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From YouTube: Boston School Committee Meeting 2-1-2023
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
B
B
D
B
Have
a
quorum!
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
discussing
the
deployment
of
security,
Personnel
or
devices
or
strategies
with
respect
to
there
too.
To
have
this
discussion
in
an
open
meeting
would
compromise
the
safety
of
our
students
and
staff.
The
committee
will
return
will
return
to
public
session
at
6
PM.
Is
there
a
motion.
D
B
Thank
you
good
evening.
Everyone
welcome
to
this
meeting
of
the
Boston
school
committee.
I'm
chairperson,
Jerry
Robinson
Committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
the
deployment
of
security,
Personnel
or
devices
or
strategies
with
respect
here
too.
To
have
held
this
discussion
in
an
open
meeting
could
have
compromised
the
Safety
and
Security
of
students.
B
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
the
recording
will
be
available
in
all
the
BPS
languages.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
February
1st
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are.
Finalized
committee
is
pleased
to
be
offering
live.
B
Simultaneous
interpretation
in
Spanish
Asian,
Creole,
cabovariano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
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
closed
today
at
4
30
pm.
Please
make
sure
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.
Thank
you
for
your
cooperation.
B
F
D
G
H
I
J
C
Good
evening,
and
thank
you,
madam
chair
and
good
evening
to
to
everyone
today,
marks
the
first
day
of
Black
History
Month,
a
time
during
which
we
hold
space
to
honor
a
legacy
and
accomplishments
of
the
black
community,
the
diaspora
and
African
Americans
throughout
history,
and
today
it's
also
a
time
to
reflect
on
the
injustices
and
struggles
endured
from
the
Civil
Rights
movements
to
groundbreaking
achievements
in
science,
technology
and
the
Arts
black
Advocates
leaders.
C
Before
I
begin.
My
report
I
would
like
to
acknowledge
the
btu
payroll
issues
that
I
reported
on
last
week.
I
want
to
thank
the
office
of
human
capital
for
their
work
to
address
and
reconcile
the
concerns
that
have
been
raised.
Regarding
payroll,
the
office
of
human
capital
team
has
developed
a
number
of
internal
practices
to
mitigate
and
fix
the
issues
moving
forward.
C
C
C
The
human
capital
team
will
continue
to
work
with
City
Hall
to
develop
processes
to
improve
the
timeline
for
making
retro
rate
pay
payments,
in
addition
to
the
to
process
improvements,
we're
currently
hiring
more
staff,
both
in
the
office
of
human
capital
and
specifically
in
payroll,
and
as
always,
you
know-
and
we
say
this
whenever
we
meet
publicly.
C
C
In
terms
of
the
green
New
Deal
update
I
have
several
updates.
First,
first
I'm
very
excited.
We
sent
out
a
announcement
yesterday
to
welcome
Dell
sansilos
to
her
new
role
as
our
first
ever
chief
of
capital
planning.
C
This
change
is
part
of
a
reorg
of
our
Operations
Division
to
better
support
BPS,
as
we
enter
this
exciting
and
New
Era
of
school
construction.
We
know
that
new
builds
Renovations
reconfigurations
that
they
all
can
really
impact
the
school
experience,
but
they
all
in
a
very
positive
way.
They
increase
opportunities
for
inclusive,
multilingual
Multicultural
education,
with
full
wrapper
on
supports
for
students
and
Families
under
Dell's
leadership.
C
C
C
You
can
see
the
whole
schedule
and
sign
up
at
boston.gov
forward,
slash
gnd,
Dash,
DPS,
the
expertise
of
our
school
community
members
is
the
foundation
of
this
process
and
I'm
so
grateful
to
everyone.
Who's
already
joined
us
in
shared
feedback
participated
in
a
session
as
we
work
to
design
the
future
of
BPS
facilities.
C
Some
of
the
feedback
we've
heard
so
far
is
that
the
timeline
for
the
mergers
was
too
fast.
So
for
both
of
the
proposals
we've
adjusted,
the
timeline
The
Proposal
will
bring
forward.
The
spring
is
for
the
Shaw
and
Taylor
to
officially
merge
in
September
of
2024.,
by
providing
a
full
year
of
planning
after
confirmation
of
a
vote,
brings
certainty
for
families
and
staff
and
giving
us
the
year
to
map
out
a
plan
and
make
sure
that
the
combined
School
Community
has
all
the
resources
it
needs.
C
A
few
bright
spots
to
share
I
want
to
thank
the
Celtics
who
honored
our
educators
of
the
Year
during
halftime
at
the
TD
Garden
against.
It
was
a
game
against
the
Knicks.
A
great
game
I
was
pleased
to
join
the
btu
president
Jess
tang
and
vice
chair,
Michael
O'neill.
It
was
a
great
game
and
the
half
time
was
wonderful.
Our
Educators
not
only
got
to
enjoy
the
game,
but
were
really
celebrated
by
the
fans
that
attended
big
Applause
for
their
hard
work
throughout
the
year
and
their
careers.
C
C
So
big
big
shout
out
to
Juliana
Gomez
Mira,
to
awis
Ibrahim,
to
Christopher
Ramos
and
to
Kenneth
Brazil.
Congratulations
to
our
student
winners.
Please
join
me
in
applauding
them
is
bees
Madison,
Madison,
Park,
vocational
and
Technical
High
School
students
really
made
BPS
proud
I
also
want
to
congratulate
shalika
Joseph,
who
is
an
O'bryant
Junior?
C
C
This
is
the
third
time
that
I've
watched
Leica
play
the
piano
and
every
time
I'm
mesmerized.
She
is
such
an
incredibly
talented
young
lady,
but
shalika
and
dell,
who
was
our
new
chief
of
capital
planning
and
Rodolfo
Morales,
who
is
our
very
own
School
leader
at
the
Bates.
C
C
In
addition,
at
the
state
of
the
city
we
were
commit,
we
we
committed
to
expand
our
Early,
College
and
Career
pathway,
programming
to
help
students
earn
the
college
credits
that
they
need
to
graduate
and
to
make
their
dreams
a
reality,
and
this
is
something
some
of
these
will
hear
as
well.
In
the
budget
presentation,
we
were
also
thrilled
at
the
state
of
the
city
to
hear
that
a
cohort
of
Fenway
High
School
students-
they
got
a
shout
out
from
the
mayor
lifting
up
the
new
partnership
with
UMass
Boston
for
a
fifth
year
of
learning.
C
This
collaboration
with
UMass
and
Fenway
is
a
shining
example
of
what
can
be
achieved
when
post-secondary
business
and
the
philanthropic
institutions
that
are
around
us
come
together
as
a
village
to
support
BPS
and
our
students
we're
in
a
month
we're
now
a
month
into
our
school
choice.
Season
and
we've
had
over
20
2875
families
register
for
various
schools
across
the
district,
which
is
considerably
higher
than
last
year.
At
which
point
we
were
at
2090..
C
Finally,
later
tonight
you
will
you'll
hear
the
report
from
our
Chief
Financial
Officer
Nick
Cooter
about
our
budget
for
the
FY
2324
Academic
Year.
This
is
my
first
budget
is
superintendent
for
me
and
for
our
team
budgets
are
much
more
than
just
numbers.
You
know.
Budget
really
represents
our
values
and
our
priorities
as
an
organization
I'm
excited
to
share
it.
I've
I've
made
it
very
clear.
I
find
this
one
of
the
most
exciting
school
committee
meetings.
C
It's
the
beginning
of
a
conversation
that
will
continue
around
our
budget
for
several
sessions
and
certainly
throughout
the
month
and
I
I,
so
I'm
very
excited
when
the
point
comes
to
share
with
you
and
I
know
that
Chief
Cooper
is
as
well
to
really
highlight
the
Investments
that
we're
making
so
with
that
chair.
Thank
you
for
your
time
to
the
committee
and
I'll
be
happy
to
entertain
questions.
B
Thank
you,
superintendent,
I'll,
now
open
it
up
to
for
questions
and
discussion
from
the
committee.
I
want
to
remind
my
colleagues
about
our
agreed
upon
Norm
that
we
each
have
five
minutes,
one
to
two
questions
and
I'd
like
to
remind
BPS
staff,
to
also
be
briefing
your
responses.
If
you
have
additional
questions
we'll
go
around,
who
would
like
to
begin.
H
I
won't
be
shy.
I'll
go
first.
Thank
you,
so
much
superintendent
for
the
update.
Congratulations
to
the
young
folks,
as
well
as
the
the
staff
who
were
celebrated
recently
and
I.
Think
I
speak
for
a
lot
of
folks
when
I
say
just
how
excited
about
the
the
possibility
for
continued
growth
of
these
9
to
13
or
9
to
14
models
here
in
Boston.
It's
work
that
was
close
to
my
heart
in
New
York.
It's
where
I
did
my
principal
residency
at
the
first
p-tech
and
you
know
it's
life-changing
work.
H
So
it's
exciting
the
questions
I
have
today.
First
is
just
around
some
of
the
details
of
the
mergers
and
particularly
you
know:
I'm
a
school
choice
guy,
so
I'm
curious
for
families
who
are
getting
this
news
and
sort
of
understanding
sort
of
what's
next
for
them
I'm
also
curious
about
what
choices
they
have
through
the
process.
H
You
know
oftentimes
if
a
school
is
identified,
foreclosure
and
it's
not
an
overnight
closure,
but
a
phase
out
families
have
the
option
to
transfer.
Is
that
same
option
given
to
families
through
the
merger
process?.
C
Sure
so,
actually
I'm
going
to
tag
in
our
chief
staff
Rochelle
as
well
as
Denise
Snyder
on
the
enrollment
side.
K
L
I,
oh
Rochelle,
do
you
want
to.
L
Terrific
terrific
greetings,
thank
you
for
the
question
and
you
know
I
think
it's
important
that
one
is
that
this
is
happening
for
a
year
from
September
and
so
families
who
have
enrolled
for
next
year,
nothing
in
the
immediate
future
changes
for
them.
There's
and
in
any
case
no
no
school
here
is
closing
right.
This
is
a
opportunity
to
build
a
stronger
school.
L
We
will
I
will
say
round,
one
is
closing
and
that's
for
transition
grades,
but
we
are
just
also
beginning
round
two,
which
is
for
non-transition
grades,
so
for
families
who
may
feel
concerned
about
this,
they
will
have
opportunities
to
put
in
for
transfers
and
we'll
support
them
through
the
school
choice
process,
but
I
think
the
bigger
thing
here
is
is
to
this
is
not
a
closure.
L
H
Yeah,
thank
you
for
that.
It's
more
for
me
as
the
and
I
agree
with
you
and
I
think
there's
real
opportunity
here,
but
you
know
it's
different
than
what
folks
signed
up
for
and
so
in
that
process
we
get
to
choose.
Do
we
want
the
sort
of
new
product
that's
being
offered,
or
do
we
want
to
make
a
different
choice,
and
so
I
just
want
to
make
sure
that
that's
being
offered
to
folks
and
one
more
question
separately
and
it's
just
a
staffing
update
question.
H
You
know
I
had
asked
for
some
of
the
numbers
of
where
we
were
in
terms
of
highly
qualified
Educators,
as
well
as
licensed
teachers
in
our
classrooms.
Do
we
have
any
updates
on
sort
of
what
our
ability
to
narrow
that
Gap?
Since
the
last
time
we
spoke.
C
I
Thank
you,
madam
chair,
and
thank
you
superintendent
for
the
report.
Also,
congratulations
to
all
the
folks
celebrated
I
got
the
opportunity
to
be
at
the
state
of
the
city
and
just
and
all
and
lots
of
admiration
for
for
our
young
people
who
were
present.
I
I
do
have
one
question
with
a
February
break
around
the
corner.
I
know
I've
asked
this
in
the
past,
but
would
like
to
just
hear
an
update
as
to
where
we
are
with
February
break
academic
opportunities
for
our
young
people,
as
well
as
what
the
planning
looks
like
for
April
I
know,
I've
already
been
signing
my
kids
up
for
summer
activities
and
so
any
out
of
school
time
opportunities
during
the
vacations.
If
you
can
provide
an
update
on
that,
that
would
be.
C
Really
helpful
sure,
certainly
Chief
Snyder.
Do
you
want
to
give
the
latest
on
the
February.
L
Certainly
so
for
February
things,
look
really
really
good.
I
want
to
point
out
that,
as
we
head
into
February,
all
of
the
planning
is
nailed
down
and
on
frack
and
were
in
33
schools,
as
I
may
have
mentioned
before.
It's
our
transformation
schools,
as
well
as
some
schools
that
we
selected
based
on
opportunity,
opportunity,
Gap,
indexed
opportunity
index.
Sorry
about
that.
L
We've
also
been
able
to
put
together
a
list
of
supports
for
families
during
February
vacation
week
and
we're
working
with
comms
to
get
that
posted,
but
they
include
the
YMCA
and
the
boys
and
girls
club
bcyf
community
centers,
there's
programs
in
schools,
even
though
they're
not
necessarily
acceleration
academies.
L
One
example
is
Boston
bridge
to
Excellence
it's
happening
at
the
homes,
there's
all
also
a
comprehensive
guide
to
where
families
can
get
free
passes
to
the
aquarium
and
The
Children's
Museum
and
the
public
libraries,
as
well
as
a
list
that
we've
put
together
on
discounted
tickets
that
are
available
from
a
number
of
opportunities,
such
as
go
Boston
cards,
go
Boston
Explorer,
pass
Boston,
City
Pass
things
that
offer
discounts
to
our
family,
so
that
list
is
just
about
complete
and
I'm
sure.
L
I
That
I
know
you
mentioned
that
we're
focusing
on
the
30-something
schools
as
it
relates
to
February
break,
are
we
for
for
students
that
are
not
necessarily
a
part
of
those
schools?
You
mentioned
that
there
seem
to
be
some
one-off,
non-acceleration
Academy,
but
vacation
programs
nonetheless,
are
we
tracking
participation
and
then
are
we
also
looking
at
just
return
of
investment
on
some
of
these
programs
that
we're
putting
into
place.
L
We
are
absolutely
tracking
attendance
and
participation
in
the
acceleration,
academies
and
I'm
sure
our
team
is
happy
to
reach
out
to
the
unaffiliated
programs
to
check
on
their
attendance.
I.
Don't
think
that's
you
know,
I
think
that
that's
actually
really
smart
right.
We
should
be
keeping
track
of
all
of
that
data,
so
unaffiliated
or
Affiliated
I'm
sure
we
can
report
out
on
that,
because
we
do
have
a
number
of
schools
who
have
stepped
forward
to
say
all
right.
It's
not
an
acceleration
Academy,
but
we
do
want
to
offer
something.
L
Unless
so,
we
should
be
taking
a
look
at
how
well
those
are
attended
will
do
that
and.
C
One
more
member,
so
Dr
Chen.
Do
you
just
want
to
just
talk
about
April
for
a
minute,
because
we
just
to
also
say
we've
been
meeting
We've
started
to
meet
with
the
non-profit
in
the
community
organizations,
in
the
in
the
vision
of
building
out
a
much
broader
menu
of
opportunities
and,
more
importantly,
a
communication
for
families.
So
they
know
what
to
be
able
to
use
it
takes
that
year
of
advanced
work,
which
is
why
we're
doing
it
now
for
next
year
and
for
the
summer.
C
But,
however,
we're
still
trying
to
impact
what
we
can
with
April,
so
Dr
Chen.
So.
O
For
the
April
acceleration
Academy
again
the
same
criteria,
but
we
are
focusing
on
math
for
the
the
February
one.
I
just
wanted
to
outline
a
few
things
that
students
will
be
learning
I
think
is
exciting.
Our
teaching
learning
team
created
a
project-based
learning,
Week
full
of
learning
that
is
focused
on
improving
our
city
with
messages
to
Mayor
Wu,
and
these
include
say
at
the
third
grade,
climate
Justice
or
fourth
grade
arts
and
culture
to
eighth
grade
educational
Equity.
But
that
will
follow
a
day-to-day
Arc
of
building
knowledge
and
asking
questions.
O
Then
investigating
exploring
and
understanding
Wednesday
problem
solving
plan,
design
and
building
Thursday
share,
reflect
and
celebrate.
So
we're
really
trying
to
make
sure
that
they're
actually
learning
something
that
they
can
apply
and
actually
convey
to
our
mayor
about
improving
the
city
so
just
wanted
to
at
least
share
a
taste
of
what
students
will
be
experiencing
thing
that
we'll
be
attending
the
acceleration
academies
and
will
also
be
able
to
share
with
you
more
specific
plans
for
the
curriculum.
If
you
will
for
April
coming
up
next.
I
Thank
you
for
that
really
appreciate
that
intentionality
with
the
time
that
we
have
with
our
students
and
just
have
one
quick
follow-up
as
we're
thinking
about
summer,
and
thank
you
superintendent
for
saying,
like
planning
out
the
future
year,
there's
so
many
opportunities
within
Boston.
We
have
so
many
amazing
Community
Partners.
I
That
may
just
make
sense
to
to
really
be
be
intentional
about
the
planning
for
that
I've
recently
heard
from
a
family
who
was
talking
about
summer
plans
as
it
relates
to
also
transition
from
sixth
to
seventh
grade
and
I
know
that
some
of
our
other
some
of
our
schools,
7th
and
12th
grade
schools
have
orientation
or
summer
academies.
I
But
obviously
you
don't
know
if
you're
participating
in
that,
unless
you
know
whether
you're
enrolling
in
that
school
and
so
just
curious.
If
we're
worth
thinking
again
and
I
brought
this
up
before
about
the
alignment
between
our
offerings
and
when
families
actually
have
to
make
choices,
be
that
for
schools,
but
also
for
summer
programming,
because
now
some
of
our
some
of
our
families
are
essentially
waiting
until
June
to
be
able
to
begin
to
plan
their
summer
activities
for
their
students,
which
in
Boston
is
it's
impossible.
C
So
again,
these
they
take
kind
of
the
year
of
the
planning,
but
that's
an
active
process
right
now
that
we're
trying
to
do
so.
I
think
you
know
the
the
moving
of
the
the
K1
into
round.
One
was
an
example,
but
there's
lots
more
that
we're
going
to
be
able
to
do
to
be
able
to
get
information
out.
I
also
think
that
you
know
for
the
712
schools,
it's
it's.
C
This
is
an
important
point
in
general
and
if
they
don't
have
a
program
right
now,
we
want
to
help
them
to
create
one
and
form
it,
because
that
is
a
big
transition
going
from
a
case
X
or
a
pre-k6
into
a
secondary
school.
So
you
know
we'll.
We
will
continue
to
update
school
committee
as
we're
able
to
shift,
but
just
know
that
it's
very
active
right
now
and
we
are
looking
at
the
timelines
to
see
how
they
can
lay
together.
L
Thank
you,
superintendent
may
I
just
add
one
thing:
I
just
wanted
to
highlight
completely
completely
understand
the
Dilemma
that
we're
putting
families
in,
but
I
wanted
to
add
that
the
ESI
program,
exam
School,
Initiative
Program,
is
really
a
prep
program
to
help
students
think
about
an
exam
school
track.
It
is
not
for
the
kids
who've
been
recently
accepted
that
usually,
when
kids
are
accepted
to
exam
schools,
there's
usually
a
week
or
two
of
orientation
leading
up
to
it.
L
It's
not
the
same
as
exam
School
initiative,
which
is
really
about
I,
believe,
fourth
and
fifth
graders
and
sort
of
thinking
about
how
we
prepare
them
to
consider
programs
like
the
exam
schools.
I
I
appreciate
that
distinction
and
I
know
I'm
out
of
time.
The
only
other
piece
is
if
at
some
point
we
can
get
an
update
for
when
families
can
anticipate
having
summer
offerings.
I
know
some
of
our
schools
have
summer
academies
and
I
also
know
that
we
partner
really
closely
with
Boston
after
school
and
Beyond
and
many
Community
Partners,
but
even
this
morning,
I
was
on
on
the
sites
and
I
didn't
see.
Anything
posted
at
this
point
so
it'd
be
great
to
just
get
a
timeline
of
one
family
should
be
able
to
anticipate
that
information.
I
L
B
Thank
you,
Miss
Polanco,
Garcia,.
A
I
want
to
Echo
what
was
said
before
and
I
also
are
a
very
interested
about
the
school
mergings
foreign.
P
P
A
C
Three
Madam
chair,
so
I
think
there's
a
couple
of
people
that
will
weigh
in
on
this,
but
two
Miss
Polanco
Garcia's
Point.
This
isn't
just
a
facilities
project.
This
is
about
the
communities
and
the
communities
changing
in
some
cases
merging
in
some
cases,
eventually
closing
and
the
impact
on
families
and
students
is
very
real.
C
So
this
is
why
we
have
created
the
green
New
Deal
office
as
a
way
to
ensure
that
family,
engagement
and
Community
engagement
is
at
the
heart
of
the
process,
and
so
with
that
I
know
Rochelle
you
may
want
to
add
to
that
and
Deputy
Tavares
may
also
want
to
from
the
family
and
Community
engagement
side.
M
So
I
think
a
part
of
when
we,
when
I,
when
actually
when
we
first
transitioned
into
the
district
in
August
September
for
the
superintendent,
we
walked
into
a
lot
of
the
conversations
around
mergers
and
part
of
what
we
identified
as
something
that
was
missing.
Was
the
community
engagement
and
just
listening
to
families
and
spending
time
hearing
them
out
and
and
just
working
through
the
process,
so
I
think
from
there.
We
put
a
pause
on
just
the
process
to
really
stop
and
think.
How
are
we
engaging
our
families?
M
What
are
the
steps
that
we
need
to
take
to
make
sure
that
we're
hearing
the
voices
of
of
our
families
and
the
communities,
because
you
are
right-
the
community
is
impacted
by
the
merging
of
any
school
moving
forward.
Our
part
of
our
our
goal
with
creating
the
new
the
new
office
of
of
capital
planning
and
the
work
is
to
really
make
sure
that
we
are
engaging
the
community
in
a
thoughtful
way
and
I
think
that's
part
of
why
we
we
extended
the
mergers
instead
of
something
that's
happening
in
in
next
fall.
M
It
is
something
that
we
stopped
and
realized.
We
need
to
do
more
work
with
the
community,
so
I
I
do
want
you
to
know
that.
That
is
something
that
we
actively
think
about.
Whenever
we
have
these
conversations,
I
will
also
highlight
that
mergers
also
allow
for
other
things.
They
will
allow
for
better
inclusive
education,
more
ability
to
serve
our
English
language,
Learners,
more
resources
for
social,
emotional
learning
and
just
some
of
the
pieces
that
we're
not
able
to
do
when
when
when,
if
we
don't
merge,
so
I
I
do
think
it's
it's.
M
We
it's
something
that's
a
priority
for
us,
and
it
is
what
we're
working
towards
is
constant
engagement
with
families
and
actually
talking
about
that
in
in
the
upcoming
meetings
that
we
have
with.
What
are
the
supports
that
you
need?
What
are
the
resources
that
you
need
for
your
current
students
for
your
students
who
are
starting
to
transition
for
your
students
who
maybe
leave
before
the
mergers
happen,
but
that's
all
important.
That's
all
work
that
we'll
do
in
partnership
with
the
school
leader
and
the
community.
Q
The
only
thing
that
I
would
add
to
Rochelle's
very
comprehensive
response
is
our
commitment
to
listening
to
our
families
that
there's
a
lot
to
be
learned
from
a
lot
of
the
engagement
opportunities
that
we
provide
and
actually
listening
to
the
feedback
and
then
applying
that
feedback
to
our
meetings
and
and
to
the
ways
in
which
we
do
the
work
with
families
and
that's
a
part
of
the
work
too,
which
sometimes
takes
a
lot
more
time
and
a
lot
more
investment
on
our
side
as
a
team,
and
sometimes
that's
the
slower
parts
of
the
work
that
sometimes
frustrates
folks,
because
it's
not
the
fast
part
of
the
work
but
really
applying.
R
E
P
A
Thank
you
again,
superintendent
and
Anna
and
Rochelle.
That's
why
we
have
to
keep
close
to
our
hearts
that
we
have
to
make
the
decisions
together
with
the
families.
This
has
to
be
a
two-way,
not
just
one
way,
decision
making.
A
So
I
have
another
question
and
I
know
that
my
time
is
up,
but
it's
I
just
need
to
ask
this
really
fast.
I
want
to
know
if
there's
any
update
on
ume
the
Multicultural
yeah,
the
Multicultural
office,
Multicultural
I,
guess.
A
Multicultural
and
multilingual
well
office.
I,
am
sorry.
I
didn't
know
that
that
one
I
know
that
there
was
a
plan
presented,
but
I
don't
know
what
can
you
tell
to
the
families
about?
If
there's
is
there
an
update
about
it
or
what
can
you
tell
us
about
that?
What's
being
done
so.
C
Through
you,
chair,
I,
I,
think
tonight
in
the
budget
presentation,
Dr
Chen
will
give
some
really
concrete
examples
of
things.
We
are
budgeting
for
to
carry
out
parts
of
the
omme
Strategic
plan.
C
C
There
are
many
things
that
are
happening
with
the
plan
right
now,
but
some
are
also
contingent
on
funding
and
so
they're
tied
to
the
budget
so
I
think
tonight.
In
the
budget
presentation
you
will
hear
bilingual
edu
bilingual
programming,
access
to
native
language
expansion,
social
emotional
supports
for
our
slice,
students
and
so
you'll
see
a
very
deliberate
Investments
being
proposed
important.
P
B
H
My
last
two
questions
for
the
this
part
of
our
agenda,
mostly
because
I
know
we
have
a
lot
to
talk
about
with
the
budget,
one
just
going
back
to
the
mergers
really
quickly,
I'm,
curious
and
I
wonder
if
this
is
also
back
to
a
conversation
we
had
just
a
few
weeks
ago
around
the
the
sort
of
tug
and
pull
with
Community
engagement,
I'm
sort
of
wondering
like
why
these
mergers,
you
know
how
many
can
people
anticipate
but
I,
guess
more
importantly,
what
is
the
criteria
we're
using
to
make
decisions
around
mergers?
C
So
through
each
year,
Rochelle
feel
free
to
jump
in
I
I
believe
we
are
looking
at
starting
points
where
we
can
identify
building
where
we
can
make
improvements
to
the
building
to
be
able
to
for
communities
that
are
going
to
merge
to
increase
for
a
broader
student
population
having
facilities
that
they
previously
would
not
support
the
academic
programming.
C
These
will
need
to.
As
we
created
the
green
New
Deal
office.
This
is
going
to
need
to
accelerate
in
BPS
because,
as
we
will
see
in
the
budget
this
evening,
BPS
has
had
50
million
dollars
in
soft
Landings
year
after
year,
and
that
is
coming
to
an
end.
And
so
we
have
to
come
to
the
point
where
we
have
facilities
that
actually
can
support
the
academic
vision
of
the
district.
C
We
address
the
empty
seat
issue
and
we
do
it
in
a
way
that
keeps
the
community
at
the
heart
of
it
in
terms
of
the
process,
but
it
it
is
something
that
over
the
next
several
years
will
need
to
happen.
Rochelle
I,
don't
know
if
you
want
to
address
specifically
the
criteria
of
these
mergers.
M
Thank
you,
superintendent.
So,
from
my
understanding
for
these
specific
ones
as
a
district,
I
think
we're
really
trying
to
create
a
pathway,
a
k-6
pathway
for
our
students,
and
these
sets
of
schools
are
schools
that
geographically,
just
don't
have
that
pathway
for
them,
so
they're
they're,
fairly
close
to
each
other.
So
we're
able
to
create,
with
the
merger
of
the
two
schools
we're
able
to
create
a
k-6
pathway
for
those
schools,
so
they
were
both
either
most.
M
H
Is
there
a
size
or
sort
of
a
degree
of
under
enrollment
that
we
think
sort
of
flags
the
potential
for
merging
or
consolidation.
M
That's
a
question
that
I
would
probably
I
I
can't
give
you
the
direct
answer
right
now.
I
would
have
to
look
at
just
the
broader
scope
of
the
school
and
and
just
based
gather
other
information,
but
I
I
wouldn't
be
able
to
give
you
the
direct
answer
right
now.
If
it's.
C
I
was
just
going
to
say
that
I
think
what
your
you
know,
what
you're
trying
to
to
kind
of
go
to
is
what
is
the
what's
kind
of
the
formulaic
criteria
that
will
trigger
the
conversation
around
murder
or
closure.
I
think
that
the
green
New
Deal
office.
C
This
is
one
of
the
things
that
they
will
be
looking
at
in
addition
to
the
facilities
conditions
report
that
will
come
out
in
the
spring
so
that
we
can
be
clear
going
forward
and
give
notice,
as
far
in
advance
to
schools
and
to
families
as
to
what
what
may
be
needing
to
happen
in
VPS
in
the
future
years.
H
C
H
I
think
we're
probably
saying
the
same
thing.
It's
like
that
will
continue
to
have
communities
that
feel
really
confused
and
lost
around
the
process
if
they
don't
fully
understand
why
and
why
them
in
a
way
that
is
aligned
to
a
sort
of
system
level
policy
like
this
is
what
we
think
is
a
sustainable
number.
This
is
what
we
think
is
I,
don't
know
some
sort
of
connective
tissue
between
another
school,
with
an
attrition
rate
like
that
sort
of
like
hard
data,
I,
think
helps
people
understand
why
them.
Why?
H
This
second
question,
I
have
and
I
know
that
I'm
running
short
on
time
is
just
around
the
acceleration
Academy.
You
know
we
were
talking
about
sort
of
Roi,
the
sort
of
return
on
investment
I'm.
Thinking
about
that
as
we're
going
into
a
budget
conversation
tonight,
I'm
just
curious.
H
H
You
know
to
like
keep
Young
Folks
busy
and
active
and
creative
right
like
we
are
trying
to
accelerate
outcomes
and
have
we
seen
sort
of
in
relationship
to
the
ROI.
So
for
me,
it's
less
about
attendance
and
it's
more
around.
You
know
MCAS
growth
and
achievement
and
map
scores
like
are
we
seeing
that
investment
playing
out
in
the
ways
that
we
want
it
to
and
if
so,
how
are
the
students
who
attend
that
programming,
Ableton,
sort
of
narrow
the
achievement
Gap.
C
I
I'm
sure
that
Dr,
Eccleston
and
Dr
Chen
will
want
to
answer
this
as
well,
but
I
think
this
is
why
we
really
narrowed
and
kind
of
focused
on
transformation
schools,
because
this,
this
to
your
point,
the
accelerations
academies
have
a
very
specific
focus
and
we
felt
that
the
transformation
schools
had
a
structure
that
could
we
could
most
readily
focus
on
them
from
an
achievement
standpoint,
and
they
also
just
from
a
from
a
support
structure
at
Central,
is
easier
to
organize
around
the
transportation
for
students
and
and
other
kinds
of
operational
factors
in
terms
of
the
actual
data
Dr
eccleson
or
Dr
Chen.
S
Foreign,
it's
good
to
see
you
I,
think
I,
believe.
The
question
is
on
transformation,
schools
and
supported
through
acceleration
academies
and
I'm.
Sorry
I
was
doing
email
while
the
while
the
meeting
was
going
on,
but
we
we
spent
last
between
the
February
and
April
breaks.
We
spent
somewhere
between
5.5
to
6
million
dollars
on
acceleration
academies
and
to
the
earlier
question
about
the
return
on
investment.
S
As
we
looked
at
both
attendance
academic
outcomes,
we
found
that
these
programs
were
best
attended
by
schools
by
students
and
transformation
schools
and
that
those
academic
outcomes
were
most
significant
and
noticed
in
in
those
schools.
S
So
as
a
result
of
sort
of
considering
that
data,
both
participation
rates
and
academic
outcome
and
looking
at
the
Investments
that
the
district
made
in
those
schools
that
it
seemed
to
make
sense
to
continue
to
invest
in
propping
up
and
supporting
our
schools
that
need
the
most
support,
ensuring
that
they
have
an
additional
resource
to
move
academic
outcomes
for
students.
H
H
We
have
anything,
and
maybe
it's
for
another
conversation
but
and
this
will
come
up
just
as
we're
previewing
like
this
will
be
the
conversation
I
want
to
have
as
we're
having
budget
conversations
like
what
is
the
return
on
investment
specifically,
if
we're
saying
this
is
to
to
accelerate
outcomes,
are
we
seeing
growth
moving
faster
for
students
who
attend
acceleration
academies
versus
students
who
don't
or
versus
students
with
similar
profiles
who
are
in
the
bottom?
Third,
at
a
school
that
isn't
identified
for
a
acceleration
Academy?
S
Yeah,
it's
a
really
important
question:
I,
ask
those
same
questions
as
we
were
reflecting
on
and
looking
at
the
progress
of
students
during
that
time
and
I
can
confirm
that
we
do
have
that
information
as
a
result
of
an
analysis
of
our
last
acceleration
academies.
I,
don't
know
the
answers
off
the
top
of
my
head.
S
I,
don't
know
how
that
information
handy,
but
we
can
certainly
provide
that
information,
and
we
also
have
a
similar
evaluation
plan
for
this
year's,
both
February
and
April.
Vacation
acceleration,
Academies.
H
Great,
this
will
be
good
for
us
and
I
know
I'm
out
of
time,
but
this
will
be
good
for
us
that
type
of
data
to
have
one
because,
like
we
should
celebrate
it
like
if
we're
spending
money
on
this
and
it's
working
and
it's
narrowing
the
gaps
like
let's
talk
about
it
and
let's
promote
it
and
like
everyone
should
be
thinking
about
this,
and
maybe
this
is
as
a
school
committee,
the
type
of
initiative
and
programmatic
thing
that
we
want
to
be
pushing
forward
and
if
it's
not,
then
you
know
delete
and
let's
try
something
else,
but
I'm
just
curious.
S
Yeah
I
just
want
to
be
super
clear
that
the
data
around
whether
it's
working
or
not
working
was
far
greater
than
just
participation.
That
was
certainly
one
of
the
variables
we
looked
at,
but
we
also
very
much
studied
and
looked
at
the
academic
outcomes
on
multiple
measures
really
related
to
that.
One.
C
C
So
she
is
making
progress
and
I
think
it
was
just
important
to
be
able
to
sort
of
restate
expectations
what
it
is,
what
the
actual
investigation
will
cover,
what
it
will
not
cover,
and
so
she
is,
she
and
her
firm
are
working
hard
at
it,
so
that
actually
just
happened
this
week.
B
Thank
you
and
I
want
to
follow
up
a
little
bit
on
what
Mr
cardet
Hernandez
was
was
speaking
about
with
regard
to
the
acceleration
academies,
I'm
wondering
about
another
piece
of
data,
whether
we
have
looked
at
the
students
that
have,
in
addition
to
attending
the
acceleration
academies,
have
also
been
in
some
of
our
summer
programming,
and
you
know
and
again
looking
at
what
are
the
impacts
of
that
or
are
there
ways
that
there
would
be
suggestions
made
to
students
around
what
to
select
of
Summer
opportunities
that
could
continue
to
build
their
skill
set
because
I'm
thinking
about
in
some
ways
for
some
kids,
this
is
almost
becoming
like
a
year-round
school
opportunity
and.
S
C
Right
doctor
I
know
you
you
probably
want
to
chime
in
and
I'll
I'll
chime
in
after
go
ahead.
S
Oh
sorry,
I
was
just
gonna
communicate
one.
That's
a
really
interesting
research
question
I,
can't
I'm
pretty
certain
that
we
haven't
asked
this
question
about
sorry,
our
principal's
calling
me
that
we
haven't.
We
have
not
asked
this
question
about
students
who
have
con
participated
in
the
February,
April
and
then
summer
program,
all
three
of
those
things
like
what
they.
S
What
the
academic
outcomes
for
a
student
who
did
one
two
or
all
three
of
those
things
I
think
that's
something.
I
could
certainly
talk
to
our
research
and
evaluation
team
about
whether
they
could
retroactively.
Do
that
or
do
that
moving
forward.
I
think
it's
a
really
good
question
and
we
should
be
looking
at
that
information.
But
I
can
confirm
to
the
earlier
question
that
we
have
looked
at
those
as
isolated
things.
What
happened
for
students
who
participated
in
February?
C
Very
similarly,
the
cumulative
impact
is
is
sort
of
what
you're
talking
about
and
I
think
with
acceleration
academies
in
general,
it's
a
good
one
to
look
at.
What's
a
short-term
bump
versus
a
long-term
bump,
you
know
what
is
specific
to
the
next
MCAS
versus
long-term
achievement.
Does
it
translate
into
the
classroom
I?
On
the
summer
programming,
we
have
pretty
robust
data
on
on
these
pieces.
C
C
You
know
we
know
from
the
data
that
students
that
participate
in
the
summer
and
attend
three
or
more
days
a
week
during
those
sessions
that
they
then
outperform
their
peers
when
they
come
back
not
just
on
standardized
testing,
but
also
in
the
classroom
on
attendance
on
all
of
those
things
so
that
level
of
Engagement
running
through
the
summer
we
know
has
that
that
reverberates
throughout
the
school
year
I
think
the
community
slow
down.
Oh
sorry,
I'm,
sorry,
all
right
I
got
talking
about
something.
I
find
really
interesting.
C
B
Thank
you
and-
and
my
last
question
really
is
about
I
know.
You
know
that
weekends
and
week
outs.
We
have
had
lots
of
issues
going
on
in
our
communities
that
have
impacted
our
schools
in
the
next
week
or
so,
and
just
wondering
what
are
the
conversations
that
are
going
on
as
we're
trying
to
look
at
those
issues.
C
It's
a
three
chair,
so
I
think
we
are
in
in
regular
dialogue
with
City
Partners
when
there
is
violence
in
the
communities,
that's
impacting
because
our
students
are
either
directly
involved
or
indirectly
involved,
and
what
that
looks
like.
C
Certainly,
you
know,
I
think
I
calculated
that
since
my
start,
I
think
it's
it's
I
think
it
was
close.
I
think
it
was
10
weekends.
Since
I
started
five
months
ago,
there
has
been
either
a
student
killed
or
a
student
seriously
injured
during
the
evening
or
weekend
time
frame.
That
has
then
impacted
the
schools
on
that
Monday
and
that
just
you
know
it.
C
It
just
gives
the
perspective
that
there's
so
much
going
on
for
our
young
people
that
when
they
come
into
school
as
human
beings,
they
they
come
with
that
and
then
Additionally
you
know
in
and
around
our
schools
during
the
school
day.
There
are
other
sets
of
things
that
happen,
and
all
of
these
things
have
cumulative
impact
on
the
students.
We
are
working
closely
with
City
Partners.
C
So
when
there
is
an
acute
issue
or
something
happens,
there
is
a
response
both
from
the
city
Side
and
from
Chief
Kelton,
and
on
the
so
on
our
social
worker,
on
social,
emotional
support
side
as
well
as
safety,
and
we
do
our
best
to
make
sure
that
we
connect
with
the
school
leader
families
who
are
involved
and
determine
what
supports
are
needed
to
be
able
to
support
that
next
day
and
the
days
after,
because
some
of
these
things
have
long-term
impact,
so
that
all
happens
very
regularly.
C
I
think
the
part
we
are
actively
talking
about
is
in
those
after
school
hours
in
this
evening
hours
in
the
weekend
hours.
How
can
we
coordinate
youth
opportunities
to
be
able
to
give
our
students
chances
to
do
things
that
are
more
constructive
so
that
they
aren't?
Necessarily,
you
know,
just
you
know
at
home,
or
you
know
in
the
neighborhoods,
and
so
that's
going
to
be
something
that
will
be
a
focus
for
the
spring
and
the
summer
as
we
as
we
develop
out
these
Partnerships
it
is.
C
It
is
it's
many
things
that
have
to
happen
here
to
be
able
to
support
our
young
people.
Yes,.
B
U
B
F
H
I
D
D
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
are
refer
to
the
superintendent
for
later
response.
D
D
D
D
D
E
K
E
Name
is
Ruby
Reyes
I'm,
the
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident.
It
seems
clear
that
superintendent
Skipper
wants
police
back
in
schools.
The
recent
Council
of
great
City
Schools
report
proposed
developing
a
committee
to
consider
hiring
an
internal
police
force
and
recommended
a
new
mou
for
sharing
student
information
with
the
BPD,
but
when
school
Committee
Member
Hernandez
asked
what
the
problem
was
that
needed
solving
and
where
the
data
was
Skipper
could
not
answer.
What
is
most
evident
from
the
compilation
reports
is
it.
E
The
central
office
continues
to
have
dysfunctional
communication,
transportation
and
Special.
Education
offices
need
to
talk
to
one.
Another
was
one
of
the
bright
highlights.
Central
office
staff
doesn't
seem
to
have
safety
protocols
to
support
students
and
Educators,
and
there
certainly
doesn't
seem
to
be
an
overall
focus
on
violence
prevention,
but
the
recommendation
was
to
have
an
mou
between
BPS
and
BPD.
E
Bps
needs
to
have
HR
technology,
but
more
staff
needs
to
be
hired
to
ensure
people
are
being
paid.
These
reports
don't
solve
the
problem
of
central
office
dysfunction
and
make
it
very
clear
by
the
recommendations
that
there
are
very
little
to
no
parent
or
educator
recommendations
in
the
reports.
As
we
move
into
budget
season,
we
are
moving
into
the
final
year
of
Esser
funding
positions
that
schools
have
desperately
needed
are
being
fumbled
because
of
internal
miscommunication
in
the
office
of
human
capital.
Superintendent
Skipper
shared
that
the
18
new
positions
of
school
safety
will
be
prioritized.
E
How
can
these
positions
be
fast-tracked
over
working
to
address,
School
needs
outlined
in
their
Esser
proposals
and
current
staff
not
being
paid
their
contractual
increases?
How
will
human
capital
staff
be
hired
to
alleviate
this
problem
when
the
human
capital
Department
can't
onboard
staff
in
general?
However,
superintendent
Skipper
is
prioritizing
school
safety
information
sharing
positions.
This
doesn't
seem
to
make
any
sense
and
it's
not
grounded
in
the
best
interest
of
school
communities.
E
Schools
determine
what
they
needed
through
their
plans,
and
that
is
what
should
be
prioritized,
not
superintendent,
Skipper
dedication
to
police
in
schools,
mayor
Wu
was
against
police
and
schools
on
the
campaign
Trail.
So
where
is
this
coming
from?
In
terms
of
the
by
budget,
soft
Landing
dollars,
Supply
schools
who
have
been
neglected
by
District
leadership,
to
keep
the
few
resources
they
have
at
their
schools
weighted
student
funding
formula
has
never
had
an
equity
analysis
completed
and
has
had
a
clear
impact
of
creating
inequity
in
school
budgets.
E
Well,
it's
promising
to
hear
that
a
new
type
of
budgeting
process
is
being
developed.
It
is
unfair
to
continue
hurt
schools
who
have
been
starved
of
resources
by
removing
soft
Landing
funds
without
a
clear
plan
claiming
that
you
are
building
the
plane
as
you
fly,
it
doesn't
mean
anything
if
you're
not
actually
building.
Thank
you.
V
V
V
We
have
a
new
superintendent.
I
was
wondering
if
this
strategic
Vision
was
still
operational
as
we
enter
a
new
budget
season,
we
need
a
strategic
Vision
to
guide
our
work
and
our
budget
I've
been
testifying
at
these
budget
meetings.
Ever
since
my
daughter
answered
the
BPS
in
the
mid-1990s,
this
old
man
is
still
having
the
same
dream.
I
have
a
dream
that
one
day
I
will
thank
the
mayor
and
the
superintendent
for
proposing
a
budget
that
would
promise
sufficient
funding.
I,
don't
think
today
is
the
day
haven't
seen
the
budget.
V
V
This
expensive
proposal
would
provoke
the
illusion
of
safety,
but
would
instead
make
our
schools
physically
and
psychologically
more
dangerous,
especially
for
our
black
and
brown
and
special
education.
Children
eliminate
These
funds
instead
provide
sufficient
monies
for
evidence-based
and
community-centered
approaches
to
school
safety.
Dps
needs
to
examine
the
different
ways
that
it
too,
creates
a
psychologically
unsafe,
School.
Environment.
V
One
example
is
the
strong
role
MCAS
plays
in
our
curriculum
and
testing
system.
This
discriminatory
and
racist
testing
system
is
an
invalid
method
of
measuring
student
School
progress.
Failure
on
these
tests
have
terrible
consequences
for
our
children
in
schools.
Desi
plans
on
making
changes
that
would
be
even
more
harmful
to
our
children
30
seconds.
V
Turning
our
schools
into
test
preparation,
centers
is
not
only
harmful
but
also
financially
wasteful,
eliminate
These
funds
instead
provide
monies
that
will
require
every
school
to
come
up
with
a
bold
and
relevant
and
loving
strategic
vision
and
a
world-class
assessment
system
that
would
measure
their
progress.
Obviously,
we
need
more
funding
for
transportation.
V
D
J
Good
evening
my
name
is
Robert
Jenkins
I'm
not
going
to
go
through
the
formalities,
I'm
going
to
go
to
the
facts.
Last
Sunday,
13
year
old
young
man,
who's
visiting
his
grandparents
was
shot
and
killed
near
where
they
live
at.
In
between
three
churches.
The
following
day,
three
students
were
stabbed
a
hundred
feet
from
their
school
in
less
than
20
feet
from
an
elementary
school
in
broad
daylight
week.
Before
last,
some
students,
female
students,
had
a
fight,
but
one
was
stabbed
in
Latin
Academy.
J
The
reason
why
I
bring
these
up
is
because
the
police
are
doing
their
job
and
not
even
in
the
schools,
but
they
responded
to
these
cases
and
they,
where
their
Swift
response
has
been.
People
have
been
arrested.
All
right,
two
of
the
Corpus,
were
arrested
in
the
stabbing
at
Tech
Boston.
A
few
months
ago,
two
of
my
friends
who
were
doing
their
job
was
shot
at
a
tire
place
because
they
were
doing
their
job.
The
culprits
were
arrested.
J
They
were
17
16
and
14
year
old,
young
men,
I
am
a
product
of
Boston
public
schools
and
at
the
time
there
were
police
in
our
schools.
They
were
in
there
for
a
reason.
They
wouldn't
need
to
protect
us.
They
are
still
there
to
protect
us,
but
I'm
going
to
tell
you
firsthand
I'm
a
sports
official
I
am
around
PPS
schools
every
day
every
week,
I
am
a
basketball,
swim
instructor,
a
swim
official
and
other
sports
official
and
I'm
official
in
other
sports
and
I
see
our
kids
on
ongoing
basis.
J
A
lot
of
these
kids
I
have
I,
have
I
have
communicated
with
them,
since
they
were
six
years
old,
so
I
have
developed
what
they
look
at
me
as
a
person
that
they
can
come
to
all
right.
I
have
established
relationships.
What
I'm
saying
is
whether
you're
known
or
not,
the
police
are
in
our
schools
anyway,
they're
already
in
our
schools
at
the
Lee
school
to
have
a
great
policing
program.
They
were
power
leagues,
they
were.
J
There
were
police
officers
that
are
working
with
our
kids
on
a
proactive
manner,
make
the
police
part
of
the
team.
I
just
came
from
a
community
meeting
in
regards
to
the
13
year
old
young
man
that
got
killed.
Okay
and
the
police,
City
officials
mayor's
office
parents.
We
need
parents
and
students,
voices,
people
that
are
testifying
against
the
superintendent
against
BPS.
They
need
to
talk
to
parents,
and
students
had
listened
to
their
agenda,
not
bring
their
own
agendas.
Have
a
nice
night.
U
Evening,
my
name
is
John
Mudd
I'm,
a
resident
of
Cambridge
and
a
long
time
advocate
in
for
Education
reform
in
Boston,
I'm
belatedly,
making
my
annual
and
not
very
successful
pitch
for
the
development
of
a
program
budget
for
be
Boston
public
schools
for
the
upcoming
fiscal
year.
The
school
committee
should
look
to
the
superintendent
and
the
budget
Department
to
develop
program
budgets
in
some
selected
areas
as
Pilots
for
a
future
broader
effort.
U
This,
in
my
judgment,
would
solve
a
couple
of
problems.
One
the
usual
budget
presentation
focuses
on
limited
new
expenditures
in
selected
areas,
but
not
the
full
budget.
In
those
areas,
for
example,
it
may
emphasize
a
5
million
increase
in
funding
for
special
education,
but
not
tell
us
what
BPS
is
doing
with
the
overall
350
million
that
is
spent
in
that
area.
Secondly,
the
line
item
budget
is
hard
to
understand.
U
It
shows
the
total
spend
for
staff
or
other
categories
like
benefits,
school
supplies,
facilities
and
so
forth,
but
it
is
difficult
for
parents,
the
public
and
I
would
suggest
even
for
school
committee
members
to
know
what
this
actually
means
in
the
real
world
of
schools,
students
and
classrooms.
A
program
budget
can
help
people
understand
what
a
budget
means
in
practice.
It
would
show
to
all
of
us
how
BPS
spends
its
dollars
in
program
areas
like
special
education
or
English
Learners
or
summer
schools
or
Transportation
or
general
Administration.
U
It
tells
us
not
only
what
we
buy,
but
what
we
get
for
the
money
we
spend
with
narrative
explanations
about
the
purpose
and
context
of
a
program.
Bps
already
has
experience
with
developing
program
budgets.
For
example,
a
2014
budget
has
60
Pages
devoted
to
12
program
areas
in
various
levels
of
specificity,
section
on
English
Learners
has
nine
pages
of
narrative
and
tables.
There
are
also
14
narrative
sections
under
a
section
on
organization
and
policy,
including
Early
Childhood,
family
and
student
engagement,
Collective,
bargain
School
accountability,
for
example.
U
I
think
you
have
the
full
table
of
contents
for
that
fiscal
year.
Budget
I
hope
you
do.
I
I
would
suggest
that
you
take
a
look
at
it
and
imagine
that
if
you
had
a
document
that
had
that
content
in
your
hands,
what
it
would
mean
and
whether
you
could
under
understand
what
the
budget
was
buying
and
producing
better
than
with
the
kind
of
documentation
you
get
on
line.
Item
budgets,
I'm
late,
in
making
my
annual
pitch
for
a
program
budget
this
year.
U
N
Hi
good
evening,
my
name
is
Rachel
Young
I'm,
a
Sumner
parent
and
a
Rosendale
resident
I'm
one
of
two
Sumner
parents.
That's
going
to
be
talking
tonight
about
what
requests
from
our
last
school
committee
meeting
have
been
resolved
and
which
ones
are
still
outstanding.
N
We
want
to
be
respectful
of
your
time,
but
we
ask
in
return
that
you
acknowledge
us
and
engage
us
in
a
dialogue,
so
I'm
going
to
attempt
to
pray
sandwich.
Thank
you.
Superintendent
skipper
for
getting
our
Design
Group
meetings
restarted
after
a
five-month
pause.
N
I'll
note,
however,
that
our
first
meeting
was
seemingly
planned
without
any
Community
input.
It
was
a
meeting
behind
closed
doors
between
our
principals
and
capital
planning
staff,
and
this
type
of
opaqueness
is
really
unnerving.
It's
a
pattern
where
there
are
closed
door
meetings.
We
are
unaware
of
and
are
not
invited
to
and
the
reality
is
we
end
up
finding
out
about
them
anyway,
and
it
just
makes
us
more
distrustful.
N
N
We
haven't
seen
the
completed
rept
and,
despite
someone
from
the
superintendent's
office,
paying
a
visit
to
Sean
Williams
at
the
public
records
department.
My
public
records
request
is
still
in
fact
open
tonight
in
order
for
our
future
meetings
to
be
a
success,
especially
those
that
are
discussing
the
renovation
of
the
Irving.
We
need
the
public
facilities
Department
to
be
directly
involved.
N
N
N
That
was
something
we
asked
for
last
time
and
I'm
just
following
up
on
that,
because
that
has
not
been
resolved
yet,
but
I
promised
a
pretty
sandwich
and
if
I
have
the
time
to
deliver
that
praise,
I'm
gonna,
try
to
we
know,
especially
the
school
committee
that
you're
listening
to
our
concerns,
especially
given
the
questions
that
I
heard
tonight
about
the
seemingly
arbitrary
and
opaque
decision-making
process
surrounding
mergers.
N
We
know
you're
listening,
even
if
we
fail.
Sometimes
our
questions
could
be
addressed
with
more
urgency,
and
so
we
will
practice
some
patience
if
you
can
in
return
promise
us
some
problems.
Thank
you.
K
Good
evening,
everyone,
my
name,
is
Jess
Manna
I
am
a
Roslindale
resident
and
a
Sumner
parents
I'd
like
to
reiterate
our
commitment
that
we
spoke
to
last
time
to
being
Community
Partners
with
BPS
my
personal
agreement
that
larger
elementary
schools
benefit
our
children
and
our
thanks
to
BPS
and
the
school
committee
for
hearing
us
at
the
last
meeting
and
making
some
progress
on
our
asks.
I
am
hopeful
that
this
will
be
the
last
time
we
need
to
speak
at
school
Community
meetings,
but
I
have
cleared
my
calendar
through
2025.
K
K
We
know
from
our
own
analysis
that
the
Sumner
filbert
merger
will
concentrate
Roslindale
School
population
of
low-income,
bipoc
and
homeless
students.
A
newly
renovated
building
is
only
the
first
step
in
addressing
the
harms
caused
by
systemic
racism
in
our
school
district.
We
need
to
know
how
BPS
plans
to
mitigate
the
harmless
merger
will
cause.
Equity
should
be
a
priority
when
planning
these
mergers.
The
Sumner
and
Filbert
communities
have
had
a
gross
lack
of
Engagement,
yes,
but
we
have
still
had
more
engagement
than.
K
But
the
tailoring
Shaw
communities
have
had
even
less
engagement
and
we
are
asking
you
to
engage
with
them
equitably
give
and
there
give
their
Community
a
two-year
timeline
like
you
have
allowed
ours.
Where
is
their
newer
renovated
building?
Where
are
the
harm
mitigation
strategies
for
them?
Shaw
community
members
have
commented
to
us
that
the
only
reason
we
got
an
extended
timeline
is
because
we
are
a
larger
community
and
we're
able
to
make
some
noise.
They
are
a
small
school
and
don't
have
that
Advantage.
As
we
have
said,
we
are
not
just
in
this
for
ourselves.
K
We
are
in
this
for
equity,
for
all
the
shaw
Community
sent
several
questions
to
BPS
and
have
not
gotten
the
answers
they
deserve.
These
questions
would
all
be
answered
prior
to
a
merger
announcement
announcement.
If
there
were
clear
guidelines
for
mergers
as
Mr
cardet
Hernandez
mentioned,
there
should
be.
Some
of
those
questions
were.
How
does
the
shaw,
Taylor
murder
specifically
Advance,
the
green
you
deal?
K
How
was
it
decided
that
these
mergers
are
necessary
and
Urgent
without
a
facility's
actions
plan
and
how
did
BPS
select,
which
schools
to
merge?
What
are
the
tangible
benefits
for
Sean
Taylor
students?
Neither
the
Sean
nor
Taylor
Building
is
currently
in
a
condition
to
provide
a
quality
guarantee
to
students.
In
fact,
they
are
two
of
the
buildings
with
the
highest
renovation
needs.
What
are
the
specific
improvements
that
will
be
made
to
these
schools?
What
is
the
budget,
and
what
is
the
timeline
based
on
current
enrollment
Trends?
K
There's
enough
space
Michelle
building
to
accommodate
great
expansion
to
sixth
grade,
at
least
in
the
short
term,
until
a
newer
renovated,
School
building
is
available.
Why
are
other
single
strategy?
Schools,
district,
many
with
lower
concentration
of
bypoc
and
high
needs
students
not
being
merged?
It
is
disheartening
to
hear
that
you
have
understood
since
September
that
you
were
not
authentically
engaging
families
yet
seven
months
later,
this
has
not
improved.
It
is
also
upsetting
to
hear
that
BPS
staff
clearly
have
no
idea
why
these
communities
were
chosen
to
merge.
K
B
You
Miss
Sullivan,
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimonies,
extremely
important
to
us.
Our
first
and
only
action
item
this
evening
is
grants
for
approval,
totaling,
465,
420,
I'll,
now
open
it
up
to
the
committee
for
final
questions
and
comments.
B
B
W
G
G
B
P
P
D
B
You
our
main
report
this
evening
is
the
superintendent's
preliminary
fiscal
year.
2024
budget
recommendation
before
I
turn
it
over
to
Chief
Financial
Officer
night
Cooter
for
the
report.
I
want
to
invite
the
superintendent
to
give
introductory
marks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
C
Great
thank
you.
Madam
chair
I'm,
really
excited
to
present
my
first
budget.
You
know
the
past
five
months
I
have
been
out
in
our
schools.
I've
had
the
opportunity
to
see
the
important
work,
that's
happening
for
our
students
and
I'm
thrilled
to
share
a
budget
with
you
tonight
that
builds
on
the
past
Investments
and
and
actually
plans
for
the
future.
C
What
I
think
you'll
see
tonight
is
that
we're
prioritizing
Investments
to
support
our
highest
needs
students,
our
black
and
brown
students,
our
special
education
students,
our
multilingual
Learners,
centering
Equity
at
the
core
of
every
investment
we
make.
Chief
kuder
will
speak
to
this,
but
we
start
a
presentation
with
the
vision
for
opportunity
and
achievement.
Gap
policy,
every
child
in
every
classroom
in
every
school
of
the
BPS
system
has
the
same
opportunity
to
achieve
greatness
within
them.
C
As
a
school
leader,
I
used
the
the
budget
season
as
an
opportunity
to
think
and
rethink
about,
what's
working,
to
look
at
data
and
to
determine
what's
not
I,
consider
what
I
need
to
continue
for
my
students
and
and
what
could
be
repurposed.
What's
not
working
again
through
data
for
better
results
in
the
process
leading
to
this
budget
proposal.
C
These
perspectives
have
informed
this
proposal
and
helped
shape
what
I
see
and
our
team
sees
as
our
priorities
in
fy24
students
and
our
mission
to
strengthen
student
outcomes
are
at
the
center
of
every
decision.
We
make
to
meet
the
needs
of
our
students
and
create
a
fully
inclusive,
high-performing
district
for
all
students.
C
The
budget's
a
statement
of
our
values
and
I
know:
we've
all
heard
this
before,
but
I
truly
believe
it.
It's
been
the
way
I
have
functioned
as
a
as
a
school
leader
as
a
school
network
superintendent
in
the
district,
when
I
was
here
in
Boston
as
a
superintendent
of
Somerville
for
the
last
seven
years,
and
now
my
continued
work
here
at
a
district
level.
C
While
this
is
a
superintendent's
budget
to
the
school
committee,
it
is
the
reflection
of
our
Collective
work,
and
so
all
of
the
people
on
our
call,
all
of
our
Chiefs
and
all
of
our
deputies
have
been
intimately
involved
in
the
development
of
the
budget,
and
so
they
will
be
speaking
in
a
variety
of
ways
tonight
to
the
work.
That's
at
hand
in
being
proposed
in
this.
C
So
with
that
with
great
pride
and
knowing
that
this
is
the
beginning
of
conversations
that
will
last
throughout
the
month,
I
turn
this
over
to
our
CFO
a
cooter,
and
he
will
walk
you
through
the
fy24
budget
proposal.
X
Thank
you
superintendent,
good
evening,
chairwoman,
Robinson
and
members
of
the
school
committee.
My
name
is
Nathan
Cooter
I
am
the
Chief
Financial
Officer
here
at
the
Boston
Public
Schools
I'm,
a
resident
of
Boston
and
the
proud
parent
of
two
BPS
students.
X
Thank
you
for
this
opportunity
to
present
the
fiscal
year,
24
Budget
on
behalf
of
Boston
Public
Schools
I
am
thrilled
to
present
this
Budget
on
behalf
of
superintendent
Skipper
and
our
team.
We
are
proposing
an
fy24
general
fund
budget
of
1.439
billion,
a
65
million
dollar
increase
above
the
current
fiscal
year,
23
budget
to
support
the
children
of
Boston.
X
We
believe
this
budget
will
strengthen
our
schools
and
bring
our
vision
of
equity
into
reality
before
getting
into
the
presentation.
I
want
to
take
a
moment
to
thank
my
team.
This
budget
is
the
collective
work
of
119
School
leaders,
49
central
office
departments,
and
to
make
this
happen,
my
team
has
been
working
since
October
on
this
budget.
More
recently,
they've
been
meeting
non-stop
with
school
and
District
leaders
for
the
entire
month
of
January.
They
spend
more
time
in
spreadsheets
than
most
people
ever
want
to.
X
B
X
This
slide
is
from
the
school
committee's
own
presentation
from
April
in
2021..
We
share
it
here
because
we
are
also
anchoring
our
budget
to
the
school
committee's
five
goals
in
creating
the
priority
areas
for
this
budget.
The
superintendent
executive
team
aligned
to
our
goals
and
values
to
those
laid
out
by
the
school
committee
throughout
the
presentation,
you'll
notice,
the
consistency
between
this
committee's
goals
and
the
superintendent's
investment
priorities-
and
this
is
not
an
accident.
This
is
a
byproduct
of
intentional
alignment,
foreign.
X
X
X
This
is
the
cost
of
our
recently
settled
negotiations
with
our
unions
for
fy24.
We
have
settled
contracts
with
all
of
our
Union
partners
Transportation,
including
the
increased
cost
of
fuel,
bus
maintenance
and
salary
increases,
foreign
facilities,
the
cost
of
utilities
and
maintenance
and
repairs
budget
and,
finally,
special
education
costs.
As
we
see
Rising
student
need,
the
final
budget
category
is
long-term
sustainability.
X
X
X
X
X
X
X
O
O
We
have
the
unique
and
utmost
privilege
and
responsibility
to
educate
all
of
our
students.
Our
number
one
job
as
a
district
is
to
provide
our
students
with
rigorous
and
culturally
linguistically
responsive
grade
level
learning
on
a
daily
basis
that
prepares
every
one
of
our
students
for
their
life
goals.
O
Each
of
the
priorities
here
are
dependent
upon
authentic
and
deep
engagement
with
our
families
and
communities.
In
order
for
our
students
to
be
successful,
first
I'll
begin
with
inclusive
education.
The
way
forward
to
deliver
on
our
oag
policy
is
to
ensure
every
school
across
the
district
is
fully
inclusive.
O
We
are
committed
to
fostering
an
inclusive
environment
by
maximizing
every
student's
potential.
The
recently
negotiated
BTU
contract
provides
us
with
a
unique
opportunity
to
move
this
work
forward
in
an
expedited
way
in
partnership
with
our
Educators,
who
are
closest
to
our
school
students
in
the
schools.
O
Our
multi-year
plan
towards
inclusive
education
includes
addressing
areas
of
need,
detailed
in
the
Council
of
the
great
cities
report
on
special
education
that
you
heard
previously
in
close
Partnerships
with
our
families.
We
know
our
students
who
know
our
students
best.
We
need
to
ensure
we
track
each
student's
progress
and
improve
our
IEP
processes
where
we
collaborate
on
clear
goals
and
align
the
needs
of
each
student
with
a
type
of
services
that
she
he
or
they
need
to
be
successful.
O
We
must
leverage
the
rich
linguistic
diversity
of
our
families
and
thoughtfully
expand
bilingual
education
programming
across
multiple
years.
This,
in
particular,
is
an
example
of
how
critical
it
is
to
partner
with
our
families
and
communities
to
build
programs
where
they
are
both
most
needed
and
to
ensure
sustained
enrollment
so
that
these
robust
programs
can
flourish.
O
Also,
we
are
investing
in
intentionally
supporting
the
social
and
emotional
needs
of
our
multilingual
Learners,
with
limited
and
interrupted
formal
education,
also
known
as
slife.
For
short,
as
we
move
on
to
the
next
priority
area,
Equitable
literacy,
we
know
that
the
pandemic
has
revealed
further
disparities
in
literacy
skills
that
impact
achievement
in
all
subject
areas
in
alignment
with
our
oag
policy.
O
This
requires
that
we
double
down
on
our
efforts
to
implement
explicit,
evidence-based
reading
and
writing
support
for
all
students
in
every
school.
Through
our
Equitable
literacy
strategy,
all
students
actively
engage
in
culturally
and
linguistically
responsive
standards,
aligned
grade
level
tasks
and
texts
daily
in
all
content
areas.
O
O
We
will
also
create
seamless
transitions
for
all
students
as
they
graduate
and
continue
to
College
and
Career
pathways.
This
means
building
robust
and
multiple
Pathways
that
include
both
early
college
and
work-based
learning
opportunities,
as
we
move
on
to
the
next
slide.
I
want
to
include
some
examples
of
what
these
investments
will
provide
and
also
delineate
that
these
amounts
and
these
examples
that
we'll
share
reflect
the
additional
Investments
that
are
complemented
by
other
funding
sources,
so
in
in
terms
of
looking
at
the
first
area
for
inclusive
education.
O
This
investment
here
specifically
includes
reading
Specialists,
mtss
coordinators
and
Staffing
for
schools
that
will
begin
our
district-wide
transition
to
school-wide,
inclusive
learning
and
our
ability
to
provide
a
Continuum
of
services
for
every
student
in
the
second
area
of
multilingual
Learners.
We
must
continue
to
expand
native
language
access
by
increasing
bilingual
education
programming
and
meet
the
social
and
emotional
needs
of
our
multilingual
learners,
who
are
life,
limited,
interrupted,
formal
education.
O
The
third
priority
area
is
Equitable
literacy
strategy
and
we
will
continue
to
invest
in
our
libraries
to
have
culturally
and
linguistic
responsive
texts
that
provide
grade
level
learning
for
our
students
and
Librarians
to
support
the
development
of
literacy
skills.
Our
students
need
for
all
subject
areas
and
finally,
we
must
prepare
our
students
for
life
after
graduation.
These
investments
will
support
expanding
Early,
College
and
Career
Pathways
for
secondary
students,
creating
alternative
Pathways
and
programming
for
students
who
need
additional
support
in
grades
7
through
12,
as
well
as
supporting
schools
and
piloting
the
AP
African-American
histories
course.
W
W
W
W
W
W
Q
Q
One
of
the
things
you
heard
at
the
beginning
of
this
presentation-
and
we
hear
from
the
superintendent
every
day,
is
how
Community,
engagement
and
Equity
must
be
a
through
line
across
our
entire
organization
and
throughout
all
of
our
work.
Dr
Chen
spoke
of
academic
Investments
and
Dr.
Depina
spoke
of
our
investment
in
students,
well-being.
Q
Q
Q
More
specifically,
our
investments
have
helped
to
support
launching
the
helpline
with
six
multilingual
Specialists
and
a
manager,
training
for
family
Liaisons,
upgraded
technology
for
interpretation
and
training
for
staff,
around
language
access
practices,
Outreach
to
families
traditionally
harder
to
reach
regarding
school
registration,
expanded
out
of
school
time
learning
and
activities
and
expanding
offerings
in
our
parent
University
to
provide
families
with
the
information
and
knowledge
to
better
navigate
schools
and
plan
for
their
children's
future.
Additionally,.
Q
Q
X
X
X
X
X
You'll
also
notice
that
we're
moving
16.8
million
in
salary
costs
to
Esser.
This
is
the
portion
of
the
btu
collective
bargaining
agreement
that
paid
for
the
inclusion
reforms
post
pandemic.
We
know
that
inclusion
is
not
an
option
and
we
felt
that
this
was
a
critical
strategy
and
aligned
with
our
commitments
for
Esser.
X
Handling
long-term
increased
District
costs
will
require
some
important
deliberation
by
this
committee.
You'll
have
to
address
big
questions
regarding
District
policies.
The
number
and
configuration
of
schools
and
other
big
policy
levers
to
better
inform
us
all
of
those
discussions.
We've
already
completed
two
Key
reviews
by
the
Council
of
great
City
Schools,
one
on
transportation
and
one
on
special
education
led
by
Andy
Alvarez
and
the
facilities
team,
we're
also
conducting
two
critical
studies
that
will
inform
plans
for
our
district
footprint.
X
This
includes
the
facility's
condition,
assessment
and
Arcata
6
7
to
12
educational
design
study
in
the
meantime,
in
collaboration
with
District
team
and
school
leaders,
we're
building
a
sustainable
budget
beyond
the
end
of
Esser.
That
means
that
meets
the
future
needs
of
our
students
and
lays
a
foundation
for
us
to
invest
in
our
priority
areas.
X
X
We
feel
it
is
critical
to
ensure
that
those
positions
are
funded.
Beyond,
Esser,
we're
also
shifting
hold
harmless
support
from
the
general
fund
and
on
to
Esser.
This
means
that
schools
will
not
be
required
to
make
cuts
to
services
or
student
supports
this
year.
We
know
we
can't
go
back
to
the
way
we
used
to
do
things.
X
The
pandemic
changed
everything
and
we
need
to
begin
to
be
more
focused
on
the
individual
needs
of
students
and
where
they
are,
we
are
not
proposing
a
reduction
in
the
overall
hold
harmless
funding.
Instead,
we're
just
proposed
proposing
to
change
the
funding
source
hold
harmless,
was
an
intentional
strategy
to
stabilize
schools
serving
our
historically
marginalized
communities,
particularly
those
schools
serving
a
higher
proportion
of
black
and
latinx
students.
X
Well,
this
was
an
appropriate
and
effective
strategy
for
the
last
two
years.
We
need
to
turn
our
attention
to
closing
achievement
and
opportunity
gaps.
The
positions
that
schools
are
being
asked
to
move
include
non-compliance
positions
such
as
cfc's
assistant,
principals
or
teachers,
not
required
for
core
instruction.
X
X
The
reimagined
school
funding
project
is
a
BPS
initiative
that
seeks
to
rethink
and
revise
our
school
funding
model.
This
is
another
important
opportunity
for
us
to
Define
what
we
want
every
school
to
be
able
to
afford
and
to
align
our
funding
policies
with
our
priorities
for
closing
opportunity
and
achievement
gaps.
We
have
the
opportunity
and
responsibility
to
make
sure
that
our
funding
practices
are
explicitly
designed
to
ensure
success
for
the
students
who
need
us
most
and
in
keeping
with
a
major
theme
of
tonight's
presentation.
X
Overall,
the
shifts
in
school
budgets
led
to
a
decrease
of
9.5
million
dollars
in
school
budgets
for
next
year.
That's
the
net
change
between
those
things
that
are
moving
from
Esser
and
onto
general
fund
and
15
million
and
those
budget
items
moving
from
the
general
fund
onto
Esser
totaling,
24.5
million.
X
X
X
X
X
X
X
Backslash
budget
tonight's
budget
presentation,
as
well
as
weighted
student
funding
documents
for
every
school,
so
that
you
can
explore
how
each
School
received
their
allocation
and
you
can
download
the
budget
in
Excel
as
I
referenced
in
the
last
slide.
All
of
our
documents
will
be
translated
into
the
major
languages
and
available
online.
X
In
Boston,
the
budget
process
provides
a
lot
of
opportunity
for
public
comment
and
feedback
before
the
school
committee
votes
on
the
budget.
This
is
the
first
of
our
budget
hearings.
The
next
budget
hearing
will
be
on
February
16th,
where
we'll
focus
on
school
budgets
and
we'll
go
into
detail
about
how
weighted
student
funding
works
and
how
our
foundation
for
Quality
ensures
that
all
schools
have
the
basic
Services.
X
X
There's
still
a
lot
of
work
to
do,
and
this
budget
represents
the
beginning
of
a
work
together
to
ensure
that
every
child
in
every
classroom
in
every
school
of
the
Boston
public
school
system
has
the
same
opportunity
to
achieve
greatness
with
that.
I'll
turn
it
back
over
to
chairperson,
Robinson
and
I.
Look
forward
to
your
questions.
B
B
H
It's
like
a
game
of
chicken
who's
gonna
go
first,
so
I'll
go
first.
Thank
you.
So
much
for
the
presentation.
I
have
a
few
questions.
I
have
a
bunch
of
questions
so
we'll
start
superintendent.
You
started
the
presentation
talking
about
a
sort
of
analysis
that
you've
gone
through
around.
What's
working
and
what's
not
working,
and
you
know
later
in
the
evening
Mr
Cooter,
you
know,
talked
about
sort
of
the
goal
for
sustainability.
H
We
are
still
increasing
spending
and
so
it's
sort
of
I'm
grappling
with
sort
of
sustainability
in
the
context
of
spending
increase.
But
I
guess
I'm
also
curious
from
your
lens.
What
is
not
working
and
is
somewhere
in
some
of
these
documents?
Are
we
getting
rid
of
anything?
Are
we
ending
any
programs?
Are
we
stopping
doing
anything
and
then
how
does
that
show
up
in
this
budget?.
C
A
tree
chair
so
I,
you
know
I,
think
be
it's
it's
sort
of
a
unique
position
in
that
coming
into
the
superintendency.
There
was
already
commissioned
three
pretty
large
scale
reports
and
a
systemic
Improvement
plan.
So
from
a
data
perspective,
you
know
different
than
what
you
would
normally
do
when
you
come
in
and
assess,
there's
already
plenty
of
data,
Rich
information
from
the
Council
of
great
City
schools
and
Destiny,
highlighting
areas
of
the
organization
systemically
that
need
work
in
some
of
these
areas.
Transportation
special
ed
overlap.
C
What
I've
attempted
to
do
in
my
conversations
with
leaders,
parents
Community
our
own
staff,
Union
Partners-
is
to
to
try
to
kind
of
bring
to
life
the
areas
over
and
above
what's
mentioned
in
those
reports
as
to
things
that
have
been
Investments
that
we
feel
are
working
or
not,
and
so
what
I
think
you
you
see
here
is
the
process
of
the
schools
themselves
that
Nate
alluded
to
or
that
Chief
Cooter
alluded
to
that
when
they're
sitting
in
the
budget
collab
and
they're
they're
they're.
C
Looking
at
what
they're
making
investments
in
that's
that's
kind
of
a
process
that
didn't
exist
in
the
same
way
in
the
past
everything
just
sort
of
rolled
forward,
and
then
you
add
it
on
top.
But
I
think
this
was
the
first
year
and
I
think
I
referenced
it
in
a
previous
school
committee,
where
we
have
to
kind
of
build
up
the
muscle
of
our
organization
to
look
at
data
and
to
see
what
initiatives
are
good
returns
of
investment.
C
What
are
in
the
priority
lenses
and
what's
in
the
work
in
those
areas
for
students
who
have
traditionally
been
underserved,
and
what
is
nice
to
do?
But
is
it
necessarily
having
the
impact
that
we
need
to
have
so
this
budget's
the
first
step
of
that
at
the
school
level?
Certainly
and
that's
Central,
as
the
central
offices
think
very
similarly
to
what
they're
doing
for
work
in
the
support
of
the
schools
and
their
priorities.
C
C
C
Equitable
literacy,
we're
talking
about
special
education,
inclusion,
we're
talking
about
bilingual
education
and
and
we're
talking
about
at
the
secondary
level,
a
small
component
to
begin
the
work
of
Early
College
in
career
pathway,
work
and
then
threaded
through
this
is
leveraging
across
the
Departments
for
the
first
time,
each
other's
work
as
a
way
to
be
able
to
kind
of
braid
that
so
that
Equity
is
something
that
is
a
through
line.
C
Family
and
Community
engagement
is
something
that
is
a
through
line
both
in
the
Investments
that
have
already
been
made
and
in
the
complement
Investments
of
what
we're
proposing
so
from
just
a
broad
standpoint.
I
think
the
increase
that's
there.
While
it
is
true
that
from
a
sustainability,
standpoint
is
not
ideal,
it
is
necessary
given
where
we
find
ourselves
right
now,
with
the
kind
of
identifications
of
systems
level,
issues
that
have
been
shown
in
in
console
grade.
City
Schools
reports.
H
Thank
you
for
that
I
I.
Guess
then
the
hard
part-
and
maybe
it's
just
the
presentation
like
I.
Don't
it's
hard
for
me
to
understand
what
is
new
like
I
sort
of
I,
see
the
headline
and
then
even
some
of
like
the
Ed.
You
speak
like
embedded
in
it,
but
I,
don't
know
what
any
of
this
I
don't
know.
What
most
of
this
means
sort
of
like
on
the
ground
like
what
is
the
new
head
count?
How
many
schools
are
going
to
be
impacted?
H
You
know
like
I'm,
seeing
it's
like
26
million
on
a
Strategic
investment
for
inclusion,
social,
emotional
learning,
multilingual
learning,
literacy,
it's
like
less
than
two
percent
of
the
district's
budget
like
I,
guess,
I,
just
don't
know
what
I
don't
know:
I,
don't
know
what
we're
like
What
are.
We
gonna
see
different
in
how
many
schools
and
I
and
I
know
that's
not
a
very
clear
question,
and,
and
maybe
it
will
get
clear
as
the
budget
process
goes
on,
but
I
know
I.
C
So
I
think
I
think
some
of
these,
like
take,
for
instance,
inclusive
education
right
like
and
rolling
out
inclusion
as
the
school
budget
process
goes
forward.
C
Those
things
become
more
defined,
as
we
actually
put
head
counts
to
the
models
as
the
schools
are
proposing
those,
and
so
those
will
become
clear
as
the
budget
process
proceeds,
and
that
would
be
true
also
with
the
bilingual
education,
for
instance,
I
think
in
some
of
the
smaller
areas,
it's
a
lot
easier
to
be
able
to
speak
very
specifically
to
as
I
think
Chief
kuder
kind
of
in
some
of
the
deputies
said.
C
There'll,
be
you
know,
there's
a
director
here,
or
there
is
school-based
staff
in
the
form
of
social
workers
for
slife
and
so
I
think
those
are
very
easy
to
kind
of
reiterate
what
that
headcoms
are,
but
I.
Think
in
some
of
these.
It
is
an
iterative
process
that
we're
working
with
the
schools,
because
these
are
system
change
projects.
That's
what
inclusion
is.
That
is
what
bilingual
education
is
to
some
extent:
Equitable
literacy
in
the
form
of
reading
Specialists
say
so.
H
X
Yeah,
certainly
superintendent
and
I.
Think
David
has
the
Ft
account
ready
to
go
also
just
wanted
to
add.
I
I'm,
definitely
hearing
that
when
we
go
into
the
schools
Hearing
in
two
weeks,
it's
an
opportunity
for
us
to
provide
specific
examples
on
the
inclusion
side
of
what
schools
will
be
receiving
and
then
specific
examples.
The
more
details
around
some
of
the
Esser
shifts,
but
from
an
ft
account
David
did
you
want
to
jump
in.
T
Hi
everyone
David
Bloom
here
the
budget
is
currently
presented
tonight-
reflects
209
additional
FTE
over
our
current
budget.
T
T
H
X
I
would
defer
to
the
to
the
office
human
capital
in
terms
of
our
current
vacancy
rate,
but
yeah,
so
so
this
this
is
an
expansion
of
ftes.
While
we
do
anticipate
that
we
have
increased
our
salary
savings
amount,
which
is
our
measure
of
what
percentage
of
our
budget
will
be
left
vacant.
We
do
anticipate
some
of
the
hiring
returning
to
more
normal
rates
going
in
future
years
that
it
won't
continue
to
be
at
this
low
of
vacancy
rate.
H
It
will
be
helpful,
I
think
it'll
be
helpful
for
us,
but
also
probably
for
the
general
public
like
it's
a
whatever
the
head
count.
Increase
is
is
really
on
top
of
the
current
unspent
funding
for
existing
head
count,
because
we're
not
showing
in
any
of
what
I'm
seeing
that
we're
taking
any
of
that.
Those
heads
back.
H
And
so
not
knowing
what
the
current
Gap
is,
we
don't
have
like
I
want
to
know
the
number
of
like
we're.
You
know
in
the
next
fiscal
year
we're
trying
to
fill
300
positions,
400
positions,
500
positions,
and
so
I-
don't
know,
maybe
before
the
evening.
If
we
can
get
that
from
human
capital.
I
think
that'd
just
be
helpful
for
us
as
we're
really
like
wrapping
that
around
it
and.
T
Data
on
positions
were
filling
for
next
year.
We'd
probably
be
coming
back
with
for
the
March
1st
budget
hearing,
because
we
are
still
in
the
middle
of
our
human
capital
process,
yeah
for
getting.
H
Ready
to
post
positions
for
next
year,
but
even
thinking
about
forgetting
what
we
post
for
next
year,
it's
like
what
did
we
not
fill
for
this
year
and
so
like
that,
can
even
be
an
interesting
number
for
us
to
sort
of
make
meaning
of
like
what
is
currently
on,
like
we
weren't
able
to
fill,
and
then
we
want
to
add
on
top
of
that,
it's
maybe
we
can
do
it.
I
raised
the
same
question
last
year,
I'm
I,
suspect,
I.
Believe
that
sounds
like
me
right
like
then,
where?
P
H
C
Right
and
so
through
your
chair,
we
so
we
from
the
vacancy
side.
This
is
something
like
very
early
on.
We,
you
know
when
I
first
came
in,
we
have
been
looking
at
trying
to
identify.
Also
why
the
vacancy
is
it
because
it's
a
hard
to
fill
area?
Is
it
a
licensing
area?
Is
it
a
residency
requirement
issue
you
know?
Is
it
a?
Is
it
because
of
leave?
C
H
Yeah
I
just
worry
like
it's
more
time.
People
are
spending
trying
to
fill
more
positions
and
then
not
like
doing
the
work.
You
know.
I
have
one
last
question
and
I,
don't
I
suspect
a
second,
it's
good
to
see
like
long-term
sustainability
as
a
goal.
But
what
is
the
actual
scope
of
the
fiscal
challenge
that
we're
trying
to
solve
like
we're
spending
134
million
in
Esser
this
year,
a
portion
of
which
is
on
holding
schools
harmless?
But
how
much
of
this
do
we
expect
to
that?
H
We
will
need
to
sustain
in
fiscal
year
25
and
what
new
Revenue
sources
are
we
planning
to
identify
or
do
we
expect
the
city
to
provide
for
us
like
the
additional
130
million
budget
increase,
I,
I?
Guess
I'm,
just
trying
to
figure
out
like
what's
the
estimated
fiscal
savings
the
district
is
looking
to
achieve
by
fiscal
year
25
through
you
know
the
green
New
Deal
and
the
reimagined
school
funding
project.
X
Yeah
I
would
say
from
the
reimagined
school
funding
project.
I,
don't
think
the
goal
there
is
for
us
to
identify
savings.
The
goal
there
is
to
really
clearly
Define
what
we
think
and
expect
every
school
should
have
for
resources.
Part
of
that
will
help
us
Define.
What
is
the
sort
of
floor
operating
costs?
We
have
from
a
student
experience,
I
think
a
lot
of
times.
We
start
talking
about
the
minimum
compliance
budgets.
X
X
That
was
to
be
able
to
identify
what
are
those
positions
on
school
budgets
that
are
our
potential
for
reduction
and
so
that
you
could
start
to
see
what
are
those
things
that
are
could
be
considered
if
we
went
for
a
cost
reduction
strategy
for
next
fiscal
year
and
then
from
there
I
think
we
need
to
have
discussions
about
what
are
our
strategies
for
reinvesting
dollars
or
filling
our
classrooms
more
strategically
and
then,
of
course,
additional
revenue
from
the
city.
X
We,
we
have
a
great
partnership
with
the
city
of
Boston
and
the
finance
team.
Part
of
their
investment
strategy
for
this
year
was
an
intense
conversation
around.
Where
are
we
going
over
the
next
few
years
so
that
we
don't
ramp
up
our
spending
without
a
plan
for
how
to
sustain
it,
both
from
the
city
side
and
from
the
school
district
side?.
C
This
is
so,
as
you
know,
from
the
last
two
budgets,
this
hasn't
really
been
the
conversation.
It's
been.
What
do
we
add
without
a
thought
of?
Is
it
a
return
on
investment
and
how
might
we
leverage
in
the
organization
Investments
that
actually
meet
multiple
priorities?
C
So
the
example
I'll
give
is
you
know
for
in
in
for
our
slave
students
to
support
within
limited
and
interrupted
formal
education?
You
know
we
are
investing
in
a
Cadre
of
social
workers
for
this
life
programming
from
an
academic
perspective
that
is
essential
for
access
for
social
emotional
that
is
essential
to
support
with
trauma-informed
supports
and
practice
and
for
family
and
Community
engagement.
C
It
is
essential
because
it
creates
an
important
linkage
to
the
families
to
be
able
to
to
make
sure
that
it
supports
a
wraparound,
so
that's
an
example
of
an
investment
that
actually
really
in
a
strategic
way
cuts
across
the
organization.
That's,
that
is
the
muscle.
That
is
an
organization
we
have
to
develop
and
work
for
both
at
the
central
side
and
at
the
school
based
side,
so
that
that
I
think
you'll
play
out
and
there's
there's
lots
of
other
examples
to
that.
C
When
you
get
to
Equitable
literacy,
you
would
give
you
some,
but
that
that
is.
You
know
that
that
is
how
we
have
to
think.
I
also
think
that,
from
a
grant
perspective,
you
know
we
several
of
many
of
us
that
are
have
come
up
in
BPS.
Remember
all
resource
budgets
right
where
it
isn't
just
what
you're
getting
from
allocation
in
the
city,
but
that
actually
were
very
creative
in
thinking
of
all
resource,
and
that
means
also,
for
instance,
our
circuit
breaker.
C
That
means,
for
instance,
our
you
know,
leveraging
you
know,
grant
opportunities,
Village
opportunities
relative
to
community
and
non-profits
and
taking
programming,
that's
already
happening
and
better
aligning
it
to
serve
our
students
rather
than
reinvent
the
wheel
and
create
our
own.
So
I
think
we're
going
into
this
budget
in
the
budgets
to
follow
over
the
next
several
years,
really
needing
to
be
as
creative
and
as
all
Resource
as
possible.
B
You,
the
next
round
I,
see
several
hands
up:
I'm
gonna
believe
it
was
Dr,
alkins,
Miss,
Polanco,
Garcia
and
then
Mr
Meadow.
F
F
My
question's
sort
of
fair
I
think
around
again
this
question
of
return
on
investment
into
how
we're
thinking
about
it
and
I.
The
overarching
question
is:
how
are
we
thinking
of
measuring
the
outcomes
the
that
I
mean
it's
great,
that
we
have
the
the
first
slide
that
ties
to
our
goals?
How
are
we
really
thinking
about
measuring
the
academic
outcomes
as
a
result
of
all
this,
and
when
I
mean,
if
I'm,
a
parent
looking
at
this
presentation,
the
first
thing
that
I
might
be
seeing
is:
is
that
there's
an
increase
per
pupil
expenditure?
F
How
does
that
necessarily
translate
into
this
to
the
success
of
my
child
and
so,
for
example,
I'm
thinking
about
even
in
comparison
to
last
year,
district-wide
implementation
of
mass
core
9.4
Million
last
year?
Where
are
we
with
that?
You
know
what
what
you
know.
What's
the
status
update
of
that
same
thing
with
you
know
the
five
million
dollar
investment
and
I
think
native
language
supports
increase
the
6.3
million
this
year.
F
Where
do
we
actually
see
the
outcome
and
how
are
we
thinking
about
measuring
that
and.
F
And
then
my
comment
to
the
rest
of
the
committee
is:
we've
heard
this
time
and
in
time
again
for
a
while
now
but
I
think
as
a
committee,
we
should
come
together
and
really
think
about
a
policy
around
sort
of
the
use
of
the
racial
Equity
planning
tool,
setting
parameters
thinking
about
on
on
multiple
sides,
what
it
looks
like
from
the
community
standpoint
for
one,
but
also
what's
the
experience
like
at
the
school
level,
what
does
it
take
for
a
school
leader
to
take
away
from
the
daily
the
the
number
of
daily
tasks
that
they
have
to
do
to
try
to
engage
community
in
an
equitable
way,
which
is
a
challenge
and
so
I
think
guidance
from
us
as
a
committee,
when
we
have
a
better
understanding
of
it
would
be
very
helpful
for
the
district.
F
So
thank
you.
C
Well,
just
to
Dr
Elkins,
first
questions
so
I,
you
know
in
the
spring
we'll
be
queued
up
to
give
reporting
out
on
the
Investments
that
were
made
along
with
you
know.
I
know:
school
committee
has
metrics
that
were
part
of
their
goals,
but
also
individual
departments
as
well
as
they
had
funding
for
particular
initiatives,
and
so
that's
something
we
can
report
out
on
so
Mass
core
is
a
great
example
of
how
the
the
work
got
moved
in
the
schools
and
what
it
still
remains
to
be
done.
C
I
think,
for
me,
one
of
the
things
that
our
team
has
been
talking
about
and
I'm
I'm
I
feel
strongly
about.
Is
that
as
we
launch
these
initiatives
short
term
and
long
term,
that
we
have
to
be
clear
and
articulate
how
we're
measuring
them,
what
the
data
sets
look
like
what
the
Cadence
is
for
collecting
that
and
supporting
it
and
then
building
that
in
so
that
school
committee,
be
it
through
memos
in
in
public
in
publication
or
through
the
actual
reports
that
we're
giving
you
that
information.
C
You
know
that
is
not
having
been
here
last
year
with
that.
C
That
will
be
a
change
of
practice
for
us
as
a
team
and
one
that
we're
already
doing
so,
I,
you
know
I
think
we
could
go
into
an
example
like,
for
instance,
with
inclusion,
for
instance
like
we
could
go
into
an
example
and
talk
about
you
know
what
are
some
of
the
indicators
of
the
student
experience
and
the
parent
experience
that
I
know
Dr
Chen
and
the
team
are
thinking
about
for
the
22
schools
that
are
going
to
be
the
first
through
in
the
cohort,
and
so
as
those
get
defined.
C
You
know
that
will
be
something
shared
out
as
part
of
the
inclusion,
work
and
investment,
but
you
know
your
your
right.
You
know
completely
that
this
is
both
in
the
metric,
but
it's
also
in
the
experience
you
know
so
for
a
parent
in
the
investment
areas,
the
the
dollars
are
going
into
areas
that
directly
impact
how
a
student
experiences
their
education,
what
they
take
from
it,
what
their
ability
to
access
is
and
what
a
parent
experience
is
for
their
child
and
with
their
child.
C
So
we
will
make
sure,
as
that
through
line
of
equity
and
that,
through
line
of
family
and
Community
engagement,
that
the
metrics
indicate
that,
and
so
that
could
be
through
surveying,
it
could
be
done
through
so,
for
instance,
in
the
inclusion
process
through
the
IEP
process
and
the
team
meeting,
there's
lots
of
ways
that
we
can
get
data
back
around
this.
But
the
most
important
thing
is
it
has
to
be
codified
so
that
going
into
the
initiative
we're
very
clear
on
how
we're
going
to
measure
it
and
report
it
back.
B
Thank
you,
I
believe
it's
Miss,
Polanco
Garcia
and
then
Mr
meta.
P
Excel
form
is
in
the
presentation.
P
A
It
says
here
that
you're
gonna,
there's
gonna
be
an
investment
of
50
million
dollars.
Us
Financial
Services,
Esther,
Financial
Services.
A
P
A
P
X
Yeah,
thank
you
for
that
question
and
I.
Think
part
of
what
we're
doing
with
Esser
is
there's
a
real
tension
between
the
amount
of
money
we
have
on
Esser
and
being
able
to
fully
expend
it,
but
then
also
setting
ourselves
up
that
when
it
ends
that
we
don't
feel
that
fiscal
cliff
that
really
tough
ending
so
that
there
are
major
cuts
to
student
supports
and
services.
P
P
A
I
think
that
we're
gonna
have
a
lot
of
conversations
because
there's
a
lot
of
input
that
we
that
we
have,
and
so
this
is
going
to
be
a
an
ongoing
conversation.
Thank.
P
B
R
R
R
All
right
and
that
that
includes
positions
such
as
such
as
assistant
principles
and
Does.
It
include
Paris,
just
question:
it.
X
Could
you
know
it
can
involve
we're
we're
working
with
schools
now
to
identify
what
positions
are
moved
over,
so
it
could
include
teaching
positions
or
instructors
like
paraprofessionals
if
they're
providing
what
we
consider
non-core
instructions.
So
there
are
multiple
ways
that
paraprofessionals
could
be
used
in
a
building
outside
of
what
is
required
for
say,
a
special
education
class.
R
Okay,
I'm
just
wondering
for
the
positions
that
will
be
cut.
R
What
exactly
are
we
gonna
do
to
mitigate
the
the
things
lost
like?
This
is
just
an
example:
I,
don't
think
this
would
apply
at
all,
but
like,
for
example,
if
we
were
to
cut
a
gym
teacher
right
and
like
what
would
an
idea
be
to
mitigate
that
like?
Would
it
be
like
to
have
someone
from
playworks
come
in
like
something
like
that
to
mitigate
these
things
from
these
teachers
being
cut,
we
have
to
have
a
back
I,
don't
know
you
got
what
I'm
saying
I.
X
Do
and
it's
a
great
great
question-
and
you
thank
you
for
the
opportunity
to
explain
this
further
if
it's
feeling
confusing
it's,
because
this
is
a
new
approach
and
a
lot
of
the
a
lot
of
the
work
is
very
school
specific.
X
So,
in
the
case
of
a
physical
education
teacher,
some
may
be
funded
on
Esser,
but
only
if
they
are
supplemental
to
the
core
sort
of
Staffing
requirements.
So
in
an
elementary
school
in
a
in
a
typical
school
day,
an
elementary
school
class
will
go
to
a
specialist
either.
An
arts
teacher
music
teacher,
a
physical
education
teacher
one
period
a
day.
X
Part
of
that
was
to
provide
more
opportunities
for
students
to
engage
in
the
Arts
or
to
engage
in
physical
education,
and
part
of
it
could
have
been
to
create
more
common
planning
time,
because
when
students
are
going
to
their
physical
education
class,
their
core
teachers,
their
classroom
teachers
are
able
to
get
together
and
plan
for
instruction
and
provide
feedback
and
lesson
planning
together.
X
X
These
are
certainly
frivolous
by
any
stretch,
we're
moving
them
to
Esser,
to
kind
of
signal
that
these
are
the
types
of
positions
that
are
not
as
tightly
aligned
to
our
core
strategies
and
at
the
risk
of
of
a
bad
metaphor,
I
I
think
I
I
I
find
a
lot
of
interest
in
in
learning
about
high
performing
athletes,
and
so
you
might
have
somebody
who
is
training
for
a
marathon
who's.
A
high
performing
Marathon
trainer,
who,
if
you
ask
them
to
play
golf,
would
be
terrible
at
it.
X
What
we
are
asking
people
to
do
is
focus
on
what
we're
trying
to
achieve,
in
this
case
inclusive
practices
and
those
things
that
are
aligned
to
performing
well
and
hot
inclusive
practices
and
closest
strategies,
we're
vesting
in
those
practices
and
if
it's
aligned
to
something
else.
That
may
be
something
they're
interested
in,
or
is
something
that
has
value
in
other
educational
settings
that
we're
asking
them
to
disinvest
in
those
so
that
we
can
focus
on
what
we
need
to
achieve,
which
are
those
three
key,
inclusive
strategies
and
sorry
inclusive.
R
C
I
think,
what's
important
to
stress
is
they're
not
being
cut
right,
they're
not
being
cut
because
I
think
I
think
what
Diego
is
thinking
is
that
those
positions
are
going
away
and
so
I
think
just
to
be
clear
that
the
funding
mechanism
is
changing
right.
But
it
is
signaling
to
our
schools
that
we
are
needing
to
think
about
when
Sr
ends
and
as
the
soft
Landings
go
away.
There
will
be
decision
points
that
are
going
to
need
to
happen
in
next
year's
budget
and
to
follow
foreign.
X
This
idea
of
the
step
down
the
sort
of
soft
Landing
I
think
what
we've
what's
different
over
the
last
two
years
is
it's
been
a
hold
harmless,
meaning
there's
been
no
step
down
in
the
process,
and
so,
while
we
prep
prepare
for
either
a
new
funding
model
or
for
our
new
funding
model
and
for
the
new
realities
of
our
funding
levels
in
the
future
years
that
we
are
preparing
for
a
more
intentional
conversation
around
the
things
that
we
will
start
to
step
down
and
those
things
that
we're
going
to
continue.
X
But
for
FY
24
there
there
are
no
cuts
to
student
services
and
supports,
as
we
continue
to
to
have
schools
start
the
process
of
thinking
about
these
different
categories
of
spending.
C
And
I
think
Diego.
The
point.
Look,
what
your
your
point
in
underscoring
is
exactly
the
challenge:
Across
the
Nation
with
Esser
dollars,
in
that
there
were
things
funded
on
Esther
dollars
that
we
see
as
really
important-
and
you
know,
certainly
contribute
to
student
experience
and
staff
experience
and
those
extra
dollars
are
going
away
so
nationally,
Statewide
everyone's
going
to
be
in
this
situation
as
they
do.
C
I
Thank
you,
madam
chair
I
know
other
hands
were
before
me,
but
I'm
gonna,
I'm.
I
Chair,
so
thank
you
for
the
opportunity.
First
of
all,
thank
you.
Mr
meta
for
pointing
out
some
really
important
pieces,
the
the
challenge
of
of
this
fiscal
cliff
that
we
are
staring
a
year
away
from
us
and
so
I.
Think
for
me,
my
concern
and
I
I
voiced
this
concern
last
year,
as
we
had
about
54
million
in
terms
of
soft
Landings
last
year,
we're
talking
about
doing
the
same
for
this
year.
I
On
top
of
the
fact
that
we
know
we're
going
to
see
Esser
disappear,
and
so
I
want
to
know
how
we're
thinking
about
really
grappling
with
grappling
with
The
Disappearance
of
Esser,
as
well
as
the
inability
to
continue
to
sustain
our
soft
Landings
longer
term
and
I
know
we're
we're
talking
about
different
strategies
that
we're
implementing,
but
the
pieces
around
Green
New
Deal.
You
know
these
are
years
out
in
terms
of
actual
implementation
and
and
we
have
additional
costs
and
Investments
that
we're
going
to
have
to
put
into
the
system.
I
T
Thank
you
so
much
for
that
and
David
Bloom
here,
Deputy
Chief,
Financial,
Officer
I'll
I'll
take
a
shot
at
it.
I
think
there's
a
couple
things
going
on
in
our
investments
this
year
that
are
sort
of
foreshadowing.
What's
to
come
around
your
question.
T
The
first
is
one
of
the
single
biggest
Investments.
Probably
almost
the
single
biggest
item
on
this
budget
is
about
new
money
to
schools,
to
transition
their
most
promising
after
spending
off
of
Esser
and
on
to
the
general
fund.
T
We
haven't
been
able
to
give
that
a
lot
of
air
time
tonight,
because
schools
are
still
in
process,
so
we
don't
have
a
lot
of
the
details
yet,
but
that
represents
essentially
a
third
of
all
of
their
spending
on
Esser.
What
is
the
most
promising
things
that
they'll
be
able
to
move
and
make
permanent?
T
The
other
thing
that
the
superintendent
has
really
been
pushing
us
on
is
the
interdisciplinary
nature
of
a
lot
of
this
work,
and
so
the
challenge
tonight
is:
we've
had
to
present
a
series
of
things
to
you,
like
they're
independent,
when
we're
really
trying
to
think
about
them
together.
T
So,
for
example,
when
we
talk
about
9.6
million
dollars
in
inclusive
practices,
I
can
think
of
an
example
of
one
school
who
hasn't
finished
their
planning
process.
Yet
so
I
won't
name
them
where
they've
used
a
big
chunk
of
their
Esser
dollars
to
Pilot
inclusive
practices,
and
so,
as
we
invest
more
money
in
inclusion,
what
that
will
likely
look
like
for
that
school
is
not
them
adding
brand
new
positions,
but
making
these
positions
that
they've
piloted
on
SR
permanent
and
help
build
additional
sustainability.
T
Finally,
a
part
of
our
whole
harmless
process
this
year
has
been
allowing
schools
to
reinvest
funds
to
incentivize
closing
classrooms.
So,
as
we
work
with
schools
through
this
process,
they
were
allowed
to
take
funds
from
classrooms
that
were
closing
and
then
identified.
They
no
longer
needed
and
reinvest
it
in
the
priority
areas.
You
see
in
tonight's
budget
that
comes
at
no
additional
cost
to
us,
but
is
the
another
part
of
the
process
of
reinvesting
our
dollars
in
more
strategic
things.
I
I
appreciate
that
and
I
especially
appreciate
thinking
through
right,
like
the
the
Esser
funding,
was
really
an
opportunity
to
accelerate
learning.
Given
what
folks
experience
in
the
pandemic
and
so
I
think
one
of
the
questions
that
I
had
raised
when
I
initially
received
the
materials
is
we
have
yeah
I
have
yet
I
I
feel
like
I
can
speak
for
the
committee.
We
have
yet
to
see
what
we've
actually
done
with
our
Esser
funds
right
and
so
what
are?
We
gave
schools
a
certain
amount
of
money.
I
We
were
doing
pieces
essentially,
but
where?
Where
is
the
evaluation
of
these
Investments
again
like
what?
What
were
we
able
to
accomplish
with
these
Esser
funds,
so
that
we
can
then
make
an
intentional
decision
about
what
future
Investments
are
going
to
look
like
and
as
a
Committee
Member
I
have
yet
to
see
that
I
know,
I
can
go
on
the
website
and
I
can
see
like
what
schools
or
allocated
funding
and
what
their
dream
project
was.
I
But
what
have
we
actually
done
and
what
impacts
have
we
actually
had
is
something
that
we
have
yet
to
see,
and
so
for
me
as
we're
thinking
about
putting
together
a
budget
for
next
year,
as
well
as
thinking
about
future
Investments
for
future
years.
I
feel,
like
that's
a
really
core
piece
of
the
conversation.
X
I
I
absolutely
agree
that
it
needs
to
be
a
core
part
of
the
conversation
and
we
will
come
back
both
at
the
school's
hearing
and
talk
more
about
how
schools
are
spending
their
money
and
the
updated
status
on
that,
including
Mr
Carnet
Hernandez.
Some
of
the
requests
around
vacancies
and
fill
rates,
and
then
the
central
hearing
will
include
I,
think
I've
heard
in
a
couple
different
ways.
Tonight:
it's
not
just
the
additive
change
want
to
know
sort
of
what
we're
spending
our
Central
budgets
on.
X
What's
the
collection
of
Investments
and
then
for
Esser,
what
what
is
what
have
we
spent?
What
have
we
made
progress
on
in
terms
of
implementation
and
then
what
are
we
seeing
for
early
returns
in
terms
of
outcomes
as
well?
So
it's
both
did
we
spend
the
money
on
what
we
intended
to
What's
the
progress
of
the
implementation
and
then,
given
that
progress
on
implementation?
X
What
outcomes
are
we
expecting
and
to
Dr
alkins
point
on
what
timeline
should
families
expect
to
see
those
changes,
so
I
appreciate
that
question
and
it
is
I,
do
think
it
is
our
responsibility
before
you
cast
your
Vote
for
This
budget
that
we
have
explained
that
well,
so
that
you
feel
like
you,
have
much
better
handle
on
it.
Appreciate.
I
That
Chief
quarter
and
the
last
piece
that
I'll
mention
and
I
know
I
said
this
to
you
previously.
But
aside
from
the
Esther
pieces,
we
voted
on
a
budget
last
year.
We
voted
voted
on
different
investments
in
different
pieces
last
year
and
it's
the
same
piece
like
what?
What
did
we
actually
do
and
what
impacts
are
we
actually
seeing?
I
I
know
Dr
alkins
mentioned
part
of
this,
but
what
students
and
families
actually
experience
is
not
always
the
same
as
what
we
theoretically
talk
about
doing
and
so
with
I
gave
this
example
earlier
today,
like
libraries,
did
we
pilot
it
in
certain
schools?
What's
the
timeline?
How
are
people
feeling
this
investment?
Are
they
feeling
this
investment?
Is
this
something
we
talked
about
and
didn't
happen
like
I
think
that
it's
important
as
we're
planning
out
where
we're
investing
in
the
future?
What
have
we
actually
done
with
the
commitments
that
we've
already
made?
G
Thank
you,
madam
chair.
First
of
all,
Mr
Cooter,
thank
you
for
the
presentation.
I
know
you
know
a
lot
of
people
stopped
paying
attention
to
football
at
the
beginning
of
the
playoff
season
and
they
forget
the
whole
regular
season
and
then
the
preseason
and
then
the
off-season,
workouts
and
the
spring
practice
and
everything
and
to
your
team,
the
budget
planning
and
implementation
processes.
Almost
a
year-round
effort.
I
know
you've
been
working
with
school
leaders
since
the
fall,
and
so
this
is
just
a
step
in
the
process
for
you.
So
I.
G
First
of
all
want
to
have
appreciation
for
the
work
that
you
and
your
team
have
done.
A
second
of
all
superintendent,
I'm
well
aware,
you
know,
you've
been
in
the
role
four
months
or
so
and
I
appreciate
you
aligning
both
with
your
priorities
and
the
school
committee
goals
and
values
that
was
very
helpful
at
the
beginning
to
see
I
share.
G
I,
don't
want
to
repeat
what
my
fellow
members
have
said:
I
think
it's
been
excellent
conversation
to
date,
I
do
have
to
add
my
voice
to
what
Ms,
lapiro
and
Dr
Elkins
have
said
about
it'd,
be
very
helpful
to
see
last
year's
Investments
and
what
are
the
results?
I
think
you
have
to
understand
the
past
to
be
able
to
look
at
the
future
right,
and
so
that
would
be
very
helpful
as
well
as
what
hasn't
worked
and
what
are
we
taking
out
right?
G
It
shouldn't
always
just
be
additive,
so
appreciate
those
points
we
made
as
well.
I
do
have
a
a
couple
of
questions
or
comments.
Mr
Cuda
one
is,
and-
and
this
is
has
been
discussed
a
bit
but
I
have
a
slightly
different
take
on
it.
You
know
Essa
that
when
the
federal
government
approved
it,
it
was
done
for
a
couple
reasons
and
they
said
to
school
districts,
one
limit,
learning
loss
and
try
to
recover
lost
learning
for
students
right
so
to
focus
your
Investments
on
that.
G
They
also
gave
us
the
flexibility
to
do
a
one-time
investments
in
facilities,
and
things
like
that.
Recognizing
that
districts
had
probably
put
off
a
number
of
ways
to
improve
I,
certainly
know
in
Boston
during
a
number
of
lenias
in
budget
Capital,
Improvements
delayed,
Etc,
even
deferred
maintenance,
delayed
and
I'll.
Talk
about
that
in
a
second.
G
So
I
understand
the
philosophy
of
soft
Landings
that
we
took
in
and
more
important
than
soft
Landings,
because
that
is,
as
you
correctly
point
out,
Mr
tutor,
that's
kind
of
Mr
Cuda,
that's
kind
of
an
older
term
from
when
we
had
Cuts.
We
would
try
to
do
step
downs,
but
stop
Landings
for
schools
that
had
lost
in
moments,
but,
moreover,
the
hold
harmless,
I
think
strategically.
G
We
decided
as
a
district
that
one
of
the
ways
to
limit
learning
loss
was
to
hold
schools
harmless,
so
they
didn't
have
to
make
changes
if
they
had
been
loose
in
enrollment
and
I
think
it
gets
right
to
Mr
meta's
point
and
I.
Thank
him
for
making
that
that
you
know
it
hurts
at
the
school
level
when
you
have
cuts
and
so
holding
harmless,
was
a
strategy
to
limit
learning,
loss
and
I.
G
Understand
that
I
appreciate
that
I
think
what
we
need
to
flesh
out
better,
and
this
would
be
as
we
get
into
the
next
couple
of
meetings
because
I
recognize
this
is
the
beginning
of
a
two-month
process,
and
so
I'm
not
expecting
answers
to
this
now,
but
would
love
to
just
lay
a
couple
of
topics
out,
as
the
other
members
have
done,
that
we
could
address
in
future
meetings,
Mr
Cuda,
one
is
not
only
understanding.
What's
in
that
we
have
moved
over
to
Essa,
so
what
it
means
in
a
school
by
school
basis
Etc.
G
But
what's
the
trade-off
on
that
by
spending
on
this?
What
have
we
been
missing
right?
What
if,
if
we
weren't
spending
it
on
on
soft
land,
hold
homeless,
for
schools,
what
would
be
spending
it
on?
So
that
would
be
helpful
to
think
about
in
the
future.
I
am
interested
in
more
details
about
facilities
Investments.
G
There
was
just
kind
of
one
broad
line
there
on
it,
but
would
love
to
get
more
detail
on
that.
I
am
increasingly
concerned
over
the
term.
It's
called
a
tech
debt
right,
and
so
the
best
way
to
explain
that
is
Southwest
Airlines.
For
years
did
not
update
their
software
literally
from
the
1990s
about
how
Crews
checked
in,
and
they
kept
being
warned
that
they
needed
to
update
it.
The
pilots
Union
was
talking
about
the
flight
attendants.
You
knew
was
talking
about
it.
G
It's
a
creaky
system
and
you
know
it.
We
have
some
struggles
with
it.
Where
do
we
stand
in
technology
within
PPS?
Where
do
we
stand
on
integrating
systems
having
the
latest
systems?
What
our
investment
is
on
that
and
again
this
is
something
you
can
address
in
the
future
because
to
me
that's
a
perfect
example
of
spending.
G
We
could
also
be
doing
on
NASA
to
catch
up
on
our
technology
and
do
we
have
a
technology,
debt
and
so
I'll
I'll
just
stop
at
that,
because
again,
this
is
stuff
that
I
think
we
could
bring
and
I'm
trying
to
be
additive.
To
my
fellow
members,
comments
not
repetitive,
but
these
are
things
I'd
love
to
see
brought
up
at
Future
meetings.
H
Thank
you
again
and
I
just
want
to
Echo
Mr
Midas
comment:
I
appreciated
the
approach
that
you
were
taking
there
because
you
know
these
are.
This
is
some
of
the
moments
where
it's
like
we
get
to
be
brutally
honest
about.
What's
coming
and
I
think
when
we
don't
do
that,
we
end
up
in
a
situation
like
we're,
seeing
with
some
of
the
community
engagement
around
our
current
mergers,
where
it's
like
we're,
sometimes
we're
like
dancing
around
the
reality
and
like
if
I'm
re.
H
H
I,
don't
know
what
that
looks
like
entirely,
nor
do
I,
think
and
I
don't
know,
I
just
don't
think
we
know
what
that
looks
like,
but
we're
going
to
put
that
ask
out
I
guess:
I'm
curious
on
two
things:
what
percentage
of
classrooms
are
currently
under
enrolled
and
what
percentage
of
schools
are
currently
under
enrolled
and
then
I
guess
sort
of?
Third
to
that
is
how
many
schools
or
classrooms
do.
We
need
to
consolidate
to
be
able
to
stop
spending
the
50
million
dollars
annually
on
hold
harmless.
X
I
think,
with
all
three
of
those
questions,
I'm
gonna
need
to
to
work
with
the
team
and
come
back
to
you,
but
those
are
certainly
the
first
two
questions
around
under
enrolled
schools
and
classrooms.
I'll
just
note
for
each
of
them
that's
going
to
be
relative
to
the
capacity
that's
set
at
the
school
level.
X
The
the
numbers
that
we
have
is
not
necessarily
around
some
sort
of
theoretical
building
capacity
it's
more
around
if
they
have
three
classrooms,
how
full
those
classrooms
are
and
then
that's
a
elementary
school
measure
at
the
high
school
level
because
of
scheduling
it's
a
little
trickier
and
then
in
terms
of
the
50
million
dollars
and
the
potential
for
school
closures.
I
think
I'll.
Take
that
back
to
the
team.
That's
a
little
bit
more
difficult.
X
I
would
also
just
say
we
need
to
set
our
vision
for
what
we
want
every
school
to
have,
and
then
we
can
talk
about
the
trade-offs
for
getting
to
that
vision
of
what
we
want
our
schools.
You
know,
there's
certainly
the
opportunity
to
have
multiple
levers
to
be
able
to
get
there
and
I
see
the
superintendent
looking
to
add
so
I'll
stop
talking.
C
Yeah,
no
I
I
think
that
I
think
what
you
just
said
is
right
and
I
think
the
questions
that
Mr
Hernandez
has
asked
are
asking
or
good
ones,
and
certainly
we
can
come
back
with
that
I.
You
know
it's
interesting
because
you
know
yesterday
having
gone
to
the
ready,
Center
and
had
the
honor
of
hearing
secretary
Tutwiler
address
and
the
three
Commissioners
you
know
address
a
pretty
broad
audience.
C
C
So
just
a
very
much
grounded
practitioner
talked
about
how
with
the
pandemic,
you
know
we
sort
of
keep
talking
about
kind
of
being
post
pandemic,
and
yet
we
see
every
day
from
what's
Happening
for
our
students
and
our
staff,
that
that
isn't
accurate
and
you
know
he
talked
about
setting
out
a
stability,
a
healing
and
a
transformation,
and
it's
not
that
you
have
to
do
each
of
those
sequentially
and
you
cannot
have
overlap,
but
it
is
important
to
recognize
the
value
of
stabilizing
and
healing
before
you're
beginning
that
transformation
and
I
I
felt
it
very
relevant
to
where
we
are.
C
As
a
district,
because
it
is
clear
for
our
students
in
everything
we're
seeing
that
they
are
still
very
much
needing
to
heal
before
being
able
to
move
on
and
at
the
same
time
we
have
all
of
our
systems
that
we've
identified
that
need
transformation
to
make
sure
that
the
educational
Equity
that
we
are
trying
to
ground
ourselves.
With
that
that
happens,
and
so
there
was
lots
of
conversation
about
the
timing
of
the
strategy
and
whether
you
just
ripped
the
Band-Aid
and
you
go
into
this
with
deep
cuts.
C
And
yet
there
I
could
not
see
a
place
for
our
schools
where
that
could
happen,
and
so
I
think
what
we've
tried
to
do
is
to,
and
I
will
caveat
this
to
say
that,
in
addition,
and
not
seeing
that
right
now
for
where
our
schools
and
our
students
are
I
will
also
say
that
I,
don't
think
our
leaders
have
had
to
really
develop
the
muscle
for
making
these
kinds
of
fiscal
decisions.
C
So
the
two
together
I
think
for
us
would
have
done
exactly
the
opposite
of
what
Vice
chair,
O'neill
talked
about,
which
is
to
destabilize
the
BPS.
At
a
time
that
we
really
need
to
stabilize
ensure
healing
and
begin
the
transformation,
so
I
think
that
is
the
strategy
of
the
budget
is
in
the
preparation
or
transformation
in
the
preparation
of
knowing
that
these
difficult
decisions
that
are
going
to
need
to
be
made
fiscally
and
getting
the
information
for
green
New,
Deal
or
determining
mergers
and
closures.
C
Getting
cost
savings
relative
to
that
at
the
same
time
that
we're
looking
at
other
efficiencies
across
the
system.
So
I
I,
appreciate
and
I
hear
deeply
and
I
said
to
the
team.
I
want
you
to
listen
closely
to
every
question
the
school
committee
members
ask
because
the
same
question
you're
asking
is
the
same
question
that
the
communities
we
represent
are
asking
and
so
it'll
be
important
to
come
back
to
you
with
that
information.
But
I
think
it's
also
important
to
put
this
budget
in
the
context
of
where
we
are
as
a
district
yeah.
H
I
think
I
think
that
that
makes
sense,
and
it's
one
it's
like
one
of
those
both
hand.
Moments
like
we
have
to
you
know
we
have
to
do
them
with
both
just
another
question
here:
I
foreign
I'm,
putting
my
principal
my
former
principal
hat
on,
and
since
you
said,
you
asked
everyone
to
to
listen
to
the
questions
we're
asking,
because
it
will
be
the
questions.
Other
folks
are
asking.
We
are
asking
schools
to
make
this
move
with
Esser,
which
is
a
little
wink
and
a
nod
to
future
decisions
that
will
be
difficult.
H
That
will
probably
be
around
Cuts,
even
if
they're
faded,
Cuts.
In
addition
to
these
other
measures
that
we
know
we
need
to
do
in
order
to
solve
the
fiscal,
cliff
and
right-size
the
system,
including
closures
and
mergers,
is
the
district
moving
any
money
to
us
and,
if
so,
how
much?
And
what
is
that
going
to
look
like
because
I
think
sort
of
parallel
process
like?
Are
we
seeing
the
district
also
making
decisions
around
right
sizing
as
well?
Yeah.
C
So
Chief
Cooter
you
can.
This
is
something
I
have
been
speaking
about
and
and
I
I've
told
our
central
office
that-
and
this
is
in
a
good
way
that
we,
this
is
the
last
year
we
won't
do
an
actual
zero-sum
budget
right
going
forward.
We
need
to
look
at
every
investment
we
make
and
scrutinize
it
going
forward
to
balance,
but
in
the
meantime,
go
ahead.
Chief
cooter.
X
Yeah
I
would
say,
I
mean
there's
limited
new
investments
in
in
central
office
this
year,
it's
mostly
in
capacity
building
in
areas
that
you've
that
that
are
in
support
of
some
of
the
big
changes
we're
making,
and
so,
for
example,
we
we
know
we
need
to
continue
to
invest
in
cultural
teacher,
diversity
and
cultural
diversity
in
terms
of
our
recruiting
staff.
X
So
we
need
to
sustain
some
of
those
assur
Investments
sort
of
long
term,
but
as
a
superintendent
mentioned,
I
think
there's
going
to
be
a
critical
eye
to
both
the
investment,
the
Investments
that
were
promised
on
Esser
that
have
not
yet
started
and
we'll
go
back
and
sort
of
detail
out.
X
Some
of
the
changes
that
we're
making
to
Esser
to
support
this
funding
that's
moving
over
and
then
we
need
to
start
our
initiatives
around
really
going
top
to
bottom
in
every
Department
to
evaluate
their
vacancies
to
eliminate
the
ones
that
don't
need
to
continue
to
be
able
to
sustain
the
ones
that
are
most
critical.
C
Quite
I
can
think
of
expenditures
like,
for
instance,
to
Vice
chair
O'neill's
point
about
technology.
The
laptop
refresh
is
something
that
we
will
move
to
Esser,
which
is
sizable
in
rather
than
distribute
over
three
years.
That
will
be
a
one-time
expenditure.
Some
of
the
data
system.
You
know,
structure
pieces
that
we
would
normally
invest
in.
We
can
move
so
there
are.
There
are
those
pieces
that
will
be
very
strategic
in
doing,
and
this
is
all
to
say
that
the
District
central
offices
are
going
through
the
same
process
as
the
schools.
H
Happy
and
my
final
question
this
one's
super,
easy
I
just
want
to
make
sure
I'm.
Reading
the
slide
correctly.
Are
we
projecting
an
enrollment
increase
next
year?
It
looks
like
we're
back
over
50
000
students.
X
The
we
we
are,
anticipating
fewer
students,
next
fall
than
we
have
enrolled.
This
fall.
However,
this
fall.
We
over
projected
the
decline,
and
so
our
projected
numbers
are
increasing,
based
on
a
number
of
factors,
most
notably
the
return
of
English
learner
students,
but
we
are
not
anticipating
more
students,
October
1
or
at
any
point
next
year
than
we
have
this
year,
but.
C
We
reach
Peak
at
different
with
different
populations
at
different
times.
The
other
thing
I
will
say
in
a
very
positive
way.
Is
that
looking
at
round
one
we're
about
700
students
over
and
above
where
we
were
at
this
time
last
year,
and
that's
not
you
know
that
that's
exclusive
of
the
K1,
so
that's
that's
amazing
and
very
promising.
H
I
still
don't
fully
understand
the
projection
piece
here,
but
I'm
gonna
move
off
of
it
for
now.
Thank
you
so
much.
X
We
will,
and
if
for
the
school's
Hearing
in
two
weeks,
we'll
talk
more
about
this
projections
because
it
it
is
a
confusing
part
of
the
process
and
so
I
think
what
you're
seeing
on
that
slide
is
the
change
projections
to
projections,
not
actuals
to
projections,
and
so
you
could
think
about
a
projections
change
as
two
parts.
H
But
it's
still
a
positive
change
when
we
anticipate
decline,
I
just
I've,
you
know,
I
had
seen
other
projections
I'm
thinking
about
the
work
that
we
did
in
New
York
and
the
the
goal
of
projections
was
to
show
where
you
would
be
at
Peak
enrollment
and
you
would
have
the
capacity
for
Peak
enrollment
not
to
project
more
than
your
Peak
enrollment
would
be,
and
then
you
get
a
much
more
accurate
budget
exercise
at
this
point.
We're
talking
about
a
few
hundred
students,
but
given
the.
T
T
T
In
reality,
our
enrollment
dropped
only
about
550
students,
so
our
projection
was
was
too
low
for
what
actually
happened,
and
that
was
offset
by
the
fact
that
we
had
thought
that
might
be
the
case.
So
we
had
to
hold
harmless
policy
in
place,
we're
projecting
a
continued
decline.
T
So
in
this
in
its
simplest
terms,
if,
if
we
lost,
you
know
sort
of
550
kids
this
year
and
then
we're
projecting
to
lose
another
550
next
year,
then
that
would
be
a
total
of
being
down
about
1100
students.
But
since
we
projected
a
1200
student
decline
for
this
year,
we
would
then
need
to
project
a
100
student
increase
for
next
year
to
bring
the
two-year
total
to
what
we
had
more
accurately
project.
And
we
can
prepare
a
slide
for
the
next
presentation.
That
goes
through
the
numbers.
But.
T
So
the
the
projected
enrollment
is
always,
above
our
actual,
so
when
we
say
we're
projecting
a
number
for
next
year,
there's
never
going
to
be
a
point
in
time
when
we're
at
that
number,
because
special
ed
enrollment
Peaks
at
a
different
time
than
generalized
enrollment.
So
we
can
prepare
a
slide
for
you
for
next
time.
That
shows
sort
of
actuals
and
projections
side
by
side
to
help
explain
the
difference
in
those
numbers.
B
Thank
you.
Anyone
else
before
I
make
a
couple
of
questions.
B
Yeah,
I
I
want
to
thank
both
the
team.
Thank
you,
Mr
Cooter,
Mr
Bloom
and
your
whole
team
for
the
work
that
you've
done
getting
us
this
far,
but
I
also
want
to
thank
the
members
for
their
very
thoughtful
and
probing
questions
I
feel
like
we
are
ready
for
some
very
difficult
conversations
moving
forward.
B
The
issues
that
got
raised
tonight
with
regard
to
you
know
making
hard
decisions
coming.
You
know
trying
to
come
out
of
the
pandemic
and
out
of
Esser,
but
understanding
that
we're
back
and
looking
at
whether
the
whether
the
direction
of
the
district
and
with
all
of
the
numbers
of
changes
that
we're
going
to
need
to
talk
about
in
this
next
year.
You
know
what
is
going
to
be
the
impact
of
increasing
inclusion
as
we're
be
as
we
get
the
report
on
the
state
of
our
buildings.
What
is
that
going
to
mean?
B
How
are
those
two
things
you
know
coming
together
in
terms
of
what
the
future
of
our
buildings
need
to
be?
Also
as
we're
looking
at
the
changes
in
you
know,
numbers
you
know,
and
when
we
have
more
three-year-olds,
we
haven't
even
discussed
that
you
know
there
are
just
so
many
different
things
that
will
impact
both
the
the
number
of
students
who
those
students
are
and
what
we
need
to
do.
But
it's
clear
from
tonight
that,
as
a
team,
we
have
the
appetite
to
really
dig
into
those
conversations.
B
There
will
be
things
that
we
will
continue
to
need
from
the
district,
because
we
still
need
that
vision.
You
know
what
is
the
vision
for
what
this
District,
given
all
of
these
things
that
we
know
are
impacting
us
or
could
impact
us?
What
do
we
feel
the
vision
of
the
district
will
be
for
the
next
three
to
five
years,
because
we
know
the
decisions
we
will
begin
to
make
around
facilities
will
impact
us
for
25
years
or
more
so,
there's
so
much
about
understanding
the
dollars
where
they
can
go.
B
What
they
represent
needs
to
be
clarified,
and
you
know
I'm
looking
forward
to
listening,
learning
more
and
also
getting
some
real
information
about
what
over
the
past
several
years
on.
Esther
has
looked
like
not
only
at
the
district
level
but
at
the
individual
School
level,
so
that
we
best
can
understand
what
we
have
gained
from
our
investments
and
but
where
else
do
we
need
to
to
look
differently
at
what
we're
doing
so?
B
I
just
want
to
say
thank
you
again
and
we
clearly
look
forward
to
having
the
next
conversations
as
we
move
forward
over
the
next
two
months.
To
do
that.
B
So
to
my
members,
I
say:
please
keep
your
questions
coming,
because
I
think
we
we
all
share
many
of
the
same
issues.
We
may
presented
a
bit
differently,
but
I
think
the
more
that
we
can
all
learn
together,
the
better
we
will
be
able
to
support
in
you
know
the
district
moving
forward
so
superintendent,
yes,.
C
Thank
you,
chair
could
I
just
ask
for
all
of
our
Chiefs
and
deputies.
Could
you
turn
your
cameras
on
for
a
minute
yeah.
C
I
want
to
acknowledge-
certainly
you
know:
Chief
Cooter
and
Deputy
bloom
in
in
the
whole
budget
and
finance,
but
this
is
a
team,
that's
what
we
are.
This
is
a
team
and
and
behind
this
is
also
our
school
leaders
who
are
going
to
be
working
with
with
us
over
the
next
three
to
five
years
to
rightsize
the
district
and
make
sure
that
we're
strategic
and
aligned
in
how
we're
spending
our
budgets.
C
But
this
is
the
group
of
leaders
that
are
going
to
be
leading
that
work,
so
I
just
want
to
acknowledge
them
publicly.
I
want
to
thank
them.
It's
an
honor
to
serve
with
all
of
them,
and
I
can
say,
with
with
full
confidence
that
they've
put
heart
and
soul
into
this
budget.
Foreign.
B
So
again,
thank
you.
Everyone
and
I'd
like
to
remind
everyone
that
tonight
marks
the
beginning
of
a
dynamic
two-month
budget
process.
We
have
a
series
of
remote
budget
hearings
scheduled
over
the
next
several
weeks,
starting
on
Thursday
February
16th
at
5
PM.
You
can
review
all
of
the
budget
documents
online
at
bostonpublicschools.org
budget.
B
You
can
email
your
contents
to
budgets
at
bostonpublicschools.org
and,
of
course
you
can
email
the
committee
by
visiting
the
committee's
webpage
bostonpublicschools.org
school
committee.
Your
input
is
critical
as
we
consider
the
superintendent's
budget
recommendation
for
the
next
fiscal
year
and
again
the
committee
will
vote
on
the
superintendent's
final
fiscal
year.
24
budget
recommendations
on
March
22nd,
we'll
now
move
on
to
public
common
armed
reports,
Ms
Sullivan.
B
Thank
you,
are
you,
oh
sorry,
is
there
any
new
business.
B
I
I'd
like
to
raise
two
things
that
we
will
have
to
come
together
as
a
committee
to
discuss
at
a
later
date
and
we'll
probably
need
a
retreat,
but
part
of
our
responsibilities
is
the
superintendent's
evaluation
and
I
know
for
the
majority
of
us.
People
have
not
done
one
so
I
am
going
to
be
coming
back
to
you
and
setting
up
a
training
with
Glenn
kuchu
so
that
we
can
understand
the
process
that
we
will
need
to
take
take
on
in
the
next
couple
of
months
to
do
this.
B
The
other
thing
is
to
remind
everyone
that
we
are
obviously
having.
There
are
a
lot
of
community
engagement
opportunities
to
go
out
and
be
with
the
community
to
listen
to
the
variety
of
presentations
that
are
being
done
across
the
city
for
the
green
New,
Deal
and
I
hope
that
each
person
can
go
to
a
couple
of
different
ones,
I
think
particularly
to
go
to
to
part
to
the
city
or
communities
that
you're
least
familiar
with
less
familiar
with.
B
So
you
can
get
into
here
what
the
differences
are
in
the
conversations
and
the
concerns
that
different
folks
are
raising
as
we
get
to
do
this
work
and
so
I
know,
Miss
Sullivan
had
sent
out
the
the
list
of
dates
and
I
hope
that
folks
can
take
advantage
of
doing
those
over
the
next
couple
of
months.