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From YouTube: Boston School Committee Meeting 2-6-19
Description
The Boston School Committee is the governing body of the Boston Public Schools. The School Committee is responsible for: Defining the vision, mission and goals of the Boston Public Schools; Establishing and monitoring the annual operating budget; Hiring, managing and evaluating the Superintendent; and Setting and reviewing district policies and practices to support student achievement.
A
A
A
Gracias,
tonight's
meeting
is
being
broadcast,
live
by
Boston
City
TV
on
YouTube,
as
well
as
Comcast
channel
24
Ric
on
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date.
If
you
would
like
to
speak
this
evening,
but
have
not
yet
signed
up,
please
see
our
staff
person
miss
Lina
par
Beck's
in
the
hallway
sign
up
for
both
public
comment
periods
will
end
promptly
at
6:30
p.m.
this
evening.
Now,
first
I
want
to
take
a
moment
once
again
to
introduce
another
new
member
of
our
committee,
dr.
A
Laura
Rivera,
to
my
left,
who
was
sworn
in
yesterday
at
Boston,
City
Hall
by
Mayor,
Martin,
J
Walsh,
dr.
Rivera
is
the
director
of
the
Mauricio
Gaston
Institute
for
Latino
community
development
of
public
policy
at
the
University
of
Massachusetts
at
Boston,
and
is
also
an
associate
professor
at
the
University
she's,
a
sociologist
by
trade,
and
she
concentrates
on
Women
and
Gender
Studies.
She
also
serves
on
the
advisory
boards
of
the
center
to
support
immigrant,
organizing
and
the
Latino
education
Institute
and
on
the
board
of
directors
for
the
hyde
square
task
force.
A
A
Rivera,
thank
you
for
taking
this
urgent
assignment
on
we're
very
happy
to
have
you
aboard,
and
we
know
your
experience
through
UMass
Boston
and
tag
alerta'
and
working
with
our
youth
for
a
number
of
years,
and
your
exposure
to
the
types
of
learners
that
we
have
in
our
system
will
be
of
great
assistance
to
us
in
leading
this
this
district
forward.
So
thank
you
and
welcome.
Thank.
A
C
Well,
just
wanna
just
again
restate
that
I'm
just
very
honored
to
serve
our
great
city.
I've
been
a
resident
of
Boston.
I
live
in
Roslindale
for
27
years,
and
I
am
a
proud
parent
of
a
ten-year-old
boy
who
attends
the
Charles
Sumner
elementary
school
and
I
did
serve
as
a
co-chair
of
their
parent
Council.
C
So
I
am
very
committed
to
strengthening
our
schools
and
and
especially
applying
what
I've
learned
through
my
professional
experience,
working
with
immigrant
students
and
and
seeing
how
we
can
increase
college
success,
especially
for
underrepresented
minority
students
and
so
I'm,
really
again,
proud
and
and
looking
forward
to
working
with
with
everyone
to
again
advance
the
vision
that
Mayor
Walsh
has
put
forward,
especially
around
racial
equity,
and
that's
something
that
I
know
I'm
deeply
personally
committed
to
and
looking
forward
to
working
with
everyone
in
the
school
district
to
advance
those
goals.
So
thank
you.
A
Well,
thank
you
once
again,
dr.
Rivera,
it's
a
pleasure
to
have
you
with
us
at
this
time
now,
I'd
like
to
engage
in
another
joyous
occasion
and
welcome
my
fellow
committee
members
to
join
me
on
the
floor.
While
we
congratulate
some
of
our
newest
doctoral
teachers
in
the
district
this
over
the
past
year.
A
Well
again,
this
is
one
of
the
most
joyous
occasions
that
we
have
as
a
school
committee
to
celebrate
the
achievements
of
our
teachers
and
those
of
you
that
were
with
us
or
tuned
in.
At
the
last
meeting,
we
were
able
to
celebrate
some
of
our
newly
and
recently
recertified
national
board,
certified
teachers
in
the
district,
and
so
tonight
we
celebrate
teachers
have
taken
yet
another
step
in
perfecting
their
practice
by
gaining
a
doctoral
degree
in
educational
studies
and
so
I
want
to.
A
You
know
first
recognize
for
any
of
us:
that's
that
have
been
professionals
that
have
gone
back
to
school
and
know
the
balance
of
school,
the
balance
of
family.
The
balance
of
your
job
knows
how
tough
it
is
to
work
through
and
I
know
that
there's
a
number
of
family
members
in
the
audience
tonight
that
have
accompanied
our
teachers,
who
have
gained
new
doctoral
degrees
and
it's
a
testament
to
the
support
that
they
provide
that
that
these
teachers
have
gotten
to
where
they
are
today.
So
I
want
to
take
an
opportunity
to
thank
them.
A
I
think
those
family
members
and,
as
we
call
names
up
I,
want
to
ask
each
one
of
the
the
teachers
who
were
called
up
to
tell
us
a
little
bit
about
some
of
the
studies
that
they
engaged
in
and
tell
us
what
the
topic
was
for
their
dissertation.
Okay,
so,
first
off
we're
starting
with
for
Madison
Park
technical
vocational
high
school,
miss
Deborah,
Smith
artists
come
on
up.
A
A
A
D
Hi
again,
my
name
is
Debra
Smith
I
news
I'm
at
Madison,
Park,
technical,
vocational
high
school
and
in
three
sentences.
I
will
explain
to
you
my
dissertation
and
my
research.
I
did
research
in
working
with
adolescent
learners,
some
of
them
struggling
readers
and
students
who
have
special
needs
and
the
effect
of
their
writing
in
response
to
culturally
relevant
literature
and
the
ways
in
which
their
writing
in
response
to
that
literature
allowed
for
them
to
achieve
greatly
in
their
reading
and
their
writing,
their
speaking
and
their
listening
skills.
D
A
A
A
F
A
F
A
G
A
A
A
Well,
I
want
to
say
thank
you
once
again
to
all
of
our
teachers
for
going
above
and
beyond
the
call
of
duty,
and
you
know
our
district
really
couldn't
excel
without
the
work
that
you
do.
We
are
so
very
much
grateful
for
the
the
contributions
you've
made
to
our
students
in
our
district
superintendent.
If
you
have
a
moment,
do
you
want
to
say
any
further
words.
B
I
This
will
be
very
short,
but
just
a
huge
shout
out
to
the
extraordinary
efforts
of
these
educators
from
all
different
schools
and
from
all
different
roles
who
went
to
extra
effort
to
build
their
skills
and
experience
and
bring
it
back
into
our
schools,
our
classrooms
and
through
their
work
with
peers
and
colleagues.
So
thank
you
for
all
that
you
do
to
help
push
this
district
forward.
A
Okay,
first
of
all,
before
we
move
on
I
do
want
to
recognize
our
City
Council
Chair
of
the
Education
Committee
councilor
in
asabi.
George
is
with
us
somewhere
in
the
audience
here.
Hello
counselor
welcome.
Thank
you
for
joining
us
this
evening.
We'll
move
on
to
the
approval
of
minutes
from
the
February
sixth
meeting.
D
A
Me
this
is
a
February
6
meeting
part
of
the
January
30th
meeting.
The
minutes
are
approved
as
presented
hard.
Copies
will
be
made
immediately
in
the
hallway,
with
the
other
handouts.
If
changes
are
made,
you
can
access
those
minutes
tomorrow
on
the
bps
website.
At
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
February
6th.
Excuse
me
January,
30th
2019
meeting
as
presented.
Is
there
a
motion,
Thank
You?
Mr.
Tron?
Is
there
a
second
motion?
A
Thank
You
vice
chair
all
of
adebola?
Is
there
any
discussion
or
objection
to
the
motion?
Is
there
any
objection
to
approving
the
minutes
by
unanimous
consent?
Hearing
none
the
minutes
are
approved.
We
move
on
now
to
the
interim
superintendents
report.
I
present
you,
our
superintendent,
Laura
parolee,.
I
Thank
You,
chair
LeConte,
oh
and
good
evening.
Everyone
thanks
for
being
here
tonight,
I'll
get
to
some
highlights
from
around
the
district
in
just
a
few
moments.
But
we
do
have
some
important
business
to
conduct
tonight,
including
introducing
our
annual
budget
proposal
for
fiscal
year.
2020
right
now,
I'll
provide
a
general
overview
of
the
issues
we're
facing
this
year,
as
well
as
the
opportunities
and
then
later.
In
tonight's
meeting.
Our
chief
financial
officer,
Eleanor
Lauren's
and
her
team
from
the
bps
finance
office
will
make
a
formal
proposal
presentation
rather
on
the
FY.
I
2010
I'd
like
to
begin
by
sharing
that,
as
I
noted
last
during
last
week's
meeting,
the
FY
2008
is
the
largest
budget
in
the
history
of
the
Boston
Public
Schools,
maintaining
our
proud
status
as
a
city
and
a
national
leader
that
continues
to
invest
in
our
children
in
their
future.
As
the
budget
team
will
highlight
in
greater
detail
during
their
present,
the
proposed
FY
20,
but
would
represent
a
substantial
increase
in
funding
from
the
current
year,
with
a
continuous
increase
over
multiple
years
in
per-pupil
spending
and
investments
that
directly
benefit
students
and
families.
I
News
that
have
real
impacts
on
our
school
communities.
One
of
those
issues
is
a
state
education
spending
formula
that
is
woefully
inadequate
for
Boston.
The
city
of
Boston
has
begun
to
make
up
for
this
dramatic
lack
of
state
funding.
Since
mayor
Walsh
took
office
six
years
ago,
I
joined
the
mayor
and
members
of
the
school
committee,
along
with
a
number
of
Education
City
and
state
leaders,
including
lead
bill,
sponsor
senator
Sonia
chang-diaz
in
supporting
the
education
promise
Act,
which
would
alleviate
some
of
these
funding
inequities
in
Boston
and
many
other
urban
districts
in
Massachusetts.
I
The
second
issue
impacting
school
budgets,
is
declining
student
enrollment,
which
we
are
now
experiencing
for
the
second
consecutive
year.
This
does
put
pressure
on
school
budgets,
and
our
budget
office
has
done
a
tremendous
job.
Finding
additional
money
to
support
schools
with
declining
enrollments
tonight,
you'll
hear
about
more
funding
for
soft
landings
for
schools
with
declining
enrollment.
I
It's
important
to
note
that
our
district
staff
is
working
diligently
with
school
leaders
and
school
communities
to
determine
how
best
to
mitigate
any
detrimental
effects
being
experienced
in
individual
schools.
Our
budget
and
school
support
teams
have
hosted
dozens
of
budget
problem-solving
meetings
with
school
leaders
and
school
site
councils,
and
that
process
is
ongoing
and
will
continue.
Even
while
we
are
discussing
the
overall
district
budget,
this
is
truly
a
process
that
will
take
place
over
the
next
six
weeks,
involving
public
dialogue
on
how
our
budgeting
decisions
impact
our
students
and
staff.
I
On
top
of
this,
we
are
making
major
proposing
major
investments
in
supporting
students
from
traditionally
marginalized
backgrounds
to
gain
access
to
our
three
exam
schools.
We're
also
growing
resources
to
support
students
who
are
behind
in
their
high
school
credit
and
also
providing
tools
to
help
all
students
navigate
their
post-secondary
pathways,
while
also
growing
our
family
outreach
and
engagement
efforts.
I
The
fy2008
is
an
opportunity
for
the
district
to
reaffirm
its
commitment
to
equity
and
doing
as
much
as
we
possibly
can
to
close
opportunity
and
achievement
gaps
for
more
of
our
students.
We're
committed
to
working
together
collaboratively
in
order
to
ensure
budget
allocations
that
are
equitable
and
fair
and
that
investments
are
made
to
better
serve
our
students
in
each
school
community.
I
There's
an
additional
ten
percent
or
roughly
twenty
one
students
who
we
are
continuing
to
work
with
on
an
individualized
basis
according
to
their
individual
circumstances.
That
leaves
about
four
percent
or
just
about
eight
students
who,
as
of
this
week,
have
not
chosen
a
new
school,
we're
doing
everything
we
can
to
reach
out
to
those
last
eight
students
to
make
sure
we
can
account
for
a
hundred
percent
of
our
students.
This
past
weekend,
that
included
door-knocking
and
home
visits
for
students
who
have
not
yet
made
a
choice.
I
We'll
continue
our
multi-pronged
engagement
and
efforts
to
make
sure
we
can
help
all
of
the
students
find
their
place
or
account
for
where
they
are
going.
I
want
to
give
a
shout
out
to
the
extraordinary
effort
of
our
Welcome
Services
team,
along
with
a
number
of
central
office
volunteers
who
were
out
doing
home
visits
this
weekend.
I
I
also
want
to
thank
the
school
leaders,
Darlene
marcano
of
Urban
Science
Academy
and
Jolene
John
of
West
Roxbury
Academy
for
making
a
deliberate
effort
to
build
relationships
with
students
and
help
them
facilitate
these
very
important
decisions
we'll
be
sure
to
continue
to
provide
you.
Another
enrollment
update
at
a
future
meeting
shifting
gears
a
bit
before
I'd
like
to
recognize
that
February
is
Black.
I
History
Month
in
the
city
of
Boston
is
hosting
a
number
of
public
events
celebrating
the
accomplishments
and
contributions
of
the
black
community,
acknowledging
black
leaders,
activists
and
trailblazers
who
fought
so
hard
for
diversity,
equality
and
inclusion.
You
can
find
a
full
list
of
Black
History
Month
events
online
on
the
calendar
at
Boston
gov.
I
Additionally,
our
partners
in
the
Boston,
Teachers,
Union
and
nationally
are
participating
in
a
national
black
lives
matters
at
school
week
of
action
with
events
and
resources
for
teachers.
There
are
two
signs
right
in
the
front
row
and
you
can
check
out
the
activities
and
resources
online
at
BTU
org
forward,
slash
black
history.
I
Just
a
few
final
highlights
all
this
week
in
honor
of
the
national
career
technical
education
month,
bps
is
hosting
its
first
ever
career
tech
ed
week
to
highlight
our
43
career
technical
education
pathways
across
the
Boston
Public
Schools.
These
are
now
in
13
high
schools,
including
our
flagship
technical
vocational
high
school
Madison
Park,
but
we
hope
to
grow
this
number
of
pathways
and
participating
schools
in
the
years
to
come.
Career
technical
pathways
when
blended
with
rigorous
academic
coursework,
can
provide
real-world
career
skills
and
and
pathways
to
post-secondary
success
for
all
of
our
students.
I
We
had
a
terrific
kickoff
event
at
Boston
Green
Academy
in
Brighton,
celebrating
its
new
environmental
science
and
technology
program.
We
also
have
a
huge
number
of
career
tech
ed
week.
Events
at
several
schools,
including
Madison
Park
technical
vocational
high
school,
which
has
the
largest
number
of
programs
in
the
district
at
20,
and
they
were
just
approved
for
a
brand
new
chapter
74
program
in
programming
and
web
development
and
I
want
to
thank
everyone
from
around
the
district
who
is
participating
in
this.
And
that
concludes
my
update.
Well,.
A
J
I
Yes,
this
is
a
collaborative
effort
between
our
Welcome
Services
Center
school-based
staff,
as
well
as
central
office
staff
and
the
deadline
for
round
one
enrollment
was
last
Friday,
but
we
have
continued
to
work
throughout
the
weekend
and
this
week
to
try
and
reach
all
of
these
students
by
Friday.
It
is
possible
that
some
of
them
have
made
choices
outside
of
Boston,
and
so
we
don't
necessarily
assume
that
they
have
not
landed
somewhere
yet,
and
that
is
the
ongoing
conversation
we're
having
with
the
21
that
we
are
in
touch
with.
I
J
Great
and
I
just
have
another
question
about
the
promised
act
and
I'm
just
wondering
if
there
is
a
way
we
can
just
be
more
active
and
vocal
around
that
in
terms
of
engaging
all
of
our
families,
because
it
will
affect
all
of
us
and
if
we
have
some
time
to
talk
about
that,
maybe
it's
a
new
item.
I,
don't
know
well.
A
Absolutely
and
thank
you
for
raising
that
miss
Oliver
Davila,
a
couple
of
the
conversations
that
we've
been
having
with
City
Hall
who's,
been
working
in
close
contact
with
Senator,
chang-diaz
and
representative
vega's
office
in
helping
and
support
and
promote
the
promise
act
as
a
solution
to
our
state.
Funding
issues
is
to
do
a
presentation
here
as
part
of
budget
season,
and
we
haven't
to
confirm
a
schedule
for
that
yet.
A
But
we
have
asked
city
budget
to
come
out
and
give
us
an
in-depth
presentation
about
what
the
bill
as
currently
drafted
would
mean
for
bps
as
well
as
and
I
think.
This
is
important.
We
have
some
members
of
the
media
in
the
audience
tonight.
We
know
that
we
get
a
statewide
audience
from
time
to
time.
It's
important
to
note
that
this
isn't
solely
a
Boston
Bill.
A
The
promise
act
is
intended
to
be
broad
reaching
and
it's
in
its
efforts
and
it's
an
broad
reaching
in
a
way
that
is
much
more
comprehensive
than
what
the
previous
year's
funding
acts
have
done.
With
respect
to
implementation
of
the
foundation,
budget,
Review
Commission
recommendations,
and
by
doing
so
it
essentially
lists
all
boats
and
does
does
so
in
a
way.
That's
fiscally
responsible,
so
without
going
very
far
down
the
road
of
getting
into
the
weeds,
which
you
can
very
quickly
with
respect
to
education,
funding
I
wholeheartedly.
A
Second,
that
and
we'd
like
to
continue
doing
that
and
beyond
any
work
that
we
can
do
on
committee
time.
There's
of
course,
going
to
be
additional
opportunities
for
all
of
us,
as
members
and
members
of
the
community
to
reach
out
to
each
of
our
representatives,
courtesy
of
the
btu.
As
a
matter
of
fact,
I
learned
today,
the
21
of
our
25
Senators
and
Representatives
that
represent
the
city
of
Boston,
have
signed
on
as
co-sponsors
the
promise
act.
A
So
it's
important
to
be
reaching
out
to
those
letters,
legislators
and
educating
them
as
to
the
benefits
of
the
promise
act
as
well
as
asking
them
to
reach
out
to
their
colleagues
in
turn
and
talk
about
what
the
promise
Act
can
do
for
Gateway
cities,
large
cities
and
towns
all
across
the
Commonwealth.
Thank.
J
You
that
that
is
great
I'm
I'm
hoping
we
can
also
just
take
it
a
step
further,
so,
for
example,
be
sach
when
you're,
because
I
think
this
is
the
time
as
we're
talking
about
budgets
and
we're
seeing
some
of
the
hits
that
we're
going
to
take
because
of
our
moment
that
we
really
make
sure
that
we're
partnering
with
the
community.
This
is
your
time
to
come
out
and
really
have
a
voice.
J
So
if
we
can
engage
students,
maybe
in
that
budget,
a
forum
that
you
do
every
year,
I
know
there
are
a
lot
of
community-based
organizations
that
are
gonna,
have
community
meetings
with
their
families.
So
I
think
if
there's
a
way
to
just
put
it
on
the
website.
If
it's
a
parent
University
as
a
topic,
you
know
at
school
site
councils
that
are
headmaster
meetings,
etc.
I
think
just
a
broader
for
people
to
understand,
like
the
impact
that
this
could
have
for
our
schools
would
be
very
significant.
So
thank
you
absolutely.
A
And-
and
thank
you
again,
of
course,
if
there
are
members
of
the
public
representatives
of
community
organizations,
anyone
else
out
there
that
has
ideas
about
how
to
get
the
word
out
and
really
make
something
happen
on
state
funding
education
funding
reform
this
year.
You
know,
please
don't
hesitate
to
reach
out
to
the
committee
too
many
of
us
personally
and
we'll
make
sure
that
we
get
those
those
needs
served.
Thank
you.
Mr.
K
O'neill
you
had
yes.
Thank
you
a
couple
of
quick
comments.
Thank
you
for
I
mention
as
well
that
the
BTU
mr.
MacIsaac
McGuinness
and
the
guy
Zach
I'm,
sorry
McGinnis,
right,
I'm,
sorry,
I
apologize
mr.
McKenna's,
the
vice
president
of
Union,
didn't
mention
about
the
number
of
folks
that
they
had
signed
up.
So
thank
you
for
calling
that
out.
Mr.
Chia
superintendent,
coming
back
to
West
Roxbury
education,
complex,
thank
you
for
the
update
on
the
rise
in
sophomores
and
juniors.
Where
do
we
stand
on
the
rising
seniors?
K
I
K
If
we
could
get
an
update
that
at
the
next
meeting,
please
that
would
be
great
and
second
considering
one
of
the
teachers
we
were
honoring
tonight
for
getting
their
doctorate
was
a
teacher
at
urban
Science,
Academy
I
think
it's
important
to
ask.
How
are
the
plans
proceeding
now
for
the
teaching
staff
and
the
professionals
and
the
other
staff
at
that
building.
I
L
Mr.
Neal,
we
have
connected
with
each
of
the
bargaining
units
and
I
would
anticipate
a
similar
process.
That's
currently
playing
out
with
the
BT
you
to
play
out
over
the
next.
Several
weeks
and
months.
There
are
limits
somewhat
limited
number
of
staff
who
are
not
one
of
three
bargaining
units,
and
so
given
the
the
quantity
of
individuals
that
we
have
to
address
their
situations,
we
have
not
gotten
into
individual
case-by-case
situations
yet,
but
that
will
be
taking
place
over
the
course
of
the
next
month.
Okay,.
K
Great,
so
if
we
could
get
updates
on
that
as
well
as
we
proceed,
thank
you
and
I
know
you
paid
close
attention
to
it,
but
also
we
had
said
at
the
time.
You
know
you
couldn't
really
start
to
talk
about
that
until
we
had
taken
the
vote,
and
so
now
I
just
want
to
make
sure
we
keep
that
fresh
on
our
minds
as
I
know.
What
is
in
your
superintendent?
Thank
you.
Thank
You,
mr.
Murphy
Thank.
A
A
The
theme
is
transportation
and
the
work
that's
being
done
in
the
automotive
program
there,
as
well
as
thinking
about
the
theme
of
transportation,
can
be
applied
in
other
areas
within
the
school
and
so
I
want
to
give
a
shout
out
to
our
friends
at
Madison
Park,
and
we
had
one
of
the
teachers
in
the
audience
earlier
tonight,
of
course
for
the
good
work
that
they're
doing
on
Career
and
Technical
Education
and
then
finally,
you
know
is
this
superintendent
noted
tonight
is
in
fact
the
start
of
the
budget
process.
It's
a
two
month
process.
A
We
do
it
every
year
and
this
is
the
start
of
an
opportunity
for
the
community
and
the
committee
to
engage
with
the
district
on
the
superintendent's
budget
recommendation
for
the
upcoming
academic
year,
and
you
know
we
have
a
lot
of
good
things
to
talk
about
and
we
have
a
lot
of
issues
to
address.
We've
got
a
changing
district
and
we
have
a
changing
district
every
year
and
you
know
certainly
think
thinking
about
our
enrollment
concerns
and
the
shifts
in
enrollment
and
demographics.
A
All
across
the
city
create
a
lot
of
the
the
issues
that
we
grapple
with
as
a
committee
and
as
a
community
through
the
budget
process
each
year,
and
so
we're
gonna,
listen
to
what
the
district
has
to
say
tonight
with
respect
to
its
presentation.
They
put
together
a
short
slide
deck
this
evening
as
well
as
distributed
a
booklet
of
tables
to
each
of
us.
I
do
I,
know
they're
gonna,
CFO
Lauren's
in
the
back
here,
there's
going
to
be
ready
in
a
little
bit
to
do.
A
Moving
on
from
that
we're
going
to
have
an
opportunity
again
over
the
next
two
months
for
a
number
of
engagement
sessions
and
that
kicks
off
next
Tuesday
at
the
Mildred
Avenue
K
to
eight
in
Mattapan
at
6:00
p.m.
we'll
have
the
first
of
our
budget
hearings
and
that
will
focus
on
school
based
budgets.
Moving
on
from
that,
we'll
have
a
number
of
other
meetings
and
hearings
in
this
building,
as
well
as
we'll
have
another
budget
hearing
next
month
out
at
the
just
Josiah
Quincy
Elementary
School
in
Chinatown.
A
Excuse
me
to
focus
on
central
budgets
and
will
culminate
in
a
vote
on
the
FY
2008
recommendation
later
on
in
March.
So
we'll
hope
that
you
all
stay
engaged
we'll
continue
to
have
a
respectful
dialogue
on
the
issues
that
are
facing
the
district
and
the
budget
this
year
and
we'll
look
forward
to
hearing
more
from
you
as
we
move
through
this
process
and
working
with
you
to
keep
this
district
on
the
on
the
up
and
up
so
moving
on.
I
want
to.
K
A
You,
mr.
O'neill,
is
there
a
second
thank
you,
dr.
Coleman?
Is
there
any
discussion
or
objection
to
the
motion?
Any
objection
to
approving
the
interim
superintendents
report
by
unanimous
consent,
hearing
none
the
reporters
approved
will
now
move
on
to
our
student
representative.
Assemble
andreas,
who
will
present
to
us,
are
her
monthly
update
from
the
Boston
student
advisory
committee.
Miss
Reyes.
M
M
M
Also,
coming
up
we're
going
to
try
to
conduct
a
spring
recruitment
effort
for
next
year,
something
which
we
haven't
done
in
the
past.
So
as
part
of
this
basic
staff
is
creating
an
election
toolkit
to
help
schools
like
host
their
elections
at
the
end
of
the
school
year,
we'll
be
ready
to
hit
the
ground
running
next
school
year
and
as
well
be
SEC
staff
will
be
visiting
schools
to
help
plan
and
see
that
through.
M
You
were
looking
for
solutions
to
so
things
such
as
like
video
calls
and
stuff
we're
looking
for
wasting
gets
these
B
sack
members
and
those
the
schools
that
have
those
challenges
are
another
to
college,
boston,
international
and
newcomers.
Academy,
the
Charlestown
high
school
Fenway
high
school,
greater
Eccleston,
Henderson,
Jeremiah,
burger
high
school
and
tech,
Boston
Academy.
C
B
A
K
I
just
state
first
of
all,
thank
you
for
the
work
you're
doing
in
making
sure
B
sack
represents
all
of
our
high
schools.
I
appreciate
very
much
use
and
supplying
those
two
lists,
because
now,
when
we
run
into
school
leaders
on
those,
if
you
could
make
sure
miss
Sullivan,
if
we
could
get
those
printed
for
us
as
well,
I'm
sure
we'll
all
be
mentioning
to
school
leaders.
But
thank
you
also
for
the
way
you
broke
it
out
between
those
that
may
have
some
challenges
and
make
it
happen
as
well.
J
A
Well,
there
no
other
further
questions
or
comments.
Well,
thank
you
as
well.
Miss
Reyes
for
keeping
us
up
to
date
and
certainly
I
look
forward
to
us
working
together,
I'm
going
to
C
be
sacked
tomorrow
as
a
matter
of
fact,
and
thinking
about
how
we
can
further
promote
the
promise
act
once
again.
Thank
you
very
much.
Moving
on
now,
we'll
move
on
to
general
public
comments.
Miss
Sullivan,
Thank.
N
You
mr.
Lowe
quanto,
the
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations.
The
School
Committee
on
pertinent
school
issues,
questions
on
specific
school
matters
and
not
answered
at
this
time,
but
it
referred
to
the
superintendent
for
leader
response
questions
on
specific
policy.
Matters
are
not
answered
at
this
time,
but
may
be
the
subject
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
to
speak.
N
In
our
own
mind
you,
when
you
have
one
minute
remaining
and
then
30
seconds,
those
require
interpretation
services
will
receive
an
additional
two
minutes.
Speakers
may
not
resign
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
and
affiliation
before
you
begin.
Tv
cameras
were
only
record
speakers
who
faced
the
committee.
We
have
15
speakers
this
evening,
beginning
with
counselor
Anissa,
asabi,
George
and
she'll
be
followed
by
Bryan,
Burgess
and
Edith
busy.
N
O
Intendant
members
of
the
school
committee,
my
name
is
Annie
6ib,
George
and
I
am
chair
of
the
Boston
City
Council's
Committee
on
education,
I'm
also
chair
of
the
Committee
on
homelessness,
mental
health
and
recovery.
I
will
have
much
more
to
say
regarding
the
budget
as
it
was
presented
tonight
after
the
presentation,
so
I'm
going
to
save
my
budget
comments
for
another
evening.
I
would
also
like
to
share
my
support
of
the
promise
Act
and
will
use
and
leverage
my
role
as
a
city
councilor
to
advocate
for
its
passage
up
at
the
Statehouse
as
well.
O
Today,
we
I
was
very
proud
to
welcome
almost
two
dozen
female
athletes
from
a
number
of
Boston
Public
Schools,
to
recognize
and
celebrate
national
girls
and
women
in
sports
day.
We,
this
is
an
event
that
began
in
1987.
The
theme
this
year
was
lead
her
forward
to
honor
the
many
ways
that
sports
have
pushed
and
empowered
girls
and
women
to
achieve
excellence,
gain
confidence
and
strength
and
realize
their
boundless
potential
of
these.
O
With
these
athletes
today,
we
also
had
a
number
of
college
students,
as
well
as
two
Boston
Public
School
graduates
who
have
used
athletics
as
a
part
of
their
career,
going
forward,
including
a
classmate
of
mine,
who
now
runs
a
citywide
Track
Club
for
young
people
in
the
city
of
Boston.
It
was
really
a
very
special
day
to
recognize
female
athletes,
and
one
of
my
hopes
going
forward
is
our
female
athletes
are
just
simply
known
as
athletes.
O
I
appreciate
certainly
appreciate
that
I
will
certainly
continue
to
call
them
female
athletes,
as
we
work
to
promote
that,
but
also
look
in
this
upcoming
budget
cycle
to
see
that
we
are
also
investing
in
athletics
when
we
talk
about
what
we're
doing
in
our
schools
for
programming
that
supports
not
just
physical
education,
physical
wellness,
but
also
to
encourage
the
competitive
spirit
and
realize
the
tools,
the
skill
set,
that
athletics
really
develops
for
all
of
our
young
people,
but
in
particular
our
young
women,
who
attend
the
Boston
Public
Schools.
Thank
you.
A
N
Q
P
Okay,
so
I,
thank
you
for
hosting
the
meeting
and
and
thank
you
to
all
the
parents
who
came
here
tonight.
It
is
hard
to
balance
our
professional
family
and
volunteerism
at
the
same
time,
and
that's
Jacob
everybody
that's
here
is
privileged
to
be
here
and
all
the
parents
that
are
here
are
advocating
for
those
who
cannot
be
here.
I
am
a
Teach
for
America
alumni
and
I
taught
in
a
Bronx
New
York
City,
as
well
as
Prince,
George's,
County,
Maryland,
I.
P
P
Many
of
the
parents
in
low-income
communities,
work
to
and
even
three
jobs
and
cannot
be
here
for
all
their
child's
educational
needs
or
have
difficult
speaking
to
schools
due
to
language
barriers.
What
does
it
yield?
A
student
I
taught
Jersey,
who
in
sixth
grade
didn't,
know
the
difference
between
an
odd
and
an
even
number
Miguel,
an
eighth
grader
who
is
reading
at
a
2nd
grade.
Reading
level
education
as
Matt
Malcolm
X,
said,
education
is
the
passport
to
the
future
and
it
belongs
to
those
who
prepare
for
today.
P
S
R
Edith
bazzill,
president
of
the
black
educators
alliance
of
Massachusetts,
otherwise
known
as
being
tourists
I
want
to
state
that
we
stand
in
solidarity
with
parents
on
the
budget
issue.
Issues
I'm
here
today
to
speak
about
the
January
16th,
hiring
update
provided
by
the
office
of
human
capital,
in
which
hiring
data
and
the
racial
ethnic
makeup
in
composition
of
bps
educators
was
shared.
This
report
concluded
that
bps
is
achieving
quote
small
but
significant
end
of
quote
results
in
improving
educated
diversity.
This
is
an
overstatement
of
the
progress
that
BPS
has
achieved.
R
The
results
are
certainly
very
small,
but
they
are
not
significant.
Sadly,
the
hiring
update
confirms
the
findings
of
broken
promises.
A
report
on
bps
teacher
diversity,
which
was
released
in
2018
by
beam
n-double-a-cp
in
collaboration
with
several
community
organizations,
broken
promises
found
that
despite
bps
policies
and
programs,
the
bps
teacher
workforce
now
looks
much
like
it
did
ten
years
ago,
which
is
in
violation
of
the
federal
court
desegregation
orders.
Ten
years
ago,
there
were
23.9
black
educators,
9.4
Latin,
X
educators
in
5.2
Asian
educators.
R
Now,
according
to
the
hiring
data,
there
are
approximately
21.6
black
educators,
10.6
Latino
educators.
In
6.3
Asian
educators.
Furthermore,
the
hiring
update
shows
that
the
number
of
Latin
X
educators
actually
declined
from
520
17
to
490
and
2018.
At
the
same
time,
the
total
number
of
educators
of
color
increased
by
3
3
from
1779
to
1782.
So
we
asked
by
what
standard
can
an
increase
of
3
educators
of
colors
be
considered
quote
significant?
R
We
allege
the
overall
hiring
data
in
the
hiring
update
is
also
misleading,
inflated
or
distorted.
Further,
the
hiring
update
provides
only
selected
information
on
teacher
candidates,
so
we
asked,
for
example,
to
the
pool
of
applicants
of
color
increase
to
the
ratio
of
applicants
of
color
to
teacher
highest
increase.
How
many
educators
were
hired
from
the
bps
pipeline
programs
now
on
to
retention,
bps
retention
of
teachers
of
color
is
another
problematic
area.
R
Not
just
celebrated
in
February
and
I
would
also
say
that
teachers
of
color
matter
students
of
color
matter
black
lives
matter,
and
this
is
the
yesterday-
was
actually
Trayvon
Martin's
birthday.
He
would
have
been
24
today.
So
I
wanted
to
remind
you
of
that.
In
conclusion,
it
is
time
for
BPS
to
fully
implement
the
recommendations
made
in
broken
promises
in
order
to
make
a
really
significant
progress
towards
teacher
diversity.
I
abridged
my
statement.
I
have
my
full
statement
here.
If
you
like,
a
copy
I,
also
emailed
it
to
Liz
Sullivan,
thank
you
very
much.
Thank.
A
T
Good
evening,
thank
you
for
having
us.
My
name
is
Tiffany
free
I'm
I
have
a
student
in
the
first
grade
at
the
Curtiss
Kyle
elementary
school
in
East.
Boston
I
am
here
tonight
to
read
a
statement
on
behalf
of
the
Curtis
kiled
Family
Council,
dear
Boston,
public
school
leadership
team.
The
families
of
the
Curtis
Kyle
Family
Council,
are
here
tonight
to
express
our
dire
and
urgent
concerns
regarding
our
proposed
budget
for
the
2019
2020
school
year.
T
Due
to
the
low
enrollment
projections,
our
budget
cut
seems
to
be
in
the
two
hundred
and
seventy-six
thousand
dollar
range.
We
believe
this
is
the
fourth
consecutive
year
that
our
school
faces
cuts
over
a
hundred
thousand
dollars
due
to
our
need
to
focus
on
being
compliant
staffing
needs.
Our
school
faces
the
full-time
loss
of
our
family
community
field
coordinator,
a
decrease
in
our
school
psychologists,
along
with
other
possible
cuts.
Over
the
last
four
years,
our
schools
had
to
advocate
and
fundraise
to
maintain
the
very
basic
resources
and
running
of
our
school.
T
In
2016
we
had
a
cut
of
$294,000
in
2017.
We
had
to
raise
up
to
ten
thousand
dollars
out-of-pocket
to
keep
our
community
field
coordinator.
In
2018,
we
cut,
we
had
a
cut
of
a
hundred
thousand
dollars
and
now
2019
the
cut
of
two
hundred
and
seventy
six
thousand
dollars.
Seeing
the
trend
above
it
can
be,
have
two
interpretations:
one.
We
have
less
students
enrolling,
so
less
money
is
coming
to
the
school
2.
We
are
getting
less
funding,
therefore,
cutting
classes,
teachers
leaving
us
with
fewer
students.
T
Our
community
field
coordinator
is
a
position
seen
as
non-essential,
and
yet
every
year
the
guy'll
must
come
advocate
for
that
role.
A
school
with
a
Hispanic
population
of
84%.
Those
numbers
tell
a
different
story
of
need.
We
all
know
the
importance
of
this
position
and
the
Geils
Family
Council
and
Geils
school
site
Council
both
agree.
It
is
a
vital
position
that
we
plan
to
support.
T
We
are
requesting
that
bps
examine
the
spirit
of
the
look
bill,
not
just
as
a
tool
for
ELL
students,
but
as
a
call
to
develop
its
own
budget
protocols
that
require
any
school
with
an
e
ell
population
at
are
over.
Fifty
percent
must
staff
a
community
field
coordinator
or
similar
position
as
an
immediate
need.
We
ask
that
the
bps
Budget
Office
review
funding
to
maintain
both
our
CFC
and
school
psychologist.
We
need
BPS
leadership
to
openly
recognize
that
there
are
certain
positions
that
are
needed
in
a
school
and
require
full
funding.
T
This
should
never
have
to
fall
on
families
to
address
fluoride
advocate
for
given
the
challenging
climate,
our
country's
facing
these
positions
have
not
only
become
critical
but
non-negotiable.
Non-Negotiable
BHS
crunch
Aris
has
fielded
hundreds
of
concerns
in
the
last
few
months
and
tried
to
make
families
and
our
children
feel
safe
and
keeps
an
informed
of
vital
information
needed
Beatrice
is
our
field
coordinator,
Gillian
Archer,
the
school
psychologist
has
already
earned
the
school.
The
TFI
70
award
for
implementing
implementation
of
the
comprehensive
behavioral
health
model
she's
only
been
there
for
a
year
to
lose.
T
N
A
U
K
U
I'm
here
on
behalf
of
families,
also
from
the
btu
and
we
support
the
families
facing
those
budget
cuts
because
budget
justice
is
also
racial,
justice
and
I'm
here
to
talk
about
the
black
lives
matter
at
schools.
National
week
of
action,
which
was
launched
two
years
ago
during
the
month
of
October
in
Seattle
Washington,
and
that
is
this
week.
February
8th
4th
through
the
8th.
U
This
movement
drew
participation
from
thousands
of
educators
across
the
United
States.
The
urgency
for
such
a
week
of
action
is
real.
Hate
crimes
have
have
spiked
severely
across
the
United
States
the
school
to
Prison
Pipeline
is
fueling
mass
incarceration.
We
don't
need
to
look
any
further
than
our
own
city
of
Boston
to
understand
the
need
for
black
lives
matter
at
school
week
of
action.
U
We
live
in
a
city
of
extraordinary
wealth
where
the
median
income
is
almost
twice
that
of
the
United
States,
where
we
are
home
to
several
elite
colleges
and
universities
and
internationally
known
sports
teams.
Yet
the
median
net
worth
for
non-immigrant
F
in
American
households
in
the
Greater
Boston
region
is
just
$8.00.
Our
students
who
are
86%
students
of
color
are
not
afforded
the
same
educational
opportunities
as
their
peers
and
neighboring
white
majority
suburb
suburbs.
U
The
demands
of
this
week
of
action
are
simple:
first
in
zero
tolerance,
while
the
district
has
taken
some
important
steps
in
hiring
restorative
justice,
coaches
and
coordinators.
As
a
result
of
advocacy
from
the
Boston
teachers
union
and
our
previous
contract,
we
can
do
more
restorative
justice
practices
needs
to
be
implemented
in
all
of
our
schools,
but
only
with
the
proper
supports
and
trainings
that
educators
need
to
roll
it
out
effectively.
Second
mandate,
black
history
and
ethnic
studies,
it's
already
mandated
in
other
cities,
including
Oakland
and
Portland.
U
If
Boston
is
serious
about
closing
the
opportunity
and
achievement
gaps
and
increasing
graduation
rates
for
students
of
color
in
a
meaningful
way,
then
investments
in
developing
and
offering
a
relevant
black
history
and
ethnic
studies
curriculum
is
a
must
third
hire
more
black
teachers.
Looking
back
to
January
16th
bps
hiring
update
was
given
with
the
statement
of
small
progress
for
improving
educator
diversity.
We
need
to
do
better
with
not
just
hiring,
but
also
retention,
to
close
the
opportunity
to
achieve
mchale
across
our
district
for
fun.
Counselors,
not
cops.
U
U
We
look
forward
to
working
with
the
district
to
a
jet
to
address
these
concerns,
as
I
close,
quoting
our
BTU
president,
just
Kitaen
to
be
to
you
is
proud
to
participate
in
the
black
lives
matter
week
of
action
and
to
join
the
national
call
for
racial
equity
in
our
schools.
We
are
taking
part
to
affirm
the
lives
of
black
students,
teachers
and
families
here
in
Boston
and
around
the
country.
Just
as
we
fight
for
quality
schools,
our
students
deserve
we
also
fight
for
communities
where
students
feel
safe
and
welcome.
Thank
you.
V
We
just
found
out
last
week
two
weeks
ago
that
the
shot
is
going
to
stand
for
$500,000
cut,
which
means
that
teachers
and
specialists,
including
generations
Incorporated,
will
not
be
back
next
year,
which
is
very
desperate,
very
that
dr.
Mentos
to
the
students
of
that
school.
Because
it's
a
catered,
it's
a
catered
three
school
number
one.
It
was
reopened
up
two
years
ago.
After
where
Bardot
was
there,
they
do
not
have
an
adequate
gym
space.
They
do
not
have
an
adequate
auditorium.
They
do
not
have
an
adequate
cafeteria.
V
So
already,
these
kids
are
already
at
a
disadvantage
now
not
to
have
myself
which
I
to
the
third
graders
which
they
understand
they
love
me.
The
teacher
loves
me.
We
have
a
great
working
with
rapport.
The
teacher
sends
me
and
includes
me
in
her
lessons
in
her
lesson
plans
and
we
are
preparing
this
week.
Four
black
lives
that
matter,
but
there's
a
bigger
problem
with
the
state
aid
that
Boston
gates.
Last
year
we
got
two
hundred
and
twenty
million
dollars.
V
167
million
goes
to
10,000
charter
school
kids.
The
remaining
balance
goes
to
Boston
Public,
which
is
fifty
seven
thousand
kids.
That
breakdown
is
our
for
childhood
students.
They
get.
Sixteen
thousand
plus
dollars
per
student,
Boston
gets
eight
hundred
and
ninety
two
dollars
per
student.
That
is
ridiculous.
V
So
we
have
to
do
a
better
job
and
we
have
got
to
make
sure
that
our
kids
on
a
level
playing
field
when
they
talk
about
the
drop
of
students
throughout
the
city.
Well,
look
at
it!
It's
common
sense!
If
a
parent
knows
that
state
a
is
gonna
put
sixteen
thousand
dollars
per
child,
she
has
in
the
system.
Where
do
you
think
she's
gonna?
Take
our
kids.
Thank
you
very
much.
I
look
forward
to
working
with
you
and
you,
mr.
Jenkins,.
W
Good
evening,
chairman
in
the
Kanto
superintendent,
/
L
members
of
this
Boston
School
Committee,
my
name
is
Kristen
Johnston
and
I'm.
Now
the
parent
of
a
sixth
grader
at
the
btu
pilot
school
I'm
here
to
talk
tonight
about
our
one
hundred
and
sixty
eight
thousand
dollar
budget
deficit,
which
will
result
in
the
loss
of
a
beloved
middle
school,
math
teacher,
math
and
science
teacher,
a
Latina
administrative
paraprofessional,
who
is
a
critical
resource
for
the
entire
in
school,
but
especially
our
spanish-speaking
families
and
one
less
day
of
art
instruction
per
week.
W
As
you
know,
seventh
and
eighth
grade
classrooms
at
our
school
and
across
the
district
are
routinely
under
enrolled
due
to
exam
school
pathways.
As
a
result,
next
year,
our
sixth,
seventh
and
eighth
graders
at
Btu
will
share
one
math
teacher,
one
science
teacher
and
two
teachers
instructing
both
ela
and
social
studies.
Students
and
teachers
across
the
district
will
once
again
be
asked
to
do
more.
With
less
several
weeks
ago,
I
saw
this
photo
of
the
btus
middle
school
on
a
roll
that
succinct
it
succinctly.
W
Illustrated
the
equity
firestorm
created
by
the
intersection
of
weighted
student
funding
and
the
exam
school
pathways.
The
sixth-grade
photo
has
17
honor
roll
scholars.
The
seventh-grade
photo
has
four
and
the
eighth-grade
photo
has
only
two.
These
seventh
and
eighth
graders
left
behind
lose
teachers,
enrichment,
librarians
and
support
staff,
because
money
follows
the
student
volatility
and
chaos
are
the
only
thing
that
we
can
promise
these
students
year
after
year.
Enrollment
declines
are
a
symptom
of
a
vulnerable
population.
Cutting
funding
to
them
is
the
exact
wrong
solution.
W
The
phase
2
bill
bps
report
states
clearly
that
we
will
provide
strong
K
to
8
options,
but
we
must
also
make
it
a
priority
to
fund
these
options.
The
precipitous
decline
in
enrollment
between
sixth
and
seventh
grade,
which
is
on
average
31%.
The
data,
is
on
the
back
of
the
sheet,
will
not
magically
go
away
when
grade
reconfigurations
are
complete.
Exam
schools
will
continue
to
peel
away
the
same
students
who
have
always
had
the
advantage
of
bps
and
continue
to
punish
those
who
have
always
been
left
behind.
W
I'll
just
add
anecdotally,
the
math
and
science
teacher
getting
cut
is
my
daughter,
6th
grade
teacher
and
the
the
joy
of
science
that
she
sparked
in
my
6th.
Grader
who's
never
had
an
interest
before
ever.
It's
I'm
really
sad
that
she's
not
gonna,
be
in
that
building
anymore,
and
then
anecdotally,
I'd
like
to
share
support
for
mr.
McGinnis
his
testimony
and
MS
pizzelles
testimony.
W
X
Z
Y
Y
We
just
want
to
thank
everyone
for
giving
our
school
the
opportunity
for
just
to
hear
from
us
later
on
today,
and
we
all
have
written
statements
that
we
were
prepared
to
read,
but
just
in
the
interest
of
time
and
looking
at
the
long
agenda
that
you
guys
have
I'm,
just
gonna
give
the
statements
to
Liz
and
just
ask
that
you
take
some
time
to
read
them
after
the
meeting.
We
do
have
some
alumni
who
are
here
today
and
we
would
love
for
you
to
hear
their
statements
and
what
they
have
to
say.
A
AA
AA
I
currently
serve
as
the
youth
voice
project
coordinator,
Boston,
Community,
Action
Team,
facilitate
facilitator
and
the
Alumni
Cordner
coordinator
at
VTA
I've
been
able
to
work
with
youth
leaders
around
the
city
and
across
the
country
on
initiatives
related
to
elevating
youth
voice,
increasing
youth,
civic
engagement,
fully
funded
public
schools,
dismantling
the
school-to-prison
pipeline
and
increasing
opportunity
and
resources
for
all
young
adults
in
2017,
mayor
Walsh
presented
me
with
an
award
for
local
and
national
leadership.
I
credit.
AA
All
of
these
experiences
to
be
da
BDA
gave
me
my
first
work
experiences
with
young
people
as
well
as
instilling
in
me.
The
idea
that
I
could
create
real
change
in
my
community
without
these
opportunities
and
experiences
I
would
in
no
way
be
where
I
am
today.
I
hope
that
the
School
Committee
will
allow
youth
in
Boston
have
the
opportunity
to
attend
BDA
and
take
advantage
of
all
they're
able
to
offer.
Thank
you
thank.
A
AB
Evening,
everyone
good
evening,
my
name
is
Ray
Woodbury
and
I
graduated
from
Boston
deigned
evening
in
2007,
when
I
came
to
be
DEA,
I
was
broken,
a
lost
team
that
didn't
have
goals
or
dreams.
School
wasn't
important
to
me
and
I
was
at
the
point
in
my
life,
where
dropping
out
seemed
to
be
my
best
option.
AB
I
looked
up
a
few
programs,
but
one
stuck
out
to
me
and
I
knew
this
was
where
I
was
supposed
to
be
in
bold
letters
across
the
reference
sheet
Boston
day
and
evening,
Academy
high
school
diploma
from
the
hours
to
its
mission.
I
was
quickly
attracted
to
the
school
I
applied
and
was
accepted
because
of
be
da's.
Community
I
was
given
the
hope,
passion
and
drive
that
I
was
missing
all
those
years
in
my
former
school
and
to
top
it
all
off
staff
members
that
actually
cared
so
I
began
to
dream.
AB
I
began
coming
early
every
day
and
staying
late
to
get
things
done.
My
grades
improved
and
I
became
student
government
president
and
fully
involved
with
the
BDA
community.
Things
were
going
so
well,
but
then
I
was
hit
with
another
bump
in
the
road.
I
became
homeless,
but
I
was
not
alone.
My
bde,
a
family,
kept
me
afloat
and
made
sure
that
I
had
everything
I
needed
to
make
it
through.
I
was
working
on
my
capstone
project
at
the
time
and
decided
to
create
a
documentary
film
about
a
subject
that
was
close
to
me.
AB
Homelessness,
which
was
entered
in
one,
the
Roxbury
Film
Festival
in
2007
academically,
and
personally,
this
community
helped
me
get
through
some
of
the
roughest
years
of
my
life
and
I'm.
So
grateful
to
be
here
in
front
of
you
this
evening
to
talk
about
it.
I
received
the
James
Baldwin
scholarship
and
attended
Hampshire
College.
Even
through
my
college
years,
I
was
supported
by
my
bde.
A
family
I
was
able
to
call
at
any
time
to
get
advice
and
reassurance
that
I
can
make
it
through.
AB
I
am
proud
to
say
that
in
2013,
I
earned
my
bachelor's
degree.
I
would
have
never
made
it
this
far
without
the
assistance
of
my
BD,
a
family
supporting
me
and
helping
me
grow
after
graduating.
I
returned
to
Boston
to
work
with
the
young
people.
I
am
now
the
enrollment
and
outreach
coordinator
for
Boston
Green
Academy,
helping
students
find
their
way
to
a
school
and
find
themselves
as
well
to
grow
in
a
passionate
community.
AB
I
share
my
story
with
you
this
evening,
because
there
are
so
many
young
people
right
now
dealing
with
some
of
the
same
issues
that
I
dealt
with.
If
not
more
a
place
like
be
DEA,
is
a
beacon
of
hope
and
success,
and
always
has
its
doors
open
for
students
in
need
and
for
students
who
have
one
goal
of
graduating.
AB
AC
AD
We
teach
our
students
about
restorative
justice
in
our
schools
through
the
criminal
justice
system
in
our
country
is
large,
though
the
criminal
justice
system
in
our
country
is
largely
punitive
lessons
about
Gandhi
apartheid
and
world
war.
Two
stress
the
need
for
reconciliation,
learning
and
resolutions
to
the
satisfaction
of
both
parties
to
address
wrongdoings
in
a
way
to
stop
the
repeat,
offenses.
AD
Why
then,
do
we
teach
our
students
one
thing
while
practicing
the
opposite
in
their
lives?
And
this
is
in
this
in
this
solution
to
the
problems
our
students
face?
We
must
we
must
consistently
hear
I'm
sorry,
we
must
consistent.
We
consistently
hear
about
suspensions
being
the
highest
among
blacks
and
Latino
students.
So
you
have
to
ask
the
question:
why
are
the
suspensions
so
high
in
the
schools
that
are
predominantly
black
and
Latino?
Could
we
ask
the
question
differently?
AD
Why
are
the
students
who
have
been
historically
marginalized
and
placed
an
overcrowded
and
understaffed
and
underfunded
schools
consistently
a
part
of
school
communities
with
a
high
amount
of
violence
and
suspensions?
When
we
look
at
the
question
from
this
angle,
we
start
Don's
back
unpack.
The
structural
issues.
AD
Has
anyone
ever
done,
study
comparing
school
sizes
of
test
scores,
school
sizes
to
suspensions,
because
suspensions
be
high
among
black
and
Latino
students,
because
they
attend
overcrowded
and
over
structured
and
understaffed
schools,
because
schools
have
the
schools
that
have
acceptable
human.
A
child
ratios
lower
suspension
rates
in
the
end
when
we,
when
we
really
tackle
the
hard
questions
that
face
our
historically
marginalized
schools,
I
would
say
when,
when
budget
cuts
come,
there's
less
adults
in
the
schools
and
that
leads
to
zero-tolerance
policies
that
leads
to
higher
suspensions.
AD
That
leaves
us
killed,
Rijn
that
feel
like
they're
not
cared
about,
and
then
it
leads
to
a
total
decline.
The
school
community
overall
so
I
say
have
you
think
about
the
history
of
this
country
and
what
people
of
brown
and
black
skin
have
gone
through.
I
would
say
when
you're
deciding
the
budget,
could
we
think
of
a
reconciliation
method
where
we're
trying
to
bring
back
the
love
and
compassion
that
our
communities
are
missing?
Thank
you.
B
AE
Evening
my
name
is
Heidi
Winston
and
I'm.
Gonna
say
a
few
words
I'm
the
school
nurse
at
the
btu
pilot
school,
the
full-time
school
nurse,
I'm,
proud
to
say,
I've
been
there
since
the
beginning
of
the
school
of
the
opening
of
this
teacher-led
school
since
2009
I
provide
health
care
for
the
students
of
my
school
and
support
them
in
their
learning.
I
want
to
say
that
I
am
strongly
opposed
to
all
the
cuts
and
layoffs
in
my
school,
as
well
as
all
the
other
schools,
the
pilot
schools
and
school
closings.
AE
I
guess
the
pilot
schools
are
the
targets
this
time.
First,
I
want
to
say
that
not
only
the
cuts
but
the
lack
of
money
spent
on
our
schools
replicates
the
inequality
and
the
racism
in
our
city
every
year
since
I
can
remember,
and
since
I
have
worked
for
bps,
there
have
been
nearly
cutbacks
budgetary
shortfalls
and
school
closings.
I
can
never
remember
that
there
were
not
these
meetings
going
on
and
people
speaking
eloquently
as
they
are
today
about
why
their
schools
should
be
fully
funded.
AE
These
cuts,
as
people
have
said
very
well
today,
are
racist
and
they,
but
they
end
up
hurting
all
students
and
staff
and
teachers.
Bps
student
population
is
composed
mainly
of
black
Latin
Asian,
working-class
and
immigrant
students.
If
we
were
an
affluent
community
I,
don't
believe
that
this
would
happen
every
single
year,
the
money
is
there,
it's
just
not
equitably
distributed.
AE
The
mayor
spoke.
What
is
it
about
a
month
ago
on
his
State
of
the
City
address
and
spoke
about
how
wonderfully
our
city
is
doing?
We
all
know:
there's
million
billion
dollar
housing
collecting
taxes
out
there.
Where
is
this
money
going?
It
should
come
to
our
students,
our
schools.
They
are
our
future
I.
AE
AE
She
daily
enriches
the
lives
of
our
students
with
her
presence.
She
not
only
adds
to
our
school
safety,
but
she
covers
lunch.
She
covers
recess
and
she
helps
with
the
debate
team
and
she
teaches
step
after
school
and
supports
students
in
their
daily
struggles.
She
she's
very
needed
and
then,
as
Ben
mentioned,
we
have
cuts
in
art
and
math
and
science
all
women
of
color,
because
these
jobs.
AF
These
jobs,
the
ones
that
are
most
vulnerable,
systemically
happen
to
be
inhabited
by
people
of
color.
So
when
we
take
the
vulnerable
jobs
out,
the
people
of
color
are
gone
and
that
we
cannot
support
that
any
longer.
We're
trying
to
hire
people
of
color
and
if
we
can't
hire
we're
saying,
let's
hire
them,
I
say:
let's
keep
them.
AE
AG
Hello,
my
name
is
Ruby
Reyes
I'm,
the
director
of
the
Boston
Education
justice
alliance.
I
just
want
to
make
a
quick
plug
for
the
cherish
act,
which
is
alongside
the
promise
act
which
supports
higher
education,
funding
for
state
colleges
and
universities,
and
so,
when
you
make
a
commitment
to
promise,
you
should
also
make
a
commitment
to
cherish
so
I
want
to
talk
about
weighted
student
funding,
and
so
the
weighted
student
funding
formula
and
the
opportunity
index
were
first
designed
to
create
a
more
equitable
distribution
of
resources.
AG
However,
with
minuscule
increases
in
resources
each
year
and
an
end,
an
inequitable
distribution
of
state
aid,
the
formulas
are
unable
to
distribute
adequate
funding
to
all
of
our
schools
in
the
current
system,
when
one
school
wins,
another
experience
is
a
cut.
That
is
the
first
step
to
school
closure.
AG
This
creates
a
culture,
we're
surviving,
becomes
winning
to
another
schools,
expense,
build
VPS,
further,
perpetuates
this
sick
culture,
in
that
it
asks
schools
that
have
shrinking
budgets
to
also
showcase
how
great
their
resources
are
in
order
to
win
a
new
building
or
get
repairs
to
their
current
space.
This
culture
is
not
safe
or
healthy.
For
children,
but
it
is
being
set
as
a
standard
by
the
district.
Every
student
should
have
an
educational
experience
in
which
they
feel
safe,
cared
for
and
have
access
to
quality
learning
environments.
AG
They
should
not
have
an
apocalyptic
style
culture
of
destroying
the
basic
needs
of
those
who
underperform
as
we
move
into
budget
season,
and
you
work
to
manage
budget
cuts
and
do
what
seems
like
the
impossible.
We
ask
that
you
advocate
for
additional
funds
from
the
mayor
and
to
change
the
weighted
student
formula.
Other
cities
do
not
fund
their
schools
in
this
way.
It
doesn't
have
to
be
this
way.
Boston
is
an
incredibly
rich
City
with
an
over
development
on
public
land.
AG
Beige
asks
that
you
join
the
hundreds
of
parents,
children,
teachers,
community
members
and
elected
officials
in
urging
the
mayor
to
invest
that
wealth
into
our
precious
commodity,
not
real
estate
investors,
but
our
children,
BPS
students
who,
despite
having
to
showcase
their
skills
in
the
midst
of
BPS
cutting
their
basic
school
needs,
often
grow
two
or
three
reading
levels.
In
one
year.
They
always
want
to
find
a
safe,
secure
place
where
they
have
a
lasting
school
community.
AG
When
you
think
about
the
past
fall
and
the
work
you
have
done,
will
you
reflect
on
having
destroyed
two
schools
created
generational
trauma
for
over
eight
hundred
students
sentenced
over
four
hundred
children
to
dropping
out
because
of
a
poorly
managed
transition?
Or
will
you
think
about
your
leadership
as
one
where
you
serve
the
city's
children
in
advocating
and
providing
an
education
in
which
they
develop
a
deep
love
of
learning
the
decisions
you
make
as
a
school
community
can
haunt
you
or
can
be
something
you
are
proud
of,
which
is
building
rather
than
destroying?
Thank
you.
N
A
You
miss
Sullivan
and
thank
you
to
all
who
testified
this
evening.
Our
first
action
item
this
evening
is
the
Winthrop
Elementary
School
innovation
plan.
You'll
recall
that
our
last
meeting
went
through
a
principal
Lea,
Blake,
maquette
II,
who
has
joined
us
this
evening
again
with
some
of
her
colleagues
from
the
school
presented
a
three
year
plan
for
innovation
for
the
committee's
consideration,
I'd
like
to
turn
it
over
now
to
the
interim
superintendent.
For
any
final
comments,.
I
Just
a
quick
recap,
and
framing
so
last
October,
the
Winthrop
Elementary
School
in
Dorchester
departed
from
its
state
designated
level
for
turnaround
status
after
five
years
and
so
principal
Blake
McKenney
came
along
well.
I
will
get
back
to
that
here.
It
is
Winthrop
principal
Lea,
Blake,
maquette
II
and
two
second-grade
teachers,
carretera
Chuck
and
Terina
Webb
Thomas
presented
the
school's
proposed
innovation
plan.
A
Superintendent
I
wanted
to
open
it
up
now
to
committee
members
for
questions
or
discussion,
mr.
O'neill
and
mr.
O'neill,
if
I,
if
I
may,
before
you
begin
I
just
do
want
to
recognize.
You
pointed
out:
miss
Tang,
miss
Jessica
tang.
Our
president
of
the
BTU
is
joined
us
this
evening.
Welcome
miss
Tang.
Thank
you
for
joining
us
and
thank
you
as
well
principal
Blake
McKenney
for
joining
us
at
the
dais.
Mr.
Liu
Thank.
K
You
mr.
chair
I
regret
I
was
here,
I
was
not
here
last
week,
so
I
didn't
get
a
chance.
They
asked
this
question,
so
excuse
me
principal
McKenna
if
it
had
like
maquette
if
it
had
been
asked
before,
but
as
part
of
the
innovation
plan,
could
you
tell
me
what
you're
doing
about
your
discipline
policies
and
will
you
be
following
the
discipline
policies
of
the
district
sure.
AH
So
we
will
absolutely
be
following
the
discipline
policies
of
the
district
and
right
now
we're
working
along
with
along
the
district
to
make
sure
that
we
decrease
our
suspension
rates.
We
actually
had
one
of
those
one
of
the
one
of
the
goals
of
our
turnaround
plan
was
to
make
sure
we
decreased
our
sister
grade
over
time,
so
we'll
definitely
be
continuing
with
those
policies.
Great.
K
A
Z
A
You
dr.
Coleman
and
principal
Blake
Micheli.
You
know
we
had
a
very
late
presentation
last
week
and
I'm
glad
to
see
that
you
and
I
your
colleagues
who
can
be
getting
out
of
here
a
little
earlier
this
evening,
but
nevertheless
you
know
we
were
really
impressed
by
the
level
of
collaboration
within
the
school
in
the
level
of
trust.
Quite
frankly
that
you've
been
able
to
build
within
your
school
communities,
it's
quite
impressive
and
it
creates
a
blueprint
for
other
schools
to
follow.
A
I
also
want
to
point,
of
course,
and
I
also
want
to
point
it
out
as
well,
that
you
know
I,
don't
think
we
celebrated
enough.
The
fact
that
the
Winthrop
has
in
fact
been
one
of
the
few
schools
around
the
state
to
exit
from
turnaround
status,
and
so
this
innovation
plan
is
in
fact
a
continuation
of
that
emergence
and
provide
you
with
the
necessary
tools
to
continue
improving
performance
over
time.
So
thank
you
again
for
taking
this
step
and
we
look
forward
to
taking
action
in
just
a
few
moments
with
that.
A
I
A
M
B
A
Z
J
A
K
A
AH
A
Moving
on
now,
our
next
action
and
next
and
final
action
item
I,
should
say
this
evening
is
the
approval
of
a
waiver
to
the
maximum
student
age
policy.
You
will
recall
that
our
last
even
meeting
excuse
me:
academic
superintendent,
Tommy
Welch,
along
with
assistant
superintendent,
for
the
office
of
special
education,
Cindy
Neilson
and
the
assistant
superintendent
of
the
office
of
English
language
learners.
Miss
Priya
italiani
presented
an
update
on
the
district's
analysis
of
the
current
bps
maximum
student
age
policy.
A
Tonight,
the
interim
superintendent
is
requesting
the
committee's
authorization
for
the
district
to
grant
waivers
to
this
policy
for
the
remainder
of
the
academic
year.
Well,
the
district
continues
to
work
on
a
long
term,
equitable
solution
and,
as
we've
discussed
at
the
previous
meeting,
the
district
will
come
back
to
us
by
the
end
of
this
academic
year
to
propose
a
permanent
solution
for
this
issue.
That's
before
us.
So
at
this
time,
I'd
like
to
turn
things
over
to
our
interim
superintendent.
For
any
final
comments,.
I
So
crafting
a
policy
that
meets
the
the
varying
in
different
needs
of
all
of
these
students
in
an
equitable
way
has
been
our
challenge.
We
believe
we
have
identified
a
viable
solution
that
we
are
working
toward,
which
involves
creating
a
hybrid
Adult
Ed,
an
alt
at
program
at
bada,
but
nonetheless
we
need
to
verify
all
the
dimensions
and
again
test
it
for
equity,
feasibility
and
sustainability,
but
in
particular
its
impact
on
these
varying
student
subgroups
in
other
programs.
I
So,
as
a
result,
what
we
are
asking
for,
while
we
finalize
that
program
and
policy
development,
is
a
waiver
request
which
would
grant
to
the
district
and
to
the
office
of
the
superintendent
temporary
authority
to
grant
waivers
to
the
maximum
age
policy,
permitting
student
requests
through
a
review
process
to
remain
enrolled
in
their
current
schools
through
the
end
of
the
academic
year
or
in
some
cases
through
the
end
of
the
summer
program.
If
they
are
enrolled
in
our
summer
program
through
August
31st
and
by
implementing
a
waiver
policy.
J
Thank
You,
chair
I,
know
you
covered
this
in
your
presentation
last
week,
but
I
just
went
home
thinking
about
it
and
I
was
hoping
if
you
could
take
a
deeper
look
at
the
parent,
slash
family
engagement,
piece,
so
I
know
you
had
mentioned
that
the
parent
or
caretaker
would
be
involved
in
I
realize
some
of
the
students
are
overage,
so
some
may
be
independent.
J
But
if
there's
a
way
to
just
formalize
that
so
that
we
ensure
for
those
students
that
are
still
with
their
family,
that
there's
some
kind
of
sign
off
or
something
like
it's
a
face
to
face
or
that
face
so
that
the
families
know
what's
happening
and
they
are.
They
are
part
of
the
process.
So
if
we
could
just
formalize
that
a
little
bit
more
yeah.
AI
In
thanks
for
thanks
for
your
your
thought,
but
just
updating
the
last
six
days
we're
using
bata
as
our
pilot
going
through
this
they've
had
nine
students
turned
22
that
went
through
this
kind
of
review
of
credits,
attendance,
their
MCAT
scores
and
other
circumstances.
We've
brought
in
family
members
parents.
In
these
conversations,
11
of
the
conversations
have
happened,
including
the
nine
that
already
turned
22.
It
was
determined
that
those
nine
students
would
continue
through
the
year.
AI
They
would
benefit
they're
gonna
graduate
in
June
the
two
that
are
turning
22
later
on
this
month
in
an
early
March,
it
was
determined
that
they
are
very
very
far
from
graduation
and
they
would
benefit
or
they
elected,
to
participate
in
a
two-day
week
evening
program
to
fit
their
schedules
a
little
more
I
think
one
of
them
was
working
on
a
had
a
work
schedule
that
conflicted
so
the
pilot
process,
even
though
is,
if
you
guys,
approve
this
extension,
we're
gonna
formalize
it
more.
It
has
been
tested
over
the
last
six
days
with
bata.
J
A
Are
there
further
questions
from
the
committee
comments?
Well,
thank
you
again
and
I
think
those
are
fine
words
to
end
on
mr.
O'neil.
This
is
again
a
temporary
process
that
we're
voting
on
tonight
to
provide
the
district
with
an
ability
to
continue
serving
those
students
that
have
reached
their
22nd
birthday
in
this
current
academic
year,
while
at
the
same
time
taking
the
tension
off
taking
some
of
the
anxiety
out
of
the
situations
that
a
number
of
these
students
have
found
themselves
and
over
the
course
of
the
year,
while
also
providing
the
district
with,
as
mr.
A
The
opportunity
to
think
through
some
of
these
bigger
questions
and
how
students
across
the
district,
regardless
of
age
special
needs,
whether
or
not
their
diploma
bound
where
they
find
themselves
in
their
formal
schooling,
how
they
will
make
their
way
through
the
system
and
whether
the
programs
that
bps
can
provide
are
the
most
appropriate
for
those
students
to
continue
and
complete
their
educational
studies
through
the
district.
So
I
know
that
the
three
the
three
of
you
before
us
have
done.
A
Some
real
yeoman's
work
in
this
regard
over
the
last
couple
of
months,
and
you
certainly
have
a
lot
more
work
that
you
all
acknowledge
needs
to
be
done
here,
and
so
we
greatly
appreciate
that
and
we
appreciate
the
humane
approach
that
the
district,
including
superintendent,
has
taken
with
respect
to
these
students,
and
so
we
look
forward
to
hearing
from
you
once
again
assuming
this.
This
temporary
waiver
passes
this
evening
on
a
permanent
solution
later
this
academic
year.
So
thank
you
again.
I
Before
you
call
the
boat
chairman,
if
I
may,
in
addition
to
the
extraordinary
efforts
of
the
three
leaders
in
front
of
you,
a
critical
fourth
member
is
sitting
quietly
over
on
the
side
and
that
would
be
from
our
office
of
the
legal
adviser,
Carolyn
Weissman,
one
of
our
attorneys
who's
been
an
integral
player
in
testing
and
pushing
and
helping
the
content
and
programmatic
leaders
to
understand
the
legal
dimensions.
So
to
your
question,
my
Colonial
mr.
O'neil.
That
is
something
that
we
are
paying
close
attention
to.
A
K
Very
one,
quick
one,
since
it's
on
newest
member
of
the
committee
I,
want
to
point
out
to
the
superintendent
that
dr.
Rivera
actually
has
a
lot
of
experience
with
Adult
Ed
programs.
So,
as
you
look
to
work
on
a
ultimate,
you
know
a
solution
to
bring
back
to
us
in
June.
It
would
be
great
if
you
could
get
her
input
as
well.
Sorry
to
call
you
out
on
a
talk,
I.
K
A
K
J
A
A
S
AC
A
Thank
you,
miss
Sullivan,
and
thank
you
once
again
to
my
colleagues
for
pushing
on
this
issue
and
to
the
district
once
again
for
working
so
diligently
to
solve
this.
This
problem
on
behalf
of
our
students
moving
on
now
from
our
action
items,
I
want
to
move
to
our
first
very
brief
report
this
evening
on
nominations
to
the
committee's
opportunity
and
achievement
gaps.
A
Task
Force,
we're
joined
by
Reverend
Willie
bode
Rick,
the
second
of
the
12th
Baptist
Church
this
evening
good
evening,
Reverend
who's,
our
nominee,
our
sole
nominee
this
evening
for
the
task
force,
but
as
I'm
going
to
talk
in
a
moment,
the
the
district
and
the
committee,
specifically
in
consultation
with
the
chairs
of
the
opportunity
achievement
gaps
task
for
force,
are
working
diligently
to
confirm
a
number
of
additional
appointments
that
will
be
put
forward
to
the
committee
for
a
vote
at
our
next
committee
meeting.
Full
committee
meeting.
A
Excuse
me
on
February
27th,
so
just
to
give
you
a
little
bit
of
background.
The
oeg
task
force
was
established
by
this
committee
in
2015,
update
the
districts
oag
policy
and
serve
as
a
monitoring
body
on
behalf
of
the
committee
and
since
the
approval
of
the
updated
policy
in
2016.
The
oeg
task
force
has
worked
closely
with
dr.
Colin
Rose,
our
assistant
superintendent,
for
the
office
of
the
opportunity
gaps
in
the
district
to
monitor
the
district's
implementation
of
the
policy.
A
And
so
once
again,
I
tonight
I'm
going
to
present
for
the
committee's
consideration
the
nomination
of
Reverend
Bhadrak
to
serve
as
a
member
of
the
school
committee's
opportunity,
achievement,
gaps,
task
force
and
just
as
a
little
bit
of
background
on
Reverend
Broderick
who's.
A
fellow
husky,
a
law
student.
A
At
Northeastern,
University
School
of
Law,
among
many
other
things,
is
the
chairperson
of
the
Boston
Network
for
black
student
achievement
and
in
his
again,
as
I
mentioned
earlier,
an
associate
pastor
at
the
historic
12th
Baptist
Church
Reverend
Broderick
has
proven
to
be
a
critical
thought
partner
in
the
district's
efforts
to
close
the
education
gaps
within
this
city
and
has
been
a
tireless
advocate
before
this
body
and
with
the
district
for
quite
some
time.
So
the
co-chairs
and
I,
as
I
mentioned
earlier,
are
in
the
process
of
finalizing
a
number
of
other
nominees.
A
We
hope
to
get
to
somewhere
between
the
number
of
four
to
six
week.
Early
have
I,
don't
have
an
exact
count
to
top
my
head,
but
I
want
to
say
we
have
around
seven
or
eight
members
of
the
committee.
Currently,
in
addition
to
the
co-chairs-
and
you
know,
this
is
a
task
force
like
any
other.
It's
been
in
existence
for
nearly
four
years
now
and
from
time
to
time.
A
We
are
always
eager
to
take
additional
individuals
that
may
have
an
interest
in
serving,
and
so
of
course,
you
can
feel
free
to
reach
out
to
me.
My
my
colleague,
Miss
Robinson
is
a
co-chair
of
the
task
force
as
well
as,
if
you
have
a
personal
relationship
with
the
other
two
co-chairs,
pastor,
Sam
or
miss
Shakur.
A
So
again,
I,
look
forward
and
I'll.
Ask
the
committee
to
take
actions
on
these
nominations
at
the
next
meeting
on
February,
27th
and
hopefully
much
before
that
time.
The
co-chairs
and
I
will
be
able
to
update
you
with
additional
nominees
for
your
consideration
so
before
we
move
on
I
want
to
open
it
up
to
the
committee
for
comments,
questions
any
further
discussion.
Mr.
A
K
Just
one
quick
comment:
first
of
all,
mr.
chair,
thank
you
for
paying
attention
to
this.
This
has
been
a
very
important
task
force.
The
work
that
they
have
done
has
led
directly
the
recommendations.
This
test
was
made
led
directly
to
the
work
of
dr.
Colin
Rose,
the
funding
of
his
department
and
the
support
that
he
has
needed
to
embed
this
throughout
the
district
and
I
will
tell
you.
This
work
is
being
noticed
nationally.
So
I
was
at
a
national
conference
recently,
and
people
were
speaking
specifically
about
the
work
that
dr.
K
Rose
is
doing
along
with
the
office
of
human
capital
and
how
they
were
embedding
a
lot
of
the
thought
process
now
throughout.
So
I
thank
dr.
Rose
for
his
work,
but
it's
because
this
task
force
so
Thank
You
mr.
Chia,
for
paying
attention
to
it
to
refreshing
it
and
I
thank
very
much
Reverend
Podrick
for
willing
to
his
willingness
to
step
up.
Reverend
I.
Look
at
your
resume
and
I
say
how
do
you
have
the
time
to
do
this
because
you
have
a
busy
busy
me.
K
So
thank
you
for
your
willingness
to
serve
and
to
help
your
adopted.
City
and
I
will
say
that,
because
I
know
you're
a
native
of
the
city
that
now
has
Gillette
Stadium
North
is
at
Gillette
Stadium
self,
as
they
say
it
right.
The
great
city
of
Atlanta,
but
we're
delighted
for
the
work
that
you're
doing
here
in
this
city
and
you've
been
a
great
thought.
Partner,
I've
had
some
great
conversations
with
you
and
thank
you
for
your
willingness
to
sell
but
step
up
and
help
in
this
important
task
force.
Oh
thank.
A
You
mr.
O'neal,
and
thank
you
again,
is
the
former
chair
of
the
body
for
moving
this
work
forward
and
being
a
thought,
partner
and
thought
leader
in
creating
the
the
policy
and
the
task
force
itself
and,
as
mr.
O'neal
mentioned,
mr.
bode
ryx
Reverend
Broder.
Excuse
me
resume
is
in
our
packets
for
our
review
and
again
as
we
bring
forward
additional
nominees
for
the
committee
will
circulate
those
individuals
CDs
as
well.
If
there's
no
further
questions,
we
will
move
on
to
our.
H
A
Well,
thank
you
once
again,
fellow
community
members,
we'll
move
on
now
to
our
next
report,
which
is
an
amendment
request
for
the
Boston
day
and
evening
Academy,
which
is
a
Horace
Mann
charter
school
within
our
district.
At
this
time,
I'd
like
to
invite
BDA,
headmaster,
Alan
Allison
Ramesh,
to
please
step
forward
with
her
presentation
and
first
I'd
like
to
turn
it
over
to
the
interim
superintendent
for
her
opening
remarks.
I
Thank
You
chair,
LeConte
Oh,
so,
as
you
will
soon
hear
from
the
be
DEA
team
Boston
day
and
evening,
Academy
is
a
Horace
Mann
charter
school
operating
within
the
district.
It
is
particularly
unique
in
that
it
is
both
an
in-district
charter,
but
also
an
alternative
education
program
or
alternative
education
school
and
in
particular,
one
that
is
focused
on
effectively
serving
over
age
high
school
students
in
an
alternative
setting.
I
They
are
here
tonight
to
propose
and
share
amendments
to
the
a
state
charter
in
order
to
better
serve
a
sizable
number
of
under
accredited
high
school
students
living
in
Boston
before
seeking
approval
from
the
state
which,
as
a
charter
school,
they
must
do.
These
proposed
amendments
must
first
be
approved
by
the
Boston
School
Committee,
since
they
are
an
in-district
charter
and
thus
part
of
the
district.
So
with
that,
I
will
turn
things
over
to
the
be
DEA
team,
and
thank
you
for
your
time
and
the
work
you
put
into
developing
these
proposed
amendments.
Wonderful.
S
Good
evening,
everyone,
thank
you
all
so
much
for
hearing
us
tonight.
My
name
is
Liliana
mikkel
I'm,
the
co-chair
at
the
Boston
day
and
evening
Academy
Board
of
Trustees
I'm
here
with
coach
here,
Danny
Rivera
and
headmaster,
Allyson
remic.
As
many
of
you
know,
and
as
you
all
just
heard,
BDA
is
a
Boston
Public
School
and
an
in-district
Horace
Mann
charter
school.
Our
mission,
which
has
been
more
than
20
years
ago,
is
to
serve
students
who
have
not
found
success
in
traditional
schools.
S
Last
year,
part
of
our
redistricting
process,
with
deep
desi
identified
a
few
changes
to
be
DEA
practices
that
must
be
approved
by
the
board
by
the
School
Committee.
Tonight
we
have
to
ask
for
the
School
Committee
first
approve
our
enrollment
policy,
which
has
been
updated
to
meet
the
charter.
School
law.
AJ
So,
thank
you.
My
name
is
Alison.
The
head
of
school
and
I've
I've
been
here
before
so
thanks
for
giving
us
the
opportunity
to
come
and
talk
to
you
so
BDA
is,
is
proud
to
be
a
boston
public
school.
We
were
here
last
year
with
our
Charter
being
renewed.
We
serve
the
district's,
most
marginalized
students.
AJ
Two
of
our
graduates
spoke
to
you
guys
tonight
and,
as
many
of
you
know,
we
provide
an
academically,
rigorous
and
trauma-informed
alternative
option
for
our
high
school
students
who
have
found
that
the
traditional
school
model
did
not
work
from
them
and
they
need
a
different
pathway.
The
majority
of
our
students,
as
they
shared
struggle
with
a
host
of
factors
associated
with
the
ecosystem
of
poverty.
They
struggle
with
mental
health,
food
and
housing
insecurities
and
caring
for
their
family.
This
makes
coming
to
school
consistently
a
challenge.
As
a
result,
they
have
gaps
in
their
education.
AJ
A
third
comes
of
BDA
performing
below
the
sixth
grade
level,
in
both
math
or
ela.
What
makes
PD
a
unique
is
our
innovation,
our
competency-based
model,
our
trauma-informed
practices.
We
designed
a
school
20
years
ago,
specifically
for
this
group
of
students.
Our
unique
learning
experience
meet
students
where
they
are
not
only
academically
but
socially
emotionally
and
that's
that's
a
key
part
of
our
school
model
that
is
not
common
in
public
education.
We
place
students
in
courses
based
on
skill,
not
grade
level
or
age.
AJ
Our
small
classes
in
robust
student
support
model
ensures
each
student
has
an
adult
advocate
at
the
school,
and
our
postgraduate
planning
department
ensures
each
student
has
a
viable
post-high
school
education
plan.
Each
year
we
graduate
between
50
and
60
young
adults,
who
would
have
otherwise
dropped
out
of
high
school.
So
we've
we've
served
our
students
well
over
these
past
20
years,
never
suffering
from
mission
drift,
which
often
happens
in
organizations
always
staying
true
to
serving
the
students
for
whom
our
traditional
school
model
did
not
work.
AJ
This
picture
says
it
all:
we
have
created
a
community
that
understands
the
first
step
to
academic
excellence,
is
relationships,
our
staff
model
daily,
a
professional
culture
of
collaboration,
communication,
respect.
We
teach
our
students
the
essential
skills
of
self-regulation
through
consistent
and
constant
conversations,
both
peer
to
peer
staff
and
student
and
staff
and
staff.
As
a
result,
we
have
a
school
community
that
rates
on
the
top
percentile
on
all
bps
surveys.
AJ
The
state
has
acknowledged
our
hard
work
over
the
past
20
years
and
in
2018
we
were
given
a
non
conditional
renewal
of
our
alternative
school
model
for
another
five
years.
For
the
fifth
time
nationally,
schools
come
to
visit
us
to
learn
about
our
informed
competency-based
student-centered
model,
so
as
part
of
Dusty's,
very
comprehensive,
comprehensive
renewal
of
our
school
last
year
was
a
review
of
our
processes
and
documentation.
AJ
AJ
Specifically,
they
asked
for
clear
language
on
our
lottery
and
waitlist
process,
so
it
was
aligned
with
school
enrollment
timeline.
We
also
updated
our
application,
so
it
only
asked
for
the
basic
information
from
the
student.
We
work
closely
this
past
summer
with
Dusty's
enrollment
office
to
make
sure
the
language
we
were
adding
was
in
compliance
per
their
request.
AJ
Fortunately,
dusty
is
aware
of
BDS
mission
and
role
we
play
for
the
district
and
provided
us
feedback
on
to
ensure
that
we
were
still
recruiting
to
fulfill
our
mission
tonight.
We
asked
the
school
committee
to
continue
to
support
BDS
mission
and
vision
to
continue
to
serve
our
overage
under
credited
youth
in
new
and
innovative
ways.
In
order
to
do
to
do
this,
we
are
asking
that
the
committee
okay,
our
request
to
the
state
to
increase
our
seat
capacity
from
405
to
505
students
over
the
course
of
the
next
three
years
over
the
past
four
years.
AJ
Several
events
have
occurred
that
bring
us
to
this.
Ask
first
using
historical
enrollment
data
trends.
The
district
has
slowly
increased
our
enrollment
from
three
hundred
and
eighty
students
in
2016
to
four
hundred
and
thirty
three
students
for
this
coming
school
year.
Over
the
years
we
have
had
no
problem
recruiting
for
this
increased
enrollment
and,
in
fact,
often
have
more
applications
than
seats
each
trimester.
We
have
structured
orientations
that
allow
new
cohorts
of
students
to
enter
seamlessly
into
the
BDA
culture,
keeping
the
school
full
year-round
with
safe
and
supportive
learning
community
for
students
and
staff.
AJ
Second,
at
BDA,
we
have
our
own
data
collection
system
that
has
over
20
years
of
student
data
and
have
been
watching
data
trends
both
that
BDA
as
well
as
within
the
district.
This
data
is
what
we
use
to
make
adjustments
along
the
way
in
our
programming.
For
example,
in
2004,
we
began
a
day
program
for
our
overage
of
middle
school
students
in
2016
after
seeing
three
years
of
declining
interest
in
our
evening
program
hours
and
in
close
communication
with
the
reengagement
Center,
we
made
adjustments
in
our
evening
hours
to
start
earlier
than
12
p.m.
AJ
all
of
these
changes
respond
to
the
changing
needs
in
our
district
last
year,
the
Parthenon
report
findings
commissioned
by
bps
and
Bar
Foundation,
were
not
a
surprise
to
the
BDA
community.
We
have
seen
the
increased
interest
of
students
wanting
to
come
to
BDA.
This
population
has
gotten
younger,
16
and
17
and
comes
with
very
little
high
school
credit.
AJ
Lastly,
we
believe
BDA
staff-
and
you
saw
three
of
our
amazing
leaders
here
tonight-
have
the
capacity
and
experience
to
deliberately
and
strategically
design
programming
for
students
in
the
district,
as
identified
as
needing
something
different
note.
Not
only
are
we
looking
at
not
only
are
we
looked
at
as
a
national
model,
doing
great
work
for
over-aged
under
credited
youth,
but
in
2018
destiny.
AJ
After
doing
a
comprehensive
review
of
our
school
practice,
our
outcomes,
our
leadership,
our
governing
board,
who
sits
next
to
me,
are-
and
they
renewed
our
charter
not
conditionally
for
another
five
years
for
the
fifth
time
so
our
plan.
So
our
vision
for
these
additional
seats
is
to
respond
directly
to
the
Parthenon
findings
strategically
and
thoughtfully
by
adding
a
third
program
to
our
BD
a
model.
Last
year,
while
the
Parthenon
study
was
happening,
BD,
a
staff
with
funding
from
the
Bar
Foundation
we're
doing
their
own
data
review
and
redesign
process
approved
by
bps.
AJ
A
comprehensive
review
of
our
data
identified
a
subgroup
of
students
that
needed
something
different
at
B
da,
our
young
men
of
color
we're
not
graduating
at
the
same
percent
as
our
young
woman.
This
data
was
on
par
with
local
and
national
trends.
Instead
of
programming
away
from
the
spy
we
decided
to
address,
it
head-on.
Designing
a
new
program
which
we
currently
call
BDA,
2.0
and
adrian,
who
was
here
in
the
middle,
is
the
lead
program
leader
on
that
pilot.
AJ
AJ
Bda
2.0
allows
us
to
address
an
opportunity
gap
for
the
district
developing
a
program
specifically
for
our
overage
under
credited
young
men
of
color,
who
are
not
graduating
from
high
school
at
the
same
right
as
our
young
women.
Last
year,
twelve
BDA
staff,
six
men
and
a
variety
of
community
members
asked
our
young
men
what
they
wanted
from
their
high
school
experience.
What
experience
would
help
them
feel
adequately
prepared
for
college
and
career?
They
told
us
the
following:
they
wanted
a
learning
experience
that
sticked
was
relevant,
made
sense
to
their
lives.
AJ
They
wanted
an
opportunity,
like
their
white
peers,
to
build
connections
with
adults
in
different
businesses
to
widen
their
network
outside
of
their
own
circles.
They
wanted
to
continue
BDA,
strong
social
emotional
support
system
and
expand
it
to
make
sure
every
student's
needs
were
met,
counseling
food
transportation
and
appropriate
clothing.
They
wanted
to
make
sure
that
people
understood
them
that
those
working
with
them
looked.
P
AJ
This
September,
after
a
year
of
planning
we
launched
BDA
2.0
BDA
2.0,
combines
three
elements:
students
master
the
same
academic
competencies
at
BDA,
but
experienced
the
learning
and
interdisciplinary
project
based
modules,
with
the
opportunity
to
catch
up
or
go
faster
in
a
self-paced
learning,
lab
students
hone
their
college
and
career
readiness.
Skills
through
scaffolded
works,
based
learning
experience,
a
combination
of
professional
development
workshops
and
internships.
And,
lastly,
the
students
are
organ
and
crews
of
up
to
20
students
and
operate
as
a
team,
with
facilitation
provided
by
skilled
workers
and
educators.
AJ
Here
are
the
young
men
here,
the
young
men
practice
leadership,
ownership
of
one's
actions
and
support
for
one
another.
The
crew
ensures
that
each
student
is
provided
the
social
and
emotional
support
essential
for
academic
readiness.
Our
vision
is
to
graduate
young
adults
with
a
new
sense
of
urgency
agency,
young
leaders
empowered
with
self-knowledge,
ready
and
able
to
obtain
their
vision
for
their
future.
AJ
A
Z
AJ
That's
a
really
good
question
and
one
that
we
are
all
thinking
about
in
our
staff
are
especially
as
the
day
and
the
evening
kind
of
morphed
together.
So
as
part
of
our
five
fifth
year
renewal,
we
are
also
into
a
strategic
planning
process
that
will
be
a
strategic
plan
for
the
next
five
years
and
a
a
big
portion
of
that
is
going
to
be
how
we
think
about
our
programs
and
look
at
the
research.
AJ
Z
K
AJ
AJ
K
AJ
K
AJ
AF
C
AJ
AJ
K
And
I
also
read
with
interest
the
section
about
to
help
your
students
succeed
after
they
graduate.
You
could
have
simply
said
just
follow
mr.
Rivera's
advice
on
this,
because
I
have
had
the
opportunity
to
work
with
you
over
the
years
and
and
know
strongly
of
your
work
with
the
students
at
Bunker,
Hill
and
elsewhere
in
your
success,
coaching
with
them
so
I
found
this
was
a
well-written
section.
So
thank
you
for
that
now.
Let
me
get
to
the
concern
I
have,
though,
and
I.
K
If
you
ask
me,
if
I'm
supportive
of
increase
in
a
moment
for
be
DEA,
I'd
say
yes.
Yes,
yes,
yes,
yes,
absolutely
jelly
hit
that
one
last
piece:
what
are
we
gonna
do
about
your
building
because
I
was
about
to
ask
you
have
room
on
it
and
yet
you
say
in
your
existing
building
and
I
know:
you're
using
you
mentioned
you
using
some
extra
space
at
the
Dearborn
right
now.
How
are
you
going
to
handle
more
students
and
I
get
petrified
with
a
response
of?
Don't
worry,
we're
gonna
solve
a
superintendent.
K
K
As
mr.
Hanlon
comes
up
and
thank
you
mr.
Hamlin
for
joining
us
but
I,
just
I
will
preface
it
by
saying
you
know
it's
part
of
the
downside
of
having
sat
in
the
seat
for
a
while.
Then,
unfortunately,
too
many
times
in
the
past,
we've
made
a
decision,
but
don't
worry
we'll
figure
that
out
in
a
year
or
so
and
then
all
sudden
it
becomes.
You
promised
us
and
we
don't
have
it
and
now
we're
stuck
and.
B
I
John
begins.
I
will
point
out
that
you
are
right
about
that
pattern,
and
that
was
one
that
I
encountered
when
I
arrived
in
July
and
be
DEA,
which
already
had
planned
to
expand
had
nowhere
to
go
in
July.
We
secured
a
location
for
them,
fortunately
right
in
their
backyard
and
thanks
to
the
generous
partnership
of
Dearborn
STEM
Academy.
I
That
is
where
they
are
located
for
this
year.
However,
we
are
I,
won't
say
several
years
off.
We
are
actively
identifying
space
for
the
continued
growth
of
this
smaller
program
that
Allison
is
describing
for
the
coming
school
year.
I
was
only
able
to
make
that
partnership
work
for
one
year
this
year,
due
to
Dearborn's
own
planned
growth.
We
also
encouraged,
and
so
John
can
pick
it
up
from
here.
AC
There's
not
much
left
to
say,
aside
from
don't
worry,
we'll
figure
it
out,
I'm.
Joking
of
course
we
have
had
lengthy
conversations
with
the
B
DEA
team
over
the
last
year
now,
including
the
solution
that
superintendent
pearl
mentioned
this
past
summer
for
the
Dearborn,
knowing
that
that
was
only
going
to
be
a
one-year
option,
we
are
exploring
other
spaces,
both
within
bps
and
beyond,
and
in
fact
we
were
and
touched
as
earlier.
It's
not
about
this.
Multiple
different
people
in
the
operations
team
are
looking
into
this
matter.
AC
We
expect
to
have
it
solved
within
the
next
few
weeks
so
that
we
have
much
more
time
to
plan
for
that
than
we
did
this
past
summer
with
the
late
solution,
so
to
speak
of
the
Dearborn,
but
there
is
no
more
sort
of
don't
worry,
we'll
figure
it
out,
postponing
the
problem
and
in
fact,
as
we
discussed
earlier,
there
have
been
a
number
of
high
profile
challenges
within
build
bps
over
the
last
couple
months.
Some
serious
space
and
facility
condition
concerns,
and
yet
this
matter
itself
has
never
fallen
off
of
our
radar.
K
I
understand
that
I.
Thank
you
mr.
Hamlin,
and
thank
you
for
talking
directly
to
that
I.
Just
folks
at
Green,
Academy
and
ACC
would
say
to
you
as
a
school
leader,
get
something
in
writing
and
folks.
At
you
know,
I
can
name
a
half-dozen.
The
margueritte,
ammonia's
and
mission
k2,
eight
would
say
to
you
get
a
solution.
I
had
a
time,
I'm
really
nervous
about
voting
for
an
expansion
with
don't
worry,
we'll
figure
out
a
facility
solution
for
you
later.
It
sounds
like
mr.
Hanlon
you're
much
closer
than
that.
AC
AJ
Mean
I
think
we'll
take
whatever
we
can
get
I
think
I
space
for
a
hundred
students
is
is
perfect.
I
mean
I.
Do
think
that
there's
part
of
our
strategic
plan
has
to
be
thinking
through
with
what
mr.
Coleman
said
like
how
many
students
do
we
actually
want
in
a
facility
you
know
in
in
a
building
together.
What's
that
magic
number,
so
the
conversation
about
growing
to
100
near
BDA,
like
many
of
our
other
high
schools
where
we
have
suck
you
know,
two
campuses
is
fine.
AJ
K
AJ
And
and
one
other
thing
with
the
our
enrollment
is
driven
by
also
the
district,
so
I
think
one
of
the
the
important
things
here
is
is
the
the
amendment
to
our
Charter
is
okaying
505,
it's
not
necessarily
guaranteeing
505.
If
that
makes
sense,
we're
at
405
our
Charter
says
405
and
the
the
current
enrollment
is
above
that.
So
the
reason
why
it's
pressing
for
us
to
to
ask
for
this
increase
is
is
to
you
know,
meet
that
that
need
that
we're
at
433
right
now,
I
mean
we
would
love
to
grow
this.
AJ
K
AJ
AJ
K
It's
kind
of
tough
to
be
in
your
building
and
see
this
glorious
new
building
being
built
literally
and
in
your
shadows.
But
you
know
we
want
to
make
sure
that
there
was
a
concrete
plan
to
be
able
to.
You
know
the
physical
needs
of
the
expansion,
because
the
demand
is
clearly
there
as
long
as
you
feel
that
you
can
staff
it
accordingly
to
continue
to
get
the
great
results
for
the
young
adults
you
serve
and.
AJ
J
I
have
to
just
follow
up
on
those
comments
as
well.
I'm,
a
huge
fan
of
your
school
I
think
you
do
fabulous
work.
My
colleagues
have
been
to
visit
your
school
every
year
for
the
past
number
of
years,
so
I
loved,
a
student-centered
approach
and
all
the
things
that
you're
doing
my
concerns
are
the
same
as
mr.
O'neil's,
because
I
was
on
a
board
of
a
school
that
had
shared
space
and
also
being
on
this
committee.
J
So
I
would
feel
more
comfortable,
really
knowing
more
about
the
space
piece,
because
I
I
fear,
the
same
issues
will
come
up
in
terms
of
the
space
challenges
that
other
schools
have
come
to
us,
so
I
would
feel
more
comfortable,
also
standing.
You
know
the
reality
of
that
space
if
we
could
have
more
information
and
I'm
not
against
having
satellite
space.
J
I
think:
that's
something
that
we
need
to
do
and
I'm
glad
that
you
have
embarked
down
that
road.
Is
there
a
cultural
piece
within
that
that
you
work
on?
Is
it
part
of
the
student
centered
learning?
Is
there
anything
that
has
to
do
with
talking
about
cultural
identity
and
the
contributions
of
your
background.
AJ
So
the
humanities
class
is
takes
the
students
through
a
series
of
identity
exploration
of
the
identity,
they're
also
trying
to
and
I
wish.
Adrienne
was
here
because
she's
leading
that
the
with
the
curriculum,
the
crew
model
is
also.
They
me
it's
it's
it's
bigger
and
better
than
an
advisory
model,
and
it's
led.
AJ
J
AJ
Could
always
use
support
in
any
way
we've
developed
over
the
years,
a
TA
program,
our
graduates
come
back
and
our
teaching
assistants
in
the
classroom,
which
is
probably
one
of
the
lowest
models
where
they
are
role
models
and
supporting
the
young
adults.
So
the
pilot
has
one
TA
that
works
with
the
teachers
to
design
curriculum
that
is
relevant
and
engaging
and
learning
that
sticks
is
what
they've
said,
but
any
ideas
and
supports
internships.
J
J
AJ
J
AJ
J
AJ
M
AJ
That's
the
that
is
the
besides
the
academic.
That
is
the
second
most
crucial
piece
to
the
model.
We're
working
closely
with
pick
and
pick
is
helping.
So
we
have
seventeen
of
them
out
in
internships
twice
a
week
right
now
they
did
all
their
professional
development
in
the
in
the
fall,
so
they
could
be
ready
to
go
out
there
and
seventeen
of
the
thirty
are
currently
in
internships,
and
this
is
their
first
year.
J
J
AJ
C
AK
AJ
A
At
the
top
of
mind
for
all
of
us
in
thinking
about
you
know
how
we
can
continue
to
support
this
program
to
grow.
We
obviously
found
a
short-term
solution
last
year,
but
you
know
thinking
about
the
I
think
putting
aside
that
location
issue,
the
the
reasons
for
allowing
this
program
to
go
or
obvious.
You
know
I've
been
to
be
BDA
many
times
and
I.
Think
a
number
of
my
colleagues
have
as
well
and
and
you've
heard
it
here
tonight.
A
The
work
that
you
do
and
the
work
that
this
program
does
for
students
across
the
city
is
is
really
extraordinary
and
you
know
the
work
that
you're
thinking
about
doing
specifically
with
the
2.0
program.
I
think
it
really
addresses
an
urgent
need
and
you've
put
that
in
your
presentation
tonight.
It's
how
do
we
get
at
the
issues
of
the
off-track
youth
and
we've
heard
a
little
bit
of
that
discussion
earlier
this
evening
as
well
around
how
we're
going
about
thinking
through
the
very
much
overage
student
and
the
questions
that
we
have
before
us
at
bata.
A
But
you
know
you're
looking
at
young
and
far
and
that's
a
big
population
within
that
off-track
group.
That's
been
identified
through
the
recent
report,
and
so
this
is,
you
know,
I
consider
this
to
be
a
key
in
us.
Turning
around
writing
the
ship
for
those
students
and-
and
so
you
know,
we
really
think
you
thank
you
for
thinking
critically
about
some
of
our
most
at-risk
students
in
in
your
plan
here
so
I
think.
B
B
A
I,
certainly
thank
you,
for
you
know
again
being
thoughtful
in
this
regard.
Well,
we
have
a
few
weeks
here
until
our
next
meeting,
and
so
you
know
to
the
extent
that
we
can
follow
up
on
some
of
the
questions
that
were
asked
and
if
there's
anything
that
can
be
shared
in
in
the
meantime
about
what
might
be
the
thinking
around
space.
A
A
AJ
R
A
Move
on
now
to
our
final
and
main
report
this
evening,
which
is
the
interim
superintendent
preliminary
fiscal
year,
2020
budget
proposal
at
this
time,
I'd
like
to
invite
forward
a
few
individuals.
First,
our
bps
chief
financial
officer,
Eleanor
Lauren's,
as
well
as
her
deputy
CFO
Nate
cooter,
to
please
step
forward
with
their
presentation.
But
first
I'd
like
to
turn
things
over
to
our
interim
superintendent.
For
her
opening
remarks.
I
This
is
never
an
easy
job
across
125
school
district.
It
is
easily
one
of
the
most
daunting
tasks.
Our
district
and
school
leaders
face
every
year
as
they
work
hard
to
build
sustainable
programs,
regardless
of
changing
enrollment
patterns
that
are
based
in
equity
and
can
close
opportunity
and
achievement
gaps
for
our
students,
and
we
do
want
to
stress
that
budgeting
is
an
ongoing
conversation.
I
It
is
a
process,
it
has
lots
of
details
to
it,
but
sometimes
in
those
details,
very
important
and
helpful
solutions
can
be
found
so
for
school
communities
as
important
as
it
is
to
engage
in
advocacy
to
speak
to
values.
It
is
also
important
to
reach
out
directly
to
the
central
office
to
contact
directly
as
we
have
been
encouraging
school
communities
if
they
are
struggling
with
trying
to
problem-solve
around
their
needs.
There
are
often
places
where
we
can
help
with
that,
and
so
their
first
point
of
contact
should
be
emailing.
I
Eleanor
Lauren's,
our
CFO,
who
has
been
deploying
her
team,
who
have
been
going
out
and
sitting
down
with
site
councils
with
school
leaders,
sometimes
a
half
dozen
meetings
with
a
particular
school
with
a
particularly
complicated
budget
scenario.
So
both
advocate
but
also
ask
for
help,
and
in
that
way
we
can
collaboratively
problem-solve
in
the
best
interest
of
all
of
our
students
and
with
that
I
will
turn
things
over
to
Eleanor
Nate.
Thank.
X
You
good
evening,
members
of
the
school
committee,
I'm
gonna,
start
by
reiterating
what
we
say
very
often,
but
I
think
it's
important
to
say
again
of
why
we're
all
here,
which
is
closing
opportunity
gaps
for
the
youth
of
Boston
I
love
this
photo.
This
is
of
the
barson
Boston
Arts
Academy
students
at
the
Strand
Theatre
last
year,
with
their
production
of
dancing
in
the
street.
It
just
feels,
like
the
students
are
soaring.
I
know.
That
is
our
aspiration
for
all
of
our
students.
X
We
heard
this
evening
and
last
week
during
public
testimony
from
a
number
of
parents,
students,
teachers
advocates
who
want
more
for
their
schools
and
I
just
wanted
to
start
off
by
saying
something
that
might
be
obvious,
but
I
want
more
for
our
schools
too
and
I
think
all
of
us
here
do.
We
are
all
here
because
we
believe
in
public
education,
and
we
all
want
to
see
more
to
get
dramatically
more
for
our
schools.
We
have
to
look
to
the
state.
A
decade
ago,
the
state
funding
represented
20%
of
the
bps
budget.
X
X
In
the
last
six
years
from
sixteen
and
a
half
thousand
dollars
to
almost
$20,000
seven
hundred
twenty
thousand
seven
hundred
dollars
per
student,
it's
enabled
us
to
make
important
systemic
investments
in
our
schools
like
a
longer
school
day,
great
teachers,
more
early
childhood
seats,
the
most
competitive
salaries
we
can
offer
our
teachers
we've
done
important
things,
but
to
do
dramatic,
even
bigger
things
and
accelerate
our
pace
of
investment.
We
do
need
to
come
together
in
our
advocacy
at
the
state
level.
X
We
want
to
open
the
discussion
tonight,
which
will
continue
for
the
next
two
months
about
the
things
that
we
can
do
differently
and
better
with
the
money
we
do
have
as
I
turn
to
the
specifics
of
our
proposal
for
the
FY
2008
I
wanted
to
start
with
the
four
themes
that
drove
the
development
of
the
budget.
First
is
prioritizing
school
based
investments
in
our
continued
focus
on
equity
stability
and
flexibility
for
our
schools,
specifically
with
six
million
dollars
of
new
supports
for
our
schools.
X
With
that
context,
I'll
outline
a
few
of
the
facts
and
figures
some
of
what
you've
heard
already
this
evening,
we
expect
Mayor
Walsh's
fiscal
year,
2020
budget,
to
be
one
point:
one:
three:
nine
billion
dollars
for
the
Boston
Public
Schools,
an
increase
of
twenty
six
million
dollars
versus
last
year's
adopted
budget.
This
number
will
go
up
when
we
settle
a
contract
with
a
BTU,
as
I
mentioned
a
moment
ago.
The
city
continues
to
make
up
for
reductions
at
state
and
federal
11
levels.
X
In
addition,
our
proposal
includes
3.8
million
dollars
to
backfill
of
the
federal
preschool
expansion
grant,
which
is
ending
I
mentioned
that
we'll
have
a
series
of
targeted,
high-impact
investments
to
support
schools.
Some
of
those
highlights
750,000
dollars
in
transformation
funds
for
our
lower
performing
schools.
That's
on
top
of
an
existing
1.3
million
dollar
reserve
for
our
lower
performing
schools
with
declining
enrollment,
a
half
million
dollars
to
make
welcome
services.
Even
more
welcoming
and
engage
families
who
are
new
to
the
system
are
already
in
the
system.
X
I'm
sharing
now
a
graphic
which
I
also
shared
last
year
and
we're
being
boring
on
purpose,
because
we
want
you
to
know
that
there's
continuity
into
the
way
we're
prioritizing
proposed
investments
in
the
budget.
This
image
summarizes
our
investment
framework
that
was
the
product
of
almost
a
year
of
work
by
our
budget
equity
workgroup.
This
came
out
of
our
long-term
financial
planning
and
it
really
has
grounded
conversations.
X
We've
had
about
how
to
use
the
money
we
have
in
bps
I'm
not
going
to
talk
through
every
detail
here,
but
I
will
point
your
attention
towards
these
two
twin
green
arrows
that
point
towards
our
goal
of
closing
opportunity
gaps.
Our
investment
priorities
are
both
making
system-wide
investments,
doing
the
things
that
individual
schools
can't
do
on
their
own,
but
they
need
central
office
support
to
do
and
also
putting
enough
money
in
the
hands
of
our
school
leaders
and
our
school
communities
that
we
can
enable
school
led
investments
as
well.
X
So
a
summary
of
our
proposed
budget
for
FY
22
start
with
a
little
bit
of
technical
background
about
the
slide
you're
looking
at
here,
we
are
sharing
with
you
this
evening.
Two
different
ways
to
look
at
the
numbers:
PeopleSoft
financials
is
the
system
that
we
use
day
in
and
day
out,
to
run
the
district
to
spend
money
to
hire
staff,
and
it
generates
the
detailed
budget
tables
that
our
members
have
in
front
of
you
tonight
and
are
posted
on
our
website
for
all
the
benefits
of
our
financial
system.
X
X
X
The
third
category
is
what
you
would
more
traditionally
think
of
as
actually
central.
It's
the
central
administration
this
year,
we've
added
a
fourth
category,
which
we
help
even
further
clarifies
where
we
spend
our
money
and
we're
calling
it
non.
Vps
student
services.
There
are
two
sub
categories:
they're
both
transportation
and
other
student
services.
The
spending
in
this
category
is
a
combination
of
investments
that
we
have
chosen
to
make
over
the
years
and
we
were
proposing
for
next
year,
as
well
as
a
very
significant
portion
of
spending
that
is
mandated
by
the
state.
X
So
in
transportation,
for
instance,
we
provide
transportation
for
charter,
private,
parochial
and
out
of
district
special
education
students
and
in
the
student
services
the
biggest
spending
hairs
are
out
of
districts
special
education
placements,
but
we
also
this
is
where,
for
instance,
the
backfilling
of
the
peg
grant
would
lie
because
it
is
technically
a
pass-through
to
community-based
organizations.
This
is
part
of
our
universal
pre-k
initiative
as
a
city
to
ensure
that
we
have
high
quality
preschool
seats.
X
X
One
of
the
things
I
wanted
to
highlight,
which
is
embedded
in
this
slide,
but
not
specifically
called
out,
is
the
rising
need
of
our
students.
As
an
example,
students
with
autism
in
2015
we
hit,
we
had
897
students
served
in
ABA
classrooms
next
year.
We
expect
that
number
to
be
1469.
Students
will
have
nearly
twice
as
many
students
with
autism
in
k0
and
k1
classrooms
next
year,
as
we
did
five
years
ago,
and
so
this
trend
is
actually
continuing
to
move
up
through
the
system.
X
We
are,
of
course,
completely
committed
to
serving
our
highest
need
and
most
vulnerable
students.
This
is
part
of
a
national
trend.
The
data
in
Boston
are
not
unique,
but
it
does
underlie
some
of
the
trends
here.
For
instance,
in
our
direct
school
expenses,
we
have
6.3
million
dollars
more
in
wsf
this
year,
linked
to
students
with
disabilities.
We
have
an
increase
in
special
education
spending
in
the
school
services,
budgeted
centrally
category
to
provide
more
related
services
and
we've
added
to
our
central
administration,
for
instance,
as
ABA
classrooms
have
grown.
We
have
a
BA
program
oversight.
X
Again
for
those
of
you
who
are
here
last
time,
this
slide
last
year,
this
slide
is
familiar
again.
We
want
to
be
a
little
bit
boring
because
our
priorities
are
have
been
the
same.
This
year,
as
last
year,
we
have
four
priorities
in
funding:
schools,
equity,
transparency,
stability
and
school
flexibility,
I.
X
Want
to
touch
on
the
changes
we
made
last
year
and
this
year,
because
our
goal
is
to
make
steady
progress
year
over
year.
Of
course,
we
would
love
to
accelerate
the
pace
of
change,
but
I'm
pleased
that
we're
at
least
making
progress
year
over
year
in
terms
of
equity.
Last
year
we
had
five
point:
eight
million
dollars
in
partnership
funds
reallocated
to
our
highest
need
students,
in
addition
to
three
million
dollars
in
new
funding
for
our
highest
need
students
in
more
general
discretionary
funds.
X
We
added
20
new
FTEs
in
areas
such
as
nursing,
school
psychologists
and
social
workers.
This
year,
we've
continued
on
that
path,
adding
an
additional
2.5
on
top
of
that
3
million.
That
I
mentioned
from
last
year
that
our
discretionary
dollars
in
the
hands
of
our
schools
serving
our
highest
needs
students
and
an
additional
$600,000
for
vocational
education
in
our
high
schools.
X
Transparency.
Last
year
we
put
homeless
dollars
and
inclusive
supports
on
wsf
this
year,
we're
proudly
launching
a
new
website
which
I'll
give
you
a
brief
tour
of
later
in
the
presentation,
stability
as
superintendent
pearl
referenced.
Earlier
last
year
we
instituted
a
new
policy
with
a
1%
soft
landing.
This
year,
we've
extended
that
to
be
a
2
percent
across-the-board,
we
are
recognizing
that
shifts
in
enrollment
are
causing
disruption
to
school
budgets.
X
The
voices
of
our
schools,
who
come
and
say
this
in
school
committee
and
to
us
when
we're
working
with
them,
don't
fall
on
deaf
ears.
We
are
trying
to
modify
how
we
fund
schools
in
response
to
the
feedback
we're
getting.
What
this
soft
landing
means
is
that
the
district
fully
absorbs
the
first
two
percent
decline
in
any
schools
overall
budget
we've
also
maintained
our
reserve
for
lower
performing
schools
with
declining
enrollment.
As
I
mentioned
earlier
at
1.3
million
school
flexibility.
Last
year
we
empowered
school
leaders
to
allocate
partnership,
funds
and
resources
for
schools.
X
X
School
budgets
have
grown
very
slightly
faster
than
the
overall
district
budget
and
they
account,
strictly
speaking,
the
school
budget
part
forty
54%
I
mentioned
earlier,
or
a
higher
number,
because
that
included
benefits.
This
piece
doesn't
include
benefits
that
translates
to
per
pupil
spending
of
sixteen
thousand
five
hundred
dollars.
Six
years
ago,
in
twenty
thousand
seven
hundred
today,.
X
With
this
investment
in
our
schools,
we
are
employing
more
teaching
staff
now
than
we
did.
The
graph
on
the
Left
shows
the
number
of
teachers
in
Paris
over
the
last
six
years,
and
that
translates
to
the
graph
on
the
right,
the
teaching
staff
per
100
students,
which
has
gone
from
ten
point:
three
teachers,
a
teaching
staff
per
100
students
six
years
ago
to
approximately
eleven
point.
Three
we
expect
for
next
year.
X
As
the
superintendent
referenced,
we
are
experiencing
demographic
and
enrollment
shifts
across
the
city,
and
this
does
affect
our
school
budgets.
I
will
reiterate
what
she
said,
which
is
that
we
are
working
as
closely
we
as
we
can
to
be
as
supportive
as
possible
to
our
schools,
who
are
experiencing
enrollment
shifts.
We
talked
to
the
School
Committee
about
some
of
these
trends
when
we
were
here
in
December,
as
you
may
recall,
October
to
October,
which
is
the
window
when
that
deci
uses
for
our
count.
We
were
down
about
1200
students.
X
X
As
we
talk
about
funding
schools,
I
wanted
to
briefly
touch
on
the
opportunity
index
again
a
topic.
We
briefed
you
on
in
December
as
a
reminder
to
those
of
you
who
may
be
listening
at
home
or
in
our
audience.
We
set
out
a
few
years
ago
to
think
about
how
we
identify
student
need
it's
one
of
the
greatest
responsibilities
we
have
in
finance,
we're
trying
to
send
dollars
to
areas
with
greatest
need
and
the
tools
we
had
at
our
disposal,
which
were
mostly
around
families
who
were
economically
disadvantaged,
were
frankly
too
blunt.
X
X
We
developed
an
initial
opportunity
index
using
these
data
sources
last
year
and
as
we
updated
you
on
December
over
the
summer
and
in
the
fall
we
spoke
with
many
people
in
the
community
to
get
input
on
our
first
go
at
the
opportunity
index.
We
heard
a
number
of
themes
which
informed
some
action
steps
which
we
updated
you
on
and
in
December,
and
are
summarized
here
on
page
35.
X
So
we've
made
some
adjustments
to
the
opportunity
in
Dec,
which
I
we
think
are
responsive
to
the
feedback,
we're
continuing
to
move
cautiously
and
deliberately
and
rolling
it
out,
because
we
know
it
is
a
big
change.
So
our
proposed
applications
for
the
opportunity
index
are
quite
consistent
with
last
school
year,
with
a
slight
increase
in
some
of
the
discretionary
funds
made
available
to
schools
through
this
allocation,
and
we
think
now
is
the
time
to
begin
conversations
about
longer-term
how
we
use
this
as
a
tool
as
a
district.
X
Here,
on
page
37,
sorry,
that's
the
wrong
page
number.
This
is
part
I'm
on
page
15,
the
apologies,
a
summary
of
the
central
investments
that
are
part
of
the
FY
2008
now
before
I
do
so
I
just
want
to
take
a
moment
and
also
recognize
that
a
budget
every
year
is
not
just
about
what's
new
in
the
investments.
It's
also
about
sustaining
what
we're
doing
that
works.
X
X
X
The
proposed
budget
includes
3.5
million
in
total
for
rising
high
school
students
as
allocated
through
the
opportunity
index.
I
just
want
to
remind
you
that
the
high
school
elements
of
the
opportunity
index
are
predominantly
what
we
call
a
Wis
or
early
warning
indicators,
so
this
is
again
we're
referencing
the
Parthenon
report.
This
is
very
consistent
with
the
financial
recommendations
that
were
part
of
the
Parthenon
report
to
better
differentiate
the
resources
at
the
high
school
level
based
on
the
preparation
of
students
when
they
arrive
at
the
high
school.
X
In
addition,
we
have
nearly
a
million
dollars
to
grow
vocational
seats
at
programs,
including
BGA
Madison,
Park,
emk
and
English
we'll
be
complementing
the
school
based
investments
with
two
targeted
central
investments,
one
hundred
and
fifty
thousand
dollars
to
expand
Naviance
a
program
which
helps
schools,
work
with
students
to
prepare
them
for
college
and
career
and
two
hundred
thousand
dollars
to
continue
the
build-out,
an
expansion
of
an
early
warning
indicator
system.
This
had
been
started
with
support
from
the
Michael
and
Susan
Dell
foundation,.
X
I
mentioned
earlier:
750
thousand
dollar
investment
in
transformation
supports
for
our
lower
performing
schools.
This
year
we
have
12
schools
who
are
in
the
planning
stage,
who
will
implement
deci
required
comprehensive
improvement
plans
next
school
year.
However,
they
do
not
have
access
to
substantial
state
funding.
Our
proposal
for
the
$750,000
would
allocate
that
pool
of
money
to
these
12
schools
weighted
by
enrollment.
The
smaller
schools
in
the
group
would
receive
at
least
forty
five
thousand
and
some
of
the
larger
ones.
X
Over
a
hundred
and
twenty
five
thousand,
the
schools
are
going
through
an
in-depth
planning
process
and
root-cause
analysis
led
by
our
turnaround
office.
The
funds
will
recognize
that
no
one-size-fits-all
for
the
schools
and
be
customized
to
the
needs
of
this
school
and
the
plan
that
that
school
develops.
We
anticipate
that
investments
in
this
area
could
include
instructional,
coaching,
additional
PD
time
and
social-emotional
learning
interventions.
X
Here
on
page
20,
we
include
some
detail
on
how
that
money
would
be
spent.
Efforts
would
follow
along
three
categories:
enrollment
and
recruitment,
which
includes
strengthening
customer
relationships
and
services,
marketing
and
proactive
communication.
We
want
to
get
the
message
out
there
about
all
the
great
things
that
are
happening
in
the
Boston
Public
Schools
and,
thirdly,
support
more
directly
for
our
schools
and
current
parents
with
increased
capacity
in
our
engagement
facilitation.
X
We
are
also
very
excited
about
the
proposal
to
invest
more
money
to
reduce
barriers
to
exam
school
entrance
in
the
form
of
bringing
ISEE
in
our
classrooms.
Today
we
ask
our
families
and
students
to
arrive
on
a
Saturday
to
a
testing
site.
This
proposal
would
include
additional
testing
fees
proctoring
in
FTE
position
to
help
facilitate
it
so
that
we
can
bring
that
testing
into
a
student's
home
school
for
it
to
happen.
X
In
our
commitment
to
transparency
and
community
engagement,
we
are
proud
to
launch
today
a
new
website
that
shows
where
exactly
is
the
money
in
the
Boston
Public
Schools
budget?
Again
we're
trying
to
do
this
in
words
and
in
pictures
that
can
be
accessible
not
only
to
you,
our
members
of
our
school
committee,
but
to
parents,
teachers
advocates
anyone
who's
interested
I.
X
Our
team
went
through
the
process
over
the
fall
and
winter
of
taking
the
4,000
lines
of
our
budget
that
are
in
PeopleSoft
financials
and
translating
them
into
300
activities
that
are
interns
that
we
hope
make
sense
to
our
average
stakeholder.
We've
then
connected
all
of
those
activities
to
individual
schools.
So
what
this
allows
us
to
do
is
to
look
at
a
fully
loaded
cost
for
every
school
in
our
district
and
to
understand
where
the
money
is
in
the
central
office.
X
I'm
not
going
to
spend
a
ton
of
time
here,
but
just
to
give
you
a
little
teaser.
There
are
three
views
on
the
website:
I'm
looking
I'm
gonna
quickly
here
to
show
you
how
you
can
explore
the
central
office,
for
instance,
if
you
click
on
operations,
you
get
a
description
of
the
division
and
then
you
can
click
on
one
of
the
categories
get
another
description
and
we
go
all
the
way
down
to
recycling
services
where
we
spend
three
hundred
and
sixty-five
thousand
dollars.
X
You
can
also
explore
an
individual
school,
but
a
school
budget
looking
both
at
how
money
is
allocated
and
how
money
is
spent
and
the
third
and
final
view
is
to
compare
the
fully-loaded
cost
per
pupil
or
in
total
at
individual
schools.
As
you
look
at
this
page,
the
colors
of
the
legends
that
are
the
brownish
orange
are
the
items
of
a
school
budget
that
we
are
able
to
and
have
historically
reported
that
are
in
our
system
clearly
attached
to
a
school.
What's
new
about
the
data
on
this
website?
X
Is
we've
gone
ahead
and
looked
at
that
category
that
I
called
school
services
budgeted
essentially
that
are
in
the
orange
ish?
Sorry,
the
blueish
green
family
here
and
tied
those
to
specific
schools
as
well,
so
that
our
it's
kind
of
like
when
you
finally
show
the
prices
and
health
insurance
right
and
we
want
our
schools
to
know
exactly
what
they're
getting
in
our
facilities
in
our
transportation.
In
special
education.
X
X
Turning
to
the
topic
of
equity,
last
year,
we
shared
with
this
body
a
new
way
of
looking
at
equity
in
our
budget.
I
want
to.
This
was
in
response
to
the
official
oag
taskforce
language
that
asked
for
an
equity
analysis
of
every
vote
by
the
Boston
Public
Schools
I
want
to
start
by
saying
I'm,
proud
to
be
part
of
a
city.
That's
progressive
enough
to
have
that
as
written
required.
X
Language
I'm
also
proud
to
be
part
of
a
city
that,
when
I,
we
do
the
analysis,
it
shows
that
we're
doing
okay
and
proud
to
be
part
of
a
city
that
wants
to
be
doing
even
so
similar
to
the
analysis.
I
just
showed
you
on
the
website,
where
we're
able
to
link
fully
loaded
cost
every
student.
We
use
that
methodology
also
for
the
analysis
I'm
about
to
walk
you
through
here,
but
rather
than
rolling
it
up
at
the
school
level.
X
For
this
analysis,
we
rolled
it
up
by
different
student
groups,
I'm
looking
at
page
26
now
where
we
have
bps
spending
by
race
for
all
students,
the
I
know
the
colors
are
a
touch
hard
to
read
here,
but
the
bottom
most
color,
which
is
kind
of
brownish
if
you've
got
a
color
version
in
front
of
you,
is
the
base
per
pupil
allocation,
which
is
nearly
flat
across
all
of
our
student
groups.
As
you
go
up
from
there,
you
start
seeing
more
variation
that
variation
comes
directly
because
we
fund
students
based
on
student
need.
X
So
the
orange
category,
for
instance,
targeted
student
needs
allocation,
are
the
elements
of
our
wsf
formula
linked
to
student,
need
poverty,
ll,
special
education
and
then
again
in
the
bluish
color
family
are
the
elements
of
our
central
line,
items
that
are
allocated
again
often
based
on
need,
for
instance,
for
instance,
with
special
education,
but
also
in
the
case
of
transportation.
We
do
see
some
interesting
trends
across
student
groups
that
we
talked
about
this
last
year.
Our
black
students,
for
instance,
are
more
likely
to
opt
in
to
using
transportation
services
than,
for
instance,
our
white
students.
X
And
finally,
on
slide
28
we
took
a
third
view
by
looking
at
general,
ed
IL
students
with
disabilities
and
students
who
are
English
language
learners
and
who
have
a
disability.
And
here
you
can
see
some
very
dramatic
differences.
As
you
might
expect,
we
spend
over
twice
as
much
per
pupil
serving
a
student
with
a
disability.
As
we
do
a
general
ed
student.
X
X
The
governor
recently
released
his
proposed
FY
20,
but
and
in
it
Boston
would
have
a
twelve
million
dollar
reduction
in
net
state
aid.
The
city
would
be
slated
to
receive
no
increase
in
chapter
78
as
a
result
of
the
foundation
budget,
Review
Commission
bill,
and
on
top
of
that
Boston's
charter
school
assessment
is
set
to
top
210
million
dollar.
A
twenty
three
million
dollar
increase
in
one
year.
X
X
The
promise
act
is
different
than
implementing
simply
the
recommendations
of
the
Foundation
budget.
Review
Commission
implementing
only
the
Commission's
recommendation,
do
not
benefit
City
of
Boston.
The
education
promise
Act
allows
the
city
to
build
on
the
mayor's
record
of
investment
in
bps
and
provide
sustainability
and
predictability
to
district
schools
and
ensures
the
state
is
an
equitable
partner
with
districts.
X
X
That
concludes
the
major
topics.
I
wanted
to
touch
on
in
my
presentation
this
evening.
I
wanted
to
share
with
folks
who
might
be
listening
at
home
or
her
in
our
audience
tonight.
The
outline
of
key
dates
coming
up.
We
have
many
opportunities
to
engage
with
the
school
committee
and
the
public
next
Tuesday
at
6
o'clock,
we'll
be
at
the
Mildred
Avenue
School
for
a
budget
hearing
the
topic
will
be
school.
Budgets
will
be
present.
Of
course,
at
the
school
committee
hearing
on
Wednesday
February
27th
will
be
at
Quincy
lower
school
on
Monday
March
7th.
X
X
Want
to
remind
folks
about
the
enormous
amount
of
data
and
materials
that
we
proudly
post
on
our
website,
Boston
Public,
Schools
orgs
last
budget.
If
you
go
there,
you
can
find
the
link
to
the
tool.
I
showed
you
or
if
you
want
to
go
directly
there,
it's
at
slash
explore
budget.
We
also
welcome
feedback
at
the
email
address
budget
at
Boston,
Public,
Schools
org,
and
we
look
forward
to
taking
questions
from
the
committee.
A
A
A
And
so
you
know
once
again,
yeoman's
work
and
we
know
you've
been
hard
at
work
since
well,
be
well
before
November,
when
the
first
budgets
were
distributed
out
to
schools
and
you've
been
very
much
in
overdrive
since
that
time,
trying
to
work
aggressively
with
individual
school
communities
that
have
identified
concerns.
And
you
know,
as
the
superintendent
pointed
out
in
her
introduction,
a
number
of
the
schools
that
have
reached
out
you've
been
able
to
find
creative
solutions
for
a
number
of
the
concerns
that
have
have
been
identified.
A
A
I've
been
informed
since
that
time
that
we
do
have
a
confirmed
presentation
from
a
city
budget
on
for
March
20th,
which
would
be
that
meeting
that
does
come
just
before
the
budget
vote
so
with
that
I
do
want
open
up
to
members
for
questions
and
discussion,
understanding
that,
of
course,
this
is
very
dense
information
and
so
we're
just
taking
an
opportunity
now
to
absorb.
But
we
will
have
two
months
to
go
through
this
with
you
and
very
much
detail.
K
Thank
you,
miss
Lawrence
and
the
entire
team.
This
is
it's
breathtaking
to
me
how
much
we
have
improved
in
our
presentation
right
at
the
very
beginning,
so
the
ways
you
have
sliced
and
diced
this
and
I
want
to
call
out
two
things
in
particular
one
three
things
in
particular:
one
is
the
new
website
and
I
look
forward
to
playing
with
it,
as
you
said,
because
it's
a
financial,
geek
I
will
do
that.
But
thank
you
for
the
commitment
to
transparency
and
put
it
in
there
and
I
trust.
K
A
lot
of
parents
would
be
looking
at
it.
Second
is
the
equity
analysis,
which
is
brand-new
I've,
never
seen
that
done
here
or
in
any
other
district,
quite
frankly,
and
looking
at
how
we
spend
by
types
of
students
by
race,
etc,
is
fascinating
to
me.
So
thank
you
for
the
effort
that
that
took
to
make
that
happen
and
the
thoughtful
approach
and
how
you
break
out
the
dollars.
And,
lastly,
even
though
it's
up
at
the
very
beginning
the
way
you
broke
out
this
year,
money
we
spend
not
on
our
students
and
by
our
students.
X
AK
K
An
Adult
Ed,
but
thank
you
for
breaking
that
out.
That's
that
was
also
fascinating
to
say,
I'm
gonna
have
a
ton
of
questions
for
you
as
we
go
through
the
budget
hearings.
I'm
gonna
be
particularly
interested
when
we
get
to
the
school
based
budget
hearing
in
understanding
some
of
the
enrollment
decisions
that
were
made.
That
is
the
perpetual
issue
that
we
hear
from
from
every
school
and
people
are
struggling
with
and
I'm
gonna
pick
a
hypothetical
number
two
things.
K
K
Gonna
have
275
and
last
year
you
were
wrong,
and
now
we
think
you're
gonna
be
wrong
again,
but
it's
difficult
I
think
for
some
to
understand
in
light
of
what
a
truly
demographic
change
is
going
on
by
grade
and
also
some
issues
we
have
going
on
in
various
neighborhoods
and
I
think
you
touched
on
miss
Lawrence
in
particularly
East
Boston
and
I.
What
was
the
second
one?
K
You
said:
Dorchester
the
northern
parts
of
Dorchester
other
parts
of
Dorchester
when
I
talked
to
school
leaders
in
East
boss,
and
there
was
grave
concern
that
a
lot
of
their
families
are
being
forced
out.
East
Boston
prices
are
going
up,
it
is
gentrifying,
people
of
buying
and
communities
are
moving
out
and
they
go
into
Chelsea
and
they
go
into
Revere
and
so
on
and
so
forth
and
I
think
we're
starting
to
see
the
impact
of
that
in
our
classes
and
so
it'll
be
interesting.
K
How
in
understanding
your
enrollment
projections
and
again
I
think
this
is
I'm
just
laying
out
the
question
I
think
if
this
may
be
Bettis
or
for
the
for
the
school
based
hearings,
but
really
understand
your
enrollment
projections
that
how
much
of
it
is
based
upon
an
understanding
of
those
individual
schools
and
those
individual
grades,
and
how
much
of
it
is
large
issues
that
you
see
that
may
be
not
as
apparent
to
school
leaders
and
school
psych
councils,
etc.
Yes,.
X
X
Yes,
just
because
we're
six
days
away
from
the
budget
hearing
next
Tuesday
and
in
order
to
the
topic
justice,
we
thought
we
would
take
a
touch
more
time
than
that
to
prepare.
Although
we're
happy
to
talk
about
it
and
could
have
bring
some
highlights
on
Tuesday
I,
you
know
I
think
I
can
I
can
say
this,
because
Nate's
led
the
work,
but
in
the
last
two
years
a
team
working
under
Nate
has
totally
overhauled
how
we
do
enrollment
projections
and
infused
it
with
a
tremendous
amount
of
data
and
transparency.
X
We
give
very
detailed
data
and
graphs
to
every
one
of
our
school
leaders
to
explain
why
their
projections
are
what
they
are
for
every
grade
and
program
area
and
we've
also
been
implementing
a
fall
enrollment
reconciliation
which,
while
painful
at
times,
we
believe
over
the
long
term,
aligns
the
incentives
between
school
leaders
in
central
office.
So
instead
of
schools
always
saying
that
they
want
to
be
bigger
and
bigger
in
their
enrollment
projections,
because
they
know
in
the
fall.
If
we
were,
if
we
were
too
low,
they
get
more
money.
If
we're
too
high.
X
K
So
that's
the
macro
issue
about
environment
enrollments.
The
micro
issue
is
I'm
interested
in
your
thought
process
and
how
you
work
through
when
you
see,
for
example,
that
your
enrollment
projections
of
setting
up
a
challenge
at
a
school.
So
let
me
give
a
specific
example:
we
heard
from
the
guy
old
parents
earlier
tonight
in
talking
with
the
school
leader
there
I
know
she
was
frustrated
that
I
think
one
of
the
grades
and
mr.
cooter,
you
probably
know
this
better
than
I
do
because
you
become
a
master
at
all
of
our
schools.
K
One
of
the
grades,
the
enrollment
projection,
was
for
about
four
or
eight
students
in
a
particular
English
language
strand,
and
but
because
of
that
number
she
has
to
staff
completely,
even
though
it's
nowhere
near
filled
and
there's
another
school
down
the
street
that
has
about
twelve
or
fourteen
similar
thing,
and
because
of
that,
she
has
to
make
cuts
elsewhere
in
her
budget
to
cover
the
cost
of
what
is
approximately
a
1/3
filled
school.
A
classroom
and
I'm
wondering
what
we
do
with
the
schools
to
work
through
with
them.
K
When
we
see
those
scenarios,
because
we
hate
to
see
to
a
parent
boy,
you
are
eight
children
are
setting
up
a
challenge
at
the
school,
and
yet
it
does
make
more
sense
for
a
program
you
know.
Does
the
district
try
to
suggest
enrollment
at
the
other
school
to
fill
out
the
classroom
I'm?
Bringing
this
up
is
just
one
micro
example
separate
from
an
overall
enrollment
number
yeah.
AL
It's
a
great
example,
I
think
from
a
process
perspective.
One
of
the
things
that
we
have
done
is
really
try
and
create
collaborative
opportunities
through
multiple
steps
in
the
process.
So
we
begin
the
enrollment
projection
process
really
in
early
october,
when
we
released
every
school,
their
historical
enrollment
data
in
a
packet
that
they
can
look
through,
so
they
can
see
historically
how
they've
done
by
grade
how
many
students
are
enrolling
in
their
school
and
what
the
attrition
patterns
are
for
different
grades
and
programs.
Then
we
release
our
first
version
of
the
enrollment
projections
this
year.
AL
AL
Team
reaches
out
works
with
school
leaders
to
identify
errors
and
correct
things,
but
we're
also
partnering
with
them
to
identify
places
where
there
are
the
enrollment
projections
are
accurate,
but
they
put
the
school
in
a
really
bad
position,
and
you
you,
you
pointed
out
a
challenge
that
we
have
with
some
of
our
angle.
Learner
programs
is
where
we
have
success
in
elevating
their
English
language
development
levels.
They
then
exit
the
program
and
move
into
general
education
classes.
AL
AL
That's
where
the
match
between
our
annual
budget
cycle
and
the
work
that
we're
doing
with
programmatic
design
and
even
flowing
in
to
build
bps
comes
in
where
we're
trying
to
figure
out.
How
can
we
configure
the
schools
that
match
the
enrollment
patterns
of
their
neighborhood
and
do
the
partnership
that
you're
mentioning
where,
if
the
Geils
having
a
challenge
and
right
down
the
road,
another
East
Boston
schools
having
a
similar
challenge,
can
we
reconfigure
their
programming
in
smart
ways?
AL
Or
can
we
rethink
under
the
look
act,
ways
to
deliver
services
for
students
that
elevates
their
learning,
so
I
think
it's?
It
is
a
partnership
there,
multiple
opportunities
start
the
process,
we're
working
with
them.
I
think
we
do
end
up
at
this
point
in
the
budget
process
with
places
where
there
are
difficult
classrooms.
There
are
underfunded
classrooms
from
a
weighted
student
funding
perspective.
That's
where
we
do
our
soft
landing
process,
I'm
realizing
now
how
long
this
answer
is
getting.
AL
Just
so,
then
we
look
and
if
the
school
does
have
sustainability
issues
in
any,
you
know
when
we
look
across
their
programming,
that's
when
we
either
offer
a
soft
landing
or
a
sustainability
allocation
in
order
to
make
sure
that
they
can
continue
to
meet
the
needs
of
their
students
in
in
all
their
programs.
So
that's
the
multiple
steps
in
the
process
where
we're
collaborating.
X
X
I
As
Priya
comes
up,
I
want
to
mention
that
central
office
staff,
both
Mary
Driscoll
on
the
academic
side
and
our
academic,
superintendents
and
pre
italiani
from
the
office
of
English
learners
and
the
budget
director
and
Nate
on
enrollment,
have
all
been
working
on
this
and
in
conversation
with
the
East
Boston
schools.
We
do
not
have
an
immediate.
We
are
caught
in
between
current
laws
and
constraints
and
the
future
and
promise
of
the
look
act,
but
are
not
yet
able
to
make
all
those
transitions
and
Priya.
Maybe
you
can
explain
a
little
bit
more
about
that.
I
AM
Actually,
wonderful
job
and
was
very
excited
because,
yes,
we
are
working
very
closely
together
and
to
hear
him
mention
the
look
act
and
talking
about
the
things
that
we
are
talking
about
in
the
office
of
English.
Learners
does
I
think
show
how
closely
we
are
working
together
for
schools
in
particular
this
year.
We
do
want
to
make
sure
that
we
are
careful
in
making
changes
for
next
year,
since
we
do
want
to
make
long-term
changes
based
on
the
look
act
and
since
we
also
want
to
look
at
long
term
trends
as
well.
AM
So,
even
though
there
are
sometimes
years
where
there
might
be
low
enrollment
in
one
program,
we
also
do
receive
a
lot
of
our
English
learners
throughout
the
school
year.
So
we
want
to
make
sure
and
it's
something
that
the
ELT
source
is
very
concerned
about,
as
well
as
to
not
be
taking
away
sei
seats
without
making
sure
that
we
have
a
long
term
plan
for
how
we
are
going
to
support
English
learners
that
come
in
the
middle
of
the
school
year.
AM
AM
K
You
final
question
mr.
chair
is
miss
Lauren's
in
on
chart
number
six,
which
is
the
one
I
reference
really,
so
you
have
direct
school
expenses,
stool
schools,
services,
budgeted
centrally
central
administration
non
bps,
Student
Services,
where
are
the
partnerships
in
that
figure?
Is
that
in
school
budgets,
because
you're
now
sending
it
straight
up
to
schools
that.
X
I
have
with
me
the
detailed
breakdown
for
FY
19,
the
current
school
year,
every
school
and
every
partner.
That's
been
chosen,
I'm
pleased
to
say
that,
actually,
when
you
look
in
sum,
we
spent
more
money
on
partners
this
school
year
than
last
year.
Part
of
our
goal
here
is
to
create
a
meeting
place
between
schools
and
partners
and,
of
course,
we
encourage
our
schools
to
use
any
of
their
funds
on
partners
and
we
think
we're
seeing
signs
that
that's
being
successful.
X
K
X
K
You
and
finally
I
just
personally,
would
like
to
thank
you
and
your
entire
team
and
how
hard
you
have
been
working
on
this
and
just
as
importantly,
the
previous
meetings
you've
been
going
out.
I've
been
getting
feedback
about
the
meetings
with
school
site
councils
to
talk
to
particular
issues,
I
think
you're,
probably
putting
in
about
the
approximately
the
same
amount
of
hours
that
the
Patriots
coaching
staff
was
putting
in.
X
X
C
B
C
AL
Yes,
there
there
are
six
schools
that-
and
these
are
when
we
implemented
I,
say
we.
When
the
district
implemented
weighted
student
funding
in
fiscal
year
12,
there
were
six
schools
that
were
not
included
and
weighted
student
funding
for
a
variety
of
reasons,
mostly
around
the
unique
programming.
That's
at
those
schools.
So
one
example
of
a
school
that's
funded
outside
of
weighted
student
funding
is
the
Carter
school,
which
is
a
school
for
students
with
complex
medical
needs
and
physical
needs.
That
school
has
a
different
way:
different
staffing
ratio,
different
staffing
needs
and
programming.
AL
That
makes
it
not
something
that
would
be
replicated
in
other
in
other
schools.
So
we
don't
try
and
create
a
formula
that
would
meet
that
school.
What
we
do
is
we
work
to
make
sure
that
the
funding
for
that
school
is
set.
That
also
includes
the
Horace
Mann
School
for
the
Deaf
and
hard-of-hearing,
which
again
has
unique
staffing
model
to
serves
those
students.
AL
There's
also
the
McKinley
schools
which
are
outside
awaited
student
funding.
The
McKinley
school
is
a
supportive
environment
for
students
with
emotional
impairment,
and
they
have
a
much
more
unpredictable
and
often
transient,
proud,
chansons,
probably
not
the
best
word
for
it,
but
students
who
are
enrolled
for
45
days
or
90
days
and
then
return
to
their
home
school.
So
we
need
to
build
capacity
for
that
school
that
can
be
used
at
different
points
in
the
year.
It's
not
a
continuous
enrollment.
So
these
are
six
schools
that
we've
identified
that
sort
of
don't
fit.
AL
C
J
I
have
a
lot
of
questions,
but
I
will
wait
as
we
go
along
through
all
the
budget
hearings.
I
wanted
to
better
understand
the
enrollment
picture.
Also.
J
So,
when
I
have
spoken
to
some
school
leaders,
they
tell
me
that
some
of
the
enrollment
at
the
time
that
they
get
their
budget,
they
might
have
students
on
a
waitlist
and
that
the
students
come
off
the
waitlist
after
the
budgets
come
out
and
that
effect.
So,
if
we
can
just
you
mystify
the
enrollment,
and
can
you
talk
about
how
accurate
you
are
in
your
projections
and
also
what
happens
when
you
make
prediction?
J
AL
The
first
issue
is:
how
do
we
address
the
issue,
we're
at
the
time
that
we
do
an
enrollment
snapshots
or
our
future
year?
Enrollment
projection
is
based
off
of
current
October
enrollment,
and
one
of
the
things
that
we
do
is
estimate
the
number
of
what
we
call
a
cohort
growth
rate.
So
the
number
of
kids
were
enrolled
in
first
grade
this
year
is
predictive
of
how
many
kids
you
will
have
in
first
and
second
grade
the
next
year.
The
second
thing
we
do
is
we
estimate
across
the
district
for
every
grade
and
program.
AL
Whether
or
not
the
program
in
grade
has
what
we
call
a
high-water
mark,
which
is,
when
is
the
peak
enrollment
for
that
throughout
the
year.
So
the
easiest
example
of
that
is
k0
k1
enrollment
in
special
education
peaks
in
June.
The
reason
for
that
is,
we
have
special
education
coordinators
who
are
going
out
and
assessing
students
and
identifying
kids
at
two
years
and
nine
months
who
need
to
be
provided
services
and
enroll
in
BPS,
which
means
that
we
provide
the
services
on
their
birthday,
not
in
September
as
traditional
enrollment.
AL
So
we
are
constantly
enrolling
early
childhood
special
education
students
throughout
the
year,
so
basically
the
October
enrollment
helps
inform
us
about
how
many
students
are
enrolled,
but
really
we
need
to
build
beyond
October
enrollment,
because
they're
gonna
continue
to
grow
for
general
education
students.
Our
peak
enrollment
is
in
October,
which
means
that
we
generally
use
our
October
numbers
as
the
estimate
for
how
many
general
education
students
we're
gonna
have
the
following
year.
So
we
generally
don't
gross
up
a
student,
a
school's
enrollment
for
anticipated
new
enrollments.
AL
After
that,
what
we
have
are
some
unique
situations
where
a
school
might
follow
a
different
pattern
where,
because
of
the
timing
of
weightless
calls
or
because
of
transfers
in,
they
may
have
students
who
come
in
after
the
October
period
for
a
certain
grade
or
the
program.
Generally
speaking,
those
things
tend
to
tend
to
cancel
out
with
students
who
are
leaving
the
school
and
so
in
terms
of
accuracy.
AL
This
is
something
that
we
expanded
over
the
last
two
years
so
that
all
schools
now
have
access
to
it
and
if
their
enrollment
projection
differs
from
their
actual
enrollment
by
three
percent
or
more
or
less,
we
make
adjustments
to
their
budget,
and
so
we
will
give
schools
more
money
if
their
enrollment
is
higher
across
the
entire
school
oftentimes.
We
hear
complaints
from
a
school
well.
AL
AL
Lodged
public
complaints
about
their
enrollment
of
projection
already
as
a
way
to
sort
of
come
to
a
resolution
when
really
the
data
is
going
either
way.
Some
of
these
schools
will
say:
look
you
miss
projected
me
this
year,
but
when
I
look,
they
were
four
years
in
a
row
where
we
had
over
projected
them,
so
it
has
come
out
and
we'll
provide
more
information
about
sort
of
our
accuracy
and
how
how
many
schools
were
under
projected
last
year,
which
means
they
were
owed
more
money
than
they
got
from
there
way
too
soon.
Funding
projection.
Thank.
J
You
I
think
that
this,
like
some
something
lost
in
translation,
so
I,
don't
know
what
the
answer
is,
but
because
and
I've
only
been
here
for
three
years,
but
I've
watched
it
at
home
for
many
many
more
years,
but
it
seems
like
a
something
lost
in
translation.
So
you
know
will
lead
me
to
another
topic
of
the
family
engagement
piece,
but
somehow
what
you
just
explained
doesn't
trickle
down
so
I,
don't
know
what
the
answer
is,
so
that
you
know
we
don't.
J
We
need
to
find
a
better
way
to
talk
with
our
families
about
these
decisions
about
enrollment.
How
does
it
happen?
It's
very
complex,
I
just
tried
to
follow
you,
but
I'm,
very
visual,
so
trying
to
imagine
all
of
your
scenarios
there,
but
I
think
it
would
be
good
to
really
figure
out
how
we
translate
that
to
families,
and
that
leads
me
to
the
family.
Engagement
piece-
and
you
know,
I
am
a
huge
supporter
of
family
engagement,
but
I
I
do
I.
J
Have
some
reservations
about
you
know
the
the
amount
of
dollars
being
allocated,
because
when
we're
talking
about
some
of
the
schools
that
are
getting
these
really
large
cuts,
it
just
seems
like
if
we're
putting
money
to
have
better
messaging
I,
don't
know
necessarily
that
some
of
the
things
that
I
saw
that's
enough
money
and
the
priority
really
for
me
would
be
for
dollars
to
always
go
back
to
school.
Even
some
of
the
other
categories.
J
I
I
have
a
hard
time,
but
when
I
look
at,
for
example,
having
one
person
that's
added
on
the
budget,
that's
going
to
work
with
the
parents,
I
council
is
going
to
work
with
individual
schools.
That
seems
like
a
really
huge
job
for
more
than
one
person.
When
I
look
at
like
the
you
know,
having
better
messaging
I
don't
know,
do
we
need
to
pay
to
have
better
messaging?
J
Can
those
dollars
go
back
into
the
school,
so
I'm
just
using
that
as
an
example
like
I
I,
get
wanting
to
to
fund
new
things
and
try
new
things,
I
totally
get
that,
but
at
the
same
time,
when
we
hear
some
of
the
cuts,
it
just
makes
it
really
challenging.
And
my
other
question
is:
do
we
also
look
at
schools
that
have
had
historically
deep
cuts
over
a
long
period
of
time
like
we
heard
one
tonight
and
I'm
just
wondering
you
know
how
many
hits
can
like
a
school
take
and
those
levels
and
so
how?
J
AK
Let
me
start
around
the
position
for
family
engagement.
That
is
actually
in
addition
to
for
existing
bodies,
so
we
have
for
engagement,
facilitators
that
are
providing
support
to
school
leaders
in
their
school
communities
to
and
around
building
their
capacity
to
better,
engage
and
effectively
work
with
families.
So,
for
example,
this
school
year
we
launched
a
professional
development
series.
AK
How
do
we
leverage
those
positions
centrally
to
build
capacity
with
a
set
of
school
leaders
and
implement
work
and
then
leverage
those
bodies
to
provide
technical
assistance
and
coaching
on
the
ground,
as
well
as
ensure
that
we're
doing
what
we
consider
baseline
work
around
school
psych
councils
and
school
parents
houses?
What
we
know
has
been
a
challenge
for
many
of
our
school
leaders,
so
it
is,
in
addition
to
really
expand
that
capacity
around
existing
work
that
we're
looking
to
do
in
terms
of
how
we're
leveraging
funding
for
the
welcome
center
experience.
AK
We
have
heard
a
lot
about
declining
enrollment
and
the
impact
on
our
schools.
One
of
our
there
are
two
things
we
hope
to
do.
One
we
want
to
improve
the
our
ability
to
communicate
with
families
about
the
process,
to
make
it
understandable
everything
from
how
registration
in
the
assignment
works
to
the
home
based
assignment
policy,
one
of
the
pieces
of
feedback
that
we've
had
from
families
is
that
as
confusing,
regardless
of
your
educational
attainment
level,
that
it
seems
to
be
very
confusing
and
it
lacks
transparency.
AK
So
we
want
to
do
the
work
of
helping
families
better,
understand
and
easily
navigate
the
process,
making
the
process
of
enrolling
and
being
a
bps
parent
easier.
Secondly,
we
also
wanted
in
really
look
at
how
we
promote
our
schools
in
the
bps
with
our
families,
in
terms
of
thinking
about
how
we
share
the
great
things
about
all
of
our
schools
to
support.
All
of
them,
it's
been
one
of
the
things
that
our
school
leaders
have
been
asking
about
and
pushing
on
about.
J
Tonight,
I
don't
mean
to
pick
on
family
engagement
I'm
just
using
that
as
an
example.
But
when
I
hear
you
say
all
that
I
mean
I,
just
wonder
we
have
many
institutions
that
do
marketing
and
can
help.
You
know
as
an
avenue
and
I
would
think
I
mean
I
always
get
nervous
when
we
have
people
that
their
their
job
as
family
engagement,
because
it's
really
everybody's
job,
and
so
you
know
I
thought
just
perplexes
me
that
I
just
think
that
that
should
be
everybody's
job
and
I
think
you
know
declining
enrollment.
J
Yes,
we
can
make
things
more
transparent
and
more
streamlined,
but
if
we
don't
actually,
if
our
schools
keep
getting
cuts,
then
people
are
not
going
to
want
to
come
to
our
district.
So
I
just
would
want
to
take
a
harder
look
at
some
of
our
investments.
So
I
don't
mean
to
pick
on
family
engagement,
but
just
as
an
example
and
I
forgot,
the
other
question
I
asked
you
do
you
remember.
AL
AL
You
know
I'm
I
roll,
my
son
in
bps
and
after
enrolling,
my
son
in
our
amazing
k1
and
k2
program,
he's
now
in
first
grade,
and
it
continues.
I
can't
shut
up
about
how
great
bps
is
to
people
I
run
into
in
the
neighborhood,
and
you
guys
are
all
the
same
way.
It's
amazing
to
me
how
people
just
don't
understand
how
great
our
elementary
schools
are.
How
great
our
early
education
program
is.
AL
But
don't
really
understand
really
how
great
our
programs
are
is
an
opportunity
for
us
to
invest
some
money
and
say:
okay,
can
we
actually
market
the
success
that
we
have
so
it
that,
and
that
part
of
that
is
to
get
the
enrollment
up
and
to
build
in
some
of
our
natural
investment
options?
We
have
to
gain
more
chapter
70
funding.
We
have.
We
have
benefited
from
the
city's
continued
investment
in
education
despite
declining
enrollment.
It
would
be
great
to
then
turn
around
and
see
increased
enrollment
in
the
early
levels.
AL
To
compound
that,
so
that's
a
little
bit
of
my
optimism
around
this
investment,
in
particular
to
help
market
bps
and
the
success
that
we
have
in
terms
of
partnering
with
schools.
You
know
we
have
built
into
our
process
a
lot
more
partnership
and
collaboration.
We
literally
call
it
budget
co.labs,
where
we
sit
with
our
school
leaders
and
help
them
with
their
budget.
AL
It
is
very
difficult
for
us
every
year
to
have
the
same
conversations
with
some
of
these
schools
that
have
had
declining
enrollment,
it's
particularly
acute
for
us
at
the
high
school
level,
where
we've
seen
system-wide
declines
in
enrollment.
That
fits
both
state
and
regional
trends.
It's
not
just
a
bps
thing,
and
so
part
of
our
work
is
to
figure
out.
How
do
we
right
size,
the
programming
both
for
that
individual
school
and,
as
we
talked
about
in
the
example
of
East
Boston?
How
do
we
look
across
the
schools?
AL
AL
We've
mentioned,
of
course,
David
and
his
team,
our
team
of
financial
analysts
that
are
working
they're,
pulling
resources
together,
one
of
the
things
that
we
can
always
do
for
schools
that
I
think
sometimes
it's
difficult
for
an
individual
school
leader,
balancing
his
or
her
budget
to
understand
all
the
different
ways
that
you
can
be
creative
or
manage
your
budget.
And
that's
where
our
team
comes
in
to
say
you
know
what
at
school
a
I
was
talking
to
school
B
last
week
they
were
doing
this.
AL
Perhaps
you
guys
could
partner
together
or
maybe
you
could
learn
how
they
worked
on
it.
So
I
think
it's
there's
nothing.
There's
nothing!
Broad-Brush
I
can
talk
about,
but
just
a
lot
of
collaborative
and
a
lot
of
staff
time,
that's
working
with
with
the
school
leader
so
that
it's
not
just
an
individual
person
sitting
at
a
at
their
school
site
and
and
making
difficult
decisions
on
their
own
Thank.
J
You
Monica
I
will
be
registering
for
VPS
again
so
I'll,
let
you
know
how
it
goes
and
if
it's
a
smooth
process
and
we'll
see
if
we
get
a
seat,
I
just
want
to
say
thank
you
for
all
the
work.
I
know
it's
really
hard
and
I
know
we're
like
going
in,
and
but
we
have
to
obviously
ask
difficult
questions.
That's
our
job.
I
wanted
to
also
echo
mr.
O'neill's
request
on
the
opportunity
index.
J
I
know
we
said
we
changed
some
things,
but
I
would
want
to
see
the
schools
that
are
funded
the
partnerships
that
are
funded,
so
we
can
kind
of
keep
our
eye
on
that
to
make
sure
that
it
really
is
reaching
the
communities
that
you
know
need
it.
The
most
and
I
really
do
like
the
website,
so
I
want
to
say
thank
you
I'm.
Definitely,
nerdy
and
I'm
gonna
be
looking
at
it
too.
So
thank
you.
Thank.
A
You
Miss
Oliver
Daley,
and
to
continue
on
that
point
on.
Oh
I,
that's
a
note
that
I
had
made
myself,
and
you
know
thinking
back
to
the
conversations
that
we
had
last
year.
The
specific
focus
was
on
how
oh
I
was
counting
immigrant
populations
in
our
city,
and
you
know
to
put
a
fine
point
on
how
district
has
accounted
for
changes
to
to
better
reconcile
what
our
immigrant
population
looks
like
in
our
schools
will
be
very
helpful.
A
You
know
you,
you
know
just
touched
upon
that
a
little
bit
in
this
prison,
but
as
we
go
through
this
conversation,
that
will
be
very
much
appreciated.
I
think
would
also
be
helpful
is
when
we
talk
about
some
of
the
schools
that
there
may
be
a
suspicion
that
you
know
within
a
different,
oh
I.
Last
year
there
may
have
been
a
or
excuse
me
a
different,
oh
I
calculation.
Last
year
there
might
have
been
a
different
outcome
for
those
schools,
I'd
like
to
understand
better.
A
X
C
X
How
much
the
impact
was
shifting
school
populations
versus
the
tweaks
and
adjustments
we
made
to
the
formula,
and
they
gave
us
relative
confidence
that
the
data
is
going
to
be
reasonably
stable
year
over
year.
So
I
can
provide
all
of
that
analysis
to
the
committee.
We
had
four
schools,
for
instance
that
crossed
the
threshold
I
think
in
both
directions
on
the
partnership
funds
and
again
in
the
vein
of
wanting
to
ensure
as
much
stability
as
possible.
A
You
and
you
know,
I.
Suffice
it
to
say
I,
don't
have
a
lot
of
questions
right
now.
You
know.
First
of
all,
we've
been
working
on
this
for
number
of
weeks
and
months
trying
to
get
ready
in
account,
for
you
know
where,
where
some
of
the
perceived
concerns
that
we're
going
to
you
know
be
facing
with
our
communities
and
so
I.
A
Go
back
to
that
autism
diagnosis
number
that
you
cited
very
early
in
your
presentation
this
evening
that
which
shows
just
such
a
stark
increase
over
five
years
time
in
the
identification
of
autism
with
in
our
very
young
students
and
how
that
progresses
up
through
the
system
and
I'd.
Note
that
you
know,
while
you,
you
rightly
recognize,
that's
a
national
trend,
Boston
and
Massachusetts,
specifically
both
the
city
and
the
state,
have
been
well
ahead
of
the
curve
in
identification
in
the
first
place.
A
It
creates
a
very
critical
moment
in
time
for
us
when
we
think
about
how
you
know,
maybe
even
in
two
years
we
may
not
have
any
net
state
funding
coming
into
the
district.
If
there's
no
further
changes
at
the
legislative
level,
that's
that
creates
a
lot
of
significant
concerns
for
us,
but
nevertheless
you
know
there's
some
bright
spots
here.
That
I
think
you
know
you've
rightfully
highlighted
tonight
and
I
think
we
should
continue
to
talk
about
and
replacing
the
loss
of
the
federal
peg
grant.
A
Is
you
know
one
critical,
continued
investment
that
the
city's
chosen
to
make
in
the
districts
chosen
to
make
to
continue
our
investment
in
our
youngest
children
and
their
preparation
for
elementary
school,
and
you
know
certainly
the
work
that
we're
doing
around
continuing
to
create,
create
pathways
and
break
down
barriers
for
students
of
color
and
students
of
different
socio-economic
means
into
the
exam
schools.
You
know
that's
significant
multi-year
work
that
we've
been
engaged
in
and
you
know
the
the
moves
that
the
districts
has
recently
made
to
increase
the
access
within
the
classroom
to
the
ISEE
SS.
A
That's
another
one
of
those
incremental
steps
that
will
break
down
the
barriers
that
get
in
the
way
for
our
students
to
to
succeed,
and
even
not
even
succeed,
but
just
you
know
know
about
are
the
options
that
they
have
in
the
district
and
so
I
applaud
that
kind
of
work,
and
you
know
we've
talked
we
can
go
on
talking
about.
You
know
once
again
the
investments
in
excuse
me
efforts
to
counteract
what's
been
identified
for
our
at-risk
students,
heavier
investments
in
our
early
warning
indicators,
heavier
investments
in
Career
and
Technical
Training.
A
You
know
these
are
items
that
you
know
we're
part
of
what's
been
identified
to
us
through
research
through
reports
through
our
communities
over
time
about
you
know
what
it
is,
what
we
need
to
do
to
put
this
district
on
the
right
track.
You
know
and
I
don't
mean
to
be
pejorative
when
I
say
like
that,
you
know
we
want
to
keep
this
district
on
the
right
track,
this
districts
on
the
rise,
and
these
are
the
type
from
the
best.
So
we
need
now,
if
only
our
friends
would
give
us
some
more
money.
Of
course.
A
So
you
know
with
that
I
really
appreciate.
Once
again,
you
know
the
work
that
your
group
and
I
know.
You've
got
a
number
of
your
colleagues
in
the
audience
this
evening
and
so
I
want
to
make
sure
we
say
a
special
thank
you
to
them.
We
know
you
have
a
lot
more
work
ahead
of
you,
we'll
be
right
back
at
it,
next
Tuesday
and
Mildred,
and
then
we'll
be
back
at
it
again
through
through
the
end
of
March
and
we'll
have
plenty
of
questions
and
opportunities
for
further
discussion
in
the
meantime.
K
K
I
B
AN
To
join
with
with
some
of
the
others
in
sort
of
both
praising
and
thanking
the
finance
and
budget
people
for
the
continuing
improvements
and
the
initial
presentations
of
the
budget
and
I
may
be
one
of
the
few
people
who
really
will
have
fun
for
investigating
those
activities.
Breakouts,
but
I
wanted
to
raise
a
couple
of
little
bit
broader
issues
with
you
tonight.
I
make
an
annual
appeal
that
we
not
only
do
this
line-item
kind
of
budget
and
the
activities
is
very
important,
but
also
to
develop
program,
budget
and
I
know.
AN
The
finance
and
budget
offices
have
done
efforts
in
the
last
two
years,
which
are
very
important
and
I
hope
that
effort
continues
and
we
can
see
improvements
by
a
program
budget
I
mean,
let's
say,
hypothetically
we're
spending
350
million
on
special
education.
Where
is
that
going?
What
is
our
strategy?
What
is
you
know,
are
our
effort,
our
priorities,
similarly
with
family
engagement
or
early
education,
or
if
there's
a
hundred
million
in
English
language
learning.
Where
is
that
going
and
what
are
the
new
things
we're
going
to
be
investing
in
this
year?
AN
So
I
I
would
hope
that
we
could
continue
that
effort,
which
they've
begun
the
most
complicated
areas.
There
are
not
just
existing
departments,
but
on
questions
like
professional
development
that
cuts
across
many
departments.
It's
a
critical
issue
in
our
leverage
and
dealing
with
the
achievement
gap.
How
much
are
we
investing
where
what
are
our
strategies
and
I?
AN
I
would
just
make
another
kind
of
comment
on
the
equity
issue:
people
we're
tending
to
focus
on
the
opportunity
index,
which
is
a
very
important
initiative
to
me
as
I.
Look
at
the
budget,
the
crucial
that's
my
memory
is:
that's
been
applied
to
six
seven,
eight
million
dollars
worth
of
partnership
funds
and
maybe
more
the
crucial
issues
are.
Are
we
are
the
components
of
the
weighted
student
funding
formula
accurate?
And
what
do
we
know
about
those?
AN
Let's
say
for
another
hypothetical
example:
let's
say
an
English
language
learning,
her
development
level,
one
student
gets
300
million
dollars
a
year.
Is
that
adequate?
What
do
we
know?
Have
we
evaluated
that,
and
that
is
a
that
would
apply
to
700
million
dollars
of
allocation
of
funds?
Thank
you
for
indulging
me.
N
J
A
J
J
I
We'd
be
happy
to
do
that.
Priya
has
been
to
Leon.
E
has
been
leading
the
research
and
exploration
along
with
dr.
Charles
grants,
and
we've
already
done
an
internal
presentation
for
the
leadership
team,
so
that
we
begin
to
understand
the
field
of
opportunities.
It's
very
promising
very
exciting,
so
we'll
be
happy
to
do
that.
K
I
mean
I
just
make
one
comment.
Mr.
chair
I
was
unable
to
be
at
last
week's
meeting,
so
I
missed
the
presentation
on
my
way,
cafes,
that
was
done
by
mr.
Hanlon
and
and
Vitas.
Thank
you
and
but
I
did
have
a
chance
to
read
through
it
and
I.
Just
wanted
to
highlight.
I've
visited
a
number
of
the
schools
that
have
the
my
ways.
K
Cafes,
I've,
sat
and
had
lunch
with
the
students
and
talked
particularly
with
the
school
leaders
and
the
teachers,
and
one
thing
I
did
see
missing
from
the
presentation
was
the
fact
that
by
far
the
overwhelming
feedback
I've
received
from
school
leaders
is
the
higher
engagement
of
students
in
the
food
choice
and,
more
importantly,
what
they
are
seeing
is
significantly
lower
discipline
issues.
In
the
afternoon.
K
I
had
a
number
of
school
leaders
say
that
to
me
directly
because
they're
seeing
students
less
hangry,
as
they
call
them
familiar
with
that
face
and
believe
me
I
get
that
way
about
one
o'clock
in
the
afternoon
too,
and
they
believe
this
is
going
to
be
leading
to
higher
academic
performance.
So
I
noticed
a
lot
on
the
presentation
about
food
waste
and
participate
participation.
K
Things
like
that
I
am
much
more
focused
on
the
academic
and
emotional
issues
that
are
coming
out
of
this
and
so
I
personally
can't
wait
till
we
expand
this
district-wide
I'd
love
to
see
that
that
was
the
goal
in
it.
I
certainly
hope
that
was
the
feedback
from
fellow
members
in
the
course
of
the
presentation.
K
Ultimately,
my
way
is
going
to
be
right
up
there
with
the
expansion
about
arts,
education
and
a
number
of
the
things,
particularly
since
it
is
a
public-private
partnership
that
has
allowed
us
to
really
utilize
private
resources
and
a
time
that
our
resources
are
very
thin
and
so
I
didn't
have
a
chance
to
say
this
last
week.
But
having
read
through
the
presentation
and
I
just
I
wanted
to
get
that
on
the
record
that
I
see.
That
is
one
of
the
biggest
wins
about
these
and
can't
wait
until
we
expand
them
further.
A
J
Wanted
to
to
say
that's
a
really
great
point,
because
we
know
like
there's,
been
research
around
like
behavior
and
behavior
management
and
when
it
comes
to
food,
so
I
think
it's
a
really
good
point
to
think
about.
Since
we
haven't
fully
expanded
as
how
do
we
do
that
research
to
kind
of
show
like
attention
focus
behavior
all
those
pieces
as
a
leader
in
the
nation
still
can
be
leading
even
more
so
I
think
it's
a
great
point.
A
B
A
It
to
four
digits
on
the
clock,
so
you
you
were
a
true
school
committee.
Member
now,
since
business
is
concluded,
I
will
note
that
our
next
meeting
is
going
to
be
a
budget
hearing,
as
we've
mentioned
earlier
this
evening,
that
will
take
place
next
Tuesday
February
12th
at
6:00
p.m.
at
the
Mildred
Avenue
K
to
eight
School
in
Mattapan.
Our
next
School
Committee
meeting
will
follow
the
school
vacation
week
in
February
and
will
take
place
on
Wednesday
February
27th
at
6
p.m.
in
these
chambers.
If
there's
nothing
further
on
artena
motion
to
adjourn,
thank
you.