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From YouTube: Boston School Committee Meeting 4-11-18
Description
The Boston School Committee is the governing body of the Boston Public Schools. The School Committee is responsible for: Defining the vision, mission and goals of the Boston Public Schools; Establishing and monitoring the annual operating budget; Hiring, managing and evaluating the Superintendent; and Setting and reviewing district policies and practices to support student achievement.
A
Once
again
good
evening
and
welcome
we're
delighted
to
have
all
of
you
here
with
us
tonight,
tonight's
meeting
is
being
broadcast
live
by
Boston
City
TV
on
YouTube,
as
well
as
on
comcast
channel
24,
our
CN
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date
if
you'd
like
to
speak
this
evening,
but
have
not
yet
signed
up.
Please
see
our
staff
person
miss
Lina,
Parr
vex
out
in
the
hallway
sign
up
for
public
comment
this
evening
will
close
at
6:30
p.m.
now.
A
First,
we
have
a
special
presentation
from
the
committee
tonight
and
in
here
in
bps
we
really
take
great
pride
in
the
the
achievements
of
our
students,
both
in
the
classroom
and
outside
the
classroom.
We
have
another
number
of
scholar,
athletes
with
us
tonight
who
have
been
champions
during
the
winter
sports
season
and
we
wanted
to
take
an
opportunity
to
to
honor
them.
So
at
this
time,
I
like
to
invite
the
superintendent
and
my
fellow
colleagues
down
to
the
the
floor
to
continue
these
presentation.
A
Do
you
know
there
we
go
hello,
so
we
have
eight
teams
tonight
that
we
are
celebrating
and
a
number
of
the
teams
have
Boston
scholar,
athletes
included
on
the
rosters
as
well.
So
as
we
introduce
your
team's,
if
you
can
identify
yourselves
as
boston
scholar,
athletes,
please
do
so
so.
First
up,
it's
the
tech,
Boston
Academy
boys,
basketball
team
come
on
off.
C
A
A
A
And
I'll
just
read
this
first
one
off.
As
for
the
for
the
presentation
that
we're
gonna
give
to
each
one
of
these
teams
tonight,
the
School
Committee
of
the
City
of
Boston
and
Superintendent
of
Schools
extend
their
congratulations
to
the
team,
the
coaches,
school
staff
and
student
body
on
the
occasion
of
this
athletic
accomplishment
and
wish
them
continued
good
fortune
and
success
in
all
their
future
endeavors
data.
Today,
April
11
2018,
congratulations,
coach,
Williams,.
D
B
E
A
C
A
F
A
A
A
A
A
A
A
A
And
I
apologize
because
I
know
I
didn't
get
a
full
list,
but
reading
the
the
Boston
Herald
and
their
recognition
of
scholar
athletes
over
the
last
few
weeks,
I
know
there's
a
number
of
scholar,
athletes
that
have
been
recognized
in
the
Herald
since
the
beginning
of
March,
and
that
includes
a
number
of
members
of
both
the
Fenway
girls
high
school
team.
Basketball
team.
Excuse
me,
as
well
as
the
the
tech
Boston
boys
team
as
well,
and
so
we
want
to
give
congrats
for
that
as
well.
A
H
H
I
H
A
A
A
I
Especially
for
the
athletes
who
are
still
in
the
lobby
area,
I
wanted
to
just
congratulate
you
all
and
having
been
a
former
high
school
and
college
athlete,
I
know
how
important
being
a
scholar
athlete
really
means
to
your
school
to
your
programs,
but
I
also
want
to
second
what
dr.
Chang
said
in
regards
to
younger
students.
I
Everything
and
she
was
in
the
top
seven,
but
O'brien
was
like
top
five,
so
I
just
wanted
to
give
them
that
shoutout
to
say,
get
ready,
I
love
to
see
the
sportsmanship
among
the
schools,
but
also
the
encouragement
that
they
give
each
other
so
keep
up
the
good
work,
but
make
sure
the
scholar
and
the
student
come
first
before
just
the
athlete
part.
So
congratulations.
J
A
Mix
of
sportsmanship,
as
well
as
competition,
we'll
look
forward
to
hearing
better
things
and
brighter
things
from
your
daughter
in
the
near
future.
Okay,
so,
and
thank
you
again
by
the
way
too
Tech
Boston
and
the
t-shirts
that
they
handed
out
tonight.
We
are
all
bare,
proud,
we'll
move
on
to
the
approval
of
meeting
minutes
from
March
28th.
This
could
be
the
last
school
committee
meeting,
as
well
as
the
March
31st
School
Committee
retreat.
If
the
minutes
are
approved
as
presented
hard,
copies
will
be
made
available
immediately
in
the
hallway,
with
the
other
handouts.
A
A
A
H
Thank
You
chairperson
LeConte
a
good
evening,
Boston
School
Committee
good
evening.
Everyone
we're
looking
forward
to
hopefully
warmer
temperatures
as
we
go
into
April
Break
and
a
lot
is
going
on.
Boston,
Public,
Schools
right
now.
I
have
several
updates
to
share
and
then
many
bright
spots
as
well,
so
we'll
dive
into
the
updates.
First
I
want
to
start
off
with
the
National
Assessment
of
Educational
Progress.
The
folks
might
have
read
in
the
news
yesterday
that
the
national
report
card
was
released,
showing
the
results
of
the
2017
National
Assessment
of
Education
progress.
H
This
is
an
assessment
that
is
used
every
two
years
across
all
50
states
and
twenty-seven
kerbin
school
districts
nationally,
including
Austin
Boston
Public
Schools,
has
been
part
of
the
Tuda,
which
is
a
trial
urban
district
assessment
program
since
2003.
So
we
have
a
lot
of
longitudinal
data
from
the
nape
assessment.
Once
again,
bps
is
Lea
nation.
H
Fourth
or
eighth
math
and/or
reading,
since
2003
Boston
Public
Schools
have
increased
our
scores
than
fourth-grade
reading
by
nine
points
and
an
eighth
grade
reading
by
11
points,
students
in
calculated,
subgroups
and
those
are
for
the
Nate
black
Latino,
low-income
English
learners
or
students
with
disabilities,
all
scored
on
par
or
above
their
respective
subgroups
when
compared
to
others
in
the
country,
English
learners
in
bps
score
the
highest
in
the
nation
in
4th
grade
reading.
This
is
something
we
should
all
be
proud
of.
We,
as
the
city
have
been
always
invested
in
education.
H
These
positive
nape
results
are
just
one
demonstration
of
that
investment.
As
a
city,
we
have
always
put
an
emphasis
on
strong
curriculum
training
for
teachers,
strong
teaching
and
funding
for
education.
However,
if
we
do
look
into
the
data
some
more,
we
are
noticing
that
there
are
still
persistent
achievement
gaps
among
subgroups
that
are
not
closing,
even
though
we
have
experienced
some
gains
in
some
areas.
H
Overall
results
have
stagnated
across
the
country,
just
underscores
why
we
have
to
continue
doing
the
work
we
are
doing
to
be
focused
on
rigor,
cognitively,
demanding
tasks,
professional
development,
professional
development
and
then
truly
embracing,
culturally
and
linguistically
sustaining
practices.
The
work
of
our
essentials
for
instructional
equity,
which
is
something
that
many
of
our
teachers
are
using,
puts
an
emphasize
emphasis
on
young
people's
identities
and
bring
them
into
the
curriculum.
H
This
work
is
our
innovation,
and
this
is
what
we're
going
to
have
to
do
in
order
to
close
opportunity
and
achievement
gaps,
but
overall
we
did
fairly
well
compared
to
other
urban
school
districts,
I.
Think
as
a
country,
though,
we
need
to
be
really
looking
at
this
district
at
these
results
over
the
next
few
years,
because
there
is
a
trend
and
the
trend
is
showing
that
we've
kind
of
stagnated
as
a
country
in
terms
of
our
overall
results.
H
Next
update
a
completion
college
completion
rates
report.
This
morning,
the
Boston
foundation
released
its
latest
report
on
college
completion
on
the
college
completion
initiative
in
bps,
the
private
industry,
Council
and
sucess
Boston.
Here's
a
good
news
when
looking
at
students
who
enroll
in
college
during
the
first
year
after
high
school
graduation,
their
rate
of
college
completion
within
six
years
is
52%,
which
is
the
highest
recorded
to
date
when
compared
to
other
cities.
These
results
are
tremendous.
H
We
are
clearly
headed
in
the
right
direction.
We
acknowledge
that
this
percentage
falls
short,
though
of
a
previous
administration's
aspirational
goal
of
doubling
the
college
completion
rate
within
ten
years.
There
are
also
gaps
in
terms
of
race
and
gender
and
whether
or
not
students
attended
exam
schools,
we
should
be
proud
as
a
see
that
many
sectors
are
working
together
across
silos
on
this
important
initiative.
It's
important
that
we're
tracking
this
data,
so
it
helps
us
make
informed
decisions.
H
We
still
have
a
long
ways
to
go
and
we're
only
going
to
be
able
to
close
that
the
gap
between
50
to
100
percent
would
continue
striving
to
improve
on
the
rigor
of
what
we're
providing
young
people
from
pre-k
to
12
and
then
providing
the
supports
that
they
needed
to
get
them
to
and
through
college.
But
we
have
much
to
celebrate
and
much
more
work
to
do
some
bright
spots.
I
want
to
share
I
want
to
start
off
with
some
recent
grants
and
awards
that
have
been
received.
H
Number
one:
congratulations
to
the
bps
history
and
social
studies
department
and
congratulations
to
iCivics
for
being
awarded
a
95
thousand
dollar
grant
from
u
NBC
Universal
on
Monday
as
part
of
the
quote:
project,
innovation
grant
competition
and
that's
a
that's
some
pictures
from
the
award
ceremony
$95,000.
Thank
you,
nbc/universal
for
helping
to
invest
in
civics
education.
Also,
I
congratulate
the
man
apparent
early
elementary
school
and
hopefully,
in
a
less
than
hour,
the
manhunt
elementary
school
for
winning
$30,000
from
Ed
vest
errs
yesterday
as
part
of
the
seed
fund
competition.
H
They
were
one
of
I
believe
four
finalists,
all
BPS
schools
and
they
all
did
their
pitches
and
I'm
just
say
matter.
Elementary
school
came
out
on
top
thirty
thousand
dollars.
This
money's
gonna
be
used
to
support
a
trip
to
Haiti,
to
learn
more
about
schools
in
Haiti
and
the
monies
being
obviously
used
to
support
the
Haitian
Creole
Dual
Language
Program.
So
congratulations
to
you.
H
Aha,
elementary
schools,
congratulations
and,
of
course,
I-
should
thank
ed
vespers
for
their
generous
support.
As
always,
next
I'm
bright
spot
I
am
March
29th,
the
Hernandez
dual
language
school
in
Roxbury,
held
a
ribbon
cutting
to
open
its
brand
new
playground.
This
is
a
truly
special
project
because
it
started
with
young
people.
Youth
voice
got
this
initiative
started
after
raising
thousands
of
dollars.
H
Our
Hernandez
students
contacted
Mayor
Walsh
and
asked
if
he
could
help
them
build
their
playground
and
Mayor
Walsh
went
back
to
city
and
decided
that
the
playground
will
be
built
as
part
of
the
city's.
Imagine
Boston
2030
capital
plan
and
set
aside
1.25
million
dollars
for
a
project.
We
should
all
be
very
proud
of
the
young
people
at
this
school
because
they
were
ones
I
got
this
all
started
and
they're
ones
that
brought
a
various
private
and
also
public
dollars
together.
In
order
to
make
this
vision
come
true.
H
So
thank
you
so
much
Tamara
Walsh
for
his
support
on
that
and
dr.
Marian,
your
art.
It
was
also
there
as
part
of
the
celebration
next
right
spot
on
April
2nd.
We
were
at
the
Bradley
Elementary
School
in
East
Boston
announced
the
launch
of
my
way
cafe.
This
is
expansion
at
a
hub-and-spoke
pilot
program
that
began
last
year
in
partnership
with
Asha
Family
Foundation.
This
program
builds
hybrid
kitchens
and
schools
without
full-service
kitchens,
allowing
you
to
cook
fresh
food.
H
H
The
entire
school
students
so
excited
I
think
there's
a
picture
in
there
of
a
young
boy.
That
was
just
oh,
my
god.
Besides
himself,
I
was
a
photographer
that
so
we're
gonna.
Take
credit
for
that
picture.
I
want
to
thank
the
Red
Sox,
our
office
of
External
Affairs,
for
working
together
to
make
this
happen.
This
is
one
of
the
best
days
of
the
year
and
the
Red
Sox
is
always
there's
just
so
in
supportive
of
Boston
Public
Schools.
This
is
just
an
example
of
how
they're,
supportive
and
I
just
have
to
say.
H
I
just
find
it
funny,
though,
as
I
walk
or
drive
around
the
city,
how
many
adults
are
wearing
those
hats,
so
adults,
therefore
kids,
give
it
back
to
them.
Please
today
was
a
walk
to
school
day
about
two
thousand
BPS
students
participated
in
walk
to
school
day
Wally.
The
Green
Monster
again
showed
up
to
help
our
students,
the
Wally,
the
Green
Monster
joins
parents
and
young
people
and
looks
like
bps
staff
at
the
Josiah
Quincy
Elementary
School
in
Chinatown,
and
we
also
have
some
photos
of
the
walk
as
to
the
Sarah
Greenwood.
H
This
biannual
event
is
part
of
safe
routes
to
school.
Often
it's
funded
by
Bloomberg
philanthropies
partnership
for
healthy
cities,
and
its
aim
obviously
is
to
make
walking
to
school,
safe,
popular
and
fun,
and
it's
a
great
also
a
great
way
to
encourage
healthy
habits
as
the
weather
warms
up.
So
thank
you
to
everyone
who
participated
in
this
great
event.
City
Y.
This
morning
this
evening
eight
teachers
will
be
honored
with
educators.
The
Year
award
during
halftime
at
the
South
exclaim
at
TD
Garden
six
teachers
will
receive
honorable
mentions.
H
All
these
teachers
were
nominated
for
consistently
going.
The
extra
mile
to
make
lasting
impressions
on
their
students
and
the
bps
community
will
be
posting
the
names
of
the
winners
on
VPS,
our
Boston
Public
Schools
door
shortly.
This
is
supposed
this
announcement
will
be
made
at
halftime
on
the
Celtics
game.
H
H
Here
at
bps
we
are
collecting
clothing
and
toiletries
for
students
that
will
help
support
VPSs
homeless
education,
Resource
Network.
So
you
can
learn
more
by
visiting
one
Boston
day.
Org
and
I
have
one
more
bright
spot.
Slash,
update
I
would
like
to
wish
good
luck
to
everyone
in
the
bps
community
as
running
the
Boston
Marathon
on
Monday,
including
chairperson,
Michael
Liu
canto,
mister
LeConte
will
be
training
with
a
park
way
running
club
in
West.
Roxbury
is
raising
funds
to
support
the
Boston
Educational
Development
Fund,
which
will
support
the
valedictorians
and
salutatorians
of
EPs.
A
Thanks
I've
also
been
informed
that
this
is
my
last.
This
is
my
first
marathon.
This
is
also
going
to
be
my
last
marathon.
According
to
my
family,
the
trainings
been
a
lot
and
I'm
quite
tired,
but
Monday
all
be
worth
it
and
I
want
to
thank
just
all
the
folks
that
have
reached
out
and
helped
support
this
worthy
cause.
You
know
I
when
I
think
about
our
our
valedictorians
and
salutatorians.
A
A
These
kids
are
often
the
first
in
their
family
to
go
to
college
they're,
just
such
impressive
youngsters
when
they
come
before
us
every
year
and
you
know
being
able
to
I
believe
this
is
our
20th
year,
miss
Sullivan
that
the
committee
has
hosted
a
celebration
on
their
behalf,
be
able
to
send
them
off
in
style
and
at
the
next
after
their
their
lives
and
their
education.
It's
really
a
touching
day
and
I
know
it
means
a
lot
to
those
families,
and
so
we
thank
everyone.
That's
supported.
A
E
E
Wanted
to
add
to
your
bright
spots
last
night,
I
was
able
to
attend
the
science
fair
hosted
by
the
Haynes
Early
Education
Center.
This
was
a
group
of
three
to
seven
year
olds.
Every
single
class
had
a
presentation
they
made
interactive
exhibits.
They
were
touring
their
parents.
There
were
wide
range
of
activities
around
the
weather
and
growing
plants
and
even
had
a
wax
museum
of
famous
inventors
that
came
to
life
in
poetry
and
in
song
and
celebrated
the
life
of
African
American
scientists.
E
These
three
to
seven
year
olds,
were
ecstatic
scientists
in
the
making
and
as
I
think
about
what
we
saw
tonight
in
our
high
school
students.
It's
our
strong
beginnings
that
get
us
there
so
we'll
be
looking
forward
to
seeing
what
they
do
in
science
fairs
in
the
future.
My
hats
off
to
all
of
the
teachers
from
k0r
Knapp,
who
did
this
work?
That's
great.
K
How
do
we
know
where
the
the
break
is
going
in
college
like?
Is
it
what
we're
not
preparing
students
for,
or
is
it
what
college
is
not
like,
providing
the
students
leading
them
to
drop
our,
not
complete
college,
and
how
are
we
working
with
like
our
collegiate
partners
in
order
to
like
gauge
that
yeah.
H
H
They
tend
to
fall
behind,
not
be
engaged,
not
be
as
not
fuel,
I,
supported
and
therefore
dropout,
and
so
making
sure
our
young
people
are
prepared
for
college-level.
Coursework
is
very
important.
Also
there's
some
emerging
research
that
the
Accuplacer
may
not
necessarily
be,
but
the
best
assessment
for
college
readiness,
many
of
our
students,
don't
do
well
in
Accuplacer
gold
college
and
are
having
to
take
these
remedial
courses.
H
L
H
Have
jobs
and
balancing
work
and
college
is
very,
very
difficult,
so
there's
a
those
are
just
a
number
of
reasons,
but
we
have
to
look
at
all
those
sort
of
barriers
and
find
ways
we
can
support
our
young
scholars
to
be
able
to
go
all
the
way
through
because
52%,
while
it
might
be
better
than
other
cities,
it's
we're
not
happy
with
it.
We
can't.
A
M
You
thank
you
for
sharing
all
those
bright
spots.
I
wanted
to
say
thank
you
to
the
Boston
foundation
for
really
putting
the
resources
down
on
success,
Boston
and
really
committing
to
it
for
such
a
long
period
of
time,
and
we
were
fortunate
to
have
such
a
great
partner
and
also
thank
all
the
community
organizations
that
so
work,
because
it
takes
a
lot
of
work
to
coach.
For
you
know,
following
students
for
two
or
more
year,
it's
a
two-year
contract,
but
it
really
goes
on
for
much
longer
and
I.
M
M
That's
already
happened
because
it
would
be
really
terrible
if
everything
that's
been
created
now,
because
funding
goes
away,
does
not
continue
so
I
didn't
want
to
say
the
black
cloud,
but
I
just
think
it's
better
that
we
put
it
out
there
and
just
start
planning
for
something
that
we
know.
That
is
going
to
happen.
But
again
thank
you
to
the
Boston
foundation
and
all
the
organizations
that
are
part
of
success,
Boston
for
all
the
great
work
that
you
do,
because
we
wouldn't
be
able
to
do
it
without
you.
M
A
You
miss
Ovid
Avila
and
thank
you
again
for
highlighting
the
work
of
our
partners
in
this
important
area.
I
just
want
to
take
a
moment
to
note
a
couple.
Other
items
that
occurred
over
the
last
week
before
we
move
on,
one
of
which
is
I,
want
to
take
a
another
moment
to
extend
a
special
thank
you
to
my
fellow
colleagues
here
on
the
committee
who
joined
superinten
and
I
for
retreat.
A
Mather
excuse
me
March
31st,
just
after
we
finished
the
last
meeting
and
the
budget
vote,
we
spent
that
retreat
and
you
can
take
a
look
I'd
urge
you
actually
to
take
a
look
at
the
the
minutes
from
that
that
meeting
that
have
been
distributed
out
in
the
hallway
talking
about
two
important
issues.
One
is
equity
and
led
by
our
colleague
Ms
Robinson,
through
her
role
as
a
co-chair
on
the
opportunity,
treatment,
caps
house
force
and
dr.
A
Colin
Rose
and
miss
Becky
Schuster
from
the
equity
office
and
the
achievement
and
opportunity
gaps
office
to
try
to
get
a
common
language
and
common
understanding
around
the
equity
issues.
The
face
district
and
we
spent
a
good
amount
of
our
day.
Digging
deep
around
issues
of
equity
that
face
our
district
and
going
through
a
lot
of
the
same
conversations
that
have
been
occurring
both
in
our
cities
through
the
mayor's
raise
dialogues,
as
well
as
in
our
district
in
the
work
that's
being
led
by
the
opportunity
and
achievement
gap,
office
and
so
I
really.
A
Thank
my
colleagues
for
their
thoughtful
conversation
there.
The
second
half
of
the
day
was
a
bit
of
committee
business,
and
that
was
just
spend
some
time
talking
about
our
calendar.
You
know
this
is
something
that
we
frequently
get
some
feedback
on
from
our
our
folks
that
that
pay
a
lot
of
attention
to
the
committee
and
its
meetings
from
week
to
week
and
month
to
month.
We
want
to
be
more
transparent
about
the
way
in
which
we
put
ourselves
out
there
to
the
public
and
how
we
present
our
our
calendar.
A
Our
agendas,
the
issues
that
we
cover
on
an
annual
basis
and
a
couple
Saturdays
ago
was
a
start
in
that
process.
Our
goal
here
is
to
create
a
recurring
annual
calendar
that
we
can
really
release
on
a
regular
basis
to
the
public.
That
gives
an
advanced
view
when
you
take
a
look
at
what
our
scheduled
meetings
are,
what
the
agenda
items
will
be
for
those
meetings.
We
can't
plan
for
everything,
of
course,
but
we
can
plan
in
a
little
bit
more
routine
oval
way
for
those
items
that
recur
on
an
annual
basis.
A
The
task
force
reports,
the
budget,
the
superintendent's
evaluation
so
on
and
so
forth,
and
then
fill
in
the
gaps
with
the
issues
that
we
know
will
will
be
arising
and,
of
course,
just
coming
on
the
heels
of
the
budget.
We
know
that
we're
going
to
have
an
interest
in
how
that
budget
is
being
allocated
just
as
soon
as
kids
come
back
to
school
in
the
fall
so
again,
you're
gonna
be
hearing
more
from
us
on
that.
A
The
hope
the
ass
I'll
call
it
an
aspirational
help
right
now
is
that
we
turn
these
retreats
into
something
a
little
more
frequent
within
the
committee's
schedule.
Right
now
we're
looking
at
meeting
again
in
June
and
we
may
meet
as
frequently
as
on
a
quarterly
basis
to
continue
refining
our
practices
and
our
calendar
and,
as
I
I
may
have
mentioned
earlier,
and
it's
certainly
made
clear
in
the
the
minutes
from
that
meeting.
Those
meetings
are
open
to
the
public
and
now
they'll
continue
to
be,
and
we
have.
We
welcome
your
your
comments
in
that
regard.
A
The
other
item
I
wanted
to
touch
on
briefly,
is
the
state
budget.
As
many
of
you
may
be
aware,
the
the
House
released
its
version
of
the
state
budget
today,
and
there
was
some
good
news
in
that
in
that
budget
we
didn't
get
everything
that
we're
necessarily
looking
for
at
the
city
and
at
the
district
level,
but
there
are
increases
in
a
couple
of
areas.
A
One
would
be
the
Charter
reimbursement
line
item
in
the
the
house
budget
I
believe
it
was
a
approximately
eight
or
nine
million
dollar
increase
from
what
the
governor
proposed
and
they
were
also
proposed,
increases
in
homeless
funding,
as
well
as
a
circuit
breaker.
So,
as
you
recall,
those
who
that
were
washing
them,
March
28th
meeting,
we
had
a
presentation
from
our
legislative
advocate
partners
at
the
city
on
the
current
state
of
affairs,
with
respect
to
the
mayor's
legislative
package
and
the
state
budget.
A
That's
pending
on
Beacon
Hill
right
now,
and
at
that
meeting
we
had
issued
a
call
to
action.
We
certainly
want
to
engage
with
our
parents,
with
our
students
and
with
our
teachers
in
advocating
for
more
funds
for
the
district,
as
well
as
public
education
statewide,
as
well
as
our
partners
in
other
cities
and
towns
that
are
being
affected
by
the
current
budget.
A
N
You
and
we
appreciate
this
accommodation,
so
thank
you
very
much.
The
this
presentation
is
really
a
precursor
to
what
I
envision
will
end
up
being,
hopefully
many
others
as
we
move
through
the
rebuilding
of
the
Boston
Public
Schools.
This
is
an
example
of
a
way
that
we
can
take
advantage
of
existing
space
and
think
about
public-private
partnerships
in
a
really
impactful
way.
So
I
just
wanted
to
preface
this
next
conversation
with
that
there
is
currently
and
I'm.
Actually
gonna
go
to
this
slide.
N
We
are
at
a
dearth
across
the
city,
and
so
this
is
a
space
that
is
absolutely
used
but
underutilized,
and
what
I
mean
by
that
is
that
there
are
places
across
the
city
where
we
have
development
happening
that
are
not
going
to
necessarily
be
aligned
to
what
the
Boston
Public
Schools
would
mean.
This
is
an
opportunity
for
us
to
get
ahead
of
a
development
and
really
help
inform
what
we
would
like
to
have
grow
there.
N
So
the
other
piece
of
this
that
I
think
is
really
important
is
on
this
slide,
which
illustrates
that,
in
spite
of
anything
that
we
would
be
doing
through
build
BPS,
which,
as
you
know,
is
an
ongoing
conversation
and
we
haven't
made
any
decisions
yet
about
any
of
these
properties
or
school
buildings.
We
could
actually
make
decisions
about
this
piece
of
land
separately
without
impacting
any
other
future
decisions.
N
The
other
really
important
part
of
this
is
that
it
would
be
available
and
it
would
be
accessible
in
whatever
form
it
takes
to
within
a
three-mile
radius.
Frankly
50
schools,
but
even
if
you
went
in
tighter
to
that
to
one-mile
radius,
there's
at
least
15
to
20
schools
that
would
be
able
to
easily
take
advantage
of
yet
another
developed
space.
N
There
are
some
very
specific
parameters
that
BPS
would
put
in
place.
For
example,
we
would
have
to
be
the
significant
partner
in
usage.
We
would
have
to
have
a
lot
of
input
into
the
final
sort
of
design
of
what
that
looks
like,
and
we
would
absolutely
want
our
community
both
surrounding
the
Dever
and
the
mccormick,
but
also
our
larger
community,
to
have
input
into
what
the
end
design
looks
like.
N
So
there
are
several
steps
to
this
process,
and
chief
dillon
is
really
the
expert
when
it
comes
to
the
part
of
the
process
that
takes
place
with
D&D,
but
I
want
to
highlight
the
first
floor
for
you,
because
the
first
thing
that
would
need
to
happen
is
that
the
school
committee
would
have
to
vote
to
actually
subdivide
the
land.
I
want
to
highlight
that
that
is
not
in
finality,
so
it
doesn't
mean
that
once
that
happens,
we
lose
all
control
over
this
process.
N
As
a
matter
of
fact,
if,
in
the
end,
what
we
get
back
from
the
RFP
process
doesn't
feel
like
it's
what
the
district
would
want
to
entertain.
We
could
actually
walk
away
from
this
process
at
that
point.
So
I
want
to
be
clear
that
my
understanding
and
you
can
certainly
clarify
that
at
no
point
in
these
steps
do
we
make
a
commitment
to
moving
forward
with
anything
that's
finalized,
and
so
the
school
committee
would
first
vote
to
do
this
subdivision
and
then
the
the
there
would
be
a
draft
RFP
that
would
start
to
get
designed.
N
And
as
a
side
note,
you
know
that
we
travel
a
great
distance
for
our
schools
to
participate
in
anything
that
has
an
outdoor
or
athletic
or
recreational
space.
So
that
will
probably
remain
true,
even
in
this
case.
That
draft
RFP
would
then
end
up
going
back
to
the
community
once
it
had
gelled
and
at
that
point,
D
and
E
would
take
over
the
process.
Yes,.
O
So
good
evening,
D&D
runs
these
processes
for
surplus
land
or
buildings
at
the
the
city
that
come
to
us,
and
once
we
get
input
from
the
school
committee,
the
adjacent
schools,
the
neighborhood,
everybody
is
happy
with
the
language.
Then
we
advertise
for
someone
to
come
forward
with
ideas
and
potentially
develop
the
site
and
when
I
say
development,
I
don't
mean
you
know,
I
don't
mean
necessarily
buildings,
I
mean
you
know.
O
Even
if
someone
was
going
to
come
forward
and
say
we
would
like
to
build
an
athletic
facility
or
outdoor
classrooms
or
whatever
it
might
be,
whatever
that,
whatever
you
and
the
community
have
identified,
we
put
that
out.
We
advertise
it,
we
get
responses,
and
then
that
starts
yet
another
community
process
with
you
with
the
community,
the
surrounding
community
and
stakeholders,
and
then,
if
everybody's
it,
you
know
very
very
clear
that
they
there's
one
way
to
go
forward.
There's
one
proposal
that
really
excites.
O
N
It
is
what
it
is
we
have
what
we
have
and
to
this
really
pushes
us
to
think
about
how
school
communities
might
really
partner
and
be
collaborative
in
their
use
of
space
as
well
in
in
really
proactive
ways
and
not
in
ways
that
feel
frankly
like
they
are
conciliatory
or
you
know,
they've,
given
something
up,
but
really.
This
is
the
way
of
the
future.
In
my
mind
and
I
think
that
this
would
really
prove
to
be
a
model
for
a
lot
of
other
opportunities
to
be
collaborative
around
space
moving
forward.
N
So
the
request
for
the
school
committee
action
is
to
actually
subdivide
the
site,
and
we
would
obviously
come
back
for
a
second
presentation
answer
questions
that
come
up
in
the
meantime
and
then
ask
for
a
vote
and
so
that
the
indie
can
issue
the
RFP
for
the
parcel.
We
would
ask
that
the
RFP
language
restrict
the
review
of
responses
that
only
benefit
the
boston
public
school
community
and
that
the
land
would
be
returned
to
Boston
Public
Schools
if
there
was
not
an
acceptable
final
outcome
of
this
process.
N
This
is
also
a
school
community.
I
should
end
by
saying
or
two
school
communities
and
surrounding
school
granese
that
are
incredibly
deserving
of
an
additional
investment.
Not
only
the
neighborhood's
themselves
aren't
really
very
diverse,
but
there
is
a
saturation
of
public
housing
quite
close
to
this
location.
There
also
are
populations
within
our
schools
that
require
some
of
the
most
intensive
social-emotional
supports
and
services
and
I
think
those
are
also
really
compelling
reasons.
N
M
Thank
you
for
the
information.
I
just
had
a
couple
of
quick
questions
in
terms
of
the
actual
usage
right
now,
so
it's
outdoor
and
I'm
just
wondering
how
it
affects
the
actual
community.
If
it's,
if
it's
outdoor
and
people
can
access
it
now
and
whatever
ends
up
being
there,
if
it
is
similar
basketball,
whatever
that
that
looks
like
if
part
of
the
RFP
I
guess,
maybe
it's
up
to
us,
I
don't
know,
would
stipulate
that
the
community
can
actually
use
this
also
in
the
evenings
on
the
weekends,
because
we
don't
want
to
also
take
away.
M
O
Speech
the
usage,
although
I
hear
it
is
underutilized
as
it's
a
very
large
parcel
with
only
a
couple
of
activities,
but
yes,
the
RFP
can
stipulate
that
we're
looking
for
a
use
with
it.
That's
going
to
be
important
to
the
adjacent
schools,
but
also
the
community
at
large.
We
want
to
open
at
night,
so
we
can
be
very
specific
on
what
we're
looking
for,
whether
we
get
everything
we
want.
It
remains
to
be
seen,
but
we
can
certainly
put
our
aspirations
down
on
paper.
Okay,.
M
O
M
Reason
I'm
just
asking,
is
based
on
the
current
changes
with
the
office
of
engagement.
I
just
wanted
to
make
sure
that
we're
very
clear
anyway
and
we're
gonna
have
another
meeting
with
their
print
them
presenting,
because
I
think
it
would
be
important
to
just
have
criteria,
and
you
know,
I'd
use
this
as
an
example
of
we
need
to
make
sure
that
we're
very
clear
on
the
things
that
the
office
of
engagement
is
working
on,
given
the
change.
So
thank
you.
E
N
D
D
N
E
N
O
You
I
would
think
that
and
I'm,
not
speaking
for
the
school
department,
but
those
conversations
would
happen
in
in
a
in
a
more
of
a
closed
setting
to
get
their
feedback
and
not
in
a
more
of
community-wide
meeting
just
because
you
want
to
hear
from
them
and
really
give
them
a
chance
as
director
butters
to
really
you
know,
shape
this
proposal.
Yeah.
I
Thank
you
and
thanks
to
my
colleagues,
you
are
tracking
engagement.
Engagement
engagement
was
my
focus
as
well,
so
I
want
to
maybe
just
ask
some
practical
steps
as
well.
Is
it
even
possible
because
tonight
is
a
public
meeting?
Some
may
be
watching
and
say,
wow
news
to
me.
Is
there
a
way
to
craft
a
message
tonight
tomorrow
to
say:
hey,
you
know
Deborah
community.
I
This
is
what's
taking
place
just
again
to
miss
Robinson's
point,
there's
a
courtesy
piece
in
this,
but
there's
also
a
sense
of
as
many
layers
of
engagement
as
possible,
every
step
of
the
way,
whether
we
have
as
much
information
as
we
have
or
not
just
so
that
we're
asking
questions
about
process,
they're,
probably
asking
even
more
questions.
You
know
about
process.
So
as
a
courtesy,
dr.
Cheng,
if
it's
possible,
we
could
have
some
communication
absolutely.
H
N
Just
to
clarify
when
I
when
I
said
I
legitimately
don't
know
it's
very
possible.
There's
been
a
lot
of
build
a
lot
of
facility
conversations,
a
lot
of
partnership
with
the
UMass
system
and
their
land
with
McCormick
endeavor,
and
there
very
well
could
be
some
ideation
that
has
already
taken
place.
I
just
haven't
been
a
part
of
it.
So.
I
No,
that
makes
sense,
usually
families
know
about
things
before
they
even
come
to
us.
So
there's
the
meeting
before
the
meetings,
and
that
can
be
the
beauty
of
neighborhood
conversations.
But
since
we
are
a
body
that
has
to
make
some
of
these
major
decisions,
we're
also
wanting
to
add
the
layer
of
engagement,
Justin
sure
so.
I'd
appreciate
that
the
other
piece
that
I
was
going
to
ask
was
also
with
Miss
Oliver
de
velas
question
regarding
office
of
engagement.
Just
because,
since
that
is
in
flux
and
I,
guess
the
hiring
is
in
flux.
I
H
F
H
One
one
of
the
main
purposes
of
the
reorganization
is:
do
exactly
this
work
to
build
more
capacity
to
citywide
engagements
because
it's
been,
we
haven't,
had
the
resources
be
able
to
do
so
so
part
of
assistant,
superintendent,
Monica
Roberts.
The
action
with
this
reorganization
is
Bill
more
communication
capacity
or
have
folks
who
know
particular
neighborhoods
throughout
the
city.
Who
will
work
in
partnership
with
schools
and
central
office
to
do
this
sort
of
broad
convening.
D
D
I
So
that's
that's
helpful
to
know
the
the
what
and
the
who,
because
we
we
recognize
that
sometimes
community
engagement,
there
can
be
some
gaps
and
we
want
to
try
to
create
the
stop
gaps.
So
this
is
helpful
to
know
the
what
and
the
who
in
the
process.
So
thank
you
again
for
the
update.
I
am
very
encouraged
by
this
public
public
partnership
that
you
talked
about
and
why
it
is
really
critical
to
these
very
deserving
schools.
So
thank
you.
Thank.
G
O
Any
time
the
the
the
city
puts
out
a
resource
for
redevelopment,
we
have
to
follow
state
guidelines
around
procurement.
We
just
have
found
over
the
years
that
if
we
have
a
really
good,
robust
dialogue
with
lots
of
stakeholders,
put
things
down
on
paper
for
review
and
then
advertise
widely
for
the
best
ideas
it
does
is.
It
is
a
process
that
we
do.
You
know
every
single
week
at
the
Department
of
Neighborhood
Development
and
it
works.
It
works
pretty
well,
I
mean
once
in
a
while.
O
You
know
we
we
goof
up,
but
that's
rare,
so
it
does
seem
to
work,
and
even
though
it
takes
a
longer
time,
because
dialogue
and
conversation
takes
time,
it
works
well
and
then
once
everybody's
happy,
then
we
do
have
very
clear
timelines
for
whoever
we've
worked
with,
because
a
good
idea
is
only
good
if
it
gets
implemented.
So.
O
It's
it's
difficult
for
this
for
D&D
and
I'm,
not
a
lawyer.
I'd
have
to
get
a
legal
opinion
on
this,
but
it
would
be
difficult
for
the
Department
of
Neighborhood
Development
to
start
having
conversations
even
with
the
school
department,
about
a
potential
sale.
Even
if
it
was
you
know,
if
we
didn't
own,
the
privacy
city
didn't
control
the
property
if
it
was
in
the
hands
of
the
school
department,
it's
a
little
bit
neater.
O
G
O
G
O
A
A
You
know
this
is,
as
you
point
out,
something
that
you
do
every
day
and
that
your
department
does
every
day
with
respect
to
city
parcels
all
across
all
across
the
city,
and
so
you
know
thinking
about.
First
of
all,
the
approach
that
would
put
the
the
professionals
in
the
city
that
are
most
knowledgeable
about
offering
out
a
request
for
proposal
on
a
parcel
of
city-owned
or
municipal
land.
A
That
appeals
to
me
putting
aside
the
idea
of
knowing
necessarily
everything
that's
going
on
in
the
process
to
begin
with,
but
I
think
it's
also
helpful
to
maybe
roll
back
a
couple,
slides
and
think
about
the
the
bigger
picture
from
with
respect
to
timeline
that
you've
laid
out
here.
My
understanding
is
this
is
the
first
step
in
about
a
six
to
nine
month
estimate
for
a
timeline
in
this
public
process
and
this
request
for
proposal
process,
and
we
say
six
to
nine
months,
looking
at
those
next
steps.
O
A
It's
help
for
us
to
understand
that
we're
gonna
see
you
at
least
one
or
two
or
maybe
three
more
times.
So
what
I
want
to
understand,
then,
is
you
know
we
talked
very
broadly
about
what
our
and
I'm
not
even
clear,
how
to
say
our
because
it
may
be
the
city
it
may
be.
The
district
may
be.
You
know
just
this
concept,
that's
floating
out
there
with
with
respect
to
this
parcel
our
vision
for
what
you
know.
A
This
parcel
might
be
able
to
provide
for
the
schools,
as
well
as
the
the
community
at
large
and
so
I
wonder
if
there's,
if
you
can,
if
there's
been
any
further
conversation
that
you
can
share
with
us,
that's
occurred
that
could
give
us
some
shape
about.
You
know
what
you
might,
what
what
the
best
our
current
line
of
thinking
might
be
for
use
there,
because
it's
helpful
to
I
think
for
us
to
know
what
the
district
might
be
able
to
tell
us
is
what
our
needs
are
beyond
just
simply:
athletics
or.
A
N
That's
part
of
the
reason
that
some
conversations
have
really
focused
on
without
retaking
something
away
from
a
community.
Even
if
it's
not
perfect,
it
is
there
and
it
is
something
that's
a
value.
The
first
concept
would
be:
is
the
the
demand
going
to
be
to
make
that
better?
And
if
so,
what
would
that
look
like?
And
if,
if
that's
one
of
the
pieces
of
considerations,
then
it
does
narrow
a
little
bit
more.
What
some
of
the
other
things
are
that
come
in,
but
I
think
we
have
to
honor.
N
O
Think,
though,
given
given
looking
at
the
parcel-
and
if
you,
if
you
do
have
a
chance
to
see
and
I'm
sure
many
of
you
have,
it
is
very,
very
underutilized
and
only
utilized
for
a
few
months
of
the
year
I
mean.
Certainly
we
could
see
something
that
has
used
360
days
a
year
and
then
it's
much
more
vibrant
and
you
know
multiple
schools
and
and
multiple
communities
could
use.
So
you
see
it
I
really
see
it.
O
A
Chief
Dillon
I
think
it
might
also
be
helpful
for
us
to
think
about.
You
know
what
we
or
at
least
address
what
we
might
not
want
to
use
that
land
for,
and
so
you
know
that's
it's
helpful
I.
Think
in
this
conversation.
Think
about
you
know
what
is
the
land?
That's
around
that
parcel
right.
You
know,
there's
a
lot
of
changes
happening
in
Columbia,
Point
right.
O
O
Communities
are
probably
going
to
say
they
don't
want
housing
development
there
and
they
don't
want
an
office
building
and
they
don't
you
know
and
whatever
it
is
that
they
don't
want
to
see
and-
and
we
put
that
in
to
the
RFP
as
well
within
reason-
I
mean
you
can't
say
you
don't
want
anything
because,
then
why
do
it?
But
right.
D
A
Taking
that
a
step
further
I
mean
when
you
think
about
some
of
the
specific
developments
in
that
adjacent
area.
You've
got
the
globe,
property
and
I
believe
that's
going
to
be
a
primarily
retail
mixed-use,
complex
you've
got
the
Bayside
Expo
Center,
that's
across
the
street
that
will
soon
be
going
on
sale
and
when
you
think
about
the
what
you
know
the
highest
and
best
use
for
those
properties-
and
you
also
think
about
you-
know
the
housing
crunch
that
we
have
in
our
our
district
or
in
our
city.
Excuse
me,
it
becomes
it.
A
It
helps
aid,
the
conversation
and
thinking
about
okay,
we've
got
open
space,
we've
got
something:
that's
adjacent
to
a
school.
We've
got
a
school
that
doesn't
necessarily
have
the
best
athletic
facilities,
maybe
doesn't
have
the
best
community
gathering
space
I,
think
that
helps
us
and
I'm
just
I'm
sort
of
rattling
these
things
off
or
for
you
know,
folks
that
are
paying
attention
in
this
conversation
tonight
and
for
my
fellow
members
to
really
think
creatively
about
you
know
what
it
is
that
we
might
be
using
that
that
land.
O
You
haven't
and
you've
brought
one
I
think
fact
to
life.
There
is
going
to
be
a
lot
of
future
development
in
that
general
vicinity.
There
are
going
to
be
developers
looking
for
to
provide
community
benefit
and
meet
obligation.
So
getting
out
in
front
of
this
now
and
having
a
vision
for
this
site
is
good.
If
you
want
a
public-private
partnership,
sometimes
we
do
it
too
late,
and
you
know
the
developers
that
done
what
they're
going
to
do
and
they've
they've
they've
gone
on
and.
D
A
Very
good,
you
know
something
else,
I'm,
sorry
something
else
that
I
think
bears
mentioning
is
well
I.
Think
you
mentioned
earlier
in
your
presentation.
Dr.
McCreary
was
the
fact
that
this,
if
we
are
to
convey
this
parcel
of
land,
that
wouldn't
necessarily
prevent
us
from
expanding
the
Deborah
McCormick's
buildings
and
those
are
in
fact,
expandable
buildings-
maybe
not
both
of
them.
At
least
one
of
them
is
based
on
our
recent
facilities.
Master
plan
inventory.
That's.
A
N
That's
very
helpful
and
we
know
a
lot
about
those
buildings.
We've
actually
spent
a
lot
of
time
thinking
about
them
because
of
both
their
location
and
how
what
the
kind
of
condition
that
they're
in
and
frankly,
where
they're
located
in
relationship
to
the
UMass
system
and
the
other
adjacent
resources,
and
in
this
you
know,
we
haven't
really
talked
deeply
about
this.
But
this
does
supplant
a
need
for
resources
that
the
district
would
otherwise
be
having
to
identify
if
it
wanted
to
develop
that
land
independently
understood.
A
So
one
other
item-
I-
want
to
point
note-
is
you
know:
you've
mentioned
public/private
partnership
and
I.
Think
you
used
the
phrase
public
public
partnership,
of
course
with
with
our
city
partners,
but
you
know
my
question
is
when
we
think
about
some
of
the
uses
of
this
this
land
is.
Is
it
possible
that
a
nonprofit
organization
would
be
the
one
that
steps
up?
You
know
as
we
think
about
athletics.
A
It
runs
the
Reggie
Lewis
Athletic
Center,
but
those
types
of
facilities,
those
types
of
organizations
would
seem
to
be
natural,
fits
for
what
we've
discussed
to
date,
and
so
you
know
when
speaking
specifically
again,
just
for
you
know,
clarity
of
folks
that
are
following
along
when
we
think
about
a
public-private
partnership
that
doesn't
preclude
a
nonprofit
organization
that
that
doesn't
require
a
profit-making
venture
to
to
bid
on
this
land.
Oh.
O
I
Necessarily,
but
as
the
wheels
are
turning
I
think,
it
is
really
great
to
just
hear
the
the
multiple
opportunities
as
I
think
about
what
a
community
engagement
process
would
look
like
for
these
schools
and
asking
them
kind
of
the
wish
list.
What
do
you
want
and
what
don't
you
want?
That's
stuck
with
me
and
I
love
for
that
to
somehow
be
framed
in
these
community
gatherings,
because
athletics
is
important.
The
social
emotional
needs
of
the
students
having
a
place
for
them
to
go.
I
You
said
you
know
having
a
place
more
than
300
days
of
the
year,
so
you
know
indoor
sporting
facilities
or
something
of
that
nature
is
just.
It
really
sounds
exciting
to
think
about
what
the
future
could
hold
for,
not
just
these
schools,
which
is
so
critical,
but
for
more
schools
to
partner
with
them
and
have
you
said
so
again.
Thank
you
for
the
vision
that
you're
casting,
but
then
also
thank
you
for
the
desire
to
engage
the
community.
A
D
P
You
mr.
Lou
canto,
the
public
comment
period
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations.
The
School
Committee
on
pertinent
school
issues,
questions
on
specific
school
matters
and
not
answered
at
this
time.
I
referred
to
the
superintendent
for
later
response.
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee,
each
speaker
will
have
three
minutes
to
speak
and
I
will
remind
you
when
you
have
one
minute
remaining
and
then
30
seconds.
P
Those
who
require
interpretation
services
will
be
a
lot
of
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
group,
suggesting
the
same
addressing
the
same
topic,
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Any
signage
must
not
prohibit
the
participation
of
others.
Please
state
your
name
and
affiliation
before
you
begin.
Tv
cameras
were
only
record
speakers
who
faced
the
committee.
We
have
15
speakers
this
evening
and
we'll
begin
with
our
youngest
students.
Xariah
Ramos
and
she'll
be
followed
by
Michael
Eugene.
Q
Hi,
my
name
is
Arya.
I
am
a
student
at
the
same
school.
We
need
a
playground
at
our
school
because
it's
boring
to
just
run
on
concrete
and
we
have
nothing
to
play
with
I
wish.
We
had
a
playground,
so
we
can
play
on
the
swings
we
can
climb.
The
monkey
bars.
We
can
race
around
the
track
with
our
friends.
R
P
D
S
S
McReady
made
a
you
know
a
proposal,
but
I
think
that
down
the
line
in
the
grove
hall
area,
if
there's
any
land
and
needs
to
be
something
developed
in
that
community,
because,
as
you
saw
in
the
paper
around
the
Jeremiah
Burke,
those
kids
have
no
kind
of
space.
They
have
a
long
way
to
go
so
and
there
are
schools
there.
S
I
know
that
there
will
be
meetings
in
the
near
future,
but
it
just
pains
me
that
you
know
as
a
school
site
consul
member,
we
had
no
knowledge
or
we
saw
anything
around
any
input.
Regarding
the
budget.
We
got
the
money
that
were
being
allocated,
but
we
had
no.
There
was
no
process
of
parents,
PTU
members
alumni
at
the
school,
which
is
causing
a
lot
of
problems.
I
want
to
say
this
that
the
executive
director,
Kevin
McCaskill,
has
done
a
great
job
at
that
school.
S
I've
been
a
member
there
for
five
years
as
a
school
psychologist
and
all
the
above
I
just
spoke
about
and
to
see
him
walk
around
that
school
and
know
where
every
kid
is
supposed
to
be
every
kid's
name.
It's
just
you
know,
amazing.
We
have
a
food
truck
because
we
have
the
best
culinary
arts
program
in
the
state,
and
these
kids
have
still
prospered
over
the
unstable
of
administration.
S
But
now
you
have
a
guy
who
was
there
who's
doing
the
job?
You
know
he
had
dual
roles.
We
need
a
headmaster.
We
need
Kevin
McCaskill
there
as
the
executive
director,
but
now
I'm
hearing
that
there's
a
possibility
and
I
don't
know
because
I
go
by
state,
it's
true
facts,
but
that
they
want
that.
There's
a
proposal
for
an
alternative
education
program
to
be
after
school.
Now,
don't
get
me
wrong.
I
am
all
for
adult.
You
know
alternative
adult
education,
but
not
at
Madison
Park.
You
know,
I
mean
they've
got
to
find.
S
T
First
of
all,
let
me
say:
congratulations
to
our
Chairman
chairperson,
la
canto
Congrats
good
to
be
here,
for
any
of
you
guys
tonight
in
the
interest
of
time,
is
gonna
read
direct
from
my
notes.
Try
to
make
this
a
three
minutes
thing
so
I
what
I'm
reading
from
me.
It's
really
a
synopsis.
Similar
letter
I
sent
this
body
back
in
March
23rd
and
also
around
the
budget
and
also
additional
comments
around
the
naming
of
the
school.
T
So
if
all
the
challenges
that
the
challenges
that
the
medicine
face
is
by
far
the
most
critical
particularly
pronounced
relates
to
social
and
emotional
learning
and
specifically
the
impact
of
trauma,
this
is
evidenced
by
the
chronic
instances
of
trauma
management
daily,
requiring
constant
attention
from
staff.
Now
the
you
look
at
the
Americans
website,
the
for
the
first
paragraph
describes
a
marathon
as
a
is
a
really
a
school
that
specializes
in
trauma
sensitive
practices.
T
So,
given
the
context,
the
the
larger
question
for
us
is
how
are
the
bps
and
bien
bosses
will
committee
support
in
the
leadership
and
staff
in
the
matter
hunt.
We
believe
there
needs
to
be
dedicated
resources
that
provide
trauma,
support
to
school-based
personnel
and
other
trauma-informed
program
and
to
meet
the
needs
of
students
and
their
families
must
be
afforded
to
school
for
school
year.
2090.
T
Interestingly
enough,
this
school
is
designated
a
trauma.
Sensitive
practices
school
yet
currently
has
no
dedicated
trauma:
specialists,
no
behaviors,
no
behavioral
specialists,
no
full-time
social
worker,
no
identifiable
trauma
and
stabilization
support
action
plan
for
mr.
operate
and
a
part-time
psychologist,
who
unquestionably
has
neither
the
time
nor
the
mandate
to
meet
the
needs
of
all
the
students.
Now
this
is
not
a
matter
of
the
leadership
of
the
matter.
Hunt
not
being
proactive.
This
Walter
and
Joelle
cure
deeply
for
the
for
the
students
there
and
are
doing
a
noble
job.
T
Support
for
social-emotional
learning
are
critical
need
the
fact
that
no
matter
who
is
not
receiving
partnership,
funding
or
soft-landing
funding
for
partnerships,
it's
particularly
taxing
and
the
marathon's
faculty,
a
2
p.m.
and
4
p.m.
extended
day.
Time,
for
example,
is
a
critical
time
and
particularly
stressful
for
staff.
T
Again,
this
finishes
last
statement,
so
the
faculty
I
believe
require
additional
staff
and
particularly
for
this
instructor
time,
to
better
manage
the
way
the
program
in
as
I
mentioned
early,
because
the
school
doesn't
receive
a
soft
landing
funds.
It's
really
difficult
to
to
hire
the
kind
of
partners
you
need
if
you
can't
pay
them.
So
we
recommend
strongly
that
partly
budget
the
budget
process
really
looks
at
providing
additional
funding
to
provide
for
staff
in
the
road
around
social-emotional
learning.
Thank
you.
T
Yes,
in
particularly
I
I
want
to
support
the
superintendent's
recommendation
around
naming
the
school,
the
the
elementary
school
there's,
a
lot
of
support
and
supported
narrative
around.
Why
I
think
that
should
in
fact
be
the
case?
Okay,
but
but
yes,
the
I
support
fully
the
superintendent's
and
principal
recommendation
to
English
school
American
elementary
school.
Thank
you.
U
Good
evening,
dr.
Chang
and
members
of
the
school
committee
before
I
begin
I'd
like
to
thank
formally
thank
mr.
John
Hanlin
mr.
Robb
Ken
salvo
and
mr.
Jonathon
Sproul
for
their
commitment
and
assistance
in
helping
the
Higginson
in
our
pursuit
to
build
a
playground
in
our
school
community.
I
am
presenting
on
behalf
of
the
students
and
staff,
as
we
again
begin,
the
process
of
raising
awareness
for
our
need
for
a
playground.
U
As
you
know,
the
Higginson
school
opened
just
five
years
ago
in
serve
students
in
K,
zero
through
Grade,
two
with
and
without
disabilities,
including
English
language
learners.
In
a
fully
inclusive
setting,
we
have
established
a
strong
foundation
in
a
thriving
school
culture
that
is
built
on
doing
whatever
it
takes
to
keep
the
work
we
do
going
flowing
and
progressively
moving
for
each
and
every
student.
We
continue
to
strive
to
provide
our
students
with
optimal
personal
and
educational
experiences,
centered
on
our
core
values
of
respect
responsibility
in
stamina.
U
Through
our
journey
in
our
successes
we
have
our
struggles
and
one
of
our
struggles
has
been
during
our
recess
block.
To
put
it
in
perspective
between
September
2016
through
April
2018.
We
have
a
hundred
and
thirteen
documented
incidences
out
in
the
recess
yard
that
required
us
to
call
the
school
nurse
back
to
our
building,
to
tend
to
students
who
needed
medical
attention.
U
This
is
just
one
source
of
data
and
in
addition,
there
have
been
multiple
instances
where
students
receive
treatments
for
minor
cuts,
bumps
and
bruises
recess
is
a
vital
is
vital
to
our
children's
social
and
physical
development.
There
are
multiple
studies
on
how
recess
impacts
student
learning
and
social
development
in
our
bi-weekly
cbh
M.
Meeting
recess
is
always
at
the
center
of
our
conversations.
U
Presently
we
have
a
concrete
asphalt
slab
that
is
used
to
recess
physical
education
and
whole
school
assemblies
as
concerned
staff,
the
safety
of
all
students
is
a
daily
worry
without
a
playground,
engaging
inclusive
structures,
equipment
and
materials.
There
is
limited
opportunities
for
students
to
build
on
positive
social
relationships
with
limited
choices.
This
often
leads
to
conflict
and
situational
aggression.
We
are
hopeful,
we
will
have
a
playground
soon
and
our
students
will
have
opportunities
to
make
positive
choices,
engage
in
pro-social
interactions
that
will
lead
to
global
developmental
success.
Thank
you
for
your
time.
Thank.
C
A
Miss
Mullen
and
for
the
other
folks
here
that
are
from
the
Higginson
tonight,
I
noticed
she
had
a
number
of
posters
that
you
presented
earlier.
We
couldn't
really
see
those,
and
so,
if
you
can
take
some
pictures
of
them
and
submit
them
to
the
school
committee
for
for
our
our
review,
we'd
much
appreciate
that.
Thank
you.
V
Evening,
my
name
is
Luis
ELISA
I
am
a
member
of
the
Friends
of
Madison
Park
High
School
I
am
also
president.
The
garrison
tried
a
neighborhood
association
in
the
former
president
of
the
Boston
branch.
N-Double-A-Cp
I
come
tonight
with
a
very
pressing
issue
and
I
appreciate
the
time
that
you've
made
available.
I
was
reluctant
to
come,
but
the
situation
has
been
created
has
provided
us
little
and
no
opportunity
to
do
something
other
than
to
bring
this
to
this
body.
V
Madison
Park
has
been
through
a
lot
of
changes
and
those
changes
have
been
very
traumatic
on
our
students.
The
impact
of
the
decisions
that
have
been
made
has
been
very
harmful
to
the
quality
of
our
students
and
the
things
that
they've
been
trying
to
produce
for
many
years.
At
this
point,
we're
stuck
with
a
situation
where
the
school
is
once
again
being
put
in
a
situation
where
its
resources
are
being
scattered
for
all
sorts
of
reasons
other
than
the
progressive
group
of
the
school.
V
The
challenge
that
we
face
today
is
that
Madison
Park
leadership,
the
executive
director
of
the
school,
has
lost
his
authority
to
do
what
he
was
hired
to
do
situation.
We're
in
is
that
the
temporary
leadership
that's
placed
in
theirs
is
making
changes
that
are
not
consistent
with
the
goals
that
been
established
by
the
school
by
the
parents,
by
the
stakeholders
and
by
the
community.
We
are
now
trying
to
rectify
this,
because
this
is
a
problem
that
has
been
continuous
the
past
five
years.
V
The
Friends
of
Madison
Park,
along
with
other
groups
and
organizations,
include
NACP,
Prince,
Hall,
Mason's
and
others
who
have
a
stake
in.
What's
going
on,
I've
been
trying
to
get
Madison
Park
to
work
as
it's
been
designed,
work
is
the
only
facility.
It
is
the
only
school
in
this
city
that
will
give
our
young
people
an
opportunity
to
leave
with
a
vocation,
a
skill
that
allow
them
to
take
part
in
the
development
and
growth.
V
That's
going
on
in
this
city,
the
failure
of
this
department,
the
failure
of
the
School
Committee
to
be
engaged
and
involved
as
to
determine
the
benefits
and
the
positive
effects
on
our
children
is
unconscionable.
It's
it
can't
continue
with
the
growth
of
the
city,
with
twenty
billion
dollars
worth
the
growth
in
the
city.
Our
young
people
should
have
an
opportunity
to
come
out
with
skills
and
with
the
ability
to
take
part
in
the
health
care
career.
Take
part
in
the
automobile
career
take
part
in
the
major
growth
careers.
V
So
we're
asking
you
today,
we've
written
to
the
we've
had
a
meeting
with
the
superintendent
and
we
asked
them
to
stop
the
changed,
aggressive
changes
that
are
taking
place
without
the
role
of
the
executive
secretary,
the
executive
director,
and
that
we
put
our
communities
back
in
place.
So
today,
we're
asking
that
you
take
this
effort
to
speak
on
behalf
of
the
children
of
our
community.
That
needs
and
deserves
this
opportunity.
P
C
C
W
Name
is
Amelia
Navajo
and
I'm,
a
teacher
at
the
higest
and
K
through
second
grade
earlier.
You
heard
from
two
students
at
the
school
and
they
took
all
of
my
talking
points
so
I'm
going
to
keep
it
real.
Small
and
practical
at
first
I
thought
about
coming
up
here,
speaking
with
fervor
and
yelling,
but
it's
too
late
for
that.
The
microphones
allowed
then
I
thought
about
compelling
and
speaking
like
this,
but
I.
W
Principal
Mullins
talked
a
little
bit
about
the
dangerous
situation
that
not
having
a
playground
is
creating
I'm
going
to
talk
to
you
a
little
bit
of
it
more
from
March
April.
Until
June
I
will
sacrifice
three
of
my
five
lunches,
Manning
recess,
a
time
where
I
should
go
out,
have
a
fresh
breath
to
get
prepared
to
engage
these
kids
for
the
remainder
of
the
day.
W
A
lot
of
times,
I
spent
20
minutes
out
at
my
lunch,
if
not
the
whole
lunch,
and
this
is
a
chorus
that
all
of
the
teachers
in
my
school
are
facing
to
ensure
that
our
kids
are
safe.
Our
nurse's
office
is
inundated
with
injuries,
so
that
leads
us
to
put
the
bandage
to
call
parents
playing
devil's
advocate
somebody's
mind,
might
be
saying:
well,
let's
shut
down
the
school
and
put
the
kids
where
there
is
a
playground.
That
is
not
the
issue.
That
is
not
the
solution,
the
kids
that
we
service,
kids
within
without
disabilities.
W
A
lot
of
our
students
are
new
to
the
country
Els
and
go
through
a
silent
period
where
they
need
a
small
intimate
from
unity
to
thrive
in
very
short,
simple
and
sweet.
I
saw
a
picture
and
I
saw
it
on
the
news
when
the
mayor
was
opening
the
playground
at
the
Hernandez,
so
I
am
practically
asking
you.
We
need
that
our
students
need
that
as
well.
W
X
Evening,
good
evening,
dr.
Cheng,
mr.
chairperson
and
non-vested
members
of
the
School
Committee,
my
name
is
Yvonne
Lissette
I
am
a
resident
in
Mattapan
resident,
a
nice
AmeriCorps
veteran
and
a
parent
of
them.
Two
boys
club
school
students
at
Boston
and
Academy
I
come
here
today
to
talk
about
two
things.
X
As
a
matter
pan
37
year
resident
Matapan
out
of
the
45
years,
I
lived
in
them,
Matapan
Dorchester,
as
somebody
who
worked
at
the
mat
hunt
when
I
was
a
child
with
the
ABCD
job
and
some
I,
just
major
stakeholder
Mattapan
I
come
to
talk
about
two
things.
We
got
in
Mattapan
the
trauma
issue
which
Lincoln
spoke
about
earlier
I
mean
they
gave.
You
spoke
in
detail
about
it.
In
short,
we
can't
have
a
school
where
we
promote
it
being
a
trauma,
a
trauma
school
and
we
don't
provide
the
resources.
X
Kids
with
trauma
bring
certain
issues
to
the
classroom
that
affects
not
only
their
learning
but
learning
of
other
children.
So
therefore,
you
know
that's
gonna
happen
when
you
promote
this
school
as
a
trauma
school,
so
the
preneur
head
trauma
school.
Simply
simply,
you
need
to
put
the
resources
in
there
and
I
know.
The
mayor
got
some
more
some
money
for
four
schools
such
as
that,
but
based
on
ones,
I'm,
putting
news
the
little
research
that
they
cave
that's
pretty
much.
What
the
matter
hunt
needs.
It's
not
gonna
be
sufficient.
X
It's
not
gonna
be
enough
for
all
the
schools
that
who
needs
it,
and
you
know
a
lot
of
the
schools
and
all
the
community
Boston
needs
it.
So
please
provide
the
resources,
that's
going
to
reason
the
matterhorn
close,
because
we
didn't
provide
the
resources
the
first
time
so
now
that
we
opening
it
again,
let's
provide
the
resources,
don't
don't
don't
don't
set
it
up
to
fail?
That's
not
good!
For
the
matter!
Hunt
community!
It's
not
good
for
Boston,
please
not
the
other
thing
as
a
Marine.
X
If
somebody
was
born
in
Haiti
and
came
here
at
the
age
of
four
I,
highly
I,
respect
to
single
verse
see
morning
just
about
everybody.
Okay,
based
on
what
you've
done.
I
know
a
lot
of
mom,
my
Haitian
folks
and
some
other
folks.
A
lot
of
other
supporters
want
to
change
the
matter.
Hunt
own
school
name
to
to
send
over
a
chief,
but
I
can
tell
you
that
myself
I,
don't
think
that
would
be
the
best
move.
I
think
that
would
be
an
insult.
P
X
Think
there
would
be
an
insult
to
the
matter:
hon
tribe,
we
already
taking
so
much
away
from
the
Native
Americans.
So
to
remove
the
name
of
the
matter
hunt
from
the
school.
It
would
be
an
insult
to
matter
to
the
meadow
tribe
it
would
be,
it
would
add,
to
the
the
racing
of
their
memory,
and
that's
that
wouldn't
be
good.
X
It
will
be
an
insult
to
the
justices
that
to
send
over
to
Fort
fall
when
he
on
were
to
some
freed
slaves
in
Haiti
in
1791,
so
I
think
we
we
can
have
the
two
if
we
can
have
named
the
school,
the
matterhorn
elementary
school
and
then
also
part
of
the
school
can
be
named
too
similar
to
do
language
programs,
something
like
that
or
institution
and
then,
most
importantly,
what
those
stakeholders
who
wants
to
name
something
to
veg
to
st.
X
Y
Okay,
John
my
dad
to
get
very
quickly,
I
like
to
try
to
highlight
three
kind
of
the
different
issues.
First,
I
want
to
thank
the
finance
and
budget
department
for
following
through
and
creating
a
program
budget
document
for
the
next
fiscal
year.
I
mean
most
of
us
know
that
the
budget
is
policy,
but
when
you
see
a
line-item
budget,
you
don't
know
what
it
means.
Y
This
is
an
effort
by
the
department
which
lays
out
in
some
narrative
form
how
you
translate
a
billion
dollars
into
extended
learning,
time
or
programs
for
English
language,
learners
or
programs
for
special
ed
students,
or
turnaround
schools
and
I.
Think
that
is
crucially
important
for
public
understanding
of
what
you
are
and
the
department
is
attempting
to
do
for
the
children
and
the
students
in
the
system.
Y
I
do
have
a
couple
of
comments
and
and
I'll
take
some
detailed
ones
directly
to
the
budget
people,
but
for
you,
I
still
continue
to
be
somewhat
mystified
that,
in
the
statements
of
the
major
mission
and
goals
or
priorities
of
the
system,
it
doesn't
specifically
say
reducing
or
eliminating
the
achievement
gap.
Now
it
may
be
that
that's
implicit
in
most
of
you
of
the
work
of
the
department,
but
it
seems
to
me
that
that
kind
of
issue
warrants
highlighted
visible
prominent
attention.
Y
I
would
also
say
there
are
other
questions
that
that
a
program
budget
could
understand.
For
example,
what
are
we
doing
in
professional
development?
This
is
particularly
an
issue
which
has
been
fragmented
among
various
departments,
and
some
sort
of
focus
of
attention
would
be
particularly
important.
How
much
are
we
investing?
How
successful
is
it?
Where
do
we
need
to
expand
or
retract,
so
I
would
suggest
that
the
whole
issue
of
human
capital,
I
think,
is
critically
important
and,
as
many
of
you
know,
diversity
is
an
issue
that
I've
been
talking
with
you
about
for
years.
Y
The
globe
did
say
that
if
again,
paraphrasing
that
there's
a
decline
in
performance
of
black
students
in
both
the
fourth
and
eighth
grades-
that's
just
one
example:
okay,
so
we
can
get
these
reports
and
I've
pled
with
you
for
many
times.
What's
the
past
tense
pleaded
please,
these
reports
can
overwhelm
us
with
data.
What
are
the
lessons
we've
learned
from
these
reports
and
what
is
the
action
that
we're
going
to
take
in
some
detail?
Thank
you
for
letting
me
speak
to
you
tonight.
A
Z
Good
evening
my
name
is
Justin
Petty
I'm,
a
professor
and
resident
of
Roxbury
I'm,
also
the
father
of
Jolene,
petty
who's
over
there
she's
a
five
year
old
student
in
k1
at
the
Henry
Lewis
Higginson
school.
This
is
her
first
time
in
public
school
in
the
public
school
system.
My
purpose
tonight
is
to
add
my
voice
and
support
to
the
many
that
are
advocating
for
a
new
playground
at
her
school.
The
playground
in
its
current
state
is
not
adequate.
It
lacks
the
amenities
of
a
modern-day
playground.
Z
Z
Pictures
don't
do
it
we'll
do
arm
justice.
You
need
actual
seat
for
yourself
oftentimes
to
avoid
the
buses
in
the
morning.
I
would
pop
my
car
on
at
the
bottom
of
the
school
on
Walnut,
Avenue
and
I
will
walk
up
the
stairs
which
is
adjacent
to
the
playground.
You
can't
help
but
to
notice
that
the
playground
looks
incomplete,
it
is
very
inaccessible
and
the
surface
is
hard.
Z
J
I'm,
a
parent
of
three
Boston
Public
School
graduates
as
a
parent
I,
helped
literally
physically,
and
it's
planning
three
playgrounds
at
three
different
schools.
So
I
really
appreciate
the
Higginson
coming
forward.
I'm
speaking
in
reaction
to
the
report
on
the
Columbia
Road
properties,
all
schools
and
all
school
properties
belong
to.
We,
the
people
of
Boston,
the
Boston
School
Committee,
your
body,
that
you
sit
on
and
Boston
Public
Schools
are
the
stewards
of
those
properties.
J
This
committee
should
be
very
leery
and
I
appreciate
your
questions,
particularly
those
of
Dean
Coleman,
about
moving
forward
on
a
vote
to
subdivide
the
site
and
transfer
land
without
the
city
presenting
We
the
People
with
the
ten
year
educational
and
facilities
master
plan,
we've
talked
about
it,
we've
never
seen
it.
Where
is
it?
How
can
this
committee
continue
to
take
actions
piecemeal?
What
is
the
educational
and
facilities
plan
for
the
Dever
K
to
five
and
the
McCormack
six
to
eight,
which
was
the
DMC,
the
Dever
mcCormick?
J
What
is
the
plan
for
the
surrounding
land?
Our
city
as
chair
Laconte,
pointed
out,
is
being
gentrified
and
South.
Boston
is
a
hot,
real
estate
area.
Now
many
of
our
schools
have
been
converted
to
condos
many
schools
have
surrounding
land
that
can
be
used
for
athletics
recess,
gardening
and
other
educational
uses
for
our
bps
students.
Why
seed
land
and
power
to
another
agency
public
facilities,
whose
mission
is
not
education
to
designate
selected
parcels
for
a
long
term
lease
of
the
grounds
educational
justice
requires
equal
access
to
involvement
in
government
decision-making.
J
Slide.
6
suggest
number
one:
the
Boston
school
committee
votes
to
subdivide
the
site
and
surplus
property
to
the
care
and
custody
of
DND
number.
Four
bps
and
D
and
E
hold
a
meeting
with
the
community.
Isn't
that
backwards
when
I
was
a
kindergarten
parent,
our
school
Parent,
Council
and
community
convened
came
up
with
our
idea,
and
then
we
convened
different
city
offices
to
renovate
all
the
lands
around
the
Agassiz
School
this
body
under
the
prior
superintendent
voted
on
December
2010
to
close
the
Agassiz
School,
effective,
2011,
June
2011.
J
It
later
moved
the
Mission
Hill
K
to
8
school,
where
my
son
attended
to
that
space,
and
now
we
don't
know
where
that
schools
gonna
be
build
Boston.
As
you
said
in
when
you
voted
to
expand
the
Moonies,
you
wanted
to
see
the
details
of
where
those
schools
would
be
so
I
would
be
very
careful
in
moving
forward
and
in
closing
to
quote
Frederick
Douglas
power
concedes
nothing
without
a
demand
hold
on
and
come
up
with
the
vision
with
us
for
that
land.
Thank
you.
L
Good
evening
my
name
is
Megan
Sandra
gur
I'm
an
almost
twenty
year
resident
of
Dorchester
and
a
mother
of
three
who
are
in
different
grades
in
three
different
schools
in
this
city.
The
the
child
I'd
like
to
speak
to
you
about
tonight
or
the
school
experience
that
I'd
like
to
speak
with
you
about
is
she's
a
freshman
at
Boston,
Latin,
Academy
and
my
you
know.
I'm
gonna
talk
about
my
kid
for
a
minute
and
then
maybe
talk
about
some
greater
issues
but
she's
kind
of
a
miracle
kid
she
had
a
really
traumatic
birth.
L
She
was
three
pounds,
got
a
ton
of
help
and
special
ed
and
all
this
stuff,
and
she
did
great.
She
got
into
an
exam
school.
Despite
having
you
know,
neuro
psych
tests
indicate
that
she's
got
like
a
90
percentile
difference
between
her
verbal
and
her
math
skills,
and
she
did
it.
She
got
into
an
exam
school.
She
also
got
into
to
private
schools,
but
I
chose
to
keep
her
in
bps,
because
I
wanted
her
to
get
special
ed
services
and
I.
L
Think
Boston's
done
a
really
good
job
at
the
elementary
school
level,
at
giving
all
kinds
of
kids
and
the
ability
to
function
at
their
highest
potential,
and
you
know
I'm
hearing
the
kids
here
who
are
you
know
the
school's
I
heard
the
other
school
employees
talking
about
how
they
have
a
mix
of
kids
included
in
the
classrooms,
with
special,
ed
and
regular
ed,
and
they
have
different
needs,
and
my
daughter
was
the
benef
benefits,
excellent,
special
ed
early
on,
so
she
arrives
at
Boston,
Latin,
Academy,
full
of
hope
and
dreams,
and
immediately
we
realized
that
the
school
has
no
ability
to
even
be
in
compliance
with
her
IEP.
L
She
has
gotten
zero
hours
of
special
ed
math
instruction.
It's
not
just
her.
There
are
65
students
at
the
school.
As
my
understanding,
you
know,
I'm
not
privy
to
every
student's
issues
and
I
ap
details.
Surely
some
of
them
in
addition
to
my
dog
or
have
math
specific
IEP
s,
they
don't
have
any
math
special
ad
support
and
my
fear
is
not
just
for
my
daughter.
My
fear
is
that
we're
setting
we're
trying
to
close
gaps,
we're
trying
to
expand
access
and
in
a
way,
my
daughter's,
a
success
story.
You
know
when
she
was
born.
L
They
were
telling
us
about
all
these
permanent
disability.
She
was
gonna,
have
and
buy
a
lot
of
fighting
and
she's
full
of
spit
and
vinegar.
She
made
it
to
an
exam
school
and
I'm
trying
to
hold
back
some
tears
here,
but
she's
doing
really.
Crappy
she's
had
the
worst
grades
she's
ever
had
in
her
life,
and
you
know
the
school
people
have
been
really
Pleasant.
It's
not
you
know,
they're,
not
disrespectful,
but
they
don't
have
what
they
need.
L
There
is
no
math
special
ed
person
there
and
you
know:
we've
started
as
parents
having
some
meetings
with
okay
with
other
parents
about
the
special
ed
stuff
and
I
would
just
ask
you,
please
I
know
money's
tight,
it's
tight
with
everyone,
families
and
schools
and
governments,
it's
tight,
but
please
reevaluate
the
special
ed
situation
in
the
high
schools
in
the
city.
Thank
you.
Thank.
A
AA
AA
What
we're
realizing
is
that,
because
the
students
who
get
to
be
la
thanks
to
the
great
work
of
the
elementary
and
inclusion
programs
throughout
the
city
or
I
want
to
give
a
shout
out
to
Murray
Mullin
at
the
Higginson.
She
was
the
assistant
principal
of
my
child's
elementary
school,
and
she's
really
knows
how
to
do
inclusion
right,
so
kids
have
had
success
and
then
they
get
to
Latin
Academy
or
to
another
exam
school
or
a
high
performing
high
school,
and
we
want
all
our
high
schools
to
be
high
performing.
AA
AA
Dual
certified
in
high
school
math
and
in
special
education
be
shared
among
high
schools,
where
there
is
a
low
population
of
students
with
this
kind
of
disability,
so
that
two
days
at
BL
A,
two
days
at
another
school
that
may
be
lanced
a
few
students
who
have
that
kind
of
IEP
and
let
them
move
around
my
kids
supposed
to
get
45
minutes
a
week.
That's
all
she's
supposed
to
get
and
she
hasn't
gotten
any
and-
and
neither
has
me
against
daughter
and
either
of
other
parents,
kids,
who
we've
met
through
conversations
at
school.
AA
So
that's
our
suggestion.
If
you
have
a
differ
solution,
we're
up
for
whatever,
but
right
now
our
kids
IPS
are
out
of
compliance
because
their
school
just
doesn't
have
the
critical
mass
of
kids
that
it
would
take
to
get
enough
waited
student
funding
in
order
to
you
know,
pay
for
a
full
position,
so
we'll
share
Thanks.
AB
Mister
Kanto
superintendent
and
members
of
the
Boston
School
Committee
I
come
before
you
tonight
to
do
something
I
believe
very
positive
and
that
is
to
support
the
recommendation
of
superintendent
Chang
around
the
matter
on
school.
I
have
a
dilemma,
though,
in
that
Nancy
Dickerson
intended
to
come,
and
she
had
an
issue
with
mobility
tonight
and
she
asked
me
to
read
her
statement.
So
I
wanted
to
speak
on
my
own,
but
she
felt
very
strongly
about
this.
AB
I
want
to
take
the
time
to
read
her
statement
and
if
you
would
allow
me
just
a
minute
of
my
own
time,
I
would
also
like
to
speak
if
I
may,
and
hopefully
maybe
I
can
do
it
all
within
the
three
minutes.
So
I'm
reading
this
on
behalf
of
Nancy
dickerson
and
she
wrote
statement
from
Nancy
dickerson
a
proud
mother,
Penn
resident
and
retired
bps
employee
was
over
forty
four
plus
years
of
service
to
the
school
district
and
16
of
those
years.
AB
As
a
grateful
and
privileged
principal
of
a
very
successful
Maryland,
elementary
school
I
offer
the
statement
with
unabashed
honor
and
pride
and
asking
this
committee
to
allow
the
manhunt
school
to
retain
regain
its
name,
the
proud
name
by
which
it's
been
known
across
the
city.
For
over
some
thirty
nine
years,
the
name
carefully
chosen
to
reflect
the
historic
location
of
the
school.
The
manhunt
school
is
a
revered
institution.
In
my
community
there
are
many
parent
residents,
my
neighbors,
whose
children
and
grandchildren
have
had
positive
and
confidence-building
learning
experiences
at
the
Medellin
school.
AB
The
hunt,
as
it
was
affectionately
known
by
the
young
people
of
our
community,
was
like
a
second
home
to
many.
It
is
where
they
learned
to
work,
play
and
thrive
in
a
diverse
and
supportive
community.
There
were
teachers
and
support
personnel,
many
now
retired,
whose
selfless
professionalism
support
the
growth
of
hundreds
of
youngsters
and
their
families.
Together
we
raise
the
community
of
Somali
Greek
and
Spanish
bilingual
youngsters.
Together
we
equipped
the
manhunt
school
library
with
books
and
computers.
AB
Together,
we
raise
funds
to
build
the
manhunt
school
playground,
the
very
poor
ground
currently
used
by
the
young
people
at
that
building
to
erase
our
name
does
not
erase
memories.
It
does
not
erase
the
years
of
positive,
successful
and
effective
teaching
and
learning
experiences
which
took
place
in
that
building.
We
as
a
school
district.
She
spent
some
time
in
capturing
or
recapturing
the
ideas
and
ideals
of
the
Maryland
school.
AB
The
Manahan
school
before
its
succession
of
unfunded
programs
and
revolving
door
of
school
leaders
before
teacher,
was
replaced
by
testing
new
is
different,
but
what's
its
significant
significance,
when
Manhattan's
children
come
home
to
visit
and
reminisce,
they
remember,
the
hunt,
the
manhunt
elementary
school,
the
Madeleine
school
name
was
chose,
was
carefully
chosen
and
supported
by
my
friend
and
mentor,
the
first
principal
of
the
manhunt
school.
It
is
irrefutable
and
unfortunate
that
some
difficulties
befell
the
school
whatever
the
ills.
They
were
not
the
doings
of
the
students,
the
residents,
the
past
or
future
partners
and
supporters.
AB
Changing
the
name
will
not
change
the
outcome,
changing
a
name
without
changing
how
we
support
staff
and
students
that
is
with
adequate.
That
is
with
adequate
fiscal
and
human
resources
is
at
best
a
cosmetic
feature.
The
manhunt
elementary
school
has
always
had
a
positive
and
respected
standing
in
our
community.
It
is
with
open
arms
that
we
embrace
and
celebrate
the
first
dual
language
Haitian
Creole
program.
AB
We
are
also
proud
that
it
will
carry
the
Honourable
name
of
Toussaint
L'ouverture
can't
join
the
long
list
of
positive
education
influences
upon
the
families
and
neighbors
of
the
matter
hand.
Camela
parent
community
I
respectfully
request
that
we
retain
the
name
manhunt
elementary
school.
Thank
you
for
listening
Nancy
dickerson
I
would
like
to
echo
the
support
that
is
expressed
in
Nancy
Dickerson's
statement
a
to
the
School
Committee,
for
the
reasons
that
she
has
stated
and
I
really
think
dr.
Chang
for
coming
to
this
recommendation.
It's
been
a
long,
long
travel
for
us
to
get
here.
AB
It's
been
a
bumpy
road,
but
we
are
proud
that
it
will
hopefully
be
over
and
we
can
move
back
to
making
the
matter
hon
school,
the
kind
of
school
that
it
has
been
over
these
years
and
get
away
from
the
negative
ISM
that
has
surface
around
the
name.
Due
to
this
testing
that
people
are
beginning
to
realize
now
does
not
determine
the
worth
of
a
school,
and
hopefully
at
some
point,
we'll
eliminate
that
whole
testing
process.
AB
That
has
really
had
a
very
disproportionate
impact
on
communities
of
color,
because
it
does
not
take
into
consideration
how
you
really
determine
the
knowledge
base
of
our
children.
I'd
like
to
just
say
one
thing
again
on
my
own
behalf
around
the
budget
for
the
manhunt
school
and
asked
that
the
school,
as
was
stated
earlier,
and
that
was
in
the
correspondence
from
Lincoln
that
the
school
received
the
prett
resources.
So
it
can
truly
be
a
trauma-informed
school
as
designated
in
the
student
assignment
handbook.
AB
Parents
currently
select
the
school
based
on
this
descriptive
in
good
faith,
because
their
children
are
in
need
of
the
services
that
such
a
school
would
provide.
They
expect
that
the
school
would
be
equipped
to
serve
the
children.
The
school
is
doing
its
best
and
I
commend
the
staff
for
their
efforts.
However,
the
school
does
not
have
the
resources
to
support
the
term
trauma-informed
practices.
As
denoted.
AB
AB
Let
me
about
the
other
thing
I
do
want
to
say,
though,
that
there
needs
to
be
a
culturally
aligned
school
psychologist
four
days
a
week
at
the
school
and
that
we
also
have
clinical
support
there,
and
the
last
thing
is
on
another
different
topic
and
I'll
take
two
seconds,
and
that
is
I'd
like
to
really
ask
this
district
and
the
superintendent
not
to
take
us
down
the
path
with
Madison
Park
that
we
have
gone
through
with
the
marathon
school.
We
do
not
need
to.
As
the
kids
would
say,
we
don't
need
to
go
there
again.
AB
The
marathon
school
is
positioned
to
do
the
Madison.
Park
is
positioned
to
do
some
great
things.
They've
been
some
accomplishments
under
the
current
executive
director.
We
do
not
need
to
take
his
rolling
responsibilities
from
him,
especially
at
this
time
when
the
school
is
on
a
good
track.
So
we
do
not
want
to
go
through
and
through
that
again.
So
I
will
ask
that
we
take
the
time
the
effort
we
support.
Kevin
McCaskill.
There
give
him
his
responsibilities
back
and
let's
work
together
to
take
the
Madison
Park,
where
it
needs
to
go.
A
AC
Name
is
Kathy
Connie
and
I'm,
the
president
of
local
230,
the
Food
and
Nutrition
Services
Workers.
Thank
you
for
him.
Listening
to
me
tonight,
I'm,
dr.
Jane
and
members
of
the
School
Committee
I'm
here
to
support
fully
the
new.
My
way
cafe
that
the
Shore
family
and
the
school
department
has
collaborated
together
to
push
forward.
AC
However,
it
takes
everyone
to
make
this
work
and
by
everyone,
I
mean
management,
the
Shara
foundation,
the
mayor,
the
local
230
members
that
have
been
working
there
and
as
of
this
date,
we
were
blindsided
by
the
mayor's
announcement
with
the
25
new
schools.
Not
one
person
had
been
notified
that
their
school
was
under
consideration
for
this.
Can
you
imagine
being
at
work
and
hearing
this
on
the
news?
What
my
school?
Today
we
got
a
call
from
a
member.
She
heard
it
from
her
custodian
that
they're
going
to
be
coming
in
and
redoing
her
kitchen.
AC
We
must
work
together
to
make
this
work.
The
Hat
needs
to
be
open
communication
between
all
parties.
This
is
the
first
time
in
over
ten
years
that
the
city
has
been
in
talks
about
not
having
a
vending
company
come
in
and
make
food
for
us
we're
very
happy
to
do
it,
but
we
have
to
be
included
in
in
everything
that's
being
prepared.
AC
A
A
You
dr.
Coleman,
is
there
a
second
Thank,
You,
Dean
Robinson,
hearing
a
discussion
or
objection
to
the
motion,
any
objection
approving
the
grants
by
unanimous
consent,
hearing
none
the
grants
are
approved.
Thank
you
now.
Our
next
action
item
is
the
renaming
of
the
Matapan
early
elementary
school.
You
would
call
that
are
at
our
last
meeting
district
in
instructional
superintendent,
Mary
Driscoll
and
principal
Walter
Henderson
detailed,
the
district
schools
renaming
process,
as
required
by
the
school
committee's
policy.
That
process
included
two
public
hearings
in
a
vote
by
the
school
site
council
tonight.
A
H
You
so
much
the
school
mini
committee
did
here
last
week
that
the
process
did
elicit
several
recommendations
about
the
naming
of
the
squall
I
conferred
with
a
team
and
have
and
decided
that
we
should
keep
the
name,
the
matter
elementary
school,
with
the
name
of
Toussaint
L'ouverture
gracing,
the
dual
language
Haitian
Creole
program
at
the
school.
That
is
our
recommendation.
That
is
my
recommendation.
H
I
look
forward
to
your
support
on
that
and
we
have
much
to
celebrate
about
the
great
work
that's
happening
at
school,
and
earlier
this
evening
we
did
highlight
just
most
recently
the
$30,000
seed
find
that
the
school
received
so
proud
of
the
work
of
that
unity
of
the
young
people
there
to
staff
the
school
it's
one
of
the
schools
I
visited
most
often
and
I
hope
that
the
school
committee
supports
this
decision.
Thank
you.
Thank.
E
A
You
Miss
Robinson
I
also
want
to
know
just
you
know.
It's
I
think
it's
been
great
to
hear
back
from
the
community
on.
You
know
the
positive
input
on
the
community
process.
I
know
there
were
a
diversity
of
opinions
out
there,
but
we
had
a
number
of
public
meetings
as
my
understanding
and
the
certainly
the
input
in
support
of
the
school
site
Council
as
well
as
a
number
of
other
community
stakeholder
groups
within
the
medical
community
and
within
Matapan
early
elementary
school
community
as
well.
A
I
want
to
particularly
note
once
again
that,
in
addition
to
the
proposal,
that's
on
the
table
from
the
district
to
rename
the
school,
the
matter
matter
hunt
elementary
school.
Once
again,
there
is
the
companion
proposal
that
we
would
not
take
a
vote
on
as
a
committee,
but
certainly
is
indicative
of
the
district's
commitment
to
honoring
the
Haitian
American
community,
that
is
in
the
school
by
naming
the
Dual
Language
Program
at
the
school,
the
Tucson
lower
T
early
excuse
me
dual
language
education
program,
so
I
thank
the
district
for
taking
care
to
to
take
that
step.
A
I
also
want
to
note
mr.
lisette's
comments
earlier
about
the
fact
that
you
know
there
are
other
buildings
as
well
both
on
the
property
at
the
Matta
hunt.
Excuse
me
the
matter
Mattapan
early
elementary
school
as
well
as
elsewhere
in
Mattapan,
where
I
think
this
conversation
can
continue.
There
is
a
community
center.
That's
adjacent
that
does
not
currently
have
a
name
and
I'd
encourage
those
in
the
community
that
are
interested
in
further
taking
up
the
conversation
about
naming
the
building's
for.
A
Valued
members
of
our
community
and
valued
members
of
in
our
community's
history
to
continue
that
conversation
and
please
let
this
committee
and
and
myself
know
if
we
can
be
of
assistance
in
that
regard.
So
without
any
further
comment
from
the
committee
I
will
entertain
a
motion
to
approve
the
superintendent's
recommendation
to
change
the
name
of
the
Matapan
early
elementary
school
to
the
Matt
hunt.
Elementary
school
effective
school
year,
2018
2019,
as
presented.
I
A
AB
A
A
Thank
you
very
much.
Sullivan
we're
gonna
move
on
now
to
our
next
presentation,
an
update
from
the
office
of
food
and
nutrition
services.
At
this
time,
I'd
like
to
invite
executive
director
of
food
nutrition
services,
Laura
Benavidez,
to
please
step
forward
with
their
presentation,
but
first
I'd
like
to
turn
things
over
to
our
superintendent.
Thank.
H
You
so
much
this
evening,
executive
director
of
food,
nutrition
services,
Laura
Benavides,
is
joined
by
her
team
and
she
will
be
providing
an
update
on
her
department
last
week
shared
earlier
this
evening.
The
mayor
did
announce
an
expansion
of
the
rebranded
hub-and-spoke
to
what
is
called
a
my
way
cafe
to
be
expanded
into
30
EPS
schools.
These
three
bps
schools
will
be
retrofitted
with
kitchens
that
prepare
fresh
food
on-site
I
do
want
to
share
publicly
that
this
work
cannot
be
done
without
partnerships,
and
that
means
with
the
SHA
family
foundations.
That
means
with
our
schools.
H
Parents,
young
people,
but
also
those
who
work
in
our
kitchens.
So
I
did
hear
that
comment.
We
will
make
sure
that
we
are
better
partners
in
the
work.
This
is
a
very
bold
vision
to
cook
food
in
kitchens
that
sometimes
are
built
a
hundred
years
ago
would
not
be
possible
without
some
pretty
amazing
technology,
and
hopefully
Laura
will
get
into
that.
This
is
exciting
news.
H
This
is
a
huge
investment,
is
a
huge
investment
into
healthy,
nutritious
and
delicious
meals
for
our
young
people,
because
we
know
they
eat
well,
they
will
be
better
students
and
we'll
be
able
to
focus
more
in
school.
So
looking
forward
for
Laura
to
share
more
information
with
all
of
you
this
evening
and
also
Laura
will
also
be
sharing
all
the
other
work
that
they're
doing
in
food
and
nutrition
services.
Thank
you
so
much
thank.
AD
You
dr.
Cheng
good
evening
and
thank
you
and
to
school
committee
chair
mr.
Lou
canto,
and
the
school
committee
am
I
for
the
opportunity
to
provide
an
update
on
one
of
our
projects
in
food
and
services,
which
is
the
hub-and-spoke.
The
project
was
developed
over
a
almost
a
year
and
a
half
ago
and
has
gone
through
many
transformations,
including
a
new
name,
which
is
the
my
way
cafe.
We
have
learned
much
from
our
experience
together
for
me
personally.
AD
It
has
taught
me
how
to
continue
to
keep
focus
on
our
core
values
of
equity,
innovation
and
coherence
and
weave
it
into
everything
we
do
as
a
department
before
that.
I
want
to
make
sure
I
provide
information
on
our
current
operations
and
its
impact
on
the
project.
The
public
announcement
on
April
2nd
and
our
next
steps.
AD
In
food
and
nutrition
services,
our
mission
is
to
offer
all
Boston
Public
Schools
students,
safe,
wholesome,
nutritious
enjoyable
meals
to
feel
academic
excellence.
We
achieve
this
in
collaboration
with
students,
parents,
the
community
and
school
professionals.
Our
goals
continue
to
be
to
achieve
fiscal
stability,
increase
technology,
decrease
waste
and
build
our
culture,
and
we
continue
to
be
forward-thinking
and
forward
acting
in
regards
to
how
we
are
setting
the
standards
for
our
meals
served
to
our
students.
AD
Are
we
being
innovative
in
our
meals
in
our
service
by
providing
the
meals
in
ways
that
students
are
receptive
to
them?
Are
we
building
efficient
and
coherent
ways
to
deliver
our
resources?
We
are
determined
to
evolve
the
school
meal
program
and
continually
elevate
our
schools.
We
believe
that
students
deserve
meals,
reflective
of
our
culture,
our
tastes
in
our
environment,
and
we
strongly
believe
and
continues
to
state.
We
believe
eating
well,
is
not
a
privilege,
it's
a
right,
and
we
continue
to
develop
our
processes
to
be
equitable
to
all.
AD
In
our
current
operations,
66%
of
our
kitchens
have
been
defined
as
satellite
locations
due
to
their
limited
opportunities
to
prepare
meals.
Most
of
it
is
because
of
the
minimal
equipment
available
of
just
refrigeration
and
a
heating
oven.
Due
to
these
limitations,
we
rely
on
vended
meals
to
provide
service
to
our
students,
and
the
vended.
Meals
are
meals
that
we
purchase
that
are
pre-made
and
pre
plated,
and
therefore
these
meals
represent
over
60
3.6
percent
of
our
food
budget
and
since
closing
our
central
kitchen,
we
have
spent
over
a
hundred
million
dollars
in
contracted
meals.
AD
These
vended
meals,
labor,
is
another
significant
cost
at
forty
three
point
two
percent
of
our
budget,
but
because
the
majority
of
our
sites
are
satellite
locations,
in
most
cases
with
one
person
on-site,
it
is
not
as
costly.
It
is
in
comparison
to
other
urban
districts,
but
even
with
these
cost
constraints,
our
goal
is
to
continue
to
be
self-sustaining
and
focus
on
achieving
fiscal
stability
within
our
current
reimbursement
of
three
dollars
and
37
cents
for
lunch
meal.
AD
It
is
a
challenge,
especially
as
we
work
to
provide
high
quality,
local
food
with
high
nutritional
value
within
budget
to
all
of
our
students,
but
it's
within
thinking
through
the
issue
of
meeting
this
challenge
and
consideration
of
how
our
program
and
trying
to
consider
how
our
program
can
be
more
equitable
across
the
district.
How
can
we
create
efficient
deliveries
of
our
resources?
How
can
we
be
more
innovative
and
thinking
through
and
in
thinking
through?
These
questions
is
where
the
ideas
of
the
hub-and-spoke
project
emerged.
AD
I
feel
this
project
encompasses
our
core
values
of
innovation,
equity
and
coherence,
but
also
our
four
goals.
How
can
we
be
fiscally
sustainable
because
we
need
to
increase
participation?
How
do
we
increase
technology
find
out
how
we
can
improve
our
facilities
to
introduce
a
21st
century
program
into
20th
century
buildings?
How
do
we
decrease
waste
figuring
out
ways
to
get
our
students
to
enjoy
their
meal,
and
how
do
we
improve
our
culture?
Look
by
looking
at
changing
our
current
model
service,
with
students
at
satellite
schools
and
setting
our
standards
for
healthy,
safe
and
fresh
meals.
AD
The
project
started
in
East
Boston,
the
hub-and-spoke
project
started
in
East
Boston,
and
we
focus
on
this
area,
as
it
is
an
area
that
has
some
of
the
oldest
facilities
and
we
knew
there
would
be
challenges
and
making
changes
in
these
facilities.
Therefore,
there
would
be
opportunities
to
learn
from
whatever
we
would
implement
into
these
facilities
that
could
carry
on
throughout
the
district
it
may
it
was
a
once.
The
area
was
finalized.
AD
We
needed
to
choose
what
switch
schools
would
be
in
and
formalize
a
plan
that
included
planning
and
preparing
lunches
at
a
hub,
which
is
where
the
which
would
be
the
cafeteria
and
transported
to
be
served
in
spokes,
which
would
be
the
satellite
kitchens
and
those
were
limited
in
some
in
in
some
cases
of
space.
The
map
above
indicates
the
school's
chosen
to
pilot
the
hub-and-spoke
and
Boston.
AD
Our
goals
for
the
pilot
were
to
serve
fresher
food
achieve
menu
equity,
which
was
what
what
is
being
served
at
the
cooking
kitchen
will
now
be
served
at
the
satellite
kitchen,
reduce
waste
and
improve
the
dining
experience
for
students
and
with
the
complete
support
of
the
Shaw
Family
Foundation.
We
launched
in
spring
of
2017
one
day
a
week
in
May
and
in
Aaron
in
early
June.
AD
Once
we
decided
to
continue
for
the
1718
school
year,
we
knew
we
wanted
and
needed
to
upgrade
the
facilities
and,
with
the
support
of
the
foundation,
we
were
able
to
lay
out
plans,
purchase,
equipment
and
prepare
new,
prepare
these
kitchens
to
be
compliant
to
be
prepare
and
serve
meals.
For
some
of
these
schools.
The
kitchens
were
located
in
the
basement
and
in
order
for
areas
to
be
able
to
either
cook
or
receive
meals
and
to
and
for
them
to
be
labeled.
AD
As
finishing
kitchens
work
was
needed
to
add
in
hot
and
new
cold,
serving
lines,
combination,
ovens,
equipment
needed
to
prepare
and
finish
off
meals
and
included.
Three
compartments
inks
had
to
wash
and
sanitize
properly
in
hoods
to
vent
our
kitchens
properly,
and
all
of
these
things
in
most
cases
didn't
exist
in
these
kitchens
before
the
work
was
completed
over
the
summer
for
the
pJK,
the
Bradley
and
East
Boston
AEC,
and
we
also
wanted
to
make
sure
in
this
transformation
we
prepared
our
team
for
success.
AD
We
held
a
week-long
bootcamp
one
week
prior
to
the
school
start
and
Celebrity
Boston
celebrity
chef,
Ken
Oringer
came
to
provide
tips
and
advice
in
preparing
meals
to
add
flavor
without
sodium.
We
added
in
training
regarding
preparing
and
serving
reimbursable
meals,
ordering
completing
and
in
new
sets
of
production
records
and
all
items
to
remain
compliant.
We
began
a
slow
ramp
up
in
September
that
started
with
one
day
a
week
and
gradually
grew
to
five
days
a
week
at
the
end
of
October.
AD
We
needed
to
make
sure
we
were
strengthening
our
team,
our
processes
and
our
operating
procedures.
We
needed
to
make
sure
we
would
test
routing
and
transportation
logistics
to
include
menu
items
that
were
transported
well
and
some
that
did
not
all
of
these
processes
were
reviewed
and
compared
with
our
against
our
cost
and
our
restricted
budget
and
anything
that
fell
outside
of
that
budget.
We
was
covered
and
supported
by
the
Shaw
foundation
to
ensure
that
we
could
focus
on
the
student
experience
and
the
participation
and
the
results
we
were
flexible
menus
and
some
happy
faces.
AD
If
you
haven't
had
a
chance
to
see
the
project
I
or
the
program
in
action,
I
invite
you
to
come,
see
it
and
experience
for
yourself.
It
is
an
amazing
feeling
to
walk
into
some
of
these
schools
where
the
kitchens
in
the
basement
and
you
can
smell
the
food
being
prepared
from
the
first
floor
to
the
fourth
floor
and
it's
a
this-
is
something
I
love
to
see
empty
plates
and
my
favorite
is
seeing
kids
bringing
lunch
from
home,
but
then
I'm
choosing
to
participate
in
our
school
program.
AD
Based
on
all
of
the
logistics
and
reports,
participation
across
the
four
schools
increase
on
a
range
from
7
to
15%
the
PK.
The
pjk
showed
the
most
gains
in
participation
before
the
program
was
implemented.
Their
participation
was
about
63%,
and
now
there
are
about
78
to
79
percent.
The
hub
and
spoke
speaks
to
the
heart
of
the
school
nutrition
program,
which
is
about
consumption.
Are
the
kids
eating
what
they
are
choosing
and
based
on
the
anecdotal
studies?
AD
We
are
seeing
less
waste
and
trash,
and
our
production
of
menus
are
tighter
around
what
is
being
prepared
and
then
served
to
students.
Students
love
the
opportunity
to
make
choices
and
choose
the
things
that
they
like
and
it
meets
our
USDA
in.
Even
so,
it
still
meets
our
USDA
meal
requirements
so
with
even
with
these
rules,
they
can
still
make
it
their
own
there.
AD
My
way
training
is
also
a
key
as
to
ensure
our
staff
can
transform
from
this
satellite
service
model
to
the
new
finishing
kitchen
model,
and
also
by
drilling
down
on
the
numbers
regarding
participation,
production
records,
consumption.
We
were
able
to
focus
and
create
cost
efficiencies,
on
volume
of
meals.
AD
Being
produced
the
consistency
of
the
menu
and
creating
opportunities
to
drive
down
costs
without
impacting
the
menu
quality
or
the
freshness
the
chart
before
you
shows
the
cost
comparison
of
the
current
satellites
of
cost
per
lunch
meal
with
a
new
hub-and-spoke
model,
I
highlight
our
two
big
categories,
which
is
food
and
labor,
and
their
differences
in
comparing
the
two
service
models.
The
cost
of
food
is
higher
at
satellite
schools,
with
a
lower
cost,
labor
cost
and
due
to
the
cost-efficiency
and
production
of
menus.
AD
The
cost
of
food
is
lower
at
the
hub-and-spoke
model,
but
the
labor
increases
doing
to
the
due
to
additional
needs
of
hands
to
serve
the
items.
The
other
categories
include
our
fixed
costs,
which
are
utilities
and
equipment,
repairs,
paper
costs,
transportation,
central
office
administration,
but
both
are
compared
to
the
current
usda
reimbursement
and
the
new
model
shows
a
small
profit
in
comparison
to
our
current
satellite
service
model.
AD
Through
these
comparisons
and
the
review
of
the
hub-and-spoke
project,
a
public
announcement
was
made
on
April
2nd,
where
Mayor
Walsh
joins
superintendent
Chang
at
the
Bradley
elementary
to
share
that
we
would
be
expanding
the
help.
Excuse
me
the
hub-and-spoke
model
to
25
new
schools
this
summer.
The
model
which
is
now
branded
and
renamed
to
MyWay
cafe
and
in
Spanish
mimin
era
represents
a
major
bill.
AD
Bps
investment
in
partnership
with
the
Shaw
family
foundation,
Boston
Public
Schools,
our
Department
for
the
nutrition
services
and
the
city's
public
facilities
Department,
the
additional
25
schools
are
located
in
the
East
Boston
Roxbury
and
Mattapan
neighborhoods.
As
part
of
the
rationale
for
the
these
three
neighborhoods,
there
were
a
few
things
that
we
take
into
consideration.
AD
In
particular,
bill
BPS
has
labeled
these
neighborhoods
areas
as
high
priority
neighborhoods
due
to
demographic
in
facilities
considerations,
and
we
always
want
to
make
sure
we're
prioritizing
our
most
needy
students
in
an
equitable
way,
some
of
the
other
and
so
in
these
neighborhoods,
the
average
percentage.
In
this
slide,
we
see
the
average
percentage
of
economically
disadvantaged
students
is
at
80%
and
in
comparison
to
the
district-wide
percentage,
which
is
at
72%.
AD
It's
eight
points
higher
the
term
economically
disadvantaged
is
for
students
who
is
a
member
of
a
household
that
meets
the
income
eligibility
guidelines
for
free
reduced-price
meals,
which
is
less
than
or
equal
to
185
percent
of
federal
poverty
guidelines.
In
addition,
the
opportunity
index
for
these
neighborhoods
is
at
point
zero.
AD
Three
three
points
higher
than
the
district
average,
the
opportunity
index
measures
and
quantifies
schools
that
serve
the
highest
concentrations
of
students
in
need,
and
the
last
data
point
I
utilize
is
the
students
in
these
schools
have
a
higher
daily
participation
in
lunch
than
the
district-wide
average.
We
know
that
there
is
a
need
for
these
children
and
the
meals
we
serve
and
we
want
to
make
sure
that
they
have
the
opportunity
to
be
provided
the
best
meals
possible.
AD
So
as
the
one
at
the
announcement
as
the
mayor
stated,
this
program
because
we'd
be
doing
it
over
the
summer
is
now
going
on
steroids
to
have
25
schools
ready
for
next
year.
So
in
spring
this
year,
we'll
be
have
designs
for
the
25.
Schools
will
be
released
in
apron
this
month
and
the
bids
to
be
awarded
for
may
2018,
construction
and
cafeterias
will
begin
on
June
29th
to
be
finished
in
May
and
August
and
we'll
be
working
around
summer
programs
or
any
issues
at
these
particular
schools.
AD
There
will
be
a
principal
open
house
to
be
hosted
by
the
Shaw
foundation
on
April,
20
and
24
for
the
principals
at
these
schools,
and
we,
as
in
food
new
tree
service,
will
be
preparing
for
the
launch
in
fall
of
2018.
We
will
be
which
will
be
include
hiring
key
personnel
such
as
a
mile,
a
cafe
director,
some
training
and
team
in
opportunities
for
our
staff
drivers
and
any
additional
staff
that
would
be
needed
at
new
sites,
we'll
be
looking
to
be
developing
key
training
processes
for
current
and
new
staff.
A
I
I
I'm
happy
to
see
I
think
it's
really
critical
having
the
colorful
blend
on
the
menu
so
well
done.
I
wanted
to
just
hear
a
little
more
of
the
internal
engagement
process
with
the
schools.
Just
because,
as
we
heard,
you
know
public
comment,
how
are
they
communicated?
How
are
the
families
engaged
with
the
process?
Can
you
talk
a
little
more
about
the
deeper
engagement
process?
Sure.
AD
I
AD
So,
for
the
these
four,
the
guidance
for
the
training
that
would
come
from
my
office,
so
that
would
be
making
sure
that
we
know
what
the
processes
are
going
to
be.
What
the
standard
operating
procedures
would
be
in
this
new
process.
What
would
be
done
at
a
hub
school
or
at
and
in
comparison
to
what
would
be
done
at
a
spoke
school
then
also
that
would
be
coming
from
my
office,
because
it's
about
operations
and
working
with
parent
and
engagement
we
would
work.
AD
We
would
make
sure
that
we're
looking,
we
would
work
with
the
principals
at
the
school
sites
to
determine
whether
we'd
have
meetings
at
the
locations.
The
Shaw
foundation
has
also
offered
to
help
us
with
with
and
be
to
organize
those
those
meetings
and
then
also
organize
meetings
and
provide
additional
training
for
our
staff
as
well.
AD
I
AD
I
A
fresher
meal,
okay,
so
and
I
was
going
to
ask
if
the
messaging
again,
you
know
I'm
all
about
how
do
we
help
craft
the
best
messaging
for
family
so
that
they
feel
engaged
empowered
that
this
is
working
for
them?
So
you
said
it's
gonna
be
new.
It's
gonna
be
different
and
you'll
be
able
to
articulate
how
it
will
be
better
than
what
is
currently
taking
place
at
their
school.
AD
I
AD
M
D
D
M
AD
It's
alright,
you
know
what
even
when
I
was
putting
the
the
data
points
together,
I
struggled
to
how
would
explain
that
it
would
be
honor,
it's
an
arranged
from
7
to
15
percent
at
locations.
So,
for
example,
at
the
at
the
PJ
Kennedy
elementary
lunch
was
at
63
percent
and
then
they
increased
participation
to
70
to
79
percent
at
another
school
site.
It
would
be
I
increase,
for
example,
as
70
percent
that
I
increased
to
77
percent.
AD
So
it's
to
include
all
four
of
the
location,
the
hub
and
the
three
spokes
in
this,
and
it
was
an
arranged
because
each
one
had
different
number
of
students
different
in
different
things
that
we
would
take
into
consideration.
But
the
participation
was.
This
is
one
of
what
it
was
beforehand,
and
so
it
was
just
a
ring.
Thank.
M
You
for
explaining
that
I
thought
I
was
really
tired
and
I
thought
15,
that's
so
low.
Are
we
really
thinking
so?
Thank
you.
I
am
tired.
My
other
question
is
around
the
schools
that
were
chosen,
the
25
schools.
So
when
I
look
at
the
Roxbury
list,
for
example,
I
I
do
see
some
school
like
I,
don't
see,
for
example,
the
Tim
multi
school
and
I
know
we're
not
supposed
to
single
out
schools
I'm,
just
giving
example
of
a
school.
That
I
know
has
a
lot
of
needs
and.
K
L
M
Look
at
some
other
schools
on
this
list
that
I
feel
like
they
have
less
needs
than
that
school.
So
I'm
just
wondering
if
you
can
talk
about
how
those
schools
were
chosen
and
maybe
it's
a
process
because
maybe
there's
kitchen
not
a
kitchen
or
other
things,
and
this
will
roll
out
to
other
schools,
and
so
therefore
it's
a
moot
point.
My
question
well.
AD
If
I've
had
it
my
way,
it
would
be
even
in
super
steroids.
I
try
to
get
every
school
over
the
summer,
but
I
think
part
of
the
things
in
conversations
with
public
facilities
Department
and
with
build.
Vps
is
looking
at
other
projects
that
were
in
place
for
some
of
these
schools,
so,
for
example,
if
if
a
particular
school
that
was
in
a
bin
or
one
of
the
neighborhoods,
if
they
were
slated
to
do
work
on
it
in
months
it
would.
AD
Those
were
some
of
the
the
the
thought
processes
behind
some
of
the
some
of
the
schools
that
were
chosen
and
part
of
it
also
would
be
thinking
about
how
what
could
be
done
within
the
locations
during
the
timeframe,
because
for
some
of
these
schools
it
would
it's
they're,
pretty
small,
so
it
may
be
even
more
disruptive
than
we
would
anticipate
over
the
over
the
eight
to
ten
weeks
that
we
want
to
do
it
over
the
summer.
Thank.
M
You
I
just
want
to
make
sure
that
you
know
we
keep
talking
about
equity
and
who's,
getting
what
I
mean
I
think
it's
the
same
piece
I'm
just
directing
that
to
dr.
Cheng,
not
not
to
you,
but
just
in
terms
of
you
know,
making
sure
that
we
are
when
we
talked
about
like
the
facilities
master
plan
like
who's
getting
what
and
how,
how
we
really
determined
that
so
I
just
want
to
make
sure
that
we
keep
putting
an
eye
towards
that,
and
is
there
a
hope
that
this
will
be
at
every
school,
always.
D
AD
M
Thank
you
so
much
for
to
the
foundation.
This
is
really
great.
I
mean
I.
I
saw
this
documentary
a
long
long
time
ago.
I
really
wish
I
could
remember.
I
talked
about
it,
I,
don't
remember
what
it
is,
but
they
did
this
all
this
research
around
students
that
were
having
a
lot
of
issues
with
trauma
behavior
and
you
know
using
fresh
food
food
that
had
a
lot
of
nutrients
and
they
really
saw
like
a
lot
of
behavioral
changes.
I
think
it
goes
a
long
way.
So.
Thank
you.
Thank
you.
Thank.
E
D
AD
Some
of
I
think
the
opportunity
is
to
we're
currently
doing
a
lot
of
survey
work
with
the
students
and
we
can
be
able
to
share
that
to
know
what
it,
what
that,
how
it
impacted
them.
What
are
they
looking
forward
to
in
the
meals
that
we're
serving
and
also
providing
a
voice
in
the
some
of
the
choices
that
we're
providing?
AD
So
the
some
of
the
lessons
learned
that
we
do
want
to
take
away
is
that
to
making
sure
that
we're
listening
to
what
the
students
are
saying
is
putting
some
of
the
menu
items
since
and
trying
and
how
we're
trying
out
new
items
with
them
also
be
receptive
to
when
they're,
not
aware
of
certain
items
that
we
want
to
try
that
are
new
or
also
even
taking
into
consideration
when
you're
learning
something
new.
It's
a
very
big
transformation.
It
takes
time
and
it's
a
very
big
learning
process,
but
I
think
part
of
it.
E
In
terms
of
students,
thinking
about
some
of
our
youngest
students,
we
have
three
and
four-year-olds,
many
of
whom
are
picky
eaters.
How
do
you
handle?
How
did
the
schools
help
families
both
to
understand
what
their
children
are
not
eating
during
the
day,
and
how
are
we
trying
to
help
them
become
healthier
eaters?
Early
on
that's.
AD
A
great
question:
it's
one
of
the
reasons
that
we
focus
on
the
East
Boston
Early
Education
Center,
because
it
had
such
small
children
and
one
of
the
things
that
we
did
learn
early
on
is
providing
them.
A
lot
of
choices
was
a
big
paralysis
for
them
because
they
didn't
know
what
to
do.
The
beauty
behind
the
program
and
the
way
the
menu
has
been
built
is
that
we
take
apart
a
menu
item.
So,
for
example,
in
our
recipes
in
our
cooking
schools,
we
built
we
put
together
a
spaghetti
and
meat
sauce
with
meatballs.
AD
It's
an
example
in
this
process.
The
expectation
is
that
we
now
separate
the
pasta.
We
separate
the
sauce
and
we
separate
the
the
meat
or
meat
all
surly.
So
with
that
the
child
comes
in
and
says,
I
want
pasta
and
I
want
sauce
or
I
want
pasta
and
I
want
meatball.
So
you
can
see
when
you
come
in
and
visit
it's
a
variety
of
different
plates
that
are
at
the
table,
so
they're
literally
making
their
own
choices
and
making
it
their
way.
H
AD
AD
D
D
AD
P
AD
We
appreciate
that
I
think
that
that's
part
of
the
beauty
of
experiencing
it
is
that
you're
in
there
you're
smelling
it
you're
hearing
it
being
prepared,
it's
wonderful,
and
then,
on
top
of
that,
you
get
to
make
a
choice.
You
can
say:
I
prefer
this
I
can
prefer
this
and
then
all
within
that
it
could
still
be
a
USDA
meeting,
a
USDA
requirement
for
a
reimbursable
meal.
A
I
will
also
note
here.
You
know
your
construction
calendar
does
look
ambitious,
so
we
we
wish
you
the
best
in
that
regard,
but
I
know
this
has
been
the
product
again
of
a
long,
a
long
and
thoughtful
process,
and
you
know
certainly
to
miss
Oliver
diabolos
point.
You
know
a
number
of
the
schools
that
were
chosen
for
this
next
phase
were
done
so
with
with
construction
concerns
in
mind,
and
certainly
the
schools
that
are
available
for
expansion
are
being
taken
advantage
of
with
an
eye
towards
those
those
neighborhoods
in
our
that
are
most
in
need.
A
So
we'll
hope
for
no
further
snow
days,
of
course,
so
that
we
we
can't,
we
don't
need
to
back
you
off
at
that
June
29th
day.
Any
further
I
think
we
have
unanimous
consent
in
that
regard,
but
nevertheless
you
know
I
really
think
just
taking
a
look
at
the
the
pilot
to
date,
just
the
incredible
results
here
and
and
I
think
that
slide
that
shows
just
the
the
sea
change
and
where
we
we
spend
our
money
achieving
such
efficiencies
around
the
cost
of
food.
Here
that
allows
not
only
an
increase
in
satisfaction.
A
You
know,
as
evidenced
by
the
fact
that
we
have
participation
rates
going
up.
We
anecdotally
see
less
trash,
less
waste
thrown
away
at
the
end
of
lunch,
but
be
able
to
do
it
in
an
efficient
way,
and
you
know
when
you
think
about
that
efficiency.
Not
only
you
saving
money
and
I
mean
that's,
it
adds
up
that
nine
cents
that
we're
talking
about,
or
is
it
six
and
six
six
that
excuse
me.
A
You
know
over
whatever
the
the
multiple
the
multiplier
is
for
the
number
of
school
lunches
that
we're
doing
on
an
annual
basis
within
this
program,
and
we
will
be
doing
in
this
program
as
it
as
it
expands.
That's
a
big
savings
to
the
district
that
can
be
reinvested,
and
you
know
taking
a
look
as
well
at
the
way
in
which
this
this
program
has
been
schemed
out,
we're
adding
in
the
capacity
for
additional
good
jobs.
You
know
these
are
union
jobs.
These
are
city
jobs,
they're
for
our
residents.
A
They
provide
benefits,
that's
an
important
thing
for
us
and
an
important
thing
for
this
district
in
this
city,
jobs
that
mean
something
for
people
that
can
they
can
make
a
career
out
of
it.
So
we
appreciate
you
know
the
fact
that,
in
addition
to
the
the
healthy
aspects
here
we're
creating
a
meaningful
base
for
our
fellow
neighbors
and
residents
in
the
city,
all
I
can
say,
is
you
know
good
luck,
keep
it
up.
I
will
note
there
wasn't
one
of
the
question
earlier
about.
A
Think
we'll
probably
have
you
back
at
some
point
to
talk
a
little
bit
about
how
that's
going
since
it
is
a
new
vendor
and
we
are
in
year
one,
but
certainly
that
needs
to
be
taken
into
account
as
we
have
a
multi-year
process
where
we
expand
this
hub-and-spoke
approach
and
think
about.
You
know
how
we
transition
out
or
how
we
account
for
the
contract
that
we
have
and
I
think
we
also
need
to
take
into
account
as
well.
A
Those
freestanding
cafeterias,
you
know
I
know
my
one
of
my
children's
schools
has
a
free-standing
cafeteria
and
they
operated
in
this
environment
as
well,
and
you
know
whether
those
cafeterias
become
hubs
in
their
own
respective
neighborhoods
or
what
other
opportunities
there
might
be.
Those
those
schools
need
to
work
in
this
ecosystem
as
well
and
taking
advantage
of
some
of
these
food
purchasing
efficiencies
and
preparation
practices
that
that
have
been
innovated
through
the
helpful
intervention
here
of
the
Shaw
Foundation
and
their
partners.
So
I
want
to
close
just
saying.
Thank
you.
A
Once
again,
we
have
the
benefactor
of
the
the
Shaw
foundation
here
tonight:
miss
Jill
Shaw
and
the
executive
director
Ross
Wilson
who's,
no
stranger
to
the
district.
Thank
you
again
for
all
your
hard
work
and
your
efforts
in
supporting
not
only
this
program,
but
this
district
in
general.
So
we'll
look
forward
to
hearing
more
from
from
you
on
this
and
again
we
continue.
We
continue
to
wish
you
the
best
and
wish
all
the
best
for
this
this
program.
On
behalf
our
students.
Thank.
A
Well,
thank
you
again.
Miss
Benavides
we're
gonna
move
on
now
to
our
next
presentation.
That's
the
interim
salary
and
non-personnel
payments
on
external
funds.
Presentation
at
this
time,
I'd
like
to
invite
a
new
John
F
to
please
step
forward
with
her
presentation,
but
first
I'd
like
to
turn
it
over
to
superintendent,
dr.
Tommy
Chang
for
his
remarks
on.
H
A
giant
who
is
our
director
of
federal
and
state
grants
will
come
up
for
any
questions
you
may
have.
We
will
be
seeking
your
approval
and
interim
salary
non-personnel
payments
using
external
funds.
The
memo
you
have
from
your
mirrors,
the
interim
salary
payment
order
that
has
been
presented
to
school
committee
for
their
approval
in
past
years.
It
also
provides
details,
be
behind
the
request
by
outlining
the
grants
that
were
projected
to
be
received
in
fiscal
year
19.
H
F
That
it's
not
a
presentation,
so
it's
an
interim
salary
payment
order
for
personnel
and
non
personal
encumbrances.
We
receive
our
grant
awards
pretty
late.
We
get
it
usually
around
July
or
August.
So
these
are
based
on
the
projections
that
we
have
and
we
are
seeking
an
approval
to
start
encumbering
funds
and
paying
out
salaries
on
these
grants.
Your.
I
I
F
I
A
A
As
the
board
we
like
to
keep
tabs,
obviously
on
the
commitments
that
we're
making
and
as
well
as
the
the
funds
that
are
going
to
be
available
to
to
pay
for
those,
and
so
I
note
that
the
memoranda
that
are
distributed
each
year
include
a
note
that
payments
will
only
be
made
if
the
business
manager
for
the
district
assesses
that
there
is
no
risk
in
making
those
payments
based
upon
our
expected
in
take
of
the
the
grant
funds
that
are
listed
here.
Yes,
and
thank
you
again
for
giving
us
that
helpful
time
line
as
well.
A
F
A
Hour
good
evening,
well,
thank
you
once
again
we're
gonna
move
on
to
our
last
item
for
business
tonight.
This
is
a
presentation
on
the
tentative
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
custodians
unit
of
local
district
35
I'm,
going
on
memory
here,
so
Paula
I
apologize.
It's.
A
H
Thank
You
Jeremiah
and
Thank
You,
PJ
perskin
is
for
being
here
this
evening.
As
mr.
NOLA
canto
stated.
This
is
our
tentative
collective
bargaining
agreement
with
local
1952,
which
is
our
painters,
the
allied
trades
District
Council
35,
and
this
ta
was
reached
last
month
and
ratified
by
the
Union
already
on
August
I'm.
Sorry
correct
that,
but
on
April,
8th
and
it
does
come
with
annual
2
percent-
raises
retroactive
to
September
of
2016.
H
AE
So
good
evening,
chipper
summer,
canto,
superintendent
and
committee
members,
thank
you
for
having
us
here:
I'm
Jeremiah
house
and
I'm,
the
interim
director
of
Labor
Relations
and
since
pj+
Kenneth
this
evening.
We're
just
going
to
give
you
a
brief
presentation
on
the
tentative
agreement
reached
with
local
union
number
9
1952
painters
and
allied
trade
trades
District
Council
number
35.
The
custodians
union
has
a
brief
timeline
of
the
tentative
agreement
we
reached
it.
We've
reached
the
deal
on
March
20th.
As
superintendent
Chang
mentioned,
the
union
did
vote
on
it
and
ratified
it
on
April
8.
AE
Here
tonight,
again,
we'll
point
out
some
of
the
highlights
for
you
and
we
request
that
you
vote
to
ratify
the
agreement
and
approve
a
supplemental
appropriation
request
in
the
amount
of
1
million
thirteen
thousand
two
hundred
and
sixteen
dollars
for
the
cost
items
for
the
financial
year
of
2018.
At
your
next
meeting
on
April
25th.
AE
AE
Looking
at
the
employee
benefits,
the
custodians
will
receive
increased
wages,
additional
opportunities
for
training
and
building
their
skills
beyond
what
is
may
be
considered
traditionally
considered,
custodial
responsibilities,
they'll
also
be
receiving
a
legal
fund
and
a
house
fun
to
assist
with
homeownership
or
renting
in
the
city
of
Boston
and
paid
parental
leave.
In
exchange
for
those
benefits,
we
received
some
operational
reforms
in
the
form
of
increased
flexibility
to
ensure
that
we
have
the
when
it
comes
to
staffing
our
most
complex
buildings.
AE
We
also
put
restrictions
on
vacation
time
during
our
crucial
summer
months,
which
ensures
that
we
have
the
proper
manpower
to
prepare
our
schools
for
the
upcoming
year
and
we
also
increase
the
flexibility
in
regards
to
evaluations
for
for
custodians
overall,
we
think
this
is
a
fair,
equitable
deal
and
it
is
affordable
and
we,
most
importantly,
it
benefits
the
students,
the
district
and
the
employees
of
the
custodian
union.
So
we
ask
that
you
approve
the
deal
at
your
next
meeting.
Thank
you.
Thank.
A
Why
do
you
just
want
to
say
thank
you
once
again
for
taking
this
Agreement
into
completion
and
to
district
council
35
for
ratifying
this
agreement?
Just
to
recap,
you
know.
Typically,
we
have
a
executive
session
amongst
the
fellow
members
to
talk
about
our
tentative
agreements
with
our
collective
bargaining
partners
prior
to
signature,
but
given
the
the
speed
with
which
this
agreement
was
settled
in
the
alongside
the
budget
process,
we
find
ourselves
here
with
a
attentively,
ratified
agreement
and
excuse
me
tentatively,
agreed
to
agreement.
A
A
The
the
Housing
Trust
is
actually
something
that
goes
back
twelve
or
thirteen
years
now
to
the
AFSCME
bargaining
unit
at
the
city,
I
was
actually
working
in
the
city's
office
of
labor
relations.
At
the
time
when
we
first
initiated
that
program
and
I
know
there's
a
number
of
people
that
are
actually
not
only
still
living
in
the
city,
but
have
students
in
the
in
the
schools
that
have
taken
advantage
of
the
housing
trust
through
apps
me
and
have
received
I
believe
full
reimbursement
for
their
their
investments
in
the
housing
trust
over
the
10-year
period.
A
That's
intervened,
so
that's
a
great
program
and
I'm
glad
to
see
it,
expand
it
to
another
bargaining
unit
in
the
city
that
that
has
some
of
the
lower
paid
workers
in
our
in
our
community
and
parental
leave
as
well.
That's
been
something
that's
making
its
way
across
all
of
our
bargaining
units
and
our
employee
ploy
sectors
across
the
district.
So
thank
you
so
much
for
doing
that,
and
thank
you,
of
course,
for
ensuring
that
we
get
a
little
bit
of
management,
flexibility
and
reforms.
Specifically,
the
scheduling
and
training
highlights
that
you've
included
this
evening.
A
J
I,
just
based
on
that
last
report
just
wanted
to
say
how
important
our
custodians
are
in
our
schools,
they're
the
people
who
keep
the
building's
clean
and
safe
for
our
students
and
show
respect
for
the
students
and
teachers,
but
on
a
personal
note,
I
thought
you'd
be
interested
to
know
that
when
I
was
I
parent
at
the
Hale
school
and
was
on
the
school
Parent
Council,
my
co-chair.
One
of
the
three
co-chairs
was
the
wife
of
the
custodian.
J
J
You
know
meet
before
and
after
school
time,
and
there
was
one
dark
period
of
financial
difficulties
in
the
Boston
city
and
schools
apart
and
when
small
schools
like
the
Hale,
we're
told
you
can't
have
parent
meetings
at
your
school,
you
have
to
hold
your
parent
meetings
at
a
bigger
school.
That
has
a
custodian
too,
because
we
can't
afford
to
have
a
custodian
paid
overtime
so
that
you
can
have
your
school
parent
meetings
at
your
school
and
I.
J
I
I
did
want
to
just
communicate
our
appreciation
to
custodians
as
well.
I
should
have
mentioned
it
in
the
earlier
presentation.
So
forgive
me
because
I
know
many
of
them
personally.
I
know
what
they
teach
the
kids
with
their
best
practices.
So
if
you
could
just
carry
a
message
back
to
your
team
from
if
I
could
speak
to
from
the
school
committee
that
we
see
them
and
that
we
see
their
work,
I
know
many
of
their
families.
I
know
when
they
are
leaving
while
those
are
coming
in
and
when
they're
there.
I
While
many
are
gone,
I
know
the
work
that
they
do
and
sometimes
they're
told
that
it
can
take.
You
know
on
their
family,
but
I
appreciate
most
importantly
as
their
dedication
and
their
work
ethic,
because
it
is
seen
and
kids
see
it
in
the
school.
Every
school
I
visit,
I,
see
staff
members,
I,
see
kids,
but
I'm
always
looking
for
where
the
custodians
are
where
they're
located
and
what
they're
doing
during
the
day,
kids
love
their
part
of
the
team.
I
So
please
send
a
message
to
them
that
I
know
this
is
business
here,
but
they're
people
and
there
are
people
that
we
really
really
I
personally
value,
I
love
what
they've
been
teaching
my
boys,
especially
because
they
come
home
and
talk
about
those
members
of
their
schools
and
parents
appreciate
them
as
well.
So
let
them
know
they're
role,
models
and
they're,
not
invisible
at
all.
I
A
You
Dean
Robinson
any
other
new
business.
Well,
that
concludes
our
business.
For
this
evening,
our
next
school
community
meeting
will
take
place
on
Wednesday
April
25th
at
6
p.m.
there's.
Nothing
further
entertain
a
motion
to
adjourn
Thank
You
Dean
Robinson
0.
Second,
second,
thank
you.
Dr.
Coleman
looks
like
unanimous
consent.
We're
adjourned
good
night.