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From YouTube: Boston School Committee Meeting 2-10-22
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.
B
F
B
D
B
You
we
do
have
a
corn.
Thank
you,
miss
sullivan.
At
this
time.
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining
with
the
boston
teachers
union.
To
have
this
discussion
in
an
open
meeting
could
have
a
detrimental
effect
on
the
committee's
bargaining
position.
The
committee
will
return
to
public
section
at
6
00
pm.
Is
there
a
min?
Is
there
a
motion.
D
I
J
H
B
Good
evening,
everyone,
the
committee,
just
returned
from
an
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
the
collecting
collective
bargaining
with
the
boston
teachers
union
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.
B
Tonight's
meeting
documents
are
posted
on
the
committee's
web
page
bostonpublicschools.org
front,
slash
school
committee.
Under
the
february
10
hearing
link
the
agenda,
presentation
and
budget
documents
have
been
translated
in
all
of
the
major
bps
language.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
B
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish
haitian
crayol,
cabardiano,
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.
Select
the
icon
to
select
your
language
preference.
G
B
K
B
L
M
Thank
you,
madam
chair
dagger.
Hoe
come
on.
O
Evening,
everyone,
my
name,
is
v.
I
will
be
your
vietnamese
interpreter
for
tonight's
meeting.
I'm
also
doing
it
with
ewing
another.
B
Thank
you.
We
also
have
three
asl
interpreters,
cindy
ramos,
dr
lawana
clark
and
sharon
mendez,
who
will
join
us
later.
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
to
you
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoke
smoothly.
We
will
now
activate
the
interpretation
icon
and
the
closed
captioning
feature
at
the
bottom
of
your
screens.
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
public
comment
close
today
at
4,
30
pm.
Please
make
sure
that
you
are
signed
into
zoom
under
the
same
name.
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.
B
When
she
arrived
in
boston
in
2019,
dr
cassellius
hit
the
ground
listening,
holding
community
listening
sessions
across
the
city
and
visiting
each
and
every
boston
public
school.
Since
that
time,
she
has
been
relentless
in
her
focus
on
equity,
never
wavering
in
her
commitment
to
our
students
and
families.
B
Despite
unprecedented
challenges,
she
has
put
us
on
a
path
towards
providing
all
bfbps
students
with
equitable
opportunities
to
achieve
success
in
school
and
life.
On
behalf
of
the
entire
committee,
I
want
to
thank
dr
superintendent
cassellius
for
her
tireless
dedication
to
boston
youths
and
our
city
and
our
city
boston.
Owes
you
a
tremendous
debt
of
gratitude
for
your
transformational
leadership
in
service
on
behalf
of
the
city's
children
superintendent.
Would
you
like
to
say
a
few
words.
A
Well,
thank
you,
madam
chair.
It's
been
my
honor
to
serve
the
children
and
families
of
boston
and
to
do
so
alongside
this
esteemed
body,
both
past
and
present,
I
tell
my
colleagues
all
across
the
nation
I
am
so
blessed
to
have
such
a
supportive
school
committee,
and
not
all
of
them
can
say
that
so
you
all
have
been
just
tremendous
and
thoughtful.
You
listen
to
our
community.
A
You
lean
in
and
hold
us
accountable.
You
ask
good
questions.
You
have
great
ideas
and
I
just
love
this
city
and
I
love
the
children
here
you
can
see
when
I
go
visit.
My
my
face
just
beams
up
and
I'm
proud
of
the
foundation
that
we've
laid
for
the
next
superintendent
to
come
in,
particularly
around
equity.
A
We
didn't
get
to
everything
because
of
the
pandemic
in
our
strategic
plan,
but
we
got
to
a
lot,
as
you
stated
in
in
your
comments
and
no
one
person
does
that
work
by
themselves.
They
are
part
of
an
entire
team
and
the
boston
public
schools
team
is
amazing.
The
leadership
team,
the
school
leaders
are
educators,
who
show
up
every
day
our
school
nurses
and
social
workers
and
psychologists
our
custodians,
our
food
nutrition
workers,
our
facilities,
team,
our
tech
team,
our
central
office
team
that
supports
our
our
schools,
our
secretaries.
G
P
P
G
H
H
I'm
very
honored
and
privileged
to
have
been
working
with
you
partnering
with
you
over
the
last
three
years.
In
fact,
you
know,
even
from
the
point
of
interviewing
you
and
hiring
you,
I
remember
the
one
of
the
questions
that
I
posed
to
every
candidate
were
the
personal,
personal
analysis
and
personal
belief
regarding
equity,
and
your
answer
was
one
that
struck
me
most.
H
As
a
matter
of
fact,
and
the
commitment
you
show
the
first
day
of
on
the
first
day
of
assuming
your
position
was
the
100
100
day
spent
visiting
schools
show
to
me
how
committed
you
are
in
ensuring
the
committee.
H
I
I
mean
the
community
voice,
the
staff
voice
and
every
personnel
within
the
bps
are
heard
that
strikes
in
accord
with
me.
H
For
the
past
three
years,
I
have
consistently
rated
you
exceed
in,
if
not
all,
but
most
of
the
categories
that
we
are
just
with
evaluating
you,
some
of
the
some
some
of
the
the
areas
that
were
of
certain
concern
to
my
fellow
committee
members,
such
as
staff
transition.
H
Personnel
decisions,
school
administrative
school
school-
what's
the
word
for
like
a
better
term,
I
I'll
refer
to
principles,
dealing
with
principles
and
and
things
of
that
nature
to
me
as
a
former
I'm
retired
now,
but
as
a
former
administrator
of
a
large
department
are
non-issues,
because
that's
the
nature
of
the
beast
we
deal
with
it
every
day
as
a
manager
when
we
are
trying
to
run
a
thai
chip
in
ensuring
the
effectiveness,
the
efficacy
of
of
of
an
agency
staff
transitions
of
course
happen.
H
You
know
I
like
to
say
a
lot,
but
the
the
problem
is,
you
know
we
have
other
members
who
are
who
are
waiting
for
their
turn.
So
I'd
like
to
say
that
to
end
up
by
saying
this,
whatever
you
are
your
your
endeavor
in
your
future,
please
bring
with
you
your
enthusiasm,
your
commitment
and,
most
of
all,
your
concern
for
children
in
education
with
you
and
keep
in
touch.
Please
I'd
like
to
follow
your
path
thanks.
A
lot.
E
Thank
you,
madam
chair
superintendent,
casilius.
I
just
wanted
to
take
a
quick
moment
to
say
thank
you
to
say
gracias.
I
too.
E
The
first
call
I
received
after
my
appointment
was
also
from
you
much
like
member
polanco,
garcia,
and
I
just
think
it's
important
to
state
that
being
a
leader
of
color
and
especially
a
woman
of
color,
is
difficult
in
any
capacity
and
in
the
superintendency,
it's
probably
one
of
the
most
difficult
jobs,
because
there's
so
much
at
stake
when
we
think
about
how
it
truly
impacts
the
daily
lives
of
our
little
ones.
E
I
really
appreciate
the
work
that
you
were
able
to
do
in
your
time
and
these
crazy
times,
and
I
think
it's
important
to
state
that
you
were
able
to
bring
about
change
in
partnership
with
our
community
that
many
others
were
unable
to
touch
historically.
So
thank
you.
E
I
just
want
to
recognize
that
the
work
ahead
is
going
to
continue
to
be
challenging,
but
I
think
working
together
and
identifying
selecting
and
most
importantly,
supporting
a
new
leader
is
our
charge.
So
thank
you
very
much.
B
We
look
forward
to
sharing
more
information
at
that
time.
Thank
you,
we'll
now
move
on
to
the
focus
of
tonight's
business,
the
fiscal
23
23
budget
proposal
at
this
time,
I'd
like
to
invite
chief
financial
officer,
nate,
cooter
and
deputy
chief
financial
officer
david
bloom
to
provide
us
with
a
50
fiscal
year,
23
budget
overview
with
a
focus
on
school
budgets.
A
Thank
you,
madam
chair,
and
thank
you
all
for
joining
us
tonight.
Thank
you
for
your
warm
thank
yous
earlier
to
my
leadership
and,
like
I
said,
no
one
person
does
this
work
alone.
They
come
with
a
whole
team
and
I'm
really
excited
about
the
finance
team
and
what
they
were
able
to
do.
A
I
hope
that
my
time
and
tenure
in
boston,
public
schools
will
not
be
judged
by
the
time
I
had
in
the
seat,
but
by
the
impact
that
we
have
made,
and
the
impact
is
great
when
it
comes
to
our
budget
and
I
am
most
proud
of
the
pieces
we've
been
able
to
accomplish
in
creating
the
quality
guarantee
to
reiterate
the
budget
process.
As
I
mentioned
during
the
last
school
committee
meeting,
the
bps
finance
team
has
worked
diligently
with
me.
A
A
We
must
continue
to
invest
in
academic
recovery,
for
our
students
and
schools
to
continue
our
efforts
to
recover
strongly
from
the
pandemic
and
make
up
for
any
learning
loss.
This
budget
builds
on
our
quality,
guarantee
our
promise
and
which
is
guaranteeing.
It
will
grow
to
include
student
and
family,
supports,
rigorous
curriculum
and
academics,
21st
century
facilities
and
many
enrichment
opportunities
for
all
our
students
we
launched
our
investment
in
student
and
family
supports
with
the
allocation
of
a
full-time
nurse
at
every
school
and
school
year.
20.
A
A
A
A
Through
new
buildings,
we
add
critical
spaces
that
are
missing
from
our
existing
facilities,
like
nursing,
counseling,
censoring
therapeutic
spaces
and
outdoor
learning
outdoor
play,
gardens
and
play
spaces.
We
are
laying
the
groundwork
for
these
investments,
but
recognize
it
takes
many
years
and
sustained
focus
to
achieve
the
results
our
students
deserve.
A
As
we
expand
our
high
school
redesign,
we
will
continue
to
invest
in
athletics
at
the
elementary
level
and
at
the
middle
and
high
school
level
as
well,
and
we
know
that
stability
matters
for
our
students,
so
this
budget
prioritizes
that
with
54.7
million
in
soft
landings,
now
that's
not
sustainable,
but
in
a
in
a
global
pandemic.
We
believe
we
believe
that
it's
necessary.
A
B
Q
Excellent,
thank
you,
chairwoman
robinson
good
evening,
members
of
the
school
committee.
I
certainly
can't
frame
the
budget
any
better
than
the
superintendent
just
did,
and
I
am
excited
to
be
here
to
present
the
fy
23
budget
on
behalf
of
the
boston
public
schools.
As
the
superintendent
mentioned,
this
budget,
supported
by
continued
investment
from
the
city
and
mayor
wu,
allows
us
to
continue
to
invest
in
our
children
and
raise
the
quality
across
all
of
our
schools
totaling
over
1.3
billion.
Our
fy
23
proposal
represents
significant
resources
and
opportunities
for
our
students.
Q
At
the
start
of
our
planning
and
at
our
prior
hearing,
I
talked
about
the
conversation
we
had
as
with
you
as
a
school
committee
in
december
2020
at
a
retreat,
and
it
was
from
this
conversation
and
the
recognition
of
the
pandemic
was
having
a
disproportionate
impact
on
our
most
vulnerable
and
historically
marginalized,
students
that
the
return
recover
and
reimagine
framework
emerged
at
that
time.
I
thought
of
these
as
three
phases
that
would
operate
in
succession
in
sort
of
chronological
order.
R
R
R
This
has
been
adopted
by
our
school
committee
as
we
know
that
this
is
a
statewide
initiative
and
towards
our
adoption.
The
data
outcomes
in
from
our
assessment
has
indicated
only
37
of
last
year's
graduating
class
has
met
all
of
math
core
requirements.
Now
again,
we
know
that
covet
has
had
an
impact.
R
So
while
those
gaps
persist,
that
is
our
effort
towards
ensuring
that
we
support
all
high
schools
in
all
programming,
in
that
we
are
investing
the
6.2
million
to
to
do
just
that.
In
addition,
3.2
million
will
move
towards
additional
support
for
ninth
grade
guidance
counselors,
as
the
superintendent
mentioned,
we'll
move
into
the
next
slide,
which
is
our
problem
two
and,
and
I
think,
as
we
all
know,
we
could
certainly
expand
our
problems,
and
this
is
for
fy
23,
the
more
strategic
problems
and
investments
that
we
have
identified.
R
Knackered
out
academic
outcomes
for
students,
especially
for
those
again
in
most
need,
as
well
as
those
with
intersectionality
of
identities
and
variety
of
abilities
and
multilingual
learners,
have
traditionally
underperformed
in
our
ncaas
performance,
which
is
our
statewide
measure
for
accountability
in
comparison
to
subgroups
of
all
of
students,
and,
in
particular,
for
students
with
disabilities.
R
This
has
been
exacerbated
by
covet,
in
addition
to
the
lack
of
data
or
continuum
of
mcas
assessment,
to
really
be
able
to
measure
comparatively,
as
there
has
been
a
shift
in
the
way
in
which
mcas
has
been
assessed
in
this
past
year.
However,
our
map
assessment
is
our
as
our
interim.
Informative
assessment
checks
indicates
that
our
students
continue
to
demonstrate
lacking
of
grade
level
standards
and
content
in
both
reading
ela,
as
well
as
mathematics.
R
In
addition
to
that,
the
lack
of
continued
learning,
as
well
as
impact
on
covet
health
disparities,
has
really
helped,
especially
in
covet,
has
really
impacted
our
latino
latinx
communities,
our
black
communities,
our
immigrant
communities,
and
in
which
case
we
have
seen
a
significant,
or
at
least
a
significant
enough
percentage
of
a
decrease
of
our
attendance,
and
therefore
the
attendance
of
our
students
has
decreased
at
three
percent
last
year
and
based
on
this
year's
data,
we
are
seeing
that
that
is
a
trajectory
in
which
there
are
more
students
who
are
missing
in
school
learning,
which
it
therefore
will
obviously
impact
their
outcomes
and
learning
in
terms
of
their
grade
level
standards.
R
So
what
do
we
need
to
do
differently?
Well,
there
are
a
few
investments
here
that
we've
laid
out,
one,
which
is
again
the
bilingual
supports
and
native
language
programming,
so
that
we
have
identified
the
increasing
native
access,
as
well
as
instruction
with
by
literacy,
for
multilingual
learners
to
achieve
a
seal
of
by
literacy
in
addition
to
bicultural
and
bilingual
assets.
So
five
million
dollars
is
the
fy
23
there
again.
Future
investments
towards
this,
for
our
10
million
is
to
expand
academic
counseling
for
k-8,
as
the
superintendent
has
mentioned.
R
This
is
in
addition
to
the
high
school
investments
with
our
ninth
grade
students.
This
6.7
million
is
to
reimagine
a
school's
practices
and
structures
for
students
with
disabilities.
We
know
that
our
students
with
disabilities
have
a
great
need
in
terms
of
environment
facilities
as
well
as
instruction
in
programming.
In
the
most
inclusive
settings,
5.9
million
will
be
invested
in
equitable
literacy.
This
is
our
district-wide
initiative,
so
equitable
literacy
and
by
literacy
for
our
bilingual
students
and
multilingual
learners.
R
In
our
problem,
three,
we
do
not
currently
provide
all
of
our
students
the
full
set
of
quality
guarantees,
and
this
is
our
greatest
inequity
and
in
every
school,
every
child
and
student
should
have
high
quality,
ethnically
and
culturally
responsive
curriculum
instruction
and
career
pathways
enrichment.
So
access
to
arts,
sports
student
government
and
all
of
the
ways
in
which
we're
engaging
our
students
within
our
school
community,
as
well
as
outside
in
their
own
communities,
with
experiential
learning
and
before
and
after
school
facilities.
R
Student
and
family
supports
the
resources
for
families,
so
our
students,
families
and
communities
can
thrive.
We
cannot
accept
that
our
families
and
students
are
struggling
and
we
certainly
cannot
measure
outcomes
because
of
survival,
so
we
have
to
measure
and
push
towards
all
of
our
students
and
families
equitably
systemically
and
equitably
thriving
towards
their
success.
R
In
order
to
do
that,
the
investments
that
have
been
laid
out
by
the
superintendent
is
a
7.8
million
for
expanded
access
to
libraries.
This
not
is
only
inclusive
of
libraries.
It
is
inclusive
of
enabling
texts,
multicultural
texts,
texts
that
really
connect
in
stories
and
narratives
that
connect
to
their
students,
identities,
families
and
communities,
and
that
also
includes
bilingual
texts
as
well,
and
it's
7.2
million
to
expand
social
emotional
supports.
R
Again,
we
must
envision
a
future
oriented
facility
for
our
students
to
be
able
to
thrive
and
to
experience
and
to
experiment
and
all
the
ways
in
which
they
are
engaging
with
their
learning
and
to
be
able
to
expand
that
in
their
own
communities
and
at
their
homes.
So
with
this,
we
will
move
into
more
of
dissecting
each
of
these
investments
and
how
they
really
are
laid
out
in
terms
of
our
school
funding
and
we'll
move
it
over
to
nate
cooter
and
my
colleagues
to
move
us
through
all
of
the
information
for
this
evening.
Q
Thank
you
so
much
farah
as
I
as
I
transition
to
the
next
slide
and
think
about
the
three-year
110
million
dollars
that
we've
received
from
the
city
to
be
able
to
invest
directly
in
our
students.
Q
I
didn't
honestly
believe
that
we
would
get
this
level
of
funding
and
support
from
the
city
and
and
but
I
followed
her
lead
and
I'm
glad
that
I
did,
and
I
forever
will
change
the
way
I
think
about
advocacy
and
how
I
think
about
what
we
need
to
do
to
make
sure
our
students
have
what
they
need
to
be
successful.
Q
Of
course
it
takes
a
commitment
from
the
city
in
order
for
us
to
accomplish
that,
but
without
superintendent,
cassellius
vision
and
being
bold
enough
to
step
forward
and
ask
for
what
our
students
need
and
we
wouldn't
be
in
this
position
today,
and
so
I
just
want
to
pause
here
and
just
say.
Thank
you.
Q
Instead,
here
in
boston,
we
are
continuing
to
invest
in
our
schools,
continue
to
invest
in
our
communities.
While
we
have
the
difficult
conversations
and
do
the
strategic
planning
about
first,
how
do
we
get
the
resources
our
students
need
to
our
students,
while
we
as
a
district
figure
out
the
best
way
to
deliver
those
services
and
the
right
portfolio
across
the
district?
Of
course,
we're
able
to
have
this
significant
conversation,
a
significant
level
of
investment
because
of
the
commitment
from
commitment
of
funding
that
we've
we've
received.
Q
With
that,
I
want
to
talk
about
the
first
focus
of
our
budget,
which
is
the
work
to
return
strong.
I
mentioned,
of
course,
that
it's
unfortunately
the
case
that
we
are
continuing
to
experience
enrollment
declines
across
all
of
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
the
cost
of
living
continues
to
rise.
Q
Q
Q
Students
get
specific
weights
that
are
differentiated
based
on
student
characteristics.
That
means
in
its
simplest
form
that
the
dollars
follow
the
students
and
that
more
dollars
go
to
our
highest
needs.
Students.
The
dollar
amount
per
pupil
gets
multiplied
by
the
number
of
students.
We
are
expecting
to
attend
a
particular
school
and
then
it's
translated
into
a
total
allocation.
Q
Q
You'll
then
see
that
students
identified
in
different
categories
get
allocations
that
are
added
to
their
initial
grade
level.
Allocation.
Every
student
in
the
district
starts
out
with
the
grade
level.
Weight
or
base
funding
amount
weights
are
then
additive,
which
means
that
a
student
with
disabilities
is
also
coming
from
a
low
income
household,
get
their
base
allocation
allocation
for
a
student
with
disabilities,
and
then
the
allocation
for
students
facing
economic
disadvantage.
Q
It's
important
to
us
that
the
categories
listed
here
remain
reflective
of
the
ways
that
we
want
to
ensure
we
are
supporting
our
students
and
we
strive
to
regularly
re-evaluate
and
make
adjustments
to
them.
In
order
to
ensure
this,
while
wsf
captures
the
basic
level
of
differentiation
needed
to
move
us
towards
equitable
funding,
we
recognize
that
there
are
other
factors,
such
as
family
choice
and
assignment
overall
enrollment
trends
that
must
be
accounted
for
outside
of
weighted
student
funding.
In
order
to
ensure
equitable
access
to
educational
opportunities
across
the
district.
Q
Q
You'll
note
here
that
the
first
line
designated
for
weighted
student
funding
is
showing
a
significant
reduction
from
fy22
to
fy23.
This
represents
the
cost
of
enrollment
declines.
We
discussed
earlier
you'll
also
see,
however,
an
increase
in
both
the
foundation
for
quality
positions
and
the
supplemental
amounts
which
are
intended
to
offset
this
decline
and
invest
additional
resources
in
our
schools.
Q
Also
reflected
here
is
the
funding
we
provide
on
top
of
the
foundation.
We
have
a
set
of
designated
resources
to
turn
around
and
transformation
schools
that
are
targeted
towards
those
schools.
We
have
other
allocations
to
schools,
running
programs
that
have
unique
needs
outside
of
what
weighted
student
funding
can
do,
such
as
vocational
program
and
inclusion
support.
Q
We
also
have
schools
will
receive
funding
federal
funding
through
title
1
idea,
which
is
funding
for
special
education
students.
Those
are
grants
which
provide
additional
support
for
students
facing
economic
disadvantages
and
students
in
special
education
funding,
which
are
also
allocated
directly
to
schools
in
fy.
23
are
not
included
in
the
side,
not
included
in
this
slide
and
represent
additional
funding
directly
to
schools.
Q
Since
fy20,
as
we've
seen
in
enrollment
declines,
we've
seen
an
increase
in
soft
landings
to
help
support
schools.
In
particular,
over
the
last
two
years,
we
have
grown
the
amount
of
money
that
we've
support
done
to
support
schools
facing
enrollment
to
clients.
The
superintendent
mentioned
54
million
dollars
in
supports
to
schools.
That
represents
a
49
million
dollar
increase
in
soft
landings
since
fy20.
Q
Our
first
priority
in
the
area
of
recovery
is
to
mitigate
the
impact
of
student
enrollment
declines.
On
the
student
experience
over
the
last
10
years,
we've
become
caught
in
a
difficult
cycle
of
enrollment
declines,
leading
to
decreases
in
funding,
which
then
lead
to
reductions
in
staffing
and
programs
that
families
want,
leading
to
less
families,
picking
the
schools
and
declining
enrollment
then
leading
to
more
decline
in
enrollment,
and
the
cycle
continues.
Q
Q
We
are
investing
in
temporarily
breaking
the
connection
between
enrollment
declines
and
funding
decreases
and
then
to
make
sure
that
we
not
change,
not
only
stop
the
decline
in
programming,
but
invest
additional
resources
that
families
want
we're.
Investing
additional
in
the
quality
guarantee,
we've
increased
funding
to
new
programs
and
supports
that
parents
have
said
they
expect
at
every
score.
Q
I
mentioned
at
our
hearing
last
week
and
I'll
mention
it
again.
This
week
is
a
national
school
counseling
week,
which
makes
it
the
perfect
time
for
us
to
recognize
the
contributions
of
school
counselors
across
our
district,
but
also
announce
the
continued
expansion
of
counselors
in
fyi
20.
As
the
superintendent
mentioned,
we
expanded
nursing
services,
fy,
21
and
22
student
access
to
social
workers
and
family
liaisons
was
a
focus
and
this
year
we'll
be
adding
school
guidance,
counselors
academic,
counseling
and
more
school
psychologists.
Q
Q
Superintendent
casselius
and
the
high
school
team
presented
this
at
the
january
26
school
committee
hearing,
and
this
is
the
quality
guarantee
across
four
major
domains:
academics,
enrichment
facilities
and
student
and
family
supports
what
I
wanted
to
do
for
each
of
these
key
areas
is
try
and
highlight
what
already
existed
within
our
budget
going
into
fy23
and
then
try
and
highlight
per
your
request.
Some
of
the
ways
in
which
the
student
experience
will
be
changing
and
see
how
this
will
impact
individual
schools
when
it
comes
to
our
academic
quality
guarantee.
Q
Q
Also
through
weighted
fund
student
funding
through
the
differentiated
support
we
provide
low
class
sizes
across
our
district
in
all
areas.
Our
district
meets
or
exceeds
the
class
size
or
minimums,
or,
I
should
say,
is
below
the
class
size
maximums
throughout
the
state.
We
have
smaller
class
sizes
than
most
other
districts
throughout
the
state.
Q
And,
of
course
we
have
not
talked
about
this
in
a
while.
But
the
office
of
instructional
information
technology
did
a
wonderful
job
of
rolling
out
one-to-one
computing
on
a
rapid
basis
at
the
start
of
this
pandemic.
That's
something
that
we
had
originally
a
three-year
goal
to
achieve,
and
we
accomplished
it
in
much
less
time.
Q
Next
year,
at
fy,
23
students
in
ninth
grade
are
going
to
see
more
opportunities
for
mass
core
courses
in
all
of
our
high
schools.
There's
going
to
be
additional
high
school
guidance
counselors
to
support
them
and
provide
planning
for
their
course
of
learning
throughout
the
four
years
in
high
school.
Q
In
enrichment
as
part
of
our
expanding
foundation
of
quality
or
the
quality
guarantee,
we
did
an
effort
to
make
sure
that
partnership
funding.
The
funding
that
was
associated
with
the
rollout
of
the
opportunity
index
several
years
ago
was
not
used
to
balance
the
school's
budget
if
they
had
enrollment
declines.
Q
That
means
that,
regardless
of
the
size
of
your
school
or
the
enrollment
that
changes
schools
have
resources
to
invest
in
critical
partnerships
and
opportunities
for
students
across
all
schools.
We
also
have
student
government
debate
and
athletic
opportunities
across
in
prior
fiscal
years,
we
invested
in
science,
technology
engineering,
arts
and
math
across
all
of
our
k-8
schools.
Q
Next
year,
we're
going
to
be
making
additional
investments
in
athletics
and
investing
in
establishing
a
standard
of
high
quality
arts
equipment
for
all
arts
classrooms
across
the
district.
I
believe
that
it's
over
300
arts
classrooms
to
make
sure
that
our
students
have
access
to
the
resources
they
need
and,
of
course,
we're
going
to
continue
to
expand
and
provide
summer
learning
opportunities
to
all
of
our
students
who
want
and
need
that
opportunity.
Q
Q
The
first
is
the
first
investment
that
we
had
made
in
prior
fiscal
years
is
an
increase
in
custodians,
both
daytime
custodians
and
overtime
night,
custodians
in
all
of
our
schools,
india,
alvarez
and
the
operations
team
have
done
critical
work
and
air
quality
implementation,
including
a
multi-year
rollout
of
air
conditioning
to
all
of
our
schools
and
then
the
kitchen
and
dining
renovations
that
have
expanded
kitchens
and
schools
that
were
previously
satellite
kitchens
that
were
doing
pre-plated
meals
in
our
schools,
something
that
has
been
very
exciting
roll
out
in
the
kuder
household.
Q
3.4
million
dollars
is
going
to
increase
maintenance
and
repair
to
catch
up
on
some
of
the
deferred
maintenance
that
we
have
as
a
district,
we're
expecting
to
see
schools
immediately,
notice,
more
repairs
and
better
maintenance
of
our
buildings,
we're
doing
1.7
million
to
expand
capacity
for
our
team
to
do
major
projects.
What
they're
going
to
see
is
more
shovels
in
the
ground,
as
they
say,
more
construction
projects
underway,
because
we
have
the
staff
to
be
able
to
support
that
implementation.
Q
And
finally,
the
hub
model,
the
family
and
community
and
student
supports
at
our
schools,
a
nurse
in
every
school
we've
engaged
school
site
councils
and
parent
councils
throughout
the
process
implemented
the
racial
equity
planning
tool,
as
chairwoman
robinson
noted
at
the
start
of
her
remarks.
These
are
critical
investments
that
we've
made
over
the
last
few
years
next
year.
Q
This
is
a
lot
of
information.
One
of
our
goals
as
a
finance
team
is
to
be
able
to
provide
transparency,
and
so
we've
provided
a
lot
of
information
online
for
you
to
be
able
to
download
and
dig
into
our
our
budget.
There's
the
explore
budget
tool,
which
will
be
updated
in
the
next
few
weeks
to
the
fy23
data,
but
there's
a
lot
of
critical
information
about
our
budget
that
you
can
find
already.
Q
I
mentioned
this
slide
last
time
as
the
one
slide
that
you
should
familiar
familiarize
yourself
with
if
you're
just
coming
on
our
budget.
For
the
first
time,
it
breaks
our
budget
down
into
four
key
key
areas
that
are
important
to
understand.
The
first
is
direct
school
expenses,
the
focus
of
tonight's
hearing.
Those
are
the
items
that
are
budgeted
directly
in
schools
that
you
see
when
we
do
the
allocations
out
to
the
adams
school
or
the
tailor.
Q
The
second
or
school
services
budget
is
centrally.
Those
are
items
that
are
technically
managed
by
the
central
budget,
but
are
actually
found
in
schools,
school,
custodians,
ot
and
pt
special
education
service
providers.
Those
are
the
things
that
we
manage
as
a
central
office
and
pay
for
out
of
our
budget,
but
are
actually
school-based
resources.
Q
Q
The
purpose
of
this
slide
is
not
to
test
your
eyesight,
but
to
just
show
you
the
document
that
you
can
find
online
and
get
into
more
detail.
It
is
an
example
of
our
wsf
template
that
is
available
for
all
schools
and
for
each
individual
school
on
our
website.
It
shows
a
comparison
of
the
current
year.
Q
This
is
a
helpful
way
to
see
how
students
at
a
particular
school
are
funded
and
how
their
whole,
how
the
enrollment
and
funding
associated
with
each
group
has
changed
for
a
particular
school
from
year
to
year.
However,
this
is
not
the
complete
picture
of
the
school's
funding,
in
particular
in
a
year
where
we're
providing
more
funding
outside
of
weighted
student
funding.
Q
The
second
larger
document
or
a
higher
sort
of
bigger
picture
document
for
each
individual
school
is
the
school
allocation
one
pager.
This
includes
the
total
allocation
to
each
school,
broken
down
by
funding
source
you'll,
see
here
that
allocations
that
reflect
on
the
table.
I
talked
about
earlier,
showing
a
breakdown
of
the
different
resources
funding
we
provide
to
each
school.
Q
I'll
close
by
noting
that
this
is
the
second
presentation
on
the
schools
on
the
overall
district
budget,
we
will
be
back
in
front
of
the
school
committee
on
tuesday
march
1st
for
the
central
office
budget
hearing.
We
will
focus
on
how
our
central
office
is
organized
to
support
schools
and
support
students.
There's
another
hearing
on
march
16th
in
which
we'll
focus
on
public
comment
and
address
questions
from
the
school
community.
B
Thank
you.
I
just
want
to
alert
the
committee.
We
usually
do
public
comment
after
we
have
heard
from,
I
mean
we'll
do
public
comment
first
and
then
we
will
have
our
opportunity
to
provide
questions
or
remarks
to
the
presentation.
So
with
that,
I
want
to
turn
it
over
to
ms
sullivan.
D
D
D
D
S
S
Hi,
my
name
is
aj
and
I'm
a
third
grader
at
the
phra
and
I'm
here,
because
we
needed
fourth
and
fifth
and
sixth
grade
at
the
shaw.
Did
you
know
that
I
got
student
of
the
month
last
month?
It
was
for
showing
perseverance
the
shot,
helped
me
do
it
because
they
perfected
me
at
the
shore,
the
teachers
loved
me
and
I
love
them.
If
I
have
to
go
to
a
new
school
next
year,
I
will
able,
I
won't
be
able
to
visit
my
old
teachers.
S
I
visit
old
teachers
because
I
miss
them
and
love
them.
They
teach
me
good
things
and
help
me
if
I
need
it.
When
I
was
in
k1,
miss
debbie
helped
me
make
a
five.
Sometimes
I
go
help
the
k2
students
during
their
choice
time,
miss
bouncy
helped
me
do
math
and
I'm
a
good
math
person
and
she
helped
me
learn
new
things
that
I
didn't
know
how
to
do.
If
I
leave
the
charts,
teachers
might
not
remember
me,
and
I
want
them
to
remember
me
one
time
I
met
this
kid
and
his
name
was
jemima.
S
We
got
to
meet
each
other
and
then
we
would
always
have
fun
together.
We
became
best
friends
and
angel.
This
is
a
big
memory
that
I
don't
want
to
forget
and
I
haven't
had
to
shop
for
almost
my
whole
life
and
if
I
leave,
I
might
talk
to
them
on
the
phone,
but
we're
not,
but
we
might
not
be
in
the
same
school
together.
S
Hi
I'm
brandon
and
I
am
a
first
grader
at
the
pa,
show
when
I
go
to
school,
I
feel
like
I'm
at
home.
I
love
my
teachers.
I
love
my
classroom
community.
I
love
my
school.
I
am
happy
with
who
I
am
at
the
pa
shop.
When
I
began
first
grade,
I
did
not
know
if
I
could
learn
to
read
and
do
math.
I
used
to
think
I'm
not
doing
good
guess
what
now
I
am
reading
and
doing
math
and
I
know
I
am
reading,
just
like
the
other
kids
in
my
class.
S
I
do
not
want
to
stop
being
at
the
pa
shop.
I
want
a
fourth
fifth
and
a
sixth
grade
here,
so
I
can
keep
learning
my
family
picked
the
white
school.
For
me,
I
love
my
family
and
I
love
my
school.
I
feel
welcome
here.
Please
don't
take
that
away.
I
am
a
black
kid,
my
life
in
the
lives
of
my
friends
matter.
Please
let
us
keep
our
school.
Thank
you.
D
Okay,
janae's
not
signed
into
the
meeting,
so
we're
going
to
move
on
to
our
speakers
who
will
be
using
interpretation
services
I'll
now
invite
our
interpreters
to
offer
support
to
our
next
set
of
speakers.
I
will
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
school
committee.
Member,
ms
polanco,
garcia,
will
receive
spanish
interpretation
by
phone
when
testimony
is
being
presented
in
a
language,
other
english
or
spanish.
T
K
K
U
K
Is
a
very
good
model
for
me
and
my
daughter
told
me
she
likes
the
schools
very
much.
They
consider
her
like
a
a
real
kid.
K
U
K
K
I
don't
think
there
is
another
school
that
would
offer
my
kids
the
best
opportunity
we,
we
have
good
experience
there.
My
kids
love
that
school
very
much.
K
D
T
D
V
Okay,
well
hi
guys.
My
name
is
sheryl
williams
and
I'm
the
parent
of
melvin,
one
of
the
coolest
third
graders
at
the
p.a
shaw.
I've
loved
the
ph
shop
for
my
son,
because
the
environment
that
is
created
within
those
walls
has
assisted
in
boosting
my
son's
confidence
in
his
education
and
helped
him
to
be
more
self-aware.
V
I
am
concerned
about
the
future
of
our
school
because
one
of
our
classrooms
is
shutting
down
next
year.
This
concerns
me
because
melvin
is
a
former
michael
e
haynes
k
through
zero.
V
I'm
sorry,
okay,
thank
you
was
that
me,
I'm
sorry,
okay,
mess
myself
up,
I
feel
like
another
transition,
might
negatively
affect
the
growth
and
improvement
he
has
shown
over
the
last
two
years.
I
believe
letting
him
and
other
children
complete
the
remainder
of
their
elementary
career
at
the
shaw
would
create
a
formal
structure
and
support
during
these
pandemic
times.
The
shah
is
an
amazing
garden
of
many
flowers
that
need
room
to
blossom
boston.
Bps
needs
to
listen
to
family
voices.
V
This
is
especially
important
on
in
our
neighborhood
of
mattapan
and
dorchester,
because
amazing
schools,
like
the
shaw,
are
hard
to
come
by
in
a
developing
relationships
between
the
schools
and
the
community
can
create
a
positive
effect
in
the
students
engagement
in
their
community
in
their
enrollment.
At
the
shaw,
please
add
fourth
grade
entire
school
next
year,
so
we
can
continue
to
expand
to
a
case
six
fully
inclusive
school.
D
D
W
Okay,
I'm
sorry.
My
name
is
sharika
rhodes,
also
known
as
rhodes.
I
am
a
seven-year
parent
of
the
ph
star.
I
also
used
to
work
at
the
food
for
several
years.
W
I
think
that
the
mill
is
an
awesome
school.
I
said
I've
been
a
parent
there
for
now,
my
oldest
child
aged
out
two
years
ago.
W
The
shaw
has
worked
wonders
in
every
way
possible
from
education
to
support
to
like
extra
curriculum
activities
like
the
doc
wayne
program
and
all
the
other
organizations
that
they
have
come
in
there.
I
like,
I
said
I
think
it's
just
overall,
a
great
school.
They
have
a
welcoming
environment,
they
treat
the
kids
respectfully
like
their
own
kids.
Like
my
oldest,
she
started
there
and
didn't
know
anything
about
school.
She
was
there
since
k1
and
moved
her
way
up
until
she
aged
out
at
third
grade.
W
I
think
it's
very
important
that
the
kids
have
an
opportunity
to
stay
within,
like
a
small
community
that
they
started
in
as
it
helps
them
like
focus.
It
helps
them
become
more
confident.
It
helps
them
create
better
relationship,
social
interaction,
skills
with
their
friends
teachers.
You
know,
as
they
move
up
into
the
higher
grade
levels.
Third,
fourth,
fifth
and
six:
you
know
they're
able
to
go
back
to
their
younger
grade
levels
and
be
able
to
like
bond
with
their
old
teachers,
which
also
helps
them
academically,
because
they
don't
feel
shy.
W
They
don't
feel
alone,
they
fail.
You
know
at
home
my
last
two
kids
that
I
still
have
at
the
shaw,
one
who
is
in
the
k-0
class
for
an
iep
and
the
other
is
a
third
grade
who
is
will
potentially
age
out
if
the
school
is
not
given
their
broken
promise
of
fourth
and
fifth
grade
it's
in
concern
of
this
like
mommy,
where
am
I
going?
What
does
the
next
gravel
grade
level?
Look
like?
Will
my
friends
go
with
me?
W
You
know
I'll
I'll
be
in
a
new
school
like
what
does
that
look
like
and
then
not
to
mention
in
the
middle
of
the
pandemic,
like
these
kids
they've
never
been
exposed
to
another
school
before,
but
they
not
only
have
to
go
to
another
school,
but
you
know
their
parents
can't
come
in
and
do
you
know
open
house?
They
can't
do
that.
W
Like
first-hand
assessment
of
the
school
that
you
know
we're
used
to,
so
I
think
you
know
to
allow
these
kids
to
progress
and
develop
into
the
better
young
men
and
women
that
they
can
be.
I
think
you
know
it's
a
necessity
like
to
take
it
away
from
them.
It
causes
a
lot
of
disruption,
not
only
just
for
the
kids
but
for
the
parents
as
well.
We
now
have
to
go
on
a
hunt
to
figure
out
where
we're
going
to
send
our
kids.
You
know,
are
they
going
to
be
comfortable?
W
W
Okay,
yes,
all
in
all
the
school,
we
was
promised
a
fourth
grade,
and
I
would
like
to
see
that
happen
as
it's
affecting
our
kids.
The
school
is
a
great
school.
They
have
support
system
in
every
way,
and
I
don't
think
it's
fair
that
you
know
our
black
communities
are
being
taken.
You
know
for
granted,
there's
a
lot
more
potential
that
I
think
you
guys
can
allow
the
kids
to
you
know
fulfill
by
giving
them
what
was
promised
to
them
and
us
as
parents
as
well.
X
Good
evening
beautiful
people
in
front
of
me,
my
name
is
matt
ennis,
I'm
a
grade
2
educator
at
the
pa
shaw.
It
is
an
absolute
privilege
to
work
at
a
school
bursting
with
seems
at
bursting
at
the
seams
with
brilliance
as
you've
been
hearing
each
and
every
week.
Also,
I
gotta
brag
and
say
that
I'm
the
lucky
one
who
gets
to
work
with
sabine
ferdinand
who
has
made
you
all
smile
every
week
so,
each
summer
I
look
forward
to
seeing
the
release
of
the
school
leader
appointments
without
fail.
X
The
statistic
that's
always
at
the
top
of
this
release
is
the
percentage
of
the
appointments
of
school
leaders
of
color.
We
have
tremendous
rates
such
as
87
percent
this
past
year
and
76
2
years
ago.
It's
a
huge
joy
that
should
be
celebrated
and
it's
so
important
for
students.
I
think
of
one
student
in
particular,
who
runs
and
gives
our
principal
a
slightly
aggressive,
but
really
warm
big
hug
each
morning
when
she
walks
in
that
type
of
representation,
is
making
her
wonder
if
she
wants
to
be
appointed
to
the
supreme
court.
X
Bettina
love
came
two
years
ago
to
summer
institute
and
discuss
freedom,
dreaming,
creating
a
vision
for
what
schools
will
be
when
the
education
survival
complex
is
destroyed.
I've
seen
this
now
happen
at
two
schools,
you,
both
the
mata
hunt
and
the
pia
sha.
Both
schools
have
freedom
dreams
with
their
school
community.
X
Both
schools
also
had
black
women
as
the
school
leader.
They
were
well
ahead
of
their
times
in
terms
of
creating
more
equitable
learning
environments
for
students,
whether
it
was
pushing
for
an
inclusion
model
years
ago
years,
ahead
of
the
district
or
crafting
a
year-long
anti-racism
professional
development
series
using
racial
affinity
groups.
X
I
want
to
thank
the
school
committee
members
who
have
been
engaging
with
us.
Your
commitment
to
learning
more
about
our
advocacy
is
really
encouraging
with
that.
I
also
strongly
encourage
you
to
push
for
more
details
when
you
hear
the
phrase
working
with
the
school
community
when
it
comes
to
classroom
closures.
X
Finally,
the
pa
shaw
has
freedom
dreamed
in
collaboration
with
the
community.
You
can
preserve
the
pa
sha
and
its
co-created
vision
by
allowing
us
to
add
a
fourth
grade
and
taking
us
one
step
closer
to
being
back
in
sync,
with
the
district
vision
for
elementary
schools
and
delivering
on
that
original
promise.
Thank
you.
So
much.
Y
Hi,
I'm
kyle
bounty,
proud
third
grade
teacher
at
the
pa
shaw,
I'm
here
today
to
ask
with
urgency
that
a
fourth
grade
classroom
be
added
to
the
shaw
for
the
2022-23
school
year
and
a
fifth
and
sixth
grade
in
the
following
years.
With
the
end
goal
being
a
single
strand,
full
inclusion
k-6,
it
cannot
be
ignored
that
this
pandemic
has
greatly
impacted
children
and
their
well-being.
Y
Y
Y
I
Hi,
how
are
you
hi?
My
name
is
jonathan
rodriguez.
I
live
in
matapan
just
down
the
road
from
the
shah,
I'm
here
in
support
of
the
shah
parents,
students
and
educators
and
really
in
support
of
them
being
in
support
of
bps
aligned
priorities
of
going
to
k-6
grade
spans
of
keeping
promises
to
school
communities.
I
I
Thinking
about
having
kids
and
knowing
that
there
are
three
great
schools
within
a
mile
of
my
house,
including
the
shah
and
thinking
about
how
bps
sends
messages
about
the
stability
of
schools
and
what
is
and
and
observing
for
the
last
couple
years,
this
promise
being
broken.
The
clear
message
was
that
bps
was
not
going
to
continue
investing
in
the
shaka
community
and
for
me
that
is
again
a
broken
promise,
something
that
we
can
correct.
I
It's
promising
to
see
the
idea
of
of
a
quality
guarantee
in
bts
of
holding
schools,
harmless
of
creating
a
less
harmful
wsf
formula.
All
of
that
is
good.
The
next
step
in
that
breaking
that
vicious
cycle
that
graphic
we
saw
earlier
is
to
keep
promises
to
school
communities
to
make
make
sure
it's
predictable
to
make
sure
they
are
supported,
and
so
for.
For
me,
it
is
simple.
If
the
school
community
is
asking
has
a
plan
around
this,
we
can
make
it
happen.
I
D
Z
Hi
good
evening,
my
name
is
you
all
know
me
bobby
jenkins:
I'm
a
community
person,
charles
and
matapan.
Z
I've
had
the
pleasure
of
teaching
well,
I've
had
the
chance
of
doing
tutoring
at
the
shaw
under
the
generations,
which
is
now
literations,
but
after
generations
left
I
came
back
and
volunteered
for
the
third
graders
and
at
that
time
the
the
staff
is
inviting
there
the
whole
school.
The
concept
here
is
a
school
that
you
know
is
really
has
it's
an
old
school.
It
has
a
primitive,
you
know
cafeteria,
they
use
a
room
to
do
you
know
they.
They
did
a
play.
The
the
playground
is
outdated.
Z
They
were
promised
a
new
school.
So
if
anything
shaw
is
one
way
they've
been
through
many
transitions.
There
was
a
break
in
service
from
an
elementary
school
from
the
shaw,
and
then
it
wasn't
it
wasn't.
It
was
a
alternative,
an
alternative
school
for
high
schoolers.
So
I
think
that
there's
a
way
to
fix
if
you've
had
teenagers
in
that
building,
there's
a
way
to
at
least
give
them
the
fourth
grade,
and
now
that
goes
back
to
the
budget.
Z
I
look
at
the
budget
and
I
really
like
it
and
I'm
going
to
work
with
the
district
on
making
sure
that
all
our
students
and
families
and
community-based
organizations
are
definitely
given
an
equitable
access
to
a
quality
education.
The
mata
hunt
has
to
get
renovated,
as
we
know
and
bcyf
pulled
out.
So
that's
a
big
void
in
the
community
for
mattapan
for
that
school
because
that
site
was
used
for
the
community
as
well
as
the
teachers,
students
and
families
also
with
madison
park.
Bcyf
has
pulled
up.
Z
So
when
we
talk
about
social,
emotional,
learning,
athletic
and
academics,
we
definitely
have
to
look
at
getting
more
partners.
I
saw
some
of
the
partners
that
you
have,
but
also
too
bcyf
is
still
a
partner
that
could
be.
You
know
mentioned
our
community-based
health
organizations,
they're
all
fighting
for
the
same
thing
you
have
witty
over
there
by
madison,
but
but
also,
most
importantly,
is
the
opportunities
we
can
have
for
summer,
enrichment,
academically
and
athletically,
and
also
for
jobs
for
our
older
students.
Z
I'm
preparing
a
report
now
and
giving
my
feedback
on
the
budget,
but
again,
but
madison
park,
real
quick.
We
need
two
family
liaisons.
The
school
has
gotten
larger.
We
have
a
high
population
of
special
ed
students,
but
also
too,
some
fixtures
need
to
happen
as
well.
When
you
talk
about
the
building,
an
updated,
an
updated
security
system
and
that
back
parking
lot
has
to
be
repaved
because
it
hasn't
been
done
and
over,
I
think,
the
last
six
or
seven
years
it
could
be
longer.
Z
So
I
you
know,
I'm
gonna
use
my
three
minutes
tonight.
But
again
you
know
it's
about
you
know.
Looking
at
the
needs,
madison
park
is
the
only
vocational
you
know
school
in
the
city
and
we
are
making
strides
we're
making
big
strides,
but
again,
makeup
has
to
be
done
in
order
to
present
turning
that
jewel
into
a
gym.
Thank
you.
C
C
The
south
end
side
sits
on
prime
lamb
land
that
mel
king
fought
his
entire
life
to
keep
from
being
gentrified
black
males
at
mckinley
have
the
highest
rate
of
dys
incarceration,
lowest
graduation
rate,
and
in
two
years
the
enrollment
has
dropped
from
over
300
students
to
approximately
200
students.
Today,
this
decline
is
not
addressed
in
your
budget.
C
C
C
C
Well,
the
plan
to
demolish
mckinley
and
build
a
new
school
for
quincy
opera
failed
due
to
protests
bill
bps
is
now
building
a
six-story
building
on
one
acre
of
land
for
the
quincy
upper
with
rooftop
outdoor
classrooms
and
countless
other
perks.
What
do
students
at
the
mckinley
get
nothing
nothing
but
silence.
C
Madam
chair
silence
is
violence
because
it
gaslights
black
students
into
the
school
to
prison
pipeline.
Another
example
of
the
budget's
hollow
equity
words
is
the
pa
shaw.
How
do
you
see
these
exemplary?
How
do
you
not
see
the
exemplary
literacy
work?
These
teachers
have
done
to
bring
out
the
best
in
the
shaw
students
as
they
testify,
and
the
gratitude
of
shaw's
parents
and
students.
C
This
budget
does
not
center
racial
equity;
it
also
does
not
center
research
that
is
available
for
recovery
and
does
not
incorporate
this
research
or
evidence-based
methods
for
high
school
redesign.
It
is
absent
of
teacher
supports
school-based
investments
supports
for
students
with
disabilities,
els
literacy
inventions
that
are
research
and
evidence-based,
nor
does
it
provide,
as
mr
cuda
said
tonight,
quote
what
families
want.
Thank
you
very
much.
J
My
name
is
ruby
reyes
and
I'm.
The
executive
director
of
the
boston,
education,
justice
alliance
and
dorchester
resident
bps
needs
to
adopt
a
do.
No
harm
policy.
The
school
committee
needs
to
commit
to
not
causing
additional
disruptions
to
any
student
or
learning
community
until
there
is
at
least
one
year
of
study,
learning
no
administrator,
local
or
at
the
state
level
should
add
to
the
trauma
students
are
experiencing.
J
This
includes
school
communities
having
to
worry
about
more
leadership
and
stability,
closing
from
enrollment
decline,
school
budget
cuts
because
of
weighted
student
funding
or
empty
build
bps
promises.
Major
holes
in
the
fy
23
budget
include
a
disconnect
from
bill
bps
and
addressing
covid
related
needs
in
the
coming
year.
We
continue
to
need
a
comprehensive
master
facilities
plan,
including
a
full
equity
analysis
of
billbps.
J
There
needs
to
be
a
clear
description
of
what
funds
will
be
temporary
in
relation
to
the
different
years
of
esser,
investigate
school
outbreaks,
to
identify
contributing
factors
and
mitigation
measures
to
be
taken
and
share.
Those
results
widely
coordinate
with
healthcare
partners
on
a
robust
outreach
and
service
plan
to
increase
the
percentage
of
students
who
are
vaccinated,
especially
focusing
on
students
of
color
and
students
who
speak
languages
other
than
english
at
home.
J
As
part
of
this
no
harm
policy,
bps
should
update
the
attendance
policy
to
ensure
families
do
not
experience
truancy,
threats
by
increasing
the
number
of
absences
due
to
covet
related
issues
as
a
commitment
to
do
no
harm.
We
know
that
closing
schools
disproportionately
impacts
black
and
latino
families
and
is
not
a
long-term
solution
to
enrollment
decline
across
the
city,
rather
than
the
current
tear
down
model
of
destroying
places
of
joyful
learning
for
black
and
latino
students
and
families.
The
solution
is
to
stop
closing
schools
and
start
building
the
things
you
promised.
J
B
F
F
I
didn't
say
this
earlier
and
I
know
I'm
new
to
the
team,
but
your
leadership
has
really
mattered
and
I
think
to
echo
what
lorena
said
you
know
this
is
a
difficult
job
and
there
is
a
history
in
these
spaces
to
really
take
our
leaders,
particularly
leaders
of
color,
and
and
make
this
work
extra
challenging
for
them,
and
so
you
have
done
incredible
grit
and
grace
during
a
really
difficult
time
for
leaders
and
educators
across
the
country.
So
really
thank
you
for
that
and
the
second
piece
I
wanted.
F
F
Okay,
so
our
opportunity
for
questions
about
public
comment
will
be
in
new
business.
Is
that
correct,
yeah,
correct,
okay,
I'm
curious
as
we're
looking
at
the
budget.
Were
there
any
changes
that
our
eyes
should
be
drawn
to
from
the
last
presentation,
and
I
can
do
I
can
ask
questions
in
like
a
chunk
or
I
can
just
ask
one
at
a
time.
Whatever
feels
right
for
you.
F
Q
No,
this
is
just
so
there
weren't
any
changes
to
the
budget
proposal
with
what
you
received.
This
is
just
sort
of
a
different
look
and
focus
on
individual
school
issues.
Q
We
are
doing
a
number
of
finalization
of
school
conversations.
Q
So
typically,
we
will
come
back
to
the
committee
on
march
16th
with
any
revisions
and
finalizations
of
school-based
allocations
and
provide
an
update
at
that
time.
F
Just
looking
at
my
time,
my
second
question
is
around
a
master
school
plan.
I
think
we
felt
this
from
the
the
conversation
we
just
heard
from
so
many
of
our
incredible
speakers
tonight
in
public
comment,
and
I
think
it
also
connects
deeply
to
the
budget
as
we're
thinking
about
holding
schools.
Harmless,
there's
a
it
is
connected
to
how
many
schools
we
think
we
need
where
we
think
we
need
them
and
a
smart
analysis
about
when
we're
going
to
need
them.
Q
I
apparently
can't
click
a
mouse
button,
a
critically
important
question
for
us,
as
we
start
to
think
about
what
we
do
post
post
pandemic
and
what
do
we
think
about
as
we
think
about
fy24
and
beyond.
Q
So
in
this
budget
there
are
a
couple
of
investments
that
are
going
to
be
key
to
that
conversation.
The
first
is
the
facilities
team
is
working
on
a
facilities,
condition
assessment.
The
facilities,
condition
assessment
allows
us
to
know
a
comprehensive
and
consistent
measure
of
building
condition
across
all
of
our
schools.
So
oftentimes
one
of
the
challenges
we
we
have
so
many
old
buildings,
60
of
which
were
built
before
world
war
ii.
Q
Where
we
have
so
many
old
buildings
that
often
times
we
have
a
hard
time
prioritizing,
which
ones
are
in
the
worst
condition,
and
as
we've
seen
with
the
jackson
man
recently
and
with
the
west
structure
education
complex,
not
that
long
ago,
we
find
ourselves
in
a
position
where
we
are
responding
to
a
building
emergency.
Q
So
the
goal
there
is
to
get
an
assessment
of
all
of
our
buildings
on
the
capital
side,
we're
partnering
with
the
public
facilities
department
to
do
a
study
of
what
our
k-6
and
7-12
design
is
going
to
be
to
be
able
to
really
lay
out
a
vision
for
where
we
want
to
go
with
our
school
buildings.
This
will
then
define
for
us
what
our
standard
building
is
going
to
be,
and
then
we
can
compare
it
to
our
current
buildings.
Q
What
that
tells
us
is
which
of
our
buildings
are
already
meeting
some
or
all
of
our
standards,
of
having
a
cafeteria
a
library,
a
gym
and
which
of
those
buildings
do
not
have
that
so
that
we
can
start
planning
out
which
of
the
buildings
that
need
to
come
offline
and
then
finally,
we've
talked
about
the
reimagined
school
funding
project,
which
is
a
project
we're
launching
this
year
to
really
think
about
weighted
student
funding,
the
interaction
between
enrollment
and
equity,
and
to
ask
some
of
the
critical
questions
about
how
we
should
fund
our
district
and
what
is
the
school
that
we're
trying
to
fund
at
what
size
and
with
what
resources.
Q
So
those
three
pieces
of
information
are
going
to
be
the
really
the
building
blocks
of
a
strategic
plan
for
school
building.
The
last
thing
I'll
just
say,
because
you
were
talking
about
multi-years
of
enrollment
projection,
our
planning
analysis
team
works
with
the
public,
boston
planning
and
development
agency
to
try
and
develop
better
long-term
forecasts.
Q
But
I
will
just
say
the
most
informative
piece
of
information
that
we
have
about
the
next
10
years
of
our
enrollment
is
our
current
enrollment.
By
grade
it
really
tells
us
where
we're
headed
as
we
start
to
look
at
it.
Sorry.
I
know
you
only
have
a
limited
time,
and
that
was
a
long
answer,
but
you
asked
a
really
great
important.
F
It
was
a
great
answer
and
it
didn't
feel
too
long,
so
we're
good
I
might,
but
the
sort
of
follow-up
to
it
is
one
just
like
clear
sort
of
vision
on
sort
of
next
steps.
I'm
curious
about
timeline.
What
does
that
look
like?
But
I
think
there's
a
missing
piece
here
and
it's
the
it's.
The
part
that
no
one
wants
to
hear,
which
is
we
may
have
schools
in
places,
we
don't
need
them
and
we
may
need
schools
in
places.
F
We
don't
have
them
and
we
may
not
have
buildings
that
can
operationalize
for
the
community
that's
there,
and
so,
when
I'm
thinking
about
a
master
plan,
it's
all
of
those
things.
But
it's
actually.
It's
also
an
honest
conversation
with
bostonians
about
what
in
in
2023
24
25
26,
whatever
the
timeline
is
that
this
sort
of
strategy
gets
put
into
place
like
how
many
schools
do
we
need
and
where,
and
is
that
part
of
the
portfolio
planning?
Q
Yeah,
I
don't
want
to
over
represent
the
amount
of
of
of
this.
That
has
already
been
done,
because
this
is,
you
know,
both
complicated
and
incredibly
important.
I
think
some
of
the
the
my
response
to
that
is
the
the
question
around
reimagining
school
funding
and
and
setting
us
setting
the
vision.
I
would
say
first
for
what
we
want
our
schools
to
have
is
the
first
part
of
that
conversation,
because
it
tells
us
what
kind
of
schools
we
want
to
build
and
have.
I
was
in
a
conversation
with
some
parents.
Q
This
was
a
couple
years
ago
in
charlestown,
where
they
were
talking
about
the
warren
prescott
and
they
said
to
us.
Please
keep
our
small
school
community
intact,
it's
incredibly
important
to
us.
What
struck
me
about
that
conversation
is
that
the
warren
prescott
as
a
multi-strand
k-8
school
is
actually
a
fairly
sizable
elementary
school
by
boston
standards,
whereas
when
we
start
talking
about
schools
like
the
pa,
shaw
or
even
the
phil
brick
in
roslindale
we're
talking
about
very
small
elementary
schools,
and
so
we
need
to
make
the
decision
as
a
district.
Q
Do
we
want
to
fund
that
model
and
for
whom
and
in
what
neighborhoods
do
we
want
to
have
it?
We
also
have
the
reality
of
small
buildings
that
don't
offer
us
a
lot
of
flexibility
for
mergers,
so
we
will
be
thinking
about
mergers
and
the
superintendent
has
already
had
us
start
some
conversations
in
conversations
around
the
sumner
and
potential
phil
brick.
Q
You
know
as
quickly
as
possible,
and
I
think
part
of
this
will
be
sequencing
all
of
the
community
engagement.
We
need
to
do
as
a
district
to
think
about.
How
do
we
authentically
have
that
conversation
with
schools,
but
I
do
think
and
and
so
based
on
those
conditions
we
can
model
out
how
many
schools
we
want.
If,
if
you
as
a
school
committee,
say
to
us,
I
want
our
elementary
schools
to
be
600
students.
F
I
know
I'm
out
of
time.
I
just
I
think
that
is
an
a
conversation
that
becomes
more
urgent
every
day
for
us
to
be
having,
and
you
can
feel
it
in
the
public
comment
that,
like
that
in
many
ways,
that
is
what
folks
are
itching
to
know
and
there's
a
level
of
transparency
there,
and
last
time
we
were
together.
You
shared
with
us.
E
Thank
you,
madam
chair,
and
thank
you
for
the
presentation.
I
have
a
lot
of
thoughts
and
I'm
trying
to
piece
them
all
together.
I
first
want
to
start
with
emphasizing
the
points
brought
up
by
member
carder.
E
I
know
that
we've
been
talking
about
a
need
to
really
have
a
facilities
master
plan.
If
we're
thinking
about
quality
a
space
teaches
right,
it
teaches
us
what
we
value.
It
teaches
us
what
we
have
access
to.
So
I
think
that
the
facilities
pieces
is
crucial
as
I'm
listening
and
listening
to
the
public
comment,
and
this
is
related
to
the
school
budgets.
E
But
as
I'm
listening
to
the
public
comment,
I'm
also
really
sensitive
to
the
enrollment
processes
that
many
families
are
engaging
with
at
this
time,
and
if
we
don't
have
a
clear
sense
of
what
our
future
is
going
to
look
like
and
what
schools
are
going
to
exist.
Where,
then,
I
feel
we're
providing
options
to
families
that
aren't
really
full
options.
They
don't
have
all
the
information
we
don't
have
all
of
the
information
and
so
the
the
sense
of
urgency,
around
figuring
out
the
facilities
and
a
master
plan
and
any
reconfiguration
that
needs
to
happen.
E
E
We
have
first
graders
who
are
doing
an
amazing
job
reading.
They
wrote
those
essays,
they
feel
those
essays,
and
that
means
that
they
are
learning.
They
are
thriving.
They
are
happy,
their
teachers
are
teaching,
they
are
having
fun,
they
are
supported.
They
have
a
loving,
joyful,
beautiful
academically,
enriching
community.
That
is
a
quality
guarantee
right.
That
is
what's
happening
in
that
building,
and
so
as
we're
thinking
about
budgets
and
knowing
that
there
is,
there
is
a
classroom
reduction
in
that
school.
E
For
me,
I'm
just
wondering:
how
are
we
supporting
school
communities
like
the
pa
shawl?
How
are
we
really
supporting
them
in
so
that
they
can
maintain
what
they're
doing
and
also
so
they
can
expand,
so
they
can
actually
expand
the
work
that
they're
doing
in
those
successful
communities
related
to
budget.
How
are
we
doing
that.
Q
Thank
you
for
that
question.
I
think
I
would
just
know
in
terms
of
the
predictability
for
families.
Next
year's
budget
adds
sixth
grade
to
15
more
school
communities.
Over
the
last
three
years,
the
superintendent
has
aggressively
pursued
grade
reconfigurations
to
make
sure
that
I
think
it's
something
like
38.
New
schools
have
six
grades
since
she
started
we're
expanding
more
opportunities
for
seven
to
twelve
to
provide
predictable
pathways,
we're
not
getting
to
them
all,
but
this
is
not.
Q
This
budget
does
not
pause
on
great
reconfiguration,
in
some
reason,
the
in
some
ways
the
reason
that
we're
hearing
and
focused
on
the
pa
sha
is
because
we
have
made
offered
so
much
clarity
to
so
many
school
communities
that
they're
sort
of
looking
around
and
realizing
that
they're
one
of
the
last
schools
to
have
that
predictable
pathway
and
that
that's
un
unfortunate,
but
it
it
shows
the
progress
we
made.
Q
I
will
also
note
that
the
pa
shop
currently
feeds
the
mildred
avenue
k
to
8,
which
is
a
high
quality
school
in
matapan
that
people
have
it's.
I
think
it's
was
a
school
on
the
prize,
if
not
winner
a
nominee
for
several
years
and
is
a
high
quality
learning
community.
So
we
do
have
a
predictable
pathway
for
families,
but
I
do
appreciate
as
a
school
community,
they
want
to
continue
to
build
on
what
they
have
and
I
can
appreciate
certainly
how
connected
they
feel
to
their
school.
Q
We
have
asked
them
to
adjust
the
capacity
to
close
the
third
grade
classroom
because
they
only
have
one
classroom
worth
of
third
grade
full
of
third
graders
moving
forward,
as
students
do
leave
the
school
and
we
will
be
having
a
conversation
with
them
over
the
next
few
months
to
figure
out
a
more
sustainable
path
to
a
k-6,
because
this
is
clearly
not
working
for
families
and
it's
not
the
solution
that
they
want.
E
Thank
you.
Oh
I'll
re
I'll
go
in
the
second
go
around.
AA
AA
We
we've
spoken,
mr
cooter,
about
sort
of
the
the
the
budget
and
we've
spoken
about
sort
of
the
concerns
of
of
the
shah,
and
I
did
have
the
pleasure
of
meeting
with
that
community
on
monday
and
really
listening
to
the
concerns,
and
I
think
the
the
other
piece
within
this
whole
conversation
is
sort
of
the
the
the
need
for
transparency
of
the
process
and
that
this
lack
of
it
has
gone
on
for
seemingly
a
few
years
now
and
thinking
about
how
the
the
district
plans
to
sort
of
rectify
this
in
in
terms
of
talking
to
talking
to
families
and
letting
people
know
essentially
where
why
was
the
like?
AA
Why
was
the
decision
made
in
the
first
place,
and
it
was
staggering
for
me
to
even
hear
that
that
there
wasn't
really
a
decision
that
was
given
as
to
why
plans
were
scrapped
or
that
plans
were
put
together
in
the
first
place.
So
there's
just
a
lot
of
disarray,
particularly
around
the
the
communication.
That's
there
and
I
know
with
regards
to
the
budget.
I
know
you
are,
I
think,
what's
very
good
as
you're
working
with
all
of
you
to
really
make
it
a
little
bit
more
transparent
for
families,
but
I'm
also
curious.
AA
Just
as
to
you
know.
What
are
you
like?
How
will
you
sort
of
make
this
a
little
bit
more
direct
and
transparent
for
families
moving
forward
in
future
years?.
Q
AA
Both
like
really
because
I
think
what
we're
like
what
you've
heard
from
many
members,
particularly
as
as
we
named
named
the
shah,
was
that
there
wasn't
a
community
sort
of
voice
in
the
planning
process
and
that
they
were
just
sort
of
told
what
was
happening,
and
then
families
had
to
scramble
to
figure
out
what
was
what
they
needed
to
do
next
and
then,
of
course,
on
the
on
the
flip
side
of
it
being
able
to
say
this
is
how
the
budget
is
going
to
actually
affect
day-to-day.
Q
I'll,
just
I'm
going
to
turn
it
over
to
david
to
talk
a
little
bit
about
the
transparency
tools
I
just
want
to
in
terms
of
the
budget
process.
I
do
think
part
of
the
budget
process
is
us
being
very
clear
and
going
out
to
places
like
the
city-wide
parent
council
and
letting
people
know
how
the
process
works
and
when
to
advocate
and
where
to
advocate
and
make
sure
they
have
all
the
resources
they
need
and
the
information
they
need
to
be
able
to
advocate.
Q
I
have
in
in,
I
would
say
the
first
phase
of
my
work
here
in
bps
thinking
about
budget.
My
transparency
was
to
publish
as
much
information
as
possible
and
now
I'm
thinking
about
in
trying
to
partner
with
the
community.
How
do
you
create
resources
and
tools
that
allows
people
to
access
it
and
understand
it
better
and
that's
part
of
the
work
with
without
view
in
terms
of
the
capital
planning
process
and
the
the
pa
shot?
I
do
think
in
a
lot
of
ways.
The
pa
shaw
has
revealed.
Q
Q
We
were
basically
giving
them
information
that
we
could
have
told
them
years
before
and
then
since
then,
it
is
very
clear
that
we
have
not
done
a
good
job,
communicating
and
making
sure
people
are
clear
that
the
configuration
promises
that
were
made
nearly
a
decade
ago
were
not
changing
and
we
announced
that
three
four
years
ago.
Q
What
has
I
think,
spurred
this
conversation
this
year
about
the
pa
shaw,
is
two
things:
one
they're
seeing
the
number
of
other
schools
that
are
reconfiguring
and
wondering
when
their
turn
is
and
two
the
closure
of
the
third
grade.
Classroom
creates
an
opportunity
for
part
of
that
reconfiguration,
but
not
the
full
part,
and
I
think
part
of
the
the
push
pull
of
urgency
and
thoughtfulness
is
that
we
want
to
make
a
quick
decision
to
solve
the
challenge
for
these
students.
Q
But
it
was
a
quick
decision
nearly
a
decade
ago
that
got
us
into
this
position
where
we
would
have
an
unfilled
promise
to
a
school
community,
because
we
weren't
thoughtful
and
really
planned
out
the
implications
across
the
district.
And
so
you
know,
I
do
think
that's
a
tension
that
we
feel.
Overall.
Q
We
do
need
to
get
much
more
transparent
how
the
capital
budget
process
works,
how
our
planning
process
works,
because
you
know
it's
not
it's
not
clear
about
how
things
get
in
the
queue
and
that's
something
that
the
superintendent
has
pushed
us
on
and
we
still
have
a
lot
of
work
to
do
david.
Sorry.
That
was
a
long
answer
and
I
know
you
wanted
to
talk
a
little
bit
about
all
of
you
and
some
of
the
tools
that
are
coming,
but.
AB
Yeah,
I
would,
I
would
just
add,
I
think,
part
of
our
progression
as
we've
thought
about
the
way
we
advance
our
work
in
the
finance
division
has
been
really
sort
of
learning
and
growing
through
our
work
around
community
engagement-
and
I
think
you
know
nate
earlier-
was
talking
about
dr
casellas
as
sort
of
parting
gifts
to
us
and
her
lasting
legacy.
AB
I
think
part
of
it
will
be
embedded
in
some
of
the
projects
we're
starting
now,
but
will
live
long
past
her
time
with
us,
and
you
know
when
we
did
our
long-term
financial
planning.
Five
years
ago,
we
had
a
robust
advisory
council
of
stakeholders
who
were
advising
the
work
that
happened
and
we
thought
to
ourselves.
We've
done
such
a
good
job
with
community
engagement
and
the
net
result
of
that
was.
AB
There
were
maybe
a
dozen
more
members
of
the
community
who
deeply
understood
the
long-term
financial
plan
than
who
otherwise
would
have,
and
that
the
school
committee
felt
very
much
engaged
in
it,
which
was
great,
but
it
really
wasn't
a
robust
community
engagement
effort
so
as
nate
also
talks
about
things
like
redesigning
the
weighted
student
funding
model.
One
of
our
main
takeaways
is
when
we
launch
projects
like
that.
We
need
to
embed
community
engagement
as
a
key
part
of
the
work.
AB
AB
Equal
weight
in
the
rfp
that
our
expectation
was
that
whoever
was
coming
to
help
us
do.
This
work
had
community
engagement
and
a
community
engagement
plan
as
a
key
part
of
the
work,
because
it
is
unfair
of
us
to
ask
our
existing
community
engagement
team
to
add
supporting
us
in
this
work
as
a
part
of
what
they're
already
doing.
And
so
I
just
wanted
to
say
that
is
a
continued
hope
of
ours
and
goal
of
ours.
As
we
roll
out
these
new
initiatives
to
really
embed
that
community
engagement
work
in
each
part
of.
G
I
do
have
a
couple
of
questions
here.
Apparently,
a
couple
of
meetings
we
had
ago
was
regarding
dsr
funds
that
had
not
been
requested
through
the
equity
team.
I
just
wanted
to
know
what
the
status
is
regarding
this
regarding
the
equity
funds
that
have
been
requested.
That's
one
of
my
questions
that
I
do
have.
G
Q
At
this
point,
for
current
most
of
the
concerns
from
schools
was
around
current
year:
fy22
esser
allocations.
At
this
point.
All
schools
have
requested
their
funding
and
funding
has
been
going
out
to
schools
for
them
to
be
able
to
begin
some
of
their
work.
I'm
going
to
defer
most
of
those
questions
to
our
esser
team,
led
by
ava
mitchell,
who
is
planning
to
come
back
to
the
committee
with
an
update
on
the
sr3
application
and
provide
a
lot
more
details.
Q
I'll
just
say
that,
as
part
of
our
budget
collaborative
process
through
fy23
planning
and
through
partnership
with
our
two
teams,
we
are
doing
more
to
begin
the
planning
for
next
year's
spending,
so
that
a
lot
of
the
delays
you
heard
about
this
year,
don't
continue
into
next
year
that
we
have
a
thoughtful
plan
and
we've
been
able
to
vet
it
and
vet
each
of
the
individual
school
plans
for
how
it
will
impact
their
students
next
year.
G
It
is
my
understanding
that
out
of
125
schools,
125
schools
90
something
the
schools
had
requested
the
funds
that
they
were
part
of
those
schools
that
have
not
requested
the
as
for
funds.
So
my
question
in
particular,
is
which
schools,
in
particular
out
of
those
125
where
funds
were
allocated,
had
not
requested
this
funds,
in
particular
the
esser
funds.
Q
We'll
certainly
come
back
and
provide
us
update
with
the
esser
team,
but
at
this
point
all
of
the
schools
have
requested
their
fy
22
current
year.
Sr
funding
and
have
applications,
and
I
know
there
were
a
few
schools
that
had
outstanding.
We
were
still
waiting
for
applications
and
information
about
how
they're
spending.
G
I
do
understand
that
there
will
be
meetings
ahead
regarding
budgetary
concerns
and
about
budgetary
conversations.
My
question
in
particular,
is
the
some
of
the
families.
What
type
of
families
of
supports,
in
particular
the
ela
families,
will
be
getting
in
terms
of
budgetary
information,
and
how
are
we
going
to
engage
these
families
in
these
conversations,
particularly
the
ela
category
of
families
regarding
budgetary
allocation
of
resources?
How
can
we
engage
them.
P
G
Transparency
is
absolutely
a
top
priority.
How
can
we
communicate
to
these
families,
or
let
them
know
that
this
is
a
transparent
process
that
they,
these
families
are
being
considered
and
are
taken
in
consideration,
regardless
a
specific
group
of,
for
example,
the
kids
with
special
needs?
How
can
we
create
a
transparent
process
to
let
the
families
know
what
is
happening
with
this
budgetary
limitations
or
how
funds
are
allocated
into
the
special
needs
population.
S
Q
It's
a
really
critical
question.
I
don't
think
I
have
a
good
answer
to
you
know
we.
We
are
engaged
with
the
el
task
force
and
have
an
annual
presentation
with
them.
Where
we'll
talk
about
the
budget,
but
that's
not.
Q
I
think
what
you're
talking
about
is
direct
engagement
with
families,
and
I
think
I'll
just
say
I
would
love
to
meet
with
you
and
talk
more
about
ideas
for
how
we
can
go
from
transparency,
as
is
translated
documents
to
what
I
was
talking
about,
which
is
partnership
and
thinking
of
ways
to
make
sure
families
both
understand
the
budget
and
understand
the
process
and
then
believe
that
their
voice
in
the
process
affects
the
outcome,
because
that's
the
other
piece
of
it
is
advocacy,
does
change
our
budget
at
both
throughout
this
process
through
our
city
council
process,
but
really
on
an
annual
basis
as
we
evaluate
and
change
the
process.
Q
I'll
also
I'll
set
up
time,
because
I
think
we
need
to
talk
about
the
reimagined
school
funding
project,
because
that's
such
a
that
that
is
a
potential
change
and
shift
that
could
affect
multiple
years
of
budgets
and
if
we're
not
thoughtful
about
specific
engagement
with
el
communities,
I
think
we're
going
to
miss
a
huge
opportunity.
So
I
look
forward
to
your
partnership
on
that.
G
G
I
do
have
to
acknowledge
the
testimony
that
many
persons
here
participants
had
shared
with
us,
which
is
critical
to
hear
what
they
have
to
say.
It
is
important
to
hear
what
are
their
expectations,
what
are
their
expectations
in
terms
of
growing
and
how
is
the
community
engaging
with
this
with
this
particular
population?
So
I
do
comment
some
of
the
comments
that
we
hear
from
the
speakers.
P
B
F
Hi,
thank
you
again,
just
a
few
follow-up
questions
and
some
new
ones
that
I'm
looking
at
my
timer.
I
just
want
to
say
I
know
nate
that
you
are
sharing.
F
F
There
is
some
sort
of
hard
conversations
that
we
have
to
have
around
anticipated
decrease
year
over
year,
unless
the
district
believes
that
we
will
stabilize
enrollment
in
the
early
grades,
and
so
there
is-
and
I
think
this
connects
back
again
to
a
master
plan
and
some
of
these
more
sort
of
tough
conversations
about
our
future.
But
unless
we
think
like
the
enrollment
decline,
is
going
to
stop
in
our
earliest
grades,
there's
some
like
long-term
planning
that
I'm
just.
I
hope
we
are
doing
that.
F
Q
I
think
that's
that's
right.
I
think
part
of
what
we're
looking
at
is
intervening
by
offering
the
quality
guarantee
and
investing
in
new
resources.
You
know
in
prior
budgets
going
back
even
three
four
years
ago,
when
we
would
have
been
talking
about
hold
harmless.
Q
You
know,
being
able
to
invest
in
libraries
while
we,
while
we
are
dealing
with
massive
enrollment
declines,
is,
is
a
unique
situation,
and
so
I
do
think
that
there's
we
should
be
talking
more
about
the
great
things
that
are
happening
at
our
schools
and
one
of
the
things
I'm
always
intrigued
by
when
or
sort
of
I
notice
when
people
start
talking
about
their
individual
schools.
Is
they
sort
of
feel
like
they're,
the
ones
who
are
on
an
island
and
that
there
are
other
school
communities?
Q
But
by
and
large
our
families
love
their
schools
and
we
we
need
to
start
telling
that
story
more,
because
I
do
think
that
bps
should
be
a
higher
choice
from
for
more
families
that
we
would
serve
a
lot
of
community
as
well.
While
we
also
need
to
do
the
long-term
planning
you're
absolutely
right,
we
need
to
have
that
critical
conversation
with
the
new
administration
and
mayor
wu's
administration
with
a
large
new.
You
know
a
number
of
new
members
of
the
school
committee,
the
new
members
of
the
city
council.
Q
I
think
there's
there's
a
new,
a
new
opportunity
to
have
a
conversation
about
the
the
direction
of
bps.
In
this
way.
F
Yeah
and
the
the
sort
of
quality
early
childhood
option
at
the
beginning
too,
to
get
families
in
the
door
and
how
we're
thinking
about
a
universal
pre-k
in
like
a
real,
honest
way
like
a
universal
application.
A
universal
system
like
a
real
high
quality
option
that
doesn't
place
the
burden
on
discovery
on
our
families,
but
becomes
something
that
we're
holding
as
a
system.
A
We
have
some
challenges
with
our
universal
pre-kindergarten,
in
that
our
latino
families
are
not
accessing
universal
pre-kindergarten
at
the
same
rate
that
other
demographic
groups
are,
and
I
think
that
some
of
our
children,
you
know
who
come
from
immigrant
families
are
losing
out
on
this
benefit
and
we
need
a
strategy
for
that.
A
Also,
we
have
charter
schools
that
serve
a
large
proportion.
I
think,
last
time
I
looked,
it
was
somewhere
around
22
000
students
are
in
charters,
we
have
7
200
students,
7
300
students
in
private
schools,
and
so
there
are
students
in
boston.
We
can
serve
if
we're
delivering
on
a
quality
guarantee,
and
I
can't
remember
the
number
of
students
that
leave
on
medco
buses,
but
it
would
be
great
to
be
able
to
have
a
pro
enrollment
strategy
around
upk
and
the
quality
guarantee
and
tie
that
to
excellent
facilities.
A
So
when
parents
come
through
the
door,
they
not
only
are
greeted
by
incredibly
caring
and
competent
teachers
as
their
children
turn
three
and
four
years
old,
but
they
go
through
doors
and
they're
in
schools
that
have
gymnasiums
and
libraries
and
social
workers
and
nurses
and
everything
that
they
should
have.
And
that
is
really
the
goal.
A
And
then
that's
when
you
stabilize
enrollment
and
you
you
see
more
pulling
off
of
some
of
more
of
our
share
of
the
boston
students,
school-aged
children.
F
With
this
we
can
take
this
conversation
offline
I
haven't.
Even
there
are
times
I
haven't
got
my
phone
call
returned,
and
so
it
is
it's
a
challenging
system
to
navigate,
and
some
of
the
pro
enrollment
strategy
also
starts
with,
and
we've
talked
about
this,
but
like
with
the
sort
of
welcoming
into
that
space,
whether
that's
what.
A
I
wouldn't
argue
with
you
about
that.
I
mean
we
absolutely.
I
need
a
better
technology
and
we
need
more
people
and
coming
out
of
this
surge.
You
know
we
have.
We
are
experiencing
the
same
labor
shortages
as
many
others,
but
certainly
give
us
a
call,
and
I
will
be
sure,
because
you
should
not
be
that
long
and
I
would
do
that
for
any
parent
and
people
know
that
I
get
back
to
folks.
So
absolutely.
F
Thank
you
am
I,
out
of
time
with
my
personal
enrollment
drama,
all
right,
I
will
come
later.
Z
B
H
Oh,
thank
you.
I've
I've
been
hearing
committee
members
talking
about
all
these
issues.
For
the
last
I
don't
know
half
an
hour
or
maybe
more.
I
share
some
of
some
of
them,
but
I
disagree
with
many
and
I'm
going
to
speak
very
loudly
here
in
support
of
the
administrative
staff.
H
Of
people
under
the
age
of
between
the
age
of
5
and
the
age
of
18,
who
are
who
are
eligible
for
high
school,
so
that
that
comes
out
to
be
about,
I
would
say
about
91
000,
81,
000,
81,
000
youngsters,
out
of
that
we
have
49
000.
So
that
equates
to
about
61.
H
H
Charter
school
does
stick
a
chunk
out
of
it.
Of
course
you
know
there
are
other
programs
that
that
that
kids
are
avail
to,
and
I
understand
that
that
the
the
problem
we
are
facing
that
may
discourage
parents
to
send
their
children
to
school,
such
as
mass
score
low
grade
such
as
the
quality.
I
agree
with
the
superintendent,
but
I
also
believe
that
we
are
doing
the
best
we
can.
We
are
improving
on
it
on
a
daily
basis.
We
recognize
you
know
the
the
issues
there.
H
T
E
Thank
you,
madam
chair.
You
know,
I
think
it's
important
to
recognize
that
hard
work
is
happening
and
that
these
challenges
have
existed
for
a
long
time.
E
But
if
we
don't
do
some
things
differently,
then
50
years
from
now
folks
will
be
having
the
same
conversation
and
that
I
I
want
more
for
our
city
and
I
want
more
for
our
children,
and
so
I
do
appreciate
the
work,
that's
being
done
and
I'm
willing
to
roll
up
my
sleeves
and
continue
to
do
more
work
and
do
better
work
if
possible.
E
Chief
cooter,
one
of
the
things
that
you
mentioned,
was
that
sometimes
quick
decisions
are
made
right
like
and
and
folks
make
those
decisions,
and
we
don't
see,
we
don't
see
the
ripple
years
down
the
line,
and
so
I
think
that
the
other
side
of
that
coin
is
we
make
a
budget
decision
and
in
this
example,
and
I
think
that
the
pa
shall
is
a
really
good
example
to
to
look
at
what
it
means,
what
it's
meant
in
the
past
and
then
what
it
can
mean
in
the
future.
E
Right
make
a
budget
decision
in
closing
a
third
grade,
classroom
or
or
just
reducing
a
school
size
and
what
it
can
do.
And
what
I
see
it
doing
is
that
it's
creating
anxiety
for
families
in
a
community,
because
what
it's
doing
is
they're,
seeing
that
there
are
district-wide
decisions
about
a
move
to
go
to
k-6
or
k-8,
and
that
is
a
decision
that
we've
made
as
a
community.
E
But
the
pa
shaw
doesn't
fit
into
that.
It
doesn't
currently
fit
into
that.
And
so,
if
it's
not
on
the
list
to
expand
to
a
k
through
six
or
k
through
eight,
which
is
what
we're
saying
we're
moving
our
district
towards
that
model,
then
it
makes
sense
for
the
pa
shaw
community
to
think
that
at
some
point
in
the
future
it
doesn't
exist,
and
that
is
the
I
think
the
root
cause
here
is
what
trust
exists
between
the
district
and
the
community
right
like
to
me.
E
That's
the
root
cause
that
I'm
seeing
here
and
so
again
I
I
know
I'm
harping
on
this,
but
we
have
to
push
to
prioritize
a
real
analysis
around
enrollment,
currently
future
and
facilities,
because
the
decisions
that
we
make
today
need
to
be
working
towards
a
vision
and
the
community
needs
to
be
a
part
of
creating
that
vision
and
they
need
to
not
feel
anxiety
about
what
is
the
school
going
to
look
like
a
year
from
now,
two
years
from
now
three
years
from
now.
E
The
other
point
that
I'll
mention
is
we
we've
we've
heard
and
we've
we've
seen.
I've
been
on
this
board
when,
when
some
of
these
decisions
were
made,
there's
been
a
lot
of
work.
That's
been
done
to
reconfigure
more
of
our
schools
to
that
k
through
6
7
through
12
model
again,
but
we're
making
those
decisions
without
a
clear
understanding
of
when
some
of
those
school
communities
are
going
to
have
adequate
facilities.
E
So
example,
we
have
schools
that
will
have
sixth
grade
next
year
and
they
they
should
have
a
sixth
grade,
their
they're
they're,
doing
good
work.
The
community
has
asked
for
that,
but
they're
also
in
temporary
spaces,
and
so
what
is
the
plan
at
what
point
will
these
schools
actually
be
full
whole
communities
with
all
the
things
that
they
deserve?
E
So
the
question
is
when
we
think
about
next
year,
what
are
the
clear
investments-
and
I
know
part
of
the
system
capital,
but
part
of
it
is
also
through
our
operational
budget.
What
are
the
clear
investments
that
we
are
making
to
address
these
gaps
around
the
promises
that
we're
making
to
school
communities
and
these
great
reconfigurations.
Q
So,
thank
you.
I
think,
there's
a
there's
a
lot
there
to
unpack.
I
would
say
first
as
it
relates
to
the
pa
sha.
I.
I
definitely
agree
that
part
of
the
the
concern
that
they
have
is
seeing
how
they
fit
into
the
configuration,
and
I
do
think
it's.
It's
also
the
place
where
things
for
us
from
a
district
view
and
the
personal
experience
at
the
school
level
can
feel
very
different.
In
matapan,
there
are
three
or
in
the
matapan
lower
part
of
dorchester.
Q
There
are
three
schools
that
are
in
that
k
to
three
configuration:
the
ellison
parks,
the
pa,
shaw
and
lee
academy.
So
addressing
the
pa
shaw
is
not
addressing
the
different
configuration
challenges
that
we
have
and
I
think
again,
the
original
design
of
that
neighborhood.
Without
looking
at
to
your
point,
long-term
enrollment
plans
and
and
feeder
patterns
for
how
people
actually
navigate
the
district
was
to
have
k
to
three
schools
that
felt
fed
me
mildred
avenue
as
a
four
to
eight
the
mildred
ave
community
advocated
for
a
k-8,
they
got.
Q
It
then
triggering
other
people
to
have
to
change
their
configuration
and
their
feeder
pattern,
and
so
we
do
need
to
be
thoughtful
about
the
long-term
planning,
and
I
do
you
know
you're
right.
So
the
original
plan
for
this
year's
budget
and
change
decay
to
sixth
configuration
was
that
three
schools
were
not
going
to
have
a
k-5
solution
or
k-6
solution.
They
were
going
to
stay
k-5
and
we
were
going
to
change
their
feeder
pattern.
Q
While
we
continue
to
explore
other
possibilities
for
mid-term
solutions,
while
we
do
long-term
building
plans,
all
of
this
is
we're
trying
to
balance
urgency
and
responsiveness
with
the
time
it
takes
for
long-term
planning,
but
to
go
back
to
the
investments
that
are
in
the
budget
to
help
us
achieve
and
do
better
for
our
communities
and
to
do
better
at
this
work.
Q
The
first
a
capital
investment
around
the
the
plan
to
come
up
with
our
k-6
7-12
study.
So
we
can
clearly
define
what
it
is.
We
want
our
school
buildings
to
look
like
what
resources
we
want
them
to
have.
Q
The
second
is
an
investment
in
capacity
in
both
the
operating
operations
department
and
on
the
build
bps
team
to
be
able
to
make
sure
that
we
have
the
resources
that
we
need
to
do
this
work.
It
takes
a
team
of
analysts,
project
managers,
people
who
can
put
together
the
planning
for
each
of
these
individual
schools
and
do
the
work
that
it
takes,
as
david
mentioned,
to
engage
with
communities
about
the
plan.
Q
Those
are
all
operating
investments
to
complement
the
capital
investments
and
I'm
sure
I'm
missing
different
points
that
you
made,
because
I
think
what
you're,
what
we're?
What
you're
asking
about
are
the
critical
parts
of
this
budget?
We
are
able
to
make
significant
investments.
I
think
everybody's
on
board
with
that,
but
we're
all
sort
of
seeing
the
the
looming
decisions
that
we
need
to
confront
as
a
district.
B
S
AA
Yeah-
I
I
I
just
in
hearing
you
know
and
and
hearing
some
of
the
the
comments
I
just
want
to
sort
of
echo,
the
the
the
sentiments
raised
by
lorena,
in
the
sense
that
I
think
everybody
here
is
certainly
proud
of
the
of
the
work
that
has
been
done
to
to
date
and
is
and
confident
like
in
that
and
that's
just
a
basic
principle
of
critical
feedback
that
you
can
still
be
critical
of.
AA
What's
on
the
table
and
still
be
encouraging
at
the
same
time-
and
I
think
everybody
here
is-
is
attempting
to
do
that
and
in
our
in
our
analysis,
we
we
do
so
with
the
intention
of
mine
to
come
out
on
the
other
side
better,
and
I
just
want
to
raise
that
concern
because
you
know
in
the
event
that
anything
is,
is
taken
as
a
lack
of
confidence
within
what
has
been
put
forward.
AA
That
is
not
the
case,
at
least
from
my
from
my
standing,
but
of
course
you
know,
this
is
something
especially
I
can
say
for
myself
as
a
new
committee
member,
that
I'm
getting
up
to
speed
on
on
on
all
of
these
things
and
naturally
going
to
have
a
lot
more
questions
and
a
lot
more
things
that
are
of
concern.
AA
And
so
I
look
forward
into
having
I
look
forward
to
having
more
of
these
conversations,
not
just
here
but
with
people
individually,
so
that
I
get
a
better
sense
of
what's
going
on
and
that
I
can
be
a
better
advocate
for
for
these
communities,
and
I
think
part
of
the
reason
why
we
we
are
saying
some
of
these
things
is
because
I
can
say,
like
I,
I've
gone
to
the
communities
and
and
they've
said
that
they
haven't
had
this
at
all.
AA
They
haven't
had
that
direct
contact
with
people
for
either
from
necessarily
the
the
school
committee
on
a
regular
basis
or
just
from
the
district
and
and
so
that's
what
we're
hoping
to
transform
here,
and
so
you
know,
alas,
just
want
to
say
that,
like
I
commend
everybody
here
for
their
their
tireless
dedication
to
it
and
that
we
are
in
the
the
fight
with
you
and
thank
you.
F
I'm
echoing
what
has
been
said,
I
I
support
the
work
that
everyone
is
is
doing
and
I
know
how
hard
you
have
are
working.
I've
been
in
a
different
city,
but
on
the
other
side-
and
I
know
how
complex
this
charge
is
and
at
the
same
time
you
know
I'm
asking
questions
to
steven's
point
because
I'm
getting
up
to
speed
and
I'm
asking
questions
because
that's
the
job
and
I
want
to
be
able
to
probe
and
ask
the
questions
that
represent
our
communities
across
the
city.
Sometimes
I'm
asking
questions.
F
I
even
think
I
might
have
an
answer
to,
but
I
still
think
it
matters
to
get
the
question
on
the
record
and
I
keep
thinking
about
our
teachers
actually,
just
as
our
school
committee
is
forming
and
we
are
getting
to
know
each
other
and
all
of
us
are
getting
to
know
each
other
on
zoom
and
our
teachers
went
through
this
parallel
process
with
us
getting
to
know
classrooms
of
students
on
zoom
and
to
try
to
build
community
and
a
culture
in
this
way
and
it's
hard
and
it's
clunky
and
it's
awkward
and
we
don't
even
see
each
other's
toes
moving
or
our
legs
when
we
stand
up
like
it's
a
it's
a
tough
process.
F
So
this
is
it's
powerful,
because
this
is
what
our
school
leaders
and
our
and
our
teachers
have
gone
through
and
we're
figuring
out
too,
and
it's
tough
work
and
I'm
just
going
to
ask
a
question,
because
I
have
four
minutes
and
20
seconds.
So
two
things
I
just
want
to
also
echo
dr.
F
F
Like
builds
clarity,
and
so
you
have
a
lot
of
families,
I
think
who
also
enrolled
in
the
school
with
a
plan
that
was
shared
three
years
ago
and
not
clarity
on
what
the
future
was,
and
there
is
something
that,
like
the
moment,
I
register
I
should
know
we're
not
growing,
and
there
is
this,
and
this
goes
back
to
a
master
plan
for
our
schools
and
that
level
of
transparency
and
the
hard
conversation
that
we're
gonna
have
to
have,
and
I
think
we've
said
it.
F
It's
something
we're
committed
to
we're
all
committed
to,
and
I
can
tell
from
our
bps
colleagues
like
this
is
something
we're
committed
to,
but
there
is
a
sense
of
urgency
in
getting
this
information
out.
That
helps
us
know
where
we're
going
when
we're
getting
there
and
at
the
same
time,
as
I'm
looking
at
slide.
F
19
like
this
level
of
investment
in
soft
landings,
is
just
not
sustainable,
particularly
as
we
continue
to
see
enrollment
decline.
We're
only
going
to
see
more
spend
here.
It's
doubling
and
it's
like
a
great
gift
for
schools.
I've
been
a
school
leader
who
needed
to
be
held
harmless
and
at
the
same
time
as
enrollment
as
numbers
decline.
F
You
know
school
communities
that
may
not
make,
and
so
we
have
to
figure
out
a
long-term
solution
so
that
that
doesn't
become
our
spend
in
this
one
area,
but
we're
investing
the
money
in
a
way
that
like
brings
stuff
and
things
to
kit,
so
that
it
accelerates
learning.
But
my
question
I'm
looking
at
slide
26.
F
I
have
a
question
around
particularly
around
investment
in
special
education
for
non-native,
english
speakers
or
else,
and
I
am
actually
talking
about
the
marriage
of
those
identities,
and
so
I
see
they're
sort
of
separate
categories
in
our
special
ed
funding
and
there's
a
category
around
how
we're
thinking
about
expanding
access
for
bilingual
supports
and
native
language
programming.
But
like
is
there
strategic
investment
in
in
our
young
people,
and
I
actually
think
the
number
is
growing.
If
someone
can
give
us
that
data.
Q
Yeah
I'm
going
to
go
ahead
and
turn
it
over.
I
think,
first
to
david
bloom
and
then
see
if
ferrous
raj
has
other
things
that
she
wants
to
add.
I
do
anytime.
We
start
talking
about
the
overlap
between
english
learners
and
students
with
disabilities.
I
do
feel
the
need
to
give
a
hat
tip
to
john
mudd,
who
asks
me
about
this
at
every
ell
task
force
and
asks
me
about
it
every
budget
process.
So
it's
really
important
question
so
I'll
turn
it
to
david
goss.
AB
I
that's
a
a
dangerous
thing
I
will
say
I
know
we
have
a
dedicated
team
of
folks
who
work
across
both
divisions,
who
are
formally
assigned
to
both
the
office
of
special
education
and
the
office
of
english
learners,
who
are
really
thinking
deeply
about
the
programming,
and
I
know
you
know
the
the
way
we've
represented
tonight's
investments
has
to
do
with
the
sort
of
historical
way
we
represent
investments
and
that
they
are
assigned
to
particular
departments,
and
so
there
is
a
separate
department
of
special
education
and
department
of
english
learners,
but
both
departments
are
thinking
in
their
investments
about
that
overlap
as
a
key
issue.
F
Another
option:
I'm
just
curiou,
I'm
like
actually
talking
about
localized
support
for
that
population.
So
there's
like
the
first
piece
just
is:
do
we
have
the
data
point
of
how
many?
What's
our
population
of
students
who
are
special
ed
or
in
special
ed
programming,
who
are
also
elves,
and
then
I
believe.
A
A
AB
I'll
just
say
the
specifics
I
can
give
you
tonight.
I
I
can
tell
you
that
one
of
the
investments
that
the
office
of
english
learners
has
put
forward
in
their
category
is
an
investment
in
growing
the
number
of
bilingual
special
education
pairs.
We
have
to
make
sure
that
they're
providing
native
language
support
in
embedded
in
the
instructional
support,
that
is
in
those
strands.
F
I'm
excited
to
hear
more,
particularly
as
we're
thinking
about
yes,
the
para
support,
but
also
the
direct
instruction
through
a
teacher
and
where
that's
you
know
that
lives-
and
this
is
a
community
that
I
think
we
all
can
agree
on
in
both
in
two
subsets
of
communities
that
are
often
forgotten,
this
sort
of
overlap
in
multiple
identities.
This
is
not
like
a
a
unique
problem
here.
This
is
like
a
global
problem
in
how
those
students
become
invisible
in
our
system.
R
F
Perfect,
I'm
I'm
actually
really
almost
done.
I
just
have
a
question
for
slide
22
one.
This
is
exciting
like
to
be
able
to
meet
national
standard
in
the
area
of
increasing
student
supports,
particularly
for
mental
health
services,
but
also
the
sort
of
pathway
support
as
students
are,
you
know,
gaining
credits
in
the
system,
I'm
actually
curious,
and
I'm
just
wondering
on
a
school-based
level,
but
this
might
also
be
a
central
support.
That
will
be
part
of
that
conversation
later.
Where
is
the
support
sort
of
focus
for
acute
crisis
that
we're
seeing
in
schools?
F
And
how
are
we
thinking
about
sort
of
emergency
and
trauma
response
in
schools,
and
I'm
not
sure
if
that
that
is
already
sort
of
layered
in
the
system
and
we're
good
or
if
there's
an
increased
investment,
given
the
heightened
acute
need
we're
seeing
young
people
experiencing
right
now.
A
Because
of
the
pandemic,
we
have
added
social
workers
in
every
school,
at
least
one
and
now
in
this
budget,
we're
adding
clinical
psychologists.
I
think
it's
26
of
them
and
also
that
will
bring
us
to
the
national
average
of
100
to
500,
which
will
help
provide
the
teamwork.
That's
needed
around
this
acute
kind
of
mental
health
services
and
then
also
we
have
added
the
family
liaisons
for
the
crisis
for
the
families,
and
then
I
think
one
thing
that
we
will
be
doing
is
with
some
of
our
essa
funding.
A
Is
the
elementary
counselors
we'll
do
a
lot
of
prevention
and
working
with
our
younger
students
so
that
you
know
you
catch
it
earlier
and
support
students,
then,
and
then
also
at
the
1-250
at
the
high
school
level,
except
within
9th
grade
one,
the
150.
A
so
having
these
teams
of
folks
working
together
is
really
what's
going
to
provide
a
nice
supportive
environment.
For
I
mean
I
don't
know
that
that
exists.
This
never
existed
anywhere
in
a
school
that
I've
worked
in
to
have
this
level
of
support
for
a
team,
and
I
think
that
we're
making
these
priorities
really
because
the
students
have
asked
us
to
make
them
and
teachers
so
that
they
could
have
more
humane.
A
We
have
a
helpline
for
our
students
that
the
students
put
together
a
couple
a
couple
years
ago.
I
think
it
was
in
december,
so.
F
It
you
are
right
like
it
is:
it's
historic,
the
investment,
particularly
the
10
million
for
academic
counseling
pre-k
through
eight-
and
I
know
the
critique
will
be
more
and
I
can
imagine
the
complexity
will
be
staffing.
These
positions,
given
the.
X
F
A
Pay
for
we
pray
pretty
well
in
boston.
If
we
start
early
we're
able
to
note,
we
are
able
to
get
diverse
candidates,
we
saw
that
happen
with
our
social
workers,
although
I
do
think
particularly
this
year,
it's
two
years
of
the
pandemic.
I
think
it's
hard.
I
think
you
know
there
is
a
crisis
right
now,
where
we
are
pretty
worried
about
labor
labor
shortages.
A
A
I
don't
have
the
exact
breakout
of
the
vision
for,
but
we
can
certainly
get
that
for
you
from
avery
that.
A
F
F
Programming
makes
its
way
into
specialized
programming
for
students
as
well.
F
B
You
thank
you.
Thank
you
to
all
of
my
companions.
Thank
you
for
all
all
right,
mr
pierre.
Go
ahead.
Sorry.
E
One
question
sorry,
remember:
cardet
hernandez's,
rubbing
off
on
me.
One
question
as
I
was
listening
to
the
supports
and
the
increase
in
investments
to
support
students,
especially
around
mental
health
needs,
I'm
wondering
what,
if
anything,
we're
doing
for
staff
just
in
terms
of
supporting
this
is
like
in
this.
Isn't
you
all
know
this
because
you're
in
this,
but
it's
an
incredibly
difficult
time,
and
especially
folks
who
are
taking
care
of
our
students
and
trying
to
teach
and
also
trying
to
take
care
of
all
the
needs.
A
I
know
that
there
is
mental
health
supports
for
our
mental
health
providers,
like
our
social
workers,
our
counselors,
our
psychiat
psychologist.
We
also
have
employee
assistance
programs,
but
I
I'd
have
to
circle
back
with
andrea
amador
and
have
get
get
you
a
brief
on
the
exact
numbers
of
staff
accessing
those
programs
and
things.
I
don't
have
that
at
my
ready
tonight.
T
E
There
any
also
cross-learnings
from
folks
who
could
be
supporting
staff
in
just
different
strategies
to
engage
in
with
students,
but
then
also,
perhaps
for
themselves,
I'm
just
trying.
I
I'm
hearing
from
educators
and
people
are
just
maxed
out,
and
so
I
I'm
I'm
worried
about
the
people
who
are
charged
for
taking
care
of
our
children
and
just
trying
to
figure
out
like
how
we're
supporting
their
mental
health
and
well-being
to
ensure
that
they
can
continue
to
do
the
most
important
job.
There
is
yeah.
A
I
appreciate
that
neema
avashi
had
a
really
great
article
this
morning
in
the
wbur.
A
I
think
she
spoke
with
them
as
well
about
just
you
know,
teachers
now
and
their
conversations
about
how
tired
they
are
and
how
exhausted
they
are.
This
this
particular
surge
this
past
january
was
extremely
hard
on
everybody
and
a
number
of
our
our
staff
were
that
sick
themselves,
and
you
know
they
have
the
effects
of
of
just
not
being
well
physically
and
so
there's
a
lot
going
on,
not
just
mental
but
physical
or
they're,
caring
for
other
family
members
or
elderly
parents
and
just
the
normal
stresses
of
life.
A
You
know
in
a
family,
so
you
know,
I
think
I
will
just
need
to
come
back
around.
I
don't
have
right
here
at
hand.
What
we're
doing!
I
know
that
our
our
team
is
doing
some
work,
but
I'll
need
to
get
back
to
you
on
the
exact
pieces
and
the
number
of
folks
accessing
that
we
do
have
employee
assistance
programs
and
we
have
our
affinity
groups
because
there's
also
the
racial
unrest
of
those
added
pressures
as
well.
So
we
can
put
that
together
for
you.
T
F
Just
because
I'm
just
curious
from
miss
lopez
point,
there
is
not
additional
investment
in
this
in
services
for
mental
health
support
for
staff.
Is
that
fair
to
say.
Q
I
I
would,
I
there's
not
an
explicit
investment
to
do
anything
for
staff,
but
I
do
want
to
point
out,
in
the
interest
of
this
being
an
opportunity
for
us
to
talk
about
ways
that
we
currently
spend
our
money.
Q
The
boston
public
schools
through
the
city
of
boston
offers
really
competitive
health
insurance
benefits
and
over
other
employee
benefits,
which
includes
mental
health
services.
That's
covered
as
part
of
our
benefits
and
then
there's
new
programs
that
they're
rolling
out
the
name
of
the
new
program
is
is
slipping
me,
but
it's
about
employee
wellness
trying
to
do
wellness,
trying
to
do
more
of
the
proactive
work
and
getting
employees
to
focus
on
their
health,
but
I
do
think
the
core
you
know.
Q
A
number
of
the
core
issues
is,
as
the
ms
lapera,
your
question
started
with.
Is
teachers?
Are
parents
they're
dealing
with
a
lot
at
home,
they're
dealing
with
family
members
they're
coming
in
there's
a
lot
of
stress
around
the
day-to-day
work,
and
then
we
have
staffing
shortages
that
are
causing
challenges
from
busing
to
food
services.
Q
This
has
been
a
long-standing
priority
for
our
district.
What
it
allows
us
to
do
is
hire
early
and
make
sure
we
are
recruiting
the
best
talent
to
boston.
As
the
superintendent
said,
we
have
incredibly,
we
we
have
competitive
compensation
packages,
our
average
teacher
salaries
over
a
hundred
thousand
dollars
for
next
year.
So
people
should
know
that
and
come
work
for
the
boston,
public
schools.
B
Q
Yes,
so
we
have
for
each
of
our
schools,
we
have
what
we're
for
each
of
our
schools
serving
students
in
grades
k
through
eight,
we
have
what's
called
a
configuration
map
which
shows
you
class
by
class
and
program
by
program
what
each
school
serves
and
we
can
identify
the
number
of
single
strand
schools.
Q
We
do
have
very
few
truly
single
strand,
meaning
one
classroom
per
grade
schools,
and
then
we
have
a
number
of
schools
that
have
a
single
strand
through
some
of
the
grades
with
different
configurations
and
then
a
single
gen
eds
trainer
single
inclusion
strand
with
some
special
education
programming,
but
we
can
provide
for
you
the
visuals
of
each
school.
So
you
can
see
each
of
the
schools
in
the
categories.
We
don't
have
the
same
configuration
maps
for
high
schools
just
because
of
the
way
high
school
scheduling
works.
We
don't
think
of
them
as
as
strands.
B
Yeah,
you
know
get
given
the
pa
strong
concerns
and
their
requests
to
become
a
single
strand
school.
Do
they
have
currently
in
that
building
enough
space?
To
do
that.
Q
Q
There
is
not
enough
space
for
them
to
add
grades
without
removing
one
of
the
strands
from
the
early
grades,
and
this
this
is
what
led
to.
There
was
a
statement
I
made
when
I
met
with
the
school
community
that
has
been
misunderstood,
but
part
of
it
was
by
adding
the
fourth
grade.
We
think
that
some
of
the
reason
families
are
leaving
the
school
is
because
there's
not
a
fifth
sixth
grade
at
the
school
if
we
start
to
add
a
fourth
and
fifth
grade.
Q
Part
of
the
reason
we're
able
to
consolidate
in
third
grade
is
because
families
leave
it
after
enrolling
in
the
early
grades.
So
if
we
add
that
fourth
grade,
we
think
we'll
lose
less.
Second
graders
and
less
third
graders,
therefore
you'll
need
the
extra
classrooms
in
the
earlier
grades.
There's
a
lot
of
evidence
from
that
from
back
when
we
were
rolling
them
up,
and
so
that's
why
we
would
have
to
move
to
have
them
be
a
single
strand
school
and
they
would
have
to
eliminate
one
of
their
k2
classrooms.
Q
Yeah
great
great
point.
B
A
B
A
A
They
were
supposed
to
feed
the
mildred,
which
only
had
grades
four.
Through
eight,
there
was
community
advocating
for
the
mildred
to
have
the
lower
grades,
which
it
did
not
have,
because
there
was
already
an
established
feeder
of
the
three
k-3s
that
were
going
to
feed
into
mildred,
and
that
was
like
the
whole,
like
mana,
had
mata
hunt,
matapan
alliance,
so
to
speak,
almost
like
the
grove
hall
alliance
right
right
and
then
there
was
advocacy
for
the
mildred
and
the
school
committee
decided
to
give
them
the
early
grades
and
now
that's
impacting
the
other
schools.
A
A
Other
schools
are
going
k-6,
we
would
like
to
be
k-6
and-
and
so
that's
a
request
that
they're
bringing
forward
to
the
school
committee,
but
it
will
have
an
impact
on
the
other
schools
and
it
won't
still
answer
the
questions
that
the
lee
or
the
ellison,
who
may
also
then
want
to
expand
as
well,
and
so
I
think,
that's
the
that's
the
beautiful
thing
about
this
rfp
we're
going
to
do
the
the
group
we're
going
to
bring
in
who
can
bring
this
comprehensive
plan.
A
Obviously,
we've
been
in
a
pandemic
two
years
and
have
not
been
able
to
have
this
level
of
engagement,
and
you
know
this
level
of
disruption
because
we
would
have
been
bringing
school
closures,
school
mergers
and
a
lot
of
disruption
to
the
school
community.
During
a
time
when
we
had
we'd
be
going
remote
going
going,
you
know
in
person,
it'd
be
it
becomes
really
really
disruptive
to
have
done
to
have
been
thinking.
We
could
bring
all
those
plants,
I
don't
know
nate.
Is
that
correct?
A
Q
No,
I
mean
I
do
think
it
is
interesting
that
having
the
pa
shaw
as
a
k-3
was
part
of
a
strategic
plan
from
the
district
there.
You
know,
if
you
look
back
in
the,
I
believe
it
was
like
somewhere
around
2007
2008
2009.
Q
There
was
this
plan
that
that
had
that
k
to
three
four
to
eight
nine
through
12
configuration,
because
that's
what
made
sense
for
buildings
and
and
then
the
families,
you
know
that
never
worked,
and
so
we're
now
trying
to
unravel
some
of
that
in
the
same
way
that
there
was
a
strategic
plan
to
roll
out
k
to
eights
without
really
understanding
its
impact
on
our
standalone
middle
schools
and
so
we're.
Q
What
we're
trying
to
do
is
make
sure
and
as
part
of
the
enrollment
projections
and
analysis,
really
look
at
how
students
navigate
the
system
and
respond
to
what
families
are
showing
us,
how
they
they
respond,
and
so
that
k
to
6
7
to
12
is
a
response
to
how
families
already
navigate
our
system.
It's
not
a
sort
of
theorizing
about
how
they
should
navigate
a
system.
B
Thank
you.
My
last
question
really
is
something
that
we
probably
need
to
discuss
in
another
setting
around
this.
But
my
question
is
really
about
fundraising.
You
know
that
a
lot
of
schools
support.
They
supplement
their
budgets
with
fundraising,
some
more
successful
than
others
and
then
on.
The
other
flip
side
of
it
is
all
of
the
folks
who
submit
applications
to
donors,
choose
donor's
choice
and
have
it
does
do
anywhere.
B
AB
AB
You
know
every
year
hundreds
of
thousands
of
dollars
of
school
non-personnel
money
goes
unspent,
we're
also
in
a
year
where
there's
millions
and
millions
of
ester
dollars-
and
the
only
thing
I
can
guarantee
for
sure
is
that
schools
are
still
going
to
go
on
donor's
shoes,
and
I
know
if
I
was
a
teacher
still
if
my
school
wasn't
on
donorschoose
I'd
figure
out
something
to
put
on
there,
because
there's
always
something
next
and
I
think
what
we
need
to
do
to
your
point
and
share
you've
always
done
such
a
good
job
of
pointing
us
to
this
is
really
define
what
every
school
needs
to
have
to
make
sure
we're
providing
that
consistently.
AB
Superintendent
right,
let's
go
get
that
money
from
anybody
who's
willing
to
give
it
to
us
right
like
let's
get
all
the
money
we
can
from
the
city,
but
if
people
are
going
to
come,
give
us
money
on
donors
choose
great.
If
foundations
want
to
give
us
money
fantastic.
As
long
as
there
aren't
any
strings
attached
like,
let's
go
get
every
dollar
we
can
get
for
the
kids
of
boston.
B
AB
We're
hoping
that
this
is
actually
one
of
the
things
that
all
of
you
can
help
us
do
right
now
in
our
budget
system,
every
school
has
one
line
for
supplies,
maybe
two,
because
if
they
have
one
on
the
general
fund
and
one
on
title
one
and
it's
just
one
line
supplies
and
that's
sort
of
the
way
our
financial
system
works.
That's
the
level
of
detail
it
gets
to
what
we're
hoping
to
use.
AB
AB
This
is
my
entire
budget
spending
plan
at
a
really
nuanced
level
and
that
we
can
preserve
that
because
sometimes
all
that
happens
is
the
previous
school
leader
made
a
plan
for
school
supplies
and
they
left
and
the
secretary
left
and
the
new
leaders
starting
and
getting
up
to
speed
the
new
secretary
starting
and
getting
up
to
speed.
The
teacher
comes
to
school
and
no
one's
ordered
the
supplies
yet
and
it's
just
been
overlooked
and
missed
in
the
onboarding
process.
AB
And
so
we
need
to
have
better
systems
and
structures
to
catch
those
issues
and
to
make
sure
that
teachers
are
getting
the
supports
and
services
they
need,
because
sometimes
what's
happening
too
often
what's
happening.
Is
we
actually
have
the
money
in
the
budget
it's
there,
but
the
supplies
aren't
getting
to
the
teachers
because
of
something
along
the
process
that
has
gotten
broken.
Q
Q
The
result
is
that
we
can
say
confidently.
The
schools
have
resources.
We
hear
about
schools,
saying
oh,
I
don't
have
soap
in
the
bathrooms,
but
we
know
that,
if
that's
the
case,
then
there
is
a
breakdown
somewhere
with
a
staff
member
not
doing
what
they
needed
to
and
not
a
funding
issue.
We
do
provide
these
resources
now.
If
I
were
fundraising,
oftentimes
you
go
and
fundraise
for
the
things
that
are
super
tangible
and
things.
Q
People
want
to
pay
for
like
field
trips
or
like
materials,
because
you
want
to
use
your
non-personnel
dollars
to
do
things
that
people
it's
harder
to
explain
and
sell,
like
teacher
stipends
for
professional
development
or
extra
time
for
teachers
to
do
planning
together.
Those
are
the
things
that
that
schools
are
making
the
decisions
and
we
want
to
support
that.
Q
I
didn't
mean
to
be
that
sort
of
like,
but
it's
just
part
of
what
we
see
every
year
I
mean
we
literally
have
school
leaders
sign
off
that
says
I
have
enough
in
supplies
in
my
budget
for
the
next
school
year.
A
I've
also
got
to
say
I
mean
I
know
my
personal
experience.
You
know
we've
been
having
budget
cuts
since
the
year
2000
in
most
schools
across
the
nation
like
we're
pretty
blessed
here.
You
know
we
got
one
school
complaining
about
their
budget
right
now
and
it's
mostly
less
about
their
budget
and
more
about
the
bill.
A
Pps
promise
that
they're
concerned
about
so
to
not
have
I
mean
jerry,
you
madame
share,
you
know
what
these
meetings
were
like
and
if,
if
mr
o'neal
was
here,
he
would
tell
you
what
the
budget
meetings
used
to
look
like
and
the
fact
that
we
are
able
to
put
54
million
dollars
into
soft
landings
for
schools
so
that
they're
not
having
to
experience
major
cuts
is
pretty
remarkable.
A
It's
not
what's
common
across
the
rest
of
the
nation.
At
this
point,
they're
spending
all
of
their
esther
money
on
filling
back
filling
back
the
holes
and
we've
been
blessed
to
be
able
to
have
this
resource.
We
have.
This
is
an
awesome
budget,
and
it
absolutely
is
I
just
I
you
know.
I
just
want
to
say
that
again,
you
know
that
we
are
in
a
unique
position
to
still
be
making
major
investments
in
our
children's
well-being
and
in
their
academic
well-being.
L
A
I'm
aware
of
right
now
I've
got
colleagues
of
mine,
closing
schools
left
and
right
because
they
have
to
adjust
for
the
enrollment
decline
across
and
yeah
no
yeah.
I
just
I
just
want
to
reiterate
that
fact.
No,
no,
no
you're,
not
I
mean
you
could
have
70
people
here
today
from
like
from
our
schools
right.
N
B
Pandemic,
I
know
it's
a
number
of
things,
but
I
know
that
you
know
we
need
to
really
go
and
look
carefully
at
that
list
of
who
got
soft
landings.
And
why
and
what
are
the
conversations
we
truly
need
to
be
having
as
a
district
over
this
next
year,
so
that
next
year,
this
time
there
aren't
25
schools
lined
up
to
complain
about
the
budget,
because
you
know
we:
how
many
years
can
we
put
that
kind
of
money
into
soft
landings?
Yes,.
A
And
we
prioritize
as
a
school
committee
because
of
the
pandemic
to
have
these
stock
landings
not
to
make
these
disruptive
moves.
No,
we
absolutely
you
know
during
this
really
difficult
and
challenging
time,
but
at
some
point
with
once
this
study
comes
back,
that's
being
done
right
now,
the
school
committee
is
going
to
have
to
make
some
hard
decisions
around
closures
and
mergers.
You
know
because
it's
it's
not
sustainable,
like
I
said
earlier
yeah
because
it's
a
cross
subsidy.
B
A
B
A
B
All
right,
so
I
want
to
again
thank
all
the
members
for
all
of
their
questions
and
also
I
want
to
thank
everyone
who
testified
tonight,
and
I
want
to
remind
everyone
that
all
of
the
budget
documents
are
available
online
at
bostonpublicschools.org
fun,
slash
budget.
You
can
also
email
your
comments
to
budget
bostonpublicschools.org
as
well
as
to
the
school
committee.
B
The
next
remote
budget
hearing
will
take
place
on
tuesday
march
1st
at
5
pm,
at
which
time
the
committee
will
receive
a
budget
presentation
focused
on
the
central
budget.
Our
final
remote
budget
hearing
will
take
place
on
wednesday
march
16th
at
5
pm
prior
to
the
school
committee
meeting.
The
next
regular
school
committee
meeting
will
take
place
on
tuesday,
not
wednesday,
of
next
week,
tuesday
february
15th
at
5
pm.