►
From YouTube: Ways & Means FY24 Budget: BPS Enrichment on May 22, 2023
Description
Ways & Means Hearing-Dockets #0760-0768 FY24 Budget: BPS Enrichment
B
A
A
B
Who
do
we
have
do?
We
have
sorry
Ethan
Sam,
depina,
anatavaresh,
Denise,
Snyder,
Miriam,
Ortiz,
Avery,
Estelle,
Tony,
Beatrice
everybody's
here.
B
Good
morning,
good
morning
for
those
of
you
who
just
joined
us,
my
allergies
is
terrible
today
and
so
I'll
be
off
camera.
With
my
tissues,
appreciate
you
all
right,
we'll
start
now:
I,
don't
I,
don't
have
a
gavel,
so
it
would
be
silly
to
knock
on
my
table.
Please
accept
good
morning
as
the
opening.
B
All
right
good
morning,
everyone
for
the
record.
My
name
is
Daniel
Anderson,
the
district
7
City
councilor
I
am
the
chair
of
the
Boston
city
council
committee
on
ways
and
means
this
hearing
is
being
recorded
as
being
live,
streamed
at
Boston
dot,
gov
for
slash,
City,
Dash,
Council,
Dash,
TV
and
broadcast
on
Xfinity
channel
8,
RCN,
channel
82
and
files
channel
964..
The
console's
budget
review
process
will
Encompass
a
series
of
public
hearings
that
begin
in
April
and
will
run
through
June.
B
We
strongly
encourage
the
residents
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record.
You
can
do
this
in
several
ways
attend
one
of
our
hearings
when
in
person
to
give
public
testimony,
we
will
take
public
testimony
at
the
end
of
each
departmental
hearing
today
and
also
at
a
hearing
dedicated
to
public
testimony.
If
you
have
missed
those
feel
free
to
email
us.
The
full
hearing
schedule
is
on
our
website
at
boston.gov
forward,
slash
Council,
Dash
budget.
You
can
give
testimony
virtually
via
Zoom
as
well
or
the
virtual
testimony.
B
When
you
are
called
to
testify,
please
state
your
name
and
affiliation
residence
and
limit
your
comments
to
a
few
minutes
to
ensure
that
all
comments
and
that
to
ensure
that
all
comments
or
public
testimony
are
and
concerns
are
being
heard.
Email.
Your
written
testimony
to
the
committee
at
ccc.wm
boston.gov,
submit
a
two-minute
video
of
your
testimony
through
the
Forum
on
our
website
for
more
information
on
the
City
Council
budget
process
and
how
to
testify.
Please
visit
the
city
council's
budget
website
on
Boston
at
boston.gov
for
slash
Council,
Dash
budget.
Today's
hearing
is
on.
B
B
Your
chair
today
is
a
bit
under
the
weather
just
way
too
many
too
many
pollen,
and
it's
catching
up
to
me
and
so
I
hope
you
don't
mind
that
we
wrap
this
up,
hopefully
within
a
couple
hours
for
our
format.
Today,
we'll
first
go
to
my
Council
colleagues
for
opening
statement
just
30
seconds
each
and
then
to
the
administration
panelists
for
their
presentation
with
the
quick
hands
up.
B
If
we
get
a
consensus
that
you
want
the
information
or
budget
breakdown
presentation
by
our
budget,
analyst
counselors,
you
may
request
to
do
so
or
to
have
it
presented
by
me
and
I'm
happy
to
do
so.
If
not
we'll
just
go
straight
to
round
one
and
then
round
two
to
public
testimony
and
closing
statements.
F
Thank
you
chair
and
thank
you
BPS
for
being
here.
Looking
forward
to
this
conversation,
there's
no
surprise:
I've
been
advocating
loudly
for
more
investment
in
our
Athletics
our
before
and
after
school
programming,
our
extracurricular,
equitably
across
all
school
activities
and
making
sure
that
that's
not
just
a
one-time,
Esther
fun.
I
spoke
last
year
about
you
know
the
Dismal
amount
that
we
invest
and
we
definitely
need
to
invest
more
and
have
it
be
ongoing
and
sustainable
also
want
to
touch
on
the
what
we
call
what
holds
harmless.
F
Soft
Landings
I
did
just
receive
at
9
51,
my
17f
enrollment,
so
I
have
not
had
a
chance.
I'd
ask
for
that
two
Council
meetings
ago,
so
I
haven't
had
a
chance
to
really
look
through
that.
Yet
all
yet,
but
can
follow
up
with
questions
after
about
those
based
on
the
information.
F
I
did
just
received
before
this
meeting,
but
looking
forward
to
the
presentation
and
also
being
a
strong
Advocate
that
our
students
staff
and
have
the
right
funding
to
make
sure
that
social,
emotional
Wellness,
which
ties
into
Athletics
and
extracurricular
activities,
is
there
for
our
students.
So
thank
you.
Thank
you,
chair
and
I
hope.
You
feel
better.
B
Thank
you
Council
Murphy,
and
thank
you
for
your
kind
thoughts.
Counselor.
President
Flynn,
you
have
the
floor.
G
Thank
you,
madam
chair
and
Madam
chair.
Thank
you,
for
you
are
important
leadership.
Thank
you
to
the
piano
for
being
here
as
well,
and
for
what
you're
doing
in
support
of
BPS
students
I
know
the
importance
of
after-school
activities,
Sports
Arts,
culture
and
music.
They
bring
us
together
as
a
city
in
a
way.
Nothing
else
can
so
looking
forward
to
this
conversation
and
how
we
can
work
together
to
support
our
BPS
Families
Our
BPS,
students
on
Arts
culture,
music,
after
school
programs,
Sports
programs.
So
let's
work
together.
Thank
you
and
thank
you.
Madam
chip.
H
Good
morning,
everyone
hope
you
feel
better
shared
just
like
you.
I
also
suffer
from
allergies,
so
I
am
sniffling
and
sneezing
and
my
eyes
are
watery,
so
I
am
I.
I
feel
your
pain,
so
we're
just
gonna
get
through
this.
So
I
just
want
to
say
good
morning
to
the
administration
happy
to
be
here.
H
As
the
chair
of
the
education
committee
and
as
a
BPS
parent
and,
more
importantly,
a
BPS
graduate
I
have
seen
what
a
difference
enrichment
opportunities
makes
in
the
academic
and
social
emotional
well-being
of
our
students
so
really
excited
to
be.
Having
this
conversation
because
I
know
those
Investments
really
do
help
support
the
whole
family.
The
whole
child
in
ways
that
this
moment
requires
so
excited
to
to
dig
in
a
little
bit.
Deeper.
H
I
am
particularly
interested
in
the
conversation
around
social
and
emotional
and
mental
well-being
supports
as
it
relates
to
working
in
partnership
with
non-profit
organizations
and
the
role
that
our
Community
Partners
play
and
helping
to
support
BPS.
So
looking
forward
to
leaning
into
that
work
and
being
a
partner
in
this
discussion.
Thank
you.
B
Thank
you
so
much
councilman
here
you
as
well
for
the
kind
of
wishes
and
you
always
look
nice,
but
you
look
stunning
today,
I
really
like
the
Hat
you're
welcome
to
the
administration
I
the
floor
is
all
yours.
You
there's
a
lot
of
you
so
I
wouldn't
say
30
minutes,
but
if
we
could
do
the
presentation
within
20
minutes,
I'd
appreciate
it.
Thank
you.
I
Thank
you
and
good
morning
counselors.
My
name
is
Nate
Cooter
I'm,
the
Chief
Financial
Officer,
here
at
the
Boston
public
schools
and
I'm
happy
to
be
joining
you
this
morning.
I
think
councilor,
mejia's
comments,
teed
us
up
nicely
for
the
discussion
today
and
I'll
be
sharing
my
screen
and
opening
with
this
statement
from
the
opportunity,
achievement,
Gap
policy
and
I
think
today's
hearing
is
really
appropriate
for
us
to
start
here.
We're
talking
about
all
of
those
opportunities
inside
and
outside
of
school,
that
help
enrich
a
students,
experience
and
so
we're
super
excited.
I
I'm
super
excited
here
to
be
talking
about.
Arts,
we'll
be
talking
about
music
and
Athletics.
All
the
things
that
help
round
out
the
educational
experience
and
allow
our
students
to
thrive
in
traditional
and
non-traditional
ways,
and
so
I
won't
take
too
much
time
because
our
team
here
doing
the
work,
is
ready
to
to
share
with
you
some
of
the
exciting
things
that
are
happening
for
our
students.
I
I
Our
budget
can
be
thought
of
in
three
big
categories:
those
that
are
strategic
Investments,
what
we're
doing
to
cover
the
increased
costs
of
doing
business
and
then,
of
course,
what
are
we
doing
around
long-term
sustainability
around
enrollment
and
our
revenues,
with
the
pastor
planning?
With
that
we'll
jump
right
into
the
content
and
I'll
turn
it
over
to
Avery
astel,
our
head
of
Athletics.
J
Good
morning,
everybody
thank
you
for
your
time
and
for
having
us
I
think
really
excited
about
this
presentation,
because
I
think
everybody
here.
We
all
share
similar
efforts
in
our
work
and
and
have
a
lot
in
common
in
the
work
that
we're
doing
in
athletics.
J
J
Think
the
highlighting
piece
being
our
work
that
we've
done
with
expanded
summer
opportunities
across
the
board
for
all
all
students
in
the
district
in
a
number
of
different
areas,
in
an
effort
just
to
increase
engagement
and
I
think
also
similar
to
what
we're
doing
with
the
rest
of
the
district.
Looking
at
some
opportunities
to
get
ahead
and
make
improvements
and
further
build
in
on
the
experience
that
our
student
athletes
are
having.
J
So
some
of
that
was
involved,
but
obviously
the
facilities
and
and
work
there,
but
also
some
of
our
work
in
providing
adequate
supports
to
the
main
ones
that
that
really
have
made
an
impact,
one
being
able
to
provide
more
access
to
athletic
training
and
Sports
Medicine
support
for
our
students
and
then
also
an
investment
in
additional
positions
in
the
department
and
those
being
Regional.
Full-Time
Regional,
athletic
coordinators
and
a
eligibility
and
compliance
manager.
D
This
is
a
really
Stellar
year
for
us
as
we're
realizing
the
Investments
made
for
math
force,
and
now
all
students
have
to
have
at
least
a
year
of
hearts
in
order
to
graduate
with
exception
for
our
vocational
program
and
with
that
came
23.5
new
high
school
Arts
teachers
this
year,
which
has
been
completely
transformative,
you
know
some
schools
may
have
had
one
or
no
Arts
teachers
before
and
now
all
of
our
schools
are
flourishing
in
our
investments
for
next
year.
D
Now
that
we
have
all
these
great
things
happening
at
the
high
school
level,
we've
also
realized
that
our
High
School
auditorium
spaces
in
particular
need
a
little
work.
We
were
talking
about.
You
know:
Cutting,
Edge,
lighting,
sound
equipment,
curtains
and
seating
and
So
within
the
capital.
Projects
in
the
budget
proposal
is
two
billion
dollars
for
Auditorium
upgrades,
which
we
also
hope
for
our
elementary
schools
to
utilize
when
they're
doing
their
Invisibles
in
place
and
also
500
000
for
arts,
dance
and
music
classroom
upgrades.
D
So
this
could
be
everything
from
clay
traps
that
go
in
sinks
to
soundproofing,
for
music
rooms,
to
instrument
storage,
lockers
things
like
that.
Based
off
of
questions
we
got
last
year,
I
made
a
packet,
that's
linked
in
here
that
talks
about
our
programming,
our
curriculum
Partnerships,
our
professional
development
and
an
example
of
our
return
on
investment
mascorp,
a
special
project
that
was
done
this
year
with
the
Burke
combining
their
art,
music
and
dance
teachers
in
a
beautiful
project.
K
Thank
you
so
much
Tony.
Thank
you
again
for
having
us
with
you
today
to
discuss
our
commitment
and
investments
in
family
and
Community
engagement,
including
our
oversight
and
Investments,
for
expanding
learning
opportunities
and
Partnerships
I'm,
really
looking
forward
to
having
you
all
hear
details
of
our
work
from
my
colleagues
Chief
Ortiz
and
chief
Snyder.
K
As
we
touched
on
at
our
last
meeting,
we
moved
this
work
forward,
aligned
with
and
supporting
the
six
academic
priorities
which
I
I
know
the
counselors
know,
but
I
I
want
to
include
them
here
as
well:
inclusive,
education,
multilingual
education,
Equitable,
literacy,
Social,
Work,
restorative
justice
or
cell
well,
work
alternative,
ed
in
high
schools
and,
of
course,
at
the
core
of
this
work.
K
Community
engagement
for
our
team
that
said,
I've
asked
both
Chief
Ortiz
and
chief
Snyder
to
share
some
of
the
specifics
around
Investments
we've
made
this
year
that
demonstrate
our
commitment
to
the
work
and
the
direction
in
which
we're
headed.
We
will
present
on
both
Community
engagement,
which
is
our
public
facing
work
and,
of
course,
family
advancement,
which
is
our
school-based
work.
Chief
Ortiz.
If
you
could
please
begin.
C
S
and
good
morning,
counselors
I
will
Begin
by
sharing
that
the
community
engagement
team
has
been
growing
from
five
ftes
last
year
to
now
a
team
of
six,
including
five
Community
engagement
manager,
positions
and
one
director
position
within
the
current
team.
They
have
language
capacity
in
Spanish,
Haitian,
Creole
and
Vietnamese.
C
The
CE
team
is
housed
at
the
bowling
building
and
one
of
their
roles
is
to
design
and
Carry
Out
engagement
opportunities
for
the
BPS
community.
At
times
this
will
look
like
organizing
and
facilitating
Community
meetings,
securing
interpreters
and
managing
Logistics
throughout
the
meetings
back
to
school
info
sessions.
District-Wide
coveted
updates
are
important.
Policy
updates
that
impact
the
district
as
a
whole
are
some
examples
of
the
type
of
Engagement
that
this
team
provides.
C
It
is
realistically
impossible
for
a
team
of
six
to
carry
out
all
the
engagement
needed
for
the
district,
so
they
also
serve
as
capacity
builders
for
a
division
and
for
other
teams.
They
are
highly
skilled
in
facilitation
and
provide
technical
assistance.
Support
when
requested
to
other
central
office
teams,
for
example,
welcome
services
and
the
capital
planning
team
who
recently
organized
info
sessions
regarding
exam
schools,
Admissions
and
the
green
New
Deal
respectively.
C
The
community
engagement
team
is
also
responsible
for
hosting
the
community
engagement,
advisory,
Council
or
ciac.
Cac
is
a
group
of
leaders
from
15
to
20
community-based
organizations
that
are
convened
to
provide
advice
and
direction
to
the
C
team.
They
need
eight
to
ten
times
a
year
and
their
members
also
provide
support
to
our
district
with
Outreach
efforts.
Some
hiring
committees
and
other
ways
indicated
there's
always
room
to
growth.
C
Designing
and
implementing
authentic
Community
engagement
opportunities
requires
time,
a
deep
commitment
to
relationship
building
a
conflict
resolution
attitude
and,
most
importantly,
a
student-centered
approach
to
achieving
goals
in
the
district
like
Boston,
where
so
many
priorities
must
be
juggled
simultaneously
to
address
the
needs
of
all
our
students,
with
the
urgency
that
our
students
needs
require
from
us.
It
is
often
difficult
to
slow
the
pace
to
design
engagement,
efforts
that
are
grounded
in
the
principles
I
mentioned
above.
C
C
Talking
about
the
helpline
for
a
little
bit
this,
the
helpline
is
continuing
to
expand
to
better
meet
the
needs
of
the
true
volume
of
support
required
of
the
district.
So,
in
addition
to
a
new
helpline
manager,
we're
looking
to
hire
three
additional
multilingual
staff
to
our
team
of
five
helpline
Specialists.
C
C
C
The
helpline
uses
a
robust
case
management
system
called
freshdesk
that
not
only
tracks
the
notations
related
to
Central
support,
but
communication
with
all
parties
contributing
to
the
resolution.
The
original
requester
can
add
their
own
notes,
track
progress
and
contribute
feedback
on
the
support
articles
that
will
be
added
to
an
online
library
of
support.
C
The
helpline
is
working
with
departments
and
schools
to
add
capacity
where
needed.
We
have
been
useful
to
schools
and
families
on
matters
like
understanding,
code
of
conduct,
hearings,
Staffing
information
tables
and
special
projects
like
supporting
families
engaged
in
the
absentee
reporting
process.
C
I'll
conclude
by
stating
that
currently,
the
helpline
has
a
pending
request
for
two
additional
ftes
to
complete
the
initial
projected
staff
need
of
10
to
12
Specialists
we're
evaluating
ways
to
improve
our
increasing
volume
of
in-person
support
requests
by
finding
on-site
building
resources
and
the
helpline
will
continue
to
evaluate
service
needs
to
determine
an
extended
standard
hours.
Potentially
looking
at
a
7
A.M
to
7
PM,
similar
to
the
transportation
team,
I
will
now
ask
Chief
Snyder
to
tell
you
about
family
advancement.
L
L
The
work
that
they
do,
such
as
fostering
relationships
is,
is
a
way
of
helping
families
engage
in
how
they
best
show
up
in
to
represent
their
own
children's
learning,
to
Foster
their
own
Children's
Learning,
and
to
build
a
bridge
between
home
and
school
and
develop
those
relationships
and
as
needed,
mediate
issues
as
they
arise.
They
also
connect
with
families
and
do
so
all
year
long
they
work
over
the
summer,
which
means
families
can
continue
to
receive
support.
Even
when
school
is
not
in
session.
L
That's
particularly
helpful
for
new
to
the
school
families
who
may
be
transitioning
in
and
may
not
have
access
to
the
information
that
other
families
have
about
the
school
and
then,
as
I
said,
they're
often
the
conduit,
because
they
are
deeply
rooted
in
the
community
to
know
where
the
resources
are
and
how
to
connect
families,
whether
that's
to
housing
or
to
food
or
to
health
care
or
to
support
for
academics.
L
We
also
know
that
their
role
in
invest
heavily
in
the
training
around
their
ability
to
foster
parent
leadership.
As
we
build
trusting
relationships,
they
also
help
promote
the
idea
that
parents
are
in
fact
our
partners
and
should
be
part
of
decision
making
processes.
They
also
serve
on
many
support
teams
in
the
school,
including
the
poor
student
support
team.
They
often
lead
attendance
work
in
schools.
L
L
I
want
to
shift
a
moment
and
talk
beyond
our
Liaisons
and
note
parent
University
parent
University
is
a
very
proactive,
thoughtful
entity
that
provides
the
ability
to
build
capacity
in
our
families
across
the
district
to
support
their
children's
education
to
be
that
partner
in
their
education,
whether
that's
esol,
whether
that
is
a
welcome
to
school,
get
to
know
us
whether
that
is
a
reading
club
or
a
literacy
club
or
a
stem
Club.
There
were
38
unique
opportunities
this
year.
L
I
do
want
to
acknowledge
that
even
as
we
invest-
and
we
highlight
all
of
these
things-
we
know
that
there
are
areas
for
improvement.
One
of
them
that's
come
up
this
year.
A
lot
is
around
developing
our
School
parent
councils
and
our
School
site
councils.
We
believe
we've
moved
the
dial,
probably
50.
Well
actually
I
want
to
say
100
from
where
we
were.
L
You
know,
and
we've
still
got
to
double
that
number.
One
of
the
ways
we're
going
to
get
to
accomplishing
this
work
is
the
invention,
investment
and
the
expansion
of
our
engagement
facilitators
to
match
the
regional
support
structure
this
year
in
phase
one
of
that
support
structure.
Engagement
did
not
have
that
opportunity.
L
We
didn't
have
the
Staffing
for
it,
we're
investing
we're,
shifting
our
resources
and
we're
investing
in
that
structure,
so
that,
no
matter
what
the
support
structure
is
talking
about
in
the
area
of
whole
school
Improvement
engagement
can
be
a
fundamental
piece
of
that
conversation
at
this
point.
I
do
want
to
hand
it
back
to
Chief
Ortiz,
as
we
move
to
the
next
slide.
C
Good,
thank
you.
Chief
Snyder.
The
Partnerships
office
is
excited
to
have
spent
this
last
school
year
supporting
Partners
in
schools,
as
they
continue
to
welcome
each
other
back
into
their
spaces
post
covert.
C
We
have
gotten
the
opportunity
to
engage
with
both
schools
and
partners
to
support
with
their
students
and
families.
Name
part
of
the
support
comes
from
the
now
fully
staffed
Partnerships
team.
We
have
a
director
manager
of
Industry
partners
and
volunteerism
and
a
brand
new
position
designed
to
support
community
and
faith-based
partners.
C
The
vast
majority
of
that
work
particularly
has
been
going
out
to
meet
with
local
women,
owned
and
bipoc
organizations
where
they
are
to
bring
them
into
the
district's
Partners
portfolio.
C
B
What
pardon
pardon
me
ma'am?
How
much
longer
do
you
think
you
will
need
to
present.
C
We
have
this
is
our
last
slide
for
the
engagement
team,
I'm,
not
sure
I.
Think.
C
So,
as
I
was
staying
in
fy24
a
little
over
six
million
dollars
is
going
to
be
awarded
to
54
schools.
Each
of
those
schools
will
work
with
a
central
office
based
partnership
fund
liaison
to
support
them
in
strategically
engaging
with
Partners
who
will
best
meet
the
needs
of
their
school
communities.
C
We
know
that
it
can
sometimes
be
a
lot
for
schools
to
have
to
keep
their
buildings
running
day
to
day
and
have
the
time
to
broker
relationships
with
Partners.
So
the
work
of
the
partnership
office
aims
to
support
that
and
add
capacity
for
schools.
C
L
L
L
Those
are
matched
by
opportunities
in
programming
such
as
extended
school
years,
such
as
high
school
recovery,
Credit
Recovery
exam
School
initiative
and
programs
for
Multicultural,
multilingual
Learners,
adding
another
10
000
seats
to
17
000
students
will
have
the
opportunity
to
participate
this
summer
in
learning
programs
with
a
wide
wide
range
of
Partners
and
and
experiential
opportunities.
We
make
it
accessible
both
through
a
registration
website
where
families
can
register
in
any
of
the
recognized
BPS
languages.
They
can
get
support
in
a
number
of
ways.
L
This
year
we
did
a
roll
out,
Esther
funded
before
and
or
after
school
programs.
In
eight
schools
and
will
be
extend
extending
that
to
20
schools
for
next
year
and
I
will
leave
it
at
that
and
recognize
that
we
can
address
a
lot
of
more
and
more
more
additional
Topics
in
your
questions.
Thank
you.
B
Around
time
Snyder
appreciate
that
I
guess
you
did,
you
did
need
35
minutes.
My
bad
four
underestimating
you
so
I
think
we'll
go
straight
to
questions.
Council
Murphy
I
have
my
questions
ready.
If
you're
ready,
you
can
go
first,
I'm.
F
Oh
First,
Bank,
informative
and
Denise
I
appreciate
you
mentioned
when
you
talked
about
the
Family
Outreach
and
having
to
expand
that,
but
also
that
those
working
in
that
space
that
the
needs
of
our
families
always
are
more
than
just
what
most
people
assume
are
school-based
concerns,
so
making
sure
that
we're
funded
enough
and
training
is
there
enough
for
those
working
or
if
we
need
to
expand
those
positions?
F
Please
make
sure
that
you
share
that
with
us
or
for
shifting
money
Nate
in
some
way
to
fund
it
more
in
those
positions
and
my
question
there
was
like
how
do
we
calculate
success
and
you
mentioned
Central
based
and
that
for
me,
is
Equitable
and
I
can
tie
it
into
then
the
conversation
I
think
Anna
you
were
or
Mariam
was
speaking
more
about
the
before
and
after
school
programming
and
something,
as
a
you
know,
a
BPS
teacher
for
so
many
years.
F
Think
that's
good,
but
do
is
there
a
goal
that
they're
all
centrally
based
so
that
every
school
can
offer
and
if
each
individual
school
doesn't
have
the
means
to
like
you
mentioned,
because
it
can
be
a
strain
on
some
communities
to
get
their
day
ready
and
do
that
right
and
then
also
have
to
provide
this
extra
support,
which
we
know
in
this
day
and
age,
especially
coming
out
of
Coal
Ridge,
can't
be
extra
like
it
has
to
be
offered
for
our
kids
to
succeed
and
close
that
achievement
Gap
and
then
one
last
thing
I
can
add
to
this.
F
The
summer
programming
which
you
are
increasing,
which
sounds
great,
but
we
did
have
I
held
a
hearing
a
few
months
back
with
facilities,
because
some
of
our
buildings,
which
I
think
is
wonderful
and
needed,
are
going
to
be
under
construction.
The
Murphy
is
one,
but
that
was
going
to
interfere
with
not
just
the
summer
camps,
because
bcyf
was
there,
but
also
our
esy,
for
our
students
with
you
know,
extended
school
year.
F
K
Thank
you
so
much
for
that
question.
I'm
just
going
to
launch,
as
you
know,
being
a
long
time,
principal
of
a
school
that
had
an
after
school
program
and
knowing
and
understanding
that
families
choose
schools
according
to
to
that
particular
plan
and
being
very
sensitive
to
that,
and
understanding
that
systemically.
We
still
have
a
ways
to
go
in
order
to
ensure
that
every
single
school
offers
a
before
and
after
school
program.
I
know
that
Chief,
Snyder
and
and
Deputy
superintendent
depina
can
speak
on
that.
L
Thank
you
so
much
Deputy
superintendent,
I,
will
say
a
couple
of
things
here
that
we
touched
upon.
We
talk
about
success
of
the
family
of
Liaisons,
and
how
do
we
measure
that
I
want
to
just
briefly
say
that
there
are
definitely
measurements
when
we
look
closely
at
things
like
I
mentioned
attendance,
our
students
attending
school.
More
is
the
engagement
there,
one
of
their
core
jobs,
building
parent
leadership.
L
So
are
there
full
rosters
or
growing
rosters
of
parents
showing
up
to
school
parent
counsel,
participating
in
School
site,
Council,
participating
in
other
types
of
decision-making
committees?
That's
all
measured
climate
and
culture
survey
those
pieces
on
engagement.
We
should
start
to
feel
them
show
up
in
culture
and
climate
surveys
as
a
way
to
acknowledge
that
we
talked
about
before
and
after
school
to
Dr
Tavares.
L
This
point
we-
it
is
a
puzzle,
piece
and
I
I-
think
it
would
be
great
both
to
have
the
funding
and
the
blanket
coverage
at
Central
and
say
we're
doing
it
all,
but
our
schools
don't
always
want
us
to
do
it
all
so.
What's
called
for
here
is
this
year
we
have
a
director
over
before
and
after
school
programs
who
is
inventory,
let's
begin
the
inventory,
what
do
you
have?
L
Does
it
meet
the
hours
and
needs
of
the
families?
Does
it
cost
anything?
Is
it
free?
Who
are
you
partnering
with
what
are
the
opportunities,
because
some
of
some
of
our
schools
have
amazing
Partnerships
with
someone
down
the
street,
doing
beautiful
work
that
is
exciting
for
kids
and
others
have
maybe
a
lackluster
partner
or
maybe
one
that's
not
affordable
to
families
and
others
have
nothing.
L
So
we
are
doing
an
inventory
measured
against
transformation
schools
measured
against
opportunity
index
as
we
ask
for
and
grow
funding
to
meet
those
needs,
because
it
really
should
be
wherever
they
need
centralized
help.
We
should
be
there
to
deliver
on
it.
I'll
leave
that
and
summer
yes,
I
feel
like
it
has
been
a
lot
of
moving
pieces
as
different
schools
suddenly
come
online
or
offline
because
of
an
opportunity
to
do
something
with
the
electricity
or
to
do
something
else
with
the
building.
L
E
I
would
just
say
it
comes
from
work.
We've
got
that
we
have
been
coordinating
with
our
city
partners,
bcif
and
PFD,
to
ensure
like
the
programming
and
the
work
is
done
at
those
sites.
F
G
G
How
how
are
we
going
to
improve
Athletics
for
BPS
students.
E
Good
afternoon,
before
I
turned
over
to
Mr,
SD
I
just
want
to
talk
about
some
of
the
Investments
that
he
did
name.
One
of
the
challenges
that
we
had
faced
previously
is
just
the
sheer
capacity
and
volume
of
the
work
that's
required
to
coordinate
the
athletic
services
and
in
looking
taking
a
closer
look
at
it
over
the
last
year
and
a
half
the
capacity
that
we've
added
with
the
regional
coordinators,
as
well
as
the
compliance
manager,
was
an
area
that
we
felt
that
we
struggled
with
up
until
this
point.
E
So
now,
we'll
have
a
dedicated
person
to
check
eligibilities
coordinate
eligibility
requirements
with
school
leaders,
help
ensure
that
we
connect
with
the
MIAA
and
the
regional
athletic
coordinators
will
also
help
us
have
more
direct
contact
with
the
different
athletic
coordinators
at
every
at
every
high
school.
So
we
think,
by
adding
capacity
in
central
office,
it
helps
spreads
out
some
of
the
work
in
order
for
us
to
add
programming
and
coordinate
the
programmings
that
are
currently
in
existence.
But
as
the
alternative
for
chatting
things.
J
Yeah
councilor
Flynn,
thanks
for
the
the
question
yeah
I
I
think
it's
as
as
we
continue
to
work
to
meet
the
the
need
and
the
requests
for
more
opportunities.
I
think
the
the
piece
that
comes
up
and
the
piece
that
we
have
to
continue
to
work
together
on
is
the
shared
capacity
in
logistics
of
running
an
Athletics
program
in
a
city
where
there's
there's
numerous
athletic
interests.
There's
Community
groups,
there's
youth
groups,
there's
adult
teams
right.
J
So
it's
all
good
stuff,
that's
happening,
but
I
think
in
terms
of
what
our
access
truly
looks
like
to
the
facilities.
How
do
we
continue
to
to
work
with
parks
and
with
other
City
entities
when
there's
opportunities
to
make
improvements
to
address?
You
know
some
of
the
things
that
we
need
from
a
competitive
aspect
always
comes
into
play.
So
I
think
everything
that
you
touched
on
are
legitimate
pieces,
I,
don't
think
they're,
impossible.
J
I
think
they're
just
pieces
that,
as
we
continue
to
have
more
conversations
as
we
continue
to
have
opportunities
to
provide
feedback
and
have
input
when
next
moves
and
strategic
planning
that
we
can
address.
But
I
think,
like
everybody
knows
on
this
panel
and
on
this
screen,
there's
a
great
interest
for
everything
that
that
we
all
are
offering
and
and
Ray
and
I.
Think
that
the
challenge
is,
how
do
we
make
it
all
fit?
You
know
and
what
we
currently
have
and
what
we're
looking
to
build
build
on.
G
Thank
you,
my
my
final
point
on
that
is
I.
Don't
want
it
ever
to
be
said
that
our
students,
student
athletes
couldn't
play
in
a
game
because
someone
didn't
file
a
form
to
MIAA
or
the
the
bus
driver.
Wasn't
there
to
take.
The
kids
that
were
already
at
at
English
high
is
something
of
the
Burke
to
a
game
across
the
city.
The
bus
driver
just
didn't,
didn't,
show
up
or
any
other
logistic
related
issues.
I
I
I'm,
a
big
supporter
of
BPS,
but
I
I.
G
Don't
have
any
I'm
not
going
to
have
any
tolerance
for
students,
student
athletes
not
being
able
to
participate
because
of
logistic
challenges
so
that
that
should
be
a
priority.
And
if,
if
that's
not
a
priority,
we
should
make
it
a
priority
over
the
summer
where
we
can
address
those
issues
that
we
can
anticipate
coming
up,
but
any
student
athlete
that
wants
to
play
softball.
They
want
to
play
basketball,
they
want
to
play
football
and
they're
and
they're
doing
well
in
their
academics.
G
Athletics
brings
out
the
best
in
people
they
work
hard
on
the
fields,
but
they'll
also
work
hard
in
the
classroom
as
well.
So
my
priority,
my
job
priority
for
me,
is
to
make
sure
BPS
also
takes
us
as
a
top
priority.
If
you
don't
have
the
funding
for
it
during
this
budget,
please
let
me
know,
because
I
don't
I,
don't
want
to
have
any
issues
as
we
stop
the
school
next
year.
I
mean
this
year
in
in
August.
So
those
are
my
comments
and
thank
you,
madam
chair.
E
Thank
you
constipation.
If
I
could
briefly
respond.
Madam
chair
I
just
want
to
note
that
the
driver's
shortages
that
we've
been
facing
over
the
last
year
and
a
half
is
starting
to
stabilize
and
as
we
and
I
just
wanted,
to
give
a
a
special
thanks
to
our
transportation
department,
our
vendor,
our
trans
Dev,
and
also
the
driver's
Union
and
helping
help,
push
and
recruit
and
get
more
bus
drivers
hired.
So
we
have
significantly
increased
the
number
of
bus
drivers
that
we
do
have.
E
So
we
are
confident
that
some
of
those
missed
routes
that
we've
had
in
the
past
with
Transportation
will
improve
next
year
because
of
the
level
of
bus
drivers
we
will
have
on
on
Deck.
We're
also
thankful
that
this
added
capacity
will
also
give
us
central
office
folks
in
athletic
department
opportunity
to
provide
more
professional
development
for
the
coaches.
E
So
they
can
understand
the
work
that
they
do
better
support
them
and
on
their
goals
and
their
training
needs
and,
lastly,
helping
with
mental
health
first
aid
product
coaches
to
help
with
some
of
the
social
emotional
work
as
well.
So
we're
we're
happy
and
confident
with
the
direction
we're
going
in
and
we'll
hopefully,
yield
will
results,
and
hopefully
we
can
get
you
out
to
a
game
counselor.
We
can
enjoy
taking
one
of
the
games
next
year.
I'd
love
to
do
that.
H
So
I'm
just
curious:
let's
talk
a
little
bit
about
parent
University,
let's
start
off
there
as
a
a
parent
who
works
in
the
education
space
before
I
became
a
city.
Councilor
I
did
a
lot
of
coordinating
and
partnering
with
parent
University
to
facilitate
programming
and
I'm
just
curious.
H
What
has
happened
since
you
know
over
the
over
the
last
few
years
in
terms
of
your
numbers,
how
many
parents
are
utilizing
parent
University?
What
is
the
budget
for
parent
University
and
what
are
the
return
on
that
investment?
What's
that
looking
like.
L
B
Would
it
be
in
the
books?
Yes,
yes,
while
you
go
on
now
constantly
here,
I'll
try
to
find
it
for
you,
okay,
you.
L
May
find
it
listed,
though
under
parent
supports
and
that's
a
wider
net,
because
it
will
also
include
the
work
of
the
family
engagement
team
would
be
my
concern,
though,
and.
B
H
And
I
think
as
we
thank
you
chair
for
the
asking
for
some
specifics,
I
think
that
you
know,
in
order
for
us
to
really
truly
understand
the
return
on
investments
that
we're
making
in
terms
of
your
budget
Nate.
It
would
be
just
be
great
if
you
can
just
really
be
specific
about
certain
programs.
H
What
does
that
really
mean
to
the
district
when
I'm
still
getting
phone
calls
from
schools
that
are
asking
me
for
support
to
help
them
increase
their
engagement
with
certain
groups
of
people
that
have
been
that
I
felt
left
out
of
the
process?
H
And
so
my
office
over
the
last
few
months
has
been
working
in
deep
partnership
with
the
Sumner
and
reactivating
the
Latino
affinity
group
and
building
capacity
for
recent
arrivals
and
and
Spanish-speaking
parents
and
helping
them
understand
the
American
education
system
and
building
community,
and
we
do
some
sessions
at
eight
o'clock
in
the
morning
and
we
do
some
sessions
at
six.
And
so,
if
we
are
doing
this
and
the
family
Liaisons
from
these
schools
are
reaching
out
to
our
office
and
asking
us
for
support.
H
I
just
want
to
name
that
there
is
an
opportunity
for
us
to
really
think
about
what
building
capacity
looks
like
for
our
family
Liaisons
and
what
we
could
be
doing
more
of
to
ensure
that
our
budget
really
reflects
the
capacity
that
some
of
these
schools
with
special
needs
have.
So
I
just
want
to
name
that
as
something
that
we
need
to
just
have
a
little
bit
of
responsibility
around
and
I'm
curious
Denise.
Since
you're
here.
H
Can
you
talk
to
me
a
little
bit
about
kind
of
what
your
efforts
are
moving
forward
for
a
real,
meaningful,
deep
family
engagement?
Since
you
seem
to
be
the
one
that
is
here
talking
on
behalf
of
family
engagement,.
L
Yes,
certainly
it's
a
space
near
and
dear
to
my
heart,
it's
where
all
of
my
work
has
been
since
countdown
to
kindergarten
through
the
time
I
left
for
Lawrence
and
have
returned
to
Boston
and
what
I've
learned
about
our
needs
and
our
assets
and
how
we
match
those
together.
L
You
know
really
does
shape
what
we're
looking
at
ahead
of
us.
One
of
the
things
I
want
to
say
about
parent
University
is
that
it's
morphed
over
time
right.
We
used
to
have
centralized
large
city-wide
events
and
they
were
beautiful
and
they
felt
good
and
there
was
good
content.
But
when
we
looked
at
who
came,
it
was
always
the
same
people
coming
back
over
and
over
and
over
again,
which
has
its
own
place,
but
also
for
the
money
was
not
reaching
enough
people
in
terms
of
what
we
could
be
doing.
L
The
pandemic
put
us
entirely
into
Zoom
mode.
A
lot
of
the
sessions
still
continued,
but
they
were
remote.
We
learned
a
lot
from
them.
We
have
sessions
like
the
back
to
school
session,
in
which
over
800
people
attended.
H
I'm,
sorry,
just
because
I
know,
my
time
is
going
to
be
limited.
Yeah
just
want
to
make
sure
that
I
utilize
my
time
as
effective,
so
I
guess
my
question
and
then
what
I
really
want
to
get
at
is
really.
What
are
we
doing
right
now
to
ensure
that
parents
feel
hurt
in
the
decision-making
processes
and
that
we
are
not
spending
our
time
and
energy
building
the
capacity
of
parents.
L
Okay,
so
you're
mentioning
decision
making
capacity,
and
some
of
that
is
parent
University,
but
some
of
that
is
the
work
of
family
Liaisons
in
schools
who
are
on
the
ground
and
knowing
the
families
in
their
building
and
encouraging
them
to
take
those
steps
to
become
louder
voices
in
their
buildings
and
then
for
us.
As
a
district
offering
the
we
have
a
School
parent,
Council
training,
we
have
school
site,
Council
trainings,
we
offer
the
elections,
we
oversee
the
elections
in
schools.
L
We
have
a
jointly
developed
with
the
btu
School
site,
Council
manual
people
can
any
family
member
can
work
through
liaison,
they
can
work
through
the
school.
They
can
call
their
engagement
facilitator
when
they're
concerned
about
what
are
the
next
steps
and
where
do
we
go
from
here
and
with
shared
decision
making
I
think
that
that's
the
part
that
I
feel
like
as
we
grow
into
the
regional
model
of
nine.
So
we
have
one
engagement,
facilitator,
embedded
in
all
of
the
school
Improvement
plans.
L
That's
where
we're
going
to
move
the
dial
and
ensuring,
because
we
know,
if
you're,
not
at
the
table,
your
Topic's
not
getting
talked
about,
and
if
it's
not
getting
talked
about,
it's
not
going
to
be
measured
and
it's
not
going
to
happen.
We're
moving
into
a
space
of
representation
for
our
families
and
engagement
as
part
of
the
way
we
support
all
of
our
schools.
Thank.
H
You
I'm
curious
about
how
the
the
district
is
really
looking
at
the
school
culture
and
climate
surveys
and
I
worked
with
the
Boston
compact
five
or
six
years
ago,
and
we
worked
with
six
Boston
Public
Schools,
three
charter
schools
and
three
parochial
schools,
and
as
parents
we
created
our
own
Family
engagement,
school
and
climate
survey
that
we
administered
ourselves
and
we
took
it
upon
ourselves
to
decide
what
were
the
next
steps
that
we
wanted.
H
So
there
was
a
lot
of
energy
for
allowing
parents
to
really
be
a
part
of
those
processes.
Things
have
changed
since
you
know
Tommy's
time,
and
you
know
all
this.
H
These
different
leaders
and
so
I'm
just
curious
that,
based
on
when
we
did
that
there
was
a
level
of
advocacy
that
we
were
able
to
do
with
parent
University
with
the
parent
councils
that
there
was
a
lot
of
energy
around
some
of
the
schools
that
we
worked
with
to
look
at
that
data
and
then
inform
and
influence
some
of
the
changes
that
they
wanted
to
see
and
I'm
just
curious.
H
If
the
surveys
that
you
do
what
happens
with
that
information,
I've
asked
Nate
and
several
hearings
about
exit
interviews
in
terms
of
why
our
families
leave,
as
is
it
because
they
don't
really
feel
seen
or
heard
in
our
schools.
H
Sometimes
it's
family
decisions,
so
I'm
just
curious
about
what's
the
sense
of
having
data,
if
we're
not
really
utilizing
the
data
to
really
inform
our
practices
because
it
doesn't
seem
to
me,
there
has
been
much
of
a
shift
in
terms
of
Engagement.
So
can
someone
just
answer?
H
The
whole
idea
is
when
you
know
better,
you
do
better.
So
how
are
we
doing
better
with
the
information
that
we're
Gathering,
From
families.
K
Answer
my
hand,
I
think
your
your
questions
are
are
really
pivotal
because
they
they
target
those
things
that
we're
trying
to
Grapple
with
on
the
ground.
One
perfect
example
because
I
like
to
ground
it
in
the
real
stuff:
that's
happening
at
schools
when
I
think
of,
for
example,
you
you
shared
the
work
that
you're
doing
at
the
Sumner,
with
Diana
and
Aaron,
who
are
the
Liaisons
for
the
Sumner.
It's
it's.
K
It's
an
incredible
support
to
think
about
this
work
as
a
village,
you
as
our
counselor
and
then
the
work
that
we
need
to
do
at
the
district
level,
with
your
office
and
and
in
in
partnership
with
you
and
in
partnership
with
the
school
I.
K
Think
there's
so
many
layers
to
that
to
to
to
just
double
double
down
on
the
points
that
you're
making
and
how
are
we
fortifying
the
liaison,
so
they
feel
like
they're,
supported
centrally
as
something
that
Chief
Snyder
was
touching
on
that
that's
still
the
work
that
we
acknowledge
is
still
ongoing,
and
you
know
at
my
level
I'm
doing
a
lot
of
work
with
the
school
superintendents
and
with
the
principal
of
of
the
Sumner
and-
and
you
know,
thinking
about
the
ways
in
which
we
we
don't
just
create
meetings
that
look
the
same
within
our
community.
K
One
of
the
things
that
I
know
that
Megan
with
her
team
with
Deanna
and
Aaron
that
they
did
recently
is
thinking
about
bringing
families
around
an
event
and
then
using
that
event,
like
the
salsa
dancing
partnership
that
they
have
like
an
event.
That's
very
Community
centered
and
then
using
an
event
to
then
hold
a
meeting.
So
thinking
about
engagement
from
a
different,
just
just
a
different
approach.
K
So
that's
a
concrete
example
that
I
can
give
you
that's
particular
to
the
Sumner.
That
doesn't
mean
it.
It
solves
everything
comes
from
my
hand,
I
think
we
have
a
long
way
to
go.
I.
H
Just
want
to
be
mindful
time
and
I
want
to
make
sure
that
I'm
using
it
effectively,
we
recently
partnered
up
with
Boston
Union
Academy
and
did
just
that
I
know.
We
created
a
whole
resource.
B
H
You
so
yes,
I
appreciate
all
of
those
efforts
and
I'm
just
curious,
as
you
continue
to
think
about
Investments.
What
I
really
struggle
with
is
that
you
all
spend
a
lot
of
money
on
Consultants,
many
of
which
are
disconnected
and
not
part
of
our
community
and
or
our
culture.
So
we
have
millions
of
dollars
going
into
studies
that
are
being
conducted
by
Harvard
and
all
these
other
folks
right
and
the
white
dominant
culture
and
people
who
think
that
they
know
our
people
I'm
just
curious.
H
When
are
we
going
to
start
really
looking
at
investing
in
in
parents
and
or
students
who
are
living
the
realities
who
are
navigating
our
schools?
How
are
we
going
to
start
to
really
stipend
them
and
see
them
as
leaders
and
as
facilitators,
and
so
that
they
have
a
sense
of
agency
in
the
decision
making
because
they
don't
trust
the
system?
You
know
I'm
going
through
my
own
trust,
building
exercise
with
the
system
I'm
trying
to
lead
by
example.
H
K
Thank
you
comes
from
Mejia
because
you're
always
centering
the
thing
that
is
very
important
to
me
as
well
and
when
I
think
about
the
work
that
we've
done
with
just
to
give
an
example:
C
plan
who's
been
helping
us
with
signage,
across
schools
and
and
Deputy
Sam
depina
can
speak
to
that
work.
K
That
he's
been
doing
with
C
plan
and
ifsi
and
even
Saint
Stevens
in
really
trying
to
take
their
guidance
around
what
does
it
mean
to
really
engage
from
a
community
from
from
the
community
by
the
community
and
with
the
community
and
and
I
appreciate
that
you're
always
pushing
us
to
do
that
better.
So
so,
thank
you
for
that.
Yeah.
H
No,
so
what
I
yeah
I
appreciate
that,
but
what
I'm
asking
meant
toxically
is
hey
parents
to
be
real
professional
parent
leaders
in
this
space
and
that
we
are
compensating
them
and
not
asking
them
to
show
up
as
volunteers
and
to
fix
all
the
problems.
And
then
everybody
around
the
table
is
getting
paid
except
the
parents.
That's
what
I
want
to
know
where's
the
budget
for
that.
L
So
I
I
would
love
for
just
a
moment
to
address
a
little
bit
of
that.
I
think
it's
a
growing
space
for
us
and
it's
one
that
we've
got
to
lay
out
and
put
guard
rails
around
so
that
we
make
sure
that
there
is
a
systematic
approach
for
the
work.
But
I
do
want
to
highlight
a
couple
of
things.
We've
been
working
with
nine
parents
since
January
on
high
quality
indicators
for
family
engagement
and
they
are
receiving
a
stipend
for
their
work.
L
We
are
partnering
as
Dr
Tavares
mentioned,
with
St
Stevens,
but
also
individual
schools
are
doing
this
and
we're
about
to
release
an
RFP
for
more
schools
to
do
this.
A
program
called
parent
mentoring.
That
is
an
opportunity
to
pay
parents
directly
to
be
in
schools
10
hours
a
week
and
receive
training.
H
That
program
I
fought
for
in
2020
in
2020
and
that
money
is
just
coming
in
right.
So
it's
been
two
years
since
we've
been
advocating
for
those
dollars
and
they're
just
now
making
their
way
into
these
schools
and
I
appreciate
processes,
because
they're
important
but
I
will
just
say
with
the
last
30
seconds.
That
I
have
is
that.
B
H
B
Absolutely
you
all
should
know
that
when
my
sister
Mejia
goes
on,
everyone
breaks
their
seat
and
even
I'm
scared,
so
I
will,
after
the
time
that
she
needs
we
have
to
get
to
the
bottom
of
this.
These
some
of
these
questions.
These
hearings
are
not
Fair,
they're,
not
structured
for
proper
conversation
and
as
we
at
least
as
I
evolve
in
my
position.
B
Thinking
about
other
ways
of
doing
Robert's
rules
that
that
actually
encompasses
true
conversations,
so
we
can
get
to
the
bottom
of
things
jumping
around
like
this
is
just
not
fair
to
my
colleagues
and
so
not
to
you
to
not
to
speak
to
you
guys.
You
guys
have
nothing
to
do
with
this.
We're
just
we
struggle
with
this
type
of
format.
All
the
time
for
my
questions,
Council
Coletta,
I,
just
I
noticed
your
name.
It
was
my
turn.
I
will
come
back
to
you
in
round
two
you
if
you
missed
my
opening.
B
Obviously,
I
think
you
did,
and
you
just
joined
us
about
a
few
minutes
ago.
I
mentioned
that
I
was
going
to
wrap
this
up
because
I'm
a
little
under
the
weather
and
trying
to
take
as
many
pills
as
I
can
so
I
can
get
to
the
redistricting
hearing.
B
So
please
allow
me
to
wrap
up
my
questions
and
then
we'll
go
into
round
two
and
I
think
that
that
would
be
fair
so
that
we
could
fit
everybody
in
and
so
for.
My
questions,
I
I,
think
I'll
just
piggyback
on
Council
mejia's
points
in
terms
of
family
engagement,
as
well
as
empowerment,
as
well
as
respecting
families,
time
and
incentivizing
families.
B
Parents,
especially
immigrant
parents,
who
come
in,
who
dedicate
their
hours
and
as
we
know
it,
school
homeschool
connections
are
built
on
volunteerism.
Welcoming
environments
are
built
on
volunteer
terrorism
and
building
that
confidence
that
children
need
in
order
to
feel
at
home
in
their
schools
right.
B
All
of
this
relies
on
heavily
on
parents
presence
in
within
the
schools.
So
there
is
a
lot
of
validity
in
in
volunteerism
as
well
a
lot
of
value
rather
in
volunteerism,
and
so
I
want
to
ask
you
about
and
I
know
that
there's
there
you
have
family
Liaisons
in
every
school
you
have
fcocs
sort
of
scattered
or
sharing
schools.
You
have
community
outreach
or
engagement
folks.
B
Also
sharing
schools
and
I.
Think
you
know,
mapping
this
out
per
capita
would
make
a
lot
of
sense,
so
you
would
say,
or
one
FTE
for
Community
engagement,
the
ones
that
go
actually
actually
go
to
the
home.
They
on
average
see
how
many
and
what
is
their
caseload
and
if
you
and
then
how
much
are
you
paying
them
right
so
also
important
to
take
care
of
our
own,
and
then
you
would
see
if
kids
are
actually,
families
are
being
supported,
how
many
parents
are
being
supported
and
then
the
need
in
terms
of
language
capacity.
B
I,
don't
see
like
it's,
not
Visual
and
I
can
see
if
we
struggle
with
understanding
per
capita.
What
does
that
mean?
Families
are
definitely
struggling
right
because
language
capacity,
access
or
other
issues,
and
so
I
would
like
to
see
that.
Can
you
break
that
down
and
submit
it
to
us
all
of
the
different
people,
the
social
workers,
the
Liaisons,
the
community
engagement,
the
fcocs
and
guidance
counselors?
If
you
have
them,
can
you
can
you
create
a
visual
chart
to
give
us
per
capita?
B
What
that
looks
like
thank
you
and
then
the
other
question
that
I
have
for
you,
sorry
is
in
terms
of
Arts
facility
I,
think
who
was,
it
was
Tony
Tony.
You
were
talking
about
facility
needs
and
I
really
appreciate.
B
That
is
a
a
real,
intentional
effort
in
making
sure
that
our
students
are
prepared
or
that
they
are
equipped
to
actually
having
a
true
art
experience,
and
you
also
tell
me
how
many
schools
actually
have
our
teachers,
how
many
schools
actually
have
art
classrooms
and
then
how
many
schools
actually
have
auditoriums
and
then
how
many
will
need
repairs
in
order
for
it
to
have
that
theater
capacity
that
you
would
need
for
art.
D
So
the
Arts
I
put
in
the
the
packet-
that's
Linked
In.
The
slideshow
has
the
list
of
what
our
teachers
are
in
with
within
each
School,
breaking
it
down
by
Art,
dance,
music
and
theater.
Oh.
B
D
B
D
B
D
Just
what
sorry
there's
one
Elementary
School
small
one
I
believe
that
does
not
have
a
certified
arts
teacher.
They
have
partners
coming
in
and
at
the
high
school
level,
all
the
schools
have
Arts.
B
Okay,
I
thought
I
heard
both
no
problem
and
then
in
terms
of
parent
University
to
council,
mejia's
question
also
a
breakdown
per
capita
in
terms
of
the
budget.
B
B
Can
you
tell
me
if
you
do
have
metrics
to
measure
the
engagement
for
each
School
and
if
you
don't,
obviously
you
have
to
take
minutes.
You
have
to
take
attendance,
and
so
this
is
information,
that's
accessible!
Is
there
a
place
where
parent,
where
the
public
can
actually
access
this
information.
L
We
are
building
a
dashboard
to
do
that
board
forward
facing
with
all
that
information
and
exactly
it
measures
it
takes
into
account
full
fully
elected
rosters
of
elected
positions,
minutes
meeting
notes,
all
of
the
things
that
are
tangibly
compliant
and
then
it's
going
to
be
a
matter
of
talking
about.
L
You
know
again
going
back
to
those
surveys
and
how
we
use
those
surveys
and
the
results
we
get
from
those
surveys
and
complaints
or
the
opposite,
hopefully
satisfaction
around
what
it
feels
like
to
be
authentically
engaged
so
there's
a
feeling
of
authentic
engagement
and
and
collaboration,
which
is
an
area
that
we'll
have
to
measure
in
other
ways,
but
the
compliance
information
you
will
see
in
the
forward-facing
dashboard.
This
fall
I'm,
sorry,
Dr
Tavares,
were
you
going
to.
K
That's
okay:
I
just
wanted
to
share
one
important
piece
counselor
as
part
of
your
question
around
the
systemic
supports
and
the
systemic
ways
in
which
we're
building
capacity.
I
know
that
you
heard
us.
K
I
apologize,
you
have
mentioned
how
we
shared
like
some
of
the
fcocs
and
some
of
the
sharing
of
Staffing
across
schools
and
I
just
wanted
to
make
sure
that
I
addressed
that
so
I
apologize.
If
I
misunderstood
your
question
just
wanting
to
to
share
that
one
of
the
Investments
is
around
building
capacity
of
the
regional
models
to
make
sure
that
each
region
across
our
system
has
the
family
engagement
support
with
the
family
engagement
facilitators.
Currently
we
have
five.
K
The
the
investment
is
to
have
nine,
so
each
one
of
the
regions
is
going
to
have
someone
dedicated
to
the
work
of
building
the
capacity
of
family
Liaisons
at
the
school
level
and
really
supporting
the
professional
development
and
to
your
point,
around
data
making
sure
that
we
also
have
to
just
connecting
to
what
Chief
Snyder
shared
around
that
dashboard,
that
that
that
work
is
really
being
monitored
and
assessed
in
a
very
specific
way.
Thank.
B
You
Dr
Tavares
I
Tony
before
I
forget.
Please
include
again
how
many
facilities
are
available
for
arts
in
terms
of
theater
and
how
many
will
need
improvements,
Capital,
Improvements
and
then.
Finally,
my
question
is
on
in
terms
of
curriculum
breakdown
for
parent
access.
B
Do
you
guys
have,
or
does
BPS
provide
some
sort
of
toolbox
that
provides
parents
with
understanding,
okay,
my
kids
going
to
school
all
right?
What
is
a
console?
What
is
a
site
console?
What
is
the?
What
is
the
curriculum?
Where
do
I
access
parent
University?
How
do
I,
if
I
wanted
to
if
I
wanted
to
be
an
employee?
How
do
I
do
that
out
of
school
management?
Health
needs
orientation
package
I
understand,
but
that
this
toolbox
it
would
essentially
be
a
full
Workshop
of
some
sort
and
it
would
be
interactive.
B
It
would
be
like
something
that
parents
and
students
could
use
sort
of
like
those
intervention
activities,
that
family
sort
of
therapeutic
activities
that
therapists
bring
to
your
home,
some
sort
of
binder
or
some
packet,
not
just
a
packet,
because
it
was
a
boring,
but
it
maybe
maybe
it's
interactive.
Maybe
it's
questions
and
answers.
Maybe
it's!
You
know
behavior
modification,
charts
included,
but
I
feel
like
there's,
always
some
need
for
parents
to
just
have
a
toolbox
of
Their,
Own
and
I.
B
B
I
I
think
you
all
know
here
that
we're
all
supporting
all
schools
extended
program,
if
not
some
sort
of
like
virtual
partnership
with
colleges
or
some
sort
of
something
homework,
support
to
accommodate
children's
needs,
and
this
actually
is
the
final
one.
I
promise
you
quality
control
are
you
BPS
BPS
seems
to
be
like
a
huge
corporation,
like
obviously
one
point
something
billion
dollars.
That's
a
lot
of
money.
Do
you
have?
B
Oh,
have
you
thought
of
a
need
for
an
office
of
customer
service
that
would
provide
quality
assurance
or
quality
control
to
all
of
your
services
rendered?
For
example,
you
provide
all
of
these
liaison
and
community
outreach
and
unmonitored
types
of
of
works
and
Outreach.
B
How
do
you
measure
to
constantly
his
point?
How
do
you
know
how
do
you
know
parents
are
being
reached?
How
do
you
know
they
have
what
they
need?
How
do
you
know
there
was
follow
through?
How
do
you
know
if
a
worker
says
I
went
to
this
person's
home?
They
actually
went
and
I
know
you
have
supervisors,
and
you
do
all
of
that.
But
you
know
how
human
beings
are.
It's
like
the
quantum
sleep,
Theory
experiment,
if
you're
not
being
watched,
nothing
happens,
but
I
don't
know
like
it
feels
like.
B
K
Counselor
I
think
you're,
hitting
on
something
really
critical.
We
we
are,
we
absolutely
work
with
our
office
of
data
and
accountability,
and
then,
within
that,
we
have
many
ways
in
which
we
we
measure
different
ways
in
which
we're
doing
the
work.
One
of
them
is
the
the
parent
Essentials
that
we
offer
as
well
just
to
your
earlier
Point
around
how
what
information
is
available
to
parents
I.
K
Think
it's
coupled
with
the
the
the
the
the
the
the
challenge
of
being
such
a
large
District
at
the
same
time
that
you're
you're
giving
us
these
very
practical
and
and
right
on
ways
of
thinking
about
the
work.
We
also
are
grappling
with
some
of
the
ways
in
which
we
have
to
manage
the
challenges
that
we
face
and
being
such
a
diverse
City
and
wanting
to
differentiate
how
we
support
Community.
Sometimes
that
catches
us
up
in
not
having
a
one-way,
fits-all
kind
of
approach.
K
It's
like
we
want
the
one-way
fits
all
so
that
we
try
to
catch
everyone,
and
we
want
to
also
differentiate
and
honor
the
ways
in
which
communities
need
us
to
show
up
for
them
and
to
work
with
and
alongside
them.
So
those
are
some
of
the
ways
and
the
way
you
you
even
laid
it
out
is
absolutely
speaking
to
some
of
the
ways
in
which
we
try
to
really
address
these
needs.
Some
of
it
happens
at
the
school
level.
Some
of
it
happens
at
the
regional
level.
B
So
that's
how
I
know
all
the
stuff
about
you,
your
department,
so
I
anyway.
I
look
forward
to
that.
I
would
love
to
talk
for
more
but
I've
taken
up
both
of
my
times.
My
time.
K
I
just
wanted
to
collect
the
helpline
counselor
if
I
may,
because
it's
such
a
new
entity
entity
and
it
does
have
a
ticket
system
where
we
absolutely
do
some
of
those
things
that
you
mentioned
weren't
done
before
so
I
just
wanted
to
to
make
sure
that
I
would
love
to
have
you
come
and
see
the
helpline
and
I
invite
you
anytime,
because
of
course
your
input
is
really
critical.
All
the
community
input
is
really
critical.
B
Helpline
does
not
assist
in
these
ways
right.
You.
B
C
Yes,
so
so
the
model
is
it's
resolution
right
so
like
we
don't
just
take
a
ticket
that
just
you
know,
closes
by
itself.
C
We
make
sure
that
there's
there's
a
whole
system
of
like
closing
via
resolution,
and
so
we
we
can
tell
you
more
about
it
at
a
later
time,
because
we're
out
of
time
but
yeah
staying
pension
is
that
as
it
grows,
and
it
was
new
for
FY
22,
but
we
are
expanding
it
so
that
it's
a
model
that
it's
just
it's
beyond
a
call
center
right.
It's
it
provides
technical
assistance
for
parents,
sometimes
on
you
know,
issues
related
to
questions.
B
That's
great,
that's
great
I
mean
I,
understand,
I,
understand
you,
they
people
call
for
help,
I
get
it,
but
you
want
to
expand
it
to
do
all
of
these
other.
B
Okay,
no
wonder
you
look
familiar
all
right,
okay,
all
right,
so
we
have
about
40
minutes
left.
There
is
one
two
three
council
president
Flynn
here,
three
so
Council,
Colette
I,
think
it's
safe
to
say
because
we
have
40
minutes,
left
I
will
allow
each
counselor
10
minutes
and
you
have
the
floor.
M
Thank
you
so
much
and
I
do
appreciate
a
presentation.
I
got
on
just
as
you
all
were
wrapping
up,
but
I
was
able
to
listen
in
so
I
do
have
a
couple
of
questions.
Thank
you
again
for
everything
that
you
all
do
I'm
happy
to
see.
The
additional
investments
in
community
engagement
and
my
colleagues
have
discussed
the
parent
University
at
a
long
clip,
as
well
as
the
family,
Liaisons
and
family
advancement.
M
In
this
conversation,
my
mom
has
been
a
fan
where
liaison
at
East
since
1998,
but
something
that
has
been
brought
up
and
brought
to
my
attention
is
that
when
we
do
want
folks
and
parents
to
be
involved
and
to
be
BPS,
employees
sometimes
and
I
just
would
love
to
get
some
clarity
on
this.
Sometimes
they
cannot
be
hired
because
of
their
immigration
status,
because
some
of
them
are
undocumented,
and
this
specifically
has
to
do
with
Federal
funding.
M
So
there's
been
times
where
somebody
has
wanted
to
be
an
employee
and
because
the
the
grant
comes
from
the
federal
government
or
whatever
there's
just
a
barrier
for
undocumented
folks,
and-
and
this
is
exactly
who
we
want
to
have
in
our
community
and
and
build
that
pipeline
for
so
I'm
just
wondering
if
anybody
can
speak
to
that,
provide
any
Clarity
and
how
we're
rectifying
that
that
situation,
especially
as
we
build
up
parent
University
for
this
year
and
and
future
years.
E
Good
good
afternoon
or
morning,
councilor
I
think
the
way
I
would
respond
to
that
is
that
we
do
have
legal
obligations
on
on
how
we
hire
folks
and
we
obviously
have
the
comply
with
whatever
laws
and
statutes
are
around
hiring
in
in
immigration
status.
So
I
think
what
I'd
like
to
do
is
give
you
a
more
formal
answer
offline,
but
that
is
something
that
we
are
aware
that
it's
an
issue
and
we're
not
able
to
hire
the
different
people
for
different
reasons,
whether
it's
core
Resort
as
well.
M
Thank
you
for
that.
I
mean
I'll.
Just
underscore
that
point.
If
we're
trying
to
be
a
model
institution
where
we're
trying
to
provide
opportunities
for
everybody,
I
think
immigration
status
should
not
matter
as
well
as
if
you
are
a
returning
citizen.
That's
something
that
we're
working
on
in
the
city
of
Boston
and
I
know
the
Corey
aspect
of
it
is
more
difficult,
but
at
least
for
our
immigrant
parents
giving
them
that
opportunities
is
going
to
be
huge.
M
So
thank
you
for
that
and
I
do
through
the
chair,
look
forward
to
receiving
that
information
or
or
having
that
conversation
offline,
I'm
really
excited
about
the
The
Fifth
Quarter
Investments
too,
with
those
130
programs
the
Athletics
is,
is
huge.
M
Could
you
talk
to
me
a
little
bit
about
how
Fifth
Quarter,
in
particular
servicing
some
of
our
English
language
Learners
and
our
our
kids
with
special
needs?
And
if
you
have
specifics
for
my
district
East
Boston
Charleston
in
the
North
End
I
would
love
to
hear
how
those
resources
are
being
utilized.
I'm.
K
Going
to
let
Chief
Snyder
give
more
of
the
details,
counselor
Coletta,
but
one
thing
that
we're
most
excited
about
for
the
first
time,
which
you
already
mentioned,
is
the
expansion
of
opportunity
for
our
students
with
special
needs.
K
We're
really
proud
of
that
work
that
we're
doing
to
really
give
opportunity
for
more
students
to
access
summer
learning
and
chief
Snyder
can
give
additional
details.
So
thank
you
for
highlighting
that.
L
So
last
year
was
the
first
year
that
we
piloted
inclusion
with
students
who
were
multilingual,
Learners
and
in
fact,
almost
half
of
the
students
who
did
Summer
who
fall
into
those
programming
were
able
to
take
advantage
of
inclusive
opportunities
in
fifth
quarter.
So
we
learned
a
lot
from
that
and
this
year
will
be
the
first
year
that
we
are
partnering
with
the
office
of
special
education
and
our
partners
to
think
about
what
does
inclusion
look
like
for
students
with
disabilities?
This
is
the
first
year
of
a
multi-year
role.
L
It's
a
lot
like
implementing
inclusion
in
school
right,
it's
not
a
a
switch.
We
can
flip
and
it's
just
all
there.
We
are
beginning
this
year
working
primarily
but
not
exclusively
in
schools
in
Fifth
Quarter
programs
in
buildings
that
already
have
expanded
school
year
for
students
with
IEPs,
because
if
we
need
those
Services,
if
we
need
those
one-to-ones,
if
we
as
we
learn
about
what
our
inclusive
opportunities
need,
they're
going
to
be
in
the
same
building
to
support
that.
So
that
feels
like
an
assurance
of
success
there.
L
We
also
have
dozens
of
Partners
who,
when
they
applied
to
host
programming,
we
ask
them
if
they
would
have
the
capacity
to
consider
inclusion
opportunities
and
so
where
we
can
find
small
cohorts
of
students
who
have
shared
space
in
terms
of
the
the
disability
they
may
need
served.
We're
able
to
look
at
applying
BPS
resources
to
match
that
partner
location
right.
So
that's
the
work
that's
happening
now
at
the
first
wave
of
registration
and
assignment
for
summer.
L
They
were
looking
at
that
at
the
end
of
last
week,
so
we
will
have
a
really
good
understanding
of
where
we
have
students
in
programs
in
schools
and
which
of
our
partners
are
going
to
start
to
need
additional
allocations
of
BPS
support.
I,
don't
have
it
broken
down
for
you
today,
but
we
have
a
little
list
growing
here
of
things
that
we're
going
to
turn
into
you
and
I
can
add
to
that.
K
K
We
are
working
really
closely
with
with
I
want
to
say
Tommy,
but
that's
not
I
wanted
to
say
his
his
official
title,
the
school
superintendent
of
my
goodness,
so
we're
working
really
closely
with
him,
and
we
actually
have
a
meeting
with
region,
one
school
leaders
on
Thursday
to
discuss
some
of
the
specifics
around
how
we're
supporting
the
summer
work
in
that
in
your
region.
M
That's
great
and
thank
you
so
much
I
I
would
love
to
understand
exactly
what
programming
is
happening
in
in
my
district
I
know:
you're
you're,
building
it
out
and
trying
to
be
responsive
to
the
needs
and
match
up
with
with
what's
going
on
something
that
I'd
heard
from
from
Charlestown
parents,
for
example,
is
like
hey
I
just
found
out
that
my
kid
got
into
the
summer
program
through
BPS,
and
you
know
we
really
don't
need
to
get
in
based
on
our
socioeconomic
status.
M
I,
don't
know
if
you're,
placing
any
emphasis
on
on
that
specific
demographic
and
and
if
at
some
point
we
can
just
get
that
information
who
is
signing
up
what
their
demographics
are,
those
social
economic
status
and
how
we're
actually
serving
them,
and
some
of
our
most
high
need.
Folks,
we'll.
K
M
B
Thank
you,
casa.
Calera,
let's
see
so
I
don't
miss
anyone.
Council
is
Braden.
Thank
you
for
joining
us.
We
are
in
our
second
round
and
today
we'll
only
be
doing
two
rounds.
B
My
allergies
and
Asthma
is
kicking
my
butt,
so
I'm
off
camera
and
just
wanted
to
update
you
counselor
Murphy.
Do
you
have
questions
for
second
round
or
should
I
go
straight
to
councilman
here.
H
But
let's
keep
going,
I
am
I
want
to
talk
a
little
bit
about
the
Arts
programming.
You
know
having
a
graduate
from
the
Boston
public
schools.
At
the
time
we
had
our
we
had
theater,
we
had
music,
we
had
it
all
and
what
I
understand
there
are
some
who
have
and
some
who
have
not
I
have
participated
in
various
fundraising
opportunities
for
programming,
like
the
Boston
music
chorus
group
I
think
it's
called
the
Boston.
H
It's
an
organization
that
Partners
up
with
BPS
and
brings
our
music
in
particular,
into
our
Boston
public
schools,
and
then
they
have
Partnerships
I
think
with
20
schools
right
now,
so
I'm
just
curious.
If
you
can
talk
to
me
a
little
bit
about
how
young
people
are
are
beyond
that
type
of
programming,
what
are
some
of
the
other
ways
that
we're
helping
to
fill
the
Gap?
We
have
119
schools,
I
think
it
is
yes
or
no,
because
I
am
119..
H
D
Yes,
so
the
majority
of
our
I'll
start
with
the
elementary
schools.
In
particular,
the
majority
of
our
students
are
receiving
twice
weekly
Arts,
so
that
could
be
Music,
Theater,
dance
or
visual
art.
But.
H
So
I
guess
what
I'm
trying
to
understand
is
because
Apparent
at
any
at
an
event
that
I
attended,
that
there
are
certain
schools
who
have
additional
supports,
but
because
they've
had
to
fundraise
for
those
additional
programming.
So
there's
a
there
seems
to
be
a
equity
Gap
in
terms
of
real
access
to
full
art
opportunities.
Can
you
talk
to
me
about
that?.
D
So
that's
where
the
equity
comes
in
as
far
as
how
much
money
and
partnership
funding
can
be
used
for
the
Arts
Edition,
but.
H
You
have
you
have
the
sufficient
funds
to
really
be
as
competitive
as
our
Suburban
districts,
because
we
have
a
lot
of
money
in
our
budget.
I
just
want
to
make
sure
that
we're
utilizing
our
money
in
a
way
that
makes
sense.
Do
you
feel
you
have
enough
resources
to
provide
every
single
child
that
every
single
school
and
every
single
you
know,
as
you
all
say,
what
your
Mantra
is.
Do
you
have
the
money
to
be
able
to
execute
against
that
Vision?
Yes
or
no.
D
We're
offering
twice
weekly
Arts,
yes
at
the
elementary
school
level
and
now
at
the
high
school
that
we
have
the
mask
for
Investments
I.
Think
if
we
want
Dance,
Art,
music
and
theater
in
every
single
Elementary
School.
We
do
not
have
that
and
that's
not
something
that
you
find
at
most
elementary
schools
in
the
state
of
Massachusetts:
either
it's
usually
just
visual
art
and
music.
So
it's
really
great
that
we're
able
to
offer
dance
and
theater.
H
Thank
you
for
that
I'm
going
to
move
on
to
Athletics
my
daughter
plays,
played
softball
or
in
her
school,
and
there
were
times
when
the
bus
was
not
showing
up
to
counselor
Flynn's
remarks
and
I'm
just
curious
about
what
are
we
doing
as
we
move
forward
Avery
to
to
help
fix
that.
J
J
There
are
going
to
be
instances
where
there
are
maybe
bus
issues
or
maybe
there's
less
problems
from
a
number
of
different
situations,
but
those
those
incidents
really
are
feel
far
between
and
I.
I
could
look.
I
need
to
look
to
find
the
exact
date
there.
We
do
track
these
incidents,
but
I-
and
you
know
if
that
what's
happening,
I,
don't
remember
a
number.
We
have
not
done
a
great
deal
of
rescheduling
or
canceling
because
of
less
issues.
H
And
topic:
let's
just
talk
a
little
bit
more
about
investments
in
family
engagement
and
I
want
to
lean
into
a
little
bit
further
up
to
that
point
that
my
counselor
colleague
was
making
in
regards
to
our
quality
control
like
how
do
we
really
know
that
parents
are?
You
know,
I've
talked
about
this
exit
survey?
Why
do
they
leave
our
schools?
H
H
So
can
you
talk
to
me
a
little
bit
about
and
I
have
Clips
here,
Nate
from
2020,
2021,
2022
and
I'm
beginning
to
sound
and
feel
like
a
broken
record
and
every
time
I
ask
the
questions.
I
get
the
same
answers,
but
then
I
don't
see
the
results
year
after
year,
so
I'm
just
curious.
If
someone
here
could
tell
me
why,
year
after
year
I
hear
this
is
an
area
of
growth,
this
is
an
area
of
opportunity,
but
then
I
don't
see
the
Investments
or
the
return
on
those
Investments
playing
out.
H
Are
I'm
sorry
Nate,
you
are
you
know
why?
Because
you
are
in
charge
of
these
dollars
and
you
are
the
one
that's
out
of
everybody
here,
aside
from
Sam,
you
have
been
the
most
consistent,
so
you
have
a
role
and
a
responsibility
to
help
me
understand
why
we
keep
having
the
same
conversation
I
keep
asking
the
same
questions
as
it
relates
to
family
engagement
and
Investments
and
year
after
year.
H
B
If
the
panelists
are
not
able
to
answer
state
that-
and
please
provide
it
in
writing,.
E
Yeah
I'll
give
a
brief
answer.
We
could
follow
up
in
more
detail,
but
the
way
I
would
respond
constantly
here
is
that
over
the
years
we've
made
significant
investments
in
our
family
community
engagement
on
Division,
and
we
can
go
back
and
chart
out
for
you
a
list
of
what
those
Investments
are
and
what
they
look
like
and
then
we'll
have
to
get
back
to
you
on
the
impact
of
that.
E
So
one
of
the
things
that
superintendent
Skipper
is
really
big
on
us
doing
going
forward
is
making
sure
we
analyze
the
true
impact
of
our
work,
so
we've
been
charged
and
our
divisions
have
been
charged
with
making
sure
we're
very
intentional
on
creating
mattresses
that
that
show
and
demonstrate
that
it's
where
the
process
of
making
sure
we
build
that
up.
So
any
new
Investments
going
forward
we'll
be
doing
that,
but
who.
E
Yeah,
so
we
have
a
cross-functional
team
that
we
work
with
collaboratively
between
our
divisions
between
my
divisions
and
operations,
between
Dr
tavares's
divisions
in
family
community
engagement
and
with
Dr
Chen's
division
in
academics.
So
we're
working
closely
to
make
sure
that,
with
all
of
our
investments,
we're
tracking
on
our
students
adding.
E
E
H
E
Have
if
you
have
people
that
you
want
us
to
engage
with
we're
happy
to
do
that,
just
provide
us
that
list,
but
we
have
groups
of
people
that
we
work
with
across
the
city
and
if
we're
missing
someone,
you
know
we
apologize,
but
we
welcome
the
opportunity
to
meet
with
folks.
So
if
you
have
a
list
of
people
or
persons
that
love
to
connect
with
us,
we're
happy
to
do
so.
I.
H
I've
already
grants
in
regards
to
some
of
the
equity
Roundtable,
specifically
Latinos.
To
me,
we
have
42
percent
of
Latinos,
but
students
in
our
schools-
and
you
know
their
voices
often
go
on
her
hell.
They
don't
even
know
how
to
speak.
English,
let
alone
be
heard
right.
So
can
you
talk
to
me
a
little
bit
about
that
Denise?
What
are
we
doing
to
beef
up
our
immigrant
recent
arrivals
and
Spanish-speaking
efforts?
I
want
specifics.
Yes,.
L
B
Schneider
part-
pardon
me
the
customer
here.
Your
time
is
up.
I
will
allow
Miss
Snyder
to
respond
and
happy
to
come
back
to
you
for
closing
remarks
after
this
Miss
Snyder
sure.
L
It's
just
some
of
those
Investments.
We
did
not
have
a
BPS
helpline
until
last
March
we
had
ad
hoc
pieces,
people
could
call
for
covet,
people
could
call
for
exam
schools
or
regular
admission.
We
have
a
full
time
full
service
helpline,
in
which
families
call
for
anything
from
information
to
conflict
resolution.
That's
new,
that's
a
huge
investment.
We
have
18
000
touch
points,
15
000
touch
points.
I
know,
Miriam
mentioned
it
earlier.
That
is
progress
in
our
end,
we're
about
to
launch
this
fall
or
relaunch,
to
be
honest,
a
family-friendly,
School
initiative.
L
We
have
someone
there
constantly
pushing
people
to
raise
this
mindset
and
capacity
building
area
and
that's
where
you're
going
to
be
begin
to
see
some
of
the
movement
I
know
you're
tired
of
saying:
when
is
the
movement
coming,
but
there
are
things
that
we
have
been
doing.
We
move
School
site
councils,
full
rosters,
pathetically
57
schools.
Last
year,
90
schools
this
year
we
are
moving.
The
dial
is
there
work
to
do?
No
one
here
is
going
to
say
that
there
isn't
work
to
do.
There
is
now.
E
We'll
just
add
to
that
real
briefly.
Just
another
concrete
example:
I
just
joined
my
colleague
Dr
davaris,
in
a
meeting
with
the
Greater
Boston
Latino
Network,
to
discuss
a
whole
lot
of
issues
regarding
the
Latino
community.
So
we
again
we
work
collaboratively
and
we
continue
to
do
so
and
we'll
push
the
envelope
on
the
impact
of
our
investments.
B
Thank
you,
Dr
depina
and
Miss
Snyder
I,
think
you
know,
I,
think
I,
I
hear
Council
may
hear
louder
and
clear,
and
so
last
year
was
my
first
budget
and
we
reviewed
the
same
questions
and
it
does
feel
that
your
responses
are
sort
of
on
a
macro
level.
Just
sort
of
you
know,
work
workshoppy,
you
know
and
I
wonder
then.
B
If
it's
because
we're
just
again
we're
communicating,
all
of
this
is
auditory,
it's
not
Visual,
and
so
actually
you
know
work
workshopping
this
through
like
on
a
visual
context
or
some
some
sort
of
platform
that
we
can
go
back
and
forth
and
look
at
data
and
say
Here's.
The
issue
here
are
the
goals
this.
These
are
our
efforts,
so
more
in
a
visual
context.
I
think
may
help
this
conversation
I
have
as
I
mentioned,
I
have
experienced
working
for
BPS,
it's
a
monster
and
every
time
you
deal
with
children,
it's
a
it's.
B
B
But
I
think
that
working
collaboratively
with
the
council
means
that
we're
both
thinking
about
ways
to
get
to
the
answers
or
you
providing
the
answers
to
us
in
a
way
that
we
can
track
what
you're
saying,
because
I
don't
want
sort
of
empty
conversations
where
you
know
the
council's
frustrated
because
they
they
feel
like
well,
we
feel
like
we're
not
getting
some
answers
and
that
or
some
of
the
counselors
do
and
then
BPS
is
frustrated
because
obviously
you're,
not
the
parents
you're,
not
the
teachers
you're
not
in
charge
of
it
all.
B
It's
a
huge
institution,
multi-faceted
services
and
with
a
system
with
a
in
a
city,
that's
very
systemically
and
structurally
racist,
so
you're
fighting
a
lot
right
and
then
here
you
are
trying
to
provide
services
to
the
best
of
your
ability.
You
come
to
the
council
and
here's.
This
contentious
conversation
like
back
and
forth
so
happy
to
hear
any
suggestions
about
how
we
could
be
doing
hearing
you
a
little
bit
better
or
doing
this
conversation
in
a
way.
B
Let's
talk
I'm
available
to
talk
offline
as
well,
so
we
can
figure
out
how
to
get
to
some
sort
of
resolution.
Council
Braden,
you
have
been
patiently
waiting,
you
have
10
minutes
and
then
we
go
back
to
councilman
here
for
five
minutes
and
then
we
wrap
up
very.
N
Good,
thank
you.
I
apologize
I
was
at
the
marriage,
coffee
era
in
Austin,
Brighton
and
lots
of
constituents
wanted
to
talk
to
us
about
schools
and
all
sorts,
and
one
of
the
beauties
of
the
event
this
morning
was
the
Boston
music
project.
The
students
from
The
Winship
were
there
playing
music
and
I,
had
the
opportunity
on
Saturday
to
go
to
the
Holland
library
and
see
a
an
exhibit
by
the
students
at
the
Edison.
N
A
wonderful
artwork
and
I
really
do
think
that
when
we
talk
about
enrichment,
it
sort
of
worries
me
that
art,
art
and
music
are
seen
as
a
sort
of
icing
on
the
cake.
I
think
it
should
be
part
of
the
The
Core
Curriculum,
in
a
sense
of
being
able
to
prepare
young
people
for
all
sorts
of
careers,
Music,
Arts,
graphic
design.
You
know
we
I
really
do
also
think
that
Arts
expression
through
the
Arts
is
a
wonderful
tool
to
help
with
our
students
handle
this
epidemic
of
mental
health
issues
that
we're
having
as
after
covid.
N
So
you
know,
I
really
want
to
see
a
strong
and
robust
arts
program
in
our
schools,
especially
in
the
earlier
grades.
I,
just
I
was
blown
away
by
the
artwork
over
at
the
Edison.
It
started
first
grade
through
eighth
grade
and
all
of
us
was
incredibly
wonderful
and
then
also
the
issue
about
Athletics
I've
been
I'm
on
the
record
of
saying
that
I
don't
think
that
Athletics
programs
are
another
very
important
tool
in
managing
helping
to
support
our
children,
students
with
mental
health
issues-
and
you
know
it
builds
confidence,
leadership
skills.
N
N
I,
really
think
that
arts
and
Athletics
and
Music
Arts
Theater
music
creative
expression
is
vital
to
the
the
full
and
the
full
development
around
the
development
of
our
young
people.
They
may
not
all
went
to.
It
opens
up
career
options
for
them
going
forward
as
well.
So
this
is
more
of
a
statement
rather
than
a
question.
I
just
I
want
to
know
really
Athletics
wise
or
do
we
have?
Are
we
putting
the
money
in
to
make
sure
that
our
students
have
access
to
physical
education
and
Athletics
in
schools?
N
E
Thank
you.
Thank
you.
Council
Braden
I'll
take
of
course,
pass
that
answered
the
question
and
I'll
defer
to
my
colleagues
as
well.
One
of
the
things
we
did
this
year
and
we'll
continue
to
do
until
next
year's
budget
is
to
make
sure
that
we
submitted
Mia
applications
for
all
high
schools
in
the
district.
E
So
if
you
recall
a
year
and
a
half
or
so
ago
that
wasn't
the
case,
but
we
made
it
a
point
this
year
to
make
sure
that
all
high
schools
were
registered
and
compliant
and
have
the
opportunity
to
participate
in
Mia
contest.
So
we
took
care
of
that
problem
going
into
this
school
year
and
then
we'll
maintain
that
going
forward.
So
with
that
We've
group
schools
of
different
co-ops,
so
they
can
make
sure
they
have
the
ability
to
participate
in
whatever
Sports
they
want
to
by
school.
E
So
that's
the
tweaking
for
the
athletic
side
of
the
house.
That's
kind
of
what
we
did
there
I'll
refer
to
my
colleagues
on
the
physical
education,
compliance,
not
compliance,
but
access
because
that's
different
than
Athletics
but
I
don't
know
if
we
point
out
anything
about
the
access
component
to
it.
J
Yeah
that
that's
good
morning,
councilor
Braden,
that's
one
of
the
buckets
that
obviously
we're
looking
to
address
with
our
resources
and
and
with
our
budget
really
trying
to
be
in
a
position
to
go
after
and
and
create
opportunities
where
they
exist.
I
think
specific
to
your
District
Boston
green
Academy
has
has
had
some
interest
in
you
know,
exploring
some
sports
so
we're
in
in
talks
with
them
and
working
to
look
at
exploring
some
opportunities
that
make
sense
for
them.
J
You
know
from
a
facility
standpoint
from
a
participation
standpoint
from
a
developmental
standpoint,
so
those
those
things
are
happening.
Athletics
and
and
physical
education
are
two
separate
departments.
We
work
very
closely
together
to
support
each
other,
but
I
think
in
terms
of
the
the
Athletics
and
the
opportunity
access
we're
charged
with
that
piece.
Pe
Works,
under
a
little
bit
of
a
different
framework,
but
I,
know
they're
working
just
as
hard
to
to
make
sure
that
PE
is
available
to
all
students
as
well.
N
So
are
those
two
other
scones
in
our
in
our
city
that
don't
have
access
to
a
gym
for
for
phys
ED.
E
We
do
have
schools
with
gyms
and
without
gymnasiums,
and
this
is
where
we
take
advantage
of
our
physical
activity
opportunities
to
take
advantage
of
both
the
indoor
spaces
and
outdoor
spaces
and
around
the
schools,
and
that
includes
parks
that
may
be
near
us
or
Open
Spaces
that
that
may
be
near
us
as
well.
So
we
do
our
best
and
get
real
creative
with
the
different
schools
and
the
limitations
we
do
have
with
some
of
the
schools
that
don't
have
gymnasium,
they
may
have
access
to
outdoor
opportunities
to
do
physical
activity.
N
So,
and
if
the
park
is
further
away,
are
we
are
we
able
to
provide
transportation
for
the
park
like
I
know,
the
windship
in
Brighton
Center
doesn't
have
a
doesn't
have
a
gymnasium
and
they're.
They
only
have
outdoor
playground
around
the
yard,
they
don't
have
access
to
a
park
necessarily,
but
but
then
Smith
feeding
us
down
in
Austin.
It's
a
massive
beautiful,
city-owned
Park.
So
do
we
have
ways
for
students
to
participate?
You
know
and
I'm
sure
ours
I'm
sure
the
wind
chips,
not
they
always
go
there.
How
do
students
get
to
these
parks.
E
Yeah
we
try
to
keep
the
access
to
the
outdoor
spaces
in
really
close
proximity
to
the
to
the
schools,
more
walking
distance,
because
if
you
get
into
Transportation
that
cuts
into
the
time
time
allowed
to
do
physical
activities
as
reminding
you
know,
schools
are
on
set
schedules
with
their
classes
and
the
further
you
go.
It
complicates
the
the
ability
for
suicide
to
truly
participate,
then,
with
the
unpredictability
of
the
traffic.
E
As
we
know,
it
just
gets
complicated
when
we
start
transporting
kids
different
spaces
that
far
away,
we
try
to
keep
those
those
activities
and
opportunities
in
more
walking
distance.
If
you
will.
N
D
So,
there's
a
few
different
buckets
of
funding
that
are
available,
so
schools
receive
partnership
funds
through
the
Partnerships
office
using
an
opportunity
index
formula.
Sometimes
it's
using
school-based
funding,
Esser
funds
fundraising
also
we
have
the
BPS
Arts
expansion
initiative
with
edvestors
and
that's
typically,
it's
a
grant
process
with
schools
and
partners
working
in
tension
and
that's
usually
around
400
000
in
Partnership
funding.
That's
given
out
each
year,
including
Boston
music
project.
C
The
Partnerships
office
has
a
director,
a
manager
of
industry
and
volunteerism
and
a
new
newly
funded
position
of
a
coordinator
of
faith-based
manager.
So
three.
C
Correct
I
mean
there
is
one
aspect
of
the
work
the
we
do.
You
know
maximize
the
resources
and
the
support
from
central
office
as
as
we
partner
with
other
colleagues
to
Liaison
between
schools
that
are
going
to
utilize
the
Partnerships
fund,
because
we
know
that
schools,
you
know,
have
to
worry
about
the
day-to-day
operation.
C
So
our
team
within
the
Partnerships
office
also
gets
the
support
from
other
colleagues
in
central
office
to
serve
as
partnership
fund
Liaisons
to
help
leverage
those
relationships
between
the
school
leaders
and
the
partners,
so
that
you
know
the
they
can
maximize
and
broker
those
relationships
for
them.
N
I
think
I'm
back
to
country,
but
he
is
pointed
about
Equity
like
some
schools
that
have
a
really
robust
and
active
parent
counselor
able
to
they
bring
a
lot
of
expertise
to
the
table,
but
other
schools
may
not
have
that.
So
you
know
it's
really
in
terms
of
the
level
or
the
the
you
know
in
terms
of
making
sure
that
we
get
equity
in
the
system
and
all
of
our
students
get
access.
It's
really
important
that
we
have
a
robust
enough
system
and
partnership.
N
Development
like
I,
think
we're
leaving
it
we're,
leaving
a
phenomenal
amount
of
resources
on
the
table
in
Boston.
You
know
in
terms
of
Science
Education,
robotics
coding,
Athletics
Arts,
we're
just
leaving
so
much.
We
have
we've
really
and
and
the
city
you
know
I'm.
When
we
think
about
pilot
payments,
we
don't
get
a
whole
lot
out
of
we
don't
pay
their
their
cash
benefits,
their
cash
assessment
necessarily,
but
they
say.
N
Oh,
we
give
so
much
in
terms
of
all
this
or
sort
of
payment
and
kind,
and
that's
why
we
need
to
leverage
all
that
all
that
knowledge
and
all
that
those
resources
to
to
make
sure
we're
working,
not
only
with
our
non-profit
sector
in
the
city,
but
also
our
business
sector,
to
make
sure
that
we're
bringing
everything
that
we
have
on
the
team
to
to
get
there.
You
know
also
Braden,
yes,
Madam.
B
N
B
N
But
I
I
really
feel
that
you
know
enrichment,
we're
talking.
Enrichment
programs
are
vitally
important
to
the
health
and
well-being
of
our
students
up
to
their
future
academic
success.
N
You
know,
Athletics
and
arts
are
not
an
optional
extra
they're
they're
they're,
not
the
icing
on
the
cake.
They
should
be
part
of
a
core
approach
to
developing
well-rounded
young
people
who
are
going
to
be
successful
in
life,
so
anything
we
can
do
to
add
more
resources
and
to
make
this
more
effective
and
to
Leverage
The.
The
huge
number
of
resources
that
we
have
in
the
city
of
Boston
would
be
would
be
wonderful.
So,
let's
keep
working
on.
B
We
can't
talk
about
mental
health
without
talking
about
all
of
these
additional
Athletics
is
so
much
more
than
just
healthy
brain,
but
also
you
know
the
teammanship
right
all
the
social
emotional
stuff
that
kids
learn
just
being
in
a
team
part
of
a
team
very
excited
to
talk
more
tomorrow
morning
in
our
hearing
and
elaborating
more
on
these
resources
that
Council
Braden
brought
up
concept.
Mejia
feel
free.
B
Okay,
I'm
I
was
just
saying
as
soon
as
you're
done.
You
can,
let
me
know
and
then
I'll
wrap
us
up.
H
Wow
I
I
really
do
appreciate
you
giving
me
additional
time,
there's
just
so
much
to
unpack,
because
we
are
this
physical
stewards
of
this
budget
and
everybody's
gonna,
always
yell
at
me,
or
you
for
the
decisions
that
we
don't
make
when
we
should,
and
so
I
just
want
to
make
sure
that
I'm
doing
my
dual
diligence.
H
You
know
we
didn't
really
get
into
which
schools
have
gyms
and
they're,
not
using
the
cafeteria
as
a
gym
and
their
gym
as
a
cafeteria
you.
We
know
that
that
exists
right.
So
I'd
love
to
have
a
better
sense
of
how
many
schools
have
actual
gyms
just
I
don't
want
a
whole
and
I
don't
want
to
like
a
thesaurus
answer.
Sam
I
just
need
to
know
how
many
schools
have
gyms.
B
Can
I
answer
that
question
I
attended
Snowden
my
first
year,
if
we're
not
using
the
WCA,
what
what's
Snowden
using
for
a
gym
foreign.
E
Like
they
use
the
comments
to
go
out,
do
outdoor
activities
and
and
they
ride.
Well,
we
can
get
the
specifics
for
you,
though.
I
know
they
they
do
utilize
outdoor
spaces,
but
I'd
have
to
get
back
to
them,
specifically
what
they
do.
H
It's
winter
time
right,
our
children
are
always
being
sacrificed
for
their
wellness
and
we're
talking
about
enrichment,
and
we
don't
even
have
enough
time
to
eat
or
have
some
real
spaces
to
be
able
to
do
that
and
which
schools
have
outdoor
plays.
You
know
places
to
play
or
Fields.
You
know,
there's
all
of
that.
H
That
I
really
want
us
to
think
about
in
the
next
round,
and
I
would
love
to
hear
a
little
bit
more
about
how
every
child
is
guaranteed
to
get
physical
activity
every
single
day,
not
every
other
day
or
things
guys,
as
this
is
what
it
looks
like,
because
I
really
do
feel
like
when
we're
talking
about
enrichment,
it
should
be
the
whole
child,
it
should
be
every
aspect
of
their
Wellness,
not
just
the
stereotypical
things
that
we
want
to
like
talk
about
so
Nate
I
see
you
are
you
are
you?
Are
you
mad?
H
Is
that
you
showing
the
angry
face
there
with
your
arms
crossed
like
this?
Let
me
find
out
and
you're
not
showing
up
in
your
best
self
right
now,
but
all
jokes
aside,
guys
I
really
do
think
that
you
know
I'm
trying
to
do
my
best
to
be
a
good
partner
with
BPS
and
I.
H
Think
it's
important
for
people
to
recognize
that
I'm
not
going
to
yell
at
you
all
the
way
I
normally
do,
because
you
know
we're
trying
to
Model
Behavior
for
our
community
so
that
they
can
believe
that
you
all
really
do
care
about
them.
So
that
starts
with
me
showing
that
I
kind
of
believe
that
y'all
do
but
I
think
that
at
some
point,
as
I
expressed
to
superintendent
Skipper
and
my
governmental
liaison
is
that
y'all
gonna
have
to
meet
us
halfway.
H
And
that
includes
really
being
super
intentional
about
Investments
that
we're
going
to
make
to
ensure
that
families
are
heard
and
seen
and
until
I
see
that
you
know
I
I'm,
going
on
the
record
right
now.
I,
just
don't
know
if
we're
really
utilizing
our
dollars
in
ways
that
reflect
the
values
of
what
our
families
have
been
fighting
for,
and
so
that's
what
I'm
going
to
be
paying
attention
to
over
the
next
few
weeks
is
what
adjustments
are
going
to
be
made
in
those
bucket
areas.
H
So
I
really
do
appreciate
the
time
and
the
energy
that
you
will
all
have
provided
us
here
today,
I'm
not
going
to
go
on
with
additional
questions,
because
I
know
we
are
short
on
time.
But
just
wanted
to
say
thank
you,
and
this
is
a
partnership
and
I
hold
myself
accountable
to
this
I'm,
not
just
here.
H
Coming
to
yell
at
y'all,
I
have
rolled
up
my
sleeves
I've,
actually
created
programs
with
private
dollars
to
support
the
social
and
emotional
and
well-being
of
our
students,
because
when
you
want
to
do
something,
you
got
to
do
it
yourself,
sometimes
to
teach
people
what
it
looks
like
and
I've
done
that,
but
at
some
point
we're
gonna
have
to
catch
up
and
make
those
Investments.
It's
not
fair
that
we're
always
asking
parents
to
create
programming
and
to
help
fund
it
to
be
able
to
execute
I
mean
I'll.
Give
you
an
example.
H
There
was
a
parent
who
was
organizing
a
school
and
I
out
of
my
own
little
pocket,
purchased
a
monitor
so
that
the
students
could
have
you
know
their
daily
activities
like
these
are
things
that
I
should
not
be
doing.
These
are
things
that
BPS
or
somebody
else
should
be
doing,
but
I
should
not
be
coming
out
of
my
own
pocket.
I
should
not
be
tapping
into
my
own
I.
H
All
of
this
that
that
we
do
it's
enabling
BPS
to
continue
to
just
do
business
as
usual,
we're
going
to
have
to
like
reassess
if
our
way
of
working
is
really
working,
because
it
is
that
meeting
the
moment
for
a
lot
of
our
hardest
to
reach
parents
in
our
most
disengaged
schools
and
so
I
offer
that,
because
it
is,
it
does
weigh
heavy
on
me
because
I
have
a
sense
of
responsibility
now
that
I'm
on
the
other
side
of
this
I
feel
the
heat
for
my
community
and
people
are
asking
me.
H
H
E
My
suggestion
would
be
for
us
to
talk
offline
and
make
sure
we
have
a
clear
like
list
of
things
that
you
want
to
see
in
the
budget
and
plan
for
it.
So
we
can
make
sure
we
highlight
to
you
where
those
Investments
are
and
understand
what
data
points
you
want
to
look
at
to
see
what
keep
performance
indicators
I.
Think
that'll,
be
that's
one.
That's
a
couple
examples.
I
would
suggest
yeah.
I
I
think
is,
it
relates
to
today's
hearing.
I
think.
The
best
thing
we
can
do
is
help
support
the
leadership
of
Miriam
Ortiz
and
anatavares
as
they
lead
the
engagement
efforts.
I
think
you
you've
noted
that
that
Sam
and
I
are
the
only
consistent
members
of
this
leadership.
Team
Miriam
has
been
on
the
engagement
team
for
several
years,
but
is
now
in
a
new
leadership
role.
I
Super
excited
about
that
and
I
think
that
stability
and
leadership
in
there
in
their
division
will
help
next
year
have
different
conversations
around
engagement,
I
think
supporting
the
superintendent
making
sure
we
have
stable
leadership
at
the
top
of
the
organization.
It's
also
another
way
to
help
make
sure
these
conversations
move
from
year
to
year,
rather
than
feel
like
the
movie
Groundhog
Day,
which
is
which
they're
definitely
feeling
like
for
both
of
us.
H
C
Don't
know
I'm
here
counselor,
you
know
you
know
me,
you
know
my
history
and
you
know
I
I
I
speak
for
my
colleagues
in
this
regard
that
we
are
showing
our
commitment
I,
think
in
some
of
the
Investments
that
you
can
see
from
previous
year
per
year,
request
and
and
the
counselors
requests
are
showing
and
and
moving
the
needle
towards
increasing.
You
know:
access
to
services
to
our
most
vulnerable
I
think
it's
important
to
highlight
that
you
know
leadership.
C
Transitions
at
the
very
top
have
also
been
a
top
priority
of
this
district
and,
as
Nate
just
pointed
out,
with
this
latest
leadership
and
and
superintendent
Skipper
being
you
know,
local
product
of
you
know
and
and
a
person
who
knows
the
district
and
knows
our
families
from
all
the
experience
that
she's
had
in
our
district
in
her
previous
roles
is
showing
you
know
with
with
the
investments
in
in
the
restructuring
of
her
organizational
chart,
the
regional
structure
I
think
it's
helping
us
sort
of
ground
ourselves
and
in
her
in
her
leadership
as
a
new,
you
know
a
new
day
for
Boston
Public
Schools.
C
So
for
us,
as
you
know,
this
is
personal.
This
is
our
you
know.
We
are
people,
many
of
us
with
you
know,
backgrounds
in
Grassroots,
Community
organizing.
So
for
me,
this
is
not
just
you
know
a
day
job,
but
it's
my
life
right.
It's
it's
like
the
commitment
that
I
have
with
folks
that
have,
you
know,
led
the
work
by
leading
and
and
growing
leadership
among
our
peers
and
our
parents.
C
So
I
hear
you,
you
know
we
hear
you
and
and
we're
here
for
for
the
accountability
that
comes
with.
You
know
the
commitments
that
we
are
pushing
forward
so
I.
Thank
you
for,
for
keeping
us,
grounded
and
and
committed
to
to
what
we
say.
We're
going
to
do
can
only
do
better.
H
I
just
want
to
say
thank
you
to
BPS
I,
know
I'm,
always
like
a
little
Chihuahua
here,
but
I
really
do
appreciate
you
all
showing
up,
not
because
you
have
to
I'm
hoping,
but
because
counselor
Anderson
expects
you
to
be
here.
So
thank
you
and
let's
just
keep
figuring
out
what
we
can
do
together.
Thank
you,
counselor
Anderson,
for
your
grace.
I
really
do
appreciate
good
time.
B
Thank
you
so
much
Council
Mejia,
a
German
Shepherd
I,
think
is
more
befitting.
Loyal
Advocates
protects
handsome,
is
more
befitting
for
you,
I
think.
So.
Thank
you
so
much
to
everyone,
Dr,
Tavares,
I
I,
remember
you.
I
had
a
lot
of
clients
in
the
Hernandez
and
I
appreciate
your
service
I.
Remember
your
work
and
really
do
appreciate
you.
It
takes
a
lot
I,
don't
know
how
you
do
it:
teachers
and
principals
to
me
our
Guardian
Angels.
It's
God's
work.
You
either
are
mad
or
you
are.
You
have
a
huge
heart.
B
A
little
bit
of
both
I
I
saw
that
so
I
I
would
say
that
this
conversation
is
going
to
continue.
Dr
depina,
Nate,
Miss,
Snyder,
Tony,
Avery
and
Miss
Miriam
Senor
Ortiz.
Thank
you
so
much
for
the
conversation
and
for
your
grace,
councilor
Mejia
is
a
strong,
Advocate,
Council
Braden.
Thank
you.
So
much
for
sticking
around
with
us.
B
Both
are
strong.
Advocates
and
I.
Appreciate
your
grace
with
us.
While
we
Advocate
it,
they
we
they
can
brew
a
lot
of
hard
conversations,
but
it's
the
work
that
must
be
done
and
I
believe
everyone
here.
Faith
is
in
the
right
place
again.
We
just
have
to
work
out
the
Kinks
and
keep
it
moving
and
making
progress.
I
appreciate
you
all
I
will
see
you
tomorrow
morning
and
we'll
continue.
B
The
conversation
I've
updated
did
the
dates
that
I've
canceled
for
redistricting,
so
please
check
our
website
or
you
should
have
gotten
notifications
as
well
through
your
email.
Thank
you
customer
here.
Thank
you.
Council
Braden
to
Administration
Council,
Chantel
Barbosa
for
always
keeping
us
together
with
the
administration
Karishma
for
your
wonderful
work
on
the
budget
and,
of
course,
amazing
liaison
Shane
and
Ethan
on
on
Tech
I
sound
like
Council
Flynn,
but
it's
a
good
thing
to
do
so
today
would
be
a
good
day
to
close
this
way.