►
Description
Amid 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
Good
evening
and
welcome
to
the
first
in
a
series
of
fiscal
year,
22
budget
hearings
hosted
by
the
boston
public
school
committee
and
superintendent
brenda
caselius
we're
going
to
begin
our
meeting
with
the
pledge
of
allegiance.
And
I'm
going
to
ask
my
colleagues
if
they
could
please
unmute
themselves
and
join.
A
A
F
E
A
Great,
thank
you.
Dr
rivera
is
teaching
a
class
this
evening.
I'm
sure
mr
o'neal
will
hop
on
so
thank
you.
Tonight's
hearing
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
also
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
A
You
can
find
tonight's
documents
posted
on
the
committee's
webpage,
bostonpublicschools.org
forward,
slash
school
committee
under
the
february
11th
link,
the
agenda
and
many
of
the
budget
documents
have
been
translated
in
all
of
the
major
bps
languages.
Any
documents
that
are
not
translated
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
I'm
going
to
now
ask
our
spanish
interpreters
to
please
introduce
yourselves
and
also
you
could
translate
to
the
spanish-speaking
audience
to
switch
their
zoom
over
to
the
channel
in
spanish.
H
I
I
J
A
Please
go
ahead.
Sergio
introduce.
A
Okay,
if
I
could
ask
our
mandarin
interpreters,
maple
and
whey,
if
you
could,
please
introduce
yourselves
and
give
zoom
instructions
in
mandarin.
A
M
A
N
N
O
Good
evening,
everyone,
my
name-
is
v
fun
lee,
I'm
the
other
vietnamese
interpreter.
O
O
A
You,
if
I
could
ask
our
asl
interpreters
to
introduce
themselves
michael
katie
and
sharon.
O
A
A
A
This
will
give
our
members
a
sense
of
what
we
are
hearing
from
our
various
neighborhoods
and
it's
also
a
practice
across
all
public
bodies
in
boston,
and
we
thank
you
for
your
cooperation
and
now
I'd
like
to
move
on
to
some
exciting
news.
I
would
like
to
welcome
our
new
school
committee
member
ednani
arujo,
who
was
appointed
last
week
by
mayor
walsh.
Mr
diarruzo
is
a
lifelong
resident
of
east
boston
and
serves
as
the
vice
president
of
regulatory
affairs
and
general
counsel
of
the
east.
A
Boston,
neighborhood
health
center
he's
also
a
graduate
of
boston
public
schools,
including
attending
the
bradley
elementary,
the
yumana
academy,
and
also
boston
latin
school.
We
welcome
him
tonight
and
he's
also
a
future
parent
of
bps
students
and
just
had
a
newborn.
So
congratulations
on
that
and
I
would
like
to
just
ask
if
you
would
like
to
say
a
few
words.
B
Madam
chair,
thank
you
very
much.
I'm
very
excited
to
be
here
tonight
and
great
to
see
many
of
my
my
colleagues
here,
the
superintendent
and
staff
and,
of
course,
the
team
of
interpreters.
As
as
the
the
our
chair
said,
you
know,
lifelong
connection
to
to
east
boston
to
bps.
B
In
particular,
I've
been
a
volunteer
for
over
20
years
now,
and
also
working
at
the
health
center,
one
of
the
largest
community
partners
for
bps,
so
very
excited
now
to
be
you
know,
even
more
part
of
the
team,
I
think
and
excited
to
support
and
help.
I
hope
that
my
my
background
in
in
public
health
in
particular,
and
also
working
with
youth,
can
can
really
help.
You
know
all
of
us
here
and
the
staff
and
so
forth.
During
this
you
know
incredible
historic
time.
B
You
know
in
the
city
of
boston,
in
our
country
and
especially
in
our
school
district,
so
very
much
look
forward
and
wonderful
to
see
all
the
amazing
work
that's
being
done
by
the
staff
and
team
in
the
school
committee.
So
thank
you
very
much.
A
All
right,
thank
you
so
much
and
welcome
aboard
welcome
to
the
team.
So
in
a
moment
the
bps.
Oh
I'm
sorry!
Let
me
just
stop
for
one
second
before
I
move
on
with
that.
If
there
are
any
committee
members
that
would
like
to
say
any
any
welcome,
please
feel
free
to
to
say
something
because
we
haven't
had
a
moment
to
officially
welcome
you.
R
F
Miss
robinson,
I
too,
I
want
to
say,
welcome
and
glad
to
hear
that
you
have
two
young
ones
so
that
I
know
as
much
as
you
love
all
age
groups
you'll
be
thinking
a
lot
about.
How
do
we
make
sure
all
of
our
kids
start
school
with
the
best
of
beginnings,
so
welcome.
F
G
Welcome
mr
dojo
you'll
be
facing
with
a
myriad
of
new
issues,
given
the
the
the
current
pandemic,
so
roll
your
sleeve
and
get
on
ward.
A
Okay
and
superintendent,
would
you
like
to
say
anything.
T
Yes,
I
welcomed
him
before
I'm
so
happy
to
have
you
on
the
team
here
and
look
forward
to
working
with
you.
A
Great
okay,
thank
you.
Everybody
again
welcome.
So
in
a
moment,
the
bps
budget
team
will
provide
us
with
a
fiscal
year,
2022
budget
overview
with
a
particular
focus
on
school
budgets,
and
at
this
time
I
would
like
to
invite
the
superintendent
superintendent
cassellius
to
give
opening
remarks
and
also
to
present
the
team.
T
I
think,
you'll
see
much
of
the
investment
reflected
in
those
priorities
to
support
children
and
families
and
then
also
an
alignment
of
the
work
that
we
have
moving
ahead.
As
we
go
through
these
budget
hearings,
we
will
begin
to
talk
about
that
with
the
public.
It
will
shift
and
change
as
we
listen
to
the
public
in
terms
of
their
priorities.
T
One
big
thing
that
we
have
not
talked
a
lot
about
that
we
allude
to
in
this
budget
presentation
is
the
sr2
funding
known
as
the
cares
to
funding
the
123
million
dollars
of
investment
from
the
federal
government
to
really
deal
with
the
recovery
and
return
aspects
of
our
budget.
T
We
don't
yet
have
that
funding,
so
we
don't
have
that
baked
in
yet
to
this
presentation
today
we
have
some
broad
categories
of
how
we'd
like
to
spend
that
and
some
set
aside
for
that,
but
but
we'd
like
to
really
engage
with
our
public,
our
school
leaders
and
talk
about
the
the
123
million
dollars
and
how
we
might
use
that
over
the
next
year
to
two
years
to
really
recover
well
address
any
learning
loss
address
the
returning,
strong
components
that
we
would
need
and
make
sure
that
we
are
being
thoughtful
and
comprehensive
about
that
funding.
T
It
does
have
to
be
spent
by
september
of
2023
so
over
the
next
month
or
two.
We
will
take
time
to
really
get
a
sense
from
our
community
on
what
we
should
do
with
those
dollars
exactly
so
the
application
is
due
by
the
end
of
july,
so
we
will
be
coming
to
you
with
that
as
well.
So
I
am
going
to
turn
it
over
to
our
student
cfo,
marcus
mcneil,
who
is
going
to
get
us
started
marcus.
P
Thank
you
superintendent,
good
evening,
everyone.
My
name
is
marcus
mcnew,
a
junior
at
fenway,
high
school
and
currently
residing
in
dorchester,
I'm
here
to
send
a
message
of
transparency
and
candidness
to
you
all
tonight.
I
was
asked
to
come
to
this
budget
hearing
by
chief
financial
officer
nathan,
cooter
nathan,
and
I
have
worked
together
since
the
spring
of
2020,
and
I
met
him
through
my
role
as
chairperson
of
the
student
superintendent
executive
cabinet.
The
ssac
is
a
team
of
high
school
students
that
come
together
to
serve
as
advisors
to
dr
casellas's
executive
team.
P
Now,
let
me
be
honest,
nathan
and
I
have
conversations
around
the
budget
and
although
sometimes
we
have
different
ideas
and
visions,
we
are
able
to
access
tough
questions
to
each
other,
which
often
prompts
a
long
response,
but
we
both
align
on
the
goal
of
ensuring
that
every
student
in
this
district
is
cared
for
and
every
opportunity
is
provided
to
them.
Chief
cooter
has
allowed
me
to
review
the
budget
and
we
are
currently
working
on
getting
me
first-hand
experience
on
how
the
budget
is
tied.
P
Together
with
that
being
said,
I
strongly
believe
that
this
new
vision
for
our
district
will
allow
us
to
re-emerge
as
more
equitable,
transparent
and
capable,
but
your
concerns
are
important
to
us
and
please
do
not
send
to
yourself.
Your
voice
is
important
and
as
a
student
in
this
district,
who
sometimes
struggles
with
speaking
up
you
matter
and
your
feedback
matters
as
well.
Thank
you.
U
I
want
to
thank
marcus
again
for
joining
us
this
evening
and
for
encouraging
others
to
use
their
voice
throughout
this
process.
Tonight
we've
asked
several
people
to
join
us
to
discuss
our
fy
22
budget
and
to
tell
us
about
their
experience
with
particular
investments.
U
We
want
to
show
the
faces
behind
the
numbers
and
in
doing
so
amplify
the
many
voices
in
our
district.
It
seemed
fitting,
of
course,
to
begin
with
the
most
important
voice,
that
of
a
student,
and
if
we
don't
get
this
budget
right
for
marcus
his
classmates
and
the
students
throughout
the
district,
then
we
are
not
living
out
our
vision.
U
With
that
chairman
of
chairperson,
oliver
davila
and
members
of
the
school
committee,
thank
you
again
for
allowing
me
to
come
to
present
on
behalf
of
the
superintendent,
the
district
and
the
students
of
boston.
I
will
do
my
best
to
do
as
well
as
our
student
cfo
did
this
evening.
U
The
focus
of
tonight's
budget
is
schools
and
we're
going
to
talk
about
how
we
will
use
our
resources
in
fiscal
year
22
to
make
sure
schools
return
well
recover,
strong
and
reimagine.
What
is
possible
for
our
students,
our
collective
urgency
to
close
achievement
gaps
was
the
foundation
of
this
budget,
and
we
started
our
budget
process
rooted
in
this
statement
from
the
opportunity
and
achievement
gap
policy.
U
As
covid19
reveals
the
economic,
health
and
educational
disparities,
many
of
us
knew
were
present
before
the
pandemic.
We
need
to
redouble
our
efforts
to
close
opportunity
gaps
and
guarantee
an
excellent
education
for
all
students.
I've
said
it
before,
and
we
begin
tonight
again
by
focusing
on
those
students
who
need
public
education,
the
most
and
providing
intensive
support
to
those
schools
who
are
struggling
to
improve
that
way.
U
We
can
ensure
all
students
have
the
same
opportunity
to
achieve
greatness
the
fiscal
year
22
budget
proposed
1.3
billion
dollar
general
fund
allocation
features,
targeted
investments
in
academic
health
and
wellness
and
community
supports
over
95
percent
of
this
proposal
represents
direct
services
to
students
and
schools
through
direct
funding
to
schools,
and
tonight's
hearing
will
provide
more
information
about
what
is
included
in
that
amount
combined
with
our
proposals
in
school
services.
Budgeted
centrally
100
of
this
proposed
investments
will
see
an
immediate
and
direct
impact
on
our
schools.
U
U
U
I
continue
to
believe
that
boston
stands
apart
for
its
financial
commitment
to
schools.
A
few
of
my
colleagues
throughout
massachusetts
and
you've
heard
me
talk
about
this
at
prior
hearings,
but
throughout
massachusetts
and
really
throughout
the
nation,
are
talking
about
major
investments
coming
out
of
this
pandemic.
So
it's
remarkable
that
a
time
of
great
uncertainty
throughout
the
city
that
we
would
be
able
to
have
additional
investments
in
our
schools
and
take
a
step
beyond
the
maintenance
budget
to
increase
our
support.
U
Throughout
this
budget
process
will
explain
how
the
superintendent
is
leveraging
three
financial
resources
to
fulfill
her
vision
for
our
students
when
used
thoughtfully.
These
three
sources
of
funds
represent
a
tremendous
opportunity
to
support
students
and
make
lasting
change
in
our
district.
The
first
source
of
funding
is
our
operating
budget
or
general
funds.
This
is
the
funding
we
receive
directly
from
the
city
of
boston.
U
As
we
evaluate
how
to
use
our
resources,
we
are
focused
on
those
investments
that
will
have
an
impact.
Beyond
a
single
year.
We
have
an
obligation
to
develop
a
sustainability
plan
for
any
new
investments,
particularly
those
paid
out
of
the
federal
relief
funds
for
each
of
the
funding
sources.
We
highlighted
risks
associated
with
these
investments
that
are
either
misaligned
to
our
vision
or
do
not
plan
for
sustainability.
U
The
discussion
tonight
we're
going
to
talk
in
detail
about
enrollment
challenges
facing
our
district.
We
continue
to
see
enrollment
declines
throughout
the
city
and
across
all
grade
spans.
As
we
invest
in
supporting
schools
with
declining
enrollment.
We
need
a
long-term
plan
for
how
to
address
our
overall
capacity.
It's
important
that
we
still
reduce
capacity
in
our
system.
U
That
is
no
longer
needed,
which
will
allow
us
to
focus
our
resources
on
supporting
the
students
that
we
do
continue
to
enroll
later
when
we
begin
to
reimagine
what
is
possible
for
our
students
I'll
share
some
ideas
of
what
this
adjustment
could
look
like,
and
while
these
challenges
facing
our
district
are
daunting,
we
are
excited
to
present
a
student-centered
fiscal
year,
22
operating
budget.
The
proposed
budget
is
framed
with
the
guiding
principles
of
return
recover
and
reimagine.
U
To
that
end,
we
are
highlighting
investments
aligned
to
the
three
guiding
principles.
Our
current
planning
includes
12
million
in
new
investments
to
ensure
we
return
well
50
million
in
investments
to
ensure
we
recover
strong
and
20
million
set
aside
for
us
to
reimagine
what
is
possible
for
our
students.
This
is
the
beginning
part
of
our
conversation
around
the
resources
that
we
have
for
our
students.
We're
excited
to
dive
in
with
you
as
a
community.
U
The
first
focus
tonight
is
in
our
budget
is
the
work
to
return
well
to
get
all
students
back
students
and
staff
back
into
buildings
when
it's
safe
to
do
so
and
then
get
back
to
the
work
that
we
love
to
return
even
stronger.
We've
asked
ourselves
the
critical
questions
of
what
it
will
take
to
reopen
school
safely
for
all
students
every
day.
U
We
know
that
covet
19
has
had
a
disproportionate
impact
on
students
of
color
english
learner
student
students
with
disabilities
and
students
and
families
experiencing
poverty
in
order
to
help
them
recover
from
this
disruption
in
their
lives
and
to
their
education.
We
must
prepare
a
multi-year
plan
to
support
students
in
three
critical
areas.
U
This
represents
the
largest
drop
in
enrollment
in
the
last
15
years.
This
is
also
the
third
consecutive
year
of
significant
enrollment
to
clients.
Enrollment
has
dropped
by
nearly
5
000
students,
8.5
percent.
Over
the
last
three
years,
the
decline
was
most
pronounced
in
elementary
grades,
which
declined
about
eighteen
hundred
students,
and
our
concern
is
that
enrollment
in
grades
k,
zero
through
five
has
now
dropped
about
three
thousand
five
students.
U
U
U
The
thing
to
note,
in
terms
of
the
longer
term
trends
in
elementary
is
that
we
are
seeing
some
growth
in
the
black
population,
whereas
the
latinx
population
there
was
a
decline
across
the
whole
city,
not
just
bps
what
we
noticed
at
the
start
of
the
process
when
we
begin
enrollment.
Projections
in
the
fall
is
that
students
of
color
are
in
schools
that
are
experiencing
a
higher
than
average
decline.
U
I
highlighted
a
couple
of
the
big
key
dem
the
grade
level
stuff
at
a
few
slides
ago,
but
total
actual
enrollment
declining
across
most
grades.
I
mentioned
already
that
in
elementary
was
the
decline
we
saw
most
and
that
we
saw
the
biggest
decline
among
english
learner
programs,
which
is
declined
by
about
659
students.
U
Mentioned
already,
but
one
of
the
things
that
we
saw
in
enrollment
projections
overall
in
enrollment
overall,
was
not
that
we
lost
more
students
than
we
would
in
any
typical
year,
meaning
the
students
who
were
in
bps
last
year.
Many
of
them
still
remain
in
bps
this
year.
What
we
saw
mostly
was
that
we
didn't
have
new
students
arriving
in
the
district
and,
of
course,
our
largest
population
of
new
arrivers
is
our
is
our
english
learner
population?
V
Thanks
nate,
so
these
enrollment
trends
matter
for
budgeting
in
large
part
because
of
our
weighted
student
funding
model,
which
is
the
way
that
the
majority
of
funds
and
bps
are
allocated
to
schools.
Weighted
student
funding.
For
those
of
you
who,
who
don't
know,
is
also
known
as
student-based
budgeting,
fair
student
funding
or
student-centered
funding.
V
V
Instead
of
allocating
staff
or
resources
directly
to
schools.
The
model
allocates
dollars
that
are
then
tied
to
students.
Students
get
specific
weights
that
are
differentiated
based
on
different
student
characteristics.
This
means,
in
its
simplest
form
the
dollars
follow.
Students,
the
dollar
amount
per
pupil,
gets
multiplied
by
the
number
of
students
we
are
expecting
to
attend
a
particular
school
and
that
that
then
is
translated
into
the
allocation.
V
V
You
will
then
see
that
students
identified
in
different
categories
get
allocations
that
are
added
on
to
their
initial
grade
level.
Allocation.
Every
student
in
the
district
starts
out
with
a
grade
level.
Weight
or
base
funding
amount
weights
are
then
additive,
which
means
that
a
student
with
disabilities,
who
is
also
coming
from
a
low
income
household,
would
get
their
base
allocation
the
allocation
for
a
student
with
disabilities
and
then
also
the
allocation
given
for
students
facing
economic
disadvantage.
V
It
is
important
to
us
that
these
categories
listed
here
remain
reflective
of
the
ways
that
we
want
to
ensure
we
are
supporting
students
and
we
strive
to
regularly
re-evaluate
and
make
adjustments
to
them.
In
order
to
ensure
this,
while
weighted
student
funding
captures
the
basic
level
of
differentiation
needed
to
move
us
towards
equitable
funding,
we
recognize
that
there
are
also
factors
such
as
family
choice
and
assignment
and
overall
enrollment
trends
that
must
be
accounted
for
outside
of
the
weighted
student
funding
model
in
order
to
ensure
equitable
access
to
educational
opportunities
across
the
district.
V
The
concept
of
the
foundation
for
quality
was
built
off
of
a
previous
model.
We
called
sustainability
funding
which
went
to
providing
additional
funding
to
schools
that
could
not
meet
their
minimum
staffing
requirements
with
their
weighted
student
funding
allocation
alone,
starting
in
fy
21.
We
wanted
to
go
beyond
sustainability
and
think
about
what
schools
truly
needed
to
build
a
strong
foundation
for
quality
within
the
foundation.
All
schools
receive
an
allocation
to
pay
for
a
principal
and
a
school
secretary,
along
with
a
coordinator
of
special
education
and
a
full-time
nurse
allocation.
V
Students,
this
slide
shows
a
breakdown
of
all
the
funding
sources.
We
use
to
ensure
that
we
are
funding
schools
equitably
and
guaranteeing
access
to
student
supports.
It
includes
weighted
student
funding,
as
well
as
the
foundation
for
quality
positions
that
I
just
spoke
about
and
supplements
which
I
also
spoke
about
earlier.
V
Also
reflected
here
is
the
foundation
funding
we
provide
on
top
of
the
foundation
and
on
top
of
weighted
student
funding,
we
have
a
set
of
designated
resources
under
turnaround
and
transformation
that
are
targeted
directly
towards
our
transformation
schools
and
another
allocation
to
schools.
Running
programs
that
have
unique
needs
outside
of
what
weighted
student
funding
can
can
fund,
such
as
vocational
programming
and
inclusion.
V
V
Our
first
priority
priority
in
this
area
of
recovery
is
to
mitigate
the
impact
of
student
enrollment
to
clients.
On
the
student
experience
over
the
last
10
years,
we
have
been
caught
in
a
difficult
cycle
of
enrollment
declines,
leading
to
decrease
in
funding
then
leading
to
reductions
in
staffing
and
programs
that
families
want,
leading
then
to
less
families.
V
To
that
end,
we
have
committed
to
ensuring
that
schools
don't
have
to
make
the
cuts
that
you
might
typically
see
with
these
types
of
declines.
Instead,
we've
invested
18.5
million
dollars
beyond
the
typical
soft
landing
support.
We
provide
to
schools
to
supplement
weighted
student
funding
in
order
to
mean
services
for
students,
while
we
have
still
had
to
make
some
difficult
decisions
around
the
capacity
of
our
schools
and
have
closed
classrooms
in
places
where,
where
longer-term
enrollment
trends
indicated,
it
was
necessary
to
do
so.
V
So
with
that,
I'm
going
to
pause
from
speaking
for
a
moment
and
hand
it
over
to
andrew
bra
our
head
of
school
at
brighton
high
school,
who
will
speak
firsthand
about
what
his
school
is
experiencing
for
the
upcoming
year
and
ways
this
investment
is
going
to
go
to
supporting
that
andrew.
Take
it
away.
W
Thank
you
very
much
and
thank
you,
members
of
the
school
committee
for
giving
me
a
few
moments
today
to
talk
about
brighton,
high
and
the
impact
of
the
budget
proposal
on
our
students.
W
If
this
were
a
typical
budget
year,
where
our
budget
was
reduced,
based
on
the
projections
bright
and
high
would
have
lost
the
following
programs
for
our
students.
We
would
had
to
eliminate
the
majority
of
our
ap
classes
and
a
number
of
honors
classes.
We
would
have
had
to
reduce
significantly
the
arts
programming
that's
available
to
our
students.
W
We
would
have
had
to
eliminate
the
tech,
ed,
the
career
and
tech
ed
offerings
that
we
have.
We
would
have
to
eliminate
courses
which
support
the
high
numbers
of
overage
under-credited
english
learners,
who
enroll
at
brighton
high,
and
this
is
a
particularly
important
because
it's
these
courses
that
allow
us
to
successfully
get
our
overage
under
credited
english
learners
to
graduation
to
earn
their
diploma
in
a
typical
year.
W
So
this
budget
proposal,
this
district
proposal
allows
brighton
to
continue,
offering
the
rich
diversity
of
courses
to
our
students
and
to
our
students,
to
our
students
of
color,
to
our
special
education
students
to
our
english
language
learners.
We
can
maintain
our
ap
classes.
We
actually
will
be
able
to
expand
by
one
possibly
two,
our
ap
offerings
we're
going
to
be
able
to
maintain
our
arts
programming
with
a
reconfiguration
within
our
existing
resources,
we'll
be
able
to
expand
career
and
tech.
W
Ed
offerings
to
include
biosciences
in
the
coming
year
and
overall,
we'll
be
able
to
offer
more
advanced
coursework.
W
These
resources
ensure
that
students
at
brighton
high
school
one
of
the
city's
remaining
open,
enrollment,
comprehensive
high
schools,
have
access
to
the
diverse
offerings,
the
diverse
resources
and
the
incredible
opportunities
that
are
available
to
students
at
other
schools
that
are
due
that
are
not
experiencing
enrollment
declines
for
a
variety
of
reasons.
Out
of
the
control
of
the
students
at
that
school,
and
so
for
me
and
for
our
students.
V
V
So,
on
top
of
what
we
spoke
about
around
this
18.5
million
dollars
to
mitigate
enrollment
declines,
we've
really
wanted
to
provide
the
additional
and
social,
emotional
and
family
support
that
we
know
our
schools
and
students
deserve.
V
These
investments,
combined
with
our
nursing
investments
from
two
years
ago,
will
be
critical
components
to
a
broader
hub,
school's
model
that
supports
school
communities
in
responding
rapidly
to
student
and
family
needs
and
coordinating
supports
across
schools,
and
with
that
I
want
to
hand
it
over
to
somebody
else.
Carla
jenkins,
principal
of
the
higginson-lewis,
sorry,
the
higginson
k-2
school
in
roxbury,
to
hear
her
to
share
her
vision
for
these
positions
and
the
way
that
they
will
support
her
school
community
carla
good
evening
committee.
X
Members,
dr
casilius
and
the
greater
community,
it
is
a
pleasure
to
be
before
you
this
afternoon.
Well,
it's
evening
now
it's
all
running
together.
I
am
carla
jenkins.
I
am
the
proud
principal
of
the
higginson
k2
in
roxbury,
where
we
are
daily
cultivating
the
genius
of
our
youngest
learners,
and
I
just
wanted
to
give
an
overview
of
who
we
are.
As
a
school
community.
We
are
an
early
childhood
school
who
serves
as
students
in
grades.
Three
three
who
are
three
in
grades,
k
zero
through
second
grade.
X
We
have
three
strands
in
our
school,
an
sei
strand
and
two
inclusion
strands.
We
also
have
an
aba
strand
that
we
started
and
are
growing
at
the
higginson.
It
is
my
belief
that,
even
in
the
midst
of
a
pandemic,
a
dual
pandemic
in
a
neighborhood
that
is
rich
with
the
history
of
boston,
we
are
responsible
for
cultivating
curating
and
innovating
on
behalf
of
our
youngest
learners,
because
they
will
be
the
bps
graduate
and
as
such,
when
you
look
at
our
budgets.
X
Much
like
my
colleague,
the
higginson
has
seen
significant
declines
over
the
years
and
we've
had
to
make
some
difficult
decisions
in
regards
to
making
sure
that
we're
maintaining
our
community
for
the
long
game
and
not
just
to
survive
for
the
next
school
year,
and
so
in
this
budget
year
we've
had
to
close
a
classroom.
X
X
What
I
will
say
is
that
every
day
my
staff
comes
in
and
we're
working
for
and
on
behalf
of
132,
brilliant
minds
and
one
of
the
ways
that
we're
committed
to
doing
that
is
making
sure
and
ensuring
that
we
are
effectively
engaging
families
around
what
their
students
are.
Learning
and
supporting
the
social,
emotional
learning
of
every
student,
but
supporting
the
whole
child
and
really
defining
what
that
means.
X
For
us,
that
means
that
we're
deliberately
grounding
our
work
in
anti-racist,
culturally,
responsive
practices
in
all
of
our
work.
It
means
that
every
day,
every
child
gets
access
to
grade
level
standards
aligned
work,
because
that
is
the
true
anti-racist
practice
that
we
are
called
to
do
and
that
we're
building
on
the
funds
of
knowledge
of
our
families
and
bringing
it
into
the
classroom.
X
We
have
an
extremely
large
homeless
population.
By
november
of
this
year,
we
had
approximately
30
families.
I
told
you
we're
only
132.
X
In
enrollment
this
year
we
had
30
families,
I'm
proud
to
say
that
my
team,
with
the
work
of
my
cfc
and
my
social
worker
and
our
community
partner,
has
been
able
to
decrease
that
number
and
support
families
in
getting
affordable,
housing
and
we're
down
to
12.,
but
it
took
a
mighty
work
by
a
very
small
and
limited
team.
X
I
currently
have
a
part-time
social
worker
and
a
part-time
community
field
coordinator
or
cfc,
and
we
meet
weekly
and
we
look
at
student
data,
not
just
attendance,
not
behavior,
but
how
are
our
kids
entering
each
day
being
able
to
engage
in
who
they
are
so
that
they
can
learn
and
if
their
basic
needs
are
not
met?
X
There's
no
opportunity
for
my
young
learners
to
really
get
fully
into
whatever
curriculum
I
provide
for
them,
and
so
for
next
year,
I'm
proud
to
say
that,
with
some
advocacy,
some
conversations
with
my
friends,
dr
castellis
and
nate
we're
able
to
have
a
full-time
social
worker
that
is
critical
to
the
work
that
we're
doing
at
the
higginson.
X
We
aren't
going
to
be
able
to
do
what
we
do
on
behalf
of
children.
Without
that
work
we
have
several
students
who
are
a
part
of
the
system
and
it's
my
belief.
It's
my
mantra.
It's
my
expectation
that
we're
always
saying
and
we're
also
living
that
student's
narrative
is
not
the
experiences
that
they
go
through
but
who
they
are,
and
my
kids
need
to
be
able
to
walk
through
the
door
every
day
fully
who
they
are,
and
so
it
is
the
daily
work,
the
work
of
family
engagement.
X
X
We
do
it's
not
just
about
the
numbers
that
walk
into
the
door,
but
really
authentically
supporting
our
families
in
a
way
that
allows
them
to
engage
actively
in
their
child's
education,
knowing
what
their
kids
are
supposed
to
be
learning
and
what
the
expectations
are
by
the
end
of
the
school
year,
having
opportunities
to
be
a
voice
in
the
governing
committees
of
a
school
parent
council,
school
site
council,
but
in
their
child's
classroom.
Most
importantly,
we
always
say
parents
are
a
child's
first
teacher
and
they
know
their
kids
best.
X
X
X
Today
was
your
favorite
t-shirt
day
at
the
the
higginson
for
spirit
day,
so
I
have
my
one
love
shirt
on,
because
you
know
jamaican
one
love,
always
let's
get
together
and
feel
all
right,
we're
trying
y'all
we're
trying,
but
even
better
than
that
was
the
engagement
I
had
with
a
mom
this
morning
who
wanted
to
understand
how
she
could
ensure
that
her
kids
could
come
in
two
or
four
days.
What
could
I
do?
X
It
is
the
meeting
I
had
with
my
social
worker,
my
nurse
and
my
this
afternoon,
to
look
at
our
attendance
data
to
look
at
our
families
who
need
who
are
homeless
and
need
housing
or
transportation.
X
It
is
to
look
at
the
academic
data
and
make
sure
my
staff
will
tell
you
any
day
if
there's
anything
I
stand
for.
I
said
every
kid
every
day
in
the
higginson
deserves
the
best
education
and
the
only
way
we
can
do
that
is
if
we
effectively
budget
our
resources
to
meet
our
youngest
learners.
X
We
have
seen
the
significant
impact
of
not
investing
in
the
neighborhoods,
where
the
majority
of
the
families
and
the
students
that
come
to
our
schools
are
students
of
color,
and
so,
if
we're
investing
in
anti-racist
work
and
not
just
espousing
it,
that
also
means
putting
our
dollars
where
our
mouths
are,
and
so
I
expect
my
community
hold
me
accountable
as
the
school
leader
of
the
higginson.
I
hold
the
district
accountable,
and
anybody
on
here
will
tell
you.
I
do
that,
and
I
want
to
lift
up
every
student
voice.
X
V
V
V
The
liaisons
that
were
hired
this
past
year
are
truly
reflective
of
the
racial
cultural
and
linguistic
diversity
of
the
bps
community
and
have
been
able
to
build
deep
and
authentic
relationships
with
our
families.
Through
this
difficult
year,
they've
been
critical
assets
to
the
schools
to
school
communities,
as
they
have
helped
families
navigate
challenges
presented
by
the
pandemic
and
connected
them
to
community
resources
related
to
housing,
food
access,
counseling
and
more.
V
So
with
that
we're
lucky
enough
to
have
richard
mitchell,
who
is
currently
working
as
a
family
liaison
at
the
lee
k-8
school.
To
talk
about
his
experience,
it's
it
feels
like
we're
in
an
office
of
engagement
reunion
richard.
So
I'm
excited
to
have
you
here
and
be
able
to
introduce
you
so
take
it
away.
Y
Thank
you
miriam.
Yes,
it
does
feel
like
a
reunion
of
sorts.
So
thank
you.
Thank
you,
dr
pacilius
school
committee
of
the
guest
speakers.
Thank
you
for
this
time
to
be
able
to
just
share
a
little
bit
about
my
own
personal
experience
as
a
family
liaison,
but
even
more
importantly,
how
I
got
started,
or
even
in
this
role
in
the
first
place.
Y
So
I'm
a
father
of
four
bps
alumni.
My
last
child
graduated
from
fenway
high
school
last
year
is
currently
attending
dartmouth
college
go
back
to
2006
when
my
kids
were
just
entering
into
elementary
the
e
elio
greenwood.
Y
I
met
the
fcoc
for
the
greenwood,
which
was
an
earlier
iteration
of
the
role
that
I'm
in
currently
excuse
me.
The
fcoc
welcomed
me
and
my
family
and
countless
others
and
gave
me
insight
guidance
on
how
to
navigate
the
school
physically
and
literally.
Y
Y
I
even
attended
pd's
for
staff,
so
I
could
have
an
understanding
as
a
parent
on
what
I
need
to
do
to
help
to
build
the
school
community
fast
forward
to.
Y
Y
I
was
in
the
role
of
a
family
liaison,
and
that
was
an
engagement
role
at
the
district
level
that
once
again
still
supported
schools
with
engagement,
but
the
only
problem
at
that
time
was
our
office
was
basically
dismantled
restructured.
Y
So,
as
we
talked
about
reunion,
this
was
the
last
time
in
terms
of
being
with
carla
jenkins
and
several
other
of
my
peers
that
I
grown
to
love
care
about,
get
insight
from.
We
were
basically
blown
in
the
wind.
Y
Some
of
us
were
laid
off
and
at
a
time
that
we
were
laid
off,
schools
were
still
stuck
to
fend
for
themselves
and
resolve
matters
where
schools
were
in
the
process
of
doing
personal
subcommittees,
racial
tension
and
other
matters
that
our
office
was
integral
in
in
supporting
lucky
enough,
though,
I
was
able
to
return
back
to
bps
in
2019
in
the
current
role
that
I'm
in,
but
it
was
just
titled
differently.
Y
I
was
called
a
family
coordinator,
so,
as
a
family
coordinator,
I
helped
with
current
council
elections,
fundraising
efforts
connecting
with
families
that
were
experiencing
homelessness
and
other
issues.
With
my
first
year
I
was
really
looking
forward
to
being
very
creative
and
then
all
of
a
sudden,
we
were
hit
with
the
pandemic.
Y
Y
So
I
began
to
host
coffee
hours
starting
in
april,
and
I
carried
that
on
until
the
end
of
the
school
year.
The
coffee
hours
were
just
a
platform,
a
space
for
families,
for
staff
to
all
come
together
and
just
vent
to
share
to
cry
to
inspire,
to
figure
out
what
we're
gonna
do
next
early
on.
It
was
maybe
two
three
people,
I'm
happy
to
say
that
families
that
didn't
know
each
other
got
to
know
each
other
and
became
friends.
Y
Y
So,
as
this
school
year
started,
I
continued
to
look
at
supporting
the
lee
by
doing
some
of
the
same
virtual
events.
The
things
that
you
generally
would
do
for
school
school
preview
dates.
We
had
to
do
a
school
reopening
and
that
was
both
for
our
staff,
as
well
as
for
our
families
giving
them
the
idea
of
what
is
the
layout
of
the
school.
Letting
them
know
that
their
child
will
be
safe,
will
be
supported,
will
be
loved,
will
be
attended
to
any
of
their
needs
and
concerns.
Y
I
look
forward
to
continuing
with
the
rest
of
the
year.
At
the
end
of
this
year,
we
will
have
an
opportunity
to
have
our
first
virtual
black
history,
art
show
and
our
staff,
our
families,
our
students,
are
all
invited
to
participate
in
artwork
with
a
theme
that
speaks
to
what
does
black
history
mean
to
them?
Y
Y
We
have
to
make
sure
that
families
feel
welcome.
So
if
we're
in
the
business
of
students
and
families,
then
our
role
is
essential,
just
like
a
teacher
or
any
other
staff
person.
I
also
would
like
to
just
add:
I've
been
at
this
work
for
quite
some
time
in
terms
of
volunteer,
but
also
working
for
the
district.
Y
What
I
realized
is
that,
while
I
have
a
whole
bunch
of
or
gained
a
whole
bunch
of
knowledge,
I
still
need
to
learn
more
and
so
having
our.
Our
engagement
is
also
essential.
Having
someone
to
be
able
to
talk
us
through,
how
do
you
go
in
and
create
strategies
that
are
effective,
and
so
I
would
advocate
also
for
the
coaches
to
continue
to
be
there
for
us
for
every
school
to
have
a
family
liaison.
Q
V
I
wish
you
just
said
my
last
slide
because
you
said
it
so
much
better
and
I'm
just
looking
at
the
part
where
I
said
family
liaison
support
with
providing
community
resources
and
more
and
just
thinking
about
the
and
more
more
isn't
the
right
word
to
describe
what
you
just
talked
about.
So
just
thank
you
so
much
so.
Z
Z
Z
Z
Z
As
you
consider
the
budget
for
social
workers,
I
strongly
encourage
you
to
consider
adding
funding
for
supervision
for
all
school
social
workers.
Supervision
is
a
crucial
function
of
the
social
work
profession
and
it's
a
shame
that
many
of
us
have
to
pay
out
of
pocket
to
receive
quality
supervision
that
allows
us
to
improve
on
our
practice
and
work
towards
our
independent
licensure.
Z
Z
Supervision,
helps
us
develop
our
clinical
practice
and
improve
as
professionals.
An
investment
in
funding
supervision
for
social
workers
would
undoubtedly
benefit
our
social
workers
and
also
the
greater
boston
public
schools
community.
I
sincerely
hope
you
consider
this
investment
and
help
my
description
of
my
role.
Will
provide
you
with
the
understanding
of
the
incredible
benefits
we
provide
our
students,
families,
staff
and
community,
and
so
it's
important
to
emphasize
that
our
role
is
multifaceted
from
providing
individual
and
group
counseling
to
addressing
chronic
absenteeism
on
our
school-based
attendance
teams.
Z
We
work
diligently
to
address
all
of
the
needs
we
identify
in
our
community
and
I'm
talking
about
all
of
the
needs
we
identify
and
so
sparing
you
all
of
the
details
of
my
work.
Here
is
a
very
brief
list
of
my
role
at
the
higginson-lewis
I
coordinate
the
mental
health
services
of
all
215
students
manage
community
partnerships
and
mental
health
partnerships,
promote
and
facilitate
restorative
justice
circles,
facilitate
equity,
roundtables,
create
and
manage
our
after-school
programming,
including
11
different
school
clubs,
support
every
eighth
grader
with
their
high
school
choices.
Z
There's
honestly,
not
enough
time
to
provide
you
the
entire
list
of
responsibilities
of
my
role
at
the
higginson
lewis,
but
what
I
can
tell
you
is
that
social
workers
save
lives,
we
promote
equity
and
have
an
innate
desire
to
systematically
uplift.
Our
community
thrive
here
is
an
example
to
provide
you
a
picture
of
our
work.
Z
Z
U
Thank
you
brandon
for
incredibly
powerful
words.
I
don't,
I
don't
think,
there's
an
easy
way
to
transition
back
to
to
budget.
After
hearing
the
incredible
work
that
you
do,
I'm
I'm
inspired
by
your
story
and
by
the
work
that
you
do
and
excited
that
our
investments
are
aligned
to
being
able
to
make
sure
that
there
are
more
resources
like
brandon
throughout
our
district
and
all
the
students
who
are
going
through
this
collective
trauma.
And
you
know
for
for
richard,
carla
and
andrew.
U
Thank
you
all
for
joining
us
this
evening,
so
that
we
could
hear
your
voices
really.
We
talk
a
lot
about
the
numbers
in
a
budget
hearing,
but
that's
not
why
we're
here
and
that's
not
how
we've
organized
our
work,
and
so
I
just
am
incredibly
grateful
that
they
took
time
out
of
their
evening
after
long
days
to
join
us
and
and
and
talk
a
little
bit
about
their
experience.
U
We're
going
to
be
talking
about
things
that
we
as
a
leadership
team
and
the
community
are
starting
to
imagine
but
ideas
that
we
have
not
fully
fleshed
out
and
we're
also
going
to
be
asking
our
community
to
imagine
more.
We
want
to
hear
more
of
your
ideas,
hear
more
of
your
needs,
your
creativity,
because
what
we're
talking
about
doing
is
planting
seeds
for
the
future.
U
Of
course,
our
awareness
of
the
challenges
facing
the
district
has
increased
during
the
pandemic,
but
they're
not
new.
In
many
ways.
We
need
to
return
to
the
key
levers
to
the
key
challenges
that
we
had
identified
many
years
ago,
that
includes
facilities
and
learning
environments,
inclusive
strategies
to
break
down
the
barrier,
make
sure
all
of
our
students
have
an
opportunity,
no
matter
what
supports
they
need
to
be
successful
in
that
opportunity.
U
And
finally,
we
want
to
talk
about
school-based
investments
to
reimagine
the
structure
of
our
schools,
to
reimagine
the
programming
at
our
schools,
and
so
we're
starting
to
think
about
is
a
way
to
engage
with
individual
school
communities
and
regions
of
schools
to
partner
together.
We
need
to
leverage
the
expertise
of
of
ms
jenkins
and
mr
bot
in
their
roles
and
their
experience
with
students
be
able
to
leverage
that
experience
to
really
come
up
with
better
ideas
for
our
system.
U
As
you're
aware,
we
have
been
doing
the
difficult
work
of
aligning
our
existing
capital
projects
and
programs
with
our
overall
vision
and,
to
that
end,
we're
coming
back
to
you
later
with
a
capital
budget
that
reflects
a
series
of
strategies
about
how
we're
going
to
reimagine
the
facilities
that
our
students
engage
in
on
the
left.
You'll
see
the
rendering
of
the
new
boston
arts
academy
building
and
yesterday
the
msba
made
an
important
vote
to
continue
the
carter
school
project.
That
is
going
to
be
a
tremendous
resource
for
our
students
at
that
school.
U
But
we
need
to
begin
a
pattern
of
breaking
ground
on
new
construction
projects
every
year.
We
also
need
to
reconfigure
existing
pathways
to
meet
the
needs
of
a
k-0
and
k1
to
6
pathway,
along
with
the
7
to
12
expansions
that
we
have
started
in
this
we've
continued
in
this
year's
budget.
We
need
to
do
more
and
we
need
to
reinvigorate
our
existing
buildings
buildings
for
a
reimagined
student
experience,
so
that
every
student
knows
the
experience
of
walking
into
a
building
that
is
bright
and
joyful
and
respects
them
as.
U
Learners,
I
want
to
return
to
enrollment
projections
and
talk
a
little
bit
about
some
of
the
data
that
we
look
at
when
we
start
to
talk
about
enrollment
projections,
something
we've
talked
about
with
this
school
committee
before
the
top
line
of
the
graph.
That's
in
orange
represents
the
number
of
of
children
who
were
born
to
boston-based
residents
by
year,
and
the
blue
bar
underneath
represents
how
many
of
those
how
many
students
we
enrolled
in
kindergarten.
U
U
What
we
see
is
that
the
number
of
students
being
born
or
the
number
of
children
being
born
in
boston,
has
declined
over
the
last
few
years.
But
in
addition,
our
capture
rate,
the
number
of
those
students
that
enroll
has
also
declined.
This
has
contributed
to
our
year-over-year
enrollment
decline
in
elementary
schools.
U
What
we
know
is
that
we
have
high
quality,
k0k1
programs
in
bps.
We
have
invested
multiple
years
in
our
k2
pro
in
our
early
childhood
programs.
We
have
begun
to
expand
those
opportunities
in
universal
pre-k,
community-based
programs.
This
is
a
proven
strategy
in
bps
to
close
opportunity
and
achievement
gaps
in
our
system,
and
so
when
we
look
at
our
capture
rate,
we
need
to
figure
out
ways
to
get
more
students
into
bps
schools
and
into
bps
programs.
U
U
This
is
the
result
that
this
then
results
in
the
fact
that
those
seventh
and
eighth
grade
programs
are
not
robust.
They
are
underenrolled
in
an
awaited
student
funding
district.
It
means
that
there's
not
enough
enrollment
to
support
a
robust
and
rigorous
middle
middle
grade
program.
So
we
have
these
k-8
schools
that
are
not
fulfilling
either
the
consistent
enrollment
that
we
had
hoped
that
they
would,
and
it
is
not
providing
a
high
quality
rigorous
program
in
the
way
that
we
vision
for
our
middle
grades.
U
This
is
where
we
get
to
the
imagining
what's
possible
for
our
students.
This
is
not
something
that
we
are
proposing
this
year's
budget,
but
we're
asking
the
community
to
consider
what
would
it
mean
to
reimagine?
Our
k-8
schools
to
reconfigure
them
to
be
k0,
to
6th
grade,
to
move
7th
and
8th
grades
into
our
high
schools
and
create
7-12
pathways
and
take
the
newly
available
classrooms
to
expand
k0
and
k1
in
all
of
our
bps
schools.
U
U
Transitioning
to
those
high
schools,
we've
talked
about
enrollment
declines
at
the
high
school
level.
This
graph
shows
four
different
views
of
high
school
enrollment
in
boston.
The
top
line
in
yellow
represents
all
high
school
age
students
in
boston,
regardless
of
what
school
they're
enrolled
in
regardless
of
what
type
of
school
they're
enrolled.
In
the
second
line,
the
blue
line
represents
enrollment
only
in
the
boston
public
schools
grades,
nine
through
12..
U
The
third
line
represents
enrollment
in
private,
parochial
metco
and
other
enrollment
opportunities
for
high
school
students,
and
then
the
bottom
line
shows
our
charter
school
enrollment.
Bps
enrollment
has
declined
over
this
period
from
18
000
students
in
school
year.
Ten
eleven
to
sixteen
thousand
students
in
school
year.
Nineteen,
twenty
and
over
that
same
period
charter
school
enrollment,
has
increased
four
hundred
percent,
so
the
decline
in
bps
enrollment
is
almost
entirely
expand,
explained
by
students
enrolling
in
charter
school
expansion.
U
As
of
this
budget,
we
will
have
four
standalone
middle
schools
in
next
school
year
over
the
similar
period
that
we
just
showed
in
our
high
schools.
We
have
seen
a
decline
from
4
000
students
in
standalone
middle
schools
back
in
2012
to
roughly
a
thousand
students
projected
for
next
school
year.
U
This
is
partly
due
to
demand,
partly
due
to
charter
schools,
which
do
begin
grades
five
serving
in
grades
five
and
serve
grades
five
through
twelve,
and
is
also
partly
due
to
our
own
efforts
to
reconfigure
the
district
and
provide
more
consistent
pathways,
and
so
this
represents,
of
course,
part
of
the
reimagining
that
we
have
already
been
talking
about,
but
is
not
something
that
is
fully
complete.
We
want
to
reimagine
and
reconfigure
our
middle
schools
as
we
expand
seven
to
twelve
high
schools.
U
We
see
this
as
a
cohesive
strategy
to
reimagine
the
seventh
and
eighth
grade
experience
to
provide
students
with
more
arts,
more
athletics
and
more
academics.
We
want
to
provide
more
opportunities
and
more
rigor.
We
want
to
provide
more
access
throughout
the
city
for
students,
regardless
of
program
or
need,
or
english
learner
status,
and
we
want
them
to
make
sure
that
they
are
better
prepared
for
high
school
and
better
prepare
for
post-secondary
success.
U
But
what
we
wanted
to
do
was
to
begin
this
to
show
how
we're
both
using
the
reality
of
the
data
that
we're
looking
at
the
context
of
what
our
district
has
and
then
using
it
to
think
about
how
we
can
better
serve
our
students
and
better
set
our
district
up
for
success,
and
so
we'll
be
working
with
with
our
school
communities.
Partnering
with
different
community
groups.
U
Different
schools
coming
together
to
address
some
of
the
areas
around
inclusive
practices
about
early
childhood
expansion,
including
expanding
rigorous
opportunities
at
our
high
schools,
really
a
broad
spectrum
and
what
we
want
to
hear
from
the
community
here.
The
areas
and
the
geographies
where
we
need
to
invest
carl,
has
already
mentioned
tonight
the
need
to
really
focus
in
roxbury
and
do
innovative
and
supportive
investments
in
roxbury.
V
So
that
brings
us
to
the
end
of
our
presentation
for
today.
Just
to
close
out,
I
want
to
highlight
some
of
the
materials
that
are
available
and
were
referenced
earlier,
so
that
you
can
find
them
and
dig
in
as
much
as
as
much
as
you're
interested
in
one
of
our
main
priorities
on
the
finance
team
is
to
ensure
transparency
for
our
work,
and
so
we
really
make
it
a
point
to
make
sure
that
everything
that
we've
presented
and
all
the
backup
information
is
available
at
bostonpublicschools.org
budget.
V
So
there
you'll
find
tonight's
presentation,
along
with
district-wide
and
also
school-specific
budget
documents
and
postings
for
this
presentation
and
last
last
week's
school
committee
hearing
as
well
school
by
school
comparison,
comparisons
of
specifically
of
weighted
student
funding
are
available
there,
as
well
as
total
allocations
for
each
school
and
the
preliminary
budget
for
fy22
all
these
documents.
Many
of
them
have
already
been
translated
and
the
rest
of
them
are
going
to
be
translated
very
soon
and
will
be
available
on
the
website
as
well.
V
I'm
just
going
to
briefly
walk
through
some
of
the
documents
that
you
see
so
that
when
you
dig
into
the
site,
you'll
you'll
know
what
you're
looking
at
right
here.
This
slide
is
showing
kind
of
a
place
where,
if
you
want
a
familiar
sight,
familiarize
yourself
with
the
budget
and
how
all
of
our
different
allocations
break
down,
this
is
the
place
to
start.
V
V
This
next
slide,
which
has
very
small
print.
So
again,
I
encourage
you
to
look
directly
at
the
website
as
an
example
of
our
wsf
template,
so
our
weighted
student
funding
template
this
is
a
template
that
every
single
school
gets
when
they
get
their
allocation
of
their
budget,
and
it
shows
a
comparison
of
this
year's
allocation
to
next
year's
proposed
allocation.
V
When
you
look
carefully
at
it,
you'll
be
able
to
see
a
breakdown
of
the
number
of
students
assigned
in
each
weighted
student
funding.
Category
that
I
spoke
about
earlier
and
you'll
also
be
able
to
see
the
weight
associated
with
each
category
and
the
per
people
allocation
assigned
to
them
and
then
finally,
you'll
be
able
to
look
and
see
the
totals
in
each
category
and
the
total
weighted
student
funding
allocation.
Overall.
V
V
Finally,
we
want
to
just
invite
you
to
continue
to
engage
with
us
throughout
this
budget
season
and
have
listed
here
past
and
also
upcoming
hearings
on
the
budget.
We
really
appreciate
your
engagement
in
all
aspects
of
the
process.
We
appreciate
you
holding
us
accountable
and
asking
the
tough
questions
about
the
budget
as
we
as
we
go
on,
and
we
encourage
you
to
continue
to
come
out.
V
We,
our
next
hearing,
will
be
on
march
9th
and
we'll
be
focusing
there
on
central
office
departments,
and
we
look
forward
to
continuing
to
answer
your
questions
tonight
and
then
continuing
on
throughout
the
season.
Thanks
so
much.
U
Thank
you
miriam
and
I
just
want
to
emphasize
again
in
an
interest
of
transparency
and
make
sure
that
these
are
all
accessible
for
the
first
time,
we've
translated
all
of
our
budget
documents,
including
the
full
school
committee,
the
school
budget
proposal
in
nine
languages,
and
so
those
are
all
available
on
the
bps
website
and
we
encourage
people
to
submit
their
questions
and
to
continue
to
come
to
the
hearings
and
provide
feedback.
So
with
that,
I
turn
it
back
over
to
the
school
committee
for
your
questions.
A
Great,
thank
you
so
much
chief
fooder
and
thank
you
to
the
team,
miss
reuben.
Thank
you
to
mr
bot,
ms
jenkins,
mr
lopez,
mr
mitchell,
mr
mcneil
for
being
with
us
tonight,
and
thank
you
for
this
thorough
presentation.
A
The
committee
will
ask
some
questions
after
public
comment,
so
we
will
now
move
into
public
comment.
Ms
sullivan.
E
E
Receive
an
additional
two
minutes
who
are
listening
to
simultaneous
interpretation
on
a
different
channel
forward
to
the
english
language
channel
is
being
translated
from
a
non-english
language.
Speakers
cannot
reassign
their
time
to
others
addressing
the
same
topic.
Courage
to
consolidate
their
remarks,
extend
to
provide
testimony.
Certain
testimony
is
appreciated
and
encouraged
aim
affiliation.
E
AA
AB
AA
Hello,
my
name
is
jason
diaz.
I
am
a
senior
at
madison
park,
a
youth
community,
organizer
associated
latina
and
a
resident
of
east
boston.
We
are
here
to
advocate
for
the
bps
budget
to
include
immediate
funding
for
more
guidance
counselors.
We
know
one
of
the
five
goals
the
school
committee
is
going
to
adopt
is
related,
to
course,
and
career
readiness.
We
would
like
to
see
more
investments
for
this
goal.
We
are
also
here
to
ask
for
the
removal
of
srr
sros
in
our
public
schools
and
relocate
this
funding
for
our
students
needs.
AB
Providence
has
come
up
with
a
solution
to
increase
the
number
of
support
staff,
such
as
mental
health
providers,
nurses
and
guidance
counselors
in
their
schools.
This
solution
is
important
for
the
well-being
of
students
and
was
proposed
by
the
providence
alliance
for
student
safety
in
their
counselors,
not
cups
campaign,
which
is
a
domain.
We
should
also
adopt
in
bps
a
margarita
means
academy,
a
dual
language:
high
school
in
jamaica,
plain,
which
services
a
predominant
group
of
ell
students.
AB
Typically,
our
school
is
made
up
of
400
students
to
one
single
counselor,
who
is
tasked
to
with
providing
adequate
resources
and
support
for
all
of
our
student
body
needs.
However,
last
year,
when
a
traumatic
event
occurred
and
a
student
was
killed
in
our
school,
there
was
over
10
counselors,
who
were
brought
in
to
provide
emotional
support
for
students
to
process
the
aftermath
of
this
event.
AB
I
spoke
with
most
of
the
counselors
that
were
there
to
provide
support
and
I
believe
we
should
always
have
the
support
of
those
counselors,
not
just
when
something
publicly
traumatic
happens
in
our
school
students
in
ups
are
facing
similarly
traumatic
experiences
at
home,
in
and
in
private
on
a
day-to-day
basis.
Where
is
the
school
support
when
these
students
need
it.
AA
AB
AA
Ensure
the
safety
of
our
black
and
brown
students.
We
should
also
prevent
sros
from
arresting
students
and
instead
implement
transformative
justice
practices
which
do
not
create
a
criminal
record
for
the
youth
having
school
police
in
schools
has
led
to
higher
rates
of
arrest,
discipline
and
violence.
If
there
is
no
possibility
to
remove
sros
and
bps,
then
it
should
be
a
priority
to
change
the
job
descriptions
of
these
officers.
Could
we
reimagine
their
role
to
support
students,
social
and
emotional
development
or
be
part
of
the
bps
restorative
justice
team?
AA
Students
of
color
are
arrested
at
a
disproportionately
higher
rate,
which
leads
them
on
the
school
to
prison
pipeline
in
28
states
in
the
united
states.
The
share
of
arrested
students
who
are
black
is
at
least
10
percent
points
higher
than
their
share
of
enrollment
in
their
schools.
Also,
students
of
color
often
bear
the
brand
of
overly
punitive
zero
tolerance,
toler
tolerance
policies
and
state
laws
that
can
lead
to
arrests
for
relatively
minor
misbehavior,
such
as
vandalism
or
classroom
arguments.
AB
Lastly,
throughout
my
last
two
years
as
a
youth
leader
at
social
latina,
I
have
been
able
to
be
a
part
of
a
well-rounded
and
holistic
support
system.
I
have
access
to
academic
and
social
and
emotional
supports,
as
well
as
safe
spaces
to
voice
personal
concerns
I
face
at
home.
Bps
should
continue
to
work
with
community-based
organizations
to
support
for
our
schools
and
provide
a
holistic
approach
to
supporting
our
students.
AB
AA
Third
bps
should
continue
to
work
with
school
partners
to
create
safe
community
spaces
for
the
healing
and
holistic
well-being
of
our
bps
students.
Community
works
provide
academic
support,
mentoring,
college
access,
tutoring
after
school
and
summer
enrichment,
and
we
request
that
you
continue
to
work
with
partners
and
expand
the
support
staff
in
these
departments.
AA
Lastly,
we
are
asking
for
bps
to
form
a
working
group
that
is
made
of
students,
parents,
teachers
and
other
stakeholders
to
review
current
roles
and
come
up
with
ideas
for
changing
the
role
of
sros
in
an
effort
to
ensure
a
transparent
and
equitable
process
for
reviewing
sro's
jobs.
Descriptions.
Thank
you
for
your
time.
E
AC
Mike
heischmann,
dorchester,
basia
efa
excellence
for
all
must
become
the
most
important
goal
of
our
superintendent,
the
school
committee
and
the
school
department.
For
the
last
year,
the
most
important
priority
of
the
school
department
has
been
the
protection
of
our
children,
our
educational
workers
and
members
of
our
community
from
the
corona
pandemic.
AC
AC
Our
black
brown,
indigenous
and
low-income
children
of
all
races
have
suffered
from
institutionalized
child
neglect.
We
need
a
reparations
budget
with
the
funds
to
begin
to
repair
this
historic
damage.
All
of
our
children,
the
parents
and
caregivers
in
our
community
needs
an
efa
budget
and
excellence
for
all
budget.
AC
A
proposed,
36
million
dollar
increase,
is
less
than
a
3
percent
increase
with
increases
inflation.
The
proposal
is
for
a
level
funded
budget.
This
is
not
an
efa
reparations
budget
planning.
A
budget
that
assumes
a
major
decline
in
enrollment
will
be
a
self-fulfilling
prophecy
invitation
for
more
parents
to
either
not
return
to
leave
the
system.
AC
Instead,
the
mayor,
superintendent
and
school
committee
must
believe
that
enrollments
will
increase,
because
there
will
be
major
increases
in
funding
along
with
plans
to
make
major
improvements
in
our
educational
system.
This
would
motivate
more
parents
caregivers
to
remain
and
return
their
children
to
public
schools.
To
do
so,
we
will
need
an
efa
reparations
budget.
AC
There
should
be
no
plans
to
close
any
schools
next
year.
School
closings
are
always
disruptive
and
painful.
To
close,
close
schools
next
year
would
add
more
trauma
into
our
suffering
community.
All
of
our
children,
the
parents,
caregivers,
need
a
smooth
reopening
of
schools.
This
september,
I
re
requested
our
superintendent
come
back
to
the
school
committee
with
an
efa
reparations
budget
proposal.
AC
I
want
to
thank
the
school
department
for
a
very
informative
presentation,
and
I
want
to
thank
the
chair
for
putting
the
school
committee
members
in
the
back
of
the
bus
in
terms
of
their
participation.
So
I
could
testify
before
I
leave
for
another
meeting
at
seven
o'clock
to
plan
a
black
history
month
event.
Thank
you
very
much.
E
AD
Good
evening
I'm
sharon
hinson
educator,
mother,
homeowner
in
hyde
park
and
mother
of
a
proud
graduate
of
boston,
public
schools.
Now
a
university
of
maine
graduate
and
now
an
attendee
at
northeastern
university.
AD
I
want
to
start
in
the
spirit
of
black
history
month,
a
quote
from
frederick
douglass.
It
is
easier
to
build
strong
children
than
to
repair
broken
men.
I
want
to
thank
principal
carla
jenkins,
the
principal
of
henry
l,
higginson
and
ellis
school.
I
attended
the
henry
l
higginson
in
the
advanced
classes
of
the
fourth
and
fifth
grade
and
then
went
to
beaver
country
day
school,
where
I
graduated
in
the
top
five
percentile
of
my
class,
I'm
now
a
doctor
of
camp
doctor
of
education
graduate
at
northeastern
university.
AD
So
I
feel
what
she
said
and
I
want
to
encourage
her
in
what
she's
doing
working
with
homeless
families
and
providing
the
role
model
as
the
black
educator,
because
representation
matters
I
graduated
from
that
school
from
elementary
school
and
went
on
to
bigger
and
better
things
and
one
of
my
black
teachers.
There
miss
gray
who's
gone
on
and
she's
in
heaven
was
one
of
my
most
influential
educators.
AD
We
talked
about
the
three
r's
return
recover
reimagine.
AD
It
is
my
belief
in
order
to
reimagine
what
needs
to
happen
in
the
boston
school
department
and
you
guys
have
been
doing
a
yeoman's
work
during
the
pandemic
and
even
before
that-
and
I'm
sure
you'll
continue
after
that.
But
I
encourage
you
to
have
bold
leadership
and
while
money
is
a
concern,
we
cannot
just
look
at
how
we're
going
to
imagine
reimagine
things
based
on
money,
because
money
in
terms
of
building
prison
cells
is
based
on
third
grade
reading
scores
and
not
just
attendance
in
the
bible.
It
says
my
people
perish
for
lack
of
vision.
AD
I
congratulate
the
newest
member
of
the
boston
school
committee
and
I
want
to
inform
you
guys
and
let
you
know
that,
even
though
I'm
not
there
with
you,
I'm
still
there
with
you,
I
will
continue
to
be
in
a
leadership
role
in
the
educational
spaces
and
I
also
encourage
you
guys
to
I
understand
the
pandemic,
but
let's
not
have
what
we
need
to
do
just
framed
by
that.
AD
Let's
continue
to
do
what
we
need
to
do
and
really
imagine
what
it
takes
to
make
these
schools
quality
schools,
because
the
parents
follow
the
schools
and
they
actually
change
their
zip
codes
when
the
education
is
excellent
and
because
the
funding
is
based
on
property
values,
we
need
those
parents
to
stay
here
and
keep
their
money
here
so
that
our
vision
and
our
reimagination
is
funded
fully.
Thank
you
for
listening
and
I
continue
to
support
all
your
efforts
in
bringing
quality
education.
E
AE
AE
AE
O
AE
S
AE
AF
E
E
E
E
E
AG
AG
AG
Q
A
A
If
you
could
either
raise
your
hand
virtually
or
in
your
box,
and
I'm
going
to
call
on
dr
coleman
first,
because
I
know
he
needs
to
be
stepping
out.
If
that's,
okay
with
you,
dr
coleman,.
C
Thank
you.
Thank
you
very
much.
I
appreciate
that
so,
mr
cooter,
thank
you
for
once
again
organizing
a
spectacular
presentation.
I
thought
it
was
thorough,
informative
and
I
really
appreciate
giving
the
getting
the
case
examples
of
the
work
and
practice
and
how
this
change
in
creating
a
foundational
budget
is
supporting
the
needs
of
some
of
our
schools.
C
P
C
So
I
want
to
thank
you
for,
for
you
and
the
superintendent
for
that
value
decision.
I
have
actually
two
questions
that
are
about
enrollment,
the
enrollment
and
then
a
third
just
for
clarification
about
the
seventh
grade.
C
So
my
first
question,
you
know,
as
you,
as
you
pointed
out,
there's
a
reduction
in
black
in
latin
x
enrollment
in
the
district
and
my
and
I
don't
know-
and
if
you
don't
have
the
answers
question
now
or
we
may
not
be
able
to
get
it
as
the
wealth
gaps
in
this
city
become
so
incredibly
intense.
C
My
question
is
what
the
impact
of
gentrification
in
the
city
has
on
that
data
and
whether
we
can
because
it
can
come
across
as
somehow
we
are
no
longer
attracted
to
black
and
latinx
faculty
families
when
and
I'm
one
of
their
other
alternative
explanations,
such
as
the
gentrification
process.
C
So
that's
question
number
one
question
number
two:
as
we
see
the
reduction
in
particularly
ell
families
joining
us
over
the
time,
I'm
one
recently,
I'm
wondering
what
the
impact
of
the
united
states
immigration
policies
over
the
past
four
years
may
have
on
that
data,
again
independent
external
to
what
we
may
be
doing
and
my
third
question-
and
this
may
not
be
yours
to
necessarily
answer
you
talk
about
this
drop
in
enrollment
at
seventh
grade
and
you
you
articulated
that
it
happened
and
I'm
wondering
what
drives
it
and
because
the
implication
is
that
more
people
go
into
charter
schools
and
and
that's
the
place
we
have
drop.
C
And
then
the
data
you
share
with
us
last
week
about
the
drop
of
performance
and
engagement
in
the
between
seventh
and
eighth
grade
across
the
district
is
one
of
our
one
of
our
problems.
So
one
what's
the
role
of
gentrification
on
on
our
enrollment
patterns,
to
what
may
be
the
role
of
u.s
immigration
policy
on
our
on
our
in
our
enrollment
patterns
and
third,
what
are
some
of
the
explanations
for
the
drop
in
enrollment
between
sixth
and
seventh
grade.
U
Yeah,
I
would
start
by
saying
you
know,
certainly
the
great
questions
overall
happy
to
talk
about
all
three.
U
We
do
try
and
be
relatively
conservative
in
our
in
our
sort
of
statements
on
the
the
rash,
the
the
reasons
or
or
explanations
for
why
we
see
certain
changes,
mostly
because
the
planning
and
analysis
team
led
by
jamie
roccanelli
who's
actually
here
tonight
as
well,
we're
doing
a
lot
of
work
to
gather
the
data
that
you
would
need
to
be
able
to
answer
the
questions
of
why
or
where
students
are
enrolling,
but
we're
we're
still
working
on
that.
U
U
It's
certainly
something
that's
a
question
we're
trying
to
answer,
but
I
don't
have
an
answer
for
you
on
that.
You
know
certainly
there's
a
lot
of
anecdotal
evidence,
we're
hearing
from
the
community
about
the
concerns
around
gentrification,
particularly
for
family
housing
and
the
costs.
It's
it's
easy
to.
It's
an
easy
rationale
to
understand
that,
with
the
increased
cost
of
housing
that
it's
just
not
possible
for
families
to
be
able
to
afford
to
live
in
our
city-
and
I
know
that's
a
that's-
a
major
focus
of
the
city.
U
I
also
know
that
one
of
the
factors
also
is
just
aging
in
place
right,
so
families
who
have
been
here
for
a
long
time
who
may
have
had
a
student
who's
in
high
school
graduates
from
high
school.
Those
families
are
still
staying
in
the
city,
but
those
houses
no
longer
have
students
who
are
enrolled
there.
U
It
is
certainly
we
again
we're
hearing
from
the
community
that
that
is
going
to
have
an
effect.
It's
doubled
by
the
fact
that
with
kovid
we're
just
not
seeing
the
same
mobility,
people
are
not
moving
both
around
massachusetts
into
massachusetts,
and
so
our
hope
is
that
both
with
the
biden,
administration
and
changes
to
immigration
policy
and
in
post
coveted
recovery
that
those
families
continue
to
participate
in
in
public
schools
in
boston.
That
is
such
a
vibrant
and
important
part
of
our
diversity
and
and
our
educational
experiences.
U
But
we
are
committed
to
trying
getting
better
answers
to
those
questions.
We
don't
quite
have
it
yet.
The
last
question
is
a
little
bit
easier
for
us
to
answer,
because
we
do
have
data.
You
know,
as
the
legal
authority
for
schools
here
in
boston.
We
can
watch
where
students
exit
and
enter,
and
so
I
highlighted
the
the
transition
in
seventh
or
sixth
to
seventh
grade
in
our
k
to
eights
and
a
big
factor.
There
is,
of
course,
the
exam
schools
to
start
in
seventh
grade.
U
U
I
believe,
three
years
ago
we
saw
a
number
of
the
k-8s
in
the
area
lose
enrollment
in
seventh
grade,
as
families
wanted
to
get
into
a
high-quality
high
school.
So
we're
anticipating,
seeing
those
seats,
be
popular
across
the
district
and
why
we're
trying
to
be
thoughtful
about
middle
school
enrollment.
U
U
That
was
part
of
the
configuration
that
they
created
on
the
sort
of
a
historical
artifact
around
enrollment
for
them,
and
so
what
you
saw
is
families
leaving
from
fourth
grade
to
fifth
grade,
because
they
had
a
guaranteed
pathway,
five
through
twelve,
at
a
charter
school,
and
then
we
saw
many
of
the
families
come
back
if
they
got
into
a
seven
to
twelve
particular
exam
schools.
So
it
showed
that
it
was.
U
But
this
is
a
pro-enrollment
strategy
if
I
could
steal
a
term
from
dr
corcellias
what
we,
what
we're
making
these
changes
is
to
to
respond
to
what
we
see
from
enrollment
patterns,
see
what
families
want
and
maintain
the
families
that
we
already
have
and
strengthen
those
pathways.
So
that's
that's
something
that
we're
optimistic
about.
U
We'll
continue
to
monitor
the
data
and
please
keep
asking
us
to
find
the
information
and
get
better
understanding
of
our
of
our
students,
because,
as
I
mentioned
at
the
start,
we
symbolically
started
with
with
marcus,
but
our
budget
process
is
really
rooted,
starting
and
understanding
our
families
and
our
students.
We
don't
have
really
good
understanding
of
why
and
where
students
are
going
we're
not
going
to
be
better
positioned
to
serve
them.
So
there's
a
great
question.
Thank
you.
C
Great,
thank
you
very
much
and
one
I.
I
hope
the
optimist
optimism
that
the
current
administration
will
be
more
immigration
friendly
in
an
effective
way.
I'm
I
I'm.
I
want
to
withhold.
I'm
had
some
worries
and
two
I
want
to
thank
associate
alex's
shop
for
encouraging
us
to
hire
more
guidance,
counselors.
A
Thank
you,
dr
coleman.
If
miss
robinson,
please
go
ahead.
F
Great,
yes,
thank
you,
mr
cooter,
and
your
team
for
a
very
thorough
presentation,
and
I
have
a
lot
of
questions.
But
I
will
keep
to
the
process
and
only
ask
three
and
then
hopefully
come
back
around
again.
F
I
want
to
follow
up
a
little
bit
on
what
we
were
just
speaking
about
and
but
looking
at
it
not
at
the
middle
grades,
but
looking
at
it
at
the
beginning,
because
my
concern
is
that
I
hope
the
district
will
begin
to
look
at
who
are
the
families
who
are
possibly
wanting
to
enroll
their
younger
children
in
bps,
because
I
know
I've
spoken
to
several
families
of
three-year-olds
who
are
frustrated
with
our
enrollment
system.
F
They
would
love
to,
but
they
live
in.
They
live
in
neighborhoods
and
do
not
understand
why
they
cannot
enroll
their
child
in
their
neighborhood
school
and
look
at
our
website
and
get
very,
very
flustered
and
make
other
decisions.
And
so
I'm
I'm
wondering
what
fam
I
mean
as
we
look
at
who
is
living
in
the
city.
F
Who
has
the
potential
of
enrolling
no
matter
at
what
grade
levels
and
how
are
we
reaching
out
to
them
and
how
are
they
thinking
about
the
way
they
want
to
interact
with
schooling
period
and
why
bps
would
be
a
good
choice
for
them?
I
mean
I'm.
I
I'm
interested
in
seeing
the
the
whole
idea
of
schools
moving
from
you
know,
moving
stronger
into
k,
zero
through
grade
six.
My
other
concern
is,
as
we
have
worked
to
grow
our
relationships
with
our
community-based
providers.
F
I
would
hate
to
see
happen
again
to
our
community
partners
that
happened
years
ago,
when
bps
decided
to
go
into
k1
or
k2
and
then
really
shifted
the
issue.
So
I
would
just
say:
let's,
let's
proceed
cautiously
and
really
think
about
what
is
that
citywide
strategy
that
we've
been
trying
to
build,
because
I
really
feel
that
so
many
of
the
things
that
we've
heard
families
talk
about
tonight
is
this.
F
The
city
I
mean
is
the
school
district,
acting
on
behalf
of
the
city,
to
make
sure
our
students
have
access
to
everything
from
the
right,
so
access
not
only
from
students
but
for
families
to
social
workers
to
counselors,
etc,
nursing.
So
you
know
this
is
this:
some
of
these
things
were
not
always
the
purview
of
the
school
districts,
but,
but
have
so,
I
really
think
even
enrollment,
as
we
think
about
how
we
are
shifting
in
our
community
partners
that
that
that
would
be
something
that
is
that
we're
looking
at
so.
F
F
The
other
thing
I
just
want
to
say
that
I
felt
that
the
whole
idea
that,
if
everybody
was
going
pre-k
to
six,
it
would
take
away
some
of
that
sting
around
some
kids
going
off
to
an
exam
school
and
others
being
quotes
left
behind
that
it
would
really
encourage
all
of
our
sixth
grades.
Fourth,
fives
and
sixes
to
be
excellent
for
all
to
make
sure
all
of
our
students
are
being
prepared
for
the
best
next
steps.
So
that
was
one
of
the
positives.
I
saw
out
of
that,
but
we'd
love
to
hear.
T
More
I'm
just
going
to
step
in
really
quick
and
then
I'll.
Let
you,
mr
cooter
step
in.
I
think
you
bring
up
really
great
questions
as
we
think
deliberately
about
how
we
would
expand
k0
and
k1
seats
as
I've
been
around
talking
around
the
city.
Families
are
desperate
for
this.
T
Also,
as
I
talked
to
the
city
on
some
of
our
coordinated
calls,
you
know
what
we've
learned
in
the
pandemic
is:
there's
not
enough
child
care
seats
and
not
enough
really
high
quality
preschool
seats
either,
and
so
with
our
schools
being
at
above
90
capacity,
not
having
the
room
for
them.
You
know
this
is
a
strategy
in
which
to
one
grow,
enrollment,
but
two
really
address
their
early
foundations
that
are
necessary
for
preschool
education
for
our
children.
This
especially
true
than
so
many
children
in
these
past.
T
In
the
past
year,
the
pandemic
just
took
a
year
off
and
it'll,
be
they'll,
be
one
to
two
years
behind,
so
really
really
important
for
us
to
think
about
these
kiddos
and
preparing
for
them.
Coming
back
to
school,
mr
cooter
and-
and
I
I
would
think
you
know,
one
of
the
things
also
is
just
creating
like
a
children's
cabinet
and
working
with.
U
Yeah,
I
I'm
you
know,
certainly
I
would
just
add.
I
think
I
actually
think
universal
pre-k
upk
is
an
update
on
school
committee
agenda
for
next
week,
and
I
I
certainly
don't
want
to
speak
for
the
hard
work
of
andreas
zeiss's
team,
jason,
sacks
team,
you
know
one
of
the
things
that
we're
looking
for
is
creating
opportunities
to
both
create
sort
of
those
feeder
patterns
from
community-based
programs
into
our
bps
schools,
to
strengthen
those
programs
and
create
those
predictable
pathways
right.
U
So
I
know
from
my
experience
registering
that
there's
just
every
time
you
register
in
bps
there's
a
lottery
which
is
an
important
part
of
how
we
sort
of
promote
equal
access,
but
there's
a
lot
of
anxiety
that
comes
with
that.
So
families
don't
want
to
have
to
they
want
that
certainty
and
be
able
to
have
one
transition
from
k
to
12.,
and
so
I
think
it's
going
to
be
mixed
delivery,
and
I
think
the
other
thing
is
part
of
the
reimagine
planning
is
going
to
be
community.
U
Based
is
going
to
be
an
engagement
process
because
we
want
to
listen
and
engage
with
partners.
We
want
to
listen,
engage
with
schools
and
we
want
to,
of
course,
listen
and
engage
with
families
and
students.
They
know
what
they
want.
We
want
to
listen
and
respond
to
them,
while
still
maintaining
our
vision
and
what
we
know
we
need
to
deliver
on
in
terms
of
excellent
quality.
U
So
those
are
the
things
that
I
would
just
sort
of
highlight
and
respond
to,
but
I
think
you're
right
that
we
need
to
be
thinking
about
the
the
early
grades
and
capturing
more
of
our
students,
so
they're
part
of
the
bps
family
and
bps
system
very
early
on.
F
Yeah,
I
think
we
I
think
we've
got
to
look
at
instead
of
thinking
the
lottery
is
going
to
give
you
a
better
access
that
at
what
point
will
we
get
to
that?
No
matter
which
school
you
go
to?
You've
got
high
quality,
because
I
said
then,
then
it
takes
a
lot
of
the
anxiety
away,
but
as
long
as
we
keep
using
the
terms
and
and
act
that
you
know
raise
the
issue
that
everything
we're
offering
is
not
of
the
best
quality,
we
will
continue
to
fuel
that
concern
within
families.
F
So
it's
I
really
feel
it's
up
to
the
district
to
change
what
is
going
on
within
its
schools
so
that
we
are,
we
are
getting
the
insurance
we
are.
We
can
assure
parents
that
what
they
will
get,
no
matter
which
school
they
enter
will
be
the
high
quality
that
every
child
deserves.
I
have
more
questions,
but
my
time
is
up
so
I'll.
Wait.
Okay,.
D
Thank
you
chair.
I
have
a
lot
of
notes
all
over
the
place,
so
I
need
to
sort
of
thing.
Dr
coleman
and
miss
robinson
took
the
words
right
out
of
my
mouth,
I'm
specifically
dr
coleman.
I
I
really
want
to
zero
in
on
that
gentrification
piece
and
I'm
just
going.
You
know
it's
starting
to
from
a
question.
I
just
want
to
make
a
comment
about
it.
You
know
gentrificate
it's
getting
more
expensive
to
live
in
boston,
that's
the
reality.
D
You
know
right
here
in
my
own
home,
my
my
aunt,
who
is
my
you
know
my
guardian.
She
is
thinking
about
you
know
moving
outside
of
boston
because
it's
getting
so
expensive
to
live
here
and
you
know
there
are
studies
by
us
news
reports
that
came
out
as
soon
as
you
know
last
year,
and
you
know,
research
from
critical
institutions
that
point
to
gentrification
being
one
of
the
direct
one
of
the
direct
causes
of
a
decrease
in
enrollment
within
a
within
a
district.
D
So
I
think
that
this
is
something
that
the
district.
I
know
it's
outside
of
the
scope
of
the
school
committee,
but
I
think
it's
something
the
district
should
have
a
very
tough
conversation
about
with
the
city
and
to
so
the
city
can
support
the
district,
so
we
can
have
increased
enrollment.
I
just
really
don't
see
what
the
what
the
district
can
do
to
counteract
that.
If
we're,
if
we're
not
bringing
in
the
city
on
that
conversation,
so
they
can
do
their
part.
D
So
that's
what
I
have
to
say
on
that
matter
in
terms
of
when,
when
we
talk
about
guidance,
counselors
and
social
workers,
it's
not
just
an
important
conversation
in
itself,
but
it's
also
a
little
bit
of
an
emotional
one.
For
me,
as
someone
who
grew
up
in
a
single
family,
I
saw
who
grew
up
in
a
household
with
a
single
mother.
I
mean
who
had
to
go
through
the
experience
and
the
the
trauma
of
her
death
at
the
age
of
12
years
old.
D
When
I
was
in
bps,
I
got
little
to
no
support
in
school
and
it's
you
know,
hearing
mr
lopez
and
principal
jenkins
talk
about
the
students
they
serve
at
their
elementary
school
and
the
struggles
and
the
trauma
that
they
experience
and
they
endure.
D
It's
very.
It
brings
a
lot
of
weight
and
it
should
bring
a
lot
of
concern.
You
know
this
is
something
that
we've
been
talking
about
for
so
long
and
what
really
led
me
to
you
know
I.
D
That
was
sort
of
that
was
exacerbated
and,
and
it's
kind
of
turned
into
frustration
when
I
heard
ari
rodriguez
from
the
news
academy
talk
about
the
fact
that
10
guidance
counselors
were
brought
in
after
a
traumatic
experience
happened
at
her
school.
So
I
I
say
all
of
this
to
to
bring
me
to
the
question
of
one.
You
know
it's,
I'm
not
even
going
to
ask
if
we
can,
because
I
know
we
can
and
and
anyone
who
tells
me
that
we
can
is
making
excuses
period.
D
T
Yeah
so
you'll
see
that
reflected
in
this
budget.
We
added,
I
think
it
was
47
social
workers
last
year,
nate
and
then
90
this
year
in
the
budget.
A
T
Yep
95
and
then
also
we
are
adding.
We
added
family
layouts
to
support
families
through
navigating
some
of
their
concerns
and
needs,
and
so
and
I
think
we're
adding
80
of
those
this
year
and
we
added
how
many
last
year
nate
it
was
close
to
15.
D
Super
superintendent,
mr
cooter,
when
we're
talking
about
a
school
like
the
higginson
that
is
going
to
be
having
one
full-time
social
worker
next
school
year,
I'm
I'm
not!
You
know,
I
think
it's
great,
that
we've
added
more
social
workers,
I'm
district-wide,
I'm
particularly
focused
on
how
many
are
we
having
at
each
particular
school.
D
I
think
that
the
and
I
should
have
been
clear
about
that,
but
because
my
time
is
up
and
I'd
like
to
discuss
this,
the
next
round
with
a
school
like
the
higginson
that
principal
jenkins
and
mr
lopez
serves,
I
find
it
unquestionably
acceptable
that
with
the
students
that
they
serve,
they
have
just
one
social
worker
and
I'd
like
to
explore
getting
them
another
one
for
next
school
year
and
again
I
don't
think
it's
a
matter
of.
If
we
can
do
it.
T
Mr
cooter,
if
you
could
share
what
the
ratio
is,
I
know
and
what
we're
doing,
even
if
we
are
giving
it,
you
know
at
least
a
minimum
of
a
0.5
regardless
of
size,
but
then
other
schools
that
have
a
larger
population
in
terms
of
their
ratio.
Just
so
that
that
can
be
understood,
and
then
we'll
get
you
a
list
of
the
numbers
that
each
school
is
getting
in
addition
to
what
they
have
currently
already.
U
Yeah
and
I'm
actually
going
to
turn
that
question
over
to
miriam,
I
believe
she
knows
that
it
was
based
on
the
number
of
low-income
students
enrolled
in
each
school.
So
as
the
number
as
enrollment
increased
for
that
population,
we
allocated
more
and,
of
course,
I
I
would
be
remiss
if
I
didn't.
Thank
you,
mr
james
again,
for
the
courage
in
the
way
in
which
you
asked
that
question
and
and
sharing
your
personal
experience.
U
I
think
you
continue
to
impress
me
every
time
we
talk
and
we
will
continue
to
push
for
the
very
resources
that
you're
you're
talking
for
talking
about.
You
know
one
of
the
things,
and
we
can.
U
We
can
put
this
on
the
topic
list
for
us
to
talk
about
how
our
central
office
is
supporting
these
resources
in
schools,
but
we
also
are
thinking
about
how
to
leverage
community-based
partners
to
provide
mental
health
supports,
because
we
do
have
resources
and
often
for
us,
it's
about
breaking
down
the
barriers
and
connecting
families
to
resources
in
in
all
of
our
schools.
But
thank
you
for
continuing
to
to
push
us
and
push
for
these.
These
critical
services.
A
Thank
you.
Thank
you,
mr
james,
for
for
your
sharing
your
personal
sharing
and
I'm
gonna
move
we'll
come
back
to
you
and
miss
robinson,
I'm
gonna
move
to
mr
o'neill
at
vice
chair,
o'neill,.
R
R
For
speaking
as
well-
and
I
have
well
actually
all
the
school
leaders
and
mr
lopez,
mr
mitchell
etc-
and
student
cfo,
mr
mcneil,
so
having
that
input
was
really
helpful
to
us
today
and
and
in
particular
hearing
our
principal
jenkins
talk
about
the
work
she's
doing
with
her
homeless
population
superintendent,
I'd
like
to
it
doesn't
have
to
be
tonight,
but
I'd
love
to
hear
a
bit
more
about
what
we're
doing
holistically
across
the
district
to
help
our
student
population
that
that
work,
that
ms
lopez
was
sharing
to
us
about
30
families
that
were
homeless,
but
the
work
that
they're
doing
and
from
social
work
is
having
that
down
to
12.
R
Now
I'd
love
to
get
a
sense
of
a
bit,
you
know
of
what
we're
doing
on
a
wider
scale,
because
I
know
that
is
a
passion
of
yours,
and
my
questions
today
could
be
could
be
answered
now
or
that
could
be
answered
in
the
future
and
they're
two-fold
one
is
miss
ruben.
Thank
you
for
your
presentation
and
in
the
course
of
talking
about
the
additional
social
workers
and
family
liaisons,
you
mentioned
the
hub
school
model,
and
that
is
being
mentioned.
More
and
more,
I
know
it
is
a
line
item
in
the
superintendent's
budget.
R
I
know
she's
quite
passionate
on
it.
I
think
it
may
make
sense
either
now
or
at
one
of
our
future
hearings
coming
up.
If
we
talk
about
that
a
bit
more
because
it
has
caught
the
attention
of
people,
I've
had
people
in
the
community.
Ask
me
what
does
that
mean?
R
So
if
we
could
get
a
sense
of
what
the
vision
is
on
hub
school,
I
know
also
a
number
of
city
councils
have
been
bringing
it
up
as
well.
So-
and
maybe
we
can
do
this
at
you
know
when
we
talk
about
centrally
allocated
or
one
of
our
school
meetings
coming
up,
I'd
love
to
have
a
better
sense
of
what
we're
trying
to
do
with
hub
schools
what
it
means
for
people
to
understand
it.
R
So
that's
number
one
and
number
two,
mr
james
and
I
hosted
a
a
student-centered
conversation
the
other
day
that
was
quite
robust,
b-sec
students,
as
we
never
all
know,
never
hold
back
and,
and
I
actually
loved
it.
I
had
a
blast
and
we
were
talking
about
our
goals
and
guard
wheels,
but
in
the
course
of
it
there
was
a
lot
of
feedback,
as
we
were
talking
about.
The
college
and
career
readiness
and
the
students
from
associate
of
the
teen
have
brought
it
up
as
well
today
and
perfectly
tied.
R
It
together
was
about
guidance,
counselors
and
now
to
me,
the
guy
and,
and
particularly
the
seniors
talking
about.
You
know
how
harder
it
is
to
connect
through
this
period
of
remote
and
superintendent.
You
on
the
call
you
you
heard
the
feedback
as
well
and
so
again,
maybe
at
our
next
session,
because
I
you
know,
I
don't
want
to
put
folks
on
the
spot,
but
if
we
can
think
in
terms
of
social
workers,
family
liaisons,
school
psychologists,
nurses,
guidance,
counselors.
R
Maybe
look
at
the
you
know
the
pieces
of
those,
but
then
look
at
them
together
and
and
where
we're
going
over
the
past
couple
years
and
how
we
can
how
we
can
continue
to
focus
in
on
that,
maybe
as
part
of
the
funds
we're
going
to
receive
for
dealing
with
the
pandemic.
T
Glad
to
bring
that
mr
o'neal,
those
are
really
important
connections
that
you're
making
and
as
you've,
seen
the
budgets.
The
past
two
budgets
that
my
team
and
I
have
presented.
It
is
investments
in
support
for
students,
direct
res
direct
to
support
to
students
and
through
a
student
support
team
model
and
we'll
bring
that
so
that
you
can
see
it.
We
did
give
schools
the
option
if
they
wanted
an
academic,
counselor
or
a
social
worker.
Of
course
it
takes
time
to
build
these
positions
because
it's
ongoing
funding
for
ftes
for
the
full-time
equivalence.
T
You
know
the
when
you
ever,
you
add
personnel.
You
know
these
are
folks
coming
in
at
pers.
You
know
at
teacher
typically
teacher
pay
levels,
and
so
we're
talking,
you
know
a
significant
expense,
and
so
it
does
take
a
while
to
build
up.
We
started
with
nurses,
we
added
social
workers
and
family
liaisons
last
year
to
our
33
transformation
schools.
T
We
added
more
this
year
to
every
school
and
you
know
we
can
continue
to
add
it's
just
going
to
take
continued
resources
to
be
able
to
add
that
I
I
just
want
to
check
in
with
mr
cooter
on
the
counselor
positions
that
we
have
now
in
high
school
and
the
the
ratios,
the
national
ratios
and
where
we're
at
with
that.
We
had
discussed
that
prior
in
terms
of
the
number
of
counselors
that
we
have.
I
don't
know
if
miriam
or
mr
cooter
has
that
number.
U
Apologies,
we
do
not
have
a
number,
but
I'd
be
happy
to
follow
up
with
a
number,
and
we
can.
We
can
include
that
in
the
sort
of
overview
of
the
hub
schools,
sort
of
coordination
of
services
at
the
school
level.
R
R
R
Oftentimes,
it
happened
because
parents
were
uncomfortable
with
the
choices
that
they
had
and
and
and
so
I
I
wanted
to
be
a
good
reason
why
a
school
community
would
choose
to
go
down
to
a
k-6
from
a
k-8
both
to
expand
the
early
education
seats
as
we
talked
about,
but
also
because
they
have
robust
high
school
options
across
the
city,
and
so
I
I
just
want
to
make
sure
that
this.
R
What
I
heard
from
you
today
was
this
was
merely
just
putting
out
that
the
thought
process
is
going
on
and
that
this
is
going
to
be
a
community
engagement
process
over
the
course
of
some
time.
This
is
not
something
that
is
being
proposed
as
part
of
this
budget
budget,
because
in
the
past
this
body
has
voted
to
keep
a
dual
k-6
7-12
in
k-8
9-12
model.
R
So
I
just
want
to
make
sure
that
was
clear
to
folks
that
this
was
not
something
you
know,
because
the
way
the
boston
drum
beats
work.
We
know
that
this
could
be
potentially
misinterpreted,
and
this
is
the
beginning
of
a
conversation
is
what
I
heard
from
you.
U
That's
absolutely
right,
and
thank
you
for
for
for
reiterating
that
you
know
I,
with
all
of
these
reimagine
sort
of
any
proposal
to
come
together
our
commitments
to
do
it
with
communities
not
to
communities,
and
I
think
what
we
want
to
do
is
is
understand
the
families
that
are
in
kid
aids.
You
know
my
my
two
children
are
enrolled
in
a
k
to
eight,
and
one
that
you
know
is
is
is
part
of
this
conversation
and
sort
of.
U
I
wouldn't
want
anyone
to
come
in
and
sort
of
mandate,
one
thing
or
the
other
and
you're
right
that
there
are
robust
k
to
eight
communities
that
we
want
to
keep.
We've
talked
about
how
to
design
our
seven
to
twelves
and
the
nine
through
twelve
portfolio
to
make
sure
that
families
that
want
to
stay
in
the
k
to
aids
can
maintain
that
same
experience,
and
so
you
know
this
is
what
we
want
to
put
out
there
to
the
community
is.
Is
these?
U
Are
things
we're
thinking
about
to
to
let
to
let
them
raise
their
hand
or
to
start
the
conversation
as
a
community?
You
know
a
recent
example
of
this.
Is
the
perry
k
to
eight
in
south
boston,
which
is
a
small
k
to
eight
one
classroom
per
grade,
recently
voted
or
was
changed
to
go
to
a
k
to
six?
It
wasn't
a
vote
but
and
they
phased
out
their
upper
grades
as
a
way
to
strengthen
their
overall
school
program,
and
so
that's
an
example
of
something
we
did
with
the
community.
U
Of
course,
there
weren't,
you
know
a
lot
of
protests
around
that,
because
it
was
something
that
was
community
driven
and
so
that's
part
of
what
we
want
to
do
as
we
re
reimagine.
What
is
possible
for
our
schools
make
sure
that
it's
the
community
voice
has
a
strong
part
of
of
all
that
planning.
Thank
you.
T
Mr
o'neal,
I
also
want
to
just
make
sure
that
the
community
understands
the
new
funding
that
the
cares
to
funding
and
the
reason
why
we
wouldn't
hire
counselors
with
that
funding
is
because
in
two
years
we
would
have
to
lay
them
off
right,
and
so
I
just
want
to
make
sure
that
you
know
that's
why
these
investments,
that
would
be
approximately
60
61
million
dollars
a
year
that
we
could
spend.
T
A
Thank
you
vice
chair,
I
just
I
I
just
wanted
to
go
back
and
my
my
hearing
things
whatever
I
need
to
get
new
ones.
I
can
only
hear
every
other
word,
so
I
just
wanted
to
take
a
moment
because
I
I
heard
the
emotion
in
your
voice,
mr
james,
but
it
just
all
came
together
when
the
vice
chair
said
he
was
sorry
for
your
loss,
so
I
just
wanted
to
say
that
I'm
really
really
sorry.
A
I
lost
my
mom
when
I
was
35
and
it
was
heartbreaking
and
just
rocked
my
entire
world.
I
think
you
could
never
you
never
prepared
for
such
a
loss
and
especially
when
you're
so
young.
So
I
just
wanted
to
say
I'm
really
sorry
and
thank
you
for
sharing
that
with
us
and
now
I'm
gonna
move
to
miss.
F
Robinson,
thank
you.
So
one
of
the
questions
I
have
is
you
know:
where
are
we
in
the
build
pps
model,
with
with
the
knowledge
that
the
pandemic
has
brought
us
about
our
buildings,
which
may
not
have
been
on
the
pathway
that
we
were
several
years
ago
when
we
first
started
build
bps
our
knowledge
about
our
buildings?
What
they
can
and
cannot
do
for
us
has
been
become
greater.
F
We
have
a
lot
of
new
issues,
so
my
question
is:
what's
left
out
of
the
original
10
million
dollars
and
where
are
we
heading
as
we
continue
to
look
to
reopen
schools
and
my
other
question
I'll,
just
ask
both
of
them
right
now.
The
other
question
is
I.
I
know
we
are
concerned
about
losing
students
at
this
point,
but
my
question
is:
in
a
year
when
we
know
our
students
are
coming
back
with
so
many
greater
needs.
F
Can
we
take
advantage
of
the
fact
that
we
may
have
smaller
classrooms
classes
and
to
assign
fewer
students
to
teachers
so
that
they
can
give
more
children
more
intentional
work
and
have
fewer
kids
in
classrooms
so
that
if
the
potential
of
bringing
everybody
back,
the
whole
class
could
come
back
because
they
could
fit?
We
wouldn't
have
to
have
hybrid,
but
could
we
think
more
creatively
about
the
students
who
will
return
and
the
resources
that
you
know
are?
Is
there
a
way
of
using
some
of
the
essr
money
to
fund
for
this
next
year?
F
Almost
in
you
know
an
iep
for
every
single
kid
give
them
more
tutoring,
smaller
classes,
things
that
we
hopefully
won't
need
a
year
from
now,
but
would
certainly
improve
everybody's
experience
and
not
see
it
as
something
that's
less
than,
but
as
one
of
those
things
that
actually,
you
know,
allows
us
to
do
more,
because
we
have
fewer.
T
Those
are
all
really
good,
quite
suggestions,
ms
robinson,
and
the
exact
reason
why
we
want
to
engage
the
community
in
these
kinds
of
conversations
and
really
reimagine
what
we
can
do
for
our
kids.
So
thank
you
for
those
suggestions.
Mr
cooter,
did
you
have
something
to
add.
U
Yeah
we
just
said
I
mean
so.
The
the
18.5
million
in
additional
supports
that
we
gave
to
schools
was
to
maintain
capacity.
You
know
in
a
typical
year
where
we
saw
significant
enrollment
declines
like
this,
we
would
be
doing
more
to
consolidate
classes
and
close
programs
in
response
to
enrollment.
What
we
did
was
take
a
strategy
of
stability,
so
making
sure
that
you
know
in
a
lot
of
ways.
Our
kids
have
experienced
enough
instability,
and
so
what
we
wanted
to
do
is
stabilize
the
programming
and
teaching
staff.
U
We
did
close
some
classrooms
in
some
schools,
where
we
thought
that
the
enrollment
it
was
really
about
the
three-year
sort
of
trend,
rather
than
it
was
about
the
pandemic,
disrupting
it,
and
so
I
do
think,
there's
an
opportunity
for
us
to
for
us
for
the
schools
to
think
differently
about
how
to
support
students
and
be
creative
in
their
groupings
at
the
at
this
at
the
classroom
level
and
then
yeah.
U
I
think
we
have
identified
some
initial
dollars
set
aside
for
supports
for
students,
both
general
education,
tutoring,
supports
and
academic
interventions,
but
really
including
the
need
for
special
education
student
supports
and
compensatory
services.
English
learner
supports
and
designing
programs
specifically
for
them.
We
are
just
starting
to
to
sort
of
put
that
into
the
budget.
It's
it's
something
that
andreas
zayas
and
her
team
is
thinking
deeply
about
and
will
come
with
more
plans
that
that's
not
sort
of
the
amount
that
is
not
going
to
start.
It's
not
going
to
stop
there.
U
We're
really
focused
on
a
multi-year
effort
to
invest
in
students
and
tailor
it
to
the
specific
needs
of
our
students
when
they
return.
So
I
think
you're
you're
right
to
ask
about
it,
and
I
do
think
that
there's
an
opportunity
for
us
to
do
more
of
that
work-
and
you
know
there'll-
be
more
plans
coming
over
the
next
weeks
and
months
on
that.
F
Yes,
thank
you.
I
have
one
more
quick
question
and
this
is
about
the
social
workers.
It's
wonderful
that
we
are
expanding,
that
number
of
social
workers.
It
was
alarming
hearing
that
they
have
to
pay
for
their
own
supervision.
So
my
question
is
with
with
three
very
strong
social
work:
schools
here
in
boston
bc,
bu
and
simmons,
and
there
may
be
others-
have
we
come.
T
I
don't
have
the
answer
to
that
miss
robinson,
but
I
will
certainly
ask
our
our
lead
social
worker
and
speak
with
with
them
about
the
training
that
they
provide
and
what
the
cost
is
and
and
what
their
professional
development
is.
I
know
that
they
have
extensive
professional
development
plan
for
the
social
workers
as
they
onboard
them,
especially
in
clsp,
our
culturally
linguistic
and
sustaining
practices
and
anti-racist
work.
So
let
me
get
back
with
you
on
what
the
specific
training
is,
that
they
provide
and
that
they're
planning
on
providing.
F
Yeah,
I
didn't
know
whether
there
was
any
kind
of
particular
urban
social
worker
program
at
the
schools
of
social
work.
That
could
also
become
a
great
funnel
for
us
to
get
people
coming
out
with
the
skills
that
we
need,
because
it's
always
the
issue
we're
always
having
to
retrain
people
to
meet
the
needs
of
our
district
versus.
Is
there
a
way
of
getting
them?
F
You
know
coming
out
with
those
skills,
but
thank
you
and
again
I
agree
with
with
mr
james
and
others
having
more
guidance
counselors
for
students
and
more
social
workers,
given
the
special
needs
that
some
of
our
children
have,
even
though
I
know
that
there
may
be
a
national
standard
for
the
social
worker
per
student
with
so
many
students
coming
with
such
complicated
issues,
we
may
need
to
lower
that
number
and
up
the
number
of
social
workers
so
that
they
don't
get
burned
out
from
trying
to
provide
so
many
necessary
needs
for
our
families,
but
thank
you
for
all
you're
doing
to
at
least
getting
us
off
on
the
right
start
of
getting
those
services
out
to
families.
A
Great,
thank
you
so
much,
mr
der
russo.
B
Yes,
madam
sure,
thank
you
very
much
I'll
just
add.
Building
on
on
some
of
jerry's
comments
at
the
east
boston
health
center.
I
just
want
to
suggest
that
we
we've
seen
a
great
uptick
in
the
utilization
of
our
all
of
our
mental
health
resources
by
using
telehealth
and
especially
with
schools
in
east
boston.
We
have
a
school
based
health
center
as
well,
and
it's
it's
reduced
our
costs.
It
is
greatly
increased
utilization.
B
I
think
it's
sometimes
hard
for
kids
to
show
up
in
person,
but
if
you
do
something
through
their
phone
and
you
do
something
initiate
through
text,
you
get
a
lot
more
use
and
a
lot
more
compliance.
It
reduces
the
stigma
and
so
forth.
So
just
a
suggestion
on
there
that
you
know
the
the
healthcare
system
across
the
city
from
our
community
health
centers,
you
know
to
our
city,
hospital
boston,
medical
center
have
been
really
revolutionized
in
terms
of
lowering
costs
and
increasing
support
with
mental
health
services.
B
So-
and
also
I
want
to
thank
mr
james
for
for
raising
this
really
critical
and
important
issue.
Thank
you.
T
Yep,
thank
you,
mr
de
rujo.
We
actually
learned
that
in
this
pandemic
that
telehealth
is
a
great
way
to
connect
with
our
students
and
we
have
been
using
it,
and
it
has
been
a
great
way
for
us
to
provide
the
services
to
students
when
we
were
full
when
we're
fully
remote.
So
thank
you
for
that
suggestion
and
we
could
certainly
bring
back
some
statistics,
maybe
in
my
superintendent
report
next
time
on
the
number
of
telehealth
visits
that
we've
had
and
the
amount
of
services
that
we've
given
to
students
so
far.
D
Thank
you,
chair
superintendent.
I
would
just
wanted
to
comment
on
your
last
comment.
I
would
love
to
see
that
data
about
how
many
students
in
bps
have
been
utilizing
telehealth.
I
think
that's
really
critical
to
mr
cooter's
point
earlier
about
mental
health
services.
D
You
mentioned
that
the
more
local,
low-income
students
this
school
has
the
more
social
workers
that
they're
given
and
I
do
want
to
just
suggest.
We
don't
have
to
sort
of
unpack
it
now,
but
I
do
want
to
suggest
that
moving
forward,
maybe
adding
a
homelessness
criteria
as
well
also
be
a
factor
into
whether
or
not
schools
get
more
social
workers,
guidance
counselors.
D
I
I
think
that
you
know
being
because
there
was.
There
was
a
point
in
time
when
I
was
homeless
as
well,
and
I
think
you
know
sometimes
on
those
particular
areas,
whether
it's
homelessness
or
low
income,
they
can
overlap
like
one
can
come
with
the
other,
so
I
just
think
that's
really
critical
and.
U
Mr
james,
if
I
could,
I
just
note
that
when
we
I
I
ref,
I
should
have
referenced
sort
of
economic
disadvantage
more
globally,
we're
looking
both
at
students
who
are
in
in
sort
of
subsidy
programs,
so
medicaid
who
are
enrolled
and
then
we're
also
looking
at
homelessness.
That's
part
of
the
overall
measure
of
economic
disadvantage.
U
That's
part
of
this,
our
allocation
methodology-
and
I
appreciate
you
for
championing
that
and
it's
something
that
we
continue
to
look
at
ways
to
invest
in
supporting
our
students,
because
it
is
you
know,
principal
jenkins,
mentioned
the
the
sort
of
prevalence
of
of
students
experiencing
homelessness,
and
I
know
head
of
school
andrew
bot
has
over,
I
think,
50
students
who
are
experiencing
homelessness
and
that
critical
support.
So
we
have
multiple
ways
to
get
resources
to
them,
but
yeah.
D
Yeah
I'll,
I
will
I
look
forward
to
connecting
with
you
offline
to
to
discuss
that
further,
and
you
know
I
just
sort
of
put
a
cap.
I
will
not
put
a
cat,
but
you
know
to
to
just
and
my
comments
on
the
matter
of
mental
health.
For
today
it
needs
to
be
treated
like
an
emergency
period.
It
needs
to
be
treated
like
an
emergency
because
it
is
an
emergency.
D
Not
only
do
we
have,
you
know,
students
who
are
you
know
low
income
and
homeless
and
going
through
deceit
dcf,
whose
families
have
been
ravaged
by
the
pandemic.
These
all
take
a
toll
on
their
mental
health,
and
on
top
of
that
they
have
to
go
to
school.
I
think
sometimes
adults
forget
that
you
know
we
have
all
these
things
that
our
students
are
going
through
and
then
they
have
to
go
to
school,
something
that
is
supposed
to
be
a
structure
in
their
lives.
D
That,
in
a
lot
of
ways,
is
also
stressing
them
out,
especially
during
this
time.
So
I
just
I
do
think
that
mental
health
needs
to
be
the
utmost
priority.
I
know
I
already
know
that
the
district
has
been
you
know,
sending
out
flyers
and
promoting
mental
health
sort
of
hotlines
and
all
that
good
stuff.
I
think
we
can
be
doing
way
more,
as
mr
cooter
mentioned
much
much
more
and
in
implementing
much
more
effective
tactics
at
that.
D
So
that's
on
the
matter
of
mental
health,
and
then
you
know
my
my
second
question
about
the
budget
specifically,
and
you
know
I
look
forward
to
digging
into
this
over
the
next
several
weeks
when
we
meet
about
the
budget,
but
I
I'd
like
to
just
propose
a
I'm.
Not
I
don't
know
what
what
answer
I
would
get
actually,
but
it's
about
external
money
that
schools
raise,
and
you
already
know
mr
cooter
external
money-
that
schools
raise
it
not
being
factored
into
the
budget.
That
is
extremely
alarming.
D
D
So
all
you
know
they're
getting
money
on
the
side
that
we're
not
seeing,
and
my
issue
with
that
is
that
we
could
be.
We
need
to
order
some.
We
need
to
put
in
to
place
some
types
of
checks
and
balances.
I
don't
know
if
that
happens
on
the
school
committee
level
or
the
city
council
level,
but
that's
extremely
disturbing
to
me
for
a
school
like
bls
who's,
getting,
I
believe,
30
to
33
million
dollars
this
upcoming
school
year-
and
I
know
that's
based
off
of
you-
know
enrollment
and
waiting,
but
then
to
have
them.
D
We
should
be
taking
away
a
little
bit
of
their
money
quite
frankly,
to
be
blunt
and
giving
and
distributing
it
to
schools
that
have
students
that
fall
into
the
waiting
categories
that
your
team
outlined,
that
that
needs
to
happen.
I
know
we
spoke
about.
You
know
other
school
districts,
sort
of
having
a
tax
on
you
know
individual
fundings
and
and
donations
that
the
schools
get
themselves,
but
that's
something
that
bps
needs
to
explore.
D
I
you
know
for
next
year's
budget
or
just
asap,
it's
something
that
needs
to
happen,
because
the
fact
that
that
money
doesn't
appear
anywhere
in
this
budget
or
isn't
factored
into
the
calculations,
it's
mind-blowing
and
quite
frankly,
it
just
explains
the
inequities
and
it
exacerbates
the
inequities
that
we're
seeing.
U
Yeah,
thank
you,
mr
james,
and
I,
if
I
could
I'm
going
to
take
a
moment
just
to
sort
of
explain
a
couple
of
the
different
things
that
you
you
mentioned,
because
you're
touching
upon
a
number
of
of
really
important
details
and
one
in
in
a
commitment
to
transparency.
U
We
want
to
be
very
clear
on
what
is
included
in
the
budget
documents
and
what
is
not,
and
so
the
first
thing
that
mr
james
is
highlighting
is
that
many
of
our
schools
have
associated
non-profits,
who
are
doing
fundraising
on
their
behalf.
U
These
could
be
in
the
form
of
friends
of
organizations
or
maybe
using
the
boston,
education
development,
a
501c3,
that's
associated
with
bps.
We
do
not,
as
part
of
this
budget
process
report
on
those
organizations
that
is
not
part
of
the
budget.
So
in
the
budget
documents
that's
online,
all
of
our
budget.
Our
budget
is
presented
in
three
different
snapshots.
U
We
also
include
the
tables
that
show
external
funds
and
when
we
refer
to
external
funds
in
that
category,
what
we
are
primarily
talking
about
is
grants
so
state
federal
and
then
competitive
grants
that
are
all
approved
and
voted
on
by
this
school
committee
every
week.
U
Most
of
the
money
that
you're
talking
about
is
is
not
transparent
in
this
process,
and
I
think
that
is
something
that
we
we
have
explored
in
terms
of
the
purview
of
the
school
committee
and
in
terms
of
sort
of
reports
to
to
us
as
an
organization,
and
so
this
is
another
potential.
U
You
know
equity
issue
that
other
districts
have
taken
on
and
we
have
talked
about
internally,
and
so
I
I
you
know,
don't
have
have
much
to
sort
of
comment
on
it
now,
but
it's
worth
highlighting
and
important
just
to
be
very
clear
about
what
it
includes.
No.
D
Definitely
I
I
just
do
you
know,
I
know
my
time
is
up.
I
appreciate
that.
I
do
want
to
say,
though,
that
you
know
I
I
believe,
and
I
I
could
be
wrong.
I
wish
I
wish
I
knew
how
much
money
they
had
outside
of
the
outside
of
the
budget,
because
I
feel
like
it
would
just
really
highlight
what
I'm
what
I'm
really
trying
to
get
to,
but
we
we
all
have
a
sense
of
how
much
money
they
have
outside
of
the
budget
that's
outlined
in
this
packet.
D
We
we
all
have
a
sense,
and
I
I
just
think
that
you
know
yes,
we've
been
talking
about
it
internally.
It's
time
we
do
something
it
it's
time.
We
do
something
I
I
would
love
to
meet
with
the
chair.
The
vice
chair,
someone
before
I
leave
this
district.
I
would
love
to
speak
to
someone
about
how
exactly
a
checks
and
balances
on
that
occurs.
D
T
I
I
would
like
to
echo
your
desire
to
have
greater
equity
around
fundraising.
This
is
one
thing
I
noticed
when
I
came
in
as
superintendent,
and
I
started
talking
with
chief
roberts
about
this.
I
wonder
if
she
might
want
to
just
speak
really
quickly
about
our
efforts
with
that
with
the
edf
and
fundraising.
S
Good
evening
I
will
say
there
are
two
things
that
we
are
doing
in
this
process:
one
we
are
working
with
bevf
to
really
transition
to
them
being
our
fundraising
entity
and
think
about
how
we
streamline
in
a
way
that
is
aligned
to
our
strategic
plan,
our
strategic
goals
that
work
over
to
the
evf
and
and
so
doing,
also
putting
in
parameters
in
place
to
make
sure
there's
transparency
around
the
funding
that's
being
raised
on
behalf
of
the
district
and
school
schools.
S
We
are
starting
to
try
to
assess
the
quality
of
our
current
policies
inside
and
how
they
may
be
perpetuating
inequities
in
terms
of
our
resource
development,
trying
to
understand
where
funds
are
going
and
coming
from,
in
terms
of
which
schools
and
offices
so
asking
the
edf
to
share
information
and
trying
to
collect
that
from
elsewhere
and
then
also
thinking
about,
then
what
does
that
mean
for
any
formal
agreements
that
the
district
will
need
to
have
both
with
school-based
fundraising
partners
to
show
their
own
501c3s
as
well
as
the
edf?
S
So
all
of
that
is
underway,
our
goal
is
to
our
hope
is
to
have
that
done
by
the
end
of
this
year,
but
we
do
have
some
ways
to
go
and
then
again
part
of
that
will
be
then
looking
later
at
how
that
then
impacts
the
the
budget
process.
We're
just
trying
to
get
the
handle
on
the
first
part.
D
Thank
you
for
that.
Miss
roberts
and
I'll
just
quickly
end
by
saying
that,
if
that's
a
conversation
that
I
and
other
students
can
be
involved
in
on
sort
of
like
how
to
formulate
that
policy
or
that
formal
agreement,
that'd
be
very
much
appreciated.
G
Hi,
while
I
appreciate
all
the
comments
and
questions
from
my
colleagues
regarding
the
the
budget,
I
have
reviewed
the
budget
pretty
thoroughly
for
the
last
few
days.
G
This
is
what
I'm
going
to
say,
I'm
really
impressed,
and
I
really
am
really
appreciative
of
the
work
of
mr
cuda
superintendent,
castillos
and
her
staff
and
mr
buddha
staff
in
putting
together
a
very
thorough
and
innovative
budget.
G
G
A
Thank
you,
mr
tran.
Are
there
any
further
questions
from
school
committee
members?
A
Okay,
great
I
have,
I
just
have
a
couple
and
then
we
will
wrap
up.
I
also
just
want
to
thank
the
team.
I
I
agree.
It's
a
lot
of
work
to
put
this
together
and
I
know
it
doesn't
just
start.
You
know
a
month
before
you
know
it's
many
many
months
and
I
think
just
trying
to
lay
out
how
the
process
works,
what
the
thinking
is
and
bringing
in
the
school
leaders
and
the
social
workers.
I
thought
that
was
great
also,
so
thank
you
for
doing
that.
A
I
thank
all
of
them
and
also
that
was
pretty
awesome
to
see
a
youth
cfo.
I
thought
that
was
awesome,
so
I'm
glad
to
see
that
that's
exactly
what
we
need
to
be
seeing
across,
like
all
departments
etc.
So
that
was
really
great
to
see.
My
questions
were
definitely
stolen
by
miss
robinson
and
and
mr
and
dr
coleman,
I
would
say
that
gentrification,
you
know
I
I
don't
really
need
like
data
and
reports,
because
I
know
what's
happening.
A
I
work
with
families
all
the
time
and
I
know
that
massachusetts
is
the
number
one
state
for
latino
income
inequality
and
that's
a
big
deal,
and
so
I
think
that
dr
cosselius
is
right
on,
I
think
in
the
previous
two
superintendents
we
had
a
conversation
where
I
I
thought
we
should
also
have
a
children's
cabinet
and
that
we
should
be
working
with
the
city
around
just
designing.
You
know
what
does
housing
plan
look
like
to
keep
our
families
we
need.
A
We
need
to
be
able
to
to
do
that
or
we're
going
to
lose
all
kinds
of
diversity.
You
know
not
just
like
racial
and
ethnic,
but
all
kinds
of
diversity.
I
think
a
lot
of
people
want
to
live
in
boston
because
it
because
has
has
some
diversity.
It
could
definitely
be
better,
but
we're
going
to
lose.
A
You
know
the
little
bit
of
diversity
that
we
have
so
I
I
am
I'm
very
concerned
about
that,
and
then
I
just
want
to
say
to
ms
robinson's
point
that
I
I
totally
agree
in
terms
of
I
know.
We've
had
a
lot
of
conversations
in
years
past
and
it's
very
emotional
to
think
about
the
strategy
of
having
neighborhood
schools.
I
know
that's
very
emotional.
A
However.
I
think
that
we're
just
picking
up
students
to
take
them
from
here
to
there.
You
know
I
know
that
many
people
would
send
their
children
to
their
neighborhood
schools
if
it
was
a
great
school
if
it
had
adequate.
You
know
resources
if
we
were
strategic
in
the
staff
that
went
there,
you
know
if
it
wasn't
just
you
know
if
it
was
outstanding
staff
that
was
put
there,
and
if
we
had
excellent
resources.
AH
A
Bigger
deal
the
bigger
deal
is,
we
would
create
a
community
around
that
school.
You
know
we
would
have
like
our
stakeholders,
et
cetera,
that
would
like
wrap
their
arms
around
that,
and
I
agree
with
mr
james
completely
around
the
external
funding.
I
think
that's
a
big
issue
and
I
do
want
to
see
the
numbers
on
that.
I've
said
that
for
many
years
that
I
I'm
not,
I
don't
think
that
you
know
I
want
to
take
away
money
from
schools.
That's
not
what
I'm
saying.
However,
if
you're
fundraising
there
should
be
some
equity.
A
You
know,
because
not
every
school
can
fundraise
the
way.
Some
of
this
some
you
know
some
of
the
schools
can
and
so
just
for.
If
we're
really
looking
at
equity
and
if
we're
really
talking
about
being
an
anti-racist
school
district,
then
I
do
think
that's
something
we
need
to
take
up
and
I
wonder
about
the
the
social
workers.
I
agree
with
ms
robinson
on
the
schools.
A
I
know
this
is
a
crazy
idea,
but
I'll
just
throw
it
out
there
anyway,
is
you
know
like
last
night,
mr
cooter
and
I
were
on
a
call
because
our
kids
go
to
the
same
school,
and
so
many
parents
that
were
are
like
what?
How
can
I
help?
What
can
I
do?
We
have
some
like
great
parents,
we
have
parents
who
are
you
know
social
workers,
and
could
we
have
people
that
volunteer?
It
doesn't
just
have
to
be
those
schools.
A
Could
we
also,
I
think
we
have
a
lot
of
external
partners,
and
how
can
we
get
external
partners
to
get
their
staff
to
go
for
free
in
all
these
higher
education
institutions
that
could
supervise
people?
You
know
in
their
own
organization
and
a
bps.
I
just
think
like
being
creative,
because
it
seems
crazy
to
me
to
have
to
pay
out
of
pocket.
A
You
know
I
I
don't
underst,
maybe
I
just
don't
know
enough
and
then
the
last
thing
that
I'll
say
is
that
I
really
appreciate
the
thoughtfulness
of
of
talking
about
the
future.
A
So
you
know
I
because
I
manage
a
budget
too,
even
though
I
I
you
know,
I'm
working
on
the
budget
now,
and
I
know
that
I
have
to
get
approved
by
my
board-
I'm
always
thinking
about
next
year
and
the
year
after
and
like
what
are
the
impacts,
and
what
do
I
have
to
plan
for.
So
I
really
appreciate
that
we're
talking
about
that,
and
I
know
that
they
are
going
to
be
tough
conversations,
emotional
conversations,
but
we
have
to
have
them.
I
don't
think
that
we
can
get
around
it.
A
If
we
want
to
have,
you
know
really
amazing
schools,
I
just
think
we
have
to
have
them,
and
so
I
just
want
to
again
thank
you
for
tonight
for
the
presentation
and
for
all
your
staff
again,
who
I
know
have
worked
really
really
hard,
and
so
with
that
said,
since
there
are
no
more
questions.
I
just
want
to
thank
everybody.