►
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
C
B
E
B
A
Tonight's
session
is
being
shared,
live
on
zoom,
it
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
march
16th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
bps
languages.
A
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference,
we'll
ask
spanish
interpreters.
Please
introduce
yourselves
and
give
zoom
instructions
in
espanol.
F
A
G
A
I
A
J
J
A
A
Thank
you.
Our
american
sign
language
interpreters
are
michelle
martinez
and
kylie
chiropractic.
Thank
you.
Thank
you
all
for
assisting
us
this
evening.
Thank
you
to
all
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation,
I'd
like
to
begin
by
inviting
chief
financial
officer
nate
cooter,
to
provide
the
committee
with
the
superintendent's
final
fiscal
year,
23
budget
recommendation.
L
L
And
then,
with
this
budget,
we
are
adding
to
our
our
support
team
with
adding
additional
counselors
at
the
secondary
level.
We'll
add
elementary
counselors
with
esser
funding.
We
are
adding
psychologists
to
be
at
the
national
ratio
of
one
to
five
hundred
and
we
are
adding
in
additional
funding
for
libraries
and
athletics.
L
The
kinds
of
things
that
help
kids
stay
connected
feel
supported
and
help
them
to
achieve
at
higher
levels.
Another
key
critical
piece
that
we
are
adding
in
this
budget
is
our
high
school
redesign
and
supporting
the
passage
of
the
mass
core
com,
graduation
requirements
for
every
single
high
school.
As
you
all
know,
this
was
tough
to
get
over
the
finish
line.
L
In
order
to
ensure
that
we
are
able
to
implement
this
well
and
really
land
the
plane
for
our
next
year's
ninth
graders,
so
that
they
are
going
to
have
a
college
and
career
ready
diploma.
I'm
very
very
proud
of
this
budget.
I
want
to
thank
the
finance
team
for
their
diligence
in
this
budget
for
listening
to
the
community
and
also
to
our
school
superintendents
for
their
work
with
our
school
leaders
and
their
school
equity
roundtables
in
their
communities
and
the
educators,
who
all
had
a
say
in
this
budget
moving
forward.
L
So,
thank
you
again
for
having
the
hearings
for
for
your
commitment
to
our
students
and
for
this
really
unique
opportunity
to
provide
the
kind
of
support
so
that
no
child
is
falling
between
the
cracks
in
boston,
public
schools
and
that
we're
able
to
deliver
on
a
quality
guarantee
for
our
families
and,
most
importantly,
for
our
students.
So
with
that,
I'm
going
to
turn
it
over
to
mr
cooter
and
he
will
bring
us
through
some
of
the
changes
based
on
some
of
the
feedback
that
we've
gotten
and
outline
again.
M
M
They've
apparently
started
to
do
some
road
construction
outside
my
house
at
five
o'clock
tonight,
and
so,
if
you
hear
some
loud
grinding,
that
is
not
the
gears
of
my
brain
working
that
is
literally
somebody
I
think
digging
up
the
street
outside
my
house
tonight.
I
am
proud
to
present
to
you.
The
superintendent's
final
recommended
fy
23
budget
next
week,
we'll
be
asking
for
your
support
with
the
yes
vote
on
a
total
general
fund
budget
of
1
billion,
334
million
845
thousand
five
hundred
and
eight
dollars
over
the
last
six
weeks.
M
We've
heard
from
members
of
the
community
had
many
deep
discussions
with
this
committee,
guided
by
your
thoughtful
and
insightful
questions,
and
we've
also
had
the
opportunity
to
finalize
many
school-based
budget
discussions
in
partnership
with
school
leaders
based
on
those
conversations
and
associated
feedback.
We
are
presenting
a
revised
budget
to
you
this
evening.
M
A
large
factor,
in
my
belief,
comes
from
the
significant
financial
commitment
from
mayor
wu
and
the
city
of
boston.
We
have
leveraged
our
city's,
unparalleled
financial
support
to
build
a
quality
guarantee,
as
the
superintendent
mentioned.
This
is
built
based
on
a
three-year
100
million
110
million
dollar
operating
investment.
M
Over
and
above
our
cost
increases
that
allows
us
to
build
a
guaranteed
baseline
of
services
across
all
schools
through
build
a
high
quality
experience
regardless
of
school
program
or
neighborhood.
This
quality
guarantee
will
grow
to
include
student
family,
supports
curriculum
academics,
facilities
and
enrichments.
M
Today,
our
final
proposal
for
your
review
for
your
review
in
the
form
of
budget
tables
is
posted
online
and
was
shared
earlier
with
you
committee
members.
The
accompanying
memo
summarizes
the
changes
reflected
in
this
proposal
versus
the
original
budget
proposal
on
february
2nd
of
this
year,
which
I
will
also
share
with
the
community
tonight.
M
M
These
reserves
are
held
in
the
budget
office
and
are
eventually
transferred
to
school
budgets,
while
we're
still
holding
some
rever
reserves
to
be
liquidated
during
the
summer
and
fall
based
on
registration
and
assignment
data.
The
following
funds
have
been
moved
from
central
reserves
onto
school
budgets
in
order
to
accommodate
changes
to
school
configurations,
including
k-8
conversion
at
the
trotter
and
king
high
school
is
adding
seventh
and
eighth
grades
at
the
burke
and
brighton
we've
allocated
out
1.8
million
dollars.
M
Yesterday
the
superintendent
sent
a
letter
to
the
pa
shaw
community,
announcing
that
we
will
be
adding
a
fourth
grade
next
school
year.
That
change
is
not
yet
reflected
in
the
school's
budget
and
our
team
is
working
with
them.
The
funding
for
that
is
currently
held
in
reserve.
While
we
work
with
the
school
leader
to
modify
their
program
and
staffing,
we
changed
the
budget
at
madison
park,
technical
vocational
high
school,
in
collaboration
with
the
school
leader,
the
chief
of
schools
and
the
school
superintendent.
M
M
M
The
second
category
of
changes
has
to
do
with
central
budgets.
There
have
been
a
number
of
small
changes
to
the
proposed
budget
for
some
central
departments,
more
limited
in
scope
and
represent
mostly
transfers
between
central
departments
and
between
account
types
as
we
finalize
responsibility
for
projects
and
the
implementation
of
of
new
investments.
M
M
I'd
be
remiss
if
I
didn't
end
tonight
by
thanking
the
dedicated
staff
who
helped
develop
this
budget,
including
our
school
leaders,
schools,
like
councils,
my
finance
team,
the
department
heads
without
their
hard
work
and
unrelenting
focus
on
students.
We
would
not
be
able
to
put
together
a
budget
proposal
as
strong
as
this
one.
I
am
honored
to
submit
it
on
their
behalf.
So
with
that,
I
will
turn
it
back
over
to
chair
robinson
for
your
questions.
A
Thank
you,
mr
cooter,
and
thank
you
and
your
team
for
all
of
your
incredibly
hard
work
over
this
budget
year.
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
each
will
have
five
minutes.
That's
one
to
two
questions
and
I'd
like
to
remind
vps
staff.
To
also
be
brief
in
your
responses.
A
N
Yes,
chair
happy
to
go
into
that,
so,
as
I
think
you're
aware,
madison
park
has
been
growing
for
several
years,
which
is
a
very
exciting
development
for
the
school.
In
our
original
projections,
we
had
projected
continued
growth
based
on
the
historical
growth
of
their
incoming
classes
and
in
talking
with
the
school
leadership,
and
this
and
our
school's
leadership
overall,
they
felt
like
the
best
thing
to
do
was
was
to
stabilize
enrollment
at
its
current
level
in
the
short
term.
O
Yeah,
I
just
want
to
one
congratulate
the
shaw
community.
I
think
it
speaks
this
change.
This
change
in
our
decision
obviously
speaks
volumes
to
their
advocacy
and
the
incredible
work
of
the
teachers
and
the
parents
and
the
students
who
have
come
together
to
share
their
concerns.
I'm
curious
sort
of
long-term
plan
how
we're
thinking
about
this
continued
growth,
and
will
we
see
that
reflected
in
the
budget.
P
M
Yeah,
this
is
the
first
phase
for
for
next
year
to
make
sure
we
have
some
stability
predictability
for
the
current
third
graders.
We
need
to
have
an
ongoing
conversation
about
the
school
configuration
because
they
are
limited
in
space.
The
two
fourth
grade
classrooms
will
represent
the
last
two
possible
spaces
that
can
be
used
in
the
building
and
so
we'll
need
to
look
at
alternatives
either
shift
in
the
number
of
strands
at
the
school
or
looking
for
a
potential
conversation
around
other
changes
to
either
feeder
pattern
or
a
partnership
with
another
school
community.
O
L
Q
Good
morning
or
good
evening,
excuse
me:
we
are
in
conversations
with
our
community
engagement,
team
and
and
referenced
in
the
letter
that
we
would
be
planning
a
community
conversation
for
april.
So
we
don't
have
a
confirmed
date
yet,
but
I
expect,
maybe
even
by
the
end
of
this
week
early
next
week
to
be
able
to
send
that
date
out.
So
we
can
have
that
community
conversation.
R
Thank
you
sherwood
robinson
just
first.
I
want
to
start
off
with
the
appreciation
of
the
staff
and
working
on
putting
the
proposal
together
for
the
budget
and
then
hearing
from
our
community
and
adapting
as
necessary.
I
think
just
building
off
of
some
of
the
questions
related
to
the
the
pa
shawl,
but
also
just
like
thinking
through
how
a
decision
in
one
school
also
has
ripples
for
other
school
communities.
M
We
will
be
changing
the
project
projections
of
mildred
avenue
to
accurately
reflect
how
many
students
we
anticipate
enrolling,
but
we
will
be
also
changing
their
supplement.
So
in
this
year,
where
we
have
held
schools
harmless
that
we
are
going
to
be
supplementing
mildred
avenue
equal
to
the
amount
of
enrollment
loss
that
they
will
have,
that
will
be
one
year
for
their
school
and
then
we'll
need
to
work
with
them
over
the
following
year
to
implement
the
change
in
enrollment
patterns.
M
R
My
follow-up
to
that
is
when
we
are
engaging
in
future
planning
with
the
shaw
community.
Are
we
also
including
other
communities
that
are
geographically
close,
that
can
also
be
impacted
with
any
gray
configurations,
potential
ideas
of
bringing
communities
together
and
or
even
just
like
with
the
mildred,
as
as
you
just
mentioned,
are
we?
Are
we
just
bringing
the
shaw
community
together,
or
are
we
also
bringing
other
folks
who
could
be
potentially
impacted.
Q
Yeah,
I
think
this
is
really
where
you
know:
one
decision
does
have
a
ripple
effect
on
the
rest
of
the
district
right,
and
so
these
these
cannot
be
decisions
that
are
just
made
in
a
silo.
You
have
to
understand,
you
know
the
overall
impact,
so
the
first
step
is
certainly
engaging
with
the
shaw
community,
but
it
will
absolutely
be
conversations
with
other
school
communities
that
may
be
impacted
as
well.
So
this
is
just
the
beginning
of
that.
R
R
So
it's
just
something
that
I'm
thinking
about
doesn't
necessarily
tie
in
exactly
to
the
budget
pieces
as
it
relates
for
this
coming
year.
But
it
is
a
question
that
I
have
and
then
the
other
piece
is
I
I
just
want
to
share
appreciation
for
you
all
to
think
creatively
on
how
we
could
meet
the
the
needs
of
our
community
understanding
that
at
this
point
it's
a
proposed
one-year
solution,
but
I
can
imagine
for
those
third
graders
and
those
families,
especially
knowing
what
the
past
two
years
have
been.
R
S
T
O
M
We're
getting
new
information
about
you,
know,
registrations
and
having
comparison
points
between
registrations
last
year
and
registrations
this
year,
but
a
lot
of
our
enrollment
projections
are
based
on
current
students
and
anticipated
enrollment
for
for
last
year,
based
on
this
for
next
year.
Excuse
me,
based
on
the
size
of
the
cohorts
now,
so
we
had
already
projected
an
enrollment
decline
for
last
year.
M
No,
the
enrollment
projection
takes
a
whole
host
of
data
into
account,
but
I
will
say
the
biggest,
so
we
look
at
two
things:
the
total
size
of
an
individual
cohort
and
then
what
we
refer
to
as
the
cohort
change
rate,
which
is
how
a
third
grade
changes
as
it
moves
up
to
fourth
grade,
and
so
those
are
the
two
factors.
The
cohort
change
rates
that
we
use
get
updated
based
on
new
information
year
to
year,
and
then
the
total
cohorts
are
based
on
actual
enrollment.
M
The
registration
and
assignment
numbers
are
not
as
predictive
or
informative,
as
people
would
have
guessed,
and
so
they
don't
often
shape
our
enrollment
projections.
We
don't
often
do
revisions
at
this
point
in
the
year,
based
on
registration
and
assignment,
unless
there
are
large
swings
in
what
we
anticip
from
what
we
anticipated.
O
E
O
M
The
second
thing
that
we're
doing
that
is
a
pro
enrollment
strategy
to
steal
the
superintendent's
term,
which
she
enjoys
every
time
that
rolls
off
my
tongue.
The
is
great
reconfiguration.
We
have
seen
early
evidence
that
moving
to
a
k
to
six
configuration
for
our
k
to
five
schools
is
increasing
retention
in
third
fourth
and
fifth
grade.
Those
are
traditionally
the
grades
where
people
start
exiting
and
looking
for
other
alternatives,
including
charter
schools,
many
of
which
start
at
fifth
grade.
M
I've
already
seen
some
early
evidence
that
people
will
stay
in
the
district
until
they
figure
out
what
high
school
they
want
to
enroll
in
for
seventh
grade.
We
are
the
seventh
grade.
Expansion
in
high
schools
is
newer,
but
we're
hoping
that
that
is
a
pro-enrollment
strategy
to
help
attract
families
to
our
schools.
At
that
transition
point
and
giving
schools
like
brighton,
english
and
burke
an
opportunity
to
have
students
in
seventh
grade
prepare
them
for
high
school.
M
I
think
if
you
talk
to
individual
families
about
their
school,
it's
overwhelmingly
positive
about
the
experience
they're
having
and
we
need
to
do
a
better
job
of
of
of
selling
that
so
I
just
want
to
take
a
moment
to
say
everyone
you
should
be
registering
for
k1.
You
should
be
registering
for
k1
or
k0
and
bps.
We
have
great
programs,
great
teachers,
my
two
children
have
gone
through
it.
It's
a
tremendous
experience.
L
I'd
just
like
to
add
just
briefly
to
that:
there's
money
for
facility
updates.
You
know
in
our
buildings
as
well,
and
then
you
know
the
fact
that
we
passed
the
mass
core
is
huge
and
that's
going
to
set
the
standard
for
the
investments
that
we're
making
in
our
high
schools,
so
they'll
be
pe
teachers
and
our
teachers
and
theater
teachers,
and
you
know
ethnic
studies
and
we're
doing
our
focus
on
native
language,
literacy
in
the
bi,
syllabi
literacy
and
dual
language
schools.
L
These
are
the
kinds
of
things
that
parents
you
know
early
on
in
my
tenure
told
me
they
wanted,
and
so
you
know,
I
think
that
that's
important
there's
also
some
transportation
investments
around
our
operations
and
our
efficiencies
there.
So
I
think
that
those
are
also
going
to
be
pieces
that
instill
confidence
with
our
with
our
parents
and
with
our
community.
Q
Q
U
I
would
simply
add
to
mr
kuda's
excellent
analysis.
There
were
pr
pro
enrollment
strategies
is
along
the
lines
of
what
the
superintendent
was
saying
as
well,
which
is
and
superintendents.
I
notice
you
smiling
when
I
use
the
phrase
pro
enrollment
strategies,
but
because
we
do,
we
do
have
to
be
encouraging
more
families
to
choose
bps.
We
have
to
make
the
schools
strong
for
them
and
make
them
have
the
reason
to
make
that
choice,
but
cities
that
have
made
substantial
investment
in
facilities,
including
building
new
schools
and
so
to
get
back.
U
U
And
yet
parents
are
torn
between
loving
the
small
school
that
they're
in
because
they're
used
to
it
and
the
teacher
is
great
or
having
all
those
other
amenities
by
building
new
school
buildings
and
cities
that
have
built
new
school
buildings
have
seen
an
increase
in
enrollment,
and
there
are
examples
of
that
across
the
country
of
cities
that
have
invested
heavily
in
building
new
buildings
and
taking
a
new
approach
have
seen.
Parents
come
back
to
those
districts
and
choose
those
districts.
U
S
Sure
so,
even
within
the
the
quality
guarantee,
which
I
think
is
the
the
best
strategy
to
sort
of
bring
families
back
into
the
the
district
in
terms
of
transparency
and
how
we're
communicating
that
to
families,
we
also
have
to
be
realistic
about
you
know
when
every
school
in
the
district
is
going
to
be
able
to
offer
this
quality
guarantee,
and,
and
so
how
is
that
being
communicated
in
terms
of
a
a
timeline?
I
know
it's
hard
to
project,
but
you
know
is
there
is?
L
Do
you
want
to
go
now?
I
was
just
going
to
say
that
we
have
been
building
this
quality
guarantee
already,
so
families
should
be
seeing
this.
The
family
liaisons
are
in
our
schools.
The
nurses
are
in
our
schools,
the
social
workers
are
in
our
schools.
The
counselors
and
psychologists
will
be
in
our
schools.
L
L
L
M
No,
I
think
I
think
you
nailed
it.
I
would
just
add
that
you
know
a
lot
of
this
is
work
that
the
superintendent
has
launched
and
brought
and
made
possible
the
last
few
years
with
their
hard
work.
I
think
our
responsibility
now
going
forward
will
be
to
really
deliver
on
some
of
the
promises
around
facilities,
which
is
why
we
made
an
investment
in
our
facilities
team
to
build
that
capacity,
our
our
operations
team
to
build
that
capacity.
So
I'm
excited
about
that
work
as
well.
O
You
I'm
because
I
think
I'm
going
crazy
over
here
so
help
me
understand
this,
mr
cooter,
the
current
enrollment,
as
I
understand
it,
that
bps
is
around
48
000,
but
the
projected
number
for
the
fiscal
year
23
budget
is
49
000.,
so
I
think
maybe
we're
just
talking
past
each
other
or
I'm
missing
something,
and
that
would
be
helpful
because
I
think
it
would
help
everyone
else.
Who's
listening,
we
are,
you
said
we're.
O
M
M
We
don't
project
to
that
specific
number
of
total
enrollment,
because
we
need
to
project
to
enough
to
have
enough
capacity
in
every
grade
program
and
school
across
the
district,
which
means
that
what
we
do
is
project
to
what
we
call
the
high
water
mark
that
shifts,
depending
on
what
grade
we're
talking
about
what
program
we're
talking
about.
For
example,
special
education,
early
childhood
seats
grow
throughout
the
year
as
students
age
become
old
enough
to
enter
the
program,
so
we
need
to
project
to
have
enough
capacity
for
those
students
in
the
spring
when
their
program
increases.
M
We
know
the
general
education
enrollment,
particularly
the
high
school
level,
decreases
throughout
the
year,
so
we
project
for
an
october,
1
enrollment,
knowing
that
it
will
be
lower
throughout
the
year.
When
you
accumulate
all
of
the
grade
level
projections
program
level
projections,
you
have
a
number
that
ends
up
higher
than
any
given
slice
of
actual
enrollment,
because
we
need
to
be
ready
in
each
of
those
different
settings
to
serve
the
maximum
number
of
kids
we
anticipate
having
for
that
year.
The
reason
for
that
is
driven
by
our
hard
class
size
maxes
in
our
union
contract.
M
O
We
can
keep
this
conversation
going
offline,
but
it's
as
we
have
this
incred
this,
like
increase
in
pieces
of
the
budget
on
a
school
level,
but
also
as
a
district
where
we're
holding
schools
harmless,
and
yet
we
continue
to
be
further
away
from
our
enrollment
projection
at
any
given
point
in
a
given
year.
I'm
I
just
if.
M
You
look
at
the
total
projected
number
from
a
budget
planning
perspective
is
actually
pretty
useless.
What
we
look
at
is
grade
level
and
program
level
capacity
that
we're
going
to
need
throughout
the
year,
and
so,
if
you
look
at
the
accuracy
of
our
projections,
I
think
you'll
find
it
really
close.
When
you
look
at
what
is
a
useful
projection
from
a
planning
perspective,
I
also
we've
done
a
lot
of
research
and
had
a
lot
of
conversations
with
other
districts
who
do
enroll
in
projections.
B
B
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
25
speakers
for
this
budget
hearing.
Each
person
will
have
two
minutes
to
speak,
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
B
B
W
V
X
Y
B
Z
Thank
you
so
much.
I
just
want
to
say,
first
and
foremost
thank
you
to
the
pa
shaw
school
community,
who
I
have
been
in
contact
with
over
the
last
couple
months:
the
teachers,
students
and
parents.
There
have
really
organized
really
well
for
their
school
and
I'm
glad
and
thankful
to
the
school
committee
and
bps
for
recognizing
sort
of
their
needs
and
making
sure
they
have
a
fourth
grade
class.
So
thank
you
all
for
that.
Z
And
so
I'm
hoping
that
we
find
a
way
to
get
them
in
line
with
what
build
bps
currently
has,
which
is
a
fifth
and
sixth
grade
model.
But
I
am
grateful
to
you
all
for
that
fourth
grade
that
they
now
have.
That
should
give
some
clarity
and
peace
of
mind
for
those
students
for
those
teachers
that
were
incredibly
worried
that
they
were
going
to
have
to
give
up
the
school
community
that
they
have
grown
comfortable
with
it's
been
a
difficult
time
during
this
pandemic.
Z
Z
So
thank
you
for
your
work
and
for
really
listening
to
that
advocacy
and
meeting
that
advocacy
head-on,
and
I
am
hoping
that
we
can
see
in
in
the
future
a
fifth
and
sixth
grade
there
and
I'm
happy
to
work
with
you
in
any
way
in
capacity
that
I
have
at
the
city
council
to
do
that,
and
so
thank
you
all
for
your
work
on
the
school
committee.
I
appreciate
all
of
you
thank
you
to
the
pa
shaw
school
and
thank
you
to
you
as
well
superintendent
casilius.
Z
V
V
V
Okay,
my
name
is
maite
and
I
am
in
the
first
grade
at
the
pa
shop.
I
have
been
at
this
school
since
I
was
four
years
old.
I
am
bilingual.
I
speak
spanish
and
english.
I
started
learning
to
read
when
I
was
in
k2
now
in
first
grade.
I
am
reading
more
challenging
books
like
sophia
martinez
and
katie
wu.
V
V
V
B
V
V
V
I
could
not
understand
why
you
could
close
a
classroom
in
our
school
when
kids,
like
me,
are
learning
here
when
kids
have
to
transfer
to
another
school.
It's
also
learning
thank
you
for
listening
to
us
and
giving
us
a
fourth
grade.
We
also
need
a
fifth
and
sixth
grade,
so
kids,
let's
so
kids,
some
kids
like
me,
can't
stay
at
the
at
the
shop
and
learn
more
and
more.
Thank
you.
V
V
V
Hi,
my
name
is
carl.
Thank
you
for
listening
to
us
and
giving
us
a
fourth
grade
for
school
year.
We
can't
wait
and
I
love
the
paint
shop,
because
the
paint
shop
is
an
amazing
school.
The
paint
shop
has
thank
you,
and
I
have
been
here
for
six
years.
I
overcome
challenging
here,
and
I
know
I
can
continue
to
do
child's
work
here.
So
that's
why
I'm
ready
for
my
at
the
show,
I'm
finding
good
things,
I'm
at
like
infinite.
I
have
learned
I'm
really
good
at
multiplication.
V
Do
you
know
that
seven
times
three
equals
twenty
one,
but
seven
only
three
times,
seven
also
equals
twenty
one
and
twenty
one
divided
by
seven
equals
3
and
the
21
divided
by
3
equals
7..
I
will
be
able
to
use
these
in
my
real
life.
I
want
to
add
more
grades
to
the
page
and
kids
can
learn
new
different
math
problems.
This
is
like
an
important
fact
family.
I
just
told
you
in
the
last
paragraph.
It
is
your
job
to
make
my
episode
question
and
just
to
complete.
V
V
We
will
speak
as
many
times
until
we
give
us
a
fifth
and
sixth
grade,
and
I
have
many
friends
over
the
years
they
supported
me
and
I
supported
them.
Then
I
went
up
from
the
kindergarten
to
first
grade
to
second
grade
learning
new
things
this
year.
I
learned
this
would
be
my
last
grade,
so
I'm
fighting
for
a
fifth
in
century.
AA
Hi,
thank
you
for
having
me
here.
My
name
is
malik
carr
and
I'm
currently
attending
boston
day
in
evening,
but
I'm
involved
in
digital
ready,
studying,
bct
building
construction
technology
and
first
I
came
in
studying
architecture
in
the
summer
and
digitalready
is
an
all
paid
college
pathway
that
helps
earn
college
credits
and
live
on
a
college
campus.
AA
So
I
can
prepare
students,
especially
the
representative
students
for
industries
and
transitioning
into
institutions
and
colleges
and
our
first
semester
in
the
program
we
all
took
classes
of
architecture,
robotics
and
computer
science,
which
is
all
new
to
me
and
all
new
for
a
lot
of
students
in
my
position.
So
I
never
thought
I'd
see
myself
in
college
because
of
my
money
situation
and
a
whole
lot
of
my
influences.
People
would
tell
me
just
get
their
job
at
like
the
airport,
but
that
never
fit
with
me
and
all
right
so
hold
on
my
fault.
AA
E
AA
AB
Oh
hello,
everyone
it's
a
pleasure
to
be
here.
My
name
is
eric
rodriguez.
I
am
a
mexican-american
graduate
from
english
high
school.
I
was
a
part
of
general
ready
and
also
part
of
the
student
advisory
board,
so
my
experience
about
being
in
this
program
has
been
really
good.
It
has
a
lot
of
impact
in
my
life,
basically
in
my
in
my
processing,
high
school
and
my
life
here
in
the
u.s,
so
basically
focusing
more
in
the
in
my
field,
that
is
engineering.
AB
I
also
joined
engineering
and
designing,
and
my
experience
started
when
I
was
in
high
school.
I
was
in
english
high
school
taking
my
senior
year,
I
didn't
know,
speak
english
at
all.
I
was
struggling
a
lot
with
my
writing
and
my
reading
and
also
classes,
but
that
didn't
stop
me
to
keep
going
with
my
dreams
going
to
college
and
find
a
way
how
to
continue
with
my
life.
AB
So
I
decided
to
join
digital
radio
as
one
of
my
most
biggest
opportunities
that
I
ever
have
here
in
the
u.s
I
joined
it,
I
decided
to
challenge
myself
and
take
the
college
classes,
even
though
that
I
know
I
knew
that
I
was
not
going
to
understand
really
well
the
the
situations
and
having
experience
with
college
people.
I
just
tried
my
best.
AB
B
AC
Good
evening,
good
evening,
thank
you
for
having
me
here.
My
name
is
amaj,
I'm
a
graduate
of
excel
high
school
from
the
year
2020
and
a
member
of
the
student
advisory
board
for
digital
ready,
I'm
a
native
I'm
a
black
native
american
trinidadian
and
nigerian,
and
I'm
interested
in
pursuing
career
and
computer
science
and
engineering
because
I
love
building
them.
AC
My
experience
with
digital
ready
has
been
great
and
it's
helped
me
grow
to
figure
out
what
direction
I
want
to
take.
My
life
in
the
program
is
a
pathway
program
designed
to
give
young
and
underrepresented
and
underprivileged
bps
students
many
different
stem
opportunities.
I
like
how
the
hands-on
activities
are
scheduled
and
well.
I
like
the
hands-on
activities
and
the
easily
scheduled
help
sessions
along
with
the
we
got,
a
gym
and
a
workout
gym.
AC
AC
AC
AC
AD
AD
AD
My
experience
with
digital
ready
has
been
super
fun,
full
of
experience
gained
and
with
teachers
and
amazing
students
on
the
program.
What
is
different
about
the
program
is
includes
the
students
on
the
process
of
designing
new
ways
that
students
can
learn
and
find
better.
You
can
learn,
find
better
ways
to
bring
information.
AD
That's
so
the
students
can
learn
subjects
that
they
interested
in
and
also
the
program
is
not
only
for
students
with
good
gpa,
but
also
the
students
have
no
performance
in
high
school
that
during
the
program
they
should
get
before.
If
they
show
their
performance,
we
can
boost
their
gpa,
so
they
can.
It
can
be
able
to
attend
colleges
that
accept
suitable
certain
gpas.
AD
E
AD
It
includes
their
their
schedule
and
what
the
students
also
want
to
learn.
My
favorite
part
of
the
class
has
been
the
hands-on
activities
and
has
been
super
fun
and
one
of
the
projects
has.
My
early
colleague
was
stating
that
led
project.
You
put
me,
I
use
a
pir
sensor
that
was
like
a
movement
sensor.
Yeah
I
have
in
my
room.
Also
I
get
in
the
room,
the
lights
turn
on.
It's
super
cool.
It
was
one
of
the
projects
that
was
a
coding
project
in
engineering.
AD
B
Thank
you.
Our
next
speaker
is
yahaira
alvarenga,
followed
by
sarah
cherry
rice,
then
sinica.
Fourth,
forza
forsyth.
Excuse
me
mike
heischmann,
tom
mcginnis
and
carla
johnson.
You
can
please
raise
your
virtual
hand
and
check
to
make
sure
that
you're
signed
in
to
zoom,
using
the
same
name
that
you
signed
up
for
public
comment
with
yahara.
AF
Yes,
thank
you
very
much
so
good
evening.
Everyone,
my
name,
is
yahara
and
I'm
a
second
year
college
students
at
bunker
hill,
community
college
majoring
in
criminal
justice.
I
live
in
east
boston
and
I'm
an
alumni
at
fenway
high
school
and
I
have
been
involved
with
social
latina
for
the
fast
for
the
past
five
years,
beginning
as
students
and
now
working
as
a
civic
engagement
program
assistant,
I'm
on
par.
I'm
part
of
the
alumni
cohort
who
has
been
pushing
for
immediate
funding
to
the
implementation
of
mental
health,
support,
restorative
practices
and
police
reform
in
bps.
AF
AF
Thank
you
for
letting
me
know.
Our
focus
in
bps
should
be
your
development,
not
punishing
outcasting
and
turning
them
away
when
they
need
the
most
support.
Bps
needs
to
review
the
code
of
conduct
to
further
revise
the
disciplinary
protocols
with
teachers,
administrators
and
a
district
implement.
Any
changes
should
be
better
reflect
restorative.
Instead
of
punitive
responses
to
history,
to
students,
behavioral
or
academic
issues
in
the
classrooms.
AF
We
are
asking
for
bps
to
form
a
working
group
that
includes
nojo's
administrator,
but
also
students,
parents,
teachers
and
other
community
stakeholders
to
recovering
school
resources
officers
roles
in
an
effort
to
insert
a
transparent
and
equitable
process
for
hiding
from
our
research.
Our
research
we
currently
have
107
counselors,
serving
as
address
credit
that
includes
7
2
700,
not
27,
300
students
in
grades
6
to
12..
There
is
a
contract,
twelve
monday
right
in
one
of
the
consoles
for
every
300
students
in
bps
high
schools.
AF
K
B
AG
AH
Good
evening
committee,
my
name
is
zaria
alves
and
I'm
here
on
behalf
of
digital
writing,
I
graduated
from
cash
in
2020
and
I'm
a
student
and
current
member
of
digital
ready
student
advisory
board.
I
also
serve
as
a
lead
design
facilitator,
I'm
interested
in
pursuing
careers
in
architecture
and
entrepreneurship.
AH
I
found
an
interest
in
creating
and
designing
products,
whether
it
be
building
or
improving
communities
and
creating
new
inventions.
I
currently
live
in
what
we
call
a
living
learning
lab
on
mount
ida
campus,
which
is
owned
by
umass
amherst.
My
experience
with
digitalready
has
been
great.
I
had
the
opportunity
to
take
umass
classes
in
digital
ready
studios
in
both
of
these
pathways.
What
I
like
about
the
program
is
a
collaborative
effort
with
the
community
through
partnerships
and
school
community.
AH
I
feel
as
if
excuse
me,
I
feel,
as
if
leadership
roles
have
been
able
to
obtain
and
help
me
stay
connected
and
involved
with
digital
ready.
Girardi
has
supported
me
in
creating
digital
portfolios
and
preparing
for
industry
jobs.
The
program
has
really
given
me
the
space
to
work
and
collaborate
with
students
with
similar
interests
and
focuses.
AH
My
experience
at
dejari
has
been
different
from
my
high
school
because
it
has
helped
me
obtain
new
knowledge
on
digital
fabrication
and
design
which
my
school
did
not
offer.
Some
of
the
support
we
receive
are
coaching
sessions
and
support
labs.
We
have
one-on-one
tutoring
sessions.
Some
of
my
favorite
features
of
digital
ready
is
our
mini
lab
in
the
dorms,
where
we
have
3d
printers
regular
printers
and
creative
spaces
outside
of
our
classrooms.
AH
AG
Hi,
it's
nice
to
see
all
of
you
again.
My
name
is
dr
sarah
cherry
rice,
and
I
know
this
just
this
monday
we
put
in
our
formal
prospectus,
asking
superintendent
casilius,
as
well
as
the
boston
school
committee
and
the
boston
teachers
union,
to
help
us
expand
these
early
college
pathways
here
in
the
city,
as
you've
heard
from
many
of
our
students
and
our
student
advisory
board
members-
and
this
is
work
that
cannot
wait.
AG
I
know
that
the
timing
is
not
perfect,
given
that
we
are
searching
for
a
new
superintendent,
but
I
hope
that
we
can
break
free
of
this
mindset
that
there
is
going
to
be
one
person
that
is
going
to
come
in
and
save
the
city
of
boston
rather
than
waiting
for
the
perfect
leader.
I
propose
that
we
invite
students
our
student
advisory
board,
our
families,
community
and
industry
partners
into
our
school.
AG
Right
now
we
have
an
opportunity
to
expand
these
pathways
and
it
needs
to
happen
now.
Our
students
and
families
need
to
know
that
they'll
have
access
to
these
pathways
in
the
coming
fall
and
need
to
be
able
to
make
decisions,
and
we
cannot
wait
any
longer.
So
we
are
asking
that
you
allocate
some
of
the
esser
funds
and
to
support
us
over
the
next
three
years
so
that
more
students
can
have
access
to
these
pathways
in
the
city.
AG
T
You
know
to
do
fifth
and
sixth
grade
as
well.
You
know
I
just
wanted
to
speak
on
behalf
of
you
know
the
parents
as
well,
and
you
know,
we're
all
a
community,
and
I
would
like
to
see
you
know
the
school
expand
just
like
how
the
others
have
being
up
to
sixth
grade.
It's
very
convenient,
for
you
know
the
families
for
it
to
be
right
where
it
is
in
the
city,
the
location
is
convenient.
The
time
is
convenient
for
us
parents
as
well.
T
B
AI
AI
Yes,
there
are
some
improvements
in
this
proposal.
However,
this
proposed
budget
provides
insufficient
funds
to
accomplish
your
objectives.
The
common
good
proposals
by
the
boston
teachers
union
demonstrate
that
it
supports
excellence
for
all.
Since
the
beginning
of
january,
the
school
department
has
cancelled
four
negotiating
sessions
with
the
btu,
why
you
are
disrespecting
the
union
and
all
of
their
members.
AI
For
years
you
have
promised
the
community
build
bps.
Instead
of
building
new
schools,
you
have
closed
them
too
many
children's
lives
and
their
families
have
been
disrupted.
How
many
new
and
modern
school
facilities
will
be
built
in
this
proposed
budget?
The
school
department
says
insufficient
funds.
The
lack
of
libraries
and
librarians
is
disgraceful.
AI
Insufficient
funds,
how
many
school
psychologists,
guidance,
counselors
and
social
workers
with
this
budget
higher,
not
enough
insufficient
funds,
each
school
needs
at
least
one
family
liaison
insufficient
funds.
We
need
smaller
class
sizes,
insufficient
funds.
We
need
more
funds
for
ethics
studies,
insufficient
funds,
how
many
community
hub
schools
with
each
one
with
a
coordinator
with
this
budget,
create
insufficient
funds.
AI
AI
AJ
Hello,
my
name
is
tom
mcginnis,
I'm
from
roslindale
and
a
former
bps
student.
I
currently
work
at
e-inc
leading
science
programs
in
several
schools
throughout
boston
and
cambridge.
I
go
to
many
great
schools
through
the
course
of
my
week,
but
I'm
always
looking
forward
to
my
day
at
the
pa
shaw
without
fail.
I
am
greeted
by
every
single
student
and
staff
member
that
I
pass
in
the
hallways.
Whether
they
know
me
or
not,
this
alone
is
testament
to
the
amazing
shaw
way
in
the
classroom.
AJ
I
am
regularly
blown
away
by
everything
the
students
know,
as
well
as
their
reading
and
writing
abilities.
We
at
e
inc
are
excited
to
hear
about
the
addition
of
the
fourth
grade.
Regarding
a
fifth
and
sixth
grade,
a
school
like
the
shot
deserves
a
long-term
plan
that
will
allow
students
to
stay
being
in
these
classrooms
makes
me
feel
extremely
hopeful
about
the
future
of
our
community
and
the
city.
The
passion
for
learning
that
is
instilled
in
shaw
students
is
something
I
know
many
bps
schools
strive
to
achieve.
AJ
I
personally
went
to
an
elementary
school
with
a
science
lab
and
I
learned
far
less
about
science
than
the
students
I
work
with
even
prior
to
my
lessons.
What
I've
seen
at
the
shot
shows
me
that
amenities,
like
labs,
aren't
necessarily
what
makes
a
good
school
going
forward.
The
shock
community
deserves
a
plan
that
will
keep
their
community
strong.
Our
city
needs
more
seats
at
schools
like
the
shah,
and
I
hope
you
work
with
their
community
to
make
that
happen.
Thank
you.
AK
AK
AK
We
have
equity
and
anti-racism
at
the
core
of
everything
we
are
doing
as
a
faculty
and
as
a
school.
This
is
showing
through
in
a
in
the
way
that
our
students
are
advocating
for
themselves
and
for
their
community
at
every
school
committee
meeting
for
weeks,
including
tonight,
you've
heard
the
beautiful
and
powerful
testimonies
of
our
young
students.
AK
AK
AL
AL
Well,
I
don't
think
I'll
be
able
to
use
the
video.
I
just
want
to
read
this
letter
into
the
record,
please,
okay,
sure,
dear
chair
and
members
of
the
boston
school
committee,
thank
you
for
taking
my
testimony
this
evening
on
behalf
of
public
education.
It
is
an
honor
to
address
this
body
which
has
so
much
authority
in
determining
the
life
chances
of
students
and
the
viability
of
families
in
boston.
AL
My
name
is
rev
kevin
c
peterson.
I
live
in
the
dorchester
section
of
boston.
I
am
a
democracy
activist.
More
importantly,
I
am
someone
who
supports
public
education.
I
am
testifying
in
support
of
the
shaw
elementary
school
this
evening,
because
it
represents
an
important
institution
among
the
many
good
public
schools
in
boston.
I'm
writing
in
support.
I'm
testifying
in
support
of
the
shaw,
as
it
goes
about
the
important
tasks
of
providing
quality
and
consistent
education
opportunities
after
school.
AL
AL
AL
Please
note
that
nothing
is
more
important
than
having
the
shah
serve
students
from
the
pre-kindergarten
to
the
sixth
grades.
Please
do
all
within
your
policy
powers
to
make
this
goal
a
reality,
so
that
the
familial
and
pedagogical
needs
of
the
city
and
this
specific
community
are
met.
Thank
you
very
much
for
your
for
listening
to
me.
AM
Good
evening,
boston,
school
community
members,
my
name
is
sharon
hinson,
I'm
a
homeowner
parent
resident
of
hyde
park
and
the
executive
director
of
black
teachers
matter
incorporated.
I
too
was
at
the
pa
shaw
this
morning,
so
I
congratulate
those
parents,
teachers,
community
members
that
showed
up,
but
frankly
I
am
tired
of
going
to
these
kinds
of
rallies.
I
remember
this
at
the
timothy
this
at
the
trotter.
This
is
the
jackson
man.
There
are
so
many
different
schools
that
have
gone
through
this
and
it's
heartening
to
see
what
happens.
AM
So,
thank
you,
boston,
school
committee
for
approving
this
and
the
superintendent.
But
why
are
black
and
brown
teachers,
parents
in
schools
and
students
forced
to
do
this
kind
of
stuff
when
we're
fighting
for
our
schools,
I
attended
boston,
public
schools
until
the
sixth
grade,
and
then
I
went
to
beaver
country
day
school
and
graduated
at
the
top
five
percentile
of
my
class.
AM
There
is
a
backwards
motion
that
is
happening
here.
That's
that's
disheartening.
This
past
weekend
we
had
part
two
of
what's
going
on
with
black
teachers
and
we
heard
from
black
teachers
administrators
from
across
this
country.
I
encourage
all
of
the
school
committee
members
to
look
what
is
happening
in
chicago
and
what
has
happened
in
chicago
and
what
has
happened
in
new
orleans
and
in
new
york
in
the
la
unified
school
district.
AM
This
is
not
just
happening
in
boston
in
terms
of
not
being
able
to
retain
educators,
black
educators,
and
so
I
have
a
couple
of
questions.
One
is
why,
where
are
the
students
going
these
five
thousand
students?
Why
are
they
leaving?
Is
anybody
actually
studying
why
we're
losing
so
many
students
in
such
a
short
period
of
time?
Because
if
you
don't
know
why
they're
leaving
you
don't
know
what
it's
going
to
take
for
them
to
come
back?
AM
The
other
thing
is:
why
are
we
cutting
technical
vocational
education,
black
and
brown
students
are
disproportionately
affected
with
student
debt
and,
if
you
are
in
a
trade,
you
make
a
good
living
and
you
are
not
saddled
with
student
debt.
So
I
encourage
you
to
increase
that.
I
got
10
seconds
increase
that
take
that
cap
off
of
the
technical
vocational
schools
and
invest
in
technical
education.
Again,
thank
you.
You
guys
are
doing
a
good
job.
I
know
it's
rough
sorry
to
see
brenda
go,
but
we
got
to
do
we
got
to
do
I'm
with
you.
AM
AN
Well,
hello,
dr
c,
it's
good
to
see
you
parents
select
and
send
their
children
to
the
pa
shop,
because
it
is
a
second
home
for
learning
growing
and
developing
with
the
guidance
of
incredible
teachers
and
a
dynamic
school
leader.
They
instill
a
passion
for
learning
and
the
literacy
that
should
be
modeled
throughout
the
district
month
after
month,
the
students
have
showcased
their
oratory
literacy
and
writing
skills
as
clear
evidence
that
this
school
should
be
expanded
to
sixth
grade
the
pride
they've
demonstrated
in
speaking
up
for
their
school.
AN
The
civic
action
these
students
have
engaged
in
to
advocate
for
their
education
is
what
we
call
democracy.
These
students
inspired
an
entire
community
to
beat
boston
traffic
and
come
together
for
a
rally
at
8
30.
This
morning,
madam
chair,
these
eager
students,
dedicated
teachers
committed
parents
and
involved
community,
have
showcased
what
every
school
committee
yearns
for
an
engaged
student
body.
AN
AN
I
worked
at
the
school
when
it
was
a
k-5
setting
and
there
were
two
sub-separate
classrooms
to
accommodate
a
k-6
that
now
has
inclusion.
The
phil
brick
is
a
k-0
k-1
through
five
school
and
it's
smaller
madam
chair.
This
is
about
racial
equity
and
acknowledging
the
success
of
a
little
school
that
has
done
hugely
miraculous
things,
expand
the
pa
shot
to
grade
six.
That
would
be
the
only
right
thing
to
do.
Thank
you.
AO
Good
afternoon
my
name
is
ruby
reyes
and
I'm
the
executive
director
of
the
boston
education,
justice
alliance,
with
the
impending
departure
of
dr
cosellius
and
mayor
wu's
announcement
that
a
replacement
will
be
put
in
place
in
the
fall.
We
know
that
this
school
committee
has
little
power
in
this
decision-making.
AO
However,
this
is
a
critical
time
when
families
and
school
communities
of
bps
need
your
leadership
and
transparency.
You
can
do
something
with
the
window
of
time.
You
have
to
create
some
stability
by
fighting
for
an
equitable
budget
that
is
reflective
of
the
needs
of
students,
families
and
educators,
who
are
still
in
crisis
in
terms
of
transparency
and
three
years
into
a
pandemic.
AO
Hvac
systems
could
have
been
a
game
changer
in
safety.
A
second
year
of
ester
funding
should
have
produced
a
list
of
schools
that
will
be
receiving
new
hvac
systems
with
hepa
filters.
As
someone
who
was
on
the
esser
task
force
for
these
funds,
I
don't
know
if
our
recommendations
are
being
implemented
with
equity.
AO
The
budget
needs
to
reflect
equity
and
transparency
in
school
budgets,
as
well
as
building
decisions
that
support
black
and
latino
communities
that
have
been
disproportionately
impacted
by
the
pandemic.
The
most
recent
decision
to
add
a
fourth
grade
to
the
pa
shaw
school
was
a
huge
step
towards
equity.
However,
the
shaw
also
needs
a
fifth
and
sixth
grade
to
be
in
alignment
with
the
district's
own
k-6
7-12
model.
The
shah
is
just
one
of
the
many
examples
of
empty
promises
in
school
buildings
that
are
intricately
linked
to
school
budgets,
enrollment
and
academic
planning.
AO
The
horace
mann
school
for
the
deaf
and
hard
of
hearing
still
needs
a
building.
The
mckinleys
in
madison
park
are
completely
missing
from
bill
bps.
The
department
of
elementary
and
secondary
education
have
begun
their
auditing
process
of
the
district.
This
is
the
first
step
of
box
checking
and
moving
a
district
into
receivership.
A
So
sorry,
thank
you,
miss
sullivan.
I
want
to
thank
everyone
who
spoke
this
evening.
Your
input
is
critical
as
we
consider
the
superintendent's
budget
recommendation
for
the
next
fiscal
year.
I
want
to
remind
everyone
that
all
budget
documents
are
available
online
at
bostonpublicschools.org
front,
slash
budget.
You
can
email
your
comments
to
budget
bostonpublicschools.org
as
well
as
to
the
school
committee.
There's
nothing
further
I'll,
entertain
a
motion
to
adjourn
this
budget
hearing,
so
we
can
move
into
our
regular
meeting.
Is
there
a
motion.
S
D
B
E
A
S
A
S
D
B
AL
L
L
I
want
to
first
start
tonight's
report,
of
course,
with
an
update
on
the
deeply
troubling
incident
that
happened
at
tech
boston.
Last
night
last
night
a
group
of
students
and
staff
were
getting
ready
to
get
on
their
bus
in
order
to
go
to
an
event
at
the
tech,
boston,
campus
and
a
suspect
shot
at
the
bus,
resulting
in
the
injury
of
a
student
and
a
staff.
L
L
Deputy
depena
and
chief
coakley
grice
alongside
the
boston,
public,
police
department
and
marawu,
came
as
well,
and
we
were
able
to
talk
directly
with
folks
at
the
school
and
then
mayor
wu,
and
I
did
a
press
conference
which
you
probably
saw
on
the
news,
and
then
we
went
to
the
hospital
to
visit
the
victims
and
provide
support
to
to
their
families
and
to
them
as
well,
and
then
this
morning
we
were
able
to
meet
with
the
staff
at
eight
o'clock.
This
morning
we
had
decided
to
close
school,
have
staff
up
there
provide
emotional
support.
L
I
can't
thank
our
crisis
team
enough
and
the
leadership
team
at
tech,
boston
academy
that
is
just
fantastic.
They
already
have
seven
clinicians
at
the
school,
so
they're
already
prepared
in
a
strong,
loving
community,
and
they
have
been
just
incredibly
resilient.
I'm
so
proud
of
this
community
and
the
brilliant
staff.
That's
there,
and
the
amazing
students
who
will
return
tomorrow,
supported
by
their
incredible
community,
will
also
continue
to
provide
support,
boston,
public
health,
commission.
L
Their
source
team
is
out
to
provide
support
as
well.
The
boston
police
department
continues
to
invest,
investigate
they
will
provide
updates
to
our
school
safety
team
as
needed
about
the
investigation.
We
are
fully
cooperating
with
the
boston
police
department
on
this
health
and
safety
issue,
and
so
we
know
we
just
have
this
as
our
top
priority
right
now
and
we'll
just
continue
to
support
the
school
and
to
ensure
that
we
have
a
safe
return
of
our
students
tomorrow,
I'm
going
to
con
I'm
going
to
transition
just
for
a
quick.
L
L
As
you
heard
this
evening
in
public
testimony,
we
sent
letters
to
the
families
at
the
shaw
school,
informing
them
of
the
upcoming
changes
to
their
school
community.
We
also
did
so
for
bdea
the
boston
day
evening
academy
we
shared
with
bdea
community
that
will
continue
to
engage
with
them
to
determine
the
long-term
use
of
the
timmelty
building,
as
well
as
the
broader
roxbury
community.
Around
the
use
of
the
timothy
building
bda
currently
occupies
four
classrooms
at
the
timilty
and
they
would
like
to
continue
to
use
that
space
for
next
school
year.
L
L
L
Also,
as
you
recall,
at
our
january
26
meeting,
I
announced
the
formation
of
intervention
teams
for
three
of
our
schools.
Charlestown
high
school
madison
park,
high
school
and
mckinley
school,
the
teams
were
formed
to
address
achievement
gaps
among
students
and
to
develop
recommendations
on
improving
teaching
and
learning
and
operations
in
the
schools,
as
well
as
vocational
programming
at
madison
park,
to
make
it
a
full
vocational
high
school.
L
The
intervention
teams
will
review
data
on
student
opportunities,
look
at
previous
reports
on
any
of
the
schools
and
set
outcomes
and
that
they
would
like
the
students
to
meet
and
they'll
work
with
staff
and
families
as
well
on
the
engagement
and
the
full
community
of
these
schools.
I'm
happy
to
report
that
last.
L
Week
we
announced
that
we
have
the
teams
in
place
and
they're
ready
to
get
get
to
work.
They'll
report
back
to
me
in
the
next
coming
months
with
their
recommendations
on
action
plans
to
address
ongoing
challenges
in
each
school
and
recommendations
to
improve
and
remove
barriers
to
student
success,
as
well
as
create
greater
opportunity
for
those
schools.
L
I
know
that
this
is
causing
some
angst
for
some
of
our
families
and
they
would
like
for
us
to
do
this
sooner,
but
we
are
working
diligently
to
ensure
that
we
have
full
accounting
of
the
grade.
Point
averages
of
all
of
the
students
who
are
eligible
and
that
we
are
being
extremely
careful
with
this
new
policy
and
having
it
being
reviewed
by
an
outside
partner.
L
So
the
timeline
is
that
they
will
be
noticed
about
their
invitation
at
the
end
of
april
or
the
beginning
of
may
also.
I
know
that
there's
been
a
lot
of
talk
about
masking
and
unmasking
to
be
more
specific
boston.
Public
schools
is
working
really
closely
with
our
boston
health
commission
to
review.
You
know
the
ongoing
colvid19
data
in
our
schools
and
also
across
our
city
and
the
health
commission,
met
last
week
and
shared
their
advice.
L
L
But
in
the
meantime,
I
just
really
want
to
thank
everybody
for
their
efforts
over
the
past
few
months.
You
know
we
really
came
together
to
slow
the
spread
of
covid
many
people
got
vaccinated.
I
want
to
thank
our
staff
for
getting
vaccinated,
which
is
making
this
much
more
possible,
and
I
want
to
continue
to
encourage
our
parents
to
get
their
children
who
are
over
the
age
of
five
vaccinated.
L
They
were
very
engaging.
The
students
were
collaborative.
We
used
cross-content
project-based
learning
projects,
students
conducted
research
through
non-fiction
text,
to
investigate
and
answer
one
essential
question
and
give
a
written
response.
They
were
also
asked
to
develop
a
visual
or
physical
product
to
demonstrate
the
mastery
of
their
grade
level
skills
and
to
demonstrate
standards.
L
L
Our
april
acceleration
academy
will
look
very
similar
to
the
february
academies
where
students
will
engage
in
high-interest
project-based
learning,
but
will
focus
on
the
major
work
of
the
grade
in
math.
I'll
share
more
information
about
this
in
an
upcoming
meeting
and,
finally,
we're
excited
to
share
that.
We
have
even
more
schools
and
students
slated
to
participate
in
the
april
acceleration
academy
and
we
look
forward
to
scaling
and
expanding
our
impact
as
we
learn
from
our
more
recent
implementation
and
that's
my
superintendent's
report
this
evening.
A
Thank
you,
superintendent
for
your
report,
I'll
now
open
it
up
to
up
for
questions
and
discussions
from
the
committee.
Again,
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
we
each
have
five
minutes.
That's
one
to
two
questions
and
I'd
like
to
remind
bps
staff
to
also
be
brief
in
your
responses.
A
R
Thank
you,
madam
chair,
and
thank
you
superintendent
for
that
report.
My
questions
are
focused
around
the
acceleration
academies.
I'm
glad
to
hear
that
our
students
and
families
were
able
to
take
advantage
of
that.
I
do
have
a
question
around.
I
think,
the
last
time
that
this
was
presented
on
there
was
about
4
000
students
that
had
enrolled,
and
you
just
shared
that
there
were
20
about
2
900,
who
were
in
attendance
or
actually
participated.
R
P
Yeah,
I
can
do
my
best
and
thanks
for
the
great
question
we
had
a
invited,
4
000
students
using
desti
guidance.
We
decided
to
invite
20
students
per
classroom,
I'm
hoping
for
somewhere
between
12
to
15
students
per
class.
We
knew
that
all
students
wouldn't
accept
the
invitation
either
they
had
vacation
plans
or
other
things
that
the
family
was
sort
of
committed
to,
but
we
haven't
followed
up
with
those
families
who
chose
not
to
participate
to
find
out.
Why,
and
I
think,
that's
certainly
something
we
could
do
in
the
future.
P
R
Perfect
that
was
going
to
be
my
follow-up
was
just
thinking
through
what
are
the
lessons
learned
from
this
go-round
as
we
prepare
for
april
and
then
as
we're
also
working
towards
the
summer.
So
I
know
that
we
didn't
necessarily
touch
on
this
on
the
superintendent's
report,
but
as
like
out
of
school
time
experience
or
vacation
education
experiences.
AP
Absolutely
thank
you,
superintendent.
We
are
our
original
date
we're
supposed
to
be
the
end
of
this
week.
We
are
looking
at
potentially
tuesday
or
wednesday
of
next
week.
We
have
a
couple
of
issues
to
resolve
with
the
vendor
around
format,
and
we
had
a
lot
of
late
requests
from
some
schools
who
want
to
host
things
in
their
buildings,
which
means
connecting
with
facilities
and
finding
out
can
we
actually
host
in
those
buildings
with
new
requests,
given
all
of
the
maintenance
projects
that
have
to
be
done.
H
R
I
appreciate
that
update
and
just
thinking
of
how
we
communicate
with
our
families
and
perhaps
using
the
upcoming
april
vacation
acceleration
academies
as
an
opportunity
to
share
with
those
families
who
are
already
engaged,
and
obviously
many
more,
but
as
a
parent.
I
know
I'm
hyper
aware
of
thinking
through
what
are
the
summer
plans
and
not
everyone
is
as
lucky
or
privileged
to
already
have
that
set
in
stone
for
their
children
and
just
want
to
make
sure
we
don't
miss
that
opportunity
for
this
coming
year.
Thank
you.
R
V
S
Thank
you
for
the
report.
My
question
is
related
to
the
covet
19
health
and
safety
nasa
mandates.
I
just
want
to
know
if
there-
and
maybe
this
is
a
two-part
question
of-
is
there
any
thought
around
keeping
perhaps
a
mass
mandate
for
our
pre-k
populations,
those
under
five
who
are
not
eligible
to
be
vaccinated
and
then
prob
and
the
other
part
of
that
question,
maybe
miss
mercer
can
weigh
in
on.
This
is
what
are
like.
L
So
you
know
we
do
consider.
All
options
are
on
the
table
around
unmasking,
so
we're
talking
with
bphc
around
the
science
of
that
and
what
is
and
is
not
best.
Obviously,
the
kids
who
are
under
five
are
often
the
ones
who
have
the
hardest
time
masking
you
know.
So
you
know
we
we
are
considering.
All
of
that.
You
know.
Students
are
a
little
bit
all
over
the
place.
You
know
some
want
to
unmask.
Some
want
to
stay
masked
and
they'll
have
the
option
to
stay
masked.
L
You
know
we
don't
want
to
say:
oh,
isn't
it
great
to
see
your
smiles
today
you
know
and
then
there's
kids
in
the
school
who
have
maths
on
and
maybe
feel
like
they're,
not
part
of
the
community.
So
you
know
we're
going
to
try
to
be
extremely
careful
about
that
when
we
do
make
the
decision
around
unmasking.
L
I
know
that
president
tang
also
did
a
survey
of
teachers
and
educators
and
how
they
were
feeling
about
masking
and
unmasking,
and
just
as
we've
seen
through
this
entire
pandemic.
You
know
you
have
some
who
are
thinking,
they
want
to
stay
masked
and
there
are
others.
You
know
and
it's
fairly
split
down
the
middle,
and
so
I
don't
think
there's
going
to
be
a
win
on
this
answer.
You
know
this
decision
either
way
we
go.
AQ
AQ
AQ
AQ
A
L
So
we're
reviewing
that
with
the
boston
health
commission.
Now
our
numbers
have
gone
way
down.
I
don't
have
the
numbers
for
today
I
could
look
at
the
dashboard
quickly.
We
do
still
have
to
report
those
to
deci,
but
they've
gone
significantly
down.
You
know
we
were
up
so
high
in
january
and
then
it
just
it
just
we.
E
L
A
L
Unfortunately,
that
hasn't
budged
much
in
the
city
of
boston,
even
though
we've
provided
additional
vaccination
clinics.
You
know
the
they're
stubbornly
still
low,
particularly
in
some
student
groups
that
have
disproportionately
been
affected
by
the
pandemic
and
so
we're
still
seeing
really
low
rates
on
vaccination.
Q
We
have
seen
varying
success
at
those
you
know
hundreds
of
people
to
seven
at
a
time
right,
but
every
shot
in
the
arm
matters,
and
we
will
continue
to
host
those
clinics.
We
are
working
with
the
boston,
public
health
commission
and
our
own
health
services
team
to
try
to
understand
if
we
can
get
accurate
data
per
school
so
that
we
really
can
target
specific
student
populations
or
specific
school
communities
and
then
we're
obviously
also
using
the
city
data
which
tells
us
what
you
know.
Q
A
My
only
other
question
is
with
regard
to
the
acceleration
academies.
How
do
we
measure
the
impact
of
them
in
terms
of
what
their
focus
is
and
the
activity?
I
I'm
glad
to
see
their
popularity
and
love.
The
different
kind
of
learning
experiences
are
better
being
offered,
but
are
they
hitting
the
mark
on
what
the
purpose
is.
L
So
we
have
our
map
assessments
that
we
use
so
we're
able
to
look
at
the
students
assessment.
Of
course
also.
This
is
a
project-based
authentic
assessment
for
students,
so
you
know
they're
making
displays
their
teachers
are
looking
at
them
and
providing
feedback
on
on
them
authentically
and
the
experiences
that
they're
able
to
have
to
demonstrate
their
mastery
authentically,
but
also
we
have
our
interims
and
our
math
assessments
and,
of
course,
we'll
have
our
end-of-year
summative
assessments
with
deci,
which
the
window
opens.
I
believe
the
week
of
april
4th
for
boston,
public
schools.
L
We
will
know
who
participated
in
the
acceleration
academies,
and
our
data
office
ought
to
be
able
to
just
take
those
students
alone
and
compare
their
scores
on
the
end
of
year
exams
or
our
interim
exams
to
that
of
those
who
did
not
take
acceleration
and
we
can
look
at
it.
I
don't
know
that
we
can
attribute
any
gain
or
loss
to
that,
but
we
could
look
at
any
relationship
to
it
and
how.
E
L
A
Yeah
well,
I
applaud
the
district
alone
on
providing
that
kind
of
activity
during
school
vacation
weeks.
Many
of
our
families
are
not
do
not
have
the
dollars
to
travel
or
go
skiing,
etc,
and
children
would
be
without
care
so
having
a
wonderful
educational
opportunity
and
care
during
that
week,
I'm
sure
is
a
plus
for
many
of
our
families.
So
thank.
AR
S
A
S
A
sort
of
on
the
tail
end
of
of
what
you
were
saying,
madam
chair,
I
mean
you'd,
have
to
sort
of
think
about
some
some
other
measures.
First,
like
culturally
responsive
evaluation,
and
then
even
you
could
look
at
things
like
engagement,
stem
identity
development,
but
that
would
have
to
be
more
or
less
from
a
longitudinal
perspective,
but
you
could
do
something
like
that.
I
think
I
think
that's
possible.
My
my
question
actually
is
sort
of
going
back.
First,
I
like
I.
E
S
Weather
gets
warmer,
we've
been
cooped
up
inside
due
to
covid
due
to
the
winner.
These
are
concerns
of,
unfortunately,
perhaps
more
violence,
hopefully
not,
but
I'm
just
curious
as
to
any
proactive
programming
or
measures
that
maybe
bps
safety
is
thinking
about
just
in
the
in
the
recent
you
know
in
the
near
future,.
L
It's
a
really
good
question,
and
this
is
the
time
that
the
safety
team
starts
to
gear
up
and
work
with
bpd.
I
know
sam
put
his
light
on,
so
I'm
going
to
call
on
him
because
he
has
been
doing
this
planning.
I
just
was
briefed
the
other
day
about
what
their
their
collaboration
with
the
city
and
and
bpd.
We
sent
out
a
recent
clarification
of
roles
recently
on
safety.
L
C
Thanks
lieutenant
you
pretty
much
covered
most
of
it,
and
the
only
thing
I
would
add
to
that
is
just
our
really
specific,
targeted
interventions
that
we're
doing
both
at
the
mbta
stations
at
targeted
schools
with
our
source
partners,
watching
the
arrivals
and
dismissals
with
the
boston
police
in
the
general
area
of
the
schools
and
the
proactive
plan.
What
we're
doing
with
the
office
of
public
safety
through
rufus
fox
office
as
well,
so
there's
ongoing
conversations,
we're
bracing
and
preparing
for
the
weather,
both
now
in
the
spring
and
summertime.
L
A
I
mean,
I
would
say
throughout
the
pandemic,
the
early
childhood
programs
that
are
under
eec
follow
the
eec
guidelines,
so
I
would
assume
that
they
would
also
continue
to
do
that,
but
I'm
pretty
sure,
particularly
in
boston.
They
are
looking
at
what
the
health
commission
is
also
suggesting
and
may
make
changes
accordingly,
but
I
would
say
they
would
refer
back
number
one
to
what
eec
is
requiring.
R
Got
it
I,
I
think
it
might
be
helpful
for
our
government
officials
to
just
get
a
line
on
the
messaging,
because
some
folks
have
kids
who
are
like
in
the
box
and
then
one
who
was
a
part
of
a
community-based
program.
And
so
I
think
it
would
just
be
helpful
for
her
families
to
really
understand
what
is
what.
A
A
S
U
U
B
Thank
you
care.
We
have
eight
speakers
for
general
public
comment.
Each
person
will
have
three
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining,
please
state
your
name
affiliation
and
what
neighborhood
you're
from
before
you
begin.
Also,
please
make
sure
you're
signed
in
to
zoom
with
the
same
name.
You
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify
we'll
begin
with
sean
barrett
sharon,
hinton,
katie,
kersey,
christina
heffler
and
sherry
kelleher.
If
you
could
all
please
raise
your
names
virtually.
AM
AM
AM
Is
a
school
assembly
like
what
really
happens
to
that
because
it
shocks
the
community
inside
the
school
and
outside
of
the
school,
and
so
as
a
a
community
member
sharon,
hinton
hyde
park
owner
mother
parent
bps,
former
student,
I'm
wondering
what
is
in
place
to
handle
that
when
it
happens,
I
I
don't
it
bothers
me
when
I
hear,
except
you
know
the
expectation
that,
because
the
weather
gets
warmer
all
of
a
sudden,
you
expect
that
to
happen.
I
don't
expect
that
to
happen.
AM
There
was
outside
time
with
gyms,
and
that
was
because
we
focus
on
academics,
where
young
people
really
didn't.
I
don't
think,
got
an
adequate
amount
of
time
to
be
outside
and
get
rid
of
that
pent
up
frustration.
I
remember
as
a
public
school
student
having
recess
and
be
able
to
do
that
and
as
a
teacher
watching
that
go
by
the
wayside,
because
we
were
focusing
so
much
as
for
people
to
be
in
chairs
and
sitting
in
chairs.
AM
So
I'm
concerned
about
that,
I'm
advocating
for
more
money
to
be
put
into
critic,
culturally,
responsive
teaching
and
that
kind
of
curriculum,
and
actually
doing
that.
I
don't
think
eight
hundred
thousand
dollars
is
enough
money
for
that
particular
department.
I
think
there
should
be
more
because,
as
we
see
black
teachers
leaving
and
not
wanting
to
come
into
the
system
and
boston,
public
schools
has
never
really
I'm
looking
for.
The
clock
has
never
really
achieved
the
24
1974
garrity
mandate
that
24
of
the
teachers
in
the
boston,
public
schools
be
african-american,
be
black.
AM
I
see
numbers
being
jockeyed
around,
but
I've
never
seen
it
actually
being
realized
and
it's
a
problem
when
the
majority
of
the
students
are
black
and
brown
students
and
then
the
other
thing
is
the
mou
and
also
pilot
funds.
I
haven't
heard
really
anybody
talking
about
the
pilot
funds
that
are
supposed
to
be
it's
being
discussed
as
being
legislated
and
talked
about
in
legislature
that
I'm
sure
can
help
out
with
some
of
this
money
to
repair
the
infrastructure
of
the
school
systems
and
also
mou.
AM
AE
Hello,
oh
my
video
is
not
cooperating.
I'm
sorry,
my
name
is
katie
carsey.
I
live
in
west
roxbury
and
I
am
a
parent
of
a
student
in
k2
with
the
kilmer
and
k0
at
the
j
f
kennedy.
I'm
speaking
you
tonight
to
talk
about
copic
protocols
in
our
schools,
particularly
about
masking
my
son.
Jack
is
three
and
he's
unable
to
be
vaccinated
and
he
has
multiple
health
conditions
that
make
him
high
risk.
AE
If
you
were
to
contract
covid
he's
on
the
autism
spectrum
and
he's
been
attending
a
substantially
separate,
special
ed
program
at
the
kennedy
for
about
a
month
now,
he's
thriving
being
in
school
he's
doing
really
well
in
the
short
time
that
he's
been
there,
I'm
afraid
that
if
the
mass
mandate
for
bps
were
dropped,
his
health
would
seriously
be
at
risk.
The
other
students
and
staff
members
of
his
building
that
are
wearing
masks
are
currently
keeping
him
and
his
other
classmates
safe.
AE
I
understand
that
jack
and
his
young
classmates
make
a
very
small
proportion
of
bps
students.
However,
our
city
residents,
who
are
under
five
years
old,
are
still
unable
to
protect
themselves
with
a
vaccine
against
covid.
The
rest
of
our
city
residents
owe
it
to
them
to
protect
them.
I
understand
that
the
boston
public
health
commission
recommended
that
we
drop
the
masking
mandate
once
our
cases
drop
below
10
cases
per
100
000
residents,
and
I
know
we're
close
to
approaching
that.
AE
Dr
casellis,
I
heard
you
say
in
your
report
that
you
want
to
make
sure
everyone
is
ready
to
stop
masking
our
youngest
students
are
not
ready
to
stop
masking
and
they're,
not
ready
for
everyone
else
in
their
buildings
to
stop
masking.
Also.
You
also
mentioned
that
our
vaccination
rates
of
our
5
to
18
year
olds
are
still
frustratingly
low.
AE
Our
school
staff
deserve
a
fair
contract
and
they
deserve
a
seat
at
the
table
with
you
to
negotiate
that
school
staff
nationwide
are
leaving
the
profession
at
staggering
numbers.
I
am
one
of
the
teachers
who
left
that
professor
this
profession
this
past
summer,
and
if
we
do
not
show
our
current
boston
teachers,
union
members,
the
respect
of
the
fair
contract
and
good
faith
bargaining,
we
can
expect
to
lose
many
more
staff
members.
Thank
you
for
your
time.
AE
AS
AS
AS
One
of
the
most
important
points
that
I'd
like
to
share
with
you
is
the
urgency
of
teacher
retention
at
up
academy
dorchester.
There
is
a
direct
correlation
between
the
longer
school
day
and
year
without
compensation
and
staff
leaving
up
schools
for
other
schools
with
more
sustainable
hours
and
higher
pay.
AS
I
would
like
to
reiterate
two
important
sections
from
the
letter
that
was
submitted
on
february
24th
by
btu.
Vice
president,
eric
berg
from
up
schools
in
boston
and
the
denver
school
to
you,
the
members
of
the
school
committee
and
dr
casellius,
these
state
quote
the
traditional
bps
school
has
a
six
hour
and
thirty
minute
work
day
with
schedule:
a
schools
having
a
seven
hour
and
ten
minute
work
day
and
earning
five
thousand
one
hundred
and
twenty
six
dollars
more
per
school
year
to
compensate
for
the
extra
hours
work.
AS
End
quote
this
letter
continues
to
state
the
following:
facts
quote
this
gap
in
pay.
Equity
has
led
to
a
school
day
that
is
unsustainable
for
both
students
and
staff,
lowering
staff,
morale
and
leading
to
high
staff
turnover
at
schools
as
educators
leave
in
search
of
more
sustainable
employment
opportunities.
AS
The
turnover
is
noticed
by
students
and
families
who
recognize
the
disproportionate
number
of
new
faces
in
their
schools
year
to
year.
The
constant
churn
undermines
the
sense
of
community
and
partnership
that
we
are
seeking
to
build
with
families
and
students.
End
quote:
teacher
retention
is
crucial
to
our
students.
Our
students
need
teachers
that
they
can
rely
on
and
trust
in
order
to
build
relationships
and,
in
turn,
create
a
strong
school
and
family
connection.
AS
In
closing,
I
want
to
stress
the
urgency
of
this
matter.
Teachers
may
now
already
be
looking
for
new
positions
as
they
weigh
the
options
of
longer
versus
shorter
school
hours,
sustainability,
salary
and
feeling
valued
as
professionals,
speaking
personally
as
someone
who
has
worked
longer
school
days
and
longer
school
years
for
the
last
eight
years,
without
equitable
compensation
for
this
additional
time,
I
urge
you
today
to
help
rectify
this
unethical
salary
situation
and
help
to
retain
our
teachers
by
approving,
to
move
up
schools
to
the
schedule,
a
pay
scale.
Thank
you
so
much
for
your
time.
AS
AT
AT
AT
Additionally,
the
district
has
pushed
school
reconfiguration
to
k-6,
k-8,
7-12
and
9-12,
where,
as
a
parent,
do
I
find
the
strengths
versus
weaknesses
of
these
models
to
determine
what
might
be
best
for
my
student.
Compare
what
different
seventh
grade
offerings
there
are.
Bps
has
yet
to
address
the
vast
inequities
of
what's
offered
from
school
to
school.
It
wasn't
until
the
exam
school
task
force
that
I
learned
that
not
all
fifth
and
sixth
graders
had
science
and
social
studies.
AT
Efa
purports
to
offer
some
of
this,
but
at
a
limited
number
of
schools,
and
only
through
grade
six.
Probably
because
it's
slated
to
replace
awc,
it's
no
better
at
the
high
school
level
level,
while
enrichment
programs
such
as
art,
orchestra,
theater
and
athletics,
are
proven
vehicles
for
student
engagement
and
retention,
which
schools
offer
them
to
what
degree
the
privately
funded
scholar
athlete
program
disappeared
in
2019.
AT
Nothing
fills
that
gap.
I'd
like
to
hear
how
these
programs
will
be
expanded
instead
of
hearing
how
fenway
lost
its
spot
in
the
state's
basketball
tournament,
because
bureaucrats
didn't
do
their
job
with
bps,
it
always
seems
to
be
about
loss,
not
game.
When
will
that
change
going
forward?
How
does
the
district
intend
to
keep
track
of
promises
made
to
different
community
members
and
then
demonstrate
the
school
committee?
They
are
keeping
them.
The
public
hearing
is
a
litany
of
broken
commitments.
AT
There
has
been
quite
a
lot
of
time
spent
on
equity.
What
about
opportunity
based
on
quality,
I'd
like
to
understand
how
you
define
a
quality
education
and
what
metrics
you
are
going
to
collect
to
ensure
your
schools
measure
up?
None
of
the
questions
I'm
asking
are
readily
answered.
Is
that
going
to
change?
How
will
you
demonstrate
our
district
is
succeeding
and
what
goals
the
superintendent
must
meet
to
show
the
ship
is
no
longer
sinking.
AT
T
AR
AR
In
fact,
I
can't
say
that
I
have
ever
heard
such
positive
comments
about
the
bps
from
the
community,
and
I've
been
here
for
my
life,
so
as
the
community
struggles
with
the
disruption
that
yet
another
superintendent
search
will
bring
to
the
bps,
not
to
mention
all
the
money.
That's
involved
in
such
a
search,
I'm
not
sure
how
parents
will
regain
the
trust
they
have
placed
in
superintendent
cassellius.
AR
But
as
a
community,
we
see
her
rushing
through
a
superintendent's
search
and
refusing
to
enter
into
discussion
about
superintendent,
cassellius,
staying
in
boston
and
keeping
up
her
great
work,
as
one
parent
put
it
this
week,
if,
if
they're
rushing
through,
if
they're
rushing
through
this
as
fast
as
they
are
doing,
have
been
doing
it
this
week.
So
sorry,
folks,
if
they're,
rushing
through
it
this
fast,
they
they
already
have
their
candidate.
AR
I
mean
I
can't
get
a
disappointment
in
the
time
that
this
committee
and
this
mayor
has
said
the
search
committee
is
going
to
be
convened
and
candidates
are
going
to
be
ready.
Superintendent
concellius.
Where
are
you
I
know,
you're
here
somewhere?
Thank
you
so
much.
You
are
a
woman
of
great
heart
and
a
wonderful
educator's
mind
and
I
apologize
for
the
shortcomings
of
our
mayor.
AR
None
of
us
ever
expected
her
to
pull
something
like
this,
and
I
wish
you
the
very
best,
I'm
going
to
keep
I'm
going
to
keep
at
it,
though
superintendent,
because
what
I
saw
today
and
what
I've
heard
from
parents
you're
just
doing
a
great
job.
There's
no
reason
for
you
to
leave.
It's
just
foolish,
maybe
the
committee
will
find
it's
it's
backbone.
Thank
you
all.
I
hope
you
get
to
bed
tonight.
Bye,
bye,.
AN
AN
They
are
the
lowest
performing
schools
in
the
district
and
are
the
most
glaring
examples
of
the
school
to
prison
pipeline.
The
students
have
not
failed
adults
who
created
these
broken
school
structures.
Policies
and
practices
have
failed.
The
mckinley
students
who
have
no
gym
no
cafeteria,
no
libraries,
no
science
lab
dim
therapy
spaces
and
drab
classrooms.
AN
Students
are
greeted
with
metal
detected,
school
police
and
random
searches.
Madam
chair
police,
don't
educate
students,
teachers
do
police,
don't
foster
healing
from
trauma
therapists,
social
workers
and
restorative
justice.
Does
police
surveil
for
criminal
behavior,
not
academic
gains,
they
focus
on
control
and
containment,
not
accelerated
learning.
Why
are
these
settings?
Okay
for
black
males
the
highest
population
at
the
mckinley
schools?
Madam
chair
year
after
year,
we've
come
before
this
body
and
asked
that
the
mckinley
schools
be
included
in
the
build
bps
plan
to
address
this
crumbling
infrastructure.
AN
AN
Mckinley
students
are
entitled
to
cutting-edge
school
structures
and
academic
environments
rooted
in
high
expectations.
They
are
entitled
to
evidence-based
literacy
interventions,
which
they
do
not
get.
They're,
also
entitled
to
positive
pro-social
behavioral
supports
in
an
inclusionary
setting
that
works.
Research
supports
that
and
we
are
capable
of
doing
that.
There
is
no
reason
that
a
large
district
like
boston
does
not
have
an
effective
therapeutic
environment.
AN
Students
at
the
mckinley
are
entitled
to
restorative
justice,
culturally,
responsive
aspirational,
curriculum
that
incorporates
multiple
literacies
and
leads
to
academic
success
and
vocational
access.
Educating
mckinley
students
should
lead
to
globally
responsive,
responsible,
socially
conscious
citizens
committed
to
dismantling
oppression
and
inequities
to
create
a
more
just
world.
This
begins
with
adults
who
model
these
beliefs
and
practices.
AN
Decades
of
failure
of
students
will
not
change
through
a
self-analysis.
This
is
not
the
meaning
of
intervention,
you
cannot
fix
your
own
broken
structure.
Intervention
requires
real
action,
beginning
with
an
independent
lens
analysis
and
research
on
evidence-based
best
practices.
Mckinley
students
deserve
nothing
less
and
they
cannot
wait
and
we
will
not
be
silent.
Thank
you.
A
You,
ms
sullivan
and
again,
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
extremely
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval
totaling
707
759
dollars.
I
will
now
open
it
up
to
the
committee
for
questions
and
comments.
S
Sure,
just
looking
at
some
of
some
of
the
grants
that
are
there,
the
amounts
that
are
being
requested
are
in
the
terms
of
the
grant
descriptions
are.
Is
there
a
specific
description
of
what
the
increase
is
going
to
go
toward,
because
I
was
kind
of
confused
about
that?
Whether
or
not
the
grant
description
was
for
the
entire
overall
amount
or
just
for
the
the
increase
amounts
for
some
of
the
grants.
AR
O
L
E
E
AR
AR
A
R
Lopera,
thank
you,
madam
chair.
Not
a
question
specifically
to
the
grants,
but
more.
This
is
triggered
by
the
conversation
that
we
had
at
our
retreat,
related
to
the
goals
of
the
district
and
tying
all
of
our
decisions
and
our
thinking
around
those
goals.
One
of
the
pieces
that
dr
hardin
also
dr
coleman,
would
always
talk
about
as
well,
is
really
having
these
pieces
around
grants
tied
to
impact,
and
so
I
think
what
would
be
helpful
for
me
is
as
we're
thinking
about
grants.
R
What
are
we
saying
that
this
particular
grant
is
working
towards
right,
so
we
have
metrics
that
are
listed
in
the
documents,
but
how
are
we
explicitly
linking
these
particular
strategies
or
opportunities
towards
the
district-wide
goals
that
we're
all
agreeing
to?
So
I
think
that
that
would
be
really
helpful
to
also
continue
to
reinforce
how
we're
focusing
our
work.
AR
R
L
M
I
think
yeah
dr
mccray
certainly
covered
it.
I
just
wanted
to
highlight
that
we,
you
know
yvonne
and
I
met
with
dr
coleman
before
he
left
the
school
board,
to
get
more
details
on
what
he
would
like
to
see
in
a
grant
outcome
report,
and
our
plan
is
to
put
one
together
working
closely
with
the
grant
program
team
to
to
really
understand
impact
on
these
dollars,
because
it's
it's
a
really
important
point.
M
I
appreciate
you
raising
it
when
we
have
a
our
our
draft
together,
happy
to
meet
with
you
and
get
feedback
on
it
as
well.
To
make
sure
it
really
answers
some
of
your
questions
not
just
on
how
we
intend
to
spend
the
money,
but
really
what
are
the
outcomes
that
we
got
at
the
end
of
it.
So
thank
you
for
that
question.
A
AJ
E
U
A
A
You
our
final
action,
is
the
horace
manning
district
charter
school's
extended
time
pay.
You
will
recall
that
on
february
15th
cfo
nate
cooter
presented
the
superintendent's
request
for
the
committee
to
approve
a
change
in
compensation
for
staff
at
four
horsemen
in
district
charter,
schools,
boston,
green
academy,
dudley
street
neighborhood
charter,
school
up
academy,
boston
and
up
academy
dorchester.
A
The
change
is
consistent
with
compensation
for
staff
at
other
district
schools.
The
governing
bodies
of
the
four
schools
have
submitted
letters
of
support
for
the
increase
in
compensation
for
the
extended
work
hours.
The
estimated
cost
is
eight
hundred
thousand
dollars
which
the
district
has
already
included
in
its
extended
time
budget
for
fiscal
year
23..
L
Thank
you,
madam
chair.
I
am
so
glad
that
this
got
brought
forward
by
the
school
leaders
as
a
equity
issue.
We
certainly
don't
want
to
disincentivize
teachers
in
going
to
any
one
school
simply
because
of
pay
equity,
and
it's
the
right
thing
to
do,
and
so
I
fully
support
this
recommendation
and
it
moving
forward.
Thank
you.
R
A
AL
S
AO
D
B
AR
A
L
Thank
you,
madam
chair.
Every
year
we
have
to
present
our
capital
budget.
It
includes
our
msba
projects
for
the
massachusetts
school
building
authority
and
our
accelerated
repair
projects,
and
we
use
the
racial
equity
planning
tool
as
we
decide
which
projects
to
do
and
how
we
move
those
projects
forward.
L
M
M
It
includes,
at
the
very
least
in
the
alvarez's
team
and
the
operating
team
who
collect
all
the
information
from
facilities
and,
of
course,
I'm
going
to
turn
it
over
to
david
bloom.
The
deputy
chief
financial
officer,
who
many
of
you
know,
is
often
the
brains
behind
many
of
the
things
that
I
present
to
school
committee
with
that
I'll
turn
it
over
to
david
and
look
forward
to
your
questions.
N
Thank
you,
nate
and
thank
you
school
committee
for
the
opportunity
to
present
this
to
you
tonight.
I
want
to
start
by
just
seconding
needs
a
shout
out
of
the
operating
team,
in
particular,
I'd
like
to
give
a
special
shout
out
to
amy
shan
who's,
perhaps
a
little
known
figure
in
their
office
body,
but
is
a
key
member
of
ensuring
that
we
have
the
high
quality
data
and
support.
We
need
to
do
this
work.
N
N
N
This
is
for
the
public
information
I
won't
read
through
each
of
these
individually,
but
there
are
a
series
of
criteria
that
we
have
to
use
set
out
by
the
massachusetts
school
building
authority
for
what
qualifies
as
an
accelerated
repair,
there's
a
specific
advertised
age
of
a
building
system.
So
the
system
has
to
be
at
least
20
to
30
years
old,
depending
upon
the
system.
N
So,
as
we
were
looking
through
our
building
stock
and
thinking
about
the
highest
need
communities
and
buildings
that
needed
to
be
repaired,
these
projects
in
particular
stood
out
to
us
as
things
that
we
needed
to
work
on.
In
particular,
there
are
aging
boilers
at
the
haley,
curley
and
burke
schools
that
are
in
need
of
quick
repair.
N
In
addition,
the
roof
at
the
henderson
upper
campus
and
the
orenberger
school
are
important
things
to
build.
In
particular,
we
know
the
city
is
considering
the
orenberger
site
as
a
potential
placement
for
new
solar
panels
on
the
roof.
We
would
want
to
ensure
that
we
give
them
the
best
possible
surface
to
do
that
as
a
part
of
their
green
work.
N
How
this
process
works
so
this
these
proposals
need
to
go
to
the
city
council
which
they
of
which
we
went.
I
believe,
either
this
morning
or
yesterday,
and
to
the
school
committee
for
approval
for
us
to
just
submit
a
request,
called
a
statement
of
interest
to
the
massachusetts
school
building
authority
that
the
accelerated
repairs
are
due
by
the
end
of
march.
Hence
why
we
are
here
tonight
before
you.
N
N
I
will
just
state
we
need
to
work
with
this
body
and
with
our
partners
in
city
hall,
we're
already
planning
this
to
advocate
for
the
msba
on
why
these
projects
are
critically
important
and
urgent.
That
boston
is
not
just
another
massachusetts
district,
but
is
the
largest
district
in
the
commonwealth
and
serving
the
largest
number
of
our
most
marginalized
students
in
the
commonwealth
and
it's
deserving
of
disproportionate
funding.
The
msba
has
been
wonderful
partners
for
us
over
the
years
and
we're
hoping
with
new
members
on
the
school
committee
and
a
new
mayor.
AU
AU
In
addition,
we
have
already
selected
our
vendor
the
bureau
of
veritas
who's
going
to
be
working
on
a
facility's
condition
assessment
so
that
we
will
have
a
comprehensive
list
of
the
conditions,
but
we
can
definitely
put
something
together
for
you
and
share
the
the
information.
At
the
end
of
the
facility's
condition
assessment.
AU
It
will
be
made
public
where
schools,
the
public
anyone
could
go
on
this
website
put
in
a
school
that
they
want
to
know
about,
and
it
will
give
them
all
the
necessary
details
of
that
particular
school,
and
that
is
something
that
we
are
currently
working
on
as
we
speak,
but
we
will
be
able
to
share
the
internal
business.
We
currently
have.
O
N
C
If
I,
if
I
can
just
also
add
I'm
sorry,
this
is
mississippi,
we
also
make
sure
that
when
we
do
these
reviews
and
analyses
we
also
consider
neighborhood
and
where
we
do
these
investments
as
well.
So
that's
also
very
much
taken
into
consideration,
but
we
do
have
to
do
better
with
using
the
race
equity
planning
tool,
because
layering
that
too,
with
this
type
of
decision
is
tricky
and
we
haven't
quite
got
the
new
moss
down
to
really
implement
it
with
fidelity.
O
C
E
S
S
E
N
AU
I
I
do
believe
I
heard
someone
and
I'm
sorry
if
I
didn't
get
the
question
the
right
way,
asking
about
the
the
building
lists
and
the
process
that
we
took
to
create
this
building
this
we
like,
when
I
get
that
question
right.
I
want
to
make
sure
I'm
not
going
into
okay.
We,
the
team,
have
worked
together
for
the
last
several
months
in
making
sure
that
they're
building
this
in
creating
it,
we
are
using
the
school
the
opportunity
index,
the
capital
asset,
useful
life
information
priority.
AU
We
prioritize
assessment
and
cost
of
estimates
from
the
bps
facilities
team
and
everyone
in
the
facility
team
actually
was
looking
at
that
information
and
the
upcoming
capital
projects
and
summary
environmental
audit
condition.
Reports
are
all
information
that
was
put
into
this
one
database
and
it's
a
dashboard
that
I
I
honestly
I
can't
wait
to
share
it
with
you.
Also.
You
can
see
the
information
that
we've
put
together
to
help
us
make
an
informed
decision
on
the
conditions
of
our
villainous
and
who
nisa.
AU
AU
The
bureau's
veritas
will
be
starting
in
the
first
week
of
april
to
start
you're
going
to
start
seeing
them
going
on
around
to
every
single
one
of
our
buildings
to
make
this
assessment,
and
this
will
be
public
information,
it
will
be
available
to
anyone
to
see
every
information
that
we
have.
We
work
very
closely
with
the
cfo's
office
and
the
pfd
office
to
make
sure
that
everything
that
we
put
in
together
is
in
coordination
with
all
the
other
work
that
is
being
conducted
throughout
the
city
as
well.
S
AQ
D
N
Thank
you
so
much
for
your
question.
We
can
create
a
list
of
all
of
the
projects
that
have
happened
since
2015
for
you,
some
recent
examples
of
projects
that
are
being
worked
on,
that
we've
started
to
receive
some
reimbursement
for
our
prod,
the
building
of
the
boston
arts
academy,
the
dearborn
and
we've
done
a
number
of
window
replacement
projects
at
schools
and
for
getting
the
most
recent
round.
But
we
will
prepare
a
list
for
you.
D
AQ
N
N
The
second
way
we're
going
to
do
those
sorts
of
projects
are
through
the
city's
capital
investment
project.
Those
are
not
products
that
get
reimbursed
by
the
school
building
authority,
but
they
are
still
full
and
complete
building
projects.
The
city's
capital
budget
process
will
typically
have
an
announcement
and
a
proposal
in
in
mid
april.
AU
Can
I
just
add
to
because
I
understand
that
ms
blanco
garcia's
request
in
terms
of
like
the
basic
repairs
of
doors
and
like
the
day-to-day
exams
that
you
have
observed
in
the
school.
The
facilities
team
is
actively
working
and
and
putting
the
list
together
of
all
of
the
projects
that
we're
working
on,
and
that's
part
of
the
list
of
things
that
I
want
to
be
able
to.
AU
You
know
once
a
team
get
it
out
together,
share
it
with
you
guys,
so
that,
while
we're
waiting
for
the
the
major
projects
and
capital,
that
does
not
stop
us
from
doing
our
lists
that
we're
working
on
and
making
sure
that
we
we
keep
the
work
going,
because
we
are
aware
and
see,
there's
a
lot
of
different
maintenance
that
that
we've
walked
into
and
we're
working
on.
We're
happy
that
the
superintendent
has
given
us
additional
funding
to
work
on
this,
and
we
are
definitely
working
on
those
things.
R
Thank
you,
madam
chair.
I
appreciate
this
information.
As
you
all
know,
I
really
talking
about
facilities
is
something
that
I
think
is
incredibly
important
for
us
in
our
district.
I
know
you
shared
a
little
bit
about
the
process
for
the
creation
of
this
list,
and
that
was
really
helpful.
But
can
you
help
me
understand
who
outside
of
bps
did
we
work
with?
N
Thank
you
for
that
question.
Outside
of
the
boston
public
schools
team,
we
were
also
engaging
with
the
city's
public
facilities
department,
who
helps
us
understand
and
they
work
actually,
I'm
now
thinking
about
the
people
they
work
with
as
well,
so
there's
also
inspectional
services
for
the
city
and
the
assessor's
office,
a
number
of
other
departments
that
look
at
the
wide
range
of
criteria
that
the
msba
applies
and
helps
us
determine
that
that
we're
only
submitting
sites
that
are
truly
eligible
through
that
process.
R
Got
it
that's
really
helpful?
I
will
also
just
echo
some
of
the
points
that
my
fellow
members
have
made
in
terms
of
getting
an
understanding
of
what
are
the
lists
of
school
communities
that
qualify
under
the
criteria
and
then
also
our
thinking
within
boston,
public
schools
of
the
prioritization,
based
on
an
analysis
with
the
racial
equity
tool,
or
really
just
understanding
that
kind
of
opportunity
index.
R
How
are
we
thinking
about
this
list
of
perspective
projects
without
necessarily
knowing
what's
to
come
down
the
line?
So
the
bottom
line
question
is:
how
do
we
ensure
we're
not
necessarily
making
investments
or
using
our
opportunities
for
investments
and
buildings
that
could
prospectively
be
taken
offline
within
a
couple
of
years?.
N
I
really
appreciate
that
question
and
it's
a
difficult
one
to
answer,
knowing
as
well
that
you
know
we
still
have
students
in
in
these
buildings.
Now
that
may
be
in
need
of
critical
repair.
I
think
we
try
to
look
at
the
size
of
the
building
the
number
of
students
it
serves.
It's
you
know
enrollment
as
well
as
all
these
other
factors.
The
massachusetts
school
building
authority
requires
a
20-year
commitment
to
the
building
as
a
school
as
a
part
of
the
program.
N
N
We
get
the
bigger
reimbursement
from
the
state
if
we
use
that
mechanism
for
the
bigger
projects
and
our
city
mechanisms
for
the
smaller
ones,
but
also
then,
when
we're
making
a
commitment
to
keeping
a
school
open
for
20
years-
and
it's
the
you
know
the
english
high
school,
where
we've
just
done
the
7
12
redesign-
and
you
know
we
know
that
that
school
is
going
to
be
open
for
20
years,
that
that
facility
right.
We
know
we
can
make
that
continued
commitment.
R
R
That's
I
think
that
that's
really
important
information,
because,
while
the
english
high
school
community
were
saying
that
there's
expansion
there,
I
wouldn't
necessarily
say
that
that's
a
great
facility
for
our
students
and
a
new
roof
or
windows,
wouldn't
necessarily
change
that
and
so
yeah.
I
think
it
would
be
incredibly
helpful
to
to
just
get
a
better
understanding
of
what
are
the
school
communities
that
qualify
or
the
school
buildings
that
qualify
and
we
do
have
to
just
have
some
conversations
around.
What
is
our
long-term
vision
and
plan.
U
Thank
you,
madam
chair.
So,
mr
bloom,
let
me
let
me
see
if
I
have
this
straight,
I'm
going
to
make
a
statement
and
and
would
love
for
you
to
correct-
and
this
is
more
for
explanation
than
anything
for
particularly
for
folks
that
are
trying
to
understand
this.
So
there
are
four
ways
that
we
spend
money
on
our
facilities.
U
The
first
is
bps
maintenance
budget,
which
is
part
of
the
budget
and,
as
ms
alvarez
said,
in
fact,
we
had
deferred
maintenance
for
a
number
of
years
during
tough
times,
and
that
in
fact,
hurt
a
number
of
our
buildings
because
deferred
maintenance,
maintenance
budget
is
an
easy
one
to
cut
versus
cutting
teachers.
So
when
we
had
difficult
years
and
difficult
budgets,
maintenance
was
deferred
and
that
has
built
up
into
our
buildings.
Luckily,
as
you
said,
the
superintendent
has
recommended
putting
more
in
the
maintenance
budget
to
knock
down
the
deferred
maintenance
budget
so
step.
U
The
second
piece
is
the
city
capital
budget,
so
that
would
be
a
bit
more
involved.
We
are
putting
boston
community
leadership
academy
together
with
the
mccormick
middle
school
and
we're
doing
work
in
that
building
and
that-
and
we
do
work
that
way-
and
that
would
be
more
of
a
city
capital
budget
project
where
we
work
with
the
city
to
approve
it,
as
they
think
about
doing
renovations
in
city
hall
and
building
new
libraries
and
building
a
new
fire
station
and
building
a
new
police
station,
they
think
of
the
city
capital
budget.
U
U
The
next
two
are
where
we
apply
to
the
state
for
reimbursement.
The
first
is
and
we
are
competing
with
all
other
projects
across
the
state,
so
every
district
across
the
state
is
putting
in
for
these
two
projects.
The
first
is
the
core
project
where
we're
saying
either
we're
building
a
brand
new
building
or
we're
doing
such
a
total
renovation
of
the
building
that
it
applies
for
msba,
reimbursement
and
msba
will
say
under
their
formula.
U
You
are
eligible
for
70
reimbursement,
60
reimbursement,
80
reimbursement,
so
on
so
forth,
that
can
be
everything
from
building
the
brand
new
diablo
in
high
school,
which
is
the
first
stem
focused
custom-built
high
school
in
new
england
to
the
brand
new
arts
academy.
Building.
That
will
be
opening
very
shortly,
certainly
by
september,
but
is
almost
done
now
and
those
have
been
substantial
projects
close
to
100
million
dollars
each.
U
It
is
windows,
it
is
roofs
and
its
boilers
and
the
msba
puts
very
specific
parameters
around
it
that
you
actually
listed
in
that
in
that
sheet
prior
to
your
list
of
the
schools.
So
it
says
you
know
the
building
cannot
be
con
cannot
be
overcrowded.
The
building
cannot
be
considered
for
closing.
It
has
to
be
within
the
age
range
for
boilers
or
windows,
etc.
U
U
So,
we
could
see
that
there's
an
ongoing
thing.
This
is
putting
our
a
bunch
of
names
in
front
of
the
msba.
They
may
not
approve
them
all.
They
may
approve
two.
They
may
approve
three,
but
we
clearly
want
to
put
as
many
in
as
we
can
right
that
we
know
hit
the
criteria,
because
why?
Wouldn't
we
right?
This
is
state
money
coming
back
to
us
that
will
not
be
spent.
Otherwise
am
I
kind
of
correct
in
my
assessment
of
the
four
different
ways
that
we
spend
money
on
our
buildings.
S
N
Only
thing,
I
would
add,
is
the
one
sort
of
unusual
thing
we
get
is
occasionally
we
will
get
a
special
grant
to
do
a
facility
work,
so
we
got
this
epa
grant
to
help
us
work
on.
You
know
returning
all
of
our
schools
back
to
water,
fountains
or
well,
that's
probably
not
what
they
actually
are.
I
got
it
wrong.
N
N
L
Let
me
let
me
just
correct
that
we
got
the
10
million
on
the
water
project
from
former
mayor
walsh
and
then
we
got
six
million
from
catherine
walsh
who,
in
our
facilities
department,
worked
to
write
that
grant
and
chased
after
it,
and
so
I
don't
want
to
take
any
credit
away
from
our
environmental
team.
Those
folks
were
outstanding
and
are
outstanding
and
they
deserve
the
credit
for
that
grant.
Now
the
10
million
I
pushed
for
the
project,
it.
AU
U
U
How
many
are
submitted
each
year?
How
many
are
approved,
because
I
think
that
also
shows
those
that
are
eligible
and
also
have
an
understanding
from
the
superintendent
of
why
she
and
you
all
collectively,
have
chosen
these.
It's
it's,
I
hate
to
say
chosen
because
I
think,
quite
frankly,
you
put
forward
almost
everyone
that
you
think
are
eligible
for
it,
because
why?
Wouldn't
we
ask
the
state
for
as
much
as
we
can
get?
I
think
the
con
of
the
conversation
about
you
know
what
the
core
projects
are
going
to
be.
U
C
They
are
very
labor
intensive,
a
lot
of
documents
we
have
to
put
together
and
write
that
the
capacity
previously
was
very
limited
in
how
many
we
could
apply
for,
because
pure
capacity
of
getting
the
applications
ready
so
based
on
the
staffing
that
superintendent
has
invested
in
and
we're
beefed
up
with
our
department,
we're
now
in
a
position
to
be
able
to
apply
for
more
applications
in
more
of
these
projects.
To
your
point,.
O
O
So
there's
a
question
there
just
like:
when
will
that
information
be
clearer
for
folks,
and
when
will
we
have
access
to
that
information?
And
then
I'm
just
circling
back
to
a
previous
statement.
I
was
told
that
part
of
the
priority
ranking
here
was
around
possible,
imminent
safety
issues,
which
is
why
a
school
would
move
up
outside
of
any
sort
of
analysis
of
racial
equity.
AU
AU
What
we
would
like
to
do
is
as
the
timeline
progresses
come
and
give
you
updates
as
to
where
we're
at,
but
we're
we're
really
happy
with
the
the
vendor
that
we
have
they're
the
ones
who
actually
did
the
fca
for
chicago,
and
we
called
a
few
few
places
while
we
were
putting
this
together
and
so
far
so
good
they'll
be
working
with
the
facilities
team
and
our
data
team
and
making
sure
that
we
move
the
process
along,
but
do
it
in
the
right
way
awesome.
So.
O
Right,
I'm
hoping
that
for
all
of
us-
and
I
I
know
how
complex
that
process
is
so
so
thank
you
for
helping
shepherd
it.
My
next
question
is
I
I
think
mr
o'neill
had
said
that
this
was
all
the
schools
that
were
eligible,
I'm
not
sure
if
that
is
accurate,
and
if
it
is,
can
folks
confirm
it,
and
if
it's
not
how
many
other
schools
would
have
been
eligible.
Mr
cadet.
O
R
Thank
you,
madam
chair.
Just
one
question
or
request,
as
I'm
thinking
about
the
condition
around
keeping
buildings
online
after
they
have
received
investment,
I
think
it
would
be
helpful
for
us
to
review
what
school
buildings
have
received,
this
type
of
investment
in
the
past
15
years,
especially
as
we're
thinking
about
a
facility's
master
plan,
because,
regardless
of
what
ideas
we
may
have
about
some
facilities,
we
may
already
be
locked
into
some
commitments
based
on
prior
investments.
L
I
just
want
to
reiterate
that
this
is
a.
This
is
a
much
smaller
piece
of
the
overall
facility's
plan
that
we
have
to
do
this
is
you
know
the
accelerated
projects
piece,
the
involvement
of
msba?
You
know
they've
typically
done
one
or
two
schools.
We
have
125
schools
that
need
work
and
have
significant
deferred
maintenance.
L
It's
hard
because
of
the
requirement
of
this
that
you,
you
know
you're
not
going
to
close
a
school.
You
know
we
know
that
we
have
to
eventually
start
closing
schools
or
merging
them
or
something
to
deal
with
our
enrollment
decline,
and
so
we
have
to
start
really
thinking
about
this
comprehensive
plan
for
the
district.
Obviously,
we've
been
in
a
pandemic
for
two
years.
Kids
are
recovering.
We
don't
want
a
lot
of
transition.
L
We've
done
a
lot
of
soft
landings,
but
that's
going
to
at
some
point
have
to
end
and
we're
going
to
have
to
have
a
reality
check
and
we're
going
to
have
to
have
tough
conversations
with
our
community.
This
is
like
a
chess
board
when
you
move
one
score,
make
a
decision.
It
impacts
all
of
the
schools
because
of
our
assignment
system
and
the
school
choice
system
within
the
district,
and
so
we
have
to,
and
then
it
affects
our
transportation
system.
L
L
A
L
We've
had
conversations
with
remember:
we've
had
three
mayors
and
three
different
school
committee
configurations
in
the
past
three
years.
That
makes
it
really
hard
to
get
traction
on
any
kind
of
big
build
type
of
program
that
we
need
in
boston,
public
schools,
because
you
have
to
have
the
commitment
of
the
mayors
you
have
to
have
the
city
council
we've
had
a
full
city
council,
now
almost
turnover
as
well.
L
There's
a
lot
of
educating
that
needs
to
be
done
around
the
condition
of
our
facilities,
and
so
that
work
has
to
has
to
get
done.
The
mayor
has
made
a
significant
verbal
commitment
to
tackling
our
facilities
head
on.
I
commend
her
for
that.
I
think
it
is
the
number
one
priority
and
I've
heard
from
school
committee
members
here
now
that
this
is
also
a
priority
for
all
of
you
and
I'm
so
happy
to
to
see
that
urgency
from
the
from
the
school
committee.
L
I
think
now
we
are
engaging
with
the
pfd
department,
with
chief
alvarez
and
her
department
and
our
finance
department
on
both
the
city
and
a
bps
side
to
engage
with
the
vendor
to
start
having
these
conversations,
but
I'm
just
going
to
be
frank.
There
has
to
be
a
commit.
You
can
do
all
this
planning,
you
can
engage
all
the
community
and
if
you
don't
have
a
real
upfront
commitment
to
the
funding,
then
then
that's
all
for
not
and
parents
continue
to
spend
their
wheels
if
they
see
an
outright
flat
out
commitment.
L
You
know
you
don't
start
the
the
big
dig
in
the
tunnel
without
having
the
24
million
billion
dollars
to
do
it.
You
know
they
were
able
to
do
that
with
24
billion
dollars.
Well,
we
need
a
whole
lot
less
to
fix
our
buildings
in
boston,
public
schools,
and
I
I
just
think
our
children
deserve
it.
So
I'll
just
go
off
my
soapbox
and
and
stop
stop
talking
now.
O
You
could
stay
on
that
soapbox
because
I
think
I'll
speak
for
myself,
but
it
is
moving
right
and
we
need
to
hear
that
level
of
honesty
here,
and
I
think
I
think
it's
why
you
are
hearing
some
of
us
push
so
hard
on
that
that
assessment
of
our
buildings,
because
we
need
that
answer
to
then
be
able
to
push
for
that-
that
bottom
line
commitment
from
the
city
to
make
the
investment
that's
needed
to
realize
the
structural
improvements
for
our
school.
So
thank
you
for
that.
L
L
A
A
So
our
final
report
this
evening
is
an
update
from
the
superintendent
search
committee,
we'll
pause
for
a
brief
moment,
while
superintendent
consolius
logs
off
out
of
the
meeting,
and
she
will
rejoin
us
at
the
end
of
the
conclusion
of
this
discussion.
Thank
you,
superintendent.
We'll
see
you
in
a
bit.
Thank
you.
R
R
R
The
other
members
are
roxy,
harvey
a
bps,
parent
and
graduate,
and
she
is
also
the
chair
of
the
boston
special
education
parent
advisory
council,
also
known
as
fedpack
mr
michael
o'neill.
He
is
a
bps
graduate
and
vice
chair
of
the
boston
school
committee,
dr
carlene
pignato.
She
is
a
bps
graduate
and
head
of
school
at
channing
elementary
school,
mr
jean
rountree.
He
is
a
secondary
school
superintendent
here
at
the
boston
public
schools
miss
jessica
tang.
She
is
the
president
of
the
boston
teachers
union
and
mr
jose
valenzuela.
R
He
is
a
bps
parent,
a
bps
graduate
and
a
history
teacher
at
boston,
latin
academy.
I'm
incredibly
excited
to
work
with
this
dynamic
and
committed
group,
and
I
love
to
see
all
the
intersections
that
folks
have
within
the
boston
public
schools
this
friday
march.
18Th
at
12
noon
is
the
deadline
for
the
search,
firm
rfp.
R
The
rfp
review
team
will
review
and
present
recommendations
to
the
school
committee
for
approval
by
early
april.
I
want
to
thank
the
rfp
review
team
for
their
thoughtful
and
expeditious
work.
Thank
you
to
chief
human
capital
officer,
al
taylor,
as
well
as
the
two
representatives
from
the
superintendent
search
committee,
mr
michael
o'neill
and
mr
jose
valenzuela,
for
working
diligently
on
this
important
task.
R
We
had
471
regis
registrants
for
march
9th
and
218
for
march
15th.
The
number
of
actual
attendees
was
352
for
the
9th
for
our
first
session
and
109
for
the
15th
for
our
spanish-speaking
second
session.
So
in
total,
we've
had
more
than
650
registrants
and
more
than
450
attendees
during
these
sessions,
the
guiding
question
the
guiding
questions
we're
asking
people
to
respond
to
are
what
are
the
three
most
important
qualities
or
experiences.
R
R
R
R
And
as
of
this
afternoon,
we've
had
approximately
36
different
people,
who've
emailed
their
thoughts
to
the
search
committee.
This
does
not
include
individual
outreach,
that's
just
specifically
to
that
superintendent
search
at
bostonpublicschools.org
email.
This
week.
We
also,
we
just
recently
launched
an
online
survey
that
has
been
translated
into
all
the
major
bps
languages.
R
R
We
know
that
we
just
recently
launched
this
so
we're
very
much
looking
forward
to
seeing
this
number
grow.
We
also
have
two
additional
listening
sessions.
Coming
up
the
listening
session
on
thursday
march
24th
from
6
to
8
pm
we'll
be
focused
on
student
voice
and
we'll
also
hold
another
general
listening
session
on
saturday
april,
2nd
from
10
a.m,
to
2
p.m,
sorry
from
10
a.m,
to
12
p.m,
and
that
will
be
co-hosted
by
boston
city
councilor,
julia
mejia,
who
serves
as
the
chair
of
the
education
committee.
R
It
is
our
hope
that
in
june
the
school
committee
will
announce
final
candidates
and
hold
public
interviews.
The
school
committee
will
then
vote
on
a
candidate
to
offer
the
position
of
superintendent,
so
I
know
I've
shared
a
lot
that
brings
us
up
to
date.
I
want
to
remind
folks
that
we're
still
fairly
early
in
this
process
and
future
reports
here
at
school
committee
meetings
will
include
updates
on
decisions
made
and
results.
R
I
want
to
take
a
moment
to
thank
my
fellow
search
committee
members
for
jumping
into
this
process
at
full
speed.
It's
going
to
be
a
lot
of
work
in
a
short
amount
of
time,
but
I
know
that
together
we
will
get
there.
I
also
want
to
thank
the
boston
public
school
staff
who
have
been
working
tires
tirelessly
and
around
the
clock
to
support
the
listening
sessions
and
to
expand
outreach
to
the
community.
R
A
Thank
you,
miss
lapera
and
again
now
I
will
open
it
up
to
the
committee
for
questions
and
comments.
I
just
want
to
remind
everybody
of
the
hour
it's
9
10
now
and
remember
at
the
conclusion
of
this
meeting,
we're
going
to
go
into
executive
session,
so
just
letting
reminding
people
of
that
that
we
still
have
more
work
to
do
tonight.
A
Even
though
this
is
our
last
report
on
this
part
of
the
meeting,
so
I'm
opening
it
up
for
questions
same
rules,
five
minutes
each
one
to
two
questions,
we'll
go
no
more
than
two
rounds
tonight
so
that
we
can
move
over,
but
there'll
be
plenty
of
time
to
get
more
questions
to
ms
lapera.
As
this
moves
on.
Thank
you.
O
Question
one
one:
thank
you,
ms
lobetta,
for
your
work
here
and-
and
I
know
how
much
time
you're
you're
spending
on
on
making
this
making
this
happen
and
listening
to
our
community
right
now,
as
they
share
concerns
and
offer
their
feedback
two
questions
for
you
one.
The
first
question
is:
I
know
that
in
a
previous
meeting
we
had
discussed
possibly
adding
additional
listening
sessions
with
partner
organizations.
R
R
But
one
of
the
things
that
we
did
discuss
is
that,
while
there
are
four
official
listening
sessions
that
that
does
not
necessarily
preclude
folks
from
being
able
to
work
with
community
organizations
and
communities
that
they
may
already
be
a
part
of-
and
so
what
I
mean
by
that
is
actually
marcus.
Our
student
co-chair
shared
about
how
he
was
already
engaging
in
having
questions
from
groups
that
he's
a
part
of,
and
they
wanted
to
know
how
they
could
be
have
their
own.
R
Perhaps
listening
session
and,
like
I
said,
while
we
said
we're,
only
holding
four
folks
are
able
to
tell
community
groups
that
they
can
hold
their
own
listening
sessions
and
they
can
synthesize
information
to
share
officially
through
the
channels
that
we've
offered
be
it.
The
survey
or
the
email
and
folks
can
also
just
like
any
other
type
of
event
hold
their
own
community
gathering
and
they
could
provide
an
open
invitation
to
anybody
who's
on
the
search
committee
or
anybody
who's
on
the
school
committee.
R
R
To
your
second
question
around
contingency.
It
is
something
that
is
top
of
mind.
I
think
that
we
are
working
aggressively
to
meet
to
meet
the
the
timeline
that
has
been
that
has
been
set
forth,
but
I
do
agree
that
in
general
we
should
be
thinking
about
what
could
be
a
potential
contingency
plan.
Should
it
not
work
out
the
way
that
we
all
hope.
S
Thank
you
for
the
for
for
the
update
which,
which
is
great
and
and
I
managed
to
be
able
to
attend
one
of
the
sessions.
At
least,
and
I
guess
this
is
more
of
a
comment.
I
can't
help
but
think
back
to
our
last
meeting
sort
of
like
the
the
retreat
and
thinking
about
the
conversation
that
we
had
around
our
goals
as
a
school
committee,
and
I'm
wondering
about
the
themes
that
are
sort
of
surfacing
in
these
discussions
around
superintendent
qualifications.
S
More
not
just
for
the
purposes
of
finding
our
next
superintendent,
but
how
we're
setting
our
own
goals
as
a
committee
and
making
sure
that
what
we're
proposing
as
our
goals
is
in
alignment
with
what
the
community
is
looking
for
as
well.
So
just
from
your
sense
of
of
of
the
conversation,
how
are
you
all
sort
of
doing
that
sort
of
thinking
in
real
time?
Or
are
you
waiting
until
all
of
the
sessions
have
been
completed?
R
We
haven't
looked
at
all
the
data,
because
all
of
the
information
hasn't
necessarily
been
gathered
to
this
point
right.
So
what
I
mean
by
that
is,
while
surveys
are
still
coming
in
information-
is
still
coming
in
via
via
email,
but
at
this
point
we've
had
two
listening
sessions
that
some
of
you
all
have
attended,
and
some
of
you
haven't
necessarily
attended.
R
Knowing
that
we
have
already
outlined
some
of
those
goals,
as
you
mentioned,
through
the
retreat.
So
I
think
that
that
still
needs
to
happen.
We
are
hoping
to
put
forth
a
job
description
recommendation
for
the
early
april
meeting,
and
so
I
I
would
need
to
get
together
with
the
chair
and
the
vice
chair
to
really
think
through
what
space
we
would
have
in
order
to
engage
in
a
dialogue
where
we
could
perhaps
report
what
we're
hearing
from
the
community,
what
we're
seeing
in
preliminary
survey,
information,
etc
and
and
move
in
that
direction.
R
R
Absolutely,
madam
chair,
I
mean,
I
think,
what
we're
pointing
to
is.
Not
only
do
we
need
to
report
back
to
the
community
what
we've
learned,
but
we
also
need
to
engage
as
a
body
on
in
the
same
kind
of
report
back
in
conversation,
so
I
think
that
there's
an
opportunity
to
have
like
a
dual
function
in
the
next
time
that
we
engage
around
the
topic
of
of
what
we're
learning
from
the
community.
Your
point
to
how
this
is
not
solely
just
directed
to
the
superintendent
is
incredibly
timely.
R
It's
it's
a
it's
a
it's
kind
of
an
evaluation
of
where
we're
succeeding
and
where
we
have
room
to
grow,
and
so
I
think
that
there's
a
lot
of
opportunity
to
work
with
with
schools,
as
well
as
with
district
personnel
in
addressing
or
thinking
through,
how
we
can
address
some
of
these
concerns.
Moving
down
the
line.
R
U
Thank
you,
madam
chairman,
and
thank
you,
ms
lapera,
for
that
summary,
and
particularly
your
last
comments,
because
I
thought
dr
elkins
questions
or
actually
more.
I
took
it
more
as
advice
towards
dr
elkins
of
be
thinking
through
almost
the
venn
diagram.
I
mean
we
are
getting
feedback
from
folks
about
what
they
want
to
see
in
a
superintendent
but
they're
also
giving
us
feedback
about
the
district,
and
we
almost
have
to
think
of
the
venn
diagram
right
or
the
intersection
of
not
only.
U
How
does
this
apply
to
a
job
description,
but
also
how
it
applies
to
the
strategic
plan
and
priorities
that
we
set
the
goals
and
values
and
and
be
listening
with
both
through
both
with
both
of
those
ears
is
basically
what
I
heard
from
your
comment
and
ms
lapierre
certainly
just
backed
that
up.
You
know
I've
been
hearing
people
talking
about
superintendency,
for
example,
in
the
past
people
often
talked
about
it's
important.
Someone
have
been
a
sitting
superintendent
for
five
years.
U
What
we've
been
hearing
more
so
far
is
it's
important
that
they
have
spent
time
in
a
classroom
in
a
school
building,
and
you
know
if
they've
moved
up
the
superintendent
or
close
to
superintendent
and
and
boston
knowledge.
We're
hearing
that
a
lot
but,
as
miss
lapera
just
said,
particularly
in
the
last
session
that
was
spanish
language
focused
primarily,
we
heard
a
lot.
We
had
great
feedback
about
attributes
of
the
superintendent,
but
we
heard
a
lot
about
transportation.
U
R
A
A
All
right
that
concludes
our
business.
For
this
evening.
The
next
remote
school
committee
meeting
will
take
place
next
wednesday
march
23rd
at
5
pm,
at
which
time
the
committee
will
vote
on
the
superintendent's
final
fiscal
year,
23
budget
recommendation.
At
this
time.
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
an
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining
with
the
boston
teachers
union.
To
have
this
discussion
in
an
open
meeting
would
have
a
detrimental
effect
on
the
committee's
bargaining
position.