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From YouTube: Boston School Committee FY24 Budget Hearing 3-1-2023
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
C
E
A
A
Tonight's
hearing
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
March
1st
meeting
link,
the
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,
patient
Creole,
Cabo,
variano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
gold
icon
at
the
bottom
of
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screen
to
select
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preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
space
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
that
you
are
signed
in
to
zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
the
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation
before
we
get
started
with
the
budget
presentation.
A
I
want
to
ask
the
superintendent
if,
in
addition
to
the
update,
she
will
provide
on
the
Desi
data
audit,
she
could
update
us
on
two
important
budget
items
that
have
been
recently
been
reported
on.
Given
our
budget
presentation
this
evening,
one
the
letter
from
the
inspector
General's
office
regarding
what
will
be
a
significant
budget
expenditure,
which
is
the
school
bus,
transportation,
contract
and
two
yesterday's
media
reports
about
the
federal
court
order
that
requires
BPS
to
consult
with
the
planet's
return
attorney
about
the
title.
One
budget.
F
Thank
you,
madam
chair
and
good
evening.
Everyone
hope
you
had
a
nice
vacation
before
I
dive
into
the
details
of
the
data
audit
I'm,
going
to
just
spend
a
little
bit
of
time
to
the
chairs
point
to
talk
about
the
inspector
General's
letter
that
I
know
you
all
received,
as
well
as
an
article
that
was
published
in
the
media
Outlet
about
meta,
so
in
in
terms
of
the
the
the
bus
contract
in
the
in
inspector
General's
letter.
F
You
know
as
a
reminder,
our
bus
contract
was
awarded
through
a
competitive
bidding
process
and
there
were
multiple
months
in
weeks
of
detailed
conversations
about
what
would
go
into
the
next
contract.
With
each
contract.
We
had
a
chance
to
assess
what
went
well
and
we
talked
about
what
needed
Improvement
and
we
placed
a
real,
a
great
deal
of
focus
on
performance,
metrics
and
accountability,
and
that
was
also
held
up
in
the
Council
of
great
City
Schools
recommendations
that
that
was
one
of
the
things
that
really
needed
to
be
built
into
the
future
contracts.
F
F
In
the
letter,
the
Inspector
General
acknowledges
that
BPS
is
moving
forward
with
the
contract
and
offers
suggestions
for
improved
contract
Administration,
going
forward
we're
grateful
for
the
collaboration
engagement
that
the
office
has
provided.
We
look
forward
to
Future
conversations
and
partnership
with
them
as
they
advise
and
we
look
forward
to
bringing
the
contract
forward
at
our
next
school
committee
meeting,
which
will
be
on
March
15th
in
terms
of
meta,
which
there
was
an
article
Yesterday
by
media
outlet
and
meta.
Just
as
a
reminder
stands
for
a
multicultural
education,
training
and
advocacy.
F
F
It
consult
with
the
plaintiff's
attorneys
regarding
how
we
spend
our
annual
Title
One
budget
I
want
to
clarify
for
the
school
committee
that
BPS
has
been
has
complied
and
continues
to
comply
with
the
consultation
terms
of
the
amended
order
on
June
16th
of
2022
DPS,
provided
the
plaintiff's
attorneys
with
the
proposed
Title
One
budget
for
the
school
year
22-23,
and
that
budget
detailed,
the
department
and
school
budgets
for
Title
One
funds
and
it
invited
the
plaintiff's
attorneys
to
submit
their
feedback
on
the
budget.
F
F
The
title
1
budget
consultation
process
timeline
with
the
meta
attorneys
or
school
year.
24
is
consistent,
insisted
with
prior
years,
and
it
adheres
to
the
terms
of
the
order,
and
you
know
the
school
committee
votes
on
the
title.
1
budget
in
the
fall
with
respect
to
the
media
reports
about
the
plaintiff's
attorney's
request
to
speak
directly
to
the
committee
regarding
the
budget
consultation
process,
which
is
under
the
order
attorney
Communications
regarding
the
terms
of
the
order
are
required
to
go
through
the
legal
advisor's
office.
F
This
has
been
a
long-standing
practice
which
has
been
in
place
for
the
past
four
decades
to
ensure
representation
of
all
parties
consistent
with
the
rules
of
professional
conduct
for
attorneys.
We
have
every
intention
of
staying
true
to
the
practice
going
forward
into
making
sure
that
we're
adhering
to
the
order.
This
is
all
exceptionally
important
to
us
and
to
the
Integrity
of
our
BPS
legal
affairs
yeah
in
terms
of
the
data
audit.
F
F
For
me
why
I
spent
the
past
six
months,
reviewing
seven
data
domains
and
evaluating
them
for
risk
in
the
BPS
is
a
reminder:
the
seven
areas
where
student
program
participation,
including
special
education
and
multilingual
learner
programming,
student
enrollment
and
exit
student
discipline
student
restraints
morning
on
Time
Buff
performance,
parental
complaints
and
student
assignment
each
of
these
areas,
ey
Ernest
young
review
data
from
the
school
year
2122
so
last
year
for
the
withdrawal
data.
They
looked
at
records
dating
back
2017
to
2021.
F
I
had
the
chance
to
meet
with
ey
and
Effie
together
as
a
team
regarding
the
findings
and
I
really
appreciate
their
partnership.
We
found
it
very
informative.
We
welcome
the
feedback.
Our
team
was
there
as
well
welcome
the
feedback
and
the
opportunity
that
it
gives
us
to
be
able
to
strengthen
our
data
systems
and
address
any
of
the
issues
of
concern.
F
There's
four
areas
that
I
actually
want
to
talk
a
little
bit
about
from
the
report
and
share
some
of
the
work
that's
already
underway.
The
first
is
around
withdrawals.
F
Ey
identified
the
these
two,
these
two
areas
are
kind
of
the
greatest
risks.
So
if
you
remember
in
the
report,
they
categorized
them
greatest,
to
least-
and
so
these
are
the
kind
of
the
top
two,
so
the
first
was
around
withdrawals
and
in
in
that
particular
area
of
documentation.
F
F
I
worked
on
back
in
2012.,
so
I'm
very
familiar
with
it,
and
when
I
came
in,
it
was
one
of
the
first
areas
I
asked
about,
because
I
wanted
to
make
sure
that
we
were
putting
the
right
guardrails
in
place
on
it
in
August
of
2022,
the
district
updated
relative
to
the
withdrawals,
it's
training,
entry,
monitoring,
validating
and
Reporting
of
the
withdrawal
data
audacity
with
our
school
leaders
and
any
of
the
staff
who
would
be
responsible
at
the
school
level
withdrawing
and
enrolling
students.
F
The
district
also
took
a
step
to
form
an
internal
student
withdrawal
working
group
and
that
in
that
group
created
a
process
memo
for
school
leaders,
guidance,
counselors,
school
secretaries,
because
they're
all
involved
in
the
process
to
support
the
appropriate
withdrawal
process
for
students.
In
grades,
nine
to
twelve
students,
withdrawal
group
is
made
up
of
members
in
our
central
office,
the
office
of
data
and
accountability,
the
office
of
information
and
instructional
technology
risk
management,
office,
the
office
of
budget
and
finance.
F
The
team
meets
weekly
and
met
weekly
through
the
fall,
and
it
now
meets
bi-weekly
as
systems
instructions
have
been
put
into
place
as
a
further
check-in
balance
to
make
sure
that
our
schools
are
clear
on
the
process
and
are
following
on
the
processes
laid
out
in
the
memo.
The
district's
also
committed
to
perform
quarterly
internal
audits
of
both
withdrawal
data
and
restraint
data,
starting
immediately.
F
F
F
Central
office,
you
know
continues
to
follow
up
with
the
individual
schools,
for
Student
Records,
make
sure
missing,
documentation
is
added
or
or
created
in
the
percentage
of
Records
continues
to
climb,
which
I
think
shows
that
the
system
of
check
and
balance
was
put
in
place
is
working,
additional
follow-up
will
be
conducted
and
any
records
that
still
do
not
have
sufficient
documentation
will
have
those
withdrawal
codes
changed
to
reflect
a
Dropout
code
and
that's
an
important
point.
If
there
is
not
sufficient
documentation
for
withdrawal,
the
code
gets
changed
to
a
dropout.
F
F
Similarly,
you
know
similar
training
and
audit
process
is
being
launched
for
the
restraint
data.
This
spring
is
the
major
finding
there
relative
to
restraint.
Data
was
related
to
completeness
and
accuracy
of
reporting
to
Desi
internal
audits
will
focus
on
ensuring
that
all
restraints
are
accurately
reported
in
both
the
internal
BPS
system,
which
is
our
student
information
system
and
the
dusty
reporting
system,
and
very
similarly,
there
will
be
checks
and
balances
at
each
level,
within
special
education
and
within
the
network.
F
The
other
two
areas
of
the
data
audit
were
who
which
fell
Below
in
terms
of
the
red
and
the
yellows
per
se
system,
were
they
just
want
to
give
a
brief
touch
on
was
around
special
education,
IEP
timing
and
and
overdue
nature
and
transportation.
These
were
found
to
be
in
the
moderate
room
or
what
they
kind
of
deemed
the
yellow
category
of
risk.
F
In
the
report,
defining
in
special
education
is
focused
on
the
percent
of
IEPs
that
are
overdue
and
I
want
to
clarify
that
when
an
IET
is
overdue,
it
doesn't
mean
it
means
that
the
students
are
still
getting
their
service.
It
doesn't
mean
that
those
Services
have
stopped.
They
continue
to
get
their
services
in
line
with
their
last
accepted
IEP.
F
However,
as
a
result
of
the
findings,
we've
taken
three
steps
around
the
percent
of
overdue
IEPs.
So
the
first
is
we're
planning
a
training
for
Central
staff,
in
particular
our
school
soups,
the
regions
and
the
staff
in
the
office
of
special
education
on
how
to
use
essentially
created
compliance
dashboard,
and
that
will
happen
this
spring
and
that's
to
be
able
to
better
Monitor
and
understand
IEPs,
as
they
become
coded
as
overdue
back
in
the
we've
enacted.
F
Quarterly
data
reviews
with
school,
scoops
and
special
education
assistant
directors,
because
they're
part
of
the
networks
to
review
compliance
metrics
within
that
particular
region
to
ensure
supports
and
accountability
are
employed.
So
as
a
a
quick
step,
we
will,
they
will
immediately
see,
what's
overdue
and
they'll
begin
to
work
in
their
independent
in
their
individual
regions,
with
those
School
leaders
at
those
schools
to
figure
out
how
to
get
those
IEP
current
and
then,
lastly,
not
that
this
is
all
we're
doing.
F
But
this
is
what
we've
taken
taken
up
to
do
now
is
the
incorporation
of
special
education
compliance
data
into
our
District's
Performance
Management
framework,
and
this
is
a
framework.
That's
underdevelopment
and
partnership
with
Daffy
in
the
center
for
assessment
as
part
of
our
sip,
so
that
will
be
our
way
of
holding
ourselves
accountable
in
this
area.
F
In
regards
to
the
yellow
area
of
Transportation,
you
know
the
major
finding
was
related
to
missing
GPS
arrival
data
and
that's
data-
that's
not
captured
when
calculating
on-time
performance.
So
if
the
GPS
is
in
incomplete,
we
get
marked
as
that
boss
was
late,
regardless
of
whether
it
was
or
wasn't.
It's
still
marked
as
late
BTS.
Uncovering
The
Missing
GPS
data
was
an
issue
that
the
district
realized
even
prior
to
the
audit
and
we
proactively
notify
Desi.
F
Once
we
became
aware
of
the
issue-
and
that
was
that
was
you
know
in
in
the
in
the
late
summer
and
fall,
and
we
have
since
been
in
regular
communication
with
Duffy
on
this
issue
as
we
attempt
to
to
employ
different
solutions
to
solve
it.
F
Just
to
give
example,
missing
GPS
data
arrival
data
it
can
occur
for
a
number
of
reasons
right.
It
can
recur
because
it's
a
mechanical
issue
with
the
GPS
unit
and
it
malfunctions
it
can
result
from
data
capture
challenges
such
as
like
when
a
bus
is
dropping
off
outside
of
the
catchment
area
of
a
school
or
the
route
being
covered
by
a
different
bus.
F
F
F
But,
although
you
know
the
significant
work
left
to
do
on
it,
particularly
around
making
sure
that
we're
tracking
ridership-
so
we
know
if
a
boss
isn't
picking
up
any
students,
we've
already
made
a
considerable
amount
of
progress,
reducing
the
amount
of
the
missing
GPS
data
for
arrival.
You
know
the
district
does
a
variety
of
things.
It
does
a
monthly
data
quality
review
on
the
GPS
data
to
reconcile
across
the
systems.
F
The
district
anticipates
that
it
will
continue
to
be
a
small
percentage
of
routes
missing
GPS
data
due
to
the
GPS
units
that
experience
issues
day-to-day
again.
That
can
be
mechanical
and
buses.
You
know-
and
sometimes
that's
also
because
bosses
don't
need
to
report
to
the
school
because
they
don't
actually
have
a
rider
on
it.
But
nonetheless
we
will
continue
to
work
to
further
resolve
these
issues.
F
We
also
have
hired
additional
analytics
staff
to
support
Transportation
data
reporting,
the
team's
going
to
be
creating
monitoring
reports
to
really
be
proactive
and
identify
buses
that
are
not
reporting,
GPS
data,
so
that
we
can
go
back
and
figure
out
with
that
particular
bus.
F
What's
going
on
we're
also
partnering
with
trans
Dev
in
in
all
of
these
efforts
and
they've
committed
to
working
with
DPS
to
ensure
we
are
capturing
data
for
all
trips
and
taking
on
financial
responsibility
within
the
performance
measures
in
the
new
vendor
contract
relative
to
this
as
well
and
I,
think
you'll
see
that
in
the
contract
that
we
bring
forward
on
March
15th.
F
So,
just
in
closing,
you
know
my
Reflections
I
think
I
said
this
to
the
chair
and
the
vice
chair.
You
know.
Reading
the
data
audit
was
was
a
humbling
experience.
You
know
when
I
came
back
to
DPS
five
months
ago.
I
knew
they'd
be
hard
realities.
F
F
You
know
we
sometimes
put
Band-Aids
on
problems
that
really
are
about
larger
systemic
issues
and
over
the
decades
you're.
You
know
it's
in
in
elsewhere,
it's
made
it
worse
and
I.
F
Think
today
we
find
ourselves
facing
those
hard
realities,
many
of
them
at
one
time
because
of
you
know
this
deferred
group,
this
data
audit,
you
know
and
I
think
I've
said
this
publicly
a
number
of
times,
but
in
addition
to
this
data
audit,
the
console
grade,
City
Schools
reports
on
special,
ed
and
transportation
and
school
safety,
as
well
as
the
other
findings
in
the
step.
You
know
they
help
us
to
better
understand
what
our
challenges
are
and
what
those
possible
solutions
are,
and
this
is
our
charge.
F
This
is
you
know,
I
know
this
committee
has
said
time
and
again
this
is
our
chart.
This
is
what
we
want
to
get
right.
You
know
systemically
and
make
sure
that
outcomes
for
students
are
what
we
are
focused
on.
Some
of
these.
You
know
some
of
this
work.
We
are
clearly
able
to
put
some
Solutions
in
place
in
a
quick
or
moderate
pace
and
then
there's
others
that
are
going
to
take
longer,
sometimes
years
because
of
the
fifth
news
being
in
line
and
I
think
it
can
feel
overwhelming.
F
F
To
get
this
right,
I
know
I,
know
I'm
committed
to
sending
you
know
the
standards
in
implementing
the
policies
that
are
going
to
help
us
to
serve
our
students
and
our
families
effectively
to
work
with
our
staff
to
ensure
the
check
balances
that
the
reports
call
out
for
that
we're
doing
those
and
that
we
create
you
know
eventually,
our
own
monitoring
and
our
own
accountability
systems,
in
addition
to
the
external
ones
that
we
have
and
that
we
welcome.
F
You
know
we
need
in
this
process
multiple
BTS
voices
and
departments
at
the
table.
You
know
to
execute
a
lot
of
this
work
because
it
is
complex
and
it
does
cut
across
departments,
and
if
we
do
that-
and
we
do
that
effectively
together,
you
know
we'll
be
able
to
to
Really
impact
all
of
these
data
domains
that
the
report
calls
out.
F
You
know,
and
always
in
my
world
is
a
school
leader
and
certainly
in
as
a
network
student
and
as
a
soup
data
drives
the
dialogue
right.
It
is
it's
very
important
that
we
have
the
means
to
review
the
information
to
strategically
assess
you
know
how
it
informs
us
and
and
use
those
as
guides
for
how
we
make
and
take
on
the
systemic
improvements
that
are
required
in
a
different
and
especially
in
ours.
F
It
was
a
response
to
this
report.
The
district
will
be
in
you
know,
as
it
already
has
to
focus
on
data
governance
of
operational
systems
across
the
org
data
governance.
Is
you
know
it's
what
we
refer
to
when
we
say
it's
kind
of
the
process
of
managing
the
availability,
the
usability,
the
Integrity,
the
security
of
the
data?
F
You
know,
Based
on
data
standards
and
and
practices
and
policies
and
data
governance
means
that
we
have
to
set
those
internal
standards
right.
Those
data
policy,
some
of
which
we'll
need
to
bring
to
you
as
the
policy
body
that
apply
to
how
the
data
is
gathered,
how
it's
stored,
how
it's
processed,
but
we
can
Insurance
integrity,
I,
think
you
know
tonight's
Central
budget
hearing,
which
is
why
we're
here,
you
know,
comes
in
a
perfect
time
for
us
to
think
about
how
we
structure
the
existing
resources.
F
We
have
and
invest
in
new
areas
to
support
this
critical
work.
This
budget
represents
a
new
beginning
and
a
movement
towards
systemic
and
organizational
change,
and
that's
at
all
levels.
Sport,
medium
and
long
term.
F
F
Specifically,
you
know
with
the
school
Stoops
and
the
operations
leaders
leading
Network
additional
Investments
are
being
made
as
well
each
night
in
the
regional
structure,
and
that
makes
sure
that
we
have
the
kinds
of
supports
and
sufficient
support
for
each
region
across
operations
and
instructional
areas,
we're
also
launching
office
of
compliance
and
risk
management,
and
we're
committed
to
continuing
the
work
with
independent
external
audit
organizations,
all
of
which
together
will
help
to
make
sure
that
we
have
the
appropriate
internal
audit
processes
and
that
they're
implemented
with
fidelity.
F
I
think
you
know.
Additional
financial
investments
that
we'll
see
within
the
budget
are
being
made
around
data
infrastructure
robust.
You
know
Technical
Systems,
so
that
we
bring
things
to
a
level
for
a
district
our
size,
and
these
will
put
you
know,
place
in
and
enable
us
around
increasing
our
capacity
for
oversight
and
monitoring,
and
that
also
includes
the
development
of
data
quality
reports
which
we
can
do
frequently
to
Monitor
completeness
and
accuracy.
So
this
area
of
data
is
one
that
is
timely
in
the
audit.
F
You
know
tonight
we're
going
to
dive
a
bit
more
into
detail
about
the
central
budget,
but
what
I
want
everyone
to
understand
is
this
is
when
we
talk
about
systems
change.
This
is
the
time
for
the
change.
We
have
all
the
reports.
We
have
the
information
now
it's
time
for
us
to
do
that,
action
and
that
the
the
the
actual
follow-through
with
them
so
that
you
know
we're
setting
up
a
system
in
DPS.
That
is
for
the
long
term
and
it's
sustainable,
and
it
will
stand
the
test
of
time.
F
F
They
are
systems
that
the
that
the
community
and
you
can
rely
on
Beyond
any
person,
person's
or
or
governance
structure.
F
F
It's
that
my
team
and
I
say
team,
because
this
is
not
one
person's
work,
but
my
team
and
I
will
bring
that
sense
of
urgency
every
day
and
that
will
make
the
changes
that
we
need
to
to
ensure
that
every
child
in
every
classroom
in
every
school
has
the
same
opportunity
to
achieve
the
greatness
that
we
want
for
them
in
how
we
measure
that
will
be
in
the
student
outcomes,
not
in
words.
F
A
Thank
you,
superintendent
and
before
I
open
it
up
to
the
questions
from
the
committee.
I
wanted
to
share
a
few
of
my
own
Reflections
on
the
data
audit
I'm,
a
member
of
this
committee
since
2014.,
and
while
much
of
the
information
in
this
audit
and
the
other
reports
we
received
as
part
of
the
systemic
Improvement
plan,
have
not
been
surprising.
They
have
been
humbly
and
quite
honestly,
frustrating
it's
well
past
time
for
the
adults
in
this
city
and
in
this
system
to
put
Children
First
we're
here,
we're
all
here
for
them.
A
This
is
my
motivation
every
single
day
and
why
I
continue
to
serve
on
this
committee
to
make
a
difference
for
children
I'm
grateful
for
your
ending
comments,
superintendent!
We
must
spur.
We
must
bring
urgency
to
this
work
and
we
must
stop
putting
Band-Aids
on
these
problems
and
fix
the
systemic
issues.
A
We're
asking
you
to
do
a
lot
for
our
kids
needed
and
they
deserve
nothing
but
less
for
all
the
students.
The
education
we
provide
sets
them
on
a
path
for
the
rest
of
their
lives.
This
is
an
enormous
responsibility
and
we
must
all
rise
to
the
occasion.
Every
single
adult
in
this
district
and
in
this
city
has
a
responsibility
and
a
role
to
play
in
the
success
of
our
children's
future.
A
Systemic
and
sustainable
changes.
Take
that
culture
shift
you
reference,
superintendent
and
I.
Don't
want
to
be
here
a
year
from
now
saying
the
same
thing
help
me
and
we
know
the
problems
it's
time
to
roll
up
our
sleeves
and
do
the
work.
Thank
you
I'll
now
open
it
up
to
questions
from
the
committee.
Mr
cardet,
Hernandez,.
G
Foreign,
thank
you
so
much
for
the
report
and
chair.
Thank
you
for
your
words
too.
I
have
sort
of
three
groups
of
questions
so
I'm
going
to
just
and
I
hope.
I
don't
do
three
rounds,
but
I'm
gonna
go
with
one
set
now,
and
maybe
my
my
colleagues
will
ask
the
other
ones
and
if
not
I'll
Circle
back
I,
guess
I'll
start
with
the
data
questions
first
and
just
one.
Thank
you
for
your
honesty
and
the
honest
reflection.
G
You
know
I've
one
of
the
newer
members
on
the
committee
and
I
remember
having
the
conversation
specifically
around
our
graduation
rate
data
at
previous
times,
where
you
know
we
were
sort
of
told,
there's
nothing
to
see
here
and
so
to
have
a
really
sober
conversation
with
you
that
there
is
something
to
see
here
and
there's
something
to
do
here
as
well.
G
Only
increases
our
mutual
trust
with
one
another,
but
I
think
allows
people
who
are
watching
to
see
that
both
things
can
be
true
like
there
can
be
a
problem
that
we're
willing
to
own
and
we
can
be
driving
a
solution
at
the
same
time
to
sort
of
start
us
off.
You
know
the
the
audits
are
incredibly
helpful,
particularly
external
audits,
during
a
time
of
assessment,
and
also
during
the
transitional
time
of
action
and
I'm
curious
and
what
I
would
love
to
see
so
there's
a
sort
of
leading
element
here
like?
G
F
So
through
Jerry
I
I
100
percent,
two
things
one.
We
want
to
be
able
to
to
audit
toward
the
end
of
the
channel
over
the
summer
as
to
the
progress
we've
made,
putting
the
systems
in
place
and
then
doing
our
own
internal
audit
and
then
getting
feedback
on
that.
So
that's
like
a
good
example
with
ey.
You
know
we
kind
of
watch
the
process
that
they
used.
We
then
sort
of
have
done
our
own
internal.
F
We
now
are
putting
some
other
things
in
place
and
then
we
will
continue
now
at
least
two
more
times
to
do
that
same
audit
and
then
have
them
be
able
to
come
in
and
look
and
see
what
we
did
and
give
us
feedback
on
that
very
similar
with
the
console
grade.
City
Schools
or
any
of
the
reports
is
that
we
want
to
be
able
not
only
to
Mark
the
progress
but
to
not
just
check
it
off
like
we
completed
this
step.
F
But
more
importantly,
how
do
we
know
that
that
had
the
impact
we
were
looking
for
a
TAF,
because
there
could
be
also
that
some
in
some
of
these
reports
there's
other
things
that
just
didn't
get
reported
right
like
that
when
they,
when
we
go
back
and
look
at
it,
we
say.
Oh
one
of
the
other
things
we
need
to
do
is
this?
Well,
we
unearth
that
in
in
our
process
of
Correction,
so
you
know
I
think
really
we're
talking
like
three
years
worth
of
kind
of
really
kind
of
following
this
to
get
this
down.
G
Makes
sense
and
I
will
just
offer
you
know.
A
year
ago
we
were
I'm
thinking
about
the
graduation
data,
specifically
which
I
pressed
a
lot
around
a
year
ago
we
were
told
it
was
accurate
and
we
don't
have
concerns,
and
so
there
is
like
a
trust-
and
this
is
this
predate
June,
so
I'm
honoring
that
but
it
doesn't
predate
the
entire
organization
or
the
team,
and
so
there
is
a
sort
of
trust
deficit
that
currently
exists
in,
in
which
I
love
the
idea
of
consistent
evaluation
around
the
system
and
the
implementation
of
the
system.
G
But
there
is
a
little
bit
of
like
fact
checking
our
own
data.
That
I
think
will
be
important
to
build
long-term
trust.
To
say
to
have
this
conversation,
maybe
for
a
few
years
right
where
we're
being
really
sober
around,
they
found
X
and
we
found
why,
and
there
was
alignment
and
here's
where
there's
misalignment
and
now
we
know
continuous
places
for
system
Improvement
and
maybe
we're
saying
the
same
thing
but
I
think
it
will
be
good.
Yeah.
G
Second
question
I
have
was
around
the
individualized
education
plans
and
I
hear
what
you're
saying
that,
like
Services,
don't
commence
as
a
result
of
an
IEP,
an
annualized
plan
not
being
reevaluated
on
time,
but
it
is
like
saying
you
know:
I
was
supposed
to
move
on
from
the
fourth
grade
to
the
fifth
grade.
The
admissions
team
didn't
make
that
transfer
and
I'm
staying
in
fourth
grade.
Don't
worry
nothing
to
see
here,
I'm,
not
getting
the
services
in
fifth
grade
that
I
need
and
that's
the
nature
of
the
IEP
process.
G
As
you
talked
about
the
system
Improvement
and
when
it's
I
think
it
was
like
a
quarter
of
our
IEPs
are
are
delayed
yeah,
that's
major!
That's
for
me!
A
major
concern
and,
as
a
parent
would
be
a
major
concern
as
a
school
leader
would
be
a
major
concern,
I'm
sure
for
you
as
a
superintendent,
as
you
named,
you
talked
about
pulling
new
triggers
that
would
through
the
dashboard
that
would
like
notify
schools
more
consistently
around
the
late
IEPs
process
as
well
as
possibly
almost
this
is
me
making
an
assumption.
G
But,
like
you
have
an
IEP,
that's
coming
make
sure
you're
on
time
curious.
If
part
of
that
system
like
on
time
isn't
good
enough,
because
we
also
want
high
quality
iups.
Sure,
yes,
and
so
is
there
a
system
in
place
that
you're
putting
in
because
I've
heard
this
from
other
families
to
also
make
sure
that
the
IPS
not
just
started
on
time.
But
the
testing
and
the
data
that's
needed
to
make
really
informed
decisions
around
student
needs
it's
actually
being
conducted
on
time.
G
That's
different
than
just
the
IEP
has
been
started
in
the
system
or
finalized.
That's
about
like
a
focus
on
knowing
how
the
kid
is
performing
where
their
growth
zones
are
and
where
their
opportunities
still
exist
and
being
aligned
around
a
timeline
for
schools
to
be
moving
with
urgency
around
having
that
information
yeah.
So.
F
I
think
so,
there's
like
two
things,
so
one
is
I,
think
we
we
clearly
need
to
work
to
have
no
IEPs
over
there
right.
That
is,
that
is
the
goal.
I
think
one
is
in
this
case.
It
wasn't
a
case
where
the
system
wasn't
smart
enough
to
notify.
F
It
was
what
was
happening
once
in
the
notification
came
right,
so
the
I
think
the
the
part
we're
building
in
on
the
risk
piece
right
is
to
try
to
minimize
that,
by
having
more
opportunities
for
people
to
see
that
to
respond
to
it
and
to
try
to
figure
out,
what's
going
on,
I
think
at
the
other
level
that
we're
working
with
UI
is
to
categorize
what
might
be
some
of
the
reasons
why
we're
seeing
IEPs
overdue.
F
So,
for
instance,
are
we
seeing
again
I'm
hypothesizing,
but
are
we
seeing
that
there
is
for
our
multilingual
Learners
with
disabilities
that
they're
as
a
concentration
who
are
overdue,
because
there
wasn't
enough
interpretation,
Services
right?
That
would
be
like
a
hypothesis
right.
So
we're
also
looking
with
them
to
say:
what's
the
big
Trend
piece
that
we
as
a
district
could
put
more
resource
toward
to
eliminate
that
I.
Think
to
your
point,
the
idea
isn't
that
you
that
it
being
overdue
is
the
trigger,
but
this
is
a
process
right.
F
F
Think
one
of
the
things
we're
working
on
with
the
special
with
in
the
networks
and
the
special
education
assistant
directors
is
to
be
able
to
look
at
the
margins
of
like
what
is
overdue
right,
so
we're
I
think
in
the
same
way
we're
thinking
along
the
same
lines.
It's
like.
We
don't
want
this
to
be
the
line
of
demo
like
the
the
line
that
triggers
it.
We
want
to
make
sure
we're
current
at
each
step
of
the
process.
Yeah.
G
That's
informing
an
IEP,
because
a
late
IP
like
anytime,
all
of
us
are
late
in
our
lives
means
we
start
rushing
versus
the
sort
of
work
happening
from
a
central
team
to
like
make
sure
folks
are
doing
the
work
that
leads
up
to
an
on-time
IP
versus
doing
the
work
to
close
out
an
IEP.
Yes,
the
last
question
I
have
in
this
category,
and
it
may
connect
to
another
question
later-
is
just
around
the
on-time
bus
performance
piece
here.
You
know
as
we're
about
to
move
into
further
their
conversations
about
this
contract.
G
F
On
the
data
piece,
I
just
want
I
just
want
director
Rosenberg
to
come
on
for
a
minute,
Rosengard
Dan,
just
because
he'll
know,
I
think
it's
actually
the
I
think
the
missing
or
the
inaccurate
GPS
was
like
7.5
is
what
it
was
reported
up
last
month.
F
I
think
you
know
we
have
to
be
able
to
get
our
students
like
the
bus,
the
the
bicycle
is
moving
right,
and
so
our
system
doesn't
stop
with
Transportation.
So
we
have
to
be
able
to
get
our
kids
from
point
A
to
point
B
all
year
round.
F
I
think
one
of
the
things
the
contracts
have
lacked,
including
the
contract
we're
currently
in,
is
being
able
to
actually
hold
vendors
accountable
for
the
outcome
for
the
performance,
whether
that
is
the
on-time
performance
or
whether
that
is
you
know
the
number
of
missed
routes
or
whether
that
is
in
this
particular
case,
missing
GPS
or
inaccurate
GPS
data.
So
I
think
one
big
piece
that
we're
very
happy
with
about
this
contract
and
the
reason
we
got
Consultants
to
help
create
it
and
and
give
you
know,
kind
of
look
at
National
survey.
F
It's
why
we
looked
at
the
Council
of
great
City
Schools
recommendations
was
that
without
that,
in
the
contract
we
would
be
where
we
are
now,
which
is
only
us
being
able
to
do
what
we
can
do
from
the
accountability
standpoint
and
not
and
not
fully
so
I
think.
That
is
why
we're
excited
about
the
contract,
because
it
represents
a
fundamental
change.
F
It's
also
one
that,
from
a
due
diligence
standpoint
we
spent
months
and
months
on
you
know
back
in
the
spring
prior
to
me,
but
months
and
months
did
the
committee
spend
on
it
working
to
make
sure
that
that
the
the
Consultants
who
specialize
in
this
were
advising
and
being
able
to
tell
us
nationally
looking
at
our
system
what
were
the
main
things
for
us
to
to
get
to
the
performance
levels
we
were
looking
for?
What
did
we
need
to
do
from
a
contract
standpoint?
So
I
think
that's.
F
These
are
the
things
that
we
kind
of
bring
to
where
we
are
right
now
in
that
process.
I
think
our
work
with
iGo
has
been
to
even
strengthen
it
more,
which
is
great,
because
I
think
the
we've
benefited
from
that.
Having
those
conversations,
including
some
those
recommendations,
Dan
I,
don't
know
if
you
have
anything
specific
on.
Remember
credit,
Hernandez's
question
about
the
25
yeah.
H
Yeah
so
I
thanks
for
the
question
and
superintendent,
you
know
did
a
great
job
covering
this.
The
25
is
when
ey
looked
at
data
from
last
year.
They
picked
out
a
few
specific
weeks
throughout
the
year
and
when
they
looked
at
those
weeks,
they
saw
that
25
of
scheduled
trips
had
not
been
included
in
in
last
year's
on-time
performance.
H
For
when
we
discovered
this
issue
and
and
reported
it
to
the
state
in
early
September,
you
know
we
quickly
jump
in
on
it
and
so
for
this
school
year,
September
through
January
or
the
months
we've
reported
so
far,
the
percent
of
missing
data
has
been
between.
5.3
was
the
low
and
7.7
was
the
high.
So
it's
you
know.
It's
we've
made
significant
improvements
from
where
we
were
with.
You
know
the
data
from
last
year
that
UI
was
looking
at
and
and
transdev
has
committed
to
working
with
us
to
get
that
number.
F
J
Thank
you
for
the
report.
I
think.
My
question,
I
think,
which
is
rather
simple,
is
that
her
report
sort
of
outlines
the
creation
of
many
data
dashboards
to
track
this
and
so
I'm
sort
of
wondering
about
the
timeline
of
the
development
of
these
data
dashboards,
because,
like
it's
great
that
we're
having
these
conversations,
but
until
we
actually
have
actually
a
comprehensive
system
in
place
to
even
measure
it
like
we're
kind
of
sitting,
ducks
right
now
so
to
speak.
So
I'm
curious
about
that.
Yeah.
F
So
actually,
Monica
I'm,
just
gonna
bring
monocaine,
because
it's
also
helpful
that
she
was
the
the
former
director
of
Oda.
But
you
know
this
is
this
is
clearly
a
focus
area
for
us
and
I
I
would
say
it's
also
not
just
the
data
systems,
but
it's
also
the
technology
that
supports
the
data
systems.
F
So,
like
a
good
example,
a
good
example
on
ridership
right
is
us
being
able
to
have
tablets
to
be
able
to
determine
who's
riding
the
buses
right,
minus
that
technology
everything's
done
manually,
which
is
time
consuming
and
lens
itself
for
human
error.
So
what
has
to
be
kind
of
backed
up
in
the
data
system?
Creation
is
also
the
technology
as
input
and
how
we
actually
capture
it
and
get
it
in
there.
F
So
we're
working
kind
of
on
both
fronts
right
now,
but
Monica
do
you
want
to
just
speak
a
little
bit
on
the
the
data
side?
Sure.
K
E
K
I.T
Department
are
utilizing.
Some
of
our
Esser
funds
is
around
the
creation
of
a
new
data
warehouse
that
is
aligned
to
that
by
data
standard.
K
K
That
work
started
this
past
spring
and
is
ongoing
through
the
fall
and
has
begun.
The
team
has
begun
developing
different
dashboards
using
that
data
warehouse
they're,
also
using
other
tools
that
are
currently
available
to
us
to
create
dashboards
for
different
areas
and
are
continuing
to
sort
of
think
about
how
we
streamline
all
of
this
into
one
place
and
build
dashboards
for
specific
items.
So
I
think
one
piece,
that's
interesting
to
think
about
is
the
with
the
withdrawal
data
in
order
to
determine
if
the
documentation
that
is
uploaded
is
sufficient.
K
It
does
require
manual
review
of
that
documentation,
and
so
thinking
about
how
do
we
ensure
that
we
have
the
human
resources
to
be
able
to
do
that
review
and
are
then
tracking
that
information
that
we
can
view
in
a
dashboard
is
part
of
the
work
that
our
student
withdrawal
working
group
is
doing
when
they
meet
on
a
bi-weekly
basis.
L
D
You
I
I
just
want
to
comment
and
it's
interesting
superintendent,
your
opening
comments,
or
your
closing
comments,
I
should
say,
is
part
of
your
opening.
Talk
are
about
you
know,
looking
in
the
totality
of
the
reports
that
have
been
received,
and
so
the
the
you
know,
agreement
with
Desi
the
work
that
they
have
done.
The
council
reports,
the
the
ey
data
audit
and
even
now,
the
inspector
General's
comments,
I
think
very
helpful
comments,
quite
frankly
about
the
potential
Transportation
contract.
D
I
appreciate
your
closing
comments
because
it
is
about
looking
at
all
these
issues.
We
can't
we
can't
improve
until
we're
honest
and
transparent
about
where
they
are
and
echoing
the
comments
that
were
made
before
the
appreciation
of
the
honesty
and
looking
at
our
issues
and
our
Primal
problems,
and
we
don't
have
trust
right
now
with
our
families
in
our
community,
so
we
have
to
be
transparent,
I
think
the
next
key
steps
are
now
that
we've
looked
at
all
these
things.
D
What
is
your
strategy
about
how
you're
going
to
tackle
them,
particularly
where
they
cross
over
right
and
a
lot
of
special
ed
and
our
transportation,
our
ell
and
our
transportation?
Our
special
ed
and
our
ell
there's
a
lot
of
intersections
here.
If
we
look
at
it.
D
So
how
are
you
going
to
tackle
it
systemically
and
then
what
are
going
to
be
the
touch
points
that
you
are
willing
to
set
up,
that
we
want
to
set
up
as
a
board
working
with
you
of
how
we're
going
to
be
looking
at
this
regularly
to
see
if
there
is
Improvement
along
and
actually
following
through.
That
is
that's
right.
The
only
way
we
can
rebuild
trust
with
our
families
is
by
a
was
acknowledging
the
issues
and
we're
doing
that.
D
But
now
what
is
the
plan
and
how
we're
going
to
track
it
and
how
we're
going
to
adjust
if
we're
not
reaching
it
so
I
think
it
is
actually
interesting
that
tonight.
The
reason
for
this
meeting
is
to
talk
about
the
central
budget
right,
because
a
lot
of
these
and
maybe
I'm
foreshadowing
questions
that
I'm
going
to
ask
later
on.
We
don't
have
to
answer
them
now,
but
I
am
going
to
be
interested
to
see.
D
How
have
you
learned
from
these
reports
and
what
are
we
doing
to
plan
and
the
budget?
The
central
budget
for
increased
it.
What
are
our
systems?
Do
we
have
the
right
people?
Do
we
need
more
people?
Do
we
need
more
professional
development
for
our
school
leaders
of
how
data
is
input,
but
are
our
systems
right
and
are
they
talking
to
each
other?
What
are
we
doing
about
school
safety?
D
F
Yeah
I
I
appreciate
the
future.
I
appreciate,
I,
appreciate
kind
of
the
thinking
on
this,
because
I
I
think
in
some
cases
there'd
be
a
rock
there's
like
a
there's,
a
sense
of
urgency.
Clearly,
but
sometimes
when
you
have
a
sense
of
urgency,
you
can
make
rash
decision
and
you
don't
think
thoughtfully
and
strategically
about
how
things
connect
and
the
impact
and
I
think
this
is
one
of
those.
F
You
know
one
of
those
moments
in
BPS
right
where
for
the
room
you
know
this
year
is
our
year
of
input
with
all
of
this
data
and
recommendations
and
then
a
beginning
of
laying
out.
You
know
how
to
rebuild
the
foundation
in
a
way
that
each
year
we
build
on
to
a
foundation
that
is
stronger
and
stronger
and
stronger
to
make
it
sustainable.
F
To
try
to
do
everything
at
one
time
will
not
work
given
the
depth
of
the
issues
that
the
reports
have
shown.
So
you
have
to
be.
We
have
to
be
strategic
in
starting
in
the
in
the
biggest
lever
areas
in
making
sure
we're
coordinated
in
them,
making
sure
that
organizationally
we
have
accountability
built
in
at
each
level
of
the
organization
and
I.
F
Think
our
step
to
the
regional
networks
is
a
big
one,
because
it
takes
us
from
119
schools,
where
a
lot
of
different
things
can
be
happening
to
nine
regions,
with
a
coordinated
team
and
oversight
that
really
can
see
and
respond
more
nimbly.
When
we
see
things
not
work
and
it
allows
us
to
work
backward
in
building
the
systems
and
the
structures
to
support
those
nine
regions
in
an
adequate
way,
which
clearly
hasn't
happened
over
decades.
So
you
know
I
I.
F
It
is
it's
one
of
those
like
once
in
a
lifetime
kind
of
opportunities
as
difficult
as
all
of
this
is
to
look
at,
especially
when
you
know
many
of
us
have
been
in
the
system,
and
it
has
raised
us,
but
this
is
BPS
is
a
system
that
our
students
and
families
need
to
be
able
to
count
on
in
generations
to
come
right.
This
isn't
about
just
this
moment.
This
is
about
what
is
to
come
in
our
system
and
that's
what
we
have
to
kind
of
get
to
in
building
to
that
future.
F
So
I
I
feel
I
feel
blessed
with
this
committee
to
ask
those
questions
and
to
give
the
resources
and
to
hold
us
accountable
in
a
way
to
make
that
happen,
and
that
starts
with
me
as
the
leader,
and
that
starts
with
my
team
as
Leaders.
There's,
no
there's
no
way
out
of
that
piece.
F
We
have
to
be
able
to
show
the
Improvement
to
show
the
change
and
and
to
have
that
be
for
not
only
in
the
next
couple
of
years,
but
more
importantly,
for
what's
to
come
in
BPS
in
in
the
decades
to
come,
because
as.
D
The
expression
goes
superintendent,
you
know
I,
think
Ronald
Reagan
said
President
Reagan
said
it
about
adversaries
in
the
past,
trust,
but
verify
right,
and
so
we
want
our
families
to
do
that.
For
us
and-
and
we
as
a
committee
want
to
do
it
with
you
and
your
team.
We
want
to
trust,
but
we
want
to
verify.
We
want
to
know
what
are
the
data
points
along
the
way
that
we
know
progress
is
being
made
and
first
what's
the
strategy
to
make
it
happen
and
I
think
I
as
an
individual
member
hope.
D
This
committee
really
thinks
hard
about.
You
know,
what's
a
dashboard,
that
we
can
be
looking
at
to
seeing
that
we're
making
progress
on
these
systemic
issues,
because
we
can't
just
say,
wait
and
all
sudden
it'll
be
fixed.
It's
one
of
the
steps
along
the
way
and
are
we
in
Sharing
together
that
we're
making
it
happen,
and
is
the
budget
appropriate
to
make
that
happen
as
well,
since
this
is,
after
all,
a
budget
discussion
tonight.
F
So
like
to
remember
that
we're
riding
the
bike,
and
so
when
you're
riding
a
bike
with
49
000
children,
you
can't
stop
take
the
tires
off
and
put
new
tires
on.
You
have
to
figure
out
how
to
make
that
correction
and
that
change
at
the
same
time
that
you're
continuing
to
serve
so
that
I
think
is
the
uniqueness
of
Education.
It's.
F
Why
sometimes
change
happens
in
a
very
like
mishapen
way
and
that's
what
I
think
we
have
the
opportunity
to
do
thinking
together
as
a
team
as
a
body
and
certainly
as
a
city
of
how
to
be
able
to
do
that
in
a
more
coordinated
fashion.
So
that
to
me,
is
the
opportunity
on
the
table
that
I
I
do
feel
is
a
lifetime
opportunity
for
all
of
us.
G
F
G
I'm
curious,
you
know,
I
read
the
the
Inspector
General
letter
and
I
agree
with
you
like
they
were.
They
recognized
that
we
plan
to
proceed
or
that
the
district
rather
plan
to
proceed,
but
I
didn't
read
it
and
think
that
there
was
like
unwavering
support
around
that
plan
to
proceed.
I
I
also
recognize
that
the
contract
went
out
to
bid
before
you
got
here
and
so
I
guess
I'm
curious
on
on
sort
of
two
levels.
You
know
if
I
could
wave
a
magic
wand.
G
This
is
me
being
really
transparent
in
this
room
like
I
I
am
not
in
belief
that
we
are
ready
for
a
five-year
commitment
around
a
new
Transportation
contract.
I.
Just
don't
think
our
house
is
in
order.
It's
like
dating
before
you're
divorced.
It's
like
we've
got
to
figure
some
things
out
before
we're
ready
to
make
go
into
our
next
serious
partnership,
even
if
it's
with
the
same
people-
and
so
you
know,
I-
have
concerns
like
why
five
years
not
one
year,
I
also
know
that
this
started
before
you
got
here
and
I'm
curious.
G
How
you
reflect
on
that
and
your
alignment
to
that
process
and
then
I
think
the
sort
of
second
question
is
just
to
understand
your
thinking
around
this
and
I'm
thinking
of
what
I
understood
some
of
the
undertones
of
the
Inspector
General
letter
to
say
like
why
not
just
why
do
we
need
to
take
this
out
to
bed?
Why
are
we
not?
Why
is
it
not
part
of
your
strategy
to
bring
in
the
management
of
this
company
in-house?
G
I'm
talking
about
buses
like
they're,
sometimes
I
feel
like,
and
when
we've
talked
about
Transportation,
it's
sort
of
like
there's
nothing
we
can
do
like
this
is
the
system
we
have
and
there's
a
lot
of
ways
that
we
can
shake
it
up,
maybe
even
make
a
more
competitive
bid,
like
I,
suspected
much
easier
to
bid
on
a
get
competitive
bids
on
a
process
where
folks
were
management
and
leasing
the
vehicles
or
owning
the
vehicles,
and
then
we
wouldn't
have
the
same
duplicateous
structures
that
it
currently
exist
right
where
a
family
calls
BPS
for
information
about
their
bus,
they're
not
talking
to
trans
deaf
like
they're
Heroes,
but
we
are
still
managing
it
I'm
just
sort
of
curious.
G
F
So
I
think
I
think
one
thing
coming
into
this
because
it's
a
budget
hearing
was
that
our
legal
legal
advisor
gave
us
guidelines
on
what
we
like
how
in
detail
we
could
go
in
order
to
still
meet
open
meeting
law
and
I.
Think
some
of
what
you're
asking
is
in
the
detail,
piece
and
I
think
it
would
be
appropriate
for
when
we
present
the
contract
but
I,
don't
think
it's
something
that
unfortunately
I
can't
answer
right
now.
F
What
I
will
say
is
what
I
will
say
is
that
I
do
think
that
the
district
did
a
good
job
in
the
spring,
recognizing
its
limitations
of
knowledge
of
our
transportation
system
relative
to
the
rest
of
the
nation.
It
sought
out
a
consultant
or
consultant
to
advise,
which
I
think
was
the
right
step
and
I.
Think
from
that,
we
got
a
great
deal
of
information
that
was
then
reinforced
with
the
council,
great
City,
Schools
report.
So
that's
all
very
consistent.
F
It
showed
us
what
we
believed,
but
it
confirmed
that
we
are
very
complex
despite
we're
not
the
biggest
system,
but
because
of
the
public-private
in
Charter
Transportation
requirements
and
because
of
our
congestion
in
general,
in
the
ecosystem
of
our
city
and
because
of
the
year-round
calendar
of
all
of
our
programs
and
our
Charter
and
private
Partners.
We
just
have
a
really
complex
system
that
the
most
vendors
would
not
be
able
to
to
handle.
F
We
also
believed
and
knew
that
part
of
the
issue
of
not
having
contractually
any
performance
or
penalty
for
not
meeting
strict
outcomes
was
really
a
deficit
for
us
in
being
able
to
hold
a
vendor
truly
accountable
in
the
ways
that
we
would
want.
So
I
think
that
the
process,
the
the
you
know,
the
comprehensive
process
the
district
took
where
it
landed,
and
you
know
what
it
put
into
the
bid,
were
kind
of
all
the
right
things
and
I
think
that's
about
what
I
can
say
on
it
and.
G
Thank
you
for
that
and
I'm
sorry,
for
you
know,
asking
questions
that
weren't
right
for
this
space
and
I'll
make
sure
to
bring
some
of
those
into
our
one
of
our
closed
sessions.
The
last
thing
I
have
is
just
around
Title
One,
and
this
is
a
budget
question,
but
it
connects
to
the
conversation
we
were
having
earlier.
You
know
the
the
Title
One
funding
is
intended
to.
You
know
supplement
not
supplant
the
services
and
the
the
Globe
article
that
I
read
named
that
you
know
from
their
analysis.
It
was
like
I,
don't
know.
G
I'm
looking
at
the
2023
budget
records
showed
that
roughly
6
million
of
the
42
million
for
title
for
the
title,
one
budget
or
14
explicitly
intended
to
support
English
language,
Learners
and
non-native
English
speakers
was
below
what
we
were
required
to
spend
I'm
curious.
If
one,
you
believe
that
that's
accurate
and
then
two,
how
are
we
solving
that?
For
the
future
sure.
F
So
I'm
going
to
actually
ask
CFO
Cooter
to
come
on
on
that
one,
because
he
would
have
more
specifics
on
the
the
actual
numbers.
M
Hi
good
evening,
everyone
for
the
title,
one,
the
supplement,
not
supplant
standards
and
the
The
Meta
article
as
I
understand
it
and
I
I
have
to
be
honest.
I
wasn't
reading
too
closely
in
the
article
details,
but
the
meta
requirements
has
us
a
certain
percentage
of
our
budget,
that's
to
be
spent
on
English
Learners
and
there's
two
ways
that
for
the
district-wide
sort
of
central
office
spending
we
consider
English
learner
spending.
M
The
first
is
that
that
the
amount
of
the
budget
that
is
specifically
and
explicitly
set
aside
for
English
Learners
only
multilingual
Learners,
only
though
that
would
be
the
the
portion
of
the
budget
that
was
in
a
program
code
or
account.
This
signals
that
it's
English
learner
spending
I
believe
that's
the
amount
that
they
had
reported.
M
The
other
piece
is
that
for
district-wide
programs,
we
report
on
the
participation
of
English
Learners
in
those
programs,
for
instance,
we
have
a
summer
school
program
that
is
funded
on
Title
One
and
students
participate
in
that
that
are
English
Learners.
That
can
be
part
of
the
sort
of
proportion.
So
it's
it
is
separate
and
from
the
supplement,
not
supplant
piece,
the
percentage
requirements
are
or
our
requirements
for
spending
on
low-income
programs
like
title
one,
but
it
is
a
different
requirement
under
meta.
G
We're,
like
you,
you
don't
have
any
concerns
around
under
spending
specifically
targeting
supports
for
English
language,
Learners,
non-native,
English
speakers.
M
Yeah
no
I
mean
I
think
this
is
something
that
we
monitor
very
closely
and
have
Partnerships
with
the
office
of
English
Learners
between
my
office
and
and
their
office
to
be
able
to
work
with
schools
in
terms
of
the
set
aside
for
English
Learners
and
then
also
to
develop
programs
for
English
Learners
through
Title
One.
M
That's
all
that's
all
part
of
the
process.
I
think
we
have
a
a
robust
process
for
monitoring
it
and
are
in
compliance
with
our
external
requirements.
G
G
This
is
not
my
area
of
expertise,
but
it
may
just
be
something
for
us
as
a
committee
to
be
sort
of
focused
on
because
you
know
sometimes
wear
their
smoke.
There's
fire
and
so
I
just
want
to
be
sober
about
that
and
and
also
make
sure
that
we're
spending
money
in
the
way
that
it's
intended
to
be
spent
and
that
it's
being
deployed
to
the
young
people
who
need
it.
The
most.
A
Okay,
thank
you.
All.
The
committee
looks
forward
clearly
to
Future
updates
on
all
of
this
critical
work.
We'll
now
transform
sorry
we'll
now
transition
now
to
our
Focus
here
for
the
evening,
the
fiscal
24
Budget
on
February
1st
superintendent
Skipper
presented
for
preliminary
fiscal
24
year
budget
proposals
in
the
amount
of
1.4
billion.
A
Last
week
the
committee
held
the
budget
hearing
where
we
took
a
deep
dive
into
school
budgets
and
tonight
the
committee
will
take
a
closer
look
at
the
central
budgets
in
a
moment
we'll
invite
Chief
Financial
Officer
Nate
Cooter
and
his
Deputy
Chief
Financial
Officer
David
Bloom,
to
share
their
presentation.
First
I
would
like
to
invite
the
superintendent
to
give
opening
remarks.
F
Thank
you
chair,
and
you
know,
I'm
as
I
said,
I'm
excited
to
share
our
central
office
budget
presentation
with
you
tonight.
The
central
office,
you
know,
exists
to
serve
our
schools.
I
think
I've
said
that
from
day
one.
F
F
As
we've
seen
over
the
past
few
months,
there's
a
lot
of
work
to
do
and,
as
we've
talked
about
tonight
in
partnership
with
the
state
as
part
of
our
systemic
Improvement
plan,
you
know
we're
working
on
ensuring
our
transformation.
Schools
have
the
resources
that
they
need
to
support
students
and
dramatically
improve
student
outcomes.
F
You
know
reviewing
and
implementing
systems
changes
to
better
track
and
Report
our
data.
As
a
result
of
the
ey
audit,
we
received
reports
from
the
Council
of
great
City
Schools
relative
to
you
know
lots
of
recommendations
on
school
safety
and
transportation,
and
special
education,
and
our
team
has
also
laid
out
a
strategic
plan
for
our
multilingual
Learners
and
in
partnership
with
the
city,
have
launched
the
green
New
Deal
for
BPS
and
are
finalizing
over
the
next
year.
Several
critical
assessment
reports,
the
facilities,
condition
assessment,
the
school
design
study
and
a
facilities
master
plan.
F
All
of
this
work
is,
you
know,
is
large
in
terms
of
the
scope
of
it
in
the
sense
of
urgency
of
it.
You
know
doing
this
well
is
going
to
require
us
to
look
at
kind
of
open,
underneath
the
hood
and
look
at
every
aspect
of
the
work
through
an
equity
lens
in
in
this
year's
budget.
You
know
we're
ensuring
that
our
Equity
work
is
a
through
line
not
only
within
the
regional
models
but
also
across
the
entire
organization.
F
We
also
have
to
look
at
the
current
structure
of
the
central
office,
so
we
can
focus
our
work
on
these
priorities
and
it
also
requires
for
us
to
look
when
what
we
might
need
more
to
invest
in
in
both
people
and
resources
at
the
district
level.
So
we
can
create
the
systems
changes
that
we've
talked
about
and
have
those
system
changes
be
sustainable,
as
I
said
earlier
tonight
for
too
long
in
Boston,
and
certainly
I've
lived
this.
You
know
throughout
my
career
here
as
well
and
I
think
also
just
more
broadly
in
urban
Ed.
F
F
We
are
here
in
service
to
our
students
and
our
families,
and
especially
to
our
black
and
brown
students,
to
our
special
education
students
from
our
multilingual
Learners,
because
they
historically
have
been
underserved
in
our
district,
and
you
know,
I
think
the
opportunity
agenda
is
the
only
way
we
can
and
will
support.
F
F
You
know
some
of
what
we're
saying
tonight
in
in
a
variety
of
ways,
and
because
of
that
there's
a
lack,
you
know,
there's
a
definitely
a
lack
of
trust,
and
you
know
I
just
want
to
reiterate
that
I'm
really
committed
to
Leading
the
work.
My
team
is
really
committed
to
executing
this
vision
and
we
are
committed
together
to
building
back
trust
and
making
sure
that
student
in
outcomes
improve
across
the
district
at
every
level.
F
You
know
it.
Some
of
this
will
happen
more
slowly
than
any
of
us
would
want,
but
it
has
to
all
be
through
openness
and
transparency
and,
most
importantly,
which
is
how
I've
spent
my
career
doing
what
we
say
that
we're
going
to
do
and
making
sure
we
can
show
the
results
to
back
that
up
and
that's
what
we're
here
to
do.
F
So
you
know
I,
just
I
also
I've
listened
to
the
Secretary
of
Education
Pat
tottweiler,
who
former
Boston
person
that
I've
had
a
lot
of
opportunity
to
work
with,
and
you
know
he
talked
about
stabilizing
and
healing
through
the
pandemic
and
then
transforming-
and
this
is
really
just
stuck
for
me,
because
I
think
it
really
does
capture
kind
of
how
we
have
to
approach
things
and
I
I.
Think
it's
possible
and
I
I
think
you
know
we.
F
We
can
do
better
we're
working
hard
on
the
you
know,
certainly
on
the
stabilizing
in
the
healing
and
the
call
to
action
is
in
the
transforming.
F
F
But
we
need
to
get
those
small
things
right.
They
do
matter
and
I
know
for
myself.
I
can't
do
this
work
by
myself.
I
need
you,
as
a
committee
I
need
our
mayor.
I
need
our
city
council
and,
most
importantly,
I
need
our
BPS
team
in
our
schools
and
in
our
district,
and
you
know
it
requires
the
the
leadership
team.
F
F
You
know,
you're
gonna,
you're
gonna,
hear
that
this
really
is
going
to
require
all
of
us
to
to
raise
this
work
and
to
do
it
and
to
make
difficult
decisions
that
are
student-centered,
not
Adult,
Center.
Third,
in
each
step
of
the
way-
and
you
know
I
know,
the
mayor
is
committed-
her
Administration
is
committed.
They
work
in
partnership
with
us
committed
in
every
step,
not
only
in
the
resources.
You
know,
50
million
dollars
to
help
us
get
inclusion
right,
two
billion
dollars.
F
You
know
in
the
green
New
Deal,
but
you
know
also
just
committed
in
every
all
of
the
smaller
ways,
to
making
sure
that
our
schools
are.
The
places
are
that
our
kids
deserve
to
be
and
I
know
that
our
community
right
it
takes
a
village
and
many
of
our
students
we
know,
are
not
they're,
not
well
right.
Now.
You
know
they're
not
doing
well
right
now
they
need
us,
you
know
they.
They
need
us
to
do
the
hard
work
for
them.
They
need
us
to
show
up
for
them.
F
F
We're
going
to
share
some
of
how
we're
structuring
the
central
office
to
focus
on
the
six
priority
areas
of
investment,
and
you
know
we're
also
going
to
show
on
the
central
office
how
we're
aiming
to
take
work
and
burden
off
of
the
schools
and
the
school
communities,
because
there
you
know
they
need
to
be
there
and
showing
up
for
the
kids
on
a
daily
basis,
and
my
leadership
team
knows
I've
said
this
really
clearly
that
we
need
to
shift
the
way
that
we've
been
doing
things
we
need
to
hold
ourselves
accountable.
F
We
need
to
think
systemically
and
sustainably
and
most
importantly,
we
need
to
think
about
our
students
as
the
centerpiece
and
the
focus
of
our
decision
making,
and
they
are
embracing
that
and
they
are
working
their
butts
off
to
accomplish
it.
And
so
tonight
is
a
step
in
this
Direction
with
the
central
presentation.
So
with
that
I.
Thank
you
and
I
will
turn
it
over
to
our
CFO
Nate
Hooter.
M
Thank
you
so
much
superintendent
good
evening
here,
person,
Robinson
and
members
of
the
school
committee.
As
superintendent
mentioned,
my
name
is
Nate
kuder
I'm,
the
Chief
Financial
Officer
and
happy
to
be
back
in
front
of
you
to
discuss
the
FY
20
for
budget
for
the
Boston
Public
Schools.
M
M
M
It's
also
important
that
we
align
to
the
school
committee's
own
strategic
plan
presented
in
April
of
2021.,
and
we
share
it
here
because
it
was
also
an
anchor
to
our.
It
was
a
anchoring
point,
the
start
of
our
planning
process
throughout
the
planning
throughout
the
presentation
this
evening,
you'll
notice,
consistency
between
this
committee's
goals
and
the
superintendent's
investment
priorities.
M
For
those
of
you
who
are
coming
to
your
first
fy24
budget
hearing
tonight,
we
wanted
to
provide
you
with
an
overall
investment
summary.
The
changes
in
our
budget
from
FY
23
to
this
proposal
can
be
broken
down
into
three
main
categories:
strategic
Investments
increase
costs
and
long-term
sustainability.
M
M
This
table
includes
a
list
of
each
school
and
their
budget
allocation
and
each
Central
department
and
their
allocation
you'll
find
this
table
broken
into
two
groups,
Central
and
schools.
But
this
tells
you
who's
responsible
for
managing
the
funding.
It's
not
helpful
for
understanding
where
you'll
find
those
services,
so
we
further
break
out
our
Central
category
in
the
budget,
not
based
on
the
department
responsible
for
spending,
but
by
the
purpose
of
those
services.
M
And
finally,
non-bps
student
services,
those
services
like
transportation
to
charter
schools
are
provided
to
non-bps
students.
Excuse
me
boston-based
students
in
non-bps
schools.
M
M
The
list
on
the
left
includes
examples
of
what
we
consider:
School
Services,
budgeted
centrally
custodians,
occupational
therapists
and
related
service
providers
work
directly
in
our
schools
and
from
a
student's
perspective.
That's
no
different
from
a
classroom
teacher,
but
for
management
reasons.
This
is
it.
These
are
items
that
is
not
on
the
school
budget
versus
the
classroom,
teachers
which
are
found
on
the
school
budget
regardless.
We
also
want
to
be
really
clear
about
the
administration
costs
of
the
district,
so
the
list
on
the
right
provides
example
of
what
that
includes.
M
Our
full
budget
is
available
online
and
later
in
the
presentation.
I
provide
a
link,
but
if
you
wanted
to
familiarize
yourself
with
the
budget
in
one
table,
this
is
it.
Bps
has
consistently
budgeted
around
six
percent
of
our
overall
budget
to
Central
Administration
and
nearly
90
percent
of
our
budget
is
directed
to
schools
or
provided
to
schools
through
school
Services
budgeted
centrally.
N
Thank
you,
Mr
Cooter
good
evening,
Madam
chair
members
of
the
school
committee
and
the
BPS
Community
joining
us
this
evening,
a
moderate
and
humble
to
be
serving
in
the
role
as
Deputy
superintendent
of
operations
for
the
district.
N
The
Operations
Division
is
a
team
of
collaborative
student,
focused
leaders
across
six
divisions,
the
capital
planning
department,
a
division,
Finance
human
Capital,
Safety
Services
student
support.
It
also
includes
our
traditional
operational
division
made
up
of
our
facilities:
Department
our
food
nutritional
services,
our
technology
department
in
our
transportation
department,
I'd
like
to
publicly
thank
all
the
staff
within
those
departments
for
the
work
they
do
day
to
day
for
our
students
and
staff.
N
In
addition,
it's
given
us
the
ability
to
make
short
and
long-term
strategic
plans
and
decisions
for
Central
departments
allows
us
the
opportunity
to
assess
the
impact
on
our
work
and
Investments
about
increasing
the
accountability
on
all
of
us
here
at
the
central
office.
This
increased
accountability
will
be
important
as
we
plan
for
fy24,
Investments
and
Beyond.
Now,
let's
turn
it
over
to
my
colleague,
Dr
Anna
Tavares.
O
And
you
would
think
I
would
know
that
better
appreciate
that.
Thank
you,
Dr
depina
good
evening
school
committee
members.
Thank
you
for
the
opportunity
to
share
more
deeply
about
the
work
I
am
leading,
which
includes
an
expansion
and
a
welcome
opportunity
to
lead
both
the
office
Equity
strategy
and
opportunity
gaps
as
well
as
the
office
of
family
and
Community
advancement.
O
As
you
can
see,
Equity,
family
and
Community
are
leading
our
critical
work.
One
of
the
things
you
heard
at
the
beginning
of
this
presentation-
and
we
hear
from
the
superintendent
every
day,
is
how
equity
and
engagement
must
be
a
through
line
across
our
entire
organization
and
throughout
all
of
our
work.
O
Superintendent
Skipper
also
spoke
of
our
investments
to
the
regional
model,
which
I
experienced
as
a
former
principal
in
our
district
and
I
also
experienced
the
loss
of
this
structure
and
can
speak
directly
to
the
benefits
of
the
regional
model
and
its
impact
to
student
outcomes
in
terms
of
benefits.
The
regional
model
makes
for
a
crystal
clear
line
of
accountability
across
the
board.
O
O
O
P
P
I
am
very
privileged
to
be
able
to
support
in
this
role
leading
the
academics
portfolio
alongside
a
number
of
very
dedicated
team
members
and
I,
do
have
the
privilege
of
representing
our
work
this
evening
and
how
it
aligns
to
our
budget
decisions
I
want
to
in
in
the
areas
you'll
see
that
I
oversee
schools
and
accountability,
teaching
and
learning
specialized
services
and
multilingual
and
Multicultural
education
and
schools
are
at
the
center
of
everything
that
we
do
especially
centering.
The
identities
of
our
students,
particularly
those
that
are
most
marginalized,
including
our
black
and
latinx
students.
P
Our
multilingual
Learners
students
with
and
without
disabilities,
and
our
students
with
disabilities,
and
one
of
the
ways
that
we
can
do
this
at
scale
is
to
ensure
that
there
is
coherence
and
close
working
amongst
these
four
different
areas
of
the
work
in
academics.
To
ensure
that
our
students
are
able
to
learn
at
the
highest
levels
of
learning
to
achieve
the
greatness
within
them.
And
that
is
the
purpose
for
this
portfolio.
Working
in
tandem
together,
as
I
said,
it
begins
with
our
schools
and
in
our
schools
division.
P
We
make
sure
that
we
provide
the
support
and
supervision
for
schools.
I'll
talk
a
little
bit
more
about
that
on
the
next
slide,
but
to
really
ensure
that
the
conditions
for
learning
are
set
and
that
there's
instructional
leadership
support
to
make
sure
that
our
teachers
and
school
leaders
get
everything
that
they
need
to
best
support
our
students,
especially
in
the
Deep
work
of
Equitable
literacy
implementation,
which
you've
heard
us
talk
about
several
times
during
the
course
of
this
year.
P
We
also
have
our
regional
support
model
and
our
principal
Pipeline
and
new
leader
support
work
in
this
area.
We
also
have
our
supports
for
various
types
of
schools,
autonomous
schools,
transformation,
schools
and
hub
schools,
because
each
of
those
schools
require
a
different
type
of
support
in
schools
and
accountability.
We
also
have
the
office
of
data
and
accountability
that
really
focuses
on
assessments,
research
program,
evaluations
and
our
systems.
Accountability.
P
P
The
teaching
and
learning
work
is
centered
around
that
across
all
content
areas,
English
language,
arts,
Math,
Science,
Social,
Studies
and
history,
Arts,
health
and
wellness
world
languages,
and
also
our
libraries,
which
we'll
discuss
a
little
bit
later.
We
also
Focus
deeply
on
our
teacher
leadership
work.
We
believe
deeply
in
the
the
power
of
great
teachers
and
how
teachers
collaborate
together
to
serve
and
support
each
other.
A
few.
P
P
In
terms
of
professional
development,
we
focus
on
making
sure
that
our
students
have
our
teachers,
have
access
and
training
to
high
quality,
instructional
materials
that
are
culturally
and
linguistically
responsive
and
to
ensure
you've
heard
me
say
this
a
couple
of
times
around
multi-tiered
systems
of
support.
But
we
want
to
make
sure
that
our
schools
have
the
resources
and
the
training
to
be
able
to
support
our
students
in
differentiated
ways
in
tandem
with
grade
level.
Learning
in
this
unit
is
also
the
office
of
Multicultural
and
multi,
multilingual
and
Multicultural
education.
P
And
then,
of
course,
the
instructional
support
happens
through
multilingual
instructional
coaches
working
in
tandem
with
teaching
and
learning
they
develop
and
support
curriculum
in
SEI
ESL
and
our
bilingual
programs.
P
We
will
be
adding
an
additional
rule,
specifically
around
bilingual
programming,
to
support
our
expansion
of
bilingual
programs,
as
evidenced
in
our
own
strategic
plan
and
when
you
think
about
all
of
the
compliance,
some
of
which
we've
discussed
this
evening.
Equity
and
accountability
ensures
that
all
of
our
English,
Learners
or
multilingual
Learners
receive
the
types
of
support
they
deserve
and
they
do
a
lot
of
the
work
with
our
legal
offices
in
coordination
with
doj
and
the
state
monitoring
systems.
P
Last
but
not
least,
we
have
our
special
education
or
specialized
Services
area
of
work.
We've
talked
much
about
inclusion.
I'll
talk
a
little
bit
more
about
additional
investments
in
that
area,
but
that
work
is
incredibly
important.
Part
of
that
work
is
also
IEP
development
and
support.
I
think
this
was
mentioned
earlier
in
the
evening
by
one
of
the
school
committee
members
cardet
Hernandez
around
the
quality
IEPs.
P
P
P
There's
a
focus
on
support
for
transformation,
schools
and,
historically
marginalized
students.
The
premise
behind
the
structure
was
to
create
a
balanced
community
of
schools
who
work
together
on
a
common
set
of
district
and
school-specific
priorities,
and
to
do
so
led
by
a
regional
superintendent,
with
the
support
and
Partnership
of
an
operational
leader.
P
The
quality
school
plans
which
you've
heard
about
through
our
transformation
presentations
of
every
BPS
School,
continues
to
be
a
pivotal
tool
for
how
we
align
and
coordinate
our
regional
supports
a
Regional,
School
superintendent
and
an
operational
leader,
even
as
talented
as
they
are,
and
they
are
cannot
do
this
work
alone.
Nor
can
they
provide
the
level
of
support
required
for
an
entire
region
of
schools.
P
Therefore,
embedded
within
each
region,
region
are
Liaisons
who
support
a
wide
range
of
work
across
the
district
with
the
context
of
the
schools
in
the
region,
and
most
of
these
supports
include
Equitable
literacy,
coach,
accelerated
Improvement
and
inquiry
manager,
District
social
worker,
special
education,
director
assistant
director.
Excuse
me,
human
capital
liaison
budget
liaison
supervisor
of
attendance
and
a
multilingual
compliance
and
academic
supports
liaison.
P
P
We
also
engage
in
monthly,
professional
learning,
communities
or
plcs
I.
Think
you've
heard
me
refer
to
them
before
our
Regional
School,
superintendents
and
Liaisons
plan
together
and
Lead
monthly,
professional
learning
with
teachers
and
principal
principals
and
Liaisons
focused
on
the
key
District
priority
of
Equitable
literacy.
P
All
of
this
PD
is
hosted
by
a
school
in
the
region
and
uses
our
classrooms
and
schools
for
individual
and
collective
learning.
In
short,
we
are
looking
for
evidence
and
inspecting
what
we
expect
to
see
in
terms
of
literacy
practice,
which
we've
heard
me
talk
about
grade
level,
texts
and
tasks,
specifically
our
chief
of
schools
and
schools.
Division
visits
three
days
a
week,
working
side
by
side
with
the
regional,
School,
superintendents
and
Liaisons,
and
they
together
make
observations
in
the
classrooms.
P
When
we
talk
about
the
implementation
of
Equitable,
literacy
is
really
being
able
to
go
into
the
classrooms
working
side
by
side
and
supporting
and
giving
feedback
to
our
school
leaders
and
teachers.
Our
office
of
transformation,
School
support
and
leadership
development
also
spend
regular
time
observing
and
supporting
schools
and
their
leaders
by
region.
M
Thank
you
so
much.
The
superintendent
has
already
highlighted
a
number
of
reports
and
key
analysis
and
audits
that
we're
doing
as
a
district.
This
provides
us
with
a
variety
of
key
resources
for
us
to
develop
our
strategic
planning
over
the
next
few
years.
What
you'll
find
in
these
six
priorities
that
the
superintendent
has
outlined
for
her
budget
this
year
is
direct
alignment
to
those
reports,
the
systemic
Improvement
plan
of
deci
and
the
Council
of
great
City
schools
that
came
from
that
original
sip
planning.
P
Thank
you.
We
are
very
grateful
to
the
city
and
the
mayor
for
ensuring
that
there
is
funding
to
support
our
efforts
and
inclusive
education,
something
that
every
one
of
our
students
deserves
across
the
city.
P
We
also
are
thankful
for
our
partnership
with
the
Boston
Teachers
Union,
to
really
work
together
in
tandem
to
ensure
that
we
have
system-wide
inclusive
education
to
ensure
every
student's
success
across
every
school,
which
means
that
every
school
would
have
the
ability
to
offer
a
full
Continuum
of
services
in
ensuring
least
restrictive
environments
for
all
of
our
students,
so
that
we
are
fully
inclusive
this
year.
We've
engaged
in
work
in
this
this
first
planning
year
with
a
cohort
of
Elementary
and
K-8
schools,
as
well
as
supporting
High
School,
specifically
in
ninth
grade
in
their
transition.
P
This
included
a
process
of
professional
learning
in
inclusion
planning
teams
that
represented
a
cross-section
of
the
school
Community,
including
the
school
leader,
parent
representation
and
teacher
representation.
P
Part
of
this
funding
will
go
to
some
of
the
structural
changes
for
some
of
these
schools
who
have
gone
through
this
inclusion
planning
team
process
that
results
in
some
additional
Staffing
based
on
different
configurations
of
inclusive
classrooms.
So
in
essence,
we
are
moving
from
a
number
of
different
strands
and
sub-separate
settings
that
was
highlighted
in
the
Council
of
great
City
Schools
report
to
ensuring
that
we
have
classrooms
that
are
fully
included.
P
This
funding
will
also
go
to
supporting
immediately
before
schools
transition
from
multiple
separate
sub-separate
strands
to
inclusive
settings,
investments
in
reading
and
learning
Specialists,
as
well
as
multi-tiered
systems
of
support
coordinators,
to
help
build
a
strong
Foundation
to
ensure
that
they
are
differentiated
needs
before
making
structural
changes
from
primarily
sub-separate
settings.
Student
assignments
to
fully
included
classrooms.
P
P
In
addition
to
the
special
education's
operating
budget
of
90.7
million
and
I
just
want
to
note
that,
as
you
saw
in
an
earlier
Slide,
the
special
education
department
budget
includes
some
many
direct
service
providers
such
as
related
services
and
occupational
therapists,
and
going
to
the
next
slide.
I'll
continue
on
to
our
second
area
around
multilingual
learners
and
we're
our
multilingual
Learners
are
largely
funded
through
our
school-based
budgets,
which
you
see
here
that
roll
up
to
146
million
again.
P
This
is
about
the
additional
Investments
of
6.3
million
dollars
that
we
are
making
in
addition
to
what
the
OM
office
currently
already
has
as
an
operating
budget
of
just
under
5
million
dollars.
This
will
include
School
planning
grants
for
schools
that
are
looking
to
transition
to
expand
bilingual
programming
in
their
schools.
P
So
much
of
the
Equitable
literacy
strategy
and
support
comes
from
our
teaching
and
learning
Department,
which
has
just
a
little
over
six
million
dollars
as
their
operating
budget.
But
we
are
a
investing,
an
additional
3.5
million
that
include
Equitable
literacy,
coaches
reading
Specialists
librarian
staff
and
all
the
resources
and
materials,
including
collections
that
go
with
our
support
in
libraries,
as
hubs
of
learning
in
our
schools.
P
N
Thank
you,
Dr
Chen,
in
addition
to
the
academic
Investments,
including
this
life,
social
workers,
Dr
Chen,
mentioned
earlier,
we'll
also
be
investing
an
additional
1.2
million
dollars
to
support
our
attendance
initiatives
and
succeed,
Boston
restorative
practices
in
a
school
culture
and
climate
efforts.
N
This
investment
expands
the
services
that
succeed
Boston,
including
bullying,
prevention
and
intervention
support,
as
well
as
the
expansion
of
restorative
practices
across
the
district.
Finally,
we
will
also
be
working
with
school-based
leaders
and
staff
to
provide
additional
support
with
school
culture
and
climate
initiatives
with
that
opportunity
over
to
Dr
Chen.
P
We're
excited
to
also
make
additional
Investments
to
our
secondary
students.
Again.
This
is
an
addition
to
the
funding.
That's
already
supporting
the
office
of
school,
secondary
schools
and
alternative
education.
So
I
want
to
highlight
a
couple
of
Investments
here.
One
is
ensuring
that
we
have
dedicated
College
Staffing
at
each
of
the
eight
schools
with
Early
College,
and
also
the
expansion
of
alternative
education
programming
to
support
our
young
people.
O
We
have
a
commitment
to
the
regional
model,
as
was
shared
earlier,
both
by
the
superintendent
and
by
myself
and,
of
course,
by
my
colleagues
in
considering
how
we
will
create
a
team
that
also
addresses
those
specific
Lanes
of
support
across
our
schools.
O
One
of
them,
in
particular,
on
the
equity
side
of
the
house,
is
considering
the
equity
specialist
that
will
be
supporting
schools
and
thinking
about
the
issues
that
most
impact
students,
families
and
communities
and
again
on
the
family
engagement
side.
Considering
the
supports
that
family
engagement
Specialists
will
also
provide
to
schools
specifically
to
school
superintendents
and
school
leaders
around
issues
with
engaging
and
practices
that
are
Equitable
for
including
the
voices
are
of
our
historically
marginalized
students
and
their
families.
M
I
pointed
this
out
earlier
in
the
budget
hearings
that
in
2016
BPS
completed
a
long-term
financial
plan
that
identified
five
areas
driving
our
our
budget
increases.
The
first
is
collective
bargaining.
The
second
is
the
district
footprint.
The
third
is
transportation.
M
The
fourth
was
student
needs,
including
an
especially
special
education
costs
and
finally
Revenue,
as
you
can
see
from
this
side.
Seven
years
later,
we
continue
to
see
cost
pressures
in
all
of
these
areas.
You'll
also
notice
that
we
are
moving
16.8
million
in
salary
costs
to
Esser.
This
is
the
portion
of
the
btu
collective
bargaining
agreement
that
paid
for
the
inclusion
reforms
at
this
point,
I
will
now
turn
it
over
to
Dr
depina
to
talk
about
operating
costs
and
Facilities.
N
Thanks
again,
Chief
kuder,
it's
well
known
that,
across
that
costs
associated
with
facilities,
Industries
have
continued
to
increase
across
the
country.
As
a
district,
we
are
impacted
by
those
cost
increases.
We
must
calibrate
to
keep
up
with
them.
The
major
areas
areas
of
facilities,
cost
increases,
are
from
The
Following.
N
N
We
have
also
seen
an
increase
in
equipment
maintenance
costs,
including
Central
HVAC,
building
equipment
upkeep,
as
well
as
improvements
at
the
cost
of
about
2.4
million.
Finally,
we
will
begin
much
needed
critical
painting
repairs
with
an
initial
investment
of
two
million
dollars
in
fy24
next
slide.
N
N
N
N
P
Thank
you,
Dr
zapina,
on
this
slide.
I
also
wanted
to
share
some
increased
costs
in
special
education
related
to
specialized
services,
with
the
majority
of
the
additional
expenditures
being
in
ABA
or
applied
behavioral
analysis
staff,
as
well
as
related
services
staff
and
also
in
additional
contracted
services.
M
I
wanted
to
take
a
final
slide
to
talk
about
the
last
element
of
our
cost
increases,
which
are
increased
investments
in
teacher
recruitment,
diversity,
professional
development
and
support.
One
of
the
things
that
we've
done-
we've
talked
about.
The
school-based
sustainability
is
to
be
able
to
move
things
that
we
thought
were
critical
supports
that
are
currently
funded
on
Esser
onto
the
general
fund.
M
Handling
other
long-term,
increasing
District
costs
will
require
an
important
deliberation
by
this
committee
and
you'll
have
to
address
big
questions
regarding
the
district
policies,
including
the
number
and
configuration
of
schools
and
one
of
the
things
that's
critical
for
that
discussion
is
our
enrollment
projections,
so
I
wanted
to
take
some
time
this
evening
and
talk
about
and
clear
up
some
misconceptions
about
our
projections
process
and
the
methodology
and
the
implications
of
this
process
on
our
schools.
M
M
First
for
context.
Boston
has
a
number
of
factors
that
are
unique
right.
I
know
we
often
hear
about
this
that
Boston's
special,
but
there
are
some
factors
that
make
our
projection
process
center
school
budget
process
different
from
others,
districts
both
within
Massachusetts
and
Across,
the
Nation.
The
first
is
that
we're
a
full
Choice
District.
We
can't
just
look
at
neighborhood
demographics
and
assume
that
students
will
stay
in
the
schools
in
their
neighborhood
or
stay
within
a
single
school.
We
know
that
kids
are
moving
throughout
the
district
and
moving
in
and
out
of
the
district.
M
M
We
also
have
specialization
of
programs
that
leads
to
different
types
of
seats
and
programs,
and
the
number
and
size
of
our
schools
increases
the
sensitivity
to
small
shifts
in
enrollment
small
shifts
in
our
population.
The
last
two
factors
mean
that
we
have
more
specific
and
smaller
targets
to
hit,
rather
than
larger
schools
with
fewer
programs.
M
At
the
risk
of
losing
my
audience
with
some
pretty
technical
sides,
I
was
told
to
come
up
with
a
better
visual
but
I'm,
not
that
creative
I
wanted
to
try
and
walk
you
through
what
the
high
water
mark
really
means
for
us
as
a
district,
and
why
our
enrollment
projection
number
that
you
see
in
our
budget
planning
is
consistently
Higher
by
thousands
of
students,
so
for
these
next
few
slides
I'm
going
to
be
using
enrollment
in
school
year.
2122..
M
M
M
M
M
That
means
that
if
we
used
October
enrollment
as
the
only
basis,
we
would
be
providing
Peak
enrollment
for
general
education
students
and
not
Peak
enrollment
for
any
other
category
of
students,
both
multilingual
learner
students
and
special
education.
Enrollment
students
have
still
not
reached
the
peak.
M
Finally,
if
we
look
to
June
enrollment,
we
see
that
our
total
District
enrollment
in
that
year
peaked
to
fifty
thousand
twelve
students,
both
multilingual
Learners,
represented
Again
by
the
blue
bar
at
the
bottom
and
6912
students.
That
means
it
had
grown
by
nearly
800
students
from
what
we
had
seen
in
October.
M
M
If
we
consider
this
funding,
this
is
just
by
big
three
categories
of
students.
When
you
start
to
think
about
segmenting
students
by
neighborhood,
starting
to
think
about
enrollment
in
individual
schools,
grade
levels
and
other
specialized
programs
within
special
education,
you
can
see
why
the
high
water
mark
leads
to
higher
projections
overall
than
any
point
in
the
given
year.
This
is
not
accidental.
M
M
This
means
that
if
we
don't
fund
to
this
capacity,
we
don't
build
schools
with
this
capacity
that,
when
students
arrive
later
some
of
her
most
vulnerable
and
highest
needs,
students
won't
have
seats
ready
for
them.
They
won't
have
high
quality
teachers
ready
to
meet
them
and
educate
them,
and
this
was
an
intentional
strategy
to
make
sure
that
we
are
closing
opportunity
and
achievement
gaps.
M
M
Okay,
in
this
school
year
that
we
covered
the
square
2122,
the
Beethoven
orenberger's
total
enrollment
started
at
943
in
October
and
grew
to
972
in
June,
with
SEI
and
special
education
program.
Growing
and
general
education
program
declining
their
emotional
impairment
program
grew
by
16
students
across
all
grades
between
October
and
June.
M
M
Instead
of
opening
the
nine
classrooms
that
we
knew
we
were
going
to
need
or
the
school
would
have
had
to
fund
the
capacity
for
those
nine
classrooms
by
making
cuts
to
other
things
in
their
budget,
because
they
know
those
those
16
students
would
have
translated
into
375
dollars.
375
000
of
additional
funding
for
that
school.
M
On
our
website-
and
this
is
the
second
hearing
there
will
be
another
hearing
on
March
15th,
on
which
we
will
be
answering
questions
from
the
committee
and
hearing
more
public
comment
before
the
school
committee
ultimately
takes
a
vote
on
our
budget
on
March
22nd
with
that
I
want
to
thank
all
of
you
and
I'll
turn
it
back
over
to
chairperson
Robinson.
For
your
questions.
A
B
You
chair
the
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concern
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
B
B
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you're
from
before
you
begin.
B
B
L
Okay,
my
name
is
John
Mudd,
as
you
know,
I'm
a
long
time
advocate
in
Boston
I
appreciate
you
hearing
me
I,
along
with
other
members
of
the
ell
task
force,
called
to
strongly
support
the
superintendent
stated
commitment
in
her
budget
message
to
expand
access
to
native
language
for
multilingual
Learners
and
multilingual
Learners
with
disabilities.
As
his
superintendent
says,
this
is
the
time
for
systems
change.
It's
a
sign
for
systems
change
from
the
the
question
two
mandatory
English
immersion
to
access
to
native
language
allowed
under
the
look
Act.
L
We
would
like
to
hear,
however,
an
explanation
of
how
the
proposed
budget
actually
supports
the
expanded
access
to
native
language.
I
would
hope
that
members
of
the
school
committee
would
also
ask
this
question.
Unfortunately,
what
we
see
in
the
detail
of
the
budget
is
nearly
exactly
the
opposite.
L
This
is
the
wrong
direction
and
we
have
testified
about
this
many
times
before.
We
should
be
adding
SEI
language
specific
classes.
We
should
be
increasing
the
match
between
the
language
of
the
teacher
and
the
language
of
the
students
in
those
classes.
L
If
we
really
believe
in
expanding
access
to
native
language,
what
is
BPS
projecting
for
the
enrollment
of
students
in
SEI
language,
specific
and
in
general
education
classes
under
this
fy24
budget
proposal,
we
haven't
seen
these
figures
yet
and
I
want
to
point
out
that
there
are
alternatives
to
hiring
the
38
new
ESL
teachers.
That
would
in
fact
build
our
capacity
and
promote
expanded
access
to
native
language.
L
That,
and
this
has
implications
for
the
central
budgets
one.
We
could
invest
more
in
recruiting
hiring
and
developing
bilingual
teachers
in
Paris
who
we
could
expand
the
number
of
English
language
development,
one
to
three,
that
low-level
students
in
SEI
language,
specific
classes
and
expand
the
match
between
the
language
of
teachers
and
students
in
those
classes.
Three,
we
should
ensure
that
the
Equitable
literacy
strategy
is
adapted
well
to
the
needs
of
multilingual
learners.
L
There
are
many
other
ideas
for
alternatives,
but
I
would
appreciate
it
if
you
could
answer
these
questions,
how
will
the
fy24
budget
expand
access
to
native
language
for
multilingual,
Learners
and
multilingual
Learners
with
disabilities?
Two?
What
are
the
enrollment
projections
that
show
a
need
for
38,
new
ESL
staff
positions
and
three:
aren't
there
better
ways
to
promote
native
language
with
existing
and
new
funding?
Mr.
Q
Hello
I'm
an
ell
Task
Force
member,
whose
first
language
is
Mandarin.
The
only
language
I
spoke
until
I
started.
School
I
never
had
an
Asian
teacher
until
I
was
in
college
having
teachers
and
staff
from
my
culture
would
have
made
a
huge
difference
in
maintaining
my
first
language
and
developing
a
strong
racial
identity.
Q
I'd
like
more
clarity
about
the
budget
presented
thus
far
and
the
actual
funds
allocated
for
prioritizing
multilingual
learner
education
for
one
besides,
the
750
000
for
dual
language
expansion
out
of
the
6.3
million
for
Strategic
investment
in
multilingual
Learners.
What
other
multilingual
learner
programs
are
being
expanded?
We
all
know
that
750
000
cannot
come
close
to
funding
the
launch
of
even
one
dual
language
program.
Q
The
Narrative
of
the
budget
is
disconnected
from
the
numbers
shared
inclusive
education
least
restrictive,
environment,
culturally
and
linguistically
responsive
curriculum
and
instruction.
Multilingual
program
expansion
are
professed,
but
what
is
the
allocation
for
curriculum
in
multiple
languages
or
for
increasing
the
number
of
bilingual
teachers?
Paras
learning
Specialists
family
Liaisons?
How
much
more,
culturally
and
linguistically
responsive?
Can
you
be
than
providing
teachers
who
speak
the
same
language
as
the
students
before
ratifying
the
budget?
Q
Ask
myself
how
the
relatively
small
allocation
of
seven
hundred
thousand
to
recruitment,
diversity,
professional
development
and
support
could
possibly
result
in
a
systemic
solution
to
create
a
pipeline
to
increase
the
number
of
bilingual
teachers
in
Paris
and
close
the
multilingual
learner
opportunity.
Gap
budget
allocations
should
be
commensurate
with
the
educational
needs
of
the
32
percent
of
our
students,
who
are
multilingual,
Learners,
the
39
of
our
students
born
in
another
country
and
the
49,
who
speak
of
first
language
other
than
English.
Q
C
Good
evening,
I
am
a
professor
in
Merit
of
education
and
bilingual
special
education
at
Pleasant
University
and
the
member
of
the
PPS
dll
task
force
when
I
arrived
in
the
USA
several
decades
ago,
with
the
teaching
degree
in
my
native
land,
I
did
not
understand
or
spoke
English.
Indeed,
I
experienced
firsthand
the
language
barriers
in
learning
much
like
many
of
our
multilingual
students
who
are
at
PBS
schools
in
English.
C
So
I'm
joining
the
testimony
given
by
my
two
esteemed
colleagues
from
the
LL
task
force,
Mr,
John,
Madden,
Dr,
Roseanne,
Tang,
and
focusing
on
the
air
urgency
of
access
to
home
language
and
to
oppose
the
Equitable
literacy
program
for
our
students,
because,
as
I
understand
the
program
in
my
review,
it
does
not
address
the
needs
of
students
who
are
learning
English
and
the
budget
allocated
for
for
them.
So
Point
number
one
access
to
home
language.
C
We
all
know
that
the
rule
of
Home
language
in
these
students
lives
is
a
Paramount
importance
and
significance
and
must
not
be
left.
The
chance
currently
BPS
offers
very
limited
options
for
who,
for
these
students,
we
have
dual
language,
a
few
dual
language
programs
and
some
Heritage
classes,
and
this
is
really
not
sufficient
if
I
am
to
frame
a
Continuum
of
native
language
access,
so
we
could
build
our
budget
on
it.
We
need
to
go
from
basic
to
better
than
to
best
and
in
basic
home
language.
C
Access
I
would
suggest
that
consideration
needs
to
be
given
to
the
Performing
Arts
to
storytelling,
to
games,
to
dancing
Etc
to
in
terms
of
at
the
better
category.
I
think
that
the
transition
of
SEI
language,
specific
to
TV
and
World
Language
is
critical
and
the
best
of
course,
as
we
all
know,
dual
language
programs
are
the
best
option
for
home
language
access
in
terms
of
Equitable
literacy.
C
C
We
also
know
that
the
current
practices
are
not
producing
the
achievement,
results
in
literacy
and
literacy
is,
and
one
of
the
most
important
things
that
we
must
do
for
our
elves.
So
in
conclusion,
I
must
say
hiring
by
literacy.
Specialist
is
critical.
The
time
is
now
to
really
address
their
needs,
because
children
cannot
wait
their
future
is
now.
Thank
you
very
much.
R
R
Some
if
you
are
going
to
identify
additional
funding
sources
to
replace
Esser,
why
are
they
not
identified?
Yet
soft
Landing
funds
often
serve
as
the
bridge
for
school
communities.
Yet
there
are
no
plans
shared
as
to
what
those
Bridge
supports
will
be
for
school
communities.
Positions
that
will
be
moved.
Positions
will
be
moved,
but
where
is
the
financial
planning
for
ensuring
those
resources
stay
in
place
when,
where
and
who
holds
central
office
leadership
accountable
when
there
is
a
lack
of
careful,
detailed
and
thoughtful
planning?
R
We
know
there
are
bright
spots
in
BPS
and
they
are
not
in
central
office.
Those
bright
spots
are
the
ones
that
tend
to
get
cut
out
of
budgets.
First,
there's
a
huge
disconnect
between
what
central
office
invests
in
and
how
those
Investments
make
it
to
schools,
classrooms
and
families.
The
Henderson
students
who
protested
several
weeks
ago
highlighted
this
very
Point
as
one
of
their
comprehensive
demands
of
addressing
a
lack
of
student
voice,
excessive
suspensions
and
an
investment
in
cell
phone
holding
devices
rather
than
prioritizing
supplies
and
restorative
justice
practices.
R
How
is
the
budget
season
going
to
ensure
that
funds
make
it
to
classrooms
and
students,
rather
than
what
currently
is
happening,
which
is
threatening
fiscal,
cliffs
and
difficult
decisions
and
prioritizing
the
wrong
things?
In
addition,
where
is
the
financial
commitment
and
investment
in
creating
a
black
student
agenda?
A
system-wide,
restorative
justice
practice,
a
plan
and
literacy
support
such
as
a
reading
specialist
at
every
school?
The
funds
for
the
proposed
18
Community
connections,
Court
Nader
positions
can
be
shifted
to
invest
in
the
restorative
justice
department,
which
serves
system-wide
schools.
R
Currently,
there
are
only
three
full-time
people
working
in
the
restoring
justice
department,
funds
for
positions
like
the
18
Community
connections,
coordinators
and
the
30
million
dollars
towards
cameras
and
surveillance
can
re
redirect
it
to
that
staff
department.
Those
funds
were
quickly
made
available
for
those
things.
Yet.
The
restorative
justice
department
continues
to
only
have
three
staff,
and
that
is
not
being
quickly
addressed.
Vagueness
is
not
transparent
and
therefore
does
not
build
trust.
Thank
you.
A
J
Yes,
thank
you
to
for
the
presentation,
as
well
as
for
for
the
public
comments
that
we
we
just
heard
and
I
think
I
actually
have
a
I
think
it's
best
if
we
actually
have
a
somewhat
of
a
breakdown
of
the
larger
budget.
So
we,
when
we're
talking
specifically
about
multilingual,
Learners
and
I,
noticed
it
was
from
I
think
an
overall
budget
of
146
million
it'd
be
good
to
even
have
a
breakdown
just
of
that
budget
of
understanding.
J
What's
going
to
the
creation
of
bilingual
Paras
and
teachers,
more
specific
breakdowns
that
we
that
we
heard
from
our
public
comments
just
so
that
we
have
a
at
least
a
baseline
of
where
we
stand
before
we
start
even
thinking
about.
What's
added
on
to
that,
but
specifically
one
question:
I'll
start
there
and
then
I'll
come
back
around
is
the
38
positions
that
are
that
it
comprise
the
the
largest
investment
there
for
ESL
teachers.
Is
that
related?
J
If
I
remember
correctly
from
a
report
that
we
heard
that
I
think
ESL
has
the
largest
vacancy
in
terms
of
teacher
positions
as
compared
to
do
a
language
programs
in
terms
of
the
vacancies?
Is
that
the
reasoning
behind
that
and
so
I'm
just
looking
for
an
answer
there.
M
I
can
take
both
of
those
questions.
I
think
the
first
we
do
provide
on
on
in
the
detailed
budget
tables
a
breakdown
of
the
spec,
the
the
budget
by
department.
So
you
can
see
what
is
in
the
English
learner,
Department
budget
and
then
there's
the
program
code
budget,
which
breaks
down
the
different
categories
of
English
learner
programs,
bilingual
programs
and
I.
Think
David
is
pulling
up
the
the
actual
tables
which
you
can
you
can
download
online
as
well.
So
here
you
can
see
the
program
code
budget
for
bilingual,
slash
SCI.
M
This
is
the
total
budget
that
you
can
see
across
departments,
central
office
departments
and
schools
where
they
have
explicit
general
fund
coded
items
to
multilingual
Learners.
The
thing
I'll
note
from
the
146
million
dollar
number
these
that
in
some
cases,
positions
may
be
coded
with
a
bilingual
account
code,
which
you
can
see
on
the
account
code
table
which
includes
bilingual
teachers.
M
They
might
have
a
bilingual
program
code
or
they
may
be
in
the
office
of
Multicultural,
multilingual
Learners
central
office.
Department.
Combining
those
three
categories
is:
what
gets
you
the
146
million
dollar
number.
So
this
this
is
our
attempt
and
if
you
have
detailed
questions
about
any
of
the
tables
or
what
they
mean,
I'm
happy
to
to
walk
through
them.
The
other
question
that
you
had
about
the
increased
number
of
ESL
teachers
and
its
relationship
to
vacancies.
M
Our
budget
process
looks
at
the
enrollment
projections
and
then
develops
the
number
of
Staffing
required
to
serve
those
students
and
assumes
that
those
positions
will
be
filled.
There's
not.
There
are
some
cases
where
we
will
be
Staffing
up
coverage,
peras
or
coverage
positions,
but
no,
the
ESL
positions
are
intended
to
be
filled,
and
so
we
don't
we
don't.
We
don't
budget
for
extra
positions
in
anticipation
that
they
are
needed.
Positions
will
be
vacant
because
in
that
case,
what
we?
M
What
we
may
see
is
that
we
would
have
a
whole
bunch
of
vacancies
at
schools
where
we
need
to
fill
them,
but
we
would
have
filled
swing
positions
or
filled
positions
in
other
schools
that
could
be
extra
capacity,
creates
a
interesting
sort
of
operational
challenge.
J
So
like
so,
if
I'm
understanding
correctly
at
what
point
do
we
think
about
the
expansion
of
programs
and
I
mean
it
see?
It
seems
even
from
your.
You
know,
even
from
your
example
that
you
gave
within
your
presentation,
I
think
the
the
biggest
areas
that
we
saw
in
terms
of
growth
were
not
necessarily
like
in
general
education.
But
you
know
these
are
also
areas
where
it
seems
like.
The
projections
are
also
underlining
that
we've
should
be
making
more
of
an
investment
in
perhaps
like
native
language
instruction
and
other
programs
as
well.
M
Yeah
I
think
in
terms
of
the
timing
of
the
program
expansion
I'll,
ask
Linda
to
take
that
on.
I
will
just
note
from
a
projections
capacity
perspective.
What
we're
trying
to
do
is
for
places
where
we
see
a
predictable
pattern
at
a
school
of
a
high
water
marker,
increasing
we
put
those
projections
out
early,
but
there's
also
a
reserve
that
we
hold
centrally
for
the.
What
we
know
will
be
the
unpredictable
enrollment
patterns
in
places
where
we
need
to
add
positions
through
our
strategic
enrollment
action
team.
M
P
So
we
we
have
committed
to
expanding
25
bilingual
programs
in
two
years,
and
so
that
is
part
of
the
own
strategic
plan.
P
And
what
we're
trying
to
do
is
what
what's
happening
is
it
takes
time
to
expand
and
at
the
same
time
we
have
increasing
needs
of
our
greatest
need:
students
that
being
those
that
have
an
English
language
development
level
of
one
through
three
and
one
being
the
highest
need,
and
so
we
have
increased
from
last
year
to
this
coming
year,
projection
a
thousand
students.
So
those
are
largely
in
the
level
ones.
P
You
know
it
really
is
by
research,
the
Dual
language
programs
and
her
sort
of
good
and
better
sort
of
Dynamic
there.
So
what
we're
trying
to
do
is
make
sure
that
we
work
with
schools
to
at
least
have
SCI
language,
specific
schools
and
I.
Think
some
of
the
speakers
mentioned
that,
because
that's
also
a
good
on-ramp
into
whether
it's
transitional,
bilingual
or
dual
language
programs.
Obviously
dual
language
programs
take
longer
to
plan
for,
but
what
I
would
also
say.
P
Sorry,
the
increase
of
ESL
is
also
because
we
have
a
number
of
students
who
have
maintained
their
level
at
three.
So
in
terms
of
the
access
levels,
one
through
five.
What
we
see
typically
in
second
language
acquisition,
is
it
takes
longer
in
those
middle
levels
like
the
threes
and
fours,
and
what
we're
seeing
a
trend
in
right
now
within
BPS
is
that
more
students
are
staying
longer
at
level
three
than
in
the
past,
and
we
think
that's
also
some
impact
of
the
pandemic
and
missed
time
if
you
will,
but
we're
seeing
more.
P
Students
remain
in
threes
than
in
previous
years,
and
so
one
of
the
things
that
we
have
in
terms
of
our
doj
requirements
also
is
that
students
who
are
threes
cannot
be
grouped
with
ones
and
twos
for
more
than
a
year.
So
then
we
have
to
create
new
classes
for
them
to
separate
them
from
the
ones
and
twos.
P
So
that's
also
a
contributing
factor
to
the
additional
needs
of
ESL
teachers
and
in
ESL
teachers
provide
supports
for
both
SEI
as
well
as
bilingual
programs,
so
they
kind
of
have
a
double
duty,
and
so
again
what
the
speakers
have
shared.
That
is
correct.
We
want
to
get
to
bilingual
programs,
but
in
the
interim
we
also
have
this
increase
and
what
I
would
term
as
long-term
L's,
meaning
that
they're
staying
in
that
three
category
for
much
longer
than
typically,
they
have.
J
P
I
I,
don't
because
part
of
the
strategy
is
one
that
was
shared
by
when
the
speakers
is
trying
to
make
sure
we
convert
if
you
will
and
SEI
language
specific
to
a
bilingual
program.
So
what's
good
is
we
have
a
lot
of
those
already
and
we
don't
want
this
additional
need
that
we're
seeing
to
hamper
that
progress.
G
You
for
the
presentation,
I
will
say:
I
found
this
presentation
hard
to
follow
so
I'm,
just
being
honest
and
I
found
it
hard.
I
think
we're
good
at
giving
the
good
feedback
so
I'm,
like
just
being
very
transparent,
like
I,
found
it
very
difficult
to
understand
the
what's
there
there
tonight
so
like
I'm,
walking
away
without
like
a
lot
of
clarity
around
additional
head
count
and
things
like
that.
I
think,
and
maybe
it
was
Dr
Elkins
who
had
brought
this
up
in
a
previous
session,
but
I
know
he
brought
it
up
this
evening.
G
It
would
be
incredibly
helpful
to
not
think
of
the
budget
process,
at
least
for
me,
as
looking
at
new
spend
only
but
getting
greater
Clarity
around
the
current
spend
to
like
understand
how
this
is
working
and
that
might
even
be
thinking
about
what
are
Universal
programs
versus
what
are
at
percentages
of
schools
within
particular
sort
of
budget
categories.
G
I
know
we
can
go
look
at
that
spreadsheet,
but
I
actually
don't
think
it
gives
us
the
universal
understanding
around
priorities,
as
well
as
the
sort
of
tiered
supports
that
different
schools
are
getting
aligned
to
this
budget.
So
like
I
and
it's
a
hard
conversation
to
have,
because
historically,
we
think
of
budgets
as
like.
More
is
just
better
and
I'm
thinking
about
budgets.
The
same
way
I
think
about
my
own
personal
budget
or
it's
like
more,
is
not
always
better.
G
It's
like
spending
in
the
right
places
on
the
right
things
is
better
and
I
am
not
hearing
that
in
the
mix
like
I'm,
not
sure
where
we're
moving
things
to
get
different
results.
I
just
am
hearing
how
we're
adding
things
to
similar
categories,
given
increased
demand
and
I
I'm,
so
I'm
I'm,
just
confused
around
I,
think
I'm
confused
around
priorities,
but
I'm
also
confused
around
what
is
systemically
changing
during
a
time
where
we
require
systemic
change.
G
G
I
have
tons
of
just
notes
jotted
down,
but
I,
don't
have
tons
of
coherent
ideas
because
I
didn't
leave
with
coherence
around
the
budget
and
what
we're
doing
and
I
doubt
that
that
was
intentional,
but
that's
just
where
I'm
at
so
I'm
just
naming
that
for
myself,
I
don't
know
if
anyone
else
feels
that
way
or
folks
who
are
tuning
in
tonight
feel
that
way.
G
I
I
think
the
quest
I'll
get
to
a
question
and
I
guess
it's
specifically
and
I:
don't
want
to
sort
of
relitigate
the
complexity
of
projections,
I'm
more
Curious
around
I
guess
you
know
there
are
reports
that
there's
like
a
1
to
11
student
teacher
ratio
given
under
enrollment
at
schools
and
a
sort
of
under
schools
with
who
are
at
capacity
and
a
large
number
of
schools
who
are
under
capacity
with
additional
space
for
students
to
come,
and
so
I
guess,
sort
of
two
questions
and
then
I
have
a
second,
a
follow-up
question
like
how
do
we
determine
when
a
family
is
coming
into
the
system
where,
in
a
choice
District
when
a
school
is
capped?
G
What
schools
have
more
access
opportunities,
particularly
at
a
time
of
holding
budgets,
harmless
for
families
to
enter,
and
is
that
even
part
of
our
enrollment
process,
as
we
think
about
targeting
families
throughout
the
year
to
schools
that
have
more
available
Services?
Instead
of
concentrating
students
in
schools
that
are
already
over
capacity.
M
I'm
gonna
I'm
gonna
attempt
to
answer
all
parts
of
this,
but
I've
been
missed
so
that
I'll
trust
you'll,
ask
a
follow-up
question.
The
first
in
terms
of
our
our
budget
priorities
and
Investments
By
Priority
areas,
I
think
we
have
for
each
of
the
different
priority
areas
on
the
I.
Think
it's
I
can
give
you
the
exact
slide
number
on
slide.
Four.
It
highlights
the
Investments
that
are
aligned
with
those
strategic
priority
areas
and
so
I
think
the
question
just
as
a
follow-up
question.
G
I
guess
sorry
to
cut
you
off
just
to
sort
of
piggyback
on
that,
but
it
then
is
it
fair
to
assume
that
the
priority
areas
only
have
additional
investment,
not
a
redeployment
of
resources
from
areas
that
are
no
longer
priorities
or
that
we've
assessed
are
no
longer
serving
in
the
way
that
we
had
wanted
them
to
or
need
them
to
now.
M
M
You
know
this
is
the
last
year
that
we
will
be
doing
a
primarily
roll
forward
budget
with
central
office
departments,
I
think
taking
a
critical
eye
test
student
outcomes
and
really
asking
departments
to
go
top
to
bottom
in
all
their
budgets,
I
think
because
of
the
timing
of
the
transition
and
the
and
the
the
fact
that
our
budget
cycle
is
so
early
that
a
lot
of
the
Investments
you're
seeing
here
at
this
point
are
with
new
dollars.
But
this
process
hasn't
started.
M
The
superintendents
were
continuing
to
work
with
central
office
departments
to
find
ways
to
abandon
resources
and
I
think
are
not
abandoned
resources
but
abandon
things
that
aren't
working
and
I.
Think
in
terms
of
Esser,
there's
been
a
lot
of
discussion
about
redeployment
of
Esser
programs
that
haven't
gotten
off
the
ground,
some
of
of
which
are
because
of
vacancies,
and
some
of
the
issues
that
you've
pointed
out
where
we
haven't
been
able
to
staff
up
as
quickly
as
we
wanted
to.
M
In
terms
of
the
enrollment
capacity
question
that
you
were
asking
so
when
we
project
to
a
certain
capacity,
there
are
some
schools
that
fill
completely
in
round
one.
Our
most
popular
schools
will
completely
fill
in
those
early
rounds
and
oftentimes.
We
have
built
the
capacity
at
those
schools
to
the
maximum
that
they
can
fill
within
their
existing
buildings.
They're
very
I
I,
can't
think
of
an
example
I'm
sure
there
is
one
that
I'm
missing,
because
we
have
so
many
schools
but
schools
that
could
add
more
students
because
of
demand.
M
If
we
had
the
classrooms,
we
would
have
opened
that
demand
if
it
made
sense
within
the
structure
of
that
school,
meaning
we
wouldn't
add
a
bubble
classroom.
But
so
families
who
arrive
late
do
have
fewer
choices
in
terms
of
the
schools
that
they
can
choose,
and
so
the
welcome
centers
and
do
help
provide
them
with
the
options
in
terms
of
programs
and
services
that
are
at
each
school
for
them
to
choose.
We
can't
over
assign
to
those
schools
that
are
higher
demand.
We
can't
go
over
our
class
size
limits.
It's
not
an
option.
M
We
have
so
we
do
see
less
choice
for
those
families.
The
last
thing,
I'll
just
add,
is
the
the
extra
capacity
that
we
have
as
a
system.
Right
now
is
primarily
a
function
of
our
hold
harmless
that
we've
done,
but
we
have
continued
to
work
with
schools
to
close
capacity
this
year
we
are
closing
23
classrooms
across
the
districts.
M
That
is
not
probably
as
aggressive
as
you'd
see
in
a
typical
way
to
student
fund
a
year
two
three
years
ago,
but
we've
started
to
rebuild
the
the
thinking
for
school
leaders
to
make
those
strategic
choices.
So
the
schools
were
closing
the
classroom
capacity
and
thinking
differently
about
how
to
use
those
resources
within
their
school,
for
inclusion
for
multilingual
learners
for
Equitable
literacy,
not
just
to
keep
that
extra
third
grade.
That
was
not
needed,
and
so
that's
something
that
we
need
to
address.
M
Other
major
capacity
changes
in
the
sensor
has
gone
way
too
long,
but
other
major
capacity
changes
need
to
happen
at
the
district
level.
We
need
to.
We
need
to
drive
that
process.
We
need
to
be
involved
because
it's
hard
for
individual
School
communities,
but
as
and
I'm,
quoting
the
superintendent
here.
That
is
not
a
facilities
question.
That
is
not
a
finance
question.
That
is
a
community
question.
That's
an
organization
question,
and
so
that's
the
process
that
we
need
to
lay
out
over
the
next
year
and
why
we
can't
move
too
quickly.
M
We
need
to
work
with
the
community
on
that
and
I'll
pause
there,
because
I
don't
know
if
the
superintendent
wants
to
jump
in
or
other
members
of
the
team,
because
I've
gave
a
long
answer.
F
No
I
think
I
I,
think
Nate.
You
did
a
great
job
talking
about
it.
I
think
the
exercise
of
closing
classrooms
was
to
begin
to
get
leaders
to
really
look
at
being
able
to
deploy
resources
in
a
different
way,
rather
than
to
just
do
what
they
always
do.
I
think
with
Central
it's
very
similar.
We
have
to
really
think
about
a
zero-sum
budget
and
go
through
that
practice
and
attach
to
each
of
the
initiatives
which
we
will
be
doing
going
forward
with
the
investment
ones
attached
to
them.
F
The
metrics
to
for
us
to
be
able
to
report
back
to
you
whether
something's,
making
the
difference
and
there's
a
return
on
investment
or
not
that's
how
we
make
those
tough
decisions
about
whether
we
continue
to
fund
something
or
whether
we
stop
funding
it
and
we
shift
those
resources
to
something
that
is
going
to
be
able
to
get
better
student
outcomes.
That
process
has
not
been
done
here
in
a
while,
and
so
we
have
to
build
the
organizational
muscle
to
do
that.
It
means
retraining
Central
to
do.
F
That
means
we're
training
our
schools
to
do
that,
and
this
budget
is
that
first
step
of
really
asking
the
schools
to
look
through
their
budgets
and
with
Nate
as
we
move,
you
know
Nate
and
David
as
we
move
through
Central.
We
are
beginning
to
ask
those
questions
and
ask
the
you
know
now,
as
we
get
organizationally
set
the
deputies
and
then
the
Chiefs
to
be
able
to
do
that
level
of
scrutiny
and
work.
G
G
You
know
with
we
have
hundreds
of
teacher
vacancies.
You
know
I'm
obsessed
with
this
and
because,
if
it
was
my
own
kid,
superintendent
you'd
be
hearing
from
me,
and
so
we
have
hundreds
of
teacher
vacancies
and
it's
hard
to
reconcile
having
under
enrolled
classrooms
and
classrooms
without
teachers,
and
that
this,
like
the
two
things
to
me,
just
like
literally
can't
compute,
and
that
is
the
urgency
for
me,
or
brown
right
sizing.
The
districts
like
it's,
not
a
budget
exercise.
It's
a
student
experience
exercise.
G
You
have
kids,
I
would
argue,
probably
mostly
kids,
who
are
black
and
brown
who
are
sitting
without
or
with
long-term
substitutes,
and
there
are
classrooms
with
certified
teachers
that
are
under
enrolled
and,
like
that's
the
urgency
that
I
feel
and
that's
where
you'll
continue
to
get
my
questioning
around
our
desire
to
continue
expanding
the
system,
including
the
workforce,
as
we
think
about
building
capacity
when,
like
I,
would
argue,
there
is
existing
capacity,
we're
just
not
putting
kids
in
those
seats
and
consolidating,
as
well
as
expanding
central
office,
which
I'll
ask
in
my
next
round,
because
you
and
I
both
know.
G
The
central
office
team
is
built
from
your
internal
Workforce
and
so
you're
just
further
cannibalizing,
the
Staffing,
the
the
staff
that
you
have
creating
greater
vacancies.
If
it's
not
a
budget
that
is
we're
growing
and
consolidating
tomorrow,
which
I
think
we
know.
The
real
consolidation
of
the
system
is
a
multi-year
process
and
that's
where
I'm
struggling
I'm
just
being
honest
with
you,
it's
where
I
struggle
seeing
growth
at
the
same
time
as
we
have
to
reconcile
with
getting
certified
teachers
in
front
of
kids,
yeah.
F
Yeah
so
I
think
I
think
two
things
that
I
would
kind
of
say
so.
I
I
agree
that
the
over
the
undercut,
the
under
capacity
you
know
in
in
the
over
capacity
in
certain
areas,
is
mismatched
with
a
classroom
that
might
be
down
the
hall.
F
I
do
think
that
we'd
be
doing
some
of
that
work
this
year,
as
that
issue
has
emerged
to
be
able,
at
the
school
leader
level,
to
make
those
decisions,
and
so
School
classrooms
sometimes
are
combined
or
School
leaders
will
shift
resource
to
be
able
to
make
sure
that
there
is
that
certified
teacher
in
front
of
the
the
student
that
that
is
in
part.
This
exercise
that
we
began
with
the
school
leaders
to
ex
to
get
it
exactly
what
you're
talking
about,
which
is
rather
than
to
have
two
half
empty
classrooms.
F
Excuse
me
combine
them
that
you
have
won,
especially
when
you
know
you
can't
fill
the
second
one
right.
So
we've
been
going
through
that
exercise
with
the
leaders
in
that
23
right
represents
kind
of
those.
The
like
that
change
of
thinking
at
the
central
office.
I
I
think
it's
similar
in
that
in
with
the
Astra
piece,
which
is
we
are
asked,
we
are
moving
and
asking
to
put
to
answer
those
things
that
we
will
need
to
make
those
hard
decisions
about
and
making
sure.
F
As
you
saw
in
the
budget
presentation,
the
things
that
we
know,
we
definitely
need
and
they're
linked
to
the
priorities
to
be
on
the
hard
budget.
So
you
know
next
year,
in
addition
to
the
zero
sum
it's
going
to
be
clearer.
What
are
the
areas
for
which
we
have
not
gotten
kind
of
that
return
on
investment
and
then
we'll
have
a
Year's
worth
of
data
of
the
new
Investments
to
be
able
to
make
those
decisions.
So
the
budget
process
for
Central
will
look
really
different
for
next
year.
S
Sorry
back
to
what
Dr
alkins
was
saying:
I'm,
just
a
little
so
I'm,
just
a
little
confused
as
to
specifically
like.
So
if
we're
we're,
adding
38
ell
teachers
right
and
we're
trying
to
would
those
be
specifically
in
25
schools
or
because
we're
supposedly
expanding
it
in
25
schools
right
so
with
that
being
specifically
25
schools,
or
was
it
be
like
I'm,
just
confused,
I'm,
yeah,
okay,
clarification,
yeah.
T
Thank
you
so
much
for
that
question,
so
the
36,
the
ESL
teachers
that
were
proposing
to
add
for
next
year
those
are
targeted
to
places
where
we're
seeing
schools
serve
a
higher
number
of
students
with
ELD
levels,
one
to
three.
Currently
those
schools
may
or
may
not
be
schools
that
are
in
the
group
of
25.
That
are,
you
know,
going
to
a
expanded,
bilingual
or
Heritage
program
in
the
future,
but
is
more
connected
with
the
needs
of
the
kids.
They
have
in
front
of
them
today.
S
And
just
at
this
time
do
we
have
an
idea
of
how
many
schools
will
be
switching
to
a
dual
language
program,
slash
SCI
program
or
some?
Do
we
have
an
idea
of
how
many
schools
we'll
be
switching
over
the
next
five-ish
years?
I
guess.
P
We
know
we'll
be
expanding
at
least
25,
and
so
we
don't
know
how
many
year
and
which
schools
they
will
be
at
yet
so
part
of
the
additional
budget.
Investments
are
for
planning
grants
so
that
schools
can
actually
work
together
as
a
team
with
family
and
community
to
make
that
decision,
because
when
we
have
a
program
like
a
dual
language
program,
you
need
to
ensure
that
you
have
stable
enrollment.
P
So
we
want
to
make
sure
it's
a
program
that
the
community
is
completely
committed
to
and
wants
to
have,
so
that
we
can
constantly
have
students
in
the
program
and
other
schools
make
make
decisions
that
a
transitional
bilingual
program,
whether
for
them
or
a
Heritage
language
program,
is
better
for
them
in
the
community.
So
that's
why
I
I
don't
know
what
the
schools
are
today,
but
we
will
go
through
that
planning,
Grant
process,
foreign.
U
Thank
you,
madam
chair,
and
thank
you
Mr
Meadow,
for
your
question
that
I
actually
had
some
similar
ones,
so
I
appreciate
you
bringing
them
up
to
the
point
around
the
need
for
planning
to
expand
some
of
our
bilingual
or
multilingual
programming.
U
I
want
to
get
a
better
understanding
of,
in
addition
to
the
grants
like
how
is
the
district
really
putting
a
stake
in
the
ground
to
drive
schools
to
provide
this
type
of
programming,
because,
when
I
think
about
how
Boston
has
historically
functioned,
we
already
acknowledge
that
within
our
schools
we
have
a
variety
of
different
programs
at
each
different
school,
and
so,
if
you're,
a
student
that
needs
X
resource,
you
might
have
to
go
to
a
school
all
the
way
across
town,
because
that's
the
only
school
that
has
chosen
to
provide
this
type
of
programming,
and
so
as
I'm
thinking
about
our
budget
process.
U
I
want
to
really
understand.
How
are
we
like?
What
is
the
district
really
saying
with
these
Investments
one
right
now,
I
feel
like
we're,
saying
we're
going
to
do
some
planning,
but
ultimately
it's
opt-in
for
the
school
specifically
around
when
we're
thinking
about
multilingual,
Learners
and
access
to
native
language
instruction.
P
Thank
you.
That's
that's
a
really
critical
point
in
that
we
want
our
schools
to
to
embrace
and
make
the
best
choices,
but
for
for
multiple
reasons
that
may
or
may
not
happen
automatically
so
part
of
what
the
process
is
is
we
always
want
to
have
a
match
of
willingness
and
need
and
and
to
so
part
of
what
we'll
be
doing,
is
looking
at
specifically,
we've
been
working
with
planning
and
Analysis
to
look
at
where
our
students
are
what
language
needs
there
are.
P
P
Raise
your
hand
if
you
want
to
we're
looking
at
student
data
where
students
are
and
approaching
those
schools
specifically
to
help
plan
and
understand,
and
they
need
the
support
right,
they
need
to
know
that
we
are
going
to
support
them
in
recruitment
of
teachers
and
so
on.
So
that
is
part
of
the
process.
The
other
thing
that
we're
looking
at
that
we
will
be
looking
into
is
when
families
come
and
they
go
to
the
newcomer.
Learning
Center
they
are
is
determine
what
their
ELD,
which
is
English
language
development
level.
P
I,
know
school
committee
folks
know
that
I
just
want
to
make
sure
if
people
hear
why
we
keep
saying
ELD
that
determines
the
type
of
supports
that
they
need.
They
get
a
choice
of
programs
based
on
what
they
need
and
we
want
to
really
study
what
are
the
choices
that
families
are
making
and
understand.
Why,
so
that
we
best
know
how
to
support
around
whether
it's
information
that
they
need
about
bilingual
programs
or
other
programming
needs
to
make
the
best
option
or
choice.
P
But
what
we're
finding
is
some
pattern
also
of
families
ending
up
selecting
a
general
Ed
setting
that
requires
ESL
Services
rather
than
picking
say
an
SEI
language
specific
strand.
So
what
we
want
to
do
is
actually
dive
deeper
into
what
the
choices
are,
that
families
are
making,
and
why
so
that
we
can
best
know
how
to
support
and
inform.
U
I
appreciate
that,
and
obviously
there's
trying
to
force
a
program
down
a
community's
a
community
to
adopt
I
know
is
not
necessarily
the
best
way
forward.
I
just
I
do
worry
about
what
messaging
we
send
when
we
have
such
desperate
programs
within
the
district
as
a
whole.
One
of
the
pieces
that
you
mentioned
is
the
need
for
this
robust
planning
and
also
really
thinking
about
how
the
central
office
does
support
schools
and
being
able
to
to
plan
and
Implement
for
for
making
any
sort
of
programmatic
transition,
and
so
by.
U
If
I
understood
the
slides
correctly,
there
was
a
mention
of
a
750
000
s
or
investment
around
some
of
our
diversity
efforts
within
our
our
staff,
but
I
don't
have
any
real
understanding
of
what
that
looks
like
in
terms
of
specific
to
bilingual
and
multilingual
teachers
and
and
staff,
and
so
as
we're
thinking
about
expansion
in
the
next
couple
of
years
for
25
schools.
U
M
M
Sr
spending
for
FY
24
those
are
moving
to
the
general
fund
and
will
be
sustained
sort
of
teacher
and
pipeline
practices
in
terms
of
your
specific
questions
around
language,
diversity
and
recruitment,
I'm,
not
sure
if
that's
Linda,
if,
if
you
could
talk
about
that,
I'm,
not
sure
who
the
right
person
is
to
answer
that
question,
I
may
have
to
come
back
to
you.
P
Part
of
that
is
a
partnership
with
our
recruitment
team
in
the
office
of
human
capital,
but
we
are
working
with
organizations
like
Mabe
or
the
Massachusetts
Association
of
bilingual
education
and
other
groups
that
actually
help
with
getting
the
word
out
and
recruiting.
There's.
Also
a
program
we've
been
having
conversations
in
a
program
at
Leslie
to
really
develop
more
formal
relationships
so
that
it
helps
us
with
the
recruitment
piece
and
also
the
training
that
can
be
provided
to
teachers.
P
P
So
we
we
make
sure
that
more
of
our
teachers
have
that
training
and
we
also
have
been
engaging
in
work
around
paraprofessionals.
We
find
that,
especially
in
the
recruitment
of
bilingual
staff.
It's
helpful
to
draw
from
our
paraprofessionals
who
know
our
students
well
speak
the
same
native
language
and
with
that
additional
coursework
and
certification
they
can
become
teachers
as
well.
So
that's
another
aspect
of
the
pipeline.
If
you
will
that
we're
looking
at
no.
U
F
Yeah
so
I
think
Chief,
Cooter
I
think
what
we're
looking.
What
we're
looking
for
is
the
current
investment,
in
addition
to
the
into
the
new
investment
that
we're
moving
off
of
Esser
and
over
you
know
into
this,
and
maybe
while
you're
sort
of
looking
at
that
I
think
Chief
Catchings
is
on
and
I
don't
know.
Chief
kitchen
is,
if
you
want
to
add
anything
else
on
the
recruitment
side,
but
I
would
also
say
that
one
of
the
things
you
know
we're
having
conversations
about.
F
That's
that's
been
difficult
for
us.
Is
we
be
because
of
the
our
doj
agreement?
We
can't
hire
like
other
districts,
can
any
ESL
teachers
who
are
on
waiver
to
be
able
to
complete
their
internship
with
us,
and,
and
that
means
you
know,
we'd
be
very
competitive
and
teachers
would
love
to
do
that,
to
be
able
to
complete
their
internship
with
us
and
then
become
a
teacher
with
us
permanently.
But
we
can't
do
that.
F
So
one
things
that,
in
our
last
conversation
that
we
started
talking
about,
was
what
would
be
our
ability
to
be
able
to
to
do
that,
so
that
we
open
up
our
pool
of
candidates
in
positions
that
a
highly
competitive
like
ESL
across
the
state.
F
You
know,
obviously,
for
Boston
we're
not
the
only
District,
that's
had
struggles
with
filling
ESL
and
or
finding
you
know,
paraprofessionals
or
other
positions
in
which
native
language
fits
the
The
Strand
model,
but
we're
trying
to
be
as
creative
as
possible
and
to
look
at
where
our
barriers
are
to
figure
out
how
to
be
able
to
get
around
them.
F
So,
as
Dr
Chen
talked
about,
you
know,
I
think
on
the
recruitment
side,
it's
not
one
solution,
it's
multiples,
and
we
see
this
as
a
need
that
will
grow
right,
especially
as
we
start
to
on
the
bilingual
Side.
Schools
are
planning
for
it
or
for
Heritage
programming
or
do
language,
and
so
we're
going
to
need
to
continue
to
evolve
our
staff,
and
that
means
looking
at
parent
pipeline.
F
That
means
you
know
looking
at
our
pair
Pipeline
and
it
also
even
means
students
and
how
our
students
and
graduates
can
play
a
role
in
this,
since
we
have
such
wonderful,
multilingual
diversity.
So
I
think
this
is
an
area
that
we
are
working
and
feel
on
the
recruitment
side
so
strongly
about
that.
It's
a
it's.
Definitely
multi-department!
That's
working
on
this,
so
it's
not
just
Linda's
side.
V
U
Thank
you
I
appreciate
that
I'll
just
follow
up
with
Mr
Cooter
on
the
specific
number
amounts,
so
that
I
get
more
clarity
on
that.
Thank
you.
D
Thank
you,
madam
excuse
me.
Thank
you,
madam
chair,
and
thank
you
Mr
Cuda
for
the
presentation
and
superintendent
for
the
remarks.
D
I
do
have
a
couple
of
questions,
but
Mr
Cuda
first
I
want
to
say,
with
regards
to
the
enrollment
slides
that
you
had
I
appreciate
you
taking
the
time
to
dive
in
in
more
detail
and
why
we
do
it.
I
say
we
I
mean
the
district.
Obviously
the
way
that
you
do,
it
was
helpful
to
see
you
know
the
various
times
during
the
year
and
also
the
individual
School
example.
You
gave
and
I
understand
the
Nuance
that
you
are
pointing
out
that
we're
also
in
weighted
student
funding
and
we're
open,
enrollment
I'm.
D
Still
to
be
honest
with
you
struggling
to
bridge
that
Gap
with
because
of
those
pieces,
you
know
why
we
still
do
it
that
way
versus
you
know,
has
been
pointed
out.
The
districts
in
the
state
that
you
know
may
just
keep
a
reserve
back
and
build
if
the
need
is
particularly
in
light
of,
as
the
comments
were
tonight
about
you
know
their
underutilized
classrooms,
and
here
we
have
vacancies.
Otherwise,
so
I
I
think
it's
difficult
for
us
to
compare
ourselves
with
other
districts
in
the
state
because
they
don't
have.
D
Most
of
them
do
not
have
the
complexity
of
the
programs,
as
you
pointed
out,
Mr
gouda,
the
complexities
of
the
programs
that
we
have
to
plan
for,
and
the
Open
Enrollment
and
the
weighted
student
funding
I
would
be
interested
if
you
could
dig
a
little
bit
further
about
other
districts,
our
size
across
the
country
and
see
just
to
have
a
better
comparison
point
about
how
they
handle
enrollment
I.
Just
think
that
would
be
helpful
for
folks
who
are
struggling
as
I
am
I
shouldn't
talk
about
anyone
else
or
talk
about
myself.
D
I'm
struggling
with
the
concept
of
you
know,
planning
for
that
absolute
high
water
mark
and
what
that
impact
would
be,
particularly
knowing
in
the
next
couple
years
the
Essa
funds
are
going
to
be
dropping
off
we're
going
to
have
some
hard
choices
to
make.
So
that's
not
a
question
for
that's
something:
I'd
love
for
you
to
talk
to
us
later
about
and
I
know.
You're
doing
some
work.
You've
talked
about
it
publicly
about
rethinking
how
we're
looking
at
funding
anyway.
D
So
having
examples,
if
we're
really
an
outlier
or
are
we,
you
know
more
in
line
with
some
others
that
type
of
thing
but
but
I
want
to
get
to
today.
Since
we're
talking
about
Central
District
I
appreciate,
there
was
one
slide
who
talked
about
the
superintendent's
priorities
and
all
the
reports
we've
seen
and
as
I
said
at
the
outset,
I'm
interested
in
some
of
the
things
coming
out
of
those
reports.
The
data
report,
the
transportation
report,
the
school
safety
report
in
particular,
but
also
the
special
ed
in
the
ell.
The
special
ed
report.
D
D
If
you
have
it,
you
know
we're
specifically
budget
adjustments
have
been
made
based
upon
the
reports,
the
findings,
the
strategy
are,
we
and
I
know
we
had
some
points
on
it,
but
I'm
thinking,
particularly
around
school
safety,
I'm
thinking,
around
transportation
and
and
I
particularly
want
to
focus
in
on
Data
I,
do
have
a
sense
that
we
have
a
data
deficit
in
our
district,
a
data,
a
tech
debt,
as
they
talk
about
where
districts,
but
also
companies,
quite
frankly,
have
not
made
the
Investments
to
upgrade
the
systems
over
the
years,
particularly
in
linear
as
a
budget,
and
it's
coming
back
to
haunt
us.
D
You
know
when
we
think
of
data.
There's
three
things
is
the
professional
development
we
do
for
the
school
leaders
that
have
to
know
often
teachers
who
in
many
cases
have
to
input,
but
it's
having
the
right
systems
and
the
modern
systems
and
the
systems
that
talk
to
each
other
and
the
systems
that
are
intuitive
and
I
I.
Don't
want
us
to
put
all
the
burden
of
this
on
our
school
leaders
and
our
teachers.
You
know
when
and
I'll
give
you
one
example
when
we
have
the
Aspen
system
that
they
were
entering
information
about
restraints.
D
D
I
have
to
do
that
they're
already
overburdened
and
I'm
wondering
if
you
know,
are
we
making
an
investment
in
professional
development
for
folks
on
assistance,
but
also
we
are
we
upgrading
our
systems
and
do
we
have
enough
people
internally
in
central
office
to
actually
get
that
data
and
have
someone
who's
reviewing?
Oh,
here's,
a
here's,
a
restraint
report
in
Aspen.
Is
it
in
the
Desi
system
as
an
example.
D
F
Speak
for
us,
yeah
I
know
I'm,
going
to
jump
in
for
a
second
in
in
actually
Deputy
Pina
I
I
think
can
give
some
concrete
examples
on
the
op
side,
specifically
around
kind
of
safety
Transportation,
where
it's
like
very
concrete,
but
like
a
good
example,
would
be
the
problem
resolution
system.
You
know
where
we've
exp,
you
know:
we've
purchased
and
created
a
help
desk
the
Staffing
for
that
the
system
for
that.
F
So
we've
put
things
in
place
that
didn't
exist
previously
to
your
point,
member
O'neill
that
that
were
lacking
will
system
and
a
technology
data
side
to
it,
and
so
we
now
as
we're
going
through
these
reports
in
each
of
them,
and
particularly
on
the
op
side,
you
see
the
needs
for
these,
and
so
that
is
something
that
I
think
Deputy
tapina.
F
F
N
The
the
quick
example
that
comes
to
my
mind
is
the
work
we've
done
in
operation
Department,
specifically
in
the
facilities
department.
So,
as
you
may
know
previously,
we
did
not
have
a
work
order
management
system
that
provide
a
lot
of
data
about
what
we
were
able
to.
N
What
will
requests
were
coming
in
and
we're
being
performed,
and
now
we
have
a
new
data
system
and
we
do
have
a
way
to
track
and
monitor
that,
and
we
do
have
dashboards
that
we
now
develop
in
operations
that
show
us
different
data
points
around
where
we
are
with
on-time
performance,
where
we
are
with
our
food
participation
rates,
where
we
are
with
different
things
of
that
nature,
with
the
current
planning
that
we're
doing
we're
engaging
in
some
strategic
planning
work
in
our
office
of
human
capital
in
our
finance
division.
N
What
we're
doing
is
we're
interviewing
all
staff,
where
we're
meeting
with
other
school
districts,
we're
meeting
with
private
companies
or
businesses
to
understand
what
technologies
they
use,
what
systems
and
structures
that
they
use
and
then,
at
the
end
of
this
review
and
data
collection,
we're
going
to
further
mind
out
what
Data
Systems
we
need
to
create
or
invest
in.
So,
though,
that's
ongoing
work
that
we're
doing
currently
that's
going
to
help
inform
both
the
short-term
work
in
the
long
term.
Here.
F
Yeah,
there
is
definitely
an
Enterprise
issue
where
the
volume
of
transactions
that
we
do
in
particular
departments
needs
an
Enterprise
solution
and
that
doesn't
exist,
and
so
the
you
know,
human
capital
is
a
good
example
of
that,
and
so
we
need
to
really
look
at
our
systems
that
feed
into
the
city
system
and
I
think
I
spoke
about
that
at
a
previous
meeting,
so
that
that's
an
example
I
think
in
the
school
safety
side,
certainly
with
Emergency
Management
planning.
F
We
are
absolutely
looking
in
this
area
or
in
active
conversations
both
with
the
council,
their
recommendations
and
then
you
know
I
think
you're
going
to
get
some
updates
as
a
school
committee
on
our
immediate
next
steps
in
those
areas
Transportation,
you
know,
there's
multiple
places
where
you
know
to
what
Dan
spoke
about
being
able
to
capture
the
data
looking
at
ridership,
which
right
now
BPS
has
always
been
sort
of
blind
with
need
to
go
forward,
use
a
technology
solution
that
feeds
back
into
a
data
system
that
will
help
transdev
and
help
us
be
able
to
be
more
efficient.
F
Much
like
we
have
with
the
routing
software.
So
there's
just
almost
every
single
area
of
the
organization
needs
that
uplift.
D
Thank
you,
and
just
as
a
follow-up
question
of
that,
because
you
talked
about
Enterprise
superintendents.
So
where
do
we
stand
in
putting
in
place
an
Enterprise
solution
to
risk
management
and
internal
audit
in
particular,
which
was
a
policy
that
this
body
passed
several
years
ago
to
put
in
place?
Internal
audit
and
I
know
it's
being
worked
on
I'm,
just
unaware
of
where
it
stands
now
because
again,
this
is
about
trust
and
transparency.
D
Right
and
people
perform
better
when
they
know
their
work
is
going
to
be
checked,
plain
and
secbook
right,
you
inspect,
and
so,
where
do
we
stand
on
that
process?.
N
Yeah,
just
briefly
to
say
in
working
with
we
do
we
did
hire
a
risk
management
position
and
we
do
have
that
person
in
place
and
we've
been
working
closely
with
her
and
our
legal
team
to
conduct
a
deep
review
of
all
of
our
systems
and
structures.
So
right
now
we're
in
the
phase
of
we've
on
boarded
the
person
and
now
we're
doing
the
review
of
our
systems
and
structures
to
determine
what
what
actions
need
to
take
very
similar
to
external
audits.
We're
now
doing
our
internal
audit.
So
with
these
with
these
staff
members.
G
The
rationale
around
and
if
it's
something
that
you
want
for
the
long-term
superintendent,
it
was
talked
about
that
on
Central
Administration
staff,
our
key
special
education
services.
It
sounds
like
some
related
Services
I'd
love
to
hear
more
about
that
as
well
as
occupational
therapist.
G
F
So
to
each
year,
sometimes
you
ask
the
same
questions
I
ask
so.
F
F
When
you
get
down
to
the
itinerant
level,
it
becomes
really
complex
and
it
becomes
complex
because
many
of
them
are
shared
right
across.
So
it's
very
hard
for
school
leaders
to
do
that
kind
of
compatibility.
It
is
something
we
are
looking
at
right,
holistically
in
the
org
to
sort
of
see
what's
possible.
F
I
think
you
see
this
often
with
in
general,
like
reading
Specialists
too
right,
where
you
know
a
smaller
school
might
require
a
portion.
Another
school
might
require
a
full,
but
it
is
something
we're
looking
at
and
I
think
that
in
the
reimagining
funding,
one
of
the
things
that
we'll
need
to
look
at
is
sort
of
what
does
get
dispatched
centrally
versus
what
gets
dispatched
with
school-based
and
controlled
at
school-based.
So
I
would
say
more
to
come
on
it.
We
don't
right
now
we're
just
we're.
Look
we're
at
the
looking
level
on
it.
G
Yeah,
it's
worth
I'm
sure
you're
thinking
about
this
too,
like
as
we
talk
about
inclusive
practices,
it
then
connects
back
to
related
Services
because
you
have
a
student
who's
getting
a
of
our
a
week
of
a
pull
out
or
you
could
be
embedding
that
support
inside
of
a
classroom,
I
think
about
that
with
speech
or
other
related
services
that
has
a
push-in
model
for
some
young
people
makes
the
most
sense
and
allows
them
to
stay
integrated
with
their
peers.
But
if
you're,
if
it's
an
outside
management,
you
lose
that
ability
for
programming.
That's.
F
G
The
last
question
I
have
here
is:
there
was
just
a
slot
I
think
on
slide.
12
there
was
a
new
position,
I
think
that's
being
added
Equity,
Specialists
and.
F
So
Dr
Tavares
or
chief
Branson
I
think
either
of
you
could
take
that.
O
Of
course,
I
I
will
invite
Chief
grandson
to
give
more
details,
but
wonderful
question:
Mr
credit
Hernandez.
It's
really
thinking
about
how
we
fortify
the
regional
model.
That's
been
mentioned
throughout
the
presentation
this
evening
and
thinking
about
creating
this.
This
really,
this
team,
with
an
expert
lens
around
different
components,
of
what
we
need
to
fortify
schools
and
the
equity
specialist
is
really
the
person
that's
holding
the
most
recent
research.
O
The
most
recent
best
practice
around
addressing
those
very
specific
Equity
needs
at
the
school
level
and
I
know
that
Dr
grandson
can
share
even
further
details.
W
Thank
you,
Dr
Flores,
and
thanks
for
the
question,
I'll
just
add
that
we're
excited
about
this
opportunity
to
expand
in
this
way
we've
been
trying
to
for
the
last
few
years
start
really
deepen
our
work
in
schools
and
the
need
continues
to
surface
and
so
we're
looking
for
you
know
these
Dynamic
individuals,
someone
who
may
already
have
a
few
of
them
on
our
team
too,
that
we
had
this
year
to
be
able
to
be
cross-trained
right.
W
No
one
is
going
to
be
a
specialist,
an
expert
in
every
area
of
equity,
but
as
Dr
Tavares
mentioned,
having
a
deep
expertise
in
areas
and
then
being
able
to
cross-train
and
serve
as
a
resource
to
one
another
across
regions.
I
G
Not
to
get
into
the
details
about
a
particular
position
but
I
think
as
I
can
imagine
a
universe
where
someone
sees
this,
and
you
know
back
to
our
earlier
conversation
of
like
we
know
when
we
open
Central
positions.
It
often
means
we're
taking
teachers
out
of
classrooms
and
creating
more
vegans
so
like
just
in
terms
of
hierarchy
of
need.
My.
W
G
W
W
W
The
way
we've
looked
at
is
about
it's
about
balance,
and
so,
which
is
why
we,
you
know,
dared
and
I,
pulled
and
advertised
mid-year
for
this,
but
as
school
leaders
are
making
decisions,
as
educators
are,
in
some
cases
already
making
decisions,
it's
an
opportunity
to
look
at
it
as
a
retention
and
Ladder
strategy
for
our
district,
as
you
mentioned
earlier,
that's
how
we
feed
a
lot
of
the
central
office
roles
and
we
definitely
want
individuals
in
those
kinds
of
roles
who
are
familiar
with
the
district
and
familiar
with
our
kids.
W
We
have
not
over
the
last
almost
decade
or
so
had
a
sort
of
traditional
Dei
strategy
and
office
and
team,
but
instead,
as
sort
of
under
the
banner
of
our
opportunity
and
achievement
gaps
policy,
we
focused
on
advancing
equities,
multilingual
Learners
students
with
disabilities,
black
and
brown
students
and
other
historically
martial
students.
W
At
the
same
time,
when
we
look
at
post,
the
murder
of
George
Floyd,
we've
seen
an
increase
in
the
need
for
things
like
Affinity
groups
and
right
now.
Some
of
that
work
has
lived
in
our
retention,
cultivation
and
diversity
team,
and
so
that's
the
the
beauty
of
having
the
the
esog
division.
Where
we
have
those
folks
who
are
able
to
collaborate
and
work
off
one
another,
but
it
would,
it
would
be
a
person
who
would
be
able
to
if
they
aren't,
for
example,
the
Dei
expert.
But
they
are
the
racial
Equity
expert.
W
I
J
Yes,
thank
you.
Actually,
this
question,
I
think,
is
just
more
sort
of
thinking
about
the
philosophy
behind
the
organization
that
we
see
it
at
central
office.
I
think
we've
talked
about
it
for
as
long
as
at
least
I've
been
on
the
committee
and
so
I'm
actually
curious
from
your
perspective.
Superintendent.
You
know
only
five
months
in,
but
where
is
the?
Where
are
some
of
the
the
the
reorganization
aspects
that
that
you're
envisioning,
and
especially
what
are
things
that
we
should
be
paying
attention
to
as
we're
thinking
about
this?
This
budget?
F
So
we
will
be
through
your
chair,
so
we
will
be
incorporating
in
in
the
in
going
through
the
the
org
chart
so
that
you
can
see
it.
F
The
plan
is
on
the
15th
and
I
think
what
you'll
see
is
that
and
if
you
kind
of
lean
through
the
reports
like
all
these
Audits
and
reports,
kind
of
the
lack
of
accountability
of
in
different
areas
and
bodies
of
the
work
and
then
you
kind
of
go
back,
and
you
look
at
previous
org
charts
and
what
you
kind
of
see
is
like
huge
amounts
of
work
that
fall
under
a
few
people
and
areas
such
as
special
education,
our
multilingual
Learners.
F
You
know
a
multicultural,
multi,
Learners,
home
division,
where
they're
they're
kind
of
buried
down
in
the
organization
and
there's
no
clear
sense
of
accountability
in
the
organization
for
the
outcomes,
and
so
what
I'm
gonna
attempt
to
do.
Having
done
a
lot
of
processing
with
our
team
is
to
make
sure
in
the
deputies
that
there's
clear
bodies
of
work
which
they
delineated
tonight,
as
you
heard
them
for
which
they
are
responsible
right.
F
They
are
responsible,
but
but
it's
coherent,
and
so
the
areas
that
are
that
they're
supervising
are
relative
to
that
area
and
coherent.
F
There
is
going
to
be
a
chief
structure
and
that
Chief
structure
is
important
because
it
gives
the
chief
a
particular
body
of
work
that
is
doable
and
for
which
they
can
be
accountable.
And
when
you
look
across
the
organization
and
you
work
together
as
a
body,
a
decision-making
body,
you
have
the
key
areas
present
at
the
table
to
make
the
decisions,
and
that
was
not
always
that's
not
always
been
the
case.
F
And
so
what?
What
I
kind
of?
In
looking
at
past,
charts
and
I?
Think
sometimes
you
see
this
in
other
districts
too
right.
But
you
can
understand
why
Elm
special
education
didn't
get
the
level
of
support
and
supervision.
F
It
needed
and
I
say,
support
as
well,
or
you
can
see
why
you
know
something
like
family
and
Community
engagement
and
advancement
or
Equity
was
not
a
through
line
in
the
organization,
or
you
can
see
disconnects
between
the
schools
and
the
district,
because
there
was
the
schools
Division
and
the
districts
Division
and
the
two
had
no
connection
or
connectivity.
F
So
what
we're
attempting
to
do
in
this
budget
and
in
the
in
the
org
chart
is
to
bring
a
coherence
to
the
organization
to
remove
single
point
of
failures
for
which
we
have
them
throughout
the
reports
and
to
bring
a
new
sense
of
work
that
is
doable
and
for
which
it
is
clear
who
is
accountable
in
this
next
next
era
of
BPS,
that's
kind
of
where
I'm
going
to
be
coming
from
and
it's
distributed.
F
I
do
not
believe
the
superintendent
everyone
has
to
report
to
the
superintendent,
who
is
a
a
highly
I,
actually
believe
in
distributed,
and
shared
leadership
and
I
also
really
believe
in
making
sure
that,
when
we're
making
decisions
as
an
organization
that
we
create
a
structure
that
allows
good
communication
Clarity
of
what
we're
doing.
Why
we're
doing
it
in
plenty
of
opportunity
for
feedback
so
that
the
important
pieces
of
the
organization
get
represented
at
each
of
those
discussions?.
J
Thank
you
for
that
and
my
actually
it's
more
of
a
comment
to
to
Dr
grandson.
J
You
know
I'd
like
to
if
I
can
I'd
lend
my
my
knowledge
and
expertise
and
in
any
lens
that
I
can,
with
respect
to
how
you
all
are
thinking
about
the
equity
specialist
position
in
terms
of
knowledge
of
implementation,
knowledge
of
the
just
anything
you
know,
I
I,
I'd
love
to
be
more
involved
in
that
process.
A
I
have
a
question
and
a
comment.
First
of
all,
I
want
to
thank
you
all
for
this
body
of
work
that
you've
done
Nate
and
David
personally,
similar
to
what
Mr,
cardet
Hernandez
said.
I
was
a
bit
overwhelmed
by
the
amount
of
it
that,
in
the
in
the
short
period
of
time
that
we
received
it
in
so
I
personally,
don't
feel
I've
been
able
to
do
a
Justice
in
terms
of
you
know
all
of
my
questions
and
trying
to
connect
the
dots
amongst
what
we
what
we
were
shown
but
I'm.
A
You
know,
I'm
I'm
gonna
go
look
at
the
places
online
where
we
can
go
deeper
into
different
portions
of
the
budget,
but,
for
example,
I
would
love
to
see.
You
know
how
much
of
our
overall
budget
are.
A
We
spending
collectively
on
teacher,
supports
you
know
or
parent
support
so
that
we
can
understand
not
only
where
we're
investing,
but
how
do
we
begin
to
evaluate
those
Investments
as
we
deepen
those
programs
specifically
I
was
curious
by
your
comment,
superintendent,
about
who
we
can't
hire
for
special
education
or
who
we
can't
recruit
and
then
I
wonder
about
who
is
already
working
in
our
system
and
are
they
all
as
qualified
as
they
should
be
to
do
the
work
so
do
we
have
the
highest
quality
of
Educators
really
doing
our
ell
work?
A
A
How
are
we
sort
of
tightening
up
some
of
those
issues
as
we
begin
to
look
at
the
budget
and
where
we
should
be
investing,
you
know,
and
how
are
we
going
to
get
you
know
I
think
we're
all
worried
about
the
cliff
or
whatever
that's
that's
coming,
and
how
are
we
going
to
use
this
year
to
really
tighten
up
where
we
are
now
and
so
and
and
making
some
of
the
hard
issues
I'm
happy
to
hear
that
we've,
you
know
taken
offline
23
classrooms
that
we
don't
need,
but
are
continuing
to
invest
the
money
in
our
current
students,
because
that's
where
we
should
be
making
Investments
so
happy
to
hear
more
of
that,
because
I
really
feel
that
supports
our
goal
of
better
outcomes
for
kids.
A
E
F
Yeah,
that's
good.
Thank
you.
Chair
I
mean
that
that's
creating
and
to
be
honest
with
you,
I
think,
I
think
your
suggestion
about
being
able
there's
so
many
different
ways
to
present
the
spending,
but
that
lens
of
what
are
we
spending
on
student
or
directly
on
student
service
on
teacher
support,
I
I
I
like
that,
and
we
can
work
to
see
what
we
can
do
with
that
too,
because
I
think
that
that
would
be.
F
You
know
informative
for
the
public
and
for
the
committee,
so
appreciate
that
suggestion
and
I
think
you
know
as
we
get
into
you
know
this.
This
spring
I
think
we'll
be
beginning
the
conversations
for
next
year
in
next
year's
budget.
It's
not
I
I.
These
are
going
to
be
conversations.
F
We
won't
be
able
and
have
the
luxury
to
begin
as
we
normally
would
on
the
normal
budget
timeline,
because
they
are
going
to
need
Community
input,
they're
going
to
need
school
committee
input
and
so
I
think
this
is
going
to
be
a
dialogue
that
we'll
be
having
in
the
spring,
certainly
in
our
deep
planning
over
the
summer
and
then
carrying
into
the
fall.
So
much
more
to
come
for
sure,
but
these
are
conversations
that
we
have
to
be
committed
to
have
is.
E
S
It's
sort
of
off
topic
of
this,
but
someone
was
talking
to
them
public
comment
earlier,
Miss
Reyes
and
she
basic
she
was
talking
about
security
and
about
how
the
restorative
justice
and
about
how
we
should
be
doing
more
restorative
justice
instead
of
security
I
mean
she
made
that
point.
S
While
she
was
talking
and
so
I'm
just
I
think
that's
I
mean
I.
Think
that's
a
good
idea.
I
mean
right.
We're
trying
we'll
be
trying
to
do
some
restorative
justice
in
the
district
right
and
so
like
I.
Think
that's,
not
a
bad
idea.
S
I
mean
we
need
to
see
the
date
of
of
how
effective
restorative
justice
has
been
and
will
continue
to
be
in
this
District
right.
But
then
again
we
also
the
cameras.
S
S
Like
I'm,
just
I'm
I'm,
just
saying
stuff,
like
I,
think
doing
that
it's
a
solid
idea.
I,
don't
know
you
know
I'm
spitballing
here
but
like.
F
So
Diego,
let
me
let
me
just
jump
in
for
a
second,
so
I
think
one
thing
I
can
clarify
is
different
pots
of
money,
pay
for
different
things
and
so
I
think
CFO
Kudo.
Can
you
just
explain
on
the
cameras
what
that
pot
of
money
is.
M
M
The
capital
budget
is
a
is
funding
that
we
get
it
from
the
city
where
we
borrow
money
to
be
able
to
make
long-term
Investments
and
those
those
have
to
be
in
in
physical
Goods
that
last
a
certain
period
of
time,
usually
five
to
ten
years,
at
least
for
a
capital
investment
to
qualify.
So
the
security,
some
of
the
security
upgrades
that
we're
making
are
capital
budget
Investments,
so
we
could
make
trade-offs
as
a
district
and
as
a
city
about
we
want
to
spend.
M
We
want
security
cameras
or
security
upgrades
versus
other
facilities
upgrades,
but
we
couldn't
make
the
trade-off
between
the
security
cameras
and
restorative
justice,
Personnel
people
and
staff,
but
I
do
think
I'm.
M
Clearly,
hearing
restorative
justice
is
a
priority
for
for
you
for
us
to
think
about
priority
for
students
for
us
to
think
about,
and
we
could
take
that
back
because
you
know
this
is
our
opportunity
to
think
about
what
are
the
trade-offs
that
we
should
be
making
differently
from
what
we've
presented
in
our
budget
and
what
represents
the
school
committee's
values
and
your
values
as
represented
the
students
here
at
the
hearing
tonight.
That's.
F
This
is
an
example
of
Shifting,
some
Central
resources
to
be
able
to
really
expand
restorative
justice
practice
and
training
as
part
of
the
networks.
So
we
didn't
talk
about
it
tonight
because
we're
really
talking
about
Investments,
but
that
is
something
that
we
are.
We
are
actively
working
on
and
will
happen
for
next
year.
S
S
S
U
But
I
just
I
want
to
appreciate
member
meta
for
just
reminding
us
of
you
know
what
what
students
have
on
their
mind,
and
especially
in
this
space
that
is
full
of
adults
who
are
used
to
being.
You
know,
framing
our
questions
and
saying
our
comments
that
just
really
appreciate
your
vulnerability
and
your
comments
and
your
contributions.
So
thank
you
and
always
take
all
the
time
that
you
need
to
engage.
I
G
Also,
a
really
good
reminder
of.
What's
on
your
mind
and
I
know,
you
know
this,
but
like
we
all
have
this
incredible
power,
you
included
to
influence
what
this
budget
looks
like
when
it
comes
back
to
us
in
a
few
weeks
and
so
take
your
time
and
life,
because
the
questions
are
always
really
good
and.
G
I
G
Ask
a
lot
of
questions
and
I
was
about
to
ask
the
question
about
restorative
justice
and
I
made
the
decision
after
why
it
wasn't
a
further
investment,
and
so
I'm
really
happy
that
you
did
so
yeah.
Just
thank
you
because
it
matters,
and
this
is
our
chance
to
influence
it.
So,
like
do
your
thing,
I
will
just
ask
for
our
next
presentation.
I
know
superintendent.
You
just
mentioned
there
are
places
where
there
are
resources
being
redeployed.
It
might
be
really
helpful.
G
I
think
maybe
you're
getting
the
sense
that
we're
looking
to
understand
new
investments
in
addition
to
how
you're
redeploying
existing
resources
across
the
organization
to
meet
your
priorities,
and
so
like
that
might
be
a
really
helpful
way
for
us
to
make
further
meeting
of
the
budget
in
its
totality
and
not
just
the
budget
as
new
needs.
Yes,.
F
You
know
totally
makes
sense,
and
we
can
definitely
give
you
some
information
around
examples
of
that
and
what's
happening,
I
think
next
year
you
will
see
kind
of
a
before,
and
after
is
that
really
what
zero-sum
budgeting
is
I
echo
on
Mr
meta,
you
do
a
great
job,
Diego.
A
Okay,
I'll:
ask
it
again:
are
there
any
further
questions
before
we
close
out
this
evening?
Okay,
thank
you
all
and
thank
you
again
to
all
that
testified
this
evening.
I
want
to
remind
everyone
that
all
budget
documents
are
available
online
at
bostonpublicschools.org
budget
and
you
can
email
your
comments
to
budget
at
bostonpublicschools.org
as
well
as
to
the
school
committee.