►
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
And
also
our
superintendent,
we
also
do
have
our
student
super
student
executive
cabinet
as
well,
who
does
advise
the
superintendent
as
well?
We
want
to
continue
this
armed
engagement
to
continue
with
the
district
plan,
commitment,
3
priorities,
3.1
and
3.5
of
employ
amplifying
student
voice,
parents
on
family
voice,
as
well
as
teachers
voice
as
well.
This
summer
I
was
happy
to
work
with
a
lot
of
our
bps
staff
and
working
in
the
bowling
building
on
making
sure
that
the
student
engagement
level
is
increasing
and
having
students
engage
in
a
lot
of
different
opportunities.
B
As
you
guys
all
know,
these
deck
is
extremely
youth
led
and
throughout
the
summer
a
lot
of
us
did
a
four-hour
training
on
the
racial
equity
and
planning
tool,
and
we
hope
to
continue
this
on
in
the
school
year
and
the
summer
as
we
feel.
This
tool
is
very
important
to
include
in
a
lot
of
our
projects
and
the
ways
that
we
analyze
policy
to
ensure
equity
and
inclusion.
B
We
have
finally
finalized
the
bylaws,
the
past
fesec
members
and
24
youth
from
the
bps
summer
enrichment
program
and
our
young
leaders
have
designed
and
finalized
our
new
logo,
as
you
guys
have
seen.
We've
also
voted
on
a
new
admissions
process
into
bsac
and
created
a
new
admissions
application
and
rubric.
B
And
we
really
want
to
amplify
the
youth
voice
by
including
the
youth
decision-making
powers
and
a
lot
of
the
policies
that
impact
us.
We're.
Also
hoping
to
have
an
equal
partnership
with
adults
in
the
district
and
adults
across
the
city
and
various
organizations
by
co-planning
co-executing
and
having
shared
responsibility
for
outcomes
of
all
our
projects
and,
of
course,
equal
representation
of
all.
The
high
schools.
B
So
what
can
we
expect
from
b
stack
in
the
upcoming
year?
So
there
are
a
lot
of
b-sec
activities
that
are
not
that
are
not
really
like
vocalized,
but
it's
very
important
in
this
district.
A
lot
of
us
participate
in
enrichment
activities
that
are
co-created
and
co-facilitated
by
many
members,
and
we
work
with
the
various
climate-related
organizations
on
a
variety
of
topics,
including
community
choice,
solar
gas
leaks
and
zero
waste,
as
we
try
to
focus
on
climate
justice
in
a
way
it
impacts
poc
across
this
urban
city.
A
It's
you
have
to
be
a
high
school
member
within
the
boston
public
school
district
that
is
the
9th
to
12th
grade
you'll,
be
submitting
a
application
to
your
student
government,
more
details
on
that
will
be
coming.
No,
we
are
expecting
no
more
than
two
council
members
per
school
to
have
that
equal
orientation
of
each
and
every
school
and
also
as
well.
You
have
to
be
a
member
of
your
student
government,
while
also
reporting
back
to
your
school
community
and
your
school
government.
A
The
recruitment
process
for
this
year
me
myself
and
others
will
reach
out
to
different
high
schools.
We
will
present
virtually
and
in
person
and
to
attract
a
diversity
body
of
students
to
join
the
boston
student
advisory
council.
The
processes
have
have
already
started.
We
started
two
weeks
ago
on
reaching
out
to
head
of
schools
and
school
superintendent
to
bring
out
information
going
further
out.
B
B
Then
the
student
government
would
forward
that
new
b
stack
representation
to
the
office
of
youth
leadership
in
the
district,
and
that
will
continue
on
on
to
for
the
upcoming
year
and,
of
course,
returning
members
who
are
once
part
of
vsac
before
may,
1st
of
2021
will
be
considered
grandfathered
in
terms
of
knowledge
and
experience
and
therefore
are
able
to
perform
their
duties
and
responsibilities
as
best
members.
Only
if
they're
able
to
commit
to
the
new
terms
and
agreements
now
pass
it
on
to
dory
to
finish
us
off.
A
Recognization,
these
individuals
have
amazed
a
lot
of
people
and
we
want
to
thank
these
individuals
below
for
their
hard
work
and
education.
I
do
apologize
for
mispronouncing
your
name
wrong,
while
speaking
out
loud,
I
do
want
to
thank
miss
robinson,
mr
o'neill,
dr
cassellius,
mr
sam
depina,
miss
roberts,
coakley,
miss
fernandez,
dr
marianne
melissa,
miss
kent
or
mr
palambo,
miss
rosso,
roseau,
malcolm.
A
Mr
dreyson
miss
mercer,
mr
cornell,
miss
lao,
miss
chan,
mr
matteos,
mr
mclean
mclaughlin,
and
our
beseck
alumni
bps
summer
intern
this
year
and
our
partners
that
was
listed.
I
do
want
to
wreck
until
the
public.
This
is
not
a.
This
is
just
a
brief
list
of
who
did
put
in
the
voting
bylaws
with
the
new
logo,
but
there
is
a
much
longer
list
who
did
participate
into
this
work.
I
do
want
to
also
tell
the
the
bylaws
are
public.
A
I
am
continuing
working
with
communication
throughout
to
make
sure
that
there
is
a
web
page
for
you
to
see
the
bylaws.
We
are
working
on
a
summary
for
shorter
something.
The
bylaws
are
like.
There's
15
different
articles,
25
pages
long.
It
goes
into
detail.
We
make
sure
that
each
and
every
students
and
community
members
are
like
respected
in
these
bylaws.
C
B
I
would
like
to
add
a
statement
that
cyrus
went
into
me.
Thank
you
to
everyone
that
worked
long
and
hard
to
finalize
a
plan
for
vsac
before
the
school
season
started.
I
want
to
give
a
special
thanks
to
students
that
led
the
reform
throughout
the
summer
and
even
and
an
even
bigger
thanks
up
to
the
students
who
started
the
reform
of
be
sack
staying
at
those
long
nights
into
the
morning
back
to
back
both
during
the
week
and
the
weekend.
B
D
Mr
robinson,
I
just
have
a
quick
comment.
Go
ahead.
I
would
like
to
thank
you
all
for
your
incredible
work.
I
think
the
highlight
of
being
engaged
in
this
work
is
hearing
from
from
you
all
and
seeing
really
the
fruits
of
the
labor
that
goes
into
educating
such
amazing
young
people.
I've
learned
the
most
from
young
people,
and
so
I
continue
to
learn
from
you.
So
keep
up
the
amazing
work.
I'm
I'm
especially
grateful
for
the
thoughtfulness
that
you
all
have
put
into
bringing
more
equity
and
representation
of
voices
across
the
district.
D
E
E
E
C
F
That
I
came
in
on
the
tail
end
of
this,
so
I
really
can't
take
much
accolades
but
just
to
see
my
experience
of
working
with
young
people,
my
whole
career
to
see
the
outstanding
work
and
dedication
and
commitment,
and,
as
you
mentioned
mr
o'neill,
this
their
conflict
resolution
against
really
some
trials
and
tribulations.
They
stood
up
like
some
older
folks
that
we
don't
even
see
responding
like
that.
So
bravo
to
them
and
he
continued
success
on
them
and
our
support
of
visa.
C
C
C
H
H
We're
pleased
to
announce
that
our
application
for
123
million
dollars
in
federal
relief
funding
was
formally
approved
for
the
boston
public
schools.
The
department
of
elementary
and
secondary
education
informed
us
yesterday
that
sr2
funding
request
we
submitted
to
them
back
on
july.
30Th
was
approved
and
can
be
spent
immediately.
H
I'm
extremely
proud
of
our
team,
also
chief
coakley
gr,
chief
chief
mitchell's.
Getting
late
and
chief
cooter
for
working
collaboratively
with
their
units
and
cross-functionally
across
the
entire
boston
public
schools
to
be
able
to
share
what
we've
heard,
how
we're
going
to
make
some
of
these
early
decisions
with
the
investments
and
some
that
some
engagement
that
we
still
have
to
do
prior
to
the
final
vote
and
prior
to
our
final
plan,
submission.
G
I
You
know
that
this
sr2
plan
is
grounded
in
our
five-year
boston,
public
school
strategic
plan.
While
the
pandemic
created
a
national
crisis,
bps
is
returning
with
a
community
driven
blueprint
for
accelerating
efforts
to
return
students
safely
recover
from
the
impact
of
the
losses
and
simultaneously
reimagine
in
that
process,
how
we
serve
the
students
and
community.
I
We
are
going
to
be
coming
back
to
you
on
september,
the
22nd
and
that's
when
you
will
have
a
chance
to
vote
to
receive
the
deci
funds
to
implement
the
essa
ii
plan
being
discussed
this
evening.
So
tonight,
besides
being
joined
by
cfo
nate
cooter
will
also
be
joined
by
deputy
superintendent.
Academics
drew
eccleston
to
discuss
several
relevant
manners
matters
in
advance
of
your
vote.
In
three
weeks.
I
We
will
share
how
we
spent
the
initial
sr1,
cares:
funding
the
sr2
plan,
development
process
and
decisions,
how
we're
leveraging
esther
to
focus
on
academic
recovery
and
acceleration
in
a
very
laser-like
way
being
responsive
to
public
feedback.
Like
the
comments
you
heard
tonight,
some
school
investment
decisions
to
date
and
information
about
next
steps,
as
we
forecast.
J
You
we
wanted
to
start
this
evening
with
an
update
on
the
first
round
of
federal
relief
funding.
As
you
know,
bps
received
32
million
dollars
directly
from
the
cares
act
which
we
also
refer
to
as
esser
part
one.
In
addition,
we
are
fortunate
to
receive
additional
support
from
the
city
of
boston,
which
included
23
million
from
their
cares
act
funding.
J
That's
why,
at
times,
you'll
hear
us
refer
to
esser
parts,
one
two
and
three,
and
then
we'll
also
refer
to
cares
act
funding,
because
that
23
million
dollars
we
received
from
the
city
was
not
through
the
esser
funding,
but
rather
through
the
overall
cares
act.
Funding
there
have
been
a
few
shifts
in
our
esser
part
one
and
care
spending.
Since
the
last
time
we
presented-
and
I
know,
we've
had
several
conversations
with
you
about
how
that
money
was
planned
to
be
spent
and
how
we
spent
it
in
fy
21.
J
J
J
I
One
thing
that
our
superintendent
has
been
lauded
for
across
the
country
is
the
great
deal
of
community
engagement
that
she
insisted
on
and
started
her
career
in
bps
leadership.
I'm
with
for
the
sr2
plan.
We
have
engaged
over
1500
stakeholders,
this
external
engagement,
complemented
internal
processes
to
ensure
we
were
meeting
the
needs
articulated
by
the
community
in
an
evidence-based,
research-based
and
accountable
way.
I
We
also
convened
a
school
leader
panel
who
dove
deep
into
individual
proposals
for
district
investments,
to
support
schools
and
provided
feedback
about
what
would
be
timely
and
valuable
for
schools
to
serve
students
well,
in
light
of
the
school-based
equity
roundtables
that
they
hosted
some
highlights
for
from
our
engagement.
There
were
over
30
35,
formal
engagements.
In
addition
to
that,
there
were
other
meetings
in
which
esser
was
on
the
agenda.
I
I
10
students
were
participants
in
that
and
some
of
the
common
themes
that
they
raised
I'll
highlight
here,
because
this
is
the
first
time
we've
had
a
chance
to
say
this
publicly.
Since
the
commission
of
student
cement.
They
wanted
to
see
more
experiential
learning.
They
wanted
greater
attention
to
milk
mental
health.
They
wanted
education
that
was
relevant
to
their
college
career
and
life
plans
like
financial
literacy
and
health
education.
I
We
got
feedback
from
public
comment
in
in
ample
supply
and
it
was
really
helpful
to
fine-tune
our
proposals
as
well.
We
had
234
public
comment
submissions
and
that
included
students,
parents
and
community
members
residing
in
18
neighborhoods,
and
we
received
the
comments
in
multiple
languages
which
we
translated.
I
We
also
received
eight
separate
comments
emailed
submitted
by
organizations
and
individuals,
I'm
sorry
that
is
eight
by
organizations
and
then
an
additional
amount
submitted
by
individuals
totaling
about
250
and
in
general
there
were-
and
there
were
two
general
public
comment
sessions.
So
here
is
the
result
of
what
we
learned
from
all
of
this
engagement.
I
We
found
out
that
what
we
really
needed
to
do
was
this,
that
for
esser
3,
the
adverse
I'm
sorry
sr2,
the
first
disbursement
of
123
million
in
order
to
recover
quickly
with
on-the-ground
support.
We
needed
to
spend
50
percent
of
that
directly
to
schools,
so
that
schools
could
launch
their
planning
efforts
and
we
needed
to
spend
50
percent
ensuring
that
the
district
was
supporting
schools
in
the
way
that
schools
said
they
needed,
and
families
for
students
to
recover.
I
Those
district
investments
were
focused
on
the
areas
pointed
to
in
the
wheel.
You
see
here,
so
we
placed
our
initial
investments,
ensuring
we
had
a
really
strong
tier
one,
core
instructional
support
because
for
all
students
and
focus
on
interventions
for
students
who
had
learning
loss,
with
a
special
emphasis
on
recovering
and
accelerating
learning
for
students
with
disabilities
and
moving
towards
an
inclusion
model,
a
more
a
greater
inclusion
model
and
for
students
who
speak
languages
other
than
english,
really
focusing
on
a
bi
bilingual
learning.
I
F
I
Right
so,
as
we
discussed
on
june
30th,
schools
received
a
total
of
50
million
for
their
initial
allocations,
based
on
a
simple
formula
813
for
every
student
in
their
buildings
that
either
were
experiencing
poverty
or
had
a
special
learning
need,
or
was
in
the
process
of
learning
english
and
for
students
that
respect
for
whom
all
three
were
relevant.
Schools
could
receive
up
to
2
436
dollars,
so
these
categories
were
overlapping.
I
We
because
of
feedback
allowed
stu
schools
to
apply
early
even
before
we
were
in
receipt
of
the
funds
and
start
receiving
the
funds
as
soon
as
the
last.
The
first
round
ended
two
weeks
ago
and
schools
have
received
their
funds
already
when
they
requested
early
investments
and
in
fact,
40
percent
of
our
schools
applied
for
that
first
round.
I
The
next
set
of
funding
requests
from
schools
will
will
be
receiving
in
rounds
two
and
three
and
those
rounds
of
funding
will
need
to
incorporate
their
full
plan
for
esser
investments
and
that
will
be
tied
to
their
school
improvement
plan,
for
which
david
will
have
engaged
their
il
their
instructional
leadership
teams,
their
school
site
councils
and
their
school
equity.
Roundtables.
J
J
The
next
largest
part
of
esoteric
part
2
plan
is
investments
in
our
operation,
operational
return
and
recovery,
with
a
focus
on
school
environments
and
beyond,
such
as
air
quality
monitors
purchasing
and
installing
air
conditioning
units
and
buildings,
without
it
and
cleaning
and
reactivating
our
existing
water
phones,
and
there
are
three
categories
of
investments
in
academic
recovery
to
demonstrate
our
focus
on
our
most
vulnerable
students
and
drew
reckerson
eccleston.
Our
deputy
superintendent
of
academics
will
give
more
information
on
that.
J
We
have
investments
in
student,
social,
emotional,
health
and
well-being
through
expanded
work
with
our
family,
liaisons
and
school
social
workers
and
expanding
restorative
justice.
And
finally,
our
last
investment
is
an
investment
in
resources
needed
for
high
quality
implementation,
accountability
and
reporting.
This
will
accelerate
our
implementation,
ensure
monitoring
and
evaluation
and
expand
the
district's
support
to
schools,
to
access
to
access
and
plan
for
their
investments
and
now
I'll
turn
it
over
to
drew
eccleston
for
some
additional
details.
K
K
K
Our
english
learners
and
our
students,
who
are
dual
identified
so
we'll
be
providing
direct
services
to
students,
compensatory
services
for
students
with
disabilities,
as
well
as
beginning
work
in
universal
design
for
learning
that
will
benefit
all
students,
but
most
particularly,
are
students
with
disabilities
and
our
english
learners,
also
in
in
sr3
to
a
comment
that
someone
made
during
public
speak
we'll
be
we'll
be
looking
at
additional
proposals
around
increasing
access
to
native
language
instruction
in
in
and
also
part
of
srtu.
We
are.
K
I
On
august
20th,
we
provided
to
all
schools
exactly
what
district
investments
that
would
go
directly
to
them
for
their
school
communities
so
that
they
would
know
what
they
would
not
have
to
cover
with
their
own
esser
dollars.
They
were
really
pleased
and
they
knew
that
from
there
they
could
plan
to
use
their
esr
dollars
in
ways
that
were
even
more
specifically
tailored
to
their
school
communities.
I
So
these
the
slides
I'm
going
to
share
with
you
now
represents
really
early
data
on
what
the
investments
of
just
the
40
of
schools
have
submitted
for
their
early
round.
One
investments
based
on
their
feedback
from
last
spring
from
the
ielts
school
site
councils
and
spring
equity
roundtables
again,
they
are
going
to
be
providing
on
october
1
a
full
plan.
So
these
are
just
the
emergency
investments
if
you
will
to
get
on
the
ground
running.
I
So
in
the
area
of
academics,
schools
are
putting
strategies
in
place
to
provide
additional
and
targeted
support
for
instructional
academic
recovery,
especially
attending
to
english
language.
Learners
and
students
with
disabilities
who
faced
a
lot
of
learning
loss.
So
some
examples
are
on
this
slide.
They're,
certainly
not
inclusive,
but
this
is
to
give
you
an
idea.
So
it
includes
includes
such
and
such
supports
as
extra
support
from
paraprofessionals
that
assist
educators
in
providing
small
group
learning
and
one-to-one
assistance
in
learning,
esl
teachers
and
targeted
interventions
provided
by
special
education
teachers
and
reading
and
math.
I
Another
big
category.
That
of
investments
was
in
strengthening
practices
that
provided
excellent
and
well-rounded
education
for
young
people,
such
as
instructional,
coaches
and
literacy,
and
math
and
professional
development
to
ramp
up
and
quickly
activated
strategies
for
rigor,
accessibility
for
all
learners,
culture
and
linguistic
relevance
and
high
quality
and
engaging
class
activities
and
tasks.
I
Also,
it
included
partnership
with
other
organizations
that
could
extend
enriching
learning
experiences
right
within
the
school
day
and
beyond
the
school
day
in
the
area
of
social
emotional
wellness.
There
were
two
themes
that
arose
so
one
category
were
enrichment
activities
that
support
well-being,
empathy,
communication
relationship
building
and
problem
solving
and
another
category
partnership,
building
with
families
and
community,
including
after
school
coordination
and
partnerships
that
provide
a
network
of
support
for
students
and
families.
I
So
this
month
we
are
holding
esser
breakout
sessions
to
take
a
look
at
the
other
esser
focus
areas
that
we
in
a
laser-like
way
that
we
have
not
yet
fully
made
decisions
around
the
funding
for
including
high
quality
pathways,
more
investments
in
access
opportunity,
enrichment,
community
investment
for
children,
families
and
the
kinds
of
investments
that
we
can
make
in
buildings
that
support
the
acceleration
of
the
build
bps
planning
so
that
students
can
recover
in
the
buildings.
That's
better
are
more
conducive
to
their
learning.
I
In
october,
we
will
be
providing
a
draft
budget
to
deci
that
will
be
due
on
october,
the
4th,
and
we
will
be
amending
that
budget
after
we
finalize
our
sr3
recover
and
reimagine
plan.
The
draft
of
that
plan
will
go
out
in
november
and
after
a
public
comment
period,
then
we
will
work
to
finalize
that
plan.
In
december,
amend
the
the
budget
and
then
begin
implementing
our
monitoring
cycle
in
a
transparent
way.
I
In
the
meantime,
we
have
vetted
and
reviewed
about
150
internal
proposals
that
came
from
our
district
experts
that
were
responding
to
the
needs
that
we've
heard
and
we
reviewed
these
proposals,
the
lens
of
boston,
public
school
data,
national
and
local
research
on
schools
and
best
practice,
as
well
as
the
feedback
from
parents,
students,
community
other
stakeholders
and
chief
and
school
leader
review
here
is
here.
You
see
the
district
investments
under
review
that
we
also
shared
in
our
draft
sr2
return
and
recover
plan
posted
on
our
website.
I
I
Constituent
services,
with
a
more
robust
family
helpline
design
of
our
redesign
of
our
website,
to
make
sure
it
is
easy
for
families
to
find
what
they
need
and
english
language,
parent
and
el
parent
leadership,
pipeline,
mentoring,
tutoring
and
housing,
with
a
specific
focus
on
opportunity.
Youth,
before
and
after
school
planning
and
expansion
of
summer
seats,
athletics
and
arts,
workforce
recruitment
and
cultivation
for
diversity,
human
rights
officer
data
and
accountability
that
both
bolsters
our
ability
to
be
to
do
transparent
reporting
and
we'll
talk
a
little
bit
more
about
that.
I
Moving
forward
and
investments
in
the
re,
our
buildings
to
make
sure
that
the
buildings
are
safe
and
clean
and
we
can
contact
trace.
So
that
is
just
a
preview.
There
will
be
other
investments
that
we
will
be
announcing
for
sr3
as
we're
continuing
to
refine
our
plants.
But
that's
where
we
are
right
now.
I
I
We
are
implementing
90-day
cycles
of
monitoring
and
evaluation
and
using
those
cycles
to
adjust
our
plans.
So
we
can
create
a
more
on
time
response
to
meet
needs
as
they
are
uncovered
to
accelerate
our
impact.
We
are
focusing
on
the
research
and
evidence
base.
I
shared
that
with
you
during
our
last
school
committee
meeting
and
ramping
up
our
infrastructure
so
that
people
can
implement
well,
so
that
includes
positions
and
the
capacity
for
our
finance
department,
our
office
of
human
and
our
office
of
human
capital.
I
To
make
sure
we
can
implement
quickly
and
accountability
to
make
sure
that
we
follow
through
any
timely
way
in
order
to
make
sure
that
schools
get
the
supports,
they
need
it
when
they
need
it.
So
an
example
of
one
of
the
investments
in
that
area
is
an
office
of
internal
controls
that
we
are
establishing.
I
L
If
we
could
really
just
see
the
the
graphing,
like
you
laid
out
the
the
the
timeline,
but
if
you
really
see
what
what
are
we
measuring
and
and
what
the
reports
can
look
like
saying
we
started
here,
we
got
there.
This
is
how
we
know
we
did
well
here's
how
we
knew
we
weren't
doing
well
and
here's
what
we
did.
So
if
we
can
get
a
report,
I
know
that
I
know
that's
extra
time
and
effort
and
your
stress
and
strain,
but
in
terms
of
our
ability
to
kind
of
track
this
you
know
massive
work.
L
I
think
that
it's
worth
building
into
the
infrastructure,
but
otherwise
a
very
very
you
know
it's
a
it's
a
big
project
and,
and
you
you
subsidized
it
well,
but
as
we
all
know,
the
proof
will
be
in
the
pudding
and
so
how
we
really
know
what
we're
looking
at
is
to
be
important.
So
great.
Thank
you
very
much
for
that
time.
H
Thank
you,
dr
coleman.
There
will
be
a
number
of
things
that
will
be
developed
communication
pieces
to
parents,
dashboards
that
we're
hoping
to
have
developed
around
how
we're
doing
with
the
outcomes
and
student
outcomes
tied
to
our
strategic
plan
and
some
tied
to
the
superintendent's
goals,
and
so
we're
trying
to
align.
All
of
that.
So
thank
you
for
that
reminder
about
making
things
easy
to
understand,
with
graphics
and
logic
models
and
such
so
that's
still
to
come
once
we
have
all
the
final
decisions
made.
H
L
And-
and
I
want
to
say
that
at
least
I
think
we
should
clearly
hear
this
is
a
cycle
of
continual
improvement,
so
there's
not
going
to
be
one
day
where
we're
going
to
say,
oh
and
for
90
days
you
didn't
do
well,
it's
really
how
you
change
and
respond
to
that
that
those
can
be
very
important
and
very
useful
structures.
So
thank
you
for
that.
H
M
Thank
you,
madam
chair.
So
a
few
few
comments
and
a
few
questions.
One
thank
you
to
chief
cooter
for
pointing
out
the
city
of
boston,
contributing
23
million
from
their
their
cares
act
funds.
I
think
you
know
just
you
know,
from
this
position
advocating
to
the
city
to
use
more
of
their
discretionary
funds
that
they're
receiving
the
federal
funds
they're
receiving
that
you
know.
Investments
in
public
education
have
an
enormous
return
for
the
fabric
of
our
communities
for
our
businesses.
M
There's
a
lot
of
resources
coming
to
the
city,
and
I
think
it's
easy
to
justify.
Investing
more
and
all
the
priorities
have
been
listed
on
strategic
planning
and
also
just
the
issue
of
you
know,
keeping
families
living
in
our
city
and
how
important
it
is
that
they
have.
You
know
great
place
to
send
their
kids
to
school
and
it's
critical
to
to
keep
those
families
here
and
to
serve
the
families
that
that
come
and
live
in
our
city.
So
to
our
city.
Colleagues,
you
know
we
would
appreciate.
M
Even
you
know
more
resources
and
and
commitment.
I
do
want
to
reflect
on
a
comment.
Actually,
it
was
made
earlier
in
public
comment
with
by
mr
john
mudd
on,
I
think,
there's
much
more
detail.
I
think
in
this
presentation
than
I
think
before
his
comment
came,
but
that
we're
targeting
at
least
in
the
second
on
the
second
tranche,
targeting
resources
towards
very
high.
M
Our
very
high
knee
population
is
very
you
know,
very
supportive
of
and
then
ensuring
that
that
those
resources
do
produce
results
for
our
high
knee
population,
and
I
I
caught
dr
eccleston
raised
the
issue
of
native
language
instruction
and
just
wanted
to
ask
on
that.
What
were
some
thoughts-
and
I
saw
later
on
in
a
little
more
detail,
but
what
anything
specific
more
specific
on
that
piece.
K
K
I
have
met
with
members
of
the
task
force
and
the
members
of
some
members
of
the
subcommittee
that
support
english
learners
with
disabilities,
and
I
think
there
is
some
feedback
that
they
provided,
that,
I
think,
is
really
spot
on
around
ensuring
that,
obviously,
that
there's
a
central
office
infrastructure
to
support
the
schools
to
implement
that
work
and
the
second
piece
of
feedback
is
to
ensure
that
that
native
language
instruction
is
actually
embedded
in
content.
And
now
there
isn't.
K
M
F
M
C
D
D
So
just
wanted
to
echo
and
add
to
the
pieces
that
mr
derujo
had
included
the
other
piece.
The
other
actual
question
that
I
have
is
related
to
some
of
the
family
and
I
think,
perhaps
student
perspectives
that
were
gathered
around
the
need
or
the
desire
to
have
more
out
of
school
time,
programming
directly
included
in
in
their
schools,
whether
that
be
before
school
or
after
school
programming.
D
But
I'm
also
hearing
from
community
members
that
there
are
schools
that
perhaps
had
provided
before
or
after
school
opportunities
prior
to
this
covet
pandemic
and
have
just
recently
informed
families
that
they
are
not
providing
those
services
in
this
coming
school
year
starting
next
week,
and
so
I'm
curious
to
understand
how
esther
investments
at
the
school
level
and
also
just
district-wide
right
some
schools.
Have
it
some
schools,
don't
how
that?
How
that's
being
thought
through
the
out
of
school
time
program
pieces
doesn't
necessarily
need
to
be
addressed
at
this
meeting.
D
H
I
would
say
that,
as
we
went
around
and
talked
to
families,
this
was
the
number
one
concern
that
they
continued
to
bring
up
was
before
and
after
school
programs,
and
so
we
are
absolutely
going
to
strive
to
have
after
before
and
after
school
programs
in
all
of
our
schools
that
need
them.
And
so
I
wonder
if
chief
roberts
might
want
to
speak
a
little
bit
about
our
current
programming
and
then
some
of
the
envisioning
we're
doing
for
the
future.
G
Yes,
thank
you
good
evening.
So
currently,
most
of
our
before
and
after
school
programming
is
provided
through
partners,
and
that
is
what
we
hope
to
do
as
we
reopen.
You
know.
There
are
some
challenges
around
that
as
it
relates
to
both
providing
that
and
also
ensuring
that
we
are
putting
our
the
safety,
health
and
safety
mechanisms
in
place,
as
we
think
about
the
funding.
D
Thank
you
for
that.
I
just
I
want
to
urge
us
to
think
about
moving
with
urgency,
because
this
is
an
opportunity
to
accelerate
learning
as
well
as
really
address
the
need
of
families.
A
2
30
end
time
at
many
of
our
schools
really
puts
a
lot
of
pressure
on
families
to
figure
out
what
to
do
with
our
working
families,
especially
so
we
can't
take
a
year
to
plan
around
this.
We
have
to
figure
out
how
to
move
quickly
and
swiftly
to
to
provide
these
opportunities
to
all
of
our
families.
D
E
E
It
can
be
spent
over
three
years,
but
I've
been
on
the
school
committee
long
enough,
where
we
have
had
past
investments
that
are
short-term
in
nature
by
the
federal
government
and
then
that
money
goes
away
and
we
hire
a
lot
of
people
and
then,
three
years
later,
two
years
later,
we're
firing
a
lot
of
people
and
you
never
have
a
chance
to
have
the
momentum
build.
So
a
helped
me
out
with
overall
the
thinking
on
the
balance
between
filling
a
lot
of
the
one-time
needs.
We
have
our
in
our
buildings,
water
bathrooms.
E
You
know
you
name
it.
The
actual
facilities
that
we
have
and-
and
I
could
you
know
we
could
all
give
a
list
of
two
dozen
things
that
we
could
spend
one
time
money
on
versus
how
we
put
guard
wheels
into
the
particularly
in
the
school
money,
the
school-based
money
that
it's
not
setting
herself
up
for
a
problem.
A
couple
years
from
now
number
one
number
two
did:
every
school
receive
money.
H
H
As
you
know,
we
had
a
hundred
million
dollars
commitment
over
three
years
from
the
city
which
has
continued.
We
actually,
I
was
in
a
call
with
justin
just
a
couple
days
ago,
talking
about
sustainability
of
the
esser
funding,
and
one
thing
that
we
are
asking
our
school
leaders
to
do
is
to
think
about
all
of
their
operational
funding
lines,
all
of
their
title
funding
lines
which
you
approved
a
number
of
those
grants
this
evening,
as
well
as
this
esser
funding,
that's
coming
in
over
the
next
two
to
three
years,
as
they
think
about
their
investments.
H
However,
I've
also
shared
with
them
if
they
think
that
there
are
personnel
that
they
need,
that
are,
for
the
long
term,
for
instance,
our
social
workers
and
our
family
liaisons,
that's
not
being
funded
with
esser
funding,
it's
being
funding
with
funded
with
our
fy
22
budget
or
21
budget,
because
we
are
looking
at
ongoing
costs
and
always
having
those
in
our
in
our
buildings
right.
So
that's
one
piece
so
we're
thinking
about
both
the
s
or
one-time
funding
and
then
any
personnel
that
would
need
to
be
funded
a
long
term.
E
H
So
we
know
that
that
is
eventually
going
to
need
to
come
on
to
the
operating
budget.
So
that's
how
we're
thinking
about
sustainability.
As
for
one-time
funds
like
water,
as
you
know,
we
got
16
million
already
for
our
water.
So
we're
really
proud
that
the
city
gave
us
10
million
and
we
have
a
six
million
dollar
grant.
So
we're
already
in
the
project
of
putting
clean
water
into
every
single
school.
H
I
don't
think
that's
well
known,
but
really
important,
that
we
got
that
win
a
year
and
a
half
ago
before
the
pandemic,
and
the
hvac
system
were
able
to
put
that
into
esser,
because
that
is
directly
related
to
air
quality
and
temperature
control.
And
so
it's
very
limited.
What
facility
improvements
we
can
put
into
the
esser
funding
because
it
has
to
be
related
to
covid
so
or
covid
recovery.
So
I
mean
you
could
put
in
a
reading
room
or
a
sensory
room,
because
I
think
we
could
argue
that
that
is.
I
E
I
H
E
E
Obviously
it's
a
I
don't
mean
this
in
a
mean
way
to
say
it's
a
wish
list
right.
It's
ideas
that
you're
considering
I
fully
support,
trying
to
use
as
much
as
possible
that
both
the
one-time
costs,
but
then
also
seed
money
on
interesting
new
programs,
fully
backing
and
supporting
the
last
piece
that
the
superintendent
has
laid
out
to
us,
which
is
reimagine.
E
Let's
not
use
this,
let's
not
lose
this
opportunity
to
seed
some
programs,
I'm
thinking
of,
for
example,
the
hub
schools
program.
Is
you
know,
we're
thinking
of
rolling
that
out
to
more
and
and
what
an
impact
that
could
be,
and
I'm
sure
the
superintendent
has
a
bunch
of
other
ideas.
Let's
make
sure
we
use
this,
seize
this
opportunity
to
seed
a
lot
of
work
around
reimagining,
our
schools,
but
you
know
the
super
we
heard
from
people
in
public
carmen
today
about
the
need
for
more
high
schools.
E
H
A
H
Backyard,
thank
you.
Okay.
Sorry,
it's
it's
a
it's
a
hint
that
we've
been
on
too
long.
The
gods
are
speaking.
I
just
wanted
to
share
a
quick
example.
So
you
know
if
for
libraries,
for
instance,
if
you
want
to
do
libraries,
you
would
have
to
buy
the
collections
and
the
shelving
and
maybe
do
some
renovations
to
the
classroom.
H
You
know
so
those
are
some
examples
or
for
arts.
You
might
see
that
in
the
esser
funding
early
decision
already
for
our
arts
program
and
buying
instruments
for
our
schools
so
that
they
have
instruments.
So
those
are
the
types
of
things
I
think
that
you're
talking
about.
Mr
o'neill
is
to
invest
in
the
foundation
reimagining
and
the
opportunities
that
then
will
be
available
or
developing.
H
You
know
ethnic
studies
courses
and
doing
that
curriculum.
Writing
for,
for
those
courses
are
things
that
we
can
stipend
teachers
for
so
lots
of
creativity
coming
out
of
our
schools.
Our
academic
teams,
our
school
leaders
around
the
work
to
reimagine
school
so
really
excited
to
share
some
of
the
detail
around
our
essays
proposals
over
the
next
month
and
a
half.
E
Thank
you
and
lastly,
I'll
just
very
quickly
say.
Like
some
of
my
fellow
members,
I
very
strongly
support
the
investment
in
risk
management.
School
committee
did
have
a
task
force
on
internal
audit.
There's
you
know
we're
a
billion
plus
budget
already
and
then
plus
this
extra
money.
We
owe
it
to
the
residents
and
the
taxpayers
of
the
city
to
show
that
we
are
doing
the
best
in
managing
the
funds
and
robust
risk
management
is
an
excellent
way
to
do
that.
E
So
thank
you,
superintendent,
for
putting
that
emphasis
in,
and
I
also
support
as
dean
coleman
did,
in
others,
the
development
of
dashboards
and
showing
tracking
religiously
the
outcome
of
these
investments.
We
have
heard
from
congress
chair
scott,
the
chair
of
the
house
education
committee,
made
it
very
clear.
The
eyes
of
congress
are
going
to
be
upon
all
the
districts
to
show
results
for
this
spending.
E
If
we
don't
show
results,
we
not
only
won't
get
this
money
continuing
continuing,
but
we
run
the
risk
of
the
federal
government
pulling
back
even
more
and
so
the
eyes
of
the
nation
upon
all
the
districts
and
how
we
spend
this,
and
so
I
really
appreciate
the
robust
attention
to
tracking
results
and
and
adjusting,
as
you
said,
superintendent,
if
we're
not
getting
what
we
want.
That's
right.
Well,
thank
you.
F
F
C
Superintendent
and
ms
mitchell,
my
questions
are
more:
I'm
I'm
interested
in
what's
going
to
happen
at
the
school
level,
I'm
sure
for
most
of
our
schools.
This
is
more
independent
money
than
they
have
ever
received
to
decide
themselves
of
what
to
do
with
it,
and
I
guess,
in
addition
to
understanding
the
programs
and
the
projects
they
put
in
place
to
see
what
it
does
to
the
culture
and
the
climate
of
the
schools.
The
relationships
between
families,
parents
and
the
school
you
know
does
having
independence
to
really
focus
and
support.
C
C
I
Yeah,
yes
I'll
share
a
little
bit
about
our
professional
learning
for
school
leaders
that
we
have
engaged
in
so
far.
So
during
the
august
leadership
institute,
we
convened
school
leaders
and
we
had
two
two
sessions
relevant
to
esser.
So
one-
and
this
speaks
to
a
school
committee
member
o'neill's
point
earlier-
one
was
on
long-term
budget
planning,
because
this
is
a
first.
I
So
that
plan
is
a
plan
that
we
are
reviewing.
First
of
all,
that
is
developed
and
by
their
instructional
leadership
teams
reviewed
by
the
school
site
councils
and
the
equity
round
tables,
and
this
includes
all
the
yes
or
investment.
So
it's
not
taking
place
in
a
vacuum.
We
did
not
allow
schools
to
apply
for
funds
without
it
being
embedded
in
a
whole
school
change
strategy.
We
have.
I
We
are
vetting
those
school
plans
when
they
come
in
with
an
entire
team
of
experts,
including
their
school
superintendents,
and
we
are
looking
for
the
adherence
to
the
guidance
that
we
put
in
our
long
guidance
to
school
leaders
around
research-based
practices
that
can
be
implemented
using
short-term
funding.
How
to
leverage
these
short-term
investments
for
long-term
time
changes
and
also
some
additional
information
that
school
leaders
want
like
a
a
guide
of
the
kind
of
partners
that
can
support
certain
kinds
of
strategies.
We.
I
I
A
group
of
our
school
leaders
will
also
be
participating
in
a
wallace
funded
national
relief
planning
work.
American
rescue
planning
work
so
that
we'll
be
I'm
having
those
ideas
also
coming
from
our
national
partners
and
we're
going
to
continue
continuing
to
leverage
those
voices,
because
the
school
leaders
really
need
to
hear
from
each
other,
even
though
we
are
presenting
and
sharing
with
them
the
information
that
we
have
as
well
and
one
last
thing
I'll.
I
Just
add
is
that
the
superintendent
did
mention
this,
but
I
want
to
just
hold
this
up
that
they're
creating
a
long-term
plan,
but
it's
within
these
90-day
cycles,
so
the
biggest
part
of
their
professional
learning
was
going
to
happen.
Looking
at
the
impact
that
these,
this
implementation
plan
is
having
on
improving
their
school
community,
and
it's
not
just
that
data
that
comes
back
about
student
performance,
it's
the
kind
of
climate
data
that
you
were
talking
about,
tara
robinson,
so
we've
got
a
lot
of
work
ahead.
C
Well,
any
of
these
dollars
flow
down
to
teacher
choice
and
spending.
I
think
of
all
of
the
projects
that
show
up
and
donors
choose
each
year
and
outsiders
are
funding
them
are.
Are
we
able
to
do
an
internal
donors
choose
as
part
of
school
thinking
about
you
know,
investments
that
will
improve
the
outcomes
of
the
students
moving
forward?
How
how
will
we
look
at
things
like
that.
G
H
H
You
know
we
have
a
new
ed
at
bedf.
We
have
our
our
partners
in
granting,
and
so
we
are
going
to
be
jump
starting
some
of
the
work
around
fundraising
equity
across
across
the
district
and
keeping
track
of
that.
I
know
that
dr
coleman
has
asked
previously,
as
well
as
yourself
around
reports
on
our
fundraising
efforts
and
who
does
and
does
not
get
funding
for
that.
So
keeping
a
track
on
that.
H
But
teachers
should
have
opportunity
to
be
engaged
with
the
school
leader
and
the
school
community
in
the
parent
council
and
their
equity
roundtable
around
funds
at
the
school
and
how
those
funds
are
being
used.
So
they
should
be
having
conversations
around
their
needs
and
what
they
need
in
the
classroom
and
being
able
to
have
those
items
funded
by
directly
with
s
or
funds
and
and
what
the
school
decides
to
spend
that
school-wide
money
on
for
student
recovery.
C
Yeah,
I
just
you
know
I
I
want
to
see
some
of
these
things
showing
up
in
the
hands
of
children.
I
mean
I
see
a
lot
of,
and
I
know
we
need
to
put
a
lot
of
investment
into
teachers
and
you
know
other
kinds
of
curricula,
but
you
know
when
it
gets
down
to
the
end.
You
know
what
do
kids
feel
that
is
a
positive
and
not
in
what
I
would
say
is
an
expected
outcome.
You
come
to
school,
you
learn
how
to
read.
C
H
Yeah,
that's
one
of
the
things
that
I've
challenged.
The
team
on
is:
how
do
we?
How
do
we
somewhat
kind
of
receipt?
You
know
what
they've
received
in
each
student
group
as
well
as
you
know,
individual
students
and
how
do
parents
know
the
services
that
they're
getting
from
these
dollars?
You
know
that
these
air
conditioners,
these
are
about
with
us
or
funding.
You
know
these
arts
instruments
that
you're
getting
or
funding
this
science
lab
is
funded
with
esser
dollars,
or
this
these
new
athletic
classes
or
summer
school
camps.
H
You
know
or
the
tutors
that
you're
getting
and
the
mentoring
that
you're
getting
you
know
how
do
we
make
sure
that
families
know
or
the
before
and
after
school
care
that
doc
that
ms
lapera
spoke
about?
You
know
those
are
the
types
of
things
that
we
want
them
to
be
able
to
say
these
are
these
dollars
are
working
for
me.
J
No,
I
appreciate
that.
I
think
what
we're
what
we're
doing
is
is
continuing
to
work
with
school
leaders.
I
think
there's
a
lot
of
schools
who
are
thinking
about
and
assessing,
as
they
get
their
students
back
in
the
classroom
over
the
next
few
weeks,
and
you
know
there
are
some
that
have
very
strong
ideas
for
what
they
want
to
implement
and
others
who
are.
J
C
You
thank
you,
so
if
there
are
no
more
questions
for
right
now,
it's
one
again.
Thank
you
for
all
of
this
incredible
work.
We
look
forward
to
seeing
how
all
the
spending
get
goes
forth
and
the
committee
looks
forward
to
taking
action
on
this
matter
at
our
next
meeting.
Thank
you
again
so
now
we
will
move
on
to
public
comment
on
reports.
Ms
sullivan
thank.
C
If
none
that
will
conclude
our
business
for
this
evening
and
the
next
school
committee
meeting
will
take
place
on
wednesday
september
22nd,
we
will
have
both
opened
our
catered
first
twelfth
grade
and
our
kindergartners
at
that
point
so
be
wonderful
to
hear
what
will
be
happening
in
our
schools.
Reopening
that
meeting
will
be
held
remotely
on
soon
and
we
are
planning
for
a
return
to
an
in-person
hybrid
meeting.