►
From YouTube: Committee on Ways & Means on February 28, 2019
Description
Docket #0192 - Hearing regarding the Fiscal Year 2019 Boston Public Schools Transportation Budget
A
We
are
here
to
discuss
docket
0
1
9
to
order
for
a
hearing
regarding
the
fiscal
year,
2019
BPS
transportation
budget
I'd
like
to
remind
folks
that
this
is
a
public
hearing
both
being
broadcast,
live
and
taped
for
future
viewing
on
comcast
channel
8,
RC,
n
82,
Verizon
1964
and
streamed
at
Boston,
gov,
backslash
city
council
TV.
Please
silence
any
electronic
devices
at
the
conclusion
of
the
presentation
and
questions
from
my
colleagues.
We
will
have
public
testimony.
There
is
a
sign-in
sheet
to
my
left
by
the
door.
A
We
ask
that
you
state
your
name
any
affiliation
and
address
and
check
the
box.
If
you
do
wish
to
public
Pub
provide
public
testimony,
you
can
also
submit
written
testimony
by
email
at
CCC
dot
WM
at
Boston
gov
I'd
like
to
introduce
the
sponsor
of
today's
docket
city,
councilor
at-large,
Anisa,
sabe,
Jorge
and
I
have
no
opening
statement.
You
want.
Okay,
thank.
B
You
I,
thank
you
all
for
being
here
today,
I,
look
forward
to
hearing
from
our
presenters
this
morning
as
to
an
update
on
where
we
are
to
date
for
spending
and
what
we
expect
our
total
spending
to
be.
At
the
end
of
this
current
fiscal
year.
Last
year
we
approved
a
119
million
dollar
vos
public
schools,
transportation
budget
and
I'm
curious
at
this
just
passed
the
mid-year
point
where
we
happen
to
be
with
that
spending.
B
Last
year
we
did
the
same
that
type
of
hearing
I
held
a
hearing
regarding
the
FY
18
Boston,
Public,
Schools
Transportation
hearing
and
had
suggested
at
that
point
and
again
during
our
budget
cycle,
that
we
would
do
this
again
to
understand
where
some
of
the
potential
savings
might
be
for
this
fiscal
year
or,
if
we're
seeing
any
cost
overruns.
We
do
know
that
the
trent
BPS
transportation
budget
increases
every
year
and
that's
an
unfortunate
reality.
B
So
if
we
could
better
understand,
we
used
to
control
some
of
those
costs,
control,
certainly
the
cost
overruns
and
how
we
can
understand
so
the
decisions
that
are
made
and
the
impacts
that
influence
the
spending
that
we
have
for
our
bps
transportation
budget.
I.
Thank
you
all
for
being
here
today,
especially
chief
Hanlon
I
know
you
were
here
earlier
for
build
VPS
you'll,
be
here
next
week
for
our
school
security.
So
you
appreciate
your
time
and
look
forward
to
your
presentation.
Thank.
C
D
You
very
much
my
name
is
John
Hanlin
I'm,
the
chief
operating
officer
for
Boston
Public,
Schools
I'm,
here
with
deliverin
Stanislaus,
the
director
of
transportation
for
Boston
Public
Schools,
as
well
as
Edie
pêche
assistant,
director
and
finance
for
transportation
in
Boston,
Public
Schools
I
wanted
to
open
up
the
presentation
today
with
just
a
few
framing
principles
that
I'd
like
for
all
of
us
to
have
in
mind.
As
we
embark
upon
this
presentation
number
one
per
the
herring
order.
Our
presentation
is
specific
to
FY
19
spending
and
as
councilor
sabi
George.
D
You
mentioned
that
this
is
really
specific
to
where
we're
at
in
this
current
fiscal
year.
This
is
not
a
presentation
of
FY
2010
making
or
budgeting
I
would
direct
the
council's
attention
toward
the
School
Committee,
the
ongoing
school
committee
budget
process
for
any
questions
related
to
FY
20
plan,
and
certainly
will
be
back
here
in
a
few
weeks
to
talk
about
transportation
equity
through
a
different
hearing.
That's
been
called,
but
then
later
than
that
I'm
sure
a
budget
hearing
as
well,
so
anything
related
to
FY
20.
D
We
would
just
kindly
ask
that
we
table
until
the
appropriate
time.
Second,
while
I
understand
that
everyone
in
this
room
is
very
busy,
this
is
a
difficult
time
of
day
for
the
transportation
department,
given
that
our
buses
are
going
to
be
on
the
road
soon,
and
it
is
a
snowy
day
that
sometimes
has
some
transportation
operations
impact.
So,
if
possible,
with
all
due
respect,
I
would
ask
that
we
try
to
end
the
presentation
in
the
hearing
prior
to
2:00
p.m.
D
if
possible,
and
if
not
and
as
close
to
on
time,
we
could
so
that
our
team
can
get
back
to
work.
Managing
the
buses
across
Boston
Public,
Schools
right.
A
third
one
thing
that
you'll
see
very
clearly
in
our
presentation
today,
and
one
thing
that
we've
presented
to
you
before
is
that
our
costs
are
truly
a
result
of
our
policy
choices.
D
Also,
as
you
all
know,
and
what
we've
discussed
here
in
this
chamber
in
the
past,
we
are
burdened
with
state
law
requirements
that
mandate
that
we
have
to
provide
service
for
non
bps
students,
including
more
than
5000
charter
and
parochial
school
students,
this
year
alone,
to
more
than
a
hundred
different
sites
and
an
outside
of
the
Boston
area.
Third
law.
We
pride
ourselves
on
the
level
of
service
we
provide
for
students
experiencing
homelessness
or
students
in
transition.
D
That
too
comes
on
a
high
cost
and
a
cost
of
more
than
seven
million
dollars
in
FY,
19
alone,
I'm
not
trying
to
be
defensive,
and
no
one
at
this
table
will
be
defensive
today.
We're
just
pointing
out
the
facts
of
the
matter
that,
unfortunately,
the
nature
of
transportation
in
this
city
is
that
costs
will
continue
to
be
a
very
large
part
of
the
conversation.
While
we
continue
to
make
the
policy
choices
that
we
make
and
while
we
and
transportation
do
the
best,
we
can
to
honor
those
policy
choices.
D
The
last
principle
that
I'd
bring
up
is
that
you,
prior
to
my
own
time
in
bps
I,
was
on
the
outside
and
I
understand
how
easy
it
is
to
question
the
size
of
the
transportation
budget.
I
understand
how
easy
it
is
to
point
to
the
fact
that
it's
10%
of
the
overall
district
budget
that
we
have
very
large
per
capita
costs
I
understand
all
that
having
been
involved
now
in
transportation.
D
For
the
last
three
years,
though,
I
can
also
tell
you
that
I
understand
how
difficult
it
is
to
understand
that
there
actually
might
be
quite
valid
reasons.
Policy
driven
reasons
behind
those
high
costs.
I
understand
that
it's
difficult
to
understand
the
level
of
innovation
that
this
department
has
taken
on.
In
the
last
three
years,
more
innovation
on
the
department
had
seen
many
years
prior
to
that,
including
a
first-of-its-kind
transportation
challenge
with
partners
from
MIT
a
few
years
ago
that
received
national
attention.
D
I
also
understand
that
it's
difficult
to
note
that
the
department
has
experienced
quite
a
bit
of
turnover.
In
fact,
over
the
last
three
years,
we've
had
three
different
directors,
I'm
happy
to
say
that
Delavan
is
doing
an
amazing
job
as
our
current
director
of
transportation.
But
it's
been
hard
to
study
that
ship.
Amid
some,
you
know
troubled
waters
over
the
last
few
years
with
a
lot
of
people
criticizing
the
work
of
the
department
and
a
lot
of
turnover.
D
And
lastly,
on
that
same
note,
I
understand
that
it's
difficult
to
understand
the
immense
work
ethic
that
takes
place
and
that
is
embodied
by
the
many
many
individuals
within
the
Department
of
Transportation.
There
are
many
people
in
that
department
who
begin
their
days
as
early
as
5:00
a.m.
and
who
end
their
days
as
late
as
9:00
p.m.
the
woman
to
my
right
does
that
on
a
somewhat
routine
basis,
more
often
than
we'd,
like
the
entire
department,
is
incredibly
driven
to
do
the
best
that
they
can.
So.
D
Please
know
that
when
a
bus
shows
up
at
a
student
at
a
school
with
only
a
few
students
on
board,
it
is
not
because
the
transportation
department
is
not
working
hard
to
build
efficient
routes.
It
is
because
of
other
factors
beyond
our
control,
which
will
present
to
you
today
on
a
final
note
before
we
turn
it
over
to
our
presenters.
I
wanted
to
point
out
to
you
that,
as
you've
heard
me
say
before,
I
am
a
bps
graduate
I'm,
also
a
bps
parent
I'm,
very
proud
of
the
fact
that
my
children
ride
the
bus.
D
D
I
will
say
in
terms
of
roll
call,
though,
is
is
we
are
joined
by
those
of
us
at
the
table
right
now.
We
also
have
members
of
bps
in
the
gallery,
including
individuals
from
the
Department
of
Transportation.
If
any
questions
come
up
that
either
Peter
cross
and
fleet
and
compliance
manager
or
Angela
Zhang
strategic
projects
manager
can
answer
for
tonight.
Thank
you.
E
A
E
2930
trips
are
performed
by
our
buses
each
day
covering
over
43,000
miles.
We
transport
5516,
non
BPS
students
to
106
non
BPS
sites
in
and
out
of
the
city
of
boston
daily,
that's
21
percent
of
our
students,
transported
and
46
percent
of
our
sites
serves
because
of
school
choice
in
the
city
of
Boston.
We
have
students
traveling
all
over
the
city.
This
is
the
main
reason
why
228
trips
have
four
fewer
students.
What
happens
here
we
like
to
describe
in
our
department
as
us
running
out
of
time
before
we
run
out
of
capacity?
E
State
law
requires
us
to
route
students
at
most
one
hour.
In
many
cases,
we
run
into
that
time
threshold
before
the
capacity
treshold
116
schools
draw
students
from
at
least
10
different,
zip
codes.
63
schools
draw
students
from
more
than
15
different
zip
codes.
Over
5,000
students
are
receiving
door-to-door
transportation.
F
F
Well,
we've
been
working
really
hard
on
is
learning
how
the
why
and
the
what
meshed
together,
because
those
two
pieces
are
extremely
important.
So
the
first
portion
of
this
presentation
will
be
the
why
we
spend
our
money
and
then
we'll
transition
to
the
what
we
spend
our
money
on
and
what
we
have
here
is
a
comparison
and
the
number
of
students
we
transported
between
FY,
15
and
FY
19,
which
is
the
time
frame
comparison
we'll
make
throughout
and
you'll
notice
that
we've
seen
a
a
decline
in
the
number
of
students.
F
However,
the
number
of
sites
were
transporting
to
has
increased
and
just
to
remind
everyone
between
FY
15
and
FY.
16
was
when
we
made
the
transition
of
seventh
and
eighth
graders
from
yellow
school
bus
to
M
seven
passes
so
while
we're
no
longer
providing
yellow
bus
services
and
the
costs
associated
with
them,
there's
still
the
cost
of
the
m7
passes,
so
those
costs
for
those
students
did
not
go
completely
away,
but
the
most
important
takeaway
here
is
the
number
of
sites
when
we
are
transporting
to
more
sites.
F
These
mean
this
means
that
the
students
are
distributed
among
much
more
locations
and
then
distributed
amongst
more
buses.
For
example,
if
John
Dell
and
I
one
year
had
been
attending
the
same
school,
it's
likely
we'd
be
on
one
bus
together,
but
in
year
two,
if
we
all
attended
different
schools
and
if
the
time
that
we
need
to
get
to
each
of
those
schools
didn't
align
in
the
right
way,
it's
definitely
possible
that
we
will
be
taking
three
separate
buses.
F
While
we
are
the
Boston
Public
Schools
Department
of
Transportation
a
lot
of
what
we
do
and
our
resources
are
devoted
to
non
VPS
students
on
this
slide
we're
showing
how
many
non
bps
students
we
serve
in
the
total
cost
for
each
type
of
student.
As
you
can
see,
there's
a
disparity
between
the
cost
of
the
different
two
student
types,
meaning
corner
door-to-door
m7.
We're,
more
importantly,
to
note
is
the
total
amount
of
spending
that
is
devoted
towards
non
VPS
transportation.
F
F
You
know,
holds
really
true
here,
while
we
would
love
to
pick
up
all
the
non
Charlestown
and
non
East,
Boston
kids,
probably
on
one
bus,
because
there
is
capacity,
there's
just
not
enough
time
before
we
hit
that
one
hour.
So
we
are
deploying
many
buses
to
pick
up
all
these
students
all
over
the
city.
F
F
So
now
we've
covered
the
impact
that
school
type
and
school
choice
has
on
the
system.
Now
we're
going
to
transition
a
little
bit
more
towards
the
impact
that
the
different
types
of
students
has
in
our
system.
If
you
remember
previously,
we
spoke
about
how
the
total
number
of
students
we
transport
has
gone
down.
However,
we
actually
have
more
bus
stops
today
than
we
did
in
fy15.
F
Thank
you.
This
happens
because
the
number
of
door-to-door
students
has
increased
over
the
same
timeframe
as
we
have
shared
before
the
cost
of
Corner
students
and
door-to-door
varies
pretty
drastically
door-to-door.
Students
are
more
than
two
and
a
half
times
more
expensive
than
Corner
students,
and
this
all
goes
back
to
that
same
time.
Reference
that
Dell
made
at
a
door-to-door
stop
were
eliminated.
F
Picking
up
one
student,
which
takes
up
much
more
time
than
if
we
were
to
be
able
to
go
to
a
corner,
stop
and
pick
up
30
students,
as
we've
seen
the
distribution
of
students
we
transport
from
corner
to
corner
to
door-to-door.
This
is
added
complexity
and
cost
to
our
system,
who
estimate
that
the
transition
alone
cost
about
5.6
million
dollars.
Then,
if
the
distribution
had
stayed
the
same.
F
Now
we're
moving
towards
and
into
a
large
portion
of
our
budget.
That
is
not
your
typical
yellow
bus
service,
but
still
a
required
service
that
we
provide
in
this
table.
You
can
see
the
stacked
columns
in
blue
show
the
number
of
monitor
required
students
with
the
dark,
blue
being
the
number
of
students
requiring
general
monitors
and
the
light
blue,
above
it
being
the
number
of
students
requiring
one-to-one
monitors
and
just
to
clarify
the
difference.
F
If
John,
Dell
and
I
were
all
transported
on
the
same
bus
and
we
all
required
a
general
monitor,
then
one
bus
monitor
could
service
our
bus,
but
if
I
required
a
one-to-one
and
John
and
Dell
required
a
general
monitor,
then
two
people
would
have
to
service
that
bus.
One
to
you
know
service
me
and
one
to
service
to
both
of
them.
F
Then,
if
you
look
towards
the
top,
you
can
see.
The
red
line
is
the
trending
of
cost
to
provide
bus
monitors,
and
it
is
pretty
closely
related
to
with
the
total
number
of
monitor
acquired
students.
But
if
you
go
back
to
FY
15,
we
spent
a
little
more
than
six
million
dollars
that
year
for
each
and
every
year.
After
that,
we
saw
million
dollar
increases
until
last
year,
when
we
spent
nine
million
dollars.
F
So
if
you
can
imagine
if
we
continued
the
same
trend
that
we
saw
over
the
last
four
years,
it's
likely
that
our
costs
should
have
increased
to
nine
point:
eight
million
dollars.
So
while
it's
not
a
savings,
we
avoided
I
say
over
a
million
dollars
in
cost
and
that
is
I
think
a
huge
accomplishment
on.
E
F
F
The
high
cost
is
driven
by
how
temporary
the
transportation
usually
is.
The
group
of
students,
this
group
of
students,
travel
in
and
out
of
Boston's,
an
out
of
Boston
to
schools
that
can
be
very
far
away.
There
are
different
laws
that
dictate
where
a
student
goes
to
school,
but
in
the
case
of
students
in
custody,
the
states
are
usually
you
know.
The
welfare
agency
here
is
DCF.
F
What
happens
is
called
the
best
interest
determination
and
what
a
best
interest
determination.
It's
it's,
based
on
a
variety
of
factors
made
by
the
welfare
agency,
the
district
where
the
student
had
been
attending
and
where
the
student
currently
lives.
So
the
three
those
three
parties
come
together
to
make
that
best
interest
determination.
All
the
guidelines
put
out
by
the
state
and
the
federal
government
says
that
transportation
costs
cannot
be
a
factor
in
that
best
interest
determination.
So
another
example
of
it
being
out
of
our
control.
F
That
being
said,
we've
really
looked
closely
in
the
last
year
on
what's
driving
this,
this
growth
and
this
just
overall
number
and
we're
trying
to
come
up
with
ways
to
alleviate
the
pressure
on
the
general
fund
budget
and
the
DCF
students
in
care,
the
DCF
fall
under
essa,
which
some
of
those
costs
could
be
title
1
eligible.
So
we're
looking
to
work
with
our
finance
and
grants
team
to
see.
F
Now
we're
going
to
move
to
a
bit
more
towards
the
what
we
spend
our
dollars
on
and
what
we
have
here
is
a
majority
of
our
total
spending.
These
are
the
dollars
that
flow
through
Transdev
or
for
our
typical.
You
know,
yellow
bus
service
and
just
to
explain
how
our
contract
with
Transdev
worked.
It's
essentially
a
pass-through
contract,
so
every
single
dollar
that
they
spend.
F
We
reimburse
them
for,
and
then,
on
top
of
that
we
pay
them
a
management
fee
of
about
three
million
dollars
to
oversee
the
operation
and
that
three
million
dollars
is
not
included
here
on
purpose
and
what
I
wanted
to
do
is
really
show
just
the
true
yellow
bus
service
costs,
because
if
any
other
vendor
were
here,
first
student
or
any
other
transportation
vendor
replaced
Transdev,
then
these
costs
would
remain
the
same.
What
would
be
different
is
that
three
million
dollars
they
would
just
how
they
do
the
whole
bidding
process.
F
F
Because
of
this,
almost
on
top
of
that,
almost
the
entirety
of
this
workforce
is
unionized
with
annual
cost-of-living
adjustments,
as
well
as
the
health
care
premiums
that
I
mentioned,
which
are
really
just
a
factor
of
the
health
insurance
market
at
the
time
and
then
also
because
these
are
technically
private
employees.
They
don't
feed
into
the
state's
pension
system,
they're,
providing
an
additional
four
weight,
401k
cost,
which
is
unlike
any
other
city
department,
and
these
are
for
most
of
our
unions.
F
D
Go
to
the
next
slide.
What
I
wanted
to
say
just
to
put
this
into
perspective,
because
we
haven't
talked
about
this
particular
component
of
our
costs
in
this
chamber
before
what
you're
seeing
is
about
twenty
five
million
dollars
of
costs
and
the
transportation
budget
are
four
things
that
you
hardly
ever
see
in
any
other
departments
budget.
That's
about.
Twenty
percent
of
our
overall
spending
is
on
a
line
item
that
you
again
would
hardly
ever
see
on
any
other
city
departments
budget.
You
do
see
it
on
the
overall
VPS
budget.
F
Like
I
mentioned
before,
we
have
a
very
large
workforce
and
if
you
look
at
the
workforce
through
transit
and
then
what
is
directly
employed
by
the
boss,
mobile
schools,
this
would
total
around
1500
employees
as
a
standalone,
Department
separated
from
DPS.
We
would
be
the
fourth
largest
workforce
and
city
of
Boston
behind
Boston,
Public
Schools.
Obviously
the
police,
department
and
I
believe
just
behind
the
fire
department,
yeah
yeah.
So
if
you
looked
at
the
thousand
employees
under
Transdev
and
then
the
five
hundred
or
so
employees
that
BPS
employs
directly
most
those
500
are
obviously
monitors.
F
F
F
F
Another
29
daily
absences,
so
someone
can
be
taking
a
personal
day
a
sick
day.
A
no
call
no
show
on
excused
absence.
We
have
six
drivers
who
only
work
in
the
afternoons
and
then
we
have
four
employees
who
are
paid
to
conduct
union
business
and
after
you,
kind
of
go
from
the
873
and
kind
of
all
those
categories,
we're
left
with
649
available
drivers
and
again
this
is
just
looking
at
a.m.
F
so
right
now
we
have
623
routed
buses
in
the
morning
and
then
we
could
have
15
to
20
field
trips
going
on
in
the
morning.
So
you
see
how
those
numbers
diminish
pretty
quickly
and
while
we
may
not
be
paying
a
salary
or
wage
to
the
people,
especially
the
ones
the
50
who
hadn't
has
not
have
not
driven
for
us
and
quite
some
time,
there's
still
a
cost
associated
with
almost
every
single
one
of
them
in
terms
of
some
health
insurance
or
another
fringe
benefit.
F
F
F
Other
things
that
we
pay
directly
for
are
the
m7
passes
our
auto
liability
insurance
and
so
on.
So
if
you
look
at
just
those
two
categories-
the
blue
and
red-
all
in
the
left
now
transitioning
over
to
the
chart
on
the
right,
the
rate
of
growth
from
FY
15
to
FY
18
for
the
Transdev
or
the
yellow
bus
services
grew
at
a
rate
of
3
percent
annually,
while
the
direct
bps
or
the
those
non
yellow
bus
services
grew
at
a
rate
of
8
percent
and
that
80
percent
is
driven
primarily
by
those
million-dollar
increases.
F
On
the
flip
side,
you'll
see
our
growth
all
the
way
to
the
right
now
from
18
to
19,
we've
been
able
to
to
slow
the
growth
of
both
of
those
categories
for
our
Transdev,
our
yellow
bus
services
cost
those
are
expected
to
grow
by
2
percent
and
the
yellow
bus
services
are
expected
to
grow
by
3
percent.
So
we
went
from
3
to
2
and
8
to
3.
F
F
We've
accomplished
this
by
prioritizing
our
staffing
during
peak
times
of
the
day
and
the
year
and
we're
doing
our
best
to
a
line
when
provide
the
service
to
when
the
fit
when
our
families
need
it,
the
most
and
just
to
quickly
point
out
a
few
other
areas
of
growth
that
we've
seen
is
in
m7
passes,
and
that's
mainly
just
in
that
there
are
more
students
eligible
for
m7
passes
and
we
need
to
provide
those
and
then
also
we've
seen
growth
in
the
auto
liability
insurance
and
we're
kind
of
just
at
the
market.
There.
F
F
Now,
trying
to
pull
this
all
together,
come
full-circle,
why
we
spend
our
money
and
what
we
spend
it
on.
The
left
side
of
the
chart
is
something
that
many
of
you
have
seen
before,
and
the
left
comm
corresponds
to
the
percent
of
students
receiving
a
certain
type
of
transportation
and
that
right
column
represents
a
percent
of
total
costs.
F
The
different
colors
represent
the
different
school
types
with
blue
being
bps,
green,
being
charter,
etc,
and
then
the
different
shades
within
them
are
the
different
student
types.
So
if
you
look
all
the
way
on
the
very
bottom
and
the
very
dark
blue
you're
gonna
see
that
30
percent
of
our
students
transported
our
corner
students
and
they
represent
35%
of
our
cost.
If
you
go
up
one
shade
above
that
you're
going
to
see
our
the
bps
door-to-door
students
and
they
represent
11
percent
of
our
total
students
transported.
F
However,
they
represent
also
35
percent
of
our
cost.
So
you
can
really
see
how
expensive
those
types
of
students
are,
and
then
the
the
table
on
the
right
is
kind
of
shows
a
breakdown,
more
specifically
on
the
number
of
students
and
our
average
cost
per
pupil,
and
that
kind
of
cherry-pick
to
include
just
the
yellow
bus
and
bus,
monitor
costs.
C
D
D
It's
an
important
point
and
it's
in
line
what
the
general
theme
that
there
are
a
lot
of
factors
beyond
our
control
and
certainly
transportation,
does
the
very
best
it
possibly
can
through
a
lot
of
the
innovations
we've
discussed
with
you
in
the
past
to
do
as
much
as
possible
with
what
we
can
control.
But
there
are
certain
increases
in
student
rider
types
and
certain
laws
that
we
can't
avoid.
These
are
things
beyond
our
control
and
they
represent
a
large
percentage
of
our
costs.
Sorry.
F
We
have
for
today
because
we're
you
know,
sticking
to
FY
19
spending,
we're
in
the
middle
of
our
FY
20,
but
process,
and
there
are
still
two
more
school
committee
budget
hearings
remaining,
which
you're,
obviously
all
invited
to
join
in
on
I
mean
from.
There
will
obviously
be
back
here
for
the
equity
hearing
at
the
end
of
April
and
at
the
end
of
March
and
then
obviously,
whenever
the
operation
specific
bps
budget,
FY
2008
hearing
is
thank.
A
You
very
much
let
me
introduce
my
colleagues
who
arrived
shortly
after
you
started
your
presentation
to
my
far
right,
councillor,
Kim
Janey,
to
my
immediate
right,
councilor
Andreya
Campbell
by
far
right
again,
counsel,
Lydia
Edwards
to
my
far
left,
both
counselors
Tim
McCarthy
and
Edie.
Flynn
I
just
wanted
to
ask
one
quick
question
and
then
I
want
to
hand
it
to
the
sponsor.
But
have
you
done
a
year-to-date
FY
19
expenditure?
I
didn't
see
it.
D
A
A
B
You
chair,
so
my
question
is
actually
very
directly
related
to
that
I'm.
Looking
at
select
the
spending
overview
slide,
which
is
16
in
the
packet,
the
actuals
versus
the
projection
for
fiscal
year
18,
the
total
actual
was
one
123
point,
1
million,
but
what
we
had
approved
as
part
of
that
budget
process
was
actually
116
million.
So
I
think
that
it's
and
you
know,
obviously
it's
important
to
look
at
what
we
actually
spent.
B
19
were
now
projected
to
spend
126
point
one
where
we
had
budgeted
that
year
or
for
last
year
we
budgeted
119
so
we're
looking
at
a
7
million
dollar
cost
overrun
in
transportation
spending,
and
that's
an
that's
a
significant
number,
where,
if
I
think
back
to
last
year,
our
commitment
to
providing
mental
health
and
behavioral
health
specialists
in
our
schools,
we
made
an
investment
of
2.3
million
or
2.5
million
dollars.
It's
just
in
comparison
and
I
get
that
there
are
lots
of
costs
that
we
can't
control.
B
There
are
things
that
policy
determines
that
you
all
are
just
responding
to,
but
part
of
what
this
hearing
is
meant
to
do
is
bring
to
light
the
budgeting
process.
What
we
approve
as
a
City
Council
through
our
budget
through
first
through
your
school
committee
process,
then
through
our
budgeting
process
here
under
the
leadership
of
our
ways
and
mean
chair,
and
then
you
know
where
we
end
up
halfway
through
the
school
year
and
we're
looking
at
a
seven
million
dollar
over,
which
is,
you
know,
certainly
frustrating
to
see.
I
understand
that
there
are.
B
There
are
reasons
for
that,
but
it's
still
a
significant
cost.
Overrun
so
I
appreciate
sort
of
all
of
this
information.
It's
very
thoughtful,
very
well
done
Devon
and
d'auvergne
and
Ed
and
John,
but
so
going
back
to
the
presentation
slide.
Number
three
I'm,
just
gonna
go
from
the
beginning
and
sort
of
go
through
as
many
questions
as
I
can.
In
a
few
minutes,
I'm
allotted
in
this
round
the
how
many
of
our
Boston
Public
Schools,
how
many
of
our
boss,
a
public
students,
VPS
kids,
are
we
transporting
outside
of
the
city
of
Boston
every
day.
B
D
Slide
five:
we
have
the
private
special
education
students.
We
don't
technically
have
any
bosibl
the
school
students
being
transported
out
of
Boston.
What
we
do
have,
though,
is
private
special
education
students
who,
through
different
mediation,
efforts
or
what-have-you,
have
been
placed
in
special
education
programs
outside
of
Boston
in
part
through
work
with
our
special
education
departments.
We
wouldn't
treat
them
as
bps
students
per
se,
but
there
are
202
of
those
students.
We
also
would
have
technically
some
number
of
BPS
students
through
homelessness
or
students
in
transition.
I,
don't
know
what
that
number
is.
B
F
Is
the
total
number
of
students
transported
in
both
the
homeless
and
DCF
kind
of
category
together?
But
again,
that's
at
you
know
it's
a
that's
throughout
the
year
and
because
transportation
could
be
set
up
for
a
single
week
if
a
student
entered
a
foster,
foster
shelter
one
week
and
then
was
out
the
next.
But
we're
really
trying
watch
is
the
kind
of
active
and
that's
that
350
number
on
that
side
and.
B
Then,
on
that
also
on
that
slide
five,
you
know
I
appreciate
the
breakdown,
so
we
can
see
how
each
of
the
different
school
types
I'm,
how
expensive
they
are
to
transport.
Different
kids
are
what
the
cost
is.
What
are
the
ways
that
we
can
look
and
Chief
Hamill,
and
you
reference
some
of
the
innovation
that
you
are
all
working
towards
and
some
cost
savings
that
you've
been
able
to
realize
what
are
some
of
the
ways
that
we
can
look
at
reducing
some
of
these
expenses
for
non
VPS
students.
D
To
be
totally
Frank,
we
can
look
at
the
state
law,
and
these
are
not
our
students.
We
could
look
at
the
state
law
and
contemplate
addressing
that.
If
we
don't
address
it
through
a
change
in
the
state
law
requirement
about
transporting
charter
school
or
parochial
school
students,
then
maybe
we
look
at
the
state
law
or
the
state
from
a
level
of
how
a
short
funded.
D
We
are
in
our
charter,
school
reimbursement,
I
think
we
can
look
very
closely
at
the
promised
act
that
Mayor
Walsh
is
putting
forward
right
now
with
others
and
the
legislature
to
address
some
of
these
shortfalls
in
aid
from
the
state.
If
we
were
able
to
receive
some
of
that,
then
I
think
some
of
this
would
be
much
more
palatable,
but
the
fact
that
we
are
so
hopefully
underfunded
in
our
charter
school
commitments
and
then
are
left
to
pick
up
the
tab
for
this.
It
causes
quite
a
burden
on
the
transportation
budget.
B
And
then
I
know
when
students
in
bps
that
received
transportation
if
they
physically
move
from
one
part
of
the
city
to
another,
they
don't
get
risk.
They
don't
continue
to
receive
transportation
for
general
ad
Corner
pickup.
If
a
charter
school
or
parochial
school
student
moves,
do
we
also
take
away
transportation?
Are
we
mandated
as
if
they
were
citywide
schools?
Quite.
D
Frankly,
because
charter
schools,
bailar
citywide
charter
school
students
have
much
more
flexibility
with
regard
to
their
transportation
options
than
our
own
districts.
Students
do,
which
again
is
troublesome
for
us.
What
you're
referring
to
is,
if
a
student
move
and
as
a
current
VPS
student
in
some
cases,
if
they
move
they'll,
still
be
able
to
maintain
their
transportation.
B
A
charter
school
student
moved
outside
of
the
city
which
is
within
their
ability
to
do.
Do
we
have
to
provide
transportation
for
that
student
No,
so
a
kid
that
lives
in
Boston
attends
a
charter
school
located
in
Boston,
but
moves
outside
the
city.
We
no
longer
are
responsible
for
transportation
right
right
right.
That's
it
for
this
round
for.
G
Thank
you,
I
also
want
to.
So
thank
you
to
councillor
sabe
George
for
her
leadership
on
this
issue.
Certainly
thank
you
to
the
panel
I've
been
following
VPS
transportation
for
a
number
of
years.
At
least
15
may
be
going
on
20
and
I.
Think
the
presentations
are
getting
more
and
more
thoughtful.
So
I
do
appreciate
that.
There's
a
lot
of
breakdown,
that's
important
I
think
before
we
just
had
a
big
pie
chart
that
just
said
you
know,
transportation
costs
are
too
high
and
now
we're
getting
a
really
good
breakdown.
G
So
I
do
appreciate
that
I
didn't
like
the
page
numbers.
Forgive
me
if
I'm
going
through
I'm
wondering
how
many
when
you
talk
about
citywide
transportation,
so
we
talked
about
a
dual
language
school
earlier.
If
you
could
break
that
down
the
citywide
transportation
that
are
not
high
schools,
so
how
many
schools
are
we
talking
about
that
are
non
high
schools
that
offer
a
citywide
transportation?
So
I
know
you
mentioned
the
umana
I
know
their
nan
des
hommes
went
there
some
in
district
charters.
I
would
imagine.
C
D
In
district
charters
would
have
citywide
transportation.
There
are
schools
that,
on
the
surface,
you
wouldn't
consider
them
to
have
citywide
enrollment,
but
if
they
have
special
education
programming
that
is
either
unique,
or
that
happens
to
have
capacity
where
other
programs
do
not,
then
they
may
as
well
be
citywide
and.
G
G
D
G
Six,
so
of
those
students.
How
many
of
these
students
did
you
do
a
breakdown
to
understand
how
many
of
these
students
are
being
grandfathered
under
the
old
assignment
plan
or
not
like
I'd,
be
interested
in.
So
when
we
talk
about
more
than
fifteen
zip
codes
being
served
with
the
63
schools.
Is
that
what
is
that?
Is
that
the
citywide
transportation,
like
the
Hernandez
or
is
that
are
those
the
children
who
are
being
grandfathered
in
and
how
far
into
that?
Are
we
in
terms
of
number
of
years?
And
how
much
is
that
costing?
G
D
Could
provide
that
information
for
you,
I,
don't
know
if
would
be
able
to
give
you
a
reliable
cost
estimate
for
the
students
who
are
being
grandfathered,
because
it
would
be
so
laden
with
other
variables
and
assumptions
that
that
would
build
into
those
costs,
but
we
could
certainly
provide
or
I
believe
we
could
provide
the
number
of
students
who
are
still
grandfathered
in.
We
are
now
more
than
just
a
few
years
into
the
new
transportation
system.
I
mean
assignment
system,
so
it's
likely
that
that
number
is
getting
pretty
small.
D
D
Even
under
the
home
base,
because
again
it's
not
just
general
education
students,
it's
also
special
education,
students
or
English
language
learners,
who
might
be
traveling
pretty
good
distances
to
get
from
home
to
school.
Not
because
the
school
is
on
a
general
education
choice
list.
But
that's
because
of
a
program
that
we
have
across
the
city
that
could
accommodate
their
needs
and.
G
D
G
And
are:
is
there
any
analysis
done
and
I
know,
you'll
say
it
happens
at
the
IEP
meeting,
but
really
from
the
system?
Is
there
any
analysis
to
really
understand
how
many
door-to-door
students
would
be
able
to
take?
You
know
get
to
school
on
their
own,
so
you
hear
of
high
school
students
in
particular,
who
are
using
the
T
on
their
own
time
on
the
weekends
but
are
getting
door-to-door
service
during
the
school
day,
because
you
know
their
IEP
says
that
they
can
get
it
so
I'm
just
wondering
from
a
systemic
from
a
systemic
standpoint.
G
D
E
E
D
There
are
students
receiving
door
to
door,
transport
accommodations
who
shouldn't,
who
maybe
don't
actually
merit
it
and
through
the
letter
of
the
law
they're
supposed
to
be
in
the
least
restrictive
environment
possible,
and
that
would
not
be
door
to
door
transportation
if
they're
not
actually
fully
eligible
for
door
to
door
transportation.
So
we're
working
very
closely
with
special
aid
to
be
able
to
determine
you
know.
How
can
we?
How
can
we
work
more
closely
together
to
I'm.
G
Getting
I'm
getting
the
the
hook
from
Apollo,
so
let
me
just
as
one
more
let
me
ask
one
more
question
and
I'll
save
the
rest
for
the
next
round.
You
talked
about
which
one
should
there's
so
many
good
ones.
Let's
go
to
page
11
I
have
the
employees
the
long-term
leave
the
suspended,
the
short-term
leave
the
daily
absences,
etc,
etc.
How
much
is
that
costing.
G
F
F
So
speaking,
specifically
about
the
suspended
category,
so
that
24
drivers
are
spend
it.
While
there
are
some
drivers
who,
on
any
given
day,
are
suspended
without
pay,
there
are
a
lot
suspended
with
pay
annually.
We
spend
about
1.3
million
dollars
on
suspended
with
pay
drivers.
I
know
that
was
the
number
last
year
and
I
believe
it
is
pretty
consistent
with
prior
years
as
well.
F
H
Thank
You
councillor
siamo
and
Thank
You
councillor,
sorry
George,
for
continuing
to
have
these
hearings
they're
very
helpful.
Thank
you
to
all
of
you.
The
presentations
are
great.
Sometimes
there
are
hearings
with
bps
presentations
aren't
the
best
in
terms
of
it.
What
I
mean
by
that
is
just
the
level
of
detail.
So
I
appreciate
the
level
of
detail
that
you
guys
every
time
you
come
back,
there's
more
detail
in
it.
So
I
just
want
to
applaud
you
for
that.
So
thank
you
and
also
I
know.
H
Transportation
is
an
issue
for
all
of
us
in
this
building
outside
it's
never
personal
I
get
that
you
guys
are
working
hard,
and
much
of
this
is
outside
of
your
control.
So
I
also
want
to
acknowledge
that
the
hard
work
that
you
guys
do
every
single
day
to
try
to
pull
these
costs
back
and
to
just
reduce
the
cost.
So
thank
you.
Just
a
couple
of
questions
and
I
want
to
go
back
to
councillor
sabi
George's
point
on
the
sort
of
over
on
that
7
million,
and
she
said
you
know
there
are
reasons
I'm
curious.
H
D
I'll
open
up
and
then
ed,
if
there's
any
detail
that
you
wanna
weigh
in
on
it,
is
our
Assistant
Director
of
Finance
and
knows
the
numbers
a
little
better
than
I,
but
to
to
some
degree
the
budget
that
we
entered,
FY
19
with,
was
not
as
accurate
as
we
would
like
it
to
be.
Based
on
where
our
spending
has
been
in
recent
years.
D
That
said,
we
did
whatever
we
could
to
reduce
spending
in
areas
where
we
could
control
and
even
areas
in
the
past,
where
we
hadn't
been
able
to
control
much
before
in
terms
of
same
monitor,
related
costs.
As
Ed
relayed
earlier
today,
we
were
able
to
to
save
pretty
substantially
in
monitors
this
year,
despite
the
fact
that
one
to
one
monitor,
requests
grew
by
a
hundred
and
fifty
three
percent
over
the
last
two
years.
D
That
represents
a
little
over
a
million
dollars
in
savings
that
you
wouldn't
have
really
seen
because
of
an
overrun,
but
that
overrun
could
have
been
far
far
greater
had
it
not
been
for
some
of
the
efforts
to
control
costs
wherever
possible.
In
addition
to
that,
had
it
not
been
for
a
drastic
increase
in
monitor,
related
expenses,
monitor
related
requests
year-to-year.
It's
likely
that
the
savings
that
we
achieved
would
have
been
far
greater.
D
In
addition
to
that,
fuel
costs
have
risen,
insurance
costs
arisen,
other
things
that
rose
even
bigger,
even
above
our
projection,
our
projected
increases
and,
unfortunately,
we're
not
able
to
sustain
those
costs.
Clearly
it
is
an
overrun
clearly
we're
not
happy
about
it.
Nobody
in
transportation
is
we're
doing
everything
we
can
every
day
to
reduce
costs
and
we
hope,
with
everything
that
we
do
we'll
be
able
to
control
costs
better
in
FY
21,
we'll
discuss
in
the
next
couple
months
from
the
budget
hearings
come
around
I.
H
F
Wanted
to
add
that
I
think
it's
been
a
number
of
years
with
the
transportation
budget
and
the
budget
being
set
has
been
kind
of
all
over
the
place
that
for
a
while,
the
district
in
the
city
we
didn't
know
what
is
the
right
number
to
be
spent
well,
what
is
what
is
reasonable,
I
think
we've
finally
gone
to
a
place
where
we're,
projecting
and
building
a
budget
from
the
ground
up
and
doing
a
lot
more
thoughtful
process
and
we're
taking
a
long
time.
You
know,
while
we're
going
through
the
budget
process.
F
Now
we've
been
working
at
this
since
the
end
of
September,
beginning
October,
to
figure
out
well
what
should
we
be
spending,
and
where
has
the
growth
been
over
the
last
couple
years
and
unfortunately,
you
know
we
have
seen
growth
if
you
go
back
to
one
of
those
later
slides,
the
the
non
yellow,
yellow
bus
services
was
growing
at
a
rate
of
8%
annually.
That's
not
sustainable
million
dollar
increases
in
bus
monitors,
which
is
was
a
six
million
dollar
line-item.
F
D
Just
one
last
clarification
councillor
if
you
wouldn't
mind,
because
I
did
say
that
you
know
to
some
degree
that
the
budget-
maybe
not
as
maybe
wasn't
as
accurate
as
we'd
like
it
to
be-
certainly
I
own-
that
myself,
we
work
very
very
closely
with
our
finance
team
to
set
our
budgets
year
to
year,
and
certainly
when
we
put
a
budget
together,
we
we
aim
with
all
of
our
intentions
to
hit
that
budget
number.
So
it's
not
as
if
we
we
disagree
with
things
and
then
we
just
sort
of
do
what
we
do.
D
We
work
very
closely
to
set
the
budget,
and
then
we
do
what
we
can
to
hit
those
budgets
and
because
we
have
had
a
series
of
innovations
in
the
last
few
years
we
were
pretty
optimistic
that
would
be
able
to
hit
budgets
in
recent
years
because
of
some
of
the
cuts
and
our
bus
fleet
savings
and
monitors
other
changes
about
and
optimization
and
quite
frankly,
although
those
have
amounted
to
significant
savings,
you
don't
see
them
much
because
overruns
in
other
areas
behind
our
control
have
outstripped
our
ability
to
actually
catch
up
with
that.
But.
H
D
Sure,
and
just
just
to
be
frank
because
councillor
Janie
mentioned
earlier,
that
the
concern
about
student
is
receiving
door-to-door,
who
maybe
shouldn't
receive
door
to
door
just
to
be
clear.
We're
also
seeing
a
dramatic
rise
in
the
number
of
students
with
autism
entering
the
district
every
year
now
and
that
that
population
is
going
up
and
up
which,
quite
frankly,
I
take
great
pride
in
my
wife
teaches
at
the
Lee
school,
which
is
one
of
the.
It
is
actually
the
largest
program
for
autism
in
the
city.
D
F
Wanted
to
say
one
last
thing
was:
even
if
every
single
student
remained
at
the
same
address
and
they
were
going
to
the
same
exact
school
and
everything
stayed
the
same.
Our
cost
next
year
would
likely
be
higher
regardless.
If
there
was
no
change,
that's
because
we
have
to
pay
our
drivers
and
every
you
know,
where's.
The
entire
operation
is
six
unions.
All
of
them
have
baked
in
I.
Think
all
of
them
consistenly
have
2%
increases,
because
we
are
bear
the
burden
of
health
insurance
that
thing
that
NOAA
they're
kind
of
our
mental
budget.
F
That's
gonna
go
up
every
year
because
of
the
health
insurance
market
and
premiums
are
just
going
up.
Lastly,
the
they're,
not
pensions,
but
we
provide
401ks
to
all
the
transit
employees
right
now.
I
think
it's
a
three
percent
total
wage
match
that
Transdev
and
in
turn,
BPS
bears
the
burden
of
over
the
last
couple
years.
That's
that's
that's
percentage
increases
thank.
I
I
Just
wanted
to
go
I,
don't
think
the
numbers
are
here,
but
I
do
hoping
that
maybe
follow-up
conversations
which
we
will
have
many
of
how
much
would
it
actually
cost
to
bus
every
BPS
student,
the
high
school
students
and
I
know
it's
not
here,
but
I'd
like
that
number.
How
much
would
it
would
would
it
would
what
it
would
actually
cost?
I
know
we
have
a
policy
now
at
seventh
and
eighth
graders
and
then,
after
that
we
are
not
busting
kids,
ninth
grade
or
not
so
I'm
curious
about
that
cost.
I
I'm
curious
if
that
number
matches,
or
is
less
than
the
50%
of
the
budget
that
we're
paying
to
for
the
door-to-door,
the
private
kids
and
the
charter
schools.
So
I'm
curious
about
a
comparison
of
those
two
numbers
for
my
own
education
I'm.
Also
curious
about
how
we
can
start
I,
don't
know,
that's
happening
right
now
how
we
can
start
to
get
private
developers
to
begin
to
pay
its
mitigation
into
into
bps
or
to
help
schools.
I
They
do
it
right
now,
right,
they'll
paint,
a
school
they'll
provide
laptops
to
a
school
they'll
do
a
lot
of
stuff,
and
these
are
good
things.
These
are
not
bad
things,
but
there
are
things
that
they
are
contributing
to
some
of
the
congestion
they're
contributing
to
some
of
the
traffic
issues
that
we're
facing
in
our
district,
by
how
much
they're
building
in
the
density,
so
I'd
love
for
bps
to
start
to
ask
them
to
contribute
in
terms
of
helping
to
alleviate
that
burden.
I
Provide
money,
provide
a
bus
grant
to
provide
something
that
they
can
provide
into,
so
that
we
are
we're
able
to
bus
more
of
our
kids,
or
at
least
maybe
decrease
the
cost
of
busing,
some
of
them
and
I'm
strictly
talking
about
the
bps
kids,
not
necessarily
Boston
resident
kids
going
to
charter
another.
So
of
course,
a
couple.
D
Responses
to
bolt
to
your
points
first
right,
we
don't
have
a
cost
estimate
in
front
of
us
prepared
today
if
we
were
to
provide
service
for
all
of
our
students.
One
thing
to
note,
though,
is
that
we
provide
about
20,000
m70
passes
during
the
course
of
the
year
for
20,000
students
we
transport
currently
about
26,000
students.
We
currently
transport
those
those
26,000
students
at
the
costs
that
you've
seen
through
this.
Those.
D
Okay,
if,
if
we
provide
a
transportation
service
with
yellow
bus
to
20,000,
additional
students,
you're
likely
to
see
far
above
fifty
million
dollars
in
costs
for
the
buses
and
the
bus
yards
and
the
related
staff
costs
for
that
population
of
students.
Again,
we
can
try
to
provide
that
it's
very
difficult
because
we've
never
routed
those
students
before
on
buses
and
to
get
a
true
estimate.
You'd
have
to
actually
build
bus
routes
all
over
again
with
the
entire
student
population
in
mind
and
not
just
those
eligible
for
yellow
bus.
D
What
I
would
suggest
that
we
do
for
you
if
this
works
is
to
provide
an
estimate
of
that
based
on
certain
assumptions
and
I'm.
The
only
thinking
off
the
top
of
my
head,
but
my
sense
of
it
is
that
would
cost
far
in
excess
of
50
million
dollars
to
provide
that
level
of
service
for
all
of
our
students,
not
currently
on
yellow
bus
right.
I
So
just
then,
specifically
in
my
district,
if
we
were
to
add
a
bus
to
buses,
one
from
East
Boston
run
that
number
to
go
to
B,
LA
or
one
from
Charlestown
an
additional
bus.
Could
you
get
me
those
numbers
and
I'm
not
assuming
that
you
then
would
fund
that
I'm
assuming
I
can
run
those
numbers
over
to
a
developer
and
advocate
heavily
for
my
district?
If
need
be,
but
I
don't
have
those
numbers
and.
D
What
I
would
suggest
that
we
do,
then,
is
follow
up
as
a
separate
conversation.
I
know
that
some
of
this
will
come
up
when
the
hearing
that
comes
in
a
few
weeks
and
to
be
frank-
and
we
discussed
this
just
last
evening.
This
conversation
here
is
about
FY
19
spending,
and
how
do
we
reduce
spending
that
conversation
is
gonna,
be
how
to
provide
more
service,
which
is
only
going
to
increase
spending
unless
it's
funded
by
an
outside
entity?
What.
I
I
would
and
I
would
add,
to
is
just
it's
just
really
just
me
asking
questions.
Just
just
get
the
numbers
right,
because
if
we
don't
have
a
goal,
then
I
don't
even
how
to
advocate
I,
don't
even
know
how
to
have
a
cait
with
you.
If
I
don't
know
what
the
goal
is,
except
that
I
know
that
it's
really
high,
so
so
III
I'd
love
to
help
you
get.
There
is
my
point:
I,
don't
know
where
we're
going.
I
I
The
complications
of
that
I'm
just
asking
them
for
these
numbers
to
help
me
get
you
to
that
system
and
to
advocate
for
my
district
to
be
very
frank,
so
I'd
love
for
those
those
kinds
of
numbers
and
then
one
other
number
that
might
be
worth
hearing
about
or
something
that
I'd
love
to
to
talk
to
you
about
is
how
would
or
could
scooters
help
in
any
way
shape
or
form
with
transporting
kids
with
smaller
distances
or
short
distances
abuse.
I
I'm,
looking
by
the
judge
by
the
look
of
your
faces
that.
B
I
J
D
That
and
what
I
would
say
on
a
serious
note
is
we
have
we
have
a
safe
routes
to
school
initiative
where
we're
trying
to
encourage
students
physically
getting
themselves
to
school
and
not
by
bus,
not
by
vehicle
but
by
walking
or
by
riding
a
bike.
I
think
that
that's
actually
sort
of
an
entry
point
to
that
type
of
conversation.
Again
on
a
very
serious
note,
because
I.
D
I
Certainly
reduced
the
burden
for
some
folks
who
have
to
walk
a
half
mile
to
get
to
the
bus
stop
or
to
the
T.
If
there's
any
way
to
reduce
burden
on
folks
already
have
a
long
commute,
I'm
sorry
I'm
gonna
have
to
leave.
So
that's
why
I
took
a
little
longer
because
that's
I
can
only
go
through
one
round
because
my
hearing
starts
at
2:00,
hopefully
in
the
same
chamber.
So.
D
We
will
come
back
to
you
Council,
with
the
answers
to
your
questions
again.
The
concern
that
we
have
about
the
Charlestown
bus
is,
there
are
twice
as
many
students
in
Dorchester
Roxbury
near
boa,
who
go
to
Charlestown
high.
Then
there
are
students
live
in
Charlestown
in
East
Boston,
the
North
End
to
go
to
be
LA,
and
if
we
were
to
do
it
for
the
child
sign
or
with
any
spots
and
students,
we
really
ought
to
do
it
for
the
other
students.
I
B
You
and
I
would
like
my
kids,
scoot
or
biking
if
there
was
a
dedicated
bike
lane
from
my
house
to
their
schools,
because
the
idea
of
putting
them
on
our
streets
does
horrify
me
are
in
in
these
costs
that
are
outlined
in
the
presentation
today.
If
we
included
the
cost
of
bps
athletics
and
their
buses
and
field
trips
and
their
buses.
Is
that
all
part
of
yes
it's
presented
today?
Can
you
extract
out
for
me
at
all
the
costs
that
we've
been
the
cost
of
bps
athletics
on
within
this
budget?
B
B
D
The
way
that
it
works
is
based
off
of
a
bidding
process.
We
have
had
conversations
with
both
the
Union
and
with
Transdev
to
basically
tighten
the
management
of
that
operation
within
within
Transdev,
both
with
greater
partnership
with
the
Union,
who
is
a
very
good
partner
of
ours,
but
also
in
the
in
the
timing
of
the
bus
requests
themselves
from
the
Athletics
Department
or
from
the
schools,
so
that
we
have
more
advance
notice
of
the
need
for
buses
and
then
potentially
advance
posting
of
those
buses
to
the
bus
drivers.
D
D
Then
that
that
situation
is
treated
just
as
if
a
driver
did
to
show
up
for
work,
you
know,
there's
there's
an
absence
and
the
absences
can
happen
for
a
number
of
different
reasons,
but
we
would
go
through
that
process
of
Trance.
That
would
go
through
that
process
with
the
drivers.
What
sometimes
happens,
and
quite
frankly,
we
we
have
had
a
much
stronger
year
this
year
with
regard
to
athletics
and
field
trip
buses
than
we
did
last
year.
But
what
some
stronger.
B
D
Two
things
I
would
point
out:
it
might
be
more
than
a
half
dozen.
We
can
try
to
find
the
number
for
you.
Two
things.
I
would
point
out,
though,
and
I
and
I
say
this
as
a
parent
of
children
in
bps
athletics.
What
sometimes
happens
is
a
parent
is
told
that
they're
picking
up
from
the
field
on
a
day
when
the
parent
thought
that
would
have
been
a
bus.
D
What
the
parent
sometimes
doesn't
realize
is
that
the
school
never
actually
requested
a
bus
for
that
day
or
didn't
request
a
bus
for
that
day
until
the
day
before
or
something
along
those
lines.
So
it
gets
very,
very
tricky
because,
as
parents
we
sometimes
don't
understand
what
the
process
is
behind
the
scenes
and.
K
D
B
See
what
I'm
saying
right
no
I
understand,
so
it
would
be
good
to
know
those
numbers,
whether
it's
for
our
follow-up
hearing
on
through
the
Education
Committee
on
some
transportation
stuff,
but
certainly
for
our
FY
20,
but
hearings,
because
that
would
be
I,
think
important
to
know
and
how
we
can
support
and
improve
the
show
the
show
numbers
for
those
buses.
Also,
last
year,
during
this
same
hearing
for
last
year's
budget,
we
talked
about
the
number
of
the
the
rising
cost
you
to
accept
exception
time
for
some
of
our
bus
drivers.
B
D
We've
done
a
really
good
job,
keeping
those
costs
in
check,
particularly
since
the
first
half
of
last
year
after
the
first
half
of
last
year
or
the
first
few
months
of
last
year,
we
really
made
grids
good
strides
and
cutting
that
down,
and
that's
not
just
our
credit,
but
also
the
drivers
union,
their
credit
and
working
with
us
on
that,
because
they
don't
want
drivers
giving
them
a
bad
name
sitting
in
parking,
lots
and
things
of
that
nature.
So
we
have
cut
that
down
through
the
help
of
the
Union
and
the
bus
company.
L
F
Don't
have
specific
numbers
in
front
of
me,
but
FY
7
FY
15,
FY
16.
We
had
seen
consistent
kind
of
exception
time
payouts
and
there
was
a
bump
in
FY
17
and
an
even
larger
bump
in
FY,
7th
and
FY
18
FY
19
we've
been
able
to
stabilize-
and
this
is
part
of
the
cross
collaboration
with
us
in
Transdev
and
us
just
holding
transitive
more
accountable
to
denying
these
kind
of
false
exception.
Time
requests.
So
we're
back
down
to
those
FY
15
FY
16
levels,
but
I
can
get
numbers
great.
D
And
there's
one
last
point,
so
that's
just
important
to
note
exception
time
doesn't
mean
fraud,
okay,
exception
time
by
and
large
usually
means
you're
stuck
in
construction
in
traffic.
It
you
have
a
wheelchair
student,
the
wheelchair
bus
wasn't
working
properly
or
a
myriad
number
of
delays
that
happen
out
in
the
road
for
very,
very
valid
reasons.
That's
usually
what
we
see
for
exception
time,
great.
B
And
then
I,
just
I'm
gonna
have
a
quick
follow-up
question.
If
you
don't
mind
last
year
we
also
talked
about
the
35
out
of
750
bus
drivers
that
were
suspended
with
pay
that
were
being
investigated
by
DCF.
Do
we?
You
know
we
seen
a
resolution
in
those
cases
how
many
bus
drivers
remain
suspended
without
pay
specific
to
DCF
cases.
F
E
We've
been
working
with
DCF
very
closely
to
make
sure
that
we're
keeping
the
number
of
drivers
we
have
suspended
with
pay
down.
Actually,
at
this
current
time
today
we
have
20
drivers,
suspended
I,
don't
know
the
specific
number
of
drivers
suspended
with
pay
or
without
pay.
I
can
get
those
numbers
to
you
pretty
soon,
but
the
numbers
are
definitely
down
we're
actually
35
percent
down
than
where
we
were
last
year.
Great.
Those.
F
K
F
B
F
At
one
point,
three
million
dollars
a
year
is
a
lot
of
money
and,
aside
from
the
money,
we
need
our
drivers
to
be
driving
to
ride
servus.
So,
unfortunately,
the
drivers
with
51
A's
filed
against
them
we're
kind
of
at
the
will
of
DCF.
For,
however
long
their
investigation
takes
and
the
same
with
the
AR
C,
which
is
the
accidental
review
committee.
F
G
G
You
so
much
I
want
to
come
back
to
special
education
and
I
am
certainly
thrilled
that
you're
doing
more
to
include
students
on
the
autism
spectrum.
As
you
know,
my
previous
organization
did
a
lot
of
work
in
the
area
supporting
students
with
disabilities
and
so
very
important,
and
any
child
who
needs
bus
transportation
should
certainly
have
it.
I.
Think
one
of
the
so
one
of
the
biggest
drivers
of
costs
are
the
art
of
district
placements,
the
private
placements,
and
there
are
many
in
the
advocacy
community.
G
Who
would
argue
that
you
know
that
parents
who
are
seeking
out
of
district
placements
are
doing
so
because
they
are
not
able
to
get
what
they
need
for
their
children
within
bps
and
and
it's
often
parents
who
know
how
to
navigate
the
system
and
who
can
advocate
strongly
for
their
children
and
if
we
were
doing
more
on
the
front
end
in
terms
of
providing
the
services
and
some
of
it.
You
may
just
not
be
able
to
do
and
I
understand
that,
but
I
think
there
is
a
population
of
students
who
have
been
denied.
G
You
know
the
services
that
they
rightfully
deserve
in
our
system
and
have
now
left
and
it
is
costing
an
arm
and
a
leg
and
I
I
would
love
to
see
BPS
do
much
more
to
provide
and
I
know.
This
is
a
transportation
hearing
and
not
a
special
education
hearing,
but
we've
got
to
do
it
right
and
it's
not
enough
to
ask
our
educators
to
get
three
certificates
and
and
to
be
all
things
to
all
students.
We've
got
to
have
the
staffing
in
place
that
is
going
to
support
our
students
with
disabilities.
G
D
Sure
it's
a
number
of
factors:
we've
been
working
very
close
to
a
special
education
to
better
understand
it
ourselves,
certainly
part
of
it
is
an
increase
in
or
a
change
in,
the
student
mix,
so
to
speak
among
different
special
needs
categories,
as
I
mentioned
before.
The
increase
in
the
students
with
autism
would
have
part
of
that
would
be
responsible
for
part
of
that.
D
G
K
G
G
You
mentioned
also
in
this
presentation
that
you
were
monitoring
something
some
areas
that
led
to
some
efficiencies
and
I'm
wondering
how
are
you
doing
in
other
areas
to
see
how
you
can
save
some
months
or
at
least
keep
the
cost
from
rising
I?
Guess
it's
not
really
a
saving,
so
I
think
it
was
an
early
slide
here.
G
K
F
Bus
monitors
we've
seen
you
know
three
hundred
thousand
dollars
with
savings
from
FY
18,
F
119,
but
cost
avoidance
of
about
a
million
dollars
the
efficiency.
There
is
really
in
from
the
work
that
we
did
in
optimizing
our
monitor
packages
and
that's
putting
together
the
the
work
that
a
monitor
does
every
day.
F
It
was
a
very
inefficient
laborious
process
of
printing
out
a
thousands
of
piece
of
paper
and
putting
it
all
together,
we're
trying
to
use
technology
little
bit
better,
so
the
optimization
of
bus
monitors
is
trying
to
get
them
to
do
as
many
runs
in
a
day
as
possible
and
we're
also
using
assigned
versus
standby
monitors
more
efficiently.
Okay,.
G
How
is
this
going
to
get
us
closer
to
eliminating
the
opportunity
and
achievement
gaps?
How
are
we
making
sure
that
that
that
students
that
were
not
creating
more
disparity,
so
we
know
that
the
home-based
assignment
is
in
fact
doing
just
that?
How
are
we
using
so
anytime?
Any
Department
comes
I
want
to
know
how
was
your
work
directly
related
to
closing
the
opportunity
achievement
gap?
So
that's
my
final.
Thank
you.
So
much
I'm
mr.
chair
I,
appreciate
that
that's.
D
D
Well,
I'll
say
that
if
I
outset
and
then
I'll
try
to
answer
your
last
question,
which
I
mean
anybody
who
works
in
bps
if
you're
not
getting
up
every
morning
to
try
to
close
the
opportunity,
an
achievement
gap,
then
you're
in
the
wrong
profession.
So
I
just
be
curious
to
hear
what
my
colleagues
have
to
say,
because
we
all
try
to
do
that
in
our
own
way.
The
the
writer
types
that
you
mentioned
before
the
three.
If
you
looked
at
the
three
categories
of
bps
door-to-door
mm-hmm.
K
D
And
private
special
education,
it's
less
than
25
percent
of
our
students
and
more
than
50
percent
of
our
costs.
If
you
to
be
a
little
bit
more
crude
in
terms
of
the
math,
if
you
looked
at
our
BPS
door-to-door
and
added
in
our
non
BPS
obligations,
you'd
have
about
65
to
70
million
dollars
in
costs
just
right.
There
alone,
again
more
than
half
of
our
budget,
far
more
than
half
our
budget
and
in
areas
that
we
can't
control
very
much.
D
We
strive
in
transportation
to
make
sure
that
if
a
student
needs
to
attend
a
school
across
the
city
because
of
their
own
needs
or
because
of
their
own
desires,
to
attend
that
school,
then
we
do
our
very
best
to
make
sure
that
that
student
gets
to
that
school
and
if,
in
our
process
of
allowing
students
to
access
schools,
far
beyond
their
own
neighborhood
allows
us
to,
in
some
small
way,
close
the
opportunity
gap
for
those
students.
Then
I
feel
like
we're
doing
what
we
need
to
do
to
drive
the
mission
of
the
district
forward.
D
Clearly,
the
work
in
our
fellow
departments
related
to
academics
related
to
special
education,
English
language
learners.
All
these
other
departments
have,
one
might
argue,
a
bigger
saying,
closing
the
opportunity
gap,
but
certainly
the
piece
that
we
play
is
important
and
making
sure
that
our
students
access
the
programs
that
they
need
to
access
for
their
own
needs.
E
So
transportation
provides
access
to
education
when
I
look
at
transportation,
I,
look
at
before
kids
before
kids
even
get
into
school
for
a
teacher
to
teach
before
they
can
get
into
school,
for
a
teacher
to
teach
or
even
before
they
get
to
their
building
anything
of
that
nature.
They
need
transportation
order
to
get
there.
I
G
I
ask
because
we
know
if
we
looked
at
this-
the
special
education,
private
placement.
Many
of
those
parents
are
white,
affluent
parents,
and
we
know
that
that
is
costing
the
system
a
very
a
lot
of
money
and
it's
at
the
expense
of
kids
in
our
district
who
are
getting
access
to
schools
that
needs
lots
of
improvement
and
they're
being
asked
to
take
public
transportation.
More
and
more
of
them
are
being
asked
to
get
on
public
transportation,
which
is
not
reliable,
so
I
think
there's
more
work
to
be
done.
G
D
H
It
really
does
speak
to-
and
this
is
not
just
obviously
your
department,
the
special
ed
Department
academics
curriculum
the
need
for
our
system
to
do
better
with
respect
to
programming
for
these
students
so
that
they
don't
have
to
go
to
these
out
of
district
placements
I'm
gonna
started
my
legal
career
as
an
education
attorney
doing
IEP,
hearings
and
I
understand
it.
You
know
parents
advocating
and
making
sure
their
kids
have
the
best,
and
if
we
can't
provide
it
in
bps,
they
have
to
go
elsewhere.
H
So
I
think
it's
really
incumbent
upon
us
to
continue
the
conversations
with
other
departments
to
say
what
are
you
doing
with
respect
to
making
sure
that
we
have
programs
like
at
the
Lea
school,
for
example,
that
are
expanding
and
doing
incredible
work
that
usually
don't
get
highlighted
the
work
they
do
at
the
lead?
No
media
attention
around
the
incredible
work
happening
there.
What
are
we
doing
with
respect
to
other
strands
of
programming,
for
special
populations
of
students,
and
what's
our
timeline
err
on
some
of
that,
because
that's
a
big
driver?
H
Obviously
some
of
these
costs
so
I
just
wanted
to
put
that
out
there,
because
it
was
definitely
a
question
I
was
gonna
have,
but
I
thought
it's
call
obviously
responded
to
councillor.
Jane
was
great,
but
the
fact
your
meeting
with
the
special
ed
Department
is
fantastic
too,
but
we
know
that
these
this
conversation
can't
just
fall
on
transportation.
Right
I
wanted
to
just
quickly
go
back
to
the
state
law
piece
and
changing
the
state
law
and
I
appreciate
your
candidness
John
so
like
just
what
it
hasn't
been
any
conversations
around.
H
C
D
Knowledge
there
hasn't
been
much
of
a
conversation,
but
I
want
to
qualify
that
by
saying
that,
that's
just
my
knowledge
there
may
well.
They
may
very
well
be
conversations
happening
in
different
pockets
across
the
state
or
even
in
Boston
that
I'm
not
aware
of
what
what
what
I
can
say
is
a
piece
of
the
state
law
which
has
come
up
in
recent
years.
D
H
What
would
that
entail,
or
what
would
that?
What
would
that
mean?
So
you
change
the
state
law
from
what
to
what
and
then
what
would
that
look
like
I
was
thinking.
I
can't
be.
That
was
quick,
so
you
change
the
state
law,
I
guess
from
from
A
to
B
and
then
what's
the
impact
on
our
numbers.
For
example,
do
you
have
a
sense
of
what
that
might
be.
D
D
Getting
spent
they're
just
getting
spent
in
a
different
in
a
different
way.
You
know
it
could
be
that
the
state
then
provides
the
charter
transportation
funding
directly
to
the
charter
schools
and
not
through
to
the
cities
that
serve
the
charter,
schools
and
then
those
budgets.
Those
expenses
sit
on
our
on
our
charter,
schools,
Ledger's
of
accounts,
so
the
dollars
would
necessarily
go
away,
but
they
would
go
away
from
our
budget
and
that's
a
what
is
they're
suspending
every
year
on
charter.
K
D
The
family
counselor
Janie's
right
in
many
cases
it
might
be
a
family
who's
able
to
navigate
the
system,
then
accesses
a
placement
outside
of
the
district,
but
that
I
think
that
that
would
be
quite
different
from
the
from
the
charter,
school
law
and
if
by
rights,
we
need
to
provide
a
service
that
we
cannot
provide
in
the
district.
Then
we
do
need
to
provide
that
service
to
a
family
outside
the
district.
H
Okay,
I
was
just
sort
of
talking
that
through
I
mean
I
have
a
lot
of
charter
schools.
In
my
district
and
frankly,
parents
who
say
you
know
bps
is
isn't
serving
them
wells
that
are
looking
for
some
other
alternative
and
whether
it's
a
scholarship
to
a
private
school,
parochial,
school
or
charter
school.
You
know
these
are
families
that
don't
have
usually
the
money
to
to
go
anywhere
else
and
charter
schools
provide
that
option
for
them
right.
H
So
it's
just
it's,
but
it's
I
think
I
just
wanted
to
just
pull
it.
We
can
continue
the
conversation
about
the
state
law,
but
it
was
just
something:
I
wanted
to
add,
quick,
just
a
couple,
quick
questions
so
of
those
a
thousand
employees.
Thank
you.
Those
are
thousand
employees.
Do
they
live
in
the
city
of
Boston.
A
H
F
B
D
Again,
I'll
speak
in
general
terms
to
that
de
Lorette.
If
you
have
the
data
behind
that,
that
would
be
wonderful.
We
have,
as
you
recall,
taken
great
measures
in
trying
to
cut
down
on
the
number
of
what
we
call
routed
non
riders,
so
students
assigned
to
buses
who
are
not
riding
what
we've
done
each
of
the
last
two
years
is
surveyed
our
school
at
each
of
our
schools,
not
necessarily
our
school
leaders,
often
oftentimes.
It's
our
school
secretaries,
those
people
in
the
schools
charged
with
keeping
sort
of
a
roster
of
who's
riding
the
bus.
D
Every
day
we
work
with
them
every
September,
October
and
then
again,
every
May
June
to
figure
out
which
students
are
not
actually
riding
the
bus.
They
then
get
back
to
us
with
the
list
of
names
of
those
students
who
are
not
riding,
and
then
we
have
a
call
center
set
up.
That
Dell
manages
use
in
the
customer
service
representatives
that
we
have
on
transportation
to
actually
call
the
families
and
confirm
that
they
are
not
riding
the
bus
and
they
will
choose
to
opt
out.
F
In
terms
of
the
number
of
students,
I,
don't
have
the
cost
associated
with
them,
but
the
number
of
bps
students
that
were
opted
out
as
of
October.
When
we
like
to
look
at
our
you
know,
comparative
data
was
one
thousand
four
hundred
eighty
three,
and
there
was
also
one
hundred
eighty
opted
out
of
charter
schools
and.
B
B
F
D
A
M
L
M
L
M
L
M
Me-Me-Me
preocupaciones
que
deberían
de
poner
un
poquito
más
de
presupuesto
en
cuanto
al
mana
Torrio
de
los
busses
porque
si
de
que
un
conductor,
nova
tiene
la
misma
pre-k
on.
Can
you
monitor
puede
llamar
dentro
de
un
bus
con
nuestro
Nino's
por
que
sabemos
que
es
más
pequeño
dentro
de
su
buses,
no
solamente
de
vienen
de
una
de
aquella
dia
mas
bien
and
a
kinder
attacking
tirado
doses
is
too
smooth
official
para
que
el
conductor,
puede
air,
con
esto,
no
puede
Lyria
and
tipo
de
comportamiento
de
los
ninos.
That.
M
Solamente
hablo
por
mi
personas
sino
que
tengo
amigas
cake,
impart
n
su
historia
junto
conmigo
por
tener
hijos
con,
especially
dades
como
una
madre
que
tiene
un
hijo
mo
k,
Yaga
todo
Arenado
de
sus,
Brazos
y
hasta,
la
fecha,
no
ser,
hecho,
nada,
pero.
Lo
que
you
Kamoze
s:
tenor:
Mahoney
Torre,
dentro
del
bosque,
para
ver,
SI,
esto,
no
puede
ayudar,
a
bird,
a
polis
in
capacidad
de
que,
tiene
nuestros
hijos.
L
That
she
isn't
just
speaking
for
herself
she's,
also
speaking
for
other
families,
that
that
she
speaks
to
on
a
regular
basis.
Her
friends,
when
one
of
her
friends
has
a
child
with
autism
and
often
arrives
home
with
scratches
on
his
arms,
and
so
the
requests
for
bus
monitors
is
really
really
important.
M
Tengo
una
pregunta
que
creo
que
sería
muy
importante
verdad
para
nosotros
que
tenemos
a
ho
dentro
de
las
escuelas
públicas
yo
son
el
transporte
público
lo
Nino's
porque,
no
ser
una
encuesta
todo
los
padres
que
tenemos
a
hos
dentro
de
estas
escuelas
y
que
tengo
sandow
el
transporte
y
que
esto
VA,
a
de
acuerdo
elidio
McKay
habla
Mo's
para
que
ustedes
como
encargado
verdad
el
medio
de
por,
el
presupuesto
de
Maio,
transporte
puede
andar,
say
cuenta
de
como
nosotros
los
padres
tambien
su
fremo
fruit
ratio.
Nays
pour
une
transporte
que
totalmente
pesum
opera
nosotros.
M
L
Has
a
request
that
a
survey
be
done
with
all
the
parents
that
have
children
in
bps
transportation
because
you
all
are
putting
together
the
budgets
and
they
have
a
lot
of
frustrations
around
the
transportation.
And
so
can
a
survey
be
done
in
different
languages,
including
Spanish,
to
make
it
accessible
for
families
to
be
able
to
share
their
experiences.
L
M
L
N
N
To
really
reiterate
on
what
her
issue
is.
If
you
get
this
bus
monitor
kindly
think
twice
and
reconsider
you
need
a
bilingual
bus
monitor.
So
if
it's
an
EIU
P
that
they
need
a
bus
monitor,
you
may
need
a
bilingual
bus
monitor.
Okay,
our
drivers
can't
always
monitor
these
kids
that
are
spent
because
there
are
different
levels
of
comprehension,
different
levels
of
behavioral
and
emotional
issues,
different
levels
of
physical
ability,
if
you've
never
been
had
a
kid
be
on
a
wheelchair
bus
and
you
watch
the
hydraulic,
lift
fail.
N
It
takes
extra
time
for
that
hydraulic,
lift
to
be
manually
loaded
and
manually
raised.
That
incident
occurred
with
my
son
quite
some
many
years
ago,
because
this
was
before
and
after
knee
surgery.
Okay,
these
are
things
to
consider.
If
you
don't
go
through
this,
you
have
no
idea,
and
you
also
don't
have
an
idea
of
parents
who
have
very
severe
disabled
kids.
Who's
wheelchair
has
a
lot
of
complexities
to
its
assistive
technology.
N
All
right,
I
will
reiterate
other
things
that
you
had
already
mentioned
in
regards
to
transportation
and
I'm,
going
to
run
right
through
it
as
quickly
as
possible.
Construction
development,
current
and
upcoming
also
impacts
bps
buses
roots,
especially
our
door-to-door
and
corner
to
corner
and
depending
on
where
they're
going
it
can
slow
it
down.
All
it
takes
is
one
accident
to
shut
the
whole
roadway
down
slow
streets
program
either
narrowing
the
neighborhood
side
streets
with
raised
humps
will
reduce
traveling
time.
N
It
also
impacts
our
garbage
and
recycle
pika.
It
impacts
our
for
buses
are
half
safeties
and
wheelchair-bound
winter.
Snow
mix
impacts,
turning
uphill
downhill
and
or
obstructive
snow
banks,
and
that
times
when
we
have
heavy
downpours
known
as
flooding
out
of
district
placement,
don't
bps
not
having
the
accommodating
services
here
in
district,
so
they
have
to
be
sent
out
of
district.
N
That's
your
transportation
cost
bus
monitors
need
training.
Your
bus
driver
may
be
of
one
language.
The
bus
monitor
may
may
or
may
not
be
of
the
same
language.
Sometimes
they're
up
there
talking
and
not
paying
attention
to
the
kids.
That's
a
huge
issue.
When
it
comes
to
safety,
they
need
the
training
and
they
will
ignore
some
of
our
kids
and
a
specific
one-to-one
bus
monitor,
depending
on
what's
on
the
IEP,
can't
always
monitor
another
student
who
needs
a
bus
monitor
why
it
depends
on
the
complexity
of
the
behavioral
and
emotional
issues
or
the
physical
abilities.