►
From YouTube: Committee on Ways & Means on April 26, 2018
Description
Dockets # 0559=0565 - Fiscal Year 2019 Budget: Boston Public Schools - School Budgets
A
In
April
26-
and
we
are
here
with
our
colleagues
from
Boston
Public
School
System
regarding
dockets
zero,
five,
five,
nine
through
zero
five,
six,
three
orders
for
the
FY
nineteen
operating
budgets,
including
annual
appropriation
for
departmental
operations,
annual
appropriations
for
the
school
department
and
appropriation
for
other
post-employment
benefits
appropriation
for
certain
transportation
and
public
realm
improvements
and
appropriation
for
certain
park
improvements
as
well
as
dockets,
zero,
five,
six
four
through
through
zero
five
six,
five
capital
budget
appropriations,
including
loan
orders
and
lease
and
purchase
agreements.
I'd
like
to
remind
folks
this
is
a
public
hearing.
A
It
is
being
broadcast
and
recorded
for
later
viewing
on
our
CN
channel
82
Comcast
channel
8,
Verizon
1964
and
streamed
at
Boston
gov
backslash
city,
Council,
TV
I'd,
ask
folks
in
the
chamber
to
silence
their
electronic
devices.
We
will
take
public
testimony
the
conclusion
of
the
department's
presentation
and
questions
from
my
colleagues.
There
is
a
sign-in
sheet
to
my
left.
A
We
ask
that
you
state
your
name
affiliation
and
residence
and
please
check
the
box
if
you
do
wish
to
testify,
I'd
like
to
also
remind
folks
that
there
will
be
less
than
36
hearings
now,
but
throughout
the
budget
hearings,
there's
36
hearings
over
roughly
6
6
plus
weeks.
We
strongly
encourage
residents,
whether
here
in
the
chamber
or
at
home,
to
take
a
moment
to
engage
in
this
important
process
by
giving
testimony
for
the
record
that
can
be
done
in
several
ways.
For
us.
A
A
to
take
only
public
testimony
at
that
that
time
you
can
send
your
testimony
to
the
committee
on
ways
and
means
Boston
City
Hall,
once
City
Hall,
plaza
Boston
0
to
2
0
1,
as
well
as
email
at
CCC
WM
at
Boston
God
gov.
In
order
of
their
arrival,
my
colleagues
to
my
left,
the
council
at
large
Aneesa
sabe
George
to
my
far
left,
counselor
ed
Flynn
and
counselor
Josh
Zakim,
want
to
welcome
Ellen
and
your
team.
B
The
proposed
budget
for
next
year
is
one
point:
one:
zero
nine
billion
dollars,
which
represents
a
forty
eight
million
dollar
increase
versus
the
budget.
You
voted
on
last
year
at
this
time.
The
proposed
budget
for
next
year
is
rooted
in
the
guiding
principles
that
were
developed
by
our
budget
equity.
Workgroup.
One
of
those
principles
is
to
put
more
money
in
the
hands
of
our
schools
serving
our
highest
needs.
Students
so
you'll
see
the
hallmark
of
our
FY.
B
19
proposal
is
a
40
million
dollar
investment
in
our
schools,
30
million
of
which
goes
to
pay
for
rising
salaries
and
10
million
of
additional
dollars
in
the
hands
of
our
schools,
really
focused
at
our
school
serving
our
highest
needs.
Students.
That's
going
to
be
the
subject
of
our
conversation
today,.
B
An
overview
of
our
total
budget
is
found
on
the
next
page,
I'll
remind
you
that
we
think
of
our
budget
broadly
in
three
categories:
direct
school
expenses,
which
you'll
see
represented
in
our
more
detailed
tables
as
the
direct
budgets
of
schools,
as
well
as
the
benefits
for
the
staff
who
work
at
who
are
reflected
in
those
budgets.
The
next
biggest
category
is
what
we
call
school
services
budgeted
centrally.
Those
include
things
like
transportation,
special
education
facilities,
I'll
note
that
we
have
a
series
of
hearings
coming
up
that
will
dive
into
a
lot
of
those
items.
B
We're
really
excited
about
the
investments
that
are
part
of
this
proposal.
They're
summarized
here
on
page
five
and
we
talked
about
them
in
some
detail.
Last
Tuesday
I'll
remind
you.
They
include
six
million
dollars
of
system-wide
investments.
Some
of
the
highlights
that
were
particularly
excited
about
include
2.4
million
dollars
for
social,
emotional
learning
and
wellness
in
the
form
of
additional
nurses,
psychologists
and
social
workers,
more
money
for
translations
and
interpretations
and
exciting
new
programs
like
excellence
for
all
and
becoming
a
man,
and
then,
of
course,
the
10
million
dollars
that
I
mentioned
earlier.
B
With
that
brief
overview
of
the
budget,
I'll
now
dive
into
how
we
think
about
funding
schools
equitably
and
transparently
last
year,
when
we
were
working
on
the
FY
18
budget
proposal,
we
heard
a
lot
about
this
topic.
The
voice
of
the
community
was
strong,
we
heard
people
say
we
want
to
do
more
and
we
want
to
do
better
for
our
schools
based
on
the
feedback
we
got.
We
have
four
priorities
outlined
here
on
page
7,
about
how
we're
funding
schools
in
FY
19
first
is
equity.
B
That
means
providing
more
recess
resources
to
kids,
who
need
more.
Second,
is
transparency.
That
means
our
community
understands
where
the
money
is
going
and
why
third
is
stability.
We
want
to
minimize
the
annual
changes
so
that
schools
can
plan
year
over
year
and
fourth
and
finally
at
school
flexibility.
We
recognize
that
our
leaders,
parents
and
teachers
who
are
closest
to
kids,
often
know
what
their
specific
communities
want.
So,
where
appropriate,
we
want
to
empower
them
and
hold
them
accountable
to
make
the
right
decisions
about
what
services
their
kids
need.
B
You'll
see
that
we've
made
changes
in
FY
19
our
proposal
for
next
year,
along
each
of
these
four
priorities
in
the
category
of
equity,
we've
taken
almost
six
million
dollars
of
partnership
funds
that
used
to
be
allocated
based
on
legacy,
relationships
between
the
central
office
and
schools
and
partners,
and
we're
now
allocating
that
with
a
formula.
So
it
goes
to
our
highest
needs
students.
B
B
If
you
on
our
website,
you
will
see
lots
and
lots
of
information.
We
are
very
proud
that
we
post
almost
everything
that
we
do.
You
can
track
every
dollar
going
to
every
school
and
this
year
we're
trying
to
do
even
more.
We
put
an
additional
five
million
dollars
into
wsf
that
had
previously
been
outside
of
wsf
to
include
things
like
our
inclusion
supports
and
our
funds
for
students
experiencing
homelessness.
B
Excuse
me
instability.
Sorry,
in
the
area
of
stability,
there
are
a
number
of
important
steps
that
we've
taken.
The
first
is
that
for
schools
that
are
experiencing
small
shifts,
we
want
to
protect
them
or
soften
those
small
annual
changes
that
are
a
natural
product
of
having
a
choice
system
like
we
have
in
Boston.
That's
why
this
year,
for
the
first
time,
we
introduced
a
new
mechanism
that
we
plan
to
keep
in
place
in
future
years
that
completely
protects
schools
from
the
first
1%
of
its
decline
in
their
budget.
B
Lastly,
I
think
you
will
see
reflected
in
this
a
real
effort
to
acknowledge
schools,
our
unit
of
change.
You
want
your
kid
to
go
to
a
great
school
people
choose
schools
in
that
school
districts.
We
want
to
empower
our
school
leaders
to
build
that
school,
that
every
parent
wants
to
send
their
child
to.
We
are
empowering
our
school
years
to
allocate
more
and
more
dollars.
The
examples
include
those
partnership
funds
which
used
to
be
allocated
by
the
central
office
and
the
resources
to
support
students
experiencing
homelessness.
C
Good
morning,
everyone
on
the
next
slide
we'll
see
a
summary
of
school
that
are
made
throughout
our
budget
process.
I
just
want
to
take
a
moment
before
I
walk
through
those
details
to
publicly
recognize
the
budget
team
from
BPS
who
guides
125
schools
through
the
process
of
making
these
school-based
decisions
and
provides
support.
They're
all
sitting
up
here
on
my
left
in
order
that
I
see
them.
C
What's
that,
what
that
work
has
resulted
in
is
a
number
of
really
positive
benefits
for
the
students
of
Boston
we're
seeing
an
increase
in
teaching
staff
across
the
district
of
about.
We
expect
to
grow
to
about
80
staff
when
all
of
our
reserves
are
liquidated,
increase
in
special
education
spending,
an
increase
in
supports
for
our
English
language
learners,
additional
funding
for
those
wraparound
support
positions
that
fill
in
the
gaps
between
traditional
instruction
and
the
needs
of
students
such
as
guidance,
counselor's
inclusion,
specialists
and
instructional
coaches
and
finally,
increases
in
the
basics.
C
Things
like
instructional
supplies,
we're
seeing
schools,
have
the
flexibility
and
they're
taking
that
flexibility
to
budget
more
for
those
sorts
of
needed
supplies,
and
we're
proud
that
over
the
last
four
years,
bps
has
added
three
hundred
and
fifty
FTE
to
schools,
mostly
to
support
our
highest
need.
Students
such
as
English
language,
learners
and
students
with
disabilities.
C
C
The
main
method
this
funding
goes
out
about.
Two-Thirds
of
the
funding
is
going
after
weighted
student
funding.
That
is
our
funding
formula
for
schools
based
on
the
needs
of
their
students.
There
are,
then,
a
handful
of
schools
that
don't
go
through
weighted
student
funding.
These
are
schools
like
the
Karner
school
that
provide
support
for
a
very
specific
and
high
need
population
of
students
where
we
are
setting
up
a
budget
for
them
as
a
program.
That's
what
we
have
referred
to
as
special
programs.
C
There's
funds
that
come
from
the
federal
government
through
the
state
in
the
form
of
title
one
and
I
DEA
for
students
with
disabilities
that
we
pass
through
to
schools.
There
are
standard
supplemental
allocations
that
we
give
to
schools,
such
as
nurses
and
special
ed
coordinators.
There
are
the
soft
landings
that
eleanor
was
mentioning
earlier.
We
have
something
called
a
sustainability
allocation
that
we
have
a
minimum
standard
that
all
schools
need
to
meet
to
meet
the
needs
of
their
students,
if
they're
not
able
to
meet
that
with
the
funding
they
get
through
their
way.
C
The
student
funding
we
provide
supplemental
support
in
the
form
of
sustainability
allocations.
Our
autonomous
schools
have
some
of
the
ability
to
opt
out
of
some
central
services
and
receive
funding
instead,
there's
a
number
of
small
additional
adjustments
that
are
called
out
in
the
footnote
for
specific
programs
and
types
of
schools.
These
are
things
like
extending
the
day
at
our
early
learning
centers
in
early
education,
centers
and
some
program
based
supports
for
students
with
limited
or
interrupted
formal
education
suits
with
emotional
impairments.
C
The
last
category
of
things
I
haven't
mentioned
already,
is
our
funding
for
expanded
learning
time.
This.
The
majority
of
this
money
is
for
schools
that
are
in
the
new
schedule,
a
agreement
between
bps
and
the
Boston
teachers
union
that
were
currently
in
the
final
year
of
implementation.
There
are
57
school
58.
Now
sorry
in
that
agreement,
there
are
also
some
pilot
and
autonomous
schools
that
extend
their
day
that
are
represented
here.
C
A
quick
summary
of
way
student
funding-
and
this
is
definitely
simplified,
but,
broadly
speaking,
what
weighted
student
funding
does
is.
It
creates
a
formula
that
assigns
$1
per
pupil
amount
based
on
student,
need
and
multiplies
it
by
the
number
of
students
with
that
type
of
need
to
get
the
total
school
budget.
C
B
C
These
weights
include
things
like
program
type,
so
English
language,
learners,
students
and
special
education
students
at
vocational
education.
Their
characteristics
of
student
need
based
on
things
like
the
definite
federal
definition
of
poverty.
The
opportunity
index,
which
is
our
new
measure
of
student,
need
and
then
also
measures
of
academic
performance.
C
What
we
call
high-risk,
which
is
based
on
indicators
of
students
who
are
struggling
in
ninth
and
going
to
ninth
and
tenth
grade
additional
high
schools,
get
additional
funding
for
those
students.
In
addition
to
these
student
based
characteristics,
every
school
receives
a
foundation
budget
to
support
the
things
that
all
school
needs
principal
a
school
secretary,
a
little
bit
of
subs
and
supplies.
C
As
Eleanor
mentioned,
we're
proud
of
the
transparency
we
bring
to
the
bps
budget
when
you're
looking
to
determine
a
budget
by
school.
There
are
four
main
documents
on
our
website
that
you
can
use
to
determine
that
the
top
two
documents
are
available
as
a
one-pager
per
school.
So
there's
a
hundred
and
sixteen
of
these
one
for
each
school
in
way,
student
funding
on
the
left
and
then
on
the
right,
125
allocation
one-pagers.
C
C
C
Overall
enrollment
in
bps
has
been
relatively
consistent
for
the
past
five
years,
somewhere
between
fifty
six
thousand
four
hundred
and
sixty
and
fifty
six
thousand
eight
hundred
and
ninety
three.
This
October
our
enrollment,
was
down
slightly
from
the
prior
October,
but
we
are
anticipating
our
trend
of
steady
enrollment
to
continue.
C
We
see
that
Commonwealth
charters
are
continuing
to
add
seats,
approximately
another
five
hundred
and
twenty
five
next
year,
primarily
in
the
upper
grades.
At
this
point,
we're
proud
of
the
fact
that
we've
continued
to
add
seats
and
capacity
to
serve
students
in
k1
we're
projecting
to
serve
726
students
in
k1
more
than
what
we
had
served
in
the
13-14
school
year
in
middle
school,
we're
seeing
some
declining
enrollment,
our
traditional
middle
schools.
C
Those
with
grades
6
through
8
only
have
gone
from
seeing
about
just
under
3,000
students
in
the
school
year,
2012-13
to
just
under
1,900
students
in
the
current
year.
This
is
primarily
due
to
the
expansion
of
the
k-8
model,
which
has
meant
that
school
students
are
staying
in
their
elementary
school
versus
going
to
a
traditional
middle
school.
C
As
we
look
by
neighborhood
we're
seeing
differing
demand
in
different
neighborhoods
of
the
city,
where
some
neighborhoods,
such
as
Hyde
Park,
Matapan
parts
of
Dorchester,
are
growing
and
we're
struggling
to
find
enough
seats
to
fit
the
demand
in
other
neighborhoods,
such
as
South
Boston
or
Alston.
Brighton.
We're
seeing
declining
enrollment
in
bps.
C
C
C
As
we
look
at
enrollment
and
budget
together,
we're
seeing
that
92%
of
our
students
are
attending
schools
with
the
increasing
budget.
That's
up
that's
across
a
hundred
and
eleven
schools
with
a
median
increase
of
two
hundred
and
twenty
thousand
dollars.
Thirteen
schools,
representing
eight
percent
of
our
students,
are
seeing
a
decreasing
budget
with
a
median
decrease
of
approximately
ninety
thousand
dollars.
C
It's
not
that's,
not
the
full
picture
of
weighted
student
funding.
However,
the
way
student
funding
base
weight
the
base
amount
we
give
per
pupil
is
adjusted
in
line
with
rising
salaries,
so
school.
Some
schools
with
declining
enrollment
can
still
be
affected
by
rising
salaries.
There
are
49
schools
that
had
increasing
overall
budget
but
declining
enrollment,
and
we
wanted
to
review
those
schools
and
make
sure
they
weren't
struggling
20
schools.
New
at
twenty
of
the
forty
nine
schools,
new
investments
offset
enrollment
declines,
leading
to
increased
staffing.
C
Despite
enrollment
decline
at
eleven
schools,
despite
enrollment
decline,
they
were
able
to
keep
their
staffing
level
mostly
flat,
and
there
were
about
18
schools.
In
addition
to
the
schools
mentioned
on
the
previous
slide,
where
the
budget
was
increase
singing.
But
there
are
decreasing
staffing
levels,
though
those
staffing
levels
are
relatively
minor,
we're
partnering
with
schools
that
are
in
that
situation,
to
identify
immediate
and
long-term
solutions.
C
Part
of
what
we
do
is
look
at
under
enrolled
classes
or
programs.
What
is
it
about
the
school
that's
causing
and
under
enrolment
in
class?
And
is
there
anything
we
can
do
to
help
update
that
program?
Some
of
it
is
just
solutions
we
can
do
in
the
school,
changing
the
structure
of
how
they
organize
to
support
their
students.
Other
things
we
need
to
work
across
schools
and
those
types
of
programs
chefs
take
longer
because
it
might
result
in
a
student
pathway,
changing.
A
You
very
much
I
know
that
you
mentioned
the
static
enrollments
for
the
past
several
years,
but
I
think
that
pretty
much
goes
back
10
years
I,
my
recollection
is
I,
don't
think
we've
exceeded
56,000
or
say
57,000
students
for
the
past
10
years.
Meanwhile,
our
population
has
grown
hundreds
of
thousands,
so
I
guess
it's
safe
to
say
that
we're
losing
a
lot
of
families.
D
A
D
10
years
as
well,
the
charter
school
expansion
has
certainly
taken
some
of
the
students
that
would
have
been
enrolled
in
bps
and
instead
they're
enrolled
in
the
charter
schools,
which
have
expanded
over
the
last
10
years.
I
think
the
other
thing
is.
We
do
see
some
differences
in
just
the
size
of
cohorts
by
year,
and
so
right
now
we
have
a
smaller
cohort
of
students.
D
Actually,
it's
a
larger
cohort
of
students
exiting
high
school
they're
being
replaced
by
a
cohort
of
students
that
is
more
typical.
So
what
it
looks
like
is
declining
high
school
enrollment
and
some
people
think
it's
because
people
are
leaving,
but
it's
really
just
about
the
cohort
of
students
that
started
with
us,
smaller,
and
so
you
see
from
k2
first
grade
different
sizes
than
fourth
and
fifth
grade,
which
has
a
larger
cohorts
moving
through.
D
A
B
D
A
D
B
A
Seats
over
the
past
four
years,
which
also
indicates
we're
losing
other
kids
too,
and
then
you
know
another
troubling.
Development
that
came
up
during
yesterday's
hearing
is
of
all
the
students
that
we
graduate
50%,
don't
finish
college,
which
I
think
is
very
very
troubling,
but
you
know
we're
gonna
get
to
vocational
edge
in
the
next
segment,
and
hopefully
we
can
focus
greater
attention
and
resources
there
to
make
sure
that
there's
a
pathway
to
jobs,
at
least
for
for
these
kids.
A
E
You
thank
you
again
for
being
here.
I'll
say
that
was
put
on
a
recording.
Thank
you.
Thank
you.
As
I
mentioned
the
other
day
over
the
bps
during
the
bps
overview
budget
hearing
that
we
had
invited,
council,
sumo
and
I
had
invited
B,
sax
students
to
participate,
and
because
today
was
during
the
school
day,
they
did
submit
written
testimony.
So
I'd
like
to
just
read
it
into
the
record
and
I
shared
a
copy
with
with
all
of
you
and
my
colleagues.
So
this
is
the
submission.
E
My
name
is
evelyn
reyes
and
I
am
a
sophomore
at
the
john
do
bryant
school
of
math
and
science
I
work
with
the
Boston
Student
Advisory
Council,
as
well
as
youth
on
board.
I'm.
Writing
this
Testament
testimony
to
amplify
the
voices
of
the
young
people,
because
I
have
seen
and
experienced
the
repercussions
of
ineffective
ineffectual
budgeting,
specifically
in
relation
to
social
and
emotional
supports
on
students
and
school
environments
at
my
school.
E
Although
we
are
fortunate
to
have
an
increase
in
our
budget
this
year,
we
still
lack
the
full
funding
to
support
a
truly
wholesome
education,
some
of
our
some
of
the
resources.
We
are
not
equipped
with
our
full
and
well-stocked
library
enough
counselors
to
provide
our
student
population
with
proper
support
and
a
rich
and
diverse
curriculum
that
speaks
to
the
interests
of
students
and
that
provides
a
wide
range
of
opportunities.
These
things
are
basic
necessities
that
every
school
in
our
city
needs.
E
Young
people
spend
an
extensive
amount
of
time
in
school
over
the
course
of
the
week.
Therefore,
it
is
imperative
that
a
school
maintain
a
healthy
atmosphere.
Much
of
the
youth
violence
that
is
seen
in
and
outside
of
our
schools
today
is
caused
in
part
from
the
lack
of
support
from
caring
and
trusted
adults.
Many
schools
employed
punitive
tactics
before
any
other
methods,
a
process
that
can
lessen
the
trust
between
the
school
administrators
teachers,
support,
support
staff
and
the
students
creating
unnecessary
tension
in
order
to
rid
schools
of
this
tension.
E
Not
only
our
restorative
justice
measures
necessary,
but
proper
training
for
staff
is
also
needed.
Schools
also
need
assistance
and
support
and
developing
a
culture,
trust
that
will
best
facilitate
these
restorative
justice
practices.
I
ask
that
the
budget
reflect
a
holistic
view
of
a
student.
We
are
not
just
pupils,
but
also
young
people
in
need
of
tender
care
and
support
to
thrive.
We
need
to
provide
a
quality
learning
environment
for
all
students,
yet
every
year,
the
way
we
fund
our
school
schools
creates
clear
disparities.
E
Last
year
alone,
49
schools
saw
large
cuts
that
affected
our
most
vulnerable
students.
While
this
year's
budget
is
better
because
of
the
weighted
student
funding
formula,
the
schools
that
are
struggling,
the
most
will
live
in
an
annual
and
endless
cycle
of
budget
cuts.
This
is
unfair
and
we
need
to
think
deeply
about
updating
this
formula
to
ensure
that
no
school
gets
left
behind
in
order
to
make
sure
that
every
school's
needs
are
fulfilled.
We
need
equitable
funding
that
reflects
our
commitment
to
every
school.
E
Even
so,
they
consistently
underpaid
their
voluntary
pilot
payment
and
since
2012
Boston,
University,
Harvard,
Northeastern
and
Boston
College,
although
millions
of
dollars
that
could
be
put
toward
our
schools,
what
these
institutions
have
been
asked
to
contribute
is
just
a
small
piece
of
their
total
wealth,
but
it
could
make
a
huge
difference.
I
ask
that
our
elected
leaders
demand
more
from
them.
E
Finally,
I
do
want
to
applaud
bps
in
the
mayor
for
increasing
the
overall
budget
this
year,
especially
more
recently
listening
to
parents,
teachers
and
students
and
school
staff,
and
adding
extra
funding
for
nurses,
psychologists
and
counselors.
This
is
the
first
step
in
a
series
of
actions
that
could
elevate
our
schools
and
thereby
all
of
the
students
in
bps.
Thank
you
for
taking
this
time
to
listen.
I
hope
that
you
will
consider
these
thoughts
as
you
make
your
decisions
and
that
again
is
Evelyn
Reyes
who's,
a
sophomore
at
the
O'bryant.
A
E
Oh
I'm
ready
to
go
all
right,
I'll
I'll
get
into
my
questions.
So
one
of
the
things
that's
changed
in
this
year's
budget
is
the
way
you
know.
Last
year
we
had
this
incredible
investment
to
support
our
students
who
are
experiencing
homelessness,
and
it
was
its
own
line
item
on
individual
school
budgets.
This
year's
I
understand
as
part
of
the
we'd
at
school,
the
weighted
student
formula
budget.
So
it's
not,
it
hasn't
been
separated
out.
So.
C
E
C
B
C
It's
listed
on
the
other
yeah
we've
changed
where
it
is,
but
it's
something
we're
still
working
with.
So
there's
a
there's
sort
of
two
different
one-pagers
there's
the
core
weighted
student
funding,
one
pager
and
then
there's
the
allocation
tracker,
which
shows
a
school's
weighted
student
funding
and
then
all
the
supplements
to
weigh
student
funding.
The
homelessness
allocation
is
now
a
part
of
weighted
student
funding
which
we
think
reflects.
E
E
B
I
appreciate
you
bringing
up,
we
hadn't
thought
of
it.
That
way,
and
that's
a
good
reminder
for
us
to
work
with
the
team,
the
húrin
team,
to
make
sure
that
it's
continues
to
get
the
level
of
attention
for
the
students
it
was
intended
to
serve.
We
actually
meant
it
as
exactly
the
opposite
that
we
thought
and
that
our
schools
would
perceive
it
being
folded
into
wsf
as
a
signal
of
its
permanence
and
our
commitment
to
it
being
along
becoming
a
long-standing
part
of
how
we
fund
schools.
E
D
D
D
We
wanted
to
make
sure
they
saw
it
even
if
we
had
kept
it
as
a
separate
allocation,
they
would
have
gotten
it
loaded
at
the
start
of
their
budget
process
this
year,
and
it
wouldn't
have
been
as
obvious
it's
just
because
of
the
timing
thing
that
they
had
an
explicit
thing
added
to
their
budget.
Last
year,
I
just.
E
Worry
that
they
have
spent
some
schools,
maybe
have
already
allocated
that
for
certain
resources
in
their
school,
which
not
that
added
resource
could
be
a
great
resource,
but
if
it's
not
spent
for
the
intention
of
the
funding
and
they're
still
maybe
waiting
for
it
to
happen.
The
same
way
happened
last
year
that
there's
going
to
be
some
additional
surprises
coming
and
then,
when
we,
when
we
speak
with
the
her
office
and
when
those
guys
come
before
us,
I'll
ask
this
question.
But
I
want
to
say
to
you
guys
some
schools.
C
And
we've
been
so
I
was
actually
on
the
phone
with
the
school
leader
last
week
about
the
spending
the
money
for
this
year.
I
think
one
of
the
things
that
the
hirin
team
has
done
a
really
nice
job
of
over
the
last
several
months
is
really
working
with
vendors
to
identify
the
types
of
resources
available
for
school
leaders,
and
so
when
I,
when
a
school
leader
called
me
last
week
and
said-
oh,
oh,
my
god,
the
purchasing
deadline
is
approaching.
C
I'm,
not
sure
what
I'm
gonna
do
with
the
rest
of
my
money
for
to
support
my
homeless
students
I
was
able
to
connect
her
to
a
number
of
other
school
leaders
that
had
worked
with
the
Hearne
team
to
identify
ways
to
get
school
uniforms.
Food,
other
clothing,
school
supplies,
and
a
lot
of
that
is
work
that
the
hirin
team
has
done
with
vendors.
C
B
E
Thank
you,
the
the
other
question
when
we
think
about
school
budgets-
and
you
know
this-
the
increase
in
the
investment
in
bps
is
fantastic
and
we
talked
about
it
in
big
numbers.
So
there's
a
reference
of
a
forty,
eight
million
dollar
increase,
but
I
think
that
includes
the
additional
and
we
talked
about
this
the
other
day.
The
additional
salary.
B
E
E
Don't
know
I,
don't
necessarily
want
to
I
do,
but
not
for
this
our
purposes
here,
but
by
school
budgets.
What's
the
real
increase
to
schools,
that's
not
in
addition
to
salary,
so
we
want
to
like
what,
because
there
isn't,
when
we're
when
we're
adding
additional
funds
to
support
our
teacher
pay,
we're
not
actually
adding
anything
to
the
school.
The
teacher
is
the
same,
is
the
curriculum
being
enriched
is
any
sort
of
additional
activities
being
added
to
the
school?
What
is
new
and
additional
that's
coming
to
that
school,
not
just
the
payroll
expense,
yep.
B
Mathematically
I
would
just
say
yeah
when
it's
forty
million
dollars
total
that's
going
new
to
school
budgets,
thirty
of
its
going
to
salaries,
and
ten
is
on
top
of
that.
The
bottom
line
is
ten
million
dollars
of
new
money
on
top
of
salary,
increases
going
to
school
budgets,
and
then
David
was
going
to
point
us
here
to
slide
eight,
where
we've
tried
to
we
think
of
it
as
a
summary
of
school
based
decisions.
E
My
additional
questions,
because
I
think
it
lends
itself
to
that
10
million
dollar
question
is
again
the
loss
of
some
very
cherished
programming
in
a
lot
of
our
schools,
whether
it's
play
works
or
tenacity
or
the
Boston
debate
League.
So
when
we
say
that
schools
are
receiving
additional
funding
yet
for
the
experience
of
that
child
they're
losing
programs
that
they
really
enjoy,
yeah.
C
E
C
The
Boston
is
a
great
example:
I
think
we
were
able
to
engage
with
our
school
leaders
and
some
creative
problem-solving
to
get
to
help
them
through
any
shifts
that
their
school
was
experiencing.
So,
for
example,
working
in
collaboration
with
the
Boston
debate
League,
we
were
able
to
greatly
reduce
the
cost
to
individual
schools
of
participating
in
the
debate
League,
whereas
at
this
point
I
believe
we
were
last
time.
I
checked
something
like
80%
of
the
schools
that
had
lost
the
big
league.
C
This
year
already
had
set
plans
to
participate
next
year
and
the
other
20%
were
still
working
on
it,
and
the
district
has
made
a
commitment
to
provide
funding
to
help
make
sure
that
there
were
still
availability
for
citywide
tournaments
and
other
things
like
that.
The
other
thing
is
that
some
of
our
soft-landing
money
went
to
schools
to
support
any
transition.
They
were
having
with
a
group
like
Playworks
or
any
of
the
other
groups.
You
mentioned
so
we've
been
working
one-on-one
in
our
partnerships.
E
C
There's
there's
two
different
things:
one
is
the
soft
landing
which
is
for
the
thing
we
traditionally
call.
Soft
landing
is
for
a
school
experiencing
a
negative
impact
in
their
budget.
The
primary
reason
for
that
is
due
to
enrollment,
but
there
can
be
other
shifts
that
lead
to
that,
and
so
a
soft
landing
essentially
is
you're
experiencing,
maybe
$100,000
decrease
related
to
enrollment,
and
you
get
$20,000
soft
landing
to
help.
You
adjust
your
budget
over
time
for
that
and
maybe
next
year,
if
it
goes
up,
you
don't
actually
have
to
cut
all
the
way
down.
C
The
second
thing:
that's
more
tied
directly
to
persistent
under
enrollment
is
the
sustainability
allocation
for
a
school
where
they
are
under
enrolled
to
a
point
where
the
weighted
student
funding
doesn't
support
the
basic
needs
of
the
school
I
believe
there
are
nine
of
those
schools
this
year
and
in
those
cases
we
sit
down
with
the
school
we
go
over
it.
The
school
leader
makes
a
request
that
you
know
ways
to
do.
Finding
can't
provide
the
basic
needs
of
the
school
we
review.
C
C
Yeah,
so
there
are
nine,
we
make
sure
I
got
that
right.
You
have
nine
schools,
they
are
the
Channing
Elementary,
the
out
Yuri
Montessori,
the
Bradley
elementary,
the
Winship
elementary,
the
Perry
Katy,
eight,
the
Conley
elementary,
the
GRU
elementary,
the
Winthrop
elementary
and
the
chidduck
elementary.
You.
C
E
Of
those,
some
of
that
problem
has
been
fixed
now,
yeah
changing
how
enrollment
happens
at
that
school
and
that's
that
sort
of
the
what
I
get
so
worried
about
is
enrollment
decides
the
success
of
a
school,
but
enrollment
isn't
necessarily
because
families
aren't
selected
at
school.
It's
because
they're
not
available
to
be
selected
and
I
know
that
we
make
it.
How
many
exceptions
do
we
make
to
the
enrollment
or
the
assignment
process?
E
D
Yeah,
it's
not
an
exception.
It's
part
of
the
design
of
the
assignment
plan
that
we
can
designate.
What's
called
options,
schools
option
schools
are
available
to
just
a
broader
distribution
of
students,
so
well
you're.
Mentioning
is
last
year,
I
believe
the
Perry
went
from
being
a
just
a
standard
school
on
the
choice
system
to
an
option
school
which
opened
it
up
for
more
families
to
select
it
from
further
away.
I
could
get
the
number
of
option
schools.
D
What
we
do
is
we
try
and
look
across
the
system
and
see
where
we
don't
have
enough
schools
to
assign
kids
and
try
and
select
the
option
school
so
that
that
they
can
better
help
us
a
sign
and
make
guarantee
somebody
one
of
the
schools,
that's
on
their
list.
There
are
times
when
we
run
the
assignment
algorithm
and
just
see,
there's
actually
not
enough
seats
for
kids.
D
We
have
to
kind
of
work
through
that
I
think
there's
a
couple
different
things
that
happen
with
schools,
so
on
that
list
of
schools
or
schools
that
are
growing
or
changing
their
programming,
and
sometimes
when
you're,
changing
or
growing
a
program
as
an
example
of
the
alighieri
is
a
new
school.
It's
been
around
for
a
few
years,
but
it's
growing
as
a
school.
We
need
sustainability
allocations
as
it
grows
to
its
full
school
model.
D
There
are
schools
that
have
recently
experienced
turnaround
and,
as
part
of
the
turnaround,
may
have
experienced
declining
enrollment
and
so
as
they
go
through
their
process.
I'm
thinking
of
the
grew
and
the
chanting
is
examples
of
that
in
Hyde
Park,
the
Bradley
and
the
Conley
R
schools,
where
it
you
know,
the
Conley
has
a
bubble
classroom.
This
was
one
year
we
needed
to
add
an
additional
k2
class
in
Roslindale
to
be
able
to
accommodate
more
students.
That
class
has
moved
up,
so
one
year
was
first
grade.
D
The
next
year
was
second
grade,
so
we
call
it
a
bubble.
It
kind
of
sticks
out
from
there
their
traditional
strand
as
they
bubble
up
through
the
grades.
It
because
unsustainable,
because
we
lose
enrollment
or
the
class
size
grows,
so
that's
kind
of
an
exception
that
kindly
is
certainly
not
an
under
demanded
school.
It's
certainly
full
at
all
of
the
grades.
Once
the
bubble
moves
out,
we
anticipate
that
that
problem
will
go
away,
so
there
are
a
different
sort
of
scenarios
for
each
and
what
we're
trying
to
do
better.
D
It's
part
of
the
build
VPS
processes
think
about
how
do
we
match
school
design
to
neighborhood
needs,
and
so
the
parry
is
a
great
example
of
a
school
where
the
challenge
is
in
the
upper
grades,
not
in
the
lower
grades.
So
you
see
it's
got
a
big
waitlist
in
k1,
a
big
waitlist
in
k2
and
it's
full
in
the
early
grades
and
then,
as
students
exit
the
system
or
exit
the
school
and
don't
get
replaced,
you
see
really
small,
7th
and
8th
grades
that
caused
financial
problems.
Thank.
E
F
Saying
I
think
we
we
recognized
that
when
they
took
the
Murphy
school
out
of
the
East
Zone,
when
they
were
doing
the
rezoning
I
think
folks
thought
that
the
default
would
be
that
parents
would
go
to
the
Perry
when
that
hadn't
been
the
case
and
having
them
both
the
Perry
in
a
Murphy
parent
and
we
had
chose
Murphy
or
the
parent
and
larger
driven,
and
this
is
the
panacea,
and
you
may
want
to
introduce
this
to
the
Perry
and
or
to
the
nine
schools.
Is
the
advance
work
program?
That's
what
motivates
parents,
that's.
F
What
gets
parents
and
kids
excited
about
being
able
to
compete
at
that
level,
so
you
may
want
to
give
some
thought
to
putting
an
advance
work
programs
into
the
Perry.
That's
an
attractive
lure
for
parents
that
are
making
acceleration.
Should
we
stay
in
the
boss
of
public
school?
Should
we
do
parochial?
Should
we
do
private
everythings
for
the
race
for
the
exam
schools?
Quite
frankly,
we
should
be
having
a
discussion
about
having
a
fourth
and
a
fifth
exam
school.
Why
we
haven't
had
that
discussion
is,
is,
is
mind
boggling.
F
You
know
our
exam
schools
to
detect
Nia
did
that
so
the
jewel
of
the
fleet.
If
you
will-
and
we
should
be
adding
to
that-
you
know
the
Arts
Academy-
is
as
well
the
jaws
of
the
seats
it's
busting
at
the
seams
over
the
aughts
Academy,
maybe
trying
to
talk
about
creating
another
type
of
Academy.
Maybe
it's
not
the
arts,
maybe
it's
math
and
science
or
made
it's
pick
pick
a
pick,
an
area
we're
in
a
global
economy
and
I.
F
My
colleagues
and
me
say
this
all
the
time
we
boast
of
having
the
best
colleges
and
universities
in
the
world.
Yet
our
kids,
kids
that
go
to
these
schools.
Small
small
number
of
them
actually
get
into
the
schools
and
percentage
of
them
after
the
first
year,
they're
out
because
they
can't
compete.
So
it's
like.
So
how
do
we
kind
of
do
that
and
sort
of
dovetails
into
the
weighted
stewarding
I'm,
assuming
that
that
kids,
that
can
compete
in
kids
that
are
bright
and
don't
have
sort
of
the
learning
challenges?
F
On
the
learning
differences
that
the
steward
weighted
funding,
we
want
to
make
sure
that
we're
not
hurting
or
holding
those
kids
back
or
those
families
back
either.
So
it's
in
our
effort
to
have
sort
of
this
rising
tide
and
to
connect
with
folks
that
that
need
the
additional
I
guess
weighted
suitors
funding.
You
know
I'd
like
to
make
sure
that
we
have
assurances
that
that
that's
not
hurting
students
that
are
performing
so
I'd
like
to
get
your
thoughts
on
that.
Yes,.
B
F
Thoughts
to
adding
advance
work
in
schools
that
have
struggling
with
enrollment
gonna
have
this
a
long
time
longest-serving
member
of
the
City
Council
I've
seen
a
lot
of
budgets,
particularly
school
budgets.
One
thing
I
do
know
is
that
schools
that
are
performing
well
there's
a
common
denominator
to
that
and
it's
a
strong
parental
participation.
F
There's
a
buzz
about
that
school.
There's
something
new
and
exciting.
Some
good
stuff
is
happening
in
that
school.
It
could
be
a
dynamic
and
engaging
principal,
it
could
be
dynamic
and
engaging
teachers,
and
how
can
we
replicate
that
success
throughout
the
entire
school
district?
And
if
you
have
some
schools
that
are
not
performing
that
well
or
kind
of
just
ho
humming
chugging
along
and
it
needs
an
infusion
of
some
energy
and
some
enthusiasm
advanced
work
program
brings
that
right
to
the
table.
F
B
So
I'll
take
the
AWC
one.
First,
we've
seen
an
interesting
trend
in
the
data,
which
is
that
families
are
showing
us
that
they
are
less
inclined
to
have
their
students,
move
between
3rd
and
4th
grade
for
AWC,
and
so
it's
creating
some
interesting
pressure
on
some,
but
not
all
of
our
AWC
programs
and
that
they
are
having
trouble
getting
full.
B
So
Nate
and
I
will
be
happy
to
take
it
back
to
the
team
and
take
a
look
at
it
and
reflection
on
the
Perry,
specifically
as
you
mentioned,
but
I
will
share
that
the
data
shows
those
trends
which
is
creating
a
challenge
for
some
of
the
AWC
programs.
The
exam
school
one
is
what
I
can't
pretend
to
have
an
answer
on
that,
but
again
it's
something
we
can
take
back
to
the
team
for
conversation.
That's
not
one
that
I'm
ready
with
the
response
on
this.
At
this
time,
I'm.
B
F
Mean
this
could
be,
it
could
be
in
in
in
the
languages.
But
why
aren't
we
creating?
You
know
a
fourth
in
potentially
a
fifth
exam
school
in
the
city,
everything's
the
race
to
Latin,
Latin
Academy,
the
O'brien
I
think
we
should
be
providing.
You
know
more
options
for
parents
to
send
their
children
lots
of
public
schools,
particularly
if
you're
looking
at
the
tuitions
that
are
going
on
and
some
of
the
private
parochial
schools,
but
also
to
keep
families
in
the
city,
because
they
have
a
great
educational
option
avail
to
them.
F
F
That's
the
route
of
travel
and
and
and
it's
through
the
advanced
work
program,
quite
frankly
that
that
creates
the
buzz
that
creates
the
energy
that
gets
the
parents,
excited
parental
participation,
they're
doing
fundraisers,
they're
they're
engaged.
And
when
you
look
at
the
schools
that
are
performing
well,
that's
the
key
to
success
and
we
should
be
doing
that
across
the
city
and
why
we're
not
it's
frustrating
again.
I'm
pushing
academic
excellence.
I
want
to
have
a
discussion
about
academic
excellence,
our
children
throughout
the
in
city,
getting
into
these
great
schools
competing
in
the
global
economy.
A
Thank
you,
I
just
wanted
to
piggyback
a
little
on
that,
but
let
me
first
acknowledge:
we've
been
joined
by
a
by
city,
councilor,
Lydia
Edwards
earlier
I
asked
about
the
high
school
graduation
rate
of
50
percent
and
then
we're
talking
about
the
exam
schools.
They're,
obviously
included
in
that
that
metric
of
kids
that
go
on
from
Boston
Public
High
School's,
50
percent,
don't
finish
college
if
you
take
out
Boston
Latin
Latin
Academy
in
the
O'bryant
from
that
mix,
where
those
numbers
look
like.
B
That's
a
good
question.
We
have
done
a
similar
analysis
when
you
look
at
our
internal
high
school
data,
because
you
are
absolutely
right.
If
you
just
look
at
averages,
it
doesn't
tell
the
story
of
what's
happening
in
Boston,
so
you've
got
to
peel
it
apart
and
we're
aware
that
in
our
high
schools
we
have
concentrated
need
in
a
subset
of
our
high
schools
and
we
are
really
committed
to
supporting
them
and
making
sure
that
overall,
our
high
school
system
is
equitable
and
supportive,
because
you
are
right.
B
A
It's
somewhere
in
the
90%
realm
of
students
from
the
Austin
Brighton
community
I
see
parental
involvement
at
that
school,
as
I've,
never
seen
as
I
have
at
the
Gardner,
for
example,
to
gems,
but
they
seem
to
always
be
teetering
on
the
edge
of
losing
funding
losing
enrollment.
You
know
and
and
I
just
want
to
put
in
a
word
that
there's
a
lot
of
committed
parents.
The
principle
is
wonderful
to
continue
to.
A
You
know
look
to
invest
to
these
these
schools,
that
kind
of
teetering
on
the
edge
of
level
two
and
three,
and
and
need
that
extra
attention
and
love
to
you
know
kind
of
get
over.
The
hump
and
I
visit
that
school
often
I'm
an
alum.
So
they
bring
me
in
all
the
time
and
it's
great
that
there's
just
great
stuff
going
on
and
then
one
last
thing
I
know
that
you
know:
AWC
has
drawn
a
lot
of
kids
out
of
the
wind
ship
in
the
past.
A
B
A
A
That
that
means
increasing,
rigor
and
means
knowing
what's
going
on
in
each
classroom,
that
each
classroom
is,
you
know
functioning,
you
know,
there's
not
disruptions
is
you
know,
kids
can
actually
go
in,
feel
safe,
have
a
great
learning
environment
and
not
be
distracted
by
other
extraneous
non
education
related
things.
Okay,.
D
What
that
means
is
there's
rigorous
and
excellent
instruction
in
that
school
already
and
I
was
talking
with
a
colleague
whose
daughter
attended
the
Roosevelt,
where
their
third
grade
class
had
similar
results
to
something
like
19
out
of
23
they're
third
graders
had
qualified
for
AWC
and
the
parents
got
together
and
basically
realized
that
there's
no
reason
to
leave
and
go
to
another
school
and
go
to
a
WC
when
when
the
school
was
working
for
them,
we
see
a
lot
of
our
elementary
schools
and
our
elementary
schools
are
really
good.
We
have
excellent
k-1,
k-2
programs.
D
We
have
strong
academics
in
elementary
schools.
We
have
a
lot
of
schools
that
we
should
be
proud
of
and
I
think
just
pointing
out.
The
AWC
programs
are,
some
of
our
most
popular
schools
is
doing
a
disservice
to
the
great
teaching
and
learning
that's
happening
in
schools
like
the
Winship
that
doesn't
have
AWC
in
the
Lindon,
the
btu
school,
which
I
know
a
lot
about
the
Mary
Lyon
they're,
the
Roosevelt.
D
We
could
go
on
the
number
of
schools
that
parents
are
extremely
proud
about,
and
what
we're
trying
to
do
is
is
remove
the
idea
that
by
labeling
a
class
advanced
that
that's
the
only
way
the
kids
can
get
rigorous
instruction
and
move
to
a
place
where
there's
an
expectation
that
whether
or
not
your
kid
qualified
by
taking
an
exam
or
whether
or
not
your
kid
just
needs
to
be
pushed
further
or
received
extra
supports
that
they're
all
going
to
have
access
to
that
rigorous
curriculum.
Because
fourth
grades
awfully
early
to
start
sorting.
D
D
Need
the
opportunity
to
advance
at
different
speeds
and
that
have
access
to
that
rigor
and
I
think
if
we
start
to
put
in
more
mechanisms
where
we
sword
our
kids
and
have
them
change
schools
and
start
to
say
these
kids
that
have
access
to
that
rigor
and
these
kids
don't
I,
think
we're
going
to
disservice.
Our
students
were
going
to
disservice
our
schools,
and
so
sorry
this
turns
into
a
little
bit
of
a
soapbox.
Moving
on
on
AWC.
A
But
that's
what
we're
trying
to
do
at
excellence
for
all
well,
I,
understand
and
and
I
think
the
Winship
suffered
a
little
from
the
Afro
mention
bubble
class
that
they
had.
They
lost
several
students
and
I
think
they
haven't
been
able
to
fully
come
back
from
that.
But
I
see
it
as
a
real.
You
know
gem
on
the
cusp
of
excellence
and
want
to
just
make
sure
that
we
keep
that
train
running.
Let
me
let
me
recognize:
we've
been
joined
by
councillor
ed
Flynn
again
and
let
me
recognize
councillor
Jane.
G
G
The
same
is
true
with
the
exam
schools,
what
parents
and
what
students
love
about
the
exam
schools.
We
want
to
make
sure
that
that
is
also
available
to
all
of
our
high
school
students
throughout
the
district.
So
I
appreciate
your
sentiment
in
that
we
don't
want
to
sort
and
track
students
but
to
ensure
that
all
students
in
bps
get
that
rigor
and
that
opportunity
to
excel
I'm,
very
much
interested
in
earlier
budget
hearing.
G
And
since
we're
talking
about
enrollment,
the
the
enrollment
of
Madison
came
up
and
I'm,
not
sure
if
they
came
up
earlier
today,
but
I'm
very
much
interested
one
again.
If
you
could
tell
me
that
the
trends
of
what
we've
seen
over
the
last
three
to
five
years
in
terms
of
enrollment
dips
going
up
going
down.
C
Madison
parks
enrollment
has
shrunk
for
the
last
several
years.
We
can
pull
the
specific
data
for
you.
Nate
was
mentioning
earlier
that
we've
seen
the
tail
end
of
a
relatively
large
cohort
of
high
schoolers
leave.
The
other
thing
that
had
happened
at
Madison
Park
historically
is
we
had
looked
at
the
concentration
of
special
education
programs
at
Madison
Park
and
move
some
of
those
programs
to
other
schools,
so
they
did
see
us
like
decrease
in
their
special
ed
enrollment
over
the
last
three
or
four
years,
as
some
of
that
sort
of
disproportionate
nature
was
resolved.
C
We
are
cautiously
optimistic
that
the
new
leadership
team
and
the
over
the
last
couple
years
at
Madison
Park,
is
starting
to
reverse
the
tide
of
this
enrollment.
If
we
look
at
their
9th
and
10th
grade
relative
to
their
11th
grade,
we're
seeing
some
stability
in
their
enrollment
and
even
some
signs
of
possible
growth
that
may
be
asked
so
their
enrollments
down
projected
to
go
down
by
30
students
from
this
year
to
next
year,
but
that's
the
last
really
big
class
leaving
from
before
they
went
turn
around
and.
G
D
In
terms
of
the
overall
enrollment
Madison
Park,
if
you
look
from
2014,
was
923
2015,
905
2016,
which
is
I
believe
the
first
year
that
the
policy
changed
in
terms
of
how
we
assign
students
went
to
854
and
then
850
is
was
852
for
2017
projected
for
837
next
year.
That's
just
total
enrollment
that
doesn't
give
the
breakdown,
by,
of
course,
students
in
special
education
program
or
a
ll
program,
or
so
what
your
start.
G
C
So
in
the
current
year
that
the
impact
is
minimal,
they're
staffing
is
essentially
flat.
They've
made
they've
made
some
adjustments
until
the
types
of
positions
that
we
would
have
to
get
back
to
you
on
exactly
what
they're
thinking
on
that,
with,
after
consulting
with
the
school
team.
So
exactly
what
types
of
positions
they
have
has
changed
a
bit,
but
in
terms
of
the
overall
budget,
I
think
when
you
voted
at
this
time.
Last
year
there
were
a
hundred
and
fifty
five
positions
we're
projecting
for
next
year.
C
So
as
they
were,
shifting
towards
having
slightly
lower
concentration
of
students
with
significant
disabilities,
they
some
of
their
special
education
staff,
transitioned
to
being
either
vocational
staff
or
general
ed
staff
or
other
support
staff.
They
also
have
been
seeing
a
slight
increase
in
the
number
of
students
who
are
English
language
learners,
so
they've
added
staff
as
a
part
of
that
process
for
students
who
are
learning
English.
G
You
mentioned
that
the
enrollment
had
decreased
over
the
last
several
years
and
that
the
staffing
stayed
steady
for
the
last
couple.
How
has
staffing
then
compared
to
enrollment?
Are
we?
Are
there
fewer
staff
just
over
a
longer
period
of
time
or
when
you
say
stay
steady?
Is
it
just
the
last
two
years
and
does
that
so
our
class
size
is
getting
smaller
I'd.
B
When
deep
voters
were
saying
the
155
I
believe
it
was,
he
was
saying
currently
at
the
school
in
this
school
year,
they're
155
staff
next
year,
it's
155
0.5,
so
the
staffing
has
been
roughly
flat
between
this
year
and
next
year
school
year,
despite
the
decline-
and
you
know,
the
enrollment
decline
of
roughly
30
students
between
this
year
next
year
is
relatively
small
for
a
school,
the
size
of
Madison
Park.
Last.
C
Madison
Park
has
an
opportunity
index
score
of
0.698,
which
ranks
it
among
the
needier
schools
in
the
district.
One
of
the
things
that
was
a
little
bit
different
about
mass
and
park
versus
other
schools
is,
we
didn't
shift
their
partnership,
so
they
partner
with
rocks
map
and
so
that
they
didn't
have
the
opportunity
to
sort
of
rethink
that,
because
we
want
to
maintain
that
partnership.
The
school
did
get
additional
resources
as
a
part
of
our
investment
in
the
opportunity
index,
though,
on
top
of
investment
in
partnership
through
rocks
map
and.
G
B
Yeah
I,
don't
think
it's
anything.
That's
gonna,
surprise
you!
When
we
look
across
our
high
schools,
we
see
that
we
have
more
students
who
are
higher
need,
particularly
in
our
comprehensive
high
schools
and
in
a
school
like
Madison
Park
versus
our
exam
schools
or
our
schools
with
special
admissions,
and
we
look
at
it
in
a
number
of
dimensions.
B
We
look
at
it
through
measures
of
poverty,
ll
special
education
status,
the
things
that
are
most
reflected
in
wsf,
most
heavily
weighted
in
WS
F,
and
then
we've
also
looked
at
it
in
terms
of
their
preparation
for
high
school.
What
was
their
attendance
like
in
middle
school?
Where
were
their
test
scores
like
in
middle
school?
And
it's
in
that?
B
But
the
index
is
different
for
elementary
middle
and
high
and
in
heist
and
it's
based
on
what
the
regression
said
is
most
correlated
with
student
outcomes
and
not
surprisingly,
by
the
time
you
get
to
high
school.
What
we
know
happened
in
middle
school
is
very
predictive
of
what's
gonna
happen
in
high
school,
not
entirely.
There
are
kids
that
beat
the
odds,
but
we
know
more
about
you
than
we
know
about
an
incoming
kindergartner
and
so
we're
using
the
opportunity
index
to
fold
that
data
in
we
have
an
existing
weight
in
WS.
B
We
called
our
at-risk
indicator,
but
we
want
to
do
more
to
reflect
that
aspect
of
need.
We
think
we
do
a
good
job
already
at
recognizing
and
funding
need
for
specific
instructional
demands
well
PLL
in
special
education
and
we're
trying
to
do
more
to
reflect
this
need.
That's
represented
by
what
happened
in
your
middle
school
years.
Could.
D
Enrollment
fluctuates
throughout
the
year
and
by
great
and
program,
so
it
depends
on
what
point
in
time
you're
talking
about
at
any.
Given
time
we
have
about
fifty
six
thousand
students.
Our
projections
are
weighted.
Student
funding
number
looks
closer
to
57,000
because
we
have
to
project
capacity
at
each
program
in
grade
two,
the
peak
point
in
the
year,
so
we
have
enough
staff
prepared
in
any
given
year.
We
have
almost
60,000
students
who
go
through
the
Boston
Public
Schools,
either
coming
in
late
or
coming
in
early
and
leaving
so
and.
G
What
are
we
seeing
in
terms
of
specific
schools?
Are
we
seeing
things
that
look
kind
of
out
of
sorts
based
on
whether
a
school
became
a
turnaround
school
or
suddenly
got
a
new
program?
Are
we
seeing
anything
that
looks
unusual
in
terms
of
enrollment
throughout
our
elementary
and
middle
schools?
In
particular,
there.
D
I
was
just
gonna,
say:
I
stare
at
enrollment
numbers
way
too
often
to
feel,
like
anything,
looks
too
abnormal.
I
think
a
couple
we
do
see
affects
of
schools
in
turnaround
or
not
in
the
first
year,
it's
usually
a
year
to
delayed,
and
we
see
some
declines.
We
do
have
some
challenges
in
our
middle
grades,
in
particular
with
the
match
of
capacity
and
enrollment.
D
D
D
H
H
The
School
Committee
did
produce
a
budget
that
was
that
had
decreased
the
funding
for
the
high
school
and
we
are
struggling
or
the
school
is
immense
amount
of
work,
but
it's
still
at
a
level
three
and
we're
trying
to
our
best
to
make
sure
it
doesn't
go
into
a
level
four,
and
so,
with
the
decline
in
budget
for
a
school.
That's
already
struggling
I'm
just
wondering
how
we
can
work
together
to
make
sure
that
this
this
one
of
the
schools
has
the
resources
it
needs
to
continue
to
educate
the
folks
in
our
district
I.
Think.
B
D
So
if
you
had
twenty
English
classes
to
serve
fifteen
hundred
kids
and
now
you're
serving
thirteen
hundred
kids,
you're
gonna
need
less
English
classes.
That
doesn't
mean
kids
are
losing
services.
It
just
means
you
just
don't
have
to
make
as
many
classes
for
them,
even
though
it's
the
same
number,
and
so
you
we
do
need
to
write
both
right,
sighs
the
school
which
will
reduce
their
budget,
reduce
their
staff
but
not
necessarily
reduce
the
services
each
individual
student
receives.
D
C
C
It
would
essentially
amounted
to
a
position
and
a
half
added
back
to
the
school
budget
when
I
was
just
looking
through
my
emails
with
the
headmaster
and
I
believe
in
the
last
time
we
spoke,
he
was
talking
about
adding
guidance,
counselor
and
0.5
teaching
position
back
in
I
will
try
and
clarify.
He
ended
up
what.
H
B
D
He
looks
that
up,
I
was
just
gonna
say
all
of
the
opportunity
index
scores
for
individual
schools
can
be
found
on
their
what
we
refer
to
as
their
weighted
student
funding
template
and
that's
on
our
budget
website.
Boston
Public
Schools
slash
budget
for
all
of
you
following
along
at
home,
and
so
you
can
go
to
the
website,
download
the
template
and
see
the
score
of
the
individual
schools
on
it.
H
B
Though
the
weight,
no
safety
inside
the
school,
no
and
the
intention
for
the
opportunity
index
was
to
look
at
the
need
that
students
bring
to
school
every
day.
The
factors
that
are
outside
of
control
of
the
school
I
had
school
leaders
say
to
me
my
kids
come
with
a
lot
in
their
backpacks
and
it's
not
all
books,
they
come
with
needs
and
what
we
were
trying
to
do
is
gather
all
of
the
data
available
to
us
Boston
to
recognize
that
and
acknowledge
it.
I.
H
H
B
Those
resources
and
supports
would
likely
just
come
from
other
parts
of
bps.
Not
the
funds
were
allocating
through
the
opportunity
index.
So
I
know
that
our
office
of
school
safety
is
working
closely
with
East
Boston
we're
trying
to
make
sure
they
have
what
they
need.
It's
just
a
different
bucket
of
resources.
B
H
And
also
impacting
the
ability
for
students
to
learn
is,
of
course,
the
class
time
the
teachers
have
their
and
one
of
the
biggest
issues
we
had
just
discussed
yesterday
with
teachers
and
with
the
BTD
is
the
parking
issue
and
the
fact
that
teachers
are
leaving
the
classes
to
move
their
cars
and
are
getting
towed.
And
so
I
don't
know.
If
there's
any
plan
at
all
and
bps
in
their
assessment
of
how
to
make
sure
that
teachers
can
actually
stay
there
and
with
the
increase.
H
D
D
In
some
cases
there
are
schools
where
we
know
teachers
are
going
to
need
to
take
public
transportation,
and
it's
something
that
we
do
consider
as
part
of
when
we
start
to
think
about
our
plans
in
the
future,
for
schools
and
expansions
or
acquisition
of
property
to
be
able
to
build
schools.
It's
hard
to
say
how
much
will
end
up
prioritizing
that,
given
all
of
the
needs
and
the
constraints
around
space,
because
oftentimes,
we
think
about
the
trade-off
between
playgrounds
and
and
parking.
D
H
Final
question
is
about
the
Edwards
middle
school.
You
had
mentioned
that
stand
alone.
Middle
schools
are
seeing
and
decline,
and
I
would
I've
heard
as
high
as
80%
of
the
Edwards
middle
school
are
actually
kids
busted
from
East
Boston
and
so
I'm,
trying
to
figure
out
what
what
makes
sense
in
terms
of
or
what
you're
seeing
makes
sense
in
terms
of
the
future
of
the
Edwards
school
and
I
there,
this
movement
to
push
more
K
to
eights
in
case
sixes
and
then
how
we're
going
to
deal
with
the
standalone
school
in
our
district
and
financially.
D
The
the
overlap
between
the
Edwards
in
East
Boston
is
is
strong,
I
think
it.
It
may
be
as
much
as
eighty
percent
and
that
can
certainly
get
those
numbers
any
any
path
forward
for
K,
six
or
K.
Eight
in
East
Boston
has
to
take
into
consideration
the
Edwards.
One
of
the
challenges
that
we've
had
in
the
past
is,
as
we
expanded,
K
to
AIDS
in
the
district
as
part
of
the
redesign
and
reinvest
initiative
of
starting
in
2010,
we
didn't
take
comprehensive,
Middle,
School's
offline
at
the
same
rate
and
that's
caused
the
decline.
D
The
East
Boston
is
unique
in
terms
of
the
number
of
students
that
we
have
that
both
take
up
seats
in
in
Boston
Public
Schools,
it's
one
of
our
highest
neighborhoods
in
terms
of
participation
and
also
the
number
of
students
who
go
to
school
in
their
neighborhood
as
part
of
the
East
Boston
guarantee
for
the
student
assignment
plan.
It's
something
like
70
percent
of
the
students
who
attend
Boston,
Public
10,
Boston,
Public
Schools
in
East
Boston
from
e-sports.
That's
a
huge
percentage
relative
to
other
neighborhoods.
D
That
was
a
long-winded
way
of
saying
that
space
is
at
a
premium.
We
have
small
schools
in
East
Boston.
The
expansion
of
k-6
is
challenging
just
because
we
are
literally
looking
for
empty
classrooms
that
don't
exist
in
that
part
of
the
city.
So
I
think
when
we
think
about
Bill
VPS
in
the
future
plans.
I
think
it's
gonna
require
construction
in
East
Boston,
which
of
course,
is
along
time
line,
and
then
you
know
the
impacts
on
Charlestown
and
as
a
result,
the
Edwards
will
be
is
an
East
Boston
question.
Primarily
yes,.
I
Thank
You
councillor
co-moh
for
your
leadership
on
this
issue
and
counts.
Rossabi
George
for
your
leadership
as
well.
I
have
a
few
questions.
I
just
want
to
follow
up
on
councillor
Edwards
question
on
safety
in
the
schools.
What
is
in
the
budget
proposed
that
will
make
our
schools
safer.
I
know,
there's
been
several
incidents
in
our
schools
and
there
was
one
in
my
neighborhood
at
the
condon
as
well.
I
had
an
opportunity
to
talk
to
the
superintendent
about
safety.
You
know
a
schools.
B
Investments
in
school
safety-
and
we
will
have
the
team
who
runs
that
here
for
our
future
hearings.
They
can
talk
about
it
in
more
detail
than
I.
Can
we're
Monomoy
modernizing
all
of
our
radios
for
our
school
police
and
we're
adding
two
more
police
officers
in
our
operating
budget?
Our
capital
budget
is
going
to
include
even
more
significant
investments.
I
think
it's
at
about
five
million
dollars
now
in
the
capital,
investment
of
funds
that
will
be
dedicated
to
things
like
cameras,
locks
key
access.
B
This
is
an
area,
as
you
can
imagine,
that's
a
lot
of
getting
a
lot
of
our
attention
in
focus
right
now,
as
it
has
for
number
of
years.
Dr.
Chang
set
up
a
new
office
of
school
safety,
specifically
dedicated
to
these
kinds
of
issues
two
years
ago
and
Kim
pellet
Rao,
who
look
runs.
That
office
will
be
here
with
us
at
one
of
our
future
hearings.
B
I
I'd
be
interested,
maybe
I
can
ask
her
down
the
road,
but
are
there
any
schools
right
now
that
are
not
in
compliance
with
public
safety
guidelines,
whether
it's
an
evacuation
plan
or
it's
or
the
doors
or
any
structure
in
the
building?
Those
are
some
of
the
issues.
I'd
like
to
you
know,
get
some
answers
on
on.
You
know
down
the
road.
If
you
don't,
if
you
don't
have
the
answers
right
now,
I
can
get
it
from
from
her
as
well.
I'll.
A
I
B
To
that
category
would
be
schools
that
have
declining
enrollment,
so
we
were
just
talking,
for
instance,
with
council
Edwards
about
East
Boston
high,
where
we're
just
seeing
a
lot
fewer
kids
who
want
to
attend
high
school
there
that
there's
left
there
are
fewer
high
school
kids
citywide
and
it's
specifically
hitting
East
Boston.
So
as
the
schools
are
getting
smaller
in
size,
we
are
adjusting
how
many
classes
they
offer
I.
Think
Nate
said
a
moment
ago.
B
We
really
try
to
be
careful
that
the
schools
with
the
planning
enrollment
they
take
offline,
they're,
unneeded
capacity
I,
don't
think
any
of
us
want
to
be
funding
an
English
teacher
to
be
standing
up
there
to
have
to
English
teachers
or
to
half-full
classrooms.
We
want
to
have
if
schooling
needs
one.
While
there
are
difficult
staffing
implications
for
the
adults.
The
right
thing
to
do
for
the
school
is
to
have
one
English
class
in
that
situation,
not
to
where
we
try
to
tread
very
carefully
as
with
a
school
that
has
declining
enrollment.
B
If
it
starts
affecting
the
services,
any
of
the
remaining
students
are
receiving,
whether
it's
things
like
you
know:
librarian
services
or
athletics,
or
arts
and
music
we're
counseling
those
the
areas.
We
really
try
to
make
sure
we're
supporting
our
schools
with
declining
enrollments
and
we've
put
in
place
a
series
of
supports
that
were
reflected,
and
this
year's
budget
that
didn't
exist
in
the
past.
To
do
just
that.
B
C
The
13
schools
were
seeing
with
decreasing
budgets
for
next
year
are
in
I,
think
alphabet
no
particular
order
the
Baldwin,
the
chidduck,
the
grew,
the
dialed,
the
the
Lee
Academy,
the
Winship
Brighton
High
School
Dorchester
Academy
East
Boston,
High
School,
greater
Eccleston,
High
School,
the
Haley
K
to
8
the
Perry
and
Boston
Green
Academy.
For
a
couple
of
these
schools.
This
reflects
a
bubble
classroom
moving
out
as
part
of
a
restructuring
so,
for
example,
the
lis
Academy,
which
has
a
pathway
to
Young
Achievers.
They
have
two
sections
per
grade
up
until
2nd
grade
this
year.
C
They
had
three
sections
of
second
grade
that
are
moved
all
moving
on
to
Young
Achievers
and
so
next
year,
they're
going
back
to
having
two
sections
per
grade
across
every
brain,
but
losing
that
one
section
when
you
only
have
11,
10
or
11
classrooms
in
your
school
means
that
your
budget
goes
down.
So
there's
a
couple
of
schools
on
the
list
that
I
mentioned
that
are
in
that
sort
of
situation
or
it's
just
it's.
A
structural
change.
That'll
have
almost
no
impact
noticeable
impact
on
the
school
budget.
Now.
I
You
you
mentioned
the
Perry
school
Ida
was
talking
to
a
resident
of
South
Boston.
He
was
trying
to
get
his
daughter
into
the
Perry
kindergarten
program.
Unsuccessfully
there
were
no
seats
available
yeah.
What
do
we
say
to
that
parent?
That
there
is
no
seat
for
your
child
at
that
school
and
we're
cutting
funding
for
the
Perry
in
yeah?
Kids
are
trying
to
get
into
the
school.
D
Yeah
I
think
that's
the
the
challenge
is
the
the
match
between
the
upper
grades
and
lower
grades.
If
we
could
add
K
one
classroom
at
the
period
and
have
it
grow
a
strand,
we
might
consider
doing
that.
It's
a
very
small
building,
so
we
can't
expand
the
capacity
the
grades
that
people
are
looking
and
then,
in
terms
of
the
upper
grades.
I
If
one,
if
one
child
is
getting
into
the
kindergarten
program
and
another
child
is
not
getting
into
the
kindergarten
program,
you
know
certainly
what
the
child
that's
in.
The
program
is
going
to
be
at
an
advanced
level
compared
to
the
other
child.
You
know:
what's,
let's
give
these
kids
an
opportunity
to
get
into
the
kindergarten
program
so
that
everyone's
equal
yeah.
D
In
terms
of
kindergarten,
there's
I
mean
we
there's
k1,
where
we're
trying
to
expand
the
four-year-old
the
program
for
four-year-olds
we're
trying
to
expand
man
get
to
a
place
where
we
can
meet
the
demand
for
seats
in
bps,
for
our
high
quality
program
and,
as
I
said
earlier,
we
have
outstanding
early
childhood
support
and
programming.
I
would
really
put
it
up
against
any
school
district.
D
Having
seen
it
now
firsthand
with
my
own
son,
I
can
tell
you
it's
it's
outstanding
and
we
should
brag
about
every
school
in
the
system
in
terms
of
the
k1
and
k2
programs,
so
k1
we're
trying
to
expand.
We've
we've
currently
were
just
out
of
space
where
we
can
expand
k1,
so
part
of
bill.
Bbs's
challenge
is
to
find
space
for
that
high
priority
program.
Expansion
k2
is
a
guaranteed
seat
in
the
City
of
Boston.
D
Again
something
that's
unique
to
some
of
our
suburban
neighbors
that
it
is
both
Universal,
full-day
and
free,
and
so
kids,
who
are
not
getting
into
the
Paree
k2
program,
are
given
access
to
other
schools
and,
like
I
said
we
do
a
lot
with
our
early
childhood
program
and
Jason.
Sacks
has
been
here
in
the
district
supporting
early
childhood
for
almost
a
decade,
I
think
maybe
more
to
guarantee
high
quality
programming
across
all
of
our
schools
and
I.
D
Think
you
know
one
of
the
things
that
we
would
ask
is,
as
you
talk
to
families
and
as
you
start
to
interact
with
people
who
are
who
are
nervous
right,
because
it's
very
difficult
to
make
educational
decisions
for
your
kid
and
new
parents
are
often
looking
for
support
and
guidance
about
where
they
can
send
their
kid.
That
is
good
and
will
provide
a
high
quality
program,
I
think
by
and
large
you
can
say
they
are
k1
and
k2
that
family
should
be
knocking
down
the
door
for
seats
in
bps.
I
And
as
it
relates
to
yellow
what
are
we
doing
to
ensure
that
you
know,
students
such
as,
and
you
know
that
speak
Cantonese-
they
were
at
the
Josiah
Quincy
school,
for
example,
and
if
there's
0.5
0.5
nurses
in
the
in
the
building
or
in
the
school,
how
are
they
interacting
with
the
with
the
nurse?
What
the
substitute
or
with
the
teacher
we
are,
we
ensuring
that
they
have
certified
translators
as
well
in
the
nurses,
are
also
are
able
to
engage
with
the
student
I.
I
But
if
a
child
at
the
Quincy
has
limited
English
and
it's
special
education
I
want
to
make
sure
that
child
has
the
same
access
to
communicate
with
a
teacher
with
with
the
nurse,
you
know
how
we
are.
We
certain
that
that
that
child
is
able
to
communicate,
knowing
that
he
may
he
or
she
might
not
speak
English
or
special
education
related
issues.
Are
we
certain
that
they're
communicating
with
with
the
staff
at
Quincy
in
their
language?
I
B
I
D
From
an
enrollment
perspective,
it
certainly
has
increased
the
number
of
students
who
need
Spanish
program,
Spanish
tll
programs
for
the
district.
What
we
saw
is
all
of
our
programs
were
full
earlier
in
the
year
than
we're
used
to.
We
were
able
to
accommodate
the
students
without
opening
the
classrooms,
because
we
had
space
and
we
have
the
ability
to
add
a
paraprofessional
increase
the
class
size.
D
We
have
done
a
lot
as
a
district
to
support
their
needs
outside
of
the
classroom
as
well,
and
the
superintendent
created
a
group
specifically
to
review
the
needs
of
those
students.
I
think
it
might
be
best
for
then
in
Eleanor's
spirit
of
not
being
too
confident
in
our
own
answers.
Ask
the
e
ll
Department
to
talk
about
the
transition
and
the
sub
for
kids
coming
from
Puerto
Rico
and.
B
I
will
just
add
that
the
mayor
and
the
superintendent
together
were
deeply
committed
to
making
sure
we
had
a
very
welcoming
environment
for
any
student
who
is
joining
us
from
anywhere
in
the
world,
but
particularly
after
what
happened
in
Puerto,
Rico
and
so
they've.
Both
made
it
a
huge
priority.
I
will.
I
D
D
Is
it
the
only
program
currently
so
the
the
small
schools
movement
was
an
initiative
funded
by
the
Gates
Foundation
over
ten
years
ago.
Now,
where
we
broke
up
our
large
comprehensive
high
schools
in
a
smaller
learning
communities,
West
Roxbury
education,
complex,
was
split
up
into
four
programs:
Brook
Farm
path,
urban
Science
Academy
in
the
West
Roxbury
Academy,
the
Hyde
Park
education,
complex,
was
broken
into
three
programs.
D
It
was
a
great
cost
to
operate
very
small
high
schools
and
provide
the
resources,
and
it
didn't
turn
out
to
pan
out
with
the
academic
effects
that
we
anticipated.
Also,
we
saw
a
pretty
significant
decline
in
demand
for
those
schools,
and
so
in
2010
number
of
those
schools,
including
Odyssey
monument
high,
were
some
of
the
schools
that
were
close.
We
have
not
recently
closed.
Any
of
the
schools
are
part
of
that
small
school
movement,
though
we
still
do
see,
decline
and
demand
for
schools.
D
Like
urban
science
and
West
Roxbury
Academy
as
schools
that
are
co-located,
the
other
thing
I'll
just
know
is,
generally
speaking,
we
don't
think
of
colocation
as
a
primary
goal.
We
want
to
have
schools
in
their
own
building.
We've
had
some
challenges
with
cold
locations
in
the
past
and
when
you're
trying
to
develop
your
own
school
culture
and
manage
a
behavior
and
everything
that's
going
on
in
your
building,
you
don't
want
to
have
to
compete
with
another
school
culture
as
well.
D
I
You
and
up
maybe
I'll,
could
I
ask
one
more
question.
I
know
one
of
my
colleagues
mentioned
it
earlier,
but
as
it
relates
to
bps
in
the
city
of
Boston
transportation
department,
do
you
think
we
could
consider
having
a
pilot
program
for
teachers
that
live
outside
of
the
neighborhood
to
possibly
give
them
a
parking
sticker
during
during
school
time
so
that
they
could
park
in
the
neighborhood?
Is
that
something
BPS
would
work
with
transportation?
On.
D
We
I
think
so,
but
John
Hanlin
and
operations
would
probably
be
a
better
person.
Talking
I
know:
we've
reached
out
to
try
and
identify
four
specific
school
communities.
I
think
the
barrier
is
on
the
transportation
side
and
on
the
community
side
we
actually
have
seen
in
a
couple
of
our
schools
and
around
a
couple
of
our
schools.
Communities
get
approval
for
resident
parking,
because
the
teachers
coming
in
and
other
things
that
have
happened
have
caused
a
demand
for
parking
in
the
area
so
I.
D
I
Don't
I
don't
know
if
that,
if
that
that
would
be
true,
like
as
an
example
at
South
Boston,
a
lot
of
people
drive
to
work
so
that
there
are
a
lot
of
spaces
during
the
day.
You
know
because
their
cars
aren't
there,
but
for
a
teacher
to
park
there
I
don't
think
that
would
be
an
issue
giving
him
the
opportunity
to
park
from
7:00
in
the
morning
until
3:00
or
4:00
in
the
afternoon.
I
think
a
pilot
program
would
work
and
I
think
the
neighborhood
would
would
support
that.
A
Just
just
for
you
know
just
to
let
you
know
what
my
experience
was
around
the
gardener's
school.
You
know
we,
we
were
lobbied
to
to
open
it
up
and
it
was
somewhat
contentious.
We
came
to
a
I
think
a
fair
agreement
over
time,
but
it
wasn't
like
you
know
the
residents
embracing
this
idea
after
they
had
petitions
signed
to
make
it
residents
only
right.
Okay,
it's
just
just
my
experience.
You
could
have
a
different
experience,
but
it
wasn't
a
slam.
I
E
E
C
So
there
are
varying
degrees
of
autonomy
right.
So,
for
example,
if
a
school
has
its
projected
to
have
forty
second
graders
in
general,
and
they
don't
have
any
autonomy
over
having
at
least
two
second-grade
teachers
now
I
suppose
they
do
technically
have
the
autonomy
to
add
a
third
if
they
really
want
it,
and
some
of
our
schools
do
in
different
sort
of
specialized
programs
or
programs
for
English
language
learners.
C
Essentially
what
the
limits
on
autonomy
have
to
do
with
our
collective
bargaining
agreement,
so
class
size,
maxima
and
student-teacher
ratios
for
certain
programs
and
then
any
legal
agreements
or
other
regulations.
We
have
such
as
our
agreement
with
the
Department
of
Justice
and
met
around
our
work
with
English
language
learners
and
our
requirements
under
state
law
for
our
work
with
students
with
disabilities.
But
then
there
are
some
areas
of
sort
of
moderate
autonomy.
C
So
there's
a
requirement
for
a
certain
amount
of
physical
education,
for
example,
but
the
school
can
decide
do
they
want
our
music
theater
dance
stem
what
type
of
sort
of
specialist
support
they
want
and
then
there's
the
fully
discretionary
resources
that
come
on
top
of
any
specific
guidelines
we
have
where
school
years
are
making
choices
between.
Do
they
want
an
Operations
Manager
for
their
school?
Do
they
want
a
parent
coordinator?
C
Primarily
through
that
mechanism,
so
it's
when
our
schools
are
full
a
portion
of
what
they
get
under
their
core
weighted
student
funding
goes
for
those
sorts
of
discretionary
resources,
but
also
our
higher
needs.
Schools
get
weighted
student
funding,
Alec
Asians
that
are
purely
designed
for
those
types
of
discretionary
supports.
So
there
is
no,
for
example,
this
new
three
million
dollars
we
put
in
under
the
opportunity
index.
There
is
no
requirement
on
that.
That
is
just
goes
straight
into
that
last
bucket
of
discretionary
resources.
Okay,.
E
So
we,
you
know,
the
topic
today
has
been,
or
this
morning
has
been
the
weighted
student
formula
and
how
it's
really
related
to
enrollment
projection.
So
when
the
school
is
under
enrolled,
even
by
a
few
kids
in
every
classroom
that
can
be
devastating
for
a
school
community
and
then
we
talk
about
soft
landings
and
the
sustainability
allocation.
All
that
and
I
think
that
inclusion.
E
E
D
Is
a
real
concern?
I
think
when
we
have
a
little
bit
of
the
chicken
and
egg
challenge
with
when
it
comes
to
expansion
of
new
programs
and
getting
to
a
place
where
we
can
be
more
inclusive,
which
is
we
need
to
build
the
capacity
for
students
before
they
are
identified
as
needing
an
inclusion
setting,
because
it
is
driven
by
the
students,
individual
education
plan.
We
can't
just
move
students,
and
so
we
also
have
a
very
set
capacity
number
for
our
inclusion
program,
which
is
it's
in
K
to
8.
E
We
have
classrooms
that
have
a
wait
list
for
general
AG
yep
for
the
one
of
those
15
seats,
but
we're
not
at
full
capacity
with
the
five
inclusion.
Is
there
ever
an
opportunity
throughout
the
school
year,
perhaps
before
the
waitlist
closes
to
fill
those
five
in
any
of
those
open?
Se5
inclusion
seats
with
a
general
advocate
yeah.
D
And
and
there's
a
couple,
different
ways
that
that
situation
arises.
I
will
say
that
some
of
the
times
that
you
see
an
empty
inclusion
seat
which
is
in
and
if
you
actually
walked
in
the
classroom,
we
hold
the
capacity
or
pay
for
the
capacity
up
front
so
that
we
have
the
seat
available
and
the
student
gets
identified
and
say
December
or
January,
and
so
the
school
was
funded
for
an
enrollment.
That
will
be
coming
at
a
later
point.
D
So
we
wouldn't
have
signed
a
kid
in
October
to
the
gen,
a
general
education
student
to
that
seat,
because
we
we
need
to
keep
the
capacity
open
and
we
try
and
manage
the
capacity
across
the
district
so
that
we
have
the
right
number
in
the
right
place,
though,
with
the
broad
and
expansion
of
enrollment
and
as
its
rolled
up
through
the
grades,
we've
probably
expanded
more
inclusion
classrooms
than
we.
Then
we
needed
to
in
order
to
accommodate
the
demand
for
those
inclusion,
seats,
yeah
and.
E
I
think
it's
a
policy.
It's
it's
a
it's
a
lovely
idea
to
have
inclusion
across
all
grades
in
all
schools,
but
if
the
demands
not
there-
and
it
in
turn
ends
up
hurting
schools
from
a
budget
perspective,
but
then
also
can
negatively
impact
the
classroom.
Experience
for
our
students,
because
the
the
classrooms
aren't
being
appropriately
supported
by
the
right
number
of
adults
or
the
right
number
of
properly
supported
adults
in
that
classroom.
That
creates
some
other
challenges.
So
it's
not
a
fulfilling
experience
for
anybody.
E
So
I
would
be
curious
in
the
number
of
inclusion
seats
across
the
district
that
are
unfilled
and
then
to
bring
it
one
step
further.
The
inclusion
seats
that
are
unfilled
in
classrooms
that
have
wait,
lists
and
I
get
holding
a
see
that
sometimes
at
those
earlier
grades,
but
when
we're
when
we're
now
expanding
it
across
all
grades,
there's
a
lot
of
empty
seats
that
can
be
if
those,
if
a
fourth
grade
seat,
isn't
filled
an
inclusion
seat
or
a
fifth
grade
or
a
third
grade.
C
What
we
work
on
as
a
part
of
the
enrollment
projections
and
budgeting
process
in
collaboration
with
the
special
education
department
are
situations
where
we,
so
we
only
are
projecting
the
students
if
we're
expecting
them
to
come
right.
So
in
a
case
where
we're
holding
a
seat
open
and
denying
students
in
general
education
access
to
that
seat,
it's
because
we
expect
are
projecting
students
to
come.
C
So
we've
been
working
with
schools
that
have
seen,
especially
as
it
rolls
to
upper
grades,
emptier
seats
to
say,
okay
with
the
special
education
department
looking
at
demand
across
the
whole
district.
Maybe
this
school
will
go
to
16
and
4
instead
of
15
and
5
right,
open
up
one
more
general-education
seat,
so.
C
Are
proactively
doing
that
with
a
number
of
schools
yeah,
and
it's
really
based
on
special
education,
is
looking
at
what
is
our
demand
across
the
district
and
by
neighborhood
making
sure
that
we
have
enough
seats
that
we've
opened
and
are
guaranteeing?
And
the
other
thing
is
we
we've
done
review
of
programs,
so
we
have
one
school
in
particular
that
had
does
not
have
an
inclusion
program
at
all
grades.
C
They
only
had
one
in
k0
and
k1,
so
just
one
class
of
inclusion
in
the
school
and
that
class
was
a
legacy
from
a
long
time
ago,
where
there
were
a
lot
of
options.
Now
that
neighborhood
has
a
lot
of
k0
k1
options
and
we
were
seeing
that
classroom
under
enrolled,
so
for
next
year
were
actually
we
stopped
assigning
kids
to
that
class.
We
and
then
transitioned
that
class
from
being
inclusion
to
being
a
general
ed
class.
C
So
now
that
class
is
gonna,
go
from
having
classes
as
a
15
in
case
you're,
okay,
1
to
22,
and
all
the
seats
are
going
to
be
open
for
general
ed,
knowing
that
that
neighborhood,
as
we
looked
across
the
neighborhood
as
a
part
of
the
inclusion
expansion,
has
enough
seats
for
the
students
with
the
abilities
right.
And
so
we
actually
then
closed
the
inclusion
class
at
that
school
and
opened
it
as
a
general
education
class.
Instead
and.
E
C
E
It's
great
and
it's
it's
encouraging
to
know
that,
you're
being
that
flexible
with
those
numbers
to
recognize
it
as
a
challenge,
I
wish
in
our
schools
that
our
K
to
eight
that
have
dramatically
under-filled,
seventh
and
eighth
grades,
for
example,
that
we
were
that
sort
of
flexible
and
quick
with
making
adjustments.
My
boys
have
been
at
the
peri
for
so
many
years.
Seventh
and
eighth
grade
they're,
they're,
less
than
half
old
classes-
and
you
know-
we've
talked
as
a
school
community
for
too
many
years
about
moving
it
to
a
kata
sex.
E
There's
a
demand
at
the
lower
grades
is
a
tremendous
waitlist.
You
know,
let's
just
get
there
already,
which
is
which
is
a
real
challenge,
because
then
it
in
turn
affects
the
school's
budget
and
those
additional
discretionary
dollars
that
support
again
the
Playworks,
the
Boston
debate,
League
tenacity,
programs,
like
we
heard
the
other
day
today,
I
got
a
phone
call
about
the
tag
and
the
alert
of
programs
you
know.
So
it
has
these
other
impacts
on
programs
that
make
schools
very
attractive
to
families,
and
you
know
to
do
right
by
our
kids.
Okay,.
B
Counselor,
do
you
mind
if
I
make
one
more
comment
and
I?
We
heard
a
lot
about
this
last
year
from
you
from
others
in
the
community
concerned
about
how
we
funded
schools.
I
just
want
to
be
emphatic
that
we
did
things
differently
this
year.
We
didn't
throw
out
the
whole
system
and
try
to
reinvent
it,
but
we
heard
you
loud
and
clear
last
year
that
we
had
had
too
much
instability
for
our
schools
and-
and
it
was,
we
made
some
adjustments
for
this
year
school
this
school
year's
budget.
B
But
when
we
got
the
budget
in
place,
we
immediately
turned
to
planning
for
FY
19.
We
pulled
together
this
budget
equity
work
group
that
met
monthly
for
six
to
nine
months
and
worked
with
the
OIG
task
force.
We
went
around
and
visited
schools
and
talked
to
principals
about
what
they
thought.
We
talked
to
leaders
and
other
districts
that
have
versions
of
wsf
and
the
summary
of
the
changes
that
are
on
this
page.
We
I
just
want
to
emphasize.
B
We
really
feel
like
we
entered
this
year,
trying
to
make
some
significant
changes
to
how
we
fund
schools
I.
Don't
know
that
we've
gotten
it
perfect
yet,
but
I
will
say
that
anecdotally,
when
David
and
Nate
and
I
were
walking
through
the
hallways
at
Bolling
this
year.
When
we
do
these
installs
budget
collaborative
every
school
comes
in
to
figure
out
their
budget,
the
difference
was
palpable.
Think
of
that
word,
I
palatable!
You
could
feel
the
difference.
B
B
And
there
are
still
instances
where
we're
not
where
we
want
to
be
I'm,
not
trying
to
claim
that
it's
perfect,
but
we
really
tried
to
make
changes
versus
last
year
and
I.
Think
I
can't
point
to
data
that
say
this
percentage
of
principals
are
happy
this
year
versus
last
year,
but
I
really
think
we
moved
the
needle
on.
B
Maybe
we
should
do
a
survey
it
it
was.
It
felt
really
different
in
this
couple
weeks
and
there
are
places
where
we
need
to
do
work
so,
but
I
want
to
just
thank
you
for
how
you
pushed
us
last
year
in
the
budget
process,
because
it
was
a
big
part
of
what
led
to
the
changes
in
this
year's
budget.
Thank
you.