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From YouTube: Committee on Ways & Means FY22budget: BPS Commitment 5&6
Description
Dockets #0524-0531 - Fiscal Year 2022 Budget: Boston Publuic Schools - Commitment 5&6 - Cultivate Trust & Active Partnerships: (Administrative Budget/Central Office, leaves of absence and workers comp, retention, BPS Transportation, School Safety, Food and Nutrition Services, Athletics, and partnerships, as well as use of federal funds for BPS's Return and Recovery plans)
Held on May 25, 2021
A
City
council's
ways
and
means
committee
to
order
for
the
record,
my
name
is
kenzie
bach,
I'm
the
district,
8
counselor
and
also
the
chair
of
ways
and
means.
Today's
hearing
is
being
recorded
and
live
streamed
at
boston.gov
city
dash
council
dash
tv,
it's
also
broadcast
on
xfinity
channel
8,
rcn
channel
82
and
fios
channel
964..
A
It's
part
of
a
council
budget
process
that
encompasses
about
35
working
sessions
and
hearings.
We've
had
quite
a
number
already
with
bps,
which
is
appropriate
since
it
makes
up
more
than
a
third
of
the
city's
operating
budget,
and
we
do
really
encourage
residents
to
come
and
get
involved
and
share
your
public
testimony
in
this
process.
Since
you
know,
our
budget
is
really
a
statement
of
what
we're
going
to
do
on
your
behalf
as
a
city
government
in
the
year
ahead.
So
there's
a
couple
different
ways
to
do
that.
A
You
can
send
us
written
testimony
at
ccc.wm
boston.gov.
If
you
want
to
come
testify
in
the
zoom,
you
can
go
to
boston.gov
budget
testify
find
out
how
to
sign
up
there.
You
can
also
upload
a
video
of
yourself
if
you
want
us
to
just
attach
it
to
a
hearing
that
we
have
if
you're
not
able
to
join,
and
then
I
want
to
highlight
that
tonight
at
6
00
we're
having
a
dedicated
public
testimony
hearing
focused
on
the
bps
budget.
A
So
the
idea
of
that
is
that
if
these
daytime
hearings
are
not
convenient
to
you,
but
you
want
to
be
heard
on
the
bpx
budget,
you
can
come
and
speak
to
the
council
at
six.
That
hearing
will
will
get
going
as
soon
as
we
gavel
it
in
straight
to
public
testimony,
there's
not
a
presentation,
etc.
So,
if
you
want
to
make
your
voice
heard
that
opportunity
this
evening
will
be
a
good
one
as
well,
and
then
we
have
a
final
6
p.m.
June:
3rd
budget,
public,
testimony
hearing!
A
That's
about
any
aspect
of
the
budget,
so
you
can
also
come
talk
to
us
there
and
you
can
always
tweet
at
us
using
the
hashtag
bossbudget
bos
budget
with
comments
and
questions.
A
So
today's
hearing
is
on
dock
at
0-524-0526
orders
for
the
fy22
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits.
Dock
at
0-527-0528,
orders
for
capital
fund
transfer
appropriations
and
dock
at
0-529-0531
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
A
Those
are
just
the
dockets
for
all
of
the
budget
and
bps
is
involved
in
all
of
those
because,
as
I
said,
they're
part
of
our
operating
budget
and
also
our
capital
budget,
our
focus
area
today
will
be
boston,
public
schools
and
specifically
commitment
five
and
six
in
their
strategic
plan.
So
commitment,
five
is
cultivate.
A
Trust
and
some
of
the
sub
topics
we'll
be
considering
are
the
admin
budget
for
central
office
leaves
of
absence
workers,
comp
retention,
bps
transportation,
bps,
school
safety,
food
and
nutrition
services,
bps
athletics,
so
all
those
kinds
of
things
and
then
the
the
commitment.
Six
in
the
strategic
plan
is
activate
partnerships,
so
we'll
be
focusing
as
well
on
the
partnerships
that
bps
has
with
many
many
entities
across
the
city.
A
We
I'm
pleased
to
be
joined
today
by
my
colleagues
counselor
ed
flynn
of
district,
two
counselor
liz
braden
of
district
nine
counselor
anissa
sabi
george
at
large
councilor,
michael
flaherty,
at
large
councilor,
michelle
wu
at
large
and
councillor
andrea
campbell,
district,
four
and
and
we're
joined
as
well
by
an
extensive
bps
team.
But
it
is
helmed
by
superintendent,
brenda,
caselias
and
now
without
further
ado.
I
will
pass
it
over
to
her
to
start
us
off.
B
Thank
you,
madam
chair,
and
thank
you
council
members
and
the
listening
public
and
my
team.
I
am
just
really
thrilled
to
be
here
with
you.
Actually,
it
is
our
last
city
council
hearing,
and
I
can't
thank
you
enough,
chair
for
working
with
us
on
getting
the
message
out
to
the
public
about
this
amazing
budget.
B
Today,
you're
going
to
hear
from
my
team
around
activate
partnerships-
and
that
was
an
addition
to
our
strategic
plan
from
our
chair-
alex
oliver
davila,
who
really
believes
in
partnerships
and
was
the
one
behind
adding
that
commitment
to
our
strategic
plan.
We
had
originally
came
come
with
five
commitments
and
then
you
know
the
the
other
one
is
around
cultivating
trust.
B
I
can't
talk
enough
about
the
importance
of
trust
and
the
fact
that
bps
has
some
work
to
do
still
with
that
area,
and
we
recognize
that
and
are
striving
to
do
better
by
our
public
and
part
of
what
you'll
hear
today
from
the
team
members
at
bps
will
be
around
some
of
the
action
steps
we've
taken
to
do
that
and
action
steps.
We
will
be
taking
to
continue
to
cultivate
trust
within
our
community
you're,
going
to
be
hearing
from
our
food
nutrition
service
workers
who
have
served
over
6
million
meals
this
past
year.
B
And
so
I
just
want
to
say
thank
you
again
for
these
hearings
that
you've
been
help
been
holding,
and
the
team
is
here
to
answer
any
questions
I'll
be
here
with
you
with
you
just
a
little
bit
longer.
But
I'm
going
to
turn
it
over
to
miriam
rubin.
Who
has
been
an
outstanding
leader
in
our
financial
department
under
chief
cooter's
leadership?
So
thank
you.
C
Our
vision
for
fy22
is
structured
around
three
main
sources
of
funding.
Our
general
funds,
which
includes
a
36
million
dollar
investment
from
the
city,
part
of
that
100
million
dollar.
Three
three
year:
commitment
federal
funding
to
support
us
in
addressing
the
impact
of
coven
19
on
our
district
and
a
capital
in
capital
funding
which
goes
to
supporting
new
schools
and
upgrading
school
facilities
and
which
we
talked
about
more
in
the
previous
hearing.
C
C
As
we
think
about
our
budget
and
plans
for
fy22,
we
know
that
we
were
facing
a
multi-year
challenge
to
emerge
stronger
than
before.
We
were
hit
by
this
pandemic,
and
it
is
for
that
reason
that
we
have
tied
our
plans
for
fy22
to
both
our
long-term
strategic
plan
for
the
district
and
to
our
framework
around
cobid
recovery.
C
You
heard
in
our
previous
hearings
the
ways
we
are
supporting:
students
socially
and
emotionally,
and
the
wraparound
approach
we
are
taking
to
supporting
students
and
families
through
our
investments
in
social
workers,
family,
liaisons
and
hub
schools.
You've
also
heard
about
our
initiatives
to
accelerate
learning
and
academics
for
our
students.
D
D
The
bps
reorganization
ensures
that
key
district
leadership
roles
and
district
staff
overall
are
focused
on
areas
of
work
that
will
ensure
that
boston,
public
schools
return
well
recover
strong
and
reimagine
what's
possible
for
our
district
team
changes
ensure
our
district
is
prepared
to
meet
our
student's,
social,
emotional
and
academic
needs
for
the
rest
of
this
school
year.
This
summer,
which
you
know,
is
going
to
be
critical
for
a
student's
success
and
also,
of
course,
provide
a
strong
and
successful
start
to
next
school
year
and
next
fall.
D
So
I'm
going
to
review
some
of
those
key
changes
for
you
all
effective.
This
past
april,
indira
alvarez,
who
was
serving
as
the
commissioner
for
the
city
of
boston's
property
management
division,
joined
bps
as
our
chief
operations
officer
with
andy's
arrival,
sam
depina
transitioned
from
the
position
of
co
to
start
serving
as
our
interim
deputy
superintendent.
D
Additionally,
andrea
zias
joined
the
school
superintendent
team
to
serve
as
a
school
superintendent
and
at
extra
capacity
there
and
corey
harris
transitioned
from
chief
of
accountability
to
the
role
of
chief
of
schools.
Both
of
these
shifts
ensure
greater
attention
and
focus
on
serving
our
school
leaders
and
our
regional
school
networks.
D
Dr
sylvia
romero-johnson
began
serving
as
our
interim
chief
academic
officer
in
april
with
that
change,
acne
germain,
who
was
serving
as
the
director
of
english
learner
programs
and
implementation
in
the
office
of
english
learners
transitioned
to
serve
as
being
assistant
superintendent
of
the
office
of
english
learners,
with
the
shift
for
corey
harris
to
the
role
of
chief
of
schools.
Eva
mitchell
has
joined
as
our
chief
of
accountability
by
july
1st.
D
We
aim
to
have
completed
a
national
search
for
a
deputy
superintendent
and
a
chief
of
academics,
and
we
hope
to
have
those
positions
filled
with
those
roles
filled.
Sam
depina
will
serve
as
our
chief
of
student
support,
bringing
extra
attention
support
directly
for
students
and
our
student
facing
programs,
the
team
at
bps,
and
we
need
everyone
to
be
successful
and
we
think
that
these
organizational
changes
will
ensure
that
our
district
is
prepared
to
support
our
students,
their
families,
our
schools
and
staff.
E
Good
morning,
everyone,
so
some
of
the
key
aspects
of
the
work
that
we
do
behind
the
scenes
is
supporting
employees
just
to
give
you
guys
a
sense
of
where
we
are
with
leaves
of
absences
over
this
year.
We've
used
may
1st
of
the
last
three
years
as
our
benchmark,
and
you
could
see
in
2020
we
had
a
little
bit
of
a
dip
and
then
that
slightly
increased,
but
the
overall
percentage
of
the
bps
workforce,
which
is
about
12
000,
give
or
take
depending
on
where
we
are
in
the
year.
E
No
more
than
three
percent
of
that
workforce
is
actually
out
on
the
leave
of
absence.
Leave
of
absence
consists
of
primarily
maternity
leaves,
but
there
are
some
health
reasons
and
personal
reasons
leaves
as
well,
but
again
for
2021
about
371
employees
were
out,
but
that
represents
about
three
percent
of
the
bps
workforce.
E
Something
that's
new,
for
this.
Excuse
me
for
2020
may
2020
versus
may
2021
is
the
family's
first
coronavirus
response
act.
This
was
a
new
benefit
that
was
afforded
to
all
employees
who
work
for
any
employer
for
a
minimum
of
30
days
and
you'll,
see
here
about
886
employees.
E
Access
family
first
benefits
under
the
family
first
coronavirus
act
that
represents
about
7.2
percent
of
our
overall
workforce
for
the
boston,
public
schools
and
5
had
just
the
emergency
two
weeks
in
the
beginning
and
then
another
two,
a
percent
access,
the
expanded
lead
that
took
them
up
to
up
to
12
weeks
off.
So
that
is
a
new
benefit
that
had
not
existed
in
any
prior
year,
but
just
to
give
you
all
an
an
overall
assessment
of
how
that
has
impacted
our
workforce.
E
E
As
far
as
workers
comp
workers
comp,
we
have
seen
about
an
18
reduction
in
the
number
of
folks
overall
from
last
year
to
this
year,
but
what
I
will
say,
although
we've
seen
an
18
reduction
in
the
number
of
folks
on
workers
comp.
E
Eighty
percent
of
those
folks
were
on
the
prior
year,
so
they've
had
long-term
injuries.
So
we
are,
you
know,
just
wanted
to
highlight
that
and
call
that
out
as
well,
so
typically
and
then
I'll
move
forward
to
how
we
report
on
retention-
and
I
think
we
have
some
other
work
for
you
know
in
a
separate
presentation
where
we
talk
about
diversity,
numbers
and
our
percentage
to
hiring.
E
So
this
specifically,
is
just
about
how
we
have
retained
folks
over
this
last
year
versus
prior
years,
and
and
typically
our
retention
data
doesn't
come
out
until
the
the
big
report
that
we
do
for
you
all
in
october,
but
just
a
quick
benchmark.
This
last
year,
we've
seen
the
lowest
exits
in
the
last
seven
years,
so
we
have
retained
a
large
number
of
our
workforce
and
the
highest
number
of
exits
happened
during
the
13-14
school
year.
E
But
for
this
past
year,
as
of
9
30
2020,
we
have
seen
the
lowest
number
of
exits,
which
means
we
are
retaining
folks,
which
you
know
obviously
has
has
its
benefits
there.
So
I
will
stop
there
and
then,
if
you
have
any
other
questions,
I'll
be
able
to
be
around
to
answer.
C
F
Everyone
it
is,
it
is
a
pleasure
to
be
here
with
you
today
and
I
will
be
giving
up
I'll
give
you
a
quick
overview
on
the
operations
division
and
their
budget
today
with
me
is
the
transportation
department
here
at
delaware,
the
food
and
nutrition
services
department
head,
laura
benavides,
our
athletics
director,
avery
sdl
and
safety
services
chief
coakley.
F
Bps
in
this
slide,
we'll
be
talking
about
the
bps
transportation
has
taken
significant
strides
this
year
to
improve
performance
while
becoming
more
flexible
and
dynamic.
Bps
transportation
use
each
consecutive
school
reopening
day
as
an
opportunity
to
innovate
and
experiment
improving
the
day-to-day
performance
throughout
the
year.
F
This
slide
shows
a
monthly
customer
service,
bus
on
time
performance
and
a
hotline
with
time
for
parents.
For
the
last
three
months,
on-time
performance
has
been
above
our
target
of
95
each
month,
while
hotline
wait.
Time
has
been
close
to
or
below
our
goal
of
two
minutes.
Two
minutes
max
average
weight
when
bps
reopen
for
five
days
per
week
of
the
in-person
learning
for
all
k-8
students
on
april
26,
the
bus
otp
was
88
significantly
higher
than
past
year's
first
day
of
school
performance.
F
Looking
forward,
we
know
we
need
to
sustain
and
build
off
this
year.
This
year's
performance,
thus
bps
transportation,
is
committed
to
putting
in
place
long-term
changes
to
sustain
improvements
and
building
best
in-class
transit,
in-class
transportation
system
that
meets
the
needs
of
our
students
and
families.
For
the
long
term.
F
The
key
initiatives
includes
the
monthly
performance
reviews
with
our
bus
operator.
Transdev
to
ensure
we
are
using
a
data-driven
approach
to
identify
improvement,
areas,
develop
and
execute
action
plans
and
build
increased
accountability
into
our
bus
operations
and
also
a
new
customer
service
support
portal
for
families
in
schools,
which
gives
families
new
avenues
to
communicate
with
bps
transportation
and
facilities
and
facilitate
sorry,
improve
accountability
and
follow
up
from
the
customer
service
team.
F
The
improved
access
and
expanded
reach
when
communicating
with
dps
families,
with
a
particular
focus
on
improving
language
access
and
giving
families
new
channels
to
communicate
with
us.
For
instance,
we
recently
added
the
language
keywin
for
to
our
transportation
hotline
in
spanish
and
we
aim
to
offer
additional
languages.
This
fall.
F
Now,
moving
to
the
fy22
transportation
budget,
this
budget
builds
upon
initiatives
and
gains
made
this
school
year
and
furthers
the
transportation
department's
mission
to
serve
the
students
of
boston
highlights
of
the
fy
22
operating
budgets
includes
investment
in
to
support
students
in
transition.
Some
of
our
highest
need
students
in
the
district,
the
population.
F
This
population
is
unfortunately
growing
since
the
covert
19
pandemic.
We're
also
adding
the
mbta
summer
passes
to
expand
student
assets
across
the
calendar
year
and
allocated
additional
spending
to
maintain
our
new
customer
service
support
portal
that
has
con
countries
contributed
to
better
communication
and
engagement
with
families
in
schools.
F
These
are
important
components
of
the
department's
goals
for
the
next
school
year,
and
that
is
the
end
of
my
transportation
presentation
go
on
to
the
next
now.
My
next
presentation
is
on
food
and
nutrition
and
for
the
food
and
nutrition
and
any
specific
questions
I
have
laura
benavides
here
with
us
and
fy21
this
year
for
food
services
has
been
it
has
been
a
challenging
year
in
a
rewarding
year.
At
the
same
time,
through
all
the
pandemic,
the
focus
has
been
to
support
our
families
and
students
throughout
sister
meal.
F
Corbit
had
a
severe
impact
on
our
services,
but
it
did
not
stop
our
staff
from
successfully
providing
over
six
million
meals,
including
the
delivery
delivery
of
1.6
million
meals
to
homes
and
over
500
pounds
of
groceries
to
families.
These
grocery
boxes
was
a
collaborative
collaborative
effort
with
the
city
of
boston
office
of
food
access
in
the
usda.
F
We
also
collaborated
with
the
homeless
education
resource
network
office
and
provided
over
20
000
meals
to
our
bps
homeless.
Families
that
could
not
get
to
the
sites
or
live
out
of
the
district
meals
were
provided
in
schools,
meal
pickup
sites
and
delivered
to
homes
for
our
families
that
chose
remote
learning.
We
continue
to
have
supersites
available
on
mondays
and
thursdays,
from
10
to
6,
to
provide
multiple
meals
for
pickup
as
more
students
return
to
school.
We
minimize
the
number
of
sites
and
the
hours
available.
F
The
fns
budget
is
dependent
on
the
student
participation
with
the
impact
of
cobit
and,
despite
serving
over
6
million
meals
are
caused
for
significant
income
in
comparison
to
our
revenue.
Our
loss
of
daily
participation
resulted
in
revenues.
Decrease
of
30
to
32
percent,
resulted
in
a
loss
of
over
12
million
prior
to
cobit.
We
were
moving
away
from
pre-plated
meals
into
programs
where
meals
are
prepared
on
site
and
create
choices
for
our
students.
F
Our
student
participation
dropped
by
90,
yet
our
food
costs
per
meal
increased
by
over
100
due
to
safety
and
uncertainty
of
operations
and
combat
food
waste.
We
were
utilizing
more
pre-plated
meals,
which
increased
costs.
F
F
F
The
survey
released
by
the
greater
wilson
food
bank
showcased
that
during
the
pandemic
year,
food
insecurity
increased
by
55
and
hit
our
most
vulnerable
populations,
families
with
children
and
people
of
color.
Our
goal
is
to
continue
to
create
a
structural
change
in
our
food
system
to
confront
hunger,
strengthen
equity
and
increase
access
to
meals.
F
F
Additionally,
the
usda
announced
the
expansion
of
the
current
meal
waivers
that
will
allow
us
to
offer
meals
at
no
cost
to
children
under
the
age
of
18.
Until
june
of
2022,
specifically,
parents
can
continue
to
pick
up
meals
for
their
children,
which
allows
the
district
to
continue
to
offer
meals
outside
of
regular
breakfast
and
lunch
hours
and
multiple
meal
pickups.
F
F
Our
expenses
for
our
budget
include
for
our
facilities
and
cafeteria
upgrades
to
date.
We
have
completed
the
build
out
of
60
kitchens
and
are
scheduled
to
for
19
more
constructions
projects
this
summer.
This
is
our
fourth
phase
in
converting
kitchens
to
provide
fresh
on-site
prepared
meals
for
students.
F
F
Through
this
transition,
the
cooking
on
site
use
the
less
pre-plated
meals
and
emphasis
on
training
operations.
Culinary
support
is
required
to
cultivate
the
learning
and
growth
and
staff
of
staff
to
continuously
improve
services,
to
students
resulting
in
positions,
focus
on
training
operations
and
culinary
supports.
Key
positions
have
been
budgeted
to
meet
these
those
needs.
F
F
The
facilities
will
also
develop
our
staff
in
cooking
techniques
to
create
consistency
and
minimize
waste
and
inspire
creativity
in
food.
The
menu
is
what
drives
our
students
to
our
cafeteria.
We
are
focused
on
improving
our
cooking
and
recipe
techniques,
but
also
continuous
upgrades
of
the
food
and
products
we
purchase
to
serve
our
students
this
year.
We
continue
to
have
our
procurement
process
to
reflect
the
city.
Awareness
of
good
food
purchasing.
F
F
These
assessments
will
assist
the
department
in
further
development
purchasing
goals
to
meet
the
values
through
some
of
the
processes
utilized
this
year
we
have
incorporated
partnerships
with
four
local
farms
that
will
be
providing
our
fruits
and
vegetables
for
the
upcoming
school
years.
We
anticipate
the
expansion
of
more
fresh
and
local
products
through
the
support
of
the
ordnance
and
through
changing
product
produce
and
grocery
processes
into
the
rfps.
F
F
With
athletics,
we
have
I'm
trying
to
my
computer.
I
can't
sorry.
F
In
the
athletics
department,
we've
modified
seasons,
modified
seasons
did
not
start
the
formal
athletics
until
january
2021,
the
winter
sports
system.
January.
To
february
we
had
girls,
basketball,
13
varsity
sets
jv
with
boys
basketball.
There
was
16
varsities
team
and
11
jv
and
boy
boy
ice
hockey
and
girls
ice
hockey.
Teams
there
is
in
the
fall.
F
We
will
be
having
the
football
chilean
and
swimming
volleyball
and
boys
and
girls
soccer
team
during
springtime.
The
softball
baseball
outdoor
track
and
field
boys
volleyball
and
wrestling
teams
will
be
back
on
track
and
operational
funds
repurposed
to
support
modification
increase
health
and
safety
protocols,
operational
support
safety
and
facilities
streaming.
F
Events
in
fy
22,
where
we
turn
to
the
sorry
about
the
noise
return
to
the
delivery
of
all
high
school,
interconnected
sports
and
standard
sports
season,
resume
middle
level
and
special
olympics
financial
investment
to
support
athletic
training,
grant
the
corey
stringer
institute
an
effort
to
support
greater
access
to
athletic
trainers.
F
You
today
with
me,
we
have
chief
cochlear,
and
this
is
probably
going
to
be.
F
Safety
service
department
will
remain
a
budget
neutral
from
fy
21
to
fy22
safety
service
will
continue
to
support
the
food
services
and
athletics
departments
through
2122
and
include
in
spring
and
summer
events.
The
department
does
not
anticipate
any
budget
increase
to
the
department
at
this
time,
and
thank
you.
That
is
the
end
of
my
presentation.
Thank
you
for
having
me
and
our
team
here
today.
If
you
have
any
questions,
please
let
us
know
we're
here
to
answer
any
of
them.
H
Regarding
partnerships,
we've
made
several
changes
that
we
believe
are
for
the
positive.
In
the
past
year
last
year,
we
created
and
are
now
implementing
a
partner
engagement
plan.
These
are
monthly
meetings
and
are
meant
to
assist
partners
with
effective
implementation
of
services
and
support.
H
In
addition,
this
is
allowing
us
to
increase
support
to
diverse
community-based
organizations
by
providing
trainings
we've
already
had
several
this
year
and
are
actually
having
another
one
later
on
this
month.
This
is
meant
to
allow
smaller
organizations
to
have
access
to
learning
that
they
might
normally
have
to
engage
a
contractor
or
some
side
outside
source,
for
it
also
helps
us
provide
additional
detail
to
our
partners
in
regards
to
how
we
bps
are
working
to
become
a
non-racist
organization
and
how
we
expect
them
to
live
that
as
well.
H
We
are
also,
we
have
also
created
an
academic
partnerships
collaborative
this
is
a
small
number
of
partners
with
an
academic
focus
who
are
interested
in
engaging
in
strategic
planning
and
providing
review
of
proposed
programs
or
plans,
we're
hoping
to
use
them
as
a
kind
of
mind,
trust
to
think
about
forward
thinking,
in
particular,
we're
talking
with
them
about
the
academic
tutoring
model
that
has
been
engaged
during
the
pandemic
to
a
great
deal
of
success
and
how
we
can
continue
to
leverage
that
success
as
we
move
forward
to
meet
the
needs
of
students.
H
H
H
Those
are
continuing
this
year
and
are
providing
students
with
additional
services,
including
saturday
study
sessions,
personalized
advising
and
providing
guidance
around
applying
to
colleges.
In
addition,
the
boston,
private
industry
council,
the
pick
who
I
know
you
are
all
familiar
with
is
actively
working
this
summer
with
our
students
to
provide
them
with
job
and
internship
opportunities.
H
Many
of
those
are
going
to
continue
to
be
online.
However,
a
great
number
of
them
are
converting
to
in
person
as
restrictions
continue
to
be
lifted.
I've
included
additional
information
on
the
slide
about
information.
That's
been
presented
previously
because
it
does
work,
they
do
work
directly
with
the
partnerships
office
and
I
welcome
questions
about
them.
I
turn
this
back
over
to
miriam
rubin,
who
will
move
us
along.
Thank
you.
C
Thank
you
margaret,
so
to
close
us
out
before
we
hand
it
back
for
questions
just
want
to
remind
everybody
that
all
the
budget
materials
we
presented
today
and
have
presented
in
past
hearings
are
available
on
our
website
at
bostonpublicschools.org
budget
and
on
the
next
slide,
you'll
see
the
list
of
hearings
that
we've
had
and
the
last
upcoming
opportunity
for
public
testimony,
which
is
tonight
at
6
00
pm,
and
with
that
I'll
hand
it
back
to
you
counselor
bach.
Thank
you
so
much.
A
I
Thank
you,
council
bark
and
thank
you
to
the
bps
superintendent
and
team
for
their
presentation
today
want
to
focus
on
a
couple
issues,
especially
the
hunger
in
food
access,
food
access,
related
issues.
I
What
are
we
specifically
doing
this
summer
to
reach
students
in
their
families
in
public
housing
developments
or
hard
to
reach
neighborhoods
across
the
city?
What
type
of
outreach
are
we
providing
them?
How
are
we
communicating
with
them,
and
are
we
communicating
with
that
student
in
the
language,
the
student
or
the
or
the
parent
speak.
F
Yes,
I'm
going
to
the
director
of
finances
on
and
she
will
be
able
to
answer
some
of
the
initiatives
and
things
that
we're
working
on
for
this
summer.
Laura.
Can
you
answer
the
counselor's
question
at
this
time.
J
I
think
she
might
have
stepped
away
for
a
moment
so
either
somebody
else
from
the
team
can
answer
or.
K
I
The
the
the
question
was
during
the
summer
time:
how
are
we
reaching
students
and
their
families
on
food
access
issues
when
students
live
in
public
housing,
when
students
live
in
harcher
reach
areas
or
when
the
student
or
the
parent
might
not
speak
english?
How
are
we,
how
are
we
calling
them,
how
we
contact
and
then
communicating
with
them
in
in
getting
the
food
to
them?
Sure.
K
Thank
you,
councilman
flynn,
for
that
question.
So
for
this
summer
we
will
be
continuing
the
same
process
that
we
did
we
utilized
last
year
during
the
pandemic.
So
our
last
day
of
school
is
on
june
18th,
but
starting
june
21st
food
services
will
continue
to
have
open
our
food
access
sites
in
the
evening,
as
well
as
during
the
day.
So
we
can
make
sure
students
have
our
families
are
able
to
come,
get
the
meals
and
we
will
continue
on.
K
We
will
expand
those
locations
into
the
80
additional
locations
where
we
will
have
summer
programs
from
so
from
july,
6
all
the
way
until
the
end
of
this
the
end
of
the
summer
program,
so
that
we
will
have
those
access,
we
will
also
be
collaborating.
We
have
been
in
working
with
the
office
of
food
access
to
continue
to
work
with
their
with
their
programs
so
that
we
can
be
able
to
open
up
pockets
of
locations
where
we
see
that
there
there
may
not
be
easy
access
to
our
sites.
K
We've
also
worked
with
them
and
they
will
also-
and
they
have-
and
they
have
in
the
past
and
will
continue
to
write
all
of
our
documents
and
information
flyers.
Anything
that
we
share
with
our
families
in
about
nine
different
languages,
so
that
we
can.
We
can
provide
those
to
our
families
when
they
come
to
pick
up
meals.
We
put
flyers
in
there
in
the
bags
or
as
well
as
we
send
out
messages
to
the
families.
I
Okay,
my
second,
my
second
question
is
during
this
pandemic.
We
we
talk
a
lot
about
reimagining,
the
the
new
system.
I
L
L
E
Will
how
you
doing
counselor
flynn?
Well,
we
have
pulled
some
numbers
in
working
with
the
oel
office
on
linguistic
diversity
across
all
of
our
work
groups.
So
unfortunately
we
don't
have
like
right
right
now,
but
we
can
pull
that
for
you
not
only
in
senior
leadership,
but
we
have
been
taking
a
look
at
all
the
bps
home
languages
to
make
sure
we
do
have.
E
It
hasn't
been
widely
publicized
yet,
but
we
are
actually
working
on
making
sure
our
linguistic
diversity
reflects
the
composition
of
the
students
that
we
serve
so
that
you'll
see
that
campaign
coming
further
in
the
in
the
future.
But
we
are
preparing
for
that
behind
the
scenes
and
taking
a
look
at
our
existing
workforce
and
sort
of
where
are
the
gaps,
but
I
can
get
you
those
numbers
and
what
the
actual
initiatives
are
to
increase
the
diversity.
We
just
don't.
Have
it
right
right
now.
I
Okay,
I'm
okay.
I
accept
that
answer.
Thank
you,
but
but
I'm
just
trying
to
figure
only
try
it
one
more
time.
Is
there
someone
on
the
bps
team
that
speaks
cantonese
and
mandarin
that
that
I
can
that
I
can
speak
with
or
someone
from
my
staff
can
can
speak
with
or
families
can
speak
with.
Do
we
do
we
have
anyone
on
the
bps
leadership
team?
I'm
sure
I'm
sure
you
guys
know
that
know.
If
there
is
someone.
E
We
so
I
don't,
I
don't
know
if
anybody
else
does,
but
we,
if
we
need
you
know
one.
We
have
translation
services,
obviously
that
we
could
support
any
community
member
that
needs
to
communicate
with
any
member
of
the
senior
leadership
team,
but
I
don't
think
like
offhand
it's
kind
of
hard
to
tell
self-identified
right
now.
So
again
we
have
to
pull
those
self-identified
reports
in
order
to
be
able
to
see
that.
But
we
don't
know
offhand.
L
J
I
J
J
Yeah,
I
think
this
is
something
the
superintendent
continues
to
be
committed
to.
You
know
she
has
the
most
diverse
executive
cabinet
in
the
history
at
bps,
but
as
we
all
need
to
do,
we
need
to
continue
to
strive
towards
building
a
more
diverse
cabinet
that
is
representative
of
this
of
the
city,
and
I
know
that
the
human
capital
team
has
been
intentional
about
doing
that
outreach.
We
have
some
open
positions
now
we're
really
trying
to
get
that
cross-section
of
diverse
candidates
to
consider
for
those
positions.
I
A
Thank
you,
councillor
flynn,
councillor
brayden
and
then
councillor
sabe,
george
councillor
braden.
M
Thank
you,
madam
chair,
and
thank
you
to
the
team
for
your
presentation
this
morning.
I
really
want
to
thank
you
for
the
incredible
work
that,
in
terms
of
food
access
and
food
support
for
our
students
this
past
year,
during
a
very
very
difficult
time-
and
it
is
you
know-
it's
been
a
lifeline
for
many
families.
M
I
had
a
question
about
the
my
way
cafe
how
many
of
my
way
cafes
do.
We
now
have
in
in
austin
brighton.
I
know
there's
a
new
one
down
at
the
gardener.
It
was
probably
installed
last
year
but
has
not
been
used
yet
because
of
the
this
remote
learning
for
some
time.
M
But
I'd
like
to
know
how
many,
and
also
in
terms
of
the
selection
of
food
in
terms
of
cultural
sensitivity,
to
different
dietary
requirements
according
to
ethnic
origin
or
religious
tradition,
do
we
have
access
to
halal
food
and
kosher
food
and
vegetarian
options
for
for
students
who
may
not
be
eat
american
diet,
just
a
question,
and
also
in
terms
of
the
they
pick
they
do
incredible
work
partnering
our
students
with
potential
job
placements
and
mentoring,
etc.
M
K
K
For
your
question
in
reference
to
how
many
my
way
cafes,
we
have
in
the
austin
brighton,
they
all
of
the
cafeterias
have
been
built
out
and
they
were
built
out
in
summer
of
2020.,
so
we
have
and
we
were
planning
to
roll
them
out
this
year,
but
because
of
the
coveted
pandemic,
we
took
a
step
back,
but
they
are
on
the
schedule
to
be
rolled
out
this
coming
school
year.
With
the
exception
of
the
gardener,
we
were
able
to
do
that.
K
Actually
yesterday,
so
we've
been
utilizing
the
kitchen,
we
had
our
staffing
out
there,
it's
been
really
great,
but
and
then
I
want.
I
can
also
share
with
you
the
the
final
list.
But
yes,
all
of
the
kitchens
out
there
happen
been
have
have
been
built
out
in
reference
to
providing
meals
with
cultural
relevance
or
concerns
or
diet
dietary
restrictions.
For
our
staff,
we
do
excuse
me
for
our
students.
K
We
do
have
forms
and
files
that
we
work
with
the
nurses
office
or
anyone
that
presents
or
the
family
that
presents
this
information
that
have
dietary
restrictions
for
our
staff,
but
at
the
moment,
for
the
usda
regulations
require
us
any
that
we
we
are
able
to
make
accommodations
for
our
students
that
have
a
dietary
restrictions
and
they
they
have
to
be
updated.
With
this
with
a
medical
medical
request
from
a
doctor,
however,
we
do
offer
vegetarian
options.
M
The
pick
sorry
go
back.
There
was
a
question.
H
Absolutely
actually,
this
is
excellent
timing.
We
received
updated
numbers
from
the
pick
just
this
morning,
so
they
are
looking
at
a
an
approximately
10
increase
over
588
placements
last
summer
to
approximately
650
this
summer,
they're
also
looking
at
an
increase
in
increasing
placements
at
community-based,
non-profit
jobs
and
internships
from
467
last
year.
H
Excuse
me
to
540
this
summer
and
the
number
of
pick
related
students
connecting
with
retail
and
food
service
jobs
will
increase
from
last
summer's
706
placements
yes
correct,
and
then
we
also
will
personally
bps
will
be
hosting
75
students
for
in-person
and
hybrid
internships
as
well,
and
those
will
also
be
paid.
M
Excellent,
thank
you
so
much
for
it's
a
wonderful
partnership
and
I
think
it's.
It
adds
a
lot
of
experience
and
value
to
our
students,
and
thank
you
for
working
with
that.
Thank
you.
Thank
you,
madam
chair.
A
Great
thank
you,
counselor,
brayden
and,
and
margaret
just
sorry,
to
follow
up
on.
That
is
obvious.
I
think.
Last
year
it
was
sort
of
a
low
water
mark
in
terms
of
numbers
of
placements
across
a
lot
of
summer.
Things
so
are
those
increases.
Where
do
they
put
us
relative
to
the
two
summers
prior
with
pick.
H
I
don't
actually
have
those
numbers
to
compare.
I
can
certainly
gather
them
for
you
and
provide
them
to
you
and
the
rest
of
the
committee.
We
had
looked
at
this
year
over
last
year,
and
I
I
don't.
Unfortunately
I
don't
have
this
as
that
historical
data.
A
Yeah,
it
would
be
great
if
you
could
get
that
to
the
committee
just
because
part
of
the
dynamic
of
last
year
was
we
surged
the
success
link
programs,
because
the
privately
backed
ones
went
down
in
number
and
so
it's
great
to
know,
they're
going
back
up.
But
it
would
be
good
to
know
whether,
where
that
is
relative
to
two
years
back
so.
A
Thanks
all
right,
forgive
me
thank
you,
counselor
sabi
george,
for
your
indulgence,
counselor
savvy
george.
N
No
worries
ma'am
chair,
it's
it's
all
very
good
information,
happy
to
just
listen
to
some
of
those
questions,
so
I've
got
a
couple
questions
I'd
like
to
ask
I'll,
probably
use-
hopefully
I'll,
just
use
this
one
round,
first
on
transportation,
if
we
could
just
be
quick
with
responses,
what
was
the
the
current
fy
21
budget
dollar
amount
versus
the
actual.
So
what
did
we
budget
for
last
year
and
what
did
we
spend
and
then
what
is
the
actual
fy
22
recommended
budget?
That's
before
us
today,.
N
Sorry
and
then
maybe,
while
we're
waiting
for
del
to
come
in,
I
just
want
to
very
quickly
say
how
grateful
I
am
to
bps
athletics.
Just
personally
for
sports
to
have
happened.
I
think,
in
a
very
creative
way.
This
year
my
boys
played
hockey
football
and
are
currently
in
their
baseball
season.
So
although
football
was
a
sort
of
a
spring
a
or
a
winter
b
sport,
it
was
really
great.
N
I'm
very
grateful
that
we,
my
kids,
had
my
children
in
particular,
had
an
opportunity
to
play
and
I'm
certain
that
there
are
many
parents
across
the
district
that
are
grateful.
Their
kids
had
an
opportunity
to
play
sports
this
year.
Can
we
talk
a
little
bit
about
sort
of
the
trajectory
of
sports
overall?
Are
we
going
to
see
any
shifts
in
the
new
year,
especially
you
know
something.
I
have
some
concerns
over
declining
in
moment.
N
So
what
are
we
looking
at
for
sports
in
the
new
year
and
then
I
also
I'm
not
sure
if
this
will
go
to
mr
esdail
or
if
this
might
go
to
mr
cooter
thinking
about
build
bps.
Where
do
we
see
some
opportunities
for
capital
investments
as
it
relates
to
maybe
athletic
fields,
investment,
a
significant
investment
in
white
stadium?
I
think
we've
been
a
long
overdue
for
an
investment
there,
just
in
general.
O
Yeah
I'll
start
where
you
start
with
the
operating
side.
I
know
that
one
of
the
things
we've
done
overall
is
maintain
operations
and
opportunities
for
students,
regardless
of
the
enrollment
decline.
O
One
of
the
things
that
we
don't
want
to
do
is,
as
we
start
to
assess
what
our
enrollment
is
really
going
to
be,
whether
or
not
it's
sort
of
a
temporary
covered
era
decline
or
whether
it's
really
sort
of
a
new
baseline
for
how
many
students
we
didn't
want
to
over
correct
in
terms
of
the
student
opportunities
and
athletics
to
be
part
of
that.
O
So
avery
can
talk
about
more
about
how
he's
approaching
this
fall
and
supporting
students,
but
from
a
funding
perspective,
we're
not
making
any
significant
changes
based
on
on
enrollment
and
I'll
after.
If
we,
after
you
talk
about
that
I'll
talk
about
the
capital
budget
and
what's
in
there
for
athletics.
P
Thanks
nate,
yes,
we're
we're
focused
on
you
know,
getting
our
program
back
up
and
running
to
the
the
level
that
it
was
prior
to
the
pandemic.
P
I
think
similar
to
the
efforts
that
were
making
in
the
the
district
to
reconnect
and
start
to
get
people
back
involved
and
activities
that
either
were
modified
or
we
weren't
able
to
deliver
at
the
level
that
we
wanted
to
this
year.
To
really
focus
on.
P
You
know,
starting
the
the
fall
season
off
on
the
right
foot
and
and
working
with
our
schools
with
our
coaches
to
deliver
a
full
offering
of
sports,
as
we
return
back
to
in-person
learning
and
back
to
the
new
normal
that
we
we
may
be
living
in
for
a
little.
While.
P
I
think
that
the
piece
that
we
are
working
on
is
to
to
make
sure
that
we
do
start
our
preparation,
our
efforts
for
each
season
and
enough
time
to
be
in
a
position
to
support
coaches
and
students
and
schools
from
that
that
level
of
interest
to
being
in
a
position
to
sign
up
and
actually
participate.
So
you
know
we
did
a
lot
with.
P
You
know
trying
to
help
kids
with
physicals
and
paperwork
and-
and
you
know
many
of
those
pieces,
and
I
think
what
we've
learned
is
just
making
sure
that
we
build
in
enough
time
so
that
we
can
really
work
to
yield
those
kids
that
are
interested
in
participating
and
and
create
full
and
active
programs.
P
But
I
think
our
our
experience
during
the
the
pandemic
and
our
modified
seasons
really
showed
that,
where
there's
a
will,
there's
a
way
where,
where
kids
and
and
their
families
and
their
our
coaches
really
did
a
a
great
job
and
and
making
the
adjustments
and
and
delivering
the
athletics.
But
you
know
we
had
to
do
some
things
that,
were
you
know
a
little
bit
new
and
different
to
us,
but
people
adjusted
and
did
that
seamlessly.
P
So
I
think
we've
learned
that
in
our
school
buildings,
kids
are
are
flexible,
and
so
you
know,
I
think,
we're
trying
to
live
off
the
learn
from
the
lessons
that
we
learned
through
the
pandemic
and
build
off
of
those,
but
also
know
that
we're
going
back
to
delivering
the
the
full
array
and
and
season
lengths
that
we
were
able
to
experience
prior
to
the
pandemic.
N
Great
thank
you
for
that
and
then
capital
investments.
You
know,
I
think,
about
our
athletic
fields
and
outdoor
spaces
for
all
of
our
schools,
but
in
particular
white
stadium.
I
thought
I
recalled
that
they
were
on
some
capital
list
around
turf
improvements,
in
particular.
O
We
have
been
discussing
white
stadium
been
significant
upgrades,
including
the
turf
stadium
facilities.
At
this
time
there
is
not
a
proposal
for
white
stadium.
As
you
know,
we
have
announced
in
this
year's
capital
budget
several
significant
school
building
projects
and
sort
of
when
we
think
about
white
stadium
and
what
needs
to
be
done.
It
ends
up
becoming
a
major
capital
project.
The
same
way
a
school
building
would
so
we
have
paused
on
that.
O
I
would
just
say
I
think
the
superintendent
has
been
emphasizing
and
the
number
of
calls
I
think,
avery's
gotten
from
the
superintendent
can
attest
to
this.
She
has
really
interested
in
expanding
our
athletics
programs
and
had
originally
planned.
I
think
we
talked
about
this
earlier
in
the
hearing
had
originally
planned
for
athletics
expansions
to
be
part
of
the
year
two
of
that
three
year:
100
million
dollar
commitment
given
the
pandemic
and
some
of
our
prioritization
for
health
and
safety.
O
Social
emotional,
supports
we've
sort
of
changed
the
sequence
of
this,
and
so
as
part
of
the
both
the
esser
planning
capital
planning
and
then
also
operating
planning
going
into
the
next
year.
She's
looking
for
us
to
really
think
about
what
are
those
opportunities,
we
want
our
students
to
have
the
same
opportunities
that
they
could
expect
to
have
if
they
were
in
a
suburban
school
or
that
many
of
us
would
provide
for
our
children
if
their
schools
did
not
provide
it,
and
so
that's
across
arts,
athletics,
music.
O
All
of
these
things
we
need
to
expand,
and
you
know
I
don't
need
to
tell
you
you've
been,
I
think,
at
every
ball
field
in
the
city
with
your
voice,
but
we
need
more
opportunities
for
our
kids
and
and
it's
about
the
equipment
so
we're
thinking
about
athletic
equipment
purchases
as
potentially
part
of
esser.
It's
about
operating
costs
and
making
sure
we
have
more
teams
and
the
right
teams.
O
Part
of
our
wps
theory
of
action
around
7
to
12
is
giving
those
kids
in
the
middle
grades
access
to
more
athletics
opportunities
and
then
you're
absolutely
right.
We
need
to
prioritize
capital
improvements
and
better.
There
are
locker
room
improvement
projects,
part
of
title
ix
upgrades
that
are
in
this
year's
budget,
but
we
need
a
more
comprehensive
plan
for
athletics
as
well,
and
I'm
a
big
fan
of
that
great.
N
Thank
you
very
much
nate.
I
think
that
our
athletics
in
particular
are
very
much
tied
to
social
and
emotional
help.
I
know
that
for
my
family
I
can
speak
for
my
family
specifically
and
for
the
families
that
I
chatted
with
on
the
sidelines
that
you
know
it
was
a
huge
boost
for
our
kids,
who
were
doing
school,
especially
at
the
older
grades,
the
high
school
levels
doing
school
from
home
almost
the
entire
year.
I
do
I
see
that
the
gavel's
up,
I'm
not
sure.
N
If
dell
has
the
opportunity
to
just
do
quick
dollars
for
me,
yep.
Q
I'm
here
so
for
budgeted
for
fiscal
year,
2021
transportation
budgeted
131
million
dollars
for
fiscal
year
21..
Our
current
projected
actuals
is
132
million,
and
out
of
that
132
million
dollars,
12
million
went
towards
covert
related
costs
for
fiscal
year.
22
budgeted
137
million.
N
Great
thank
you
del
verne
for
being
very
clear
about
that.
You
know
we're
we're.
Looking
now
at
a
fiscal
year,
fy22
transportation
budget
of
137
million
dollars-
that
is
you
know,
130
131,
is
the
largest
we've
ever
seen
now
we're
budgeting
for
137.
We
traditionally
always
go
over.
You
know
in
our
next
budget
cycle
or
the
budget
cycle.
After
that
we're
going
to
be
pushing
150
million
dollars
for
a
school
system
with
declining
enrollment.
I
appreciate
and
support
the
idea
of
putting
in
bus
monitors.
I
think
we
have
to
do
that.
N
Obviously,
the
covid
protocols
are
incredibly
important,
but
this
is
a
tremendous
amount
of
money.
That's
not
going
into
classrooms.
I'd
much
rather
see
that
money
invested
into
very
student-facing
efforts
in
the
classroom,
I'll
save
the
rest
of
my
questions
for
the
next
round.
Thank
you,
madam
chair.
A
Thank
you,
counselor
sabi
george
next
up
is
counselor
flaherty.
Then
it's
woo
campbell,
mejia
counselor
flaherty.
Thank.
R
You,
madam
chair
and
I'll
pick
up
where
our
colleague
counselor,
sabe
george,
left
off
and
and
emphasize
obviously
we're
putting
more
money
into
fuel
maintenance
and
repair
of
vehicles,
money
that
could
be
better
spent
in
the
classroom
for
teaching
and
learning
smaller
class
size,
two
teachers
per
class
working
on
improving
services
for
special
education,
as
well
as
having
a
legit
bonafide,
state-of-the-art
number,
one
in
the
state
trade
school
and
so
lots
of
things
we
could
do
and
spend
that
those
precious
dollars
on.
R
So
I
the
first
question,
I
guess
our
combo
question
is:
are
we
still
under
the
transportation
budget
we
were
in
in
february
and
what
is
the
long-term
transportation
plan
for
the
school
district?
That's
sort
of
my
first
question
in
two
parts.
Second
question
I
have
is
is
I
want
to
talk
a
little
bit
about
the
hub
school
initiatives
and
what
partnerships
are
being
activated
there?
R
My
third
question
is
pick:
how
many
seats
will
students
have
access
to
and
again
I
can't
stress
enough
how
critically
important
it
is
that
we
provide
concrete
pathways
to
jobs
that
are
growing
and
predicted
to
grow
right
in
our
own
backyard.
Right
here
in
the
south,
boston,
waterfront
and
beyond
stem
tech,
so
post-secondary
partnerships
will
give
us
the
opportunities
to
connect
those
kids
to
to
those
opportunities
to
help
close
the
the
opportunity
in
the
wealth
gap
you
know,
as
ceos
are
moving
their
companies
here.
R
We
want
to
make
sure
that
that
economic
opportunity
spreads
throughout
south
boston
and
throughout
the
entire
city,
and
so
we're
watching
closely
to
see
how
we're
responding
to
the
predictable
future
job
market
and
are
we
gonna,
prepare
our
students
for
those
job
opportunities
and
also
it's
my
understanding
that
the
district
is
undergoing
a
strategic
planning
process
regarding
our
school
safety.
R
What's
the
plan,
what
are
we
going
to
do
about
school
safety
as
it
pertains
to
having
a
school
police
department
available
to
assist
children
getting
bullied,
but
also
the
activity
that
takes
place
more?
Probably
in
the
older
grades,
where
there's
some
drug
activity
in
this
some
gang
recruitment
activity,
etc?
So
that's
it
for
me,
madam
chair
I'll,
listen
carefully
and
also
want
to
double
down
on
council
flynn,
particularly
in
light
of
what
happened
during
school
committee
hearing
this
year.
R
The
fact
that
we
don't
have
someone
in
a
leadership
position
a
decision-making
position
at
the
school
department
that
speaks
that
does
not
speak
chinese,
amanda
and
sort
of
doubles
down
on
that.
So
I'm
going
to
reiterate
with
council
flynn
said,
and
it's
my
hope
at
the
next
council
hearing
or
the
next
council
budget
hearing
with
the
school
department,
we
will
have
someone
that
will
represent
the
asian
community
in
a
leadership
position,
and
that
speaks
chinese
and
mandarin.
R
Thank
you,
madam
chair,
and
thank
you
to
the
superintendent
and
her
team
for
the
work
that
they've
been
doing
throughout
the
pandemic
as
we
try
to
reopen.
But
these
are
very
important
questions
and
I
know
there's
the
buzz
words
about
reimagine
and
strategic.
I've
heard
them
all
I'm
the
longest
serving
counselor
here
I
want
results,
I'm
tired
of
the
office
or
no
steak
and
where's
the
beef
I
want
to
get
to.
How
do
we
improve
the
quality
of
education?
No
fancy
term,
no
buzzword,
nothing.
R
I
want
real
matrix
and
I
want
real
results
and-
and
it
starts
with,
you-
know
our
k,
zero.
It
starts
with
our
middle
schools
like
elementary
middle
schools.
It
starts
with
our
high
schools,
it's
on
the
ball
fields
and
hockey
rinks,
and
it's
in
a
trade
school.
It's
all
of
it.
It's
a
one.
It's
a
full
court
press
and
I
think
sometimes
we
get
distracted
and
we're
oftentimes
dealing
with.
You
know
whether
it's
special
interest
groups
or
different
systems
that
come
in,
and
you
know
at
some
point
it's
about.
R
It
needs
to
be
about
the
quality
of
education
and
one
of
our
kids,
getting
out
of
the
education
that
in
the
classroom
and
on
the
field
and
and
for
me,
you
know,
save
the
fancy
terms
just
give
me
results.
So
that's
where
I'm
at
so.
Thank
you.
The
superintendent
and
our
team
look
forward
to
listening
to
the
answers
and
thank
you
to
the
chair
and
my
colleagues
for
letting
me
vent
a
little
bit
on
my
frustration
that
I
have
with
how
we
spend
money
and
the
metrics
that
we
use.
A
Thank
you,
council,
flaherty,
and
the
one
thing
I
will
just
say
is:
we
did
get
on
counselor
braden's
time.
The
numbers
on
the
on
the
pick
and
margaret
farmer
is
going
to
be
sending
those
over
to
us
and
written
a
copy
for
the
last
three
years.
So
I
think
we'll
hold
on
that
one.
But.
F
So,
for
I
was
hoping
to
see
if
I
could
get
the
counselor
to
repeat
the
transportation
questions
so
that
the
laverne
could
sorry
about
that
counselor.
R
I
just
want
to
know.
I
just
want
to
know
one
first
of
all,
what's
the
overall
plan,
the
the
transportation
plan,
but
are
we
operating
under
the
february
plan?
We
had
a
specific
plan
for
february?
Are
we
still
operating
under
that
plan
or
has
that
has
that
chance?
Has
that
the
plan
change
since
we're
reopening.
Q
Thank
you
for
that
question
counselor.
So
some
of
the
plans
that
we
were
operating
under
in
february
have
changed
has
been
updated
due
to
us
returning
more
students
to
the
classrooms
in
person
five
days
a
week,
and
I
wanted
to
comment
on
your
the
question
about
like
long-term
transportation
sort
of
like
vision,
so
the
transportation
team
plans
to
continue
to
work
towards
providing
safe,
reliable
on
time,
equitable
transportation,
access
to
education,
to
students
in
the
city
of
boston
within
within
the
work.
Q
Q
So
in
order
for
us
to,
I
know
that
the
transportation
budget
is
a
pretty
big
budget.
137
million
dollars
going
towards
transportation
and
and
not
in
the
classroom,
is
pretty
frustrating.
However,
I
think
that
we
need
to
have
like
larger
conversations
across
the
district
with
our
district
partners
about
some
of
like
our
poli.
We
need
to
start
having
like
policy
conversations
and
things
of
that
nature.
S
Good
morning,
again,
very
good
to
see
all
of
you
very
good
to
see
you
all
safe
and
well
councilman
councilman
flaherty.
It's
always
wonderful
to
hear
you
and
talk
about
the
need
of
safety
in
our
communities,
and
it's
unfortunate
to
hear
that
a
number
of
of
your
constituents,
young
people,
feel
like
they're
being
bullied
to
and
from
school.
I
think
our
group
of
behavioral
health
we've
been
really
working
very
significantly
together
over
the
sun
over
this
time.
S
S
I
think
right
now
there
is
a
level
of
feeling
toward
police
as
far
as
a
lot
of
things
are
going
on
across
the
country,
but
I
think
in
boston
we've
always
been.
We've
always
set
an
example
of
a
model
of
community
policing
with
regards
to
our
our
school
police.
We
do
have
a
lot
of
work
to
do,
and
I
think
that
my
officers
and
our
staff
here
is
really
eager
and
aggressively
working
on
those
changes.
S
As
a
result
of
the
recent
reform
bill,
a
number
of
changes
have
are
going
to
affect
safety
service
beyond
star
control,
so
we're
looking
at
repositioning
some
positions
that
will
still
rely
still
be
able
to
rely
on
the
safety
and
security
of
our
students,
but
some
some
recertification,
some
re-licensing
issues
within
the
reform
that
fits
that
speaks
to
the
reform
are
going
to
immensely
affect
our
department,
we're
in
the
process
of
meeting
with
a
number
of
outreach
groups
consisting
of
our
bps
staff,
our
appearance,
our
students,
community
organizations
really
to
use
that
input
to
direct
us
in
our
future
positioning
with
our
offices.
S
As
far
as
our
offices
are
concerned,
with
or
without
the
certification
that
the
state
has
mandated
as
of
end
of
december
beginning
of
january,
but
you
can
rest
assure
that
the
mission
of
the
safety
and
security
of
our
students
is
going
to
be
at
our
fair
at
our
front
and
that's
our
fair
most
mission
in
what
we're
doing.
S
We've
also
worked
very
closely
with
behavior
health
and
try
to
come
up
with
initiatives
and
we're
looking
at
some
webinars
and
supports.
We've
been
continuing
our
dialogues
throughout
the
summer
with
young
people,
but
we
like
to
really
do
an
intentional
program
to
help
support
young
people
that
feel
like
they're
bullied
and
do
some
of
the
things
that
we
used
to
do
some
of
those
roundtables
some
of
those
dialogues,
some
of
those
those
home
visits
that
was
so
productive
and
and
really
serviced
our
young
people.
S
So
I
hope
that
answers
and
any
other
questions.
Just
let
me
know
it.
R
R
So
I
appreciate
your
efforts.
I
will
work
with
you
any
way.
I
can
to
make
sure
that
we're
keeping
our
kids
safe,
but
I
don't
want
to
see
what's
happening
in
other
cities
in
town,
start
to
turn
our
schools
upside
down
at
all.
So
please,
let
me
know
what
we
as
a
council
me
in
particular
because
of
our
relationship.
R
We
go
back
a
lot
of
years
and
I'm
I'm
grateful
that
you're
in
your
position
in
your
experience
and
I
trust
your
judgment,
but
don't
hesitate
to
pick
up
the
phone
because
I
want
to
be
here
to
help
you,
because
I
want
to
make
sure
that
I'm
responding
to
those
constituents
who
are
concerned
about
their
children's
safety,
while
in
the
school
absolutely
and
on
their
way
to
and
from
school,
and
we
don't
want
it
to
start
to.
You
know
some
of
the
violence
that
we're
seeing
in
the
streets.
R
We
don't
want
that
trickling
in
into
the
hallways
and
into
the
classroom.
So
I'm
here
to
help
you
any
way.
I
can.
I
appreciate
your
response
and
I
also
because
of
because
of
my
trust
in
you
and
and
how
you
good
how
good
you've
been
over
the
years.
Please
let
me
know
how
I
can
help
you.
S
No
thank
you
so
much,
and
I
appreciate
you
and
the
rest
of
the
the
council.
I
appreciate
bps
really
for
leaning
in
on
us
and
and
and
continued
on
our
progression
as
we
move
forward,
we
will
definitely
move
forward.
I
think
we've
always
been
an
example
like
you
said
in
policing
and
we're
not
going
to
stop
now.
S
I
think
one
of
the
biggest
biggest
advantages
we
have
is
is
systems
like
this,
in
which
we
can
sit
down,
really
talk
about
it
and
work
as
a
team
together
and
and
further
our
department.
We've
also
been
engaging
in
communications
with
our
unions,
we're
engaging
in
communications
with
our
with
nptc.
We
also
engage
in
conversations
with
the
executive
office
police
to
safety
and
security,
so
we're
definitely
moving
forward.
So
thank
you
so
much
again,.
A
Great,
thank
you
so
much
and
thank
you
counselor
flaherty,
that's
time
for
sure.
So
I'm
just
gonna
go
next
to
counselor
campbell
and
then
it'll
be
counselor.
Mahia,
counselor
campbell.
T
Counselor
bach,
thank
you,
council
bach
and,
of
course,
thank
you
to
everyone
on
the
zoom
for
just
your
work
over
the
the
year,
it's
obviously
been
a
busy
year
with
respect
to
covid,
so
appreciate
the
each
and
every
one
of
you
and
your
teams
just
picking
up
on
the
the
bps
transportation
piece
we
held
a
hearing
recently
on
the
council
side
and
at
that
time
were,
I
think,
budgeted
at
131
million,
and
then
we
at
that
time.
T
I
think
it
realized
only
130
million,
but
clearly
that's
gone
up
since
that
council
hearing,
and
so
I
guess
clearly
during
covid,
most
of
the
children
did
not
need
bus
service.
So
if
we
could
just
what
are
the
what's
driving
that
cost
right,
when
a
large
percentage
of
the
students
are
not
on
the
buses
what's
driving
that
cost
the
fact
that
we
didn't
see
any
savings
whatsoever,
I
think,
is
really
crazy.
T
Frankly,
and
when
you
think
about
this
is
millions
of
dollars
that
could
be
invested
in
sports
athletic
programming,
the
infrastructure
of
our
schools,
you
name
it
so
just
what's
driving
those
costs
in
that
council
hearing.
We
also
talked
about
the
transportation
department,
doing
sort
of
exploring
all
of
the
possibilities
of
how
we
could
bus
our
students
safely
efficiently,
of
course,
while
also
possibly
saving
resources,
and
there
was
a
going
to
be
a
deep
dive,
just
curious
where
we
are
and
if
I
sound
a
bit
frustrated,
I
apologize.
T
But
this
is
one
of
the
reasons
I
voted
no
on
this
bps
budget
hearing
years
ago
was
part
of
it
was
the
transportation
piece
of
the
budget
in
the
inefficiencies
in
this
budget.
So
just
curious,
where
we
are
with
respect
to
all
of
the
array
of
options
that
are
available
to
bust
our
students
that
we
could
be
looking
at
as
ways
in
which
to
think
about
reigning
in
these
costs.
I'll
start
there,
and
then
I
do
have
some
questions
on
the
disciplinary
side
and
even
the
incredible
work
you're
doing
with
your
team.
O
Yeah,
thank
you,
and
I
think
perhaps
indian
dell
will
definitely
have
some
more
information,
for
you
just
wanted
to
start
with
the
the
current
expenditures
for
this
year
in
transportation.
O
Just
as
a
reminder,
one
of
the
commitments
that
we
made
as
a
city
is
to
continue
to
hold
our
employees
for
lack
of
a
better
term
harmless
when
their
school
was
shut
down.
So
we
did
commit
to
continue
to
maintain
paying
our
food
working
staff
and
our
transportation
staff,
despite
the
fact
that
they
were
not
driving
particular
routes.
That
means
that
the
bulk
of
our
costs
were
really
continuing
throughout
the
year.
O
As
we
work
for
the
collective
bargaining
partners,
we
did
that
for
a
couple
different
reasons,
not
the
least
of
which
is,
we
wanted
to
be
able
to
maintain
service
and
be
ready
to
come
back
at
various
points.
I
think
you'll
remember
throughout
our
many
conversations.
We've
we've
had
a
number
of
probably
put
it
in
delicately
fits
and
starts
to
restarting
school,
and
we
knew
that
if
we
did
any
sort
of
layoffs
of
drivers
or
any
pause
to
their
payment,
then
we
would
then
there'd
be
a
longer
ramp
up
time
to
reopen.
T
T
Q
Sorry
I
was
just
going
like
the
exact
cost
for
personnel
is
80
million
dollars
on
the
transportation
budget
line.
T
O
Yeah,
we
saw
a
decrease
in
fuel
costs
for
sure
we
did
see
level
or
slightly
increased
maintenance
costs.
We
use
both
the
cost
of
parts
increase,
but
we
also
wanted
to
take
this
opportunity
to
maintain
some
of
our
buses
not
be
in
a
position
where
our
buses
we'd
lapsed,
on
maintenance
and
then,
of
course,
there's
a
fine
ongoing
finance.
I'm.
O
A
large
budget
like
that
are
are
for
fuel
can
be
several
million
dollars,
but
it's
you
know
when
you
guys
the
when
the
council
brings
up
the
issues,
we're
not
talking
in
transportation,
about
trying
to
save
you
know
a
million
dollars
we're
talking
about
potentially
significant
reform,
and
we
have
done
a
number
of
studies
of
of
bus
transportation,
and
I
would
I
have
spent
the
better
part
of
my
nine
years
in
finance
grilling
dell
in
her
team
on
how
to
control
cost
and
save
money.
O
You
know
the
distance
for
eligibility
and
then
the
number
of
runs
we
can
do
in
any
given
day,
which
was
the
big
push
for
start
times
at
a
different
point,
and
so
I
think
re
revisiting.
Any
of
those
major
levers
requires
some
pretty
consistent
community
conversations
and
was
not
something
that
we
could
push
forward
during
a
pandemic,
because
it
would
require
us
to.
T
Nate
I
I
absolutely
understand
that
we've
been
talk.
I've
been
on
the
council
for
six
years.
We've
been
talking
about
this
budget,
this
piece
of
the
budget
being
unsustainable,
long
term,
because
it
just
keeps
going
up
declining
enrollment.
It
keeps
going
up
still
nothing
to
actually
bring
those
costs
in.
So
at
some
point
we
may
be
talking
about
a
200
million
transportation
budget,
even
though
we
just
lost
thousands
of
bps
families
who
are
choosing
other
school
systems
because
of
dissatisfaction
a
whole
host
of
things.
T
What
are
the
array
of
options,
and
I
appreciate
adela
vernon
her
team
was
a
new
team
member
of
hers
in
the
council
hearing
talking
about
just
that
they
were
actually
exploring
all
of
the
options,
so
we
haven't,
I
think,
seen
anything
since
then
as
to
what
those
possibilities
are.
I
remember
a
former
counselor
saying:
maybe
we
do
uber.
Who
knows,
but
that's
the
question
is:
what
are
the
array
of
options?
T
It
would
be
great
to
see
that
so
that
we
have
a
greater
sense
of
this
option.
A
could
cost
us.
A
hundred
million
option
b
would
cost
us
250
million
to
be
able
to
have
more
of
an
informative
conversation
about
what
the
future
is
with
respect
to
the
transportation
budget.
T
I
I
know
at
some
point
I
may
see
the
gavel
I
saw
a
council
come
back.
I
just
want
to
quickly
move
to
public
safety
security.
T
First
of
all,
I
see
mr
taylor
in
front
of
me,
so
I
have
to
say
hello,
hi,
mr
taylor,
so
just
on
the
the
security
piece,
maybe
I
can't
tell
you
enough
how
much
I
appreciate
you
always
not
just
being
open-minded
but
really
having
a
conversation
around
policing
in
schools
school-to-prison
pipeline
this
idea
around
restorative
justice
just
every
time
I
call
you.
You
pick
up
the
phone
to
have
very
thoughtful
conversations,
while
also
expressing
the
reality
of
where
your
officers
are
and
the
morale.
All
of
that.
So
I
really
appreciate
you
just
curious.
T
You
know:
we've
had
a
whole
host
of
conversations
around
restorative
justice
practices
and
models,
the
expansion
of
that
the
usefulness
of
that
curious,
where
the
district
is
and
sort
of
investing
in
more
of
that
practice,
and
then
I
think
this
is
more
of
an
information
request
of
where
are
our
school
resource
officers
located?
What
schools
are
they
in
and
I
can
fall
through
the
chair
to
get
that.
T
S
You
know
again
always
a
pleasure,
seeing
you.
I've
always
opened
to
engage
in
a
wonderful
conversation
and
I'm
always
open
open
for
that.
I
think
that's
what
that
sets
us
apart
from
other
parts
of
the
country
really
being
able
to
sit
down
and
have
an
open
dialogue,
whether
good
or
bad
or
indifferent.
We
always
seem
to
come
to
a
reasonable
decision
that
really
supports
the
young
people
in
our
community.
So
thank
you
for
that.
S
One
we've
really
been
aggressive
even
during
this
time
with
the
pandemic,
and
my
budget
doesn't
reflect
it,
but
we've
engaged
in
several
restorative
justice
practices
with
our
primarily
our
b
sac
group.
I
think
there
was
a
recent
article
this
morning
that
mentioned
some
challenges
that
they're
having
I'm
very
happy
that
the
superintendent
stepped
down
stepped
out
in
front
of
that
and
really
opened
up
some
dialogue
and
some
intervening
in
that
process
over
there
and
I'm
looking
for
good
things
with
them.
S
We've
met
with
them
on
several
different
occasions
and
had
restorative
justice
practices
that
were
on
our
own
time
that
were
not
budgeted
into
our
into
our
budget
and
we're
looking
at
doing
that
more.
We
realize
that
that
definitely
is
a
significant
practice.
That's
worked,
I
remember
doing
it
almost
15
20
years
ago.
So
we're
really
looking
at
being
intentional
of
that,
using
that
as
one
of
our
models
just
participating
in
an
equity
roundtable
just
a
couple
of
days
ago,
and
really
just
really
just
elaborating
on
that
thought.
S
Press
processing,
my
own
self
thinking
about
really
what
equity
means
and
hoping
that
restorative
justice
can
play
a
significant
role
in
that
process
of
equity,
not
just
using
arrest
or
code
of
conduct
as
a
mode
of
discipline,
but
really
looking
at
other
options
and
having
partnerships
and
resources
that
can
you
can
resort
to
as
a
motive
other
than
arrest.
So
those
those
are
some
of
the
things
I'm
looking
at.
S
I
do
have
the
schools
that
we
are
positioned
that
the
list
is
is
is
kind
of
significant,
so
we
can
offer
that
to
you
in
a
written
report
they
have
decreased.
I
must
admit
my
numbers
have
decreased
significantly
within
the
last
nine
ten
months,
I'm
here
so
a
lot
of
the
schools
that
we
really
were
paying
a
lot
of
attention
for.
As
far
as
staffing
is
concerned
have
been
significantly.
S
Decreased
as
a
result
of
my
my
staff,
so
I'm
going
to
be
looking
at
that,
particularly
for
next
year,
coming
back
in
and
looking
at
the
numbers,
somewhat
being
the
same
as
far
as
the
population
of
our
students
and
that's
how
we
dictate
our
deployment
numbers
and
has
been
very
successful.
I
think
that
we
can
look
back
on
in
other
schools
in
other
parts
of
the
country
that
are
having
significant
issues
within
their
schools,
based
on
the
number
of
offices
that
they
have,
but
I
think
in
boston.
S
We
have
not
had
those
issues
and,
as
a
result,
we're
also
decreasing
in
in
arrest
and
in
detention
as
well.
T
Thank
you
so
much
and
I
see
the
gavel
and
can
save
questions
or
follow
up
via
email.
So
thank
you
guys,
stay
safe
and
healthy,
and
thank
you,
council
bach.
A
Great,
thank
you
so
much
councillor
campbell
and
we'll
definitely
get
that
report
from
the
district.
Before
I
go
to
councillor
mejia
I
just
have
to
let
bps
said
that
they
do
have
an
answer
on
cantonese
speakers
on
the
staff
in
general.
Obviously
that
doesn't
address
the
senior
leadership
question
that
counselor
flynn
was
also
raising,
but
I
do
just
want
to
let
ray
give
that
factual
answer
and
then
we'll
go
to
counselor
majin.
E
Thank
you
so
much
so
we
have
our
student
composition
and
this
was
ads
of
in
december
december.
2020.
The
student
composition
is
2.9
percent
of
students
speak
mandarin
and
cantonese
that
has
not
been
separated
out,
so
the
two
are
combined
compared
to
2.4
percent
of
teachers
and
guidance
counselors.
So
that's
the
the
largest,
the
deepest
drill
down
that
we
have
right
now.
E
Overall,
222
staff
members
identify
as
speaking
mandarin
and
canton
cantonese
excuse
me
and
of
the
222
34
of
them
are
listed
in
the
chief
level
and
the
deputy
chief
level
of
that
org
chart
that
mary
had
just
pointed
out
to
you
earlier
so
still
a
little
bit
more
drill
down
to
do.
I
think
to
answer
some
specific
questions
for
you,
counselor
flynn,
but
that
is
sort
of
getting
us
closer
to.
I
think
what
you
were
asking
for.
E
L
We
do
have
asian
american
and
specific
iron
or
infinity
group
that
that
includes
the
asian
community,
working
with
the
recruitment
team
to
come
up
with
strategies
to
help
us
better
recruit
at
all
levels
across
the
district.
A
Thanks
so
much
all
right
now,
counselor
mejia.
U
Yes,
good
morning,
all
let
me
just
start
off
by
thanking
you
for
how
hard
you
work
every
day.
I
know
it
is
not
easy,
and
I
also
just
want
to
share
the
same
frustration
that
my
colleagues
shared
earlier
in
terms
of
just
well.
I've
only
been
on
the
council
for
like
16
months
so,
but
I
I've
been
a
boston
public
school.
You
know
student
and
now
I'm
a
boston,
public,
school
parent.
U
So
the
level
of
frustration
for
me
is
decades
after
decades.
Right
and
so
the
only
thing
that
changes
are
either
characters
that
are
now
in
these
positions
or
the
outfits
that
we're
wearing.
U
But
when
it
comes
to
education,
it
just
seems
like
boston
seems
stuck
on
replay
because
very
little
gets
done
and
it
feels
like
trickle
down
budgeting
here
and
not
a
lot
of
these
dollars
are
making
it
into
the
classrooms
where
they
belong,
and
I
think
that
I
always
like
to
say
that
we're
resource
rich
but
coordination,
poor,
and
I
can
just
point
to
some
examples
of
some
of
the
places
where
I
think
when
we
talk
about
public
safety
and
trauma
and
and
where
this
is
about
partnership.
U
So
I'm
just
curious
what
role
do
non-profits
play
in
helping
to
connect
students
to
services
when
they've
experienced
trauma?
How
are
you
all
communicating
with
organizations
from
a
wraparound
service
type
of
mentality?
U
Just
because
I
do
believe
that
some
of
this
can
be
addressed
just
by
integrating
folks
and
and
having
one
conversation,
I'm
curious
about
madison
park.
I
hear
that
there
is
a
potential
for
some
leadership
change
and
I'm
curious
to
how
do
you
think
that's
going
to
impact
the
stability
and
the
work
that
has
already
been
put
in
for
the
last
six
years?
I
know
that
I
re,
I
got
an
answer
to
that,
but
I
just
don't
think
in
terms
of
retention:
it
just
doesn't
seem
it
doesn't
make
sense.
U
So
as
we're
talking
about
retention,
I'm
curious
are
we
conducting
exit
interviews
with
teachers
and
staff
who
are
that
were
unable
to
retain,
and
how
are
we
keeping
track
of
the
major
reasons
why
staff
and
faculty
depart
and
what
are
we
doing
to
correct
those
problems?
It
would
be
really
helpful
to
get
an
understanding
on
that.
I'm
also
curious
about
what
is
the
average
salary
for
the
new
cafeteria
positions.
U
I
believe
we're
gonna
be
there's
125
new
positions,
so
I'm
curious,
I
think
we're
allocating
1.3
million
and
if,
if
the
math
looks
right
that
works
out
to
be
10
800
for
each
employee,
I
don't
know
how
you
guys
are
allocating
the
resources,
but
it
would
be
great
to
get
a
better
handle
on
that
and
I'm
curious
about
how
bps
is
working
going
back
to
the
partnership
conversation.
How
are
we
leveraging
our
smaller,
our
smaller
grassroots
organizations,
not
the
big
ticket
item
ones,
but
the
smaller
organizations
that
are
doing
the
work
and
oftentimes
aren't?
U
I
don't
see
them
on
your
website
listed
as
partners,
so
what
efforts
are
being
made
to
open
up
the
tent
and
have
more
diversity
in
in
some
of
the
programming
that
we're
offering?
I
I
do
appreciate
after
school
and
beyond,
but
I'm
curious
about
some
of
the
smaller
non-profits
that
are
not
part
of
your
current
portfolio
and
who,
I
know,
are
doing
the
work
every
day
and
one
last
question
that
I'd
like
to
just
kind
of
pose.
U
I
don't
I'm
sure
I'm
gonna
go
for
my
time
here
we
held
a
hearing
last
year
and
we
learned
that
sexual
assault
was
a
growing
problem
among
students
and
I'm
just
curious.
How
does
our
budget
reflect
an
increase
in
services
to
put
a
stop
to
this
issue,
and
then
I
have
500
other
questions
for
round
two.
L
I'll
take
the
human
capital
questions
we
have
contracted
out
with
a
search
firm
to
do
a
national
search
for
a
new
leader
for
madison
park
high
school.
We
did
come
up
with
some
candidates
last
year
that
we
were
not
happy
with,
so
we
did
not
hire
and
relaunched
again
in
early
january.
L
U
Miller,
can
you
tell
us
why
are
we
changing
leadership
after
six
years
of
results
and
and
work?
It
just
feels
like
the
this
is
what
happens
with
our
superintendent.
We
always
have
all
this
turnover,
and
now
we
have
a
a
new
buzzword.
First,
it
was
a
culture
of
we
now
it's
restored.
We,
I
don't
know
reimagine,
so
I
just
feel
like
every
time
we
shift
we're
shifting
the
culture
we're
shifting
priorities.
So
I'm
just
curious.
Why
are
we
moving
the
current
leadership
out
of
that
position?
U
L
Without
divulging
employee
information,
that's
somewhat
confidential.
L
I
think
it's
no
secret
that
the
school
hasn't
been
doing
well
for
quite
some
time
and-
and
we
want
to
we
want
to,
we
want
to
get
it
right
at
madison,
and
we
do
want
to
establish
that
that
continuity
that
you're
talking
about,
which
is
why
we're
did
like
a
national
search
and
hopes
to
find
somebody
that
can
move
that
school
where,
where
it
needs
to
move
to.
L
As
far
as
exit
interviews
every
single
employee
over
the
past
year
and
a
half
two
years,
we
do
exit
interviews
employ
employees
leave
for
various
different
reasons.
But
we
gather
that
data
working
with
the
recruitment
and
cultivation
team
and
the
retention
team
and
try
to
make
adjustments
and
changes
based
on
what
that
data
tells
us.
L
So
some
people
change
because
their
significant
other
got
a
job
in
another
city.
Some
people
are
leaving
because
they're
not
happy
with
their
supervisor.
L
It's
all
over
the
place,
there's
no
one
specific
kind
of
thing,
but
that
information
does
help
us
to
better
retain
the
the
one
of
the
biggest
things
that
we
have
found
is
that
the
cost
of
living
in
boston
is
crucial
to
a
lot
of
people.
So
you
know
we're
we're
trying
to
do
some
things.
Some
strata
we're
trying
to
figure
out
some
strategies
around
helping
with
that
as
well.
U
U
That's
real
and
I'm
curious
in
terms
of
partnerships
who
can
talk
to
us
a
little
bit
about
some
of
the
efforts
being
made
to
recruit
and
engage
organizations
that
normally
don't
get
any
love
but
are
out
here
doing
a
lot
of
work.
H
Absolutely
councillor
mejia
margaret
farmer,
here
happy
to
respond.
We
are
taking
a
multi-pronged
approach
to
that
in
terms
of
making
sure
that
we
have
partners
that
meet
the
needs
of
or
all
of
our
students.
One
thing
I've
done
is
I've
worked
to
engage
more
with
school
leaders
to
hear
directly
from
them
the
types
of
partners
who
are
the
and
the
types
of
groups
of
students
they
have
that
need
partners
that
are
specific
to
their
needs
and
cultural
background
and
have
started
to
do
more
solicitation.
H
For
instance,
girls,
inc
girls,
inc
of
lynn
has
been
brought
in
this
year
because
it
was,
they
were
highlighted
by
a
school
leader
as
an
organization
that
provided
services
they
were
looking
for.
He
is
me
another
local
organization
that's
been
brought
in
because,
specifically
because
a
school
leader
said
this
is
the
type
of
organization
that
I'm
looking
for
and
we
went
and
spoke
to
them
and
said
we'd
like
you
to
sign
up
as
a
partner
and
we'd
like
to
talk
about
you
with
other
school
leaders.
H
H
It
was
hard
to
keep
track
in
it
and
that's
one
of
the
reasons
that
we've
actually
instituted
the
partner
engagement
plan
where
we're
not
where
we're
having
public
meetings
every
month
and
saying
you
need
to
do
this
in
april,
so
that
you
can
start
in
september
and
in
april
it's
something
that
you
have
two
months
to
do.
It's.
It's
not
a
heavy
lift,
it's
not
something
that
you're
scrambling
around
and
need
to
find
three
staffers
to
put
together.
H
So
there's
that
as
well
also
on
the
hub
school
side,
which
I
know
that
counselor
flynn
asked
some
questions
on
earlier.
H
The
one
of
the
things
that
they're
doing
to
activate
partners
is
they're,
also
working
with
my
office
to
look
at
who
does
who
do
the
students
need
to
meet
their
needs
culturally
and
linguistically
in
a
school
and
we're
working
together
to
continue
to
solicit
those
one
area
that
I
think
that
we're
putting
particular
focus
on
is
haitian
creole
organ
organizations,
because
there
are
several
schools
that
have
significant
populations
of
haitian
creole
students
and
they
do
need
support.
So
that's
one
particular
focus
area.
Did
I
answer
your
question?
Yes,.
U
A
We're
I'm
afraid
we're
well
past
the
time,
but
we
will
do
a
second
round.
Okay,
all
right!
Thank
you.
All
right
next
up
is
counselor
edwards
counselor
edwards.
There.
You
are.
V
Hi,
thank
you
all
so
much
I
apologize
for
for
being
like
today.
I
just
wanted
to
make
sure
to
pop
in
to
specifically
talk
a
little
bit
about
my
district
and
how
some
of
your
investments
in
east,
boston
and
charlestown
are.
I
guess
I
would
first
like
an
update
on
east
boston
school
specifically
as
for
developing
and
growing.
V
O
I
apologize
counselor
the
the
updates
on
east
boston
schools,
just
in
in
general,
related
to
their
budgets
or
what
were
the
I
missed.
The
the.
V
My
question
makes
no
sense,
but
specifically,
I
know
you
had
mentioned
before
that
we
were
not
going
to
have
any
funding
cuts
from
our
school
budget.
Could
you
speak
a
little
bit
more
about
the
equity
and
access
and
dealing
with
ell
students,
and
if
there's
going
to
be
a
different
weighted
formula
specifically
for
those
students
to
help
fill
the
gap,
we
could
start
with
the
high
school
specifically.
O
A
great
question-
and
I
should
clarify
mention
that
there
were
a
number
of
schools.
There
were
a
handful
of
schools
throughout
the
city
that,
for
different
programmatic
purposes,
had
received
changes
to
their
budgets
and
look
like
budget
cuts.
One
of
them
is
the
umana
in
east
boston.
O
The
amount
is
going
through,
as
you
know,
they're
a
dual
language
spanish
school,
and
that
dual
language
program
has
been
rolling
up
each
year,
two
different
grades.
That
program
is
now
in
the
middle
grades
and
there
were
shifts
to
the
staffing
as
they've
sort
of
changed
from
the
larger
sort
of
k-8
to
a
more
specific
dual
language
school
in
terms
of
english
language,
english,
struggling
today,
english
language,
learner
programs.
O
We
have
maintained
capacity
going
this
year,
but,
as
you
know,
in
east
boston
in
particular,
we
have
seen
a
decrease
in
the
number
of
english
learners
over
the
last
few
years.
You
know,
there's
been
a
lot
of
conversations
around
immigration
patterns,
impact
of
potential
gentrification
in
east
boston.
O
What
we
have
done
is
maintain
the
programming
going
into
next
year
and
for
east
boston
high
school
as
they
build
out
their
7th
and
eighth
grades
to
be
a
712.
we're
starting
to
fund
the
capacity.
Before
we
see
the
enrollments
we're
working
with
principal
branch
forties.
We
had
a
school
branch
of
40
to
understand.
What's
the
program
he
wants
to
build
as
he
rolls
it
up
and
started
to
fund
it
not
on
a
wsf
basis,
straightforward,
but
more
on
sort
of
a
capacity.
O
What
do
you
need
until
the
enrollment
grows
up
and
the
last
thing
I'll
try
not
to
make
this
too
rambling
of
an
answer?
We
have
identified
different
challenges
regarding
weighted
student
funding
and
english
learner
services
in,
and
so
the
the
challenge
comes,
because
in
schools,
where
there
are
only
a
small
number
of
english
learners,
there
aren't
the
sort
of
return
to
scale
that
happens,
and
so
the
costs
exceed
what
weighted
student
funding
would
typically
provide
for
that.
O
O
And,
if
there's
a
shift
in
enrollment
in
the
fall,
we
then
fund
additional
positions
in
the
fall
to
meet
the
needs
of
english
learners,
and
there
is
a
sort
of
refresh
that
we
need
to
do
in
a
re-looking
at
how
we
fund
our
english
finder
programs
in
weighted
student
funding,
but
that's
a
long
term
project
and
we're
honestly
we're
trying
to
figure
out
in
all
the
major
commitments
we've
made
going
into
next
year,
where
our
wsf
refresh
really
fits
into
that
overall
priority.
Given
some
of
the
other
major
projects,
we're
moving
forward.
V
Well,
thank
you
and
I
I
do
appreciate
that,
because
I
do
think
that,
as
the
weight
of
student
forum,
we
may
have
fewer
english
language
learners.
It
doesn't.
I
think
that
I
think
the
investment,
though
in
learning
english
and
the
money
is
still
very
much
necessary.
So
a
reduction
in
numbers
of
students
doesn't
mean
that
we
should
necessarily
automatically
reduce
the
budget.
V
I
think
that
they're,
in
some
cases,
we're
finally
funding
ell
and
other
services
at
the
level
they
needed
to,
and
that's
not
for
the
lack
of
a
city
oftentimes,
that's
due
to
lack
of
state
funding
to
help
help.
I
I
wanted
to
talk
a
little
bit
about
food
access
and
food
insecurities.
You
may
know.
East
boston
had
the
highest
two
two
things:
the
highest
request
for
rent
assistance
and
the
highest
request
and
the
highest
amount
of
people
getting
food
access
and
food
insecurity.
Now
I
know
thank
you.
V
We
brought
up
the
myway
cafe
and
the
quality
of
food,
revamping
our
kitchens
to
make
sure
that
kids
had
access
to
quality
food.
But
have
we
learned
any
lessons
about
making
sure
that
how
schools
have
have
really
been
a
center
for
food
access
for
kids,
who
are
food
insecure
in
their
homes,
and
this
pandemic
really
highlighted
how
many
people
really
were?
In
short?
F
K
V
Problem
laura,
I
I'm
wondering
what
lessons
have
been
learned
from
this
pandemic
and
food
access.
Thank
you
again
for
your
leadership
on
my
white
cafe
and
really
helping
the
quality
of
the
food
and
you
kicked
it
off
in
east
boston.
I
know
I
was
there.
I
ate
it,
and,
and
so
there's
no
doubt
about
the
commitment
to
truly
health
healthy
living
for
our
kids,
but
what
we
saw
in
east
boston
was
a
disproportionate
amount
of
food
insecurity.
V
That
was
really,
I
think,
reflected,
and
so
we
know
it's
high
and
to
just
go
back
to
what
we
had
before,
which
I
believe
is
breakfast
and
lunch
in
the
in
the
schools
right
to
just
go
back
to
that.
Is
that
enough,
or
do
we
need
to
revamp
how
we
we
provide
food?
Is
there
going
to
be
a
dinner
program?
Is
there?
Are
we
going
to
continue
with
some
food
coming
from
from
what
you
call
from
from
our
schools?
I'm
genuinely!
K
Certainly,
lessons
for
us
is
creating
access
and
in
different
ways
in
learning
how
families
work
and
how
they
eat
is
what
I,
what
we've
continuously
learned
in
particular
access
is
not
just
limited
to
our
regular
schedules.
It
should
be
thought
about
how
families
are
able
to
come
to
us
as
well,
so
we
quickly
adapted
and
pivoted
to
make
sure
that
we
had
that
we
had
our
locations
were
open
in
the
evening
time
to
accommodate.
For
that
certainly
also,
no,
no,
knowing
that
families
can
it's
not
easy,
for.
K
We
may
think
it's
easy
to
get
to
our
sites.
It's
not
so
that's
where
we
were
able
to
deliver
meals
to
our
families
as
well
same
thing
in
reference
to
as
we
as
we're
continually
thinking
about
it
is
how
do
we
able
to
continue
to
capture
that
for
the
next
coming
year?
So
for
us?
It's
just
how
do
we?
We
do
have
a
supper
program,
so
we're
thinking
about
how
do
we
able
to
expand
that
we
do
have
so
how
do
we
expand
it
even
more?
K
So
it's
it's
an
opportunity
for
us
to
continuously
train
and
share
information
with
our
administrators,
about
opportunities
to
be
able
to
have
those
and
we're
hoping
with
the
new
rules
and
regulations
and
waivers
that
just
passed
that
they'll
go
into
the
after-school
programs
where
families
and
children
can
pick
up
the
meals
and
go
home
not
necessarily
have
to
stay
and
participate
and
eat
in
schools.
So
some
of
those
things
as
we're
learning
is
is
that
how
does
that
access
work
for
families
as
well?
As
you
know,
for
the
for
the
students
when
they
are
there?
K
Backpack
programs,
which
are
funded
and
supported
by
a
particular
grand
tourist,
so
other
opportunities
for
us,
is
to
be
able
to
continuously
share
the
information
that
we
learned
through
the
greater
boston
food
banking
survey
that
just
passed-
and
you
know
shared
that
you
know
the
the
food
insecurity
even
with
all
of
these
different
access
points,
whether
it's
through
pantries
and
you
know,
local
charities
and
our
school
meals,
and
even
with
the
pandemic
ebt
funds.
Food
insecurity
was
still
something
that
we
we
couldn't
address
with.
K
Even
with
all
of
this
access
point
so
for
us
is
to
work
with
our
communities
and
figure
out.
How
do
we
can?
How
do
we
as
us
a
place
of
trust
where
families
can
be
able
to
come
in
somewhere
that
they
know?
How
do
we
continuously
be
that
that
vessel
for
them
to
be
able
to
get
meals.
V
I
could
just
one
just
have
very
limited
I
have.
I
know
if
I
have
any
time
left,
it's
very
limited
and-
and
I,
if
I
have
any
the
you
can
maybe
respond
just
to
the
my
my
what
I
learned
in
this
pandemic
and
talking
with
teachers
talking
with
students
talking
with
parents,
is
how
whether
whether
they
were
before
or
not,
it
became
very
clear.
Schools
were
access
points
for
social
justice
for
resources.
Teachers
were
trying
to
get
their
kids
rent
assistance.
They
were
trying
to
prevent
evictions.
They
were
trying
to
get
them
fed.
V
They
were
trying
to
check
in
on
them
in
terms
of
whether
they
are
abused
it
was
like.
Teachers
were
put
on,
vps
was
was
sent
central
to
access
to
points
of
justice
and
safety,
and
so
that
is
a
huge
lesson
to
be
learned
and
I'm
wondering
beyond
just-
and
I
agree
with
the
counselors,
I
believe
in
having
more
access
points.
Are
you
have
you
thought
about
working
or
partnering
with
legal
services,
volunteer
lawyers,
project
or
any
other
organization?
V
That
could
be
a
referral
for
your
teachers
to
talk
to
if
they're,
if
they're,
finding
a
student
is
facing
an
eviction
and
doesn't
know
what
to
do.
I
mean
kids
are
telling
teachers
they're
telling
their.
You
know:
they're
yeah,
their
teachers,
their
coaches,
things
about
aspects
of
their
lives
and
how
what
is
beyond
bps.
You
know
this
individual
teacher
being
an
amazing
person
and
going
to
try
and
help
this
person.
Do
you
have
a
funneling
system
to
work
with
non-profits
to
help
them
and
that's
my
final
question.
O
Yeah,
I
would
just
I.
I
appreciate
you
sort
of
flagging
that
the
the
sort
of
central
role
that
the
schools
have
played
during
this
pandemic,
I
would
say
in
some
ways
exactly
what
you're
talking
about
is
what
the
superintendent's
vision
is
for
sort
of
the
hub
school
model,
and
you
know
what
we
have
seen
is
the
family
liaison
role.
O
That's
been
rolled
out
to
all
schools
for
next
year
is
meant
to
be
a
connector
somebody
who
can
provide
we've
seen
some
of
our
family
liaisons
go
above
and
beyond,
but
I
do
think
your
your
call
to
action
here
is
not
just
that.
It's
about
individual
heroes,
but
a
collective
system
that
responds
and
provides
information
and
services
to
to
families-
and
I
think
part
of
the
pilot
for
the
hub
schools
is
to
get
a
model
for
how
we
work
with
social
service
agencies.
How
do
we
work
with
non-profits?
O
How
do
we
connect
with
communities,
and
some
of
that
is
always
going
to
be
very
neighborhood
based
right?
The
services
that
are
in
east
boston
and
the
partners
that
are
in
boston
are
going
to
be
a
little
bit
unique
to
those
that
we
find
in
roxbury
and
roslindale.
That
is
just
the
nature
of
of
a
diverse
city,
but
what
we
want
is
a
consistent
expectation
for
how
does
families
get
resources?
O
The
only
two
things
I
was
just
going
to
add
to
laura's
answer
before
was
one.
We
also
learned
how
unbelievably
flexible
and
responsive
both
laura
and
the
entire
food
nutrition
services.
I
just
wanted
to
once
again
take
a
moment
to
just
recognize.
O
They
were
asked
to
constantly
change
their
service
delivery
model
and
laura
was
always
doing
it
with
an
unbelievable
smile,
and
I
think
we
also
learned
how
little
sleep
she
can
operate
under,
but
the
other
piece
of
that
is,
we
found
what
happens
when
the
community,
both
the
city
of
boston,
the
state
and
the
federal
government,
recognize
that
we
have
a
crisis
on
our
hands.
We
need
to
respond.
O
G
V
A
You
great
thank
you
so
much
counselor
edwards,
all
right
and
now
I'm
gonna
ask
my
questions
and
then
I
will
go
to
colleagues
who
have
a
second
round
so
counselors
flynn,
mejia
edwards.
A
Just
let
me
know
if
you
have
a
second
round,
so
I
guess
one
question,
and
this
is
maybe
for
dell
and
team
on
transportation
at
our
transportation
hearing
back
in
february,
we
did
talk
about
the
you
know:
the
need
to
issue
a
new
real
rfp
for
transdev,
the
fact
that
we've
been
operating
on
these
one-year
extensions
and
that
you
know
we
really
need
to
move
into
having
a
new
rfp,
that's
sort
of
better
suited.
A
It
gives
us
more
optionality
and
flexibility
and
kind
of
would
help
us
drive
the
kind
of
cost
savings
that
I
think
you've
heard
today.
All
of
the
council
wanting
and
that
I
know
many
folks
inside
have
been
trying
to
achieve.
So
I
just
we
didn't,
have
a
clear
update
in
february
on
where
we
were
with
that,
except
that
there
was
a
process
underway
to
design
such
an
rfp.
So
can
you
give
us
an
update
on
where
we
are.
W
W
We
believe
this
is
one
of
the
most
important
opportunities
that
we
have
to
create
positive,
long-term
change
for
our
students,
especially
because
the
next
contract
will
likely
last
for
five
to
ten
years.
One
thing
to
note,
though,
is
that
the
contract,
even
if
we
swish
vendors,
doesn't
change
the
collective
bargaining
agreements
that
we
have
with
three
unions
that
are
technically
employed
through
our
bus
operator
contractor.
So
this
is
one
thing,
that's
important
for
budgetary
reasons
and
also
for
personnel
reasons.
W
So
I
so
right
now.
What
we're
doing
actually
is
we're
in
the
process
of
procuring
an
external
vendor
to
help
support
research
and
development
into
how
into
how
to
best
structure
and
draft
this
contract
for
bid,
and
the
reason
for
this
is
because,
based
on
the
experience
over
the
last
seven
years,
we
now
realize
there
are
multiple
portions
of
the
current
contract.
W
I
don't
know
I
want
to
say
kind
of
game
playing,
but
it's
it
can
be
a
tricky
space
in
order
to
actually
solicit
the
best
possible
bids,
because
it's
easy
to
kind
of
build
in
losses
into
what
you
actually
bid
for
the
contract.
So
if
they
say
you
know,
you
have
an
incentive
structure,
you
might
say
you
know.
W
If
the
downside
risk
is
this,
but
they
might
try
to
actually
game
that
by
saying
like
we'll,
just
increase
the
price
of
what
we've
bid
for
the
contract,
so
there's
a
lot
of
sort
of
things
that
we're
thinking
about
with
regards
to
actually
how
to
structure
the
contract.
It
said
itself.
The
last
thing
I'll
say
on
this
is
that
we
do
believe
that
bps
should
take
the
one-year
renewal
option
for
this
upcoming
school
year.
W
We've
been
thinking
about
this
for
a
while,
and
the
reason
is
because
we
are
just
coming
out
of
the
public
health
pandemic,
and
we
feel
strongly
that
this
is
not
the
time
to
create
another
big
change
for
our
students
and
families.
Changing
operators
is
a
huge
deal
and
we
have
to
get
it
right,
and
so
rushing
into
that
for
this
upcoming
school
year
is
not
the
answer.
However,
we
really
want
to
make
sure
that
the
students
still
get
the
service,
the
level
of
service
that
they
need
and
require.
W
So
we
are
actively
working
with
transdev
to
make
sure
they're
building
on
the
successes
that
they've
achieved
in
the
last
months
to
make
sure
there's
a
smooth
transition
for
this
upcoming
school
year.
But
we
are
indeed
trying
to
work
towards
having
a
bid
coming
out
this
winter
so
that
we
have
options
coming
into
the
following
school
year.
W
Yeah
councillor
black,
I
appreciate
that
the
tricky
thing
here
is
actually
the
cycle
starts
in
july,
so
the
contract
ends
june
30th
and
so
one
of
the
things
and
that's
part
of
why
we
are
thinking
towards
the
next
cycle,
because
the
transition
point
would
be
for
july,
1st
in
2022.
A
And
I
I
get
that
right
and
I
shouldn't
have
said
technically
right.
I
understand
that
we
would
procure
somebody
for
the
first
of
july.
I
just
think
that,
with
the
amount
of
like
the
to
your
point,
the
number
of
things
that
the
school
department
would
have
to
put
in
place
in
order
to
switch
transportation
vendors
effectively
and
not
have
it
be
felt
in
september.
A
It
just
feels
like
I
would
hate
a
situation
where
we're
putting
out
a
winter
rfp,
and
then
you
know
there
was
some.
There
was
some
hiccup
that
somebody
realized
late
and
then,
instead
of
going
out
january,
it's
going
out
february
and
now
we
and
then
oh,
we
only
got
one
response
and
we're
not
happy
with
that.
So
then
we
extended
the
time
and
like
suddenly
it's
like
it's
like
april,
and
we
haven't
selected.
W
I
think
I
understand,
and
actually
I
appreciate
that,
because
this
was
something
that
we
were
talking
about
with
nate
cooter
and
also
the
leadership
team
is
a
very
good
push.
We
are
actually
trying
to
be
realistic.
Just
to
be
honest,
we
would
like
to
try
to
pull
it
up
if
we
can.
W
There's
no
reason
in
our
mind
that
we
wouldn't,
if
we
have
the
ability
to,
I
think,
when
we
thought
about
and
mapped
out
the
process
steps
with
the
head
of
business
services
at
bps,
we
were
able
to
see
that
I
think
that
winter
was
realistic,
given
where
we
are
and
the
amount
of
research
that
we
want
to
do.
W
Where
part
one
is,
we
just
have
to
make
sure
that
transdev
and
bps
deliver
the
service
that
the
students
require
and
need
at
any
given
time.
So
that
no
matter
what,
if
we
have
to
renew,
if
we
don't
have
to
renew
they
get
the
service
that
they
require
under
the
current
contract
and
then
second,
I
think
we
want
to
make
sure
that
we
get
the
contract
out
this
year
and
do
it.
W
If,
as
you
say,
you
know
counselor
box
something
happens
and
we
don't
get
good
bids
or
something
like
that,
then
we
actually
still
have
one
more
fallback
plan
with
another
option
to
renew.
But
what
we
want
is
not
to
be
in
the
same
situation
again
where
we
don't
have
that
optionality
coming
into
the
january
time
frame
next
year,.
A
Well,
you
know
shoot
for
the
moon,
but
but
like
at
least
we
should
be
able
to
switch
the
contractor
by
july.
1St
2023,
like
I
just
think
that
I
just
think
we
have
to
do
better
than
that
like
and
I'm
not
saying
again,
and
it's
not
again,
it's
not
as
you've
pointed
out,
it's
not
necessarily
about
switching
the
contractor,
but
it
is
about
switching
the
terms
on
which
we
do
this
business.
So
I
just
I
sort
of
want
to
underscore.
A
A
It
feels
like
ancient
history
now,
but
when
the
globe
changed
its
delivery,
vendor
right
and
like
you
just
the
last
thing
you
all
would
want
is
a
situation
where
we're
sending
kids
back
to
school
and
we've
got
weeks
at
the
beginning
of
september,
where
nobody's
routes
are
running
effectively
or
on
time.
So
I
I
get.
This
is
a
really
sensitive
thing.
A
I
just
think
that
it's
also
an
enormous
10
of
our
budget
thing
and
and
and
it
would
be
easy
for
us
to
sort
of
like
just
sort
of
stand
at
the
edge
of
the
pool
indefinitely.
So.
O
If
I
could
counsel
black,
I
just-
and
I
appreciate
the
the
comparison
to
the
globe
just
when
we,
when
we
switched
from
first
student
to
trans
dev
at
the
start
of
this
contract.
There
was
a
lot
of
frustration
with
the
the
vendor
at
the
time,
because
on-time
performance
was
so
poor.
It
was
an
incredibly
favorable
financial
contract
to
us,
but
it
didn't
have
any
performance
incentives
in
it.
So
first
student
was
losing
a
lot
of
money
on
our
contract
and
we
weren't
getting
results.
O
So
they
put
the
contract
out
to
bid
in
the
hopes
of
doing
a
couple
things
one
incentivize
people
to
break
up
our
instruct
our
trans,
our
transportation
contract
into
three
zones,
so
that
we
could
have
three
different
vendors
competing
within
the
city
and
then
also
put
in
performance
incentives
for
the
first
time.
A
lot
of
those
things
didn't
work
and
our
cost
shot
up
that
year,
because
when
the
bids
came
in,
all
the
costs
came
in
much
higher
than
what
our
prior
contract
had.
So
I
think,
angela's
point
about.
O
What
we
want
to
do
is
the
the
timelines
that
she
laid
out
for
you
are
conservative,
meaning
we
feel
extremely
confident
we're
going
to
hit
those
timelines
for
next
year.
We
also
will
work
and
I'm
sure,
india
on
day
50
is
already
thinking
about
how
to
accelerate
that
rfp
timeline,
but
what
we
don't
want
to
do
and
the
research
is
the
part
of
this.
O
What
we
want
to
do
is
design
this
well,
because
if
we
don't
get
it
right
and
we
don't
get
the
bids
in,
we
are
going
to
renew
for
the
10th
year,
which
I
can't
imagine
what
this
hearing
will
be
like
next
year,
when
we
do
that,
because
you're
right,
we
do
recognize
the
urgency,
and
I
appreciate
the
urgency,
because
we
want
to
make
reforms
through
this
transportation
contract,
but
and
again,
I'm
a
little
bit
taking
angel
off
the
hook
because
she's
she's
she
left
off
part
of
her
title.
O
A
Great
no
and
I
and
I
wanted
to
be
yes,
a
very
well
designed
well-researched
rfe.
I
just
think
we
need
to
marshal
whatever
we
need
to
marshal
to
make
that
happen
as
as
quickly
as
possible.
But
I'm
grateful
to
you
all.
That's
definitely
my
time.
So
I
will
go
back
and
check
on
colleagues
for
second
round
questions.
Counselor
flynn
did
you
have
any
second
round
questions.
I
Thank
you.
Thank
you.
Council
book
just
wanted
to
follow
up
on
some
of
the
schools
in
in
my
in
the
other
parts
of
my
district
as
well
in
south
boston,
including
the
condon,
the
the
perkins,
the
the
old
gavin
they're,
located
practically
in
the
public,
housing
developments
and,
and
certainly
the
perry
as
well.
But
do
you
guys
have
a?
Can
you
give
me
an
update
on
on
those
four
schools,
any
challenges,
any
issues
that
we
need
to
know
about
during
this
budget
process.
O
The
yeah,
as
you
know,
the
perry
has
gone
through
the
transition
they're
one
of
our
first
schools
to
go
from
being
a
k-8
school
to
a
k-6
school,
and
that
was
as
a
single-strand
k-8.
They
were
having
a
hard
time,
maintaining
a
robust,
seventh
and
eighth
grade
program
and
that
transition
is
now
complete
going
into
next
year.
O
The
condon
school
continues
to
be
one
of
our
more
popular
schools
in
south
boston.
As
you
know,
a
lot
of
different
programs
and
there's
no
significant
changes
happening
at
the
condon.
You
mentioned
the
gavin
building
the
gavin
building
is
the
home
of
up
academy
boston.
They
are
one
of
our
stand-alone
middle
schools.
O
O
Yet
we
will
continue
to
work
with
up
the
up
education
network
and
their
team
around
what
will
be
the
future
of
that
school.
Obviously,
it
doesn't
happen
unilaterally
as
a
horseman
charter
school,
they
have
a
lot
more
control
over
their
programming
and
the
state
has
a
lot
more
control
over
their
their
grade
span
and
programming
as
well.
So
those
are
the
the
updates
on
those
are
the
three
schools
you
mentioned
correct.
I
didn't
know
from
this
point.
O
In
the
other,
so
exactly
right,
we
have
a
we
have
committed
in
in
all
of
these
standalone
middle
schools
to
continue
to
use
them
as
bps
space.
I
would
also
note
that
we
have
a
lot
of
work
to
do
with
the
up
community,
so
it
may
not
be
that
they
vacate
that
space,
though
you
know,
as
we
think
about
what
are
the
other
712
options.
What
is
the
future?
I
know
that
many
of
the
students
in
the
up
academy
network
are
in
dorchester,
but
I
don't.
O
O
The
op
gavin,
as
you
know,
is
one
of
our
bigger
buildings,
particularly
in
south
boston
and
future
uses
of
that
building
could
be
swing,
space
for
major
construction
projects
in
the
downtown
area,
a
future
site
of
a
k-6
school
or
expanded
space
for
any
of
the
construction
projects.
That
would
help
facilitate
modernizing.
O
All
of
the
buildings
in
south
boston,
you
know
the
tynan
and
the
perkins
perry
all
those
schools
could
use
modernizing
content
as
well,
and
so
we
need
to
be
thinking
about
all
of
our
buildings,
as
how
does
it
help
us
get
to
a
place
where
we
have
excellent
school
buildings
for
all
of
our
communities
in
all
of
our
neighborhoods.
I
Thank
you,
nate
nate,
how's
how's.
You
know
one
time
south
boston,
high
school
was
was
three
schools,
monument
excel
and
yeah
odyssey
monument,
excellent
odyssey,
and
then
can
you
talk
a
little
about
what's
happening
now
at
south
boston,
high
school.
O
Yeah
as-
and
I
think
this
is,
this
has
been
the
subject
of
some
recent
articles
to
the
sort
of
history
of
of
high
school
reform
in
boston.
The
large
comprehensive
high
schools
that
were
neighborhood
based
were
split
up
as
part
of
the
gates
funded
initiative,
small
schools,
movement
and
so
south
boston.
High
school
was
then
split
into
three
learning
communities.
O
Obviously
with
west
roxbury
academy
and
urban
science
in
the
west,
roxbury
education
complex
being
an
example
and
excel
high
school
of
those
three
excel
high
school
is
the
only
high
school
still
remaining,
and
we
have
seen
declines
overall
in
high
school
enrollment
and
excel
is
certainly
not
separate
from
that,
and
there
is
a
change
in
leadership
at
excel
for
next
year
and
jerelyn
john,
who
actually
was
here
in
the
finance
team.
O
For
a
little
bit,
we
got
to
leverage
a
lot
of
her
knowledge
is
now
his
interim
ahead
of
school
over
there
for
the
spring.
Those
are
some
of
the
changes
coming,
but
we
plan
to
come
back
to
the
school
committee
in
the
fall
with
an
update
on
sort
of
our
high
school
planning.
That
will
both,
as
I
mentioned
earlier,
relates
to
the
high
school
athletics.
O
What
is
our
our
vision
for
the
high
school
portfolio
overall,
and
what
are
some
changes
that
we
expect
to
make
one
of
the
things
that
we
think
will
help
a
school
like
excel
is
a
7
to
12
expansion,
so
they
can
start
to
stabilize
their
enrollment
and
gain
students
in
seventh
grade
and
attract
more
families
into
the
system.
So
those
are
updates
that
you
should
expect
to
see
us
coming
back
with
in
the
fall
for
community
conversations.
I
Okay,
yeah
yeah
nate.
I
know
monument
excel
at
south
boston
high
that
there's
so
much
space
in
the
building
for
something
you
know
to
bring
more
students
on
board,
I'm
just
thinking
out
loud
mate.
You
know
the
money
the
gates
foundation
gave
to
the
bps
to
incorporate
to
break
down
the
schools
into
specific
designs,
such
as
monument
with
the
focus
on
public
safety
or
odyssey,
with
the
focus
on
science
of
biology
or
chemistry
excel
similar
that
system.
O
I
think
that's
accurate,
I
mean
we
have.
We
have
at
the
same
time
gone
through
charter
commonwealth
charter
expansions,
so
I
think
there
there
are
multiple
things
that
have
happened
to
high
schools
over
the
last
decade
or
so
one
was
a
small
schools
movement
which
was
an
unsuccessful
academic
intervention.
O
The
second
was
the
rollout
of
commonwealth
charter
schools
at
the
high
school
level,
which
has
decreased
the
share
of
students
that
are
enrolling
in
boston,
elder
schools,
and
the
third
is
the
demo.
The
broader
demographic
shifts,
the
current
class
of
of
college
freshmen,
those
that
were
seniors
that
graduated
last
year
was
the
largest
class
that
we
had
as
the
last
of
the
large
sort
of
bubbles
of
classes
moving
through
the
system
and
so
we're
now
at
a
period
of
adjusting
to
the
number
of
students
in
high
school
overall.
O
So
it's
been
both
increased
competition,
some
some
ill-advised
strategy
and
then
some
broader
demographic
trends,
and
so
what
we
need
to
do
as
a
district
is
figure
out.
What
is
our
response
to
that
and
how
do
we?
How
do
we
use
this
opportunity
with
the
400
million
coming
in
and
federal
relief,
as
we
start
to
reimagine,
to
make
some
investments
to
set
our
system
up
in
perpetuity
to
be
a
better
match
to
what
our
students
need
and
what
our
families
expect.
I
My
final
question
is:
if
a
student
is
in
high
school
and
that
high
school
doesn't
have
a
particular
sport
that
the
student
may
want
to
play.
Does
that
student
have
the
opportunity
to
go
to
another
not
go
to
but
play
on
another
team
at
a
nearby
public
high
school?
How
does
how
does
that
process
work?
I'm
just
I'm
just
curious
about
that.
P
We
have
pre-established
cooperative
agreements
with
schools,
typically,
it's
a
larger
school
that
that
may
host
a
sport
or
two
schools
in
geographic
geographic
region
region.
That
would
work
with
each
other
to
feel
the
team
to
to
have
the
opportunity
for
both
schools,
but
in
all
those
situations,
it's
not
done
on
the
fly,
it's
something
that
the
schools
should
be
are
knowledgeable
of
and
and
everyone
involved
should
be
knowledgeable
of
in
terms
of
where
they
pursue
the
opportunity.
P
Some
of
our
sports,
the
you
know,
the
hockeys,
the
tennis's
cross
country,
where,
where
some
of
the
participation
isn't
that
strong
or
a
city-wide
situation
where
we
pull
in
you
know,
if
a
student
at
any
of
the
schools
was
interested
in
participating
in
this
in
the
sport,
they
could
go
to
one
school,
but
in
other
sports,
a
basketball
football,
a
soccer
and
maybe
one
or
two
schools
working
together
to
have
the
opportunity
to
participate.
P
So
if
there's
a
specific
question
or
specific
need
from
a
from
a
school,
we
can
work
to
point
them
in
the
right
direction.
I
P
Yeah
swimming
is,
is
actually
one
that
that
lies
under
the
radar,
but
there
are
three
swimming
teams
or
excuse
me,
four
swimming
teams
in
the
city,
the
three
exam
schools
in
east
boston;
so
and
one
that's
growing,
we're
looking
to
get
more
people
involved.
I
You
know,
especially
at
the
at
the
young
ages,
in
in
grade
school,
does
bps
have
a
program
where
you
work
with
bcyf,
especially
to
get
kids.
You
know
comfortable
with
the
water
teach
them
the
safety
and
health
and
the
water
issues,
but
also,
I
I
think
it's
critically
important
for
communities
of
color
students
to
be
exposed
to
the
water
and
to
learn
safety
swimming
swimming
lessons.
Basically,.
P
You
know
within
pps
that
that
work
with
bcyf
that
have
the
pools
and
the
ability
to
teach
the
lessons.
So
I
think,
as
we
kind
of
move
forward
with
that
and
there's
opportunities
that
present
themselves,
we
should
work.
You
know
in
a
collaborative
effort
to
make
sure
that
the
school
communities,
as
well
as
the
the
neighborhood
communities,
understand
the
the
opportunities
and
availability
of
lessons.
P
I
Thank
you,
council
block.
I
have
no
further
questions
just
want
to
say
thank
you
to
the
bps
team
here,
especially
avery.
Those
comments
were
were
excellent
about
swimming
the
importance
of
swimming,
so
I
want
to
say
thank
you
and
I'll
continue
to
work
with
you
guys
and
and
with
the
bcyf
team.
A
Great,
thank
you
so
much
counselor
flynn,
next
up
counselor
mejia
thank.
U
You
I
just
have
some
follow-up
questions,
mr
taylor,
I'm
going
back
to
you
now
just
so
you
know
coming
in
again,
I
have
some
questions
about.
I'm
still,
you
know
I
earlier
the
superintendent
opened
up
with
the
whole
idea
of
the
importance
of
building
trust
and
how
difficult
it
is
to
do
just
that,
and
you
know,
we've
heard
from
a
lot
of
folks
in
the
community
regarding
madison
park,
who
really
do
believe
that
you
know
they've
made
some
really
great
gains,
and
so
I'm
just
curious
in
terms
of
what
the
tension.
U
What
what
role
has
the
community
played
in
helping
to
inform
some
of
these
conversations
and
then
I'm
just
curious?
If
performance
is
an
issue
for
madison
park,
it
just
there
seems
to
be
a
disconnect
as
to
if
the
performance
is
a
problem,
then
we're
we're
going
to
be
promoting
the
current
leader
into
a
district-wide
position.
There
just
seems
to
be
somewhat
of
a
disconnect
there.
U
So
if
you
could
help
us
understand
that,
and
then
I'm
wondering
if
there's
a
report
that
goes
to
that,
can
talk
to
madison
park
and
and
how
it's
been
doing
and
if
there
isn't
a
report,
I
I
think
that
it
would
be
helpful
for
us
to
have
a
better
understanding
of
the
performance
discrepancies
that
we
have
been
naming
in
regards
to
madison
park.
So
that's
just
something
that
I'd
like
to
throw
out
there.
U
I'm
interested
in
hearing
the
question
that
I
asked
in
regards
to
sexual
assaults
in
boston's
public
schools,
as
an
issue
that
was
raised
during
our
last
hearing,
and
so
just
kind
of
like
would
love
to
hear
a
little
bit
about
what
is
being
done
to
address
that
I
mean.
I
know
that
we've
been
remote,
but
I'm
just
curious
now
that
we've
transitioned
back
into
schools.
What,
if
anything,
are
we
hearing
and
then
the
last
question
is
you
know
we?
U
We
launched
a
initiative
in
our
office
around
food
insecurity
to
create
culturally
competent
foods
to
our
constituents,
and
I'm
curious.
You
know
a
lot
of
folks.
A
lot
of
students
are
always
complaining
about
the
boston
public
school
lunch
and
particularly
my
daughter
all
day
every
day
and
so
nate,
and
I'm
sure
you
hear
the
same
thing
from
your
kids
and
so
I'm
curious.
What?
U
If,
if
any
opportunities
exist,
to
look
at
ways
that
we
can
contract
our
our
local
vendors
and
and
and
restaurants
right
in
our
neighborhoods,
to
be
able
to
provide
more
culturally
competent
foods
right
here
in
our
in
our
neighborhood.
So
those
are
just
three
questions
that
I'd
like
some:
some
clarity
around
yeah.
L
So
I
do
know
that
the
superintendent
and
the
school
superintendent
linda
mcintyre
and
elliot
bergeron,
the
high
school
superintendents,
have
been
meeting
with
the
madison
community
over
the
past
two
years.
So
I
know
they've
been
working
closely
with
the
madison
park
school
community
and
have
made
decisions
based
on
some
of
those
meetings,
as
it
relates
to
some
of
the
performance
issues
for
specific
individuals.
I
I
can't
speak
to
that.
I
my
team
is
only
involved
as
it
relates
to
staffing
and
and
working
with
them
to
to
put
together
a
search.
L
L
I
don't
know
all
the
specifics
that
they're
trying
to
to
solve
there,
but
but
I
do
know
that
they
they
have
been
meeting
on
a
regular
basis
with
the
community
and
and
they
have
the
community
involved
in
the
as
it
relates
to
school
side.
Council
and
personnel
subcommittees
in
the
hiring
process,
so
they
are
working
with
the
community
and
several
community
groups
that
that
are
tied
into
madison
pretty
heavily
in
order
to
select
a
new
leader.
U
Okay,
so
then
I
guess
what
what
about
any
performance
not
towards
the
individual
but
just
in
general
performance
outcomes
for
madison
park?
Can
you
can
you.
L
I
think
I
can
connect
you
with
the
school
superintendents
and
they
can
talk.
They
can
give
you
more
specifics.
I
certainly
can
have
london
mcintyre
the
the
high
school
superintendent
that
supervises
madison
park
to
talk
to
you
about
those
kinds
of
things.
I
do
know
that
they
want
to
really
really
expand
some
of
the
partnerships
and
and
really
get
kids
into
some
of
the
shops
and
things
connected
to
the
communities
around.
L
U
All
right
awesome,
because
I
do
agree
that
I
believe
that
madison
we
should.
We
should
have
a
world-class
vote
tech
everybody
should
be
looking
to
us
and
with
all
the
resources
that
the
city
of
boston
has
at
its
disposal,
there's
no
reason
why
madison
shouldn't
be
getting
all
the
love
that
they
deserve.
So
I
know
I
keep
every
hearing
that
I
go
to.
I'm
always
talking
about
madison
park
only
just
because
I
know
just
it's
just
a
gem
and
I'm
trying
to
protect
it
as
much
as
possible.
L
I
do
know
they.
The
the
whole
purpose
of
them.
Pursuing
a
new
leader
is
to
expand
and
get
our
kids
off
into
those
vocal
tech
areas
as
it
relates
to
career
career
pathways.
Hopefully,
our
kids
can
come
out
of
their
licensed
and
ready
to
go
right
into
the
workforce,
so
yeah.
U
Absolutely
thank
you
for
that.
So
can
any!
How
can
we
talk
a
little
bit
about
the
small
opportunities
to
break
up
the
contracts
for
food
vendors
and
create
more
opportunities
for
small
businesses
and
restaurants,
to
kind
of
be
able
to
provide
our
students
with
culturally
competent
foods
that
they
will
actually
eat.
K
So,
thank
you,
counselor
mejia.
For
that
great
question.
I
do
want
to
make
sure
I
go
back
and
answer
your
for
your
question
beforehand
regarding
food
services,
staff
and
salaries,
so
our
average
salary
for
part-time
workers,
which
is
anywhere
between
four
hours
and
seven
hour.
Employees,
their
starting
pays
at
least
starts
at
fifteen
dollars
and
sixteen
cents.
But
it
also
varies
based
on
how
many
years
and
if
they
have
any
experience,
so
it
averages
about
about
17
000
per
year.
K
But
it's
between
september
and
june
that
we
that
they
are
paid
during
the
summer
they
they
are
not
paid
for
part-time
works
for
our
food
services
managers,
their
average
salary,
starting
at
depending
on
how
many
people
they
supervise
about
711
711
dollars
a
week.
So
it
averages
anywhere
between
37,
000
and
43
000
a
year
again,
depending
how
many
people
they
supervise
and
they
are
paid
year
round.
K
So
the
salary
information
that
we
shared
regarding
the
125
positions,
it's
actually
based
off
of
the
hours
the
employee
works,
as
well
as
how,
when
we
roll
out
the
school.
So
if
the
school
is
not
going
to
start
their
new
cafeteria
until
december,
we
probably
wouldn't
be
hiring
them
until
october,
so
for
training
purposes.
K
But
in
reference
to
your
question
regarding
culturally
competent
food
and
opportunities
to
contract
for
for
smaller
locations-
and
certainly
we
are
always
open
to
those
opportunities.
I
think
for
us
we
always
for
in
food
services.
We
are
a
monster
of
a
of
a
of
a
service
because
we,
you
know,
have
125
locations.
K
But
we
certainly
are
open
to
working
with
other
with
companies.
Local
restaurants
and
and
opportunities
to
be
able
to
get
ideas
and
recipes
so
that
we
can
be
able
to
use
our
own
internal
workforce
as
well
to
be
able
to
make
these
meals.
But
I'm
we
are
always
changing
our
processes
so
that
we
can
be
able
to
focus
on
different
ways
that
we
can
be
attractive.
But
we
also
know
our
our
volume
is
also
sometimes
can
be
limiting
for
smaller
for
smaller
companies.
K
U
I
think
that
I
I'm
encouraged
by
that,
but
I
also
think
that
that's
where,
when
we
think
about
closing
the
wealth
gap,
when
we
think
about
all
of
the
issues
around
everything
that
we
talk
about,
it's
just
really
thinking
outside
the
box
and
creating
as
many
opportunities
to
be
able
to
support
small
businesses.
K
I
was
just
going
to
say
if
there
are
companies
or
restaurants,
that
you
have
spoken
with
we're
more
than
happy
to
have
conversations,
because
that's
also
how
we
learn
as
an
operation
to
be
able
to
expand
based
on
what
we
know
and
what
we've
done
in
the
past
and
we're
constantly
learning
and
making.
U
Yeah
yeah,
so
even
if
we
do
this
on
a
regional
scale
and
yeah,
so
the
last
question
around
sexual
assaults
in
the
boston
public
schools
just
curious.
If
there's
now
that
we're
transitioning
back
kind
of
just
wanted
to
just
get
ahead
of
this
as
a
concern,
because
we
heard
it
last
year
during
our
public
hearings
and
just
kind
of
wanted
to
see
superintendent
coakley.
What
what
you
know,
what
you've
heard
and
how
are
we
getting
ahead
of
it?.
S
Thank
you
for
the
promotion
very
nice
to
see
you
again
councilwoman,
I'm
here
on
the
numbers
for
sexual
assaults.
Those
incidences
are
mandated
reporting
instances
they
do
fall
in
in
the
line
of
our
new
reporting
policy
report.
Writing
policy
and
those
reports
go
directly
to
bpd.
S
So
my
officers
are
not
writing
any
reports
on
sexual
assaults.
We
do
a
follow-up
intraoffice
report
just
to
document
the
number
of
reports
that
actually
come
through
through
safety
service.
Sorry,
but
we
also
have
a
tremendous
partnership
with
andrea
amador
in
the
behavior
health
which
which
focus
on
the
trauma
response
to
those
calls.
S
I
don't
have
a
specific
number
on
the
sexual
assault
reports
that
actually
come
in,
because
I
really
would
have
to
collaborate
with
bpd
on
those
numbers
because
they
go
like
I
said
directly
to
bpd,
to
have
a
designated
police
officer
that
comes
in
and
actually
does
the
reports.
So
I'd
be
I'd
like
to
collaborate
with
them.
First,
before
I
give
a
specific
number
out
and
then
we
could,
I
could
follow
up
that
in
in
in
the
question
box,
afterwards:
okay,
but
definitely
andrea
amador
in
her
behavior
health
team.
S
We
do
follow
up
on
every
incident
that
comes
through
sexual
assault,
sexual
assault,
bpd.
Just
from
my
former
life
I
know
have
a
very
detailed
process
in
which
they
deal
with
victims
and
victim
advocacy
program.
Also
with
that,
so
we're
going
to
be
working
on
collaboratively
in
the
upcoming
year,
but
we've
been
supporting
them
on
the
report
process
through
bps.
U
Thank
you,
and-
and
this
one
last
thing
I'll
say,
is
that
I
did
swim
swimming
classes,
so
I
do
appreciate
counselor
flynn
advocating
for
swim,
even
though
I
didn't
learn
how
to
swim.
But
it
was
nice
to
have
a
pool.
It
was
nice
to
have
art.
It
was
nice
to
have
home
mac.
U
It
was
nice
to
have
a
lot
of
things
and
I'm
just
really
concerned
that
every
single
year
we
continue
to
increase
the
budget,
but
I
just
don't
see
the
the
return
on
our
investment
in
terms
of
just
just
basic
services
for
our
students,
and
so
I'm
really
do
I'm
really
hoping
that
we're
really
thinking
about
how
we're
utilizing
the
dollars
that
we
get
and
making
sure
that
every
single
dollar
is
reflected
in
in
the
classroom
and
supporting
a
whole
child
education.
U
A
Great.
Thank
you
so
much
counselor,
michael
counselor,
edwards.
V
Hi,
I
just
want
to
follow
up
on
some.
I
just
I'll
just
list
all
my
questions
and
then
you
guys
can
answer.
I
appreciate
the
the
information
about
athletics
in
our
athletic
program.
I
was
wondering
what
bps's
policy
is
for
trans
kids,
especially
yeah
in
general.
What
what's
the
policy
for
trans
kids?
V
I
saw
some
of
the
information
about
the
workforce
policy
and
work
leave,
and
I
you
may
be
aware
that
in
city
council
we're
working
on
updating
our
parental
leave
policy,
specifically
for
loss
of
pregnancy,
and
I
I
think
in
talking
with
btu,
there
wasn't
a
real
clarification
as
to
whether
teachers
had
equivalently
policies
as
other
city
workers.
V
V
I
also
wanted
to
know
in
terms
of
your
partnership
agenda
the
the
streamlining
and
access
to
it
looked
like
it
was
kind
of
job,
preparation
and
or
just
exposure
to
different
opportunities
and
making
sure
that
kids
had
public-private
partnership
relationships
and
I've
seen
right
now
in
my
district,
some
schools
are
better
than
others.
V
What
is
the
equitable
understanding?
Are
you
going
to
have
bps
kind
of
contract
or
work
with
a
large
organization,
so
that
and
then
all
schools
have
access
to
that
particular
organization
and
partnership
for
internships,
for
whatever
it
is
or
are
we
going
to?
If
one
school
manages
to
get
a
contract
for
partnership?
V
The
portal?
That's
up?
I
I
really
appreciate
that.
Every
year
I
have
the
same
family,
the
same
problem
when
busing
starts
her
child
is
always
left
behind
forgotten
on
the
bus.
Sometimes
they
forget
he's
on
the
bus
and
every
it's
every
year
like
clockwork.
I
know
that
school
started,
because
I
have
a
call
from
lisa
milara
about
her
son
and
the
bus
and
issues.
So
this
portal,
that's
up,
are
we
going
to
be
able
to
live
track
and
actually
see
where
the
buses
are
online
or
in
real
time?
L
So
we'll
answer
your
leave
question.
First
I'll,
have
my
deputy
chief
human
capital
officer,
ray
ketchins?
My
expert
on
leads.
E
Thanks
for
the
kind
words
out,
so
we
have
you
know.
One
of
the
things
you
mentioned
about
is
the
btu
contract
consistently,
even
with
our
lead
policy,
and
the
short
answer
is
no-
and
we
know
that-
and
we
have
a
lot
of
work
to
do
to
partner
with
the
btu
to
make
it
consistent,
and
that
is
one
of
the
big
things
that
we're
bringing
to
the
table.
E
The
next
round,
we'd
like
to
make
consistency
with
leaf
policies
and
collective
bargaining
contracts
for
every
unit,
not
just
the
btu
that
is
what's
inconsistent
and
using
language
that
is
consistent
for
same-sex
couples,
birthing
and
non-birthing
parents
there's
a
lot
that
we
need
to
do
to
get
this
outdated
language
caught
up
to
2021
and
really
serve
our
workforce.
The
way
it's
supposed
to
be
so
we
know
that
there's
a
lot
of
work
to
do.
E
I
think
we
use
the
policies
that
are
put
forward
by
the
city,
councilors
and
other
lawmakers
to
guide
what
we
do.
It
doesn't
automatically
trickle
over
because
we
just
have
a
lot
of
other
layers,
conflicting
that
would
sort
of
prevent
that
from
automatically
triggering.
But
we
do
use
the
work
that
of
this
team
in
this
body
to
inform
what
we
can
put
forward
and
do
so.
That's
the
the
short
answer
is
we're
not
there
yet
we
hope
to
get
there
in
the
next
year
or
so
or
two
years.
E
I'm
not
sure
how
long
it's
going
to
take
us,
but
we
do
have
intentions
to
try
to
make
some
cohesion
amongst
all
of
our
collective
bargaining
units.
To
give
you
know,
equal
rights
for
parental
leave,
not
just
maternity,
which
I
think
has
been
something
that's
been
inconsistent
for
quite
a
while
for
us.
V
What
I
would
note
that
consistency
would
just
not
just
be
with
the
city.
I
mean
if
you're
still
using
those
terms,
you're
inconsistent
with
state
law,
correct.
I
would
inconsistency
with
state
law,
meaning
not
legally
compliant.
You
know,
if
you're
still
using
those
terms,
so
I
would
encourage
you
not
to
wait
in
the
next
year
or
so
to
become
consistent
with
state
law.
You
also
have
parental
leave
and
status
is
apparent
as
a
projected
class
in
your
city
charter
under
the
hrc.
V
P
V
Thank
you
and
then
with
the
live
tracking
of
the
buses.
W
Yep
this
is
angela.
I
can
speak
to
that.
So
I
think
two
things
in
response
to
your
question.
The
first
is,
I'm
very
sorry
to
hear
that
that
family
had
that
experience
multiple
years,
there's
two
tools
that
we're
using
the
first
is
actually
the
where's.
My
school
bus
app,
which
is
its
role,
is
to
provide
that
real-time
tracking
for
families,
and
I
think
definitely
if,
if
the
family
is
experiencing
issues
with
that,
we
would
love
to
help
and
figure
out
the
situation
there.
W
So
I
think
this
would
be
one
of
those
cases
where
I'll
make
sure
to
go
back
with
the
team
and
we'll
talk
also
about
as
we
go
into
the
next
school
year.
Opportunities
to
check
for
repeat,
offenses,
shouldn't,
say
offenses
issues
across
longer
time
frames,
because
I
think
right
now
we're
mostly
looking
at
shorter
time
frames.
But
it
sounds
like
this
family
is
experiencing
it
from
year
to
year.
H
Absolutely
so
I'm
going
to
answer
it
in
a
couple
different
sections
in
relating
to
partnerships
and
preparation
for
job
opportunities.
Every
school
has
access
to
the
pick,
the
private
industry
council
and
that's
available
across
the
district.
It's
one
of
only
three
district-level
partnerships
to
allow
students
and
all
schools
to
take
advantage
of
in
regards
to
ensuring
equity
across
partnerships.
We
do
have
the
partnership
fund,
which
is
dictated
by
our
opportunity
index
scores,
which
helps
allocate
funds
to
pay
for
partnerships
across
the
district
according
to
need
at
the
school
level.
V
Sure
so,
if
there,
if
so,
there's
two
two
district-wide,
I
guess
balances
to
what
schools
do
already
for
themselves
right
and
and
how
do
we
know
that
those
district-wide
or
city-wide
are
actually
assuring
equity
access
to
something
right,
isn't
the
same
as
being
equitable,
when
there
are
schools
that,
because
of
the
concentration
of
lawyers,
doctors,
corporate
employee
parents,
they
have
beyond
connections
to
access
to
certain
things
that
other
schools
don't.
So
how
that's
the
question
of
equity?
I
think
I
have.
V
H
So
the
partnership
fund
is
funds
that
are
allocated
at
the
school
level
and
then
the
school
leader,
in
conjunction
with
their
school
site
council,
make
decisions
about
priorities
and
priorities
for
partnership
like
what
are
the
priorities
that
they
feel
that
the
school
needs
that
a
partnership
could
then
fulfill
and
those
funds
are
used
to
pay
for
that
partnership
to
fill
that
need.
H
So
so
that
would
be
more
of
a
capital
investment.
I
believe
example,
then
yeah,
absolutely
so.
The
mario
yuma,
I'm
just
gonna,
make
this
one
up
actually,
but
like
the
mario
yumana
school
could
decide
that
they
wanted
to
have
dance
opportunities
or
public
performance
or
performance
arts
opportunities
for
students.
They
could
engage
veronica
robles
cultural
center,
they
could
engage
ballet
rocks,
they
could
enj,
they
could
engage
the
box
center.
They
would
have
the
choice
to
bring
one
of
those
partners
in
to
provide
performance
and
dance
opportunities
to
students.
O
When
we,
when
we
get
into
central
allocated
partnerships,
there
can
be
a
bit
of
a
disconnect,
but
there
could
be
a
sort
of
challenge
with
equity,
which
is
we,
if
we're
not
using
data
to
drive,
who
receives
the
funding,
then
we're
not
being
potentially
as
critical
of
our
own
decisions.
But
so
that
was
the
move
to
allocate
it
through
the
weighted
student
funding
formula
to
be
school-based
partnerships
decisions
and
then
what
we
do
is
through
our
budget
collaborative
process,
which
is
the
process
where
every
school
leader
comes
in
and
meets
with
a
central
team.
O
We
review
their
plan
for
partnership
funding
and
there
is
a
waiver
process
if
they
want
to
use
it
for
different
different
purposes.
But
it
starts
with
the
premise
that
this
is
meant
to
fund
specific
partnerships,
and
I
think
I
would
imagine
for
you,
council
edwards.
The
the
stark
contrast
between
some
of
our
schools
is
in.
O
Your
district
alone
is,
you
know,
which
is
probably
our
lowest
economic
need
school
in
the
in
the
district,
and
then
some
of
our
really
high
needs
high
poverty
in
the
harvard
country
in
east
boston,
and
so
what
we
wanted
to
do
was
be
able
to
differentiate,
and
there
are
some
neighborhood-based
factors.
What
we
wanted
to
do
is
recognize
that
there
are
concentrations
of
need,
but
the
goal
and
where
we're
constantly
looking
for
ways
to
innovate
and
and
and
be
infused
more
equity
into
these
decisions.
O
But
the
goal
is
to
to
sort
of
identify
those
factors
that
may
correlate
with
some
of
the
things
you
referenced
right.
They
have
a
lot
of
lawyers
and
connections.
They
can
get
resources
to
their
school
or
you
know,
whatever
other,
whatever
sort
of
social
capital
schools
have.
We
want
to
start
to
level
the
playing
field
as
much
as
possible.
So
that
is
our
goal,
and
if
you
have
other
ideas
that
we
should
be
looking
at,
where
we're
always
sort
of
open
to
that.
V
Well,
thank
you
and
thank
you
margaret
congrats,
again
on
the
new
job.
I'm
sorry
I
didn't
say
that
earlier,
but
so
thank
you
both
and
I
will
follow
up
on
that.
Thank
you.
A
Great,
thank
you
so
much
counselor
edwards
and
then
I
just
wanted
to
ask
neva
if
you
could
speak
a
little
bit
to
you
mentioned
having
a
number
of
vacancies
on
your
staff
in
terms
of
the
budget
slide
that
you
threw
up
or
the
team
threw
up
about.
You
know
there
being
a
chief,
a
deputy,
two
directors,
19
superior
officers,
54
officers.
A
S
Four
to
five
individuals
that
are
on
presently
on
fmla,
I
have
a
couple
of
individuals
that
are
on
walk,
workman's
comp
prior
to
even
me,
assuming
the
position
I
have
a
I
have
about,
maybe
about
four
or
five
individuals
that
have
left
in
between
the
budgeting
cycle.
That
means
within
the
last
the
last
eight
to
nine
months.
A
Yeah,
so
I,
and
and
is
that
an
unusual
level
of
attrition.
S
Yes,
I
think
just
considering
the
recent
climate
and
atmosphere
around
policing,
a
lot
of
individuals
are
leaving
expeditiously
right
now.
Unfortunately,
weekly,
I'm
getting
referrals
from
other
departments
of
officers
wanting
to
move
on
either
other
departments
or
other.
As
I
think
mr
taylor
spoke
earlier,
you
know
their
partners
are
moving
on
to
other
areas
and-
and
I
think,
a
lot
of
it's
attributed
to
somewhat
morale
in
policing
and
deciding
to
do
other
roles.
A
And
in
terms
of
I
mean
you
mentioned
you
mentioned
officer,
I
know
we're
gonna
get
that
list
from
you,
but
you
mentioned
officers
being
assigned
to
schools
based
on
population
etc,
like
what's
our
obviously
there's
not
enough
officers,
even
when
the
force
is
at
full
strength
for
somebody
at
every
school.
So
how?
How
do
you
all
make
those
decisions.
S
Right
now
not
not
really
a
fortunate
thing,
but
just
a
sign
of
a
time
based
on
the
covet.
It
was
a
little
more
reasonable
to
figure
out
our
deployment
just
because
the
population
of
the
schools
presently,
but
moving
into
september.
What
we
usually
look
at
is
the
population
of
students
that
are
in
the
schools,
the
number
of
incidences
that
historically
have
been
a
result
of
those
schools
and
also
particular
areas.
S
Some
areas
have
a
call
out
for
different
instances
that
may
affect
the
school,
so
we
try
to
have
our
deployment
based
on
the
circumstances
around
the
schools.
You've
been
a
very
good
job
of
it.
I
can
just
say
that
our
numbers
have
consistently
gone
down,
not
only
in
arrests,
but
this
incidences
are
involved
in
the
schools.
I
think
that
that
is
a
result
of
us
being
really
proactive.
S
I
think
we
spoke
early
about
some
of
the
great
work
that
our
food
service
and
athletics
is
doing,
but
we
try
to
support
them
with
that.
We've
been
out
there
supporting
the
food
sites
every
day,
particularly
for
the
time
that
they're
to
the
time
that
they're
held
just
to
make
sure
we
have
coverage
from
those.
We
also
look
to
support
the
athletics
department
and
in
the
different
events
that
go
on
particularly
at
night,
so
it
depends
on
the
circumstances,
those
events,
the
time
the
number
of
students
are
at
a
particular
school.
A
Got
it
and
how
how
about
I
mean?
Obviously,
we've
been
having
conversations
over
on
the
other
side,
the
you
know
the
city's
proposing
a
a
911
alternative
response
pilot
to
think
about
the
types
of
calls
that
come
into
9-1-1,
but
really
would
be
better
dealt
with
by
a
non-police
response.
Have
you
guys
had
an
analogous
conversation
about
what
it
is
that
your
school
police
officers
are
dealing
with
and
what
types
of
things
maybe
would
be
better
dealt
with
by
different
personnel
with
different
qualifications.
S
Well,
I
think
what
we
did
in
that
evaluation
is
we
looked
at
our
report,
writing
systems
and
information
sharing
on
policy.
It
was
just
enacted
prior
to
me
coming,
but
it's
been,
we've
been
really
paying
a
close,
I'm
in
a
working
group.
Now
that
focuses
on
the
actual
data
we're
still
working
on
that
progress.
We
meet
with
the
superintendent
once
some
one
once
a
month
or
not
on
that
those
numbers
we've
done
two
meetings
so
far.
So
that's
what
our
our
our
thought
process
is.
S
We
look
at
the
type
of
instances
that
are
do
require
reports,
not
just
because
a
victim
is
is
requiring
a
report,
but
also
legally
what
we're
bound
to
do.
Reports
on
so
we've
really
streamlined
that.
I
think
we're
working
really
aggressively
and
supportively
of
really
looking
at
that
in
more
detail
moving
forward,
but
it's
definitely
a
work
in
progress
and
it's
very
valuable
to
us.
S
I
think
we
looked
at
some
of
the
issues
that
were
former
as
far
as
a
number
of
reports
that
we're
writing,
but
I
think
we're
doing
a
really
good
job
so
far
in
really
streamlining
that
that
policy
making
sure
that
our
officers
are
trained
every
year
on
the
policy.
So
the
number
of
reports
that
are
written
on
particular
incidences
are
has
has
definitely
significantly
gone
down.
A
Great,
thank
you
and,
and
then,
and
how
do
you
think
about
I
mean
I
and-
and
I
don't
I
don't
mean
this
question
hostily
to
to
you
and
and
the
work
of
the
department
at
all.
I
guess
I
struggle
a
lot
with
the
fact
you
know
I
I
grew
up
very
privileged.
I
went
to
private
schools
and
never
in
my
educational
experience
was
I
ever
policed.
At
school
like
there
was
never
anybody.
A
There
were
occasionally
school
security
officers
who
were
making
sure
who
were
standing
outside
the
doors,
making
sure
that
no
one
got
into
the
school,
but
you
know
they're
just
and
there
was
never
a
situation
where,
if,
if
a
fight
did
break
out
in
a
hallway
that
that
was
leading
to
a
police
report,
because
there
was
nobody
around
to
make
a
mandatory
report
of
any
kind,
and
so
I
just
think
just
knowing
that
that
even
the
opportunity
for
that
wasn't
there,
when
I
was
in
school
for
that
reason,
makes
me
makes
me
concerned
about
about
sort
of
the
the
framework
that
our
bps
students
encounter.
A
Even
when
we're
operating
the
best
of
intentions
and
and
trying
to
limit
the
things
that
we
do
mandatory
reports
for
so
I
just
I
I
am,
I
wonder,
like
kind
of
how,
how
you
and
of
course,
also
if
nate
or
anybody
wants
to
speak,
to
sort
of
how
you
think
about
that.
S
I
think
that's
the
question
that
is
dictating
a
lot
of
the
police
reform,
not
just
in
boston,
but
I
think
across
the
country
and
we
think
very
passionately,
as
I
mentioned
before,
I
think
boston
has
been
a
lead
model
in
policing
and
models
and
of
intervention
and
prevention.
I
think
I
kind
of
adopted
that
model
coming
over
to
bps
really
having
a
death
in-depth
career
of
supporting
young
people
throughout
our
communities,
and
I
do
I
don't
take
that
lightly.
I
think
I
report
writing.
S
S
Site,
sorry,
but
I
also
think
that
our
police
officers
are
a
bit
different,
as
I
spoke
on
them
a
number
of
different
venues.
Our
police
officers
are
not
not
just
you
know,
security
officers
not
only
and
excluded
to
maintaining
safety
and
security.
The
building,
but
we
are,
you,
know
the
mentors
in
the
building.
We
are
the
coaches
in
the
building.
S
We
are,
you
know
the
support
service,
the
stability
and
familiarity
in
the
schools,
we're
looking
at
a
number
of
students
coming
and
going
from
all
different
environments,
and
I've
heard
some
conversations
with
students
and
really
being
engaged
in
the
community
and
continue
to
be
engaged
in
a
community
that
they
really
appreciate
having
our
school
police
officers
in
the
building.
S
Most
of
my
officers
have
young
people
have
have
family
and
children
in
the
buildings,
so
I
think
that
it's
a
different
perception
of
just
policing,
I
think,
there's
a
lot
of
reform.
That's
happening
that
we
are
really
paying
close
attention
to
on
a
weekly
basis
and
we're
definitely
in
a
position
to
do
some
tremendous
improvements
and
changes.
But
I
think
that
we
add
a
special
balance
to
in
the
education
of
our
students
in
the
system.
Not
just
a
enforcement
practice.
A
All
right,
I
think
I
think
with
that.
That's
going
to
conclude:
let's
ends
our
second
round
of
questions
and
I
think
it's
time
for
us
to
go
to
public
testimony.
I
know
we
do
have
a
member
of
the
public
who's
been
waiting
patiently
so
before
I
do
that,
I
just
want
to
give
you
nate
or
anybody
a
chance
if
you
want
to
say
any
final
word
before
we
go,
I
know
that
we've
we've
come
to
the
end
of
a
large
number
of
hearings.
A
You
know
in
the
lead
up
to
the
budget
vote
and
I
think
that
there's
you
know
you
guys
have
a
parallel
process
going
on
around
the
s
or
federal
funds
and
and
that's
something
that
the
council
remains
very
interested
in
and
especially
as
I've
expressed
on
a
number
of
occasions,
interested
in
understanding
for
the
fy
22
year
before
before
we
take
that
vote,
but
but
I
do
really
appreciate
the
amount
of
detail
that
the
team
has
brought
to
this
succession
of
hearings
and
the
time
the
many
sheer
hours
that
you
have
devoted
to
answering
our
questions.
O
Well,
thank
you
all,
and
I
I
would.
I
definitely
appreciate
the
opportunities
the
superintendent
said
at
the
start,
for
us
to
be
able
to
explain
our
budget
to
the
community.
This
plays
an
important
role
in
you
asking
questions
for
your
constituents,
but
then
us
being
able
to
provide
the
time
and
space
for
our
staff
to
explain
the
great
work
that
we're
doing.
I
would
just
close
by
reminding
everyone
in
the
way
that
we
opened.
O
We
have
a
tremendous
task
ahead
of
us
and
the
one
thing
that
makes
this
different
and
sets
boston
apart
is
that
we
have
the
resources
to
be
able
to
meet
the
needs
of
our
students.
This
budget
rolls
out
significant
investments
in
school-based
with
36
million
dollars
in
new
investments
on,
on
top
of
then
our
opportunity
to
think
about
esser
to
to
reshape
our
district,
and
so
you
know
I
do
ask
for
all
of
your
support
in
this
budget
so
that
we
can
do.
O
We
can
really
dive
into
the
hard
work
and
many
of
the
staff
on
this
call
that
they
can
dive
into
really
implementing
this
budget
and
making
sure
that
we're
successful
in
meeting
the
needs
of
our
students
and
just
so
megan,
doesn't
tase
me
afterwards.
I
think
our
goal
here
is,
of
course,
to
return
well
and
that's
a
big
part
of
what
we're
trying
to
do
recover,
strong
and
then,
of
course,
reimagine
what's
possible
for
our
students
in
our
budget.
A
Thank
you
thanks
state
that
that
trio
of
words
has
a
real
ring
to
it.
You
might
want
to
put
it
on
a
bumper
sticker
or
something
no.
Thank
you
all
again.
So
much
and
now
I'm
just
gonna
take
public
comment.
I've
got
a
mr
james
cavanaugh
signed
up
and
if
there's
anybody
else,
who's
watching
this
at
home-
and
you
have
the
zoom
link
now
would
be
the
time
to
come.
Join
the
zoom
because
we're
to
take
that
public
testimony
before
we
conclude
so,
mr
cavanaugh.
A
A
All
right,
since
we
aren't
hearing
from
james,
I'm
gonna
ask
james
to
submit
written
testimony
or
a
video
or
to
come
at
the
six
o'clock
public
testimony
hearing
tonight
and
I'll
put
you
right
at
the
top,
but
that's
just
a
reminder
to
anybody
who
is
watching
if
you've
watched
this
or
other
bps
budget
hearings,
and
you
would
like
to
make
your
voice
heard
and
you
haven't
had
a
chance
to
come
tonight
at
6
p.m.
A
We're
having
a
dedicated
public
testimony
hearing
and
you
can
find
a
place
to
sign
up
by
going
to
boston.gov
budget
dash
testify
or
if
you
can't
find
that
shoot
us
an
email
at
ccc.wm,
boston.gov
and
we'll
connect
you
with
that
link,
and
we
would
love
to
hear
from
you
tonight
at
six
and
with
that.
This
hearing
of
the
boston
city
council's
ways
and
means
committee
is
adjourned.
Thank
you.
All.