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From YouTube: Boston School Committee FY24 Budget Hearing 2-16-2023
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
B
C
D
D
D
Tonight's
hearing
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
February
16th
meeting
link,
the
documents
have
been
translated
into
all
of
the
major
VPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
D
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
Cabo,
bariano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
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icon
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preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
D
Thank
you
to
everyone
who
signed
up
for
public
comment
signed
up
for
public
comment
closed
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation
on
February
1st
superintendent
Skipper
presented
her
preliminary
fiscal
year.
D
24
budget
proposal
to
the
committee
tonight
is
an
opportunity
for
the
committee
and
the
community
to
take
a
deeper
dive
into
the
proposal.
By
focusing
on
school
budgets,
the
committee
will
take
a
closer
look
at
the
central
budget
at
our
March
1st
budget
hearing
in
a
moment
we'll
invite
Chief
Financial
Officer
Nate
Cooter
and
his
team
to
share
their
presentation.
F
Thank
you
chair
very
much
and
thank
you
all
for
taking
the
time
to
join
us
this
evening.
Tonight's
budget
hearing
will
focus
on
specifically
on
school
budgets.
You
know
we
must
ensure
that
our
schools
have
resources
to
support
our
students
when
I
was
a
school
leader.
I
would
use
budget
season
as
an
opportunity
to
think
about.
What's
working
and
what
was
not
working
in
my
school
I
consider
what
I
needed
to
continue
for
my
students
and
what
could
be
repurposed
for
better
results.
F
One
of
the
biggest
things
that
we
continue
to
work
with
our
schools
is
on
assessing
and
collaborating
on
how
we
can
build
a
sustainable
budget.
Beyond
Esser,
especially
those
dollars
aligned
with
closing
our
opportunity
and
achievement
gaps
specifically
for
our
black
and
latinx
students
are
students
with
disabilities.
Multilingual
learners
will
be
gone.
The
process
of
Shifting
some
things
to
general
fund
dollars
from
Essen.
F
F
We've
all
heard
this
before,
but
I
truly
believe
that
our
budget
is
a
statement
of
our
values
at
the
district
level.
This
is
a
unique
opportunity
to
invest
in
what
we
believe
will
strengthen
our
schools
and
bring
our
vision
of
equity
into
reality,
as
we
take
on
Long
needed
and
critical
changes
in
literacy,
inclusive
education
and
multilingual
and
secondary
education,
we're
determined
to
deliver
on
our
promise
of
educational,
equity
and
excellence.
F
F
Her
message
was
clear:
to
build
a
better
future,
we
must
ensure
that
our
students
have
access
to
Quality
learning
experiences
every
day,
and
so
with
that
we
I'll
hand
this
off
to
our
CEO,
a
CFO
Nate
Cooter,
who
has
worked
incredibly
hard
with
his
team
on
tonight's
presentation
and
I'll:
look
forward
to
hearing
public
testimony
and
questions
from
the
committee,
so
CFO
Cuda.
B
Thank
you,
superintendent
and
good
evening,
chair
person,
Robinson
and
members
of
the
school
committee.
Thank
you
for
the
opportunity
to
present
the
FY
24
budget
for
the
Boston
Public
Schools.
B
We
are
proposing
a
fiscal
year,
24
general
fund
budget
of
1
billion
439
million
dollars,
a
65
million
dollar
increase
above
the
current
FY
23
budget,
all
aimed
at
supporting
the
children
of
Boston.
We
believe
this
budget
will
strengthen
our
schools
and
bring
the
vision
our
vision
of
equity
into
reality.
B
As
a
superintendent
mentioned,
tonight's
presentation
is
focused
on
school
budgets.
It
will
include
a
discussion
of
the
big
picture.
The
new
Investments
were
making
aligned
to
the
superintendent's
six
priorities
and
a
look
at
the
broader
challenges
facing
our
district
that
impact
individual
schools,
but
it's
also
an
opportunity
for
us
to
share
with
the
community
exactly
how
School
budgets
are
built,
how
we
allocate
funds
and
how
much
we
differentiate
funding
based
on
student
needs.
B
B
B
B
The
changes
in
our
budget
from
FY
23
to
this
proposal
can
be
broken
down
into
three
main
categories.
The
first
category
is
strategic
Investments.
We
believe
we
can
achieve
success
by
focusing
and
investing
in
six
key
areas:
inclusive
education
strategies,
multilingual
education,
Equitable
literacy,
Social,
Work,
restorative
practices
and
mental
health,
high
school
and
alternative
education,
family
and
Community
engagement.
B
B
The
second
budget
category
is
increased
costs.
This
represents
the
cost
increases
we
incur
because
of
the
rising
costs
provided
from
of
providing
the
same
level
of
service
this
year.
Our
major
areas
of
cost
growth
include
collective
bargaining,
the
cost
of
a
recently
settled
negotiations
with
unions
Transportation,
including
the
increased
cost
of
fuel
bus
maintenance
and
salaries
facilities,
the
cost
of
utilities
and
maintenance
and
repairs
budget
and,
finally,
special
education.
B
B
B
B
B
Students
get
specific
weights
that
are
differentiated
based
on
different
student
characteristics.
This
means,
in
the
simplest
form
that
dollars
follow
the
students.
The
dollar
amount
per
pupil
gets
multiplied
by
the
number
of
students.
We
are
expecting
to
attend
a
particular
School
and
then
is
translated
into
the
allocation
of
School
receives
in
their
budget.
B
B
B
B
B
B
Also
reflected
here
is
the
funding
we
provide
on
top
of
the
foundation.
We
have
a
set
of
designated
resources
under
turnaround,
transformation
that
are
targeted
directly
towards
our
transformation
schools
and
another
allocation
of
schools,
running
programs
that
unique
needs
outside
of
weighted
student
funding,
such
as
vocational
programming
programming
and
inclusion.
B
B
B
B
Student
enrollment
is
a
critical
factor
in
forming
our
long-term
sustainability
and
not
just
because
of
weighted
student
funding.
Weighted
student
funding
certainly
links
enrollment
more
directly
to
school
budgets,
but
the
reality
is
that
it
only
reveals
where
enrollment
declines
require
a
shift
in
resources
or
a
change
in
capacity.
B
The
Top
Line
in
blue
represents
enrollment
for
students
in
grades
K2
kindergarten
through
five
as
a
district,
we
don't
tend
to
add
students
as
they
move
as
the
cohorts
move
from
K2
through
12..
So
these
smaller
cohorts
in
the
elementary
grade
are
the
primary
reason
we
anticipate
future
enrollment
plans.
B
B
For
the
last
two
years,
we've
not
asked
schools
to
look
critically
at
the
number
of
classrooms
in
their
overall
student
school
capacity.
This
was
intentional.
We
needed
to
figure
out
how
much
of
the
enrollment
declines
were
temporary
and
pandemic
related
this
year,
enrollment
declined
by
less
than
projected,
showing
that
this
approach
was
at
least
partially
warranted.
B
We
need
to
converge
our
District's
changing
realities
and
shift
resources
in
ways
that
meet
student
needs
and
accelerate
Improvement.
This
means
that
we
will
need
to
reconsider
the
number
of
empty
seats
in
classrooms.
We
have
held
harmless
for
the
last
two
years
and
consider
how
those
resources
can
be
used
to
create
Equitable
learning
opportunities
for
all
students
with
that
I'll
now
turn
things
over
to
Serena
larocque,
our
director
of
Esser
school
funding,.
G
50
million
of
that
amount
went
directly
to
schools,
as
Nate
mentioned
earlier,
and
it
really
focused
on
the
seven
Focus
areas
so
looking
at
strengthening
instructional,
core
inclusion,
multilingual
learning,
high
quality,
Pathways,
Equitable
access
and
opportunity,
families
and
community
and
then
improve
School
environments.
G
So
in
this
final
year
of
Esser,
as
mentioned,
50
million
of
the
funds
are
going
directly
to
schools,
so
schools
developed
proposals
that
are
aligned
to
their
quality
school
plans,
basically
short
their
implementation
plan.
That
has
progress,
monitoring
measures
in
terms
of
the
calculations
for
individual
school
allocations.
We
received
feedback
that
it
was
important
critically
important
that
school-based
funds
were
allocated
based
on
need,
rather
than
equally
across
schools,
and
that's
so
basically
what
that
means
is
we
allocated
863
dollars
and
47
cents
for
our
students
with
disabilities,
our
multilingual
Learners
and
low-income
students.
G
G
G
G
To
help
us
understand
which
school
Investments
that
have
been
implemented
most
successfully,
so
we
can
prioritize
sustaining
and
potentially
scaling
across
schools.
The
most
impactful
work
after
Esser
monitoring.
The
effectiveness
of
this
plan
to
meet
student
and
school
needs
is
core
and
embedded
in
our
strategy
for
school
plan
Investments.
We
have
asked
schools
for
their
proposals
each
year
to
understand
how
they
are
allocating
their
funds
and
how
each
expense
item
is
tied
to
their
quality
School
plan,
so
their
goals
their
priorities,
their
progress,
monitoring
indicators.
G
How
is
it
considering
their
multilingual
students,
their
students
with
disabilities,
low-income
students
who
did
they
involve
in
their
school
community
and
the
school's
idea
or
plans
of
ongoing
funding
plan,
then
as
a
part
of
the
regional
Network
and
in
partnership
with
their
school
superintendent
and
school
teams?
They
reflect
on
the
progress
of
their
quality
School
plan.
So
what's
worked,
what
hasn't?
G
G
First,
we're
going
to
start
with
Equitable
literacy,
so
cash
for
them.
They
saw
Improvement
in
their
map,
growth,
reading
scores
and
specifically
now,
cash
has
invested
they're
under
other
funding
sources
and
so
we're
zoning
in
on
the
complementary
Esser
funded
strategies,
and
so
they
spent
not
necessarily
allocated
they
spent
25
000
in
educator
and
teacher
leadership
so
to
join
professional
developments
offered
by
the
district,
such
as
reading
Horizon
training
and
training
in
the
science
of
reading.
G
They
also
spent
a
substantial
amount,
thirty
thousand
in
high
quality
text,
and
one
of
their
strategies
was
that
each
academic
Department
receives
funding
to
purchase
text
going
from
math
Ela
to
programming
for
their
students
with
autism,
and
so
these
efforts
helped
them
with
seeing
Improvement
in
their
map
growth,
the
next
one
we're
going
to
Zone
in
on
multilingual
learners
and
so
at
the
English.
They
also
saw
Improvement
in
map
growth,
particularly
for
their
multilingual
learners,
and
also
they
saw
Improvement
in
school
climate
for
both
staff
and
students.
G
They
also
spent
money
on
Partnerships
after
school
enrichment
activities
and
field
trips.
It
was
incredibly
important
for
them
to
spark
joy
for
their
students
to
make
learning
relevant
to
them
tangible
to
them,
and
so
this
was
really
critical
in
helping
them
see
growth
and
then
also
a
portion
of
their
Partnerships
were
allocated
to
counseling
support
for
students.
G
The
next
we're
going
to
Zone
in
on
Hernandez
and
their
work
around
inclusion,
so
Hernandez
saw
higher
growth
in
map
and
their
map
growth
and
math
for
students
in
grades
five
through
seven,
and
they
did
compare
their
progress
to
the
previous
years
of
how
much
growth
they
made
between
not
having
this
investment
and
having
this
Esser
investment,
and
so
for
them.
They
spent
five
about
567
thousand
in
ftes,
and
that
includes
the
benefits
per
year.
G
I
also
want
to
mention
that
this
admin
support
was
critical
in
thinking
about
scheduling
so
that
students
were
connected
to
an
adult
at
every
point
of
the
day
from
you
know
their
classes
to
lunch
right.
They
had
Paras
that
had
relationships
with
them
and
this
person
was
really
critical
in
that
effort.
They
also
had
about
2.8
FTE
funded
on
Esser
for
learning
specialists,
and
they
worked
with
two
grade
levels
to
make
it
possible
so
that
all
students
with
an
IEP
receive
a
push
in
service
rather
than
a
pull
out
service.
G
H
Good
evening
committee
and
members
of
the
public,
my
name
is
David
blue
I'm,
the
Deputy
Chief
Financial
Officer
here
at
BPS.
H
H
H
This
these
weights
represent
their
opportunity
index
and
economic
disadvantage
measures,
and
so
for
this
school,
their
oi
score
is
0.689.
You
see
allocations
for
the
opportunity
index
in
their
school
support
and
Partnerships
funding
through
Wade
student
funding,
their
allocation
for
poverty
and
homelessness.
H
This
is
the
budget
for
school.
Why
and
I'll
walk
you
through
and
there's
a
lot
of
information
on
this
slide,
so
I'll
take
a
moment
to
walk
you
through
it.
The
first
thing
is
on
the
previous
slide.
We've
said
well
as
a
foundation
for
Quality
when
we
remove
all
of
those
core
positions,
teachers
and
so
on
that
I
just
mentioned
they're
guaranteed
at
least
749
thousand
dollars
of
additional
things
beyond
that,
and
when
we
look
across
their
budget,
we
see
that
they
have
a
number
of
those
things.
C
H
H
Right
but
regardless
of
that
million
dollars,
we
could
not
cut
any
more
out
of
their
budget,
because
then
we
would
hit
the
foundation
for
Quality
minimum,
so
they
would
never
be
in
a
position
where
they
are
cut
down
to
core
compliance.
They
are
guaranteed
that
foundation
for
Quality
minimum
of
749
thousand
dollars,
but
the
hold
harmless
is
what
we're
then
going
to
discuss
as
we
talk
about
what's
moving
faster.
H
H
In
orange
and
purple
we
see
their
School
directed
Investments
and
in
conversation
the
school.
We
have
determined
that
this
orange
investment
in
particular,
is
one
that
is
prioritized
to
be
kept
on.
The
general
fund,
as
that
assistant
principal,
is
working
closely
with
teachers
on
strategies
related
to
inclusion,
multilingual
Multicultural
education
and
Equitable
literacy,
but
we're
moving
about
50
percent
of
the
whole
harmless
to
Esser.
So
there's
about
five
hundred
thousand
dollars
that
this
school
needs
to
Target
to
move
to
Esser
and
they
would
be
selecting
from
the
items
in
purple.
H
Each
school
would
then
make
an
individual
School
based
decision
with
support
from
the
district
office
and
their
school
superintendent
to
identify
which
positions
should
move
to
Esser
and
which
should
be
prioritized
to
stay
funded
on
the
general
fund
with
their
hold
harmless
dollars.
H
So
in
the
case
of
school,
why,
in
addition
to
prioritizing
which
of
the
purple
positions,
are
moving
to
Esser,
they
would
be
prioritizing
which
of
the
blue
positions
would
move
to
the
general
fund,
and
in
this
case
they
have
a
reading
specialist,
deeply
involved
in
strategies
related
to
Equitable
literacy.
That
would
be
prioritized
to
move
to
the
general
fund.
H
H
That
is
not
intended
to
be
differentiated
based
on
need.
It
is
only
differentiated
in
this
case
based
on
age
and
that's
what
it
reflects
and
then
building
on
that
blue
base.
Each
level
above
that
represents
a
part
of
the
district's
strategy
of
differentiating
resources
towards
the
students
who
need
them.
The
most
so
you'll
see
an
orange
targeted
student
needs
allocations
and
you'll
see
some
differentiation
in
those
allocations
in
Gray
other
school
allocations,
such
as
social
workers,
nurses
and
so
on,
and
then
in
yellow
blue
orange
and
dark
blue.
H
H
H
H
H
H
H
Finally,
a
quick
preview
of
what
I
just
discussed
tonight,
we're
focusing
on
the
first
section
of
our
budget.
This
is
a
high
level
breakdown
which
is
school
budgets,
but
there's
a
lot
more
in
the
BPS
budget
than
just
what's
budgeted.
Schools
as
we
come
back
in
March,
we'll
be
discussing
our
central
office
budget,
which
includes
a
large
number
of
school
Services,
budgeted
centrally
all
of
our
benefits,
Central
Administration
budget,
as
well
as
services
for
students
who
are
not
in
BPS,
but
we
do
provide
services
for.
H
H
We
will
then
have
a
final
budget
hearing
on
March
15th,
where
we
present
the
final
budget
that
the
school
committee
will
be
voting
on
and
have
an
opportunity
to
add
answer
any
questions
on
the
final
proposal
and
then
on
March
22nd
will
be
the
budget
vote.
D
E
You
chair
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concern
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
I
refer
to
the
superintendent
for
a
later
response.
E
E
E
E
E
J
J
Evening,
okay,
thank
you
for
hearing
me
I'd
like
to
follow
up
on
my
testimony
from
last
night
and
I
I
as
I
said,
I
think
I
and
many
of
us
are
on
the
ell
task.
Force
are
totally
in
support
of
the
goal
and
the
values
presented
in
the
presentation
and
the
of
the
document
to
the
school
committee,
which
says
we
must
continue
to
support
our
commitment
to
expanding
native
language
access
by
allocating
funds
to
increase
bilingual
education,
programming,
I.
Think
in
the
problem
that
I
have
and
others
is.
J
Where
do
we
see
that
commitment
to
access
the
native
language
in
the
budget
itself
in
the
detail?
So
it
would
help
us
to
know
how
does
the
budget
proposal
support
this
policy
of
expanding
access
to
native
language
for
multilingual
Learners
and
multilingual
Learners
with
disabilities
in
the
schools
and
I
would
say
in
related
questions?
What
guidance
was
given
to
the
schools
for
the
in
this
expansion
of
access
to
native
language,
in
the
development
of
their
school
budgets,
for
multilingual
Learners
and
multilingual
Learners
with
disabilities?
J
And
finally,
What
specifically,
is
in
the
9.7
million
targeted
investment
for
special
education
and
how
will
that
increase
access
to
native
language
for
multilingual
Learners
with
disabilities?
Thank
you
for
hearing
me
and
I
hope.
This
can
be
somewhat
of
a
debate
and
we
can
get
some
answers
because
I'm
sure
there
aren't
answers,
but
we
don't
want
these
questions
to
be
floating
in
the
community.
Thank
you
very
much
again.
K
K
My
name
is
Betsy
Yoshimura
and
I
am
a
parent
of
a
third
grader
at
the
Mario
umana
dual
Language
Academy
in
East
Boston
I
have
been
involved
in
the
family
and
School
site
councils,
at
both
the
East
Boston
Early,
Childhood
Center,
and
at
the
umana.
Ever
since
my
daughter
entered
the
BPS
system
in
2017..
K
Since
then,
my
involvement
has
increased
to
include
among
a
myriad
other
things,
positions
in
the
on
the
umana
community,
Hub
advisory
team
and
the
friends
of
the
umana
non-profit,
board
and
I
am
now
also
serving
as
the
communications
co-chair
on
the
CPC
between
the
different
committees
on
which
I
serve
and
the
many
BPS
Affiliated
meetings
that
I
attend
regularly.
I
would
estimate
that
I
spend
no
less
than
15
to
20
hours
a
month
on
BPS
parent
engagement.
Work.
K
I
am
not
alone
in
the
time
that
I
put
into
this
very
important
work.
My
colleagues
on
our
leadership
teams
are
just
as
dedicated,
if
not
more
so
it
is
wonderful,
exhausting
at
times
frustrating
but
always
fulfilling
work.
We
attend
meetings
in
the
evenings
after
the
work
day
is
over
during
the
day
as
well,
taking
time
away
from
our
families
to
help
make
BPS
a
better,
more
Equitable
place
for
all
of
our
children,
teachers
and
staff.
K
For
this
reason,
I
believe
that
it
is
a
very
reasonable
ask
that
we'd
be
monetarily
compensated
for
the
time
and
effort
that
we
put
into
this
work.
I
believe
that
doing
so
will
show
that
we
are
appreciated
and
respected
and
that
it
will
also
provide
an
incentive
for
more
family
engagement
and
accountability.
K
I
am
a
pre
I'm,
extremely
appreciative
at
how
readily
the
district
has
worked
with
our
Administration
to
provide
a
budget
that
goes
above
and
beyond
what
was
initially
proposed
and
I
also
reiterate
that
I
believe
that
all
our
students
would
benefit
from
the
extra
support
that
Paris
provide
in
each
of
our
dual
language
classrooms.
Thank
you
again
for
your
time
and
attention
this
evening.
K
L
Can
you
hear
me?
Yes,
we
can
hear
you
good
evening,
Madam
Chan
committee
members
to
start
your
video
okay
good
evening
outside
again
good
evening,
Madam
Chan
committee
members,
my
name
is
Reverend
Chang
imtan
I
come
to
speak
to
you
today
as
a
mom,
a
parent
at
the
Eliot
and
Josiah
Quincy
upper
school,
who
has
been
involved.
L
L
Unfortunately,
it
is
a
job
that
our
male
dominated
Society
does
not
value.
Parenting
is
the
most
valuable
but
unpaid
job
that
is
almost
exclusively
done
by
women
as
a
parent
and
as
a
parent
coach
supporting
other
parents,
I
see
women
being
expected
to
do
a
herculin
job
without
any
training.
Nor,
given
the
support
and
resources,
they
often
need,
as
a
parent
I,
so
appreciate,
superintendents
keepers,
understanding
of
the
importance
of
parent
participation,
parent
voice
and
perspective
in
making
progress
for
our
children
on
the
classroom,
school
and
District
level.
L
A
Hello
good
evening,
everyone
Madam
chair
and
school
committee
members,
my
name
is
suleika
sotom
and
I
have
two
students
in
the
Boston
public
schools,
at
Blackstone
Elementary
and
at
Tech
Boston
Academy
I
am
the
elected
Finance
co-chair
of
the
Citywide
parent
Council,
which
is
the
umbrella
organization
of
all
the
city
of
all
the
parent
councils
in
the
Boston
public
schools
and
I
reside
in
the
south
end.
A
Today,
I
am
not
wearing
my
beija
hat
and
where
my
CPC
hat
I
would
first
like
to
start
by
thanking
the
family
and
Community
engagement
team,
especially
Denise
Snyder,
Noelle,
green
and
Dre
Woodbury
for
all
the
work
they
do
with
CPC
I
also
want
to
thank
jashira
and
reynalda,
who
supports
fatpack
and
d-lac
Miriam
Ortiz,
as
well
as
all
of
the
family
Liaisons
for
all
the
wonderful
work
that
they
are
doing
with
families
and
I
can't
leave
out
Donna
lashes,
who
has
also
been
very
supportive.
A
We
look
forward
to
continuing
the
work
around
Fest
or
the
family
engagement
strategy
team
that
was
formed
to
support
relationship
building
amongst
the
three
groups,
the
three
city-wide
groups
and
together
we
will
work
to
provide
deliverables
of
a
list
that,
from
a
parent
perspective,
represents
indicators
of
high
quality
family
engagement
at
the
classroom,
school
and
central
office
level.
Research
shows
that
children
perform
better
when
parents
are
engaged
in
education,
both
at
home
and
at
school
parents
that
are
and
have
time
to
volunteer
and
get
involved,
Provide
support
to
students,
teachers,
Educators
and
administrators.
A
In
many
ways
we
as
parents
who
volunteer
at
the
school
and
District
levels
are
experts
that
care
about
improving
our
schools.
We
provide
our
skills
our
time
our
lived
experience
and
knowledge
for
the
benefit
of
not
only
our
child,
but
all
of
the
students
in
Boston
Public
Schools.
Aside
from
the
time
we
volunteer
at
the
school
level
as
parent
leaders
of
district-wide
councils,
we
should
be
compensated
and
given
a
stipend
for
the
10
to
25
hours
that
we
volunteer
per
month.
A
These
hours
are
occupied
by
planning,
agendas,
participate
in
the
district
task,
forces,
committees
and
meetings
and
most
of
all,
engaging
families,
among
other
things.
I
am
not
alone
in
the
time
that
I
put
into
this
very
important
work.
My
colleagues
on
our
leadership
teams
and
CPC
sped
pack
and
d-lac
are
just
as
dedicated,
if
not
more
so
it
is
wonderful
exhaust
and
at
times
frustrating
but
always
fulfilling
work.
A
We
attend
meetings
during
work
day
and
in
the
evenings
after
the
regular
work
day
is
over
taking
time
away
from
our
families
to
help
make
BPS
a
better,
more
Equitable
place
for
all
of
our
children,
teachers
and
staff.
For
this
reason,
I
believe
that
is
very
reasonable.
Ask
that
we
be
monetarily
compensated
for
the
time
and
effort
that
we
put
into
this
work
I
believe
that
doing
so
will
show
that
we
are
appreciated
and
respected
and
that
it
will
also
provide
an
incentive
for
more
family
engagement
and
accountability.
A
For
Those,
who
commit
to
help
on
a
side
note
Blackstone
hat
when
it
comes
to
school
budgets
when
are
principals,
especially
in
transformation
schools,
going
to
hear
back
from
the
budget
review
committees
about
the
supportive
positions
that
are
needed
for
next
year's
budget.
So
again,
principals
need
to
hear
back
about
whether
positions
were
approved
for
next
year
or
not.
Thank
you.
E
D
M
I
definitely
appreciated
the
individualized
examples
and
case
studies
of
schools
to
really
give
a
a
sense
of
particularly
the
transition
and
how
what
it
looks
like
sort
of
moving,
particularly
things
out
of
that
Esther
fund
and
thinking
about
the
general
fund
in
our
sustainability.
So
I
I
particularly
appreciate
that
I
also
am
thankful
to
the
people
in
public
comments
this
evening
for
raising
your
questions,
particularly
those
that
were
directed
at
the
budget.
M
So
at
some
points,
I
do
hope
that
we
do
get
those
questions
addressed,
but
I
just
have
a
few
questions
and
I
think
it
speaks
to
how
are
individual
schools
communicating
the
information
about
how
the
budget
is
formed
and
I
think
this
is
a
comprehensive
presentation,
but
just
again
one
are
the
school-based
allocations
done
with
the
support
of
our
task
forces
to
ensure
that
there
is
alignment.
M
You
know
we
heard
about
thinking
of
native
language
instruction,
which
is
something
that
the
ell
task
force
has
worked
on
diligently
and
so
I
think.
Where
is
the?
Where
is
the
alignment
at
the
school
level
so
that
they're,
aware
of
the
great
work
that's
being
done
by
sped
pack
and
and
other
task
forces
that
the
district
puts
together
and
then
I
have
a
question
just
formed
from
a
family
perspective?
M
Can
you
speak
a
little
bit
about
how
this
allocation
of
funding
sort
of
works
in
the
context
of
a
school
merger
as
we're
thinking
about
different
communities
that
are
emerging?
How
is
that?
How
does
that
affect
them?
I
think
it
would
be
good
for
folks
listening
to
to
really
get
a
sense
of
that,
so
I'll
stop
there.
M
F
Sure
I
think
that
I
also
think
the
question
through
your
chair,
I,
think.
The
question
about
alignment
to
kind
of
the
broader
task
force
is
a
is
a
good
one
and
so
I
I
think.
If
Dr
Chen
can
just
talk
about
kind
of
the
ongoing
partnership
of
working
with
special
education
and
mle
task
force.
B
Yeah
so
awesome
questions
both
of
them
in
terms
of
ways,
student
funding
and
the
sort
of
appropriateness
of
the
funding
allocations.
B
We
have
at
various
points
and
I
want
to
credit
Suzanne
Lee,
in
particular,
from
the
El
task
force,
who
invites
us
back
every
year
to
present
on
the
budget
and
has
really
encouraged
us
to
think
about.
Excuse
me
Raphael
as
well:
I'm
a
school
Committee,
Member,
Rafael,
Blanco
Garcia
for
inviting
us
to
come
and
and
asking
us
at
various
points
in
the
process.
B
B
We've
we've
launched
this
reimagined
school
funding
project
and
we've
got
we've
asked
for
representatives
from
the
various
task
force
to
participate
in
that,
and
they
will
have
a
voice
in
both
Gathering
feedback
from
the
different
communities
to
to
influence
the
model,
but
then
also
we'll
have
a
say
in
the
model.
That's
ultimately
recommended
coming
out
of
all
of
the
work
we're
doing
with
reimagine
school
funding,
and
so
you
know
at
various
points.
We
have
gotten
feedback
from
different
communities
that
have
influenced
and
changed
and
added
weights.
B
Several
years
ago,
we
added
a
weight
specifically
for
inclusion.
That
was
meant
to
create
better
Financial
supports
for
students
when
they
move
from
substantially
separate
settings
into
inclusion.
We've
added
a
homeless
weight
that
we
came
out
of
community
voice
and
the
opportunity
achievement,
Gap
task
force,
and
it
was
out
of
the
feedback
from
the
community
and
in
partnership
with
the
opportunity,
achievement.
Gap
task
force
where
we
created
the
opportunity
index,
which
was
an
Innovative
way
to
think
about
student
need,
not
just
individual
student
need,
but
but
neighborhood
need
so
that
that
is
a.
B
That
is
something
we
try
and
do,
but
it
does
you
know
the
annual
model
does
need
to
be
evaluated
and
tweaked,
but
then
there
are
big
changes
take
time
and
we
would
start
that
process
and
would
encourage
people
who
have
suggestions
to
participate
in
the
reimagined
school
funding
to
be
able
to
move
that
forward
and
then,
of
course,
there's
the
feedback
that
we
get
from
different
task
force
to
different
groups
around
annual
budget
Investments
on
the
central
side
or
in
new
investments
in
schools.
B
Your
second
question
was
about
how
this
funding
works.
If
we
were
to
merge
schools
or
closed
schools,
and
so
in
a
student-based
funding
system
in
a
way
to
student
funding
system,
we
really
do
emphasize
that
dollars
follow
the
students.
So,
in
the
case
where
we
merged
two
schools,
the
weighted
student
funding
amounts
do
not
decrease
that
funding
would
move
from
the
two
separate
schools
and
then
merge
into
the
school
communities.
B
What
we
also
see
is
opportunities,
then,
for
schools
to
invest
more
in
student,
supports
and
services,
because
the
half
full
classrooms
at
those
schools
then
fill
up
and
schools
have
more
resources
to
invest
in
their
schools
and
so
recent
examples
of
that
when
we
closed
the
Standalone
middle
schools,
most
recently,
Irving
and
timelty,
though
those
students
when
they
were
dispersed
to
other
and
started
enrolling
in
other
schools,
increased
enrollment
and
increased
the
weighted
student
funding
of
those
other
schools,
there's
also
a
lot
of
non-weighted
student
funding
positions
that
we
can
reallocate
and
think
about
how
to
support.
B
We
can
either
reinvest
social
workers
in
those
schools
or
in
other
schools
that
have
needs
you
can
reinvest
administrative
staff.
Those
are
opportunities
for
us
to
take
single
administrative
buildings
and
give
them
a
more
robust,
Administration
team
and
then
finally,
it's
how
you
unlock
the
hold
harmless
dollars.
So
how
do
you
take
those
dollars
that
are
currently
held
harmless
when
you
merge
a
school
together
and
sort
of
close
the
half
full
classrooms
and
merge
them
together?
B
You
free
up
those
resources
for
us
to
make
other
strategic,
Investments
or
other
investments
in
school.
Supports
and
so
when
we
start
talking
about
opportunities
to
reconfigure
or
to
merge,
we
would
not
be
looking
to
do
that
as
a
cost
saving
measure,
but
to
really
reinvest
in
things
that
we
want
to
do
aligned
to
the
superintendent
vision
for
schools.
B
M
Yeah
just
I
know
my
times
are
just
circling
back
to
the
first
question:
I
guess
what
I'm
interested
to
know
is
if
at
an
individual
School
level,
so
for,
if
we're
just
taking
the
example
of
native
language
instruction
or
building
more
supports
for
that
right.
M
Yeah,
our
individual
schools
knowledgeable
that
the
task
forces
have
been
doing
work
on
this
and
that
they're
actually
utilizing
that
in
their
planning
in
their
requests
for
either
new
positions.
Around
Equitable
literacy
supports
in
that
domain,
but
so
I'm,
talking
about
the
alignment
that
at
the
individual
School
level,
exists
as
they're,
making
their
ass
or
as
they're
designing
new
positions
or
new
programming.
L
A
N
And
provide
some
answers
for
that.
I'm
sorry,
so
I
do
want
to
first
and
foremost
appreciate
the
El
task
force
and
sped
pack.
Actually
sped
pack
is
meeting
in
about
40
minutes
and
we
met
with
Yale
task
force
last
week
as
an
example
just
very
dedicated
and
committed
parent
leaders
who
and
Community
leaders
who
help
us
think
through
these
things
regarding
this
is
the
focus
of
this
is
school-based.
N
Budgeting
I
think
there
was
a
question
also
about
like
to
what
degree
does
what
happens
during
the
probable
org
process,
so
there's
a
member
of,
for
instance,
om
in
every
single
probable
org
meeting
to
make
sure
the
schools
are
properly
resourced
for
the
services
that
are
provided
for
students,
and
there
are
also
meetings
that
happen
prior
to
that
official,
probable,
org
and
I
will
say
that
I
participated
in
a
number
of
pre-probable
org
meetings,
with
largely
our
schools
with
bilingual
programming.
N
To
really
talk
through
and
I
have
to
really
give
our
our
school
leaders
a
shout
out.
They
are
very
clear
about
the
things
that
they
want
to
do
and
they
are
aligned
to
our
own
strategic
plan,
rollout
and
I
really,
and
they
come
ready
to
really
kind
of
they
come
with
a
defense,
almost
right.
N
Here's
what
I
need
this
is
why,
and
it's
very
well
thought
through,
and
so
what
we
do
is
try
to
make
sure
all
the
puzzle
pieces
that
they
get
in
their
budget
work
towards
those
goals,
and
so
I
do
want
to
just
acknowledge
that
as
an
example
of
a
process,
so
a
number
of
schools,
we
made
sure
that
that
happened.
N
I
also
want
to
say
that
there
are
there's
more
to
come
around,
but
it
when
we
get
into
the
central
office
budgets
at
the
next
go
around
as
particularly
as
we
are
expanding
and
starting
new
programs.
That
kind
of
funding
tend
tends
to
start
in
a
central
sort
of
like
seed
funding.
If
you
will
that
helps
schools
plan
for
that
expansion
and
isn't
necessarily
part
of
their
weighted
student
funding,
because
they
don't
yet
have
the
programs.
N
P
Thank
you,
madam
chair,
and
thank
you
team
for
the
work
on
this.
Have
a
lot
of
I
have
a
lot
of
questions
but
I'm
going
to
try
to
make
sense
of
my
notes
and
my
questions.
So
apologies
of
some
of
it
is
not
as
clear
I
want
to
based
off
of
what
Dr
Chen
was
just
saying:
I
I
think
I
just
want
a
little
bit
more
clarity.
P
I
know,
Mr
Mudd
asks
some
pretty
specific
questions,
as
it
relates
to
what
the
Investments
really
look
like
around
expansion
in
native
language
and
so
where,
and
how
do
we
see?
Those
Investments
are,
am
I
understanding
correctly
that
we're
potentially
seeing
that
within
central
office
budget,
and
so
we
wouldn't
necessarily
see
that
within
school-based
budgets.
I
just
want
some
clarity
around
that.
H
Yes,
thank
you
for
that
question.
So,
in
our
budget
tables,
there's
a
tab,
that's
called
sort
of
program,
Dot
and
general
fund,
and
it
describes
our
budget
in
different
sort
of
program
areas,
type
of
work
it.
It
shows
in
there
an
investment
in
57,
bilingual
or
SEI
positions
listed
out
by
specific
program
area.
These
positions
are
primarily
budgeted
at
schools
and
are
directly
student
facing.
H
There
are
sort
of
two
main
types
of
positions
in
there
are
positions
in
sort
of
dual
language
or
SEI
or
SLICE
program
positions,
and
then
there
are
also
positions
for
ESL.
H
H
In
addition,
we
have
investments
in
schools
that
are
either
have
or
are
expanding,
multilingual
access,
programs,
things
like
the
yumana's
expansion
of
their
dual
language
program,
the
Mathers
expansion
of
their
dual
language,
Vietnamese
program,
and
so
on.
So
we
see
both
investments
in
expansion
in
positions
tied
to
those
sheltered,
English,
immersion,
dual
language
or
other
similar
programs,
as
well
as
investments
in
ESL
supports
for
students
who
are
in
schools
that
remain
having
ESL
services
in
the
General
ad
setting
as
their
primary
method
of
service.
As
we
continue
to
roll
out
new
programs.
P
So
if
I'm
understanding
that
correctly,
then
the
majority
of
our
multilingual
investments
will
remain
as
we
know
as
we
know
it
in
our
dual
language
programs,
which
are
fairly
small
and
in
programs
that
are
or
services
that
are
being
offered
through
General
Ed,
SEL
and
ESL.
H
Yes,
we
consider
the
a
number
of
the
positions
I
just
mentioned
as
sort
of
Maintenance
or
continuing
costs
of
our
existing
positions.
So
when
we
look
at
the
total
investment,
that's
referenced
in
the
presentation
this
evening,
as
our
investment
in
multilingual
education,
that's
actually
not
meant
to
capture
the
ESL
instructors,
that's
sort
of
on
top
of
that
investments
in
schools
right
now
with
yes,
dual
language
and
SEI
programming,
as
well
as
well
as
central
office
investments
in
building
more
programming
going
forward.
N
Sorry
there
will
be
a
fair
amount
of
that,
but
not
all
of
the
expansions
that
are
described
in
the
own
strategic
plan
would
happen
next
school
year.
Correct.
N
Year,
for
instance,
there
are
Heritage
language
programs,
so
dual
language
programs
have
a
multi-year
development
cycle
because
partly
that
is
part
of
the
engagement
I
think
we
shared
with
you
in
October
with
Desi.
N
But
there
are
other
programs
like
Heritage
language
programs
that
we
can
incorporate
more
readily
and
those
are
conversations
that
have
been
happening
and
with
some
schools
as
well.
So
that
is
currently
in
development
and
that's
an
example
of
something
that
would
be
coming
off
of
central
office
funding.
P
The
other
question
I
have
is
related
to
one
of
the
slides
and
if
we
can
pull
it
up,
it
would
be
helpful
around
school
budget.
Why
we
have
a
section
that
talks
about
like
the
foundation
for
quality
and
an
amount
that
is
mentioned
on
there,
which
is
a
little
under
750
000.
P
H
H
It's
sort
of
the
you
can
almost
think
about
it
as
like.
It's
the
better
of
the
two
is
what
you
end
up
with
so
either
the
foundation
for
quality,
which
is
749
or
in
the
case
of
this
school,
the
all
the
positions
in
yellow
this
year
this
year
as
a
part
of
our
hold
harmless,
they
will
also
receive
well.
H
The
hypothetical
school
here
is
actually
sort
of
an
amalgam
of
a
couple
things,
but
in
this
case
school-wide
would
receive
half
of
that
whole
harmless
funding
as
well,
which
would
allow
it
to
keep
several
of
the
positions
in
that
school
directed
portion
on
the
general
fund
as
well.
H
But
yes,
we
have
a
number
of
schools
where,
with
enrollment
decline,
they're
reaching
the
sort
of
Baseline
services
budget
amount,
and
that
is
something
we
need
to
continue
to
examine
in
our
reimagined
school
funding
project
of
what
is
our
definition
of
Baseline
services
that
every
school
needs
to
have
and
how
much
flexibility
are.
Should
schools
have
to
invest
beyond
that?
Baseline
services.
P
Okay,
that
is
helpful,
I
think
the
part
that
I'm
still
a
simple
question:
how
are
we
deciding
that
the
district
directed
were
saying
are
foundationally,
valuable
and
the
school
directed
there's
there
seems
to
be
more
wiggle
room
example:
librarian
I
mean
I,
think
all
of
our
schools
should
have
a
librarian
but
I.
Think
all
of
our
schools
need
a
library
and
we
don't
currently
have
that,
and
so
how
are
we
choosing
what
falls
under
a
district
directed
and
what?
What
happens
in
that
instance?
B
Think
the
the
question
about
sort
of
I
heard
your
first
question
around
District
directed
versus
the
the
sort
of
school
directed
prioritization
has
to
do
with
us,
setting
sort
of
our
vision
for
what
our
foundation
for
quality
is
and
a
definition
of
what
we
think
every
school
needs
to
have,
and
so
there
is
a
shift
here
between
school-based
discretion,
sort
of
school-based
decision
making
and
then
district-wide
decision
making
around
saying
you
know
in
the
past,
schools
may
have
said
I'm
going
to
pop
My
Librarian,
because
I
think
I
want
to
keep
the
assistant
principal
and
that
fits
better
into
what
my
vision
is
for
my
school
we've
in
the
last
few
years,
sort
of
started
to
Define
this
foundation
for
Quality
as
the
sort
of
new
definition
and
David
keeps
referencing
the
reimagine
school
funding
project,
because
that's
that's
our
opportunity
as
a
district
to
sort
of
give
feedback
and
have
a
set
sort
of
decision-making
criteria.
B
For
saying
these
are
the
things
that
are
foundational.
If
you
can
only
afford
those
with
your
current
enrollment.
That's
all!
That's
in
your
budget.
The
discretion
comes
when
your
school
is
more
full
or
has
sort
of
more
students
in
it
and
I
apologize,
I've
forgotten
now.
The
second
part
of
your
question
around
around.
C
B
P
B
Yeah
great
great
question,
I
think
the
first
part
is,
you
know,
so,
as
we've
done
the
lot,
the
library
rollout
that
comes
with
an
investment
in
new
collections
and
new
resources
that
go
with
the
library
facility.
I
also
think
that
we
have
an
obligation
to
provide
students
with
access
to
text
culturally
affirming
grade
level
context
in
every
school
and
the
librarian
can
be
a
valuable
resource.
B
Even
if
there's
not
a
physical
Library
as
a
supplemental
resource
to
help
schools,
access
texts
find
resources
online,
find
resources
using
public
libraries
that
may
be
adjacent
to
the
school.
So
we
need
to.
We
need
to
find
ways
to
provide
that
resource
to
students,
regardless
of
whether
they
have
a
physical
room,
because
I
think
it's
part
of
the
the
construction
that
needs
to
be
done.
The
green
New
Deal
that
needs
to
be
done,
there's
going
to
be
multiple
years
before
every
school
has
a
library,
but
we
can't
wait
for
our
students.
B
But
again
these
are
part
of
the
policy
decisions
that
we
make
as
a
district
and
as
a
body
to
say,
we're
going
to
continue
to
invest
in
access
to
Library
resources
versus
investments.
In
other
areas,.
P
I
appreciate
that
I.
The
reason
why
I
even
bring
up
librarian
is
because
we
know,
for
example,
in
some
of
the
some
of
the
examples
that
were
listed.
Around
increase
in
map
scores
as
successful
strategies.
We
saw
the
investment
in
Reading,
Specialists
right
and
so
in
the
absent
of
a
physical
space,
and
when
we
know
that
our
schools
are
engaging
with
reading
Specialists
and
wanting
for
reading
specialists
and
are
finding
ways
to
either
fundraise
for
reading
Specialists
or
using
Ester
dollars
for
reading
Specialists,
then
how?
P
How
are
we?
You
know?
Why
are
we
not
thinking
about
ensuring
that
every
school
has
a
number
of
reading
Specialists
that
they
require,
and
so
for
me
I'm,
just
trying
to
kind
of
reconcile
how
we
are
coming
to
particular
decisions
and
prioritization
of
specific
roles?
Given
the
limitations
that
we
know
exist,.
C
B
Yeah
I
think
this
is
a
valid,
a
valid
question.
I
do
think
you
know
it
sort
of
the
from
a
mechanics
allocation
perspective.
We
can
allocate
out
resources
as
through
weighted
student
funding,
which
provides
schools
with
the
discretion
to
be
able
to
decide
on
whether
or
not
they
want
to
create
a
reading
specialist.
In
this
example,
but.
P
We're
giving
guidance,
and
so
for
me
it's
like
what
guidance
are
we
really
giving
so
that
we
are
moving
the
district
as
a
whole
to
meet
the
strike?
The
Strategic
priorities
that
we're
setting
forth.
F
So
three
three
each
year
it's
like.
So
this
is
an
important
question
because
I
think
to
to
see
if
a
kuda's
point
like
this
is
the
conversation
we
need
to
have
going
forward
as
to
what
actually
falls
in
the
quality
Foundation
piece.
F
Reading
Specialists
are
like
a
good
example
where
they
may
be
attached
through
Equitable
literacy
and
through
inclusion
like
in
in
terms
of
other
initiatives,
but
the
the
block
of
positions
that
that
was
sort
of
decided
over
the
last
couple
of
years,
and
so
what
we
did
this
year
was
to
sort
of
Honor
that,
with
the
understanding
that
we
would
be
revisiting
that
in
the
process
of
the
reimagining
funding-
and
it
could
be
that
in
that
process,
What
We
Come
Away
with
is
additional
academic
positions
that
we
believe
every
school
should
have
as
opposed
to
just
when
they're
going
through
a
particular
initiative.
F
So
I
do
think
there'll
be
opportunity
to
do
that.
But
again
sort
of
this.
These
were
that
particular
quality.
Foundation
piece
was
decided
last
couple
years.
We
just
were
kind
of
rolling
that
forward
this
year,
because
it's
in
the
middle
of
sort
of
a
rollout
and
I
and
I
think
that
that
will
be
at
the
top
of
the
list
as
we
kind
of
Hit
the
reimagining
project
get
community
voice
get
leader
voice
as
to
what,
if
anything,
there
needs
to
change.
F
P
Appreciate
it,
I
have
other
questions,
but
I
will
wait
till
the
next
go
around.
Thank
you.
Q
First
of
all,
thank
you
to
the
budget
and
financing
team
you
put
together
in
my
mind
the
very
best
effort
in
making
sure
that
the
the
budget
covers
every
aspect
of
of
of
all
of
our
concerns.
I
understand
some
some
members,
as
well
as
some
community
members,
may
have
certain
concerns
regarding
different
line
items
and
issues
that
are
affected,
that
that
would
affect
students
of
different
category,
let's
say
well
in
in
a
better
world.
Q
You
know
we
we
would
have
the
the
kind
of
budget
that
would
cover
every
needs
of
every
year,
every
school
and
every
you
know,
every
demand
from
parents
from
teachers
and
all
that
I
understand
that
and
I
know
you're
trying
to
do
your
best.
My
I'm
just
wondering
out
loud
regarding
the
sustainability
piece
that
you
put
together,
they're
moving
away
from
the
shift,
the
ship
from
the
whole
timeless
that
would
affect
certain.
Q
Q
The
concentration
of
students
in
that
area,
school
choice,
parent
choice,
transportation
and
all
that
my
I'm
thinking
out
loud,
the
sustainability,
the
sustainability
piece
that
you
put
out
there.
Those
include.
Q
Q
Are
there
any
best
practices
that
you
could
look
to
somehow
to
increase
private
Foundation
contribution
so
that
it
would
make
these
you
know
it
would
help
out
on
the
sustainability
in
general?
Even
that
you
know
when
I
put
together
a
budget
I,
my
focus
is
always
on
the
sustainer.
My
important
Focus
would
always
be
on
this
sustainability
piece
of
that
contract
of
that
budget
and
I
I
gather
you
guys
are
doing
the
same,
but
at
the
moment
even
all
the
fixed.
Q
Dollars
that
you
get
including
the
increase
annually,
whatever
from
from
from
fixed
entities,
are
there
any
other
ways
that
that
would
alleviate
the
concern
of
a
particular
school's
decrease
in
students
enrollment
in
with
all
the
parents?
Liaisons
District
Liaisons,
our
Rich
programs
I
understand
all
that,
but
you
know,
is
there
any
other
any
other,
Innovative
or
well
thought
ways
of
ensuring
that
sustainability
is
is
more
than
what
I
I
see
so
far?
F
So
so,
through
your
trans,
through
your
chair,
so
Mr
Chan,
I,
think
this
is.
This
is
a
actually
a
super
interesting
question,
because
we
just
we
actually
had
a
we're
part
of
the
by
all
means
initiative
with
Harvard,
informing
the
children's
cabinet
at
the
city
side
and
what
we.
F
What
we
have
seen
in
best
practice
in
this
area
is
where
there's
a
way
to
Galvanize
and
actually
match
need
of
schools
with
resources
that
are
in
the
community
and
so
the
Hub
model
or
the
Community
Schools
model
that
we're
in
the
process
of
building
out
under
Dr
Chen
in
her
leadership,
but
in
companionship,
with
the
work
that
Dr
Tavares
is
doing
on
the
family
and
Community
side.
F
F
Opportunities
from
community-based
Partners
in
the
area
could
be
housing,
and
you
know
food
security
resources
in
the
area
and
the
idea
of
the
Hub
model
is
to
actually
create
a
resource
map
to
bring
the
resource
that's
available
outside
of
the
school
district
into
the
school
district
in
the
form
of
the
school,
and
so
the
the
examples
of
some
of
the
district
in
by
all
means
that
have
been
doing
this
is
that
it's
one
of
the
ways
to
make
the
resource
issue
more
sustainable
for
schools
so,
rather
than
schools
and
school
budgets
having
to
pay
for
those
items,
we
instead
can
leverage
funding,
that's
already
being
funneled
out
there,
but
it's
just
not
necessarily
getting
to
those
that
most
need
it.
F
F
So
they
may
have
resources
in
the
form
of
human
capital
or
resources
in
the
form
of
material,
monetary
and
they're,
trying
to
figure
out
how
to
support
a
school
or
schools
within
within
the
city
and
so
again
through
the
Hub
or
the
community
model
we're
building
a
menu
out.
That
will
be
like
very
clear
for
the
the
business.
F
Maybe
they
have
internships
that
they
really
want
to
channel
to
our
students,
or
maybe
you
know,
we
have
certainly
some
examples
already
that
they
want
to
do
a
wrap
around
and
they
really
want
their
employees
to
come
in
and
read
to
the
students
provide
tutoring
for
the
students
provide
after
school
opportunities
for
the
students
to
staff
celebrations.
We
have
examples
right
now
kind
of
on
the
Continuum,
but
there
isn't
a
clean
process
other
than
sometimes
you
have
a
really
entrepreneurial
leader
who
goes
out
and
seeks
that
level
of
partnership.
I
Q
Oh
just
a
follow-up
very
quickly,
so
in
it,
so
maybe
I'm
I'm
I'm
wrong,
but
would
it
be
correct
if
I
say
that
individual
fundraising
are
allowed
and
and
encouraged
by
by
you
know
individual
schools
from
your
standpoint,
I.
F
Don't
think
that
we
want
fundraising
to
be
the
source
of
providing
what's
essential
to
a
school,
but
there's
certainly
Partnerships
in
the
form
of
nonprofits
Community
orgs
businesses
in
community
schools.
That
are,
you
know
our
true
partnership
where
they're
investing
and
they
want
to
support
the
school
either
by
being
involved
in
it
or
running
events
with
it
at
the
same
time
that
the
school
appreciates
that
and
needs
that
I
think
you
know,
I
can
four
or
five
of
our
schools.
F
Just
you
know
within
the
last
month,
having
been
to
you,
see
that
kind
of
partnership
existing
already
I
think
that's
very
different
than
making
sure
that
the
budget,
that
is
the
stable
resource,
can
take
care
of
the
actual
essence
of
what
a
school
needs.
So
really
it's
about
kind
of
coordinating
what's
in
neighborhoods,
rather
than
us,
providing
all
the
mental
health,
for
instance,
when
there's
embedded
partners
that
are
right
in
the
neighborhood
makes
a
lot
of
sense
to
work
with
that
agency
or
agencies
same
thing
with
health
clinics.
F
You
know,
leverage
the
fact
that
that
Health
Clinic
exists
in
that
neighborhood
and
can
actually
come
in
and
partner.
So
it's
really
looking
to
in
that
way
to
sort
of
create
a
wrap
around
for
our
schools,
where
students
don't
have
to
leave
the
immediate
need
to
be
able
to
get
what
they
what
they
need
over
and
above
or
in
the
after
school
hours,
or
on
the
weekends,
and
so
forth
same
with
families
and
family
resources.
F
O
O
I
I
What
are
you
gonna
do
to,
for
my
son's
outcome
is
better
than
last
year.
Those
are
the
kinds
of
questions
that
families
ask
themselves.
O
O
O
I
So
my
question
is:
how
is
how
are
the
Esser
funds
and
how
is
what
you
are
going
going
to
invest
changing
the
sustainability
of
the
families
termination.
O
I
So
my
first
question
is:
how
are
you
gonna
do
this
in
terms
of
sustainability
in
the
budget.
B
That's
a
great
it's
a
great
and
important
question.
I
think
when
we
think
about
school-based
sustainability,
there's
a
few
parts
to
it.
The
first
is
we
really
want
schools
to
identify
those
critical
Investments
that
they're
currently
funding
on
Esser
and
Serena
walked
through
some
examples
of
of
key
ways.
The
schools
were
getting
outcomes
for
students
identify
those
Investments
and
move
start
to
move
some
of
them
on
to
our
general
fund,
so
that
we
can
sustain
those
Beyond
Esser.
B
The
second
part
of
it
is
what
we're
using
as
our
dollar
for
is
development
of
curriculum,
particularly
for
dual
language:
curriculum
acquiring
professional
development
and
investing
in
professional
development
to
change
teacher
practices,
we're
trying
to
identify
as
many
places
as
we
can
to
make
those
Investments
that
have
a
multi-year
impact.
B
It
also
can
include
the
acquisition
of
resources,
books
and
Equipment,
but
I
think
this
is
part
of
our
challenges.
We
need
to
fully
expend
Esser.
We
don't
want
to
leave
any
money
on
the
table.
We
need
to
invest
in
those
academic
areas
where
we
need
to
have
recovery
from
the
pandemic
and
at
the
same
time,
we
need
to
start
to
prepare
for
that
fiscal
cliff
when
s
or
ends
at
the
end
of
fy24.
So
we're
trying
to
balance
those
things
in
in
some
of
our
strategies.
O
I
Thank
you
and
I
also
want
to
express
my
appreciation
about
your
visits
to
the
ee
ell
task
force,
meetings
and
I
want
to
share
the
concern
of
the
parents.
I
O
I
N
So
the
look
act
will
continue
to
be
implemented
and
I
just
want
to
clarify
what
I
said.
There
will
be
some
programs
that
will
be
expanded,
but
not
necessarily
all
the
programs
that
we
would
like
to
see,
for
instance,
dual
language
programs.
To
start
one
will
take
multi-year
like
a
multi-year
process,
so
it
will
not
be
possible
to
add
a
new
one
for
next
school
year
because
of
the
process
that
we
need
to
go
to
through,
but
for
other
types
of
programs
that
leverage
native
language
support
like
Heritage
language
programs.
P
Thank
you,
madam
chair.
So
it
happens
when
you
use
your
husband's
computer.
It's
a
lot
more
difficult
to
navigate
question
around.
We
had
touched
around
enrollment
in
the
past.
B
That's
a
great
question:
I!
Don't
have
that
immediate
number
for
you
now,
but
maybe
if
you
have
multiple
questions,
let
me
let
me
pull
up
my
notes
and
see
if
I
can
find
that
number
for
you.
I
will
just
generally
say,
there's
two
ways
in
which
we
talk
about
excess
capacity
in
a
school,
the
the
when
we
project
a
certain
number
of
students
in
a
classroom.
Let's
say
it's
a
class
that
has
a
class
size
Max
of
25..
B
If
they're
projected
for
22
students,
we
think
of
that
three
extra
seats
which
are
built
capacity,
because
you
have
a
teacher
that
can
serve
up
to
25
students,
that's
extra
capacity
and
then
there's
the
sort
of
emptier
classrooms,
because
you
have
a
classroom
in
a
building
that
doesn't
have
a
teacher.
That's
not
funded
capacity,
but
it's
potential
excess
capacity
in
a
school
building.
Any
numbers
that
we
provide
would
be
about
the
extra
capacity
that
we
have
between
what
we've
built,
sort
of
and
funded
in
Staffing
versus
the
number
of
students
we
anticipate
enrolling.
P
H
So,
thank
you
for
that
question.
We
have
sort
of
paper
how
you
look
at
it
somewhere
between
about
110
and
120
million
dollars,
total
going
into
this
budget
cycle
between
those
two
sources
you
mentioned.
There
are
sort
of
three
ways
that
those
funds
will
be
addressed.
H
First
is,
as
we
were
discussing
earlier,
some
portion
of
that
hold
harmless
or
the
whole
harmless
portion
is
going
to
be
funded
by
our
Baseline
services
right,
where
we're
not
going
to
be
able
to
get
all
the
way
down
to
lose
all
the
whole
harmless
funding,
and
so
that
will
sort
of
maintained
as
hold
harmless
goes
away
as
Baseline
services.
H
Second,
is,
as
we
make
additional
investments
in
schools
in
things
like
inclusive
practices
and
multilingual
Multicultural
education
and
Equitable
literacy.
We
may
see
that
schools
have
already
some
of
the
positions
required
for
that
programming
and
what
we're
doing
is
investing
and
making
those
things
permanent,
as
opposed
to
health,
arms
and
finally,
as
we're
doing
in
this
year's
budget,
we
are
investing
specifically
and
moving
funds
off
of
Esser
and
on
to
the
general
fund.
H
This
year's
budget
represents
a
30
percent
sort
of
making
of
permanence
of
Esser,
so
15
million
of
the
50
million
dollars
invested
in
Esther
programming
will
be
made
permanent
and
so
over,
I'm
sorry
and
then
finally,
there
will
need
to
be
some
reduction
in
positions
and
non-personnel
investment
as
Astra
comes
to
a
close,
and
so
we
know
that's
going
to
be
a
multi-year
process,
which
is
why
we're
starting
this
year.
That
work
will
continue
into
next
year's
budget
cycle
and
we
hope
the
super.
H
The
superintendent's
priorities,
as
well
as
our
work
around
reimagining
school
funding,
will
inform
how
much
money
for
each
school
goes
into
those
different
categories.
P
Okay,
I'm
trying
to
wrap
around
all
the
different
pieces
and
I
was
going
to
ask
a
similar
question
as
Miss
member
Polanco
Garcia
related
to
when
we're
thinking
about
the
positions
that
are
ineligible
to
move
on
to
general
fund
from
positions
that
we're
moving
on
to
Esser
when
we
know
that
Esser
is
going
to
disappear
if
we're
also
using
hold
harmless,
and
this
this
is
just
like
my
my
conclusions
in
my
head.
P
So
check
me
if
I'm
wrong,
but
if
we're,
if
we
are
moving
positions,
Staffing
positions
to
Esser,
we
know
that
Esser
is
going
to
disappear.
We're
providing
I'd
like
to
know
how
many
of
our
schools
are
receiving
additional
hold
harmless
dollars.
P
Then
we're
looking
at
real,
significant
Staffing
reductions
in
the
next
two
plus
years,
because
we're
not
really
talking
about
significant
mergers
enclosures
in
the
next
two
years,
and
so
my
back
of
the
envelope
math
is
saying
thousands
in
terms
of
positions
that
are
being
eliminated.
My
understanding
that
correctly.
B
So,
going
back
to
your
first
question
around
the
excess
capacity
that
we
have
as
a
system,
our
estimate
is
that
we're
projected
to
be
about
86
percent
full,
with
an
important
caveat
that
that
we
have
really
much
better
numbers
of
the
elementary
level,
because
the
capacity
is
much
more
straightforward
to
estimate
and
at
our
high
school
level,
schools
will
often
intentionally
keep
lower
class
sizes
in
key
areas.
B
So
the
excess
capacity
is
not
quite
as
straightforward,
so
that
that
does
result
in
in
you
know
thousands
of
empty
seats
across
the
district
that
are
paid
for
by
the
whole
harmless
strategy.
B
We
have
on
Esser
going
in
current
year
about
400
FTE
that
are
funded,
and
that
represents
the
number
of
budgeted
positions,
not
the
number
of
filled
positions.
As
you
know,
we're
experiencing
higher
vacancies,
so
we're
likely
not
to
see
that
many
sort
of
staff
without
a
permanent
position.
B
We
may
see
staff
need
to
move
schools
or
move
positions
post-ser,
but
with
our
sort
of
natural
attrition
rate
in
an
annual
cycle,
and
then
our
current
vacancy
rate,
we
probably
will
see
very
little
actual
sort
of
layoffs
at
the
end
of
that,
and
so
I
think.
B
The
thing
that
makes
it
complicated
is
there's
another
thing
that
sort
of
depends,
which
is
how
much
additional
Revenue
we
get
from
the
city
post
Esser
what
decisions
we
make
around
new
Investments
and
continuing
to
hold
harmless
policy,
and
so
we
are
starting
to
Signal
those
positions
and
hold
harmless
that
we
do
see
as
discretionary
so
that
you
can
start
to
get
a
better
sense
of.
B
If
we
end
the
hold
harmless
policy,
what
will
schools
actually
cut?
What
will
we
see
leave
a
particular
school
and
at
the
same
time,
we
want
schools
to
demonstrate
what
it
means
to
invest
in
things
aligned
to
the
superintendent's
priorities,
which
is
why
we're
moving
things
off
of
Esther
and
saying
these
are
the
things
that
we
think
are
most
likely
to
move
the
needle
for
students.
These
are
the
things
that
are
most
likely
to
drive
outcomes.
Those
are
the
things
that
we
need.
B
Schools
to
understand
are
part
of
General
funds,
because
those
are
the
things
that
we're
going
to
most
advocate
for
funding
and
we're
going
to
continue
to
invest
in
so
that
we
close
achievement
gaps
so
that
we
meet
the
needs
of
our
students
in
new
and
are
inclusive
ways.
F
You
know
bilingual
education
and
ESL
and
Equitable
literacy
and
at
the
high
school
level
Pathways.
So
there's
actually
like
our
ability
to
invest
in
those
areas,
is
actually
making
it
more
certain
that
schools
will
be
able
to
do
the
things
that
they
were
finding
valuable
in
the
yes
or
dollars.
There
will
be
this
tension
point
of
needing
to
make
some
decisions
about
other
types
of
positions
and
to
nades
point.
F
You
know,
as
we
kind
of
start
to
roll
out
the
priorities
you
know
we
will
also
have
some
flexibility
in
the
next
budget
cycle
about
making
further
decisions
about
investment
areas.
So
a
good
example
of
that
is
say,
art
and
music.
If
that
were
to
become
for
next
year.
One
of
the
areas
we
wanted
to
invest
in,
we
might
see
an
overlap
between
those
positions
being
moved
on
to
Esser.
F
For
this
year,
but
we
can
retrieve
them
back
off
of
it
next
year,
so
some
of
this
will
wash
out
most
importantly,
it'll
align
to
the
work
so
that
there'll
be
some
consistency
with
the
priority
areas
and
I.
Think
to
Nate's
point
about
the
positions.
I
was
on
an
Esther
call
today
that
Harvard
sponsored,
which
was
about
the
cliff-
and
you
know
they
kind
of
gave
different
scenarios
of
like
the
positions
districts
would
be
in
on
varying
risk
factors
and
districts
that
use
the
dollars
to
completely
inflate
ftes
and
use.
F
The
bulk
of
the
dollars
are
going
to
be
the
ones
or
to
supplant
budget
deficit
throughout
the
Esser
Cycles.
You
know,
they'll
be
the
ones
that
will
have
the
hardest
time
to
rebound
so
I.
Think
for
us,
because
you
know
to
Nate's
point.
We
invested
in
other
kinds
of
things
that
you
know
such
as
multi-year,
PD
and
training
and
training
curriculum.
F
You
know
some
facilities,
things,
those
are
kind
of
they
get
done
and
then
there's
not
a
continued
fiscal
responsibility
for
it
and
there's
a
certain
portion
of
our
positions
which
because-
and
this
is
true
of
all
districts
because
of
the
national
crisis-
those
positions
went
unfilled.
So
it'll
it'll
be
kind
of
recouping
those
empty
positions
and
really
targeting
the
budget
dollars
next
year
to
ensure
that
schools
have
the
positions
that
they
see
as
core
and
needed
to
the
priorities.
R
Thank
you,
madam
chair
and,
and
this
conversation
I
have
found
Pass
State,
Patrol,
Mr
Cuda.
Thank
you
to
you
and
your
team
for
a
very
thoughtful
presentation
tonight
and
and
I'm
thinking
about
the
intersection
of
all
this
conversation
about
Essa
and
how
you
know
and
hold
harmless
and
how
we
have
moved
funding.
You
know
to
the
general
funds
or
key
areas
and
over
to
Esser
and
I'm.
R
Also
thinking
about
the
parents
who
spoke
early
tonight
during
public
comment
and
recognizing
the
commitment
of
our
School
site
councils
and
our
city-wide
parents,
councils
and
and
I
thought
they
brought
up
some
interesting
thoughts
that
we
should
certainly
explore.
If,
if
there's
something
that
can
be
done
there,
but
when
I
think
of
the
intersection
of
the
two
I
do
have
I
I
I
think
this
year's
budget
is
great
and
the
work
that
has
been
done
has
been
excellent
and
I
do
agree.
R
Etc
I
understand
that
I
am
concerned
about
what
happens
next
year
and
the
year
thereafter
and
Mr
Cooter
I,
believe
you
were
talking
during
Dr
Elkins
questions
about
the
difference
between
Esser
and
hold
harmless
right,
and
that
is
a
distinction
and
that
on
hold
harmless.
If
we
do,
for
example,
put
two
schools
together,
that's
not
a
savings,
but
it's
money
from
the
base
that
can
be
used
to
be
reinvested
right
back
in,
but
there's
still
going
to
be
acid
dollars
going
away.
R
Right
and
I
think
it
is
incumbent
upon
us
to
have
a
plan,
and
my
question
is
Mr,
Cooter
of
superintendent
or
others.
How
are
we
real?
How
are
we
using
this
resource
of
these
parents
who
are
incredibly
involved?
It's
been
an
incredible
amount
of
hours
in
School
site
councils
and
Citywide
parents,
councils
and
I
know.
You
said
you
just
presented
to
them
or
I
believe
you
you
are
presented
to
them.
I
know
you're
presenting
the
spit
pack
tonight
later.
How
are
we
working
with
them?
R
But
what
is
going
to
happen
when
those
funds
go
away
and
why
it
will
be
better
to
make
some
choices,
for
example,
to
to
merge
some
schools
together
that
are
both
under
utilized
I.
Think
I
see
your
head,
not
in
Mr
Kuda,
so
thank
you.
I
I
think
you're
getting
at
what
I'm
talking
about.
How
do
we
get
our
communities
to
understand
now
this
challenge
that
is
coming
up
a
year
from
now
and
it's
hard
to
have.
B
I
I
think
that's
a
tough
question.
I,
don't
know
if
superintendent,
if
you
had
comments,
you
want
to
start
on.
K
R
I
liked
it
better
when
you
said
to
the
other
members.
This
is
an
important
question
and
a
great
question
and
then
I
of
course,
but
unfortunately
this
is
one
right.
They
need
to
understand
not
only
what
is
coming
with
the
cliff
as
the
superintendent
just
talked
about,
but
also
what
the
impact
is
of
the
soft
land,
it's
on
our
Greater
Community
and
how
it
may
be
helpful
in
one
school,
but
it's
hurting
our
students
overall
and
it's
causing
an
opportunity,
cost
that
I
think.
F
Yes,
I
mean
this
is
this
is
a
really
good
question
and
it's
a
it's
a
question
of
time.
Timing
and
process.
I
think
you
know
in
the
in
the
green
New
Deal
what
is
going
to
be
important
and
why
we
sort
of
carved
out
on
the
Dell's
leadership.
A
separate
entity
is
because
these
are
the
conversations
that
need
to
happen
in
the
communities
as
we're
getting
the
reports
back
and
beginning
the
work
of
merger
consolidation
recommendations.
F
Additionally,
I
think
more
broadly,
this
will
be
work
that
Dr
Tavares
and
the
family
and
Community
advancement
office
will
also
need
to
undertake
in
a
broader
way,
because
this
is
just
a
bigger
picture.
So,
regardless
of
whether
your
schools
in
the
community
that
you're
in
are
immediately
being
talked
about
relative
to
merger,
the
likelihood
is
that
it
is
going
to
be
a
conversation.
F
That's
broadly
felt
across
the
city
over
the
next
one
to
five
years,
so
I
think
it
has
to
be
in
both
ways,
I
think
broadly
in
conversations
with
family
community
as
a
a
real
campaign
to
help
folks
understand
the
reality
of
where
we
are
and
then
very
specifically,
as
part
of
the
green
new
deal
as
we're
actually
talking
about
two
communities
or
three
communities
coming
together
and
really
addressing
the
interests
of
those
communities
at
that
moment.
F
But
you're
right,
you
know
and
I
think
that
this
was
one
of
the
things
that
was
sort
of
discussed
on
the
call
you
know
on
the
on
the
presentation
patient
today
was
that
you
know
all
all
big
districts
in
many
ways
are
facing
these
same
challenges.
We
may
be
facing
them
at
a
different
scale,
because
we've
had
50
million
dollars
in
soft
Landing
year
after
year,
whereas
other
communities
haven't
necessarily
had
it
to
that
extent.
But
enrollment
shrinkage
is
across
the
board
a
national
issue
right
now
in
urban
centers.
F
More
often
so
it's
it's
it's
just
something
that
all
big
big
cities
are
going
to
face
in
small
cities,
and
you
know
the
I
think
our
our
goal
this
year
in
the
budget
recognizing
where
students
still
are
in
need
from
the
pandemic,
realizing
where
staff
still
is
in
need
was
an
attempt
to
begin
that
conversation
signal
with
the
process
the
the
decisions
were
going
to
have
to
make,
but
but
be
able
to
do
it
in
a
way
that
in
this
next
year,
things
start
to
come
down
post
pandemic.
F
We
don't
pull
all
those
resources
out
of
our
communities
right
away.
R
Superintendent
I
hear
you,
it
is
not
just
I'm
going
to
say
yes
and
it
is
not
just
having
that
conversation
and
by
the
way,
I'm
delighted
that
you
asked
Dell
to
to
serve
in
that
role.
The
work
that
she
did
in
transportation
and
understanding
and
dealing.
You
know
communicating
with
families
understanding
their
issues
is
going
to
serve
her.
Well,
it's
not
about
her
being
a
facilities
expert,
it's
about
her
being
a
project
manager,
a
thought
leader
and
a
communicator
and
I
think
she
showed
all
those
talents
in
transportation.
R
R
You
know
you
talked
about
it's
a
nationwide
problem.
Well,
learnings
from
other
districts
are
that
you
know
like
Field
of
Dreams.
If
you
build
it,
they
will
come
if
if
we
parents
aren't
going
to
believe
us
until
they
see
shovels
in
the
ground
and
renovation
work
going
on
and
then
the
conversation
shifts
when
they
see
a
building
being
renovating
that
their
school
is
going
to
get
and
and
maybe
merge
into,
you
know,
Irving
being
the
perfect
example
when
we
turn
that
into
a
first
class
K-8
school.
R
Okay,
to
excuse
me,
K
to
six
school
with
Auditorium
cafeteria,
art
rooms,
computer
rooms,
mental
health
rooms,
nurses,
homes,
you
name
it
all.
The
things
that
we
believe
we
have
to
have
parents
are
going
to
be
a
lot
more
accepting
okay,
so
we
have
to,
but
we
need
a
sense
of
urgency
on
this
and
I'm
sure.
My
fellow
members
would
agree
completely
on
this.
We
need
to
get
moving
on
facilities,
get
off
my
soapbox.
R
D
Okay,
thank
you.
I've
got
a
couple
of
questions
and
one
I
know
Nate
knows:
I
have
asked
this
year
in
and
year
out
we
talk
about
the
weights,
but
I'm
always
asking
are
the
weights
weighty
enough?
You
know
we
are
funding
special
education
through
these
weights.
How
are
the
weights
determined?
How
do
you
come
up
with
the
dollar
figure
that
you're
posing
on
a
weight?
D
B
Yeah
I
appreciate
that
question
fundamentally
for
our
our
grade
level
weights
and
our
special
education
weights
in
the
original
intention
of
the
English
learner
weights,
they
were
based
on
our
existing
Staffing
models,
and
so
what
you
can
you
could
in
in
a
lot
of
ways,
reverse
engineer
our
current
weights
by
taking
the
Staffing
costs
and
dividing
them
by
87
of
the
of
the
capacity
of
that
classroom.
B
So
our
goal
was
to
fund
specific
models,
but
to
then
by
weighting
it
allocating
it
out
more
transparently
across
schools
and
then
the
reason
I
said
87
of
the
capacity
is
because
that
extra
13
was
for
all
the
other
stuff,
and
so
the
weighty
is
it
weighty
enough
I
think
has
two
things
we
need
to
evaluate
one.
Can
we
afford
the
Staffing
models
that
we
think
we
need
to
serve
our
students?
This
is
why
we're
doing
reimagine
school
funding
and
why
the
academic
vision
for
our
schools
needs
to
drive
that
project.
B
We
need
to
say
what
are
the
inclusion,
practices
and
strategies
that
we
want
schools
to
be
able
to
afford
to
do.
Is
it
the
Henderson
model?
Is
it
another
model
or
school
that
has
done
great
work
and
inclusion
for
multilingual
Learners
our
way
to
originally
designed
for
Sci
classrooms,
where
all
of
the
students
receiving
Services
were
in
one
classroom
that
very
quickly
became
a
model
that
was
outdated,
but
the
funding
system
wasn't
updated,
and
this
was
part
of
the
presentation
that
we
talked
about
with
the
oel
task
force
last
week.
B
So
we
do
need
to
reevaluate
it.
That's
the
reimagined
school
of
funding,
the
other
part
that
extra
sort
of
13,
the
not
the
the
funding
that's
intended
to
pay
for
things
outside
of
the
core
classrooms,
was
to
pay
for
everything
else,
and
it
was
never
truly
defined.
We
never
came
in
and
had
an
affirmative
stance
on
what
are
all
of
the
other
things
that
schools
should
be
able
to
afford
and
what
are
the
assumptions
around
school
size
or
class
sizes
that
would
allow
you
to
afford
that.
B
That's
because
the
origins
of
weighted
student
funding
came
in
a
year
when
we
had
to
make
significant
budget
cuts,
and
so
this
we're
asking
the
reimagined
school
funding
project
to
think
differently
to
start
with
an
affirmative
definition
of
what
we
want
to
do
as
a
school
district.
What
we
want
every
school
to
have
and
then
design
the
funding
system
to
meet
that
needs
and
then
to
Mr.
B
Point
give
the
community
the
trade-offs
in
a
way
that
they
understand,
so
they
can
say.
Okay,
we
want
to
be
able
to
afford
this
at
every
school
or
we
want
to
have
this
many
schools,
that's
that
those
are
some
of
the
core
trade-offs
that
we
have
as
a
system.
Your
fundamental
your
fundamental
options
in
education
are:
how
big
are
your
class
sizes?
How
much
Staffing
does
do
those
classes
have
and
then
how
many
schools
do
we
operate?
Those
are
really
the
big
leverage
that
we
have
and
then
there
are
tons
of
little
choices
within
that.
D
Yeah
but
but
I
guess
my
other
issue
is
we
look
at
the
population
of
children
that
we
serve?
We
don't
serve
the
same
children
that
Wellesley
serves.
You
know
our
children
are
significant,
have
significantly
greater
needs.
We
have
more
English
language,
Learners,
more
children
with
a
wide
variety
of
special
needs.
D
Many
poor
children
Etc.
You
know
so
you
know
the
cost
of
educating
those
children
to
a
quality
level.
Having
the
teachers
having
the
resources.
Have
we
really
looked
hard
and
what
that
true
cost
is
and
how
far
off
are
we
from
it?
Because
it
worries
me
as
we
look
at
changing
numbers
and
so
dollars
will
go
away
when
we
haven't
really
looked
at?
Are
we
really
providing
the
right
things
for
the
kids
that
we
do
have,
and
what
are
we
doing?
D
How
are
we
educating
and
res
and
putting
the
resources
in
so
that
the
outcomes
that
we
are
responsible
for
seeing
can
actually
happen
because
it
seems
to
be
a
disconnect
yeah
we're
putting
in
money
but
on
the
other
end
we're
not
getting
what
we
need
to
get
so
where's
the
disconnect
between
the
two?
What
aren't
we
looking
at?
D
You
know
I
would
like
us
to
look
at
I
mean
I
know
we.
You
know
we
we
go
through
week
after
week
and
we
are
approving
grants.
Many
of
those
grants
are
providing
training
for
teachers
stipends
for
all
kinds
of
things,
to
improve
teacher
quality
Etc.
How
do
we
look
at
our
investments
in
educators
to
see?
Are
we
investing
in
the
right
things
there
that
are
actually
giving
our
kids
what
they
need.
D
Of
thing,
how
do
we
connect
all
of
these
dots
together
so
that
the
monies
we're
spending
actually
are
giving
us
the
outcomes
that
we
want
I
mean
again
school
committee
student
outcomes
you
know
is:
is
the
big
issue
for
us?
How
do
we
make
that
because
I'm
afraid
of
watching
dollars
go
away.
B
Yeah
I
think
there
are
three
things
one
I
mean
getting
to
a
place
where
we
shift
from
funding
inputs
and
being
an
input-based
allocation
system
to
an
outcome
based
system.
That
would
be
tremendous.
I.
Think
the
Esser
team
has
done
an
awesome
job
of
pushing
schools
to
have
aligned
plans
and
to
push
schools
to
think
about
and
document
their
outcomes
so
that
we
can
do
a
better
job
of
evaluating
what
has
worked
now.
It's
still
very
early
right
because
these
things
take
time
to
really
see
the
outcomes.
B
I
think
this
is
a
point
that
Dr
alkins
has
made
before
that.
You
know
it's.
It's
the
long
run
that
we
need
to
be
measuring
outcomes,
but
the
SR
team
has
given
us
a
starting
point
for
us
to
then
incorporate
in
our
in
our
annual
process
and
the
other
thing
we'll
talk
about
this
more
the
central
hearing,
but
I'll
go
ahead
and
give
a
preview.
The
superintendent
wants
me
to.
B
Let
you
all
know
that
this
is
the
last
year
that,
from
a
central
perspective,
we're
going
to
have
a
sort
of
roll
forward
budget
or
sort
of
a
non-zero-based
budget.
What
she
wants
us
to
do
is,
from
top
to
bottom,
be
able
to
justify
our
budgets
central
office
wise
in
terms
of
student
outcomes
and
really
pushing
our
our
departments
to
think
in
that
way
and
I.
Think,
because
we
know
it's
not
just
about
what
we
want
to
spend
it
on
or
the
initiatives
that
we
think
will
work.
B
But
it's
about
being
really
rigorous
in
those
outcomes
and
evaluating
it
and
and
continuing
to
invest
in
those
things
that
work
and
I.
So
I
appreciate
you
for
continuing
to
be
a
loud
voice
in
that
advocacy,
and
you
know
we'll
talk
more
about
it
in
a
couple
weeks,
but
that
is
that
is
where
the
superintendent
has
already
told
us.
We
need
to
get
to
and
get
to
very
quickly.
D
I
know
we're
going
to
have
a
big
station
at
some
point
in
the
next
several
weeks,
but
one
question
I
have
have
all
of
the
schools
received
their
Esser
dollars
to
date
that
they
are
eligible
for
and
as
we
move
forward,
are
there
changes
to
the
school's
allocation
around
their
Esther
dollars,
or
is
it
just
the
dollars
that
we
are
responsible
for
centrally
that
we
will
be
doing
you
know
changing
we'll
have
those
dollars
is
spent.
B
At
this
point,
all
schools
have
received
their
dollars
and
I've
been
now
spending
for
FY
23.
for
fy24.
We
integrated
the
Esser
spending
planning
much
more
tightly
into
the
annual
budget
process,
so
schools
can
begin
to
develop
their
spending
plans
now
for
fy24,
and
so
there
there
aren't
any
continued
delays.
There
have
been,
depending
on
what
schools
have
chosen,
there's
different
procurement
processes
that
they
have
to
go
to
and
their
additional
hurdles
for
schools
that
have
looked
to
spend
money
on
facilities
that
has
caused
other
delays.
B
But
as
a
as
a
general
statement,
all
schools
will
receive
their
dollars
and
are
in
the
process
of
of
spending
that
for
fy23.
D
And
it's
part
of
that:
well,
they
also
do
some
kind
of
evaluation
around
the
effectiveness
of
the
choices
that
they
made
over
the
long
term
as
they
think
about
you
know,
moving
forward
as
well.
G
So
as
part
of
that,
they
do
have
like
specific
measures
like
I
want
to
improve
School
climate
I
want
to
improve
map
scores,
I
want
right
like
so
it's
it's
based
off
of
that,
then,
because
we
have
what's
also
helpful,
though,
is
like
the
reflection
of
how
the
funds
helped
that,
and
so
we
do
have
that
reflection
process
there.
G
We
are
trying
to
show
connection
I'm
thinking
of
my
like
research,
community
of
not
wanting
to
say
evaluation,
but
we
are
actually
looking
at
the
connections
between
the
two
to
be
able
to
see
like
what
outcomes
and
and
how
did
they
spend
their
funds?
How
do
they
allocate
their
funds?
Etc.
D
Okay,
I
think
I
mean
I
think
for
school
committee
members,
because
I
know
that
Esther
has
been
a
big
question
for
us
over
the
last
several
years.
It
would
be
great
to
either
have
some
you
know,
opportunity
to
meet
with
schools,
but
to
see
and
to
hear
directly
from
them
how
that
has
worked
and
as
they're
moving
forward.
What
are
the
kinds
of
concerns
that
do
they
bring
to
this
because
that's
a
major
set
of
Investments
that
will
be
moving
away
over
the
next.
You
know
the
next
year,
but
thank
you.
M
Thank
you
and
it's
not
not
really
a
a
question
as
much
as
it
is
a
a
comment
to
like
for
you,
chair,
Robinson
I
mean
I
I,
feel
the
same.
Frustration
I
think
that
we've
seen
for
years
in
terms
of
the
weighted
student
funding
and
not
seeing
the
outputs
but
I
I
also
want
to
commend
all
of
the
great
work
from
individuals
that
we
have
on
this
call,
because
you
think
about
the
different
inputs
that
go
into
that.
So,
for
example,
last
night
really
reimagining,
you
know
an
equitable
grading
policy.
M
That
really
looks
at
or
questions
philosophically
like
what
is
an
a
truly
Mastery.
Is
that
uniform
across
the
district?
What
does
that
mean
for
black
and
brown
students
and
multilingual
Learners
and
multilingual
learners
for
Disabilities?
How
will
we
be
able
to
measure
that
and
change
that
you
know
as
we're
thinking
about
the
use,
the
the
better
use
of
the
racial
Equity
planning
tool
and
all
of
our
decisions?
M
So
I
do
want
to
like
give
credit
where
credit
is
due
to
the
great
people
in
who
are
working
diligently
in
the
district,
because
it's
hard
to
see
the
long
game
at
times.
M
But
I
really
do
believe
that
we,
we
know
the
the
factors
that
are
outside
of
money
kind
of
being
thrown
at
an
issue,
and
we
and
I
think
that
also
speaks
to
the
conversation
that
I
think
Committee
Member
of
Miss
Le
pero
was
speaking
to
about
revisiting
the
conversation
about
what
is
necessary
as
District
directed
versus
School
directed
and,
for
example,
if
we
find
that
reading
specialist
thinking
about
map
assessment,
Sports
specifically,
should
be
thinking
about
multiple
forms
of
assessment.
M
But
how
is
that
playing
into
what
we
consider
as
just
bare
minimum
of
quality
guarantee
and
everybody
I
think
on
this
call,
is,
is
really
questioning
that
and
you
know,
I'm
encouraged
to
to
see
it
head
in
a
positive
direction.
So
yeah.
D
Okay,
if
not
again,
thank
you
all.
Thank
you.
Nate.
Thank
you,
David
for
your
incredible
work
of
keeping
us
moving
forward
and
and
building
this
it
is.
We
know
as
as
Dr
alkins
and
others
have
said.
You
know
we
know
it's
a
difficult
job,
but
thank
you
for
continuing.
So
we
want
to
remind
everyone
that
all
the
budget
documents
are
available
online
at
bostonpublicschools.org
budget
and
you
can
email
your
comments
to
budget
at
bostonpublicschools.org
as
well
as
to
the
school
committee.