►
From YouTube: Boston School Committee Budget Hearing - 3/1/22
Description
Fiscal Year (FY) 2023 Preliminary Budget Hearing with a Focus on Central Budgets.
A
A
D
E
C
F
G
A
A
A
After
the
interpreters
finished
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
Well,
our
spanish
interpreters.
Please
introduce
yourselves
and
give
zoom
instructions
in
espanol.
H
I
A
J
A
D
A
I
I
A
L
B
D
A
A
So
is
we
will
now
activate
the
interpretation
icon
and
the
closed
captioning
feature
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
solo
pace
to
assist
our
interpreters.
Thank
you
to
everyone
who
signed
up
for
public
comment.
Signing
up
for
public
comment
closed
today
at
4
30
p.m.
A
A
O
O
D
E
C
J
C
A
All
right,
I
will
log
off
and
come
back
in.
Let
me
just
read
the
next
part
and
then
I
will
try
to
get
back
in.
I
don't
know
what
happened
we'll
now,
move
on
to
the
focus
of
tonight's
business,
the
superintendent's
fiscal
year,
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
an
fiscal
year,
23
budget
overview
with
the
focus
on
the
central
budget.
First,
I
would
like
to
invite
superintendent
consolius
to
give
opening
remarks.
M
Thank
you,
madam
chair,
and
thanks
everybody
for
joining
us
here
tonight
and
for
our
listening
audience
as
well.
All
of
our
community.
Thank
you
for
being
here.
I
have
stated
in
our
previous
budget
hearings
and
budget
presentations.
How
excited
I
am
about
this
budget.
It
is
the
third
installment
of
the
100
million
dollar
commitment
that
the
city
of
boston
has
given
to
us,
and
fortunately
we
also
are
able
to
match
some
of
the
investments
with
esser
dollars
in
order
to
give
us
a
jump
start
on
our
returning
reimagining
and
recovery
efforts
within
the
district.
M
M
Q
Q
Q
At
the
start
of
our
planning,
we
return
to
the
conversation
that
we
had
in
december
of
2020
at
the
school
committee
retreat.
It
was
from
this
conversation
and
the
recognition
that
the
pandemic
was
having
a
disproportionate
impact
on
our
most
vulnerable
and
historically
marginalized,
students
that
the
return
recover
and
re-emerge
framework
first
emerged.
R
Good
evening,
all
thank
you,
nate
for
positioning
us
with
our
framing.
We
continue
to
share
that.
We
have
to
respond
to
the
data
that
tells
us
very
clearly
where
we
must
do
better
and
we've
engaged
in
the
conversations
with
our
communities,
families,
staff
and
schools
and
through
listening
sessions
and
feedback,
have
identified
our
three
challenges.
Clearly,
there
are
more
challenges,
but
these
are
the
core
challenges
that
we
have
also
aligned
our
investment
towards.
R
And
these
areas
that
we've
identified
are
a
must
not
for
just
some
or
few,
but
for
all
students
that
we
have
to
provide
equitable
access
to
programming
that
is
rigorous
and
ensuring
access
to
not
just
core,
but
arts
and
other
areas,
as
we
will
identify
here
of
aligned
to
our
new
investments
and
investments.
Moving
forward.
R
Additionally,
ninth
grade
guidance
counselors
will
support
the
implementation
of
not
just
math
core
but
pathways
for
students
to
have
a
pathway
for
graduation
and
as
well
as
coursework
that
meets
their
needs.
In
addition
to
ensuring
that
students
receive
greater
support
in
identifying
courses
and
credits
to
meet
the
graduation
requirements.
R
Q
Thank
you
farah.
This
budget
is,
of
course,
supported
by
continued
investment
from
the
city
and
from
mayor
wu.
As
the
superintendent
mentioned.
This
commitment
allows
us
to
continue
investing
in
our
children
and
raise
the
level
of
quality
across
all
of
our
schools.
Our
total
budget
is
1.3
billion.
Our
fy23
budget
proposal
represents
significant
resources
and
opportunities
for
our
students
and
our
schools
and
includes
40
million
dollars
in
new
investments,
bringing
the
total
three-year
increase
in
investments
to
110
million.
Q
Of
course,
we've
been
in
a
period
of
significant
enrollment
decline
with
continued
investments.
This
has
resulted
in
a
31
increase
in
per
pupil
spending.
As
a
district,
the
baseline
in
fy
20
was
around
20
000..
Now
we're
in
fy
23
spending
on
general
funds,
roughly
27
100
per
student.
This
does
not
include
our
external
funds,
including
esser
funding,
so
this
represents
a
significant
opportunity
for
our
students
and
a
significant
investment
for
our
district.
Q
This
is
a
slide
that
we've
shown
before,
and
you
can,
of
course,
dive
into
our
full
budget
online,
but
this
is
meant
to
categorize
our
budget
and
highlight
the
different
areas
where
we
spend
our
our
investments
in
four
key
areas.
The
first
is
direct
school
expenses.
Those
are
budgeted
items
directly
on
school
budgets.
When
you
look
up
the
btu
school
you'll
see
their
budget
and
the
amount
of
money
that
is
directly
managed
by
the
leadership
there.
Q
This,
of
course,
represents
the
largest
portion
of
our
budget
for
school
services
budgeted
centrally.
Those
are
items
that
are
in
the
central
budget
and
are
part
of
what
we're
discussing
here
tonight,
but
are
actually
represented
in
our
schools.
This
includes
school
custodians.
We
manage
them
and
budget
them
in
a
central
office
department.
In
this
case
facilities,
but
they're
allocated
directly
out
you'll,
see
those
employees
working
directly
in
our
schools.
Q
Central
administration
represents
the
true
central
bureaucracy
that
you
typically
think
of.
It
includes
the
central
academics,
team,
the
finance
team,
the
superintendent's
office
and
other
operational
supports
and
finally
non-dps
student
services.
Those
are
services
like
transportation
to
charter
schools,
that
we
provide
to
boston
residents
who
are
students
in
non-bps
schools.
Q
Tonight
we'll
be
walking
you
through
the
central
office
budgets
in
the
three
categories
of
return,
recover
and
reimagine.
The
first
focus
of
tonight's
budget
is
in
our
work
to
return
strong
here,
we're
highlighting
the
key
investments
in
our
budget.
I'll
just
note
on
this
that
we're
highlighting
both
what's
in
our
operating
budget
that
will
be
approved
by
the
school
committee
and
then
the
fy
23
esser
funding
some
of
the
portion
of
our
sr
funding
that
will
be
going
towards
key
initiatives
that
we're
highlighting
here.
Q
I'll
also
note
that
this
this
money
does
not
represent
our
total
central
office
spending.
We
will
be
using
tonight
to
talk
about
different
ways
in
which
we
spend
our
central
office
budget
in
the
existing
funds.
This
is
meant
to
represent
new
investments
for
fy23
and
with
that
I'll
introduce
sam
depina.
The
deputy
superintendent
of
operations,
who
will
walk
us
through
some
of
our
operational
highlights
for
tonight.
S
S
This
work
will
also
contribute
to
our
long-term
planning
efforts
with
the
capital
planning
investments
and,
lastly,
over
the
next.
You
know
12
to
18
months,
we'll
continue
our
investments
in
our
air
conditioning,
hvc
and
air
quality
investments
that
we've
been
making
over
the
past
few
years
since
the
pandemic
next
slide.
Please.
S
The
next
investment
that
I'd
like
to
discuss
is
our
investment
in
our
bps
call
center.
Previously
we
established
a
pandemic
helpline,
so
families
can
call
in
and
receive
key
important
information
and
updates
around
our
covert
mitigation
efforts.
We're
going
to
convert
that
call
center
into
into
a
permanent
one-stop
call
center.
S
S
However,
the
transportation
department,
since
it
has
a
really
robust
and
efficient
specific
call
center,
that's
running
really
well
that
we
will
maintain
that
call
line
and
support
system
on
customer
service
for
families
that
have
transportation,
specific
requirements
and
needs
with
that
I'll
turn
it
back
over
to
mr
cuda.
Thank
you.
Q
Here,
we've
highlighted
several
investments
and
supports
many
of
them
school-based,
including
sr
allocations
and
support
for
schools
with
declining
enrollment,
which
we
discussed
at
our
last
hearing
through
tonight's
presentation
in
the
next
section.
When
we
talk
about
reimagining,
we're
gonna
be
talking
about
the
coupling
of
expanded
access
to
libraries
with
the
equitable
literacy
investments
that
we're
making.
So
with
that,
I
want
to
move
to
the
third
focus
of
our
budget,
which
is
the
work
to
reimagicate
room.
Excuse
me,
reimagine
education.
Q
In
an
ever-changing
world,
we
have
several
highlighted
investments
around
english
learners
and
students
with
disabilities,
and
our
focus,
of
course,
on
implementing
math
core
at
the
high
school
level,
which
farrah
highlighted
at
the
start,
and
with
that
I'll
turn
it
back
over
to
the
pharah
and
the
academics
team.
Who
can
walk
us
through
the
next
section.
R
Thank
you
again,
nate,
I'm
also
serving
as
the
interim
assistant
superintendent
for
the
office
of
english
learners,
and
these
are
our
operational
budget
of
102
million
in
school
budgets
that
has
been
allocated.
This
also
includes
six
million
for
title.
One
supports
that
are
targeted
to
english
learners.
As
schools
identify
the
title.
One
spending
is
really
a
proportion
of
english
learners,
so
there
is
a
very
clear
criteria
from
our
meta
consent
decree
and
we
support
schools
in
identifying,
as
well
as
monitoring
the
spending
of
title
1..
R
So
in
addition
to
that,
bps
proposes
a
6
million
in
central
budget.
Primarily
this
is
a
before
the
essa
funding
to
primarily
support
our
centrally
funded
positions,
and
some
of
those
positions
are
outlined
here.
Much
of
the
work
at
our
school
site
is
done
by
our
languages,
acquisition,
team
facilitators
and
those
stipends,
and
the
funding
will
go
towards
those
stipends
as
they
usually
do.
We
also
have
an
english
learner.
Parent
engagement,
team,
instructional
support
staff,
summer
school
programming,
and
so
much
of
this
is
also
tied
into
our
title
iii.
R
Funding
the
newcomer
assessment
center,
where
our
students
who,
based
on
the
home
language
survey,
are
identified
to
either
speak
or
have
a
second
primary
language
at
home.
This
is
where
our
work
at
the
newcomer
assessment
center
takes
place
and
is
funded
and
with
our
large
department
of
justice,
reporting
meta,
as
well
as
many
of
the
compliance
areas
under
the
office
of
english
learners.
R
So
we
are
looking
to
expand
and
as
well
as
really
create
a
new
team
that
focuses
on
all
of
the
specialized
population
of
students,
in
addition
to
adding
bilingual
coaches.
That
will
support
in
the
expansion
of
our
dual
language
native
language
programming,
heritage,
language
teachers,
so
that
we
can
provide
materials
as
well
as
support
with
our
office,
in
conjunction
in
partnership
with
our
recruitment
cultivation
diversity
office,
to
be
able
to
expand
the
bilingual
education
endorsement.
That
is
also
a
requirement
for
under
the
look
act.
R
So
much
of
this
sort
of
falls
within
their
new
guidance
from
the
state,
with
the
look
act
and
bps,
and
this
investment
will
move
towards
increasing
the
native
language,
programming
and
access.
In
addition
to
really
ensuring
that
we
are
supporting
our
current
dual
language
programs,
as
well
as
our
current
bilingual
programs
with
slife
and
as
well
as
again
expansion
of
the
heritage
language
program.
So
with
that,
we
also
have
again
the
doj
and
meta
compliance
and
we
are
working
towards
a
partnership
with
the
office
of
information
and
instructional
technology.
R
T
Thank
you
farah,
and
thank
you
for
the
opportunity
to
present
our
proposal
this
evening.
A
couple
of
highlights
that
we
have
is,
first,
our
expanding
of
our
inclusion
and
inclusive
practices
across
the
district.
This
investment
will
support
an
initiative
to
expand
the
implementation
of
inclusion
and
inclusive
practices
across
the
district,
allowing
for
more
students
to
be
able
to
learn
in
the
least
restrictive
environment.
T
Currently
boston
has
21.5
percent
of
its
students
with
disabilities,
of
which
35
percent
of
those
students
are
english
learners.
The
investment
will
specifically
be
used
for
short-term
central
office
staff,
school
change,
coaches
and
instructional
coaches.
To
lead
this
work,
the
coaches
will
be
trained
in
three
areas
of
universal
design,
for
learning,
understanding
by
design
and
structural
change
needed
for
inclusion.
T
This
is
a
critical
component
for
building
staff
voice.
Finally,
funds
will
also
be
allocated
for
school
staff's
professional
development
and
to
increase
essential
office
capacity
to
advance
the
vital
work.
Another
area
of
focus
for
this
presentation
is
also
our
building
of
our
special
education
expertise.
T
T
U
U
And
this.
The
third
priority-
that's
also
in
service
of
delivering
on
a
promise
of
equitable
literacy,
is
ensuring
that
we
have
strong
school-based
teams
who
are
empowered
to
lead
and
drive
the
work
of
equitable
literacy.
We've
made
a
significant
investment
this
year,
not
only
in
principal
development
and
equitable
literacy,
but
also
that
their
instructional
leadership
teams
have
the
knowledge
and
skills
that
they
need
to
lead
us
into
year,
two
of
implementation.
U
Next
slide,
so
we
wanted
to
talk
a
little
bit
about
what
we're
doing
from
a
high
quality
tier
one
curriculum
tier
one
is
the
the
sort
of
the
the
materials,
the
resources,
the
instruction
that
all
students
across
a
pre-k
to
12
system
should
have
access
to,
and
so
that
work
is
well
underway
and
it
is.
It
is
imperative
that
we
adopt
leverage
and
ensure
high
quality
by
literacy.
Materials
are
in
front
of
students
each
and
every
day
across
all
pre-k
to
12
classrooms.
U
We
are
moving
forward
with
increased
program
director
support.
Those
program.
Directors
will
report
to
an
executive
director
of
a
pre-k
to
12
literacy,
which
will
be
a
senior
level
position
on
the
academics
team,
and
we
will
ensure
that
every
two
school
regions,
so
two
school
superintendents,
will
share
a
program
director
whose
job
it
will
be
to
support
from
an
instructional
leadership
perspective
of
the
implementation.
U
Q
Thank
you
so
much
and
thank
you
team.
One
last
piece
we
wanted
to
highlight
related
to
english
learners,
of
course,
is
our
effort
to
increase
translations
and
interpretations
unit.
A
3.8
million
dollar
increase
over
the
fy
22
budget,
and
the
mission
of
the
translation
interpretation
team
is
to
ensure
families
have
meaningful
access
to
all
aspects,
programs,
opportunities
and
services
pertaining
to
their
child's
education
by
providing
a
lot
of
language
services
via
internal
and
external
resources,
and
to
safeguard
our
communications.
S
So
with
safety
services,
we
wanted
to
highlight
all
the
work
that
we've
done
with
reimagining
the
office
of
safety
services
that
work
began
in
june
of
2020,
and
with
that
changes
came
changes
in
roles
and
titles.
With
our
work
on
partnership
with
our
unions,
we
changed
our
uniforms,
rebranded
our
vehicles
and
increased
our
past
partnerships,
as
well
as
the
diversity
amongst
the
staff
within
the
department,
the
new
rebranded
or
re-imagined
safety
officer
safety
services.
S
They
continue
to
collaborate
with
school
administrators,
sit
on
designated
safety
teams
and
engage
staff
to
provide
safe
and
welcoming
environments
to
our
whole
school
community.
The
work
that
we've
done
this
year,
specifically
with
the
office
of
safety
services,
we
became
compliant
with
the
police
reform
bill
that
went
into
effect
july
1
of
this
past
year
and
we
developed
policies
that
further
reduced
the
school-to-prison
pipeline,
such
as
the
student
data
privacy
policy
report
writing
policy.
In
the
recently
passed
code
of
conduct.
S
A
C
C
C
C
C
C
V
W
Dear
boston,
school
committee
members
and
dr
c,
my
name
is
melvin
and
I
go
to
the
pho
school.
If
we
could
have
a
fourth
grade
fifth
grade
and
sixth
grade,
it
would
make
us
have
a
better,
a
better
education,
because
this
school
is
the
best.
So
I
really
need
you
to
add
these
grades
to
the
pa
sha.
It
will
help
me
improve
my
math,
specifically
division.
The
more
I
learn,
the
more
intelligent.
I
will
be
the
more
intelligent.
W
I
am
the
chance,
the
more
chance
I
will
have
to
succeed
in
college,
and
this
is
what
I
really
want
to
do
so.
Can
we
have
a
fourth
grade,
fifth
grade
and
sixth
grade?
Please
I've
already
been
to
two
schools,
and
I
am
only
in
third
grade.
It's
been
a
little
hard
for
me
to
make
friends
at
school.
It
will
take
a
long
time
for
me
to
make
new
friends
again.
I
know
it
will
be
better
for
me.
Learning
to
stay
learning
stay
to
stay
here
at
the
pa
shop.
W
X
X
He
once
said
once
you
learn
to
read:
you
will
forever
be
free
now,
despite
bps's
huge
investments
in
early
childhood,
which
we
just
heard
about
grades
pre-k
through
grade
two.
The
third
grade.
Literacy
rates
have
steadily
declined
since
2019,
but
they
haven't
declined
for
everyone.
White
and
asian
students
exceed
expectations.
X
Former
els
show
strong
results
and
outperform
black
students.
However,
throughout
bps's
history,
literacy
rates
remain
stubbornly
low
for
black
students.
Why?
First,
is
the
curriculum,
bps's
child
early
childhood
curriculum
called
focus,
1
and
2
grades
pre-k
to
grade
2
are
not
research
and
evidence-based?
X
X
X
To
add
insult
early
childhood,
instead
of
looking
at
the
curriculum,
gets
more
staff
and
laid
support,
while
still
using
ineffective
curriculum,
leading
black
students
to
unnecessary
referrals
to
special
education.
We
have
to
examine
this.
This
is
where
the
problem
lies.
This
is
not
equitable
literacy,
it's
not
accountability
and
it's
not
a
focus
on
students.
X
X
X
Y
I
invite
chair
robinson
and
mr
depina
and
everyone
to
join
us
for
march
12th
part
two
entitled
the
action
plan
for
black
teachers
and
education
that
will
focus
on
recruiting,
retaining
and
supporting
black
educators,
administrators
parents
and
students
now
tonight.
I
also
want
to
talk
about
people
purpose,
profit
and
pilot
people,
purpose
profit
and
pilot
first
people.
The
people
connected
to
the
pa
shah,
have
been
testifying
for
weeks
and
pleading
that
the
superintendent
and
school
committee
honor
their
promises
for
fourth,
fifth
and
sixth
grade
level
expansion.
Y
Admittedly,
the
earnest
cries
of
children
are
difficult
to
turn
a
deaf
ear
to,
but
will
that
deter
the
policies
that
repeatedly
close
schools
or
limit
schools
in
black
neighborhoods
that
fracture
learning
and
surrounding
communities
we've
seen
this
before
and
if
we
do
the
same
things
over
and
over,
expecting
different
results?
Isn't
that
called
insanity
profits?
Y
I
understand
any
organization
or
corporation
has
to
be
fiscally
sound
in
order
to
be
strong
and
viable
in
order
to
sustain
its
mission
and
vision.
And
while
I
appreciate
tonight's
breakdown
of
the
budget,
what
is
the
final
balance
when
the
product
is
children
and
the
loss
is
measured
in
lives,
futures
and
learning
purpose?
Y
And
where
is
the
money
going
towards
technical
vocational
education
as
we
spread
around
this
expansion
of
the
budget
and
esser
funds?
Finally,
pilot
there
is
legislative
action
currently
taking
place
that
seeks
to
hold
several
multi-million
dollar
institutions
accountable
or
be
penalized
for
the
millions
of
dollars
owed
to
the
city's
coffers
that
can
help
our
students,
families
and
communities.
Y
V
Hello,
sorry
hi,
my
name
is
ariana
rodriguez
and
I
am
a
resident
of
south
boston.
I
am
a
graduate
of
margarita
muniz
academy
and
I
previously
was
a
youth
community
organizer
at
social
latina
and
I'm
a
job
as
an
alumni
for
associate.
I
am
imploring
you
to
listen
to
students,
parents
and
general
community
members
who
are
advocating
for
fully
funded
ethnic
studies
model
in
the
boston
police
school
district.
V
Personally,
I
have
been
fighting
for
the
issue
of
ethnic
studies
throughout
my
four
years
in
high
school,
and
society
has
been
pushing
for
more
funding
for
an
ethnic
studies
model
as
well
as
culturally
competent
and
diverse
teachers
for
well
over
10
years,
and
we
have
seen
gradual
progress.
However,
we
need
to
use
our
funding
for
fy
2023
to
create
the
district-wide,
immediate
and
long-lasting
change
in
our
school
systems.
V
We
are
glad
to
see
the
small
wins
in
the
fight
for
ethnic
studies
in
bps,
and
we
want
to
ask
you
for
your
continued
support
to
expand
on
this
model
for
high
school
students.
Ethnic
studies
courses
are
needed
in
our
public
schools,
since
the
majority
of
bps
students
are
black
and
indigenous
of
color,
whose
cultural
histories
are
not
reflected
in
the
standard
us
history
curriculum.
This
is
not
only
necessary
for
us
black
and
indigenous
students,
but
also
for
our
white
counterparts.
V
Ethnic
studies
is
an
interdisciplinary
program
which
aims
to
develop
fundamental
skills
in
critical
thinking,
historical
and
comparative
analysis,
as
well
as
an
understanding
of
the
interactions
of
race
and
class
and
gender
in
sexuality
and
the
experiences
of
a
range
of
social
groups.
In
order
for
bps
to
truly
live
up
to
their
goals
of
being
an
anti-racist
education
system,
we
must
ensure
that
we
are
undoing
the
harm
caused
by
generations
of
flawed
curriculum,
which
taught
us
about
the
oppression
of
our
people
and
not
about
our
assets,
culture
and
language.
V
V
V
On
top
of
this
bps
should
be
ariana
hi.
Emma
could
you
please
wrap
up
yeah
yeah
bps
should
provide
professional
development
and
trainers
which
are
required
for
all
teachers
on
cultural
competency
in
their
curriculum.
And
lastly,
we
should
provide
the
opportunity
for
bpa
teachers
to
obtain
a
ethnic
studies,
licensure
and
teach
this
course
requirements
for
our
students
and
thank
you.
C
Z
Good
evening
my
name
is
tanya
fernandez
anderson,
it's
tania,
fernandez
anderson
and
I
welcome
all
of
you.
I
wanted
to
send
a
special
shout
out
to
melvin
and
ariana
excellent
job
in
advocating
I
am
the
district,
7
city,
councilor
and
also
the
chair
of
ways
and
means
so
for
the
students
that
are
here.
Z
The
city
council
has
essentially
responsibilities
to
the
community,
obviously
so
part
constituent
service,
so
issues
with
the
community
that
you
need
help
with.
You
would
call
your
study,
counselor
you
just
dial,
655,
4000
or
311.
who's,
my
counselor,
I
need
help
or
you
could
just
call
my
office
directly
or
email
and
tell
me
about
your
complaints.
The
other
part
of
it
is
budget.
How
does
the
city
spend
money?
Z
I
wanted
to
come
on
here
and
introduce
myself
parents,
of
course,
and
students
and
say
that
this
so
the
city
council
has
all
of
these
committees,
and
essentially
we
facilitate
or
basically
run
meetings
that
oversee
the
budget
process
for
ways
and
means
oversee
these
committees.
So
all
of
these
processes,
all
of
the
different
issues
going
to
different
committees
and
the
committee
that
I
over
I
will
be
overseeing
or
facilitating
the
process
to
listen
to
different
city
departments,
on
how
they're
spending
the
money
is
called
ways
and
means.
Z
So
if
you
guys
have
any
questions
or
you
want
to
advocate
for
different
resources,
of
course,
we
in
the
committee
are
not
necessarily
allocating
funds,
but
that's
where
the
conversation
happens.
So
I
look
forward
to
connecting
with
you.
This
has
been
a
wonderful
meeting.
Thank
you,
madam
chair,
and
all
of
the
members
superintendent
casellas.
Z
I
look
forward
to
doing
work
with
you
and
listening
to
your
concerns
and
creating
more
transparency
with
these
processes,
as
well
as
more
transparency
with
local
government
and
how
we
can
navigate
and
work
together
and
advocate
for
our
community.
Thank
you
so
much
for
the
time
and
have
a
good
night.
Everyone.
P
P
It
would
be
helpful
to
understand
if
you
can
maybe
go
a
little
bit
deeper.
This
five
million
dollar
investment
you're
talking
about
increasing
heritage,
language
teachers,
adding
bilingual
programs
funding
to
support
bilingual
language
programming.
Can
we
get
a
little
bit
deeper
into
like
what
does
that
mean
on
the
ground
for
schools?
How
many
additional
bilingual
programs
can
we
expect
how
many
additional
heritage
language
teachers
and
are
we
concentrating
that
programming
in
specific
schools?
I
think,
would
just
be
helpful
to
understand
sort
of
programmatically
what
what
you're
thinking.
R
Thank
you,
brandon,
I'm
happy
to
take
that
question
on.
We
have
some
additional
sides
that
sort
of
break
down
the
particular
investments
and
the
number
of
ftes
or
coaches.
In
terms
of
selecting
heritage
language,
we
will
be
finding
five
heritage
language
teachers
to
expand
heritage,
language
programs
at
this
time.
The
commitments
that
I've
had
so
far
in
conversations
with
have
been
with
the
burke
and
the
dearborn
to
be
able
to
add
a
0.5
teacher
in
each
of
the
schools
to
serve
our
cambodian
kind
of
writing
families.
R
We
are
I'm
working
with
world
languages
that
actually
falls
under
the
word
language
department.
So
many
of
these
funded
allocations
are
in
partnership
with
other
offices
so
that
we
are
working
in
collaboration
to
increase
the
program.
So
we
will
be
working
to
identify
which
schools
we're
working
to
identify
the
data
in
terms
of
which
schools
we
can
add
heritage,
language
teachers
to
be
able
to
expand,
as
well
as
identifying
how
many
will
be
spanish
versus
other
languages
and
as
we
work
towards
developing
materials,
the
other
investments
that
you
mentioned
around
the
infrastructure.
R
R
For
example,
we
have
the
bilingual
coaches
that
will
help
schools
in
working
with
the
school
community,
so
that
includes
our
teachers,
principals,
parents,
families
to
really
sort
of
assess
the
demographics,
as
well
as
the
language
dominance,
so
that
the
strategy
is
a
school
based
in
defining
what
is
currently
in
place.
If
there
is
an
sdi
language,
specific
program
model
that
we
are
looking
to
adopt
a
different
model
in,
for
example,
transition
to
a
dual
language
similar
to
the
mather
school
this
year
and
or
other
program
models
that
we're
piloting,
such
as
the
josiah
quincy
school.
R
So
the
bilingual
coaches
we
have
identified,
I
think,
we'll,
probably
look
towards
we've,
not
finalized
the
esser
allotments
for
specific
positions,
where
we
are
looking
to
expand
between
five
to
seven
coaches.
Additionally,
for
the
recruitment,
cultivation
and
diversity
office
for
the
bilingual
ed
endorsement.
R
We're
hoping
that
in
partnership
that
we
can
identify
an
increase
of
30
to
45
teachers
in
the
program
again,
a
lot
of
this
also
will
sort
of
be
outlined
more
specifically,
as
we
move
towards
the
implementation
phase
and
as
well
as
it's
a
two-year
investment.
So
we've
received
a
total
of
10
million
for
the
next
two
years.
P
Copy
it
would
be
interesting
to
know-
and
I
don't
know
if
this
exists
for
the
system,
but
like
is
this
money
helping
achieve
a
specific
goal
and
if
it
is,
then
what
is
that
goal?
So
are
we
looking
at
I'm
getting
really
sort
of
like
basic
here,
but
I'm
like
curious
is
this
going
from
five
to
ten
dual
language
programs?
Is
this
expanding
to
x
number
of
classrooms?
P
Do
you
follow
what
I'm
saying
I
like
see,
and
I
think
these
are
a
few
of
these,
particularly
this
and
the
special
education
side
where
it's
like.
It
seems
really
clear
that
we
want
to
spend
the
money,
but
I'm
just
I'm
curious
sort
of
like
what
are
we.
What
are
we
achieving
when
we
spend
it
and
is
it
meeting
some
goal?
That
is
like
part
of
a
broader
system
goal.
R
In
addition
to
that
is
the
assessment
of
how
many
programs
we'll
be
adding
so
right
now
we
can
ensure
and
commit
to
increasing
heritage
language
programs,
because
those
are
an
easy
lift
that
we
can
develop,
ensure
that
we
have
you
know
the
the
job,
description,
posting
and
then
work
with
schools
to
identify
those
programs.
The
additional
programming
is
going
to
require
the
additional
staff.
I
have
to
mention
that
we
are
very
understaffed
at
the
oel
office,
and
so
one
of
the
challenges
that
we
have
as
well.
We
would
love
to
move
forward
with
additional
programming.
R
It
has
to
be
thoughtful.
It
has
to
continue
to
engage
our
community,
our
stakeholders
and
there
is
a
built,
a
process
really
of
a
two
three
year
planning
that
usually
happens
with
with
new
dual
language
programs.
So
that
certainly
is
information.
I
think
that
we'll
have
a
better
sense
or
clear
sort
of
discrete
numbers
around
next
year.
Once
we
start
to
develop
that
process
and
build
the
infrastructure.
W
N
AA
Q
The
the
the
goal
to
recruit
early
and
often
is
is
always
one
of
the
things
that
we
try
and
do
over
the
last
decade,
or
so.
We've
really
worked
to
make
sure
that
all
of
our
positions
are
posted
by
today's
date
march
1st,
knowing
that
what
we
want
to
do
is
make
sure
that
our
positions
are
open
and
advertised,
so
we
can
get
the
first
crack
at
available
candidates.
R
So
for
teacher
leadership
positions,
many
of
the
positions
will
be
btu,
either
plus
five
percent
and
or
ten
percent,
depending
on
the
department
and
roles.
Obviously,
the
office
of
human
capital
is
working
to
support
that
effort,
and
the
recruitment
cultivation
diversity
office
has
also
shared
that
out
widely.
So
there
is
some,
you
know
again
just
engagement
with
the
folks
who
might
be
interested,
whether
it's
teachers
and
others
with
experience
that
match
up,
and
so
we
will
be
certainly
happy
to
share
more
around
that.
R
But
I
think
the
reality
is
lorena
with
your
point
is
that
it
is
it's
a
critical
time
for
our
positions
and
as
well
as
we
are
intending
to
hire
bilingual
educators
to
lead
some
of
this
work.
So
we
you
know
are
realistic
that
we
have
to
anticipate
that
there
might
be
challenges
in
fulfilling
all
of
the
positions,
but
we
are
doing
everything
we
can
to
also
ensure
that
we're
not
just
recruited
within
and
around
boston,
but
also
statewide,
and
for
those
who
are
qualified
and
licensed
that
they
can
meet
those
requirements.
N
I
appreciate
that,
and
I
I
mean
it
is
an
incredible
challenge.
I
think
for
me,
the
other
piece
that
I
think
about
is
we're
talking
about
adding
additional
resources
in
terms
of
human
capital.
But
how
are
we
thinking
about
building
capacity
for
our
current
staff
right?
So
I
think
one
of
the
concerns
that
I
have
is
especially
as
I'm
seeing
the
delineation
of
like
investing
esser
funds
in
in
new
staff
like
we're
not
going
to
have
those
funds
come
july
2024..
N
M
Can
just
speak
briefly,
one
thing
and
then
drew
you
can
you
can
pop
into?
I
think
one
one
of
the
really
important
things
that
we've
shared
with
our
principals
as
we've
put
out
some
of
this
esser
funding
is
that
they
have
to
have
plans
for
sustainability
and
how
they're
going
to
use
these
current
positions,
many
of
them
for
recovery.
M
You
know
catch
up
where
they
may
have
had
some
learning
loss,
and
we
also
believe
that,
just
in
normal
attrition
and
vacancies
that
when
we
hire
new
staff,
you
know
with
retire.
You
know
those
who
are
eligible
retire.
They
can
this
new
staff
can
also
be
replaced,
the
the
staff
that
is
retiring.
I
think
the
last
time
I
looked,
we
had
something
like
37
percent
of
our
teachers
were
eligible
for
retirement,
and
so
you
know
that's
a
pretty
large
number.
M
The
other
thing
that
nate
and
his
team
do
is
a
budget
co-lab
process
that
looks
at
how
school
districts
and
schools
tie
out
their
budgets
and
their
positions
and
accounting
for
that
and
all
of
their
funds.
So
they'll
look
at
their
title.
One
funding
you
know,
which
is
flexible,
funding,
federal
funding
that
they
get.
They
look
at
all
of
their
operational
funding
and
then
this
additional
esr
funding
or
any
other
state
funding
that
comes,
and
so
they
have
to
be
planning
for
sustainability
in
their
plans.
N
So
I
appreciate
that
dr
casillas
and
I
know
I'm
out
of
time.
This
is
the
last
piece
I'll
say,
I'm
glad
to
hear
that
we're
asking
our
schools
to
do
that.
But
I
think
my
question
is:
how
is
central
office
doing
that
right,
like?
How
are
you
all
thinking
about
long-term
sustainability,
similar
to
how
we're
asking
our
schools
to
be
putting
those
plans
in
place.
M
AB
Yeah,
I
can
just
add
that
each
application
from
a
central
office
department-
and
I'm
sure
my
colleagues
on
the
call
will
will
talk
about
this.
It
goes
through
a
rigorous
review
process.
Sometimes
they
wish
it
was
maybe
slightly
less
rigorous
with
alignment
to
the
strategic
vision
and
think
about
long-term
sustainability,
and
I
think
you
know
one
of
the
things
we're
really
thinking
about
is.
AB
So
there
are
a
lot
of
things
in
here
where
it's
sort
of
there's
an
investment
in
esser
right
now
in
positions
and
other
things,
and
it's
either
going
to
go
away
because
it
hasn't
worked
or
it's
been
completed,
or
it's
going
to
become
a
part
of
what
we
would
see
as
a
core
part
of
a
next
round
of
investment
requests
or
something
that
might
be
going
to
the
city.
So
it's
a
really
good
opportunity
for
us
to
be
piloting.
New
programs.
O
O
I
guess
going
back
to
the
the
slide
on
for
for
english
learners
as
we
talk
about
hiring
for
positions
that
are
absolutely
necessary.
There's
also
that
systemic
issue
of
being
able
to
sustain
that
right,
and
so
I'm
actually
just
very
curious,
particularly
about
the
the
pathways
program,
and
then
you
know,
are
we
creating
even
pathways
for
current
students
to
pursue
careers
and
reach
education,
research
or
become
bilingual
or
multilingual
educators
themselves
as
a
way
to
sort
of
create
this
own
pathway?
R
I'm
happy
to
take
a
stab
at
it.
I
will
say
that
I
have
not
worked
closely
with
the
recruitment
cultivation
diversity
office.
We
are
working
towards
that.
We
have
an
upcoming
meeting.
We
did
have
a
initial
meeting
to
sort
of
work
through
what
we
might
envision
as
a
possibility
for
the
district
with
the
bilingual
ed
endorsement.
R
So
we
know
that
that's
again
sort
of
just
building
out
with
the
capacity
as
in
the
reality
for
this
upcoming
year.
These
investments
will
help
us
to,
I
think,
have
a
better
or
forge
a
better
pathway
and
clear
in
terms
of
numbers
of
impact
for
year,
two
which
would
be
the
fy
24,
but
we
are
moving
forward
with
increasing
the
number
of
bilingual
ed
endorsed
teachers.
We
had
a
pilot
this
year
the
office
did
and
there
were
15
participants.
O
M
So
I'm
not
sure
if
we
have
dr
granson
and
I
know
that
he
had
meant
to
be
on,
but
he
was
out
ill
today
or
mr
taylor,
who
are
responsible
for
most
of
the
recruitment
questions,
but
we'd
be
glad
to
come
back
to
you.
I
know
that
we
have
some
significant
recruitment
happening
going
on
now,
because
we've
started
our
early
hiring
time.
So
we
have
education
fairs,
diversity,
fairs,
latinx,
candidate,
fair.
R
Ethan
delmont
burns
is
also
overseeing
our
inclusion
work.
We
previous
to
nadine's
arrival
ethan,
and
I
started
to
develop
weekly
meetings
and
planning
around
our
strategy
for
the
district.
We
have
been
meeting
to
define
that.
I
think
there's
certainly
more
work
that
we
need
to
outline
as
well
as
supports
externally
from
other
consultants
and
others
who
have
been
leading
this
work
to
develop
a
larger
systemic
strategy,
but
we're
not
satisfied
where
it
is.
U
Be
okay,
if
I
just
add
a
few
things.
Thank
you
for
the
great
question
and
the
answer.
I
think,
as
we
think
about
the
strategic
plan
for
both
the
office
of
special
education
and
the
office
of
multilingual
learners.
It's
very
important
to
us
and
we're
driven
to
make
this
happen.
Is
we
have
to
deliver
on
a
promise
of
native
language
instruction
that
that
is
good
for
all
students,
but
it's
particularly
good
for
our
multilingual
learners
with
disabilities.
U
We
know
that
to
be
true,
and
I
I
really
appreciate
the
earlier
questions
just
around
thinking
about
the
sustainability
of
these
resources
and
and
to
be
very
honest,
we
do
not
have
the
capacity
right
now
to
support
schools
to
transition
and
support
native
language
instruction,
including
dual
language
program,
heritage,
language
programs
right
now
in
its
current
capacity.
So
we
need
this
infusion
of
support
in
order
to
help
build
out
curriculum
in
the
past,
a
district
that
I
love
right.
U
I
love
working
here
in
the
bps,
but
we
have
often
made
decisions
to
say:
okay,
well
we're
going
to
move
toward
a
dual
language
program
and
we
think
we
just
sort
of
flip
the
lights
on
and
that
is
all
of
a
sudden
is
going
to
happen.
The
school
community
is
just
going
to
do
all
the
work
and
they're
going
to
have
the
curriculum
resources
that
they
need,
and
it's
a
significant
investment.
You
can't
just
go,
buy
these
materials
right.
You
have
to
really
work
with
the
community
to
make
that
happen.
U
So
our
number
one
strategy
for
supporting
english
learners
with
disabilities
is
to
transition
ourselves
as
quickly
and
strategically
as
possible
to
to
an
organization.
That's
focused
on
bioliteracy
and
native
language
instruction.
The
other
thing
that
we
need
to
do
from
an
equity
perspective
is
we
really
need
to
be
making
data-driven
decisions
right.
We
had
to,
for
example,
ensure
that
our
which
we
can't
wait
to
update
you
at
the
next
school
committee
on
are
that
our
acceleration
academies,
for
example,
we're
disproportionately
enrolling.
U
Students
with
disabilities,
multilingual
learners
and
multi
learners
with
disabilities,
about
60
of
the
students
who
participated
in
the
acceleration
academies
and
we
have
to
from
an
equity
perspective,
make
sure
that
we're
having
those
really
difficult
conversations
and
holding
ourselves
accountable
for
ensuring
that
the
students
who
get
who
need
the
opportunities
the
most
are
getting.
Those
opportunities.
U
You're
raising
a
really
important
question
for
us
around
our
outcomes.
It
is
clear
from
us
and
in
terms
of
our
interim
data,
all
of
our
growth
data,
our
mcas
data,
that
that
is
the
population
of
students
that
we
are
not
serving
well,
and
we
need
to
continue
to
make
progress
in
this
area
and
we're
not
going
to
do
that
unless
we're
continuing
to
monitor
progress
and
we're
changing
our
practices
from
what
we're
currently
doing
to
what
we
need
to
do
and
what
the
research
tells
us
is
in
the
best
interest
of
those
students.
E
E
Well,
I
feel
anxious
and
I
will
be
looking
up
to
what's
happening.
I
think
the
community
as
well
is
looking
up
to
getting
the
answers
now
that
I
am
co-president
of
the
ell
program,
I
need
to
see
that
is
on
my
shoulders
to
to
develop
the
programs
that
are
needed
for
the
students
and
for
the
community.
E
M
I
really
wish
we
had
our
human
resources
folks
here,
because
it's
one
of
the
questions
I
asked
when
we
first
when
I
first
came,
and
I
just
can't
recall
the
the
test-
there's
a
there's,
a
language
proficiency
test
that
is
given
to
teachers,
I'm
just
not
as
up
to
date
on
the
massachusetts
licensing
requirements
and
how
we
capture
that
data,
but
I'll
certainly
ask
al
taylor
and
our
team
about
the
language
proficiency
test
for
our
students.
I
mean
excuse
me
for
our
educators
and
we'll
get
back
to
you.
E
E
M
R
So
we
do
have
many
other
opportunities
that
we're
looking
to
actually
develop
a
menu
of
professional
learning
for
the
district
that
includes
all
of
the
departments
and
that
umbrella
of
work
falls
under
the
multi.
The
mtss,
which
is
the
multi-tiered
systems
of
support,
so
that
teachers,
schools
and
principals
will
have
that
information
in
advance
and
have
access
to
all
of
the
courses,
in
addition
to
all
of
the
equitable
literacy
offerings
and
by
literacy
offerings
with
reading
foundations,
enabling
texts,
for
example,
complex
texts.
R
So
we
have
a
series
of
professional
learning
that
has
been
developed
in
dr
eccleston,
as
well
as
christine
landry
from
the
academics.
I've
shared
some
of
that
information
out
via
a
memo
to
school
leaders
today
and
there
will
be
professional
development
learning
for
all
school
leaders
march
10th,
and
so
there
is
an
opportunity
to
expand
on
the
professional
learning
to
make
sure
that
the
information
is
shared
with
schools
and
teachers.
So
we
will
continue
to.
R
You
know,
obviously
work
together
to
make
sure
that
you
know
when
you're
a
teacher
and
you
have
an
english
learner
or
student
with
disability,
you're
teaching
all
students.
So
we
will
absolutely
continue
to
work
together
to
ensure
professional
learning
is
communicated
and
made
available
to
all
staff
in
schools.
A
A
F
You
know
I
I
do
have
a
question.
I've
been
thinking
a
lot
about
the
implement
implications
of
us,
adapting
mass
core
and
really
pleased
again
that
we
have
voted
to
do
that.
I
think
that
is
going
to
be
such
a
huge
improvement
for
our
students
to
prepare
them
to
succeed
as
they
move
on
to
college
and
their
careers
and
and
I'm
proud
of
this,
the
superintendent
recommending
it
and
and
us
putting
in
place
and
also
the
work
that's
been
done.
F
F
And
so
I'm
wondering
if,
with
the
sr
funding,
is
this
an
opportunity
to
look
at
a
deeper
investment
in
those
roles,
just
as
we
have
been
stepping
up
on
our
investments
in
guidance
councils
and
social
workers.
You
know
you
have
been
focused
so
much
on
the
support
around
students
to
help
them
succeed.
M
Yeah,
so
there's
a
lot
going
on
this
summer.
I
know
that
miss
dr
eccleston
can
probably
speak
or
mr
dupina
can
talk
a
little
bit
about
some
of
our
summer
jobs
opportunities.
We
work
with
the
pick
on
that
and,
as
you
may
have
seen
just
recently,
the
mayor
has
also
announced
some
office.
That's
going
to
be
working
with
youth
jobs
this
summer,
which
is
going
to
be
good
and
complementary.
M
You
may
remember
a
few
meetings
ago.
I
talked
about
our
senior
students
being
able
to
work
this
spring
to
help
with
students
in
recovery
in
the
elementary
grades,
if
they're
credit
ready,
that's
an
initiative
with
the
state
that
we're
working
with
the
pick
on
the
private
industry
council,
and
so
those
are
some
initiatives
that
that
we're
doing
around
jobs.
So
we'll
have
thousands
of
jobs
that
we'll
do
in
partnership
with
the
city
and
we'll
also
have
a
pretty
robust
summer
school
program
as
well,
and
we
started
advertising
for
that
this
past
week.
M
So
that's
exciting.
As
for
math
core,
as
you
know,
I'm
very
proud
of
that
achievement.
It's
gonna
be
able
to
rightfully
equal.
You
know,
equity
across
all
of
our
high
schools
and
that
the
diploma
will
will
absolutely
mean
something
coming
out
of
boston
public
schools,
in
that
there
are
high
standards
for
every
single
student
to
meet
and
the
academics
team.
M
Putting
together
and
working
with
our
school
leaders,
mr
bloom
and
mr
cooter
and
their
team
have
made
sure
that
we
funded
it
because
you
know
that
has
been
a
huge
barrier
in
the
past,
and
so
the
implementation
has
been
going
really
well
on
the
mass
core
with
our
high
schools.
So
I
don't
know
dr
eccleston.
M
If
you
want
to
speak
to
it
or
mr
cooter,
if
you
want
to
speak
to
kind
of
the
finance
side
of
the
math
core-
and
you
know
the
additional
arts
positions
and
pe
positions
and
ethnic
studies
positions
that
we
need
to
be
putting
in
place
as
we,
this
fall
move
into
our
first
class,
our
first
ninth
grade
class.
That
will
be
required
to
have
this
for
graduation.
U
U
For
I'm
super
proud
to
echo
the
superintendent's
comments.
We
are
really
well
positioned
to
deliver
on
the
promise
of
the
school
committee's
policy
on
this.
We
don't
see
any
risk
to
us.
We
have
done
a
significant
amount
of
work
with
our
school
leaders
to
go
through
their
individual
strategies
in
advance
of
probable
org
to
make
sure
that
their
schools
were
set
up,
so
they
could
deliver
on
the
spirit
of
the
policy
and
we
don't
see
any
risk
to
to
students
not
having
those
types
of
opportunities.
U
I
do
think
that
there's
some
work
that
we
need
to
do,
particularly
as
we
get
into
year,
three
of
those
ninth
graders
getting
into
their
third
year
of
their
history
and
social
studies.
We
have
to
ramp
up
on
the
ethnic
studies
component
to
the
point
of
one
of
the
earlier
speakers,
but
we
have
time
to
do
that
and
I
think
we're
well
positioned
to
make
that
happen
and
then
we'll
just
continue,
obviously
to
work
with
in
each
individual
school
to
think
about
what
components
of
the
core
four.
U
Are
they
adding
to
their
foundation
for
some
schools?
That's
going
to
be
about
new,
innovative
pathways,
like
the
pathways
you
heard
about
from
the
burke
principle
and
the
brighton
high
school
principle
around
biomedical
sciences
or
entrepreneurship,
and
then
we
want
to
attach
the
job
opportunities
and
the
career
technical
opportunities
to
those
innovative
pathways.
U
So
that's
what
we're
trying
to
do
and
we're
trying
to
work.
You
know
through
this
as
an
individual
school
basis
and
working
with
the
school
communities,
to
make
sure
that
the
programming
we
invest
in
meets
their
interest,
and
it's
just
a
huge
thank
you
to
the
members
of
the
academics
team,
including
christine
landry,
who
is
who
has
taken
taken
a
lot
of
this
work
on
and
just
really
done
a
remarkable
job
and.
M
Course-Taking
that
some
that
there'll
be
people
who
are
specifically
responsible
that
they
are
taking
the
right
courses
for
graduation,
that
the
courses
are
available
and
that
they're
scheduled
into
those
courses
and
that
we're
watching
their
grades
and
looking
at
early
warning
indicators,
so
that
we
can
make
sure
they
don't
fall
through
the
cracks.
And
that's
why
this
counseling
investment
is
so
critically
important
to
our
schools.
F
N
Thank
you,
madam
chair,
and
thank
you
member
o'neill
for
asking
those
incredible
questions.
I
am
I
work
from
home
and
one
of
the
perks
of
working
from
home
is
I
get
to
hear
and
see
some
of
the
work
that
my
husband
is
doing
with
the
pick
and
actually
this
week
I
got
to
listen
in
on
some
students
who
were
presenting.
N
They
had
been
shadowing
architects
and
working
with
an
architect
firm
this
week
and
it
was
really
cool
to
see
what
they
were
designing
and
I'm
hoping
that
some
of
those
students
will
continue
to
explore
those
career
paths.
I
do
have
some
questions
around
facilities,
so
let
me
get
over
to
my
notes.
I
saw
that
some
of
the
facility
investments
outlined
in
the
presentation.
I
guess
I
just
want
some
clarity.
N
Q
But
it's
part
of
our
sort
of
ongoing
effort
to
think
about.
Where
is
the
right
structure
for
bill
bps
and
then,
of
course,
there's
a
lot
of
build.
Bps
work,
that's
cross-functional!
The
planning
and
analysis
team
provides
a
lot
of
the
enrollment
planning
and
support
that
goes
into
the
the
demographic
work
that
we
do.
The
engagement
team
leaves
a
lot
of
our
efforts
to
work
with
school
communities.
Communications
team
supports
it
as
well.
So,
though,
the
bill
bps
team
is
much
larger
than
certainly
any
given
any
given
department.
N
S
I
can
answer
that
question
nate
and
others.
This
is
san,
diego
sorry,
I
can't
access
my
video
because
it's
it's
being
stopped
by
the
host,
but
we
have
already
started
that
process.
That's
an
industry
standard
in
school
districts
to
have
facilities,
conditions,
assessments
done
and
completed
by
external
vendors,
who
look
at
the
detail.
S
Intrica
intricacies
of
each
building
in
each
aspect
of
the
building
it
provides
a
rapport
for
us,
then
can
to
then
develop
in
an
index
that
we
can
work
off
of
to
us
to
assess
where
we
make
investments
so
that
process
is
already
underway.
We
have
selected
a
vendor
we're
in
the
process
of
finalizing
that
contract
now
to
begin
the
work
and
long
term
that
will
help
us
with
our
build
wbs
planning
as
we
go
forward.
M
G
Sam
answer,
the
question
that
I
wanted
to
respond
to,
which
is
great-
we
do
tag
team
here,
but
we
have
started
this
process
and
eventually
we
will
have
the
facility's
condition
in
this.
We
did
hear
the
school
committee
on
staff
location
asking
for
this
and
is
already
on
the
way
and
we're
really
happy
about
the
work
that
we'll
start
with
the
next
three
weeks
or
so
you're
gonna
start
seeing
some
movement
on
that.
N
I
appreciate
that
that
is
incredibly
exciting
to
know
that
that
is
something
that
is
currently
underway.
I'd
like
to
learn
more
in
terms
of
our
timeline
like
what
are
what
are
our
expectations
for
having
that
assessment
completed?
That
would
be
really
helpful
and
if
you
have
it
now,
it's
great,
but
if
not
that's
something
that
I'll
be
following
up
with.
G
N
G
N
N
So
something
I
like
to
say
about
bps
is
that
boston,
public
schools
is
a
tenant
of
the
city
right
when
I
think
about
facilities,
that's
what
I
think,
and
so
to
that
end,
we're
doing
this
assessment.
But
how
are
we
thinking
about
capital
planning
in
terms
of
how
it
overlaps
with
the
city,
be
it
with
the
mayor's
office
or
with
city
council
and
how
they
engage
with
capital
budget?
N
M
M
I've
met
with
him
a
number
of
times
with
the
mayor,
her
staff
and
the
mayor
herself,
and
so
we
are
working
on
this
project
together
with
the
facilities
and
index
and
also
the
community
engagement
and
kind
of
the
standard
of
what
we
would
expect
for
a
quality
guarantee
in
every
single
school.
And
then
what
is
the
comprehensive
plan?
The
chair
has
been
asking
for
this
as
well.
What
is
the
comprehensive
plan?
M
When
would
a
school
know
when
it's
their
turn
to
get
work
done,
whether
it's
a
a
major
addition
or
whether
it
is
a
brand
new
build
for
their
for
their
school
community?
And
I
think
that's
the
type
of
information
that
we
want
to
have
proactively
and
that's
what
ms
alvarez
is
saying
is
going
to
be
ready.
S
M
M
We
just
finished
all
of
the
air
sensors
in
every
single
classroom
so
that
we
can
monitor
air
quality,
which
is
going
to
be
great
for
the
18
of
students
who
have
asthma.
We
are
we've,
replaced
the
bathroom
ventilation
and
we've
replaced
12
000
windows
and
we're
doing
all
the
painting,
repairs-
and
you
know
all
of
all
of
the
work
oh
and
the
air
conditioning
is
going
in
and
that's
going
to
be
starting
to
go
in
this
spring.
So
you
know
those
things
still
continue.
N
I
really
appreciate
those
pieces
and
it
is
encouraging
to
hear
that
we
are
in
constant
and
regular
communication
with
mayor
wu's
team
and
I'm
hopeful
that
that
is
also
true
of
our
city
councillors.
As
they're
engaging
with
budget
pieces,
I've
had
a
chance
to
visit
some
of
our
schools
and
there's
amazing
work.
That's
happening
right
and
our
teachers
and
our
students
are
figuring
out
how
to
make
it
work.
N
But
some
of
them
are
creating
many
libraries
on
landings
of
staircases,
and
some
of
them
are
doing
interventions
in
hallways,
and
so
we
can
no
longer
do
that.
And
I
understand
that.
There's
a
process-
and
I
understand
that
there
are
timelines
and
we
just
have
to
move
with
as
much
urgency
as
possible,
because
you
all
know
this,
but
our
children
deserve
it
and
our
families
deserve
it
and
the
under
investment
that
we've
seen
for
years
is
very
real.
M
It
is
it's
sad
when
you
go
visit,
other
school
districts
just
several
miles
out
and
they
have
these
beautiful
brand
new
facilities
and
our
children
don't-
and
I
mean
I
I've
said
it
all
along
since
I've
been
superintendent.
If
you
know
when
I'm
asked
what
keeps
you
up
at
night-
and
it
is
this
one
thing-
you
know
that
we
send
our
children
to
these
buildings
and
paint
chips
fall
on
their
heads
or
there's
no
clean
water.
M
O
Thank
you,
madam
chair,
and
also
thank
you
everybody
again
for
your
for
your
answers.
Some
of
the
questions
that
I
have
that
I
had
also
were
were
answered,
and
this
is
a
question
that
I
have
and
you
know
I'd
be
glad
to
talk
offline
about
it.
But
I
was
happy
to
hear
about
the
equitable
literacy
commitment
very
happy
to
hear
about
the
commitment
toward
anti-racist
curricula,
culturally,
responsive
curricula
and
pedagogical
approaches.
O
M
Well,
that
isn't
a
decision
that
we
get
to
make.
It's
also
not
necessarily
the
sole
decision
of
the
state,
because
the
federal
government
requires
that
we
test
students
grades
three
through
eight
in
math
and
english
and
then
again
once
in
high
school
and
then
the
state
you
know
designs
creates
their
own
tests.
They
set
their
own
cut
scores,
they
do
not
they'll
have
to
do
exit
exams,
but
they
massachusetts
chooses
to
to
do
exit
exams,
and
so
I
think
that
there
are
ways
you
know
during
the
pandemic.
M
Only
our
large
urban
districts
get
that
those
results,
and
if
they
did
that,
then
that
could
serve
as
an
accountability
measure
and
would
not
have
to
over
test
at
the
state
level
as
well,
and
so
hopefully
we'll
see
some
testing
reform.
You
know
there
are
several
studies
that
show
that
they
are
biased,
and
so
I
I
think
that
we
use
them
as
one
tool
among
all
a
bunch.
Many
other
tools,
our
own
formative
assessments,
teacher
assessments
and
grading
to
to
assess
student
learning.
W
U
I
do
think
one
of
the
things
we
have
control
over
right
are
the
own
internal
assessments
that
we're
using
and
there's
an
interesting
opportunity,
because
all
of
our
contracts
for
vendors,
who
who
do
our
assessments
are
up
at
the
end
of
this
school
year,
so
we'll
be
moving
forward
with
a
new
rfp
or
be
releasing
in
the
days
to
come.
An
rfp
for
a
vendor
to
support
on
a
number
of
different
types
of
assessments.
U
And
so,
if
our
reading
curriculum
is
focusing
on
sort
of
project-based
approaches,
like
expeditionary
learning
as
the
core
tier
one
program,
we
want
to
make
sure
that
we
have
an
assessment
system
that
matches
there's
a
lot
of
work
to
do
on
that
front
right.
But
sarah
j,
who
is
our
testing
sort
of
person
who
leads
that
work,
is
really
interested
in
investing
in
and
helping
us
think
through
ways
from
an
academic
perspective
that
we
can
ensure
that
we
have
more
performance-based
assessments,
and
I'm
really
excited
about
that
as
we
move
forward.
M
I
would
just
share
that
one
other
thing
that
happens
when
you
test
students
from
a
statewide
testing
perspective
and
the
way
that
we
use
tiers
for
choice
in
the
school
district
needs
to
be
also
looked
at.
Obviously
I
don't
think
we'll
have
time
to
do
that
in
the
next
three
months,
but
I
do
think
that
that
is
future
work
that
needs
to
be
tackled.
M
I
know
that
dr
coleman
was
very
interested
in
this
work
and
would
continue
to
be,
I
think,
interested
in
this
work
moving
forward
and
he
and
I
had
several
conversations
and
just
at
the
pandemic-
we
just
didn't
get
to
it,
but
you
know,
and-
and
we
also
had
assessment-
that
was
paused
the
first
year-
the
pandemic
and
then
shifted
and
unreliable
in
the
second
year
of
the
pandemic.
So
but
I
do
think
boston.
A
Righty,
okay,
thank
you.
I
wanna.
Thank
you
all
for
this
presentation
and
again
many
of
my
colleagues
have
already
asked
several
of
my
questions,
but
I
have
a
few
things.
I
just
want
to
get
a
little
bit
of
more
detail
about
I'm
interested
in
in
about
the
development
of
the
new
one-stop
call
center,
and
how
will
that
work?
Will
that
be
like
a
3-1-1?
S
Yeah,
my
understanding
is
that,
on
the
way
to
work
is
that
we'll
have
dedicated
staff
to
answer
the
the
call
line
in
multiple
languages.
There
will
be
a
number
for
people
to
call
and
get
their
questions
answered,
and
the
idea
is
that
that
person
answers
the
phone
will
be
able
to
run
to
the
ground
specific
problem
with
the
specific
department
and
get
the
answer
right
away
so
very
similar
to
that
and
they'll
get
a
number
they'll
get
a
tracking
reference
document
that
we
can
make
sure.
S
We
know
when
a
request
is
open
and
when
it's
closed,
the
answer
they
receive
and
it'll
be
really
a
really
big
step
in
the
right
direction.
With
how
we
channel
our
parent
concerns
into
one
place
again,
the
transportation
department
will
have
its
own
because
that's
really
unique
and
specific
to
transportation.
S
M
AA
Sure
hi,
thank
you.
In
short,
we're
really
excited
we're.
Looking
for
potentially
a
mid
to
late
april,
launch
and
positions
are
posted
for
a
call
center
manager
and
multilingual
call
center
reps
now
so
we'll
be
screening
and
interviewing
over
the
next
month,
and
the
technology
is
almost
ready
for
our
staff
to
get
trained
on.
So
really
this
is
full
steam
ahead.
We're
pretty
excited
about
it.
M
AC
Superintendent,
can
I
add
one
additional
thing
that
I
think
is
important
that
you've
lifted
up
before
as
well
is.
This
is,
is
going
to
also
provide
the
data
right
to
really
tell
us
what
families
are
calling
about?
What
issues
you
know
our
concerns
that
families
have,
and
so
it's
going
to
also
not
only
help
families
in
the
immediate
be
a
one-stop
shopping
place.
AC
M
A
Right
and
the
focus
of
all
this
will
be
on
their
interfacing
with
bps,
but
I'm
sure
there'll
be
other
things
that
are
related
to
city
or
other
kinds
of
things.
Will
you
then
be
able
to
focus?
You
know
forward
any
concerns
that
really
aren't
dps
only
to
other
departments
to
make
them
aware
of
these
needs
as
well.
AA
A
M
Yeah,
I
remember
every
school
has
a
full-time
social
worker
as
well,
so
you
know
if
a
family
was
calling
with
need,
for
you
know
housing
or
clothing,
support
or
job
assistance,
or
something
like
that.
You
know
the
social
workers
at
the
schools
are
also
help
and
can
help
to
help
families
connect
to
those
resources.
A
AC
Yeah
I
mean
I
think,
madam
chair,
that
those
are
all
conversations
that
we
need
to
have
right.
I
know
that
the
department
or
the
office
is
just
getting
created.
You
know
this
is
something
that
we
have
provided
an
update
for
to
the
mayor's
office,
so
they
are
aware
it's
happening
and
I
think,
are
really
interested
in.
How
do
we
bring
all
of
these
different
city
services
together
to
collaborate
to
at
least
communicate
with
each
other
right?
We
do
have
our
unique
lanes
where
you
know
we're
serving.
AC
A
A
Right,
okay
and
as
I
was
interested
as
we
are
beginning
this
process
of
equitable
literacy,
and
particularly
looking
at
the
development
of
more
orton
gilliam
programs,
particularly
for
kids.
You
know
who
have
a
variety
of
dyslexia
and
other
things
is
the
long-term
hope
that
the
strengthening
of
these
types
of
programs
within
bps
might
bring
back
to
the
district.
Some
of
our
students
who
are
receiving
these
kinds
of
intense
resources
and
out-of-district
placements.
A
Great
good
two
last
questions:
one
is
a
little
bit
more
information
about
paper.
The
the
tutoring
program.
I
know
said
that
it's
been
very
popular
people
have
been
utilizing
it.
I
guess
my
question
is
what
is
the
evaluation
of
its
effectiveness
besides
its
popularity
in
terms
of
what
are
we
learning
about
the
about
families,
utilization
or
schools?
Utilization
of
the
paper
tutoring.
U
I
don't
have
the
exact
numbers
in
front
of
me
and
I
don't
want
to
cite
them,
but
I'm
happy
to
come
back
to
the
committee
and
share
that.
But
what
we've
seen
over
the
last
few
months
is
a
significant
increase
in
usage.
We
started
early
on
when
we
started
to
roll
this
out.
We
saw
high
usage
at
the
exam
schools,
and
that
was
it.
U
We've
really
been
working
with
paper
who
have
just
done
everything
that
they
can
to
roll
up
their
sieves
they've
been
in
our
transformation
schools,
they're
going
to
start
to
do
pd
out
at
some
of
our
transformation
schools.
We
really
see
a
significant
number
of
users
rising
and
also
specific
schools
from
an
equity
perspective.
That
is
a
really
good
signal
for
us.
A
Great,
thank
you.
My
last
question
is
sort
of
both
the
question
and
observation.
As
I
said,
it's
very
exciting,
as
you
look
through
all
of
the
investments
that
we're
making-
and
there
are
a
large
number
of
new
people
coming
into
the
district-
to
do
a
wide
variety
of
things-
and
I
guess
part
of
my
question-
is
we
don't
see
it
here,
but
I'm
sure
it's
somewhere
in
the
central
office
budget?
A
M
M
The
strategic
plan
is
on
the
website
and
there's
also
some
components
of
it
within
the
documents
that
parents
get
when
they
enroll
in
school.
So
that's
that's
available
as
well,
when
I
think
enrollment
has
like
a
welcome
documents
that
they
have.
Where
there's
certain
components.
You
know
rights
and
responsibilities,
code
of
conduct,
different
types
of
things
that
they
get
when
they
enroll.
I
don't
know
if
chief
snyder
wants
to
speak
about
the
documents
that
parents
get
when
they
enroll
if
she's
still
on.
AA
It's
it's
a
student
handbook
or
code.
You
know
book
that
has
includes
code
of
conduct
and
all
the
other
permissions,
but
I
don't
want
to
speak
too
carefully
to
it,
because
I
have
not
seen
the
most
recent
version,
but
we
can
look
at
that
and
bring
it
forward
for
follow-up
at
another
meeting.
If
you'd,
like
the
parent.
Q
I'd
also
just
mention
that
there
are
resources
about
the
budget.
Documents
are
all
available
online
at
bostonpublishschools.org
budget,
where
you
can
download
different
pieces,
and
there
will
be
an
upcoming
report
on
esser,
which
is
another
place
where
you
can
find
more
information
about
our
s
for
spending.
We
can
post
that
link
as
well
in
our
future
presentations.
O
No,
so
you
all
are
working
with
aloe
view
to
really
put
together
some
very
succinct
documents
to
go
out
to
families
because
it
seems
like
that
would
also
be
a
good
strategy
so
that
families
is
sort
of
at
the
level
of
their
school
and
what
they're
dealing
with
on
a
daily
basis
like
how
this
budget
is
going
to
affect
them.
And
you
know
over
the
next
year.
Q
Yeah,
what
we're
trying
to
do
with
all
of
you
is
really
create
useful
tools
for
people
to
dive
into
the
budget,
both
internal
and
external.
In
the
meantime,
if
you
go
onto
the
budget
website,
there
are
school-by-school
documents.
The
allocation,
one
pagers
is
what
they're
called
that.
Can
you
can
compare
last
year's
budget
to
this
year's
budget,
and
then
we
also
have
a
bostonpublicschools.org
explore
budget,
which
is
a
tool
for
people
who
are
more
involved
in
the
budget
like
me
and
want
to
dive
down
to
the
student
level
do
school
by
school
comparisons.
Q
That
date
is
not
yet
updated
for
fy
23
budget,
but
will
be
in
the
coming
weeks,
and
so
that's
just
another
tool
that
we
created
to
try
and
create
transparency.
And,
of
course,
if
people
have
feedback
on
how
we
can
make
it
the
tools
more
useful
or
provide
information
in
a
smarter
way.
You
can
always
email
us
at
budget
at
bostonpublicschools.org.
A
Q
Closest
thing
to
a
sort
of
programmatic
budget
is
the
explore
budget
tool
when
we
created
that
the
goal
was
to
sort
of
replace
that,
so
you
can
see
it
describes
what
the
service
is
and
then
how
how
it
really
goes
down
to
the
student
level.
That's
probably
the
most
comprehensive
look,
but
again
what
we're
trying
to
do
is
create
the
online
tools
that
you
can
really
dive
into
is
the
probably
best
resource
for
for
people
to
understand
our
budget
david.
I
don't
know
if
you
had
anything.
A
If
not,
I
want
to
thank
everyone.
I
want
to
thank
you
all
for
your
presentations
and
I
also
want
to
thank
everyone
that
testified
tonight.
I
want
to
remind
everyone
that
the
book
all
budget
documents
are
available
online
at
bostonpublicschools.org
budget
and
you
can
email
your
comments
to
budget
at
bostonpublicschools.org
as
well
as
to
the
school
committee.
A
The
school
committee
will
hold
a
special
remote
meeting
tomorrow
march,
2nd
to
move
forward
with
several
key
pieces
of
the
superintendent's
search
process
and
to
discuss
the
superintendent's
separation
agreement.
The
committee
will
hold
an
executive
session
from
5
to
6
pm
and
will
reconvene
the
public
meeting
in
open
session
at
6
00
pm
our
final
fiscal
year.
23
budget
hearing
will
take
place
on
wednesday
march
16th
at
5
pm
prior
to
the
regular
school
committee
meeting.
If
there's
nothing
further
I'll
entertain
a
motion
to
adjourn.