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From YouTube: Boston School Committee Meeting 12-14-2022
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
C
D
E
A
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
executive
seven
for
the
purpose
of
discussing
strategy
with
respect
to
collecting
bargaining
with
the
administrative
Guild
SEIU
Local
888
and
the
United
Steel
Workers
on
behalf
of
local
2936.
The
bus
monitors
to
have
this
discussion
in
an
open
meeting
could
be
could
have
a
detrimental
effect
on
the
committee's
bargaining
position.
The
committee
will
return
to
public
session
at
6
PM.
Is
there
a
motion
so
moved?
Thank
you.
Is
there
a
second
second?
Thank
you,
Miss
Sullivan.
E
A
A
And
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson
Jerry
Robinson,
the
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
administrative
Guild
sciu
local
888
and
the
United
steelworkers
on
behalf
of
local
2936,
also
known
as
our
bus
monitors
tonight's
session
is
being
shared,
live
on
Zoom,
it
will
be
re-broadcast
on
Boston,
City,
TV
and
post
it
on
the
school
committee's
webpage
and
on
YouTube.
The
recording
will
be
available
in
all
of
the
BPS
languages.
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
December
14th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
cabaveriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
We
will
now
turn
on
the
interpretation,
feature:
click
the
gold
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
closed
today
at
4
30
pm.
Please
make
sure
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
F
F
A
B
B
B
Additionally,
we'll
work
with
our
local
area,
youth
centers
to
provide
safe
spaces
for
our
young
people,
where
they
feel
welcomed
our
Focus
will
really
be
to
expand
opportunities
and
programming
during
the
upcoming
summer
months
as
a
school
leader.
You
know,
I
I,
know
the
importance
of
of
building
trust
and
real
relationships
with
our
students
and
families
and,
as
I've
said
many
times,
I'm
fully
committed
to
working
with
everyone
to
make
sure
this
happens
when
I
envisioned
family
and
Community
engagement
I
want
to
expand
our
work
through
the
BPS
helpline
as
well
as
grow.
B
B
B
You
know
we're
certainly
going
to
build
off
of
what
we
learned
from
last
year,
expanding
partner
programs
where
we
had
a
lot
of
demand
and
opening
registration
even
earlier
than
we
did
last
year.
With
this
year,
the
goal
being
to
open
mid-march-
and
if
you
remember
right
last
year,
it
was
April.
So
we
think
that
additional
time
will
be
helpful
for
our
families
and
students
and
upgrading
our
registration
tools
to
make
sure
that
is
easily.
B
As
we
enter
the
new
year.
You
know
school
committee
will
be
have
a
flurry
of
reports,
but
but
there's
a
couple
of
key
reports
and
sets
of
recommendations
from
the
Council
of
great
City
schools
that
we're
eager
to
get
and
to
share
with
you.
One
is
on
safety,
school
safety
and
one
is
on
Transportation.
B
B
B
When
we
talk
about
safety,
it's
not
only
about
incidences
in
the
schools
or
in
our
community,
but
it's
also
about
ensuring
our
students
and
staff
are
healthy
and
I
know.
This
is
a
topic
on
everyone's
mind
right
now,
in
the
winter
months,
as
expected,
we've
seen
an
increase
in
reported
cases
of
coven
19.
B
B
Each
school
has
enough
masks
and
PPE
for
three
months
and
we're
always
staying
current
with
that,
and
we
have
more
masks
centrally
stored.
You
know
where
schools,
to
need
it
or
to
request
it,
we're
also
evaluating
the
data
and
considering
adjustments
to
our
protocols,
because
many
of
you
may
remember
last
January
when
we
had
significant
Staffing
challenges
following
the
winter
break,
due
to
a
major
spike
in
covert
cases,
and
this
followed
on
the
heels
of
the
the
holiday
break,
coming
back
as
people
had
traveled
and
gathered
with
their
families.
B
So
we're
preparing
now
for
some
potential
Staffing
challenges
by
maximizing
our
sub
pool.
We're
offering
a
250
bonus
for
Subs
every
10
days
that
they
worked.
I
were
working
on
a
plan
for
a
potential
central
office
deployment
if
they're
needed
as
we
look
across
absences
in
our
pockets
in
schools
and
we're
setting
up
three
times
a
day
where
we
meet,
as
we
did
last
year
with
cross-functional
teams
that
monitor
the
health
and
Staffing
situation.
B
We
all
have
a
very
important
part
to
play
in
keeping
one
another
safe
and
keeping
ourselves
safe
as
we
return
from
break.
So
just
a
reminder,
please
use
the
test
kits
that
we
provide
before
you
return.
That's
why
we
provide
extras
if
you're
sick
stay
home.
We
really
appreciate
that
because
it's
one
less
chance
of
transmission,
please
wash
your
hands
multiple
times
a
day,
use
good
respiratory
etiquette.
B
I
can't
thank
enough
that
BPS
Health
Service
team,
our
school
nurse
is
the
Boston
Public
Health
commission.
You
know
really
their
continued
collaboration
and
partnership
literally
every
day
as
we
meet
and
we
look
at
numbers
and
we
discuss
these
past
few
years
have
been
very
challenging
for
everyone.
But
the
consistent
feeling
that
we're
in
this
together
has
allowed
us
to
monitor,
to
plan
well
and
to
implement
right
mitigation
strategies
that,
at
this
particular
moment,
calls
for
to
make
sure
that
health
and
safety
of
our
students
and
staff
stay
at
the
center
of
what
we
do.
B
B
This
is
where
they
bring
guest
speakers
in
as
mentors
to
the
students
to
talk
about
their
career,
why
they
chose
to
do
what
they
do
tell
a
little
bit
about
their
life
and
how
it
led
them
to
those
decisions,
and
so
I
really
I
had
about
50
the
opportunity
to
meet
about
50,
7th
and
8th
graders
at
the
umana
and
have
a
chance
to
have
them.
Ask
me
questions
about
what
it's
like
to
be
the
superintendent.
What
is
the
superintendent?
B
What
does
a
superintendent
do
and
what
led
me
to
do
it,
and
one
of
my
key
messages
was
the
important
role
of
teachers
and
teachers
in
my
life
that
led
me
into
a
path
of
education,
so
it
was
really
a
really
special
opportunity.
For
me,
another
example
of
of
just
amazing
work-
that's
happening
relative
to
the
New
Deal,
which
you
know
is,
is
the
commitment,
the
quality,
the
quality
guarantee
or
providing
inclusive
sustainable
spaces
for
our
students
and
families.
B
You
know
we
we
just
have
to
keep
acknowledging
the
importance
of
partnering
with
communities
and
families
around
the
planning
and
envisioning
as
we
deliver
on
this
work.
It's
why
we
slowed
it
up
and
re-engaged
in
the
process,
so
we
could
do
that,
and
so
I
had
the
chance
to
go
to
the
Josiah
Quincy
upper
school
and
what
they
call.
B
I
also
had
a
chance
in
the
annual
holiday
tradition
to
celebrate
the
toy
drive
that
our
custodians
in
the
BPS
do
for
our
children.
So
we
did
it
at
the
bowling
building
and
they
had
a
very
large
pile
of
toys
that
they
had
gathered
from
their
members
and
that
they
were
taking
them
over
to
Boston
Latin
Academy
to
distribute
for
families
and
I
just
expressed
my
appreciation
that
they
were
thinking
of
our
children
and
families
and
others
during
the
holidays.
B
So
a
big
shout
out
to
our
custodians
and
to
into
the
home
membership
of
the
custodial
unit.
This
past
Saturday
we
had
the
chance.
Families
came
for
the
Showcase
of
schools,
which
was
at
Boston
Latin
Academy
this
year,
and
it
was
very
well
attended.
A
lot
of
different
families.
Every
school
was
represented,
I
had
the
chance
to
be
able
to
go
around
and
through
family
engagement
and
he's
Chief
Snyder's
work
and
deputy
chief
Deputy
Donna
Tavares
his
work
to
pull
the
Showcase
together.
B
It
was
really
a
celebration
of
all
of
the
fine
work,
that's
being
done
in
our
schools.
It
was
an
opportunity
for
families
to
see
and
engage
our
staff.
Talk
to
our
school
leaders.
Talk
to
our
family
Liaisons
talk
to
other
members
of
the
school
Community.
There
were
an
amazing
number
of
school
students.
There
we
saw
cheerleaders
from
emk.
B
We
also
saw
the
Jr
ROTC
Cadets
from
Excel
High
School,
and
so
really
we
had
an
opportunity
to
to
just
enter
interact
with
a
lot
of
students
and
families
and
I,
and
you
know,
I
think
it
was
a
good
reminder
for
us
that
you
know
on
the
heels
of
the
Showcase
registration
begins.
January
it
began
begin
begins,
January
4th.
It
will
continue
through
February
3rd
for
grades
k0
one
and
two
and
again
that's
a
reminder.
B
K2
is
new
this
year
and
then
sixth,
seventh
and
9th,
and
then
all
other
grades
will
be
starting
registration
in
February.
So
again,
just
an
amazing
event
and
thank
you
to
everyone's
hard
work
for
getting
that
to
happen.
I
also
want
to
shout
out
something
that
had
happened
with
the
matahan
elementary
school.
B
You
know
the
Tucson
literature,
Academy
staff
and
students.
They
were
recently
featured
in
The
Globe.
If
you
saw
the
article
and
just
this
is
an
academy
that
just
it
provides
awesome
curriculum
in
both
English
and
Haitian
Creole,
and
it's
really
an
example
of
the
our
commitment
and
the
school's
commitment
to
expanding
programming
for
multilingual
students.
B
You
know,
we
see
you
in
all
the
hard
work
that
you
know,
you're
doing
you're
just
pouring
it
into
the
school
and
every
time
we
visit
there's
just
more
and
more
improvements.
I
wanted
to
highlight
a
few
of
the
the
sources
of
evidence
that
you
know
really
just
kind
of
show.
This
attention
and
confidence
in
what
a
great
School
Madison
is.
B
First
of
all,
they
received
a
million
dollar
grant
for
their
carpentry
program,
and
you
know
that
is
going
to
make
an
already
amazing
program.
Even
better
students
participating
in
the
co-op
have
tripled.
Over
the
past
two
years,
students
participating
in
graduating
in
from
rocks
map
Early
College
initiative
has
significantly
increased.
This
is
the
partner
ship
with
Roxbury
Community
College
Madison
Park
had
the
highest
number
of
ninth
page
students
and
parents
that
attended
the
freshman
orientation
over
the
last
eight
years,
so
that
was
a
high
water
mark.
B
The
learning
walk
that
the
plcs
have
been
doing
really
suggests
increased
access
to
really
good,
vigorous
instruction,
and
so
we're
just
very
proud
of
the
community.
The
learning
community
over
at
Madison
for
all
of
the
attention
that
they're
giving
to
this
and
the
discussion
for
the
newer
renovated
Madison
Parks
moving
forward
very
good
attendance
at
the
meetings,
just
great
levels
of
Engagement,
so
just
very
much
want
to
just
give
them
a
shout
out
and
say
great
job.
You
know
as
Madison
Park
it
is
our
Vocational
High
School
and
we
are
very
proud
of
it.
B
B
One
of
those
recommendations
was
centered
around
an
admissions
policy
and
that's
also
required
by
Desi
for
a
Vocational
Technical
vocational
school
in
August
of
2022
Dr
Brown,
the
school
leader
formed
an
admissions
committee
in
accordance
with
the
recommendation
and
in
October
of
2022
there's
been,
there
were
joint
meetings
between
the
central
office
staff,
Madison
Park
admin
and
the
Madison
Park
intervention
team
around
the
admissions
policy.
Following
these
sessions,
the
admissions
committee
met
to
develop
the
overall
kind
of
the
overall
strategy
for
the
admissions
policy.
The
process
was
inclusive.
B
It
was
collaborative
and
engaged
in
many
different.
You
know
constituents
in
that
process,
you're
going
to
hear
you
know
more
about
this,
and
it
will
come
to
your
school
committee,
but
I
just
wanted
to
really
compliment,
and
you
know
thank
those
that
are
working
on
this,
because
it
really
is
a
key
component
for
Madison
as
it
moves
Madison
Park
forward,
and
so
thank
you
to
everyone
for
their
work
on
that.
B
Lastly,
you
know
tonight
is
a
really
important
event.
It's
actually
one
of
my
favorite,
which
is
the
budget
in
the
beginning
of
budget
season.
I,
really
see
the
budget
as
one
of
the
most
critical
things
we
do,
because
it's
a
opportunity
to
reevaluate
our
priorities
and
our
values
and
to
put
them
forward
as
a
district
to
you
in
our
in
our
budget
you're,
going
to
hear
a
presentation
that
you
know
in
both
this
year's
and
next
year's
budget.
That
has
a
particular
theme.
B
You
know
High,
School,
Early,
College
and
Career
pathway,
work
and
certainly
family
and
Community
engagement
and
this
year,
and
next
year's
budget
must
be
done
with
school
leaders
and
school
communities
with
a
great
deal
of
support
from
the
budget
office
from
our
regional
superintendents
and
from
all
of
the
different
department.
Liaisons
that
support
the
regional
Networks.
Every
Focus
area
will
require
us
to
reframe
the
budget
through
a
lens
of
equity
and
inclusion,
and
yesterday
we
bought
all
of
the
school
leaders
together
at
bowling.
It
was
wonderful
to
be
in
community
with
each
other.
B
I
was
able
to
talk
to
them
about
reimagining
our
work
across
the
district
and
reaffirming
our
commitment
to
being
an
inclusive
and
Equitable
district,
and
so
I
think
you
know
our
leaders
went
away,
I
think
with
some.
You
know
with
good
energy
around
this
asking
a
lot
of
questions
and
hopefully
feeling
extremely
supported
by
their
Regional
Network
superintendent
and
teams.
B
I
want
to
thank
the
CFO
Nate
Cooter,
as
well
as
our
entire
budget
team.
This
is
an
intense
time
for
them.
It's
when
they're
pulling
everything
together.
It
comes
together
in
a
very
short
period
of
time
and
then
it's
very
intense
for
several
months
as
we
work
to
get
a
budget
to
you,
a
final
budget
to
you
and
a
final
budget
passed,
and
that
takes
just
a
lot
of
hard
work
on
their
part.
B
It
is
our
last
meeting
of
the
year.
I
want
to
congratulate
both
chairperson,
Robinson
and
school
Committee,
Member
Tran
on
their
reappointment
to
the
boss
to
the
school
committee,
chair,
Robinson
and
Mr
Tran
are
our
students,
families
and
Community
are
better
because
of
your
advocacy
and
intentionality
that
you
both
bring
to
this
work.
I
want
to
thank
you
from
from
the
superintendent's
lens
in
supporting
our
work.
B
Supporting
me
as
I
as
I
come
into
the
district
and
I
I
begin
this
journey
I'm
grateful
for
your
commitment
and
your
support
every
day,
you're
always
available
for
questions
or
for
for
thinking
as
a
thought,
partner.
I
really
appreciate
your
constant
engagement
in
our
meetings.
Your
willingness
to
have
you
know
a
respectful,
informed
conversation
about
the
work
with
myself
and
with
our
team
and
I'm
very
excited
for
what's
to
come
in
our
journey.
So
with
that.
That
concludes
my
report.
Chair
and
I'm
happy
to
entertain
questions.
F
You
know
great
to
have
you
both
in
your
reappointment
and
the
guidance
that
you've
been
able
to
to
show
I
know
me
just
orienting
me
to
to
this
process
trial
by
fire,
but
you
all
have
been
extremely
helpful
in
that
in
essence,
and
so
I'm
happy
that
you
all
have
re-upped
for
the
the
commitment
here.
So
I
look
forward
to
continuing
to
work
with
you
all.
F
Switching
to
a
couple
of
the
just
a
couple
questions
I
have
first
with
regard
to
where
we
stand
on
on
covid.
You
sort
of
mentioned
that
you
know
we're
we're
sort
of
concerned
with.
You
know,
teaching
film
being
able
to
fill
teaching
vacancies
and
things
like
that,
and
is
there
a
projection
for
the
lots
that
we
might
have
in
terms
of
teacher?
F
You
know
just
bodies
in
schools
like
from
on
the
teacher
end,
and
then
you
also
mentioned
just
sort
of
the
the
the
data-driven
process
for
determining
the
at
some
point
triggering
a
mask.
Mandate
of
of
sorts
or
just
other
options
to
to
mitigate
covid
and
also
other
conditions
as
well.
Could
you
give
a
little
bit
more
insight
into
the
process
for
not
choosing
to
just
be
preemptive
and
just
saying
like
hey,
let's
just
Institute
a
temporary
mask
mandate,
you
know
just
as
a
protection
like
order.
C
F
B
Through
each
year,
so
and
I
may
call
a
couple
of
different
people
into
this,
but
just
on
we
look
every
day
at
the
vacancies
relative
to
substitutes.
We
have
a
centralized
subsystem,
but
then
addition
to
that
you
know,
there's
other
functions.
Besides
a
teacher
that
needs
coverage.
A
school
secretary,
paraprofessionals,
a
school
leader
and
so
the
school
soups
are
constantly
checking
in
with
the
school
leaders.
To
figure
out
are
their
pockets
where
there
may
be
multiple
people
out
and
they
need
support
for
coverage.
B
So
one
of
the
things
that's
caught,
our
eye
is
sort
of
where
we
are
now
compared
to
last
year,
and
this
is
the
data
that
we
look
at
with
the
Boston
Health
commission.
It's
the
data.
We
look
at
internally
relative
to
our
accesses,
so
we
are
preparing
now
for
what
we
know
will
happen.
Post
January,
post,
coming
back
from
the
holiday
break,
which
is
as
more
people
gather
as
more
people
travel.
B
We
will
see
that
uptick,
just
as
we
did
during
Thanksgiving,
so
we're
not
going
to
wait
for
that
uptick
to
happen
to
prove
us
right,
we're
going
to
plan
for
that,
and
so
that's
why
we're
doing
a
central
plan
where
we
have
you
know
kind
of
all
hands
on
deck
in
the
areas
that
people
can
do
so.
Coaches,
folks
that
have
been
sort
of
afresh
out
of
classrooms
who
it's
helpful
to
go
into
classrooms.
B
Other
people
can
cover
secretary
positions
or
a
paraprofessional
position,
so
we're
we're
really
trying
to
align
through
the
school
superintendents
the
what
resources
we
have
to
be
able
to
distribute
those
centrally
come
January.
Additionally,
ohc
is
doing
a
real
push
on
the
sub
piece.
So
we're
working
to
fill
the
pool
for
substitutes,
we're
working.
We
we're
advertising
now
on
multiple
news
sites
like
indeed
and
Linkedin,
which
we
were
not
previously
there.
B
We
keep
very
good
data
and
charts
on
this,
and
it's
both
at
an
aggregate
level
of
sort
of
what's
happening
at
the
district
and
then
it's
a
by
school
level
in
terms
of
classrooms
and
just
to
remind
we
have
a
process
where,
when
we
see,
if
we
see
three
cases
in
a
classroom,
then
we'll
go
to
a
masking
in
that
classroom.
If
we
see
a
particular
pocket
at
a
grade
level,
we
may
expand
that
to
a
grade
level.
In
the
case
of
Arts
Academy
back
in
the
fall,
we
actually
had
an
outbreak.
B
It
was
due
to
some
outside
socialization
of
the
students
and
some
things
that
they
went
to,
but
it
created
enough
of
a
pocket
that
we
actually
Mass
the
school.
So
we
do
have
a
lot
of
mitigations
that
we
can
trigger
prior
to
doing
something
than
a
universal
masking,
but
I
think
you
know
when
it
gets
to
be
across
a
lot
of
schools
or
we're
seeing
really
deep
pockets.
That's
when
we
would
need
to
consider
doing
something
more
Universal
Megan.
G
G
And
as
a
superintendent
indicated,
those
Protocols
are
working,
but
we
know
that
as
we
head
into
you
know,
the
winter
months
here
in
increasing
cases
is
going
to
to
be
seen,
and
so
it
is
time
for
us
to
be
having
those
conversations
with
the
Boston
Public
Healthcare
Mission,
now
to
make
sure
that
our
purple,
our
Protocols,
are
meeting
the
moment.
Dr
Lobel
Lopes
I,
don't
know
if
you
want
to
add
anything.
H
H
We
put
set
protocols
in
place
that
helps
us
to
identify
anything
before
it's
an
outbreak
or
a
concern,
and
so
those
few
protocols
that
we
do
have
in
place
have
been
really
helpful
to
mitigate
any
outbreaks
that
may
happen
within
the
school
because
we're
dealing
with
flu
RSV
and
a
lot
of
other
you
know
illnesses.
Not
just
you
know
our
regular
school-like
illnesses
like
hand,
foot
mouth
disease.
H
So
if
anyone
is
seeing
influenza
like
illnesses
within
their
school
that
they
nullify
us
so
that
we
can
follow
up,
the
other
thing
is
if
they
have
three
cases
of
of
flu,
confirmed
flu
or
confirmed
RSV,
not
just
three,
but
if
they
just
can
alert
us
and
when
I
say
day
is
mostly
out
School
nurses.
In
line
of
communication,
we
have
reporting
mechanisms
that
flow
right
into
our
spreadsheets.
H
I
Thank
you,
madam
chair
apologies
for
the
delay
the
mouse
kept
getting
away
from
me.
Thank
you.
So
much
for
that
update
superintendent,
I
do
have
a
couple
of
questions,
one
on
some
of
the
pieces
that
you
mentioned
and
then
two
just
asking
for
some
updates
that
I,
don't
think
I
heard
within
your
report,
the
first
one
related
to
the
RFP
in
regards
to
transportation.
I
B
So
I'm
going
to
actually
ask
deputies
depina
to
come
on
because
he
was
involved
directly
with
it
I
think
so.
There's
there's
two
things,
I
think
one
of
the
things
that's
very
that
was
different
about
this
proposal
in
the
bid
was
we
built
in
accountability
for
missing
a
Mark
on
particular
key
areas,
and
that
was
not
something
that
had
previously
happened
as
part
of
the
bid
process.
B
So
we
saw
this
as
a
layer
of
accountability
and
incentive
to
make
sure
that
the
whoever
got
the
bid
would
be
that
much
more
incentivized,
whereas
in
the
previous
contract
they
weren't
to
actually
meet.
You
know:
Meet
The,
Mark,
of
what
we
need
in
terms
of
the
driver,
hiring
and
the
the
on-time
percentage,
Etc
and
I.
Think
Sam
or
Dan
can
give
you
a
like
specific
examples
from
within
the
bit
of
that.
B
I
think
the
overall
question
is
sort
of
like
how
does
a
company
that
we're
experiencing
the
issues
with
now?
How
will
that
look
different
in
the
next
one
and
I
think?
That's
the
reason
why,
when
we
constructed
the
bid
we
built
layers
into
this
particular
our
ifp
that
were
not
existed
in
the
other
one
as
as
a
way
to
further
ensure
accountability
to
you
know
it's
not
one
that
you
we
can.
B
We
restrict
and
say,
like
a
company,
can't
they
put
forward
based
on
the
scope
of
the
actual
ifp
and
they
respond
as
to
how
they
intend
to
meet
that.
So
that's
what
we
have
to
go
by
legally
when
we're
vetting
it
and
we're
receiving
you
know
we're
going
through
the
process
Sam
or
Dan.
Do
you
want
to
just
give
some
examples
of
how,
in
this
one
we're
further
holding
accountable
the
transportation
company.
J
Yeah
I'll,
let
Dan
speak
to
that,
but
before
he
does,
I
just
want
to
name
that
regarding
the
ifb
process
itself,
the
way
we
determine
vendor
is
responsive
is
that
we
have
set
criteria
or
bid
specifications
that
we
asked
for,
and
we
literally
go
through
the
proposals
and
determine
yes
or
no,
whether
they
meet
them
or
not,
and
based
on
what
we
put
forward
transdev
was
did
was
responsive
to
the
bid
Dan.
You
want
to
be
more
specific
with
some
of
the
criteria.
Thanks.
K
Yeah
thanks
Sam
and
thanks
superintendent,
so
first
specific
to
some
of
those
criteria
just
want
to
highlight
in
superintendent.
Skipper
mentioned
this
in
her
report,
but
we
co-constructed
those
requirements
with
industry
experts
who
worked
with
us
for
over
a
year
to
design
minimum
criteria
and
qualifications
that
we
believed
were
necessary
to
ensure
that
any
vendor
that
we're
working
with
has
the
resources
and
experience
necessary
to
work
with
Boston,
because
we
know
that
we
are
a
particularly
complex
operation,
even
in
comparison
to
many
other
urban
districts.
K
And
so
you
know,
trans
devs
bids
for
those
specific
criteria
in
terms
of
you
know
having
comparable
clients
and
things
like
that,
they
did
meet
those
those
technical
criteria
and
then
speaking
to
some
of
what
has
changed
in
this
invitation
for
bids
compared
to
the
current
contract.
One
of
the
things
is
simply
updating
it
to
meet
the
the
scope,
scale
and
complexity
of
our
current
operation,
which
has
changed
and
evolved
significantly
in
the
last
10
years.
K
That
does
not
meet
our
needs,
and
so
you
know,
one
of
the
key
ones
there
is
is
simply
on-time
performance
of
buses,
the
percent
of
buses
that
are
arriving
on
time.
There
are
performance
incentives,
Financial
incentives
if
they
hit
the
criteria-
and
you
know
our
goals
that
we
need
to
hit,
and
there
are
damages
built
in
if
they
are
not
hitting
those.
I
Appreciate
that
and
I
suppose
this
is
more
a
comment
for
my
fellow
members
is
in
what
how
are
we
choosing
to
evaluate
like
the
historical
track
record
of
a
company
that
we've
been
engaging
with
as
we're
taking
into
account
potentially
re-engaging
with
them
in
the
future?
So
I
have
other
questions,
but
I'll
wait
for
another
go
around.
Thank
you.
Thank.
L
M
L
M
So
we've
been
talking
about
in
our
meetings
about
a
list
of
schools
who
have
we've
been
doing
repairs
where
we've
been
changing
the
ventilation
with
a
quality
ventilation.
Changing
the
filters
so
I'm
wondering
if
there
is
an
update
regarding
that
list,
where
we
can
inform
the
families
regarding
these
issues.
B
J
We,
the
with
the
air
purifiers
that
we
purchased
those
come
with
manufacturers
directions
on
how
frequently
we
should
change
the
filters,
and
we
continue
to
do
that.
Based
on
those
specifications.
I
believe
it's
every
I
can't
quote:
do
the
exact
number
of
months
or
changes,
but
I
can
get
that
to
you,
but
we
did
have
a
plan
to
put
that
in
place
and
we
have
a
the
contractor
in
place
to
do
that
change.
So
that's
been
happening
since
we
installed
the
purifier,
so
that
should
be
going
on.
J
So
if
there
are
cases
where
folks
are
not
sure
you
can
feel
free
to
have
those
schools
reach
out
to
me
directly
and
I
can
make
sure
we
verify
that
filters
have
changed
for
those
with
the
Merv
13
filters.
We
have
not
stopped
utilizing
Merv
13
filters
at
all,
and
we
continue
to
change
those
Merv
13
filters
in
those
schools
with
systems
that
can
hold
them
on
that
same
regular
cycle,
so
that
continues
to
happen.
That
has
not
changed.
J
J
J
We
do
still
have
the
fans
available
as
needed,
and
we
will
continue
to
urge
as
we
get
into
the
winter
months,
make
sure
we
remind
folks
about
you
know
proper
windows
open
if
they
feel
more
comfortable
and
then
that
has
air
circulation
to
the
buildings
as
well.
So
we
were
actually
nicely
recognized
for
our
work
and
we
continue
to
get
colleagues
from
Chicago
and
just
nationally
praising
us
for
the
work
that
we
do
with
regard
to
air
filtration,
so
happy
you're
just
going
to
discuss
any
school
specific
concerns
with
folks.
C
M
M
L
M
B
So
through
you
chair,
so
first
your
first
question:
Miss
Polanco,
Garcia,
Mr,
depina
or
chief
Alvarez.
Can
you
just
give
the
number
of
schools
in
which
we
have
the
Merv
filter
air
filtration
units,
because
I
think
Miss
Polanco
Garcia
was
trying
to
understand
what
portion
of
our
schools
have
them
and
to
ensure
if
there
isn't
a
centralized
air
system
that
they
are
in
fact
set
up
with
the
equivalent
of
the
air
purifier
systems?
So
can
you
just
confirm
that.
J
I'll,
look
at
some
data
that
I
can
pull
that.
We
have
a
list
of
all
of
our
schools
with
HVAC
systems,
so
just
in
general,
all
schools
with
HVAC
systems
are
the
ones
that
we
would
be
able
to
put
more
of
13
filters
if
those
systems
are
allowed
to
to
use
them
and
we
can
get
that
list
all
up
for
it.
Now,
as
we
speak.
B
In
terms
of
the
second,
so
it
is
sick
with
flu
or
virus
or
any
of
their
misdays.
The
local
schools
have
access
to
tutoring
programming,
which
is
our
paper
tutoring,
but
also
to
work
with
their
teachers
to
get
additional
academic
support
when
they're
out
for
a
longer
period
of
time,
Deputy,
Chen
or
Drew.
Do
you
want
to
just
explain
how
that
process
works.
O
So
what
superintendent
Skipper
said
is
accurate,
so
it
is
an
agreement
that
we
came
to
with
the
Boston
Teachers
Union,
that
all
of
our
teachers
should
be
leaving
there.
The
work
that
was
supposed
to
be
happen
over
the
course
of
that
day
on
a
digital
platform,
most
likely
Google
classroom
and
students,
should
have
access
to
that
on
their
devices
and
can
access
the
work
that
was
covered
over
the
course
of
that
day.
O
In
the
district
has
opportunities
through
tutoring
options
that
if
students
need
support
with
completing
that
work,
that
a
tutor
could
help
them,
they
just
have
to
bring
a
problem
or
a
task
to
that
tutoring
session
and
the
Stu.
The
the
tutors
could
help
support
them
and
complete
that
work
during
that
time.
So
they
can
follow
up
with
the
school
superintendents
I'm,
certainly
very
concerned
about
what
you
shared,
that
it
sounds
like
for
some
students.
O
C
P
So
thank
you
so
much
for
for
your
time
and
I'm
excited
that
we
get
to
keep
working
together
in
this
capacity
and
I
also
like
I'm,
just
thanking
all
of
my
colleagues
for
their
questions
tonight
so
far,
because
they've
been
so
thoughtful
and
robust.
I
want
to
move
into
a
little
bit
of
a
different
direction
because
some
of
the
just
not
to
belabor
some
of
the
other
conversations
that
have
happened.
P
P
B
P
P
I'm
excited
about
the
desire
to
increase
summer
opportunities.
You
have
heard
me
say
this
before
that.
I
am
particularly
excited
about
increasing
paid
opportunities
for
young
people
through
possibly
the
Strategic
use
of
Esser
funds.
You
know
I,
think
that,
like
that
money
should
end
up
in
kids,
Pockets,
but
I
am
curious.
You
say
increase
and
I'm
curious.
If
the
team
has
identified
any
goals
around
the
various
categories
around
how
much
we
want
to
increase
in
any
of
those
particular
areas.
B
B
Excuse
me
for
them,
so
we'll
have
a
percentage
increase
in
the
number
of
overall
programs,
but
I
also
see
the
increase
in
accessibility
for
the
students
using
the
seats,
so
special
education,
multilingual
Learners
I,
want
to
be
able
to
see
an
increase
to
speak
to
that
the
students
that
most
need
to
access
the
seats
are
able
to
access
the
seeds
I
also
think.
Last
year
we
struggled
with
identifying
students
and
matching
those
students
to
the
opportunity
that
happened
on
the
job
front.
B
That
happened
on
the
learning
opportunity,
so
us
refining
that
process
starting
earlier
doing
a
stronger
job
on
the
communication,
getting
the
information
out
in
a
variety
of
ways,
so
that
we're
able
to,
if,
like
even
in
a
mobile
way
at
the
school
level,
to
be
able
to
do
that
registration
and
make
it
that
much
simpler
for
families.
So
we
ensure
we
fill
all
the
slots,
because
expanding
capacity
is
only
one
issue.
Actually,
using
the
capacity
and
using
it
for
the
students
that
most
need,
it
is
really
an
essential
one.
B
Additionally,
I
I
really
want
to
see
at
the
high
school
level,
which
you
know
tends
to
just
be
very
much
directed
at
jobs,
also
to
see
how
we
can
use
like
the
career
Pathways
as
a
way
to
incentivize
summer
work,
but
some
of
work
connected
to
learning
for
the
students
and
build
the
programming
up.
Seventh.
Eighth.
Sixth,
seventh:
eighth.
Ninth
grade,
really,
where
we
know
students
does
that
void:
they're,
not
old
enough
to
have
the
real
paid
opportunities,
they're,
not
they're,
old
enough
to
not
necessarily
buy
into
the
kinds
of
traditional
summer
programming.
B
P
Second
question
and
I'm
just
Racing
for
time.
You
mentioned
the
work
around
the
implementation
plan.
I'm
excited
to
hear
about
the
other
reports.
I
am
obviously
incredibly
focused
on
our
work
around
special
education,
the
broader
impact
on
budgets
and
I.
Think
you
know
a
lot
of
schools
right
now
are
figuring
out
how
to
offer
collaborative
team
teaching
without
what
I
understand
any
budget
amendments
so
I'm
curious,
you
know
they're
sort
of
like
three
things
happening
at
the
same
time.
P
And
then
there
is
just
like
the
real
practical
piece
that
schools
are
starting
to
plan
for
next
year
and
there's
legit
implications
and
I'm
I'm.
Just
curious.
How
you
see
that
all
sort
of
connecting
what
schools
can
expect
and
what
that
means
for
families
who
are
looking
for
more
integrated
experiences
for
their
kids
in
our
schools.
Sure.
B
So
I
think
a
lot
of
that
is
going
to
get
addressed
as
part
of
the
budget
presentation,
because
we're
going
to
be
talking
about
the
investment
in
inclusion
and
the
work
of
kind
of
both
all
schools
to
set
foundation
with
mtss
process
and
then
to
be
able
to
talk
about
the
explicit
22
schools
with
the
cohort
in
that
there's
also
other
schools
that
are
starting
to
think,
and
this
was
my
big
budget
message
to
the
school
leaders.
You
need
to
be
thinking,
even
though
you
might
not
be
in
those
22.
B
What
are
you
doing
in
terms
of
Shifting,
your
Investments
off
us
or
onto
sustainability
dollars
to
be
able
to
start
to
plan?
For
that?
Be
it
the
co-teaching,
be
it
para
and
teacher?
You
know
whatever
the
design
is
going
to
be
and
we'll
probably
end
up
with
three
or
four
different
models
a
days
and
that
schools
can
can
build
off
of
so
I.
Do
think
you'll
hear
more
of
this
as
we
get
into
the
investment
part
of
the
budget.
Perfect.
P
And
then
we
heard
I
heard
last
week
from
families
that
they
were
finally
notified
if
they
do
not
have
a
permanent
in
their
classroom
and
I'm
I'm
curious.
You
know
I'll
keep
asking
this
and
I'm
saying
this
as
a
parent
myself,
because
if
I
found
out
that
my
kid
didn't
have
a
certified
teacher,
you'd
be
hearing
from
me
at
school
committee,
so
like
I'd,
be
I'd,
be
signed
up
for
comment.
So
you
know
thinking
about
those
families
and
I'm,
also
thinking
about
what
their
options
are
and
so
I'm
thinking
two
things.
P
Any
status
update
on
options
for
those
families.
Is
there
a
plan
to
deploy
Central
staff
into
any
of
those
positions
that
we
are
still
that
still
do
not
have
certified
teachers
and
then
I
think
more
specifically,
what
is
the
current
number
that
we're
seeing
of
uncertified
or
non-permanent
teachers
that
are
still
inside
classrooms
right
now,.
B
Sure
so
I
I
think
if
Chief
Catchings
will
be
able
to
answer
that
last
question,
I
think
to
your
to
your
point
about
the
dispatch.
I
think
that's
one
of
the
things
we're
looking
at
we're
also
looking
at
substitutes,
because
sometimes
our
substitutes
are
certified,
so
we're
going
through
the
substitute
pool
as
well
to
see
if
this
shifting
we
can
do
our
priority
is
to
get
certified
teachers
into
the
classroom.
B
I
think
if
Chief
Catchings
could
just
identify
the
actual
number
right
now
that
we're
still
working
to
fill
and
I
think
it's
on
average
a
cut
like
it
might
be
one
per
school
and
then
there's
a
few
schools
that
have
a
deeper
number.
We
know
in
the
CTE
side
of
the
house
that
that
is,
that
is
definitely
an
area
and
it's
Statewide
as
well
of
people
coming
out
of
Industry
to
be
able
to
be
certified
to
teach
in
our
vote
back.
Q
Yeah,
thank
you
superintendent.
So
we
continue
to
hover
around
200
vacancies
for
teachers.
I
think
one
thing
that's
important
to
point
out
is
that
we've
reached
the
contractual
deadline,
so
most
most
of
our
teacher
vacancies
have
now
converted
to
long-term
sub
vacancies.
So
that's
just
the
technicality
that
kind
of
makes
this
a
little
bit
difficult
to
continue
to
report
out
on,
but
I
did
get
a
snapshot
that
I'm
happy
to
share
with
you.
Q
You
know
from
my
data
team
that
I
can
literally
push
as
far
as
uncertified
Educators.
We
right
now
have
just
under
400,
provisional
folks
who
are
in
the
waiver
process
or
excuse
me
I
shouldn't
even
say:
provisional.
There
are
about
400
people
because
you
could
technically
be
in
a
way
of
our
status,
for
a
permanent
teacher
for
your
subject.
I
think,
what's
really
important
to
point
out
about
the
notices
that
had
gone
out
and
I
want
to
slow
down.
Q
I'm
sorry
I
think
was
really
important
to
point
out
about
the
notices
is
that
the
notice
is
sent
down
to
the
subject
level.
So,
for
example,
I
received
a
letter.
My
son
is
at
the
chittick.
His
teacher
is
fully
licensed
inclusion
teacher.
However,
she
is
the
teacher
of
record
for
his
physical
education
class
and
so
no
she's
an
inclusion
teacher.
Q
So
it's
not
as
clean
as
just
how
many
unlicensed
teachers
like
one
for
one
but
more
about
the
subject
area,
which
is
a
little
bit
deeper
of
a
data
dive
that
we'll
have
to
dig
into
to
get
you.
Is
it
actually
an
an
educator
for
the
like,
almost
entire
roster
of
a
school?
Or
is
it
just
for
a
per
subject
area,
which
is
don't
get
me
wrong
equally?
As
concerning,
but
slightly
a
bit
of
a
nuance.
P
P
We
I
am
most
concerned
about
sort
of
core
subject
teachers
and
making
sure
my
kid
as
a
certified
teacher
in
that
area,
and
so
I
become
less
concerned,
though
important
about
some
of
the
extras
and
I
want
to
make
sure
they're
getting
just
the
floor
of
the
the
experience,
and
so
maybe
even
breaking
it
down
in
that
way.
So
we
can
sort
of
look
at
both
and
you
know
full
respect
to
the
CTE
programming
as
well
with
the
recognition
of
the
national
shortage
shortage
in
those
roles.
P
Q
It
but
I
will
take
away
from
this
is
just
a
a
data
dive
that
just
looks
into
sorts
I'll.
Give
you
all
subjects,
obviously
but
the
core
of
of
education,
so
we
could
sort
of
get
to
what
that
is,
but
again,
I
think
because
we
do
it
by
class
and
subject
area.
It's
very
broad.
Many
people
got
notices,
but
to
your
point
we
should
take
a
look
at
the
core
and
what
that
impact
really
is
yeah.
B
A
B
F
Yes,
thank
you
actually
for
for
that.
My
question
was
actually
sort
of
related
to
what
we
have
talked
about
with
respect
to
the
to
the
green
New,
Deal
and
sort
of
the
the
rollout
for
families.
I
know
we
had
spoken
about
how
families
would
be
notified
of
sort
of
changes
within
their
own
school
and
I
know.
We
had
I
think
at
one
point
had
discussed
somewhat
of
a
dashboard
being
made
available
for
families
to
sort
of
track
the
progress.
When
should
we
expect
changes?
J
My
understanding
is
that
the
communications
team
is
working
closely
with
our
city
colleagues
to
get
information
from
our
operations,
divisions
to
help
inform
some
of
the
data
that
we
have
and
provide
to
to
create
the
website.
So
that's
currently
in
process
is
my
understanding,
so
it
will
be
up
soon
we're
in
the
process
of
making
sure
the
systems
that
we
use
to
capture
the
data
in
our
operation.
Department
are
presented
in
a
way.
That's
digestible
for
families,
foreign.
I
Thank
you,
madam
chair,
and
apologies
superintendent.
If
you
already
addressed
this
with
some
I
know,
Brandon
made
some
comments,
but
I'm
not
sure
if
the
question
was
asked
and
if
it
was
answered,
my
kids
were
distracting.
So
apologies
for
that
curious
around
timeline
for
when
we
can
expect
to
see
an
implementation
plan
as
it
relates
to
the
recommendations
from
the
council.
Great
City,
Schools
related
to
our
special
education
needs.
Yeah.
B
So
I
know
that
Dr
Chen
is
working
on
this.
There
is
overlap,
as
you
know,
from
the
recommendations
between
special
education
and
the
omme
Strategic
plan,
and
so
both
of
those
are
underneath
Linda
and
I
know
that
we've
been
assembling
committees,
including
one
now
for
our
multilingual
Learners
with
disabilities.
As
we
start
to
map
things
out,
we,
the
senior
advisor
who
is
going
to
be
tasked
with
this
they're
in
the
late
stages
of
that
higher
so
Deputy
Chen.
Is
there
anything
you
can
conjecture?
R
Sure,
as
the
superintendent
mentioned,
there's
an
overlap
between
the
ohm
strategic
plan
and
also
parts
of
the
transportation
and
safety
reports
that
also
include
students
with
disabilities.
So
we
are
anticipating
that
we
there.
There
are
certainly
things
that
are
happening,
but
we
want
to
provide
you
with
the
full
report
section
by
section,
and
so
those
are
the
things
that
we're
trying
to
finish
up
and
I.
Think
we'll
work
with
the
chair
in
determining
when
we
can
come
back
to
you
in
session
on
this.
I
R
So
actually
it
would
make
sense
to
do
both
in
the
new
year
so
that
you
have
both
because
there's
there's.
Definitely
some
connections
between
the
two
you'll
also
start
to
hear
some
of
it.
Actually,
during
our
budget
report
as
well,
you'll
see
the
beginnings
of
some
of
the
things
that
we
will
be
implementing,
based
on
the
Investments
that
we're
making
for
that
or
that
the
based
on
the
Investments
that
we
are
proposing
for
the
next
school
year.
C
P
All
right,
I
was
finding
my
unmute.
My
last
question
tonight
is
superintendent.
I
know
you
had
discussed
and
we've
discussed
it
previously.
The
priority
around
addressing
chronic
absenteeism,
I'm
curious
if
we've
seen
a
decline,
sort
of
what's
the
current
state
of
play
and
what
strategies
are
you
seeing
in
and
maybe
you'll
begin
to
address
in
the
budget
exercise
this
evening,
some
things
that
we're
looking
to
deploy
for
the
future
yeah.
B
So
through
you
through
your
chairs,
this
is
a
complex
one
because
of
the
sickness
issue.
You
know
it's
we're
telling
students
to
stay
home
when
they're
sick
and
they
are,
but,
as
a
result,
you
know
to
Miss
Polanco
Garcia's
Point
earlier
we
have
students
missing
bigger
chunks
of
time.
So
it's
very
hard.
Last
year's
data
initiative
data
to
separate
out
what
is
sickness
versus
what
is
unexcused
absence.
B
That
said,
we
are
tracking
it
we're
looking
at
it,
I
think
we're
running
slightly
better
than
we
were
last
year,
but
we
aren't
through
the
winter
yet
and
that's
when
we
saw
the
real
dip
last
year
in
terms
of
the
strategy
pieces,
I
think
you
know.
On
the
on
the
good
news
front,
the
SST
teams
are
fully
functional
in
the
schools.
There's
been
a
lot
of
training
and
attention
place
with
social
workers
and
involvement
on
those
teams.
B
Lots
of
Outreach
to
students
of
the
ones
we
know
are
not
related
to
illness,
trying
to
get
connected
to
supportive
programs,
certainly
for
students
in
the
older
grades,
where
the
chronic
absenteeism
has
been
a
long-term
problem
connecting
them
through
the
re-engagement
center,
the
the
re-engagement
center.
Instead
of
being
a
one-point
access,
you
have
to
go
to
has
been
holding
sessions
at
the
schools
talking
with
the
students
based
on
that
attendance
kind
of
disengagement
and
figuring
out.
B
What
other
kinds
of
programming
we
could
move
that
student
to
with
the
parent
and
the
student
that
could
allow
them
to
restart
so
we've
had
some
words
of
70
75
students
participate
in
that
which
is
really
good
news,
because
when
it
was
single
point
of
entry,
the
wreck
was
not
getting
those
students
walking
in
and
we
don't
want
the
student
to
have
dropped
out.
In
order
for
that
to
happen-
and
we
know
chronic
absenteeism
is
the
first
indicator
of
that
process.
So
Chief
Kelton
has
really
been
working
closely
with
social
workers.
B
I
think
the
mtss
process
that
we're
going
to
be
talking
about
the
Deep
invent
investment
in
interventions,
because
in
our
district
we
had
developed
out
a
good
menu
of
social
emotional
interventions,
but
not
necessarily
academic,
and
so
this
has
got
to
be
hand
in
hand
so
that
when
students
go
to
an
SST
team,
the
mtss
process
is
being
used.
Faithfully
we're
trying
a
tiered
approach,
which
includes
strong
academic
intervention
for
the
student
in
a
variety
of
ways.
P
And
just
one
more
thing
here:
are
there
any
right
spots
or
schools
that
you're
seeing
sort
of
buck
the
trend
that
we
can
learn
from
that?
You
know
like
every
other
school
they're
managing
sickness
but
they're
they're,
bringing
back
the
the
students
who
maybe
didn't
start
the
school
year
with
us?
You
know
like
I,
remember
at
the
principal
that
was
sort
of
that.
Those
kids
who,
like
weren't
arriving
before
October,
became
a
different
level
of
priority
and,
like
you
know,
is
there
any
there
there
that
you.
B
B
That
typically
has
like
very
92
93
attendance,
it's
it's
a
high
school
and
they
were
actually
making
note
that
over
the
course
last
three
to
four
weeks,
they've
seen
that
dip
because
of
the
sickness,
so
they
knew
right
where
they
were
88.
They
know
who
the
students
were,
and
that's
that's
a
lot
of
this
is
who
are
your
students,
who
are
the
students
that
are
coming?
Who
are
the
students
that
are
not?
B
Why
are
they
not
coming,
and
then
you
really
lay
the
process
in
so
that
is
the
goal
that,
by
the
end
of
this
year,
those
structures
are
working
in
our
schools.
Mtss
and
MTS
training
begins
in
in
I
would
say,
Earnest
come
summer
and
we're
able
to
kind
of
have
the
working
structures
that
we
know.
We
need
to
support
to
support
our
students.
P
C
B
That
these
were
these
were
schools
that
put
forward
through
an
application
process
to
special
education
and
two
academics
to
be
included
in
the
first
cohort
they
ranged.
Some
of
the
schools
have
been
doing
inclusion
but
again
we're
trying
to
ascertain
the
models
that
they're
using
and
looking
at
the
outcomes
that
they're
getting
a
school
might
say
like
we're
inclusive.
But
then,
when
you
actually
look
at
the
the
outcome
data,
the
students
may
or
may
not
be
accessing
in
the
way
they
can
and
they
may
not
be
succeeding.
B
So
we're
trying
to
look
at
all
of
that
right
now
in
this
cohort
of
schools
and,
most
importantly,
to
look
at
how
they're
doing
it.
So
we
actually
just
had
four
of
them
in
and
we
did
a
d
type
on
budget
with
them.
So
how
are
they
leveraging
Esser?
What
are
they
doing
different
than
they've
done
before
in
order
to
have
an
inclusive
model?
And
it
was
pretty
fascinating
to
see
the
range
of
like
how
they
were
solving.
B
B
R
Sorry,
so
we
are
we're
ensuring
that
there's
Readiness
for
moving
to
a
fully
inclusive
setting
as
well
meaning
having
strong
tier
one
systems
in
place
for
SST
and
mtss,
so
that
that
transition
can
be
made
in
meaningful
ways,
not
just
about
additional
funds,
for
instance
in
a
budget.
So
what's
also
great
about
these
teams,
is
they
have
inclusion,
planning
teams
that
include
a
cross-section
of
the
community?
S
Thank
you,
madam
chair
I,
think
the
rest
of
the
members
have
spoken
now
so
I
do
I
did
have
a
number
of
questions
after
the
superintendent's
report
and
thank
you
for
being
kind
of
for
that
report.
But
luckily,
with
the
the
engagement
and
the
figure
of
my
fellow
colleagues
questions,
most
of
what
I
had
has
been
covered.
So
I'd
rather
just
make
three
quick
comments.
I
do
have
enrollment
questions,
but
I'll
hold
that
off
for
the
budget
discussion
that
is
pending
later
tonight.
S
So
just
three
quick,
more
comments
than
than
questions
superintendent,
like
others
mentioned
I,
am
looking
forward
to
hopefully
early
in
the
New
Year
Madam
chair,
a
presentation
on
where
you
stand
on
implementation
on
special
ed
and
agree
that
it's
about
the
intersection
of
the
council
report,
the
Desi
Focus
and
your
findings.
Now
that
you've
been
superintendent
for
a
while
and
and
where
you
plan
to
go
and
I
know
it
is
about
making
some
hires
as
well,
but
this
is
about
you
know
the
impact
to
students
that
are
in
our
system
right
now.
S
So
the
sense
of
urgency
on
this
is
real
and
I
know
the
chair
and
I
and
and
I'm
sure
some
of
my
fellow
members
have
been
receiving
feedback
from
parents
who
have
been
reaching
out,
because
this
has
become
a
discussion
point
and
giving
their
feedback
of
their
experiences
apparent
in
the
system
as
well.
So
really
want
to
see
a
hope.
There's
a
I
know
there
is,
but
I
want
to
see
it
manifest
in
an
update
to
us
about
how
you
feel
about
the
recommendations,
what
you're
going
to
be
doing
et
cetera.
S
So
that
that's
one
issue
the
other
is
you
did
bring
up
about
Transportation
as
well,
and
thank
you
for
referencing
the
article
that
that
we
all
read
the
article
the
letter
from
the
finance
Commission,
which
did
raise
some
questions.
I
know
you're,
not
at
the
point
of
presenting
something
to
us
and
I
know
we'll
be
doing
that
in
the
new
year
and
looking
at
that
contract.
S
But
it
is
going
to
be
important
to
have
insurances,
that
it
was
a
robust,
RP
or
I,
think
you
called
it
iif,
ifp
process,
and
that
you
know
you
did
look
closely
at
the
questions
that
were
raised.
I
appreciate
that
you
mentioned
that
you're
going
to
be
meeting
with
the
finance
commission
chair
and
discussing
the
concerns
raised,
because
this
is
such
an
important
contract.
S
B
No
I
really
I
appreciate
that
and
I
I
think
you
know
this
holds
true
for
any
of
these
areas:
special
education,
school
safety,
transportation.
You
know
we
we
can
no
longer
be
indeed
and
look
for
easy
solutions
in
these
areas,
because
that's
exactly
why
we
are
where
we
are
that's.
What
has
kind
of
happened
as
we've
kicked
the
can
kind
of
down
the
road
is
to
get
the
Quick
Fix.
That's
a
surface
fix.
These
are
all
systems,
issues
right.
C
B
As
such,
you
have
to
dismantle
the
system
and
you
have
to
rebuild
the
system
based
on
what
is
needed,
and
so
that
is
the
work
and
it
is
it
is.
It
has
to
be
urgent
and
it
has
to
be
comprehensive
and
it
has
to
be
thoughtful
and
it
is
adaptive
work
which
means
that
it
really
shakes
things
up.
So
I
think
you
know
to
Dr
Chen's
point.
It
would
be
a
lot
for
our
system
to
get
one
of
these
reports
in
a
given
year.
S
Superintendent
I
I,
understand
that
and
I
and
I
do
appreciate
it.
How
deep-seated
the
problems
are,
and
the
approach
you're
taking
on
this,
and
also
recognizing
you're
on
the
role.
What
three
and
three
months
now
right.
So
more
importantly,
I
appreciate
how
you
are
trying
to
build
consensus
and,
while
changing
culture
within
the
bowling
building
to
get
own
a
ship
across
sector
have
people
own
it
and
believe
it.
So
this
is
not
just
the
superintendent
making
a
decision
that
there
is
a
history
in
BPS.
S
That
of
folks
who
will
yes,
a
superintendent
to
death
waiting
for
a
new
superintendent
to
come
along,
so
I
understand
the
work
you're
doing
to
change
culture
and
appreciate
that
I
do
think.
It
is
very
important
that
you
continue
to
give
updates
like
this,
so
that
out
of
sight
can
be
out
of
mind
in
Boston
very
easily
or
as
I
also
say.
In
the
absence
of
information
misinformation,
misinformation
can
flourish,
and
so
people
need
to
hear
on
this
and
on
a
range
of
topics
of
the
work
that
you
are
doing.
S
Even
if
you
are
saying
to
us
be
patient.
This
is
in
progress,
I'll
close
because
I
am
out
of
time.
I'll
I'll,
close
Madam,
chair
joining
the
chorus
of
my
colleagues
and
and
thanking
you
for
your
willingness
to
reapply
and
for
the
service
to
this
committee
and
and
to
our
district
into
our
city.
I
do
happen
to
work
closely
with
you,
so
I
have
a
unique
seat
in
seeing
the
incredible
amount
of
time
and
energy
and
tension
and
dedication
you
provide
to
this
role.
S
Many
don't
know
you
said
in
every
BTU
or
just
about
every
BTU
negotiating
session,
which
was
not
typically
done
by
chairs
in
the
past
the
amount
of
time.
The
meetings
that
you
attend
and
the
value
you
bring
to
this
is
is
just
incredible
and
you
are
impacting
the
educational
opportunities
for
the
Youth
this
city,
and
it
is
an
honor
and
a
pleasure
to
work
with
you
and
I'm
delighted
to
Mayor.
I
saw
that
and
reappointed
you
and
a
fellow
member
quatron,
who
also
brings
an
incredible
amount
of
perspective.
S
A
I
look
forward
to
the
work
I'm
I
am
happy
that
we
have
a
very
strong
Committee
of
seven
very
committed
people
so,
and
we
all
know
that
you
know
stability
is
one
thing
that
we
need
and
hopefully,
as
we
move
into
the
new
year,
we
can
begin
a
new
year
together,
digging
deep,
not
being
afraid
of
the
issues
that
we
need
to
discuss
and
moving
forward.
You
know
with
the
chorus
of
we're
here
to
improve
student
outcomes,
and
so
that's
why
I'm
here
I
know.
A
That's
why
we're
all
here
and
looking
forward
to
more
work
on
this
in
the
new
year.
Most
of
my
questions
too
have
been
answered.
Superintendent,
but
I
have
two
quick
things.
One,
it's
more
of
a
question.
I
know
that
we
are,
you
know,
going
to
be
talking
about
registration
for
summer
programs
in
March,
which
is
early
for
us,
but
in
General
within
the
community.
A
lot
of
registration
for
camp
programs
begins
in
January
and
I'm
wondering
even
though
I
know,
we
do
not
know
all
of
the
specifics
of
individual
programs.
A
B
A
B
Late
right,
so
future
is
it.
So
this
is
a
great
suggestion.
I
think
you
know
in
any
given
summer,
there's
probably
80
of
the
programs
that
are
the
same
programs.
We
offer
there's
no
reason
that
we
can't
with
those
programs
where
we
know
we're
going
to
run
them,
be
able
to
share
that
information
well
in
advance
to
parents
to
say
these
are
going
to
happen,
I
think
for
the
new
ones
that
we're
still
working
on
details,
we're
still
working
on
the
commitments.
B
We
can
certainly
preview
them
and
let
folks
know
that
that's
what
we're
going
to
be
working
toward,
but
at
the
minimum
we
can
at
least
give
the
information,
so
families
can
plan.
So
that's
a
great
it's
a
great
suggestion.
I
know
that
she
sniders
on
here
and
w
each
viruses
on
here
and
they'll
make
note
of
that
right.
A
Do
we
have
a
goal
in
terms
of
the
percentage
of
our
students
that
we
really
want
to
see
in
summer
programming
with
us
and
at
this
point
in
time,
with
schools
or
or
teachers,
know
of
specific
students
that
they
would
want
to
encourage
their
families,
to
you
know,
make
sure
that
they
are
enrolled
in
a
particular
kind
of
program.
So
again
we
can
be
a
bit
more
proactive.
B
So,
yes,
to
read
a
chair,
so
yes,
I
mean
in
typical
in
in
a
in
a
school,
come
mid-year!
You
have
a
good
sense
of
the
students
that
could
benefit
with
additional
enrichment,
I
think
in
our
transformation
schools
we'll
be
running
acceleration
academies
during
the
vacation
months.
The
students
that
would
be
attending
those
would
also
be
students
that
would
you
know,
could
benefit
from
additional
enrichment.
B
B
I
think,
additionally,
one
of
the
things
that
it's
always
in
in
every
District,
a
challenge
but
making
sure
that
the
programs
have
capacity
for
students
like
our
mle
students,
so
a
linguistic
capacity,
but
also
for
special
education
students
to
be
able
to
serve
from
an
inclusive
perspective.
That's
the
part
that
we're
also
trying
to
build
out
and
to
add
into
the
program.
So
some
of
the
conversations
with
Boston
and
Beyond
is:
how
can
we
through
our
staffing?
B
How
can
we
complement
those
programs
to
be
able
to
add
that
extra
capacity,
so
I
think
you
know,
as
I
as
I
said
before,
I
think
we're
trying
to
look
at
it,
both
in
the
number
and
the
volume,
but
also
that
it's
The
Who
and
making
sure
that
the
programs
for
the
students
that
most
need
them,
that
those
students
are
getting
that
access
and
that's
the
match?
That's
the
magic
that
happens
and
needs
to
happen
for
the
summer
months.
B
So
you
know
we
we
will
do
some
percentage
over
and
above
you
know,
10
percent
is
probably
like
a
good
number.
Over
and
above
what
we
did
for
seat
capacity
when
we
look
across
all
the
grade
levels,
but
most
importantly,
is
what
are
we
seeing
for
the
accessibility?
So
when
we
look
at
our
numbers
across
the
district
or
who
participated,
are
we
seeing
this
percentage
of
special
education,
Asian
students
and
the
percentage
of
mle
students
getting
access
to
those
seats?
B
A
Thank
you,
you're
welcome.
My
other
question
is
sort
of
following
up
on
some
of
the
issues
that
we've
talked
about
about
having
teachers
that
are
not
necessarily
certified
teaching
in
some
subject
matter
and
I
know
that
it's
it's
come
to
my
attention
from
several
issues,
particularly
thinking
about
now.
The
fact
that
both
science
and
social
studies,
our
requirements
as
part
of
the
the
grades
that
are
being
presented
for
exam
school
admissions
parents
are
concerned
when
they
learn
that
their
child's
science
teacher
may
not
be.
B
Sure
so
future
so
I
think,
as
as
teeth,
Catchings
talked
about
the
core
subject:
areas
or
the
subject
areas
that
we're
trying
to
fill.
First,
we
have
a
few
things
that
we're
working
on
that
will
be
for
the
beginning
of
the
new
year,
but
it
involves
having
conversations
with
staff
which
have
not
been
had
yet
to
do
some
reassignment.
And
so
you
know
we'll
really
be
looking
at
the
core
subject:
areas
to
make
sure
we're
prioritizing
any
of
the
teachers
that
have
certifications
in
those
areas
to
put
them
in
front
of
students.
A
A
F
T
E
A
Before
we
move
on
to
General
Public
comment,
the
committee
will
receive
a
report
on
tentative
collective
bargaining
agreements
between
the
Boston
school
committee
and
the
administrative
Guild
saiu
local
888
and
three
supplemental
appropriation.
Requests
I'll
now
turn
it
over
to
Labor
Relations,
director
Jeremiah
Hassan
for
the
report
and
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
U
Thank
you,
madam
chair,
and
let
me
repeat
the
sentiments
of
the
fellow
committee
members
and
congratulate
you
on
your
reappointment.
I'm
excited
to
continue
working
with
you
as
we
hopefully
resolve
the
rest
of
our
collective
bargaining
agreements
quickly
in
the
new
year,
but
with
that
I
will
or
I'm
excited
to
present
the
tentative
agreement
between
the
bargaining
team
for
the
Boston
school
committee
and
the
administrative
Guild
SEIU
Local
888.
U
So
this
is
a
straightforward
agreement.
It's
totals
four
years.
It'll
actually
be
two
collective
bargaining
agreement,
extensions.
The
first
is
two
years
and
it's
for
J
just
wages
only
and
there
is
a
General
wage
increase
of
two
percent
in
fiscal
year
21
and
a
general
wage
increase
of
2.5
percent
in
fiscal
year
22.
in
FY
22.
There
is
also
a
lump
sum
covert
related
bonus
of
one
thousand
dollars
tact
of
members
during
that
year.
A
A
U
You
and
I
guess
before
I
move
on
to
the
other
requests.
I
just
want
to
thank
the
bargaining
team
for
the
guild
for
all
their
hard
work
in
reaching
an
agreement,
and
the
support
that
we
got
from
City
Hall
was
was
very
helpful
to
get
to
get
to
an
agreement
so
before
public
comment,
I'm,
also
presenting
and
requesting
in
favor
of
a
request
to
city
council
for
supplemental
appropriation
and
FY
23
to
support
the
recently
approved
tentative.
The
recently
approved
collective
bargaining
agreement
with
the.
U
We
are
requesting
from
city
council
supplemental
appropriation
in
the
amount
of
one
million
283
486
dollars
and
in
in
order
to
support
the
recently
ratified
and
approved
agreement
with
the
patrolmen's
association.
We
are
requesting
a
supplemental
appropriation
request
for
fiscal
year
23
in
the
amount
of
164
448
dollars.
A
E
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
E
E
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
were
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
V
Can
you
hear
me
yes,
good
evening,
oh
yeah,
good
evening
school
committee,
chair
Robinson
and
school
committee
members
as
well
as
superintendent,
Skipper
and
others?
Thank
you
very
much.
I'm
going
to
be
very
brief
today.
One
of
the
reasons
why
I'm
on
the
call
today
is
that
myself
and
Mr
Hammett
Rooney
from
the
Madison
Park
alumni
I
mean
from
the
Madison
Park
School
Mr
karuny
has
been
there
very.
V
It's
been
there
over
30
plus
years
at
Madison
Park
and
we're
advocating
for
the
dedicated
spaces
of
cardinal
Hall
being
renamed
Mr,
Charles,
McAfee
Hall
and
the
Student
Center
being
named
in
honor
of
Mr
Jose
Solis.
Both
these
Educators
were
at
the
school
at
Madison
for
a
long
number
of
years.
Mr
McAfee
was
there
for
well
over
16
plus
years.
Mr
Solis
was
there
for
over
four
years
retiring
after
a
year
and
a
half,
and
he
still
spends
his
time
after
at
Madison
Park
he's
he
served.
V
He
served
thousands
of
alumni
members
in
which
I
represent
as
being
president
of
the
Madison
Park
Alumni
Association,
and
we
would
like
that
it's
going
to
be
later
on
in
the
meeting
to
make
sure
those
dedicated
spaces
are
named
appropriately
and
approved.
Also
in
Mattapan
for
the
Mattapan
community
room,
the
late
Mrs
Gloria
Kincaid,
who
was
a
Mainstay
at
The
Manhunt
for
many
years.
The
matter
hunt
was
very
it's
very
near
and
dear
to
me,
because
I've
been
a
been.
V
V
We
need
to
get
more
major
stakeholders
involved.
Meeting
the
btu
teachers
and
students
input
all
of
them,
I
mean
you
know
we
have
to
get
our
kids
our.
You
know
students
involved
because
these
spaces
that
they
have
to
learn
and
they
have
to
be
adequate
and
Equitable
for
them,
so
I
like
where
we're
going
I
will
continue
to
be
an
advocate,
and
one
other
thing
that
you
all
have
already
received
from
me.
Our
Sports
programs.
You
know
for
our
for
our
students
and
social,
emotional
learning
and
after
school
programming,
I.
V
W
Hello,
my
name
is
Ruby
Reyes
I'm,
the
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident
at
the
Mundy
Community
Equity
Roundtable,
the
introduction
of
18
new
positions
known
as
student
support,
Community
connections
coordinators
was
introduced.
These
new
positions
would
be
responsible
for
following
a
list
of
students
who
are
at
risk
of
becoming
the
victim
or
perpetrator
of
community
violence.
What
is
even
more
disturbing
is
that
these
positions
highlight
the
information
sharing
that
will
happen
between
these
positions.
Boston,
police,
MBA,
Transit
Police.
W
The
position
even
calls
for
weekly
meetings
with
the
District
Attorney's
office.
This
is
unjustifiable
targeting
of
students
that
is
masking
racism.
This
also
feeds
the
unnerving
pattern
of
superintendent
Skipper,
investing
in
punitive
school
safety
measures,
rather
than
investing
in
21st
century
Solutions,
such
as
increasing
the
capacity
and
Staffing
of
the
restorative
justice
Office,
which
has
traditionally
had
two
to
three
full-time
staff
for
the
entire
District.
W
These
18
positions
are
pushing
the
district
backwards.
The
district
should
be
working
towards
a
place
that
prioritizes
restorative
justice,
creating
healthy
school
climates,
hiring
more
caring
adults,
whose
purpose
is
social
emotional
supports,
especially
with
the
rollout
of
inclusion
rather
than
sharing
information
three
years
into
the
pandemic.
Hvac
systems
needs
still
need
to
be
installed.
W
Regional
information
center,
a
list
of
young
people,
mostly
Black
and
Latino
young
men
and
boys,
who
are
quote
unquote
gang
affiliated
how
this
list
is
determined,
has
not
been
transparent.
These
this
list
sounds
exactly
like
this
position.
These
18
positions,
this
prompted
a
review
of
the
BPS
information
sharing
policy.
The
approval
of
the
revised
policy
was
not
supported
by
those
who
were
involved
in
recreating
it
because
it
did
not
ensure
that
students
were
safe.
There
are
still
very
clear
holes
in
the
protection
of
students
with
the
installation
of
new
cameras.
W
There
has
not
been
a
clarification
on
where
this
information
will
be
stored
or
who
it
will
be
shared
with
BPS
central
office
has
a
long
and
very
recent
history
of
falling
short
and
prioritizing
the
protection
of
students.
Gang
gambling
with
the
possible
incarceration
or
deportation
of
more
BPS
students
is
something
that
should
not
be
considered,
especially
if
we
are
supposed
to
trust
the
central
office
to
suddenly
get
it
right
after
many
years
of
getting
it
wrong.
Thank
you.
E
X
Thank
you
so
much.
My
name
is
Edith
Brazil
during
covid
BPS
added
us
a
nurse
in
social
worker
in
every
school
family
liaison
in
every
building,
75
additional
School
psychologists
ran
school-based
Equity
roundtables
promised
covet
compensatory
Services
increase,
work,
related
community-based
work
with
community-based
providers
and
partners
all
while
vowing
to
become
an
anti-racist
District,
I'm
glad
that
superintendents
skip
a
stated
tonight
that
she
is
committed
to
adding
more
social
workers
and
social
emotional
supports
for
our
students.
X
But
we
have
no
data
on
how
the
previous
supports
have
made
a
difference,
and
that
would
be
helpful
to
have
now.
Bps
is
proposing
18
positions
called
community
supports
connection
coordinators,
with
a
focus
on
violence.
Prevention,
I
have
many
concerns
and
questions
the
job
description,
description
targets
quote
youth
at
risk
of
being
gang
involved.
End
of
quote
what
is
the
metric
for
determining
this?
X
The
minimum
requirement
of
these
jobs
is
quote
the
ability
to
understand
and
work
pro
work
productively
with
youth
in
their
families,
who
are
high
risk
for
being
perpetrators
or
victims
of
community
violence.
What
is
the
criteria
for
this?
It
further
States
quote.
The
role
is
expected
to
work.
The
majority
of
their
school
hours
during
the
school
day,
end
of
quote,
will
they
be
pulling
students
out
of
class?
It
goes
on.
The
applicant
must
understand,
quote
Trends
and
culture
that
contribute
to
violence.
End
of
quote.
What
does
this
mean?
X
Why
isn't
a
high
school
diploma
required
for
these
jobs?
There
are
no
educational
requirements
and
where
is
the
funding
coming
from
for
these
positions?
These
roles
will
surveil
students
at
MBTA
stations
and
in
the
community
they'll
collaborate
with
Transit
Police
meet
regularly
with
the
DA's
office.
The
mayor's
office
of
Public,
Safety,
Boston
police
and
the
office
of
black
male
student
advancement
has
the
racial
Equity
planning
tool
been
used.
Madam
chair,
we
know
who
will
be
targeted.
These
roles
reinforce
stereotypes
of
black
males
as
violent
dangerous.
X
There
is
only
one
restorative
justice,
worker
and
BPS
why
we
know
that
restorative
justice
empowers
students,
promotes
peer
mentoring
and
Leadership
to
resolve
conflicts
on
their
own
in
small
peer
mediated
groups.
To
talk,
ask
questions,
raise
issues
and
resolve
grievances.
Why
not
expand
this
and
give
students
and
families
impact
and
input
on
how
these
new
positions
should
be
constructed?
X
T
Hi
everyone,
my
name,
is
Becky
rindel
I'm,
an
attorney
at
Greater,
Boston,
Legal,
Services,
I
live
in
Cambridge
Massachusetts,
but
I
work
in
the
West
End
of
Boston
and
I
serve
low-income
families,
primarily
black
and
brown
students
in
the
Boston
Public
School
System
I
want
to
thank
the
school
committee,
superintendent,
Skipper
and
the
family
and
community
on
this
call.
I
want
to
just
let
everyone
know.
Gbls
is
a
civil
legal
aid
organization.
T
We
assist
some
of
Greater
Boston's,
poorest
and
most
vulnerable
residents
with
basic
life
necessities
I'm
here
today,
because
my
project
is
the
school
to
prison
pipeline
intervention
project.
We
work
to
dismantle
the
systems
that
drive
students
of
color
and
students
with
disabilities
out
of
school
and
interoputed
incarceration.
Fundamentally,
my
work
is
about
ensuring
students
have
Equitable
access
to
their
education
in
safe
and
supportive
schools
with
appropriate
Sports
I'm.
T
Some
of
the
most
alarming
aspects
of
The
Proposal
include
that
BTS
will
increase
communication
sharing
and
coordination
with
BTD.
That
BPS
will
use
unknown
criteria
to
identify
students
that
are
gang
affiliated
or
at
risk,
and
these
students
will
be
more
heavily
monitored,
not
just
at
school,
which
would
already
be
alarming,
but
on
social
media
at
t-stops
and
as
they
head
home
from
school.
This
proposal
to
create
a
list
of
getting
involved
youth
to
heavily
monitor
them
and
to
report
them
to
the
police
is
too
similar
to
the
practice
of
the
BPD
gang
database.
T
Inevitably,
these
databases
will
disproportionately
identify
black
and
latinx
students
through
the
use
of
flawed
and
unreliable
data
and
unsubstantiated
reports
and
push
these
students
out
of
school.
Every
member
of
BTS
deserves
schools
that
are
safe
and
affirming
learning
environments
that
include
staff
that
include
students.
Given
what
we
know
about
the
school-to-prison
pipeline.
We
urge
you
to
immediately
halt
the
current
proposal
and
engage
in
community
focused
process
to
build
meaningful
school
safety.
We
urge
you
to
build
truly
safe
schools
through
effective
and
inclusive
special
education.
T
Expanding
after
school
programming,
we've
heard
about
that
tonight:
a
meaningful
restorative
justice,
expanding
the
Arts
music,
athletic
programs,
peer
mentoring,
job
placement
programs,
everything
that
I've
heard
this
will
emphasize
tonight.
We
really
need
to
turn
turn
towards
these
efforts.
We
urge
the
districts
to
move
away
from
the
current
proposal
and
instead
turned
to
trauma-informed
approaches.
Thank
you.
Y
Y
The
Acting
Superintendent
had
placed
five
central
office
leaders
of
color
on
administrative
leave.
Ms
Skipper
had
to
approve
those
actions
until
we
have
a
significant
presence
of
anti-racist
black
and
brown
central
office
leaders
at
the
top
of
the
hierarchy.
Additional
harm
to
our
school
system
would
take
place.
We
cannot
patiently
wait
for
months,
and
so
the
investigative
lawyer
sends
her
report
before
positive
actions
were
taken.
Y
The
public
has
a
right
to
know
now
what
positive
steps
have
already
been
taken
if
any
Miss
Skipper's
plans
to
alleviate
the
harm
already
done
and
her
plans
to
diversify
her
top
leadership,
team
staff
and
budget
cuts
to
black
and
brown
Educators
should
be
restored
and
their
offices
be
moved
out
of
the
basement
and
closer
to
the
white
hierarchy.
Who
is
Right
currently
running
the
show
at
our
next
meeting?
The
superintendent
must
present
to
the
school
committee
and
the
public
an
organizational
demographic
chart
of
the
central
office.
Y
This
chart
should
compare
Dr
casellius's
team
to
the
one
that
Miss
Skipper
has
today.
We
cannot
have
an
excellent
school
system
unless
and
until
we
have
black
and
brown
antsy-racist
leaders
at
the
top
of
a
diverse
central
office.
Leadership
has
strongly
opposed
the
proposals
that
would
hire
18
new
Community
Connection
coordinators
and
a
community
violence
response
advisor
this
proposed,
who
intends
to
significantly
increase
their
surveillance
of
BPS
students.
This
with
this
disproportionately
harm
students
of
color
and
students
with
disabilities.
Y
Has
there
been
an
equity
analysis
of
this
proposal.
Instead
of
this
punitive
proposal
invest
in
restorative
justice
and
other
measures
that
could
Pro
that
would
promote
safe
and
healthy
school
climates.
The
most
important
mission
of
the
BPS
is
to
protect
the
health
and
safety
of
our
children.
We
are
still
in
a
public
health
emergency
I
implore
you
to
follow
the
excellent
advice
of
fam
Cosa.
Thank
you,
Ms
skipper
for
including
covid-19
in
your
report
today.
Please
continue
to
do
those
do
this
at
every
meeting.
Thank
you.
D
Hello,
my
name
is
Lauren
Peter
I'm,
the
Roslindale
resident
I'm,
proud
mom
to
a
Sumner
third
grader.
We
Summoner
parents
have
come
before
you
for
many
months
now
to
tell
our
school
story
to
tell
the
history
of
unmet
needs
and
broken
promises.
I'm
asking
today
for
a
commitment
from
BPS
for
some
simple
things:
a
commitment
to
schedule
several
meetings
over
the
next
several
Community
meetings
over
the
next
several
months
and
don't
cancel
them.
D
Community
the
rosie
connect,
Rosie
Community
can
expect
a
renovated
Irving
with
a
gym
and
a
cafeteria.
What
about
these
schools
commit
to
sharing
the
equity
analysis
and
the
expected
impact
on
our
students
with
the
Sumner,
philbrick
Shaw
and
Taylor?
We,
as
parents
and
Educators,
and
support
staff
need
this
information
need
this
to
inform
how
we
shape
our
communities
too.
D
Transparently,
connected
with
our
community
commit
to
community
meetings
in
Spanish
and
Haitian
Creole,
with
our
School
commits
to
meetings
in
Spanish
and
Portuguese,
with
the
filbert
Community
commit
to
telling
us
when
the
the
renovation
meeting,
that's
supposed
to
happen
with
our
community
next
week,
tell
us
about
it
as
soon
as
possible,
so
that
we
can
make
arrangements,
because
next
week's
kind
of
busy
for
most
people
just
tell
us
what
you're
going
to
do
so
that
we
can
be
the
best
partners,
because
you'd
really
want
to
be
here.
For
you.
D
We
really
want
to
be
the
people
who
are
telling
everyone
how
great
BPS
is
because
that
we
truly
believe
it.
We
truly
believe
that
BPS
is
the
best
place
for
our
students,
but
we
really
really
want
our
students
to
have
all
the
things
that
they
need
to
succeed,
and
we
want
to
make
sure
that
the
following
years
are
not
crazy
with
upheaval
for
our
students.
So
thank
you.
E
Z
Hello,
my
name
is
Arielle
Adelman
I
am
a
health
and
Disability
Policy
researcher
and
I
live
in
Brighton.
It
is
imperative
that
BPS
Implement
a
universal
test
and
mask
mandate
as
a
disabled
person.
I
grew
up.
Missing
tons
of
school
I
went
to
the
hospital
for
illnesses
that
could
have
easily
been
prevented
by
simple
policies
like
masking
and
testing.
Z
Z
I
can't
imagine
what
it's
like
to
be
any
child,
watching
the
adults
in
their
lives
do
absolutely
nothing
to
save
their
lives
and
prevent
post-viral
disability.
The
data
clearly
show
that
it
is
well
past
time
to
implement
a
universal
mask
mandate
and
pulled
PCR
testing
requirement,
especially
given
insufficient
testing
infrastructure.
Z
This
is
particularly
particularly
important
for
the
return
after
winter
recess
because
of
the
inevitable
tsunami
of
infections
following
the
holidays.
In
response
to
a
previous
comment,
there
is
absolutely
no
legitimate
evidence
that
masking
has
any
negative
impacts
on
children
when
you
control
for
factors
like
parent
death,
disability,
poverty
and
other
social
determinants
of
Health.
I
also
want
to
point
out
that
referring
to
cough
etiquette
as
an
appropriate
mitigation
shows
a
clear
lack
of
understanding
of
how
Airborne
diseases
like
covid-19
spread.
Z
Scientific
consensus
is
clear.
Masking
with
high
quality,
respirators
prevents
the
spread
of
Airborne
diseases
like
covid-19
flu
and
RSV.
We
need
to
prevent
the
spread
of
disease
as
much
as
possible
so
that
children
have
a
fair
shot
at
a
long,
healthy
life
and
because
our
Health
Care
system
is
in
a
state
of
collapse.
As
of
December,
2nd
96.5
percent
of
ICU
beds
are
full.
Just
last
month
the
ICU
at
MGH
was
at
150
percent
capacity.
Z
Pediatric
surgeries
were
canceled
as
a
result
of
the
surge
in
Hospital
admissions
pediatricians
in
Boston
and
Beyond
are
clear
that
they
do
not
have
the
resources
to
treat
every
sick.
Child
BPS
also
needs
teachers
in
the
classroom,
but
they
can't
be
in
the
classroom
if
they're,
sick,
hospitalized
or
dead.
The
answer
is
to
reduce
the
number
of
infections
through
common
sense,
mitigations
like
masking
testing
and
ventilation.
Z
There
were
also
complaints
when
seat
belt
laws
were
implemented
when
traffic
laws
were
created
when
smoking
was
banned
in
public
places,
but
Public
Health
choices
are
a
matter
of
facts
and
science,
not
bending
to
public
opinion.
Covid-19
RSV
flu
and
flu
are
danger
to
every
single
student
and
every
family.
Member
of
students.
Eps
has
a
legal
and
moral
duty
to
reinstate
a
mass
mandate
and
require
PCR
testing
once
School
resumes
next
month.
Every
single
infection
and
hospitalization
due
to
SARS,
cov2
and
RSV
is
a
policy
failure
rather
than
spending
30
million
dollars
on
surveilling
children.
Z
AA
Good
evening
my
name
is
Cheryl
Buckman
I'm,
a
parent
to
a
fourth
grade
special
needs
student
who
attends
the
Deborah
I'm,
a
member
of
BPS
family
for
covert
safety
and
a
resident
of
South
Boston.
My
son
and
myself
will
suffer
from
asthma
and
a
red
genetic
blood
disorder
that
makes
it
hard
for
us
to
fight
off
an
infection.
I
am
currently
home
recovering
from
emergency
neck
surgery,
and
my
son
is
afraid
of
bringing
Colvin
home
and
passing
it
on
to
myself
or
his
ill
grandmother.
AA
We're
in
the
season
that
Health
Providers
are
calling
a
calling.
This
a
triple
democ
BPS
has
failed
to
listen
to
those
communities
that
have
been
most
impacted
by
covid.
They
have
failed
to
make
significant
mitigation
efforts.
We
need
a
clear
system
and
Tran
and
a
transparent
system
to
all
our
families
when
a
positive
case
or
outbreak
is
at
their
child's
School.
AA
AA
Bps.
Can
bring
back
Universal
masking
and
pulled
PCR
testing
at
at
least
at
a
particular
school
at
the
beginning
of
a
community-wide
surge
and
after
long
weekends
and
vacations
such
as
such
as
the
upcoming
December
break
in
Boston,
many
of
the
children
are
from
black
and
brown
communities
most
impacted
by
covet.
Already
many
students
live
in
multi-generational
households.
Exposure
to
this
virus
means
they
can
easily
spread
it
to
those
members
at
high
risk.
AA
We
want.
We
also
know
that
BPS
buildings
are
on
average
over
80
years
old
and
do
not
have
adequate
ventilation.
In
fact,
three-quarters
of
BPS
schools
do
not
have
HVAC.
Maya
Wu
has
promised
to
improve
school
buildings
with
the
green
New
Deal
for
VPS,
but
so
far
the
plan
does
not
include
any
mention
of
ventilation.
AA
The
city
must
reinvest
in
our
schools
and
communities
so
that
students
and
staff
can
have
the
ventilation
needed
to
be
protected
from
coven,
as
well
as
being
cool
in
the
summer,
warm
in
the
winter
and
ways
to
end
it
that
are
energy.
Efficient
I
will
end
with
this
quote
from
my
son.
Mass
keep
our
friends
family
teachers,
staff
and
Community
safe
and
healthy,
I
love
being
in
school
and
I.
Don't
want
to
go
back
to
a
time
where
I
only
saw
my
friends
and
teachers
through
a
computer.
Thank
you.
AB
Hello,
thank
you
so
much
for
taking
the
time
to
listen
to
all
of
us.
My
name
is
Betsy
Yoshimura
and
my
daughter
is
a
third
grader
at
the
Mario
umana
dual
Language
Academy
in
East
Boston
I
am
commenting
today
to
urge
BPS
to
reintroduce
masking
and
testing
protocols
following
the
winter
break,
and
you
know
as
long
as
seems
necessary
to
keep
us
all
healthy
and
safe
during
this
holiday
season,
and
especially
as
we
enter
into
even
colder
days
in
in
February.
AB
AB
AC
AC
AC
So
you
know,
since
all
this
year
and
and
as
a
mayor
talking
point
BPS
and
the
mayor's
office
continue
to
claim
that
they
are
committed
to
ensuring
the
health
and
safety
of
our
students
and
keeping
them
in
school,
but
by
refusing
to
implement
a
mask
requirement
and
testing
after
the
Thanksgiving
break.
Bps
and
mayor
Wu
are
leaving
our
students,
families
like
mine
staff
and
the
overall
Community
vulnerable
to
further
sickness
and
death.
If
they
were
really
committed
to
ensuring
that
our
kids
do
not
lose
days
of
learning,
they
would
listen
to
us.
AC
Our
hospitals
are
currently
full.
Like
the
young
lady
that
spoke
before
me
said
it
is
a
triple
demic.
You
know
we
have
covid,
we
have
flu,
we
have
RSV
and
the
Boston
Public
Schools
does
have
a
responsibility
to
provide
our
students
and
our
our
kids
with
a
safe
learning
environment-
and
you
know
your
own
advisors,
who
is
the
bphc
co-authored,
are
wonderful
study
that
actually
proved
that
one
BPS
were
in
the
city
of
Boston
were
leaders,
and
you
know
so.
AC
We
really
call
for
you
all
to
stop
neglecting
and
to
really
protect
the
health
and
safety
of
our
students
and
I.
Just
quickly
just
wanted
to
read
a
statement
from
one
of
the
nurses,
the
btu
nurse
faculty
Senate
did
sign
a
resolution,
support
him
from
Cosa
and
I'll.
Just
quickly
read
his
statement,
as
the
Health
commission
study
shows,
there
is
an
immediate
link
between
safety
measures
taken
in
schools
and
prevention
of
sickness
and
death
in
the
communities
for
our
students
and
staff
who
live.
AC
That
is
why
the
nurse
faculty
Senate
is
calling
on
the
district
to
take
action
now
to
implement
a
mask
and
mandate
in
school.
In
January,
School
nurses
are
on
the
front
lines
we
see
and
feel
what
is
being
called
the
tripodemic
every
day.
That
is
why
we
are
calling
for
an
immediate
plan
to
implement
Universal
masculine
schools
in
January
on
December
7th.
The
nurse
faculty
Senate
of
the
Boston
Public
Schools
unanimously
passed
a
resolution
calling
on
the
district
to
take
immediate
steps
to
implement
a
mask
and
mandate
in
January.
AC
The
Health
commission
studies
makes
it
clear
that
masculine
and
other
similar
strategies
in
schools
can
offset
the
effects
of
structural
racism
in
our
Health
Care
system.
As
School
nurses,
we
are
committed
to
the
fight
against
racism,
and
that
is
one
of
the
main
reasons
we
pass
this
resolution.
Thank
you.
A
Miss
Sullivan
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
Our
first
action
item
this
evening
is
a
group
of
school
and
space
renaming
proposals
composed
of
Boston
Arts,
Academy,
Madison,
Park,
Technical
vocational
High,
School
mattah
hunt,
Community
Center,
slash,
mattah,
Hunt,
Elementary,
School
and
McKinley
programs.
You
will
recall
that
Deputy
superintendent
of
operations,
Sam
depina,
joined
School
leaders
in
presenting
these
proposals
to
the
committee
at
our
December's
meeting.
I
will
now
turn
it
over
to
the
superintendent.
For
any
final
comments,.
B
B
They
followed
the
process
school
committee
had
laid
out,
and
then
they
really
showed
up
enforced
last
committee
and
a
few
this
committee,
as
well,
to
to
just
be
able
to
speak
on
on
the
positiveness
on
the
positivity
of
the
process
and
how
much
they
respect
the
people
for
whom
all
of
these
rooms
and
areas
of
the
schools
will
be
named.
So
I
just
want
to
thank
you,
know:
everybody's
hard
work,
deputy
depina
and
the
facilities
department
for
helping
to
facilitate
it,
Community,
engagement
and
and,
most
importantly,
our
school
communities.
S
Thank
you,
madam
chair.
As
I
said
last
week,
I
just
want
to
thank
the
four
schools
for
all
their
work
and
how
they
carry
through,
and
the
process
on
this,
particularly
having
the
School
site
councils,
schools
that
did
surveys
of
students
in
particular
and
deeply
on
it
to
be
voting
for
this
tonight,
in
particular
for
Ms
Alma
Lewis
I
am
again
maybe
doctor
and
I
apologize.
If
you.
S
Alma
Lewis,
of
course,
yes,
a
former
principal
long-term
principal
Mr,
McAfee
and,
of
course,
Reverend
King,
and
all
his
support
for
the
schools
overall
and
in
particularly
for
the
students,
the
McKinley
and
the
in
the
South
End
building
many
times
talking
to
us
as
the
school
committee
about
his
support
for
those
students
so
delighted.
This
process
has
resulted
in
tonight's
vote.
I
Thank
you,
madam
chair
and
I
just
want
to
Echo
the
words
of
member
O'neill
as
well
as
superintendent,
Skipper
I
think.
The
part
that
I
have
found,
most
perhaps
impressive,
is
not
the
right
word,
but
in
that
realm
is
that
this
has
really
been
driven
by
the
school
communities
themselves,
with
the
support
of
of
the
district
to
go
through
that
process,
and
so
I
think
it
for
me
it
just
solidifies
the
the
value
and
the
voice
of
the
community.
I
A
Any
other
comments
I
just
want
to
also
go
my
support
for
all
that's
been
said,
and
one
hope
that
I
have
that
these
these
rooms
and
buildings
are
being
named
about
some
incredible
Boston
contributors
to
our
history
and
I
hope
that
there
will
be
biographies
written
so
that
they
can
be
shared
with
all
of
our
students
from
kindergarten
on
up
so
that
they
will
know
who
these
amazing
people
are
so
I
hope.
We
will
see
this
also
come
to
fruition
as
part
of
our
curriculum.
A
That
being
said,
I
just
want
to
thank
you
all
and
we
will
take
four
separate
votes.
One
vote
for
each
School,
so
I
will
now
entertain
a
motion
to
name
27
spaces
at
Boston,
Arts
Academy
in
honor
of
individuals
who
have
made
a
significant
contribution
to
baa
as
presented
and
the
co.
The
complete
list
of
names
can
be
found
in
your
meeting
documents.
A
E
C
S
A
S
A
E
A
I'll
now
to
entertain
a
motion
to
name
a
room
at
the
mattaheim
community
center,
slash
mattahan,
Elementary
School
in
honor
of
community
activist
Annie
Kincaid
as
presented
is
their
emotions.
So
much,
thank
you.
Is
there
a
second
second?
Thank
you.
Is
there
any
discussion
or
objection
to
the
motion?
E
A
E
C
A
You
and
congratulations
to
all
the
school
communities
for
their
hard
work.
This
endeavor
our
next
action
items
are
two
memorandum
of
agreements
between
the
Boston
school
committee
and
the
administrative
Guild
SEIU
Local
888.
You
will
recall
that
Labor
Relations
director
Jeremiah
Hassan
presented
these
tentative
agreements
to
the
committee
earlier
this
evening,
along
with
three
supplemental
appropriation
requests
which
the
committee
will
take.
Action
on
in
January
I
will
now
invite
you
superintendent
to
offer
any
final
comments.
B
B
You
know
we,
we
lie.
You
know
on
all
of
our
labor
units
to
make
our
school
system
work
for
our
students.
So
it's
a
it's
imperative
for
us
that
we
try
to
get
our
contracts
current,
that
those
contracts
are
filled
with
proposals
that
are
going
to
help
those
that
are
working
in
that
unit,
as
well
as
the
school
district
and
I.
B
Think
what
you
have
before
you
tonight
is:
we've
discussed
help
us
a
great
deal
to
be
able
to
move
that
forward
and
to
be
able
to
show
the
level
of
respect
that
we
hope
to
to
those
that
work
for
us.
So
I
want
to
thank
Jeremiah
and
his
team
for
all
the
incredible
work
that
goes
into
working
to
get
a
contract
to
the
point
of
approval
to
the
point
of
ratification
with
a
unit
and
I
I
think
this
will
be.
A
A
E
L
E
S
A
A
F
P
E
A
You
our
final
action
item
this
evening
is
an
amendment
to
the
school
committee.
Bylaws
Article,
2
Section,
one
of
the
Boston
school
committee
bylaws,
requires
the
committee
to
quote:
convene
its
annual
meeting
on
the
first
Monday
in
January
of
each
year.
End
quote:
as
the
first
Monday
of
January
2023
falls
on
January
2nd,
which
is
the
public
holiday
New
Year's
Day
observed.
We
propose
that
the
school
committee
vote
to
suspend
Article
2
Section
1
for
this
year
only
and
instead
convene
our
2023
organizational
meeting
on
Wednesday
January
4th
2023.
A
A
E
C
S
A
AD
Our
team
is
balancing
the
speed
with
which
we
were
required
to
spend
Esser
funding
with
the
need
to
manage
the
fiscal
cliff.
Our
strategic
approach
to
planning
is
that
we're
thinking
about
the
mix
of
federal
dollars
and
local
revenue
and
shifting
how
we
fund
different
initiatives
in
a
way
that
supports
our
long-term
goals.
AD
And
finally,
the
superintendent
has
asked
us
to
put
all
our
students
at
the
center
of
our
planning.
We
are
here
for
our
students
and
they
they
need
to
be
at
the
center
of
every
decision.
We
make,
of
course,
I
would
be
remiss
if
I
did
not
note
that,
while
Esser
is
an
incredible
opportunity
and
source
of
funding,
we
are
truly
able
to
think
and
plan
for
a
sustainable,
strategic
and
student-centered
District
because
of
the
support
of
Mayor
Wu
in
the
city
of
Boston.
The
city
of
Boston
continues
to
invest
in
and
value
public
education.
AD
Our
budget
is
a
statement
of
our
values.
We
must
build
a
sustainable
budget
beyond
the
investor
funding
that
meets
the
needs
of
our
students
at
this
moment
and
lays
a
foundation
for
us
to
build
on
our
priority
areas.
As
we
take
on
Long
needed
and
critical
changes
in
literacy,
inclusion,
bilingual
and
secondary
education.
We
are
determined
to
deliver
on
our
promise
of
educational,
equity
and
excellence.
AD
Tonight
the
team
will
be
presenting
on
three
fiscal
years
and
provide
an
update
on
where
we
stand
as
a
district,
we'll
first
discuss
fiscal
year,
22
which
ended
on
June,
30th
2022.,
then
we'll
transition
to
fiscal
year,
23,
which
is
our
current
fiscal
year
and
finally,
we'll
preview.
The
fy24
budget,
which
we'll
present
in
full
on
February,
1st,
2023
and
we'll
begin
operating
in
July
of
2023..
AE
We
spent
about
thirteen
thousand
six
hundred
and
eighty
dollars
under
our
appropriation
from
the
city,
which
was
well
within
our
Target
of
less
than
the
paraprofessional
salary
difference
between
our
appropriation
and
our
actual
spending.
This
ensures
we
are
utilizing.
Every
dollar
we
receive
from
the
city
to
best
meet
the
needs
of
kids.
AE
We
are
seeing
higher
than
expected
costs
and
transportation,
primarily
due
to
higher
than
expected
inflationary
pressures,
increased
wages
and
training
as
we
bring
in
more
drivers.
We
also
saw
slightly
higher
costs
from
our
new
meals
contract
than
we
had
originally
projected,
as
well
as
continued
High
commodity
prices
we've
leading
to
higher
than
normal
utility
costs.
AE
AE
AE
AF
Hi
there
it's
great
to
be
in
this
space
and
good
evening
school
committee,
so
we're
going
to
talk
about
how
the
funds
were
divided,
and
so
this
table
illustrates
the
plan
for
spending
among
different
types
of
Investments
that
serve
the
purposes
in
our
effort
of
to
return,
recover
and
reimagine.
In
the
wake
of
the
pandemic
for
school
plan,
Investments
an
average
of
50
million
per
year
for
each
year
of
Esser
is
going
directly
to
schools,
has
gone
and
and
is
continuing
to
go
directly
to
schools.
AF
With
the
guidance
of
the
Esser
Commission
in
Spring
of
2021,
we
were,
we
are
using
a
per
pupil
formula
to
concentrate
funds
on
schools
serving
High
need
students,
so
students
with
disabilities,
multilingual
students,
multilingual
students
with
disabilities
and
low-income
students.
We
heard
from
the
community
that
it
was
critically
important
that
schools
received
the
funds
directly
as
soon
as
possible
that
school
leaders
engage
their
communities
to
inform
how
they
spend
their
funds
and
that
the
use
of
funds
demonstrate
impact
on
student
outcomes.
AF
AF
AF
Secondly,
each
year
we
have
divided
the
total
Esser
funds
to
how
much
we
have
budgeted
to
spend
each
year.
Thirdly,
we
are
reallocating
funds
that
are
underspent,
so
we've.
If
we
see
that
we've
budgeted
a
certain
amount
and
we're
under
spending,
we
are
starting
to
reallocate
those
funds
to
other
major
District
priorities
such
as
Equitable
literacy,
inclusion,
multilingual
learning
on
this
graph.
We
show
a
little.
AF
AF
and
an
FY
23.
We
have
roughly
reallocated
the
6
million
of
10
million
to
support
priority
District
investment
initiatives,
for
example
partnering
with
City
year
to
complement
our
Equitable
literacy
efforts,
a
number
of
school
leaders
across
the
district
requested
to
work
with
City
or
through
Esser,
and
so
that's
how
we
determined
that
there
was
a
need
across
the
district.
Therefore,
those
unspent
funds
were
reallocated.
AF
We
know
that
it's
incredibly
important
to
monitor
user
frequently
and
share
it
with
the
committee.
We
are
releasing
our
major
Esser
spending
report,
January
2023
and
then
once
we
release
the
report,
we
will
ensure
that
Esser
is
integrated
into
the
monthly
budget
updates
to
promote
complete
transparency.
AF
So,
let's
transition
a
little
bit
to
spending
to
outcomes
and
progress
monitoring.
We
are
balancing
the
need
to
spend
quickly,
while
also
having
an
impact
on
students.
According
to
National
experts,
the
gold
standard
of
traditional
return
on
investments
approaches
so
looking
at
the
long-term
outcomes
in
education
doesn't
necessarily
match
well
with
the
esser's
shorter
timeline.
AF
This
was
especially
true
in
FY
22
when
implementation
was
in
its
first
year
then.
What's
also
then
important,
because
we
are
monitoring
continuous
Improvement
is
to
ensure
that
we
have
a
strong
sustainability
plan
which
we
will
touch
on
in
the
next
slides
and
again
later
in
this
presentation
under
fy24
planning.
AF
AF
So
if
you
look
at
this
here,
the
way
that
we're
progress
monitoring,
we
see
that
40
percent.
Last
year
there
was
an
increase
of
40
percent
in
students.
Library
access
compared
to
fy21
over
400
teachers
received
professional
development
on
Equitable
literacy,
76
elementary
schools
received
the
curriculum
materials
and
then
35
telescope
teacher
leadership
fund
grants
were
awarded
and
are
currently
in
progress.
AF
AF
Esser
funds
are
supporting
a
significant
expansion
of
February
and
April
acceleration
academies
providing
four
times
the
level
of
funding
for
academies
that
have
been
available
in
previous
years,
accelerated
academic
recovery,
with
an
emphasis
on
meeting
the
needs
of
English
Learners
at
high
schools
through
February
and
April
vacation
academies,
there's
also
our
expanded
access
expanded
summer
access,
District
investment.
So
basically
that
is
expanding
access
to
high
quality
summer
learning
and
enrichment
programs
by
purchasing
additional
seats
and
capacity.
AF
Then
that's
just
the
district
highlight
there's
also
on
the
front
of
school
Esser
Investments,
where
we
have
schools
have
used
stipends
to
help
support,
instructional
leadership,
team
efforts
to
use
map
growth
assessments,
data
and
reading
and
writing
in
additional.
In
addition
to
other
information
to
closely
monitor
student
progress
and
adjust
instruction,
there
are
also
schools
who
are
stipending
their
teachers
to
provide
tutoring
to
students.
So
these
are
just
some
highlights
and
some
examples.
AF
If
you
would
like
to
read
more
in
detail,
because
we
only
highlighted
a
section
about
each
district
investment
and
school
plan,
we've
released
a
report
in
June
on
our
public
website
that
shares
the
details
of
each
investment
bucket.
Each
district
plan
and
each
School
plan,
in
addition
by
January
2023,
we
will
release
an
updated
plan
which
will
include
the
spending
the
progress
monitoring
in
a
similar
way.
That's
presented
in
this
slide
and
also
you
will
learn
more
about
which
school
received,
which
district
investment.
AF
AF
AD
This
week
we
began
the
process
of
working
with
school
leaders
on
their
individual
School
budgets
and
but
we're
still
very
early
in
the
planning
process
and
I
want
to
take
this
opportunity
to
provide
some
additional
context
heading
into
fiscal
year,
24
planning
and
to
give
you
a
preview
of
the
superintendent's
budget
priorities.
This,
of
course,
is
gonna.
This
is
not
gonna,
be
your
only
opportunity
to
provide
feedback
on
these
priorities.
We
plan
to
present
our
initial
budget
proposal
to
this
body
again
on
February
1st,
probably
nearly
two
months
of
budget
discussions
with
you.
AD
For
the
planning
process,
both
practically
and
symbolically,
with
our
students,
I
want
to
start
the
discussion
of
fy24
planning,
with
an
update
on
our
enrollment
enrollment
continued
to
decline
for
the
sixth
consecutive
year
this
year,
total
BPS
enrollment
has
now
dropped
by
7,
667
students
or
14.
Over
the
last
six
years,
the
largest
single
year
declines
occurred
during
the
pandemic
school
years,
2021
and
school
year,
2020
21-22,
but
this
is
no.
This
is
a
longer
term
Trend
that
predates
the
pandemic
and
will
continue
beyond
it.
AD
The
smaller
drop
in
total
enrollment
was
driven
by
an
influx
of
new
students
almost
exclusively
among
English
learners.
This
growth
occurred
over
the
course
of
last
school
year.
This
chart
shows
the
change
in
enrollment
between
October
and
June.
In
a
given
school
year
last
year,
enrollment
grew
by
690
students,
whereas
growth
during
each
of
the
prior
five
school
years
was
less
than
250
students
and,
in
fact,
was
negative
in
two
of
those
years.
AD
While
the
growth
last
year
was
smaller
overall
and
the
smaller
overall
decline
was
welcome
news,
we
do
expect
enrollment
to
continue
decline
moving
forward.
This
is
primarily
due
to
the
size
of
the
cohorts
in
Elementary
grades
and
when
I
refer
to
a
size
of
a
cohort,
you
can
think
of
that
as
a
graduating
class.
So
all
of
the
students
who
are
in
the
current
K2
classroom
are
current.
Kindergartners
are
a
single
cohort
who
we
will
watch
move
through
the
system
from
kindergarten
to
first
grade
from
first
grade
to
second
grade.
AD
AD
AD
AD
AD
We
mentioned
this
and
try
and
put
this
in
context,
because
we
hear
a
lot
about
students
leaving
BPS,
but
this
slide
underscores
the
broader
Trends
are
in
play
and
that
is
less
about
students
leaving
BPS
than
it
is
about
fewer
students
in
the
city.
Overall,
in
this
chart,
the
top
dark
blue
line
shows
total
K2
enrollment
for
all
Boston
residents
across
all
School
types,
including
private,
parochial
and
charter
schools.
AD
This
shows
that
K2
enrollment
among
all
residents
declined
by
1200
students
or
22
percent
in
the
last
eight
years
between
school
year,
1314
and
school
year
2122,
while
the
majority
of
that
decline
was
in
BPS
schools
prior
to
the
pandemic,
enrollment
in
non-bps
schools
in
school
year,
2122
was
down
23
percent
compared
to
its
peak
in
school
year.
1819..
AD
We
don't
have
data
on
Boston
resident
enrollment
in
non-bps
schools
until
the
spring,
but
it
does
appear
that
this
year's
K2
enrollment
in
Boston
charter
schools,
which
includes
non-boston
residents,
is
in
line
with
last
year's.
So
we
can
expect
the
numbers
for
school
year
22-23
to
look
somewhat
similar.
AD
AD
Included
this
last
slide
to
highlight
one
of
the
other
dynamics
that
we
are
contending
with
as
a
system
given
recent
enrollment
to
clients
the
well,
the
recent
enrollment
declines
are
concentrated
among
general
education
students,
which
is
leading
to
a
higher
concentration
of
need
in
the
district.
In
this
chart,
the
Orange
Line
shows
the
total
enrollment
in
specialized
programs
for
students
with
disabilities.
What
we
typically
refer
to
as
our
students
in
inclusion
or
substantially
separate
programs,
the
Blue
Line
shows
total
enrollment
in
all
other
programs.
AD
AD
The
goal
of
this
project
is
to
to
equity,
equitably
reimagine
our
school
funding
model
we've
been
using
weighted
student
funding
for
over
12
years,
and
some
of
the
assumptions
on
which
the
model
was
built
are
no
longer
holding
true,
and
certainly
the
high
rates
of
enrollment
decline
has
has
caused
us
to
rethink
both
our
footprint.
Some
of
the
conversations
with
the
green
New
Deal
and
now
to
think
about
the
school
funding.
AD
This
is
going
to
be
an
18-month
process
designed
to
bring
student,
family
community
and
school
leader
voice
to
the
center
of
the
funding
redesign
process.
So
we
can
rethink
together
how
our
funding
policy
can
better
serve
BPS
students
and
support
BPS
schools
with
that
I'll
transition
into
fy24
budget
planning,
and
it
might
surprise
most
people
to
find
out
how
early
in
the
year
we
as
a
district,
begin
our
budget
process.
AD
As
I
mentioned
earlier,
we
launched
the
bot
we
launched
the
budget
process
with
our
schools
this
week
and
the
reason
that
we
started
this
early
is
because
our
process
is
built
around
two
key
deadlines.
First,
we
have
a
legal
obligation
to
present
a
budget
to
this
to
the
school
committee,
the
first
Wednesday
of
February.
AD
The
second
reason
is
that,
in
order
to
ensure
that
we
have
the
best
opportunity
to
hire
high
quality
teachers,
we
want
to
have
our
teaching
positions
finalized
and
posted
in
March.
On
this
slide,
you
will
see
key
dates
and
activities
throughout
the
process.
Items
in
green
are
opportunities
for
the
community
to
engage
in
in
the
budget.
This
includes
engagement
opportunities
at
each
School
site
with
this
school
committee
and
with
the
city
council
in
all
this
is
a
six
month.
AD
AD
We
also
need
to
move
away
from
a
hold
harmless
strategy
that
we've
had
for
the
last
few
years
and
focus
on
strategic
Investments
that
improves
student
outcomes,
but
at
the
same
time,
we
can't
do
that
at
the
expense
of
critical
Services.
It's
in
that
tension
that
we
start
to
lay
out
our
plan
going
into
this
budget
process.
AD
Superintendent
Skipper
has
asked
the
schools
in
the
district
office
teams
to
align
their
budgets
to
this
emerging
framework
for
the
FY
24
budget,
to
meet
the
needs
of
our
students
and
to
create
a
fully
inclusive,
High
performing
performing
district
for
all
students.
The
superintendent
is
asking
everyone
to
focus
on
six
areas.
AD
The
first
is
the
inclusion
strategy
through
the
new
BTU
contract.
Bps
is
committed
to
increasing
inclusive
practices
and
opportunities
that
fully
Leverage
The
assets
of
all
our
students.
The
work
requires
us
to
rethink,
retrain
and
reconsider
how
we
work
as
a
district.
It
will
require
multiple
years
of
investment
to
expand
student,
supports
and
change
our
practices.
AD
This
year,
we'll
begin
to
invest
in
a
subset
of
schools
to
Pilot
new
ways
to
engage
students
in
accessing
core
instruction.
We
will
also
construct
district-wide
expansion
plan
and
will
lay
the
foundation
for
all
schools
with
new
new
positions,
focused
on
multi-tiered
systems,
of
support,
infrastructure,
building
and
diverse
learning
experiences.
AD
Second,
priority
is
multilingual:
Multicultural
education,
following
efforts
to
expand
multilingual
education
throughout
the
OM
strategic
plan
and
after
a
period
of
declining
enrollment
during
the
pandemic,
we
are
now
seeing
our
multilingual
learner,
enrollment
growth.
This
is
good
news
for
our
district.
We
must
continue
to
provide
better
services
to
fulfill
our
commitment
to
expand
native
language
access,
bilingual
education
and
meet
students
needs
by
leveraging
home
language
and
reshaping
education
in
our
city.
AD
The
third
priority
is
Equitable
literacy.
One
thing
the
pandemic
revealed
in
particular
is
that
the
further
disparities
in
literacy
achievement,
which
requires
that
we
double
down
in
our
efforts
to
implement
explicit,
evidence-based
reading
and
writing
support
for
all
students.
In
every
school,
through
our
Equitable
literacy
strategy,
all
students
actively
engage
in
culturally
and
linguistically
responsive
standards,
aligned
grade
level
tasks
and
texts
in
every
class.
AD
The
fourth
priority
area
is
restorative
justice,
social
work
and
student
safety,
strengthening
access
to
social,
emotional
supports
and
ensuring
student
safety
helps
us,
provide
our
students
and
staff
with
physically
and
emotionally
safe
learning
and
teaching
environments.
This
isn't
a
challenge
we
can
solve
ourselves
what
happens
in
our
neighborhoods
triple
trickles
into
our
schools.
We
need
the
whole
city
to
support
our
students.
AD
The
fifth
priority
is
high:
school
is
an
alternative
education.
Last
year,
enrollment
declined
by
approximately
600
students
the
same
year
we
had
600
students
drop
out
or
time
out
of
our
district
as
adults.
We
need
to
do
our
part
to
focus
on
developing
our
skills
in
trauma-sensitive
practices
and
restorative
practices,
build
authentic,
adult
student
relationships
to
help
our
students
become
stronger
learners
and
the
final
category
is
family
and
Community
engagement.
AD
To
ensure
that
these
projects
are
carried
out
with
genuine
family
and
Community
engagement
practices,
we
need
to
increase
trust
within
our
community
and
receive
helpful
feedback.
These
efforts
can
help
shape
the
direction
of
these
projects,
hold
BPS
accountable
and
ensure
the
district
is
fully
meeting
the
needs
of
our
students.
AD
AD
Bps
has
two
challenges:
two
sustainability
challenges
facing
our
schools,
as
our
funding
and
the
general
funds
allocated
to
schools
to
hold
them
harmless
from
enrollment
declines.
In
fiscal
year,
23
schools
receive
50
million
dollars
in
supplemental
funding
from
Esser
an
additional
49
million
in
hold
harmless
funding
that
was
on
general
fund.
AD
So
our
approach
includes
the
following:
the
first
we're
going
to
identify
current
school-based,
Sr
Investments,
aligned
to
our
strategy
for
inclusion,
multilingual
learner
program,
expansion
and
or
Equitable
literacy,
and
move
these
positions
onto
the
general
fund.
This
is
critical
to
secure
these
positions.
Beyond
Esser
we're
working
with
our
schools
in
December
and
January
to
identify
the
specific
positions
and
Associated
costs.
But
what
we're
going
to
see
is
parts
of
their
Esser
planning.
AD
This
approach
means
that
schools
will
not
be
required
to
make
cuts
to
support
their
students,
but
we
will
change
the
funding
source,
that's
paying
for
it
and
it's
important
to
emphasize
again
we're
not
proposing
a
reduction
in
hold
harmless
funding.
Instead,
we're
proposing
a
change
to
how
the
funding
or
how
that
hold
harmless
support
is
funded
and
so
you're
going
to
see
a
different
shift
in
strategy
that
ensures
that
we
spend
down
Esther
fully,
but
that
the
general
fund
proposal
that
we
bring
back
to
you
in
February
prioritizes
our
ongoing
strategic
Investments
on
General
funds.
AD
Finally,
over
the
next
two
months
of
planning,
we
need
to
come
together
to
think
about
every
big
and
small
decision
from
the
student's
perspective
we're
here
for
our
students.
They
need
to
be
at
the
center
of
every
decision
we
make
as
we
develop
this
budget
look
through
the
eyes
of
students
and
teachers,
we're
going
to
be
asking
ourselves
the
question:
what
does
support
look
like
to
them?
AD
What
does
the
system
mean
and,
of
course,
one
of
our
goals
in
the
process,
and
my
personal
goal
is
to
make
sure
people
know
how
and
when
in
the
budget
process
they
can
become
involved
and
Advocate.
The
goal
is
to
make
sure
they
know
when
it's
most
likely
to
influence
how
we
develop
the
budget.
So,
in
addition
to
the
process
slide,
I
showed
earlier
I
wanted
to
reiterate
the
key
dates
so
that
families
and
students
can
participate
in
this
year's
budget
process
fully.
AD
Most
notably,
schools
will
be
meeting
with
their
School
site
councils
between
January
13th
and
January
9th
to
discuss
individual
School
budgets,
and
then
we
will
come
back
to
this
committee
on
February
1st,
the
first
Wednesday
in
February
to
present
our
proposal
for
the
fiscal
year.
24
budget
with
that
I
will
turn
it
back
over
to
chairperson,
Robinson
and
I.
Look
forward
to
your
questions.
A
P
Thank
you
so
much,
and
thanks
for
the
presentation,
I
have
a
lot
of
questions
so
I'm
going
to
try
to
go
fast
and
I.
Guess
I'll
go
fast,
and
maybe
our
answers
can
be
fast
too.
So
we
can
get
a
lot
in
I.
Think
the
sort
of
first
flag
for
me
is
that
just
like
fiscal
year,
25
sounds
pretty
scary
and
I.
Fear
sort
of
using
Esser
for
soft
Landings
doesn't
address
the
Strategic
priority
of
sustainability
and
you
know
I'll
go
sort
of
backwards,
I'm
curious!
P
Let
me
if
I'm
understanding
this
right,
I
want
to
give
an
example
just
to
see
if
it's
it's
correct,
like
in
a
school
that
is
currently
receiving
soft
Landings
for
under
enrollment,
we
would
move
so
I'm
just
sort
of
moving
my
notes
around
sorry.
We
would
move
a
currently
Esser
funded
Equitable
literacy,
coach
at
that
school
to
the
general
fund,
but
a
third
grade
classroom
teacher
whose
position
is
currently
funded
with
soft
Landings,
would
have
their
position
funded
by
Esser,
which
ends
in
2025..
AD
Yeah
no
I
appreciate
trying
to
get
specific,
because
I
think
that
that
absolutely
helps
the
hold
harmless
funding.
So
when
we
think
about
categories
of
of
supplemental
funding
to
schools,
we
have,
in
the
past
emphasized
the
discussion
about
our
foundation
for
quality
and
the
foundation
for
Quality
was
the
core
compliance
positions
which
are
classroom.
Teachers
paraprofessionals,
those
that
are
required
to
operate
a
program
and
what
we.
AD
What
we
did
was
expand
upon,
that
to
identify
new
positions
and
guarantee
every
school
has
a
certain
percentage
of
discretionary
funds,
so
they
can
fund,
Partners
or
other
things
that
are
not
necessarily
compliance
related,
but
still
gives
even
the
most
under
enrolled
schools.
Some
flexibility
in
their
budget.
AD
B
B
That
would
be
one
that
we
would
flag
and
you
know
to
the
principal
because
of
the
severe
under
enrollment
and
work
with
that
principle,
to
see
how
closing
that
classroom
would
enable
them
to
be
able
to
take
those
resources,
reinvest
them
in
say
a
reading
specialist
for
inclusion
or
say
an
ESL
teacher
for
bilingual
education
and
so
by
doing
that,
they're
sort
of
making
more
efficient
their
dollars
in
line
with
the
priority
areas.
But
for
like
a
general
or
grade
that's
you
know,
got
a
healthy
enrollment
that
you
know.
That
is
fine.
P
B
Would
say
I
would
say
it:
it's
gonna
more
likely
be
innate
chime
in
on
this,
but
it's
more
likely
what
we're
seeing
that
those
dollars
would
be
used
for
would
be
like
some
people
have
extra
operational
people
that
they
might
be
using.
You
know,
as
we
all
do
just
to
make
things
run
a
little
bit
more
seamless.
They
might
be
funding,
you
know
a
tutoring
position
or
they
might
be
funding.
U
U
P
P
By
making
sort
of
these
positions
covered
by
the
general
fund,
it
means
on
some
level
that
when
Esser
dollars
go
away,
the
city
will
have
in
2025..
The
city
then
has
no
choice
but
to
either
increase
the
general
fund
to
keep
those
positions
or
make
particularly,
if
you're
talking
about
like,
because
I
totally
hear
you
it's
like
it
could
be
administrative
roles
or
you
know,
forget
the
sort
of
like
they're
funding
external
Partners
right,
which
may
be
some
of
it,
but
like
at
the
end
of
the
day.
P
B
Yeah
I
mean
I
I,
think
there's
an
element
of
right
side
in
the
system
for
a
lot
of
reasons.
Right
it's
for
enrollment
reasons.
It's
because
Esser
was
an
artificial
inflation
of
the
system
right.
So
whatever
positions
got
inflated
due
to
Esser,
they
were
never
intended
to
be
long-termly
long-term
funding.
So
what
would
what
we're
sort
of
trying
to
do
here
is
in
a
in
a
very
strategic
way,
say:
here's
kind
of
the
academic
and
other
priorities
that
we're
galvanizing
around
that
we
believe
are
going
to
move
the
needle
on
student
outcome.
B
Let's
make
sure
at
minimum
that
we're
taking
care
of
these
by
strategically
moving
funding
to
the
hard
budget
so
that
the
stuff
that
would
be
cut
wouldn't
be
the
things
that
we
believe
as
a
district.
We
need
to
do
to
be
able
to
make
the
difference
to
student
outcome,
like
our
inclusion,
like
our
bilingual
right,
so
so.
C
B
This
is
trying
to
pump
the
brakes
a
bit
and
we've
communicated
to
leaders.
We
are
going
to
be
able
to
allow
you
to
do
the
service
you've
done
this
past
year
this
year,
but
the
but
knowing
that
they're
gonna
have
to
make
some
strategic
decisions
in
that
process,
because
in
fy25
some
things
are
going
to
be
coming
to
an
end,
yeah
right.
So
it's
you
know
if
we
were
to
say
all
that
needs
to
terminate
next
year.
P
Yeah
superintendent,
I
think
listen.
You
know,
I
said
this
to
you
when
we
first
Matt,
like
I,
think
you
inherited
a
really
problem
with
this
I
think
some
of
it
is
tied
to
like
other
enrollment
implications
like
that
there
is
a
classroom
with
three
or
five
students
in
here
is
like
one
is
like
a
a
major
sort
of
strategic
problem
in
our
broader
system
that,
like
that
could
ever
exist.
Is
you
know
it's
like
a
taxpayer
is
like
how
are
we
here?
AD
Yeah
I,
just
I,
would
just
add
I
mean
I.
Think
just
a
couple
key
points.
One
core
compliance
positions
are
not
going
to
be
moving
on
to
Esser,
so
we
won't
have
a
challenge
with.
How
do
we
fund
that
third
grade
classroom?
That's,
not
a
sustainability
problem,
we're
going
to
create
for
ourselves,
but
the
funding
that
will
individual
school
funding
that
moves
from
the
general
fund
to
Esser
will
be
funds
that
that
are
within
our
discretion
to
cut
in
future
years.
AD
If
we
had
to
right
size
the
budget,
so
it
is
showing
people
the
sort
of
sustainability
challenge
we
have
for
and
the
difference
at
individual
schools
between
what
is
sustainable
sort
of
hard
dollars
as
the
superintendent
has
used
and
what
are
unsustainable
funding
sources
because
we
have
for
multiple
years
sort
of
said:
let's
hold
everyone
harmless
and
then
we'll
sort
of
take
on
the
challenge.
The
other
thing
I'll
just
say
and-
and
you
wanted
my
answers
to
be
short
and
I
promise
I'll
tighten
up.
AD
We
have
a
couple
major
like
projects
going
on
that
are
going
to
shift
the
way
we
serve
our
students.
The
first
is
in
our
inclusion
strategy,
and
so
we
need
to
fundamentally
rebuild
How
We
Do
services
for
special
education
students
that
is
going
to
require
us
to
build
in
some
ways:
parallel
paths,
creating
the
new
environments
and
fund
new
ways
to
support
our
students.
AD
While
we
show
people
that
it
works,
and
then
we
remove
the
old
way
of
doing
business
and
are
able
to
sort
of
right
size
that
some
of
that's
paid
for
an
Esser,
some
of
it's
going
to
be
paid
for
with
you
know,
general
fund
investment
this
year,
but
it
is
sort
of
an
expensive
transition.
The
second
is
we.
We
need
to
make
progress
on
the
green
new
deal.
That's
part
of
the
family
engagement
we
need
to
do.
AD
We
really
do
need
to
think
about
to
your
point
how
many
of
these
schools-
and
we
need
to
make
an
affirmative
statement
around.
This-
is
what
we
want
our
school
buildings
to
look
like
this
is
what
resources
we
want
them
to
have.
This
is
what
size
they're
going
to
be.
We
need
to
get
building
at
the
same
time.
P
AD
F
Yes,
thank
you
for
that
clarification,
I.
Think
probably
the
example
for
me,
if
I'm
understanding
correctly,
that
would
that
sort
of
alarms
me
is
thinking
about
you
know,
for
example,
what
happens
to
the
funding
that
is
covered
by
Esser
that
has
funded
so
much
so
many
of
the
social,
emotional
support
staff
for
our
students
and
thinking
about
how
really
like
how
that's
going
to
be
transitioned
into
the
general
budget
for
for
many
schools.
So
just
thinking
out
out
loud
about
how
that
is
going
to
happen.
I'd
love
some
insight
there.
F
Also,
I
heard
terminology
around
like
district-wide
examples
of
one-time
costs
and
I
I.
Just
you
know,
could
you
provide
some
examples
of
what
would
be
a
like?
A
one-time
cost
that
that
that
we're
talking
about
here
and
then
I
have
another
question
regarding
the
the
enrollment,
so
the
the
snapshot
that
you
gave
was
in
relation
to
K2
enrollment
in
comparison
to
other
BPS
residents.
Do
we
see
the
same
numbers
at
other
key
transitional
points
in
the
academic
trajectory
like
say
around?
Like
the
ninth
grade?
AD
AD
You
know
we
came
last
year
and
presented
on
a
num
in
the
last
few
years.
We've
really
expanded
the
number
of
social
workers
we
have
in
the
district
and
we've
increased
the
ratio
of
school
psychologists
at
the
high
school
level
to
meet
national
standards.
Those
are
not
Esther
funded
positions.
Those
are
already
funded
on
the
general
fund,
so
most
of
the
critical
foundation
for
Quality
positions
that
we
have
talked
about
were
funded
on
general
fund
and
not
through
Esser.
AD
We
do
see
a
lot
of
expansion
of
Sr
positions
to
be
able
to
at
the
school
levels,
and
you
know
schools
have
done
enough.
Various
and
Serena
could
give
examples
of
of
positions
of
schools
have
added
either
through
tutoring
or
additional
ESL
support
for
students,
but
the
the
core
social
emotional
stuff.
I,
just
want
to
emphasize,
has
been
a
general
funded
is
not
at
risk.
B
AD
AD
AF
You
asked
of
an
example
of
a
one-time
cost,
so
with
Equitable
literacy,
there
was
like
a
a
big
push
to
buy
a
bunch
of
curriculum
materials.
Now
it
doesn't
mean
that
there
won't
be
refresh
over
time,
but
that
major
investment
would
be
an
example
of
a
one-time
cost,
and
then
you
also
asked
about
the
school-based
equity,
Roundtable,
and
so
School
leaders
did
have
to
submit
agendas.
I
will
also
say
that,
as
part
of
an
Esser
investment,
there
was
a
push
to
strengthen
that
work
of
school-based
equity
roundtables
as
well.
AG
But
we
sort
of
lost
some
momentum
during
the
summer
around
our
school-based
Equity
roundtables.
So
what
we
have
are
opportunities
and
opportunity
gaps.
Team
working
on
now
is
the
mechanism
to
make
sure
that
all
School
leaders
are
able
to
upload
agendas
and
make
sure
that
they
are
able
to
document
who's
in
attendance
as
the
regular
members
of
those
roundtables,
so
that
we
could
be
in
a
place
where
we,
where
we
show
that
it's
actually
happened.
So
the
dashboard
that
we've
talked
about
in
terms
of
race
records
planning.
AG
Another
component
of
that
that
the
superintendent
I've
talked
about
is,
we
should
be
able
to
see
how
the
rec
and
roundtables
are
regularly
being
held,
and
that's
that's.
What
we're
trying
to
get
to,
and
so
in
short
I,
would
just
sort
of
answer
that
question
by
saying
it
is
an
effective
form
for
this
work
and
we
are
trying
to
strengthen
it
to
show
evidence
similar
to
what
I
share
shared
in
previous
meeting
evidence
of
our
work
right.
AG
AB
I
I
I
Okay,
and
so
my
next
question
is
and
I
feel
like
I've
asked
this
before,
but
clearly
I
still
don't
have.
A
clear
answer
in
my
head
is:
how
are
we
working
to
understand
the
longer
like
the
long
term,
enrollment
projections
for
our
district,
so
I'm
not
talking
two
years
from
now,
but
10
years
from
now
like,
especially
as
we're
engaging
in
the
green
New
Deal
and
as
we're
talking
about
right
like
the
need
to
interrogate
and
strategically
right-size
the
district?
I
AD
So
we
that
K2
class
from
the
last
few
years
that
has
been
smaller,
we
will
see
in
a
fairly
predictable
way
that
flow
throughout
the
system.
So
we
know
more
about
what
our
ninth
grade.
Enrollment
looks
like
been
a
lot
of
demographers
who
could
come
in
and
bring
external
data
because
we've
seen
the
trends
happen
throughout
the
system
and
they're
fairly
consistent
over
time.
AD
The
last
thing
I'll
just
note
from
a
build
sort
of
a
green
New
Deal
perspective.
As
we
start
to
define
the
number
of
schools.
We
have
we
have
so
many
buildings
that
need
to
be
replaced
in
so
many
schools
that
it
will
actually
be
a
quite
a
long
time
before
we
worry
about
building
too
many
schools,
because
we'll
be
you
know
in
the
case
of
some
of
our
schools,
where
we're
talking
about
the
Irving,
we're
talking
about
multiple
communities
who
can
merge
together
and
build
a
new
community
in
a
new
building.
AD
I
Thank
you
for
that.
It's
exciting
to
hear
that
there's
additional
work
being
done
in
terms
of
working
with
the
demographer
has
that
information
already
what
the
information
that's
already
been
collected
in
terms
of
future
year,
long-term
projections
has
that
already
been
shared
with
community
members?
Can
we
expect
to
see
that
as
part
of
the
process
with
the
green
New
Deal.
AD
It
has
not
been
shared,
I
think
it's
been
discussed
and
we
recognize
the
need
to
do
that
as
part
of
the
public
engagement
process,
and
so
the
planning
analysis
team,
which
is
part
of
the
finance
team,
is
definitely
working
to
to
make
that
available
to
the
community.
As
we
start
to
talk
about
it
and
start
to
launch
community-based
conversations
or
neighborhood-based
conversations.
Thank.
I
I
The
piece
that
is
top
of
mind
for
me
is
while
there's
need
all
across
the
district
they're,
also
different
numbers
of
families
and
school-aged
children
in
different
parts
of
the
city,
and
so
there
is
different
need
in
different
neighborhoods
and
so
I
would
hate
for
us
to
put
schools
and
places
that
we
have
to
keep
busing
them
to
all
the
way
across
the
city
longer
term,
and
so
those
are
some
of
the
pieces
that
are
just
top
of
mind.
For
me,
additional
questions,
but
I'll
wait
for
the
next
go
around.
P
Think
some
of
this
is
like
a
funding
formula
problem,
and
some
of
this
is
like
a
much
larger
enrollment
problem
and
the
the
sort
of
like
if
we
had
sort
of
a
tighter
Reign
on
enrollment
and
we
didn't
allow
schools
to
build
classrooms
that
were
too
small
and
we
also
had
left
segregated
programming.
I
think
we'd
find
ourselves
in
a
very
different
conversation,
but
that's
like
a
central
problem
and
not
one.
That's
just
School
based
so
I
hope
like
as
we're
thinking
about
the
future.
P
I
guess
I'm,
trying
to
think
of
like
how
to
frame
the
question
so
I'm
gonna
hold
on
and
I'll
ask
a
different
question
about
a
different
slide
on
slide.
18
around
the
sort
of
projections
in
enrollment
I'm.
Just
curious.
Why
Pre-K
is
not
included
as
the
starting
point?
You
know
my
my
understanding,
the
state
like
reports
on
Pre-K
and
KO
together,
but
that's
not
part
of
our
our
data
and
so
I'm
just
curious.
AD
P
It's
an
it's
an
interesting
way
of
thinking
about
it
only
because
those
are
the
fit
that
is
sort
of
regardless
how
we're
thinking
about
it.
That
is
a
family's
first
experience
with
the
system
and
so
from
like
a
recruitment,
but
also
a
retention
strategy
like
that
is
how
people
know
us,
and
we
have
the
work
on
sort
of
the
back
end
to
do
to
like
deliver
high
quality
early
childhood
education.
P
B
Yeah
sorry
I
was
switching
over
my
my
earpods,
they
died.
Sorry
I
was
going
to
say
that
it
so
your
questions,
a
fascinating
one,
because
we
actually
just
we
just
started
meeting
with
Krista
McSwain
in
the
city
to
look
at
k0
K1
data,
and
it
would
be
worth
having
a
presentation
on
that
separately
to
be
able
to
see
the
trends,
because
one
of
the
things
we're
seeing
is
that
we're
fairly
saturated
with
K1,
except
for
in
certain
parts
of
the
city
and
in
k0
we
don't.
We
lack
capacity.
B
B
If
we
engage
families
well
and
start
to
give
them
the
sets
of
resources,
they're
going
to
need
to
connect
to
including
play
groups.
Yes,
so
one
of
the
things
you
know
when
I
visited
the
Iman
I,
always
loved
to
go
into
the
play
groups,
and
you
know
they
had
a
booming
play
group
to
the
point
that
they
had
to
open
up.
B
P
One
more
question
on
slide:
25:
it
talks
about
sort
of
sustainable
funding,
sources
and
I'm
curious.
What
other
sources
we're
looking
at.
You
know
my
understanding,
like
student
Opportunity,
Act
funds,
they're,
not
that
significant,
there's,
no
indication
that
title
1
or
idea
will
increase.
Unless
you
know
I've
like
missed
something
so
like
isn't
the
only
other
source
new
money
from
the
city.
AD
AD
It's
it's
that's
a
harder
question
to
answer.
I.
Would
you
know
I
would
defer
to
our
partners
in
the
city.
We
continue
to
be
an
incredibly
prosperous
City,
who
is
fueled
by
lots
of
new
construction,
there's
also
opportunities
for
the
city
to
think
about
other
revenues,
transfer
public
education,
and
it's
just
there's
such
a
broad
array
of
things
the
city
could
do,
but
it's
also
not
it
I.
Don't
think
it'd
be
appropriate
for
me
to
comment
on
that.
I
would
defer
to
our
city
partners.
Thank
you.
P
AD
Yes,
that
is
certainly
part
of
the
signal
that
we're
sending
around
part
of
the
hold
harmless.
Some
of
the
hold
harmless
will
be
recouped
by
enrollment
gains
that
we've
seen
this
year.
Part
of
the
hold
harmless
will
be
re-categorized
as
our
foundation
for
Quality
it'll
be
a
statement
around.
These
are
compliance
positions
that
we
know
we
need
to
fund,
but
when
we
start
to
move
things
over,
it
is
an
opportunity
for
communities
to
really
see
and
and
have
to
understand
the
unsustainable
nature
of
this.
B
You
also
just
want
to
say
that,
from
a
leader
perspective,
there
was
a
time
in
BPS
that
it
was
not.
It
was
not
a
question
of
would
we
be
cutting.
It
was
a
question
of
how
much
we
would
be
cutting
I
can
remember
in
all
my
years
of
leadership
at
the
school
level.
One
year
we
were
level
funded,
it's
2000,
it
was
2004.
B
and
it
it
takes
building
muscle
for
school
leaders
to
have
to
strategically
make
those
decisions
with
their
community.
We
are.
We
have
been
out
of
that
game
for
a
while,
and
so
we
have
to
help
people,
communities
and
our
school
leaders
get
back
into
the
game
of
thinking
about
how
to
live
with
the
reality
of
enrollment
the
funding
and
how
to
make
the
best
decisions
with
those
with
those
bounds.
B
So
for
us
to
do
that,
all
in
one
year
would
be
way
too
much
for
our
schools.
What
we're
doing
is
we're
going
through
and
supporting
our
new
leaders,
who
have
never
really
had
to
do
it,
and
even
our
veteran
leaders
who
it's
been
a
while
since
they
have
so
that
that
is
really
also
underlying
this
and
part
of
really
the
the
context.
In
the
conversation
that
we
had
with
school
leaders
around
the
soft
Landing
piece.
Yeah.
P
And
it
and
I
I
hear
that
and
I
hear
they're
sort
of
like
what
I'm
hearing
or
is
sort
of
like
two
things
right
like
there's:
a
management
strategy
from
your
end
of
like
just
sort
of
like
building
this
skill
set
around
thinking
about
sort
of
funding
streams
in
a
very
different
way
and
I
think
I
get
that
and
then
there's
the
practicality
of
what
happens
in
two
fiscal
years.
When
money
no
longer
exists
and
then
there's
like
the
bigger.
P
You
know,
I'm
going
to
keep
saying
this,
like
there's
the
bigger
implications
from
Central
to
get
enrollment
right
and
create
caps
at
schools
or
classroom
caps
at
schools,
so
that
we're
not
building
classrooms,
that
we
can't
like
we're
not
setting
up
classrooms
and
offering
them
to
families
that
we
actually
can't
fill.
Nor
have
we
historically
filled.
I
I
You
know
we've
been
talking
a
lot
about
the
schools
like
School
expenses
and
kind
of
school
potential
need
to
to
just
think
strategy
and
to
the
point
whenever
we
do
get
to
Cuts
Like
what
that
could
look
like,
but
I
I
remember
last
year,
when
we
were
going
through
the
budget
process,
there
were
also
at
least
positions
that
were
created
in
terms
of
in
Central
and
so
I.
Don't
I,
don't
think
that
all
of
those
positions
were
necessarily
filled.
I
B
In
the
same
issue
of
practice,
that
I
was
just
talking
about
with
the
schools
applies
to
our
Central
offices
case
in
point.
There
are
positions
that
weren't
filled,
and
that
was
one
of
the
first
lists.
I
asked
for
about
a
couple
weeks
after
I
came
in
because
if,
if
a
position
goes
unfilled
and
sometimes
the
position
has
been
unfilled
for
multiple
budgets
chances
are
you
don't
need
that
position?
B
Everybody
pointed
to
a
set
of
priorities,
but
more
than
just
pointed
concrete
goals
with
metrics
and
measures
that
what
we're
doing
is
making
the
difference
that
we're
intending
for
it
to
happen.
So
that's
the
exciting
work
to
be
done
at
the
central
level
at
the
school
levels.
The
schools
are.
Very,
the
schools
are
much
better
at
it
in
a
lot
of
ways
because
of
you
know,
they're
used
to
the
framework
of
continuous
Improvement
right
like
it's,
not
a
New
Concept
to
them
and
I.
B
Think
you
know
one
of
the
things
that
that
we're
doing
with
the
regional
networks
is
to
really
like
support
the
schools
in
that
way
of
thinking
about
how
they're
measuring
success.
How
the
measuring
student
outcome
well
continuous
Improvement
looks
like
Central
offices
need
that
same
level
of
strategy.
They
need
to
be
able
to
create
those
goals.
They
need
to
be
able
to
to
follow
those,
and
so
that
is
work
that
Nate
and
the
team
have
been
working
on
and
will
continue
to
work
on
in
this
budget
process.
For
the
central
offices.
I
AF
Yes,
so
so
superintendent
called
the
meeting
I'm
just
giving
you
one
example
of
a
bright
spot
where
we
spoke
to
a
few
schools
to
unders,
to
like
understand
the
depth
of
how
they
were
using
their
funds,
particularly
around
inclusion,
and
so
there
were
some
school.
There
were
a
couple
of
schools
that
did
share
their
like
wins
and
highlights,
and
and
what
that
was
a
part
of.
In
addition,
our
team
internally
is
looking
at
the
metrics,
so
as
part
of
the
plan,
schools
submitted
what
progress
measures
they
were
using.
AF
Currently,
those
are
in
the
published
plan
of
like
the
the
metrics
they
were
trying
to
that.
They
said
that
they
would
use,
but
we're
now
like
diving
in
to
see
where
we're
seeing
successes
to
then
try
to
understand
like
more
about
it
and
share
it
more
broadly,
so
that
work
is
happening
right
now
and
then
yes,
they
will
definitely
definitely
be
a
breakdown
of
sr2
and
3.
In
the
report,
it's
actually
one
of
the
first
things
that
it
will
be
in
the
report.
Yeah.
AD
And
then
I'll
just
add
very
quickly
going
forward.
The
monthly
budget
update
documents
that
you
receive
will
include
a
separate
breakout
of
Esser
so
that
you
can
see
year-to-date
spending
on
Esser
and
projected
expending
for
the
year
on
Esser,
going
forward
on
a
monthly
basis,
so
that'll
be
part
of
the
the
documentation
we
sent
to
you.
S
Thank
you.
Thank
you,
madam
chair.
This
has
been
a
healthy
conversation,
so
Mr
kuder
I
have
a
couple
of
questions
and
then
more
of
a
philosophical
comment.
So,
first
of
all,
with
regard
to
Esser
and
I
appreciate
this,
maybe
Miss
laroque
I'm,
not
sure
but
I,
do
appreciate
how
you
point
out
that
there
is
a
difference
between
encumbered
and
spent
right
and
so
on
to
the
Essa
requirements.
AF
S
AE
S
S
Thank
you
for
those
details
about
enrollment,
particularly
as
we
look
at
the
city
amounts.
Etc,
I,
I,
agree
with
the
thought
of
a
Pre-K
would
have
been
interesting
to
see
as
well,
not
just
K2,
I,
also
noted
and-
and
this
may
have
been
more
anecdotal,
but
I
am
intrigued
by
I.
Think
Mr
Cuda
when
you
were
showing
the
enrollment
slides
you
were
talking
about.
You
broke
out
between
K
to
six
and
then
middle
schools
and
then
high
schools
in
talking
with
school
leaders
in
East
Boston
in
particular
on
an
event
recently.
S
They
were
noting
that
they
are
losing
less
students
now
in
fourth
and
fifth
grade
when
we
at
BPS
have
traditionally
lost
students
when
families
choose
move
to
Charter
Schools,
because
they're
concerned
about
too
many
transitions
right.
The
uncertainty
over
our
K
to
a
k-6
model,
K
to
six
K
to
eight
and
and
what
was
going
to
happen
for
middle
school.
S
and
there's
one
less
transition
point
and
more
certainty
for
parents,
and
so
the
school
leaders,
particularly
of
the
K
to
six
schools,
was
saying
to
me.
They
are
losing
less
students
now
in
fourth
and
fifth
grade
and
I
want.
Then
they
had
traditionally
lost
and
I'm
wondering
if
that's
because
enrollment
overall
is
down
and-
and
there
are
many
other
factors
going
on
in
East,
Boston
right,
the
gentrification
has
been
incredible
families
that
have
been
moving
out
because
of
that,
because
the
cost
of
living
in
in
East
Boston
now
the
cost
of
real
estate
Etc.
S
AD
AD
We
haven't
quite
seen
how
it
it
sort
of
changes
the
way
students
flow
fully,
but
we
do
anticipate
that
that
K
to
six
seven
to
twelve
model
will
help
us
stabilize
enrollments
in
third.
Fourth
and
fifth
grade
and
I
see
the
superintendent
is
just
raised
her
hand
so
I'm
going
to
let
her
jump
in
as
well.
B
B
You
take
a
major
transition
off
the
table
for
parents
and
for
students,
and
so
I
think
that
that
in
part
is
helping.
I
also
think
East
Boston
is
a
really
interesting
in
in
powerful
model
for
us
to
look
at
right
from
a
regional
approach
of
how
the
school
leaders
work
together
in
knowing
the
students
and
knowing
the
families
in
that
handoff,
and
it's
the
trust
of
that
handoff
that
parents
are
really
seeking
and
looking
for
so
I
think
we
have
a
lot
to
learn
about.
It.
B
I
think
there's
areas
of
the
city
geographically,
that
we
could
replicate
it
and
then
there's
areas
of
the
city
where
it's
not
as
easy
from
a
from
a
geographic
standpoint,
but
yet
there's
groupings
of
schools
in
which
we
could
actually
achieve
it,
but
I
I.
You
know,
I
do
think
that
the
way
that
services
are
galvanized,
the
the
community
organizations
Galvanize
a
around
the
school
structures
of
East
Boston,
all
lend
itself
to
just
sort
of
a
more
seamless
flow
for
the
students.
B
AF
E
S
An
example
not
required,
but
certainly
parents
have
certainty
if
they,
if
they
want
it,
which
is
nice
and
I.
Think
yeah
the
head
of
school
in
East
Boston
is
obviously
East.
Boston
high
has
done
a
great
job
going
to
all
the
elementary
schools
and
working
with
the
school
leaders.
The
Synergy
there
between
all
of
them
now
is,
is
phenomenal
to
see
number
one
number
two
I,
absolutely
think
a
role
model
that
we
can
roll
out
to
other
neighborhoods
in
the
city,
Madam,
chair,
I,
think
I'm
past
time.
S
I
think
others
have
all
raised
the
hand.
May
I
finish
with
one
final
comment:
if
that's
something
thanks,
I
think
just
kind
of
looping.
These
two
together
I've
been
thinking
about
Mr
Cudi,
your
presentation
about
moving
Sr
fund.
You
know
soft
Landings
as
they're
called
to
Esser
and
taking
what
we've
added
the
past
couple
of
years
and
moving
it
to
hard
and
I
think
and
I'm
struggling
in
understanding
that
and
thinking
through
the
interpretations,
the
pros
and
cons,
but
I
did
I.
Just
just
want
to
comment
that
you
know.
S
We
did
not
want
to
disrupt
schools
that
students
had
and
families
had
gone
through
so
much
disruption
because
of
the
pandemic
that
to
come
back
to
a
school
and
have
a
lot
of
changes
and
not
have
the
school
secretary
not
have
an
assistant
principal,
not
having
another.
These
other
things
that
enrollment
doesn't
allow
them
to
have.
S
Okay
is
a
way
to
think
about,
in
my
mind,
a
way
to
help
our
students
recover
from
the
pandemic
and
the
emotional
and
Social
Challenges
that
that
caused,
but
it
is
and
and
so
I'm
okay
with
that
from
that
viewpoint,
but
it
is
setting
up
a
real
challenge.
Two
years
from
now-
and
we
have
work
to
do
for
families
to
understand
that
you
know
we
have
such
devotion
among
our
families,
to
the
small
schools
in
our
city,
and
we
hear
it.
We
heard
parents
tonight
talking
about.
S
It,
though,
is
interesting
to
hear
parents
from
one
of
the
small
schools
that
have
traditionally
always
defended
that
very
squalls.
Small
school
model
seem
open
to
the
idea
of
moving
to
the
Irving,
but
wanting
to
be
involved
in
the
planning
and
I
love
that,
and
we
should
do
everything
we
can
to
make
sure
that
families
are
involved
truly
involved
in
the
planning.
S
S
Families
are
excited
about
new
buildings
and
yes,
they'll
be
a
bit
bigger
and
maybe
it'll
be
two
going
into
one
or
one
and
a
half
going
into
one,
but
when
they
see
what
they
can
get
from
it,
it
may
lessen
the
love
for
the
small
schools
which
are
really
costing
this
district
and
it's
and
it's
unfair.
It's
it's
a
challenge,
as
we
know,
for
equity
for
the
rest
of
our
district
when
we're
spending
that
much
on
soft
Landings
for
an
individual
School,
but
it
we're
so
I'm
supporting
the
move
of
Esther
to
it.
AD
School,
they
love
their
individual
schools,
and
you
know
we
have
seen
success
where
we've
taken
small
schools
and
grow
them,
and
the
superintendent
certainly
knows
how
to
do
it.
We've
done
it
at
the
Elliott,
which
started
as
a
school
that
was
158
students
and
grown
it.
What
we
need
to
do,
you're,
absolutely
right,
is
set,
of
course,
a
vision
for
what
we
want
to
do.
What
we
want
our
schools
to
be
and
then
bring
our
families
and
get
the
feedback
from
the
families
on
that
Vision,
so
they
feel
a
part
of
it,
because.
A
Thank
you.
I
have
a
couple
of
questions.
One
I
I
know
we
talk
about
declining
enrollments,
but
my
question
is:
how
do
we
also
look
at
those
declining
Romans,
as
we
are
looking
at
grade
changes
that
are
coming
about
some
of
those
schools
as
a
result
of
our
opening,
seven
to
twelves
and
and
shifting
rating
patterns?
A
So
how
do
we
hold
schools
harmless
about
some
of
their
declining
enrollments
that
are
really
caused
more
by
some
of
our
you
know,
moving
through
the
district
as
we
need
to
make
changes,
and
also
coupled
with
that
something
we
didn't
really
talk.
A
lot
about
is
you
know
the
whole
issue
of
moving
towards
an
inclusive
schools
and
thinking
about
the
additional
resources,
classrooms
and
other
supports
that
may
need
to
be
added
as
we
reshuffle.
So
how
do
all
three
of
those
conversations
come
together
so
that
school
communities
are
not
not
getting?
A
AE
Right
in
particular,
attack
Boston
and
one
of
the
things
we
did
as
a
start
of,
in
particular,
in
relationship
to
that
program
with
I,
say
credit
to
the
leadership
at
Tech
Boston,
particularly
at
the
time
head
of
school
Nora
vernazza
in
helping
us
identify.
The
issue
is
create
a
system
of
support
for
schools
and
enrollment
transition,
where
we
have
a
specific
change
that
is
underway.
AE
So
your
other
question
around
you
know,
inclusion
and
inclusive
support,
I,
think
one
of
the
things
we're
finding
most
critical
about
the
way
the
superintendent
has
laid
out
her
priorities
and
vision
is
really.
These
are
multiple
Dimensions
around
one
core
question
of
how
do
we
design
our
schools
to
be
successful
for
all
kids
and
I?
Think
for
the
answer
for
some
schools
that
are
under
enrolled
is
it
may
be
that
you
have?
AE
You
know
two
sections
of
General
Ed
that
are
under
enrolled
and
one
section
of
substantially
separate
and
the
answer
is
to
become
one
fully
inclusive
school
with
the
same
number
of
kids
and
suddenly
you
move
from
a
school
with
three
under
enrolled
sections
to
a
school
with
two
really
two
really
well
resourced.
Inclusive
programs,
and
so
part
of
our
work
over
the
next
year
is
to
work
with
schools
facing
these
structural
challenges
to
understand.
Is
it
a
fundamental
structural
problem?
Are
there
no
longer
students
in
the
neighborhood?
AE
Is
there
something
about
the
way
we
are
feeding
students
to
school?
That
isn't
working
or
is?
Is
there
a
series
of
sort
of
strategic
design
decisions
we
can
make
to
rebuild
over
a
number
of
years
that
school
Community
into
something
that
is
sustainable
in
the
new
way?
We
want
to
operate
our
schools
going
forward
and
I
think
what
we'll
find
is.
AE
There
are
some
of
our
schools
with
structural
challenges
that
will
fit
into
the
first
category
that
might
need
to
merge,
might
need
to
change
in
fundamental
ways,
and
there
are
also
a
number
of
schools
that
fall
into
the
second,
where,
with
some
thoughtful
redesign
of
their
programs
and
the
organization
of
their
courses,
we
can
achieve
the
schools.
We
want
within
the
same
school
Community
just
with
a
different
use
of
resources
inside
the
building.
A
B
A
Also
I
saw
there's
a
line
in
there
of
increasing
field
trips
and
I
wanted
a
little
bit
more
clarity
is
that
at
all
age
groups,
or
just
at
some
class
levels,
I
know
this
is
something
that
high
schools
have
been
interested
in
and
I
know
that
during
pandemic,
all
of
our
groups
are
going
to
have
to
slow.
You
know
all
of
our
field
trips
Etc
had
to
you
know,
stop
so
just
wondering
how
all
of
that's
coming
back
online
and
is
that
an
opportunity
to
broaden
participation
as
well
or
guarantee
opportunity.
B
You
know
that
that
going
to
museums
going
into
businesses,
you
know
being
able
to
learn.
The
different
parts
of
the
city
is
part
of
the
BPS
experience,
and
you
know
I
think
it.
The
the
other
piece
is
just
Global
too,
like
we're
working
now,
you
know
to
build
back
International
trips
that
we
used
to
do
so.
This
is
it's
certainly
in
the
new
Norm
and
we
you
know
we
still
have
to
play
by
whatever
the
the
health
rules
are
in
the
different
areas.
B
But
this
is
an
area
we
want
to
build
on
at
the
high
school
level.
We're
also
having
this
conversation
about,
like
scaffolding,
their
experiences
for
read
it,
and
so
how
can
we
make
the
learning
go
beyond
the
walls
out
into
the
different
businesses
and
Community,
where
they're
working
and
with
it?
You
know
to
see
that
as
a
learning
experience,
so
this
will.
This
will
be
something
that
we
intend
to
start
to
to
ramp
up
and
the
advantage
not
just
for
the
high
schools.
A
Yeah
I
was
happy
to
see
that
we
have
increased
the
number
of
guidance
counselors
at
the
ninth
grade
level.
The
question
I
have,
though,
is
as
we
look
at,
where
our
kids
have
difficulty
and
and
move
moving
forward
into
the
system.
Why
aren't
we
pushing
that
back,
particularly
with
the
Avenue
of
7,
to
12
schools?
A
Why
aren't
we
looking
more
at
guidance
there
in
terms
of
preventative
measures
so
that
we're
not
looking
at
kids
in
the
ninth
grade,
who
are
already
on
Shaky
Ground
but
being
able
to
you
know
spot
earlier
kids
that
are
struggling
and
figuring?
If
that's
going
to
be
a
strategy
that
could
help
us
prevent
some
later
drop
off,
or
you
know,
under-resourced,
kids,
yeah.
B
I
think
it's
a
great
question:
chair
I
I
there
there
had
been
a
proposal
to
to
do
middle
school,
counselors,
I,
think
one
of
the
things
we're
trying
to
figure
out
and
will
in
this
budget
the
night,
the
ones
that
you
see
as
ninth
grade
isn't
necessarily
just
working
with
ninth
grade.
They
could
well
be
working
with
eighth
grade
or
seventh
grade,
but
I
think
what
we
need
to
do
is
really
look
at.
B
B
You
know
Navia,
for
instance,
Naviance?
Is
you
know
one
of
one
of
the
tools
that
we
have?
We
have
the
ability
to
be
able
to
go
back
in
time
on
that.
You
know
to
much
longer
grades,
so
you're
right
that
much
as
we're
looking
at
this
moving
back
to
seven.
That
should
be
at
minimum
the
entry
level
right
in
which
we're
having
these
conversations-
and
you
know,
setting
expectations
for
students
around
College
and
Career,
but
even
in
the
younger
grades.
B
There's
no,
no
reason
why
we're
not
doing
that
reach
back
having
people
from
different
careers
come
in.
That's
why
the
Yumana
was
that
was
such
a
wonderful
event
right,
because
that
plants
a
seed
one
of
the
students
in
that
audience.
That
day
hopefully
heard
me
talking
about
teaching
and
said.
Maybe
that's
me,
I
can
teach
right
so
you'll
hear
more
to
this,
but
even
but
I
think
the
rollout
was
to
the
ninth
grade,
but
again
in
the
seven
to
twelve
schools.
That
could
mean
they're
working
seventh,
eighth,
nine
yeah.
A
Yes,
and
my
last
question
is
again:
I
was
happy
to
see
that
there
was
going
to
be
a
reinvestment
or
there
is
a
reinvestment
in
restorative
justice.
I
mean
we've
heard
from
a
number
of
Community
Partners
over
this
week
after
Monday
night's
presentation
concerns
that
we
were
not
looking
at
restorative
justice
in
ways
that
could
again
mitigate
some
of
the
issues.
So
what
what
is
the
thinking
about?
What
that
investment
will
look
like
or
is
looking
like?
Yeah.
B
AH
You
know
they
have
a
group
of
schools
underneath
them
with
all
the
social
workers,
and
the
thinking
is
that
the
restorative
justice-
that's
a
great
entry
point
for
them
to
start
to
train
our
social
workers
in
our
district.
Social
workers
in
restorative
practices,
so
I
think
part
of
what
we
really
need
to
distinguish
and
decide
for
the
district
is
being
a
school
that
utilizes
restorative
justice
is
different
than
being
a
school
that
utilizes
restorative
practices.
So
we
do
have
schools
that
have
restorative
justice
coordinators
in
them
that
have
funded
those
positions.
AH
But
what
we're
finding
is
that
training
staff
and
then
also
training
students
on
how
to
utilize
restorative
practices
is
really
where
we're
maximizing
our
capacity
in
creating
climates
and
school
culture.
That's
more
accepting
and
more,
you
know,
operates
in
a
more
inclusive
manner
that
allows
us
to
handle
issues
of
discipline,
address
issues
of
re-entry
after
Code
of
Conduct
issues
in
a
more
restorative
way.
AH
So
I
think
you
know
we're
also
using
the
push-in
model
with
our
restorative
justice
work
and
that's
coming
through
succeed,
Boston
who's,
hired
new,
safe
and
welcoming
School
Specialists,
who
are
going
to
be
trained
in
restorative
justice
as
well,
and
really
leaning
on
the
current
restorative
justice
coordinators.
So
when
schools
are
having
issues
around
bullying
or
having
multiple
issues
around
code
of
conduct,
succeed,
Boston
is
often
in
those
conversations.
B
For
restorative
practice,
we
have
to
actually
train
the
school.
It's
not
something
that
just
happens
over
here
right.
It
has
to
be
engaging
and
training
the
school,
and
so
it
may
be
that
we
also
will
be
engaging
as
part
through
the
budget
with
Partners
who
can
come
in
and
has
that
have
the
capacity
to
be
able
to
train
a
whole
school.
B
AH
A
I
mean
I'm,
hoping
as
we're
moving
towards
inclusive
schools
that
we
are
also
working
on
these
things
simultaneously,
so
that
we
really
are
overall
shifting
School
culture
to
one
that's
more
engaging
and
more
supportive
of
all
of
our
students.
Yeah
are
there
any
final
questions
comments
before
we
move
on.
A
F
Yeah
I
mean
this
is
actually
a
follow-up
to
the
conversation,
so
I
think
at
some
point
in
our
next
meeting.
We
should
probably
revisit
this
conversation
around
restorative
justice,
because
from
what
I'm
hearing
and
from
what
we've
also
heard
this
evening,
there
seems
to
be
a
disconnect
in
what
was
conveyed
at
Monday's
meeting,
and
you
know
what
we're
hearing
in
terms
of
the
engagement
of
restorative
justice
and
restorative
practice.
So
clearly
these
18
new
positions,
you
know,
there's
like
I,
said:
there's
a
there's
some
type
of
Disconnect
there.
F
P
We
can't
just
keep
saying
we're
going
to
build
things
like
we
have
to
know
what's
happening
and
I
think
as
a
committee
I'm
just
like
naming
it
I
think
in
order
for
us
to
move
forward
through
this
budget
process,
I
think
we
would
be
doing
right
by
Boston
Public,
School
students
and
families.
If
we
asked
for
a
lot
of
clarity
around
that
that
plan,
even
if
there's
like
other
research
that
needs
to
happen
to
make
it
real,
it's
like
this
is
where
we
think
we
are
directly
going
here.
A
See
I
agree.
Thank
you
there's.
If
there's
nothing
else.
That
concludes
our
business.
For
this
evening,
the
school
committee
will
hold
its
annual
organizational
meeting
virtually
on
Wednesday
January
4th
at
5
pm
and
on
that
day
committee
will
approve
its
2023
meeting.
Calendar
in
those
dates
will
then
be
posted
on
the
BPS
website,
but
there's
nothing
further.
I'll
entertain
a
motion
to
adjourn
the
meeting
so.