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From YouTube: Committee on Ways & Means on May 8, 2018
Description
Dockets #0559-0565 Fiscal Year 2019 Budget: Boston Public Schools- School Operations (1)
A
City
councilor
today
is
Tuesday
May
8th.
We
are
here
from
the
Boston
Public
Schools
team
to
discuss
transportation
and
food
services
at
this
session.
The
2:00
p.m.
session
like
to
remind
people
in
the
chamber
and
at
home
that
this
is
both
being
broadcast
and
recorded
on
our
CN
channel
82
Comcast
8,
Verizon
1964
and
streamed
at
Boston,
gov,
backslash
city,
council,
TV
I'll.
Ask
everybody
in
the
chamber
to
silence
their
all
electronic
devices.
A
At
the
conclusion
of
the
departmental
presentation
and
questions
from
my
colleagues,
we
will
take
public
testimony.
There
was
a
sign-in
sheet
to
my
left
by
the
door
I
ask
that
you
state
your
name
affiliation
residence
and
check
the
box.
If
you
do
wish
to
publicly
testify,
we
want
to
encourage
all
of
our
residents
to
participate
in
our
budget
review.
There
are
numerous
ways
to
do
that.
You
can
come
to
a
hearing
such
as
this
and
sign
up
to
testify.
A
You
can
also
come
to
a
day
that
is
dedicated
to
public
testimony
alone
on
Tuesday
June
5th,
between
the
hours
of
2:00
and
6:00
p.m.
you
can
also
send
by
mail
to
the
Committee
on
ways
and
means
Boston
City
Hall,
once
city
hall,
plaza
Boston,
Mass,
zero,
two
two
zero
one
and
email,
the
committee
at
CCC
dot,
W
M
at
Boston,
dot
govt
as
I
mentioned
earlier.
A
Five,
six:
four
through
zero,
five
six
five
capital
budget
appropriations,
including
loan
orders
in
lease
and
purchase
agreements,
I
am
joined
by
several
of
my
colleagues
and
I,
will
introduce
them.
In
order
of
my
of
their
arrival
to
my
far
left,
we
have
city
councilor,
at-large,
Michael,
Flaherty
next
to
him
district
city,
councilor,
Tim,
McCarthy.
To
my
immediate
left,
the
chair
of
education,
councilor
nice
asabi
Jorge
to
my
far
left
again:
councilors
Ed
Flynn
and
at-large
City,
Council,
Michelle,
wolf
and
to
my
far
right,
its
district
city,
councilor
drawer
sake.
B
Thank
you
very
much
councilor.
Thank
you
for
long
us
to
present
in
front
of
you
today.
As
councilor
mentioned,
my
name
is
John
John
Hanlin
on
the
chief
of
operations
for
Boston
Public
Schools
I'm
joined
with
me
this
afternoon
by
Laura
Benavides
executive
director
of
food
nutrition
services,
bill
Chung,
Acting,
Director
of
Finance
for
food
nutrition
services,
John
Rodrick,
director
of
transportation
and
Ed
pêche
assistant
director
finance
in
transportation.
B
Earlier
today
at
the
Statehouse
Boston
Public
Schools,
along
with
the
Boston
Water
and
Sewer
Commission,
were
given
a
very
prestigious
award
only
given
to
two
school
districts
this
year
for
efforts
to
reduce
lead
in
drinking
water
in
schools,
we're
very
proud
of
that
accomplishment
and
shows
tremendous
growth
that
that
team
has
been
able
to
promote
for
Boston
Public
Schools
and
our
children
over
the
last
couple
years.
Congratulations
thank
you.
B
B
As
I
begin,
the
presentation
on
transportation
I'll
remind
the
council
that
we
were
here
just
over
two
months
ago,
on
february
27th,
presenting
a
mid-year
update
on
transportation
spending,
you
will
hear
and
see
some
of
the
same
things
that
you
heard
and
saw
on
february
27th
as
a
starting
point.
As
a
reminder,
transportation
spending
is
driven
by
a
number
of
factors
out
of
our
control.
B
First,
as
discussed
before
school
choice
certainly
is
a
major
factor
in
our
growing
costs
and
transportation.
As
you
can
see
here,
116
school
sights,
we
serve
draw
students
from
at
least
10
different
Austin
zip
codes.
That's
just
one
fact
of
many
that
we
could
pull.
That
shows
that
Boston's
level
of
school
choice
far
surpasses
that
of
the
national
average
cost
related
to
special
education.
Our
costs
that
we're
very
happy
to
oblige,
but
they
do
represent
a
growing
portion
of
our
costs
within
transportation,
in
particular,
as
discussed
in
February.
B
We
have
nearly
5,000
students
in
the
school
district
receiving
one
to
receive.
Excuse
me
receiving
door-to-door
transportation.
That
means
that
our
school
buses
are
picking
them
up
at
their
fun,
or
that
represents
nearly
a
7%
growth
rate
since
FY
12.
In
addition
to
that,
the
number
of
students
with
one-to-one
bus
monitors
has
grown
by
50%
since
FY
16
our
non
bps
obligations,
again
things
which
we've
talked
about
in
these
chambers.
B
Our
volume
of
service
in
general
is
very
significant,
particularly
for
a
school
district
of
our
size.
We
transport,
roughly
27,000
students
every
day
to
nearly
270
unique
sites
and
and
out
of
Boston
and
I
stress
the
out
of
Boston,
because
we
do
transport
a
large
number
of
students
to
private
special
education
facilities
outside
of
the
school
district.
This
amounts
to
roughly
three
thousand
trips
every
single
day,
covering
twenty
five
thousand
miles
every
single
day
and,
lastly,
other
factors
we've
discussed
before.
B
In
particular,
it
costs
related
to
students
experiencing
homelessness
or
students
in
transition
that
category
of
expenses
totaled
6.4
million
dollars
this
year,
that's
our
projection
and,
lastly,
our
fuel
costs
are
rising.
Diesel
and
propane
are
up
approximately
seventeen
and
twenty
four
percent
respectively.
B
B
This
next
slide
shows
that
small
portions
of
riders
make
up
large
portions
of
costs.
Again,
we've
displayed
this
slide
to
City
Council
before
two
things
that
I
want
to
call
out
here
in
particular,
as
mentioned
before,
VPS
door-to-door
costs
continue
to
grow.
They
continue
to
be
an
area
of
growth
that
we
don't
have
as
much
control
over.
B
B
This
next
slide
we're
showing
that
yellow
bus
expenses
comprise
78%
of
all
costs,
also
called
out
some
notable
changes
from
FY
18
to
FY
19.
As
you
can
see
in
the
text
below
a
couple
explanations
of
what
you
see
there
again,
more
than
three-quarters
of
our
costs
are
related
to
yellow
bus
service.
Nearly
half
of
our
costs
are
tied
into
our
driver
costs,
our
driver
salaries,
our
driver
benefits
they
represent
roughly
50%
of
the
entire
transportation
budget
within
that
for
next
year,
we're
expecting
an
increase
of
roughly
$300,000.
B
That
in
itself
is
a
little
complicated
because
we
do
expect
there
to
be
more
than
a
four
million
dollar
increase
in
continued
door-to-door
growth.
In
addition
to
that,
we're
also
seeing
continued
growth
in
the
placement
of
students
and
private
special
education
facilities
and
other
costs
outside
of
our
control.
B
However,
we
are
continuing
the
next
phase
of
work
related
to
the
transportation
challenge
by
continuing
to
do
what
we
can
to
optimize
our
bus
routes
that
we
hope
will
lead
to
a
3.8
million
dollar
savings
next
year,
allowing
for
that
entire
area
of
costs
to
only
amount
to
a
three
hundred
thousand
dollar
increase.
In
addition
to
that,
I
was
called
out
above
our
bus.
Monitor
costs
are
rising
rapidly
door
to
due
to
the
growth
in
door-to-door
ridership.
B
This
here
is
our
final
slide
on
transportation,
and
what
it
shows
is
that
we
are
trying
everything
we
can
to
work
on
a
number
of
initiatives
to
reduce
overall
costs.
As
mentioned
a
second
ago,
we
will
continue
to
strive
to
make
our
system
as
efficient
as
possible
without
sacrificing
safety
or
on-time
performance.
Now,
on
that
note,
I'm
happy
to
say
that
the
result
of
the
transportation
challenge
earlier
this
year
allowed
us
to
reduce
our
bus
fleet
by
50
buses,
which
was
the
largest
single
year,
drop
that
the
department
had
ever
had.
B
In
addition
to
that,
our
on-time
performance
has
stayed
competitive
with
prior
years
and,
in
fact,
has
been
better
than
last
year
for
most
of
the
last
six
months,
as
mentioned
before,
will
also
continue
to
do
what
we
can
related
to
our
opt-out
campaign.
We've
actually
just
begun
that
again
this
spring
to
try
to
remove
students
from
service
if
they're
not
riding
the
bus.
B
The
other
points
that
you
see
here
on
this
slide.
We
will
continue
to
do
what
we
can
to
improve
service
delivery.
One
point
of
note
is
that
we
will
do
everything
we
can
to
make
sure
that
we're
monitoring,
modernizing
our
monitor
service,
to
bring
efficiency
and
optimization
to
that
unit,
as
we
have
to
our
bussing
unit
for
innovation
and
partnerships,
were
very
proud
of
the
partnership
that
we
struck
with
MIT
through
the
transportation
challenge.
B
Last
year,
we
are
continuing
to
work
with
them
on
innovations
that
we
hope
will
yield
cost
savings
and
improved
service
in
the
years
to
come
and
vendor
contract
management.
Clearly,
as
you
can
tell,
most
of
our
budget,
is
tied
up
in
our
yellow
busting
costs,
which
are
controlled
by
transitive,
our
private
contractor,
whom
we
work
closely
with
to
deliver
service
to
our
schoolchildren.
B
It's
incumbent
upon
us
to
continue
to
do
what
we
can
to
improve
vendor
contract
management
so
that
we're
holding
certain
things
in
check,
like
exception
time,
which
we
talked
about
before,
so
that
drivers
are
being
paid
for
the
time
they
actually
spend,
driving
our
students
to
and
from
school,
and
not
for
other
time.
In
addition
to
that,
we're
working
very
closely
with
Transdev
to
make
sure
that
drivers
are
being
put
back
on
the
road.
B
The
drivers
are
leaving
the
bus
yards
on
time
and
so
on
and
so
forth
with
that
I'll
close
out
the
discussion
for
transportation,
but
certainly
we
will
be
available
to
answer
as
many
questions
as
we
can
afterwards
and
I'd
like
to
pass
it
to
Lara
Benavides.
Our
executive
director
of
food
nutrition
services
are
presented
to
you
before
she
is
a
delight
she's.
A
tremendous
leader
of
this
department
and
I
expect
that
you'll
think
the
same
after
hearing
from
her
today.
Thank
you.
Thank
you.
Thank.
A
D
C
To
provide
to
provide
an
update
on
our
budget
overview
and
how
we
build
our
budgets,
so
we
are
a
school
district
that
participates
in
the
National,
School
Lunch
and
school
breakfast
programs,
as
well
as
provide
after-school
meals
by
participating
in
these
programs.
We
are
required
to
serve
meals,
that
meet
federal
meal
pattern
guidelines
and
in
exchange,
the
USDA
which
administers
the
program,
provides
subsidies
in
USDA
foods
for
each
reimbursable
meal
we
serve
so,
therefore,
the
majority
of
our
funding
and
revenue
is
covered
by
USDA
and
it's
generated
on
a
per-student
meal
basis.
C
The
reimbursement
received
by
USDA
can
increase
annually
on
average
between
one
and
two
percent.
However,
even
with
this
increase,
it
does
not
address
escalating
costs
in
food
and
labor,
both
in
which
both
of
these
categories
are
two
largest
expenses
that
we
have
seen
in
a
continual
rise
in
this
year.
As
part
of
those
costs.
This
year,
we
embarked
on
an
opportunity
to
provide
a
different
model
of
service
for
our
schools
that
do
not
have
kitchens,
which
we
commonly
call
satellite
schools.
C
We
selected
revolution
foods
for
breakfast
and
lunch
meals
in
particular
for
their
fresh
food
model.
We
also
selected
preferred
meals
to
provide
after-school
meals
to
schools
that
have
after-school
programs.
Both
of
these
vendors
provide
prepackaged
meals
that
are
of
higher
quality,
but
also
come
at
an
increased
price.
We
do
recognize
that
there
is
an
overall
challenge
of
providing
high
quality
food
of
high
nutritional
value
within
budget
to
all
of
our
students.
We
continue
to
focus
on
being
self
sustaining
and
meet
our
budget
needs
based
on
the
federal
reimbursements.
C
We
have
seen
a
decline
in
our
deficit
in
the
last
few
years
and
have
relied
on
less
of
by
the
district
general
fund,
but
it
increased
this
year,
but
because
we
were
driven
on
a
per
meal
basis,
we
focus
on
participation
and
where
we
can
make
impacts.
Our
participation
rates
vary
across
the
district,
but
depending
on
the
school
type
or
even
the
type
of
kitchen.
However,
they
continue
to
be
higher
than
the
national
average,
but
even
with
our
budget
challenges,
we
are
committed
to
decreasing
the
deficit
through
improving
efficiencies
and
purchasing
staffing.
C
In
strategic
planning
reviews,
we
are
committed
to
piloting
out
different
processes
to
ensure
not
only
we
are
providing
good
food
to
our
students
but
are
efficient
in
our
costs
as
well.
I
know,
I
shared
a
few
words
about
our
two
new
vendors,
but
I
wanted
to
further
highlight
the
partnership
between
our
two
new
partners,
revolution,
foods
for
breakfast
and
lunch
meals,
and
preferred
meals
for
after-school
meals
as
an
opportunity
for
us
to
give
students
the
best
meals
possible.
C
This
is
an
opportunity
to
provide
a
different
model
of
service
to
go
from
frozen
meals
to
meals,
delivered
fresh
daily.
Each
program
provides
significant
benefits
to
our
students
and
to
our
staff.
The
it's
includes
fresh
options
and
clean
labels,
meaning
our
food
has
no
artificial,
colors
flavors
sweeteners.
We
are
because
this
group's
our
customer
service
oriented
they
have
service
model
flexibility
and
look
and
with
locations
and
they've
introduced
new
partners
such
as
the
food
core
and
Commonwealth
kitchen
here
in
Boston,
and
they
utilize
our
local
products,
such
as
fresh
fish
and
seasonal
produce.
C
As
I
stated,
our
goal
is
to
be
self-sustaining,
based
on
federal
reimbursement
and
not
use
general
funding.
We
build
our
budget
to
be
based
on
the
estimated
number
of
reimbursable
meals
served
in
our
goal.
Every
day
is
to
cover
all
costs
by
the
reimbursement.
Our
two
biggest
expenditures
cover
two
areas:
food
and
labor.
This
year
we
are
projecting
our
food
costs
to
be
at
fifty
six
point:
seven
percent
of
our
revenue
at
twenty
point,
1
million,
which
is
up
by
three
point:
seven
percent
from
last
year
and
the
60
end
of
this
budget.
C
Sixty-Four
percent
is
represented
by
the
vended
meals
program.
Labor
is
the
significant
cost
at
42
percent
of
the
total
budget
at
12
point
1
million
plus
benefits
at
two
point:
eight
million
and
all
of
our
other
expenses,
such
as
repair
maintenance
facility
paper,
is
projected
at
seven
point.
Six
percent
of
our
revenue,
a
total
of
2.3
million.
C
This
slide
is
the
overall
budget
projected
for
FY
18,
plus
the
proposed
budget
for
FY
19.
It
breaks
down
our
revenue
and
costs
further.
We
are
projecting
a
drop
in
revenue,
specifically
in
breakfast
and
lunch
at
three
point:
eight
and
two
percent
respectively.
We
also
anticipate
to
receive
revenue
from
the
state
severe
needs
funds,
but
because
it
has
not
been
awarded,
we
have
not
added
it
to
our
budget,
so
there
is
a
potential
to
decrease
the
deficit
as
it
becomes
available
which
it
has
in
past
years.
C
These
issues
are
resulting
in
a
loss
of
revenue
of
one
point:
zero,
four,
five
million
dollars.
We
are
projecting
an
increase,
expense
and
food
costs
related
to
our
two
vended
meal
programs,
for
breakfast
and
lunch
and
for
after-school
meals.
Both
of
these
programs
results
in
an
added
cost
of
about
five
hundred
and
ninety
four
thousand
dollars
to
our
budget.
C
Much
of
this
expense
is
for
the
procurement
of
more
fresh
food
for
students,
which
we
know
has
a
shorter
shelf
life
and
of
this
five
hundred
ninety
four
thousand
five
hundred
and
forty
thousand
of
it
results
from
an
increase
in
participation
by
students
in
the
extended
learning
time
schools.
This
represents
in
a
service
of
an
additional
twenty
eight
hundred
meals
per
day.
We
are
also
projecting
a
significant
increase
in
labor
costs
by
eight
hundred
thousand
dollars.
C
The
increases
from
our
part-time
and
full-time
cafeteria
employees
of
this
deficit,
four
hundred
and
twenty
four
thousand
of
it-
is
from
forty
four
employees
that
were
not
charged
to
our
budget
in
1617
and
therefore
we
did
not
account
for
it
properly
in
our
budget
in
1718.
In
addition,
the
budget
did
not
recognize
the
current.
The
correct
union
contract
pay
increase,
which
result
in
additional
one
hundred
and
seventy
five
thousand
dollars
this
added
deficit.
The
addition,
the
additional
added
deficit,
it
also
includes
additional
hours,
worked
in
overtime.
C
C
This
slide
show
cases
the
participation
projection
of
the
number
of
meals
served
by
meal
type
of
breakfast
lunch
and
after-school
meals.
It
compares
the
participation
in
fiscal
year,
16,
17
and
18.
There
are
declines
and
breakfast
and
lunch,
and
but
we
are
projecting
an
increase
of
about
nineteen
percent
in
the
after-school
meal
program,
and
although
we've
had
some
challenges
in
our
budget,
we've
also
have
opportunities
to
grow
and
strategize
on
other
ways.
We
can
continue
to
evolve.
C
C
Our
goals
for
the
pilot
were
to
serve
fresher
food,
achieve
menu,
equity
and
reduce
waste
and
and
above
all,
improve
the
menu
at
the
dining
experience
for
students
with
support
of
the
Shaw
Family
Foundation,
we
had
a
soft
launch
in
April
spring
of
2017
and
a
full
school
offered
a
operation
and
forces
this
year
at
the
result
of
the
pilot,
which
is
giving
us
flexible
menus
and
increased
participation.
The
hub-and-spoke
focuses
on
choice
and
consumption.
C
In
fact,
we
saw
increases
in
participation
and
the
opportunity
to
reduce
reduce
the
number
of
pre
plated
meals.
We've
had
to
purchase
I'm
happy
to
announce
that
mayor
Walsh
will
be
expanding
the
hub-and-spoke
model
to
25
new
schools
starting
this
summer.
The
model
which
was
now
branded
and
renamed
the
my
way
cafe
and
in
Spanish
is
called
me
manera.
It
represents
a
major
bill,
BPS
investment
in
partnership
with
the
Shaw
Family
Foundation,
Boston,
Public
Schools
and
our
department
and
the
city's
public
facilities
Department.
C
The
additional
25
schools
are
located
in
the
East
Boston
Roxbury
and
Matapan
neighborhoods
bill
BPS
has
labeled
these
neighborhoods
as
a
high
priority
neighborhoods
due
to
demographic
and
so
ladies
considerations,
and
we
also
considered
their
percentage
of
economically
disadvantaged
students
which
is
higher
in
these
neighborhoods,
and
it
is
across
the
district
as
well
as
they
had
a
higher
opportunity,
indexed
as
and
and
these
particular
neighborhoods.
We
had
very
high
participation,
so
we
know
the
need
for
our
students.
Is
there.
C
Some
of
our
other
significant
highlights
include
this
year
we
signed
a
four-year
contract
with
our
AskMe
union
that
represents
all
of
our
cafeteria
employees.
It
resulted
in
a
2%
increase
for
staff
per
year
and
a
switch
to
weekly
paychecks
for
FNS.
We
were
able
to
obtain
a
meals
per
labor,
our
formula
that
provides
the
number
of
labor
hours
needed
to
support
each
cafeteria
based
on
variables,
such
as
lunch
periods,
enrollment,
school
type
and
meal
type.
C
In
addition,
we
have
moved
away
from
the
bid
process
for
hiring
staff,
so
we
now
have
the
opportunity
to
interview
both
internal
and
external
candidates
and
offer
entry-level
permanent
positions.
Another
focus
for
this
year
was
breakfast
in
the
classroom
and
breakfast
after
the
bell.
The
proposed
legislation
was
assigned
to
the
Senate
Committee
on
ways
and
means
in
April.
C
It
requires
schools,
with
60%
of
more
students
eligible
for
free
and
reduced-price
meals,
to
serve
breakfast
after
the
bell
and
I
continue
to
envision
breakfast
after
the
bell
to
be
an
opportunity
to
build
the
number
of
students
who
eat
morning
meal
at
school,
whether
it
is
after
the
bell
or
on
their
way
to
class.
We
continue
to
work
with
schools
to
customize
a
model
that
works
best.
It
is
an
opportunity
to
prepare
our
students
for
school.
C
This
year
we
were
able
to
add
two
new
locations
to
provide
breakfast
in
the
classroom,
as
well
as
five
new
locations
that
were
piloting
out
breakfast
after
the
bell
options.
We
focused
we
are
focused
for
next
year
to
include,
as
many
of
our
new
MyWay
cafe
schools,
to
launch
these
initiatives
along
with
their
new
cafeteria
and
another
bright
spot.
We,
through
the
endless
support
of
the
Kendall
foundation.
We
have
become
members
of
the
urban
school
food
Alliance.
C
Through
increased
participation
in
and
consumption
of
school
meals
through
this
award,
we
are
focused
on
student
and
parent
engagement
to
solicit
input
into
the
school
meal
programs.
The
goal
of
this
program
and
award
is
to
make
all
students
feel
as
though
school
meals
are
a
good
option
for
them.
We
will
continue
to
focus
this
year
to
drive
down
our
costs
and
to
ensure
our
students
benefit
from
enjoyable,
healthy
meals
at
school.
C
We
are
focused
on
our
processes
to
implement
my
way,
cafe,
utilize,
our
purchasing
power
to
drive
down
our
costs,
also
implement
breakfast
in
the
classroom
or
breakfast
after
the
bell
options,
but
also
to
continue
elevating
our
quality
and
continue
to
market
our
program
to
students.
Thank
you,
Thank.
A
A
On
the
labor
costs
on
page
12,
it
looks
like
yeah
thanks
you're
projecting
almost
a
two
million
dollar
plus
labor
costs
savings.
How
how
we
getting
to
that
in
light
of
you
know,
raises
and
everything
else
are
we
reducing
the
workforce
or
and
I'm
comparing
it
to?
You
know
the
FY
18
actuals,
where
it
says
fourteen
point
nine
million
and
then
proposed
budget
for
nineteen,
so.
C
The
proposed
budget
is
what
we
currently
have
in
future
in
our
and
in
our
process.
It
doesn't
include
some
of
the
these
new
additions
that
we
have.
So
it's
not
it's
not
official.
Yet
it's
I
I
know
that
it's
a
it
is
a
distinctive
difference,
but
it's
something
that
we're
so
modeling
some
of
our
changes,
including
how
we're
changing.
How
were
utilizing
the
my
way
cafe
of
how
we
can
be
able
to
minimize
some
of
our
costs
and
labor
with
a
new
model.
Okay,.
C
C
A
So
I
I'm
not
trying
to
be
combative
here,
but
it
seems
like
your
food
costs,
stay
about
the
same,
at
least
on
this
slide.
The
food
costs
are
about
the
same,
but
the
labor
cost
goes
down
significantly
so
I,
you
know
maybe
offline
or
you
can
follow
up
with.
You
know
how
we're
arriving
at
that
significant
labor
cost
savings.
Yes,.
A
Gonna
shift
to
transportation
and
join
this
came
up.
Obviously,
at
the
last
hearing
we
had
sponsored
by
a
council
rossabi
Georgia.
The
contract.
Transdev
contracts
is
up
June
30th.
We
can
you,
give
us
an
update
on
where
we
are
and
in
that
process
to
either
extend
them
or
or
not,
and
then,
before
you
answer
I,
you
know
again
looking
at
slide
35.
A
The
cost
went
up
twenty
million
dollars
from
2013
to
2014
the
year
that
we
I
guessed
exactly
that
that
contract
and
then
it
seems
to
have
levelled
out,
but
that
was
a
you
know:
twenty
two
percent
increase
in
one
year
and
it
was
you
know
by
from
the
contractor
I'm
assuming
so
if
you
could
kind
of
give
me
some
short
background
on
that.
First.
B
Short
I'd
like
to
answer
your
second
question
first
and
then
I'll
get
to
here.
First,
the
reason
why
there's
such
a
jump
in
costs
the
first
year
that
Transdev
came
into
the
contract
with
Boston
Public
Schools,
is
simply
a
result
of
the
nature
of
the
contract
so
prior
to
transit.
Taking
that
work,
the
contract
had
a
cap
on
expenses,
and
if
the
vendor
went
over
that
threshold
for
expenses,
then
the
vendor
needed
to
incur
those
costs
on
their
own
and
not
be
reimbursed
by
the
school
district
or
the
city.
B
When
that
contract
was
winding
down,
we
released
an
RFP
under
those
same
terms
and
because
this
is
a
relatively
small
industry,
with
only
a
certain
number
of
players
involved.
The
National
landscape,
following
this
understood
that
prior
vendor
was
operating
at
a
loss
for
multiple
years
because
of
the
nature
of
the
contract.
B
When
we
put
that
document
out
to
bid
no
one
bid
on
the
work
because
of
that
restriction
in
there
that
there
would
be
a
finite
cap
on
expenses,
which
would
then
most
likely
lead
to
the
vendor
operating
at
a
loss
in
order
to
attract
competition
and
interest,
we
removed
that
condition
in
a
subsequent
round
of
RFP.
And
that,
then,
is
what
yielded
a
good
response
from
a
number
of
vendors,
including
Transdev
Transdev
came
in
roughly
I
believe
10
to
12
million
dollars
below
the
incumbent
in
terms
of
the
management
fee.
B
They
were
looking
to
charge
the
district.
They
were
extremely
competitive
in
their
proposal
at
the
time
and,
quite
frankly,
they've
done
a
good
job
over
the
last
five
years,
and
so
again
answering
that
second
question.
First,
that's
why
there's
such
a
jump
in
cost?
It's
not
necessarily
because
of
the
vendor,
who
was
here,
but
more
so
because
of
the
contract
that
had
been
in
place
at
that
time.
B
Okay,
as
for
the
contracts
for
the
the
vendor
contract,
I
should
say
for
next
year,
we've
already
begun
and
have
nearly
completed
the
process
of
extending
Transdev
for
another
year.
As
part
of
that
contract
with
Transdev
formally
Veolia
was
a
five-year
contract
with
a
series
of
one-year
options
at
the
cities,
the
city's
discretion,
knowing
what
we
see
from
the
landscape,
knowing
that
transit
was
far
lower
than
the
next
most
responsible
bidder
during
the
last
round.
B
Knowing
that
we're
about
to
embark
upon
driver
negotiations
with
our
drivers
union
and
knowing
about
some
of
the
growth
that
they've
shown
us
over
this
year
in
particular,
especially
after
the
arrival
of
a
new
general
manager,
a
Transdev,
we
felt
it
most
prudent
to
extend
them
for
another
year.
At
this
time,.
B
Planned
for
next
year,
I'm-
sorry,
yes,
yeah
moving
forward
yeah,
we
don't
know
what
that
number
is
right
now,
but,
as
mentioned,
we
continue
to
work
with
MIT.
We
continue
to
refine
the
algorithm
that
they
constructed
for
us
to
help
our
bus
routing.
We
do
believe
that
there
will
be
a
further
drop
in
the
size
of
our
fleet,
but
we
don't
yet
know
at
this
time
exactly
what
that
will
be.
It's
all
very
dynamic
and
dependent
on
where
students
go
to
school
and
we
don't.
E
E
B
So
the
number
of
transported
students,
so
we
transport
something
north
of
40,000
students
every
day
through
MBTA
or
yellow
bus.
Our
door-to-door
students
comprise
nearly
11
percent
of
that
number.
However,
even
though
there
are
only
11
percent,
so
roughly
1/10
of
all
of
the
students
we
transport,
they
amount
to
roughly
4
percent
of
our
costs.
Thank.
E
You
to
go
to
slide
seven,
two
more
over
the
top
line,
the
reducing
member
of
rooted
students
who
never
ride
the
bus
was
that
that
was
the
situation
the
guy
described
years
ago,
when
my
children
were
assigned
to
a
bus,
even
though
we
had
refused
transportation,
but
yet
that
seat
was
reserved
for
my
kids,
the
entire
school
year.
So
correct.
Is
that
still
happening
you
know?
So
how
do
we
catch
up
on
that?
I
would
assume
first
week
at
two
at
school.
B
Right,
so
it
was
around
this
time
last
year,
where
we
launched
really
the
first
very
sophisticated
attempt
to
remove
students
from
service
who
were
not
riding
the
bus.
We
call
it
our
opt-out
campaign
bylaw
we're
required
to
provide
transportation
to
those
students
who
meet
the
eligibility
guidelines
for
transportation,
and
we
have
to
continue
to
do
so
until
or
unless
we
get
parental
consent
or
guardian
consent
to
remove
them
from
service.
We
identified
last
year
through
a
lengthy
process
and
working
closely
with
our
schools
to
understand
from
their
bus
rosters.
B
Every
bus
has
a
roster
who's
riding
and
who's.
Not
we
compiled
a
list
of
2,000
students
who
are
not
regularly
riding
the
bus
at
all
over
the
entire
course
of
the
1617
school
year.
We
then
launched
a
call
center,
starting
in
June
that
we
operated
until
the
middle
of
the
summer
what
we
called
every
single
one
of
those
families
and
in
some
cases
we
needed
to
call
the
multiple
times
to
reach
them.
B
Unfortunately,
when
we
were
successful
in
reaching
those
families,
we
found
that
only
about
half
were
willing
to
actually
remove
their
children
from
service,
and
so
we
identified
roughly
2,000
students
who
never
rode
the
bus
that
yielded,
though
only
1,000
students
seats
being
freed
up
from
service.
We
then
again
did
that
in
the
beginning
of
this
school
year,
as
you
said,
sometimes
it
only
takes
a
couple
weeks
for
you
to
understand
who's
gonna
be
riding
the
bus
and
who's.
Not
that
then
yielded
more
results
in
the
fall.
B
I
can't
speak
to
the
data
from
that,
but
we
had
a
very
similar
approach,
working
closely
with
schools
to
understand
who
is
riding
who's,
not
we
called
families.
We
remove
more
kids
from
the
service
in
that
time
of
year
when
we're
doing
that.
The
outshoot
of
that
the
upshoot
of
that
is
more
to
improve
service
and
timeliness
of
transportation.
It's
not
necessarily
going
home
of
costs
because
the
costs
are
already
set
by
the
by
the
drivers
bid
we're
now
starting
that
first
process
all
over
again.
B
Now
that
it's
the
spring,
we've
got
to
be
launched
in
the
call
center
over
the
next
couple
weeks,
we're
already
getting
data
from
schools
on
the
ridership.
We
will
continue
to
do
this
as
much
as
we
can
so
that
we
can
remove
these
students
from
service
and
we
always
promise
to
parents.
If
you
opt
out,
you
can
always
opt
back
in
and
we
will
get
you
back
into
service
as
quickly
as
we
can
that
you.
B
Some
cases
when
we're
making
these
phone
calls,
we
have
to
be
very
careful
about
that
in
terms
of
custody,
custody
and
so
on
and
so
forth.
So
we
try
to
work
that
through
very
closely
with
our
our
legal
and
equity
departments
when
we
launched
this
call
center
so
that
we
have
those
eyes
dotted
and
t's
crossed.
It
doesn't
come
up
very
often,
though
it'll
be
frank,.
E
Then
you're
partnering,
with
out
of
school
districts,
has
been
any
thoughts
of
partnering
with
some
of
those
types
of
companies
to
see
whether
or
not
they
could
help
reduce
transportation
costs.
Obviously,
clearly
getting
kids.
There
safely
is
of
paramount
importance
and
timely.
You
didn't
know
whether
or
not
any
thought
has
been
given
to
any
of
these
companies
that
that
do
it
and
what
are
they
doing
it
in
sort
of
a
and
a
bus
capacity?
If
you
will,
as
opposed
to
just
about
a
Sedin
capacity,
there.
B
Seems
to
be
a
growing
industry
in
that
space
companies
like
Shepherd
and
xem
car,
not
just
the
augers
and
lifts
of
the
world.
We
are
not
as
a
school
district.
We
are
not
able
to
partner
with
them
directly
by
by
drivers
contract.
Our
drivers
need
to
be
the
ones
transporting
our
students
by
law.
We
need
to
be
transporting
students
in
highly
regulated
vehicles,
so
we
cannot
broker
those
relationships
if
families
do
that
on
their
own
and
that's
certainly
up
to
them
and-
and
they
have
that
freedom
to
do
that
great
and.
E
B
B
E
Really
nutrition
question
mr.
chairman,
just
to
to
Laura
is
the
you
explained
in
detail
the
hub-and-spoke
program.
How
are
they
chosen?
So
what
was
the
sort
of
the
metrics
that
went
into
it
started
in
East
Boston
and
now
we're
gonna
open
up
25
schools
in
Roxbury
Mattapan?
What
do
we
say
to
parents
of
children
that
I
read
schools
all
across
the
city
if
they
live
in
Austin
right
and
if
they
live
in
West
Roxbury
they
live
in
Charlestown
is
a
spoken--
will
come
into
their
school
soon
or.
C
The
schools
that
were
labeled
by
built
bps
as
with
with
neighborhoods
that
were
challenging
and
then
also
taking
a
lot
of
our
other
factors,
such
as
the
opportunity
index,
as
well
as
the
free
and
reduced
price
meal
eligibility
rate
and
our
participation.
We
do
have
a
lot
of
other
districts.
Excuse
me
a
lot
of
other
neighborhoods
that
are
close
to,
but
those
are
the
things
that
we
looked
at.
We
focused
on
first,
but
we
can't
share
that.
E
F
50
last
bosses
I'm
very
happy
about
that.
I'll
stick
with
transportation
for
a
little
bit
here
on
time.
Percentage
is
90
percent.
How
will
we
work
and
get
that
higher
90
percents
great
on
a
test,
but
if
you're,
one
of
those
10%
families,
your
your
you're
running
late,
so
how
we?
How
are
we
doing
on
that?
I.
B
Guess
I'd
answer
that
question
in
two
parts
certainly
we're
doing
everything
we
can
to
improve
that
we're
proud
of
the
fact
that,
despite
some
significant
changes
to
our
busing
system
this
year,
we
were
able
to
maintain
a
relatively
high
on-time
percentage
on
par
with
previous
years
and
slightly
better
than
last
year.
We
will
continue
to
do
what
we
can
with
that.
B
One
of
our
efforts,
right
now
from
a
technical
standpoint,
is
to
make
sure
that
we're
updating
the
map
that
feeds
into
the
routing
engine
that
we
use
this
routing
software
called
Versa
trans
and
right
now
we're
trying
to
make
sure
that
that
map
is
as
as
updated
as
possible
and
also
as
dynamic
as
possible.
Right
now,
we
don't
have
as
much
flexibility
across
the
morning
and
afternoon
to
reset
the
actual
travel
speeds
that
our
buses
would
find
when
they're
out
in
the
roads
were
right
now
held
to
travel
speeds
from
years
ago.
B
So
in
the
process
so
trying
to
update
that
from
a
less
technical
and
more
factors
beyond
our
control
side
of
it.
We
also
have
an
issue
with
every.
Every
morning
we
have
a
standby
bid.
That
sometimes
takes
30
to
45
minutes
for
those
drivers
who
are
not
available
that
day
for
their
routes
to
be
bid
on
by
other
drivers
who
are
available.
That
also
holds
us
back
by
not
allowing
us
to
get
the
buses
out
of
the
yards
as
quickly
as
possible,
and
on
that
note,
we
continue
to
suffer
slightly
with
our
departure
rates.
B
That
right
now
are
still
hovering
around
40
to
50
percent
of
buses,
leaving
our
bus
yards
on
time.
We're
continuing
to
do
what
we
can
to
work
with
Transdev
and
ultimately
work
with
our
drivers
to
make
sure
that
they're
doing
what
they
can
to
get
out
of
the
yard
to
have
efficient
standby
processes
to
show
up
to
drive
everyday
okay,
I.
F
We
now
have
the
dedicated
bus
lane
it'd
be
interesting
to
see
if
you
keep
the
data
on
on
time
rates
of
the
buses
that
utilize
that
path,
Michelle,
whoa
and
I
were
out
there
this
morning
and
the
buses
are
zipping
from
Rossville
village
right
right
up
through
Forest,
Hills
and
I'm
curious
to
see
if
this,
if
there's
better
on
time
with
that
and
that
might
be
able
to
be
reflected
in
other
possible
bus
lanes
throughout
the
city.
I
know
you
had.
We
talked
about
GPS
tracking
before
is
that
those
on
the
buses
now
correct.
B
Those
are
on
the
buses,
they
went
into
our
buses
at
the
time
of
the
last
collective
bargaining
agreement
with
busing
Union,
so
they
are
on
our
buses.
We
we
use
it
when
so-called
qualifying
events
occur
behind
the
wheels
such
as
accidents
or
speeding
or
safety
incidents
related
to
the
driver
of
the
students
on
board.
We
are
not
only
allowed
to
use
it
per
the
contract
to
discipline
drivers
to
monitor
driving
on
a
regular
basis.
F
As
far
as
the
bus
drivers
themselves,
these
are
more
just
pet
peeves.
I
know
what
you
and
I
have
talked
at
length
about
when
they
stopped
and
just
randomly
awaiting
for
somebody
to
things
one.
Can
we
keep
them
off
the
sidewalks
because
Boston
as
an
old
Public,
Works
guy,
they
destroy
the
concrete,
especially
a
newer
poured
concrete,
so
I
think
that
tranch,
the
Public
Works
Department
probably
go
after
you
a
little
bit
on
some
of
that
they
do
destroy
the
concrete
sidewalks
I
made
four
buses
of
that
weight
and
then
the
second
thing
is
cut.
F
Throughs
I,
don't
know
if
other
councils
have
had
issues,
but
I
know
that,
specifically
in
high
pockets,
all
the
buses
come
back
to
read.
Ville
all
of
the
buses
don't
stay
on
the
main
road,
so
like
child
Street
in
particular,
all
of
the
buses
will
go
down
summer
as
where
the
grooc
school
is
they'll.
Take
the
right
and
then
they'll
take
the
left
on
the
child
Street
and
literally,
if
you're
on
child
Street,
there
is
a
hundred
plus
buses
going
in
and
about
45
minute
period.
F
Last
half
the
bus
at
the
bus
and
those
neighbors
are
just
losing
their
mind
as
diesel
fuel
fills
up
their
street.
So
we
keep
an
eye
on
that
and
then
the
last
thing
I
have
is
I
feel
good.
Okay,
the
last
thing
for
the
nutrition,
a
lot
of
the
teachers
I've
talked
to
in
district
5,
have
commented
about
the
throw
away
policy
with
food,
a
lot
of
them
a
concern
because
they're
by
policy
that
forced
to
throw
away
food,
that's
actually
good
oranges.
F
C
Oh,
the
official
regulation
is
through
the
USDA.
Is
that,
in
order
to
vest
to
be
a
safe
program,
you
want
to
make
sure
that
the
food
is
provided
and
served
in
a
safe
manner
to
children.
So
once
it
is
served
to
children,
we
can
create
share
tables
at
we
in
which
we
do
have
them
in
cafeterias.
We
also
when
they're,
when
schools
are
participating
or
classroom
support
is
a
participating
breakfast
in
the
classroom.
C
They
have
a
small
bins
that
they
able
to
utilize
and
put
things
that
that
are
leftover,
but
the
expectation
is
that
if
the
children
don't
pick
it
up
by
the
end
of
the
day,
we
want
to
throw
it
away.
That
is
what
our
regulations
are
in
order
to
maintain
safety
for
our
students.
Okay
and
I,
understand
and
I,
hear
the
the
plight
yeah.
C
G
You
chair
and
thank
you
all
for
being
here
and
John
I
appreciate
that
hearing
in
February
I
think
you
did
cover
a
lot
of
ground
then
so
hopefully
we'll
make
today
quicker
and
I
know.
I
play
a
bit
role,
not
council!
Ceo
was
asking
about
the
Transdev
contract.
We
did
extend
that
by
another
year,
yes
at
school
committee,
and
we
have
the
ability
to
extend
that
how
many
more
times
before
another
negotiation.
B
G
B
I
can
say
from
the
marketplace
standpoint:
it's
often
time
is
beneficial
for
school
districts
to
extend,
particularly
in
light
of
growing
costs
elsewhere.
If
that's
the
case,
it's
certainly
something
that
we
need
to
consider
Peter
Crossan
from
our
team
who's
here
today.
Let
a
lot
of
that
work
to
do
a
market
analysis
earlier
this
year,
so
that
we
were
very,
very
stringent
in
making
a
decision
to
extend
or
not
to
extend
at
that
time
it
was
a
very
logical.
B
G
B
Cannot
change
the
contract
because
they're
still
by
procurement
law
operating
under
the
exact
same
contract
that
we
started
with
them
five
years
ago?
That's
simply
a
matter
of
procurement
law.
We
can
and
do
work
with
them
on
a
regular
basis
to
make
sure
that
they're
bringing
improvements
to
beer
as
they
did
earlier
this
year
and.
B
G
B
I'm,
sorry,
that's
a
separate
pool,
so
students
experiencing
homelessness
or
students
and
transition.
That's
a
separate
pool
of
roughly
6.4
million
dollars.
That
would
not
show
up
here
because
they're
not
transported
along
with
the
private
special
education
students
they're
a
different
category.
Okay,.
G
And
is
there
another
category
of
kids
because
there
was
a
there
was
in
our
special
ed
hearing
last
week
there
was
a
line
item
on
and
I
can
go
back
and
ask
it
later
on,
but
just
other
kids
that
are
seat
involved
for
other
purposes,
but
I'll
go
back
and
check
my
notes
I'm.
So
we
don't
get
hung
up
on
that
in
our
February
hearing.
It
was
anticipated
that
we
would
be
spending
about
a
hundred
and
twenty
three
million
dollars
on
transportation.
G
H
So
the
projected
deficit
right
now
has
come
down
slightly.
It
was
hovering
around
that
123.
Our
current
projection
is
120
to
4,
so
things
have
improved
a
number
of
initiatives
such
as
what
we've
been
doing
with
exception
time,
where
we
saw
ours
on
a
weekly
basis,
go
down
from
about
2,500
I,
think
they're
turning
around
1,300.
G
B
If
you
don't
mind,
I'm
gonna,
pull
on
information
that
we
had
shared
with
City
Council
before
to
make
sure
that
I'm
repeating
the
exact
same
numbers
from
from
previously,
as
we
had
discussed
before,
we
expected
to
save
roughly
three
to
five
million
dollars
in
near-term.
That
would
have
been
effective
next
year.
That
could
have
been
reinvested
in
in
classrooms,
and
it
is
important
to
note
as
I
get
to
that
point,
that
in
all
of
our
public
discussions
related
to
this,
we
were
very
clear
that
this
was
not
about
saving.
B
B
G
B
A
transportation
perspective,
it's
hard
to
say,
I,
don't
know
if
we've
ever
looked
at
the
data.
That
way,
certainly
because
our
schools
are
now
dismissing
later
in
the
day
closer
to
rush
hour.
There
is
a
cost
associated
with
that,
but
it's
extremely
difficult
to
isolate.
You
know
when
57
schools
moved
forty
minutes
later.
What
did
that
mean
for
expenses?
It's
hard
to
isolate
that
from
all
of
the
other
factors
that
drive
costs,
cost
growth
and
transportation?
Well,.
G
Do
we
know
if
buses
are
extending
their
day
on
the
return
back,
so
the
you
know,
the
latest
school
that
gets
out
is
now
at
410
or
415,
so
they're
in
that
rush
hour,
traffic
returning
to
the
bus
yard
and
then
they're,
adding
to
our
extended
time
costs
or
whatever
you
had
explained
to
us
and
the
February
hearing
it
has
that
number
gone
up
with
the
rollout
of
those
those
four
o'clock
for
10
dismissals.
Yes,.
B
For
sure,
as
mentioned,
because
you
know
330
schools,
your
notice
missing
at
4:10
that
we
are
gonna,
have
you
know
many
more
buses
every
day
that
are
on
the
roads
in
the
middle
of
rush,
our
you
know
more
so
than
we
would
have
last
year.
We
do
also
know
for
what
it's
worth
from
data,
that
the
difference
in
traffic
between
345
and
415
in
this
city
isn't
as
dramatic
as
people
typically
assume,
because
rush
hour
begins
so
early
on
the
streets
of
Boston.
But,
yes,
it
has
had
an
impact.
I.
B
A
I
Thank
You
council
cm.
Oh
thank
you.
Laura
I
do
have
a
couple
questions
as
it
relates
to
the
summer
time
what
what
type
of
nutritional
programs
do
you
have
for
students
in
in
public
housing
that
are
close
to
schools?
You
know
I
represent
whether
it's
Mira
Loma
comical
colony,
West,
Broadway,
Philip,
Victoria,
Cathedral,
Castle
Square.
A
lot
of
these
are
what
are
the
schools
of
right
next
to
our
public
housing
developments?
Do
we
have
any
nutritional
programs
for
students
in
these
BHA
areas?
Yes,.
C
We
participate
in
the
Summer
Food
Services
program,
so
we
provide
some
meals
in
the
summer
for
those
children,
because
when
the
school
is
out
doesn't
mean
they're
not
going
hungry.
So
we
are
in
variety
of
areas
in
the
district
who
we
have
about
probably
a
little
over
a
hundred
sites
that
we
serve
for
breakfast
for
breakfast
and
lunch
in
the
summer,
and
we
will
focus
on
if
there's
any
interested
sites
that
we
want
that
we
can
be
able
to
sponsor.
We
can.
We
can
have
that
opportunity
to
provide
more
they'll.
C
C
C
I
You
and
I
have
one
question
on
transportation
as
it
relates
to
transporting
special
needs:
students,
door-to-door
transportation
door
and
wheelchair
assistance.
I
noticed
in
the
city.
There's
a
lot
of
you
know
when
the
dropping
the
students
off
at
the
school
a
lot
of
the
sidewalks
and
the
ramps
are
not
ad8
compliant.
Some
of
the
streets
are
in
rough
shape.
The
ramps
are
not
clearly
paved.
I
I,
also
see
a
lot
of
dedicated
workers
from
bps,
helping
lift
these
wheelchairs
to
get
to
get
the
students
into
the
into
the
school.
Do
we
have
a
list
of
you
know,
schools
that
are
sidewalks
that
are
not
a
DA
in
compliance,
and
what
challenge
is
that
that
makes
it
four
makes
it
difficult
for
transporting
these
students.
Do
we
have
a
list.
B
We
do
not
have
a
list.
We
certainly
can
can
take
a
look
at
that.
We
are
constantly
between
our
team
and
Transdev
steam
out
monitoring
the
safety
of
our
bus
stops
of
other
issues
related
to
what
you're
bringing
up
now.
We
can
certainly
add
that
into
the
mix
of
things
that
we
will
explore
for
sure
you.
I
B
I
That'd
be
important
to
take
an
inventory
to
see
what
ramps
are
not
working,
what
sidewalks
aren't,
working
and,
and
also
these
dedicated
professionals
that
are
assisting
these
students
onto
the
onto
the
sidewalk
they're
real
real
heroes
in
the
city,
so
I
see
them
every
day,
so
I
just
want
to
say
thank
you
to
those
those
workers
as
well
that
they're
really
the
people
that
keep
our
our
schools
going
for
sure.
Thank
you.
Thank
you.
K
K
There
are
some
schools
you
go
to
and
I'll
use
Boston
International
for
one
as
an
example,
you
can
only
stay
in
the
first
level
and
how
I
know
this
I
had
my
newborn
in
a
stroller
and
I
was
going
to
visit
and
we
were
stricted
to
the
first
level.
We
couldn't
go
anywhere
else
in
the
building
and
of
course,
naturally
you
have.
You
have
to
think
about
those
who
are
in
wheelchairs
or
who
have
other
disabilities.
K
So
I
would
love
to
see
the
list
of
schools
that
are
ABA
compliant
and
those
that
are
not
with
the
hopes
and
expectation
that
we
can
do
something
with
respect
to
that
and
I
know
it's
not
just
within
our
purview
involves
the
state
and
the
federal
government,
but
it
is
important.
So
thank
you
to
my
colleague,
councillor
Flynn.
Just
going
back
to
a
couple
things
related
to
transportation
and
I
know
we
had
the
hearing
that
councillor
sabe
George,
sponsored
in
February
that
I
think
everyone
attended.
K
At
that
time
we
discussed
the
students
166
students
that
are
transported
to
districts
outside
of
the
city
of
Boston
and
how
its
a
price
tag
of
57,000
per
student.
There
was
some
conversation
about
bps
talking
with
some
of
these
receiving
districts
to
see
if
we
could
split
cost.
Where
are
we
with
respect
to
that
short.
B
K
B
B
It
could,
but
ultimately
it's
our
responsibility
to
bear
the
cost
as
the
host
district
for
the
student
and
my
law,
that's
where
the
cost
resides.
Similarly,
there
are
some
students
who
attend
our
Horace
Mann
School
for
the
hearing-impaired
in
Boston,
and
we
know
that
there
are
other
districts
who
send
their
students
to
Boston
for
that
service
and
they
bear
the
responsibility
for
those
costs.
Well,.
K
H
M
H
H
B
K
And
so
my
question
at
the
last
transportation
hearing
was
this
idea
of
you
know
the
the
RFP
is
written
in
such
a
way
that
you
can
only
receive
certain
types
of
vendors,
so
a
uber,
for
example,
can't
reply
to
an
RFP,
because
it's
designed
in
such
a
way
that
they're
ineligible,
so
the
thought
was
why
not
put
out
an
RFI
just
to
get
a
sense
of
what
ideas
exist
out
there
to
not
only
provide
adequate
and
safe
and
reliable
transportation,
but
transportation.
That
would
also
reduce
this
overall
budget
from
120
million
dollars.
K
Right
now,
I'm,
frankly,
a
little
disappointed
that
we
extended
the
contract
for
another
year
without
having
put
out
an
RFI
or
something
that
gets
at
what
are
the
other
idea
that
exists
not
just
in
Massachusetts
or
in
the
country,
maybe
in
the
world
that
might
be
able
to
provide
not
only
reliable,
great
transportation
but
save
us
millions
of
dollars
that
we
could
later.
You
know,
reinvest
in
something
else:
food
programs
for
all
of
our
schools,
so
I'm
just
curious,
I
care
about
two
things.
K
One
is:
are
we
able
to
put
out
put
out
an
RFI
to
elicit
responses
from
different
type
of
vendors
on
what
they
might
be
able
to
do
when
it
comes
to
bps
transportation?
And
then
the
second
piece
is
to
follow
up
to
something
that
was
said
earlier
about
us
being
prohibited
by
law
from
using
certain
type
of
vendors.
I'd,
be
curious
to
learn
more
about
that,
but
I
guess
the
first
question
and
then
the
second
question
sure.
B
The
reasons
why
we
wouldn't
be
able
to
release
an
RFI
for
the
types
of
services
you're
describing
are
twofold
number
one
and
they
and
they
actually
go
hand-in-hand
with
your
second
question
number
one.
Through
our
collective
bargaining
agreement
with
our
drivers,
the
drivers
union
is
formally
recognized,
as
the
only
group
allowed
to
perform
the
service
that
we're
providing
for
our
students
in
Boston.
B
Secondly,
the
pupil
transportation
industry
is
one
of
the
most
highly
regulated
industries
in
the
nation,
and,
as
a
result
of
that,
we
are
need
to
abide
by
laws
that
require
us
to
provide
service
in
certain
kinds
of
vehicles,
including
the
yellow
buses
that
we
that
we
service
we
could
not
legally
until
law
changes,
have
a
contractual
relationship
with
the
companies
such
as
uber
or
lyft,
or
zem,
car
or
Shephard,
because
by
law
were
required
to
transport.
These
students
in
certain
kinds
of
vehicles
well.
K
What's
to
say
that
another
vendor
can't
provide
those
type
of
vehicles,
I
mean
we
don't
know
what
other
vendors
might
be
able
to
do,
because
we've
never
reached
out
so
I'm
finding
it
hard
to
so
right
now,
you're
telling
me
there
are
laws
on
the
books
that
restrict
us
from
putting
out
a
request
of
information
to
find
out
or
to
gather
what
might
be
out
there.
I
don't.
K
My
question
and
and
that's
what
I
would
like
to
see
because
I
think
that
gives
us
a
sense
of
what
is
possible
in
this
space
right
now.
We
have
no
clue
because
we're
relying
on
RFP
that
is
limited
in
its
nature,
to
only
solicit
responses
from
certain
types
of
companies
to
deliver
certain
transportation
and
we're
restricted
from
hearing
from
anyone
else
in
the
community
who
might
have
more
ideas
with
respect
to
this
and
on
the
drivers.
Piece
I
get
that
we're
in
a
contract
with
drivers
right
now.
K
With
respect
to
this
transportation
budget
and
and
for
me
this
is
frustrating
because
we
keep
talking
about
the
same
thing.
I
think.
If
we
put
out
an
RFI,
we
put
the
onus
on
people
in
the
community
to
send
us
thoughts
and
ideas.
Understanding
we
don't
always
have
it
always
figured
out
internally
as
to
what
might
be
possible
where
we
might
be
able
to
save
and
then,
if
we
get
into
the
ugly
work
of
deciding.
K
We
can't
put
the
cap
in
maybe
with
another
vendor
we
could
put
a
cap
in
who
knows,
but
I
think
if
we
keep
it
in
our
current
RFP,
we're
not
going
to
see
something
else,
and
it's
going
to
make
it
very
difficult
for
us
to
then
expect
this
budget
overall
to
go
down
and
that's
what
bothers
me.
We're
gonna
keep
coming
here,
talking
about
the
same
thing
and
getting
frankly
no
savings,
so
I.
That's
points
of
frustration,
I.
K
Think
some
of
my
colleagues
share
I,
guess
my
time
is
up
I'm
getting
in
I
thank
you
and
on
the
food.
This
is
incredible.
Of
course,
I
would
love
to
see
the
fresh
food
programs
expand
expanded
to
every
school,
but
I
love
that
you
guys
are
using
opportunity
index
to
identify
those
schools
most
in
need.
But
of
course
every
student
needs
great
food,
but
maybe
we
can
someday
get
transportation
dollars
to
pour
into
these
initiatives,
so
every
school
has
fresh
food,
but
here
we
go.
Thank
you
guys.
Thank.
N
You,
mr.
chairman,
good
afternoon,
ladies
and
gentlemen,
obviously
last
December
there
was
a
proposal
to
radically
change
the
school
start
times
at
many
many
schools.
I
know
it
was
well-intentioned.
I
obviously
had
a
lot
of
concerned
and
opposed
it,
and
it
was
decided
that
that
would
be
PS
would
withdraw
that
plan
and
begin
a
sort
of
a
better,
more
transparent,
robust
public
process.
Is
that
begun?
Are
we
I
guess
the
question
is:
has
that
begun
and
if
not
John?
B
N
B
It's
been
on
hold
since
December.
There
have
been
no
meaty
discussions
related
to
this
no
plan
in
place
for
how
and
when
to
engage
the
public
again.
Certainly
it's
not
ever
far
from
the
backs
of
our
minds
and
as
dr.
Chang
had
mentioned
in
his
letter
to
the
community,
it's
something
that
we
do
need
to
reconsider
at
another
time.
We
just
have
not
made
decisions
yet
on
what
that
time
will
be,
and.
N
I'm
certainly
not
advocating
for
that
to
begin,
but
I
would
reiterate
them.
It
sounds
like
we're
on
the
same
page
that
if
indeed
that
conversation
is
opened
up
again,
then
we
have
as
long
of
a
process
as
necessary
to
just
work
with
families
work
with
schools
work
with
the
communities
going
forward,
because
I
think
that
was
part
of
certainly
my
opposition
to
it
earlier
and
on
that,
and
in
this
some
what
goes
into
transportation.
N
N
B
N
Again,
I
just
ask
that
we
keep
it
as
and
I'm
sure
we're
on
the
same
page
here,
it's
just
the
transparent
process
as
possible
on
school
nutrition.
Thank
you
and
you've
done
some
great
work.
There
was
a
report
in
the
globe
either
yesterday
or
Sunday.
It
was
the
ending
hunger
it
referenced.
The
ending
hunger
in
our
classrooms
report,
which
a
nonprofit
that
I
hadn't
heard
of
but
a
Boston
based
nonprofit,
had
conducted
with
urban
districts,
pointed
out
new
bedford,
Springfield,
Holyoke
Brockton
word
add
at
or
above
80%
of
students
participating.
N
Yet
in
Boston,
worse
I
wrote
down
the
quotas.
I
knew
we
were
having
this.
This
thing,
BPS
quote,
has
made
nearly
no
headway
in
achieving
the
goal
as
slightly
fewer
than
half
of
the
system's.
Approximately
55,000
students
are
eating
breakfast
in
class,
and
that
seems
to
be
borne
out
by
your
statistics
that
it's
actually
a
slight
decrease.
Can
you
talk
about
that
and
how
we
can?
How.
C
Absolutely
so,
yes,
the
report
is
accurate,
it's
correct,
so
the
information
is
that
we
did
drop
an
hour
in
our
participation
for
breakfast.
It
was
my
focus
for
this
year
to
be
part
and
include
as
many
schools
that
are
interested
in
changing
their
models
of
service
for
either
breakfast
after
the
bell
or
breakfast
in
the
classroom.
C
We
did
start
out
immediately
in
the
school
year
with
two
new
schools
that
were
the
intro
that
were
that
had
changed
their
models
to
be
breakfast
in
the
classroom
and,
as
we
had
our
interviews
and
had
our
conversations
and
we
brought
in
and
a
whole
new
a
person
in
this
position
to
focus
on
breakfast
in
the
classroom
or
breakfast
after
the
bell
options.
We
got
to
the
middle
of
the
school
year
and
at
that
point
it
was
more
difficult
to
have
a
school
or
schools
change
their
times
to
be
able
to
meet
this
model.
C
It
is
that,
with
the
my
way
cafe
and
children
making
choices,
it's
a
little
bit
contradictory
in
the
breakfast
in
the
classroom,
because
the
breakfast
is
provided
to
the
child
and
in
the
classroom
versus
when
they
come
to
the
cafeteria
and
they're
able
to
make
a
choice.
So
we're
working
through
those
those
those
logistics
to
making
sure
that
we're
continuing
to
again
provide
access
to
prep.
I.
N
I
get
the
desired
that
the
the
my
way
Cafe
sounds
fantastic
I
wish
we
had
it
when
I
was
a
student
at
bps,
but
I
think
that
the
mayor
logistics
would
dictate
for
some
schools
you
have
to
eat
in
the
classroom.
That's
that's
how
Brockton
others
Holyoke
New
Bedford
have
been
able
to
hit
those
rates
so
and
I
come
from
a
family
of
teachers,
two
of
whom
you
know
would
serve
breakfast
in
the
classroom
and
it
does
just
have
such
a
positive
benefit.
N
So
I
agree
with
you
that
that
the
ideal
scenario
would
be
to
utilize.
A
communal
space
have
more
options
that
you
know
be
more
culturally
competent,
certainly,
but
until
we
have
that
luxury
I
think
we
really
need
to
use
all
tools
that
we
have.
So
my
time
is
up
and
I
appreciate
it
and
we'll
look
forward
to
future.
A
O
Good
afternoon,
thank
you
so
much
for
being
here.
I
have
questions
regarding
transportation
and
the
food
services.
I
will
start
by
saying
that
I'm
very
excited
about
the
change
with
the
food
services.
I.
Think
that
provides
a
great
opportunity
to
provide
healthy
food
was
wondering
which
schools
in
Roxbury.
We
will
see
this
roll
out
in
I,
actually.
C
So
the
Roxbury
neighborhood
is
the
largest
of
neighborhood.
It
will
be
rolling
out,
so
it'll
be
the
last
neighborhood
in
the
phase,
but
it's
a
Boston
day
and
evening
Academy
the
Dudley
Street
neighborhood
charter,
elementary
Ellis
elementary
Fenway
High
School
Hale
Elementary
Haynes,
Early,
Education,
Center,
Theater,
nandus
K
through
8
Higginson,
elementary
Higginson
lewis,
the
madison
park,
vocational
high
school
Mason,
elementary
Mendel
elementary
orchard
gardens
and
the
Tobin
and
I'm
more
than
happy
to
send
this
information.
Yes,
if.
O
You
could
that
would
be
great.
So
that's
wonderful,
I'm
wondering
with
menu
options.
Do
students
participate
and
making
suggestions
as
to
what
they
would
like
to
see,
and
how
do
you
take
into
account
the
student
demographics
in
terms
of
their
cultural
and
ethnic
backgrounds,
and
do
you
try
to
provide
foods
that
would
be
not
only
healthy
but
taste
good
and
have
that
kind
of
diversity
represented
in
terms
of
the
menu
that
is.
C
C
Is
that
we're
continuously
changing
our
menu
to
to
incorporate
the
feedback
from
the
students,
so
part
of
that
is
also
not
only
just
having
base
items
such
as
either
pasta
or
rice
or
a
meat
entree
or
vegetarian
entree,
but
it's
also
providing
items
after
the
child
has
gone
through
the
line
such
as
including
spice
bars
or
things
that
they
or
sauces
that
they
can
make
the
item
more
more
that
meets
their
needs
or
they're
a
little
more
spicy
or
a
little
more
flavor.
Those
kinds
of
things.
O
B
B
B
O
B
O
H
O
In
terms
of
you
know,
working
with
charter
schools
or
parochial
schools
around
so
you're,
you
have
to
provide
transportation
based
on
what
the
state
says,
how
have
either
of
those
systems
I'll
use
the
word
system,
even
though
they're
not
systems,
how
have
they
adopted
to
BPS?
Have
they
adopted
the
assignment
the
transportation
plan
that
you're
using
in
terms
of
these
smaller
geographic
zones,
or
is
it
still
just
they
expect
citywide
from
you
know,
Matapan
to
East
Boston,
the.
B
O
B
Believe
we
have
that
analysis
in
front
of
us.
We
can
always
get
that
back
to
you
for
obvious
reasons.
They
are
more
apt
to
have
a
longer
transportation
scheme
than
than
a
Boston
Public
School
student
would
simply
because
they
are
citywide
by
nature
and
they're
not
confined
by
home,
based
assignment
right.
O
But
when
we
hear
you
know
when
there
are
meetings
involving
the
Boston
compact
or
when
they
were
discussions
around,
you
know
a
universal
kind
of
enrollment.
There
was
always
this
a
suggestion
that
there
was
a
willingness
of
charter
schools
to
be
more
aligned
to
what
BPS
was
doing
in
terms
of
transportation.
So
are
you
saying
that
that's
not
actually
bearing
out
that
it's
still
just
kind
of
all
over
the
place
as.
B
Of
right
now,
yes,
that's
that's
what's
happening,
yes,
and
it
is
worth
bringing
that
idea
back
up
to
the
compact,
for
example,
or
to
our
charter
partners,
to
determine
if
they
would
be
amenable
to
applying
the
same
type
of
structure
that
we
have
to
assignment
in
Boston,
Public
Schools.
The
other
thing
that's
caused
a
small
issue
in
some
cases
with
charters
is
the
geography
of
the
charter
school
changes
more
frequently
than
it
does
with
district
schools,
and
in
fact
there
was
a
school
not
long
ago.
That
was
in
Brighton.
That's
now
in
Dorchester,.
P
Thank
You
mr.
chair
good
good
afternoon,
John
thanks
for
coming
out
and
your
team.
Just
a
couple
of
questions
here
join.
Can
you
explain
to
me
the
different
transportation
types
I
mean
I,
think
I
have
an
understanding
of
it,
but
Corner
Bosco,
Abbas,
MBTA
and
MBTA.
We
explain
those
MBTA
relationships
to
me.
What
is
what
is
our
cost
to
the
NBA
to
MBTA?
Is
there
any
cost
and
the
straight
MBTA
it's
mostly
sixth
graders
through
high
school,
we
give
them
the
chao-li
passes
or
what's
our
cost
there
so.
B
The
cost
that
we
bear
in
providing
MBTA
passes
for
students
in
7
to
12.
We
do
have
some
sixth
graders
auntie
passes
as
well.
I
believe
it's
$28
per
pass,
29,
sorry
$29
per
pass
per
month
for
students
over
10
months,
so
on
average
it
costs
us
$290
for
every
student.
As
long
as
they're
eligible
for
the
seventh
and
eighth
graders
receiving
t
passes,
they
need
to
live
outside
of
the
mile
and
a
half
from
school
for
nine
to
twelve.
They
need
to
live
outside
of
two
miles
from
school.
B
B
Corner
bus
MBTA
simply
means
that
for
many
of
our
high
schools
in
particular,
we
have
shuttle
bus
service
and
in
order
to
get
to
the
shuttles
many
times,
students
will
take
the
MBTA
to,
for
example,
and
ER
station
and
they'll
get
on
a
shell
bus
from
and
ER
station.
That
will
take
them
to
a
number
of
different
high
schools.
There
are
different
shuttle
buses
for
different
schools
and
Forest
Hills
and
drew
a
number
of
other
hubs
that
leave
from.
P
Hubs,
yes,
okay,
thank
you!
So
when
we
change
when
we
went
to
the
to
the
the
different
districts
it
was
about
five
years
ago
was
before
before
you
guys,
we
was
there
any
savings
they
did
did
we
did.
We
actually
create
any
walkers
under
that
plan,
or
did
it
just
stay
the
same
same
amount
of
kids
on
the
buses
just
being
busted
different
places,
similar.
B
B
We
do
see
that
the
average
enrollment
dispersion
is
the
term
that
we
often
use
the
average
enrollment
dispersion
for
our
schools
has
started
to
drift
a
little
bit
closer
to
where
the
school
is,
however,
because
we're
still
grandfathering
transportation
for
students
who
entered
the
school
pre
from
the
previous
assignment
system
and
may
be
more
important
because
we're
allowing
siblings
of
those
children
to
be
grandfathered
until
they're
completed
with
their
schooling.
What
we're
seeing
right
now
is
that
the
the
areas
where
our
schools
were
drawn
from
before
are
now
less
dense,
but
they're
still
there.
B
B
P
And
to
talk
about
the
the
transportation
for
the
for
the
homeless,
children,
it's
gonna
pay
a
couple
hundred
kids
up
to
six
hundred
or
whatever.
Is
there
a
long-term
plan,
this
or
so
they're
homeless,
originally
from
Boston,
but
they
end
up
in
wherever
they
end
up?
If
they,
if
they
end
up
in
more
stable
housing
in
those
surrounding
communities,
will
they
be
transferred
into
those
those
school
districts?
Do
we
have
any
sense
of
that?
What's
what's
the
planning
around
that-
or
we
just
have
to
take
a
case
by
case
from.
B
A
little
bit
confusing,
we
have
the
reason
why
I
say
it's
confusing:
we
have
608
bus
routes
on
the
road
we
actually
have
852
bus
drivers.
However,
as
of
the
last
count,
107
of
them
are
on
a
long
term,
leave
of
absence,
51
of
whom
have
never
actually
driven
for
the
current
vendor,
but
because
of
the
collective
bargaining
agreement
restriction
we
they're
still
on
the
books,
we're
still
carrying
yeah.
We
also
have
to
carry
a
mandatory
14
percent
standby
rate
of
drivers.
That
means,
however,
many
bus
routes.
You
have
you
need
to
carry
that
times.
B
14
percent
of
additional
drivers
to
act
as
standbys,
available
in
case
of
need
because
of
attendance
challenges
that
we
often
have
the
number
of
available
available
drivers
is
far
lower
than
what
that
standby
rate
would
imply.
Knowing
that
we're
making
changes
this
year,
we
intentionally
went
into
the
year
with
a
20%
standby
rate,
which,
as
you
can
tell,
is
a
good
ways
higher
than
the
14%
that
we're
contractual
obligated
to
provide,
but.
P
B
It's
exception
time,
forgive
the
term
because
it's
not
very
self-explanatory
but
and
John
rate
you
can
weigh
in
after
this
but
exception
time
is
when
a
driver
performs
a
route
or
longer
than
the
route
has
been
designated
to
perform
under.
So,
for
example,
if
you
were
a
bus
driver
and
you
should
be
leaving
the
yard
every
day
at
6
a.m.
and
get
back
by
10:00,
your
route
is
designated
as
4
hours.
B
M
You,
mr.
chairman,
and
thank
you
all
for
being
here
and
a
special
thank
you
on
the
food
and
a
nutrition
service
side.
Dr.
B,
a
minute
I
am
so
proud
to
have
played
a
part
in
the
poaching
of
you
from
California.
You've
been
an
incredible
contribution
and,
as
I
tell
the
story,
often
when
superintendent
Chang
came
on
board
and
my
first
meeting
with
him,
this
was
the
number
one
item
on
the
agenda
and
he
said
I
knew
you
were
gonna.
Ask
about
this.
Everyone
told
me
your
commitment
to
improving
the
quality
of
school
food.
M
We
have
partnered
on
many
things
from
the
vendor
contract
hearing
to
parrot
in
student
taste,
testings
too
many
working
groups,
it's
a
culinary
arts
challenges
and
so
again,
I.
Just
thank
you
for
your
partnership
and
the
lion's
share
of
my
questions
are
going
to
be
in
this
space
but
again
kudos
to
you
in
the
entire
department.
Okay,
so
my
first
question
is:
could
you
tell
us
if
ultimately,
there
is
a
plan
to
return
to
a
central
kitchen,
or
will
we
just
expand
out
this
hub-and-spoke
sort
of
model.
C
Great
question
I
think,
for
as
we
are
looking
and
exploring
more
and
more
information
of
how
the
hub-and-spoke
project
is
working,
we
are
seeing
it
as
a
mini
central
kitchen
for
it
where
the
hub
is
east,
boston,
high
school
and
it's
providing
meals
out
to
three
other
schools
that
were
previously
satellite
schools
that
we
built
out
to
be
central
kitchen
to
be
their
own
small
kitchens.
So
in
modeling
that
in
thinking
through
how
that
would
expand
across
the
district
it'd
be.
That
is
still
something.
That's
still
in
the
works.
C
M
Well,
you
know
I
think
you
know.
Ultimately
that's
the
goal
here
is
that
you
know,
although
we
did
work
closely
together
and
you
know
we're
pleased
to
have
a
vendor,
that's
providing
you
know,
fresher
and
healthier
food
love.
This
model,
the
deconstructed
meal,
the
students,
you
know
making
those
personal
choices
about
healthier
eating,
but
I
do
see
an
opportunity
here
for
the
economy,
our
local
economy,
so
I
hope
that
that's
the
ultimate
goal
is
to
get
us
to
a
Farm
to
School
model,
so
I
think.
C
M
C
Goal
that
is
part
of
our
plan
to
making
sure
that
we,
whatever
we
are
utilizing,
we
can
put
it
back
into
the
environment
so
that
we
can
continue
to
grow
back,
come
back
into
our
food
systems,
but
as
of
right
now
we
don't
have
any.
We.
We
have
a
couple
of
schools
here
there
that
may
do
their
own
composting,
but
we
don't
have
a
district
district
wide.
M
Okay-
and
so
then
you
know
in
our
efforts
to
make
the
food
more
culturally
relevant,
more
nutrient
dense
more
palatable.
It
was
our
hope
that,
ultimately,
that
would
mean
that
we
would
also
see
lesser
food
waste
and
so
I'm
just
curious.
How
do
you
quantify
that?
How
do
you
determine
what
the
level
of
food
waste
is
and
do
we
see
a
drop-off.
C
We
see
more
of
the
drop-off
in
sites
where
they're
preparing
their
meals,
because
you
can
be
able
to
make
when
you're
doing
your
production
and
be
able
to
utilize
some
of
the
items
that
you
don't
use
and
you
use
it
the
next
day,
because
you
have
proper
facilities
to
store
and
to
and
to
reheat
and
then
to
serve
again
for
the
next
day.
So
that
way,
the
waste
is
minimal
at
locations
where
we
do
pre
plated
meals.
The
waste
is
higher
simply
because
it
is
a
fresher
product
and
it
doesn't.
M
C
M
And
then
you
know
one
of
the
things
that
I
really
appreciate
was.
You
know
a
demonstrated
commitment
by
your
department
to
strengthen
the
opportunity
to
here
from
the
consumers
from
the
students
you
know,
and
that
was
why
we
agreed
to
have
menus
that
would
be
more
culturally
relevant
right
and
so
I'm
just
wondering
is
that
feedback,
something
that's
still
happening
in
real
time
from
students
in
terms
of
mini
offerings?
Yes,.
C
We
continue
to
work
with
project
bread,
as
one
of
our
partners
that
goes
out
and
tries
out
tell
you
that
does
a
lot
of
taste
testing
for
a
lot
of
different
menu
menu
items
and
recipes
that
I
can
send
you
a
schedule
of
what
we
have
taste
tested
and
we
want
to
get
student.
Our
goal
is
to
get
at
least
a
75%
student
approval
rating
before
we
put
it
on
the
menu
for
district-wide,
okay,
great
okay,.
M
All
right,
thank
you.
Thank
you
very
much
for
that
and
then
I'm
just
curious.
You
know
given
rising
obesity
and
things
like
that
and
I
do
see
all
these
things
working
together.
So
can
someone
tell
me,
are
you
required
by
law
to
make
sure
that
every
student
has
access
to
gym
and
is
experiencing
recess
I'm,
just
because
I
see
all
these
parts
working
together
so
can
someone
answer
that
is
every
child
getting
recess
and
getting
gym
I.
M
To
you
like
well,
so
I'll
bring
a
full
circle
so,
on
the
federal
level,
how
are
we
faring
according
to
the
guidelines
that
Michelle
Obama,
former
first
lady
rolled
out
in
terms
of
the
healthy
and
hungry
free
child
initiative?
Are
we
keeping
pace
in
reducing
salt
and
sodium,
and
so
how
should
we
talk
now
about
what
it
is
we're
providing
in
order
to
combat
childhood
obesity?
So.
C
The
the
Healthy
hunger-free
Kids
Act
from
the
under
the
Obama
administration,
which
focused
on
increasing
the
amount
of
whole
grains
that
we
want
to
provide
to
students
as
well
as
reducing
sodium.
They
provided
the
reduction
of
sodium
into
three
target
levels,
so
the
second
so
for
sodium
for
the
second.
The
second
target
level
was
due
for
districts
this
past
school
year,
I'm
happy
to
say
that
Boston
moved
forward
with
target
to
increase
it,
removing
the
target
two
levels
of
the
sodium
that
was
that
was
required
to
be
holding
up
the
Healthy
hunger-free
Kids
Act.
C
C
Me
I
have
my
list
so
I
make
sure
I
have
it
correct,
so
we
are
focused
on
being
as
clean
as
possible
and
we
want
to
do
everything
we
can
to
be
our
serve
our
labels
to
be
to
have
that
to
process,
and
so
that
would
be
no
artificial,
colors,
flavors
sweeteners
or
preservatives
no
high
fructose
corn
syrup
or
trans
fats.
Our
next
biggest
one
is
eliminating
bleached
flour
and
antibiotics.
Those
are
our
two
big
focuses.
Okay,.
M
M
We
also
be
investing
in
the
professional
development
of
our
food
service
workers
and
it's
my
understanding
that
sometimes
they
feel
you
know
understaffed
I
know
used
to
have
some
positions
to
be
filled,
I'm
just
wondering
if
you're
working
with
community
partners
like
NiCad
or
others
that
could
then
get
credit.
You
know
towards
their
own
program,
while
also
offering
the
extra
hands
needed
in
the
kitchen.
So.
C
Make
sure
you're
on
that
list,
okay,
and
as
also
as
we
learned
from
the
the
hub-and-spoke
project,
which
is
you
know,
transformed
into
the
my
way
cafe.
Clearly,
training
is
an
opportunity
for
us
to
be
able
to
invest
in
our
staff,
because
it
is
very
different
from
a
process
where
you
heat
and
serve
yes
to
where
you're
actually
prepping.
And
then
it's
a
lot
of
engagement
with
students,
which
is
oh
I,
think
it's
a
wonderful
thing.
M
Well,
okay,
great
and
then
I
think
the
chairs
indulgence.
My
final
question
unrelated
to
food
is
I,
saw
a
bullet
here
about
the
MWBE
spend
and
instead
see
attached,
page
and
I
just
had
difficulty,
because
just
something
we're
just
asking
you
know,
given
our
shared
goals
to
address
income,
inequality
in
the
wealth
gap
and
counselor,
when
I
had
worked
with
the
mayor
to
pass
an
ordinance
to
strengthen
the
city
spend
when
it
comes
to
MWBE,
you
know
vendor
and
contracting
opportunities.
So
I
was
just
wondering
if
someone
could
answer
that.
D
A
Q
Thank
you
so
much
I.
Luckily,
a
lot
of
my
questions
have
already
been
answered
and
I
really
appreciate
your
thoroughness.
I
wanted
to
also
congratulate
you
on
the
school
lunch.
Endeavor
I
think
that's
actually,
where
we
met
in
East
Boston,
which
is
in
my
district.
The
food
was
excellent
and
I
see
you
have
a
picture
of
me
eating
it.
Q
Yeah,
so
that
was
a
true
smile
honestly
meeting
the
kids
and
just
seeing
their
general
genuine
joy
to
see
them
be
excited
about
a
school.
Lunch
was
also
something
that
was
really
really
satisfying
and
it
made
me
bring
it
really
brought
warm
for
my
heart,
so
you
guys
are
doing
an
amazing
job
and
a
state
expand.
So
congratulations
on
that.
I
just
wanted
to
talk
a
little
bit
about
some
specific
busing
questions
and
then
I'll
sort
of
pick
up
on
some
of
the
grade
configuration
questions.
Q
J
J
B
H
K
H
Q
So
it's
really
not
a
an
intentional
program
or
act
to
switch
all
of
your
buses
to
propane
it's
just
incidental,
as
you
are
replacing
bustles
buses,
you're,
just
gonna
use,
propane,
I!
Guess
for
me,
intentional
would
be
you
know
we
have
less
than
half
of
our
buses
are
propane.
We
want
all
of
them
to
be
propane.
The
goal
is
to
do
this
and
we
will
do
it
it
more
aggressively
than
just
waiting
for
buses
to
have
to
retire
and
that's
to
get
them
messy
as
we
need
them.
We.
H
Are
intentionally
going
after
propane,
it's
just
the
means
and
how
we
want
to
do.
I
guess,
lifecycle
management
with
all
of
our
buses.
Is
you
want
to
do
it
in
a
cyclical
kind
of
way,
so
you're
not
buying
600
new
buses,
every
10
15
years
you're
buying
you
kind
of
inch
by
inch,
so
they
are
recycling
in
a
more
a
cyclical
kind
of
way.
We
are
doing
it
for
the
environmental
and
then
also
in
terms
of
noise.
Diesel
buses
are
much
more
noisy
and
then
I've
spoken
to.
H
B
Would
say
just
to
briefly
expand
on
that
is
that,
yes,
it
is
intentionally
moving
in
that
direction,
and
we
also
try
to
make
sure
that
our
our
bus
acquisition
costs
stay
relatively
flat.
Each
aired
about
6%
of
our
budget.
If
we
were
able
to
be
more
aggressive
in
pursuing
a
switchover
to
propane
it
wouldn't
be
cost-effective
to
do
so
insofar
as
that
percentage
would
change
dramatically
and
would
lead
to
a
spike
in
costs
related
to
this
that
we
would
then
bear
out
year
over
year
because
of
the
leasing
costs
after
that.
So.
Q
Q
B
P
L
The
wrong
side
of
the
tracks
again
do
I,
have
a
button
here
as
well.
We
have
been
advancing,
we've
had
four
procurements:
we've
had
three
procurements
of
propane
buses,
86
86
and
75.
We
plan
on
purchasing
another
75
this
school
year.
The
models
that
we
have
so
far
have
been
purpose
built
and
engineered
specifically
for
our
operating
conditions,
which
are
different
than
most
school
districts.
We
only
operate
about
10
miles
per
engine
hour
and
we
run
double
the
number
of
hours.
L
As
an
average
school
district,
we
have
looked
at
electric
buses,
the
pride
that
we're
not
there
yet
with
electric
propulsion.
They
don't
have
enough
endurance
to
go
the
entire
day
reliably
and
most
of
the
technology
is
new.
Now
that
California
has
renewed
their
effort,
the
major
players
are
getting
back
into
the
market.
The
electric
bus
cost
about
two
hundred
and
fifty
thousand
dollars,
and
so
we
think
the
best
way
to
proceed
is
to
replace
as
many
older
buses
as
possible.
Q
L
Correct
and
we
well,
the
second
thing
I'd
add,
is
that
at
the
end
of
this
year,
we'll
have
all
2010
and
Asians
buses
or
newer,
which
is
some
95%
cleaner
than
2004
emissions.
So
our
missions
are
quite
clean
and
the
days
of
diesel
smoke
or
even
odor
have
gone.
But
it's
our
intention
to
continue
on
propane.
Q
That's
thank
you
very
much.
It
was
incredibly
informative
in
terms
of
the
funding
than
for
any
other
alternative
forms,
such
as
an
electric
vehicle.
Have
you
looked
to
the
state
for
funds
from
the
Volkswagen
pollution
settlement
from
other
ways
in
which
to
try
and
bring
in
other
ways
to
pay
for
that's.
Q
L
Q
Thank
you
switching
now
to
thank
you
very
much
to
the
specifically
within
my
district
I
had
a
lot
of
calls
and
concerns
about
the
BL,
a
bus
service
from
Charlestown
East
Boston
to
the
Boston,
Latin,
Academy
and
again
I
know.
I
asked
him
February
about
its
continuance.
I
know
that
it
was
a
big
issue
before
I'm
asking
now
again
in
May
whether
this
bus
will
be
discontinued
or
not,
and
what
kind
of
advantage
our
advance
notice
our
parents
would
have,
of
course,
I'd
love
for
it
to
continue.
But
I
want
to
know
I
to.
B
My
knowledge
that
decision
has
not
been
made
as
of
now
I
do
know
that
there
was
an
equity
analysis
of
shuttle
bus
service
to
all
high
schools
conducted
a
little
over
a
year
ago
by
the
office
of
equity
at
Boston,
Public
Schools,
and
it
was
through
that
decision.
Through
that
analysis,
I
should
say
that
a
decision
was
reached
that
that
particular
Shella
bus
was
not
needed.
It
did
not
meet
the
same
criteria
that
our
other
shuttle
buses
do
at
other
schools.
B
Q
I
believe
we
got
that
decision
in
August
of
last
year
and
for
a
lot
of
families
that
was
too
close
to
the
start
of
the
school
year.
So,
ideally,
you
would
be
telling
us
what
your
decision
is,
of
course,
I'm
going
on
record,
hoping
you
will
continue
the
bus,
but
I
really
think
it's
again.
This
is
my
second
ask
at
a
forum
we
asked
in
February
I'm
asking
again
in
May
for
the
decision
and
finally,
when
it
comes
to
the
grade
configurations,
I
just
want
to
again
note.
Q
It
would
be
a
huge
difference
for
us
and
for
a
lot
of
East
Boston
students
watching
because
we
don't
have
a
middle
school
in
East
Boston.
Many
I
think
it's
it's
high
as
70,
possibly
80%
of
the
Edwards
middle
school
or
East
Boston
students
were
bused
over
there
and
so
just
to
put
it
again
about
the
grade
configuration.
Q
If
we
were
to
get
K
to
sixes
in
K,
2
eights,
more
of
them
in
East
Boston,
it
would
keep
well
that's
one
way
of
saving
a
huge
amount
of
money
in
terms
of
you
wouldn't
be
busing
a
lot
of
our
middle
school-aged
kids.
Over
into
Charlestown,
we
would
actually
be
able
to
save
money
and
keep
them
in
East
Boston,
so
I
just
wanted
to
put
that
plug
in
again,
that's
something
that's
considered
I
know
no
decision
has
been.
You
stated
that
there
is
no
change
coming
for
configurations,
not.
A
A
Transportation
went
up
over
200
percent
from
1314
through
this
latest
year.
1718
and
I
got
my
receive
my
information
request
and
it
seems
like
there's
almost
double
the
amount
of
students
going
to
Arlington
Walpole,
like
all
different
suburban
towns.
Like
one
student
here,
one
student,
there
that's
got
to
be
a
tremendous
cost
driver
and
you
know,
can
you
speak
to?
B
Large
part
of
it
is
the
change
in
legislation.
Mckinney-Vento
Act
that
was
passed
about
a
year
and
a
half
ago
now
mandates
that
host
school
districts
hosted
I
should
say
the
origin,
a
school
district
of
origin
for
these
children
needs
to
continue
to
provide
the
transportation
for
that
child
through
the
end
of
their
schooling,
if
their
family
so
chooses
as
long
as
they
stay
in
a
transitional
time
or
experiencing
homelessness.
B
That
legislation
was
brand-new
about
a
year
and
a
half
ago
prior
to
that
school
districts
would
not
have
to
continue
that
service
beyond
a
certain
point,
I
forget,
if
that
was
through
the
current
school
year
or
after
ninety
days.
I,
actually,
don't
remember,
I,
don't
know
if
the
council,
you
might
know
the
school
year,
yeah
I'm,
sorry
about
that.
So
that
was
changed
to
be
a
much
steeper
burden
now
for
school
districts
to
be
R.
H
So
they're
a
couple
I've
done
a
few
ways
in
terms
of
students
who
were
in
Boston,
moved
out
and
were
placed
somewhere
and
are
coming
back
in.
We
have
the
burden
of
paying
100
percent
of
those
costs
and
then,
additionally,
for
students
that
are
currently
in
Boston,
but
we're
shipping
shipping
them
out
the
district
where
they
are
going
sets
up
the
transportation
but
we're
on
the
hook
for
a
50%
of
those
costs.
50.
M
H
A
Just
seems
to
me
that
we're
lowing
lowering
our
corner
to
corner,
which
is
the
least
expensive
transportation
that
we
provide
and
all
of
the
costs
of
Drive
transportation
costs
up,
are
increasing
at
a
very
high
rate.
200
percent
in
four
years
is
a
significant
rate.
I,
don't
know,
you
know
how
we
address
that,
but
it's
certainly
troubling,
and
you
know
I'm,
seeing
like
22
different
placements
in
1718
that
we
didn't
have
in
1314
and
we're
talking
one
student
here,
one
student.
A
B
A
G
H
G
B
R
If
the
student
is
in
the
care
of
the
state
and
living
outside
the
city,
we
pay
100%
of
the
fee
for
transporting
the
student
back
into
Boston
and
I'm,
not
sure,
if
that's
the
same
example
that
you're,
using
as
students
living
in
Boston
and
going
to
schools
in
Arlington
I,
don't
know
I,
don't
think
that's
the
same
thing.
So
we
have
students
coming
outside
of
the
city
in
core
in
the
care
of
the
state
they're
in
foster
homes,
group
homes,
star
beds,
etc.
That's
100%
what.
A
A
I
guess
my
point
is
we're
taking
on
more
of
the
more
expensive
transports
into
the
system
and
taking
on
those
costs
with
them.
Of
course,
no
help
from
the
state
who
mandates.
You
know
unfunded
mandates
if
you
will
and
and
then
we
wonder
why
our
transportation
costs
are
going
up.
Ten
twenty
percent
a
year
so
anyway,
I'm
sorry,
the.
G
G
I
think
that
there
it
would
be
helpful
to
have
some
clarity
on
the
numbers,
because
we
have
the
459
that
are
some
state,
not
state,
involve
children,
and
then
there,
the
600
number
of
students
who
are
experiencing
homelessness
or
in
the
foster
care
system
which
may
be
shared
and
then
there's
the
privates
bed
versus
outside
of
the
district
yeah.
So
there's
just
a
lot
of
numbers,
I
think
just
if
we
could
at
some
point
get
some
clarity
on
where
our
kids
are
going
and
how
much
we're
spending
to
send
them.
G
There
I
think
it
would
that
that
would
be
helpful.
Just
a
lot
of
you
know
just
there's
a
lot
of
numbers
and
it
can
be
a
little
bit
confusing
because
some
kids
fit
into
multiple
categories
for
that
expense,
I.
Think,
regardless,
though
it
is
very
expensive
and
I
think
that
the
accurate
number
is
that
57,000,
it
seems
like,
is
the
average
number
for
transporting
for.
G
Then
there
was
a
number
of
students
that
are
leaving
the
city
for
some
sort
of
private
placement
for
education
and
that
average
number
is
the
85,000
that
was
sent
over
to
us
through
a
question.
So
we
have
a
group
of
students
that
we're
spending
on
average
142
thousand
dollars
and
I
was
looking
back
through
some
of
my
old
notes,
because
I
think
it
was
just
2
years
ago
that
we
were
spending
on
average
about
a
hundred
and
eight
thousand
so
everything's
gone
up
significantly.
And
it's
not
that
some
of
these
kids
shouldn't
be
getting
that.
G
G
If
there's
some
trends
that
we're
seeing
that
we
should
be
providing
those
within
the
city
limits
so
and
I
do
want
to
say,
while
Kristen's
up
at
the
microphone
since
over
the
last
two-plus
years,
Kristen's
done
a
really
fabulous
job,
with
making
sure
that
our
students
who
are
experiencing
homelessness
that
that
gap
in
service
at
that
seven
to
ten
days
that
it
used
to
take
to
get
a
kid
when
they've
been
moved
from
one
shelter
to
another.
Getting
them
set
up
with
transportation
as
quickly
as
possible.
G
Kristen's
done
a
fabulous
job
sites,
while
you're
here
I
think
everything's.
Another
point
for
clarification.
We've
talked
a
lot
about
the
50
buses
that
we've
taken
off
the
road.
It's
actually
38
buses.
We
took
50
off,
we
had
to
add
12
back
in,
and
so
just
for.
The
record.
I
want
to
make
sure
that
that
is
just
set
straight.
How
many
drivers
do
we
have
on
leave
that
are
currently
being
paid?
I
think
that
that
question
came
up
a
little
bit
and
just.
A
G
B
G
B
G
B
One
thing
just
sorry
on
that:
no
one
innovation
that
we're
trying
to
expand
upon
is
to
work
with
our
drivers
union
to
allow
some
of
our
retired
drivers
to
come
back
as
drivers
for
our
charter
trips.
In
some
cases,
we
struggle
with
service
for
our
athletic
charters,
because
we
don't
have
any
drivers
available
and
so
we're
working
with
the
Union
to
try
to
see
if
our
retired
drivers
can
come
back
and
drive
some
of
those
trips.
Many
of
them
would
like
to
it's
a
win-win
for
both
us
in
the
Union.
Oh.
G
B
At
a
high
level,
we
we
plan
on
trying
to
reoptimize
our
bus
routing
for
this
year.
We
don't
expect
that
that
would
be
quite
as
significant
a
move
as
what
we
took
on
last
summer,
and
thank
you
for
the
clarification
on
the
on
the
reduction
of
bus
routes.
We
often
cite
the
beginning
of
the
year
number.
Last
year
we
started
at
6:46.
B
We
ended
the
year
at
6:54
this
year
we
started
the
year
596
we're
currently
at
608.
So
it
depends
on
the
time
of
year
when
you
discuss
that,
but
we
do
plan
on
reducing
the
fleet
further,
if
possible,
through
further
optimization
of
our
bus
routes,
we're
working
with
MIT
right
now,
as
I
mentioned
before,
on
updating
the
travel
speed
within
our
map.
G
Thank
you
and
then
I
would
also
say:
I
know
that
the
Bell
time
conversation
will
eventually
return.
There
are
a
number
of
schools,
as
you
know
that
were
a
handful
of
schools
should
say
it
was
a
small
number
of
schools
that
were
very
happy
with
that
change
because
they
have
gone
back
to
the
you
know,
year
after
year,
they've
been
told
that
they
would
have
a
bell
time.
Change,
I
think
it's
especially
the
9:30
starts
have
been
told
for
a
number
of
years
that
they
were
getting
moved
up.
G
Some
of
the
very
early
times
have
been
told
that
they
would
move
a
little
bit
later.
Yeah
and
I
just
hope
that
you
know
for
those
schools
that
that
later
start
time
or
that
too
early
start
time,
but
I
think
we
have
a
greater
occurrence
with
the
Lee.
The
9:30
starts
that
it
has
a
very
direct
impact
on
enrollment,
which
has
very
direct
impact
on
that
schools
budget
that
we
continue
to
go
back
to
that
conversation
because
families
haven't
fortunately
been
told
it
would
happen,
it
would
happen,
and
then
it
doesn't
happen.
G
So
thank
you
for
that.
I'm
gonna
switch
gears
to
just
my
handful
of
food
services
questions.
If
that's
okay,
can
you
talk
a
little
bit
Laura?
Thank
you
for
all
of
your
work
and
really
being
invested
in
this
this
work.
Can
you
talk
a
little
bit
about
the
amount
of
reimbursement
we've
received
from
the
federal
government
and
what
we,
what
we've
received,
what
we
anticipate
on
receiving
and
where
it
falls
with
our
goals
on
those
reimbursement
dollars?
Sure.
C
So
we
are
our
excuse
me.
The
graph
that
I
have
provided
shows
just
what
we
anticipate
to
receive
based
off
of
the
our
participated
participation
for
breakfast
and
for
lunch
and
for
after-school
meals.
So
we
are
seeing
a
decline
in
reimbursement
for
breakfast
and
a
decline
for
my
apologies.
The
ground.
C
C
Comes
count
as
when
the
child
goes
through
the
line
we
offer
five
items,
they
take
minimum
at
least
three
out
of
the
five.
This
is
for
lunch
three
out
of
the
five
and
they
pass
through
and
they
put
in
their
ID
number
and
we
can
physically
see
they
take
in
the
three
out
of
the
five
or
even
all,
five
and
they've
gone
through
and
sit
down
and
and
they
they
pass
through
the
line
and.
G
C
Think
it's
a
combination
is
if
we
don't
have
enough
points
of
service
or
if
there
is
only
22
minutes
to
eat,
especially
if
you're
combative
at
again
and
recess
of
the
children
just
really
want
to
get
out
and
play
versus
coming
in
to
eat,
and
sometimes
even
our
the
rules
that
we
have
set
up.
Just
historically
of
when
you
have
only
certain
choices
and
you're
required
to
take
certain
I
at
three
out
of
five
items,
and
if
you
only
really
want
one,
it
will
be,
it
just
discourages
you
from
participating.
C
It's
a
trend
that
I
don't
like
I'm,
not
happy
that
we're
not
seeing
the
increase
in
participation,
especially
with
all
the
efforts
that
we
put
into
it.
The
thought
process
is
learning
the
trends
and
trying
to
everything
we
can,
but
I
am
open
to
any
suggestion.
I
do
I,
am
a
firm
believer
and
I
appreciate
breakfast
after
the
bell
and
breakfast
in
the
classroom,
because
it
creates
real,
true
time
access,
but
there
is,
it
does
come
with.
C
N
Okay,
thank
you.
Thank
you
again.
So
I
think
it's
it's
slide.
Five.
You
know
you
went
over
this
I
just
want
clarification
and
we
transport
I
know
it's
a
page,
three
I'm
sorry
non
VPS
obligations.
We
transport
nine
thousand
four
hundred
twenty
five
non
VPS
students
to
135
non
VPS
sites.
These
are
22%
of
students
transported
50
percent
of
our
sites
served.
So
these
just
to
be
clear.
Our
charter,
schools,
private
parochial
school,
do
we
do
private
and
parochial
schools
are
just
parochial.
N
And
then
this
would
be
out
of
district
placement
for
students
whom
we
can't
service
in
bps
correct.
Is
there
anything
else
that
would
constitute
a
non
BPS
student
attending
a
non
VPI
school?
No,
and
can
we
get
a
bigger?
Can
you
tell
us
now
what
the
breakdown
is?
What
is
the
combined
cost
of
non
VPS
students,
and
then
you
may
have
this
in
one
of
the
apologies:
if
I've
missed
it
break
combined
cost
and
then
the
breakdown
by
private
parochial
charter
out
of
district
placement?
Yes,.
B
We
have
that
information
on
slide
22
and
what
you
have
there
is
the
number
of
students
from
FY
17,
FY
18
and
the
cost
per
student
for
17
to
18
for
each
of
those
categories.
So
private
special
education
we've
referenced
a
couple
times
in
this
hearing
today
and
the
average
cost
this
year
is
about
57
thousand
dollars
per
student
and.
N
B
N
B
B
This
year
we
have
166
students,
one
might
think,
with
more
students,
your
cost
per
pupil
would
actually
go
down,
but
the
nature
of
this
service
is
such
that,
with
the
19
more
students
we
had
this
year,
it
could
actually
be
19
more
sites
that
we're
serving
or
it
could
be,
a
number
of
other
sites
or
sites.
Now
that
are
further
away
than
sites
from
last
year,
and
so
it's
hard.
N
I
get
that
John
and
this
isn't
directed
towards
you,
but
this
is
just
what
I
don't
understand,
because
for
many
years
we
seem
to
be
decreasing
that
universe
of
students,
it's
now
growing
again,
I
understand,
there's
certain
there's.
This
whole
increase
of
you
know,
court
involved
or
state
involved,
but
I
mean
are
there?
Is
that
true
that
the
19
additional
students
that
we're
seeing
from
FY
17
to
18
are
at
that
many
more
schools,
I.
B
N
I'm
still
waiting,
so
we
have
some
folks
from
bps
here:
I'm
still
waiting
to
get
the
breakdown
on
the
non-private
sped
I,
don't
know
where
they'd
be
classified,
but
our
students
that
were
paying
to
go
to
Minuteman,
Regional
and
North
Fork
Agee
those
people.
Those
students
aren't
reflected
in
this
or
would
that
be
considered
privates
but
I
actually
don't
know
I
have
to
okay,
because
that
is
I.
Think,
though,
that
per
pupil
cost
was
in
the
hundreds
of
thousands
of
dollars,
so
I
would
assume
huge
I
mean
much
higher
than
anything
on
this
page.
N
N
N
Well,
if
we
can
get
that
information,
that
would
be
great.
Thank
you
councillor,
Edwards,
for
bringing
up
electric
vehicles.
There
are
obviously
a
whole
slew
of
incentives
for
a
individual
to
buy
or
lease
an
electric
car
that
make
it
more
cost
efficient
to
such
a
thing
exist
for
municipalities
for
the
government.
As
we
talk
about
buses,
I,
don't.
N
To
this
point
you
know
we
appreciate
going
to
propane
from
diesel,
it's
better
for
the
environment,
but
if
we
can,
if
we
can
look
at
even
beginning
with
a
couple
of
electric
buses
in
our
fleet,
I
think
that
would
both
send
the
right
message
and
we've
seen
propane
costs
increased
by
24%.
So
there
could
be
some
cost
savings.
But
do
you
know
of
any
any
rebates
that
exist
actually.
L
L
L
Ten
miles
an
engine
hour
on
average
about
about
80
miles,
so
the
product
is
coming
along.
Most
of
the
developments
been
aimed
at
California,
which
is
large,
rear-engine
buses.
The
only
product
that's
currently
available
for
us
is
really
built
by
a
backyard
shop
and
the
product
itself.
It's
not
the
propulsion
that
the
problem,
it's
the
product
itself
from
a
costume
point.
Propane
has
gone
up
this
year,
but
it's
been
far
less
volatile
than
diesel.
L
You
know
we're
now
exporting
fuels
that
we
did
not
before,
but
it's
still,
you
know
running
close
to
$1
a
gallon
less
gas.
On
the
other
hand,
anything
that
power
plants
are
powered
by
gas.
No
matter
what
pipelines
we
build
were
the
last
spigot
on
the
pipeline.
We
still
import
most
of
our
gas,
so
electricity
is
not
from
a
cost
standpoint,
more
more
efficient
or
more
cost
effective.
You
know
we
continue
to
want
to
get
the
fleet
emissions
down
as
a
total,
which
is
why
we
pursued
propane
yeah.
N
N
L
N
Good:
okay,
good
Oh,
perfect,
perfect,
okay
door
to
door
Cornish
students
do
we
have
students
that
are
originally
slated
to
be
picked
up
at
their
door
that
then,
as
they
get
older
as
for
a
whole
host
of
reasons
that
they
can
then
transfer
to
being
corner
students.
I,
don't
know
if
I'm
phrasing
that
right
but
I,
think
you
get
the
gist
of.
B
What
you're
saying?
Yes,
we
do
have
students
who
do
transition
in
that
way.
The
the
ultimate
goal
of
a
special
education
nationwide
is
to
be
able
to
serve
students
in
the
least
restrictive
environment
possible,
and
so
yes,
one
of
the
core
goals
for
a
special
education
is
to
allow
that
to
happen.
I,
don't
believe
it
happens
at
a
very
significant
rate.
B
What
I
can
say,
though,
is
that
one
of
the
other
innovations
that
we
launched
in
partnership
with
special
education
last
year
is
a
refinement
to
the
way
that
door
to
door,
accommodations
and
other
accommodations
are
meted
out
at
the
school
level.
A
new
accommodation
that
we
now
have
in
that
system
is
what's
called
accommodated
corner
so
that
we
might
not
pick
you
up
at
your
door.
D
N
End
to
your
knowledge,
do
any
urban
School
District,
so
we
have
a
unique
situation
with
our
school
transportation
that
most
other
cities
don't
have
right.
Do
any
cities
refuse
to
offer
door-to-door,
even
for
kids,
with
with
other
than
the
you
know,
extreme
accommodations?
But
do
you
know
of
any
district
that
in
the
United
States
that
may
have
another
approach
to
picking
up
students
that
needed
special
accommodations
I
mean?
Would
it
be.
N
What
would
it
be?
A
significant
savings,
I
won't
say,
abandoned
door-to-door
pickup,
but
to
to
significantly
streamline
it
so
that
we
have
more
of
that
accommodated
corner,
because
that
sounds
to
me
like
something
that
could
save
money
and
could
also
help
the
student
in
the
long
run.
The
notion
you
know
of
an
inclusion
classroom
is
sort
of
a
rising
tide
lifts
all
boats.
Is
there
any
data
points
to
suggest
that
that
could
actually
help
actualize
some
savings.
B
They
would
without
a
doubt
it
would,
it
would
lead
to
significant
savings.
Our
average
cost
for
a
door-to-door
student
in
district
is
close
to
10,000.
Our
average
cost
for
a
corner
student
is
closer
to
3,000,
an
accommodated
corner.
You
know
it's
well,
it's
not
even
putting
the
difference.
It's
much
closer
to
a
corner,
yeah
right.
We
have
a
lot
of
door-to-door
locations
on
one-way
streets
or
on-site
streets
across
Boston
that
we
need
to
get
down
and
then
back
up
and
come
back
out
with
the
bus.
B
All
of
that
is
time,
and
time
is
money
in
the
world
of
transportation.
So
certainly
it
would
be
significant
savings,
we're
working
with
special
education
to
try
to
do
that
and
to
try
to
make
sure
that
their
staff
who
are
assigning
these
accommodations
are,
as
equipped
as
we
are,
with
the
knowledge
of
the
cost
impacts
of
what
happens.
With
these
assignments
and.
N
I
would
so
that
that's
that's
positive,
to
hear
John
and
I
appreciate
that
and
I
want
to
be
clear.
I
recognize
certain
kids
are
gonna
need
the
door-to-door
accommodations.
Of
course.
We
all
know
that,
but
I
did
feel
I
have
heard
repeatedly
some
parents
who
have
a
kid
that
gets
the
door-to-door
pickup
say
we
don't
need
this
and
we
may
be
they've
expressed
it.
Maybe
they
haven't
but
I.
This
could
be.
This
could
be
something
to
watch
and
I
know.
You
are
watching
and
looking
at
that,
so.
N
Know
it's
definitely
complicated
and
then
I
know
concert
a
sabe
George
had
asked
you
and
I
think
we'll
get
some
more
information
on
the
after
school
athletics.
Can
you
just
generally
walk
me
through
what
the
process
is
for
sort
of
bps
providing
transportation
for
after
school
athletics
at
the
varsity
level,
at
the
junior
varsity
level
club
level?
How
does
that
work.
J
D
Kawa
to
transport
the
Athletics
between
one
and
four
is
done
by
existing
drivers.
That
may
be
the
standby
drivers
that
we
talked
about
the
14
percent.
Then
the
return
trip
is
usually
bid
it
out,
so
drivers
every
day
will
sign
up
and
there's
a
bidding
process
that
they'll
bid
on
work
to
take
the
return
trip.
So
but
the
key
piece
there
is
that
the
peak
charters
that
are
between
like
2
&
4,
that's.
J
Struggle,
so
if
you
know
no
one
bids
on
it,
then
we
don't
typically
have
any
problem
with
the
four
five
six
o'clock
return
trip.
There
are
drivers
that
will
bid
on
it.
That's
the
that's
fine!
It's
the
two
three
four
o'clock,
that's
problematic,
so
what
we
been
doing
is
being
creative.
If
the
driver
can
do
it
and
then
start
the
trip,
the
two
to
thirty
three
o'clock
hour.
We
package
them
together.
N
B
N
B
I
can
tell
you
for
the
month
of
April
alone,
the
cost
of
that
was
$54,000
for
the
wages
of
the
drivers,
who
are
suspended
with
pay.
That's
correct.
So
this
is.
This
is
obvious,
even
if
average
length
of
time
for
a
driver
suspended
with
pay
is
22
days,
we're
continuing
to
work
with
Transdev
and
ultimately,
with
the
Union
really
to
make
sure
that
we're
shortening
that
window
as
much
as
possible
and
to
get
those
drivers
back
on
the
road.
Okay,
Thank.
A
If
I
recall,
it
was
a
strikingly
large
percentage
of
the
entire
bus
workforce
that
didn't
show
up
to
work
on
a
daily
basis,
which
I
know
creates
catastrophic
confusion.
I
would
think
of
trying
to
cover
these
routes.
Now
can't
we
impose
some
kind
of
you
know
like
if
20
17
percent
of
the
workforce
calls
in
sick
like
you
don't
get
reimbursed
so
much
and
again,
I'm
you
know
kind
of
goals
to
reach
goals,
reversing
that
trend
of
a
quarter
of
the
workforce
not
showing
up
on
any
given
day.
Certainly.
B
B
You
know,
without
a
doubt,
that's
that's
true,
and
so
we're
trying
to
work
with
Transdev
and
ultimately
with
the
Union
to
make
sure
that
the
driver
attendance
issue
solves
itself.
If
we
consider
the
the
clawback
approach,
CEO
suggests
and
we're
I
think
you
and
I
right
now.
It
is
brainstorming
a
little
bit
on
this.
If
we
were
to
explore
that
my
fear
is
that
it
might
be
punitive
for
the
driver
who
actually
needs
to
be
out
the
next
day
because
of
a
very
legitimate
reason.
Now.
B
That
said,
we
do
fear
that
there
are
some
drivers
on
a
regular
basis
who
are
who
are
not
present
for
who
who
are
not
absent.
I
should
say
for
legitimate
reasons
and
we're
trying
to
work
with
transit
in
the
Union.
To
curb
that
I
know
in
terms
of
a
recent
snapshot
that
we
got.
Knowing
that
questions
like
this
oftentimes
come
up,
we
had
30
unexcused
absences
on
one
given
day.
In
addition
to
that,
we
had
66
other
drivers
who
are
either
suspended
with
pay
suspended
without
pay
more
on
a
formally
recognized
leave
of
absence.
B
That,
then,
does
not
include
other
drivers
who
are
on
paid
time
off
or
other
leaves
of
absence
like
grievance
day.
Bereavement
jury
duty,
things
like
that,
nor
does
it
include
107
drivers
we
mentioned
earlier,
who
are
on
long-term,
leaves
and
make
up
the
total
number
of
852
drivers,
but
never
actually
show
up
to
work
and
again
nothing
against
the
Union
other
drivers.
It's
just
something
that
we
need
to
need
to
work
on
right.
O
You
just
in
terms
of
so
Laura.
Thank
you
again
in
terms
of
the
list
of
schools
that
you're
gonna
get
me
for
Roxbury.
Could
you
also
indicate
which
are
the
hub
schools
and
then
the
schools
that
those
hub
schools
would
be
serving
in
their
area
when
you
get
that
list
in
terms
of
transportation,
wanted
to
come
back
to
the
door-to-door
and
on
page
number,
five,
my
little
key
at
the
bottom
is
cut
off.
If
you
could,
let
me
know
what
the
dark
green
light,
green
and
blue
represents.
B
B
How
about
here
the
dark
green
represents
the
charter,
transportation
costs
a
light.
Green
represents
charter
MBTA,
so
just
as
we
provide
MBTA
passes
for
BPI
students,
we
also
do
the
same
thing
for
charter,
the
dark
blue,
which
is
hardly
visible
in
the
left-hand
column,
but
somewhat
prominent
on
the
right.
That's
our
private
special
education
students,
those
are
assigned
to
facilities
outside
of
Greater
Boston
mm-hmm.
D
O
Okay,
so
you
know
what
I've
observed
over
a
number
of
years
having
followed
the
transportation
budget
in
particular,
are
a
lot
of
questions
and
concerns
around
the
choice
portion
which
steadily,
as
we've
seen,
has
been
shrinking
over
time
in
part
because
of
policy
changes
within
the
districts,
so
going
from
the
from
zone
base
to
home,
based
putting
middle
school
students
on
the
buses
on
the
MBTA
buses.
So
that's
gone
down
and
from
here
you
could
see
the
percentage
of
students
almost
the
same
as
the
cost.
O
You
know
the
door-to-door
you
know,
building
on
what
Madame
alley
was
sharing
earlier
I
hear
stories
all
the
time
about
students
who
receive
door-to-door,
who
are
able
to
take
hold
ER
students
who
are
able
to
take
public
transportation
now.
Certainly,
if
there
are
students
who
need
and
require
door-to-door
service,
they
should
receive
that.
O
But
there
are
just
stories
that
I
hear
of
you
know:
either
parents
or
young
students
themselves
who
enjoy
you
know
going
to
the
movies
with
their
friends
on
the
weekends,
on
the
tea
they
like
the
freedom
and
independence
that
that
provides
them,
but
they
still
get
door
to
door.
How
often
is
the
just?
How
often
is
the
administration
really
looking
at
who
gets
door
to
door
and
doing
so
in
a
manner
that
you
know
involves
the
parents
I
hear
you
have
this
new
closest
corner
that
you're
working
with
special?
O
Are
you
also
working
with
the
office
of
engagement?
How
are
parents
being
informed
of
this
new
direction
that
you
want
to
go
in
how
our
parents
involved
at
the
actual
IEP
meetings
and
understanding?
You
know
the
benefits
of
a
child
or
a
young
person
being
able
to
kind
of
have
that
freedom
and
autonomy
to
take
public
transportation
if
in
fact
they
are
able
and
ready
to
so
how
are
parents
I
heard
you
say
you're
working
with
special
education?
How
are
you
working
with
parents,
oftentimes.
B
That
would
be
introduced
to
parents
during
the
IEP
process
of
the
school
level,
and
I
can
tell
you
that
the
next
training
for
all
of
our
special
education
coordinators
is
happening.
This
Thursday,
May
10th
special
education
is
hosting
that
and
has
assured
me
that
they
will
make
prominent
on
the
agenda.
B
O
I
would
I
guess
suggest
to
you
if
that
is
the
only
place
that's
being
introduced,
then
oftentimes,
those
meetings
can
be,
parents
can
experience
them
as
being
hostile,
and
so,
if
that's,
where
it's
being
introduced,
I'm,
not
sure
you're
going
to
get
at
you're
trying
to
achieve
here,
I
would
suggest
that
you,
if
not
the
office
of
engagement.
Clearly
there
is
a
special
education
pact.
There
are
other
advocacy
groups
that
are
working
with
parents
of
students
with
special
needs
that
could
be
engaged
in
this
and
again
through
the
lens
of.
O
If
a
child
requires
and
needs
door
to
door,
they
should
absolutely
receive
it,
but
to
only
introduce
it
at
an
IEP
meeting.
It
doesn't
seem
to
me
that
you
would
get
the
desired
outcome
just
based
on
how
those
meetings
can
often
be
hostile
and
intense,
so
I
would
encourage
that
and
certainly
more
analysis
and
a
better
understanding
of
what
the
district
sees
as
the
number
of
students
who
would
be
ready
to
move
away
from
door
to
door,
whether
it's
the
accommodated
corner
or
something
else.
O
Just
if
you
have
those
numbers
I'm,
also
interested
in
what
the
demographic
breakdown
of
these
students
are
in
each
of
these
buckets
so
understanding
just
you
know:
charter
school
I'm,
assuming
are
largely
students
of
color
with
that
transportation.
But
just
all
of
these
buckets
here,
if
you
could
have
a
breakdown,
that
would
be
helpful
not
to
me
who's
responsible
for
monitors
on
school
buses
for
charter
schools
or
parochial
schools
that
are
getting
transportation.
Are
those
bps
employees?
O
B
Some
cases,
just
as
a
clarification,
I
apologize
for
the
interruption.
In
some
cases,
the
charter
school
may
have
one
of
their
own
employees
functioning
as
a
monitor.
If
we
didn't
have
a
monitor
that
day
or
if
they
feel
more,
that
the
bus
needs,
an
adult
presence,
it
might
not
be
a
monitor
per
se.
Monitor,
is
typically
the
language
you
use
for
students
who
have
it
through
a
special
education
process.
B
Don't
have
a
list
in
front
of
me,
but
a
large
number
of
our
high
schools
receive
shuttle
bus
service,
for
example,
West
Roxbury
Academy,
an
urban
Science
Academy
in
the
far
southwest
corner
of
the
school
district,
I
believe
at
last
count
they
had
up
to
17
different
shuttle
buses
serving
last
year.
A
number
of
are
there.
Schools,
particularly
the
high
schools,
are
receiving
shuttle
bus
service
and
for.
O
B
Criteria
that
the
criteria
that
typically
has
been
used
in
Peter
cross
ins
gonna
come
down
to
speak
in
more
detail
to
this,
but
the
criteria
it's
been
used
often
times
in
the
past,
as
has
involved
the
length
of
time
that
it
would
take
students
to
get
to
that
school.
The
number
of
transitions
via
public
transportation
er,
for
example,
in
addition
to
other
sort
of
complications
that
we
would
need
to
consider
that
would
make
life
difficult
for
the
students
getting
to
that
school.
Yeah.
L
There
are
three
three
different
reasons:
one
as
John
mentioned
was
how
long
it
would
take.
There
are
some
places
in
the
city
that
you
can't
get
from
here
there
in
time.
Typically,
we
don't
let
any
we
make
arrangements
if
students
have
to
take
more
than
three
buses
or
three
connections
that
doesn't
work
well,
and
then
we
supplement
the
MBTA's
as
supplemental
trips.
The
MBTA
runs
201
trips
for
us
a
day,
but
there
are
locations
like
would
be
LA
with
1800
kids,
with
so
many
kids
going
through
Forest
Hill
station.
L
They
run
service
to
be
LA,
as
do
we,
and
we
have
several
buses
that
go
to
West
Roxbury,
because
it's
not
sufficient
capacity,
and
we
also
have
some
oddball
stuff
that
would
go
in
a
direction
that
no
tea
bus
would
go.
So
most
of
them
are
designed
that
way,
most
of
them
in
long-standing
for
quite
a
quite
a
long
time.
Thank.
O
O
And
with
the
the
charter
school
students
I'm
really
interested
in
understanding
how
many
students
are
going,
how
many
different
schools?
How
long
those
trips
are,
how
much
that's
costing,
how
long
they
are
in
time?
How
far
away
in
terms
of
miles
like
all
of
that
analysis,
I'm
very
much
interested
in
saying
that,
if
you
could
provide
that,
that
would
be
helpful.
I
can't.
B
Tell
you
that
it's
roughly
7400
students
receiving
transportation
to
29
charter
schools-
that's
not
all
via
yellow
bus,
I,
believe
some
of
that
is
through
the
MBTA.
But
I
did
make
a
note
of
your
comment
before
about
their
average
length
of
yeah
commute
and
how
that
differs
from
the
bps
average.
We'll
get
that
to
you,
yeah.
O
B
We
work
with
Public
Works
quite
a
bit
on
protected
bike
lanes
on
88
ramps
that
councillor
Flynn
had
mentioned
earlier.
That
was
underscored
over
here
in
terms
of
bike,
racks
and
students,
biking
to
school,
I
don't
have
the
data
on
how
many
students
are
actually
doing
that
I
know
that
last
spring
we
had
a
ridership
survey
to
determine
how
many
students
were
getting
to
school
via
what
means
we
do
have
that
I
believe
from
that
survey.
Santa.
B
B
B
O
O
Last
one
yeah
last
thing
just
on
so
under
bikes
how
we
ensure
that
students,
you
know,
have
their
helmets
that
they
are
riding
safely,
that
they
is
their
education.
That
goes
along
with
that
as
well.
So
when
for
celebrating
bike
racks,
then
I
hope
that
we're
also
giving
students
the
information
that
they
need
to
make
sure
that
they're
being
safe
during
their
commutes,
not
just
to
and
from
school,
but
whenever
they
ride.
Do
you
know
if
that's
happening
school
by
school
or
I
can't
speak
to
that
counselor.
B
In
terms
of
any
education
related
to
biking
to
and
from
school,
I
think
that
might
be
more
of
a
school
level
program
that
that
certain
schools
would
endeavor
upon
based
on
the
number
of
students
they
have
bike
riding
to
school.
I
can
say
that
we're
still
very
actively
involved
in
the
safe
routes
to
school
initiative.
That's
much
more
of
a
walking
initiative
where
we
celebrate
twice
a
year.
These
safe
routes
to
school,
those
of
us
in
district
leadership
go
out
and
join
with
the
families
and
students
and
walking
to
school.
B
D
Q
Slash
issue
to
highlight
and
I'm
hopeful
that
maybe
you'll
be
at
the
table
to
help
us
fix
this
and
bps.
You
know
being
in
operations,
but
one
of
the
things
are.
One
of
the
conversations
I
had
recently
was
about
teachers
and
their
ability
to
actually
get
to
school
in
Park
and
having
spaces
at
the
schools.
Q
I
know
in
our
district
they're
they're
very
very
far
in
between
and
a
lot
of
teachers
are
actually
late
coming
in
to
class,
and
it's
impacting
how
they're
able
to
educate
their
kids
if
they're,
every
two
hours,
they're
running
out
so
I'm,
just
wondering
if
VPS
and
operations,
if
you
have,
is
there
something
you
can
bring
or
when
we
set
the
table
again
a
talk
with
BTD.
Is
there
some
some
way
in
which
we
can
discuss
teacher
parking,
I.
B
I
welcome
that
conversation
I
would
love
to
be
part
of
that
conversation.
I
would
love
for
you
to
be
part
of
that
conversation.
This
is
a
frustrating
concern
for
many
of
our
schools
across
across
districts.
I
know
just
the
two
of
you
are
here
right
now:
we've
had
several
conversations
with
well
Thomas
from
Charlestown
high.
In
addition
to
other
principals
and
head
masters
in
your
district,
we've
talked
to
Erica
I
mean
at
the
Gardner
School
in
your
district
council
CMO.
It's
it's
something
that
is
really
bleeding
a
lot
of
our
schools.
B
During
the
school
day,
we
did
have
as
I'm
sure,
you're
aware
of
a
successful
conversation
over
some
time
regarding
the
Edwards
school
parking
lot
to
ensure
that
the
teachers
could
park
there,
but
we
could
also
share
space
with
the
community
in
a
way,
that's
a
win-win
for
everybody,
and
we
should
be
able
to
use
that
as
sort
of
a
proof
point
that
we
can
make
this
work.
We
now
have
to
do
it
on
our
side
streets
and
you
know
those
parking
locations
right.
C
The
when
we
first
started
out
the
hub-and-spoke
project,
it
was
an
opportunity
to
see
how
could
we
look
at
really
efficient
cafeterias
that
could
provide
meals
to
locations
that
do
not
so
in
that
time
frame.
When
we
were,
we
were
doing
the
pilot
we
were
ended
up
the
with
actually
addressing
and
fixing
facilities
at
kitchens
that
were,
satellite
kitchens
are
now
were
what
we
call
finishing
kitchens,
so
they
could
literally
be
standalone
kitchens
by
themselves.
So
it's
more
now
they
had
more
capacity
to
do
that.
C
So
there's
always
been
conversations,
and
even
before,
when
I
first
started
about
a
central
kitchen
to
me,
my
question
was
it's
great:
we
can
do
a
central
kitchen,
it
would
be
possible
to
reopen
it,
there's
all
kinds
of
logistics,
but
the
end
result
would
be
the
same.
It
would
just
be
pre
plated
meal
and
that.
C
But
now,
since
in
evolving
this
pilot,
it
now
has
the
opportunity
that
we
are
now
not
only
evolving
the
food
but
also
the
way
that
food
is
received
and
prepared
and
served.
So
the
expectation
now
is
to
look
at
now.
You
reutilizing
not
only
just
our
central
kitchen
but
as
a
hub,
but
it's
like
a
distribution
center,
because
now
every
cat,
the
goal
would
be
for
every
kitchen,
every
school
to
be
a
cafeteria
and
would
no
longer
be
a
distinction
between
cafeteria
and
satellite.
C
We
would
it
be
more
in-house,
but
also
that
they
could
be
more
inviting
to
others
to
want
to
be
able
to
participate
in
our
procurement
processes,
because
we
won't
lay
out
that
you
need
to
deliver
to
50
locations
or
60.
It's
one
location.
So
that's
the
goal
is
to
be.
Is
it
not
necessarily
a
central
kitchen
but
more
of
a
distribution,
/,
okay,
central
location,
so
that
we
can
be
more
cost-effective
across
the
different.
A
A
There
are
some
kitchens,
like
the
gardener,
might
not
be
the
appropriate
hub,
let's
say,
but
there
are
other
facilities
in
the
neighborhood
that
may
be
that
hub
and
then
continue
to
roll
it
out
if
it
does
in
fact
show
better
nutrition,
less
waste
cut
more
cost
effective.
So
I
want
to
thank
you
for
working
with
me
on
on
that
gardener
issue.
Right
now,
and
I
also
want
to
acknowledge
that
the
information
requests
that
we
give
you,
which
is
quite
a
lot
of
information
we
did
receive
some
this
morning.
A
Not
all
of
my
colleagues
might
have
received
it,
but
it
you
know
again,
I
know
it's
a
you
know
it's
a
constant
request
and
give
and
take,
and
you
guys
have
provided
us
the
latest
information
that
I
requested
so
I
just
wanted
to
go
on
record.
Saying.
Thank
you
for
that,
and
we
will
reconvene
in
about
an
hour
for
the
second
part
of
the
operations
hearing.
This
part
of
the
hearing
is
adjourned.