►
From YouTube: Boston School Committee Meeting 2-2-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
B
B
Thank
you,
miss
sullivan
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
front,
slash
school
committee.
Under
the
january
26
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
in
all
of
the
major
bps
languages.
B
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish
haitian
creole,
cabo,
verriano,
cantonese
mandarin,
vietnamese
and
american
sign
language.
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen.
Click
the
icon
to
select
your
language
preference.
E
Good
evening,
everyone,
thank
you
very
much,
madam
chair
school
committee,
members,
distinguished
guests.
My
name
is
juan
bernal.
I
am
the
spanish
interpreter
whom
will
be
providing
consecutive
interpretation
for
rafaela
polanco,
garcia
school
committee
member?
Spanish
speaking,
I
will
not
proceed
to
explain
how
to
access
the
interpretation
feature
in
spanish.
E
B
I
M
I
L
B
M
Thank
you,
madam
chair
hi,
everyone.
My
name
is
terry
maple
and
I
will
be
your
canteen,
simultaneous
interpreter.
B
N
Thanks,
madam
chair
good
evening,
everyone,
my
name,
is
way
tonight
tina
and
I
will
be
your
chinese
mandarin
interpreters.
O
P
Good
evening
my
name
is,
and
they
would
be
vietnamese
interpreter
for
the
meeting
tonight
against
dr.
Q
B
Thank
you.
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
B
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
both
public
comment
periods
closed
today
at
4
30
pm.
Please
make
sure
you
are
signed
into
zoom
under
the
name
that
you
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
B
I'd
like
to
welcome
our
alternative
student
represent
senator
tiffany
lowe,
who
is
sitting
in
tonight
with
zyra
mercer.
Welcome
back
tiffany,
we're
glad
to
have
you
with
us
good
evening.
We
will
begin
with
the
approval
of
minutes
at
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
january
26
2022
school
committee.
Meeting
as
presented,
is
there
a
motion
so
moved?
Thank
you.
Is
there
a
second.
D
B
C
D
I
J
B
T
Our
core
focus
is
going
to
be
on
this
presentation
this
evening,
I'm
going
to
preview
and
introduce
the
proposed
20
fy
23
bps
budget
later
in
my
report,
but
first
I
want
to
share
a
few
updates
and
highlights.
However,
I'm
going
to
begin
with
the
acknowledgement
of
two
bps
educators
who
we've
just
recently
lost
it's
with
great
sadness
that
I
announced
the
passing
of
marion
fahey,
former
boston,
public
school
superintendent
during
miss
vehe's
tenure
as
superintendent.
T
She
played
a
critical
role
in
implementing
the
desegregation
of
the
boston
public
school
system,
a
noble
task
laying
the
foundation
for
equity-based
educational
opportunities.
We
endeavor
to
increase
each
and
every
day,
even
today,
miss
fahey's
most
recently
served
as
the
former
director
and
clerk
of
the
hingham
institution
for
savings
from
1992
through
2015
when
she
retired.
T
She
was
instrumental
in
the
effort
by
the
present
management
group
to
establish
control
at
hingham,
ensuring
that
the
bank
would
remain
independent
and
run
for
the
benefit
of
its
owners
and
its
community.
Over
the
next
30
years.
The
boston,
public
schools
and
south
shore
communities
have
lost
an
education
and
excess
champion.
T
T
T
She
taught
history,
health,
physical
education
to
thousands
of
young
people
from
mississippi
to
missouri
to
massachusetts
in
massachusetts.
She
began
her
tenure
with
bps
in
1967
as
a
substitute
teacher
later
moving
into
a
permanent
educator
role
at
many
of
our
schools,
including
the
martin
luther
king
school,
the
solomon
lewinburg
middle
school,
boston,
technical
high
school
and
madison
park
high
school,
she
retired
in
1998
after
a
31-year
bps
education
career
in
the
summer
months.
T
She
also
taught
social
etiquette
classes
at
the
alma
lewis
school
of
fine
arts
in
roxbury
massachusetts,
as
well
as
engaged
in
several
political
campaigns
in
1956
she
married
james,
dancey
senior
and
of
that
union.
Seven
children
were
born,
who
all
went
on
to
become
educators,
lawyers
and
public
servants,
some
of
whom
also
went
on
to
work
for
the
district,
including
former
madison
park,
high
school
headmaster,
dr
deborah
dancing.
T
She
reared
her
children
to
be
responsible,
respectful,
strong
and
to
appreciate
life
and
to
have
dignity,
although
I
didn't
have
a
chance
to
meet
mrs
dancy,
I'm
aware
of
her
affect
on
so
many
of
our
educators
and
the
bps
community
at
large,
I'd
like
to
send
my
sincere
condolences
to
the
dancy
family
and
all
of
those
who
were
touched
by
her
life.
My
thoughts
and
prayers
are
with
you,
as
you
remember,
and
celebrate
this
wonderful
woman
who
taught
and
cared
so
much
for
our
children.
T
I'll
now
move
on
to
the
highlight
portion
of
my
report,
the
month
of
february,
represents
the
kickoff
of
many
national
observances
across
the
united
states.
Many
of
us
participate
in
valentine's
day
showing
love
and
affection
toward
those
closest
to
us
and
others
consider
the
super
bowl
sunday.
A
major
observance,
cheering
on
their
favorite
team
on
to
success
in
the
same
vein
of
celebration
february,
also
begins
the
observance
of
black
history
month.
I'd
like
to
share
a
bit
about
its
origins.
T
Black
history
month,
also
known
as
african-american
history
month,
is
a
month-long
observance
in
the
u.s,
and
it's
considered
a
chance
to
celebrate
black
achievement
and
provide
a
fresh
reminder
to
take
stock
of
where
systemic
racism
persists.
Giving
visibility
to
the
people
and
organizations
creating
change
the
precursor
to
black
history
month
was
created
in
1926
in
the
united
states.
T
T
Six
years
later,
black
history
month
was
designated
was
being
celebrated
at
all
across
the
country
in
educational
institutions,
centers
for
black
culture
and
community
centers,
both
great
and
small.
When
president
gerald
ford
recognized
black
history
month
in
1976
during
the
celebration
of
the
united
states
bicentennial,
he
urged
all
americans
to
seize
the
opportunity
to
honor
the
too
often
neglected
accomplishments
of
black
americans
in
every
area
of
endeavor
throughout
our
history.
Unquote,
I
would
like
to
wish
each
person
of
african
descent
living
in
america
a
happy
black
history
month.
T
Also,
the
office
of
equity
strategy
and
opportunity
gaps
is
hosting
two
black
history
month.
Events
this
month
for
students,
families
and
the
entire
bps
community,
as
shown
on
your
screen
with
two
events
occurring
on
thursday
february
10th,
and
a
fireside
chat
with
our
with
our
own
congresswoman
ayana
presley
on
february
17th.
T
T
T
A
tribute
to
black
history
month
featuring
dance
from
the
boston
arts
academy,
the
the
definitely
dance
crew
from
the
horace
mann
school
for
the
deaf
and
hard
of
hearing
the
o'brien
high
school
hip-hop
collective,
the
english
high
school
step
team
and
more.
You
can
get
more
information
at
www.bostonarts.org.
T
Www.Bpsarts.Org,
you
don't
want
to
miss
it
february.
1St
also
marks
the
beginning
of
another
celebration
and
season
of
cultural
observance
to
all
celebrating
members
of
the
asian
and
pacific
island
diaspora.
I
wish
you
a
happy
lunar.
New
year
this
year
celebrates
the
year
of
the
tiger,
a
beautiful
animal
that
is
known
for
its
extreme
competitiveness,
courage
and
ambition.
T
As
we
embark
on
this
new
year,
remember
to
lean
on
your
peers
and
your
many
wonderful
and
brilliant
educators
as
much
as
you
need
to,
as
I
always
say,
we're
all
better
together,
it's
perfect
that
we're
celebrating
an
animal
such
as
a
tiger.
This
leaves
this
year
because
I'd
like
to
ask
each
and
every
one
of
you
to
go
into
this
new
year,
courageous
and
with
lots
of
ambitious
ambition.
T
I'm
especially
looking
forward
to
seeing
a
video
of
the
beautiful
traditional
lion,
dances
we'll
be
sure
to
share
those
photos
and
videos
of
our
celebrations
around
lunar
new
year
on
various
social
media
platforms
as
they
come
in.
We've
also
shared
videos
of
the
celebrations
at
the
mather
school
and
look
forward
to
the
videos
from
the
josiah
quincy
school
again
wishing
a
joyous
lunar
new
year
to
all
who
celebrate
wishing
you
all
happiness
and
prosperity
in
the
year
of
the
tiger.
T
This
next
highlight
personifies
the
power
of
persistence
and
lays
our
focus
on
a
single
goal.
Despite
your
personal
circumstance,
muhammad
abbanar
is
an
alumnus
of
horace
mann
school
for
the
deaf
and
hard
of
hearing,
and
the
school's
class
of
2019
valedictorian
muhammad's
goal
was
to
become
a
police
officer
with
the
city
of
boston.
T
T
His
success
resulted
from
his
unwavering
faith
in
his
abilities
and
his
extraordinary
effort,
despite
others
limiting
beliefs.
Muhammad,
I
am
so
proud
of
you.
Muhammad's
story
is
an
inspiration
to
all
of
us
and
reminds
us
that,
no
matter
what
obstacles
stand
in
our
way,
we
should
never
give
up
on
our
dreams
to
our
incredible
bps
staff
who
encourage
our
students
to
achieve
their
dreams.
I
thank
you
for
your
efforts
and
cultivating
generations
of
young
people
who
are
not
just
dreamers,
but
achievers
continue
to
blaze.
T
T
As
you
might
have
seen,
the
media
has
written
about
our
graduation
data
over
the
past
few
years,
based
on
audits
from
the
city
the
past
several
years,
based
on
audits
from
the
city,
the
issues
date
back
to
2014
and
focus
on
specific
paperwork
that
is
required
to
be
filled
and
filed
when
a
student
leaves.
The
district.
T
T
T
T
T
T
T
Congratulations
to
the
2022
indoor
track
and
field
city
champions,
the
girls
track
and
field
team
from
boston,
latin
academy
and
the
boys
track
and
field
team
from
the
o'briend.
I
am
so
proud
of.
You
continue
to
make
us
bps,
proud.
As
the
last
athletics
update.
The
swimming
sitting
championship
is
tomorrow,
thursday
february
3rd,
at
3
30
pm
at
mandela,
athletic
complex,
shared
by
the
madison
park
and
o'brien
high
schools.
T
T
A
day
after
my
last
report,
we
learned
that
the
massachusetts
appeals
court
issued
a
temporary
stay,
delaying
the
full
implementation
of
this
mandate.
While
a
final
decision
is
made,
this
means
all
city
employees,
including
bps
staff,
are
currently
reporting
to
work
regardless
of
vaccination
status.
T
This
new
funding
provides
free
access
to
wireless
broadband
services
and
devices
to
help
public
housing
seniors
and
residents
get
online
and
we'll
also
provide
additional
chromebooks
for
our
students
to
extend
access
beyond
the
classroom
and
refresh
for
our
teachers
and
their
computers.
So
this
new
technology
is
going
to
be
an
absolute
asset
to
our
recovery
efforts.
T
T
We
are
also
working
to
simplify
the
application
process,
write
more
approachable
job
descriptions
and
to
provide
openings
via
our
social
media
channels.
So
please
go
to
email
info
rcd
at
bostonpublicschools.org,
with
any
questions
and
now
the
moment
that
I've
been
waiting
for,
and
hopefully
you've
all
been
waiting
for
tonight,
we're
here
to
present
and
preview
preview.
T
I'm
also
grateful
grateful
for
the
partnership
of
former
mayor
walsh,
who
first
believed
in
my
vision
for
our
schools
and
the
strategic
plan
of
the
school
committee
in
initiating
a
first
ever
three-year
100
million
dollar
commitment
and
to
mayor
janie,
who
maintained
that
historic
investment
and
now
mayor
wu,
who
will
continue.
This
practice
will
hopefully
continue
the
practice
of
providing
certainty
to
the
school
district
on
its
funding,
especially
over
multiple
years
during
our
recovery.
T
I
also
want
to
thank
the
full
city
council,
who
has
every
year
passed
the
bps
budget
and
supported
our
students.
I
look
forward
to
working
with
all
of
the
counselors
this
year,
especially
our
new
chair
of
education,
counselor,
julia
mejia
and
new
chair
of
ways
of
means:
tana
anderson
fernandez,
tanya
anderson
fernandez,
to
pass
this
budget
that
makes
major
investments
in
our
students
recovery.
T
T
T
Our
district
staff
and
incredible
leaders
have
worked
exceedingly
hard
to
return
well,
and
we
must
continue
to
invest
in
how
our
students
and
schools
recover.
Strong
academic
recovery
for
our
students,
with
a
special
focus
on
those
who
are
most
in
need
is
one
of
our
main
priorities
of
the
fy
23
budget.
T
T
Therefore,
we
continue
to
adapt
and
evolve
to
ensure
better
outcomes
for
all
our
students.
We
will
listen
to
our
stakeholders
and
learn
from
this
pandemic
and
we
will
apply.
What's
worked
to
our
strategy
and
reimagine
new
possibilities,
opening
up
greater
opportunities
for
our
students.
We
can't
go
back
to
pre-pandemic
world
and
with
good
reason.
The
system
just
wasn't
working
for
too
many
of
our
students
we'll
make
progress
toward
these
goals,
with
new
investments
from
marawu
and
the
city
of
boston.
T
T
T
T
We
are
investing
to
support
all
schools
pre-k
through
grade
12
in
understanding
the
post-pandemic
profile
of
our
learners
is
not
limited
to
one
grade
span,
but
is
necessary
across
all
grades.
School
leaders
need
our
ongoing
support,
coordinating
the
recovery
through
our
student
support
teams
and
doing
our
individualized
success
planning
and
providing
for
our
students.
T
T
This
year,
we've
made
the
difficult
decision
to
close
three
schools
as
part
of
the
school
committee's
approved
plan
to
streamline
the
number
of
school
configurations
in
order
to
reduce
the
number
of
transitions
students
need
to
make
over
the
course
of
their
academic
careers
in
bps
we've
also
reconfigured
15
elementary
schools
to
add
sixth
grade
and
expanded.
Three
additional
high
schools
to
include
include
seventh
and
eighth
grades.
T
We've
also
added
more
physical
education,
art,
music
and
academic
enrichment
within
the
students
schedules,
so
that
students
could
meet
these
requirements
within
the
math
core.
This
is
the
work
we
will
collaboratively,
engage
in
with
school
leadership
teams
to
review
each
school's
existing
allocation
and
how
they
schedule
students.
T
Our
quality
guarantee
will
bring
more
gyms
libraries
and
auditoriums
where
they
don't
already
exist
through
new
buildings.
We
add
critical
spaces
that
are
missing
from
our
existing
facilities,
which
includes
nursing
spaces,
counseling
and
sensory
and
therapeutic
spaces,
and
outdoor
learning
gardens
play
spaces
and
outdoor
learning
spaces.
T
T
Finally,
I
want
to
address
the
issue
of
enrollment.
It
is
challenging
that
we
continue
to
experience
declines
in
enrollment
across
our
schools.
This
is
largely
due
to
broader
demographic
trends.
There
are
fewer
students
living
in
boston
and
entering
our
school
district
as
the
birth
rate,
declines
and
cost
of
living
continues
to
rise.
T
T
We
know
the
soft
landing
is
very
important
for
us
this
year,
as
we
continue
to
recover
from
the
pandemic,
but
we
also
know
that
it's
not
sustainable
long-term.
As
a
district,
we
will
continue
to
support
our
schools,
while
also
understanding
what
future
budgets
will
look
like,
while
the
ever
changing
and
evolving
pandemic
continues
to
challenge
us.
It
has
also
spurred
enormous
creativity
and
innovation
in
the
way
we
think
about
our
students
needs
and
the
way
we
do
our
work.
T
This
budget
offers
a
unique
opportunity
to
partner
with
the
mayor
city,
council
and
this
committee
to
make
progress
toward
our
goal
of
equity
and
excellence
for
all
our
students.
I
look
forward
to
working
alongside
all
of
you
to
make
these
goals
a
reality.
Thank
you
in
advance
for
your
partnership
and
your
commitment
to
our
students.
B
B
U
Hi,
thank
you
so
much
superintendent
for
your
report
and
it's
good
to
see
everyone
again
tonight.
My
question:
I'm
just
thinking
about
the
what
you
were
sharing
earlier
and
I
think
so
many
of
us
read
that
globe
report
about
graduation
rates
and
I
think
about
you-
know
public
trust
and
the
way
that
we
erode
that
trust.
Even
if
it's
perception
and
not
reality,
I'm
curious
if
you
sort
of
what
controls
you're
putting
in
place.
U
T
That
is
excellent
question.
We
have
been
proposing
and
have
proposed
and
funded
a
risk
management
office
in
the
boston
public
schools.
It
was
something
that
I
have
been
wanting
to
do
since
I
got
here
and
we
have
four
positions.
One
is
the
lead
risk
management
officer.
Then
we
have
a
position
for
controls.
T
Certainly,
the
city
had
been
doing
this
since
2014
and
looking
at
these
audit
reports
and
the
team
had
been
putting
in
place
controls
for
that
with
reminders
and
trainings
to
our
school
leaders,
and
I
expressed
you
kind
of
the
challenge
of
trying
to
to
you
know
if
there's
a
a
student
who's
deceased,
for
instance,
you
have
to
get
public
record
of
you
know
a
death
record,
and
sometimes
you
can't
get
that
from
us
from
a
from
a
family
and
it
or
it's
challenging,
to
get
it
from
a
family.
T
And
then
the
school
leader
would
know
that
the
child
was
deceased,
you
know
and
but
maybe
wouldn't
have
the
documentation
for
it,
and
so
what
we
just
have
to
get
clear
on
is
really
just
getting
really
dogged
about
making
sure
that
we
have
those
acceptable
paperwork
and
sometimes
because
the
standard
is
so
hard
for
the
high
for
that
paperwork,
which
you
know
in
new
york
city
right,
I
mean
you
know
the
problem.
T
T
T
And
so
the
team
has
been
working
on
the
training
and
working
with
the
principals,
but
once
we
get
the
risk
management
office
up
which
I'm
hoping
will
be
in
the
next
several
months,
we
they're
having
we're
having
the
same
labor
shortage
problems
as
everybody
else
about
trying
to
get
a
risk
manager.
T
It's
a
very
technical
field.
So
it's
it's!
It's
a
it's
a
limited
pool
out
there,
and
so,
but
it
is
a
priority
of
my
administration
to
get
that
done.
U
And
then
just
building
off
of
that,
and
thank
you
and
I
agree
with
you-
I
understand
the
complexities
and
the
level
the
high
level
of
documentation.
That's
needed.
I'm
just
curious,
there's
sort
of
two
pieces
to
the
puzzle
right,
there's
the
risk
management
piece
which
is
important
and
it's
exciting
to
hear
that
we're
putting
that
in
place.
U
I
think
it
definitely
builds
trust,
but
I
also
wonder
on
a
school-based
level:
is
there
a
pathway
for
schools
to
escalate
cases
that
they
know
believed
to
be
true
but
are
unable
to
get
documentation
so
that,
because
that's
sort
of
we
remove
that
burden
from
schools
and
bring
it
up
to
central
so
that
we
can
make
sure
the
data
is
accurate,
that
in
in
any
sort
of
analysis
that
we're
able
to
to
show
our
reality,
but
also
that
these
sort
of
stories
don't
float
around
that
that
you
know
in
a
time
of
enrollment
decline,
further
sort
of
hurt
our
our
position.
T
Those
are
all
very
good
suggestions,
and
you
know
one
of
the
things
that's
going
to
help
us
in
this
budget
is
to
ensure
that
they
have
the
capacity
in
schools
to
do
this
paperwork
as
well
with
the
addition
of
the
counselors.
T
You
know
many
of
our
schools.
Don't
have
registrars,
you
know,
and
people
who
actually
do
this
function
at
the
school
and
it
does
land
on
our
school
leaders,
often
they're
doing
so
much.
But
to
your
point,
I
think
our
school
counselors
that
we're
we're
going
to
be
putting
in
is
going
to
really
help
with
this,
as
well
as
doing
some
of
the
other
checks
through
our
risk
management
office
and
the
kind
of
controls
that
you've
suggested.
T
D
Thank
you
for
the
the
presentation.
Again,
I
was
wondering
if
you
could
say
a
little
bit
more
about
the
the
investment
for
native
language
communication
and,
as
this
relates
to
sort
of
the
literacy,
the
biliteracy
foundation
and
seal
that
you
want
students
to
to
receive.
D
I
and
it's
more
specific.
We
related
to
the
search
for
bilingual
educators
and
bilingual
special
educators,
just
where,
within
that
funding
what
money
be
allocated
there.
T
Is
it
possible
to
have
the
that
question
during
the
budget
proposal?
Can
we
save
that
one
and
then
nate
and
his
team
can
answer
that
and
dr
eccleston
can
answer
that
question
as
part
of
the
budget
presentation.
R
I'm
not
sure
if
this
question
could
also
be
answered
in
the
later
presentation,
but
I
was
just
wondering:
is
it
expanding
our
schools
to
fit
in
the
sixth
grade
and
some
schools
to
fit
in
the
seventh
and
eighth
grade?
Will
there
be
more
funding
specifically
allocated
to
those
schools,
as
I've
heard
from
like
students
in
those
schools
that
some
other
courses
are
cut
and
like
the
lack
of
space
and
kind
of
like
struggling
to
combine
connect
with
the
other
group
of
students
that
are
coming
into
that
school?
T
Yeah,
probably
nate
can
take
this
question,
but
whenever
we
add
a
grade
to
a
school
they
get
additional
funding
for
the
you
know
for
their
for
their
transition
to
the
school
and
then
also
just
to
fund
their
education
there.
So
the
funding
would
follow
them
there.
Yes,.
V
We're
finalizing
the
allocations
that
will
go
the
staffing
and
then
they'll
also
receive
extra
curriculum
materials
and
furniture.
What
they
need
to
to
run
the
program
and
then
we'll
talk
a
lot
tonight
about
our
high
school
investment
in
mass
core.
That's
meant
to
increase
the
number
of
course
offerings
and
rigorous
course,
offerings
for
high
school
students.
J
J
I
want
to
continue
the
thought
process
process
that
mr
net
hernandez
started
to
go
down
as
well,
which
is
about
the
issue
that
was
raised
in
the
paper
this
week
about
the
graduation
rates
in
the
tracking,
and
I
am
enormously
sensitive
to
how
difficult
it
can
be.
J
You
know
when
you
talk
to
folks,
for
example,
the
re-engagement
center,
who
work
on
this
on
a
day-by-day
basis
and
are
working
and
focusing
on
our
dropouts
they
can
share
about.
You
know
how
difficult
some
of
the
tracker
tracking
issues
are,
that
you
raise
superintendents.
So
I
I
am
very
sensitive
to
the
challenges
and
you
said
that
the
bar
is
extraordinarily
high
on
what
documentation
is
acceptable,
and
I
certainly
understand
that.
J
I'm
trying
to
get
a
sense,
though,
because
the
information
that
was
shared
in
the
paper
doesn't
really
give
you
a
sense
of
the
scale
of
what
we're
talking
about.
So
it's
great
that
you
shared
superintendent
that
you
know.
In
one
case,
the
the
city
auditors
looked
at
40
cases
and
they
saw
problems
with
seven.
In
another
case,
I
think
you
said
they
looked.
They
saw
problems
like
30
out
of
40.,
but
that
is
a
small
sample.
J
That
is
a
sample
that
the
auditors
took
of
the
overall
population
of
students
in
a
cohort
that
did
not
continue
and
it'll
probably
be
difficult
to
have
this
answer
now,
but
at
some
point
I'll
be
interested
in
you
know
what
is
this?
What
is
the
site?
You
know,
we
know
how
many
students
graduated.
We
know
how
many
started
in
a
cohort.
We
know
how
many
students
graduated
and
I
understand
the
difficulty
of
tracking
cohorts
as
students
become.
You
know,
they're
five
years,
not
four.
J
They
change
schools
et
cetera,
but
I'm
trying
to
get
a
sense
of
of
these
areas
that
the
audits
uncovered
challenges
if
they
can,
if,
if
the
folks
in
data
who
work
on
this,
can
try
to
translate
that
for
us
to
what
does
this
mean
at
our
graduation
rate?
If
this
is
a
problem-
and
obviously
it
is
because-
let's
not
forget-
everyone
is
an
individual
student
and
we
recognize
that.
J
But
are
we
talking
that
this
changed
our
graduation
rate
by
10
points?
What
did
this
change
our
graduation
rate
by
a
tenth
of
a
point
and
I'm
using
that
as
two
extremes,
I'm
just
trying
to
understand
the
scale
of
you
know
what
this
means,
because
I
don't
want
to
rely
strictly
on
well,
they
found
it.
Six
out
of
40.
40
was
the
sample
that
they
took
to
look
at
a
bigger
cohort.
So
just
trying
to
understand
that
superintendent.
J
T
T
I
was
thinking
the
exact
same
thing
as
you,
and
I
asked
my
team
about
that,
and
so
I
don't
know
if
monica
hogan
is
on.
Who
could
maybe
speak
to
the
difficulty
and
just
kind
of
I
tried
in
my
superintendent's
report
to
talk
a
little
bit
about
the
cohort
and
how
the
whole
cohort
is.
W
T
And
the
difficulty
each
year
of
kids
going
in
and
out
and
how
you
would
have
to
be
able
to
track
that,
and-
and
so
I'm
going
to
ask
monica
if
she
might
be
able
to
just
share
a
little
bit
more
to
answer
your
question
on
you
know
just
the
effect
size.
Basically
of
of
these,
this
number
of
students
on
an
overall
graduation
rate
like
how
what
would
seven
students
do
to
a
graduation
rate.
You
know
well.
J
J
S
S
So
it's
it's
not.
We
can't
quite
say
that
it's
like
a
tenth
of
a
percentage
point
or
10
percentage
points
solely
based
off
of
that
sample,
the
the
other
complicating
factor
with
the
way
the
audit
is
conducted
and
the
way
a
graduation
rate
cohort
works
is
that
the
cohort
is
looking
at
a
group
of
students
over
a
four-year
period
of
time,
and
so
you
enter
as
9th
graders
move
to
10th
grade
move
to
11th
grade
move
to
12th
grade.
S
The
audit
is
looking
at
students
across
grades
9
through
12
in
a
single
year,
so
that's
seven
out
of
40
students
might
have
been
in
different
graduation
cohorts
so
they're,
not
necessarily
all
part
of
the
same
cohort
impacting
that
single
graduation
rate.
So
it's
a
it's
a
it's
a
very
complex
calculation
and
challenging
question
to
answer
definitively
that
this
would
have
been.
You
know,
0.1
percentage
points
or
10
percentage
points
to
use
your
example.
Does
that
help.
J
It
does,
in
particular
the
piece
that
it's
you
know
it's
across
various
ages,
so
it's
not.
You
know
15
and
therefore
you
know
15
of
the
students
who
didn't
graduate.
I
get
back
to
what
mr
carded
hernandez
said,
which
is
this
is
about
trust
and
transparency
in
numbers
that
bps.
This
is
an
example
of
trust
in
numbers
that
bps
put
in
put
out
and
believe
me.
I
am
extraordinarily
sensitive
to
how
challenging
it
is
to
have
accurate
data
here
and,
and
also
the
incredible
work.
J
I
mean
this
district
does
enormous
work
in
fact
we're
a
national
leader
in
reaching
out
to
dropouts
and
getting
them
to
come
back
into
the
system,
but
we
have
to
also
work
to
have
faith
in
the
numbers
and
and
for
some
of
the
newer
members.
I
do
appreciate
the
superintendent
talking
about
the
risk
management
offices.
J
In
fact,
this
school
committee
put
and
encouraged
the
district
to
put
in
place
management
practices
instead
of,
in
effect
outsourcing
it
to
the
city,
and
you
know,
with
the
size
budget
that
we
have,
we
should
have
risk
management
practices
within
our
own
district
and
the
superintendent
to
her
credit
has
been
supportive
of
that
has
funded
it
in
the
budget
and
I'll
be
interested,
and
I
will
ask
a
further
question
about
that
during
the
budget
process,
but
I
think
now
this
is
a
clear
example
of
why
we
need
to
have
a
full
court
press
to
find
qualified
candidates
to
fill
those
positions,
reach
back
out
to
the
folks
from
internal
audit
specialists
in
private
practice
and
academia
who
helped
us
with
the
policy
to
put
in
place
of
policy
and
use
their
networks
to
try
to
find
qualified
candidates,
and
this
is
to
build
trust
and
transparency.
J
T
X
Yeah
so
as
as
the
superintendent
mentioned
one
year,
seven
students
were
flagged
as
the
audit
from
the
auditors
out
of
a
a
group
of
40..
So
one
could
take
that
number
and
say
well,
let's
just
magnify
that
up,
but
the
the
clarification
that
I
do
want
to
make
is
that
the
seven
students
that
were
removed
from
the
cohort,
the
auditor
said
the
documentation
is
not
sufficient,
but
it
doesn't
mean
that
the
wrong
withdrawal
code
was
used.
X
So
if
a
student
moves
out
of
the
country,
you
get
a
notification
from
mom
and
dad
saying
you
know
we're
leaving
the
country
the
auditors
are
saying:
I
need
a
copy
of
the
plane
ticket.
Well,
we
didn't
we
didn't
get
that
documentation.
It
doesn't
mean
that
the
student
didn't
move
out
of
the
country.
It
does
not
mean
that
the
wrong
withdrawal
code
was
used.
It
simply
means
that
the
documentation
doesn't
pass
muster
for
the
auditors.
U
You
know
when
your
like
mouse
gets
stuck.
That's
that
was
my
life,
so
I
just
have
one
more
question.
I
and
I
think
this
matters
in
this
moment,
and
so
I
just
want
to
say
this.
I
think
some
of
these
questions
can
be
answered
long
term
with
the
the
sort
of
internal
mechanisms
and
controls
that
we
talked
about.
U
But
there
is
a
piece
here
I
think,
just
to
be
fair
if
I
was
as
a
parent
watching
and
part
of
this,
but
if
I
was
at
home
also
engaging
in
this
conversation,
there
is,
we
do
have
a
way
of
running
our
own
internal
audit
and
showing
families
and
stakeholders
the
percentage
of
documentation.
That
was
wrong.
U
We
have
the
possibility
to
show
the
percentage
of
documentation
that
was
right,
even
if
the
code
that
was
used
was
correct,
and
I.
Y
T
It
appreciate
appreciate
that
feedback
and
noted,
and
I
think
that
that
is
absolutely
a
task
of
the
risk
management
office
and
our
team,
and
we
will
get
on
that
and
I've
already
asked
my
team
to
start
looking
at
other
ways
in
which
we
can
better
represent
this
data,
so
that
we
can
be
sure
that
the
public
is
getting.
You
know
the
the
most
accurate
data
and
and
we
can
rebuild
and
cultivate
that
trust.
Okay,.
U
And
I
will
last
thing
here:
I
will
also
say,
having
been
a
principal,
I
have
been
in
the
situation
where
I
am
plugging
in
a
student
having
moved,
because
I
know
that
kid
moved
and
I've
talked
to
that
family
and
that
family
didn't
have
email
and
couldn't
send
me
a
plane
ticket
so
like
both
can
be
true.
But
that's
again
it's
just
about
trust
and
making
sure
folks
know
that
when
we
say
a
graduation
rate
is
what
it
is
that
that
we're
doing
it
honestly.
So
thank
you.
Z
Z
That's
currently
happening
for
certain
grades
and
especially
given
the
announcement
last
week
around
some
grade,
reconfigurations
for
some
specific
school
communities,
and
so
given
that
I'd
like
to
hear
just
what
supports
are
being
offered
to
communities
such
as
the
king
and
the
trotter
around
the
transition
for
their
seventh
and
eighth
grade
experience
moving
forward
and
then
additionally,
because
it
isn't
just
a
an
elimination
of
grades,
but
it's
also
an
opportunity
to
bring
in
younger
students
at
the
other
end
right
in
the
k0k1
space.
Z
T
So
miss
lapara.
I
do
not
have
the
information
regarding
the
early
childhood
seats,
but
I
will
definitely
get
that
for
you.
As
for
the
seventh
and
eighth
grade,
the
principal
principals
are
have
identified
a
transition
coordinator,
who
is
working
directly
with
our
welcome
services,
office
and
meeting
with
families
meeting
with
students
and
making
sure
that
they
get
their
choices,
that
they're
aware
of
their
choices
and
that
they're
getting
the
information
from
the
from
the
additional
high
schools
that
are
available
to
them
in
their
choices.
T
So
I
don't
know
if
megan
costello
or
if
denise
is
on
the
line.
Who
can
share
anything
further
on
that?
But
I
believe
that
that's
where
we're
at
with
with
the
trotter
and
the
king.
AA
Z
And
so
just
as
a
follow-up
around
the,
I
appreciate
that
that's
happening.
I
also
had
an
opportunity
to
participate
or
listen
in
on
a
conversation
yesterday
with
the
burke
school
about
the
opportunities
that
already
exist
there
and
how
that
will
be
available
to
7th
and
8th
graders,
as
well
as
the
connections
that
already
exist
between
some
of
the
schools,
which
was
new
information
for
me
to
hear
so.
I
was
happy
to
hear
about
the
community
building.
That's
been
happening
for
several
years,
the
piece
around
the
early
childhood.
Z
T
Mr
cooter,
do
you
want
to
talk
about
their
grades?
I
don't
think
we've
expanded
early
childhood.
They
do
have
early
childhood
there.
I
believe,
but
I
don't
think
that
we've
expanded
it.
It's
a
plan
and
vision
for
k-8s.
Once
the
seventh
and
eighth
come
off
to
be
able
to
then
expand
into
a
lower
grades.
If
possible.
Do
you
want
to
speak
to
that
nate.
V
Yeah,
I
would
just
add,
in
terms
of
the
the
k1
programming
early
childhood
programming
at
those
schools,
because
those
are
existing
programs.
Families
would
have
already
seen
them
on
their
choice
list
and
would
have
already
been
able
to
evaluate
those
options,
and
so
that
gives
us
the
opportunity,
as
registration
come
in,
to
look
at
the
number
of
registrations,
the
number
of
families
demanding
those
seats
and
adjust
capacity,
if
necessary,
the
rush
on
the
7th
and
8th
grade.
By
contrast,
we
want
to
get
that
out.
V
We
want
to
communicate
with
families,
because
those
are
new
choices
and
new
options
for
families
that
they
wouldn't
have
seen
before.
So
it's
it's
really
difficult
to
get
a
sense
of
what
families
would
have
demanded
if
that
were
an
option.
V
Z
So
the
k
k1
already
exists
in
those
communities,
so
we're
not
necessarily
saying
that
we're
automatically
adding
a
k0,
for
example,
to
those
spaces
for
next
year.
We're
saying
that
that
is
a
possibility
for
some
school
communities
if
there
is
a
shift,
but
that
at
this
time
for
those
particular
two
school
communities,
we're
looking
at
k1
demand
based
on
the
current
enrollment
but
k,
zero
is
not
a
given
in
that
space
k.
Zero
is
not
guaranteed
across
the
city,
but
hopefully
at
some
point
we
work
towards
that.
V
T
V
We
have
a
limited
number
of
k:
zero,
general
education
seats,
it's
it's
pretty
limited
across
the
city,
but
it's
mostly
to
create
inclusive
opportunities
for
our
k-0
special
education
programming
as
well.
But
that's,
I
think
it's
somewhere
around
200
seats
city
wide.
B
I
have
one
question
about
the
seventh
grade.
I
know
that
the
bow
paul
alliance
had
been
working
overtime
with
the
high
school
with
the
schools.
Basically,
the
charter,
the
king
and
the
work
around
this
idea
of
transitioning
to
seven
to
twelves
and
eliminating
the
sixth,
the
seventh
and
eighth
grades
at
the
two
elementary
schools.
B
I
guess
my
question
still
remains
about
parents
and
on
their
both
knowledge
and
participation
in
those
earlier
conversations
and
what
has
been
the
impact,
as
this
announcement
has
come
out
in
the
last
couple
of
weeks,
how
are
both
students
and
families
at
the
elementary
school
faring
and
thinking
about
this
and
what
particular
supports
are
being
put
in
place
for
the
well,
the
sixth
graders,
who
would
be
seventh
and
not
now
not
at
where
they
thought
they
were
going
to
be
as
well
as
the
seventh
graders
will
become?
Eighth
graders.
T
Yes,
as
as
noted
and
it's
a
good
question,
thank
you,
ms
robinson,
you
know
dr
mcintyre
was
on
talking
about
the
grow
hall
alliance
at
the
last
meeting.
Talking
about
the
innovation
plan
that
was
submitted
to
myself
about
the
expansion
and
the
grade
expansion
that,
like
ms
lopera
said
she
heard
last
night,
has
been
talked
about
for
quite
a
while,
and
so
they
have
been
working
with
families.
T
Now
I
think
ms
costello
just
talked
a
little
bit
about
the
work
that
they've
been
doing
with
families,
and
she
probably
can
speak
speak
to
it,
a
little
bit
more
than
I
directly
and
so
they're
getting
the
transition
support
meeting
with
the
families
meeting
with
individual
families
or
students
in
grades
six
and
seven,
and
so
I
don't
know
megan
if
you
can
share
any
other
qualitative
kind
of
data
or
thoughts
about
what
you're
hearing
from
families
and
students.
AA
Sure,
and
and
denise
would
be
here
tonight,
she's
going
to
be
joining
school
committee
a
little
bit
later,
but
she's
actually
meeting
with
the
families
from
the
king
and
trotter
at
this
moment.
So
she
can't
be
here
right
now.
You
know
I
think
chair.
One
of
the
things
that's
very
important
to
the
superintendent
is
making
sure
we
are
talking
to
families
engaging
with
families.
AA
They
have
been
it's
my
understanding
that
they
have
been
part
of
the
grove
hall
alliance,
but
one
of
the
things
that's
very
important
to
us,
as
we
have
made
this
announcement
last
week,
is
supporting
the
families
that
might
have
expected
to
be
at
the
king
or
trotter
next
year
and
now
having
a
shift
in
that
experience
for
their
student.
So
the
team
at
welcome
services
has
put
together
meetings
for
families
they
have
called
through
and
are
continuing
to
call
through
until
they
get
parents
on
the
phone
they
dropped
off.
AA
You
know
the
the
paperwork
that
we
fill
out
to
select
schools.
They
drop
those
off
the
next
day
with
updated
forms
for
students.
It's
updated
online.
You
know
really-
and
I
think
also
the
superintendent
spoke
about
the
transition
coordinator-
that
we
have
for
each
of
the
schools
as
well.
AA
So
we
know
that
this
might
be
a
challenging
time,
but
we
also,
I
think
the
superintendent
has
spoken
about
the
urgency
of
this
moment
and
making
sure
that
we
are
providing
our
students
with
the
best
experience
possible,
and
we
know
that
those
students
are
going
to
have
enriching
experiences
in
seventh
and
eighth
grade
at
one
of
our
expanded
schools.
B
R
I
just
have
a
question
about
whether
or
not
you
guys
have
connected
with
the
student
leaders
in
those
schools,
because
I
know
there's
a
focus
on
the
seventh
and
eighth
transition
into
those
schools,
but
I
do
worry
about
like
the
current
high
schoolers
that
are
in
those
schools
as
well.
I
was
wondering
if
you
guys
are
going
to
be
in
conversation
with
the
high
school
leaders,
such
as
the
b-sec
leaders
of
those
schools,
and
see
how
we
can
also
make
sure
that
transition
is
comfortable
for
the
current
students.
There.
T
That's
a
great
great
question,
ms
lau,
and
you
know
I
know
that
dr
mack
also
spoke
of
this,
and
so
did
mr
silva
and
how
they
already
have
programs
where
the
high
school
students
are
very
connected
with
the
king
school
and
that
they
do
activities
and
they
do
activities
in
the
summer
and
after
school
and
they
do
tutoring
and
things.
So
I
will
bring
that
back
to
mr
silva
and
make
sure
that
he
is
aware
that
that
was
a
request
for
the
bisac
to
get
involved.
If
they're
not
already
involved.
B
D
I
A
J
C
C
C
C
C
C
C
Otherwise
speakers
can
submit
their
testimony
in
writing.
We'll
begin
this
evening
with
our
students,
beginning
with
brandon
michelle
francesca
jindy,
adriana
wade,
smith,
claire,
malcolm
darius,
anderson
and
nevon
anderson.
If
you
can,
please
raise
your
hands
virtually
in
zoom.
That
will
help
identify
help
us
by
to
identify
you.
C
C
AB
AB
This
meant
that
we
didn't
get
to
see
our
friends
in
person
last
year
and
play
at
recess,
and
now
that
we
get
to
learn
in
person,
I
don't
want
it
to
change,
leave
my
teachers
and
friends
behind
so
and
also
we've
been
learning
about
black
lives
matter
and
how
rosa
parks
and
how
rosa
parks
fight
for
the
right
to
be
able
to
sit
in
front
of
the
bus
and
not
be
treated
unfair,
fairly
and
black
lives
matter
week
at
the
pa,
show
we're
learning
about
people
who
fought
for
something
at
a
young
age
like
ruby
bridges.
AB
AD
Dear
superintendent,
concealias
and
members
of
this
school
committee
do
you
care
about
what
is
best
for
students
in
our
community?
If
so,
please
help
our
school
grow
to
sixth
grade
hi.
My
name
is
francesca.
I've
been
in
this
school
for
three
years
now
and
I'm
seven
years
old.
This
school
is
really
important
to
our
community.
AD
The
psr
should
go
up
to
sixth
grade,
because
this
school
is
fun
and
educational,
I'm
all
I'm
only
in
second
grade,
but
I'm
learning
some
amazing
things.
For
example,
I
know
how
to
read
chapters
and
more.
I
also
have
learned
about
immigration
and
sex
and
other
cool
things.
I
just
know
that
when
we
get
older
we
will
learn
even
better
things.
The
photo
is
a
neighborhood
school.
Most
students
live
so
close
to
the
school
that
they
can
walk
there.
Like
me,
this
is
important
because
we
are
a
true
community
in
and
out
of
the
school.
AD
My
brother,
on
the
other
hand,
is
at
a
school
that's
further
away
from
our
house,
so
my
mom
has
to
drive
to
drive
to
his
school.
That
makes
mornings
a
little
bit
harder
for
him.
However,
for
me,
it's
super
easy.
Lastly,
I
and
lots
of
other
people
love
this
school.
This
is
this
small
and
close
community
helps
me
in
a
lot
of
ways.
AD
I
would
be
disappointed
to
leave
my
community
if
I
didn't
have
to
I
would
I
just
want
to
stay
with
them
until
my
until
6th
grade.
In
conclusion,
the
pa
shot
should
go
up
to
sixth
grade
and
we
need
your
help
to
make
this
happen.
Please
start
by
adding
a
fourth
grade
class
in
our
school
next
year.
Sincerely
francesca.
C
C
K
Evening
hi
I'm
trying
to
I
oh
hi,
so
I'm
speaking
on
behalf
of
claire
I'm
her
mother
and
she
is
right
here.
So
my
name
is
claire
and
I'm
eight
years
old.
This
is
my
second
year
at
the
pa
shaw.
I
used
to
go
to
a
different
school
and
a
different
place
and
I
had
a
hard
time
learning
there.
I
didn't
really
make
friends
when
I
was
there.
I
was
actually
bullied
a
lot.
My
mom
tried
many
schools,
but
none
of
them
worked
for
me.
K
Sometimes
I
felt
like
my
brain
was
was
turned
off.
I
didn't
know
what
to
do
and
I
would
get
in
trouble.
Then
my
mom
put
me
at
the
pa
shaw.
I
started
off
learning
on
zoom
because
the
school
wasn't
open,
but
I
was
learning
better.
Then,
when
kids
would
come
back
to
the
school,
I
learned
even
better.
In
my
opinion,
the
pa
shot
should
go
all
the
way
up
to
the
sixth
grade.
K
Please
I
want
to
stay
at
the
pa
shop
because
I
have
made
so
many
friends
here
and
I
want
to
stay
with
them.
I
like
this
school
because
they
treat
me
better
than
other
schools
I
have
been
to.
I
have
learned
so
much
here.
I
have
learned
a
lot
of
math
and
I'm
really
good
at
it.
For
example,
I
know
how
to
count
all
the
way
to
a
hundred
and
how
to
add
friendly
tens,
I'm
still
working
on
my
reading,
but
I
have
many
teachers
that
help
me
with
it.
K
It
makes
me
feel
smart
and
powerful
to
get
better
at
learning
and
the
pa
sha
is
helping
me
feel
this
way.
The
ph
shouldn't
just
go
up
to
6th
grade.
It
should
go
all
the
way
up
to
college.
That's
what
she
said.
We
really
need
your
help.
Please
help
our
school,
which
is
like
heaven
to
me,
go
to
sixth
grade.
Please.
AE
Good
afternoon
everybody
can
you
guys,
see
us
and
hear
us.
AE
Yeah,
are
you
guys
this
is
navon
and
he'll,
be
speaking.
Y
Y
We
want
a
fourth
fifth
and
a
sixth
grade,
because
we
want
to
stay
without
our
friends
even
longer.
If
we
have
to
leave
our
school,
you
will
crush
our
dreams
and
we
will
have
to
leave
our
friends.
We
have
special
things
we
won't
have
like
dancing
in
ballet
rocks.
Therefore,
I
I
think
you
should
add
a
fourth
grade
to
our
school.
Thank
you
for
listening
to
me.
C
Thank
you
andersons.
We
will
now
move
on
to
our
speakers
who
will
be
using
interpretation
services.
I
will
now
turn
off
the
interpretation,
icon,
interpreters
and
the
public
will
all
be
in
the
main
room
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony.
L
L
Yes,
I'm
so
happy.
I've
been
I've
been
agree
with
most
of
the
the
the
ideas
you
guys
bring
today
to
the
meeting,
but
I
want
to
tell
you
guys
for
that
to
work.
We
guys
need
to
work
together.
L
Yeah,
well,
I'm
so
proud
that
I
have
my
two
sons
in
the
school
and
if
you
see,
if
you
guys
gonna
shut
down
their
school,
it's
gonna
be
very
hard
for
them.
Not
only
because
desk
will
provide
such
a
good
work,
not
only
for
the
student
but
for
the
community
as
well.
For
example,
if
you
see
people
that
don't
have
a
good
financial
assistant,
that
school
is
very
important
on
those
people's
lives.
So
if
you
guys
close
those
school,
you
guys.
L
I
want
this
to
be
very
clear
like
when
you
guys
gonna
gonna
decide.
I
don't
want
you
guys
to
decide
for
what
you
guys
think
is
best
for
our
kids.
L
I
want
you
guys
to
give
us
opportunity
for
us
to
be
part
in
this
decision,
because
the
way
you
guys
want
to
decide,
I
believe
you
guys
think
what
is
better
for
you
guys,
but
I
want
to
ask
you
guys
what
is
better
for
our
kids.
L
So
if
we
all
can
come
together
as
a
as
a
community
as
a
team,
I'm
sure
we
can
bring
a
lot
of
good
ideas
and
we
can
share
the
best
with
our
kids.
AF
AF
C
C
AE
Hi
everyone
I'm
yes,
I
am
with
you
guys
good
evening.
How
are
you
so
you
know
I
work
in
a
healthcare
industry.
I
actually
work
at
beth,
israel
and
the
school
that
neyvon
is
in.
You
know:
we've
moved
around
a
few
times.
The
pa
shaw
has
been
huge
for
our
family.
AE
I
think
you
know,
I
think
someone
else
spoke
on
this.
It's
a
community
school
there's
a
lot
of
people
who
live
very
close
in
proximity
to
the
to
the
school.
So
you
know
also
me
being
a
single
dad.
It
plays
a
huge
role
for
me
to
be
able
to
know
you
know
if
there's
an
emergency,
I
need
to
get
to
the
school.
You
know,
for
you
know,
for
emergency
purposes
or
just
to
be
able
to
get
there
to
support
that.
I'm
you
know
I'm
really
close
by.
AE
I
I
think
you
know
I've
seen
davon
in
our
youngest
son,
that's
also
in
the
school
novell.
I've
seen
them
prosper
in
the
school
and
the
teachers
are
amazing.
You
know-
and
I
I
think,
there's
so
much
going
on
in
the
world
with
colvid-
and
you
know
them
just
coming
back
from
online
learning
to
separate
them
and
put
them
in
a
new
environment
may
not
be
the
best
thing
for
the
kids
at
this
time.
You
know
so
I
I
just
speak.
AE
I
just
wanted
to
say
that
you
know
a
quick
thing.
I
feel
that
you
know,
with
everything
going
on
the
pa.
Shot
is
probably
the
best
place
for
the
kids
to
remain
for
the
time
being.
You
know,
I
feel
like
the
longer
they're
in
the
school,
the
more
familiar
they
get
with
the
teachers
and
the
staff,
the
the
you
know
stronger
the
bond.
They
can
build
those
teachers
and
staff
as
they
move
forward
in
their
young
lives.
So
I
definitely
want
to
make
that
statement.
C
AG
Mike
heischmann
dorchester
basia
imagine
for
a
moment
that
every
school
in
boston
would
be
equivalent
to
schools
and
wealthy
in
the
wealthy
suburbs.
It
would
take
many
years
and
billions
of
dollars
build.
Bps,
has
more
modest
goals,
any
program
to
modernize
and
repair.
Our
facilities
should
be
reason
to
celebrate.
AG
I'm
sorry
lost
my
train.
Why
does
build
bps
continue
to
be
a
big
mess
and
create
so
much
misery?
No,
no
schools
have
been
built
or
even
be
in
the
planning
stage.
Since
the
initiation
of
this
program
many
years
ago,
schools
continue
to
be
closed.
Our
children
continue
to
be
shuffled
around
and
our
children
in
their
families
that
continue
to
be
confused
and
disheartened.
AG
The
latest
surprising
news
was
announced
at
the
last
school
committee
meeting
on
january
26th,
two
k-8
schools
in
dorchester,
the
king
and
trotter
in
the
heart
of
the
african-american
community,
were
suddenly
told
that
their
khs
k
through
8
school
would
be
transformed
into
k
through
grade
6
schools.
Starting
this
september.
AG
AG
AG
AG
AG
There
are
powerful
forces,
mostly
outside
our
city,
including
jesse,
and
the
boston
globe,
who
want
this
to
happen.
Thank
you,
dr
cecelia's,
for
responding
to
the
globe
article
that
puts
things
much
much
better
perspective.
However,
I
want
to
repeat
we're
dealing
with
powerful
forces
who
want
to
take
over
our
schools.
Thank
you
very
much.
AG
AC
Hello,
can
you
guys
hear
me
yes,
good
evening,
good
evening,
good
evening,
boston,
school
committee?
My
name
is
dominique
alston
and
I
currently
have
two
grandchildren
that
go
to
the
p.a
shaw
school.
Thank
you
for
the
opportunity
to
share
my
thoughts
about
the
p.a
shaw.
I
would
like
to
ask
that
that
I
would
like
to
ask
the
school
committee
to
consider
that
the
children
in
the
special
needs
program
at
the
phil
have
a
right
to
continue
their
education
in
the
same
school
that
they
started
right
now.
AC
Children
in
the
special
needs
class
can
only
stay
in
a
school
from
k-zero
to
k-1
when
they
are
five,
many
children
are
told
they
cannot
stay
at
the
school
anymore.
Change
is
often
very
upsetting
to
children
on
the
spectrum.
Adding
an
inclusion
class
would
ease
their
education
process.
It
would
also
allow
parents
not
to
worry
about
where
their
child
will
be
placed.
Like
I
said,
I
have
two
grandchildren
at
the
pa
shop,
one
on
the
spectrum
and
one
in
general
education,
kindergarten
class.
AC
It
is
very
important
to
me
and
their
mom
that
they
can
continue
to
be
at
the
same
school.
The
shaw's
program,
all
around,
is
what
made
me
happy
with
their
placement.
Students
and
families
who
love
to
share,
including
students
with
special
needs,
should
not
need
to
leave
the
school
because
of
decisions
of
the
school
district.
AC
Our
school
deserves
an
inclusion
program
as
well
as
a
fourth
and
fifth
grade
and
a
sixth
grade,
as
many
have
discussed,
so
that
students
can
remain
with
their
school
and
not
have
to
make
many
changes
in
the
transitions
think
about
covet
and
the
depression
that
these
kids
go
through.
The
one
thing
that
they
don't
want
to
have
to
face
is
losing
all
their
friends
and
having
to
build
new
friendships,
because
a
lot
of
kids
don't
have
a
lot
of
the
social
skills
that
need
to
build
that.
Thank
you
for
your
time.
AC
AH
Good
evening,
everyone,
my
name,
is
sabine
ferdinand
and
I'm
a
second
grade
teacher
at
the
pa
shaw
school.
I'm
here
today
to
urge
you
to
support
the
pa
sha
in
its
mission
to
serve
the
community
of
dorchester
and
matapian
by
turning
our
school
into
a
single-strand
k-6
inclusion
school,
there's
clear
indication
that
bps's
ultimate
goal
is
to
close
down
the
shah.
Yet
again,
this
matter
is
not
just
a
school
specific
issue.
This
is
a
social
justice
issue
for
our
community
studies
have
shown
that
school
closures
disproportionately
affect
low-income.
AH
AH
I
was
sitting
in
the
library
that
day
when
bps
announced
that
it
would
not
be
adding
more
classrooms
to
our
school
more
grade
levels
to
our
school,
despite
previously
promising
that
they
would.
This
made
families
feel
like
they
were
deceived
and
ultimately
lost
trust.
In
bps
this
year,
I've
had
the
pleasure
of
teaching
a
student
whose
grandfather
attended
the
shop
for
elementary
school
one
afternoon
at
dismissal.
AH
AH
He
said:
you're
learning
things
that
I
didn't
learn
when
I
was
your
age
that
pride
that
the
grandfather
had
in
his
granddaughter
and
her
education
here
in
the
shaw
is
not
only
reflective
of
the
hard
work
that
educators
at
the
school
put
into
making
curriculum
culturally,
relevant
and
rigorous,
but
also
how
the
shah
is
a
pillar
of
strength
and
beacon
of
hope.
In
this
community
we
are
providing
future
generations
the
tools
they
need
to
make
our
community
and
world
better.
AH
In
these
past
few
weeks,
you
have
heard
first
through
third
graders,
provide
a
testimony
about
the
impact
the
shah
has
had
on
them
watching
your
faces.
I
can
tell
that
you've
been
moved
by
our
students.
It
is
evident
that
the
small
school
on
the
corner
of
morton
in
norfolk
is
producing
some
high
quality
students,
and
I
don't
brag,
but
a
few
of
them
were
mine
tonight.
AH
After
hearing
the
feedback
from
our
children
and
families,
we
hope
that
you,
superintendent,
casellius
and
members
of
the
school
committee
will
make
the
decision
to
preserve
not
further
tear
down
our
school
as
a
step
towards
building
back
the
bps
that
the
dorchester
mattapan
community
deserves.
Thank
you
so
much
thank.
C
AI
Thank
you
so
much
femi
black
history
is
more
than
billboards,
banquets,
banners,
hashtags
and
slogans.
We
are
not
a
month-long
campaign.
We
are
american
history.
Black
history
means
acknowledging
the
royalty
of
african
people
who
were
kidnapped
and
slaves
for
centuries,
then
forced
to
build
the
economic
foundation
of
this
country
on
their
brutalized
backs.
The
root
of
racism
is
anti-blackness,
which
is
used
to
justify,
bury
minimize
and
deny
the
ongoing
historical
mistreatment
of
black
people
without
atonement,
healing
or
reparations
black
history
means
celebrating
black
resilience
and
resistance.
AI
The
unrelenting
fight
for
liberation
before,
during
and
after
the
civil
rights
era
that
made
the
promise
of
democracy
a
reality
for
immigrants,
non-black
people,
disability
groups
and
the
lgbt
community
black
people
were
murdered,
seeking
educational
equity
and
racial
justice,
while
also
fighting
for
all
of
these
groups.
Black
history
means
telling
the
truth
about
the
gifts
inventions,
creations
of
black,
intellect
that
touches
the
lives
of
everyone
in
every
vocation
and
profession.
AI
This
year,
the
white
house
issued
a
proclamation
on
national
black
history,
committing
to
quote
building
a
federal
government
that
looks
like
america
end
of
quote
yet.
On
the
first
day
of
black
history
month,
bps
made
an
abrupt
announcement,
appointing
three
more
white
key
senior
policy
makers,
making
bps
whiter
than
in
past
decades
in
the
midst
of
escalating
bomb
threats
to
hbcus
racial
discrimination
in
the
nfl
and
attacks
on
black
voting
rights.
What
message
does
that
send?
AI
I
implore
you
to
stop
ignoring
black
students,
who
are
begging
you
not
to
close
their
schools
like
the
pa.
Sha,
stop
blocking
black
leaders
from
key
policy,
making
positions
and
start
making
lame
excuses
for
not
fulfilling
the
garrity
order.
The
garrity
order
bps
must
adopt
a
black
agenda
now
and
stop
using
us
as
props
for
black
history
month,
because
black
students
can't
wait
when
black
students
gain
access.
AJ
Good
evening
I'm
sharon,
hinson,
mother
educator
community
advocate
and
president
of
black
teachers
matter,
incorporated
I'm
testifying
this
evening
to
be
that
voice
in
the
wilderness
warning
of
impending
doom.
Regarding
the
mou
signed
by
commissioner
riley
and
superintendent,
casella
is
march,
2020
outlining
the
conditions
and
defining
state
receivership
and
take
over
the
boston
public
schools
if
you're
paying
attention,
the
groundwork
has
already
been
set
to
put
bps
under
the
supervision
of
desi,
who
doesn't
have
any
better
track
record
regarding
teachers,
students
or
parents
in
boston.
AJ
AJ
AJ
Job
performance,
reviews
and
terminations
to
hold
people
accountable
needs
to
be
considered.
As
a
matter
of
fact,
people
have
lost
their
jobs
for
less
after
over.
Ninety
thousand
voters
decided
to
support
an
elected
school
committee.
Desi
is
now
poised
to
take
control
and
undercut
the
voice
of,
and
power
of
teachers,
parents,
students,
voters
and
the
democratic
process
by
threatening
to
take
over,
and
do
you
expect
us
to
stand
by
while
this
happens,
I
won't
and
I'm
not
alone.
Please
do
your
jobs.
AJ
I
know
it's
hard,
but
you're
getting
paid
you're,
not
alone,
and
if
you
don't
do
your
jobs
pretty
soon,
you
won't
have
one.
There
are
people
like
the
former
orchard
guidance
principal
and
current
elementary
school
superintendent
grace
way
she
and
anyone
like
her
are
held
accountable
for
their
racist
comments
and
actions
forcing
out
black
teachers.
We
must
support
black
teachers
because
they
matter
representation
matters
and
they
always
will
to
all
students
education,
if
you
truly
believe
in
educate
education,
equity
and
justice,
along
with
celebrating
black
history.
AJ
W
W
Currently
since
the
covet
search,
my
son
had
to
miss
10
days
of
school
in
late
september,
due
to
being
a
close
contact
and
developing
symptoms
as
a
responsible
parent.
I
kept
him
home
and
now
since
then
he's
at
risk
of
not
passing
the
third
grade
with
the
recent
surge
of
the
omicron,
he
doesn't
feel
safe
at
school.
In
the
lunch
area.
He
says
everyone
sits
very
close,
making
it
very
uncomfortable.
W
W
W
What
we
need
is
options,
guidance
and
flexible
plans
designed
for
how
covet
is
affecting
us
at
the
present
time
and
in
the
future.
Students
need
support
instead
of
being
penalized
for
absences
at
this
time.
Bps
must
guarantee
a
safe
environment
for
families
whose
children
need
in-person
learning,
while
giving
support
for
students
at
home
instead
of
being
penalized
for
them
absence
for
those
absences.
W
If
an
outbreak
occurs
for
those
students
that
have
missed
school
due
to
covert
related
reasons
and
concerns,
don't
enforce
the
policy
that
will
penalize
them
for
missing
more
than
18
days
in
a
school
year.
I
appreciate
the
time
and
effort
the
school
board
puts
into
making
sure
our
children,
teachers
and
staff
are
safe.
Thank
you.
W
B
Thank
you,
miss
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
very
important
to
us.
We
have
no
action
items
this
evening,
so
we
will
move
on
to
our
first
report.
English
language
learner
task
force
nominations
tonight.
I
am
pleased
to
formally
nominate
two
appointees
to
the
boston
school
committee's
english
language,
learners,
ell
task
force.
B
B
B
AK
E
E
AK
AK
E
AK
E
I'd
like
to
reach
every
community,
I
would
like
to
reach
every
nationality.
Possibly.
I
would
like
to
say
that
I
am
the
person
that
will
embody
this
improvement,
we're
talking
about
different
processes,
we're
talking
about
incorporating
implementing
different
planning
and
the
systems
that
are
to
be
allocated
to
make
this
happen,
I'm
willing
to
reach
every
community
every
nationality.
E
I
do
have
to
acknowledge
as
well
that
have
received
multiple
letters.
Not
only
one
was
in
one
language,
but
in
english
and
spanish,
from
parents,
from
teachers
and
from
multiple
different
organizations,
which
is
very
comforting
to
know
that
they
are
actually
acknowledging
that
both
languages
exist
and
that
reinforces
the
concept
of
inclusion.
B
Z
Thank
you,
madam
chair,
and,
if
I
may,
I'm
just
going
to
take
the
opportunity
to
say
this
in
spanish
for
remember:
polanco,
garcia,
felicidades,
senora,
polanco
garcia
is
in
reality.
Z
Z
This
is
a
momentous
occasion
and
I
am
grateful
for
her
leadership
to
step
into
this
role,
knowing
that
she
has
this
lived
experience
as
a
mother
as
a
person
herself
who
continues
to
be
a
multilingual
learner,
and
I
know
that
our
students,
I
know
that
our
families,
I
know
that
our
community
is
in
good
hands
with
this
advocate
at
the
helm.
So
thank
you
for
stepping
into
this
wall.
D
I'm
just
like
everyone
else.
I
just
want
to
congratulate
you
only
in
my
my
brief
time
here,
but
certainly
this
particular
population
within
bps
signifies
one
of
the
most
marginalized
communities
that
we
do
serve,
and
so
this
is
a
wonderful
opportunity
for,
for
you
and
for
the
community
of
boston
to
be
empowered
and
uncertainly
know
that
you
will
be
committed
to
that
change.
D
Making
sure
that
there's
bilingual
supports
native
language
supports
making
sure
that
there's
a
strategic
operation
plan
in
place
that
actually
lays
out
how
we
are
going
to
improve
the
situation
over
the
next
few
years
and
permanently,
and
all
I
can
say,
is
congratulations
and,
however,
I
can
personally
help
please.
Let
me
know.
R
R
I
relate
to
like
coming
to
america
and
being
in
a
school
and
not
speaking,
the
language
at
all
or
understanding
anything
completely
lost,
and
these
programs
are
the
ones
that
really
helped
me
learn
english
and
connect
with
people
in
my
community,
and
I
really
hope,
you're
able
to
spread
more
of
those
resources
to
our
students
in
our
growing
population
of
multicultural
students.
I
really
congratulate
you
on
that
and
appreciate
you
for
all
your
work.
J
Thank
you,
madam
chair.
First
of
all,
I
want
to
applaud
you
for
the
appointments
that
you've
made
to
miss
roxy
harvey.
Thank
you
for
your
leadership
on
the
sped
back
and
it'll
be
very
important
to
have
your
voice
on
this
ell
task
force,
which
is
such
an
important
task
for
us.
So
thank
you
for
miss
harvey's,
continuing
willingness
to
step
up
and
help
bps
for
a
very
important
population
and
to
my
colleagues,
senora
polenko,
garcia,
gracias,
porsu
leader
peter
osgo.
J
I
believe
I
will
translate
them.
I'm
trying
to
say
thank
you
for
your
leadership.
I
studied
french,
not
spanish
in
my
time
at
boston,
public
schools.
So
I
apologize
as
if
I
did
not
say
it
correctly,
but
gracias,
and
thank
you
for
your
willingness
to
lead
and
serve
this
incredibly
important
task
force.
B
Yes-
and
I
just
want
to
and
add
my
thanks
and
admiration
to
you
taking
on
this
role,
we've
gotten
to
know
each
other
a
little
bit
better
because
of
our
weekly
calls
before
school
committee
members-
and
I
am
just
in
awe
of
the
work
that
you
have
done
in
the
city
and
know
what
an
amazing
addition
you
will
be
to
the
ell
task
force
and
leading
by
example,
which
is
what
we
really
need
in
this
city,
for
the
families
and
for
the
students
as
well.
B
B
We
will
take.
The
committee
looks
forward
to
taking
action
on
these
nominations
at
our
next
meeting.
So
for
our
new
members,
when
we
put
something
forward,
we
always
vote
the
next
meeting,
so
we
will
vote
on
this
at
our
next
floor
meeting,
we
will
now
move
on
to
our
main
presentation:
the
superintendent's
preliminary
fiscal
year,
2023
budget
recommendation
at
this
time.
I'd
like
to
invite
key
financial
officer.
Nate
cooter
and
deputy
superintendent
of
academics
drew
eggleston
to
present
their
report,
but
first
I'd
like
to
invite
the
superintendent
to
give
opening
comments.
B
T
You,
madam
chair,
and
I
just
quickly
like
to
congratulate,
miss
polanco,
garcia
and
miss
roxy
harvey.
We
are
very
excited
to
work
with
you.
Our
oel
team
is
going
to
be
hand
in
hand
with
you.
So
thank
you
so
much
for
stepping
up
and
doing
this
extra
bit
of
work
on
the
subcommittees,
and
I
don't
know
brandon,
you
have
your
hand
up,
but
do
you
still?
T
T
I
I've
gave
most
of
my
comments
already
during
my
superintendent
report,
but
I'm
just
so
very
excited
about
this
budget,
and
I
just
want
to
thank
the
team
for
the
incredible
hard
work
that
they
took
putting
it
together,
and
I
just
want
to
thank
our
city
partners,
mayor
wu
and
former
mayors,
and
also
the
city
council,
who
will
look
at
this
budget
and
go
line
by
line
and
hopefully
very
much
support
it.
I
think
this
budget
is
a
budget
that
is
reflective
of
the
feedback.
T
I've
heard
from
our
families
and
our
community
over
the
past
three
years
and
what's
necessary
to
move
our
students
out
of
this
pandemic
that
we've
had
for
the
past
two
years,
almost
now
and
moving
into
a
time
of
recovery
and
where
its
children
will
thrive.
So
I
present
to
you,
mr
cooter,
to
present
the
budget.
V
Thank
you
superintendent,
good
evening,
chairperson
robinson
and
members
of
the
school
committee.
My
name
is
nathan
cooter,
I'm
the
chief
financial
officer
resident
of
roslindale
and
proud
parent
of
two
bps
students.
Thank
you
for
this
opportunity
this
evening
to
present
the
fy
23
budget
for
the
boston
public
schools.
V
I'm
proud
to
present
this
budget
on
behalf
of
superintendent
cassellius
and
our
team.
This
1.3
billion
budget
represents
a
significant
resource
and
opportunities
for
our
students
and
our
schools
and
includes
over
40
million
dollars
in
new
investments
before
getting
into
the
presentation.
I
want
to
take
a
moment
to
thank
my
team.
V
This
budget
is
the
collective
work
of
121
schools
and
49
central
office
departments.
To
make
this
happen,
my
team
has
led
countless
hours
of
collaborative
meetings
and
filled
many
spreadsheets
with
with
detailed
cost
outs.
The
finance
team
is
individually
and
collectively
responsible
for
the
accuracy
of
the
budget
we
present
to
you
this
evening.
V
V
V
I
hope
you
don't
mind
if
I
take
one
moment
to
share
some
good
non-financial
news.
You
may
have
noticed
in
the
previous
slide
that
I
failed
to
thank
one
member
of
our
team,
our
budget
director
miriam
rubin.
That's
because
I
wanted
to
both
thank
and
celebrate
her.
In
addition
to
helping
us
deliver
a
1.3
billion
dollar
budget
today,
on
the
same
day,
miriam
delivered
her
second
child.
Her
daughter,
maya,
maya,
was
born
this
morning
and
we're
excited
to
celebrate
her
as
the
first
baby
born
of
fiscal
year
23..
V
We
expect
that
she
will
follow
in
her
mother's
footsteps
and
will
join
bps
in
the
class
of
2040
and,
of
course,
we
will
continue
to
monitor
all
birth
rate
data
to
determine
if
this
will
impact
our
enrollment
projections
for
k1
in
fiscal
year.
27Th.
Congratulations
to
miriam
her
husband,
john
and
big
brother
ezra.
V
V
At
the
start
of
our
planning,
we
return
to
the
conversation
we
all
had
in
december
2020
the
school
committee
retreat.
It
was
from
this
conversation
and
the
recognition
that
the
pandemic
was
having
having
a
disproportionate
impact
on
our
most
vulnerable
and
historically
marginalized,
students
that
the
return
recover
and
reimagine
framework
first
emerged
at
that
time.
I
thought
of
these
three
phases
in
succession.
V
AL
AL
The
second
problem
that
we'll
take
a
look
at
are
related
to
academic
outcomes
and
the
third
is
delivering
on
the
promises
of
the
quality
guarantees
that
the
superintendent
has
very
clearly
articulated
to
our
community
I'll
tackle
problem
one
and
then
turn
it
over
to
my
colleague,
farah
aziraj,
who
will
discuss
problems
two
and
three
as
it
relates
to
mass
core
participation
next
slide.
Please
next
slide.
AL
We
think
it's
important
that
we
take
a
look
at
where
we've
been
and
where
we
need
to
go
around
our
students
having
the
opportunity
to
meet
the
graduation
requirements
for
mass
core.
That
has
been
boldly
adopted
by
policy
by
the
boston
school
committee,
I'll
just
orient
you
first
to
this
table
and
then
walk
you
through
our
takeaways.
As
a
team,
the
first
section
of
the
table
looks
at
school
year,
2018
to
2019.
AL
AL
AL
I
appreciated
the
questions
and
dialogue
from
our
last
school
committee
meeting
where
we
talked
about
the
work
that
we've
done
to
identify
the
root
causes
at
all
of
our
schools
relative
to
delivering
on
the
promise
of
mass
core
in
the
strategic
planning
that
we've
done
with
each
head
of
school
in
each
high
school
community
to
ensure
that
we
remove
barriers
for
the
incoming
ninth
grade
class,
so
that
we
are
in
compliance
with
the
bold
policy
that
the
school
committee
adopted.
AM
Thank
you
drew
dr
exon
for
starting
us
off
to
frame
our
problems.
I
want
to
first
start
by
just
congratulating
rafaela
senora,
rafaela,
flanco,
garcia
and
roxy
harvey
as
a
former
english
learner
task
force
member,
as
well
as
an
interim
assistant
superintendent
for
english
learners.
AM
I
think
the
importance
of
having
parent
voice
is
essential
to
all
that
we
do,
and
especially
those
with
the
experience-
and
I
know
that
both
of
you
bring
such
a
wealth
and
knowledge
and
experience
that
you
have
as
well
as
hopefully,
more
parent
engagement
in
our
english
learning
task
force.
So
thank
you
for
taking
that
charge
on
and
joining
the
task
force,
and
we
look
forward
to
working
with
you.
AM
Academic
outcomes
will
lead
into
the
next
slide.
Some
of
this
information
is
not
new
for
our
school
committee
members,
a
side
of
our
new
members,
so
we'll
want
to
make
sure
that
we
have
the
information
to
sort
of
give
the
landscape
of
our
achievement.
Outcomes
and
data
is
really
just
as
useful
as
a
comprehensive
view
that
sort
of
fits
into
a
story
and
the
narrative
of
our
students,
as
well
as
the
conditions
of
our
schooling
and
our
path
forward,
ensuring
that
the
trajectory
of
our
students
is
in
service
of
their
academic
achievement.
AM
AM
Certainly
it's
in
regard
to
covid
and
the
experience
that
our
students
have
faced
with
attendance
and
chronic
absenteeism
indicates
that
we
have
seen
a
percentage
significant
at
least
percentage
of
a
decline
now
covet
in
2019
to
2020.
AM
AM
Obviously,
last
year
as
school
communities
grappled
with
ensuring
that
students
are
returning
to
school,
there
were
many
many
families
and
students
that
were
impacted
by
kova
directly,
and
so
we
see
this
continue
this
year.
In
addition
to
students
moving
to
in-person
versus
remote
learning,
we
are
working
towards
ensuring
that
all
of
our
schools
are
utilizing.
AM
AM
The
significance
here
is
that
in
2019,
all
students
took
the
mcas
in
person
and
also
participated
in
both
sessions
for
ela
in
2019
comparison
to
2021
and
2021
is
the
orange
scale,
and
the
bar
that
you
see
at
500
is
the
meeting
or
exceeding
expectations
for
ncaas
in
2021
the
difference
in
our
mcas
and
just
I
skipped
over
2020,
but
just
in
case
anyone
wanted
contacts
for
that
year,
the
ncaas
where
we,
the
state,
allowed
for
provisions
and
accommodation
so
that
students
were
not
held
to
and
cast,
however,
2021
the
provisions
and
accommodations
meant
that
students
were
afforded
opportunities
to
participate
remotely.
AM
In
addition,
the
assessment
changed
from
two
parts
and
two
sections
excuse
me
to
one.
So
as
a
former
school
leader
last
year,
I
have
to
be
honest
in
terms
of
the
validity,
as
well
as
the
differences
in
terms
of
tests
and
environment
for
students
remotely.
So
there
is
a
lot
that
we
can
unpack
in
terms
of
the
right,
the
veritability,
as
well
as
validity
of
the
assessment
as
a
comparative
analysis.
AM
But
one
thing
is
true.
That
we'll
also
see
on
the
next
slide
for
math
is
that
there
is
a
significant
and
stark
difference
in
subgroups
and
performance.
So
if
we
look
across
subgroups
in
particular,
I'm
sorry
I'm
just
we're
not
there.
Yet
I'm
just
going
to
have
us
go
right
back.
Thank
you
that
we'll
see
a
similar
profile
for
ela
and
math.
AM
Again,
if
we're
looking
across
subgroups,
you
see
that
the
patterns
for
disproportionality
and
underachievement
are
are
comparative
in
both
and
that
we
do
have
a
significant
amount
of
work
to
do
and
boosting
up
our
math
scores
and
achievement.
AM
As
our
math
scores
have
actually
dipped
significantly
to
the
degree
that
we've
seen
here
in
comparison
to
ela
we're
going
to
move
into
the
next
slide-
and
I
just
want
to
sort
of
orient
that
the
intent
and
the
purpose
for
sharing
this
data
is
to
ensure
that
we
are
really
centering
the
data
outcomes
towards
our
financial
sustainability
plans
and
investments
that
will
ensure
we're
meeting
our
quality
quality
guarantees,
and
so
the
data
for
our
math
growth
reading
achievement
is
a
similar
profile.
It's
a
very
different
assessment,
which
is
why
you
see
a
different
breakdown
here.
AM
It
is
a
breakdown
of
quintiles
by
20
percent.
So
what
what
you
see
here
is
a
students
from
percent
high
average
to
the
percenting.
That
green
bucket
is
an
indicator
for
prediction
on
how
students
will
do
on
ncas.
So
we,
this
is
a
comparative
assessment
across
the
country.
There
is
a
timeline
and
a
window
on
which
this
assessment
is
taken.
AM
In
addition
to
that,
it
is
a
growth
assessment,
and
so
our
comparative
analysis
for
student
growth
means
that
participation
from
fall
winter
and
spring
is
really
essential
to
be
able
to
see
how
students
are
growing
and
reading,
in
addition
to
math
in
comparison
to
themselves
and
the
cohort
of
students
that
they're
measured
against.
But
again,
this
is
an
alarming
percentages
of
student
performance
and,
in
particular,
when
we
break
it
down
by
student
subgroups.
AM
It
we
see
that
the
stark
disproportionality
for
particular
subgroups
is
evident,
we'll
move
into
the
next
slide,
which
is
a
similar
slide,
but
it
is
on
math
achievement
and
again
this
speaks
to
what
the
math
data
demonstrated
earlier
on,
mcas,
which,
where
we
see
an
increase
in
the
red
category,
which
is
that
percent
low,
as
well
as
the
percent
low
average,
which
means
then,
conversely,
we
see
a
decrease
in
students
that
are
meeting
exceeding
in
this
case
that
percent
that
are
high
average
and
percent
high.
AM
So
the
the
story,
unfortunately,
that
we
are
sharing-
and
that
we
have
shared
is-
is
indicative
of
the
growth
assessments
as
well
as
assessments
that
are
towards
our
accountability
systems
for
state
assessments,
and
we
know
that
there
is
potential
and
an
amazing
work
that
happens
in
our
classrooms
and
our
schools
amongst
our
students
and
teachers.
I
think
I
attend
this
meetings
more
so
to
see
the
ph
shaw.
AM
And
this
is
where
we
move
towards
what
we
have
heard
from
students
and
families
on
the
needs
for
not
just
re-envisioning
the
quality
guarantees
for
students
who
are
currently
here.
But
let's
just
you
know,
take
that
maya,
reuben
mary
and
congratulations
by
maya
reuben,
who
is
our
graduate
at
20
20
40,
which
I
think
I'll
be
just
at
the
cusp
of
retirement,
but
at
2040
we
are
creating
a
pathway
for
our
future
and
students
future
in
the
system.
AM
This
obviously
encompasses
many
of
the
work
that
we've
currently
started
to
engage
in
with
ethnic
studies,
the
increase
of
dual
language
pathways
or
heritage
language
programming,
as
well
as
an
increase
of
libraries
and
many
more
areas
that
that
superintendent
celius
has
brought
forth
in
her
tenure
enrichment
is
correlated
to
the
success
of
academics.
AM
I
have
a
10th
grade:
boston,
public
school
student,
who
is
right
now
at
basketball
and
is
engaging
in
soccer
that
that
is
honestly,
probably
the
one
indicator
and
motivation
for
her
to
do
well
in
academics
and
to
keep
up
her
grades,
given
other
constraints
that
she's
feeling
with
covid.
So
it's
really
important
that
we
sort
of
see
the
whole
picture
and
the
student
and
that
profile,
as
well
as
the
needs
to
match
those
opportunities.
AM
So
those
experience,
dictionary,
learning,
experiential
learning
the
community-based
approaches
that
we
can
integrate
for
student
learning
are
really
important
that
connect
to
our
facilities,
students
and
family
support.
So
our
hub
community
schools
model,
for
example,
that
really
encompasses
our
social
workers.
AM
The
needs
across
the
assets
of
schools,
as
well
as
our
community,
and
so
integrating
that
community
asset
model
and
ensuring
that
our
facilities
at
the
foundation
of
our
of
our
needs
and
quality
guarantees
are
moving
towards
creating
buildings
and
access
to
science,
labs
technology,
libraries,
gymnasiums
and
hopefully,
additional
green
spaces
for
students
to
engage
and
in
in
experiential
learning
at
their
school
sites.
AM
We're
going
to
move
into
the
next
slide
and
I
will
work
on
slowing
down
so
for
every
bps
student
for
every
every
bps
student
should
have
access
to
and
the
commitment
to
have
access
to
in
elementary
schools,
a
rigorous
academic
preparation
program
and
education
that
ensures
that
stem
education
is
a
part
of
that
experience,
dual
world
language,
which
is
inclusive
of
heritage
languages,
that's
swimming
lessons
outdoor
play,
play
spaces,
inclusive
classrooms
and
again
wrap
around
services,
especially
for
our
youngest
learners
for
secondary
schools
and
secondary
students.
AM
In
particular,
we
have
to
shift
towards
a
model
that
really
supports
and
engages
our
students
at
all
levels
of
their
needs
and
in
particular,
accessibility
to
maths,
core
other
early
college
and
dual
enrollment
opportunities
in
classes
and
internships,
job
shadowing,
apprenticeships
and
and
just
other
opportunities
for
them
to
have
a
clear
pathway
for
both
college
and
career
planning,
and
the
additional
investments
with
school.
AM
Counselors
other
supports
will
surely
create
other
pathways
or
open
up
other
pathways
for
students
to
consider
and
with
all
of
this,
the
commitment
towards
a
seal
of
bi-literacy
in
which
students
can
build
their
native
language
skills
to
a
higher
enough
proficiency
to
be
able
to
pass
the
stamp
exam
and
qualify
for
the
sealab
by
literacy.
AM
That
is
a
huge
benefit
on
their
transcript,
as
well
as
their
college
application,
but,
more
importantly,
that
it
is
a
value,
add
and
it's
a
part
of
our
system
to
recognize
the
importance
of
our
languages
in
connection
to
our
communities,
our
identities,
our
families,
elders
and
those
that
again
that
share
that
language
with
us.
AM
V
Guarantees
thank
you
farrah
and
thank
you
drew
you
know,
I
think,
as
everyone
tuned
in
ready
to
to
see
a
lot
of
numbers
and
talk
about
the
budget.
We
wanted
to
start
with
the
numbers
that
are
really
important
and
anchor
ourselves
in
outcomes
and
improvement
for
students.
Our
goal
is
to
link
our
challenges
and
the
issues
that
we're
facing
with
our
students
directly
to
our
operating
and
sr
commitments
as
we
move
into
fiscal
year
23..
V
So
I
appreciate
the
team
coming
and
starting
by
outlining
these
three
core
challenges:
around
mass
core
participation,
academic
outcomes
and
the
quality
guarantee
to
meet
these
challenges.
The
superintendent
is
proposing
an
fy23
operating
budget
that
increases
spending
by
over
40
million.
The
operating
budget
is
not
the
only
financial
resource
we
have
to
meet.
Students
needs,
therefore,
throughout
tonight's
presentation,
we'll
share
both
the
operating
investments
and
highlight
places
where
federal,
esser
funding
complements
those
investments
and
there's
a
lot
to
celebrate
in
fiscal
year
23.
V
We
are
investing
6.2
million
dollars
in
new
courses,
curriculum
training
and
academic
resources
for
secondary
schools
to
ensure
all
students
receive
the
support
they
need
to
access
masscore
and
graduate
on
time
we're
investing
in
secondary
guidance
counselors
for
all
secondary
schools.
We'll
have
one
guidance
counselor
for
every
150
students,
our
largest
set
of
investments
appropriately,
is
focused
on
closing
achievement
gaps
and
supporting
all
learners.
AC
V
I
assume
that
I
was
only
on
mute
for
the
last
sentence
and
not
for
most
of
the
time
that
I
was
talking
there.
Finally,
we're
continuing
to
invest
in
our
quality
guarantee.
Since
the
start
of
our
tenure,
the
superintendent
has
been
focused
on
improving
quality
across
the
board.
Equity
means
all
students
have
consistent
and
predictable
access
to
the
resources
that
they
need
at
all
schools
this
year,
we're
building
on
those
investments,
increasing
access
to
libraries,
expanding
social
emotional
supports
to
students.
V
I
V
Okay,
this
is
the
third
year
of
a
hundred
million
dollar
commitment
from
the
city
to
continue
to
invest
in
the
boston,
public
schools
and
actually
under
mayor
wu's.
Leadership
will
be
adding
40
million
dollars
in
new
spending
this
year,
bringing
the
total
investment
over
the
last
three
years
to
110
million
dollars,
and
this
is
important
to
note
that
this
is
new
spending
and
new
increases
in
investments
in
our
students.
V
We
do
not
have
a
collective
bargaining
agreement
in
place
with
the
btu
and
the
other
unions,
which
would
normally
represent
a
significant
increase
in
costs
for
fy
23
budget.
Those
are
held
in
reserve
by
the
city
and
will
be
added
to
our
budget
when
collective
bargaining
has
been
settled.
So
this
increase
of
40
million
dollars
is
not
just
the
cost
of
doing
business.
This
is
real
investment
in
new
services
and
supports
for
our
schools.
V
V
We
are
projecting
that
in
fy23
we
will
spend
over
twenty
seven
thousand
dollars
per
pupil
of
just
general
fund
investments.
This
does
not
include
our
s
or
spending.
This
does
not
include
our
external
funds
and
other
grants.
This
is
investment
just
on
our
operating
budget.
This
represents
a
sixty
four
hundred
dollar
per
pupil
increase
since
fiscal
year.
Twenty
this
represents
significant
investment
in
our
students
and
and
in
our
communities.
V
The
increase
in
spending
at
the
school
level
has
been
driven
by
two
major
factors.
The
first
is
our
soft
landings.
This
is
the
hold
harmless
that
we've
talked
about
for
schools
who
are
experiencing
enrollment
decline.
Over
the
last
two
years,
we've
made
significant
investment
to
support
schools.
This
is
something
we're
going
to
talk
a
lot
about,
because
it's
important
for
us
to
stabilize
school
environments
in
a
very
unstable
time
for
us
as
a
community,
and
especially
for
our
students.
This
pandemic
has
been
disruptive
enough.
V
V
V
This
is
the
we've
we
invested
in
wwsf
weighted
student
funding
over
10
years
ago,
and
a
lot
has
changed
over
the
last
10
years,
and
so
we
want
to
evaluate
this
in
light
of
our
priorities
for
students
and
families
in
looking
at
and
having
the
difficult
conversations
around.
What
is
our
definition
of
equity
and
how
does
that
play
out
in
our
funding
formula?
V
We
have
a
tremendous
opportunity
here
over
the
next
12
to
18
months,
to
lead
a
community
conversation
about
how
we
fund
our
schools,
so
we'll
be
looking
for
a
lot
of
participation
from
the
school
committee,
of
course,
but
also
members
of
our
community,
who
will
both
need
to
be
active
consultants
and
participants
in
the
engagement
for
how
we
fund
our
schools.
It's
an
opportunity
for
us
to
shape
the
trajectory
of
our
district
over
the
next
10
years.
V
This
means
that
we're
going
to
have
a
conversation
with
the
community
around.
What
do
we
want
our
buildings
to
have
science
labs
and
stem
facilities,
cafeterias
and
libraries,
gymnasiums
and
auditoriums?
What
are
the
different
pieces
and
parts
of
a
school
that
we
need
to
have?
Then
we're
going
to
use
that
definition
to
assess
all
our
current
buildings,
so
we'll
know
their
condition
and
then
we'll
know
how
well
they
meet
our
educational
vision.
These
three
projects
will
combine
to
give
us
important
information
to
scope
out
our
our
strategy
for
the
next
five
to
ten
years.
V
Our
operating
dollars
are
invested
in
three
key
in
those
three
key
areas.
Six
million
dollars
of
our
investments
on
operating
will
go
towards
returning
strong
35
million
dollars
of
our
investments
are
to
support
student
recovery
and
10
million
dollars
of
investments
are
focused
on
reimagining
to
come
back
as
the
district.
We
need
for
all
of
our
students.
V
V
In
each
section,
as
I
mentioned,
we'll
highlight
both
the
operating
budget
that
funding
supplied
through
the
city
of
boston,
those
investments
that
are
made
on
operating
and
then
the
complementary
essar
investments
that
are
in
fiscal
year
23..
This
is
the
federal
funding
provided
as
coveted
relief
I'll
note
that
in
a
1.3
billion
budget,
there's
a
lot
of
our
existing
budget
that
will
go
to
support
our
our
students
in
these
key
areas.
The
first
line,
for
example,
there's
1.3
million
dollar
investment
in
transportation
performance.
V
This
is
a
small
portion
of
our
overall
operating
budget
later
in
separate
hearings,
we'll
dive
deeper
into
school
budgets,
we'll
dive
deeper
into
the
central
budgets
that
allow
us
to
paint
the
fuller
picture
of
how
our
total
dollars
will
be
used.
But
for
tonight's
presentation
the
focus
is
on
how
we're
making
new
investments
and
changing
our
budgets
to
meet
changing
student
needs.
V
V
V
Those
are
the
short-term
repairs
that
are
needed
to
fix,
broken
windows
or
broken
tiles.
Things
that
happen
in
the
operation
of
the
building,
we're
also
planning
investments
that
will
impact
students
in
the
next
12
to
18
months.
The
biggest
part
of
that
is
the
second
part
of
the
rollout
of
hvac
and
air
quality
improvements
and
air
conditioning
to
help
control
climate
in
our
buildings
and
then,
finally,
we're
making
investments
in
our
capital
planning
capacity
as
a
district
thinking
about
our
planning
and
engineering
department.
V
Those
individuals
who
have
to
manage
major
projects
as
we
lay
out
an
ambitious
capital
plan
and
as
the
superintendent
makes
moves
to
improve
our
overall
facilities.
We
need
the
central
office
capacity
to
deliver
on
that
in
a
way
that
eases
the
burden
on
individual
school
communities
and
increases
the
likelihood
of
successful
implementation
of
those
projects.
V
V
V
V
They
were
asked
to
pay
for
in
some
cases,
if
they
were
autonomous,
schools
asked
to
cover
the
cost
of
actual
salary,
cost
increases
and
they
were
if
they
wanted
to
make
trade-offs
within
their
own
budget
to
shift
their
resources.
They
were
asked
to
pay
for
that
within
their
existing
budgets,
but,
as
we
did
last
year,
we
did
not
ask
schools
to
cut
positions
or
programs
outside
of
direct
instructional
positions
unless
it
was
related
to
the
actual
salary
increases
that
I
mentioned
before.
V
The
result
is
significant
increases
in
the
growth
of
soft
landings
for
the
boston
public
schools.
Last
year,
as
a
superintendent
has
already
mentioned,
we
invested
18.5
million
dollars
more
roughly
from
the
fy21
7.3
million
to
the
fy
22
27.4
million
this
year,
we've
increased
it
another
26
million
to
a
total
soft
landings
of
54
million
overall.
V
This
includes
library
staff
opening
day
collections
refers
to
the
books
and
startup
cost
of
opening
a
new
library,
making
sure
that
our
books
are
of
libraries
are
filled
with
culturally
affirming
and
brand
new
texts
and
then
recognizing
that
we
need
to
increase
our
ongoing
operating
investment
in
collections
to
upkeep
at
individual
schools
and
all
schools
what
their
library
collections
are
and
then
finally,
there's
a
portion
of
this.
That
includes
furniture
and
technology
stations
in
each
live
library
to
be
able
to
support
student
use.
V
Next
week
february,
7th
through
11th
will
mark
national
school
counseling
week.
So
this
makes
this
the
perfect
time
to
both
recognize
the
hard
work
that
our
counselors
are
doing
throughout
this
time
and
to
and
to
recognize
the
contributions
they
make
to
our
schools
across
the
district.
But
it's
also
an
exciting
and
perfect
time
for
us
to
announce
an
expansion
of
the
team
of
counselors.
We
have
across
all
of
our
schools
in
fy
20.
We
expanded
nursing
services
over
fy,
21
and
fy
22.
We
made
significant
expansions
to
social
workers
and
family
liaisons
this
year.
V
V
V
Farrah
has
already
talked
about
and
highlighted
places
where
bilingual
supports
and
increased
native
language
programs
can
impact
our
students.
She
spoke
so
well
about
it.
I
won't
mess
it
up
by
trying
to
imitate
her
poorly,
so
we'll
also
highlight
investments
in
equitable
literacy
for
all
students,
reimagining
programming
for
students
with
disabilities,
including
breaking
down
barriers
to
inclusion
and
providing
basic
access
with
an
expansion
of
translations
and
interpretations.
V
V
We
talked
about
in
the
opening
the
need
for
us
to
think
about
this
quality
guarantee
across
four
key
domains.
What
are
we
doing
in
academics
to
provide
high
quality,
ethnically
and
culturally
responsive
curriculum
instruction
and
career
pathways?
We
need
to
focus
on
providing
rigorous
opportunities
and
course
offerings
across
all
schools.
V
Would
you
think
about
enrichment,
sports
and
arts,
those
things
that
stimulate
student
mind
and
help
support
their
learning
across
disciplines?
We
need
to
think
about
our
facilities
and
make
sure
that
they
are
high
quality
and
beautiful,
no
matter
what
school
you're
enrolled
in
and
then.
Finally,
we
need
to
continue
to
invest
in
student
and
family
support.
V
When
we
looked
back
since
fy20
and
the
expansion
of
our
equitable
access
to
opportunities
through
this
quality
quality
guarantee,
it
represents
an
impressive
list
of
investments,
social
workers,
16
million
dollars
in
social
work,
expansion,
adding
hundreds
of
resources,
hundreds
of
ftes
to
the
district
family,
liaisons,
ensuring
close
connections
between
students,
families
and
the
schools,
instructional
facilitators
to
implement
and
drive
instructional
quality,
and
then,
of
course,
one
thing
that
we
expanded
in
year.
One
was
access
to
science,
technology
and
art
classes.
V
The
nurses
that
we
already
mentioned,
and
this
year
in
the
fy
23
budget
we're
expanding
opportunities
in
places
that
we've
already
highlighted,
but
I'm
going
to
mention
it
again:
3.9
million
in
high
school
guidance
counselors
to
ensure
better
coaching
and
supports
for
students,
3.7
million
in
librarians.
This
is
representing
the
staffing
in
investments,
school,
psychologists,
k-9,
academic,
k-8.
Excuse
me
academic
counseling.
This
is
10
million
dollars
represented
on
esser
and
then
of
an
expansion
of
athletics,
1.5
million.
V
When
we
looked
at
our
assessment
of
who
has
access
to
mask
4,
we
found
that
only
two
schools
had
greater
than
75
percent
completing
mass
core
graduation.
This
is
why
at
3.8
million
we're
investing
in
the
ninth
grade
class
to
make
sure
that
they
have
access
to
mass
core
curriculum.
This
involves
an
assessment
of
our
schedules
at
the
high
school
level
and
has
allowed
us
to
develop
an
academic
collaborative
process,
one
of
the-
and
this
might
be
a
little
bit
of
an
inside
baseball
term.
V
We
want
to
talk
a
little
bit
more
about
the
just
the
budget
numbers
themselves
and,
of
course,
the
most
important
number
for
our
planning,
as
we
start
is
49
251..
That
is
our
projected
number
of
students.
Our
budget
process
begins
both
practically
and
theoretically,
by
understanding
the
students
we're
going
to
serve.
V
V
You
can
look
at
it
by
department
which
tells
you
who's
responsible
for
the
spending
and
manages
the
spending
that
includes
central
office
departments
and
individual
school
budgets,
and
you
can
view
it
by
program
area
which
tells
you
the
type
of
spending
and
program
it's
meant
to
support.
This
will
help
shed
light
in
our
spending
overall
in
english,
learners
and
inclusion
programs.
How
much
we
spend
on
athletics
and
how
much
we
spend
on
early
childhood.
V
V
The
first
is
direct
school
expenses.
Those
items
budgeted
directly
in
schools,
and
this,
of
course,
represents
the
largest
portion
of
our
budget.
Nearly
two-thirds
of
our
budget
second
category
is
what
we
refer
to
as
school
services
budgeted
centrally.
These
are
items
that
are
managed
by
a
central
department
but
are
actually
in
our
schools.
V
V
Other
examples
include
special
education,
itinerant
service
providers
all
budgeted
centrally,
but
allocated
directly
out
to
schools.
The
third
category
is
central
administration.
This
is
the
superintendent,
your
chief
financial
officer
and
the
central
academics
team,
those
offering
operational
support
to
our
schools
and,
finally,
the
fourth
category
of
spending
is
non-bps
student
services.
V
One
note
I
just
want
to
make
is:
every
year
we
hold
a
number
of
reserves
for
spending
that
we
plan
to
allocate
out
to
schools
this
year
we
have
two
reserves,
as
we
finalize
two
major
investments:
the
school
psychologist
investment
and
our
we
finalize
our
library
investment.
Those
investments,
6.5
million-
are
tagged
currently
in
that
central
budget.
V
So
the
large
increase
you
see
here
in
central
administration
is
actually
an
increase
in
in
school
reserves
and
will,
by
the
time
we
come
back
with
an
updated
budget
at
the
end
of
march,
will
be
allocated
out
to
schools.
V
V
V
What
we
try
and
do
as
a
district
is
guarantee
every
student
access
to
quality
schools,
an
academic
and
enrichment
experience.
In
the
past,
our
guarantee
of
a
foundational
funding
has
been
very
limited,
and
I
highlighted
already
throughout
this
presentation
the
significant
improvements
we've
made
to
raise
the
bar
and
fulfill
our
quality
guarantee.
V
As
you
may
remember,
over
the
last
few
years,
we've
made
significant
progress
in
understanding
our
spending.
Two
years
ago,
we
took
the
step
to
attach
each
dollar
of
spending
to
specific
students.
For
example,
we
divided
our
summer
school
budget
based
on
the
students
who
attended
that
summer
school
program.
V
For
example,
our
weighted
student
funding
formula
intentionally
invests
more
in
hiring
students
through
direct
certification,
the
opportunity
index
and
other
measures,
our
spending
on
transportation,
special
education
and
english
learners.
The
central
and
school
level
also
differentially
reflect
investments
in
higher
needs
communities
when
we
add
up
our
budget
looking
at
the
fy
22
budget
as
a
baseline,
what
we
find
is
that
we
make
larger
investments
in
our
black
and
latinx
students
relative
to
our
white
and
asian
students.
V
V
For
example,
we
looked
at
schools
for
support
for
declining
enrollment
and
found
that,
on
average,
it's
973
dollars
per
student
to
support
schools,
but
because
black
and
latinx
students
are
more
likely
to
attend
schools
with
declining
enrollment.
For
a
variety
of
reasons,
we
find
that
the
support
the
investment
to
support
schools
with
declining
enrollment
invests
more
in
black
and
latinx
students.
V
V
An
example
of
an
investment
that
provides
more
parity,
which
is
ensuring
that
every
student
has
access
to
the
same
level
of
services.
Support
is
our
new
investment
in
school
guidance
counselors
for
ninth
grade
each
year
when
we
conduct
this
analysis,
we're
challenged
to
understand
why
and
how
these
investments
affect
different
groups.
I'll
be
honest
at
first,
I
was
surprised
that
this
investment
was
so
low
on
a
per
pupil
basis
for
english
learners.
V
V
Grades,
those
are
highlights
of
two
of
our
investments.
As
I
mentioned,
I
will
continue
to
come
back
to
you
as
a
committee
and
to
the
broader
community
with
additional
equity
analysis
throughout
the
budget
process.
We
provide
a
lot
of
information
online.
Our
goal
in
the
finance
department
is
to
be
watchdogs
for
equity,
to
be
transparent
and
to
partner
with
our
community.
As
part
of
the
transparency
piece,
we
publish
a
lot
of
information
online
tonight's
budget
presentation,
which
is
also
translated
into
multiple
languages.
V
V
And
finally,
I'll
close
by
just
noting
this
is
the
first
of
many
budget
hearings.
This
is
a
long
public
process
for
our
budget
and
I'm
excited
to
be
launching
it
tonight
with
you
on
the
committee.
We
have
two
hearings,
one
in
next
week,
which
will
be
hearing
on
school
budgets
where
we'll
discuss
specific
school
issues.
V
B
Thank
you,
mr
cooter,
and
thank
you
to
your
team.
That's
been
working
tirelessly
behind
the
scenes
for
months
to
bring
us
this
budget
recommendation
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
Again,
I'd
like
to
remind
my
colleagues
about
our
agreed-upon
norm
that
we
each
have
five
minutes.
That's
one
to
two
questions.
I'd
like
to
remind
vps
staff,
to
also
be
brief
with
your
responses.
B
D
Yes,
I'll
keep
it
brief.
With
one
question,
though,
I
have
several
the
esser
funds
that
come
off
the
books
in
the
end
of
fiscal
year.
2024.
V
Thank
you
for
that
question.
I
think
you're
hitting
on
a
number
of
really
key
issues.
Part
of
the
esser
strategy,
I
think,
is
twofold.
One.
It's
really
focused
on
recovery
efforts
and
having
interventions
that
are
intended
to
help
the
students
who
are
currently
affected
by
covid
and
catch
them
up.
So
we're
as
we
invest
in
different
programs
and
strategies.
The
goal
is
that
they
will
go
away
because
they
are
not
needed
going
forward
as
opposed
to
ongoing
continued
investments.
V
V
I
will
say
the
last
thing
I'll
say,
and
I'm
I'm
supposed
to
keep
my
answers
brief
and
I'm
not
doing
a
good
job.
The
we
see
declining
enrollment.
The
concern
is
the
declining
enrollment
in
k1
k2
in
first
grade
and
traditionally
what
that
means
for
us,
because
the
size
of
the
incoming
cohorts
really
dictates
for
us
the
size
of
our
district
for
the
next
few
years
that
we
will
go
through
multiple
years
of
enrollment
decline.
U
So
I
just
want
to
clarify
dr
elkin's
point
too.
That
means
the
esser
funds
are
not
being
spent
on
head
count.
V
There
are
some
cases
in
which
sr
funding
is
going
towards
individual
positions,
particularly
positions
that
are
geared
towards
student
recovery.
V
The
other
piece
of
it
is,
as
we
start
to
think
about
places
where
we
will
be
looking
for
another
additional
commitment
from
the
city,
we're
starting
to
start
those
investments
now
to
make
sure
that
students
have
access
to
them.
Now,
as
we
start
to
think
through
the
other
piece
that
I
didn't
mention
from
mr
elkin's
question
that
I
think
is
worth
we
have
to
have
other
conversations
about
efficiencies
and
we're
committed
to
using
our
sr
funding
to
think
differently
about
how
we
serve
our
students
and
can
think
about
that
more
efficiently.
V
Some
of
that
will
come
from
difficult
conversations
around
the
number
of
schools
and
the
size
of
schools
that
we
operate.
Some
of
it
will
come
from
changing
the
way
we
serve
our
students
in
expensive
settings
that
are
exclusionary,
providing
innovative
ways
to
both
be
inclusive
and
meet
the
needs
of
our
students.
U
Like
you'd
balance
the
books
in
a
different
way,
I
just
think
that
level
of
clarity
is
good.
Another
question
in
the
presentation-
I'm
you
know
we're
obviously
all
thinking
about
enrollment
decline,
you're
naming
that
we
anticipate
greater
enrollment
decline,
particularly
given
enrollment
in
the
earlier
grades.
But
if
I'm
seeing
this
correctly,
the
projection
around
holding
schools
harmless
for
2023
is
based
on
last
year's
enrollment
decline,
or
is
it
based
on
a
new
projection
for
what
that
decline
is
going
to
be
in
the
future.
V
V
But
when
we
project
for
weighted
student
funding
or
we
project
for
budget
purposes,
we
are
both
projecting
our
october
enrollment
and
then
what
we
call
the
high
water
mark
throughout
the
year.
So
our
projection
of
our.
If
you
compared
our
enrollment
projection
number
to
our
october
enrollment,
we're
almost
always
higher
in
our
budget
number.
That's
because
we
have
specific
student
groups
that
grow
throughout
the
year
that
we
need
to
have
capacity
for,
even
though
they're
not
going
to
be
in
october.
V
U
U
V
We
are,
we
are
planning
for
enrollment
declines
and
in
terms
of
capacity,
we
are
adjusting
school-based
capacity
where
appropriate.
So
we
are
looking
at
the
number
of
paraprofessionals
we're
looking
at
the
number
of
teachers
that
we
have
looking
at
the
number
of
third
grade
classrooms
across
the
district
and
where
appropriate,
where
we
can.
We
take
that
capacity
offline.
V
One
of
the
challenges
that
we
have
with
so
many
small
schools,
either
single
strand
or
two
strand
schools
or
two
screen.
Schools
with
multiple
programs
is
that
the
ability
to
consolidate
classes
at
a
grade
level
and
save
on
staffing
is
just
not
available
to
us,
and
so
in
the
past,
we've
gone
through
some
of
our
more
difficult
budgets
and
mr
o'neal
and
ms
robinson,
you
remember
some
of
these
budgets
in
weight
of
student
funding.
We
would
have
passed
that
burden
onto
schools
to
make
those
tough
trade-offs.
V
What
we've
been
doing
as
a
district
to
say,
we
have
some
difficult
conversations
we
need
to
have
as
a
district.
In
the
meantime,
we're
not
going
to
make
our
current
students
pay
for
that,
so
the
hold
harmless
is
to
go
for.
Non-Classroom
supports
social
workers.
Existing
librarians
to
be
able
to
support
those
students
through
that
transition.
U
And
I
hear
that-
and
I
think
like
this
is
not
a
time
where
we
want
to
disrupt
that,
that
safety
net,
for
schools
and
for
families
and
for
kids,
but
I'm
just
thinking
around
accuracy
around
the
projection.
V
I
think
our
enrollment
projections
are
fairly
accurate.
I
mean
we
use
a
significant
amount
of
data
and
we
are
projecting
an
enrollment
decline
year
over
year,
so
we
are
projecting
and
planning
on
it.
The
other
thing
I'll
just
note
about
boston
that
you
met
people
may
not
be
familiar
with.
Is
we
have
hard
class
size
maxes
in
our
contract
that
it's
different
from
other
major
districts
and
different
from
suburbs?
So
we
can't
use
class
size
averages.
We
can't
merge
classrooms
if
you
have
28
kids
in
the
third
grade.
V
You
need
two
classrooms,
because
the
class
size
max
is
25..
That
means
as
a
district,
our
ability
to
adjust
for
enrollment
capacity
is
much
more
rigid
than
than
a
lot
of
other
districts.
Have
the
option
of
doing
I'm
not
saying
that
rigidity
is
a
bad
thing,
it's
just
a
reality
of
how
it
affects
our
overall
budgeting,
but
I
think
you'll
find
that
that
typically
I
mean
we
did
have
a
larger
than
anticipated
decline
in
enrollment
due
to
the
pandemic.
V
U
Good
all
right,
I
won't
belabor
this
one,
but
it's
I
still.
The
question
still
remains
for
me
around
than
the
number
we're
projecting
around
what
we
will
hold
schools
harmless
for
that,
like
I
trust
the
math
around
the
enrollment
projections
and
all
the
reasons
that
there's
complexity
there,
but
it
I
just
don't
see
the
the
connection
between
last
year's
data
around
our
whole
harmless
number
and
this
year's
projections
around
the
enrollment,
and
I
will
my
time's
up.
Z
Z
But
what
are
where
in
the
budget,
are
we
thinking
about
the
strategies
to
really
capture
and
increase
enrollment
at
the
onset
right?
So
we
know
that,
as
you
mentioned,
chief
cooter,
that
our
enrollment
is
really
dependent
on
students
that
we
capture,
whether
it's
in
k1
k2
right
further
down
the
line
for
the
years.
And
so
what
is
where
in
our
budget
is
the
strategy
in
capturing
as
many
students
at
the
beginning,
such
as
my
little
one.
V
So
our
welcome
services
department
is
part
of
the
overall
effort
to
recruit
students.
I
think
this
is
a
place
where
we
might
want
to
come
back
and
do
a
deeper
dive
or
provide
you
with
more
information,
because
I
don't
want
to
talk
too
much
about
the
the
details
of
something
I
don't
know,
but
the
that
includes
countdown
to
kindergarten.
V
You
know
I've
we've
been
doing
some
family
meetings
for
the
new
712s
to
be
able
to
explain
to
people
what
investments
we're
making
in
the
high
schools.
These
are
great
opportunities
for
us
to
sell,
bps
and
get
people
on
board
with
the
investments
that
we're
making.
Z
I
understand
the
the
the
investments
that
you
all
are
sharing
in
terms
of
increasing
the
quality
and
making
it
more
equitable
across
the
district.
But
are
we?
Is
there
an
an
investment
in
the
strategy
to
make
that
public
and
to
really
engage
with
the
community?
To
have
folks
want
to
be
a
part
of
bps.
T
Oh,
I'm
sorry,
mr
bloom
I'll
have
you
answer
in
just
a
moment
with
your
ideas.
I
do
want
to
just
share
that
you
are
bringing
up
a
really
key
point
about
our
storytelling
and
what
we
are
sharing
are
good
news
about
our
schools
and
getting
students
in
the
door.
T
I
was
talking
with
mr
cardet
hernandez
about
this
just
today
about
schools
being
beautiful
and
just
getting
parents
to
come
through
the
front
door
so
that
they
can
experience
the
the
wonderful
communities
that
we
have
within
within
our
school,
even
though
our
buildings
need
a
lot
of
work,
so
you
see
the
investments
in
the
buildings
to
get
people
through
the
front
doors.
I
think
you
are
going
to
see
more
marketing
materials.
T
We
have
our
videographer
now
that's
in
our
communications
office,
who
is
doing
videos
of
our
schools,
but
I
think
we
have
to
do
a
lot
more
to
your
point
of
engaging
families
and
inviting
them
in
it
has
been
hard.
T
Obviously,
during
the
pandemic,
when
we
can't
have
visitors
to
even
do
our
showcases
that
we
offer
they've
been
on
zoom,
and
so
we
have
had
in
our
family
community
advancement
office.
Showcases
every
year
and
we've
had
to
cancel
those
and
just
have
them,
buy
a
zoom
and
do
our
school
previews
on
zoom,
but
the
strategy
needs
to
be
funded
and
it
needs
to
be
more
clearly
articulated,
and
so
I
will
take
that
back
to
the
team,
and
that
is
a
really
good
a
point.
AN
All
I
was
going
to
add
was
you
may
not
see
it
in
this
budget
proposal,
but
in
the
superintendent's
first
budget
proposals
the
school
committee.
There
was
an
investment
in
communications
and
marketing
for
bps
and
super
time
to
say
something
that
you
already
said,
which
is
the
pandemic
disrupted.
Some
of
those
plans,
specific
plans
and
so
we're
having
to
do
them
in
slightly
different
ways,
but
that
money
is
still
in
the
budget.
It
continues
on
and
you're
seeing
some
of
the
work
in
the
videos
and
other
things.
Z
Thank
you
for
that,
and
the
last
piece
that
I
will
say
about
that
is
yes
on
the
marketing
and
making
sure
we're
telling
our
story,
but
also
the
process
is
pretty
convoluted
and
not
always
connected
even
with
some
of
our
community
partners,
and
so
just
it
almost
takes
a
thesis
to
be
able
to
enroll
into
bps,
and
it
should
not
be
that
difficult.
Yes,.
T
So
now
you're
talking
about
a
whole
nother
matter,
which
is
the
assignment
system
and
the
way
that
we
collect
our
applications
and
the
way
we
do
choice
that
that
process
needs
an
overhaul.
I've
heard
an
earful
from
families
about
how
confusing
and
how
difficult
and
disappointing
it
is
when
they
don't
get
their
choices,
and
so
this
is
something
that
needs
to
be
taken
up.
T
S
U
Worry
I'm
curious,
I
will
just
say
this
because
lorena
knows
because
I've
had
to
call
her.
I
am
in
the
process
of
enrolling
my
child
in
bps
and
yay,
but
it
has
been
a
real
challenge
and
I
think
I
would
love
to
see
real
investment,
not
just
in
the
sort
of
the
pamphlets
and
the
videos,
but
that
system
is
tough
and
I
have
a
master's
degree
and
I
have
like
engaged
in
it
and
then
stopped.
U
It
has
taken
a
long
time,
and
so
you
can
imagine
just
like
going
through
that
process.
We
have.
We
have
agency
and
lots
of
support
in
our
home
if
you
are
going
through
that
process
and
you're
just
you've
got
minutes
and
not
hours.
The
way
that
I
did
it's
tough,
so
it
would
be
incredible
to
see
us
investing,
and
you
know
you
and
I
spoke
about
making
beautiful
spaces
for
that
welcome
families.
But
given
the
21st
century
that
we're
in
like
that
is
our
first
entry
point
and
that
is
not
a
beautiful
system.
T
One
other
thing
that
we
do
do
is
online
appointments
as
well,
so
that
people
we
can
walk
people
through
it
and
help
them
with
it.
So
we
do
also
do
that
support
system.
We
also
have
family
liaisons
now
in
every
single
school
which
we
didn't
have
before,
and
they
can
help
be
also
navigators
for
our
parents,
but
still
the
system
should
be
easier
and
so
I'll
bring
that
back
to
the
team.
U
We'll
set
it
up
offline.
My
next
question
is
just
about
early
childhood
and
the
expansion.
You
know,
I
know
we're
seeing
a
decrease
in
enrollment
k,
one
two,
as
we
heard
earlier,
I
didn't
understand
where
the
early
childhood
expansion
pre-k
existed
in
this
budget.
If
you
can
help
clarify
that,
for
us.
V
V
There
is
no
investment
in
the
current
budget
for
k1
expansion
that
part
of
the
k1
expansion
that
the
superintendent
to
talk
about
with
k-8
reconfiguration
is
a
multi-year
plan,
though,
as
I
mentioned
earlier,
we'll
continue
to
watch
registrations
and,
if
possible,
we'll
expand
k1
where
we
need
to
david.
If
there's
something
you
wanted
to
add
on.
AN
In
the
48
page
tables
document
you
have
with
our
budget
in
it
the
place
you
would
see
it
is
on
the
in
the
departments
section
it's
under
the
early
learning
services
department
under
the
deputy
superintendent
of
academics,
that's
where
it
sort
of
shows
up,
and
you
you'll
see,
there's
an
increase
in
that
budget
for
the
increased
costs
moving
off
of
upk
off
of
the
upk
grant
and
onto
our
general
funds.
Just
I
would.
T
Also
suggest
that
you
know
one
area,
you
know,
we've
done
a
lot
in
this
budget
around
and
in
previous
budgets.
Around
social
emotional
wellness
family
supports,
wrap
around
supports,
and
now
the
mass
core,
the
academics,
increasing
the
arts
pe
etc
and
the
quality
and
rigor
the
next
budget.
Should
we
get
a
good
budget
from
the
city
in
the
next?
T
Several
years
really
should
shift
to
the
early
early
childhood
grades
and
the
quality
at
the
early
childhood
grades
and
acts
that
open
up
access
and
quality
and
then
also
focus
on
enrollment
and
before
and
after
school
care
yeah.
Those
are
the
things
that
still
I've
heard
from
the
public
and
from
our
families
are
the
things
that
they
want.
U
Yeah
and
just
you
get
families
in
earlier,
you
know
and
obviously
changes
economic
opportunities
for
so
many
families
you
can
get
back
to
work.
My
last
time
was
my
time.
Another
question
really
quick
is
I'm.
I
saw
you
note
the
you
know
that
17.8
change
in
central
budget.
It's
up.
It's
like
alarming
in
many
ways,
and
I
understood
what
you
were
saying
as
it's
right
now:
it's
like
a
sort
of
hold
for
another
funding
item.
I'm
curious,
then
sort
of
that
removed.
What
is
the
actual
increase?
We're
seeing
in
central
spending.
V
AN
Got
it
so
it's
about
five
million
dollars.
The
biggest
single
item
in
that
is
in
our
facilities
department,
for
staff
to
be
managing
the
work
of
facilities,
repairs
and
upgrades.
AN
That's
the
about
25
of
the
increase
and
then
the
rest
of
it's
sort
of
in
lots
of
different
individual,
smaller
items,
reflecting
sort
of
management
of
the
new
investment
issues.
So,
for
example,
a
new
supervisor
for
school
psychologists
as
we
roll
out
that
investment.
U
I
think,
for
this
conversation
obviously
there's
always
a
this-
is
a
national
conversation
around
how
we're
thinking
about
spending
at
the
top,
and
we
need
people
leading
and
moving
the
systems,
I'm
all
into
that.
But
I
think
for
our
next
conversation
would
be
really
helpful
for
us
to
have
more
clarity
around
that
and
I
think,
to
really
share
the
story
of
what
leadership
we're
investing
in
to
help
realize
some
of
the
bigger
change.
V
Can
can
I
just
highlight
on
that
the
the
timing
of
when
we'll
come
back
with
different,
because
I
think
you're
right
to
ask
for
more
information.
Our
central
budget
hearing
will
be
march
first,
we'll
provide
more
detail
about
central
supports
and
how
we're
organizing
to
support
schools,
we're
also
planning
to
provide
ava,
mitchell
chief,
ava
mitchell
and
her
team
will
be
providing
an
esser
update
later
this
month.
That'll
provide
a
deep
dive
on
this.
V
I
just
I
don't
want
you
to
think
when
we
come
back
at
the
school's
hearing
next
month
that
we're
ignoring
your
requests
for
these
deeper
dives
we're
just
gonna,
they're
they're
gonna
be
sequenced
a
little
bit
differently
throughout
the
process.
E
AK
E
E
We
cannot
forget
the
importance
that
this
community
organizations
have
as
their
voices
to
the
community.
It
is
them
that
educate
the
family.
Sometimes
they
do
know
here
about
their
benefits,
and
without
this
information
provided
by
those
community
organizations,
they
would
not
have
this
information.
Neither
they
would
be
aware
of
their
benefits.
E
E
AK
E
E
AK
E
So
how
are
we
going
to
achieve
and
be
able
to
provide
this
same,
this
type
of
type
of
opportunity
to
the
english
language
learners?
So
this
could
be
equivalent
of
that
equitable,
and
we
have
to
consider
as
well
that
the
word
ela
or
english
language
learners
were
was
mentioned
in
different
slides,
which
I
see
as
a
positive.
But
we
have
to
provide
equal
opportunity
in
terms
of
the
english
language
students.
E
So
we
have
to
consider
different
alternatives.
We
have
to
consider
different
circumstances
in
life.
You
cannot
compare
a
student
that
comes
from
the
dominican
republic
or
for
el
salvador
for
that
purpose,
and
compare
that
to
a
student
that
had
grown
here
that
has
been
educated
here
in
this
educational
system.
We
cannot
measure
them
with
the
same
standards
that
simply
cannot
be.
AK
E
E
It
is
very
critical,
so
the
main
question
I
would
like
to
put
in
your
message:
how
are
we
going
to
recover
that
trust
in
the
boston,
public
schools?
We
have
to
keep
in
mind
that
the
final
level,
the
organizational
level
there
is
multiple
needs.
We
talk
about
needs.
We
talk
about
demands.
How
are
we
going
to
recover
this
trust
that
is
critical
in
the
boston
public
schools?
How
are
we
going
to
do
that.
E
Here
to
different
community
organizations,
we
have
to
hear
to
our
partners.
We
have
heard
from
that.
So,
let's
open
our
minds,
let's
open
our
hearts,
let's
listen
to
our
hearts.
The
critical
point
right
here
is
to
recover
that
trust
that
we
have
been
losing
in
the
boston
public
schools.
It
is
critical.
AK
R
So
I
have
some
questions
but
I'll
limit
it
to
one,
because
I
feel
like
this
one's
really
important
as
the
students
of
the
school
reached
out
to
be
sac
desire,
and
I
and
I
feel
like
this
question-
is
really
relevant
to
budget
to
the
budgeting.
R
Are
there
plans
for
investments
into
the
neighborhood
schools,
since
these
are
the
schools
that
have
strong
enrollment?
These
are
the
schools
to
have
a
strong
community
and
want
to
stay
in
schools
and
want
that
continued
education.
R
But
if
we
continue
to
not
provide
those
resources
and
not
provide
that
like
basis
for
them
to
continue
on
we're
going
to
lose
that
enrollment.
So
I
was
wondering
if
there
is
going
to
be
a
smooth
transition
for
those
students,
as
we
are
making
for
schools
that
are
transitioning
to
a
k-6
school
and
a
7-12
school.
Are
there
going
to
be
more
resources
for
these
schools
to
continue
on,
like
the
shaw.
V
I
think,
in
terms
of
the
the
school
configuration
changes
that
are
happening,
the
two
there
are
a
few
sets
of
them.
The
first
was
the
k
to
six
expansions.
We
started
initially
by
announcing
15
k
to
six
expansions
from
they
were
k5s
that
are
converting
to
k
to
six
for
each
of
those
we've
been
meeting
with
the
school
level
teams
to
understand
how
they're
planning
to
staff
their
sixth
grade
program,
and
in
the
first
year
we
don't
base
that
purely
on
enrollment
projections.
V
We
think
about
the
capacity
what
we
want
for
that
school
and
make
the
investments
there.
There
are
three
schools
because
of
the
uniqueness
of
their
implementation,
where
we
are
thinking
slightly
differently
around
the
staffing
and
supports
the
sumner,
the
mendel
and
the
blackstone
on
the
sumner
and
mendel
in
particular,
because
they're
going
to
have
two
site
solutions
for
their
k-6.
V
The
second
set
of
schools
are
the
k-8s
that
are
converting
the
k-6.
The
big
supports
that
we're
offering
there
are
in
student
transition
supports.
We
have
a
coordinator
on
our
team
who's
working
with
each
of
the
individual
schools
to
track
students
and
support
them
in
making
their
choice
for
high
school.
V
This
is
a
big
transition
for
those
families,
big
choice
for
those
families.
We
want
to
make
sure
they
have
the
resources
that,
of
course,
is
being
supported
by
our
welcome
services
team.
The
other
group
of
schools
is
the
7
to
12
expansions.
The
english
high
school
announced
the
new
712
burke
high
school
and
brighton
high
school,
we're
meeting
with
those
schools
actively
to
understand
and
how
to
invest
to
support
those
new
programs.
So
there
will
be
new
investments
in
those
schools
to
support
them
again.
V
What
we
do
is
we
determine
how
much
capacity
we
want
to
add
and
then
work
with
the
schools
to
develop
those
budgets.
The
fourth
school
who's,
part
of
the
712
expansions.
Well,
two
other
schools
that
are
going
through
seven
to
twelve
expansions
or
configuration
changes
that
were
previously
announced
or
east
boston.
High
school
is
adding
in
eighth
grade
next
year
and
then
we're
continuing
to
work
the
bcla
mccormick
in
their
transition
expansion
in
all
of
those
cases
that
we're
providing
supports
outside
of
the
traditional
weighted
student
funding.
V
You
mentioned
the
pa
sha,
the
pa
sha
is
a
k-3
school.
That
is
because
of
enrollment
declines.
They
are
closing
one
of
their
third
grade
classrooms,
and
that
is
what
it
has
sparked
the
conversation
around
should
they
add
a
fourth
grade
classroom
with
that
classroom
that
is
no
longer
needed
in
third
grade
and
make
that
a
cater
for
school
for
next
fall.
V
We
do
hold
a
reserve
going
into
this
process
to
make
sure
that
we're
continuing
to
review
school
budget
decisions
and
make
sure
that
we
haven't
missed
critical
information
or
missed
supports
for
that
schools
need
so
all
of
the
school
budgets.
The
budgets
are
not
final.
Going
into
this
hearing,
we
can
are
continuing
to
work
through
that
next
week,
we're
going
to
talk
to
you
about
our
school
budget
review
committee,
which
is
a
cross-functional
team
that
ensures
consistency
and
equity.
V
V
Let
me
know
if
there's
any
particular
school
community
or
neighborhood,
that
you
were
thinking
over
that
that
I
missed
in
terms
of
that
answer,
because
I
do
want
to
make
sure
that
you
and
the
students
of
bsac
have
the
information
you
need-
and
we
talked
with
zyra
this
morning
about
potentially
coming
to
bsac
in
the
next
couple
weeks
and
doing
an
engagement
directly
with
them.
So
I'm
excited
about
that
conversation,
though
I'll
be
honest,
makes
me
very
nervous.
Students
always
ask
the
most
critical
and
tough
questions.
R
D
Thank
you-
and
I
just
want
to
belabor
this
this
point,
and
this
might
require
some
follow-up
discussion,
but
this
within
the
the
three
tiers
return
recover
and
reimagine.
As
I
look
at
particularly,
I
have
the
pdf
up
here:
slides
28
and
33,
just
looking
at
the
line
items
for
the
esser
funds
and
I'm
seeing
that
you
have
some
of
those
support
services
as
designated
for
recovery.
But
I'd
like
to
implore
that
those
are
not
simply
recovery
aspects.
D
At
slide,
33
and
I'm
looking
at
supports
for,
I
believe
it's
bilingual
supports
for
increased
native
language
programming
and
equitable
literacy.
D
I'm
I'm
not
in
bps,
but
my
basic
math
is
this
sort
of,
like
that's
10
million,
that
comes
off
the
books
for
those
types
of
support
programming
for
for
for
the
a
very
marginalized
group
of
students,
and
so
I'm
just
wondering
how
you
are
planning
to
integrate
this
into
the
operational
or
the
operating
budget
as
you're
preparing
for
the
end
of
those
essa
funds.
V
Yeah,
thank
you
for
that
question.
It's
it's
something
that
I
I
worry
a
lot
about.
So
I'm
glad
that
you're
asking
the
the
questions
about
this
in
terms
of
examples
like
the
english
learner
programming
and-
and
I
think
this
fits
into
some
of
the
special
education
reimagining
programming,
it
fits
into
a
couple
different
ways
that
we
think
about
how
you
can
use
the
sr
fundings
to
change
how
we
do
our
programming,
the
first
in
starting
dual
language
and
heritage,
language
programs.
V
We
launched
a
cabo,
verdian
heritage
program,
we've
we've
launched
and
invested
in
a
vietnamese
dual
language
program
and
a
lot
of
that
that
takes
curriculum
development
and
professional
development
support.
So
those
are
startup
costs
to
a
program
that
are
not
needed
ongoing,
but
are
critical
investments
at
this
time
to
get
us
to
start.
The
other
piece
is
professional
development
and
training
for
teachers
to
change
their
practices
and
learn
new
models
for
serving
special
education
students
and
learning
new
models
for
english
learners,
and
so
I
think
we
do.
V
It
sounds
like
we're
getting
a
lot
of
questions
around
this
topic,
and
I
think
this
will
be
a
good
topic
for
us
to
to
do
a
deep
dive
on
with
our
central
hearing
and
how
this
complements
our
ongoing
investment.
The
last
category,
I'll
just
say,
is
oftentimes.
When
we
launch
new
programs,
it
takes
staffing
to
start
it
up
before
the
sort
of
weighted
student
funding
will
pay
for
it.
V
Think
of
it
as
you
need
to
start
up
a
program
before
tuitions
start
rolling
in
and
it
starts
to
fill,
and
so
in
some
cases
we're
using
that
esser
funds
to
launch
the
capacity
and
and
transition
to
it,
but
we
can
come
back
and
and
david
I
see,
wants
to
jump
in
with
those
questions
he's.
AN
Coming
back
to
you
a
year
from
now
and
being
able
to
say
here's
what
we've
learned
from
some
of
that:
here's,
how
we're
thinking
about
potentially
revising
the
way
we
fund
schools
right
to
be
able
to
incorporate
some
of
those
things
and
also
you
know:
we've
been
spending
50
million
dollars
in
hold
harmless.
Here's
how
we're
thinking
about
that
going
back
into
schools,
because
our
goal
is
not
to
save
that
money
right.
It's
to
reinvest
that
money
straight
back
into
schools,
as
we
figure
out
how
to
deal
with
our
enrollment
challenges
in
the
longer
term.
U
U
There's
like
a
section
and
it's
not
in
front
of
me,
but
it's
like
you
know
what
you
heard
from
families
and
what
you
want
to
see,
and
it's
in
this
beautiful
quadrant.
I
am
just
saying
I
it's
great
information,
and
I
am,
I
was
left
wondering
like
what
of
those
things
are
we
actually
achieving?
Which
ones
will
be
universal
and
which
ones
are
not?
And
so
I
think
like
there's
a
really
strong,
like
sort
of
visioning
framing
that's
happening
here,
but
as
a
parent
as
a
school
committee.
U
Member
like
people
want
to
know
sort
of
stuff
and
things
and
sort
of
like
what
is
happening
in
real
time,
and
I
asked
this
question
in
many
ways.
Last
time
like
what
is
going
to
change
in
my
kids
life
and
what
will
what
is
the
promise
of
boston
public
schools
that
I
can
get?
And
I
asked
this
about
ap
a
lot
of
a
few
weeks
last
week.
U
You
speak
like
the
sort
of
big
education
color
language,
and
I
just
worry
that
there's
like
some
really
good
stuff
here,
that's
getting
buried
and
I
think
it
would
be
helpful
for
greater
clarity
in
the
next
presentation
or,
as
this
budget
season
continues
to
roll
around
like
what
become
universal
truths
as
a
result
of
this
investment.
Because
I
do,
I
think,
if
I'm
like,
we
look
under
the
hood.
U
There
are
things
that
are
now
new
promises
that
we
can
make
to
family,
not
like
you'll,
like
you'll
get
closer
to
access,
but
it's
like
there
will
be
access
to
these
things
for
every
kid,
and
I
think
that
clarity
would
be
really
helpful
for
us,
because
if
not,
that
slide
is
just
like
people
told
us
this
and
like
they're
the
vision
for
the
future,
but
like
I
want
to,
I
don't
care
like
you
know,
I
don't
care
about
the
future.
U
I
want
to
know
what's
happening
right
now,
so
there's
less
a
question
but
more
of
like
stylistically
as
we
present
this.
I
think
that's
going
to
be
helpful
for
us
to
get
into
the
meat
and
potatoes
there's
that
I'm
just
curious
and
I
sort
of
started
thinking
about
this.
U
In
a
previous
conversation,
we
were
having
around
some
of
the
sel
screening
that
we
do
and
you
know
boston
has
been
a
leader
I
when
I
was
in
new
york,
I
was
looking
to
boston
around
how
you
think
about
screening
for
social,
emotional
learning
before
the
pandemic,
and
now
everyone
is
having
this
conversation.
You
know
we.
U
There
was
a
lot
of
data
shown,
but
I
am
curious
what
data
is
coming
out
of
our
current
sel
screeners
and
how
that
is
also
informing
where
we
are
deploying
resources,
particularly
for
young
people
who
are
experiencing
acute
crisis
and
trauma
right
now,
and
I
think
we
were
all
moved
by
the
surgeon
general
report.
We
saw
50
increase
in
adolescent
girls
who
were
hospitalized
for
suicidal
ideations.
U
I
just
want
to
make
sure
we
are
you
really
precise
around
the
deployment
of
those
school
psychologists,
social
workers
counselors?
All
of
that-
and
we
have
data
boston,
really
national
leader
in
having
data
around
some
of
these
complex
mental
health
questions.
And
so
I
don't
know
if
that
is
part
of
the
sort
of
programming.
But
I
think
it
would
be
really
helpful
for
us.
T
I
think
when
we
do
these
deep
dives,
we
can
definitely
present
the
data
on
the
seo
indicators.
Also,
we
can,
if
it's
ready
the
youth
risk
behavioral
survey,
which
we're
able
to
give
this
year.
You
know
we
had
great
participation
in
that,
so
we
could
also,
if
it's
available,
I'm
just
not
sure
if
the
results
will
be
back
yet
to
also
use
that
information
as
we
adjust
going
forward.
U
Yeah
and
just
the
same
way
we're
using-
and
this
is
like,
like
our
whole
child
approach,
right
like
the
same
way
we're
talking
about
ela
and
math
outcomes,
and
it's
connected
to
the
way,
we're
deploying
resources
to
increase
outcomes
like
I
just
want
to
make
sure
we're
doing
that
with
mental
health
and
the
way
we're
thinking.
We
have
data
around
how
our
kids
are
doing
at
an
individual
school
level
and
not
every
school
district
can
say
that,
and
so
there's
a
level
of
precision
around
how
we're
deploying
that
we
could
offer.
T
Yep
and
agreed-
I
don't
know
dr
eccleston,
did
you
want
to
speak
at
all
about
that?
I
see
you
put
your
light
on.
AL
U
Here
is
the
other
thing,
and
I
just
want
to
make
sure
we
have
this
could
go
on.
This
is
great
and
we're
so
lucky.
How
lucky
are
we
to
have
this
money
to
be
spending
on
our
kids?
So
I
just
want
to
also
like
honor
that,
like
this
is
just
an
incredible
opportunity
for
us
and
it
deserves
this
level
of
focus.
U
There's
a
lot
that
hasn't
worked
and
that's
just
like
a
reality
and
at
the
so
we've
we're
talking
about
new
spending,
and
I
think
there
is
a
conversation
to
have
around
where
we
are
making
cuts.
Programs
that
weren't
working
things
that
weren't
netting
outcomes-
I
think
sometimes
it
is
a
lack
of
investment,
and
sometimes
it
is
about
poor
investment.
T
Always
looking
for
efficiencies,
so
you
know
that
is
a
big
piece
of
what
we
want
to
be
doing
and
going
forward.
Obviously,
we've
been
making
some
major
investments
over
the
past
three
years,
and
you
know
I
feel
like
this
is
just
a
broken
record
that
I
say,
unfortunately,
with
the
pandemic,
we've
not
been
able
to
get
under
the
hood
to
do
some
of
the
major
cost-saving
things
that
we
want
to
do.
T
You
know
if
you're
going
to
you
know,
take
care
of
enrollment.
You
have
to
have
community
conversations
and
those
require
a
a
lot
of
effort
to
be
able
to
have
those
and
capacity
within
the
team
to
be
able
to
go
out
to
the
community
to
have
those
community
conversations
when
you're
talking
about
multiple
schools
that
could
be
impacted
out
of
121
schools
right
and
anytime.
You
impact
one,
you
impact
another
one
and
another
couple
of
ones,
and
so
you
have
to
do
those
all
in
succession
and
they're.
T
We've
been,
I
meant,
to
launch
a
transportation
study,
but
we
have
been
in
very
intense
bus
driver
negotiations
with
our
bus
drivers
right
now
and
as
not
to
agitate
that
process.
I've
put
that
on
hold
for
until
we
get
this
contract
to
get
under
the
hood
of
our
transportation
services.
T
R
I
have
some
social
emotional
resources
questions
I
feel
like.
I
brought
this
up
a
couple
times
but
like
as
someone
who
currently
attends
bps
schools.
R
I
personally
didn't
know
of
a
lot
of
mental
health
resources
until
I
reached
like
a
breaking
point-
and
I
am
currently
receiving
help
from
these
worst
resources,
but
I
feel
like
if
a
student
has
to
reach
a
breaking
point
for
these
resources
to
be
known
to
them,
which
is
like
a
common
experience
for
a
lot
of
students
that
I've
heard
from
it
shouldn't
be
like
that,
especially
with
this
new
funding.
R
I
was
wondering
if
there's
like
a
marketing
plan
in
place,
so
that
students
are
aware
of
these
new
resources
and
if
these
investments
are
also
going
to
focus
on
finding
social
workers
and
counselors
that
are
diverse
since
there's
a
lot
of
generation
of
trauma.
A
lot
of
poc
trauma
that
really
that
we
only
go
through
and
we
need
people
who
can
understand
those
experiences
and
can
help
us
through
those
experiences
and
also
a
last
part
of
this
question.
R
Are
these
social,
social
workers
and
counselors
gonna
have
also
like
resources
on
helping
students
that
do
not
want
to
follow
the
traditional
path
of
college,
because
I
know
right
now,
a
lot
of
like
schools
are
focusing
on
like.
Oh,
you
have
to
go
to
college
and
stuff
like
that,
but
that's
not
the
path
that
everybody
needs
to
go
on
and
I
feel
like
there's
kind
of
like
a
less
support
on
that
side,
especially
in
a
lot
of
like
high
schools.
T
Well,
one
thing
is:
we
have
a
great
madison
park,
vocational
high
school,
and
we're
really
excited
about
that.
So
there
are
options
for
students
who
want
to
take
a
vocational
pathway
and
also
guidance.
Counselors
now
do
have
the
information
for
multiple
types
of
careers
that
the
students
can
go
into
the
military
if
they
want
to
go
into
the
military
or
college
or
a
community
college,
and
do
some
credentialing
and
certifications
to
move
into
career
as
well
so
they'll
have
that
training
and
background.
T
T
T
If
my
memory
serves
me,
I
think
our
social
workers
were
over
80
percent
people
of
color
and
our
family
liaisons.
I
think
we're
almost
99
people
of
color
now,
I'm
not
sure
if
that's
still
accurate,
it
might
be
95
but
and
then
a
lot
of
them
were
also
linguistically
had
linguistic,
linguistically,
diverse
backgrounds.
AN
I
don't
have
the
linguistic
diversity,
but
I
can't
confirm
that
you
know
more
than
80
of
our
last
round
of
hires,
so
we
hired
84
new
school
social
workers
for
the
current
year
of
that
group
of
84
social
workers,
81.
AN
Identified
as
a
person
of
color,
roughly
40
percent
black
and
40
percent
latinx.
AN
T
V
If
I
could
just,
I
also
just
want
to
acknowledge
that
you
open
the
question
by
sort
of
talking
about
your
own
personal
experience
and,
first
of
all,
just
thank
you
for
being
strong
enough
and
brave
enough
to
say
that
at
the
start
of
the
question,
I
think,
as
an
adult
going
through
this
pandemic,
it's
been
incredibly
difficult
and
when
I
think
about
what
this
would
have
done
to
me
in
high
school,
I
just
appreciate
it.
V
I
think
there's
many
of
your
peers
who
are
experiencing
the
personal
trauma
of
this
pandemic
and
the
pressures
that
come
from
you
in
this
pandemic,
trying
to
navigate
a
different
course
schedule
and
feeling
the
pressure
to
go
to
college
when
hearing
that
it's
becoming
increasingly
financially
unsustainable.
To
do
that.
V
Just
just
really
appreciate
that
we
do
have
to
do
a
better
job
of
letting
students
know
what
resources
are
available
to
them.
I
think
it
starts
by
making
sure
we
have
a
whole
lot
more
social
workers,
a
whole
lot
more
school
psychologists,
which
we've
done,
and
now
we
need
to
also
make
sure
that
they
know
how
to
get
supports
and
resources.
V
The
family
liaisons,
which
the
superintendent
was
smart
enough
to
advocate
for
before
the
pandemic,
they're
meant
to
be
resources
that
can
build
those
connections.
The
work
that
we're
doing
with
our
revising
safety
services
and
building
community
resource
officers,
that's
another
way
to
build
connections
and
identify
kids
who
are
expressing
trauma
and
sometimes
unproductive
ways.
V
This
is
meant
when
we
talk
about
this
hub
school
model,
it's
meant
to
have
the
nurse
the
school
resource
officer,
the
psychologist,
all
of
the
adults
who
interact
with
students
in
different
ways
to
sit
down
together
and
talk
about
what
they're,
seeing
and
think
about
how
to
connect
with
students
proactively,
and
so
that's
our
goal
for
it,
and
I
think
you
know
I
think
student
voice
is
incredibly
important
in
this
to
tell
us
how
we're
doing,
because
you
know
it's
the.
V
If,
if
we
have
these
resources,
but
people
don't
know
how
to
access
them,
we
are
resource
rich
and
impact
poor,
to
quote
to
quote
chief
corey
harris,
and
I
think
that
that's
that's
failing
our
students.
So
so
thank
you
for
again
for
acknowledging
your
own
personal
experience
and
then
advocating
for
students
in
this
way.
J
Thank
you,
madam
chair,
and
this
has
really
been
a
fascinating
conversation
so
far
enough
and
I
very
intentionally
kept
my
mouth
shut,
because
I
wanted
to
hear
how
my
fellow
members
were
interpreting
and
and
thinking
about
the
budget,
and
you
know
we
have
some
interesting.
J
We
have
a
lot
of
parents
now
on
this
school
committee
and
either
current
parents
or
or
parents
of
soon
to
be
bps
parents
as
students
and
hearing
your
perspective
as
long
as
as
long
as
miss
law's
perspective
as
well-
and
I
echo
mr
cooter's
comments
and
and
congratulations
to
you
and
so
for
sharing
your
perspective,
and
so
it
was
fascinating.
For
me.
J
I
have
had
the
benefit
of
following
a
number
of
these
budgets
and
we
do
have
a
lot
more
resources
this
year,
and
so
I
want
to
particularly
thank
the
superintendent
when
I
see
that
slide
of
the
hundred
million
dollars,
which
is
actually
now
110
million
in
action
which
actually,
when
you
think
about
it,
you
have
to
add
the
previous
two
years
as
well.
So
the
superintendent.
J
You
know
you
talk
about
audacious
goals
when
several
years
ago
she
said,
I'm
gonna
go
to
the
mayor
and
ask
for
a
hundred
million
dollars
over
three
years.
Many
people
in
this
city
chuckled,
and
it
happened
and
all
of
that
money
has
gone.
If
you
think
about
how
it
has
been
spent,
we
have
more
school
nurses.
Now
we
have
more
schools,
psychologists,
we
have
more
social
workers,
we
have
more
family
liaisons.
J
A
number
of
these
supports
around
our
students
to
help
put
them
in
a
position
to
learn
and
that
wouldn't
have
happened
without
the
superintendent.
So
when
I
see
that
slide
superintendent,
I
have
to
congratulate
you
that
you
said
you
were
going
to
make
that
happen
and
you
did
and
in
the
middle
of
a
pandemic
and
through
three
mayoral
occupants
or
folks
who
have
had
the
honor
of
serving
as
mayor
of
the
city
of
boston.
So
that's
a
big
step.
J
You
know
I
I
do
worry,
like
others,
and
I
know
I'm
a
broken
record
on
this,
but
particularly
in
the
essa
funding,
and
I'm
glad
some
fellow
members
brought
this
up
the
concern
on
how
we
spend
it
so
that
we
don't
have
funding
short
falls
and
cliffs
in
a
couple
years,
because
I
have
been
through
times
when
we
are
trying
to
make
cuts
and
it
is
extraordinarily
painful.
We
have
the
benefit
this
year
of
not
being
in
that
position.
J
Yes,
we
are
making
and
mr
kuda,
you
kind
of
alluded
to
it.
There
were
some
cases
because
of
enrollment,
where
you
have
to
take
some
classes
offline,
because
the
school
may
have
two
fifth
grades
that
are
11
each
and
that
just
doesn't
make
economic
sense.
You
know
when
we
have
the
class
size
limit
at
that
grade
of
25
and
you
can
consolidate
the
two
together.
J
This
is
not
about
job
loss
for
teachers
or
anything,
but
it's
being
efficient
with
our
spending,
and
with
that
in
mind,
we
do
have
a
couple
of
big
challenges.
We
don't
you
know
there
are
many
times
in
the
past
when
we
have
had
to
really
think
through
what
the
spending
is
and
to
be
able
to
spend
on
this.
We
have
to
cut
here
and
that
will
be
coming
as
the
essa
funding
role
slows
down.
J
If
we
go
into
recession
and
the
city's
taxes
cut
back
et
cetera-
and
you
know
we
have
some
big
challenges
in
our
spending
transportation
being
one
of
them.
The
superintendent
already
talked
about
enrollment
being
another,
and
you
know
when
we
think
you
know
there
are
plenty
of
reasons
of
why
the
enrollment
is
declining
for
us.
J
You
think
of
you,
know
the
previous
national
administration
and
the
impact
that
had
on
slowing
down
the
number
of
knowing
the
renewal
newly
arriving
residents
to
our
city,
many
of
whom,
if
they
are
coming
now,
are
choosing
maybe
lower
cost
cities.
You
look
at
gentrification,
particularly
in
east
boston,
where
families
are
being
forced
out
and
the
residents
taking
those
spaces,
don't
have
the
same
number
of
children
and
that
plays
in
other
areas.
J
You
do
look
at
the
increase
over
the
past
few
years
of
the
charter
seats
and
the
options
for
parents.
You
look
at
the
impact
of
the
pandemic
and
you
look
at
some
who
have
potentially
chosen
not
to
continue
within
bps.
You
combine
all
of
those
and
we
have
to
do
all
we
can
to
make
sure
we're
getting
the
largest
market
share
possible
of
school-aged
children
in
boston
right.
That's.
J
We
want
parents
to
choose
boston,
public
schools,
so
the
enrollment
is
a
challenge,
and
that
leads
to
disproportionate
spending,
in
particular
on
very
small
schools
and
parents
love
very
small
schools
because
of
the
attention
their
child
gets
it
and
everything.
J
And
yet
we
have
heard
over
the
past
few
years,
particularly
in
elementary
schools.
Parents
want
gymnasiums,
they
want
auditoriums,
they
want
the
school
nurse
to
have
their
own
space.
They
want
art
rooms,
they
want
cafeterias
and
rightfully
so
right.
Their
child
deserves
that.
But
it's
tough
to
do
it.
In
the
space
for
some
of
the
very
small
schools,
we've
seen
some
of
the
challenges
already
of
moving
k
to
fives
up
to
k
to
six.
J
They
just
physically
can't
handle
it,
and
it's
a
really
tough
trade-off
that
we
have
to
think
about
in
coming
years,
and
particularly
if
we,
if
we
make
a
big
push
to
expand
early
childhood
seats,
which
I
certainly
think
we
should.
We
should
make
pre-k.
You
know
universal
across
all
of
our
schools
and
it's
a
great
way
to
get
parents
in,
but
there's
physical
limits
to
our
buildings.
J
And
you
know
we
are
doing
someone
in
public
comment
early
tonight,
so
we
haven't
built
or
planned
any
new
buildings
in
boston
since
build
pps
started
and-
and
I
simply
disagree
with
that
comment-
I
drove
by
today
the
brand
new
boston
arts
academy-
that's
going
to
be
open
in
a
matter
of
months
and
I
literally
stopped
and
pulled
over
the
car
and
just
stared
at
the
stand
of
the
building.
J
It's
so
beautiful
and
when
I
think
about
you
know
what
a
mess
that
was
a
few
years
ago
and
how
hard
it
was
to
get
to
that
point
of
that
building
being
built
and
right
up
the
street,
we're
deep
in
the
planning
stages
for
the
new
carter
school,
which
deals
with
our
most
disadvantaged
students
and
soon
that
will
be
in
the
final
stages
of
approval,
with
mass
school
building
authority
and
so
proud
of
the
commitment
of
the
superintendent
in
the
and
the
city
over
the
past
couple
years
to
get
that
building
built
and
the
work
we're
doing
on
the
new
quincy
school,
etc.
J
So
there's
a
lot
going
on,
but
we
need
to
do
a
lot
more,
and
so
I'm
going
to
stop
because
I've
spoken
for
too
long.
Mr
cuda
probably
knows
that.
I'm
probably
not
going
to
ask
any
questions
right
now,
because
this
is
also
the
beginning
of
a
very
long
process.
J
J
But
if
you
look
at
the
calendar
that
was
on
that
last
slide,
we're
gonna
have
about
five
or
six
bytes
of
the
apple
to
talk
through
this
budget
and-
and
I
will
say
to
my
fellow
members
many
times
the
final
budget
that
we
approve
on
does
have
differences
from
what
the
final
budget
we
vote
on
does
have
differences
from
what
was
originally
submitted
to
us
and
a
lot
of
times,
that's
because
of
input
of
school
committee
members
over
the
time
and
what
we
learned
collectively
through
the
budget
hearings,
feedback
from
the
community
etc.
J
So
people
who
say
the
school
committee
doesn't
have
impact
on
a
budget.
I
challenge
you
to
look
at
the
budget.
We
actually
vote
on
versus
the
budget
that
was
originally
submitted.
So
these
questions
to
the
district
and
feedback
that
we
get
and,
in
particular
the
hearing
where
we
focus
in
on
the
school
budgets
and
then
the
separate
behavior
when
we
focus
in
on
the
central
budgets
really
get
very
detailed
and
we
get
a
chance
to
really
dive
in
on
the
questioning,
so
mr
cooter
and
mr
bloom
and
the
rest
of
your
team.
J
I
I
learned
a
lot
it's
exciting
and
by
the
way,
quite
frankly,
I
think
some
of
it
may
be
a
little
bit
conservative,
because
what
we
did
not
talk
about
tonight-
and
I
hope
we
do
with
some
of
the
future
ones-
is
what
the
budgeting
was
particularly
around
the
federal
funding
and
because,
right
now
at
least
the
guidance
of
the
council
of
great
city
schools
is
we're
cautiously
optimistic
that
there's
going
to
be
increases
in
title
1,
title
2
idea,
et
cetera
between
when
we
look
at
what
the
house,
the
senate
and
the
and
the
biot
administration
have
proposed.
J
All
of
them.
Look
like
they're
going
to
be
increases,
so
I
look
forward
in
a
future
conversation
talking
about
what
you
budgeted
and
if
we
get
extra
funding,
how
it
would
be
spent
etc,
because,
obviously
that
is
so
far
down
the
line.
You
have
to
be
conservative
at
this
point.
So
thank
you
for
a
great
presentation.
I
look
forward
to
digging
in
more
as
we
move
forward.
Yes,.
B
Thank
you.
I
just
want
to
ask
one
question
tonight.
I
know
we'll
have
many
more
opportunities,
but
my
question
really
is
about
soft
landings,
particularly
looking
at
over
the
when
you
show
the
four
year
slide,
the
amount
that
soft
landings
have
grown
in
the
past
two
years
is
astronomical,
and
I
don't
know
how
many
years
the
district's
been
doing
soft
landings
and
if
you've
got
an
analysis
of
are
there
particular
schools
that
have
been
receiving
soft
landings
over
the
long
haul.
B
And
you
know
what
do
the
soft
landings
buy
us
in
the
bigger
sense,
but
specifically,
what
aren't
they
buying
us
that
if
that
money
was
able
to
go
directly
to
students,
you
know?
How
are
we
helping
all
of
ourselves,
particularly
our
families,
to
understand
the
choices
we
make?
We
all
everybody
wants
to
advocate
for
what
they
have
and
what
they
love,
but
in
the
but
in
the
long
run,
are
we
doing
best
by
our
students
and
when
do
we?
V
Well,
if
you're
going
to
ask
one
question
that
that's
a
great
question
to
ask
and
a
really
important
one,
you
touched
on
a
lot
of
different
pieces
to
it.
Soft
landings
have
been
a
function
of
the
way
it's
the
way
we
have
implemented
weighted
student
funding
almost
from
its
beginning,
the
original
implementation
of
weighted
student
funding
needed
to
transition
schools
from
their
previous
allocations
to
what
they'd
get
under
wsf.
V
In
some
cases,
schools
got
more
funding.
In
some
cases
they
got
less
so
they've
always
been
thought
of
as
transition
funds,
starting
about
five
or
six
budget
years
ago,
we
implemented
a
standard
soft
landing
for
small
fluctuations
in
enrollment
recognizing
that
year
to
year,
enrollment
shifts,
and
it
didn't
make
sense
for
schools
to
be
shifting
their
budget
every
year,
based
on
those
those
sort
of
random
fluctuations,
but
you're
right.
V
V
We
didn't
know
how
many
kids
were
being
held
out
of
the
system
just
for
the
one
year
with
all
the
disruption,
and
so
now
we
have
some
more
information.
We
need
to
talk
about.
How
do
we
transition
that
going
forward?
I
do
think
we
can.
V
We
can
talk
more
at
the
school's
hearing
about
the
soft
landing
process
and
what
it
buys
and
how
it
how
it
has
protected
non-classroom
spending
the
sort
of
non-compliance
spending,
and
in
particular
I
think
we
we
can
highlight
for
you
the
schools
that
have
received
soft
landings
or
supplemental
allocations
for
multiple
years
in
a
row.
V
I
think
that
signals
some
schools
we
might
want
to
think
about
how
to
you
know
are
they
on
a
warning
list,
as
the
superintendent
asked
me
to
sort
of
think
about
in
terms
of
schools,
there's
a
warning
list
of
schools
that
are
unsustainable
or
again
to
plug
the
reimagined
school
funding.
Does
it
indicate
a
place
where
we
might
want
to
rethink
how
we
allocate
funds,
because
weighted
student
funding
doesn't
work
in
these
situations?
V
We
started
weighted
student
funding
with
six
schools
that
that
were
funded
outside
of
the
model
saying
those
are
unique
and
their
funding
cannot
fluctuate
on
enrollment
in
the
same
way,
the
carter
school.
That
mr
o'neil
mentioned
is
one
of
them.
There
may
be
other
examples
and
there
may
be
ways
for
us
to
examine
it,
but
I
do
think
those
are
important
data
points
that
we
should
touch
upon.
B
Thank
you,
my
oh,
my
oh,
my
last
question
will
be,
as
we
have
created,
school
budgets
has
every
school
use
the
racial
equity
planning
tool
to
look
at
their
budget
and
then
do
we
do
anything
with
the
planning
tool
across
schools
of
similar
sizes
to
understand
who
goes
there.
We
know
that
you
know
again,
as
we've
listened
to
the
shah,
the
show
as
a
small
walk
to
school
in
particular
neighborhoods.
We
know
that
we
have
other
small
walk
to
schools
in
other
neighborhoods.
You
know
who
goes
to
those
schools
and
are
they
equitably
funded.
B
The
other
question
is
the
problem
of
the
shaw
is
similar
to
the
problems
of
the
early
learning
centers,
who
stop
at
a
particular
grade,
and
parents
jump
ship
to
go
to
a
k
to
six
where
they
can
keep
their
kid
all
along,
even
though
they
like
the
idea
of
the
pre-k
to
one
or
pre-k
to
two.
How
do
we
think
about
those
schools
as
we're
thinking
about
these?
You
know
some
pathways
for
the
both
and
so
that
that's
my
issue
around
the
the
equity
planning
tool.
V
Yeah
great
question,
I
think,
in
terms
of
the
school-based
usage
of
the
racial
equity
planning
tool.
I
know
david
if
you
have
a
comment
on
that,
if
not
we'll
we'll
need
to
according
to
the
team
and
come
back
to
you
there.
The
use
of
the
equity
round
tables
is
an
important
part
of
the
budget
process
and
the
sr
planning
process
in
terms
of
our
office
and
the
way
that
we
think
about
the
racial
equity
planning
tool.
V
We
both
think
about
it
in
terms
of
the
overall
evaluation
of
the
budget
process
and
evaluating
the
budget
as
a
whole,
and
then
there
are
certain
cases
where
we
will
use
the
racial
equity
planning
tool
on
specific
targeted
decisions.
But
the
equity
analysis
is
a
place
that
we're
diving
in
and
really
assessing
that,
and
I
think
in
terms
of
school
choice
who
has
access
to
small
schools.
That's
a
really
important
question
to
ask
around
this
foundation
for
quality.
I
want
you
know
I'll
be
honest.
V
I
thought
of
the
foundation
for
or
the
quality
guarantee,
as
potentially
having
different
equity
implications
on
a
per
pupil
basis,
but
we've
looked
at
it
and
find
that
really
the
it
does
support
our
equity
agenda
and
does
spend
more
on
our
marginalized
groups
and
that's
something
that
we
can
come
back
and
continue
to
to
demonstrate
and
we'll
have
updated.
Equity
analysis
additional
equity
analysis
at
our
school
budget.
Hearing
in
next
week.
B
T
B
B
You
can
review
all
of
the
budget
documents
online
at
bostonpublicschools.org
forward,
slash
budget,
you
can
email
your
comments
to
budgets
at
bostonpublicschools.org
and,
of
course
you
can
email.
The
committee
by
visiting
the
committee's
webpage
bostonpublicschools.org
front
slash
school
committee.
Your
input
is
critical
as
we
consider
the
superintendent's
budget
recommendation
for
the
next
fiscal
year.
The
committee
will
vote
on
the
superintendent's
final
20
s
fiscal
year,
23
budget
recommendation
on
march
23rd,
we'll
now
move
on
to
public
comment
on
reports.
Ms
sullivan.