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From YouTube: Committee on Ways & Means FY23Budget: Boston Public Schools BuildBPS/ Future Capital Planning
Description
Dockets #0480 - 0486 Fiscal Year 2023 Budget: BuildBPS and Future Capital Planning
Held on May 31, 2022
A
Good
morning,
for
the
record,
my
name
is
dania,
fernando
anderson,
the
district
7
city
councilor.
I
am
the
chair
of
the
boston
city
council
committee
on
ways
and
means
this
hearing
is
being
recorded.
It
is
being
live
stream
at
boston.gov,
forward,
slash
city
dash,
council
dash
tv
and
broadcast
on
xfinity
channel
8,
rcn,
channel
82
and
files
964..
A
The
council's
budget
review
process
will
encompass
a
series
of
public
hearings
beginning
in
april
and
running
through
june.
We
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
giving
public
testimony
for
the
record.
You
can
do
this
in
several
ways:
attend
one
of
the
hearings
and
give
public
testimony.
A
We
will
take
public
testimony
at
each
departmental
hearing
and
also
at
two
hearings
dedicated
to
public
testimony.
The
full
hearing
schedule
is
on
our
website
for
at
boston.gov
for
slash
council
dash
budget.
Our
schedule,
hearings,
dedicated
to
public
testimony
are,
or
was
april,
26th
at
6
pm
and
the
next
one
on
june,
2nd
at
6
pm.
You
can
give
testimony
in
person
here
in
the
chamber
or
virtually
via
zoom
for
in-person
testimony.
Please
come
to
the
chamber
and
sign
up
on
the
sheet
near
the
entrance
for
virtual
testimony.
A
You
can
email
your
written
testimony
to
the
committee
at
ccc.wm
boston.gov
or
submit
a
two-minute
video
of
your
testimony
through
the
form
on
our
website
for
more
information
on
city
council
budget
process
and
how
to
testify.
Please
visit
the
city
council's
budget
website
at
boston.gov
for
slash
council
dash
budget.
A
Today's
hearing
is
on
dockets
zero.
Four,
eight
zero,
two
zero
four
eight
two
orders
for
the
fy
23
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits.
Opeb
dockets
0-483
orders
for
capital
fund
transfer
appropriations,
dockets
0484-0486.
A
A
Counselor
aaron
murphy
at
large
councilor,
kenzie
bach
district
8,
councilor
liz,
braden
district
9,
councilor
ruthie
louisian
at
large
councilor
president
ed
flynn,
district
2..
I
I
will
now
turn
to
administration
for
their
presentation.
You
will
have
20
minutes
to
present
and,
as
I've
mentioned
in
the
past,
counselors
will
have
eight
minutes
to
fill
questioning
and
it's
up
to
them
how
they
manage
that.
B
Madam
chair,
thank
you
so
much
council,
president
flynn,
other
members
and
counselors.
Thank
you
very
much
members
of
the
listening
public
we're
here
today
to
cover
four
major
areas.
The
recently
announced
green
new
deal
for
bps
investments
in
bps
facilities
are
recently
unveiled
butt
building
dashboard
and
then
our
fy
23
capital
projects.
B
B
Then
I
found
out
that
our
custodial
staff,
who
is
incredibly
hard
working,
was
understaffed
and
had
been
under
staff
for
many
years
and
over
the
past
three
years,
we've
been
able
to
add
50
additional
custodians
who
are
doing
the
best
job
they
can
to
maintain
our
facilities,
but
we
need
additional
investments
in
our
facilities
and
at
that
time
there
was
a
one
billion
dollar
investment
from
the
city,
but
that
does
not
nearly
match
the
need
for
what's
needed
in
in
our
school
facilities.
B
And
then
last
year
under
kim
janey
mayor
kim
janey,
we
were
able
to
announce
nine
new
projects.
Five
new
builds
and
four
major
renovations,
and
so
with
that
we
were
able
to
begin
our
engagement
process
and
start
talking
about
the
need
and
build
this
dashboard
and
start
the
prioritization
process
under
chief
alvarez's
leadership
and
deputy
depina's
leadership.
B
And
then
we
partnered
now
with
marawu,
with
dion
irish,
who
is
incredible
partner
and
has
been
a
partner
over
in
the
city,
with
pat
brophy,
to
look
at
our
buildings,
fix
our
buildings
and
keep
keep
them
square
so
this
school
year.
Now
we
have
a
new
mayor
with
a
new
vision
for
our
schools,
the
green
new
deal,
and
she
has
committed
over
2
billion
dollars
in
the
next
10
years
to
accelerate
the
build
projects
and
to
get
our
kids
the
buildings
that
they
deserve.
B
C
Projects
morning,
madam
chair
council,
president
flynn,
and
to
all
the
councils
in
attendance
and
to
folks
watching
from
home
and
participating
remotely,
as
my
name
is
dion
irish
chief
of
operations,
I
will
also
bring
greetings
on
behalf
of
mayor
wu.
This
is
a
very
exciting
time
for
us
and
exciting
budget
presentation.
C
The
the
operations
cabinet
is
responsible
for
managing
public
facilities
across
the
city
and
our
school
buildings
are
some
of
our
most
important
facilities
as
the
chief
of
operations
that
lead
the
inter-departmental
team.
That
works
closely
with
bps.
As
you
can
see
today,
we're
excited
to
collaborate
and
pick
up
the
pace
on
new
school
builds,
renovations
and
all
types
of
projects.
C
Over
the
last
40
years,
we've
only
had
nine
new
buildings
or
major
renovations
over
the
last
40
years
in
the
city
of
boston,
the
bilbs
pro
started
to
get
projects
off
the
ground
and
we're
excited
that
we'll
be
opening
the
boston
arts
academy.
Building
this
fall
and
we
continue
construction
on
the
josiah,
quincy
upper
school
and
we'll
be
breaking
ground
shortly
on
the
carter
elementary
school.
C
This
will
give
us
the
people
power
that
we
need
to
manage
these
projects
and
get
them
done
on
time
and
on
budget
with
these
new
resources
and
our
partnerships
with
bpa
operations,
academics,
administration
and
community
engagement,
as
well
as
with
you,
school
leaders,
educators,
students
and
families.
We're
committed
to
providing
boston
with
the
schools,
boston
students
with
the
schools
that
they
deserve
I'll
leave
it
there
for
now
and
I'll
pass
it
over
to
chief
of
operations
for
bps,
and
there
alvarez.
D
Good
morning,
all
as
the
unmentioned
short
version,
my
name
is
indy
alvarez.
I'm
chief
of
operations
for
bps,
I'm
going
to
run
through
my
portion
of
this,
make
sure
that
we
get
into
the
portion
of
q
a
for
the
fy
23
capital
planning,
we're
proposing
new
construction
and
major
renovation
projects,
as
well
as
continued
district
upgrades.
D
These
projects
represent
605
million
dollars
in
city
spending
over
the
next
five
years
and
over
two
billion
dollars
over
the
project's
life
cycle.
The
project
selections
are
rooted
in
equity.
We
use
a
building
dashboard,
which
we'll
discuss
in
more
detail
in
a
later
slide
to
prioritize
buildings
for
the
greatest
facilities
needs
and
the
greatest
concentration
of
student
need.
D
D
D
D
Once
it's
complete,
the
fca
will
be
integrated
into
the
bps
asset,
essential
management
system,
which
tracks
all
work,
orders
and
capital
projects
to
maintain
real-time
data
on
the
state
of
our
buildings
and
before
I
pass
it
over
to
my
partner
carrie.
I
just
want
to
let
everyone
know
that
I'm
joined
here
by
the
deputy
chief
of
operation,
teresa
f,
webster,
our
analytics
manager,
amy
amy
chan
and
one
of
the
pm's
dan
martin,
who
are
part
of
the
operations
team
and
I'm
going
to
turn
it
over
now
too
kerry.
E
Okay,
so
as
part
of
the
capital
budget
budget,
we're
going
to
be
doing
a
k
through
6
and
a
7
through
12
study.
Essentially,
this
will
look
at
the
programming
and
citing
needs
throughout
the
city
for
every
district
in
the
city
and
dlr.
We
are
in
negotiations
now
with
a
dlr
design
group
and
we'll
be
starting
we'll
go
in
front
of
the
pfc
commission
next
month
and
then
we'll
be
executing
a
contract.
D
So
right
now
I'm
going
to
go
over
the
renovations
and
reconfigurations
as
quickly
as
possible,
so
we're
excited
to
share
some
detailed
information
on
the
major
projects.
We're
proposing
for
fy23
capital
plan,
major
renovations
to
the
pj
kennedy
and
the
cleveland
building
which
have
major
building
needs.
D
The
urban
and
the
timothy
buildings
will
be
sitting
empty
at
the
end
of
this
school
year.
We're
proposing
to
renovate
and
reconfigure
the
urban
as
an
elementary
and
we'll
engage
with
several
roslindale
communities
and
other
communities
to
determine
which
will
which
schools
will
be
moving
in
we're
also
proposing
to
renovate
and
reconfigure
the
timothy
as
an
elementary
swing
space,
which
will
facilitate
future
renovations
and
new
building
projects
across
the
district.
D
We're
also
committing
to
major
renovations
to
the
white
stadium,
we'll
dedicate
500
000
for
assessment
of
the
facilities,
including
the
east
and
west,
stands
the
playing
field
and
the
track
to
develop
preliminary
preliminary
designs
and
cost
estimates
building
on
previous
2013
study
bps
and
the
parks
department
will
work
together
to
ensure
that
facilities
meet
dps
athletic
standards
and
needs.
D
All
of
these
projects
begin
with
a
needs
assessment
funded
in
our
capital
budget
proposal
for
next
year.
This
phase
typically
lasts
at
least
a
year.
The
assessment
will
invite
student
families
and
educators
to
collaboratively
build
a
vision
for
their
school.
What
kind
of
programming
they
want
to
see
and
what
kind
of
space
we
need
to
create
to
facilitate
that
kind
of
programming.
D
D
We've
already
submitted
our
statement
of
interest
to
the
msba
and
anticipate
hearing
back
this
fall.
The
king
building
is
an
urgent
need
of
repair,
which
will
probably
prioritize
with
the
ongoing
facilities,
condition
assessment
to
determine
the
best
path
forward
to
upgrade
the
building,
we're
also
proposing
new
funding
to
move
forward
with
past
commitments.
D
D
D
While
we
launched
the
new
large
okay,
while
we
launched
the
new
large-scale
capital
project,
the
city
is
continuing
to
invest
in
initiatives
across
bps
to
improve
the
safety,
quality
and
environment
environmental
sustainability
of
facilities.
These
include
installing
energy
efficiency
upgrades
in
selected
school
buildings
through
the
renew
boston
trust,
modernizing
kitchens
across
106
schools.
Continuing
the
city's
annual
schoolyard
improvement
program,
improving
exterior
grounds
at
night,
schools
renovating
bathrooms
across
the
district,
implementing
accessibility,
improvement
across
the
district,
improving
entryways
and
renovating
libraries,
art
rooms,
science
rooms
and
auditorium.
D
We'd
like
to
share
more
information
on
the
tools
we've
used
to
inform
the
for
23
capital
plan,
I'd
like
to
hand
it
over
to
amy
shan
to
introduce
the
bps
building,
dashboard
and
new
tools
that
we're
proud
to
ensure
everybody.
Sorry
hayley's
here
already
I'll
turn
it
over
to
amy.
G
Thank
you,
chief
alvarez
to
help
inform
longer
term
capital
planning,
bps
operations
developed
what
we
call
the
building
dashboard.
This
is
an
internal
tool
that
we
built
in
the
past
year.
It
integrates
various
data,
sets
the
sy-22
opportunity,
index
capital
assets,
useful
life,
estimates
facilities,
team
evaluation
and
environmental
audit
reports.
This
dashboard
is
continually
updated
by
our
vps
facilities
team.
The
dashboard
is
the
best
information
we
have
to
help
us
prioritize
proposals
for
major
new
construction
and
renovation
projects
based
on
both
the
building
needs
and
the
students
needs.
G
On
our
next
slide,
we'll
go
through
the
building
dashboard
in
a
bit
more
detail.
So,
as
part
of
the
mayor's
may
12th
announcement
about
the
green
new
deal,
we
released
this
internal
tool
for
community
transparency.
It's
an
important
stepping
stone
towards
understanding,
comprehensive
facilities.
Conditions
reflected
by
a
building
needs
score
based
on
facilities
needs,
as
well
as
the
opportunity
index
for
an
equity
lens,
along
with
enrollment
projects
and
policy
initiatives.
The
building
dashboard
is
a
tool
used
for
capital
planning.
G
H
We
are
also
excited
to
share
the
launch
of
our
new
work
order
system
management
system,
asset
essentials,
which
allows
us
to
better
able
receive
process
track
and
execute
work
in
the
schools.
We
are
also
able
to
analyze
the
list
of
work
order,
requests
to
assess
which
projects
need
a
district
level.
H
I
A
Great
because
I
was
going
to
say
y'all
out
of
time,
I
heard
the
alarm.
Thank
you
I'll.
Go
to
I'd
like
to
acknowledge
that
we've
been
since
then
joined
by
my
council
colleague,.
A
It
doesn't
matter
who
came
first,
my
vice
chair,
council
colleague,
brian
rorrell,
counselor,
kendra,
lara
counselor,
julia
mejia
and
counselor
gabriella
coletta
yeah.
I
got
everybody
else
for
line
of
questioning.
I
know
that
counselor
murphy
has
to
leave
soon,
and
I
think
you
were
first
anyway
right.
We'll
come
back
to
my
vice
chair
and
then
after
you
go
and
then
we'll
go
to
the
line.
Okay,
council
murphy,
you
have
the
floor.
Thank
you.
J
And
thank
you
for
that
presentation.
First,
I
do
want
to
shout
out
the
custodians
that
I
worked
closely
with
for
decades.
They're
amazing
and
my
father
always
told
me
a
good
lesson
that
when
I
first
started,
teaching
in
bps
make
sure
you
make
friends
with
the
custodian
and
the
secretary
and
you
will
be
just
fine,
which
I
was
for
20
plus
years
and
before
I
started
teaching.
J
Actually,
I
would
go
along
with
my
dad
some
days
afternoons
because
in
the
80s
he
started
removing
asbestos
from
the
bps
buildings
and
we
know
30
plus
years
later,
we're
still
removing
asbestos
from
our
buildings
and
also
I
want
to
state
how
you
know,
even
though,
most
of
my
time
in
bps
I
worked
at
thriving
schools,
level,
1,
schools,
long
waiting
lists,
the
conditions
of
the
buildings
were
not
great.
My
kindergarten
classroom
at
the
murphy
at
least
two
sometimes
three
times
a
year.
The
bathroom
above
us
would
crash
through
and
leak
onto
our
rug.
J
So
we
were
often
moving
and
cleaning,
but
we
kept
going
and
kept
making
it
work,
which
I
know
so
many
teachers
and
staff
in
our
buildings
just
make
it
work,
and
my
classroom
at
the
henderson
had
beautiful
windows,
but
they
were
nailed
shut.
So
we
were
always
really
cold
and
we
were
always
really
warm,
and
I
would
myself
take
the
grate
off
of
the
heater
and
clean
out
that
it's
just
you
know
so,
but
not
not
because
the
custodians
weren't
doing
their
job.
J
We
just
know
that
we
need
to
invest
in
making
sure
that
our
buildings
are
thriving,
but
I
did
want
to
shout
out
that
it
it
didn't,
stop
the
teachers
from
doing
amazing
work
and
the
family's
also
supporting
and
one
thing
I
always
tell
parents,
when
they're
taking
a
tour
of
a
school,
make
sure
you
visit
the
bathroom
in
the
cafeteria
before
you
leave,
because
they
probably
won't
bring
you
there
on
the
tour
and
that
will
tell
you
a
lot
about
a
school.
And
so
that
being
said,
two
things.
J
I
know
it's
exciting
when
we
talk
about
money
being
spent
on
building
new
buildings
or
making
investments
in
older
buildings
and
wondering
about
the
communication,
because
families
really
get
connected
and
staff
gets
really
connected
to
our
buildings
and
wondering
I
know
we
talked
about
the
dashboard.
So
my
two-part
question
is
what
other
ways
are
we
going
to
communicate
this
with
the
teachers
and
the
families
about
which
buildings
might
be
closing
and
which
will
be
staying
open
and
then?
My
second
part
is
a
question.
I've
asked
a
few
times.
J
Maybe
every
time
bps
has
been
in
here
is
of
the
hundred
and
twenty
four
or
five
buildings.
We
have.
What
is
the
current
enrollment?
What
do
we
expect
it
to
be
in
september
and
what
is
the
capacity
at
each
building,
because
that's
really
going
to
drive
our
conversation
with
families
on
temporary,
closing
we're
talking
about
swing,
schools
and
keeping
some
schools
open
so
that
information
I'm
going
to
put
on
the
record
for
asking
again.
But
the
communication
question
is
the
one
I'd
like
answered
now.
F
Sure
I'll
take
I'll
take
that
question
councilman
murphy,
so
as
part
of
our
assessment
in
restructuring
the
way
we
go
about
the
work
under
the
green
new
deal.
One
of
the
main
areas
we
talked
about
and
highlighted
was
around
communication
with
families,
stakeholders
within
each
of
the
schools,
and
we
acknowledge
that
we
have
to
do
more
of
that
work.
F
So
what
we
decided
to
do
was
make
sure
we
also
added
that
capacity
within
the
work
that
we're
doing
by
providing
two
additional
staff
members
we've
outlined
and
outfitted
each
of
the
projects
with
specific
project
managers.
Dan
who's
here
is
one
of
those
out
of
many
that
we
have
on
staff.
F
So
those
between
the
project
managers
and
additional
staff
for
family
community
engagement
we're
going
to
work
on
making
sure
we
have
frequent
contact
with
the
school
leaders
the
school
communities
internally,
as
we
plan,
as
well
as
more
publicly
with
stakeholders,
parents
and
students,
as
we
go
along
the
way
so
we'll
be
doing
more
engagement,
more
involvement,
more
obtaining
more
feedback
through
these
new
systems
that
we've
been
able
to
build
a
large
part
of
the
problems-
and
we
struggled
with-
was
our
capacity
to
actually
do
some
of
that
engagement.
F
But
we
think
we've
resolved
it
with
these
investments.
K
Yeah
happy
too,
our
current
enrollment,
as
of
may,
was
49
927.
Our
october
projection
is
for
49
284..
K
The
thing
to
keep
in
mind
when
it
comes
to
our
enrollment
projections
is
that
for
planning
purposes
we
need
to
project
always
to
what
we
consider
the
high
water
mark,
which
is
for
any
greater
program.
We
need
to
look
at
how
many
students
do
we
anticipate
to
serve
at
its
highest
point
throughout
the
year.
We
know
that
for
special
education,
for
example,
particularly
early
childhoods
in
spring,
when
you
see
the
highest
enrollment,
our
overall
capacity
as
a
district,
there's
multiple
ways
to
look
at
it.
J
Not
to
interrupt,
but
I
wasn't
talking
about
overall
enrollment
specific
to
the
buildings,
because
I
know
I
brought
up
how
there's
more
students
at
the
kilmer,
a
small
elementary
school
than
there
are
at
brighton
high,
which
is
so.
We
have
some
buildings
that
have
many
empty
schools,
so
not
the
overall
enrollment.
I
know
that,
but
I've
asked
for
each
individual
school,
their
current
enrollment
and
then
projected
knowing
that
it
may
be
lower
in
september.
K
What
we
sometimes
refer
to
as
build
capacity
that's
staffed
capacity.
It
won't
tell
you
necessarily
at
a
place
like
brighton
if
they're
empty
classrooms,
it
won't
it
won't.
We
don't
have
a
measure
for
that
capacity
in
this
file.
Okay,.
I
Counselor
bach,
you
can
go.
Council
royale
prefers
that.
L
You,
okay,
all
right
thanks
so
much!
Thank
you
all.
This
is
so
important
and
I
was
so
excited
to
see
the
major
commitment
of
funds,
and
I
think
you
know
to
councillor
murphy's
point.
I
think
our
families,
knowing
that
that
long-term
commitment
is
there
and,
like
you,
referenced
being
able
to
know
what
the
plan
is
and
sort
of
feel
like
there's
confidence
in
it.
I
think
that's
so
critical
to
rebuilding
trust
and
so
along
those
lines.
L
I
mean
you
meant
like
expeditiously
and
to
budget
I
mean
you
mentioned
this
chief
irish
like
it
just
it
feels
like,
especially
with
the
choreography
we're
setting
up
of
you
know,
hoping
to
create
brand
new
schools
that
are
that
high
quality
school
that
we
can
then
move
people
in
there's
a
lot
of
trouble
if
there's
slippage,
whether
we're
talking
about
budget
slippage
or
time
slippage,
and,
frankly,
historically,
we
have
had
that
right,
and
so
I
just
I'm
wondering,
and
then
I
also
think
you
know.
I
know
that
we're
gonna
have
questions
about.
L
How
are
we
making
sure
that,
like
our
local
boston
workforce
is
getting
to
work
on
these
schools?
How
are
we
making
sure
that,
like
kind
of
we've
smoothed
the
way
across
the
board
for
like
execution
like
the
types
of
things
where
you
realize
you
didn't
deliberate
with
the
right
people,
and
then
the
whole
project
gets
put
on
pause
at
a
really
belated
point
is
what
I
think
we
want
to
avoid.
So
just
how
are
we
going
to
have
this
be
different
from
before,
in
terms
of
that
that
expeditiousness
and
kind
of,
like
collective
coordination.
C
I
don't
start,
and
others
may
want
to
join
in,
but
I'll
see,
there's
a
lot
of
lessons
learned
when
we
look
at
at
the
past
decade
that
that
we're
going
to
draw
from
and
that's
why
there's
this
commitment
to
to
not
just
you
know,
funding,
bps
and
leaving
them
on
their
own.
C
This
is
a
real
all
hands
on
deck
approach,
understanding
that
community
engagement
is
one
it's
going
to
be
one
of
the
most
critical
things
to
include
everyone
in
decisions
that
sometimes
may
be
tough,
but
we
have
to
have
conversations
and
have
long-term
plans.
We
are
working
towards
having
a
long-term
plan
that
that's
perfectly
transparent
to
everyone.
C
Some
of
the
things
that
are
in
this
budget
are
investments
in
the
two
and
the
things
that
we
need
in
terms
of,
like
the
studies,
for
example,
will
help
us
to
you
know
as
a
community
agree
on
what
type
of
standards
do
we
have
for
our
schools?
What
what's
the
design
going
to
look
like
what
should
be
in
every
school
building
so
that
when
we
take
on
a
project,
we
don't
have
to
spend
as
much
time
going
forward
after
we
have
these
tools
figuring
out
those
details.
We
know
what
size
buildings
we
need.
C
We
know
what
should
be
in
them
and
that
will
be
one
of
the
things
that
will
help
us
to
speed
up
our
projects
in
terms
of
keeping
things
on
time
and
on
budget
proud
to
have
kerry
griffin
on
on
the
team
leading
pfd.
She
does
this
all
day,
long
for
every
single
project
that
that
pfd
manages
is
to
to
work
with
our
project
management
team
and
with
our
our
contractors,
our
consultants
to
make
sure
that
we're
holding
them
accountable,
we're
using
the
best
tools
that
are
available.
C
Our
e-builder
is
one
of
the
tools
that
we
use
to
to
track
every
detail
of
every
project,
so
I'll
ask
kerry
just
to
talk
a
little
bit
more
about
some
of
those
things
that
we
do
on
a
regular
basis.
But
I,
I
feel
really
confident
that,
with
the
resources
that
we're
giving
to
bps
and
public
facilities
to
make
sure
that
we
have
that
capacity
and
with
our
commitment
and
additional
resource
that
we're
adding
to
community
engagement
at
vps
that
things
will,
we
will
be
much
different.
Going
forward.
C
E
Thanks
thanks
chief
and
I'll,
just
echo
chief
irish's
word,
so
we
are
providing
within
the
department
we
have.
We
have
actually
a
total
of
13
new
positions,
most
of
them
project
managers
for
the
capacity
and
also
but
also
a
scheduler
in
a
training
person
too,
to
help
support
the
department
as
we
grow
with
the
e-builder
processes.
E
F
Of
months,
if
I
could
just
ask
that
briefly,
what's
also
different
and
new,
is
that
we've
created
a
predictable
cycle
of
engagement
in
work
and
monitoring,
which
I
thought
was
what
we
thought
was
was
lacking
previously,
where
we
have
an
ideation
stage
where
ideas
are
formulated
from
either
school
communities
public.
First,
then,
that
ideation
process
we
do
a
real
assessment
of
well,
what's
really
possible,
not
possible,
then
we're
going
to
re-engage
the
community
and
stakeholders
around
well.
These
are
some
of
the
ideas
that
were
presented.
F
Here's
what
we
think
is
realistic
or
not
of
pros
and
cons.
Every
scenario.
Then
we
have
a
space
committee.
Now
that
actually
reviews
a
lot
of
this
information
production,
a
lot
of
city
partners
and
then
we
bring
it
back
to
the
community,
say:
we've
we've
we've
planned
it
out
thought
out
thought
out
the
concerns
in
more
detail.
Here's
what
we
think
is
possible
and
then
decisions
are
made
about
going
forward
or
not
after
that,
then
we're
going
to
just
continuously
monitor
the
implementation
of
the
decision
as
well.
C
I
want
to
add
just
one
more
thing:
our
state
partners,
the
mass
school
building
authority
we've
strengthened
our
partnership
with
them.
The
msba
has
already
probably
given
the
city
over
200
million
dollars
in
our
reimbursements
in
the
last
10
years,
and
one
of
the
goals
of
our
k-6
and
7-12
study
is
that
we're
also
going
to
be
incorporating
msba
standards.
L
E
I'll
take
that
so
we've
done
the
designer
selection
and
we're
going
in
front
of
pfc
next
month.
You
mentioned
and
then
we'll
hope,
to
have
an
executed
contract
by
july
august
and
then
from
there
we'll
start
the
process
so
we'll
start
engaging
the
community.
L
But
what
about
the
other
end
of
the
timeline?
When
do
we
expect
it
to
be
finished?
It's
a
12
to
18
month,
study,
okay
and
in
terms
of
the
bird's
eye
view
that
that
detailed
facility
study
wendy.
When
do
we
expect
that
to
be
completed.
D
Sorry
we
started
the
process
and
that
is
also
about
12
to
18
months
to
completion.
So
I'm
trying
to
look
at
the
date
and
I
will.
D
To
go
through
got
it,
it
started
already,
and
I'm
going
to
do
you
remember
that
timeline
in
terms
of
what
we
anticipate
the
completion
so
that
the
counselor
12.
L
Last
week,
18
months
from
last
week,
correct-
and
I'm
just
I'm
asking
these
timeline
questions
because
to
me
it
seems
really
important
to
this
establishing
clear
expectations
for
us
to
be
able
to
print
and
share
with
the
community
as
soon
as
possible,
a
real
cascade
right
and
like
the
cascade.
As
you
all
know,
you're.
The
experts
here
is
affected
by
everything
else,
so
I
just
wanna,
and
I
also
think
people
can
be
like
anxious
with
things
far
in
the
future.
L
My
experience
of
these
kinds
of
like
ballets
is
from
the
boston
housing
authority
world
and
when
people
know
that
they're
gonna
at
some
point
need
to
move,
they
get
anxious,
even
if
the
deadline
is
five
six
seven
years
in
the
future.
So
I
just
really
wanna
emphasize
that
I
feel
like
we
need
this
all
to
come
together
into
something
that's
a
real,
transparent
schedule
for
everybody
that
we
can
commit
to.
Thank
you
so
much,
madam
chair.
N
Thank
you,
madam
chair,
and
thank
you
all
for
being
here
this
morning.
This
is
very
exciting.
I
think
the
green
new
deal,
rebuilding
boston,
new
public
schools
for
boston
is
fabulous.
I
just
had
a
question.
The
msba
is
a
is
a
very
significant
partner
in
in
a
school
rebuilding
program.
How
many
projects
can
we
have
in
the
ring
at
any
one
time,
like
I
understand,
there's
a
limit
like
right
now.
We've
got
three
projects
we
have
a
pipeline.
N
C
Well,
yeah
the
msba
certainly
funding
projects
throughout
the
state,
so
you
know
boston
wouldn't
be
able
to
just
you
know.
I
don't
know
if
there's
a
specific
cap,
I
know
for
this
year
we've
submitted
two
core
projects
which
are
like
major
bills
or
renovations,
and
we've
submitted,
I
think,
seven
accelerated
repair
projects.
C
The
number
is
correct,
and
so
that's
been
pretty
consistent.
What
we've
been
getting
at
least
one
project
in
we're
hoping
to
to
build
the
capacity
in
our
relationship
to
get
as
many
as
we
can,
but
we
understand
that
some
projects
are
going
to
be
just
funded
directly
by
the
city,
and
some
projects
may
be
a
better
fit
for
the
msba
reimbursement
program.
Yeah.
N
And
then
one
issue
that
came
up
when
we
were
looking
at
the
harassment
submission
last
year.
N
One
of
the
comments
was
that
an
msba
project
they
didn't
they
didn't,
and
this
is
me
getting
into
the
weeds
a
little,
but
they
didn't
fund
spaces
in
a
school
building
that
were
not
directly
educational.
N
So
if
there
was
an
adult
educational
program
or
a
they
were
picky
about,
and
and
in
this
modern
day,
if
we're
spending
billions
of
dollars
in
school
buildings,
we
better
make
sure
that
we're
using
them
24
7
year,
like
really
year
round,
facilities
that
are
have
got
community
the
hub
school
idea,
which
is
wonderful
that
it's
not
just
for
you
know
seven
to
three-year
that
the
school
buildings
that
we're
investing
so
much
money
in
will
have
have
do
have
other
purposes.
N
Apart
from
like
evening
classes
and
and
community
building
and
and
other
you
know,
just
to
make
sure
we're
getting
the
best
bang
for
a
buck
would
be
really
important.
The
other
question
I
had
was
with
regard
to
you
know
we
did
a
an
inventory,
a
school
building
inventory
in
the
condition
of
our
schools
in
2015.
N
F
So
if
you,
if
you're
referring
to
the
initial
2017
wps
assessment,
that
was
done
in
a
snapshot
in
one
period
of
time
and
that
was
never
designed
to
be
ongoing
and
updated.
F
So
what
we've
done
now
is
move
to
an
industry
standard
of
having
facilities,
condition
assessment
done
regularly
and
that
will
continue
to
happen
as
we
move
forward.
So
that
was
just
a
snapshot
in
time,
as
I
would
describe
it,
but
then
what
we're
doing
now
is
talking
about.
We
have
a
a
data
dashboard
that
gave
us
our
current
internal
assessment
that
will
continue
to
update
until
the
facility
consistent
assessment
is
complete
and
once
the
facilities
condition
assessment
is
complete,
then
that
will
drive
our
work
going
forward.
That
will
be
constantly
updated,
very
good.
N
N
F
Let
me
be
more
specific,
so
we,
our
custodial
staff,
is
in-house
and
we
have
our
alterations
in
repair
division
staff
in-house,
but
we
do
have
contracts
in
place
to
help
us
outsource
some
of
the
work.
That's
done
that's
more
above
beyond
what
the
custodians
do.
So
it's
a
hybrid
of
both,
but
we
do
have
a
mechanism.
Now
we've
established
asset
essentials,
which
is
our
new
work
order
system,
that's
electronic
that
folks
can
put
in
and
we
can
track
more
specifically,
what's
what's
submitted
and
what's
repaired
and
we
can
monitor
it
more
closely.
N
And
then,
when
we're
thinking
about
rebuilding
schools
and
building
new
elementary
schools,
do
we
have
any
any
research
on
what's
an
optimal
size
for
a
school,
because
you
know
there's
all
sorts
of
opinions,
but
I
really
do
feel
for
especially
in
the
lower
grades
that
elementary
schools,
especially
there's
an
optimal
size.
If
it's
too
small,
then
you
don't
you
don't
have
certain
resources
that
you
might
want,
but
if
it's
too
big,
then
kids
get
lost
in
the
mix.
So
what
are
we
building
on.
F
N
And
then,
in
terms
of
projected
enrollment,
one
big
concern
I
have
about
is
where
we're
getting.
I
think
nate
we've
talked
about
this
about
what
we're
basing
our
projected
enrollment
on.
I
think
the
last
year's
census
was.
We
recognized.
This
was
a
very
significant
undercurrent
in
the
city
of
boston,
especially
in
communities
of
color
and
in
alton
brighton.
I
think
we're
reckoning.
N
K
K
Census
that
collects
information
that
that
I
think,
there's
a
lot
of
concerns
around
under
counting
and
then
there's
an
annual
survey
that
we
do
to
get
information
and
look
at.
We
also
look
at
the
number
of
live
births
and
we
had
a
partnership
pre-pandemic
with
the
boston
planning
and
development
agency,
where
we
were
trying
to
do
some
really
innovative
stuff
to
to
be
able
to
look
at
the
mayor's
housing
plan
and
the
new
buildings
that
were
being
coming
online
and
the
estimated
impact
on
enrollment
in
future
years.
K
K
That's
really
for
us
to
get
a
projection
of
the
number
of
k1
and
k2
students,
those
four
and
five-year-olds
that
we're
going
to
serve,
but
once
we
have
them
enrolled
in
our
district,
our
best
indicators
are
the
data
that
we
already
have,
and
so,
when
we
look
at
the
long-term
projections
for
first
second
third
grade
those
are
really
based
on
our
current
enrollment.
We
don't
need
anyone
else
to
provide
the
data.
We
have
the
data
on
every
child,
that's
in
the
city
of
boston,
what
school!
N
Thank
you
and,
and
then
in
terms
of
community
engagement,
you
know
you're
talking
to
current,
like
we're
talking
about
going
forward
in
the
future.
Are
we
engaging
with
future
parents
like?
I
know
I
keep
thinking
we,
we
have
a
huge
number
of
of
adults
at
a
certain
age
that
that
we
want
them
to
stay
in
the
city.
We
want
them
to
be
able
to
afford
to
live
in
the
city.
We
want
them
their
kids,
their
future
kids
that
may
not
have
arrived
yet
to
actually
go
to
our
schools.
N
How
are
we
going
to
engage
with
with
that
population
as
well
as
the
folks
who
are
you
know?
Some
of
these
buildings
will
be
built
after
the
current
students
have
graduated
and
they're
long
gone
from
our
school
system.
How
are
we
engaging
the
and
and
marketing
our
city
as
a
friendly,
kid-friendly
great
place
to
raise
kids.
F
Sure
so
we're
going
to
be
working
real
closely
with
our
family
community
engagement,
division,
who's
also
part
of
our
cross-functional
team,
and
they
will
help
us
with
a
lot
of
that
work.
So
we'll
we'll
pay
more
closer
attention
to
that
particular
population,
and
we
have
to
think
that
through
how
we
do
more
engagement.
There
very
good
thank.
O
Thank
you,
madam
chair,
and
thank
you
to
bps
for
being
here.
The
presentation
was
very
informative,
also
very
excited
about
the
green
new
deal
for
our
schools.
You
know
this.
Our
school
buildings
need
to
really
affirm
the
dignity
of
all
of
our
students
and
to
too
often
they're.
Not
doing
that.
I
was
excited
to
take
a
look
at
the
bill,
bps
dashboard
tool
to
see
the
individualized
assessments
of
the
schools
and
to
see
the
ratings.
O
But
could
you
talk
a
bit
more
about
how
those
ratings,
like
those
determinations,
are
made,
whether
it's
something
in
the
school
gets
the
label
excellent,
good,
fair,
poor
deficient?
Can
someone
talk
to
that.
D
G
Thanks
chief
alvarez,
hey
everyone
good
question,
so
in
the
building
dashboard
that
we
shared
for
transparency,
we
came
up
with
those
ratings
via
a
step-by-step
process.
So
first
we
looked
at
the
capital
asset,
useful
life
of
all
the
major
infrastructure
categories
in
schools,
so
everything
from
the
roof,
the
facade,
the
boilers
and
so
forth.
G
G
Oh
yeah
they're
in
the
schools
all
the
time
yep,
so
we
did
this
last
year
and
then
we
also
did
a
refresh
of
that
data
this
february
and
then,
on
top
of
that,
we
added
in
the
opportunity
index.
So
it's
not
just
whether
a
school
in
a
certain
location
has
a
bad
roof.
For
example,
we
also
included
information
on
the
concentration
of
the
students
needs
levels
that
are
served
by
that
school
since
we
bus
students
across
our
district
for
all
the
schools.
G
O
You
I'm
a
bit
worried
about
what
our
baseline
is
in
terms
of
what
we
believe
each
school.
The
quality
of
facilities
in
the
school
should
be.
You
know
what
made
me
nervous
is.
I
went
and
I
looked
at
some
schools
that
I'm
familiar
with
right,
like
my
middle
school,
the
mccormick-
and
I
was
there
recently
and
looking
at
the
gym,
for
example,
which
is
listed
on
the
billbps
dashboard
as
being
in
excellent
condition.
The
air
ducts
need
cleaning.
O
The
paint
is
falling
off
right,
there's
mold
in
certain
parts
of
the
gym,
so
I'm
just
you
know,
as
I
was
excited
to
explore,
but
then
nervous
that
the
data
in
a
lot
of
areas
may
not
be
accurate,
based
on
our
understanding
and
communities,
understanding
of
the
deficiencies
within
a
school,
and
so
when
I
saw
the
gym
that
needed
substantial
investment
and
improvement
labeled
as
excellent.
That
caused
some
concern.
F
So
if
I
can
just
comment
on
that
briefly,
so
this
internal
assessment,
we
conducted
with
our
internal
staff
to
get
at
least
our
initial
baseline
until
we
can
have
the
facilities,
contestant,
physician
facilities,
condition,
assessment,
started
and
completed.
What'll
be
different.
Is
that
the
facilities
condition
assessment
will
be
done
by
a
third
party
neutral
party
that
we've
hired
and
have
an
independent
look
at
everything
specifically
and
have
those
tours
with
the
school
leaders
and
it'll
be
more
informed.
O
Yeah,
I
understand
that
and
that's
why
I
said
I'm
a
little
bit
nervous
if
this
is
the
baseline,
because
there's
a
lack
of
excellence
in
some
of
these
areas,
where
that
we
mark
as
excellent
or
even
sufficient.
So
when
I
think
someone
asked,
but
when
when
will
their
will,
will
there
be
an
update
to
the
dashboard
once
this
independent
study
is
completed.
O
But
are
you
using
the
dashboard
like
what's
currently
existed,
to
make
the
determination
determinations
on
what
needs
to
be
upgraded
at
certain
schools,
we'll
be
going.
O
Yeah,
I
guess
I'll
just
emphasize
that
that
would
be
done
in
conjunction
with
school
leaders,
because
you
know
this
is
the
school
that's
expanding
right,
but
the
fissile
is
remaining
in
the
same
facility.
It's
merging
they're,
getting
additional
high
school,
but
they're
in
cram
facilities.
The
lockers
are
deficient.
They
don't
have
like.
There
are
leaks
in
the
gym.
O
F
So
no
the
assessment
was
done,
but
unfortunately
no
dollars
were
committed
to
actually
doing
any
renovations
there.
I
couldn't
speak
to
specifically
why
not,
but
what
we
do
know
now
is
that
we
prioritize
that
as
an
area
because
white
stadium
for
the
longest
time
since
I've
been
around,
has
been
really
neglected,
we've
done
our
best
to.
F
Make
renovations
and
repairs
as
needed,
but
at
this
stage
of
the
game
we
just
think
it's
best
to
just
have
a
whole
fresh
new
look
at
it
and
we're
thankful
that
the
mayor
has
committed
these
resources
to
white
stadium
in
the
project.
So
we
look
forward
to
working
with
the
parks
department,
the
george
white
fund,
to
really
take
action.
This
time.
O
F
O
Okay,
a
little
bit
of
a
pivot
also
got
a
lot
of
emails
and
calls
this
morning
about
a
lot
of
issues.
What
are
we
doing
in
terms
of
the
timeliness
of
our
to
improve
the
towniness
of
our
buses,
a
number
of
parents,
a
number
of
students
this
morning
alone
have
reached
out
with
complaints
about
their
buses,
not
showing
up,
and
it's
especially
hard
for
working
class
families
for
all
families
really,
but
to
manage
their
day
and
figure
out.
O
You
know
what
they're
going
to
do,
whether
they
have
to
personally
drive
their
student
or
figure
something
out.
So
what
are
we
doing?.
F
Well,
thankfully,
under
dr
kelly's
leadership,
we
have
a
new
bus
contract
with
our
cba
for
the
bus
drivers
that
has
finally
got
us
a
place
where
we
have
some
operational
changes
within
that
current
agreement
so
going
forward.
F
We
hope
to
utilize
and
leverage
some
of
those
new
things,
but
as
far
as
right
now
we're
continuing
to
make
sure
we
over
communicate
with
families
when
there's
going
to
be
delays
or
continuously
to
working
with
our
drivers
and
trends
of
our
bus
operating
company
to
make
sure
we're
over
communicating
when
these
instances
arise
and
really
urgent
parents
to
make
alternative
plans
where
appropriate,
because
these
things
are
forcing
we
can't
100
get
rid
of
them
for
now.
But
we're
working
towards
that.
F
Yeah,
so
my
understanding
is
that
we
do
a
run
in
the
morning
and
we
have
an
idea
of
who's
absent
the
morning
of
and
then
once
we
know
that
people
at
the
bus
starts
as
early
as
5
00
a.m.
Doing
that
attendance
count
and
run,
and
we
start
making
calls
as
soon
as
we
know
the
whole
totality
of
the
driver
absences
communications
are
going
out
to
parents
themselves
directly
to
schools
directly
themselves
to
people
that
operate
on
the
ground
and
we're
looking
at
really
trying
to
push
our
hiring
right
now.
F
So
I
know
the
team's
actively
working
on
trying
to
get
as
many
drivers
higher
right
now,
working
with
the
rmv
to
get
people
certified,
so
hiring
is
part
of
our
strategy
and
then
the
communication
piece
with
our
families
and
in
the
afternoon
same
kind
of
thing.
So,
if
you
know
the
attendance
is
going
to
be
bad
in
the
afternoon,
we're
communicating
in
the
afternoon
to
the
same
people
so
twice
a
day,
we're
doing
communication.
O
And
what
is
the
percentage
of
bus
of
buses
that
are
that?
Just
don't
show
up
or
that
of
the
of
of
the
total
fleet
and.
P
Thank
you,
madam
chair,
and
thank
you
to
the
pianist
for
being
here
and
the
work
of
providing
the
residents
of
the
city.
I
just
want
to
highlight
the
professional
work
public
facilities
has
been
doing.
I
want
to
thank
the
director
kerry
griffin
as
well,
so
my
my
comments
are
similar
to
my
colleague
council,
illusion,
as
it
relates
to
hvac
hvac
systems,
swimming
pools
and
athletic
facilities.
P
F
So
we're
currently
in
the
process
of
converting
over
racs
to
put
them
on
working
inoperable.
So
that's
ongoing.
That's
a
regular
cycle
that
we
do
year
to
year
and
part
of
that
work
is
to
make
sure
that
the
systems
are
working
and
functioning
and
doing
any
repairs
that
are
necessary
to
do
that.
Simultaneously.
We
have
started
the
installation
of
the
ac,
the
acs
in
the
classrooms
that
dr
xelias
helped
us
implement,
so
we're
in
the
process
of
doing
that
now.
P
Swimming
plays
a
critical
role
for
for
many
we're.
Given
we
live
in
a
city,
that's
right
in
the
ocean,
but
I
also
know-
and
it's
an
issue-
I've
worked
on
for
five
years.
I
also
know
that
students
of
of
color
and
student
immigrant
students,
especially
as
well
students
with
disabilities-
I
don't
think
they
get
the
necessary
swimming
lessons
in
school
and
I've.
I've
worked
on
this
issue
and
asked
the
ymca
to
be
involved
with
bps
with
bcyf.
F
P
Okay,
this
is
one
of
my
top
priorities
is
the
swimming
pools
and
I
think
it's
critical
we're
going
into
the
summertime.
Kids
are
not
going
to
be
in
school
and
they're
going
to
be
in
and
around
the
ocean.
That's
why
it's
critical
to
fix
swimming
pools
and
get
kids
swimming
lessons
so
I've.
I've
stressed
this
as
a
priority
for
me
that
I
want
to
get
swimming
pools
fixed,
and
I
want
to
get
kids
swimming
lessons,
kids
with
disabilities
and
students
of
color,
and
is
this
a
priority
for
bps?
F
Yes,
so
going
coming
out
of
the
pandemic,
we
had
to
unfortunately
shut
those
down,
so
I
know
at
that
time
when
we
were
opening
school
this
past
year.
We
work
really
closely
to
do
those
pool
assessments
and
get
them
up
and
running
inoperable
again.
So
it
is
a
priority
for
us,
and
I
know
our
team
has
been
working
in
collaboration
with
the
community
centers
in
the
y
and
talking
about
swimming
and
programming
and
bringing
other
partners
on
board.
P
F
I'd
love
to
get
the
status
update
first,
just
to
let
you
know
where
we
are
where
we
stand,
because
they
may
very
well
be
all
up
and
operable.
Now
I
just
want
to
just
get
you
that
most
accurate
information
possible.
P
Okay,
what
are
the
major
problems
we
have
with
athletic
facilities
in
bps
with
in
our
gyms,
in
our
sports
parks
and
playgrounds
or
or
where
our
kids
play
ball?
What
are
what
are
some
of
the
challenges
we
have.
F
Yeah
definitely
not
enough
of
them,
so
I
think
what
we
do.
What
we
do
prior
to
every
season
is
we
do
a
facilities
assessment
to
ensure
that
where
the
kids
are
playing
have
everything
they
need.
Typically,
when
the
weather
is
bad
snow
or
rain,
it
tends
to
damage
our
fields
that
are
grass
and
natural
fields.
But
then
we
have
a
system
in
place.
We
work
to
make
those
repairs,
so
it's
an
ongoing
assessment
and
we'll
continue
to
make
necessary
repairs.
If
there's
a
deficiency
in
any
of
the
areas.
P
Yeah
yeah,
but
sam.
That's
that's
too
late!
It's
it's
june!
Now
and
you
know
going
into
july
and
in
august
the
kids
are
going
back
to
school
in
in
late
august
september.
We
need
to.
We
need
to
be
working
on
this
now,
not
doing
assessments.
Now
we
need
to
have
making
infrastructure
improvements
now
so
so
that
there
are
not.
There
are
no
delays.
D
Can
we
also
add
to
the
request
that
you
have
counselor
around
pools,
who
that
had
an
update
on
the
athletics.
P
Okay,
those
are
those
those
are
important
issues.
I
you
know
I
we
need
to
give
our
students
the
opportunity
to
to
swim
to
to
play
sports
to
to
study
and
in
a
healthy
environment
with
the
with
the
hvac
system.
Those
are
priorities
that
I
have
I
I
just
also
hope
these
are
priorities
for
bps
as
well.
Q
And
thank
you
to
the
administration
at
bps
for
coming
to
be
here
today.
It's
good
to
see
y'all
again,
so
I
have
questions
that
are
specific
to
the
the
presentation
there.
On
the
presentation
there
was
a
community
us
mention
of
a
community
driven
master
plan
for
fy25.
F
What
we've
heard
continuously
is
that
sometimes
the
community
wants
to
give
us
the
feedback
and
give
us
the
idea,
so
we
built
in
some
time
going
forward
for
that
to
actually
happen,
we're
not
at
the
stage
to
roll
any
of
that
out
now,
because
we're
focusing
on
the
current
proposals
around
the
mergers
that
we're
proposing
and
getting
feedback
on
and
then
going
forward.
Our
plan
is
to
have
the
different
pm's
for
the
different
projects
and
neighborhoods,
as
well
as
our
family.
Q
So
in
that
vein,
in
the
presentation
under
the
facilities
quality
guarantee,
you
stated
that
you
would
finalize
a
grade
reconfiguration
of
all
the
remaining
schools
pre-k
to
6
and
7
to
12
model.
Does
that
mean
that
you're
going
to
have
a
finished
plan
that
parents
and
community
members
can
reference
in
terms
of
what
schools
are
merging?
Which
ones
are
closing.
F
Yeah
to
be
determined
in
the
near
future
as
we
roll
out
this
wave
of
work
as
well,
so
we're
still
because
we
just
started
this
work.
We
started
some
community
roundtables
about
getting
feedback
on
how
we
do
the
work
so,
in
other
words,
we're
still
getting
feedback
on
how
to
approach
the
work
is
how
I
describe
it
now
and
once
we
have
that
nailed
down,
then
we'll
wrote
out
a
more
comprehensive
plan
with
timelines.
Q
Okay
and
so
along
the
community
engagement
piece
at
what
point
and
in
what
ways,
if
you
know
so
far,
are
the
is
the
green
new
deal
initiative
going
to
involve
stakeholders
for
bps?
Are
parents,
students
and
community
members
going
to
be
engaged
throughout
the
different
stages
of
the
decision
making
process?
Q
You
know,
there's
just
there's
just
a
history,
particularly
with
parents
and
community
members
feeling
like
bps,
is
presenting
them
already
finished
plans
that
they
can
respond
to
and
so
we're
gonna
have.
You
know
new
superintendent,
we
have
a
new
mayor
and
so
we're
hoping
that
we
can
we're
not
making
some
of
the
same
missteps.
So
can
you
talk
a
little
bit
about
that
sure.
F
I
mean
we're
working
closely
with
our
school
committee,
we're
working
closely
with
the
mayor's
office
working
closely
with
dion,
I'm
sorry,
chief
commissioner,
iris
and
his
team
to
make
sure
that
we
have
plans
in
place
and
in
a
foundation
later
how
we
move
forward.
So
as
the
transition
occurs,
it's
going
to
be
important
for
us
at
all
the
different
levels.
I've
mentioned
to
make
sure
that
there's
constant
communication
and
constant
planning
and,
more
importantly,
constant
engagement
with
the
community
to
keep
everyone
updated.
F
Q
Okay,
I
appreciate
the
intention:
is
there
a
plan
I
mean
just
even
for
the
green
new
deal
and
I
understand
that
it
was
under
wraps
and
the
level
of
secrecy
because
it
wasn't
announced
yet,
but
even
for
the
plan,
that's
already
been
laid
out,
there's
very
little
community
engagement,
and
so
I'm
curious
of
how.
How
do
you
see
that
intention
translating
into
community
so.
F
I
would
phrase
what
you
respond
by
saying
that
the
planning
that
went
into
the
announcement
was
built
upon
a
lot
of
previous
engagement
that
had
already
occurred.
So,
for
example,
I
speak
to
white
stadium.
People
have
talked
about
white
stadium
and
nauseam
about
what's
needed.
White
stadium
people
have
talked
about
blackstone,
for
example,
about
what's
needed
at
the
blackstone.
People
have
talked
about
the
mckinley
schools
in
western
mckinley
school,
so
we
took
all
that
feedback
so.
F
D
Like
there's
already
been
engaged
exactly,
okay,
so
can
I
just
add
counselor
that
we're
also
invested
in
the
fca
to
give
us
data
to
help
us
do
that
master
plan
as
well.
So
that
is
really
going
to
help
us
inform
in
terms
of
making
sure
that
we
have
the
right
massive
plan.
Okay,.
Q
That's
that's
perfect,
segway,
because
I
want
to
talk
a
little
bit
about
the
dashboard,
so
this
is
a
budget
hearing
and
so
I'm
curious.
Do
you
have
any
information
on
making
sure
that
the
dashboard
is
going
to
be
updated
regularly
and
what's
the
expectation,
do
you
have
staffing
for
it?
Is
there
one
like
how
do
you
intend
to
make
sure?
I
know
you
talked
so.
Q
You
talked
a
little
bit
about
the
one-time
static
report
that
you
did
how
the
facilities
overview
assessment
is
now
going
to
happen
on
a
regular
basis,
but
is
the
data?
Will
the
dashboard
be
updated
as
the
assessment
happens
or
on
a
different
timeline
and
who's
going
to
be
doing
that.
F
Simultaneously,
so
our
team
will
be
out
reviewing
everything.
That's
in
the
dashboard
talking
with
school
leaders,
community
members
about
what's
in
the
dashboard
and
just
making
sure
we
have
a
common
understanding
of
what
that
looks
like
in
picture
and
then
the
facilities
condition
assessment
will
give
us
that
third
party
neutral
view
of
all
the
details
as
well,
just
to
kind
of
verify
and
or
upgrade
our
work
towards
the
broader
facilities
planning.
Q
Q
Okay,
madam
chair,
how
much
time
do
I
have?
Thank
you
mike.
My
next
question
about
the
dashboard.
Is
we've
heard
that
there's
a
possible
vulnerable
schools
list?
Does
a
school
does
a
list
of
that
exist?
If,
in
the
interest
of
transparency,
can
we
I.
Q
There's
been
some
talk
about
a
list
of
vulnerable
schools
in
terms
of
the
shutdown
and
looking
at
schools
that,
like
might
be
shut
down
where
they're,
based
on
enrollment
or
somehow
so
forth,
I've.
This
is
something
that's
come
to
me
from
community
members.
I
don't
know
that
it
exists,
so
the
question
is:
when
does
that
list
exist
and
okay
beautiful?
That
list
does
not
exist.
Can
we
talk
a
little
bit
about
including
this
master
plan?
Q
So
I
just
asked
the
question
specifically
about
having
the
full
reconfiguration
finished:
will
that
full
reconfiguration
be
available
on
the
dashboard
for
people
to
look
at.
D
So
I'm
hoping
that
amy
could
go
into
what
would
happen
with
the
fca
at
the
end
of
completion.
At
the
end
of
it,
there
is
going
to
be
a
public
facing
dashboard
that
anyone
could
go
in
and
investigate
what's
going
on
with
the
schools
and
what's
the
status
of
the
school
villains,
and
I
don't
know
if
I
miss
anything
in
their
process.
Q
Thank
you
and
my
last
question
is
part
of
the
goal
of
the
green
new
deal
for
bps
turning
every
school
into
a
hub
school.
Ultimately,.
F
We
do
have
a
hub
school
strategy
that
we
are
working
on
the
district
now
and
we're
looking
to
continue
to
push
that
model.
So
that
will
be
one
of
the
lenses
that
inform
some
of
the
work
that
we
do
going
forward.
F
K
Counselor
lara
two
projects
that
we're
working
on
that
are
meant
to
inform.
That
kind
of
question
is
the
the
k-6
study
is
going
to
lay
out
what
our
school
building
design
will
be,
and
I
think
that'll
answer
some
questions
about.
What
does
the
facility
need
to
have
or
what
are
the
opportunities
for
community
integration?
K
The
second
thing
is,
we
are
launching
and
there's
multiple
conversations
that
sort
of
relate
to
the
reimagined
school
funding
project.
Where
we're
going
to
be
looking
at
how
we
fund
our
schools,
the
question
of
how
big
our
elementary
schools
should
be
and
what
they
should
have
is.
It
is
both
a
facilities
question,
but
it's
an
investment
resource
question.
K
I
think
the
hub
school
piece
that
sam
mentioned
has
both
a
staffing
component
partnership
component
and
then
also
a
facilities
component,
and
so
it's
the
integration
of
those
two
big
projects
that
we
hope
will
paint
the
picture
for
the
community
and
will
be
informed
by
community
feedback
about
what
do
we
want
our
schools
to
have
from
from
operating
resources
and
also
facilities,
resource.
Q
R
Thank
you
to
you
all
for
being
here.
I
just
have
some.
I
want
to
follow
the
thread
around
community
engagement
just
a
little
bit
longer.
If
you
don't
mind,
can
you
just
tell
me
how
many
sessions
you
have
slated
for
community
engagement
specifically.
E
Yes,
no
as
part
of
the
k
through
6
and
7
through
12,
we
have
about
146
meetings
in
total,
so
there'll
be
vision.
Sessions
with
various
stakeholders,
there'll
be
focus
groups,
so
there
is,
there
is
a
the
the
focus
is
going.
There
will
be
a
lot
of
community
engagement,
we'll
probably
set
it
up
so
we'll
develop
almost
like
a
cac
so
that
we
can
have
people
throughout
the
district.
E
We've
done
it
successfully
with
the
like
the
dorchester
community
center
study
and
some
other
studies
that
we
do
when
you
have
such
a
large
vast
number,
because
there
is
going
to
be
a
commitment
that
is
necessary
for
you
know
so
that
we
receive
the
engagement
of
the
community
and
not
everyone
can
make
it
at
you
know
at
all
times,
but
we
do
want
to
they'll,
be
you
know
and
how
that's
established
we'll
we'll
be
working
through
that
now,
in
terms
of
with
our
designer
and
our
community
engagement,
specialist
and
with
a
bps
communications
team.
E
But
the
study
itself
will
have
a
robust
community
process
that
will
make
sure
you
know
we
engage.
E
F
E
Stakeholder
is
really
everyone,
everyone
that
has
the
seated
table,
whether
it's
the
parent,
whether
it's
the
administrator
these
principal
the
superintendent
central
office,
mayor's
team.
It's
you
know,
it's
really
everyone,
the
children.
You
know
we
want
to
have
a
very
transparent
and
robust
project
process
for
community
family
members,
like
all
that
increases
the
value
of
and
will
help
with
the
end
result.
R
And
can
you
just
explain
to
us
how,
with
with
that
level
of
different
types
of
understandings
and
ages,
kind
of
what
your
communication
engagement
process
is
going
to
look
like,
so
that
you
are
able
to
reach
different
age
levels,
different
understandings
kind
of?
Have
you
guys,
given
some
thought
to
that.
E
We
have
we
we've
done
we
most
of
what
we
do,
even
especially
with
the
the
msba
we
do.
A
robust
community
process
with
this
is
going
to
be
greater
because
it's
district-wide,
but
when
we
do
community
engagement
with
a
school
say
like
the
carter
school,
we
have
a
series
of
you
know
prior
it's
part
of
the
process,
so
we
would
have
essentially
a
series
of
visioning
sessions
that
have
come
from.
E
You
know:
school
professionals,
school
alumni,
school
teachers,
school
admin,
families
and
you
know
when
we
work
with
them
and
they'll,
be
different.
You
know
one
for
the
way
this
will
be
set
up,
is
there'll,
be
an
educational
component,
then
there'll
be
a
programming.
Then
there'll
be
some.
You
know,
there's
multiple
things
so
for
and
it
will
be
completely
open
to
anyone
that
wants
to
come,
but
it
will
be
well
circulated
throughout
the
city
in
terms.
R
R
I
just
kind
of
want
to
note
that
you
know
we
talk
a
lot
about
community
engagement
and
as
a
parent,
I
I
feel
like
we
always
have
an
issue
with
communication
and
community
engagement,
and
I
really
do
appreciate
the
thoroughness
in
terms
of
how
we're
going
to
repair
the
harm.
But
I
I
do
know
that,
no
matter
how
robust
the
plan
is,
I
think
where
we
need
to
work
a
little
bit
more
on
the
implementation
of
that
plan.
I
think
executing
it.
R
I'm
gonna
go
on
to
the
my
other
question,
so
I
don't
want
to
waste
all
of
my
time
with
this.
Can
you
just
talk
to
us
a
little
bit
about
the
efforts
around
minority,
vendors
and
kind
of
like
looking
at
your
facilities,
and
you
know
what?
What
are
your
goals
and
objectives
in
terms
of
like
increasing
the
number
of
vendors
that
are
mine
already
owned.
F
So
we'll
follow
the
process
that
we
have
outlined
around,
attracting
them
making
sure
the
language
is
every
rp
that
we
put
out
there
we're
seeking
to
do
that.
We're
looking
at
doing
targeted
outreach
to
different
vendors
that
may
be
able
to
qualify
to
do
some
of
the
work
and
definitely
invite
them
to
participate.
R
People
my
voice,
it's
okay,
don't
worry!
I
I
think
I
got
it.
You
guys
are
working
with
some
people
right,
yes,
okay,
you're
working
with
some
people,
I'd
like
to
know
who
those
people
are,
and
I
like
a
list
of
who
they
are
and
the
efforts
that
are
being
made-
and
I
think
timelines
deadlines,
goals
and
objectives
would
be
really
helpful.
I'm
just
going
to
ask
I'm
just
curious
about
the
shaw,
the
situation.
I
understand
that
the
the
irving
is
expanding
to
the
sixth
grade
and
the
shaw
is
that
is
that.
K
The
irving
is
a
middle
school,
that's
closing.
At
the
end
of
this
school
year,
the
sumner,
the
field
worker,
adding
sixth
grade
for
the
fall.
Those
are
in
roslindale
as
well,
some
other
roslindale
schools.
The
pa
shaw,
is
currently
a
k-3
and.
K
Expanding
to
fourth
grade
next
year
and
we're
in
there
are
multiple
things
that
are
going
on
to
engage
with
the
community
and
make
plans
for
eventually
that
school
matching
the
k-6
configuration
of
the
district.
R
Thank
you
for
that,
and
then
I'm
just
going
to
note
for
the
record
right.
We
we
talk
about
assessments
and
studies,
and
I
think
you
know
we.
We
should
really
accelerate
these
studies
and
and
start
executing
against
those
liberals.
R
The
fact
that
white
stadium
there
was
a
study
done
in
2013
and
now
we're
going
back
instead
of
moving
forward
with
kind
of
like
moving
the
work
is
alarming,
and
I
also
think
that
to
counselor
louisiana's
point
in
regards
to
how
we're
measuring
standards
you
know,
I
was
at
the
boston
day
and
evening
academy
they're,
sharing
space
right
now
at
the
timothy
they're
they're
feeling
displaced,
unhoused
right,
like
a
lot
of
the
trauma
that
people
who
experience
housing
instability
is
the
same
thing
in
our
schools.
Right
we
have.
R
We
have
this
particular
situation
where
they're
in
two
different
buildings,
I
went
to
the
timothy
last
week
and
the
floors
were
literally
broken,
and
so
I
don't
see
them
on
the
list
here.
So
I'm
just
curious
about.
Where
does
bda
stand
in
your
build
bps?
Are
they
going
to
have
a
permanent
home?
And
if
so,
what
does
that
look
like.
F
Sure
so,
over
the
last
couple
of
weeks,
we've
connected
with
the
head
of
the
school,
the
representative
of
their
board.
F
We
walked
through
how
they're
going
to
be
stabilized
for
next
year
and
what
spaces
they'll
use
as
a
timothy
and
as
part
of
the
next
wave
of
discussions
around
the
arena
deal
they'll
be
in
the
conversation
about
what
we
do
as
far
as
permanent
housing's,
permanent
building
and
structure
going
forward.
Okay,
thank
you.
S
Thank
you,
madam
chair,
and
thank
you
all
for
being
here.
I
look
forward
to
working
with
you
all.
I
was
also
pleased
to
see
mary
woo's
commitment
to
a
green
new
deal
for
bps.
I've
said
at
nauseum
that
my
district
is
going
to
be
hit
first
and
worst
by
negative
impacts
of
climate
change
so
approaching
our
capital
planning
within
that
lens
of
resiliency
inequities
is
very
important
to
me.
S
So
in
that
spirit
of
urgency,
I'm
going
to
approach
my
line
of
questioning
within
those
lens
and
I'll
start
district
specific
and
then
go
to
general
questions
the
second
round-
and
these
are
hyper-specific.
So
I
get
that
you
probably
don't
have
answers
to
this
right
now,
but
I
would
love
information
or
any
type
of
follow-up
on
them.
S
But
my
first
priority
is
the
o'donnell
school
playground
in
east
boston.
I'm
sure
you
all
have
heard
about
this,
but
I'm
uplifting
and
elevating
work
done
by
parents
and
teachers.
It
was
built
in
1995.
It
was
torn
down.
There
were
two
incidents
where
kids
were
hurt,
using
the
play
structure-
they're,
okay
and,
like
I
said,
the
playground
has
been
torn
down,
but
when
we're
talking
about
high
opportunity
index
schools,
this
is
number
one
in
my
district.
I
think
just
looking
at
the
data
making
sure
I
have
it
right
now.
S
It's
88
of
families
identify
as
latinx
or
hispanic
there's
been
25
new
families
that
have
joined
the
school
community
since
november
so
amy.
I
know
your
dashboard
amy
right
did
I
get
your
name
right?
Okay,
I
just
want
to
make
sure
dashboard
is
incredible.
This
is
one
of
those
instances
where
I
think
there
might
have
been
a
mistake.
It
was
listed
as
low
priority
and
when
we're
talking
about,
like
I
said,
equity,
this
is
in
the
middle
of
a
heat
island
in
east
boston.
S
These
kids
don't
have
backyards,
they
largely
live
in
overcrowding
in
their
homes.
So
I
would
like
to
see
this
as
a
priority
in
the
capital
planning
process,
and
I
don't
know
if
there's
been
any
updates
on
this
or
if
I
can
see
any
sort
of
commitment
or
hear
any
sort
of
commitment
right
now
that
this
will
be
a
priority
in
this
budget.
F
So
in
doing
our
assessment,
we
typically
annually
make
repairs
at
playgrounds
across
the
district
where
needed
and
when
there's
emergencies
or
when
there's
any
malfunctions
and
systems
or
structures
and
playgrounds.
F
So
as
we
did
our
district-wide
initiative
and
assessment,
we
compared
the
donald
playground
to
others
and
they
the
when
the
when
the
play
structure
was
up
in
operable
it
wasn't
as
bad
as
other
playgrounds
that
are
in
the
district
that
we
continue
to
make
repairs
on
as
needed.
So
I
just
want
to
name
that
publicly,
but
as
far
as
the
adama
goes,
I
know
the
community
advocated
to
just
tear
it
down,
so
we
obliged
and
we
did,
tear
it
down.
F
So
the
big
question
becomes
now
is
how
quickly
we
can
get
that
playground
and
or
others
that
are
worst
shape
rebuild
as
well.
So
I
don't
want
to
pigeonhole,
let's
just
into
o'donnell,
but
it
is
on
our
focus.
It's
on
our
radar
screen.
We'll
continue
to
make
sure
that,
as
we
talk
about
playgrounds
across
the
city,
we
make
the
investments
where
we
feel
is
really
equitable
and
not
where
sometimes
a
lot
of
voices
are
occurring
to
get
demand
action.
So
we
really
ought
to
balance
both
of
those
on
both
those
pieces.
100.
S
I
understand
that
and
resources.
There's
finite
amount
of
resources
right,
but
in
my
district
I'm
just
letting
you
all
know
this
is
my
top
priority
appreciate.
D
Just
to
add
the
fact
that
the
playground
was
removed-
and
this
is
one
of
those
things
for
the
dashboard
that
we
need
to
do
better
right.
It
put
it
at
low
priority
because
it
wasn't
it's
not
there
right
now,
but
sorry
because
the
playground
is
no
longer
there.
D
They
put
it
at
low
priority
doesn't
mean
that
they
don't
need
a
playground.
It
doesn't
mean
that
we're
not
including
them
as
part
of
the
the
playground
reconfiguration,
and
they
know
it's
just
that.
It's
not
there
and
that's
how
it's
our
internal
dashboard
sees
it,
but
it
is
definitely
a
priority
for
us
as
well.
Okay,.
S
Yeah
we
had
secured
funding
for
the
study,
so
the
study
is
already
done.
So
I
would
like
to
see
something
in
this
budget
or
next
budget
appreciate
that
thank
you,
yamana
barnes
middle
school,
my
alma
mater.
It
sits
on
the
coastline
and
just
like
this
building,
it's
in
the
brutalist
architecture,
sea
water,
concrete,
not
great.
S
I
know
that
they
have
had
money
set
aside
to
build
some
sort
of
turf
around
it,
just
making
sure
that
it
is
resilient
from
sea
level
rise.
I
don't
know
if
that's
been
approved
yet,
but
that
is
something
that's
in
that's
in
the
pipeline.
F
S
D
S
S
I
support
mothers
out
front
east
boston
to
have
austin
air
hepa
filters
in
in
classrooms,
especially
underneath
the
flight
path.
I
could
point
to
one
school
in
particular
the
patrick
kennedy
is
within
a
high
opportunity
zone.
So
I
would
like
to
know
if
there's
any
commitment
to
work
with
mothers
out
front
or
professors
at
olin
college
to
get
some
of
these
filters
in
the
classroom
and
also
make
sure
that
we
have
some
data
tracking
systems
to
monitor
the
air
quality.
F
F
Massachusetts
general
lost
30b
is
our
procurement
laws
that
we
have
to
black
by
as
far
as
making
large
purchases
yep.
So
we
wanted
to
make
sure
that
we
explained
that
to
them
and
we
were
sensitive
to
the
air
quality
in
east
boston
in
general
because
of
the
conditions
and
locations,
but
more
specifically
due
to
covert
and
making
sure
there
was
air
exchanges
as
well
happening
within
the
building
and
spaces.
So
what
that
boiled
down
to
was
we
couldn't
use
a
specific
brand.
F
We
had
to
like
literally
go
out
to
bid
and
have
a
procurement
methodology
around
that.
So
that's
why
we
went
with
the
filters
that
we
purchased,
because
we
have
to.
We
can't
just
a
company
can't
just
say
here:
use
this
type.
Specifically,
it
has
to
be
publicly
bid,
and
then
you
have
to
follow
that
process.
F
S
Understand
I
am,
I
don't
know
if
our
academic
partners
are
telling
us
that
there
are
certain
filters
that
are
better
than
others.
I
don't
know
why
we
would
not
go
with
the
austin
air
filters.
Right,
I
mean
air
quality
due
to
covid,
we
all
know
is,
is
top
priority,
especially
in
east
boston.
So
I
don't
know
if
we
can
revisit
that
decision.
M
D
Filters
we'll
be
going
back
to
our
environmental
team
within
the
facilities
department
and
then
definitely
have
them.
Look
at
that
and
see
if
whether
or
not
we
could
incorporate
what
you've
just
recommended.
Counselor.
Thank.
M
S
S
And
then
I
have
so
many
questions,
but
the
last
one.
I
think
how
much
time
do
I
have
eight
seconds
eight
seconds,
one:
eight,
nine
para
street
any
update
within
six
seconds.
F
D
U
You,
madam
chair,
thank
you
to
the
panel
for
all
the
great
work
you
do
here
in
the
city
of
boston.
When
I
was
taking
a
look
at
the
facilities,
quality
guarantee
we're
talking
about
buildings,
I
like
to
use
words
like
durable
long
standing.
I
didn't
see
any
mention
of
that
in
the
facilities
quality
guarantee.
So
it
kind
of
led
me
to
the
question
of
we'll
talk
about
standard
new
buildings.
U
U
E
Be
doing
we'll
be
developing
a
set
of
standards,
so
you'll
have
the
standards
for
what
type
of
anything
how
we,
how
we
build
it
in
terms
of
the
type
of
locker.
The
type
of
you
know
whether
the
type
flooring
you
know
hardware
will
have
us
a
set
of
standards
that
will
be
part
of
this
study
so
that
when
which
will
help
the
process.
So
now
that
you
don't
you
know,
we
can
just
give
that
to
the
next
design
team
and
say
look
at
this
is
this?
U
D
The
assessment
report
will
include
pictures
they're
going
into
each
and
every
room,
taking
square
footage
of
all
the
rooms
all
of
the
systems,
I'm
understanding
what
it
is
that
the
how
much
life
we
still
have
on
it,
we're
putting
a
tag
on
it
that
we
could,
you
know,
monitor
it
on
a
regular
basis.
So
we're
literally
going
into
every
single
from
the
floor
to
the
ceiling
to
the
systems
to
rooms
bathrooms
all
of
it
to
just
really
understand
in
detail
on
the
conditions
and
what
how
much
life
we
have
in
them
and.
L
F
U
U
Can
you
repeat
that
last
part
berto
2.0
our
school
buildings
being
brought
into
compliance
so.
E
That
birdo
too,
that's
that's
more
for
emissions
and
the
goal
is
for
2030
and
it
actually
now
includes
municipal
buildings.
So
we
do
look
at
that,
like
any
of
our
new
school
schools
that
we
build
will
be
with
net
zero
guidelines,
the
ordinance
for
that,
but
also
birdo
2.0,
so
that
will
impact
this
year's
capital
plan.
In
terms
of
that
will
be
the
design.
Those
will
be
the
standards
that
are
given
to
designers
to
say
we
have
to
meet
these
like
everything
we
do
we
want
to.
We
want
to
look
towards
the
future.
E
U
And
then
before
you
go
nate,
do
you
and
then
after
you
answer
all
that,
do
you
see
the
demand
for
matapan
high
school.
K
When
we
looked
at
the
the
identified
the
sites
that
were
prioritized
for
the
next
round
of
buildings,
it
was
a
combination
of
sites
where
we
had
few
access
or
less
access
to
schools
close
to
home,
which
is
why
we
identified
the
mattapan
dorchester
border
as
one
of
the
priority
neighborhoods,
and
then
we
also
identified
places
where
we
knew
to
achieve
our
configuration
of
k-6
7-12.
K
K
The
thing
that
makes
high
schools
tricky
is
as
city-wide
high
schools.
We
need
to
think
about
our
portfolio
of
high
schools,
both
in
geographic
distribution
and
then
also
in
programmatic
distribution.
So
where
does
it
make
sense
geographically
for
a
school
program
to
operate
and
then
also
where
our
students,
and
so
the
other
piece
I'll
just
add
when
it
comes
to
high
schools,
is
right.
K
Now
we
have
a
lot
of
small
high
schools
and
high
school
enrollment
is
declining,
and
so
we
need
to
figure
out
it's
more
likely
that
if
we
want
a
high
school
in
mattapan,
then
we
need
to
consider
what
high
school
will
move
there
or
multiple
high
schools
would
move
and
sort
of
combine
into
that
neighborhood.
K
We
don't
have
any
evidence
to
suggest
that
if
we
opened
a
brand
new
high
school
that
we
would
be
able
to
both
sustain
that
high
school
and
sustain
other
high
schools
throughout
the
city,
and
so
it's
part
of
our
high
school
redesign
that
we
need
to
look
at
our
overall
portfolio
and
make
that
determination.
U
K
K
You
the
the
data,
I
don't
want
to
speak.
I
don't
have
it
open
right
in
front
of
me.
I
can
get
it
open
and
answer
more
questions
neighborhood-based,
but
we
can
certainly
send
over
the
enrollment
by
neighborhood
and
the
grade
bands
that
we
sort
of
look
at
to
sort
of
estimate
whole,
so
it'd
be
9
through
12
6
through
8
and
then
k
to
5
is
sort
of
our
grade
spans
that
we
tend
to
look
at
some
version
of
that.
V
You,
madam
chair,
good
morning,
everybody
for
you
today,
good
sam,
you
really
talked
about.
We've
got
a
new
transfer.
First
of
all,
what
is
the
transportation
budget
this
year
for
buses.
V
F
Yeah
a
lot
of
operational
efficiencies,
as
far
as
like
you
know,
bus
drivers,
reporting
and
time
off,
and
those
kind
of
things
that
kind
of
contribute
to
some
of
what
we
see
now
have
been
addressing
that
contract
and
those
operational
species
will
help
us
along
the
line,
because
it'd
be
more
predictable
of
when
people
be
absent,
predictable
to
how
we
make
backup
plans
in
those
kind
of
pieces.
Okay,.
V
Tim,
you
would
also
mention
hub
schools.
Can
you
explain
a
hub
school
to
me?
What's
the
definition
of
sure.
F
F
Things
like
that
exactly
ymca
et
cetera,
and
you
know
health
services,
health
related
fields
and
they
really
come
in
and
they
map
out
a
plan
on
how
they
can
support
students
in
the
schools
making
sure
they're
meeting
academic
needs,
as
well
as
their
personal
social
emotional
needs
as
well.
V
F
The
failed
house,
well,
I've
been
in
touch
with
with
with
bob
skinnell
and
his
team,
and
our
team
is
working
closely
with
them
on
the
on
the
rebuilding
of
the
site
and
the
program,
and
we
just
had
a
conversation
about
the
mou
and
what
that
looks
like.
So
I
know
the
school
is
in
conversations
with
working
with
them
more
collaboratively
going
forward
in.
V
In
the
concern
that
I
have
there
in
council,
louisiana
touched
on
a
little
bit
was
we're
going
to
turn
that
7
to
12,
and
there
hasn't
really
been
anything
done
on
the
school
to
accommodate
high
school
kids.
Unless
there
has
been,
can
you
talk
about
any
improvements
in
that
will
accommodate
high
school
kids,
yeah.
N
D
We
are
completed
and
tracked
to
complete
phase
one,
which
is
the
science
room.
But
there
is
the
conversations
that
we
will
continue
in
terms
of
phase
two
and
beyond.
V
F
Yeah
there
are
more
work
in
design
happening
with
the
design
team
and
the
school
principal
herself
part
of
the
challenges
of
building
out
and
expanding
on.
That
property
is,
if
you
recall,
you
think
of
it
as
a
you
and
then
in
that
you
area
is
where
a
lot
of
the
bus
drop
off
and
pick
up
the
pickups
occur.
So
if
you
build
into
that
area,
it
creates
other
operational
challenges.
That
may
not
be
helpful
and
then.
V
V
V
I
think
it's
a
really
good
project
and
I
think
that
we're
we're
looking
at
it
and
pooh-poohing
it,
because
it's
not
of
our
doing
not
our
doing
not
of
you
are
doing,
but
I
mean
it's
going
to
deliver
something
that
we
are
unable
to
deliver.
Let
me
change
the
subject.
Can
you
talk
about
carrie?
How
are
you
today
good
good?
Can
you
talk
about
the
deutsches
community
center
study?
How
long
was
that?
Where
were
the
sites
we're
looking
at
and
what
are
we
settling
on
like?
What
is
this?
E
So
we
will
be
concluding
that
study
in
the
next
month.
In
june
we
did,
we
did
about
six
community
meetings,
we'll
have
one
more
to
wrap
up
and
we're
going
to
be
providing
the
mayor's
team,
a
suitable
suitability
matrix,
which
basically
will
list
the
pros
and
cons
based
on
you
know,
adjacencies
demographics,
so
that
will
that
will
be
given
and
I'm
happy
to
share
it
with
yourself
how
many
sites
have
we
been
talking
about
kerry?
E
We
looked
at,
we
looked,
we
still
we
test
fitted
and
basically,
that's
just
a
massing
exercise
on
the
site.
The
ideal
community
center
is
about
49
to
65
000
square
feet,
and
so
we
looked
at
sites
targets,
those
we
looked
at
five
sites.
We
looked
at
victory
road.
We
looked
at
by
the
mdc
rink
off
of
morrissey.
We
looked
at
grove
hall,
we
looked
at
4048
geneva,
we
looked
at
the
frederickson
behind
that
building
and
that's
where
we
did
the
test
fits,
but
we
also
looked
at
the
fredericks
and
delilah
frederick's
correct.
E
Looked
at
a,
we
looked
at
a
lot
of
private
owned
sites,
but
we
didn't
approach
anyone
if
there's
some
interest
another
one
that
we
looked
at
is
town
field.
So
we
looked
at
state
and
city-owned
property
and
obviously
this
you
know
it's
that
square
footage,
there's
not
a
lot
of
property
within
that
area,
but
we
did
find
some
suitable
parcels
so
once
we
provide,
then
we'll
provide
this
information
to
the
mayor's
team
to
decide
what
which,
which
is
the
best
location.
And
how
long
have
we
been
looking
at
this
carrie?
E
E
U
E
V
We
can
leave
it
there.
Okay,
that's
good.
Have
schools,
we
get
into
vulnerable
schools.
Kendra
had
mentioned
vulnerable
schools.
Do
we
have
a
schedule
of
what
this
is?
Probably
for
you
nate?
What
could
be
closing?
What
would
be
closing?
We
have
a.
We
have
a
declining
student
population.
What
does
the
future
look
like
for
us
like?
We
are
we
we're
talking
about
a
great
new
deal
and
that's
great.
V
If
we
could,
maybe
if
you
could
get
me
a
schedule,
nate
of
what
it's
going
to
look
like
what
is
potentially
going
to
close
and
and
that's
also
merging,
going
up
to
seven
to
seven
to
12
and
then
the
kindergarten
through
six
through
six
is
that
what
the
schedule
is
within
there
we'll
see
the
vulnerable
schools
and
vulnerable
meaning
schools
that
are
going
to
close
or
may
close,
I'm
good.
Thank
you.
K
Sorry,
we
don't
have
a
list
of
vulnerable
schools
in
the
way
that
it
sounds
like
you're
talking
about.
We
don't
have
a
list
of
you
know.
There
are
multiple
ways
that
we
could
think
about
putting
together
that
list,
but
we,
both
as
a
community
and
as
a
district,
don't
have
that
list.
There's
a
list
of
schools
that
are
receiving
significant
supplements
through
soft
landings.
It's
part
of
our
funding.
K
A
If
you
like
to
send
information
or
round
two,
please,
yes
thank
you.
It
looks
like
we're
close
in
time
so
round
two
to
answer
some
of
my
colleagues
questions
round.
Two
will
be
possibly
just
six
to
seven
minutes,
including
public
testimony.
A
If
speaking
of
what
council
baker
was
talking
about
in
terms
of
vulnerability,
schools
or
what
council
are
brought
up
first,
do
you
have
demographics
or
you
know,
by
race
or
neighborhoods,
and
for
students
for
each
school?
Do
you
have
that
breakdown.
K
I
A
I
F
K
Sorry,
it's
a
little
bit
of
the
people
who
would
answer
the
questions
are
office
of
data
and
accountability.
They
have
multiple
measures
for
for
schools
in
terms
of
schools
with
low
attendance
or
schools
with.
A
Then
I
can
submit,
I
can
submit
that
by
email,
so
you
see
where
I'm
getting
at.
We
would
know
what
this
list
looked
like
the
vulnerable
schools
if
we
actually
did
a
full,
an
assessment.
If
we
actually
said
these
are
the
schools
where
people
kids
are
dropping
out.
These
are
where
they're
performing
not
performing
mcas
demographics,
neighborhood
right
by
social,
by
determining
also
relating
that
to
social
determinants
of
health,
students
that
are
homeless,
students
that
are
in
counseling
students
that
are
facing
more
issues
and
other
students.
A
K
I
think
there
are
multiple
ways
that
we
can
assemble
data
across
a
number
of
different
fronts,
and
then
the
weighting
of
those
criteria
would
tell
us
sort
of
what
schools
we
want
to
prioritize
for
expansion.
I
think
that
needs
to
be
a
transparent,
community-based
process
that
we
haven't
had
in
quite
some
time,
so
we
don't
have
an
internal
list.
That
would
say
these
are
the
schools
that
we
think
should
close,
or
these
are
schools
that
should
expand,
because
that
would
be
information
that
we
should
make
public
and
then
operate
from
there.
But
yeah.
F
A
Thank
you.
I.
I
appreciate
that
and
I'm
going
to
submit
these
lists
of
questions
by
email.
If
it's
okay
with
you
and
then
we
can
get
to
it.
So
I
can
have
a
better
understanding.
You
know
how,
in
the
budget
book
the
mayor's
capital
plan,
there
are
a
list,
you
can
go
in
the
book
and
there's
a
list
of
schools
and
it
actually
lists
scope
of
work.
You
guys
didn't
submit
that.
Do
you
know
what
schools
you're
going
to
repair?
Do
you
know
what
schools,
where
you're,
building
schools?
F
A
F
So
the
dashboard
is
our
start
to
understand
from
a
facility's
perspective
where
schools
are
vulnerable
yeah
and
this
work
will
help
us
address
those
pieces.
But,
as
you
talk
about
the
broader
vulnerability
of
schools
to
my
colleagues,
appointment
security,
they're
different
data
points
that
we
can
look
at
and
say
school's
vulnerable
in
a
particular
area
or
not
and
or
over
all
big
picture.
But
we
haven't.
We
don't
have
such
a
list
so
understood.
Okay,.
A
That
what
I'm
saying
is
the
word
equity
and
it's
a
general
consensus
with
my
colleagues
that
we
are
frankly
kind
of
tired
of
the
word
equity
at
this
point,
because
we're
not
being
intentional
in
how
how
we're
actually
executing
plans
that
are
equitable
and
if
we
are
saying
that
in
your
presentation,
but
you
can't
tell
me
by
demographics,
where,
where
are
the
most
vulnerable?
If
you
don't
have
that,
then
respectfully,
you
cannot
tell
me
this
is
equitable.
A
So
what
you
said
in
your
packet
not-
and
I
don't
want
to
direct
it
just
to
you,
because
we're
just
we're
just
conversing
at
this
point
you
said
it's
an
equitable
plan:
it's
not
an
equitable
plan.
If
you
cannot
one,
don't
you
can't
tell
me
which
list
of
schools
of
most
vulnerable?
You
can't
tell
me
where
kids
are
underperforming.
You
don't
have
that
assessment,
that
full
assessment
and
comparing
data
to
understand
where
you're
prioritizing,
which
leads
me
to
my
next
question.
A
Then
what
is
the
process
so,
like
the
mayor,
has
a
list
of
schools
that
in
and
I
mean
by
the
605
million
dollars
in
that
you
have
city
spending
over
five
years
right
that
is
making
some
repairs
and
new
and
new
buildings
right,
and
there
are
some
schools
that
I
know
the
south
end
is
getting
a
new
school
and
josiah
quincy
new
building
and
arts
academy
right
and
those
are
like
pretty
hefty
investments.
A
F
A
F
What
I
mentioned
earlier
was
also
that
we
created
a
process,
a
cyclical
process
by
which
we
have
an
entry
point
for
recommendations
or
a
view
of
those
recommendations,
a
real
timeline
and
structure
on
how
that
could
happen.
A
process
where
that
gets
back
to
the
community
decisions
are
made
around
that
and
then
we
implement
and
then
monitor
the
implementation.
F
A
So
I'm
with
you,
okay,
I
understand
so
in
the
interest
of
making
something
equitable
and
engaging
the
community
making
sure
ensuring
that
the
public
is
engaged
and
have
a
part
in
it.
We
know
that
this
means
that
you
also
have
to
prioritize
more
vulnerable
communities
or
neighborhoods
right
and
to
council
mahia's
point
in
that
community
engagement
effort.
How
are
you
going
to
be
intentional
in
bringing
people
in
that?
Don't
have
the
resources
or
aren't
typically
in
these
meetings.
F
So,
for
example,
I
was
just
in
a
meeting
friday
and
we
talked
about
updating
the
list
where
the
john
elliott
square
group
came
up
and
others
that
we
should
make
sure
we,
the
highland
park,
neighborhood
association,
for
example,
and
making
sure
we
have
all
those
updated
lists
of
association
that
are
in
the
neighborhoods
and
make
sure
we're
targeting
and
have
a
contact
information.
Updated
information
for
folks,
like
that
in.
F
It's
part
of
our
plan
is
to
do
that
engagement
and,
as
we
roll
out
the
work
we'll
make
sure
we
have
all
those
factors
later.
A
K
I
can
ask
the
communications
team
and
we'll
send
a
follow-up
of
how
to
well
make
sure.
First
of
all,
the
website
is
updated
so
that
you
can
link
from
there
and
then
also
we'll
send
the
information
around
to
the
counselors.
C
C
A
C
Just
a
couple
of
things,
one
is
the
the
projects
that
are
in
the
plan:
they're
they're
all
listed
on
the
website
in
terms
of
like
new
bills,
there's
different
categories
of
things
that
are
in
the
capital
plan
and
those
all
reflect
like
prior
community
engagement,
and
I
just
want
to
be
clear
that
the
the
building
list,
the
building
dashboard
that
we've
been
talking
about-
and
I
welcome
continued
feedback
on
that.
It
was
very
important
that
for
the
mayor
that
this
be
made
public,
so
folks
see
what
tools
we're
using
to
make
decisions.
C
Currently,
we
know
it's
not
perfect.
That's
why
we're
investing
in
better
tools,
but
transparency
is
important
and
feedback's
important,
so
we
can
also
evaluate
and
make
it
even
better,
but
that
that
is
not
just
the
a
listing
of
things
based
on
facility
conditions.
That
is
a
part
of
it.
It
also
reflects
the
the
opportunity
index
and
and
other
things
related
to
some
of
the
questions
that
you're
asking
they're
all
incorporated.
A
K
K
K
M
A
Climate
resistance
and
all
of
that
stuff,
and
because
I
mean
we,
we
understand
that
people
of
color
suffer
mostly
from
climate
injustice
so
like
that
would
be
included
too
right
all
of
it.
Then
you
would
know
who
to
prioritize,
and
then
you
would
know
who
needs
it
more,
not
equal
but
more,
and
then
that's
equity.
What
I'm
saying
is
you
said
that
these
plans
are
based
on
equity,
but
you
didn't
use
that
those
metrics
to
prioritize
your
projects.
K
A
A
My
time
is
my
time
I
got
you.
Thank
you.
I
think
it'd
be
good
if
you
guys
could
send
some
sort
of
comparative
analysis
between
like
a
column
of
like
opportunity,
index
priorities,
as
well
as
the
schools
and
the
projects.
So
that
way
we
know
for
sure
we
see
it
and
we
can
review.
We
can
be
like
all
these
10
schools
at
the
top
priority
because
they
are
have
the
most
vulnerable
children.
Thank
you
so
much.
I
have
to
go
to
public
testimony
and
to
my
council
colleagues,
you
probably
have
like
six
minutes.
W
I'm
mike
ritter
and
thank
you
for
this
opportunity
to
share
my
thoughts
on
the
city
budget,
particularly
in
relation
to
the
future
capital
planning
of
bps.
I
have
two
daughters
who
attend
the
lee
academy
pilot
school
and
I
live
in
dorchester's
district
4.,
hello
councilworld.
W
I
started
the
change.org
bps
hvac
now
petition,
which
currently
has
1268
signatures
and
demands
modern
hvac
for
all
bps
students,
I'm
here
because
roughly
three
out
of
four
bps
schools
lack
modern
hvac
and
it
does
not
have
to
be
this
way
if
schools
had
modern
hvac
providing
they
would
provide
by
provided
by
air
source
heat
pumps,
students
and
teachers
inside
would
have
ventilation,
filtration
air
conditioning
and
fossil
fuel.
Free
heat
surrounding
neighborhoods
would
have
significantly
cleaner
air
and
boston
overall
would
dramatically
lower
its
carbon
emissions.
W
I'm
here
because
the
birdo
2.0
ordinance
was
passed
by
this
council
in
september
of
2021,
with
the
goal
of
lowering
cities,
emissions
with
bps
being
by
far
the
largest
source
of
municipal
emissions
and
consuming
two-thirds
of
the
municipal
natural
gas
there's
no
way
bps
or
boston
can
honor
birdo
2.0
without
switching
school
heating
systems
from
gas
to
electric.
I'm.
Here,
because
the
green
new
deal
is
an
exciting
huge
step
in
the
right
direction,
but
it
does
not
mention
hvac
specifically
window
acs
are
not
a
long
term
solution.
W
W
W
W
I
believe
boston
should
do
a
pilot,
deep
energy
retrofit
of
a
school
this
year,
so
bps
students
could
enjoy
its
benefits
and
administrators
could
see.
It
can
be
done
and
maintained
for
less
than
imagined.
I'm
here,
because
I'm
angry
I'm
tired
of
boston
coasting
on
its
exceptional
educational
reputation.
W
While
the
vast
majority
of
its
own
children
go
to
schools,
barely
changed
since
possibly
their
great
grandparents
attended
them,
not.
Coincidentally,
nearly
85
percent
of
bps
kids
are
quote
unquote
minority.
Let's
meet
this
moment
with
the
urgency
and
creativity
that
have
been
lacking.
As
einstein
said,
we
cannot
solve
our
problems
with
the
same
thinking
we
used
when
we
created
them,
obviously
with
open
windows
in
winter
90
degree
plus
temps
in
summer
and
high
co2
readings
possible
at
any
time.
These
buildings
are
detrimental
to
education
happening
in
them.
W
In
closing,
I'm
here
because
bps
students
deserve
so
much
better
and
neglecting
their
buildings
is
neglecting
them.
Be
bold,
bps,
be
bold.
Boston
provide
modern
hvac
in
all
bps
schools,
which
would
be
a
tangible
benefit
for
generations
to
come,
while
helping
alleviate
racial
injustice,
improve
public
education
and
fight
climate
change,
all
at
once,
bps
age
back
now.
Thank
you.
A
Mr
ritter,
for
those
important
statements,
can
we
go
virtual.
A
I'm
sure
my
council
colleagues
would
love
to
proceed
to
round
two
can
they're
on
okay,
great.
Thank
you.
X
Hi,
can
you
hear
me?
Yes,
I'm
nancy
lesson
grandmother
of
four
bps
elementary
school
students,
mother
of
a
bps
high
school
teacher
member
of
bps
families
for
coveted
safety
and
mass
scotch
health
technical
committee.
The
bps
budget
must
include
sufficient
funds
to
reverse
decades
of
inequities
and
disinvestment
in
our
district
that
serves
primarily
black
and
brown
students
and
address
a
triple
crisis:
the
lack
of
proper
ventilation
systems,
the
coveted
pandemic
and
the
climate
crisis.
X
Historically,
poor
indoor
air
quality
is
associated
with
higher
asthma
rates
and
hindering
academic
performance,
massachusetts
and
boston
have
among
the
highest
rates
of
pediatric
asthma,
especially
among
black
and
brown
children.
Reviews
of
student
asthma
rates
and
environmental
audits
of
boston
schools
showed
core
air
quality
linked
with
asthma.
The
covet
19
pandemic
brought
new
attention
to
the
need
for
good
ventilation
and
filtration
systems.
This
school
year,
over
8
000
bps
students
and
3
000
staff
have
been
infected
with
covid.
X
The
white
house
warns
that
the
u.s
could
see
a
hundred
million
new
infections
and
a
significant
number
of
deaths.
This
coming
fall
and
winter,
driven
by
more
transmissible
variants.
Last
week,
deci
announced
that
beginning
this
fall
massachusetts
will
no
longer
supply
self-tests
or
other
code
testing
services
to
school
districts,
boston
and
other
districts
will
hopefully
get
this
dangerous
decision
reversed
and
also
pressed
for
federal
funding,
but
this
also
underscores
the
need
to
prevent
transmission
of
this
airborne
virus
in
our
schools,
three-quarters
of
schools
still
lack
hvac
systems.
X
All
schools
need
good
hvac
with
merv
13
or
higher
filters.
Until
this
time,
fresh
outside
air
must
be
maximized
in
indoor
spaces,
along
with
adequate
numbers
of
properly
sized
hepa
filters.
All
spaces
need
at
least
six
air
changes
per
hour.
Climate
change,
solutions
for
rising
temperatures
must
be
energy
efficient
and
maintain
good
ventilation.
Heat
pumps
are
not
ventilation.
Systems,
bring
in
no
fresh
air
and
run
exclusively
on
recirculated
and
potentially
contaminated
air.
A
plan
for
ventilation
is
essential.
X
Our
proposed
budget
must
include
the
proposed
budget
must
include
upgrading
and
installing
heating
ventilation
and
air
conditioning
systems
that
maintain
good
air
quality
through
adequate
ventilation
and
filtration
and
provide
healthy
temperatures.
Only
then
will
this
budget
truly
quote:
deliver
school
facilities
that
are
safe,
healthy
energy
efficient.
Thank
you
miss
lesson
hiring
for
our
school
communities.
Thank
you.
Y
Hi,
can
you
hear
me?
Yes,
thanks
for
the
upper.
Thank
you
thanks
for
the
opportunity,
my
name's
elise
pector,
I'm
a
grandmother
of
two
bps
students,
also
a
member
of
the
boston
public,
school's
family
for
coveted
safety
in
mass
kosh
and
a
retired
industrial
hygienist.
With
35
years
of
experience.
Y
Y
Bps
installed,
4
000,
indoor,
air
quality
sensors,
with
no
transparency
in
planning
spending
funds
that
could
have
been
used
to
actually
improve
conditions.
Here
are
some
of
the
problems.
The
sensors
don't
have
a
visual
display
of
the
measurements.
This
prevents
educators
from
even
seeing
the
results
while
they're
in
class.
Y
Y
The
measurements
confirm
the
need
for
ventilation
systems
which
we
know
the
results
are
summarized
over
24
hours,
which
hides
the
high
levels
of
carbon
dioxide
which
occur
when
the
students
are
in
class.
High
levels
of
carbon
dioxide
indicate
inadequate,
fresh
air.
Lack
of
fresh
air
promotes
transmission
of
covid,
it
creates
conditions
that
are
bad
for
learning
and
it
increases
the
risk
of
asthma
and
other
respiratory
diseases.
Y
Bps
failed
to
install
indoor
air
quality
sensors
in
cafeterias,
where
students
take
off
their
masks
to
eat.
Also,
there
are
inaccuracies,
levels
below
zero
or
below
background
temperatures
that
don't
match
thermometer
readings
it's
unclear.
If
the
sensors
are
calibrated,
there
was
no
planning
about
the
measurement
needs
and
the
right
responses.
These
failures
are
important.
There
has
been,
and
continues
to
be,
an
urgent
need
for
ventilation,
not
just
for
covid,
not
just
for
learning,
but
also
to
decrease
asthma.
Y
I
A
Z
Thank
you
so
much
councillor,
anderson
for
all
of
your
questions.
Equity
is
defined
as
the
quantity
of
being
fair
or
impartial
and
recognizes
that
each
person
has
a
different
circumstance
and
allocates
the
exact
resources
and
opportunities
needed
to
reach
an
equal
outcome.
Like
mentioned
before.
There
are
three
quarters
of
our
schools
that
still
lack
ventilation
in
a
district
with
a
higher
percentage
of
black
and
latinx
families.
Z
Our
children
are
learning
and
working
in
poor
indoor
environmental
conditions
that
not
only
exacerbate
asthma,
but
also
the
risk
and
exposure
to
covet
as
nancy
and
elise
mentioned
before.
Black
and
brown
children
are
disproportionately
affected
by
asthma
and
kovid,
which
then
adds
the
racial
gap
in
school
readiness
and
outcomes.
Z
Ensuring
equity
and
transparency
in
the
rollout
of
the
budget
for
the
capital
plan
and
green
new
deal
will
not
only
help
close
some
of
these
gaps,
but
must
be
a
top
priority,
along
with
transparency
and
including
community
and
parent
voice
and
decision
making
prior
to
making
decisions
in
order
to
ensure
students
from
historically
marginalized
populations
are
at
the
center
of
decision
making,
particularly
black
latin
next
indigenous
english
language,
learners
and
special
education
students.
We
ask
that
you
adopt
an
equity
planning
tool
that
prioritizes
those
communities
and
ensures
that
they
are
at
the
table.
Z
If
any,
to
ensure
decisions
on
school
buildings,
don't
expand,
but
rather
eliminate
opportunity
and
achievement
gap
in
our
school
community
and
ensures
access
to
healthy
school
environments
for
those
communities
such
as
mattapan,
dorchester
and
roxbury,
where
coveted
asthma
rates
are
higher.
Where
is
the
timeline
and
plan,
and
where
is
the
urgency?
We
want
to
urge
the
city
council
to
provide
enough
funding
and
oversight
to
ensure
that
bps
upgrade
school
facilities
both
to
make
ventilation
safer
from
disease
transmission
and
comfortable
and
sustainable
in
the
context
of
climate
crisis?
Thank
you.
A
Thank
you
so
much
for
your
insightful
testimony.
Miss
sarah
hulsely
well
horsley.
AA
AA
We
urge
the
city,
council
and
bps
to
prioritize
ventilation,
coveted
safety
and
racial
equity
in
its
budget
planning.
For
the
short
term,
the
remainder
of
2022
for
the
three
quarters
of
schools
without
hvac
students
should
be
eating
outdoors
whenever
weather
permits.
We
appreciate
that
bps
now
has
a
long-term
contract
for
industrial
grade
tents.
However,
the
central
office
is
leaving
it
up
to
each
school
leader
as
to
whether
to
hold
outdoor
meals.
AA
AA
If
they're
schools,
for
which
outdoor
meals
is
not
possible,
students
should
be
eating
in
classrooms
to
reduce
covered
spread.
We
also
need
to
better
monitor
air
quality
and
address
any
ventilation
problems,
especially
in
cafeterias
note
that
no
school
cafeterias
have
iaq
sensors
right
now
for
the
longer
term.
We
welcome
the
recently
announced
green
new
deal,
but
we
have
concerns
primarily.
We
are
dismayed
that
the
plan
does
not
seem
to
prioritize
coveted
safety,
for
example,
under
district
wide
initiatives
on
the
website.
AA
The
air
quality
section
only
describes
the
sensors,
for
which
elise
described
all
the
challenges
we
need
clearer
protocols
for
who
is
supposed
to
be
monitoring
the
sensors
and
who
is
instituting
fixes
when
their
problems.
If
school-based
staff
are
to
have
a
role,
they
need
more
training
and
oversight.
Ac
installation
is
also
a
short-term
fix.
What
about
a
longer-term
vision
of
hvac
for
the
three-quarters
of
schools
that
don't
have
it?
We
surely
hope
that
will
be
a
priority
we'd
like
to
know
the
dollar
amount
and
the
timeline
for
hvac
for
all
schools.
AA
Finally,
as
several
of
the
city,
councilors
noted
and
suleika
described
so
in
depth,
the
city
must
ensure
transparency
and
equity.
As
you
roll
out
the
green
new
deal
and
the
facilities
plan,
the
city
should
use
the
bps
racial
equity
planning
tool
and
ensure
that
families
and
school
communities
get
our
voices
heard.
Thank
you.
A
Thank
you.
Sarah
next
we
have
ruby
reyes.
AB
Thank
you.
My
name
is
ruby
reyes
and
I'm.
The
executive
director
of
the
boston,
education,
justice
alliance
and
dorchester
resident
bill
bps
has
been
an
announcement
of
a
series
of
theoretical
new
school
buildings,
which
has
then
promptly
turned
into
a
series
of
school
closures
and
a
pandemic
response
that
has
not
included
transparent
communication
with
school
communities
and
is
just
now
including
new
hvac
systems.
AB
While
the
green
new
deal
is
supposed
to
be
something
different,
what
is
still
missing
from
both
plans
is
a
comprehensive
master
facilities
plan
that
prioritizes
the
realities
of
climate
change
and
continued
pandemic
response
needs,
since
first
released
in
2017.
Beija
is
a
member
of
the
bill.
Bps
stakeholders
group
has
been
requesting
missing
information,
including
swing
space,
financial
reports,
estimated
costs
for
rebuilds
relocations,
maintenance
program,
expansions
and
educational
plans
for
proposed
school
reconfigurations,
which
include
theater
plans.
AB
Investing
in
upgraded
hvac
systems
is
part
of
a
comprehensive
master
facilities.
Plan
is
vital.
The
pandemic
is
not
over
and
prior,
and
we
don't
know
the
path
of
this
changing
disease
prior
to
the
pandemic
and
currently
roxbury
sits
in
a
second
place
for
the
highest
rates
of
asthma.
In
massachusetts,
perhaps
generations
of
students
could
spend
the
majority
of
their
day
in
schools
with
clean
air
as
part
of
this
master
facilities
plan.
AB
We
also
continue
to
repeatedly
ask
for
an
equity
analysis
on
the
impact
of
school
closures,
but,
more
importantly,
what
we
don't
need
are
more
political,
favors
being
fulfilled
for
school
facilities
like
what
happened
with
the
mccormick
schools
green
space
after
years
of
asking
for
some
basic
upkeep
of
their
green
space,
it
was
taken
from
them
and
given
to
the
boys
and
girls
club
to
build
a
field
house,
a
political
favor
fulfilled
for
former
mayor
walsh.
You
all
and
mayor
wu
can
reverse
this
decision
and
return
the
green
space
to
students
of
the
mccormick
school.
AB
Rather
than
support
this
type
of
unethical
campaign,
financing,
counselor
louis
jen
talked
about
the
current
building
needs
of
the
mccormick
they
were
supposed
to
have
promised
renovations
to
the
school.
For
the
merger
with
bcla,
this
school
community
continues
to
have
the
rug
pulled
from
underneath
them.
This
council
can
make
that
right.
The
students
of
the
mccormick
are
majority
latino
and
black.
This
is
a
racist
decision
and
continues
to
be
racist,
while
bps
staff
has
come
a
long
way
from
the
comical
open
window
solution.
More
than
anything,
bps
families
need
transparency
and
regular
communication.
AB
T
Great
thank
you
good
afternoon
counselors
and
thank
you
for
this
opportunity
to
testify
today,
I'm
here
on
behalf
of
the
bill
bps
stakeholders
coalition
and
I'm
the
director
of
policy
and
programs
at
mass.
We
are
also
members
of
the
boston
education,
justice
alliance.
As
has
been
mentioned
today,
it
was
2017
when
the
bps
was
announced,
with
great
fanfare
as
a
comprehensive
one
billion
dollar
plan
to
solve
a
host
of
deferred
facilities
problems,
but
in
the
fine
print
the
only
move
that
was
really
clear
and
definite
was
the
closing
of
many
of
the
district's
middle
schools.
T
The
plan
never
had
a
clear
timeline,
specific
budget
or
a
focus
on
racial
equity.
Subsequent
events
simply
reinforce
the
cynicism
of
families
that
need
the
bps,
as
promises
were
broken
and
many
statements
turned
out
to
be
false.
Now,
five
years
later,
schools
have
been
closed
in
one
school,
as
rudy
mentioned,
the
mccormick
has
lost
athletic
fields
and
no
new
buildings
have
been
built
or
even
started.
As
a
direct
result
of
the
build
bps
plan.
T
People
kept
saying
the
project
should
have
been
called
close,
build
bps,
close
dps
instead
recently
cfo
nate
cooter
was
conceding
that
bps
officials
needed
to
face
up
to
the
lack
of
transparency
and
honesty
in
the
earlier
phases
of
this
supposedly
comprehensive
plan,
and
at
a
recent
school
committee
meeting,
he
proposed
two
new
plans
for
schools,
which
may
have
been
well
intentioned,
but
again
there
was
no
sign,
at
least
in
public,
of
a
comprehensive
racial
equity
driven
plan
that
officials
claim
bill.
T
A
financial
report
that
helps
the
public
understand
what
the
actual
cost
of
any
rebuilds
relocations
and
maintenance
is
and
an
overview
of
facilities
that,
in
relation
to
environmental,
health
and
safety,
including
hvac
ventilation,
filters
proper
air
monitoring,
sensors
and
systems,
and
it's
called
as
well
as
an
educational
plan
that
complements
the
decisions
around
great
configurations,
extended,
learning,
time,
etc.
We
know
that
the
budgets
are
pivotal
to
making
sure
that
resources
get
to
our
students
and
they
are
able
to
learn
in
buildings
that
are
not
going
to
negatively
affect
their
health
in
the
long
run.
T
The
proposed
budget
must
acknowledge
that
cuts
made
in
the
past
have
been
meant
significant
underfunding
of
facilities
for
years,
and
even
though
we've
seen
some
increase
in
federal
funding,
we
don't
believe
it's
where
it
should
be.
We
hope
that
the
most
recent
infusion
of
money
is
not
a
one-time
opportunity
to
invest
in
more
of
what
is
needed.
T
We
must
be
cognizant
of
what
continued
insufficient
public
dollars
means
for
our
schools
and
that
our
students
and
teachers
continue
to
go
to
an
inadequate
and
dilapidated
buildings
that
result
in
some
getting
sick
or
being
exposed
to
hazards
that
should
never
be
in
our
schools.
We
must
not
keep
ignoring
these
conditions
and
lay
out
a
clear,
transparent
and
comprehensive
plan
on
what
the
city
will
do,
so
that
we
don't
normalize,
learning
or
teaching
in
these
facilities.
T
The
city
and
the
district
are
acknowledging
that
the
bill
bps
ambassador
plan,
perhaps
was
not
the
path
to
get
us
to
better
or
new
buildings.
But
we
are
concerned
that,
even
with
this
new
green
new
deal,
that
there
is
a
lack
of
transparency
and
true
community
engagement,
that
will
incorporate
the
perspectives
and
needs
of
what
we
want
to
see
in
these
buildings
and
educational
spaces.
T
X
AC
And
colleagues
on
the
council
for
allowing
me
to
offer
public
testimony
today
good
afternoon,
my
name
is
carrie
donahue
and
I
am
the
chief
strategy
officer
at
the
boston
schools
fund,
a
non-profit
organization
that
supports
equitable
access
to
high
quality
schools
here
in
boston.
Our
team
at
boston
schools
fund
is
excited
about
the
investments
being
made
in
boston,
public
schools
under
the
proposed
fy
23
capital
budget,
along
with
our
partners,
which
include
parents,
teachers,
principals
and
students.
AC
We
feel
that
this
budget
helps
to
address
and
prioritize
many
of
the
issue
areas
impacting
bps
students
with
one
of
those
areas,
certainly
being
the
facilities
that
our
kids
learn
in
and
which
many
folks
have
spoken
to
today
about
the
the
deep
needs
there.
We're
encouraged
by
the
green
new
deal
for
bps
the
two
billion
dollar
investment,
and
specifically
the
operational
staff
that
are
being
added
at
the
city
and
district
and
the
building
dashboard
are
a
start
to
improving
how
our
city
supports
school
facilities.
AC
We
have
been
meeting
regularly
with
the
administration
of
members
of
this
body
to
discuss
priorities
and,
although
many
of
us
in
this
space
recall
the
build
bps
effort,
we
are
optimistic
that
this
new
endeavor
will
properly
address
the
structural
and
functional
issues
in
our
bps
schools.
The
facilities
condition
assessment
is
a
great
first
step
to
collecting
the
data.
We
need
to
develop
a
master
plan,
but
it
will
not
be
sufficient.
AC
We
must
also
undertake
a
full
analysis
of
current
building
utilization
levels
in
future
school
and
neighborhood
enrollment
projections
to
ensure
that
the
master
plan
aligns
the
number
of
facilities.
Dps
must
maintain
and
modernize
to
the
number
of
students
actually
in
the
school
system.
We
know
that
demographic
trends
are
impacting
the
number
of
children
in
our
school
system,
as
well
as
the
impact
of
coba
19
on
district
enrollment.
Since
2015
we
have
lost
8
000
students,
which
amounts
to
about
20
school
buildings
at
the
average
bps
enrollment
and
four
thousand
students
were
lost
just
since
2020.
AC
Ignoring
these
trends
in
our
long-term
facilities
planning
will
harm
our
ability
to
provide
all
boston
students
with
a
safe,
well-maintained
and
well-resourced
classrooms
that
they
deserve
last.
The
city
will
need
to
be
transparent
about
decision-making
and
allow
lead
times
for
communities
to
prepare
for
the
forthcoming
facilities,
master
plan
and
any
changes
that
are
associated
with
that
plan.
That
means
more
than
a
year
in
advance
of
notice
for
community
school
leaders
to
plan
for
major
changes,
cobin
19
has
taught
us
anything
it's
how
essential
schools
are
to
supporting
the
well-being
of
children.
AC
A
If
we
give,
if
we
do
seven
minutes,
each
we'll
go
over
to
1
28
to
be
exact,
is
that
is
that,
okay,
with
you
guys
and
then
30
minutes
for
lunch
until
the
next
hearing,
okay,
customer
fees
out.
L
Floor
great,
thank
you
so
much
madam
chair,
and
thank
you
to
everyone
who
testified.
I'm
gonna
jump
right
in,
but
I
really
appreciate
it
on
the
mckinley.
I'm
so
excited,
obviously
to
see
the
funding
it's
so
long
overdue.
I
do
just
want
to
stress
that
two
of
the
three
mckinley
sites
are
in
the
fenway,
so
I
saw
that
in
your
table.
You
keep
summarizing
it
as
the
south
end.
L
I
think
they're,
two
really
underutilized
sites
and
buildings
for
the
like
dreams
of
our
students,
including
the
mckinley
community,
and
so
I
just
would
really
appreciate
it.
If
bps
would
talk
about
the
mckinley
as
being
in
the
south
end
and
the
fenway,
especially
because
I
feel
like
the
you
know,
a
lot
of
the
focus
on
students
left
behind
in
that
system
has
included
our
high
school
students
in
the
building
on
peterborough,
and
so
I
just
get
a
little
frustrated
that
it's
we
just
talk
about
the
south
end
campus.
F
L
L
Do
we
want
to
be
in
two
sites,
whatever
that
needs
to
come
first,
but
I
would
ask
you
guys
to
commit
to
meeting
with
the
neighborhood
as
well,
because
I
know,
there's
been
some
very
active
interest
in
particularly
whether
this
could
be
a
site
for
housing
on
public
assets,
on
bps
land,
where
we're
doing
a
rebuild,
but
there's
enormous
housing
density,
all
surrounding
it
in
the
fenway
and
I
think
about
opportunities
to
house.
Our
teachers
create
more
affordable
housing.
F
Yes,
that's
the
plan
and
if
you
have
specific
neighborhood
groups
that
we
can
use
to
update
our
communication
information,
I'm
happy
to
take
that
from
you
and
work
directly
with
you.
L
Yeah
I
can
provide
that
there
are
several
and
they've
been
hoping
for
a
meeting
for
a
while
and
and,
of
course,
just
a
sidebar,
and
I
won't
go
into
it
because
we've
talked
about
it
at
length
but,
like
I
continue
to
feel
like
there
are
opportunities
when
we
go
through
these
development
mitigation
conversations
in
the
family,
I've
got
everything
sprouting
up,
I
want
to
be
able
to,
you,
know,
grab
land
grab,
investment
for
bps
facilities,
and
I
feel
like
and
you've
all
heard
me
say
this
to
you
in
private,
but
I
just
feel
like
bps
has
not
been
positioned
to
take
advantage
of
those.
L
Okay,
because
I
really
just
feel
like
it's
tough
when
I
it's
always
easy,
when
a
building
is
going
up
for
me
to
be
like
hey
parks,
what
do
you
need
and
parks
will
say?
This
is
what
we
need
at
this
site
nearby
you
know
and
like,
but
schools
has
not
been
in
the
position
to
do
that
and
I
think
it's
been
frustrating
for
all
of
us
on
other
buildings
in
so
the
tobin
speaking
of
the
opportunity
index.
I
think
nate,
maybe
two
budget
seasons
ago,
that
we
went
back
and
forth
on
this.
L
I've
consistently
felt
like
the
tobin
elementary
middle
school
in
my
district
in
mission
hill
is
one
of
the
schools
that
has
a
really
high
opportunity
index
score
but
gets
kind
of
like
neglected
for
a
bunch
of
like
it.
Just
it
always
seems
to
fall
just
below
the
threshold,
and
here
too
right
it's
in
sort
of
quintile
four.
So
it's
not
in
this
list
of
immediate
attention
buildings,
but
then,
if
you
like,
actually
go
and
look
right
at
your
guys's
list,
it's
like.
L
Oh,
the
facade's,
a
high
priority,
the
external
door,
the
classroom
door,
the
electrical,
the
painting,
the
hvac
click-
and
I
just
this
gets
a
little
bit
to
my
question
about
plans
before
but
like
at
what
point?
Are
you
guys
going
to
be
able
to
tell
the
tobin
community?
This
is
the
point
at
which
we
think
we're
going
to
be
able
to
do
a
major
like
overhaul
of
your
building
and
then
in
the
meantime,
are
there
any
plans
to
actually
do
any
of
these
things?
F
So,
as
we
talked
about
regular
and
ongoing
engagement
and
updates,
as
we
move
forward
with
the
work,
the
facilities
condition
assessment,
that's
part
of
our
cycle,
so
once
we
know
more
or
less
where
we
are
as
we
go
and
as
just
let
me
go
back
we're
in
the
process
now
of
making
sure
we
begin
the
facilities,
condition
assessment
that
will
lay
out
the
blueprint
we
just
have
to
find
out
at
what
points
in
that
process.
We
stop
and
say
the
whole
school
community
district
wide.
F
C
L
And
to
that
end,
chief,
so
in
this
book
right
you
guys
have
a
lot
of
projects
and
some
of
them
are
school
specific,
but
then
some
of
them
are
just
these
regular
kind
of
you
know
you're
doing
a
bunch
more
exterior
landscaping
everywhere,
right
or
whatever,
and
I
guess
so.
Nowhere
in
any
of
those
projects
is
the
tobin
called
out
by
name
and
the
materials.
I
have
so
it'd
be
very
helpful
for
me
to
understand
whether
they're
actually
scheduled
for
any
work
in
those
recurring
plans
for
this
year.
C
L
Okay,
great
and
you
know
similarly,
then
sitting
back
in
quartile
3
is
the
snowden
again.
It
would
be
great
for
me
to
understand
like
what
we
feel
like
the
snowden
really
needs,
because
it's
split
across
three
sites
in
back
bay,
I
could
be
advocating
for
it
when
we
see
back
bay
development
projects
proposed
right,
like
hey,
we
need
space,
we
could
be
talking
about
it,
feasibility,
the
hinds,
but
again,
because
there
isn't
that
assessment.
So
I
just
want
to
I'm
trying
to
get
a
sense.
I
understand
we're
talking
about
12
to
18
months.
L
I
think
you're
going
to
keep
getting
everybody
saying.
Why
is
it
done
yet,
but
just
stressing
the
snowden's
another
one
in
my
district
that
I'd
love
to
know
how
to
help,
and
then
we
had
really
hoped
nate
that
by
the
time
we
got
to
this
hearing,
we
would
have
the
esser
plan.
I
think
when
we
last
talked,
you
thought
it
was
going
to
be
out
for
a
school
committee
consideration
in
mid-may.
I
haven't
seen
it
unless
I've
just
missed
it.
K
L
Okay,
so
yeah,
if
you
could
send
it
to
the
council
as
soon
as
it's
out
and
then
also,
I
would
just
say,
I
think,
we're
going
to
have
to
have
a
follow-up
working
session
over
in
the
covid
recovery
side
of
things
before
we're
moving
on
arpa
dollars.
Because
the
question
of
the
whole
picture
of
our
federal
funding
keeps
spending
up
coming
up,
vis-a-vis
bps,
and
we
just
need
to
have
that,
and
I
think
it
is
also
connected
here.
K
Yeah
and
I
will
say
that
some
of
the
capacity
that
we're
building
internally
to
move
forward
on
projects
for
the
project
management
staff
is
funded
on
esser
and
the
large
portion
of
us
that
went
to
the
air
quality
and
air
conditioning
work
that
we're
doing
this
year
is
also
part
of
the
essert
plan.
L
Okay,
so
I
think
we
just
need
all
that
information,
and
I
know
my
time's
about
to
be
up
so
I'll.
Just
I'll
come
back
to
you
all
up,
probably
again
in
another
hearing
just
about
the
expedited,
I
think
we
just
need.
My
first
round
of
questions
was
really
about
kind
of
like
how
do
we
make
sure
that
all
these
rfps
are
going
out
in
ways
that
are
expeditiously,
and
I
just
I
wanna.
L
I
want
us
to
get
more
of
a
focus
on
that
and
it
sounds
like
you'll
have
more
staffing
capacity
to
work
on
that
in
the
coming
months,
so
looking
forward
to
it.
Thank
you,
madam
chair.
Thank
you.
A
People
spend
so
much
time
to
put
together
their
testimony
and
come
all
the
way
here
and
I
so
I
hope
you
guys
can
appreciate
that
we
have
to
listen
to.
We
should
listen
to
them
in
between
and
not
wait
so
long
before
they
can
speak,
and
I
would
argue
that
snowden
I
I
attended
freshman
year
actually
splits
itself
in
between
like
five
facilities,
including
bpl.
So,
although
it's
it's
kind
of
fun
when
you're,
young
and
you're
on
newberry
street,
but
yeah,
it
deserves
its
own
cafeteria
or
everything
else.
Thank
you,
counselor
brayden.
N
D
Who's
going
to
be,
I
don't
have
a
question.
Vera
verdes
is
the
vendor
that
we
currently
are
working
with.
N
Because
you
know,
I
hope
it's
a
better
quality
than
the
one
that
was
done
back
in
2016,
the
jackson
mountain
one.
The
building
was
graded
as
a
as
in
good
condition
and
then
it's
it
had
a
a
supposed
catastrophic
situation.
We
had
to
close
the
school
and
yet,
when
you
go
into
the
details
of
the
evaluation,
this
this
ventilations
per
lighting's
poor
technologies,
poor
for
everything's
poor,
and
yet
it
got
a
good
grade.
So
it
begs
the
question
about
the
quality
of
the
assessment
and
then
also
in
the
in
the
assessment.
N
It
said
the
susceptibility
to
climate
change
and
it
said
that
the
building
was
not
susceptible
to
climate
change.
I
wouldn't
argue
that
every
single
school
building
in
the
city
of
boston
is
susceptible
to
climate
change,
because
we're
going
to
see
extreme
weather
events
we're
going
to
see
really
prolonged
heat
waves
into
this
into
may
and
into
september.
When
school
kids
are
back
in
school.
N
The
issues
about
hvac
and
heating
and
cooling
are
very,
very
important.
People
heat
will,
kill,
kids
will
survive,
cold,
cold
weather,
we
have
snow
days,
but
you
know
people
die
in
in
buildings
when
it
gets
too
hot.
So
I
think
we
shouldn't
be
saying
that
no,
that
no
school
in
the
city
is
not
is,
is
not
susceptible.
N
That's
a
double
negative.
We
shouldn't
be
saying
that
schools
in
boston
are
not
susceptible
to
climate
change,
because
I
would
argue
that
they
all
are
then
the
other
issue.
It's
really
interesting
to
see.
We
have
public
facilities
here
today
and
we
have
the
boston,
public,
schools
bps
and
we're
having
a
conversation
about
school
building
and-
and
we
look
into
you-
know
how
we
get
here
in
the
in
in
1966.
N
The
city
of
boston
had
an
act
that
established
the
city
of
boston,
established
a
public
facilities
department,
abolishing
the
department
of
school
buildings
and
transferring
its
functions
in
part
to
the
public
facilities
department
and
in
part
to
the
school
committee.
So
it
seems
like
from
reading
all
of
this.
How
we
got
here.
N
Public
facilities
is
in
charge
of
building
schools
and
bps
is
in
charge
of
maintaining
and
repairing
schools.
It's
my
understanding
of
the
law,
that's
been
read
here
and
I'm
just
wondering
in
terms
of
it
seems
like
a
a
two-headed
circus
horse.
You
know
like
it's
who
who's
driving
the
bus
in
terms
of
buildings.
N
It's
it
should
be
public
facilities,
but
it
should
be
informed
by
bps,
I'm
just
on
trying
to
understand
the
mechanism
for
how
how
schools
are
designated
for
closure,
how
schools
are
designated
for
how
we
decide
to
build
a
new
school
and
where
those
buildings
would
be
positioned
and
then
also
the
the
public
facilities
has
the
power
to
decide
when
if
we
need
to
take
land
by
public
domain-
and
I
was
just
wondering
how
often
how
often
you
have
to
do
that-
and
what
are
the
benchmarks
that
would
would
would
be
hit.
N
That
would
pres
that
would
force
a
ticking
of
land
by
public
domain
to
build
a
school,
for
example,
and
in
austin
brighton.
We
don't
have
any
land
to
take
by
public
domain.
It's
it's
it's
not
it's
not
something
that
we're
able
to
do
much,
but,
and
then
you
know
it
seems
it
seems
like
the
school,
the
school
board,
the
department,
the
schools,
bps
and
the
school
committee
have
been
landed
with
the
incredible
job
of
overseeing
the
maintenance
and
repair
of
all
of
our
school
buildings
by
law.
N
That's
what
and
I'm
just
wondering
is
that
what's
your
capacity
to
do
that
to
deliver
that,
like
our
school
buildings,
I
think
all
of
our
issues
with
toilets
and
and
everything
dates
back
to
this
1966
act,
and
it's
been
a
blooming
disaster
ever
since
and
we're
trying
to
right
the
ship
here
and
it's
it's
is
it
is
it?
Is
this
the
best
way
to
go
about
it?
It's
a
it's
a
it's
a
philosophical
question
like
having
having
these
two
entities:
public
facilities
in
the
school
department
and
the
school
committee.
F
I
would
say
yes
and
I'll
first,
you
first
on
some
of
these
as
well,
but
I
think
for
us,
the
last
year
and
a
half
or
so
planning
and
conversations
and
meetings.
F
We've
really
been
more
intentional
on
reflecting
about
how
the
partnership
has
been
previously,
what
systems
we
can
put
in
place
in
proof
of
communication,
outlying
our
roles
and
responsibilities
so
that
we're
all
on
the
same
page,
we're
not
tripping
over
each
other
making
sure
we
have
regular
cadence
and
informing
everybody
about
the
work
and
processes
going
forward
and
building
in
the
structures
and,
more
importantly,
capacity
to
do
the
work.
So,
just
personally
speaking
since
2006,
when
I
came
to
the
central
office,
we've
been
cutting
budgets
going
back
2006
in
facilities.
F
Department
was
one
of
the
budgets
that
were
repeatedly
cut
and
staffing
diminished.
Then
there
was
some
restructuring
going
on
in
the
previous
administration,
where
it
further
divided
the
bps
and
pfd
to
clarify
rules
and
do
different
work.
But
I
think
over
the
last
year
we've
improved
on
that
collaboration
and
we
improved
on
our
structures
and
systems
and
communication.
We're
confident
going
forward
that
we'll
be
in
a
better
position
to
do
the
work.
C
So
when
you,
when
we
looked
at
the
numbers,
we
needed
to
add
capacity
in
addition
to
addressing
some
of
the
other
important
things
that
that
we
need
to
have
an
effective
plan
that
I
won't
get
into
all
the
details,
but
I
think
we've
all
sort
of
touched
on
it
today
that
we
we
need
better
community
engagement.
We
need
better,
we
need
a
better
planning
and
there
are
things
that
we
need
in
order
to
come
up
with
a
plan
so,
but
we
also
can't
afford
to
waste
another
day
or
a
year.
N
O
You,
madam
chair,
and
thanks
again
for
all
of
the
answers
it
was.
It
was
brought
up
at
some
point,
and
so
I
I
thought
about
bringing
it
up,
but
I
wasn't
sure,
but
just
even
on
the
build
bps
dashboard
the
photos
and
we
you
know,
maybe
the
dashboard
sounds
like
it's
still
in
beta,
it's
great
that
it's
unveiled
and
there's
more
work
to
do,
but
adding
more
photos.
O
I
think,
could
actually
be
helpful
for
folks
to
actually
see
the
transformative
work
that
will
happen
under
the
green
new
deal,
because
otherwise
I'm
like
okay,
I
mean,
if
I
don't
know
what
a
school
looks
like,
and
I
see
these
four
photos
like
okay.
Well,
maybe
there's
not
a
lot
of
work.
That
needs
to
be
done,
but
we
know
better
and
we
know
that.
O
There's
a
lot
more
work-
and
you
know
the
before
and
after
could
be
really
effective,
and
it
could
also
hold
us
more
accountable
when
we
say
excellent
or
when
we
say
something
is
you
know
in
good
quality,
and
there
are
questions
as
to
whether
that
is
true.
So
I
mean
it's
photos,
don't
tell
the
full
story,
but
they
would
tell
part
of
the
story
so
are.
Is
there
is
that
part
of
the
work.
G
You
quickly
jump
in
and
clarify,
I
think
you
are
referring
to
the
old
smma,
build
bps
dashboard,
the
more
recent
building
dashboard
for
the
green
new
deal.
It
doesn't
include
photos
mccormick,
I
believe
the
gym.
It
is
not
noted
as
excellent,
and
so
I
would
kindly
reference
you
to
the
newer
dashboard,
okay,
just
to
clarify.
Thank
you.
O
Okay,
I
appreciate
that,
but
in
terms
of
the
photos,
will
that
be?
Is
that
part
of
the
work
for
the
new
dashboard?
Yes,
okay,
chief
irish,
you
mentioned
that
some
projects
will
be
funded
only
by
the
city
without
msba
funding
by
this
with
the
city's
financial
partners,
who
are
those
financial
partners?
O
C
I
didn't
actually
mention
financial
partners
there's
some
projects
that
will
be
funded
through
city.
You
know
capital
funding,
but
we
we
are
open
to
other
like
innovative
ways
of
funding
school
projects,
nothing
that
I
can
speak
to
now,
but
but
everything
is
on
the
table.
We
know
there
are
a
lot
of
partners,
community
members
who
are
also
interested,
seeing
how
they
can
give
a
helping
hand,
so
we're
actively
looking
at
seeing
what
ways
can
we
also
accept
support?
You
know
privately
to
help
speed
up
the
pace
of
our
school
projects.
O
Okay,
I
was
wondering
we,
but
we
can-
and
I
believe
that
we
don't
bond
enough,
but
we
can
do
that
for
our
for
our
public
schools
on
what
schedule
are.
Are
we
bonding
for
our
public
for
construction
of
schools.
O
Is
that,
and
I
think
councillor
baker
was
speaking
to
this
as
well?
Is
that
the
the
being
in
phase
one
and
what's
been
projected
for
phase
one
is
insufficient
for
what
needs
to
happen
for
a
high
school?
That's
all
I'm
saying
I
see
phase
one
is
in
the
capital
plan:
it's
not
enough
for
school.
O
That
is
going
to
double
in
capacity
with
you
know,
and
so
the
work
that
is
being
done
is
okay,
but
the
school
need
is
a
lot
greater,
so
you
just
want
to
make
sure
that
and
the
community
and
the
students
and
the
teachers-
and
you
know
everyone
has
been
speaking
to
this
as
well.
F
Q
Thank
you,
madam
chair,
so
I
think
the
question
that's
on
everybody's
mind,
as
you've
heard
it
asked.
75
different
times
is
about
how
we're
prioritizing
projects
right
and
so
specifically,
with
the
green
new
deal
for
bps,
I've
heard
opportunity
index
and
I've
heard
facilities,
conditions
assessment.
Is
there
anything
else
that
is
being
included
in
that
formula
to
prioritize
schools.
D
So
we
we
are
this
new,
renewed
partnership
is
putting
us
in
a
place
where
we're
working
with
all
the
different
data
sets
and
information
we
have,
but
the
k
k
pre-k
sets
in
7-12.
My
my
works
are
getting
twisted.
Are
part
of
that
study
as
well
to
make
sure
that
we're
prioritizing
the
future
of
what
we're
building
and
I'm
going
to
let
deputy
depena
say
you
can.
F
We
have
to
use
the
racial
equity
planning
tool,
we're
going
to
make
sure
that
that
happens.
So
just
want
to
name
that
as
well.
Q
Thank
you.
Is
there
an
opportunity
for
school
leaders,
parents,
students
and
community
to
like,
for
that
input,
to
be
added
as
a
part
of
the
formula?
I
think
that
there's
an
opportunity
to
kind
of
like
create
a
formula
that
has
both
quantitative
and
qualitative
information.
So
are
we?
How
are
we,
including
that
we'll.
F
Be
working
on
our
office
of
equity
and
strategy
on
making
sure
we
implement
the
tool
and
those
factors
are
included
in
the
process,
got.
Q
It
so
the
decision
making
is
going
to
include
the
opportunity
index,
the
facilities,
conditions,
assessment,
the
racial
equity
tool
and
then
community
input
from
the
school
communities
and
the
neighborhood
communities
of
the
facilities
exactly
beautiful.
Thank
you.
I
really
appreciate
it
so.
My
next
question
was
about
the
racial
equity
tool,
but
it
sounds
like
you
are
going
to
use
it
because
I
they're
just
last.
F
F
It's
part
of
the
process.
So,
if
you
look
at
the
steps
in
the
process,
the
first
part
is
stating
the
designated
outcome.
The
next
part
is
a
lot
of
the
engagement
work.
So
what
we
did
this
round
was
actually
state
the
desired
outcome
and
now
we're
gonna
work
through
the
rest
of
the
tool
with
all
the
communities.
Okay,.
Q
F
Part
of
the
part
of
the
schools
that
are
going
offline
will
help
with
some
of
that
and
then,
as
we
go
through
the
studies
and
move
pieces
around
we'll
be
able
to
firm
that
up
some
more.
We
do
have
some
in
mind
as
we.
Q
So
so
we
will,
but
it's
still
in
development,
great
so
you're
talking
about
some
of
the
schools
that
are
going
to
go
offline.
Obviously,
there's
a
plan
to
go
pre-k
to
six
seven
through
12.,
I'm
assuming
that
there
are
going
to
be
buildings
that
are
not
going
to
be
in
use.
Do
you
have
a
plan
for
what
happens
to
those
buildings?
Do
you
anticipate
that
there
will
be
like
every
building
that
we
currently
have
is
not
going
to
be
used?
F
So
we're
going
to
hold
that
off
and
have
broader
conversations
around
what
we
do
with
those,
and
I
know
one
of
the
things
we're
considering
obviously
is
administrative
space
and
working
with
our
city
colleagues
to
see
what
else
is
needed,
like
community
centers
or
the
libraries.
It
just
depends
on
the
need
in
the
city.
Q
I
I
would
love
to
have
a
conversation
with
bps
about
that
in
the
future,
about
what
we
do
with
those
school
buildings.
Let's
see,
plan
to
convert
school,
so
I
think
this
might
be
my
last
question,
but
this
plan,
so
one
of
the
things
that
we
have
is
that
we
have
a
capital.
We
have
a
narrative
for
bps's
budget
that
we're
voting
on.
This
is
why
we're
having
this
hearing,
but
it
doesn't
include
all
this
new
information
about
the
renewed
deal.
Are
we
like
in
terms
of
what
we're
approving
this
cycle?
Q
Is
there
going
to
be
a
new
narrative
for
the
green?
You
do
I
mean
you
have
the
website.
Obviously,
but
in
terms
of
what
we're
approving
here,
are
we
the
projects
that
are
in
the
capital
plan
right
now,
are
also
the
first
projects
that
are
with
the
green
video
for
bps?
So
that
is
the
extent
of
the
changes
of
like
what
we're
voting
on
this
budget.
F
I'm
sorry,
and
as
we
do
the
designs
and
we
have
more
concrete
numbers
for
future
budget
years
for
capital
products
we'll
be
submitting
those
as
they
as
they
come
up.
C
Yeah
as
as
sam
mentioned
every
plan,
that's
in
this
current
budget
will
move
us
towards
those
goals,
but
is,
but
also
helps
us
to
develop
a
more
broader,
longer
term
plan,
so
we're
sort
of
in
a
mode
where
this
is
an
interim
plan,
and
I
know
a
lot
of
questions
comes
up
about
what
you
know.
What's
our
plan,
so
we're
actually
trying
to
develop
that
plan
that
we
really
need,
while
still
making
decisions
now
so
we're
not
losing
time
yeah.
So
I
just
it's
important
to
re-emphasize
that.
Q
C
We're
also
also,
in
this
plan,
things
funded
through
our
new
boston
trust
initiative,
which
would
also
help
to
make
our
schools
more
climate
ready.
Q
Yeah,
thank
you.
Thank
you
for
clarifying
that,
because
I
think
that
we
all
have
questions
and
we're
like.
Oh,
you
know,
there's
a
study,
we're
figuring
it
out
like
this
is
we're
we're
brand
new
in
the
beginning
phases
of
it,
and
I
think
that
it's
helpful
to
say
we
do
not
have
it
now.
That
does
not
mean
that
we
will
not
have
it
that
we
are
working
on
getting
in
and
then
we're
gonna
go
in
that
direction.
M
F
Q
So
in
the
section
of
the
past
commitments
for
the
green
new
deal,
it
talks
about
that,
beginning
in
school
year,
22
and
23
you're
going
to
engage
some
roxbury
community
schools
and
you
have
a
list
like
the
ellis,
the
higginson,
the
geo,
the
halo.
I
think
that's
how
you
say
it
to
determine
which
schools
will
ultimately
merge
into
a
new
roxbury
elementary
school.
So
obviously
this
is
going
to
put
a
number
of
schools
kind
of
in
competition
with
one
another
for
space.
How
are
you
determining?
Q
Is
that
going
to
be
solely
determined
based
on
the
community
process
or
how
are
you
making
those
determinations
of
you
know
who
the
winners
of
the
new
roxbury
elementary
school
will
be
ultimately.
F
I
mean,
I
think
it's
back
to
the
cycle
that
I
referenced
earlier,
like
there'll,
be
a
part
where
we
do
a
lot
of
ideation
with
the
community
schools
regularly
submit
proposals.
Some
schools
are
actually
partnering
and
submit
plans
that
they
want
us
to
consider
as
well.
So,
based
on
that,
those
suggestions
will
do
us
an
assessment
of
what's
possible,
not
possible
under
what
timelines
it
costs
and
then
re-engage
the
community
and
just
follow
that
cycle.
And
then
once
decisions
are
made
it'll
be
made
in
a
combination
of
what
we
talked
about
earlier.
F
A
wide
array
of
range
of
options
of
either,
unfortunately
mergers
or
they'll
be
left
standing
alone
or
you
know
we'll
have
to
cross
that
bridge.
Once
we
talk
about
specific
communities,
but
it'll
be
a
range
of
options,
either
closure
or
ongoing
or
potential
other.
C
Mergers,
I
just
like
to
add
that
those
studies,
the
pre-k
to
6
and
the
7-12
are
going
to
have
a
city-wide
impact
they're
going
to
deliver
on
things
that
we
could
apply
to.
You
know
to
any
school
community,
but
specifically,
it
also
help
us
to
take
a
look
at
the
schools
that
we're
choosing
to
to
use
as
as
test
fit.
It'll
help
us
to
on
one
hand,
help
us
to
figure
out
the
the
future
for
that
particular
school.
R
Chair
so
chief
irish
and
I
both
went
to
dorchester
high
go
bears
back
then
we
had
a
science
lab
and
you
know
we
had
a
lot
of
things.
R
We
had
a
home
egg,
we
had
a
lot,
and
I'm
just
curious
as
we
continue
to
have
these
conversations
in
terms
of
investments
is
making
sure
that,
when
we're
thinking
about
standards
that
it's
across
the
entire
city
and
not
just
in
certain
schools-
and
I
think
that
that
is
an
issue
that
we
see
so
just
wanted
to
note
that-
and
you
know
it's
a
little
bit
frustrating
when
I
hear
about
community
engagement,
because
I've
been
working
in
the
community
engagement
space
even
before
I
step
foot
in
this
chamber
and
build
bps
was
a
conversation
that
was
being
had,
and
there
was
all
of
these
big.
R
You
know
billboards
and
powerpoint
presentations
and
I
just
feel
like
we
just
keep
going
back
to
the
same
space
and
we're
not
moving
forward
right
and
that
we're
talking
about
community
engagement.
But
then,
when
you
hear
public
testimony,
when
you
hear
you
know
the
folks
out
in
these
streets,
there's
there
seems
to
be
a
disconnect
with
what
the
intentions
are
and
what
the
outcomes
look
like
right.
F
R
R
So
the
question
is
where's
the
commitment
on
the
record
that
if
200
parents
show
up
and
oppose
a
particular
project
when
you
say
advisement
that
doesn't
sound
like
a
commitment.
It's
like
a
you
know
one
of
these
relationships
that
you're
not
putting
a
ring
on
the
finger
like
you're
just
saying.
Well
maybe
we
can,
you
know,
have
a
sidebar
conversation,
but
I
need
a
commitment
from
bps
that
community
voice
and
engagement
is
going
to
be
a
priority.
D
In
terms
of
engagement,
we
have
hired
additional
staffing
that
we
didn't
have
before
that
are
specifically
geared
to
towards
community
engagement
and
we
will
be-
and
we
are
working
with
our
family
engagement
team
internally,
to
make
sure
that
we
have
all
the
stakeholders
present
and
involved
and
make
decisions.
One
of
the
other
questions
that
was
brought
up
the
other
day
was:
are
you
going
to
take
what
we're
saying
to
you
into
consideration?
D
Are
you
just
wasting
our
time,
and
I
made
it
clear
to
the
family-
and
I
know
the
pa
child
came
up-
is
that
we
are
taking
that
seriously.
There
was
a
proposal
that
was
put
before
by
the
pa
shaw
family,
that
we
have
our
architects
and
the
house,
doctors
that
are
going
out
to
the
site
to
look
at
their
their
proposal
prior
to
making
any
decisions.
Saying
no
we're
going
to
go
with
bps.
No
we're
going
to.
We
took
that
proposal
and
we
have
our
team
working
on
what
the
family
put
forth
and.
R
Okay,
so
I
just
want
to
note
for
the
record
that
this
is
my
third
budget
cycle
and
I
keep
hearing
the
same
thing
and
you
all
come
back
with
the
same
answers
like
we're
really
trying
to
com,
and
you
know
trying
to
engage
the
community
as
possible,
and
I
I'd
like
to
see
a
return
on
that
investment.
R
You
know
sooner
rather
than
later,
just
because
it
feels
like
lip
service
even
to
us
as
counselors
that
we
just
keep
going
back
and
forth
right
now:
boston,
latin
academy,
the
temperature
is
83
degrees
and
to
counselor
breedon's
point
in
terms
of
heat
exhaustion.
People
can
die
right,
so
I'm
just
curious
about
what
investments.
R
D
So
I
know
that
our
air
quality
sensors
determines
that
the
temperatures
that
are
in
the
rooms-
and
it
does
send
a
message
to
our
team
in
terms
of
the
room
is
too
high
and
they
do
send
out
our
maintenance
team
to
address
what
the
issues
are.
If
that
is
not
happening,
I'm
looking
over
at
my
deputy
and
stuff
to
make
sure
that
we
send
a
message
out
to
the
facilities
team
to
go
ahead
and
address
that.
But
it's
it's.
D
What
is
supposed
to
happen
is
that
it
gives
us
what
that
temperature
is
and
we
send
a
team
out
because
they're,
it's
letting
them
know
that
this
is
what's
happening,
but
to
hear
that
it
is
83
degrees
at
bla
and
nothing.
I
don't
know
the
message
that
you're
getting
consular,
but
I'm
looking
at
the
team.
I
want
to
understand
why
that
is
that
way
and
what
are
we
doing
about
it?
And
hopefully,
while
we're
here,
we
can
get
that
response.
R
And
I
visited
that
school
and
the
air
conditioning
the
ventilation.
Makeshift
situation
was
put
together
by
a
teacher
right.
So,
while
you
all
are
talking
about
making
investments
around
quality
air-
and
this
this
that
or
the
other,
it's
not
really
reaching
right.
So
I
just
really
do
think.
This
is
a
lot
of
money
that
you
all
are
asking
for
in
terms
of
capital
improvements
and
I'm
not
in
a
position
here
and
I'm
just
going
to
state
it
for
the
record.
R
S
Thank
you,
madam
chair,
so
staying
in
line
with
my
district
specific
line
of
questioning
and
then
I'll
go
into
general
I'll,
keep
with
east
boston,
and
then
we
can
swim
over
to
charlestown
east
boston,
high
school.
The
library
needs
to
be
redone
before
september
to
accommodate
the
120
kids
that
are
coming
in
in
eighth
grade.
Is
my
understanding
update
our
timeline
on
that
as
to
when
that
will
be
done.
D
S
Okay
yeah,
I
would
I
would
love
that
information,
because
we're
we're
growing
rapidly
in
east
boston
so
over
to
well
before
we
leave
east
boston,
just
I'll,
say
again:
o'donnell
school
playground,
o'donnell
school
playground,
o'donnell
school
playground.
Oh.
S
We
need
it,
we
need
it:
the
edwards
middle
school
currently
vacant
we're
welcoming
horseman
students.
S
S
S
F
K
Can
ask
answer
the
question
in
terms
of
the
enrollment,
so
the
the
plan
for
having
early
childhood
expansion
in
charlestown.
We
anticipate
there
being
needing
to
be
about
a
class
or
two
more
there's,
always
a
question
about
take-up
rate,
because
you
know
there's
certain
schools
that
are
more
popular
than
others,
and
so
part
of
the
expansion
of
early
childhood
classrooms
is
to
able
to
free
up
more
space
in
the
warm
prescott
main
building
as
well.
So.
K
For
the
early
childhood,
that's
the
partnership
that
we
were
working
with.
Okay
and
then
the
the
overall
project
in
retrofitting
has
to
do
with
making
the
building
appropriate
for
for
the
horace
mann
school
for
a
deaf
or
hard
of
hearing
and
thank
the
charlestown
community
for
their
certainly
their
welcoming
of
that
community
and
the
exciting
project.
That's
gonna,
be
there
and.
S
How
many
years
with
a
horse
man
be
in
charlestown.
K
Yeah,
it's
based
on
the
the
overall
length
of
the
project,
but
we
anticipate
somewhere
in
somewhere
around
four
to
six
years
in
the
swing
space,
but
we're
launching
the
horseman
project
as
a
new
school
build.
That
was
mentioned
to
evaluate
space
in
austin
brighton
and
then
once
we
have
a
design,
then
we'll
have
the
construction
timeline
and
there
are
literally
five
other
people
at
this
panel.
Who
should
be
answering
the
question?
Not
me
so
we'll
stop
talking.
F
So
be
about
that
long,
so
46,
yeah
and
we'll
update
timelines
as
we
get
into
the
work,
because
those
timelines
could
change
depending
on
what
happens.
Okay,.
S
Just
given
the
fact
that
we
have
so
much
development,
that's
happening
and
planning
the
seats
based
on
their
projections
too.
So
there's
going
to
be
a
lot
of
new
families
coming
in
I'm
pushing
for
three
and
four
bedrooms,
because
we
need
them
so
that
obviously
brings
in
more
more
kids
into
our
community.
C
Yes,
I'd
like
to
add
so
we
we
are
strengthening
the
way
that
we
work
with
the
bpda
as
well,
and
also
added
a
deputy
comm
deputy
chief
of
operations,
position
in
the
operations
cabinet,
morgan
mcdaniels,
who
was
a
former
bpda
colleague
as
well,
so
but
overall
we're
strengthening
our
relationship
and
and
just
trying
to
be
strategic
just
across
agencies
and
how
we
invest
in
our
capital
projects.
S
Great,
thank
you.
Charleston
high
school,
you
all
own,
the
oilies
correct.
This
is
the
charlestown
high
school
athletic
field
parks,
department.
S
So
parks
owns
it.
Yes,
okay
and
it's
slated
for
some
sort
of
new
astro.
Okay.
I
support
that
just
through
a
climate,
resiliency
lens
and
then
also
to
just
for
the
record.
I
know
that
there's
a
lot
of
back
and
forth
between
grass
and
astro
turf,
less
concussions
for
our
kids.
So
it's
a
safety
issue
as
well.
Do
you
have
a
timeline
on
that?
Even
though
it
is
parks
but
charlestown
high.
S
Okay,
thank
you
and
then
just
overall
talking
about
the
green
new
deal.
S
Do
you
have,
or
are
we
looping
in
any
consultants,
just
in
the
sustainability
or
engineering
sector,
just
to
review
our
plans
to
make
sure
that
they
are
truly
resilient
in
our
communities?
Yes,.
E
Sorry,
yes,
for
all
of
our
projects,
we
do
a
peer
review.
Do
you
have
vendors?
Yet
we
do
we
have
well.
We
have
a
house
doctor
consultant
and
we
have
one
specifically
geared
toward
peer
review
of
our
design
documents.
So,
yes,
they're.
E
That
on
call
no
it's
just
to
stand.
It's
a
patent
standard,
even
a
small
project,
a
boiler
project
would
get
a
peer
review,
just
its
belt
and
suspenders.
You
know
in
terms
of
making
sure
that
there's
consistency
between
mechanical
electrical,
all
of
that,
so
we
also
have
in
our
department.
We
have
review
architects
that
we
do
this
internally
too,
and
we
look
at
this
and
then
with
our
clients
we
meet
in
at
each
at
multiple
times
during
the
design
process.
E
We
do
a
page
turn
with
the
clients
to
make
sure
that
there's
an
understanding
with
their
facilities
team
that
this
is
you
know,
because
at
the
end
of
the
day
they
own
it
they've
got
to
maintain
it.
So
we
want
we
work
collaboratively
with
our
clients,
okay,
to
make
sure
that
we
achieve
that.
S
How
much
time
do
I
have
okay?
Well,
I
just
want
to
use
this
last
time
these
last
seconds,
just
to
encourage
everybody
to
be
bold,
I
mean
we're
already
being
bold
with
these
investments,
I
would
like
to
get
innovative,
so
I'm
putting
out
there,
as
in
my
best
case
scenario,
we
do
you
know
we,
we
turn
grey
to
green,
so
I'm
thinking,
particularly
when
it
comes
to
our
three
parking
lots:
the
mckay
east
boston,
high
school
and
yumana.
S
F
U
D
So
we
and
I'm
going
to
pass
back
to
sam,
we
do
have
a
regular
basis
where
our
teams
are
going
out
and
assessing
making
sure
that
our
buildings
meet
the
minimum
standards
and
especially
because
we
have
to
be
inspected
on
an
annual
basis.
We
build
a
relationship
with
inspirational
services
as
well
to
make
sure
that
we
have
the
team
going
out
to
the
different
sites
and
whatever
violations
we
find
at
the
time.
F
U
All
right
and
then
will
you
undertake
and
make
a
public
facility
facilities
utilization
analysis
that
examines
the
current
and
future
projected
enrollment
in
each
building
versus
the
space
available.
K
K
That's
broken
down
by
school
so
within
it
wouldn't
separate
out
schools
that
share
a
building,
and
it
wouldn't
separate
schools
that
are
in
two
buildings,
but
give
you
the
sort
of
best
estimate
for
a
school
of
how
much
excess
capacity
there.
F
Is-
and
the
only
thing
I
would
add
to
that
is
that
we
just
have
to
also
be
careful
when
we
think
building
capacity
in
enrollment,
because
different
programs
have
different
class
size
limits
that
would
not
necessarily
equate
to
enrollment
in
first
capacity.
So,
for
example,
some
of
our
special
education
programs
have
a
cap
of
like
10
students,
and
so
they
could
take
a
whole
class
space,
but
a
class
size
maximum.
Normally
you
know
other
circumstances
would
be
for
elementary
school,
for
example
25
students
right,
but
we're
only
using
in
for
nine
students.
F
U
Yeah
I
understand
it
and
then
are
your
plans
ultimately
to
fully
moder
modernize,
all
120
buildings,
or
will
this
involve
taking
some
buildings
offline
and
I'm
sure
that
this
is
going
to
be
involved
in
taking
some
buildings
off
the
line,
but
when
and
how
we'll
be
communicating?
U
You
know
that
to
our
communities
and
I'm
ensuring
I'm
sure
that
that
would
mean
we're
not
making
any
investments
in
those
buildings.
Once
we
make
that
decision,
how
will
we
be
going
about
that.
K
Yeah,
I
would
just
from
from
a
sort
of
strategic
planning
perspective.
I
think
there
are
a
couple
of
near-term
opportunities
where
we're
talking
about
potentially
having
multiple
schools
merge
in
so
the
irving
we've
already
publicly
stated.
We
want
to
make
that
a
k-6
we're
going
to
be
looking
to
the
roslindale
schools.
There
are
a
number
of
very
small
schools
in
roslindale
who
we
will
work
in
a
community
process
to
decide
which
pairing
of
schools
or
multiple
schools
will
go
into
that
building.
So.
F
We'll
continue
to
make
investments
if
we
need
to
as
long
as
students
are
staff
from
the
buildings
we'll
make
sure
those
buildings
are
up
to
code
making
repairs
as
long
as
the
building
is
online
and
active,
we
will
continue
to
do
that
all
right.
No
further
questions.
A
E
So
we've
actually
started
the
study,
we're
actually
having
a
kickoff
meeting
with
bps
in
the
next
week
or
two
and
that
the
timeline
on
that
is
to
have
a
final
report
for
december
to
inform
the
next
fiscal
year's
budget
for
funding
for
the
building
for
a
new
vocational.
E
Have
the
plan
complete
that
right
now,
that's
the
current
timeline
to
have
the
study
complete
and
we're
going
to
look
at.
You
know
the
educational
component:
what
are
the
jobs
of
the
future?
E
Does
that
building
meet
the
needs
does
does
the
does
it
make
sense
to
have
the
o'bryant
there,
or
should
we
look
at
citing
the
o'brien
somewhere
else?
As
a
you
know,
a
stem
high
school
math
and
science
so,
where
that
will
that
will
all
be
encompassed
in
this
study.
A
G
A
A
F
So
I
know
our
office
of
human
capital
is
the
one
that
tracks
our
staffing
data
and
demographics.
I
guess
I'm
trying
to
draw
the
connection
for
using
that
data
to
inform
these
conversations,
I
think
we
probably
have
to
do
more
work
on
to
bring
it
more
specifically
to
teachers.
If
I'm
hearing
you
correctly.
I
A
If
you,
if
the
demographics
of
teachers,
if
inclusion
impacts
how
a
student
learns
and
if
that
then
impacts
culture
and
inclusion
right
and
curriculum,
then
you
would
know
what
types
of
facility
you
needed.
Based
on
your
curriculum,
you
can't
just
say.
For
example,
you
mentioned
my
alma
mater
or
ov
john
d,
o'brien
and
math
and
science.
It
makes
total
sense.
When
I
heard
it,
I
was
like
oh
yeah,
that's
all
we
do.
There
makes
total
sense.
I
know
that
a
facility
with
a
stem
facility
would
highly
it
would
be
pertinent.
It
would
make
sense.
F
Got
the
gist
of
it,
so
I
was
going
to
respond
by
saying
we're
going
to
be
using
the
universal
design
strategy
for
for
our
work,
because
that
takes
into
account
building
a
program
from
the
needs
of
our
students
first
and
that
will
drive
what
teachers
we
need
and
once
we
know
what
teachers
we
need,
then
we
can
talk
about
the
diversity
needs
of
those
teachers,
so
it
is
factored
in,
but
it's
not
as
clean,
as
is
how
you're
describing
now,
but
that's
the
universal
design.
F
A
F
A
I'm
saying
that
what
you're
saying
now
facilities
should
be,
or
at
least
that
should
inform
what
type
of
facilities
and
resources
we
need
right,
and
so
that
that
takes
me
to
my
next
question.
How
are
we
looking
at
alternative
methods
to
medicine
or
to
psych
meds
in
terms
of
in
terms
of
facilities?
A
For
example,
we
have
a
lot
of
students
that
have
to
with
the
opportunity
index.
We
know
that
a
lot
of
these
students
may
need
resources
such
as
therapy
or
a
psych,
even
right
or
group
supports
whatever
you
guys
can
offer,
but
we
also
know
that
a
lot
of
students
are
meds
and
then
there's
alternatives
where
people
of
affluent
communities
have
monies
and
resources
to
put
into
their
schools
to
create
alternatives
to
medicine
alternatives
to
psych
meds.
A
A
F
So
the
study
will
help
drive
a
lot
of
or
surface
some
a
lot
of
that,
and
then
we
can
once
that
initial
assessment's
done
we'll
we'll
put
the
race
requiem
planning
two
lens
on
top
of
it
and
programmatic
needs
lends
on
top
of
that
and
get
that
feedback
from
the
teachers,
the
school
administrators
parents
that
are
going
to
be
utilizing,
those
different
types
of
programs
and
those
specific
needs.
F
E
I'd
just
add
to
that
same
too,
the
study
will
give
it
will
be
for
general
education
k
through
six,
but
we
really
dig
into
the
details
like
for
the
carter
that
there's
a
whole
sensory
component
to
that
building,
that
for
every
senses
for
every
sense
of
those
children,
because
they
learn
differently.
You
know
we're
actually
putting
in
a
pool
for
you.
E
It's
amazing
that
you
know
the
a
non-verbal
child
can
communicate
to
their
teacher
in
a
pool
setting
like
so
we
did
we,
those
we
dig
into
the
details
when
we
do
a
specific
project
for
a
community,
but
that
type
of
sensory.
It's
it's
it's
very
important
to
the
programming
of
school.
So
you
know
that
would
be.
That
would
be
a
component
of
the
overall
study.
But
if
that's
really,
when
we
determine
the
next
phase,
where
we're
going
to
build
and
we'll
engage
with
that,
you
know
that
school
district
that
community.
A
Beautiful
and
the
same
goes
for
social
emotional
right,
so
it's
not
just
learning
styles
different
learning,
styles
or
children
on
spectrums,
but
rather
also
social,
emotional
issues
that
kids
may
be
on
psych
meds
and
need
alternative
ways
like
outdoor
learning,
right
spaces
right
like
swimming
like
there's
just
so
many
ideas
that
we
can
get
into.
But
I'm
thinking-
and
so
please
help
me
understand-
and
this
is
my
final
question
from
a
to
z
or
maybe
just
to
d,
the
steps
that
we
are
implem
of
implementation.
A
Take
me
through
it
from
engagement,
community
meetings,
the
digital
campaign,
assessments,
design,
construction
assessment
of
the
actual
study
for
curriculums
and
how
we're
going
to
complement
that
in
our
facilities.
Take
me
from
a
to
z.
What
is
what
is
the
process
of
implementation
for
for
your
plan.
E
You
want
me,
I
don't.
I
can
use
that.
So
first
comes
the
study
and
that
and
that's
true
of
anything
that
we
do
within
the
department
not
just
for
bps.
So
first
comes
the
study,
then
it
would
be
a
conceptual
and
within
that
study
phase
there
is
always
a
community
process.
There
is
always
estimates
and
then
once
we
get
from
study
to
conceptual
to
design
we,
you
know
we.
E
We
do
there's
three
phases
of
design
which
estes
60
and
then
25
60
60
95
100.
So
then,
from
that
point
we
go
to
and
again
throughout
this
process,
it's
all
engaging
engaging
with
the
community
and
then
at
that
point,
then
we
it
would
be
a
procurement
procurement,
149,
149a
or
prequal
takes
about.
E
Throughout
the
whole
thing,
and
then
we'll
have
another
community
process,
it's
not
as
because
at
this
point
we've
developed
the
program.
We
know
what
we're
building
we,
the
the
community,
has
had
input
on
the
design
and
the
features
of
the
building.
E
Then
we
will
go
to
procurement,
which
takes
about
six
weeks
to
three
months,
depending
on
the
type
of
procurement.
From
there
we
go
to
execution
of
contract
from
execution
of
contract.
We
go
to
construction
and
then
construction
durations.
You
know
determined
while
we're
in
design.
So
we
know
it's
going
to
take
us.
You
know
to
build
an
out
of
the
ground
building
two
six
stories
two
years,
so
you
know
certain
things
that
we,
depending
on
the
the
level
of
finishes.
E
You
know
we
that's
it's
typical
to
be
a
renovation
full
renovation,
depending
on
the
square
footage,
probably
be
a
year
to
18
months
out
of
the
ground,
typically
two
years,
18
to
24
months
to
like
jqs.
That
project
is
a
two-year
project.
A
Very,
very
interactive,
user-friendly.
A
second
grader
can
pick
it
right
up
lots
of
pictures.
It
talks
to
you
like
build
bps
for
dummies,
and
I
could
just
watch
and
I
could
like.
Oh
second
graders
is
smarter
than
me
by
the
way.
Oh
I
get
it,
I
get
it.
So
it's
an
interactive
video
and
I
know
what
phase
you're
in
and
it's
transparent.
A
A
You
know
campaigning
that
we
talked
about
I'm
on
facebook
right,
we're
all
right
if
we're,
if
you're
over
40
on
facebook
and
then,
if
you're
under,
I
guess,
you're
on
instagram
but
just
sort
of
that
access
in
a
way
that
I
see
it
all
the
time
drill
it
into
my
head
as
a
parent.
A
A
Thank
you
if
you
have
counselor,
if
you
have
any
comments
or
if
you
have
any
comments,
now
is
the
time
before
we
close
just.
U
Looking
to
you
know,
work
on
bill
bill
pbs
the
panel
and
I'm
here
for
collaboration,
so
I
always
use
my
office
as
a
resource.
I'm
looking
forward
to
also
talking
about
the
buildings
offline,
the
buildings
that
we're
not
going
to
be
using
in
the
future.
So
thank
you
for
the
work
and
looking
forward
to
collaborating.
C
I'd
like
to
thank
you
all
as
well
for
your
partnership
on
the
green
new
deal
for
bps.
You
are
going
to
be
a
part
of
the
thing.
C
A
lot
of
the
things
we're
asking
about
about
kerry
gave
a
great
overview
of
what
the
timeline
looks
like,
but
I
will
emphasize
that
the
first
part
of
the
timeline,
the
the
study
portion
coming
up
agreeing
on
a
design
and
a
lot
of
the
specifics
for
each
school
that
takes
about
a
year
a
year
and
a
half
going
forward
after
we
get
through
these
studies,
and
we
have
community
agreement
on
what
materials
we're
using.
C
C
So
we
look
forward
to
your
partnership
on
that,
and
I
just
want
to
make
sure
that
we
also
state
publicly
that
there's
also
a
commitment
in
this
plan
to
you
know
to
equity
around
how
we,
how
we
hire
how
we
procure
we're
working
with
our
supply
diversity
team
to
make
sure
that
this
2
billion
dollar
investment
that
we're
doing
everything
we
can
to
make
sure
that
that
in
minority
and
women
owned
businesses
are
also
being
able
to
participate
in
this
as
well.
A
C
Absolutely
we're
also
committed
to
working
with
with
contractors
who
want
to
be
able
to
bid
on
these
projects
to
help
them
to
so
they
could
be
certified
to
bid
on
some
of
these
projects
to
meet
the
procurement
requirements
of
of
the
you
know,
the
laws
that
govern
these
type
of
projects,
which,
as
kerry,
mentioned
mastermind
law,
chapter
149,.
F
We'll
do,
and-
and
the
only
thing
I
would
just
add
to
everything
on
chief
iris
mentioned
is
just
if
we
can,
you
can
help
us
update
our
neighborhood
contact
list
of
who
to
engage.
So
maybe
we
can
work
with
y'all's
office
or
this
particular
body
specifically
to
get
those
stakeholders
from
the
rest
of
the
colleagues
here.
So
we
can
really
target
our
outreach
and
collaboration
with
each
other.
I
A
Absolutely
one
of
the
things
that
my
office
and
I
know
council
rails
working
on
this
as
well-
does
is
we've.
Come
we've
put
together
sort
of
the
late
truck
turner's
round
table
we're
calling
it
the
district,
7
advisory
council
and
all
of
the
leaders.
Of
course,
I
have
access
and
I
can
the
information
and
I
can
get
pass
it
along,
but
also
taking
an
inventory
full
of
my
district
right.
So
all
schools
all
parks,
all
spaces,
all
land,
all
facilities,
all
resources,
so
acid
mapping
d7,
but
also
looking
at
the
need.
A
A
All
right,
thank
you
without
if
we
don't
have
anything
else,
then
meetings
adjourned.
Thank
you.
Thank
you.