►
Description
Docket #0588 - 0596 - FY21Budget: Boston Public Schools (BPS) - Commitment #1: Eliminate Opportunity & Achievement Gaps
A
A
I'm
gaveling
this
meeting
of
the
Boston
City
Council's
Ways
and
Means
Committee.
To
order
for
the
record,
my
name
is
kensey
Bock
I'm
mr.
cape
city,
councilor,
and
also
the
chair
of
the
Ways
and
Means
Committee
I'm
joined
here
by
my
colleagues,
Ed
Flynn
of
counselor
at
Flynn
of
district
to
councillor,
Michael,
Flaherty,
at-large,
council,
Eric,
Carter,
Arroyo,
district
5,
councilor,
Julia
Mejia
at
large
councillor,
Kim,
Janey,
district,
7
and
council
president
and
councillor
and
ISA
sabe
George
at-large.
A
A
This
year's
council
budget
review
process
is
comprised
of
a
combination
of
public
hearings
and
counselor
working
sessions
and
these
working
sessions
themselves
don't
have
a
public
comment
period,
but
we
strongly
encourage
residents
to
take
a
moment
to
engage
in
the
process
by
providing
testimony
for
the
record.
So
there's
a
bunch
of
ways
you
can
do
that.
You
can
attend
one
of
our
virtual
hearings
and
give
public
testimony
there.
So
we're
having
27
hearings
over
six
weeks.
A
You
can
go
onto
the
public
notice
for
any
of
those
and
access
the
Zoom
link
and
join
us
in
the
zoom
and
then
testified
the
assumed
at
the
end
of
the
hearing.
If
you
don't
want
to
have
to
wait
for
the
end
of
the
hearing,
you
can
record
a
two-minute
video
of
yourself
and
share
it
through
a
forum
on
our
website
at
Boston,
gov,
slash,
Council,
FY,
21
budget.
A
You
can
also
provide
written
testimony
that
way
or
by
emailing
it
to
CCC
WM
at
Boston,
gov
and
we'll
also
be
having
two
dedicated
public
testimony
hearings
after
we've
heard
from
all
the
departments
in
their
hearings,
so
those
will
be
on
May
26th
at
6
p.m.
focused
on
the
bps
budget
and
May
28th
to
6:00
p.m.
focused
on
the
rest
of
the
city
budget.
You
can
also
informally
tweet
us
your
questions
at
hashtag
vos
budget
at
gloss
punch
it.
So
we
really
hope
you'll
you'll
join
in
and
this
working
session
is
focused
on
docket
zero.
A
But
what
today's
working
session
is
actually
focused
on
is
the
Boston
Public
Schools
and
specifically
their
commitment
1
and
their
new
strategic
plan,
which
is
to
eliminate
opportunity
and
achievement
gaps,
and
so
the
the
new
superintendent
Brenda
cassellius
has
a
new
strategic
plan.
It's
got
six
commitments
and
our
our
our
hearings
with
the
school
department
over
the
next
month
will
be
sort
of
structured
by
that
plan,
but
also
by
the
things
that
the
council
takes
a
particular
interest
in
and
that
have
you
know
really
significant
budgetary
implications.
A
So
our
first
set
of
BPS
hearings
coming
up
after
the
introductory
ones
that
we
had
last
a
couple
weeks
ago,
will
be
in
Aang
I.
Think
this
is
on
I
should
know
the
date
but
makes
it
maybe
it'll
be
commitment.
1,
so
focused
on
sort
of
the
overall
alignment
with
that
goal
of
eliminating
opportunity
and
achievement
gaps
and
then,
and
then
in
the
afternoon,
we'll
actually
be
having
a
hearing
with
VPS.
A
That's
specifically
focused
around
three
topics
that
the
council
really
takes,
an
interest
in
which
are
our
inclusion
policy
in
bps,
our
special
education
and
special
education
transitions
and
then
our
English
language,
learning
and
bilingual
education
plan.
So
in
the
morning
the
focus
will
be
opportunity,
achievement
gap
policy,
alignment
in
general
implementation,
progress,
workforce
diversity,
curriculum
bias,
review
code
of
conduct,
implementation,
disproportionality,
so
learning
and
wellness
nurses,
trauma
and
crisis
response,
behavioral
and
mental
health
supports
and
Hearn,
which
is
a
chi
RN,
which
has
to
do
with
supporting
our
homeless
students
and
VPS.
A
So
this
is
really
the
working
session
for
the
council
to
talk
about.
What
are
the
key
questions
that
we
want
to
be
asking
about?
This
set
of
topics
both
those
that
overarching
set
and
then
the
specific
inclusion,
special
education
and
bilingual
education
trio,
and
the
idea
is
for
us
out
of
this
working
session
to
get
a
set
of
questions
that
we
can
send
over
to
the
administration
to
help
structure
our
conversation
at
those
hearings,
and
so
that
is
the
plan
ahead.
A
I
am
gonna,
jump
right
in
to
asking
my
colleagues
to
share
their
questions
as
in
our
last
working
session,
these
are
all
going
to
be
documented
by
our
council
staff
and
they'll.
Get
formally
sent
over
to
the
administration
it'll
be
a
little
bit
different
because
our
last
one
with
capital,
a
bunch
of
our
questions,
got
deferred
to
the
department's.
But
that's
obviously
these
are.
These.
Are
our
questions
for
VPS
about
the
topic
they're
coming
to
speak
to
us
on,
so
we're
expecting
them
to
be
responded
to
in
this
pair
of
hearings
coming
up.
A
C
C
The
the
other,
the
other
issue
I
was
always
focused
on,
is
what
is
the
interaction
we're
also
having
that
claustrophobic
school
is
having
with
families
in
how
can
we
get
families,
especially
families?
That
may
not
may
may
not
speak
English?
How
are
we
communicating
and
that
message
to
families
to
get
them
more
involved,
knowing
that
we
have
language
access
challenges?
I
also
would
like
to
know
when
we're
hiring
nurses
and
we're
hiring
mental
health
counselors.
Are
we
also
factoring
in
the
demographics
of
this
school?
C
In
terms
of
you
know
the
language,
the
language
many
of
the
students
are
speaking,
for
example,
at
Josiah
Quincy
school.
Do
we
have
social
workers?
Do
we
have
nurses
that
also
can
communicate
in
Cantonese
so
that
they're
able
to
communicate
with
the
with
the
students,
but
especially
but
they're,
with
their
families
as
well.
C
C
C
C
In
terms
of
you
know
not
only
educating
our
children,
that's
certainly
the
job
of
the
teacher
Boston
teaches,
but
what
what
services
they
providing,
including
medical
care,
including
access
to
dental
dental
assistants,
Tufts
University
dental
program
in
Chinatown,
has
a
very
good
program
with
Josiah
Quincy
school
where
they
go
in
and
they
give
the
students
a
cleaning
and
an
examination.
But
are
we
able
to
expand
that
type
of
program
to
other
schools
as
well
I
like
to
see
Ella
colleges,
universities,.
C
Have
a
specific
role
that
they're
providing
everything
written
down
on
services
that
they're
providing
to
our
schools
in
making
sure
that
they're
doing
their
part
as
well
I
will
leave
it
at
that.
Madam
chair
and
again,
thank
you
for
giving
the
opportunity
to
to
speak.
I
also
want
to
say
thank
you
to
central
staff
for
the
excellent
work
as
well.
Thank.
A
You
so
much
councillor,
Flynn
I,
know.
I
should
say
that
just
after
I
listed
it
all
the
names
councillor,
Matt
O'malley
from
district
6
also
joined
us.
Next
up
will
be
councillor,
Michael,
Flaherty
at-large,
to
be
followed
by
a
councillor,
Julia
Mejia
and
then
Council,
President,
Kim,
Janey,
councillor,
clarity,
good.
D
Morning,
madam
trade
would
like
to
kind
of
a
little
deeper
dive.
On
the
last
several
years,
I've
been
asking
that
all
of
our
Boston
Public
School
students
get
their
eyes
tested
sort
of
at
critical
phases
during
their
sort
of
academic
career.
I'm
of
the
opinion
that
we
have
a
lot
of
kids
in
need
of
corrective
lenses
and
kids.
D
But,
as
you
recall,
from
the
last
hearing,
they
kind
of
and
again
superintendent
just
kind
of
getting
up
to
speed
and
learning
about
sort
of
the
different
programs
and
nuances
if
you
will
of
the
job.
But
she
really
didn't
have
a
lot
of
detail
with
respect
to
the
the
Warby
Parker
programs.
Right
I'd
like
to
learn
a
little
bit
more
about
that
pilot
program.
Specifically,
the
number
of
students
that
have
participated
in
the
program
to
date
and
what
the
results
of
that
are.
D
You
got
a
strong
proponent
of
getting
kids
as
soon
as
we
can
so
I
would
say
more
so
k0
programs,
but
we
ought
to
be
pumping
the
roommates
in
the
first
and
second
grade.
If
you
know,
kids
are
grasping
whether
it's
the
alphabet
or
simple
arithmetic
sin
and
that's
the
stuff
that
I
think
we
need
be
cognizant
of
and
in
is
we
sort
of
see
kids
progress
through
their
academic
career
with
bps.
We
ought
to
be
offering
eye
testing
free
eye
exams
as
a
as
a
as
a
portion
sort
of
what
we
do
here.
D
So
you
see
the
significant
number
of
kids
every
again
sort
of
locked
in
and
requiring
additional
assistance
and
what-have-you
and
I'm
curious
to
see
what
percentage
of
those
kids
would
be
would
be
on
the
right
trajectory
if
they
could
just
see
and
if
they
could
see
the
chalkboard
and
and
I
think
this
is
a
big
part
of
it.
So
that
would
be
great
if
we
could
get
a
little
more
information
on
that
and
then
and
then,
with
respect
to
the
achievement
gap,
we
aren't
getting
a
lot
of
time.
D
They
lose
a
lot
of
before
and
after
school
programming
time,
with
lengthy
transportation
ride.
So
I've
been
curious
to
see
what,
if
any
statistics
they
have
with
respect
to
kids
who
attend
school
closer
to
their
home
and
that
has
pays
dividends,
academically
for
them
and
again
schools
that
close
to
their
home.
We
took
away
this
support
system
is
where
you
know:
parents
and
grandparents
and
after-school
programs,
and
a
lot
of
times
I
hear
from
parents
that
their
children
don't
get
home
until
later
and
by
the
time
they
get
down
to
the
ball
field.
D
Game
is,
is
half
over
they've
missed
a
big,
significant
portion
of
a
recital
or
a
rehearsal,
so
streamlining
nap
so
that
we're
doing
the
best
we
can
to
allow
children
to
go
to
school
closer
to
that
one.
Clearly,
the
quality.
We
need
to
make
sure
that
we
have
good
quality
schools
in
all
of
our
neighborhoods.
It
just
goes
without
saying,
but
I'm
just
curious
to
see
whether
or
not
if
they
have
any
statistics
with
respect
to
kids
that
attend
school
closer
today
home.
Do
they
thrive
better?
D
Do
they
do
they
perform
academically,
perform
better
academically
because
the
support
system
in
their
respective
communities?
Before
and
after
school
programs,
the
Boys
and
Girls
Clubs,
the
the
community
centers
the
after-school
help
the
libraries,
the
health
centers,
all
of
it.
So
you
know
a
lot
of
our
success
stories
in
our
city.
Are
community
based
success
stories,
but
it
when
it
comes
to
educating
our
children.
We
tend
to
kind
of
a
bend
in
that
model
and
I'd
like
to
try
to
get
back
to
that.
D
If
you
think
about
the
role
that
a
community
centers,
our
community
libraries,
our
community
health
centers
play
in
all
of
our
neighborhoods,
our
school
should
be
playing
the
same
role
and
I
know
they
do
for
some,
but
not
for
all.
It
will
have
an
opportunity
to
make
sure
that
we
have
all
of
our
schools
performing
on
all
cylinders
of
being
top-notch
equality,
so
that
this
becomes
a
moot
point.
D
But
I
want
to
see
whether
or
not
they
do
have
any
statistics
to
that
effect
and
I
think
that's
one
of
the
ways
we
can
get
to
get
to
closing
that
achievement.
Gaps
are
and
then
look
forward
to
other
questions
from
colleagues
in
another
round.
But
those
are
sort
of
some
of
the
things
that
I'll
be
looking
for
from
from
the
superintendent
routine.
D
A
F
F
You
know,
I
worry
that
our
starting
point
was
a
persistent
gap
and
just
wondering
what
the
overall
investment
in
the
bps
budget
around
eliminating
the
opportunity
achievement
gap
specifically
around
implementation
of
the
plan,
that
is,
on
the
books
that
was
adopted
by
the
school
committee
back
in
2016
and
developed
by
the
task
force
specifically
I'm
wondering
about
staffing
for
that
office.
So
this
is
the
oag
office
and
and
what
whether
or
not
we
see
a
change
in
staffing
I'm
wondering
about
any
of
the
initiatives
that
the
office
was
hoping
to
undertake
that
required
resources.
F
Whether
or
not
those
are
going
to
be
impacted
now
because
of
kovat.
What
those
investments
were.
I
am
interested
in
understanding
what
the
plans
are
for
some
summer
learning
opportunities
and
perhaps
they'll
be
another
hearing
on
that.
But
I
want
to
just
get
that
on
the
record.
I
mean
I
think
this
is
something
that
we
have
to
pay
attention
to
on.
F
F
You
know
all
of
our
students
would
be
vulnerable,
including
students
who
are
in
special
education,
particularly
those
who
are
in
sub
separate
wondering
about
the
staffing
allocation,
around
inclusion
and
whether
or
not
we're
getting
closer
to
have
three
teachers
and
every
classroom,
and
not
just
one
teacher
who
is
dual
or
triple
certified
and
so
really
interested
in
understanding.
How
many
of
our
classrooms
actually
have
that
that
model.
F
That
I
think
we
all
point
to
when
we
think
about
the
glory
days
of
the
O'hearn
school
I
also
want
to
understand
where
we
are
in
terms
of
vll
and
expansion
of
dual
language.
So
just
ALL
services,
how
many
students,
and
with
the
e
ll
and
SPECT
questions,
particularly
as
it
relates
to
remote
learning
and
colvett,
wanting
to
understand
how
moving
forward
in
FY
21.
F
I'm
a
big
proponent
of
do
a
language
expansion.
And
let
me
put
my
zoom
back
up
just
in
case
the
chair
was
lifting
her
gavel.
I
didn't
have
the
video
up,
so
I
apologize
if
I
am
going
over
I'm
just
trying
to
look
at
my
notes
here,
oh
great
another
thing,
so
when
we
do
go
back
and
hopefully
we
will
be
able
to
bring
children
and
staff
back
together
in
buildings.
F
You
know,
in
my
mind
we're
not
kind
of
there's
not
going
back
to
some
normal,
and
so
you
know
our
classrooms.
You
know
many
would
say
they're
they're
overcrowded
already.
How
do
we
account
for
social
distancing?
Because
even
when
we
go
back
it's
clear
to
me
that
we'll
have
to
put
certain
precautions
in
place,
I'm
wondering
about
testing
for
students
and
staff?
You
know
Cova
testing
temperature
tax
things
like
that.
F
F
We
have
to
get
through
the
current
crisis,
but
I
just
want
us
to
be
thinking
about
that
and
planning
for
that,
and
what
that
looks
like
in
terms
of
social
distancing
in
terms
of
any
testing
that
we
medical
testing
that
we
may
have
to
do
around
Colvig,
so
I
just
wanted
to
get
those
kinds
of
questions
on
the
table
as
well.
I
think
I
may
be
out
of
time,
so
I
think
that's
it
for
me.
Thank
you,
madam
chair.
A
G
G
My
hope
is
to
go
deeper
into
the
to
the
weeds
on
that
to
understand
how
many
schools
left
are
left
to
remaining
and
then
making
sure
that,
even
though
we
have
a
full-time
nurse
now,
supposedly
in
every
school
building,
how
do
we
make
sure
that
there's
appropriate
staffing?
So
some
schools,
we
know,
need
one
and
a
half
nurses
or
two
and
a
half
the
nurses,
for
example,
and
then
how
does
that
relate
to
the
school-based
mental
health
and
emotional
health
support
services?
G
We
know
that
some
of
this
additional
investment
that
we're
putting
into
the
district
will
go
to
social
workers
in
our
schools,
so
I
really
want
to
understand
those
numbers
again
we're
striving
and
correlating
it
to
the
nurse
conversation.
A
full-time
nurse,
endeavor,
building
I
believe
that
we
should
also
have
a
full-time
emotional
support
service
professional
in
every
building.
What
does
that
look
like
for
our
school
district
and
what
does
that
mean
around
an
investment?
G
Also
on
the
nurses,
the
desi
report
says
I'm,
quoting
a
district
administrator
said
that
funds
should
pay
for
the
nurse
and
social
worker
would
come
out
of
the
district
budget
and
that
the
district
had
asked
every
department
in
school
to
identify
potential
reductions
of
5%
to
help
pay
for
them.
So
I'm
curious
is
that
true.
Did
we
ask
schools
and
departments
to
have
a
reduction
of
5%,
and
how
does
that?
G
How
does
that
impact,
making
sure
that
we
have
essential
services
in
all
of
our
schools
and
and
how
do
we
ensure
that
any
reduction
isn't
taking
from
those
essential
services?
And
it
goes
back
to
the
deeper
question
that
I
had
asked
and
I
think
the
overview,
one
of
the
two
overview
hearings
around
that
foundation
budget.
What
is
a
baseline
budget?
What
is
it,
what
are
the
things
that
we've
identified
as
a
as
a
city
and
as
a
school
district
that
we
want
to
have
as
a
minimum
in
each
one
of
our
schools?
G
So
that's
on
that
piece.
I
also
have
some
questions
around
so
I
think
Hearn
and
the
homeless
education
network
will
be
in
this
part
one.
What
is
the
support
services
that
are
underway,
both
the
family,
LED
stability
pilot
that
I'm
a
part
of
in
the
number
of
schools?
How
are
we
now
seeing
that
play
out
in
other
schools?
Do
we
have
a
hundred
percent
identification
of
family
liaisons
at
all
of
our
schools
that
work
specifically
with
families
experiencing
homelessness
and
what
are
what
are
what
sort
of
the
meet
of
their
work?
G
What's
the
substance
of
their
work?
So
is
it
referrals
for
housing?
Is
it
referrals
for
access
to
food
as
it
referral
to
other
services,
so
I'm
curious
as
to
some
of
that
work,
and
then
the
Hearne
money
that
I
had
advocated
for
in
my
second
budget
season
that
follows
kids
to
each
of
our
schools
across
the
district?
How
are
we
using
that
money?
G
What's
what's
happening
around
our
trauma
response
and
connecting
kids
to
services
throughout
the
summer,
I
do
I
was
on
a
call
last
week
with
bps
that
included
the
work
of
BAM
becoming
a
man
and
we're
looking
I
believe
that
we're
looking
to
expand
band
throughout
the
school
districts
I'm
just
curious,
where,
throughout
the
high
schools,
I'm
curious,
where
we
are
on
that
and
then
also
talking
about
wow
working
on
a
woman
working
on
women.
So
it's
sort
of
the
sister
program
BAM.
How
are
we
doing
with
investing
in
that
programming
and
supporting
our
young
women?
G
I?
Do
I
think
that
probably
hitting
my
time
and
I'll
save
these
for
round
two,
but
in
case
we
don't
get
there.
I
am
very
curious
about
the
comprehensive
behavioral
health
model,
so
accessing
mental
health
services
for
all
of
our
kids
and
I
would
love
an
update
on
the
CL
SP,
the
cultural
and
linguistics
sustaining
practices,
so
that
as
a
policy
in
the
district
and
that
it
covers
it
also
applies
to
specialized
in
exam
schools
as
well
as
across
diversity.
But
I'll
get
to
those
questions
in
the
next
round.
Thank
You,
chair.
A
A
Questions
around
I
suspected
that
on
those
topics
you
might
so
yeah,
so
we're
so
we're
doing.
We
have
these
throughout
the
budget
season.
We
have
these
days
where
we
have
double
BPS
hearings,
but
we're
doing
one
working
session
for
each
day,
not
one
working
session
for
each
earring
just
to
try
to
you
know
consolidating
a
little
bit,
so
we
are
also
doing
questions
for
the
inclusion,
special
education
and
bilingual
it
one
right.
Thank
you.
So
much
all
right!
Next
up
is
councillor
ricardo
royo,
then
it'll
be
councillor
madame
alley
and
then
councillor
julia
McGinnis.
Thank.
B
H
B
A
B
Why
is
dubai,
legal
education,
Spanish
program
being
reduced
by
77
percent
wire,
sheltered
English,
immersion
program
for
Cape,
Verdean,
Chinese
and
ESL
being
cut
by
twelve
twenty
three
twenty
eight
percent
respectively,
question
I
think
I'm
at
four
I.
Don't
remember
anymore.
Why
is
the
decrease
of
the
amount
spent
for
social,
emotional
learning
and
the
program
detailed,
a
budget
which
might
be
related
to
the
increases
they're
making
in
other
places,
but
just
what
those
cuts
are
then
the
decrease
in
advanced
word
classes,
I
believe
it's
ten
percent.
B
What's
the
reasoning
basis
for
that,
and
then
this
one's
important
for
me,
which
other
schools
other
than
the
transformation
schools,
will
be
getting
designated
social
and
then
are
they
planning
on
implementing
dueling
with
programs
at
any
schools
in
district
5
I?
Think
Matt
hunt
is
scheduled
for
one,
but
I
just
want
to
confirm
that
and
know
if
there
than
any
others
and
for
my
first
round
I
think
that's
it.
That
might
be
it
all
the
way
through,
because
other
people
are
asking
similar
questions
that
I'll
ask.
A
I
You,
madam
chair
and
good
morning
or
early
afternoon
colleagues,
similarly,
there's
been
a
lot
of
good
questions
and
sort
of
a
good
frame
of
the
discussion
will
particularly
want
to
thank
councillor
sabi
George
for
her
unique
vantage
point
in
this
space
and
the
great
work
she's
done
so
I'll.
Take
through
my
questions
as
well.
I
We
touched
upon
this
early
on
and
we've
been
sort
of
like
a
drum
that
we
all
beat
at
every
transportation
meeting,
but
I
want
to
really
drill
down
at
the
out
of
district
placements,
which
should
always
be
a
last
resort
and
including
the
transportation
cost
that
associated
with
that.
It
can
often
work
out
to
50
60
70
thousand
dollars
per
pupil,
because
we've
got
one
student
you
know
going
to
a
school,
it
could
be
30
40
miles
away
daily.
I
Secondly,
as
it
relates
to
work
on
nurses,
I
also
want
to
talk
about
the
social
and
emotional
assistance
support,
specifically
the
increase
in
school
social
workers,
which
is
something
I
know.
This
body
has
really
worked
on
for
a
number
of
years
and
we're
seeing
the
fruit
of
our
labor
in
this
year's
budget,
and
that's
something
that
we
really
should
celebrate.
And
it's
a
great
thing.
But
I
want
to
hear
about
what
the
placement
of
these
social
workers
has
been.
I
I
But
but
I
want
to
hear
what
preparation
for
September
looks
like
in
terms
of
class
size
in
terms
of
staggered
start
times,
including
potentially
utilizing
modular
classrooms,
or
perhaps
even
shuttered
buildings
in
certain
campuses
to
help
create
some
I
think
the
superintendent
correctly
said
on
one
of
our
calls
that
you
can
have
socialist
in
school,
but
certainly
there
can
be,
or
there
ought
to
be.
Some
accommodations
made.
I
I
Population
double
in
some
cases,
perhaps
even
triple
over
the
last
couple
of
summers.
Obviously,
it's
unlikely
that
it
will
be
administered
this
summer,
although
perhaps
it
will
but
I
think
maybe
there's
an
opportunity
to
allow
for
the
exam
school
initiative
to
be
done
remotely,
and
we
could
then
allow
for
more
students
to
be
accommodated
to
take
that.
I
So
that
could
be
something
that's
actually
a
bit
of
a
silver
lining
and
I
also
want
have
a
specific
question
on
the
non
exam
high
schools,
particularly
what
we're
doing
to
address
the
opportunity
and
achievement
gap,
we're
really
drilling
down,
focusing
on
stem
and
Steve
curriculum
and
what
needs
to
be
done
and
then
finally
I'm
a
big
proponent
of
the
inclusion
school
model,
the
banning
school
and
to
make
a
plan
I
often
point
to
with
great
pride.
That's
something
that
I
know
works
and
works
well
for
all
kids
across
the
board.
I
Whether
they
have
some
particular
needs
that
need
to
be
addressed
or
more
general
population,
and
that's
something
that
we
need
to
be
increasing.
So
I
want
to
hear
about
specific
plans
to
increase
that
and
then
finally,
we
touched
upon
this
as
well
in
sort
of
operations
at
bps,
we've
very
pointedly
and
intentionally
worked
to
decrease
the
number
of
school
configurations.
As
we
know,
there
was
something
like
20
or
24
different
configurations.
Several
years
ago.
I
We
want
more
K
to
5
models
or
crazy
six
models,
I
should
say
or
7
to
12
models
so
where
we
are
in
that
what
the
timeframes
like
and
has
this
new
reality
that
we're
in
to
use
a
tripe
phrase
hindered
some
of
those
planning
steps
going
forward.
So
thank
you,
madam
chair.
Thank
you
specifically
Shane
and
Michelle
for
doing
the
great
work
and
transcribing
our
questions.
Receptive
staff.
A
E
Think
you
can
see.
Can
you
hear
me
yes?
So
a
lot
of
the
questions
that
Ricardo
has
already
brought
up
are
things
that
I
was.
You
know
going
to
be
asking,
but
so
I'll,
second
and
third
and
fourth,
all
those
things
so
I'm
just
put
a
little
asterisk
next
to
those.
So
I
do
have
a
few
specific
things
that
I'd
like
to
just
raise
up.
One
is
one
of
the
identified
goes
for.
E
Oag
policy
was
that
by
June
2018
they
were
gonna,
have
a
solidified
strategy
platform
to
address
issues
of
racism,
equity
that
aligns
with
the
work
of
DPS
and
City
Hall
and
allegedly
was
going
to
be
through
strong
parent
and
community
ties.
On
the
current
goal
tracked
tractor,
it
says
that
it's
past
due
and
I'm
just
curious.
What
funding
in
the
current
recommended
budget?
If
any
is
gonna,
go
to
address
this
issue
of
parent
voice
and
the
issues
of
racism
in
equity
I'd
like
to
bring
that
to
the
table
as
well
as.
E
The
13
goals
listed
or
listed
by
a
og
who
was
around
workforce
development
and
diversity.
Six
of
them
are
just
other
my
past-due,
including
staff
diversity,
to
develop
an
implemented
process
to
collect
both
connective
and
qualitative
data.
To
better
understand
why
educators
of
color
stay
in
certain
schools
or
leave.
This
goal
was
supposed
to
be
met
by
September
2017.
The
status
of
this
project
says
that
and
what
the
status,
what
is
the
status
of
this
project
and
well,
does
the
plan
to
fully
implement
it?
E
The
same
goal
stated
o
HC
tried
to
collect
data
in
the
past
and
is
currently
Reis
Trat
Ajay
Singh
the
best
way
to
implement
this
process.
We
expect
to
embed
just
process
by
the
end
of
sy
2019.
What
is
the
status
of
this
process
just
curious,
where
things
stand
at
that?
How
many
supervisors
of
attendance
are
there
in
bps?
E
E
E
Just
give
me
one
minute
so
right
now,
I'm
talking
specifically
around
the
nurses
bps
is
currently
working
to
ensure
that
there
is
a
one
nurse
in
every
school.
What
is
the
plan
to
make
sure
that
these
nurses
are
culturally
competent
and
reflected
of
the
communities
that
they
serve
in
terms
of
hiring
practice
in
regards
to
trauma
and
crisis
response?
I'm
curious:
how
are
the
department
across
bps
currently
handling
the
mental
trauma
associated
with
kovat
social
isolation,
and
how
will
future
spending
me
allocated
to
address
these
needs?
E
This
is
very
specific
to
what
councilor
sabi
George
has
already
looked
it
up,
but
I
just
wanted
to
reiterate
that
that's
something
that
I'm
really
curious
about
as
well.
In
regards
to
inclusion,
what
is
the
goal
of
having
a
education
teacher
and
a
special
education
teacher?
Are
there
general
education
teachers
not
certified
for
special
education?
What
percentage
of
teachers
and
DPS
have
special
education
certification?
How
large
are
the
classes
for
inclusion?
E
What
percentage
are
increased
/
decrease?
Is
this
overtime
in
regards
to
elo
and
bilingual
education?
One
of
the
things
that
we
have
seen
well
I
have
seen
this
and
heard
a
lot
of
is
from
parents
around
Kovac,
913
and
english-language
learners,
especially
where
parents
don't
speak.
English
simply
put
a
lot
of
PLL.
Students
are
not
learning
as
the
same
capacity
as
they
would
if
they
were
in
school.
How
does
this
budget
set
aside
funds
to
essentially
pick
up
the
slack
that
Kovac
19
has
created
I'm
also
curious
around?
E
According
to
bps
all
funds
program
details
there
seems
to
be
the
7%
decrease
and
bilingual
and
se
Aiye,
which
is
what
I
heard
you
appointed
to,
but
I'm
also
curious
that
there
has
been
a
23
percent
decrease
for
sei
Chinese
education
at
28
percent
decrease
and
SDI
overall
and
I'm,
just
wondering
where
they're
gonna
throw
the
gaps
for
that,
and
if
they
can
explain
the
difference
how
they're
gonna
make
up
for
that.
That
would
be
great.
E
And
I
know
that
Kim
councillor
Jamie
had
already
addressed
some
of
the
issues
around
the
workforce:
diversity,
but
I'm
just
really
curious
about
what
what
a
you
know.
What's
the
plan
for
recruitment
and
retention
around
that
and
I
believe
that
we
have
covered
four
down.
You
can
drop
that
gavel
great.
A
Thank
you
so
much
councillor
in
here
and
we've
been
joined
by
councillor
Breeden,
so
councillor
Breeden.
If
you're,
if
you're
prepared
with
questions
now
about
these
opportunity
and
achievement
gap
hearings,
both
the
general
one
and
the
inclusion
special
education
bilingual
one
I
can
go
to
you
now
or
you
can
wait
till
second
round
whatever
you
prefer.
A
A
It
is
I
mean
it's
now
been
three
years
since
the
state
really
gave
us
back
the
authorization
to
do
that
in
a
serious
way
and
I
think
that,
in
addition
to
councillor
arroyos
question
about
sort
of
dual
language
rolling
out
of
specific
schools,
I
just
really
want
to
understand
what
our
overall
strategy
on
that
is
because
I
think
it's
so
I
think
it's
so
important
affirming
the
value
of
a
diversity
of
languages.
In
addition
to
English
and
also
you
know
really
important
for
our
students
competency
in
this
world.
A
Definitely
want
to
talk
about
inclusion,
I.
Think
one
of
a
colleague
are
you
brought
it
up,
but
I
know
we've
got
situations,
I
have
a
teacher
lives
in
my
district.
You
know
her.
Students
are
in
inclusion,
classrooms
that
have
a
paraprofessional
with
them
for
their
regular
subjects,
but
then,
when
they
come
to
science,
it's
just
one
teacher,
because
she's
also
got
the
special
education.
Certification.
I.
A
Think
that
issue
I
I
know
of
a
number
of
cases
where
that
sort
of
doubling
up
of
certifications
happens
in
a
way
that
just
doesn't
seem
consistent
with
a
robust
inclusion
model.
So
just
to
echo
councillor,
O'malley
and
others
think
counselor
asabi
George
would
love
to
love
to
really
dig
into
that
and
how
we,
how
we
move
towards
I
mean.
Maybe
we
have
a
few
different
models
of
inclusion,
but
it
just
seems
like
it
doesn't
really
seem
like
we're
operating
consistently
on
like
a
kind
of
model
basis
in
the
district
on
that
front.
A
So
those
are
and
then
I
brought
it
up
in
the
school
funding
hearing,
but
I
think
just
understanding
better.
How
like
to
what
extent
we
make
sure
that
our
funding
correlates
and
tracks
the
kinds
of
things
that
were
measuring
with
opportunity
index
in
terms
of
the
kind
of
the
you
know
way
in
which
poverty
determines
our
student
outcomes,
because
I
think
that
you
know
I
see
a
school
like
the
Tobin
in
my
district.
A
That
has
a
really
high
proportion
of
homeless
students
and
I
just
feel
like,
doesn't
end
up
actually
getting
that
much
money
per
student
and
I
think
the
opportunity
index
piece
is
kind
of
an
additional
little
add-on.
We've
made
to
the
weighted
student
formula,
but
I'm
not
sure
we're
going
far
enough
on
that
front.
Yet
so
would
like
to,
in
fact,
I'm
pretty
sure
we're
not
so
would
like
to
think
about.
A
It
seems
like
the
district's,
been
on
a
path
for
a
few
years
of
assigning
some
more
money
according
to
that
opportunity,
index
and
we'd
like
to
understand
about
that,
and
also
the
huran
dollars
that
counselors
avi
George
referenced.
How
like
how
we're
really
moving
towards
those
things
being
a
more
substantial
piece
of
the
extra
resources
that
we
provide
to
our
schools
and
then
I'll.
A
Is
there
a
way
to
just
respond
with
a
huge
amount
of
academic
and
social
support
in
this
crisis?
That's
different
and
new
for
our
kids.
So
that's,
obviously
a
big
picture.
Question
and
and
I
will
note
that
we
do
have
like
the
sort
of
plans
for
the
summer
etc,
specifically
tied
for
a
later
hearing,
partly
because
we
expect
to
know
a
bit
more
about
the
summer
by
the
later
part
of
May.
A
But
I
still
think
that
it's
reasonable
for
us
as
counselors
to
raise
these
opportunity
gap
related
questions
around
learning
loss
of
this
earring
because,
as
council
president
Cheney
said,
it
said
it's
also
connected,
so
that
those
are
my
questions
and
now
we'll
go
back
up
to
the
top
and
so
feel
free
to
pass.
If
you
suck
out
all
yours
out
in
the
first
round,
but
anybody
who
wants
to
bring
up
more
things
that
have
come
to
mind.
I'll
start
with
counselor
ed
Flint.
C
C
D
Thank
you,
madam
chair,
just
like
in
an
assessment
from
the
school
department,
with
respect
to
things,
requests
that
principals
have
in
there.
That
I
know
that
you
know
one
of
the
things
that
I
think
that
seems
to
work,
particularly
in
schools
that
are
performing
well.
It
is
the
school
site
autonomy
and
you
know
at
the
other
day.
D
It
would
be
nice
to
to
see
whether
or
not
I
want
our
frontline
teaching
personnel
have
the
resources
that
they
need
to
do
what
what
they
do
best,
which
is
educate
our
children,
so
so
that
would
be.
That
would
be
something
that
I
would
be
looking
for
from
from
the
school
department
and
again,
each
school
setting
is
different
in
teachers
may
teach
differently,
but
you
know
the
mere
basics.
D
To
go
on
to
one
of
you
know
some
of
the
best
colleges
and
universities
that
call
Boston
their
home
an
absolute
travesty
that
we
boast
of
having
the
best
colleges
and
universities
in
the
world.
Yet
not
enough
of
our
students,
not
enough
of
a
Boston
Public,
School
kids
get
to
go
to
these
schools.
They
live
next
door
to
them.
They
can
see
them
up
the
street
from
your
house.
D
They
drive
by
them
and
times
they
get
to
use
the
fields
and
the
facilities
at
these
schools,
but
most
kids
have
no
shot
at
getting
in
and
we
need
tied
on,
and
that
starts
with
making
sure
that
the
resources
that
we
appropriate
every
single
year
is
the
Boston
Public
School
budget
continues
to
grow
significantly
every
single
year.
Yet
we're
educating
less
kids
every
single
year
and
a
front
row
seat
cos
I'm
the
longest-serving
consul,
so
I
can
go
through
all
the
budgets
that
we
went
through
at
the
end
of
the
day.
D
Our
best
foot
forward
is
making
sure
that
those
resis
resources
that
those
very
precious
resources
now
make
it
to
the
classroom
so
that
we're
giving
our
kids
the
best
quality
of
opportunity
that
exists
in
that,
and
that
happens
when
we
listen
to
teachers
and
we
listen
to
principals,
we
find
out
what
they
have
and
what
they
don't
have
and
what
they
need,
and
we
make
sure
that
we
get
them.
Those
critical
resources
very
much
like
we're.
D
Responding
to
this
ghovat
19
response
we're
finding
out
what
communities
need
and
whether
it's
on
you
know
food
insecurity,
whether
it's
on
housing,
whether
it's
on
health
care
and
we're,
responding
in
kind
and
we're
making
sure
that
we're
getting
those
resources
to
so
the
people
that
need
them
the
most.
We
need
to
do
the
same
with
respect
to
this
budget.
D
You
know
we
get
lots
of
talk
about
different,
different
things
that
happen
within
the
school
community,
but
at
the
end
of
the
day,
for
me,
it's
the
middle,
meets
the
road
in
the
classroom
and
if
resources
aren't
getting
to
the
classroom,
we're
doing
everyone
a
huge
disservice.
So
thank
you,
madam
chair.
A
G
You
again
chair
so
just
to
continue
on
my
questions
for
the
first
round.
I
had
teased
the
comprehensive
behavioral
health
model.
Initiative
and
I
am
curious,
where
we
are
with
that
work
so
that
the
goals
the
initiatives
around
that
and
what
our
focus
is
when
it
comes
to
that
there
was
also
a
drop
in
the
appropriation
from
FY
22
FY
21
as
to
why
there
was
a
decrease
and
what
those
efforts
will
include.
In
the
new
school
year,
I
talked
a
little
bit
before
some
of
our
opportunity.
G
Achievement
gap,
work
the
culturally
and
linguistically
sustaining
practices.
Where
are
we?
We,
you
know
looking
towards
full
and
implementation
around
special
education,
the
opportunity
to
achievement
gap
taskforce
was
working
to
really
analyze
and
understand
the
I
think
over
assignment
of
black
latino
boys
to
special
ed
classroom,
special
ed,
substantially
separate
classrooms
and
the
really
I
think
over
assignment
of
those
boys
to.
G
You
touched
on
it
and
I'm
very
important
to
her,
but
you
know
talking
about
the
diversity
of
our
teaching
staff
and
our
administrative
staff,
especially
in
our
schools,
and
the
race
piece
is
terribly
important,
but
I
also
very
interested
in
gender
and
some
other
for
boys
and
talking
to
about
boys
in
substantially
separate
special
ed
classrooms.
The
role
that
male
teachers
in
particular
play
for
our
male
students,
I
think
shouldn't,
isn't
shouldn't
be
understated
around
inclusion
again.
A
lot
of
colleagues
have
touched
on
this,
but
I
am
really
curious
around
the
definition
of
inclusion.
G
I,
don't
think
we've
had
one
as
a
district
and
we
need
to
get
to
a
place
where
we
can
identify
what
an
inclusion
classroom
is.
What
does
it
mean
to
be
an
inclusion
classroom
and,
what's
the
analysis,
around
inclusion
across
the
district
I
think
that
there
is
sometimes
seen
an
oversaturation
of
inclusion
classrooms
and
it
really
affects
enrollment
at
schools.
G
Based
on
the
timeline,
my
son,
who
was
on
a
504,
we
just
recently
had
his
annual
meeting
virtually
and
I
and
I
hope
that
all
families
are
able
to
access
those
meetings
and
if
they
aren't,
how
are
we
sort
of
mitigating
that
that
the
strive
program
which
works
with
students
in
the
special
ed
department,
who
are
aging
out?
It's
a
really
wonderful
program
that
I've
gotten
to
know
over
the
last
couple
of
years,
I'd
like
to
know
how
many
students
are
currently
in
that
program.
G
What
support
services
are
in
place,
especially
right
now,
and
how
do
we
really
beef
up
that
the
opportunity
for
those
students
to
participate
fully
in
their
academic
experience,
as
you
have
some
more
around
supporting
slice,
students
and
I
work
around
the
look
apt,
but
I'll
I'll
come
back
for
a
third
round.
Thank
you,
madam
chair.
A
E
E
We
talk
a
lot
about
parent
engagement
and
community
engagement,
just
looking
at
the
just
curious
about
how
we're
going
to
allocate
resources
so
that
we
are
ensuring
that
parents
are
well
versed
on
the
budget,
that
school
site
council
meetings
are
happening
in
multiple
languages
and
and
that
parents
are
getting
the
information
that
they
need
and
in
ways
that
they
can
understand
it
curious
when
it
comes
to
family
and
community
engagement.
What
type
of
resources
are
going
to
be
advocated?
E
During
this
process,
I
see
that,
during
the
transformations
they're
they're
gonna
have
access
to
more
supports,
but
I
still
am
worried
about
those
who's
that
are
not
falling
under
that
portfolio.
Just
making
sure
that
those
all
students
are
going
to
be
supportive
around
family
and
community
engagement
I'm
also
curious
around
special
education,
special
education.
There
are
a
lot
of
students
who
are
sitting
in
rooms
right
when
the
school
is
in
session
yeah,
but
those
services
are
not
being
rendered.
What
accountability?
E
How
are,
how
are
we
keeping
track
of
students
and
the
resources
that
are
supposed
to
follow
that
child
and
I
just
see
it
as
connect
there,
I'm
really
curious
about
what
support
systems
are
being
put
in
place
and
the
last
question
that
I
have
and
I'm
not
sure
Kenzie,
where
this
Falls?
If
anything,
you
can
just
pump
my
brakes
but
I'm
I'm
very
curious
about
looking
at
the
curriculum
design.
E
E
We
were
already
here
and
I
think
that
when
you
look
at
diversity-
and
you
look
at
a
sense
of
self,
it
would
be
great
for
bps
to
also
allocate
some
resources
to
ensure
that
that
our
classes
are
reflective
of
our
true
history
and
I,
hear
that
from
a
lot
of
parents
and
I.
Think
it's
worth
me
uplifting
here
in
this
space
and
then
the
last
piece
of
it
is
everybody
talks
about
equity
and
how
important
it
is.
E
I
am
really
looking
to
bps
to
put
some
financial
resources
and
helping
parents
understand
what
equity
is
and
what
it's
supposed
to
look
like.
So
it's
not
just
passing
down
information,
but
that
parents
are
having
a
real
understanding
of
how
their
schools
are
resource
or
not.
I
think
there's
some
communication
gaps
there
and
I'm
wondering
what,
because
is
going
to
do
to
educate
parents
and
I
and
I
do
agree
with
a
lot
of
the
things
that
some
of
my
colleagues
have
talked
about:
quality
instruction.
You
know
we
talked
about
the
exam
schools.
E
I've
always
said
that
I
think
exam
schools
are
great
I'm
concerned
about
the
schools
that
are
not
usually
the
ones
that
those
kids
want
to
pick
like.
Madison
Park,
Excel
I'm,
just
wondering
what
what
BPS
is
going
to
do
to
ensure
that
our
high
schools,
our
high
schools,
are
well
resourced,
so
that
parents
have
a
nice
buffet
of
options.
So
it's
not
just
accommodate
exam
schools,
cuz,
not
everyone's
gonna
get
into
those.
So
what
do
we
do
for
kids?
E
You
know
what,
because
it's
different,
allocate
resources
to
ensuring
that
those
schools
are
also
getting
what
they
need
and
looking
at
the
pathway
to
exam
schools
K
through
eight
those
feeder
schools,
I'm
curious
what
what
financial
resources
are
being
poured
into
the
feeder
schools
in
certain
neighborhoods,
so
that
we
have
a
better
sense
of
what
BPS
is
doing
to
support
the
academic
needs
of
schools
that
have
fallen
short.
That's
a
lot
of
questions.
Take
what
we
want
great
thank.
A
Thank
you
so
much
counselor,
yeah
yeah,
we'll.
Let
we'll
see
whether
bps
thinks
on
the
on
a
curriculum
question.
We
will
have
a
whole
set
of
hearings
that
are
focused
on
academics,
and
so
it
might
make
sense
to
put
those
there
but
we'll
see
if
they
want
to
address
it
in
this
set
and
then
yep.
But
thank
you
for
all
those
great
questions.
I
see
the
counselor
Flynn
is
back
so
counselor
Flynn.
If
you'd
like
to
go
ahead
and
then
it'll
be
counselor,
Frieden
Thank.
C
You
counsel
Bach
wanted
to
follow
up
in
my
previous
comments,
but
I
would
also
I'm
a
strong
supporter
of
the
Junior
ROTC
program
that
we
have
in
many
high
schools.
It's
an
excellent
program,
it's
about
as
diverse
as
you
possibly
can
get
for
some
reason.
It
almost
seems
like
the
JROTC
program,
is
one
of
the
first
programs
to
be
cut.
This
is
a
program.
It's
not
a
military,
recruiting
program.
C
This
is
a
program
that
helps
students,
develop
leadership,
skills,
accountability,
citizenship,
skills,
working
together,
understanding
the
diversity
of
various
backgrounds
in
working
hard
in
working
as
a
team
again
I
see
the
Junior
ROTC
students
often-
and
there
are
great
credits
of
the
city
and
I
just
want
to
make
sure
that
we
continue
those
programs
across
the
district.
They
are
excellent.
C
C
One
of
the
issues
I
focus-
probably
the
most
on
it.
It's
the
school's,
is
his
nurses
making
sure
we
have
a
nurse
in
every
every
school
I
want
to
continue
working
on
that,
but
I
would
like
to
get
an
update
on
exactly
how
many
nurses
we
have.
Are
they
in
every
school?
Do
we
have
more
than
one
nurse
in
every
school
and
if
we
don't
have
less
than
one
nurse
in
every
school?
What
are
we
going
to
do
about
that
and
the
other
is
if
a
nurse
is
absent.
C
I
know,
there's
a
pool
of
nurses
as
well,
but
if
a
nurse
is
absent
during
the
day
and
the
the
the
pool
covers
the
nurse
into
that
other
school.
Is
that
other
nurse
also,
you
know
fluent
in
various
languages
that
might
be
needed
to
go
to
a
particular
school?
Are
they
fluent
in
Spanish?
Are
they
fluent
in
Cantonese
or
baby
are
just
covering
so
that
those
are
important
issues
I'd
like
to
focus
on
in
in
mental
health
counseling?
C
A
H
You
I
learned
so
much
by
listening
to
our
questions
and
back
and
forth
some
issues
of
concern
to
me.
The
early
education
I'd
be
curious
as
curious
to
know
the
number
of
students
that
are
doing
at
early
learning
centers
how
many
early
learning
centers.
We
have
a
number
of
students
interacting
enrolled
in
those
and
are
we
evaluating
outcomes
in
terms
of
readiness
skills
and
not
just
academics?
H
I
had
a
question
about
the
Madison
Park
Vocational
Technical
High
School,
where,
where
are
we
on
in
terms
of
the
recovery
of
that's
high
school,
getting
back
on
track,
I?
Think
with
so
many
of
our
young
students.
Young
men
in
particular
having
a
vocational
technical
opportunity
is
very,
very
important
because
not
all
folks
want
to
take
the
academic
track
and
go
on
to
a
four-year
college
necessarily
but
going
to
Madison
Park
shouldn't
preclude
them
from
doing
that.
H
H
H
Remote
learning
at
homes
I
really
feel
that,
generally
across
the
city,
there's
gaps
in
our
infrastructure,
distance
learning
infrastructure.
So
not
everyone
has
access
to
reliable
internet
access,
etc.
So
and
I
think
that
distance
learning
components
should
be
part
of
the
menu,
especially
for
our
older
students.
Perhaps
who
are
working
actually
employed
and
they're
trying
to
graduate
high
school
and
then
we
we
need
to
think
about
distance
learning.
It's
not
something
that
we
do
when
there's
a
crisis
like
over,
but
you
should.
H
It
should
be
part
of
the
menu
for
our
students
all
the
time
anyway,
and
then
that
brings
us
right
to
the
whole
issue
of
technical
readiness
in
terms
of
parents
supporting
their
children,
using
distance
learning
and
for
homework
etc
from
home
for
use
at
home.
So
that's
basically
my
menu
of
of
concerns
with
regard
to
this
budget.
Thank
you.
A
Great,
thank
you
so
much
councillor,
Breeden
and
there's
a
couple
of
there's
a
couple
of
those
things
like
vocational
education
that
we
made
hit
in
the
next
round
of
hearings.
I
think
we've
got
that
on
the
list
for
the
19th.
So
again,
if
it
makes
sense
to
defer
that
question
we
will
the
world
will
get
it
recorded
from
this
hearing
from
this
working
session.
All
right,
I,
don't
have
any
further
questions
right
now,
so
I'm
gonna
go
back
up
to
the
top.
D
A
G
You
again,
let
me
just
go
back
to
my
back
to
my
notes.
Sorry
about
that.
So
where
I
left
off
last
round
was
around,
but
look
act
in
particular
and
just
sort
of
curious
about
how
the
look
act
is
being
implemented
or
is
a
part
of
the
strategic
plan
going
forward
to
expand
our
lingual
tikkun
I'm.
Sorry,
so
to
look
at
how
that
will
be
used
to
implement,
implement
and
expand
bilingual
or
multilingual
programs,
including
to
a
language.
G
G
We
had
a
significant
population,
my
years
teaching
in
East
Boston
high
school
and
just
really
important
that
we're
able
to
support
those
students
and
make
sure
that
we're
doing
all
we
can
so
I'm
curious
about
how
many
students
are
in
the
district
that
are
considered
slide
and
how
we
can
speak
specifically
to
be
an
additional
investment
of
1.8
million
dollars
to
support
those
students
and
then
I
think
that
actually
most
most
of
my
questions,
they
do
count.
So
Jeanne
I
believe
brought
up
recovery.
G
They
just
want
to
double
down
on
that
and
counselor
Molino
talked
a
lot
about
the
out
of
district
placements
and
that
investment
that
we're
making
as
a
district
and
out
of
district
placement
and
I
think
you
I
believe
he
asked
and
then
earlier
hearing
around
the
districts
work
to
look
at
the
more
popular
programs
that
our
students
are
accessing,
whether
it's
vocational
or
special
education
outside
of
the
district
and
how
we
can
perhaps
look
to
create
those
programs
in
our
own
district
if
our
students
are
accessing
them
outside
the
district.
That's
it
for
me.
A
E
A
That's
so
we're
I
mean
this
is
the
third
round
and
I
think
I'm
pretty
much
expecting
that
I'm
gonna
give
counselor
Breeden
a
chance
next
and
then
we'll
be
done
with
this.
So
we
we,
we
block
out
the
time
in
the
working
sessions,
to
make
sure
that
you
know,
depending
on
how
many
questions
counselors
have
we're
not
cutting
people
off
tomorrow,
we're
covering
a
whole
bunch
of
departments,
for
example,
but
yeah
I
would
expect
trying
to
make
time
for
everybody's
questions,
but
I
would
expect
we'll
be
wrapping
up
shortly.
Okay,
I.
E
I'm
the
resources,
you
know
which
buckets
are
they
going
to
be
holding
order
to
support
those
gaps,
because
some
of
those
gaps
will
be
affected
by
some
of
those
issues?
Surface
will
be
socially
emotionally
mental
well-being,
so
just
curious
about
kind
of
how
are
they
going
to
fill
in
those
gaps
and
I
know
Michael.
Excuse
me:
counselor
clarity,
talks
about
their
13th
year
of
school.
We
kids
get
an
extra
year,
I'm
just
curious,
given
the
fact
that
we
had
what's
gonna,
probably
be
six
months
of
learning
loss.
E
Classes
during
and
sort
of
have
a
vacation
kids
are
gonna,
go
I
just
want
to
I
want
to
I,
want
to
understand
the
plan,
how
we're
gonna
close
that
gap
and
how
are
they
preparing
for
financially
to
address
those
needs?
And
then
this
is
very
specific
to
food
access
and
I'm,
not
sure
this
fall's
it
within
their
realm,
but
I'm,
very
curious
about
the
contracts
and
how
they
decide
who
are
gonna,
be
the
food
vendors
for
schools
and
what
opportunities
exist
to
break
up
those
contracts.
E
So
smaller
vendors
can
actually
serve
schools,
maybe
regionally
and
just
wondering
what
are
they
thinking
about
in
terms
of
food
access
and
whether
or
not
that's
a
different
department
but
bps
does
have
a
role
in
that
and
I'd
like
to
what
their
plan
is
to
support
minority
business
businesses
in
terms
of
the
food
service
industry.
That
would
be
helpful
to
know
I.
A
So
it
won't
be
this
upcoming
hearing,
but
in
the
bps
here
and
we're
happening
on
May
26th,
food
and
nutrition
services
is
one
of
our
topics.
So
well-well
put
that
question
in
this
set
and
forward
it
to
that
hearing,
but
but
definitely
I
mean
bps
is
responsible
for
the
contracting
of
that
enormous
amount
of
its
meals.
It's
not
a
different
Department,
so
it's
an
appropriate
thing
to
ask
them
that
and.
E
I
mean
I
see
that
through
the
workforce
development,
an
HR
lends
to
you
know
in
terms
of
cultural
competency,
I'm
also
curious
about
in
terms
of
Workforce
Development,
which
is
one
of
the
buckets
that
we're
talking
about
today.
I
mentioned
earlier.
Around
retention,
recruitment
and
retention.
I'm
also
curious
as
to
what
efforts
are
being
made
to
with
Paris.
E
There
are
a
lot
of
parents
who
were
educators
in
their
homeland,
but
when
the
come
here
may
not
have
the
credentials,
so
how
is
BPS
tapping
into
parents
as
potential
parents?
If
there's,
if,
if
that's
part
of
their,
we
know
g
and
I'm
wondering
whether
or
not
they're
allocating
some
resources
to
to
explore
that
model
where
they
are
engaging
parents,
and
that
process
that
would
be
helpful
to
know
and
and
that
went
to
hold
people
hostage.
I
feel
like
I,
don't
have
anymore
great.
H
Just
had
some
concerns
about
the
the
hardest
man
School
for
the
Deaf
situation,
about
40%
of
the
students
attend
they're
out
of
district.
So
that's
it
that
generate
some
income
coming
in
to
that
school.
I
really
feel
that
we
need
a
robust
plan
to
manage
their
transition,
they're
living
in
they're
working
when
they're,
when
if
they
were
in
school
right
now,
they'd
be
working
it
very
this,
the
the
location,
the
accommodations,
are
far
from
adequate,
but
I
really
feel
like.
H
We
don't
want
to
disperse
that
school
community
because
there's
so
many
there's
a
certain
synergy
between
the
staff,
the
students
and
they
brought
a
community
that
supports
mix
house
success.
So
in
really
think
that,
again
to
plan
a
robust
plan
for
that
transition.
At
Jackson
man-
and
let
me
see
yes,
I-
think
that's
about
it
for
right
now,
everybody's
asking
good
questions.
Thank
you
great.
A
Thank
you
so
much
counselor
Breeden,
since
we
come
to
the
end
of
a
third
round
of
questions,
I'd
ask
any
colleagues
who
want
to
ask
a
follow-up
of
any
kind
to
raise
their
hand
either
virtually
or
on
the
video
screen
now
and
because
otherwise,
I'm
gonna
end
this
working
session,
all
right,
seeing
none!
Thank
you
all
for
joining
us.
I'm
now
gonna
gavel
this
working
session
of
the
Committee
on
ways
and
means
to
a
close,
and
we
will
see
you
all
tomorrow
to
do
a
similar
thing
for
a
set
of
department.
So
thanks.