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From YouTube: Committee on Ways & Means on June 24, 2019
Description
Dockets #0968, 0969 - Collective Bargaining Appropriation between the Boston School Committee and the Boston Teachers Union
A
Sixty
six
aft
mass
afl-cio,
the
term
of
the
contract
is
September
1
2018
through
August
31st
2021.
The
major
provisions
of
the
contract
include
base
wage
increases
of
two
percent
in
September
of
each
fiscal
year.
Dockets
zero,
969
message
in
order
to
reduce
the
appropriation
for
the
reserve
for
collective
bargaining
by
twelve
million
thirty
seven
thousand
nine
hundred
and
sixty
nine
dollars
to
provide
funding
for
the
Boston
Public
Schools
for
FY
nineteen
cost
contained
within
the
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
btu.
A
These
matters
were
sponsored
by
the
mayor
and
referred
to
the
Committee
on
June
19
like
to
remind
folks
this
is
a
public
hearing
being
broadcast,
live
and
recorded
on
Comcast
channel
8
r,
CN,
82,
Verizon,
1964
and
streamed
on
the
city
of
Boston
website,
but
ask
folks
in
the
chamber
to
silence
their
electronic
devices.
We
will
take
public
testimony
at
various
points
through
the
hearing
process.
There's
a
sign-in
sheet
to
my
left
by
the
door.
Ask
that
you
state
your
name
residents
any
affiliation
and
check
the
box.
A
Yes,
if
you
wish
to
testify
and
I'd
like
to
just
welcome
an
order
of
their
arrival,
my
colleagues
to
my
far
left
councillor
Edie
Flynn
to
my
immediate
left,
councillor
Matt
O'malley,
and
to
my
immediate
right,
counselor
Anissa,
rossabi
George,
and
we
are
here
to
discuss
the
city
bust
and
school
committee's
contract
with
Btu
and
the
city
of
Boston.
Thank
you
and
I'll
hand
it
over
to
Justin
thanks
Justin
good.
B
B
As
you
remember,
the
FY
19
budget,
passed
by
the
council,
included
38.4
million
in
aggregate
to
cover
the
collective
bargaining
reserve
for
FY
19.
So
far
in
FY
19.
This
is
the
15th
and
final
supplemental
collective
bargaining
agreement
of
the
year.
The
council
has
previously
passed
appropriations
for
Teamsters,
Park,
Rangers,
municipal
police,
firemen,
bps,
store
keepers,
PhD
programs,
PPS
admin,
guilt
and
a
whole
host
of
others.
B
With
the
approval
of
this
supplemental,
the
remaining
FY
19
balance
in
the
collective
bargaining
Reserve
will
be
one
point:
two
six
million
and
following
the
completion
of
this
contract,
the
city
will
have
settled
agreements
with
90%
of
unions
between
the
city,
bps
and
PHC
I'm,
going
to
turn
it
over
to
Emily
to
walk
us
through
the
highlights
of
the
contract.
But
we
from
the
Budget
Office
are
happy
to
answer
any
questions
about
the
financing
and
I'll.
Allow
the
experts
to
talk
through
the
contract
details.
C
Good
afternoon
my
name
is
Emily
kutzle
Besh
I'm,
the
chief
human
capital
officer
of
the
Boston
Public
Schools,
we're
here
today
to
give
you
an
overview
and
then
answer
questions
about
a
contract
that
was
ratified
by
the
Boston,
Teachers
Union
and
then
voted
on
by
the
Boston
School
Committee.
Last
week,
as
you
probably
know,
the
Boston
teachers
union
represents
about
8,000
members
and
at
a
current
cost
of
about
600
million
dollars
and
about
two-thirds
of
our
budget,
it's
the
single
largest
expense
in
bps
and
one
of
the
largest
in
the
city
of
Boston.
C
More
importantly,
this
contract
represents
the
single
largest
tool
that
we
have
for
improving
student
achievement.
It
lays
out
the
rules
and
the
constraints
under
which
our
schools
operate.
In
pursuit
of
that
goal,
it's
a
set
of
rules
under
which
each
of
our
125
unique
schools
must
operate.
It
outlines
everything
from
how
many
minutes
in
a
row
that
a
teacher
can
teach
to
what
qualifications.
We
can
ask
that
educators
bring
to
the
classroom,
how
much
professional
development
that
we
can
require
members
to
participate
in.
C
We
know
that
this
negotiation
is
a
core
component
of
a
district
strategy
for
student
achievement
and
we
bring
you
a
contract
today
that
we
believe
makes
good
on
that
incredible
responsibility
and
is
good
for
students
and
fair
to
educators.
There
are
three
key
things
that
we
want
you
to
know
about
this
contract
and
then
we're
happy
to
dig
into
any
of
the
details
or
questions
that
you
have
number
one.
This
contract
is
student-focused.
C
C
This
contract
will
add
more
than
108
million
in
cost
to
the
district
over
its
life.
We've
talked
over
the
past
few
about
ensuring
that
we're
spending
our
resources
strategically
and
we
believe
that
contract
this
contract
does
that
number
three.
It
achieves
a
number
of
flexibilities
that
will
empower
school
leaders
to
respond
to
the
needs
of
their
students.
These
items
are
not
headline
grabbers.
Our
strategy
going
into
the
negotiations
was
to
focus
on
small
but
important
restrictions
that
school
leaders
told
us
we're
tying
their
hands.
C
This
includes
a
modification
to
the
cap
on
consecutive
teaching
minutes
a
suspension
of
building
based
attachment
rights
for
teachers
who
are
hired
after
a
year
in
suitable
professional
capacity
and
streamlining
pair
of
professional
staffing
processes
to
ensure
a
quicker
turnaround
on
hiring.
Today,
we
present
to
you
a
contract,
that's
good
for
students
and
fair
for
educators,
this
contract
centers
on
students
and
focus
cost
responsibly
and
achieves
key
flexibilities
for
school
communities.
We're
happy
to
talk
through
any
of
the
details
and
ask
her
ask
answer
any
questions
that
you
may
have.
Thank
you.
D
Thank
you
for
being
here
today,
certainly
very
positive
developments
when
we
think
about
the
impact
that
this
new
contract
has
had
on
the
budget
process
that
we've
been
undergoing
the
last
few
months
here
in
the
City
Council
of
particular
concern.
A
number
of
questions
I
have
about
this
new
contract,
what
it
means
for
our
students
what
it
means
for
our
school
communities
of
particular
interest
is:
first,
the
full-time
nurses
at
all
of
our
school
buildings.
D
Those
44
schools
with
part-time
nurse
I
am
thrilled
that
we
will
now
be
at
full-time
nursing
at
those
schools
and
hopefully
we'll
get
to
that
point
quickly.
I
know
there'll
be
some
time
to
hire
and
on
board
that
nursing
staff,
those
nursing
those
nurses
throughout
our
schools.
We
talked
a
little
bit,
though,
about
the
mental
health
and
behavioral
health
specialists.
D
Additional
23
number
I
understand
it's
broken
up
between
licensed
mental
health
professionals
and
then
school
psychologists.
There
is
the
19
mental
health
providers
for
psychologists
based
on
student
need
how
we
determining
student
need
and
how?
How
are
we
ensuring
that
they
are
student
facing?
We
start.
E
Actively
working
across
departments
right
now
to
try
to
do
that
in
as
fair
and
data-driven
away
as
possible,
so
we
actually
just
were
in
a
central
office
meeting
last
week,
we're
getting
school
leader
input
to
make
sure
that
we
do
that
as
fair
as
possible.
We
welcome
your
input
as
we
go
through
the
process.
E
D
Then
student
facing
how
are
we
ensuring
that
these
positions
will
be
student
facing
one
of
the
concerns
that
that
arises
whenever
we
have
an
investment
in
any
sort
of
resources
in
our
schools
that
there's
often
this
administrative
role
that
gets
tacked
into
it
and
before
long
we've
got
too
many
of
the
folks
that
we
were
expecting
in
school
communities
in
central
office.
So
just
I
would
like
some
reassurance
that
that
was
23
positions
will
be
school-based
position.
D
C
Yeah
I'm
happy
to
talk
about
it.
We
agreed
with
the
Boston
Teachers
Union
that
we
want
to
support
students
in
the
situation,
students
who
are
living
in
poverty
or
students
who
are
homeless.
We
agreed
that
we
wanted
to
earmark
this
money,
put
it
into
the
contract
and
then
take
a
reasonable
amount
of
time
to
figure
out
exactly
how
it's
used
with
them.
So
that's
our
intention.
C
Thing
we
knew
that
there
and
we
had
talked
with
our
partners
at
City
Hall.
We
knew
that
there
was
interest
in
that
Boston
Public
Schools
alone
is
not
going
to
solve,
or
even
make
a
dent
by
ourselves
with
the
issue
of
students
who
are
homeless.
So
we
want
to
work
with
city
agencies
so
that
you'll
get
more
details
on
that
and
we'll
loop.
You
in
as
you're
interested
great.
D
I
look
forward
to
that.
We
do
have
right
now,
which
I'm
a
part
of
the
family
led
stability
pilot,
which
is
an
effort
that
is
a
collaboration
between
my
office,
the
mayor's
office,
DMD,
BHA
bus
public
schools
and
the
effort
is
around
creating
housing
opportunities
close
to
school,
focused
on
a
number
of
our
schools,
a
handful
of
our
schools
in
the
district
and
I
wonder
if
that
may
be
the
most
appropriate
place.
Yeah.
C
F
F
I'm
just
curious
if
we
could
elaborate
just
a
little
bit
more,
the
nurses
and
and
how
that
actually,
that
process
is
actually
going
to
work
in
terms
of
rollout
and
the
same
thing
with
mental
health
providers
and
and
psychologists
I
did
hear
councillor
sabi
George's
question
as
well,
very
important,
obviously,
an
issue
that
many
counselors
have
been
talking
about,
including
some
of
our
predecessors
for
a
really
long
time,
so
be
curious
to
know
a
little
bit
more
about
the
rollout
in
process.
With
respect
to
that.
C
I'll
start
and
then
turn
it
to
my
colleagues
so
specifically
with
nurses.
Our
goal
is
to
add
capacity
without
disrupting
what
schools
already
have
in
place.
So,
for
example,
if
two
schools
have
a
part-time
nurse
that
they're
very
happy
with,
we
don't
want
to
just
disrupt
that
to
make
another
school
whole,
so
we're
spending
the
next
couple
weeks,
the
next
couple
months
figuring
out
how
to
add
capacity
as
quickly
as
possible
while
being
thoughtful.
I,
don't
know.
If
anybody
up
here
has
anything
they
want
to
add
or
shift.
G
A
G
Want
to
make
sure
that
it's
being
done
right
and
so
one
of
the
early
conversations
we
set.
We
had
as
we
moved
to
the
implementation
phase,
was
around
the
timing
of
it
and
sort
of
seeing.
This
is
how
this
is
when
we
need
to
have
this
done
by
this
is
when
we
might
be
able
to
have
it
done
by
and
trying
to
find
the
right
sort
of
equilibrium
between
those
two
points,
to
make
sure
that,
as
dr.
G
causal
blush
said,
making
sure
that
we're
not
being
disrupted
school
communities
and
also
making
sure
that
we're
being
thoughtful
with
regard
to
our
hiring
and
trying
to
advance
all
of
our
different
recruitment
and
hiring
objectives
and
making
sure
that
we've
got
the
right
people
in
place
in
the
right
school
communities
and
I
would
say.
That's
true
for
both
the
nurses
and
the
mental
health
professionals
to
Eleanor's
point
earlier
that
it's
certainly
the
intention
that
all
of
these
be
student
facing
positions
and
and
make
sure
that
it's
done
in
an
equitable
way
across
schools.
In.
F
G
F
But
it
sounds
like
this
pieces
still
need
to
be
worked
out
in
order
to
actually
get
to
a
firm
date
or
timeline
when
every
school
can
expect
to
see
at
least
a
full-time
nurse,
like
we
can't
say,
for
example,
starting
in
September
that
every
school
is
gonna,
have
a
full-time
nurse
in
their
building.
No.
F
Thank
you
guys
for
that
and
in
the
beginning
of
Emily
you
were
talking
about
just
some
of
what
the
contract
does,
and
you
know
so
after
just
got
this
have
to
look
at
this,
but
what
it
does
for
our
special
needs:
students,
English
language
learners,
those
of
course
in
poverty,
dealing
with
homelessness,
I'm
curious.
If
you
could
elaborate
on
special
needs
students,
English
language
learners,
what
that
is
in
to
the
extent
you
can
share
I'm
curious
also.
C
Sure
in
the
area
of
inclusion,
we
spent
a
great
most
of
the
18
months
talking
with
the
Boston
Teachers
Union
about
our
inclusion
classrooms.
Those
are
classrooms
that
are
intentionally
comprised
of
students
who
have
IEP
s,
individual
education
plans
and
students
who
do
not.
It
is
a
wonderful
model
that,
when
done
right,
allows
for
all
students
to
reach
really
high
levels
of
student
achievement.
They're,
really,
if
you
see
inclusion,
classrooms
done
right,
they're
really
nurturing
places
where
kids
are
learning
from
each
other
and
are
really
supported
to
reach
high
standards.
C
We
shared
the
interest
of
strengthening
our
inclusion
programs
with
our
BT.
U
partners,
we
did
not
always
share
the
the
actual,
the
actual
solutions
we
didn't
have
the
same
ideas
for
how
to
solve
it
all
the
time
we
agreed
that
we
want
to
spend
more
time
on
on
working
together.
So
we
have
signed
a
memorandum
of
understanding
with
the
btu
incoming
superintendent.
Dr.
C
cassellius
was
very
specific
that
this
is
one
of
her
priorities
to
get
right,
so
we
will
spend
the
next
year
digging
in
to
figuring
out
what
are
the
challenges
we're
facing
and
how
are
we
going
to
solve
them?
That
said,
we
did.
We
did
agree
to
a
number
of
provisions
in
the
contract
to
strengthen
the
supports
that
teachers
who
are
teaching
in
these
classrooms
have,
and
the
students
have
one
of
those
is
that
well
two
things
we
were
already
doing,
but
we
codified
in
the
contract.
C
We
will
not
have
higher
than
50%
students
who
have
I
ApS
in
any
one
classroom.
Secondly,
in
in
classrooms,
where
we
have
a
teacher
who
we
have
students
who
also
need
supports
because
they
are
learning
English,
we
will
provide
an
option
for
having
an
additional
teacher
pushing
to
deliver
the
services
to
minimize
the
number
of
essentially
licenses
that
a
teacher
is
using.
So
we
did
put
some
supports
in
place
in
the
contract
and
we
agreed
that
this
is
a
shared
problem
that
we
want
to
solve
together
over
the
next
year,
I
heard.
H
Yeah
I'm
not
using
that
one
good
afternoon.
Thank
you.
All
I
just
want
to
follow
up
on
some
of
the
questioning
from
councillor
Campbell,
starting
with
the
nurses.
So
what
can
we
expect
for
this
next
school
year?
How
many
of
the
nurses
will
come
in
this
next
school
year
versus
the
the
school
year
after?
H
E
We
want
to
hire
as
many
high
quality
nurses
as
quickly
as
possible
that
we
can.
So
if
we
haven't
already
posted
the
positions
we
will
be
doing
so
very
shortly.
Our
nursing
team
is
working
very
hard
to
get
as
many
positions
filled
as
possible.
As
you
can
imagine,
hiring
22
or
23
new
employees
in
this
amount
of
time
is
a
tall
order
and
we
want
to
make
sure
we
do
it
well,
because
we
know
these
staff
will
be
with
us
for
some
time.
E
H
E
The
highest
needs,
yes,
not
with
me.
The
but
I
know
the
nursing
team
has
we've
gone
through
a
detailed
spreadsheet.
We
know
every
school
that
has
a
0.5
versus
a
1.0.
We
have
some
schools
that
have
been
paying
the
remainder
from
their
own
budget
so
that
immediately
becomes
paid
for
through
through
the
central
office
and
the
school
frees
up
additional
resources
for
the
school
there.
We
don't
have
a
hiring
need
and
we're
prioritizing
and
I'm
sure.
This
is
thing
we
could
follow
up
with.
If
you
are
looking
for
more
detail,
yeah.
H
And
as
you
look
at
that
list
in
terms
of
where
the
need
is
for
for
nurses,
I'd
be
interested
in
that
broken
down
by
zip
code
and
by
city
council
district.
If
we
switch
though,
and
looked
at
inclusion
Emily,
and
so
you
talked
about
inclusion
done
right
a
couple
of
times
in
your
presentation
in
terms
of
staffing,
what
does
that
look
like
to
you?
It's.
C
Different,
depending
on
the
model,
depending
on
the
school,
depending
on
the
community,
depending
specifically
on
the
students
in
the
classroom-
and
that
is
where
we
spend
the
majority
of
our
months
when
you
write
contract
language,
you
are,
by
necessity,
writing
rules
that
are
gonna
fit
all
125
schools.
What
we
know
about
the
inclusion
programs
that
are
done
really
well,
that
people
hold
up
the
mendel,
the
Henderson
Manning.
There
are
lots
of
schools
that
do
this.
Well,
they
look
different
and
sometimes
they're,
using
one
teacher
with
a
para.
C
C
So
what
we
attempted
to
do
was
to
find
kind
of
what
conditions
would
we
want
to
codify
in
a
contract,
given
that
we
were
in
an
in
a
negotiation
and
that
this
really
mattered
to
the
btu
to
get
codified
in
the
contract
and
then
to
recognize
that
the
vast
majority
of
the
questions
that
we
have
are
ones
that
dr.
cassellius
would
prefer
to
work
through
over
the
course
of
the
year
with
a
working
group
and.
C
H
B
H
How,
then
do
we
protect
ourselves
and
ensuring
that
students
with
the
greatest
needs
are
not
concentrated
in
some
classrooms
and
getting
up
to
that
50%
and
then
in
other
classrooms
or
in
other
school
buildings?
We
see
children
with
fewer
needs,
maybe
getting
up
to
that.
It's
just
going
to
look
very
different
at
your
point.
Yep.
G
I,
just
I
would
say
two
things
in
response
that,
because
I
think
it's
a
it's
a
very
good
question.
So
the
50%
threshold
that
is
now
in
the
contract
is
for
all
students.
All
students
on
IEP
s
already
in
the
contract
prior
to
this
agreement
was
a
restriction
on
the
number
of
high
needs
students
in
a
particular
class.
That
restriction
hasn't
changed
as
part
of
this
agreement,
but
there
is
the
50%
threshold,
that's
distinct
from
the
issue
of
where
programs
are
concentrated.
G
In
particular,
schools,
which
I
think
is
an
ongoing
challenge
that
the
district
needs
to
address
and
that
we
have
some
in
inequities
with
regard
to
having
disproportionate
concentrations
of
program
is
going
going
into
particular
schools
and
that's
something
that
both
is
part
of
the
build
BPS
process.
I'm
confident
as
part
of
dr.
casselli
strategic
planning
process
over
the
course
of
next
year
is
an
issue
that
we'll
have
to
take
a
very,
very
close
look
at.
Thank.
H
You
in
terms
of
areas
where
we
could
do
much
more.
This
is
my
last
question.
Thank
You
mr.
chair,
do
much
more
in
terms
of
increasing
opportunities
for
students
when
we
talk
about
equity,
so
whether
we're
talking
about
the
work
to
increase
our
teaching
force
the
work
to
expand
access
to
our
exam
schools,
the
work
around
doing
more
for
dual
language,
you
creating
more
dual
language
opportunities
in
our
schools.
If
you
could
briefly
talk
about
those
as
my
last
question
and
then
the
second
round,
I
can
go
into
a
little
more
detail.
Thank
You
mr.
H
H
What
work
are
we
doing
to
increase
diversity
of
our
teaching
force
so
that
it
reflects
the
diversity
of
our
students,
which
is
the
stated
goal
of
the
Boston
School
Committee,
as
well
as
dual
language,
so
creating
more
opportunities
for
dual
language
and
not
just
for
English
language
learners,
but
for
all
students?
You
know
another
dual
language
school,
for
example,
or
what
is
the
plan
over
time
to
create
more
of
those
opportunities?
So
the.
C
The
creation
of
the
office
of
human
capital,
specifically
five
or
six
years
ago,
is
because
of
the
both
the
research
and
the
data
behind,
and
the
belief
that
school
communities
who
select
the
staff
for
their
buildings
are
going
to
be
selecting
teachers
who
meet
the
needs
of
their
students.
That
includes
teachers
who
look
like
the
students.
We've
we've
talked
about
this
many
times
about
the
gap
between
the
diversity
of
our
teaching
workforce
and
the
diversity
of
our
student
body.
C
The
intention,
since
we're
talking
about
a
contract
today,
was
to
where
ever
possible
allow
for
school
communities
to
be
selecting
staff,
because
that's
where
we
see
diversity
rates
increasing,
we
were
able
to
do
that.
We
expanded
the
number
of
paraprofessional
positions
that
are
subject
to
hiring
through
mutual
consent.
This
morning,
when
we
were
presenting
to
school
leaders,
one
of
the
first
questions
asked
was
we're
really
excited
about
all
these.
These
additional
resources,
please
tell
us
that
we
can
select
individuals
and
that
you
won't
be
placing
them.
I
B
Sure
I
would
say
it
largely
follows
the
pattern,
with
the
lone
exception
that
as
bps
MBT,
you
continue
to
discuss
to
discuss
parameters
around
really
three
things:
I'll,
let
them
get
into
the
details.
There
is
a
possibility
to
increase
the
general
wage
pattern
by
0.5%
in
either
year,
two
or
three
there's
a
obviously
that's
a
little
bit
different
than
how
the
vast
majority
of
other
unions
in
the
city
were
negotiated
with,
but
there's
actually
a
tremendous
value
in
that
benefit
for
the
school.
That
I
will.
Let
them
talk
about
that.
F
G
B
I
C
C
No,
we
did
not
good
perfect
and
it's
well
documented.
It's
one
of
my
favorite
topics,
I'm
happy
to
talk
about
it,
and
so
we
worked
this
contract
negotiations
and
last
to
find
some
solutions
to
reducing
the
number
of
teachers
who
are
in
suitable
freshmen
capacity.
This
time
we
really
focused
on
ensuring
that
strong
teachers
proficient
teachers
in
that
situation
are
hired
so
to
contract
provisions.
We
have
I
believe
will
help
us
achieve
that.
C
First
of
all,
teachers
who
have
been
in
this
position
of
SPC
for
one
year
now
when
they
are
applying
for
jobs
and
get
hired
they
are,
we
are
suspending
their
building
based
attachment
rights.
They
still
have
tenure
which
we
call
professional
teaching
BTS,
but
they
the
principal
who's,
hiring
them
can
essentially
have
them
in
the
building
for
the
year.
Hopefully,
and
we
expect
it
will
work
out
and
they
can
hire
them
back
and
then
they
will
have
their
attachment
rights,
but
if
not,
they
can
access
them
at
the
end
of
the
year.
C
We
believe
that
we
have
a
number
of
strong
teachers
in
the
situation
who
will
get
hired,
given
this
provision.
The
second
provision
that
we
negotiated
was
for
any
teacher
who's
been
accessed
from
their
building
in
February,
when
when
they
no
longer
have
a
specific
position
at
that
building,
if
they
apply
to
at
least
five
positions,
we
will
guarantee
them
to
interviews
what
happens
every
year
when
teachers
are
accessed,
we
have
a
large
percentage
of
teachers
who
do
not
apply
to
jobs.
C
I
I
C
I
C
We
we
dedicated
funding
to
students
who
are
experiencing
homelessness.
Counselor
sabe
George
brought
up
the
point
that
there
are
other
efforts
going
on
across
the
city.
The
intention
is
to
collaborate
and
to
think
about
comprehensive
supports
and
then
specifically
to
home
in
on
ways
that
we
can
support
kids
in
schools,
so
details
to
be
coming.
Okay
and.
I
C
D
F
B
E
E
F
E
We
have
studied
how
our
wages
compare
across
the
state
of
Massachusetts
and
across
the
country.
We
are
proud
to
have
a
very
high
teacher
salary
in
Boston
by
some
measures
we
have
the
highest
average
teacher
salary
of
large
cities
across
the
country,
and
there
are
some
a
small
minority
of
districts
in
Massachusetts
have
a
higher
average
salary.
We
are
higher
than
the
vast
majority
and
the
places
that
have
a
higher
salary.
It's
due
to
having
a
more
tenured
workforce.
We
have
been
unable
to
find
in
Massachusetts
a
more
generous
wage
scale.
E
F
E
Look
at
the
wage
schedule
for
Boston
and
then
drew
a
big
circle
around
and
looked
at
all
the
surrounding
areas,
and
we
did
this
analysis
about
two
years
ago
and
at
that
point
you
would
make
about
$16,000
more
as
a
Boston
teacher
than
you
would
any
of
the
surrounding
districts
for
the
same
level
of
education.
Years
of
experience
very.
F
Helpful
I'm
also
curious-
and
this
is
not-
and
I
should
probably
preface
this
sort
of
a
knock
on
our
teachers,
because
I
know
some
who
work
at
some
of
our
schools
but
do
not
live
in
the
city
of
Boston.
Who
are
incredible
teachers
but
I'm
just
curious.
If
we
know
the
percentage
of
our
teachers
that
live
in
the
city
of
Boston
versus
living
outside
the
city
of
Boston,.
C
F
F
F
Then,
just
looking
at
obviously
we're
gonna
be
going
through
a
middle-school
transition
at
some
point-
and
this
has
been
a
topic
of
discussion
and
many
of
our
budget
hearings
as
we
go
to
K
through
six
and
K
through
eight
model,
we
have
stand-alone
middle
schools,
which
you
know
what
the
question
mark,
including
like
the
Tim
multi,
where
I
went
to
school.
It
was
a
great
great
middle
school
I'm
curious
did
that
come
up
in
discussions
for
our
teachers.
What
does
that
mean?
F
Because
at
some
point
those
schools
will
have
to
transition
either
to
the
new
model
that
we're
envisioning
for
our
families
K
through
six
or
K
through
eight
or
go
offline
in
some
way
and
transition
those
families
to
a
school,
hopefully
of
their
choosing
or
a
program
of
their
choosing?
So
I'm
curious?
How
might
that
affect
our
teachers,
our
professional
staff?
The
question
around
how
that
affects
families
is
a
whole
different
question,
but
if
it
came
up
in
these
discussions
and
what
that
means,
it.
G
What
does
that
mean
with
regard
to
certification
requirements
and
making
sure
that
people
are
in
the
schools
that
they're
qualified
to
be
in,
and
how
do
we
maintain
the
type
of
flexibility
that
we
need
to
make
sure
that
we
have
properly
credentialed
individuals
in
each
school?
So
I
think,
like
all
of
our
great
configuration
issues,
it's
sort
of
part
of
an
ongoing
process
that
we'll
be
revisiting
frequently
over
the
next
several
months
and
years.
That's.
F
Sort
of
inclusion
and
and
placing
placement
of
students,
and
not
having
higher
than
50%
of
students
with
IEP
s,
which
is
very
different
than
those
schools
that
have
more
strands
around
those
with
special
needs
who
are
serving
either
our
most
needy
students
or
those
who
more
services
and
programming
than
others.
That
concentration
is
real.
So
I
really
appreciate
you
naming
that
and
putting
it
into
sort
of
the
inequity
piece
and
look
forward
to
working
with
you
guys,
and
especially
our
incoming
superintendent,
on
those
pressing
issues,
particularly
at
the
high
school
level.
F
Going
back
to
the
questions
along
the
lines
of
you
know
what
you
were
working
at
and
there
was
still
obviously
a
gap
of
understanding,
but
you
know
everyone
shares
the
same
values
around
strengthening
inclusion
programs
and
some
of
the
other
things
we're
trying
to
do.
I'm,
including
the
Union,
but
maybe
the
how
is
different
and
how
you
get
there.
I'm
curious
for
and
I've
heard
this
quite
a
bit
too,
for
some
an
inclusion
classroom
does
not
necessarily
require
that
it
that
you
have
two
teachers.
Each
school
works
differently.
Some
have
different
types
of
models.
G
G
Think
I'd
only
said
earlier
that
that's
what
we've
identified
as
what
the
the
way
to
get
to
best
practices
is
to
allow
the
people
that
are
closest
to
the
work
to
work
together
to
develop
the
best
way
for
schools
to
serve
students,
and
the
only
thing
I
would
add
is
just
to
go
back
to
the
point
about
the
risk
of
when
we
memorialize
more
in
the
contract
than
we
should
the.
What
we
think
about
now
is
the
best
way
to
to
serve
students
with
disabilities.
F
G
A
lot
of
things
in
there,
if
you
ever
like
thumb
through
it,
that
they
don't
really
make
sense
because
they
may
have
made
sense
in
the
80s
or
the
90s
or
whenever
these
things
went
in
and
we
have
a
responsibility
to
make
sure
that
we
are
preserving
that
level
of
flexibility.
So
we
can
adapt
and
we
can
evolve
as
the
needs
of
students,
change.
So
I
think.
F
That
almost
goes
to
the
other
point
around
the
nurses,
which
everyone
was
talking
about
for
some
period
of
time,
and
there
were
some
counselors
even
on
this
body.
That
said,
you
know,
maybe
we
can't
get
to
a
full-time
nurse
through
the
bps
human
capital
department,
but
given
the
proximity
of
some
schools
to
our
health,
centers
or
those
that
are
nearby,
some
have
been
really
creative
and
creating
partnerships
to
try
to
make
that
happen
to
fill
a
gap
or
a
void.
And
what
does
that
do?
F
A
A
C
And
sometimes
we're
under
100,
but
we
have
her
around
100,
and
so
there
are
two
ways
of
that
number
shrinks.
One
is
strong,
teachers
get
hired
and
then
the
other
way
is
that
teachers
who
are
not
as
strong
leave
the
system
and
the
leaving
happened
sometimes
naturally,
when
this
happens
and
people
need
to
apply
to
jobs,
it's
a
little
bit
of
a
wake
up
call
the
vast
majority
of
our
teachers
are
teachers
we
want
to
retain.
We
have
a
very
strong
teaching
force,
we're
talking
about
less
than
1%
of
our
teaching
force.
C
C
This
is
step,
one
I
do
think
we
will
see
hiring
teams
and
I'll
put
this
in
quote
in
air,
quotes,
taking
a
chance
and
hiring
an
excess
teacher
strong.
We
hear
this
all
the
time
from
principals
strong,
experienced
teachers
who
have
taught
in
bps,
schools
are
gems
and
they
hire
them
quickly.
The
one
thing
that
does
give
them
pause
is
that
once
you
hire
a
teacher,
who's
who's
been
accessed
and
it's
permanent
you
own
them
for
life,
and
so
this
will
give
a
little
bit
of
an
edge
to
those
teachers,
so
I'm
optimistic.
C
They
will
see
the
numbers
drop
because
of
this
provision
and
the
in
terms
of
of
budget,
we
are
typically
typical.
Numbers
are
around
five
million
I'm,
looking
at
Eleanor
generally
the
number,
even
if
it's
near
about
100
on
the
first
day
of
school,
it
goes
down
over
time
so
that
in
June
this
year,
I
think
we
were
around
52
I,
don't
know
if
you
have
a
good
way
to
talk
about
the.
E
Budget
available
for
this
initiative
for
the
last
couple
of
years
has
been
7.1
million
dollars
and
I
think
we
are
on
track
this
year.
To
repeat:
what's
been
true
for
the
last
two
years,
which
is
that
we've
come
in
under
budget
on
the
order
of
one
to
two
million
dollars,
I
think
it's
one
in
change
of
savings
versus
the
budget
that
figure
I
just
gave
you
is
for
salary.
We
pay
for
benefits
on
top
of
that
for
another
two
months.
C
A
F
Just
one
last
question
on
the
total-
and
if
you
don't
have
this,
this
is
fine
in
that
comparison
of
this
contract
in
the
previous
one
that
was
two
years
and
then
before
that
six
years,
is
there
a
breakdown
as
to
what
the
percentage
of
those
costs
are,
so
how
much
of
that
contract
total
number
is
going
towards.
Some
of
these
student
support
supports
for
teachers,
sort
of
that
first
bucket,
Emily,
that
you
were
talking
about
those
substantive
changes
in
the
classroom
and
then
how
much
are
going
to
teacher
salaries
and
then
to
something
else.
E
Be
helpful,
I
have
some
rough
estimates
at
my
fingertips
and
we
can
follow
up
with
more
if
you're
interested
in
just
a
moment.
So
one
of
the
things
that's
nice
about
our
current
contract
is
that
23%
of
the
total
cost
of
the
contract
is
for
what
we
would
call
new
new
costs
new
services,
that's
where
we
put
the
nurses,
the
pairs
for
all
the
k1,
the
homeless,
money,
etc.
E
That
percent
is
higher
than
it
has
been
in
past
contracts.
So,
while
the
the
contract,
if
you
compare
this
one
versus
the
last
two-
is
more
expensive
on
an
annual
basis
as
Justin
referred
to
it's
more
expensive
because
we're
also
in
the
contract
paying
for
more
additional
resources
for
our
schools.
So
the
23
percent
in
this
contract
compares
to
five
percent
in
the
last
contract
and
eight
percent
in
the
contract.
Before
that.
F
A
E
Our
the
beach.you
contract
is
approximately
six
hundred
million
dollars
of
our
general
fund
budget.
So
that's,
roughly
half
of
our
budget
is
in
a
little
more
than
half
the
salaries
that
exclude
the
figure.
I
just
gave
excludes
benefits,
and
so
you
know,
obviously,
by
the
time
you
add
the
benefits
on
and
then
you
add
the
salaries
of
non-bt.
You
I
believe
our
total
personnel
costs
are
somewhere
in
the
ballpark
of
seventy
five
percent
of
our
budget.
Pretty.
E
F
Just
one
last
point
is
a
question
is
obviously
you
guys
from
where
you
sit
are
looking
to
make
a
lot
of
substantive
changes
to
move
the
system
in
a
certain
direction
for
certain
students,
particularly
you
see
an
increase
of
certain
types
of
students
with
special
needs
or
new
newcomers.
You
name
it.
The
list
is
long,
I'm
curious.
What
any
may
be.
This
is
a
figure
that
was
could
be
pulled
from
just
the
negotiating
conversations.
What
you
thought
the
cost
would
be
for
some
of
those
substantive
changes.
F
So,
for
example,
if
you
got
the
if
the,
how
worked
out
for
you
for
inclusion
and
what
you
want
to
do
with
inclusion
and
what
you
want
to
do
is
say
special
needs
students.
What
would
that
cost
us
I
have
no
idea,
that's
what
I'm
asking
you
I
have
no
idea.
I
mean
people
talk
about
we'd
love.
To
do
this,
you
can
go
different
schools,
but
what
would
that
cost
us
so.
G
It's
it's
a
difficult
thing
to
speculate
on
in
part
because,
as
we
said,
we
want
strategies
developed
closer
to
the
work
itself,
because
we
think
that's
what
serves
student
needs.
First,
I
mean
there
are
all
sorts
of
different
ideas,
and
what
I
would
say
is
that
when
we
look
at
costs,
we
have
to
look
at
it
both
like
what
is
sort
of
the
baseline
cost.
G
If
we
were
to
make
a
change
and
then
if
we're
gonna
make
that
change
in
an
equitable
way
like
what
is
the
sort
of
ripple
effect,
and
sometimes
there
can
be
sort
of
echo
costs
that
common.
So
for
that
reason
it
can
get
pretty
complicated,
think
it
would
be
difficult
for
us
to
sort
of
put
a
specific
number
on
it,
but
I
think
that's
in
part,
why
we
want
to
avoid
the
rigidity
of
things
ending
being
addressed
cycling
to
bargaining
form,
but
it's
not
really
appropriate.
That's.
B
F
It
might
cost
the
system
if
a
school
partnered
in
some
creative
way
with
a
hospital
that
was
right
next
door,
who
knows
right
and
may
not
cost
as
much
of
anything
which
is
obviously
a
need
that
ever
wants
to
meet,
and
then
in
some
other
case
or
some
other
school,
for
example.
Given
the
fact
that
they're,
not
so
close
to
a
health
care
provider
or
one
that
has
a
capacity
to
serve
that
need,
it
might
cost
us
something
different
to
be
able
to
meet
that
need
for
that
family
or
that
community.
So
that's
helpful.