►
Description
Dockets #0622-0628 FY20Budget: Boston Public Schools - School Budget
A
A
Dockets,
zero,
six,
two:
six:
two:
zero:
six
to
eight
capital
budget
appropriations,
including
loan
orders
and
lease
purchase
agreements
like
to
remind
folks
in
the
chamber
that
this
hearing
is
being
broadcast,
live
and
recorded
for
future
review
on
comcast
channel
8
r,
CN,
82,
Verizon,
1964
and
streamed
at
Boston,
gov,
backslash
city
council,
TV.
Ask
people
in
the
chamber
also
to
silence
their
electronic
devices.
A
We
will
take
public
testimony
at
various
points
of
hearings
and
we
ask
that
folks
who
wish
to
testify
sign
up
with
it
to
the
on
the
sheet
at
the
front
door.
Please
state
your
name
any
affiliation
in
residence
and
mark
the
box.
Yes,
if
you
wish
to
testify
this
budget
review
will
encompass
around
34
hearings
over
roughly
six
more
weeks.
We
strongly
encourage
residents,
whether
here
in
the
chamber
or
at
home,
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record.
This
can
be
done
in
several
ways.
A
Come
to
one
of
the
hearings
and
give
public
testimony
live,
come
to
the
hearing
dedicated
to
public
testimony
on
Tuesday
June
4th
anytime
from
2
p.m.
to
6
p.m.
we
will
be
here
for
at
least
that
timeframe
and
will
stay
as
long
as
we
need
to
to
hear
from
everyone
who
would
like
to
speak
on
the
budget.
You
can
send
your
testimony
to
the
Committee
on
ways
and
means
at
City,
Council,
fifth,
floor
Boston,
City,
Hall,
Boston,
Mass,
zero
to
two
zero
one
or
email.
A
The
committee
at
CCC
WM
at
Boston,
gov
I,
will
introduce
my
colleagues
in
order
of
their
arrival
to
my
immediate
left
is
councillor
Lodge,
Aneesa,
asabi,
George
and
the
edge
chair
and
to
my
far
left
is
counselor
ed,
Flynn
and
counselor
Campbell
seems
to
have
just
stepped
out
for
a
moment.
As
I
said,
I'm
gonna
call
a
couple
of
folks
to
testify
before
your
presentation
like
to
bring
up
nailin,
Rivera
and
Abel
Fuentes
and
there's
you
can
speak
right
there
at
that
podium
where
the
laptop
is.
C
Hello,
Mabel,
Fuentes
and
I'm
also
a
senior
at
East
Boston
high
and
I
like
a
I.
Look
at
my
teachers,
not
only
as
people
who
come
and
teach
but
as
a
family
because
they
changed
many
people's
lives
and
I
would
feel
really
like
I
don't
know.
I
would
I
would
just
feel
bad
because
poverty
now
is
because
poverty
is
just
making
life
very
difficult
for
children,
because
you
know
some
children
like
you
know
how
problems
at
home.
They
don't
get
enough
sleep,
not
enough.
Wreckers
and
I
feel
like
this
needs
to
change.
Thank
you.
Thank.
A
D
You
counselor
I
am
gonna
start
with
a
very
brief
few
minutes.
To
recap
our
FY
2009.
Oh,
we
have
some
new
members
of
the
audience
and
for
folks
at
home
and
then
I'll
turn
it
over
to
David
bloom,
our
budget
director
to
walk
through
more
details
on
how
we
fund
schools
and
then
my
colleagues
from
our
office
of
human
capital,
serene
serene,
serene
Daly
and
Emily
causal
Bosh
will
be
presenting
on
our
efforts
with
human
capital.
D
Thank
you
David
a
few
key
facts
and
figures
that
summarize
the
FY
20
but
proposal.
The
proposal
includes
a
twenty
six
million
dollar
increase,
which
will
bring
our
total
general
fund
operating
budget
1.13
nine
billion
dollars.
I
want
to
emphasize
critically
that
this
does
not
include
any
increases
in
teacher
salaries
as
we're
still
in
active
negotiations
with
the
Boston
Teachers
Union.
As
our
contract
with
the
teachers
union
represents
almost
six
hundred
million
dollars,
we
can
expect
a
substantial,
further
increase
when
the
contract
is
settled.
D
We
appreciate
the
support
of
the
city
for
education,
as
the
city
continues
to
make
up
for
stagnant
state
and
federal
funding,
with
the
twenty
six
million
dollar
increase.
In
addition
to
covering
some
increasing
costs
outside
of
our
collective
bargaining
contract
with
the
teachers,
we're
also
making
a
series
of
proposed
investments,
notably
six
million
dollars-
that
we
believe
will
continue
to
support
equity
and
stability
in
our
schools,
as
well
as
a
series
of
investments
that
sit
on
central
budgets.
D
I
walked
through
slide
4
with
this
body
on
Tuesday,
again
I'm,
going
to
briefly
summarize
to
provide
context
to
what
David
walks
us
through,
we
think
of
the
bps
budget
in
four
major
categories.
The
first
are
the
direct
school
expenses.
These
are
the
dollars
that
primate
primarily
sit
on
school
budgets
and
David's.
Gonna
walk
us
through
today.
How
we
decide
to
take
the
funds
we
have
and
divide
them
as
equitably
and
transparently
as
possible.
Those
are
not
the
only
funds
and
resources
that
go
to
schools.
However.
D
D
Our
central
administration,
which
will
be
the
topic
of
a
hearing
this
afternoon,
is
approximately
5.4
percent,
and
then
we
also
spend
five
point:
three
percent
on
services
to
non
bps
students,
a
combination
of
state
mandates
and
investments.
The
city
has
elected
to
make.
With
that
I'll
hand
it
over
to
David
bloom.
Our
budget
director.
A
Can
I
just
interrupt
for
one
minute
like
to
also
recognize
that
we've
been
joined
by
councillor
Michael,
Flaherty
and
councillor
Tim,
McCarthy
and
I
do
want
to
read
into
the
record
from
one
of
our
colleagues
council,
CEO
Moore
I
regret
to
inform
you,
though
I
will
be
missing.
Today's
hearing
on
the
City
Council's
Ways
and
Means
docket
0
6
2
2,
2,
0,
6,
2,
8,
FY
20,
but
bps
school
budgets
on
Thursday
April
25th
at
noon.
I
will
review
the
hearing
online
and
please
read
this
into
the
record:
sincerely
Matt
O'malley.
Thank
you.
E
So
I
want
to
walk
through
some
new
information
on
a
summary
of
school
based
decisions.
As
you
may
recall,
we
allocate
funds
out
to
schools
through
a
process
called
blade
student
funding
and
then
school
communities
make
decisions
on
how
that
funding
is
going
to
be
spent.
So
over
the
past
six
years,
as
we've
mentioned,
teaching
staff
has
risen
by
proposed
or
388
FTE
between
F
teen
and
ninth
19
and
20.
E
As
you
also
may
be
aware,
we
are
expanding
inclusive
practices
throughout
the
district
and,
as
a
result,
the
number
of
general
education
teachers
is
declining.
While
the
number
of
our
school
budgets
special
education
teachers
is
and
pears
are
rising.
Ninety
FTE
and
there's
also
centrally
budgeted
school-based
FTE
that
rise
another
25
in
that
special
education
world
overall.
This
represents
a
3%
increase
in
special
education
budget.
E
In
addition,
there's
a
5%
increase
in
teachers
teaching
either
sei
or
ESL.
Our
two
primary
methods
of
serving
students
who
are
English-
that's
over
36
ft,
all
this
before
our
reserves
are
liquidated,
as
I
mentioned
weighted
student
funding
is
our
main
method
of
distributing
funds
to
schools
and
I'll
go
over
that
in
a
moment,
but
I
also
just
wanted
to
highlight
some
other
methods
of
distributing
funds
to
schools.
We
have
certain
special
program:
schools
that,
due
to
their
complexity,
do
not
receive
ways.
Student
funding
and
their
funding
is
essentially
flat
with
some
small
adjustments.
E
E
There
are,
then,
some
additional
adjustments,
a
list
of
which
is
in
the
footnotes
for
other
sorts
of
programs,
as
well
as
expanded
learning
time
and
benefits,
but
the
main
method
is
weighted
student
funding.
This
was
approved
by
school
committee
in
2011
as
the
main
mechanism
to
distribute
the
amount
of
money
we
have
in
this
very
simplified
overview
and
there's
a
lot
more
available
online.
E
Essentially,
the
idea
is,
if
there's
a
certain
amount
of
dollar
per
pupil
by
need
right,
so
that
if
a
student
goes
to
a
different
school
with
the
same
amount
of
need,
they're
getting
the
same
amount
of
funding,
but
the
students
with
higher
needs
get
more
funding.
That's
multiplied
by
the
expected
number
of
students
to
give
you
the
the
total
amount
allocated
to
the
school.
E
Some
examples
of
what
those
weights
are
are
on
slide.
14.
There
are
base
instructional
weights
for
the
teachers
and
classroom
Parra's
that
every
type
of
classroom
requires
is
driven
by
the
way
we
staff
those
classrooms
and
the
class
size
ratios.
But
there
are
also
some
additional
weights
for
things
like
poverty
or
some
money
that
was
allocated
through
the
opportunity
index
that
gives
schools
discretionary
funds
that
they
can
choose
how
best
to
use
in
their
school
community
I
mentioned,
there's
a
lot
more
detail
than
what
I'm
providing
in
this
presentation.
E
If
you
go
to
Boston
Public,
Schools,
org,
slash
budget
you'll
see
these
four
documents.
What
they
do
is
the
top
to
show
you
for
each
school
both.
How
did
they
get
their
weighted
student
funding
total
and
how
do
all
of
the
different
things
beyond
weighted
student
funding,
total
up
to
their
total
budget
and
then
on
the
bottom?
There's
summary
information
available
for
all
schools.
If
you
want
to
look
across
schools,
but
both
both
things
are
available
for
all
schools.
E
E
There
are
five
schools
where,
in
addition
to
those
37,
new
investment
was
able
to
allow
for
increased
staffing,
despite
perhaps
a
not
increasing
overall
budget
at
nine
schools,
essentially
their
budgets
not
increasing,
but
it's
essentially
flat
within
one
FTE,
and
then
there
are
25
schools
losing
at
least
one
FTE.
The
median
staffing
change
in
that
group
was
about
2.3
FTE
and
the
median
enrollment
decrease
is
31
students.
Many
of
these
schools
are
getting
the
1.3
million
dollar
pot
of
money.
We
have
available
to
supports
low-performing
schools
with
enrollment
issues.
E
Finally,
I
mentioned
reserves.
We
do
not
have
general-purpose
reserves
in
the
Boston
Public
Schools.
We
have
a
series
of
reserves
for
very
specific
purposes.
They
are
laid
out
here,
the
primary
ones,
the
largest
ones
you'll,
see
here,
there's
a
reserve
for
staff
costs,
but
there's
also
then
reserve
for
weighted
student
funding
and
that
money
goes
out
to
schools
over
the
course
of
spring
and
summer
and
fall
as
we
see
the
enrollment
rounds
come
in
and
we
see
schools
that
might
have
higher
enrollment
than
we
had
projected.
E
We
have
money
in
reserve
to
give
out
to
those
schools,
allocate
them
additional
staff,
additional
funding
to
help
them
with
the
additional
students,
and
we
expect
that
every
year
that
amount
ends
at
zero
through
by
the
middle
of
the
year.
There
is
more
a
lot
of
more
information
online.
Once
again,
we
have
this
new
interactive
web
tool
to
help
explore
our
budget
and
the
four
documents
I
mentioned,
as
well
as
all
the
documents
we
presented,
the
School
Committee
at
Boston,
Public,
Schools,
forward,
slash
budget.
F
Good
afternoon
my
name
is
Emily
Kelly's,
cousin,
Bush
and
I
am
the
chief
human
capital
officer
in
the
Boston
Public
Schools
I'm
joined
today
by
serán
Daly,
the
managing
director
of
recruitment
cultivation
and
diversity,
programs
and
multiple
members
of
our
team
I'm
here
in
the
chamber.
Given
today's
focus
on
school
budget
budgets,
it
is
appropriate
that
we
focus
on
the
people
in
those
schools.
F
As
we
just
heard
from
the
two
students
who
testified
from
East
Boston
High
School,
we
must
focus
our
resources
on
ensuring
that
we
have
the
educators,
leaders
and
employees
that
will
empower
each
child
in
our
system
with
excellent
educational
opportunities
as
you've
seen
over
the
past
five
years.
We
think
about
our
work
in
three
main
categories:
cultivating
and
recruiting
educators,
hiring
educators
and
then
developing
and
retaining
them
within
that
work.
F
I'm
going
to
talk
for
a
very
brief
time,
specifically
about
how
we're
recruiting
and
preparing
the
teachers
that
our
students
need,
providing
differentiated
support
to
our
schools
and
developing
our
leaders
and
leadership
teams.
Today,
I'd
like
to
highlight
three
key
areas
of
investment
in
progress
in
our
office.
First,
in
our
work
to
ensure
that
our
students
have
excellent
teachers
who
reflect
the
rich
diversity
of
our
student
body,
we've
identified
the
state's
teacher
licensure
exam
as
a
major
obstacle
for
many
of
our
teachers
of
color.
F
Over
the
past
year,
we
have
refined
and
expanded
our
support
for
educators
to
support
the
massachusett.
Excuse
me
to
pass
the
Massachusetts
test
for
educational
licensure,
also
known
as
the
MTEL.
Our
program
has
empowered
bps
educators
of
color
to
pass
the
state
test
at
two
to
three
times
the
statewide
pass
rate
and
has
enabled
BPS
to
retain
a
higher
number
of
these
educators.
F
Second,
we've
invested
in
a
position
to
lead
our
portfolio
of
retention
programs
and
to
work
directly
with
our
educators
of
color.
These
programs
are
designed
to
directly
address
the
needs
of
our
educators
of
color,
who
are
in
our
system.
Finally,
we're
excited
to
announce
an
innovative
two-year
partnership
with
City
Year,
in
which
individuals
will
spend
a
year
working
in
bps
schools
and
then
earn
funding
for
their
masters
in
teaching.
We
are
excited
about
this
pathway
into
the
teaching
profession.
F
Over
the
past
few
years,
the
offices
of
human
capital,
equity
and
academic
superintendents
have
worked
in
collaboration
to
provide
additional
workforce.
Diversity
supports
to
fifteen
to
twenty
schools
per
year.
These
schools
are
identified
by
meeting
two
criteria:
the
number
of
positions
that
they
had
to
fill
and
staff
diversity
levels
that
are
below
35%
educators
of
color.
Last
year,
the
candidates
hired
at
these
15
schools
who
self-identify
as
educators
of
color
increased
by
4%
from
41%
to
45%,
in
line
with
the
district's
overall
hiring
percentages.
F
This
is
the
first
year
that
there
has
been
no
gap
between
the
hiring
done
by
these
lower
diversity,
schools
and
the
overall
district.
In
addition,
last
year,
in
line
with
a
shift
in
the
district's
strategy
to
differentiate
support
to
low-performing
schools,
our
office
focus
supports
in
nine
low-performing
schools.
These
nine
schools
filled
120
vacancy,
which
is
about
vacancies,
which
is
about
10%
of
the
total
vacancies
in
the
district
and
did
81
percent
of
that
by
June.
F
We
are
also
focusing
on
continuing
to
improve
how
we
support
schools
in
managing
their
staff
and
also
how
we
hold
them
accountable
this
year,
we're
building
on
the
partnership
with
the
offices
of
equity,
academic,
superintendents
and
achievement
gap
by
having
schools
set
school-based
diversity,
hiring
goals.
This
is
the
first
year
that
this
level
of
accountability
is
moving
to
the
school
level
for
every
single
school.
Since
it's
incorporated
into
school
leader
evaluations.
F
Finally,
to
support
school
leaders
with
their
challenging
jobs.
We
are
also
investing
in
helping
them
build
their
leadership
teams.
Those
are
the
assistant,
principals,
directors
of
instructions
or
teacher
leaders
who
work
alongside
them
as
they
leave
the
school
this
year,
we're
working
to
provide
the
maximum
flexibility
for
schools
to
build,
recruit
and
select
the
best
individuals
for
their
leadership
teams.
In
line
with
our
overall
district
priority
of
supporting
schools,
we
have
always
focused
on
ensuring
our
students
have
educators
who
represent
their
own
racial,
cultural
and
linguistic
diversity.
You
can
click
thanks.
F
As
I
know,
this
counsel
has
cited
before
their
research
behind
the
importance
of
role
models
and
culturally
responsive
teaching
only
continues
to
grow.
A
recent
paper
by
the
Institute
of
labor
economics
found
that
having
just
one
black
teacher
in
third,
fourth
or
fifth
grade
reduced
low-income
black
boys
probability
of
dropping
out
of
high
school
by
39%.
This
research,
as
well
as
what
we
hear
from
our
students,
our
teachers
and
our
school
leaders
themselves,
fuels
our
work
as
you
can
see
on
this
graph.
F
Overall,
the
percentage
of
hires,
whose
self-report
as
black
latina
or
Asian,
has
increased
from
39%
in
2014
to
nearly
46
percent
this
year
this
year,
while
it's
still
a
deep
area
in
which
we
as
a
district
need
to
improve,
we
saw
a
particularly
strong
outcomes
for
our
Latinas
hires
overall,
the
percentage
of
hires
who
report
as
Latinas
increased
from
11.8%
to
13.5
percent.
We
have
seen
a
45
percent
increase
in
the
number
of
candidates
who
identify
as
Latinas
since
night
since
2014.
F
This
is
an
increase
from
331
candidates
in
2014
to
479
last
year,
a
combination
of
having
more
Legend
X
candidates
and
the
interventions
that
we
put
in
place
helped
translate
into
the
2%
increase
in
Latino
X
hires
this
past
year
and
a
7%
increase
in
overall
educators
over
the
past
five
years.
Again.
This
is
still
an
area
focused
and
we
are
not
satisfied
with
these
results,
but
we
are
moving
in
the
right
direction.
F
These
specific
interventions
and
others
that
I've
described
today
have
led
to
small
but
real
improvements
in
our
workforce:
diversity
after
losing
ground
in
2016
we
recovered
in
2017,
and
that
improved
a
percentage
point
in
our
overall
workforce.
Demographics
to
thirty
eight
point,
eight
percent
of
educators
who
identify
as
people
of
color
this
year,
the
office
of
human
capital
is
a
few
key
components
to
our
budget.
Our
general
fund
operating
budget
for
FY
19
was
four
point.
Nine
one
million
dollars
in
the
proposed
budget
next
year
is
four
point.
F
Nine
six
million
the
investments
listed
on
this
slide
are
primarily
funded
through
title,
one
entitled
two
grants
and
I'm
happy
as
we
get
into
the
discussion
and
I
hear
your
questions
to
answer
anything
else.
You
would
like
to
know
about
either
the
budget
or
the
programs
or
outcomes
that
I've
described.
Thank
you
very
much.
A
Thank
You
Emily
and
we've
been
joined
by
councillors,
Frank
Baker
and
councillor
oolitic,
Lydia
Edwards,
so
the
weighted
student
for
me,
you
detail
any
changes
from
last
year
to
this
year
and
is
that
kind
of
a
consistent
every
year
you
readjust
and
how?
How
do
you
come
up
with
the
adjustments?
I
guess.
D
The
philosophy
behind
wsf
remains
the
same,
but
we've
made
important
changes.
The
philosophy
behind
it
is,
we
think,
in
a
sea
of
imperfect
ways
to
divvy
up
the
money.
We
have
it's
the
best
one
we
have.
We
believe
it
is
most
equitable
and
most
transparent
to
use
something
like
wsf
to
allocate
money
to
schools
as
opposed
to
old
models
where
the
central
office
frankly
had
too
much
power
to
allocate
staff
to
schools,
and
there
was
too
much
incentive
for
the
loudest
voices
to
get
the
most.
D
Having
said
that,
we
have
heard
loud
and
clear
concerns
from
the
community
for
the
last
couple
of
years.
What
happens
with
a
school
with
declining
enrollment?
Why
can't
we
have
a
full-time
nurse
or
a
librarian
at
every
school
we
haven't
made
it
perfect,
but
I
think
we're
making
real
change
each
year.
Last
year
we
instituted
a
host
of
changes
to
try
to
increase
stability
for
schools,
and
we
double
down
on
that
strategy
this
year.
D
So
the
biggest
change
for
this
year
was
that
the
district
is
now
fully
absorbing
the
first
two
percent
decline
in
any
school
budget
and
David
and
I
are
gonna,
be
convening
a
workgroup
this
summer
with
school
leaders
to
get
input
on
even
more
changes
we
should
make
last
year.
So
in
summary,
our
philosophy
of
trying
to
be
equitable
and
transparent
remains,
but
we
are
really
trying
to
listen
and
adjust,
and
there
are
some
changes
year
over
year.
Did
you
want
to
add
anything
David.
E
Yeah
we
had
in
specific
is
that
one
of
our
goals
is
that
the
that
we
are
not
decreasing
the
amount
of
per
pupil
funding
in
each
of
the
individual
weights
right
that
were
able
to
work
with
our
city
team
and
then
so
then
this
year
we
actually
did
increase
the
amount
of
funding
going
through
one
of
the
weights
and,
as
I
had
mentioned,
they're
sort
of
two
types:
there's
the
core
instructional
and
then
the
school
discretionary.
We
increased
a
weight
for
school
discretionary
funds
through
the
opportunity
index.
E
We
sometimes
refer
to
it
as
school
support
funds.
These
funds
go
to
about
a
hundred
schools
and
with
student
funding
and
are
available
they're
not
tied
to
any
one
part
of
their
budget.
The
school
community
gets
to
decide
how
they're
spending
it
we
allocated
about
additional
three
million
dollars
through
that
this
year,
right.
A
D
A
E
So
our
weighted
student
funding
system
is
based
and
I
an
idea
of
that
the
funding
system
should
be
able
to
fund
a
the
instructional
needs
of
a
classroom
when
it
is
eighty
seven
point,
five
percent
fall
right.
As
a
result,
you
can
sort
of
imagine
that
if
a
school
school-wide
is
less
than
eighty
seven
point,
five
percent
phone,
it
struggles
to
fund
the
base
needs
of
any
of
the
school,
so
the
teachers,
paraprofessionals
and
so
on.
So
the
sustainability
allocations
provide
everybody
up
to
a
minimum
floor
of
required
staffing.
E
Even
if
we,
the
student
funding,
is
not
able
to
provide
that
due
to
sort
of
chronic
empty
classrooms.
We
have
nine
schools,
I
believe
that
have
qualified
for
that
this
year,
which
is
similar
to
what
we've
seen
in
prior
years.
So
I
know.
One
of
the
goals
of
our
build
BPS
process
is
to
try
and
help
schools
that
have
these
types
of
issues
and
figure
out
how
they
can
move
away.
A
Lastly,
I
just
wanted
to
ask
for
some
lists,
so
the
76
schools
that
have
overall
declining
enrollment-
maybe
if
you
can
even
sort
them
by
district,
maybe
I-
think
that
would
be
helpful
for
my
colleagues
also
the
37
schools
that
are
in
you
know
that
slide
17.
If
you
can
provide
me
the
the
detail
back
back
up
the
information
on
on
those
the
areas
I'd
appreciate
it
and
on
human
capital,
I
know
that
for
many
years
we
weren't
able
to
actually
enter
the
competition
for
recruits
because
I,
don't
remember
why?
A
But
I
remember
during
John
click,
Donna's
interim
superintendent
see
he
was
able
to
get
us
to
a
place
where
we
could
compete
earlier
and
I
mean
I,
see
the
results
coming
coming
recently,
I'm
wondering
where
were
we
in
2011
and
12
before
that,
before
those
changes
and
I?
Maybe
you
can
speak
to
the
changes
Emily?
Why
how
we
were
able
to
get
out
and
be
more
competitive
in
the
sure.
F
A
F
A
G
E
G
G
E
E
Dollar
amount
is
set
looking
at
our
staffing
guidance
around
high
school,
which
the
class
size
max
of
31
and
then
how
much
funding
would
you
need
to
sort
of
have
the
staff
required
just
to
service
that
class
with
eighty
seven
point,
five
percent
full
before
that
I
can
do
that
math
locally
and
essentially
the
idea
at
high
school
typical
high
school
teachers
are
teaching
four
out
of
every
six
periods.
So
you
need
sort
of
one-and-a-half
FTE
per
class.
It
doesn't
actually
work
out,
you
don't
one
and
a
half
teachers
teaching
one
class
of
kids.
E
G
E
So
essentially,
the
way
this
works
is
that
we
have
the
sort
of
base
model
that
we
fund
and
then
schools.
All
schools
have
some
amount
of
discretionary
funding.
Now
some
schools
have
more
than
others,
but
they're
able
to
use
to
make
strategic
decisions
about
how
they
want
to
do
that.
So,
let's
say
a
school
is
doing
a
rotating,
a
and
B
period
block
or
they're
doing
a
seven
period
split
over
and
everyone
doesn't
meet
every
day
or
something
like
that.
E
E
G
What
would
be
helpful
for
me
is
if
you
could
share
with
us
the
base
weights
at
all
the
different
levels
or
then
how
we're
determining
the
additional
values
yep
and
with
the
87
percent,
it's
sort
of
the
breaking
point
for
schools
to
be
able
to
function
at
full
scale.
How
many
schools
are
not
at
87
percent
capacity.
D
G
You
know
so
one
of
the
concerns
we
talk
about
the
individual
schools,
the
school
losing
the
most
is
these
Boston
high.
It
was
the
students
that
are
here
school
I
happen
to
teach
at
for
thirteen
years,
and
it's
you
know
makes
me
very
anxious
to
hear
how
much
they're
losing
because
of
some
capacity
issues,
because
because
of
some
of
the
trends
that
are
happening
in
the
neighborhood
and
across
the
city,
so
how
do
we
support
a
school
like
that
or
any
of
these
thirty
or
so
schools
that
are
all
losing
money?
This
year.
E
It's
definitely
a
very
difficult
situation
for
all
the
schools,
but
especially
in
a
school
like
East
Boston,
where
the
enrollment
changes
is
so
much
more
significant,
so
I
would
say
there
are
two
main
types
of
things
we
do.
One
is
this
soft
landing
right
where
we're
saying
so
the
projected
enrollment
decrease
at
East
Boston
High
School
is
15
percent,
essentially
200
students
and
so
the
but
the
actual
funding
level
decrease
is
12
and
a
half
percent,
which
is
still
very
significant.
E
I,
don't
mean
to
take
anything
away
from
that,
but
we've
sort
of
taken
the
first
2%,
plus
a
little
bit
more
from
off
of
the
top
of
that
reduction.
The
second
thing
we
do
is
work
really
collaboratively
with
the
school
to
ensure
that
the
things
that
we're
reducing
are
the
core
classes,
that
the
students
who
are
no
longer
attending
would
take,
as
opposed
to
the
types
of
additional
or
supplemental
classes,
that
every
student
might
still
be
interested
in.
E
A
H
Thank
You
counsel,
CMO,
and
thank
you
to
the
panelists
for
being
here
and
for
your
work
and
helping
our
students.
I
said
to
two
basic
questions:
can
you
talk
about
the
recruitment
strategy?
You
have
in
kind
of
identifying
potential
potential
teachers
at
some
of
our
colleges
and
universities
and
what
type
of
assistance
would
you
be
giving
to
those
potential
teachers
in
terms
of
helping
them
relocate
to
Boston,
helping
them
to
get
accustomed
to
bps
the
recruitment?
H
I
Well,
we
do
a
myriad
of
strategies
for
our
recruitment.
You
asked
specifically
about
colleges.
We
have
very
strong
relationships
with
our
universities
and
partners
who
produce
educators
on
particularly
educators
of
color.
We
connect
with
our
partner
institutions
on
a
regular
basis.
We
invite
them
in
specific
ways
to
attend
any
of
our
recruitment
events.
If
you
were
to
look
on
our
website,
our
recruitment
events
are
in
addition
to
wide
open
and
anyone
can
attend
any
of
our
recruitment
info
sessions.
I
We
have
very
specific,
unique
recruitment
events
for
multilingual
educators,
for
educators
of
color
for
math
science
and
special
education,
so
we
diversify
the
recruitment
in
the
content
area.
We
also
focus
on
the
the
multilingual
educators
and
we
also
look
at
educators
of
color.
You
asked
about
ELLs
I
mean
you
specifically
focused
on
Cantonese
in
Spanish.
It
is
a
high
priority
task,
given
that
we
have
such
a
large
population
of
educators
and
students
with
different
language
needs
that
we
are
also
recruiting
heavily
for
educators,
who
speak
multiple
languages.
I
I
We
do
have
partnerships
with
four-year
and
two-year
institutions.
Our
partnerships
that
are
growing
with
our
two-year
institutions
are
both
their
output,
meaning
getting
them
out
from
their
second
year,
their
associate's
program
into
ba
programs
and
also
partnering
with
those
institutions.
We
also
work
with
our
high
school
the
teacher
program,
and
that
program
is
also
looking
at
partnerships
for
our
high
school
students
that
begin
their
journey
into
education
through
their
to
their
community
colleges.
If
that's
their
option,.
J
Thank
You
counselors,
you
know
and
thank
you
to
the
panelists
for
your
hard
work
and
dedication
and
particularly
to
you,
know
in
the
human
capital
fund.
It's
not
an
easy
job
so
appreciate
and
applaud
your
creative
efforts
to
make
our
teaching
force
as
diverse
as
possible.
Just
going
back
to
the
way
too
weighted
student
formula
piece.
E
Yeah,
so
there
are
two
main
methods
in
the
way
student
formula
to
account
for
poverty.
The
first
is:
we
have
a
weight,
that's
explicitly
for
poverty
that
is
based
on
direct
certification,
which
is
how
the
state
has
moved
to
identifying
poverty
and
the
district
move
there.
When
we
went
to
be
a
fully
free
lunch,
strict
and
no
longer
collected,
free
and
reduced-price
lunch
forms,
we
moved
to
this
new
state
methodology
around
direct
certification
that
identifies
families
that
qualify
for
public
services.
E
So
our
we
have
two
weights
essentially
for
students
in
poverty.
One
is
just
for
every
student
in
poverty
across
the
district
there's
a
first
weight
for
those
students,
and
this
is
on
top
of
what's
in
title
1,
which
is
our
federal
allocation
for
students
in
poverty,
and
that
allocation
is
429
dollars
per
student
and
district-wide.
We
identified
71%
of
our
students
qualifying
for
that,
then
there's
a
second
allocation
and.
E
However,
many
kids
they
have
over
that
50th
percentile,
there's
a
second
$429.
So
essentially
the
way
you
can
think
about
that
is
the
dollar
per
pupil.
You
get.
Four
students
in
poverty
starts
at
four
hundred
and
twenty
nine
dollars.
If
you
have
less
than
50%
and
rises
based
on
how
what
percent
students
in
poverty
you
have
so
the
more
students
in
poverty,
you
have
the
more
dollar
per
pupil.
You
get
do.
J
E
E
J
To
because
time
is
of
the
essence,
so
I
know
this
piece
why
I
asked
that
question?
Is
the
Burke
high
school,
for
example,
under
the
opportunity
index,
it's
almost
having
the
opposite
effect,
so
there's
their
dollars,
I
think
went
down
under
the
opportunity.
That's
not,
and
that's
because
I
think
they
have
external
partnerships.
J
It
might
also
be
from
where,
where
their
students
are
coming
from
so
I
think,
there's
a
difference
between
looking
at
where
the
students
are
coming
from,
because
not
all
of
those
schools
pull
from
kids
in
the
neighborhood
versus
where
the
school
is
situated,
but
I
just
want
to
put
that
sort
of
a
pin
in
that
does
the
way
to
student
formula
take
into
consideration
the
type
of
school.
So
if,
for
example,
it's
an
open,
enrollment
high
school
like
the
Burke
High
School
East,
Boston
Charlestown,
it.
J
I
say
that
is
because
we
know
that
our
open
enrollment,
high
schools,
in
particular,
unlike
the
exam
school
selective
schools,
are
sort
of
the
staff
and
teachers
are
charged
with
teaching,
of
course,
in
meeting
the
needs
of
our
most
neediest.
So
usually
it's
the
folks
with
the
highest
needs
in
terms
of
special
ed
poverty
trauma,
maybe
they're
new
arrivals
to
this
country.
English
isn't
the
first
language.
We've
talked
about
this
in
various
hearings:
how
this
sort
of
concentrated
or
packed
into
our
open,
enrollment,
high
schools,
and
so
then,
of
course,
it
gets
a
little
troubling.
J
When
you
look
at
the
number,
the
amount
of
funding
that
the
open,
enrollment
high
schools
get
compared
to
their
counterparts,
so
I,
just
one
question
was
just:
do
we
take
that
in
consideration
in
the
open
enrollment,
the
type
of
high
school
that
it
is?
The
other
is
schools
that
have
the
ability
to.
Obviously
we
talked
about
this
yesterday:
fundraise
are
in
their
own
I'm
thinking
about
Boston,
Latin,
School,
I'm
thinking
about
other
high
schools
that
have
that
ability
to
fundraise
either
because
of
foundations
or
even
in
the
community,
where
they
are
situated.
D
Not
yet
not
today,
it
does
not
I
think
it's
an
important
question
for
us
to
be
discussing
as
a
community
of
what
options
there
would
be
to
improve
the
equity.
On
the
first
question,
you
asked
about
open,
enrollment,
suppose
I
want
to
start
by
saying
we
agree.
You
know
we
think
the
data
is
very
clear
that
we
have
concentrated
need
in
some
of
our
schools
to
a
greater
degree
than
others,
which
is
I.
D
Think
when
you,
which
is
why,
when
you
look
at
when
we've
been
able
to
put
more
money
into
school
budgets
for
the
last
three
years,
we
have
had
a
laser-like
focus
on
two
things.
One
is
stability
and
the
others.
Equity
and
stability
means
supporting
schools
with
declining
enrollment,
it's
primarily
the
2%
buffer
that
I
mentioned,
and
the
second
is
equity.
D
As
we
looked
at
some
of
the
recommendations,
for
instance,
that
came
out
of
the
Parthenon
report
that
looked
at
concentrations
of
need,
we
felt
like
the
opportunity
index
was
a
good
tool
to
help
directly
address
some
of
the
issues
that
were
raised
in
that
report
and
that
we've
all
known
about
in
Boston
for
many
many
years
and
so
each
year
we're
trying
to
do
more
and
more
so
that
the
differentiation
grows
in
the
funding.
Well,.
J
I'll
just
axe
I
heard
the
buzzer
beep.
You
know
I
think
we're
gonna
keep
coming
back
to
this
issue
of
the
schools
and
the
students
that
need
the
most
yes,
we'll
never
get
it
unless
we
start
doing
some
real,
drastic
stuff
to
change,
whether
it's
the
waiting
student
formula
or
the
opportunity
index
or
tweaking
that
to
really
meet
the
needs
of
our
students
talking
about
in
equities,
not
just
in
the
school
realm,
because
we
know
it's
also
affected
by
where
schools
are
located.
Housing
patterns,
segregation
from
the
past
in
the
City
of
Boston.
J
All
of
these
inequities
will
continue
to
persist
unless
we
do
something
drastic
in
addressing
those
inequities
and
applying
an
equity
lens,
and
particularly
looking
at
our
open,
enrollment
high
schools.
That's
what
I'm
focusing
on
right
now,
not
just
because
of
East
Boston
but
Burke
in
other
places,
where
some
of
our
stay
on
the
low
middle
schools
that
are
struggling
to
meet
the
needs
of
those
students
and
the
formulas
are
not
they're,
just
not
quite
there
right
to
to
get
them
the
resources
they
need
to
meet
the
needs
of
their
families
and
the
students.
I
know.
D
We're
short
on
time
castle,
but
if
I
could
add
one
more
thing,
I
would
again
say
we
agree.
I
will
I
want
to
note
that
Boston
has
a
strong
starting
point
when
it
comes
to
equity,
but
everyone
at
this
table
is
committed
that
we
need
to
do
more,
that
we're
not
doing
enough.
We,
when
we
did
that
per
pupil
analysis,
that's
posted
on
our
website.
Now
this
school
with
the
lowest
per
pupil
funding
is
Boston,
Latin
and
I.
D
Think
if
you
look
at
school
districts
across
the
country,
that
type
of
commitment
to
equity
is
not
always
reflected,
and
so
I
think
we
should
say
we
have
a
starting
point:
that's
not
bad,
but
we
need
to
do
more
with
new
money.
That's
come
in.
Our
focus
has
been
on
stability
and
equity.
I
think
we
could
continue
to
have
a
conversation.
D
A
K
Much
let
me
just
open
up
by
saying,
thanks
to
eesti
for
being
in
the
house,
my
daughter
went
to
East
Boston
high
school
when
she
was
a
freshman
and
I
served
on
the
school
site
Council.
So
it's
great
to
see
Nina
and
the
young
people
here,
and
thank
you
for
opening
up
the
hearing
with
their
testimony
I
think
it's
always
important
to
include
their
voices.
I
have
number
of
schools
in
my
district
that
are
seeing
decreases
from
FY
19
to
20.
Is
that
because
of
the
declining
enrollment?
K
What
what
is
that
so
I
have
the
Higa
San
Luis,
the
Winthrop,
the
Ellis
deadly
Street
neighborhood
school,
the
Charter
and
the
Hale
that
are
all
seeing
cuts?
Is
that
because
of
the
projected
declining
enrollment?
What
what
do
we
make
of
that?
Because,
clearly,
all
of
these
schools
are
attracting
students
who
would
receive
you
know
greater
dollar
amounts
based
on
the
student
population.
These
are
these:
are
students
who
are
coming
from
communities
that
are
in
deep
poverty.
These
are
students
of
color.
These
are
students
who
have
disabilities
who
have
language
needs.
E
So
the
primary
reason
would
be
the
enrollment
and
what
I
would
say
is
we
work
carefully
with
each
of
the
schools
to
figure
out?
You
know
what's
happening.
What
is
what,
if
anything,
can
we
do
to
address
the
concerns
or
issues
at
the
school?
So
actually,
in
the
final
approved
budget
from
a
school
committee,
the
Hale
is
actually
their
budget
is
now
up.
Okay,.
E
Very
quickly
so
yep,
so
the
Higginson
Luis
is
definitely
a
significant
change
right.
Their
enrollment
is
down
perhaps
to
be
down
about
15%,
so
that's
45
students
in
a
school
that
only
started
with
300.
So
it's
a
very
significant
reduction
and
I
think
some
of
what's
happening.
There
relates
to
no
longer
needing
a
classroom,
so
we
were
able
to
close
one
classroom
and
the
hope
would
be
when
you
close
a
classroom
that
you
can
identify
a
way
through
sort
of
natural
turnover
to
not
lose
a
teacher
who
wouldn't
have
stayed
in
the
building.
K
Sorry,
David
I've
got
a
continue
on
so
these.
If
you
can
keep
your
answers
very
brief.
That
would
be
helpful.
So,
overall,
though,
we
see
in
Boston
76
schools
with
declining
enrollment,
and
what
do
we
make
of
that?
There
are
only
100,
2526
schools
overall,
so
to
see
the
vast
majority
of
schools
with
declining
enrollment.
Are
they
going
to
the
other
24%
schools
n
bps?
Are
they
leaving
the
district
and
going
to
charters
or
mecco
parochial?
What
is
happening
with.
D
This
October,
our
enrollment
numbers
that
we
sent
to
deci
had
a
2%
decline,
district-wide,
which
was
a
loss
of
approximately
1,200
students
versus
the
previous
October
I
mentioned
this
on
Tuesday,
so
I
apologize
for
being
redundant,
but
deci
does
collect
information
by
sector
that
has
not
yet
been
released.
So
we
don't
have
perfect
answers
yet
because
we
can't
say
whether
the
parochial
schools
or
private
schools
went
up.
We
know
that
charter
numbers
because
of
the
cap
situation
roughly
give
or
take
and
we're
digging
into
it.
K
C
F
K
F
K
F
K
K
F
Are
absolutely
still
partnering,
with
Becky
Schuster
she's,
usually
presenting
with
us
it's
different
this
year,
but
she's
still
deeply
involved.
The
approach
of
focusing
on
the
diversity
focused
schools,
with
Becky's
partnership
and
with
Collins
partnership
and
with
Mary
Driscoll's
partnership
has
been
the
one
that
we've
taken
over
the
the
past
a
couple
years.
So
you
direct
us
if
we
come
back
around
to
you
and
you
want
to
get
into
something
different,
we
can
date.
K
I
I
K
I
It
way
back
when
you're
talking
teach
Boston
with
the
district,
how
to
teach
Boston
program
and
just
to
say
many
of
the
students
we
have
students
in
our
district
now
who
are
teachers
from
women
lesson
I
did
it
in
East,
so
your
what
week,
what
I
can
share
with
you
currently
are
is
the
leading
pack
we
have
a
student
who
is
at
ours
in
city,
are
doing
his
gap
year.
That
will
be
starting.
His
undergrad
experience
in
the
fall,
surely
correct.
So
he
is
the
first
student
that
is
populating
and
starting
our
city
year.
Partnership.
K
L
Mccarthy
you
very
much
mr.
chair
and
welcome
again
see
it
we'll
be
seeing
you
off
in
this
next
couple
of
weeks.
I
just
have
a
quick
couple,
quick
questions,
mainly
from
the
slide
the
priorities
and
funding.
First
one
we
have
75
schools
with
decreasing
enrollment
and
I
know
that
chairman
wood
asked
for
that
list,
which
would
be,
which
would
be
great
out
in
25
schools
losing
full-time
employees,
are
those
overlapping.
E
L
E
We
one
of
our
weights
and
weigh
student
funding
is
for
vocational
ad
and
it's
been
growing
over
the
last
several
years.
Yeah
one
of
the
biggest
things
is
tied
to
is
enrollment
at
Madison
parks.
Initial
data
for
next
year
is
encouraging
that
we
are
continuing
to
see
strong
growth
in
the
programming
at
Madison
Park,
and
so
you
know,
the
hope
is
that
it
won't
continue.
Yeah.
L
That's
great
counsel,
Baker
and
I
and
Senator
Collins
visited
school
that
has
vote
Tech
and
then
they
took
it
to
another
level.
So
your
traditional
vote,
tech
of
car
mechanic
plumber,
electrical
HVAC
that
type
of
stuff
and
then
across
street
they
had
another
one
which
was
a
hospitality,
beau
Tech
pastry
chefs
chefs
baristas,
bartenders,
waiters
waitresses
and
it
was
phenomenal
to
see
you
know
young
people
who
school
wasn't
for
them,
but
they
weren't,
they
didn't
wanna,
be
a
cop
in
there
either
and
they're
in
its
performing
great
career.
L
So
you
know
thinking
outside
the
box,
like
that
I'm
happy
to
hear
once
again
that
the
mayor
is
committing
more
money
to
on
the
boat
tech
area
and
maybe
next
year
or
in
future
years.
We
expand
that
to
that
type
of
hospitality
and
things
especially
Boston.
You
know
we
run
on
hospitality
here,
as
you
know,
with
visitors
from
all
over
the
world.
It's
a
business
that
you
can
do
very
well
in
if
done
right
and
then,
lastly,
on
the
school
leadership
development.
What
exactly
is
that.
F
The
school
leadership
leadership,
development
programs-
yes,
please!
So
there
are
a
couple
different
initiatives
we
have.
One
is
in
a
recognition
that
we
have
turnaround
schools
in
the
district
and
that
leading
a
turnaround
school
takes
a
different
set
of
school
skills
than
a
typical
school.
We
are
partnering
with
the
University
of
Virginia.
That
is
a
partnership
where
they
do
two
things.
They
help
develop
the
actual
skills
of
the
leaders
of
those
schools.
We
have
six
of
them,
I'm,
happy
to
tell
you
which
ones
those
are.
F
L
F
L
B
L
L
M
You,
council,
flowerin
Thank
You
mr.
chairman
I,
just
wanted
a
little
deeper
dive
on
the
76
schools
that
have
declining
enrollment.
That
was
on
the
presentation
on
page
17.
So
can
you
provide
me
a
list
of
those
schools
and
maybe
give
me
a
sense
as
to
what
your
thoughts
are
as
to
why
we
were
experiencing
declining
enrollment
in
those
schools?
Yeah.
D
I
I'm
afraid
there
aren't
any
easy
answers.
We
saw
the
Kleins
across
almost
every
neighborhood
and
program
area.
The
area
neighborhoods
with
the
largest
declines
were
East
Boston
in
the
northern
part
of
Dorchester,
and
we
saw
the
reductions
across
every
program
area
except
our
higher
need
special
education
areas
which
continue
to
go
up.
So
you
know
I
apologize,
there's
not
an
easy
answer,
but
it
was
surprisingly
widespread.
Any.
N
M
Right
so
from
sort
of
a
management
and
operation
perspective,
that's
something
that's!
Arguably
you
would
say
it's
upside
down
where
we're
actually
educating
less
children,
but
it's
costing
us
more
money.
Sorry,
I!
Guess
what
are
those
investments
that
we're
making
into
one
of
those
increased
needs
to
the
37
of
the
76
schools
that
are
declining
enrollment.
D
Those
would
be
a
combination
of
one
or
one
of
two
things.
We
have
been
making
investments
specifically
to
try
to
cushion
the
blow
for
schools,
knowing
that
it
was
it's
hard
to
reduce
staff,
particularly
with
small
enrollment
changes.
So
one
of
it
is
it's
the
explicit
decision
to
invest.
The
second
is
school.
That,
for
instance,
might
add
an
ABA
classroom
to
serve
students
with
autism,
and
that
classroom
is
more
expensive
on
a
per
pupil
basis.
M
Then,
when
we
increase
the
we
I
guess
we
increase
the
funding
there.
What
I
guess?
What
are
the
metrics?
What
are
we
looking
for
in
terms
of
I?
Guess
a
turnaround
or
been
increasing
and
a
lot
of
times
and
as
a
parent
with
that's
in
children
to
the
Boston
Public
Schools,
it's
sometimes
it's
strong
parental
involvement
sometimes
is
a
buzz.
You
know
almost
like
a
PR
effort
behind
a
particular
school.
It
could
be
advance
work.
It
could
be
this
school.
It
could
be
that
school.
M
M
What
do
things
that
at
some
point,
I
want
to
come
to
a
budget
hearing
is
the
longest
serving
and
just
have
a
discussion
about
academic
excellence
in
smaller
class
size,
and
we
talked
about
like
so
many
a
myriad
of
different
issues
that
whether
it
boils
down
to
the
classroom
or
not
and
of
the
day
for
me
we're
in
a
global
economy.
We
boast
of
the
best
colleges
and
universities
in
the
world,
but
yet
not
enough
for
our
kids
are
getting
into
these
schools
so
Lex.
What
are
we
doing?
M
It's
not
good
enough
for
me
that
we
just
graduated
from
high
school
and
again
not
to
my
colleagues.
Point
schools
not
for
everyone,
I
get
that
and
it
would
clearly
have
opportunities
through
voc
tech
in
other
pathways.
But
but
what
a
travesty?
It
is
that
we
act.
We
actually
have
the
best
colleges,
universities
in
the
world
that
call
Boston
their
home
and
not
enough
of
our
kids
are
able
to
get
into
those
schools
and
I.
Just
that.
M
That
probably
pains
me
more
than
than
anything
when
we
sit
here
and
talk
about
a
budget
I
I
want
to
talk
about
academic
excellence.
I
want
smaller
class
I
want
college
prep
I
want
ApS
I
want
more
advanced
work,
I
want
sports
arts
music.
We
want
everything
that
all
these
suburban
communities
have
in
their
schools
and
I
just
think.
M
E
I
think
is
represented
in
this
budget,
is
to
really
help
shine,
a
light
on
some
of
the
really
excellent
things
that
are
happening
in
bps
schools
and
through
other
investments
like
doing
ISEE
in
the
classroom.
The
other
things
really
help
put
more
of
our
students
on
the
track
towards
those
elite
colleges
and
university,
though
I
think
we
would
agree
with
you
that
the
gap
is
significant
and
one
we
need
to
address
and.
M
Through
the
chair,
I
would
suggest,
potentially
with
those
76
schools.
I
would
recommend
cutting
the
class
size
in
half
and
putting
a
second
teacher
in
that
classroom.
I
think
that's
gonna
create
a
tremendous
buzz
I
think
those
schools
will
turn
around
pretty
quickly.
I
think
that
there'll
be
a
demand
for
folks
to
want
to
send
their
children.
M
Two
teachers
in
the
classroom,
so
I
just
think
that
you
know
with
respect
to
those
76
schools
that
were
experiencing
declining
enrollment
or
for
our
underperforming
schools.
I
think
the
time
as
we
just
cut
the
class
size
in
half
add
a
second
teacher
and
let's
make
a
run
with
it.
Let's
try
something
a
little
different
and
see
if
we
get
some
results.
I.
M
There's
got
to
be
metrics
on
that,
the
the
increased
investment
when
we're
educating
less
kids
than
we
were
last
year,
5
10
15
years
ago,
but
we
continued
to
spend
more
money
just
from
an
operations
and
management
standpoint
it
just
it
begs
these
questions
the
other
day.
It's
taxpayer
dollars.
We
all
have
a
fiduciary
responsibility
to
put
the
best
product
out
there
and
I.
Just
think
that
that
may
be
something
you
want
to
look
at
with
respect
to
those
schools.
So
thank
you
for
your
time.
Antennae
tracked,
like
mr.
chair,
Thank,
You
councillor.
O
Very
much
so
I
just
wanted
to
go
back
to
the
weighted
student
formula
and
asked,
along
with
some
of
the
other
categories
or
I,
guess
the
weights
that
you
guys
have
in
assessing
poverty
and
needs
such
as
language
skills,
yellow
disability,
I'm,
assuming
physical,
but
also
learning
IEP
s.
So
do
you
in
assessing
your
your
poverty
analysis?
Do?
Is
it
based
on
concentrations?
You
said
specifically,
it's.
O
D
The
measure
used
to
be
free
and
reduced-price
lunch
forms
that
were
filled
out,
and
it's
now
something
that
the
state
calls
direct
certification
where
we
go
through
an
annual
process
of
matching.
Our
student
records
with
state
records
and
the
families
that
have
any
form
of
public
assistance
are
what
we
call
direct
certification.
So.
D
D
Is
an
issue
that
has
concerned
us
that
we've
spent
a
lot
of
time
study
in
the
last
couple
of
years,
because
our
undocumented
families
are
undocumented.
We've
struggled
to
analyze
whether
or
not
that
concern
how
it's
playing
out
right,
and
that
was
part
of
the
impetus
for
implementing
the
opportunity
index,
which
drew
on
a
wider
variety
of
data
than
the
direct
certification.
O
But
but
I
guess,
my
concern
is
because
yours
is
so
populate.
The
weighted
student
formula
is
so
population
dependent
right.
You
know
if
you're,
not
accounting
for
the
poverty
needs
of
all
of
the
students
in
a
school
because
of
immigration
status,
you
could
actually
not
be
weighting
them
all
correctly
enough.
Sorry.
D
O
D
O
E
So
there's
there
are
two
particular
weights
that
deal
with
homelessness
similar
to
poverty,
there's
both
a
total
number
of
homeless
students
and
there's
a
flat
amount,
also
429
dollars
that
school
gets
for
every
student
that
is
homeless,
mm-hmm,
there's
also
an
acknowledgment
that
schools
that
have
a
concentration
of
homeless
students
might
experience
a
more
it
might
be
more
challenging
to
support
when
there
is
that
concentration
and
that
threshold
is
set
at
about
five
percent.
So
essentially
one
student
per
classroom.
How.
E
O
E
O
So
it
was
interesting
news
to
me
to
learn
from
the
children's
health
watch
that
the
learning
impacts
on
homeless
students
are
equally
seen
and
kids
who
are
facing
displacement
and
impacts
them
the
same
way
and
so
I'm
wondering
if
your
weights
account
for
displacement
for
those
families,
because
we're
in
a
displacement
crisis
in
East,
Boston
and
I'm,
wondering
if
your
weights
account
for
that.
Considering
the
injury
on
the
children's,
a
capacity
to
learn
their
depression.
Their
growth
are
the
same.
E
If
those
things
are
linked
to
educational
outcomes,
which
it
seems
like
you've
got
some
research
that
says
they
are,
which
is
great,
and
then
we
identify
ways
to
fund
it
so
three
or
four
years
ago
that
was
homelessness
and
we
did
identify
funds
to
invest
in
that,
and
so
I
know
that
student
mobility
and
now
I'll
add
displacement
to
my
list
of
things
that
we
will
be
investigating
over
the
summer
has
potential
items
for
investment,
and
so
I
write
down
that
article.
You
said
and
go
home
and
read
it
Thanks.
A
G
Right,
thank
you
and,
if
I
could
through
the
chair,
just
continue
some
of
the
your
response
to
counselor
Edwards
about
how
we
count
in
we're
accounting
for
students
experiencing
homelessness.
It
is
often
students
self
identifying
through
through
this
school,
but
it's
also
part
of
the
transportation
piece.
When
students,
our
house,
our
sheltered
outside
of
the
city
of
Boston,
that
transportation
indicator
is
something
that's
important
for
that
calculating
and
also
for
the
record
just
because
we
can't
say
it
enough
or
share
the
information
enough
right
now.
G
We've
accounted
for
4,200
students
at
the
Boston
Public
Schools
experiencing
homelessness.
That's
what
we've
counted!
We
think
the
number
is
much
closer
to
5,000
and
thank
you
councillor,
Edwards,
for
your
questioning
and
attention
to
that.
It's
a
very
important
population.
When
we
look
at
declining
enrollments,
because
it's
so
critical
to
the
weighted
student
formula
piece
and
student
school
budgets
are,
we
then
analyzing
a
why
students
are
leaving
and
I
think
that
that
question
sort
of
has
been
asked.
G
But
are
we
also
looking
at
the
number
of
students
who
are
wait-listed
in
the
lower
grades
that
we
as
a
district,
should
really
be
capturing?
I?
Had
a
conversation
yesterday
morning
with
a
number
of
moms
with
younger
children
in
Charlestown
and
the
wait
lists
and
Charlestown
have
tripled
in
a
number
of
the
schools.
So
if
those
kids
aren't
accessing
bps
for
K,
1
or
K
2,
we
may
never
get
them,
and
that
creates
a
bigger
problem
for
us
down
the
road.
P
I
may
cooter
deputy
CFO
as
part
of
our
work
with
bill
BPS.
We
are
certainly
looking
at
ways
to
expand
access
for
families
in
neighborhoods.
Part
of
our
fact
base
that
we
included
was
access
to
seeds
close
to
home
and
to
identify
the
neighborhoods
that
where
we
have
the
the
largest
struggle
of
assigning
students
and
we're
also
overlaying
that
with
demand
data
as
well
to
see
where
are
the
schools
in
particular
that
are
in
demand.
P
We're
looking
at
ways
to
create
the
connectors
to
schools
so
that
when
families
are
enrolling
in
those
expanded
UPK
seats
that
they
may
also
be
guaranteed
to
see
in
a
specific
boston
public
school,
so
they
can
start
becoming
involved
in
those
school
communities
earlier.
But
you
know
this
is
a
priority
for
us.
It's
now
just
a
matter,
unfortunately,
of
physical
space
and
classroom
space
to
do
expansion
in
places
like
Charlestown,
where
we
have
seen
an
increase
in
demand-
and
you
know
particularly
for
the
high
quality
schools
that
are
there.
I
have.
G
You
know
it
worries
me
when
we're
not
able
to
respond
to
the
needs
of
those
newer
families
here
in
the
district,
because
we're
gonna,
you
know
we'll
we'll
continue
to
talk
about
things
like
what's
happening
at
East
Boston
high
with
declining
enrollments.
If
we
can't
get
them
in
and
those
early
years,
it's
really
hard
to
capture
them
to
capture
them
later
on.
G
When
we
talk
about
those
declining
enrollments
and
then
the
resulting
decline
in
school
budgets,
when
you
know
I,
think
David,
you
reference
the
sort
of
the
the
default
cutting
of
English
teachers
or
math
teachers,
because
it's
it
because
of
the
impact
on
the
school
community.
Are
we
seeing
an
increase
in
the
cutting
of
non
classroom,
adults
in
the
building,
so
Paras
and
family
coordinators,
community
coordinators,
people
who
don't
aren't
necessarily
teaching
in
any
of
the
subject
areas
but
supporting
those
teachers
both
in
the
classroom
as
Parra's
or
the
school
community
as
a
whole?.
E
I'm
not
sure
off
the
top
of
my
head,
whether
we're
seeing
an
increase
in
that
relative
to
prior
years.
I
can
say
some
analysis.
We've
done
suggests
that
about
before
we
started
implementing
some
of
our
newer
soft
landings
about
75%
of
reductions
that
were
coming
due
to
enrollment
were
of
that
first
group
of
staff
and
then
about
25%
were
the
school-wide
or
discretionary
staff
and
I
think
are.
E
One
of
our
goals
is
to
really
go
after
that
25%
and
make
sure
that
schools
as
much
as
possible
are
able
to
keep
those
staff
members,
and
so
what
we
do.
Every
winter
is
we're
working
with
each
of
the
schools
experiencing
declining
enrollment
and
trying
to
identify
ways
to
help
them
keep
those
staff
who
are
school-wide,
who
are
working
with
the
kids
who
remain
as
well
and.
G
You
know
one
of
the
unfortunate
things
that
happened
during
this
process
is:
schools
are
declining
budgets,
we're
hearing
a
peccatis,
Boston
high
16
adults
in
the
building,
a
combination
of
teachers,
administrators
and
others
are
going
to
be
losing
their
jobs
potentially
or
likely.
But
then,
over
the
next
few
months
we
start
to
recalculate
some
of
that
and
bring
people
in
and
that
that
period
of
time
really
works
at
the
morale
of
that
school
community.
G
E
Yeah,
let's
start
what
I
would
say
is
I
think
one
of
the
things
you
know
we
heard
loud
and
clear
when
at
least
when
I
came
in
four
years
ago.
Was
you
know,
the
goal
of
our
system
is
to
not
be
in
a
place
where
making
reductions
in
the
winter
teachers
are
getting
accessed
and
then
we're
coming
back
in
the
spring
and
summer
and
fall
and
reopening
their
positions
and
causing
unnecessary
trauma
and
disruption
in
the
school.
E
And
so
one
of
the
things
we
are
doing
is
constantly
monitoring
all
the
best
available
data,
even
through
the
process,
so
that
we're
waiting
until
the
last
possible
moment
to
send
a
teacher
and
access
notice
so
that,
if
a
trend
changes
and
all
of
a
sudden,
we
think
perhaps
we
can
make
an
adjustment
to
projections.
We
will
do
that
and
we're
having
those
conversations
with
school
years,
November
through
February,
really
before
the
XS
learners
are
going
out.
E
F
E
Six
months
later,
we
were
able
to
open
it
in
the
same
school.
At
the
same
time
as
we
were
reducing
the
other
program,
and
so
the
teacher
never
gotten
access
to
notice,
they
were
never
cut
from
the
school
and
we
did
open
that
classroom
at
the
beginning
of
the
year,
instead
of
when
we
actually
needed
it,
which
was
probably
in
March
or
April,
and
save
some
of
that
disruption.
So
while
there
is
disruption
and
I
don't
take
anything
away
from
that,
we
are
working
as
hard
as
we
can
to
limit
it
limit
to
unnecessary
disruption.
I
Whenever,
when
we
have
educators,
who
are
part
of
our
district,
that
we
really
respect
and
want
to
stay
in
our
district,
we
also
have
specific
recruitment
events
just
for
those
educators.
So
they
get
a
chance
in
a
much
more
intimate
setting
as
educators
that
we
all
want
to
retain
to
meet
other
school
leaders
who
are
also
looking
to
hire
really
strong
and
valuable
educators.
Thank.
E
E
The
initial
enrollment
projections
go
out
to
schools
of
the
beginning
of
November.
Okay,
they
give
feedback
throughout
November.
Then
a
initial
budget
goes
out
in
early
December
to
schools,
they're
working
them
with
their
school
psych
councils,
providing
us
additional
feedback,
we're
still
making
adjustments
all
the
way
through
December
and
January,
and
that
gets
us
to
a
place
where
we're
proposing
a
budget
to
school
committee
in
the
first
week
of
February,
and
there
are
still
adjustments
that
are
made
through
the
school
committee
process
until
it's,
the
final
budgets
approved
in
in
March,
okay,.
O
Work
for
it
to
really
be
implemented
this
school
year
coming
back
in
the
fall
exactly
so.
What?
How
does
your
budget
then
account
for
increased
in
population?
So
we
end
up,
for
example,
with
I've
just
heard:
15
new
students
in
East
Boston
in
the
middle
of
the
school
year,
who
are
all
immigrants
who
just
showed
up,
which
is
beautiful,
that
we're
welcoming
that
they're
coming
to
our
schools?
How
do
you
account
for
increased
in
populations
like
that
or,
as
some
people
have
called
it,
a
purge
from
the
xcel
charter
schools
when
they
also
just
come?
O
E
So
our
projections,
when
we're
reviewing
projections
in
a
reviewing
student
data,
we're
looking
at
a
variety
of
points
of
time
in
the
year
when
we
look
backwards
so
that
we
can
make
our
projections
going
forwards
based
on
all
of
the
data.
So
the
enrollment
projections
team
call
planning
and
analysis
they
do
snapshots
in
multiple
times
of
the
year
to
look
at
how
enrollment
is
changing
over
time
and
the
impact
that
that
might
have
on
a
school
budget.
So,
for
example,
in
all
of
our
high
needs
special
education
programs.
E
O
E
That
is
what
the
projection
is
based
on.
I
have
to
sort
of
the
the
highest
point
and
then
the
other
thing
that
we
do
is
we
are
constantly
monitoring.
We
have
a
team
that
meets
throughout
the
entire
year
to
respond
to
changes
in
enrollment
that
we
are
did
not
predict.
So,
for
example,
I,
say
two
years
ago
there
were
a
lot
of
students
who
were
new.
The
country
who
spoke
Vietnamese,
who
were
11th
graders
academically
I,
don't
know
why
they
and
they
all
showed
up
in
Excel
high
school
in
January
or
February.
E
We
hadn't
projected
that
it's
not
happened
since,
but
what
we
did
do
because
this
team
meets
the
school
leader
reported
that
this
had
happened
and
we
were
able
to
assign
additional
staff
out
to
the
school
to
meet
the
needs
of
those
students.
It's
what
our
way
student
funding
reserve
is
for.
So
if
there
is
something
that
we
haven't
projected,
we
are
allocating
additional
funds
out
to
schools
if
they
do
not
have
the
staff
and
supports
they
need
to
meet
the
needs
of
the
kids
who
are
arriving.
How.
O
P
We
do
if
they
I
think
there's
two
parts
to
a-1.
We've
started
doing
enrollment
reconciliations
for
school.
It's
currently
in
the
fall
when
we
do
the
enrollment
reconciliation.
That's
the
place,
particularly
at
high
schools,
where
we
see
the
largest
general
education
population.
So
it's
rare
that
we
would
have
projected
a
school
to
have,
let's
just
say,
200
students
in
the
fall
and
then
in
the
spring.
They'll
send
get
an
influx
of
that.
P
I
know
that
their
the
the
Charter
effect
that
you're
talking
about
where
there
are
students
who
are
onion
rolling
from
charter
schools
and
coming
to
DPS,
is
something
that
is
fairly
consistent.
I
don't
have
the
exact
numbers
for
Excel
affecting
Excel
charter
affecting
East
Boston
High
School,
but
it
is
something
that
we
see
across
its
the
sudden
influx
is
that
tend
to
be
less
accounted
for
the
thing
that
David
mentioned
around
sudden
influx
of
students
who
speak
Vietnamese
or
where
we
see
a
change
in
demographic
shifts.
Those
are
unpredictable
by
and
large.
P
The
biggest
factor
that
we
see
is
the
number
of
students
who
are
in
your
school
this
year
is
the
largest
predictor
of
who's
in
your
school
next
year.
The
biggest
factor
affecting
English
excuse
me,
East,
Boston,
High
School
for
next
year
is
the
size
of
the
current
ninth
grade
occurring
ninth
grade
class
and
projected
9th
grade
class
for
next
year
compared
to
the
seniors
who
are
exiting
the
building.
These
large
demographic
trends
are
much
bigger
than
even
shifts
in
demand.
P
We
see
the
demand
is
fairly
static,
so
the
demographic
trends
both
citywide
regionally
and
throughout
New
England
around
an
aging
population.
That's
having
children
later
less
students
per
household,
the
age
and
demographics
moving
out
of
high
school
at
this
point
are
not
being
replaced
for
the
same
size,
cohorts.
Those
are
the
things
that
are
affecting
us
more
than
when
off
development
or
the
demand
and
opinion
of
people
around
BPS.
P
N
E
P
Refer
to
it
as
a
high
looking
at
high-water
mark
data.
Well,
we
look
across
the
district
by
grade
and
by
program
is
what's
our
peak
enrollment
and
how
many
students
we're
gonna
have
to
serve
at
our
max
in
that
year.
David
mentioned
the
the
best
example
of
a
program
that
grows
throughout
the
year.
Is
our
early
childhood
special
education
for
three-year-olds
and
four-year-olds.
They
have
these
either
what
we
call
center
based
substantially
separate
classrooms
or
early
childhood
ABA
classrooms
for
students
with
autism.
P
We
have
an
obligation
as
the
school
district
to
identify
students
as
soon
as
they
turn
3
and
start
serving
them
as
soon
as
as
soon
as
they
turn
3.
So,
whereas
general
education
students
there's
a
cut-off,
you
have
to
be
a
certain
age
by
September
1st.
If
you
turn
3
on
June
1st,
we
are
obligated
and
provide
you
a
seat
in
one
of
our
schools.
P
As
a
result
of
that,
you
see
that
enrollment
grow
throughout
the
year
for
other
populations,
you
see
a
decline:
high
school
students,
general
education,
our
peak
enrollments
in
October,
and
then
you
see
it
decline
throughout
the
year.
So
what
we're?
Looking
across
the
district
and
then
we
look
by
grade
and
by
program
across
the
district
and
then
for
individual
schools,
we're
looking
to
see
are
there
schools
that
have
peak
enrollment
that
differ
from
the
diff,
so.
N
P
A
P
D
P
D
E
So
the
total
number
we're
using
if
you
include
those
additional
schools,
is
fifty
five
thousand
six
hundred
and
sixty
eight
and
the
challenge
with
that
number
is
that,
because
we
are
doing
what
Nate
said
around
the
high-water
mark,
it
may
not
be
that
that's
the
exact
number
of
kids
at
any
one.
Given
time
they
has
a
great
stat
I
like
about
the
number
of
unique
kids
we
serve
over
the
course
of
the
year.
It's
much
higher
right.
The
number
of
kids
were
serving
at
any
one.
It's
always.
P
We
will
go
back
and
pull
the
data
that
we
have.
Are
you
looking
at
for
the
district
overall,
yes
and
then
I
think
in
that
case,
what
we
would
we
might
recommend
doing
is
showing
the
three
different
snapshots
that
we
tend
to
look
at
the
October,
December,
June,
right
and
I'll,
see
for
how
many
years
we
can
get
both
our
projections
right
and
the
actuals
for
those
different
snapshots.
So
you
can
see
the
fluctuations.
This
is
a
note
where
the
planning
analysis
team
has
been
doing
the
enrollment
projections.
P
E
E
What
so,
in
terms
of
what
we
allocate
out
to
schools
right?
That
decision
is
made
by
our
health
services
team
and
so
I
could
review
if
there
were
any
changes
that
led
to
a
reduction
there,
but
the
ninety
five
percent
of
our
nurses
are
allocated
centrally,
and
so
a
change
in
enrollment
would
not
have
a
significant
impact
with.
E
E
E
G
G
So
that
that
would
be
helpful
to
know
and
I
think
if
we
can
even
look
at
any
school,
that's
losing
again.
This
is
related
to
my
my
last
question
around
the
I
want
to
call
them
support
services
but
they're
critical
to
our
school
buildings,
whether
it's
the
school
nurse,
certainly
critical.
A
school
librarian
is
critical.
A
community
facilitator
is
critical,
someone
all
of
the
Paras,
but
there
was
parents
that
play
certain
specific
rules
that
are
critical
to
our
school
yeah.
E
G
It
would
be
important
to
understand
the
impact,
especially
the
schools,
with
declining
budgets,
what
the
the
impact
is.
Gonna
look
like
in
those
schools,
true
and
then
qui
track.
Council
Redwoods
talked
a
little
bit
about
our
students
experiencing
homelessness
earlier.
Can
we
talk
a
little
bit
about
the
I,
recognize
and
appreciate
that
there
is
an
increase
in
that
funding
yeah,
but
there's
also
an
increase
in
the
number
of
students
experiencing
homelessness
from
the
first
time
we
talked
about
this
yeah
in
this
setting
in
2016.
E
One
of
the
things
that
we
did
in
the
last
budget
cycle
was,
we
actually
moved
our
homelessness
investment
into
wage
student
funding
for
this
exact
purpose,
so
it
is
now
$1
per
pupil
that
is
tied
to
the
number
of
pupils
so
for
this
year,
that
amount
is
up
a
hundred
and
seventy
thousand
dollars
beyond
what
we
had
done
in
the
school
year.
Nineteen,
not
because
we
increased
the
weight,
but
because
there
was
an
increase
in
the
number
of
identified
students,
and
so
we.
E
It's
four
hundred
and
twenty
nine
dollars
per
student
experiencing
homelessness
and
then
another
four
hundred
and
twenty
nine.
If
that
student
is
above
the
5th
percentile
in
the
school,
the
total
amount
last
year
was
or
for
school
year
19
the
total
amount
allocated
through
that
was
1.8
million.
It's
now
closer
to
2.
Even
it's
one
966
and.
G
I
mean
it's
I
want
to
say
that
that's
great,
it's
great,
that
we're
doing
that
right,
investment
and
that
we're
where
we've
had
that
resource
for
our
students.
It's
unfortunately
unfortunate
that
we
need
it.
Yes,
so
when
we
see
an
increase
in
the
the
spending
that
we
have
on
students
experiencing
homelessness,
we
go
over
budget
in
our
transportation
budget.
Where
do
those
dollars
shift
from
we?
Can
you
talk
about
where
this
came
up
the
other
day?
I
want
to
think
about
it,
a
little
bit
more
talk
about
it
in
more
detail.
D
We
have,
frankly
been
a
little
lucky,
the
last
few
years
that
we'd
had
transportation
overruns
in
that
we'd
come
in
under
in
a
couple
of
other
areas,
our
payroll
tends
to
have
it
is
a
year
and,
as
you
can
imagine,
very
small
fluctuations
in
our
vacancy
rate.
Look
how
long
it
takes
people
to
fill
jobs
can
have
million-dollar
effects
on
an
800
million
dollar
payroll
and
there's
some
noise
in
there.
So
we've
come
in
slightly
low
on
salaries
and
on
benefits.
We've
also
come
on
low
vs..
Our
budget
on
utilities
and
I.
D
D
D
D
We've
also
come
in
under
budget
for
our
teachers,
in
suitable
professional
capacity,
which
I
can
call
out
my
OHC
colleagues,
who
are
sitting
right
next
to
us
for
managing
that
so
well
in
other
years,
when
we've
had
surprises
in
an
area
like
transportation
going
over,
if
we
aren't
having
some
other
things
come
in
under
we
implement
spending
and
hiring
freezes
so
that
we
can
end
the
year
in
the
black.
Thank
you.
O
E
Would
be
we're
making
initial
decisions
and
they
go
out
to
schools
as
proposed
investments,
usually
in
the
beginning
of
December
I.
Think
this
year
was
December
10th,
but
those
increases
or
changes
are
subject
to
the
school
committee
approval.
So
we're
sending
an
initial
draft
out
to
school
leaders
and
it
doesn't
get
final
approval
from
school
committee
until
the
end
of
March.
But
the
schools
themselves
see
what
we're
proposing
in
the
beginning
of
December
do.
O
You
when
you,
when
there
are
budget
cuts
in
schools,
do
you
track
the
impact
I
know.
My
colleague
bouncer
at
sabe
Jorge
had
noted
that
that
on
morale
and
so
on
and
so
forth,
when
staff
is
not
there,
but
have
you
tracked
the
impact
when
your
budget
goes
down
for
a
school
or
drops?
Maybe
it's
as
large
as
this
1.2
million
dollars
in
one
school.
How
that
impacts
the
attractiveness
of
that
school
going
forward,
I
can
I,
would
look
at
it
and
think
there's
a
certain
level
of
lack
of
investment
in
a
school.
O
O
E
So
one
of
the
things
we're
doing
with
all
of
our
schools
in
particular
those
schools,
are
struggling.
The
most
with
enrollment
and
funding
is
identifying.
What
are
the
things
we
can
do
to
help
them
build
their
brand
in
the
local
community
and
we've
seen
some
great
successes.
They're
an
example.
I
know
that
will
hit
a
little
close
to
home,
for
the
council
is
the
the
Perry
school
in
South
Boston.
That
was
was
struggling
with
enrollment
for
a
number
of
years
and
worked
really
collaboratively
with
the
district
to
figure
out.
E
O
E
We're
working
with
every
school
to
figure
out
sort
of
what's
behind
the
reduction
in
enrollment
and
help
them
figure
out
how
they
can
improve
it.
Sometimes
it
is
simple,
more
of
a
reputation
or
brand
issue
other
times
there
are
sort
of
structural
things
about
the
way
students
are
enrolling
in
the
school
that
aren't
working
and
we
work
with
the
school
then
to
figure
out.
How
can
we
help
because
we
can
control
those?
Some
of
those
structures
fix
those
structural
issues
to
help
them
improve
their
enrollment.
So.
O
With
regards
I
guess
to
East
Boston,
you
know,
one
of
the
things
we
were
so
proud
about
is
that
its
graduation
rate
was
going
up.
Things
were
turning
around
in
East
Boston,
yes,
and
then
it
seems
like
it's
just
been
capped
at
the
knees
with
this
budget
cut,
it
seems
like
just
the
it
did,
just
the
opposite.
We
were
getting
people
to
go
and
believe
in
the
local
high
school
and
come
there.
So
I
think
that
I'd
love
to
see
a
long
term
study
on
how
that
happens.
I
mean
we.
It
was
happening.
O
The
graduation
rates
were
up
at
levels
they've
never
seen
before,
and
that
speaks
to
the
turnaround
of
the
principal
and
stuff.
So
I
would
love
to
see
how
this
is
a
school
can
bounce
back
from
this
or
has
bounced
back
I'm
glad
you
brought
up
the
Perry
as
an
example
the
other
component,
and
we
apparently
you
have
the
letter
already
that
I
haven't
sent
to
you
with
regards
to
funding
structures
or
potentially
student
population
configuration
that
could
help
with
that
and
we
have
the
babies.
Apparently
in
East
Boston
we
have
the
young
folks
in
Charleston.
O
Then
you
have
a
space
issue,
I
think
you're
compensating
for
the
war
in
Prescott
for
the
modular
high
space
that
you're
spending
extra
money
on
for
space.
Now
you
have
potentially
a
facility
that
could
that
already
is
educating
students
that
could
be
potentially
used
by
the
word
Prescott.
So
I
guess
when
people
come
with
this
because
I'm
deeply
sad
and
obviously,
as
you
can
see
by
these
cuts,
I'm
disappointed,
I'm,
sad,
it's
just
something:
I
cannot
accept
without
some
kind
of
solution,
but
counsel.
O
We
can
do
this
by
next
year
or
so
on
and
so
forth,
and
if
the
2
percent
is
nice,
it
doesn't
fix
right.
So
what's
the
plan
and
by
plan
I
mean
the
dates
the
times,
not
just
that
we
look
like
to
look
into
it.
Apparently
it's
it
can't
happen
this
year.
Was
it
even
looked
at
for
this
year
when
you
made
the
budget
cuts.
Just
talk
to
me,
how
are
we
gonna
get
the
out
of
this.
P
So
a
couple
things
I
think
you
know
the
East
Boston
is
a
neighborhood
that
we
of
all
of
our
neighborhoods
in
Boston,
it's
the
neighborhood,
where
the
highest
percentage
of
students
in
East
Boston,
who
are
attending
the
Boston
Public
Schools,
in
addition,
is
the
highest
percentage
of
students
who
are
attending
Boston
Public
Schools
in
their
own
neighborhood,
which
means
you
know
it's
something
like
70%
of
the
students
in
East
Boston
are
attending
the
Boston
Public
Schools
in
East
Boston.
So
it
is
a.
P
P
The
conversations
with
the
community
we
you
know
are
learning
from
the
McCormick's
reconfiguration
is
that
even
when
we
think
we
have
a
proposal
that
is,
you
know
well
thought
out
that
the
community
it's
time
to
hear
it
and
process
it.
I.
Think
part
of
this
is
saying
to
the
giving
the
time
to
the
Edwards
community
and
the
respect
to
the
Edwards
community.
To
say
you
know
this
change
is
coming.
What
are
the
things
that
you
need
as
a
community
to
transition?
Have
the
conversation
with
East,
Boston
and
Charlestown
both
to
figure
out?
P
What's
the
right
pairing?
Can
it
solve
the
the
space
challenges?
You
mentioned
the
warm
Prescott
and
counselor
savvy
George?
What
you've
mentioned
around
the
demand
for
schools
in
East,
Charles
Town.
Excuse
me
in
Charles
Town
to
now
combine
the
two
neighborhoods
in
Charles
Town,
because
we
do
think
you
know
if
we
are
able
to
add
more
elementary
space
that
we
would
see
more
of
these
families
staying
so
there's
a
lot
of
reasons
why
we
are
motivated
to
make
the
conversation
move.
P
The
first
moves
around
K
to
six
expansion
outside
of
the
middle
school
reconfigurations
is
the
fall
of
2020
all
of
the
East
Boston
elementary
schools
have
applied
to
become
a
K
to
six
for
that
fall,
as
has
Harvard
Kent,
which
is
the
only
k-25
in
Charlestown
have
applied.
Because
of
that,
when
we
see
that
universal
sort
of
appeal,
we
are
evaluating
whether
or
not
we
can
move
quickly
to
potentially
do
a
more
aggressive
reconfiguration.
But
I
will
say
it's
not
just
about
the
Edwards.
P
The
Humana
receives
many
students
from
the
k2
fives,
so
they
will
be
significantly
impacted.
The
Mackay
receives
some
students
from
the
other
k2
five,
so
they
will
be
impacted,
and
so,
as
part
of
this
I
think
we
we
need
to
prepare
for
the
Edwards
community
being
concerned
around
the
future
of
their
school
in
the
feeling
of
closure.
We
need
to
be
prepared
for
the
Amana
community
to
feel
like
we're
cutting
them.
If
we're
taking
away
sixth
grade
capacity
from
them,
we
need
to
be
prepared
for
the
Mackay
community.
P
These
are
not
things
that
we
can
do
quickly,
even
when
we
see
the
opportunity.
These
are
things
that
we
need
to
take
time
to
deliberate
on
and
be
intentional
in
our
conversations
with
the
community
and,
quite
honestly,
as
you
can
tell
from
the
reaction
we've
gotten
from
Bill
VPS
this
year,
not
a
lot
of
faith
and
trust
in
us.
P
In
terms
of
these
conversations
from
years
past,
as
we're
trying
to
build
at
that
trust
and
and
build
up
that
community
faith,
that
we
can
do
this
with
them
not
to
them
and
so
I
think
the
most
specific
I
can
be
in
terms
of
conversation
is
I
think
there
will
be
some
initial
conversations.
We've
we've
been
in
conversations
with
all
of
the
school
leaders,
both
in
East,
Boston
and
Charlestown
around
these
issues,
and
not
just
in
those
two
neighborhoods,
but
in
many
neighborhoods
across
the
city
we
will
begin.
P
We
are
continuing
this
conversation
as
those
Springs.
We
are
looking
to
start
the
public
engagement,
if
not
this
spring,
sometime
in
the
fall,
but
those
decisions
that
the
earliest
will
be
for
that
fall
2020
school
year,
if
not
2021,
just
because
it
takes
time
for
us
to
change.
Enrollment
patterns,
notify
families
and
times
for
them
to
make
their
choices
and
make
sure
that
we're
not
you
know
missing
any
critical
programmatic
issues
that
go
in
it.
O
G
You
Nate
for
that
I
think
that
response,
especially
about
the
building
of
the
faith
and
in
those
communities,
because
we
we
know
that
that's
a
legitimate
problem
and
concern
that
we
face.
But
in
the
meantime,
if
we're
for
seeing
some
changes
with
the
K
to
six
is
making
those
sixes
were
foreseeing
the
potential
of
adding
seven
and
eight
to
East
Boston.
G
Those
are
things
that
are
generally
being
generally
talked
about.
Obviously,
here
on
the
record,
but
also
in
community
now.
Wouldn't
it
make
sense,
then,
to
hold
those
schools
that
will
be
impacted.
East
boston
high,
in
particular,
hold
them
harmless
with
this
cut,
because
we're
looking
to
rebuild
them
pretty
quickly
in
the
next
school
year
school
year
and
a
half
yeah,
and
this
these
large
cuts
can
really
crush
that
school
and
make
that
future
transition
much
more
difficult.
We
think
about
the
impact
on
the
community
I'm.
P
Glad
you
brought
that
up.
We
we
have
done
that
in
situations
we
have
a
situation:
Tech
Boston
Academy
as
a
six
through
12
in
Dorchester.
They
have
seen
declining
enrollment
in
sixth
grade
the
middle
school
really,
and
so
you
see
declining
enrollments,
sixth,
seventh
and
eighth
grade
that
has
caused
them
to
underweighted
student
funding.
They
would
go
through
budget
cut.
P
So
those
are
moves
that
we
know
are
coming
and
because,
if
the
the
change
in
feeder
patterns,
we
has
to
do
with
the
rolling
up
of
programs
at
Mildred
Avenue,
and
so
what
we
worked
with
the
Headmaster's
at
Tech
Boston
who
flag
those
issues
that
don't
make
me
cut
6th,
7th
and
8th
grade
staff
only
two
years
later
to
ramping
it
back
up
again
because
it
doesn't
make
any
sense.
So
what
we
did
was
they
receive,
and
you
can
see
this
on
our
school
allocations.
P
They
receive
an
allocation
supplement
equal
to
the
anticipated
enrollment
increase
that
they're
gonna
get
when
the
feeder
pattern
changes
for
sixth,
seventh
and
eighth
grade,
and
that
supplement
will
continue
until
that
new
feeder
pattern.
Enrolls.
What
makes
East
Boston
different
in
terms
of
the
when
we
evaluate
whether
or
not
we
should
do
a
similar
thing
is
one
the
they're
building
a
new
program
which
would
be
for
seventh
and
eighth
graders
and
I'm,
quoting
some
of
the
members
of
our
academic
team.
Who
said,
we
can't
think
about
seventh
and
eighth
graders
as
just
smaller
high
schoolers.
P
It's
a
different
academic
program.
It's
a
different
curriculum.
They
have
different
needs,
both
social
emotionally
and
academically,
and
so
the
staff,
the
high
school
staff
that
East
Boston,
is
losing,
isn't
necessarily
the
right
staff
to
add
back.
If
and
when
we
add
the
seventh
and
eighth
grade.
We.
G
Don't
know
that
we're
waiting
for
that
information
because
it
could
be
those
community
facilitators,
it
could
be
the
Paras.
It
could
be
the
librarian
services
that
seventh
and
eighth
graders
still
need
and
many
of
the
staff
in
East
Boston
high
many
of
them
all
of
them
are
probably
dual
certified
or
triple,
and
many
of
them
have
five
middle
school
certifications
as
well
sure.
P
The
other
piece
that
we
don't
know
yet
is
if
it
will
be
adding
a
seventh
and
eighth
grade
and
the
school
growing
their
own
program
like
we
did
a
new
mission
or
if
it
will
be
a
potential
merger
opportunity
with
the
whether
or
not
the
staff
at
Edwards
and
the
staff
at
East
Boston
would
merge
into
a
712.
And
so
we,
you
know
with
the
McCormick
announcement.
The
original
plan
was.
The
closure
of
the
original
announcement
was
a
closure
of
McCormick.
P
Now
we've
moved
to
a
place
where
we're
going
through
a
facilitated
conversation
and
the
potential
merger
of
two
staffs
and
two
school
communities.
There's
a
lot
of
collective
bargaining
impacts,
there's
a
lot
of
working
out
of
who
and
which
positions
will
remain,
and
so.
If,
if
we,
because
we
don't
know
all
these
factors,
it
could
end
up
being
that
it's
a
completely
different
staff.
P
The
other
thing
is,
we
don't
know
whether
we'd
be
supplementing
2/3
for
you,
so
there's
just
so
many
unknowns
and
because
there's
not
a
path
forward,
but
with
bill
VPS
and
the
middle
schools
of
the
first
that
we're
seeing
this
when
we
make
a
determination
that
we
are
making
a
change
and
we've
specified
the
timeline
for
that
change.
We
are
locking
those
schools
in
so
that
they
are
no
longer
subject
to
enrollment
declines,
so
that
we
can
guarantee
a
consistent
experience
for
the
students
in
those
schools.
P
So
what
that
means
is
now
that
we've
announced
the
timeline
for
the
McCormick's.
We
do
not
plan
to
adjust
there
a
lot
of
their
supplemental
like
non
core
classroom
staffing
over
the
next
few
years
as
a
way
to
adjust
their
budgets.
We
will
be
holding
them
harmless
so
that
we
can
guarantee
that
consistent
experience
and
that's
something
that
we
are
planning
to
do
with
all
of
the
bill.
Vps
announced
timeline
changes
when
we
see
it
and
when
we
announce
a
major
change
for
a
school
community.
O
I
just
wanted
to
follow
up,
and
maybe
we
can
do
this
again
offline
when
we're
discussing
the
the
weights.
I
really
am
interested
in
and
being
able
to
have
a
robust
conversation
about
the
weights
that
you
choose
and
what
not
so
much
the
dollar
amounts,
but,
but
what's
all
considered,
I
do
think
that
displacement
should
be
part
of
your
weighted
student
formula.
Considering
the
scientific
research
that
backs
up
the
impact
is
almost
equal
in
the
learning
patterns
for
children's
who
are
experienced,
their
children
are
experiencing
homelessness,
so
I
look
forward
to
potentially
open
that
up.
O
I
think
it
would
help
with
the
trust
and
the
building
and
I
really
do
appreciate
you.
Bringing
that
up.
I
also
look
forward
to
again
the
sooner
the
better
to
be
able
to
say
okay,
so
this
is
going
to
happen
in
between
East
Boston
Charlestown
and
the
Edwards
and
all
of
these
communities.
So
again
we
can
set
up
that
offline
conversation
for
how
that
works.
To
make
sure
you
know,
I,
don't
envy
the
amount
of
work
that
you
have
to
do
for
a
massive
system.
I
just
I
hope
you
understand.
O
D
N
Q
I
just
want
to
call
to
the
attention
that
each
signature
represents
a
real
human
okay.
Thank
you.
Thank
you.
I
wanted
to
address
the
VPS
staff.
Thank
you
very
much.
You
know,
as
a
staff
member
at
East,
Boston,
High,
School
I
know
how
hard
you
work,
but
there
are
three
things
that
I
need
to
say
when
we
were
cut
as
much
as
we
were
1.2
million
dollars.
There
is
no
such
thing
as
a
soft
landing.
Q
What
happens
to
the
teachers
that
you're
recruiting
right
now
when
there
are
no
students
to
teach-
and
we
are
an
excellent
school-
just
wanted
to
say
that,
and
you
guys
know
that
so
I'd
like
to
say
this.
Thank
you
for
your
time.
You
have
the
petitions
and
the
letters
I
want
you
to
know
that,
while
the
students
and
the
parents
could
not
be
here
today,
they
are
deeply
invested
in
our
students
and
our
school
I
come
before
you
during
this
particular
budget
discussion.
Q
To
tell
you
that
a
budget
based
formula
on
per
pupil
enrollment
is
hurting.
Our
school
I
am
Nina
gaeda
and
I'm.
The
Family
Center
coordinator
for
East
Boston
high
school.
We
live
in
a
community
that
is
experiencing
rapid
gentrification,
the
impact
of
which
is
felt
in
our
school.
You
know
that
our
enrollment
decreased
by
more
than
200
students
over
18
months,
primarily
because
our
families
can
no
longer
afford
to
live
here.
Q
We
lost
over
a
million
dollars
and
12
teachers
and
staff
because
of
that
decline,
especially
staff
who
work
with
our
special
education
population
in
the
form
of
paraprofessionals
English
language
learners.
So
I
ask:
how
does
this
help
close
any
achievement
gap?
If
the
city
has
money
and
based
on
the
new
initiatives
it
proposes
it
does?
Why
not
just
enrich
the
students
who
are
still
able
to
attend?
Why
can't
money
be
restored
to
make
sure
classes
are
not
maximized,
not
31,
students
per
class?
Q
Why
can't
we
have
that
money
to
still
offer
our
SAT
and
MCAS
prep
classes
and
keep
the
teachers
who
inspire
others?
Our
school
has
made
incredible
progress
across
the
board
and
we
want
to
continue
that
progress
that
we've
made
so
simply
basing
of
budget
on
a
formula
is
not
looking
at
the
human
side
of
who's
in
that
building
and
it's
the
students
who
deserve
more
than
being
a
number
on
a
spreadsheet.
Q
We
are
also
experiencing
a
Lochte's
loss
of
students
due
to
a
lack
of
boston,
public
school
middle
school
seats
in
the
community.
Each
year,
an
estimated
350
students
have
no
middle
school
seats
to
choose
from
and
must
look
outside
of
the
community.
That
is
not
school
choice.
That
is,
there
is
no
other
choice.
The
BPS
has
plans
to
reconfigure
schools
into
K
to
6
&
7
through
12,
which
you
just
talked
about.
I
can't
tell
you
how
excited
we
are
that
you
might
do
it
quicker
than
2027.
Q
It
is
because
of
this
lack
of
middle
school
seats,
we're
losing
students
to
charter
schools
or
the
families
are
simply
leaving
and
those
families
don't
come
back
and
speaking
for
myself
as
a
resident
of
the
city.
Please
look
carefully
at
this
budget
and
send
it
back
I
implore,
the
council
to
look
at
the
reasons
why
student
enrollment
is
declining.
It
is
the
development
of
luxury,
condos
and
housings
on
both
a
large
and
small
scale.
The
cost
of
an
apartment
in
East
Boston
is
prohibitive
for
many
of
our
parents.
Q
I
had
to
lifelong
east
boston
residents,
both
of
whom
graduated
from
East
E
and
now
have
children
with
us
tell
me
that
they
will
try
to
hang
on
until
their
students
graduate
from
our
school
a
place.
They
love
and
then
they'll
have
to
move
out
because
it's
too
expensive
for
them
and
that's
a
loss
for
us.
It's
a
loss
for
the
city,
so
I
ask
you:
why
aren't
the
lessons
of
gentrification
and
other
areas
of
the
city
lost
or
not
learned,
stability
and
housing
means
stability
in
our
schools,
so
I?
R
R
My
name
is
Sebastian
param,
say
what's
tmpatton
I'm
Colombian
and
my
spots
on
the
student
I'm,
a
senior
I'm,
also
cooperating
with
my
friend,
actually
figure
of
acute
prison,
I'm,
also
fun,
family,
member
and
I
know
what
it
is
to
be
in
a
community.
I
know
what
it
is
to
lost.
Family
I
lose
nearly
200
men
and
family
members
last
year
in
my
school,
and
it
hurts
I,
don't
want
it
to
be
215
I,
don't
want
to
lose
15
more
of
my
family
members.
R
R
R
We
lost
nearly
15%
of
the
students
in
one
year
and
you
ask
someone
here:
ask
where,
where
are
these
students
going?
No
one
really
answered
that
question.
I
have
an
answer.
They
are
not
going
anywhere
since
the
increase
of
housing.
Seen
decrease
of
cost
of
housing
they
have
to
work,
they
are
not
going
to
school
right
now.
They
have
to
work,
so
we
can
pay
for
that
housing.
I
would
like
to
know
if
anyone
anyone
in
this
building
doesn't
have
a
high
school
diploma
I
believe
we
all
have
a
high
school
diploma.
R
R
Were
talking
about
recruitment
of
different
and
diverse
teachers
in
the
institution's
we
do
know
who
are
losing?
We
know
the
kind
of
stuff
we're
losing.
We
are
losing
in
the
most
affected
and
staff.
Members
are
the
English
learners
in
features
nearly
60,000
of
the
immigrants
each
year
are
dangers
or
younger
than
that.
R
If
we
want
to
have
a
seventh
grade
and
we're
losing
the
English
learners,
what's
going
to
happen
with
those
60,000
English
learning,
students
that
doesn't
have
where
to
go
because
they
don't
have
a
in
actual
high
school
to
go
to
or
a
middle
school
I
want
to
believe
that
we
agree
in
the
fact
that
we
are
not
used
numbers.
My
school
is
not
a
school
with
fifteen
percent
less
of
students.
My
school
is
not
a
school
with
87
percent
of
students
enrolled.
R
We
are
the
future
and
I
want
to
believe.
We
all
think
the
same,
we're
not
losing
money,
we're
losing
opportunities
right
now.
You
have
the
facts
that
we
are
losing
200
students
per
year
in
my
hands.
I
have
the
fact
that
at
least
500
students
doesn't
agree
with
this
budget
cut
induce
two
days.
If
you
give
me
one
year,
I
will
have
the
entire
country.
S
Hello
good
afternoon
before
I
present
my
argument
I'd
like
to
introduce
myself.
My
name
is
Ashley
Figueroa
and
I
am
one
of
the
co
presidents
of
our
senior
class
at
East,
Boston
High,
School
I'm.
Also,
president
of
our
student
council
and
I,
was
also
captain
of
our
indoor
track
team.
This
past
season
I've
been
involved
in
many
student
advocate
activities.
S
For
example,
the
Boston
Student
Advisory
Council,
a
council
made
up
of
student
representatives
from
every
public
high
school
in
our
districts,
so
today
I'm
here,
because
our
school
is
expected
to
lose
around
1
million
dollars
in
budget
cuts.
This
is
because
our
enrollment
has
gone
down.
I
do
understand
that
enrollment
is
one
of
the
biggest
factors
in
budgeting,
but
we
cannot
do
anything
when
our
community
is
suffering
from
Genta
fication
rent
is
going
up
and
unfortunately
that
is
pushing
the
low-income
parents
out
of
our
community,
and
why
is
this
bad
for
our
students?
S
Well,
lowering
our
budget
is
going
to
limit
the
best
education
we
can
get.
For
example,
class
sizes
will
have
to
increase
over
the
years,
and
that's
not
good,
because
statistically,
it
is
proven
that
a
lower
class
size
betters
our
education
for
us,
because
teachers
are
better
to
individually
focus
on
us
now.
S
S
Not
only
that
but
cut
cutting
these
budgets
will
eventually
let
our
programs
be
lost
and
we
currently
have
partnerships
with
college
advisor
corpse,
pick
Europe
gear
up,
so
many
programs
and
our
enrollment
will
only
continue
to
decrease
if
we
lower
our
budget
cost.
Why
is
this?
Because,
unfortunately,
we
won't
have
enough
money
for
these
programs
for
these
classes
and
the
whole
reason
why
students
want
to
attend
our
high
school
is
because
of
the
opportunities
we
we
offer
in
the
programs
we
have,
and
let's
mention
that
our
standardized
test
scores
will
also
start
decreasing.
S
Currently,
we
offer
many
SAT
courses
to
take
and
I'm
cast
prep
courses
on
Saturdays,
which
is
why
our
both
of
those
SATs
and
MCAT
scores
have
gone
up.
Quite
a
lot
recently
now
East
Boston
High
School
is
very
different
from
any
other
high
school
and
bps.
In
my
opinion,
we
have
strong
administrative
staff
that
has
basically
become
a
family
to
me
now.
Instead
of
cutting
the
budget,
let's
find
a
way
to
better
our
community
to
make
it
a
better
environment.
You
know,
East
Boston
itself
is
changing.
S
It's
moving
in
people
who
can
afford
to
pay
rent
but
moving
out
those
who
can?
How
can
our
schools
enrollment
rate
increase
if
our
city
is
pushing
students
of
poverty
out
now,
bps
is
one
of
the
best
districts
nationally,
but
why
should
our
educational
resources
be
limited
because
of
poverty
instead
of
giving
us
a
way
out
help
us
guide
us
through
this
rough
patch?
I,
don't
want
my
school
that
has
changed
my
perspective
on
education
motivated
me
and
helped
me
become
a
better
student
to
shut
down
in
the
future
because
of
these
budget
costs.