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From YouTube: Boston School Committee Meeting 1-18-23
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
C
D
F
G
A
Quorum,
thank
you.
Miss
Sullivan
tonight's
session
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
post
it
on
the
school
committee's
webpage
and
on
YouTube.
The
recording
will
be
available
in
all
of
the
BPS
languages.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
January
18th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
cabaveriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
closed
today
at
4
30
pm.
Please
make
sure
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
the
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,
we'll
begin
with
the
approval
of
minutes.
A
A
E
F
J
H
A
K
Thank
you
chair,
so,
first
of
all
good
evening,
everyone
given
the
full
engender
I,
will
make
my
my
marks
brief
tonight.
First
I
wanted
to
share
that.
We've
had
several
losses
in
the
BPS
community
over
the
past
several
weeks,
most
recently
Heidi
Cahoon
McEwen
and
his
who
is
an
assistant
director
for
the
office
of
special
education
and
a
paraprofessional
Alice
abelis,
who
was
a
at
the
Rafael
Hernandez
dual
immersion
school,
both
of
those
both
of
those
fine
Educators
passed
away
of
Heidi
principles
and
special
education.
K
Colleagues
all
described
Heidi
as
an
incredibly
passionate
tireless
worker
100.
You
know,
with
a
thousand
percent
dedication
to
making
sure
that
special
education
students
received
everything
they
needed
throughout
her
career
Alice's.
Most
recent
physician
was,
as
a
pair
in
the
third
grade
at
the
Hernandez.
She
also
volunteered
at
the
school
after
her
retirement
last
January
and
she
was
still
providing
support
at
the
school
for
whatever
the
school
needed.
K
She
was
often
seen
at
breakfast,
even
in
the
retirement
you
know,
even
in
her
retirement,
she
she
never
left
the
Hernandez
or
the
BPS
her
service
with
us
spanned
over
33
years
and
her
Legacy.
She
left
was
inspired.
It's
been
a
difficult
few
weeks
with
both
of
these
losses.
I
want
to
really
shout
out
our
social
workers
and
all
of
those
who
are
helping.
K
We
had
employee
assistance
professionals
from
the
city
in
interagency
support,
but
really
just
who
stood
in
the
space
with
us
and
provided
much
needed
support
really
giving
our
students,
our
families,
our
staff,
the
ability
to
grieve
and
the
space
to
do
that
as
we
as
we
mourn
the
loss
of
these
two
extraordinary
educators.
K
So
please,
if
you
would
just
join
me
in
a
moment
of
silence,
for
both
Heidi
and
for
Alice.
K
Thank
you
I'd
also
like
to
acknowledge
a
matter
that
some
of
our
dedicated
BTU
members
will
be
speaking
in
public
comment
about
tonight,
and
that
is
the
delayed
retro
pay
for
for
members
of
the
btu.
K
K
We
had
an
opportunity
to
provide
a
written
update
to
last
in
last
week's
BTU
membership,
and
also
to
share
the
information
here
to
just
ensure
the
update
reaches
everyone.
President
Tang
has
been
a
strong
advocate
for
her
members,
particularly
of
this
issue,
and
we
recognize
it
is
an
issue.
K
We've
received
a
large
data
file
from
the
city
that
lists
out
pay
data
for
every
BTO
employee
for
the
term
specified
in
the
Moa,
and
it
literally
means
we
have
to
go
through
them
and
reconcile
the
data
to
process
retro
for
the
eligible
populations
and
in
the
correct
amounts,
and
this
includes
both
current
V2
members
and
former
BTU
members.
K
K
Unfortunately,
the
retropay
will
be
issued
after
the
January
20th
paycheck,
even
though
the
office
of
human
capital
made
every
effort
to
make
that
date
to
make
that
payroll
date,
we're
very
optimistic
that
we
can
get
everything
resolved
so
that
the
Retro
can
get
paid
out
by
the
second
paycheck
in
February,
which
is
the
17th
of
February.
We
will
regularly
update
our
B2
partners
with
our
progress
toward
the
goal
and
we'll
notify
you
of
any
changes
to
that.
We
understand
that
the
delay
is
impactful
to
the
B2
members
to
their
families.
K
We
want
our
BTU
members
and
partners
to
know
that
we
share
the
frustration
and
we
really
are
doing
everything
that
we
can
to
ensure
that
you
receive
your
retropay
as
soon
as
possible,
and
we
sincerely
apologize
we're
really
we're
looking
actively
at
how
to
evolve
our
human
capital
systems.
K
This
is
one
of
the
areas
where
I'm
drilling
down
on
to
figure
out
for
a
district,
our
size,
how
to
be
able
to
streamline
them
to
have
Enterprise
level
systems,
and
you
know
to
move
them
forward
so
that
we
can
be
more
efficient
internally
and
in
conjunction
with
the
city,
especially
when
it
involves
large
batches
of
employee
data
and
payroll.
K
So
I
just
wanted
to
acknowledge
that
in
president
Tang
for
her
leadership
in
terms
of
covid,
you
know
I
just
want
to
publicly
thank
everyone
for
the
support
they
gave
in
the
temporary
masking
effort.
I
appreciate
everyone's
cooperation
and
commitment
to
keeping
our
school
Community
safe.
K
This
year,
we've
seen
staff
absences
range
from
a
high
of
approximately
500,
which
was
January
6th
right
after
the
break
to
a
low
of
about
200
on
January
9th.
At
the
end
of
that
week
and
for
the
student
absences,
we
saw
a
high
of
8
700
on
January
4th
again.
That
was
right
at
return
to
a
low
of
5200
for
January
10th.
K
This
enabled
us
to
really
be
able
to
manage
our
absences
cover
the
staff
absences
so
that
we
had
Educators
in
front
of
all
of
our
students
and
ensure
that
the
volume
that
that
our
vast
majority
of
students
could
participate
on
a
daily
basis
in
education.
K
To
give
you
a
sense
at
this
time.
Last
year,
the
average
daily
attendance
on
the
first
Tuesday
after
MLK
Day
Junior
day
was
86
percent,
and
this
year
we
saw
an
average
daily
rate
of
90
percent.
K
So
I
think
that
the
temporary
masking,
along
with
all
of
the
other
mitigation
strategies
that
we
put
in
place,
clearly
had
the
impact
we
were
looking
for
in
keeping
our
community
safe
and
allowing
them
to
be
able
to
return
to
school
and
stay
in
school.
So
just
a
thank
you
to
the
community.
K
I
also
wanted
to
update
on
the
proposed
School
merges
as
I
know.
This
was
a
conversation
that
began
last
week.
A
public
comment,
as
you
know,
we
proposed
merges
merging
the
Sumner
and
the
philbrick
into
one
school
and
the
Shaw
and
the
Taylor
into
one
school.
K
We
believe
that
combining
these
School
communities
will
produce
stronger
outcomes
ultimately
for
our
students,
and
this
will
really
enable
us
to
create
continuous,
k-6,
pre-k6
pathways
and
it'll
also
free
up
resources
to
reinvest
in
school
programming.
So
that's
benefiting
all
students,
we're
still
in
conversations
with
the
school
communities
to
really
work
out
details
before
we
bring
any
formal
proposal
to
you
as
the
school
committee.
K
You
know
one
of
my
top
priorities
for
the
district.
You
know
when
I,
when
I
first
began,
I
articulated
it
and
I've
said
it
ever
since-
is
getting
family
and
Community
engagement
right
and
that's
why?
When
I,
when
I
started,
my
tenure
superintendent
I
decided
to
delay
the
vote
on
the
proposed
mergers
which,
if
you
remember
right,
were
intended
for
last
fall
the
votes.
K
You
know
we
know.
There's
you
know,
there's
ways
we
can
improve
family
engagement,
reaching
people
where
they
are,
especially
in
their
native
languages
and
we're
actively
working
on
it.
It's
something
we're
building
our
capacity
to
do,
because
we
understand
it's
so
important.
K
We
also
understand
the
frustration
that
families
are
feeling
and
we're
committed
to
sending
oh
Communications
to
the
entire
Sumner
Community
entire
Philbrook,
the
entire
Shaw
and
the
entire
tailor
to
really
ensure
that
the
whole
Community
gets
the
same
information
at
the
same
time
and
we're
committing
to
be
able
to
do
that.
No
later
than
February
1st
we'll
update
families
on
the
status
of
the
mergers
upcoming
meeting
dates,
details
of
the
timelines
and
the
use
of
the
racial
Equity
planning
tool,
which
was
brought
up
at
the
the
last
public
comment.
K
My
team's
also
working
closely
with
the
public
records
office
at
the
city
to
close
out
any
outstanding
record
requests
that
might
be
as
soon
as
possible
and
I
will
be
sure
to
keep
you
as
a
school
committee,
updated
on
the
proposed
School
merges
as
we
continue
engagement
throughout
this
spring
as
I
always
like
to
promise.
We
have
some.
You
know
some
bright
spots
in
in
this
week.
Well,
it
was
no
exception,
even
though
it
was
only
one
week
between
school
committees.
K
I
had
the
opportunity
to
join
mayor
Wu
on
her
announcement
of
the
office
for
youth
engagement
and
advancement,
which
is
titled,
oh
yeah,
which
I
love
this
office
will
work
with
the
non-profit
organizations
and
the
community
organizations
throughout
the
city
and
also
across
City
departments,
to
really
reimagine
youth
work
and
how
our
young
people
experience
the
city
of
Boston
all
the
way
from
childhood
to
adulthood.
K
K
So
Pedro
Cruz
is
the
the
new
the
new
lead
for
this
department
and
I'm
we're
thrilled
to
be
working
with
them,
and
so
we're
going
to
really
look
forward
to
working
with
Pedro
and
his
staff
as
they
established
the
Department's
priorities
in
the
months
to
come
and
we'll
give
further
update
on
that.
K
I
also
wanted
to
say:
congratulations.
It
you
know
we
had
a
BLS.
A
special
announcement
was
me
for
a
school
counselor,
Andrea
incarnacio,
who
just
won
the
Massachusetts
guidance
counselor
of
the
year.
This
is
this
is
amazing
and
she
was
recognized
at
the
the
Martin
Luther
King
Junior
school
assembly
on
Friday.
K
The
13th
Andrea
will
represent
Massachusetts
in
Washington
D.C
at
the
national
school
counselor
of
the
Year
Gala
that
will
take
place
next
month
and
she'll
compete
with
other
state
winners
from
around
the
country
for
the
2023
American
school
counselor
association's
school
counselor
of
the
Year
award
we're
very
proud
of
Andrea
and
her
commitment
year
after
year
to
the
young
people
in
our
system,
especially
at
BLS
and
all
of
the
counselors.
K
You
know
who
play
such
a
key
role
in
helping
to
support
our
students,
social,
emotional
well-being,
as
well
as
as
well
as
College
and
Career.
So
thank
you
very
much
to
Andrea.
Congratulations
to
her
on
her
fine
work.
I
had
the
opportunity
to
attend
the
MLK
Junior
celebration
that
was
held
along
with
chair
Robinson
at
the
Burke
High
School
on
January
13th
in
the
evening
special
word
of
thanks
to
director
Beatrice
Tony
Beatrice.
In
in
the
whole
BPS
arts
department,
it
really
was
such
a
spectacular
time.
K
Sorry,
it
was
Thursday
evening
rather,
and
it
was
such
a
spectacular
time,
Mr
Silva,
who
is
the
school
leader
at
the
Burke,
opened
everything
up.
It's
such
a
beautiful
auditorium
at
the
Burke
and
the
sound
is
wonderful
in
there
and
really
it
was
just
such
a
Showcase
of
our
young
people's
talents
as
we
celebrated
MLK,
Juniors
spirit
and
Legacy,
and
it
was
you
know
we
had
performances
from
the
Burke.
We
they
have
a
dance
troupe.
We
had
Boston
Arts
Academy,
we
had
the
Kenny,
the
Edison
Kilmer.
K
Was
there
Orchard
Gardens
was
there
Phil
work?
Was
there
Horseman
school
for
the?
For
the
deaf
and
hard
of
hearing?
Did
an
amazing,
Musical
dance
performance?
It
was,
it
was
unbelievable
and
it
just
was
inspiring.
O'brien
was
in
the
house,
Boston
Latin
School
had
their
Jazz
Ensemble,
so
it
just
was
such
a
wonderful
tribute
and
again
thank
you
to
to
Tony
Beatrice
and
to
Mr
Silva
for
opening
up
the
Burke
and
allowing
our
young
people
to
show
their
amazing
talents.
K
So,
as
far
as
tonight,
in
the
presentation
you
know,
you're
you're,
going
to
you,
know
you're
going
to
hear
another
report
from
the
council
great
City
Schools.
This
is
actually
the
final
report
due
from
them,
and
this
is
around
their
findings
on
safety.
The
report
was
initiated
just
as
a
reminder
as
a
requirement
of
the
systemic
Improvement
plan
from
Desi,
and
we
actually
submitted
the
report
to
Desi
this
afternoon,
I'm
extremely
grateful
to
Dr
Hart.
K
He
he
just
in
his
entire
team
I
know
Willie's
going
to
be
on,
but
the
entire
team
just
spent
so
many
hours
with
us
and
really
trying
to
understand
our
safety
protocols
and
systems,
and
really
this
is
such
a
key
area
to
help
us
improve
and
make
sure
that
we're
doing
all
that
we
can
to
keep
our
students
safe,
we'll
continue
to
keep
you
updated
on
the
progress
of
the
implementation
of
the
work,
especially
if
you've
had
an
opportunity
to
hear
directly
from
Dr
Hart
and
Willie
Barros.
K
So
in
closing
I'd
just
like
to
thank
you
for
your
time.
It's
this
is
the
end
of
my
formal
report.
I
do
have
the
honor
of
passing
it
over
to
our
very
own
Diego
Mata
he's
going
to
share
with
you
work
that
the
bsac,
the
Boston
student
advisory
council
is
doing
and
I've.
In
my
time
is
the
high
school
soup
had
opportunity
to
work
with
bsac.
K
Just
as
a
reminder,
it's
our
Citywide
body
of
student
leaders
representing
at
this
point
most
of
the
BPS
high
schools.
These
members
really
work
hard
to
to
think
very
thoughtfully
and
to
identify
and
address
you
know,
student
issues
that
are
important
to
the
student
body
across
the
schools
and
it
you
know
this
particular
structure
of
esac
really
puts
students
in
the
role
of
decisions
in
in
helping
to
inform
policy
and
recommendations
for
policy
for
decisions
that
impact
them
as
students.
K
G
Hi,
okay,
thank
you,
superintendent,
Skipper,
and
for
letting
me
have
this
presentation.
I'm,
Diego,
assembino
and
I
right
now
go
to
ba
and
there
I
played
it
from
bone.
G
Can
you
please
move
to
the
next
slide?
But
so,
as
you
can
see
in
this
presentation,
bsac
is
comprised
of
46
students
from
20
different
schools,
and
we
have
here
listed
all
the
schools
represented
in
baseac.
G
Our
partnership
with
the
Department
of
Youth
engagement
and
employment
through
the
city
of
Boston,
has
allowed
to
have
all
of
our
bsac
members
be
paved,
and
unfortunately
this
wasn't
the
case
in
the
past.
But
right
now
all
bstac
members
are
getting
paid.
G
Can
we
can
we
go
to
the
next
slide?
Please.
G
G
The
mental
health
and
social
media
subcommittee
goal
is
to
research
effects,
with
social
media
and
on
student,
health
and
also
in
part
of
their
academics.
This
will
hopefully
provide
information
on
how
better
to
use
the
students,
the
participatory
budgeting
I'm
getting
my
tongue
twisted
up.
G
The
goal
of
that
is
recently.
We've
received
a
9
000
donation
from
investors,
and
the
goal
is
to
create
youth-led
projects
to
use
this
money
on
and
then
the
goal
of
the
subcommittee
of
the
Adultism
one
is
to
dismantle
all
Adultism,
and
hopefully
this
will.
This
will
occur
through
informing
adults
about
Adultism.
The
end
goal
is
to
hopefully
make
a
PD
course
on
Adultism,
and
could
we
please
move
on
to
the
next
slide.
G
G
And
can
we
go
to
the
next
slide?
That's
that's
it!
You
can
follow
us
on
Instagram
we're
working
on
our
page
and
you
can
reach
us
out
and
you
can
reach
out
to
Denise
Rory
or
adult
support
at
the
Rory
at
bostonpublicschools.org.
A
Thank
you
very
much
that
was
great
I'll,
now
open
it
up
to
questions
and
discussions
from
the
committee.
Thank
you.
Please
raise
your
hand.
Oops
Dr,
alkins,.
F
Hi,
thank
you
both
for
for
the
wonderful
report.
I
have
a
couple
of
questions
in
no
particular
order.
F
My
first
question
is
sort
of
picking
up
on
something
that
we
discussed
at
our
last
meeting
regarding
sort
of
enrollment
for
programming.
That's
going
to
be
going
on
during
the
winter
break.
I
know
it
wasn't
in
the
report,
but
I
just
wanted
to
get
an
update
on
participation
in
that
and
if
we
are
all
set
in
terms
of
supports
there
and
then
another
question
is
for
superintendent.
F
Skipper
I
know
we're
going
to
hear
our
presentation
later
this
evening
from
the
Council
of
great
City
Schools
I'm,
just
curious
as
into
your
thinking,
particularly
as
you
all
are
starting
to
look
forward
to
strategies
around
policing
in
our
schools.
Thinking
about
there's
been
more
of
the
recent
conversation
around
metal
detectors
and
com,
things
of
that
nature,
so
I'm
curious
as
to
what
your
staff
is
doing.
F
Anti-Racist
practices
within
your
strategy.
Development
around
that
so
I'll
stop
there
with
those
questions.
K
Sure
so
so,
thank
you
so
I
think
for
the
first
one
in
terms
of
the
the
enrollment
for
the
winter
break
Pro
or
for
the
breaks
Chief,
Snyder
and
Dr
Eccleston
I.
Think
the
specific
question
had
been
around
the
acceleration
academies
or
any
other
kinds
of
programming
that
would
be
taking
place
during
in
the
coordination
of
that
during
the
the
winter
breaks,
particularly
with
the
transformation
schools.
K
So
I
don't
know
if
either
of
you
have
a
more
more
of
an
update
than
what
we
had
last
week,
yeah.
D
Sure
thank
you
for
asking
again,
so
we
have
a
total
of
33
schools
who
are
participating
in
February
acceleration
academies.
That's
all
of
our
transformation
schools
along
with
a
half
dozen
others,
so
that
really
have
qualified
either
due
to
low
MCAS
performance
or
opportunity
index
scores.
D
Those
are
all
set.
School
select
their
students,
they
prioritize
students
with
programmatic
needs,
so
whether
those
are
English
Learners
or
students
with
IEPs,
as
well
as
those
students
who
you
know,
might
need
an
additional
boost
or
at
risk
in
other
ways
to
participate
in
that
programming.
We
also
have
a
lot
of
other
partners
who
are
offering
February
and
April
vacation
programming.
Some
of
that
is
directly
in
our
schools,
but
it's
completely
held
by
the
partner
and
then
others
of
those
programs
are
in
Partnership
locations
and
they're.
D
The
places
that
you
might
anticipate
support,
so
that
might
be
the
YMCA
that
might
be
the
boys
and
girls
club.
That
might
be
some
programs
that
are
held
in
the
libraries
that
also
we've
been
encouraging
our
families
and
our
schools
to
notify
families
of
all
of
the
free
opportunities
that
exist
like
the
free
passes
that
are
available
at
the
library
to
take
advantage
of
the
Children's
Museum.
The
science
museum,
lots
of
other
attractions
and
enrichment
opportunities
that
often
offer
not
just
like
Free
Fridays
but
free
opportunities
throughout
those
weeks.
K
Is
that
does
that
answer
your
question
on
the
enrollment
stuff.
K
Sorry,
it's
like
the
little
boxes,
move
around
I
couldn't
yeah
so
right,
so
so
I
think.
First,
we
have
been
eager
to
get
the
report
from
the
council,
great
City
schools,
because
I
think
really
the
advantage
to
the
to
the
council
doing
this
level
of
report
is
that
they
work
with
78
of
the
largest
school
districts.
So
we
feel
like
there's
some
best
practices
that
we're
going
to
learn
and
will
be
either
recommended
or
not
recommended
I.
K
Think
in
terms
of
the
metal
detectors,
we
we
have
a
process
for
communities
to
elect,
to
have
metal
detectors
currently,
which
is
why
we
have
them
in
some
of
the
schools,
and
this
is
a
legacy
one
and
that
that
involves
the
actual
School
site.
Council,
the
print
the
school
leader
coming
together,
parent
input
student
input
to
be
able
to
decide
whether
or
not
they
would
like
to
have
the
metal
detectors
at
their
school.
K
We
provide
whatever
data
they're
looking
for
in
terms
of
incidents
and
and
so
forth,
as
a
way
for
them
to
be
informed
about
it.
I
do
not
know
that
the
racial
Equity
planning
tool
has
been
applied
to
that
process
and
that
that
would
be
a
recommendation.
I
would
have
going
forward
for
any
new
sites
or
those
to
be
the
school
Community
for
that
site
or
to
elect
it.
K
I
think
we
have
taken
I
actually
had
an
opportunity
to
serve
on
the
U.S
department
of
Ed
panel
today
and-
and
it
was
specifically
to
celebrate
some
of
the
best
practice-
we
are
doing
around
trauma-informed
practice
sort
of
Justice
how
we're
leveraging
social
emotional
supports,
both
SEL
in
the
curriculum
and
also
how
we're
leveraging
SEL
as
a
strategy
to
be
able
to
support
students
moving
away
from
punitive
discipline.
K
K
A
big
piece
of
this,
obviously
we'll
get
into
as
part
of
the
conversation
on
the
consulate.
Great
security
schools
report
I
think
that
there
will
be
some
decision
points
for
school
committee
to
make
that
we
will
bring
around
what
you
would
like
us
to
explore
or
to
not
explore.
My
understanding
is
that
it
was
a
very
large
community
process
that
took
place
that
led
to
where
we
are
right
now,
with
school
safety.
Specialists
in
the
schools
I
think
that
there's
going
to
be
some
further
recommendation
there
around
additional
training,
trauma
sensitivity.
K
De-Escalation,
things
like
that
that
certainly
we
welcome
I,
also
think
that,
as
we
get
into
the
council
reports,
there's
some
other
information
and
recommendations
or
potential
to
look
at
that.
Have
legal
implementation
and
I.
Think
I
know
that
attorney
Mackey's
on
here
and
I
think
it
will
be
good
to
have
that
conversation
as
it
presents
itself
in
the
report
itself.
K
So
I
think
when
I,
when
when
ultimately
we
give
recommendations,
they
will
come
from
the
report
and
they
will
not
be
in
individual
recommendations
such
as
metal
detectors.
They
will
be
a
package
of
mitigation
that
we
believe
is
going
to
best
serve
the
student
body
of
BPS
and
right
now.
That
is
very
much
grounded
in
our
SEO
work
in
in
our
school
safety
Specialists
and
in
in
continued
PD
and
training.
F
No
thank
you
for
that.
I
think
it
was
just
more
of
a
understanding
that
just
seeing
where
you
all
were
at
with
understanding
the
overall,
like
anti-racist
approaches
for
your
team
and
how
you
all
are
thinking
about
school
safety
and
that
lens
like
overall,
of
course,
metal,
detectors
being
one
lens
of
thinking
about
safety
from
that
but
I.
It
is
good
to
hear
about
your
understanding
of
trauma-informed
practices
and
things
like
that
or
sort
of
justice
that
we
are
moving
towards
and
have
been
moving
toward
for
some
time
now.
F
So
it's
good
to
to
hear
an
update.
I
do
have
some
other
questions,
but
I
will
wait
for
a
second
round.
Thank
you,
foreign.
J
Apologize
I'm
just
pulling
up
my
questions.
My
first
question
is
one.
Thank
you
so
much
for
the
report
and
and
Diego
also
thank
you.
It
was
really
good
to
hear
your
voice
tonight
in
this
way.
I
have
some
questions
about
the
sort
of
school
closures
and
mergers
that
we
have
heard
about
I,
guess,
sort
of
three
things
and
maybe
and
I'll
ask
them
all
together
and
I'll
sort
of.
Let
you
go.
J
You
know
real
concerns
that
we
heard
from
one
Community
but
I
wonder
if
it
is
the
same
sort
of
across
the
board,
so
I
just
want
to
honor
who
gets
to
show
up
in
at
these
public
forums,
but
real
concerns
around
the
community
engagement
process
and
I.
Think
the
question
for
me
and
it's
one
of
these
words
that
now
I
think
has
become
jargon
like
I,
think
it
would
be
really
helpful
for
us
to
Define
what
is
community
engagement
and
so
like
when
it
comes
to
mergers,
consolidations
or
School
closure.
J
You
know
like
what
do
you
think
is
the
type
of
Engagement
that
we're
willing
to
offer
and
that
we
want
to
deliver
on
because
I
left
the
meeting.
Last
week
thinking
everyone
uses
the
word
engagement
as
if
we
know
we're
talking
about
the
same
thing,
and
you
know
there
was
someone
last
week
who
talked
about
paint
color,
worse,
the
design,
the
square
footage
of
rooms
right,
and
so
you
know,
I'm
curious
from
your
lens.
What
do
you
think
is
engagement?
What
is
the
purpose
of
Engagement
and
then
like?
What?
J
Should
families
and
stakeholders
expect
from
that
process?
And
then
the
second
question
is-
and
maybe
some
of
that
is
rooted
in
the
lack
of
clarity-
around
sort
of
the
definition
of
community
engagement,
around
building
utilization
sort
of
what
is
the
next
step
in
that
process
to
bring
Clarity
and
also,
you
know,
lay
the
foundation
that
people
need.
K
Sure,
no
it's
a
it's
a
it's
a
great
question
for
you
chair.
It's
a
great
question
because
I
I
do
think
that
as
we-
and
this
holds
true
with
parent
engagement-
and
this
in
in
holds
true
with
with
Community
engagement,
and
this
is
exactly
why
we're
sort
of
also
kind
of
separated
them
in
a
way
in
on
its
virus's
shop,
so
I'm
going
to
actually
ask
Anna
to
also
after
I,
after
I
answer,
to
give
her
thinking
on
this
she's
involved
in
it
as
well.
K
So
I
think
that
I
think
one
thing
is
that
we
good
good
family
engagement
or
Community
engagement
in
this
case,
Isabelle
doing
what
we
say:
we're
going
to
do
on
the
timelines
that
we
say
them,
and
so,
if
we
don't
do
that,
then
we
owe
the
community
an
apology
and
a
reset.
K
But
I
do
think
it's
also
clarifying
what
are
the
decisions
that
can
be
made.
So
part
of
this
is
giving
information
and,
for
instance,
there
are
going
to
be
situations
where
mergers
need
to
happen
and
they
need
to
happen
because
our
buildings
are
outdated.
There's
no
way
to
get
out
of
the
building
more
than
what
it
is.
K
It
is
certainly
not
going
to
be
able
to
give
the
type
of
education
that
all
of
our
students
in
BPS
deserve
and
so
merging
will
enable
us
to
be
able
to
direct
resources
in
a
more
concentrated
way
so
that
all
students
in
that
merger
are
able
to
benefit
from
it.
However,
what
that
looks
like
the
timing,
the
way
it's
done,
the
activities
to
do
it.
Those
are
all
critical
pieces
that
the
community
can
weigh
in
on.
K
K
The
buildings
themselves
might
have
more
opportunities,
and
so
there
might
be
more
decision
around
you
know
the
election
of
which
school
communities
are
going
to
go
to
which
buildings
it's
going
to
vary
area
like
neighborhood
by
neighborhood
as
we
get
into
this
process,
but
I
think
at
the
onset
it's
going
to
be
important
to
give
the
information
we
have
to
be
as
transparent
with
the
information
and
to
be
as
transparent
as
we
can
with.
What
we
believe
is
the
edges
of
the
decision,
making
that's
possible
for
that
community.
K
Anna
I,
don't
know.
If
there's
anything
else,
you
want
to
add
a
compliment
to
that.
L
Absolutely
thank
you
for
the
opportunity
to
respond,
and
my
apologies
for
not
being
on
camera
just
wonky
internet,
but
we're
going
to
move
forward
and
I
appreciate
the
opportunity
and
the
question
around
what
is
engagement,
I
loved
that
question,
because
you're
right,
you
know
School
Committee,
Member
Hernandez,
you
you
really
hit
that
out
of
the
park.
The
way
we
Define
it
versus
the
way
community
defines
it
and
the
way
schools
Define.
L
It
can
sometimes
catch
us
in
those
intricate
little
differences
and
I
feel
like
superintendent,
Skipper,
really
hit
it
on
the
nose
when
she
said.
If
we're
attempting
to
really
have
conversations
with
community-
and
they
are
letting
us
know
that
they
are
not
feeling
engaged,
then
we
have
to
really
reflect
on.
L
What
does
that
mean
and
a
lot
of
work
is
happening
behind
the
scenes,
not
just
from
the
community
meeting
that
we
had
where
a
group
of
parents
are
sharing
their
experience,
but
also
because
we
know
that
we
always
have
to
strive
to
do
better
and
I'm
going
to
invite
Chief
Snyder
to
share
a
few
more
details,
but
just
know
that
it's
not
it
doesn't.
It
takes
an
entire
Village
to
really
do
engagement
well
at
the
school
level,
at
the
district
level
at
the
city
level
and
even
I
would
say
at
the
school
committee
level.
L
All
of
us
are
part
of
that
engagement
and
we're
really
committed
to
supporting
the
work,
especially
around
the
mergers
and
really
defining
and
being
really
transparent
about
where
we
want
family
input
and
where
it
is
that
we're
coming
with
a
decision,
because
I
think
those
nuances
are
really
critical
as
well,
but
Chief
Snyder.
If
you
want
to
join
as
well,
please.
D
Sure,
thank
you
again.
So
you
know
it's
engagement
means,
as
you
said,
a
lot
of
things
to
a
lot
of
different
people
and
we
think
of
authentic
engagement
in
a
number
of
ways.
It's
two-way
communication
right,
so
we're
not
just
putting
stuff
out
there
without
actually
listening
to
the
needs
of
families
and
students.
D
It's
timely,
it's
transparent,
it's
consistent
and
it
reaches
right
and
I
think
this
is
one
of
the
things
that
we
it's
a
whole
area
where
all
of
us
need
to
get
better
at
it.
You
know
we
can
look
at
one
department
and
you
know
we
can
model
it.
We
need
to
build
capacity
among
our
teams
and
in
our
schools
and
with
our
families
to
also
raise
that
bar
and
but
if
we
talk
about
with
regard
specifically
to
to
mergers,
superintendent
Skipper
is
is
right
on
that.
D
We
need
to
be
transparent
and
and
do
a
much
better
job
than
we've
been
doing
around.
What
is
a
space
for
shared
decision
making
and
what
is
not,
and
if
it's
not
why
why
we've
got
to
be
so
transparent
around
all
of
our
issues,
the
state
of
our
buildings,
our
enrollment?
Why
different
spaces
are
better
for
our
kids
academically
right?
So
you
know
I'd
like
to
say
that
you
know
some
in
some
ways.
We
do
this
work
well,
but
this
isn't
a
one
Department
project.
B
D
J
It's
interesting,
I
I,
hear
it
and
I.
You
know,
I'm
saying
this
with
so
much
love,
I'm
saying
this
as
someone
who's
like
worked
in
policy
spaces
has
been
a
principal
who's,
also
a
parent
who's
on
the
school
committee.
It
still
feels
really
wonky
and
so
like.
While
the
answer
was
the
answer
I
just
like
for
whatever
it
is
worth
I,
don't
know
if
I'm
gonna
I'm,
leaving
this
conversation
any
clearer
about
what
community
engagement
means
and
I
wonder,
I.
J
J
Don't
think
people
are
clear
about
that
and
you
know
sometimes
it's
that
a
building's
outdated,
but
also
sometimes
you're,
merging
into
a
building,
that's
outdated,
and
so
there
has
to
be
like
some
like
intellectual
honesty
that,
like
the
mergers,
are
not
happening
where
folks
are
moving
into
refreshed
and
refined
buildings
that
the
mergers
are
happening
so
that
there's
other
sort
of
trickle-down
projects
that
can
occur
to
right
size,
the
system.
You
know
we
all
probably
saw
the
the
globe
op-ed
this
week.
J
That
said,
maybe
you
know
we're
16
schools
over
what
we
need
to
be
and,
and
that
is
not
sort
of
the
North
Star
but
I-
think
absent
of
a
master
plan.
We're
going
to
continue
to
have
these
moments
where
people
are
very
confused
around.
Why
them
and
then
very
confused
what
their
role
is
in
the
process
and
for
me
as
a
parent.
J
What
I
would
want
the
engagement
to
look
like
is
a
very
clear
why
the
sort
of
rational
as
to
why
this
happened
is
happening
and
and
deep
Clarity
around
the
decision
points
that
I'm
being
asked
to
participate
in
versus
the
ones
that
have
been
made
and
so
that
we're
not
wasting
people's
time.
We're
not
you
know,
lying
to
people
and
being
like.
J
K
Yeah
so
I
think
I
think
to
your
latter
point.
I,
think
that
is
something
that,
as
I
I
kind
of
addressed
in
the
in
my
suits
report.
That
is
something
that,
in
the
community,
the
February
1st
or
before
then
communication
needs
to
be
very
clearly
spelled
out,
I
think
orally.
In
the
the
meetings
the
community
meetings
have
happened.
Much
of
that
has
been,
but
again
it's
also
about
updating
the
whole
Community,
not
just
the
community.
K
That
can
be
there
on
a
given
night
right
and
you
know
so
I
think
it
it's
and
on
the
district
side,
this
is
also
building
our
capacity
and
that
that
is
because
this
is
different
than
regular
facilities
work.
This
is
very
much
about
a
community
process
with
a
facility
component,
but
it
has
lots
of
other
components.
It
has
Pro
academic
programming
components,
it
has
transportation
components
it
has
so
that
has
taken
us.
K
We
did
not
have
those
things
in
place
in
the
way
they
needed
to
be
that's
one
of
the
things
that
we've
worked
and
are
working
to
put
into
place
so
that,
as
more
of
these
conversations
happen,
as
we
get
back
several
of
the
larger
reports
around
the
conditions
of
the
buildings
and
around
the
k-6
study
in
the
7
to
12
study.
K
We
are
set
up
with
an
infrastructure
to
be
able
to
move
more
rapidly
and
support
in
the
way
that
you're
talking
about
in
in
in
the
timelines,
in
the
boundaries
of
the
whats
and
the
whys,
and
then
in
facilitating
the
dialogue
for
the
things
that
can
be
genuinely
engaged
on.
J
A
M
M
I'm
I'm,
first
of
all,
thank
you
to
member
Garnet
Hernandez.
M
Concerns
regarding
Community
engagement
and
I
believe
that
that
point
is
valid.
We've
been
talking
about
Community
engagement
and
transparency
for
the
for
the
last
2000
years
and
we
have
never
gone
to
an
agreement
or
have
never
gone
to
something
that
that
we
all
could
agree
upon
so
I
hate
to
be
a
Rebel
Rouser.
But
I'd
like
to
hear
aside
from
a
member
of
Canada
Hernandez,
basically
money.
Let's
say
I
would
like
to
hear
all
members
share
their
their
their.
M
M
And
then
you
know
we
go
on
from
there,
because
this
is
a
point
of
a
contention
that
has
been
has
been
there
through
so
many
chairmanship.
So
there
should
be
some
kind
of
a
consensus
between
the
school
committee
and
the
administration,
the
school
administration.
Regarding
you
know
what
what
are
the
criteria
of
Community
engagement
and
what
are
the
transparency
type
of
procedures
that
we
can
follow?
M
Given
all
the
you
know,
taking
into
account
all
the
legal
or
social
concerns,
privacy
or
whatever,
because
this
has
been
raising
many
times
and
it's
time
for
us
to
you
know
if,
if
there's
a
need
for
us
to
sit
down
and
work
out,
something
that
we
can
agree
to
to
abide
by,
then
let's
do
it.
Otherwise
this
point
is
going
to
be
there,
and
it
has
gone
to
my
my
attention
that
it
has
been
a
point
of
contention
between
the
school
committee,
the
school
administration
and
the
community
at
large
yeah.
A
A
I'll
go
to
Mr
O'neill
and
then
Circle
back
around.
Oh
that
Miss
tomato
and
then
go
back
around.
H
Thank
you,
madam
chair
and
I
appreciate
the
conversation
I
actually
Mr,
Mato
I,
appreciate
your
presentation
and
I
have
a
quick
question
for
you.
H
G
Appreciate
it,
I'm
gonna
call
Denise
for
some
help
on
us.
K
So
Chief
Snyder,
if
you
can
just
talk
about
the
supports
from
that,
we
provide
to
the
youth
Council.
He.
G
H
H
G
Right
I
can
she
she
told
me
to
just
answer
so
I'll
I'll,
try
it
too.
Okay,
so
I
feel
I
feel
right
right
now
we
do
not
have
proper.
We
don't
have
a
person
from
every
school
at
the
moment.
G
Either
Outreach-
or
it's
probably
an
issue
of
Outreach
honestly,
don't
want
to
be
honest:
okay,.
H
Well,
obviously,
it
was
a
purity
of
transition
right
and
so
now
that
you're
getting
your
feedback
under
you
and
by
you
I
mean
the
organization
overall,
it
would
be
great
if,
if
the
district,
you
know
don't
be
afraid
to
ask
more
support
from
the
district
to
make
for
sure
the
school
superintendents
are
involved.
H
Obviously
the
superintendent
knows
this
very
well
from
her
time.
Obviously,
in
the
high
schools
and
I
trust
superintendent,
you
wanted
to
be
a
very
robust
organization
from
all
of
our
different
high
schools,
because
the
students
bring
a
variety
of
perspective
from
the
different
schools,
so.
K
I
see
that
Denise
worries
on
and
what
I
will
say
in
the
past.
What
we've
done
is
at
the
high
school
meeting
we've
had
bsac
come
and
present
for
the
high
school
leaders
we
identified
for
the
high
school
leaders,
who
is
still
missing
representation
and
have
them
work
with
their
students
with
their
school
counselors
to
be
able
to
to
get
nominations
for
it.
That's
how
we've
been
able
to
work
in
the
past,
so
Denise
I,
don't
know
if
you
want
to
chime
into
any
stories
on
now.
C
Hi
everyone
I'm
Denise,
Rory
great
job
Diego.
So
thank
you,
Mr
O'neill,
for
the
question.
C
So
you
know
the
district
has
been
supportive
of
bsac,
but
I
will
say
that
we
have
had
a
lot
of
capacity
issues
since
kind
of
the
re-establishment
of
bsac,
so
we're
working
to
get
our
office
better
staffed.
As
of
right
now,
I'm,
the
only
full-time
staff
member
supporting
the
council
so
first
on
the
docket,
is
to
hire
some
additional
staff
to
support
the
capacity
in
terms
of
Outreach.
C
Our
school
counselors
were
amazing,
supports
in
getting
young
people
into
bsac
this
school
year,
who
maybe
don't
fit
the
typical
student
profile
and
so
I
think
that
was
a
great
way
for
us
to
inform
other
students
about
bsac
and
get
some
schools
on
the
docket
that
weren't
on
the
docket
for
bsac
in
the
past.
Obviously
you
can
see
we
have
some
gaps
but
again
I
think
most
of
that
is
to
capacity
not
being
able
to
do
all
the
follow-up
not
being
able
to
do
all
of
the
school
visits
in
Outreach.
C
That
besac
has
done
in
the
past
when
they
were
at
full
capacity,
but
I'm
super
helpful
that
you
know
between
summer
and
next
fall,
we'll
be
able
to
have
full
representation.
G
G
K
Sure
so
I
can
I
can
try
to
clarify
for
you
Diego
so
right
now
there
are
some
schools
that
have
metal
detectors.
There
was
a
policy,
a
protocol
that
was
in
place
on
the
district
side,
for
how
the
metal
detectors
got
to
those
schools.
K
In
most
of
the
cases
those
schools
are
using
their
metal
detectors.
They
have
since
been
some
schools
that
have
requested
metal
detectors
and
they've
gone
through
the
process.
That's
in
the
circular
that
Pro,
that
is
still
active.
That
is
an
active
way
that
if
a
school
Community
is
looking
to
get
a
metal
detector
asks
advice
about
getting
metal
detectors.
We
can
point
them
to
that
circular.
K
We
can
share
with
them
data
on
incidences,
if
that's
something
that
will
help
their
Community
to
have
that
conversation,
and
then
they,
you
know
if
that
is
something
they're
seeking
and
they
use
the
process
that's
laid
out
and
we
provide
the
metal
detectors.
K
I
think
that
one
piece
that
was
missing
in
the
original
kind
of
rollout
of
metal
detectors
was
that
it
never
went
through
the
racial
Equity
planning
tool
because
it
didn't
exist,
and
so
that
will
be
something
that
I
think
we're
going
to
want
to
look
at
so
that
we
don't
have
an
equity
issue
in
the
district
of
who
has
metal
detectors
and
who
does
not.
Who
has
to
go
through
them
and
who
does
not
that
that
is
the
issue
with
a
you
know.
K
A
district-wide
policy
is
that
there
might
be
some
schools
who
are
either
very
small,
who
are
very
large,
who
have
a
lot
of
incidents
who
don't
have
a
lot
of
incidences
in
and
around
the
school,
and
so
really
we
probably
need
to
go
back
to
that
circular.
We
need
to
look
at
it
and
we
need
to
decide
and
potentially
recommend
for
school
committee
that
we
want
to
be
able
to
add
the
racial
Equity
planning
to
it.
K
So
right
now
we
are
not
making
any
formal
recommendations
on
it,
but
that
is
why
and
how
the
metal
detectors
are
in
the
schools
and
have
been
in
the
schools
from
a
legacy
standpoint.
We
wanted
to
get
the
council's
full
report
so
that
we
weren't
just
seeing
metal
detectors
as
as
the
main
thing
for
safety,
but
rather
it
is
a
body
of
things
that
need
to
be
done
in
conjunction
to
keep
a
community
safe,
so
I'm,
sorry
that
I
didn't
explain
that.
Well,
the
first
time
Diego.
G
And
secondly,
thank
you
thank
you
for
explaining
that
by
the
way.
Secondly,
do
we
have
a
timeline
for
when
and
for
when.
This
goes
through
the
racial
Equity
planning
tool
and
will
the
ones
that
are
and
will
the
metal
detectors
in
the
schools
that
are
currently
in
school,
go
through
the
racial
Equity
plan,
or
will
they
instead
be
grandfaited
in
because
unless
we
I
information-
and
hopefully
we
don't
do
that-
that's
correct.
K
So
so,
thanks
Diego,
these
are
all
the
same
questions
right
there
we're
starting
to
to
kick
around.
The
council's
report.
Just
came
to
us
so
I
think
part
of
tonight
is
to
be
able
to
start
to
have
the
school
committee
and
the
public
digest
some
of
the
recommendations
we're
doing
the
same,
and
certainly
as
part
of
the
implementation
of
that
Council
report,
we
will
be
looking
at
metal
detectors,
best
practice
around
metal
detectors,
which
is
one
of
the
things
that
is
actually
mentioned
in
the
report,
and
perhaps
Dr
Hart
can
speak
to
that.
K
So
we
will
be
undertaking
all
of
this.
Thinking
that
you
are,
you
are,
so
you
always
amaze
me
with
how
observant
you
are
and
spot
on
about
the
types
of
questions
that
need
to
be
asked.
So
these
are
the
right
questions
and
we
will
be
asking
them
and
considering
them
as
we
make
recommendations
as
part
of
a
whole
package
on
school
safety.
So
I
don't
have
a
specific
timeline,
because
the
console
reporters
has
just
come,
but
you
know
this
is
something
for
this
school
year
that
we
are
grappling
with.
A
Yes,
thank
you.
I
just
have
one
comment:
I
want
to
make
I.
Think
of
so
we've
talked
you
know.
We
continue
to
talk
a
little
bit
about
policies
of
school
committee
policies
and
there
are
a
number
I
believe
we
really
need
to
go
back
and
we
look
at
in
a
number
that
we're
actively
using
that
again
were
put
in
place
long
before
there
was
the
racial
Equity
planning
tool.
That's
right
so
I
feel
that
we'll
have
to
put
a
pin
in
that
and
come
back
to
figure
out.
A
You
know
which
of
the
our
most
current
policies.
That
would
really
benefit
from
some
work
around.
You
know
their
changes
as
well
as
utilizing
the
my
property
planning
tool,
as
we
begin
to
look
at
some
of
the
deeper
work
you
know,
particularly
around
safety
and
other
issues
in
the
district.
So
we'll
come
back
to
that
at
another
point.
But
thank
you.
That's
great.
B
F
M
F
E
A
You
and
I
also
want
to
thank
his
tomato
for
his
report
and
that
we
look
forward
to
getting
more
updates
from
you
in
the
future.
We'll
now
move
on
to
General
Public
comments.
Sullivan
thank.
E
You
chair
the
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues,
questions
on
specific
School
matters
on
audience
or
at
this
time,
but
maybe,
if
excuse
me,
but
maybe
refer
to
the
superintendents
for
later
response,
questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
14
speakers
this
evening.
Each
person
will
have
three
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
E
E
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
in
Zoom
and
please
make
sure
you're
signed
in
to
zoom.
With
the
same
name
that
you
used
to
sign
up
for
public
comment,
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
E
N
Good
evening,
chair,
Robinson
superintendent,
members
of
the
school
committee,
as
you
know,
I'm
here
tonight,
to
raise
further
awareness
of
an
ongoing
issue
that
has
impacted
thousands
of
BTU
Educators.
The
issue
at
hand
is
Educators
being
denied
wages
they
are
legally
entitled
to
and
having
not
received
pay
that
they
were
due.
Many
weeks
ago,
over
the
last
few
months,
Educators
have
experienced
an
unprecedented
set
of
problems
with
getting
paid
for
their
work
by
PBS
BPS,
even
for
work
completed
over
this
past
summer.
N
There
have
been
continual
and
chronic
errors
in
their
pay
and
or
they
have
not
been
paid
in
a
timely
manner.
Teachers
and
paraprofessionals
have
regularly
had
to
wait
up
to
six
months
or
more
for
payments
of
stipends
settlements
or
for
errors
to
be
corrected.
This
is
tantamount
to
wage
theft
and
it
needs
to
be
resolved
right
away.
N
We
have
been
patient,
listen
to
explanations
and
have
waited
for
resolutions,
but
the
latest
announcement
of
another
delay
in
retro
pay
to
mid-February
after
Promises
of
disbursement
on
January
20th
for
a
tentative
agreement
we
reached
last
July
is
beyond
unacceptable.
We
have
no
choice
but
to
speak
up
and
to
demand
accountability
and
recourse
tonight
you
will
be
hearing
from
Educators
describing
the
Myriad
of
issues
and
the
impact
of
those
issues
they've
had
on
them
their
families
and
many
whom
are
also
BPS
students.
N
These
educators
are
not
asking
for
anything
more
than
what
they
are
already
due.
If
staff
even
get
a
response
from
BPS
on
some
of
these
matters,
it
is
oftentimes
Incorrect
and
we
have
to
follow
up
again
and
to
give
you
a
sense
of
just
how
bad
the
issues
have
been.
We
gathered
some
data
we've
been
using
something
called
a
Tracker.
Where
issues
are
entered
into
a
shared
document
with
the
office
of
human
capital
to
ensure
the
issues
addressed,
it
goes
back
all
the
way
to
2016,
but
just
to
give
you
an
example.
N
Problem
in
school
year,
19
through
20
they're
174
and
school
year,
20
to
21,
there
were
201
in
school
year.
21-22
there
were
315..
This
should
have
been
a
warning
sign
in
school
year,
22
to
23
to
date.
In
just
five
months.
There
are
already
345
items.
We
have
seven
more
months
to
go.
We
have
had
more
problems
with
ohc
and
payroll
issues
in
less
than
five
months
this
school
year
than
in
any
previous
entire
school
year.
Since
we
started
using
the
tracker
system
in
2015.
N
30
seconds,
this
doesn't
even
include
all
of
the
other
outstanding
contract
implementation
items.
It
is
drastically
under
County
even
pay
issues,
because
many
members
are
not
don't
even
bring
all
of
their
issues,
and
some
single
items
include
whole
job
categories
like
the
family
Liaisons,
who
still
have
not
all
had
a
correct
pay
stub
this
school
year.
Yet
it
includes
Adult,
Learning,
Centers,
Paris,
Subs
teachers,
so
many
more
I've
recently
compared
the
unprecedented
issues
to
the
Southwest
Southwest
flight
disaster.
N
After
waiting
on
the
phone
for
over
12
hours
to
get
help,
but
to
my
horror,
The,
more
I've
learned,
the
more
I
realized
just
how
fitting
that
comparison
has
been
I.
Believe
yes,
and
the
City
of
Boston
are
being
totally
outdated,
you're
going
to
hear
more
from
the
Educators,
but
at
the
end
of
the
day
you
know,
I'll
send
the
whole
testimony.
We
need
recourse.
We
need
an
audit
of
ohc
and
payroll
in
the
city
of
Boston.
We
need
our
lowest
paid
employees
to
receive
their
retro
pay
before
mid-February.
N
We
need
to
get
family
Liaisons
pay
corrected
once
and
for
all,
and
we
really
need
to
make
sure
the
district
and
city
does
not
allow
this
ever
to
happen
again.
If
we
want
to
attract
and
retain
Educators
so
that
our
students
have
what
they
need
to
succeed.
We
have
to
begin
by
treating
them
with
respect.
O
O
Four
and
five-year-olds
I
went
into
this
year
being
very
optimistic
that
things
were
going
to
be
different,
that
I
was
actually
going
to
be
able
to
teach,
and
these
kids
were
going
to
be
able
to
develop
mid-year,
I
well
December,
my
paraprofessional
quit
because
she
said
that
the
job
was
just
too
difficult
and
that
there
were
no.
O
There
was
not
enough
support
for
three
four
and
five-year-olds
I
am
here
right
now,
however,
just
to
kind
of
Advocate
that
you
know
as
a
teacher,
regardless
of
whether
or
not
I
have
the
support
or
I
have
what
I
need
to
do.
My
job
I'm
still
told
to
do
my
job,
no
matter
what
and
to
do
it
excellently
and
with
Fidelity
as
I
should
and
I
am
just
asking
that
the
ohc
have
the
same
standard.
It
would
not
be
okay.
O
If
I
didn't
get
report
cards
out
on
time,
because
I
told
a
parent-
oh
sorry,
my
parent,
just
quit,
I
can't
get
it
done
or
oh
I'm.
Sorry,
I
didn't
have
time
to
change
your
child's
diaper
because
we
were
short,
staffed
I,
don't
think
that
would
go
over
well
with
parents,
so
the
district
should
have
the
same
standard.
O
This
is
just
the
Tipping
Point
of
what
I
call
the
waiting
game
with
BPS.
So
far
this
year,
aside
from
our
retropay,
many
things
have
still
not
happened
and
we
have
to
wait
too
much
waiting
and
enough
is
enough
waiting
for
Esther
funds
to
be
released,
waiting
for
work,
orders
in
the
schools
to
be
completed,
waiting
for
buses
to
arrive
on
time,
waiting
for
elt
funds
supplies
to
arrive
or
orders
even
placed
waiting
on
wipes
that
were
ordered
to
special
education
that
have
still
not
been
delivered.
O
These
are
necessary
to
take
care
of
our
Littles
waiting
still
for
inclusion
to
actually
be
implemented
correctly.
However,
the
district
is
placing
more
and
more
children
in
inclusion
classrooms
with
high
needs
without
the
support,
because
we
are
being
told
to
wait
for
the
planning
team.
However,
BPS
is
not
waiting
on
placing
children
who
have
high
needs
in
classrooms
where
there's
not
enough
support
to
meet
their
needs.
O
Waiting
for
people
who
have
accepted
job
positions,
my
Parable
to
actually
start
working
I
am
worried
that
about
three
months
for
for
her
to
get
hired,
I
have
no
para
right.
Now
it
is
unfaith.
Yet
I
have
to
wait
months
before
someone
can
actually
get
hired.
I
want
to
say
that
my
principal
and
staff
at
a
school
has
been
very
supported
and
have
done
everything
that
they
possibly
can
to
support
me
and
my
kids.
Teachers
are
required
to
do
things
with
excellence
and
fidelity.
O
P
Mike
Heisman
Dorchester,
Our
Lives
begins
and
the
day
we
become
silenced
about
things
that
matter.
Reverend
King,
The,
Silence
of
the
good
people,
is
more
dangerous
than
the
brutality
of
the
bad
people.
Reverend
King
on
August
24th
of
last
year,
15,
high-ranking
retired
BPS,
educators
of
color,
had
sent
a
letter
to
the
new
superintendent's
protesting
against
the
targeting
harassment
and
firing
of
anti-racist
black
and
brown
central
office
leaders.
P
Great
harm
has
been
done.
Another
woman
of
color
with
an
important
position
at
central
office,
resigned
this
month.
Why?
Maybe
there
was
a
positive
reason
or
maybe
there.
This
is
another
example
of
the
results
of
a
toxic
racist
culture
at
central
office.
I
have
repeatedly
requested
that
organizational
demographic
charts
of
central
office
be
released
to
the
public.
We
have
a
right
to
see
what
central
office
look
like
when
Dr
casellius
was
our
superintendent.
How
that
changed
when
mskipper
took
office
and
what
what
it
looked
like,
what
it
looks
like
today.
P
What
has
happened
to
the
independent
investigation,
which
began
last
August?
It's
now
January
18th
a
new
year.
Once
again,
the
school
committee
patiently
waits
for
the
report.
You
wait
and
wait,
say
nothing
and
do
nothing
has
Racial
equality
at
central
office
been
demoted
and
defunded.
Your
silence
enables
white
supremacy
and
racism
under
Dr
casellius's
leadership.
The
school
committee
boldly
approved
a
process
that
is
encouraged
a
more
diverse
group
of
students
to
answer
our
exam
schools.
The
map
test
this
year
will
count
as
30
percent
of
the
applicant
score.
P
This
exam
could
be
taken
in
either
English
or
Spanish.
Now
central
office
has
decided
that
the
students
can
only
take
this
test
in
English.
Why
has
this
policy
been
changed?
Where
is
the
equity
analysis?
Would
this
have
happened
if
antsy
races,
black
and
brown
central
office
staff
had
not
been
re
removed
or
demoted?
P
Racism
thrives
at
the
top
of
the
hierarchy
with
the
school
committee
once
again
remain
silenced.
All
of
us
want
all
of
our
children,
one
and
21st
century
buildings.
The
official
narrative
is
that
we
need
larger
schools,
which
means
closing
smaller
schools,
larger
schools,
save
money
and
are
easier
for
central
office
to
control.
Research,
however,
shows
that
small
schools
are
better.
P
Q
Hello
good
evening,
chair
Robinson
and
Boston
school
committee,
my
name
is
Caroline
Jones
I'm,
a
Grade
Three
teacher
at
Up,
Academy
Dorchester
in
BPS
and
I
reside
in
Brockton
Mass
I'd
like
to
begin
with
a
recent
metric
that
I
found
while
I
was
searching
about
inflation.
I'd
like
you
to
keep
this
number
at
the
Forefront
of
your
mind
throughout
what
I
say
about
retroactive
pay
and
how
important
it
is
that
we
receive
it
soon.
Q
So,
while
inflation
has
cooled
in
recent
months,
the
typical
household
spent
371
more
dollars
on
goods
and
services
just
this
past
December
than
a
year
ago,
and
that
metric
is
from
Moody's
Analytics.
So
again,
please
keep
that
at
the
Forefront
of
your
mind.
Throughout
September
and
October
of
2022,
the
btu
members,
we
were
told
that
our
retroactive
pay
would
be
distributed
in
two
lump
sums
likely
in
November
in
December.
Q
Then
we
were
told
that
we
would
receive
it
by
the
20th
of
this
month,
which
is
this
week's
payroll
in
the
next
day
or
so.
Just
last
week,
as
we
have
already
heard
tonight,
we
were
told
that
the
district
and
the
city
are
optimistic
about
Distributing.
It
next
month
by
the
February
17th
payroll,
which
we
heard
from
superintendent
skipper,
we
were
told
that
the
district
is
working
hard,
but
the
staffers
are
required
to
do
the
work
manually.
Q
We
were
also
told
that
the
payroll
staffers
are
even
working
nights
and
weekends
to
quickly
expedite
our
retroactive
pay.
This
timeline
for
me
and
for
the
btu
members
is
really
embarrassing
unacceptable
and
it's
disrespectful
I'm
thinking.
Imagine
if
I
said
this
to
my
third
grade
in
students
this
year.
Just
think
of
these
quotes.
If
I
sat
in
front
of
my
eight
and
nine-year-olds
in
our
city
of
Boston
I,
planned
on
teaching
your
reading
by
November
or
December,
but
our
classroom
systems,
library
and
photocopies
are
old,
they're
Antiquated
and
sometimes
they
don't
work.
Q
E
Q
E
R
Thank
you.
My
name
is
Aaron
Johnson
I'm
in
my
11th
year,
teaching
in
BPS
at
Boston,
International,
High,
School
newcomers,
Academy
known
as
binka
I,
am
also
a
teacher
with
a
law
degree
and
my
comments
well,
of
course,
I'm
totally
incensed
about
the
problems
around
retropay
that
my
colleagues
and
president
Tang
have
already
discussed
I'm
here,
just
to
speak
briefly
about
teachers
with
law
degrees
in
our
new
contract.
R
Our
JDS
are
recognized
finally,
like
any
other
doctorate
for
salary
purposes,
but
the
office
of
human
capital
seems
to
be
in
an
alternate
reality.
Ohc
is
not
honoring.
The
new
contract,
like
the
contract,
never
changed
with
ohc
officials
continuing
to
recite
the
now
obsolete
rule
of
a
mere
one-lane
bump.
R
R
Many
of
us
have
given
up
lucrative
careers
to
teach
in
Boston,
Public,
Schools
and
as
I'm
sure
you
know
it's
plenty
hard
enough
to
find
qualified
teachers.
If
you
haven't
seen
it
by
now
check
out
the
New
York
Times
from
November
18th,
the
piece
called
empty
classrooms
abandoned
kids
inside
America's,
great
teacher
resignation,
again:
New
York,
Times,
November,
18th,
2022.
R
R
E
S
Let
me
find
one
okay,
two
inclusion
teacher
at
the
carnival
School
I'm
here
today,
with
the
hope
that
you
can
hear
my
message.
The
public
school
system
does
not
support
or
value
its
features
in
meaningful
ways.
That's
a
little
job.
Satisfaction
and
teacher
retention.
I
will
illustrate
how
this
system
is
mistreating
its
employees.
It
can
have
a
very
real
and
dire
consequence
for
our
students,
because
I
am
an
inclusion
teacher.
S
This
allows
for
English
Learners
to
remain
in
my
classroom
and
to
receive
language
services
without
having
to
transition
to
another
classroom
and
without
missing
core
instruction.
This
consistency
was
an
added
benefit
for
our
English
Learners,
as
some
also
have
IEPs
for
our
company.
We
have
my
colleagues
and
I
were
supposed
to
receive
a
stipend
for
taking
on
this
additional
responsibility
during
the
school
year
ending
in
June
2022..
We
are
still
waiting
for
this
month.
S
S
Two
more
months
have
passed
since
this
decision,
and
even
after
emailing
the
CFO
of
Boston
Public
Schools,
we
still
have
not
received
a
response
or
a
timeline
for
payment.
We
are
still
waiting
for
this
money.
The
message
is
clear
to
us:
BPS
does
not
value
our
work
enough
to
ensure
that
we
are
paid
in
a
timely
manner
for
work
completed
to
say
that
we
feel
undervalued
would
be
an
understatement.
S
Our
experience
and
expertise
appear
to
mean
nothing
as
we
now
have
to
fight
to
be
paid
in
a
timely
and
accurate
manner
when
I
spoke
of
dire
consequences
for
the
students
of
Boston.
I
am
saying
this
because
of
BTS
to
treat
its
employees
this
way
there
will
be
no
employees
left.
This
is
just
my
story,
I
hope
for
a
better
future.
T
Thank
you.
My
name
is
Chris
buttermer
I
live
in
Cambridge
and
I
am
a
specialist
and
bps's
teaching
fellowship
the
teaching
fellowship
is
part
of
the
teacher
pipeline
programs
which
are
designed
to
recruit,
develop
and
retain
entirely
educators
of
color
from
the
community
who
want
to
teach
in
BPS.
T
The
pipeline
programs
were
listed
as
the
number
one
strength
in
the
most
recent
BPS
audit
conducted
by
Desi
since
I
officially
began
working
in
the
pipeline
programs.
This
past
August
BPS
has
pushed
out
two
of
my
bosses:
Dr
sarin
Daly
and
Dr
Abdi
Ali,
two
veteran
black
Educators,
with
Decades
of
service
to
BPS,
they've,
begun
dismantling,
my
departments,
recruitment
cultivation
and
diversity
or
rcd,
comprised
primarily
of
educators
of
color
and
perhaps
the
most
most
egregiously
in
terms
of
its
State
admission
of
retaining
Equity
oriented
educators
of
color.
T
T
A
T
Trip
BPS
itself
has
told
us
would
have
benefited
our
teachers
ability
to
teach
English
Learners
more
effectively.
It
has
also
failed
to
pay
many
of
my
colleagues
in
the
pipeline
programs
in
Intel
support
and
in
other
parts
of
rcd
for
work.
They
did
last
summer
payments
totaling
in
the
tens
of
thousands.
T
Finally
BPS
owes
another
colleague
and
me
twelve
thousand
five
hundred
dollars
each
for
work.
We
did
last
June
to
create
Cutting
Edge
digital
teaching,
simulations
to
train
our
bilingual
Educators
in
our
pipeline
programs,
regardless
of
the
intentions
or
justifications
of
people
behind
the
aforementioned
actions.
T
E
Thank
you,
Stephanie
is
not
signed
into
the
meeting,
so
our
next
speaker
will
be
Theodore
Smith.
U
Enough
good
evening,
I'm
Theodore
Smith
I
teach
Marine
Corps
Junior
ROTC
as
a
national
natural
I
teach
Marine
Corps
Junior
RTC
at
Madison.
Park
I've
taught
there
for
five
years
ever
since
I
retired
from
the
Marine
Corps
after
20
years
of
active
duty
service
I
have
been
underpaid
by
BPS
in
September
of
2020.
U
U
U
U
U
Communication,
simple
communication
would
clear
up
a
lot
of
these
issues
just
by
telling
us
what's
going
to
happen
and
when
and
then
holding
BPS
to
that
timeline,
just
to
be
clear,
I
do
not
work
for
the
Marine
Corps,
I'm
retired,
from
from
the
Marine
Corps
I
work
for
BPS
I
just
want
to
make
sure.
We
know
that
you
know
waiting
two
and
a
half
years,
let
alone
three
months
to
correct
employees.
Pay
is
just
wrong.
V
My
name
is
Tyron
Francis
currently
live
in
Middletown
Rhode
Island
in
June
of
2019,
I
retired
from
the
United
States
Marine
Corps.
After
24
years
of
honorable
and
faithful
service,
I
was
hired
at
the
JROTC
teacher
or
instructor
at
Madison
Park
Technical
vocational
High
School
in
September
of
2019.
V
three
days
before
Christmas
of
2020
BPS
reduced
my
pay
32
percent,
with
no
explanation
or
justification
when
I
called
to
find
out
what
happened.
I
spoke
with
the
director
of
pay,
Bonnie
mine's
mines,
Wallace,
and
she
told
me
that
a
new
Chief
Financial
Officer
was
hired
and
he
interpreted
my
pay
differently.
V
V
V
At
this
point,
my
biggest
concern
other
than
the
money
that
is
owed
to
me
is
the
lack
of
communication.
I
will
never
get
back.
The
time
spent
fighting
for
what
was
always
owed
to
me,
foreign
from
the
military
I
wanted
to
continue
in
a
field
where
I
could
leave
a
lasting
impact
on
the
Next.
Generation
BPS
has
made
that
difficult
by
drastically
reducing
my
pay
and
refusing
to
fix
it
even
after
an
independent
arbitrator
ordered
them
to
do
so.
V
E
W
Good
evening
my
name
is
Cheryl
Bachmann
I'm,
a
member
of
BPS
families
for
covet
safety,
otherwise
known
as
film
Cosa
I'm,
a
parent
to
a
fourth
grade
child
at
the
Deborah
Elementary
in
Dorchester.
He
also
has
special
needs
and
I'm
a
resident
of
South
Boston.
My
son,
as
we
know,
is
a
special
needs
student
who
rides
the
school
bus
daily
and
is
a
door-to-door
pickup.
W
Boston
Public
Schools
is
one
of
the
oldest
in
the
districts
in
the
nation,
and
it's
also
the
largest
in
the
state
of
Massachusetts
in
recent
years.
Transportation
has
gotten
worse.
These
problems
range
from
driver
strikes
to
covid
bus
and
drivers
by
driver
and
monitor
shortages
and
the
most
famous
month-long
Orange
Line
shutdown.
Right
now,
BPS
has
19
different
start
morning
start
times
and
25
dismissals.
It
has
been
proposed
that
BPS
tail
of
that
down
just
to
three
and
re-evaluate
Which
special
needs.
Students
meet
the
requirements
for
its
door-to-door
service.
W
W
Absent
rates
would
increase
due
to
lack
of
transportation
for
these
specific
students.
What
does
BPS
need
to
do
before
such
a
drastic
change?
Bps
needs
to
engage
with
the
parent
Community
start
by
holding
virtual
sessions
on
proposed
changes.
Listen
to
this
community
feedback.
The
community
is
the
key
to
helping
fix
the
issues
that
lie
within
the
school
system,
but
remember
the
community
that
will
be
mostly
impacted
with
this
will
be
those
on
an
IEP
504
plan.
Don't
leave
them
out
in
the
cold.
Thank
you.
X
X
Good
evening,
good
evening,
thank
you
all
for
taking
my
testimony.
My
name
is
Sherry
Kelleher
I'm,
a
resident
of
Charlestown
I,
have
a
son
at
Boston,
Latin
and
I.
Had
two
sons
who
attended
the
warm
crosstalk
I
have
a
lot
of
questions
and
I.
Don't
see
you
guys
providing
a
lot
of
clear
and
concise
answers.
X
I
look
at
things
like
the
quality
framework
and
it
looks
like
some
of
the
data
may
have
been
updated,
but
most
of
it
seems
from
2019.
There's
things
like
student
framework
answers,
but
it
doesn't
say
what
percentage
of
the
students
responded:
what
percentage
of
the
teachers,
what
percentage
of
the
parents
so
I
looked
at
these
quality
ratings
and
they
don't
mean
anything.
For
example,
Lauren
Prescott
and
the
Elliot,
both
of
which
are
in
my
district,
show
up
as
having
a
more
rigorous
curriculum
than
Boston
Latin.
X
That
doesn't
make
any
sense
to
me
as
somebody
who
has
children
who
attended
both.
But
how
do
you
come
up
with
those
kind
of
metrics?
How
are
we
supposed
to
make
good
decisions
as
to
what
school
we
want
to
send
our
children
to
if
we
don't
have
meaningful
quality?
Metrics
we
have
no
idea
what
your
end
state
is
for
the
green
New
Deal,
which
seems
to
be
build
BPS
just
reformulated.
X
X
It'd,
be
nice
14
years
into
this
process,
to
have
a
better
understanding
of
what
you're
doing
and
to
feel
confident
that
you're
turning
the
ship
around.
But
we
don't
know
what
your
priorities
are.
We
don't
know
how
you're
going
to
address
them.
So
please
please
try
to
pull
this
together
and
communicate.
Thank
you
for
your
time.
Y
Y
Y
There
are
somewhere
in
the
ballpark
of
fifty
thousand
dollars
worth
of
unpaid
stipends
that
are
waiting
for
processing
and
these
stipends
were
submitted,
starting
back
in
October,
and
it's
January
now
and
so
I've
been
working
with
the
principal
and
trying
to
figure
out.
What's
going
on,
I'm
also
the
building
rep
Union
building
rep
for
our
school
and
it
doesn't
seem
to
be
the
fault
of
the
principal.
It's
not
the
fault
of
the
administrative
assistance.
Y
I've
watched,
the
administrative
assistant,
resubmit
paperwork,
write
emails
to
payroll
that
go
unanswered,
leave
voicemails
as
payroll
to
go
unreturned.
So
that's
the
situation
at
our
school
unrelated
to
my
school
I
personally
taught
an
efl
comptel
prep
course
this
summer
and
was
promised
despite
the
end
of
2
500,
for
the
work
in
the
fall.
Y
When
it
became
clear
that
I
wasn't
going
to
be
paid
for
my
work,
I
had
to
organize
with
fellow
teachers,
put
public
pressure
on
BPS
and
we
finally
got
paid
in
January
after
a
long
campaign,
and
so
for
me,
it
doesn't
seem
like
it
should
be
necessary
to
wage
a
public
campaign
to
be
paid
for
work
that
you've
completed
and
I
guess.
My
message
for
the
school
committee
is
that
my
concern
is
that
this
is
what
teachers
are
talking
about
these
days
right.
Y
The
stories
that
you've
heard
tonight
are
common,
it's
affecting
morale.
This
is
what
you
know.
Teachers
talk
to
each
other
about,
and
it
wasn't
always
this
way.
I've
been
in
BPS
for
10
years.
There's
something
wrong
with
payroll:
I,
don't
know
what
the
school
committee
can
do
to
fix
it,
but
it's
broken,
and
the
reputation
of
Boston,
Public
Schools
is
suffering
and
I
feel
terrible
because
I'm,
a
parent
of
a
BPS
student
I,
want
to
work
in
BPS
for
the
rest
of
my
career,
but
teachers
and
staff
are
losing
faith.
B
Z
Good
evening,
everyone,
my
name,
is
Erica
Steves
I'm,
a
Roxbury
resident,
a
parent,
a
performer
I'm
BPS
student
and
the
board
chair
of
emk
High
School
focused
on
health
careers.
All
children
deserve
a
safe,
loving
and
supportive
learning
environment
to
help
them
succeed
and
Thrive
full
stop.
I
lead
with
safety
and
I'll.
Follow
that
with
this
more
police
in
schools
is
not
the
answer.
Full
stop.
I.
Think
the
debate
about
police
presence
in
schools
is
both
nuanced
and
complicated.
Z
Yes,
they're
very
serious
security
and
safety
concerns
that
must
be
addressed
at
all
times
and
frankly,
some
schools
in
big
cities
need
special
attention
when
it
comes
to
safety
and
a
list
of
concerns
that
a
Boston
resident
might
raise
can
run
the
gamut
from
bullying
to
fights
to
assaults
to
more
violent
acts.
Z
However,
an
increase
in
safety
and
an
increase
in
the
perception
of
safety
I
think
are
two
very
different
and
distinct
things
I'm
from
an
era
where
that
saw
the
school
of
school
to
prison
pipeline
explode
as
a
result
of
no
excuse
policies,
the
over
policing
of
black
bodies
and
students
being
arrested
for
both
criminal
and
non-criminal
behaviors
and
violations
of
school
policy
that
were
never
meant
to
be
arrestable,
offenses
I.
Think
no
excuse.
Z
Policies
are
a
form
of
violence
and
zero
tolerance
policies,
disproportionately
impact
youth
of
color,
in
particular,
by
placing
them
on
the
pathway
to
the
justice
system.
These
are
not
evidence-based
practices
and
not
what
we
should
be
doing
and
and
conforming
to
in
2023
I
think
they
will
exacerbate
racial
divides
and
harm
children.
Z
Yes,
there
is
research
that
suggests
the
presence
of
officers
does
not
significantly
impact
Youth
criminality
and
deters
aggression,
but
there's
not
enough
concrete
evidence
and
overwhelming
statistically
significant
evidence
that
more
officers
and
schools
impact
school
safety.
It's
not
clear-cut
and
I
also
pose
this
question
to
both
the
school
committee
and
the
Boston
city
council.
What
do
we
want
our
schools
to
be?
We
all
are
familiar
with
the
phrase
the
school
to
prison
pipeline,
but
do
we
want
our
schools
to
return
to
being
a
feeder
system?
Z
There's
a
it's
a
fact
that
there's
a
direct
link
in
the
expansion
of
officers
and
schools,
that's
tied
to
an
increase
in
federal
funding
in
the
aftermath
of
the
Columbine
High
School
shooting,
which
also
coincided
with
a
decrease
in
juvenile
crime
and
violence.
So
how
do
we
reconcile
these
things?
I
think
reimagining.
Public
Safety
requires
hard
work,
resources
and
coordination
and
Beyond
resources.
Z
There
are
things
to
consider
like
Staffing,
clearly
defined
job
descriptions
and
roles,
safety
protocols,
specialized
training,
but
also
Mission
creep,
I
believe
nothing
comes
easy
and
I
urge
the
decision
makers
to
be
thoughtful
and
methodical,
because
BPI
students
should
be
afforded
the
presumption
of
childhood
that
they
deserve
to
both
increase,
improve
the
quality
of
safety
and
the
quality
of
their
educational
experience.
Thank
you.
AA
Evening
Robinson
members
of
the
school
committee-
thank
you
for
taking
the
time
to
hear
from
us
the
school
psychologist
about
our
experience.
My
name
is
Harry
Murad
I
am
a
school
psychologist
and
I
reside
in
Newton,
Massachusetts
and
I
work
at
the
margarita
movies
Academy,
as
well
as
Behavioral
Health,
Services
district-wide.
AA
I'm
testifying
tonight
on
behalf
of
my
school
psychologist,
colleagues,
since
the
beginning
of
the
school
year,
we
as
a
school
psychologist
were
moved
from
the
Behavioral
Services
Department
budget
to
individual
individual
School
based
budget,
because
each
of
us
serves
in
many
capacities
and
serves
serves
in
many
different
schools.
Numerous
problems
related
to
errors
in
Pay,
sick
leave
personally
and
health
insurance
were
created.
AA
Consequently,
some
of
us
School
psychologists
could
not
be
their
mortgages
or
needed
to
delay
medical
procedures
until
today,
most
of
our
pay
stubs
show
errors.
For
example,
under
the
item
of
period,
there
continues
to
reflect
only
one
portion
of
our
assignment,
because
the
human
capital
system
is
not
equipped
to
handle
multiple
assignments.
A
A
A
A
E
Y
M
H
A
Our
next
action
items
are
three
related
votes:
two
memoranda
of
agreements
between
the
Boston
school
committee
and
the
United
Steel
Workers
Local
2936,
better
known
as
our
bus
monitors
and
in
50
fiscal
year.
23,
supplemental
appropriation,
request
to
the
Boston
city
council
to
support
the
cost
of
these
agreements.
A
K
Thank
you
chair
just
that
we're.
We
really
appreciate
all
of
these
units,
the
hard
work
that
they
do.
You
know
we.
We
feel
that
this
was
an
opportunity
to
be
able
to
show
that
in
these
contracts,
and
we
would
urge
the
committee
to
to
vote
to
support
the
the
further
supplementation
of
dollars.
So
thank
you.
J
I
think
in
a
in
previous
weeks,
my
colleague,
Dr
alkins,
has
sort
of
alluded
to
this
too,
but
you
know
I'm,
obviously
I'm
gonna
vote
Yes
tonight
because
of
the
agreement
and
where
the
union
has
landed
but
I
think
I
carry
a
a
serious
fear
that
the
wages
are
not
particularly
for
our
bus
monitors
are
not
competitive
enough
to
truly
address
the
Staffing
crisis,
and
so
you
know
I'm
moving
forward
but
I'm
moving
forward
with
real
fear
that
we're
not
doing
enough
to
really
put
students
first,
particularly
students
with
disabilities,
who
who
really
need
this
support
as
they
transition
between
home
and
school.
A
Thank
you.
The
committee
will
take
three
separate
votes,
one
on
each
agreement
and
one
on
the
supplemental
appropriation
request.
There's
nothing.
Further.
I'll
now
entertain
a
motion
to
approve
the
memorandum
of
agreement
between
the
Boston
school
committee
and
the
United
Steel
Workers
Local
2936,
effective
July,
1
2020
through
June
30
2022
as
presented.
Is
there
a
motion.
A
F
A
Z
A
F
E
Y
H
E
F
J
H
A
You
and
thank
you
to
all
of
those
who
worked
hard
to
make
this
possible
much
tonight.
We
will
hear
from
the
Council
of
great
City
Schools
regarding
their
report
and
recommendations
for
Safety
Services
here
in
Boston,
Dr
Ray
Hart
executive
director
of
the
council
will
present
the
report
along
with
Willie
Burrows.
The
council's
director
of
Management
Services
members
will
then
have
an
opportunity
to
ask
any
questions
before
we
hear
from
the
council.
I
wanted
to
share
that.
A
As
has
been
past
practice,
portions
of
the
safety
report
are
confidential
and
will
be
discussed
in
executive
session
at
a
future
meeting.
Some
of
the
reports
content
related
to
its
findings
and
recommendations
on
the
topic
of
Emergency
Management.
If
disclosed
publicly
could
compromise
the
safety
of
our
staff
and
students,
safety
is
The.
District's
number
one
priority
and
we
do
not
want
to
share
any
information
that
could
potentially
jeopardize
the
safety
of
our
students
and
staff.
A
K
Great
thank
you
chair,
so
first
thank
you
to
the
Council
of
great
City
schools
for
their
continued
partnership
expertise.
This
is
the
third
report
we
will
have
received
from
them.
You
know
this
report
is
going
to
help
us
as
we
continue
to
improve
our
efforts
to
ensure
the
safety
of
all
students
and
staff.
K
K
K
It
does
not
discuss
in
detail
strategies
such
as
restorative
justice,
increasing
and
supporting
school,
counselors
or
wraparound
supports,
all
of
which
are
critical
to
ensuring
the
BPS
community's
holistic
safety
and
our
approach
to
students
a
we
look
forward
to
implementing
many
of
their
recommendations
in
this
area.
While
we
continue
to
pursue
a
holistic
approach
to
student
well-being,
which
includes
measures
like
bullying,
prevention,
programming,
mental
health
awareness
initiatives,
restorative
justice
circles
and
peer-to-peer
mediation
with
that
in
mind,
this
report
also
focuses
on
Emergency
Management.
K
AB
Thank
you
very
much,
superintendent
Skipper,
it's
a
pleasure
to
be
back
with
with
you
again
Madam,
chair,
chair
Robinson,
thank
you
and
members
of
the
board.
Thank
you
for
the
opportunity
to
to
share.
As
we
shared
earlier
we've
identified
in
the
Safety
and
Security
review
several
items,
we
are
sharing
with
you
tonight
what
we
are
able
to
share
publicly.
AB
There
are
some
others
that
we
want
to
make
sure
that
we
we
don't
want,
make
public
who
don't
want
to
become
public,
given
the
sensitive
nature
of
the
information.
So
I'll
share
that
with
you.
We
look
forward
to
taking
any
questions
that
you
might
have
at
the
end
of
the
presentation.
Again,
I
am
thankful.
You
know
again
I.
You
should
be
seeing
my
screen.
It
says:
Boston,
Public,
Schools,
Safety
and
Security
again,
I
am
thankful
to
Willie
Burroughs
and
the
team
that
came
to
conduct
the
review
of
this
particular
report.
AB
They
were
a
number
of
officers
from
around
the
country.
Those
who
in
some
cases
are
officers
in
other
cases
are
safety
as
security
Personnel
from
the
Atlanta
Public
Schools,
the
Buffalo,
Public
School,
District
and
others,
and
so
I
want
to
thank
them
for
their
participation
as
well
and
given
that
will
give
a
brief
again
a
brief
overview,
as
we
have
in
the
past.
AB
AB
So
some
of
the
contexts
that
we
disc
we
observed
that
is
in
the
report
are,
most
importantly,
the
systemic
Improvement
plan
that
was
jointly
signed
by
the
mayor
of
Boston
and
representatives
from
BPS,
as
well
as
Desi,
had
some
involvement
in
that
as
well.
But
it
really
outlined
a
set
of
initiatives
and
we
recommend,
in
the
report
really
following
through
on
some
of
the
things
that
were
identified
and
has
systemic
Improvement
plan
and
continuing
to
support
that
work.
AB
In
addition
to
that
of
note
was
a
the
government
of
Massachusetts
signing
into
law
an
act
relative
to
Justice
equity
and
accountability
and
law
enforcement
in
the
Commonwealth
that
was
in
December
31st
2020..
AB
In
your
report,
we
note
a
number
of
ways
that
that
has
impacted
your
ability
to
hire
and
and
bring
in
it
also
support
sworn
officers
in
the
district,
and,
what's
that,
what
that
is
meant
for
the
support
system
that
is
in
place
you've
since
transitioned
to
a
new
set
of
supports
for
your
schools,
which
we
outline
in
the
report
as
well,
some
of
which
will
be
mentioned
here
as
part
of
operations.
AB
But
we
also
discuss
how
that
act
and
particular
has
resulted
in
a
loss
of
police
powers
for
those
who
are
licensed
under
BPD
and
work
in
the
school
district.
Now
we'll
talk
more
about
that
in
a
few
moments,
so
some
key
findings
and
combinations,
the
first
to
which
is
that
the
team
heard
that
succeed,
Boston
your
bullying
prevention
program,
as
well
as
other
programs
in
the
district
around
restorative
justice.
We
have
actually
come
to
learn.
AB
We
don't
specifically
address
these
in
the
report
as
superintendent
Skipper
share,
but
we've
come
to
to
learn
from
looking
at
them
having
others
around
the
country
review
the
structure
of
them
that
they're
quite
strong,
and
so
the
members
of
the
team
wanted
to
make
sure
that
they
comment
dated.
They
gave
commendations
to
the
district
around
some
of
those
support
systems
that
are
in
place.
AB
The
chief
of
Safety
Services
was
heavily
engaged
not
only
with
the
community,
but
also
the
broader
outside
of
BPS
Community
as
well,
and
she
worked
very
closely
with
us
as
we
went
through
the
process
and-
and
we
were
appreciative
of
her
support
safety.
Specialists
appeared
to
be
dedicated
to
the
work.
AB
Finally,
the
BPD
commissioner
expressed
that
he
had
a
desire
to
and
I
apologize,
but
he
expressed
for
the
noise
in
the
background,
but
he
expressed
that
he
had
a
desire
to
work
closely
with
the
school
district.
AB
He
expressed
the
desire
to
work
closely
with
the
school
district
and
beginning
to
in
in
their
interaction
with
with
students
and
a
commitment
overall
to
really
supporting
the
district
and
its
needs,
and
we'll
talk
more
about
that
in
terms
of
what
the
district
needs
to
do
with
Boston,
the
Boston
Police
Department
and
shortly
in
our
recommendations.
AB
So
the
first
is
that
the
time
to
select
an
onboard
candidates,
particularly
for
security
positions,
is
really
providing
an
opportunity
for
those
individuals
to
find
opportunities
in
other
places,
and
so
we've
got
some
recommendations
around
how
to
Shore
that
process
up,
but
just
the
onboard,
hiring
and
onboarding
process
is
taking
a
considerable
amount
of
time.
AB
The
police,
Reform
Bill,
has
caused
some
confusion
around
the
roles
and
responsibilities
between
the
Boston,
Police
Department
and
the
Boston
public
schools,
and
what
I
mean
by
that
is
that
we
observed,
or
the
team
heard,
a
number
of
circumstances
where
schools
were
unsure
of
when
to
call
the
Boston
Police
Department
versus
when
an
issue
was
a
BPS
issue,
and
there
are
some
other
there's
some
other
role.
AB
Confusion
that's
occurring
about
how
to
process
and
handle
student
student
supports
as
a
part
of
the
process,
and
then
finally,
there
was
not
enough
collaboration
between
I.T
facilities
as
well
as
Safety
and
Security,
and
so
one
of
the
things
that
we
will
recommend
shortly
is
just
additional
collaboration
between
I.T
facilities,
Safety
and
Security,
to
ensure
that,
on
that,
those
three
departments
are
working
hand
in
hand
to
make
sure
that
the
technology
needs
of
schools
are
being
met,
and
so
some
of
our
recommendations
are
first
and
foremost,
we
encourage
the
superintendent
and
the
Boston
Police
Department
to
work
collaboratively
on
developing
a
an
mou
or
an
intergovernmental
agreement
that
will
help
establish
some
of
the
protocols
for
understanding
the
opportunities
for
police
to
build
positive
relationships,
how
the
Boston
police
department
will
interact
with
Boston
public
schools
and
then
designing
a
process
for
sharing
information.
AB
This
process
for
sharing
information
is
not
about
sharing
information
relative
to
individual
students
needs
it's
more
an
understanding
of
jointly
understanding
of
what
what
is
going
on
broadly
in
the
community,
so
that
both
the
school
district
and
the
police
department
have
a
general
understanding.
But
it's
not
about
sharing.
AB
We
get
information
about
individuals,
creating
a
focus
group
of
appropriate
stakeholders
and
administrators
to
consider
if
BPS
should
form
an
internal
sworn
Police
Department.
Several
of
our
districts
have
recently
transitioned
to
their
own
internal
police
departments.
It
is
not
necessarily
something
that
is
appropriate
for
Boston
Public
Schools.
It
is
not
something
that
we
are
recommending.
You
absolutely
do.
What
we're
recommending
is
that
you
have
a
conversation
about
what
that
means.
So
I
want
to
be
clear
that
this
is
not
a
recommendation
saying
that
Boston
should
in
fact
do
this.
AB
Several
of
our
districts
again
have
done
it
recently
and
we
can
provide
connections
to
those
districts.
For
example,
one
of
the
one
of
the
members
of
the
team
was
from
the
Atlanta
Public
Schools
and
Atlanta
public
schools
has
recently
started
their
own
internal
sworn
Police
Department.
We
can
share
the
pros
and
cons
of
what
that
means
if
Boston
is
interested.
But
again,
this
is
just
a
recommendation
to
have
a
conversation
about
what
that
might
look
like
not
to
actually
none
of
that
recommendation
to
actually
do.
AB
It
second
require
BPS,
Security
Services,
to
be
more
involved
in
the
hiring
process
to
help
reduce
the
time
it
takes
to
select
an
onboard
your
candidates,
and
so
again
this
is
a
recommendation
for
human
resources,
human
capital
to
make
sure
that
they're
working
closely
with
Security
Services,
as
they
hire
those
individuals
into
the
district
to
ensure
that
again,
the
just
the
onboarding
process,
understanding
where
individuals
are
in
the
in
the
hiring
process
is
all
clear
laid
out
and
they
can
maintain
Communications
with
with
prospective
candidates.
AB
Last
is
mandate
that
law
enforcement
records
be
identified
by
FERPA
as
identified
by
reside
under
the
management
and
supervision
of
Safety
Services.
Again,
it's
a
recommendation
on
our
part.
I
know
that
there
are
FERPA
requirements.
Super
safety
services
staff
will
also
have
to
adhere
to
any
expectations
that
your
general
counsel
or
might
establish
related
to
FERPA.
AB
But
again,
it
will
help
them
understand,
maintain
access
over
the
records
that
really
relate
to
the
support
services
that
they're
providing
in
the
district
next
is
really
acquire
Anonymous
reporting
system
or
hotline
software
product
to
encourage
the
reporting
of
inappropriate
or
anticipated
dangerous
behaviors.
On
this
particular
recommendation,
it's
really
an
Anonymous
hotline
for
both
students,
staff
families,
parents
to
report
information
to
the
district,
so
the
district
can
be
made
aware
anonymously
of
things
that
might
be
going
on.
AB
There
are
other
districts
that
have
similar
programs
in
place,
for
example
in
Clark
County,
Public
Schools.
There
is-
and
it's
actually
on
their
website.
There
is
a
safe
voice,
protocol
or
kind
of
process
in
place
as
an
example
where
students
staff
can
call
and
anonymously
provide
a
information
to
the
district
that
will
help
them
get
ahead
of
any
potential.
AB
Skip
level
meetings
is
really
just
providing
one-on-one
supports
for
those
that
might
not
be
direct
reports
to
you,
but
might
directly
report
to
those
who
are
under
you
just
helping
to
develop
a
better
understanding
of
their
needs,
a
better
understanding
of
the
supports
that
they
might
need
to
improve.
As
we
share
some
morale.
Some
of
this
also
has
to
do
with
the
change
in
the
law.
Some
of
your
safety
and
security
officers
that
you
currently
have
in
place
were
formally
sworn
officers
and
because
of
the
change
in
the
law
that
the
governor
signed.
AB
They
are
now
not
so
just
an
understanding,
an
overall
understanding
of
what
that
change
in
the
law
has
meant
for
their
departments.
What
that
is
meant
for
their
work
and
what
that's
meant
for
the
organization
overall,
our
recommendations
that
we
have
just
in
terms
of
understanding
what
that
means
and
putting
in
new
policies
and
procedures
to
support
that
work
and
then
finally,
prioritize
roles
and
responsibilities
in
all
Department
units.
To
assure
that
Personnel
focus
on
school-based
safety
and
policing
practices
can
be
supported.
AB
What
we're
really
referring
to
here
is
making
sure
that
they
can
maintain
their
focus
on
the
Safety
and
Security
roles
in
the
district,
also
ensuring
that
those
individuals
in
the
school
are
championing
the
support
work
of
your
Safety
and
Security
personnel
and
then,
finally,
this
is
human
right.
Human
Human,
Resources,
specific
I
gave
one
example
a
little
earlier
of
a
recommendation
for
human
resources,
but
this
one
is
slightly
different.
AB
This
is
a
a
broader
overview
and
that
is
Monitor
turnover
rates
and
establish
exit
interview
protocols
to
ensure
that
those
who
separate
from
BPS
that
you're
understanding
what
those
causes
are
you're
understanding
what
the
the
challenges
were
for
those
individuals
and
you're
making
sure
that
you
put
in
place
opportunities
across
departments
to
change
policy,
to
provide
additional
supports
where
necessary,
to
support
your
personnel.
AB
Second
revisit
rewrite,
update
and
distribute
job
descriptions
that
reflect
current
roles
and
responsibilities.
So
again,
that's
an
ongoing
process
and
it's
something
that,
from
a
human
capital
perspective,
you
should
be
doing
on
a
regular
basis
and
then
last
invite
Communications
and
human
resources
to
plan
and
staff,
ongoing
recruitment
opportunities
and
leverage,
communication
and
social
media
together
to
feel
to
fulfill
current
vacancies.
So
these
are
some
of
the
things
that
you'll
have
to
do,
not
just
for
Safety
and
Security,
but
for
human
capital
overall.
AB
With
that
we'll
be
happy
to
take
any
questions
that
you'll
have
that
you
have
and
Willie
Burroughs
has
joined
me
on
the
join
me
on
the
meeting
and
so
we'll
be
happy
to
address
any
questions
that
you
might
have
about.
What
we've
shared.
A
Thank
you
so
much
for
that
report.
Dr
Hart
I
want
to
turn
it
back
to
the
superintendent.
If
you
want
to
give
any
comments
before
we
move
into
General
comments
and
questions
from
the
committee.
K
Thank
you,
chair
and,
and
so
thank
you,
Dr
Hart
good,
to
see
you
again
today.
You
know
again,
I
think
the
recommendations
resonated
with
us
both
the
process
ones
as
well
as
output.
Some
of
this
we've
begun
and
I
think
the
recommendations
are
giving
us
a
pointer
into
the
direction.
We
should
lean
we're
very
eager
to
be
able
to
see
what
other
districts
have
worked
toward
to
be
able
to
see
what
might
be
a
fit.
K
You
know
here
for
us
within
BPS
and
how
we
might
learn
from
that.
I
know
that
our
Deputy
super
Deputy
super
operation,
Sam
depina,
has
some
specific
comments.
This
is
obviously
security
and
safety
is
within
the
office.
Division
and
I
know
that
he
would
like
to
share
some
thinking
on
this
as
well.
So
I'll
turn
the
the
floor
to
him
for
a
bit.
Thank
you.
I
I
First
is
formalizing
and
refining
work
that
is
already
underway.
For
example,
the
district
has
a
Safety
Committee
that
we
establish,
which
is
a
cross-functional
team,
made
up
of
representatives
from
the
operation
division
office
of
Safety
Services
facilities
management,
our
technology
department
in
the
schools
division.
I
Over
the
last
few
weeks,
we've
began
strategic
planning
process
for
our
office
of
human
capital,
which
we
will
be
conducting
in
collaboration
with
the
staff
in
the
department,
as
well
as
gaining
industry,
expertise
from
local
large
businesses,
National
large
businesses,
with
support
of
our
partnership
office
and
others.
We
will
be
engaged
in
that
process
and
we'll
be
learning
to
bring
some
of
those
best
practices
to
the
office
of
human
capital.
I
We're
working
with
the
office
of
human
capital
sure
that
we're
recruiting
and
retaining
highly
qualified,
diverse
Workforce
we
currently
have.
We
currently
have
the
safety
special
positions
posted
and
are
looking
closely
at
our
onboarding
process
for
these
team
members
in
making
refinements
where
we're
needed.
I
I
was
also
thank
chief
koki
for
our
leadership
and
under
her
leadership.
The
Safety
Services
team
has
fostered
Partnerships
with
various
community-based
agencies
such
as
Big
Sisters,
which
provide
safety
Specialists
an
opportunity
to
Mentor
students
and
engage
the
community
in
other
meaningful
ways
who
routinely
engaged
in
National
conversation
around
best
practices
by
attending
conferences
and
participating
in
forums
hosted
by
the
Council
of
gray,
City
schools
and
bringing
some
of
those
learnings
back
into
the
district.
In
our
team.
I
Second,
category
that
we
grouped
the
recommendations
in
is
forming
new
Partnerships
or
re-engaging
Partners
across
the
city
to
ensure
that
our
children
and
youth
and
staff
are
safe.
I
just
want
to
underscore
that
we
can't
do
this
work
alone
and
we
recognize
that
we
are
ongoing
conversations
with
Boston
Police
Department.
Regarding
an
updated
mou.
R
I
I
also
want
to
thank
Mayo
for
her
leadership.
Actually,
just
yesterday
announced
the
creation
of
the
office
of
Youth
engagement
and
advancement
that
will
support
the
development,
engagement
and
empowerment
of
the
city's
young
people.
Bps
staff
look
forward
to
working
in
close
collaboration
with
this
team
and
all
this
work
going
forward.
We
are
committed
to
using
the
racial
Equity
planning
tool,
so
that
will
be
underscored
and
used
throughout
and
really
raise
as
a
high
need
as
we
go
forward,
and
all
the
work
will
be
modeled
under
those
categories
in
the
racial
Equity
planning.
I
So
again,
we
greatly
appreciate
the
council's
partnership.
Thank
you,
madam
chair
members
of
the
committee
and
ultimately
with
Madam
chair
and
we'll
take
any
questions
you
may
have.
F
Thank
you
and
thank
you
for
the
the
report.
I
think
similar
to
I.
Think
last
week's
report.
I
think
much
of
the
recommendations
are
in
line
with
the
thinking.
I
think
it's
also
a
bit
we've
known
what
we've
have
to
do
on
this
front
and
so
I
think
in
some
ways
it's
good
to
see
this,
as
as
affirming
of
our
thinking
on
it.
So
I
have
a
few
questions
and
more
of
a
comment
info
for
questions
for
different
folks.
F
So
for
Dr
Hart
one
is:
do
you
think
that
we
should
be
conducting,
or
did
you
find
in
your
investigation
that
we
are
conducting
ongoing
surveys
that
are
probing
I
would
think
students
and
staff
to
understand
their
perceptions
of
safety
as
we're
transitioning
from
a
more
exclusive
BPD
involvement
to
working
with
our
safety
Specialists,
and
is
that
actually
working
in
terms
of
making
our
our
our
students
safer
for
my
our
superintendent
I'm,
actually
very
curious,
just
passing
your
100
day,
Mark
sort
of
what's
your
perception
of
the
BPD
BPS
relationship,
and
you
know:
where
do
you
see
that
going
on
the
future
or
Mr
depina?
F
You
would
mention
sort
of
your
two
categories,
the
first
being
a
formal
relationship
between
many
offices
within
BPS.
What
I
didn't
necessarily
hear
in
that
list
of
offices
was
Community
representation.
Maybe
I
I
might
have
missed
that,
so
just
ensuring
that
perhaps
there
is
representation
as
part
of
those
groups
of
bodies
that
are
meeting
to
ensure
that
there's
at
least
some
understanding
and
input.
With
regards
to
the
security
updates
that
we
plan
to
instill
within
the
district
and
then
my
last
comment
is
sort
of
embedded
in
this.
F
F
There
is
what
support
does
the
office
of
human
Capital
need
from
from
from
us,
because
it
seems
that
you
know
there's
a
lot
of
questions
on
abilities
and
and
and
just
what
what's
going
on
there
and
I'm
not
asking
to
to
to
to
to
throw
anyone
under
the
bus
but
I'm
just
asking
from
a
place
of
wanting
to
be
supportive
as
a
school
committee
member.
K
So
I
can
I
can
jump
in
on
the
to
answer
the
first
one,
so
I
I
definitely
think
that
one
of
the
things
picked
up
in
the
report
was
accurate
in
my
experience
coming
in,
which
was
that
there
was
confusion
around
BPD
if
PPD
should
come
into
buildings
or
not
what
the
relationship
was
with
it
from
school
Leader's
side,
whether
whether
they
should
have
BPA
whether
they
should
call
9-1-1.
K
We
worked
very
hard
in
the
first
couple
of
months
to
develop
comms
Cascade
or
a
critical
incidence,
a
Communications
plan
that
most
large
districts
will
have,
and
that
is
sort
of.
When
do
you
invoke
BPD,
and
when
do
you
call
9-1-1?
Under
what
circumstances
does
the
school
safety
specialist
unit
handle
the
situation
and
what
is
purely,
you
know,
school-based
types
of
types
of
issues
and
held
multiple.
You
know
at
this
point
we've
held
multiple
calls
with
leaders.
K
K
The
school,
soups
and
I
do
think
that
there's
just
far
more
clarity
around
this
I
also
think
that
the
commissioner
has
also
done
a
great
deal
with
BPD
to
be
able
to
clarify
that
as
well,
because
we
need
to
be
able
to
rely
that
when
there
is
truly
a
health
and
safety
emergency,
something
that's
falling
underneath
our
911
category,
such
as
a
missing
child,
you
know
that
we
don't
hesitate
to
call
and
to
have
BPD
be
able
to
come
in
and
gain
access
to
the
school.
So
I
do
think
we've.
K
That
was
that's
an
accurate
reporting.
You
know
from
the
council's
observations
and
dialogue.
I
do
think
we
have
been
working
hard
on
this
piece
and
the
commission
I
will
continue
to
make
sure
that
we
provide
Clarity
for
the
field
and
for
for
the
force.
You
know
in
these
particular
areas
in
terms
of
the
hcps.
What
I
will
say
is
that
I'm
not
going
to
I
want
to
really
kind
of
stay
focused
in
this
piece.
You
know
of
the
work
tonight,
but
I
do
think.
K
Human
capital
has
been
in
sort
of
a
unique
situation
with
the
just
a
tremendous
volume
of
jobs
that,
through
Esser
dollars
over
the
last
two
years,
has
just
ballooned
the
system,
and
so
it's
been
a
combination.
I.
Think
of
that
there's
been
a
lot.
You
know
from
the
stipend
standpoint,
tremendous
amount
of
work
that
is
supported
on
yes
or
dollars,
and
so
the
volume
of
that
with
the
Staffing
that
was
there
I
think,
was
not
the
right
match.
I
think.
K
Additionally,
as
we've
talked
about
with
the
systems,
one
of
the
things
that
Deputy
depina
is
looking
at
is
this
issue
of
efficiency
of
the
systems
outdated
pieces
of
the
systems,
and
so
this
is
going
to
be
some
strong
recommendations
around
what
we
can
do
to
help
support
HC
going
forward
so
that
it
can
be
the
Enterprise
that
we
need
it
to
be
for
BPS.
K
Some
of
the
issues
that
were
brought
up
around
particular
job
categories
and
changes
that
made
it
more
difficult
with
the
payroll
are
accurate.
Those
were
made
through
the
budget
process
last
year
and
the
process
of
catching
those
up
has
taken
a
long
time
within
the
system
to
have
happen
at
day's
end.
One
of
the
most
important
things
we
do
is
pay
people
and
pay
people
accurately,
and
so
this
is
an
area
that
where
me,
we
have
been
in
our
meeting
on
regularly
to
determine
what
is
needed.
K
But
I
also
think
this
will
be
an
area
that
we'll
have
further
conversations
with
the
council,
be
at
city
schools
to
glean
you
know
their
thinking
and
point
us
in
the
direction
relative
to
large-scale
age.
K
You
know
human
capital
systems
in
the
case
of
the
safety
Specialists,
we've
made
a
very
concentrated
effort
on
these
particular
positions
to
give
priority
so
that
Chief
Coakley
can
have
them
posted
and
then,
when
they're
screened,
to
make
sure
that
we're
onboarding
in
a
timely
manner,
and
so
we
will
continue
to
do
that,
especially
with
the
recommendation
from
Council.
We
will
continue
to
make
that
a
priority
area
as
we
move
through
the
rest
of
the
school
year
and
try
to
get
the
positions
to
full
capacity.
F
Oh,
thank
you.
You're
welcome
and
forth.
My
other
question.
I'm.
Sorry,
Dr,
depina
I
did
make
a
mistake
earlier.
So
I
want
to
rectify.
I
That
too,
no
no
worries
and
then
just
to
reiterate
that,
when
we
use
the
racial
Equity
planning
tool,
we'll
definitely
be
working
with
the
office
family
community
engagement
up
with
structure.
How
that
would
look
and
what
that
would
look
like
in
Deputy
positions.
Give
us
that
flexibility
to
make
sure
this
through
lines
and
all
the
work.
AB
And
just
to
ask
you
a
question
about
the
perceptions
of
safety
among
students
and
staff.
Again
we
brought
in
experts
to
we
actually
did
School
visits
as
part
of
the
process
we
went
around,
took
a
look
at
what's
actually
happening
on
the
ground,
and
so
in
that
process
we
allowed
our
experts
to
observe
again
what
what
are
some
of
the
needs.
AB
What
are
some
of
the
the
things
that
you
need
to
make
sure
you
show
up
from
the
safety
perspective,
so,
yes,
the
perceptions
are
important
to
us,
but
again
we're
looking
at
what
you
know.
What
do
we
actually
see
on
the
ground
in
our
overall
review.
B
J
J
Looking
at
the
language
around
the
point
of
the
audit
right,
it's
like
you
know:
independent
commissioned
independent
student
and
staff
safety
audit,
to
assess
safety
protocols
at
schools
and
make
recommendations
to
ensure
safe
learning
environments
for
all
students
across
the
district,
including
an
evaluation
of
coordination
and
communication
between
BPS
and
BPD
I.
Guess
in
this
first
phase,
like
what
are
we
trying
to
solve
for
because
like
in
some
moments
it's
like,
maybe
we
should
create
a
separate
internal
police
department
at
BPS
or,
like
start
a
conversation
about
that
and
then
other
times.
J
K
So
I
mean
I
can
I
I,
so
the
sick
language
I
think
I
interpret
in
kind
of
a
couple
different
ways:
high
level
are
there
high
level
systems
that
might
be
missing,
that
would,
in
general
Shore
up
Safety
and
Security
of
the
system
and
then
at
a
granule
level
where
those
might
exist
already.
Are
they
being
used
properly
with
Fidelity?
Are
there
areas
that
need
to
be
strengthened
with
them?
K
Should
they
be
discarded?
Should
they
be
expanded
and
so
I
I
think
it's
at
a
high
level
and
a
protocol
level
to
your
point,
but
I
think
the
scope
is
Broad
right,
which
is
which
is
sort
of
what
you're
saying
too
and
I
think
you
know
in
the
council's
recommendations.
I
think
you
see
the
the
high
level,
which
is
kind
of
this
record.
K
You
know
the
recommendation
of
having
more
discussion
and
a
focus
group
to
see
whether
or
not
you
know
an
internal
police
force
is
a
potential
solution
down
to
granularity
around,
say,
metal
detectors
ensuring
we're
using
best
practice
that
other
logical
districts
are
using.
So
it's
high
and
it's
low
and
Dr
Hardin
I,
don't
know
if
there's
anything
further.
AB
No
I
think
that
that's
absolutely
absolutely
I
think
in
addition
to
that,
there's
just
the
the
converse
we're
recommending
here
is
the
conversations,
but
there
are
also
some
specific
things
in
terms
of
the.
Why
that
we
generated
as
well
some
of
those
specifics,
you
know,
obviously
some
are
are
broader
and
we've
shared
those
here.
Some
are
more
specific,
which
we'll
share
with
you
kind
of
a
one-on-one.
J
Great
I
guess
just
follow-up
question
here,
and
maybe
this
is
where
I'm
feeling
lost
their
solutions
to
address
what
so
like
with
transportation.
We
had
a
really
clear
understanding
around
data
that
we
knew
was
concerning
and
problematic,
and
so,
like
we
had
very
clear
through
line
around
like
what
outcome
failures,
we
needed
systems.
B
J
Us
the
same
is
true
for
special
education
like
we
knew
where
the
failures
were,
and
so
we
were
trying
to
address
that
output
and
here
I'm,
getting
a
really
important
and
comprehensive
list
of
things
to
consider
and
do
without
a
clear
understanding
of
this.
What
we
consider
to
be
the
state
of
the
problem.
K
Yeah
so
I.
This
is
so
I
understand
your
your
point
better
now.
K
So
this
actually
the
the
same
language
predates
me:
I,
don't
if
Monica
Hogan
is
on,
she
might
have
an
Insight
because
I
believe
this
language
came
from
Desi
in,
and
so
she
might
have
some
insight
as
to
if
there
were
specifics
that
led
to
that
kind
of
two-prong,
piece
Monica.
Are
you
on
foreign.
A
K
I
Yeah
yeah,
briefly,
if
I
can,
my
understanding
of
the
context
was
just
to
make
sure
that
we
take
a
close
look
at
our
operational
workaround,
Safety
Services,
and
what
we
do
to
keep
student
safe
overall,
it
was
concerning
for
them
to
get
feedback
that
you
know.
Maybe
we
weren't
taking
the
best
safety
approaches
and
implementing
the
best
safety
practices
across
the
district.
So
they
wanted
us
to
just
take
just
pause.
I
Take
a
closer
look
and
see
what,
if
anything,
we
can
do
better,
based
on
our
work
around
bullying,
based
on
our
work
around
making
sure
we
address
the
proper
resolution,
complaints
that
they
were
Fielding
on
their
side
and
really
wanted
to
make
sure
that
we
took
a
closer
look
at
our
at
our
practices
around
Safety
and
Security.
I
So
that's
what
prompted
it
and
I
think
you
know
we
did
a
good
job
of
just
pausing
making
sure
we
had
all
the
people
that
were
involved
in
our
safety
service
work
connect
with
with
the
council
great
City,
Schools
team,
in
order
to
paint
that
picture.
So
we
can
just
talk
about
what
we
do
and
the
council
was
created.
Given
us
some
feedback
and
suggestions
on
how
we
can
improve.
AB
I
think
the
other
thing
just
to
add
some
additional
context
is
It's
Not
Unusual
in
this
particular
case
for
our
districts
to
say:
listen,
we're
in
a
continuous
Improvement
mode.
It's
not
that
we're
going
to
identify
anything
specific
that
we
want
to
address,
but
we
want
to
continuously
improve
and
always
take
a
look
at
what
we're
doing
and
make
sure
that
there
aren't
ways
that
we
can
do
it
better.
We've
done
Safety
and
Security
reviews,
most
recently
in
Houston
Independent
School
District
for
much
the
same
reason.
AB
I
have
very
strong
Safety
and
Security
team
officers
Etc,
but
just
wanted
to
know.
Where
are
those
places
where
we
can
improve
or
get
better?
Similarly,
I
think
this
was
an
opportunity
just
to
say
here's
what
we
observe:
here's,
what
we
see,
but
here's
opportunities
for
improvement.
So
it's
just
it's
not
it's
not
targeting
one
thing
in
particular,
but
really
more
understanding.
Where
are
we
now
and
how
can
we
get
better.
J
J
There
was
something
different
here
which
was
like
there's
a
system,
failure
that
was
being
identified
by
the
state
that
they
wanted
us
to
have
an
analysis
over
and
I
think
in
my
head.
At
that
time,
some
of
the
context
was
Mission
Hill
and
what
we
were
seeing
happening
on
a
localized
School
level
that
led
to
unsafe
experiences
for
kids
and
foreign
I.
Think
it's
important
I
think
it'll
be
important
for
us.
K
Well,
through
you
chair,
we
we
can,
we
will.
We
will
talk
with
both
the
state
and
Dr
Eccles
and
to
see
in
the
original
sip
what
was
yeah
the
if
they
were
if
there
were
particular
measures
that
we
needed
to
look
at
I've,
not
seen
them
I've,
not
seen
them
in
print
anywhere,
but
it's,
it's
probably
historical.
You
know
oral
language,
okay,.
A
A
M
Well,
thank
you.
I
know.
My
time
is
pretty
limited
to
about
five
minutes,
so
I'll
lay
out
some
of
you
know
some
of
my
more
important
questions
in
my
mind,
going
through
the
the
presentation
and
I
I
do
need
some.
You
just
clarification
as
a
matter
of
fact.
M
M
The
question
I
have
a
clarify
clarifying
question.
As
a
matter
of
fact,
diversion
here
means
what
is
it
in
included
restorative,
just
this
type
of
procedures,
because
one
in
the
key
finding
I'm
sorry
hold
on
okay
in
the
key
finding
you
mentioned
that
not
enough
collaboration
between
I.T
and
Facilities
on
technology
needs.
Does
that
include
a
concern
regarding
the
the
public
records?
M
You
know
the
law
enforcement
records
as
a
matter
of
fact,
right
now,
the
recommendation
part
of
the
recommendation
was
the
the
law
enforcement
records
should
reside
under
the
management
and
supervision
of
the
of
Safety
Services.
So
at
the
moment,
presently,
where
are
those
records
reside?
Are
they
resided
in
accordance
with
FERPA
protection?
M
Just
throughout
most
of
the
you
know
all
the
questions
so
that
you
don't
have
to
to
deal
with
it.
You
know
through
a
different
thing,.
M
The
confusion
between
the
state,
newly
re,
revised
safety
law
and
FERPA
I
gather
that
members
of
the
of
the
School
Safety
Services
are
pretty
much
trained
or
are
required
to
be
trained
and
provided
the
training
and
be
provided
with
the
training,
the
nooks
and
crannies
of
those
two
and
so
that
they
are
performing
their
duties
in
line
with
you
know,
with
our
our
rules
and
procedure,
as
opposed
to
the
requirements
of
you
know
in
in
connection
not
as
opposed
to,
but
in
connection
with
developer,
as
well
as
the
other
police
law,
the
state
police
law.
M
M
Right
now,
don't
we
have
you
know
within
the
administration
that
we
have
some
sort
of
a
com,
some
comedians
on
Public
Safety?
If
that
is
already
in
place,
rather
than
putting
together
a
a
focus
group,
maybe
we
should
strengthen
that
committee
with
stakeholders,
or
you
know
with
you
know,
with
someone
with
expertise
in
public
safety
and
laws
and
legal
procedures
regarding
these
kind
of
issues.
Thank
you.
K
So
through
your
chair,
so
Committee
Member,
Tran
I'm,
going
to
actually
ask
our
legal
advisor
Lisa
Mackey
to
come
on
the
questions
you
had
are
very
good
ones
about
the
differential
of
FERPA
where
the
records
reside
and
there
was
a
historical
change
that
happened
when
the
state
law
changed
and
we
dismantled
school
police
and
replaced
the
wood
school
safety.
And
what
is
in
that
and
at
the
core
of
that
is
who
can
view
and
actually
write
Records.
K
AC
You
sure
thing
good
evening,
chair
and
superintendent
members
of
the
school
committee,
Lisa
Mackey
legal
advisor
for
the
Boston
Public
Schools,
with
respect
to
the
effect
of
the
police
reform
law
on
the
ability
to
write
reports
for
the
school
safety
service
specialists
prior
to
the
effect
of
the
school
of
the
excuse
me,
the
police,
reform
law
in
July
of
2021
school
resource
or
school
police
Boston
Public
School
police
could
write
incident
reports
through
the
BPD
one
one
system
once
that
law
took
effect,
they
lost
their
special
police
powers
and
no
longer
had
the
ability
to
create
those
one
ones.
AC
Our
current
school
committee
policy
on
writing
school
safety
reports
dictates
what
school,
what
the
safety
service
specialists
can
actually
write.
School,
there's
they're
called
ssr1
reports
about,
and
so
that's
kind
of
the
where
we
are
with
in
terms
of
the
documentation
and
the
record
keeping
of
the
school
safety
service
specialists,
the
records
that
are
maintained
by
the
school
by
safety
service
specialists.
Are
you
know,
law
enforcement
records
for
purposes
of
FERPA.
AC
But
again
you
know
they
are
the
safety
service.
Specialists
are
what
they
can
write
about
in
terms
of
of
incidents
at
school
is
governed
by
the
school
committee
policy.
AB
It
just
to
answer
just
to
quickly
answer
your
question
about
the
Boston
police.
Commissioner.
AB
AB
Our
recommendation
is
sit
down
and
talk
through
what
a
memorandum
of
understanding
or
what
an
intergovernmental
agreement
looks
like
in
terms
of
expressive
expressly
how
supports
for
students
between
BPD
and
BPS
what
it
looks
like
what
it
entails
Etc.
So
the
expression
is
not
again
a
formal
agreement
between
BPS
and
BPD
and
we're
recommending
that
you
establish
a
formal
agreement
there.
AB
Secondly,
you
asked
about
facilities
and
Technology
integration
again,
that
is
more
the
integration
of
systems
making
sure
that,
across
those
divisions,
there
is
an
integration
of
systems
rather
than
having
uniquely
Standalone
systems
across
across
departments,
and
so
it's
making
sure
that
the
what's
purchased
the
systems
that
are
integrated
into
the
schools
are
all
seamlessly
integrated
across
those
divisions.
I
Amendment
train.
The
last
part
of
the
question
was
around
the
focus
groups.
We
do
have
multiple
focus
groups
that
we
do
engage
with
depending
on
the
topic.
We
want
to
make
sure
we
have
really
a
wide
variety
of
voice
in
whatever
process
we
engage
in
in
outcomes,
we're
we're
looking
for
so,
for
example,
you
do
have
the
community
Equity
Roundtable.
I
That
would
be
one
focus
group,
but
at
times
we'll
have
a
smaller
focus
group
with
just
students,
or
maybe
just
above
School
leaders,
or
maybe
just
teachers,
or
maybe
just
you
know,
central
office
staff
so,
depending
on
the
topic
and
how
deep
you
want
to
get
feedback
we'll
hold
multiple
multiple
focus
groups.
G
How
BPD
should
be
involved
or
I
just
to
make
it
clear?
I'm,
not
sure
if
this
is
should
be
PD,
be
more.
G
I'm
trying
to
figure
out
the
right
words
should
BPD
be
more
than
is.
Are
you
guys
recommending
that
BPD
be
more
involved
in
like
the
the
safety
procedures
or
not
or
like,
or
are
you
just
saying
they
should
be
written
and
more
clearly
because
I'm
kind
of
and
if
you
okay
I'll,
just
ask
that
right
now
lots
of
other
things
that
I
have
it
I
have
that
I
have
in
my
head
that
hopefully,
can
actually
come
out
in
the
right
words,
but
I'm
just
doing
that
for
right.
Now,.
AB
So
I
think
thank
you
for
thank
you
for
that
question.
I
think
it's
important
that
what
we're
suggesting
is
again
develop
a
formal
relationship
for
what
the
interaction
between
BPS
and
BPD
looks
like
through
again,
the
memorandum
of
understanding
or
the
intergovernmental
agreement,
we're
not
defining
one
way
or
the
other.
What
that
actually
looks
like.
AB
But
what
we're
suggesting
is
again,
as
we
shared
in
some
of
the
findings,
there's
some
confusion
about
what
those
roles
are
when
there
should
be
interaction
there,
and
so
what
we're
suggesting
is
formalize
that
so
that
there's
public
and
general
understanding
about
what
that
looks
like
all
right.
G
How
do
you
exactly
do
that
without
because,
whenever
police
are
involved,
there
is
a
mistration
in
that
in
the
community
around
police,
as
we
all
know,
so
what?
What
do
we
do
in
that
scenario
to
make
a
so
that
there
is
less
of
one
in
these
situations
in
the
when
they
are
called
over?
G
A
K
You're
all
right,
yeah,
yeah,
Diego,
I,
think
I
I
think
I
think
what
you're
saying
about
what
what
should
be
expected
if
BPD
is
called
I,
think
that
that
is
what
Dr
Hart's
suggesting
the
mou
is
for.
So
the
mou
is
like
an
agreement
between
BPS
and
BPD.
That
says,
if
these
circumstances
happen
in
your
call,
this
is
what
happens
right,
and
so
everybody
is
on
the
same
page
about
that
and
so
I
think
that's
what
you're
I
think.
K
That's
what
you're
asking
so
I
think
the
mou
is
the
the
document
that
we
don't
have
in
that
way
right
now.
That
would
help
to
to
clarify
that.
I
In
Diego,
once
that's
complete,
I
will
make
sure
we
work
with
you
all
and
bsac
and
come
up
with
a
plan
on
how
we
educate
not
only
B-side
for
all
students
and
all
staff,
and
you
know
the
city
at
large
about
what
that
looks
like
it
means.
So,
once
it's
done,
we'll
we'll
engage
in
the
process
and
how
we
can
share
that
more
broadly.
H
Thank
you,
madam
chair,
thank
you,
Dr
Hart
and
Mr
burrows
for
your
presentation
again
tonight
when
I
think
of
the
intersection
of
your
three
presentations
about
special
ed
about
Transportation
about
safety.
H
This
is
all
about
putting
our
students
in
the
best
position
to
learn
right
and
our
teachers
in
the
best
position
to
to
teach
you
know
we
could
have
had
added
one
on
on
food
service
and
and
other
issues.
Everything
is
is
around
putting
out
positions
and
our
families
in
the
best
position
to
learn-
and
you
know
the
issue
of
school
safety
can
be
very
fraught,
as
it
can
be
a
conversation
about
Transportation
when
we
you
know
when
there
were
issues
in
in
our
school
buildings
or
outside
our
school
buildings.
H
S
H
About
it
and
I
I
agree
that
I
think
data
is
critical
and,
as
we
talked
about
in
transportation
and
and
special
ed,
focusing
on
data
as
a
starting
point,
there
does
not
seem
as
strong
a
conversation
here.
What
did
really
jump
out
to
me
big
time
and
and
like
Dr
Elkins
I
Elkins
excuse
me:
I
am
tying
it
with
presentations
during
a
public
comment
when
I
hear
about
that
the
hiring
takes
too
long
and
that
the
office
of
student
safety
isn't
as
involved,
and
maybe
some
technology
issues
and
I.
H
Think
about
that
and
I
think
about.
You
know
any
challenges
in
hiring,
particularly
in
today's
environment
and
issues
paying
our
employees,
which
are
just
breathtaking,
to
even
hear
about
I
I
stepped
back
and
say.
Is
there
really
a
tech
debt
here,
a
technology
debt
across
our
district?
And
you
know
superintendent,
that's
going
to
be
an
answer
for
a
different
day
to
have
a
technology
folks
say,
but
have
we
been
pushing
the
I,
don't
even
know
the
answer
to
this?
H
Have
we
pushed
the
can
down
the
low
road
on
on
systems
updates
that
now
get
to
a
point
where
we
can't
figure
out
how
to
pay
people?
We
have
slowdowns
and
hiring
and
having
the
right
departments
involved
in
making
hiring
decisions
in
an
environment
where
we
do
have
to
move
fast
to
get
people
involved,
and
so
one
is
that
technology
decisions
that
we
should
be
making
here
and
Investments.
H
We
should
be
making,
particularly
during
the
time
of
Essa
funding,
availability
that
allows
our
human
capital
area
to
be
in
a
position
to
to
move
rapidly,
which
clearly
they're
not
in
right
now
so
I
I
superintendent
I
asked
you
that
question
before
I
moved
to
some
safety
questions
for
Dr
Hart.
K
So
through
your
chair,
so
I
think
the
the
long
and
the
short
answer
is
yes,
I
think
I
think
it's
twofold
right,
I
think
one
that
technology
hasn't
as
a
department
hasn't
necessarily
been
at
the
table
in
the
ways
that
it
should
be
invited
to
help
be
part
of
the
solution.
K
Right
and
I
think
that's
kind
of
one
and
so
and
then,
if
you're,
not
thinking
about
how
technology
can
help
to
make
things
more
efficient
or
connect
and
support,
because
they're
not
at
the
table,
then
that
is
a
missed
opportunity
and
then
I
think
to
the
second
part
of
that
there's
definitely
areas
where
we
need
to
look
to
more
Enterprise
our
technology.
In
a
way
you
know
much
like
a
big
business
does
to
be
able
to
handle
the
volume,
because
that's
what
we
have
in
a
large
District,
that's
very
different
than
a
small
District.
K
We
have
volume
so
when
you
have
to
make
a
change
to
2
000
employees,
that's
a
volume
and
you
have
to
you-
have
to
have
the
system
in
place.
The
human
in
the
human
process,
but
you
also
have
to
you,
have
to
have
a
technology.
Solution,
that's
going
to
enable
that
to
happen
as
quickly
as
possible,
so
I
think
it's
it's
a
number
of
things
that
we
have
to
look
at
Committee,
Member
O'neill
in
this
particular
area,
both
human
practice,
as
well
as
the
the
systems
piece,
the
technology
and
the
systems
piece.
Well,.
H
There
are
human
resource
systems
out
there
right
plenty
of
people
that
are
dealing
with
more
people
that
we
are
that
could
just
alleviate
ate
a
lot
of
these
Dr
Hart
I
I
want
to
go
back
to
some
of
your
recommendations
and
I
appreciate
the
sensitivity
of
the
language
that
you
used
around
a
recommendation
that
we
have
a
conversation
in
our
city
about
how
we
approach
policing.
Within
our
district
we
used
to
have
school
resource
officers
we
used
to
have
school
police.
Then
we
had
school
resource
officers.
H
Now
due
to
the
changes
in
the
in
the
laws
in
the
Commonwealth,
we
moved
to
the
safety
specialists.
I
appreciate
your
recommendation,
which
I
hope
people
really
noticed.
The
distinction
that
you
were
talking
about,
which
was
you,
encourage
us
to
have
a
conversation
about.
What's
the
solution,
that's
right
for
Boston
and
include
community
in
doing
that
and
I
believe
you
said:
were
you
saying
that
Atlanta
went
through
this
conversation
and
did
they
do
a
similar
approach
where
they
put
together
a
task
force?
What
type
of
folks
were
included
in
that?
H
H
AB
It
is
a
I
appreciate.
The
question
is
a
very
fraught
conversation
to
have.
They
went
through
in
extensive
process
for
making
that
determination,
I
will
and
I
can
put
you
in
touch
with
them,
and
they
can
lay
out
all
the
details
of
what
they
went
through,
how
they
did
it.
What
I
can
tell
you
is
as
well
is
actually
the
benefit
that
it
has
meant
to
The
District
in
the
district.
They
actually
have
a
social,
emotional
learning.
AB
They
actually
have
a
unit
in
the
district
that
handles
social,
emotional
learning
for
all
the
schools.
They
have
social
motion,
learning
Specialists
for
their
elementary
middle
and
high
schools.
Those
Specialists
actually
worked
hand
in
hand
with
the
officers
in
the
district
and
the
officers
actually
provide
across
all
the
schools.
AB
Social
emotional
training
for
students
for
teachers
for
staff
they're,
also
at
the
Forefront
of
providing
a
lot
of
ongoing
supports
for
students
in
the
district
and
they've
also
been
able
to
dictate
for
those
officers
specific
training
on
what
it
means
to
be
an
officer
in
a
school
building.
What
it
means
to
provide
supports
what
it
means
to
lift
up
students,
so
for
them
it
has
been
a
process
of
really
integrating
those
supports
into
the
school
district
in
a
way
that
adds
a
support
system
for
students
and
not
a
detriment.
But
again
it's
you.
AB
It's
it's
a
conversation
that
you'll
need
to
have
at
the
district
amongst
your
family,
your
community
members
in
your
community,
for
what
that
means,
what
it
looks
like
and
what
you
hope
to
get
out
of
it.
It's.
Why
again,
it's
not
a
recommendation
to
do
it,
but
we
can
put
you
in
contact
with
them.
We
have
other
districts,
though
around
the
council
who
are
adamantly
opposed
to
any
sort
of
process.
That
looks
like
that.
That
involves
officers
in
the
building.
H
Thank
you
and
Madam
chair
I,
know
I'm
out
of
time,
so
I
will
just
point
out.
We
do
have
examples
within
Boston,
where
we
have
worked
with
groups
on
particular
issues,
whether
it
be
data
sharing
or
others,
the
code
of
conduct,
for
example,
we
actually
have
the
code,
our
contact
advisory
committee,
so
you
know,
we've
had
plenty
examples
on
code
of
conduct
and
data
sharing,
in
particular
the
two
that
I
think
of
that
you
know.
Conversations
like
that
were
held
outside
of
school
committee.
A
The
committee
thank
you,
I,
want
to
ask
a
question
before
I
go
back
around
I,
see
a
lot
of
hands
are
up.
A
One
of
the
things
that
struck
me
in
the
report
is
that
we
talk
a
lot
about
the
systems
Etc,
what
we're
not
doing
as
a
district
or
what
we
need
to
do
as
a
district,
but
we
are
120
communities,
individual
schools
and
I'm
wondering
where
are
the
conversations
at
the
school
level
as
we
look
at
these
issues,
how
do
how
our
school
Communities
going
to
be
encouraged
to
really
sit
down
and
have
the
hard
conversations
within
their
own
walls
about
safety
and
the
relationships
between
the
various
people
that
can
provide
supports
or
what's
going
on
with
the
families
in
their
own
communities
Etc
as
a
place
to
begin
and
to
take
some
level
of
responsibility
about
how
they
see
their
existence?
I
So,
on
our
side,
what
we
plan
on
doing
is,
with
our
Safety
Committee,
pick
up
on
a
lot
of
that
work
that
we
have
with
the
school
leaders
in
their
communities
about
obtaining
feedback
about
what's
necessary.
So
with
these
recommendations
now
our
plan
is
to
make
sure
we
create
a
process
by
which
we're
engaging
School
leaders
and
their
staff
on
having
the
discussions
about
safety.
I
Luckily,
over
the
last
year
and
a
half
we've
already
been
serving
the
school
Community,
we
really
ask
them
kind
of
what
they
what
they
felt,
that
they
may
be
needing.
I
think
this
gives
us
an
opportunity
to
do
more
of
those
conversations
to
just
get
more
feedback
based
on
some
recommendation,
so
we're
very
excited
and
looking
forward
to
that.
We
do
also
meet
regularly
with
the
principal
cabinet
that
superintendent
they're
a
good
signing
board
on
how
we
can
do
these
conversations
school
by
school.
I
Yes,
most
schools,
all
schools
have
safety
committees
and
they
do
develop
a
safety
plan
that
we
do
have
to
submit
to
the
state
manually
and
and
throughout
the
year
they
meet
periodically
to
review
the
plan,
review
their
drills
and
then
continue
to
to
update
and
Apple
save
the
conversations.
A
Great
thank
you
right.
I'll
go
back
around
I'm
gonna
go
by
who
I
see
here,
I'm,
sorry,
I,
don't
know
whose
hand
was
up
first
but
I'll
start
with
Mr
Tron,
go
to
Mr
meta
and
then
Mr
cardet
Hernandez.
M
M
M
My
concern
regarding
this
again,
while,
while
I
a
big
part
of
me,
applaud
this
kind
of
system
to
encourage
reporting
and
and
and
to
deal
with
and
to
take
proactive
steps,
but
on
on
the
other
side
of
of
of
the
concern,
is
the
anonymity
may
run
a
file?
Well,
you
know
I
I
hate
to
be
legalistic,
but
you
know
it.
It
may
run
a
file
of
a
certain
kind
of
certain
kind
of
right
for
the
accused.
M
Let's
just
assume
you
know
the
Sixth
Amendment
right.
You
know
the
right
to
to
to
see
to
confront
the
accused
accuser,
but
you
know,
aside
from
this
kind
of
concerns,
my
question
is
what
kind
of
data,
what
kind
of
evidence
that
you
have
gathered
through
your
your
investigation
before
making
you
know
before
you
make
that
recommendation
and
along
with
making
that
recommendation,
he
is
there
some
sort
of
procedure
that
you
have
somehow
outline
ahead
of
time.
M
M
That
would
await
my
say:
Petty
legalistic
concerns,
so
you
know
that
that
that
that
is
the
question.
I
and
I
promise
that
that
that's
all
I
have
thank
you.
AB
Excellent
excellent
question
I
think
it's
an
important
one
in
consideration.
I
think
the
first
thing
is
we
shared
both
with
the
previous
special
education
report
as
well
as
Transportation.
This
is
another
area
where
other
districts
around
the
country,
other
large
urban
districts,
have
already
begun
to
do.
This
I've
mentioned
safe
voice,
which
is
currently
being
done
in
Clark
County
Public
Schools.
AB
The
challenge
that
you
have
is
that
quite
often,
students
and
and
honestly,
your
students
know
far
more
and
are
aware
far
more
that's
going
on
in
your
communities
than
the
adults,
but
quite
often
they
are
afraid
to
approach
someone
about
what
some
of
those
challenges
might
be,
what
some
of
the
things
that
they're
hearing
might
be,
and
so
what
you're
really
affording
your
students
is
a
safe
place
to
say,
I'd
like
to
address
some
of
the
things
that
I'm
hearing
about
the
community
is
not
and
what
you
do
with
that
information
is
critical.
AB
It's
not
an
accusation
for
the
accuser
as
much
as
it
is
here
is
something
that
you
need
to
take
into
consideration
and
follow
up
on.
It
also
will
allow
you
an
opportunity
to
get
ahead
of
some
of
the
challenges
that
might
face
some
of
your
communities
as
opposed
to
reacting
after
the
fact
once
it's
once
something
has
already
occurred.
AB
So
there
are
a
number
of
circumstances
where
it
can
be
beneficial
for
your
communities
overall,
as
well
as
beneficial
for
the
students
that
you're
working
with,
particularly
if
you
take
the
stance
of
again
we're
going.
We've
heard
information
we're
going
to
privately
address
this
with
individual
or
student
to
make
sure
that
we
put
that
student
in
a
place
where
again
restorative
justice
opportunities,
where
other
things
might
come
into
play
for
that
individual,
so
that
you
are
proactive,
addressing
challenges
that
they
might
face
down
the
road.
AB
G
Okay,
I
just
I'd
just
like
to
know
exactly
I,
don't
want
to
sound.
G
Forgive
me
if
I
sound
rude
here,
I'm
just
trying
to
understand
exactly
what
data
you
guys.
Videos
like
was
this
from
the
28th.
G
Was
this
from
last
year
last
school
year,
and
also
like
did
you
use
I
know
you
said
you
visited
School
communities.
Did
you
just
talk
to
the
principals?
Did
you
look
at
data
of
all
the
schools,
this
separate
of
visiting
School
communities,
just
an
idea
of
exactly
how
this
information
was
gathered.
AB
So
we
all
one
of
the
things
that
all
of
our
reports
are
grounded
and
rooted
in
data,
the
data
that's
available.
So
again
we
we
do
review
data,
we
don't
we're,
not
sharing
it
publicly
with
you,
but
we
do
review
data
review
information.
We
talk
to
a
number
of
different
individuals
during
the
school
visits,
including
our
own
inspections,
as
we
visited
schools.
So
it's
not
just
what
we
heard
from
individuals.
It's
also
what
we
observed
on
the
ground.
AB
So
it's
a
the
data
collection
process
was
multifaceted
and
it
included
not
just
what
we
heard
from
individuals,
but
what
not
just
what
we
glean
from
interviews,
but
also
what
we
saw
and
heard
on
the
ground
so
I
hope
that
hope
that
that's
helpful.
J
Sorry
I'm
a
note
taker,
so
I'm
just
grabbing
my
notes,
really
quick,
I
apologize,
I
guess
I
have
a
question
here,
sort
of
more
specifically-
and
maybe
this
is
for
the
superintendent
like
how
much
of
the
the
sort
of
state
of
our
safety
issues
are
impacted
by
the
changes
that
we
have
in
the
relationship
with
BPD
and
then
I.
Think
sort
of
second
to
that
question
is
what
are
we
trying
to
improve,
and
this
may
go
back
to
some
of
the
data
questions.
K
A
switch
here
so
I
think
the
first
one
is
somewhat
hard
to
answer
because
to
your
first
point
about
data,
there's
there's
no
good
comparable
data
like,
for
instance,
if
we
had
surveyed
students
when
say
there
were
school
police
and
we
knew
how
they
felt
and
we're
surveying
them
with
School
Safety
Office
who
was
called
Safety
specialists,
then
we
have
something
to
sort
of
compare
it's
hard
to
compare
incidents
because
it's
sort
of
pre-pandemic
and
it's
post-pandemic,
and
we
know
that
a
lot
has
happened.
Post
pandemic,
that's
impacted
social
emotional
for
our
students.
K
So
it's
very
hard
to
sort
of
get
at
that,
because
the
special
the
the
school
safety
Specialists
are
relatively
new
as
a
model,
so
I
mean
I
I,
don't
it
you
know
in
terms
of
conjecture,
piece:
I,
I,
don't
I,
don't
I,
don't
think
we
have.
K
We
don't
have
enough
yet
to
really
sort
of
look
at
that,
because
you
can't.
We
can't
draw
a
comparison
and
say
well
there's
more
incidents,
because
we
have
this
other
model,
but
it
is
post
pandemic
and
we
also
know
that
nationally
right
incidents
in
schools
are
are
up
because
of
all
of
the
reasons
we've
talked
about.
So
it's
we
also.
K
You
know
we
are
an
ecosystem
right,
we
live,
we
we
exist
in
the
ecosystem
of
BP
or
Boston,
and
you
know
oftentimes
things
that
happen
in
our
community
happen
over
the
weekend
happen
at
night.
You
know
happen
during
the
summer.
Those
come
into
the
schools,
and
so
when
you
see
upticks
in
the
community,
then
you
see
you
can
see
upticks
in
schools.
K
So
I
don't
know
I,
don't
in
my
like
right
now,
I
don't
have
a
framework
to
which
to
logically
answer
you
on
that
other
than
to
just
sort
of
state.
That
is
what
we
have
right
now
and
that's
you
know
one
of
the
things
that
I
think
we're
we're
trying
to
assess
and
sort
of
look
at
and
then
just
remind
just
your
second
question:
can
you
just
reframe
your
second
question
slightly
yeah
I'm,
just
sort
of.
J
Curious
and
I
think
this
is
a
a
bigger
question
as
we
continue
these
conversations.
But
what
are
we
trying
to
improve
for
kids
via
that
relationship
with
BPD
like
what
do
we
want
to
be
different
as
a
result
of
that
relationship,
because
I
think,
once
we
get
clear
about
that,
then
people
can
also
have
honest
conversations
if
they
think
that
is
the
appropriate
strategy.
K
Right
so
I
think
you
know
if
what
we're
we
want
to
make
sure
that
our
schools
are
as
safe
as
possible
and
there
will
be
situations
in
which
you
have
a
missing
child.
You
have,
you
know,
you
know
an
assault
happening,
you
know,
run
the
gamut
and
having
a
BPD
in
response
to
that.
K
Having
Clarity
of
what
that
looks
like
what
that
means,
what
the
response
time
is
like
all
of
that
matters,
and
so
I
I,
you
know
I
I,
think
what
we
would
want
and
hope
is
that
as
a
partner
with
BPD,
we
are
each
clear
on
what
the
roles
are
for
BPD
and
what
the
rules
are
for
BPS
and
when
those
rules
are
enacted,
that
with
a
whole
bunch
of
other
mitigation
stuff
for
our
schools,
which
again
are
not
part
of
that
report,
because
it
wasn't
detailed
for
that.
K
But
you
know
that
I
think
Dr
Hart
has
gotten
a
mentioned
things
like
our
restorative
justice,
our
peer
mediation.
You
know
all
the
things
we've
been
recognized
for
our
anti-bullying
work,
like
our
social
workers.
I
could
go
on
and
on,
but
all
of
those
things
right
are
there
in
place
to
help
our
students
feel
safe
to
help
our
staff
feel
supported
and
so
I
don't
think
we
can
kind
of
separate
the
one
thing
out
other
than
to
say
whatever
the
relationship
is
that
exists
needs
to
be
clear.
I
And
Super
Saiyan,
if
I
could
add,
we
also
want
our
police
officers
to
continue
to
be
in
our
schools
to
continue
to
build
relationships
with
students
to
continue
to
be
serve
as
role
models
to
students
continue
to
engage
in
activities
with
our
students
and
keep
them
engaged
and
build
their
relationships
with
them.
I
think
it's
very
important
just
to
kind
of
demystify
some
of
the
tension.
That's
that's
out
there.
So
we
also
want
that
as
an
improvement
for
students
as
well
and
staff.
A
A
All
right,
thank
you
again,
I
want
to
say
to
you
Dr,
Hart
and
Mr
Burrows
and
your
team.
Thank
you
so
much
for
this
report.
We
know
we're
just
at
the
tip
of
the
iceberg
of
both
understanding
what
we've
shared
this
evening,
what
more
that
we
need
to
look
in
and
the
immense
amount
of
work
that
our
district
has
ahead
of
itself
to
move
forward
on
these
issues,
but
we
want
to
thank
you
so
much
for,
but
what
you've
done
for
us
tonight.
Thank
you.
J
You
know
the
first
thing
that
comes
to
mind
for
me
is
obviously
the
courage
that
it
took
for
folks
to
come
forward
and
share
that
that's
incredibly
challenging
and
and
then
obviously
I'm
so
thankful
that
they
did.
These
are
major
problems.
Then
you
know,
like
it's
shocking,
to
hear
the
current
state
of
our
situation
being
able
to
pay
folks
on
time,
but
also
the
amount
of
time
that
folks
are
spending
trying
to
get
there.
J
J
What
is
the
current
process
for
getting
these
people
paid?
What
are
we
going
to
do
and
if
we
don't
feel
like,
we
have
the
system
internally,
how
lucky
we
in
the
United
States
of
America,
we
can
hire
a
contractor
or
a
subcontractor
to
come
in
and
help
us
do
this
business
and
get
it
done
and
so
like
what
aggressive
actions
are
we
taking
to
do
it?
J
I
have
other
questions,
but
I
think
those
for
me
tonight
feel
the
most
important
to
have
answers
to.
Thank
you.
K
With
yeah
so
I
mean
I
can
I
can
give
you
the
information
that
I
have
I,
think
that
there's
a
number
of
of
the
of
our
public
speakers
I
think
that
there's
a
number
of
different
individual
situations
that
are
happening
there
and
so
I
can't
comment
on
particular
ones.
K
What
I?
What
I
will
say
is
that
there
was
definitely
an
issue
that
happened
in
the
budget
process
last
year
with
moving
a
few
departments
over
to
another
place
in
the
organization
that,
when
it
came
to
payroll,
it
was
very
difficult
for
the
payroll
department
to
handle
I.
Think
school
psychologist
was
one
I,
think
family
Liaisons
video.
K
So
we
have
been
the
HR,
the
the
human
capital
Department
as
soon
as
he
became
aware
of
it
has
been
working
actively
with
payroll
and
and
finance
to
resolve
that
issue
at
any
anyone
that
has
come
forward
with
an
issue
and
we
check
in
with
the
Union
on
this
as
well,
but
anyone
that
we
get
information
on.
We
attempt
to
resolve
immediately
yeah.
K
You
know
if,
if
we
hadn't
already
done
that,
there's
an
there's
kind
of
another
bucket
on
the
stipends
and
so
I
made
note
of
that
to
see
what
the
specific
issue
is
on
on
stipends
and
if
it
is
a
broader
issue
or
if
it
is
an
individual
issue.
So
we'll
need
to
look
at
that.
K
I
think
there
were
a
couple
employees
that
had
left
the
system
and
they
were
talking
about
payment
owed
that
that
is
a
labor-ish.
That's
a
labor
relations
issue,
and
so
I
can't
comment
on
that
and
that's
something
that
has
to
be
dealt
with
there.
So
the
difficulty
with
the
the
different
types
of
issues
is,
they
all
lie
in
a
different
place.
I
do
I.
Do
I
will
also
say
that
the
payroll
department,
like
other
schools
departments
positions,
has
been.
We
have
been
actively
trying
to
hire.
K
It
is
the
same
issue
that
we
face
in
in
other
areas
of
the
organization
with
getting
people
hired
into
positions
and
so
payroll.
You
know
we've
been
trying
to
stand
up
and
support
payroll,
and
we
will
continue
to
do
that,
but
they
have
been
understaffed
in
certain
areas
in
so
that
you
know.
That
is
something
that
tomorrow,
the
team
first
thing
will
be
trying
to
figure
out
a
step
forward.
The
systems
issue
that
we
spoke
about
is
a
bigger
issue.
K
It's
sort
of
like
fixing
the
engine
while
the
car
is
running,
particularly
while
the
car
is
running
while
you're
trying
to
process
and
pay
people
and
do
all
those
things,
and
so
looking
at
that
and
having
eyes
on
the
broader
system
and
making
recommendations
around
whether
it's
upgrades
to
technology
and
the
you
know
the
system,
software
that
we're
using
whether
it's
process
updates
with
the
city
of
how
we
get
data.
Those
are
all
active
conversations
and
we're
looking
at
it.
But
again
it's
not
one
of
those
things.
K
You
can
stop
it
in
order
to
fix
it.
At
that
moment,
we
we're
trying
to
apply
to
a
system,
that's
already
moving
to
be
able
to
fix
it,
and
some
of
these
issues
are
Legacy
issues,
but
because
of
the
volume
I
you
know
that
has
happened
in
the
last
two
years
with
the
yes
or
dollars
the
inflation
of
positions
in
stipend.
It's
it's
sort
of
come
to
bear,
so
you
know
I
will
gather
with
the
team
tomorrow.
K
It's
already
scheduled
to
be
able
to
to
look
specifically,
and
certainly
anybody
that
brought
up
a
particular
issue
tonight.
K
K
There
will
clearly
be
recommendations,
as
there
are
in
almost
every
area
of
our
system,
either
be
it
through
a
concert,
a
great
City
Schools
report
or
through
our
own
internal
examination
that
need
to
be
evolved
and
either
rebuilt
or
improved,
and
so
that
is
true
of
our
entire
system,
which
is
the
work
that
we
are
undertaking
and
is
ahead
of
us.
So
you
know
we
are
fully
committed
to
doing
this
as
a
system.
K
I
am
fully
committed
as
a
superintendent
to
make
sure
that
these
systems
get
rebuilt
and
corrected,
because
our
staff
deserves
that
our
students
deserve
that
and
our
families
deserve
it.
So
I
am
happy
to
at
the
next
school
committee
meeting
give
further
update
on
the
progress
piece
on
this.
But
again
this
is
something
that
has
been.
We
have
been
working
to.
B
J
I,
thank
you
for
that
and
I'm
so
happy
that
you're
here
to
help
us
resolve
these
issues
and
for
your
leadership
and
I
guess
two
more
sort
of
follow-up
questions
here.
One
is
some
of
this:
the
issue
of
the
contract
and
retro
pay
because
it
sounds
like
people
are
not
getting.
Yeah
Metro
pay,
they're
promised
and
our
ability
to
actually
enact
the
label
like
the
labor
agreement
and
the
the
sort
of
promises
contract.
It
makes
me
nervous.
I
will
just
say
this
as
we
are
trying
to
fast-track
other
contracts
that
will
include
retropay.
B
K
So
three
years
so
this
is
this
is
a
good
point,
because
this
is
another
area
of
cleanup
of
trying
to
get
the
labor
contracts
cleaned
up.
I.
Think
the
the
the
disparate
impact
here,
though,
with
BTU,
is
the
sheer
size
of
the
unit
in
many
of
the
other
units,
we're
talking
hundreds,
you
might
be
talking
a
thousand
BQ
we're
talking,
8,
000
and
change.
K
So
it's
the
vast
majority
of
the
system,
and
so
it
is
a
sheer
volume
issue
there's
also
with
when
income
contracts
are
approved
and
there's
a
retro
and
a
an
adjustment
to
pay
going
forward.
K
There's
a
process
that
happens
with
the
city,
so
some
of
that
is
not
within
our
control,
initially
around
the
timing
of
that,
and
so
then,
depending
on,
when
we
actually
get
the
the
approval
and
move
it
over
to
our
shop
to
then
process
it
there's
a
part
of
that
that
we
don't
have
that
specific
control
over,
which
is
why,
with
retro,
we're,
certainly
like
pushing
it
and
trying
to
get.
K
You
know
the
the
quickest
time
frame,
but
some
of
that
does
depend
on
like
when
we
get
it
and
then
again
in
this
case,
it's
you
know
over
8
000
employees
at
all
different
levels
of
pay
and
trying
to
to
to
make
those
that
process
happen.
So
again,
our
district
should
be
able
to
do
this.
Let's
just
be
clear:
our
district
should
be
able
to
do
this.
K
There
are
clearly
things
that
have
to
be
fixed
in
this
area,
both
in
human
process
and
in
systems
process.
Those
are
the
things
we're
working
on
and
those
are
the
things
we
will
work
on
so
that
going
forward.
These
are
not
issues
that
are
a
source
of
stress
for
our
staff.
J
It's
just
good
for
us,
as
a
committee,
also
to
be
aware
of
this
as
we're
approving
contracts,
because,
regardless
of
the
size
of
the
unit,
there
is
no
you
for
people
who
are
waiting
for
payment
and
like
if
it's
a
system
issue,
then
it
just
requires
time
on
task
with
that
cue
and
we
can't
make
that
cue
any
longer,
and
so
that's
where
my
head
is
going
and
then
and
I'm
sure
these
are
solutions
you're
thinking
of
but
like
at
some
point,
is
there
some
subcontracting
that
we
need
to
do
either
on
two
levels,
with
a
comptroller
to
help
us
understand
the
state
of
the
problem,
so
we
could
publicly
say
we
owe
X
and
we
owe
X
to
Y
and
at
the
same
time
is
there
a
separate
sort
of
subcontractor?
J
We
can
bring
in
to
help
us
move
payment
faster
and
I'm
sure
those
are
questions
you're
asking
the
team
to
also
explore.
That's.
K
Right,
yeah,
Deputy
depina
is
actually
very
much
in
in
a
deep
dive
on
on
particular
within
human
capital,
to
be
able
to
see
where
we
need
to
bring
external
support
where
we
can
stand
up
within
with
inside
the
organization,
and
then
you
know
we
will
be
certainly
bringing
democracine
in
and
oit
to
be
able
to
look
at
the
systems.
The
software
to
see
where
that
kind
of
an
Enterprise
solution
could
make
a
difference
as
well.
M
I'm
back
again,
I'm
sorry
just
believe
it
to
be
very
quick,
given
the
the
the
recent
speed
of
for
like
a
better
term
safety,
Bridge
incidences
that
have
a
reason
within
the
Boston
public
school
for
the
last
few
few
months
and
also
given
the
the
framework
has
Advanced
by
the
framework
on
the
Public
Public
Safety
report
that
I
events
by
by
a
very
able
team
led
by
I'm
sorry
I,
forget
the
name
of
the
doctor.
But
anyway.
M
The
my
this
is
my
recommendation,
as
well
as
an
appeal
I
understand
that
safety
issues,
aside
from
the
policy
side
rest
with
the
District
safety
committees,
from
from
all
the
schools,
I
gather,
reporting
periodically
to
the
district
on
their
work,
the
hybrid
of
policy
and
practice
of
the
safety
you
know
in
in
the
safety
area.
M
Also,
given
the
recommendation
from
from
the
district
that
we've
just
heard,
it
is
my
recommendation
and
my
appeal
to
a
dear
woman,
as
well
as
the
superintendent,
to
allow
members
of
the
committee.
M
If,
if
that
is
going
to
be
me,
then
I
will
gladly
be
part
of
it
to
be
actively
and
thoroughly
engaged
and
participated
and
participatory
in
that
process,
because
we
all
know
safety
is
one
of
the
strongest
concerns
that
we
have
and
safety
issues
are.
M
You
know
occurring
across
the
board
from
civil
rights
violation
to
bullying,
to
lack
of
police
or
a
public
safety
specialist
facility
of
those
kind
of
issues,
it's
time
that
we
really
put
our
feet
down
and
and
walk
in
this
area.
Thank
you.
A
A
If
not,
that
concludes
our
business
for
this
evening
and
the
next
school
committee
meeting
will
take
place
on
Wednesday
February
1st
at
5
pm,
at
which
time
the
superintendent
will
present
her
preliminary
fiscal
year
24
budget
recommendation.
There's
nothing
further
I'll
entertain
a
motion
to
adjourn
the
meeting.
Is
there
a
motion.