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From YouTube: Committee on Ways & Means on April 24, 2018
Description
Dockets #0559-0565- FY19Budget: Boston Public Schools - Overview
#0573-0575- BPS Revolving Funds
A
Iemon
of
ways
and
means
in
the
austin
brighton
district
city
councillor
today
is
my
son's
birthday.
Matthew
April
24th
I'd
like
to
remind
folks
that
this
is
a
public
hearing
both
being
broadcast
on
our
CN
channel
82,
Comcast,
channel
8
and
Verizon
1964,
as
well
as
streamed
at
Boston
gov
backslash
city
council,
TV,
I'd,
like
to
ask
folks
in
the
charity,
silence
their
electronic
devices
at
the
conclusion
of
the
present
apart
mental
presentation
and
questions
and
answers
from
my
colleagues,
we
will
have
public
testimony,
there's
a
sign-in
sheet
to
my
left
by
the
door.
A
I
ask
that
you
state
your
name
affiliation
and
residence
and
please
check
the
box
if
you
do
wish
to
testify
like
to
remind
folks
also
that
there
are
numerous
ways
to
for
the
public
to
weigh
in
other
than
just
coming
to
the
chamber.
Although
that's
a
very
great
way
to
do
that,
there's
also
a
hearing
scheduled
on
Tuesday
June
5th
anytime
from
2
to
6
p.m.
we
will
have
testimony
regarding
the
entire
city
budget.
You
can
also
send
your
testimony
to
the
Committee
on
ways
and
means
Boston
City
Council,
one
City
Hall
plaza
fifth
floor.
A
Boston
City
Hall
Boston,
0,
2,
0
1
or
you
can
email
the
committee
at
CCC,
dot,
Ways
and
Means
at
Boston.
Gov
I'd
also
like
to
remind
my
colleagues
the
first
round
in
order
to
get
as
much
participation,
I'm
really
gonna
try
to
keep
to
a
hard
5-minute.
It
might
only
allow
for
one
question,
but
the
second
round
will
be
ten
minutes
and
in
greater
detail.
A
B
You,
chairperson,
co-moh
good
morning,
councillors
I
want
first
all.
First
of
all,
thank
you
for
your
commitment
and
your
advocacy
for
the
young
people
and
families
of
the
city
of
Boston
I
think
we
all
would
agree
that
the
young
people
of
Boston
Public
Schools,
inspire
us
each
and
every
single
day
today
marks
the
beginning
of
our
deep
engagement
with
all
of
you
on
the
proposed
fiscal
year
19
budget
for
the
Boston
Public
Schools.
We
look
forward
to
digging
into
some
of
our
districts
most
important
issues
with
you
in
the
coming
two
months
here
in
bps.
B
We
believe
in
the
potential
of
every
young
person.
We
believe
we
must
support
them,
so
they
can
reach
their
fullest
potential.
We
believe
that
BPS
students
are
the
leaders
of
not
only
today
but
also
tomorrow,
and
the
budget
for
next
fiscal
year,
invest
and
programs.
Initiatives
meant
to
support
their
growth,
facilitate
learning
experiences
and
will
help
our
students
embark
on
a
successful
path
in
college
career
in
life.
First.
This
is
by
far
the
largest
budget
in
bps
history.
At
one
point:
one:
zero,
nine
billion
it
represents
a
forty,
eight
million
dollar
increased
versus
the
budget.
B
You
voted
on
last
year.
The
mayor
has
increased
the
BPS
budget
by
a
hundred
and
seventy
million.
Since
he
took
office.
The
proposed
budget
makes
some
key
investments
in
the
following
areas.
Let
me
name
them
number
one:
we're
going
invest
in
the
social-emotional
health
and
well-being
of
our
students.
Two
we
will
support,
increase
support
for
our
English
learners.
Three.
We
will
continue
our
support
for
our
level
three
four
and
five
schools.
Four
will
transition
are
centrally
funded
partnerships
in
a
way
that
is
more
equable,
but
our
budget
isn't
just
about
investing
in
new
initiatives.
B
It's
also
about
sustaining
great
progress.
We've
made,
these
investments
have
helped
propel
bps
on
a
path
for
continued
improvement.
Over
the
past
few
years,
graduation
rates
are
all-time
high.
We
have
more
students
in
level
one
and
level
two
schools
than
ever
before
and
most
recently,
we
demonstrated
again
strong
performance
on
the
national
assessment
for
education,
progress
otherwise
known
as
need.
While
bps
remains
one
of
the
nation's
top
performing
urban
school
districts
leading
the
country
and
student
outcomes,
we
still
have
persistent
opportunity
and
achievement
gaps.
B
We
have
to
close
them,
so
every
single
student
can
be
success
successful.
This
is
our
mission.
It's
what
drives
our
work
each
and
every
single
day
the
increase
in
funding
from
the
city
are
all
more
noteworthy
because
of
the
challenges
we
are
facing.
With
state
funding.
Under
the
governor's
proposed
budget
net
state
aid
to
the
City
of
Boston
will
fall
by
17
million
dollars.
B
We
thank
the
mayor
for
continued
his
prioritization
of
public
schools.
In
face
of
these
challenges.
With
the
increase
from
the
city,
we
were
able
to
accomplish
many
important
priorities.
We
signed
a
contract
in
Boston
Teachers,
Union
last
fall
to
propose
that
provides
a
five
percent
raise
for
two.
Over
two
years,
we've
made
major
investment
into
schools,
adding
forty
million
dollars
to
school
budgets,
thirty
million
dollars
for
increased
wages
and
additional
ten
million
dollars
of
new
dollars.
So
our
schools
can
invest
in
additional
services
and
supports
for
our
young
people.
B
We
have
heard
from
the
community
over
the
last
several
months
regarding
the
importance
of
social,
emotional
well-being
of
our
students,
as
well
as
being
part
of
the
national
conversation
on
student
safety.
It's
clear
that
sell
well
continues
to
be
a
priority
for
us
and
that's
why
we're
working
with
the
mayor's
team
to
lower
to
ensure
that
the
savings
that
we
got
from
projected
cost
of
health
care
for
next
year
will
be
directed
towards
investments
in
to
nurses,
social
workers
and
school
psychologists.
That
number
is
at
2.4
million
dollars.
B
B
Also,
we've
made
an
additional
investment
in
English
language
learners
this
year,
including
new
curriculum
materials,
professional
development
for
teachers,
supporting
English
learners
and
a
dedication
within
our
opportunity.
Achievement
gap
office
focused
on
the
gaps
faced
by
immigrant
families
and
ELL
students.
B
We
are
also
making
targeted
investments
in
infrastructure
technology
innovation.
We
will
be
growing
programs
like
excellence
for
all
and
bring
in
a
new
program
called
becoming
a
man
which
is
youth
development
program
that
supports
young,
black
and
Latino
males
and
we're
also
investing
in
data
systems
for
office
of
human
capital
and
I
want
to
close
off
by
mentioning
one
last
thing
this
year
we
are
also
piloting
initial
applications
of
something
we
are
calling
the
opportunity
index.
It's
a
tool
out
allows
us
to
measure
student
need.
B
The
measure
of
need
is
something
that
is
a
difficult
and
it
is
a
challenge
in
the
policy
of
public
policy
sector.
With
this
new
tool,
we
are
moving
the
bar
on
equity,
I,
truly
believe
we
have
a
national
example
of
how
you
can
measure
student
in
need
in
a
context
of
public
schools.
It
is
not
a
perfect
tool,
however.
B
C
The
superintendent
touched
on
a
lot
of
the
highlights
that
we
have
of
our
budget
here
on
page
two,
so
I'll
spin
through
them
quite
quickly
again.
The
FY
19
proposed
budget
for
bps
includes
a
forty,
eight
million
dollar
increase
versus
what
you
voted
on
last
year.
At
this
time,
the
total
appropriation
is
over
1.1
billion
dollars
and
represents
170
million
dollar
increase
during
the
mayor's
tenure.
C
The
FY
19
proposal
is
rooted
in
the
guiding
principles
that
were
developed
by
the
budget
equity
workgroup,
which
I'll
touch
on.
In
a
moment,
we've
really
tried
to
put
equity
at
the
center
of
this
budget
for
our
students.
As
part
of
that
one
of
the
hallmarks
of
the
budget,
as
dr.
Chang
mentioned,
is
a
40
million
dollar
increase
in
school
budgets,
again
with
a
real
equity
focus
in
terms
of
how
we
distribute
and
utilize
those
dollars.
C
I
also
want
to
note
that
the
reason
we're
able
to
maximize
investments
in
the
bps
budget
has
been
because
of
our
commitment
to
implementing
what
we
call
continuous
operational
efficiencies.
We
are
continually
focused
on
what
we
can
do
in
central
office
and
operations
and
benefits
to
make
sure
more
and
more
dollars.
Every
year,
Dakotah
students.
C
Dr.
Chang
mentioned
that
it's
as
important
to
us
to
sustain
existing
investments
as
it
is
to
invest
in
new
things
and
I
just
want
to
highlight
here
three
of
the
pillars
of
our
investment
strategy
from
the
last
couple
of
years.
These
are
research,
backed
strategies
that
have
been
recognized
with
national
research,
about
their
importance
to
improving
student
outcomes.
More
time
learning
you
are
familiar
with
what
we
call
ELT
extended
learning
time.
C
We
have
now
our
elementary
schools,
adding
the
in
effect
twenty
additional
days
of
school
early
education
having
added
seven
hundred
and
twenty-five
new
K
ones
seats
in
the
last
five
years,
and
the
continued
emphasis
on
great
teaching.
We
have
teacher
salaries
at
or
near
the
highest
offered
across
the
state
in
the
country
and
we've
reorganized
so
that
we
can
hire
the
best
teachers
early
in
the
year.
C
Excuse
me,
we
think
of
our
budget.
Broadly
speaking,
into
three
categories.
The
first
enlarged
largest,
which
you
can
see
here
on
slide
four
in
orange,
is
the
money
that
we
send
directly
to
schools
school
budgets.
When
you
include
the
benefits
associated
with
school
budgets,
that's
about
two-thirds
of
bps
funding.
The
second
largest
category
is
what
we
call
school
services
budgeted
centrally.
These
are
the
things
that
you
will
see
when
you
walk
through
schools.
They
just
happen
to
sit
on
the
central
budget.
C
These
are
things
like
transportation,
some
of
our
special
education
staff
facilities,
support
and
then
the
smallest
category
is
what
you
call
central
office.
The
staff
of
all
the
salaries
of
all
four
of
us
are
included
in
that
category
and
that
accounts
for
about
six
percent
of
the
total
bps
budget.
C
Page
five
is
a
one-page
summary
of
the
budget
we
are
proposing
for
next
school
year,
broken
down
along
those
three
categories.
You
can
see
in
the
category
of
direct
school
expenses
that
we
have
an
almost
six
percent
increase.
This
is
by
far
the
fastest
growing
area
of
our
budget,
and
we've
done
that
intentionally.
We
want
as
much
money
in
the
hands
of
our
school
leaders
to
implement
new
services
and
supports
for
their
students
as
possible
in
the
category
of
school
services
budget.
Essentially,
we've
worked
hard
to
contain
the
growth
of
transportation
costs.
C
You'll
see,
there's
only
one
area,
that's
actually
decreasing.
That's
in
facilities
as
we've
reflect
savings
achieved
with
bringing
schools
back
online
for
the
supply
of
water
and
then
in
central
office
administration.
I
will
note
that
excluding
benefits
the
central
administration
overall
was
only
growing
by
about
one
percent
when
we
first
proposed
the
budget
to
the
School
Committee.
The
more
recent
increase
here
of
rising
by
three
percent
is
a
reflection
that
we've
captured
some
of
our
recently
proposed
investments
in
social-emotional
learning
in
this
category
before
they
get
disbursed.
C
Over
the
last
few
years,
we've
spoken
to
you
all
about
what
we
call
long
term
financial
planning
I
want
to
touch
on
it.
Very
briefly,
now
I'll
remind
you
of
the
process
that
we
used.
We
started
off
in
the
fall
of
2016
with
publishing
a
report
that
we
called
investing
in
student
support.
Its
excuse
me
investing
in
student
success.
We
intended
that
report
to
be
the
start
of
a
conversation.
C
We
laid
out
a
whole
bunch
of
facts
and
figures
where
BPS
spends
its
money,
how
those
costs
have
increased
over
time,
how
we
compare
to
other
school
districts,
and
we
put
out
a
bunch
of
ideas
for
things
that
we
could
do
to
have
the
future
look
different
for
BPS
after
that
report
was
released.
We
had
a
series
of
community
engagement
sessions
across
the
city
and
we
listened
one
of
the
themes
we
heard
very
clearly.
C
Was
there
wasn't
enough
about
equity,
and
so
what
we
did
is
we
created
a
committee
to
work
with
us
to
think
about
what
is
budget
equity
mean
for
the
boston
public
schools?
It
involved
members
of
the
opportunity
achievement
gap,
task
force
as
well
as
members
of
our
long
term
financial
plan
advisory
committee,
and
we
work
together
over
a
number
of
months
and
we
created
this
framework.
C
This
framework
guides
how
we
approach
the
development
of
the
FY
19
budget.
It
starts
this
black
box
on
the
bottom,
with
a
deep
commitment,
as
I
mentioned
earlier,
towards
continuous
improvement
to
drive
operational
efficiency.
That's
where
we
start,
we
layer
on
top
of
that
making
trade-offs
and
identifying
new
revenue
to
fund
investments.
C
Those
help
support
the
twin
goals:
early
Eocene
green
of
making
both
system-wide
investments
as
well
as
school,
led
investments.
What
do
I
mean
by
each
of
those
system-wide
investments?
There
are
certain
things
that
we
believe
should
come
from
the
central
office
extended
learning
times
a
perfect
example.
It
required
contractual
negotiations
in
order
to
lengthen
the
school
day,
and
it
was
a
big-ticket
item.
That
was
what
we
would
call
a
system-wide
investment
to
lengthen
the
school
day,
school
and
investments.
C
On
the
other
hand,
our
place
is
where
we
think
school
leaders
and
their
communities
are
in
the
best
place,
to
make
trade-offs
and
decide
what's
best
for
their
own
kids
in
their
own
community.
We
need
to
do
both.
We
need
to
make
sure
that
the
central
office
is
driving
the
system-wide
investments
and
that
we've
put
enough
flexible
dollars
in
the
hands
of
school
leaders
that
they
can
customize
their
school
environment
for
their
kids.
All
of
this
takes
place
on
the
backdrop
outlines
here
in
blue
of
our
commitment
to
increasing
the
impact
of
our
existing
spend.
C
C
We've
doubled
down
on
our
own
investment
to
support
students
experiencing
homelessness,
adding
another
half
a
million
dollars
for
a
total
of
almost
2
million
in
the
category
of
system-wide
investments,
as
I
mentioned
earlier,
we're
continuing
to
support
those
three
research
backed
pillars
of
our
investment
strategy,
extended
learning
time,
early
childhood
education
and
teacher
quality,
we've
added,
approximately
thirty
million
dollars
for
increased
salaries,
2.4
million
for
new
sell,
well
staff
and
an
additional
1
million
dollars
for
translations
and
interpretations
in
the
category
of
new
revenue.
Again,
we
thank
the
mayor
for
his
proposed
budget
to
you.
C
That
includes
a
four
point.
Forty
eight
million
dollar
increase
and
we
continue
to
partner
with
you,
the
mayor's
team
and
others
in
the
community
to
advocate
for
changes
at
the
state
in
increasing
the
impact
of
our
existing
spend.
We
continue
negotiations
with
our
partners
in
the
beach.you
to
define
the
contract
that
we
believe
is
great
for
both
students
and
teachers.
C
We've
committed
to
ongoing
improvements
in
projections
and
we
partner
with
schools
on
student
assignment
we've
been
engaging
with
the
community
on
build
BPS
and
what
the
future
looks
like
there,
and
we've
worked
with
our
special
education
department
on
something
called
multi-tiered
systems
of
support.
This
helps
identify
what
kids
need
early
in
their
educational
experience
before
they
reach
special
education
and,
as
I
mentioned
earlier,
we
continue
always
to
focus
on
central
office
and
transportation
as
areas
for
potential
savings.
C
C
Obviously
our
uncertainty
and
lack
of
stability
continues
at
the
federal
level.
The
there's
certainly
a
lot
of
activity
happening
as
we
speak
at
the
state
level
and
the
uncertainty
for
what
that
will.
Look
like
the
governor's
proposed
budget
was
not
good
for
Boston
and
included
a
lot
of
challenges
and
since
2015,
the
states
made
concerted
efforts
to
grow
chapter
70
by
over
almost
450
million
dollars,
but
that's
translated
into
almost
no
new
money
for
Boston
I
know
we
touched
on
this
and
the
budget
breakfast,
but
it's
so
important
that
we
wanted
to
mention
it
again.
C
This
is
the
visual
representation
of
some
of
those
points.
I
was
just
making
the
bottom
two
lines
here:
chapter
7
the
education
aid
and
charter
school
reimbursement
have
been
basically
stagnant
for
Boston.
While
you
can
see
the
top
two
lines,
the
city
of
Boston
bps
spending
and
the
city
of
Boston
overall
education
spending,
which
includes
charter
schools,
continue
to
grow
steadily.
C
You'll
find
the
full
list
of
our
investments
here
on
page
15,
we've
broken
them
into
the
two
categories
that
I
mentioned
in
our
framework.
A
few
moments
earlier,
system-wide
investments
in
school
that
investments
we've
touched
on
a
few
of
these
already
2.4
million
dollars
for
sell
well,
an
additional
million
dollars
in
translations
and
interpretations
will
grow
into
its
third
year.
A
pilot
we
call
excellence
for
all
will
be
adding
sixth
grade
to
that
program,
with
an
additional
$700,000
becoming
a
man.
C
As
the
superintendent
mentioned
for
half
a
million
dollars
works
excited
about
the
Lynch
Leadership
Program,
which
is
a
pipeline
for
school
leaders
with
an
additional
300,000,
we'll
be
making
a
series
of
curriculum
investments
also
for
$300,000
we're,
adding
two
additional
custodians
and
two
additional
police
officers.
A
new
data
system
for
teacher
evaluation
and
radios
for
school
police,
the
10
million
dollars
in
additional
discretionary
spending
at
the
school
level
is
outlined
here.
We
have
further
investment
in
school
budgets
for
high
needs.
Students
of
three
million
dollars.
I
mentioned
that
earlier.
C
Those
are
the
same
funds
distributed
by
the
opportunity
index.
We
have
three
million
dollars
in
additional
funds
for
ëall
students;
half
a
million
dollars
of
additional
funds
for
students
experiencing
homelessness.
We've
added
new
soft
landings
for
schools
with
declining
enrollment
at
2.6,
and
a
reserved
for
lower
performing
schools
of
an
additional
million
dollars.
C
Dr.
Chang
talk
to
you
a
little
bit
about
how
we
fund
partners
today.
If
this
is
probably
worth
touching
on
for
a
moment,
it's
a
question,
I'm
sure
will
come
up.
I
want
to
first
explain
how
the
model
works.
Today,
we
are
not
talking
about
all
partners
who
work
in
the
Boston
Public
Schools,
of
which
there
are
many
many.
We
are
talking
about
a
specific
pool
of
money
that
funded
13
specific
partners.
It
was
a
legacy
system
that
had
been
rolled
over
for
many
years.
C
They
were,
and
the
schools
happened
to
have
been
chosen
when
those
partners
began
working
with
the
Boston
Public
Schools,
who
picks
the
partners.
It
was
mostly
the
central
office
behind
the
wheel
on
this
one,
and
we
didn't
have
formal
supports
in
place
to
make
sure
that
the
partnership's
always
went
well
again.
This
is
a
specific
5.8
million
dollar
pot
of
money.
So
our
proposal
for
how
things
change
next
year
is
to
take
that
same
pot
of
money
but
allocate
it
to
the
schools
where
the
students
are
highest
need.
C
C
As
dr.
Chang
referenced,
we
have
been
working
on
for
over
a
year
a
new
tool
to
develop,
to
understand
where
our
kids
in
bps
are
the
highest
need.
We've
developed
what
we
call
the
opportunity
index.
It
is
really
a
natural
evolution
of
the
tools
that
we
have
in
our
arsenal
today.
To
understand
where
need
is
like
other
major
school
districts,
we've
historically
relied
on
things
like
which
of
our
students
are
low
income,
which
of
our
students
may
have
fallen
off
track
by
the
time
they
get
to
high
school.
C
Those
measures
have
been
a
little
bit
blunt
for
us
historically,
and
so
we've
been
part
of
national
conversations
about
how
do
we
get
better
at
using
data
and
innovative
ways
to
tell
us
more
about
who
our
kids
are,
and
where
are
the
kids,
who
really
need
help?
The
opportunity
index
is
our
first
shot
at
doing
that
it
takes.
C
It
relies
heavily
on
the
old
measures,
but
it's
a
natural
evolution
to
use
some
more
data,
we're
looking
at
the
neighborhoods
that
students
live
in
how
much
crime
is
there
in
the
neighborhood
that
the
student
lives
in
what
are
the
public
health
issues
in
this
neighborhood?
The
student
lives
in
and
we're
folding
those
into
our
existing
measures
like
poverty
like
off-track
status,
as
we
mentioned,
we
are
proceeding
with
some
care
here.
This
is
a
new
tool.
C
We
don't
want
to
move
too
Klee,
but
this
reallocation
of
the
partnership
dollars
is
one
of
the
places
where
we
wanted
to
first
apply
it.
So
you
can
see
here
on
page
19,
I
mentioned
that
we
had
some
legacy
relationships.
There
wasn't
necessarily
a
clear
relationship
before
of
need
and
where
we
were
spending
those
partnership
dollars.
The
graph
on
the
right
shows
that
we've
cleaned
that
up
and
that
we
are
really
sending
the
money
now
to
we
believe
the
highest
needs
students.
C
Just
touching
in
closing
on
our
last
few
investments,
we're
really
pleased
to
be
growing
excellence
for
all
into
its
third
year,
so
now
sort
of
sixth
graders
so
we'll
have
fourth,
fifth
and
six.
This
is
a
program,
that's
all
about
increasing
English,
increasing
enrichment
and
rigor
in
those
critical
middle
years.
C
Our
funds
for
supporting
students
experiencing
homelessness.
You
can
see
here
on
page
29
21
how
those
resources
have
been
used
in
the
current
school
year
and
some
of
our
successes
so
far
and
lastly,
we'll
leave
you
with
some
information
on
this
new
program,
which
will
be
rolling
out
to
a
number
of
our
high
schools,
called
BAM
or
becoming
a
man.
It's
a
school-based
group
counseling
program
that
specifically
supports
young
men
of
color
and
have
some
very
exciting
research
about
the
impact
it's
been
able
to
have
so
I
hope
that
overview
of
our
budget
was
helpful.
C
A
You
thank
you
very
much
and
shortly
after
you
started
your
presentation,
we
were
joined
by
councilor
Tim
McCarthy,
councillor,
Edie,
Flynn
and
councillor
Lydia
Edwards
wanted
to
just
talk
a
little
bit
about
revenue,
and
you
touched
on
the
challenges
with
chapter
70
in
particular,
but
just
net
state
aid.
Specifically,
you
know
I'm.
Looking
at
a
graph
that
I
received
where
I
guess,
the
governor's
proposed
budget
increases
chapter
70
by
under
0.6
percent,
and
if
there
was
anything
that
we
should
and
could
change
about,
how
they
formulate
that.
C
You've
heard
to
say
this
before
chapter
7,
he
doesn't
work
for
Boston.
In
a
nutshell,
it
was
a
very
progressive
approach.
20
years
to
20
years
ago
to
state
education,
finance,
the
state
tries
to
look
at
where's
the
need
in
the
state,
and
where
is
the
wealth
in
Boston,
as
I
was
saying
to
you
before,
the
hearing
began
is
unique
in
that
across
the
Commonwealth.
C
We
are
the
district
that
stands
out
as
being
extremely
high
need,
but
they
also
say
we're
wealthy,
and
so
the
reason
that
it's
broken
for
us
is
when
they
pour
more
money
in.
We
don't
get
any
of
it,
because
we
still
keep
getting
our
minimum
aid.
The
number
one
thing
that
I
think
has
bang
for
the
buck,
for
us
at
the
state
level
is
the
charter
reimbursement.
A
I
believe
you're
right
about
the
charter,
school
reimbursements
being
the
biggest
pot
of
money.
It
was
an
obligation
made
much
like
the
obligation
to
pay
quinn,
which
now
the
city
is
picking
up
the
entire
hundred
percent
it
just
it
dismays
me
when
I'm
looking
at
and
not
to
pick
on
our
suburban
neighbors
and
friends.
But
belmont
gets
an
increase
of
almost
fourteen
percent
in
chapter
70
finding
now
in
real
dollars.
A
D
E
D
Gentlemen,
we'll
talk
about
the
reduction
in
state
aid.
We
talked
about
the
lack
of
support
from
the
feds
that
the
continued
support
for
the
feds
in
the
state
on
educational
assistance
in
particular.
What
is
it
that
we're
able
to
do
as
a
city
as
a
school
department
as
a
city
council,
to
do
a
better
job
advocating
for
better
support
from
those
partners?
I.
C
D
Think
very
happy
as
a
group
to
participate
in
I
think
we
just
need
that
sort
of
that
direction.
That
encouragement
I
do
want
to.
Thank
you.
You
know
thinking
about
the
time
since
my
first
budget
for
fiscal
year
17
to
now
that
continued
increase
in
investment
in
helping
our
students
who
are
facing
homelessness,
the
investment
last
year,
the
increase
in
that
investment
for
this
year.
C
So
the
biggest
investment
has
been
in
people
and
support
at
the
school
level
to
work
with
children
who
are
experiencing
homelessness.
We
try
to
put
a
real
emphasis
on
having
those
staff
be
a
bridge
to
other
local
and
state
services
that
exist
to
help
families,
so
we're
trying
not
to
always
recreate
the
wheel
in
bps
but
to
have
people
who
know
how
to
help
create
those
connections.
C
The
second
biggest
category
of
spending
has
been
in
in
things
stuff
to
help
students
who
don't
have
the
basic
needs
to
be
prepared
to
come
to
school
every
day.
That's
in
the
categorÃa,
we
call
it
basic
supplies,
they're
on
slide.
21
we've
had
a
number
of
schools
that
have
set
up
clothing
and
supply.
Closets
they've
helped
with
uniform
and
school
supplies.
D
I
want
to
get
a
more
detailed
yeah.
Actually
that's
a
segment
of
the
budget,
but
I
just
want
to
have
an
opportunity
to
highlight
it.
You
know,
as
we
look
at
the
budget
and
where
we're
choosing
to
invest
some
of
our
some
of
our
resources
about
these.
Just
looking
at
sort
of
the
addition,
investments
that
are
happening
for
this
year,
I
see
that
we're
investing
700
thousand
and
excellence
for
all
rolling
it
up
to
the
6th
grade.
D
C
We
have
not
made
any
reductions
to
ad
busi
from
a
central
point
of
view.
We
have
had
some
at
some
schools
a
lack
of
demand
for
a
couple
of
our
AWC
programs,
which
has
affected
what
the
delivery
looks
like
at
the
school
level.
That
is
not
a
reflection
of
any
policy
decisions
we've
made,
but
merely
a
continuation
of
some
changing
enrollment
patterns
and
demand
from
families.
D
Then
the
presentation
for
today,
because
this
is
slide
20
the
date
on
how
kids
are
able
to
access
the
percentage
of
kids
that
are
able
to
access
excellence
for
all
compared
to
AWC.
It's
the
same
data
as
last
year's
presentation,
so
I
wonder
when
we
get
down
to
the
academic,
the
academic
academics
portion
later
in
the
series
of
hearings.
If
we
could
have
I
guess
updated
data
just
to
see
how
many
kids
are
able
to
access
it
compared
to
AWC,
we.
D
C
Old
system
was
known
as
ETFs
that
might
sound
familiar
to
you.
We
had
developed
it
internally
a
number
of
years
ago.
It
had
trouble
keeping
up
with
the
volume
and
it
crashed
a
time.
Yes,
it
crashed
all
the
time
it
was
offline
at
critical
times
when
it
was
needed
to
be
used.
I
believe
that
our
office
of
human
capital
has
already
put
out
an
RFP
to
select
new
technology
that
would
be
from
a
third-party
vendor.
So.
D
How
many
different
and
one
of
the
concerns
I'll
just
say
this
and
then
we'll
move
on,
because
I'm
hitting
my
5-minute
mark
just
a
lot
of
systems
that
we
use
in
our
schools,
whether
it's
for
the
teacher
evaluation
tool,
whether
it's
the
sis
for
attendance
and
grade
reports
and
then
the
IEP
system,
there's
just
a
lot
of
different
places
and
sort
of
portals
that
teachers
need
to
access
and
school
administrators
and
parents
need
to
access
for
information.
It
gets
really
confusing.
D
B
B
All
school
systems
faces
challenge
where
there
are
so
many
data
systems,
but
the
goal
is
hopefully
over
the
next
few
years
that
there
are
systems
in
place
that
sure
that
all
those
things
actually
talk
to
each
other,
but
it's
a
national
big
national
conversation.
I
just
came
back
from
our
conference
where
we
specifically
talked
about
that
issue.
Okay,.
F
Thank
you
so
much
and
welcome
dr.
Chang
and
members
of
your
team.
This
is
a
little
odd
for
me
kind
of
a
role
reversal,
usually
I'm,
the
one
testifying
before
you
and
the
School
Committee,
and
now
here
you
are
in
the
city
council
chamber.
As
you
know,
from
my
previous
testimony.
In
my
years
of
advocacy,
you
know
my
focus
really
has
been
around
equity
and
how
we
are
moving
forward
in
eliminating
opportunity
and
achievement
gaps.
I.
F
Thank
you
for
your
commitment
to
that
and
would
love
to
kind
of
drill
down
on
some
of
the
areas,
particularly
with
the
opportunity
index,
and
if
you
could
talk
about
that
on
some
of
the
school
committee
meetings
that
I
attended
there
were.
There
was
testimony
from
parents
and
school
educators
who
thought
that
it
worked
well
and
then
we
heard
from
others
who
were
really
concerned
about
getting
less
resources
for
their
schools.
So
if
you
could
just
drill
down
a
little
and
tell
me
a
little
bit
more
about
how
that's
working.
B
Thank
You
councillor
Gini,
and
thank
you
for
being
a
champion
on
issues
of
equity.
The
opportunity
index
is
our
first
attempt
at
a
tool
to
be
more
nuanced
in
the
way
we
measure
in
need.
Typically,
as
Eleanor
stated
need,
is
we
look
at
data
points
such
as
whether
it's
doing
is
a
Yale
student,
special
education,
low
income?
Those
are
typical
demographic
data
points
that
we
look
at
to
determine
student
need
in
school
systems.
We
know
that
need
is
a
lot
more
nuance
to
that.
We
know
it
especially
for
young
people.
B
In
earlier
grades,
neighborhood
factors
have
a
immense,
have
immense
correlation
with
student
performance
and
in
upper
grades.
Previous
school
performance
is
added
on
top
of
neighborhood
factors,
so,
based
on
that
assumption,
and
based
on
that
research
backed
assumption,
I
should
say
we
work
with
barri
to
create
the
opportunity
index.
The
opportunity
index
looks
at
factors
in
two
different
buckets.
One
buck
is
neighborhood
factors
such
as
crime
rates
such
such
as
social
economic
status,
such
as
fiscal,
does
physical
disorder
of
the
public
spaces
in
neighborhoods.
Looked
we
look
at
academic
attainment
of
adults
in
neighborhoods.
B
All
of
that
data
is
all
is
all
census.
Data
is
publicly
available
and
we
we
we.
We
attach
it
to
a
census,
all
that
data's
attached
to
a
specific
census
tract.
We
also
have
we
for
secondary
students.
We
looked
at
previous
school
performance
as
well
how
well
they
perform
in
English
and
math
in
their
middle
school
years.
With
all
that
data
combined,
we
basically
stacked
ranked
from
zero
to
one
all
the
schools
in
Boston
Public
Schools,
and
it
really
does
pressure
test
with
what
we
know
about
school.
B
So
a
school
like
the
Carter
School
has
a
point.
Eight
nine
two
opportunity
index,
the
King
School
has
a
point:
seven
three
nine
opportunity,
index
and
kind
of.
On
the
other
end
of
the
spectrum.
You
have
a
Boston
Latin
at
point,
one
five,
seven
and
Elliott
School
0.174,
based
on
that
opportunity
index.
F
G
B
That's
all
based
on
census,
tract
data.
I
will
say
that
it
is
not
a
perfect
tool
and
we
have
already
started
a
process
refining
this
tool.
We
don't
want
perfect
to
be
any
other
good
here
and
we
wanted
something
to
get
started
with,
because
we
know
the
way
we
find
in
schools
is
not
necessary,
equitable
and
just
give
you
an
interesting
data
point.
F
F
Appreciate
you
my
last
question
during
this
round,
given
the
concentration
in
certain
neighborhoods,
where
are
we
in
terms
of
the
equity
analysis
of
the
home
based
plan?
So
I
know,
this
has
been
an
ongoing
issue
ever
since
that
plan
has
been
adopted.
The
concerns
that
many
parents
and
advocates
raised
back
then,
is
by
locking
folks
in
to
closer
to
home,
then
limit
their
opportunity
to
attend
schools
that
had
better
quality,
and
it
seems
that
that
is
proving
true
by
the
data
that
you
shared
or
shared
earlier
in
terms
of
the
census.
F
B
C
F
H
Your
team,
I
I,
do
see
my
dear
friend,
whom
we
miss
desperately
at
the
English
High
School,
dr.
Lydia,
Noriega
Murphy
who's
doing
a
great
job
in
your
cabinet
superintendent.
So,
although
we
do
miss
her
English,
but
we're
glad
that
she's
still
serving
the
students
of
Boston
a
couple
of
brief
questions
for
our
first
round,
the
first,
if
you
go
through
through
the
Department
history,
the
line
item
in
your
budget
books.
So
overall
it's
about
a
sixteen
and
a
half
million
dollar
increase
over
last
year.
Its
budget,
sorry.
C
H
C
Includes
the
sixteen
point,
five
that
you
just
mentioned,
plus
13
in
chat,
sorry
31
and
change,
which
was
the
btu
supplemental.
We
frankly
had
some
debates
about
how
to
talk
about
it
and
display
the
data,
given
that
the
rising
salaries
is
far
and
away
the
largest
cost
of
that.
It's
the
largest
item
that
eats
up
rising
revenue.
I
C
H
H
Okay,
thank
you
so
going
back
to
the
earlier
point,
if
you
look
at
the
budget
sheet
increases
all
around,
with
the
exception
of
under
current
charges
and
obligations
and
equipment,
there's
a
1.6
million
dollar
decrease
that
seems
to
come
from
reserve
account.
Can
you
talk
a
little
bit
about
that?
Is
that
talking
about
pension
liabilities,
stuff
or
its
line-item?
If
you
have
your
book
open
55
for
800.
J
Our
reserve
accounts
are
not
reserves
for
their
their
reserves
that
are
designated
for
specific
purposes
that
we
plan
to
liquidate
throughout
the
year.
That's
why
we
end
the
year
with
our
reserves
at
0.
Okay.
Last
year
we
had
a
number
of
things
in
reserve
when
our
budget
was
approved,
including
planned
transportation
costs.
We
always
start
the
year
with
weighted
student
funding,
reserve
participation
of
students
arriving
in
the
fall.
That's
the
biggest
section
of
our
reserve
I'm.
H
J
J
No,
that
31
million
dollars
for
the
teacher
contract
is
reserved
on
the
city
side,
okay
and
then
is
added
to
our
budget
as
a
supplemental
appropriation
of
that
the
year.
So
these
reserves
or
reserves
that
we
hold
they're
they're,
more
management
reserves
identified
expenses
that
we
plan
to
expend,
but
for
which
we
haven't
identified
either
the
school
or
organization
twith
in
our
our
within.
J
H
J
J
H
J
Although
I
would
say
that
the
expenditure,
the
sorry
the
budget
for
our
reserve
accounts
did
go
up
because
of
the
extended
learning
time
we
hold
that
money
that
we're
gonna
pay
for
extended
learning
time
in
a
reserve,
so
it
was
increased
the
year
that
we
did
larger,
extended
learning
time
we've
rolled
out
schedule
a
to
more
schools.
Okay,
so
16
would
be
a
smaller
amount.
I
see,
okay,.
A
K
Superintendent
I
know
you
highlighted
some
of
the
factors
in
determining
the
budget
would
include
social
economic
issues,
including
poverty,
the
opportunity
to
visit
Tufts
University
a
week
ago
and
we're
talking
about
public
health
issues
in
Chinatown,
especially,
but
how
is
that
factored
in
in
terms
of
possibly
doing
more
outreach
to
students
that
don't
speak
English
or
the
appearance,
especially?
Are
there
any
specific
programs
that
you
could
highlight
that
we
could
kind
of
bridge
the
gap
for
non-english
speaking
parents
and
students.
C
K
K
B
That's
always
a
challenge
and
as
much
as
possible,
we
try
to
build
a
capacity
schools,
try
to
build
a
capacity
within
their
own
schools,
but
we
do
have
off
resources
centrally
that
can
be
allocated
to
schools
and
delivered
to
schools
when
needed
in
in
schools
in
inger,
council
district,
the
quincy,
for
example.
I
know
that
they
have
capacity
at
their
school
sites.
Do
some
level
of
translation,
but
additional
support
will
always
be
important.
K
B
J
C
K
K
You
as
it
relates
to
the
2.4
million
investment
for
nurses,
psychologists,
social
workers.
Can
you
expand
on
that
in
terms
of
the
nurses?
Will
will
each
school
have
its
own
nurse
well?
Well,
some
schools
have
to
share
a
nurse
and
if
they
are
sharing
or
if
they
are,
if
they're
not
sharing,
do
we
can
we
get
any
nurses
or
psychologists
in
you
know,
certainly
other
languages
other
than
English
as
well.
C
We
are,
as
we
mentioned,
adding
8
nurses.
We
have
not
yet
reached
the
stage
where
we
can
have
a
full-time
nurse
in
every
school.
We
are
pleased
that
our
recent
contract
with
the
btu
raised
the
minimum
staffing
for
our
nurse
in
every
school
to
0.5,
so
we
now
have
at
least
a
point
5
in
every
school
and
with
adding
8
more
we're
getting
closer
and
closer
to
having
more
complete
nursing
coverage.
C
J
I
will
also
just
highlight
I
think
it
was
three
weeks
ago
that
the
office
of
human
capital
held
a
career
fair
for
recruiting
people
with
multiple
language
abilities.
So
for
all
positions,
not
just
teaching
positions,
there
was
an
effort
to
to
specifically
reach
out
and
recruit
people
who
have
who
could
speak
multiple
languages
and
are
in
these
positions
so
there
and
that
are
hearing
for
human
capital.
They
can
talk
more
about
that.
What.
J
K
K
Schools
sign
off
on
a
public
safety
plan,
making
sure
that
this
school
is
100%
in
compliance
with
your
guidelines
with
Boston
police
guidelines
in
ensuring
that
evacuations
are
addressed.
Public
safety
issues
are
addressed.
Communication
with
parents,
communication
with
Boston
Police,
you
know,
is
there
a
certain
checklist
that
you
go
over,
making
sure
that
the
school
is
100%
in
compliance
on
public
safety
related
issues?
We.
B
We
do
our
office
of
safety
leads
that
effort.
We
are
actually
about
to
complete
an
audit
of
every
single
school,
the
physical
plan,
every
single
school
looking
at
secured
doorways,
looking
at
doors
that
lock
and
that
will
be
completed
shortly.
Also,
our
school
go
through
safety
drills
every
single
year
there
are
checklists
school
administrators
have
to
go
through
during
those
drills
as
well.
B
K
B
I
A
couple
questions
I,
really
appreciate.
First
of
all,
the
amount
of
work
I
know
that
you've
done
in
our
district
and
district,
one
in
his
Boston
Charlestown
and
the
North
End,
and
you
had
mentioned
during
your
presentation.
You
were
working
on
a
soft
landing
for
schools
whose
populations
are
declining
I,
know,
East,
Boston,
High
School
does
have
that
issue.
So
you
could
tell
me
what
that
what
that
means
by
a
softer
landing
yeah.
L
Example,
what
they're
seeing
is
their
incoming
ninth
grade
and
tenth
grade
cohorts
are
smaller
than
they've
historically
been,
and
that
means
sort
of
two
different
things
for
the
school
one
is
you
need
fewer
ninth
grade
English
classes
because
there's
just
fewer
kids
and
that
you
can
adjust
relatively
easily
without
impacting
the
students
who
remain
right.
You
can
still
keep
the
same
class
size
just
offer
slightly
fewer
sections
adjust
your
budget
now
that
there
aren't
impacts
of
that,
but
you
can
sort
of
make
that
work.
L
The
other
part
of
a
challenge
when
you
see
a
reduced
student
enrollment,
is
that
you
also
see
a
reduction
in
your
total
discretionary
budget,
because
that's
a
per
pupil
number
and,
as
you
have
fewer
pupils,
there's
less
discretionary
funding.
What
we
do
is
we
sort
of
estimated
that
for
school
experiencing
reduced
enrollment,
typically
that's
somewhere
around
20
percent
of
that
reduced
funding
is
coming
from
discretionary
supports,
and
so
that's
what
we're
targeting
with
our
soft
landings,
we're
not
trying
to
maintain
empty
classes.
L
What
we're
trying
to
do
is
make
sure
that
the
social
work
supports
guidance,
supports
others,
where
supplemental
services
are
still
there
for
students,
so
at
East
Boston
in
particular,
there
I
have
to
look
up
there.
Specific
intervention
but
I
know
what
the
headmaster
was
thinking
about,
in
particular
was
was
guidance
and
some
elective
courses
making
sure
that
he
could
maintain
those
elective
options
for
students
and
that's
where
his
soft
landing
was
focused.
So.
L
So
a
school
has
discretion
over
the
number
of
guidance
counselor's.
They
have.
They
have
discretion
over
the
number
of
social
workers
they
have.
They
have
discretion
over
certain
types
of
additional
coursework
beyond
the
core
curriculum
and
usually
Family
and
Community.
Engagement
is
another
area
where
we
see
school.
I
And
so
how
does
that
or
how
do
you
guys
calculate
in
terms
of
equity
if
a
school
is
able
to
leverage
that
much
private
dollars
from
parents
and
to
support
that
Elementary
School?
And
then,
let's
say
over
at
the
umana
they're,
getting
rid
of
tenacity,
which
is
an
incredibly
popular
program?
I
can't
afford
to
keep
it,
but
those
kids
would
love
to
have
it.
So
how
is
it
when
you
look
at
the
budget
numbers?
Do
you
see
that,
and
do
you
compensate
in
some
way
so.
B
C
And
we're
changing
our
policies
this
year
to
request
reporting
on
that
from
all
of
our
schools,
so
we
haven't
had
perfect
visibility.
Historically,
I
can't
guarantee
it's
gonna,
be
perfect,
going
forward,
but
we'll
be
implementing
a
new
policy
where
we
request
reporting
on
that
from
any
501c3
or
parent
organization
associated
with
the
school,
as
if
this
brings
excellent.
That's.
I
Excellent
and
then
just
again,
I
want
to
appreciate
the
immense
amount
of
work
and
the
increase
in
the
budget
for
helping
yellow
students
and
families.
I
know
in
East,
Boston
and
and
even
Charleston.
We
have
some
of
the
highest
populations
of
yellow
families.
I
am
curious
about
whether
the
bilingual
education
bill
that
just
passed
that
allows
for
different
ways
of
educating
in
one
language
or
not.
Is
that
an
unfunded
mandate
on
our
schools?
Is
that
actually
been
helpful
to
our
schools?
Is
that
what
is?
How
is
that
impacts
schools
so.
B
I
B
We
plan
on
opening
a
Mandarin,
Dual
Immersion
program
over
the
next
couple
years,
we're
also
an
exploration
of
other
languages
as
well,
but,
more
importantly,
how
we
serve
our
ELL
students
in
specific
types
of
classroom
environments.
There
will
be
more
flexibility
on
that
moving
forward,
so
we're
very
in
the
very
beginning
stages
of
determining
what
the
look
bill
can
do
to
help
support
young
people
in
Boston
yeah.
I
Just
to
again
give
credit
where
credit's,
due
at
the
Yamana
having
that
Spanish
track,
has
been
actually
a
pull
for
a
magnet
to
the
school
for
a
lot
of
folks
who
want
to
go
there
and
I
do
know
that
they've
actually
adjusted
some
of
their
special
education
to
also
be
in
Spanish.
That's
right,
so
I
I
commend
and
I.
Think
it's
great.
So
they
thank
you
for
your
hard
work.
M
Me
in
giving
to
the
principals
the
discretion,
if
you
will
and
the
tools
that
they
need,
is
there
sort
of
seeing
things
unfold
within
their
school
site.
That
fair
to
say,
that's,
that's
Graduate
and
that's
something
obviously
I've
supported
from
from
day
one
giving
our
principals
the
autonomy
to
make
those
decisions
as
they're
seeing
fit
for
their
school.
M
That
said,
we
need
also
need
to
hold
those
principals
accountable,
not
quite
sure
what
we're
doing
on
that
front
to
make
sure
that
we're
holding
the
principals
accountable
for
the
decisions
that
they're
making
with
respect
to
the
student
body
that's
attending
their
school
because
I
at
some
point
we
have
to
get
around
talking
about
academic
excellence.
We
talked
about
all
these
extraneous
issues.
It's
become
a
business.
We
continue
to
see
the
the
budget
numbers
increase
every
single
year.
M
I'd
like
to
talk
about
celebrating
the
success
stories
that
we
have
and
then
also
recognizing
some
of
our
deficiencies
and
bringing
those
schools
up
to
power
and
beyond,
so
that
we
can
provide
an
education
for
the
next
generation
that
will
be
competing
in
the
global
economy.
Lots
of
stuff
lots
of
great
things
happen
in
our
city.
All
these
companies
want
to
come
here.
M
We
boast
of
having
the
best
colleges
and
universities
in
the
world
in
Boston
and
want
to
make
sure
that
the
kids
that
attend
the
Boston
Public
Schools
have
opportunities
and
access
to
those
great
colleges
and
universities,
but
also
to
be
able
to
jump
right
into
the
workforce.
Then
it
seems
like
every
year
we're
inviting
tens
of
thousands
of
students
from
all
over
the
world
to
come
to
Boston
to
get
a
great
education
years
past.
M
They
actually
used
to
get
the
diploma
across
the
stage
and
then
get
back
on
a
plane
and
head
back
to
where
they
came
from.
Many
of
those
folks
are
now
staying
because
the
economy
is
so
great
and
obviously
the
job
markets
great
but
but
you're
living
in
the
neighborhoods
of
Boston
or
you're
attending
the
Boston
Public
Schools
you're
living
in
public
housing.
M
You
drive
by
those
companies,
you
you
see
and
read
all
the
activity,
that's
happened,
but
you
don't
have
access
and
and
you're
not
able
to
participate
because
you
can't
compete
so
I
really
want
to
start
to
focus
around
academic
excellence.
I've
had
the
beneficiary
of
attending
public
schools
also
went
to
BC
High
in
BC
and
bu
lar
and
was
all
about
academic
excellence
and
I
hope
that
our
approach
to
educating
the
children
of
Boston
will
start
to
focus
on
academic
excellence
and
allow
these
kids
to
compete.
M
So
that's
sort
of
the
threat
out
of
the
gate.
That's
tied
in
to
discretionary
funding.
Second,
if
we
can
just
touch
base
on
that
over
time,
you
guys
have
a
sort
of
a
five-year
snapshot.
The
five
year
analysis
of
the
overtime-
if
you
can
just
tell
me,
maybe
touch
on
that
as
to
where
that's
coming
from
what
does
that
mean?
M
Ask
you
guys
potentially
bps
to
lead
that
effort,
along
with
our
mayor
and
the
City
Council,
to
get
that
message
up
to
Beacon
Hill
that
those
cuts
are
devastating
to
the
capital
city
here,
and
we're
asked
them
to
reconsider
that
those
are
important
funds
for
us
to
educate
our
children
to
to
to
put
the
best
product
we
can
online
and
but
it
seems
like
we're
we're
in
separate
silos.
City
Council's
advocating
will
do
a
resolution
working
it.
M
Your
way,
I
would
say
the
mayor
is
exercising
his
leadership,
but
I
think
that
if
we
were
able
to
come
together,
the
mayor
of
the
Boston
City
Council,
the
Boston
School
Committee,
as
well
as
bps
leaders
and
literally
formalized
and
organized
effort
up
at
Beacon
Hill
a'ight.
Hopefully
we
might
be
able
to
turn
the
dime
on
that
a
little
bit
and
really
get
some
more
funds
from
state
aid.
So
so
was
it
sort
of
my
three
issues
as
we're
doing
an
old
video
Thank
You
superintendent.
Thank
you.
Sorry.
J
Oh
the
question
on
the
overtime
so
or
our
overtime
history
includes
in
it.
What
we
refer
to
as
our
stipend
accounts
and
stipends
are
mouths
given
to
employees
for
specific
works
work
outside
of
their
job
description,
which,
for
teachers
is
usually
paid
at
a
contractual
hourly
rate,
the
stipend
positions.
The
statements
can
include
extra
tutoring
work.
It
can
include
support
for
after-school
programs.
J
It
can
include
teacher
leadership,
stipends,
there's
a
whole
array
of
types
of
stipends
that
schools
give
out
a
lot
of
the
decisions
around
stipends
are
made
at
the
school
level
for
school,
specific
programs
and
needs
the
other
thing
that
is
included
in
the
stipend
amount.
The
overtime
amount
is
a
particular
category
of
extended
learning
time,
payments
for
our
pilot
schools
and
some
of
our
turnaround
schools.
We
have
a
number
of
different
ways
in
which
the
day
is
extended
in
our
district
schedule.
J
A
is
what
we
refer
to
as
the
the
latest
negotiation,
which
is
part
of
the
employees,
the
teachers
salaries.
In
other
cases,
we
pay
it
via
stipend,
and
so
you
see
pretty
steady
trends
in
terms
of
the
amount
that
we've
expended
over
the
last
few
years
in
stipends
in
terms
of
overtime.
We
do
have
over
time,
for
custodians
is
something
that
we
it's
usually
done
in
the
summer,
to
prepare
schools
for
the
fall
semester,
and
so
you'll
see
a
lot
of
overtime.
J
M
You
can
you
just
tell
me,
can
you
explain
to
me
like
what's
an
external
FTE
and
then,
if
you've
noticed
that
I've
noticed,
there's
been
a
drop
in
the
external
FTEs
from
say
600
to
545,
so
we've
dropped.
You
know
50
regularly,
55
external
FTS,
but
the
number
the
overall
number
is
going
up.
You
know
303
in
1000.
J
So
this
case,
the
external
FTS
refers
to
FTEs
that
are
paid
on
external
funds
or
grants,
and
so
our
large
grants,
including
their
entitlement
grants,
are
those
are
the
FTAs
included
in
that
category,
the
when
we
do
budgeting
and
we
work
with
schools.
Schools
are
often
too
in
all
funds
approach,
meaning
they're
just
looking
at
their
total
dollars
and
trying
to
make
decisions
around
where
and
how
to
budget
particular
positions.
Two
things
have
led
to
schools,
moving
positions
off
of
general
funds
and
or
excuse
me
off
of
external
funds
and
onto
general
funds.
J
The
first
is
external
funds,
offer
flexibility
for
use
in
contracts
and
supplies
so
as
they
start
to
think
about
how
they
want
to
spend
their
money,
whether
it's
on
title
one
or
whether
or
not
it's
on
their
general
fund
appropriation,
they're
thinking
about
having
more
flexibility
on
title,
one
for
supplies
and
things
like
that.
The
other
thing
is:
we
have
a
policy
that
are
external
fund
positions
funded
on
external
funds,
for
schools,
need
they
need
to
pay
for
benefits
as
part
of
it.
J
It's
a
way
to
sort
of
control
our
FTE
expansion
overall,
so
that
as
schools
get
more
dollars
allocated
through
new
things
like
the
opportunity
index
that
they
sort
of
recognize
the
full
cost
of
positions
when
they
add
it
and
that
full
liability
to
the
city.
As
a
result,
schools
will
often
move
positions
off
of
external
funds
and
onto
general
funds
to
make
sure
that
they
don't
aren't
incurring
the
extra
cost
of
benefits.
So
then,
why
would
less.
M
J
It's
less
money
for
the
less
external
means,
less
money
for
the
school.
The
way
that
we
do
benefit
so
they
can.
If
they're
at
one
FTE,
is
sitting
on
their
external
funds,
they
may
the
benefits
for
that
employee
if
it's
funded
through
general
funds.
Okay,
we
pay
for
the
benefits
as
part
of
it's
just
a
practice
that
we
have
at
bps.
A
I
have
some
information
requests?
Actually
we
taught
we
have
approximately
hundred
twenty-five
schools
in
the
system.
Could
you
give
a
provide
us
with
a
breakdown
of
number
of
level?
One
two,
three
fours
and
fives
I
would
also
ask
the
stat.
We
talked
a
little
bit
about
staffing
level.
Just
you
know,
five
to
seven-year
trend
of
staffing
levels,
both
in
external
and
operational.
J
Counselor
I
believe
the
the
staffing
level
numbers
that
you
are
looking
for
is
in
the
packet
under
the
FTE
I'm,
trying
to
find
the
exact
page
under
the
personnel
information
to
five-year
analysis
of
full-time
FTEs.
Those
are
actual
employees,
not
budgeted
positions,
so
that
shows
you
our
staffing
levels.
I'll
come
over
the
last
five
years.
Great.
Is
that
what
you're?
Looking
yes.
C
The
office
of
human
capital
is
watching
very
closely
what
they
call
PPA
is
program,
placement
areas
and
so
they'll
look
at
how
many
open
positions
we
have
say
in
computer
teachers
and
how
many
open
positions
we
have,
how
many
internal
candidates
we
have,
and
they
make
a
judgment
as
the
year
goes
on
of
when
to
close,
each
PPA
to
external
hiring
and
the
introduction
of
that
practice
last
year.
At
this
time.
C
Sorry
we're
in
our
third
year
of
it
we're
in
our
third
year
of
it
now
the
two
years
ago,
at
this
time,
really
helped
contain
the
cost
of
the
early
hiring
initiative.
It's
not
without
some
implication
for
our
schools
or
they
would
have
loved
to
have
a
choice
between
an
internal
and
an
external
candidate.
Up
until
the
last
minute,
but
it
allows
us
to
still
allow
open
hiring
to
internal
and
external
candidates
from
the
time
the
job
is
posted
while
shrinking
the
size
of
the
excess
pool
somewhat
so.
C
A
B
A
C
Our
current
plan
is
for
that
to
be
entirely
bps
staff.
The
list
of
the
staff
are
in
the
first
page
of
the
investments
section.
Thank
you,
eight
nurses,
seven
psychologists
for
social
workers
and
a
director
of
Social
Work.
You
know
I
will
say
we
are
still
a
little
bit
early
in
the
implementation
of
the
2.4
million
and
I
do
want
to
make
sure
that
we're
having
dialogue
with
our
wonderful
Boston
partners.
But
our
plans
at
this
point
is
for
them
to
be
PPS
staff.
Great.
A
D
I
am
curious
about
the
health
needs
of
the
children
in
that
school
I'm
a
proponent
of
one
full-time
nurse
in
every
school
building,
in
understanding
that
some
of
our
schools
have
multiple
or
spread-out
campus,
but
I
am
interested
in
any
of
the
health
needs
as
the
serious
chronically
ill
students
that
might
be
in
our
buildings
that
don't
have
a
full-time
nurse,
diabetes
and
other
illnesses.
I
think
that's!
D
That's
really
important
and
I
think
it
could
be
related
to
a
conversation
about
the
role
of
health
centers
in
our
schools
across
the
city,
but
I
want
to
back
up
I
guess:
I'll,
just
continue
with
that
very
quickly
on
school,
psychologists
and
social
workers
that
are
in
our
building
is.
Do
we
have
an
idea
of
how
they're
how
they're
sharing
their
work
load?
How
much
of
that
is
being
spent
on
evaluation
versus
providing
direct
services
and
then
how
much
of
those
services
could
be
reimbursable?
D
D
Can
we
look
at
redirecting
that
to
individual
school
budgets,
because
I
think
that
creates
a
greater
opportunity
to
make
sure
that
that
billing
is
appropriate
and
accurate
and
that
we're
following
through
with
it
I'm
on
the
board
of
my
local
health
center,
and
we
do
little
case
studies
and
find
that
a
lot
of
our
medical
professionals
don't
always
check
all
the
boxes
for
the
services
they've
provided.
So
we
aren't
being
reimbursed
fully
for
the
services
that
we're
giving.
So
we
could
be
leaving
a
lot
of
money
on
the
table
when
it
comes
to
reimbursable
services.
D
If
it
were
to
go
back
to
each
individual
school
community,
I
think
that
we'd
probably
see
a
more
accurate
accounting
system
of
those
of
those
dollar
amounts.
But
I
do
think.
It's
really
important
that
our
behavioral
health,
mental
health
specialists
are
able
to
provide
services
and
not
just
do
evaluation.
In
addition
to
the
one
full-time
now
counselor
O'malley
was
asking
questions
about
the
specific
dollar
amounts
on
the
budget.
D
Have
we
looked
at
the
you
know,
we're
talking
about
this
increase,
we're
talking
about
changes
between
what
was
adopted
last
year
and
what's
proposed
for
next
year,
but
we
haven't
considered
any
overruns
in
the
budget.
What
do
we
pursue?
What
do
we
see
as
overruns
in
the
current
FY
18
budget?
That
would
actually
shrink
what
this
additional
investment
is.
D
C
We
anticipate
the
current
fiscal
year,
FY
18,
we
are
gonna
close
on
budget.
We're
not
gonna
have
any
overruns
for
the
current
year.
There
are,
as
you
would
expect,
every
year
we
do
our
best
to
budget,
and
there
are
places
we
end
up
spending
a
little
more
in
a
little
less.
As
you
know,
and
we've
talked
about
with
this
body,
we
are
spending
more
in
transportation
than
we
budgeted
for
and
we're
spending
a
little
less
in
a
few
other
areas
like
benefits,
and
so
those
are
offsetting
so.
C
D
C
D
C
D
H
D
Just
been
adopted
year
after
year
after
year,
the
vacancy
rate
within
the
district
is
that
classroom
teachers
and
what
are
we
doing
with
those?
You
know
if
there's
a
vacancy
with
the
classroom
teacher,
it's
a
full
year
sub
or
you
know
those
trained,
subs
or
certified
subs.
Are
we
getting
you
know
our
kids,
getting
a
real
classroom
experience
so.
J
If
it's
before
a
certain
date
will
offer
a
temporary
contract
to
that
employee
so
that
they
can
have
a
predictable
high-quality
person,
teaching
them
for
the
year
and
so
they're
also
doing
more
management
in
terms
of
their
subs
I
know,
certain
schools
are
through
the
new
sub
system
or
being
able
to
identify
which
subs
they
want
to
use
on
a
regular
basis.
I
think
all
those
people
in
and
start
to
manage
the
quality
of
the
people
coming
in
to
substitute
as
well.
D
And
that
I
know
provides
a
great
deal
consistency
to
a
school
when
they
have
the
ability
to
do
that.
Are
we
supporting
those
substitutes,
though-
and
this
may
be
a
question
either
for
human
capital
or
somebody
else,
just
to
make
sure
that
those
subs,
although
they're
getting
a
contract
and
in
a
classroom
that
they
have
the
support
they
need
to
to
provide
a
full
experience
to
our
kids,
yeah.
D
Great
and
then
I
have
a
follow-up
question
was
that
councillor
Flynn
was
talking
about
outreach
to
families,
and
the
translation
services
are
great.
We
need
those,
and
you
know
we
know
that
we
have
70
language
spoken
in
bps,
but
what
about
the
active
work
of
engaging
families,
not
just
sending
a
translated
letter,
the
outreach
that
happens
through
the
engagement
office,
whether
it's
prior
to
initial
enrollment,
but
then
during
our
kids,
while
they're
in
school?
How
are
we
engaging
families,
both
English
speakers
and
non-native,
English
speakers
in
our
school
communities?
We.
B
Are
currently
going
through
a
reorganization
office
and
Ament
to
prioritize
some
investments
into
neighborhood
by
neighborhood,
BPS
liaisons,
who
will
know
neighborhoods
no
schools,
no
community
partners
and
in
their
neighborhoods,
where
we're
doing
some
large
system
initiatives.
But
we
also
at
the
same
time,
need
to
be
supporting
schools
in
their
engagement
of
what
parents
and
community
as
well.
So
we're
actually
in
the
midst
of
that
and
by
June
30,
we'll
have
a
new
support
structure
in
place
in
our
office
engagement
and
that
work
is
being
led
by
our
assistant,
superintendent
of
engagement,
maka
Roberts.
That's.
D
Great-
and
it
really
just
should
be
more
than
engaging
parents
and
a
parent
or
family
council
and
the
school
site
counts.
Let's
be
real
true
engagement,
if
you're
at
school
site,
Council
and
you're
getting
training
on
being
a
member
of
a
school
site.
Council
you're
already
engaged
you're
already
showing
up
at
school.
It's
home
school
visits,
it's
really
engaging
families
in
a
meaningful
way.
I,
don't
know
where
I
am
on
my
time,
so
I'll
ask
one
more
question
and
then
move
on
councillor
co-moh
had
asked
about
school
closures
and
I
wonder
you
know
we're
doing.
D
This
is
my
third
budget
now
you
know
we
see
an
increase
in
school
spending,
we're
seeing
a
decline
in
student,
enrollment
I'm,
not
a
proponent
proponent
of
school
closures,
but
I
do
know
it's
a
conversation
that
we
have
to
actively
engage
in
for
the
future
of
the
district.
So
whether
it's
school
closures
or
consolidations
is
there
a
constructive
and
thoughtful
analysis
and
conversation
happening.
That's
you
know
in
any
way
is
ready
to
be
a
public
conversation
as.
B
Part
of
the
bill,
bps
effort.
We
will
be
making
some
announcements
later
on
this
year
around
a
visor,
a
committee
that
will
help
us
facilitate
that
convert
the
many
of
these
conversations
we
this
should
be
around
school
reconfigurations,
because
we
know
we
have
too
many
high
school
and
middle
school
seats,
but
we
need
more
elementary
school
seats
and
we
know
that
we
need
to
invest
in
new
buildings,
in
particular
parts
of
the
city
where
there
is
more
demand,
and
we
also
know
that
there
are
some
schools
that
would
benefit
some
K
fives.
D
No
enrollment
drives
a
lot
of
those
conversations.
I
just
hope
when
families
leave
bps
or
choose
not
to
enroll
in
bps,
I
hope
we're
actively
engaging
them
and
asking
why
so
I
think
it's
really
important
to
understand
what
what's
missing
or
what
we're
not
doing
to
support
families
so
that
they
either
remain
or
enter
bps.
That's
right.
Thanks,
Thank
You,
council.
A
N
Morning,
thank
you.
Thanks
for
coming
out,
I'm
sorry
to
come.
Late,
I
missed
the
presentation,
but
can
you
just
talk
a
little
bit
about
Dorchester
Academy?
What
how
that
what
that
is
going
to
look
like?
Where
are
the
students
going
teachers
and
and
after
that,
maybe
what
its
gonna
look
like
for
the
for
the
Fenway,
not
the
Fenway,
but
the
Arts
Academy
coming
over,
so
a
timeline
closure
and
how
is
they
the
Academy
coming
over
to
talk
about
that
a
bit
please
right.
B
So
Dorchester
cami
is
a
level
5
school.
It
was
previously
one
of
our
open,
enrollment
schools.
When
the
school
wanted
to
turn
around
set
status.
It
was
it
was
a
joint
partnership
with
ABCD
to
operate
the
school.
It
became
primarily
a
school
served
our
alternative
settings
students,
many
of
the
students,
are
older
students
who
are
far
away
from
graduation
we've
seen
steady
decrease
in
enrollment
at
school
over
a
year
years,
and
this
year.
B
Currently
we
have
16
students
left
at
this
school
same
1816.
Many
of
those
many
of
the
students
that
were
enrolled
at
beginning
a
year
actually
have
graduated.
We
have
a
very
dedicated
group
of
educators
at
that
school,
we're
keeping
that
group
of
educators
together
and
they
will
actually
be
supporting
off-track
youth
and
excel
high
school.
It
was
a
plan
that
was
constructed
with
the
educators
at
the
school.
They
will
be
physically
located
excel
high
school.
B
Correct
and
they
will
be
serving
off-track
youth
at
that
school.
There's
many
off-track
youth
at
excel
high
school.
The
space
were
Dorchester.
Academy
currently
resides,
as
you
mentioned,
will
be
occupied
by
Boston
Arts
Academy,
while
that
school
goes
through
its
construction
effort,
and
so
there
will
be
renovations
that
will
be
done
this
year.
That
school
will
be
co-located
with
cash,
which
is
also
on
in
that
building
as
well
and
plans,
and
have
already
been
in
process
for
that
transition
of
four
months.
So.
N
N
And
they'll
be
there
in
September,
correct.
Okay,
there
was
one
thing:
that's
good.
That
seems
to
be
happening.
A
lot
and
I
don't
know
if
it's
because
which
we're
changing
the
way
we
look
at
that
we're
taking
care
of
the
facilities
I've
gotten
some
complaints
not
a
whole
a
whole
lot
about
not
having
money
for
sort
of
maintenance.
N
Budget
issues
is,
are
we
kind
of
clamping
down
at
the
end
of
the
fiscal
year
here
now
to
are
we
changing
the
way
we
do
business
or
the
maintenance
contracts
like
so
normally
when,
when
the
money
runs
out
on
the
contracts
there,
some
of
its
supplemental
money,
that's
there
to
be
able
to
allow
for
for
repairs
that
need
to
happen
and
in
a
couple
calls
not
a
whole
lot
about
no
money.
Therefore,
you
know
whether,
if
its
doors
that
need
locks
or
don't
leave
need
locks,
that
sort
of
stuff
is
there
is
there
like?
N
C
That
one
is,
of
course
in
the
area
that
we've
had
a
lot
of
interest
and
attention
in
recently,
and
we
are
making
a
substantial
proposed
investment,
the
capital
budget
for
that
for
next
year,
I'm
looking
at
John
Hanlin
our
CEO
outside
of
that
I'm,
not
aware
of
any
reduction
of
service
on
contracts
and
our
facilities
Department
this
year.
Well,.
N
With
with
the
contracts
and
the
way
I
believe
they
they
worked
or
do
work
that
a
sort
of
a
contract
is
say
for
a
million
dollars
for
plumbing
work
yeah
and
that
million
runs
out
in
March
right,
but
there's
still
plumbing.
That
needs
to
happen
in
April,
May
and
June.
There
isn't
money
available
for
that.
I
just
wanted
to.
Is
that
the
case
or
sorry
to
bring
you
down
John?
That's.
E
Okay,
counselor,
so
just
a
couple
thoughts
on
that
these
maintenance
projects
happen
through
different
funding
streams.
Some
not
just
the
security
upgrades
that
we
talked
about
yesterday,
but
some
are
part
of
the
capital
budget,
in
which
case
there
are
funding
those
are
for
specific
projects
or
for
other
critical
repairs
that
we
have
capital
funds
for
for
those
other
day-to-day
maintenance
problems
that
I
think
you're
referring
to.
We
do
have
funds
for
those,
typically
by
the
you
know,
end
of
the
school
year
by
really
starting
this
time.
E
The
school
year
we
start
to
wind
down
what
we
have
for
funds
available.
Most
of
that
work
happens
in
the
summertime,
because
you're
trying
to
do
as
much
as
you
can
when
school
is
not
in
session
and
so
of
the
lion's
share
of
the
funds
for
maintenance
projects
are
spent
during
the
summer
months
from
July
1st
until
when
school
begins.
E
As
of
now,
what
we're
trying
to
do
is
prioritize
those
projects
that
are
still
coming
to
us
through
a
lens
of
student
safety
or
staff
safety
and
other
you
know
important
projects
that
really
need
to
be
prioritized
above
others.
So
there
is
still
funds
available.
Sometimes
we
get
some
requests
that
maybe
aren't
as
critical
as
others.
Those
requests
are
put
more
toward
the
back
burner
so
that
we
can
only
spend
what
we
have
money
for
for
those
projects
that
it
truly
prioritized.
Okay,.
N
C
C
Becoming
a
man
is
a
program
that
was
first
designed
and
implemented
in
Chicago
the
research
there
about
the
impact
we
can
have
on
young
men
of
color.
They
work
with
some
of
our
most
vulnerable
students.
The
research
was
incredibly
compelling,
and
so
we
partnered
with
a
number
of
private
funders
who
wrote
some
very
large
checks
which
were
appreciative
to
bring
bamned
Boston.
They
were
our
in
a
couple
of
schools
now
and
we're
expanding
to
add,
I.
Think
four
more
schools
to
bring
us
to
a
total
of
six
or
seven.
C
C
C
B
B
C
So
we
are
currently
in
the
in
this
school
year
in
the
second
year
of
EFA,
which
I
think,
as
you
know,
is
our
fourth
fifth
and
will
grow
to
sixth
grade
program.
Next
year
we
provide
additional
resources
to
the
participating
schools
to
increase
rigor
and
enrichment,
so
students
have
access
to
things
like
world
languages,
robotics
other
professional
development
for
the
teachers,
and
we
have
been
tracking
the
diversity
of
the
participants
of
the
students
who
participate
and
we're
also,
as
this
program
evolves,
gonna
be
looking
at
the
academic
outcomes.
C
C
Is
separate
from
advance
work
to
separate
things
yeah
absolutely.
The
question
was
asked
earlier:
if
the
two
are
trade
off
they're,
not
we
haven't
made
any
decisions
to
shut
down
AWC
programmes
whatsoever
we
have
been
experiencing-
and
we
talked
about
briefly
before
that.
A
few
of
our
AWS
of
AWC
programs
are
experiencing
reduced
demand.
Dr.
chang
mentioned
that
our
families
are
choosing
to
keep
their
students
in
the
elementary
school
where
they
started
and
not
move
them
to
schools
that
have
AWC,
which
we
think
long-term
is
good
for
kids
yeah,
but
what
it
means
is.
C
F
So
I
have
a
couple
of
items
that
I'll
just
kind
of
list
all
at
once
to
make
sure
I
get
them
all
in.
If
that's
okay,
mr.
chair,
the
first
thing
I
wanted
to
say,
was
and
just
building
on
what
counsel.
If
clarity
said
earlier
around
the
charter,
school
reimbursement
I'm
glad
he
brought
that
up
the
first
time
that
I
testified
before
the
school
committee
as
the
city
councilor.
F
F
We
didn't
talk
about
here
that
I'd
like
to
hear
some
thoughts
and
then
I'm
just
gonna
go
into
some
questions,
so
one
Madison
Park.
What's
the
investment
in
Madison,
Park,
High,
School
I
did
not
see
anything
here
in
terms
of
special
education
sub
separate
and
what
that
means,
particularly
for
black
and
Latino
boys.
I
know
when
you
first
came
to
town
dr.
Chang,
I
sat
on
a
transition
team.
F
There
was
this
report
done
by
CCE,
and
it
highlighted
that
as
a
big
issue
and
I'm
deeply
concerned
that
that
is
just
falling
through
the
cracks,
and
it
was
not
enough
attention
to
dealing
with
that
population
and
doing
so
in
a
thoughtful
way
that
doesn't
just
put
kids
into
regular
classrooms.
You've
got
to
do
inclusion,
the
right
way,
I'm,
so
I
want
to
know
what's
happening
there.
F
Dual
language
expansion,
as
you
know,
I've,
been
a
big
proponent
of
making
sure
that
we
have
more
dual
language
programs
and
not
just
as
a
strategy
for
educating
English
language
learners,
but
just
the
importance
of
all
children
having
the
opportunity
to
become
fluent
in
different
languages.
In
terms
of
building
on
some
of
what
some
of
my
colleagues
said
earlier,
the
sell
well
sheet,
I
think
it's
page
16,
it's
20
positions,
how
many
of
those
all
FTEs
and
then,
if
you
could
talk
about
the
actual
need.
So
what
is
the
need?
F
F
If
you
could
tell
us
of
the
fourth-grade
class
how
many
children
are
not
either
in
excellence
for
all
or
AWC,
so
I'm
interested
in
who's,
that
third
tier
that's
missing,
and
then
k1
expansion
again.
What
is
the
overall
need
compared
to
the
demand?
How
many
children
are
on
waitlist
or
want
access
to
k1
seats
and
are
not
getting
them
so
again,
I
appreciate
the
investment
you
know
testified
again
advocated
for
so
well
for
k1
expansion,
etc
and
I
appreciate
the
investment.
But
what
are
the
gaps
I'm
interested
in
understanding
the
gaps?
Thank
you
that.
C
Was
we
can
we
can
start
ticking
ticking
through
some
of
those
I'll
say
a
few
things
about
sub
separate
David?
If
you
want
to
hit
Madison
Park
after
that?
That
would
be
great.
It
was
a
little
bit
buried
in
here,
but
I
mentioned
that
we
have
an
investment
in
MTS
s.
Multi-Tiered
systems
of
support
actually,
as
part
of
our
long-term
financial
planning.
I
sat
in
front
of
the
School
Committee
and
I
projected
a
slide
that
showed
similar
data
to
the
report.
C
You're
referring
to
that
showed
the
disproportionate
placement
of
boys
of
color
in
sub
separate
classrooms
and
specific
with
specific
disabilities
and,
as
we
think
about
long
term,
financial
planning.
It's
not
just
about
saving
money.
It's
about
saying.
Where
are
we
spending
our
money
today
and
is
it
having
the
best
impact
and
I'm
not
sure,
as
we
sat
there
and
have
that
conversation
that
any
of
us
felt
like
spending?
C
C
So
I
just
wanted
to
say
how
strongly
we
agree
with
the
sentiment
there
we'll
be
entering
into
our
second
year
of
this
concerted
effort
on
prevention
and
when
our
asset
team,
the
that's.
What
with
our
academics.
Special
education
teams
are
sitting
here
for
their
hearing,
I'm
sure
they
would
love
to
go
into
more
detail
and
they
can
be
more
eloquent
than
I
can
on
the
efforts
there.
They.
B
Did
a
good
job,
one
thing
I
would
add:
is
this
year
we
would
create
it,
they
include,
we
have
to
restarted
inclusion,
task
force
and
made
it
our
superintendents
working
group,
and
so
we
have
educators.
We
have
activists,
we
have
leaders
all
at
the
table
to
help
us
expand
inclusion
appropriately
throughout
the
district.
L
L
They
were
seeing
much
more
significant
decreases
in
years
prior
that
decrease
is
offset
slightly
by
an
increase
in
need
at
the
school.
So
actually
funding
is
up.
The
number
of
FTE
is
flat,
even
as
enrollment
has
decreased
very
slightly
by
20
projected
to
decrease
by
about
23
students
for
next
year,
David.
C
L
L
Can
force
from
the
information?
One
of
the
questions
we
get
asked
often
is
to
compare
Madison
Park
to
a
regional,
Vocational,
Technical
School
in
a
lot
of
other
parts
of
the
state
we
don't
see
sort
of
in
district
vocational
schools
like
we
have
here
in
math
and
park.
You
see
these
regional
schools
that
are
pulling
together
students
from
across
multiple
districts
to
do
vocational
education.
The
minuteman
is
an
example
of
one
there's
a
school
in
Worcester,
there's
a
number
of
them
across
the
state.
L
One
of
the
challenges
is
they
all
operate
as
their
own
le.a,
their
own
school
district
of
just
one
school
typically,
and
so,
when
we
look
at
their
budget
on
the
state
website,
it
includes
things
like
benefits:
cost
transportation
costs
other
things.
If
you
look
at
mass
and
parks
budget,
you
don't
see.
So
we
try
to
do
a
comparison
early
in
the
year
see
how
those
Madison
parks
budget
sac
up
with
about
I,
think
I
was
able
to
pull
26
regional
vocational
technical
schools
from
across
the
state,
and
our
estimate
was
Madison.
L
L
Then,
on
top
of
that,
there's
additional
support
to
Madison
Park
to
maintain
the
breadth
of
occasional
programs,
even
though
not
all
of
those
programs
currently
have
the
demand
to
keep
the
program
full
underway
student
funding
that
would
they
would
be
funded
but
as
an
enrollment
has
declined,
especially
in
some
programs
were
saying,
decrease
knee
we're.
Keeping
some
of
those
programs
open
with
funding.
There's.
L
C
The
bottom
line
is
I
think
we
all
know
there's
work.
We
want
them
to
still
accomplish
at
Madison
Park,
but
our
front
financial
commitment
and
investment.
There
is
substantial
and
you
know
I
certainly
think
we
can
have
ongoing
conversations
about
whether
that
money's
being
spent
the
right
way,
but
I
feel
confident
that
we
are
investing
significantly
in
Madison
Park.
C
A
C
I'd
be
happy
to
take
that,
so
the
we've
worked
closely
with
the
mayor
and
his
team
on
a
study
of
what
it
means
to
have
great
excellent
early
education
in
Boston
and,
as
you
may
have
heard
folks
say
before.
We
think
we
have
a
quality
issue,
not
an
access
issue
and
so
we're
working
very
hard
to
have
a
long
term
plan
that
every
four-year-old
in
the
city
can
have
access
to
a
high
quality
k1
seat,
whether
it's
in
VPS
or
elsewhere.
C
This
year
represents
the
first
year
in
a
couple
of
years,
where
we
haven't
made
big
strides
in
the
number
of
our
k1
seats
and
VPS,
and
that's
in
part,
because
we
need
to
figure
out
some
space
needs.
First,
we
need
space
in
the
neighborhoods
and
in
the
schools
where
kids
want
to
go,
and
so
we
need
to
make
some
progress
on
build
PPS
to
free
up
the
space
to
continue
our
k1
expansion
within
BPS
and
but.
J
Have
the
total
numbers
that
we
can
get
the
demand?
One
way
that
we
look
at
the
demand
for
k1
is
in
comparison
to
K,
2
and
then
grade
1.
So
we
have
right
now,
roughly
3,000
students
being
served
in
k1
seats.
The
number
of
k2
students
is
4200,
so
you
see
an
increase
of
about
1,300
seats.
So
one
way
to
measure
is
we
would
need
an
additional
1,300
seats
to
serve
all
the
kids,
although
we
also
see
an
increase
in
the
number
of
students
who
are
looking
to
enroll
in
BPS
at
grade.
J
One,
and
the
reason
you
see
that
is
k2
is
universal,
meaning
everyone
can
have
access
to
it.
They're
guaranteed
to
k2c
grade.
1
is
the
first
year
in
which
school
is
required,
so
you
have
to
be
enrolled
in
school
by
December
of
the
year.
You
turn
six,
so
you
see
a
jump
of
kids
each
year
somewhere
between
5
and
10
percent
of
students
who
increase
their
participation.
Basically,
what
we
see
is
families,
not
all
families
will
choose.
J
K1
I
know,
from
my
experience,
a
number
of
families
that
I
talked
to
and
friends
of
mine
who
think
that
a
full-day
k1
program
for
their
kid
at
4
years
old
is
a
lot
for
their
students.
So
they
want
to
wait.
So
we
think
we
need
somewhere
if
we
were
to
serve
everyone
in
bps
who's
demanding
a
B
PSC
somewhere
around
4,000
seats
was
the
original
estimate,
though,
as
Eleanor
mentioned,
we're
not
looking
to
necessarily
serve
all
students
at
bps
seats.
J
So
they
don't
feel
like
they're,
missing
out
and
access
to
some
high
quality
schools
or
attending
their
schools
by
not
enrolling,
which
I
know
is
something
that
people
fear
right
get
in
a
k1
or
you
might
miss
some
of
our
schools,
because
it's
the
entry
of
grade
for
those
schools.
So
there
are
multiple
ways
that
we're
looking
at
it
in
multiple
ways:
we're
trying
to
partner
with
community-based
partnerships
to
both
strengthen
those
high
quality
programs,
increased
predictability
for
families
and
serve
families
in
the
sutter
that
they're
looking
for.
K
B
K
B
We
are
as
our
wellness
department
as
part
of
our
cell
social,
emotional
learning
wallace
umbrella,
and
there
is
we.
We
actually
collect
the
risk
data
every
single
year
and
use
the
idea
to
help
us
triangulate
where
support
needs
to
get
any
young
person
or
family
that
needs
support
on
such
issues,
we'll
be
able
to
access
not
only
services
within
schools,
but
we
also
have
partner
organizations
we
work
with,
and
so
it
is
an
issue.
It's
something
that
we
look.
It's
data
we
looked
at
annually.
Yes,
I
guess.
K
My
final
question
is
over
Villa
Victoria
this
weekend.
Talking
to
some
young
people,
ask
them
what
their
plans
were
for
the
summer.
They
they
didn't,
have
any
no
summer
camp,
no
educational
program,
no
sports
program
that
they
were
participating
and
and
then
I
represented
pots
of
Beacon,
Hill
and
Back
Bay,
and
they
had
excellent
camps
summer
camps.
They
were
going
to.
K
What
can
we
do
to
make
sure
that
those
and
public-house
and
those
and
low-income
areas
have
access
to
the
same
educational
program,
sports
programs
as
as
wealthy
kids,
you
know
as
councillor
Janie
was
highlighting.
You
know
it
needs
to
be
some
equity,
making
sure
that
kids
in
public
housing
or
kids
in
low-income
also
have
the
same
benefits
as
as
wealthier
kids.
Absolutely.
B
As
equity
issue,
Boston
Public
Schools
partners,
with
Boston
after
school
and
beyond,
to
provide
high
quality
after-school
and
summer
program,
I
mean
especially
focused
in
neighborhoods
that
needed
the
most.
We
actually
are
a
national
model.
In
this
area
we
received
a
Wallace
grant
to
implement
high
quality
programming.
We
have
a
what
we
call
the
fifth
quarter,
which
is
a
collaboration
between
Boston,
Public,
Schools
and
community
programs.
B
2200
of
them
are
served
in
these
really
high
quality,
a
high,
intense
or
programs
and
they're
all
focused
in
our
most
needy
neighborhoods.
We
will
continue
growing
that
effort,
because
the
research
is
showing
that
young
people
that
get
this
or
a
program-
you
don't
see
the
summer
melt
that
other
students
are
experiencing
so
especially
in
areas
of
math.
They
are
able
to
can
maintain
math
achievement
as
they
move
into
the
next
school
year.
K
And
I
won't
ask
any
more
questions,
but
I
just
want
to
relay
one
question:
if
the
someone
on
the
next
panel
could
address
it,
the
future
of
South
Boston
high
school,
how
is
it
doing
if
someone
could
respond
better
late
at
a
time
and
also
just
one
final
comment?
I
was
with
the
superintendent
we
visited
the
cata
school
several
months
ago
on
and,
as
you
know,
it's
an
excellent
program.
K
K
B
I
just
actually
just
spoke
to
the
principal
of
the
school.
This
morning
you
have
a
staff
and
leadership
at
that
staff
that
understand
that
those
young
people
have
gifts,
and
they
have
really
put
a
commitment
on
making
sure
that
those
young
people
actually
are
engaged
in
tasks,
whicker's
tasks
that
they
are
able
to
access
and
I.
K
D
We
have
a
number
of
other
hearings
that
we'll
get
to
some
of
the
some
of
the
weeds.
Any
car
I
was
looking
through
some
of
my
old
notes
from
the
last
two
budgets
and
we
had
spent
some
time
talking
about
long-range
plans
for
our
school
libraries
and
wonder
if
we
could
just
touch
on
what
the
the
plan
is
for
our
school
libraries,
both
schools
that
have
them
but
and
have
a
library
and
schools
that
have
libraries
that
don't
have
librarians
schools
that
don't
have
library
services
at
all.
G
C
We
collect
and
I
can
share
with
you
data
on
both
the
physical
presence
of
which
schools
have
them
and
the
staffing
of
where
we
have
librarians.
This
has
been
a
hot
topic
as
I
think
you
know,
and
we
have
a
combination
of
that.
We
have
some
schools,
I,
think
who
would
like
a
librarian
who
don't
have
it
because
they
don't
have
the
resources,
and
then
we
have
other
schools
who
could
afford
a
librarian
but
have
made
a
different
instructional
choice.
They
they
believe
they
want
their
resources
elsewhere.
C
This
was
a
issue
that
the
budget
equity
team
grappled
with
extensively,
and
we
heard
from
principals
who
had
elected
to
use
their
resources
differently.
We
had
school
leaders
who
had
decided
not
to
staff
a
librarian
but
had
a
laptop
in
every
classroom
and
thought
they
had
dispersed.
What
a
live
library
would
do
in
that
one
visit
a
week
for
their
elementary
school
students
in
and
they
had
integrated
it
into
the
school
day.
C
We
decided
that
this
was
one
of
those
areas
where
we
need
to
make
sure
our
job
is
to
put
as
much
money
and
as
much
discretionary
power
in
the
hands
of
our
school
leaders
as
possible,
and
we
shied
away
from
dictating
that
we
want
someone
whose
title
is
librarian
in
every
school.
This
is
an
issue
where
I
will
say
there
are
people
on
both
sides
of
it.
C
But
in
this
year's
budget
we
added
10
million
dollars
more
of
money
into
the
hands
of
school
leaders
and
school
communities
to
make
these
kinds
of
investments,
and
we
opted
to
do
that
rather
than
say,
we
want
to
track
towards
having
a
full-time
librarian
in
every
school.
I
would
say
sorry
for
the
long-winded
answer.
I'll
just
finish
by
saying
this
is
different
than
nurses.
Nurses
I
think
there
is.
C
D
Agree
and
I
think
your
comments
about
discretion
and
council
flowery
talked
about
discretion
and
I
support
school
autonomy,
but
sometimes
we
use
that
word
discretion.
Really
we
it's.
It
almost
sometimes
becomes
the
rock
when
we
put
school
leaders,
but
you
know
between
the
rock
and
the
hard
place
with
making
certain
decisions.
D
When
we
use
a
weighted
student
formula
and
when
we
have
open
seats
and
and
what
does
that
mean
for
school
communities?
What
does
that
mean
for
how
many
teachers
are
in
a
classroom
and
dually
certified
teachers?
Don't
equal
two
teachers
and
having
appropriately
trained
Paras
and
support
professionals
in
classrooms
is
really
important
and
we
all
have
to
go
into
inclusion.
Sheikhs
I
know
that
we've
got
a
we've,
got
a
hearing
specific
to
it
later
on.
L
That's
that's
focused
on
answering
these
questions.
Weren't
still
working,
but
I
just
wanted
to.
Let
you
know
that
it
includes
structural
questions,
about
budget
enrollment
at
human
capital,
as
well
as
the
programmatic
questions
of
what
are
the
models
of
service.
We
want
need
what
is
the
professional
development
resources
available
and
it
includes
both
school
leaders
outside
stakeholders
and
central
office
staff.
Great.
D
In
my
own
boys,
who
are
going
into
the
seventh
grade
or
looking
forward
to
Boston
debate,
League
and
they're
excited
about
it
and
my
boys
don't
get
excited
about
much
that
isn't
sports
related,
so
I
really
I
do
want
to
impress
upon
you
the
importance
that
Playworks
tenacity
and
Boston
debate
League
really
play
as
a
in
addition
to
a
lot
of
other
programs
in
the
city.
That's.
F
You
all
again
for
being
here
I,
want
to
echo
the
comments
that
councilor
asabi
George,
made
earlier
on
inclusion,
very
important
that
we
do
that
right.
You
know
my
earlier
questions
on
dual
language
expansion,
excellence
for
all
I
can
wait
for
the
hearings.
I
know,
we've
gotten
I,
think
they're
both
being
covered
under
the
opportunity
and
achievement
gap.
Hearing
so
I'll
wait
for
that.
But
I
was
interested
in
learning
more
about
the
office
of
school
safety.
B
B
B
It's
about
coronation
and
working
across
agencies
to
make
sure
young
people
are
coming
to
and
from
school
safely.
Young
people
are
safe
in
schools
that
they
have
save
and
welcoming
environments
in
our
schools.
It
is
make
sure
that,
when
families
joonie
additional
services,
those
can
be
provide
to
them.
When
there
are
issues
that
involve
law
enforcement,
they
actually
can
serve
as
a
buffer
and
to
make
sure
that
we're
following
all
the
proper
protocols
we
are
not
in
the
realm
of
law
enforcement.
We
are
in
the
realm
of
supporting
young
people
and
kim
pelo.
B
A
M
B
I
I
think
there's
Boston
Public
Schools.
We
we
see
parents
are
not
as
authentic
partners
with
us
and
when
they're,
as
we
know,
young
people
who
have
immense
needs
and
we're
there
to
support
them.
We
also
have
many
of
our
parents
who
are
dealing
with
circumstances
of
poverty
and
dealing
with
trauma
in
their
own
lives
and
while
they
may
not
always
seem
like
they're,
a
regular
presence.
I
know
that
I've
never
met
a
young
I've,
never
met
a
parent
that
hasn't
completely
loved
their
young
person.
Our
officer
engagement
has
many
programs
to
support
parents.
B
I
speak
at
every
parent
University
visit
with
parents
at
home,
it
is
I,
mean
actually
we're
regularly
looked
at
nationally
as
a
strong
model
for
how
you
work
alongside
parents,
but
well
I'm
hearing
is
like
they're.
You
know,
given
everything
that's
going
on
our
society,
especially
in
our
urban
centers.
Many
of
the
adults
also
need
support
as
well.
D
Just
wanted
to
thank
chairman
co-moh,
the
superintendent
and
the
students
of
the
Boston
Student
Advisory
Council,
who
will
be
throughout
the
course
of
these
hearings,
participating
I,
think
in
a
very
productive
way
in
our
hearings
and
they'll
have
an
opportunity
to
testify,
just
after
the
panel
prior
to
our
questions,
to
share
their
thoughts
about
the
particular
topics
and
if
they
aren't
able
to
attend
and
want
to
present
will
Kerry
has
been
great
enough
to
accept
a
video
presentation
from
them.
So
I
look
forward
to
that
and
hearing
from
the
kids
thank.
G
A
A
Bps
will
be
the
only
unit
authorized
to
expend
from
the
fund.
Such
expenditures
shall
not
exceed
two
million
six
hundred
thousand
dollars,
docket
zero,
five:
seven
four
message:
an
order
authorizing
a
limit
for
the
Boston
Public
Schools
revolving
fund
for
fiscal
year,
2019
to
repair
and
purchase
Boston,
Public,
Schools
computer
technology,
including
computers,
mobile
devices
and
instructional
services.
A
This
revolving
fund
shall
be
credited
with
any
and
all
receipts
from
equipment,
sales
and
repair
fees
for
Boston,
Public,
Schools
technology
receipts
and
resulting
expenditures
from
this
fund
shall
not
exceed
1
million
five
hundred
thousand
dollars
and
docket
zero.
Five.
Seven
five
message
in
order
authorizing
a
limit
for
the
Boston
Public
Schools
revolving
fund
for
fiscal
year,
2019
for
Boston
public
school
transportation
cost,
including
bus
and
public
transportation
costs.
A
This
revolving
fund
shall
be
credited
with
revenue
received
by
Boston
Public
Schools
Department,
for
the
provision
of
transportation
to
groups
and
and
for
field
trips
in
activities
other
than
transportation
to
and
from
school
receipts,
and
resulting
expenditures
from
this
fund
shall
not
exceed
one
hundred
and
twenty-five
thousand
dollars.
I'd
like
for
my
folks,
this
is
a
public
hearing
that
is
being
broadcast
and
recorded
on
our
CN
channel
82
Comcast
8
and
Verizon
1964
I'd
asked
folks
to
silence
their
electronic
devices.
A
The
conclusion
of
the
question
and
answers
from
my
colleagues
in
a
presentation
from
the
department
we
will
take
public
testimony,
there's
a
sign-in
sheet
to
my
left.
Please
write
down
your
name
affiliation
and
residence
and
check
off
the
box.
If
you
wish
to
testify
publicly
in
order
of
their
arrival,
my
colleagues
city,
councilor,
at-large,
Michael,
Flaherty
district
city
council,
red
Flynn
to
my
right,
constantly
Kim
G
nian
to
my
left,
councillor
at
large
Anisa
sabe
George
like
to
welcome
Nate
and
David
back
to
present
these
three
revolving
funds,
Thank.
J
You
councillor,
I,
won't
say
much
I
just
want
to
note
that
the
authorization
of
the
revolving
funds
is
a
separate
authorization
from
our
budget.
So
we
appreciate
your
consideration
for
the
three
revolving
funds
put
in
front
of
you
as
described.
The
revolving
funds
are
authorized
under
chapter
44,
section
53,
E
and
a
half
that
allows
us
to
collect
revenue
into
this
account
and
then
expend
it
for
the
specified
purposes.
J
That
does
not
include
positions
and
salary,
though
in
some
cases
we
use
overtime
as
part
of
the
facilities
fund
for
custodians,
we're
keeping
buildings
open
later
for
specific
activities.
The
three
funds
that
we've
identified
here
the
facilities
fund,
as
you
mentioned,
are
for
permits.
The
funds
are
then
used
for
projects
to
maintain
buildings,
the
technology
fund,
which
is
our
primary
mechanism
for
doing
our
sale
of
laptops.
So,
as
you
know,
we
have
the
laptop
for
a
learner
program
that
provides
laptops
for
teachers
every
three
years.
J
We
do
a
reef
as
part
of
that
we
sell
our
existing
laptops,
collect
the
revenue
and
then
use
it
to
help
purchase
the
next
fleet
of
laptops,
and
then
the
third
is
for
field
trips.
For
our
transportation
department,
this
just
gives
us
flexibility.
These
are
three
revolving
funds
that
we've
had
for
several
years,
at
least
as
long
as
I've
been
associated
with
a
budget
we're
asking
to
be
able
to
continue
and
maintain
these
programs.
So
with
that
I'll
turn
it
back
over
to
you
for
questions.
A
J
Parking
lots
that
we,
the
primary
parking
lot,
is
the
one
at
the
McKinley
that
is
part
of
the
for
Red
Sox
games.
It's
an
opportunity
for
us
to
collect
revenue
for
parking
spots
afterwards,
I'm,
not
sure
that
there
are
other
Lots
that
we
are
currently
leasing.
Most
of
our
Lots
are
available
to
residents
after-hours
as
long
as
they're
out
in
time
for
schools
to
arrive
the
next
day
for
facilities
the
leased
facilities
we
were
just
talking
on
one.
J
A
That
would
be
helpful.
I
know.
You
know
several
years
ago,
when
we
had
over
25
closings
/
consolidations
that
the
Hamilton
being
one
of
them
I.
My
neighborhood
benefited
greatly
from
the
pursuit
by
the
tourer
Academy
and
it's
been
a
great
facility
for
them
for
the
neighborhood.
It's
really
drawn
a
lot
of
families
to
that
neighborhood
in
particular,
so
great
that
it's
being
used
at
least
for
some
education
purpose
anyway,
counsel.
M
M
J
M
Whether
it's
you
know,
striping
the
parking
lot
or
repairs
to
you
know
the
rim
of
a
basketball
court
in
the
school
whatever
and
then
I
guess
and
then
of
the
funds
and
then
the
funds,
the
revolving
funds
of
those
funds,
used
to
to
support
the
maintenance
of
these
facilities.
Or
is
that
something
completely
different
as
I
come
out
of
capital
for
the
actual
school
facility?.
J
So
I
think
our
overall,
when
we
think
of
how
do
we
keep
our
buildings
up-to-date,
there
are
the
three
different
sources.
The
capital
projects
are
the
large
projects
where
we're
modernizing
or
refurbishing
a
particular
part
of
a
building.
We
talked
about
the
hearing
yesterday
operating.
We
do
have
also
our
maintenance
contracts
that
do
plumbing.
M
Rentals
I
assume
that
you
must
keep
a
running
list
of
those
that
may
have
made
a
request,
but
it
was
either
denied
for
a
specific
reason
and
then
maybe,
as
members
of
City
Council,
we
could
maybe
help
kind
of
connect
the
dots.
Maybe
it's
something
that
the
community
group
needs
to
do
or
is
or
is
not
aware
of,
that
we
can
create
an
additional
partnership
to
help
maybe
grow.
You
know
that
opportunity
I
can.
J
So,
in
this
case,
the
when
they
request
a
permit,
the
payment
comes
into
the
revolving
account
that
would
be
authorized
by
you
by
this
body
and
then
the
money
would
be
used
to
help
maintain
the
buildings,
and
we
do
try.
You
know
so.
Sometimes
it's
a
small
fee
and
a
one-time
use.
So
it's
not
like
we
collect
$200
for
an
event,
and
then
we
immediately
try
and
find
$200
to
do
repairs
on
that
on
that
specific
building.
J
But
we
do
try-
and
you
know
if
a
building
is
in
use
and
is-
is
because
of
the
use
getting
more
wear
and
tear
that
we
to
try
and
reinvest
in
building
into
that
school
specifically
into
that
school
and
so
trying
to
do
and
I
think
this
is
part
of
the
the
larger
bill.
Bps
effort
as
well
is
to
look
across
our
buildings
and
make
decisions
not
based
on
either
the
school
communities
that
are
the
loudest
to
the
school
communities
that
maybe
raise
the
right
money.
J
What
we
want
to
do
is
look
at
the
need
of
the
buildings
and
be
able
to
allocate
our
resources
to
maintain
all
of
our
buildings.
So
we
can
set
up
both
a
minimum
and
a
higher
threshold
so
that
it's
it's
an
equity
base.
It's
a
broad-based
approach
to
make
sure
all
of
our
buildings
are
in
good
condition,
not
just
the
ones
that
happen
to
be
popular
for
community
events.
You.
K
Know
I
understand
that
my
concern
is
that
you've,
renting
a
school
was
renting
it
out
to
a
private
organization,
there's
custodians
that
are
there,
that
money
comes
out
of
that
schools
budget,
but
basically
in
his
wear
and
tear
on
the
on
the
school
itself,
and
it
seems
like
the
school
specifically
doesn't
get
anything
in
return.
I'm.
J
Glad
you
brought
the
custodian
part
on
for
custodians,
because
tonin's
are
all
budgeted
centrally
and
they're
allocated
out
to
schools
and
that's
part
of
what
we
consider
the
school
services
budgeted
centrally,
so
that
custodians
and
custodial
overtime
is
not
a
charge.
That's
directly,
hitting
a
school.
J
So
if
somebody
rents
out
South
Boston
high
and
we
need
to
pay
a
custodian
overtime
which
we
would
to
make
sure
the
building's
open
and
to
clean
up
after
the
event,
you
know
that
school
doesn't
incur
that
charge
for
the
custodian,
the
other
and
then
the
cleaning
that
happens
after
the
event
that
the
custodian
needs
to
do
would
not
be
would
not
be
charged
to
the
school.
It's
the
overtime
of
that
employee
that
would
be
paid
out
of
the
revolving
fund.
Exactly
okay,.
K
I
guess
my
final,
my
final
question:
if
a
private
organization
is
used
in
a
school
in
pain
into
their
bps,
to
use
it
could
some
of
that
funding
go
back
to
the
school
to
address
any
ad,
a
compliance
issues,
I've
seen
I've
seen
teachers,
it's
in
certain
schools,
you
know
lifting
students
in
wheelchairs
and
because
the
the
theater
stage
is
not
in
compliance,
but
can
we
use
some
of
that
money,
whether
it's
to
build
a
ramp
or
make
it
easier
for
disabled
students
to
access?
You
know
all
parts
of
the
school
I.
J
Just
wanted
you're
emphasizing
an
importance
on
a
DA
compliance
and,
and
we
as
part
of
build
DPS,
did
an
assessment
of
all
of
our
buildings
for
a
DA
compliance,
and
now
we
know
which
of
our
schools
have
more
or
less
compliant
buildings.
I
think
that's
something
that
we
need
to
continue
to
invest
and
also
wanted
to
highlight
as
an
example
of
this
sort
of
revenue
sharing
that
you
might
be
talking
about
for
the
McKinley
school
parking.
We
have
an
agreement
about
the
costs.
J
Some
of
the
revenue
goes
directly
to
the
school
to
be
able
to
benefit
the
school
and
part
of
their
operating
budget,
and
then
some
of
the
money
goes
to
the
facilities
team
to
be
able
to
maintain
to
do
maintenance
work
as
well.
So
that's
an
example
of
money
that
is
redirected
to
the
school.
The
overall
request
to
think
about
using
these
fees
as
a
way
to
increase
a
DA
compliant.
J
We
don't
have
an
explicit
ty
of
the
revenue,
that's
generated
to
a
particular
program
stream,
but
I
can
note
that
and
talk
with
a
facilities
department
and
and
when
we
start
thinking
about
build
bps
and
investments
in
facilities.
Overall,
thinking
about
potentially
tying
certain
revenue
streams
to
certain
initiatives
within
build
VPS
for
a
DA
compliance,
for
example,
yeah.