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From YouTube: Committee on Ways & Means FY23Budget: BPS - Overview
Description
Dockets #0480 - 0486 - Fiscal Year 2023 Budget: Boston Public Schools - Overview
Held on April 26, 2022
A
Good
morning,
for
the
record,
my
name
is
tania:
fredanji
anderson,
the
district
7
city
councilor.
I
am
the
chair
of
the
boston
city
council
committee
on
ways
and
means
this
hearing
is
being
recorded.
It
is
being
live
streamed
at
boston.gov
forward,
slash
city,
council,
sorry,
city
dash,
council
dash
tv
and
broadcast
on
xfinity
channel
8,
rcn,
channel
82
and
files
channel
964..
A
The
council's
budget
review
process
will
encompass
a
series
of
public
hearings
beginning
in
april
and
running
through
june.
We
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process.
By
giving
testimony
for
the
record
you
can
you
can
do
this
in
several
ways
attend
one
of
our
hearings
and
give
public
testimony.
We
will
take
public
testimony
at
each
department
hearing
and
also
at
two
hearings
dedicated
to
public
testimony.
The
full
hearing
schedule
is
on
our
website
at
boston.gov
for
slash
council
dash
budget.
That's
boston.gov
forward,
slash
counsel-budget.
A
A
Email,
your
written
testimony
to
the
committee
at
ccc.wm
boston.gov
or
submit
a
two-minute
video
or
of
your
testimony
through
the
form
on
our
website
for
more
information
on
the
city
council
budget
process
and
how
to
testify.
Please
visit
the
city
council's
budget
website
at
boston.gov
for
slash
council
dash
budget.
Today's
hearing
is
on
docket
zero.
Four
eight
zero.
A
Two
excuse
me:
zero.
Four
eight
two
orders
for
the
fy
23
operating
budget,
including
annual
operations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits:
opec,
dockets,
0483,
orders
for
capital
fund
transfer
appropriations,
dockets
0,
4,
a
4
two
zero;
four,
eight
six
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
A
Our
focus
area
for
this
hearing
will
be
boston,
public
schools
overview.
Our
panelists
for
today's
hearings
are
bps
superintendent,
brenda
casellas,
which
I
am
noting
that
she
is
only
available
for
the
first
hour.
Bps,
sorry,
superintendent,
casellas.
Does
that
include
the
time
that
we've
already
taken
from
you?
A
A
A
A
Admin
presentations
and
the
way
this
is
going
to
work
is
that
there
are
five
of
you
so
split
your
20
minutes
as
you
can.
Hopefully
it's
about
three
and
a
half
minutes
each,
and
then
we
will
do
first
rounds
with
the
counselors
five
minutes
each,
including
your
responses,
it's
on
them
to
moderate,
how
much
time
they
allow
you
to
take
to
respond.
Then
we
will
go
into
public
testimony
where
we'll
allow
them
only
two
minutes,
then
we'll
come
back
to
a
second
round
with
the
counselors,
where
they'll
probably
take
another
five
minutes
each.
A
Even
though
we'd
like
it
to
be
three
and
then
we'll
see
how
much
time
we
have
left
and
we'll
go
from
there
all
right.
You
have.
C
The
floor
for
your
presentation
good
morning
and
thank
you,
madam
chair,
for
allowing
us
to
be
here
today
to
talk
about
this
very
exciting
budget.
It's
wonderful
to
be
with
all
the
counselors
here
in
person
and
to
be
able
to
see
your
beautiful
faces
for
the
first
time.
I
want
to
acknowledge
you,
madam
chair,
for
your
leadership
and
thank
you
so
much
for
your
leadership
during
this
really
difficult
time
in
our
city.
C
I
also
want
to
thank
ed
chair
julia
mejia
for
her
hearings
and
for
her
interest
and
leadership
in
the
education
realm
and
support
that
she's
been
giving
to
us
personally
and
also
to
the
entire
school
district
and
our
children.
C
They
just
have
gone
through
the
most
difficult
two
years,
almost
two
and
a
half
years
now
the
pandemic,
which
we
all
have
gone
through,
and
we
have
been
fortunate
to
be
able
to
have
increases
every
year
in
our
budget.
Thanks
to
the
city
council
and
the
leadership
of
several
mayors,
with
the
100
million
dollar
commitment
made
over
three
years
ago
by
mayor
walsh,
it
was
affirmed
by
mayor
janie
and
also
by
mayor
wu,
now
adding
40
million
this
school
year.
C
C
This
year
we
are
really
focusing
on
a
few
key
things.
One
is
to
be
able
to
con
continue
to
have
stability
for
our
students
during
the
pandemic.
So
there's
a
50
million
dollar
hold
harmless
in
this
budget
for
our
schools.
Obviously,
we
can't
continue
to
do
that
because
of
declining
enrollment.
However,
it
is
critical
that
we
do
it
over
these
next
few
years,
as
we
stabilize
enrollment
for
for
for
our
schools
and
then
also
stabilize
the
care
and
the
attention
needed
for
them
to
succeed
academically
as
educators.
C
Of
course,
we
continue
to
look
and
adapt
for
how
we
are
going
to
support
our
kids
in
their
social,
emotional
learning.
So
we
have
provided
four
additional
counselors
in
this
budget
psychologist
for
the
mental
health
supports
that
are
needed,
as
well
as
additional
supports
for
academics,
interventions
and
curriculum
purchases
that
we
will
do.
This
will
match
and
support
our
sr
investments
as
well.
C
C
I
also
want
to
share
that
this
matches
closely
with
creating
academic
pathways
and
the
capital
investments
that
we
hope
to
make
with
our
facilities
as
part
of
our
quality
guarantee.
You
have
both
the
academic
side,
the
social
emotional
side,
and
also
we
want
to
be
sure
that
we're
sending
our
children
to
the
school
buildings
that
they
deserve
school
buildings
that
are
rich
in
opportunities,
as
well
as
beautiful
spaces
that
meet
their
health
and
safety
needs.
C
So,
as
you
know,
over
the
pandemic,
we
have
also
fixed
12
000
windows,
we've
fixed
venting
in
our
classrooms,
we've
fixed
sinks
and
temperatures
of
water
flow.
They
will
be
getting
clean
water
for
clean
water
stations
and
also
we
have
provided
for
air
conditioning
to
go
in,
and
hopefully
that
will
be
finished
by
this
december.
C
One
final
thing
that
I
would
like
to
share
is
that
we
continue
to
look
for
efficiencies
within
our
budget,
whether
there
are
efficiencies
at
central
office
or
efficiencies
that
we
can
make
in
transportation
or
food
nutrition
services,
so
that
we
can
be
sure
that
we're
good
stewards
of
the
public
funding
and
that
we're
placing
it
as
closely
to
the
students
and
the
teachers
that
need
it
the
most
and
we
want
to
make
sure
that
students
are
getting
what
they
need,
and
that
means
that
you
have
to
be
efficient
with
the
dollars
responsible
with
the
money
that
the
city
has
provided,
so
that
it's
working
directly
toward
providing
an
excellent
opportunity
for
every
single
one
of
our
students.
D
That's
great
I'll
take
less
than
that.
Thank
you,
and
I'm
excited
to
be
here
to
present
the
fy
23
budget
on
behalf
of
superintendent
conselius
in
the
boston
public
schools.
This
1.3
billion
dollar
budget
represents
significant
resources
and
opportunities
for
our
students
and
schools
and
includes
over
40
million
dollars
in
new
investments
for
our
students.
D
B
Good
morning,
everyone
thank
you
for
allowing
us
to
share
our
updates,
as
well
as
our
priorities
in
relation
to
our
investments.
We
have
identified
three
key
major
areas.
Clearly,
there
is
much
more
that
we
could
identify,
but
these
are
the
priorities
that
we
must
respond
to
that,
so
that
every
student-
not
just
some,
but
that
every
student
meets
the
math
core
participation.
B
So
one
of
the
challenges
is
the
variability
and
student
opportunity
to
meet
the
adopted
mass
core
graduation
requirements.
We
anticipate
the
investments
will
support
us
in
achieving
that
outcome
for
high
school
students
by
implementing
the
math
course
starting
in
the
ninth
grade,
in
addition
to
providing
additional
ninth
grade
counselors.
B
Our
second
challenge
around
academic
outcomes
for
our
specially
multilingual
students
with
disabilities,
students
with
disabilities
are
also
multilingual
students,
students
who
are
black
and
latino
and
those
who
are
most
on
the
margins.
B
Our
average
daily
attendance
has
decreased
since
kovid,
and
our
math,
which
is
our
in-house
bps
assessment
as
well
as
mcas,
certainly
has
identified
the
gaps
and
the
disproportionality
of
outcomes
for
students
in
comparison
to
their
white
and
asian
peers.
B
We
intend
on
expanding
access
to
libraries.
There
is
a
huge
investment
on
way
in
addition
to
ensuring
that
students
have
access
to
multilingual
and
bilingual
texts
and
books,
additionally,
expanding
our
social
emotional
supports
and
investing
in
high
quality
facilities.
For
the
sake
of
time,
I'm
going
to
turn
it
back
to
my
colleagues.
D
Having
a
little
advancing
problems.
D
D
D
And
so,
as
part
of
that,
I
wanted
to
highlight
we're
about
to
launch
a
new
project
to
reimagine
school
funding
in
boston.
We've
had
weighted
student
funding
or
student-based
budgeting
as
part
of
our
district
for
over
10
years,
we're
going
to
be
partnering
with
afton
partners
and
upd
consulting
to
do
a
community
engagement
process
to
rethink
what
is
it
that
we
have
for
a
vision
for
our
schools
and
how
does
our
funding
support
that?
So
I
wanted
to
make
sure
you're
all
aware
of
this.
D
The
framework,
of
course,
as
the
superintendent
mentioned,
is
return,
recover
and
reimagine.
What
we
need
to
do
is
make
sure
that
our
strong
we're
returning
strong
recovering
well
and
reimagining
education
in
an
ever-changing
world.
To
that
end,
we
have
66
million
dollars
in
investments
in
operating
an
esser
to
invest
in
return.
35
million
dollars
is
focused
on
recovery.
D
This
is
a
big
part
of
our
work
is
to
make
sure
students
are
able
to
recover
and
have
the
supports
they
need,
and
10
million
dollars
in
investments
in
reimagining
facilities
has
been
a
huge
topic
of
conversation
centrally.
Excuse
me
with
our
school
committee
and
I'm
sure,
with
your
constituents
as
well.
To
that
end,
we're
investing
both
in
facilities,
repairs
in
indoor
air
quality
and
temperature
control,
we're
also
investing
in
our
capacity
to
move
forward
large
projects.
D
During
that
period
of
instability,
we
need
to
have
a
difficult
conversation
as
a
district
and
as
a
city
about
the
portfolio
of
schools,
their
size
and
the
distribution
across
the
city.
In
the
meantime,
we
wanted
to
make
sure
that
we
were
not
continuously
chipping
away
at
the
student
experience,
and
so
when
we
look
at
that
investment,
it's
really
focused
on
stabilizing
the
environment
for
students
and
then,
of
course,
our
investment
in
the
quality
guarantee.
This
has
been
a
three-year
project
and
an
impressive
list
of
new
resources
at
every
school.
D
When
we
say
we
want
to
make
sure
there
are
certain
opportunities
and
experiences
that
exist
at
every
school,
regardless
of
enrollment,
regardless
of
composition
of
students,
and
it
includes
social
workers,
family
liaisons,
instructional
facilitators
this
year.
It's
an
expansion
of
librarians
and
library,
resources,
expanding
school
psychologists
to
meet
and
exceed
the
national
standard
of
500
one
school
psychologist
for
every
500
students
and
high
school
guidance
counselors
in
ninth
grade
to
make
sure
our
students
are
on
track
to
graduate
and
receiving
the
support
they
need
to
complete
mass
core.
D
This
slide,
which
is
not
displaying
too
well
on
the
screens,
I
often
refer
to
as
if
you're
going
to
look
at
our
budget
in
one
table.
This
is
the
table.
We
break
it
up
into
four
major
categories:
the
first
category
direct
school
expenses,
that's
money
that
you
will
find
directly
on
school
budgets,
whether
you're
looking
at
the
grew
school
or
the
curly
you're,
going
to
be
able
to
find
those
expenses,
it's
mostly
teachers,
curriculum
materials
and
staff
at
the
schools.
D
The
second
category
is
what
we
call
school
services
budgeted
centrally
that
refers
to
items
that
are
on
a
central
office
budget,
but
you'll
find
in
schools.
So
it's
not
actually
people
walking
around
the
bowling
building.
This
includes
things
like
occupational
therapists
and
physical
therapists,
which
are
budgeted
out
of
our
special
education
office
and
all
of
our
custodians
which
are
budgeted
in
our
central
office
for
facilities,
but
are
allocated
directly
to
schools.
D
D
This
is
the
budget
that
we
have
for
city
of
boston
residents
who
are
enrolled
in
non-bps
schools,
but
are
services
that
we
provide
and
are
legally
obligated
to
provide.
It
includes
charter,
school
transportation
and
out-of-district
special
education
spending
and
then,
finally,
in
the
interest
of
making
sure
there's
tons
of
resources
available
for
people
to
find
online.
D
If
you
go
to
bostonpublicschools.org
budget
you'll
find
this
presentation,
as
well
as
all
of
the
presentations
we've
given
to
the
school
committee,
a
full
budget
in
excel
that
people
can
download
and
there's
also
an
explore
budget
tool
where
you
can
go
and
view
all
of
our
budget
broken
down
by
all
the
students
affected.
So
you
can
see
how
the
transportation
department
breaks
up
their
spending
by
traditional,
yellow
bus
service
versus
special
education
services,
or
you
can
see
how
the
academics
team
invests
in
curriculum
versus
coaching
supports
with
that
I'll
turn.
A
E
A
F
Thank
you,
madam
chair,
and
thank
you
for
your
leadership,
madam
chair,
and
working
closely
with
the
bull
administration
and
the
bps
team.
That
is
here,
and
I
also
want
to
say
thank
you
to
the
bps
team
to
the
superintendent
for
the
important
work
that
you've
done
superintendent
over
the
last
several
years,
especially
during
the
pandemic.
F
So
my
question
is
basically
well.
I
have
two
questions
or
comments.
Can
you
talk
about
students
with
disabilities?
F
D
That's
a
great
question,
and
really
I
really
do
appreciate
that
in
terms
of
the
overall
investment
we
have
been
multi-year
investment
in
inclusive
opportunities
for
students
in
the
classroom
and
the
district-wide
rollout
of
inclusion
is
now
in
its
second
year
of
high
school,
and
so
what
you
see
in
most
of
our
investments
in
special
education
is
in
that
category
and
then
in
compensatory
services
in
terms
of
adapting
athletics
for
special
education.
D
I
think
that's
something
that
I'll
need
to
come
back
to
you
with
after
talking
with
our
athletics
department
and
we'll
definitely
have
an
answer
for
that,
as
it
relates
to
the
hearing
on
athletics
later
this
month.
I
don't
know
if
there's
anything,
anyone
else
would
add
her.
B
Just
that
we
are
investing
in
udl,
which
is
universal
design
for
learning
to
support
our
inclusion
classrooms.
That
is
a
huge
initiative
that
has
been
supported
by
department
of
education
in
massachusetts,
in
addition
to
expanding
inclusive
opportunities,
because
there
are
programs,
but
really
inclusive
practices
should
be
across
every
classroom,
so
that
expansion
and
building
on
the
kda
strand
and
really
focusing
on
ensuring
that
the
secondary
level
has
includes
the
inclusion
models,
in
addition
to
inclusive
practices
across
the
content,
classrooms
and
courses.
B
Oh
absolutely,
and
we
have
been
engaged
in
the
dyslexia
work
group
this
year
and
the
state
has
required
that
every
district
in
this
across
the
state
ensures
that
there's
a
diagnostic
tool.
So
we
have
been
implementing
universal
screeners,
also
leading
in
the
mtss,
which
is
a
multi-tiered
system
of
support.
Work.
Part
of
that
is
a
district
curriculum
accommodation
plan,
and
so
what
that
does?
B
It
actually
identifies
across
the
spectrum
for
students,
pre-referral
and
so
we're
engaging
in
what
the
universal
screeners
are
telling
us,
in
addition
to
training,
as
well
as
providing
additional
screeners
and
support
for
educators
in
schools,
as
well
as
the
iep
teams
and
the
coasis.
So
they're
trained
and
they're
working
with
our
language
assessment
team
facilitators
and
those
are
the
folks
at
the
school
level
who
also
oversee
our
english
learners,
and
so
they
do
have
professional
learning
in
which
they're
really
are
dissecting.
The
intersectionality
of
language
versus
a
language
disability,
for
example,
of
communication
disorders.
B
F
Thank
you.
Thank
you
and
superintendent,
you
so
what
your
team
did
was
you
provided
testing
services
to
determine
if
someone
had
dyslexia,
you
provided
now
at
an
earlier
age
or
an
earlier
grade
than
than
before.
I
remember
working
with
you
on
this
issue
several
several
years
ago,
but
that's
that's
what
one
of
the
things
you
guys
did
is
that's
yeah.
Okay,
what
grade
does
that
start
at
superintendent?
Do
you
remember.
C
They
start
early
on
with
the
dyslexia
screeners,
with
the
map
assessment,
but
yeah.
C
B
So,
just
any
student
who
enters
our
district
if
they
have
any
identified
sort
of
needs.
Obviously,
with
dyslexia,
there
is
a
particular
diagnosis
as
well
as
assessments
and
battery
of
assessments
that
are
provided
so
sometimes
students
are
referred
to
special
education
very
early
in
early
childhood.
B
Clearly,
we
know
that
there
is
a
variability
and
development
in
early
childhood
between
let's
say
when
they
enter
at
a
case,
zero
versus
a
first
grade,
and
so
really
it
has
to
do
with
what
are
the
developmentally
appropriate
approaches
and
instruction
in
addition
to
when
students
start
to
learn.
For
example,
you
know
letter
sounds
and
writing
and
it
starts
to
demonstrate
itself,
so
there
is
generally
a
higher
diagnosis
at
later
years,
okay
to
first
grade
and
so
on,
when
it
becomes
more
prevalent
and
present
in
terms
of
the
instruction.
F
Thank
you
and
my
my
final
question
or
comment
for
this
round.
What
are
we
doing
for
students
that
may
have
disabilities,
but
also
their
parents,
might
not
speak
english
as
a
first
language?
How
we?
How
are
we
interacting
and
getting
the
parents
and
the
families
involved
with
wrap
around
services
for
their
for
their
child.
B
Absolutely
great
question
that
is
certainly
an
area
that
I
think
we
still
need
to
continue
to
make
progress
in
all
of
the
iep
information
is
provided
in
the
ed
plan,
which
is
what
we
use.
B
So
we've
actually
invested
in
our
translation
interpretation
department
and
have
seen
a
tremendous
use
of
of
that
opportunity
across
the
system,
especially
during
covet,
and
so
what
we
need
to
make
sure
to
do
is
that
we
cannot
obviously
hold
a
meeting
without
the
parents
primary
language,
and
so
we,
I
think,
we're
trying
to
also
add
additional
mitigation
strategies
to
make
sure
that
there
is
follow-through
and
that
the
parents
were
asked
what
their
primary
language
is.
But
certainly
thank
you.
G
Thank
you
thank
you,
chair
hearing
and
thank
you
to
bps
for
being
here
important
hearing
for
sure.
As
a
former
bps
teacher
before
I
landed
this
job,
you
all
know,
I
was
a
boston
public
school
teacher
for
over
20
years,
special
education,
inclusion,
teacher,
esl,
certified
and
then
my
last
few
years
was
a
special
ed
coordinator
and
we
know
supporting
our
special
ed
students
and
families
during
covid.
G
It
continues
to
be
traumatic
for
many
of
our
students
and
families
and
staff,
and
also
lots
of
I
have
a
few
questions
that
I
hope
will
be
addressed
today
or
at
later
meetings.
But
I
just
want
to
go
down
the
list
of
questions
I
have
are
we?
Could
you
explain
more
about
how
we're
investing
in
behavior
supports
for
all
of
our
students
after
school
programming,
specifically
for
our
special
ed
students?
We
know
that
many
of
our
students
are
not
able
to
stay
in
some
of
the
after
school
programming.
G
That's
provided
at
the
school
level,
also
equitable.
Before
and
after
school
programming
across
the
district
reading
supports
you
started
to
mention
dyslexia.
Thank
you,
council
of
flynn,
for
bringing
that
up.
Are
we
following
the
mandated
dyslexia
guidelines?
You
mentioned
the
screening
because
I
know
as
a
special
ed
teacher
and
then
also
especially
a
coordinator.
G
I
know
many
teachers
are
orton,
gillingham
trained
or
would
love
to
be.
So
it's
not
that
we
don't
have
the
talent
pool
here
in
bps
so
and
then
also
also,
I
filed
two
hearings,
I'm
the
chair
of
public
health
and
right
off
on
the
mental
health
crisis.
Our
students
are
having
so
we'd
love
to
know
not
just
the
social
workers
or
guidance
counselors.
Are
we
going
to
implement
some
training,
not
just
for
our
staff,
but
curriculum
around
mental
health
needs
in
our
school
and
then
also
how
much
more
than
the
71
dollars
per
student?
G
Are
we
investing
in
this
new
budget
for
athletics?
You
did
mention
that
we'll
have
a
specific
athletic
hearing
coming
up,
but
I
really
do
think
we
need
to
look
at
the
holistic
approach
of
our
students
and
making
sure
that
we're
offering
athletics
and
arts
and
all
other
and
not
think
of
them
as
extracurricular,
but
during
the
day
this
need,
through
the
mental
health
crisis,
our
students
are
suffering
through
needed
now
more
than
ever.
So
those
are
my
questions
for
now.
G
H
C
Will
go
in
depth,
I
think,
on
special
education
on
monday,
miss
costello's
just
showing
me
the
mental
health
support
services
after
school
programming.
I
don't
know
nate
if
you
want
to
speak
to
that.
Just
briefly
and
then
behavioral
supports
fair.
If
you'd
like
to
speak,
what
we're
doing
there.
D
Yeah
for
before
and
after
school
programming
there's
an
sr.
Investment
in
essa
refers
to
our
federal
stimulus
funds
that
we're
getting
over
the
next
three
years.
There's
nine
million
dollars
over
those
three
years
to
expand
access,
because
we
do.
We
know
that
we
do
not
have
consistent
support
for
before
and
after
school
programs
across
schools.
D
So
that's
that's
something
the
superintendent
has
been
talking
about,
probably
since
day
one
about
the
need
to
make
sure
that
it's
not
just
about
which
schools
are
entrepreneurial
but
making
sure
that's
part
of
our
quality
guarantee,
so
that
nine
million-
I
don't
have
an
answer
about
the
specific
how
it'll
adapt
for
for
students
with
disabilities,
but
we
can
follow
up
on
that,
for
you
also
asked
about
behavioral
supports
and
I
think
the
the
social
emotional
learning
team
is
coming
back
to
do
a
presentation
specifically-
and
I
think,
we've
gotten
this
question
before
around
how
that's
being
embedded
in
the
curriculum
that
is
not
just
about
counseling
services.
D
But
what
we've
tried
to
do
is
expand
social
workers,
school
psychologists,
those
mental
health
supports
that
are
not
based
on
necessarily
a
student's
iep.
So
it's
not
required
that
a
student
has
the
services
written
in
before
they
start
to
get
support
and
think
about
the
whole
school
environment,
creating
safer,
more
welcoming
environments,
those
that
are
trauma
informed
so
that
it's
not
just
about
an
individual
student
but
creating
that
sort
of
tier
one
support
across.
D
D
J
Ahead
good
morning
counselors,
so
our
school
committee
approved
budget
has
approximately
98
dollars
per
pupil
for
athletics
before
our
sr
investment
and
we
anticipate
another
1.4
million
about
28
dollars
per
pupil
coming
on
esser
for
a
total
of
126
dollars
per
people
in
the
final
planned
spending.
K
Thank
you,
madam
chair,
and
I
just
want
to
thank
members
of
the
administration
for
being
here
and
answering
our
questions.
I'm
encouraged
by
a
lot
of
the
additional
spending
when
it
comes
to
mental
health
supports
when
it
comes
to
exceeding
the
national
standards
for
guidance,
counselors
and
psychiatrists.
I
hadn't
seen
that
exceeding
number
before
in
the
presentation
it
seemed
as
trying
to
meet
the
baseline
national
standards
so
questions
on
that
later.
I
really
have
three
buckets
of
questions.
K
The
first
one
is
about
human
capital
and
stabilizing
leadership
in
both
central
office
and
at
our
schools,
but
I'll
focus
more
sort
of
on
principles.
We
know
that
stability
in
our
school
settings
is
very
important
and
we
see
a
lot
of
attrition,
especially
for
leaders
of
color
who
are
trying
their
best,
and
I
just
want
to
hear
more.
How
are
we
investing
in
stable
leadership
in
our
schools?
I
know
that
we
had
been
doing
partnering
with
the
lynch
leadership
academy,
but
what
else
are
we
doing?
K
How
are
we
wrapping
around
our
principles
and
our,
and
what
are
we
doing
in
central
staff
to
really
build
and-
and
I
know,
there's
a
lot
of
churn-
obviously
right
now,
but
we
need
to
be
make
sure
that
we're
centering
what
needs
to
happen
in
central
office
and
our
school
is
not
based
on
a
new
superintendent,
not
based
on
anything
else,
but
really
responding
to
student
need.
And
so
I
just
want
to
hear
about
both
what
we're
doing
at
the
individual
school
level
in
the
central
office.
E
C
They
feel
really
alone
in
the
work
and
on
the
front
line
and
so
having
social
workers
having
counselors
having
psychologists
having
family
layouts
and
is
there
to
support
them,
as
a
team
really
does
help
them
to
persist
in
the
role
as
a
principal.
And
then
we
have
a
lot
of
professional
development.
This
thursday,
we'll
have
a
professional
development
all
day
for
our
principals.
We
have
opportunities,
like
you
mentioned,
through
the
lynch
leadership,
to
gain
additional
credentialing
and
experience.
C
C
So
I
think
that
those
things
are
the
kind
of
things
that
really
value
them
and
then
right
now
we're
actually
rewriting
their
contract
to
be
more
beneficial
to
them
and
so
that
they
have
time
in
their
contract
that
identifies
their
professional
development.
It
identifies
the
the
working
conditions
that
they
have,
and
so
I
think
that
providing
for
a
fairer,
more
beneficial
contract
to
them
is
going
to
help
them
feel
more
valued
as
well.
C
K
You
superintendent,
I'm
going
to
you,
know,
put
an
asterisk
by
credentialing
because
I
think
that's
an
important
conversation.
We
hear
it
a
lot
amongst
teachers
and
leaders
of
color
that
it
can
also
credentially
was
great
to
provide
avenues
requiring
credentials
where
not
necessarily
can
be
a
hindrance
to
a
lot
of
advancement
and
to
be
able
to
attract
talent
of
color.
So
but
my
second
question
is
really
around
english
language
learners,
especially
when
it
comes
to
backwards
idea
of
receivership.
K
I'm
wondering
what
we're
doing
to
really
present
and
really
flip
the
conversation
around
english
language
learners
to
being
an
assets-based
approach,
both
in
you
know
our
school
settings
and
then.
Secondly,
what
we're
doing
around
native
language
instruction
to
ensure
that
you
know
we
are
addressing
the
needs
of
our
english
language,
learners
and
teaching
in
a
way
that
they're
able
to
learn
easiest.
So
I
guess
it's
a
two-part
question.
B
Our
expert
at
pharah,
I'm
also
serving
as
the
interim
assistant
superintendent
for
the
office
of
english
learners.
We
are
working
towards
rebranding
the
office
to
the
office
of
multilingual
and
multicultural
education.
I
will
be
presenting
the
school
committee
on
may
11th
with
that:
a
policy
for
the
school
committee
on
native
language
and
increasing
native
language,
because
obviously
we
know
there
are
lots
of
transitions
and
we
have
been
working.
B
I've
been
working
closely
with
our
executive
director
and
the
team,
and
with
that
we
shipped
in
a
restructuring
the
office.
So
right
now
we
are
hiring
12,
multilingual,
instructional
coaches,
six
of
which
are
bilingual,
so
we'll
have
two
spanish
coaches,
one
haitian
creole,
one
captain
creole
one
chinese
and
one
vietnamese
coach
in.
In
addition
to
that,
we
also
have
family
specialists
who
are
bilingual
and
serve
in
those
languages
so
similar
to
again
our
majority
language
languages
are
spoken,
so
we
have
somali
arabic
as
well
as
others.
A
K
Okay,
I'm
also
you
know
we
saw
on
the
capitol
plan
yesterday,
there
were
some
new
schools,
and-
and
it
was
mentioned
that
we
have
to
have
some
difficult
conversations.
I
just
encourage
both
in
the
conversation
that
you're
going
to
have
about
the
new
way
that
we're
funding
our
schools.
K
I
encourage
us
to
really
talk
to
our
students,
because
in
visiting
schools
you
will
talk
to
students
and
they
know
what
their
schools
do
and
do
not
have
and
they're
talking
to
other
students
about
what
their
schools
do
and
do
not
have,
and
they
need
to
be
front
and
center,
especially
in
this
build
bps
that
has
left
out
a
lot
of
schools
right,
madison,
park's,
not
included.
We
need
to
make
sure
that
we
are
really
talking
to
students
about
the
things
that
they
need.
Why
don't
they
have
a
basketball
team?
Why
don't?
K
They
have
a
library
in
in
their
in
their
cl
in
their
building?
So
just
just
want
to
make
sure
that
we're
talking
to
students
and
that
we're
really
just
talking
about
built,
probably
need
to
have
a
session
on
build
pps
and
school
infrastructure
just
itself.
I
would
love
to
have
that
plenary
session,
so
thank
you.
A
Thank
you,
counselor
bach,.
I
Thanks
so
much
madam
chair,
and
thank
you
to
the
whole
team
and
special
thanks
to
the
superintendent
who
I
think
started
six
months
before
our
council
cohort
and
it's
really
been.
It's
been
a
whirlwind
and
a
a
really
challenging
season
so
really
appreciate
your
leadership
through
all
this
time.
I
wanted
to
ask
so
I'll
bracket.
I
have
everyone
knows
like
I'm
a
historian.
I
I
have
lots
of
academics,
questions
about
curricula
and
civics,
and
history
and
ethnic
studies
and
and
then
in
particular,
really
want
to
focus
in
on
the
academics
on
literacy,
because
it
just
seems
like
to
me
one
of
the
burning
issues
of
the
district
and
really
knowing
what
we're,
what
we're
putting
into
that
supports
wise
and
what
our
metrics
are
and
all
that.
But
that's
a
conversation
for
thursday,
I
think,
and
similarly
to
counselor
louis
jen
really
want
to
talk
about
the
capital
plan,
but
I
will
hold
those
to
the
31st.
I
I
guess
two
main
things:
one
is
and
I've
raised
this
informally,
but
I
do
just
want
to
say
on
the
record
that
you
know
I
do
really
think
the
council
needs
a
clearer
breakdown
of
the
esser
spending
and
that's
because,
obviously
anything
that
we're
doing
in
esser
spending
right
now
that
the
district
hopes
will
be
a
long-term
investment
is
eventually
going
to
come
to
the
operating
plan.
I
Those
were
kind
of
topical
buckets
and
what
we
really
need
to
understand
from
a
fiscal
perspective
is
more
of
this,
like
what's
personnel,
what's
non-personnel,
what's
capital
like
so
I
just
you
know,
as
I
mentioned
like,
we
can
have
that
as
a
separate
hearing
working
session
over
in
the
arp,
like
you
know,
covered
recovery
committee,
but
I
think,
given
all
the
sessions
that
you
guys
are
having
here
before
us
in
budget,
it
would
make
a
lot
of
sense
to
just
fold
that
in
but
that's
sort
of
a
formal
information
request
from
me
for
at
least
one
of
these
upcoming
hearings,
and
then
the
main
thing
that
I
want
to
use
my
time
for
was
just
to
talk
a
little
bit
about
enrollment.
I
I
But
some
of
it
obviously
is
above
that,
and
I
just
obviously
that
50
million
that
was
referred
to
to
sort
of
hold
schools
harmless
is
directly
related
to
enrollment
declines,
and
when
I
see
that
we're
at
10
percent
decline
again
in
k2
as
last
year,
I
mean
to
me:
that's
a
leading
indicator.
That's
a
really
scary
scary
number,
as
those
kids
continue
to
age
up
and
we
have
smaller
and
smaller
classes.
I
That
has
some
chance-
or
we
hope,
has
some
chance
of
stemming
enrollment
decline
for
next
year,
because
there's
a
lot
of
like
big
picture
stuff
and
we're
talking
about
like
the
five
year
thing,
and
we
hope
that
as
we
build
new
schools,
it
attracts
people
I
get
all
of
that.
But
and
I
think
we
have
to
have
a
long
term
strategy,
but
I'm
also
just
really
worried
that
we're
we're
just
bleeding
students
in
the
meantime
and
it's
going
to
put
this
the
schools
in
a
tough
fiscal
position
even
next
year.
C
Yeah
I'll
just
quickly
speak
to
one.
The
esser
plan
is,
I
hope,
going
to
be
out
by
this
week,
which
is
a
really
comprehensive
document.
Certainly,
we've
put
out
a
number
of
documents,
but
this
is
the
comprehensive
document,
the
worksheets,
and
should
we
make
sure
that
we
get
that
to
all
of
the
counselors
so
that
they
have
that
specific
spending
in
what
we're
doing
by
line
items?
C
And
then
I
think
the
long-term
plan
for
boston,
public
schools
in
terms
of
enrollment
is
going
to
be
around
capital
planning
and
around
the
quality
guarantee.
Those
are
the
two
things
that
parents
look
for
when
they
walk
through
the
door.
Is
it
an
environment
that
they
know
is
going
to
be
safe
and
beautiful
and
where
their
children
can
thrive?
That's
one.
C
The
other
is
the
academic
program
and
making
sure
that
the
academic
program
is
going
to
be
one
that
gives
our
children
the
same
opportunities
from
school
to
school
to
school,
and
they
know
that
it's
guaranteed
that
they're
going
to
get
athletics,
they're
going
to
get
art
they're
going
to
get
a
library
they're
going
to
get
equitable
literacy
opportunities.
They're
going
to
have
dyslexia
taken
care
of
if
they
have
dyslexia.
C
So
the
long
play
is
work
on
the
facilities,
make
sure
that
they're
beautiful
and
that
they
have
the
21st
century
amenities
that
are
needed
for
21st
century
education,
then,
secondarily,
that
the
academic
programming
is
in
place
and
that
that
strong
toward
the
college
and
career
pathways
that
we
have
been
designing
in
our
high
schools,
I
think
that's
going
to
be
piece
of
it
and
then
solidifying
the
academic
one
point
of
transition
for
families
case
six
to
seven
twelve,
can
be
critically
important
for
us
to
finalize
those
that
grade
configuration
so
that
parents
know
that
they
can
have
this
time.
A
Thank
you.
Did
you
want
to.
D
Yeah
short
term,
I
do
think
with
the
superintendent
mentioned.
One
thing
that
we've
seen
some
early
returns
in
terms
of
retaining
students
is
the
change
in
grade
configuration.
This
has
been
particularly
effective
at
the
fourth
and
fifth
grade
level,
at
keeping
students
in
the
elementary
schools.
What
we
know
is
our
families
really
want
that
predictability
from
k
to
six
and
then
seven
to
twelve,
so
that's
improving
and
getting
marginal
returns
at
that
level.
I
think
the
other
piece
is
we
are
seeing
now
more
than
ever
that
families
want
to
enroll
early.
D
It
used
to
be
that
we
would
grow
our
cohorts
from
k1
to
k2
and
then
to
first
grade
so
each
year
it
would
grow.
What
we've
seen
over
the
last
five
to
seven
years
is
that
the
growth
is
really
gone
away,
and
so,
if
we
don't
get
kids
in
k1
that
we're
not
so
thank.
H
I
think
I'd
like
to
continue
the
the
the
issue
around
declining
enrollment,
because
I
feel
that
you
know
the
bps
isn't
a
competitive
market
for
for
students
and
we
we're
losing
students
and
the
city
is
losing
losing
families
and
students,
as
well
because
of
the
increased
cost
of
housing,
and
that
and
and
housing
instability
is
a
critical
issue
in
relation
to
how
students
are
able
to
thrive
and
do
well
in
our
in
our
schools.
H
So
it's
a
very,
very
complex
situation,
but,
in
terms
of
you
know,
keeping
the
quality,
capital,
planning
and
and
quality
guarantees,
given
the
huge
decline
in
in
numbers,
are
we
having?
How
do
we
have
a
serious
conversation
about
exactly
how
much,
how
many
schools
we
need
and
and
and
how
and
it's
difficult
to
guarantee,
librarians
and
all
the
different
services
in
in
a
huge
number
of
schools?
If
we
have
a
very
low
enrollment,
it's
a
very
difficult
conversation
to
have.
But
where
are
we
at
in
that?
In
that
conversation,.
C
We
have
been
working
with
the
mayor
on
a
capital
plan.
I
think
some
of
that
has
been
already
provided
to
the
city
council
for
some
of
those
investments,
the
more
detailed
plan
we
had
hoped
to
be
able
to
release
within
the
week.
I
think
two
weeks,
okay,
so
two
weeks
and
we'll
have
that
finalized.
It
touches
about
25,
different
schools,
and
it's
talking
about
you
know
where
we'll
be
making
the
major
investments,
the
msba
investments.
C
C
You
know:
closures,
mergers
and
right-sizing
the
district,
and
I
think
that
that
is
the
the
hard
work
that
this
body
will
have
to
do
within
the
communities
and
within
our
school
communities
and
have
those
really
serious
conversations,
because
it's
necessary.
We
have
approximately
17
more
schools
than
what
we
need.
C
If
you
just
look
at
the
number
of
students
to
the
number
of
schools-
and
so
it's
going
to
be
critical-
that
the
next
superintendent
work,
alongside
all
of
you
within
the
communities
and
the
and
the
mayor
to
to
have
these
conversations
and
then
make
major
investments
in
those
buildings,
because
you
know
parents
see
brand
new
buildings
going
up,
they
want
to
send
their
children
to
those
schools.
E
And
I
just
want
to
add,
I
think
another
thing
that
we're
doing
this
year
is
investing
in
community
engagement
on
designing
what
a
k-6,
what
a
7-12
school
should
look
like
as
a
whole
for
the
district.
This
will
really
provide
us
with
a
foundation
of
what
we
want
our
schools
to
look
like,
and
I
think
once
we
have
that
vision,
and
once
we
have
that
foundation,
of
course,
depending
on
the
school
community
or
communities
that
we
would
move
into
those
buildings.
C
L
H
And
you
know
one
of
my
issues
as
a
city:
councilor
is
really
advocating
for
much
more
investment
in
family
housing.
A
lot
so
much
of
our
development,
we're
building
thousands
of
units
of
housing,
we're
not
building
family
housing.
So
it's
becoming
increasingly
difficult
for
working
families
to
stay
in
the
city.
They
they
go
to
brockton
or
framingham,
or
wherever
framingham
is
bursting
at
the
seams
there
they
want,
they
need
to
build
a
new
elementary
school
in
south
framingham.
H
H
How
do
we
support
our
immigrant
families
and
our
english
language,
learners
and-
and
the
other
big
issue
for
me
is-
is:
can
you
talk
a
little
about
career
pathways
and
and
how
we
enable
our
students
to
be
prepared
for
the
new
economy
with
labs
and
biotech
coming
in
and
how
how
we
can
how
to
support
them
and
their
families
to
have
a
good
opportunity
to
live
well
and
in
our
city
and
not
have
to
relocate
somewhere
else.
B
Yes,
just
wanted
to
share.
I
could
hear
this
remark
so
great
question.
I
think
that,
especially
with
our
mass
core
implementation,
part
of
that
shift,
so
initially
what
we
did
was
an
analysis
for
what
schools
offered
in
courses
to
match
that
up
with
what
are
the
innovative
programs
partnerships,
so
partnerships
from
jpmorgan
to
wentworth,
for
example,
which
my
daughter
I'm
a
bps
parent,
is
participating
in
the
summer.
B
So
there
are
many
opportunities
and
engagements
at
school
sites
and
I
think
we
are
looking
to
expand
all
of
the
other
career
pathways
for
focus.
Vocational
certificates.
We've
been
partnering
with
servsafe
and
supporting
our
students,
for
example,
at
madison
park,
and
so
additional
career
pathways
that
are
intentionally
being
developed
in
addition
to
the
mass
core
requirements
are
part
of
the
new
initiative
and
goals
and
and
making
sure
that
there's
an
alignment
in
those
investments,
my
time's
up,
so
thank
you.
M
Five
minutes,
it's
gonna
be
a
long
season,
but
it's
even,
but
I'm
going
to
keep
my
remarks
simple.
I
just
wanted
to
follow
up
on
council
breedon's
question
in
regards
to
the
enrollment
last
year
you
guys
had
a
presentation
and
there
was
a
daunting
graphic.
I
don't
know
if
you
guys
remember
the
cycle
of
unenrollment.
M
Do
you
remember
that
yeah,
which
showed
that
families
were
taking
their
students
out
of
our
schools
and
in
turn
it
also
impacts
the
ability
to
provide
these
schools
with
the
type
of
supports
that
they
needed
in
programming?
So
it
seems
like
an
enrollment
and
the
weighted
student
funding
are
closely
linked.
As
we
know
right,
and
so
it
seems
like
we're
now
spending
more
on
students,
but
students
keep
leaving
the
district.
M
Wait,
I'm
not
done
name
slow,
your
role.
How
are
we
coming
to
terms
with
the
impact
of
weighted
student
funded
on
our
ability
to
fund
a
holistic
school
program.
D
The
first
thing
I
just
want
to
note
is
we're
seeing
fewer
students
overall,
that
doesn't
necessarily
mean
that
we're
losing
students
or
that
students
are
choosing
to
not
go
to
bps
they're.
Just
there
are
broad
demographic
trends
that
are
affecting
boston
massachusetts,
the
region
and
the
nation,
which
is
just
for
just
having
fewer.
You
know.
Families
are
having
fewer
kids
they're
having
them
later
in
life.
In
addition
that
the
housing
housing
policy
is
incredibly
important
for
education
policy,
so
the
and
then,
of
course,
the
immigration
policies
of
the
prior
administration.
D
D
The
way
that
we're
breaking
the
cycle
is
by
investing
in
those
that
quality
guarantee
that
set
of
positions
that
is
not
enrollment
based
every
school
gets
them
regardless
of
size
and
then
we're
launching
this
big
project
to
say:
should
we
be
funding
on
weighted
student
funding,
or
is
there
a
better
way
for
us
to
do
it?
So
I
look
forward
to
that
that
conversation,
okay,
continuing.
M
And
we
don't
have
a
mask
and
we're
in
person.
Oh
my
god,
my
non-verbals
are
just
going
to
be
lit.
Okay,
so
let's
just
keep
it
moving.
I'm
just
curious.
I'm
going
to
talk
a
little
bit
about
the
fact
that
we
have
so
many
schools
send
us
emails
from
the
boston
day
evening,
academy
emk
the
shaw
lots.
You
know
those
schools
right
and
they
all
want
something,
and
I'm
just
curious.
The
current
allocation
is
what
4.7
million
increase
that
reflects
dollars
going
into
facilities.
D
Oh
the
amount,
the
the
amount
that
was
on
that
slide
includes
the
increase
in
what
we
consider
part
of
our
maintenance
and
repair
budget.
That's
the
increase
in
how
much
we
spend
to
do
things
like
basic
repairs
to
the
building.
India
alvarez,
our
chief
operating
officer
can
give
better
examples,
but
it's
refinishing
floors
and
upgrading.
D
That
so
that
size
of
the
investment
is
a
capital
budget
investment,
and
so
we
are
excited
to
be
launching
a
new,
a
new
build
project
for
the
blackstone.
That's
part
we're
submitting
them
for
the
msba,
because
what
we
recognize
is
that
there's
not
minor
improvements
to
that
building
that
are
needed.
We
need
those
students
deserve
a
brand
new
building
right.
M
M
E
M
So
my
this
one
will
be
the
last
and
it
will
be
from
my
friend
over
there,
I'm
farah
in
regards
to
english
language
learners
right.
You
know,
we
often
talk
about
diversity
but
oftentimes,
it's
racial
diversity
and
I'm
just
curious
about
how
we're
including
language
as
one
of
the
metrics
in
terms
of
diversity.
Can
you
talk
to
me
a
little
bit
about
that.
B
Excellent
question,
so
we
are
piloting
a
linguistic
diversity
program
with
our
recruitment
and
diversity
cultivation
office
and
send
that
backwards
either
way.
Rcd
and
so
part
of
that
initiative
is
to
identify
schools,
the
language
capacity
of
the
educators
versus
students
and
to
be
able
to
actually
recruit
and
to
place
educators
in
those
schools
in
which
we
see
that
there
is
a
high
language.
B
Yes,
you
did,
you
have
a
yeah.
I
have
a
follow-up
okay,
so
but
it's
part
of
our
new
office
and
our
new
initiative
is
to
ensure
that
there's
linguistic
diversity,
so
it's
racial
and
linguistic,
and
that
is
part
of
our
framing
across
the
district.
But
certainly
we
have
to
also
ensure
that
educators
are
supported
with
mtel,
especially
from
our
pathways
programs
from
paraprofessionals
and
with
our
increasing
support
as
well
as
bilingual
programs.
M
M
English
language
learners
is
that
you
know
we
have
this
idea
that
our
kids
are
going
to
just
adapt
to
the
white
dominant
culture.
But
what
we
need
to
be
creating
is
opportunities
for
them
to
be
fully
expressed
in
their
native
language,
and
we
also
need
to
make
sure
that
we're
investing
in
native
language,
educators
right
so
I'd
love
to
talk
a
little
bit
about
how
we're
going
to
mine
that
data.
What
does
what
does
that
going
to
look
like.
M
E
Some
of
it
available,
you
got
your
own,
my
white
chicken.
No,
I
don't
show
them.
I
think,
there's
one
mic
here:
we
have
some
of
that
data
available
on
our
website
and
previous
presentations
that
we've
done
to
the
school
committee.
Certainly
you
know
information
that
we
do
have
available.
It's
not
necessarily
a
public
dashboard,
but
upon
request
we
can
certainly
get
some
data
there.
B
Can
I
just
add
quickly
that
we
are
going
to
work
so
we've
had
recent
meetings
with
ohc
and
internally
and
we
need
to
work
with
our
btu
partners.
We
do
have
data
on
our
talented
platform
for
hiring
in
recent
applicants,
but
for
an
educator,
for
example,
that
has
been
in
the
system
for
20
years.
We
don't
necessarily
have
the
data
on
their
language
proficiency,
so
we
do
have
to
work
with
our
boss
and
teachers
union
partners
to
make
sure
that
we
can
access
that
data
and
be
able
to
provide
it.
C
A
N
Thank
you,
madam
chair,
and
thank
you
superintendent
cassilis
for
coming
and
joining
us.
It's
a
pleasure
to
see
you
and
to
all
the
folks
from
bps
for
coming
and
sharing.
There
are
two
things
that
I
wanted
to
piggyback
from
my
colleagues
that
don't
require
answers
now.
One
of
my
questions
was
also
about
the
400
million
dollar
in
esser
funds.
I
know
that
we've
already
allotted
108
million
for
fy22
and
I
would
like
to
know
how
we're
allotting
the
remaining
292..
I
know
in
your
presentation.
N
You
said
that
you
were
spending
10
million
on
academic
supports
and
one
and
a
half
million
on
athletics,
so
whatever
the
remainder
of
that
is
just
wanted
to
also-
and
I
would
like
to
also-
and
I
think
I
did
a
pretty
good
job
at
separating
my
questions
for
your
specific
hearing.
So
please,
let
me
know
if
something
needs
to
be
moved
elsewhere
around
enrollment.
What
formula
are
you
using
specifically
to
calculate
enrollment
right?
Are
we
looking
at
classroom
space?
How
many
teachers
we
have
how
many
teachers
per
student
or
are
we?
N
You
know
using
square
footage
of
schools
like
space
available
right,
because
I
think
that,
when
we're
talking
about
being
under
enrolled,
what
does
that
mean?
And
what
formula
are
we
using?
The
first
question
that
I
have
is
that
there
is
an
expected
16
million
in
new
spending
for
charter
schools.
Can
you
talk
about
how
what
the
number
is
for
and
how
that
increased
investment
in
charter
schools
is
in
or
out
of
alignment
with
the
mayor's
vision
for
bps
or
the
superintendent's
vision
for.
D
Bps
believe
the
16
million
dollars
that
you're
referring
to
is
the
cost
of
charter
school
reimbursement,
and
so
that's
based
on
our
overall
spending,
is
a
formula
set
based
on
this
date.
So.
D
That's
correct,
yes,.
J
N
Okay,
the
other
sorry
that,
just
so
the
other
question
that
I
have
particularly
is
around
you
know.
The
ideal
teacher
to
student
ratio
is
about
one
to
fifteen
on
average.
What
we
typically
see
is
maybe
one
to
twenty
one
and
the
maximum,
at
least
according
to
the
boston
teachers
union,
is
one
to
thirty
or
one
to
thirty
one.
Where
does
bps
fall
on
that
spectrum,
and
is
this
budget
moving
us
in
any
direction
in
that
spectrum?
Is
it
getting
us
to
smaller
class
sizes,
bigger
in
terms
of
staffing
for
teachers.
E
Yeah,
it's
actually
part
of
our
union
contract
limitation
on
class
sizes.
I
don't
have
the
exact
numbers
in
front
of
me
happy
to
get
that
for
you,
but
it
is
not
something
that
you
know.
We
propose
changing
in
this
budget.
E
You
know
certainly
something
we
continue
to
talk
to
our
partners
at
the
btu
about,
but
would
want
to
do
it
based
on
more
of
an
average
at
the
school
versus
just
sort
of
a
universal
policy
for
the
district.
J
N
Got
it,
thank
you
so
much,
and
I
have
I
have
questions
specifically
around
spending
that
particularly
around
equipment
and
supplies
is.
Would
that
be
a
question
that
I
could
ask
you
here
or
do
you
think
that
I
should
leave
it
for
the
procurement
and
operations
hearing.
N
It
here
great,
thank
you,
so
there
are
two
two
things:
there's
an
eight
million
dollar
in
education
supplies
in
department,
history
and
there's
also
a
six
million
from
the
external
funds
right,
and
so
is
that
the
only
supply
line
items,
or
am
I
missing
that
that's
mostly
my
question
are
those
the
two
items
that
represent
the
supplies
for
bps
like
the
budget?
Can
you
just
clarify.
D
D
District-Wide
at
this
point,
what
you
see
is
we
shift
that
budget
as
schools
get
closer
to
spending
as
they
get
closer
to
the
school
year.
They'll
often
shift
money
in
different
accounts
to
put
the
appropriate
spending,
so
educational
supplies
will
come
out
of
a
specific
account
and
then
contracts
like
after
school
programs
will
come
out
of
a
different
account.
D
N
And
does
that
include
ot
pt
speech,
aba
supplies
like
does
the
does?
The
supply
and
line
item
also
include
supplies
for
special
needs.
Students,
classroom
supplies
for
their
therapeutic
supplies.
Does
they
include
all
of
that?
Yes,
okay.
So
the
number
that
I'm
seeing
in
terms
of
like
my
calculations
is
that
we're
spending
about
302
dollars
per
student
per
year
for
supply,
and
so,
if
that's
the
line
item
for
every
crayon
notebook
novel
that
we
are
spending
in
school,
does
that
seem
right
sized?
I
I.
E
Don't
think
it's
quite
you
know
it's.
Yes,
these
numbers
are
are
abroad
in
general,
but
I
don't
think
it's
quite
that
simple
to
like
break
it
down
in
that
way,
I
think,
looking
at
the
individual
school
budgets-
and
I
think
mr
cooter
talked
about
the
explore
bps
budget,
you
can
really
dive
into
individual
schools.
There
are
obviously
you
know.
Schools
have
different
needs
depending
on
the
students
that
they
serve
correct.
N
Yeah,
and
so
I
think
that
that's
an
alignment
with
the
weighted
student-funded
formula
in
terms
of
you
know
ensuring
that
everybody
has
what
they
need,
but
I'm
a
baseline
budget
girl.
So
if
we're
talking
about
this
quality
guarantee
yeah,
which
is
you
know,
I'm
kind
of
trying
to
calculate
the
average,
then
what
would
you
say
if
you
are?
What
is
your
baseline
in
addition
to
making
sure
that
all
you
know,
schools
have
different
needs,
so
you're
ensuring
that
everybody
has
a
different
budget?
What
would
you
say,
other
districts
or
is
comparable
or
like?
N
Thank
you.
I
have
one
final
question
before
my
time
is
up.
Alternative
schools
in
bps
are
typically
have
more
flexibility
around
what
happens
at
the
school
because
they
are
alternative
schools
and
to
me
that
presents
a
really
unique
opportunity
in
terms
of
transformative
education
for
our
students
and
what
we
can
do,
which
is
sometimes
a
little
different
than
the
traditional
education
that
we
do
at
the
other
schools.
So
can
you
talk
a
little
bit
about
if
any
investment
is
being
put
towards
the
alternative
schools,
but
specifically
the
alternative
high
schools.
D
We
have
a
wide
range
of
of
alternative
programs
and
there's
no,
I'm
not
aware
of
any
major
investments
in
this
year's
budget
to
improve
alternative
education.
But
this
has
been
an
area
that
you
know.
I
think
we
need
to
do
some
thinking
about
the
portfolio
of
programs
across
and
a
number
of
these
programs.
As
we've
seen
declining
enrollment,
you
see
the
need
for
the
diversity
of
programs,
but
we
do
offer
a
wide
range
from
bdea,
which
I
think
somebody
mentioned
already
the
boston
day
and
evening
academy
and
they're
working
in
dudley
square.
N
A
You,
okay,
no
problem.
Thank
you,
counselor
murphy.
First,
we
have
to
finish
the
lineup
and
then,
if
you
wanted
an
additional
two
or
three
minutes,
we'll
come
right
to
you
before
we
go
to
second
round
counselor.
O
Thank
you,
madam
chair,
there's,
a
number
of
topics
that
I
could
touch
on:
mental
health,
madison
park,
build
bps
and
the
great
realignment
and
the
problems
we've
had
with
the
facilities
we
have
and
sort
of
making
that
a
reality
and
what
the
adjustment
is
going
to
be
on
that.
But
I've
decided
that
I'm
going
to
focus
on
english
as
a
second
language,
because
that
that's
a
real
issue
for
us.
O
O
And
so
when
you
have
30
percent
of
students
in
bps,
who
are
english
as
a
second
language,
we
have
the
office
of
english
language
learners.
Is
it
accurate
that
we've
had
six
leaders
for
the
office
of
english
language
learners
in
the
last
three
years.
B
That
is
correct:
we've
had
interim
roles
and
we've
transitioned
myself
into
the
interim
role.
So
I
think
I'm,
the
sixth
leader
in
the
two
years.
E
Superintendent
thing
in
that
person
left
for
a
superintendency.
There
have
been,
I
think,
three
interims
and
two
additional
people
that
the
super
fund
has
brought
in.
Thank.
O
I
O
You
all
so
my
question
is
30
esl
students.
We've
got
some
catching
up
to
do
thanks
to
the
yun's
initiative.
How
much
of
our
budget
that
is
is
actually
focused
on
academics,
so
not
not
building
or
capital
or
any
of
the
sort
of
athletics,
but
academics
specifically,
is
how
much
of
the
percentage-wise
is
actually
dedicated
towards
english
as
a
second
language
learner.
J
So
our
current
budget
proposal
for
school
year
23
reflects
110
million
dollars
in
our
operating
budget
directed
towards
english
language
learners.
J
Now
that
includes
some
of
the
operational
overhead
as
well
in
the
settings,
for
example,
but
most
of
that
money
is
in
school
positions
in
schools,
teachers
in
who
are
teaching
esl
teachers
in
the
existing,
sheltered
english,
immersion
programs,
teachers
in
dual
language
and
so
on,
and
that
110
million
represents
a
6.3
million
dollar
increase
from
fy
22
to
fy23
is.
D
So
that's
just
the
10
of
the
budget
that
is
exclusively
for
asl
learners
that
doesn't
include
the
access
that
english
learners
have
to
general
education
classes,
to
athletics,
to
transportation,
transportation
operations,
operations,
costs.
That
would
not
be
coded
specifically
for
english
learners,
but
are
a
large
portion
of
our
budget.
O
Great
so
transportation
costs
which
are
general
aren't
included
in
that
often
do.
We
know
how
much
of
a
percentage
of
our
esl
are
taking
general
classes
that
aren't
geared
for
esl.
B
Can
certainly
give
you
the
the
data
and
the
numbers
and
break
that
down.
I
will
say
that
the
majority
of
our
english
learners
are
in
general,
ed
classrooms,
and
so
that's
why
we
are
working
very
closely
throughout
the
academics
to
support
their
educational
needs
and
that
there
are
students,
certainly
who
are
in
seo
language,
specific
programs.
So
back
to
your
initial
sort
of
the
un's
initiative
and
the
look
act,
implementation
where
we're
headed
that
is
part
of
the
rebranding
and
the
restructuring
of
the
office.
B
5
million
is
through
the
essa
funding,
now
being
put
towards
increasing
bilingual
education
for
the
office.
It's
actually
10
million
in
total
for
the
next
two
years
is
projected
to
continue
for
fiscal
year.
2024.,
however,
that
5
million
again
is
expansive
and
it
is
working
across
departments
from
recruitment
and
cultivation
diversity,
for
example,
in
bilingual
pathway
programs
for
educators.
It
is
working
with
our
world
languages
departments
and
increasing
our
heritage,
language
programs
and
educators.
B
So
so
there
is
a
sort
of
a
mix
in
terms
of
also
the
general
education
funding
that
is
towards
english
learners.
Okay,.
O
O
O
And
then
I
guess
so
you
can
do
that
on
thursday,
then
I'll
be
waiting
for
that
on
thursday.
That's
fine
and
then
just
from
a
question
that
you
might
be
able
to
answer
now.
What
are
we
doing
for
recruitment.
D
I
will
just
add,
so
we
do
have
one
million
per
year
and
asked
for
recruitment
cultural
diversity
for
programs
for
educators.
That
is,
you
know,
increasing
our
capacity
for
recruiting
and
retaining
educators
of
color.
So
that
is
a
new
investment
coming
on
and
sorry.
D
It's
one
million
per
year
for
the
three
years
for
on
esser
for
recruitment
and
cultural
diversity.
O
So
my
last
question
is
going
to
be
on
esser.
We
did
a
visit
with
madison
park
vocational,
where
it
became
apparent
that
esser
funding
that
they
were
supposed
to
have
received
in
september.
They
had
not
received
yet
that
was
maybe
last
month,
and
so
how
much
are
we
backed
up
on
esser
funding
payments
for
our
schools
right
now?
How
far
are
all
of
our
schools
receive
their
s
for
funding?
At
this
point,
as
I
speak
to
you
right
now,
yes,.
D
The
at
the
delay
in
schools
receiving
their
essay
funding
was
an
effort
on
our
part
to
make
sure
that
all
schools
had
a
strategic
alignment
of
their
esser
spending
plans,
and
so
what
we
wanted
to
do
was
make
sure
that
they
were
aligning
it
to
what
we
call
the
quality
school
plan,
which
is
the
individual
schools
plan
for
improvement.
D
Many
schools
were
delayed
because
they
either
didn't
have
a
completed
quality
school
plan
or
it
wasn't
clear
how
their
esser
plan
was
going
to
support
that
specific
goal.
Then.
In
addition,
there
were
a
lot
of
requests
for
facilities
and
we
needed
to
make
sure
we
had
the
central
capacity
to
be
able
to
execute
on
this
facility
projects,
and
that
was
another
central
review
process.
D
O
I
don't
want
to
cut
you
off,
but
I
got
to
clock
it's
about
to
go
off
just
on
that
question,
just
so
that
I'm
clear
it's
it's
bps's
position
that
any
delayed
s
or
funding
had
nothing
to
do
with
bps's
central
office
and
everything
to
do
with
those
schools.
Having
centralized
plans
ready
to
go
no.
D
That's
not
what
I
was
saying
there
there
were.
There
was
a
multi-phase
process
of
doing
the
strategic
alignment.
I
think
in
some
cases
there
were
schools
that
were
delayed
in
getting
us
information,
in
other
cases,
the
lift
of
making
sure
that
it
was
strategically
aligned,
caused
delays
in
the
review
process
and
caused
delays
on
our
end
as
well.
A
Council,
overall,
you
have
eight
minutes,
they're,
just
they're
increasing
it,
so
I
think
you
have
to
think
mejia
for
taking
it
to
seven
and
taking
it
to
eight,
and
then
you
have
three
more
right.
Now
you
have
three
more
and
now
you
have
five.
A
I
gave
you
seven.
A
P
Thank
you,
madam
chair,
and
thank
you
to
the
panel
thanks
for
all
the
great
work
you
do
here
in
our
city.
I'd
like
to
ask
a
few
questions.
Last
year
we
talked
about
a
summer
plan
that
every
student
will
have
a
summer
plan.
Is
that
still
the
plan
for
this
year
and
where?
Where
are
we
at
with
making
sure
that
every
student
has
a
summer
plan,
especially
with
covid?
You
know
the
learning
loss
due
to
covid.
E
Yeah
we'll
we
will
also
be,
I
think,
presenting
on
that
either
at
the
next
hearing
or
the
hearing
after
that,
in
terms
of
our
summer
programming
I
will
say
for
this
summer
we
are
presenting
to
school
committee
on
may
11th
with
what
our
summer
options
are
for
families.
You
know
nader
david,
I
don't
know
if
you
want
to
speak
more
to
the
specifics
of
it,
but
we
do
have
a
variety
of
options
for
families.
D
D
I
think
people
coming
out
of
the
pandemic
quite
honestly
were
pretty
burnt
out,
and
so
we
are
continuing
to
invest
in
summer
programming
and
we've
worked
with
the
mayor's
office
city,
the
city
office,
to
work
on
summer
jobs,
programs
as
well
for
students,
and
so
that's
continued
investment,
and
we,
I
would
put
in
a
plug
that
the
we
are
now
open,
enrollment
for
the
summer
programming,
and
so,
if
you
know
of
constituents
that
are
looking
for
summer
programming
for
their
students
to,
please
encourage
them
to
sign
up
for
programming-
and
I
heard
this-
and
I
should
probably
verify
it.
D
But
the
summer
programs
in
bps
ends
up
becoming
the
second
largest
district
in
the
state.
That's
how
many
students
we
enroll
in
summer
programs
through
our
schools,
and
so
I
think,
shows
the
tremendous
effort
that
team
puts
together
and
they
can
describe
the
variety
of
programs
that
we
offer.
But
we
just
wanted
to
to
brag
about
their
work
for
a
moment.
P
What
is
the
long
term
plan
for
bps
school
buildings?
I
know
that
last
year
there
was
a
mention
of
rfp
to
create
a
master
plan.
Do
we
have
the
status
of
that
rfp
and
will
there
be
a
master?
What
will
be
the
master
planning
process.
D
Yeah,
the
rfp
that
it's
in
place
is
to
help
us
design
what
our
school
building
program
is
going
to
be
for
a
k
to
6
and
a
7
through
12
school,
and
so
what
that
is
they're
going
to
work
with
us
to
identify
what
our
standards
are
from
a
building
perspective,
sustainability
and
environmental
impact,
from
an
academic
programming
and
from
an
enrichment
spaces.
So
we
can
say
when
we
build
a
new
k-6,
it's
going
to
be
for
this
enrollment.
It's
going
to
have
a
cafeteria.
It's
going
to
have
a
gym.
D
What
that
allows
us
to
do
as
a
district
is
then
say:
okay,
when
we
go
to
build
a
pr
build
a
new
school
when
we
hire
an
architect,
we
hand
them
that
design
and
say
this
is
what
you're
building
on
this
parcel
speeds
up
our
process
and
creates
key
standards
that
pro
that
rfp
was
out
to
bid.
I
don't
believe
we
finalized
the
selection
of
the
vendor,
but
that
project
will
be
launching
this
spring
in
partnership
again
with
the
public
facilities
department,
they're
driving
the
project
and
they've
been
great
partners
with
us
on
that
and.
E
We're
a
couple
weeks
away
from
some
big
announcements
on
our
facilities:
work
in
partnership
with
the
mayor's
office
in
the
city,
so
we're
coming
back
to
the
council
on
may
31st
to
talk
specifically
about
those
details.
P
Awesome,
thank
you
and
council
arroyo
was
talking
about.
You
know
the
the
investment
in
english
second
language
student,
but
in
terms
of
the
academic
investment
for
our
you
know,
general
population
students.
You
know
the
increased
investment
in
staffing
versus
you
know:
after-school
programs,
tutors
professional
development,
develop
professional
development
for
teachers,
budget
for
family
community
engagement.
How
much
of
that
was
inside
of
the
40
million
dollar
increase,
not
not,
including
you
know,
transportation
or
the
general
general
cost.
J
Yeah
so
the
of
the
40
million
dollars
we
invested,
so
15
million
was
for
student
or
school
supports
and
that's
a
variety
of
things
that
aren't
there's
a
there's.
A
variety
of
different
supports
under
those.
J
Of
course,
so,
for
example,
under
that
our
investment
guidance
counselors
would
fall
under
that
our
investment
school
psychologist
would
fall
under
that
it's
those
sort
of
wraparound
services
that
students
and
families
need.
Then
there
was
also.
P
J
In
the
in
the
counselor
investment,
all
of
our
investment
in
guidance
was
staffing.
We
are
sorry,
we're
studying
aside
some
funding
on
esser
our
federal
funding
to
provide
some
of
the
startup
non-personnel
costs,
but
all
of
the
operating
funding
is
going
to
staff.
Okay,.
P
P
For
is
there
so
for
for
when
we
are
making
investments
inside
of
our
capital,
is
there
a
needs
assessments,
or
is
there
an
enrollment
assessment,
and
maybe
this
is
for
a
question
on
another
day,
but
just
want
to
throw
that
out.
There
short.
G
Thank
you
two
things
I
want
to
go
back
to.
I
know
many
of
my
colleagues
were
talking
about
facilities
and
buildings.
We
have
125
schools
and
I
know
at
the
kilmer
there
are
428
students
at
brighton,
high,
there's
less
students.
We
have
408
students
enrolled
at
brighton
high,
much
bigger
school
when
we
start
to
have
those
tough
conversations.
Are
we
going
to
have
a
clear
list
of
all
of
our
125
schools,
their
current
enrollment
and
projected
enrollment
for
the
fall
and
also
what
the
capacity
at
each
school
is?
G
G
Many
might,
but
if
we
do
have
that
information,
that
would
be
helpful
and
what
role
do
you
see
the
btu
playing
in
that
tough
conversation,
because
I
know
many
times
it
becomes
a
union
issue
proud
union
member
for
decades
so
but
definitely
know
that
many
times
schools
will,
you
know,
really
fight
to
keep
their
school
open
or
when
we
talked
about
a
nurse
in
every
school
I
met.
I
know
many.
We
have
old
buildings
right.
They
were
built
many
years
ago,
very
small.
G
When
you
have
a
hundred
students,
it
was
very
feasible
to
have
one
nurse
go
back
and
forth
between
two
small
schools
right.
So
that
is
another
reason
why
we
spend
a
lot
of
money
because
we
have
you
know
principal
at
the
murphy
who
has
900
students
and
the
principal
at
the
beethoven
with
you
know
less
than
300.
So
that
is
one
and
if
my
three
minutes
run
out.
G
I
also
just
want
to
go
back
to
the
athletic
question
if
we
know
the
value
that
the
direct
correlation
between
mental
health,
physical
health
and
our
students
with
the
mental
health
crisis-
and
we
value
that
positive
impact
that
athletics
has.
Why
are
we?
We
currently
only
spend
76
dollars
per
student,
the
state
average
is
161,
but
we
also
spend
24
000
per
student.
G
Our
per
student
spending
is
much
higher
than
the
state
average,
even
though
we
are
now
only
going
to
increase
it
22
dollars
in
our
budget,
we're
going
to
use
some
sr
funding
which
we
know
does
not.
Last
once
it's
gone,
it's
gone,
so
we're
not
making
a
full
commitment
to
increasing.
We
currently
only
spend
zero
three
percent
of
the
total
budget
per
student
on
athletics
and
I
do
think
increasing
it
to
98
and
then
throwing
in
an
extra
20
for
temporary
funding
is
not
acceptable.
G
I
am
happy
that
jill
carter
is
invited
and
hoping
she'll
attend
when
we
I
have
the
hearing
on
may
6,
where
we'll
be
addressing
the
mental
health
crisis
in
the
schools
and
really
hoping
that
that
and
the
other
panelists
there
can
really
get
on
board
to
make
sure
that
bps
spends
more
than
just
point
zero.
Three
less
than
half
of
one
percent
of
the
per
student
funding
with
declining
enrollment
and
asking
for
more
money
in
the
budget.
G
I
think
we
really
need
to
support
that
more,
but
the
so
if
you
have
an
answer
to
that.
D
Yeah,
I
I
appreciate
the
the
the
way
that
you
weaved
in
a
number
of
key
issues
that
are
are
very
related
in
terms
of
the
sort
of
portfolio
they
operate.
The
services
we
decided
each
school
building.
The
first
thing
I'll
say,
is
in
this
budget.
The
we
are
closing
three
schools,
and
two
of
two
of
them
is
timothy
and
roxbury,
and
the
irving
in
roslindale
demonstrate
what
you're
talking
about,
which
is
the
under
enrollment
and
capacity
of
a
building.
D
What
we
saw
was
the
program
that
was
offered
at
the
school
did
not
match
the
neighborhood
needs
and
how
we
could
better
serve
in
the
irving
case.
What
we're
looking
to
do
is
build
and
renovate
it
into
a
new
k-6,
where
we
can
merge
two
or
more
school
communities
in
again
with
the
opportunity
for
them
to
have
a
better
resource,
more
more
resources.
D
D
The
other
thing
I'll
just
mention
just
sort
of
overall
is
in
2016.
We
did
a
long-term
financial
plan
that
identified
five
key
levers
for
our
district
in
terms
of
our
overall
costs.
Those
five
key
levers
are
still
true.
Today
it
includes
collective
bargaining,
and
that
includes
class
sizes
and
the
cost
of
our
teachers,
the
staffing
requirements
of
those
classes,
special
education,
the
number
of
students
we
serve.
Those
other
districts
that
you
mentioned,
that
are
spending
less
per
district,
often
don't
have
the
same
level
of
need
that
we
have.
D
The
third
is
the
district
footprint,
which
is
the
number
of
schools
you
operate
and
the
cost
of
operating
small
schools.
The
fourth
is
revenue,
and
we,
of
course,
have
benefited
from
significant
investment
that
three
year
100
million
dollar
investment.
It
also
led
to
our
advocacy
for
the
reform
and
state
funding,
which
we
still
don't
think
the
state
adequately
funds,
the
boston,
public
schools,
and
I
should
have
had
it
in
front
of
me
because
I'm
now
forgetting
thank
you.
H
So,
in
order
to
develop
a
master
plan
for
our
schools,
you
need
good
demographic
analysis
and
good
projections.
Do
you?
Where
do
you
get
your
data
from.
D
The
biggest
predictor
of
enrollment
in
a
in
our
district
is
the
current
enrollment,
and
so
we
start
with
the
baseline
of
how
many
students
we
currently
serve
and
we
look
at
the
historic
rates
of
what
we
call
cohort
growth,
which
is
the
change
from
a
cohort,
will
go
through
from
when
they
progress
in
grades.
So
the
number
of
first
graders
you
have,
we
apply
a
cohort
growth
rate
that
says:
okay,
you'll,
lose
five
students
and
gain
six
students,
so
the
next
year,
you'll
have
more
second
graders.
D
We
also
work
to
gather
data
on
birth
rates
and
we're
looking
overall
birth
rate
trends
as
as
an
input
to
sort
of
take
the
overall
picture,
but
it
really
does
stem
from
the
historical
numbers
we
prior
to
the
pandemic,
had
partnered
very
closely
with
the
boston
planning
and
development
agency
to
input
the
mayor's
housing
plan
and
develop
a
new
innovative
model.
That
says
how
does
the
mayor's
projection
for
housing
and
the
city's
projection
for
new
housing
affect
our
model
for
enrollment
projections?
L
L
H
Families
will
be
able
to
stay
in
the
city
as
a
result
of
that.
So
you
know
I'm
very
concerned
that
we're
not
working
with
it's
a
bit
like
a
fema
map,
a
flood
map.
You
know
it
tells
you
the
historic
patterns,
but
it
doesn't
tell
you
what's
coming
in
terms
of
what's
coming
and
you
know
in
the
10
to
in
the
10
on
the
10-year
horizon-
and
I
think
you
know
in
in
terms
of
of
our
situation
in
austin
brighton.
H
I
really
do
hope
that
we
can
stabilize
our
population
and
keep
our
families
and
attract
more
families.
You
know
again
we're
back
to
this
market,
we're
in
a
market
to
try
and
attract
attract
families
and
keep
families
in
boston,
public
schools.
So
you
know
having
good
data,
and
so
is,
is
your
primary
source
of
of
data,
bpda
demographic
data
or
and
then
just
your
birth
rate,
data.
D
Yeah,
the
prime
I
mean,
I
will
say,
the
primary
source
of
data
for
us
is
our
own.
As
the
l
as
the
legal
educational
agency
in
boston.
We
have
the
best
data
on
school-aged
children
in
boston,
and
so
that
is
the
primary
source
for
projecting
and
then
once
we
see
great,
you
know
k0k1
data,
those
early
grades,
three
and
four-year-olds.
That
then
tells
us
a
lot
of
information.
We
need
about
what
those
cohorts
will
look
like
you
know
we
we
do
want
to
restart
those
conversations.
Bpda,
the
their
team
has
been
the
research
team.
D
There
has
been
great
and
very
supportive
of
us.
It's
just
in
coveted
response.
We,
our
data
analysis,
was
focused
elsewhere,
but
I
do
think-
and
the
other
thing
we
need
to
do
is
is
in.
We
need
to
get
better
qualitative
information
about
what
families
are
saying
why
they
choose
schools,
why
they
don't
choose
schools.
You
know
when
I
was
choosing
for
my
kids,
who
are
my
son
is
now
in
fourth
grade.
D
The
story
was,
you
couldn't
get
a
k1
seat
because
they
were
all
full
that
has
significantly
shifted
now
in
a
lot
of
neighborhoods.
You
can
get
a
seat
in
k1
and
families
may
not
know
that
because
it's
it's
a
story
that
sort
of
lingers
on
the
playgrounds
and
doesn't
we
don't
do
a
good
enough
job
sort
of
shouting
it
from
the
rooftops,
but
very.
H
A
Well,
yes,
that
or
that
was
in
your
second
round,
I
was
just
giving
you
additional
time
because
everyone
else
got
eight
minutes.
Okay,
I'm
getting
excited
so
we're
going
into
second
round
okay,
I
just
have
some
questions
if
chat's,
okay
and
then
we'll
go
into
second
round,
so
my
my
questions
up
are
and
I'll
try
to
keep
them
to
the
consistent
time
as
well.
So
we
can
get
this
going.
A
D
I
believe
what
you're
looking
at
is
the
anticipated
operating
investment
to
support
the
food
nutrition
services
program.
That's
a
federal
reimbursement
program
where
we
are
able
to
based
on
the
number
of
meals
served
receive
additional
revenue
in
the
form
of
a
grant
from
the
federal
government.
So
what
you're
seeing
is
our
projected
services,
the
cost
of
providing
the
foods
and
the
anticipated
reimbursement?
D
A
J
So
it's
the
it's
the
anticipated.
Basically,
we
guarantee
a
certain
level
of
service.
A
L
J
That's
our
projection
for
how
much
we'll
have
to
cover
as
a
city
but
doesn't
reflect
a
reduction
in
services,
just
a
reduction
in
how
much
we
have
to
cover
for
the
fed.
Somehow.
A
A
In
terms
of
your
services,
with
same
with
mental
health
and
esol,
how
many,
how
many
social
workers
are
you
doing
per
school.
J
A
Yeah
we
have
a
hearing
on
monday,
so
dcf
has
that
average
about
over
200
case
loads
as
well,
and
it's
a
mess
they
can't.
They
can't
handle
it
in
social
worker
level
for
school
are
what
are
they
doing?
Are
they
doing
assessments?
Are
they
doing
fifa
service,
or
are
you
doing
external
contracts?
For
that.
E
We
will
come
back
on
the
hearing
on
the
social
emotional
wellness
for
our
students,
where
the
experts
will
have
more
details
for
you.
D
D
We
can
certainly
be
ready
for
that
question
at
another
hearing,
but
also
go
back
and
and
find
who
has
relationships
with
different
providers.
The
other
thing
is,
there
are
a
number
of
providers
who
provide
fee
for
service
that
is
paid
through
mass
health
and
other
services
that
are
that
are
work
as
a
referral
system
for
our
schools.
How.
A
J
J
The
the
primary
method
of
interpretation
is
through
contract
and
outside
providers,
because
that
allows
us
to
be
responsive
to
different
spikes
and
information.
So
we're
adding
another
two
and
a
half
million
dollars
in
next
year's
budget
for
translation
interpretation.
But.
B
Yeah,
I
can
just
touch
on
that
briefly.
So
there's
a
talking
point
in
lions
bridge,
so
those
are
both
interpreters,
interpretive
systems
that
have
been
used,
especially
with
covet,
and
so
they
have
been
remote
or
audio
less
in
person.
But
there
is
a
request
process
in
which
schools
have
access
to,
and
so
really
it's
unlimited
in
terms
of
use,
which
is
why
we've
seen
the
huge
increase
of
usage
and
so
we're
happy
to
provide
the
exact
data
of
how
many
I
think
it
was
over.
At
least
500
000
requests
from
this
past
year.
B
But
I
don't
want
to
sort
of
make
up
numbers,
but
we
certainly
can
provide
that
information
for
you
and
we
can
submit.
A
Questions
that
were
asked
here
today,
we
definitely
want
them
to
be
answered.
There
were
several
questions
that
I
asked
in
the
rfi
that
included
and
we
bolded
it.
I
bolded
the
equity
questions,
but
in
your
160
something
report
I
couldn't
find
specific,
like
it
wasn't
separated
the
way
I
requested
it
for
the
equity
questions,
and
so
it's
really
hard
because
we
don't
you
know
the
chair
of
ways
and
means-
doesn't
get
a
staff
to
actually
analyze
specific
things
specific
to
budget.
So
there's
no
budget
analysis
or
anything
like
that.
A
So
if
we
can,
if
we
can
have
that
report
so
that
we
can
actually
send
it
out
to
boston
constituents
so
that
they
are
aware,
because
where
we
don't
what
we
don't,
we
want
to
have
this
as
concise.
As
you
know
what
I
mean-
and
we
want
to
make
this
as
productive
as
possible.
A
So
when
we're
asking
questions
or
presentations
prior
to
the
hearings,
I'd
appreciate
if
you
can
actually
send
them
separate,
as
I
requested,
because
now
I
can't
understand,
what's
going
on
in
terms
of
equity
in
the
city
of
boston,
we
had
a
hearing
where
you
weren't
prepared
in
the
equity
budget.
We
wanted
to
know
if
boston
was
leading
by
example
and
how
they
were
hiring.
We
understood
that
more
than
60
of
boston,
public
school
employees
were
of
caucasian,
but
we
didn't
understand
specific
numbers
and
you,
and
you
mentioned
look-
this
is
not.
A
A
Then
weeks
passed
and
we
asked
for
an
equity
information,
separate
a
presentation
and
we
didn't,
I
didn't
get
it,
and
I
know
that
maybe
you're
still
working
on
it,
I'm
just
asking
that
you
advance
that
before
the
hearings
to
come
so
that
we
can
proper,
we
have
ample
time
to
properly
assess
it
and
in
that
way,
you're
not
getting
repetitive
questions
sure
we
know
already
the
answers
and
that
way
we're
just
answering
things
that
we
don't
know
yes
happy
too.
Okay,
awesome.
Thank
you.
A
In
terms
of
professional
development,
you
mentioned
a
million
for
the
next
three
years
per
year
for
three
years
in
in
terms
of
professional
development,
to
hire
people
of
color
or
diverse
diversity,
increased
diversity
in
your
employees.
How
exactly
are
will
you
will.
P
A
E
A
A
E
But
I
would
say
both
the
family,
liaisons
and
the
outreach
managers
do
that
right
and
I
don't
know
if
we
have
the
ratios
broken
down,
there's
at
least
one
per
school
and
then,
depending
on
the
size
it
may
increase
from
there.
J
Yeah,
so
the
there
is
like
megan
was
saying:
we've
won,
guaranteed
per
school
and
then
overall
there
are.
A
One
liaison
zord
one.
J
A
Okay,
thank
you.
I
guess
in
terms
of
like
reaching
home
or
building
homeschool
connection,
you
know
there's
this
huge
investment
coming
in
and
I
just
want
to
understand
more
about
that,
or
is
that
do
I
am
I
waiting
for
a
different
hearing.
E
I
mean,
I
think,
what
I'll
just
say
generally
about
that
is
you
know
in
an
urban
district,
it's
not
just
about
educating
a
child
in
terms
of
you
know,
math
and
reading
right.
We
really
want
to
take
a
whole
child
approach
and
in
order
to
take
that
whole
child
approach,
that
involves
investments
in
all
of
the
supports
that
we've
laid
out
here
today,
the
counselors
family
liaisons.
E
It
involves
having
that
quality
guarantee
that
we
want
to
strive
for
for
stronger
student
outcomes,
curriculum
that
is
culturally
and
ethnically
diverse
and
instruction.
That
is
the
same.
We
want
to
have
modern
facilities
right,
so
this
is
where
we
need
to
strive
towards,
because
it's
not
just
you
know
our
students,
it's
about
student
outcomes,
of
course,
but
it's
also
about
recognizing
the
students
that
we
serve
and
the
specific
needs
that
they
have.
E
It
means
before
and
after
school
care
right.
It
means
you
know,
supports
for
families,
it
means
access
to
translations
and
interpretations.
It
means
it
means
meeting
students
where
they're
at
and
meeting
families,
where
they're
at
to
make
sure
that
every
child
has
an
opportunity
to
succeed
in
the
classroom.
A
When
I
hear
whole
child,
I
think
of
social
determinants
of
health
and
the
basics
that
are
not
the
foundation
at
home
that
are
not
met
right
and
therefore
the
child
is
not
ready.
I
mean
significantly
probably
reducing
their
attention
to
like
you
know,
if
you
had
like
70
performance,
you
know
what
I
mean,
probably
reducing
that
another,
like
you
know
what
I
mean.
30
40
and
I've
looked
into
these
numbers,
and
I
think
that
you
know.
Ultimately,
the
homeschool
connection
is
where
it's
at,
and
so
I
always
wonder
it's
not.
A
I
personally
don't
think
that
it's
the
responsibility
of
teachers
or
necessarily
to
reach
the
parents
in
in
because
they're
inundated
and
they
spend
all
that
time
with
students
right.
So
I
guess
I
think
I
always
feel
like
that.
Homeschool
connection
is
just
not
happening
with
bps
and
I
know
that
the
responsibility
is
not
just
on
bps
yeah,
so
I'm
interested
in
conversations
in
terms
of
how
are
we
creating
a
synergy
with
outside
ecosystems
to
implement
that
wrap
around
that
you're?
Talking
about
yeah.
J
And
I'll
just
add,
we
also
have
an
investment
in
our
community
hub
school
model,
which
does
a
little
bit
of
that
sort
of
intersection
between
schools
and
other
agencies
in
the
sort
of
neighborhood
or
area
around
the
school
to
sort
of
bring
families
into
the
school.
A
Yeah
yeah
and
to
my
council
colleagues,
warrell
point:
you
know
we
want
to
see
this
metric
that
you
are
actually
implementing
to
be
able
to
give
us
numbers
and
say
we
know
that,
for
example,
in
roxbury
we
understand
exactly
what's
what
which,
how
many
students
here
need
housing
or
we
understand
exactly
how
we're
monitoring
our
progress
and
so
that,
if
you're
explaining
money
in
the
future,
you
say
we
need
that
money
because
of
this
problem,
and
this
is
why,
because
we
monitor
it-
and
this
is
the
deficiency
or
this
is
the
progress,
and
so
if
you're
not
able
to
do
that,
and
the
conversations
are
the
same
every
single
time,
a
beautiful
presentation-
and
you
know
we're
left
to
have
this
conversation
with
you.
A
It
just
feels
divisive
and
not
as
productive
as
we'd
like
it
to
be.
So
I
think
that
the
real
conversation
is
to
start
understanding.
What
metrics
are
we
going
to
start
using,
but
but
a
sincere
one
like
we're
actually
have
to
implement
this?
We're
we're
having
conversations
without
measuring
it,
and
I
have
a
we
have.
We
all
have
an
issue
with
that.
E
Yeah,
I
don't
believe
I
was
at
that
other
hearing,
but
always
happy
to
you
know,
chat
further
to
see
how
we
can
collaborate-
and
I
think
you
know
what
david
was
just
talking
about
around
the
hub
school
model.
That
is
the
model
where
we
strive
towards
right
and
we
have
a
pilot
of
that.
But
I
what
I
appreciate
about
this
body-
and
I
think
you
know,
council
braden-
you
brought
it
up-
counselor
fernandez
anderson,
you
brought
it
up.
This
is
not
just
about
what
is
bps
doing.
E
This
is
about
the
public
health
commission.
This
is
about
housing
right.
The
interconnectedness
of
this
is
really
where
you
know
our
budget,
yes,
as
a
single
entity
matters,
and
we
need
to
make
sure
that
those
investments
are
strategic
and
key,
but
it's
not
disconnected
from
you
know
the
city's
overall
budget,
and
so
I
think
that
we
as
an
organization
of
course,
have
a
lot
of
responsibility
on
our
shoulders
to
make
sure
we're.
A
Actually,
my
point
is
what
council
me
here
always
says:
the
coordination
poor
like
how
are
we
ensuring
that
we're
working
on
that
I'm
gonna
have
to
go
back
to
do
us
our
second
round
now.
I
think
I've
taken
up
more
than
10
minutes.
So
council
me
here
you
have
the
floor
and
then
we'll
do
another.
Actually
counselor
murphy
I
mean
so
ed
flynn
has
joined
us
and
then
to
counsel
me
here.
F
Thank
you.
Thank
you,
madam
chair
again,
thank
you
to
madam
chair
and
to
the
panelists
for
being
here
tomorrow.
I'm
filing
a
hearing
order
with
council
lara
and
with
council
fernandez
anderson
on
swimming,
providing
swimming
lessons
and
access
to
swimming
pools
for
children
and
children
throughout
boston.
F
F
Can
you
talk
a
little
about
how
you're
going?
How
are
you
going
to
work
with
bcyf
and
with
students
across
boston,
making
sure
that
we
provide
swimming
lessons
to
kids
across
the
city?
Many
kids
of
color
children
with
disabilities
as
well.
We
want
to
make
sure
that
as
many
children
as
possible
can
receive
swimming
lessons,
it's
a
public
safety
issue
and
it's
also
a
public
health
issue.
D
I
would
just
add
that
the
part
of
the
fsr
investment
in
athletics
is
a
proposal
to
expand
or
have
the
additional
staff
needed
for
swimming
at
the
third
grade.
But
this
is
to
your
point.
It's
still
part
of
the
partnership,
because
we
need
to
work
out
the
details
on
access
to
pools
and
when
it
happens
during
the
school
day,
but
that
is
part
of
the
overall
athletics
vision
for
next
year.
Okay,.
F
F
What
are
we
specifically
doing,
and
how
is
this
budget
addressing
issues
that
asian
students
have
had
a
very
difficult
time
with
with
with
all
students
during
this
pandemic,
but
also
an
increase
in
racism?
Anti-Asian
racism,
hate
crimes,
really
hate
crimes
has
gone
up
significantly
in
in
massachusetts
and
in
across
the
country.
But
what
are
we
doing
to
protect
to
help
immigrant
students
on
on
these
types
of
issues
and
anti-bullying
is
an
important
issue.
I
know
that's
that's
gone
up
over
the
last
several
years,
anti-bullying
on
over
social
media.
D
Yeah,
I
think
you're
right,
the
the
investment
overall
in
terms
in
terms
of
school
climate,
social
emotional
awareness
does
include
both
the
the
need
for
us
to
recognize
bullying
in
the
classrooms
and
at
the
schools
and
then
also
the
online
presence
of
it.
I
can
ask
the
team
the
specifics
on
the
approach
for
for
anti-asian
issues.
I
don't
know
if
fair
has
any
more
context
on
this,
but
I
do
think
you
know
both
an
important
step
in
our
overall
conversation
as
a
city.
D
And
you
know
this
from
the
many
cultural
celebrations
at
the
quincy
elementary
school
that
enriches
everybody's
educational
experience
and
we
need
to
make
sure
that
we're
celebrating
other
cultures
but
we'll
cut
back
to
you
on
the
specifics
of
supports
that
are
needed
for
for
students
experiencing,
as
you
mentioned,
hate
crimes
or
or
bullying,
because
of
their
ethnic
identity.
F
So
working
closely
with
the
office
of
food
access
office
of
immigrant
advancement
office
of
language
and
communication
access,
they
might
be
small
departments,
but
they
play
a
critical
role
in
our
city,
and
I
know
my
colleagues
have
been
advocating
for
significant
significant
increases
in
their
budget,
along
with
in
the
mayor,
has
advocated
for
that
as
well.
So
just
want
to
say
thank
you.
A
You,
council
flynn
councilman
here.
L
M
A
Five
and
then
I
saw
that
you
needed
more
time,
so
then
I
let
allowed
eight
and
then
now
we're
such
a
small
group.
I
just.
L
M
So,
no
I'm
not!
Actually
you
know
what
I'm
I'm
not
going
to
you
know,
I'm
I'm
gonna
be!
Oh,
you
know
I'm
gonna,
no,
I'm
not
even
gonna.
Give
you
all
that
much.
I'm
just
gonna
say
a
few
things.
I'm
curious
about
I'm
chronically
absent
students
having
worked
with
the
boston
public
health
commission,
the
youth
development
network
for
the
last,
what
15
years
every
summer
I
end
up
spending
a
lot
of
time
with
young
people
who
fall
through
the
cracks.
M
So
I'm
curious
as
we're
thinking
about
this
work
and
we're
thinking
about
how
we're
going
to
support
our
most
vulnerable
students.
I
want
those
young
people
to
be
part
of
that
conversation
and
I'd
like
to
know
what
is
the
dollar
amount
that
we're
allocating
towards
chronically
absent
youth
and
how
that
return
on
investment
is
going
to
close
that
achievement
gap
that
everybody
talks
about.
D
That's
a
great
question
and
I
don't
have
an
answer
in
terms
of
that:
that's
not
a
lens
that
I've
looked
at
the
budget
specifically
for
oh
but
fair,
is
ready
to
go.
B
Sorry,
I
don't
know-
hopefully
that
comes
on-
I
don't
have
an
exact
number,
but
right
now
we
are
working
with
our
esser
accountability
office
to
allocate
so
we
are
working
on
a
proposal
in
order
to
allocate
specific
supports
for
students
who
are
chronically
absent
in
conjunction
with
using
their
mtss.
So
every
school
is
required
to
identify
students
that
followed
tier
two
and
three
of
chronically
absent.
B
So
we
provide
that
data
to
school
superintendents
to
school
leaders.
We
know
that
there
are
some
challenges
in
terms
of
the
at
school
level
support,
but
we
also
need
to
ensure
that
they're
support
of
the
district,
so
we
look
forward
to
coming
back
with
an
exact
dollar
number,
but
that
is
a
critical
area
for
the
mtss
work.
Yeah.
Thank
you
for
that
farah
and.
M
I'm
also
curious
about
bata.
Are
you
guys
familiar
with
bata
and
I've
already
talked
about
the
boston
day
and
evening
academy,
and
I'm
so
incredibly
encouraged
that
council
aladda
also
brought
in
the
alternative
high
schools,
which
often
times
in
the
boston
public
schools,
seem
to
be
the
stepchildren
of
the
district
right.
They
get
very.
No
I'm
serious.
They
get
limited
resources,
not
a
lot
of
support
and
they're,
always
an
afterthought.
So
I'm
really
sad
to
hear
that.
There's,
like
you,
don't
have
a
dollar
amount
or
any
investments
allocated
towards
alternative
high
schools.
E
M
D
D
I
should
say
that
each
the
boston,
adele
technical
academy,
bot,
as
you
mentioned
bda.
They
have
also
received
sr
funding
to
be
able
to
support
their
students
and
do
more
supports
for
their
students
as
well.
The
sr
funds
at
the
school
base
were
were
allocated
based
on
a
number
of
student
factors,
special
education
students,
english
learners
and
students
experiencing
poverty
of
which
they
serve
a
high
proportion,
and
so
they
did.
They
do
have
those
resources
to
be
able
to
invest
in
their
students
and.
E
I'll
just
add
that
this
is
where
you
know.
When
we
focus
on
recovery,
we
do
really
see
esser
dollars
as
playing
a
really
critical
role,
because
we
know
that
you
know
not.
All
of
this
funding
is
going
to
be
sustainable
long
term,
but
in
our
recovery.
What
are
some
immediate
things
that
we
need,
and
we
did
use
a
formula,
an
equitable
formula
for
schools
to
receive
a
portion
of
esther
dollars
that
was
appropriate
for
the
students
that
they're
serving
okay.
M
M
I'm
just
teasing
you,
but
I
I
am
curious.
You
know
I
and
I
said
this
to
nate
the
last
time
that
we
met
was
that
I'm
really
looking
at
return
on
investment
and
that
every
single
year
we
come
through
these
presentations,
you
guys
perform.
M
You
know
like
here's,
what
we're
doing
and
I
don't
see
the
dollar
amount
and
how
that
impacts
our
students
in
a
real
way,
because
here's
my
third
year
here
and
we're
still
having
the
same
conversation
and
it's
very
visionary-
and
I
appreciate
that,
but
we
need
to
get
to
the
bottom
line
here,
because
our
kids
are
suffering
as
I
am
losing
my
voice.
Could
you
imagine
me
losing
my
voice
during
this
time,
but
I'm
just
I'm
just
curious.
M
If
you
could
talk
to
me
a
little
bit
about
the
return
on
investment
specifically
for
el
students,
you
know
it's
great
to
hear
that
more
money
is
going
in
to
focus
on
their
supports,
but
I'm
curious.
How
are
you
measuring
that
success
in
terms
of
spending
like?
Can
you
just
give
me
help
me
understand
how
every
dollar
is
going
to
match
an
outcome?
Can
you
just
like
break
it
down
in,
like
30
seconds?
Are.
L
E
M
D
The
so
the
srf
plan
does
include
additional
investments
for
more
in-depth
evaluation
so
that
we
can
start
to
build
the
both
the
strategic
alignment.
So
we've
done
a
lot
of
work
through
dr
charles
granson
and
the
equity
and
strategy
office
to
make
sure
we
have
a
clear
district.
What.
M
D
B
Talk
to
me
about
what
that
I
think
it's
important
that
it's
defined
in
that
way
right,
so
that
what
are
the
services
at
school
sites,
especially
in
title
one
funding,
for
example,
percentage
of
spending
in
title
one.
So
for
let's
assume
that
you
have
25
percent
of
your
students
at
that
school
site,
who
are
english
learners,
25
percent
of
the
title,
one
funding
must
be
allocated
for
supplemental
services
that
aligns
to
the
students
eld
levels
as
well
as
out
of
school
time,
for
example,
or
supplemental
materials.
B
B
M
My
fair
warning
is
that
this
budget
season
I
want,
I
want
numbers,
I
want
return
on
investments
dollar
for
dollar,
because
we
are
responsible
for
this
budget
and
if
we
have
to
pass
this
budget,
it
has
to
be
a
budget
that
I
can
totally
comprehend
and
understand
that
that
one
point
whatever
billion
dollars,
that
we're
giving
up
is
going
to
produce
the
sort
of
outcomes
that
are
being
presented
to
us
year
after
year
yeah,
and
I
think
that
that
level
of
specificity
is
what
I
am
expecting
from
the
folks
that
come
through
here
nate
and
I
keep
going
back
to
you
nate,
because
you
and
I
have
the
longest
history
here.
M
Okay,
everybody
else
keeps
changing
you
and
I
have
been
the
ones
that
remain
the
same
here
except
megan.
You
gotta,
you
know,
but
I
just
think
that
we
need
to
really
get
ourselves
in
order
here.
I.
E
Think
what
would
be
helpful,
so
we
can
make
sure
we're
answering
your
questions
is
the
as
much
specificity
as
possible
right
so
because
you
know
we
have
to
measure
everything
in
student
outcomes
right
and
part
of
the
reason
why
we
are
shifting
towards
the
simplification
of
a
quality
guarantee
is
because
that
focuses
all
on
entirely
student
outcome
work,
whether
you're
working
in
facilities
or
whether
you're
working
in
academics.
Your
work
should
be
supporting
stronger
student
outcomes.
E
A
L
A
Not
done
are
there
any
progress
in
grades
right?
That's
that's
what
she's
asking
and
so
when
she
spoke
about
the
whole
sc
the
whole
child.
She
is
saying
you
specifically
are
saying
that
your
holistic
approach
to
the
whole
child
and
in
the
interest
of
creating
the
synergy
between
services
and
city
of
boston,
you're,
saying
that
the
child
has
to
be
well
at
home
in
order
to
be
well
in
school,
and
the
reason
why
we're
clarifying
is
because
we
know
that
this
is
recorded,
and
this
has
to
go
to
our
constituents
right.
A
So
we
want
to
break
this
down.
It's
not
to
belabor
the
issue.
It's
so
that
everyone
else
at
home
can
understand
where
we're
going
with
this,
and
so
I
I
feel
like
I
need
to
interject,
because
the
answer
is
no,
it's
not
being
done,
but
we
need
to
be
very
clear:
you're,
not
using
metrics
to
actually
measure
progress
so
that
you
can
deliver
the
actual
the
actual
deliverables
right.
You
don't
have
that
you
don't.
A
E
We
do
use
a
lot
of
data
right
when
we
are
analyzing
the
the
testing
we're
doing
or
the
services
that
we're
offering.
If
that
is
what
this
body
wants
us
to
bring,
we
can
certainly
bring
more
data
on
student
outcomes.
M
M
M
Yeah,
we
definitely
need
to
come
back
with
some
return
on
investments
and
nate.
You
know
this
and
I
keep
going
back
to
you
nate,
because
we've
been
having
these
conversations
that
you
all
come
here
with
beautiful
powerpoint
presentations
and
at
the
end
of
the
day,
it's
like.
Where
has
our
money
gone
like?
How
have
we
ensured
that
english
language
and
that
we've
closed
the
achievement
gap
right?
It's
just
it?
M
Doesn't
it
just,
doesn't
feel
tangible
enough
for
me
and
as
a
parent
and
as
a
bps
graduate
and
as
someone
who
was
chronically
absent,
who
was
an
english
language
learner
who
was
raised
by
a
mother
that
never
finished
third
grade?
These
sort
of
things
are
just
frustrating
because
we
keep
having
the
same
conversation
and
the
only
thing
that
changes
are
the
characters
that
are
in
front
of
us,
and
I
think
that
at
some
point
accountability
has
to
be
360.,
and
I've
said
this.
M
It
can't
just
be
bps,
it
has
to
be
what
this
body
is
doing
and
we
approve
the
budget,
and
I
cannot
approve
a
budget
that
I
do
not
understand
or
really
believe
in
when
the
bottom
line
isn't
clear
to
me
and
that's
where
I'm
at
right
now
and
that's
why
I'm
so
all
about
the
numbers
and
the
return
on
the
investment
council
here.
Can,
I
just
add
it's
important.
B
For
me
to
know
that
that
we
do
report
to
the
department
of
justice,
so
we
have
several
reports,
so
we
are
accountable
to
the
department
of
justice
because
of
our
boston,
public
schools,
successor
agreement.
We
do
report
on
our
services,
including
minutes
services,
grouping
educators.
B
We
have
over
87
of
our
educators
or
at
excuse
me
87
percent,
who
are
qualified
in
retail.
That
is
the
training
and
qualifications
that
teachers
must
have
in
order
to
teach
the
content.
We
also
added
90
of
certified
esl
teachers.
B
We
know
that
there
are
secondary
students,
for
example,
who
are
missing
just
literally
minutes
that
have
not
met
the
instructional
are
required
by
department
of
education
that
we
also
report
to,
and
so
we
are
working
with
the
department
of
justice
and
actually
have
an
upcoming
week
meeting
with
them,
so
that
we're
looking
at
blocks
on
this
student's
schedule.
So
if
a
student
has,
let's
just
say,
it's
40
minutes
and
they're
missing
five
minutes
that
that
doesn't
impact
the
instructional
programming.
B
I
think
that
two
things
our
office
at
the
office
of
english
learners
is
transitioning
to
office
of
multilingual
multicultural
education
is
shifting
the
focus
from
just
compliance
to
exactly
what
you're
referencing
calcium
here,
which
is
quality,
teaching
and
learning
for
every
one
of
our
students
that
doesn't
matter
if
they're
in
a
sub-separate
setting
a
do
a
language
school
or
program
that
we
have
to
be
able
to
ensure
that
we
have
quality
indicators
that
are
aligned
to
our
quality
guarantees
that
ensure
that
students
are
receiving
high
quality
instruction,
whether
it's
in
spanish,
whether
it's
in
english
and
then
we
can
actually
look
at
here's.
B
The
difference
between
language
development
levels
for
a
student
who
is
in
a
bilingual
program,
which
we
might
not
be
able
to
see
those
same
benchmarks
in
english
language
development,
because
they
are
simultaneously
learning
both
versus
students,
who
are,
let's
just
say,
a
non-verbal
student
with
a
disability
right
and
that
those
students
are
also
receiving
esl
services.
What
is
going
to
meet
the
needs
of
that
student?
One
of
the
key
pieces
that
I
think,
we'd
love
to
touch
on
is
our
vision.
B
It
is
still
a
vision
at
the
mtss
and
the
cell
mental
health
when
I
come
back
with
the
team
to
present
on
because
it
is
to
get
at
your
point
and
a
counselor
chairwoman,
anderson's
pointer
on
the
metrics
for
the
whole
child.
We
have
as
megan
costello
mentioned
plenty
of
data.
That's
not
the
issue.
The
issue
is
really
looking
at
a
data
dashboard,
so
we
have
panorama
at
this
stage
that
tells
us
pieces
of
that
data
from
a
whole
child
perspective.
M
Of
urgency
in
your
voice
vera,
and
also
because
I
know
your
work-
the
body
of
work-
that
you've
done
as
an
educator
in
this
space
and
as
someone
who
has
lived
experience
so
so
thank
you
for
that.
I
and
I'm
not
going
to
hijack
the
whole
entire
time.
M
I
know
we
have
a
series
of
other
hearings
that
I
can
go
on
and
on
and
on
about,
but
I
will
say
again
and
I'm
just
going
to
continue
to
reiterate
this-
is
that,
in
order
for
me
to
really
feel
confident
about
voting
on
this
bps
budget,
I
am
going
to
need
to
feel
like.
I
understand
the
budget,
because
I
have
constituents
who
are
calling
on
me
and
asking
us
to
hold
you
all
accountable
and
I'm
not
doing
my
job.
M
A
B
Part
of
the
goal
on
the
initiative
is
to
be
able
to
use
that
with
student
success
teams
so
that
every
student
with
identified
supports
and
needs
that
we
have
a
success
plan
in
terms
of
there's
a
benchmark
as
well
as
needs
and
services
that
are
being
provided.
There's
progress
monitoring,
so
everything
is
absolutely
done
with
those
data
indicators
and
is
being
assessed
at
the
systems
level.
What
we
also
intend
to
do
is
look
at
what
are
the
schools,
not
at
the
student
level.
A
Who
is
implementing
that
that?
Go
that
that
that
treatment
goal.
B
That
is
part
of
my
work.
I
lead
the
multi-tiered
system
as
a
support
at
the
district,
and
so
I'm
working
with
25
offices
across
the
district.
It
is
a
collaborative
and
cross-functional
effort.
I
have
probably
over
45
members
and
we
have
subcommittees
and
not
a
second
sorry.
Yes,.
A
B
So
it's
a
collaborative
effort.
I
don't
lead
the
assessment
office,
for
example,
but
there
are
folks
from
the
assessment
team
and
the
accountability
team.
It
literally
is
a
cross-functional
effort.
What
I
lead
is
that
multi-tier
system
of
support,
which
we'll
touch
on
our
scl
mental
health,
to
really
sort
of
describe
that
more
in
depth.
B
It
is
a
state
in
a
national
framework
that
we're
implementing,
but
again
it
gives
us
sort
of
the
integration
of
the
data,
but
the
supports
that
are
needed
as
well
as
from
the
district,
and
we
provide
a
lot
of
support
and
funding.
Part
of
that
is
that
we
need
to
also
measure
right
how
effective
and
we
do
that
in
different
departments,
but
we're
looking
at
it
again
as
one
one
system
how
we're
looking
at
measuring
the
effectiveness
of
our
implementation,
programming.
E
But,
as
you
all
know,
you
know
we
report
to
the
school
committee
every
two
weeks
we
go
before
them
with
an
update
on
x
topic
that
the
chair
decides
and
we
often
have
topics
that
are
covered
year
to
year
right
or
even
a
couple
times
a
year,
and
in
that
presentation
we
use
that
data
to
show
progress
or
to
show
at
least
where
we're
at
right.
Maybe
we
haven't
made
progress,
but
we've
we've
stayed
the
same
comparison.
A
Analysis
is
one
thing
so
quantifying
things
and
comparison,
comparing
numbers
is
one
thing,
but
a
monitoring
of
a
treatment
and
actually
getting
results
and
assessing
progress
is
a
totally
different
thing
and
that's
not
what's
happening.
She
just
said
you're
not
doing
it.
You
keep
saying
you're
doing.
E
A
A
A
With
I
just
wanted
to
be
fair,
I'm
sorry,
no.
H
No,
that's
right.
You
know
one
of
the
one
of
the
the
the
reading
proficiency
in
early
literacy
is
such
a
fundamental
foundation
for
all
for
growth
and
and
so
sometimes
we
we
miss
when
we
evaluate
a
student's,
early
literacy
and
reading
capacity,
sometimes
we're
looking
at
proficiency
rather
than
actually
growth,
and
so
depending
on
where
a
child
starts,
some
children
come
in
with
a
higher
level.
They
maybe
have
more
access
to
more
materials
and
more
different.
They
come
from
different
backgrounds.
H
So,
in
terms
of
it's
such
a
fundamental
piece
of
the
picture,
how
do
we
identify
students
who
are
struggling
with
early
literacy
and
reading
and
what
remedial
strategies
are
used
in
a
timely
way
like
sometimes
you
don't
just
leave
it
from
grid
on
grid
and
then
discover
that
they're
third
grade
and
then
they're
not
at
the
level?
Do
we
identify
problems
earlier
than
that
and
we
try
and
remediate
the
situation
in
a
timely
way.
H
B
Time
so
I
want
to
be
respectful
of
time
so
a
couple
of
things:
early,
literacy,
there's
so
much
variability
in
terms
of
developmental
stages.
There
is
a
whole
group
instruction
around
language
arts,
for
example,
as
well
as
small
group
right
now.
Our
focus
curriculum
has
been
developed
and
still
continues.
B
You
know
it's
sort
of
it
and
I
think
12th
year
or
however
many
years
and
it
stages
continues
to
also
be
developed
and
updated
to
make
sure
that
it's
multicultural,
that
is
representative
of
the
students
identities,
as
well
as
ensuring
that
more
enabling
texts
are
integrated.
So
I
think,
there's
certainly
an
engagement
with
the
early
literacy,
but
the
foundations
program
is
the
literacy
component
in
which
students
learn.
B
Some
of
those
letters
sound
and
reading
and
sort
of
you
know
cite
words
and
things
that
are
connected
to
the
text,
and
so,
if
students
are
not
making
progress,
it
sort
of
goes
back
to
them,
this
kind
of
tiered
support
and
what
students
need
to
get
so
that
students
can
have
more
of
an
intensive
support.
B
Obviously,
there
are
different
screeners
and
reading
programs,
and
we
have
many
many
at
the
tier
two
and
tier
three.
There
was
a
question
earlier
on
orton
gillingham,
for
example,
we
will
be
providing
for
every
school
to
select
an
educator,
so
there
will
be
an
orton
and
gillingham
trained
educated
at
every
school
so
that
we
can
distinguish
between
dyslexia
versus
other
reading
and
language
based
disabilities,
for
example.
H
Very
good
and,
and
then
the
other
question
I
had
was
in
relation
to
you-
know
a
use
of
our
paraprofessionals
they're
very
and
family
liaisons
are
a
diverse
group
of
people
and
to
support
families.
Is
there?
Is
there
a
pipeline
to
help
those
family
liaisons
become
paraprofessionals
and
sort
of
professional
development
offered
to
to
bring
those
folks
in
they're
already
in
the
classroom
as
family,
and
then
try
and
capture
that
that
cultural
and
language
assets
that
you
have
in
your
family,
liaisons.
B
I
think
that's
a
great
suggestion
idea
if
it
hasn't
been
thought
of
already.
I
want
to
also
honor
that
our
family
zones
do
incredible
work
and
that
role
in
itself
is
really
essential
to
our
families
and
our
communities
and
it's
a
different
set
of
skills.
It's
actually
the
most
linguistically
diverse
body
of
staff
that
we
also
have
in
the
district
and
they
bring
so
much
in
terms
of
engagement
and
a
lot
of
learning
from
the
classroom.
So
many
have
also
been
in
paraprofessional
roles
and
wanted
to
become
a
family
liaison.
B
I
personally,
as
you
know,
a
parent
advocate
feel
like
you
know,
it's
not
enough,
because
we
certainly
could
have
one
or
ten
family
zones
in
a
variety
of
languages,
but
there
are
pathway
programs
that
everyone
has
access
to
so
they're,
para
or
community
member
that
they're
they're
able
to
attend.
So
I
think,
certainly
we
want
to
make
sure
that
we're
growing
from
our
homes
from
our
communities,
from
our
people
and
especially
when
they
serve
those
languages
in
our
boston
communities.
So
there
could
certainly
be.
B
I
think
you
know
more
of
an
intentional
engagement
with
families,
but
we
also
would
love
to
keep
them
and
continue
to
cultivate
them
and
grow
them
as
well.
In
that.
H
B
Amazing
and
donna
lashes
who's,
leading
that
work
in
the
district
is
a
phenomenal
support
for
family
zones.
Absolutely
yeah.
H
Thank
you
and,
let's
see,
reading
proficiency,
oh
and
the
other
question
I
had
was
really
about
career
guidance
counselors.
H
You
know
one
criticism,
you
know
one
notion
that
the
outcome
is
that
if
the
child,
the
student,
doesn't
end
up
going
to
college
that
it's
like
that,
we're
going
off
track,
but
I
really
feel
that
there's
so
many
opportunities
and
create
in
the
trades
and
and
apprenticeships
and
in
in
in
those
areas
that
just
to
make
sure
that
you
know
our
guidance
counselors
are
are
offering
a
broad
menu
of
career
options
for
our
young
people
and
that
you
don't
feel
like
you're
you're,
just
a
loser.
H
If
you
don't
end
up
going
to
college,
I
think
that's
a
really
horrendous
indictment
of
our
education
system.
You
know
there's
so
many.
We
all
have
skill
sets
and
interests
that
we
bring
to
our
work
life
and
we
don't
all
end
up.
We
don't
all
have
to
go
to
college,
to
be
success
and
to
be
successful.
So
I
think
you
know
having
that
broad
menu
of
of
career
options
and
pathways
is
really
important.
B
I
just
want
to
mention
two
investments
that
we've
made.
I
think
that
are
connected
to
that
area,
which
we've
invested:
9
million
dollars
towards
career
counselors,
starting
the
9th
grade
to
really
support
with
their
math
score,
but
also
pathway
for
graduation
for
every
student
and
part
of
the
restructuring
of
the
office
of
english
learners.
I'm
also
adding
a
special
populations
team.
One
of
the
staff
members
will
be
an
english
learner,
youth
coordinator,
so
that
we
can
identify
all
of
the
programs
that
are
across
our
city.
B
There
are
many
many
opportunities
that
a
city
provides
and
a
lot
of
times.
It's
that
coordination
effort
with
special
programs,
meaning
that
students
who
are
over
age
under
credited,
which
I
taught
most
of
those
students.
When
I
was
a
teacher,
so
students,
you
know,
would
arrive
at
let's
say
19
years
old
and
they're,
now:
learning
english
and
then
having
to
meet
the
graduation
requirements.
B
What
are
the
pathways
for
graduation
for
every
student,
and
so
we
will
be
working
with
our
guidance
counselors,
the
new
career
investments
for
math
corps,
in
addition
to
the
special
populations
team,
to
be
able
to
really
support
our
most
marginalized
students
and
those
students
that
you
know
at
bata,
at
banca
and
other
cities.
You
know
the
our
city,
schools
and
high
schools
that
need
that
intentional
support
of
connecting
them
to
agencies
and
programs
across
our
city.
H
And
then
partnering
with
our
union
unions
and
and.
H
Etc.
The
other
question
I
had
was
about
you
know
the
opportunities
for
students
and
their
16
17
18
year
old.
To
you
know,
some
students
have
more
of
an
aptitude
for
a
hands-on
learning
approach
and
and
being
in
a
work
situation
and
learning
skills
and
applied
mathematics
and
you're,
using
your
language
skills
and
all
of
it
do
we
have
those
opportunities.
I
know
in
some
places
they
do,
but
it's
it's
like
so
like
a
half
day
after
you
know,
when
school
finishes
go.
B
J
On
thursday
morning,
it
works
in
the
high
school
office
on
these
initiatives,
and
I
would
love
to
let
her
yeah
answer
that
question
for
you
in
the
there's
that
thursday
morning.
Hearing,
if
that's
possible,.
H
Yes,
certainly-
and
I
know
I'm
probably
touching
on
things
that
we're
going
to
discuss
again,
but
that's
that's
very
good.
I
I
thank
you
all
for
being
here
today
and
and
thank
you
for
all
the
great
work.
H
It's
it's
very
most
important
work
we
do
is
is
developing
our
young
people,
so
they
can
be
successful
in
life.
Thank
you.
Thank
you.
P
Thanks,
madam
chair
and
I
just
have
a
few
questions,
one
of
them
is
centered
around
safety.
Can
you
talk
to
me
about?
You,
know
the
safety
in
schools
and
just
come
to
my
understanding
that
bps
and
bpd
has
started.
Having
conversations
can
you
talk
to
me
about
what
information
is
being
shared
in
those
conversations.
E
P
Okay
and
just
curious,
because
on
the
in
your
in
your
presentation,
it
says
academic
outcomes
right.
What
are
those
academic
outcomes?
Are
we
driving
students
towards.
E
I
mean
I
can
talk
to
our
our
school
committee
goals
right
because
those
are
very
aligned
to
academic
outcomes.
I
don't
know
far
you
probably
there's
a
lot
of
academic
outcomes
right.
B
Sure
I
can
start
with
our
district
vision,
is
equitable
literacy,
and
so
we've
been
working
with
our
school
leaders
this
year
providing
professional
development
as
well
as
supporting
their
instructional
leadership
team,
I'm
educators,
so
every
school
next
year
has
to
implement
the
equitable
literacy
wheel
and
there
are
five
components.
Yes,.
B
I
can
be
quite
frank
and
honest
with
you
we're
nowhere
near
where
we
need
to
be
in
terms
of
outcomes
based
on
mcas
and
map
data.
I've
presented
this
data
to
school
committee.
I'm
happy
to
share
it
back
with
on
the
the
body
here,
especially
if
we're
focused
on
we
are
our
best
determination
is
how
we
provide
supports
and
structures
and
systems
to
meet
the
needs
of
students
in
the
margins
most
on
the
margins.
So
we
are
looking
at
students
who
are
multilingual
students
with
disabilities.
B
Students
are
both
with
a
disability
and
have
our
multilingual
learners
as
well
as
again,
historically
marginalized
from
our
black,
especially
when
you
look
again
at
populations
of
black
boys
in
special
education
and
or
older
and
latin
and
exposed
as
well
in
terms
of
communication
disorders.
So
if
you
start
to
really
unpack
the
data
and
disaggregate
it
if
you're,
looking
at
your
white
and
asian
peers,
you're
going
to
see
that
drastic
disproportionality,
and
so
our
goal
again,
is
that
with
equitable
literacy?
B
Is
that
we're
touching
on
all
of
the
components
of
literacy
so
that
we
are
supporting
the
students
that
tier
one
is
our
our
primary
issue
of
instruction
when
we
say
tier
one,
instead
of
like
students
need
something
different,
a
tier
two,
a
tier
three
and
it
might
be
more
intensive.
B
A
tier
two
might
be
a
smaller
setting,
but
that
tier
one
classroom
support
interventions
that,
in
terms
of
alignment
to
curriculum
grade
level,
standards,
reading
and
writing,
engaging
with
enabling
texts
that
really
like
connect
to
students,
identities,
families,
communities,
that's
part
of
the
equitable
literacy
on
the
english
learner
side,
we're
also
developing
a
bi-literacy
pathway,
so
that
students
moving
towards
bilingual
education
have
an
opportunity
to
also
learn
to
read
and
write
in
both
languages,
and
I
think,
we're
looking
to
implement
the
look
act
as
ricardo
council
recorder
aurora
mentioned
earlier.
B
So
it
is
equitable
literacy
and
by
literacy,
and
those
are
the
that's
really.
The
big
initiative
that
we're
moving
towards
implementing
fully
across
the
district.
All.
P
E
Yeah
we
have,
we
have
a
metric,
I
can
send
you
the
school
committee
goals
just
for
the
sake
of
time.
We
don't
have
to
go
through
them
all,
but
one
of
the
the
goals
for
the
school
committee
is
measuring
career
and
life,
readiness,
college
career
and
life
readiness.
So
there's
there's
certain
metrics
that
we
have
around
that.
We
measure
every
single
year
and.
P
E
E
I
don't
have
that
in
front
of
me,
but
I
can
certainly
talk
to
the
team
to
see
if
that's
something
we
track
our
senior
executive
director
of
data
and
accountability.
Monica
hogan
will
be
at
some
of
these
hearings,
so
she
will
have
a
better
sense
of
the
data
that
we
do
track.
P
D
Yeah,
I
think,
certainly
ferris
started
off
with
some
of
the
data
at
the
start
to
really
look
at
which
students
are
most
disproportionately
affected
by
the
pandemic.
We've
also
done
some
work
with
the
office
of
data
and
accountability,
to
look
across
a
number
of
metrics
to
identify
which
student
groups
which
subgroups
are
are
most
affected
and
have
sort
of.
P
Right
because
we're
trying
to
what
what
councilman
was
saying
like
right.
We
know
where
we're
at
like
we're,
trying
to
see
where
we're
going
yeah
and
to
make
sure
that
we're
heading
in
that
direction
and
because
we're
hearing
benchmarks.
But
we
don't
even
know
what
benchmarks
we're
trying
to
hit
yeah.
E
I
think
this
is
a
great
conversation,
because
there
are
there's
so
many
different
points.
You
know
that
we
could
dive
in
deep
to
and
that's
where
I
do
think
taking
a
look
at
the
school
committee.
They
have
five
goals.
Obviously
there's
a
lot
more
as
a
district
right,
but
they
actually
have.
These
are
the
things
this
is
where
we're
at
currently-
and
this
is
where
we
want
to
be
in
a
year
from
now
five
years
from
now.
That's
right!
So
that's
that
that
might
be
helpful.
L
P
Mean
graduation
is
one
thing
in
boston,
public
school,
but
we're
trying
to
make
sure
that
we're
setting
them
up
to
graduate
college
get
a
career.
You
know
those
are
the
things
that
we're
trying
to
drive
them
towards.
We
want
to
make
sure
that
the
data
we're
looking
at
yeah
is
also
producing
those
outcomes.
We're
all
talking
about.
E
And
we
also
have
our
strategic
plan,
which
we
are
in
year
three
of
five.
I
believe
two
of
those
years
you
know
we're
pandemic,
so
some
of
that
you
know,
work
has
been
disrupted,
but
dr
granson
will
be
here
to
speak
about
that
work
and
the
the
the
six
categories
that
we
sort
of
bucket
there
and
also
the
priorities
that
have
been
there.
You
know
some
places,
we've
really
thrived
and
done
well
other
places
and
we're
still
struggling
to
meet
the
expectations
that
we've
set
for
ourselves.
P
B
Is
it
possible
to
also
share
that
with
the
academics
presentation,
because
we
can
make
sure
that
we
add
the
data
to
the
slide?
It's
been
again,
we
look
at
data
across
the
system.
That
is
how
we
make
our
decision
and
the
important
thing
about
our
equitable
literacy.
Work
has
been
that
it's
been
collaborative,
it's
a
district-wide
vision
and
decision
was
made
with
school
leaders
involved
educators
and
we
have
invested
in
professional
learning
this
year
and
continue
to
move
that
forward
next
year.
B
Part
of
that
vision
for
the
graduate
is
also
the
seal
of
by
literacy,
so
that
students
graduate
with
the
state
seal
of
bi-literacy
in
both
their
native
language,
as
well
as
any
additive
language,
and
so
that
they
can
actually
possibly
you
know,
have
an
opportunity
at
a
work
or
a
college
level
in
our
career
in
their
native
language
as
well.
Awesome.
P
Is
that
data
being
shared
with
any
other
city
department?
You
know
even
after
school
programs,
like
you
know,
are
we
like?
If
a
child
is,
you
know,
needs
you
know
more
help
in
reading?
Are
we
sharing
that
data
with
you
know
the
after
school
or
summer
program
that
that
child's
attending
or
you
know,
if
we
know
a
child-
needs
more
assistance
in
housing?
Are
we
sharing
that
information
with
bha
or
any
other
city
departments?
Like
is
that?
E
I
think
monica
would
be
best
to
answer
that,
but
I
we
have,
we
do
have
some
limitations
on
sharing
our
data
because
of
student
privacy.
We
are
not
allowed
to.
You
know,
share
certain
pieces
of
information
with
people
outside
our
organization
right,
so
it
does
depend.
We
share
a
lot
of
aggregate
data
publicly.
In
fact,
you
know
tune
into
school
committee
every
two
weeks.
I
feel
like
I'm
doing
a
plug
where
we
talk
a
variety
of
different
topics.
E
We
always
have
data
in
those
presentations
and
if
there
are
any
specific
data
pieces
that
you
all
want,
you
know
those
are
those
are
things
we
could
pull
too
within
reason,
because
I
don't
have
access
to
it.
Thank
you.
A
Sorry
sorry
yep
no
problem
council
may
hear
you
have
the
floor.
Yeah.
M
Just
for
the
record,
that's
the
cradle
to
career
data
hearing,
that
is
the
system
yeah.
M
No,
this
is
the
ways
and
means
budget
overview
situation,
okay,
trying
to
hog
it
all
up,
but
though,
for
real
seriously
on
that
point,
though
counselor
rorell,
you
know
from
what
I
understand,
40
of
the
valedictorians
are
making
50
000
a
year.
Oh.
M
Yeah
the
globe,
forty
percent
of
our
valedictorians
earn
less
than
fifty
thousand
dollars
a
year.
What's
the
source.
E
M
M
L
M
B
No,
no,
I
I
just
think
it.
It's
also
important
that
higher
education
in
rcc
and
banker
hill
and
our
partners
who
have
worked
with
us.
The
suffolk,
for
example,
in
in
in
some
of
our
high
schools,
students
are
taking
college
level
courses
as
part
of
their
coursework,
but
I
think
it
would
be
important
to
sort
of
think
about
what
is
the
experience
of
the
student.
B
I
just
went
to
binka,
for
example,
in
the
diversity
democracy
day
a
couple
of
weeks
ago,
and
I
had
former
students
present
in
there
and
they
were
like
I'm
having
an
amazing
time,
I'm
enjoying
it
and
some
talked
about
the
struggles
and
challenges,
and
I
think
we
could
all
sort
of
share
in
that
learning.
But
I
really
think
it's
important
that
we
partner
with
our
higher
ed
partners
in
that
conversation
as
well.
So
excuse
me
a
moment.
M
I
just
wanted
to
just
underscore
two
important
things:
literacy.
We
created
a
literacy
task
force
here,
an
ordinance
to
establish
you
know,
investments
in
real
literacy
work,
so
I'm
really
encouraged
by
the
work
that
bps
is
going
to
be
embarking
on
as
it
relates
to
that.
I
see
the
direct
connection
to
feeding
the
school-to-person
pipeline
because
oftentimes
students
who
are
struggling
with
reading
and
writing
end
up
in
dys
instead
of
getting
the
support
services
that
they
need.
M
We
see
that
happening
at
the
mckinley,
so
I
want
to
put
mckinley
on
your
radar
in
special
education
as
one
of
my
top
priorities
as
well
as
madison
park.
I
didn't
give
a
lot
of
mic
time
to
madison
park,
but
it
is
one
of
I'm
on
the
program
advisory
board
at
madison
park.
I'm
an
exponential
learner.
I
got
to
feel
it
and
understand
what
the
problem
is
in
order
to
help
fix
it.
So
I've
been,
I
joined
one
of
their
advisory
committees
to
help
support
them
and
I
think
madison
park
needs
deep
investments
yeah.
M
A
I
think
just
my
last
remarks
are
that
it.
It
sounds
like
your.
A
This
body
is
telling
you
that
we
are
not
just
going
to
say
yes
to
something
that
we
can't
properly
assess,
and
so
this
means
that
in
in
the
departments,
for
the
questions
for
the
rfis
that
we
send
to
the
equity
questions
that
we
sent
you
please
send
that
presentation
as
soon
as
possible
for
all
of
the
departments
that
you
send
them
some
email,
letting
them
know
to
be
ready
with
this
type
of
information
that
we're
asking
you
today,
everything
that
you've
got
on
record,
stating
that's
for
another
hearing,
that's
for
another
hearing,
or
they
can
answer
it
better.
A
I
hope
that
you
can
then
send
these
questions
to
them.
We
certainly
will
have
it
written
and
ready
to
ask.
I
hope
that
they're
ready
to
answer
if
you
are
not
prepared,
if
they're
not
prepared,
if
we
can't
come
back
and
actually
fully
assess
it,
it's
going
to
delay
this.
That
is,
we
don't
want
that.
We
want
this
budget
to
pass,
but
we
cannot
do
our
job
unless
you
help
us
help
you,
and
so
in
order
to
do
that.
A
This
is
a
lot
to
go
through
and,
as
I
said
and
I'll
go
through
it,
that's
fine,
but,
as
I
said,
we
don't
have
a
separate
analysis
staff
that
goes
through
this
stuff.
So
it's
for
me
and
my
brilliant
budget
and
operations
director
amina
who
you
see
sitting
over
there,
who
has
to
lose
sleep
and
aggregate
all
of
this
information,
and
so
I'd
appreciate
it.
If
you
guys,
are
ready
for
these
conversations.
A
It's
not
as
satisfactory
as
we
like
in
terms
of
responses.
Obviously
it
is
what
it
is.
It's
what
you
have
we're
saying
unless
we
get
these
things
ironed
out,
please
let
that
beat
the
precedence
moving
forward
that
we
want
to
have
questions
answered,
or
else
it
will
delay
the
process,
and
I
think
that's
the
tone
that
we're
setting
today-
and
I
hope
that
you
can
appreciate
it
because,
as
you
are
mentioning
with
your
department,
you
guys,
obviously
you
need
more
money,
but
how
have
to
counsel
warrell's
point?