►
Description
City Services & Innovation Technology Hearing - Dockets #1244 #1245, BTU collective bargaining
A
A
I'm
calling
this
hearing
of
the
Boston
city
council
to
order
for
the
record.
My
name
is
Kenzie
Bach
I'm,
the
Boston
District
8,
City
councilor,
and
also
the
chair
of
the
council's
committee
on
city
services
and
innovation
technology
joined
here
today
by
my
colleagues,
councilor
Aaron
Murphy
at
large
and
councilor
Ed,
Flynn,
District,
2
and
council
president.
This
public
hearing
is
being
recorded,
it's
being
live
streamed
at
boston.gov,
city-council,
TV
and
broadcast
on
Xfinity
channel
8,
RCN,
channel
82
and
FiOS
channel
964..
We
will
be
taking
public
testimony
at
the
end
of
this
hearing.
A
So
if
you're
here
with
us
in
the
chamber,
you
can
sign
up
on
the
sheet
near
the
chamber
entrance.
You
can
also
email
if
you
want
to
testify
virtually
ron.cob
boston.gov
for
the
link,
that's
ron.cobb
boston.gov
for
the
link
and
if
you
want
to
send
written
testimony
in
for
the
record
after
the
fact,
you're
welcome
to
send
that
to
Ron
or
you
can
send
it
to
the
community
email
address
which
is
ccc.csit
boston.gov
for
all
testimony.
A
A
This
has
an
added
layer
which
is
that
before
it
comes
to
the
council
after
the
parties
agree,
it
has
to
also
go
through
the
Boston
school
committee,
which
it
has
done
so
I
will
be
turning
it
over
now
to
the
administration.
We're
joined
here
today
by
Jim
Williamson,
the
director
of
the
office
of
budget
management
by
Lou
mandarini
senior
advisor
to
the
mayor,
focus
on
labor
relations,
Jeremiah
Hassan,
director
of
Labor
Relations
for
the
Boston
public
schools
and
David
Bloom,
the
Deputy
Chief
Financial
Officer
of
the
Boston
Public
Schools.
So
gentlemen,
you
have
the
floor.
B
First,
yes,
please
thank
you.
Council
Bach
council
president
Flynn
Council
Murphy.
We
appreciate
this
opportunity
to
provide
information
about
the
Boston,
Teachers
Union
contract
and
its
impact
on
the
city's
budget.
My
name
is
Jim
Williamson
I'm,
the
director
of
the
budget,
director
of
the
city
of
Boston
I'm,
here
to
address
the
two
Appropriations
before
you
in
the
transactions
they
represent.
I'm
also
joined
by
my
colleagues
from
the
BPS
in
the
city
to
address
the
specifics
of
the
Boston
Teachers
Union
contract.
B
The
first
order,
docket
12
45,
increases
the
FY
23
appropriation
for
Boston
public
schools
by
37.7
million.
This
will
increase
the
current
BPS
FY
23
appropriation
from
1.34
billion
to
1.37
billion.
It's
about
a
2.8
percent
increase
in
appropriation.
This
order
is
based
on
two
votes
of
the
Boston
School
Community
Committee
dated
September
28
2022.
The
first
vote
approved
and
ratified
the
collective
bargaining
agreement
with
the
Boston
Teachers
Union,
and
the
second
vote
made
a
request
to
the
mayor
to
file
a
supplemental
appropriation,
which
is
what
we're
here
for
today
for
the
37.7
million.
B
The
second
docket
1244
reduces
the
foa
23
Collective
bargain
reserves
by
31
million.
The
amount
was
available
in
the
reserve
for
this
purpose.
Please
note
that,
in
addition
to
the
31
million
dollars
provided
by
the
collective
buying
Reserve,
this
additional
6.6
million
dollars
that
was
made
is
available
for
funding
identified
it'll
be
raised
through
taxation,
because
at
this
point
in
the
year
we
haven't
settled
the
tax
rate,
but
specifically
we'll
align
this
with
additional
state
aid
resources.
B
As
you
remember,
in
the
FY
23
budget
passed
by
the
Boston
City
Council
in
June
included
a
75.4
million
dollar
Collective
bargain
Reserve.
Since
July
the
city
council
has
passed
three
CVA
supplementals
for
in
total
of
1.6
million
dollars
for
a
municipal,
Security,
Forces
Teamsters
at
property
management
and
the
bus
drivers
who
worked
at
trans
Dev,
the
BPS
bus
operator,
the
reduction
of
the
31
million
dollars
for
BTU.
C
They
yeah,
we
don't
have
a
statement
beyond
what
our
colleague
just
said
and
we're
happy
to
answer
any
questions
you
have
about.
What's
in
front
of
you
today,.
D
No
no
statement,
nothing
to
add
to
that
Beyond
glad
to
answer
any
questions.
Great.
A
I'm
going
to
go
first
to
colleagues
for
questions,
but
just
before
I
do
that
one
question
Jim.
So
why
is
it
that
we
aren't
taking
that
additional
6
million
from
the
collective
bargaining
Reserve.
B
I
I
think
we
wanted
to
acknowledge
that
this
amount
exceeded
the
amount
we
originally
planned
for,
that's,
not
uncommon
sort
of
you
know.
Reserves
are
established
on
a
student
time
based
on
a
certain
economic
assumptions,
and
so
we
we
were
aware
of
additional
Revenue.
We
decided
to
split
the
order
that
way
to
to
not
so
we
still
have
available
resources
for
other
successor
contracts.
A
B
A
B
It's
just
it'll
be
confirmed
through
the
tax
rate.
You
have
to
use
your
final,
what
they
call
it
the
state
state
sheet
for
setting
the
tax
rate.
So
that's
why
it'll
be
official
got.
A
To
my
Works,
but
what
a
long
time
BPS
teacher
counselor
Murphy
at
large
sheet
of
the
floor,
remember.
E
So,
thank
you
for
being
here.
I
know.
Every
contract
is
a
lot
of
work,
and
this
one
it
wasn't
any
different.
A
couple
questions
on
the
specifics
that
are
written
out
here
for
us
I
can
say
them
all,
and
then
we
can
just
answer
them.
So
what
changes
to
the
current
BTU
parental
leave
are
being
made?
E
It
says:
implementation
of
the
city's
parental
leave
policy,
not
sure,
if
that,
what
changes
that
made
to
the
btu
teachers
also
just
happy
to
see
that
the
more
support
and
funding
for
housing
for
homeless,
Youth
and
families,
I'm
I,
knew
firsthand
the
disruption
that
students
who
were
suffering-
and
you
know,
dealing
with
homelessness,
really
had
a
disruption
and
an
interruption
in
their
education.
E
So
that's
just
great
to
see
I'm
also
a
former
inclusion
teacher
and
knew
that
I
worked
at
the
Henderson,
where
the
model
was
very
different
than
others,
and
there
have
been
many
BTU
conversations
and
Union
conversations
back
and
forth
when
other
schools
were
taking
on
the
inclusion
model.
E
Knowing
that
our
district
is
trying
to
even
add
more
inclusion
classes,
but
that
not
every
school
did
it
the
same
way
and
certain
many
times
teachers
who
were
duly
certified
were
expected
to
do
the
role
of
two
teachers
when
at
the
Henderson
model
it
was
very
different,
so
supportive
of
more
inclusive
classrooms,
but
just
a
question
about
reduction
in
class
sizes
for
inclusive
exclusive
classes.
So
is
the
overall
class
size
going
to
reduce
and
the
number
of
IEP
students,
because
I
know
the
model
I
worked
under.
E
You
couldn't
grieve
class
size
because
technically
there
were
two
teachers,
but
you
generally
in
the
below
third
grade.
It
was
a
22
size
class
max
no
more
than
five
students
on
on
an
IEP,
so
you
had
about
17,
18,
General,
Ed
and
oftentimes.
You
only
started
out
with
about
14
30.
You
know,
because
you
know
that
as
students
turn
three
and
other
siblings,
that
you
had
to
have
space
available
for
our
special
ed
students
to
join
the
class,
so
just
wondering
about
the
numbers
and
what
that
meant?
E
Yes
and
just
the
removal
of
the
language
regarding
special
ed
inclusion
and
what
is
the
new
language
we're
going
to
use
there
and
wondering
if
that
changes,
anything
and
I
just
liked
I
went
through
and
I
just
put
a
smiley
face
next
to
moving
adult
Educators
to
be
paid
on
the
teacher
wage
scale
that
was
good
to
see
and
also
seeing
a
I
assume
it's
more
of
a
commitment
or
to
the
tuition
reimbursement.
E
E
F
I'll
start
Council
Mafia
on
your
initial
question
about
the
changes
to
the
parental
parental
level
yeah,
adding
the
paid
parental
leave
language
and,
what's
currently
in
the
contract,
there's
some
outdated
language
that
refers
to
maternity
leave
and
it's
kind
of
gender
specific
and
then
there's
a
limited
paid.
Parental
leave
option
for
relatively
new
teachers.
I
believe
the
old
language
is
pay.
Parental
is
available
for
second
year
provisional
third
year,
provisional
teachers
other
than
that
there's
not
a
contractual
paid
parental
leave.
F
So
what
the
new
language
does
is
expands
paid
parental
leave
to
all
BTU
members
awesome.
So
you
know
they'll
now
be
entitled
to
the
the
leave
that
is
consistent
with
the
cities
policy.
So
for
12
weeks,
four
weeks
of
100
forward
to
75
forward
to
50,
they
can
then
use
their
pay.
E
C
From
personal
experience,
the
the
leave
team
helps
us
figure
out
how
to
how
you
backfill
those
drop
down
percentages
with
your
sick
leave.
So
you
don't
actually
experience
any
change
in.
E
C
E
G
Future
I
think
the
notion
of
adding
defined
parental
leave
for
the
first
time
for
the
btu
contract
is
the
kind
of
thing
that
helps
you
know
replenish
teachers
and
guarantee
that
these
jobs
get
filled
in
the
future
and
that
you're
drawing
people
who
would
otherwise
consider
that
to
be
kind
of
across
the
bear
that
there's
no
defined
parental
leave.
So
it's
in
terms
of
the
change
that
it
represents
in
the
contract.
C
Then
I'll
take
I,
heard
sort
of
two
questions
around
inclusion,
one
around
the
reduction
in
class
size
and
the
second
around
the
change
in
the
language
and
what
is
the
impact
of
that?
And
what's
the
new
language,
so
the
reduction
in
class
size
was
actually
sort
of
partially
inspired
by
the
Henderson
as
well
as
other
conversations.
C
If
the
Henderson
model,
as
I
understand
it,
was
sort
of
the
class
sizes
were
sort
of
set,
almost
sort
of
one
grade
below
one
grade
band
below
so
like
in
third
to
fifth
grade
where
the
class
size
might
have
been
25.
It
became
22
and
sort
of
so
on
and
so
forth.
C
The
idea-
and
this
is
sort
of
connected
to
your
question
about
removable
language-
we're
we're
getting
rid
of
the
notion
and
the
contract
that
inclusion
is
a
setting
versus
a
model
of
service
and,
as
a
result,
there
was
some
language
around
inclusion
class
sizes
in
the
contract
that
needed
to
come
out
because
there
wouldn't
be
anything
to
apply
it
to,
and
so
the
question
became
sort
of.
C
How
do
we
accommodate
the
need
to
have
smaller
class
sizes
right
and
to
get
more
individualized
attention
for
kids
in
these
more
now
newly
more
inclusive
classrooms,
while
also
ensuring
access
to
school
and
other
issues,
especially
in
the
transition
period,
where
we
know
we
might
have
a
school
that
has
25
third
graders
right
now
and
if
we
lower
class
sizes
next
year
that
those
25
third
graders
are
going
to
go
to
fourth
grade.
We
can't
just
magically
make
two
of
them
disappear
right.
C
They
don't
have
to
settings
because
of
ascending,
and
so
that's
required
a
lot
of
creativity
around
what
had
been
pretty
strict
and
model
based
class
size
language
to
something
that's
a
little
bit
more
flexible,
while
also
still
making
sure
that
teachers
are
getting
the
support
they
need
and
so
to
get
to
your
second
question
about
removal
of
language.
If
you
look
at
the
old
contract
book,
which
you
definitely
don't
have
to
do,
a
lot
of
the
language
in
the
inclusion
section
was
based
on
the
idea
of
taking
a
substantially
separate
classroom
and
merging.
H
C
Was
is
not
a
modern
approach,
it.
C
D
C
Of
when
the
language
was
from
right,
it's
now
the
Henderson
school,
and
so
in
our
last
negotiation
with
the
union,
we
had
done
I
think
a
nice
job
of
making
some
modifications
to
the
existing
language
to
try
and
bring
it
closer
to
what
we
needed
to
do
and
I
think
the
thing
that
both
parties
realized
over
the
the
span
of
the
last
contract
is
really
the
existing
language
was
just
not
set
up
to
support
what
we
needed
to
do,
and
so
we
needed
to
work
together
to
really
rewrite
essentially
the
whole
that
whole
section
of
the
contract
for
more
modern
language
that
reflects.
E
Quickly
on
the
same
topic,
thank
you
chair
did.
We
address
the
confusion
that
often
happens
in
the
middle
in
high
school
when
there's
not
a
homeroom
setting,
so
the
student
moves,
and
that
often
came
up,
especially
when
the
Henderson
went
K-12
when
we
were
no
longer
in
that
classroom.
You
know
you're
with
one
no
two
teachers
per
day,
your
class
stays
together.
It's.
C
G
The
I
mean
you
can
spend
hours
with
the
modifications
that
were
made
to
the
contract
and
still
not
sort
of
capture
the
extent
of
how
much
it
is
and
exactly
what
went
on,
but
I
I
do
think
that
there's
a
a
larger
point
that
needs
to
be
made.
That's
sort
of
raised
by
your
question,
which
is
one
that
is
the
highest
compliment,
that
one
can
pay
to
the
btu
as
an
organization
and
the
way
they
approached
this
negotiation
from
the
standpoint
of
the
administration.
G
G
It
can
often
be
the
engine
of
making
things
work
better
and
the
btu
joined
us
in
that
you
know
locked
arms
with
the
city
with
BPS
and
made
some
really
significant,
far-reaching
changes
that
I'm
not
sure
anybody
really
thought
necessarily
would
be
the
kind
of
thing
we
would
do
in
this
negotiation,
and
yet
they
did
so
I
I.
Think
the
you
know.
That's
that's
fairly
raised
by
your
question
or
the
subject
matters
you
wanted
to
ask
and
I
think
it's
something
that
really
belongs
to
the
record.
So.
A
I
Thank
you,
madam
chair,
and
thank
you
to
the
administration
team
that
is
present.
Thank
you
for
the
professional
work
that
you've
done
on
this
contract,
we're
working
close
with
the
btu.
My
question
is
for
a
new
teacher
that
was
just
hired
in
the
past
and
over
the
over
the
last
year
or
so.
What
is
the?
What
would
these
average
salary
starting
salary
be
for
a
new
teacher,
but
are
there
any
programs
so
that
new
teacher
to
afford
a
home
or
an
apartment
in
the
city
afford
a
home?
I
I
should
say
any
any
language
that
was
added
into
the
contract
about
about
those
issues.
H
C
I
can
certainly
answer
your
question
about
the
salary
for
a
new
teacher,
I'm
I'll
answer
that
why,
by
my
colleagues
some
time
to
answer
the
second
part
of
your
question,
so
most
of
our
teachers
work
in
what
we
call
our
extended
time
schools
and
are
getting
additional
pay
for
extended
time.
C
F
And
president
Flynn
in
terms
of
new
language,
that
would
add
a
Housing
Trust,
which
is
something
that
you've
seen
in
other
contracts.
We
didn't
include
anything
in
the
Moa
with
the
btu.
No,
it's
worth
noting
that
they
do
not
have
the
residency
requirement
that
some
of
our
other
bargaining
units
have
by
state
law.
It's
actually
prohibited
to
require
teachers
and
instructional
aides
to
to
live
in
the
school
district
in
which
they
work.
I
Okay,
the
the
reason
I
bring
that
issue
up
is
especially
for
new
city
employees
that
are
starting
in
the
system.
You
know
that
sixty
thousand
dollar
figure
the
seventy
thousand
dollar
figure.
Eighty
thousand
dollar
figure
it's
not
really
enough
to
afford
even
an
apartment
in
the
city
or
or
a
home,
and
maybe
even
maybe
even
throughout
greater
greater
Boston
I,
don't
know,
I,
don't
know
the
figures
about
Greater
Boston,
but
you
know
I
I
would
like
to
see
language
and
contracts
that
do
try
to
help
younger
employees
that
are
getting
into
the
city.
I
You
know
payroll
system,
whether
they're
School
teachers
or
their
are
there
janitors.
Are
there
cafeteria
people
are
there?
Are
there
laborers
for
different
Public
Works
I
I
would
like
to
see
some
type
of
housing
assistance
to
help
them
because
their
salary
might
be
okay
starting
out
a
good
wage,
but
it's
certainly
not
a
good
wage
to
afford
an
apartment
or
a
home.
I
So
my
only
advice
or
recommendation
is,
you
know,
that's
that's
something
we
we
should
always
be
thinking
of,
and
and
I
do
know
that
you're
always
thinking
about
that
because
you,
you
know
how
difficult
it
is
to
get
workers
in
the
city
with
the
high
cost
of
housing.
So
I
just
want
to
acknowledge
the
professional
work
that
you're
doing,
but
also
note
that
we
still
want
to
make
sure
that
we
can
provide
some
assistance
to
new
workers
with
with
with
housing
assistance.
A
Great,
thank
you
so
much
president
Flynn,
just
a
couple
of
comments
for
me.
One
is
just
you
know:
I
think
it's
great
for
the
council
to
see.
We've
we've
discussed
some
in
the
council
kind
of
the
the
challenge
around
religious
holidays
and
trying
to
make
sure
that
people
are
able
to
observe
their
religions
and
especially
with
the
holidays
like
that
move
on
a
lunar
cycle
like
the
Muslim
and
Jewish
ones,
where
they're
a
different
day
every
year.
A
Seeing
that
you
guys
have
those
you
know
that
everyone
can
take.
Two
of
those
kind
of
no-fault
in
the
contract
is,
is
great
to
see
and
and
obviously
the
sort
of
codification
of
the
family
liaison
role,
which
is
you
know,
the
council's
really
supported
seeing
increased
and
and
as
councilman
Murphy
mentioned,
the
adult
education.
A
Putting
those
folks
in
but
yeah
I
mean
mainly
just
want
to
really
say
how
how
encouraging
it
is
to
see
the
district
and
the
btu
come
together
around
the
inclusion
model
and
just
what
a
huge
thing
it
is
and
as
I
was
reading
through
the
Moa
I
mean
what
I
appreciated
was
there's
lots
of
places
where
it
seems
like
you
know.
A
The
two
sides
together
saying
we
haven't
figured
this
all
out
yet,
but
we're
gonna
do
this
together
right,
so
we're
gonna
have
planning
teams
and
we're
going
to
have
a
process,
and
if
something's
not
working,
we're
gonna
have
a
process
to
say
hey,
it
seems
like
that's
not
working
and
it
seems
to
me
like
when
we
think
about
making
this
transition
district-wide,
like
you
know
it
would
be
hopeless
if
either
the
district
or
the
teachers
were
not
approaching
it.
A
That
way,
right
so
I
think
it's
very
encouraging
to
see
that
I
do
just
want
to
ask
a
couple
of
questions
about
sort
of
just
so.
A
Just
because
you
have
those
competencies,
you
still
need
like
another
pair
of
hands
or,
like
you,
can't
use
all
those
competencies
simultaneously
right
with
all
the
students
so,
but
it
does
seem
to
me
like
for
us
to
get
away
from
that.
You
know
there's
obviously
shifting
and
there's
Staffing
models
that
have
to
happen
and,
of
course,
it's
a
little
chicken
and
egg,
like
you
have
to
be
reducing
the
number
of
substantially.
A
Classrooms,
your
Staffing
in
order
to
have
those
staff
like
more
distributed
throughout
the
system
and
and
then
I
I,
also
saw
the
sort
of
reference
to
you
know
we
won't.
A
We
won't
have
any
classrooms
where
you
know
it's
more
than
40
percent
of
the
max
number
of
kids
in
the
classroom
who
have
IEPs
and
not
more
than
50
percent
of
the
kids
who
are
actually
in
the
classroom,
have
IEPs
and
I
guess.
My
question
there
is
like
sort
of
where
are
those
thresholds
vis-a-vis?
What
we
see
in
the
classroom
today
are
those
like
do.
A
We
today
have
classrooms
that
are
above
those
thresholds
and
we're
trying
to
bring
them
down,
or
is
it
more
about
recognizing
that,
as
we
mainstream
more
kids
that
we
might
come
close
to
those
thresholds?
So
that's
just
if
you
guys
can
give
me
a
little
more
context
on
kind
of
where
we
are
on
this
journey,
recognizing
that
both
sides
sort
of
acknowledge
that
as
a
process.
C
Definitely
very
happy
to
do
that
and
appreciate
all
of
your
comments,
counselor.
So
in
terms
of
timeline
for
implementation,
some
sense
of
the
scale
of
it
part
of
the
reason
we
wrote
the
language
you
were
referencing
and
the
need
to
work
together
on
this.
Is
we
recognize
that
this
work
is
going
to
last
beyond
this
contract
right?
We
have
approximately
10
000
students
with
disabilities
in
our
schools
today,
right,
which
is
about
one-fifth
of
all
of
our
students.
C
All
of
their
IEPs
need
to
be
reviewed,
changed
thought
through
as
a
part
of
how
what
these
new
Service
delivery
models
are
going
to
be
we're
going
to
have
schools
that
are
at
various
places,
along
the
spectrum
of
learning
and
understanding
to
move
this
work
forward.
So
we're
really
excited
to
get
started
immediately.
We're
starting
training
already
we're
working
with
schools
already
coaching
and
setting
up
inclusion,
planning
teams
and
all
the
things
you
see,
but
it
really
is
going
to
be
a
intensive
multi-year
effort
that
goes
well
beyond
this
contract
to
fully
Implement.
C
So,
in
terms
of
that,
you
know,
I
I
think
you
know,
that'll
really
help
and
I
think
you
know
you
mentioned
sort
of
the
reduction
of
substantially
separate,
I.
Think
from
our
lens.
What
we're
really
talking
about
is
more
of
a
redeployment
of
time
than
a
reduction
right,
so
it's
resources
supporting
kids
differently
and
but
a
lot
of
this
similar
expertise.
We
need
in
schools
from
the
special
ed
side.
C
And
part
of
what
we're
doing
with
breaking
down
the
model
is
instead
of
saying
you
know
a
student
either
gets
their
four
core
periods
in
the
elementary
school,
either
insubstantially
separate
or
in
General
Ed
there'll,
be
more
flexibility
to
say.
The
student
needs
a
smaller
group,
substantially
separate
setting,
maybe
just
for
ELA,
but
can
spend
the
rest
of
the
day
in
a
general
education
setting.
You
asked
about
how
many
classrooms
were
close
to
the
40
to
50.
I,
don't
have
a
precise
number
today,
but
what
I
can
say
is
so
50
is
the
law?
C
It's
you
know
you
can't
exceed
50
of
students
on
the
IEPs
in
the
classroom.
So
we
don't.
You
know
if
we
ever
do
run
into
that
issue
in
any
school.
We
work
to
figure
out
how
to
address
it
as
as
quickly
as
possible
can
happen
is
pretty
unusual.
H
C
You
know
sort
of
the
modern
version
of
what
a
neighborhood
School
means
in
BPS,
which
is
just
you
know
the
school
your
family
would
choose
we're
going
to
see
less
of
schools
that
are
these
sort
of
have
this
higher
concentrations
of
students
with
disabilities,
and
so
our
hope
and
thinking
is
we're
actually
going
to
see
fewer
classrooms
closer
to
the
40
threshold
than
we
than
we
have
today,
as
I
mentioned
at
the
beginning,
we
have
20
of
our
students
with
disabilities
in
our
system
overall
and
and
some
of
those
students
will
always
need
substantially
separate
Services
and
so
won't
you
can
sort
of
take
them.
C
Apart
from
that
number,
and
so
the
number
of
students,
the
percent
of
student
disabilities
in
a
general
Ed
setting,
is
probably
going
to
be
lower
than
20
percent
district-wide,
maybe
even
down
to
sort
of
you
know
15
16,
and
so
the
hope
would
be
as
we
spread.
This
work
out
and
every
school
has
access
you're
going
to
see
most
classrooms
in
that
you
know
sort
of
10
to
20
special
in
range
and
less
at
this
higher.
H
A
And
can,
can
you
talk
to
me
a
little
bit
about
the
path
on
this?
How
we
get
down
from
like
relying
overly
on
Triple
licensures.
C
Sure,
like
yeah,
so
one
of
the
things
you
know
as
we
both
learn
from
schools
like
the
Hendersons
councilor
Murphy,
was
mentioning
earlier,
but
also
just
from
other
schools
across
the
Commonwealth
across
the
country
about
what
best
practices
are.
Is
we've
gotten
into
a
very
strict
model
way
of
thinking
where
it's
sort
of
like
it's
all
one
teacher
by
themselves
or
it's
two
teachers
all
the
time
and
so
the
two
teachers?
C
All
the
time
is
a
very
expensive
way
to
do
it,
and
not
all
classrooms
really
need
two
teachers
all
the
time
so,
but
because
we're
saying
no
to
that-
and
the
only
other
option
is
one
teacher
by
themselves
all
the
time
right,
we
haven't
explored
this
vast
middle
ground.
That
is
where
most
other
districts
operate,
which
is
you
know.
C
A
special
educator
might
push
into
a
classroom
just
for
an
Ela
block
to
support
with
specialized
instruction
or
or
just
for
a
math
block
right,
and
that
the
teacher
may
be
the
sole
teacher
of
record
who's
with
the
class
all
day,
but
they're
getting
push-in
supports
from
teachers
who
have
an
opportunity
to
plan
with
them
and
work
with
them.
Collaboratively
to
make
sure
that
the
kids
are
getting
the
services
that
are
designated
to
their
IEP
and
they're,
really
not
feeling
like
they're
in
it
alone,.
A
And
what
about
the
more
hands
aspect
like?
Do
we
ever
kind
of?
Do?
We
ever
say?
Okay?
And
this
is
a
moment
where
it's
the
soul
teacher,
but
we're
gonna,
make
sure
they
have
a
para
because
like
because
they
might,
because,
if
they're,
using
their
specialized
knowledge
with
this
one
student
like
someone
else,
needs
to
like
make
sure
everyone
isn't
throwing
the
supplies
at
each
other.
Exactly
like
yeah,.
C
Exactly
so
I
think-
and
this
is
where
you
know
our
in
our
one
of
our
upcoming
deadlines
for
deci,
and
our
systemic
Improvement
plan
is
around
building
out
new
circulars
and
guidance
around
certain
serving
students
with
disabilities.
Sorry
and
one
of
the
important
things
that
we'll
be
adding
into
that
is
a
sort
of
new
way
of
thinking
about
supports
for
students
or
models
of
service
that
really
builds
out
some
of
the
like
case
studies
of
when
you
might
do
that
right.
C
So
you
have
maybe
just
one
student
with
disabilities
in
a
classroom
who
needs
a
relatively
low
level
of
service
and
a
teacher
who's
licensed
to
provide
it.
In
addition
to
being
the
teacher
of
record
well,
if
they're
going
to
be
doing
it,
this
part
of
the
day,
here's
the
way
they
can
be
getting
supports
to
do
that
right
or
maybe
the
paraprofessional
can
get
trained
to
be
the
one-on-one
coach.
C
For
that
teacher
and
there's
a
spectrum
of
options
that
we
want
to
be
available
to
schools,
and
we
want
to
give
schools
the
opportunity
to
use
their
staff
more
flexibly
than
we
do
now.
F
H
F
What
David
said
I
think
it's
kind
of
a
shift
in
our
Focus
from
Strictly
compliance
and
I.
Think
that's
where
there
were
you
know
occasions
where
maybe
the
multi
licensed
teacher
was
used
in
a
way
that
okay,
we
could
check
the
box,
for
you
know
they
have
their
special
ed
license.
They
have
their
ESL
license
check
check.
F
What
we
want
to
do
now
is
focus
on
the
actual
services
that
are
being
provided
and
make
sure
the
students
are
actually
getting
what
they
need
and
we're
not
just
checking
the
box.
So
I
think
you
know.
While
we
still
encourage
multi-licensed
teachers-
and
you
know
we
want
teachers
to
have
the
skill
sets
that
are
required
to
get
licensed
in
a
variety
of
areas.
We
don't
want
that
to
be
relied
upon
just
to
meet
our
compliance
requirements.
We
want
to
actually
focus
on
what
services
they're
able
to
provide
the
students
in
the
classroom.
A
Right,
no,
absolutely
and
certainly
I
and
I.
Think
obviously
you
know
a
lot
of
our
teachers
pursue
additional
licensures
because
they
want
to
serve
our
population
of
students
better
and
it's.
It
has
always
struck
me
as
a
little
perverse
that
you
know
you
would
get
these
additional
licensures
and
we
would
then
say
and
now
like
we
get
to,
because
you,
because
you
become
Omni
competent,
you
get
no
help
right
like
with
any
and
it
just
I.
Don't
know
that
has
struck
me
as
a
strange
way
to
operate.
G
G
You
know
this
is
very
much
sort
of
at
the
core
of
it,
and
one
of
the
things
that
you
know
the
union
sort
of
pushed
a
great
deal
about
in
these
negotiations
was
that
you
know
the
multiple
licensure
requirement
is
too
often
an
excuse
to
do
more
with
less
and
so
the
process
you
highlighted
earlier
that
sort
of
Cooperative
process
that
we
build
the
regime.
G
That's
coming
is
a
mechanism
by
which
the
union
can
make
the
argument
that
you
know,
while
this
is
actually
a
situation
where
multiple
licenses
is
serving
the
student
population,
or
this
is
the
situation
where
it's
an
excuse
to
do
more
with
less
so
the
whole
process
that
we
build
in
the
school
by
school.
A
Great,
thank
you
so
much
and
yeah,
and
then
obviously
just
so
that
folks,
who
are
watching
at
home,
understand
this
contract.
It's
a
three-year
contract.
It
back
dates
to
the
prior
year
September
of
last
year,
and
it
has
2.5
percent
wage
increases
for
each
year
for
the
teachers
and
then
another
sort
of
additional
increase
associated
with
this
shift
in
everybody's
work.
Requirements
related
to
inclusion,
so
I
think
it's
another
half
a
percent
in
the
first
year,
another
one
in
the
middle
year
and
then
another
half
percent
of
the
second.
A
F
A
Yes,
okay,
so
just
just
sort
of
putting
that
on
the
record
for
folks,
because
I'm
not
sure
if
we
said
it
clearly
before
I
do
want
to
acknowledge
my
colleague,
counselor
Gabriella
Coletta
of
district
one
and
see
if
she
has
any
questions.
I.
J
Do
have
thank
you,
chair
I,
do
have
two
questions
and
mostly
I
wanted
to
be
here
and
just
show
support
for
BTU
and
and
our
BPS
Educators,
and
thank
you
all
for
your
work
on
this,
both
on
behalf
of
behalf
of
the
administration,
Lou
and
folks
in
Boston,
public
schools
and
I
do
see
this
as
as
progress,
especially
given.
J
It
was
devastating
when
this
was
going
through
the
council
and
and
as
chief
for
the
former
city
councilor
now
Senator
Lydia
Edwards
I
had
helped
to
expand
it
both
in
terms
of
of
the
amount
of
time
and
and
to
to
all
parents,
and
then,
during
that
time
one
of
our
constituents
called,
and
you
know,
she's
an
educator.
She.
She
was
a
teacher,
I'm,
pretty
sure
she's
a
teacher
still
and
was
all
excited
like
hey.
You
know:
is
this
going
to
apply
to
me
and
I
had
to
tell
her?
J
No,
it
wouldn't
so
this
is
it's
awesome
that
you
folks
have
moved
that
into
the
contract
and
it's
codified,
I
I
love
the
fact
that
you
are
expanding
the
affordable
housing
Provisions
as
well
too.
I
had
some
questions
on
that,
just
as
a
counselor
who
represents
a
district
that
is
dealing
with
displacement
due
to
gentrification
and
a
lot
of
our
students,
especially
at
East
Boston
high
school,
are
dealing
with
homelessness,
and
my
understanding
is
that
the
the
affordable
housing
investments
will
expand
a
pilot
program.
C
Thank
you
so
much
for
your
comments
as
well
as
that
question,
and
we
agree
very
much
on
this
issue
of
you
know.
Sort
of
making
sure
our
students
are
housed
is
one
of
the
fundamental
core
things
we
need
to
be
doing
as
a
city
I
think
one
of
the
things
that
I
really
appreciated
that
the
city
Administration
did
as
we
started.
This
pilot
program
was
say
this
isn't
the
BPS
problem.
C
This
is
a
whole
city
problem
and
really
have
worked
collaboratively
across
multiple
agencies
to
help
pilot
this
program
and
I
think
it's.
It
was
a
really
exciting
development
for
the
Boston
Teachers
Union
to
want
to
sort
of
formalize
their
support
and
participation
in
this
effort.
C
So
I
think
you
know
our
goal,
as
that
state
is,
is
within
five
years
to
eliminate
homelessness
and
the
students
in
Boston
Schools.
So
we
are.
We
feel
like
we're
on
track
with
that.
I
don't
have
a
ton
more
of
the
details
about
your
District
I've
apologize,
but
I
can
certainly
reach
back
out
to
my
colleagues
and
get
you
any
information
you
need
on
that.
J
Yes,
continue
that
great
work
and
then
the
my
last
question
is
it
was
going
to
be
about
special
education,
but
I've
heard
a
lot
about
the
English
English
language
learner
program
and
learning
more
about
how
this
contract
will
improve
that
situation.
Just
because
I
have
been
hearing
from
parents
who
have
been
looking
for
more
from
BPS.
C
Sorry,
just
confirming
which
one
of
us
was
going
to
answer
so
the
the
main
thing
that
this
contract
has
done
is
sort
of
expand
compensation
for
our
language
acquisition,
team
facilitators.
H
C
Acknowledge
the
important
work
they're
doing
to
ensure
that
our
students
are
getting
the
supports
they
need
in
whatever
model
of
service,
be
it
ESL,
shelter,
English,
immersion,
dual
language:
whatever
program
is
happening
in
their
school
I
think
this
is
a
real
recognition
of
for
our
highly
skilled
language
acquisition
team
facilitators,
how
much
time
they're
putting
in
and
how
our
previous
contractual
agreement
didn't
really
reflect
the
needs
of
that
program
and
so
I'm
excited
for
that.
C
I
also
think
you
know
there
are
a
number
of
other
initiatives,
we're
working
on
and
hopefully,
you'll
see
being
published
already
and
soon
through
our
work
with
the
Department
of
Elementary
and
secondary
education
on
the
systemic
Improvement
plan
and
I'm
really
revamping
and
revitalizing.
Our
programs
for
English
Learners.
F
H
F
We
really
want
to
incentivize
and
retain
and
kind
of
recruit
more
teachers
to
get
involved
with
that
program.
So
I
think
that's
reflected
in
the
amount
that
we
have
increased,
that
I
think
it's
been
underlooked
as
a
stipend
for
for
a
little
while-
and
here
we
really
wanted
to
prioritize
that
it's
something
that
these
Educators
should
be
rewarded
for,
and
we
think
the
the
new
amount
reflects
that.
A
All
right,
thank
you,
councilor
Coletta,
yeah
and
I
I,
totally.
Second
I
think
the
homelessness
program
and
the
partnership
with
the
Boston,
Housing,
Authority
and
kind
of
you
know
it's
very
encouraging
to
me.
I
think
this
Council
has
been
consistent
over
a
number
of
years
now
in
advocating
for
our
homeless
students.
A
That
was
something
counselor,
Savi
George
was
very
focused
on,
and
it's
just
it's
amazing
to
me
to
think
about
us
going
from
a
place
where
we're
talking
about
sort
of
Hearn
and
how
do
we
have
like
you
know
how
do
we
have
some
backpacks
and
supplies
and
clothes
for
kids,
which
is
a
very
important
piece
of
the
puzzle
right,
but
going
from
that
conversation
about
our
like
homeless
young
people,
to
saying
no,
no,
like
really.
A
How
do
we
get
our
families
housed
right,
I
think
that's
been
a
huge
transition
over
the
last
like
eight
years
or
so,
which
I
mean
started
with
even
acknowledging
the
scale
of
the
problem.
I
think
it
was
like
seven
percent
or
something
at.
H
A
Point
of
students
in
BPS
who
are
homeless,
which
I
think
is
always
a
number
that
shocks
people
so
yeah
I,
just
really
want
to
Second
The
View
that
it's
huge
thank
you
and
we're
really
glad
you're
working
on
it
and
I
yeah
go
ahead.
One.
G
Thing
I
would
add
on
that
too.
You
know
from
the
from
the
perspective
of
the
priorities
of
the
administration.
You
know
tackling
that
particular
problem
from
a
sort
of
traditional
labor
law
perspective
I
mean
it's
not
necessarily
a
subject
of
a
bargaining.
G
You
know
when
you
sort
of
get
through
exactly
what
you
do
with
the
table,
but
you
know
the
sort
of
opportunity
to
do
that
stuff
and
partner
with
our
unions
and
find
ways
to
do
things
like
that
is
sort
of
the
watch
word
of
the
way
we
want
to
do
business,
and
you
know
that
doesn't
mean
that
we'll
do
that
with
everything
that
comes
to
us.
But
you
know
when
there's
when
there's
a
good
idea,
it's
one
that
we're
willing
to
co-sign.
You
know,
regardless
of
where
it
comes
from
so.
A
That's
how
our
BTU
Educators
bring
sort
of
their
whole
selves
into
these
conversations
like
these
are
the
teachers
who
are
worrying
about
their
students
who
go
home
on
house
so
for
them
to
say,
hey,
that's
part
of
my
work
right.
In
that
sense,
it's
an
appropriate
topic
of
bargaining,
because
it's
you
know
something
keeping
me
up
at
night.
I
think
I
think
is
tremendous,
and
this
thing
about
it's
a
small
thing,
but
this
thing
about
Educators
not
using
their
own
hot
spots
and
us
making
sure
we
actually
have
Wi-Fi
in
our
buildings.
A
I
assume
that
that's
been
assisted
us
achieving
that
by
the
the
roll
out
of
a
fiber
optic
Network
to
all
the
schools.
C
Yeah,
yes,
it
has
been
and
I
think,
also
there's
a
lot
of
work,
we're
doing
just
to
improve
coverage
in
buildings
and
making
sure
that
you
know
every
space
actually.
C
C
D
A
Yes,
I
want
to
just
check
with
Ron
whether
we've
had
anyone
sign
up
for
public
testimony.
Okay,
seeing
none
I
think
that
those
are
all
my
questions
and
it
sounds
like
the
colleagues
questions.
I
am
planning
to
recommend
passage
of
this
docket
tomorrow.
A
Obviously
this
is
retroactive
back
to
last
September,
and
so
it's
been
a
long
time
coming,
but
I
really
obviously
I
think
you
know,
but
I
got
I,
think
it
got
dealt
with
quite
expositionally,
all
things
considered
and
given
all
the
other
contracts
on
the
table
and
everything
we're
really
pleased
to
hear
it
done
and
I
think
it's
I
think
it's
very
helpful
to
our
new
superintendent
that
she's
able
to
like
come
in
where
the
question
is
implementing
this
contract,
as
opposed
to
just
agreeing
it
right
and-
and
please
was
pleased
to
hear
it-
be
ratified
by
the
btu
members
and
approved
by
the
school
committee.
A
So
I'm
delighted
to
support
it
and
I'll
be
saying
as
much
tomorrow.
Did
you
all
have
any
closing
comments
you
wanted
to
offer
all
right?
Then?
Oh,
yes,
go
ahead.
F
Oh,
thank
you
Council
for
your
support.
We
appreciate
it
and
I
just
wanted
to
take
the
opportunity
to
thank
Lou
and
the
mayor's
team
for
helping
us
with
this
contract.
You
know
the
really
couldn't
have
gotten
done
as
quickly
and
efficiently
without
his
support
and
the
mayor's
support,
and
as
always
thanks
to
our
Union
partners
for
working
with
us
on
these
significant
reforms
and
we're
we're
excited
to
see
where
it
leads
and
how
it
impacts
the
outcomes
for
our
students.
A
I'll
also
say
that
you
know,
obviously,
obviously
it's
a
perennial
topic
of
council
concern
and
discussion.
The
increase
of
the
BPS
budget
not
just
year
on
year,
proportionately,
but
above
right
in
terms
of
we've
gone
from
30
to
40
percent
over
the
course
of
the
time
I've
been
paying
attention
to
the
to
the
budget
and
I
think
there's
some
cautions
and
concerns
there,
but
I
also
think
that
one
of
the
things
that
comes
up
again
and
again
is
like
okay.
Wait.
If
we're
doing
this
increase
like
what
are
we
achieving
like?
A
What's
the
what's
the
thing
that
the
additional
money
is
achieving
and,
and
so
I
I
very
much
appreciate
that
since
we've
also
been
talking
forever
about
inclusion
and
sort
of
how
do
we
Implement
a
better
model
for
our
students
and
and
also
frankly,
meet
the
state
requirements
on
us
around
that
front?
It's
it's
very
encouraging
here
that
we're
talking
about
a
budget
increase,
of
course,
that
it's
connected
to
that
substantive
point
so
great.
Well,
thank
you
all
with
that.