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From YouTube: Boston School Committee Meeting 10-26-22
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
E
G
A
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
Executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
American
Federation
of
state
county
and
Municipal
Employees
AFF,
CME,
AFL-CIO,
Council,
93
and
affiliate
local
230
cafeteria
workers
to
have
this
discussion
in
an
open
meeting
would
have
a
detrimental
effect
on
the
community's
bargaining
position
and
litigation
strategy.
The
committee
will
return
to
public
session
at
5
30
PM.
Is
there
a
motion.
I
E
I
J
A
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson,
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining,
with
the
American
Federation
of
state
county
and
Municipal
Employees
AFF
CME,
AFF,
CIO
and
Council
93
and
affiliate
local
230,
better
known
as
our
cafeteria
workers.
Tonight's
session
is
being
shared,
live
on
Zoom.
It
will
be
broadcast
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.
A
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
Cabo,
veriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
We
will
now
turn
on
the
interpretation,
feature:
click
the
gold
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
closed
today
at
4,
30
PM.
Please
make
sure
that
you
assign
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's
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
Before
we
begin,
we
want
to
give
a
brief
update
about
our
agenda
due
to
ongoing
discussions
between
all
parties.
The
district
is
postponing
the
presentation
on
the
tentative
collective
bargaining
agreement
with
the
cafeteria
workers
until
the
future
meetings.
We
will
begin
with
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
October
12
school
committee
meeting
in
October
13th
Retreat
as
presented.
Is
there
a
motion.
I
A
B
Superintendent-
sorry
about
that.
So
it's
good
to
be
here
with
all
of
you
this
evening
today
actually
marks
my
one
month,
anniversary
and
and
I'm
really
hopeful,
and
just
amazed
as
I
go
around
to
our
schools.
Seeing
just
some
of
the
great
work
that's
happening
around
our
district
and-
and
you
know
our
children
that
just
amaze
me
every
day.
B
Our
work
together,
I
appreciated
having
the
the
space
at
that
and
the
opportunity
to
frame
out
priorities
that
we're
working
toward
as
a
district
and
we're
going
to
be
looking
at
how
those
priorities
map
onto
the
Strategic
plan
and
certainly
on
to
the
school
committee's
current
goals
and
we'll
be
working
with
you,
either
in
Retreat
format
or
in
public
session.
At
these
meetings
to
kind
of
go
through
what
we
find
just
as
kind
of
a
reminder.
B
The
the
four
folk
of
the
six
Focus
areas
that
I
spoke
about
at
the
retreat
that
we
are
really
trying
to
use
as
our
blueprint
for
the
for
the
great
work
in
the
district
and
doing
some
resetting
prioritizing
and
accelerating
academic
performance.
And
again
we
spoke
a
lot
about
Equitable
literacy
as
one
of
the
vehicles
or
one
of
the
main
vehicles
through
which
that's
happening,
certainly
strengthening
access
to
social,
emotional
learning.
B
We
talked
about
both
resources
in
the
schools,
but
also
working
with
our
students
to
develop
those
critical
skills,
developing
authentic
family
and
Community
engagement
practices.
B
This
really
critical
piece
of
two-way
dialogue
with
our
families,
our
parents,
our
community,
to
make
sure
that
we're
working
together
as
partners,
two
partners
in
the
work
and
taking
feedback
and
recommendations,
certainly
the
the
safety
of
our
classrooms
for
our
students,
and
that
is
that
our
students
feel
safe,
physically
and
psychologically,
and
have
the
appropriate
kinds
of
facilities
and
learning
spaces
and
academic
spaces
to
really
maximize
the
type
of
learning
opportunity.
We
want
for
all
of
our
children.
B
Streamlining
our
Communications
and
you
know
really
working
hard
on
our
internal
and
external
Communications,
so
that
our
parents,
our
community,
really
feel
engaged
and
understand
the
work
that
we're
trying
to
do,
and
that's
both
in
circumstances
of
difficulty
and
also
sharing
really
good
news
and
practice
and
then,
finally,
the
accountability
pieces
to
the
work,
which
is
for
us
oriented
around
student
outcome,
and
that
will
be
our
framing.
B
You
know
this
year,
as
we
kind
of
undertake
that
blueprint
and
again
work
with
you
to
determine
how
that
fits
with
the
current
school
committee
goals
and
the
overall
strategic
plan
for
VPS
I
spoke
this
morning
at
an
event,
and
I
talked
about
and
I'm
determined
every
time
that
I
have
an
opportunity
to
speak
to
the
public
and
to
speak
with
you
to
really
share
good
news.
B
You
know
and
to
share
all
the
wonderful
things
that
happen
in
our
school
buildings
in
our
School
classrooms
that
are
happening
every
single
day
this
week
alone.
You
know
we
had
an
awesome
stem
week.
Thank
you
to
all
of
the
schools
who
hosted
family
nights
throughout
our
district
I
believe
we
had
over
400
families
attend
and
participate
actively
in
the
stem
activities.
B
We
also
had
over
500
families
who
came
to
the
stem
college
career,
fair
at
the
Reggie
Lewis
Center
on
Saturday
and
just
a
shout
out
to
Marsha
McGinnis
Mitchell
and
to
Elizabeth
milewski
for
leading
the
charge
on
these
efforts.
It's
always
a
great
undertaking
so
important
for
our
students
to
see
what's
possible
when
they're
interested
in
stem.
What
College
and
Career
can
look
like,
and
just
a
tireless
amount
of
work
by
the
team.
To
get
that
to
happen.
B
Our
BPS
students
also
had
the
opportunity
to
visit
Suffolk
construction
and
meet
the
lieutenant
governor,
lieutenant
governor
Polito
and
to
hear
from
professionals
and
stem
careers.
So
these
were
just
all
things
that
were
going
on
across
the
city
in
our
district
relative
to
stem,
and
it
was.
It
was
certainly
a
celebratory
week.
B
City
council
also
recognized
and
I
just
want
to
give
a
tribute
and
a
shout
out
to
the
team
Gene
Louise,
who
was
coach
of
the
VPS
Citywide
cross-country
program.
The
city
council
did
this:
at
their
week
last
meet
week,
last
weekly
meeting
and
then
counseling
Mejia
honored,
the
coach's
work
with
students
with
the
city
council
resolution.
A
team
has
led
the
BPS
students
to
achieve
many
accomplishments
over
the
over
his
career,
including
producing
60,
city-wide
championships
and
three
undefeated
track
and
field
Seasons.
B
Last
week,
I
had
the
opportunity
to
speak
at
a
dinner
that
I
know
several
school
committee
members
were
at
for
Kennedy
to
the
investors
School
in
the
move
award.
This
is
always
such
a
fun
award.
Such
a
well-deserving
award
and
I'm
always
been
thrilled.
That
investors
makes
this
investment
in
our
schools.
You
know
this
year's
finalists.
We
had
the
Taylor
School
Channing
School
and
the
Gardner
pilot
Academy
and
I
I
wish.
B
You
could
have
heard
the
the
speeches
of
the
just
the
three
outstanding
leaders
at
those
schools
I
want
to
thank
all
of
those
leaders.
You
know
they.
They
they
more
than
qualified
for
the
prize,
particularly
during
a
year
coming
off
the
pandemic,
and
they
had
just
such
pride
and
in
in
such
love
and
joy
for
their
schools,
their
school
communities,
their
children,
their
staff,
and
so
it
just
brought
me
a
lot
of
Pride
as
the
superintendent
to
hear
them
to
speak
about
it.
Today,
I
was
present
as
I
know.
B
Several
of
you
were
as
well
to
see
the
top
prize
go
to
the
Gardner
pilot
Academy,
it's
a
hundred
thousand
dollar
prize.
It's
given
to
the
school
who
spotlights
the
most
notable
school-wide
Improvement
efforts
that
are
happening
across
the
BPS,
and
then
we
we
take
effort
with
investors
to
document
them
and
to
spread
those
as
best
practice
and
the
gardener.
B
Although
all
three
schools
were
well
deserving,
The
Gardener,
one
that
top
prize
and
so
we'll
really
be
looking
forward
to
working
with
them
as
they
document
their
model,
particularly
around
Hub
schools
and
Hub
community
schools,
and
be
able
to
share
that
out.
So
just
congratulations
again
to
to
The
Gardener
to
principal
Herman
for
her
hard
work
and
her
community's
hard
work
on
a
job
well
done.
I.
Also
want
to
acknowledge,
exciting
work.
B
That's
happened
in
a
new
creative
space
at
Boston,
green
Academy
and
I
would
encourage
School
community
members
to
go
over
and
see
it
when
they're
able.
This
is
it's
an
Innovative
classroom
that
is
three
years
in
the
planning.
It
was
renovated
this
past
summer
and
it
now
houses
a
beautiful
new
recording
studio
through
with
3D
printers
video
editing
equipment
and
just
really
amazing,
new
creative
technology
for
students
to
use
it's
already.
According
to
to
our
principal
Matt
Holzer,
it's
already
the
most
popular
space
at
PGA.
B
It's
opened,
you
know
really
a
door
to
new
electives
for
the
school
after
school
programming.
It
showcases
the
talents
of
our
students
at
BGA,
and
it
was
unique
in
that
it
was
a
project
and
a
partnership
that
happened
between
BPS
facilities
between
BGA
itself
and
its
Community
Turner
Construction
and
Gensler
Architects,
and
so
they
designed
the
space
together
in
a
collaborative
approach
over
three
years
and
then
built
it
out
in
both
Turner
Construction
and
Gensler
Architects.
B
They
adopted
the
school
to
do
this
pro
bono
project,
so
it
just
really
underscores
the
value
and
the
strength
that
when
we
have
our,
you
know,
business
community
and
our
non-profits
and
our
community-based
works
coming
together,
what's
possible
in
our
schools.
Just
a
very
grateful
for
that
partnership
and
again
would
encourage
school
committee
to
go
over
and
make
a
visit
when
they're
able
on
the
athletic
scene,
Champions
were
crowned
in
the
2022
Boston
Middle
School
cross
country
championships.
This
is
hosted
by
the
Boston
Athletic
Association
at
Franklin
Park.
B
There
were
more
than
300
of
our
Middle
School
student
athletes
from
15
different
City
boss,
the
city
of
Boston
schools
that
competed
over
a
one
mile,
1.1
mile
course
on
a
perfect
day
for
running
in
the
fall.
So
just
a
couple.
Congratulations
specifically
to
students
who
placed
in
their
respective
races
for
the
boys,
competition,
the
John
D
O'briens,
Brandon's,
spies,
spice
Daniel
Elliott
Daniel
Lee
from
the
Elliott
Josiah
Bowen
from
the
Edison
Tyler
Green,
from
the
Elliot
Messiah
Bowen,
from
the
Edison
and
for
the
girls.
B
For
the
girls
it
was
an
Elliot
sweep
at
the
top
of
the
podium
we
had
Emery
gervov.
We
had
Gabrielle
dagged
again,
Adele
Shepherd
finished
a
close
one,
two
three
ahead
of
the
field
and
Nia
Long
for
the
John
D
O'bryant
and
Daniella
Manera
from
the
Elliott.
So
just
congratulations
to
all
of
our
student
athletes.
You
know
they
put
in
so
much
hard
work
to
get
this
to
happen,
and
it's
just
wonderful
to
be
able
to
see
our
middle
school
students
really
shine
out
on
the
track.
B
Finally,
just
on
the
the
good
news
piece,
I
had
the
opportunity
to
travel
with
several
of
the
school
committee
members
to
the
Council
of
great
City
Schools
last
week,
and
I
really
appreciated
the
opportunity
to
hear,
from
other
large
urban
districts
like
ours
around
the
country,
to
really
learn
about
some
of
the
best
practices
that
are
happening
in
academics.
Student
support,
family
engagement,
school
safety.
There
were
just
so
many
different
topics
and
workshops
to
attend,
and
so
I
just
found
you
know
it
was.
B
I
also
appreciated
the
time
to
dialogue
with
the
school
committee
members
who
went
our
chair
as
well.
You
know
just
to
have
the
opportunity
to
process
with
them
what
they
saw,
what
I
saw
and
to
talk
about
how
it
fits
with
Boston,
how
it
fits
with
BPS,
so
I
think
there'll
be
some
rich
conversations
going
forward
and
I
am
really
looking
forward
with
my
team
to
using
the
Council
of
great
City
Schools
as
one
element
of
sharing
practice
and
and
learning
from
since
they
represent
the
large
urban
districts
in
the
country.
B
So
that's
our
good
news
and
each
school
committee
meeting
I'm
going
to
shout
that
out,
because
there's
just
so
much
good,
that's
happening
in
our
schools
and
so
much
talent
with
our
students,
proud
of
them
all.
A
few
updates
on
on
different
reports
in
your
packet,
yeah
you'll
find
the
the
wellness
policy
report
that
was
produced
by
director
Carter
and
her
team.
The
BPS
district
Wellness
Council
has
submitted
their
required
annual
District
Wellness
report
for
2000
2021.
B
This
report
documents
the
goals
and
activities
of
the
district,
Wellness
Council,
and
the
recommendations
shared
to
improve
the
implementation
of
the
wellness
policy,
and
this
is
really
a
key
policy
for
us.
The
BPS
wellness
policy
really
provides
a
road
map
for
creating
a
safe,
healthy
and
sustaining
School
environment.
It's
what
we
talk
about.
B
It's
aligned
with
the
Centers
for
Disease
Control
and
prevention
and
asdc's
whole
school
whole
Community
whole
child,
which
we
talk
about
model,
and
it
really
aims
to
promote
the
social,
emotional
and
physical
health
and
wellness
of
all
students
to
advance
both
their
healthy
development
and
Readiness
to
learn.
This
is
what
we
talk
about
with
the
whole
child,
and
this
report
also
has
success
stories
from
schools
across
the
district
that
have
been
doing
excellent
work,
caring
for
the
health
and
well-being
of
their
school
communities,
particularly
during
one
of
the
most
difficult
school
years
during
the
pandemic.
B
B
I
also,
you
know,
I
think
that
some
of
the
stories
that
you'll
read
in
the
report
really
speak
to.
You
know
what
we
talk
about
about
our
students
and
our
staff
perseverance
through
difficult
times,
and
just
to
care
for
the
social,
emotional,
mental
and
physical
health
and
well-being
of
our
learning
communities.
B
I
mean
these
are
what
make
it
possible
to
achieve
our
mission
of
making
sure
that
every
child
in
every
classroom
has
what
they
need
to
succeed,
and
so
we
will
be
getting
a
more
in-depth
presentation
on
the
on
the
actual
quantitative
wellness
policy
implementation
report
for
2021-22
and
they'll
give
that
later
in
the
year.
B
So
will
there
be
questions
on
this
Jill
is
here
this
evening,
otherwise
we'll
be
getting
a
more
in-depth
presentation
on
the
full
report,
the
comprehensive
that
includes
the
surveying
and
the
quantitative
leader
in
the
school
year
update
on
enrollment
I'd
like
to
follow
up
I
know.
B
This
represented
a
decline
of
about
587
students
from
the
year
before
the
overall
decline
in
student
enrollment
over
the
past
decade,
you
know,
is
a
further
indicator
and,
and
just
requires
us
to
to
structure
our
schools
and
programs
to
deliver
high
quality
for
our
students,
who
are
in
our
schools
today
and
those
coming
in
in
the
future
right
that
is
meeting
the
demand
of
our
parents
and
our
students
who
are
of
that
age
to
attend.
B
You
know
our
goal
here
is
to
create
a
district
where
all
families
and
students
feel
excited.
They
feel
confident
to
enroll
here
and
to
stay
here.
This
is
this
is
our
mission.
You
know
we
want
to.
We
want
all
students,
especially
our
historically
marginalized
students,
our
black
and
brown
students,
our
special
education
students,
our
English
language,
Learners,
to
know
that
they
have
a
place
here
at
BPS
and
that
their
education
is
going
to.
B
You
know
we
are
taking
that
with
the
utmost
seriousness
and
giving
them
every
opportunity
possible,
and
you
know
I-
think
families
want
their
students
to
access,
College
and
Career.
They
want
strong,
rigorous
academic
Pathways.
They
want
facilities
that
support
the
education
of
the
whole
child.
They
want
out
of
school
opportunities
to
enrich
their
own
students,
experiences
for
their
kids
to
graduate
on
time
and
to
have
lots
of
opportunities
when
they
graduate.
B
You
know
our
our
Focus
needs
to
be
on
the
whole
child
if
physical,
emotional,
social,
academic,
well-being
and
success
and
our
enrollment
rate
has
declined,
but
that
doesn't
change
that
Focus.
You
know
in
reality
it's
it's
our
focus
on
delivering
that
high
quality
set
of
experiences,
that's
going
to
help
us
retain
our
students
and
it's
going
to
help
us
to
attract
students
and
families
coming
back
into
the
BPS.
That
is
our
hope.
B
You
know
we
are
without
question
Resolute
in
that
mission,
our
whole
team
and
we're
committed
to
addressing
the
structural
issues
that
exist,
including
the
the
quality
of
the
school
buildings
you're,
going
to
hear
about
that
tonight
with
the
green
New
Deal
initiative
offering
Equitable
access
to
opportunities
for
all
of
our
students
as
you'll
continue
to
hear
throughout
multiple
types
of
presentations.
B
You
know
on
a
on
a
somber
note:
decreased
enrollment
certainly
impacts
funding
for
the
work,
and
ultimately
that
is
also
going
to
require
us
to
to
change
how
we
deliver
on
our
mission,
but
we're
here
for
it,
and
you
know
it
is
the
work
of
the
district.
It
is
the
work
of
our
city
and
we're
committed
to
doing
it
together
and
before
I.
Move
on
from
enrollment
I
also
want
to
just
share
that
the
the
school
choice
season
is
come
it's
right
around
the
corner.
B
It's
rapidly
approaching,
starting
in
early
November
families
will
be
able
to
access
via
www.discoverbps.org.
B
B
B
In
particular,
there
was
a
communication
that
we
received
from
Mass
advocates
for
children
or
what
we
call
Mac
Mac
had
submitted
a
formal
complaint
through
dessie's
problem
resolution
system.
The
PRS
and
this
this
contained
for
a
certain
number
of
students,
particular
Transportation
issues,
as
well
as
an
ask
and
recommendations
by
Mac
for
ways
to
go
ahead
and
resolve
or
to
solve
those
problems.
B
Our
transportation
department
head
Dell,
sansa's
loss.
You
know
she
met
with
Mac
several
of
the
special
education
parents
at
that
time,
right
shortly
after
getting
the
letter
and
then
I
met
with
them
again
with
Dell
and
some
of
our
team
on
Monday
of
this
past
week.
B
B
You
know
we
had
a
productive
meeting.
I
I
feel
like
we're
moving
toward
resolution
on
a
number
of
the
systemic
issues
that
were
raised.
Some
of
the
issues
are
Technical
and
they're
easier
to
solve.
B
There
are
some
that
are
harder,
they're,
more
adaptive,
and
they
really
do
require
us
to
work
kind
of
cross-sector,
particularly
around
tiering,
with
our
Charter
partners
and
our
parochial
partners
that
also
use
our
transportation
that
we're
required
to
transport
and
so
we're
beginning
to
have
some
of
those
critical
conversations,
certainly
in
partnership
with
Desi,
but
I
did
want
to
reassure
both
the
school
committee
and
the
public
that
we
are
taking.
You
know
the
the
problems
that
were
presented
seriously
and
working
very,
very
hard
to
resolve
them,
both
short
term
and
long
term.
B
You
know
every
day
that
Transportation
Team
Works
to
address
any
student-specific
transportation
issue
and,
more
importantly,
they
really
try
to
communicate
with
families
in
a
timely
way
about
that
resolution.
We
know
how
difficult
the
the
transportation
issues
are
for
our
families
and
you
know,
and
the
inconvenience
and
the
barrier
it
presents
and
we're
committed
to
resolving
each
and
every
one
of
them.
You
know
we
appreciate
Desi's
partnership.
Recommendations
will
continue
to
work
to
identify
areas
of
how
to
improve
our
own
system
for
all
students,
but
particularly
for
our
students
with
disabilities.
B
Additionally,
we
will
be
you
know,
as
per
our
sip,
we'll
be
getting
a
console
report
back
from
the
Council
of
great
City
schools
and
that
will
be
come
back
in
December
on
transportation.
We
look
forward
to
that
report.
We
look
forward
to
any
help
or
recommendations
that
might
inform
our
policy
decisions
that
need
to
move
forward
in
within
the
district
and
certainly
to
school
committee.
So
we'll
have
more
to
come
on
that
for
sure
green
new
deal
tonight.
You
know
presentation
for
this.
B
Just
to
you
know,
reaffirmation
that
Boston
Public
Schools
is
committed.
You
know
partner
with
the
city
of
Boston
in
the
green
New
Deal.
This
is
initiative
that
will
build
upon
the
quality
guarantee
framework
that
BPS
has
been
advancing
for
the
past
few
years
and
is
included
in
the
budget.
We're
really
fortunate
to
have
a
mayor
and
a
city
government.
B
That's
willing
to
provide
this
level
of
financial
support
for
our
school
buildings,
to
improve
them,
to
ensure
that
those
buildings
are
such
that
they
support
the
academic
vision
and
opportunities
that
we
want
for
each
of
our
children.
The
quality
School
the
quality
guarantee
is,
is
basically
our
promise
to
our
students
and
families
that
one
day
every
school
and
every
neighborhood
will
provide
a
standard
of
Excellence
in
high
quality
and
the
Baseline
of
services
across
all.
Schools
is
nothing
less
than
what
parents
expect
and,
frankly,
what
our
students
deserve.
B
The
investment
Will
from
The
Green,
New
Deal.
It
will
create
classrooms
that
promote
learning
support.
Our
vision
and
plan
for
grade
reconfigurations
establish
more
predictable
Pathways
for
families
and
students
and
ensure
that
these
projects
are
equitably,
distributed
through
a
transparent,
Community
process.
B
It's
a
vision
to
leverage
Boston's
creativity
as
a
as
a
community
in
a
city,
and
it's
it's.
It
represents
our
passion
to
reimagine
our
schools,
really
as
full
service
Community
hubs
that
can
adapt
to
meet
all
of
the
needs,
as
they
evolve
of
our
students
and
City
over
time
and
into
the
future.
It's
also
a
commitment
to
safeguarding
climate
resilience.
You
know
of
our
school
buildings,
and
you
know
in
just
for
perspective,
but
those
make
up
you
know
like
when
we
think
about
building
emissions
about
half
of
the
city's
building
emissions.
B
So
this
is
really
critical
to
the
Future
climate
of
our
city
as
well,
and
it's
a
pledge
to
listen
too
and
really
try
to
rebuild
the
trust
with
our
communities
that
you
know
I've
spoken
about
again
and
again:
BPS
students
and
families.
You
know
who
they've
been
asking
and
calling
for
Change
and
now
change
is
here
and
it's
here
in
a
really
formidable
way
with
the
green
New
Deal
later
tonight.
You're
going
to
hear
more
about
this
in
detail
in
terms
of
the
report,
but
I
did
just
want
to.
B
Covet
update
certainly
want
to
just
give
a
big
shout
out
and
thank
you
to
the
Boston
Health
commission.
They
continue
to
just
be
such
a
steadfast
steadfast
partner
for
us.
We
meet
with
them
on
a
daily
basis
and
they
really
just
continue
to
help
us
to
Monitor
covid-19
and
Community
metrics
School
data
always
giving
feedback,
and
always
there
as
a
partner
and
to
collaborate
as
we
enter
the
fall
in
the
winter
season.
We
expect
that
the
spread
of
covid-19
and
you
know
other
respiratory
illness,
the
flu,
our
RSV
I,
think
we've
all
heard.
B
You
know
that
these
are
circulating
and
we
expect
it
to
increase
with
the
with
the
winter
months
coming
we're
going
to
continue
to
stress
to
be
vigilant
hand,
hygiene,
respiratory,
etiquette,
staying
home.
If
you
feel
sick,
we
just
sent
the
messaging
out
about
this
a
day
or
two
ago.
B
It's
important
to
note
that
you
know
for
anyone
listening
if
you're
experiencing
any
kind
of
covid-19
like
symptoms,
flu-like
symptoms,
you
know,
RSVP
symptoms,
stay
home,
you
know
stay
home,
a
negative
test
doesn't
mean
you
know
that
you
don't
have
another
kind
of
respiratory
illness,
that's
going
on.
So
if
you're
feeling
sick
or
your
child's
feeling
sick,
we
want
to
make
sure
staff
and
students.
You
know
really
really
stay
home,
take
care
of
themselves
and
make
sure
that
they
don't
continue
to
spread
whatever
whatever
illness
they
have.
B
So
you
know
in
in
Boston.
Health
commission
always
reminds
us
to
please
make
sure
you
see
your
health
provider
if
you're
feeling
ill
the
question.
I'm
asking
you
know:
masking's,
not
mandatory
BPS
in
in
Boston
Health
commission
continue
to
strongly
encourage
students
and
staff
to
wear
the
masks
indoors
wearing
the
masks
certainly
helps
to
slow
the
spread
of
any
of
the
illnesses,
and
that
would
be
also
flu
that
would
be
RSV.
B
Schools
have
plenty
of
masks
available
in
all
kinds
of
sizes,
adult
children's,
so
you
can
get
any
of
those
supplies
that
you
need
from
your
local
school.
We're.
Also
encouraging
and
I've
been
really
pleased
with
families
participating
in
this.
You
know
we
we
purchased
many
tests
and
you
know
as
a
way
to
be
able
for
the
Rapids
to
ensure
that
families
could
test
and
we'll
ask
them
to
on
either
Sunday
night
or
Monday
morning
before
they
go
to
school.
You
know
we're
going
to
continue
to
follow
the
covid-19
guidance
from
the
Health
commission.
B
We
remain
committed
to
using
data
to
drive
the
decision
making
adjust
policies.
You
know
in
response
to
any
changes.
We
see
we
track
any
kind
of
you
know.
If
we
see
any
clusters,
we
track
those
we're
constantly
working
with
the
schools
around
sending
notifications
or
requiring
masks.
If
there
is
a
cluster,
so
we're
really
trying
to
use
the
data
to
be
vigilant
and
on
a
daily
basis,
responsive,
so
I
I.
B
Our
goal
is
to
keep
everybody
safe
and
as
healthy
as
possible
and
in
school
and
in
session
nape
I
know
that
many
of
you
saw
some
of
the
press
releases
around
nape
on
Monday
of
this
week.
The
results
were
released.
Just
as
a
reminder.
The
2022
nape
was
is
the
national
assessment
of
educational
progress,
it's
known
in
some
circles
as
the
nation's
report
card.
You
know
it's.
B
This
marks
the
first
administration
of
the
assessment
since
2019
before
the
covet
pandemic.
So
I
think
you
know
it's
showing
a
multi-year
trend.
In
Boston
there
were
around
3
600
students
who
participated
in
the
spring
test
of
2022
nape
since
2019,
the
the
bps's
results
in
Reading
have
remained
steady,
which
differs
statistically
significant,
which
differs
from
the
statistically
significant
declines
that
experience
that
were
experienced
at
both
state
and
National
level
in
math
on
a
scale
of
0
to
500.
The
district
experienced
significant
decline
of
seven
and
nine
skill
points.
B
To
just
give
you
a
sense
in
the
fourth
and
the
eighth
grade.
This
is
consistent
with
the
significant
declines
that
we
saw
in
state
and
National
levels
in
math,
and
you
know,
while
it's
true
that
the
pandemic
and
I
said
this
in-
and
you
know,
I
said
this
in
the
in
the
press
release.
B
It
is
true
that
you
know
there's
been
some
progress
here
and
there,
but
there
has
been
this
significant
Decline,
and
so
you
know
achieving
gaps.
From
perspective
have
almost
doubled
for
black
students
in
fourth
grade
reading
and
math,
and
for
Hispanic
students
in
eighth
grade
reading
and
math.
B
Achieving
gaps
for
students
with
disabilities
and
multilingual
Learners
are
also
persistent.
The
gaps
we
see
for
all
of
these
groups
are
similar
to
what
is
seen
across
the
nation
and
within
Massachusetts.
B
However,
these
results
are
reminders
that
there's
so
much
work
here
to
be
done
to
address
the
learning
needs
of
all
BPS
students,
and
particularly
our
students,
our
black
and
brown
students,
our
special
education
and
our
multilingual
Learners.
So
we
we
are
dissecting
those
we're
looking
at
those
results.
B
Finally,
for
my
report
in
terms
of
the
Sip
I
just
wanted
to
update
you
know,
the
systemic
Improvement
plan
continues
earlier
in
October,
we
posted
two
senior
leadership
positions
in
special
education
in
Chief
of
special
education
and
the
special
advisor
for
special
education.
The
two
positions
are
going
to
work
in
partnership
with
each
other
and
they'll
be
part
of
my
executive
team.
The
senior
advisor
is
going
to
be
focused
on
implementing
the
recommendations
from
the
Council
of
great
City
Schools
report,
which
will
be
presented
to
school
committee
at
the
November
16th
meeting.
A
Thank
you.
We
couldn't
get
down
one
second,
I
I
just
wanted
to
reiterate
what
you
said
around
going
to
the
Council
of
great
City
Schools.
A
Some
of
you
know
that
both
Rafa
and
I
participated
this
past
year
of
the
last
nine
months
in
cohorts
around
training
as
a
board
care
and
as
new
board
members.
A
lot
of
that
work
focused
around
us
becoming
a
much
more
school
committee
focused
on
student
outcome.
Focused
governance.
A
Some
of
you
know
that
we
had
started
this
work
when
back
a
couple
of
years
ago,
and
we
did
have
one
session
when
we
began
to
talk
about
the
goals
and
the
values
of
the
school
committee,
and
now
we
have
a
number
of
different
goals
that
we're
looking
at.
But,
more
importantly,
what
we
want
to
be
able
to
do
is
to
begin
to
take
a
look
at
how
we
go
about
doing
our
work.
A
Looking
at
student
outcomes,
all
of
the
all
of
the
agenda
items
that
come
before
us
are
important,
but
the
most
important
work
that
is
the
work
of
the
school
board,
is
to
really
focus
on
student
outcomes
and
so
over
the
next
several
meetings
and
as
we
move
through
this
year,
we
are
going
to
be
looking
at
ways.
A
We
may
be
adjusting
our
agendas,
the
structure
to
our
meetings
and
also
our
own
meetings,
our
own
meeting
on
behaviors
within
our
meeting,
one
of
the
the
major
things
they
talk
to
us
a
lot
about
is
our
meetings
really
should
be
no
no
more
than
two
hours
in
length.
If
we
are
doing
all
of
the
work
in
preparation
and
any
number
of
things
you
know,
I,
don't
think
we've
ever
had
a
meeting.
A
That's
been
less
than
four
hours,
and
we
said
in
our
Retreats
that
you
know
people
were
really
not
happy
with
our
structure
so
that
it's
going
to
mean
that
we're
going
to
have
to
do
a
lot
of
our
work,
also
in
thinking
about
how
we
can
be
more
efficient.
And
how
can
we
work
with
the
district
so
that
more
of
what
is
coming
before
us
is
really
about
student
outcomes.
A
So
this
is
work
that
we're
hoping
to
share
with
you
to
bring,
in
other
trainers
from
the
Council
of
great
City
Schools,
to
work
with
us,
so
that
as
a
board,
particularly
given
what
we've
just
heard
about
the
next
score
is
what
we
know
about
the
MCAT
scores.
What
we
have
struggled
with
forever
closing
achievement
gaps
is
the
number
one
goal
that
Boston
public
schools
has
talked
about
for
years.
A
A
lot
of
our
work
Works
towards
that.
We
very
rarely
talk
about
it
directly
that
we're
trying
to.
A
A
They
tell
us
that
you
know
this
meeting
is
our
meeting
school
board
meeting.
We
need
to
look
at
the
agendas
of
this
meeting
and
we
need
to
make
sure
that
we
are
going
to
move
towards
trying
to
have
50
of
our
time
be
focused
on
actually
looking
at
the
outcomes
of
our
students,
so
that
we
can
make
Boston
be
one
of
the
best
Urban
school
districts
that
they
can
be
so
you'll
be
hearing
more
from
Rafa.
A
Rafa
was
a
superstar
at
this
meeting
and
has
had
has
has
learned
a
lot
about
this
work
has
really
spoken
to
the
importance
of
parents,
parents
in
all
the
ways
the
parents
can
be
part
of
this
and
also
wants
to
work
with
making
sure
that
all
of
our
members
are
brought
up
to
speed
about
this
work
and
to
be
able
to
get
you
all
engaged
in
it.
A
Well,
so
we
really
see
this
as
a
new
day
for
us
in
terms
of
really
focusing
on
our
students
to
move
our
district
forward,
so
that
I
want
to
thank
superintendent
for
report
and
open
it
up
for
everyone
for
their
comments,
questions,
and
we
want
to
try
to
start
our
new
discipline.
Also,
let's
try
to
have
one
round
of
questions
for
this
and
if
you
have
other
questions,
if
we
can
get
them
in
writing
so
that
the
superintendent
can
re
respond
to
them
even
over
the
week
or
at
our
next
meeting.
C
I
A
H
I
want
to
really
thank
you
for
the
great
opportunity
that
I
had
being
part
of
this
nine
month,
Workshop,
which,
from
which
I
learned
so
much.
H
Can
you
hear
me
now
you
couldn't
hear
me
before?
Okay
I
want
to
thank
you
really
for
the
great
opportunity
that
I
had
of
being
part
of
this
nine
month.
Workshop
I
learned
so
much.
H
M
C
H
L
L
H
H
I
also
want
to
share
with
you
that
I
was
the
only
Spanish
speaker
in
the
training
and
I
I
was
assigned
a
simultaneous
in
a
consecutive
interpreter,
for
it
is.
H
They
also
valued
a
lot
the
fact
that
Boston
has
a
Committee
Member,
who
is
not
fluent
in
English,
and
that
is
a
person
who
needs
interpretation,
foreign.
H
H
Some
superintendents,
who
didn't
used
to
have
their
meetings
with
interpretation,
realized
that
it
is
important
to
include
interpretation
for
those
people
who
don't
speak,
English,
be
able
to
participate
in
their
languages.
H
I
I
need.
We
need
to
concentrate
in
the
student
in
students
outcomes
in
the
numbers.
We
have
to
look
at
the
percentages.
We
have
to
look
at
the
reasons
why
the
percentages
in
English
Learners
are
so
low
and
what
we
can
do
to
increase
those
percentages
and
to
help
with
that
to
get
more
students
to
graduate
superintendent.
H
I've
noticed
that
the
students
in
fourth
and
eighth
grade
had
a
really
big
decrease
in
their
reports
in
the
numbers.
H
So
I
would
like
to
know
what
plans
do
you
have,
along
with
your
team,
to
bring
those
percentages
up?
I
know
that
you
spoke
about
academic
strategies,
but
we
need
really
long-term
results.
B
Thank
you.
Thank
you
Rafa,
so
through
your
chair,
so
I'm
going
to
actually
ask
Linda
and
pharah
to
talk
specifically
I.
Think
the
omme
Strategic
plan
speaks
to
some
of
the
work
that
we
intend
to
do
with
our
English
language,
Learners
around
kind
of
targeted
intervention
and
then
Linda
I
know
on
the
Equitable
literacy.
If
you
can
speak
to
that
as
well,
particularly
for
our
multilingual
Learners
who
are
in
level
three
and
above.
N
When
we
looked
at
the
slides
this
evening
from
the
nape
results,
it
is
very
sobering
to
see
the
widening
disparities
in
achievement
and
the
conversation
tonight
is
similar
to
the
one
that
we
had
last
time
about
MCAS.
N
These
data
tell
us
how
urgent
it
is
for
us
to
ensure
that
our
students
have
access
to
grade
level,
reading
and
writing
and
math
when
they
don't
have
that
they
cannot
meet
those
requirements,
and
that
is
something
that
we
are
very
focused
on.
While
we
know
that
all
of
our
students
have
not
been
getting
regular
access
to
grade
level
learning,
we
also
know
that
we
need
to
provide
all
the
supports
for
students
in
various
entry
points
so
that
they
can
do
grade
level
work
and
get
the
supports
that
they
need.
N
Some
of
what
we
are
doing
is
called
multi-tiered
systems
of
support
and
at
the
Council
of
the
great
City
Schools
conference.
There
were
many
sessions
about
that,
and
in
particular,
there
was
a
session
about
that
with
our
multilingual
Learners
and
ensuring
that
we
have
the
use
of
Home
language
as
instruction
whether
it
is
a
dual
language
program
or
transitional
bilingual
program
or
a
Heritage
language
program.
N
It
is
so
critical
to
our
Student
Success,
especially
our
multilingual
Learners,
if
we
are
able
to
provide
that
home
language
support,
and
that
is
part
of
what
is
in
the
plan
that
was
shared
last
time
also
and
I
regret
that
it
was
so
late
that
everyone
didn't
benefit
from
hearing
pharah
talk
about
that
plan,
so
I
want
to
just
make
sure
we
pivot
over
to
her
and
think
and
be
considerate
of
time.
N
I'm
not
sure
if
she
was
able
to
be
admitted
to
the
room,
but
what
I
would
just
say
on
her
behalf
is
the
team
has
worked
very
hard
to
make
sure
that
we
have
a
process
to
increase
the
number
of
bilingual
programs
across
the
city
and
what
she
shared
was
that
it's
a
multi-year
process,
but
what's
really
critical,
is
to
be
able
to
engage
and
I'm
glad
that
we
have
families
listening
in
this
evening
and
community
members,
because
it's
important
for
us
to
work
alongside
you
to
make
sure
that
we
have
these
programs
in
place
and
also
make
sure
that
we
have
the
teachers
hired
to
be
able
to
provide
this
type
of
high
quality
instruction
to
our
families.
N
But
in
short,
what
we
are
doing
every
day
led
by
Chief,
eccleson,
Dr
eccleson
and
our
school
superintendents
is
making
sure
that
we
work
alongside
our
school
leaders
and
our
teachers
to
make
sure
there
is
grade
level
culturally
and
linguistically
responsive
tasks.
Things
that
they
are
doing
every
day
to
learn
and
to
be
able
to
read,
write
and
do
math
at
grade
level.
A
You
Dr
alkins
and
then
Mr
cardet
Hernandez.
K
K
The
the
first
is
related
to
just
checking
in
on
my
my
you
know,
my
thoughts
and
prayers
still
are
extended
to
the
communities
that
have
been
affected,
particularly
by
the
recent
school
shootings,
but
also
sort
of
the
the
community
violence
that
we've
seen
in
this
in
in
an
uptick,
so
I'm
actually
curious
as
to
have
we
checked
in
with
those
communities,
if
so
like
what
is
their
state?
How
have
they
been
faring
in
that
and
so
sort
of
a
social
emotional
check-in
with
those
communities?
K
That's
the
first
thing.
The
second
is
sort
of
related
to
the
presentation
on
Transportation,
but
particularly
what
has
been
the
feedback
that
we've
received
about
the
problem
resolution
Center.
Has
that
been
an
effective
tool
and
strategy
for
family
members
and
communities
to
engage
and
what
levels
of
feedback
have
you
been
getting
on
how
to
improve
that
process?
K
Third,
also
thinking
about
like
the
green
New
Deal,
this
is
just
more
or
less
a
comment
of
as
we're
starting
to
talk
more
in
depth
about
where
these
Renovations
are
starting
to
take
place.
It
would
also
be
beneficial
for
the
public
to
see
a
timeline
that
actually
coincides
with.
When
will
these
changes
affect
them
and
when
possibly
they'll,
they
should
expect
to
see
them
if
they
expect
to
see
them
at
all.
I
know
this
is
going
to
be
a
very
lengthy
process.
K
So
that's
just
more
of
a
comment
and
then
last
because
we're
talking
about
opportunity
gaps,
you
know
I
before
I
joined
the
committee
I'm
thinking
about
particularly
one
of
the
plans
that
our
presentations
that
was
made
to
align
sort
of
the
office
of
opportunity
gaps
with
the
2025
strategic
plan
or
the
Imagine
plan
and
I'm
just
curious
like
after
seeing
the
data,
has
there
been
any
amendments
to
our
strategy?
Has
there
been
any
sense
of
of
the
success
of
the
racial
Equity
planning
tools?
K
How
has
that
changed
like
with
with
this
new
data?
I
know
it's
I
know
people
are
committed
to
it
every
day.
So
it's
hard
to
think
about
that,
but
you
know
receiving
updates
about
the
success
or
the
failures
of
it.
You
know.
B
Sure
so
three
three
you
chair
so
so.
First
of
all,
thank
you
for
for
the
three
questions
and
the
comment
I
think
the
green
New
Deal
comment
will
make
sure
that
our
team
takes
that
to
include.
B
So
yesterday
we
had
a
meeting
with
the
mayor,
the
police,
commissioner
and
the
faith-based
communities
I
think
it
was
a
very
powerful
meeting
it
I
I
can
speak
for
the
school
side
to
say:
I
appreciated
the
space,
because
more
and
more
our
schools
are
being
impacted,
not
just
by
violence
that
happens
in
our
school,
but
by
violence
that
happens
around
our
school.
B
This
week
alone,
we
had
schools
four
times
in
safe
modes
for
situations
that
were
happening
in
the
community
that
were
around,
and
you
know
whether
it's
students
walking
to
school,
whether
it's
students
in
nighttime
activities
or
over
the
weekends,
whether
it's
an
older
person
that
gets
shot
or
killed,
that
might
be
their
Uncle,
their
aunt
or
their
related,
their
parent.
Our
students
are
carrying
all
of
that
in
in
the
doors
you
know
every
day,
so
we
have
a.
B
We
have
a
very
I
would
say,
like
a
really
well-oiled
way
of
handling
situations
that
it
starts
with
really
good
communication
that
we're
working
on
with
the
city
so
that
we
we're
included-
and
we
find
out
about
incidences
that
happen
outside
of
school
time
that
then
impact
and
that
we
need
to
respond
to
in
each
of
these
cases
and
I'll
ask
Chief
Kelton
to
come
on
for
this.
B
But
in
each
of
these
cases
we
have
a
protocol
that
we
go
through
and
we
support
that
Community,
whether
it's
a
student
immediately
in
the
community
or
whether
it's
a
family
member
of
someone
in
the
community
or
a
staff
member,
and
we
support
that
Community
from
kind
of
start.
To
finish,
often
in
conjunction
with
some
of
the
other
City
agencies.
So
I'm
just
going
to
ask
Chief
Kelton
to
kind
of
give
an
example
of
when
something
happens
at
a
school.
What
our
response
has
been,
but
to
reassure
that
it's
always
in
support
of
that
school.
D
Yes,
so
we've
developed
really
strong
Partnerships
with
our
community-based
partners,
both
through
the
Boston
Public,
Health,
commission
and
then
also
with
our
area.
Hospital
trauma
response
teams.
So
when
there
is
a
crisis
in
the
community,
the
notification
happens
pretty
swiftly
for
us.
D
So
we
can
then
triage
the
situation
not
just
ourselves
or
their
social
work
team,
but
also
in
collaboration
with
City
teams,
with
the
neighborhood
trauma
team
through
the
Boston
Public
Health
commission,
with
Boston
trauma
response
with
the
street
workers
from
bcyf
and
we're
able
to
huddle
up
quickly
to
create
a
wraparound
plan
where
we're
able
to
bring
in
both
internal
and
external
supports
into
schools,
to
support,
not
just
our
students,
but
also
the
staff
and
then
extend
those
supports
beyond
the
school
building
and
into
the
community
to
also
support
families.
D
So
we've
been
continuing
to
strengthen
that
relationship
and
continuing
to
solidify
that
structure.
So
now,
School
leaders
know
that
those
supports
are
there
for
them
and
how
BPS
is
becoming
part
of
you
know
it's
a
community
crisis
response
and-
and
it's
worked
seamlessly
it's
so
what
works
well
about.
D
It
too,
is
that
we
have
that
response
in
the
summer
through
work,
that
our
social
workers
are
able
to
do
over
the
summer
and
our
district
social
workers
that
are
new
positions
this
year,
so
they're
able
to
in
our
regional
model
on
our
Network
model,
to
respond
with
our
operational
Leaders
with
our
school
superintendents
to
provide
on-the-ground
support
and
then
we're
also
able
to
pull
on
other
social
workers
throughout
the
district
and
school
psychologists
to
support
that
school
community.
D
And
again
we
do
that
in
collaboration
with
our
city
Partners
through
both
the
mayor's
office,
the
Boston
Medical
Center
is
a
partner
that
we
often
use
they
receive
most
of
the
juvenile
trauma
victims.
So
we
have
a
strong
partnership
with
them
and
communicating
with
their
Advocates
to
ensure
that
proper
communication
and
not
over
communication,
is
happening
with
the
victims.
Families.
What
we
don't
want
to
do
is
insert
ourselves
into
situations
where
we
are
re-traumatizing
any
students
or
family
members.
So
we're
also
very
cognizant
of
that
in
our
preparation
and
in
our
response,
efforts.
B
Thank
you,
Chief
I'm,
going
for
the
problem
resolution.
I
would
say
that
this
this
is
us
systemizing.
This
process
has
been
really
critical
for
us,
because
not
only
does
it
help
us
to
resolve
more
timely,
but
it
helps
us
to
track
the
type
of
the
type
of
issues
that
we're
seeing
and
be
able
to
kind
of
get
to
root
cause
on
them,
but
I
am
going
to
our
chief
of
staff
Valdez
shell.
B
If
you
could
I
know,
you've
been
working
directly
with
PRS,
just
kind
of
give
an
update
to
Dr
Elkins.
O
Yes,
good
evening,
everyone
so
I,
just
I,
wanted
to
just
clarify
one
quick
thing.
So
PRS
is
actually
the
problem
resolution
system
center,
that
is
out
of
Desi
and
how
that
works
is
that
they
handle
complaints
that
allege
a
school
or
a
district
is
not
meeting
legal
requirements
for
education
at
the
district
level.
What
that
looks
like
is
we
received
that
complaint
and
between
our
PRS
coordinators,
so
we
have
a
PRS
coordinator
at
the
district.
We
also
have
a
PRS
paralegal
at
our
district.
O
They
work
together,
along
with
the
Departments,
where
the
complaint
is
alleged
to
gather
the
information
around
what
the
complaint
was.
We
also
communicate
with
either
the
school,
the
family
and
all
together,
we
work
with
with
Gathering
the
data
to
then
get
a
resolution.
So
that's
that's
how
we
use
the
PRS
in
our
district.
We
also
then
have
the
helpline,
which
is
I,
think
the
what
we're
really
pushing
for
families
to
to
use
for
for
just
reaching
out
to
to
to
our
departments.
If
there's
a
complaint
with
Transportation,
it
immediately
goes
over
to
Transportation.
O
If
there's
something
related
to
academics,
it
gets
transferred
over
to
academics
and
someone
from
the
academics
team's
response,
so
that
is
actually
one
of
one
of
the
the
flows
that
we're
creating
for
families
to
access,
I'm,
so
sorry
to
access
to
access
our
our
district
with
any
complaints
or
issues
that
they
may
have
so
I
just
wanted
to
make
that
clarification
between
PRS
and
the
helpline.
B
Yeah
and
we're
really
trying
to
encourage
our
parents
to
use
the
helpline,
because
it's
the
quickest
way
for
us
to
be
able
to
know
about
the
issue
and
to
resolve
it.
There
are
times
that
it
goes
straight
to
the
state
and
that's
the
PRS
piece,
and
then
it
comes
back
to
us
in
a
different
way,
but
that
can
take
a
little
bit
of
time,
whereas
if
parents
just
call
the
Hop
line
yeah,
you
know
we're
able
to
kind
of
hop
on
it.
B
P
Good
evening,
thanks
superintendents
Cooper
and
thanks
for
the
question,
Dr
Elkins,
so
we're
currently
in
the
process
of
looking
at
Desi
data
and
nape
data
and
as
we
continue
to
give
feedback
from
families
in
schools
of
finalizing
goals
and
work
plans
that
are
aligned
to
the
strategy
plan,
and
we
begin
this
work
in
July.
And
so
someone
might
say,
hey
it's
why?
P
Why
are
we
doing
this
so
late
in
the
process
we
built
in
a
structure
time
this
year
to
make
sure
that
we
had
an
opportunity
to
align
this
year's
work
to
superintendent
sleepers
priorities,
and
so,
as
a
part
of
that
process,
every
Department
across
the
district
we
have
53
departments,
develop,
work
plans
and,
as
a
part
of
developing
those
work
plans,
they
use
the
racial
Revenue
planning
tool,
and
so
it
has
been
a
work
in
progress.
It's
a
it's,
a
muscle,
we're
continuing
to
try
to
develop
as
a
team.
P
But
what
am
I
excited
about?
I
mean
it's.
A
superintendent
Skipper
mentioned
in
her
priorities.
I
think
was
priority.
Six,
around
accountability,
we've
recommitted
as
a
team
to
open
ourselves
accountable
and
look
forward
to
the
school
committee
and
superintendent
of
holding
ours
us
accountable
to
getting
those
racial,
acting
planning
tools
to
a
point
where
we
have
a
racial
Equity
analysis.
We
publish
it
online
and
we're
about
80
percent
along
the
way
in
actually
getting
ready
to
publish
a
RIPT
dashboard
and
so
we're
we're.
You
know
we're
we're
right
there
and
superintendent.
P
Q
Thank
you
for
the
report.
Superintendency
for
I
have
a
few
questions
too.
I
guess
I'll
start
to
just
sort
of
pulling
back
the
earlier
conversation,
also
about
the
council
for
great
City.
Schools
I
am
hopeful,
as
we
are
thinking
chair
too,
about
the
sort
of
structure
and
what
we're
doing
here
and
how
we
make
this
a
really
meaningful
and
productive
space
that,
maybe
even
in
part
of
it.
Q
There
is
a
conversation
around
the
relationship
with
the
council
and
they
do
great
work,
but
they've
also
been
working
with
us
for
a
long
time
in
different
ways,
and
so
I
think
there
is
a
healthy
moment
for
us
to
analyze
like.
Are
we
getting
what
we
need,
because
there
are
other
places
we
could
be
looking
for
for
continuous
support
and
as
we
have
a
relationship
with
them
around
the
work
we're
doing
with
deci
and
the
analysis
there
and
they've
supported
us
in
other
efforts.
Q
Q
If
I
didn't
say
it
and
it's
it's
no
slam
to
the
work
that
they
do
just
a
recognition
that
they
are
one
of
many
people,
doing
lots
of
great
work
and
we
can
do
inventory
around
if
the
work
we've
done
with
them
has
felt
like
it's
actually
changed
outcomes
here
in
Boston
and
if
so
great,
let's
keep
doing
it
and
if
not,
let's
keep
analyzing.
What
could
be
another
support
that
could
help
us
generate
Improvement,
but
to
questions
I
want
to
ask
a
question
specifically
around
enrollment
superintendent.
Q
You
know,
I've
I've
been
asking
that
number
and
I
Know
It
Takes
a
beat
to
get
it.
I
have
watched
that
you
know
in
other
cities,
I've
been
in
as
well
I'm
curious.
You
know
before
you
were
here.
There
was
conversations
during
the
budget
process
in
which
we
were
sometimes
I.
Think
in
misalignment
around
the
projected
enrollment
and
its
relationship
to
budget
projections
I'm
just
curious
as
we're
building
this
relationship
like
how
do
you
put
your?
Q
How
do
you
wrap
your
head
around
continuous
decrease,
accurate
projections
and
then
how
that
sort
of
interplays
with
a
budget
that
we
eventually
have
to
right
size
as
we're
holding
so
many
schools,
harmless,
obviously
for
the
cliff
and
so
like
the
question's
complicated?
But
it's
not
it's
like
a
sort
of
reconciliation
around
the
trend.
Q
A
maybe
honest
moment
of
like
this
is
a
gonna
be
continuous
until
we
have
a
pretty
drastic
intervention
and
that
intervention
might
be
increased
performance
outcome
that
drives
families
back
into
the
system,
as
well
as
other
issues
like
affordable
housing
and
all
those
other
things
right.
That,
like
are
outside
of
your
purview,
but
are
part
of
a
much
bigger
Citywide
plan
and
so
I'm
curious
like
as
we're
part
of
this
governing
body.
Q
B
So
I
mean
this:
is
it,
as
you
said,
it's
a
it's,
a
long,
comprehensive
question
and
yet
like
there
is
a
cut
through
to
it.
B
You
know
I
think,
although
decline
right,
there
is
some
predictability
to
the
decline
right
because
we
see
years
of
trend,
so
we
can
sort
of
see
what
where
it's
going
down
and
what
area
is
I,
do
think
that
the
pandemic
did
shift
a
little
bit
of
that
in
terms
of
the
population
of
student
and
who
was
declining.
B
But
in
you
know,
we
we
can
give
some
predictability
to
it.
I
think
the
challenge
for
us,
particularly
in
our
mle
programming
and
our
special
education
programming
and
I'll
tap
in
you,
know,
Nate
and
some
other
folks
that
that
you
know
do
this
more
regularly.
But
my
layperson
analysis
of
this
from
being
here
in
those
programs,
we
don't
reach
high
water
mark
at
the
beginning
of
the
school
year.
So
what
we
report
for
October
Sims
is
not
necessarily
how
those
programs
will
grow.
B
So
those
tend
to
be
a
bit
harder
to
predict,
and
so
they
tend
to
be
a
little
bit
more
volatile
when
we
predict
them.
If
we're
off
the
mark
on
them,
there's
also
something
to
be
said
in
the
way
that
student
formula
where
we
aren't
able
to
you
know
if
you
have
half
of
a
class
that
you're
predicting
in
a
particular
say
special
education
area,
you,
you
can't
have
half
of
a
teacher,
so
you
have
to
you,
have
to
build
it
by
capacity
because
you're
funding
it
by
a
teacher
by
that
capacity.
B
So
there's
always
going
to
be
some
wiggle
room
between
what's
actual
enrollment
in
October
for
The
Sims,
what
is
high
water
mark
and
then
what
we
need
to
project
in
order
to
properly
fund
and
and
I'll,
let
Nate
tap
in
and
correct
me.
You
know
in
any
of
that
I
think.
Additionally,
you
know
this
is
the
the
this
is
sort
of
the
the
part
I
spoke
about,
which
is,
as
we
think,
about
the
green
new
deal
as
we
think
about
reconfiguration.
B
With
this
you
know,
and
it
is
going
to
be
this
cut
through,
you
know,
to
get
there
Nate
I,
don't
know
if
you
want
to
correct-
or
you
know,
if
there's
anything
additional
to
add
on
the
on
the
question
around
the
difference
between
the
actual
enrollment,
the
projections
and
the
weighted
student
formula
budget.
R
Thank
you,
superintendent,
Nate,
kuder,
Chief,
Financial
Officer
and
for
anyone
who's
sort
of
new
to
this
I
would
just
add
that
the
planning
and
Analysis
team
which
handles
our
enrollment
projections
reports
to
finance.
R
So
if
it's
not
entirely
clear
why
the
CFO
would
be
answering
questions
or
enrollment
projections,
that's
why
I'll
say
that
this
was
part
of
a
reorganization
that
happened
six
or
eight
years
ago
to
increase
the
transparency
and
accuracy
of
our
enrollment
projections,
because
it
it
had
begun
become
such
a
problem
for
us
as
a
district,
there
does
seem
to
be
a
bit
of
an
emerging
narrative
that
our
enrollment
projections
are
far
off
on
an
annual
basis
and
I
just
I
would
say
that
I,
don't
think.
R
That's
true,
I
think
what
superintendent
pointed
out
is
it's
a
misunderstanding
of
what
our
enrollment
projections
tell
us
and
for
any
given
school
grade
and
program.
What
we're
trying
to
do
is
estimate
the
number
of
students
that
we
will
see
at
Peak
enrollment
so
that
we
build
enough
capacity
to
serve
those
students
when
they
arrive
and
what
we
want
to
make
sure
is
that
we're
both
not
over
projecting
and
building
too
much
capacity
and
under
projecting
and
therefore
sort
of
shorting
schools,
the
funding
that
they
would
get
through
aided
student
funding.
R
What
you'll
see
is
that
the
number
of
schools,
grades
and
programs
where
we
are
within
a
margin
of
error
of
plus
or
minus
three
percent
on
any
given
year
is,
is
fairly
high
and
I
would
love
the
opportunity,
as
we
think
about
future
conversations,
would
love
the
opportunity
to
kind
of
go
in
more
detail,
because
I
could
I
could
talk
about
enrollment
projections
for
hours
and
we're
now
at
the
point
where
we
are
talking
about
enrollment
projections
for
hours
and
and
so
I
would
say
that
in
this,
the
one
thing
that
has
made
enrollment
projections
more
difficult
has
been
the
global
pandemic
reactions
to
immigration
policy
and
changes
in
English
learner
that
that
we
could
not
anticipate
but
I.
R
Don't
think
that's
for
lack
of
skill
I,
don't
think
any
of
us
could
have
anticipated
a
a
large
and
external
event
like
that.
But
I'll
keep
my
answer
already,
not
brief
enough,
but
look
forward
to
Future
conversations
that
you're
right
we're
about
to
launch
into
FY
24
budget
planning.
So
we'll
hang
out
again
soon.
Q
Right
and
I
hope
that
they
would,
by
no
means
was
I,
was
I
questioning
any
skill
around
it,
but
I
think
to
your
point.
This
is
a
complex
issue
and
my
understanding
is
Peak.
Enrollment
is
now
like.
Most
school
systems
have
Peak
enrollment
at
the
end
of
October,
like
that
is
when
we
see
the
most
bodies.
That
could
be
a
pre-covet
conversation.
So
the
idea
of
peak
enrollment
could
change,
particularly
as
we're
thinking
about
ways
to
address
chronic
absenteeism
but
I.
Q
So
I
I
hear
what
you're
saying
and
then
at
the
same
time,
like
my
understanding,
is
a
projection
should
also
be
offering
schools
Clarity
around
how
many
classrooms
they
should
open
for
individual
students,
particularly
our
most
marginalized
students,
students
with
disabilities
and
non-native
English
speakers.
And
so
while
it
is
a
budget
exercise,
it
is
an
also
an
instructional
planning
tool
and
I
think
both
can
be
true.
Q
But
the
the
the
the
the
commitment
to
Precision
is
incredibly
important
as
a
former
School
principal,
because
I
can't
it
is
just
as
hard
to
have
a
shortage
of
kids
as
it
is
to
have
an
overage
of
kids
and
it
makes
it
creates
new
complex
problems
around
programming.
And
so
there
is
a
commitment
on
a
financial
level.
Q
Obviously-
and
you
know
for
us
to
have
accurate
projections
because
it
allows
us
to
distribute
resource
courses
to
the
right
place,
but
it's
also
a
commitment
on
a
to
our
school
leaders
to
offer
them
accurate
projections
so
that
we
are
able
to
help
them
plan
accordingly
and
so
I'm
just
curious.
And
again
it's
not
like
a
a
judgment
of
skill.
It
is
just
much
more
about
like
as
we're
watching
the
numbers
change
and
we're
seeing
new
trends
in
the
ways
that
our
school
system
looks
and
feels.
Q
Is
there
a
change
in
thinking
that's
starting
to
come
around?
How
we'll
look
at
projections
next
year?
And
maybe
that's
true
or
maybe
it's
like
this-
is
the
best
we
can
arrive
at
right
now
we're
going
to
keep
sort
of
business
as
usual,
but
I
know
and
you'll.
Remember:
Mr
Cooter
like
this
was
one
of
the
questions.
I
was
asking
during
the
budget
process.
I
think
we
estimated
we
projected
over
49,
000,
kids
and.
Q
R
Yeah
and
thank
you
for
that,
I
think
you're,
absolutely
right.
The
the
importance
here
is,
you
know
both
symbolically
and
practically.
Our
budget
process
starts
by
understanding
the
profile
of
students
that
we're
going
to
serve
the
demographics.
R
The
programmatic
needs
I'll
just
add
that
while
total
enrollment
May
peak
in
October
enrollment
for
any
given
student
subgroup
may
change
throughout
the
year,
and
the
easiest
example
of
that
is
Early
Childhood
special
education,
where
we
have
a
obligation
to
serve
students
as
as
soon
as
they
turn
three
years
old
students
turn
three
years
old
throughout
the
year,
and
so,
if
we
built
capacity
only
for
the
number
of
students
who
will
be
in
an
early
childhood,
substantially
separate
program
that
in
October
we
would
significantly
under
count.
R
So
we
project
that
demographic
group
as
a
June
enrollment,
and
so
when
you
total
it
up.
The
the
total
projected
number
that
you'll
see
in
weighted
student
funding
is
never
going
to
match
the
October
number.
It's
never
going
to
match
the
number
at
any
point
in
the
year,
and
that's
specifically
for
the
reason
that
you're
talking
about.
R
We
want
to
make
sure
that
we
have
the
capacity
and
the
plans
for
the
students
when
they
arrive
and-
and
you
know
each
demographic
group,
each
each
population
with
their
shifting
enrollment
numbers-
mean
different
things
for
us
total
at
one
point.
I
can
look
up
this
number,
but
at
one
point
the
total
number
of
students
that
we
served
in
any
given
year
when
you
consider
all
the
students
that
start
the
year
and
then
exit
and
the
students
who
come
later
in
the
year
is
an
additional
20
or
30
percent
of
students.
R
So
something
like,
if
you
have
50
000
students,
something
like
65
or
70
000
students
are
going
to
come
through
the
Boston
Public
Schools.
At
one
point,
that's
an
indication
of
how
highly
mobile
of
a
district
we
are
and
how
the
changing
profiles
emerge,
and
so
that
makes
it
very
complicated
and
I
would
say
we
are
always
looking
for
new
methods
free
pandemic.
We
were
starting
a
partnership
with
the
Boston
Planning
and
Development
agency
to
get
the
mayor's
housing
plan
so
that
we
knew
how
many
houses
were
coming
online
to
change.
R
Our
demographic
projections
they've
been
incredibly
helpful
for
us
to
understand
that
this
is
not
as
much
about
a
response
to
BPS
but
as
a
overall
demographic
shift,
both
in
the
number
of
students
or
children
that
are
being
born
and
the
demographic
profile
of
our
city,
which
is
why
we
see
the
total
school-age
population
in
Boston
decreasing,
not
just
BPS
enrollment
decreasing.
R
This
is
not
just
about
students
exiting
our
system
and
I
will
just
say
because
I
we,
we
are
planning
to
come
back
to
the
school
committee,
I
believe
in
mid-December,
with
our
finance
update.
That
will
include
a
preview
of
enrollment
projections
and
some
high
level
numbers
based
on
the
projections
review,
which
is
currently
in
process.
Foreign.
B
I
would
also
just
selfishly
add
in
as
a
as
a
talking
point
for
us,
but
you
know
the
change
of
574
kids.
We
have
you,
know
620
30
dropouts,
so
with
some
really
hard
work,
we
should
be
able
to
get
our
young
people
back
into
our
system
and
get
those
numbers
back
up
and-
and
that's
just
the
right
thing
to
do-
for
our
kids.
Q
And
I'm
with
you
in
that
I
I,
know
I'm
over
my
time
out.
I
will
just
also
say
that,
like,
as
we
just
left,
the
conversations
about
the
labor
contract
and
its
implications
for
special
education,
I
think
one
of
the
greatest
levers
for
schools
to
do
right
by
kids
is
an
enrollment
process
that
can
accurately
project
the
patterns
within
the
system
around
special
education
and
then
can
help
schools
make
instructional
plans
accordingly
and
so
I.
That
is
where
the
root
of
my
question
is.
Q
I,
obviously
like,
given
the
governing
structure
here,
care
about
the
sort
of
fiscal
implications,
but
I'm
much
more
concerned
about
how
educators
plan
for
the
most
vulnerable
kids
and
to
your
point
about
Early
Childhood
Intervention
is
the
beauty
of
the
program
and
after
some
years
of
data,
we
can
start
having
predictive
conversations
around
what
we
anticipate
to
see
and
what
those
schools
should
be
planning
for
at
given
moments.
Q
And
it
is
also
the
beauty
of
mayoral
control
of
an
education
system
or
we
can
be
working
with
multi-city
agencies.
So
that
projections
is
not
just
a
BPS
conversation,
but
it
is
multi-disciplinary
in
the
work.
I
will
always
say
and
I'm
always
curious
about
this.
If
I'm,
if
I'm
reading
the
data
right
it
does
appear,
there
is
more
stability
in
the
metro
area
in
the
charter
sector
and
so
like.
Q
While
we
are
watching
people
leave
we're
also
watching
people
not
leave
those
schools
in
the
same
way,
granted
there's
less
seats
to
capture,
so
there
can
be
a
whole
different
conversation,
but
I
I
also
am
always
curious
in
that
moment,
like
what
about
their
communication
is
driving
recruitment
in
a
way
that
we
might
not
be
and
I'm
out
of
time.
So
I
will
ask
another
question
later.
Thank
you.
S
Thank
you,
madam
chair,
and
thank
you
for
that.
Conversation
related
to
enrollment.
I
too,
have
many
questions
around
that,
but
more
related
around
our
thinking
with
the
green
new
deal,
so
I
will
hold
off
until
we
learn
more
about
the
updates.
There.
S
I
first
wanted
to
actually
start
off
by
saying:
I
got
a
chance
to
go
to
the
College
and
Career
Fair
this
weekend
with
my
little
ones,
and
while
many
students
were
out
speaking
with
different
folks,
my
kids
were
running
the
track
and
she
was
a
center,
but
we
did
get
a
chance
to
go
and
meet
with
different
folks
and
kids
were
able
to
build
lots
of
catapults
in
some
of
the
stem
activities
that
were
taking
place
and
any
college
that
was
there
that
had
stickers.
S
My
kids
wore
those
stickers,
so
they
were
walking
advertisements
for
for
whoever
was
there,
but
just
a
great
event.
I
really
appreciate
the
work
that
that
went
into
that
and
love
to
see.
So
many
of
our
young
people
exploring
different
opportunities,
be
a
college
career
and
or
both
with
that.
S
S
So,
for
example,
I
might
drop
off
my
kid
at
a
bus.
They
might
actually
get
on
the
bus
on
time,
but
that
doesn't
necessarily
mean
that
they
don't
hit
delays
during
their
morning
route
and
so,
but
if
I'm
not
tracking
it
on
the
app,
then
I
have
no
idea
whether
they're
worth
15,
20,
35,
minutes
late
to
school
and
so
I'm
curious.
What
information
is
being
shared
with
families
around
that
and
then
my
follow-up
questions
around
Transportation
are
also
last
time.
S
I
believe
was
shared
that
there
is
a
trend
around
8
30
a.m
start
times
tending
to
have
more
inconsistencies
and
on-time
arrival.
S
And
my
question
is:
do
we
see
Trends
in
specific
schools
or
neighborhoods
that
are
over
represented
in
late
bus
arrivals
and
the
reason
that
I'm
asking
this
is
because
you
know
I
think
we
want
all
of
our
students
to
arrive
to
school
on
time,
but
I
do
think
that
it
makes
a
difference
if
time
is
compounded
to
certain
routes
affecting
certain
students
affecting
certain
schools
affecting
certain
classrooms,
and
so
would
love
to
get
more
information
on
what
that
looks
like
knowing
that
we're
still
below
the
stated
metrics
threshold
of
the
night,
the
mid
90,
okay,.
B
Great,
so
thank
you,
chair
appreciate
that
Dell.
This
sounds
like
a
very
detailed
question
for
you.
T
Hello
good
night,
everyone
on
the
transportation
on
Time
Performance,
currently
we're
hitting
daily
between
an
88
to
93
on-time
performance
and
that
the
on-time
performance
fluctuates
by
day.
The
832
is
our
worst
tier
due
to
traffic,
where
we've
done
some
analysis
to
see
where
we're
seeing
the
most
like
what
neighborhoods
we're
seeing
the
most
issues.
T
Currently,
it's
in
the
South
Boston
Neighborhood
stop
we're
seeing
South
Boston
we're
seeing
us
not
Charleston,
sorry
Hyde
Park,
where
the
bridge
is
closed
in
that
area
and
also
along
that
Jackson
Square
area,
where
it
came
down
to
one
lane.
T
There's
a
lot
of
traffic
around
that
area,
around
8
30.,
so
most
of
our
buses
were
seen
running
late
there.
Some
of
the
work
that
the
team
is
doing
is
for
the
October
bid
that
rebid
that's
coming
up.
We've
added
since
we're
fully
covered
with
drivers
at
the
moment,
with
a
surplus
daily,
we've
added
some
additional
buses
back
into
the
fleet
to
cut
some
of
the
rides
short
for
some
of
our
8
30
schools.
T
So
we're
we're
adding
some
capacity
back
into
the
fleet
to
optimize
routes,
shortening
some
of
our
routes
to
improve
on
Time
Performance
across
some
of
our
schools.
S
T
When,
when
we're
notified
that
a
bus
is
running
late,
School
messenger
notifications
usually
goes
out
to
family,
so
any
if
buses
aren't
being
covered
or
buses
are
running
late
up.
My.
S
T
Yep,
that's
a
good
question,
so
our
team
do
not
notify
families
when
buses
actually
arrive
to
the
school
late.
I
know
that
schools
made
that
notification
in
the
Aspen
portal
when
buses
are
running
late.
T
Notification
does
not
go
out.
However,
I
mean
it's
something
I'm
pretty
sure
like
we
can
discuss
internally
across,
like
schools
on
figuring
out
how
to
do
it,
communicate
the
families
differently.
T
So
the
schools
are
definitely
advocating.
I
can
attest
to
that.
We
have
those
come
through
our
root
problem
logs
for
our
transportation
officers
to
work
through
and
one
of
the
things
for
the
October
rebid
like
at
this
moment.
All
of
like
our
root
problems
that
has
come
that
has
been
recorded
by
our
schools
of
buses
running
late.
T
The
team
has
corrected
the
majority
of
them.
I
know
that
the
last
time
I
checked
yesterday,
we
were
down
to
three
that
both
our
routing
team
and
our
consultant
was
like
working
through
the
correct
before
the
October
bid.
T
But
one
thing
I
can
say:
is:
schools
are
actively
advocating
with
their
transportation
officers
bus
drivers
as
well,
when
we
pull
when,
when
our
data
team
pull,
do
the
on-time
performance,
all
of
the
top
10
like
the
we,
we
pull
data
for
the
team
to
work
on
any
top
like
our
top
10
late
buses
that
are
reporting
at
school,
so
we're
getting
information
from
a
number
of
different
places
for
our
teams
to
correct
for
sure.
Okay,.
Q
I
do
thank
you
and
I'm.
Sorry,
my
little
guy
keeps
calling
I
think
he
wants
like
a
face
time
before
he
goes
to
sleep.
So
if
my
phone
rings,
apologies
and
I
I
think
I
can
connect
with
Miss
Valdez,
who
was
on
earlier
as
we're
trying
to
like
juggle
the
evening
activities
and
and
our
kids
who
need
us
so
I
see
you.
Q
My
question
is
around
also
around
Transportation,
but
a
little
bit
of
a
different
one,
we're
watching
the
complaint
that
was
filed
and
based
on
what
we
heard
in
the
news,
I
think
sometimes
and
I'm
super
super
I'm
curious.
If
and
I'm
sure
your
eye
is
on
this,
but
I'm
sort
of
curious.
What
your?
What
you
think
the
solution
is,
you
know
part
of
the.
The
issue
is
yes
on
time,
pickup,
which
is
like
a
real
struggle,
but
also
it's
like
our
plan.
Q
B
response
to
that
pickup
and
so
I
have
heard
that
part
of
the
concern
is
also
about
the
reimbursement
process
or
taxis
and
I'm
wondering
if
there's
anything
that
is
just
like
real,
like
we
can
fix
that
we
can
make
that
problem.
That
sort
of
process
feel
easier
for
families
and
so
I'm
curious.
If
there
are
any
Innovations
here.
Are
we
thinking
about
I,
don't
know
a
partnership
with
Uber
or
Lyft,
where
we
provide
a
code
for
families
to
be
be
able
to
take
a
ride.
Q
B
So
I
know
Dell
is
really
ecstatic
to
share
this,
because
this
is
an
example
where
we
have
to
think
out
of
the
box
and
we
are
and
I
think
you
know
she
also
can
share
the
the
solution
that
we're
working
on
right
now,
temporarily,
for
when
a
bus
misses
a
student
or
a
student
is
late
to
the
stop
and
then
needs
the
bus
so
on
both
of
those
we,
we
are
working
hard
on
Solutions
Dell.
T
We
are
in
like
the
negotiate,
we're
pretty
far
along
in
the
negotiation
stages
with
Lyft
we're
finalizing.
Some
legal
language
I
actually
got
to
sit
through
some
demos
today
on
how
we
can
Implement
do
a
program,
implementation
for
BPS
and
have
set
up
some
systems
also
internally
in
transportation,
to
support
this
so
we're
looking
at
rolling
this
out
as
soon
as
possible.
T
B
Yeah
we
just
we
had
we
had
legal.
We
we
just
had
to
work
through
legal
and
to
say
this
has
been
brought
up
before
and
we've
never
had
it
to
the
point.
We
have
it,
so
you
know
we're
definitely
pushing
through
on
the
Innovation
side
to
make
it
happen.
B
T
So
we've
had
so
we
are.
We
have
been
in
a
pretty
good
space
with
drivers,
so
we've
had
a
surplus
of
drivers
like
across
different
yards
we've
been
using
our
Washington
yard
buses
as
like
backup,
buses
and
kind
of
like
routing
students
who
are
missed,
and
the
students
who
are
being
missed
at
the
moment
are
predominantly
students
with
IEPs
due
to
bus,
monitor
coverage.
T
So
we
have
been
using
buses
out
of
our
Washington
yard
to
just
like
design
individual
routes
day
to
day
for
any
students
that
we
can't
cover
after
the
bid
and
send
in
those
buses
out
with
monitors
in
the
interim
and,
like
I,
said
we're
pretty
far
along
in
the
process,
with
Lyft
we're
looking
at
finalizing
that
contract
with
Lyft
like
ASAP,
like
I,
said
I
spent
most
of
my
day
today,
with
the
lift
team
and
and
I'm
gonna
spend
all
of
my
Friday,
with
the
monitors
Union
trying
to
like
finalize
and
wrap
up
that
contract
and
I
think
that
after
we've
won
finalize
that
contract,
we
are
gonna,
do
really
well
with
recruiting
and
hiring
in
that
space
like
between
yesterday
and
today,
we
were
able
to
recruit
and
push
through
30
individuals,
For
Hire,
in
the
monitor
space
and
I.
Q
I
also
cursed
when
I
was
trying
to
take
myself
off
me
at
stuff.
That
saved
me.
One
congratulations,
I,
think
that's
the
type
of
innovation
our
city
needs
and
we're
so
thankful
for
your
leadership
and
I
suspect.
Q
That's
only
a
partnership
that,
if
it
if
it
fareswell,
can
grow,
particularly
thinking
about
and
I've
talked
about
this
here
before,
but
like
the
interface
of
those
apps
are
much
stronger
than
any
Tech
we're
going
to
produce
in-house,
and
we
all
know
how
to
use
it
and
it
communicates
to
us
to
Mrs
Lopez
question
earlier
right,
like
we
know
when
it
drops
us
off
like
if
I
get
in
an
Uber
I
share
it
with
my
husband.
So
he
knows
that
I
got
there
safely,
so
it
just
makes
that
communication.
Q
So
much
easier
and
I'm
excited
about
us
using
this
21st
century
solution
to
solve
a
short-term
problem,
but
also
probably
some
like
long-term
Tech
strategies
down
the
road.
The
last
thing
I
have
here
and
I
know
I'm
out,
but
I.
This
could
be
for
a
next
time.
Superintendent
we've
talked
about
MCAT
scores,
we've
talked
about
napes
scores.
We
have
really
begun
to
scratch.
Q
The
surface
around
the
sort
of
problems
of
practice,
particularly
with
our
most
marginalized
students,
I,
am
curious,
as
your
team
is
working
through
this
sort
of
where
we
are
seeing
pockets
of
good
opportunities
for
us
to
further
dive
deeper
into
learning
like
there
are
schools
across
the
system
who
have
had
serious
decline,
but
also
schools
who
have
made
real
growth
with
some
of
our
most
vulnerable
kids,
and
so,
as
you
have
an
ion,
chronic
absenteeism,
you
know
the
the
narrowing
of
achievement
gaps
for
enl
Black
and
Latino
students
and
special
education
students
like
where
are
we
seeing
who
should
be
highlighted,
I'm
also
coming
off
of
our
day
together
at
edvestors
at
school,
on
the
move
so
like
who
needs
to
be
highlighted,
and
then
how
is
the
sort
of
system
leadership?
B
A
Okay,
if
there
are
no
further
questions,
vote
for
the
discussion
on
now
entertain
a
motion
to
receive
the
superintendent's
report.
Is
your
emotion.
Thank
you.
Is
there
a
second
second
any
discussion
or
objection
to
the
motion?
E
I
E
E
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
a
referred
to
the
superintendent
for
a
later
response.
E
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
11
speakers
this
evening.
Each
person
will
have
three
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.
E
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
E
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
in
Zoom
and
please
make
sure
you're
signed
into
Zoom
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
U
U
G
G
G
U
Peggy
her
son
Austin
is
at
gqus
and
he
has
special
needs
and
every
day
there's
a
bus
h295
at
8
27
a.m,
and
so
the
bus
is
late
every
day.
So
every
day
pick
up
her
son
and
then
arrived
in
school
very
late.
This
is
she
have
no
idea
why
it
takes
so
long
and
she
said
that
once
he
get
onto
the
bus
the
bus
will
go
around
and
around.
She
does
she's,
not
sure
why
it
takes.
Why
why
the
route
is
like
that,
because
from
Chinatown
to
the
school?
U
U
Situation
is
also
has
a
big
problem.
This
bus
is
each
one
two,
six,
eight
at
4,
24
p.m,
and
she's
supposed
to
have
door
to
door
service,
but
she's
not
getting
it.
The
bus
driver
just
draw
person
off
at
a
crossroad,
and
so
this
is
really
far
from
our
house,
and
this
is,
and
the
son
doesn't
want
to
go
this
way
every
day
it's
really
impacted
his
ability
of
learning
and
his
emotional
social,
emotional
he's
already
it's
kind
of
slow
in
learning.
This
just
makes
the
situation
a
lot
worse.
E
U
G
U
U
She
said
that
she
has
told
the
principal
the
situation
multiple
times.
The
bus
drivers
say
that
her
road,
where
she
live,
is
too
narrow.
Therefore
they
cannot
give
her
door-to-door
service.
She
said
that
we
she
hoped
that
her
situation
problem
will
be
resolved
and,
and
maybe
a
small
bust
is
a
solution
for
a
situation.
E
Thank
you
both
I'm,
afraid,
you're
past
your
time,
but
we're
going
to
give
your
information
Peggy
to
Dell
the
head
of
our
transportation
department
for
follow-up.
G
U
E
Our
next
speakers
are
Michael
Heisman,
Robert,
Jenkins,
Cheryl,
Buckman,
Sharon,
Hinton
and
Sarah
Horsley.
If
you
could,
please
raise
your
hands
virtually
in
Zoom,
Michael
Heisman.
V
V
What
I
did
not
know,
then,
was
that
15,
high-ranking
retired
BPS
educators
of
color
had
sent
a
letter
to
Ms
Skipper
on
August
24th,
protesting
against
the
targeting
harassment
and
elimination
of
anti-racist
black
and
brown
central
office
leaders
more
than
two
months
have
passed
since
the
August
24th
letter.
This
is
your
fifth
regular
meeting
since
the
letter
was
sent.
V
Why
has
the
scandalous
accusation
been
hidden
from
the
public
school
committee
chair
and
members?
When
did
you
first
hear
about
this
Scandal
if
you
have,
and
what
did
you
do
about
it?
Why
hasn't
this
been
brought
before
the
school
committee
at
the
public
at
any
meeting
since
August
24th,
including
today's,
except
for
the
best
of
my
ability?
V
When
did
Miss
Skipper
hire
an
outside
lawyer
to
investigate
the
August
24th
letter.
This
reminds
me
of
the
Mission
Hill
investigation,
which
led
to
the
damage
of
reputation
of
the
educators
of
the
school,
the
closing
of
the
school
and
the
lack
of
accountability
and
consequence
for
central
office.
How
long
will
this
new
investigation
take
place?
Who
will
receive
the
report?
What
will
be
done?
Would
this
be
another
whitewash
racism
by
our
white
latest
and
central
office
has
raised
its
ugly
head.
The
school
committee
must
take
strong,
decisive
action.
V
J
Good
good
evening,
superintendent
Skipper
good
evening,
Madam,
chair
Robinson
good
evening
school
committee,
members
I've
already
sent
in
my
statement
because
there's
no
way
I
could
say
it
in
three
minutes,
but
I'm
gonna
be
brief
as
possible.
Within
my
three
minutes.
I
want
to
stay
on
the
Sullivan's
good
side.
I
want
to
speak
about
Public
Safety
in
the
schools.
You
know
it
has
really
been.
You
know,
I
know
this
is
superintendent
Skipper's
first
month
in
there's
been
a
lot
of
violence
and
there's
a
lot
of
violence,
as
I've
heard.
J
You
know
during
this
whole
entire
meeting
from
community
members.
We
have
to
understand
too,
that
covet
has
played
a
part.
There
are
a
lot
of
our
our
students
and
families,
and
even
teachers
who
are
going
through
traumatic
experiences,
making
sure
we
have
the
necessary
resources
for
everybody
involved,
but
the
but
but
the
population
that
is
has
been
hit.
The
hottest
has
been
our
students.
I
am
a
sports
official.
A
number
of
BPS,
Sports
and
I
see
it
all
the
time
I
go
back
to
my
alma
mater
to
officiate.
J
Jv
football
games
and
I
see
packs
of
students
with
nothing
to
do,
but
negativity
and
that's
not
all
their
fault.
But
again
we
have
to
look
at
resources.
We
know
this
BPS
and
the
Boston
Police
Department
cannot
do
it
by
their
self.
We
have
to
I'm
going
to
keep
on
saying
this
until
I'm
blue
in
the
face
we've
got
to
get
we
it's
the
village
raising
the
village.
We
have
to
get
other
City
departments
that
can
help
out
here.
J
We
all
have
to
be
one
band:
One
sound
the
Boston
Public
Health,
commission
centers
for
Youth
and
Families.
Those
are
just
to
name
a
few.
As
far
as
our
libraries,
our
libraries
are
a
ton
of
resources.
Our
community-based
organizations
such
as
the
YMCA,
the
Boys
and
Girls
Club,
teen
empowerment
we
can
go
on
and
on
I
would
strongly
suggest.
When
we
we
have
a
town
hall
on
public
and
school
safety.
That's
number
one.
Madison
Park
has
had
a
number
of
instances.
J
A
number
of
parents
who
know
that
I'm
also
Community
advisory
I
mean
a
community
engagement,
advisory
council
member
since
its
Inception
I'm,
a
School
site
council
member
at
Madison
Park.
As
well
as
president
of
the
Madison
Park
Alumni
Association
I
reside
in
Mattapan,
but
I'm
city-wide,
because
I
know
the
city
and
that's
what
I
do
regularly.
J
It
was
really
really
the
Madison
Park
Visionary
meeting
was
really
a
bad
show,
but
I
want
to
say
this
that
when
we
continue
the
meetings
again,
that
students,
parents
and
teachers
be
the
first
ones
to
speak
before
you
know,
elected
officials
and
other
community
people
have
a
good
night.
W
W
W
W
I
was
about
to
see
the
worst
nightmare
that
could
ever
happen
to
a
parent.
The
bus
did
its
normal
route.
Just
before
I
hit
my
stop.
It
was
sitting
idle
at
a
previous
stop
for
several
moments.
After
a
few
moments,
I
had
saw
my
son
at
the
glint
corner
of
my
eye,
run
down
the
most
dangerous
Street.
In
my
section,
my
heart
sank
in
Frozen
time.
W
W
It
set
me
into
panic:
I
got
scared
and
I
ran
off
the
bus
faring
for
my
safety.
I
immediately
called
his
teacher,
who
was
very
concerned.
The
school
was
also
notified
on
this
matter.
I
had
also
called
transportation
and
spoke
to
someone
who
said
in
quote:
transportation
is
not
responsible
for
when
it
leaves
a
child
when
a
child
leaves
the
bus,
no
matter
the
situation,
if
they
have
an
IEP
or
not.
I
was
told
this
dispatcher
I
told
this
dispatcher
that
the
bus
driver
did
not
follow
my
son
to
ensure
his
safety
at
home.
W
The
dispatcher
said
that
it's
up
to
the
school
to
discipline
those
students
involved
my
huge
problem
is
it
only
takes
five
seconds
for
something
to
happen.
Bps
safety
wasn't
notified,
the
police
wasn't
notified
myself
know
the
school.
My
son
runs
off
in
absolute
fear,
God
willing
thank
God.
He
knew
how
to
get
home
that
day,
the
the
driver
reported
the
incident,
but
yet
who's
left.
Is
this
even
acceptable?
W
X
X
Skipper
and
members
of
the
Boston
school
committee,
I'm
Sharon
Hinton,
executive,
director
of
black
teachers,
Matter
Incorporated
educator,
Community
activist
Hyde,
Park,
homeowner,
parent
of
a
BPS
graduate
and
former
BPS
student
when
I
first
organized
black
teachers,
Matter
Incorporated
I
was
questioned
by
some
prospective
board
members
and
later
trolled
through
social
media
by
racists.
Asking
the
questions.
Is
that
going
to
be
a
problem
saying
black
shouldn't?
We
use
the
term
bipoc,
so
we
seem
less
confrontational
or
you're
a
racist
and
further
dividing
us
all
teachers
matter.
X
The
letter
also
requests
an
immediate
investigation
into
allegations
of
practices.
Policies
systems
excuse
me
and
individual
actions
demonstrating
these
charges
on
a
district-wide
or
School
level.
In
fact,
black
teachers
matter
was
founded
in
response
to
my
own
professional
struggles,
while
fighting
to
survive
white
supremacy
and
oppression
in
various
levels
of
Academia.
X
If
we
as
Educators
as
people
as
human
beings,
are
to
eradicate
all
of
the
cancer
of
racism
and
Equity
oppression,
inequality
and
discrimination,
we
must
look
at
how
we
all
may
have
become
numb
and
complicit
with
the
institutions
that
uphold
and
profit
from
the
systems,
policies
and
procedures
that
hold
these
issues
in
place.
Are
we
actively
dismantling
these
these
inequities
and
holding
true
that
all
mankind
were
created
equal
or
are
we
mirroring
that
Nazi
machine
that
murdered
so
many
and
explained
their
compliance
by
stating
that
we're
just
doing
our
jobs?
X
When
Charlottesville
happened,
some
elected
officials
stated
there
are
good
people
on
both
sides,
but
how
is
denying
students
the
right
to
have
excellent
black
teachers
and
brown,
black
and
brown
administrators
being
good
and
and
how
and
why
are
highly
qualified
and
experienced
black
teachers
administrators
leaving
the
district?
How
many
black
and
brown
teachers
and
administrators
are
currently
employed
and
being
recruited?
Where
are
they
physically,
financially
administratively
and
programmatically?
X
What
is
happening
to
black
teachers
and
administrators?
Why
does
the
top
leadership
in
BPS
seem
to
be
increasingly
bereft
of
melanin?
Let's
all
call
for
the
full
and
immediate
investigation
into
determinations,
marginalization
and
career,
stifling
actions
of
anyone
in
BPS
Administration
operations
and
Leadership
regarding
black
and
brown
administrators
and
teachers.
Black
teachers
matter
joins
the
black
Educators
Alliance
of
Massachusetts
and
the
signers
of
this
letter
and
demanding
answers
to
these
and
several
other
questions
regarding
the
current
state
of
educators
of
color.
X
If
we
are
really
serious
about
what
the
data
and
evidence
indicates
about
the
importance
of
black
and
brown
teachers
and
administrators
and
the
direct
correlation
to
high
school
graduation
College
admission
and
academic
success,
we
know
black
representation
matters
and
we
must
consistently
do
something
not
only
for
black
and
brown
students
and
families,
but
for
everyone,
don't
stand
by
and
watch
what
you're
just
doing
and
say
that
you're
just
doing
your
job
and
don't
think
it
affects
what
matters
to
everyone.
But
you
thank
you
for
listening
and
your
time
and
attention.
E
F
Good
evening
my
name
is
Sarah.
Horsley
I
live
in
JP
and
I
have
a
fourth
grader
in
BPS
I
helped
to
start
BPS
families
for
covet
safety
a
year
ago,
camcosa
as
renowned
represents
families
across
the
district
and
includes
pediatricians
experts
in
ventilation
and
families
with
children
who
have
unique
health
and
education
needs.
F
First,
I
want
to
agree
with
what
other
community
members
testified
about.
Eps
needs
to
address
challenges
with
Transportation
structural
racism
and
violence
in
the
community.
Second,
I
want
to
address
code
safety
famcosa
shares
a
District's
goal
to
keep
students
in
school.
However,
we're
deeply
frustrated
that
the
district
continues
to
undermine
the
school
through
a
wholly
inadequate
policy.
Around
covid
there
were
over
a
thousand
thousand
six
hundred
sixty
six
coveted
cases
in
BPS
during
the
first
six
weeks
of
school
this
school
year
compared
to
260
cases
in
the
first
six
weeks
of
school
last
year.
F
F
Hospitals
in
the
area
are
now
overwhelmed
by
pediatric
admissions
of
respiratory
viruses
and
children
are
actually
being
sent
out
of
state
to
get
care.
So
what
do
we
need
to
do
to
improve
coveted
safety
in
schools
for
a
homework
assignment?
My
nine-year-old
wrote
a
letter
to
his
principal
with
a
concrete
recommendation,
I'd
like
to
read
from
that
dear
principal
I,
believe
that
we
should
bring
back
pool
testing.
You
should
bring
it
back
because
it
would
make
the
school
safer
since
we
would
know
when
someone
gets
covered.
F
F
My
fourth
grader
has
a
concrete
recommendation
to
address
covet
in
schools.
Eps
does
not
the
district's
policy.
This
school
year
is
hollowed
out.
There's
no
PCR
pool
testing,
there's
no
Universal
masking
there's,
not
even
a
clear
definition
of
a
school
outbreak
and
what
interventions
the
district
will
take
to
address
the
outbreak
and
outbreak
two
days
ago.
As
families
we
received
an
email
from
the
superintendent,
the
mayor
and
the
school
committee
chair
of
coven,
the
email
began.
F
All
right
notice
noted
that,
over
the
last
few
weeks,
Wastewater
data
has
shown
a
spike
in
covid-19
viral
particles,
suggesting
higher
levels
of
community
spread
and
continued
to
say,
as
we
enter
the
fall
and
winter.
We
expect
that
the
spread
of
kova
19
and
other
respiratory
illnesses
will
increase.
F
So,
for
example,
the
email
says
we
strongly
encourage
masking.
However,
how
will
the
District
track,
whether
that
increases
masking
and,
more
importantly,
why
don't,
the
city
and
BPS
require
Universal
masking
in
schools
for
surge
periods
like
this
and
for
10
days
after
Thanksgiving
and
for
after
winter
break?
F
Similarly,
the
email
reminds
people
to
use
your
covid
rapid
tests
every
week,
through
leadership
based
in
science
and
annuity
requires
an
Institutional
response,
not
an
individual
response,
so
bring
back
in
school.
Pcr
testing
during
periods
like
this
and
after
holiday
breaks.
What
are
you
waiting
for
an
all-out.
Y
Good
evening
my
name
is
Ruby
Reyes
and
I'm,
the
executive
director
of
the
Boston
education,
Justice
Alliance
and
a
Dorchester
resident.
We
want
to
thank
the
BPS
leadership
to
not
move
forward
with
the
vote
on
the
merger
proposals
to
the
Sumner
philbrick,
Shaw,
Taylor
clap
and
the
Russell
School.
Decisions
such
as
mergers,
closures
and
reconfigurations
continue
to
negatively
impact
school
communities
and
students
throughout
the
district,
causing
more
stress
and
Trauma.
The
process
known
as
Bill
BPS
under
former
mayor
Walsh,
is
now
being
rebranded
as
the
Green
New
Deal
by
mayor.
Y
Will
this
process
has
continued
to
create
more
school
transitions
for
students
in
a
supposed
effort
to
reduce
transitions.
The
city's
dashboard
website
on
buildings
has
not
been
updated.
A
commitment
to
transparency
that
should
be
carried
out
at
the
very
least.
We
once
again
request
a
comprehensive
Master
facility
plan
that
provides
a
10-year
timetable
for
facility
maintenance,
relocation,
construction
and
closure
of
our
schools,
an
analysis
to
determine
if
plans
are
Equitable
by
race,
socioeconomic
status,
neighborhood,
disability
and
linguistic
groups.
Y
An
impact
analysis
to
understand
the
effects
on
current
and
future
students,
families
and
neighborhoods
in
the
city
and
a
financial
report,
including
estimated
costs
for
rebuilds
relocation,
maintenance
program,
expansion
and
swing
space
and
an
educational
plan
regarding
programs
grade
reconfigurations,
Extended,
Learning,
Time
and
student
assignment.
The
bill
BPS
stakeholders
group
of
which
beija
is
a
member,
have
been
asking
for
this
information.
Since
Bill
BPS
began
in
2015.,
beija
again
demands
a
moratorium
on
school
closure
and
major
facility
decisions
until
BPS
in
the
city
provide
a
master,
comprehensive
facilities.
Plan.
Y
Beijer
would
also
like
to
call
attention
to
the
recent
letter
released
by
15
retired
high-ranking
BPS
leaders
of
color,
who
are
demanding
that
superintendent
Skipper
put
an
end
to
the
pattern
of
targeting
black
and
brown
central
office
leaders.
The
district
has
hired
a
lawyer
for
an
internal
investigation.
Y
Beija
asked
that
a
thorough
investigation
include
a
review
of
White
central
office
staff,
who
have
been
at
the
helm
of
mismanagement
for
many
years,
who
are
then
coddled
and
provided
supports,
despite
being
in
the
district
for
decades,
through
the
continual
mismanagement
of
major
decisions
such
as
budgets
and
buildings.
Thank
you
very
much.
Z
So
imagine
our
dismay
when
the
Sumner
Community
got
a
last
minute
robocall
for
a
9
A.M
Saturday
meeting
about
a
proposed
Sumner
filter
converter,
there
weren't
even
Flyers,
translated
into
Spanish
for
the
Spanish
language
meeting,
so
the
initial
Optics
were.
We
BPS
aren't
serious
about
engaging
with
your
community,
and
this
is
all
performative.
Z
Z
We
are
awful
thankful
that
you
are
moving
forward
with
a
neighborhood
wide
Roslindale
meeting
in
November,
which
we
have
been
requesting
for
years
and
we
recognize
as
a
tremendous
first
step
now
what
next
we
do
understand
the
structural
issues
the
district
faces.
We
understand.
We
have
a
budget
deficit
and
decrease
enrollment
and
we
Sumner
need
to
figure
out
where
to
house
our
sixth
grade
with
you.
But
ultimately,
what
we
want
is
reassurance
that
you
have
an
equitable
long-term
plan
for
renovating
and
merging
the
Roslindale
schools.
Z
Z
Z
Z
There's
over
600
people
at
the
Sumner
and
Irving
is
the
nearest
empty
building,
so
what
we
fear
is
being
last
in
line
and
being
forced
to
do
the
most
transitions,
which
would
be
tough
on
our
mostly
low-income
Community,
which
has
a
large
number
of
el
and
special
needs
students,
as
well
as
the
most
Black
and
Hispanic
families
in
the
area.
How.
Z
Other
questions
we
have
are
about
is
this:
two
campus
merger
permanent
families
have
told
me
over
and
over
again
they
can
tolerate
temporary
solution,
but
they'll
leave.
If
it's
permanent,
we
predict
enrollment
will
plummet
otherwise,
so
we
do
want
to
be
partners
in
this
process
and
rebuild
trust
and
cooperation.
My
fellow
Sumner
families
will
be
speaking
next
to
outline
what
we
need
from
you.
Z
AA
Hi
I'm
Allison
Friedman,
a
Roslindale
resident
and
a
Sumner
mom
school
committee,
you've
been
hearing
from
me
asking
questions
about
the
proposed
merger
for
the
Sumner
for
many
months
now,
and
what
I
want
to
tell
you
is
that
I
have
never
felt
more
heard
than
when
I
saw
the
email
last
week.
Putting
the
merger
on
hold
announcing
a
meeting
with
all
of
the
Roslindale
schools
and
promising
transparency
and
Equity
analysis
of
future
emergers.
AA
AA
We
know
that
the
Sumner
filbert
merger
is
still
coming
up
for
a
vote
in
the
spring
and,
as
I
have
said
before,
our
community
is
not
against
mergers
on
the
whole,
but
we
want
to
make
sure
that
all
possible
options
for
our
school
have
been
explored
and
analyzed.
That
would
include
all
possible
merger
configurations
within
Roslindale
and
if
we
are
going
to
be
moving
to
another
location,
perhaps
don't
merge
us
until
we
make
that
move
to
minimize
the
number
of
changes
for
students
and
staff.
AA
We
believe
that
there
are
ways
to
keep
the
Sumner
in
our
own
building.
I
just
had
a
great
conversation
with
the
manager
of
the
Roslindale
Community
Center,
who
was
excited
to
have
her
gym
and
basement
area
used
more
during
the
day
and
was
really
open
to
letting
us
send
our
students
there
for
some
specials
classes,
which
would
open
up
room
for
classrooms
in
our
building.
AA
We
would
love
to
share
our
ideas
with
you.
We
would
like
all
the
different
merger
merger
options
and
the
option
of
staying
in
our
own
building,
to
be
analyzed
primarily
from
an
equity
analysis
based
on
our
own
analysis,
merging
the
two
Roslindale
schools,
with
the
largest,
low-income
homeless,
multilingual
and
bipac
populations
concentrate
students
who
need
more
services.
There
would
need
to
be
lots
of
benefits
to
outweigh
that
concentration
of
poverty
and
race.
AA
We
want
to
be
involved
in
this
analysis
and,
in
fact,
your
own
racial
Equity
planning
tool
requires
that
stakeholders
are
involved
in
equity
analysis
when
we
learned
that
you're
proposing
a
particular
merger
for
the
spring,
it
does
make
me
feel
a
little
bit
again
like
our
voice
will
not
be
heard
in
the
conversations
between
now
and
then
it
gives
us
any
of
the
sense
that
you
are
not
going
that
you're
going
to
try
to
convince
us
of
something
you
have
already
decided.
I
would
start
these
conversations
with
an
open
mind.
AA
Looking
at
all
the
options
with
the
BPS
staff,
there
are
things
that
we
know
about
our
school
communities
that
you
in
the
central
office.
Don't
know
our
knowledge
is
valuable
and
deserves
to
be
taken
seriously.
We
deserve
a
seat
at
the
table
for
the
decision
making,
as
opposed
to
be
sold.
AA
Central
office's
vision
for
our
kids,
a
school
Committee
Member
asked
about
the
racial
Equity
planning
tool
and
for
in
our
case
it
wasn't
really
used
in
this
decision
before
the
decision
was
made
with
the
initial
proposal
back
in
the
spring,
and
then
we
were
not
involved
in
the
process,
so
you
can
have
a
racial
Equity
planning
tool,
but
it
actually
isn't
going
to
be
successful
if
you
don't
lead
with
equity
and
you
use
it
on
the
other
end
to
just
prove
that
your
decision
is
Equitable.
AA
So
that's
that's
my
answer
to
the
school
committee
as
members
question
about
that
tool
and
its
success.
Thank
you
very.
AB
Hi
good
evening
my
name
is
Rachel
Young
I'm,
a
Sumner
mom
show
off
my
great
summer
sweatshirt
and
a
Roslindale
resident
I'm,
going
to
reiterate
some
of
the
points
that
I
made
tonight.
I
will
try
to
be
brief.
My
Hope
Is
that
I
will
yield
a
minute
that
can
be
used
for
General
discussion
and
acknowledgment
of
some
of
the
concerns
we're
bringing
this
evening.
Very
often
we
come
before
you
repeatedly.
AB
I'm
kind
of
the
Bulldog
of
the
group
I
tend
to
be
a
little
more
aggressive
in
my
language.
That's
just
who
I
am
by
Nature.
So
I'm
gonna
be
a
little
blunt
this
evening,
with
my
asks.
AB
AB
We've
asked
numerous
on
numerous
occasions
for
enrollment
in
space
data
related
to
the
proposed
merger.
This
is
the
very
same
information
the
green
New
Deal
is
supposed
to
be
producing
right
now
and
it's
supposed
to
be
produced
to
quote
the
green
New
Deal
website
with
urgency
and
transparency,
but
since
July
BPS
has
ignored
requests,
nor
specifically,
these
requests
for
data.
We
file
the
public
information
request
in
September,
asking
for
information
from
the
public
facilities
department
and
from
EPS
the
PFD
provided.
AB
So
superintendent
skipper
I,
believe
that
you
present
a
new
Direction.
Bps
I
also
appreciate
the
community
meeting
in
November,
but
again
to
reiterate
some
concerns.
We're
just
worried
that
this
is
checking
off
a
box.
We've
been
burned
so
many
times
by
BPS
in
the
past
and
I
think
that
has
to
be
acknowledged
tonight.
You
could
instruct
your
staff
to
comply
with
the
public
records
request
immediately,
and
this
would
go
a
long
way
to
show
us
that
you're
serious
about
changing
the
process.
AB
Your
team
could
right
now
call
into
our
SSC
meeting,
which
is
going
on
to
give
us
an
update,
rather
than
talking
in
private
conversations
with
our
principal
and
I'm,
going
to
be
really
fun
with
my
next
request.
AB
AB
Don't
allow
the
Megan,
costellos
and
Sam
depina's
in
central
office
to
tell
us
that
a
merger
will
give
us
access
to
more
specialist
space
when
it
won't
or
that
our
two
schools,
38
classes,
will
fit
in
34
classrooms
you
own
their
contact
going
forward
and
to
Chairman
Robinson
in
the
committee.
My
last
request
is
directed
to
you.
AB
Each
night
we
come
before
you
with
the
same
request,
demand
that
BPS
thoroughly
explore
all
alternatives
to
these
mergers.
Looking
specifically
at
costs
and
equity,
be
critical
of
any
proposal
that
lacks
this
basic
due
diligence
but,
most
importantly,
engage
with
us
in
a
dialogue
that
goes
beyond
these
two-minute
testimonies.
Thank
you.
E
AC
Good
evening
my
name
is
Jessica
Manna
and
I'm,
a
Roslindale
resident
and
a
Charles
Sumner
parent
I
would
like
to
thank
the
school
committee
and
superintendent
skipper
for
postponing
the
merger
votes
and
agreeing
to
community
involvement
before
any
new
murder
proposal
is
put
up
for
vote.
There
is
much
to
repair
with
the
school
Community
as
the
previous
process
created
significant
distrust
between
the
school
community
and
BPS.
AC
The
onus
is
on
BPS
to
rebuild
that
trust.
We
agree
with
BPS
that
mergers
are
necessary
and
that
larger
schools
are
likely
the
future
of
eps.
If
we
want
to
provide
all
of
our
students
with
Equitable
academic
instruction
and
enrichment
opportunities.
That
being
said,
we
know
that
the
trust
necessary
for
us
to
move
forward
with
a
truly
collaborative
process
can't
be
built
unless
they're
in
standards
are
met.
We
want
to
ensure
that
there
is
a
true
effort
to
involve
the
community.
Simply
holding
meetings
is
not
enough.
AC
All
meetings
should
be
advertised
at
least
three
weeks
prior
in
English
Spanish
and
Haitian
Creole
with
interpretation
services.
At
those
meetings,
the
meeting
should
be
held
over
Zoom
or
in
a
hybrid
format.
Much
like
this
one
to
ensure
maximum
participation,
we
do
not
want,
and
we
will
not
accept,
quite
frankly,
a
single
merger
plan
for
short
term,
with
no
long-term
plan
for
all
Roslindale
schools.
Our
short-term
plan
is
not
only
inefficient.
The
uncertainty
it
causes
create
significant
harm
to
our
families.
AC
AC
A
C
A
I
E
I
I
A
AD
Thank
you,
chair
Robinson,
good
evening
to
you
and
all
the
members
of
the
school
committee
superintendent
skip
a
happy
one
month,
anniversary,
I'm,
proud
to
serve
as
chief
of
operations
for
the
city
of
Boston
and
from
Mia
Michelle.
The
city
of
Boston's
operations
cabinet
is
responsible
for
managing
major
facility
projects
across
the
city
and
all
school
buildings
are
some
of
the
most
important
facilities.
We're
excited
to
collaborate
to
pick
up
the
pace
of
new
school
buildings
and
renovations.
AD
We
are
committed
to
the
BPS
quality
guarantee
that
every
student
should
receive
high
quality
academic
instruction,
access
to
enrichment
opportunities,
modern
facilities,
student
and
family
support.
I
know
what
BPS
chief
of
operation
endure.
Alvarez
will
reinforce
this
message
tonight
when
she
speaks.
AD
The
challenge
is
that
BPS
is
facing
will
require
us
to
make
hard
decisions
to
achieve
the
quality
guarantee
for
our
students.
We
all
know
our
facilities
are
not
currently
meeting
all
of
our
students
basic
needs,
and
that
must
change.
Firstly,
there
are
incredible
facility
team
at
DPS
work
tirelessly
to
keep
our
facilities
clean
and
safe.
Half
of
our
buildings
were
built
before
World
War,
II
and
many
are
in
need
of
major
upgrades.
AD
AD
I
know
that
the
all
hands
on
deck
team
that
Mia
Wu
has
assembled
is
happy
to
be
here
tonight
to
update
the
school
committee
and
community
on
this
important
work,
since
we've
launched
a
green
New
Deal
for
BPS,
and
because
many
are
curious
as
to
how
this
connects
to
the
administration's
overall
green
agenda.
Please
also
allow
me
to
introduce
Mayo's
senior
advisor
and
director
of
the
green
New.
Deal
Oliver
sells
Garcia
to
give
brief
remarks
and
then
he'll
pass
it
over
to
our
colleague
chief
of
operations
for
Boston
Public
Schools
Indira,
Alvarez
Oliver.
AE
Hi,
thank
you
very
much
Chief
Irish
and
thank
you
so
much
to
the
committee
for
having
me
here,
I'm
just
here
to
introduce
myself
and
look
forward
to
working
with
so
many
folks
in
this
effort.
So
my
name
is
Oliver
sellers
Garcia
I
started
last
month
as
the
Green
New
Deal
director,
a
I
am
a
senior
advisor
to
the
mayor,
I
work
in
the
mayor's
office
and
a
little
bit
about
my
background.
AE
The
the
green
New
Deal
overall
is
really
a
a
investment
plan
where
we
tackle
climate
by
addressing
the
you
know:
social,
economic
and
racial
inequities,
making
life
better
today,
focusing
on
well-being
and
jobs.
It's
really
it's
our
commitment
to
tackling
climate
and
demonstrating
how
much
better
of
a
city
we
can
be
when
we
Center
climate
action.
AE
AE
Let
the
rest
of
the
speakers
talk
about
the
details,
but
just
to
tell
you
a
bit
about
my
role
will
be
as
part
of
the
the
team
from
the
city
participating
in
these
discussions
and
projects
and
really
to
be
one
of
the
resources
and
advocates
for
climate
in
the
development
of
of
new
facilities,
green
buildings,
for
lack
of
a
better
way
to
phrase
them
have
so
many
benefits.
The
superintendent
mentioned
how
much
of
our
missions
come
from
City
facilities,
but
also
they
do
so
much
for
their
occupants.
AE
In
terms
of
you
know,
daylighting
and
air
quality
and
comfort,
there's
as
as
they
expand,
Beyond
just
classrooms.
Our
school
facilities
can
do
so
much
for
the
people
who
use
them
and
in
the
neighborhood
and
I'm
so
excited
to
be
a
part
of
just
expanding
the
the
beautiful
green
buildings
that
we
have
in
our
city.
I
will
note
that
in
my
prior
roles,
I
have
been.
You
know,
I
in
MBTA,
I
was
part
of
the
capital
program
and
in
Somerville
I
participated
in
a
number
of
building
committees
for
schools
and
other
facilities.
AE
This
is
something
that
I
actually
enjoy
and
hold
dear.
So
I'm
I'm
very
much
looking
forward
to
working
with
all
of
you
as
we
as
we
work
on
the
bus
in
Green,
New
Deal.
So
thank
you
for
letting
me
introduce
myself.
AF
Good
evening
Madam,
chair
and
members
of
the
committee,
as
mentioned
earlier,
my
name
is
Indira
Alvarez
and
I
am
the
chief
of
operation
for
Boston,
Public
Schools
and
a
problem
BPS
alumni
restaurant
is
very
high
and
a
proud
former
parents
of
two
BPS
students
I
just
want
to
start
off
by
saying
that,
with
my
over
25
years
of
Public,
Service
I
am
dedicated
to
the
work
I'm
committed
to
making
sure
that
the
work,
the
the
initiative
that
I
put
forward,
that
will
make
a
difference
for
everyone
in
the
district
and
in
the
city.
AF
First,
let
me
also
introduce
some
of
the
operations
team
members
that
are
that
are
here
tonight
with
me:
is
Debbie
chief
of
operations,
Theresa
F
Webster
and
the
director
of
capital
planning
green
audio
for
BPS
Kayla
Jackson
they're
here
to
support
what
any
specific
questions
that
you
may
have
at
the
end
of
our
presentation.
AF
Think
in
general
to
the
operations
team
they've
been
awesome
at
the
work
that
they've
been
charged
to
do,
and
again
thank
you
for
the
opportunity
to
come
before
you
to
discuss
very
important
and
exciting
Green
New
Deal
updates
for
Boston
Public
School
I
would
like
to
thank
mayor
Wu
for
adding
the
much
needed
resources
to
this
effort
and
thank
God
Partners
in
the
mayor's
office
and
and
the
PFD
directors
office.
AF
Additionally,
I
want
to
thank
some
specific
colleagues,
who've
been
working
tirelessly
for
years
prior
to
me
coming
on
to
working
for
BPS,
and
they
continue
to
work.
I
would
with
me
and
the
team
to
make
sure
that
we
get
our
schools
to
the
21st
century
education
that
we
deserve.
Some
of
those
people
are
in
the
encoder
Megan
Costello,
Sam,
depina,
Drew
Ferguson
and
many
many
others
of
my
apologies
right
now
for
not
mentioning
your
names
but
I
just
want
to
say
thank
you
for
all
your
commitment,
I
think
the
next
slide.
AF
AF
AF
We
need
to
renovate
our
existing
buildings
to
meet
modern
education
needs
as
well,
and
we
need
to
be
aligned
with
the
district
policies
of
reducing
transitions,
reconfiguring
our
schools
to
the
Pre-K
sets
and
712
models.
Lastly,
upgrade
upgrading
buildings
and
combining
resources
for
expanded
opportunities.
AD
I
also
want
to
you
know,
give
a
big
shout
out
to
the
public
facility
Department,
that
that
manages
the
construction
projects,
the
major
projects
for
schools
and
for
many
other
City
agencies
BPS
in
the
city.
We
work
very
closely
together,
along
with
many
other
agencies,
mayor's
office,
all
hands
on
deck,
as
mentioned
before,
to
engage
visualize
and
plan
design
and
build.
There
are
five
types
of
projects
that
we
were
collaborating
collaboratively
on.
AD
The
one
is
studies.
The
first
step
in
any
project
is
to
understand,
what's
possible
what
the
community
wants,
what
our
students
and
Educators
and
families
need-
and
we
accomplish
this
through
what
we
refer
to
as
a
study.
A
typical
project
begins
with
a
year-long
study
that
includes
Community
engagement.
Then
the
next
phase
is
a
year-long
design
again
informed
by
Community
engagement
and
the
Final.
Phase
is
construction,
which
is
typically
two
years.
AD
Another
type
of
project
that
we
embark
on
is
the
msba
core
projects.
When
we
partner
with
the
Massachusetts
school
building
authority
to
help
fund
these
projects,
we've
had
some
very
amazing
projects
that
have
been
fruits
of
this
partnership
with
the
state.
One
was
the
Boston
Arts
Academy
that
opened
this
fall.
It's
been
an
extremely
beneficial
partnership
to
the
city.
Although
projects
that
go
through
the
MB
msba
process,
there
is
an
additional
layer
of
another
year
because
there
is
an
application
process
before
projects
are
accepted.
AD
We
also
embark
on
District
district-wide
initiatives
for
construction
and
renovation
projects
at
each
school
and
enderry
will
talk
further
about
that
later
on,
yet
another
type,
just
Renovations
that
are
funded
through
the
city,
major
renovations,
to
upgrade
schools
so
that
they
can
meet
on
quality
guarantee.
One
of
the
methods
that
we
use
for
renovations
is
our
renew
Boston
trust
program
with
our
environment,
cabinet
and
department
and
the
renewed
Boston
trust
program,
Taps
into
creative
financing,
to
make
buildings
more
efficient
and
and
save
money
and
use
that
cost
savings
to
actually
pay
for
these
projects.
AD
And,
lastly,
we
have
new
bills
that
are
funded
by
the
city.
These
are
major
Investments
of
new
buildings
to
for
existing
School
communities,
for
example,
we
we
committed
in
May
to
building
a
new
Pre-K
to
six
Elementary
School
in
Roxbury,
Mattapan
and
Dorchester,
and
those
neighborhoods,
and
these
will
be
City
funded
projects,
either
on
existing
BPS
sites
or
newcastles
that
we
acquire
next
slide
and
I'll
turn
it
back
over
to
Indira.
Oh
actually,
this
is
Dean,
so
we
want
to
talk
about
some
of
the
current
projects
that
that
we
have
ongoing.
As
I
mentioned
earlier.
AD
The
first
step
towards
renovating
or
building
a
new
school
is
to
conduct
a
study.
This
is
the
first
of
many
opportunities
for
communities
to
engage
and
provide
input.
The
study
determined
determines
what
the
programming
for
the
school
should
be,
which
then
informs
the
design.
The
city's
public
facility
Department
manages
the
study
process
in
partnership
with
BPS.
AD
Of
course,
deep
engagement
with
the
BPS
community
and
community
at
large
will
be
crucial
to
making
this
process
this
project
of
success,
and
we
want
to
make
sure
that
every
neighborhood
and
every
Community
is
a
part
of
this
process.
We
will
kick
off
engagement
near
the
end
of
this
year
and
will
continue
throughout
2023..
AD
At
the
same
time,
we
are
planning
on
launching
engagement
on
stand-alone
studies
for
certain
key
projects
that
can't
afford
to
wait.
These
include
Madison
Park
Maywood
is
committed
to
rebuilding
a
world-class
Vocational
Technical
High
School
in
the
heart
of
Roxbury
after
Decades
of
community
advocacy.
AD
We
know
that
Madison
Park
must
be
a
school
that
creates
a
career
pipeline
and
great
education
for
students
from
across
the
city
and
serves
as
a
seven
day
week,
resource
for
Community,
we're
incredibly
excited
to
partner
with
the
community
as
we
engage
in
educational
vision
and
which
will
help
us
move
forward
in
the
design
phase
next
year
the
Jackson
Man
complex.
We
all
know
that
this
wonderful
campus
in
the
center
of
Austin
has
served
as
home
for
the
Jackson
Man
Elementary
School,
the
Harris
Mann
school
and
the
community
center
for
the
Austin
Brighton
Community.
AD
This
current
study
will
help
us
to
figure
out
whether
all
three
would
fit
on
this
campus
or
if
we
should
look
for
a
new
site
for
the
harvestman
school,
but
regardless
we're
committed
to
seeing
these
projects
through
the
Mckinley
school
project.
Together,
the
four
McKinley
schools
serve
some
of
Boston's
Most
marginalized
students
and
also
occupied
three
of
the
highest
need
buildings
in
Boston.
We
are
engaging
in
a
design
study
to
determine
requirements
for
all
three
McKinley
School
sites
to
effectively
serve
their
communities
and
will
commit
funds
to
rebuilding
schools
last
deal.
AD
I
want
to
talk
about
white
Stadium,
which
will
we're
completing
an
assessment
of
the
facility,
in
collaboration
with
the
parks
department,
to
ensure
that
the
facility
meets
BPS,
athletic
standards
and
needs,
and
I
said
last,
but
there's
one
more
before.
Turning
back
over
it's
the
West
Roxbury
education
complex
that
we
we
have
a
study
in
the
capital
plan
for
this
beautiful
campus.
That
could
be
an
incredible
resource
for
BPS.
We
haven't
started
the
study
yet,
but
we're
committed
to
our
needs
assessment
to
understand
how
to
upgrade
the
facility
to
best
serve
Boston's
youth
next
slide.
AD
AD
And
this
one
is
me
as
well:
we
currently
we're
proud
to
partner,
as
I
mentioned
before,
with
the
Massachusetts
school
building
authority
to
build
high
quality
new
school
buildings,
the
state-of-the-art
Boston
Arts
Academy
that
opened
this
September.
AF
AF
Other
projects
we
have
some
Renovations
and
reconfigurations
projects
that
the
PFC
and
Facilities
team
have
been
working
together
on
and
we're
really
excited
to
share
some
of
those
details.
I
want
to
highlight
the
PJ
Kennedy
practice,
her
three-phase
and
one
of
those
phases
are
completed,
which
is
the
replacement
of
their
boilers
and
we're
currently
addressing
the
Ada
issues
that
they're
having
to
make
sure
that
they're
in
compliant.
AF
In
addition,
we
did
work
on
the
Frederick
Middle
School
to
accommodate
the
call
Dakota
School
swing
space
and
we're
working
with
City
Partners
on
netsteps
as
to
avoidable
SMS
for
the
Timothy
just
to
name
a
few
can
I
get
the
next
slide.
Please.
AF
So
this
particular
slide
shows
a
little
more
detail
in
terms
of
what
the
facilities
team
and
the
internal
team
are
working
as
I
continue.
It
is
important
to
mention
some
of
these
projects.
Well,
we
have
the
big
projects
going
on.
We
still
have
a
number
of
may.
AG
AF
Like
small
projects
but
they're
very
very
important,
we
have
a
focused
a
lot
of
school
specific
projects,
but
we're
also
making
a
number
of
investment
for
the
district
to
improve
our
schools.
The
facilities
department
is
currently
working
on
a
number
of
those
initiatives
that
are
listed
here
right
now,
but
to
name
some
of
them
is
our
AC
installations.
AF
We
have
currently
a
painting
product,
radiator
covers
and
floor
screening,
which
is
they're
stripping
and
beware
set
of
our
floors.
There
is
a
list
we
could
go
through
them
when
you
have
time,
if
you
have
any
questions
about
any
specific
one
we'll
be
here
to
answer
questions
on
those
next
slide,
please.
AF
So
this
is
a
this
particular
slide
breaks
it
down
my
neighborhood.
You
can
see
in
the
graph
the
current
projects
across
the
neighborhoods
right
now
we
don't
have
any
of
the
projects
we're
working
on
that
are
at
risk,
but
at
this
moment,
but
we
do
our
currently
we've
worked
on
the
Bryant
high
school.
They
have
no
floors
for
the
seven
and
eight
grade
classroom,
and
this
is
just
mentioned
and
some
of
it.
AF
This
does
not
have
all
the
work
that
the
team
has
been
working
on
and,
as
Dion
mentioned
before,
we're
really
excited
about
the
McKinley
study
and
all
the
McKinley
buildings,
and
also
the
Charlestown
expansion.
The
completion
of
those
the
the
renovations
that
we
had
to
do
for
grade
seven
and
eight
and
I
could
provide
additional
information
on
that
as
well.
But
we
just
wanted
to
give
you
a
view
of
the
entire
neighborhood
next
slide,
please,
before
sorry,
go
back
to
the
previous
slide,
sorry,
yes
and
and
I.
AF
For
me,
it's
really
important
to
just
name
a
few
others
as
far
as
in
Dorchester
and
named
like
the
Burke
High
School,
the
upgrade
to
the
seven
and
eight
grade
science
lab
in
Jamaica
Plain
As
Dion,
mentioned
earlier
in
the
study
to
assess
to
assess
the
white
Stadium
facility
and
many
many
others
that
I
really
look
forward
to
sharing
more
information
with
you
as
time
passes,
and
then
we're
really
excited
about
the
project
in
the
south
end
for
the
Carter
School
of
welding
Slide.
The
next
slide,
please.
AF
AF
The
assessment
to
date
it
has
three
different
phase-
is
the
FCA.
The
assessment
itself
is
the
3D
scanning
and
is
the
Ada
assessment
and
currently
for
phase
one
we've
completed
75
schools,
month
fees,
two
we've
completed
102
schools
and
for
phase
three
we've
completed
47
School
total
full
assessment
that
has
been
completed
today
are
39
schools
and
we
are
currently
on
track.
You
know
scheduled
to
complete
this
entire
assessment
by
Spring
of
2023.
AF
AF
So
I
just
want
to
briefly
touch
in
on
the
community
engagement
and
our
communities
are
aware
clearly
of
the
pro
conditions
of
our
buildings
and
we're
working
hard
to
get
and
I'll
be
really
honest,
we're
working
hard
to
regain
the
trust
and
confidence
of,
and
it
the
the
truth
of
the
community
in
our
ability
to
deliver
the
21st
century
School.
AF
But
we
cannot
do
any
of
this
work
without
true,
genuinely
sure
genuine
engagement
and
partnership
there's
a
lot
that
we
need
to
talk
about,
and
we
look
forward
to
engaging
with
you
in
the
news
very
near
future.
AF
AF
AF
So-
and
this
is
just
a
layout
of
a
couple
of
meeters
that
have
been
scheduled
and
I-
think
this
is
the
I
think
this
is
the
end
of
the
particular
presentations.
The
end
of
the
slide,
I
think
Annie.
AF
So
so
this
end,
I
I,
know
that
there
was
a
lot
of
a
lot
of
information,
not
a
whole
lot.
There's
a
lot
of
details
that
we
could
definitely
provide
in
a
bigger
report.
So
we're
happy
to
answer
your
questions.
I
want
to
again
thank
my
colleague,
Dion
Irish,
for
joining
us
tonight
in
this
presentation
and
I.
Really
one
thing:
the
mirror
for
the
true
partnership
on
this
important
work
for
our
students
and
for
those
of
you
who
know.
AF
A
A
Thank
you,
I
want
to
thank
you
all
for
your
partnership
on
this
critical
issue.
This
is
truly
a
collaborative
effort
that
will
shape
the
student
experience
for
many
years
to
come.
So
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
Q
I
have
two
questions
and
I'm
just
gonna
ask
them
both
and
maybe
we
can
sort
of
dance
between
them
because
maybe
they're
connected
one
I
know
how
complex
this
issue
is,
and
so
I
just
appreciate
this.
The
sort
of
brevity
you
brought
to
the
presentation
with
the
recognition
that
we're
probably
going
to
want
to
unpack
a
lot
as
we
discussed
tonight,
I'm
curious
as
you're
thinking
about
the
sort
of
the
studies,
the
the
facilities
condition
assessment
and
the
design
studies.
Q
Those
are
like
very
important,
I
guess
pieces
of
information
that
we
need
to
make
school
level
decisions
but
like
where,
in
this
broader,
Green,
New
Deal
is
the
work
towards
a
master's
facilities,
planning
process
and
and
and
then
from
there
sort
of
what
are
the
goals
and
timelines
for
that
and
then
I
think
sort
of
separate
and
equal
I
think
it
connects.
Probably
to
some
of
the
questions.
We
continue
to
hear
hear
about
the
decisions
around
mergers
and
the
data.
Q
That's
used
around
those
mergers
outside
of
a
master's
facilities,
plan
and
and
I'm
thinking,
like
even
sort
of
granularly,
that
becomes
sort
of
more
true
as
you're
thinking
about
like
the
Jackson
man
as
a
school
sort
of
specific
project
outside
of
the
sort
of
full
analysis
of
the
needs
of
the
Holston
Brighton
Community,
so
sort
of
two
things:
sort
of
analysis
around
mergers
and
sort
of
what
data
we
use
to
make
those
decisions.
And
then
the
second
piece
really
around
the
Master's
facilities
plan.
AF
Leon,
do
you
want
to
take
the
first
spot
in
terms
of
what
we're
working
together
or
I
could
have
Theresa
talk
to
us
a
little
bit
about
the
FCA
and
how
what
the
ultimate
goal
is
when.
AH
They
are
parallel,
so
the
facilities
condition
assessment
will
result
in
a
robust
report
for
each
school,
as
well
as
a
prioritization
recommendation
on
which
schools
are
the
priority
for
reconfiguration
in
terms
of
facilities
upgrades
as
well
as
ensuring
any
buildings
that
are
in
great
great
need
of
complete
tear
down
to
address
what
is
needed
for
21st,
Century,
Learning,
Experience
and
then
parallel
to
that
is
the
K.
The
pk6
712
studies
that
will
provide
a
another.
AH
Peril
of
this
is
the
kind
of
space
you
will
need
from
an
educational
perspective,
to
move
forward
with
a
long-term
three
five
ten
year
plan
for
the
district.
So
the
two-
the
two
projects
are
actually
parallel
to
one
another
and
then
we'll
kind
of
combine
and
coalesce
with
the
academic
Vision,
which
is
the
priority
of
how
we
create
the
spaces
for
the
students
moving
forward
and
I
will
pass
it
back
to
you.
Chief
Alvarez,
for
the
second
part
of
the
question.
Can.
Q
I
just
ask
one
clarifying
piece
before
we
move
to
the
second
part
sure
you
know
then-
and
this
is
maybe
where
I'm
a
little
bit
confused
like
how
does
that?
How
does
that
data
back
into
what
I
guess
is
sort
of
the
most
essential
question
which
is
like
what
do
we
need
as
a
district
but
I
guess
more
specifically,
as
we
like,
hopefully
inch
towards
high
quality
neighborhood
schools
like
what
do
we?
What
does
each
neighborhood
need
so
and
we
could
assess
the
quality
and
this
may
be
outside
of
your
shop?
Q
So
maybe
it's
like
a
third
sort
of
inventory
that
aligns
both
of
those
things
like
as
we
assess
building
possibility.
There
has
to
be
some
sort
of
denominator
around
neighborhood
and
District
need,
and
where
do
we?
Where
are
we
generating
that
information,
because
I
think
that
would
be
important
too
right,
like
how
many
seats
does
it
take
for
an
individual
neighborhood?
How
many
seats
does
it
take
for
the
whole
District
across
grade
bands?
Q
And
then
we
start
looking
at
an
end
inventory
of
our
our
current
real
estate
to
be
able
to
thoughtfully
analyze
what
we
currently
have
where
the
Gap
lies
and
then
what
we'll
need
to
either
reconfigure
or
build?
Does
that
make
sense.
B
Yeah
through
you
chair,
if
I
can,
if
I
can
weigh
in
on
this
one,
so
I
think
this
actually
goes
to
your
earlier
question,
which
was
around
enrollment
and
projections,
so
I
think
Nate.
If
you
can
just
speak
a
little
bit
about
how
interactive
in
the
process,
you
know,
enrollment
and
strategy
is
in
this
piece
for
for
be
able
to
determine
what
what
is
the
the
need
of
service
for
the
students
in
a
given
neighborhood
or
region
of
the
city,
and
then
how
that
is
now
is
one
large
group.
B
We
are
kind
of
overlapping
that,
with
the
condition
of
the
buildings
and
the
academic
programming,
that's
going
to
need
to
be
to
serve
the
group
of
students
that
are
in
that
neighborhood,
so
that
everyone
has
that
that
quality
promise
or
that
quality
guarantee.
So
Nate.
Do
you
want
to
just
explain
the
Jamie's
connection
to
it.
R
Yeah
happy
to
do
so,
superintendent
and
I
think
an
example
of
this
and
sort
of
the
last
published
version
of
this.
In
the
phase
two
report,
we
published
neighborhood
summaries
that
show
the
total
students
by
neighborhood
and
we
included
in
that
sort
of
access
to
schools
close
to
home,
so
that
we
could
start
to
get
a
sense
of
how
many
seats
we
had
in
a
neighborhood
versus
how
many
students
we
had
in
the
neighborhood.
R
As
part
of
that,
we
were
able
to
identify
places
where
we
had
too
many
seats
in
a
neighborhood
Austin
Brighton
was
highlighted
as
an
example
of
that
South
Boston
was
highlighted
as
an
example
of
that
in
neighborhoods,
where
we
had
too
few
seats
to
serve
students
close
to
home
the
southern
part
of
Dorchester
On.
The
matapan
Border
was
identified
as
an
area
in
that
in
that
analysis.
R
You
highlighted
really
well
that
there
is
a
basic
math
problem
that
we
can
look
at,
which
is
how
many
students
do
we
have
and
do
some
quick
math
in
terms
of
how
many
overall
schools
we
may
need,
and
that's
where
the
k6
712
study
is
going
to
be
critical,
because
the
number
of
schools
we
need
is
really
based
on
what
we
Define
as
our
k-6
program.
R
So
whether
or
not
we're
building
300
student
School
tools,
600
student
schools
or
thousand
student
schools
determines
how
many
schools
we
need
as
a
district,
and
so
we
need
to
have
an
affirmative
stance
on
that
and
that's
part
of
what
the
study
will
do
and
then
we
can
use
our
overall
numbers
to
be
able
to
then
match
that
to
neighborhoods
overall
and
so
superintendent
Skipper
mentioned
Jamie.
R
Racanelli
is
our
director
of
planning
and
Analysis
the
team
that
does
a
lot
of
the
enrollment
projections
capacity,
sort
of
analysis
in
partnership
with
the
facilities
team.
Q
But
it
it
is
I,
wonder
too,
and
this
may
be
all
part
of
it,
so
I
just
think
it's
worth
sort
of
speaking.
It
creates
another
problem
of
practice
for
us
as
we
move,
you
know
to
continue
talking
about
students
with
special
education,
students,
kids
with
disabilities.
You
know,
as
we
move
into
a
hyper,
we
move
from
a
hyper-segregated
system.
Our
current
denominator
would
just
build
off
of
those
inequities
right
where
we're
looking
at
segregated
classrooms
and
not
inclusive
ones.
Q
So
is
there
any
part
of
the
analysis
that
is
also
thinking
about
sort
of
the
new
models
of
instruction,
and
that
might
be
this
other
sort
of
school-based
study.
That's
also
happened
like
what
does
it
take
to
build
a
high
quality
school
I'm,
not
sure
but
sort
of?
Where
does
pockets
of
vulnerability
and
the
transformation
of
inequities.
M
B
Yeah
I
was
just
going
to
jump
in
there
through
your
chair
and
just
say
that
I
think
I
think
you're,
hitting
at
the
complexity
of
like
now,
moving
with
inclusion
and
in
creating
additional
bilingual
programming
that
that
has
to
also
be
overlaid
and
I.
Think
a
big
piece
to
this
is
the
realization
that
academics
has
to
be
at
the
table
to
have
this
conversation.
B
So
we
went
from
a
situation
where
you
know
our
facilities
team
who's
doing
the
best
they
could
with
the
information
they
had
to
the
recognition
that
this
is
literally
a
very
large
stakeholder
cross-sectional
group
in
central
that
has
to
be
sharing
data
and
talking
so
that
we're
not
making
the
decisions
based
on
one
or
two
departments,
but
we're
making
the
decision
based
on
students
and
families,
and
so
I
think
that
this
is.
This
is
why
it
is
complex.
B
This
is
why
we
chose
to
kind
of
slow
up
so
that
we
could
really
kind
of
bring
to
bear
the
data
from
each
department
as
we're
looking
at
this
to
be
able
to
plan
it
out
correctly.
So
I
think
you're
asking
the
right
questions.
They're
the
same
things
that
have
been
on
our
mind
and
that
that's
in
part,
you
know
part
of
the
overlay
and
and
deep
work
that
academics
has
to
do
at
the
table.
B
Q
Which
goes
to
sort
of
our
previous
conversation,
the
last
few
weeks
as
we
move
this
labor
contract
that
allows
the
sort
of
school-based
autonomy
around
the
specialized
we've
been
called
specialized.
Like
it's
the
floor,
the
programming
that
kids
with
disabilities
need
and
deserve,
but
will
inch
towards
inclusion.
It
does
require
us
to
then
zoom
out
from
a
school-based
level
to
be
like
what
does
a
neighborhood
need
for
inclusive
seats,
correct
and
then
like
that
has
to
be
part
of
the
denominator,
because
we'll
still
continue
to
build
School
based
situational
seating.
A
K
For
the
for
the
report,
I
also
look
forward
to
the
updated
data
being
concise
and
ready
for
us
to
review
and
ready
for
families
to
review
in
the
dashboard.
So
I
do
look
forward
to
that
when
that
does
get
up
and
running
my
question.
K
I
guess
is
a
little
bit
more
basic
as
I'm
thinking
about
your
particularly
Community
engagement
overview,
and
particularly
the
community
input
section,
and
so
I'm
actually
curious
as
to
what
the
team
strategy
and
vision
of
equity
is
moving
into
the
moving
into
that
particular
phase,
and
the
reason
that
I
ask
is
because
you
know
I
think
it
goes
to
the
point
of
some
of
what
we've
heard
in
public
comment
and
some
of
the
things
that
we've
been
asking
along.
K
You
know
to
sort
of
quote
what
we
heard
earlier
to
not
feel
like
a
checked
box
and
to
really
feel
like
they
are
part
of
the
decision-making
process
in
a
substantial
way,
not
necessarily
A
titular
or
a
nominative
way.
But
so
I
am
curious
as
to
how
you
all
are
going
about
the
community
input
aspect
with
it
in
mind
that
decisions
are
being
made
collectively
and
the
strategies
are
co-constructed
and
not
necessarily
just
fed
and
sort
of
advertised
and
I'm,
not
attacking
anyone
with
that
question.
AF
I,
don't
think
this
is
kind
of
attack
at
all
I
think
it's
a
great
question
and
one
I'm
going
to
be
pointing
at
my
partners
in
this
because
they're
collaborative
work
that
we
have
been
doing
and
Dion
I'm,
not
sure.
If
we
want
to
talk
about
some
of
the
the
engagement
that
we
are
planning
on
doing
for
the
okay
to
712
study
and
then
daylight
I
believe
is
on.
AF
Who
could
just
briefly
go
into
like
some
of
the
the
plans
that
we're
having
to
get
student
voice
and
really
not
just
having
people
coming
to
meet
him
but
actually
participate
in
a
discussion
process.
AD
Can
I
can
touch
on
it
to
a
certain
degree
for
just
to
piggyback
on
what
was
said
earlier,
though,
the
K2
6
7-12
study
the
FCA.
Those
are
all
like
foundational
tools
towards
a
master
plan,
that's
very
complex.
That
needs
a
lot
more
inputs
to
to
get
to
where
our
goal
is
to
is
to
have
an
actual.
You
know
10-year
plan
by
the
end
of
next
year.
With
respect
to
community
engagement,
we
understand
how
important
that
is
for
the
the
Pre-K
to
six
seven
twelve
study.
AD
For
example,
we
want
to
make
sure
we're
planning,
Community
engagement
sessions
in
every
single
neighborhood,
maybe
multiple
times
we
don't.
We
want
to
be
able
to
engage
with
with
students
with
with
families.
I
think
the
team
has
been
doing
a
really
good
job,
putting
together
like
a
robust
plan,
but
we
still
we're
still
not
done
yet.
That's
why
we
haven't
launched
Community
engagement
on
that,
but
we
want
to
make
sure
we
get
input
from
the
educational
academic.
Folks,
everyone
needs
to
be
at
the
table
as
this
particular
plan.
AD
AF
Can
you
just
run
briefly
on
the
efforts
that
we've
been
putting
together
and
some
of
the
work
that
you've
done
in
several
weeks
are
here
with
us.
AG
AG
Chief
Irish
mentioned
some
of
the
work
that
we're
doing
around
the
K-12
study.
Our
goal
is
to
also
engage
young
people
in
that
process.
We'll
be
doing
some
focus
groups
with
those
young
people
around
the
Madison
Park
study
about
some
of
the
things
that
they
would
like
to
see
for
their
school
Community
across
the
board.
The
goal
is
for
Capital
planning
to
engage
the
entire
District
twice
over
about
our
buildings.
AG
AF
We
are
also
working
with
Dr
grandson's
Team
to
make
sure
that
we're
using
the
rep
tool
in
this
process
as
well,
and
it
has
its
own
a
couple
of
Staff
members
who
were
like
in
the
process.
AG
AF
And
making
sure
that
we
are
using
the
Rev
tool
in
this
particular
in
this
and
all
the
other
projects
that
we
have
ongoing
I'm,
not
sure
if
neither
anyone
else
have
anything
else
from
the
peanut
all
right,
Dr
Anthony,
you
came
on.
P
Oh
no
I
just
wanted
to
underscore
what
Chief
Alvarez
shared
and
say
that
these
are
the
kinds
of
things
that
we
look
forward
to
seeing
on
the
dashboard
as
well,
so
that
families
and
members
of
the
community
can
track
the
progress
and
actually
see
what
stage
of
the
process
we're
in
from
being
clear
about
what
our
intended
outcomes
are.
Looking
at
data
and
being
transparent
about
what
that
data
is
and
then
also
capturing
the
community
feedback,
but
also
understanding
this
that
it's
an
iterative
process.
P
So
as
we
do
that
engagement
and
then
do
that
data
analysis,
it
will
inevitably
shift
what
our
intended
outcomes
are
and
what
the
the
the
desired
outcomes
are
and
the
goals.
P
That
sounds
like
a
lot:
we're
not
that
far
away.
We've
we've
have
some
infrastructure
in
place
over
the
last
three
years
to
do
those
things
and
as
it
mentioned
in
the
Desi
report,
this
press
spring.
Our
next
step
is
simply
to
publish
that
process.
Any.
AI
Other
thing
I
would
add
to
that
good
evening.
Everyone
is
that,
when
we
design
our
engagement
meetings,
we're
constantly
reminding
the
community
of
West
step
in
the
meeting
that
we're
at
with
the
racial
Equity
planning
too.
So
we're
really
intentional
with
that
all
summer
and
we're
going
to
continue
that
through
the
fall
and
in
future
conversations
and.
K
Are
we
reporting
who
are
like
who
are
attending
the
these
meetings
and
from
from
the
community
as
well,
because
I
think
it
just
goes
a
long
way
to
show
like
again,
who
are
the
perspectives
that
are
at
the
table
and
it
there's
a
sense
of
ownership
that
everyone
has,
particularly
within
this
plan
and
I,
know
everyone's
doing
it
for
the
goal
of
our
of
enhancing
the
experience
and
and
the
outcomes
so
again,
yeah
I,
think
for
me.
K
AI
You
thank
you.
Everybody
I
appreciate
that.
Another
thing
I
would
just
add
that
we
also
learned
that
we're
working
on
doing
better
going
forward
is
actually
having
a
lot
of
pre-meetings
with
different
stakeholder
groups,
making
sure
we
accurately
track
who
are
inviting
when
we
invite
them
when
we
have
the
pre-meetings
to
like
prepare
them,
because
some
groups
may
not
necessarily
be
I'm.
Sorry,
my
motion
cycle
and
still
at
work.
AI
Sometimes
community
members
need
a
different
space
individually
as
groups
versus
being
in
a
large
group,
so
we're
making
sure
we
carve
out
space
and
time
for
that
for
the
elected
officials
for
different
Partners
from
different
businesses
and
then
we'll
get.
Then
we
get
everybody
together.
S
Thank
you,
madam
chair,
and
it
just
makes
me
really
excited
to
know
that
we
are
actually
talking
about
this
and
that
there
is
investment
from
the
city
around
much
needed
investment
from
the
city
around
these
needs.
So
thank
you
to
everyone
for
working
on
these
pieces.
I
know
folks
have
already
talked
about
the
incredible
complexity
of
this
and
just
to
ensure
I
get
clarity
on
some
of
the
pieces
that
a
member
card
at
Hernandez
had
already
touched
on.
S
Oh
I
noticed
that
we've
talked
about
and
within
the
the
deck
in
the
Investments
needed,
we
list
facilities
and
like
the
condition
assessment
like
the
school
design
from
bricada,
six,
seven
through
twelve
and
then
having
information
within
the
building
dashboard,
but
I'm
still
unclear
as
to
how
we're
thinking
about
really
doing
enrollment
projections
like
how
are
we
thinking
about
gathering
this
data?
S
You
know,
we've
already
talked
about
the
importance
of
having
a
line
of
sight
into
enrollment
projections
for
current
status,
but
also
for
the
next
five
to
seven
years
and
even
much
longer
term
projections
based
on
census
data
and
on
population
Trends.
So
how
and
who
is
leading
the
work
and
understanding
the
current
state
of
where
families
currently
live
and
where
we
project
that
they
will
live
within
the
city
of
Boston.
S
We
have
Community
engagement
sessions
that
have
already
been
scheduled.
So
does
this
information
already
exist
or
say
the
Roslindale
Community?
Does
this
information
already
exist
for
parts
of
the
Dorchester
Community,
as
this
analysis
already
been
done
in
terms
of
the
community
need
for
seats
currently
as
well
as
5
10
15
20
years
from
now,
I
I,
don't
I,
just
I'm
unclear
as
to
whether
this
analysis
has
already
been
done
for
any
of
the
neighborhoods.
C
R
Happy
to
happy
to
sort
of
jump
in
and
take
this
question
so
the
answer
the
first
first
and
most
sort
of
simple
question:
we
don't
currently
have
a
5,
10
or
15-year
projection
of
enrollment
I.
Think
the
any
forecasting
of
enrollment
sort
of
that
far
into
the
future.
S
It's
not
necessarily
forecasting
of
enrollment.
My
thing
is
like
forecasting
of
residents
of
city
of
Boston
like
we
know
that
there
are
Trends.
We
know
we
have
census
data,
so
how
is
the
city
in
the
city
is
planning
on
putting
affordable
housing
in
different
parts
of
community
right?
And
so
how
is
the
city
working
to
really
think
through?
What
are
the
community
needs?
That,
then,
will
give
us
more
information
around
enrollment
data,
like
what
do
we
have
in
terms
of
demographic
and
population
data
yeah.
R
Pre-Pandemic
we
were
partnering
closely
with
the
Boston
Planning
and
Development
agency
and
our
Lima's
team,
who
does
the
he's
the
city's
demographer,
who
does
a
lot
of
work
sort
of
overall
in
analyzing,
the
city's
demographic
Trends
using
census
level
data,
and
so
our
planning
and
Analysis
team
internally
was
partnering
with
his
team
to
make
sure
that
we
were
informed
about
overall
demographic
trends
of
the
city
and
in
particular
we
were
partners
with
our
research
team
to
integrate
the
the
housing
plans.
R
So
we
knew
how
many
housing
units
were
being
and
I'm
not
going
to
use
the
term
the
correct
terms
on
this.
But
how
many
new
buildings
were
in
the
permitting
process?
How
many
were
seeking
approval
for
new
and
large
developments,
and
then
from
there?
We
were
also
talking
about
what
is
the
expected
yield
rate
for
the
number
of
children
in
a
specific
building
by
type
and
by
cost?
R
And
so,
if
you
build
a
single
family
unit,
how
many
children
do
we
expect
to
be
living
in
that
unit
versus
a
high-rise
apartment,
complex
that
had
one
and
two
bedroom
apartments?
And
so
that
was
work
that
we
were
doing
sort
of
really
trying
to
push
to
try
and
get
as
much
information
five
years
out
as
we
could
I
mentioned,
that
was
pre-pandemic
because
things
got
disrupted.
While
our
planning
analysis
team
was
used
to
do
a
lot
of
different
coveted
response.
R
As
we
now
emerge
from
the
pandemic,
we
are
refocusing
and
re-establishing
those
Partnerships
to
be
able
to
do
that
work.
What
we
found
when
we
did
the
initial
data
analysis
and
neighborhood
level
data
is
that
we
had
enough
information
based
on
the
students
who
were
enrolled
and
the
basic
enrollment
patterns
to
be
able
to
see
how
students
were
flowing
through
our
system
and
identify
places
where
we
needed
new
school
buildings.
R
When
you
combine
that
with
the
age
of
our
buildings,
the
size
of
our
buildings
and
the
lack
of
resources
at
our
buildings,
we
identified
key
places
where
we
needed
to
build
new
schools,
knowing
that,
even
if
enrollment
shifted
significantly,
we
would
still
need
new
buildings
in
all
of
these.
Neighborhoods
I
mean.
So
that
was
why
the
big
push
was
to
launch
new
building
projects
and
I.
R
Think,
Indy
and
Dion
have
both
really
emphasized
the
need
for
us
to
be
focused
on
new
school
buildings,
because
that's
the
best
path
for
us
to
provide
the
types
of
resources
and
types
of
school
communities
that
our
students
deserve,
and
so
we're
going
to
continue
to
work
on
that
I
know
the
other
thing
I'll
just
mention
is
there
you
know
when
we
publish
the
initial
build
BPS
report
back
in
2017,
2016
I'd
have
to
look
at
the
exact
date.
It
included
external
enrollment
projections
done
by
a
few
demographers.
R
We,
our
internal
team,
had
a
number
of
critiques
of
the
demographic
projections
that
were
in
it.
Alvaro
Lima
and
his
team
had
a
number
of
critiques
that
were
not
Incorporated
by
the
consultants,
and
what
we've
seen
is
that
that
projection
was
far
too
optimistic
about
the
number
of
students
that
we
had,
and
so
what
we
really
want
to
do
is
rely
more
on
a
lot
of
the
information
that
we
have
as
the
school
system
that
requires
you
know
we're.
R
We
know
all
the
students
that
are
in
the
city
what
schools
they
attend,
what
ages
they
are
where
they
live,
whether
they're
in
private
schools
or
in
DPS
schools,
and
that
gives
us
a
tremendous
data
point
to
look
at
and
project
the
flow
of
students
for
multiple
years.
S
Thank
you
for
not
Chief,
kuder
and
follow-up
to
that
is.
This
is
I.
This
is
not
my
world
I.
Imagine
it's
also
not
necessarily
your
world
as
Chief
Financial
Officer,
but
so
I'm
wondering
who
are
we
looking
to
like
what
are
the
models?
How
do
we
know
that
this
is
in
fact,
looking
at
our
current
enrollment
data
is
the
path
forward?
R
We,
the
first
thing
that
we
did,
was
look
for
models
of
enrollment
projections
and
teams
across
districts
that
had
done
this.
Well,
we
reached
out
to
Major
sort
of
council
great
City,
Schools
districts
that
did
enrollment
projections.
We
talked
with
Cleveland
Washington
DC,
several
Texas
districts
and
the
the
one
notable
team
that
we
really
emulated
was
the
the
projections
team
at
the
Denver
public
schools.
Denver
had
a
very
sophisticated
system
and
really
just
impressed
us
with
the
amount
of
information
they
brought
to
bear,
and
so
you
know
we
really.
R
We
really
leveraged
and
sort
of
asked
them
what
information
they
were
getting
and
then
our
internal
team
we've
recruited.
We
have
a
woman
on
our
team
who
has
her
PhD
in
a
demographer.
R
You
go
to
this
neighborhood
school
that
is
somewhere
between
600
and
a
thousand
students
for
an
elementary
school,
for
example.
That
becomes
a
lot
easier
to
project
than
a
school
of
100
students
where
the
students
come
from
three
different
neighborhoods
and
every
year
the
number
of
kids
who
choose
that
school
shifts
based
on
a
number
of
different
factors
and
characteristics,
and
so
we're.
S
Appreciate
that
I
think
my
apologies
for
interrupting
I
think
the
the
piece
that
I'm
looking
is
what
cities
are
the
models
that
we're
looking
for
in
terms
of
Master
planning
around
facilities?
Yeah
like
what
who
are
we
talking
to.
AD
No
so
I
I
think
one
day
we
think
is
doing
a
good
job
is
the
District
of
Columbia
with
their
system,
but
I
think
it's
also
important
not
just
to
talk
about
what
what
system,
but
also
because
a
lot
of
times
these
different
systems
that
are
doing
it
really
well
that
they're
using
good
teams
of
Consultants
who
helped
them
to
to
do
it.
Well,
so
I'd
love
to
to
get
Carrie
Griffin.
C
AD
Director
of
public
facilities
just
to
jump
on
really
quickly,
just
to
give
us
an
overview
of
the
of
the
team
that
we've
put
together
with
the
DLR
group
who's
going
to
be
helpless.
Helping
us
with
this
really
complicated
project
carrying
in
there.
AJ
I'm
here
Chief,
thank
you.
So
thank
you
for
the
question.
So
we've
assembled
an
incredible
team
of
not
only
Architects
but
Educators
that
are
part
of
this
k-6
7-12
study
and
also
a
Communications
specialist
that
will
be
help
us
create
an
engagement
plan
for
this
process.
AJ
The
architect
that
we're
using
as
Chief
Irish
had
mentioned
was,
is
from
DLR
they're,
a
nationally
recognized
company
that
have
recently
completed
these
type
of
program
studies
in
Denver
in
multiple
areas
across
the
country,
so
they're
nationally
recognized,
and
they
also
bring
a
lot
to
the
table
with
their
key
people.
That
will
be
part
of
this
study
because
we
believe
you
know
Educators
should
talk
to
Educators.
AJ
You
know
what
we
look
at
it
from
a
planning
perspective
or
an
architectural
perspective.
Might
not
we're
not
always
looking
through
this
same
lens.
As
you
know,
someone
that's
curriculum
or
academic
based.
So
you
know
we
part
of
this.
Is
you
know,
we've
put
together
a
great
team
and
we
not
only
do
we
want
to
create,
like
educational
specifications,
architectural
standards,
look
at
Key
and
gate.
You
know
look
at
the
engagement
process,
that
is,
that
was
researched.
AJ
Databased
but
examined
share
that
information
create
listening
sessions
in
every
neighborhood
focus
with
key
groups
that
in
every
neighborhood
and
then
you
know,
share
data,
provide
feedback
and
so
really
look
at
this
holistically
and
for
for
for
what
is
needed
and
then
also
working
with
our
partners
at
BPS.
AJ
You
know
we're
always
in
constant
communication
with
them
and
looking
at
you
know
the
facilities
assessment
that
they're
doing
is
going
to
align
and
help
us
with
our
data,
as
we
start
examining
the
buildings
in
what's
needed,
so
I'm
really
excited
about
this
project
and
I.
You
know
I'm
really
looking
forward
to
the
rollout
of
it,
because
I
think
it's
going
to
provide
a
lot
of
opportunity
for
engagement.
S
Thank
you
for
that.
I
just
have
one
other
question.
I
think
this
is
more
opposites
for
the
superintendent.
S
You
know,
one
of
the
things
that
we
know
is
coming
up
is
enrollment
right
for
for
for
next
year,
and
so
as
we
approach
preview
and
enrollment
season
for
BPS.
How
does
this
timeline
for
these
studies?
S
Oh
apologies,
I,
didn't
realize
she
had
stepped
away,
but
somebody
on
her
team
is
well
versed.
I'm
sure
can
help
the
superintendent
out
with
this
question.
S
How
are
we
thinking
about
the
timeline
around
these
studies
and
the
vision
for
some
of
these
Green
New
Deal
pieces,
knowing
that
we
have
preview
days
coming
up?
We
also
have
enrollment
season
upon
us
if
there
are
changes
that
could
be
happening
for
next
year,
and
maybe
the
question
is:
are
there
changes
that
could
be
proposed
for
as
early
as
next
year?
S
How
are
we
thinking
about
that
timeline?
Engaging
with
the
upcoming
enrollment
timeline
or
decision
timeline
for
for
families.
AI
Sure
I'll
take
a
stab
at
that
and
then
I'll
defer
to
pretending
if
she
wants
to
add
it
or
in
the
rest
of
the
team
So.
Currently
we
have
to
handle
this
in
two
phases.
The
first
phase
is
obviously
like
dealing
while
we're
in
transition
and
collecting
information
and
data
and
getting
ahead
of
timelines
going
forward.
AI
So
what
we've
debriefed
and
talked
through,
based
on
the
feedback
that
we
received
from
the
community
and
different
staff
members
at
different
departments
internally,
we
have
to
move
our
timelines
of
these
decisions
way
ahead
and
align
it
more
closer
to
end
on
this
on
the
by
the
end
of
school
year.
So,
ideally,
what
should
happen
in
a
perfect
world
and
we're
getting
there,
and
once
these
studies
are
done,
we'll
be
in
more
aligned
to
do
it
in
the
future.
AI
We
need
to
have
decisions
done
by
June,
so
families
know
for
the
next
fall,
what
to
pick
for
the
next
year
after
that
that
makes
sense.
So,
but
this
current
school
year
we
want
to
make
sure
that
we
do
these
analysis.
We
do
these
studies
and
we
have
the
engagement
that
we
want
to.
So
we're
going
to
operate
in
a
period
of
flux
for
this
year
and
until
the
studies
are
complete
and
until
we
can
get
on
a
timeline,
that's
more
predictable
and
way
ahead
than
we
currently
do
it.
Now.
AI
If,
if
you
go
back
in
history,
we
typically
have
decisions
made
on
any
changes
like
in
the
fall
October
November.
So
that
way
we
can
align
into
the
school
preview
time.
What
we
want
to
do
is
move
that
back
to
have
these
decisions
done
by
this
body
in
June,
so
that
way,
over
the
summer,
families
can
plan
in
the
fall
families
can
consider
their
options.
AI
You
have
plenty
of
time
to
have
those
conversations
and
discussions
and
make
the
most
appropriate
choice
for
the
fall,
so
we're
not
quite
there
yet,
but
for
this
year
what
will
have
to
happen
is
there'll,
be
a
little
uncertainty
but
we'll
over
communicate
with
families
and
overkate
with
families
and
communities
and
schools
about
what
that
looks
like
pending
any
changes
that
we
make
during
the
course
of
this
year,
so
this
year,
we'll
have
to
stay
constant
communication.
AI
Have
constant
meetings
have
constant
engagement
and
make
sure
that
everyone's
clear
on
the
process
we're
taking
for
this
year
for
any
change
for
next
year,
despite
it
happening
after
school
preview
time?
That
may
mean
adding
more
preview
times
later
in
the
spring
in
the
winter
and
making
sure
we
have
plenty
of
opportunity
for
families
to
be
informed
of
how
they
learn
about
schools
and
what
those
options
are
and
what
they
look
like.
S
I
appreciate
the
the
vision
for
ensuring
that
there
is
at
least
like
the
year
cycle
in
which
families
are
prepared,
for
that.
I
will
just
say
that
enrollment
season
is
stressful
enough
within
BPS,
without
even
having
to
consider
that
there
may
be
upcoming
changes
to
your
school
community
and
as
a
parent
I
would
be
remiss
if
I
didn't
state
that,
because
it
is,
it
is
incredibly
challenging
without
even
having
to
consider
that
this
Choice
might
have
been
a
false
choice.
S
AI
Appreciate
that,
thank
you
for
that
and
I
think
what
we're
trying
to
do
is
make
sure
we
get
through
the
uncomfortable
transition
period
and
then,
once
we
get
clear
of
this
phase
of
the
work
we'll
be
in
a
better
predictable
cycle
Sophia,
you
can
have
more
time
to
plan
and
prepare
so
this
year,
we'll
have
to
Grapple
with
that
uncomfortableness.
Until
we
get
to
that
point,.
B
All
right
does
this
antenna
so
so
to
I
I
caught
the
last
part
of
Sam's
piece.
I
know:
I
do
want
Ana
Tavares
who's,
our
Deputy
for
family
engagement
and
Community
engagement
to
just
have
an
opportunity
to
to
talk
about
the
the
family
piece.
I
think
you
know
the
you
know,
part
of
part
of
what
we
really
need
is
to
get
some
of
the
studies
back
right.
So
the
spring
study,
the
F,
the
you
know
on
the
facilities
condition,
is
a
big
one
for
us.
B
I
think
resetting
the
process
for
us
and
making
sure
that
we
had
the
right
stakeholders
at
the
table
of
the
Departments
to
be
able
to
weigh
in
has
been
another
key
piece
of
why
we've
chosen
to
kind
of
slow
up
so
that
we
can
get
this
right
and
then
the
third
is
to
people's
points
before
making
sure
family
and
Community
engagement
is
at
the
center
of
this,
and
working
across
with
equity
and
across
with
facilities
is,
is
going
to
be
key,
so
families
do
have
the
information
they
need
in
order
to
make
change
yeah
make
choice,
so
I'll
make
choices.
B
So
it
is,
you
know,
we're
right
now
we're
we're
dealing
with
the
stuff,
that's
already
been
kind
of
in
pipeline.
That
has
had
some
examination
some
amount
of
data,
we're
hoping
to
then
complement
that
with
additional
data
that
we'll
be
getting
throughout
the
spring.
The
anticipation
would
be
once
we
start
getting
those
reports
back
once
we
have
our
process
refined
that
we
can
actually
follow.
B
That's
when
we
can
start
kind
of
putting
more
of
a
speed
to
the
process,
so
I
think
that's
why
you're
you're,
sort
of
seeing
us
pull
back
and
slow
up
a
little
bit
is
to
make
sure
that
we
get
both
the
process
right
and
we
have
the
data
to
make
an
informed
decision.
Yeah.
S
B
B
Yeah,
that's
right,
100!
That's
right!
So
Anna
do
you
want
to
just
talk
for
a
minute
just
about
like
the
the
work
family
and
Community
engagement
is
doing
in
this.
AK
Absolutely
buenas
noches
to
all,
and
thank
you
for
the
opportunity
to
address
you.
As
superintendent
Skipper
mentioned,
there
is,
and
also
Mr
lopera.
As
you
mentioned,
there
is
also
the
ability
for
us
to
slow
down,
but
also
to
do
it
in
a
way
that
it's
purposeful,
not
slowing
down
just
to
slow
down
but
slowing
down,
to
be
able
to
plan
more
specifically
with
our
families,
so
I
think
the
the
pieces
here
that
may
not
be
as
as
transparent,
because
we're
literally
doing
it
now
is
a
lot
of
the
work
that
Community
engagement.
AK
Folks
and,
of
course,
under
the
leadership
of
Chief,
Snyder.
They're.
Really
thinking
about
what
ways
can
we
really
go
out
into
the
community
into
the
schools
and
really
talk
to
those
parent
and
family
leaders
that
really
have
the
concerns
that
you've
already
heard
this
evening
and
really
engaging
with
those
folks
directly
going
into
the
community?
AK
Now
that
we
have
the
ability
to
be
much
more
in
person
that
work
can
be
much
more
robust
and
that
those
are
the
pieces
that
I've
been
missing
and
that
we
recognize
that
we
need
to
do
much
more
and
in
some
ways
you
know
the
ability
to
be
on
Zoom
is
is
very.
The
technology
allows
us
to
access
one
another
in
a
particular
way,
but
it
also
removes
some
of
that.
AK
The
pieces
of
Engagement
that
are
much
more
within
community
and
by
community
and
with
community
and
in
person
and
and
those
parts
of
it
are
the
things
that
we
are
trying
to
build
on
in
order
to
really
bring
not
just
the
data,
because
having
a
conversation
on
data
just
for
data's
sake,
isn't
what
a
lot
of
the
community
members
have
shared
with
us
that
they
only
want.
They
also
want
to
be
Visionaries
with
us.
AK
They
want
to
think
about
what
it's
going
to
be
in
the
next
few
years,
understanding
that
some
of
the
changes
will
be
for
the
next
group
of
students,
not
necessarily
just
their
own,
and
we
want
to
partner
with
folks
to
do
that.
Work
together
and
I
know
that
you
know
Chief
Snyder
has
been
doing
this
work
for
quite
a
bit
of
time
here
in
BPS
and
she's,
going
to
share
a
little
bit
of
what
what
we've
already
accomplished
and
the
places
where
we're
going
to
move
forward.
A
Before
we
move
on
to
to
Miss,
Snyder
I
just
want
to
remind
everybody
about
our
time.
It's
already
9
18
and
we
still
have
another
full
presentation
to
do
so.
I
know
that
and
we
haven't
gotten
through
all
of
the
members
having
a
time
to
ask
their
questions.
So
I
just
want
to
I
know
that
this
is
a
very
critical
topic
and
that
we're
gonna
probably
need
to
spend
almost
a
full
meeting
just
discussing
this.
A
So
I
just
want
us
to
hold
to
do
what
is
essential
for
tonight
and
to
put
a
pin
in
some
of
these
discussions
so
that
we
really
can
give
them
the
time
that
they
need,
and
not
just
you
know,
little
soundbreds.
AL
You
chair,
Robinson
and
Dr
Tavares
I
actually
wanted
to
spend
the
moment
on
the
more
technical
aspect
of
the
question
around
you
know:
how
do
we
support
families
through
a
choice
season
if
schools
May
be
shifting
or
changing
in
any
ways,
and
one
of
the
things
that
I
think
is
equally
as
important
as
the
planning
that
needs
to
happen
is
the
transparency
around
where
we
stand
and
so
past
practice
and
I?
AL
Think
good
practice
is
that,
whether
it's
our
Discover
BPS
website
our
information
sessions,
our
school
preview
times
that
we're
being
transparent
and
indicating
when,
when
discussions
around
mergers
or
changes,
are
taking
place,
and
people
understand
that
this
is
a
school
on
the
Move
in
in
many
ways
and
I
I,
don't
mean
the
the
prize,
but
I
also
mean
in
the
possibilities
of
of
becoming
something
new
and
evolving
for
families.
So
that's
all
I
wanted
to
say
is
that
you
know
we
value
the
transparency
of
information
about
where
our
schools
stand.
M
Okay,
I'm
gonna,
try
to
be
quick,
I
know
everybody
set
up,
but
let's,
okay,
whatever
so
on
the
topic
of
the
building
Renovations
slash
improvements,
I
was
wondering:
do
you
guys
have
an
idea
of
like
what?
How
many
minor
Pro
like
I
get
that
for
me?
How
many
minor
projects
there
are
going
to
be
because,
even
because
the
minor
projects
are
pretty
important,
even
though
they're
not
with
taking
center
stage
at
the
moment
because,
like
the
AC
working
that
definitely
helps
a
lot
like
yeah
anyway,.
AF
That
is
a
really
good
question.
We
are
still
the
facilities
team
is
still
actively
working
on
what
you
know.
You
said
modern
projects
that
those
projects
don't
stop.
This
is
it
is
ongoing
and
we
did
have
a
list.
AF
We
could
definitely
provide
some
more
information,
but
there
are
a
number
of
projects
that
they're
doing,
whether
it's
the
painting
project,
whether
it's
a
for
project
where
we're
trying
to
do
the
outdoor
initiative
and
a
few,
even
in
the
parking
lot
project,
there's
a
number
of
projects
that
are
not
as
a
it's,
not
as
big
as
as
the
others,
but
they're
just
as
important.
AF
M
Can
they
just
ask
a
clarifying
question?
Yes,
so
are
those
like
I
know
these
are
all
constantly
being
like
redone,
but
are
like
those
happening.
I
would
assume
those
are
happening
at
a
much
more
frequent
scale
right.
AF
AH
We
can
provide
a
report
from
asset
Essentials
that
talks
about
what
work
is
ongoing
and
we
can
also
get
an
update
on
the
district
initiatives
and
their
progress
to
date
in
much
more
detail
to
the
committee
so
that
you
have
real
Clarity
on
what's
Happening
and
the
asset
Essentials
is
the
work
order,
request
system
that
we
can
show
you
what
kind
of
reoccurring
infrastructure
needs
are
being
done
by
the
facilities.
Department.
H
So
I
would
like
to
I
think
it's
important
for
our
families
tonight
to
hear
if
you
could
repeat
that
changes
can
be
made
and
depending
on
the
impact
and
that
they
feel
like
they're,
being
listened
to.
AF
L
B
Sure,
thanks
Cindy
I,
I,
think
I
think
the
how
I'm
interpreting
the
question
is
that
given
where
we
are
in
the
merges
that
we've
sent
the
letters
out
that
we
are
about
to
have
the
community
meetings.
I
think
what
we
heard
from
the
families
earlier
is
that
they
want
the
community
meetings
to
be
a
real
dialogue
about
what's
possible
and
not
with
like
a
foregone
conclusion
that
they're
just
continuing
to
be
informed,
so
I
think
maybe
Kayla
could
answer.
B
You
know
and
talk
a
little
bit
about
what
the
goals
are
at
those
meetings
to
make
sure
that
family
voices
are
heard
and
that
information
can
be
shared
with
them
so
that
they
can
be
part
of
the
decision
making
and
suggestions.
AG
Sorry,
so
the
goal
of
those
meetings
again
is
to
be
it's
a
collaborative
effort
to
provide
as
much
transparency
as
possible
and
to
ensure
that
there's
equity
in
the
process.
AG
AG
There
will
be
an
opportunity
for
families
to
engage
those
communities
engage
in
some
design,
a
design
process
where
they'll
have
an
opportunity
to
really
Envision
what
they
want
their
schools
to
look
like,
and
that
decision
will
not
come
from
us,
but
they
will
have
the
opportunity
to
make
the
decision
about
what
schools
would
look
like
going
forward
to
them.
AI
And
if
I
could
decide
to
that
briefly,
what
will
you
have
to
kind
of
navigate
through
in
the
discussions
are
when
school
communities
are?
Some
are
not
in
favor
of
murder
conversations.
They
may
not
want
to
have
those
discussions,
then,
in
those
situations
we
provide
options
for
to
prompt
the
conversation,
discussions
and
dialogue,
but
regardless
we
want
it
to
be
an
organic
design
of
what
the
community
feels.
What
the
school
Community
would
like
to
see
or
not
see,
and
then
have
them
develop
options
for
us
to
bring
back
to
this
body.
AI
A
Miss
Garcia
people,
you
finished,
okay,
just
checking
I,
know
Mr
O'neill
hasn't
had
a
chance
to
speak,
just
checking
with
him
to
see
if
he
has
any
questions
at
the
moment.
I
No
Madam
chair,
as
he
said
it,
has
been
a
robust
discussion.
It's
the
first
of
what
will
be
many
discussions
on
this
topic
and
I
think
a
lot
of
good
points
of
an
erased.
I
particularly
want
to
thank
Chief,
Irish
and
Miss
Alvarez
for
their
work
on
this.
This
is
a
perfect
example
of
cross-collaboration
between
departments
within
the
city
and
so
I'm.
Thank
thank
them
for
their
time
and
I.
Look
forward
to
continued
conversations
on
this
in
future
meetings.
AF
H
AF
Just
want
to
mention
that
Chief
Irish
loss
Connection
in
City
Hall
and
he
was
trying
to
reconnect
I'm,
not
sure
if
he
was
able
to
come
back
on.
But
that's
why
we
don't
see
him
if
he
was.
I
A
It's
9
30
now
and
I
I,
see
that
both
Mr
meta
and
Mr
cardet
Hernandez
have
their
hands
raised.
Are
your
questions,
something
that
can
be
held
to
our
next
meeting
or
written,
or
do
you
feel
that
you
want
to
be
able
to
raise
them
right
now.
A
Q
Wondering
as
we're
talking
about
engagement-
and
this
can
be
part
of
a
longer
conversation
later,
I
I
I
just
here-
to
sort
of
like
conflicting
priorities
and
I
I,
wonder
if
that's
where
sometimes
a
confusion
lies
for
communities
like.
Are
you
curious
about
the
sort
of
creativity
of
a
a
community
in
design,
or
are
there
guard
rails
that
a
community
needs
to
be
thinking
about,
and
that's
I
think
work
always
goes
back
to
a
Master.
Q
Plan
like
I
have
to
know
that
I'm
engaging
in
a
process
that
is
connected
to
a
much
larger
either
neighborhood,
Vision
or
City.
Vision
and
I
worry
that
sometimes
in
our
engagement,
it's
either
we're
telling
you
what's
happening
or
we're
curious
about
what
you
want
and
we're
missing
this
opportunity
to
say
this
is
what
the
city
needs
in
this
neighborhood
with
these
X
number
of
schools,
and
then
we
can
start
getting
creative
around.
What
that
looks
like
and
I
think
that
that
is
often
the
part
that
is
missing.
A
Yeah,
thank
you,
Mr
cardet
Hernandez.
You
know,
I
agree
with
you
wholeheartedly
that
that,
for
me,
has
been
part
of
the
concern
as
well,
because
it
feels
like
people
want
input
into
something
that
is
amorphous
at
this
moment
and
and
my
question
and
I'm
I
I
don't
need
answers
to
my
questions
tonight,
but
I
have
a
couple.
One
is
what's
our
vision
for.
A
How
long
is
this
plan
needing
to
last,
so
our
families
may
be
in
our
schools
for
anywhere
from
two
to
six
years,
but
are
we
planning
for
the
next
25
years
for
these
buildings
and
how
do
we
help
people
have
that
broader
Vision
about
what
I
may
want
immediately
may
not
be
what
the
future
needs
to
have
and
how
do
we
balance?
That
is
one
question.
A
Another
question
is:
where
will
we
get
a
clear
definition
of
what
we
mean
by
a
21st
century
School,
and
how
will
we
know
that
when
we
are,
you
know
I
guess
what
must
be
gained
in
a
merger
to
make
it
a
viable
21st
century
School,
you
know,
and
will
we
be
able
to
create
that
Vision
in
the
things
that
we
are
merging
and
then
and
again
my
last
question
will
be
how
long
between
the
review
and
the
renovation
you
know,
so
that
these
things
are
in
real
time
and
manageable,
for
families
to
to
feel
that
their
input
makes
sense
for
what
that
you
know
what
they're
gonna
get
in
the
end.
A
Okay,
so
for
tonight,
I
want
to
say
thank
you
all
for
this
partnership.
This
is,
you
know,
truly
a
a
major
piece
for
a
district
that
we've
not
done
for
the
last
50
75
years
or
more
I
graduated
over
55
years
ago,
and
some
of
the
very
schools
that
I
went
to
that
were
inadequate
in
the
1950s
are
still
some
of
our
schools.
A
Today
you
know
they
weren't
20th
century
schools
and
now
you
know
some
of
them
are
still
not
functioning
I
mean
and
we
love
these
buildings,
but
we
owe
it
to
all
of
our
children
at
this
point
in
time,
we've
given
them
a
pandemic.
So
let's
now
try
to
give
them
something
positive
by
really
working
hard
to
make
sure
that
the
schools
and
the
programs
that
they
get
really
will
prepare
them
for
their
future,
which
we
don't
know
what
it's
going
to
be,
but
we
know
that
they
need
better
skills
and
better
environments
to
do
it.
A
I
say
to
Mr
meta
all
the
time.
Every
time
I
mention
his
school,
he
goes
to
the
Arts
Academy.
There's
a
big
smile
that
comes
over
his
face
about
you
know.
Just
what
it
feels
like
to
be
in
a
caring,
loving,
appropriate
environment
makes
you
feel
better
and
and
that's
what
we
want
all
of
our
kids
to
have
so
so.
Thank
you
again
for
your
incredible
leadership
on
this
very,
very
difficult,
but
very,
very
important
topic
and
I
hope
that
we
can
talk
and
maybe
come
up
with
a
plan.
A
You
know
it
may
be
a
different
kind
of
school
committee
meeting,
but
a
time
that
we
really
can
have
a
more
full
discussion
around
these
issues
because
I
know
all
of
our
members
have
many
many
many
more
clarifying
questions.
They
would
like
to
ask
and
would
like
to
create
a
time
when
we
could
actually
have
that
conversation.
B
Thank
you
chair.
So
just
just
a
couple
of
points
you
know
I
think
I
think
the
goal
of
bringing
up
the
green,
New,
Deal
and
familiarizing
everyone
with
it
on
regular
meetings.
He
said
that
we
don't
have
a
situation
where
everything
kind
of
has
to
come
to
bear
in
a
meeting,
but.
A
B
You
know
we're
caught
a
little
bit
in
this
tension
of
a
declining
in
enrollment,
a
recognization
that
a
recognition
that
that,
for
some
of
our
students
in
buildings
that
are
not
conducive
to
just
the
basic
academic
programming,
they're,
not
getting
what
they
need
and
in
the
overall
system,
a
stretch
of
soft
dollar
money
that
is
actually
diluting
resource
for
all
schools.
And
so
there
is
a
sense
of
urgency
to
the
work
at
the
same
time
that
the
key
is.
B
We
have
to
be
as
thoughtful
and
informed
as
possible
in
the
process,
and
so
this
is
why
this
is
probably
one
of
the
most
complex
things
that
we
need
to
do.
We
do
need
to
do
it
with
that
sense
of
urgency
with
the
community.
B
We
do
need
to
have
it
be
transparent
with
Equity
at
heart,
but
we
may
not
have
all
the
data
in
a
perfect
world
that
is
going
to
be
the
longitudinal
that
we
all
would
like
to
have
so
I
think
this
is
going
to
be
some
trade-offs
in
the
process
as
we
go
through
it.
That's
that's
my
sense
of
it
coming
into
it
new
and
looking
at
it
I
think
in
a
very
short
amount
of
time.
B
In
a
month,
we've
been
able
to
pull
together,
I
think
a
supportive
group
of
folks
that
have
each
entity
different
pieces
of
information
to
work
with
our
city
partners,
and
you
know
just
you
know
to
for
you
know,
for
Indie
and
chief
Irish
I,
think
you
know
that
that
piece
has
been
really
important
because
it's
taking
it
out
of
just
the
facility
realm
and
it's
actually
making
this.
What
it
really
is,
which
is
you
know
about
about
what?
What
is
our
school
plan
and
vision?
B
Long
term,
you
know
in
in
VPS,
so
I
appreciate
the
depth
of
the
questions.
The
committee's
asking
I
do
want
to
make
this
a
more
regular
conversation.
B
I
know
that
you
know
a
committee
member
O'neill,
Vice,
chair
O'neill.
You
know
kind
of
pointed
that
out
and
said.
This
is
like
the
first
of
many
and
it
will
be,
but
I
think
for
us
to
do
due
diligence
on
it.
B
We
have
to
make
it
more
of
a
regular
update,
not
one
that
happens
like
every
four
months
or
six
months
or
a
year
kind
of
thing,
so
just
appreciate
the
committee's
deep
thinking
on
it
and
the
public
comments
from
earlier
from
our
families
and
our
parents
as
well
chair
I,
wanted
to
to
know
our
human
capital
department
has
put
a
tremendous
amount
of
work
into
their
presentation.
B
It
is
also
extensive
and
and
I
think
that
there
will
be
quite
a
few
questions
as
there
should
be
about
it
and
so
I
need
your
guidance.
Do
you
think
we
should
continue
with
it
given
the
time,
or
would
you
like
us
to
to
consider
putting
it
on
next
school
committees,
agenda
and
reworking
that
agenda.
A
I
would
say
knowing
that
I
think
we
got
the
final
updates
very
late
this
afternoon
and
I'm
not
sure
how
much
time
people
had
to
deal
with
it
to
read
it
and
that
we
are
having
a
meeting
next
week.
I
think
we
could.
You
know
I
and
I'll,
leave
it
to
the
committee.
We
can
have
a
vote
on
this.
I
would
think
postponing
it
until
next
week
and
having
people
really
have
some
time.
Yes
to
really
dig
deep
into
this,
and
you
know
really
take
it
in
would
be
more
appropriate.
A
It's
9,
30,
almost
10
o'clock
and
many
of
us
have
had
a
very
long
day,
starting
at
seven
this
morning
out
and
about
for
breakfast.
So
you
know
is
what
is
the
sense
of
the
committee?
Do
we
want
to
take
vote,
postpone
emotions
all
those
in
favor
of
postponing
till
next
week?
Can
you
give
me
a
thumbs
up,
or
so
what
am
I
seeing?
Okay,
one
two
three
four
five
except
I,
think
we're
there.
A
Yes,
okay,
so
I
think
we'll
take
more
time
to
to
review
it
and
and
then
and
start
out
with
that.
Yes,
that's.
B
Thank
you
for
that
very
much
very
much.
I
teach
that
and
I
know
that
they're
incredibly
proud
of
their
work.
You
know
Chief
Catchings
in
her
staff
and
so
I
just
want
to
make
sure
that
we
give
it
the
respect
it
deserves.
Yes,
so
I
appreciate
the
committee's
willingness
to
to
be
able
to
put
it
to
next
week.
Yes,.
AF
A
So
with
that,
we'll
move
on
to
public
comments
on
reports,
Miss
Sullivan
thank.
A
No
new
business
tonight,
but
that
concludes
our
business
for
this
evening,
but
our
next
virtual
school
committee
meeting
will
take
place
next
Wednesday
on
November,
2nd
at
5
pm.
So
thank
you.
Thank
you
for
a
very
robust
conversation
and
ready
for
next
week's,
and
so,
if
there's
nothing
further,
I'll
entertain
a
motion
to
adjourn
the
meetings.
Is
there
a
motion.