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From YouTube: Boston School Committee Meeting 9-16-20 (Virtual Part 2)
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
B
A
E
A
A
Well,
thank
you,
miss
sullivan,
thank
you
once
again
to
mr
sachs
and
miss
diaz
for
your
work
here.
Thank
you,
miss
robinson
for
your
advocacy
over
the
years.
Thank
you
to
mayor
walsh
as
well.
A
You
know,
I
think
this
is
one
of
the
first
things
he
and
I
talked
about
when
he
took
office,
and
this
has
been
something
that
he's
been
pushing
and
funding
for
a
number
of
years
through,
and
much
of
that
is
again
owed
to
the
advocacy
of
miss
robinson
who
was
on
his
education
transition
team
when
he
became
mayor
and
began
pushing
for
this
issue
in
2013
and
2014..
A
A
I'm
happy
you
folks
will
have
to
the
opportunity
to
get
to
work
and
tell
our
families
all
about
this
soon.
Thank.
B
A
A
So
we
move
on
to
our
final
action
item
this
evening,
which
is
the
memorandum
of
agreement
between
the
boston,
public
schools
and
the
boston
teachers
union,
which
is
local
66
of
the
american
federation
of
teachers
in
massachusetts
and
the
school
committee
of
the
city
of
boston
relative
to
the
reopening
of
schools
for
the
2021
school
year
during
the
ongoing
covid
19
pandemic.
That's
a
mouthful
as
you
all
will
recall.
A
We
received
a
presentation
on
the
tentative
agreement
earlier
this
evening
and
before
we
open
it
up
to
final
questions
or
comments
from
the
committee,
I
just
want
to
redirect
because
we
heard
a
number
of
comments
during
the
the
public
comment
session
this
evening.
I
want
to
direct
a
couple
questions
to
the
superintendent.
A
As
I
recall,
we
do
have
a
a
memorandum
of
agreement
that
has
been
negotiated
with
the
btu
correct.
Yes,
yes,
and
as
far
as
I'm
aware,
the
btu
voted
in
favor
and
adopted
this
mou
at
a
meeting
of
the
membership
last
wednesday
correct.
A
And
there
are
provisions
in
that
contract
that
provide
for
a
consideration
for
teachers
that
need
accommodations
or
leave
related
to
cohort.
19
concerns
correct,
correct,
okay,
and
we
also
have
a
number
of
fail-safes
put
in
place
for
both
city-wide
coveted
rates,
as
well
as
neighborhood
specific
covert
rates
to
try
to
address
and
tamp
down
the
spread
of
any
sort
of
coveted
infections
across
the
the
schools
that
are
included
in
that
mou.
Excuse
me,
moa.
A
If,
if
I
can
read
into
some
of
the
questions
a
little
bit
earlier,
so
maybe
either
miss
poost
or
mr
hassan
mr
taylor,
dr
caselius,
perhaps
someone
could
just
briefly
walk
us
through
once
again
the
the
failsafes
that
were
that
have
been
put
in
place
around
the
city-wide
infection
rate,
as
well
as
the
neighborhood
infection
rate
and
the
steps
that
the
district
will
take
to
address
each
one
of
those,
because
I
think
that's
very
important,
in
particular
to
the
east
boston
neighborhood.
As
we've
heard
this
evening,.
E
Yes,
tim,
miss
puss
can
speak
to
those
rates
that
are
in
there,
as
well
as
the
work
with
the
boston
health
commission
and
what?
What
we're
attempting
to
do
here.
G
Excuse
me,
this
issue
was
discussed
at
length
and,
of
course
everybody
is
very
aware
that
different
neighborhoods
have
different
rates
and
the
boston
public
health
commission
is
keeping
track
of
all
of
that
on
a
publicly
available
website.
G
What
the
mou
states
is
that,
obviously,
the
district
will
pivot
to
fully
remote
if
the
city-wide
positivity
testing
rate
is
four
percent
or
over
with
regard
to
neighborhood
rates,
though,
if
in
fact
we
had
the
chief
martinez
come
in
and
talk
to
us
and
if,
if
a
neighborhood
is
double
that
rate,
so
anything
over
eight
percent,
we
would
do
specific
testing
in
that
neighborhood
in
order
to
try
to
drive
down
those
rates.
G
But
even
while
there
is
no
neighborhood
over
eight,
we
are
doing
five
percent
of
random
sampled
testing
of
all
btu
members,
and
we
have
in
the
mou
some
prioritization
of
particular
kinds
of
work
roles
that
change
depending
on
what
the
rates
are.
A
Well,
thank
you,
miss
puss,
and
just
I
I
hope
my
fellow
members
will
bear
with
me
in
speaking
a
little
bit
out
of
turn
and
in
directing
some
of
these
questions.
But
after
this
long
night
a
number
of
the
questions
that
were
raised
in
the
public
comment
and
the
extent
to
which
I've
been
involved
with
the
district
and
talking
through
the
the
negotiations
here
in
the
last
couple
of
months.
I
wanted
to
try
to
focus
a
few
of
the
questions
here
before
we
move
on
to
others.
A
One
other
item
I
will
ask
is
we
did
track
the
the
feedback
that
we
received
in
surveys
and
not
even
surveys
in
the
selection
analysis
from
families
all
across
the
city,
and
we
did
that
by
school
by
neighborhood,
et
cetera,
et
cetera,
et
cetera
and
dr
gesellius
well
we're
during
the
meeting.
I
look
back
at
the
dashboard
and
I
I
understand
that
it's
over
nearly
60.
A
I
think
that
exact
number
is
58.9
of
families
in
east
boston,
with
an
81
response
rate
chose
hybrid,
is
that
is
that
jive,
with
what
your
recollection
is.
E
I'd
have
I'd
have
to
pull
the
dashboard
up
this
late
in
in
the
in
the
night,
but
I
will
pull
it
up,
but
I
do
know
that
the
numbers
were
above
50,
which
was
you
know.
Typically,
most
neighborhoods
were
50
50,
but
east
boston
was
a
little
bit
more
tiered
on
the
hybrid.
I
just.
A
Thank
you
sue
vice
chair,
and
I
make
that
I
I
raised
that
point
because
you
know
again,
I
I
appreciate
superintendents
pointing
out
earlier.
You
know
we
all
empathize
with
the
teachers
that
you
know
are
faced
with
some
very
urgent
decisions
here,
particularly
those
that
are
suffering
from
conditions
that
might
prevent
their
return
to
school
in
a
covet
environment
or
living
with
others.
That
might
be
at
risk,
but
we
do.
A
We
are
a
service,
we
are
a
public
utility
and
we
serve
our
students
and
we
serve
them
in
person
and
we
are
trying
our
best
to
try
to
get
students
as
as
close
to
normal
again
in
their
education
and
their
learning
experience
as
we
can
get
and
the
the
interest
is
clear
in
east
boston
that
actually
it
exceeds
the
district
average
in
terms
of
families
wanting
to
return
to
the
school
building.
A
So
I
just
wanted
to
point
that
out
and
make
sure
that
that
was
part
of
the
record
here,
as
we
consider
the
scope
of
the
mou.
Excuse
me
moa,
I'm
sorry,
I
keep
calling
it
mou.
A
That's
before
us
for
a
vote.
So
again,
I
I
beg
your
indulgence
for
directing
some
of
those
questions
at
the
outset
here,
but
I'd
like
to
open
it
up
now
to
members
for
questions
and
discussion.
If
you'd
like
to
make
yourself
known
or
raise
your
hand
virtually
we'll
get
to
each
one
of
you
and
I
think
we'll
start
I
see
mr
james
has
his
hand
raised.
So
we'll
start
with
him.
H
Hi
is
there
like
a
certain?
H
Is
there
a
certain
like
number
that
that
neighborhoods
can't
cross
in
order
for
bps
to
say,
like
oh,
like
this
community
can't
go
back
to
school,
because
I
thought
I
was
hearing
that
earlier,
but
I
probably
misheard
it
wrong.
G
A
G
Members
there
is
no
cut
off
like
that
in
the
mou.
The
cutoff
for
the
city
is
four
percent
city-wide,
so
we
do
track
it
by
neighborhood
and
we
watch
it
by
neighborhood
so
that
we
can
make
sure
that
we're
getting
the
information
and
the
resources
to
neighborhoods
to
make
sure
it
stays
down.
G
G
It
is
concerning,
and
that
is
why
we
watch
it
and
we
make
sure
that
we're
pouring
resources
into
neighborhoods
to
keep
the
numbers
down,
but,
of
course,
of
our
54
000
kids.
They
don't
all
go
to
school
in
their
own
neighborhood.
Nor
do
the
staff
that
go
that
work
in
those
schools
necessarily
live
in
those
neighborhoods
and
all
of
the
public
health
guidance
so
far
has
not
been
by
neighborhood.
F
But
isn't
part
of
the
problem
for
us
is
that
the
neighborhood,
some
of
our
neighborhoods
are
big
as
some
small
cities,
and
we
do
have
all
of
the
you
know
the
the
crossing
back
and
forth-
and
I
know
I
mean
that's
the
angst
I
heard
also
in
teachers,
voices
that
you
know.
Yes,
we're
looking
at
one
boston
but
as
we're
saying
west
roxbury's
numbers
are
very
different
than
dorchester's
or
east
boston's
numbers
and
that's
of
great
concern.
D
H
This
is
robinson's
point,
it
sounds
very.
It
sounds
very
scary
just
on
well,
you
guys
hear
me.
It's.
H
I
just
wanted
to
say
that
I
I
echo
mrs
robinson's
points.
It
just
sounds
very
scary,
like
speaking
on
behalf
of
students
and
just
having
friends
who
go
to
school
in
east
boston,
and
just
you
know,
knowing
the
science
behind
colby.
Like
you
know,
a
lot
of
young
people
today
can
be
asymptomatic
and,
like
you
mentioned,
miss
puss
a
lot
of
these
students,
a
lot
of
students
don't
go
to
school
in
their
own
neighborhoods.
H
They
go,
they
leave
their
neighborhoods
to
go
to
school,
and
you
know
they
they'd
be
going
on
public
transportation,
possibly
bringing
the
virus
with
them,
and
I
just
think
that's
very,
very
alarming.
And
then
my
sort
of
my
last
question
was
something
that
was
something
that
someone
from.
I
forget
the
name,
but
a
teacher
from
public
comment
brought
up
earlier.
H
Saying
that
the
district
isn't
allowing
them
to
explore
creative
means
and
ways
of.
E
Hearing,
I
don't
know
if
it's
he
was
saying
that
you
can't
a
teacher
in
testimony
had
talked
about
creative
scheduling.
I
addressed
this
in
my
comments
that
we
do
have
a
process
within
the
mou
that
is
written
out
for
creative
scheduling
to
happen
within
the
task
forces,
and
actually
this
is
a
correction
I
need
to
make
in
my
own
correction
was
that
I
said
they
needed
to
meet
by
november
1st.
They
need
to
have
a
plan
to
us
by
november
1st.
G
Are
actually
encouraging
creative
thought
to
be
brought
to
that
task
force
so
that
we
can
explore
all
the
different
ideas
people
might
have
so
that
if,
in
fact,
there's
ways
to
do
this
better
we'd
be
happy
to
take
that
and
and
run
with
it
to
the
extent
we
can.
H
So
is
there
anything
that
like
isn't
allowed
at
all
like
when,
when
a
teacher
brings
up
like
because
I
I
recall
them
saying
that
the
reasoning
being
because
of
I
heard
them
saying
that
the
reason
being
because
it
sort
of
violated
some
health
things
or
some
like
some,
like
some
health
concerns
or
pedagogical
concerns?
So
is
there
any
like
rules
or
expectations
as
to
what
can't
be
brought
forth.
E
It
would
not
be
yeah
would
not
be
able
to
conflict
with
public
health
guidance,
so
I
mean
students
still
need
to
be
six
feet
apart.
They,
you
know,
we
have
deci
guidance,
we
have
public
health
guidance,
so
they
would
need
to
make
take
all
that
consideration
at
the
task
force
meeting,
and
so
when
they
come
back
with
that
plan,
we
would
look
at
it
and
approve
it.
If
it
did
meet
all
of
the
requirements
of
the
public
health
guidance,
it
could
be
done
safely.
I
Yeah,
so
you
know
just
listening
to
the
public
testimony
it
it
erased.
I
just
wanted
to
just
confirm
a
couple
of
things
that
were
said
that
don't
that
are
confusing
now
one
is:
are
school
leaders
able
to
decide
the
schedules
or
or
this
is
not?
Is
that
not
in
the
end?
That's
not
in
the
mouth?
G
That
is
something
people
are
very
interested
in.
That
is
exactly
why
we
set
up
the
recommendation
process
to
come
through
the
task
force,
so
we
can
look
at
that.
What
we
can't
do,
though,
is
have
125
different
schools
deciding,
for
example,
these
three
teachers
who
look
like
me.
You
can
do
this
particular
thing,
but
you
two
teachers
who
don't
look
like
me.
G
You
cannot
that
would
walk
the
district
into
claims
of
discrimination
or
inequity,
and
we
want
to
make
sure
that
that
doesn't
happen
and
that's
why
we
all
talked
about
that
at
the
negotiating
table
and
in
this
agreement
is
the
provision
that
please
bring
all
those
thoughts.
Let's
talk
about
them,
let's
put
them
on
the
table
very
honestly
and
then
have
a
recommendation
made
from
these
teachers
and
school
leaders.
Who've
made
up
these
task
forces
and
then
we'll
see
where
it
goes
from
there.
I
Okay
and
then
so
this
question
of
accommodations
kept
coming
up
too,
and
and
again
it's
confusing,
because
I
thought
that
the
the
teachers
union
they
agreed
to
this
so
are
there:
are
there
individual
teachers
that
are
not
being
accommodated
for
their
health
and
their
safety?
I
mean
that's
in
this
mou
that
they
will
get
those
accommodations
just.
G
Most
of
those
are
related
to
maternity
and
paternity
leaves,
but
there
are
other
things.
For
example,
perhaps
I
have
multiple
sclerosis
and
perhaps
that's
an
immune,
compromising
position,
and
I
would
need
a
reasonable
accommodation
for
that.
There
are
processes
we've
had
in
place
for
decades
here
in
the
city
that
those
kinds
of
requests
go
through
and
they're
being
processed
exactly
the
same
way.
I
Okay-
and
you
know
just
concerned
again
about
the
type
of
that
we
keep
talking
about
like
the
choices
that
families
have
to
make,
but
you
know
in
some
cases
families
have
very
limited
choices
and
it's
not
real.
It's
like
a
false
choice,
and
so
you
know
I
continue
to
pay
attention
to
the
the
differences
among
racial
and
ethnic
groups
in
terms
of
the
remote
learning
preference
versus
the
in
school
and
or
the
hybrid,
and
I'm
just
still
concerned
about
how
they're
still
going
to
be.
I
You
know
racial
inequities
get
launched
entrenched
in
in
these
different
options,
and
I
hope
that
we
can
be
really
vigilant
in
the
data
and
disaggregation
about
all
of
the
kinds
of
you
know,
remote
versus
the
the
hybrid.
We
just
have
to
really
keep
track
of
this.
Just
you
know
again,
I
serve
on
the
mayor's
task
force
on
covid
and
health
inequities
with
a
vice
chair,
and
also
think
that
we
should
be
gathering
this
data
as
well.
I
You
know
in
different
ways
and
not
just
a
city-wide
average,
so
it
sounds
like
that's
all
in
this
policy
and
just
wanted
to
to
raise
those
questions
of
clarification.
Given
what
we
heard
in
the
public
testimony.
G
I
really
appreciate
that
and
we
actually
have
a
slide
deck
that
is
up
on
our
website
that
actually
breaks
all
this
data
down
by
race
by
neighborhood
by
school,
by
special
education
status
by
el
status.
So
there
isn't
anything
in
the
numbers
that
is
not
transparent
and
there's
a
lot
of
perceptions
about
the
numbers
that
aren't
really
based
on
having
reviewed
them,
and
so
that's
why,
now
that
information
is
really
widely
available
on
our
website
would
be
happy
to
present
that
to
the
school
committee
at
some
point
in
time,.
F
Yes,
I
have
a
question
what
we
heard
today,
you
know,
as
parents
are
making
different
decisions
about
students
who
will
come
back,
you
know
a
or
b
or
c
or
stay
at
home.
How
will
you
analyze
the
impact
of
parent
choices
on
individual
schools
if
you've
got
one?
You
know
one
school
that
you
know
significant
numbers
of
families
decide
they
will
remain.
F
You
know
fully
remote
and
fewer
kids
are
coming
back
to
school
in
some
areas
versus
a
lot
and
others
will
there
be
any
accommodations
made
or
extra
support
given
to
schools
where
disproportionately
higher
numbers
of
families
choose
to
come
back
versus
schools
that
may
have
fewer
numbers
and
and
how
that
may
impact
the
you
know
the
ability
just
to
manage
in
a
bill
in
a
building
that
may
be
more
crowded
in
a
smaller
building
than
some.
F
G
Superintendent,
I'm
not
sure
if
you
want
to
jump
in
on
that,
I
can
say
that.
Certainly
we
didn't
reassign
anybody
to
different
schools,
so
the
numbers
are
still
staying
really
and
very
close
by
every
racial
group
as
well,
about
50
50
of
who
chooses
to
come
back
and
who
doesn't
so
right
now,
based
on
the
numbers
and
we're
still
missing,
20
or
so,
but
right
now,
based
on
the
numbers,
we
will
not
have
any
schools
that
will
be
more
than
about
50
full
and
even
those
schools
that
will
be
fifty
percent.
G
But
again
those
schools
only
serve
those
students,
and
so
we've
already
been
in
touch
with
those
school
leaders
about
whether
there
is
ways
to
accommodate
that
and
specifically
space
to
keep
everybody
six
feet.
Apart
and
all
of
that.
So
I
understand
that
the
question,
but
in
terms
of
resources,
perhaps
the
superintendent
can
jump
in
better.
E
We
also
know
that
two
high
schools,
margarita
munez
and
binka
high
school
as
well,
may
have
higher
numbers
of
students
choosing
to
go
back
plus
a
higher
number
of
el
students
since
life
students
who
would
be
in
that
c
group
that
we
are
prioritizing,
so
we
know
that
they
will
have
more
students
than
a
typical
high
school
might
have
and
they'll
have
them
sooner.
E
So
those
two
school
leaders
are
in
contact
with
us
and
trying
to
do
their
schedules
and
adjust,
so
it
is
really
school
by
school.
Right
now
we
have
put
the
focus
on
family
choice.
We
do
recognize
that
there
is
difference
within
families
and
choosing
you
know,
there's
also
racial
differences
in
families.
Choosing
75
percent
of
our
white
families
want
to
be
in
person,
whereas
we
had
a
lower
number
of
our
latinx
families
and
black
families
and
asian
families
choosing
choosing
in
person
at
this
time.
E
I
do
believe
that
if
we
once
we
get,
the
teachers
in
and
the
teachers
do
see
that
the
buildings
are
safe
and
they
feel
more
comfortable.
You
know
it's
all
about
all
of
our
confidence
as
the
adults
creating
the
conditions
for
children
to
be
successful
in,
and
so
once
parents
get
in
and
they
see
the
facilities
once
the
students
are
there,
things
start
to
settle
down.
G
And
just
because
the
numbers
just
came
up
again
I'd
like-
and
I
have
pulled
it
up
as
of
right
now,
right
now
of
our
latinx
families,
45.06
percent
of
them
are
choosing
to
come
in
person
of
our
black
families.
46.34
are
choosing
to
come
in
person
and
our
multi-race
families
54
are
choosing
to
come
in
person.
So
it's
true
that
the
white
families
are
choosing
at
a
higher
rate,
72
percent,
but
it
is
not
true
that
that
that
number
is
skewing.
When
you
look
at
the
ratio,
the
choices
by
race
of
the
other
families.
A
A
Thank
you
we'll
go
now
to
miss
by
sheryl
the
diablo.
B
Thank
you.
I
think
you
know
what
everyone
is
saying
is
all
true.
This
is
a
really.
This
is
really
a
tough
choice
and
I
understand
the
anxiety
that
people
fear
feel
and
the
fear,
because
I
feel
it
myself
trying
to
make
this
decision
for
my
child.
I
think
it's
very
personal.
B
Thank
you,
miss
puss
for
pointing
that
out,
because
I
think
I
I
you
know
as
a
person
who
works
in
works,
you
know
with
the
latino
community
and
is
on
the
health
and
equities
task
force
with
dr
rivera
we're
very
concerned
about
the
rates
for
african-american
black
immigrant,
undocumented
latino
and
definitely
concerned
about
east
boston.
We've
done
a
lot
of
focus
and
I'm
glad
to
see
the
rates
go
down,
but
it's
the
notion
that
it's,
yes,
white
parents
are
choosing
at
higher
percentages.
That's
true,
but
I
also
feel
like.
B
I
don't
want
the
message
to
be
that
families
of
color
not
choosing
in
person
it's
a
very
personal
choice
and
I
understand
for
some
families.
It
can
be
really
scary,
based
on
your
situation,
sending
your
child
back
to
school.
But
then
there
is
the
the
real
life
thing
of
actually
having
to
go
out
and
work
and
to
choose.
You
know
between
work
and
your
children,
or
even
working
at
home
and
your
students
struggling.
So
I
think
it's
it's
a
very
personal
choice.
B
Okay,
I
wanted
to
ask
two
questions
and
make
one
comment.
My
comment
is,
I
understand
everything
you're
saying
about
the
rates
in
the
neighborhood,
because
again
I've
been
in
these
conversations
every
week
with
dr
rivera
and
a
group
of
lots
of
other
people
around
looking
at
you
know,
citywide
and
neighborhoods.
B
I
do
want
to
keep
an
eye
on
east
boston.
I
want
to
be
respectful
because
families
have
chosen
to
go
back
in
person.
The
53.9
percent
and
79
79
of
them
have
opted
to
not
have
transportation.
So
I
think
that
also
helps
to
limit
like
the
spread.
B
I
think
that
people
are
fearing,
but
I
do
want
to
say
that
we
do
have
to
keep
an
eye
on
east
boston
because
it
you
know
it
has
been
the
hardest
hit,
and
that
is
the
reality,
and
so
I
I
want
to
be
sensitive
to
that,
but
still
respect
family
choice.
My
two
questions
are,
and
I
and
the
first
one
is
just
information
that
that
people
have
said
to
me.
B
I
don't
know
you
know
how
many
times
we
have
to
say
it,
but
it
has
to
be
true
when
we're
saying
it
that
schools
are
clean
and
ready,
because
that
is
like
a
big
deal
to
people
that
I
keep
hearing
about
and
my
other
question
is:
you
just
mentioned
two
schools
that
have
enrollment
that's
higher
than
the
numbers
you're
talking
about
like
vinca,
so
I
want
to
understand
what
is
the
plan
in
terms
of
the
physical
capacity
for
those
schools?
Thank
you.
J
E
B
E
I
think
that
there's
a
few
my
way
cafes,
that
might
be
still
getting
finished
sam,
but
you
speak
to
those
but
yeah.
J
E
J
Yeah,
all
the
buildings
are
clean
and
safe.
There
are
a
few
that
are
just
winding
down
construction.
Specifically,
I
was
at
the
warren
prescott
who's
that
that's
having
an
electrical
upgrade,
but
that
building
is
being
cleaned
and
and
workers
gonna
stop
and
move
to
nights
and
weekends.
Starting
thursday.
The
rally
school
we're
wrapping
up
the
construction
with
the
k-6
over
there.
They
just
finished
putting
the
floors
in
for
the
most
part.
J
All
the
rest
of
the
schools
are
clean,
they're
ready
to
go,
we've
been
taking
pictures
as
we
go
along
all
along,
as
some
teachers
are
already
starting
to
slowly,
come
back
to
buildings
and
work
with
their
staff
to
start
setting
up
and
there's
a
lot
of
folks
doing
that
already,
so
we're
confident
that
we're
ready
to
go
and
clean
and
all
the
cleaning
supplies
around
the
buildings.
J
Sanitation
are
delivered
to
schools
they're
already
in
classrooms,
they're
already
set
up,
they
have
their
hand
sanitizer
stations
up
along
the
corridors
and
hallways,
so
we're
confident
we're
ready
to
go
on
our
end.
E
Sam,
can
you
just
briefly
speak
to
fans,
because
I
think
there
was
a
couple
comments
about
fans
and
the
first
thing
is
they're
not
required,
but
we
are
going
above
and
beyond,
and
I
think
we
have
ordered
6
000
fans
and
I
think
you
said
they're
also
in
different
sizes.
So
if
and
it's
about
the
air
movement
right,
not
not
that
the
fan
actually
would
fit,
but
that
even
if
the
fan
doesn't
fit
that
it
can
it
moves
the
air.
J
Exactly
exactly
so,
we've
ordered
some
six
thousand
finish
total
as
well,
six
thousand
extension
cords.
So
that
way
the
fans
can
be
plugged
in
and
plugged
into
areas
that
are
not
usually
typically
on
the
outside
walls.
Wallets
are
those
are
due
to
arrive
sometime
tonight
and
then,
tomorrow
morning,
they'll
be
at
campbell.
We
have
three
18-wheeler
truckloads,
full
of
fans
that
are
coming.
J
We
do
have
different
sizes,
we
have
the
box
fans
and
we
have
some
seven
inch
fans
as
well
that
are
smaller,
because
those
are
the
two
that
we
determine
best
that
would
fit
within
the
60
types
of
well
fit
in
and
around
or
accommodate
the
60
different
type
of
windows
that
we
have
district
wide.
So
the
idea
is
to
have
the
fans
either
in
the
windows
as
much
as
possible
or
aiming
towards
the
window.
As
long
as
it's
blowing
out,
that's
sufficient
enough
and
again,
it
is
above
and
beyond.
What's
required
and.
E
And
there's
also
this
kind
of
myth
out
there
that
there's
only
one
window
that
works
in
a
room.
J
Yeah
we
average
about
three
to
four
windows
per
room
currently
and
many
of
those
are
already
working
so
again
out
of
the
27
500
windows
that
we
have
in
the
district
we've
identified,
7
000
that
we
want
to
repair
for
phase
2,
but
we've
already
make
sure
that
there's
at
least
one
in
all
in
all
classrooms,
so
most
of
the
windows
in
most
of
the
classrooms
already
working,
okay,.
A
Thank
you,
mr
dipina,
and
thank
you
superintendent.
If
I
share
do
you
have
further
questions.
B
A
All
right
any
further
questions
from
the
committee
or
comments
on
the
moa.
That's
before
us
with
the
btu
well
hearing,
none
I'll
ask
for
a
motion
to
approve
the
moa
between
the
boston
public
schools.
A
Excuse
me
in
the
boston
teachers
union
and
the
school
committee
of
the
city
of
boston
relative
to
the
reopening
of
schools
for
the
upcoming
school
year
in
this
current
coven
19
pandemic
as
presented.
Is
there
a
motion?
D
J
E
A
Well,
thank
you,
ms
sullivan
thanks
once
again
to
mr
hassan
and
ms
post
for
your
long
and
hard
work
all
summer
rolling
right
from
negotiations
with
the
btu
over
remote
learning
into
the
discussions
about
the
return
to
school,
which
is
upon
us
and
we're
excited
for
that,
and
we're
excited
that
we
have
a
agreement
in
place
with
our
teachers
to
ensure
a
safe
and
supported
return
to
our
school
building.
So
thank
you
once
again
to
everyone
in
the
district.
A
That's
pitching
in
on
this
effort
and
thank
you
superintendent
for
highlighting
all
the
good
work.
That's
happening
across
the
district
in
your
presentation
earlier
this
evening.
A
So
members
were,
as
I
mentioned
a
little
bit
earlier,
tabling
tonight's
scheduled
presentation
on
equity.
That's
an
annual
presentation.
We
receive
we're
going
to
revisit
that
in
a
later
meeting.
So
we'll
move
on
now
to
public
comment
on
reports.
Ms
salvin,
do
we
have
anyone
for
public
on
reports
this
evening.
D
The
lateness
of
the
hour,
I
am
wondering
whether
in
this
time
of
while
we're
still
remote,
which
does
serve
to
make
us
more
accessible
in
many
ways,
a
particularly
public
comment,
but
more
than
90
minutes
of
public
comment.
Every
night
makes
it
very
difficult
to
focus
on
the
other
work
and
I'm
wondering
if
we
could
consider
a
temporary
suspension
of
the
rules.
D
Given
this
con
the
situation
to
limit
the
amount
of
time
we
spend
on
a
public
comment
with
expressly
looking
for
ways
that
we
get
more
emails,
other
communications
that
have
to
happen,
because
this
is
just
I.
I
anticipate
this
being
a
regular
event
that
we're
here
for
78
hours,
increasingly
unproductive
and
it's
very
difficult.
So
I
would
love
to
be
able
to
consider
that
I
know
lots
of
rules
and
regulations,
but
I
would
like
to
put
that
in
the
table.
A
Well,
I
appreciate
you
raising
that
dr
coleman
and
I'm
looking
around
and
it
seems
like
there
might
be
some
interest
from
other
members
in
considering
something
along
those
lines.
So
perhaps
the
vice
chair-
and
I
can
talk
about
this
in
the
interim
before
the
next
meeting
and
think
about
ways
that
we
might
be
able
to
address
that
issue
and
again.
D
A
Indeed,
well,
thank
you
for
that,
and
I
thank
you
as
well
for
a
conversation,
we
had
a
little
bit
earlier
this
week,
reminding
us
about
scheduling
the
retreat
that
we've
talked
about
and
we've
gotten
a
bit
off
schedule
in
holding.
A
We
made
an
effort
last
year
to
try
to
make
our
engage
in
agenda
setting
retreats
once
every
three
months
and
we've
gotten
away
from
that
of
course,
first
with
the
hiring
of
the
superintendent
and
then
moving
into
our
current
conditions,
but
I
think
we
certainly
it's
about
time
to
do
to
hold
one
once
again
and
as
we
mentioned
in
the
vote
in
august
on
superintendent's
performance
review,
we
want
to
engage
in
a
goal
setting
discussion
that
would
be
better
served
in
the
retreat
setting
rather
than
a
school
committee
meeting.
A
So
I've
discussed
briefly
with
the
superintendent
of
the
vice
chair
about
scheduling
something
perhaps
in
october,
once
we
get
past
the
initial
opening
of
schools
for
in-person
learning,
and
so
we
will
talk
and
and
try
to
get
that
on
the
calendar
as
well.
One
other
two
other
items
I
want
to
mention
for
folks.
A
One
is
another
helpful
reminder
from
fellow
committee
members
to
do
our
annual
review
of
the
executive
session
minutes
and
determine
whether
there
are
any
executive
session
minutes
that
we
have
collected
in
the
last
couple
of
years
that
have
yet
to
be
released
and
might
be
ripe
for
releasing
now
so,
ms
sullivan,
if
you
could
work
with
miss
lazad,
to
review
anything
out
in
the
in
the
queue
that
we
can
take
a
vote
on
and
release
at
the
next
meeting
or
at
a
future
meeting
that
would
be
appreciated.
A
And,
finally,
I
wanted
to
make
a
brief
announcement
on
relevant
to
the
superintendent's
contract.
This
is
an
inconsistency
that
was
discovered
administratively
in
recent
day.
Recent
weeks,
excuse
me,
and
the
language
has
to
do
with
the
number
of
allowed
vacation
days,
superintendent's
contracts,
the
language
states
that
she
is
entitled
to
25
days
of
vacation
accrued
at
2.5
days
per
month.
A
However,
if
you
do,
the
calculation
2.5
days
per
month
is
actually
30
days
of
vacation
per
year.
So
the
intent
of
this
provision,
if
you
read
on
the
contract,
is
to
provide
the
superintendent
with
the
same
number
of
vacation
days
as
the
other
bps
senior
administrative
staff.
Members
receive
and
superintendents
executive
cabinet
members
receive
30
days
of
vacation
per
year.
A
As
such,
we
believe
it
is
a
the
correct
interpretation
of
that
provision
to
provide
the
superintendent
with
the
same
benefit,
vis-a-vis
30
days
of
vacation,
which
would
be
accrued
at
2.5
days
per
month.
So
bps
is
going
to
prepare
an
addendum
to
that
contract,
which
I'll
sign
as
chair
to
correct
this
inconsistency
and
before
we
move
on,
I
wanted
to
ask
if
there
were
any
further
questions
or
concerns
about
that
course
of
action.
A
Well,
looking
around,
I
hear
none
so
I'll.
Take
that
as
ascent.
So
if
there's
no
further
new
business
amongst
the
members,
that'll
conclude
our
business
for
this
evening
at
1204
a.m.
The
next
school
committee
meeting
will
take
place
on
wednesday
september
30th
at
5
pm
here
on
zoom.
If
there's
nothing
further
on
attain
a
motion
to
adjourn.
A
Thank
you,
dr
coleman.
Is
there
a
second
thank
you,
miss
robinson
any
discussion
or
objections
to
motion
and
ms
sullivan,
if
you'll
call
the
role
and
take
us
on
out
of
here.
A
A
Well,
thank
you
once
again,
miss
sullivan
and
thank
you
to
all
of
you
for
putting
in
another
yeoman's
day
of
work.
I
hope
you
all
have
a
nice
couple
of
weeks
and
we'll
see
you
back
here
on
september,
good
night.