►
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.
B
Good
evening,
everyone
and
welcome
to
the
second
series.
Second,
in
a
series
for
the
fiscal
year,
22
budget,
hosted
by
the
boston
public
school
committee
and
our
superintendent
brenda
casalias.
We
will
begin
now
with
our
pledge
of
allegiance.
So
I
will
ask
all
my
colleagues
if
you
could
please
unmute
and
join
me.
B
F
A
B
Thank
you
very
much.
Tonight's
hearing
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston,
city,
tv
and
post
it
on
the
school
committee's
webpage
and
also
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
documents
posted
on
the
committee's
web
page
bostonpublicschools.org,
forward,
slash
school
committee
under
the
march
9
link,
the
agenda
and
many
of
the
budget
documents
have
been
translated
in
all
of
the
major
bps
languages.
B
B
After
I
finish
asking
the
interpreters
to
introduce
themselves,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen.
Please
click
the
icon
to
select
your
language
preference,
we'll
begin
with
our
spanish
interpreters.
If
you
could,
please
introduce
yourselves
and
invite
our
spanish-speaking
audience
to
switch
their
zoom
channel
into
spanish.
H
Thank
you,
madam
chair
good
evening.
Everyone,
my
name,
is
juan
bernal.
I
am
one
of
the
spanish
interpreters
that
we
will
be
providing
simultaneous
interpretation
tonight
for
the
spanish-speaking
persons.
In
today's
meeting
I
will
be
alternating
with
my
colleague
mr
randolph
dominguez.
We
will
be
taking
turns
every
30
minutes
for
interpretation
purposes.
I
will
now
proceed
to
explain
the
hispanic
population,
how
to
access
the
icon
for
interpretation
purposes.
I
Good
evening,
madam
chair
good
evening,
juan
my
name
is
randolph
dominguez.
I
am
one
of
the
simultaneous
interpretations.
B
Thank
you.
I
would
like
to
ask
our
haitian
creole
interpreters,
sergio
sant
hilaire
and
nadeji
suli.
If
you
could,
please
introduce
yourself
and
provide
zoom
instructions
and
haitian
creole.
K
B
Know
you,
I
would
like
to
ask
our
cabo
relian
interpreters,
joseanne
lopes
and
gershom
da
silva.
If
you
could,
please
introduce
yourselves
and
provide
zoom
instructions
and
cabo
verdiano.
L
Good
evening,
everyone,
my
name
is
jerusalem,
me
and
josian
will
be
the
key
ferdinand
interpreter
for
today.
M
M
B
N
O
B
Thank
you
very
much.
I'd
like
to
now
introduce
our
cantonese
interpreters,
anna
c
and
terry
ying.
If
you
could,
please
introduce
yourselves
and
provide
zoom
instructions
in
cantonese.
B
Thank
you.
I
would
like,
for
our
vietnamese
interpreters,
be
wong
li
and
true.
If
you
could,
please
introduce
yourselves
and
provide
zoom
instructions
in
vietnamese.
B
Thank
you
and
I'd
like
for
our
asl
interpreters,
michael
hershberg,
jolanta,
galloway
and
simon
martinez,
jr.
If
you
could
just
introduce.
C
Hi
good
evening,
madam
chair,
this
is
yolanta
speaking
right
now,
I'll
be
one
of
the
interpreters
this
evening
and
joined
by
my
colleague
currently
who
will
be
introducing
himself.
C
C
B
You,
madam
chair,
thank
you
so
much
and
thank
you
to
all
of
you
for
making
our
our
meetings
more
inclusive.
We
really
appreciate
it.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen
and
I
just
want
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
all
of
our
interpreters.
B
B
B
I
became
a
school
committee
member
because
this
work
is
personal
to
me
and
because
I
believe
in
our
students
and
in
their
wisdom
with
all
my
heart,
most
especially
our
boston
students,
so
as
students
shared
their
stories
over
the
past
few
days,
I
was
heartbroken
to
hear
the
pain
in
their
voices
as
they
talked
about
their
experiences,
and
I
want
to
unequivocally
say
that
this
school
committee
and
the
superintendent
are
committed
to
working
with
our
students
to
address
all
of
the
concerns
that
were
raised
and
to
find
a
path
forward.
Together.
B
These
are
important
steps
to
make
boston
public
schools
a
place
where
all
students
feel
welcome
and
safe,
where
they
can
explore
their
greatest
dreams
and
face
down
their
biggest
fears.
I
want
boston,
public
schools
to
be
a
place
where
all
students
shine,
and
I
know
we
have
a
lot
of
work
to
get
there.
I
am
committed
to
this
work.
The
entire
school
committee
is
committed
to
this
work.
Most
importantly,
the
superintendent
is
committed
to
this
work.
B
This
has
been
a
really
long
and
hard
year.
All
of
us,
but
most
especially
our
young
people,
have
had
to
take
on
more
quickly
pivot
to
the
moment
with
little
certainty.
We
all
know
someone
who
has
directly,
who
has
been
directly
impacted
by
the
pandemic,
and
this
year
taught
us
that
things
can
change
in
an
instant.
B
We
will
be
okay
together,
one
day
at
a
time
and
we
have
to
keep
pushing
forth
together,
and
I
believe
that
this
time
is
also
an
opportunity
for
us
to
rebuild
vsac
and
reimagine
visak
and
the
role
of
bisac,
as
well
as
the
role
of
the
school
committee
representative,
and
I
am
committed
to
doing
this-
and
I
know
that
all
of
my
colleagues
on
the
school
committee
are
committed
to
that
as
well
as
our
superintendent,
and
I
just
want
to
turn
it
over
to
the
superintendent.
If
she
has
any
things,
she
would
like
to
add.
S
S
We
are
working
in
coordination
with
your
heads
of
schools
to
ensure
that
you
have
the
support
that
you
need
to
help
get
through
this.
I've
spoken
with
several
of
you
one-on-one
and
we'll
continue
to
work
with
you
as
both
individuals
and
also
together
as
a
body,
because
we
value
you
and
we
value
what
you
bring.
S
We've
also
contacted
all
of
your
families
personally,
and
we
have
worked
with
our
behavioral
health
team
as
well
to
offer
support
to
our
students.
As
chairwoman
oliver
davila
said,
we
have
suspended
our
relationship
at
this
point
with
youth
on
board.
Pending
an
external
investigation,
we've
suspended
the
evaluation
counseling
and
we
are
going
to
do
a
full
auditing
of
vsac,
its
alignment
to
our
state
policies
and
ensure
that
we
move
forward
with
students
and
our
and
our
team
here
at
bps.
B
Thank
you,
superintendent,
and
thank
you
for
your
remarks.
I
have
known
you
all
this
time
and
I
know
how
seriously
you
take
student
voice
and
engagement
and
participation,
as
do
I
and
we'll
continue
to
to
work
together,
as
you
said,
so
we're
going
to
move
on
now
to
our
focus
this
evening,
which
is
the
superintendent's
fiscal
year
22
budget
recommendation.
B
S
Well,
madam
chair,
I
am
so
excited
about
this
budget.
As
you
know,
we
have
had
many
hearings
so
far.
I'm
excited
that
we
have
been
able
to
present
this
to
multiple
communities
and
have
had
input
into
this
from
school
leaders,
to
our
students,
to
our
equity
roundtable
and
to
this
body,
and
mr
cooter
and
his
team
has
done
a
good
job.
Taking
that
feedback
and
putting
in
place,
we
have
three
main
areas
here.
S
We
have
a
return.
As
you
know,
we
are
returning
now
to
in-person
learning
and
have
been
for
a
couple
weeks
and
excited
to
return
our
fourth
through
eighth
graders
next
week
and
then
to
recover,
meaning
both
social,
emotional,
health
and
recovery,
as
well
as
recovering
our
budget
and
recovering
academically
and
then
to
really
reimagine
and
think
what
have
we
learned
this
past
year?
S
How
do
we
return
stronger
than
we
were
pre
pandemic
and
really
meet
the
needs
of
our
students,
and
so
we've
been
asking
our
teachers,
our
educators,
our
school
leaders
and
our
staff
to
give
us
feedback
on
what
they've
learned,
and
so
we
are
excited
to
get
that
feedback
as
we
launch
our
reopening
task
force
for
the
22
school
year,
it's
good
it's
important
to
know
that
there
are
three
different
budgets
that
we
really
work
with.
S
We
have
a
capital
budget
that
really
does
a
lot
of
work
with
our
facilities
and
facility
upgrades
and
new
builds.
Often
affectionately
called
build
pps,
and
then
we
also
have
federal
funding.
That's
coming
tonight,
we're
really
mostly
talking
about
the
general
fund
and
we
are
giving
some
information
about
some
of
the
guardrails.
We
think
will
be
in
the
federal
funding
that
we're
doing.
S
So
it's
short-term
money
for
just
three
years
and
so
you'll
see
a
lot
of
different
types
of
investments
within
that
funding
stream,
and
we
will
just
give
you
broad
stroke
hint
to
that.
But
we
will
be
going
to
the
community
and
to
the
bps
educators
to
really
kind
of
define
what
that
reimagined
bucket
looks
more
like
over
the
next
several
months.
T
Funding
you
superintendent
and
thank
you
committee
chairwoman,
davila.
It
is
exciting
to
be
back
with
you
this
evening.
My
name
is
nathan,
cooter,
chief
financial
officer
resident
of
roslindale
and
proud
parent
of
two
bps
students.
T
As
both
the
chairwoman
and
superintendent
mentioned,
tonight's
presentation
is
focused
on
central
office
budgets
and,
in
particular,
how
we're
using
our
resources,
our
resources
to
support
schools
and
students,
so
that
we
can
all
return
well
recover,
strong
and
reimagine.
What
is
possible
for
our
students.
T
Our
collective
urgency
to
close
achievement
gaps
was
the
foundation
of
this
budget
and
we
started
our
budget
process
rooted
in
this
statement
from
the
opportunity
achievement
gap
policy
that
you've
heard
me
present
and
talk
about
in
prior
meetings.
As
covid19
has
revealed
the
economic,
health
and
education
disparities,
many
of
us
knew
were
present
before
the
pandemic.
T
The
fy
22
budget,
a
proposed
1.29
billion
or
1.3
billion
dollar
general
fund
allocation
features,
targeted
investments
in
academics,
health
and
wellness
and
community
supports
these.
Investments
are
aligned
to
the
five-year
strategic
plan
which
we'll
talk
more
about
tonight,
and
the
proposed
funding
to
strategies
demonstrated
to
improve
outcomes
for
our
students,
particularly
our
district's
highest
needs.
Students.
T
Over
95
percent
of
the
proposals
represent
direct
services
to
students
and
schools
through
direct
funding
to
schools,
so
that
95
percent
of
the
36
million
you
see
on
the
slide
was
the
topic
of
the
the
school's
hearing
that
we
did
several
weeks
ago,
combined
with
the
the
other
remaining
five
percent,
which
is
custodial
support
that
we'll
talk
about
again
about
tonight.
T
A
hundred
percent
of
those
proposed
investments
will
be
immediately
and
directly
felt
in
the
impact
first
for
our
schools
and
in
two
years,
we're
proud
to
say
that
we've
transformed
our
foundation
for
quality,
guaranteeing
all
students
and
school
committees
access
to
critical
resources
and
we're
going
to
talk
more
about
this
investment
throughout
tonight
and
how
the
central
office
is
around
is
geared
around
supporting
these
investments.
But
it's
important
it's
worth
noting
and
emphasizing
that
over
the
last
two
years,
we've
added
142
social
workers
and
117
family
liaisons
throughout
the
district.
T
The
path
to
recovery
for
our
students
and
for
our
district
will
be
long,
but
we're
in
a
strong
financial
position
to
launch
this
work
tonight,
we'll
be
providing
more
information
about
the
external
funds.
But
we
begin
the
discussion
tonight
with
by
thanking
the
mayor
and
the
city
for
their
continued
support
for
bps.
T
T
As
the
superintendent
mentioned,
we're
talking
about
three
different
sources
or
three
different
financial
resources
for
fulfilling
her
vision
for
our
students
when
used
thoughtfully.
These
three
resources,
or
these
three
sources
of
funds,
represent
a
tremendous
opportunity
to
support
students
and
make
lasting
change
to
our
district.
T
Throughout
the
presentation
tonight,
you'll
notice
that
we
highlight
investments
that
are
planning
on
both
the
bps
operating
budget
and
investments
that
we're
planning
to
do
on
on
esser
part
2.,
and
we're
going
to
talk
about
the
timeline
for
developing
the
full
esser
part
2
funding
proposal.
But
in
the
meantime,
we're
highlighting
the
key
areas
of
the
investment
that
we're
moving
forward
now
beginning
to
craft
this
spring.
T
As
we
evaluate
how
to
use
these
resources,
we're
focused
on
those
investments
that
will
then
have
an
impact.
Beyond
a
single
year,
we
have
an
obligation
as
a
district,
to
develop
a
sustainability
plan
for
any
new
investments,
particularly
those
paid
for
with
the
federal
relief
funds
for
each
of
the
funding
sources.
I
wanted
to
highlight
the
risks
associated
with
investments
that
are
either
misaligned
to
our
vision
or
do
not
have
a
plan.
T
It's
important
to
note
that,
while
we
we
need
a
plan
for
how
we're
going
to
address
the
overall
capacity,
and
we
still
may
need
to
reduce
capacity
in
our
system
that
is
no
longer
needed
because
of
enrollment
declines
that
we've
sustained
over
the
last
few
years.
U
Thank
you
nate
good
evening,
madam
chair
superintendent,
castillos
and
all
on
this
webinar.
The
federal
funds
that
we
have
received
so
far
is
to
help
the
district
to
prevent,
prepare
for
and
respond
to,
the
impacts
of
kobe
19..
U
So
far
we
have
received
32.3
million
dollars
of
the
cares
act
for
the
elementary
and
secondary
school
emergency
relief
fund.
This
funding
provides
for
emergency
relief
to
address
the
impact
of
covet
19.,
and
we
have
allocated
approximately
five
million
dollars
to
private
and
parochial
schools
based
in
boston
par
the
federal
requirements.
U
We
are
also
utilizing
these
funds
for
summer
learning
opportunities,
personal
protective
gears
and
health
equip
health
equipment.
The
city
was
generous,
as
was
mentioned
by
nate
and
dr
castillos
23.2
million
dollars,
which
is
used
directly
to
help
with
eligible
expenses
in
fiscal
year
21.
esther
2
was
re.
I
was
voted
in
december
by
the
federal
government
and
we
are
going
to
receive
approximately
123
million
dollars.
These
expenses
will
run
from
july
1st
2021
through
9
30
23.
U
To
date
for
fy
cost
about
26.5,
26
million
dollars
has
been
expanded
and
on
summer
learning
and
distance
learning,
health
and
safety
for
students
chromebooks
to
support
remote
learning
software
and
curriculum
to
support
remote
learning
and
also
some
facility
improvements,
ppe
and
air
purification
and
circulation
equipment.
U
These
include
the
32.3
million
plus
the
23.2
million
received
from
the
city
cares.
We
anticipate
to
use
another
34
million
to
support
students
and
staff
testing
staff,
vaccinations,
academic,
tutoring
learning
ports
and
additional
ppe
and
facilities
upgrades.
This
cost
will
continue
into
fy22
next
slide.
U
Please
the
sr2
fund,
which
will
start
in
july
of
this
year
in
our
fy
22
budget,
the
federal
government
put
them
into
three
buckets.
It
will
address
academics,
social
emotional,
which
is
really
health
and
wellness
and
operations
in
the
academics
bucket.
It
will
address
learning,
loss
or
learning,
learn
for
students
and
will
use
the
money
to
support
tutoring
in
early
literacy
and
math
and
summer
learning
and
after
school
programs
in
the
health
and
wellness
buckets.
It's
really
recovery
and
renewal
for
the
mental
health
and
engagement
of
our
students.
U
An
additional
ten
thousand
dollars
was
added
by
desi
from
the
commissioner
to
also
address
mental
health
issues
for
students.
The
operating
buckets
will
address
remediation
access
and
acceleration,
which
will
include
educational
technology,
ventilation,
improvement
and
more
supplies
and
services
for
our
students.
U
We
are
hoping
to
learn
more
about
the
funds
from
president
biden
and
we're
not
sure
how
much
we'll
be
receiving,
but
most
of
the
fund
will
address
again:
learning
laws,
homeless,
students,
summer
programs
after
school
programs
and
more
funding
might
come
in
for
special
education
in
the
form
of
the
idea,
part
b
grants
and
now
I'll
turn
it
over
again
to
nate.
T
T
What
we
wanted
to
do
is
focus
on
our
framework
of
return
recover
and
reimagine,
but
we
also
need
to
incorporate
and
respond
to
the
federal
guidance
that
ivan
just
laid
out
for
everyone
which
is
really
about
the
intent
of
this
funding
from
the
federal
government,
and
so
this
slide
is
meant
to
summarize
how
the
two
frameworks
interact
with
each
other
and
are
complementary.
So
it's
not
meant
to
be
two
different
ways
of
thinking
about
the
funds.
T
What
we
wanted
to
do
is
provide
a
draft
timeline
for
the
community
and
for
the
school
committee
about
how
we're
planning
to
discuss
this
proposal
and
discuss
the
use
of
this
123
million
and
potentially
two
or
three
times
that
from
the
the
president's
most
recent
stimulus
bill,
and
so
what
we're
talking
about
is
on
march
24th,
we
are
asking
the
school
committee
to
vote
on
our
operating
budget.
That
vote
does
not
actually
go
towards
our
external
funds.
T
T
We
are
gearing
our
process
towards
another
vote
from
the
school
committee
for
the
application
to
be
due
to
to
deci
the
department
of
elementary
and
secondary
education
july
30th,
and
so
we
anticipate
in
august
having
a
full
completed
application
and
here's
when
the
community
and
the
school
committee
can
expect
to
be
engaged
on
how
we
plan
to
use
these
resources
to
support,
to
support
our
schools
and
our
students.
T
With
that,
I
want
to
turn
it
over
to
miriam
rubin,
our
budget
director,
to
return
to
how
we
think
about
and
how
we're
supporting
our
operating
budget.
V
Thank
you,
chief
cooter.
Well,
the
challenges
facing
our
district
are
daunting.
We
feel
fortunate
for
the
resources
that
chief
nathan
cooter
and
dr
yvonne
mcrae
just
have
just
outlined.
They
will
be
critical
in
enabling
us
to
do
the
important
work
needed
to
meet
the
principles
upon
which
this
budget
was
founded
to
return,
recover
and
reimagine.
What
is
possible
for
our
students?
B
I'm
so
sorry
to
interrupt
you
if
you
don't
mind
just
going
a
little
bit
slower.
That
would
be
really
great.
Thank
you.
V
V
D
Thank
you:
miriam
hello,
school
committee,
chair
superintendent,
bps
community,
buenos
noches,
as
mario
mentioned,
my
name
is
elish
nayalita.
I
have
the
honor
of
overseeing
health
services.
D
The
proposed
investment
in
fy
22
builds
on
past
investment
in
school
nurses
that
have
led
us
to
our
current
team
of
159
nurses
and
six
health
paras,
all
of
whom
play
a
critical
role
in
ensuring
our
students
and
staff
a
safe
return
to
school
in
order
to
support
our
school
nurses
and
continue
the
ongoing
work
of
ensuring
evidence-based
health
safety
protocols
are
in
place
and
up
to
date.
During
this
pandemic,
we
have
invested
in
a
strong
administrative
team
aligned
with
our
commitment
to
increase
representation
across
leadership
and
through
a
collaborative
process,
engaging
multiple
stakeholders.
D
The
district
has
committed
over
2
million
to
support
staff
testing
and
vaccine
rollout
for
staff.
Beginning
march,
14th
bps
will
open
our
first
vaccine
clinics
for
bps
employees
at
the
bcyf
gallivan
center
community
center
in
matapan,
and
now
that
I've
outlined
how
we're
addressing
the
physical
support
by
way
of
nurses,
we're
that
we're
providing
to
ensure
safe,
a
safe
return
for
our
community
mark
racine.
Our
chief
information
officer
will
talk
about
the
technology
investments
we
are
proposing
to
support
the
academic
return.
W
It
was
a
critical
part
of
our
response
to
covet
and
will
be
a
critical
response
as
we
return
to
school.
So,
as
you
know,
the
the
big
bulk
of
our
work
in
the
beginning
was
in
supporting
our
one-to-one
program
that
will
be
continuing
moving
forward.
As
you
can
see,
I'm
starting
from
the
bottom,
I
will
be
continuing
with
the
support
for
one-to-one
and
that
will
be
grades
k-0-12
for
all
students
in
the
boston
public
schools
to
participate
in
the
other
investment
at
the
top
is
continuing
our
access
to
internet
services.
W
Many
of
the
tools
were
critical
in
our
response
to
cobit,
but
have
become
a
core
part
of
a
teacher's
classroom,
and
so
we're
excited
to
continue
many
of
the
applications
that
we
found
success
with
this
year
through
future
years
with
that
I'll
be
turning
it
over
to
charles
grandson.
To
talk
about
our
return
to
our
strategic
planning,
work.
X
Thanks
mark,
we
are
really
excited
to
be
able
to
share
the
work
that's
been
underway
around,
even
in
the
midst
of
the
cobra
19
pandemic,
continuing
to
focus
on
the
work
as
it
relates
to
our
strategic
plan
implementation.
X
All
the
way
down
to
impacting
the
lives
of
our
students.
Central
office
departments
pause
the
work
around
work
plans
early
in
july
this
past
summer
to
make
sure
that
we
all
were
focused
on
what
was
most
important.
That
was
returning
students
to
school
safely
and
we
quickly
picked
back
up
on
looking
at
what
are
the
strategic
areas
in
the
strategic
plan
that
we
need
to
remain
focused
on,
even
as
we
get
through
the
coca-19
pandemic.
X
What
you're
looking
at
here
is
a
dashboard
that
reflects
the
work
plans
that
central
office
departments
have
been
submitting,
and
this
is
a
system-
that's
not
perfected.
Yet
it's
something
that
we
are
continuing
to
develop
but
wanted
to
share
with
you
as
an
example
of
the
way
we
we
intend
to
monitor
strategic
plan,
implementation
and
execution,
especially
also
as
it
aligns
to
the
fy
22
budget,
and
so
as
we
further
develop
this
dashboard.
What
you'll
be
able
to
see
is
how
the
areas
we're
focusing
on
in
this
treated
plan
are
supported
through
resource
allocation.
X
Similarly,
we
is
just
as
important
that
we
prioritize
our
opportunity
and
achievement
gaps,
policy
and
the
policy
implementation,
and
that
work
was
was
a
good
foundation
built
for
that
work
and
what
we've
been
able
to
do
since
we
had.
X
Our
new
strategic
plan
is
to
align
that
work
so
that
those
goals
there
were
some
coherence
around
strategic
plan,
implementation
and
oag
policy
implementation,
and
so
similarly,
this
demonstrates
the
oag
policy
goals
at
the
top
and
the
frequency
by
which
the
plans
work
plans
submitted
by
central
office
departments
are
addressing
the
specific
goals
and
then
the
policy
objectives
down
at
the
bottom.
T
One
of
the
things
that
we
wanted
to
highlight
this
evening
is
that
we're
returning
to
the
core
work
that
we
had
begun
before
kova
19
struck,
because
we
realized
that
that
is
the
foundation
for
how
we're
going
to
start
our
path
to
recovery,
and
so
the
highlights
from
the
nursing
supports
the
highlights
from
the
strategic
planning
is
to
show
you
that
this
is
a
that
there's
continuity
from
what
we
did
in
the
current
fiscal
year
and
what
our
plans
were
for
this
fiscal
year
and
what
we
plan
to
return
to
when
we
come
back
in
the
fall
for
fy22.
T
Bringing
us
back
to
focus
on
this
year's
theme
of
return,
recover
and
reimagine.
Our
focus
for
the
recover
is
to
ensure
that
school
communities
have
what
they
need
to
not
only
repair
the
damage
done
by
covid19,
but
also
to
create
the
conditions
in
which
students
and
families
can
thrive.
In
order
to
do
this,
we
see
it
as
essential
to
provide
both
stability
to
school
communities
despite
declining
enrollment
and
to
invest
in
social,
emotional,
academic
and
family
supports
for
students.
T
We
know
that
covid19
has
had
a
disproportionate
impact
on
our
students
of
color,
on
english
learners
and
on
students
with
disabilities.
We
also
know
that
there
has
been
a
disproportionate
impact
for
students
and
families
experiencing
poverty
in
order
to
guide
them
and
help
them
through
recovery
from
this
disruption.
T
T
T
We
wanted
to
provide
some
focus
areas
and
the
developing
investments
that
are
focused
in
each
of
these
three
areas
for
students,
we're
thinking
about
creative
ways
to
provide
direct
supports.
This
may
mean
individualized
tutoring,
but
it
will
certainly
start
by
understanding
individual
student
needs
and
developing
and
providing
resources
to
help
them
recover
from
the
disruption
of
the
last
year
for
teachers
we're
investing
in
the
essential
teacher
practices.
T
This
is
our
in
our
framework
and
our
approach
to
curricular
frameworks
and
making
sure
the
teachers
have
the
tools
that
they
need
and
time
to
work
with
their
staff,
their
fellow
colleagues
and
collaborate
and
develop
ways
they're
going
to
be
encountering
something
that
they've
never
encountered
before.
Yet
again,
which
is
a
students
who
are
in
need
of
recovery
and
who
are
re-engaging
with
in-person
learning,
we're
started
to
see
it
in
the
last
two
weeks.
T
I
know
I
have
been
thrilled
to
have
my
my
students
back
in
school
the
last
two
weeks,
but
this
is
going
to
be
an
ongoing
process
for
them
to
to
almost
relearn
their
practice
and
relearn
because
of
the
the
in
the
needs
of
the
students
and
the
situation
we
find
ourselves
in
and
then,
of
course,
content
equity.
Really.
T
I
wanted
to
take
a
minute
to
highlight
some
of
the
work
that's
already
begun,
because
it's
important
that,
as
we
begin
to
plan
for
esser
part
2,
we're
really
thinking
about
this
summer,
we're
not
waiting
for
the
following
summer.
We're
not
waiting
for
the
fall
to
think
about
how
we
support
our
students
and
from
k2
through
12th
grade
we're
really
working
on
academic
acceleration
programs
through
partnerships
with
boston
after
school
and
beyond,
and
my
brother's
keeper
we've
been
talking
about
these
pods
to
be
able
to
provide
mentoring
and
supports
for
students.
T
Our
goal
is
to
reach
over
6
000
students
starting
this
spring,
and
then
this
summer,
bps
will
be
running
five
unique
initiatives
around
our
summer
programming.
We
have
a
unique
portfolio
and
of
summer
programs
that
are
meant
to
access
students
in
different
grade
levels,
including
summer
early
focus
about
our
earliest
learners.
Those
students
who
are
four
five,
six
years
old,
all
the
way
up
to
our
fifth
quarter
summer
learning
academies
and
our
fifth
quarter.
T
Credit
recovery,
which
is
focused
on
our
secondary
students,
making
sure
that
they
have
the
path
to
recovery,
to
be
on
track
for
graduating
on
time
and
being
prepared
for
life
after
after
high
school
in
college
or
career.
T
With
that
we're
going
to
hand
it
over
again
to
elite
niela
tabora,
our
assistant
superintendent
of
student
and
community
impact
to
talk
about
hub
schools
and
our
investments
in
social
workers
and
in
particular,
thinking
about
how
our
central
office
is
going
to
be
supporting
those
school-based
resources
to
make
sure
that
they're
well
leveraged
and
meeting
the
needs
of
our
students.
D
D
We
know
that
the
dual
pandemics
have
forced
us
to
confront
the
fact
that
we
have
functioned
this
far
in
a
way
that
sustains
the
status
quo,
fraught
with
inequities
and
injustice.
We're
also
reminded
that,
in
order
to
move
towards
an
equitable
recovery,
we
must
listen
to
those
closest
to
the
pain
and
injustice.
D
Next
slide,
please
and
so
building
off
of
that,
our
investment
in
social
workers
is
one
that
recognizes
the
complexity
of
trauma
in
the
various
modes
of
healing
that
must
be
in
that
must
integrate
the
collectivist,
indigenous
african
and
eastern
cultures
of
our
students.
Building
from
our
work
with
the
transformation
social
workers
this
year.
D
Carmen
calderon
o'hara,
our
director
of
social
worker,
has
been
working
very
closely
with
area
universities
to
develop
a
pipeline
of
diverse
equity,
driven
social
workers
ready
to
take
on
this
work
with
our
families.
Finally,
a
waiver
process
was
conducted
to
ensure
that
this
investment
was
responsive
to
our
school
communities.
D
Y
Thank
you.
Each
this
year
the
office
of
student
family
community
advancement
supported
the
hiring
of
over
30
family
liaisons.
We
were
able
to
leverage
our
strong
network,
along
with
the
office
of
human
capital,
to
recruit
linguistically
and
racially
diverse
individuals.
With
experience
and
family
engagement.
Y
Y
Y
Our
family
engagement
facilitators,
regionally,
so
that
they
can
support
and
coach
the
the
additional
liaisons
as
they
on
board.
The
coach
that
we
have
in
place
this
year
is
our
family.
Engagement,
facilitators,
have
robust
and
deep
experiences
at
the
school
and
district
level,
as
well
as
in
our
city
and
community,
so
that
they're
able
to
help
our
liaisons
as
they
try
to
navigate
resources
as
well
as
systems.
Y
The
last
thing
I
will
say
is
that
we're
we're
really
excited
to
think
about
how
this
work
also
will
support
the
work
of
the
hub
school
model
and
working
with
our
colleagues
as
they're
doing
this
work.
It's
been
really
good
to
be
able
to
partner
across
this,
so
that
family
engagement
is
everyone's
business
and
not
just
the
business
of
the
family
liaisons.
T
T
As
you
know,
a
budget
of
this
size
in
an
organization
like
this
really
represents
the
hard
work
of
hundreds
of
people
across
multiple
central
office
departments,
and
so
we
wanted
to
use
tonight
to
sort
of
share
the
microphone,
quite
literally
so
that
you
could
meet
some
of
the
people
who
are
really
doing
the
work,
and
it
would
have
been
sort
of
easy
for
me
to
provide
highlights
of
these
investments
with
some
talking
points,
but
really
wanted
to
take
some
time
and
introduce
the
different
people
so
that
they
could.
T
They
could
really
explain
the
work
and
the
richness
behind
their
thinking
and
how
that
work
is
really
supporting
the
schools
and
so
on
the
recover
budget.
Here
you
can
see
the
breakdown
of
dollars
for
recover
in
investments
and
also
a
preview
of
some
of
the
investments
that
we
plan
to
put
forth
on
the
sr
part
2
funding
highlighted
by.
Of
course,
we
start
talking
about
the
academic
side,
we're
really
talking
about
having
targeted
investments,
not
only
for
all
students
through
tutoring
vacation
and
summer
programming.
T
Some
of
the
highlights
that
I
mentioned
tonight,
but
also
really
focusing
on
interventions
for
students
with
disabilities
and
having
targeted
a
specific
invention
interventions
for
our
english
learners,
recognizing
that
those
students
are
most
affected
by
the
disruption
and
needing
to
make
sure
that
we
are
aligning
our
work
and
focusing
on
work
on
those
students
who
need
public
education.
The
most.
T
T
We
have
tremendous
resources
from
the
federal
government
to
be
able
to
think
about
this
and
to
make
key
high
leverage
changes
to
the
way
we
approach
the
work,
we're
thinking
about
that
in
a
number
of
key
areas.
We,
of
course,
are
focused
on
facilities
and
learning
environments.
We
know
that
they
impact
our
students.
We
know
that
they
are
particularly
challenging
for
us
as
we
think
about
reopening.
As
we
come
back,
it's
been.
It's
been
plaguing
our
conversations
about
the
antiquated
buildings
that
we
have.
T
T
But
in
the
in
the
early
stages,
from
the
timeline
that
I
laid
out
for
you
we're
in
those
really
early
stages
of
saying
what
this
could
look
like.
What
we
are
asking
the
community
to
reimagine
with
us
to
remove
those
structures
so
that
we're
not
coming
back
to
where
we
were
we're.
Coming
back
to
a
place.
We've
never
been
before
and
that's
exciting
and
it's
difficult,
sometimes
for
us
to
transition
in
the
midst
of
this
pandemic.
V
V
Here
you'll
see
our
full
or
our
full
budget
is
available
online,
but
we
also
just
want
to
make
sure
that
you
have
a
snapshot
of
a
table
that
will
give
you
a
sense
of
the
main
categories
of
our
budget
broken
down.
So
if
there's
one
table
that
you
would
like
to
look
at
to
get
a
sense
of
what
that
snapshot
is
it's
here.
You
can
see
here
that
we've
broken
our
budget
down
into
four
main
categories.
V
V
Additionally,
we
have
central
administration,
which
includes
salaries
for
central
administration
such
as
superintendent.
My
salary,
for
example,
sits
on
that
line
and,
as
you
can
see
there,
that
makes
up
a
about
five
percent
of
our
budget
and
then
finally,
services
for
non-bps
students,
including
transportation
for
charter
schools.
V
So
we
know
that
the
budget
in
this
presentation
is
just
the
beginning
of
our
process
to
equitably
distribute
resources
across
the
district,
and
we
also
know
that
it
is
essential
that
we
are
simultaneously
examining
not
just
how
we
budget
our
dollars,
but
also
how
we
spend
them
to
that
end.
I
now
want
to
welcome
our
relatively
new,
so
welcome
business
manager,
naveen
reddy,
who
I
am
honored
to
share
the
the
finance
team
with
and
he's
going
to
share
some
thinking
around
our
move
towards
more
equitable
procurement
processes.
M
Z
Naveen
reddy,
I
am
the
new
business
manager.
I
started
right
after
thanksgiving
and
I've
been
in
my
current
role
for
two
and
a
half
months
now.
I've
had
the
opportunity
and
privilege
to
work
for
the
city
for
over
16
years
in
various
roles
in
in
various
departments,
and
I'm
also
a
proud
bps
parent.
Z
I'm
here
to
talk
to
you
about
the
last
slide
in
our
presentation
today
and
something
which
is
very
dear
to
our
hearts.
One
of
the
main
topics
I
remember
when
I
was
interviewing
for
my
current
role-
nate
asked
me-
was
about
equity
and
how
to
bring
equity
into
procurement,
and
I
talked
a
lot
about
the
work
I
was
already
doing
and
and
some
of
our
some
of
my
vision
on
where
we
can
take
the
district
towards
equitable
procurement
and
with
our
superintendent's
leadership.
Z
We
we
bring
equity
in
all
all
that
we
do
so.
The
boston
public
schools
is
committed
to
ensuring
that
all
the
procurement
processes
conditions
include
vendors,
who
are
people
of
color
and
or
women,
by
spending
district
dollars
equitably.
We
support
our
students,
families
and
communities,
economic
well-being
and
act
on
the
knowledge
that
household
income
is
a
key
predictor
of
positive
educational
outcomes.
Z
We
have
partnered
with
lots
of
stakeholders,
including
becky,
so
stressed,
superintendent
of
equity
in
the
office
of
equity,
selena
barrios-milner,
the
director
of
equity
and
inclusion
in
the
mayor's
office
of
economic
development
and
the
city
hall,
cfo
teams
who
we
meet
with
on
a
weekly
basis
to
roll
out
equitable
procurement
initiatives
and
partner
with
them
to
roll
out
and
expand
this
initiatives,
including
the
new
executive
order.
The
mayor
signed
a
couple
of
weeks
ago.
So
what
what
have
we
done?
And
where
are
we
going?
Z
Over
the
past
few
weeks,
we
have
rolled
out
to
all
of
the
bps
procurement
personnel
in
schools
and
central
offices.
The
city's
directory
of
certified
businesses
owned
by
women,
minorities
veterans,
small
local
local
businesses,
who
are
certified
by
the
office
of
economic
development
at
the
city
as
a
tool
to
use
for
all
of
our
procurement
needs.
Z
We've
created
a
plan
to
roll
out
the
mayor's
executive
order
to
support
equitable
procurement
procedures,
where
city
departments
must
consult
with
the
cities,
with
the
certified
business
directory
to
identify
at
least
one
certified
business
that
customerly
performs
or
supplies
relevant
work
to
include
in
its
vendor
outreach
as
part
of
each
procurement
solicitation
process
and
when
spending
dollars
which
are
exempt
from
massachusetts
general
laws.
We
we've
ensured
that
minority
and
women-owned
businesses
are
included
in
the
procurement
process
and
we're
happy
to
discuss
more
details
with
you.
Z
B
Thank
you
so
much.
Thank
you
to
all
the
team
for
a
really
great
presentation
and
all
the
work
that
has
gone
into
that.
We
are
going
to
move
into
public
comment
now,
so
I'm
going
to
turn
it
over
to
ms
sullivan.
B
A
A
A
A
A
A
B
A
P
B
B
No
apologies
liz,
I
guess
jason
is
still
on
but
delayed.
I
don't
know
if
you
want
to
keep
going
and
then,
if
he
pops
on
you
can
just
go
back
to
him.
Okay,.
A
AA
AA
AA
How
are
we
spending
the
total
budgets
in
these
areas
and
why?
What
about
110
million
spent
on
english
learning
or
the
330
million
on
students
with
disabilities?
What
are
the
overall
core
strategies?
The
challenges,
the
new
approaches
in
these
and
other
areas?
I've
called
this
for
years.
A
program
budget,
a
program
budget,
is
more
understandable,
I
believe
to
parents,
the
public
to
you.
AA
AA
A
A
A
F
F
F
F
It
is
hard
for
our
our
kids
to
see
what's
on
the
board,
if
the
sun
is
in
their
eyes.
I
know
many
of
the
classrooms
have
been
like
this.
For
years,
our
school
needs
school
supplies,
cleaning
products
and
sanitary
needs
such
as
paper,
pencils,
pens,
soap
hand,
sanitizer
paper,
towels,
the
auditorium
chairs
are
busted
up.
It
would
be
nice
to
get
a
new
some
new
ones,
along
with
the
sound
system
in
the
auditorium,
for
it
is
low
and
or
is
very
staticky
what
someone
is
talking.
F
A
AB
Okay,
sorry,
I'm
still
in
the
meeting.
I
didn't.
A
AB
AB
AB
First
of
all,
I
would
like
to
thank
the
school
board
and
the
superintendent
for
working
with
the
btu
and
realizing
the
goal
of
creating
the
position
and
hiring
a
full-time
ethnic
studies,
coach
coordinator
to
train
teachers
on
a
9th
grade
ethnic
studies
curriculum.
We
are
so
glad
to
see
these
wins
in
the
fight
for
ethnic
studies
in
bps,
and
we
want
to
ask
you
for
continued
support
to
expand
the
ethnic
studies
model
which
bto
has
proposed.
AB
AB
AB
Lastly,
we
would
like
to
mention
a
few
recent
wins
in
a
statewide
fight
for
ethnic
studies
in
massachusetts.
Thanks
to
the
efforts
of
grassroots
organizers
from
cities
across
massachusetts,
two
bills
have
been
filed
to
support
anti-racist
education.
These
bills
have
also
been
co-sponsored
by
several
representatives,
such
as
nika,
ilugardo,
jason
lewis
and
erica
euder
hovind.
AB
We
ask
that
bps
continue
to
support
these
state
efforts
and
lead
it
as
an
example
for
ethnic
studies
in
other
cities
and
towns
within
massachusetts.
This
organizing
effort
is
supported
by
a
youth
led
statewide
coalition
working
to
gardner
support
for
these
bills.
As
a
youth
leader
in
this
coalition,
I
would
like
to
say
it
is
important
that
we
continue
to
involve
youth
in
the
decision-making
process
that
will
affect
the
next
generations
of
students
in
bps.
B
Thank
you
jason
and
I
I'm
sorry,
but
I
have
to
say
to
make
sure
everybody
knows
that
we're
among
a
rock
star
here
who
actually
is
a
posse
scholar
and
as
a
finalist
to
be
a
gates
scholar.
So
congratulations,
jason
on
all
your
hard
work
to
get
here.
AB
AB
X
AC
AD
Good
evening
my
name
is
jessie
lovino,
I'm
a
sophomore
at
fenway,
high
school,
a
youth
community,
organizer
associate
latina
and
as
a
resident
at
high
park
today,
I'm
here
to
have
that
advantage
for
the
bps
budget
to
include
more
immediate
funding
for
more
guidance
counselors.
We
would
like
to
see
more
investments
for
this
goal.
We
are
also
here
to
ask
for
removal,
as
of
sros
in
our
public
schools,
and
we
out
allocate
this
funding
for
our
students
needs.
AC
We
wanted
to
say
that
we
are
happy
to
see
95
new
social
workers
positions
and
ask
you
to
please
keep
adding
more
social
workers
to
the
budget
every
year.
I
would
like
to
remind
you
of
the
solution
proposed
by
the
providence
alliance
for
student
safety
has
come
up
for
their
district
they're,
asking
for
an
increase
in
the
number
of
support
staff,
such
as
mental
health
providers,
nurses
and
guidance
counselors
in
their
schools.
Bpa
should
follow
suit,
a
margarita
manis
academy,
a
dual
language:
high
school
in
jamaica,
plain,
which
services
a
predominant
group
of
ell
students.
AC
AC
However,
last
year,
when
a
traumatic
event
occurred
and
a
student
was
killed
in
our
school,
there
were
over
10
counselors,
who
were
brought
in
to
provide
emotional
support
for
students
to
process
their
aftermath
of
this
event.
After
this
event,
I
was
emotionally
bragged
and
it
was
extremely
helpful
with
the
counselors
we
we
should
always
have
the
support
of
those
counselors,
not
just
when
something's
publicly
traumatic
happens
in
our
school
citizen.
Bps
are
facing
similarly
traumatic
experiences
at
home
and
they
provide
private
on
a
day-to-day
basis.
AD
In
order
to
ensure
the
safety
of
our
blacks
and
brown
students,
we
should
also
prevent
school
resources
officers
from
arresting
students.
Instead,
implant
transformative
justice
practices
which
do
not
create
a
criminal
record
for
us
having
school
police
in
schools,
has
led
to
higher
rates
of
arrest,
discipline
and
violence.
There
is
no
possibility
to
remove
sros
and
dps
initiative,
be
the
priority
to
change
the
job
descriptions
of
these
offices.
AD
Could
we
reimagine
their
role
to
support
student,
social
and
emotional
development
or
be
part
bps,
restorative
justice
team?
It
is
known
that
the
facts
of
students
of
color
are
arrested
disproportionately
higher
rates.
The
babe
run
are
overly
punitive
zero
tolerance
places
that
can
lead
to
arrest
of
reluctantly
minor
misbehaviors
such
as
vandalism
or
classroom
arguments.
We
need
to
support
our
students
and
address
the
root
causes
of
the
issues
they
are
facing.
Instead
of
reacting
to
behavioral
issues
with
policing
efforts.
AC
Lastly,
throughout
my
last
three
years
as
a
youth
leader
at
social
latina,
I
have
been
able
to
be
part
of
well-rounded
and
holistic
support
system.
I
have
access
to
academic
and
social
slash
emotional
supports,
as
well
as
safe
spaces
to
voice
personal
concerns.
I
have
at
home.
Vpa
should
continue
to
work
with
community
based
ras
to
support
for
our
students
and
provide
a
holistic
approach
to
supporting
our
students.
We
would
like
to
see
more
staff
added
to
this
department
so
that
all
schools
have
external
partners
and
not
just
some
schools.
AD
In
conclusion,
sisya
latina
campaign
is
evacuating.
The
bps
one
use
the
proposal
budget
that
funds
sros
to
reallocate
that
to
increase
the
number
of
guidance,
counselors
and
other
support
staffs
number
two.
If
removal
of
sros
is
not
possible
at
the
time,
bps
should
change
the
job
descriptions
of
these
officers
to
focus
on
planting
transformative
justice
practices
which
do
not
pull
students
on
any
school
to
prison
pipelines.
AC
Vps
should
continue
to
work
with
school
partners
to
create
safe
community
spaces
for
the
healing
and
holistic
wellbeing
of
our
bps
students,
community
always
provide
academic
support,
mentoring,
college
access,
tutoring
after
school
and
summer
enragement.
We
request
that
you
continue
to
work
with
partners
and
expand
the
support
staff
in
this
department.
AC
Lastly,
we
are
asking
for
bps
to
form
a
working
group
that
is
made
up
of
students,
parents,
teachers
and
other
stakeholders
to
review
karen
rosen
come
up
with
ideas
for
changing
the
role
of
sros
in
an
effort
to
ensure
a
transparent
and
equitable
process
for
reviewing
sro's
job
descriptions.
Thank
you
for
your
time.
A
Thank
you
both
if
you
could
email
your
comments
to
me.
I
can
share
them
with
the
committee
because
there
was
a
lot
of
good
information
there.
Thank
you.
Our
next
speakers
are
amaris
matthias
sharon
hinton
sarah
parker
and
ursula
alston.
If
you
could,
please
raise
your
hands
virtually
and
zoom
yamaras.
AE
I
had
two
children,
one
of
them
in
school
at
ocean
gardening
school
and
asked
in
the
school
district
to
please
not
to
cut
the
budget
at
ocean
gardens.
I'm
here
tonight
to
let
you
know
what
I
think
kosher
garden's
budget
should
not
be
cut.
Og
has
so
much
to
offer
for
kids
to
benefit
from
it.
A
great
music
program
also
a
wonderful
art
program,
but
this
is
not
enough
for
the
school.
AE
AE
This
is
why
I
think
a
school
budget
should
not
be
cut.
Please
think
about
our
kids
future
and
also
let
them
have
the
opportunities
we
couldn't
have
in
your
past.
Just
think
about
this.
Having
these
element
sources
can
help
to
build
a
better
community
to
have
a
healthy
mind,
even
eliminating
violence
around
our
schools.
Thank
you.
A
AF
AF
Amazing
work,
great
ideas,
a
couple
of
questions
and
a
couple
of
comments.
Briefly
one
is,
I
didn't
hear
any
discussion
about
pilot
funds
that
I
understand
the
city
council
is
working
towards
and
I
think
that
some
of
the
budget
shortfalls
once
that
is
addressed
could
possibly
help
with
the
budget,
which
is
changing
because
of
the
pandemic.
AF
So
that's
just
a
thought.
The
last
thing
is
that,
while
I
heard
young
people
and
students
speaking,
it
hurts
my
heart
that
mr
kamadi
james
is
not
there
and
I
don't
understand
all
of
the
complexities
of
that
and
superintendent.
You
have
a
herculean
task
and
a
very
challenging
task
of
bringing
all
the
voices
to
the
table.
AF
So
I'm
encouraging
each
one
of
the
school
committee
members
to
really
listen
and
reaching
out
is
one
thing,
but
I
my
sense
was
that
these
young
people
were
really
hurting,
and
so,
as
we
talk
about
restorative
practices,
if
there's
some
way
that
we
can
restore
them,
because
I
think
those
voices
are
very
valuable
and
I
would
hate
to
lose
them
and
hate
to
lose
that
leadership
potential
in
the
reimagination
process
of
the
boston
school
department.
Thank
you.
A
A
A
A
B
AG
AG
AG
These
children
deal
with
a
lot
daily
living
in
an
underserved
community,
not
having
enough
teachers
in
the
classroom
not
having
enough
school
supplies
not
having
enough
supplies
for
the
nurses
to
tend
for
the
students
not
having
enough
after
school
enrichment
programs,
especially
for
grades
six
through
eight,
not
having
enough
sports
and
sports
equipment.
AG
A
AH
AH
AH
AH
AH
AH
Q
A
A
A
AI
AI
AI
AI
AI
AI
J
Q
N
B
You
so
much
ms
sullivan,
and
I
just
want
to
thank
everyone
who
took
the
time
to
stay
with
us
through
the
presentation
and
who
spoke
tonight.
Your
input
is
very
important
and
very
critical,
as
we
consider
the
superintendent's
budget
recommendation
for
the
next
fiscal
year.
I'm
now
going
to
open
it
up
to
the
schools
committee
for
any
questions
or
comments,
and
if
you
could
raise
your
hand
virtually
or
in
your
box
that
will
be.
B
E
I'm
sure
thank
you
very
much,
just
a
comment
and
sort
of
a
comment
and
a
question.
First,
I've
been
very
happy
to
learn
and
hear
about
the
hub
school
program
and
I
think
it's
it's.
It's.
G
E
Excellent
approach
to
tapping
into
the
vast
resources
that
our
city
at
the
greater
boston
region
has
it's
very
exciting.
You
know
to
see
that,
and
I
hope
that
you
know
the
piloting
is
successful
and
that
if
we
continue
to
expand
that
and
as
as
mr
boras
said,
you
know
to
expand
that
across
all
of
our
schools,
to
tap
into
the
enormous
wealth
of
resources
that
we
have
in
our
city
and
the
other
point.
E
Overall,
I
made
a
similar
comment
before,
but
it's
great
to
see
these
programmatic
investments
in
our
students.
E
It's
great
that
these
resources
being
made
available
that
we
have
a
time
when,
through
various
sources,
we
are
able
to
tap
into
more
resources,
and
I
very
much
look
forward
to
also
seeing
the
results
of
these
investments
and
tracking
to
make
sure
that
these
innovative
programs.
These
approaches
that
we're
taking
to
solving
you
know
the
challenge
of
the
school
system
that
that
we
can,
you
know,
measure
and
see
you
know:
did
this
money
make
an
impact?
Did
these
investments
make
an
impact
because,
as
our
budget
continues,.
P
E
Know
hopefully,
continue
to
grow
that
that
we
see
the
returns
to
that
in
our
students
and
our
families.
So
thank
you.
T
Yeah,
thank
you
very
much.
I
would
just
add,
I
think,
in
terms
of
measuring
impact
and
really
understanding
our
investments.
That
is
part
of
the
partnership
and
the
strong
work
of
dr
granson
and
the
equity
strategy
and
opportunity
gaps.
Team
they're
working
with
us
to
develop
those
work
plans
so
that
we
can
monitor
the
implementation
at
the
end
of
it
we'll
be
able
to
say
of
these
investments.
T
Here's
what
we
spent
and
then
they'll
be
able
to
partner
with
us
to
say
this
is
the
plan
and
how
it
was
implemented
and
really
be
able
to
learn
from
from
the
implementation
and
success
of
these
programs.
So
I
appreciate
you
flagging
that
and
and
making
that
note
in
terms
of
how
we
can
get
better
as
an
organization
from
not
just
making
strategic
investments
but
learning
from
them
and
finding
ways
to
improve
in
future
years.
B
Thank
you
so
much
miss
robinson.
Yes,.
AJ
Thank
you
all,
as
always,
for
the
level
of
detail
that
you
all
have
presented
with
this.
I've
got
a
couple
of
questions.
AJ
Some
relate
to
the
slides,
but
I
know
it's
cumbersome,
so
I'll
try
to
be
able
to
talk
about
what
I
need
without
having
to
see
the
slide
so
on
one
question
was
about
the
summer
and
it
seems
that
the
16
000
would
be
approximately
serving
25
of
our
student
body
overall,
and
I
had
a
question
about
how
would
those
students
be
chosen
who
would
be
given
priority,
etc,
and
is
that
planning
going
on
now
so
that
families
are?
You
know.
S
Yeah,
so
thank
you,
ms
robinson,
for
that
question.
We
are
actually
going
to
be
presenting
on
summer
learning
coming
up
at
the
next
school
committee
meeting
and
we'll
give
you
a
lot
of
details
then,
but
the
planning
is
going
on
now
and
we
will
be
working
with
students
who
are
in
who
are
in
need
of
those
services.
It'll
be
open
to
all
of
our
bps
students.
AJ
Yeah,
my
next
question
is
about
the
hub
schools
model.
I'm
happy
to
see
that
we
are
moving
forward
on
that,
and
would
you
leave
with
the
growth
hall
alliance?
What
percentage
of
the
students
attending
the
grove
hall
schools
live
actually
in
grove
hall
in
the
area,
because
one
of
my
concerns
often
about
hub
schools,
it's
great,
but
if
majority
of
students
are
not
living
in
the
neighborhood
that
the
school
is
in.
AJ
Doesn't
that
complicate
the
the
the
whole
notion
of
public
schools
because
you've
got
kids,
you
know
having
to
travel
great
distances,
will
would
families
follow
through
with
appointments
or
other
kinds
of
things,
if
they're
not
really
right
in
the
neighborhood,
where
all
of
this
is
taking
place?.
S
S
But,
as
we
know,
one
of
the
goals
that
I
came
in
with
was
to
create
high
quality
schools
across
every
neighborhood
so
that
they
became
parents
first
choice
for
their
students,
because
most
parents
will
send
their
children
to
their
the
school
closest
to
home
if
it's
a
high
quality
school
and
that
they
perceive
it
to
be
so
so
I
think
that
that's
part
of
the
work
moving
ahead
and
I'll
get
you
that
enrollment
information.
AJ
Okay,
and
if
I
can
find
it,
I
think
nate
you,
as
you
were
talking
just
before
I
came
on,
you
were
talking
about
the
work
of
the
oag
office,
et
cetera.
Where
are
the
budgets
of
the
individual
offices
as
as
we
roll
up
this
gigantic
budget?
T
T
The
second
is
by
department,
and
so,
if
you
look
in
the
department
budget
tables,
you
will
see
every
single
central
office
budget
and
we've
organized
it
by
the
division.
So,
for
example,
in
the
office,
the
finance
division,
you
will
see
the
budget
office,
the
capital
planning
unit,
as
well
as
the
the
finance
team
and
so
the
division
of
strategy
and
opportunity
gaps.
Dr
charles
granson's
division.
T
It's
actually
one
that
we're
going
through
a
bit
of
a
reorganize
or
reordering
of
the
budgets
where
things
are
moving
from
what
was
true
what
had
previously
been
the
organization,
but
it
is
under
that
sort
of
division
that
you
would
see
their
budgets
and
I
think,
in
terms
of
the
work
that
we're
doing
we're
really
thinking
sort
of
holistically
about
central
office.
I
think
the
work
that
they're
doing
around
the
strategic
planning
work
planning
functions
and
embedding
two
parts
of
it.
T
One
are
the
opportunity
achievement
gap
goals,
as
you
saw
dr
granson
highlight
that
tonight.
The
second
part
is
the
racial
equity
planning
tool
and
really
embedding
that
sort
of
at
the
start
of
every
major
budget
decision
policy
decision,
starting
with
the
racial
equity
planning
tool.
I
know
something
that
his
office
has
been
supporting,
neon
and
and
we're
we're
seeing
that
across.
T
AJ
Yeah
yeah
as
we're
moving
forward
being
a
more
non-racist,
school
district
and
all
of
those
things,
I'm
hoping
that
we
really
are
willing
to
put
the
resources
into
the
departments
so
that
we
can
really
get
to
those
things
and
move
those
issues
forward.
The
last
one.
It's
more
again.
We
we
continue
to
talk
about
our
decreasing
numbers
and
at
the
same
time
we
talked
about
creating
more
inclusive
environments
for
students,
and
so
my
question
would
be
you
know
again.
AJ
I
think
I've
raised
this
before
about
class
sizes,
and
particularly
you
know
in
this
year
post
pandemic
and
with
all
of
our
changes,
we've
never
talked
about
making
the
class
sizes
smaller
so
that
there's
more
in-class
intention,
and
not
so
much
pull-out
or
tutoring
and
other
kinds
of
things,
but
to
really
buckle
down
to
to
give
teachers
the
optimal
class
size
to
to
do
the
work
that
they're
in
and
that
would
you
know,
even
in
our
buildings,
we
can't,
I
don't
know
how
we're
going
to
do
with
getting
all
of
our
kids
back
in
currently.
AJ
So
if
we
have
fewer
kids,
maybe
we
can
get
more
of
them
back
in
a
bigger
building.
I
don't
know
how
all
of
those
things
come
together,
but
but
really
the
question
is:
has
it
been
given
any
thought
to
rethinking
class
size,
particularly
as
we're
trying
to
move
towards
a
more
inclusion,
kind
of
environment.
S
So,
actually,
that's
a
good
segue
into.
We
are
reconvening
our
inclusion
task
force
and
we
will
be
looking
at
the
staffing
requirements
for
expanding
inclusion
and
what
we
will
need
for
that.
It
should
be
driven
by
a
student's
iep
in
my
opinion,
and
so
the
resources
that
are
needed
in
a
classroom
for
each
and
every
student
ought
to
be
provided.
As
on
the
individual.
S
Plan
for
those
students
and
they
legally
are
required.
So
that's
really
how
we
do
class
now,
if
you're
talking
about
class
size
for
a
broader,
the
general
population,
there
are
multiple
studies
and
often
conflicting
studies
on
the
efficacy
of
small
class
size
and
whether
they
actually
do
make
a
difference
or
not.
There's
a
there's,
an
older
study,
a
star
study
out
in
tennessee
that
was
done
on
class
size
that
showed
if
it's
below
15
it
makes
a
difference.
S
Discussion,
I
would
think,
though,
ms
robinson,
about
targeted
class
size
reduction,
where
you
do
see
a
need
for
a
transformation,
school
strategy
or
something
like
that.
So
I'll
talk
back
with
the
team
about
it.
AJ
AJ
How
do
we
do
it
in
a
more
positive
way
for
everyone
versus
just
singling
out
some
students,
and
you
know,
and
given
the
fact
that
you
know
overall,
our
outcomes
vary
greatly,
even
for
children
and
folks
typically
developing
classrooms.
What
can
we
do
that
could
make?
You
know
a
difference
overall
to
in
in
support
kids,
and
you
know
I
would.
I
hope
we
could
go
back
and
relook
at
that
study.
At
some
point.
S
That
we
give
to
kids
that
need
a
little
bit
more
help
and
then
those
who
are
really
struggling
additional
supports
and
we
create
success
plans
for
students
and,
as
mr
harris
has
reported
and
before
and
given
a
report
on
our
panorama
system
is
how
we
are
logging
that
and
making
sure
that
we're
keeping
track
of
those
tiered
supports
right.
Some.
S
A
B
G
My
question
may
not
be
within
the
confines
of
of
of
the
budget
proposed
today,
but
I
understand
that
vaccination
regarding
the
covet
is
under
the
purview
of
the
state
of
the
city
and
other
responsible
agencies.
G
I
was
wondering
whether
the
school
committee
I
mean
the
school
through
the
budget
office
has
any
sort
of
funding
program
to
expedite
the
the
fascination
for
students.
G
One
example
is
to
open
schools
as
a
side
for
vaccination,
even
all
the
the
problematic
issues
that
we
are
facing
within
the
state.
So
it's
a
very
simple
question
is:
is
there
or
is
there
not
some
sort
of
thinking
on
on
on
that
issue?.
S
Yeah,
it's
a
really
good
question,
mr
tran.
We
have
two
sites
for
bps
to
do
vaccinations.
We're
also
partnering
with
others.
Mr
de
rujo
is
has
a
site
at
east
boston
health
center
and
has
secured
some
additional
vaccinations
for
bps
employees.
We,
as
you
know,
are
partnering
with
the
city
on
multiple
opportunities.
There.
Cvs
is
also
providing
opportunities
for
our
educators
as
well
across
the
state.
So
we
have
a
website
available
to
all
of
our
employees.
S
We
surveyed
our
employees,
we've
shared
with
them
and
done
trainings
about
the
website
and
how
to
sign
up.
Miss
megan
costello
is
on
the
call.
Maybe
she
wants
to
talk
a
little
bit
more
in
detail
about
our
vaccinations
if
she's
still
on
and
then
you
did
ask
also
about
students
right
now,
the
vaccine
is
cleared
to
for
students,
age
16
and
above
there
there
is
not
a
vaccine.
Yet
that's
been
fda,
approved
for
under
the
age
of
16..
S
We
have
done
flu
clinics
in
the
past,
so
we
could
enter
the
space
of
ensuring
our
students
get
vaccinated,
but
right
now
our
full
focus
has
been
on
vaccinating
our
staff,
and
that
includes
our
bus
drivers,
monitors
and
everybody
who
is
a
bps
employee.
Megan.
Are
you
on
I'm
not
sure
if
you're
on
the
in
the
panel
and
add
anything
here-
and
I
think
I
might
have
put
the
link
in
the
monday
memo
as
well-
if
not
we'll
make
sure
that
we
we
get
that
out.
S
And
just
just
anything
that
I
missed,
if
you
want
to
just
add
anything,
if
not
I
I
think
I
covered
it,
but
if
there's
anything
additional
that
you
want
to
add
about
vaccines.
AK
No,
I
think
I
just
really
want
to
thank
the
superintendent
and
the
boston
public
health
commission
for
being
super
intentional
about
lifting
up
these
clinics
for
our
employees.
It's
been
a
long
year,
that's
something
that
we've
certainly
talked
about,
and
this
is
really
the
hope
that
we
see,
for
you,
know
returning
strong.
So
thanks
to
the
superintendent
for
her
leadership
on
it,.
B
Thank
you
so
much
ms
costello.
I
will.
B
Thank
you.
Thank
you,
superintendent,
my
other
school
committee.
Colleagues,
do
you
have
any
questions.
B
Okay,
mr.
AL
AL
So
if
not,
I
want
to
thank
the
team
for
the
presentation
and
and
a
couple
of
comments,
one
first
of
all
superintendent
and
chief
gooder
and
the
others.
The
focus
on
return,
recover,
reimagine
is
so
clear
to
understand
and
the
way
you
even
broke
down
the
various
initiatives
into
a
box
of
return
recover
reimagine.
Thank
you
for
the
clarity
on
that.
When
we're
talking
about
the
dollar
amounts
and
programs,
it's
so
much
easier
to
think
of
it.
AL
That
way,
and
so
a
couple
of
questions
along
those
lines,
one
on
return-
and
I
know
it's
this
fiscal
year
but
superintendent
or
mr
cooter,
I'm
wondering
if-
and
I
know
it
was
still
determinate,
but
the
recent
moves
by
the
commissioner
and
and
deci
to
have
us
reopen
faster,
I'm
wondering
what
the
fiscal
implications
of
that
may
be.
I
know
we're
still
working
through
a
lot
of
the
implications
and
maybe
superintendent,
if
you
say
I
want
to
get
to
that
at
next
week's
school
committee
meeting.
AL
S
S
The
commissioner
today
issued
guidance
about
returning
april
5th
for
all
of
our
students,
k5
and
then
by
april
28th,
I
believe,
to
return
the
sixth
grade
to
eighth
grade,
not
yet
determined
on
high
school
and
returning
high
schoolers,
but
we
obviously
are
going
to
recruit
return
high
schools
march
29th,
but
this
is
the
five
days
a
week
is
what
is
concerning
for
us.
So
we
are
having
to
look
at
capacity
transportation.
S
If,
if
we
don't
have
capacity,
the
commissioner
and
his
guidance
has
talked
about
leasing,
other
facilities
and
buildings,
and
you
know
it
if
there's
cost
with
that,
I
don't
even
know
the
availability
and
if
we
could
do
it,
I
mean
we're
talking
three
weeks
from
now
four
weeks
from
now
and
it's
a
very
big,
complex
organization,
we
are
planning
to
meet
with
the
btu
on
thursday
to
begin
those
conversations
with
our
union
partners,
and
we
want
to
return
our
kids
and
rebecca
return
back
to
normal.
Just
like
the
commissioner.
S
Does
it's
just
to
turn
on
a
dime
like
this?
This
quickly
will
take
some
time.
So
we
are
going
to
get
this
guidance
today
and
we're
going
to
survey
our
parents
in
the
next
several
days,
and
we
will
do
everything
we
can
to
comply
and
and
work
toward
that,
but
it
there
will
be
additional
costs
that
will
come
with
returning.
AL
S
It's
hot
off
the
presses,
mr
o'neal.
We
just
got
it.
We
just
got
it
today.
You
know:
we've
been
busy
preparing
for
this,
so
chief
of
staff,
mary
gilman,
has
been
combing
it
and
and
getting
things
in
order
so
that
we
can
communicate
to
heads
of
schools.
Survey
them
talk
to
them
survey.
Our
parents
talk
to
them
talk
with
our
union
partners.
Talk
with
our
transportation
department,
talk
with
our
facilities.
S
AL
S
That's
complicated
we'll
do
our
best
and
we're
driving
we're
driving
for
in-person
for
summer
and
for
fall
for
sure.
So.
AL
Great
thank
you,
superintendent,
and,
and
so
that
my
second
question
was
about
summer,
but
you've
mentioned
that
as
well,
but
I
was
also
struck
by
a
combination
of
chief
buddha's
comments.
You
know
we
are
in
a
very
different
budget
environment
that
we've
been
in
many
years.
So
typically
we
have
to
do
this
so
early
to
be
able
to
then
move
it
forward
to
the
city
council
and
we
vote
on
the
general
funds.
AL
You
know
it
is
still
being
determined
as
well
so,
but
I'm
very
struck
by
your
comments-
and
I
want
to
second
and
echo
your
comments
of-
we
should
be
really
careful
to
make
sure
but
be
thoughtful
in
how
we
spend
this
this
one
two
and
three
and
not
put
ourselves
in
a
situation
where
three
personnel
we
have
to
make
significant
cuts.
AL
Unfortunately,
in
the
past
we
have
done
that
we
have
made
investments
thinking
the
that
a
source
of
funding
is
going
to
keep
going
and
then
also
in
three
years
from
now.
We
have
to
pull
it
school
leaders,
and
that
is
simply
unfair,
and
so
you
know,
as
we
think
through
it,
and
particularly
the
bill
that
will
put
on
by
the
house
tomorrow.
AL
But
I'm
struck
by
the
comments-
and
I
thank
the
parents
who
spoke
tonight
both
from
orchard
gardens
and
from
blackstone,
because
a
lot
of
their
requests
about
budget
we're
not
in
fact
a
regular
up
budget,
but
it
was
auditorium
seats.
Exterminators
caves
errors,
a
lot
of
a
lot
of
things.
We
see
as
we
walk
around
the
school
buildings
that
may
be
really
good,
that
you
know
also
bathroom
food
service.
AL
AL
I
think
there's
an
opportunity
when
funding
particularly
level
two
and
three
to
think
through
about
the
needs
that
were
identified.
T
Yeah,
I
think
that's
exactly
right
and
I
think
you
know
we
have
often
talked
about
some
of
our
deferred
maintenance
that
that
is
decades
in
the
making
we've
done
more
to
catch
up
with
some
of
the
leveraging
of
the
capital
budget.
There's
an
opportunity
for
us
to
think
about
that.
T
We've
been
talking
with
the
academics
team
and
talking
about
those
high
quality
curricular
resources.
Thinking
about
how
much
it
costs
to
roll
out
new
curriculum
and
literacy
that
we
were
focused
on
last
year
and
this
year,
but
also
to
to
really
make
sure
we
have
high
quality
texts
and
curricular
resources
to
make
sure
we
have.
You
know
we
heard
about
desks.
We
we
did.
T
The
21st
century
fund
upgrade
of
some
furniture
at
the
launch
of
build
bps,
but
those
are
opportunities
for
us
to
think
about,
and
so
I
do
think
it
fits
into
sort
of
those
three
buckets
of
like
what
what
is
it.
We
can
do
for
students
to
get
them
caught
up
to
invest
in
debt
tutoring.
T
As
you
mentioned,
there
is
prescriptions
around
20
or
so
has
to
be
around
learning
loss,
you're,
going
to
see
direct
services
to
students
because
they're
not
going
to
get
these
years
back,
but
we're
also
thinking
about
professional
development
and
support
for
teachers
to
change
the
way
we
we
approach
instruction
as
a
district,
breaking
down
inclusive
barriers,
huge
opportunity
for
us
to
rethink
some
of
our
structures
in
that,
and
then,
of
course,
what
are
the
materials
and
environments
we
need?
T
We
know
they
influence
learning.
You
know,
we
know
it
conveys
respect
to
our
students,
the
buildings
that
they're
in
and
there's
an
opportunity
for
us
to
supplement
a
lot
of
the
work,
we're
you
know
we're
already
rolling
out
milway
cafes.
This
is
the
fourth
year
we're
doing
kitchen
upgrades
we're
doing
more
about
water,
but
really
there's
an
opportunity
for
us
to
think
about
lighting
environments
and
upgrades
to
things
like
whiteboards.
These
are
the
things
that
teachers
are
talking
about,
that
really
get
in
the
way
of
instruction
and
we
need
to.
T
We
could
use
this
money
over
the
next
few
years
to
get
ourselves
back
on
a
path
of
of
maintaining
our
buildings
and
maintaining
our
resources
in
the
same
way.
So
I
appreciate
you
bringing
that
up
and,
as
we
think
about
this
over
the
next
few
months,
those
are
kind
of
the
feedback
and
places
we'll
we'll
want
to
continue
to
engage
with
you
and
the
community
about
to
make
sure
we're
balancing
the
right
sort
of
investments
that
last
beyond
this
year
and
when
you
make
the
investment
technology
is
a
great
example.
T
AL
AL
That,
I
think,
is,
is
more
appropriate
with
a
good
portion
of
the
covered
funds,
along
with
what
we
do
for
our
students
with
disabilities
who
have
loss-
and
you
know,
need
some
makeup
and
that
type
of
thing.
So,
thank
you.
I
look
forward
to
the
thoughtful
approach
on
that
and
I
will
stop
at
that.
I
have
taken
my
five
minutes.
S
I
just
want
to
add:
the
parents
also
talked
about
well-rounded
education.
You
know
arts,
programming,
programming
for
libraries
and
books
and
programming
for
athletics
and
sports
and
sports
equipment
for
pe
classes.
You
know
arts,
arts,
programming
and
kilns.
I
was
out
of
school
the
other
day
and
a
teacher
asked
for
a
kiln.
You
know
I
mean
there's
just
all
of
these
different
opportunities
to
really
provide
for
a
well-rounded
education
for.
AI
S
It's
not
just
math
and
science
and
tutoring
and
drill
and
kill
it's
also,
those
things
that
feed
the
soul
of
a
child
around
really
being
a
whole
child
right
and
all
of
the
yeah.
AL
Again,
that's
this
is
a
this
is
all
fits
under
your
reimagined
bucket,
that's
right!
Anyway.
I
want
to
join
the
chorus
of
my
fellow
members
who
have
asked
about
or
or
been
supportive
of,
the
hub
school
concept.
I
think
that
is
a
chance
to
most
fundamentally
reimagine
how
we
get
great
schools
in
every
neighborhood
in
the
city
that
parents
want
to
do.
We
have
full
wrap-around
services
that
we
more
effectively
engage
with
the
partners
so
dying
involved.
AL
Maybe
with
our
partners
that
are,
you,
know
better
able
to
handle
a
short-term
fall
and
do
creative
work
for
us
than
we
would
be
if
we
take
those
expenses
on
ourselves.
So
and
last
but
not
least,
I
also
want
to
and
and
then
I'll
hand
it
to
the
chair,
because
I
bet
she's
going
to
jump
on
this
as
well.
AL
B
Thank
you
vice
chair,
mr
robinson.
Do
you
have
your
hand
up
again.
AJ
Yes,
I
just
had
a
quick
question.
I
just
needed
some
clarification
on
slide
number
29,
which
was
about
the
central
office
infrastructure
for
social
workers
at
the
bottom
of
the
slide.
You
talked
about
the
waiver
process
and
maybe
you
explained
it,
but
I
don't
remember
what
that
was
about
what
was
the
waiver?
Why
were
13
waivers
approved
and
what
does
that
mean
overall.
D
S
No,
you
can
go
ahead
and
respond
to
that.
D
Great,
so
the
third.
This
was
an
effort
to
be
more
responsive
to
school
communities
who
have
well-established
systems
for
supports
for
mental
health
for
our
students.
So
13
school
leaders
submitted
a
waiver
process
that
included
a
pretty
rigorous
process
with
folks
from
the
office
of
opportunity
gaps
folks
from
our
department,
looking
at
it
reviewing
the
racial
equity
planning
tool,
having
conversations
with
our
school
leaders
to
make
sure
that
that
we
feel
comfortable,
that
there
are
their
options
for
either
a
clsp
practitioner
a
school
psychologist,
a
a
restart
of
justice.
D
AJ
But
but
that
doesn't
mean
that
all
schools
don't
equitably
have
social
workers
as
a
psychologist
that
students
need
versus
you
know,
I
mean
I
know,
we've
talked
about
this
before
with
autonomies
things
get
chosen,
but
then
the
question
is:
have
they?
Are
they
adequately?
Thinking
about
the
actual
student
needs
in
those
autonomous
choices
so
that
we're
not
going
to
hear
later
that
students
don't
feel
they
have
the
adequate
counselors
or
the
whatever.
But
the
school
has
chosen
to
do
something
else.
Instead,
right.
D
No,
absolutely
in
fact,
the
majority
of
the
waivers
increased
the
allocation
of
school
psychologists
for
the
schools,
so
there
was
still
and
almost
all
carried
an
an
inclusion
of
a
social
worker,
so
it
was
part
of
the
investment
was
reallocated
so
certainly
there's
still
mental
health
capacity
in
all
the
schools.
Thank
you
all
right.
Thank
you
very
much.
B
Okay,
so
I
I
just
have
a
couple
comments,
not
any
questions.
Thank
you,
everyone
for
your
presentation
again
and
for
all
the
work
behind
the
scenes.
I
know
this
is
not
a
month-long
process,
but
many
many
months-
and
I
know
you'll-
probably
get
a
week
off
and
then
you'll
start
all
over
again
talking
about
the
budget
because
it
just
keeps
going
so
I
wanted
to
just
also
thank
the
city.
Thank
you,
mr
cooter,
for
pointing
that
out.
I
think
it's
really
important.
B
I
know
we
keep
saying
that,
but
it
is
really
important
to
note
that
other
cities
are
not
getting
this
kind
of
funding,
and
that
is
a
big
deal.
So
we
thank
the
mayor.
We
thank
the
city
I
wanted
to
just
say
I
loved
monica
roberts
comment,
she's
speaking
my
language
when
she
said
family
engagement
is
everybody's
business.
I
don't
know
if
that
was
exact
quote,
but
something
to
that
nature,
and
I
totally
I
could
not
agree
with
her
more.
B
I
think
it's
it's
everyone's
business
responsibility
that
we
work
with
our
families
and
I
I
just
wanted
to
say
I
know
it's
a
city
directive
in
terms
of
the
equitable
procurement
and
I
think
the
city
for
increasing
that
I'd
love
to
see
that
percentage.
You
know,
keep
growing
every
year
across
the
city,
but
it's
great
to
see
that
and
have
you
know
somebody
who's
looking
out
for
that,
because
it's
really
important
that
we
support
our
minority
and
women-owned
and
people
of
color
businesses.
B
So
I'm
glad
to
see
that-
and
I
really
appreciate
that
we
are
going
to
be
getting
feedback
on
the
esser.
I
keep
thinking
it's
essa.
I
wish
that
it
was
named
something
else.
We
get
all
confused
but
really
appreciate
that
we're
going
to
have
a
community
feedback
around
that,
because
I
think
that
will
be
important
to
have
our
community
voice
and
I
I
you
know
I
totally
you
know
I
just
really
really
appreciate,
and
I
echo
the
vice
chair's
comments.
B
I
think
it's
really
really
important
that
we
do
not
use
dollars
on
things
that
we
can't
sustain.
I
I
I'm
all
for
that.
I
think
that's
just
a
terrible,
terrible
decision.
If
we
do
that,
because
we
don't
want
to
have
to
pull
that
later.
You
know
in
terms
of
staffing
etc,
and
I
think
all
the
creativity
we've
heard
tonight,
I'm
sure
there'll
be
more
from
school
leaders
and
community
about
how
else
we
can
use
these
dollars,
and
I
agree
on
making
sure
the
all
dead
comment
that
the
vice
chair
made.
B
It
will
be
really
important
and-
and
I
loved
your
example
vice
chair
about
meg
campbell,
because
I
actually
I
visited
her
building
before
associated
renovated
their
building
and
there
was
it
was
just
the
the
colors
the
layout.
They
brought
nature
into
the
building,
so
it
was
just
a
really
wonderful
design.
You
know
so
you
know
I'm
sure
she's
she's,
probably
listening
right
now,
she'll
call
us
tomorrow
but
anyway.
B
I
thank
you
again
for
your
really
thoughtful
presentation,
and
I
just
want
to
remind
everybody
that
all
the
budget
documents
are
available
online
at
bostonpublicschools.org
forward,
slash
budget,
you
can
email
your
comments
to
budget
at
bostonpublicschools.org
as
well
as
to
any
school
committee
members.
B
The
committee
will
vote
on
the
superintendent's
final
fiscal
year.
22
budget
recommendation
at
our
meeting
on
march
24th
and,
if
there's
nothing
further,
I
will
entertain
a
motion
to
oh
sorry,
one
more
thing
I
apologize.
I
missed
just
to
let
everybody
know
that
art,
although
we
are
voting
on
the
24th.
B
The
next
remote
budget
hearing
will
take
place
on
wednesday
march
17th
at
5
p.m,
and
will
be
immediately
followed
by
a
school
committee
meeting.
So
if
there's
nothing
further,
I
would
like
to
entertain
a
motion
to
adjourn
this
meeting
so
moved.