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Description
Dockets#0588-0596 - Fiscal Year 2021 Budget: Boston Public Schools (BPS) - Cultivate Trust and Activate Partnerships, including ESSA MOU.
A
A
D
A
All
right,
I'm
calling
this
meeting
of
the
boston
city
council's
ways
and
means
committee
to
order
for
the
record.
My
name
is
kenzie
bach,
I'm
the
district,
eight
city
councillor
and
also
the
chair
of
the
ways
and
means
community.
This
public
hearing
is
being
recorded
in
live
streamed
at
boston.gov
city
council
dash
tv.
It
will
be
rebroadcast
on
comcast
channel,
8,
rcn,
channel
82
and
verizon
channel
1964..
A
You
can
also
come
to
one
of
our
two
remaining
hearings
dedicated
to
public
testimony.
One
will
be
tonight
at
6
p.m.
We'll
have
a
public
testimony
hearing
that's
focused
on
bps,
so
if
you
have
public
testimony
focused
on
vps
and
you'd
like
to
come,
give
it
and
you
don't
want
to
have
to
wait
through
one
of
these
hearings,
we'd
love
to
have
you
at
6
tonight,
where
we'll
go
straight
to
public
testimony.
A
You
can
also
testify
on
any
other
city
department
at
6,
00
p.m.
On
thursday
may
28th
or
you
can
email
your
testimony
to
ccc.wm
boston.gov
or
fill
out
the
form
on
our
website
at
boston.gov
council
dash
fy21budget,
there's
also
a
way
there
to
submit
a
two-minute
video
of
yourself,
which
we
can
then
append
to
a
hearing,
video
or
you
can
informally
tweet
us
your
questions
using
the
hashtag
bossbudgetbos
budget
on
twitter.
A
So
our
focus
areas
this
morning
will
be
we've
been
organizing
these
hearings,
based
on
the
superintendent's
new
bps
strategic
plan,
so
this
mornings
will
be
focused
on
the
final
two
commitments:
bps
commitment,
five
cultivate
trust
and
bdps
commitment.
6
activate
partnerships
focused
on
the
admin
budget
and
central
office,
leads
of
absence
workers,
comp
teacher
retention,
bps
transportation,
school
safety,
food
and
nutrition
services,
athletics,
graduation
and
career
readiness
and
credit
recovery,
age,
22,
plus
those
are
some
of
the
topics.
The
council
is
particularly
interested
in
that
kind
of
fall
under
those
headings.
A
There'll
be
other
topics
that
the
school
department
discusses
under
those
headings.
I
want
to
note
for
folks
that
we
are
we're
focusing
on
a
few
more
of
these
topics,
specifically
the
commitment
commitment,
six
ones
this
morning,
as
opposed
to
our
original
plan,
so
that
we
can
really
devote
our
attention
in
the
afternoon
1pm
hearing
to
the
sort
of
post-copied
reality
for
our
school.
A
So
this,
this
afternoon's
hearing
will
be
focused
on
questions
about
what
the
summer
is
going
to
look
like
what
the
fall
is
going
to
look
like
and
we're
looking
forward
to
hearing
from
bps
on
that,
so
we've
shifted
those
covid
questions
very
much
to
the
afternoon.
1
pm
hearing
and
I'd
ask
colleagues
to
focus
on
questions
related
to
commitments,
5
and
6
this
morning.
A
I'm
also
delighted
to
be
joined
by
my
colleagues
counselor
michael
flaherty,
at-large,
counselor,
andrea
campbell
district
4,
anissa
sabi,
george
at-large
counselor,
ed
flynn,
district,
two
counselor
liz,
braden
district,
nine
councillor,
michelle
wu
at
large
and
counselor
julia
mejia
at
large
and
without
further
ado
I'll
pass
it
over
to
the
superintendent.
Thank
you.
C
Great
thank
you,
madam
chair,
and
thanks
all
the
members
for
being
here
all
the
counselors
and
my
staff.
It's
a
really
great
honor
to
be
here
to
be
presenting
the
budget
again.
I
think
this
is
our
seventh
budget
hearing
today
and
again,
like
you
said,
we
are
focusing
on
cultivating
trust
and
activating
partnerships
also
having
to
share
with
you
a
little
bit
more
about
some
of
our
reopening
guidance
and
framework
for
what
we
will
be
considering
and
what
some
of
the
different
contingency
plans
we'll
be
needing
to
take
for
that.
E
Thank
you,
superintendent
and
good
afternoon
city
councillors,
members
of
the
bps
community
and
members
of
our
broader
boston
community.
Thank
you
for
joining
us
today.
As
mr
earlier
joining
the
superintendent
tonight
today
is
nathan
cooter,
our
chief
financial
officer,
we're
focusing
today's
discussion
on
our
last
two
remaining
strategic
plan:
commitments,
commitment,
five,
cultivating
trust,
commitment,
six,
activating.
E
E
Expand
it
over
the
next
three
years
as
the
city
and
the
district
are
responding
to
the
disruptions
of
kova
19,
we're
evaluating
both
our
current
but
and
future
year
budgets
to
create
flexibility,
to
respond
to
evolving
realities.
You'll
hear
more
about
that
in
this
afternoon's
hearing
and
to
best
meet
the
needs
of
students.
E
We
started
our
budget
process
rooted
in
this
statement
from
the
opportunity
achievement
gap
policy.
We
recognize
the
need
to
redouble
our
efforts
to
close
the
opportunity
gaps
and
guarantee
an
excellent
education
for
all
students.
By
focusing
on
those
students
who
need
public
education.
The
most
and
providing
intensive
support
to
those
schools
are
struggling
to
improve.
We
can
ensure
that
all
students
have
the
same
opportunity
to
achieve
greatness.
E
Our
budget
is
designed
around
the
straightforward
premise
that
there
are
these
three
ways
to
increase
student
learning,
one
increasing
the
knowledge
and
skill
of
our
teachers,
two
updating
and
having
the
latest
content
and
three
fundamentally
altering
the
relationship
of
the
student
and
content
in
the
teacher
100
of
the
funding
directed
to
impacting
is
directed
to
impacting
the
student
experience
through
the
instructional
core.
Nine
million
support,
students
and
families,
12
million
to
instructional
quality
and
15
million
to
high
quality
learning
materials
and
resources.
E
E
E
That
strategy
has
been
driven
by
a
long
and
labor-intensive
on
the
superintendent's
part
commitment
to
really
listening
to
the
voices
of
our
whole
community
across
boston,
as
you
can
see
outlined
on
this
slide.
All
of
that
listening
has
fed
into
our
strategic
plan,
which
is
then
influencing
our
first
year
operational
plan,
which.
H
E
E
E
E
E
We
also
know
that
one
of
the
challenges
that
bps
is
facing
is
staff
turnover.
Our
focus
is
on
making
bps
a
place
where
educators
and
staff
want
to
be
employed.
That
will
allow
for
a
contingency
consistency
of
practice
that
will
improve
the
quality
of
our
services,
as
we
think
about
what
central
office
does.
E
E
We
envision
boston,
public
schools,
settings
where
students
naturally
enjoy
eating
healthy
foods
there
before
becoming
better
prepared
for
academic
learning
and
living.
This
work
to
really
revamp
our
operations
also
includes
a
focus
on
working
with
minority
women,
owned
local
owned
and
or
veteran
owned
businesses.
E
Our
transportation
department
is
another
key
method
of
our
operations
right,
our
students
making
sure
our
students
are
getting
to
school
safely
and
on
time.
This
year's
budget
is
doubling
down
on
two
new
investments
to
help
really
ensure
that
our
families
are
having
the
best
possible
experience
with
our
transportation
department.
E
First,
a
new
onboard
navigation
system
ensuring
that
our
buses
are
taking
the
best
possible
routes
and
are
getting
to
their
stops
and
schools
on
time
and
second,
a
ticketing
system
to
allow
for
better
communication
with
families
when
anything
is
being
adjusted
or
changed.
Along
with
our
continued
commitment
to
reducing
emissions
through
our
switch
to
propane
buses.
E
E
And
assignment
experience,
this
includes
implementing
appointment
and
queuing
systems
to
create
time
efficiencies
for
families,
providing
staff
and
centers
to
help
navigate
the
school
choice
process,
particularly
for
families
needing
more
support
this
year.
We're
also
made
an
investment
insurance,
welcome,
centers,
provide
an
inviting
environment
for
families
warm
and
calming
paint,
colors,
comfortable,
seating
kit
areas,
student
art,
translated,
internal
and
external
style
into
better
technology.
E
We
also
piloted
summer
registration
at
faith-based
and
community-based
sites,
as
well
as
hosting
what
has
historically
been
called
registration
pop-ups
during
the
year.
We'll
increase
those
efforts
for
the
next
school
year
and
start
doing
regional
registration
through
family
liaisons
across
the
33
transformation
schools.
E
Now
more
than
ever,
high
quality
out
of
school
time
is
a
critical
focus
area
for
bps.
We
are
proud
of
our
work
building
partnerbps.org,
to
document
our
work
with
partners
and
with
our
commitment
to
a
robust
learning
experience
both
through
bps
run
academic
programs
outside
of
school
time,
but
also
with
our
fifth
quarter.
Partners.
E
As
you
can
see
here
to
18
partners,
providing
social
emotional
supports
in
specific
and
skilled
development
to
11
000
students
over
49
schools
for
fy20,
we
project
this
to
be
very
similar.
This
does
not
include
a
number
of
our
partners
who
work
with
us
at
no
cost
to
provide
those
additional
supports
to
students
and
families,
we're
continuing
to
invest
in
the
becoming
a
man
program
and
pick
to
support
social,
emotional
and
professional
skill
development.
E
E
As
you
look
at
this
budget,
one
we're
really
proud
of
our
transparency
with
what's
available
online.
There
are
a
number
of
ways
you
can
engage
with
the
budget
documents
that
have
been
published
over
the
course
of
these
hearings,
including
going
to
www.bostonpublicschools.org
forward
slash
budget
and
our
final
budget
hearing
that
we
are
presenting
at
is
this
afternoon
on
cover
response,
but
we're
also
looking
forward
to
have
hearing
testimonies
from
members
of
the
public
this
evening
at
six
o'clock
with
that
I'll
turn
it
back
over
to
the
chair.
A
Great,
thank
you
so
much
all
right,
we'll
jump
right
into
questions,
as
has
been
our
practice
I'll,
be
giving
people
five
minutes
with
a
little
grace
period
and
I'll
just
remind
everybody
to
when
you
hear
the
bell,
try
to
stop,
try
to
finish
your
thought
and
stop
and
and
look
out
for
my
gavel
and
I'll
also
just
remind
everybody
again.
I
know
this
was
clear
in
david's
presentation
and
I
said
it
at
the
top,
but
we're
addressing
both
commitment
five
and
six
this
morning.
A
B
Thank
you,
madam
chair,
obviously,
good
morning
to
the
superintendent
to
david
nate,
the
team
I
just
want
to
touch
base.
Obviously
it's
something
I
talk
about
every
budget,
it's
a
transportation
costs,
but
I
think
they
were
somewhere,
maybe
a
little
over
10
of
our
overall
budget
costs,
but
it's
a
number
that
continues
to
to
go
up
and,
at
the
same
time,
we're
educating
less
students
and
our
kids
are
not
getting
to
school
on
time
and
lots
of
issues
with
respect
to
the
roots
etcetera.
B
So
I
know
that
you,
you
had
ended,
taking
a
sort
of
a
study.
If
you
will
to
see
if
we
can
be
doing
it
a
little
bit
better
number
one
and
two
I'd.
Rather
the
money
go
right
directly
to
the
classroom
as
opposed
to
you
know:
fuel
maintenance,
repair,
windshield,
wipers,
etc.
So
can
we
just
touch
base
a
little
bit
on
transportation
cost
and
what
efforts
have
been
done
to
get
those
costs
under
control?
Two.
B
You
had
mentioned
david,
the
turnover
rate
I
just
want
to
get
a
sense
as
to
what
the
turnover
rate
is
for
for
teachers,
principles
and
for
our
paras.
That's
obviously
a
problem
and
not
quite
sure
what
it
is.
Is
it
a
burnout
factor
or
is
it
clashing
between
you
know,
teachers
and
principals,
etc.
So
I'd
be
curious
to
see
what
if
we
get
into
the
weeds
on
retention,
what
some
of
those
issues
are
that
kind
of
permeate
that
issue,
and
I
guess
we'll
start
with
those
too.
C
Overall.
So
there's
a
number
of
recommendations
that
he's
brought
forward
that
are
around
quality,
but
the
real
difficulty
in
really
getting
our
buses
on
time
and
moving
well
is
going
to
be
around
some
of
the
harder
decisions
we
have
to
make
as
a
community
around
start
times
around
the
tiered
busing
around
how
we
do
charter
school
busing
in
their
start
times
as
well
as
assignment
so
we're.
B
Just
to
me
just
stay
on
that
briefly
show
and
with
respect
to
the
school
assignment
process
in
as
it
pertains
to
those
that
elect
to
take
school
transportation
in
the
past,
notices
go
out
very
late.
In
fact,
we
don't
even
really
get
notices
back
in
summits.
It's
still
after
school
has
started,
which
caused
and
again
superintendent.
This
predates
your
you
know
you're
taking
over
as
a
superintendent,
so
I
just
want
to
see
when
do
the
assignments
go
out
and
when
do
individuals
get
to
decide
whether
they
want
transportation
or
not?
B
What's
the
cut
off,
because
in
the
past
there
hasn't
been
a
cut
off
and
I'll
go
back
to
when
my
kids
attended
the
boston
public
schools,
they
we
had
declined
transportation
services.
Yet
there
was
a
seat
on
the
bus
for
my
children
for
the
entire
school
year
so
again,
waste,
obviously
that
that
was
just
that's
just
one
family
multiply
that
by
thousands.
So
I
guess,
when
do
people
have
to
make
the
decision
whether
they
want
transportation
for
their
child
or
not?
B
And
then
that's
when
we
should
be
reprogramming
everything,
not
letting
it
just
continue
out
same
with
school
assignment.
You
could
have
a
situation
where
a
child
starts
school
in
one
school
and
then
because
a
student
left
or
didn't
show
up
at
another
school
that
was
a
preferred
school
and
that
child
is
number
one
on
the
waiting
list
or
they
exercise
sibling
preference
you.
We
then
have
to
kind
of
revisit
the
whole
thing
again,
because
you'll
have
a
kid
going
to
a
different
school
that
needs
to
be
on
a
different
bus.
So
when.
C
F
Yeah
yeah
I'd
be
happy
to.
I
think,
yeah
you're,
absolutely
right
that
we've
we've
looked
at
the
transportation
opt-out
process
as
a
way
to
make
sure
that
we
understand
who
intends
to
use
transportation
in
the
fall
and
who
doesn't
so
that
we
can
get
a
better
sense.
As
part
of
this,
you
know
bps
policies,
as
students
are
automatically
enrolled
and
are
eligible
for
transportation
if
they're
enrolled.
F
I
think
another
challenge
that
we
have
is
just
understanding
which
schools
students
are
going
to
enroll
in
whether
it's
private,
parochial
charter
or
bps.
As
you
know,
we
as
being
the
public
school
district
in
the
area
that
we
are
required
to
be
able
to
have
a
seat
for
all
students,
so
if
they
do
choose
bps.
So
until
we
have
confirmation
that
they're
not
enrolling,
we
do
hold
those
seats
and
that
creates
another
sense
of
churn
in
the
fall.
So
these
are
all
things
that
we're
working
a
lot
on
we've.
F
You
know
had
a
number
of
teams
look
at
ways
to
increase
sort
of
the
way
parents
sort
of
reveal
their
intention
of
using
transportation.
This
is
something
that
we
will
continue
to
work
on
so
generally,
there
is
no
deadline
for
families
to
to
opt
out.
You
know,
because
families
do
have
a
number
of
circumstances
that
we
need
to
be
ready
to
serve
going
into
the
fall,
but
we
do
the.
The
notice
is
for
mid-july
for
those
that
registered
by
the
may
29th
deadline
in
terms
of
notification
for
schools
for
this
year.
C
We
also
have
a
recommendation
from
mr
terza
and
we're
kind
of
keeping
our
eye
on
it
as
we
work
through
the
covid
recommendations
as
well
for
an
august
7th
deadline
for
registration
to
be
guaranteed
a
bus,
an
on-time
bus
delivery.
So
we
are
definitely
working
on
these
issues
and
hope
to
improve
this
year.
There
may
be
some
slight
adjustments,
given
assignments
and
and
registration
due
to
covid.
D
Thank
you,
counselor
bach,
and
thank
you,
superintendent
and
your
team.
Just
a
couple
of
quick
questions.
One
is:
is
there
any
data
or
surveys
on
principles
or
teacher
satisfaction
with
central
office?
The
second
is
so
there
are.
Obviously
this
budget
calls
for
new
positions
to
be
hired
several
hundred
just
curious.
D
How
many
are
essentially
hired
and
will
be
deployed
to
schools
and
then
my
last
question,
which
probably
will
take
up
this
round
and
if
not
I
can
always
add
to
it,
is
you
know,
obviously
we're
in
the
midst
of
copenhagen
19
and
I
apologize
if
this
was
addressed,
but
that's
going
to
have
an
effect
on
transportation
and
food
cost
for
for
fy,
20
spending,
so
just
curious
what
the
impact
is
in
the
central
office
going
to
be
increasing
or
decreasing
as
well.
Thank
you.
C
G
D
F
Yeah
in
terms
of
the
the
principal
survey
we
have
done
principal
surveys
in
the
past,
I'm
starting
to
date
myself
now
as
a
10-year
member
of
the
bps
team.
In
terms
of
how
many
times
over
the
last
10
years,
we've
done
it.
We
have
not
done
one
recently
and
there
were
plans
as
part
of
the
teacher
climate
survey
to
ask
questions
about
central
office.
But
that
was
of
course,
positive.
F
F
We
are
running
a
central,
hiring
and
screening
process,
as
we
did
with
the
nurses
to
ensure
that
we
have
a
diverse
pool
of
candidates
that
they're
meeting.
You
know
our
standards
for
quality
and
meeting
the
job
as
as
sort
of
described
for
this
new
initiative,
but
that's
a
central
screening
process,
and
then
we
work
with
the
school-based
teams
to
make
sure
that
they
fit
and
are
hired
at
the
school
level,
and
so
in
terms
of
central
staff,
we
made
some
investments
in
central
staff
to
support
the
oversight
of
new
positions.
F
D
D
Can
that
be
shared
with
the
council
and
then
the
second
is
if
there,
if
there
are
anything
with
respect
to
the
teachers,
if
that
could
also
be
shared
and
if
not
because
of
obviously
covert
19,
I
appreciate
that
some
things
were
obviously
switched
or
changed
as
a
result,
your
plans
change
understand
that,
but
if
there's
anything
that
might
speak
to
teacher
survey
or
satisfaction,
that
would
be
helpful
too.
Thank
you
and
thank
you,
council
bach,.
I
I
That's
changed
either
because
of
charles's.
Mr
charizard's
assessment
of
of
transportation
is
that
is
that
assessment
or
review
available
yet,
and
then
there
are
some
transportation
transportation
concerns
in
the
mou.
So
just
curious.
If
you
could
speak
to
speak
to
those
pieces
and
then
I
will
actually
before
you
get
to
that.
I
will
thank
thank
the
district.
I
I
think
over
the
last
few
years,
there's
some
been
some
pretty
aggressive
phone
calling
to
families
whether
or
not
they
will
be
on
transportation
or
not,
and
that's
really
sort
of
called
the
got
us
to
a
more
real
number.
As
a
bps
parent.
My
kids
were
also
assigned
to
a
bus
for
a
full
school
year
after
this
was
a
number
of
years
ago.
After
numerous
phone
calls
to
take
them
off
the
new
process,
I
think
had
some
success.
I
F
F
Many
of
the
places
that
you
would
see
savings
if
you
were
not
operating
as
not
being
realized,
we
are
projecting
modest
savings
and
we're
continuing
to
work
with
the
transportation
team
to
understand
the
cost
from
fuel
for
diesel,
and
both
we
have
a
number
of
propane
powered
buses
and
then
also
some
savings
in
terms
of
maintenance
costs.
I
will
say
that
we
also
have
vendors
that
we
pay
as
part
of
the
sort
of
out
of
district,
because
we
don't
have
contracts
with
those
those
are
sort
of
an
as
needed
basis.
F
C
G
C
Special
education
for
some
cost
savings
there,
as
well
as
the
better
efficiencies
and
communication
systems
with
families,
around
text
messaging
and
other
caller
and
dialer
systems
to
support
families
getting
notified
sooner
and
then
also
the
turnaround
once
you
get
registered
the
turnaround
and
the
and
how
fast
you're
getting
a
bus.
So
those
are
some
of
the
recommendations
we
think
that
are
going
to
prove
some
of
the
efficiencies
for
our
parents
and
notifications,
so
they're
not
so
frustrated.
F
Yeah
there
there
are
definitely
that's
a
good
reminder.
There
are
two
capital
investments
for
transportation
technology
to
be
able
to
be
sort
of
smarter
and
more
nimble
as
an
organization
and
the
transportation
bus
monitors,
the
efficiency
of
how
they're
rooted
and
how
they're
serving
kids
is
a
definitely
an
area
of
focus
for
us
for
next
time.
I
Great
and
then
the
transportation
for
students
that
are
experiencing
homelessness.
I
know
over
time
we've
gotten
much
better
in
the
turnaround
to
to
that
reassignment,
when
the
child
is
moved
from
one
shelter
to
another
or
becomes
homeless
and
is
placed
in
a
shelter.
I
don't
know
if
we've
got
updated
numbers
on
sort
of
the
average
time
it
takes
to
to
accurately
have
transportation
squared
away
for
that
child,
and
then
my
last
question.
I
So
if
I
think
david
was
maybe
nodding
his
head
to
respond
to
that,
so
I'd
love
just
an
update
on
that
and
then
some
conversation
that
came
up
in
our
working
session.
I
think
council
o'malley
also
brought
it
up
and
he
may
want
to
speak
to
it
in
greater
length,
but
any
conversation
around
electrifying,
our
bus
fleet
and
and
potential
cost
savings
over
the
long
run
that
they
that
they,
that
that
might
provide
excuse
me
tongue
twister
this
morning.
Thank
you
and
that's
it
for
me.
This
round,
chair
back.
F
I
would
just
say
on
the
on
the
homeless
transportation,
one
of
the
things
that
we're
looking
at
this
year,
that's
new
is
increased
eligibility
for
circuit
breaker
to
be
able
to
reimburse
us
for
those.
So
it's
just
something,
as
we
start
to
think
about
potential
vulnerabilities
in
state
funding
as
state
revenues
go
down
that
this
is
an
area
that
we're
going
to
want
to
make
sure
that
they
continue
to
fund
circuit,
breaker
and
fund
this
new
provision,
because
that
was
a
big
opportunity
for
us
to
be
able
to
receive
additional
funding
as
a
district.
F
The
electric
buses
is
an
interesting
one.
I've
heard
of
other
districts
who
have
partnered
with
the
utilities
to
be
able
to
pay
for
the
electric
buses
because
they're
a
good
source
of
storing
energy
over
the
summer
when
we're
not
using
them.
That's
something
that
we
will.
That
I
know
has
been
discussed.
That's
obviously
a
significant
capital
investment,
the
the
electric
buses,
and
so
that's
why
other
districts
have
partnered
with
the
utility
companies
in
that
way,
and
then
david.
F
The
this
has
been
a
big
focus
for
our
team
and
something
that
I
know
you've
been
a
champion
of,
but
we
we
are
really
focused
on
making
sure
that
we
have
that
continuity
for
the
students
in
those
who
have
become
homeless
or
changed
placements,
because
the
school
can
really
be
their
their
sort
of
anchor
to
their
community.
We
want
to
make
sure
that
we're
serving
them
as
quickly
and
as
effectively
as
possible.
C
G
Thank
you,
council
book
and
thank
you
to
the
superintendent
and
her
team
for
being
here
this
morning.
I
have
two
two
questions.
Comments
number
one.
I
was
on
a
call
over
the
weekend
with
some
parents
in
the
asian
community.
Their
children
are
in.
This
are
in
the
special
needs
programs
throughout
bps
the
parents
speak
limited
or
no
english
at
all.
G
They
just
wanted
to
generally
ask
what
type
of
outreach
are
we
going
to
do
to
the
parents
over
the
summer
time,
and
I
told
them
I
would
get
back
with
a
with
a
with
an
answer
and
the
second
question.
Superintendent
is
with
a
lot
of
parents
not
working
over
the
last
several
months,
maybe
even
going
into
the
summer
hourly
workers
not
getting
paid,
not
working
for
the
school
school
department
but
outside
of
the
outside
of
the
city.
C
Yeah,
thank
you
counselor.
Obviously,
this
time
of
covid
has
really
unveiled
a
lot
of
the
inequities
within
our
system
for
families,
and
many
of
them
are
are
still
struggling
quite
a
bit,
and
so
we
do
have
partnerships
with
dental
groups
and
vision,
groups
and
health
groups
as
well,
and
that's
why
we're
putting
investments
in
this
budget
to
expand
our
hub
school
model
and
our
community-based
schools
to
better
partner
with
our
many
partners
out
there?
C
I
don't
have
the
exact
numbers
on
how
how
those
have
increased
during
this
time
of
covet,
but
we
can
certainly
get
it
to
you.
As
mr
bloom
said
earlier,
we
have
over
200
partners
that
we
are
working
with
and
they
range
from
like
children's
and
brigham
health
and
many
others
who
are
working
on
the
mental
health
side,
as
well
as
health
access
side
for
our
families,
and
so
that's
just
absolutely
critical
that
we
provide
those
connections
for
our
families.
C
G
A
J
F
E
So
the
it's
a
little
bit
hard
to
separate
the
one-to-one
monitors
from
the
general
monitors.
Overall,
we
have
11
million
dollars,
budgeted
for
addition
for
attendance
to
ride
buses.
Some
of
those
are
group
monitors.
Some
of
them
are
one
to
one
and
then
more
broadly
speaking,
across
transportation
for
special
education
students
who
are
traveling
out
of
the
city,
we're
expecting
to
spend
somewhere
between
16
and
17
million
dollars
for
next
year
on
transportation.
E
J
The
other
thing
I'd
like
to
commend
you
on
your
efforts
to
do
pop-up
registry
enrollment
clinics.
I
got
the
opportunity.
A
parent
in
the
district,
asked
me
to
come
and
observe
the
process
at
the
local
brazilian
women's
association
last
last
fall
and
it
was
they've
had
a
really
successful
day
with
about
26
families
come
in
and
were
able
to
speak
their
own
language
and
and
get
that.
So
that's
a
really
important
piece
in
terms
of
your
making
it
more
accessible.
J
J
E
So
our
our
staffing
ratio
for
those
related
service
providers
is
projected
to
remain
flat
for
next
year.
I
one
of
the
things
we're
working
in
collaboration
with
the
btu
on
in
regards
to
service
delivery.
There
is
to
think
about
how
to
best
balance,
caseload
versus
workload,
ensuring
that
there's
not
just
an
even
case
load,
but
that
the
case
load
is
actually
representative
of
the
workload
of
those
providers.
E
J
I'm
just
curious
over
the
summer.
I
know
this
is
an
exceptional
circumstance
this
summer,
but
over
the
summer,
do
you
do
those
service
providers
provide
service
or
first
summer,
school
or
or
do
you
bring
in
other
staff
to
do
that
over
the
summer?
Because
not
everyone
signs
up
to
do
summer
school?
I
don't
think.
F
C
A
H
Thank
you,
madam
chair
and
good
morning
to
everyone.
I
have
nine
minutes
before
I
have
to
start
blaze
on
his
remote
learning
program,
so
I'm
gonna
try
and
go
fast.
Three
questions.
One
is
the
superintendent
referenced
charter
school
and
other
non-bps
start
times
as
affecting
transportation.
So
I
was
wondering
what
the
latest
thinking
was
on
that
and
if
there
are
any
changes
planned.
H
Secondly,
along
a
similar
vein,
any
further
thinking
on
high
school
start
times
and
sort
of
the
overall
system
relative
to
that,
and
then
switching
gears
for
my
last
question
on
food,
just
looking
for
an
update
on
the
good
food
purchasing
program
that
had
been
put
in
place
from
our
ordinance
past,
I
think
last
last
year,
last
year
or
maybe
the
year
before,
and
what
the
the
most
recent
implementation
updates
are.
Thank
you.
C
Yes,
so
counselor
will,
you
know
start
times
are
obviously
a
big
part
of
efficiencies
and
transportation,
so
those
are
always
something
that
we're
going
to
look
at.
So
we
have
been
trying
to
meet
with
our
charter
school
partners
around
their
start
times,
as
well
as
looking
at
our
own
start
times,
and
can
that
create
some
efficiencies,
especially
if
we
are
looking
at
the
fall
and
any
kind
of
implications
for
opening
this
fall
and
how
any
kind
of
new
schedule
for
social
distancing
might
impact
that.
C
So
we
just
have
to
be
really
good
partners
with
our
compact
and
continue
to
meet
with
them
to
look
at
ways
that
we
can
do
our
transportation
a
cost
effective
way.
There
is
no
proposal
on
the
table
at
this
point
for
any
high
school
start
time,
change
or
or
any
other
start
time
changes.
It's
really
just
exploring
those
options
at
this
point
to
see
if
they
need
to
be
adjusted
in
terms
of
our
reopening
plans,
we'll
make
sure
we're
very
transparent
with
the
community
about
that,
and
then
for
good
food
purchasing.
C
We
have
a
current
rfp
out
and
that's
in
process
right
now
for
our
food
processing
as
well
as,
as
you
know,
there's
an
expansion
of
the
my
way
cafe
program
for
next
year
again
with
qualifiers
some
of
these
transportation.
Some
of
these
operational
issues,
facility
issues
and
others
we
may
address
later
on
in
the
afternoon
session,
because
much
of
what
we
do
next
fall
may
look
different
and
there's
many
considerations
as
we
begin
to
look
and
contingencies
as
we
begin
to
look
forward
toward
the
fall.
K
K
I
know
you
know
I'd
like
to
know
how
many
are
employed
by
the
school
district,
and
I
know
councilor
breeden
asked
about
how
much
money
in
the
budget
is
put
towards
paying
these
one-on-one
monitors.
I
would
also
like
to
push
to
get
that
information,
because
during
the
february
24th
hearing
on
bps
transportation,
someone
from
bps
had
mentioned
how
expensive
of
a
line
item
these
101
bus
monitors
are.
So
I
would
really
like
to
know
what
that
exact
cost
is
in
regards
to
school
safety.
K
K
The
exam
that
the
officers
have
to
take
says
that
these
officers
only
need
to
be
fluent
in
english,
in
schools,
with
a
high
percentage
of
students
who
speak
languages
other
than
english,
with
their
from
with
their
friends.
Could
this
cause
a
problem?
What
is
being
done
to
make
sure
that
our
officers
are
able
to
understand
and
communicate
with
our
students
the
base
wage
and
also
I'm
curious,
because
the
base
wage
of
these
police
officers
is
less
than
50
cents
above
the
minimum
wage
at
such
low
starting
range?
K
C
Yeah,
thank
you,
counselor.
I
think
mr
bloom's
looking
up
some
numbers
as
well
as
mr
cooter
for
us
and
some
of
those
issues.
We
do
not
share
information
with
the
brick
when
we
only
share
information
with
the
boston
public
police
department,
when
there
is
a
health
and
safety
need
to
do
so.
An
immediate
health
and
safety
need
to
do
so.
K
I
do
have
a
follow-up
in
terms
of
just
the
vendors
that
we're
using
for
these
cultural
competency
trainings.
If
you
will
I'm
going
to
assume
that
some
of
that
we're
looking
in
boston
and
folks
who
have
a
deep
understanding
of
the
issues
of
racial
tension
in
the
city
of
boston,
just
curious
about
who
are
the
vendors
that
we're
contracting
to
do
these
trainings
do?
Do
we
have
a
list
of
those
vendors?
Do
we
know
we
seeking
people
who
live
in
boston.
C
F
I
can
provide
some
of
the
numbers
on
the
transportation
one-to-one,
monitors
and
general
monitors
that
you
had
asked
about.
We
do
have
456
students
who
require
a
one-to-one
monitor
for
each
of
those
students.
The
cost
is
ten
thousand
four
hundred
dollars
per
monitor
the
we
also
have
1050
general
students
who
require
a
general
monitor.
Now,
that's
not
a
one
to
one.
F
F
K
Thank
you
for
that
clarity
and
dr
casilius.
Are
you
okay,
your
energy
seems
a
little
bit
low
today,
I'm
just
I'm
gonna
make
sure
I
know
we.
I
know
we
could
be
a
terrorist
guy
and
intimidating
here,
but
I
want
you
to
know
that
this
is,
you
know,
was
part
of
the
process
and
we
really
appreciate
you
and
all
the
hard
work
that
you're
doing
to
to
help
support
our
most
vulnerable
students.
So
I
just
want
you
to
know
that
we
appreciate
you.
Okay,.
J
A
L
Much
can
you
hear
me:
okay,
yep,
yep,
a
little
tired
as
well,
but
good
to
see
you
guys.
At
this
rate,
I
I
see
you
more
than
I
see
my
own
family,
sadly,
and
don't
take
that
the
wrong
way
that,
sadly,
at
the
end,
it's
good
to
see
you
guys.
I
I
wanted
to
follow
up
on
some
of
the
transportation
questions.
L
F
F
Yeah,
I
just
the
to
a
certain
extent
the
the
distinction
between
door-to-door
and
and
the
traditional
yellow
bus
sometimes
has
to
do
with
where
the
pickup
is
and
the
whether
or
not
the
monitor.
So
sometimes
the
buses
are
mixed.
So
it's
not
like
there's
one
necessarily
one
bus
that
just
does
special
ed
and
will
drive
by
a
gen,
ed
student
there's
more
some
dynamics.
L
If
you
provide
that
that
would
be
helpful,
I'm
really
interested
every
year
we
hear
that
rerouting
is
going
to
save
us
money,
I'd
be
interested
in
whether
or
not
that
is
true.
I'm
certainly
interested
in
the
the
plans
and
thinking
around
start
crimes,
particularly
as
it
pertains
to
to
high
school
students-
and
I
heard
council
woo
mentioned
that
and
just
for
clarity's
sake,
I
think
I
heard
in
response
to
council
flaherty.
There
aren't
any
savings.
L
F
L
Moving
forward
for
fy21,
as
we
will
hopefully
be
transporting
students
to
school
buildings.
Obviously
we
don't
know
that
just
yet,
but
obviously
interested
in
whatever
the
plans
are
for
our
students
who
have
to
travel
via
mbta
are
students
who
have
to
travel
on
yellow
school
buses,
our
students
who
are
walking.
You
know
what
are
all
the
plans
for
ensuring
student
safety
and
so
interested
in
your
response
to
that.
F
L
Is
there
a
plan,
I'm
sorry
to
cut
you
off,
I'm
just
mindful
that
we
all
have
very
limited
time,
and
I
don't
want
to
spend
all
of
my
time
on
transportation.
Is
there
a
plan
in
place
for
thinking
about
the
safety
of
children
as
they
travel
to
school?
However,
they
travel
because
it's
clear
to
me
that
when
we
do
open
buildings-
and
it's
not
clear
when
we'll
do
that,
but
when
we
do
that,
we
will
still
most
likely
have
to
have
some
precautions
in
place.
So.
C
L
Wonderful
good
to
know,
I
am
very
interested
in
procurement
I
saw,
and
I
think
it
might
have
been
page
12
of
the
slide
presentation
that
there
have
been
new
plans
because
of
the
the
food
ordinance
that
was
passed.
I'm
wondering
what
new
plans
or
policies
or
procedures
are
being
put
in
place
to
to
ensure
more
diversity
and
more
local
opportunity.
And
and
when
I
say
diversity,
I
mean
people
of
color
as
well
as
women.
F
Yeah,
our
procurement
team
has
been
participating
in
the
city's
overall
efforts
for
more
local
and
minority
women-owned
businesses.
That's
something
that
we're
we're
trying
to
find
new
and
effective
ways
to
promote
all
those
businesses.
I
think
one
of
the
things
that
ends
up
being
a
sort
of
complicating
factor
for
bps
is
the
number
of
procurement
officers
effectively
that
we
have
with
individual
schools,
placing
orders,
125
schools,
50
central
office
departments,
one
of
the
best
things
that
we
can
do.
L
F
Yeah,
I
would
love
I
would
love
to
to
partner
with
you
more
on
this
and
understand
you
know.
I
know
business
services
is
one
of
the
functions
of
finance.
So
if
you
have
ideas
that
you
want
us
to
explore
or
implement,
you
can
reach
out
to
me
directly
I'd
love
to
to
to
be
a
source
of
of
you
know
a
real
big
success
case
for
for
the
city
and
in
this
category.
L
A
M
Thank
you,
counselor
bach,
good
morning,
superintendent,
to
your
team.
Great
to
see
you
all
hope
you
had
at
least
a
little
bit
of
time
to
relax
a
bit
over
this
long
weekend,
delighted
to
be
talking
about
commitment
five
today,
I
think
of
all
the
commitments
which
I
obviously
stand
with
and
support
wholeheartedly.
Cultivating
trust
is
a
really
important.
One.
There's
been
some
criticism,
leveled
at
bps
in
years
past
in
prior
administrations
that
the
trust
was
broken,
and
I
know
this
is
something
everyone
particularly
you.
Superintendent
really
feel
strongly
about.
M
Is
repairing
and
truly
cultivating
that
trust.
So
I
appreciate
looking
at
sort
of
these
important
topics
through
that
lens,
obviously
topic.
One,
the
diverse
diversity
of
our
staff
is
crucial
and
strategies
to
make
sure
that
we
can
not
only
recruit
candidates
of
color
to
serve
in
these
incredibly
important
roles,
but
also
to
maintain
them
so
appreciate
that,
in
terms
of
central
office,
reorganization
or
restructure,
I
was
wondering
if
you
could
furnish
to
the
council.
M
It
doesn't
have
to
be
now,
but
just
for
my
own
curiosity
sort
of
a
new
reorganizational
chart
for
how
you
see
your
cabinet.
Specifically,
your
sort
of
kitchen
cabinet
superintendent
that
would
be
helpful
just
with
the
names
as
well
associated
with
their
positions
and
sort
of
you
know
the
org
chart.
Can
you
talk
briefly
about
the
hub
school's
model
and
wrap
around
services?
I
don't
know
if
that's
you
super
nate
or
anyone
else.
C
Yes,
so
I
would
be
glad
to
talk
about
my
org
chart,
we're
just
doing
some
final
conversations
with
some
of
the
folks
that
I'm
looking
at
in
terms
of
how
we
want
to
restructure,
especially
given
covid,
to
better
support
principals
and
our
teachers
around
their
professional
development
and
learning.
And
then
your
second
question
was
what.
M
Okay,
great
thank
you
obviously
transportation
is,
is,
I
think,
a
huge
topic
to
all
counselors
and
all
of
you
as
well
just
the
significant
cost
year
after
year
after
year,
we're
cutting
the
number
of
students
when
we
serve
yet
the
cost
seems
to
be
going
up.
As
an
environmentalist,
I
applaud
the
the
move
to
more
fuel
efficient
vehicles.
I'd
certainly
add
my
voice
to
the
echo
of
looking
at
electrified.
Fleet
of
buses
is
certainly
where
we
have
to
go.
M
There
seems
to
be
this
misconception
that
a
the
battery
life
would
not
allow
for
a
bus
to
to
be
able
to
be
out
for
eight
ten
hours
on
a
battery.
That's
simply
not
true.
They're
european
countries
who've
been
using
electrified
school
buses
for
for
years.
So
I
I
look
forward
to
that
day.
You
know,
hopefully
sooner
rather
than
later,
where
we
can
talk
about
an
all-electrified
fleet.
Additionally,
I'm
curious.
M
C
I
think
we
experienced
some
small
savings
with
some
of
our
transportation
costs.
However,
though,
we
have
served
almost
200
000
meals
to
our
students
who
have
disabilities,
which
we're
very
proud
of,
as
well
as
over
600
000
meals
overall,
and
so
we
have
paid
our
bus
drivers
and
our
monitors
during
this
time,
and
of
course,
you
know
budgets,
most
of
our
larger
budgets
are,
you
know,
caught
up
in
employee
costs,.
M
I
guess
I'm
specifically
sued
and
you
have
done
yeoman's
work
on
the
food
delivery,
a
national
model
I
think
we've
done
in
bps
and
I'm
not
at
all
critical,
that
or
or
the
bus
drivers
they've
been
a
huge
part
of
our
success
here.
I
guess
my
question
specifically
is
there's
a
very
small
pool
of
individuals
whom
we
pay
an
exorbitant
and
incredibly
high
fee
for
out
of
district
transportation.
I'm
just
curious
where
that
sort
of
fit
in
with
the
fact
that
they
haven't
been
taking
students
to
school
because
there
has
been
no
school.
M
F
Yeah
we
have,
we
have
realized
some
savings
for
those,
those
private
vendors
that
we
were
using
for
those
out
of
district
placements
for
the
for
the
portion
of
the
year
that
we're
not
doing
the
driving
some
of
the
costs
and
the
per
pupil
costs
are
bps.
Drivers
who
are
driving
to
out-of-district
placement
as
well.
So
all
of
the
out
of
district
is
not
done
by
private
vendors.
F
M
Great,
thank
you
nate.
Thank
you
sue.
So
my
time
is
nearly
up.
I
just
asked
I
love
the
focus
on
the
welcome
centers,
making
them
more
family
friendly,
making
them
more
warmer
using
more
of
the
apple
store
model
of
just
service.
I'm
curious:
have
we
seen
an
a
a
spike
in
enrollments
inquiries,
given
sort
of
the
uncertainty
of
what
school
will
look
like
over
the
last
couple
of
weeks
or
months.
F
In
terms
of
the
total
number
of
people
registering
for
schools,
we
are
seeing
a
decrease
from
prior
years,
it's
hard
to
say
what
is
the
cause
of
it.
I
mean
one
is
simply
the
welcome
center's
being
closed
and
most
of
it
being
online.
We
think
that
some
families
are
waiting
until
things
reopen
also,
as
people
are
staying
in
place,
where
we're
monitoring
to
see
if
we're
gonna
see
less
families
moving
to
boston
immigrant
immigrating
to
boston.
F
As
part
of
this,
you
know
we're
monitoring
both
numbers
to
kind
of
see
what
happens
and
then,
as
we
start
to
open
things
up
over
the
summer,
or
you
know,
we
start
to
move
through
different
phases
of
reopening
we're,
gonna,
wait
and
see
what
happens
with
registration,
but
something
that
you
know.
We
look
at
those
numbers
on
a
weekly
basis.
M
N
Thank
you
very
much.
The
exchange
council
o'malley
asked
a
lot
of
my
questions,
as
did
some
of
my
my
other
colleagues
so,
and
I
I
just
wanted
to
check
in
specifically
about
we
had
an
issue
with
transportation
equity,
as
you
may
be
fully
aware
in
terms
of
buses
going
to
the
exam
schools
from
my
district.
Specifically,
my
district,
I
think,
was
at
least
by
bps
zone
analysis
was
found
to
have
had
one
of
the
hardest
commutes
to
bla,
because
it
was
you
know
either.
N
East
boston
takes
two
trains
and
so
on
and
so
forth,
and
we
went
back
and
forth
about
that,
and
I
guess
I'm
trying
to
figure
out
what
analysis
you
look
at
still
going
forward
in
terms
of
equity
in
terms
of
difficulty
to
come
to
and
from
not
just
exam
schools.
So
that's
one
thing:
what's
your
equity
analysis
on
transportation?
N
I
think
when
I
got
in
a
conversation
about
this
last
time,
the
response
was
we're
providing
transportation.
So
that's
our
response
to
equity,
so
I
I
didn't
find
that
response
to
be
very
satisfactory.
So
tell
me
about
your
equity
analysis
and
what
kids
have
to
travel
to
get
to
and
from
districts
and
whether
they
they
get
that
bus
or
they
don't.
C
So
we
provide
counselor.
Thank
you
for
that
question.
Obviously,
equity
is
at
top
of
mind.
I
do
know
that
we
provide
several
shuttles
and
we
do
look
at
equity
as
our
frame
on
on
all
decision
making.
So
I
would
be
glad
to
hear
more
about
your
situation
there
in
east
boston
and
and
also
as
we
think,
about
moving
forward
with
our
any
new
recommendations
or
adjustments
that
we
are
thinking
about
making.
N
Well,
I
will
say
this:
the
situation
is
for
all
parts
of
my
district
and
it
had
to
do
in
this
example.
With
the
bla
bus
leaving
from
north
station,
there
were
high
school
students
getting
on
it.
There
were
middle
school
students
not
getting
on
it,
but
more
importantly,
the
great
thing
is:
east
boston's
population
is
growing
and
we're
increasing
the
number
of
kids
going
to
exam
schools.
This
is
all
good
stuff.
So
when
will
we
get
to
the
analysis
or
the
point
where
east
boston
is
looking
at
getting
a
bus?
N
N
C
N
N
Have
I
you
know
we
we're
talking
about
scooters,
we're
talking
about
biker
bikes.
You
know
increasing
that
kind
of
different
modes
of
transportation
in
the
city
of
boston.
I
brought
this
up
last
time.
I'll
continue
to
bring
it
up.
Is
there
any
thoughts
of
bps,
kids
using
scooters
or
using
bikes
to
to
go
to
school?
I
you
know.
C
N
No,
I
I
agree.
I
just
know
that
the
the
more
that
those
things
are
available
readily
available
to
the
public.
I
you
couldn't
have
kept
me
off
a
scooter.
If,
once
that
was
available
to
me
in
high
school
or
close
to
it,
I
I
would
be
on
it
so
we're
as
we're
very
likely
to
roll
out
alternative
means
of
transportation
for
adults
or
for
everybody
else.
N
N
C
A
A
I
guess
one
question
I
have
is
sort
of
related
to
central
office
costs
and
kind
of
you
know.
As
we've
centrally
budgeted
more
of
these
school
costs,
it
becomes
a
little
tricky
on
the
council
side
to
kind
of
tell
like
what
are
central
office
costs
that
are
real
central
office
costs
and
and
what's
actually
you
know
at
a
school
site,
and-
and
I
wonder
if
you
could
speak
to
that
proportion
and
also
kind
of
speak
to
what
efforts
we
make
to
benchmark
ourselves
against
other
large
school
departments.
A
Just
because
you
know
I,
you
know,
I
think
we
hear
all
the
time
from
families
and
teachers
concerns
about
you
know.
Does
the
central
office
become
too
top
heavy
and
just
making
sure
that
we're
that
we're
pushing
resources
down
to
whichever
level
is
most
going
to
help
the
kids?
So
I
would
love
to
hear
you
speak
a
little
bit
to
that.
C
Yeah,
so
it's
always
on
our
mind
to
have
the
smallest
percentage
as
possible
at
administrative
level,
but
as
we
have
moved
really
to-
and
this
might
be
better
discussion
for
later
this
afternoon-
we
are
moving
a
little
bit
more
centralized
in
terms
of
the
delivery
of
the
remote
learning.
So
there
are
some
things
that
we're
going
to
have
to
invest
on
around
that
in
terms
of
our
plan
for
all
schools
and
what
has
to
get
done
and
then
also
you
know
just
how
do
we
better
support
school
leaders
at
central
office?
F
I'm
sorry
if
I
could
just
add
so
we
present
a
slide
every
year.
That
has
what
we
refer
to
as
our
our
service
categories.
Our
service
categories
break
down
our
budget
by
not
just
sort
of
central
versus
schools
on
the
budget
that
you're
talking
about.
But
what
you're
referring
to
is
school
services
budgeted
centrally?
Those
are
the
items
that
show
up
on
a
central
office
sort
of
report,
responsibility,
center,
they're
responsible
for
managing
the
expense,
but
they're
not
expensive,
that
you
would
see
in
a
central
office.
F
A
big
example
of
that
is
our
custodians,
where
we
have
a
major
investment
in
custodians,
25,
new
custodians
going
into
the
budget
for
next
year.
That
shows
up
in
a
central
budget,
but
is
a
school
service
budgeted
centrally?
So
our
categories
of
that
we
we
consider
our
schools,
school
services,
budgeted
centrally
central
and
then
non-bps
student
services.
The
non-vps
student
services
are
representing
those
costs
of
doing
things
like
transportation
for
charter
schools
and
other
out
of
district
school
costs
for
central.
Our
percentage
of
our
overall
budget
for
central
is
a
little
over
five
percent.
F
And
so
I
do
think
that
we
need
to
start
thinking
about
things
like
our
literacy.
Investment
is
about
providing
high
quality
central
services
that
schools
will
want
to
opt
in
on
and
by
providing
the
really
high
quality
services.
It's
not
about
autonomy
or
whether
it's
central
it's
about
quality
and
those
schools
will
opt
in
and
we're
already
seeing.
Some
of
our
schools
asked
to
be
a
part
of
the
literature
adoption
because
they're
seeing
that
we're
doing
in
a
very
different
way
than
we've
done
in
the
past,
and
so
that's
an
exciting
part
for
us.
F
A
Great
and
if
you
have
any
of
that
benchmark
info
I'd
love
to
have
it,
I
I
wonder
I
I
wanted
to
ask
about
sort
of
the
implementation
when,
when
schools
opt
into
something
sort
of
how
how
those
relationships
work.
I
asked
this
partly
because
one
reaction
that
I
got
to
our
last
set
of
hearings
together
was
from
some
folks
who
were
very
excited
about
the
rollout
of
ethnic
studies,
but
who
felt
like
on
the
teacher
and
student
side
like
they
weren't.
A
They
didn't
really
have
a
have
standing
in
the
conversation
about
how
to
implement
that
and
and
how
to
roll
that
out,
and
so
there
were
just
a
lot
of
questions
which
I
certainly
wasn't
equipped
to
answer.
So
I
I
sort
of-
and
it
to
me
that
I
both
had
a
question
about
that.
Specifically,
how
are
you
thinking
about
rolling
out
ethnic
studies
and
then
a
more
general
question
about
how
you
make
sure
that
there
isn't
that
communication
gap
when
we've
got
a
new
initiative
that
we
want
to
partner
with
schools
on.
C
Yes,
so
counselor,
it's
a
good
question.
It's
one
of
implementation,
and
so
our
academic
office
has
been
working
on
ethnic
studies,
content
and
courses,
and
course
development
and
then
just
recently
has
launched
a
partnership
with
umass
that
work
is
going
to
be
commencing
and
that
because
the
entire
academic
office
is
going
to
more
of
a
teacher-led
model,
we
will
be
working
with
the
teachers
around
that
through
our
telescope
network
and
btu
has
representation
as
well
as
the
district
office,
and
we'll
have
partnerships
to
do
that
implementation
over
the
next
school
year.
A
Great
good
to
hear,
and
then
a
last
quick
one
for
me
would
just
be
I.
I
did
notice
that
there
was
a
significant
increase
in
family
and
medical
leave
this
year.
I
think
in
some
of
the
actuals
that
we
got
over
from
you
guys-
and
I
was
just
wondering
nate
if
that
was
related
to
covet.
If
that
was
pre-coveted.
F
Yeah
the
projected
increase
in
in
leave
cost
is,
is
pre
was
pre-coveted.
It
was
not
related
to
that.
The
big
piece
there
is
we've
and
al
taylor
and
his
team
have
really
been
working
on
some
of
the
human
capital
operations
to
really
get
more
accurate
sort
of
tracking
and
information,
and
the
leave
process
is
something
that
they've
been
really
focused
on,
and
so
what
we're
doing
is
more
accurately
recording
employees
on
leave.
F
We're
also
seeing
an
increase,
and
this
is
a
great
thing-
an
increase
in
paternity
and
maternity
leave
due
to
the
the
city's
change
in
policy
to
be
able
to
fund
those.
So
that's
another
area
that
we
are,
I
don't
think
I'm
ever
really
excited
about
nor
cost
increases,
but
as
a
parent,
I
know
that
this
is
a
huge
benefit
for
our
employees
and
something
that's
gonna
be
great
for
families.
So
I
think
that's
a
great
added
expense.
B
Thank
you,
madam
chair
I'll,
be
very
brief.
I
just
want
to
want
to
know
how
we're
working
with
our
partner
organizations
that
have
been
so
critical
to
our
students,
particularly
given
their
financial
hardships
in
light
of
cobra19,
also
want
to
know
what
type
of
partnerships
we're
looking
to
support,
increase,
digital
remote
learning
and
also
what
type
of
partnerships
we're
we're
exposing
to
with
respect
to
our
vocational
school
support
as
well.
Thank
you.
C
Well,
there
thank
you
partnerships,
and
this
is
the
activate
partnership
session
and
there's
just
so
many
partners
that
we
have,
and
so
many
folks
coming
forward,
especially
during
this
time
to
partner
with
us.
You
know,
boston
after
school
and
beyond.
We've
been
partnering
with
the
pick
on
summer
jobs
and
we've
been
parking
partnering
with
a
number
of
organizations
around
mental
health
service
and
providers.
We've
been
partnering
with
our
city
partners
as
well
to
provide
housing
and
food
access
as
well
as
health
access.
C
Opportunity
here
to
really
dig
in
and
and
solidify
some
of
our
partnerships,
we've
been
intentional
with
that
around
our
equity
roundtable
as
well,
where
we've
had
anywhere
from
80
to
120
people
on
those
calls
each
week
and
then
doing
breakout
groups
and
partnering
and
really
thinking
deeply
about
this
work
and
having
our
school
leaders
also
convene
equity
roundtables
and
have
asked
them
to
have
partners
at
the
table
for
those
equity
roundtables
as
well.
Some
of
our
higher
ed
partners
have
talked
about
online
learning
and
digital
learning
in
particular.
C
I'd
have
to.
I
don't
know
the
actual
specifics
of
those
conversations
at
this
point,
but
I
think
every
day
I
have
a
new
offer
in
my
email
box,
from
somebody
around
partnering
around
the
tech
side,
in
digital
learning
and
remote
learning,
and
there's
just
a
great
opportunity
here
to
maximize
some
of
the
benefits
of
that.
As
we
begin
to
look
at
a
one-to-one
proposal
here
within
this
budget.
So.
B
I
You
again,
madam
chair,
I
I
want
to
shift
gears
and
talk
about
bps
athletics,
something
that's
been
really
important
to
me.
As
a
former
former
athlete
and
a
former
coach
when
I
was
teaching
and
first
I'd
like
to
give
special
thanks
to
avery
who's,
the
director
of
athletics
and
billy
siddique
who's
over
there
and
just
the
the
real
change
in
what
they've
been
able
to
do
to
engage
young
people
and
our
student
athletes
in
what's
happening.
I
I've
had
the
benefit
of
participating
in
a
few
videos
and
sort
of
words
of
wisdom
and
motivation
and
have
watched
others
do
the
same,
and
I
think
it's
really
it's
a
great
way
to
engage
our
student
athletes
and
also
recognizing
that
so
many
of
our
kids
right
now
are
as
they're
outside
of
out
of
school
and
doing
school
from
home
that
it's
you
know,
athletics
has
not
been
able
to
be
a
part
of
their
everyday
life.
I
know
my
own
boys
really
were
disappointed.
That
school
wasn't
happening.
I
We
can
do
that
now.
We
can
do
that
in
the
later
hearing,
but
aside
from
covid
I'd
love
to
just
talk
a
little
bit
about
any
potential
investments
or
increase
in
investment,
especially
with
high
school
redesign
underway.
How
do
we
improve
sort
of
the
the
quality
of
play
through
adding
coaches
and
adding
athletic
trainers
supporting
our
kids
and
skill
development
both
on
and
off
season,
recognizing
that
there
are
some
I'm
a
mia
restrictions
to
that.
But
just
I
recognize
that
sports
and
athletics
plays
a
really
important
role
in
our
kids
academic
achievement.
C
So
this
is
something
that
is
top
of
mind,
because
it's
really
important
for
our
kids
to
be
connected
when
they
come
to
school.
This
is
also
true
for
the
performing
arts
and
the
visual
arts,
so
both
of
these
things
very
important
to
the
youth
in
terms
of
their
engagement,
connectedness
and
really
our
cultural
awareness
programs
as
well
at
school,
and
how
we
express
ourselves
and
connect
culturally
with
one
another.
I
The
only
thing
I'd
add
to
that
is
when
we,
you
know
specific
to
athletics
and
not
to
discount,
certainly
the
other
efforts
to
engage
kids,
whether
it's
through
art,
whether
it's
through
music
and
other
and
other
activities
specific
to
athletics
and
specific
to
title
ix,
which
I
know
is
really
important
to
you,
dr
cassellius,
is
that
we're
fully
funding
strong
programs
and
developing
stronger
programs
where
we
have
some
weaknesses,
because
we
recognize
how
important
it
is.
But
then
we're
also
thinking
about
the
title.
I
A
J
C
J
C
It
we
did
a
survey,
and
so
we
were
really
anxious
to
get
the
results
of
the
survey
out
to
the
community
and
get
this
restarted
again,
and
it's
really
important
to
have
the
community
stakeholder
engagement,
especially
as
we
talk
about
cultivating
trust
and
so
we're
hoping
to
get
that
started.
Of
course,
we're
just
you
know,
got
thrown
a
a
doozy
here
with
with
the
pandemic
and
so
try
to
get
back
on
course,
nate
did
you
have
something
you
wanted
to
add.
F
I
was
just
gonna
say
we,
you
name.
The
survey
I
think
we've
also
been
sam.
Depina
has
been
talking
with
the
jackson
man
community
on
a
more
frequent
basis.
I
think
it
may
even
be
has
been
at
least
once
maybe
twice
a
month,
we're
continuing
to
work
with
the
horse,
man
and
communicate.
You
know
I
think,
during
during
covet.
F
I
think,
there's
been
a
lot
of
of
communication
to
families,
so
we're
just
trying
to
sequence,
when's
the
right
time
for
us
to
re-engage,
but
you
know
those
are
conversations
that
are
ongoing
and
having
different
conversations
with
different
members
of
the
community.
I
was
actually
in
touch
with
marissa
silaberto
over
the
weekend
about
the
horace
mann.
So
these
are
these
are
ongoing.
I
think
what
we
need
to
do
is
figure
out.
J
Very
good
yeah
I
get
calls
so
I'm
I'm
just
I'm
very
committed
to
see
if
we
can
get
the
best
possible
outcome
on
those,
though
so,
and
it's
also
because
the
the
community
centers
is
is
part
of
that
whole
process
that
whole
facility,
the
the
stakeholders,
are
not
just
parents
of
school
kids
in
bps,
there's
there's
a
broader
community
that
is
a
stakeholder
in
that
facility
as
well.
So
I
hope
we
can
have
a
broad-ranging
conversation
going
forward.
Thank
you.
A
K
K
I
know
that
I
was
a
part
of
an
initiative
that
worked
with
monica
roberts
and
her
team
on
redesigning
the
the
survey
where
we
included
11
questions
that
were
excuse
me,
nine
questions
that
were
designed
specifically
by
parents
and
through
an
organization
that
I
used
to
run
called
cplan
and
there
was
a
desire
to
figure
out
how.
How
is
that
information
being
shared
with
parents?
The
one
thing
is
to
get
the
information,
the
other
is.
How
are
we
disseminating
the
results,
the
findings
of
those
results
and
what?
K
How
we're,
using
those
findings
to
help
us
figure
out
what
we
can
do
differently
on
the
individual
school
level?
So
I'm
just
curious
what,
if
any
feedback
you
have
about?
You
know
feedback
about
that
survey
process
and
whether
or
not
there
is
an
appetite
to
actually
be
more
action-oriented
with
what
we're
learning
specifically
around
school
culture
and
climate
issues
of
safety
and
cultural
competency
were
the
top
three
issues
that
we
really
wanted
to
focus
on.
K
K
It's
not
just
around
food.
I
asked
about
training,
but
what
other
opportunities
exist
within
bps
to
help
support
minority
vendors?
I'm
really
curious
about
what
efforts
are
being
made.
I
know
nate,
you
had
talked
about
matching
up
with
the
city
goals,
but
I'm
just
wondering
through
bps
partnerships
what
other
opportunities
exist
to
think
outside
the
box,
even
if
it's
just
entrepreneurs
or
smaller
organizations
and
I'm
curious
about
commit
commitment,
five
priorities
following
up
on
consular
campbell's
questions,
one
of
the
priorities
is
to
provide
additional
social
workers
and
parent
liaisons.
K
What
has
that
decision
process?
Look
like
how
are
we
going
to
utilize
our
workforce
diversity
goals
in
the
hiring
of
these
workers
in
regards
to
retention?
How
are
we
specifically
going
about
hiring
and
maintaining
teachers
of
color
other
than
teachers
who
reflect
their
student
body?
How
are
things
other
than
race
or
gender?
They
take
into
account
in
the
higher
process,
such
as
language,
competency
and
sexual
orientation,
and
then
in
regards
to
food
and
nutrition
service.
David
mentioned
that
we
are
working
with
local
minority
and
veteran-owned
businesses.
K
Can
we
go
further
into
detail
about
what
that
looks
like
what
businesses
are
we
working
with?
What
percentage
of
our
meals
are
being
made
by
these
businesses?
What
is
the
future
relationship
of
revolution
foods
besides
vegetarian
options,
how
our
specific
dietary
accommodations
being
met
with
our
schools?
That's
a
lot
and
you
all
got
like
five
minutes,
so
go.
C
So
we
did
put
that
on
hold
right
now
and
I
do
anticipate
doing
another
survey
of
parents
and
it'll
probably
be
another
way
to
look
at.
You
know
kind
of
our
culvert
response
and
where
we're
at
in
terms
of
the
school
community
and
the
environment,
obviously
we're
not
in
school
and
environment,
so
surveying
families
is
really
really
a
critical
way
for
us
to
get
feedback.
C
As
for
the
social
workers,
liaisons
and
all
of
the
support
positions
we're
putting
in,
we
did
make
the
calculated
choice
to
create
high
quality
schools
across
all
of
our
district.
We
wanted
to
start
with
our
low
performing
schools
first,
so
part
of
those
position
and
and
lining
those
positions
has
been
to
put
them
in
the
33
lowest
performing
schools
in
this
first
year's
budget,
with
the
hope
to
be
able
to
continue
to
expand
those
support
positions.
Later
we
have
considered
language
by
having
some
of
our
family
liaisons.
C
You
know
with
a
preference
for
languages
to
serve
their
community
for
those
families,
family
liaisons
that
we
have
and
then
also,
I
think
we
just
recently
through
our
hiring
process-
and
I
don't
know
if
nate
or
or
david
have
more
information
on
this
or,
if
there's
someone
from
our
human
capital
online,
but
about
looking
at
language
when
we're
in
the
interview
process
and
how
do
we
assess
for
that?
I
think
we
have
a
new
process
for
that.
C
F
F
I
think
part
of
what
we
do
as
part
of
our
standard
practice
is
to
make
sure
we're
doing
better
outreach
in
terms
of
rfps
and
invitations
for
bid
to
make
sure
that
they're
more
public
we're
moving
all
the
process
online
to
make
sure
that
we
can
lower
the
bar
for
participation
and
make
sure
it's
easier
to
participate,
particularly
during
covid,
and
I
believe,
there's
also
the
opportunity
that
there
are.
There
are
nominal
fees
to
pay
for
the
processing
of
rfps.
F
There
there
are
bid
processing
costs
yeah
to
be
able
to
pay
for
postage
and
printing
and
stuff
like
that.
So
that's
a
you
know,
that's
another
thing
that
we've
been
looking
at,
I
would
say
just
we
would
love
more
suggestions
in
terms
of
the
revolution,
foods
bid
and
food
nutrition
services
that
the
food
service
contract
is
out
to
bid
right
now.
So
I
can't
speak
to
the
future
of
revolution
foods
we're
in
the
process
of
reviewing
all
the
bids.
F
I
will
say
just
in
terms
of
your
question
on
health
needs
and
restrictions.
One
of
the
capital
investments
that
we're
making
for
fy21
is
an
investment,
a
new
point
of
sale
system.
This
is
the
little
computer
screen
that
the
food
service
workers
use
to
to
sort
of
monitor
how
much
food
they're
using
in
every
day
and
understand
what
sort
of
it's
it's
a
sales
system,
but
you
know
obviously,
with
universal
free
lunch,
there's
no
actual
transactions.
F
What
that
will
allow
for
us
to
do
is
better
to
monitor
each
individual
students,
health
restrictions
and
needs
it's
a
much
safer
way
to
ensure
that
we're
monitoring
all
students
for
allergies
and
all
the
things
that
our
food
service
workers
are
doing
now
we're
getting
more
efficient,
including
all
the
back
end,
better
data
that
we're
going
to
get
for
our
procurement.
So
that
is
an
area
where
we'll
be
able
to
take
into
account
not
just
vegetarian
non-vegetarian,
but
all
the
complexities
around
nut
allergies
and
other
food
restrictions
that
come
into
play.
K
K
These
are
folks
who
are
providing
service,
whether
it's
yoga
life
skills
that
there
are
entrepreneurs,
but
they
just
don't
know
how
to
navigate
the
process.
So
when
I
think
about
procurement-
and
I
think
about
creating
access
for
folks
in
the
community,
these
are
people
who
are
already
deeply
rooted.
They
just
need
to
have
a
vehicle
of
sorts
to
have
a
this
opportunity
to
be
a
partner.
So
I
would
love
to
talk
to
you
a
little
bit
about
how
we
can
help
support
these
folks.
L
Thank
you
so
much.
I
want
to
follow
up
on
the
procurement
and
I
I
really
appreciate
you
seeking
the
opportunity
for
for
more
discussion,
more
ideas.
You
should
be
aware
that
council
wu
and
I
have
an
open
hearing
order
on
procurement
and
I
think
bps
certainly
a
big
enough,
a
player
in
this
front
that
you
should
be
part
of
that
discussion
and
I
imagine
we
will
have
subsequent
working
sessions
as
well.
Just
a
quick
follow-up.
L
I
would
like
to
get
very
clear
what
the
spend
was
for
local
business,
women-owned
businesses
and
businesses
owned
by
people
of
color
for
the
budget
looking
back
and
what
the
projection
is
in
this
budget
for
fy21.
What
do
we
expect
to
spend
with
whom?
Okay?
So
I
would
like
that,
if
you
could
get
that
to
me
as
a
follow-up,
I
would
appreciate
that
and
I
think
it
would
be
helpful
to
inform
some
of
our
other
conversations.
L
I
would
be
interested
as
well
in
terms
of
follow-up
on
my
my
earlier
questions.
Some
choice
and
demand
data
is
that
something
that
could
be
provided
and
and
following
up
I
know
we
have
a
lot
of
questions
around
student
assignment
around
home
based
around
the
the
transportation
we
spend.
It
would
be
helpful,
I
think,
and
inform
our
discussion
if
we
understood
what
families
were
choosing
and
where
the
the
real
demand
is.
L
H
F
Can
I
just
on
that
note
our
welcome
services
team
does
publish
an
annual
assignment
report
that
does
include
a
number
of
families
registering.
I
can't
recall
off
the
top
of
my
head
if
it
includes
a
school
by
school
analysis.
Having
looked
at
the
data
on
school
choice,
the
the
complexity
of
number
of
schools
that
are
chosen
based
on
the
density
of
the
neighborhood
and
available
seats
around
is
sort
of
their
multiple
competing
factors
about
that.
L
Wonderful
and
we
can
start
with
that
report-
that's
that's
wonderful.
I
know
there
was
an
earlier
question
around
what
information
is
shared
with
the
brick,
and
I
heard
the
response
that
the
information
is
shared
with
boston
police
and
then
you
know
what
boston
police
does
I'm
interested,
though
in
the
school
police
and
what
what
reporting,
what
information
is
being
shared?
What
kind
of
reports
are
they
writing
for
which
incidents,
and
so
I
am
interested
in
that.
L
So
as
we
talk
about
school
safety,
I
would
also
be
very
interested
in
a
lot
of
the
commitments
under
the
the
issues
under
commitment
number,
six.
So
just
again
thinking
through
the
plans
for
summer
in
terms
of
making
up
for
for
what
we're
missing
during
school
buildings
being
closed
and
students
doing
remo
remote
learning,
you
know
what
the
plan
is
for
trying
to
make
sure
that
those
students
are
not
so.
My
worry
is
that
we're
going
to
have
two
back-to-back
kind
of
summer
slippage.
L
You
know
with
the
remote
learning
and
thank
god
we
have
some
students
who
are
participating
and
I'd
like
to
understand
more.
You
know
what
that
is,
but
you
know
how
will
we
use
the
summer?
How
will
we
think
about
the
fall?
Even
if
we
don't
have
buildings
open?
What
more
are
we
doing
to
ensure
that
that,
whether
it's
credit,
so
it's
not
just
about
credit
recovery?
L
It's
it's
also
about
those
those
stepping
stones
and
building
blocks
that
our
young
people
need,
so
that
they
can
progress,
and
so
I
don't
know
how
we
assess
that.
I
don't
know
how
we
are
determining
who
needs
summer
school?
Who
doesn't
I've
heard
many
of
us
say:
we've
got
to
cast
the
net
wide
and
I'd
rather
cast
the
net
wide
and
make
sure
that
we
are
including
young
people
rather
than
having
them
kind
of
slip
through.
L
C
Now
for
how
we're
going
to
do
continuity
of
learning.
As
you
know,
our
remote
learning
plan
was
based
on
four
key
things,
which
was
have
standards
aligned.
So
we
know
what
the
prerequisite
standards
are.
Desi
gave
us
those
friday
before
may
4th,
so
we
could
really
focus
our
efforts
around
what
are
the
key,
essential
learnings
kids
have
to
have
for
that
progression
of
learning
that
you
talked
about,
then,
second,
is
to
assess
to
those
standards.
C
They
need
to
progress,
we'll
be
using
that
information
for
summer
school,
as
well
as
credit
recovery
and
some
of
the
you
know,
kids,
who
were
not
credit
ready
before
school
before
closure,
I
mean
and
kids
who
have
still
had
difficulty
engaging
either
their
family
circumstances
been
difficult
for
them
or
they're
caring
for
their
siblings
or
whatever.
Other
reason
is
that
the
students
are
having
difficulty
engaging
in
in
a
really
high
quality
way.
C
C
Yes,
yeah
yeah,
so
it
will
be
offered
to
kids
who
are
having
difficulty
on
the
assessment.
Kids,
who
are
in
a
tier
two
or
tier
three
intervention,
meaning
kids,
who
are
having
multiple
ways
of
means
of
needing
support
and
then
also
looking
at
kids
or
credit
deficient
and
then
the
of
course,
the
high
school
seniors
who
did
not
graduate
those
are
really
our
key
folks.
The
key
students
we're
looking
at
or
kids
who
need
you
know,
support
with
special
needs
or
el
or
any
of
the
other
students.
C
We
really
really
focus
on
anyways
and
then
just
finally,
I
know
the
bell.
Is
there,
but
there's
two
ways
that
we're
looking
to
approach
it?
One
is
by
having
you
know
more
of
a
traditional
type
of
summer
school,
but
done
remotely
where
there's
classes
and
kids
sign
up
for
the
classes,
and
they
do
more
of
their
studies.
C
Looking
at
a
boot
camp
for
kids,
who
need
like
a
kind
of
power
support
system
right
before
school
starts,
so
multiple
layers,
three
three
key
strategies
this
summer
to
try
to
reach
more
of
our
kids
in
addition
to
the
kind
of
enrichment
opportunities
that
we
typically
have
with
the
boston
after
school
and
beyond
program.
Thank.
L
A
N
N
Not
just
you
know
what
what
your
response
is
going
to
be,
because
I
expect
there
to
be
an
increased
amount
of
private
dollars
being
poured
into
bps
that
they
are
kind
of
in
indirectly,
through
this
resiliency
fund,
trying
to
help
provide
for
the
laptops
and
so
on
and
so
forth.
But
when
you
have
that
kind
of
fire
hose
of
money
being
turned
on
right,
let's
just
talk
straight
dollars.
N
What
is
going
to
be
your
systemic
response
to
make
sure
that
that
fire
hose
of
resources,
private
money
is
distributed
equitably
amongst
your
schools
and
then
also
those
schools
that
have
been
able
to
raise
money
and
will
continue
to
raise
money
and
probably
will
raise
more
money.
How
do
you
make
sure
that
that
doesn't
up
and
equity,
and
especially
with
the
great
plans
to
have
you
know,
seven?
Was
it
seven?
You
know
pioneer
or
great
high
schools
to
make
sure
that
we
have
this
vision
that
I
really
do
support
brenda.
N
I
really
think
it's
an
incredible
vision
about
what
bps
should
be
and
going
towards
again
a
check
can
upend
that
the
ability
for
one
school
to
outraise
the
other
and
then
you
know,
okay,
johnny
school-
raised
a
half
million
dollars.
I'll,
send
my
kid
over
there
versus
to
the
local
school.
You
know
so
it
can
upend
it.
So
what's
the
response
to
you
know
an
influx
of
cash
and
the
ability
for
schools
to
outrage
each
other.
C
Yeah
that
that
has
been
something
that
has
been
brought
to
my
attention
since
day,
one
of
becoming
superintendent
counselor.
There's
a
lot
of
concern
out
there
about
students
or
excuse
me,
schools
who
can
raise
money
in
schools
who
can't
raise
money
and
then
the
real
inequities
that
happen.
Because
of
that,
we
have
a
couple
things.
One
is
we're
working
with
the
bedf
partners
and
through
our
community
and
parent
advancement
office,
and
we
also
have
monica
roberts,
who
has
been
working
with
our
partnership
office.
C
We
just
hired
a
new
partnership
person
to
help
us
with
some
of
these
equity
around
partnerships.
The
next
is
really
to
address
fundraising.
We
addressed
it
this
during
covid
by
just
saying-
and
we
put
a
moratorium
on
fundraising,
actually
and
said
that
any
folks
who
want
to
provide
additional
resources
to
bps
students
need
to
go
through
the
resiliency
fund.
The
only
caveat
to
that
is
that
we
can't
restrict
fundraising
for
501
c
3s
or
independent
schools
who
have
schools
who
have
these
independent
organizations.
N
So
one
of
the
things
that
we
did-
and
I
I
recognize
or-
and
I
wanna
I'm
not
dismissing-
that-
that's
an
issue
right
if
someone
established
the
friends
of
the
lydia
edwards
elementary
school
as
a
501c3
right
and
they
choose
to
raise
whatever
monies
for
the
lydia
edwards
elementary
school
right.
That
is,
that
nonprofit
that
bps
has
no
control
over
it's
my
understanding
of
what
you're
saying
right
right,
but
in
as
much
as
bps
schools
are
accepting
funds
or
resources.
One
of
the
issues
we
had
was
we.
N
F
I
do
know
that
we
have
the
purview
to
be
able
to
ask
anyone
who's,
accepting
funds
on
behalf
of
our
schools,
to
be
able
to
provide
us
with
a
report,
something
that
we're
working,
I'm
working
with
margaret
farmer
and
the
engagement
team
to
to
get
a
better
understanding
of
you
know.
I
think
we've
we've
done
we're
starting
to
look
at.
How
do
we
provide
the
sort
of
standard
practices
for
reporting?
We
don't
have
it
yet,
but
it
is
something
that
we're
working
on.
N
I
I
do
think
that
that
would
be
vital
actually
to
have
a
date
when
that's
going
to
be
readily
available.
Ideally
by
the
start
of
this
school
year.
Where
I
again,
I
expect
a
fire
hose
of
cash
to
be
coming
even
more
so
to
our
school
system
and
I'm
not
upset
that
people
are
raising
money
for
bps.
I
don't
want
people
to
hear
that.
N
I
just
I
just
believe
so
much
in
the
vision
and
the
the
push
for
equity
brenda
that
if,
at
the
end
of
the
day
that
kind
of
dollars
can
go,
you
know
I'm
not
gonna
raise
money
for
every
school
right.
If
I
have
a
parent,
I'm
raising
it
only
where
my
kids
go
to
school,
and
so
that's
the
I
don't
you
know,
parents
don't
have,
and
nor
should
they
have
a
gl.
Excuse
me
a
global
vision
for
all
bps
right.
N
They
have
the
vision
for
their
kids
in
their
bps
school
and
the
you
know
their
classmates
and
whatnot,
and
so
how
do
we?
How
do
we
counter,
or
at
least
balance,
I
wouldn't
say
counter
balance
that
that's
and
I
think
transparency
needs
to
happen
so
and
again
I
brought
this
up
a
couple
of
budgets
ago,
so
we've
been
working
on
getting
this
information
for
for
more
than
just
this
time.
What
this
is.
That's,
I
think,
that's
if
there's
frustration,
you
hear
it's
more
it's
from
now!
Well,.
C
Yeah
and
I
feel
the
same
frustration
so
I
mean
ever
since
I
came.
This
has
been
something
that
I've
really
wanted
to
do,
and
so
the
vehicle
we
have
to
do
that
in
is
with
the
edf
and
our
partners,
and
really
trying
to
strengthen
our
development
arm
and
then
create
the
policies
to
be
able
to
have
the
school
committee
look
at
in
terms
of
a
more
equitable
distribution
once
we're
able
to
collect
centrally
and
then
deploy
out,
and
so
that
is
a
priority
of
mine
and
it
is
a
priority.
C
That's
been
put
in
to
the
strategic
plan,
so
we
I
hope
we
won't
be
here
next
next
year.
I
hope
we'll
have
solutions
ready
to
go,
and
I
know
that
the
you
know
there
is
urgency
with
the
immediacy
of
the
pandemic,
and
what
might
you
know
come
about
in
terms
of
folks
wanting
to
provide
additional
support
to
schools,
but
we'll
keep
our
eye
on
that.
C
A
School.
Thank
you
great.
Thank
you
so
much.
Thank
you.
Counselor
edwards
nate.
I
wondered.
I
know
you
can't
comment
on
the
ongoing
rfp
process
for
the
food
services,
but
I
am
interested
in
how
we
might
have
rewritten
that
rfp
in
light
of
the
way
in
which
food
service
in
our
schools
has
been
changing,
and
obviously
that
would
affect
kind
of
respondents.
So
I'd
love
to
just
hear
a
little
bit
about
that.
F
So
one
of
the
things
that
has
been
shifting
over
the
last
few
years
is
the
shift
towards
my
way
cafe.
I
can
say
just
in
terms
of
the
one
of
the
efforts
that
the
food
services
team
has
done
around
smaller
companies
or
minority
and
women-owned
businesses
is
to
encourage
them
to
team
together
to
respond
to
the
rfp.
F
This
is
one
of
the
ways
that
they're
putting
a
heavy
focus
on
local
sourced
goods
and
and
the
other
thing
that's
happened
in
terms
of
covet
and
food
services-
is
that
we
have
relied
more
heavily
on
the
pre-packaged
meals,
because
we
don't
have
our
cafeterias,
open
and
packaging,
and
so
that
has
shifted
both
the
cost
and
which
vendors
were
relying
on
more
heavily.
That's
requiring
us
to
adapt
a
little
bit
of
existing
contracts
to
make
sure
that
we
have
the
appropriate
contracts
in
place
going
into
the
fall.
F
If
we
need
that
flexibility
to
continue
to
provide
the
pre-packaged
meals
as
opposed
to
cafeteria
meals,
these
are
all
things
that
are
being
considered.
Laura
benavidez,
sam
depina
and
the
entire
food
services
team
have
been
really
unbelievable
in
terms
of
adapting
and
then
being
creative.
In
the
way,
they're
thinking
about
different
options
for
summer
and
fall.
A
Okay,
great
and
we're,
and
we're
doing
that
on
a
short
enough
time
scale
just
because
it
strikes
me,
I
know.
Sometimes
we
do
these
multi-year
contracts,
but
it
seems
as
though
we
might
have
a
year
ahead
in
which
we
need
more
prepared
meals
than
we
normally
would.
But
then,
as
soon
as
we
were
not
in
that
situation,
we
would
want
to
be
back
to
where
we
had
been
tacking
more
in
the
direction
of
fresh
food
that
gets
assembled
so
that
kind
of
flexibility
is
getting
built
in.
F
Yeah,
that's
all
part
of
the
all
of
our
contracts
are
sort
of
the
not
to
exceed
amount,
so
that
allows
us
to
sort
of
dial
back
in
any
one
area
if
we
have
room
on
the
contract,
but
I
think
you
know
this
doesn't
just
apply
to
food
services.
I
think
it
applies
in
a
number
of
different
areas:
ppe's
cleaning
all
these
things
that
we're
having
sort
of
higher
than
anticipated
costs,
we're
needing
to
be
flexible.
F
A
Well
and
then
I
have
another
rfp
question
in
the
space
of
transportation.
I
know
that
we
have
for
several
years,
I
think
been
just
doing
one
year.
Extensions
of
our
contract
with
transdev
and
I'm
curious.
Is
that
our
intent
for
the
year
ahead
and
have
we
signed
that
yet
because
it
sure
seems
to
me,
like
the
question
of
exactly
what
our
transportation
requirements
will
be
next
year,
is
very
up
in
the
air.
So
I'm
sort
of
curious
in
the
immediate
sense
about
where
we
are
on
that
contract
for
next
school
year
and
then
curious.
A
More
generally,
I
mean
it
just
seems
to
me
related
to
the
analysis,
that's
happening
and
all
the
concern
about
bps
transportation
that
I
I
would
want.
I
would
want
to
see
that
all
reflected
in
maybe
an
updated
rfp
that
allows
us
to
get
some
better
cost
savings
and
have
things
that
a
little
more
fit
to
our
purpose
in
certain
ways.
So
I
would
love
to
hear
both
the
short
term
and
long
term
how
you're
thinking
about
transportation,
contracting.
C
So
we
do
anticipate
that
what
trans
dev
is
going
to
be
our
contractor
for
next
year.
I
don't
think
we
signed
the
contract,
it
has
to
be
signed
by
june
30,
I
believe,
and
so
we
will
be
signing
that
for
the
next
year.
However,
we
will
be
rewriting
it
and
putting
in
some
performance
metrics
for
better
service
and
better
efficiencies.
A
I
guess
well
I
mean
this
sort
of
is
a
question
that
leads
into
the
afternoon,
but
I
mean
in
a
situation
in
which
we
weren't
making
use
of
transportation
in
the
same
way.
For
the
first
month
of
the
fall,
I
mean,
I
guess
I'm
wondering
about
there's
two
questions
here.
One
is
about
how
to
track
performance
and
another
is
how
to
deal
with
a
radically
re-envisioned
service.
Potentially
next
year,.
A
C
A
Yeah
yeah,
I
would
just
urge
the
department,
I'm
sure
you
know
you're
already
thinking
about
it,
but
just
to
build
as
many
as
as
much
flexibility
on
the
public
side
as
we
can,
but
I
can
and
then
I
guess
last
quick
question
for
me.
I
mean
I
definitely
echo
counselor
edwards
is
concerned
about
the
partnerships
and
just
making
sure
that
we're
building
equity
into
that
vision
too.
A
It's
also
just
the
question
of
kind
of
mapping,
the
partnership
landscape
that
we
have
and
it's
something
that
I
thought
about
a
lot
actually
because
people,
sometimes
as
a
city,
councilor
people,
ask
me
people
who
are
private
actors,
running
programs
say:
oh,
let
us
know
if,
like
there
are
any
schools
that
should
do
this
and
I
just
find
myself
thinking.
Well,
that's
definitely
not
how
this
should
get
sorted
out
so
and
yet,
I
think
very
often.
A
Kind
of
personal
relationships
and
connections
are
how
partnerships
come
to
our
schools,
and
so
I
just
wonder-
and
I
think
it
probably
means
that
we've
got
schools
that
could
really
use
a
certain
type
of
programming
and
aren't
getting
it
and
then
ones
where
it's
not
really
what
we
need.
So
I
just
wonder
how
you?
How
you're
mapping
that
landscape
and
how
you're
thinking
about
helping
to
helping
to
form
that
landscape.
C
Yeah,
so
that
is
also
a
goal
within
the
strategic
plan
to
have
the
asset
mapping-
and
you
know
public
doesn't
really
understand.
You
know
that
kind
of
key
term,
but
really
it
is
looking
at
the
assets
of
the
community,
all
the
resources
that
are
out
in
the
community,
the
partners,
the
community-based
partners,
the
health
access
partners,
the
food
shelves,
all
of
that
that's
available
and
then
making
sure
that
schools
actually
have
it
and
being
very
intentional,
where
there
is
gaps
that
we're
able
to
fill
those
gaps.
F
I
would
just
also
put
in
a
plug
for
partner
bps.
Let
me
make
sure
I
have
that
partnerbps.org,
which
is
where
partners
can
both
register
so,
and
you
can
also
see
what
partners
are
working
with
what
schools.
We
also
have
a
dashboard
on
the
dashboard.cityofboston.gov.
That
shows
a
lot
of
information
about
our
partners.
What
categories
are
working
and
what
schools
are
working
with?
So
it's
another
area
for
you
to
dive
into
and
see
what
information
we're
already
collecting
around
our
partners.
A
Okay,
great
yeah
I'll
definitely
make
use
of
that.
I
think
those
are
my
questions
and
now
I'm
just
going
to
go
to
counselor
sabi
george,
our
education
chair,
who
I
think
has
another
follow-up,
and
then
colleagues,
unless
I
see
your
blue
hand,
go
up
we're
going
to
wrap
up
this
session,
so
counselor
sabi
george.
I
Thank
you
again,
ma'am
sharon.
Thank
you,
everyone
for
sticking
it
out.
I
know
we
have
part
two
this
afternoon,
a
couple
of
questions
around
school
safety,
something
that
I've
been
working
on
since
I
joined
the
council-
and
it's
certainly
more
than
just
about
you-
know
the
most
immediate
response
to
covid
and
the
school
cleanliness
and
preparing,
hopefully
for
reopening
of
schools
in
september,
but
I'm
also
curious
just
about
school
safety,
more
globally.
I
Thinking
about
the
locks
on
the
door,
thinking
about
preparing
for
worst
case
scenarios
around
violence
in
our
schools,
making
sure
that
school
redesign,
especially
through
any
significant
renovations,
is
thoughtful
about
school
safety
and
how
visitors
are
entering
our
buildings.
But
then
it's
also-
and
I
think
council
mejia
mentioned
this
in
her
comments.
It's
about
making
sure
that
kids
coming
and
going
to
school.
I
So
school
safety
to
me,
just
is
in
a
broad
sense,
is
really
important,
but
as
a
former
teacher,
the
violence
in
schools
is
of
particular
concern
to
me
and
making
sure
that,
although
we
are
currently
dealing
with
the
pandemic
and
the
system's
response
to
the
pandemic,
which
we'll
talk
about
in
the
afternoon
session,
that
schools
are
in
school,
design
and
protocols
are
in
place
to
make
sure
that
schools
are
safe
places.
So
that's
question
number
one
I'll
get
to
my
other
two
questions
before
I
get
an
answer.
I
C
I
will
share
your
excitement
for
katie's
closet
and
the
incredible
work
that
they
do
in
our
schools
and
what
wonderful
partners
they
are.
As
you
know,
during
our
food
distribution,
they
quickly
ramped
up
and
started
to
delivering
products,
hygiene
products
to
us
and-
and
it's
just
been
wonderful
to
have
them
as
a
partner
as
for
age,
22
I'll
have
to
get
back
to
you
I
do
have.
This
was
brought
to
my
attention.
A
Great,
thank
you
so
much
counselor
sabi,
george
superintendent.
Forgive
me.
I
had
one
really
quick
question
that
I
had
forgotten
about,
which
is
have
we
considered
extending
my
understanding
is
that
we
basically
buy
the
t
passes
for
the
young
people
as
a
kind
of
block
like
a
sort
of
peers
per
student
block,
and
I
wonder
if
we
have
considered
extending
that
into
july
and
august
for
our
young
people.
C
Which
is,
I
actually
worked
on
that
prior
to
covid,
because
one
of
the
things
I
wanted
to
do
and
noticed
last
year
was
that
I
didn't
think
that
there
were
enough
students
who
were
at
risk
of
being
retained
actually
accessing
opportunities.
As
for
summer
summer
learning
and
also
I
wanted
to
work
with
boston
after
school
and
beyond,
in
a
very
meaningful
way
to
get
more
kids
engaging
with
boston
after
school
and
beyond.
C
Part
of
that
was
looking
at
summer,
t
passes
as
part
of
an
incentive
program,
and
our
youth
cabinet
has
been
working
on
some
of
those
proposals
for
an
incentive
program.
You're
hearing
it
first
here
so
very
exciting
opportunities
to
partner
with
our
mbta
partners,
and
so
we
were
looking
at
that.
I
just
don't
know
what
the
possibility
will
be
with
covid
in
terms
of
their
schedules
that
they'll
be
running
this
summer.
What
does
that
look
like
you
know?
C
We
are
in
conversations
with
them
now,
but
again
we're
all
planning
for
this,
as
this
evolves,
for
you
know,
number
of
people
that
can
be
gathered
together.
You
know
cleaning
and
transporting
youth
and
transporting
adults,
and
so
I
you
know
we're
having
those
conversations
right
now
and
what
that
would
look
like.
A
A
I
will
remind
those
watching
at
home
that
we
have
a
dedicated
public
testimony
hearing
this
evening
at
6
p.m,
on
the
bps
budget.
So
I'd
welcome
folks
to
show
up
there.
You're
also
welcome
to
testify
at
the
1pm
hearing,
we're
going
to
be
having,
relatively
shortly
after
a
luxurious,
40-minute
break
on
covid
and
bps's
planning.
In
light
of
that.
So
without
further
ado,
I'm
adjourning
this
meeting
of
the
boston
city
council's
ways
and
means
committee.
Thank
you
all.