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From YouTube: Boston School Committee Meeting 1-12-23
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.
B
E
F
G
H
K
A
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
Executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
United
Steel
collector
Steel
Workers
Local
2936.
The
bus
monitors
to
have
this
discussion
in
an
open
meeting
would
have
a
detrimental
effect
on
the
committee's
bargaining
position.
A
L
G
I
K
A
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
United
Steel
Workers
Local
2936,
also
known
as
our
bus
monitors.
A
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
January
11th
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.
A
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.
A
N
I
A
D
D
Well,
we're
happy
to
read
and
and
get
reports
that
the
violent
instances
are
down
across
the
city.
We
also
realize
that
any
amount
of
violence
in
our
communities
around
our
schools
in
our
schools
affects
our
students
and
families
is
too
much
in
recognizing
and
responding
to
this
area
of
need
shown
in
our
schools.
D
D
We
thank
those
who've
already
provided
feedback
and
we're
looking
forward
to
hearing
additional
feedback
from
others,
as
we
continue
the
process
using
the
racial
Equity
planning
tool,
we
have
heard
from
young
people
different
education,
advocacy
groups
and
advocates
parents,
along
with
others,
including
a
meeting
with
the
faith-based
community
and
another
one,
that's
scheduled
for
this.
Coming
week,
we
received
feedback
that
the
supports
that
our
approach
that
are
framing
of
this
work
is
is
evolving,
but
it
is,
it
is
it's
calm.
D
You
know,
I
think
it's
feedback
and
comments
that
will
strengthen
our
model
and
certainly
I,
think
reinforces.
You
know
what
we've
heard
collectively
around
making
sure
that
it's
trauma-informed
approach
that
it's
a
restorative
approach
and
that
it
has
our
students
at
the
center.
D
D
D
You
know
our
schools
division
did
an
incredible
amount
of
work
for
planning.
They
worked
on
a
robust
plan
to
have
central
office
staff
ready
to
deploy
to
the
schools
in
a
bench
format
in
each
of
the
regions.
If
a
need
for
extra
support
evolved
about
200
Central
staff
were
at
the
ready,
they
formed
benches
of
20
to
25
per
region.
D
The
teamwork
was
exactly
what
I
hoped
and
expected
of
employees
and
I'm
proud
that
they
they
came
to
it
with
enthusiasm
and
with
a
willingness
to
help
out
and
I
know
that
you're
equally
proud
of
that.
You
know
we
are
here
to
serve
our
students,
and
sometimes
that
literally
means
dropping
what
we're
doing
and
jumping
in
to
be
able
to
do
so,
and
they,
our
Central
staff,
have
done
that.
D
I'm
just
really
grateful
to
have
Central
staff
who
were
willing
to
pause
their
work,
which
in
many
cases
meant
they
still
had
to
continue
it
in
other
time
in
order
to
really
help
out
our
schools
and
be
there
in
the
classrooms
in
the
main
offices-
and
you
know,
and
as
greeters
and
even
at
lunch
time
to
be
able
to
support
when
there
was
staff
absence,
we'll
continue
to
monitor
the
numbers.
D
D
D
You
know
as
well
to
just
continue
to
look
at
our
data
and
to
review
our
protocols
again,
letting
the
Data
Drive
decision
making
I
really
want
to
thank
just
incredible
incredible
thanks
to
the
BPS
Community
itself,
to
the
students
to
our
families,
to
our
staff
to
Our
Community
Partners,
who
spread
the
word,
and
you
know
really.
You
know
the
last
couple
of
years
have
been
extremely
challenging
and
for
many,
the
idea
of
masking
even
temporary
was
difficult,
but
people
have
really
done
a
great
job
with
it.
D
So
I
just
really
want
to
thank
the
community
for
working
together
on
this
critical
issue
and
getting
us
through
this
high
risk
two-week
period,
positive
update
on
school
choice.
You
know,
school
choice
is
opened,
we're
on
day
six
of
registration
I'm
happy
to
report
that
our
numbers
are
up.
At
the
end
of
the
day.
D
Yesterday
we
had
912
families
that
had
registered
for
the
school,
and
that
represents
an
increase
from
last
year
at
this
time
where
it
was
451,
families
and
I
think
this
is
a
you
know,
really
a
a
tribute
to
a
number
of
strategies
we're
using
obviously
moving
the
K2
into
the
first
round.
The
virtual
registration
visits
have
been
extremely
popular
with,
with
some
of
our
prospective
parents.
D
It
really
cuts
down
on
the
appointment,
wait
times
and
the
crowds
in
the
centers,
and
it
just
offers
another
Avenue
for
parents.
We
have
ads
out
in
the
MBTA
trains
and
buses.
We
have
public
service
announcements
running
in
Spanish
and
other
languages
to
promote
school
choice
this
year.
Registration
for
round
one
as
a
reminder
runs
through
February,
3rd
and
I
will
continue
to
keep
the
committee
updated
on
the
progress
and
any
trends
that
we're
seeing
with
with
registration,
but
just
a
real
real
kudos
to
the
entire
registration
team.
D
Family
and
Community
engagement,
just
terrific
work,
so
many
bright
spots.
You
know
since,
since
returning
chef
and
restaurant
owner
Joanne
Chang
came
to
Madison
Park
and
at
Madison
Park
she
shared
her
story
about
her
food
business
with
BPS
students.
D
She
owns
flower
Bakery,
which
I'm
sure
many
of
you
have
been
to
and
I
think
it
was.
It
was
great
for
the
students
to
be
able
to
hear
directly
about
what
it's,
what
it
was
to
open
a
business
in
the
area
of
her
passion
and
love
in
the
culinary
and-
and
this
is
the
exact
type
of
bringing
businesses
in
that
we
want
to
do
to
be
able
to
make
that
connection
of
Applied
learning.
With
our
students.
D
That
total
is
2.5
million
dollars
for
those
students
we
had
13
BPS
seniors,
who
were
among
51
Boston
area
students
who
will
be
attending
Bryn
Mawr
they'll
be
attending
Bucknell
Center
College
records,
Union
College.
This
is
the
Posse
program.
Is
such
a
wonderful
program
for
helping
our
students
attach
and
feel
supported
as
they
take
that
big
step
into
the
post-secondary
world
and
support
it
financially,
social
emotionally
academically.
So
we're
thrilled
and
Incredibly
proud
of
those
13
BPS
students.
D
I
would
like
to
give
a
special
recognition
to
Hassani
little.
You
may
have
seen
hassani's
story
on
the
news.
Hassani
is
a
third
grader
at
the
PA
Shaw
Elementary
in
Dorchester
and
Hassani
was
presented
with
a
commendation
from
the
Boston
fire
department
for
leading
his
family
and
neighbors
to
safety
from
a
house
fire
that
happened
in
early
December.
D
D
I
would
love
for
all
of
you
to
join
anyone
in
the
public,
we'll
highlight
The,
Life
and
Legacy
of
Dr
King
and
through
a
celebration
of
the
Arts
BPS
students
will
be
singing
dancing
sharing,
poetry
the
evening
in
the
program
will
be
one
of
Celebration
and
it'll
also
be
live
streamed
through
Fox
25.
That's
the
event
media
sponsor!
So
look
forward
to
seeing
some
of
you
tomorrow
evening
and
congratulations
to
the
boys
and
girls
hockey,
teams
at
Boston,
Latin
School
and
at
Boston
Latin
Academy.
D
These
teams
were
part
of
the
roster
that
had
the
opportunity
to
actually
participate
in
the
Fenway
froze,
so
we
we
just,
they
gave
us
great
pride
and
we're
happy
that
they
got
to
celebrate
and
be
part
of
something
very
special
I'd
like
to
provide
the
committee
with
some
updates
on
our
sip
again.
This
is
our
systemic
Improvement
plan
that
we
have
through
the
department
of
Ed.
D
You
know
we
have,
and
we
continue
to
make
really
good
progress
over
the
last
six
months
and
continue
to
make
that
progress
in
multiple
aspects
of
the
plan.
I
really
want
to
take
a
moment
to
recognize
and
applaud
the
work
of
our
assistant,
superintendent
of
data
strategy
and
implementation,
Monica
Hogan,
her
team,
her
leadership
really
for
leading
the
charge
and
ensuring
that
we
all
work
together
on
this
critical
work
later
tonight.
You
will
hear
another
report
from
the
Council
of
great
City
Schools.
This
one
will
be
on
their
findings
for
transportation.
D
This
report
was
initiated
as
one
of
the
requirements
of
the
Sip
and
we
received.
We
actually
submitted
that
report
to
Destiny
earlier
this
afternoon,
but
this
was
one
that
we
were
eagerly
awaiting.
We
really
wanted
to
hear
what
the
council's
perspective
was
and
their
recommendations
were
so
we'll
be
eager
to
hear
from
director
Hart
as
we
go
go
throughout
the
evening.
We're
also
excited
to
announce
that
we're
launching
a
transportation
advisory
Council,
so
this
idea
originated
from
our
work
with
parents
and
Advocates
over
the
past
several
months.
D
This
group
will
serve
as
a
sounding
board
for
transportation
issues
and
to
help
to
inform
strategy
around
our
policies
and
practices
and
will
include
students,
parents
and
BPS
staff.
This
group
will
play
a
key
role
in
informing
our
responses
to
the
recommendations
from
the
Council
of
great
City
Schools
report
and
actually
there's
some
mention
in
there
of
the
kind
of
cross-sector
work
and
stakeholder
work
and
ensuring
that
we're
constantly
being
informed
by
those
who
are
the
recipients
of
our
transportation.
D
Historically,
this
first
week
back
from
the
break,
has
been
a
challenge.
Year
after
year
in
BPS,
we
generally
see
much
higher
numbers
of
driver
absences
due
to
travel
and
and
so
forth.
Although
this
continued
to
be
a
challenge
this
year,
we've
seen
significant
improvements
from
the
prior
years
and
we
continue
to
work
with
our
drivers
and
with
trans
Dev
to
implement
operational
changes
in
the
new
drivers,
Union
contract.
D
You
know
we
know
that
in
multiple
areas
of
transportation
and
the
council
report
will
inform
this,
we
have
a
long
way
to
go,
but
we're
really
encouraged
by
the
progress
and
we're
going
to
keep
working
hard
with
trans
Dev,
keep
working
hard
with
our
drivers
and
Union
to
meet
and
exceed
the
benchmarks
that
have
been
set
for
us.
D
Finally,
in
closing,
you
know,
as
we
kick
off
the
new
year,
I
really
want
to
thank
all
of
you
for
your
continued
support.
I
had
a
milestone
last
week
in
that
I
reached
the
100th
day
of
my
superintendency
I
had
really
a
wonderful
opportunity
to
speak
with
one
of
one
of
the
students
at
the
O'brien,
a
senior
jonathanagio
and
he's
just
a
very
talented
young
man.
It
was
wonderful
to
hear
about
his
plans.
D
He
had
the
chance
to
ask
me
questions
as
I
reached
my
100th
day
about
looking
back
and
looking
forward
in
BPS
and
I
really
had
the
opportunity
to
to
give
my
thanks
to
to
you
to
the
to
our
mayor,
to
the
to
the
city
council,
to
our
staff
and
our
students
and
our
families,
for
just
the
support
and
the
ongoing
dialogue
to
make
our
system
the
best
system
that
it
can
be
for
those
that
we
serve,
and
you
know
I
I,
come
to
that
100
day,
Mark
with
just
much
optimism
and
hope
that
you
know
we
are
going
to
make
BPS
a
district
that
we're
all
incredibly
proud
of,
and
that
serves
our
students
and
our
families.
A
Thank
you,
superintendent
and
again,
congratulations
on
your
first
100
days
and
I'll
open
it
up
to
questions
and
discussion
from
the
committee
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
Norm
that
we
each
have
five
minutes
one
to
two
questions,
I'd
like
to
remind
DPS
stab
to
also
be
brief
in
your
responses.
If
you
have
additional
questions,
I'll
come
back
into
the
second
round.
If
you
have
a
question,
please
raise
your
virtual
hand
or
put
a
request
in
the
chat
start
with
you.
Dr
alkins.
M
M
Congratulations
to
you,
superintendent,
from
Skipper,
with
reaching
100
days
and
I'm,
pretty
sure
that
it's
had
his
ups
and
downs
and
but
of
course,
a
lot
of
Paving
the
way
for
future
progress,
so
I'm
excited
for
for
you
and
the
and
and
the
work
that
lies
ahead
and
also
I
wanted
to
certainly
send
a
shout
out
to
De
Laverne,
who
I
know
has
been
diligent
in
making
sure
that
the
transportation
that
we've
done
for
years
has
been
improving.
M
So
it's
good
that
you
know
hearing
that
after
the
break
we've
we've
been
able
to
maintain
an
over
90
rating
in
terms
of
routes
being
covered.
Actually,
I
was
curious
to
know
about.
If
we
actually
have
heard
any
update
back
from
the
lift
relationship
that
we
talked
about
and
I
know,
I
had
heard
that
they
had
sort
of
gone
silent
a
little
bit,
but
have
we
heard
anything
about
that
on
that
front?
Yeah.
D
So
attorney
Mackie
is
on
I
I,
don't
know
if
she
is
the
lead
on
on
that
piece
of
negotiation.
I,
don't
know
if
there's
anything
public
that
that
you
can
state
Lisa.
D
O
I
can
also
jump
in
here.
So,
as
a
superintendent
said,
we
were
continuing
to
work
to
prioritize.
This
Lyft
did
have
to
pause
on
their
end
as
they
went
through
some
some
transitions,
but
they
have
they
have.
Let
us
know
that
they're
re-engaging
with
this
work
and
we're
looking
forward
to
hearing
from
them
soon
and
we
hope
to
we
hope,
to
be
able
to
provide
additional
updates
soon.
O
P
Hello,
echoing
the
congratulations
to
you,
but
also
to
all
of
the
students
and
and
their
incredible
achievements,
particularly
our
Posse
Scholars,
what
a
sort
of
life-changing
opportunity
for
them
to
to
be
able
to
access
school
with
with
that
type
of
support,
so
congrats
I
have
three
questions.
I'll
start
with
the
first
one,
one
I'm
just
curious,
as
you
sort
of
briefly
talked
about
the
Sip
I'm,
still
thinking
about
special
education
for
the
fall
and
I'm
thinking
about
it,
even
more
specifically,
as
families
are
making
choices
for
next
year.
P
Thinking
about
the
right
place
for
their
young
person,
I'm
curious.
What
updates
we
have
more
concretely
around
schools
who
have
moved
into
any
sort
of
stage
of
planning,
around
inclusion
models
for
the
fall
and
sort
of
any
top
lines
that
you
have
around
sort
of
momentum
in
that
space,
including
leadership
and
then
I
guess.
The
third
piece
is
like,
as
a
parent
sort
of
where
am
I,
going
to
get
that
information
and
sort
of
how
do
I
know.
What's
changing
structurally
at
a
school
as
I'm
making
a
decision
for
the
fall
sure.
D
So
great
questions
I
will
tag
in
Dr
Chen,
just
more
specifically
on
the
inclusion
piece,
but
what
I
can
say
is
we're
working
actively
with
the
cohort
of
22
schools
who
are
at
a
range
of
Readiness
with
inclusion,
some
who
have
been
doing
inclusive
practice.
Others
who
want
to
part
of
that
is
also
the
budget
process
for
them,
and
so,
as
they
come
into
collab
budget
collaboratives
and
then
eventually
into
probable
org,
they
will
be
putting
forth
for
support
their
models
of
inclusion.
D
D
I
know
that
on
the
Staffing
piece,
Dr
Chen
has
working
hard
on
this
I
do
believe
over
the
next
week
to
two
there
will
be
some
announcement
around
the
senior
advisor
position
which,
just
as
a
reminder,
is
going
to
be
key
in
helping
to
ensure
the
action
planning
for
the
console
grade.
City
Schools
overall
report.
D
Additionally,
for
that,
we
have
a
national
search
going
for
what
we
increased,
a
position
to
chief
of
special
education.
Previous
to
that
it
had
been
a
lower
level
in
the
organization,
and
we
felt
given
the
importance
of
the
work
for
that
and
for
omme
that
those
two
positions
would
be
cheap
positions
And.
So
there's
a
national
search
going
on
right
now
for
those
positions,
Dr
Chen,
I,
don't
know
if
there's
anything
else
that
you
want
to
add
to
that.
Q
Sure,
just
real
quick
on
the
specifics
of
your
question
and
thank
you
in
terms
of
the
transition
to
full
inclusion.
We
certainly
have
schools
in
the
cohort,
as
a
superintendent
mentioned
and
part
of
that
work
is
very
deliberate.
Deep
dive
work
around
the
structures
and
the
current
implementation
of
tier
one
supports
and
multi-tiered
systems
of
support,
so
the
school
teams
are
really
building
and
strengthening
their
structures.
Q
At
the
same
time
as
you
reference,
there
are
some
schools
that
are
ready
for
structural
changes
in
terms
of
different
types
of
classes,
moving
forward,
and
so
there's
a
handful
of
those
schools
who
have
met
together
deeply
with
central
office
staff
and
we're
now
reviewing
we're
in
that
probable,
org
and
budget
collab
cycle.
Where
we're
now
reviewing
the
requests
for
Staffing
and
the
particular
models
and
I
really
want
to
give
a
shout
out
to
the
schools,
because
it's
not
about
starting
with
a
model
and
then
plugging
kids
into
it.
P
P
I
guess
the
question
I
have
here
is
for
a
family,
I.
Guess
two
things
like
if
I'm
looking
to
like
I
know
what
I'm
looking
for
as
a
parent
and
like
that's
the
the
type
of
environment
I
want
my
young
person
to
be
in
regardless
of
their
disability
status
as
a
parent.
Is
there
any
new
news
for
them
as
they're,
applying
to
schools
for
the
fall
around
program,
changes
that
are
potentially
happening
at
a
school
or
is
that
the
kind
of
20
24
25
school
year,
information
that
gets
shared?
D
D
I
was
just
gonna
say
so
we
see
next
year
as
the
planning
year,
and
so
what
we're
doing
is
to
align
resources,
so
schools
can
do
that
thoughtfully
and
then
be
able
to
communicate
clearly
to
families.
This
is
what
they
can
expect.
So
that
would
be
to
your
point
for
the
admission
for
the
following
school
year.
D
That
said,
I'm
sure
that
escalidas
describe
their
schools
and
their
vision
of
the
schools
and
what
they're
hoping
to
accomplish
part
of
that
conversation
with
families
is
to
be
clear
that
they
are
a
cohort
one
inclusion
school
and
that
they
do
plan
to
be
building
out
their
inclusion
model.
Okay,.
D
J
Thank
you,
madam
chair
Can,
folks,
hear
me
because
I
know
my
micro,
perfect
and
I
hear
footsteps,
so
apologies
in
advance.
Thank
you,
so
much
superintendent
for
the
updates,
especially
encouraging
to
hear,
oh,
my
goodness,
especially
encouraging
to
hear
the
pieces
around
the
community
engagement
as
it
relates
to
the
student
support
and
safety,
because
I
know
that
that
is
a
concern,
and
that
was
also
there
were
public
comments
that
were
brought
up
to
our
attention.
J
J
Thank
you.
So
much
so
I
have
a
beautiful
drawing
in
school
I'll
make
it
quick.
So
one
of
the
pieces
that
you
brought
up
was
around
school
choice
season,
and
you
mentioned
that.
There's
an
increase
in
families
who
are
engaging
with
our
process,
I,
remember
from
my
own
Journey,
but
also
from
community
members
that
I
hear
from
that.
J
When
families
here
were
where
they
actually
have
the
option
of
registering
or
where
they're
actually
assigned
tends
to
be
much
later
in
the
year
than
is
typically
helpful
for
families
who
are
making
decisions,
and
so
obviously
this
year
is
underway,
but
I'm
curious.
What
is
the
long-term
thinking
as
it
relates
to
adjusting
our
calendar
to
really
meet
the
needs
of
families
and
decision
making,
because
finding
out
at
the
end
of
March,
whether
you're
going
to
be
in
K1
or
at
a
daycare,
is
really
challenging.
J
D
That
yeah,
so
this
is
thank
you
for
the
question,
so
this
is
active
conversation
right
now,
because
it
also
you
know,
our
our
assignment
system
is
also
very
intertwined
in
many
of
our
other
systems,
like
our
transportation
like
our
summer
programming,
so
the
earlier
that
we
can
move
timelines
back,
I
think
the
the
better
planning
we
do
for
everything.
So
this
is
active
conversation,
however,
because
they
are
all
intertwined.
We
can't
do
things
unilaterally
where
you
just
move
one
system.
D
So
this
is
the
reason
why
these
three
Hefty
reports,
but
in
particular
the
transportation
and
special
education,
we're
eagerly
awaiting
them
and
and
now
that
we
have
them,
it's
been
to
be
able
to
really
try
to
come
up
with
a
cohesive
plan
where
the
timelines
all
match.
D
One
of
the
intricacies,
obviously
for
us,
is
that
Charters
and
privates
are
on
a
different
timeline,
and
so
this
this
is
one
of
the
one
of
the
hard
details
for
us
that
we're
trying
to
work
through,
because
you
also
see
that
it
also
creates
barrier
for
our
parents
in
when
they
find
out
about
assignment,
because
those
timelines
of
acceptance
don't
don't
align.
So
what
I
will
say
is
these
are
active
conversations
that
we're
having
with
the
compact.
D
These
are
active
conversations
we're
having
internally
with
the
goal
of
wanting
to
be
able
to
move
our
timelines
backwards.
But
as
of
right
on
this
moment,
we
don't
have
a
plan.
Yet
for
what
that
looks
like
in
year,
one
in
year,
two
and
year
three
of
implementation,
but
know
that
it's
an
overall
goal
for
us
to
be
able
to
get
that
information
to
our
parents
more
quickly
and
to
to
try
to
do
some.
Cooperative
alignment
relative
to
the
compact
I.
J
Appreciate
that
I
mean
I
honestly
it
as
somebody
who
has
gone
through
the
process.
Yeah
like
this
is
I
also
think
of
it
as
an
enrollment
strategy
and
like
this
is
how
we
keep
families
in
our
system,
because.
D
J
Seeing
them
out
by
having
to
make
a
choice
without
being
able
to
engage
with
us,
I
appreciate
the
work
and
the
continued
conversations
on
that.
My
other
question
is
related
to
the
upcoming
breaks
for
February
break
and
for
April
break
we're
a
little
longer
than
a
month
out
or
actually
probably
a
month
out
from
February
break,
and
so
would
love
to
hear
an
update
as
to
how
we're
engaging
with
students
and
families
for
any
activities
that
may
be
happening
within
BPS.
J
D
Right
so
I
will
I
just
ask
if
Drew
Drew
can
pop
on
for
a
minute
to
talk
about
the
acceleration
academies
or
Dr
Chen
and
also
Denise
T
Snyder.
If
you
can
just
talk
about
the
work
that
we're
doing
with
with
the
community
orgs
around
opportunities.
S
Sure
thank
you
good
evening.
It's
good
to
see
everyone
again.
I
do
want
to
touch
on
acceleration
academies
and
the
strategy
this
year
that
we
are
working
intensively
with
our
transformation
schools
and
some
additional
schools
based
on
the
opportunity
indexed
and
so
that
active
planning.
S
We
are
near
the
finish
line
and
having
everything
in
place
for
very
exciting
and
robust
opportunity,
acceleration
academies
and
and
I
will
certainly
defer
to
my
colleagues
around
the
content
of
those
academies.
We
are
consistently
working
with
our
partners
just
in
terms
of
sharing
information
about
what
they
may
have
going
on.
S
We
know
that
BPS
is
one
solution
for
families
and
students.
So
much
more
is
around
what
we're
doing
to
share
the
good
work
in
the
offerings
and
the
opportunities
in
our
Community
Partners,
whether
that's
the
YMCA,
whether
that's
the
Boys
and
Girls
Club,
whether
that's
dozens
of
smaller,
more
local,
lies
programs.
S
That's
really
I
think
part
of
our
solution.
I,
do
not
have
that
list
in
front
of
me
and
we
can
certainly
provide
more
detail
on
who
those
partners
are
and
the
work
we're
doing,
to
connect
to
families
happy
to
do
that,
but
wanted
to
just
chime
in
about
where
we
are,
with
the
acceleration
academies
and
transformation.
Schools.
J
Yeah
I
think
for
me,
what
would
be
helpful
is
to
get
an
understanding
of
where
Excel
academies
are
taking
place,
but
but
also,
but
also
what
enrollment
we're
a
month
out
right.
So
our
families
enrolled
our
students,
families
know
our
students
enrolled
if
we
are
targeting
students
just
making
sure
that
they're
they're
actually
going
to
have
the
ability
to
show
up
and
then
I
know.
One
of
the
challenges
that
we've
had
in
the
past
is
Transportation
around
these
breaks,
and
so
how
is
that
being
communicated?
J
And
how
is
that
being
addressed
with
families
so
that
they're
they
are
able
to
engage
with
these
opportunities.
Yeah.
D
So
so
there
has
definitely
been
there's
definitely
been
work
been
that
has
been
taking
place
over
the
last
few
months
around
the
planning
off
or
the
transformation
schools.
Part
of
why,
on
the
acceleration
academies,
we
did
a
very
specific
Transportation
transformation.
Focus
was
so
that
we
could
actually,
with
the
transportation,
make
sure
we
were
guaranteeing
the
transportation
for
those
schools.
Those
sign
ups
happen
at
the
schools
director.
D
Sabin
has
been
working
on
that
you
know
night
and
day,
so
we're
very
confident
that
there's
going
to
be
a
good
turnout
for
students
in
the
transformation
schools
with
acceleration
academies,
I
think
the
the
part
that
I
would
say
that
you're
bringing
up
about
opportunities
for
vacation
time
and
I
think
I
would
actually
say
year
round.
D
We
put
a
tremendous
amount
of
effort
with
Boston
and
Beyond
in
the
summer
programming
and
it
pays
off
it's
very
it's
cold.
It's
you
know
it's
it's
it's
comprehensive,
it's
well
orchestrated
and
then
September
Comes
and
there's
much
less
focus
on
the
comprehension
and
much
more
about
the
individual
School
sites
and
partners.
So
I
just
had
this
conversation
with
the
Youth
Opportunity
agenda.
D
Folks
about
needing
to
put
the
same
intentionality
to
the
year
round,
so
in
other
words
September
to
May
or
to
June
that
we
do
for
the
summer,
so
that
for
parents,
it's
very
clear
at
the
different
grade
levels,
what
opportunities
students
have
in
the
after
school
hours
on
Saturdays
right?
We
need
to
be
doing
that
same
build
up
of
menu,
so
acceleration
academies
are
are
easy
in
the
sense
that
they
have
a
particular
format
and
structure.
D
And
it's
clear
who
they're
for
what
I'm
more
concerned
about
is
what
are
the
opportunities
that
we
can
offer
any
student?
That's
in
a
school
during
that
time,
when
parents
are
looking
for
constructive
activities
for
their
students
and
students
are
looking
for
that
as
well.
I
think
this
is
going
to
be
something
that
we
jointly
do
with
the
city,
because
I
think
you
know.
D
Obviously
it's
not
something
the
district
can
do
as
its
own
lift,
but
it's
something
with
Rebecca
Granger
we've
been
having
active
conversations
about
and
I
would
anticipate
obviously
going
into
this
school
year.
We
did
not
have
the
time
for
the
we
did
not
have
the
vision
and
the
time
for
the
planning
for
that,
but
for
next
school
year,
that
will
definitely
be
a
priority
of
ours
is
to
lift
that
menu.
D
J
Appreciate
that
music
to
my
ears,
I
started
my
career
in
out
of
school
time,
programming
with
high
school
students,
and
so
there's
just
so
many
opportunities.
I
say
it
all
the
time
you
can't
figure
it
out
in
Boston
with
all
the
non-profits.
That's
it
all
higher
education,
there's
no
hope
anywhere
else.
So
that's
right!
J
Thank
you.
I
appreciate
that
you're
welcome.
L
L
L
T
Congratulations:
superintendent
on
your
100
days,
superintendent
in
the
Boston
Public,
Schools
and
I
won't
say
that
there's
a
great
concern
in
parents
and
in
the
community
about
those
18
new
job
positions
in
the
community
and
I
want
to
hear
about.
L
T
L
L
L
L
L
T
So,
for
instance,
we
want
to
hear
about
the
the
a
lot
of
a
lot
of
issues
that
are
the
concern
of
the
parents
and
Community
organizations
like
the
restorative
justice.
The
social
emotional
support
the
bilingual
stuff,
and
we
want
to
know
how
much
you're
gonna
hear
the
parents
in
their
concerns
about
all
this
and
other
things.
D
So,
thank
you
for
the
for
those
questions.
This
is
I.
Think
an
example
where
we
took
a
job
description
that
existed
and
we
wanted
to
hear
the
feedback
from
the
community
and
I
think
this
is
the
kind
of
authentic
dialogue,
conversation
and
input
that
we
are
wanting
to
have
I
think
what
you
will
find
is
that
the
committee
has
heard
it
is
taking
it
and
is
evolving
it
in
the
job
description.
D
I
am
going
to
ask
deputy
depina
and
chief
Kelton
and
chief
Coakley,
because
all
three
are
involved
in
the
committee,
but
I
think
Chief,
Kelton
or
Deputy
depina
I,
don't
know
which
of
you
wants
to
start,
but
I
think
it
would
be
good
to
explain
how
we're
taking
the
feedback
and
evolving
the
thinking
around
those
positions.
V
The
positions
with
a
lot
of
feedback
around
where
community
members
where
students
were
families
were
seeing
the
gaps
in
terms
of
services,
so
our
hope
is
to
really
focus
in
on
creating
spaces
both
in
school
but
also
outside
of
school
that
are
trauma
sensitive
and
that
are
restorative
in
nature.
What
we
find
often
is.
V
That
there
is
a
disconnect
between
incidents
or
concerns
or
events
that
are
happening
in
the
community
and
that
being
able
to
be
supported
both
in
the
school
and
then
seamlessly
into
the
community.
So
our
hope
is
that
we
will
create
a
position
that
will
lend
itself
to
creating
more
wrap-around
Services
positions
that
will
be
available
to
attend
Community
meetings
at
community
centers,
we'll
be
able
to
represent
the
district
outside
of
school
hours
and
in
communities
that
are
easier
to
reach
for
families.
V
We
oftentimes
find
that
our
parents
are
not
able
to
make
physical
contact
with
the
school
because
they're
working
during
school
hours,
so
to
alleviate
some
of
that
pressure
and
to
streamline
communication
and
create
more
access
for
families
and
for
students.
We
really
want
to
create
these
positions
that
also
work
in
a
restorative
and
nurturing
nature,
and
also
work
as
connectors
to
additional
resources
in
our
community-based
agencies
that
provide
support
in
our
community-based
organizations.
H
No
I
just
wanted
to
add
Chief
Kelton
and
Deputy
superintendent,
depina
Dr
depina
is
that
through
that
process
we
really
engage
in
a
significant
Community
engagement
process
based
on
our
Equity
Roundtable
and
our
Equity
planning
tool
and
in
excess
now
of
I
want
to
say
almost
close
to
200
individuals
that
we
engage
with
in
a
short
amount
of
time
really
systematically
by
the
weeks,
maybe
three
to
four
to
five
meetings
a
week
really
getting
feedback
from
our
diverse
level
of
Engagement
and
to
speak
to
the
chairperson's
comment
is
about
different
levels:
I'm
talking
about
students,
we're
talking
about
parents,
we're
talking
about
community
members,
stakeholders
from
all
facets
of
BPS
and
in
fact,
I'm
even
engaging
in
a
presentation
just
a
few
minutes
with
some
HBCU
individuals
who
are
former
BP
es
students,
and
now
our
stakeholders
within
the
community.
U
And
I
would
decide
School
leaders,
obviously
on
multiple
times
and
occasions
as
well
in
central
office
staff,
that
that
also
support
this
work,
so
we're
confident
that,
with
the
feedback
that
we
receive
we'll
develop
a
revised
set
of
proposals
on
the
model
based
on
their
feedback,
a
way
to
present
that
so
is
it.
The
feedback
in
the
engagement
sessions
are
concluded.
Thank
you.
Superintendent.
D
So
I
think,
just
in
summary,
for
Ms,
Polanco,
Garcia
I
think
we
we're
we're
hearing
the
feedback
very
clearly
we're
stressing
in
the
positions
the
connection
piece,
the
restorative
piece,
the
support
of
Peace
the
base
in
the
community
side
of
things,
the
parent
connection
and
the
connection
from
school
to
out
of
school
time
for
students.
So
the
things
that
we've
heard
at
the
equity
Roundtable,
and
certainly
as
this
this
committee
has
met
with
each
group
of
stakeholders,
including
and
especially
students.
D
U
Sorry,
if
I
could
just
add
to
the
students
who
are
really
thankful
to
have
a
space
just
by
themselves
as
well
without
any
adult
interference
and
just
be
able
to
be
honest
and
upfront
as
well,
so
they
really
appreciate
that
so
I
just
want
to
thank
the
student
Representatives
that
participated
in
that
conversation.
That's.
E
B
M
Yeah
sorry,
this.
This
is
more
of
a
a
naive
question,
but
it
comes
from
a
place
of
hearing
my
colleagues,
particularly
Mr
cardet.
Her
Hernandez
and
Miss
lopera
speak
about
their
own
experience,
with
engaging
with
the
registration
process
and
I'm
curious
as
to
what
the
processes
are
in
place
for
the
iterative
feedback.
M
How
are
we
actually
engaging
the
community
and
improving
the
process?
I
know
we
have
FAQs
I
know
we
have
the
helpline
but
I'm
sort
of
curious
and
certainly
miss
lepera
Mr
Carteret
Hernandez,
please
jump
in
you
know
our
family
sort
of
being
engaged
after
they've
gone
through
the
process
to
say
how
was
this
for
you?
Where
should
we
improve
it?
What's
the
easiest,
you
know
what
are
some
transitions
that
we
could
make
as
a
district
to
sort
of
make
it
much
easier
as.
D
A
process
so
I'll.
Actually
this
is
actually
why
Deputy
tavares's
position
right,
why
we
really
kind
of
increase.
This
is
because
we're
looking
for
that
family
dialogue
after
each
process,
right,
whether
it's
around
Transportation
special
education
services
or
to
your
point
here,
Dr,
Elkins,
enrollment
and
assignment
so
I
I,
don't
know
if
Deputy
Tavares,
if
you'd
like
to
speak
to
that
a
little
bit
and
then
I'm
sure,
Chief
Snyder
would
like
to
give
some
specifics
about
how
we're
collecting
that
feedback.
W
M
W
What's
really
exciting
about
the
work
that
the
team
does
is
that's
absolutely
embedded
in
what
they
do
when
the
families
come
in?
So
one
of
the
ways
in
which
we
collect
that
data
is
immediate
and
you
know
with
Chief
Snyder
and
her
team
they've
been
doing
a
lot
of
thinking
about
how
to
improve
the
processes
in
every
single
turn
and
I'm.
Gonna
have
actually
Chief
Snyder
share
a
bit
more
details:
Chief
Snyder,
yeah.
S
Sure
thank
you
again,
so
we
absolutely
do
a
survey
every
year
that
gets
emailed
to
families.
Sometimes
we
do
it
live
and
attach
it
to
their
documents,
but
now
that
we
have
so
many
folks
remotely
it
ends
up
being
emailed,
and
we
ask
really
helpful
questions
and
by
helpful
I
mean
helpful
in
terms
of
informing
our
work,
so
we
might
and
do
ask.
How
did
you
learn
that
it
was
time
to
register?
Are
there
other
ways
we
could
have
reached
you
more
effectively?
S
How
was
your
wait
time?
How
was
your
customer
experience
with
the
registration
staff?
So
we
are
asking
these
things
we're
asking
questions
that
we
know
we
have
a
locust
of
control
to
change
and
do
better
and
that
ends
up
being
coupled
with
things
like
What
member
lepera
and
superintendent.
Skipper
said
around
what
are
the
operational
opportunities
that
might
add
additional
efficiencies
and
and
change
our
timelines
to
meet
families
needs.
S
So
it's
it's
a
combination,
obviously
of
the
operational
end,
but
we
are
absolutely
asking
families
and
needing
to
understand
what
their
customer
experience
is
like
remotely
or
in
person
and
how
they
learned,
because
being
able
to
have
access
during
their
first
round
is
really
the
best
way
that
we
can
support
our
families,
making
sure
that
they
have
the
best
access
to
seats.
W
And
the
only
thing
that
I
would
add,
that's
really
critical
to
that
work,
and-
and
thank
you,
Chief
Snyder,
for
the
details
is
really
thinking
about
this
team
and
how
they
respond,
both
culturally
and
linguistically
responsibly
to
families,
which
is
a
really
key
component.
So
many
of
the
folks
that
work
directly
with
families
are
able
to
communicate
in
the
language
of
the
families
which
is
really
pivotal
to
this
work.
M
S
This
way,
like
I,
said,
we've
done
it
in
person.
We've
done
it
attached
to
forms.
It's
interesting.
Here's
here's
an
interesting
note.
When
we
had
tons
of
people
waiting
around
to
register
pre-appointment
time,
for
we
actually
did
online
appointments.
S
We
had
tons
of.
We
had
captive
audience
they're
sitting
around.
We
actually
had
people
walking
around
sitting
down
taking
surveys
with
them.
While
they
were
waiting.
Good
news
is,
they
no
longer
have
to
wait.
Wait
times
are
usually
15
or
20
minutes.
If
any
wait
time,
and
so
actually
the
email
is
a
much
better
follow-up,
but
we're
certainly
taking
information
as
people
come
in
Deputy
superintendent,
savaras
myself,
other
members
of
afgha
are
spending
times
in
centers,
listening
and
learning
around.
S
What's
working
as
well,
we're
and
I
I
just
want
to
double
down
on
what
Anna
mentioned
around
language
capacity.
S
I,
don't
think,
there's
another
team
out
there
and
and
I'm
sure
someone
will
throw
stones
at
me
for
saying
that
that
really
is
as
culturally
and
linguistically
diverse
is
the
Welcome
Center
staff,
so
I
I
think
that
we're
hearing
and
seeing
really
good
feedback
it's
early
days
it's
day
four
but
I
want
and
we
are
really
committed
to
you
know
what
is
the
information
and
and
I
think
really
critical
to
us
is
how
else
can
we
reach
you
mm-hmm.
K
Thank
you,
madam
chair,
excuse
me
and
I
don't
want
to
cover
areas
that
my
fellow
members
have
already
covered
tonight.
There's
been
some
great
conversation,
but
as
an
adjunct
to
what
Dr
Elkins
was
bringing
it
up.
I
wanted
to
also
ask
about
the
assignment
process
as
we're
now
at
the
beginning
of
the
second
half
of
the
school
year
right
starting
into
a
new
calendar
year
and
the
feedback
we
get
from
parents
about
as
members
we
as
members
get
from
parents
about
the
assignment
process
is
probably
equally
divided
between
questions
of
the
schools.
K
They
actually
get
as
assignments,
but
also
questions
about
the
process
and,
in
particular,
the
timing
and
an
incredible
amount
of
frustration
district-wide
at
the
delays
in
various
steps,
particularly,
we
want
to
keep
as
men
and
I
know,
I
sound
like
a
broken
record,
because
I
brought
this
up
before
we
want
to
keep
as
many
students
within
Boston
Public
Schools
as
possible,
but
when
parents
have
options
for
charter
schools
and
private
schools
and
parochial
schools
and
those
deadlines
or
earlier
than
ours,
what
are
we
doing
and
I've
asked
this
before,
but
I'm
going
to
keep
asking
it?
K
D
Right,
okay,
well,
I
was
just
going
to
say
so
so,
first
of
all,
we
we
see-
and
we
see
the
same
thing,
member
O'neill,
right
and
so
I
think
the
K2
is
a
good
example
of
responding
to
that
need
and
being
able
to
move
that
I
think
we're
now
looking
at
the
overall
process
and
timeline
as
I
was
saying
earlier,
as
an
attempt
to
when
as
we're
looking
at
transportation
and
changing
trans
fatigue
in
protocol
to
because
they're
so
integrated
same
thing,
with
inclusion,
they're
very
reintegrated
into
the
assignment
in
in
special
education
to
be
able
to
to
make
those
changes
so
that
all
three
systems
are
reflective
of
that.
D
And
so
you
know
this
is
going
to
be
the
hot
topic
for
the
next
several
years
as
we're
rolling
this
out,
making
changes
to
align
them,
but
to
also
move
them
backwards
and
I,
don't
know
Chief
Snyder
if
there's
any
other
particular
one
you
want
to
give
besides
the
K2
or
that
you're
thinking
about
right
now,.
S
You
hit
the
nail
on
the
head,
I
just
wanted
to
say
it
was
a
lot
of
dedication
around
moving
internal
processes
to
make
sure
that
we
could
add
K2
back
into
round
one
for
exactly
that
reason.
So
thank
you
for
raising
it.
K
So
that's
helpful
to
talk
about
that.
Thank
you,
but
I'm
also
interested
in
the
high
schools,
because
you
know
last
year
it
was
fairly
new
for
school
leaders
to
have
to
ensure
that
grades
are
entered
for
their
students
and
I
know
that
was
an
obstacle
last
year.
This
is
the
second
or
third
year
of
them
doing
that
now
right.
So
we
should.
K
S
So
I
do
want
to
say
that
there
is
a
work
group
who
has
been
looking
this
at
this
for
over
a
year.
S
There
are
new,
particularly
easy
solutions,
or
you
know
obviously
I
think
we
we
would
have
doubled
down
to
get
them
done,
but
we
are
looking
at
some
new
strategies
and
are
putting
together
some
recommendations
for
the
superintendent
which
we
plan
to
have
in
her
inbox
by
the
end
of
this
week.
But
the
reality
is,
we've
got
to
look
at
what
are
the
requirements
for
exam
school
because
it's
not
just
how
long
it
takes
to
put
in
grades.
It's
the
reality
of
things
such
as.
S
We
require
two
terms
of
the
current
year,
the
second
term,
those
grades
don't
get
posted
until
February
11th.
That's
not
even
you
know,
investigating
missing
grades,
that's
February,
11th.
There
is
no
way
in
this
current
timing
of
that
to
turn
around
exam
School
assignments
by
March
and,
of
course,
what
we
do
for
seventh
grade
in
exam
school,
as
you
noted,
completely
impacts
all
of
our
seventh
graders.
So
we
are
putting
together
a
proposal
looking
at
some
of
those
options.
It
is
top
of
mind
and
a
huge
priority
for
all
of
us.
S
We
feel
that
pain
a
lot
and
it
really
is
going
to
come
down
to
some
very
operational
and
decisions
as
well.
As
you
know,
looking
at
what
those
requirements
are
for
exam
school
policy.
A
Thank
you,
superintendent
I
have
a
question
with
the
pieces
that
we
were
talking
about
about
providing
more
after
school,
and
you
know
school
year,
programming
during
the
breaks.
My
other
question
is:
where
are
we
now
with
the
reinstallment
or
of
before
and
after
school
surround
care
programming
in
general
at
our
elementary
school
levels?
Yeah.
D
So
the
I
I
think
like
in
terms
of
the
the
first
part
of
the
question
chair.
This
is
something
that
much
like
we're
trying
to
align
with
the
business
Community
around
building
out
a
menu
for
the
business
interactions
and
Partnerships
with
our
various
schools.
D
We
need
to
be
doing
that
same
level
of
coordination
when
it
comes
to
the
non-profits
in
community
Works,
we're
surrounded
by
community
orgs
and
nonprofits
that
are
doing
great
things
with
and
want
to
for
students,
but
the
disconnect
is
getting
the
students
to
them
right
in
a
uniformed
in
a
systemic
way,
so
a
systems-based
way.
So
this
is
going
to
be
the
work,
probably
with
a
lot
of
planning
throughout
the
spring.
D
We
want
to
bring
Boston
and
Beyond
in
to
have
this
conversation,
since
they
have
such
a
good
system
for
the
summer
months
and
I
think
we
can
use
something
like
it
to
be
able
to
build
to
create
that
match,
and
we
will
probably
do
a
very
similar
process
to
what
we're
proposing
to
do
with
the
business
Community
with
an
RFP
to
be
able
to
to
really
start
to
build
that
menu
out.
D
You
know
one
of
the
things
that
we
have
to
look
at.
You
know
if
there's
any
impact,
the
transportation
system
or
if
we
try
to
do
it
so
that
when
students
are
arriving
back
to
their
neighborhood,
we
try
to
build
the
menu
up
within
the
neighborhood.
So
this
is
a
this
is
going
to
be
something
we
focus
on.
D
We
know
that
our
students
spend
about
20
percent
of
their
waking
hours
us
that's
it.
The
rest
of
the
time
is
spent
outside
of
school
right
and
it's
spent
on
the
weekends
and
it's
spent
during
the
summer.
D
Even
the
summer
programming,
one
of
the
things
we're
working
hard
at
is
access
for
special
education
and
multilingual
Learners,
so
that
when
we
say
we
offer
opportunities,
we
offer
opportunities
for
all
students,
and
so
that
is
something
that's
our
summer
goal
is
to
expand
access
for
special
education
in
the
mle
population
in
additional
overall
seats
and
then,
at
the
same
time,
we'll
begin
to
set
our
goals
for
the
broader
programming.
D
I.
Don't
I'm
just
going
to
ask
Denise
on
the
surround
care
any
any
particular
update
on
that
for
chair.
S
Sorry
I
do
not
have
any
update
on
that
at
this
time.
I
think
we
would
need
to
gather.
You
mentioned
one
big
strategy,
which
is
the
work
we're
doing
with
Boston
after
school
and
Beyond,
and
it's
also
just
looking
at
additional
partners
and
funding
sources
and
mapping
out
a
plan
that
I
don't
have
I
apologize.
I
don't
have
additional
info
yeah.
D
You
know
in
the
k1s
is
the
mixed
delivery
system
within
the
city,
so
working
with
Christy
McSwain
around
what's
possible
for
the
youngest.
Since
you
know
when
we
think
about
the
child
care
piece,
it's
often
the
youngest
Learners
right
that
the
the
parents
are
really
struggling
to
find.
So
that
is
a
Hot
Topic,
both
of
the
k-zero
seats.
D
We
just
got
some
initial
data
back,
which
I
know
Kristen
is
intending
to
present
around
the
K1
and
the
good
news
there
is
that
you
know
the
expansion
of
mixed
delivery
and
RC
age
has
really
resulted
in
a
good
coverage.
What
we
need
to
now
work
backward
on
is
the
K
zeros
and
then
the
acknowledgment
that
the
six
and
a
half
hour
is
not
enough
that
we
have
to
be
looking
at
the
before
and
the
after.
So
we'll
try
to
get
a
report.
D
A
My
other
question
is
a
little
bit
more
I'm
just
trying
to
get
a
little
bit
more
clarity
around
the
safety
that
those
18
positions
and
my
question
was
given
the
feedback.
You
know
we
have
not
had
a
formal
report
yet
to
the
school
committee,
but
listening
in
on
the
cert,
the
was
I
wasn't
clear,
whether
we're
talking
about
18
positions
or
are
we
talking
about
creating
a
system
that
will
do
the
things
we
need
to
provide
greater
support
to
our
students
as
they
transition
from
school
elsewhere?
Whatever?
A
D
V
I
think
our
initial
thought
s
around
staying
with
the
network,
the
regional
model
that
we
've
established
under
superintendent
skipper,
but
you
know
I,
think
part
of
what
is
so
valuable
about
getting
Community
feedback
and
having
the
third
process
and
the
regional
racial
Equity
planning
tool
process
is
that
it
allows
us
and
the
school
district
to
feel
some
discomfort
and
some
pushback
and
really
allows
us
to
hear
where
we
may
be
short-sighted,
and
you
know
think
about
what
the
strategy
is,
that
we
are
trying
to
do
rather
than
focusing
on
the
personnel,
so
I
think
for
us.
V
What
we've
really
heard
across
different
groups
of
stakeholders
is,
there
needs
to
be
more
spaces
for
our
young
people
and
for
our
families
to
have
access
to
trauma-informed
support,
to
have
access
to
mental
health
and
physical
health
care
resources,
and
you
know
to
really
have
restorative
spaces
for
that
to
happen.
That
can
easily
translate
into
the
classroom
and
easily
translate
into
school-based
staff
continuing
that
process
and
having
sort
of
that
seamless
type
of
support
that
extends
beyond
the
walls
of
the
school
but
then
easily
back
into
the
classroom.
D
U
Yeah,
it's
important
to
also
note
that
this
cross-functional
process
also
includes
our
partners
at
the
city,
so
we're
working
in
collaboration
with
them
to
look
at
this
as
a
whole
city-wide
strategy
and
with
some
opportunities
and
with
this
proposal,
maybe
going
to
the
city
to
to
help
support
us
with
this
model.
U
So
this
is
additional
resource
that
we'll
be
asking
from
the
city
to
to
bring
on
board
so
we're
working
closely
with
them
in
our
in
a
lot
of
colleagues,
from
btyf
from
Boston
Housing
Authority
to
the
office
of
blackmail,
advancement
and
they're,
also
helping
contribute
to
help
us
frame
how
this
should
work
and
how
to
look
so.
This
is
also
a
joint
venture
that
we're
doing
with
the
city
that
we
negot
to
mention
earlier,
and
a
lot
of
the
resources
will
be
coming
from
the
city
as
we
finalize
this
proposal.
D
Thank
you,
yeah
and
I
would
just
I
guess
what
I
would.
D
What
I
would
say
is
I
think
sometimes
positions
that
work
on
a
city
agency
side,
don't
work
as
easily
on
a
district
side
and
I
think
what's
been
critical
and
is
critical,
is
for
our
community
to
feel
that
they
can
that
they
can
offer
their
feedback
and
their
opinion
and
have
that
be
reflected
in
the
end
result
and
so
I
think
the
exercise
of
sort
of
looking
at
the
job
descriptions
as
they
had
existed
and
then
thinking
about
as
a
district.
D
What
do
we
need
and
as
a
community,
what
do
we
want
and
now
going
to
that
next
level
of
including
stakeholders,
like
students
and
parents,
I
think
what
will
end
up
coming
out
with
is
a
much
more
polished
product
that
is
going
to
represent
the
need
of
the
students
and
the
community.
D
So
you
know
sometimes
it's
difficult
to
go
through
that
process,
but
it
is
so
critical
to
go
through
the
process
and
for
us
to
gain
the
trust
that
from
the
community
that
we're
serious
about
taking
that
feedback
and
have
that
be
reflected
in
the
end
result
and
I.
Think
that's
what
the
safety
you
know,
the
the
safety
and
student
support
Committee
of
stakeholders
is
committed
to
doing
so.
D
With
that
said,
I
think
you
know
at
day's
end
it'll
the
everything
will
be
in
the
final
product
that
we
push
forward
and
there's
more
feedback
that
is
being
sought
right
now
until
we
get
to
that
point
to
Sam's
Point.
This
is
something
that
isn't
currently
in
the
budget.
D
This
is
something
that
we
would
be
asking
for
the
city's
support
of
recognizing
that
it's
outside
it's
not
just
during
school
hours,
but
it's
also
filling
the
need
of
you
know
creating
that
connection
in
the
outside
hours
right,
which
is
where
you
know
we're
seeing
our
students
struggle
the
most
at
times
all.
N
It's
just
piggybacking
off
what
Miss
Robinson
said:
actually
I'm,
not
sure
if
it's
picking
back
I
don't
know,
but
I
heard
you
say
the
we
need
to.
Basically
we
need
to
make
sure
there's
accountability
so
I'm.
What
I'm
gonna
ask
is:
how
are
we,
what
are
we
doing
to
make
sure?
There's
accountability
that
the
what
is
being
said
is
actually
being
taken
into
account
right.
D
So
it's
a
great
question,
so
it
will
be
because
I
think
we'll
be
able
to
point
to
the
changes
that
are
reflected
in
the
job
descriptions
and
the
concept,
the
model
that
we've
heard
the
community
we've
heard
our
students,
we've
heard
our
parents,
we've
heard
our
community
community
Advocates
and
that's
actually
reflected
in
the
language
we
use
both
in
designing
the
model
of
support
of
the
of
the
connection
positions,
but
also
on
the
jobs
themselves.
D
N
Can
I
just
add
a
clarification
so
put
say
when
these
jobs
get
up
and
running
right
when
at
that
point,
when
the
families
offered
advice
to
these
Liaisons,
there
also
needs
to
be
a
system
in
place
at
that
point,
to
make
sure
there's
listening
occurring
and
not
because
it
often
feels
like
yeah
I
hear
you
I'm
not
listening,
though.
D
If
we
do
move
forward
with
a
model-
and
there
are
these
positions,
then
I
think
what
I
think
what
we
will
also
want
to
do
is
we
will
want
to
have
opportunity,
as
the
folks
that
are
in
the
staff
who
are
in
the
positions,
are
working
with
our
young
people
working
with
our
families,
we're
going
to
want
to
continue
to
get
feedback
to
make
sure
that
that
those
positions
are
doing
what
the
families
and
the
students
need
them
to.
So
it's
a
it's
a
continuous
check
but
I
think
Diego.
P
I
am
listening
to
this
I'm
thinking,
sort
of
two
things
and
I:
don't
want
to
belabor
the
conversation,
though,
at
the
same
time
that
feels
cheap
because
it
matters
deeply.
Obviously
it's
I
guess
I
have
two
questions.
One
I
think
there's
just
like
a
sort
of
global
recognition
that,
like
there
was
like
a
real
foul
here,
and
that
there
were
sort
of
like
steps
of
the
process
that
people
need,
particularly
at
a
time
of
what
feels
like
increased
safety
issues
at
school
and
also
a
mistrust
around
the
way.
P
The
city
uses
information
to
police
kids
for
whatever
that
means
for
folks,
given
sort
of
the
historical
implications
and
so
like,
given
both
of
those
things
increase
in
safety
issues
and
like
lingering
mistrust
around
our
values
and
sort
of
what
we
think
sort
of
constitutes
concern
and
then
how
to
react
to
that
concern.
There's
like
a
lesson
learned
here
just
around
like
the
process
we
have
to
go
through.
Particularly
right
now
is
like
tensions
are
right,
are
appropriately
hot
and
I.
P
Just
I
think
like
I,
think,
there's
probably
just
like
an
acknowledgment
of
that.
That
I
think
maybe
at
least
from
what
I'm
hearing
feels
like
is
missing
in
this,
like
we're
sort
of
stepping
into
the
next
step
and
we're
going
to
go
through
this
process
without
sort
of
the
like
sort
of
full
acknowledgment
of
the
foul
and
then
so
I'm
just
sort
of
naming
that
as
a
member
of
the
school
committee,
because
I
feel
that
and
the
the
sort
of
Outreach
that
I've
gotten
individually
about
this
and
then
I
guess.
P
The
second
question
I
have
and
just
wondering
this
from
my
experience
in
government.
Were
we
trying
to-
and
this
may
help
me
understand
the
foul
like.
Were
we
trying
to
take
an
existing
piece
of
the
workforce
and
move
them
into
a
new
role?
Or
was
this
like
really
new
head
count
that
we
were
going
to
tap
folks?
Who
had
never
been
in
city
government
before
in
any
sort
of
way?.
U
So
then,
if
I
can
sure,
so
the
the
gist
of
what
we're
trying
to
do
here
is
to
create
positions
where
people
apply
for
there's
a
screening
process
and
that
we
hire
the
best
suitable
candidates.
Candidates
that
meet
the
job
description.
That's
a
short
answer
to
the
latter.
Part
of
your
question
form
a
part
of
your
question.
I
would
say.
U
Over
the
years
we've
been
really
trying
to
really
hear
and
understand
and
put
in
actions
into
place
that
address
the
foul
that
you
describe,
because
some
folks
do
feel
that
there
is
an
awkward
policing
that
goes
on
in
the
district
and
how
we
coordinate
with
Boston
police
and
and
just
have
a
lot
of
mistrust
around
that
so
I
think
with
some
of
the
policies
that
we
put
into
place
last
year
that
we're
carrying
over
now
and
that
we're
reviewing
under
the
superintendent
Skipper
we're
going
to
continue
to
make
those
strides
and
making
sure
we
work
closely
with
Boston
police
without
over
policing
our
students.
U
We
want
to
work
closely
with
our
colleagues
and
law
enforcement
without
over
stepping
those
boundaries.
So
with
these
particular
positions,
we
want
to
make
sure
that
their
focus
on
engaging
with
students
engaging
with
parents
engaging
with
school
student
support
teams
and
leaving
the
work
with
the
coordination
of
Boston
police
out
of
it
altogether,
because
we
have
other
avenues
for
that.
So
these
particular
positions
we're
really
keenly
aware.
Based
on
the
feedback
we
heard
it
needs
to
be
around
students,
mentoring,
students,
supporting
students
connecting
families
of
resources
and
connecting
Community
with
schools.
U
P
And
is
just
one
more
follow-up
here
to
the
the
second
part
of
my
question.
Was
there?
Is
there
like
a
piece
of
the
workforce
that
we
were
trying
to
convert
or
tap
that
we
thought
this
might
be
the
right
fit,
or
was
it
really
like,
18
new
head
count,
which
I
think
you
know
for
me
raises
different
concerns,
given
the
sort
of
Greater
Staffing
crisis
and
our
the
complexity
we've
experienced
as
an
organization
to
create
new
head
counts,
fill
that
head
count
in
addition
to
the
looming
sort
of
Gap
in
other
areas,
yeah.
U
Now
I
would
say
that
we
wanted
to
align
whatever
we
did
to
the
regional
structure
and
what
we
heard
and
learned
from
the
design
team
and
in
the
initial
thinking
was
that
we
needed
a
day
component
and
an
even
a
component.
So
we
figured
the
best
way
to
do
that
was
to
have
well
so
many
day,
components
for
for
a
reason,
and
so
many
night
per
reason,
so
18
number
pretty
much
derived
from
that
concept
and
model.
U
So
there
wasn't
any
kind
of
mystery
or
or
super
analytical
analysis
that
we
did
to
drive
at
18.
We
just
basically
wanted
to
make
sure
we
had
enough
positions
in
the
day
and
evening
components
per
Network.
U
P
A
N
B
M
P
P
I
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
Partners
School
issues,
questions
on
specific
School
matters,
you're
not
answered
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
I
I
I
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee.
Members
or
District
staff
want
to
call
your
name.
Please
raise
your
hand
virtually
and
zoom.
Also,
please
make
sure
you're
signed
into
Zoom,
with
the
same
name
that
you
used
to
sign
up
for
public
comments
and
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
I
X
Once
again,
thank
you
for
naming
a
school
after
Mel,
King
Mel
said
love
is
the
question
Love
Is,
The
Answer,
since
I'm
addressing
Educators
I,
will
add,
teach
love,
Health,
Care
Experts
had
warned
you
that
coveted
19
would
get
worse
after
Thanksgiving,
Sam
kosa
had
asked
you
to
have
mandatory
masking.
Instead,
you
chose
policies
that
welcomed
the
virus
into
our
buildings.
X
Healthcare
experts
again
warned
you
that
covid-19
would
get
worse
after
the
several
holidays.
Fam
Coser
again
asked
you
to
have
mandatory
masking
and
said
just
decided
to
encourage
our
children
to
wear
masks.
Once
again,
you
have
failed
to
not
your
most
important
job,
which
is
to
protect
the
health
and
lives
of
our
children
and
their
educational
workers.
X
We
will
next
encourage
our
children
go
to
school
and
permit
them
not
to
attend.
Will
you
encourage
our
children
to
use
their
words,
and
will
it
now
be
okay?
If
they
decide
to
use
their
fists?
The
BPS
has
decided
to
encourage
our
children
to
wear
masks.
Our
children
have
your
permission
to
spread
illness
and
death
in
our
schools
and
Community
encourage
what
are
you
teaching
our
children?
You
lack
wisdom
and
courage.
You
play
politics
and
Pander
to
public
opinion
infected
by
mass
psychosis
instead
of
protecting
health
and
lives.
X
Y
I'm
Nancy
lesson:
Jamaica
Plain,
grandmother
of
four
BPS
students,
mother
of
a
BPS
educator,
member
of
BPS
families
for
coveted
safety,
femcosa
urged
BPS
to
Institute
Universal
masking
after
the
Thanksgiving
break,
but
BPS
chose
not
to
after
Thanksgiving
School,
coveted
cases.
Rose
sharply
covet
is
not
the
flu.
Since
last
October
14
000
have
died
in
the
U.S
from
flu
over
two
and
a
half
times
as
many
36
000
have
died
from
covid
xbb
1.5
is
here
the
most
transmissible
variant
yet
most
able
to
evade
immunity
from
vaccine
and
prior
infection.
Y
Femcosa
implored
BPS
to
Institute
Universal
masking
following
the
winter
holidays,
but
PPS
chose
to
ask
for
rather
than
require
masks.
Widespread
anecdotal
reports
reveal
most
aren't
masking
bps's
coveted
cases
are
again
Rising
sharply.
Students
with
covid
suffer
learning
loss,
Educators
lose
days
from
class.
A
shortage
of
substitutes
has
stop.
Gap
measures
affecting
entire
classrooms
infections
are
brought
home
to
multi-generational
households
with
elderly
and
medically
vulnerable
relatives.
Bps
families
are
a
majority
black
brown
and
low-income
communities
most
deeply
affected
by
this
pandemic.
These
losses
and
illnesses
are
a
racial
Equity
issue.
Y
Last
Friday
Suffolk
County
entered
cdc's
high
transmission,
covid
category
UMass
Boston
and
Chelsea
Public
Schools
quickly
instituted
Mass
mandates
beginning
last
Monday,
not
BPS.
The
data
is
clear:
School
masking
works.
The
study
published
in
the
New
England
Journal
last
November
showed
that
continuing
required
School
masking
last
spring
in
Boston
and
Chelsea
for
15
weeks
longer
than
neighboring
districts
likely
prevented
12,
000,
coveted
cases
and
more
than
twenty
thousand
absences
compared
to
the
mask
optional
districts
and
the
word
so
family,
co-founder
suleka
Soto.
Y
Z
Sarah
Horsley
Jamaica,
Plain,
BPS
parent
BPS
families
for
coveted
safety,
Sam
Kota
is
dismayed
by
bps's
failure
to
Institute
required
masking
during
the
current
covid
surge.
We
urge
BPS
and
mayor
Wu
to
reconsider
this
decision
on
January
6th,
the
CDC
placed
Suffolk
County
in
its
high
transmission
covet
category,
which
means
that
they
recommend
masking
indoors
Chelsea
Public
Schools
and
UMass
Boston,
where
I
teach
took
the
CD
guide,
CDC
guidance
to
heart
and
issued
masking
requirements.
Z
In
contrast,
BPS
has
a
confusing
and
ineffective
policy
of
an
expectation
to
mask
what
we
have
heard
from
families
is
different
from
what
the
superintendent
observed.
Despite
the
expectation,
most
students
and
staff
have
not
been
masking.
In
contrast,
we
have
clear
data
from
our
own
City
on
the
effectiveness
of
masking
requirements.
The
Boston
Public
Health
commission
co-authored
a
study
published
in
the
New
England
Journal
of
Medicine,
showing
that
Boston
and
Chelsea
School
Districts
reduced
covet
transmission
by
keeping
Mass
mandates
in
place
compared
to
other
districts
that
lifted
masking
masking
requirements
can
include
flexibility.
Z
I
Z
AA
Hi
good
evening
my
name
is
Elizabeth
friends,
I'm,
a
parent
at
the
Charles
Sumner
Elementary
School
and
a
Roslindale
residence
I'm,
also
co-chair
of
our
Sumner
family
Council.
Well,
we
were
energized
by
the
November
17th
Roslindale
Community
meeting
and
learning
that
our
school
would
be
moving
into
the
renovated
Irving
building.
We
want
to
ensure
that
we
keep
moving
forward
together.
AA
Tonight,
13
Sumner
parents
will
be
testifying
about
the
lack
of
family
engagement
concerning
the
proposed
Sumner,
philbrick
merger
and
related
renovation
of
the
former
Irving
Middle
School.
Recently
BBS
has
made
a
conscious
effort
to
re-engage
families
through
a
series
of
green
ninja
listening
sessions,
which
we
deeply
appreciate.
AA
We
use
Globe
reporters
to
communicate
our
concerns,
but
then
the
response
we
get
in
print
is
quote.
We
can't
please
everyone.
We
don't
expect
every
all
of
our
requests
to
be
met.
We
aren't
asking
to
be
pleased
we're
asking
that
we
and
all
similarly
impacted
schools
are
engaged
in
the
planning
process
as
partners
with
BPS
tonight.
13
of
us
will
testify
because
we
don't
yet
have
regularly
scheduled
team
meetings
about
this
merger.
AA
We've
heard
recently
that
the
schedule
is
being
made
and
we're
thrilled,
but
we
have
heard
that
before
and
then
the
meetings
have
never
materialized
we're
asking
for
a
written
commitment
to
regularly
scheduled
meetings.
Our
26
meetings
of
testimony
approximates
the
length
of
a
BPS
meeting
that
we're
still
waiting
to
have.
We
deeply
apologize
to
the
school
committee
that
we
keep
having
to
return
and
testify.
We
would
much
prefer
the
BPS
honor
its
commitments
and
engage
with
our
communities
directly
and
continuously
in
this
process
and
in
all
BPS
decision
making.
AA
AB
Hello,
my
name
is
Lauren
Peter
I'm,
a
parent
at
the
Sumner
and
a
Roslindale
resident
I'm
advocacy
chair
for
the
summer
family
Council.
Our
community
needs
stability.
We
need
to
understand
the
process,
key
deadlines
and
proposed
timelines
so
that
we
can
get
down
to
the
business
of
merging
two
disparate
School
communities.
AB
The
green
New
Deal
community
meeting
held
at
the
Irving
building
on
November
17
2022,
two
possible
timelines
for
the
renovation
of
the
Irving
and
the
merger
of
the
Sumner
philbrick
work
shared
with
us.
The
first
option
showed
the
Summoner
and
the
philbrick
merging
before
the
renovation
in
the
Sumner
and
Philbrook
buildings.
The
second
object
option
showed
the
philbrick
and
the
Sumner
emerging
after
the
renovation
most
likely
in
two
years.
AB
Recently
we
have
heard
from
two
sources
that
the
merger
timeline
has
been
accelerated
to
the
24-25
school
year.
This
is
an
Abrupt
change.
These
kind
of
abrupt
changes
are
stabilizing
another
example
of
timelines,
changing
at
a
December,
13th
city
council.
Hearing
the
following
was
said:
Sumner
parent
can
design
meetings
start
in
the
first
week
of
the
new
year,
BPS
official.
Our
goal
is
to
have
design
meetings
start
next
week.
The
week
of
12
19.
you'll
be
able
to
have
those
conversations
in
the
design
meetings
next
week,
councilor
Mejia
and
that's
on
the
record,
EPS
official.
AB
That's
on
the
record
that
meeting
never
happened.
We
hear
that
a
schedule
of
bi-weekly
design
meetings
is
in
the
works.
This
is
great,
but
based
on
our
past
experience
with
being
promised
design
team
meetings,
then
that
and
then
never
materializing.
We
really
need
to
see
the
schedule.
It's
important
that
BPS
beat
the
driving
force
behind
these
meetings.
AB
Both
the
Sumner
and
the
philbrick
are
wonderful
and
vibrant
in
their
own
right.
Both
have
things
to
gain
and
lose
in
this
merger.
A
mediator
will
be
required
to
keep
the
process
as
Equitable
as
possible
to
ensure
that
the
children
and
the
future
of
this
new
community
are
kept
centered.
In
every
conversation,
we've
been
told
repeatedly
that
we
need
to
drive
this
conversation
forward,
but
I.
Don't
think
that
this
is
a
reasonable
ask
in
a
potentially
contentious
situation
if
we're
going
to
be
set
up
to
succeed,
I.
I
AC
AC
AC
The
main
school
choice
season
runs
from
now
until
early
February,
it's
a
crucial
time
to
buttress
BPS
enrollment
prospective
parents
are
nervous
about
the
uncertainty
surrounding
mergers
in
the
green
New.
Deal
information
is
difficult
to
find
so
I
work
hard
to
be
reassuring
and
positive.
So
based
on
an
email
sent
from
the
superintendent
I've
been
telling
parents
that
the
Sumner
and
Gilbert
will
likely
merge
after
the
renovations,
but
I
recently
heard
the
merger
may
happen
earlier.
AC
AC
Look
I'm
a
BPS
graduate
I.
Do
all
this
recruiting
work
gladly
for
free,
because
I'm
grateful
to
BPS
I
was
raised
in
the
projects
by
a
single
mother
who
spoke
no
English
and
BPS
helped
me
escape
poverty.
I
sincerely
believe
BPS
can
do
great
things,
but
I
do
talk
to
other
BPS
parents
throughout
the
city
and
sometimes
I
hear
about,
let's
just
say,
really
rough
transitions,
which
could
have
been
avoided
with
proper
planning
and
collaboration.
AC
AD
We've
asked
to
meet
with
the
public
facilities
department
and
I
sent
two
emails
to
the
project
team
within
PFD.
The
first
email
was
sent
on
November
21st
immediately
following
the
community-wide
meeting
at
the
Irving.
The
second
email
was
sent.
A
month
later,
we
haven't
received
any
response
from
either
in
our
second
email.
We
shared
concerns
with
the
current
design
as
a
critical
example.
There
are
not
enough
kindergarten
classrooms
in
the
current
design.
AD
AD
AD
Another
concern
in
regards
inclusion,
education
as
the
aps
reevaluates
its
inclusion,
classroom
model
and
size
and
develops
new
guidelines.
We
worry
that
the
Irving
renovation
will
already
be
substandard
and
it
will,
as
it
will
already
be
under
construction,
as
these
design
guidelines
begin
to
roll
out.
Lastly,
the
Irving
renovation
is
a
keystone
project
of
the
green
new
deal.
Yet
we
know
very
little
of
the
proposed
sustainable
initiatives.
AD
We
hear
that
the
hvc
system
will
replace
a
relatively
new
15
year
old
gas
boiler
system
that
and
the
new
system
is
going
to
still
rely
on
fossil
fuels.
We
ask
BPS
to
resume
Design
Group
meetings,
so
we
can
discuss
these
issues
directly
with
PFD
and
the
projects
architect.
Thank
you.
Thank.
AE
Hi,
can
everyone
hear
and
see
me?
Yes,
we
can.
Thank
you.
I
don't
have
the
greatest
internet
connection.
My
name
is
Rachel
Young
I'm,
a
Roslindale
resident
and
a
Sumner
parent
I
recently
attended
the
kickoff
family
engagement
session
at
the
bowling
building
and
I
know
many
of
you
were
there
as
well.
I
showed
up
a
little
early,
and
so
just
by
luck,
I
had
the
opportunity
to
strike
up
a
conversation
with
a
gentleman
seated
next
to
me,
who,
as
it
turns
out,
was
one
of
the
DLR
Consultants.
AE
That's
the
firm,
that's
working
on
the
design
guidelines
for
BPS,
so
we
got
to
talking
and
I
was
able
to
tell
them
about
all
the
difficulties
that
we're
having
right
now
with
the
Sumner
and
philbrick
merger,
and
it
was
funny
because
he
started
taking
notes
on
a
Post-It
pad
and
then
as
soon
as
he
realized
I
had
so
much
to
say,
transition
to
writing
in
his
notebook
and
after
about
20
minutes,
he
sighed-
and
he
looked
at
me
sympathetically
and
to
cut
the
tension.
You
know
he
joked
I
get
it.
AE
AE
You
had
the
moderator
cutting
off
the
only
reproving
panelist,
the
one
Spanish-speaking
panelist
had
their
words
mistranslated,
and
so
their
criticisms
came
across
seeming
more
mild
than
they
actually
were,
but
the
best
part
or
maybe
the
worst
part,
was
when
a
Quincy
dad
beaming
he
was
smiling,
was
so
happy
that
he
got
to
pick
out
the
paint
colors
at
his
new
school
and
it
took
all
I
could
to
just
contain
my
anger.
AE
AE
AE
AF
AF
My
family
has
chosen
to
stay
in
the
city
despite
the
common
habit
of
expat
scientists
moving
to
the
cities
and
towns
surrounding
Boston
for
the
schools.
I
truly
believe
Boston
has
the
capacity
to
make
its
schools
like
its
higher
education
reputation,
nationally
recognized
as
exceptional
for
all
of
its
children.
AF
I
am
very
excited
by
the
prospect
of
a
state-of-the-art
building
for
the
Sumner
and
Philbrook
students
to
move
into
when
the
Irving
renovation
is
complete.
Many
families,
including
mine,
were
hesitant
to
send
children
to
BPS
during
the
pandemic
due
to
the
lack
of
up-to-date
HVAC
systems
in
100
year
old
buildings.
Yet
more
families
leave
BPS
for
charter
schools
which
have
gleaming
new
facilities
throughout
the
city.
I
attended
the
November
community-wide
renew
deal
presentation
at
the
Irving
in
November
as
a
community.
AF
We
were
relieved
that
that
meeting
came
to
pass,
but
more
needs
to
happen
to
make
sure
that
BPS
fulfills
their
commitment
to
family
engagement.
We
have
a
lot
to
offer
in
addition
to
resuming
design
group
meetings
for
the
Irving.
We
are
also
asking
for
two
or
three
community-wide
meetings
this
spring,
one
led
by
the
architect
like
for
other
BPS
and
city
capital
projects.
AF
One
focused
on
the
sustainability
initiatives
of
the
project
and
the
HVAC
engineer
should
be
present
and
importantly,
one
for
the
other
four
Roslindale
schools
to
participate
in
as
well.
Will
some
of
them
be
asked
to
merge
perhaps
moving
into
the
15
basili
Street
building
that
has
a
recently
installed
one
million
dollar
playground
and
which
ought
not
to
fall
into
disuse.
AF
Y
AF
Z
I
C
Sorry,
some
technical
difficulties
with
my
phone
here.
My
name
is
Megan
davren
I'm,
a
parent
at
the
Sumner
I
live
in
Roslindale
and
I'm
a
proud
lifelong
resident
of
Boston.
The
Sumner
Community
is
asking
BPS
to
lead
with
equity
and
to
meaningfully
engage
with
our
diverse
Community.
The
school
serves
a
diverse
and
high
need
student
population.
Half
of
our
family
speak
a
language
other
than
English
at
home,
predominantly
Spanish.
Many
of
our
students,
caregivers
work,
multiple
jobs,
including
shifts
in
the
evening,
making
attending
a
weekday
meeting
at
6
PM
nearly
impossible.
C
The
family
is
most
able
to
attend.
Meetings
with
the
district
have
been
disproportionately
white
as
reflected
in
the
speakers
from
our
school
here
tonight,
but
we
know
that
all
the
families,
across
the
entire
spectrum
of
the
Sumner
community
care
deeply
about
the
future
of
our
school
and
their
students
and
would
like
to
participate
more
directly.
C
Unfortunately,
our
Spanish-speaking
families
and
families
who
work
the
evening
shift
have
the
most
challenges
in
accessing
meetings
scheduled
by
the
district.
To
learn
about
the
proposals,
ask
questions
directly
and
share
their
feedback.
We
ask
BPS
to
take
action
to
address
that.
In
the
past
we've
asked
you
to
host
a
meeting
at
which
Spanish
is
the
primary
language.
For
a
brief
moment,
this
fall.
The
district
had
scheduled
a
Spanish
language
meeting
for
a
Saturday
morning.
We
were
excited
we
publicized
it
extensively.
C
It
was
canceled
at
the
last
minute
due
to
the
larger
Roslindale
Community
meeting
and
never
rescheduled.
Will
we
applaud
the
original
effort.
We
really
hope
to
see
it
again
moving
forward
in
this
planning
process.
We
urged
bpds
to
increase
opportunities
for
varied
times
of
day
very
days
of
the
week,
and
we
ask
that
meeting
to
be
held
in
a
hybrid
format
so
that
families
can
participate
fully
remotely
via
Zoom.
C
We've
heard
a
lot
of
positive
things
from
the
district
over
the
past
year
about
equity
and
transparency,
it's
time
to
show
through
action
what
that
actually
means.
Please
meaningfully
engage
with
all
of
our
families,
especially
our
Spanish-speaking
families.
We
want
to
partner
with
you
to
identify
strategies
that
work
for
this
Sumner
community
and
all
other
Roslindale
schools
moving
forward.
I
I
AG
Thank
you.
My
name
is
Patrick
Sewell
and
I'm,
a
parent
at
Carl,
Sumner
and
Roslindale
resident
I'm,
also
a
partner
with
Boston
Public
Schools,
every
Sumner
parent.
That's
here
tonight
is
a
partner.
We
all
have
the
same
interest
in
mind.
We
want
to
commit
to
providing
the
best
education
to
all
those
students
in
Roslindale
and
in
Boston
we're
here
as
as
critics
as
vocal
critics,
because
we
know
that
BPS
can
do
better.
AG
We're
professionals,
many
of
us
as
you've
heard,
are
skilled
professionals
on
this
subject,
but,
more
importantly,
we're
parents
who
care
we're
the
parents
who
Champion
BPS,
who,
who
advocate
for
it
and
promote
it,
who
talk
and
and
recruit
other
parents
to
to
participate
and
we're
advocates
for
its
mission
to
provide
Equitable
and
inclusive
high
quality
education,
but
those
Partnerships
sour.
When
we're
told
that
we
cannot
help
solve
problems
because
we're
the
parents
that
care
we
fight
not
just
for
our
kids
school,
but
we
fight
for
public
education
and
bps's
reputation.
AG
But
when
we're
told
that
we
cannot
be
involved
and
problems,
go
unsolved,
we're
tempted
to
leave
and
and
focus
our
efforts
elsewhere,
and
that
absence
would
leave
a
void.
So
please
respond
to
our
request,
return
these
design
meetings
and
and
and
provide
us
with
a
transparent
and
honest
process.
Thank
you.
AH
Hello,
my
name
is
Elizabeth
Costello
and
I'm,
a
parent
at
the
Sumner
in
a
Roslindale
resident.
We
were
delighted
to
get
a
K1
placement
at
the
Sumner
for
our
oldest
daughter,
and
she
is
now
thriving
in
this
first
grade.
We've
been
amazed
with
the
staff,
the
opportunities
for
students
and
the
vibrant
parent
community,
and
we
hope
our
two-year-old
who's
sitting
on
my
lap
will
be
able
to
attend
the
Sumner
starting
in
K1.
Yes,
as
well,
as
is
the
case
for
many
families
in
Boston.
Housing
is
a
primary
concern
for
our
family.
AH
We
are
making
our
small
condo
work
for
now,
because
we
absolutely
love
our
neighbors,
many
of
whom
attend
the
Sumner
as
well,
but
we
would
like
more
space
one
day.
So
we're
constantly
asking
the
question:
do
we
stay
in
Roslindale
follow
very
quickly
by?
But
what
will
the
Sumner
look
like
in
the
future?
Will
our
girls
have
to
attend
school
at
two
different
campuses
and
for
how
long,
while
we
love
our
neighborhood
and
our
school?
Sometimes
the
effort
involved
in
being
a
BPS
parent
is
frankly
too
much.
AH
We
have
many
friends
and
families,
friends
and
neighbors,
who
are
veteran
BPS
parents,
and
we
see
what
is
in
store
for
us.
This
weighs
heavily
on
our
decision
to
stay
in
Boston
and
with
BPS.
We
are
here
tonight
not
because
we
disagree
on
decisions.
Bps
is
making,
but
BPS
can't
really
seem
to
make
decisions
or
stick
with
them.
We're
here
tonight,
not
because
BPS
doesn't
agree
with
our
suggestions,
but
because
BPS
doesn't
seem
to
listen
to
our
suggestions,
and
this
is
all
very
exhausting
and
dispiriting.
AH
We've
been
asking
for
regular
Design
Group
meetings
with
BPS
since
July.
We
keep
hearing
that
they're
in
the
works,
but
we
are
waiting
to
see
them
actually
happen.
It
really
seems
like
the
EPS
is
just
running
out
the
clock
and
postponing
these
meetings
until
it
will
be
too
late
to
incorporate
our
thoughts
in
a
gesture
of
Goodwill
in
the
New
Year.
Please
we
ask
that
you
please
resume
our
Design
Group
meetings
and
please
help
give
current
and
prospective
BPS
parents
a
break
from
the
constant
uncertainty.
Thank
you.
AH
AI
AI
AI
AI
We
have
asked
for
the
racial
Equity
planning
tool
in
July.
We
understand
it
was
completed
in
September,
but
we
have
not
been
provided
a
copy.
We
have
even
filed
a
public
records
request,
but
BPS
has
claimed
privilege
because
BPS
has
yet
to
share
their
racial
Equity
planning
tool.
I
would
like
the
school
committee
to
take
a
look
at
our
own
preliminary
Equity
analysis.
AI
This
was
disseminated
to
you
in
an
email
from
Elizabeth
Sullivan.
This
chart
shows
a
merger.
The
Sumner
in
the
philberg
will
segregate
poor
bipoc
students
in
one
disproportionately
large
school
in
Roslindale.
Segregation
is
never
equitable
merging
our
schools
will
address
short-term
budget
shortfalls
and
staffing
needs,
but
a
newly
renovated
building
is
only
one
step.
First
step
in
redressing
harms
caused
by
systemic
racism
in
our
school
district.
We
need
to
know
how
BPS
plans
to
mitigate
the
harm.
This
merger
will
cause
I'm
trying
my
best
to
stay
informed,
but
this
is
challenging
when
BCPS
shares.
AI
So
little
information
I
find
I'm
learning
more
about
the
pros
merger,
not
from
BPS
from
from
other
BPS
parents.
The
racial
Equity
analysis
is
one
example.
I
do
not
ask
for
much,
but
I.
Ask
that
you
please
resume
The
Design
Group
meetings
share
the
racial
Equity
planning
tool
and
bps's
plan
to
mitigate
the
harms.
This
merger
will
cause
thank
you
so
much.
AJ
My
name
is
Allison
Friedman
and
I'm.
A
parent
at
the
Sumner
I
want
to
make
sure
that
the
Shaw
and
the
trailer
are
also
listened
to
and
given
a
clear
timeline
in
their
merger
process.
The
shaw
Community
sent
the
following
questions
to
BPS
and
they
haven't
gotten
any
answers
and
they
deserve
these
answers.
AJ
How
does
the
shaw
Taylor
merger
specifically
Advance
the
green
New
Deal
for
BPS
initiative
without
the
results
of
the
various
facilities
action
plan
studies?
How
was
it
decided
that
these
mergers
are
necessary
and
urgent?
How
did
BPS
select
which
schools
to
merge
were
other
school
combinations
considered?
AJ
What
are
the
tangible
benefits
of
the
merger
for
Shaw
and
Taylor
students?
Neither
the
shaw
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
the
schools?
What
is
the
budget?
What
is
the
timeline
based
on
the
current
enrollment
Trends?
There
is
enough
space
in
the
shaw
building
to
accommodate
grade
6
expansion,
at
least
in
the
short
term,
until
a
new
renovated
School
building
is
available.
AJ
AJ
I'll
say
that
we
had
a
very
similar
list
for
the
of
questions
for
the
Sumner
and
we've
gotten
answers
to
some
of
those
questions
and
we'd
like
to
see
our
friends
at
the
Shaw
and
the
tailor
get
those
same
kind
of
answers
and
to
emphasize
how
emotional
School
mergers
are
I'm,
going
to
read
the
words
of
a
shop
parent
named
Brenda
Ramsey
for
my
little
one
in
second
grade
at
the
shaw,
this
is
the
only
school
she
has
known.
I
AK
Good
evening,
everyone,
my
name,
is
Jess
Manna
and
I
am
a
Roslindale
resident
and
Sumner
parents,
I
chose
Boston
and
BPS
for
the
diversity.
I
chose
the
Sumner
for
the
staff,
the
specials
the
before
and
after
school
program
and
the
amazing
community.
We
are
all
here
to
stay
and
we
are
advocates
for
BPS.
It
would
be
great
to
see
us
treated
as
allies
instead
of
as
enemies,
we
represent
the
parents
who
will
stay
in
BPS
long
term,
but
we
need
you
to
understand.
The
lack
of
transparency
and
lack
of
long-term
planning
will
negatively
impact
enrollment.
AK
You
need
to
do
better
instead
of
continuing
with
a
lack
of
Engagement
and
lack
of
transparency
and
communication
about
this
merger.
Do
it
right?
Do
it
so
well
that
this
merger
process
can
be
used
as
a
model
for
future
mergers?
Do
it
so
well
that
you
gain
the
trust
of
community
members
currently
saying
BPS?
For
my
kid,
absolutely
not
I
believe
BPS
can
do
better.
AK
AH
AK
I
AL
AL
Suffolk
county
is
still
in
the
CDC
Red
Zone
for
covid
transmission.
A
surge
was
predicted
yet
Boston,
Public
Schools,
limited
guidance
to
asking
and
expecting
students
and
staff
to
wear
masks.
We
know
from
the
research
done
last
year
that
voluntary
masking
does
not
prevent
covid
as
well
as
mandatory
masking
the
masking
recommendation
was
confusing.
It
did
not
appear
different
than
the
recommendation
before
the
break
and
it
wasn't
communicated
well
so
that
it
wasn't
even
implemented
the
same
way
in
every
school
and
every
classroom
so
that
children
from
one
family
might
meet
different
in-school
recommendations.
AL
In
the
meantime,
indoor
air
quality
in
the
Boston
Schools
remains
poor.
Just
looking
at
Monday
and
Tuesday
of
this
week,
over
nine
schools
had
carbon
dioxide
levels
over
High
2000
in
four
of
those
schools.
Those
levels
were
over
4
000
parts
per
million
that
high
carbon
dioxide
is
an
indicator
that
the
ventilation
is
bad.
AL
If
ventilation
is
bad,
there's
a
greater
risk
of
catching
Airborne
infectious
diseases
and
poor
air
quality
means
learning
is
more
difficult,
also,
I
think
it's
really
important
to
use
masking,
especially
when
the
ventilation
is
poor
and
to
continue
to
make
the
schools
better
for
ventilation.
Thank
you.
Thank
you.
AM
My
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident
recently
counselors
Aaron
Murphy
Michael
Flaherty
Frank
Baker
and
Ed
Flynn
signed
a
letter
supporting
the
return
of
Boston
police
to
schools
and
increased
use
of
metal
detectors.
This
letter
mirrors
the
disturbing
trend
of
the
school
district
stumbling
backwards
on
school
safety.
The
announcement
of
18
new
community
connections,
positions
that
will
be
targeting
specific
students
and
sharing
student
information
with
BPD
Transit
Police
and
the
DA's
office
is
infuriating.
AM
AM
Bps
does
not
need
to
be
in
the
Dark
Ages
and
can
invest
in
21st
century
research-based
Solutions
such
as
increasing
the
capacity
and
Staffing
of
restorative
justice
practices,
system-wide
supporting
School
communities
to
create
healthy
cultures
through
additional
professional
development
and
supports
for
educators
and
staff,
social
and
emotional
supports
and
implementing
multi-layered
tiers
of
support,
but
with
fidelity
central
office
staff
doesn't
seem
to
have
safety
protocols
to
support
students
and
Educators.
There
doesn't
seem
to
be
an
overall
focus
on
violence
prevention
as
we
move
into
budget
season.
AM
We
urge
the
school
committee
to
think
about
what
vital
Services
students
have
been
deprived
of
over
the
years.
Things
like
restorative
justice
practices
are
implemented
at
some
schools,
whereas
metal
detectors
and
cameras
are
implemented
in
others.
These
inequities
exacerbate
the
criminalization
of
some
students,
mostly
Black
and
Latino,
rather
than
producing
a
high
quality
education
as
Cova
cases
rise.
We
continue
to
urge
BPS
leadership
to
Institute
a
universal
masking
policy,
not
as
a
suggestion,
but
as
a
requirement
such
as
those
implemented
by
UMass
Boston
and
Chelsea
Public
Schools.
Thank
you.
Thank.
AN
We
are
in
the
season
that
the
health
providers
have
called
that's
a
tripodemic.
Bps
has
failed
to
listen
to
those
communities
that
have
been
most
impacted
by
coven.
They
fail
to
make
significant
mitigation
efforts.
Bps
is
issued
before
the
break
was
over
a
letter
that
asked
and
expected
all
students
to
wear
and
staff
to
wear
a
mask
instead
of
a
mandate.
Why
can't
we
follow
suits
such
as
Chelsea
Ann
Arbor
in
UMass,
just
to
name
a
few?
AN
Winter
and
cold
months
are
here,
and
so
isn't
the
rise
in
the
Wastewater
for
covid.
Isn't
it
time
now
to
protect
our
students,
teachers
and
staff
for
infection
call?
The
cases
have
nearly
tripled
since
Thanksgiving
Christmas
break
Suffolk
County
was
placed
into
high
transmission
due
to
Rising
covet
numbers.
According
to
the
CDC,
the
latest
variant
xbb
1.5
makes
up
70
percent
of
kovic
cases
in
the
Northeast
xbd
1.5
is
the
most
transistible.
AN
Yet
in
Boston,
many
of
our
children
are
from
black
and
brown
communities
that
have
been
most
impacted
by
covet
already,
many
students
live
in
multi-generational
households.
Exposure
to
this
vicious
virus
means
that
they
can
easily
spread
it
at
home
to
members
that
are
at
high
risk.
We
know
that
BPS
is
committed
to
make
sure
students,
teachers
and
staff
in
the
community
are
safe
and
healthy.
I
believe
that
BPS
can
make
the
right
choice
and
change
from
an
ask
or
an
expectation
to
a
mandate.
Thank.
R
Did
that
work
sorry
I'm
really
technically
challenged.
Thank
you.
So
much
for
for
letting
me
speak
and
I
really
do
appreciate
this
opportunity.
R
R
Kids
are
scared
to
go
to
the
bathroom.
Lots
of
kids
are
really
really
scared,
they
don't
know
if
they're
going
to
get
jumped,
they
don't
know
if
they're
going
to
get
attacked.
The
bathroom
doors
are
kept
open
so
as
to
make
sure
bad
things
don't
happen.
I
imagine
but
there's
feces
on
the
walls
on
the
floor.
It's
really
disturbing
and
with
the
door
open,
then
a
classroom
is
right
next
to
it
and
they
can
hear
everything.
R
People
are
scared,
they're
going
to
get
videoed
in
the
bathroom,
the
urinals
don't
have
guards
it's
a
disaster,
and
I
I
can't
believe
that
kids
have
to
spend
the
whole
day
there
and
that
I
don't
know
how
they
can
learn
if
they're
this
uncomfortable
and
it's
it's,
it's
no
environment
that
anyone
should
actually
live
in,
let
alone
our
kids
and
we
expect
them
to
grow
and
learn,
and-
and
this
is
not
right-
the
bathroom
system
I
understand
why
the
doors
are
open
and
why
they're
not
closed,
but
that's
not
okay
either,
and
there
is
no
glass
in
the
bathroom.
R
So
there
are
no
mirrors
I'm
sure
that
was
an
issue
at
some
point
too.
I
think,
all
of
these
little
things
they
tried
to
fix
the
big
problem
with
it's
still
a
really
big
problem
and
it's
a
horrible
nightmare,
and
that
has
to
change
it's
unacceptable.
We
can't
we
can't
give
this
to
our
kids
it's
wrong.
Thank
you.
A
Thank
you,
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
extremely
important
to
us.
Our
first
action
item
this
evening
is
grants
for
for
approval,
totaling
403,
466
dollars,
I'll
now
open
it
up
to
the
committee
for
final
questions
and
comments.
B
P
So
I'm
gonna
just
sort
of
wing
the
question
while
I'm
trying
to
open
up
the
document,
I
have
a
question
about
the
I
believe
it's
the
SEL
screener,
that's
one
of
in
the
package.
Is
that
correct,
great
sorry.
P
P
I'm,
curious
sort
of
how
this
information
lives
in
the
system
and
then
sort
of
what
we
do
with
it.
And
then
I
I
will
ask
a
follow-up
question:
I'm
sure
as
I
get
to
pull
this
up.
D
So
I
think
I
think
Whitney
is
on
from
the
school
psych
side.
Who
can
probably
answer
that
question.
AO
Yeah
so,
generally
speaking,
the
data
is
held
in
the
biomass
platform.
That
is,
the
screener
that
we
use
and
within
that
platform,
teachers
and
school
psyches
and
any
other
school
administrators
can
access
that
data
and
they
can
use
that
to
inform
any
type
of
intervention
that
is
being
held.
So
there
are
five
different
scales
that
are
used
for
the
behavioral
interventions
and
their
adaptive
skills
and
and
behavioral
intervention
skills.
AO
So
we
we
use
the
data
that
is
held
in
the
bimass
platform
to
to
inform
the
interventions
that
are
used,
but
also
to
kind
of
just
like
guide
General
School
school-wide
interventions.
So
it's
student-based
and
school-wide
I,
don't
know!
If
that
answers
your
question
or
if
there's
something
more
specific
that
you
have
it.
P
Does
I'm
just
curious,
and
maybe
this
is
a
question
too,
as
I'm
thinking
as
we're
going
into
budget
season,
and
just
so
you
know,
I
asked
this
question,
as
we
were
in
budget
season
last
year,
how
this
data,
which
seems
like
some
of
the
most
data
with
the
greatest
Precision
around
Acuity
in
our
schools,
how
this
data
informs
the
deployment
of
resources
and,
if
on
a
school-based
level,
I
understand
because
it
allows
sort
of
a
prioritization
of
need,
but
then
on
a
central
level.
What
do
we
do
with
that?
AO
So
we
do
definitely
try
and
resource
where
we
can.
Where
we
see
the
needs,
are
we
can
see
the
the
data
on
a
district
level
and
see
where
the
needs
are
and
are
trying
to
trying
to
meet
that
need
for
sure.
But
it's
it's
challenging
when
there
are
many
restrictions
coming
along
with
that,
based
on
the
allocation
of
the
school
psychologist
per
se,.
D
Yeah
Member
Credit
is
I.
Think
this
I
think
Andrea
Amador,
who
is
the
director
of
our
school
psychologist,
I,
think
it
would
be
better
positioned
to
ask
her
that
she's
not
on
tonight.
She
had
a
conflict
but
I.
We
can
get
back
to
you
on
that.
I
think
I
know
where
you're
going
on
it,
and
it
may
be
that
while
right
now
it
is
limited.
The
question
is:
are
we
able,
in
a
more
systemic
way,
to
leverage
the
data
to
dispatch
the
resources
right?
I?
D
Think
that's
the
the
general
piece
of
it
so.
D
Thank
you
so
much
so
I
think
so
so
we'll
talk
we'll
talk
to
director
Amador
and
ask
her
at
that
for
to
provide
us
with
some
of
that
information
of
how
the
school
psych
side
Works.
D
We
also
have
the
social
workers
who
are
not
the
school
psychologists
and
so
I
think
on
that
side
of
the
house.
We
do
have
District
social
workers
that
can
be
deployed.
So
when
we
have
a
crisis
situation,
that's
where
Chief
Kelton
will
be
involved
and
she
will
make
a
call
to
dispatch.
So
you
know
if
we
have
a
you
know
a
situation
where
we
a
student
is
injured
or
we
lose
a
staff
member.
D
That's
when
we
will
leverage
District
social
workers
along
with
the
city
trauma
team
to
do
but
the
school
psychologist.
It's
it's!
It's
a
bit
of
a
different
situation,
because
a
lot
of
what
the
school
psychologists
are
doing
right
now
is
around
testing,
so
we're
really
leveraging
School
social
workers
for
for
that
kind
of
service,
providing
because
we're
really
trying
on
the
testing
side
to
get
caught
up
so
that
but
I
think
we
can
get
you
additional
information
on
this
after
we
have
a
conversation
with
director
Amador.
P
Copy
and
the
only
other
place
I'll
go
and
then
I'll
pass
it
over
to
member
is
is
I
would
assume
that
this
type
of
screener
offers
us
Clarity
around
air
pieces
of
our
system.
Schools
within
our
system
that
are
facing
increased,
Acuity
and
higher
needs,
and
that
is
after
based
on
when
the
testing
happens,
we've
already
made
budget
decisions
around
school
needs,
and
so
there's
like
this
sort
of
flexibility
that
I'm
curious
about
that.
P
Like
the
reason
you
do
a
screener
like
this
one
of
many
is
because
it
also
should
give
you
this
information
if
there
are
higher
concentrations
of
need
that
need
to
be
addressed,
and
so
my
curiosity
as
we
move
through
the
pandemic
and
we're
all
in
constant
conversations
around
increased
mental
health
needs
and
complex
needs
within
the
lives
of
our
students
and
their
families.
What
changes
once
we
have
this
information,
or
is
it
just
information?
P
I
and
I
I
believe
that
and
I
guess.
The
sort
of
second
question
is
so
the
burden
is
not
just
on
the
school
when
there
are
high
concentrations
of
need.
What
becomes
more
flexible
from
the
system
level
based
on
what
I
think
many
would
argue,
is
incredibly
important
data
that
other
school
districts
do
not
have
a
handle
on
and
how
lucky
are
we
that
we
do
and
are
we
using
it
strategically
to
deploy
resources,
yeah.
D
V
Well,
I
think
just
to
try
and
answer
a
little
bit
of
your
first
question.
We
do
respond
to
concerning
answers
on
the
biomass
and
we
respond
directly
with
a
team
of
support
staff.
V
V
That's
where
our
district,
social
workers
and
our
director
of
social
work
really
are
able
to
work
directly
with
the
schools
and
their
Student
Success
teams
to
not
only
look
at
individual
cases
and
create
action
plans,
but
to
also
look
at
trends
that
are
based
on
both
qualitative
and
quantitative
data
and
respond
with
systems
and
structures
that
seek
to
triage,
do
acute
care,
but
then
also
long-term
support,
and
sometimes
that
will
involve
bringing
in
outside
community-based
agencies
that
we
partner
with.
V
You
know
tier
two
supports
in
the
schools
and
creating
greater
access
points
for
students
and
doing
things
like
running
circles,
with
specific
classrooms,
providing
restorative
practices
within
specific
classrooms,
offering
more
opportunities
for
parent
meetings
for
parents
to
come
in
and
also
going
into.
The
community
and
meeting
parents-
you
know
in
places
like
after
school,
where
in
community
centers
or
public
libraries
to
host
question
and
answers
to
make
resources
more
available
and
also
working
really
closely
with
our
community
health
centers
to
respond
to
needs
that
we're
seeing
in
specific
schools
that
serve
specific
neighborhoods.
V
So
this
is
also
about
being
able
to
appropriately
work
with
all
agencies
that
are
around
the
school
and
not
just
in
the
school
foreign.
P
Thank
you
so
much
I
I
have
more
but
I
I
trust
you
superintendent.
That
will
come
back
to
this
and
I
think
what
an
incredible
opportunity
to
have
this
level
of
data
I
mean
there
are
districts
across
the
country
who
are
fighting
to
be
able
to
do
this,
and
so,
let's
not
waste
it.
If
we
haven't
used
it
to
the
best
that
data
to
the
best
of
our
ability
and
I
just
think
it'll
become
more
important
just
as
a
preview.
So
you
know
you're
we're
thinking
about
the
questions
that
are
coming
like.
P
D
AP
You
know,
out
of
the
order
of
of
you
know,
of
the
agenda
I
I
guess
I
may
have
misheard
or
whether
it's
true
or
not
one
of
the
parents
of
the
summer
school
mentioned
in
her
testimony
is
that
her
group
had
submitted
a
foyer
for
the
racial
Equity
tool
or
vis-a-vis
the
racial
analysis
tool,
but
was
denied
by
the
administration
claiming
privilege,
I.
AP
Guess
it's
claiming
protected
or
whatever
is
that
true
and
and
if,
if
there
is
certain
kind
of
criteria
for
protection
of
that
kind
of
information,
I
I
like
to
know
what
they
are
I
I
failed
to
see
the
you
know
the
the
legal
exceptions
for
those
kind
of
statistics
of
those
kind
of
analysis.
D
My
understanding,
Mr
Tron,
is
that
we
have
provided
B2
analysis,
I.
E
D
So
I'm
not
I'm,
not
quite
sure
what
was
what
that
reference
was
to
I,
actually
made
a
note
of
it
and
checked
with
the
team
I
I
will
defer
to
chair.
If
you
would
like
somebody
on
the
team
to
answer
that,
we
don't
generally
answer
questions
out
of
public
comments.
A
I'd
like
not
to
answer
that
now,
we
can
bring
that
up
in
our
new
business
at
the
end
of
the
meeting,
and
we
would
like
to
continue
with
this,
where
we
are
right
now.
That's.
F
AE
A
AC
AP
M
K
A
Thank
you.
Our
next
action
item
is
in
fiscal
year,
23:
supplemental
appropriation
request
in
the
amount
of
703
939
dollars
to
support
two
memorandum
of
agreements
between
the
administrative
Guild
SEIU
Local
888
and
the
Boston
school
committee
from
20
to
24
2020
to
2024
you'll
recall
that
the
committee
approved
these
agreements
on
December
14th
I'll,
now
open
it
up
to
the
committee
for
any
final
questions
or
comments.
A
A
None
I'll
now
entertain
a
motion
to
approve
the
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
703
939
dollars
to
support
two
memorandum
of
agreements
for
successor,
collective
bargaining
agreement
between
the
administrative
Guild,
SEIU,
Local,
888
and
Boston
school
committee
for
the
period
September
1
2020
through
August
31st
2024
as
presented.
Is
there
a
motion?
A
M
G
K
K
A
Our
next
section
item
is
a
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
1
million
283
486
dollars
to
support
two
memoranda
of
agreement
between
the
custodians
Union
and
the
Boston
school
committee
from
2021
through
2024..
The
committee
approved
these
agreements
on
December
7th
I
will
now
open
it
up
to
the
committee
for
final
questions
or
comments.
A
Thank
you.
I
will
now
entertain
a
motion
to
approve
the
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
1
million
283
486
dollars
to
support
two
memorandum
of
agreement,
the
success
of
collective
bargaining
agreement
between
the
Local
Union
number
1952
painters
and
Allied
trades,
District,
Council
number
35
custodians
in
the
Boston
school
committee
for
the
period
September
1st
2021
through
August
31st
2024
as
presented.
Is
there
a
motion.
A
M
I
A
Our
final
action
item
this
evening
is
a
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
164
488
dollars
to
support
two
memoranda
of
agreements
between
the
Boston
School
Police
patrolman's
Association
and
the
Boston
school
committee
from
2020
to
through
2024..
The
committee
approved
these
agreements
on
December
7th
I'll,
now
open
it
up
to
the
committee
for
final
questions
and
comments,
foreign.
A
Thank
you.
I
will
now
entertain
a
motion
to
approve
the
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
164
448
to
support
two
memoranda
of
agreement
for
successive
collective
bargaining
agreement
between
the
New
England
police,
benevolent
Association,
Local,
160,
Boston,
School,
Police,
patrolman's
Association
and
the
Boston
school
committee,
or
the
period
September
1st
2020
through
August
31st
2024
as
presented.
Is
there
a
motion.
K
A
I
M
A
You
our
first
report
this
evening
are
two
tentative
collective
bargaining
agreements
between
the
Boston
school
committee
and
the
United
Steel
Workers
Local
2936,
better
known
as
our
bus
monitors
I,
will
now
turn
it
over
to
Labor
Relations
director
Jeremiah
Hassan,
for
the
report
I'd
like
to
remind
everyone
pleased
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
Mr
Hassan.
AQ
Good
evening
Madam
chair
superintendent
committee
members,
on
behalf
of
the
bargaining
team
for
the
school
committee,
I'm
very
excited
and
happy
to
present
the
tentative
agreement
between
the
school
committee
and
our
Boston
Union
United
Steel
Workers
Local
2936.
AQ
So,
as
did
Madam
chair
mentioned,
this
is
going
to
be
two
agreements
covering
the
period
from
July
1st
2020
all
the
way
through
June
30th
2025..
It
separated
July,
1st
2020
to
June
30th
2022
is
one
agreement
and
then
July
1st
2022
to
June
30th
2025
is
the
second
Moa.
AQ
The
agreement
calls
for
wage
increases
retroactively
in
the
amount
of
two
percent
for
FY
21
1.5
for
FY
22,
and
then
a
covert
Market
adjustment
which
I'll,
discuss
and
I'll
explain
in
a
minute
for
FY
23
for
fy24,
it's
a
two
percent
increase
and
for
FY
25.
It's
another.
Two
percent
increase
the
covert
Market
adjustment,
which
takes
effect
September
1st
of
this
past
year.
AQ
So
of
2022
covering
FY
23
is
an
increase
from
the
current
rate
so
for
standby
bus
monitors,
the
current
rate
is
just
over
15
and
it's
an
increase
to
17.50
and
then
for
our
assigned
monitors.
It
is
an
increase
of
two
dollars
per
assignment
right
now.
AQ
AQ
AQ
Specifically,
what
are
maybe
most
importantly
for
our
operations
is
a
we've
agreed
to
convert
from
a
per
root
or
per
assignment
compensation
structure
into
an
hourly
structure,
and
you
know
we
think
this
is
going
to
be
a
a
positive
change
both
for
the
district
in
terms
of
payroll
implications,
but
also,
we
think
it
will
appropriately
compensate
our
monitors
and
be
beneficial
on
their
end
and
in
addition
to
agreeing
to
to
make
that
conversion,
the
union
has
also
agreed
to
kind
of
be
cooperative
and
work
with
us
to
ensure
a
smooth
implementation
of
that
change.
AQ
Thank
you,
and
as
part
of
that
change,
a
commitment
made
by
the
district
and
this
agreement
is
to
include
a
minimum
hourly
rate
of
1.4
hours
per
shift,
and
this
was
to
address
concerns
that
if
a
run
was
happened
to
finish
very
quickly
on
a
given
day,
monitors
didn't
want
to
be
penalized
just
because
there
wasn't
traffic
now
I
think
we
all
know
that
very
rarely
happens,
but
it
may
happen
on
occasion
and
monitors
didn't
want
to
be
penalized
because
the
bus
got
there
sooner.
AQ
So,
in
addition
to
the
transition
to
hourly
pay,
the
parties
agreed
to
add
paid
days
off
during
winter
break
for
our
monitors
and
to
add
paid
days
off
either
between
or
either
over
February
or
April
break.
The
monitors
get
to
pick
which
which
break
they
want
to
be
compensated
during
beyond
the
time
off
and
wage
increases.
Bps
also
committed
to
providing
increased
notification
of
available
weekend
work
for
monitors,
so
we'll
now
be
available
on
all
bus
yards.
We
codified
current
practices
related
to
root
assignment
and
lost,
runs
for
monitors.
AQ
AQ
And
if
that
I
will
open
the
floor
up
for
for
some
questions,
if
you
have
any
okay.
E
M
This
is
much
less
of
a
question
than
it
is
more
of
a
comment
on,
as
it
is
with
many
positions
within
the
district.
You
know
just
making
sure
that
as
we're
recruiting
that
we're
being
able
to
provide
a
competitive
wage
for
folks
and
I
know
that
there's
been
some
Visionary
thinking
sort
of
how
we
want
to
do
this
with
combining
roles.
M
Things
like
that,
so
I
think
it's
just
prudent,
but
also
I,
think
encouraging
just
for
the
district
to
know
that
we
are
in
those
conversations
and
thinking
about
the
future
of
how
we
want
bust.
My
not
just
bus
monitors
but
all
positions
to
be
able
to
successfully
work
for
BPS,
but
also
feel
like
they
can
afford
to
live
in
the
city
where
they
work.
So
I
just
want
to
put
that
out.
There.
AQ
B
AQ
E
A
Sorry
wait
a
minute
I'm
sorry,
Mr
Khan
also
has
a
question.
AP
Not
not
a
question
I'm
just
following
up
with
Dr
alkins
comment,
I
like
to
make
a
little
comment,
a
short
comment
as
well:
I
I
applaud
the
work
of
the
labor
department
regarding
reaching
all
these
cdas.
All
these
memory,
memorandum
of
understandings.
AP
My
two
cents,
worth
aside
from
the
salary
increase
and
hourly
wage
that
are
pretty
much
on
the
competent
level
in,
in
contrast
to
States
and
Federal
standard
I,
I
I've,
dealt
with
this
kind
of
CBA
before
I
would
like
to
see
a
little
more
meat
in
terms
of
terms
and
conditions
that
are
somehow
added
into
these
cbas
or
these
memorandum
and
understanding
Beyond,
you
know
be
beyond
the
the
the
financial
aspect
of
it.
If
we
are,
if
we
are
looking
to
attract.
AP
Competent
staff,
competent
employees,
terms
and
conditions
should
I
think
should
be
a
little
more
elaborate
should
be
a
little
more
extensive,
so
I'm
hoping
that
would
be
part
of
the
future
memorandum
of
the
standings
or
cbas
from
this
point
forward.
Thank
you.
AQ
Understood
Mr
Tran,
and
you
know
we
look
forward
to
working
with
the
school
committee
on
the
next
round
of
bargaining.
Again,
we
hope
and
recommend
that
you
vote
to
approve
the
current
tentative
agreement,
but
you
know,
in
addition,
so
I
guess
well.
AQ
I'll,
take
this
time
to
thank
the
bargaining
team
of
the
boss
monitors.
We
had
a
really
collaborative
effort
and
we
put
in
a
lot
of
time
and
effort
on
both
sides,
but
we
we
really
worked
together
and
I,
think
we
reached
agreements
that
will
benefit
both
parties
and
we
have
a
shared
interest
in
making
these
positions
more
attractive,
helping
to
improve
our
Recruitment
and
Retention
in
this
unit.
We've
certainly
an
interest
on
our
end
and
interest
on
their
end
and
I.
AQ
Think
both
bodies
really
work
well
together
on
this
agreement,
and
it
leaves
me
very
optimistic
that
we'll
be
able
to
continue
working
together.
As
you
know,
we
have
some
big
challenges
ahead,
but
I
think
we're
in
a
strong
place
to
work
together
to
make
sure
that
things
are
implemented
well,
and
both
parties
can
can
benefit
from
this
agreement
and
from
the
relationship
that
were
built
over
the
negotiation.
AQ
So
I
want
to
thank
their
team
and
also
thank
the
team
from
City
Hall
mayor,
wolf
team,
specifically
Lou
mandarini
Who
provided
a
lot
of
help
and
support
to
get
us
what
we
needed
from
the
city
in
order
to
make
this
happen.
So.
AP
A
A
Tonight
we
will
hear
from
the
Council
of
great
City
Schools
regarding
their
report
and
recommendations
for
transportation
services
here
in
Boston,
Dr
Ray,
Hart
executive
director
of
the
council
will
present
this
report
along
with
Willie
Burrows.
The
council's
director
of
Management
Services
members
will
then
have
an
opportunity
to
ask
any
questions
before
I
turn
it
over
to
Dr
Hart
and
Mr.
Burrows
I
wanted
to
ask
the
superintendent.
If
there
are
any
comments,
she
would
like
to
make
and
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
A
D
You
chair
so
first
of
all
I
thank
you
to
the
Council
of
great
City
schools
for
their
continuing
partnership.
This
is
the
second
to
three
reports
bringing
their
expertise
to
the
table
with
us.
This
report.
As
we
see
it,
will
help
us
as
we
look
forward
to
a
focused,
coordinated
effort
to
ensure
that
our
transportation
is
safe
and
it's
reliable
for
all
of
our
students
and
families,
and
it's
with
the
console's
help
that
you
know
we
will
work
toward
that.
D
You
know
the
consuls,
the
report's
recommendations
from
the
council,
they're
they're,
rooted
in
a
deep
understanding
of
how
complex
our
system
is
here
in
BPS
it.
They
include
both
short-term
and
long-term
recommended
changes.
D
For
example,
you
know
they
recommend
that
we
Implement
best
practice
of
a
three-tier
bell
schedule
district-wide
and
that
we
also
work
toward
our
non-bps
schools,
so
the
private
schools
and
the
charter
schools,
for
whom
we
per
we
provide
transportation
that
we
work
with
them
to
align
bell
times
and
calendars
to
BPS.
D
All
the
key
recommendations
include
taking
steps
to
better
track
the
ridership
students
coming
on
and
off
of
the
buses
and
maximizing
our
Fleet
utilization
and
continuing
to
make
internal
cross-department
connections
and
improvements
so
that
we
can
really
better
serve
students
and
families.
Some
of
the
council's
recommendations
tied
to
work-
that's
already
been
ongoing
within
BPS,
especially
the
end
of
last
year
and
this
year,
and
then
some
of
them
are
brand
new
as
we
look
forward
to
them
as
a
district.
D
You
know,
we've
begun
critical
work
of
really
digesting
the
recommendations,
as
we
are
with
all
three
reports
and
planning
well
short
term
and
long
term,
but
also
how
the
reports
really
intersect.
So
in
this
particular
case,
student
assignment
in
special
education
Transportation
are
very
much
linked
to
the
special
education
report
as
well
as
we
move
forward
with
the
work
stakeholder
and
Community
engagement
is
going
to
be
critical.
D
You
know
effective
policy
as
we
develop
it
and
as
we
Implement
any
of
the
policy
changes
that
will
be
needed,
they're
going
to
really
require
meaningful
stakeholder
engagement
and
they'll
need
to
be
guided
by
larger
conversations
across
the
district
and
in
the
case
of
Transportation
the
community,
particularly
as
we
think
about
reimagining
BPS.
We
reimagining
the
budget
process,
but
also
as
we
work
across
the
compact
with
our
Charter
and
our
our
private
school
brothers
and
sisters.
D
You
know
I
I,
think
you
know.
We've
certainly
made
progress
in
many
areas
in
much
of
the
work
is
is
underway,
but
we
know
we've
got
a
really
long
way
to
go,
particularly
in
this
Transportation
report.
We're
committed
to
doing
it.
We
have
to
get
this
right.
We
have
to
get
it
right
for
our
students
and
our
families.
D
They
have
to
be
able
to
rely
on
safe
and
reliable
transportation,
so
I'm
going
to
turn
it
over
to
Dr
Hart
again
just
want
to
really
you
know,
appreciate
him
and
his
team
and
the
work
that
they
have
done
and
continue
to
do
with
us
in
Partnership,
so
Dr
Hart.
AR
Thank
you
very
much
superintendent
Skipper,
chair
Robinson
members
of
the
Boston
school
committee,
I
just
want
to
thank
you
very
much
for
the
opportunity
to
share
with
you
once
again,
superintendent
Skipper
just
provided
a
really
great
high-level
overview
of
the
report.
AR
Would
it
what
it
entails
so
we'll
give
you
a
few
details
and
then
open
up
the
floor
and
allow
you
to
ask
questions
again:
I'm
Raymond,
Hart
I'm,
the
executive
director
of
the
Council
of
the
great
City
Schools
pleased
to
be
joined
by
Willie
Burroughs,
who
is
our
director
of
Management
Services
and
also
formerly
the
director
of
operations
and
then
served
in
several
other
operations
capacities
in
large
Urban
school
districts.
Our
reports
are
not
developed
or
drafted
in
isolation.
AR
In
other
words,
our
staff
are
not
the
sole
experts
that
we
bring
to
really
review
operations
and
those
things
that
we
review
in
our
school
districts.
AR
We
actually
rely
on
the
expertise
of
those
across
our
member
districts
and
for
this
particular
report,
I
want
to
thank
Jim
Beekman,
who
is
general
manager
of
operations
in
the
Hillsborough
County
Hillsborough
County
public
schools
in
Florida,
Tampa
Florida,
Nathan
Graf,
who
is
the
senior
executive
director
of
transportation
and
vehicle
maintenance
in
San
Antonio
Independent
School
District,
Adam
Johnson,
who
is
the
executive
director
of
Transportation
in
Charleston
County
public
schools
in
South,
Carolina,
Nicole
portee?
Who
is
the
assistant
superintendent
for
operations
in
Charlotte
Mecklenburg
public
schools
in
North,
Carolina,
Edward
Romero?
AR
Who
is
the
director
of
operations
and
business
manager
in
San,
Antonio,
Independent,
School,
District,
Travis
Salas,
who
is
executive
director
of
student
transportation,
the
Omaha
public
schools
and
then
Bob
Carlson?
Who
is
the
senior
advisor
to
operations
and
Management
Services,
and
the
Council
of
the
great
City
Schools?
All
of
those
individuals
visited
Boston
conducted
the
series
of
interviews
that
produced
this
report
again.
AR
In
addition
to
that,
I'd
like
to
add
that
we
will
continue
to
work
with
the
district
as
we
share
with
special
education
to
make
connections
to
districts.
Thank
you
for
the
reminder
so
I
will.
We
will
continue
to
make
connections
between
the
staff
and
Boston
public
schools
and
our
member
districts
around
the
country
to
help
Boston
craft
their
responses
to
the
recommendations,
develop
strategies
around
those
recommendations
and
really
implement
the
recommendations
that
we
share.
I'm
going
to
ask
Willie
Burrows
to
share
the
PowerPoint
slide
on
his
screen.
AR
I
am
in
a
hotel
and
I
am
hopeful
that
I
don't
want
to
try
to
share
my
screen
and
talk
because
my
audio
may
go
out.
So
really,
if
you
don't
mind,
sharing
so
I've
just
shared
the
overview
I
want
to.
Thank
you
all
on
the
first
slide,
we'll
talk
about
just
an
overview
of
what
we'll
share
and,
on
the
next
slide,
we'll
share.
AR
Just
an
overview
of
what
we'll
discuss
first
of
all,
we'll
discuss
leadership
as
it
relates
to
transportation
services
and
some
of
the
key
findings
key
high
level
findings.
AR
In
addition
to
that,
we'll
talk
about
student
assignments,
enrollment
and
and
the
role
that
that
plays
in
transportation
and
routing
the
role
that
that
plays
in
transportation,
we'll
talk
about
management
related
to
transportation
and,
finally,
we'll
open
the
floor
for
your
questions
on
the
next
slide,
just
as
a
high
level
overview
of
our
key
findings.
AR
The
district
says
annual
calendars
and
daily
schedules
for
both
non-bps
schools
and
and
others
and
I
want
to
talk
about
what
that
means
from
a
calendaring
standpoint
in
terms
of
the
governing
boards
that
you're
working
with
the
BPS
routing
system
has
24
different
morning
bell
times:
20
different
midday
build
times
and
29
different
afternoon
bell
times,
which
really
must
be
coordinated
between
both
BPS
and
non-bps
schools.
In
addition
to
that
for
non-bps
schools,
they
schedule
half
days
or
early
outs
at
their
own
discretion.
AR
AR
AR
So
the
assignment
policies
results
in
many
students
traversing
the
city
each
day,
rather
than
utilizing
neighborhood
schools
and
it
increases
the
number
of
buses
on
the
road
at
any
given
time
and
I
want
to
share
that.
That
is
not
problematic
in
and
of
itself,
it
is
part
of
the
policy
of
the
district.
However,
it's
important
to
understand
that
that
policy
in
itself
directly
impacts
Transportation
the
challenges
of
providing
transportation
to
students
and
also
the
efficiencies
of
transportation
for
students
and
when
I
describe
efficiencies.
AR
I
am
referring
to
on-time
arrivals,
missed
stops
or
routes
average
ride
time
for
students
Etc.
AR
Independent
of
the
vendor
that
you
select
for
bus
monitors
and
so
your
collective
bargaining
agreement
that
drives,
who
you
hire
and
how
you
work,
directly
impacts
the
overall
efficiencies
of
your
transportation
system.
So
there
are
multiple
things
going
on,
and
one
of
the
things
that
we'll
do
as
well
is
connect
BPS
to
other
systems
around
the
country
that
have
similar
circumstances
and
I'll
address
how
these
overall
key
findings
impact
foreign,
District
overall.
AR
Okay,
so
the
first
thing
related
to
leadership
is
that
the
transportation
department
in
particular
seemed
to
be
strong,
and
we
want
to
thank
those
in
the
transportation
department,
just
as
chair
Robinson
just
thanked
them
a
few
moments
ago
for
their
efforts
and
their
work.
The
team
was
extremely
supportive,
extremely
knowledgeable,
and
the
team
appeared
to
be
as
we
share
laser
focused
on
improving
efficiencies
and
controlling
costs
within
the
system.
AR
And
what
we'll
share
is
some
additional
ideas
about
what
that
looks
like
the
first
of
which
is,
as
superintendent
Skipper
just
mentioned,
we're
going
to
propose
going
to
a
three-tier
schedule
for
BPS,
which
is
going
to
take
some
effort,
but
there's
currently
a
three
three
tier
schedule.
But
not
all
schools
adhere
to
it,
and
so
we'll
talk
more
about
that
in
just
a
moment.
AR
Some
of
those
include
but
are
not
limited
to
school
type.
How
many
students,
where
are
we
transporting
students
between
BPS
charter
schools,
out
of
District
Etc?
Some
of
that
data
is
available?
Some
is
not
transporting
students
out
of
zone,
so
understanding
for
a
student
that
might
be
transported
from
one
area
or
community
in
the
district
to
another
area
or
community
of
the
district,
which
is
a
little
further
away.
What
does
that
mean
for
the
number
of
buses?
AR
AR
And
here
we're
focused
on
not
just
not
just
proposed
rates
or
projected
rates
but
actual
ridership,
so
really
understanding
bus
utilization
is
critical
and
then,
lastly,
understanding
eligibility
type.
So
the
type
of
students
type
of
students
who
are
eligible
so
on
the
next
slide
are
our
recommendations
regarding
data,
and
these
are
important
for
really
addressing
the
inefficiencies
but
also
understanding
where
some
of
those
inefficiencies
can
be
addressed
and
shored
up.
AR
The
first
is
implementing
a
consistent,
three-tier,
bail
schedule,
which
we
discussed
earlier.
The
second
routinely
updating
policies
and
procedures
and
understanding
how
those
policies
and
procedures
are
impacting
your
routes
so
that
you
can
maximize
your
Fleet
utilization.
A
good
example
of
that
which
was
just
mentioned
is
just
understanding.
AR
These
key
areas
walk
to
stop
distances,
average
ride
time,
pickup
times,
bus
loads
and
seat
utilization
and
then
tiering
and
hearing
is
just
a
route.
So
if
you're
understanding
kind
of
routes,
there
are
tiers
and
it's
the
it's.
AR
Each
route
that
a
bus
runs
is
a
is
a
tier
next
we'll
go
into
some
additional
recommendations
that
is
strengthening
the
internal
fiscal
and
management
controls
by
taking
a
close
look
at
per
pupil
and
per
bus,
vehicle
costs
and
tracking
that
transporting
students
to
nearby
schools
on
the
bus
on
the
same
bus,
such
as
elementary
schools
or
nearby
middle
schools,
designing
a
Department
of
Transportation
strategy
for
monitoring,
actual
ridership
throughout
the
year
and
aggressively
identifying
stops,
runs
and
routes
that
can
be
Consolidated
or
eliminated
based
on
actual
ridership
and
then.
AR
AR
Some
of
the
key
findings
here
are
really
related
to
school,
assignment
plans
and
program
placements
and
understanding
how
they
impact
transportation
services.
The
superintendent
Skipper
mentioned
that
some
things
are
going
to
be
parallel,
for
example,
or
parallel.
Some
things
will
influence
others,
for
example,
special
education,
as
you
begin
to
adjust
special
education,
and
you
begin
to
adjust
school
student
assignment
relative
to
special
education,
supports
that
will
impact
transportation.
AR
Finally,
one
of
the
things
that
we
noted
was
that
the
dates
around
when
ridership
needs
are
shared
throughout
between
both
the
district,
the
vendor
that
provides
services
and
others
for
bidding
purposes.
Those
dates
seem
to
be
out
of
sync,
and
so
one
of
the
recommendations,
you'll
see
in
a
moment
is
Shoring
that
up
and
then
finally,
there's
a
appears
to
be
a
lack
of
coordination
between
special
education
and
the
Department
of
Transportation,
and
that
coordination
is
really
a
joint
coordination
and
we'll
talk
more
about
that
in
a
moment.
AR
I
mentioned
earlier
the
student
information
system,
but
there's
also
the
communication,
not
just
internally
between
transportation
and
the
sis,
but
also
understanding
the
communication
needs
between
BPS
in
the
103
non-bps,
schools
that
have
different
student
information
systems
that
all
Impact
transportation
and
so
communication.
Ensuring
up
communication
between
them
is
critical.
AR
On
the
next
slide,
we'll
highlight
some
of
the
recommendations.
We've
already
talked
about
improving
formal
Communications
between
special
education
and
the
Department
of
Transportation.
That
relates
to
not
just
Transportation
needs
for
students,
but
I
mentioned
earlier
that
there
has
been
a
70
percent
increase
in
the
need
for
monitors
for
students
on
school
buses
for
special
education
students.
AR
In
many
instances,
those
monitors
are
one-on-one
monitors,
so
they're
individual
monitors
for
a
child,
but
they're
assigned
in
the
IEP
process,
which
the
IEP
process
should
remain
independent
of
Transportation.
It
absolutely
should.
However,
consideration
could
be
given
to
students
who
are
assigned
a
one-on-one
monitor
on
a
bus
that
already
has
three
or
four
monitors
assigned
to
children.
So
what
you're
end
up?
AR
The
previous
school
years,
actual
ending
routing
configuration
in
informing
what
the
next
school
Year's
routing
should
look
like
and
currently
routing,
as
I
shared
in
the
findings,
is
built
on
all
students
who
are
eligible
for
transportation
rather
than
actual
ridership
and
so
understanding.
What
actual
ridership
is
is
critical
and
there's
data
collection.
AR
And
then
the
Department
of
Transportation
has
not
linked
its
monitor
its
modern
call
center
to
the
vendor
or
retained
a
multilingual
individual
to
provide
a
higher
level
of
customer
service
to
parents
and
administrate
its
parents
and
administrators.
When
there
are
missed
bus
stops
or
missed
routes,
and
so
that
process
is
and
what
you'll
see
in
the
recommendations
is
really
Shoring
up
the
communications
between
bus
services,
the
actual
route
that
the
vendor
is
running
and
the
coordination
of
communications
with
parents
and
others
and
you'll
see
that
on
the
next
slide
in
terms
of
recommendations.
AR
So
one
of
the
first
is
to
update
and
fully
implement
a
comprehensive
plan
to
include
goals,
objectives,
benchmarks,
performance,
accountabilities
and
costs,
and
you
have
currently
a
business
plan
that
is
quite
strong
and
what
we're
recommending
here
is
Continue
to
update
that
business
plan
and
fully
Implement
that
business
plan,
but
the
business
plan.
The
review
had
a
number
of
critical
areas
that
we
thought
were
quite
strong,
but
updating
that
with
some
of
the
data
collection
elements
that
we
recommend
here
is,
it
would
be,
would
help
produce
or
re
or
increase
the
efficiencies
of
the
system.
AR
So
Communications
is
critical
both
internally
in
the
system,
but
with
external
constituents
as
well,
making
sure
that
those
meetings
are
regular
and
they
have
specific
agendas
is
important
for
improving
systems
and
then
finally,
well
not.
Finally,
we
have
a
couple
of
others,
but
resuming
the
annual
Department
of
Transportation
customer
service
survey.
That
survey
was
done
prior
to
the
pandemic
and
we
recommend
resuming
that
as
well
and
on
the
next
slide.
AR
One
of
the
things
that
we
observed
is
that
the
new
ifb
seems
to
do
a
thorough
job
of
defining
service
performance
requirements,
Etc
to
ensure
that
the
contract
includes
performance
indicators
that
address
on-time,
bus
performance
and
other
issues,
and
so
making
sure
that
those
key
performance
indicators
are
implemented
will
be
critical.
Some
of
those
include
on
time,
performance
missed
trips,
maintenance
and
vehicle
exp
results,
and
then
monthly,
financial
and
statistical
reporting,
and
some
of
these
I'll
use
on-time
performance
as
well.
AR
The
district
will
have
to
be
really
careful
in
collecting
data
that
clearly
identifies
root
causes,
for
example,
of
on-time
performance,
so
with
on-time
performance
it
could
be
driven
by
issues
related
to
the
bus
drivers
themselves,
perhaps
late
arrivals
or
those
who,
who
might
not
might
miss
a
day
of
work
etc.
So
some
of
that
is
related
to
the
collective
bargaining
agreement
and
then
some
of
it
might
be
related
to
the
transportation
vendor
and
so
teasing
out.
What
some
of
those
are
will
be
a
critical
aspect
of
the
district's
data
collection
process
on
the
next
slide.
AR
AR
So
some
of
our
final
recommendations
are
just
in
terms
of
understanding
where
you
are
making
improvements
in
this
system,
as
I
shared
earlier
we're
going
to
do
two
things,
the
first
of
which
is,
we
will
continue
to
work
with
the
transportation
department
to
help
them
connect
with
other
large
Urban
school
districts,
with
similar
challenges
around
the
country
to
share
best
practices
to
share
what
they've
learned,
what
they've
been
able
to
implement
in
terms
of
improving
and
understanding
data
collection,
but
also
in
terms
of
improving
proving
the
efficiencies
of
their
routing
systems
and
then,
secondly,
we've
already
begun
to
collect
data
to
help
BPS
understand
where
it
stands
relative
to
their
peers
around
the
country
in
things
like
on-time
performance
and
other
other
things
around
Transportation.
AR
A
D
You
sure
so
for
thank
you
chair,
so
first
it
just
again,
I
think
the
committee
can
see
how
detailed
and
compressor
the
report
is,
and
so
again
just
I
think
this
is
going
to
be
really
invaluable
to
the
district,
to
build
off
of
a
report
that
was
done
back
in
2020
and
we
sort
of
see
how
the
systems
evolved
in
the
areas
that
we
really
need
to
hone
in
on.
You
know
going
forward.
D
I
know
that
deputy
director
of
Transportation
Dan
Rosengard
does
have
some
specific
thoughts
and
reactions,
especially
based
on
work
that
has
begun
in
some
of
the
areas
that
Dr
Hart
has
talked
about.
So
Dan
I'll
turn
it
over
to
you
for
a
bit.
O
Thanks
superintendent
and
thank
you
Ray
Willie
and
the
Council
of
great
City
schools
for
this
report.
While
we
have
made
a
lot
of
progress,
we
also
know
that
we
have
a
lot
of
work
ahead
of
us,
and
this
work
is
is
both
incredibly
challenging
and
also
deeply
important.
O
O
With
that
in
mind,
I
I
want
to
take
a
quick
moment
and
just
recognize
the
entire
Transportation
team,
who
really
shows
up
day
in
and
day
out,
under
challenging
circumstances
and
I
just
want
to
thank
them
for
their
work
and
the
passion
and
dedication
that
they
bring.
You
know
to
improving
service
for
our
students
and
families
in
schools,.
O
We
don't,
though,
and
we
can't
work
in
a
silo
and
so
being
successful
in
these
efforts
we
know
is
going
to
require
really
meaningful
stakeholder
engagement
and,
really,
you
know,
key
collaboration
across
both
across
the
district,
as
well
as
with
our
outside
partners.
O
One
of
the
things
the
superintendent
noted
in
her
superintendent
report
earlier
that
we're
really
excited
about
is
the
newly
formed
Transportation
advisory.
Council
The
Advisory
council
is
going
to
play
a
really
important
role
in
this
work,
in
particular
in
the
implementation
process.
As
we
move
to
implement
these
recommendations,
we
sent
out
invitations
for
the
group
last
week
and
we're
looking
forward
to
having
our
first
meeting
in
the
coming
weeks.
O
We
also
get
really
really
important
engagement
with
our
families
day
in
and
day
out,
the
Department
of
Transportation
took
over
80
000
calls
on
our
Hotline
in
2022
and
responded
to
over
nearly
30
000
tickets
in
our
customer
service
system,
and
this
daily
engagement
provides
just
invaluable
feedback
and
data
that
you
know
we
do
and
will
continue
to
leverage
to
help
guide
our
work.
O
One
of
the
things
that
that
Rey
and
the
superintendent
mentioned
is
that
in
2020
our
department
had
developed
a
five-year
business
plan
and
that
business
plan,
part
of
it,
was
outlining
24
strategic
initiatives
to
improve
transportation.
O
You
know
covid
interrupted
and
complicated
a
lot
of
the
work
we
were
doing
there,
but
the
team
has
been
able
to
make
progress,
implementing
18
of
those
24
recommendations
over
the
past
three
years
and
looking
at
the
the
council's
report,
you
know
that
they
presented
tonight.
O
It
really
ties
back
to
and
builds
on.
You
know
what
we
have
been
doing
as
part
of
that
that
business
plan,
in
particular,
looking
at
some
of
the
work
that
you
know
that
we
have
been
doing
and
know
that
we
need
to
keep
doing
on
internal
Transportation
processes
as
well
as
policy
work,
that
that
impacts
transportation
and
that
you
know
that's
policy
work
that
has
to
be
done
across
the
district
and
with
a
lot
of
collaboration.
O
Building
on
that
business
plan
really
reflects
both
progress
that
we've
made
over
the
past
few
years,
but
also
an
acknowledgment
that
we
have
a
lot
of
improvement
left
one
Focus
area
that
I'll
that
I'll
speak
to
where
you
know
that
has
been
important
and
a
big
Focus
for
us
in
recent
years
has
been
on
holding
our
bus
vendor
accountable
and
so
in
2020
BPS
implemented
a
monthly
performance
review
process
with
transdev
who's
the
current
bus
vendor
in
order
to
make
sure
that
we're
we're
really
measuring
and
driving
service
improvements
with
our
vendor,
and
when
we
had
created
the
invitation
for
bids
the
ifb
for
the
next
Transportation
vendor
contract,
we
made
sure
to
introduce
new
mechanisms
to
hold
the
vendor
accountable,
including
aligning
Financial
incentives
towards
student-oriented
results
yeah,
while
the
current
contract
has
has
basically
zero
Financial
Risk
to
the
vendor.
O
The
new
ifb
ensures
that
the
incoming
vendor
is
going
to
have
skin
in
the
game
through
a
mix
of
performance
incentives,
for
you
know
for
improved
performance
as
well
as
damages
for
non-performance
second
area.
That
I
want
to
speak
on.
Briefly,
where
you
know
we
have
made
some
improvements
over
the
past
few
years,
is
ensuring
up
internal
Transportation
processes
and
procedures.
One
example
is,
we
have
made
I
think
strides
in
collaborating
and
coordinating
across
BPS
departments.
O
We
have
weekly
working
groups
in
place
with
assignments,
special
education
and
information
technology.
You
know
three
of
the
Departments
that
are
really
critical
in
our
work,
in
getting
data
from
them
for
for
rooting
for
assignment,
and
you
know
to
make
sure
that
we're
able
to
to
do
our
piece
and
those
working
groups
have
really
been
focused
on
setting
and
maintaining
timelines
for
collaboration
and
for
data
sharing
did
focused
on
identifying
and
problem
solving
issues
as
they
come
up,
and
then
you
know
making
recommendations
for
improvements
as
we
move
this
work
forward.
O
Bps
transportation,
we
know,
has
one
of
the
highest
Transportation
costs
in
the
nation,
and
the
council's
report
provided
several
recommendations
for
better
tracking,
controlling
and
reducing
costs.
O
O
Thank
you,
superintendent.
If
you
have
anything
else,
you
want
to
say.
D
No
I
think
you,
you
did
a
great
job,
Dan
I
I
think
what
what
also
is
clear
is
that,
in
addition
to
the
ownership,
the
Del
Dan
and
the
transportation
team
has
taken
I
think
one
of
the
things
that
the
council's
report
highlights
is
that
it's
actually
across
stakeholder
groups
that
have
to
actually
take
responsibility
on
this,
and
so
this
is
really
going
to
be
the
work
going
forward
and
all
three
of
these
reports
frankly
that
require
us
to
work
together,
whereas
before
you
know
folks
could
work
in
Silo
in
order
to
get
the
results
that
we're
looking
for.
D
That's
just
not
possible,
so
I
think
that's
going
to
be
one
of
the
things
that
the
committee
will
see
going
forward.
Is
that
there's
just
a
lot
more
coordination
that
needs
to
happen
in
an
area
that
we
have
to
develop
in?
That
is
this
idea
of
the
outside
BPS
Transportation
pieces.
D
You
know
with
with
Charters
and
with
private,
so
we've
been
having
some
initial
conversations
with
Desi
on
that
to
better
understand
and
our
role
in
that
and
what
the
what
the
boundaries
are
with
that
in
terms
of
what
we're
obligated
to
do,
what
what
is
around
cooperation
and
what
is
required
and
so
I
think
that
will
also
play
into
our
you
know
our
future
work.
D
B
A
Great,
thank
you
all
and
I'll
now
open
it
up
to
the
committee
for
questions
and
comments,
Mr
cartel
Hernandez
and
then
miss
lepera.
P
E
P
Like
so
much
of
this
is
not
new
news
right,
like
I,
read
a
2016
report
in
a
2020
report
that
had
like
very
similar
recommendations
around
the
sort
of
state
of
play,
as
well
as
solutions
to
move
forward,
so
like
I
wanna,
like
honor,
the
labor
that
went
into
this
and
like
how
lucky
are
we
today's
a
new
day
and
we're
here
to
see
it?
But
some
of
this
has
like
been
in
front
of
us
for
a
really
long
time.
P
P
You
know
in
these
types
of
reports
we
get
everything
at
once
and
then
it's
like
a
Choose
Your,
Own,
Adventure
I.
You
know
I
guess
I'll
say
this
and
I'm
I,
guess
I'm
curious
for
a
response,
like
my
fear,
is
like
moving
towards
bigger
policy
changes
like
school
start
times
and
the
sort
of
finger,
pointing
is
the
wrong
word,
but
the
sort
of
questioning
of
of
our
responsibility
around
Charters
or
out
of
District
placements,
and
we
still
don't
have
Precision
around
who's
on
a
bus.
P
I
think
any
Bostonian
will
tell
you
they
will
like
see
a
school
bus
drive
by
them
and
there's
two
kids
on
a
big
old
bus,
and
it
feels
surprising,
sometimes
and
so
I'm
curious,
like
even
if
it's
an
initial
gut
reaction,
sort
of
hierarchy,
priority
of
of
need.
Where
does
that
live?
AR
So
if
you
may
substance
Cooper
mayor,
yes.
AR
So
if
you'll
notice,
we
started
our
very
first
recommendation
in
this
presentation
with
data
collection,
particularly
around
bus
utilization
rates,
other
critical
information,
one
of
the
things
that
we
found
critical
information
about,
for
example,
student
ridership
from
one
part
of
the
community
to
another
part
of
the
community,
understanding
what
that
looks
like,
particularly
given
some
of
the
policies
around
students
not
being
on
a
bus.
AR
If
they're
going
to
different
schools
on
other
sides
of
the
community
because
you're
not
mixing,
you
can't
right
now,
there's
a
policy
that
you
don't
mix
schools
well,
all
of
those
all
of
those
generate
inefficiencies
in
your
transportation
system.
So
until
you
understand
which
of
those
are
driving
those
inefficiencies
that
you
can't
address
the
inefficiencies
themselves.
So
we
started
with
that
data
collection
specifically
because
when
we
asked
some
of
those
questions,
we
couldn't
get
answers
to
them
and
therefore
we
can't
provide
recommendations
on
how
to
improve
those
efficiencies.
AR
D
Yeah
I
would
I
would
actually
also
again
weigh
in
on
this,
but
I
think
you
know.
One
of
the
immediate
conversations
we
had
is
automating
some
of
these
processes
right,
you
know
for
a
district
or
size,
we
need
to
move
into
Enterprise
work
right,
which
requires
using
technology
in
automation
as
much
as
possible
and
I.
Think
in
this
particular
case
you
know
moving
and
putting
tablets
on
the
buses
so
that
we
can,
you
know,
quickly,
update
map
routing
having
a
centralized
person
whose
sole
position
is
working
on
the
map.
Routing.
D
You
know,
I,
think
that
that's
when
we
wholly
agree
with,
but
then
also
having
the
Adaptive
work
of
once
you
get
TAPS
in
the
buses
for
students
to
tap,
is
the
Adaptive
work
of
training
students
to
do
that
right
and
so
there's
going
to
be
like
some
that
are
just
technical,
low-hanging,
fruit
that
we
can
do,
but
the
work
of
changing
human
behavior
is
going
to
be
the
the
hard
part
to
it
right,
but
nonetheless
has
to
happen,
because
until
we
have
that
data
and
it's
accurate,
we
then
can't
make
the
next
level
of
decisions
that
Dr
Hart
is
talking
about
in
terms
of
efficiency
in
the
routing
yeah.
P
O
O
It
is
a
very
challenging
thing,
given
the
scope
and
scale
of
our
the
district
and
kind
of
the
decentralized
nature
of
you
know,
understanding
and
confirming
ridership,
and
so
one
area
where
you
know
we're
we're
really
looking
forward
to
working
with
the
council
further,
is
on
understanding
the
the
Technology
Solutions
and
the
best
practices
that
other
districts
might
have
in
place
to
do
this.
Well
because
it
is,
it
is
something
that
we,
you
know,
urgently
need
to
figure
out.
Yeah.
P
O
I
can
I
I,
don't
have
the
number
right
in
front
of
me
I
think
we
can
get
it.
E
O
AF
J
Thank
you,
madam
chair,
and
thank
you
so
much
for
engaging
with
us
in
this
report
and
with
your
recommendations
just
want
to
Echo
some
of
the
pieces
that
member
cardet
Hernandez
has
already
raised.
J
So
we
did
have
this
practice
at
some
point
and
I'm
just
curious
to
understand
what
happened
and
like
where
did
the
breakdown
of
this
practice
and
just
because
I
I.
If,
if
there's
some,
if
there's
a
tool
that
we
already
have
that
we
can
Implement
I'm
curious
about
that
and
if
there's
not
if
we
moved
away
from
it
for
some
strategic
reason,
I
know
that
we're
saying
that
this
is
a
priority
to
really
be
able
to
engage
in
in
gathering
those
data
points
and
just
the
ridership
piece.
J
But
various
other
data
points
to
really
understand
root
cause.
How
quickly
are
we
thinking
that
we
can
begin
to
collect
some
of
this
necessary
data
points
to
then
engage
in
any
potential?
Other
changes
within
the
district.
D
So
I
I
think
I
think
that
it
is
my
recollection
and
then
I
think
in
the
past
reports.
It
is
spoken
about
having
student
ridership
data,
a
student
routing
data,
but
not
necessarily
student
ridership
data
right
now.
All
of
that
is
collected
in
a
paper
process,
which
is
what
makes
it
extremely
difficult
to
actually
track
it.
D
D
But
I.
My
recollection
to
the
Past
report
is
that
it
was
also
noted
the
absence
of
student
ridership
data.
We
can
go
back
and
verify
that
though
Miss
Alberta
just
to
make
sure,
because
the
the
reports
are
thick
yeah.
J
I,
don't
know
if
it
was
state
in
the
report,
but
I
do
remember
as
a
practice.
Parents
had
access
and
the
district
by
default
also
had
access
to
know
whether
student
was
getting
on
the
bus
at
Point.
A
and
arriving
at
point,
B
and
so
I
also
think,
like
that's
to
your
point
around,
like
getting
students
to
engage
with
the
process.
J
Yeah
families
I
think
would
happily
engage
with
the
process
like
we
track
on
our
phones,
where
the
bus
is
right,
and
so
but
I'm
just
thinking
like
how
can
we
quickly
engage
in
this
because,
while
I
know
that
change
takes
time
and
that
this
is
a
a
big,
a
big
piece
of
the
puzzle
to
to
really
engage
in,
we
don't
have
time
to
waste
anymore,
like
I
think
we
really
have
to
figure
out.
How
do
we
move
quickly
to
to
really
then
be
able
to
engage
in
other
conversations
that
need
to
happen.
D
100
yeah,
we
won't
get
to
the
other
types
of
analysis
that
the
council's
recommending
until
we
actually
have
just
solid
ridership
data
right.
So
this
is
like
the
team
we've
already
met,
and
the
team
knows
that
this
is
a.
This
is
something
that
is
just
gonna
happen
because
it
needs
to
this
year.
D
So
this
is
something
we're
actively
working
on,
but
we
do
want
to
also
hear
back
from
the
council
and
appreciate
their
work
of
pointing
us
directly
toward
particular
types
of
technology,
so
that
what
we
purchase
we
purchase
what
we
are
actually
going
to
be
able
to
need
and
use
going
forward.
So,
but
this
is
the
priority
for
this
year
as
one
of
the
strategy
lists.
J
Yeah
I
mean
we
want
to.
We
want
to
get
us
to
get
a
get
a
system.
Now
that
we'll
be
able
to
use
in
Siri
I
know
things
move
a
lot
quicker
in
terms
of
outdatedness,
but
and
then
my
other
quick
question
was
really
appreciated.
J
Folks
sharing
how
they
came
to
Boston
and
the
team
came
to
Boston
and
really
engaged
with
with
different
stakeholders
in
interviews,
as
well
as,
like
the
data
collection,
I'm
curious.
If
there
was
any
role
in
which
students
and
families
were
engaged
in
the
process
for
the
the
report
and
the
recommendations.
AR
Thank
you
for
that
question.
We
primarily
focused
on
administrative
process,
but
we
did
not
ignore
the
family
and
Community
process.
For
example,
we
did
keep
up
with
some
of
the
challenges
that
again
were
shared
in
the
media.
We
know
that
there
were
some
high-level
families
who
are
in
offices
across
the
city
who
has
students
whose
routes
were
missed
Etc.
So
we
did
pay
very
close
attention
to
that
understanding.
The
challenges
that
are
facing
parents
when
stops
are
missed
when
routes
are
missed.
So
we
did
utilize
that
information
in
the
recommendations.
M
Thank
you
for
the
report
I'm.
My
question
is
around
what
is
currently
being
done
or
I
know.
It
was
one
of
the
final
recommendations
to
improve
Communications
between
the
office
of
special
education
and
the
Department
of
Transportation,
particularly
I
mean
having
just
heard
a
like
spoken
about
the
collective
bargaining
agreement,
basically
for
the
bus
monitors
and
knowing
that,
over
the
past
five
years,
we've
had
a
70
increase
in
students
who
require
bus
monitors
as
part
of
their
IEP
504s.
M
So
I'm
curious
as
to
what
the
thinking
is
and
strategy
is
around
addressing
this
and
be
increa
increasing
the
Recruitment
and
Retention
thereof.
D
So
Dean
I,
don't
know
if
you
want
to
I
I
have
a
way
that
I
would
approach
that.
But
do
you
want
to
why?
Don't
you
go
first
because
I
know
I
know
how
you're
going
to
approach
him
good.
O
Thanks
superintendent
yeah
working
closely
with
with
special
education,
has
been
a
priority
of
ours.
Over
the
past
year
we
have,
we
have
a
weekly
working
group
that
meets
between
transportation
and
special
education
to
address
issues,
and
you
know,
come
up
with
ideas
and
push
push
them
forward
and
a
few
of
the
things
that
you
know
a
few
additional
things
and
a
few
of
the
things
that
have
come
of
that,
for
example,
we
introduced
to
and
are
currently
hiring
for,
two
program
directors
for
transportation.
O
And
then
we
have
you
know
myself,
and
the
head
of
our
monitors
unit
in
delaverin
have
met
with
the
the
coasts
at
one
of
their
professional
development
days
and
our
going
back
to
do
that
again
to
you
know
to
really
make
sure
that
we're
engaging
with
not
just
special
education
leadership,
but
you
know
across
special
education
to
make
sure
that
you
know
we're
working
together,
understanding
what's
driving
the
increase
in
the
num.
You
know
bus
monitor
requirements,
and
you
know
working
together
to
you,
know
to
make
sure
that
we're
supporting
our
students
appropriately.
D
Yep
and
so
I
would
I
would
add
to
that
that
I
think
one
of
the
things
is
is
in
the
particularly
in
the
special
education
piece.
Is
this
clarification
of
a
one-to-one
monitor
versus
a
bus
with
a
monitor
right,
and
so
this
is
a
point
of
clarity,
but
it's
not
just
for.
Within
our
district,
we
have
seen
a
much
greater
increase
of
monitor
requests
from
Charter,
School
IEP
meetings.
D
Dan
would
know
the
figure,
but
I
want
to
say
it's
like
70
percent
of
the
increase
in
monitors
is
driven
from
outside
the
system.
So
clearly
we
need
to
do
some
work.
D
We
need
to
do
work
with
our
Charter
Partners
right
around
this
and
understanding
that
the
other
thing
I
would
say,
that's
a
bit
more,
like
I,
think
a
more
systemic
is
we
have
to
work
on
having
our
special
education
IEP
system
talk
to
our
student
information
system
when
it
comes
to
the
transportation
pieces
right,
so
this
is
actually
going
to
be
something
which
is
why
we're
really
interested
in
getting
a
couple
of
best
practice
districts
to
hone
in
on
and
look
at,
because
that
is
a
disconnect
in
our
current
system.
D
O
O
Think
the
clarification
I
would
make
you
know
is
well
the
majority
of
our
monitor
required.
Students
are
still
within
DPS,
where
what
we're
seeing
is
that
proportionally,
the
non-bps
schools
are
growing
at
a
much
faster
rate
and
so
they're
over
time.
You
know
becoming
a
higher
proportion
of
the
total
number
and
I
think
a
70
specifically
refers
to
since
school
year.
1819
that
monitor
requires
students
within
the
charter.
Schools
have
grown
over
70
percent.
AR
O'neill,
if
I'm
sorry,
if
I
may
I,
know
it's
13
seconds,
but
I'll
go
really
quickly.
I
also
want
you
to.
You
know
understand
what
that
means
again
in
terms
of
efficiencies.
If
you've
got,
let's
say
four
adult
monitors,
because
a
number
of
kids
need
one-on-one
monitors
on
a
on
a
route
plus
the
bus
driver.
You've
now
got
five
adults
on
a
bus,
but
before
that
bus
can
leave
to
run
the
route,
all
five
adults
have
to
be
on
the
route.
AR
So
again
your
collective
bargaining
agreement,
the
again
the
assignments
all
Impact,
your
efficiencies,
whether
that
route
runs
on
time.
What
that
what
is
needed
before
that
bus
leaves
the
the
bus
yard.
So
all
of
those
things
are
things
that
impact
your
efficiency,
so
understanding
those
is
critical.
E
K
Whenever
we
talk
about
the
council,
I
always
mention
that
I
am
the
school
committee
representative
to
the
council,
as
is
the
superintendent
the
superintendent
I
serve
on
the
council's
board
overall,
as
at
the
question
of
the
chair,
so
I
always
point
that
out
when
we
talk
about
the
council,
but
so
it's
interesting
Dr
height,
you
were
just
talking
about
efficiencies
and
we
were
talking
about
efficiencies
before
and
you
know
we
do
spend
a
tremendous
amount
on
transportation
and
the
bank
of
by
training
I'm,
a
taxpayer
I'm
always
concerned
about
that.
K
But
our
responsibility
first
and
foremost,
is
to
our
students
and
to
our
parents
and
to
our
families
and
parents.
Don't
talk
to
me
about
how
much
we
spend
on
Transportation.
They
talk
about
delays.
They
talk
about
mistakes,
they
talk
about
dropped,
Roots,
they
drive
talk
about
late
pickups
like
drop-offs,
go
where
the
student
is
where
their
child
is.
They
talk
about
Athletics
and
field
trips
missed
and
teen.
You
know,
students
that
can't
get
to
sporting
events
and
we
have
to
cancel
them.
K
So
it's
first
and
foremost
about
making
that
Transportation
run
right
in
my
mind,
because
even
when
we
talk
about
90
percent,
that's
great,
but
it's
not
a
hundred
percent,
and
that
means
10
of
our
students
or
ten
percent
of
our
buses
are
out.
K
There
are
running
late
and
that's
just
not
acceptable,
and
so
when
I
look
at
your
report
and
and
I
do
appreciate
that
you
started
with
data
that
that
meant
a
lot
to
me
as
well
and
I
appreciate
Mr
cardet
Hernandez
his
comment
before
about
data,
and
you
know
we
have
to
get
that
right.
I,
I,
agree
completely
so,
but
I
see
you
pointed
out
several
things.
So
you
talk
about
lack
of
data.
You
talked
about
the
bell
times.
K
Overlap
and
I
want
to
come
back
to
that
a
little
bit
more,
a
lack
of
lack
of
coordination
on
bell
times.
You
talked
about
the
vendor
and
the
lack
of
the
lack
of
skin
in
the
game,
though
that
may
potentially
be
solved
in
a
new
contract.
K
We
talked
about
the
CBA
and
there
were
some
challenges
to
the
assignments
that
are
done
because
of
our
CBA
and
the
coverage
of
the
drivers.
Etc,
you
talk
a
little
bit
about
The,
Silo
of
transportation
and
special
ed
and
assignment.
It
sounds
like
that's
getting
better
over
the
past
year
or
so,
and
I
appreciate
Mr
Rosengard
talking
about
how
that
has
been
improved.
K
Oh
one
thing:
I
noticed
you
didn't
talk
about,
but
a
separate,
independent
international
study
that
came
out
today
named
Boston,
the
for
the
fourth
worst
in
traffic
and
that's
not
the
fourth
worst
in
traffic
in
the
United
States.
That's
the
fourth
worst
in
traffic
in
the
world,
and
so
does
that
impact
how
buses
running
absolutely.
K
One
is
you
know
if
you
were
narrowing
it
down
for
us
and
and
and
similar
to
you
know
in
the
special
ed
you
talked
about.
This
is
a
lot
of
work
to
unravel,
but
there
were
some
things
you
can
start
doing
immediately,
so
this
is
a
lot
to
unravel
to.
But
what
are
some
things?
If
the
district
was
going
to
focus
on
this
verse,
then
that
then
that
is
it
data
and
then
get
an
alignment
on
start
times
and
the
the
monitors
you
know.
K
I
talked
to
a
parent
this
week,
who
said
hey
my
child.
Has
a
one-on-one
monitor
I,
don't
need
that
I
didn't
know.
I
was
going
to
get
that
I'm,
just
okay,
if
there's
a
monitor
on
the
bus,
some
parents-
okay
with
that
others
do
want
one-on-one.
So
you
know
help
me
out
where
you
think
the
district
should
be
focusing
immediate
attention
on,
because
we
need
immediate
approval
in
our
transportation.
And
my
second
question
then
I'll
stop
Dr
Hart
is
what
alternatives
are
being
considered,
and
this
may
be
more
for
the
superintendent.
K
It's
one
thing
to
think
of
with
our
existing
system
and
say:
what
can
we
do
to
change
it?
It's
another
to
say:
did
we
stop
and
step
back
and
say:
hey?
Can
we
Outsource
transportation
for
the
charter?
Schools
just
give
them
the
funding
and
let
them
figure
out
how
they
want
to
get
students
in,
particularly
if
they
only
have
a
couple
to
go.
Maybe
using
band
could
they
be
using
lists
so
on
and
so
forth?
K
So
you
know,
what
do
you
think
should
be
the
order
priorities
number
one
and
number
two,
and
this
may
be
more
for
the
superintendent.
What
are
the
Alternatives
we
can
be
thinking
about
here
to.
D
D
So
I
think
you
know
we
we
did
meet
with
Desi
around
this
particular
report,
and
you
know
we
did
bring
up
meeting
since
the
since
Charters
report
to
deci
we
needed
Desi
to
sort
of
help
us
understand,
Our
obligation
versus
what
we're
currently
doing,
and
so
that's
going
to
be
a
conversation
and
they
agreed
to
sort
of
help.
Convene
that
we're.
D
Also
having
that
conversation
with
the
compact
but
I
think
that's
one
whole
area,
but-
and
it's
not
just
the
bell
times
it's
one
of
the
things
we
didn't
talk
about
the
thing
that
actually
causes
us
the
greatest
difficulty
with
some
of
the
outside
transportation
and
it's
not
out
of
District
transportation
either
I
just
wanted
to
clarify
that
that's
our
transportation.
D
This
is
specifically
for
non-bps
entities
that
that
transportation
in
the
it's
the
bell
schedule,
but
it's
also
so
the
calendar,
because
so
many
traders
in
private
start
earlier
than
us,
so
their
calendar
is
different
and
that's
in
August.
So
the
conversations
that
have
to
be
had
it
just
has
to
all
be
on
the
table
to
kind
of
talk
about.
How
do
we
do
a
better
job
calibrating
and
aligning
so
we
can
do
a
better
job,
transporting
everybody's
students
right
and
that's
something
we
all
want.
D
I
also
think
you
know
we
continue
to
work
on
the
CBA.
This
is
going
to
be
a
work
in
progress.
We
know
a
lot
more
now
from
this
report
going
forward
in
in
future
CBA
conversations,
but
you
know
right
now,
as
Things
are
Written,
we
are
not
able
to
Outsource
any
transportation.
We're
not
able
to.
D
You
know
from
a
a
non-bid
situation,
we're
not
able
to
take
any
advantage
of
that.
Even
the
athletic
Transportation
we're
not
able
to
Outsource,
because
we're
we're
locked
in
and
so
I
think
these
are
going
to
be
the
kinds
of
conversations
we're
just
going
to
have
to
have
going
forward
in
CB
EA
at
the
table
to
be
able
to
create
some
Freedom
here.
Just
given
the
complexity
of
our
system,
even
with
all
of
these
other
things
being
advanced.
AR
AR
You
mentioned
traffic,
and
so
yes,
that
is
a
constraint
that
you're
working
under,
but
that
constraint
can
be
somewhat
alleviated.
If
you
again,
if
you
understand
how
are
we
transporting
system
students
across
the
system,
how
what
is
our
bus
utilization
rate
and
by
changing
that
utilization
rate
I
can
minimize
the
number
of
routes
it
impacts
a
number
of
other
things?
It
impacts
the
number
of
drivers
and
buses
on
the
road
so
that
you
can
have
greater
efficiencies,
even
in
coverage
and
other
things.
AR
So
the
data
is
in
this
particular
case
is
really
critical
for
for
addressing
some
of
those
inefficiencies.
But
some
of
the
recommendations
in
the
report
can
be
done
in
parallel
to
the
data.
The
development
of
the
data
collection
process,
foreign.
A
I
have
a
couple
of
questions
and
then
I'm
going
to
go
back
around
with
you,
Mr
cardet
Hernandez.
A
You
know
I,
look
at
things
like
you
know
our
enrollment
system.
We
are
the
ones
who
provided
families
with
the
choices
that
they
get
to
choose
from.
Have
we
actually
studied
the
impact
of
those
choices
on
Transportation?
Can
we
get
kids
from
point
A
to
point
B
and
the
I
don't
know
what
is
it
30
or
45
minutes
that
are
allowed?
A
AR
AG
AR
Child
from
one
area
of
the
city
across
town
to
another
area
of
City,
given
the
constraints
around
time
and
average
bus
ridership.
That
may
actually
involve
one
student
on
one
bus
who
gets
picked
up
in
one
part
of
the
city
and
because
all
you
can
do
is
one
student
and
otherwise
you
go
over
the
time
limitations
and
so
yeah.
What
that
inevitably
does
is
increases
the
number
of
routes.
It
increases
the
number
of
bus
drivers.
It
increases
the
number
of
monitors.
AR
If,
if
that
is
another
constraint,
so
you're,
actually
you
actually
exacerbate
the
problem
and.
E
AR
Actually,
you
actually
exacerbate
your
challenges,
not
that
they're
insurmountable,
but
it
really
requires
a
lot
of
understanding
of
what
the
data
looks
like
and
how
your
your
transporting
students
across
the
system.
A
Since
at
this
point,
we
are
unable
to
Outsource
transportation
to
the
charters
Etc.
Could
we
literally
create
within
be
within
our
own
system,
two
separate
systems
so
that
we
are
having
one
set
of
systems
that
are
only
transporting
VPS
students
and
creating
that
other
transportation
system?
That
creates
you
know
the
Chargers
and
the
the
parochial
school
so
that
we
can
see
their
impact
upon
our
overall
transporting?
A
If
we
have
fewer
tiers
of
start
times,
would
we
be
able
better
to
manage
getting
our
own
students
to
school
on
time
and
helping
them
to
understand
how
they're
having
more
tears?
And
now
it
seems,
like
you
know,
if
we're
providing
transportation
for
103
non-dps
schools,
that's
almost
as
large
as
the
number
of
schools
that
we
are
providing
transportation
and
BPS.
D
I,
don't
know
the
exact
legal
answer
to
that
chair
on
first
read
of
my
sense
would
be
that
the
way
our
current
CVA
reads
is
any
transportation
that
we
have
to
provide
has
to
be
done
in
the
manner
we're
doing
it,
so
we
would
literally
be
losing
the
efficiency
of
putting
students
on
the
same
buses
by
kind
of
creating
two
separate
systems.
A
And
I
guess
my
last
question
before
turning
it
back
over
is
did.
Were
you
all
able
to
take
a
look
at
that
portion
of
our?
You
know,
on-time
delivery
that
approximately
10
that
we
are
unable
to
have
happen
on
a
daily
basis?
Was
there
any
ability
to
take
a
look
at
that
to
understand
whether
there
are
some
chronic
groups
within
that
that
are
not
getting
where
they
need
to
go,
or
does
it
change,
depending
on
traffic
or
bus
drivers
showing
up
Etc?
What
is
that
piece
about.
AR
We
didn't
have
an
opportunity
to
go
into
that
in
detail.
We
did
study
it
a
little
bit.
We
didn't
study
individual
routes,
understanding
kind
of
the
GPS
system,
so
we
did
do
a
review
of
what
does
it
actually
mean
for
a
bus
to
be
on
time?
There
are
a
number
of
buses,
for
example,
that
may
get
to
the
perimeter
of
the
school,
but
not
actually
get
inside
the
GPS
boundary
around
the
school
to
be.
AR
That
again
has
to
do
with
the
arrival
time
of
the
buses
ahead
of
it
if
they're
a
little
late,
even
though
those
children
in
the
bus
are
before
the
bell
schedule,
they're
backing
up
the
buses
from
being
able
to
enter
the
School
boundary.
So
we
took
a
look
at
some
of
those,
but
we
didn't
study
them
in
depth.
But
it's
part
of
the
process
of
again
looking
at
the
data
ready.
Thank.
P
Thank
you
again
and
chair
Robinson
I
just
want
to
Echo
what
you
said
earlier.
You
know
much
of
this
is
our
making
and
we
are
the
governing
body
and
I
I'm
sitting
here.
Even
this
is
before
your
time,
superintendent.
But
you
know
when
we
voted
on
that
CBA
side
letter
agreement.
We
knew
that
that
meant
we
would
not
be
able
to
work
with
any
other
vendors
and
I
think
at
some
moment.
P
P
You
know,
I'll
speak
for
myself
like
and
I
I
believe
I
raised
that
flag
in
the
moment
like
that
was
a
that
was
a
a
decision
that
we
are
now
living
the
consequences
of
have
been
living,
the
consequences
of
and
then
in
some
ways
use
it
as
cover
for
why
Solutions
are
limited,
but
it's
no
one
told
us
that
agreement
was
what
needed
to
exist.
We
literally
voted
on
it
and
then
made
it
happen
and
the
results
are
the
results
right.
The
solutions
become
the
solutions
as
a
result
of
of
our
own
vote,
so.
E
P
Yes,
all
the
other
things,
including
you
know,
our
our
broader
strategies
around
school
choice,
but
even
some
of
the
low-hanging
fruit,
like
our
ability
to
vote
and
Impact
labor
as
a
as
a
body
like
it
matters
so
deeply
and
I
feel
like
you
know,
we
lost
an
opportunity
there
to
help
transform
this
faster.
P
Two
three
things
that
I
I
want
to
ask
really
quick.
Did
we
get
an
update
on
that
per
pupil,
spend
by
any
chance
foreign.
O
P
Only
because
you
know
for
me,
they're
inextricably
Linked
In
terms
of
like
obviously
like
Vice,
chair
O'neill,
like
I
care,
deeply
about
performance
and,
at
the
same
time,
I
think
none
of
us
are
blind
to
the
fact
that
we
are
like
overspending
for
what
we're
getting
and
I.
Don't
necessarily
I
actually
think
there
are
like
Incredible
cost
savings
exercises
that
will
happen
with
data
that
will
allow
us
to
consolidate
routes
and
increase
efficiencies
and
I.
Want
that,
because
I
want
that
to
go
back
into
classrooms
and
the
experiences
kids
are
having
pedagogically
and
in.
P
So
like
it
matters
to
me
and
I,
think
it's
important
and
I
think
it
actually
on
an
interesting
level
as
we
think
about
out
of
the
box
Solutions.
You
know,
I've
said
this
about
Esser
funds
but
like
there
is
also
a
universe
where,
like
we
give
families
that
money,
that
we
are
spending
for
people
and
let
them
Drive
their
own
strategy
around
Transportation.
P
I
wonder
this
is
a
sort
of
curiosity
and
I'm
thinking
about
this.
For
my
own
child
who
I
haven't
put
on
a
BPS
bus
for
probably
the
same
reason,
a
lot
of
families
who
have
the
option
that
I
have
as
are
making
around
not
putting
their
kid
on
a
BPS
bus.
But
one
of
those
reasons,
I
wonder,
is
about
safety
and
the
feeling
of
safety
and
I.
P
This
would
have
been
interesting,
Dr
Hart,
if
we
could
have
explored
that
with
families
too,
because
I
I
have
a
curiosity
around
the
increase
in
bus
monitors
being
connected
to
families
feeling
like
buses
are
safe,
I
think
they're,
but
we
won't
know
unless
we
ask
you
know
I've.
Never.
P
In
my
time,
working
in
education,
I
have
have
historically
seen
kids,
who
have
one-to-one
bus
monitors,
be
kids
who
have
one-to-one
pairs
in
their
classrooms
and
kids,
who
are
in
classrooms
like
a
12
to
one
to
one
with
an
additional
para
will
then
have
an
IEP
that
sort
of
aligns
to
the
classroom
structure
that
they
have,
but
if
we're
seeing
this
sort
of
increase
in
one
to
ones,
there
has
to
be
a
psychology
around
that
decision.
Making
and
I.
P
Also
just
wonder
if
it's
about
the
culture
on
the
bus
and
I
also
wonder
if
some
of
that
culture
is
connected
to
empty
buses
and
the
fact
that
there's
just
like
not
enough
life
moving
through
those
buses,
we
watch
them
drive
by
us.
They
are
often
empty.
P
A
N
Particular
there's
a
lot
of
inefficiency
and
routes.
I
feel
I
mean
the
last
time
I
was
on
a
school
bus
was
like
in
what
fifth
grade,
but
it's
I
remember:
I
have
a
distinct
memory
like
we
got
to
the
school
bus
like
20
minutes,
early
or
30
minutes
early,
because
that
day,
I
think
my
my
dad
had
to
go
in
early
or
something
like
that
whatever.
N
N
And
so
then
my
dad
was
like
oh
well,
I
have
to
drive
you
to
school
because
he
thought
the
bus
was
late.
But
then,
when
we
came
back
the
next
day
the
bus
driver
was
like.
Why
was
no
one
there,
because
apparently
that
guy
goes
all
the
way
outside
and
then
he
Loops
back
in
to
go
to
and
to
eventually
proceed
on
the
Rock.
If
you
know
what
I'm
saying.
O
Three
bus
yards
across
the
city
but
I
think
it's
it's
a
really.
It's
an
important
point
and
a
good
question
and
I
think
it.
O
It
ties
back
to
a
lot
of
what
we've
been
talking
about
with
understanding
ridership
accurately
and
getting
that
data
so
that
we
can
make
sure
we're
optimizing
our
routes
and
then
looking
closely
at
you
know
things
like
bell
times:
School
assignments
that
sort
of
thing
which
impacts
how
we,
how
we
set
up
routes
and
oftentimes
you
know
most
buses
do
three
routes
in
the
morning
and
three
in
the
afternoon.
O
So,
for
instance,
they
may
drop
off
at
one
school
and
then
go
to
the
first
stop
and
that
could
have
been
when
you
saw
them
the
bus
driving
by
to
go
to
the
first
stop
and
then
come
back
to
do
the
route
you
know
and
pick
up
at
your
stop
along
the
way.
I
think
all
of
these
things
tie
together
and
we
really
need
to
you
know,
look
at
them
closely.
N
And
then,
coming
back
to
what
Brandon
said
about
safety,
which
I
do
think
is
a
very
valid
concern.
Considering
I
mean
it's
a
personal
experience,
people
I've
for
personal
experience,
I've
gotten
beat
up
on
the
bus
before
so
I'm,
so
I
mean
granted.
That
was
like
second
grade
and
whatever,
but
like.
N
N
M
Yes
and
and
Diego
I
I
want
to
emphasize
to
to
you
that
a
child
being
beat
up
at
any
age
on
a
BPS
bus
doesn't
matter,
especially
if
you're
and
especially
you
know,
you're
a
parent
or
something
like
that
doesn't
matter.
You
know,
you're
going
to
want
to
address
it
and
to
your
point,
yeah.
The
lack
of
either
monitoring
or
oversight
certainly
needs
to
be
addressed
in
that
way.
M
M
It
was
said
that
that
the
Department
of
Transportation
needed
to
work
with,
if
I
I
think
that
the
term
used
was
a
high-level
multi-linguist
to
communicate
better
with
families
and
I'm
just
sort
of
curious
as
to
where
you
all
are
with
that
and
creating
the
position
and
looking
at
the
hiring
for
for
that.
D
D
Yeah
I
think
Dan.
This
is
a
relative
to
the
help
desk.
O
Yeah
I
can
I
can
speak
a
little
bit,
so
we
operate
a
full-service
Transportation
hotline
from
6
a.m,
to
7
P.M
every
day
we
work
to
hire
and
recruit
and
hire
as
many
multilingual
individuals
as
possible.
What
I
would
say
is
we
are
relatively
well
staffed
with
Spanish
speakers
and
we
act.
If
you
call
the
hotline
there's
a
separate
queue
that
you
can
use
to
be
directly
connected
to
a
Spanish
speaker.
O
We,
you
know
we
work
as
hard
as
we
can,
but
to
be
to
be
honest,
we
are
not
as
well
staffed
across
the
rest
of
the
BPS
languages,
and
so
when
parents
call-
and
you
know
need
to
communicate
with
somebody
in
another
language,
we
will
sometimes
have
someone
available
immediately.
But
if
not,
we
will
work.
You
know
across
the
district
with
the
Welcome
Center
or
the
broader
BPS
helpline
to
find
someone
who
can
follow
up
with
that
parent
as
soon
as
possible.
M
Yeah
and
so
along
those
lines,
the
other
recommendation
that
came
up
was
resuming
the
annual
customer
service
survey
and
my
question
was:
was
there
a
point
like
it
sounds
like
there
was
the
point
that
it
that
we
stopped
doing
it?
What
was
the
reasoning?
Why,
if
so.
O
Yeah
so
I'll
be
honest
with
you:
I
don't
have
all
of
the
institutional
memory
on
that
one,
but
what
and
so
I'll
go
back
and
try
to
understand
better
what
I
can
say
is
we
introduced
a
new
customer
service,
ticketing
system
in
November
2020?
That's
the
the
freshdesk
support
portal
that
started
in
transportation
and
is
now
used
across
the
district,
and
that
is
something
that
you
know
we're
now
a
little
over
two
years
into
having
that
system
in
place,
and
there
are.
There
are
capabilities
that
that
system
has
to
send
out.
A
A
Harry,
none
I
just
want
to
say
again
thank
you,
Dr
Hart
and
your
team
for
all
of
this
hard
work.
We
know
our
work
is
cut
out
for
us
going
forward
and
we
look
forward
to
hearing
updates
from
the
district
more
on
this
topic.
So
thank
you
all.
AR
A
Thank
you.
Is
there
any
new
business.
A
J
You,
madam
chair,
similar
and
similar
thinking
as
member
Tran
I
just
wanted
to
figure
out
when
we
can
have
an
actual
conversation
on
where
we
are
with
pieces
around
mergers,
as
well
as
green,
New
Deal.
What
I
can
say
from
what
I
heard
in
the
comments?
What
I'm,
also
hearing
from
folks
in
the
community
is
that
there
still
seems
to
be
confusion
as
to
who
is
actually
driving
the
process
around
these
facilities.
Conversations,
and
so
is
it
City
Hall?
Is
it
BPS?
Is
it
in
coordination
like
who
are
families
reaching
out
to?
J
J
We
have
to
figure
out
how
to
do
these
processes
correctly
and-
and
this
is
just
the
beginning
of
what
I
think
will
be
a
long
process
around
Green,
New,
Deal
and
other
facilities
updates
that
are
Community
needs
and
so
would
really
like
to
get
more
clarity
as
to
who
is
really
driving
this
process.
And
how
can
we
ensure
that
we
are
meeting
our
families
where
we
should
be
meeting
our
families.
D
So,
thank
you.
Thank
you
very
much,
and
so
what
my
recommendation
would
be.
You
know
we
knew
that
we
have
the
two
Council
reports
this
month,
but
we
will
get
on
into
February
to
be
able
to
give
them
a
more
comprehensive
update.
D
I
think
the
answer
to
your
question
is
we:
do
there
is
a
joint
role
between
the
city
and
the
district
when
it
comes
to
the
green
New
Deal,
we
have
been
looking
for
the
last
couple
of
months
at
the
structures
for
us
within
on
the
BPS
side,
to
make
sure
that
we
have
the
right
roles
and
and
stakeholders
internally
around
the
table
to
be
able
to
do
these
projects
because
they,
you
know
to
your
point:
they're,
not
just
a
facilities,
project
they're,
actually
a
community
project
that
in
and
some
of
that
had
been
begun
last
year
and
then
it
was
very
clear
that
we
did
not
have
the
right
resources
attached
to
the
project
to
be
able
to
do
them,
which
was
why
we
held
up.
D
We
are
now
in
the
process
of
ruling
them
back
out
again.
I
do
think
that
there
is
some
information
for
the
summer
families
that
we
can
provide,
because
we
have
been
communicating
meeting
with
them
and
you
know
I
know
for
sure
that
our
staff
has
been
meeting
with
them,
but
I
think
what
is
owed
is
the
larger
meeting
that
they're
looking
for.
So
we
will
be
following
back
up
with
them
tomorrow
and
I
do
want
to
be
able
to
give
the
committee
for
the
next
meeting.
D
You
know
the
action
steps
that
that
we've
taken
with
you
know
specifically
with
the
Sumner
given
it
with
such
a
large
comment
tonight.
J
D
J
For
that
and
I
just
want
to
be
clear
for
me,
it's
not
specifically
about
the
Sumner
Community,
like
I.
Just
think
that
this
is
correct.
One
first
step
of
a
building
block
that
impacts
many
different
School
communities,
but
I
I
appreciate
the
commitment
to
to
start
going
back
on
on
where
we
are
with
the
comments
that
were
brought
up.
Thank
you.