►
Description
Dockets #0480-0486, 0487-0489 - Fiscal Year 2023 Budget: Boston Public Schools Operations, Boston Public Schools Revolving Funds
This hearing will cover topics including school admission and assignment system, BPS Transportation, Food and Nutrition Services, School Safety, Administrative Budget/Central Office, Human Capital (including diversity, recruitment, evaluation, and retention), and procurement. This hearing will also cover BPS revolving funds.
A
God
willing,
I
try
to
be
as
human
as
possible,
and
I
try
to
understand
that
you
two
are
doing
this
work,
so
I
ask
you
that
if
you
want
to
communicate
with
us
that
you
open
up
the
communication
in
full
transparency
and
sincerity
and
express
if
you
are
feeling
that
way,
I'll
allow
that
in
this
platform
you
can
certainly
say
this
is
how
I'm
feeling
and
give
me
a
moment
or
I
need
more
time
and
I'll
get
back
to
you.
You
can
certainly
talk
that
way.
No
one
here
is
should
feel
that
way.
A
A
A
Oh
so
sorry,
the
the
point
of
that
right
is
that
the
majority
of
the
counselors
at
this
point
are
people
of
color
and
asking
these
questions
are
difficult.
Putting
the
pressure
on
is
difficult,
and
so
the
fact
that
people
feel
comfortable
to
call
it
disrespect
or
rude
is
in
itself
a
trigger
for
me
as
a
black
woman,
and
for
my
colleagues
with
that
I
would.
I
would
challenge
you.
A
A
Good
morning,
for
the
record,
my
name
is
tanya
fernandez
anderson,
the
district
7
city
councilor.
I
am
the
chair
of
of
the
boston
city
council
committee
on
ways
and
means
this
hearing
is
being
recorded.
It
is
being
live
stream
at
boston.gov
for
slash
city-council-tv
and
broadcast
on
xfinity
channel
8,
rcn,
channel
82
and
files
channel
964.
A
The
council's
budget
review
process
will
encompass
a
series
of
public
hearings
beginning
in
april
and
running
through
june.
We
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record.
You
can
do
this
in
several
ways
attend
one
of
our
hearings
and
give
public
testimony.
We
will
take
public
testimony
at
each
departmental
hearing
and
also
at
two
hearings
dedicated
to
public
testimony.
A
The
full
hearing
schedule
is
on
our
website
at
boston.gov
for
slash
council
dash
budget.
Our
scheduled
hearings,
dedicated
to
public
testimony
are
or
was
one
on
april
26th
at
6
pm,
and
the
next
one
will
be
on
june,
2nd
at
6
pm.
You
will
give
testimony
in
person
here
in
the
chamber
or
virtual
via
zoom
for
in-person
testimony.
Please
come
to
the
chamber
and
sign
up
on
the
sheet
near
the
entrance
for
virtual
testimony.
A
You
can
sign
up
using
our
online
form
on
our
council
budget
review
website
or
by
emailing
the
committee
at
ccc.wm
boston.gov,
when
you
are
called
to
testify.
Please
state
your
name
and
affiliation
and
residence
and
limit
your
comments
to
two
minutes
to
ensure
that
all
comments
and
concerns
can
be
heard.
Email.
Your
written
testimony
to
the
committee
at
ccc.wm
boston.gov,
submit
a
two-minute
video
of
your
testimony
through
the
form
on
our
website
for
more
information
on
the
city
council
budget
process
and
how
to
testify.
A
A
A
I
am
joined
today
by
my
colleagues,
counselor
aaron
murphy
council
at
large
counselor
liz
braden
help
me
out
district
nine
counselor,
kenzie
bach
district,
eight
counselor
julia
mejia
at
large.
I
will
now
turn
the
floor
over
to
the
administration
for
their
presentation.
You
guys,
please
introduce
yourselves
all
over
again
with
your
with
your
titles
and
you'll
have
20
minutes
for
your
presentation.
You
know
how
this
goes.
Seven
minutes,
then
five
then
three
round,
and
then
we
wrap
it
up.
That's
all.
A
C
C
First,
I
want
to
mentioned
deputy
ceo
teresa
neff
webster
who's
sitting
on
the
left,
director
of
transportation,
deliverance,
stanislaus,
director
of
food
and
nutrition
services,
dev
enter
charlie
and
the
executive
director
of
facilities,
brian
ford,
I
just
want
to
say
thank
you
to
each
and
every
one
of
them
because
they're
the
ones
who
are
out
there
doing
a
lot
of
this
hard
work
that
we're
putting
forward.
The
first
part
of
my
presentation
that
I'm
going
to
go
through
right
now
is
the
food
and
nutrition
services
in
fy
22.
C
Transportation,
so
I'm
now
going
to
run
through
the
transportation
piece
of
my
presentation,
which
was
thrown
off
as
part
of
the
broader
city
initiative.
Bps
is
in
current
negotiations
as
far
as
mbta
t
passes
and
making
sure
that
we
are
up
to
date
with
our
mou.
The
f
20
fy
23
budget
advances
the
transportation
department
mission
to
provide
safe,
reliable
and
on-time
transportation
for
all
students
of
boston,
the
fy
23
investment,
the
number
of
students
requiring
monitors
increased
by
70
percent
since
fy
15.
C
nine
new
positions
to
support
this
about
the
bus
monitor
unit
has
been
created
and
we're
also
working
on
the
electrifying.
Our
fleet,
bps
department
of
transportation
plans
to
purchase
20
electric
buses
for
the
fy23
as
a
pilot
in
a
broader
city
initiative
and
20
type
c
71
passenger
buses,
the
transportation
department
is
launching
an
invitation
for
bid
this
summer
through
the
fall
for
the
next
bus
operator
contract,
which
will
begin
fy24.
E
F
F
She
and
her
team
make
the
magic
happen,
so
I
speak
with
them
when
I
say
that
the
welcome
services
budget
supports
the
operations
of
four
welcome
centers
with
18
full-time
staff,
collectively,
as
well
as
some
seasonal
temps.
There
are
five
assignment
specialists
as
well
as
two
analysts
who
manage
the
algorithm
in
the
hand
assignment
process
on
our
team
is
also
a
residency
investigator,
as
well
as
the
senior
director,
an
assignment
director
and
a
program
manager
specific
to
the
new
exam
school
policy
implementation.
F
Collectively
this
team
implements
school
choice,
season,
school
registration
and
assignment
and
processes
more
than
16
000
transactions
per
year.
Our
staff
are
diverse,
walk
into
any
welcome
center
and
the
staff
reflect
the
community
they
serve.
You
can
be
served
in
somali
arabic,
spanish,
vietnamese,
mandarin,
portuguese,
cape
verdean,
haitian
creole
english,
and
I
know
I'm
missing
a
few.
F
As
you
know,
we
implement
the
home
based
assignment
policy
and
we
do
so
in
rounds
round.
One
is
for
transition
grades
round.
Two
is
for
k2
and
non-transition
grades,
there's
also
around
three
from
april
to
june,
for
later
registrants
and
after
that
staff
manually
assign
families
to
the
closest
school,
with
an
available
seat
working
first
from
their
lists.
F
G
G
G
Just
below
60
of
our
hires,
newly
hired
into
the
district
were
identified
as
folks
of
color,
so
that
was
that's
a
tremendous
one
for
us
in
the
trajectory
and
speaks
to
the
programming
and
all
the
hard
work
that
we
as
a
collective
are
doing
to
sort
of
diversify
our
workforce
and
next
slide.
How
do
I
oh?
Thank
you.
G
This
slide
here
is
a
snapshot
of
all
of
our
work
of
our
entire
workforce
across
the
district.
Of
course,
the
first
bar
there
to
the
left
is
the
garrity
educator,
which
is
again.
That
is
just
talking
about
teachers
and
guidance
counselors.
If
you
have,
we
could
probably
zoom
out
and
get
you
all
the
numbers
at
some
point.
G
But
what
you're
looking
at
today
is
just
those
two
categories
of
educators,
and
then
we
broke
it
out
in
the
school
budget,
so
you
can
kind
of
really
get
a
snapshot
of
how
diverse
bps
is
in
the
directions
that
we're
going.
This
is
our
overall
numbers
you
can
see
where
about
the
total
district
about
66
percent
identifies
folks
of
color,
so
again,
every
year
that
we
have
higher
in
vacancies,
we
create
goals
that
sort
of
close
the
gap
over
time.
G
It's
not
something
we
can
do
overnight,
but
some
of
the
initiatives
that
rashawn
will
discuss
that
are
certainly
helping
us
close
the
gap
over
time
got
it
so
this
slide.
I
think
a
lot
of
us
feel
it.
We
know
it,
but
this
kind
of
character
puts
it
into
perspective
about
the
number
of
vacancies
that
we
have
seen
based
on
exits
again.
This
is
just
teachers
and
guidance
counselors.
G
We
had
a
significant
increase,
unfortunately
this
past
year,
but
I
think
that
I
think
we
again,
we
all
felt
it
anecdotally,
a
great
resignation
right.
So
last
year
we
had
about
493
vacancies
of
exits.
This
year
we
have
we're
anticipating
for
the
22-23
year
846.,
so
that
and
that's
just
again,
teachers
and
guidance
counselors.
So
we
do
have
a
a
lot
of
work
to
do
there,
but
I
just
want
to
be
transparent.
That
not
only
are
you
know,
private
employers
feeling
that
we
are
feeling
it
as
well.
G
G
G
But
again,
we'll
have
some
more
numbers
for
you
as
we
sort
of
move
through
each
hiring
phase.
If
you
will
so
that's
a
snapshot
of
sort
of
where
we
are
and
what
we're
going
to
continue
to
do
in
order
to
diversify
continue
to
diversify.
Our
workforce
is
a
lot
of
the
pipeline
programming.
That's
coming
out
of
the
recruitment,
cultivation
and
diversity
office.
G
H
So
I
just
want
to
publicly
thank
them
as
well
for
all
the
hard
work
that
they
do
and
their
advocacy
for
some
of
the
budget
requests
that
you
see
here
today
before
you.
So
we
look
forward
to
answering
some
of
your
questions,
so
I
just
wanted
to
add
that
tonight's
budget
appreciation
is
a
reflection
of
that
fight,
23
student
funding
school
by
school.
H
A
J
Thank
you.
Thank
you
for
that
presentation,
so
I'm
going
to
use
this
first
round
for
a
few
questions
on
the
slides,
the
information
you
just
shared.
If
you
could
answer
why
there's
been
a
70
increase
in
the
need
for
bus
monitors
and
tied
to
that
I've
been
getting
lots
of
calls
of
families.
Parents
very
concerned
that
their
students
are
not
getting
picked
up,
and
many
of
these
are
special
ed
students.
C
I'm
probably
going
to
end
up
for
a
little
bit
more
detail,
as
for
ms
stanislaus
to
come
down
and
give
you
some
other
percentage,
but
there
are,
we
are
struggling
with
the
driver's
shortage
across
the
district,
and
that
is
that
has
really
hurt
us
tremendously.
We
had
about
two
percent
or
so
of
our
trips
that
are
not
covered
on
a
daily
basis.
Because
of
this
shortage,
you.
K
K
However,
we
have
648
drivers,
that's
available
to
drive
daily.
We
have
over
210
drivers
that
are
currently
out
on
leave
so
out
of
the
621
buses,
two
percent
of
those
buses
are
uncovered
daily,
and
this
year
our
team
has
recruited
the
most
drivers
that
we've
ever
recruited
we've
recruited
over
54
drivers
year
over
year.
Historically,
we've
only
recruited
been
able
to
recruit
15
drivers,
which
covers
drivers,
who've
retired.
K
K
H
K
K
I
cannot,
I
can
add
that
as
well,
so
we've
implemented
a
messenger
system
for
our
families,
where,
when
our
buses
are
uncovered
families,
we
send
out
a
blast
like
text
messages
after
our
a.m.
Bid
in
the
morning
that
lets
families
know
that
our
buses
are
their
bus
is
uncovered
and
we
would
work
on
figuring
out
like
a
backup
bus
to
get
students
to
school.
K
J
K
K
K
J
And
I
know
there's
a
staffing
shortage:
it's
not
like
anyone
at
bowling
is
not
trying
to
get
kids
to
school,
but
there's
so
many
families
that
rely
on
this
bus,
which
ties
into
the
70
increase
of
bus
monitors,
which
means
I'm
assuming
these
are
special
ed
students
and
it's
written
into
their
iep.
So
if
you
could
talk
to
why,
if
somebody
knows
why
we've
increased
so
many.
H
J
I'm
going
to
make
an
assumption,
though,
that
our
population
has
changed
like
if
I
was
just
to
look
at
numbers,
and
I
mean
I
was
in
the
classroom
up
till
last
june,
so
I've
been
there
like
what.
Why
is
there
such
a
difference
and
that
we
can
continue
this
in
the
next
round,
but
that
just
seems
like
a
huge
increase
which
doesn't
help
the
bus
crisis
we're
in,
but
thank
you
for
coming
on
and
answering
those.
Thank
you
no
problem.
Thank
you.
Thank
you.
L
A
H
M
M
M
M
So
I'd
like
some
more
information
on
that
and
and
then
I
see
you
have
a
residency
investigator,
a
full-time
person
doing
residency
investigations
I'd
be
curious
to
know
how
many
cases
of
residency
investigations
were
carried
out
this
past
year
and
how
many
actual
cases
were
identified
of
folks,
who
said
they
were
residents
in
boston
and
who,
who
actually
don't
live
here,
but
were
wanting
to
send
their
kids
to
boston,
public
schools,
and
I
imagine
they're
wanting
to
them
to
send
them
to
the
exam
school.
So
those
are
all
my
questions
for
now.
Thank
you.
F
The
assignment
questions,
so
the
welcome
centers,
are
located
in
roslindale
in
dorchester
in
roxbury,
and
the
one
in
east
boston
is
part-time,
which
allows
those
staff
members
to
do
pop-up
centers,
where
needed
so,
for
example,
the
austin
brighton
is
a
good
example
of
our
winding
down
the
jackson.
Man,
where
we
provided
in-person
support
to
families
to
help
them
with
their
registration
and
assignment
process.
So
they
will
move
about.
You
know
the
same
will
be
true.
If
there's
a
closure
at
mission
hill,
they
will
then
be
there
for
three
days
a
week.
F
The
let's
answer
your
questions
in
order
here
are,
or
let's
see,
early
access
to
pk
yeah.
I
a
thousand
percent
agree
with
you,
a
thousand
percent
and
there's
some
tensions
that
happen.
I
can
say
that
you
know
k
zero,
which
is
for
three-year-olds,
is
traditionally
designed
to
be
a
program
to
support
students
with
individual
education
plans
and
special
needs.
F
Having
said
that,
there
are
more
like
k1
opportunities
in
the
district.
Unfortunately,
our
enrollment
numbers
for
k1
are
down
for
k-0
they're
up
for
k1
they're
down,
and
we
need
to
do
a
better
job
of
how
do
we
attract
families
back
to
bps,
because
I
100
agree
again.
If
they
come
early,
they
tend
to
stay
with
us.
F
So
it's
attention,
and
you
know
I
wish
that
we
had
all
the
room
in
the
world
for
every
k0
and
every
k1,
because
I'm
selfish,
and
I
agree
that
if
we
have
them
early,
we'll
keep
them.
But
we
also
are
mindful
of
those
community
partnerships
and
the
space
that
we
have
in
our
buildings
residency
investigator.
F
I
will
have
to
tag
someone
in
and
find
out
for
you.
I
can
say
that
we
look
at
hundreds
of
cases.
The
investigator
literally
drives
out
to
many
communities
late
at
night.
Is
there
early
in
the
morning
looking
and
following
to
see
where
people
truly
live.
There
are
neighborhoods
that
do
this
more
often
than
others
and
exam
schools
are
certainly
a
problem,
but
they're,
not
the
only
ones.
B
B
B
So
I
give
you
a
sense
of
the
the
number
that
the
team
is
dealing
with
and
then
the
last
thing
just
to
clarify
on
the
universal
preschool
part
of
our
strategy
for
universal
preschool
is
partnering
with
community-based
organizations
to
both
strengthen
a
lot
of
the
the
small
community
organizations
serving
specific
neighborhoods
and
as
part
of
our
overall
strategy.
So
those
are
in
a
lot
of
cases,
city-funded
classrooms
in
those
community-based
organizations-
and
your
last
question,
I
believe,
was
on
out-of-district
transportation.
B
We
provide
out-of-district
transportation
for
a
couple
categories
of
students,
including
out-of-district
special
education
students,
those
students
who
are
in
foster
care
and
homeless
students
who
are
placed
outside
of
the
city.
They
are
all
three
categories
fairly
expensive
on
a
per
pupil
basis,
but
I
I
really
think
this
is
an
area
where
we
need
to
provide
critical
supports
for
families
and
stabilizing
families
in
their
school
communities,
and
so
I
think
it's
a
really
important
service
that
we
provide
and
the
mckinney-vento
is
what
the
law
that
came
into
play
around
foster
care
and
homeless
youth.
B
And
I
think
that
was
a
really
important
and
good
change
for
us
as
a
community
and
as
a
state
to
be
able
to
provide
that
transportation.
I
think
the
number
of
students
in
out
of
district
special
education
from
the
hearing
last
week-
I
remember
remembering
correctly-
was
280
so
and
we
can
get
the
exact
numbers.
N
On
transportation,
so
I
wondered
if
you
could
talk
a
little
bit
more.
I
think
the
last
few
budget
cycles
we've
been
talking
about
these
one-year
extensions
to
the
transportation
rfp,
and
now
I
see
that
again,
you
know
we're
planning
on
putting
something
out
fall
and
summer,
but
it
wouldn't
be
till
fy
24.
So
that's
next
year.
So
I
assume
that
we're
are
we
under
or
are
we
taking
a
one-year
extension
again
on
the
current
contract?
N
So
can
you
talk
a
bit
more
about
how
we're
planning
to
redesign
the
contract
sort
of
in
that
rfp
invitation
for
bids
etc?
Because
I
mean,
I
think,
the
council
again
and
again
right
has
been
frustrated
by
the
design
of
the
existing
contract
and
particularly
as
transportation
costs
for
the
district
have
spiraled
out
of
control
in
the
sense
that
we
don't
necessarily
control
the
right
levers
to
drive
a
sort
of
different
kind
of
performance
or
to
split
it
up
or
all
kinds.
D
K
K
Our
team
had
started
working
after
the
last
council
hearing,
the
wheezing
means
hearing
that
we
had
with
the
council
to
put
out
an
invitation
for
bid.
However,
there
were
several
transitions
with
the
mayoral
team
and
we
gave
the
new
mayor
that
came
in
a
chance
to
go
over
the
process
that
we
were
using.
K
So
we
we
gave
the
mayor
the
options
that
we
had
on
the
table,
whether
we
go
out
to
bid
right
away
where
whether
we
extended
the
one
year
extension
to
dev,
the
mayor
opted
to
extend
the
one-year
extension
to
transdev
and
kind
of
like
gave
her
a
chance
to
go
over
the
options
for
the
current
ifb
that
we're
putting
out
to
comment
on
what
are
some
changes
that
we're
putting
in
the
the
ifb.
So
currently
we
we
have.
K
It's
if
the
current
contractor
hits
95
on
time
performance
daily
day.
It's
a
million
dollar
incentive
for
the
contractor.
The
contractor
has
never
hit
the
consistently
hit
the
95,
so
they've
never
got
the
the
one
mil
the
one
million
dollars.
They
have
a
set
three
million
dollar
a
set
three
million
dollar
fee
that
they
get
every
year.
So
what
we're
doing
is
like
changing
the
financial
structure
where
they
get
the
contractor
if
they
don't
hit,
if
they
don't
hit.
K
H
H
We
have
to
make
sure
we
don't
divulge
too
much,
but
we
can
stay
at
a
high
level
in
essence
of
what
we
can
do,
but
that's
why
she's,
probably
not
being
real,
specific
and
I
know
sense-
I'm
sensing,
yours
you're,
feeling
that
as
well.
I
just
want
to
name
that
we
have
to
be
careful
how
much
we
do
say
because
of
that,
as
well
as
because
we're
in
contract
negotiations
as
well
with
the
bus
drivers
union.
So
we
have
to
be
careful
how
much
we
do
say
publicly
about
that.
H
N
And
I
and
I
appreciate
you-
know:
we've
I've
heard
enough
from
director
stanislav
over
a
number
of
hearings
to
know
that
the
team
behind
the
scenes
is
doing
a
tremendous
amount
of
work
to
try
to
innovate
and
control
on
the
space
and
set
things
up,
and
also
that
it's
been
getting
more
and
more
complex
with
the
particularly
some
of
the
iep
like
constraints
and
such
so
I'm
very
sympathetic
to
all
of
that.
But
just
again
and
again
the
idea
that
what
we
need
is
to
rewrite
the
contract
has
been
sort
of
like
the
solution.
N
H
On
there,
if
I
can
just
maybe
point
you
in
a
good
direction,
director
stanislaus
mentioned
the
monthly
performance
reviews
that
we've
implemented
and,
in
those
monthly
performance
reviews,
you
can
see
some
of
the
data
that
we
have
and
what
we're
holding
the
drivers
accountable
to
as
well
as
the
company.
So
I
think
that
can
give
you
a
sense
of
where
we're
headed
with
the
with
the
with
some
of
the
improvements
that
we're
looking
for.
N
N
Maybe
it's
not
like
we're
putting
a
couple
of
bus
monitors
on
every
bus
or,
like
I,
don't
know
something
where
there's
like
a
more
consistent
expectation
of
employment
and
then
we're
also
funding
those
positions
at
a
rate
where
we
can
rely
on
them
showing
up
because
it
just
seems
like
we
saw
this
radical
shift
in
what
we're
being
asked
to
provide
on
the
iep
side
and
our
system
hasn't
kind
of
like
changed
to
meet
it.
So
I
don't
know
if
you
could
speak
to
that
a
little
bit.
Yep.
K
I
can
definitely
speak
to
that,
so
our
team
launched
a
large
organization
like
a
re-org
within
the
unit,
so
right
now
we're
currently
working
through
the
first
phase
of
of
the
reorganization
and
how
we
provide
services
to
students
that
require
bus
monitors
and
in
parallel,
where
we
are
in
contract
negotiations
with
our
bus
monitors.
So
starting
at
the
beginning
of
next
school
year.
H
If
I
can
say,
I
briefly,
constant
bach
just
want
to
know
this
is
the
final
extension
that
we're
entering
into
with,
with
with
this
approach-
and
we
did
engage
an
external
vendor
to
do
a
comprehensive
busting
market
analysis
for
ourselves
and
form
the
rp
as
well.
So
we've
done
taking
those
steps
and-
and
I
just
want
to
acknowledge
the
transdev
company
and
the
bus
drivers
who
worked
with
us
really
closely
over
the
last
couple
years
to
make
a
lot
of
these
improvements.
P
D
P
P
I
believe
in
also
or
I'm
sure
you
guys
fixed,
that
too
there
were
some
issues
in
terms
of
whether
or
not
they
were
going
to
be
able
to
go
into
an
exam
school.
So,
while
I
really
do
appreciate
the
number
of
investigations
that
we
have,
what
I've
been
hearing
from
some
folks
is
that
oftentimes
families
of
color
in
particular,
feel
like
they're
being
targeted,
and
there
is
this
element
there
that
I
just
want
to
name
for
the
record
that
we
need
to
really
figure
out.
P
These
full-on
investigations-
and
I
think
that
the
ombudsman
that
how
you
pronounce
it-
I
I
think
that
when
we
start
thinking
about
how
we
support
families
that
we
need
to
make
sure
that
we're
doing
so
in
ways
that
families
feel
like
bps
is
with
them
not
working
against
them.
So
I
just
want
to
name
that
as
an
issue
that
has
surfaced
up.
H
P
So
I
don't
want
to
use
my
seven
minutes
and
walking
down
the
catwalk
denise.
If
you
could
talk
to
me
a
little
bit
about
kind
of
like
the
infrastructure
that
is
put
in
place
for
families
who
are
experiencing
schools
that
are
closing
or
have
had
to
through
some
traumatic
experience
have
needed
to
start
that
process.
You
know:
we've
been
hearing
from
a
lot
of
families
that
you
know
in
terms
of
placing
first
priority
that
I
think
when
we
think
about
these
issues,
restorative
justice
right
and
how
do
we
repair
the
harm?
P
The
first
way
that
we
could
do,
that
is
by
honoring
families
and
what
their
needs
are.
So
can
you
talk
to
us
a
little
bit
about
some
of
the
infrastructure
and
some
of
the
things
that
we
can
learn
based
on
the
examples
that
we've
experienced
this
last
year
in
terms
of
what
the
welcoming
center
is
going
to
be
doing
differently
to
support
families
like
this.
F
F
The
goal
is
one-to-one
meetings.
If
we
don't
see
them
registering,
for
them
we're
going
to
call
them
and
try
and
schedule
them
with
them.
People
can
do
the
process
without
us
we'd.
Rather
they
do
it
with
us
when
they
do
it
with
us.
We
get
to
have
conversations
about
what
is
it
that
they're
trying?
What
needs
are
they
trying
to
meet
because
sometimes
there's
a
school
in
their
mind
right
and
sometimes
their
needs
mean
that
this
could
be
this
school
or
this
school
or
this
school?
F
We
are
working
with
them
to
identify
and
understand
the
sibling
age
ranges
which
we
have,
but,
more
importantly,
do
they
want
them
all
together,
which
narrows
if
they've
got
kids
from
k
zero
to
seventh
grade
versus
if
they
have
maybe
just
a
couple
of
littles,
you
know
so
trying
to
understand
their
desires.
There
were
looking
at
things
like
you
know,
say
they
don't
have
siblings
and
they're
little.
F
P
I
just
want
to
go
on
the
record
that
I
am
in
full
support
of
some
of
the
schools
that
are
advocating
for
first
priority
and
whatever
it
takes
for
us
to
make
that
happen.
I
just
want
to
go
on
the
right
and
say
that
I'm
here
for
that,
but
I
do
want
to
get
to
some
of
my
diversity
questions.
So
we
can.
I
could
the
second
round
okay.
So,
mr
martin,
I'm
just
curious.
P
Q
Okay
sure
I'm
rashawn
martin,
I'm
the
acting
director
of
recruitment
in
our
office
of
cultivation
and
diversity,
programs
and
for
the
record,
normally
our
managing
director,
dr
saren
daly,
who's
in
charge
of
the
office,
would
be
here
but
she's.
She
has
traveled
to
south
carolina
to
pick
up
her
daughter
from
college
and
to
help
her
get
home.
Q
So
in
terms
of
the
terms
of
the
school
leaders,
we
do
have
a
school
leaders
of
color
network
which,
which
is
managed
out
of
our
office.
So
it's
it's
an
affinity
group
space
that
is
afforded
to
all
of
our
school
leaders
of
color
to
to
help
them
both
collaborate
and
receive
assistance
from
us.
You
know
for
whatever
needs
that
they
have
in
terms
of
working
with
the
community,
and
I
know
that
there
have
been
there
have
been.
Q
Q
I'm
sure
that
you
know
my
data
colleague
in
terms
of
the
data
breakdown
I
actually
haven't
looked
specifically
yet
in
terms
of
the
number
of
of
of
of
black.
You
know,
asian,
you
know
the
latinx
educators
that
we've
had
hired
so
far.
I
am
you
know.
I
am
thrilled
that
more
that
close
to
60
percent
of
the
educators
that
we
have
submitted
currently
for
higher
out
of
the
you
know,
meaning
of
the
285,
have
identified
as
an
educator
of
color
and
we're
still
relatively
early.
Q
R
Thank
you,
madam
chair,
and
thank
you
to
the
panel.
My
question
is
around
safety.
I
want
to
make
sure
that
we're
ensuring
a
safe
environment
for
our
students
to
learn.
Can
you
go
into
a
little
bit
more
in
depth
about
your
safety
plan?
Also,
it's
come
to
my
attention
that
bps
and
bpd
has
started
meeting.
H
H
The
first
is
that
day-to-day
there's
cost
and
interaction
between
the
boston
police
school
unit,
as
well
as
our
safety
service
officers
on
a
lot
of
day-to-day
matters
live
and
on
the
ground
and
deputy
chief
johnson
speaks
out
in
a
second
and
then
there's
also
conversations
between
bpd
leadership,
as
well
as
dps
leadership
on
how
we
work
and
operate.
So
we
spent
the
better
part
of
last
year
engaging
in
initial
conversations
in
preparation
for
the
police
bill
reform
to
be
enacted.
H
H
I
would
describe
it
as
there
hasn't
been
full
implementation
and
education
between
everybody
involved
and
how
to
implement
what
we've
discussed.
So
on
the
bps
side
anyways,
I
can
only
speak
the
bps
side,
we've
drafted
some
documentation
and
communication
that
we're
working
with
our
school
leaders
and
our
staff
on
training.
How
that
interaction
should
look
and
ought
to
look
and
I'm
assuming
bpd
is
doing
similar
on
their
end,
but
you'd
have
to
speak
to
them
on
that
part.
So
that's
how
I
describe
our
relationship
with
bpd
and
I
don't
know
deputy
johnson.
H
And
I
would
also
add
that
jillian
kelton
our
assistant
director
of
safety
services
who's
here
with
us
as
well.
She
also
engages
in
various
conversations
in
meetings
with
bpd's
president,
along
with
rufus
folks
office
of
public
safety
as
well
there's
regular
meetings
there
that
she
could
speak
more
specifically
to,
but
there
are
various
meetings
that
we
attend
with
them,
both
internally
at
city,
departments
and
partner
organizations,
but
also
in
the
community.
E
Yes,
I
attend
on
baker,
house
meetings
in
the
project
write
meetings
in
grove
hall,
the
big
house
means
a
weekly
and
the
other
one
is
monthly
and
the
bids
you
had
mentioned
about
obstacles
and
stuff
like
that.
Our
biggest
obstacle
is
because
of
the
transition
we're
operating
at
a
severe
shortage
of
people
in
our
department,
and
it's
been
a
struggle
to
fill
those
positions.
But
the
schools
are
requesting
support
from
us
and
we're
doing
the
best
we
can
fill
on
them.
And
how
short
are
you?
E
C
H
S
S
I've
had
the
pleasure
of
meeting
with
deputy
johnson
and
many
others
to
make
sure
that
we
get
the
communications
out
to
schools.
Currently,
the
memo
is
drafted
to
go
out.
Hopefully
within
the
week
to
let
the
schools
know
exactly
how
we
plan
to
address
this.
We
also
have
a
system
in
place
for
our
asset
essentials.
S
H
R
S
I
could
add
quickly
on
that
subject.
So
when
a
camera
goes
down,
we're
immediately
notified
to
how
it
goes
down.
If
the
camera
is
mispositioned,
it's
something
that
would
only
happen
from
monitoring
it,
and
I
know
that
deputy
johnson
touched
up
on
this,
but
we've
got
a
shortage
and
safety
officers
that
are
able
to
actually
review
the
footage,
along
with
nick
from
our
team
and
other
people
as
well.
They're,
not
monitoring,
constantly
mainly
used
after
the
fact,
but
as
soon
as
we
recognize
that
there's
an
issue
teacher
recognizes
an
issue.
S
R
Now
I
would
like
to
just
have
like
a
clear:
you
know:
internal
audit
being
done
maybe
twice
a
year
once
a
year,
instead
of
putting
it
on
our
student,
I
mean
our
teachers
and
my
last
question
before
my
time
runs
out.
Are
school
nurses?
Can
you
share
with
me
on
the
protocol
when
a
school
nurse
or
a
school
should
call
9-1-1
if
a
child
is
going
through
a
health
health
crisis?
And
if
there's
any
information
that
our
school
nurses
have
on
that
student's
medical
records
like
their
medical
records?
If
any.
H
Yeah
I'll
I'll
get
back
to
you
on
that,
just
because
I
don't
want
to
misspeak
about
the
actual
kind
of
policy
and
how
we
go
about
that.
So,
if
I
can
I'll
get
back
to
that,
but
typically
they
would
work
with
the
student
and
work
with
the
families
during
communication
during
an
emergency
and
and
collectively
they
make
those
calls
with
the
parents
most
of
the
time.
But
I
can
get
back
to
you
in
more
specifics.
R
T
S
T
S
H
T
E
T
T
E
G
Sort
of
the
reach
out
for
other
positions
as
well.
I
want
to
add
that
you
know
we
just
went
through
this
police
reform
bill,
so
this
position
looks
a
lot
different
than
it
did
two
years
ago.
Friends.
So
our
strategy
has
to
be
a
lot,
a
lot
different
to
be
quite
honest
with
you
and
we
have
to
look
at
you
know
this
was
at
one
point,
a
gateway
for
bpd,
but
it's
not
right
because
of
some
of
the
items
that
have
come
into
the
reform
bill.
G
T
Okay
and
then
council
rel
mentioned
reporting
the
reporting
requirements.
What
is
what
is
the
reporting
requirements
for
any
bps
official
if,
if
they
notice
something
that
should
not
be
taking?
What
is
that
process?
What
is
like
the
standard
operating
procedure
for
bps
and
how
you
notify
appropriate
authorities.
H
It
would
obviously
depend
on
the
incident
and
type
of
incident,
and
that
would
direct
which
reporting
agency
would
report
to.
So
we
do
have
some
policies
that
I
can
share
with
you.
More
specifically,
we
have
our
childhood
childhood
abuse
and
neglect
circulars
that
we
have.
We
have
other
circulars,
such
as
those
that
maps
out
clearly
like
for
but
specific
incidents
do.
T
H
T
H
D
H
The
different
circulars
in
procedural
circles
and
how
bps
staff
should
report
up
incidences,
and
we
also
have
reporting
frameworks
and
memos
that
I
can
share
how
that
communication
happens.
So
I
have
a
couple
of
one
example
here.
If
you
want
to
see
an
example,
but
for
example,
we
have
a
day-to-day
memo
and
guidelines
that
we
provide
to
schools
that
we
train
on
like
what
to
do
in
different
situations
who
to
call
for
what
I
can
provide.
Others,
if
that's
helpful,.
I
A
A
H
Those
those
we
work
with
boston
police
directly
on
and
we
have
procedures
spelled
out
for
that.
So
to
your
point,
some
of
the
members
that
you'll
see
will
be
grounded
in
tier
one
will
be
more
appropriate
for
that.
Some
will
be
grounded
in
tier
two
and
some
to
tier
three.
So
there's
different
varying
levels
of
those
as
well.
A
I
mean
just
from
like
first
look
of
it
like
bpd
at
some
point
gets
involved,
obviously,
when
things
escalate-
and
I
just
want
to
be
like
very
we-
we
want
to
be
very
mindful
in
terms
of
like
harm
reduction,
what
that
means
and
where
we're
headed
with
that
and
then
my
question
was
for
the
cameras.
If
we
do
have
an
audit,
then
do
we
have
a
list
of
the
locations
that
are
missing
with
cameras.
H
F
A
Okay,
thank
you
for
transportation.
What
are
your
efforts?
You
mentioned.
You
increasing
diversity.
I
noticed
that
the
people
that
came
with
finance
the
people
that
came
with
higher
levels
were
majority
caucasian
or
white,
but
the
people
that
come
with
food,
transportation
and
other
things
are
more
people
of
color
today.
H
I
mean
just
briefly
on
our
end,
one
of
the
goals
in
the
strategic
plan
for
the
superintendent
was
to
have
a
workforce
that
reflects
our
students
and
the
strategic
plan
that
was
developed
under
dr
celia
has
really
stated
that
boldly
and
she
has
used
the
budget
to
staff
positions
and
to
draft
messages
and
policies
around
that.
So
we
do
our
hiring
and
we
have
our
recruitment
fairs.
We're
always
looking
and
pushing
for
diversity
at
all
different
various
cultures
and
genders.
H
H
Yeah
so
I'll,
just
like
one
example
out
of
many,
we
recently
had
a
career
fair,
that
we
worked
closely
with
the
the
faith-based
community
and
dr
branson
and
his
team,
along
with
oac,
worked
collectively
to
have
a
fear
and
do
outreach
to
the
churches
and
many
of
those
churches
and
church
goers
are
most
of
our
parents
as
well.
So
that's
one
example
of
men.
Thank.
A
You
in
terms
of
harm
reduction,
we
know
that
it's
additional
efforts
in
terms
of
bringing
in
social
workers
or
people
that
triage
crises
for
intervention.
This
means
you
need
more
money,
but
you
decrease
the
funding
by
a
hundred,
and
one
thousand
is
that:
can
you
explain
how
that
makes
sense?
Why
would
make?
Why
would
it
make
sense
to
decrease
it
for
school
safety
services
as
opposed
to
increasing
it,
because
harm
reduction
takes
more
resources
and
money,
but
if
we're
doing
harm
reduction,
why
are
we
decreasing
the
money.
A
B
Thanks
we
had
one
position
change
out
of
the
safety
services
office.
It
was
a
change
of
one
of
the
safety
officer
positions
to
increase
social
and
emotional
support
that
came
outside
of
of
safety.
So
to
to
your
point
about
the
effort
to
do
more
and
restorative
justice
and
and
to
look
at
the
whole
child
part
of
our
approach
to
this
was
to
to
to
shift
those
resources.
There
was
initially
a
plan.
B
Yeah
food
nutrition
services
is
funded
primarily
through
federal
reimbursement,
the
federal
meals
program
and
there's
funding
that
is
supported
through
general
funds.
Outside
of
that,
so
the
general
fund
support
we
change
annually,
based
on
our
projected
receipt
of
revenue
over
the
last
two
years.
During
the
pandemic,
our
revenue
from
the
federal
government
has
gone
down.
Our
efforts
to
serve
families
during
multiple
different
avenues
has
been
supported
by
city
funding.
B
What
we
anticipate
is
increased
revenue
next
year
and
therefore
a
decrease
in
the
amount
of
general
fund
support
we
need,
but
our
commitment
is
to
make
sure
that
all
students
who
show
up
ready
to
eat
are
served
and
we
adjust
that
throughout
the
year
if
our
costs
go
higher,
so
there
is
no
planned
reduction
in
services.
It
is
just
a
estimate
of
the
federal
reimbursement.
B
I
think
any
any
given
year
when
we're
trying
to
balance
our
budget
there's
there
needs
to
be
a
balance
of
realistic
expectations
around
external
revenue
and
recognizing
that
if
we
keep
kept
that
general
fund
dollar
amount
constant
from
year
to
year,
that
would
mean
that
we
had
less
to
invest
in
other
places.
And
so
we
made
that
trade-off
this
year,
because
we
believe
we'll
be
able
to
balance
food
nutrition
services.
A
H
So
so,
as
mr
mr
cooter
alluded
to
the
food
service
department
is
self-sustaining.
Basically,
and
we
drive
our
revenue
based
on
we
what
we
serve.
So
we
have
a
lot
of
menu
guidelines
and
standards
that
we
use
that
are
healthy
and
those
menu
guidelines
and
standards
that
are
given
to
us.
We
do
those
procurements
that
way,
so
we
purchased
the
healthier
food
and
options
we've
made
strides
in
those
areas
and
we
account
for
those
increases
in
costs
in
the
budget.
H
So
we're
confident,
as
mr
alluded
to
that,
with
the
funds
that
we
have
available
now
as
a
through
the
federal
grant,
we
can
buy
those
initial
purchases
conduct
the
business
of
serving
the
meals
working
with
the
state
to
make
the
claims
and
getting
those
dollars
back,
and
if
we
need
to
make
an
adjustments,
that's
where
the
city
resources
would
come
into
play.
Thank.
A
A
B
A
And
then
most
of
them
are
out
of
boston
out
of
massachusetts.
What
are
we
making
efforts
to
contracting
food
vendors
in
boston
or
massachusetts?
I
know
that
there's
a
there's
a
lot
of
like
businesses
that
we,
what
efforts
are
we
doing
to
try
to
sustain
or
financially
sustain,
small
businesses
in
boston.
B
Yeah
absolutely
and
I'll
use
this
as
an
opportunity
to
introduce
naveen
reddy
who's.
Our
business
manager
works
on
the
finance
team
and
he
can
come
down
and
talk
a
lot
of
the
coordination
and
efforts
that
that
we're
doing
with
the
mayor's
office
to
to
do
equitable
procurement.
I
think
this
is
an
area
where
we've
had
a
lot
of
focus
because
you're
exactly
right.
This
city
contracts
are
an
opportunity
for
us
to
invest
in
our
communities.
B
I
will
say:
the
largest
contracts
are
often
secured
through
a
public
bidding
process
where
we
do
not
have
the
opportunity
to
influence
the
sort
of
direction
of
it
from
a
minority
women
business
perspective,
but
again
I'll.
Maybe
we
can
move
to
the
food
nutrition
questions
and
then
naveen
can
come
down
and
talk
about
some
of
our
efforts
and.
A
That's
going
to
be
watching
this
at
home.
Most
of
the
money
in
bps
is
going
to
contracts
to
outside
of
boston
or
massachusetts
to
white
owned
businesses,
and
so,
if
most
of
the
money,
if
that's
where
the?
If
that's
where
the
possibility
of
economic
mobility
and
sustainability
or
mobility,
is
that
we
should,
we
should
have
protocols
that
requires
them
to
go
to
minority
and
women,
and
I
think
so.
A
That's
there's
the
influence
that
if
there
isn't
a
protocol,
some
policy
that
says
that
we
should
contract
to
those
groups,
then
we're
a
little
far
behind
on
that,
and
we
should
implement
those
protocols
same
with
across
the
board
of
all
the
departments.
The
protocol
should
be
higher.
Okay,
for
example.
What
is
the
demographics
of
bps?
B
A
A
People
higher
than
bps
or
contracted
and
these
contracts
are
clearly
very,
very
lopsided
right.
So
that's
and
I
think
the
next
conversation
is
when
we're
talking
about
money.
Yes,
this
is
ways
and
means,
but
we're
talking
about
money
and
allocations
and
contracts.
We
have
to
look
at
who
is
the
money
in
the
contracts
and
the
jobs
going
to
as
well,
because
those
same
parents
then
have
to
take
care
of
their
kids.
Because
if
you
respect
me,
then
you
pay
me
to
feed
my
children,
and
I
think
that
that's
where
I
don't
know.
H
U
U
Over
a
year
ago,
when
I
got
hired,
one
of
the
first
things
chief
pooters
told
me
was
surround
your
work
with
three
things:
equity,
transparency
and
partnership,
and
over
the
past
year,
what
we
have
done
is
put
protocols
in
place.
We
have
trained
all
of
the
schools,
we
have
done
three
different
trainings
on
equitable
procurement
and
over
10
trainings
on
procurement
in
general
and
as
part
of
the
equitable
procurement
trainings
any
procurement
over
10
000.
U
So
but
there
are
other
projects:
we're
working
on
multitude
of
projects
to
make
sure
that
we
are
putting
equity
in
the
center
of
procurement
working
with
the
city
on
a
sheltered
market
marketplace
program
where
some
of
our
contracts
can
only
go
to
minority
and
women-owned
businesses.
We
have
rolled
out
a
central
office
policy.
U
U
So,
for
example,
like
catering
we've
implemented
a
policy
for
the
bowling
building,
you
only
want
to
buy
food
within
a
half
mile
radius
just
for
the
bowling
central
office
catering,
so
you
can
buy
it
from
your
neighbors
and
and
your
community
who's
just
around
us
we're
looking
at
other
programs
where
we
can
just
look
at
how
we
can
support,
extend
our
written
code
contracts
again.
This
is
a
legislative
process.
U
We
are
working
with
with
the
city
on
on
trying
to
increase
our
written
code
process
from
50
000
to
250
000
for
just
minority
and
owned
business
contracts.
This
is
again
a
legislative
process,
I'm
sure
you
you
have
all
heard
about
it,
but
we're
also
in
partnership
with
a
f
and
the
supply
diversity
office.
We've
had
multitude
of
meetings
on
trying
to
take
it
to
to
the
legislation
and
get
that
passed.
V
V
You
know
we
have
a
big
produce
company
that
we
deal
with
and
we
have
a
fresh
fruit
and
vegetable
company
program
that
is
in,
I
think,
75
schools
that
introduces
the
children
onto
different
types
of
fruits
and
vegetables.
We're
bringing
back
salad
bars
some
schools
that
doesn't
work
very
well,
so
we're
doing
like
grab-and-go
salads.
V
We
applied
for
a
grant
with
the
dairy
council
for
smoothies
we're
going
to
start
doing
that,
starting
at
the
high
school
level
and
then
and
then
bringing
bringing
it
down
from
there.
We've.
We
have
our
own
nutrition
standards
other
than
those
from
the
state
which
are
stricter,
which
prevents
us
from
using
any
kind
of
additional
additives
and
increasing
fresh
products
even
more
than
we're
required
to
we.
V
We
have
three
and
also
we
meet.
We
each
month
we
meet
with
our
school
managers,
review
all
the
updates,
get
feedback
on
the
food,
discuss
new
products
that
we're
thinking
of
we're
thinking
of
bringing
in
we
hired
a
operations
director
to
oversee
our
field
staff.
We
have
seven
field
coordinators
that
monitor
what's
going
on
in
the
schools,
and
we
have
three
culinary
managers
on
staff.
They
do
recipe
development
and
they
do
product
testing
and
they
do
training
with
our
staff,
the
menus
just
cooking
in
general
knife
skills.
Things
like
that.
Thank
you.
A
V
A
W
Thank
you
so
much
madam
chair,
and
thank
you
to
the
administration
of
boston,
public
schools
for
being
with
us
here
today.
Please
excuse
my
targiness
and
forgive
me
of
any
of
the
questions
that
I
ask
have
already
been
answered,
and
let
me
know
if
they've
already
been
answered,
I
can
watch
the
video
you
don't
need
to
repeat
yourself.
So
part
of
this
hearing
is
around
human
capital.
Is
that
around,
like
teacher
hiring
as
well?
Is
that
what
you
would
consider
like
this
is
where
the
correct
place
to
ask
those
questions.
M
W
Bear
with
me,
I
just
came
into
this
hearing
after
having
my
son's
iep
hearing
and
have
just
been
told
that
I'm
gonna
have
to
find
a
new
school
for
him,
because
they're
moving
to
full
inclusion
and
when
the
iep
team,
let
me
know
what
the
setup
was
going
to
be
for
quiltable
inclusion.
I
found
that
it
was
laughable
that
they
would
have
one
general
education
teacher
and
one
paraprofessional
in
a
classroom
of
24
students
or
four
students
or
students
that
have
ieps.
W
Obviously,
that
doesn't
work
for
my
son,
but
the
question
and
we'll
figure
it
out.
But
my
question
is
around
your
staffing
and
you
know:
that's
obviously
not
an
adequate
amount
of
staffing
for
that
classroom.
How
is
increasing
staffing
in
classrooms?
Full
inclusion
classrooms,
but
also
you
know,
I
find
that
the
special
education
classrooms
are
typically
adequate.
You
probably
have
like
a
one
to
three
one
teacher
to
three
student
ratio
in
the
sub
separate
classrooms,
but
in
the
full
inclusion
classrooms.
W
B
The
first
you
know
word
in
the
iep
is
individualized
and
I
think
that's
what
needs
to
drive
when
we
look
at
staffing,
the
so
as
part
of
the
new
collective
bargaining.
Any
new
inclusion
program
is
a
discussion
that
involves
members
of
the
staff,
as
well
as
the
central
special
education
team,
to
review
the
the
special
program.
So
it's
no
longer
this
sort
of
only
formulaic
approach
of
one
teacher,
one
paraprofessional
for
20
students.
W
B
Right
and
so
what
we
think
you
know
are
it's
hard
for
me
to
talk
about
this
sort
of
publicly
because
we're
in
the
midst
of
union
negotiations.
But
I
will
say
that
we
we
do
recognize
that
that
when
it
comes
to
full
inclusion,
we
need
to
have
a
spectrum
of
services
and
we
need
to
be
driven,
starting
with
the
student
needs
of
the
students
in
the
classroom.
W
Thank
you
so
much
so.
My
next
question
is
about
transportation.
Recently,
a
family
who
my
office
has
been
working
with
in
my
district
was
on
the
news
because
he
regularly
didn't
know
whether
their
children
who
have
his
children,
who
both
have
complex
disabilities,
would
have
transportation
out
of
out
of
their
out
of
their
district.
W
I
also
have
an
autistic
son
and
my
colleagues
can
attest
to
the
amount
of
meetings
that
I
miss
and
I
am
late
to
because
the
school
bus
didn't
show
up
and
I
have
to
drive
him
to
school
every
day,
not
every
day,
but
when
the
bus
doesn't
show
up,
I
have
to
drive
him
to
school,
and
so
I
I
you
know,
know
from
personal
experience,
and
so
can
you
describe
how
the
budget
is
addressing
current
and
projected
bus
driver
shortages?
I
had
somebody
on
my
stat
and
and
follow-up
question.
W
I
had
somebody
on
my
staff
go
on
the
bps
website,
right
as
if
they
were
someone
who
was
looking
to
be
a
bus
driver
at
bps,
and
it
seems
like
it's
very
well
posted
on
the
transportation
landing
page,
but
is
not
in
the
bps
jobs.
And
so
is
there
any
plan
to
make
sure
that
the
fact
that
one
there's
a
bus
driver
shortage
and
we
need
more
bus
drivers
is
being
shown
and
how
much
more
if
any,
investment
is
included
in
this
budget
for
transportation.
G
Take
that
question
right,
catching
the
deputy
chief
of
human
capital
nice
to
meet
you
so
much.
So
we
technically
don't
hire
the
drivers
we
can
partner
with
they.
They
are
hot
employed
by
transdev
and
we
partner
with
them.
So
that's
probably
why
you
see
it
just
on
the
transportation
page
as
a
a
means
of
advertising,
but
the
actual
hire
is
on
of
isn't
a
function
of
boston,
public
schools,
but
it
is
a
partnership
with
them
to
try
to
make
sure.
W
Is
there
any
way
to
make?
I
know
that
they
don't
apply
to
you
right
technically,
and
so
is
there
any
way
to
make
the
announcement
you
know,
even
if
it
links
to
their
page
and
it
brings
them
somewhere
else?
I
think
that
having
that
like
prominently
placed
somewhere
would
be
helpful.
It's
obviously
not
a
budget
discussion,
but
just
yeah.
K
You
sorry
in
terms
of
driver
recruitment
and
hiring.
So
as
you
can
see,
the
the
flyer
is
on
the
transportation
website.
Our
communication
team
has
posted
the
driver,
recruitment
information
on
bps
platforms.
The
bus
drivers
like
ray
catching
said
our
transdev
employees,
so
it
doesn't
flow.
It
wouldn't
flow
through
our
talent,
ed
system.
We
are
also
partnering
with
finance
like
nate,
and
his
team
is
supporting
us
with
additional
funding
to
do
additional
recruitment
for
drivers
where
our
internal
team
in
transportation
does
have
a
working
group
with
transdev
who's,
also
have
additional
staff.
K
That's
supporting
with
recruiting
drivers
the
problem
that
we're
facing
right
now
with
recruitment
we've
we've
been
able
to
recruit
the
most
drivers
that
we've
ever
historically
recruited
for
boston
public
schools.
However,
as
fast
as
we're
recruiting
drivers
we're
losing
drivers.
Currently,
we
have
over
210
drivers
that
are
out
on
leave.
A
P
Thank
you.
So
we
get
three
rounds
yeah,
so
the
questions
are
just
gonna
get
spicier
all
right,
so
I
want
to
kind
of
follow
the
thread
a
little
bit
around
students
with
special
needs
and
disabilities
intellectual
disabilities,
all
types
who
are
getting
door-to-door
service.
I
heard
from
a
someone
in
east
boston.
P
The
name
will
be
unprotected
that
there
are
some
high
school
students
with
intellectual
disabilities
that
do
get
door-to-door
service
right
now,
but
that
there's
a
push
and
an
initiative
to
also
provide
them
with
m7
so
that
they
can
start
learning
how
to
be
independent.
So
I'm
just
curious
if
you're
familiar
with
that
situation
and
what,
if
anything,
can
we
do
to
help
support
students
on
that
track
and
provide
them
with
the
m7s
that
they
need
to
learn
how
to
take
the
bus?
Oh.
K
Thank
you
for
that
question.
Counselor.
We
are
currently
working
with
the
office
of
special
education
so
currently
there's
a
travel
training
programs
for
high
school
students,
high
school
door-to-door
students
and
the
transportation
department
provide
tea
passes
to
high
schools
that
are
part
of
the
travel
training
program
to
support
those
students.
However,
we
are
currently
partnering
with
special
ed.
We
have
a
working
group
in
place
where
we
are
working
on
expanding
that
program,
where
we
actually
assign
passes
to
those
students
going
forward
to
support
them
getting
around
on
the
mbta.
K
P
Okay,
so
then
it
is
fair
to
say
that
potentially
some
of
the
folks
who
have
been
advocating
for
this
in
east
boston
will
see
this
yes
come
to
fruition.
Okay,
thank
you!
So
I'm
going
to
move
to
because
I
know
we're
going
to
do
a
third
round,
but
I
want
to
focus
some
of
my
time
around
public
safety
and
then
hopefully
I'll
have
some
other
questions.
So
I
know
you
mentioned
some
of
the
groups
that
you've
been
working
with
and
I'm
just
curious
what
role?
P
P
Mindful
of
as
we,
you
know,
talk
about
recruitment
in
particular,
so
I
just
kind
of
want
to
name
that
and
to
that
point
I'm
just
curious,
like
how
many
black
latinx
female
folks
are
part
of
the
the
staffing
and
how
many
actually
live
in
boston.
And
I
also
know
that
you
know
the
rate
of
pay,
makes
it
really
hard
for
recruitment
and
I'm
just
curious
what
efforts
are
being
made
to
help
support
the
staffing
rate
pay
rate
specifically
and
then
some
of
my
other
questions
are
in
regards
to
bullying
and
harassment.
P
I've
heard
from
families
at
the
mccormick
in
different
schools
across
the
city
of
boston
that
when
it
comes
to
bullying
and
harassment
in
particular,
that
there
seems
to
be
a
disconnect
in
terms
of
information
and
how
things
are
being
processed.
So
I
would
love
if
you
could
just
speak
to
me
a
little
bit
about
kind
of
like
what
is
the
policy
and
and
and
what
that
looks
like.
And
then,
lastly,
because
I
know
my
time
is
going
to
run
out-
is
that
I'm
really
curious
around
this.
P
The
racial
tension
that
exists
right
now
here
in
the
city
of
boston.
There
are
some
folks
who
are
pushing
for
metal
detectors
in
our
schools,
so
I'm
just
curious
to
know
how
many
schools
have
metal
detectors
which
schools
have
them.
What
is
the
school
culture
and
climate
of
that,
and
do
you
have
any
research
or
data
that
can
talk
about
how
students
feel
when
they
walk
into
spaces
and
places
that
have
metal
detectors
and
what
you
know
about
that?
And
what
are
you
doing
to
reconcile
with
it?
P
E
H
O
O
Down
to
is
knowing
our
students
and
creating
those
holistic
wrap
around
services
that
really
involves
a
deep
partnership
with
community
agencies
like
ydn
on
top
of
working
with
ydn.
We
also
partner
really
closely
with
organizations
like
you
roca
soar,
boston,
public
health,
commission
and
when
students
have
concerns
around
their
safety
and
how
it
then
impacts
their
attendance
and
their
forward
academic
progress.
We
look
to
really
establish
a
strong
relationship
with
the
parents.
We
understand
that
we
also
at
times
need
to
lean
on
our
community
partners.
O
So
that's
where
my
role
really
comes
in
to
make
case
specific
support
plans
for
those
students
to
be
successful,
and
we
work
really
closely
with
the
office
of
attendance.
In
doing
so,
a
lot
of
our
work
is
preventative,
so
knowing
how
our
students
need
to
be
supported
outside
of
school
is
really
part
of
educating
the
whole
student
and
understanding
that
our
responsibilities
don't
just
end
at
the
school
walls,
but
they
extend
out
into
the
communities.
O
H
P
H
H
P
Everything
and
council
lot
has
been
really
great
at
uplifting
that
it's
going
to
take
all
of
us
right.
So
you
know
what
can
the
city
budgets
do
to
help
support
some
of
those
initiatives?
Sam?
This
is
a
budget
hearing.
This
is
an
opportunity
for
you
all
to
tell
us
what
we
need
to
be
doing
not
just
to
sell
us
on
the
things
that
you
want
but
like
what,
where
are
the
other
gaps
right,
so
that
when
we
are
meeting
with
other
departments,
we
can
just
say
well
what
about
this?
H
P
P
Our
town
hall
around
public
safety
is
that
if
schools
want
that
and
families
and
community
they
should
they
should
put
those
in
the
schools
that
they
want
right
as
as
opposed
to
forcing
it
and
in
certain
neighborhoods,
and
I
just
think
that
that
was
a
really
valid
point.
So
I'm
just
curious.
If
you
can
speak
to
that,
yeah.
H
Sure
so
we
do
have
schools
that
don't
have
them
because
of
some
of
those
reasons
as
well
and
some
of
that
engagement.
So
there
is
a
variety
of
schools
that
have
them
and
don't
have
it
for
that
very
purpose.
So
I
I
high
level
that's
kind
of
how
I
describe
that,
but
to
some
of
my
requests
and
coordination
about
the
driveway
pass-throughs
and
the
parks
and
needles.
H
That's
what
we
really
need
to
rely
on
our
partners
with
other
city
departments
as
well
as
community
right.
So
I
can
cite
you
two
schools
that
I
know
about
the
top
of
my
head
that
about
a
month
ago
we
had
to
work
real
closely
with
this,
with
the
city
and
transportation
department
parks
department
to
really
talk
through
how
to
control
some
of
the
traffic
driving
on
and
around
our
property.
H
So
a
lot
of
that
tends
to
rely
on
community
engagement
so
before
we
can
make
any
plans
and
adjustments
to
some
of
those
spaces.
We
have
to
one
understand
what
those
spaces
were
originally
designed
for
and
are
used
for,
and
we
have
to
demonstrate
why
it's
a
danger
to
our
school
property
and
school
communities
and
then
bring
it
to
the
community
to
have
that
discussion
about
how
we
can
restructure
all
to
some
of
those
spaces,
so
we're
currently
in
the
process
of
developing
proposals.
H
H
But
that's
it's
not
an
independent
bps
problem
because
we
rely
on
so
many
other
folks
to
help
us
resolve
the
problem
and
have
those
community
dialogues
work
without
a
colleague.
So
what
would
be
helpful
if
I
could
work
with
each
of
you
in
each
of
your
districts?
So
if
I
know
what
physical
school
that's
in
your
membership
district,
I
can
work
with
you
closely,
so
you
can
help
us
navigate
those
conversations.
A
H
P
A
A
A
A
H
The
part
around
just
our
general
approach
on
how
we
approach
our
harm
reduction,
work
and
efforts
and
how
the
different
actions
and
different
tiers
and
what
we
do.
If
I
recall
correctly,
you
guys,
let's
marry
the
two
well,
we
we
do,
but
we
need
to
show
you
how
we
do
that.
It's
how
I
would
describe
it.
A
I
A
And
then
you
know
with
transportation,
we
talk
about
increasing
diversity
with
food
and
nutrition.
We
talk
about.
You
know
how
it's
majority
it
well
for
me
personally,
it's
about
making
it
healthier,
and
I
really
appreciate
the
efforts
naveen
and
the
director.
Sorry,
I
forget
your
name
deb
in
terms
of
the
plans
to
increase
it,
but
I
think
that
we
would
love
to
see
that
communication
in
the
future
in
the
websites
in
terms
of
what
are
the
metrics.
A
How
are
we
actually
making
progress
in
building
equity
in
the
procurement
as
well
as
make
while
making
our
food
options
healthier,
and
then
I
would
say
in
terms
of
school
safety?
Sam,
that's
what
I
have
for
you.
It's
marry
the
two
programs
and
all
of
your
collaborators
or
outside
agencies
or
contractors
in
terms
of
harm
reduction.
Or
how
are
you
approaching
this,
and
then
you
probably
get
like
a
full
curriculum
of
how
you're
implementing
how
you're
implementing
the
whole
child
approach
when
it
comes
to
safety.
A
A
That
kids
are
familiar
with
that
probably
they
could
probably
be
helpful
in
that
conversation
to
ensure
safety
and
implementing
more
cameras,
and
obviously
you
know
that
the
whole
school
is
communicating
in
putting
out
like
sort
of
campaigns
around
destigmatizing
abuse,
destigmatizing,
bullying,
destigmatizing
mental
health
would
love
to
see
your
plans
for
that
campaign
as
well.
In
terms
of
like
visual.
Like
you
know,
literature,
I
know
that
schools
do
this
a
lot.
The
90s,
I
think,
is
a
really
good
example
of
how
we
did
that
really.
A
Well,
we
sent
home
tool
kits
right.
We
had
like
all
these
flip
books
how
to
put
on
a
condom.
Remember
those
it
was
weird.
It
was
like
a
little
guy.
He
would
put
it
on
as
we
flipped
the
book.
We
did
all
of
those
right.
We
did
bleach
kits.
We
did
all
these
information
and
all
this
campaigning
we
did
commercials.
H
Yes,
so,
with
the
regards
to
marketing
campaign,
I
worked
with
our
revised
boston
student
advisory
council.
They've
been
a
large
part
of
our
safety
conversations
and
given
us
a
lot
of
feedback
on
suggestions
on
how
to
market
those
pieces
so
more
to
come
on
that,
because
we're
still
working
with
the
students
on
that
piece.
But
there
is
some
engagement
there.
H
We
do
have
a
delicate
balance
of
a
conversation
with
the
students
when
it
comes
to
the
cameras,
because
they
do
inform
us
to
an
extent
the
students
that
want
to
come
forward
and
tell
us
that
information
do
tell
us,
but
we
also
have
to
be
careful
by
not
exposing
too
much
of
where
we're
putting
the
cameras,
because
some
kids
will
intentionally
say
put
it
here.
Then
they'll
go
over
there.
H
So
we
have
to
be
careful
how
we
analyze
it
from
the
school
leader
perspective
and
we've
recently
added
them
to
our
safety
committee
planning
work
to
as
we
roll
this
camera
work
out.
So
the
school
leaders
are
at
the
forefront
and
advising
us
on
what
they
know
from
the
students
already
and
and
those
pieces
from
their
assessments
and
experiences
and
incidents
that
they've
had
so
that's
ongoing
as
well.
But
I
like
the
idea
about
the
campaign.
The
students
are
all
over
that
and
we're
working
closely
with
bsac
on
how
we
do
some
of
that
stuff.
A
Okay,
thank
you,
and
I
know
that
I
can
speak
for
my
counselors.
We
are
open
to
supporting
you
with
community
engagement
or
listening
sessions
or
ideas
or
on
a
policy
level
how
we
can
help.
I
look
forward
to
that
and
then.
Lastly,
of
course,
procurement
we
do
we're
doing
horrible
horribly
in
terms
of
contracting
minority
and
women-owned
businesses
we're
doing
horribly,
and
we
have
been
for
decades
in
terms
of
contracting
inner
city
in
in
state
and
really
like
that.
There's
there
are
initiatives
and
I'll
stop
there
in
terms
of
budget.
A
A
You
need
money,
and
so
my
position
is
that
you
know,
of
course,
so
we're
gonna
like
drill
you
and
how
that
money
is
being
used,
and
it
may
not
sound
like
it's
relevant
to
what
is
and
means,
but
totally
relevant
if
it's
not
informing
our
budget
and
then,
of
course,
a
lot
about
the
metrics.
I
did
sit
with,
annie
quinn,
who
gave
me
a
lot
of
information
on
you.
Guys
actually
are
doing
this
and
I
guess
some
of
the
I
don't
know.
A
Maybe
there
was,
I
don't
know
so,
some
of
the
information
that
we
were
asking
on
metrics
and
demographics
in
terms
of
what
the
schools
need
and
all
of
that
stuff
that
work
is
being
done,
and
I
and
and
your
your
department
actually
contacted
us
and
started
showing
us
that
so
that
that's
really
exciting
metrics
and
showing
school
by
school.
What
the
need
is
and
how
you're
addressing
equity.
A
A
So
I
I
I
don't
have
that
position
and,
although
maybe
my
colleagues
disagree
well,
some
of
them
disagree.
I
think
that
you
need
more
money,
but
I
think
that
we
need
to
get.
We
can't
take
it
personal
when
we're
talking
about
equity,
when
we're
talking
about
hiring
people
and
respecting
black
and
brown
people
and
increasing
in
diversity,
we
can
only
partner
to
do
that
work
more
intentionally.
A
I
A
W
W
K
Our
bus
drivers
are
paid
26.65
an
hour
and
they
get
a
25
hour
a
week.
Guaranteed
minimum
prior
to
covid
are
this.
It
was
a
competitive
rate.
Our
bus
drivers
were
paid
in
the
99
percentile
like
compared
to
other
bus
drivers
around
the
country,
and
we
did
not
see
a
driver
shortage
like
other
districts
saw
continuously
across
the
country.
W
So
in
the
scope
of
how
many
buses,
how
many
bus
drivers
peter
pan,
giving
ten
thousand
dollar
signing
bonuses
and
the
fact
that
you're
in
the
middle
of
contract
negotiations,
would
you
say
that
you
have
sufficient
money
in
the
transportation
budget
to
incentivize
people
to
come
and
work
for
us
to
cover
all
of
the
positions
that
you
need
and
to
make
sure
that
every
child
in
bps
is
being
picked
up
daily?
And
if
somebody
calls
out
there
is
somebody
there
to
replace
them.
Would
you
you
know
sorry,
nate
is.
K
There
enough
money
in
terms
of
in
terms
of
the
recruit
I
can
speak
to
in
terms
of
like
the
recruitment
piece,
and
that
piece
is.
It's
also
challenging
right,
because
I
would
say
that,
like
we've
been
aggressively
like
recruiting
drivers,
but
the
average
age
of
our
bus
drivers
is
about
64
years
old,
so
and
as
fast
as
we're
recruiting
them
right.
We're
losing
a
number
of
drivers,
but
we're
currently
working
with
the
finance
team.
K
And
we
are
getting
like
the
support
in
terms
of
like
the
finance
pieces,
to
work
to
continue
like
recruiting
efforts
to
think
about.
But
I
can't
speak
in
depth
to
some
of
those
things
because
of
the
current
contract
negotiations
that
that
it's
that
are
going
on
and
some
of
the
recruiting
pieces
ties
into
the
contract
negotiations.
W
B
B
We
were
able
to
retain
a
lot
of
our
lowest
lower
paid
staff
because,
as
a
city
we
committed
to
paying
our
employees
during
the
shutdown,
so
drivers
food
service
workers.
These
are
all
incredibly
important.
This
was
an
incredibly
important
thing
for
us
to
do
as
a
city
to
stabilize
our
communities
and
continue
to
pay
employees.
The
private
sector
did
not
do
that
in
the
same
way
we
stepped
up,
and-
and
did
that
now
we're
in
a
place
where
the
private
sector
needs
to
recruit
very
quickly
and
they're
doing
things
like
sign
on
bonuses.
B
This
is
affecting
drivers.
This
is
affecting
food
nutrition
services.
This
is
affecting
a
lot
of
our
different
positions,
positions
that
the
private
sector
is
not
necessarily
dealing
with
collective
bargaining,
and
so
they
can
make
a
one-time
payment
that
doesn't
have
a
lasting
effect.
I
think
we're
in
collective
bargaining
negotiations,
so
we
should
not
talk
much
more
about
this,
but
I
think
what
what
this
is.
B
This
is
an
interesting
area
that
in
the
last
two
years,
it's
almost
been
180
degree
turn
for
us
in
terms
of
what
we're
having
to
deal
with
and
respond
to,
and
so
the
team
has
been
incredibly
agile
and
thinking
and
progressive.
But
I
don't
think
a
year
ago.
Any
of
us
would
have
guessed
that
this
is
the
position
that
we
would
have
been
in
and
so
we're
trying
to
figure
out
how
to
how
to
respond
appropriately.
But
it's
been
pretty
tough.
W
Well,
thank
you.
I
won't
talk
anymore
about,
but
if
anybody,
if
anybody
from
the
union
is
listening,
I
think
that
you
know
and
folks
with
vps,
you
have
a
really
amazing
opportunity
to
be
incredibly
generous
with
the
benefits
and
the
package
that
you
are
providing
your
union
bus
drivers
if
you're
trying
to
secure
more
of
them.
I'm
trying
to
see
if
I
have
another
question,
we're
talking
we're
having
this
conversation
about
school
safety.
W
C
P
Please
make
your
way
down
to
the
catwalk,
so
my
my
daughter
is
one
of
those
picky
eaters
right
and
I've
gotten.
Some
calls
from
the
nurse
like
she's,
not
eating
food
is
not
that
great.
I
remember
when
I
was
a
student
in
bps
I
used
to
have
like
warm
corn
and
mashed
potatoes.
This
is
like
good
was
in
the
80s,
okay
girl.
This
was
a
long
time
ago.
P
We
even
had
homeek.
I
I
had
a
good
education.
I
can't
complain
about
my
little
journey,
even
though
it
was
underfunded,
but
nonetheless
I
had
swimming
too,
but
I
just
remember
lunch
time
being
very
different
right
from
the
the
food
that
I
got
to
eat
to
just
the
amount
of
time
I
had
to
eat,
there's
a
lot
of
work
that
we
need
to
do
in
over
those
spaces.
P
Issues
around
you
know:
food
disorders,
like
you,
know,
eating
disorders
because
of
just
the
quality
of
food
that
students
have
access
to
in
our
school.
So
I'm
just
curious
about
if
you,
if
you
have
any
correlation
between
eating
disorders
and
the
food
that's
being
offered-
and
you
know
that
you
all
are
responsible
for
it,
but
any
of
that
data
will
really
help
in
terms
of
advocacy
right.
So
questions
are
specifically
around
vendors,
and
I
know
I
I've
talked
about
this
in
all
of
my
hearings.
P
V
V
So
we
just
started
it
recently
on
maybe
four
months.
Maybe
maybe
it
was
like
late
late
fall
and
it's
it's
schools
that
we're
cooking
at
so
we
can
cook
these
items
there
and
we're
just
we're
picking
schools
throughout
the
city.
I
could
send
you
the
list,
I
don't
know
yeah,
I'm
just
curious
yeah.
We
were
actually
just
at
madison
park
yesterday
because.
A
V
V
V
We
we
are
we'd
like
to
promote
more
time,
but
it's
difficult
as
far
as
you
know,
as
a
department,
the
schedules
are
really
tight
for
educational
time.
It's
not
something
that
we
control
sure
we
wish
it
was
more
because
it's
a
time
to
socialize
and
we
really
want
our
dining
rooms
to
be
dining
rooms
where
kids
can
enjoy
themselves
and
relax
for
a
half
hour.
Thank.
P
You
and
before
my
time
goes
up,
I
just
kind
of
wanted
to
also
uplift
that
when
it
comes
to
the
quality
of
experience
right,
not
just
the
food,
you
know
I've
heard
from
my
daughter
about
milk.
That
has
been
expired,
and
you
know
I
just
think
the
same
thing
when
we
talk
about
facilities
and
the
buildings
that
our
kids
walk
into
and
the
type
of
environment
and
school
culture
and
climates
we
create.
P
Also
what
we
provide
them
to
eat
also
speaks
volumes
to
how
they
feel
about
themselves
right,
and
so
I'm
just
curious
about
what
are
we
doing?
Sam
around
some
quality
control,
some
accountability
around
some
of
these
folks
who
think
that
they
can
just
sell
bps
expired
milk
and
that
we're
gonna
be
okay
with
it.
Can
you
talk
to
me
a
little
bit
about
what
the
accountability
looks
like
when
those
folks
show
up
that
way?.
P
V
So
as
far
as
our
vended
meals
go,
we
have
them
delivered
to
our
our
facility,
so
we
can
check
them
each
day.
Samples
of
that
we
do
have
our
staff
check
the
expiration
dates.
Sometimes
milk
will
spoil
because
it's
maybe
it's
left
on
a
truck
or
left
out
in
a
facility,
and
the
date
may
be
okay,
but
the
milk
is
not
okay
and
we
do
a
lot
of
training
with
our
staff
staff.
We
have
monthly
trainings
with
our
staff
and
we
always
do
address
food
safety
and
food
quality.
L
L
B
I
believe
that
safety
services
from
the
conversation
we
had
earlier
is
decreasing
by
a
hundred
thousand,
which
was
a
position
that
is
being
repurposed
from
safety,
safety
officer
to
social,
emotional
or
a
social
worker
position,
and
that
I'm
not
sure
of
the
overall
percentage.
But
I
can
look
it
up
as
you
go
to
your
next
question.
If
that's.
L
L
L
L
Going
to
be
sure,
the
question
specifically
was
how
many
incidents
have
there
been
in
the
boston
public
school
system
this
year,
and
I
think
it
was
reported
over
a
thousand
when
compared
to
the
year
before
was
lower
in
the
400s,
but
that
was
because
of
covid.
So
sam
was
going
to
get
us,
maybe
a
five-year
snapshot
to
see
if
there's
been
a
significant
increase,
because
someone
has
to
justify
for
me
as
someone
that
has
the
public
safety
lens
for
this
body,
someone
has
to
justify
a
decrease
in
the
operating
budget
for
school
safety
services.
L
When
I
hear
from
parents
across
the
city
as
an
at-large
counselor,
I
know
that
my
colleagues
hear
from
their
respective
constituents
as
well
that
that
doesn't
seem
to
be
how
they're
feeling
they're
feeling
that
they
don't
feel
safe
in
the
schools
and
their
parents.
Don't
feel
safe
in
the
schools
and
when
there
are
instances
the
parents
and
those
children
are
the
ones
that
have
to
leave
that
particular
school,
because
they
feel
that
the
other
individual,
the
perpetrator,
the
bullier,
is
getting
preferential
treatment.
So
we
need
to
sort
of
reverse
that
trend.
L
Looking
at
the
office
of
superintendent,
the
protocols
examples
of
incidents
where
bps
officials
must
notify
must
notify
and
report
to
bpd
and
safety
services.
There's
a
category
category
has
seven
seven
examples.
The
first
one
is
firearms
and
dangerous
weapons
as
bullets
and
ammunition,
whether
live
or
not
live
is
that
would
that
be
considered,
firearm
or
dangerous
weapons.
I
L
Yes,
because
we
have
missing
and
abductive
children,
no
brain
a
sexual
assault.
No
brainer,
however,
was
systematically
ignored.
Ems
transports,
medical
evaluations,
threats
and
health
and
safety,
but
if
there's
a
sort
of
a,
if
there's
a
loophole
there,
firearms
and
dangerous
weapons,
if
that
does
not
include
bullets,
live
or
any
other
form
of
ammunition,.
L
H
L
Whether
it's
nine
in
the
morning
or
it's
at
school,
dismissal
bpd
has
that
and
is
that
in.
If
through
the
chair,
bps
can
make
that
clear
to
the
boston
police
department,
because
I
think
that
in
light
of
what's
occurred
over
the
last
week
or
so
there's
a
little
discrepancy
as
to
sort
of
who
has
the
call
with
respect
to
the
whole
building
and
the
whole
campus
as
opposed
to
sort
of
the
immediate
sort
of
location.
Where
the
item
was
found.
H
L
L
L
L
Fair
enough,
that's
yeah,
that's
a
fair
ask.
Is
the
chair
of
public
safety
I'll
make
sure
I
reach
out
to
boston
police
to
let
them
know
that
they
have
full
discretion
when
it
comes
to
showing
up
at
a
scene
where
there's
a
weapon,
bullets
or
ammunition,
they
have
to
take
control
and
and
basically
mandate
a
sweep.
Thank
you
you're
very
welcome.
If
we
can
just
shift
to
to
transportation.
L
Can
you
talk
to
me
about
how
we're
managing
our
strategy
around
the
bus
driver
shortage
not
just
locally,
but
obviously
it's
it's
a
national
issue,
as
you
had
referenced
with
the
with
the
wages
and
signing
bonuses
and
stuff
like
that.
So
if
we
can
get
a
sense
as
to
how
many
students
were
transporting
in
district,
how
many
students
were
sporting
out
of
district
the
average
time
students
are
on
a
bus
across
the
district,
as
well
as
strategies
to
manage
we've
seen.
L
Obviously,
the
stories
recently
about
this
particular
special
needs
students
waiting
on
the
sidewalks
waiting
for
their
buses.
Someone
recently
had
reported
as
recent
as
yesterday,
a
bus,
I
think,
was
an
hour
and
a
half
late
for
their
child
with
special
needs.
So
so
you
have
the
floor.
What
are
you,
what
are
you
thinking?
How
many
are
we
transporting.
K
K
K
We
led
an
aggressive,
well,
not
transdev,
led
an
aggressive
recruitment
process
for
drivers.
They
were
able
to
hire
54
drivers,
which
is
the
most
drivers
that
any
contract
contractor
have
ever
hired.
Unfortunately,
we
had
a
large
number
of
drivers
either
left
or
that
is
currently
on
leave
with
the
competitive
market
right
now,
we're
ramping
up
efforts,
so
we
lead
leading
like
large
advertising
campaigns
working
with
the
finance
department,
which
is
supporting
us
with
figuring
out
other
ways
to
recruit
drivers.
K
L
And
I
understand
that
the
you
can't
dive
too
many
too
much
into
the
contract
issues,
but
clearly
fuel
and
the
price
of
fuel
most
recently
has
to
be
a
huge
factor
in
this
particular
bid
and
whether
or
not
we'll
have
sort
of
a
wide
variety
of
companies
pursuing
it.
So
can
you
maybe
just
should
the
the
district's
thoughts
on
the
fuel
price.
K
L
L
L
Play
a
huge
role
for
our
city.
We
obviously
should
be
educating
and
serving
boston
residents.
I
want
to
give
a
shout
out
to
my
colleague
council
me
here,
who
I
know
had
talked
about
residency
investigating
and
her
efforts
led
to.
I
think,
students
being
returned,
and
I
just
I
was
a
little
perplexed
to
hear
that
because,
as
the
district,
our
goal
clearly
is
to
not
disrupt
student
learning.
L
In
this
particular
instance.
During
the
investigation,
I
believe
that
they
had
removed
students
from
the
school
only
to
the
council
of
mejia's
efforts
were
able
to
get
those
children
back
to
the
school
site.
I
don't
know
whether
or
not
we've,
if
that's
the
process
or
if
we've
learned
from
that
incident,
while
the
investigation
is
going
on
we're,
not
disrupting
the
teaching
and
learning
portion
of
it
until
the
investigation
has
come
to
a
conclusion
and
again
councilman
he's
efforts.
I
think
we're
on
behalf
of
her
constituents
and
the
council
was.
H
F
Okay,
I
can
speak
to,
and
I
do
want
to
thank
councillor
mejia's
office
for
intervening
and
helping
us
navigate
and
they
helped
uncover
information
that
we
did
not
uncover.
Our
information
appears
faulty.
When
we
worked
with
the
family.
We
did
think
the
case
was
closed,
because
we
had
extended
opportunity
to
provide
new
information
three
different
times,
and
so
we
we
did
think
that
it
was
closed.
We
from
the
time
they
were
supposed
to
be
unenrolled.
A
T
T
T
V
V
So
we're
working
with
different
organizations
within
the
city,
there
will
be
a
a
map
that
project
bread
puts
out
and
that's
that'll
be
on
our
website.
I
think
it's
on
the
city
website
also,
and
it
shows
all
of
the
different
locations
we
still
have
applications
coming
in
for
people
that
are
interested
in
being
a
food
service
site.
T
T
T
H
T
H
H
T
G
They
pay,
it's
called
a
minimum,
a
minimum
pay,
so
it
depends
on
your
branch.
It
could
be
90.
000
could
be
70,
000,
okay,
but
it's
also.
But
if
your
credentials-
and
you
come
in
under
the
btu
contract
and
you're
supposed
to
make
120
they're
only
going
to
give
us
50
percent
of
the
minimum
pay
for
an
instructor.
T
G
T
A
P
P
P
H
P
P
And
I
find
it
very,
very
interesting
that
just
this
week
alone,
the
two
specific
since
incidences
that
my
colleague
referenced
one
is
the
one
in
regards
to
the
sweep
and
then
the
other
one
is
the
animation
that
it
one
is
a
principle
of
color,
a
black
principle,
boston,
latin
academy
and
then
the
other
one
is
really
working
hard
at
trying
to
create
a
culture.
That
is
anti-racist,
and
I
think
that
boston
as
we
continue
to
navigate
the
work
that
the
district
is
trying
to
do.
P
P
I
think
that
we
have
an
opportunity
to
shift
culture,
because
there
were
some
judgments
that
were
made
about
this
individual's
status,
the
cohabitation
and-
and
I
think
that
you
know
I'm
a
single
mom,
my
daughter's
father
and
I
were
never
married
right.
There's
a
lot
of
norms
that
cultural
norms
that
still
show
up
in
how
we
talk
to
families
and
assumptions
that
we
make
based
on
people's
living
situations.
P
So
I
just
want
to
name
that
that
we
need
to
be
really
super
mindful
of
how
that
lands
for
folks
right,
because
it
could
have
been
easily
avoided
and-
and
I
think
that
judgment
weighs
heavy
and
in
how
we
how
we
communicate
and
interact
with
families,
and
I
think
that
that
is
also
some
work-
that
we
need
to
do
on
our
end
and
it
should
not
feel
like.
You
are
trying
to
crack
the
da
vinci
code
when
you're
trying
to
get
somebody
in
trouble.
P
Our
office
is
being
super
intentional
about
making
sure
that
we
are
trying
to
set
you
up
for
success
and
figuring
out
what
what
the
need
is.
But
I
would
like
somebody
to
talk
to
me
about
the
racial
construct
that
exists
and
continues
to
exist
in
bps,
because
that
impacts
your
staffing
people
don't
want
to
work
in
a
system
that
they
don't
feel
affirmed
in.
P
So
could
somebody
talk
to
me
about
what
are
we
doing
to
not
only
retract
reach
retain
talent
but
keep
them
there,
and
could
somebody
talk
to
me
about
how
we're
helping
to
keep
families
in
our
schools
and
understanding
that
that
racial
tension
is
a
part
of
a
lot
of
the
reasons
why
some
families
don't
feel
safe
there?
Let's
just
name
the
elephant
in
the
room:
y'all,
let's
just
lean
into
it,
who
wants
to
go
first.
H
I'll
just
speak
for
me
as
a
black
man
in
this
district
and
as
a
black
man,
I
grew
up
in
boston
as
a
black
man.
That's
gone
through
the
system
as
a
student
and
as
a
as
a
teacher
and
a
school
administrator
in
central
office.
Racism
is
really
real
and
a
lot
of
efforts
that
I
think
over
the
years
we've
done
centrally
has
have
made
some
improvements
and
we
started
to
chip
away
at
it.
H
A
lot
of
frustration
that
we
feel
from
a
lot
of
people
that
are
experiencing
influence
from
the
school
perspective,
students,
staff
and
we
have
to
do
better
at
this
work,
and
we
have
to
do
better
at
making
sure
that
we
call
out
instances
of
racism
when
it
happens.
We
have
to
make
sure
that
we're
confronting
it
when
it
happens,
and
we
have
to
make
sure
that
we're
doing
as
best
we
can
to
make
sure
we
bridge
those
divides
to
make
sure
that
people
understand
that
we
have
to
work
together.
H
So
our
office
of
equity
has
been
really
championing
a
lot
of
that
work
under
dr
charles
rancher's
office.
He
can
speak
more
specifically
to
a
lot
of
the
various
initiatives
we're
doing,
but
when
it
comes
to
our
recruitment,
when
it
comes
to
bringing
people
on
board,
to
make
sure
that
our
students
are
being
serviced
and
supported
by
a
diverse
group
body
is
what's
really
necessary
here.
They
can't
just
see
black
and
brown.
They
need
to
see
black
brown
yellow
asian.
G
Thank
you
for
that,
sam,
the
one
thing
that
I
want
to
add
rashaan
and
I
were
in
a
meeting
yesterday
with
some
other
city
agencies
and
partnerships
that
we're
talking
about.
How
do
we
leverage
other
city
agencies
for
recruitment
for
and
and
what
it
boils
down
to,
and
this
is
on
behalf
of
everybody
here,
because
I
think
we're
all
on
payroll
is
we
actually
have
to
invest
in
people?
So
if
I
can't
show
up
as
my
best
self,
I
can't
serve
you
as
my
best
self
right.
G
G
So
we
have
to
figure
out
if
we
are
going
to
take
a
bold
step
and
invest
in
the
people
that
serve
this
institution,
so
that
we
can
continue
to
show
up
as
our
best
selves-
and
I
don't
think,
we've
ever
made
a
bold
step
like
that
before.
I
think
the
people
on
the
ground
do
it
programmatically,
but
do
we
have
any
institutional
structures
that
do
that?
G
You
know.
So
we
have
great
people
that
write
great
trainings
and
deliver
great
messages,
but
it
leaves
with
them
when
they
get
burnt
out,
because
the
city
hasn't
invested
in
it
as
a
structure
or
an
institution
that
continues
to
go.
So
I
think
it's
going
to
start
with
figuring
out
how
he
invests
more
and
the
people
that
are
supposed
to
be
driving
this
ship
so
that
we
don't
get
lost.
We
don't
get
burnt
out.
We
can
show
up
as
our
best
selves
and
take
the
hard
days
and
the
good
days,
but.
I
P
L
Want
to
touch
on
that,
so
the
on
the
retention
on
the
retention
side.
So
on
the
principal
and
the
teacher
retention,
I
guess:
how
are
we
compared
to
other
school
districts
with
teachers
that
are
in
our
system
sort
of
trained
and
then
for
your
reference,
maybe
get
burnt
out
and
decide
to
move
on?
Maybe
they
go
to
a
different
school
district
or
maybe
they
even
leave
the
profession?
G
Yeah
we
had
a
higher
number
of
exits
than
last
than
you
know
the
last
couple
of
years,
so
we
we
will
have
an
uphill
battle
for
this
year.
When
it
come,
we
had
a
higher
number
of
exits
for
under
garrity,
but
we're
we're
kind
of
holding
steady.
I
mean
the
one
thing
we
do
have
working
for
us
is
we,
you
know
our
teachers
contract.
We
pay
pretty
well
as
it
starts
that
when
it
compares
to
folks
entering
the
teaching
profession
compared
to
our
surrounding
communities.
G
But
again,
when
we
look
at
the
exits
and
rashaan
will
probably
be
able
to
speak
to
the
data.
The
you
know
the
details
of
when
we
do
these
exit
interviews
is
folks
are
just
looking
for
a
better
quality
of
life
and
what
that
means
is
you
know
the
stress,
the
commuting,
the
cost.
So
it's
ev,
it's
the
noise
around
it.
You
know
what
I
mean
that
we're
gonna
have
to
to
address.
G
L
You
know
those
exits:
are
they
outpacing,
so
school
student
enrollment
of
I
understand
it
is
like
we're
7
000
students
less
than
we
were
say
a
few
years
ago.
So
is
that
those
those
sort
of
gliding
together
the
retention
and
or
need
to
replace
because
the
school
enrollment
is
dropping
or
are
you
seeing
a
different
trend
there.
B
L
B
We
covered
the
the
numbers
for
teaching
staff.
Excuse
me,
the
number
student,
demographics,
43
latinx
32.2,
black
14.5
percent,
white,
8.7
percent
asian
and
1.6
percent
other
are
multi-racial
for
the
staffing
demographics
that
we
reported
as
part
of
our
bps
at
a
glance
of
the
roughly
4
500
teachers,
including
2000.
B
In
addition,
there
are
2,
000,
paraprofessionals
administrators
and
other
support
staff.
The
demographics
of
the
teaching
and
guidance
counselors,
which
ray
already
discussed
as
part
of
the
garrity
order,
is
22
black
57
white,
11
latinx
and
six
percent
asian.
So
we're
not
yet
at
a
place
where
the
teaching
staff
represents
the
same
percentages
as
our
students,
and
I
would
also
just
note
that
our
student
demographic
composition
does
not
match
the
racial
demographics
of
our
city
either.
B
B
B
One
of
the
things
that's
happening
with
our
seven,
the
the
increase
is
that
excuse
me,
the
decrease
in
enrollment
is
that
we're
seeing
fewer
new
students
arriving
in
bps
and
registering
for
bps,
rather
than
an
increase
in
the
total
number
of
exits
of
students
leaving
the
districts,
and
so
as
a
result
of
that,
we're
not
seeing
as
many
english
learners
and
special
education
students
coming
in.
So
I
can
go
back
and
and
and
look
at
the
racial
breakdown
of
the
the
over
that
seven
year
period.
L
Q
Q
If
you
knew
that
that
you
know
the
boss
public
schools,
we
only
have
seven
percent
of
all
of
the
teachers
in
massachusetts
all
right,
but
we
have
30
percent
of
the
state's
educators
of
color,
and
that
includes
46
of
the
black
teachers
and
20
of
the
latinx
teachers.
So
I
just
wanted
to
give
that
perspective,
as
you
think
about
the
rest
of
the
commonwealth.
Q
L
Interesting
statistic,
and
then
lastly,
I
don't
know
if
we
in
this
probably
something
we
should
do.
Hopefully
we
are
doing.
If
we're
not,
I
would
recommend
it.
Do
we
do
sort
of
an
exit
interview
with
teachers
that
are
leaving
in
in
that?
What
are
the
top
three
reasons
they
cite?
Is
it?
Is
it
burnout?
Is
it
school
safety?
Is
it
union
politics?
Is
it?
You
know
they
don't
like.
You
know
the
school
that
they're
in
any
idea.
What
sort
of
would
would
other
than
maybe
an
incentivized?
L
Q
Folks
sure,
yes,
so
what
I
have
been
doing
in
my
role
in
and
serving
our
educators
of
color
is
offering
an
exit
interview
for
any
of
our
educators
of
color,
who
have
left
the
district
and
we've
been
doing
over
the
past
a
year
and
a
half
and
and
beyond
some
of
the
things
we
brought
up.
You
know
what
I
have.
Q
What
I
have
seen
is,
is
you
know,
issues
around
supervision,
and
so
you
know
we're
thinking
about
those
places,
and
I
know
that's
why
we
fed
up.
You
know
the
need,
for
you
know
more
supports
and
trainings
for
our
you
know
for
our
school
leaders,
and
we've
also
asked
the
teachers
around
around
professional
development
and
growth
in
growth
opportunities,
so
we're
also
trying
to
figure
out
what
are
the
pathways
and
avenues
for
our
teachers
to
to
get
into
leadership
spaces
or
to
maybe
do
other.
Q
You
know
other
other
things
either
inside
or
outside
of
the
classrooms.
So
I
think
growth,
professional
growth
is
also
one
of
the
is
also
one
of
the
the
spaces
that
we'll
have
to
continue
to
to
look
at,
because
if
you,
I
suppose,
if
you
hit
the
ceiling
here
in
the
bps,
but
someone
else
might
be
able
to
give
you
an
opportunity,
you
know
to
lead,
then
you
know,
then
that's
another
reason
why
you
know
someone
may
make
a
transition.
L
A
P
The
floor,
thank
you
chair,
so
I
just
want
to
say
thank
you
all
right
for
for
being
here.
As
long
as
you
have,
it
was
a
long
hearing,
but
I
do
believe
in
the
spirit
of
us
recognizing
that
we're
all
accountable
to
what
happens
or
doesn't
happen
here
for
our
kiddos.
I
think
it's
important
for
you
all
to
continue
to
hold
us
accountable
to
right.
P
I
think
that
these
hearings
are
an
opportunity
for
us
to
listen
and
learn
and
then
go
back
and
say
where,
where
are
the
gaps
and
what
are
the
things
that
we
need
to
be
advocating
for
so
that
our
our
students,
our
educators,
our
staff,
you
know,
are
well
supported.
So,
at
the
end
of
the
day,
we
appreciate
you
and
your
work,
and
I
always
say
that
this
is
not
hard
work.
This
is
heart,
work
right.
P
A
Thank
you
well
in
the
last
a
couple
of
weeks,
maybe
maybe
three
no
just
couple
it
feels
like
a
month.
We
I
thank
you
for
being
here
for
doing
your
work
and
for
having
the
stamina
to
respond
to
us.
For
the
record.
We've
received
your
responses
to
our
questions.
We've
received
your
responses
to
the
equity,
rfi
questions
and
we've
received
your
your
answers
to
the
rfi
questions.
A
A
Rather,
my
stuff
is
getting
a
little
bit
mixed
up,
but
we
did
cover
procurement,
recruitment,
staff
retention,
bps
revolving
funds
that
we
did
not
necessarily
touch
either
for
my
council
colleagues
I'll
be
sending
out
an
email
to
ask
them
if
they
have
any
further
questions.
As
far
as
the
hearing
that
we
held
be
seeing
that
we
got
responses
by
email,
I
think
that
we
may
not
reschedule
that
hearing.
Our
first
work
in
session
will
be
wednesday,
where
we'll
be
discussing
your
the
answers
to
your
questions
again.
A
If
we
have
further
questions
we'll
be
sending
them
out,
we
with
this
the
first
year
where
we
have
the
amendment
to
the
charter,
we
will
be
discussing
whether
or
not
we
want
to
follow.
We
understand
that
it's
according
to
certain
acts
of
certain
years
and
other
certain
protocols
that
we
have
to
follow,
and
then
we
will
be
in
close
communication
for
people
listening
at
home
or
watching
this.
I
I
I
think
that
all
of
my
consequences
can
agree
that
people
work
with
the
resources
they
have
and
it
sounds
like
a
ver,
a
super.
It's
sort
of
stress,
inducing
type
of
challenge
for
us
to
all
look
at
this
in
a
organic
way
and
how
we're
going
to
address
equity-
and
hopefully
we
do
that
in
camaraderie
and
not
offending
one
another.