►
Description
Dockets #0622-0628 Fiscal Year 2020 Budget: Boston Public Schools - Elementary and Secondary Education
A
This
is
a
public
hearing
both
being
recorded
and
broadcast
on
Comcast
channel,
8,
Verizon,
I'm,
sorry,
comcast,
8,
r,
CN
80
to
Verizon
1964
and
streamed
at
Boston.
Gov
backslash
City
council
TV
I'd
like
to
ask
folks
in
the
chamber
to
silence
their
electronic
devices
at
the
conclusion
of
the
presentation
in
questions
and
answers
for
from
my
colleagues,
we
will
take
public
testimony.
There
is
a
sign-in
sheet
to
my
left
by
the
door.
I
ask
that
you
sign
in
state
name
affiliation,
residence
and
police
check
the
box
box.
A
Yes,
if
you
do
wish
to
testify,
there
are
30
for
approximately
34
hearings
throughout
this
budget
season.
We
encourage
the
general
public
to
provide
testimony
in
several
ways.
You
can
come
to
a
hearing
and
provide
public
testimony
in
person.
You
can
come
to
the
hearing
dedicated
to
public
testimony
on
Tuesday
June
4th
any
time
from
2
p.m.
to
6
p.m.
and
if
we
do
not
conclude
that
public
testimony
in
that
timeframe,
we
will
stay
as
long
as
it
takes
to
hear
everybody's
views
on
the
budget.
A
You
can
also
send
your
testimony
to
the
committee
on
ways
and
means
city,
council,
fifth,
floor
Boston,
City,
Hall,
Boston,
Mass,
zero,
two,
two
zero
one
or
email.
The
committee
at
CCC,
dot
WM
at
Boston
gov
like
to
also
introduce
my
colleagues
in
order
of
their
arrival
to
my
far
left.
Both
councillors,
Tim
McCarthy
and
Matt
O'malley
are
here
present
at
this
point.
With
that
I'd
like
to
hand
it
over
to
Mary
thanks
Mary
good.
B
Morning,
everyone
I'm
Mary
Driscoll
I'm,
the
associate
superintendent
for
elementary
and
middle
schools
and
I'm
joined
this
morning
by
Tommy
Welsh
and
Joel
Boyd,
who
are
academic
superintendents
to
the
academic
superintendents
that
support
our
high
schools,
also
by
Marsha
Ennis
and
by
Michelle
seborrhea
from
our
offices
of
high
school
support.
Marsha
is
working
on
post-secondary
initiatives
and
Michelle
is
our
expert
in
CTE
and
then
we're
also
joined
by
David
bloom.
Who
needs
no
introduction
at
this
point.
I
would
say.
B
So
our
agenda
for
this
morning,
if
we
can
get
the
slides
to
advance-
hopefully
if
you
have
a
copy
of
the
deck,
if
not
on,
is
to
take
you
through
or
we're
focusing
on
the
idea
of
how
we're
supporting
our
elementary
and
secondary
schools,
some
of
the
material
is
going
to
be
duplicative
of
things
we've
already
talked
about
in
other
hearings.
I
know,
David
gave
a
full
report
on
how
we
develop
budgets
for
all
of
our
schools.
We
weighted
student
funding
in
the
central
office
hearing
I
shared
kind
of
art.
Thank
you.
B
B
So
we
put
this
quote
at
the
beginning
to
stress
this
idea
of
reciprocal
accountability.
We
know
that
we
have
some
schools
that
need
to
be
delivering
better
results
for
students
and
for
families.
We
also
know
we
cannot
hold
schools
accountable
to
do
better
without
offering
them
more
support.
So
the
basic
idea
is
reciprocal:
accountability
for
every
additional
degree
of
performance
we're
asking
for
our
schools.
We
need
to
provide
them
with
additional
support
that
is
going
to
be
able
to
help
them
impact
that
performance
to
do
this.
B
We've
built
this
network
structure,
which
I've
talked
with
you
about
before.
The
idea
is
that
each
school
is
surrounded
by
a
team
of
liaisons
who
bring
expertise
in
both
academic
and
operational
work,
and
the
schools
that
are
in
our
greatest
need
of
support.
Have
the
full
teams
of
liaisons
devoted
just
to
that
small
network
of
schools.
Schools
that
are
higher
achieving
has
have
access
to
lay
zones,
but
not
at
the
same
level
as
the
our
high
need.
Schools.
B
B
C
Good
morning
councillors,
as
Mary
mentioned,
my
name
is
Tommy
Tommy
Welch
academic
superintendent
this
year
for
the
alternative
network
of
schools
and
programs.
This
is
an
example
of
that
customized
support
that
she
was
just
mentioning
that's
based
on
theory
and
a
lot
of
research
over
the
years.
The
alternative
network
in
Boston,
Public
Schools,
is
not
new
by
any
means,
but
this
is
the
first
year
that
we've
actually
taken
it
to
this
level
of
organization.
You
see
all
these
big
bubbles.
We
call
this
the
constellation
of
our
alternative
and
adult
schools,
alternative
education,
schools
and
programs.
C
C
I'm
leading
this
work
with
other
key
leaders
in
the
in
the
in
the
system
before
they
were
maybe
independent
or
part
of
other
networks,
but
they're
all
at
the
same
table,
and
what
we're
really
trying
to
do
this
year
is
take
a
multi-year
approach
to
how
we're
gonna
solve
some
of
the
challenges
and
issues
that
are
facing
our
students
in
alternative
education,
not
only
now
but
looking
out
into
the
future
2
3
4
years.
What
are
the
numbers
telling
us?
What
are
we
looking
at
for
enrollment?
C
A
D
Right,
if
I
can,
if
I,
can
bring
you
back
to
the
handout
as
we
as
we.
Oh
there,
we
go
all
right.
So,
as
you
heard,
as
you
heard,
my
colleague
point
out,
some
of
the
stuff
you've
heard
about
previously.
Some
of
this
stuff
is
evolving,
and
some
of
it
has
been
strategically
refined
under
the
leadership
of
superintendent
Burrell.
D
What
you
see
here
in
front
of
you
are
two
of
the
strategic
priorities
that
superintendent
Burrell
laid
out
in
order
to
improve
teaching
and
learning
across
the
system
of
schools
in
Boston
and
I'm
gonna
bring
your
attention
to
that
second
area
of
differentiating
school
supports.
So
you
heard
the
example
there
of
our
alternative
schools
working
across
all
schools
in
Boston.
If
you
can
advance
the
slide,
we
work
to
differentiate
supports
by
tailoring
our
systemic
structures
to
the
individual
needs
of
schools
through
a
process
of
quality
school
planning.
D
What
you
see
on
the
on
the
right
side
of
that
slide
is
an
example
of
just
one
page
of
those
plans
that
all
of
our
school
leaders
work
with
their
individual
school
communities
to
build
that
our
work,
then
in
alignment
with
the
strategic
priorities
and
the
outcome
metrics
that
we
track
at
the
district
level.
So
those
plans
then
lead
to
a
system
of
differentiated
and
targeted
school
supports.
That's
coordinated
by
the
academic
superintendents
of
each
network.
D
Here
are
an
example
of
some
of
those
supports
that
are
again
tailored
to
the
individual
needs
of
our
schools,
with
a
higher
level
of
intensity
for
schools
with
the
greatest
needs.
Those
include
observations,
classroom
observations
and
feedback
for
teachers
in
our
schools,
working
alongside
our
Headmaster's
and
principals
network
based
professional
learning,
communities
which
brings
principals
together.
B
B
Another
is
the
partnerships
with
higher
ed
institutions
like
the
University
of
Virginia
and
Boston
College,
both
of
which
are
doing
work
to
support
the
development
of
our
leaders
and
a
pipeline
from
the
classroom
to
leadership
and
then
to
central
office
leadership
and
then,
finally,
a
partnership
with
the
Department
of
elementary
and
secondary
education.
Where
we're
supporting
ten
schools
to
develop
transformation
plans
that
will
lead
to
rapid
improvement
and
an
accountability
rating
that
that
keeps
them
out
of
Desi's
control.
E
Good
morning
councillors
again,
my
name
is
Marsha
and
it's
Mitchell
and
I
oversee
a
lot
of
the
post-secondary
initiatives
for
the
Boston
Public
Schools,
the
as
you
can
definitely
imagine.
The
college
application
process
can
be
a
very
complicated
one,
and
even
more
so
for
a
student
who
is
first
in
their
families
to
attend.
Some
of
our
students
are
attending
colleges
where
they
are
under
matched
and
what
that
means
is
they
have
a
higher
grade,
point
average
and
or
SAT
scores
and
then
not
attending
the
most
competitive
option
based
on
their
criteria.
E
Others
successfully
begin
college
and
then
they
do
not
persist,
nor
do
they
complete
and
not
completing
their
credential
and
having
taken
out
financial
aid
can
have
a
very
negative
impact
and
outcome
on
their
family
and
can
only
add
to
the
student
loan
debt
crisis
that
we
see
in
our
country
right
now.
So
what
we
want
to
do
in
the
Boston
Public
Schools
is
to
really
provide
access
to
tools,
as
well
as
an
advising
structure
that
will
allow
our
students
to
build
a
roadmap
for
their
college
and
career
beginning
in
the
ninth.
E
The
platform
is
an
amazing
tool,
but
it
doesn't
stand
alone.
It
definitely
needs
to
be
aligned
with
a
structured
curriculum
which
we're
continuing
to
work
on
as
well
as
workshops
and
lesson
plans.
It
will
help
students
to
document
their
achievements
and
set
goals
house
artifacts.
So
if
you're
going
through
an
academic
experience-
and
you
have
documents
that
really
highlight
how
well
you
are
in
a
particular
subject
area,
you
can
actually
upload
that
document
to
your
Naviance
account.
It
helps
them
to
engage
in
the
series
of
college
planning
activities.
E
So,
for
example,
during
the
ninth
grade
year,
one
activity
could
be
a
career
interest
in
profiler,
where
a
student
can
take
that
help
them
to
understand
how
their
aspirations
connect
to
possible
career,
new
and
emerging
opportunities
that
currently
don't
necessarily
exist.
It
also
will
help
them
to
go
through
the
exploratory
process
and
select
their
pathway,
programs
at
Madison,
Park
and
other
schools
offering
career
technical
education
opportunities.
E
So
we're
super
excited
about
that.
During
the
10th
grade,
an
activity
could
be
to
engage
them
in
a
strengths
Explorer
where
they
can
understand
their
learning
style
and
really
work
strategically
in
partnership
with
their
teachers
to
set
some
academic
goals,
so
they
can
access
some
more
rigorous
course
opportunities.
E
So
teachers,
college
access
partners,
parents
and
their
school
counselors
will
all
be
able
to
work
in
concert
with
these
students
and
making
the
right
fit
post-secondary
plan
for
themselves.
This
is
a
huge
game,
change
of
a
Boston
Public
Schools
in
the
ways
in
which
we
engage
students
in
their
planning
process
and
selecting
the
right
fit
on
college.
E
There
have
been
a
number
of
our
students
and
schools,
particularly
at
our
exam
schools
and
some
pilot
schools
that
have
had
access
to
Naviance
for
a
number
of
years
and
we're
super
excited
to
finally
offer
to
all
of
our
schools
and
all
of
our
students.
Our
families
are
very,
very
capable
of
managing
this
process
if
we
give
them
if
we
invest
in
them
and
we
give
them
the
tools,
so
they
could
be
successful.
F
Good
morning,
we
wanted
to
share
with
you
today
our
goals
for
a
college
and
career
readiness
for
Career
and
Technical
Education
students.
This
includes
improving
the
quality
of
our
current
cv,
te
and
CTE
programs.
There
are
components
that
we're
adding
in
all
of
our
career
and
Tech
Ed
programs
related
to
college
and
career
planning,
work
based
learning
as
well
as
post-secondary
linkages.
F
F
Although
the
print
is
very
tiny,
what
we
wanted
to
show
you
here
is
a
listing
of
our
new
programs
that
will
be
launched
in
school
year
1920.
So
those
include
a
new
program
in
programming
and
web
development
at
Madison
Park.
We
also
had
a
environmental
science
and
technology
program
that
launched
this
year
at
Boston,
Green
Academy,
a
fashion
technology
program
at
Boston,
Arts
Academy.
F
These
programs,
including
the
Madison
Park
program,
probably
will
offer
an
additional
500
seats
when
they
are
fully
enrolled
and,
of
course,
we
launch
programs
with
the
underclassmen
and
then
each
year
roll
up
so
that
we're
not
at
that
number
of
students
at
this
time.
But
in
the
next
couple
of
years
we
will
have
more
students
in
Career
and
Technical
Education
education
pathways
in
the
district.
F
F
That
includes
our
out
of
district
student
tuition,
our
Perkins
grant
allocation,
which
has
been
fairly
consistent
over
the
last
couple
of
years,
and
we
also
have
a
small
budget
for
CTE
instructional
materials
and
supplies
that
our
Perkins
grant
cannot
that
we
cannot
point
on
the
ground.
So
for
FY
19
we
had
a
budget
of
approximately
2.6
million
for
CTE.
G
One
school
of
particular
interest
to
the
counselors
has
been
masked
in
park.
We
know
there
have
been
a
number
of
hearings
with
the
Education
Committee
about
the
situation
in
Madison.
Park
just
wanted
to
bring
up
one
update
on
the
Madison
Park
budget
and
also
use
that
as
a
way
to
highlight
a
method,
a
new
method
we
have
of
determining
the
sort
of
full
dollar
per
pupil
that
the
district
spends
on
school
budgets.
People
often
ask:
what
is
the
central
office
budget
go
for?
Why
you
spend
so
much
in
central
office?
G
Well,
we
have
sort
of
two
main
types
of
central
office
spending,
as
shown
through
the
massive
park
budget.
Here
we
have
things
called
centrally
funded
school
supports,
and
these
are
things
that
you
would
see
day-to-day
in
schools,
but
they
sit
on
the
central
office
budget.
For
example,
all
of
our
custodians
are
on
the
central
office
budget,
but
you
see
them
in
schools
all
of
our
transportation,
all
the
benefits
for
teachers
and
paraprofessionals,
as
well
as
a
lot
of
related
services
and
other
support
for
students
with
disabilities
and
the
list
does
go
on.
G
We
can
go
in
further.
There
is
also
then,
of
course,
central
administration
costs.
Those
costs
are
small
relative
to
the
other,
the
other
expenditures
on
our
budget,
but
we
can't
express
those
out
as
a
per
pupil
and
a
total
by
school.
All
this
information
is
available
for
all
schools
on
the
Boston
Public
Schools.
What
budget
website?
G
G
Those
central
office
departments
that
are
of
particular
focus
to
elementary
and
secondary
school
supports,
as
opposed
to
a
more
district-wide
focus,
where
the
supports
are
targeted
through
the
core
of
the
network
structure
that
that
Mary
referenced
earlier
and
Tommy
and
Joe
as
well,
and
there's
a
little
footnote
at
the
bottom.
That
explains
which
departments
go
into
each
of
the
categories
that
you'll
see
there,
but
throughout
all
of
these,
what
you
will
see
is
a
continued
investment
in
our
schools
by
bps.
A
H
H
As
far
as
the
communication
to
this
this
layout
for
elementary
and
secondary
school
support,
I
think
if
you
could
just
dig
dive
a
little
bit
deeper
on
how
we're
getting
this
message
to
the
parents,
because,
with
with
the
build
bps
and
all
of
the
questions
that
are
arising,
people
are
still
concerned.
What's
happening
to
my
daughter
or
my
son's
Grammar
School,
we
go
on
K
to
six,
so
we
you
know
combining
with
schools.
Can
you
just
dig
a
little
bit
deeper
into
how
we're
getting
that
message
out
and
when?
B
They
can
reach
out
if
they're
not
able
to
get
a
response
from
the
school
leader
they
can
reach
out
to
either
the
academic,
superintendent
or
the
operational
superintendent.
So
we
try
to
take
every
opportunity
to
make
those
face-to-face
connections
in
terms
of
the
the
specific
build
VPS
work,
as
we
move
through
the
plans
for
our
middle
school
transformations,
because
those
are
sort
of
the
the
hubs
of
how
we're
going
to
be
reimagining.
B
In
that
it's
in
the
same
geographic
area,
it's
once
we
sort
of
conclude
and
determine
a
high
school
partner
for
the
McCormick
will
then
begin
to
just
identify
another
middle
school
transformation
and
we'll
work
with
the
the
can
of
fives
in
that
area
to
communicate
with
them.
We've
also
recently
begun
some
conversation
with
the
Grove
hall
Alliance,
which
are
a
group
of
schools
that
have
been
doing
their
own
planning
work,
and
so
we've
begun
to
talk
with
them
about
their
vision
for
potentially
creating
feeder
patterns
from
the
Early
Learning
Centre.
B
I
G
I
G
I'll
have
to
get
back
to
you
with
more
details,
but
we
get.
There
are
two
main
things
we
are
looking
at
one
is
we
get
a
sort
of
consolidated
report
from
the
state
about
enrollment
across
sectors
yeah.
We
don't
yet
have
that
for
this
year
from
what
we
submitted
back
in
October.
So
once
we
get
that
we
should
know
more
information
about,
you
know
are
more
kids
going
to
parochial
school
private
school
charter
schools.
Well,
we
know
what's
going
on
with
charter
schools,
but
yeah.
I
I
Family
is
when
you
talk
about
couples
having
fewer
children,
you
talk
about,
you
know,
couples
waiting
longer
to
have
children,
but
the
fact
of
the
matter
is
is
that
we
have
seen
tremendous
growth
in
the
city
and
we
are
not
seeing
that
reflect
and
I
think
some
of
it
has
to
do
with
the
fact
that
many
families
don't
have
a
high
degree
of
and
it's
in
Boston
Public
Schools.
That's
something
I
know
we
all
work
to
try
to
push
back
against.
So
I
guess
it's
just
more
curious
to
talk
about
PowerPoint
presentation,
page
9!
I
B
I
B
Two
that
are
currently
very
large,
there's
27
or
28
schools,
so
it'll
be
those
networks
that
we
pull
apart
to
bring
down
to
a
smaller
size
because
those
school
leaders
report
they
really
value
the
side-by-side
coaching
they
get
from
the
academic
superintendent.
It
just
can't
happen
more
than
once,
every
six
weeks,
yeah.
I
Okay
and
then
page
PowerPoint
presentation,
page
24,
you
talk
about
sort
of
two
increases
to
five
million
dollars
from
over
from
three
point:
seven,
two,
five
and
four
point
three
to
five:
in
elementary
and
secondary
offices,
an
additional
centralized
school
support.
What
exactly
is
that
extra
1.3
million
and
point
seven
million?
Is
that
those
two
new
positions.
B
Within
the
office
of
turnaround,
there
is
a
an
investment
of
about
seven
hundred
fifty
thousand
dollars
that
will
go
to
support
those
ten
schools
that
are
writing
plans
in
conjunction
with
the
Department
of
elementary
and
secondary
education,
the
deci
funds,
the
collaborative
planning
process.
So
there
are
school
teams
at
each
of
those
schools
that
have
been
stipended
to
create
the
plan.
They
do
not,
however,
provide
funds
for
implementation
of
those
plans,
and
so
we're
making
an
investment
so
that
the
research-based
strategies
that
the
schools
are
identifying
will
be
able
to
fund.
So.
B
B
The
this
actually,
the
stipend
money
comes
for
the
Department
of
it
from
deaf
Elementary
provides
that
they
don't
provide
any
funding
for,
for
instance,
if
the
school
is
saying
we're
looking
at
our
ela
scores,
we
really
need
you
know
some
reading
intervention.
We
need
to
train
our
teachers
in
a
particular
way
of
teaching.
Phonics
deci
doesn't
provide
funding
for
that,
so
the
750
thousand
will
be
allocated
across
the
schools
so
that
we
can
do
additional
professional
development
for
teachers
or
they
can
buy
materials
to
support
the
work
that
they
have
identified
in
the
plan.
So.
I
B
A
J
B
We
haven't
really
made
any
changes
to
the
advance
work
program.
What
we
have
done
is
create
an
additional
initiative,
which
we
call
excellence
for
all,
which
is
being
piloted
now
in
16
schools,
and
it
is
looking
at
what
are
the
types
of
enrichment
activities
and
professional
development
supports
for
teachers
that
would
allow
those
classrooms
to
deliver
the
same
kind
of
experience
as
an
advanced
work
class
experience
without
doing
the
sorting
of
students
based
on
test
scores.
B
So,
instead
of
having
a
classroom
just
for
students
that
have
tested
in
which
is
what
an
AWC
classes,
the
excellence
for
all
is
looking
to
do
that
for
all
the
students
in
the
fourth
fifth
and
sixth
grade
classrooms
in
those
schools
we,
this
is
the
third
year
of
that
initiative
and
the
team
that's
been
working
on.
It
is
involved
in
a
research
study
that
will
then
allow
us
to
determine
which
attributes
of
that
program.
We
can
begin
to
expand
more
broadly
across
all
of
the
fourth
fifth
and
sixth
grade
classrooms
in
the
district.
B
J
B
Is
in
schools,
there
are
some
of
the
Bates,
the
curly.
The
Edison
are
excellent
for
all
schools
that
were
previously
advanced
work,
schools
where
the
the
families
and
staff
in
the
schools
asked
to
transition
excellence
for
all,
because
they
wanted
that
experience
for
all
students
in
the
grade,
the
others,
our
schools
that
were
chosen
specifically
to
represent
the
demographics
of
the
district,
particularly
students
of
color
students
with
disabilities
and
English
learners.
So,
and
then,
the
this
year
we
added
middle
schools,
because
this
was
the
first
year
it
rolled
into
sixth
grade.
J
B
K
J
J
F
All
of
the
lists
of
programs,
all
of
those
programs
provide
students
with
the
opportunity
to
credential.
So
by
that
we
mean
that
there's
some
type
of
Industry
license
or
certification
that
the
students
can
earn
before
they
exit
that
pathway.
So
most
of
those
licenses
and
credentials
are
what
adults
would
earn
in
the
real
world
and
I
had
reported
before
that.
For
our
most
recent
data,
which
is
the
class
of
2017,
we
had
a
92.5
percent
credentialing
rate
and
we
continue
to
work
on
that
and
move
up
the
needle
towards
100%
and.
J
F
J
J
A
J
L
B
B
L
Interested
I
mean
I
brought
this
up
in
previous
hearings.
This
idea
that
were
obviously
transitioning
our
system
to
a
K
through
six
to
twelve
system
or
a
K
through
eight
to
twelve
system,
and
we
have
obviously
some
stand-alone
middle
schools,
including
the
Timmel
T,
where
I
went
that
are
obviously
going
through
this
rigorous
process
of
planning.
At
what
point
do
we
say
to
this
community?
L
Not
just
of
teachers,
parents,
staff
students,
families
surrounding
community,
that
we're
gonna
have
to
at
some
point
make
adjustments
to
align
with
the
new
vision
of
the
district,
to
cut
down
on
transitions
for
families.
At
what
point
do
we
start
making
those
transitions
and
because,
as
we
obviously
are
working
on
plans
pouring
more
money
into
some
of
these
middle
schools,
you
know,
of
course,
I
asked.
Of
course
there
are
students
there
and
we
have
to
do
something,
but
at
some
point
the
long-term
plan
is
to
shift.
L
B
I
think
it
is
exactly
as
you
mentioned,
that
there
are
students
who
are
in
those
schools
now
who
deserve
that
absolute
best
and
deserve
access
to
rigorous
standards-based
education
and
so
the
work
of
the
plant.
It
is
just
a
one-year
plan
that
the
department
asked
these
schools
to
write,
and
so
the
plan
is
for
the
students
who
will
be
there
next
year.
B
L
Also
have
I'm
just
gonna
because
first
time
sake,
I'm
excited
about
what's
happening.
The
McCormack
and
I
know
Mary
you've
been
following
the
conversation
related
to
the
growth
of
our
alliance.
You
know
you
have
the
king
and
the
Frederick
in
this
list
of
ten
schools.
You
have
school
communities,
I've
been
talking
for
years
now
about
the
Grove
hall
alliance
and
what
we're
going
to
do
to
network
those
schools
in
that
area,
which
is
predominately
a
community
of
color
and
I'm,
really
frustrated
by
this
is
not
directed
at
you.
L
The
system
as
a
whole
at
how
long
it
takes
to
have
the
necessary
conversations
to
make
some
of
those
transitions.
I
think
what's
exciting
about
the
McCormack
and
those
conversations
you
have
engagement
happening.
You
got
the
teachers
union,
you
got
all
the
right
stakeholders
at
the
table
and
part
of
that
is
because
the
district
is
creating
that
space,
which
doesn't
seem
to
exist
for,
say
the
growth
Hall
alliance
and
I
get.
We
have
the
King
and
the
Frederick's.
L
We
have
to
do
what
we
can,
but
those
students,
regardless
of
the
resources
we
pour
in,
aren't
going
to
be
able
to
get
what
they
need
or
to
have
the
best,
an
excellent
experience
in
bps
if
either
the
declining
enrollment
folks
are
moving
to
other
schools
or
on
the
horizon.
We
have
a
long
term
plan
to
transition
these
schools
and
to
do
something
with
them.
So
I'm
really
concerned
by
the
sort
of
waiting
timeline
I
get.
We
have
to
make
sure
that
we
do
it
right
and
that
they're
always
unintended
consequences.
L
People
start
asking
questions
or
make
that
mean
that
we
care
less
about
communities
of
color
or
certain
constituencies,
and
that
bothers
me
as
a
you
know,
district
councillor,
representing
largely
district
of
color,
and
given
the
fact
that
growth,
how
Alliance,
what
I
love
about
it
and
we
can-
they
can
always
do
better
in
terms
of
engagement.
They
need
help
with
that.
These
are
schools,
run
predominately
by
people
of
color
women
of
color
doing
really
great
work.
There
is
a
pipeline
from
K
0
to
the
12th
grade.
L
In
that
area
you
have
the
Hanes,
which
is
an
excellent
school
maggiore.
The
kids
who
live
in
that
community
can't
even
get
in
we're
waiting
for
data
on
enrollment
patterns.
All
of
that
so,
for
me,
I
think
the
sense
of
urge,
where
is
the
sense
of
urgency,
to
start
to
roll
out
a
similar
sort
of
response
plan
roll
our
sleeves
up,
make
some
really
tough
decisions
to
do
something
there
McCormick
was
slated
to
close
the
reason
it's
not
anymore.
Is
people
obviously
mobilised
in
some
communities
that
doesn't
necessarily
happen?
L
It
doesn't
mean
those
families,
don't
care,
of
course,
so
I
just
I,
look
at
these
10
schools
and
I
see
many
of
them
are
the
standalone
middle
schools
that
we
ultimately
want
to
do
something
about,
but
I
real
concerns
about
pouring
more
and
more
money
into
these
schools.
If
we
know
at
some
point,
we
have
to
do
something
drastic
in
order
for
those
families
and
those
students
to
get
what
they
need
to
be
successful,
and
this
isn't
sort
of
an
attack
at
you
guys.
B
Response
I
will
say
that
we
did
meet
with
the
Grove
hall
school
leaders
right
before
vacation
to
begin
to
sort
of
open
up
the
conversation
about
that
set
of
schools,
particularly
not
just
around
the
enrollment
patterns,
but
around
school
improvement
efforts.
They're
doing
some
partnership
work
with
mass
insight,
so
we
are
want
to
be
sure
we're
coordinating
the
plans
that
schools
like
the
Frederick
and
the
King
have
to
write
for
deci
and
the
mass
insight
support.
B
As
a
conversation
that
will
then
you
know
be
part
of
that
engagement,
so
the
the
Grove
Hall
Alliance
is
one
of
the
next
places
that
were
going
and
beginning
those
conversations
we
know
also
now
with
shifts
in
enrollment
in
East
Boston
that
there's
sort
of
an
opening
we
didn't
think
was
there
around.
Potentially
opening
up.
Seventh
and
eighth
grade
seats
in
East,
Boston,
High,
School
and
so
again
that's
a
conversation
that
we're
beginning
to
figure
out.
B
L
And
I
absolutely
agree
and
was
with
councillor
Edwards
at
some
of
her
schools
in
East,
E
and
I.
Think
it's
exciting
they're
ready
to
move
the
same
thing
with
the
Alliance
and
I'd
love
to
see
the
same
response
when
the
district,
as
we
see
with
the
McCormack
exists
for
the
Alliance
schools
they
have
been
asking
since
for
over
two
years,
build
bps
reconfiguration
before
we
even
had
any
proposals
out
in
the
public
space.
How
can
we
work
with
you
given
that
information
to
come
up
with
a
plan?
L
They
don't
want
to
work
separate
and,
apart
from
the
district,
a
lot
of
rumors
out
there?
That's
not
their
plan.
They're
like
how
can
we
come
together
in
a
community
of
color
as
a
community
of
color
of
schools
in
reshape
and
redefine
what
schools
of
color
that
are
led
by
people?
Color
can
look
like,
but
they
need
the
support
of
the
district
and
having
those
conversations
and
it's
been
slow
to
move,
and
even
the
meeting
you're
referencing
I
didn't
know
about
until
after
the
fact,
and
so
I
really
think,
there's
an
opportunity
here.
L
As
we
look
at
the
McCormack
and
as
we
look
at
what's
happening,
East
Boston
and
this
idea
of
of
networking
schools
in
particular
neighborhoods
to
create
options
for
families
right
in
their
backyard.
I
think
is
a
really
good
thing,
particularly
when
you
look
at
high
schools
and
all
the
conversations
we're
having
about
high
schools
that
may
be
working
may
not
be
working.
Here.
You
have
an
opportunity
to
reshape
redesign
for
a
community
to
make
some
schools
excellent
for
the
folks
in
that
community,
so
that
they
don't
have
to
leave
their
community
to
go
elsewhere.
A
K
G
G
Under
that
we
then
report
to
the
state
how
many
students
we
have
in
vocational
programs
under
this
standard
and
that's
a
part
of
our
chapter
70
formula
funding
so
as
in
terms
of
the
general
fund
chapter
74
influences
how
much
money
we
get
through
chapter
70,
unfortunately
for
us
in
the
current
formula,
because
we
get
minimum
state
aid
additional
students
in
chapter
74.
Certified
programs
does
not
lead
to
additional
chapter
70
funding.
G
However,
it
could
potentially
impact
our
allocation
of
Perkins,
which
is
a
federal
grant
that
comes
through
the
state
and
we
have
seen
relatively
stable
funding
there.
Michelle
can
speak
to
that
in
more
detail,
but
the
scope
of
that
funding
is
significantly
more
limited
versus
chapter
70.
It's
just
in
the
current
formula.
When
we
get
an
increased
sort
of
foundation
budget
we
actually
it
doesn't
increase
our
state
aid.
Unfortunately,
I.
F
Can
speak
to
the
Perkins
funding
and
as
David
mentioned
in
October,
we
report
our
students
as
chapter
74
or
non
chapter
74
to
the
state
through
the
Sims
enrollment
process
and
both
of
those
pathway,
types
are
considered
Career
and
Technical
Education
and
they
qualify
for
Perkins
funding
under
the
federal
guidelines.
So
it's
in
we
had
talked
about
this
before
at
the
Madison
Park
hearing
as
well
that
in
the
spring
the
teachers
across
the
district
do
budget
presentations
with
my
office.
K
F
Is
actually
very
little
difference,
they
both
correspond
to
the
same
stead
of
set
of
state
and
federal
regulations
under
Perkins
guidelines.
One
of
the
main
differences
is
that
the
chapter
74
programs
have
to
go
through
a
fairly
rigorous
state
approval
process,
there's
a
facilities
and
equipment
component
to
that
with
a
site
review,
as
well
as
a
programmatic
review
and
an
application.
F
The
non
job,
274
programs
just
go
through
a
district
approval
process.
We
use
the
same
criteria.
The
one
difference
is
that
the
non
chapter
74
programs
do
not
have
an
official
admissions
policy.
We
do
work
with
the
schools
around
what
the
selection
criteria
is
for
students
to
enter
those
non
chapter,
74
programs,
but
there
is
not
an
official
approved
admissions
policy
to
enter
otherwise
pretty
much.
All
of
the
standards
and
requirements
are
the
same
for
chapter
74
as
non
chapter
74.
K
F
K
There
any
analysis
of
non
chapter,
74
programs
or
chapter
74
programs
that
happen
in
schools
that
aren't
Madison
Park.
Is
there
any
analysis
around
student
desire
or
attractiveness
to
our
kids?
That
we
would
then
look
to
replicate
those
programs
at
Madison
and
I
asked
that
question,
because
there's
a
lot
of
tension
between
the
Madison
community
and
supporters
of
Madison
and
Nan
Madison
schools
that
have
these
programs
there's
a
feeling
that
other
schools
in
the
district
are
better
and
and
I
think
that
some
of
these
programs
should
exist
in
other
schools.
K
F
Of
the
important
things
to
understand
is
that
for
the
most
part
on
those
non
chapter,
74
programs
begin
in
with
the
upperclassmen.
So
we
are
not
seeing
students
selection
into
the
high
school
based
on
the
fact
that
that
high
school
has
that
program.
It's
recruitment
that
is
done
in
grade
9
and
grade
10.
Many
of
the
programs
beginning
grade
11.
F
So
that's
one
of
the
other
main
differences
chapter,
74
programs
beginning
grade
9
with
an
exploratory,
and
then
the
students
are
in
the
program
for
four
years.
You
probably
also
notice,
with
the
slide
that
we
showed
with
all
of
the
programs
for
FY
20,
we've
been
very
careful
and
kind
of
considerate
around
the
new
programming,
and
none
of
that
overlaps
with
the
programming
that
Madison
Park
has
so.
As
an
example,
we
opened
fashion
technology
at
Boston,
Arts,
Academy,
I,
think
everybody
would
agree.
F
That
makes
a
lot
of
sense,
given
their
mission
and
vision,
environmental
science
at
Boston,
Green,
Academy,
again
it
matches
with
their
mission
and
vision
of
the
school.
We
have
an
engineering
program
at
the
O'brien,
so
we've
been
very
careful
around
opening
new
stem
programs
that
do
not
overlap
with
Madison
parks.
Current
programs-
it
does
not
mean
at
some
point
in
the
future.
There
would
not
be
a
program
open
that
Madison
Park
does
have,
but
that
has
not
been
our
our
focus
in
the
last
couple
of
years.
M
Thank
you
and
good
morning.
I
just
have
one
question
around
that
my
question
that
I
asked
year
after
year,
based
on
feedback
from
many
school
leaders,
but
just
the
nature
of
how
unpredictable
the
process
feels
year-to-year
the
timelines,
the
matching
all
the
numbers
when
they
get
the
budgets
and
then
the
adjustments
and
this,
and
that
when
will
the
district
move
to
a
multi-year
budgeting
situation
for.
M
G
We
are
doing
our
best
to
smooth
out
the
process
as
much
as
we
can
at
the
moment.
We
have
no
plans
to
move
to
a
multi-year
budgeting
process
because
of
the
limitations
of
the
way
our
funding
works.
It's
hard
for
us
to
make
multi-year
commitments,
but
what
we
are
doing
is
trying
to
create
processes
that
limit
the
amount
of
variability
that
you
would
have
year-to-year.
G
So
what
I
would
say
is
we're
hopeful
that
we
were
able
to
move
schools
to
a
multi-year
planning
process
where
they're
able
to
make
school
design
decisions
and
other
sort
of
big
decisions
that
impact
the
budget
with
the
faith
that
the
budget
will
that
there'll
be
enough
flexibility
to
be
able
to
have
them
continue
their
program,
design
I.
Think
the
challenge
is
any
schools
that
see
significant
changes
in
enrollment
from
year
to
year.
It's
always
going
to
be
hard
for
us
to
maintain
a
previous
plan
in
that,
in
that
circumstance,
do.
M
N
Front
table
got
a
little
cloud
crowded,
but
if
you
don't
mind,
I'd
love
to
join
into
David's
response.
Counselor
I
just
wanted
to
add
that
we
are
proudly
in
our
third
consecutive
year,
where
all
of
our
weights
and
how
we
fund
schools
have
either
been
stable
or
gone
up
and
I
just
wanted
to
state
for
the
record
that
our
intention
is
to
continue
with
that
trajectory.
We,
when
David
talks
about
wanting
to
have
multi-year
planning,
even
if
we
can't
have
a
multi-year
budget
I
will
say
to
every
school
leader.
N
N
So
that's
what
it
means
to
us
to
give
the
signals
of
stability
that
we
can,
where
we
can
major
shifts
in
demographics,
are
a
challenge
that
we're
trying
to
figure
out
how
to
navigate,
because,
while
enrollment
is
going
down
and
some
in
almost
every
neighborhood
in
most
program
areas,
we
have
need
rising
elsewhere,
like
in
our
serving
students
with
autism
and
some
of
our
special
education
programs.
So
that
is
a
very
real
thing
that
we're
grappling
with
I.
Don't
know
if
that
answered.
Some
of
your
questions
and
I
stay
for
more
follow-up,
so.
M
In
terms
of
the
I
have
a
little
time
in
terms
of
the,
though
even
the
weight
staying
the
same
or
going
up
are
you?
Is
it
a
period
of
time
that
you're
able
to
say
that
for
or
I
mean
it
feels
like
a
lot
of?
It
is
still
you
use.
The
word
have
faith
and
and
kind
of
hope
and
yeah,
but
it'd
be
nice
to
have
just
someone
I.
N
Didn't
mean
to
interrupt
you,
I
would
say
to
you
or
to
any
of
our
school
leaders.
Our
plan
is
indefinitely
to
have
weights,
be
the
same
or
go
up
barring
unforeseen
financial
challenges
for
the
districts
such
as
those
that
I
mentioned.
We
feel
like
at
this
point.
We
want
our
schools
to
have
more,
not
have
less,
and
what
we're
trying
to
do
is
we
make
adjustments
to
the
funding
is
to
make
sure
our
highest
needs.
Students
are
having
more
differentiation,
and
our
schools
with
the
highest
concentrations
are
having
more
differentiation.
So
that's
our
goal.
I
Thank
You
mr.
chairman
I
apologize
I
had
to
step
out
for
another
meeting.
So
if
you've
gone
over
this,
just
let
me
know,
but
can
you
talk
a
little
bit
about
sort
of
AP
classes
offered
to
students
and
are
they
just
sort
of
the
overall
with
the
they
in
every
high
school?
How
many
are
we
growing
that
program?
I
E
E
Okay,
currently
we
in
the
eleventh
and
the
twelfth
grade
we
have
about
33
percent
of
our
students
accessing
Advanced
Placement,
where
we
do
have
some
concern,
and
this
is
where
we
would
need
to
be
a
little
bit
more
strategic
and
Riaan
visioning.
Our
ap
program
is
that
19
percent
of
those
students
who
are
accessing
AP
are
at
our
non
exam.
Schools
and
85
percent
are
at
our
exam
schools
across
all
of
those
AP
serving
schools.
E
E
E
I
I
E
According
to
the
data
that
I
have
in
front
of
me,
there
are
two
hundred
and
thirty
nine
courses
offered
total
in
Advanced
Placement
178
at
our
non
exam
schools
and
61
at
our
exam
schools.
The
courses
could
be
under
enrolled
at
our
non
exam
schools
leading
to
higher
enrollment
in
our
exam
school
AP
offered
offering
courses.
I
D
Please
so
you're
looking
at
three
three
exam
schools,
so
eighty
five
percent
of
the
student
population
within
those
three
exam
schools,
while
it's
a
smaller
number
of
courses
offered
you're
only
talking
about
three
schools
versus
the
number
of
courses
offered
across
32
other
schools,
so
19%
of
the
total
enrollment
of
32
schools
could
in
fact
be
more
students
enrolled,
but
a
smaller
percentage
because
you're
talking
about
a
far
broader
array
of
schools,
so
there's
a
higher
concentration
enrolled
in
AP
courses
in
our
exam
schools.
Yeah.
That's
that's!
D
E
E
I
E
I
E
I
E
Are
some
schools
that
collaborate
together
on
such
as
the
case
with
the
Henderson
you.
E
Boston,
where
a
student
is
able
to
access
the
course
or
the
exam
through
tech
Boston,
there
are
also
some
schools
whose,
within
their
vision,
are
more
aligned
with
dual
enrollment
rather
than
an
advanced
placement,
and
that
is
the
case
at
schools
like
way
high
school.
What.
I
I
I
guess
that
that's
my
closing
point
is
I
really
think
that
we
need
to
have
a
policy
in
place
that
if
a
student
is
enrolled
at
a
school,
that
does
not
offer
an
Advanced
Placement
Korean
and
he
or
she
is
able
to
do
it.
We
need
to
make
sure
that
that
student
has
an
opportunity
to
enroll
it's.
It's
I
understand
not
having
them
offered
at
every
school,
but
we
should
have
access
at
every
school
that
should
absolutely
take.
E
K
You
I'm
councillor
Malley,
just
to
follow
up
on
his
point
of
the
chair,
sounds
like
the
need
for
a
cooperative
agreement
similar
to
athletic
programming
that
schools
can
partner.
I
would
just
put
a
sort
of
a
fine
point
on
councilor
O'malley's
request
for
the
number
of
AP
courses
that
are
offered
in
the
district.
K
If
we
could
have
the
the
number
of
courses
that
are
offered
the
unique
courses
there
are
titles,
but
then
also
if
our
students
are
accessing
any
of
them
only
online
because
I
know
we
do,
we
offer
some
credit
recovery
and
some
other
programs
simply
online.
That
would
be
and
I
think,
an
interesting
point
to
realize
and
understand
the
success
those
students
are
having,
if
they're,
only
accessing
it
online
and
then,
if
we
have
students
that
are
showing
an
interest
in
any
of
our
school
communities,
in
particular
curriculum
in
particular
AP
classes.
K
E
We
use
PSAT
data,
which
is
a
test
that
is
taken
at
the
tenth
and
eleventh
grade
through
the
College
Board
and
administer
to
all
of
our
students
at
the
10th
and
11th
grade
across
the
district,
and
we
use
that
data
to
determine
Advanced
Placement
potential.
And
then
we
work
with
our
schools
strategically
with
the
college
board,
as
well
as
mass
insight
to
identify.
If
there
is
a
teacher
within
that
school
to
teach
a
course
that
students
have
potential
to
be
successful
in
and
through
those
two
partnerships.
K
Then,
are
we
also
following
your
one
of
the
greatest
challenges
that
I
think
we
find
with
specialized
programs
in
any
of
our
schools,
whether
it's
AP,
whether
it's
CTE
any
sort
of
specialized
program
is
the
teacher
often
is
the
one
with
the
specialty
and
if
they
leave,
because
we've
got
staffing
changes
budget
changes,
they
leave
for
a
different
opportunity
that
that
program
goes
away.
Even
though
the
student
desire
is
still
there.
What.
M
K
E
In
addition
to
supporting
with
building
the
skill
of
AP,
teachers
were
also
really
focused
in
collaboration
with
mass
in
sight
on
the
pre
AP.
So
we're
looking
at
working
with
teachers
in
that
9th
and
10th
grade
space
to
get
them
ready
to
take
to
actually
take
on
an
AP
course.
There
is
the
reality
that
once
a
teacher
does
leave,
there
may
be
a
gap
in
a
year
and
when
that
school
is
able
to
rebuild
their
capacity
to
offer.
That
course
again,
especially
if
there
is
a
critical
number
of
students
at
that
school
with
potential.
K
Is
related
to
a
question
I
had
around
CVT
and
CTE
programs:
do
we
have
sort
of
that
bench
strength
and
we
think
about
professional
development,
for
teachers
and
teacher
certification
in
all
of
our
schools,
whether
it's
ap
vocational,
add
CTE?
That
programs
can
continue
with
the
retirement
of
a
teacher
or
the
departure
of
an
educator
for
whatever
reason
this
is
for
anyone
and
everyone.
K
One
of
the
challenges
we
have
in
the
district
is
that
school
leaders
are
changing,
often
too,
so
that
strategic
visioning,
if
it's
not
part
of
the
school
culture,
if
it's
not
part
of
what
the
school
community
is
regularly
engaged
in,
it
all
falls
apart
with
the
departure
of
a
especially
a
stronger
school
leader.
Earlier,
you
had
mentioned
the
term
wall
to
wall
for
some
of
the
CTE.
Can
you
just
describe
that
I
might
have
missed
part
of
the
sentence
or
something
sure.
F
Yep
so
when
we
had
shown
this
slide
again
with
the
the
Perkins
programs
and
had
mentioned
that
at
East
Boston
High
School,
we
have
a
model
where,
in
the
junior
year,
all
students
will
go
into
a
pathway.
So
we
call
that
our
wall
to
wall
model,
so
students
are
in
a
two-year
program.
Junior
and
senior
year.
East
Boston
high
school
is
semester
based,
so
they'll
take
one
semester.
Course,
each
year
and.
K
F
Sure
so
we
currently
have
a
total
of
34
students
at
Norfolk
Aggie
this
year
for
FY
19,
we've
paid
approximately
seven
hundred
and
fifty
thousand
dollars
in
tuition
to
no
fall
guy.
We
do
have
two
additional
students:
one
is
SX
Tech
and
one
is
at
Keefe
Tech.
Those
students
are
upperclassmen,
so
they
will
be
a
graduating
kind
of
cycling.
Out
of
that
tuition
within
the
next
year.
The
majority
of
the
students
who
are
applying
to
us
I
believe
we
had
23
applications
this
year.
F
All
of
them
were
for
novel
gaggy,
except
for
one,
which
was
for
blue
hills,
culinary
arts
program
which
we
denied,
because
we
have
an
in-district
chapter,
74
program
in
culinary
arts
at
Madison
Park,
so
we're
seeing
consistent
demand
for
know
folk
Aggie
and
the
agricultural
programs
that
they
offer.
This
includes
animal
science,
horticulture,
agricultural
mechanics
and
we
do
have
a
couple
of
students
who
are
upperclassmen
in
environmental
science
and
technology
at
Norfolk
Aggie,
but
we
denied
the
most
recent
environmental
science
applications
because
we
now
have
our
chapter
74
program
at
Boston,
Green,
Academy,
so.
K
K
F
Certainly
is
a
possibility,
as
you
know,
it's
very
specialized
programming
specialized
spaces
and
equipment
that
would
be
needed
in
partnerships.
So
it
is
a
long,
a
longer
term
type
of
planning
process
that
would
we
would
need
to
engage
and
compare
to
as
an
example
opening
a
computer
science
pathway,
but
it's
certainly
a
possibility.
Well.
K
It's
appreciated
that
you
recognize
a
specialized
space.
I
would
like
to
understand
better,
and
this
may
be
use
for
David
V
and
our
Madison
hearing
the
reference
to
Madison's
role
and
build
bps,
and
some
of
the
I
think
very
specialized
needs
that
vocational
technical
education
requires
and
if
you're
thinking
about
specialized
programs
like
animal
science,
what
will
be?
What
would
be
the
investment
needed?
I
guess
I
have
two
questions
today
and
I
heard
the
timer
go
off.
So
indulge
me
for
a
moment.
Please
chairman.
K
What
would
be
the
investment
needed
to
bring
a
program
like
animal
science
or
any
other
program?
What
is
that
initial
investment
when
we
think
about
infrastructure
and
any
at
Madison
for
a
new
program?
And
what
is
what's
different
about
how
we
fund
improvements,
physical
plant
improvements
to
a
vocational
technical
school
like
Madison.
F
Well,
I'll
take
the
first
part
of
that
question.
It's
hard
to
put
a
dollar
value
on
that,
because
in
the
example
that
I
just
gave
with
computer
science,
where
you
know
just
opening
another
computer
lab,
so
the
investment
in
facilities
and
equipment
is
actually
fairly
minimal
when
you
get
into
specialized
programs
as
an
example,
the
newest
application
that
Madison
is
attempting
to
put
forward
is
for
HVAC
considerable
equipment.
Electrical
work,
HVAC
work
on
the
space,
and
so
we
can't
be
in
hundreds
of
thousands
of
dollars.
In
terms
of
you
know,
improvements
to
the
facility.
K
K
F
K
G
You
know
the
Madison,
Park
I
would
say
it's
what
you
split
the
cost
into
two
or
three
different
funding
sources.
One
is
capital
projects
all
right
and,
for
example,
recently
there
was
the,
which
is
about
1.6
million
dollars
of
work
on
their
welding
shop,
to
provide
upgrades
there
and
so
I
think
within
Capitol
they're.
Actually,
then,
two
different
kinds
of
projects
as
well
right,
one,
are
sort
of
the
types
of
projects
you
would
see
in
any
school
right.
G
I
F
I
Then
and
then,
similarly,
how
many
of
the
34
students
who
are
currently
actually
the
34
at
Norfolk
at
Essex
and
one
and
Keith
how
many
were
in
the
bps
and
the
six
when
they
apply
yeah
and
then
Norfolk
can
get
works
out
to
about
30.
Let
me
see
make
sure
I've
my
math
right.
If
it's
$22,000
per
pupil,
sir
tuition
is
that
right.
So
then
I
would
assume
the
other
150,000
dollars
approximately
would
be
the
two
essex
attack
and
one
Keeffe.
So
simple
math
is
about
50
student.
F
I
F
We
certainly
would
have
to
do
some
research
I.
Don't
have
that.
You
know
information
with
me
today,
but
we
would
have
to
first
convene
an
advisory
committee
of
individuals
who
were
working
in
those
specific
fields.
We
would
want
to
conduct
some
site
visits,
to
example,
our
programs
in
the
area,
and
then
we
could,
you
know,
begin
to
put
together
a
budget
around
the
Benita
de
quipment
in
facilities.
I
Yeah
I,
you
know
I
really
appreciated
superintendent
Johnson,
who
made
a
real
effort
and
I
know.
Some
of
you
worked
with
her
to
make
sure
that
we
did
everything
possible
to
minimize
the
out
of
district
placements
as
it
related
to
children
with
special
needs
and
needing
specialized
services,
make
sure
we
could
do
it
internally
and
I
think
that
we
have
this
conversation
every
year
and
I
understand
that
it
would
be.
I
I
know
it's
not
as
easy
as
hiring
one
extra
person
it
at
you
know
fenway
high
to
be
able
to
deal
with
some
of
these
things,
but
it's
just
frustrating
to
me
that
and
no
offensive.
Anyone
in
this
room,
you're
all
good
people
doing
good
jobs,
but
I
feel
as
though
the
bureaucracy
of
BPS
continues
to
grow
year
after
year.
Yet
we
have
an
opportunity
to
maybe
do
something
a
little
innovative
as
it
relates
to
course
offerings
for
our
kids
and
I.
Just
I.
I
A
K
You
I
to
this
I
think
is
related
to
vocational
ed,
but
also
talks
a
lot
about
alternative
ed
opportunities
in
Adult
Ed,
in
particular,
a
lot
of
our
a
lot
of
our
the
one
of
the
other
folk
tech
programs
in
the
state
utilized
the
space
after
hours
and
engage
whether
it's
the
trades
for
training
or
Adult
Ed
programs
for
training.
So
have
we
find
as
a
district
at
all
about
how
we
open
up
our
school
facilities
in
general,
but
in
particular
Madison
Park
216
hour
a
day
programming?
K
F
And
thank
you
for
asking
that
question.
We
just
had
a
meeting
within
the
last
couple
of
weeks
with
executive
director,
Kevin
McCaskill
and
Neil
Sullivan.
From
the
pick
we
are
submitting
an
application
to
the
Department
of
Education
related
to
expanding
access
after
school
for
chapter
74,
carpentry
programming,
so
actually
I'll
be
submitting
the
application.
Today,
it's
a
planning
grant
and
the
planning
would
take
place
across
this
summer
with
the
expectation
that
the
successful
plan
would
be
implemented
at
some
point.
K
C
Just
a
little
bit
this
part
of
the
network
9
getting
together.
This
is
the
network
of
all
the
alternative,
schools
and
programs
actually
being
at
the
same
table
and
looking
at
the
issues
that
are
facing
our
students
for
the
first
time
together.
At
the
same
time,
it
became
very
obvious
that
access
to
do
enrollment
options,
access
to
CT
like
deliberate
pathways,
that
you
see
designed
in
other
schools
that
are
larger
and
quite
frankly,
afford
these
type
of
options
and
we're
missing
from
that
network
of
school.
C
So,
throughout
the
last
several
months,
we've
it's
really
been
pushed
to
the
forefront.
It's
one
of
the
main
subcommittees
of
the
working
group,
the
high
school
working
group
that
focuses
specifically
on
alternative
education
design
in
addition
to
the
Madison
Park
planning
grant
that
Michelle
had
mentioned.
There's
a
couple
other
conversations
that
we're
looking
at
with
some
of
the
institutions
in
Boston,
just
exploring
how
we
can
provide
access
to
all
students,
knowing
that
alternative
education
being
smaller
and
more
customized,
hasn't
really
been
a
strategic
effort
to
make
it
open
for
everybody.
C
K
That's
excellent
to
hear
what
about
others
accessing
our
buildings.
So,
for
example,
I
was
at
the
gardener
the
other
day
in
counselor
Co
Moe's
district,
and
they
do
a
lot
of
after-hours
programming
that
is
loosely
related
to
the
students
who
attend
that
school.
But
it's
community
based
organizations
that
are
using
our
those
spaces
and
when
schools
closed
at
or
our
high
schools,
in
particular
that
closed
at
2:00
or
2:30
in
the
afternoon,
they're
ghost
towns
afterwards.
How
do
we
activate
that
space
and
create
additional
resources
for
adults
to
become
engaged
in
that
building
and
I?
C
I'll
just
say
one
one
piece
about
alternate:
had
this
release:
alternative
education
before
I
turn
over
about
our
community
schools,
as
which
I
think
you're
getting
at
several
of
our
alternative
spaces,
are
very
small
and
with
the
expansion
of
the
number
of
students
who
hit
this
kind
of
22
to
30
year
old
demographic,
which
you
know
really
was
it
wasn't
really
a
huge
percentage
of
who's
being
served
in
alternative.
But
upon
recently
they
just
recently
went
over
25
percent
of
their
student
population.
Is
that
demographic?
C
So
we're
looking
at
how
we
can
keep
our
schools
open
longer
and
a
lot
of
our
alternative
schools
in
by
2:30
or
3:00
o'clock
just
had
a
conversation
at
bata
about
how
we
could
keep
the
doors
open
and
have
an
evening
session
kind
of
like
an
extension
of
formal
partnership
with
adult
school
in
our
Adult
School
campus
technically,
is
in
the
middle
of
Madison
Park.
They
have
a
space
issue.
It's
not.
C
You
know
that
they're
very
high
demand,
but
if
we're
able
to
create
a
formal
satellite
with
a
school
that
specializes
in
students
that
are
aging
out
it
I
mean
it
basically
brings
opportunity
to
the
adult
school
world
that
bridges
the
transition
of
our
older
students
into
adult
school.
So
definitely
as
part
of
the
conversation,
we
should
see
something
coming
up
very
very
soon,
but
to
your
question
with
the
Gardiner
and
some
of
the
other
schools
I
think
we're
looking
at
the
community
schools
yeah.
B
Actually
GPA
is
one
of
our
hub
schools,
and
so
the
model
is
very
much
to
engage,
not
just
students
but
families
and
other
community
members.
After
school.
We
just
submitted
a
federal
grant
that
would
allow
the
gardener
in
the
Burke,
which
is
another
premiere
hub
school,
currently
to
mentor
additional
schools
to
adopt
that
model.
So
if,
if
the
grant
is
funded,
I
think
it
calls
for
somewhere
between
four
and
six
additional
hub
school
models
to
be
kind
of
incubated,
with
the
support
of
GPA
in
the
Burke.
K
And
then
you
mentioned
Tommy,
you
mentioned
the
age
22
students
earlier
this
year,
I
filed
a
hearing
order
to
make
sure
that
we're
really
providing
the
resources
for
anyone
who's
about
to
turn
age
22,
instead
of
dismissing
them
from
school.
Allowing
them
and
I
appreciate
the
extension
that
the
superintendent,
the
school
committee
approved
to
allow
students
to
finish
the
school
year
with
some
sort
of
appeal
process
talk
a
little
bit
about
the
numbers
of
students
we're
talking
about
in
a
given
school
year,
yeah.
C
So
we
present
a
School
Committee
on
January
16th
and
January
30th
we've
been
working
to
restructure
the
maximum
age.
Enrollment
policy
that
was
originally
written
in
1999
just
had
a
meeting
with
interim
superintendant
Burrell
on
Thursday
about
this.
We
were
joking.
That
22
is
my
new
favorite
number.
She
wants
to
make
me
a
little
Jersey
that
has
22
in
the
back,
but.
C
This
next
nut,
not
tomorrow,
but
the
next
School
Committee
meeting
I,
know
we're
talking
about
something
else.
Tomorrow,
on
May,
8th
I
will
be
making
the
final
presentation
of
the
policy
revision
it.
It's
almost
the
finish
line
here.
I
think
it's
gonna
be
a
positively
received
by
our
school
committee
and
then
it'll
go
into
vote
on
May,
22nd
I
think
that
you
will
be
happy
with
what's
coming
out
of
that
and
and
as
soon
as
I
have
it
finalized.
C
C
Already
the
last
we
took
a
snapshot
in
January
through
June,
because
it's
the
population.
We
were
looking
at
from
that
hearing
that
we
had
at
the
Burke
in
October.
The
number
was
right
around
100
it
was
roughly
one-third
of
the
students
on
non
diploma
balance
seats.
These
are
students
like
at
the
Carter
School.
C
There
was
one
third
of
the
students
and
then
2/3.
Sorry,
two-thirds
were
all
across
the
district
with
one
third
of
those
half
of
those
2/3
being
at
the
bottom.
So
bata
had
one
third
of
the
21
year
old
students.
There
was
one
third
sprinkled
across
some
traditional
schools
all
across
the
city
and
then
one
third
word
nan
de
plume
about
students.
K
So
earlier
this
year,
I
met
with
bottom
line
in
response
to
some
of
the
valedictorians
project
and
some
of
those
conversations
that
I
think
we've
all
been
engaged
in
over
the
last
few
months.
Can
we
can
someone
just
share
with
me
a
little
bit
of
the
work
that
we're
I?
Think
Naviance
will
help
with
this,
but
some
of
the
work
that
we're
looking?
How
do
we
support
our
guidance
counselor's
our
students,
especially
our
students,
preparing
for
graduation
and
for
career?
How
are
we
keeping
track
of
them
after
graduation?
How
are
we
keeping
them
engaged?
E
So
one
of
the
high
school
working
groups
will
be
focused
or
is
currently
focused
on.
How
do
we
build
a
stronger
student
support
system
and
how
do
we
reinvent
the
role
of
the
school
counselors,
particularly
in
the
area
of
college
and
career
planning?
As
we
know,
we
have
a
wealth
of
resources,
bottom
line,
you
aspire
the
pic
and
others
here
within
the
city
of
Boston.
E
What
yeah
one
of
the
ways
that
we
do,
that
is,
the
district,
does
have
a
subscription
with
the
National
Student
Clearinghouse,
where
we
know
exactly
who
end
up
entering
college
immediately
following
graduation,
so
the
fall
after
their
dream
graduation
and
we're
able
to
track
them
also,
sixteen
months
out.
In
addition,
we
have
a
partnership
with
the
success,
boston,
college
completion
initiative
and,
as
you
know,
they
provide
transitional
coaching
supports
to
over
a
thousand
of
our
students
who
are
who
are
entering
local
and
state
colleges.
E
Bottom
line
is
one
of
eight
partner
organizations
providing
those
services
to
students.
They
really
help
us
to
look
at
trends,
analysis
and
see
what's
happening
to
our
students,
particularly
in
their
early
college
years.
So
we
can
build
up
programs
and
services
to
help
our
students
to
better
navigate
the
college
during
their
early
years,
where
we
know
a
great
number
of
our
students
are
prone
to
stopping
or
dropping
out
and
I
know
Michelle
through
her
work
also
does
some
tracking
of
students.
It's.
F
Also
required
for
the
CTE
students
that
we
conduct
what's
called
a
one
year,
grad
survey,
so
one
year
after
graduation,
we
partner
with
the
pic
and
attempt
to
contact
all
of
our
CTE
graduates
to
find
out
what
they
were
doing
at
that
time.
So
the
survey
includes
whether
they're
enrolled
in
post-secondary
education,
if
they're
employed,
if
they're
in
the
military
or
none
of
the
above
and
then
also
whether
their
options
are
related
to
the
trade
that
they
studied
in
their
CTE
program
and.
K
D
I
think
this
comes
back
to
as
Miss
Ennis
Mitchell
is
referencing.
The
superintendent
has
identified
several
priorities
in
secondary
education,
where
we
have
now
collaborative
working
groups
underway
that
both
are
looking
across
not
only
our
high
schools
but
also
beyond
high
school.
So
one
of
these
areas
that
you're
mentioning
counselor
is
within
those
working
groups
looking
at
graduation
requirements
across
our
schools,
guidance
counseling
as
Miss
Ennis
Mitchell,
mentioned
adult
education
and
alternative
education.
As
you
were
hearing
from
mr.
D
Welch
and
missle
varial
looking
at
CTE,
taking
up
that
very
very
question,
some
of
the
national
research
right
now
that
has
just
come
forward.
That's
really
kind
of
a
primary
basis.
For
this
suggests.
This
88
percent
of
young
people
enter
high
school
with
big
dreams,
ready
for
that
next
step
in
life
expecting
high
school
to
provide
that
for
them.
71
percent
of
young
people
across
this
country
complete
the
patience
that
high
school
is
set
out
for
them.
Yet
just
17%
are
ready
beyond
graduation.
D
D
The
local
foundations
then
have
sponsored
some
additional
research,
which
was
convened
by
Johns
Hopkins
University,
professor
Bell
fans
who's,
a
leading
researcher
in
this
field,
who's
identified,
then
some
specific
areas
or
target
points
that
then
yield
success
for
our
young
people
upon
graduation.
Those
target
points
have
been
led
to
the
basis
of
these
working
groups
that
we
are
convening
across
the
district.
A
G
A
A
year
old,
right
and
I
I
kind
of
crunch
those
numbers
and
I
took
notes
of,
and
it
came
out,
I
think
71
percent,
because
right
29
and
what
I'd
like
the
district,
the
department
to
do,
is
kind
of
look
at
the
historical
data.
Okay,
because
I
remember
when
I
first
got
elected,
that
question
was
asked
either
by
me
or
someone.
A
Children
went
to
bps
and
25
went
to
other,
whether
it's
private
parochial
at
the
time
no
charter
right
and
if
we're
looking
at
like
if
I
just
want
to
know
what
that
trend
is
and
if
we're
losing
more
of
our
school
aged
kids
to
private,
parochial
or
charter
right
now
versus
five
years
ago
or
more,
then
that's
a
troubling
trend
because
we
are
going
to
continue
to
have
less
kids
to
pull
from
because
kids.
You
know
because.
G
N
N
According
to
Jessie,
we
had
approximately
15,000
students
in
parochial
schools
and
that
number
is
down
to
close
under
5,000,
while
charters
have
grown
from
basically
non-existence
in
that
period
to
almost
10,000,
so
the
that
shift
there
has
been
most
pronounced.
We
have
seen
some
slight
decline
in
bps,
but
nothing
as
market
is
that
at
the
same
time,
private
school
enrollment
from
1990
is
up
slightly,
but
not
remarkably
from
something
around
3,000
to
up
to
4000
and
Necco
has
been
mostly
flat.
Okay,.
I
I
K
N
There's
not
necessarily
any
one
moment
when
we
have
59
to
60
thousand
right
right.
It's
that
we
might
have
a
student
in
our
in
a
seat
in
September
and
that
seat
is
full
in
May.
It
just
has
different
students
right,
so
the
59
to
60
thousand
or
the
number
of
unique
students
who
we
supported
over
the
course
of
the
year
right.
K
G
K
A
K
G
Think
we
are
also
very
interested
in
that
data
and
have
been
doing
a
lot
of.
We
have
a
lot
of
different
sort
of
things
in
the
works
to
try
and
help
us
figure
out
from
surveying
families
working
with
schools
when
kids
leave
to
make
sure
their,
because
we
have
data
on
why
kids
have
left,
but
only
the
data
that
the
schools
enter,
because
the
school
really
knows
and
so
we're
working
with
schools
to
try
and
make
sure
that
when
a
kid
withdraws,
we
know
why
right
and
then
I
think.
G
What
that
will
allow
us
to
do
is
is
target
some
of
the
individual
populations
and
so
part
of
what
we
know
is
that
our
bill
BPS
initiative
is
part
of
our
effort.
To
do
some
of
that,
that
we
know
some
of
the
reasons
that
students
leave
is
they
start
looking
ahead
towards
the
next
transition
coming
up
and
even
if
they
don't
get
a
seat
right
away,
if
they
get
a
call
from
a
charter
off
a
waitlist?
If
they
get
a
call,
if
they
decide
in
the
middle
of
the
year
to
go
to
a
parochial
school.
K
G
We're
definitely
in
the
step
of
data
collection
on
that,
because
our
data
is
very
mixed
right
now
about
why
kids
are
leaving,
because
it's
really
the
practitioners
on
the
ground
who
know,
but
they
only
know
they
are
sort
of
small
sample.
And
so
we
have
to
get
better
data
across
the
system
to
know
that
and
so
we're
working
with
individual
schools
to
try
and
see
if
we
can
build
some
different
cases.
I.
A
Think
some
of
the
trends
that
I've
seen
over
these
years
too,
is
after
first
grade
there's
a
kind
of
a
drop-off
kids
leave
the
system
and
then
again
in
the
fifth
grade,
for
whatever
reason,
I'm
glad
to
hear
that
you're
looking
at
that.
Well,
thank
you.
Thank
you
all
very
much
for
today's
testimony.
The
hearing
regarding
elementary
and
secondary
school
support,
as
pertaining
to
the
FY.