accountable
and
public
accountability
was
a
major
theme
in
the
strategic
planning
process
and
with
the
adoption
of
the
plan,
the
superintendent
committed
to
quarterly
reports
to
the
school
committee
on
progress.
Kobe
did
sort
of
slow
us
down
and
throughout
that
effort,
but
we're
coming
back,
hopefully
by
this
summer,
with
an
annual
report
and
then
from
there
on
the
quarterly
reports
will
proceed,
and
these
will
be.
This
will
be
a
sort
of
public
document
and
dashboard.
I
I
Some
of
the
initiatives
that
you
might
have
heard
of
and
be
familiar
with
our
work
that
we're
doing
around
implementation
of
the
look
act.
I
believe
that's
coming
before
school
committee
soon
and
so
you'll
hear
more
about
that
work,
around
mass
core
adoption,
which
will
be
in
school
committee
tomorrow,
which
is
a
key
strategy
around
closing
opportunity,
achievement
gaps
and
ensuring
equitable
access
to
high
quality
curriculum
and
instruction
across
every
bps
school.
I
They
have
that
work
that
I
believe
they'll
be
sharing
in
the
next
couple
of
weeks
as
well,
and
so
those
are
the
things
we're
looking
at
as
deliverables.
Of
course,
there's
the
policy
or
the
plan,
and
then
it's
about
our
implementation
and
delivery
of
it,
which
will
show
up
in
our
quarterly
reporting
of
the
strategic
plan.
Progress.
X
X
So
that's
a
barometer
for
me,
as
is
you
know,
when
ceos
are
moving
their
companies
here,
you
know
in
bringing
you
know
those
high
paying
jobs
here
and
those
jobs
aren't
trickling
out
to
the
neighborhoods
to
to
to
our
residents,
particularly
graduates
of
bps.
That's
also
another
barometer
for
me,
so
I
want
to
make
sure
that
you
know
we're
holding
ourselves
to
the
highest
academic
standards
as
possible.
X
In
that
you
know
we're
helping
folks,
you
know,
gain
access
to
those
opportunities
and
that's
you
know
one
of
our
most
important
fundamental
fundamental
obligations
is
the
education
of
our
children,
and
you
know
we
need
to
continue
to
to
put
our
best
foot
forward
and
provide
the
best
opportunities
for
our
kids
and
it's
not
a
one.
Size
fits
all.
X
Unfortunately,
it's
not
how
it
works,
and
so
we
need
to
make
sure
that
we're
doing
the
best
we
can
to
get
kids
up
to
grade
level,
and
we
also
need
to
also
be
there
for
those
that
that
need
you
know
those
ap
courses
in
advanced
work
studies
to
help
them
sort
of
achieve
their
their
highest
height
as
well.
So
it's
a
it's
a
it's,
a
combination
of
all
of
those
factors
and
keeping
in
mind
again
that
you
know
some
of
the
some
of
the
goals
that
we've
set
for
ourselves.
H
And
council,
I
wanted
to
return
to
one
of
your
earlier
questions,
because
I
think
it
does
give
us
the
opportunity
to
highlight
something
that
we
invested.
A
significant
amount
of
money
in
you
would
you
had
mentioned
enrollment,
declines
and,
and
the
concerns
around
how
those
enrollment
declines
can
lead
to
a
change.
In
the
student
experience
this
year
we
did
more
to
support
schools
outside
of
weighted
student
funding
than
we
have
in
prior
years.
H
H
Risk
for
us
going
into
next
year,
quite
honestly,
if
we
don't
get
enrollment
back
and
so
part
of
that
is,
how
do
we
create
pro-enrollment
strategies
and
how
do
we
make
this
a
system
that
people
want
to
go
into,
and
I
think
that
was
gets.
Your
second
question,
which
is
difficulty
navigating
the
system,
and
maybe
because
it's
lunchtime
I
was
thinking
about
you
know
when
I
first
moved
to
boston,
I
couldn't
consistently
find
pizzeria
regina
in
the
north
end.
It
felt
like
every
time
I
tried
to
go
there.
H
You
know
foundations
for
quality
at
all
schools,
so
that
parents
know
that
by
enrolling
in
any
school
in
the
district
that
they're
going
to
be
enrolling
in
a
place
where
their
child
can
be
successful,
their
student
can
be
successful
and
that
sort
of
predictable
pathways
consistent
experience
across
is
something
the
superintendent
has
been
focused
on,
and
is
one
that
you
know.
We
have
plans
to
continue
to
invest
in
both
in
terms
of
our
operating
budget
and
in
some
of
the
changes
you'll
hear
about
in
our
capital
planning
as
well.
X
So
nate,
obviously
supporting
of
legislation
pending
at
beacon
hill
to
give
students
with
disabilities
an
optional
repeat
year.
What
are
we
seeing
with
bps
with
respect
to
optional,
repeat
years,
for
all
students,
quite
frankly
for
those
that
have
disabilities
and
for
those
that
do
not
our
parents
electing
to
have
their
children
get?
I
guess
an
additional
year
of
instruction
and
repeat
their
current
grade,
feeling
that
they
may
have
lost
a
year
and
if
so,
what?
If
any
impact
will
that
have
in
terms
of
our
school
assignment
process?.
H
Yeah,
it's
a
great
question
having
gone
through
that
with
my
own
child
at
the
start
of
this
year.
I
know
that
that
can
be
both
a
challenging
question
for
families
and
also
one
that
can
be
it
needs
to
be
very
student
driven.
This
is
the
time
of
year
when
we
would
start
to
see
schools
and
families
really
solidify
their
plans
around
repeating,
I
think
what
we
have
talked
about,
and
you
heard
people
refer
to
a
strong
tier
one
intervention.
H
I
think
that's
that's
what
we
do
for
all
students.
What
we
need
to
do
is
approach
next
year
around
what
is
the
unfinished
teaching?
What
is
it
that
we
didn't
get
to
as
a
system
and
because
I
think
there's
there
are
a
lot
of
students
who
have
material
and
instruction
that
they
need
to
catch
up
on
the
impact
on
assignment.
H
It
is
interesting
that
in
a
typical
year,
if
we
saw
an
increase
in
retentions,
that
would
then
change
who
could
be
assigned
to
different
schools,
because
you
know
there's
sort
of
a
finite
capacity.
I
think
in
this
year,
where
we
have
you
know,
as
I
mentioned,
the
18.5
million
we've
built
extra
sort
of
capacity
in
the
system
for
students
that
there
is
more
flexibility
and
we
don't
see
an
impact
right
now.
On
assignment,
I
don't
have
any
of
the
exact
numbers
on
retentions.
Y
Y
In
terms
of
the
hub
schools,
how
many
hub
schools
do
we
have
in
the
district
that
do
more
intensive
wrap
around
services
and
and
what's
the
relationship
of
those
schools
with
local
health,
community
health
centers
with
the
closure
of
jackson,
man?
Next
next
anticipated
closure,
jackson,
man
next
june
and
22?
Y
And
counseling
services
will
be
added
to
support
the
families
during
that
transition.
Jackson,
man
has
a
significant
population
of
students
with
autism
and
I'm
just
wondering
about
what
what
what
you
anticipate
in
terms
of
additional
supports
to
help
with
that
transition.
It's
a
very
these.
These
students
require
you
know
they
rely
on
predictable
routines
and
consistency
are
really
helpful
in
their
in
their
education.
So
it's
really
critically
important
that
we
get
that
piece
right
also
in
terms
of
related
service
providers.
H
I'm
gonna
ask
that
we
on
the
last
question
about
related
services
and
special
education
services.
If
we
can
hold
that
question
to
this
afternoon's
hearing,
this
afternoon's
hearing
in
terms
of
closing
achievement
gaps
will
also
include
ethan
dalmom
burns,
our
assistant
superintendent,
for
special
education,
who
his
team
is
definitely
better
prepared
to
answer
that.
The
short
answer
is
yes,
we
do
we
are.
H
H
Part
of
our
rationale
for
announcing
this
early
in
the
process.
This
early
in
the
year
of
a
closure
around
a
school
is
that
it
allows
us
time
to
work
with
families
and
understand
what
supports
they
need
for
their
students
and
prepare
that
information
before
the
school
committee
makes
it
any
decisions
or
ultimate
votes
on
school
closure,
and
so
part
of
our
process
is
to
identify
supports
for
students
transitioning.
H
We
have
heard-
and
we've
learned
from
other
school
closures,
that
the
academic
supports,
along
with
the
social
emotional
supports,
are
important,
so
that
we
know
that
we
assess
the
students.
You
know
current
transcript,
what
their
needs
are
and
then,
when
they
transition
to
a
new
school
that
that
new
school,
the
receiving
school
picks
up
their
services
for
the
students
in
the
program.
H
R
Thank
you
for
that
question,
so
it's
a
photo
for
this
pilot.
We'll
have
we'll
have
a
total
of
14
schools,
including
the
gardener,
as
nate
mentioned,
in
terms
of
the
work
around
community
health,
centers
and
in
libraries.
The
conversation
is
already
started
around
the
health
centers
in
particular
we're
working
in
really
close
partnership
with
our
partners,
mbphc
around
our
school-based
community
health,
centers
and
then
thinking
through
how
to
better
link
and
learning
from
the
work
of
the
gardener,
for
example,
and
how
to
better
link
our
community
health
centers.
R
R
The
other
part
was
around
libraries,
and
I'm
really
glad
you
asked
that
question
because
part
of
what
we
want
to
make
sure
we
do
again
pushing
back
against
more
one-stop
shop
models
and
thinking
more
around
how
we
increase
access
to
our
families
and
students
around
the
incredible
resources
that
our
our
city
already
provides
is
thinking
about.
In
spaces
where
maybe
libraries
aren't
present
or
aren't
as
robust,
how
do
we
make
those
more
deliberate
links?
R
Y
C
Thank
you
so
much
councillor
brayden
and
I
think
we
were
joined
by
counselor
edwards,
but
I
think
she
may
be
having
connectivity
issues.
So
I
will,
I
will
jump
in
with
my
questions
and
and
then
we
will
do
a
second
round
of
questions.
Just
I'd
ask
colleagues
to
just
be
ready
so
that
we
can
move
through
them
quickly,
just
because
we've
got
two
hearings
today
yeah.
C
So
I
I
want
to
thank
the
team,
for
there
were
lots
of
answers
to
a
bunch
of
my
questions
in
that
presentation
in
the
first
hour,
and
so
just
a
few
follow-ups
on
that.
I
guess
my
my
biggest
question
is
it's
sort
of
like
the
moment
of
the
start
of
the
school
year
in
september
and-
and
I
think
others
have
sort
of
also
gestured
towards
this.
But
it
feels
to
me
like.
C
Around
effect,
I
just
I'm
sort
of
trying
to
think
about
what
the
sort
of
moment
of
diagnostic
assessment
in
the
first
few
weeks
of
september
is
going
to
look
like,
because
I
can
imagine
a
world
in
which
you
know
a
teacher
gets
their
class
roster,
and
then
I
mean
normally
right.
They
spend
the
first
few
weeks
trying
to
sort
of
figure
out.
Where
are
these
students
on
my
class
roster,
like
sort
of
where
are
they
in
their
learning
journey?
C
What's
going
on
at
home,
etc,
and
it
feels
like
we're
going
to
find
out
in
september.
Okay,
this.
You
know
this
set
of
students
in
my
class,
you
know,
could
really
use
the
mental
and
emotional
support.
I've
got
some
folks
who
stopped
going
to
school
last
year
and
they're
not
really
feeling
connected
to
the
school
community
and
they're,
not
showing
up
so
there
we
have
like
an
attendance.
C
You
know
from
jump
problem
and
you
know,
and
over
here
you
know,
this
person
had
really
sat
really
like
done
well
previously,
with
somebody
standing
over
their
shoulder,
helping
them
with
math
and
last
year.
It's
clear
that,
like
learning,
math
remotely
didn't
work
for
them,
so
I'm
just
kind
of
like
think
about.
We
have
all
these
kind
of
across-the-board
supports,
but
what
is
bps's
plan
for
kind
of
surging
in
that
individualized
support?
Just
I
just
think,
there's
going
to
be
so
much
that
we
don't
yet
know
about
where
our
students
are
at.
H
Yeah,
I
think,
that's
a
that's
a
great
question
and
an
important
one,
I'm
realizing
now,
as
we
go
to
answer
this.
I
believe
sylvia.
I
don't
know
if
I
think
she
might
have
said
to
step
away.
Oh
we're
back
wanted
to
just
talk
about
part
of
this
is
about
making
sure
that
we
create
systems
and
structures
or
supports
first
for
teachers,
because
those
closest
to
the
students
will
be
best
able
to
assess
what
they
need,
and
I
think
that's
part
of
the
challenge.
H
Is
we
start
to
think
about
the
availability
of
the
sr
funding
and
how
we
want
to
use
that
in
the
next
year?
We
both
want
to
be
ready
with
supports,
but
we
also
want
to
build
the
right
supports
and
tailor
it
exactly
to
the
right
students.
But
you
know
in
terms
of
the
diagnostic
tools
being
used
and
and
planned
supports,
turn
it
over
to
sylvia
to
see
if
she
wants
to
add.
N
Yeah,
yes,
thank
you.
I
would
say
that
it's
very
important
that
we
start
from
a
universal
view
of
tier
one,
both
in
academics
as
well
as
social
emotional
supports
for
students,
so
we're
planning
on
summer
learning
for
teachers
an
opportunity
for
teachers
to
prepare.
You
know
ahead
of
time
on
how
they're
going
to
reconnect
with
their
students
reconnect
with
their
families.
O
I
would
just
I
would
just
add
that
building
off
of
priorities
and
focuses
around
the
well-being
of
students
from
last
year.
The
guidance
that
we
would
want
to
give
in
and
continue
to
support
schools
are
are
the
idea
that
we
do
need
to
implement
structures
focused
on
student
and
adult
relationships
and
consider
really
extending
community
building
phases
of
reopening
schools
always
do
that.
They
know
they
have
to
meet
their
students
and
get
to
know
them.
O
From
my
perspective,
health,
education
and
physical
education
are
two
content
areas
where
students
get
to
have
some.
You
know,
experience
think
about
themselves,
reflect
on
how
they're
doing
and
how
they've
been
doing
and
then
move
and
have
some
enjoyment
as
a
part
of
that
joyful
school.
So
I
think,
with
a
full
really
approach
to
a
whole
child
is
is
an
important
more
than
ever
as
we
as
we
reopen.
C
Yeah
definitely
no,
I
just
yeah,
I
just
don't
want
I'm
just
thinking
about,
and
obviously
this
all
comes
down
to
school
leadership
and
stuff.
It's
just
that
we're
throwing
in
all
these
supports,
who
are
also
going
to
be
new
to
their
school
communities.
So
I
just
feel
like
we're
going
to
have
these
new
social
workers.
These
new
family
liaisons,
both
of
those
are
somewhat
entrepreneurial
roles
and
you're
learning
how
to
navigate
a
whole
system
and
then
a
bunch
of
new
students,
whatever
our
normal
transition
years
are.
C
C
C
L
L
Not
just
the
academic
supports
that
are
our
school
community
needs,
but
also
the
social
emotional
supports,
and
what
that
then
means
as
an
extension
for
the
family
engagement
in
ways
that
they're
supporting
and
engaging
families
and
those
parties
are
at
the
table,
as
well
as
the
school
side
council.
So
you're
really
thinking
about
your
school
community
and
represented
stakeholders
at
the
table
in
that
process,
and
I
think
part
of
part
of
what
you're
describing
is
kind
of.
L
How
do
we
make
sure
the
coordination
is
happening
on
the
ground,
and
that
happens
and-
and
I
think
the
the
school
support
teams
faces-
and
I
will
say
at
the
central
office
of
our
school
superintendents-
are
doing
a
really
great
job
of
supporting
and
connecting
with
our
schools.
They
are
in
schools
every
day
and
I
think,
helping
working
with
school
leaders
around
making
sure
that
work
is
happening,
but
also
lagging
where
there
are
challenges,
and
certainly
working
with
each
of
us
in
our
respective
places,
where
additional
support
may
be
needed
for
our
positions.
C
C
I
just
I'm
imagining
a
student
who's
sort
of
fallen
off
attendance
this
year,
maybe
they're
you
know
a
junior
and
then
they
they
get
socially
promoted
and
then
they
come
in
and
it's
and
again
they're
not
feeling
that
sense
of
connection
it
just
feels
like
for
the
senior
class.
We
could
have
some
real
challenges
if
we're
not
very
intentional.
So
is
there
anything
in
particular
we're
doing
just
around
that
end.
C
All
right,
well
yeah.
It
would
be
great
to
hear
hear
more
at
future
hearings
about
that.
I
just
with
our
high
schoolers.
It
feels
like
we're
we're
going
to
have
a
lot
of
support
that
all
our
students
need,
but
we
have
a
longer
runway
with
the
younger
ones,
and
we
don't
have
that
with
the
older
ones.
So.
C
Okay,
that'd
be
great.
I
forgot
to
set
a
timer
on
myself,
so
I
want
to
be
cautious,
so
I
will.
I
will
stop
my
questions
there
for
now
and
go
back
up
to
the
top
so-
and
I
think
I've
noted
this
already,
but
we
are,
we
have
been
joined
by
councillor
edwards
she's
inferred
questions
just
since
she
was
late.
Next
up
is
counselor
sabi
george
counselor
savvy
george.
Do
you
have
stuck
around
questions
to
ask?
I'm
sure.
E
I
do
thank
you,
ma'am
chair
and
I'll
try
to
be
brief.
I
would
love
to
hear
a
little
bit
more
about
the
work
that
the
district's
doing
to
put
to
support
students
who
are
experiencing
homelessness,
and
we
know
in
particular
the
you
know,
the
struggle
that
many
of
our
families
have
faced
over
this
last
year
because
of
covet
19
because
of
schools
being
closed,
and
you
know
hybrid
learning
now
taking
place,
and
you
know
the
slow
return
of
students
back
to
the
classroom
or
with
the
option
to
return
back
to
the
classroom.
E
How
are
we
adding?
How
are
we
supporting
families?
I
know
brian,
you
did
a
little
bit
of
a
review
in
the
powerpoint,
but
I'd
love
to
hear
more
about
the
work
of
hearn,
especially
over
this
last
year,
the
role
of
family
liaisons
and
supporting
students
experiencing
homelessness
and
wondering
about
school
autonomy
around
some
of
the
funding
that
they're
receiving
to
support
students
both
in
relation
to
covid
in
our
response,
but
also
just
in
in
general,.
M
Schools
are
completely
autonomous
in
terms
of
the
use
of
the
homelessness
investment
dollars
that
are
allocated
to
their
school
budget.
Of
course,
they
have
to
follow
the
district's
purchasing
and
procurement
guidelines
in
the
use
of
those
dollars,
but
they're,
certainly
autonomous
in
in
terms
of
the
use
of
the
funding.
M
We
do
have
some
quality
assurance
frameworks,
both
in
terms
of
the
budget
tracking,
so
the
expenditure
and
use
of
dollars,
as
well
as
schools
being
required
to
submit
project
plans
to
just
indicate
how
they
plan
to
use
the
funds,
whether
they
need
any
additional
consultation
or
support
in
the
implementation
process.
In
connection
to
resources.
M
We
work
closely
with,
of
course,
the
family
liaisons
and
the
social
workers.
Part
of
our
focus
this
year
and
moving
forward
has
been
to
make
sure
that
we're
distributing
information
about
resources
and
training
opportunities,
particular
to
students
and
families
experiencing
homelessness
to
key
work
groups
which
includes
the
social
workers,
the
family,
liaisons
school
nurses,
guidance
counselors.
M
We
do
have
a
designated
school
based
homeless,
liaison
at
least
one
at
every
school
across
the
district.
That
is
a
designation
made
by
the
school
leader.
Many
of
those
folks
are
family,
liaisons
or
social
workers.
We
have
a
number
who
are
guidance:
counselors
school
nurses,
community
field
coordinators
and
other
key
roles.
Oftentimes.
E
Great
thank
you
for
that
and
have
we
looked
at
the
impact
of
covet
19
in
particular
this
past
year?
What
impacts
that's
had,
maybe
on
the
increase
in
number?
Has
there
has
that
impacted
the
numbers
of
families
and
children,
students
experiencing
homelessness
and
is
there?
Maybe
you
could
talk
for
a
moment
about
the
the
family-led
stability
pilot
or
project
now,
and
maybe
the
impacts
of
increasing
that
in
the
next
school
year.
What
that
might
have
on
as
a
hopefully
a
positive
impact
on
our
kids.
M
M
M
That's
got
gone
towards
rental
relief
that
has
been
refunded
refunded
a
number
number
of
times
increase
in
funding
for
rapid
assistance
for
families
in
transition
wrap,
as
well
as
the
housing,
voucher
partnership
that
we've
had
with
boston
housing
authority
and,
of
course,
we're
regularly
communicating
and
distributing
resources
to
key
support
staff
at
the
school
level.
So
they
can
easily
connect
families
with
housing,
stabilization
services,
funding,
programming,
etc.
M
E
Great,
I
appreciate
that,
and
I
would
say
it
is
very
unfortunate
that
we
do
have
the
highest
rates
of
students
and
families
experiencing
homelessness,
but
I
will
add,
we
are
the
only
state
with
the
right
to
shelter,
so
we
do
a.
We
do
a
good
job
if
there
is
a
silver
lining
to
that
supporting
our
families,
but
also
counting
our
families.
I
think
that
many
other
states
and
municipalities
don't
provide
any
services
to
families
and
students
experiencing
homelessness.
E
We
do
that
here
in
both
massachusetts
and
certainly
in
the
city,
and
that
that
could
be
partly
part
of
why
we
unfortunately
have
that
that
distinction.
Thank
you,
madam
chair.
Thank
you
brian,
thank
you,
everyone
and
look
forward
to
this
afternoon's
hearing
that
that's
it
for
today.
This
morning's
questions
for
me.
C
U
Thank
you
so
for
round
two.
I
just
kind
of
want
to
make
a
quick
note
here
that
you
know
I.
It
often
feels
like
schools
in
the
suburbs
phrase
schools
with
smaller
attendance
as
a
good
thing
and
saying:
oh,
look,
how
good
our
students
to
teacher
ratio
is
or
look
at
how
much
space
we
have
for
labs
and
creative
space,
but
in
boston.
U
So
I
just
really
think
that,
as
we
start
thinking
about
the
social
and
emotional
well-being
of
our
students
that
we're
really
super
mindful
of
the
impact
that
these
school
closures
have
on,
the
entire
community
is
just
something
for
us
to
think
about.
And
if
we're
going
to
continue
to
do
that,
then
we
need
to
budget
accordingly
to
to
ensure
that
we're
able
to
address
the
trauma.
U
U
What
percentage
of
code
of
conduct
violations
were
issued
to
white
students
compared
to
students
of
color,
and
then
I'm
also
curious,
and
how
are
we
using
the
new
federal
funding
to
help
create
trauma
informed
services
for
students
who
need
help
readjusting
to
back
in
person
classes?
You
know
I
can
just
speak
for
myself.
H
U
In
general,
I'm
just
wondering
I
know
you
may
not
have
those
exact
numbers,
but
what
have
been
some
of
the
trends
that
you
have
seen.
Can
you
at
least
give
us
some
sense
of
trends
because
having
worked
in
the
education
space,
what
I
always
see
is
that
students
of
color
usually
disproportionately
the
ones
who
are
usually
the
ones
going
to
the
principal's
office,
and
so
I'm
just
curious.
If
you
have
have
any
any
insight
as
to
why
that
is.
H
H
Hearing
none,
I
would
I
would
just
say
you
also
asked
questions
about
how
the
federal
funding
will
be
used
in
particular,
for
to
do
trauma
informed.
I
think
you're
right
to
highlight,
I
think
in
any
ways
I
think
you
know
sort
of
best
case
scenario
for
students
coming
back.
Those
who
have
adjusted
best
are
still
really
trying
to
figure
out
how
to
re-enter
having
gone
through
that
same
routine.
With
with
me
and
my
kids
being
back
in
person,
it
is.
H
In
the
meantime,
what
we
tried
to
do
was
prioritize
general
fund
spending
for
fy22
on
those
resources.
We
wanted
to
make
sure
we're
staffed
up
and
ready
when
the
students
come
back
in
the
fall
and
that's
why
the
focus
was
on
maximizing
investments
in
school-based
positions
for
family
liaisons
and
social
workers,
and
it's
in
the
combination
of
the
two
coordinated
with
the
team
around
hub
schools
that
the
social
workers
will
be
able
to
both
provide
support
to
students
and
be
able
to
do
sort
of
the
whole
school
supports.
H
And
then
the
family
liaisons
are
there
to
help
connect
with
city
resources
and
supports
as
well,
because
we
do.
We
are
very
blessed
in
the
city
of
boston,
have
many
great
partnerships
and
the
family
liaisons
and
being
able
to
coordinate.
That
means
that
we
don't
have
to
do
everything
as
a
district.
We
can
leverage
the
the
community-based
services
and
oftentimes
those
community-based
services
can
provide
a
lot
of
supports
in-home
as
well
as
at
school,
which
is
an
important
continuum
of
care.
U
And
before
I
get
my
gavel,
I
got
to
get
one
more
question
in
because
I
know
that
gavel
is
coming
my
way.
I
feel
like
the
gong
show
here.
So
I'm
curious
nate
if
you
could
just
talk
a
little
bit
about
or
the
opportunity
gap,
any
any
any
of
the
folks
that
are
here
on
this
call
right
now,
if
you
can
just
talk
a
little
bit
about
some
of
the
trauma
that
is
not
related
to
covet,
but
I'm
thinking
specifically
around
some
of
the
violence
in
our
community.
U
You
know
kind
of
what
are
is
bps
planning
to
do
with
some
of
those
responses
to
to
the
students
who
are
experiencing
trauma
due
to
violence
due
to
housing,
instability
and
in
a
lot
of
the
core.
You
know
issues
that
continue
to
plague
our
community,
like
what
does
that
look
like
in
terms
of
support
services.
H
Yeah,
I
think,
we've
sort
of
we've
sort
of
highlighted
already
that
covet
has
revealed
a
lot
of
the
issues
that
we
knew
persisted
before
and
we
need
to
be
prepared
to
support
going
back
and
I
saw
brian
sorry
I
didn't
mean
to
to
cut
you
off.
There
is
ready
to
jump
in
on
on
homeless,
support,
there's
definitely
others
on
the
team.
I'm
sure
will
want
to
jump
in
on
sort
of
some
of
the
violence
and
other
issues
that
are
better
on
students.
I.
U
Want
to
focus
on
violence,
I
mean
homelessness
and
I
know
that
I'm
counselor
sabi
george
is
the
biggest
champion
in
that
space.
So
I'm
well
versed
of
all
of
the
advocacy
that
she's
done
to
ensure
that
our
unhoused
students
are
well
supported.
I'm
very
specific,
I'm
more
con
I'd
like
to
double
in
more
on
around
the
violence
issue
here
in
the
city
of
boston
and
what
bps
is
doing
to
support
our
students.
K
Happy
to
jump
in
counselor,
we
have
a
district
wide
crisis
team
that
works
very
closely
with
partners
from
internally
with
several
of
our
central
office
departments,
but
also
with
our
partners
between
public
health,
commission
jri,
the
trauma
team,
peace
institute
and
a
number
of
others.
So
we're
always
collaborate
to
deploy
to
respond
to
different
incidents
that
happen
in
the
city.
K
I
know,
there's
a
plan
for
the
summer,
also
which
really
started
last
year
as
well
to
make
sure
that
we
have
coverage
over
the
summer,
because
violence
obviously
doesn't
stop
in
the
summer,
even
though
our
schools
are
not
necessarily
open
so
and
we
have
a
protocol
to
responding
to
large-scale
prices
or
smaller
crisis,
and
so
that's
something
that
we
are
constantly
working
on
reviewing
and
we'll
have
to
train
our
new
social
workers
on
actually
these
protocols
as
well.
So
that's.
U
U
Do
we
spend
some
time
helping
students
understand
that
this
is
might
be
the
end
of
their
time
at
that
school,
but
that
it's
not
the
end
of
you
know
like
what
can
you
explain
to
us
what
that
looks
like
when,
like
the
jackson,
man
there's
been
several
schools
now
I
heard
about
the
timothy
and
the
irving
and
like
every
time
we
turn
around
there's
another
school
closure
and
it's
usually
yeah.
I'm
just
curious
about
what
your
what
your
budget
looks
like
in
terms
of
supporting
these
families.
H
Yeah,
I
would
just
say
in
terms
of
you
know:
counselor
brad
did
ask
a
question.
We
did
meet
with
families
last
week
around
the
jackson,
man,
I
would
just
know
in
terms
of
the
sort
of
order
of
operations
we
have
family
meetings
later
with
other
school
communities,
so
I
don't
want
to
get
out
ahead
of
that.
You
know
in
terms
of
those
questions
and
then
in
in
fairness
to
carmen
and
her
team,
there's
what
we
are
building
in
terms
of
the
budget
and
what
her
staff
is
is
working
on.
H
Right
now
for
fy22
is
focused
on
sort
of
returning
well
and
recovering
strong
from
the
pandemic
and
the
core
work.
We
also
are
launching
community
conversations
around
bill
bps
and
the
sort
of
implications
of
any
announcements
that
may
be
coming
so
that
we
can
support
families
and
hear
from
families
about
what
they
need.
So
it'd
be
premature
at
this
point
for
us
to
talk
about
those
supports
and
it
would
seem
incomplete,
I
think,
is
probably
the
better
way
to
put
it
with
any
answers
that
that
the
team
would
give.
C
Thank
you
thanks.
So
much
councillor
mejia,
I
think
councillor
braden
and
council.
Edwards
are
both
with
their
questions
with
me.
So
I'll
just
I'll
go
back
to
my
second
round
and
then
we
will
be
wrapping
this
up.
So
I
just
wanted
to
say
I
do
have
one
person:
sharon
hinton,
if
you're
still
looking
to
testify
now,
would
be
the
time
to
get
on
the
zoom
and
you
could
email
ccc.wm
boston.gov.
C
What
comes
like
what
comes
to
mind
right
because
one
of
our
challenges
with
the
federal
money.
Obviously,
when
we
talk
about
these
family,
liaisons
and
social
workers
that
we're
adding
this
year,
that's
in
response
to
needs
of
our
district,
but
the
ambition
there
is
for
it
to
be
sort
of
long-term
permanent
personnel
adjustments.
N
N
O
I
would
just
add
that,
in
terms
of
instructional
materials
for
physical
education
and
health,
education,
that's
definitely
a
place
building
off
of
what
sylvia
said
that
we
could
utilize
some
additional
funding.
I
I
do
agree
it's
difficult,
because
that's
not
going
to
help
us
with
the
gaps
in
physical
education
or
health
education
teachers,
because
that's
just
a
one-time.
This
is
a
one-time
investment,
so,
but
but
I
do
think
that
the
equipment
and
the
instructional
materials
would
be
really
helpful.
F
C
You
great
anyone
else.
Thank
you
so
much.
Those
are
really
helpful
thoughtful
and
I
think
I
totally
agree
that
not
just
physical
curriculum
materials,
but
the
idea
that
daphne
of
kind
of
like
the
the
startup
cost
of
developing
culturally
appropriate
and
academically
high
standard
materials
feels
like
a
that
feels
like
something
that
could
have
that
kind
of
long
afterlife
for
our
students
and
especially
when
we
consider
the
sort
of
yeah
and
the
impacts
that
this
has
had
on
the
ell
community.
C
I
just
think
that's
really
helpful
yeah
and
then
so
I
understand
we're
going
to
talk
more
about
the
about.
The
high
school
is
on
the
18th,
I'm
I'm
very,
very
antsy
about
about
them.
So
I
guess
I'll
I'll
save
more
of
my
questions
on
that.
I
guess
what
about
on
the
kind
of
digital
readiness
side
when
we
think
about.
Obviously,
we've
made
a
bunch
of
one-time
investments
in
that
for
the
covid
year,
but
I
know
that
sometimes
chromebooks
are
are
not
that
great
and
they
break.
C
So
how
are
we
thinking
about?
How
much
of
the
infrastructure
we've
created
for
a
year
of
remote
learning
is
permanent
infrastructure
versus
going
away
and
and
on
that
category
of,
like
one-time
things
that
we
could
invest
in
that,
you
know
would
persist.
You
know:
are
there
some
of
those
in
the
kind
of
digital
access
space.
H
Yeah,
there
absolutely
is,
and
thanks
for
the
question,
the
the
the
chromebooks
that
we
purchased
to
go
one
to
one
was
an
opportunity
for
us
to
accelerate
what
the
superintendent
had
already
intended
to
do,
which
was
to
move
to
one-to-one
computing
district-wide.
We
had
announced
prior
to
the
pandemic
that
we're
going
to
go
one
to
one
in
high
schools
and
then
increase
devices
at
the
early
ages.
H
I
would
also
note
that
you
know
in
our
budget
we
had
identified
already
funding
for
covid
related
costs,
but
those
were
costs
that
we
thought
were
now.
I
think
I
already
said
this
about
like
the
new
normal,
so
we
think
that
things
like
hand
sanitizer,
is
not
likely
to
be
something
that
we
move
away
from
having
gone
through
this
right.
H
So
it's
now
part
of
our
baseline
costs
and
expectations,
but
as
part
of
that,
a
lot
of
the
online
tools
that
that
students
and
staff
have
gotten
used
to
that
helped
with
asynchronous
learning
and
online
learning
are
part
of
our
planned
expenditures
and
so
learning
from
the
pandemic.
We
want
to
make
sure
those
resources
are
available
to
us
going
into
next
year
and
it's
part
of
how
we
reimagine
school
and
so
we've
all
adapted
and
and
learned
from
this
I've.
H
You
know
again
not
to
talk
about
the
two
students
I
live
with
too
much,
but
my
son
is
now
running
friday,
night
minecraft,
zoom
parties
and
if
you
had
asked
him
to
do
that,
pre-pandemic,
I'm
not
sure
he
would
have
had
the
technical
skills.
I
think
the
opportunities
for
learning
in
different
ways
is
there
and
we're
going
to
continue
to
invest
in
it.
C
C
Yeah
just
definitely
yeah.
It
feels
to
me
like
obviously
something
we're
gonna
need
to
do
so
all
right.
Well,
I
think
you
know
we
could
ask
you
all
questions
infinitely,
but
it's
five
before
one
and
we're
trying
to
stick
to
our
robust
hearing
schedule.
I
don't
see
anyone
here
for
public
testimony
and
I
think
all
counselors
have
had
an
opportunity
to
ask
their
questions
so
nate
I'll
just
give
you
an
opportunity.
If
you
want
to
say
a
final
word
and
then
otherwise,
we'll
adjourn.