►
Description
Boston School Committee Budget Hearing and Meeting 3-15-23 Part 1
B
A
A
Tonight's
hearing
documents
are
posted
on
the
committee's
webpage
bostonpublicschool.org
school
committee.
Under
the
March
15th
meeting
link
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish,
Haitian,
Creole,
cabaveriano,
Cantonese,
Mandarin,
Vietnamese
and
American
signed
language.
The
interpretation
feature
has
been
activated:
click
the
globe
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
signed
up
for
public
comment
closed
today
at
4
30
pm.
Please
make
sure
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
the
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
D
Thank
you,
chair,
Robinson,
good
evening,
everyone.
You
know
this
is
our
final
budget
hearing
before
our
vote
next
week,
I'll
share
a
bit
more
later
on
in
the
evening
before
our
updated
presentation,
but
before
I
turn
it
over
to
Chief.
Cooter
I
just
want
to
say
that
this
has
been
a
very
comprehensive
process.
D
We
have
appreciated
all
of
the
feedback
that
we
have
received
from
school
committee
in
the
form
of
questions,
comments,
concerns
suggestions
and
similarly,
with
the
public
hearings
being
able
to
get
that
level
of
feedback
from
the
public
as
they
are
seeing
it
through
their
public
comment.
You
know
comments
and
testimony.
This
is
what
actually
makes
the
budget
process
in
addition
to
the
feedback
we
get
from
our
school
leaders
and
school
communities
throughout
the
process,
so
comprehensive
and
at
the
end,
creates
a
budget
that
we
present
to
you
for
a
vote.
D
D
As
you
will
see,
this
budget
is
the
first
of
several
that
will
build
toward
our
work
in
key
areas
of
the
organization
and
I
I
want
to
commend
Chief
kuder
and
his
staff
for
the
work
that
they
have
done
in
preparation
of
this,
including
David
Bloom,
really
to
be
responsive
to
the
field
and
to
the
questions,
and
with
that
I
will
turn
it
over
to
Chief
Cooter
to
be
able
to
begin
reviewing
and
walking
through
the
committee's
outstanding
questions.
Thank
you,
chair.
E
Thank
you,
superintendent
and
good
evening
school
committee
members
later
this
evening,
as
we
mentioned
I'll
present
to
you,
the
superintendent's
final
recommended
fy24
budget
of
1
billion,
445
million
729
446
dollars
over
the
last
six
weeks.
We've
heard
from
members
of
the
community
had
many
deep
discussions
with
this
committee
Guided
by
your
thoughtful
and
insightful
questions,
and
we've
also
had
the
opportunity
to
finalize
many
school-based
budget
decisions
in
partnership
with
our
school
leaders.
E
During
the
budget
hearings,
we
did
our
best
to
answer
all
of
your
questions
accurately
and
clearly,
but
inevitably
there
are
questions
that
we
were
unable
to
answer
during
the
meeting
in
which
it
was
asked,
so
we're
committed
to
providing
you
with
all
the
necessary
information
to
make
an
informed
decision
about
the
budget.
To
that
end.
On
behalf
of
the
leadership
team
and
superintendent
I
shared
a
memo
with
this
committee,
which
the
public
can
find
posted
online
at
bostonpublicschools.org
budget.
E
This
memo
answers
what
we
believe
were
the
remaining
unanswered
questions
from
this
body.
I
won't
read
the
full
memo
here.
The
purpose
of
tonight's
hearing
is
to
hear
more
to
provide
more
opportunity
to
hear
from
the
public
and
their
input,
but
I
do
want
to
highlight
one
of
the
responses
on
a
topic
that
has
been
a
big
part
of
the
feedback
we've
received
specifically
multilingual
Learners
and
the
desire
to
expand.
Multilingual
and
bilingual
education
has
been
a
clear
area
of
Interest
for
fy24.
E
The
district
will
create
a
bilingual
programs
Department
as
part
of
the
office
of
Multicultural
and
multilingual
education,
where
we'll
hire
a
new
native
language
assessment
coordinator,
a
recruitment
and
pipeline
manager
for
bilingual
teachers,
a
hiring
specialist
specifically
for
om
and
the
office
of
student
support
and
we're
investing
a
million
dollars.
Moving
bilingual
family
Specialists
off
of
Esser
funding
to
secure
those
for
long-term
sustainability.
E
On
top
of
that,
we're
investing
in
10
bilingual
paraprofessionals,
five
Heritage
language
teachers
in
high
schools
and
providing
rules-based
reading
training
for
10
bilingual
teachers,
including
summer
bilingual
program
as
part
of
our
summer,
offering
for
multilingual
Learners
as
well.
So
there's
a
lot
of
Investments
that
we're
going
to
highlight
later,
but
I
think
it's
important
for
us
to
continue
to
talk
about
the
important
Investments
that
are
informed
by
feedback
we've
received,
particularly
around
multilingual
Learners
and
bilingual
education
with
that.
E
I
want
to
thank
you
again
as
a
superintendent
did
for
your
thoughtful
questions
and
to
the
community
for
their
feedback.
Public
testimony
is
an
important
part
of
this
budget
process
and
has
shifted
the
way
we
fund.
Our
district
has
also
shaped
the
way
in
which
we
approach
new
initiatives
or
deploy
resources.
So
thank
you
for
everyone.
Who's
taken
the
time
to
participate,
and
for
those
of
you
who
will
continue
to
testify
this
evening
with
that
I'll
turn
it
back
over
to
chair
Robinson,
for
your
questions
and
for
public
comment.
A
Thank
you
for
the
update
and
because
of
this
is
a
budget
hearing.
I
want
to
pause
here
for
public
comment.
Committee
members
will
have
the
opportunity
to
share
questions
and
comments
following
the
formal
budget
presentation
a
little
a
little
later
after
we
transition
into
tonight's
meeting
the
Sullivan.
B
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
and
not
answered
at
this
time,
but
refer
to
the
superintendent
for
later
response.
B
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
10
speakers
for
this
budget
hearing.
Each
person
will
have
three
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation,
Services
we'll
receive
an
additional
two
minutes.
B
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.
B
B
B
F
No:
okay,
okay,
okay,
good
evening
board,
BPS
board,
I'm
Destiny,
Williams
and
I
go
to
Dearborn
STEM
Academy
I'm
in
ninth
grade
and
I'm,
a
youth
leader
I,
associate
that
Latina
I'm
here
to
advocate
for
decreasing
the
funding
for
metal
detectors
and
BPS
Boston
Public
Schools,
also
to
address
Our
concern
with
the
proposal
to
increase
funding
for
more
BPD
Boston
police
president
Boston
Public
Schools
I
would
like
to
share
some
other
solutions
to
address
safety.
Student
safety
in
our
schools.
F
I
completely
disagree
with
adding
more
metal
detectors
in
schools
and
increasing
BPD
in
our
Boston
public
schools.
From
having
experience
with
metal
detectives
in
my
school
Dearborn,
STEM
Academy,
it
would
make
me
feel
very
unsafe
to
have
to
come
to
school
and
get
into
search
when
coming
into
school
and
having
to
worry
about
if
the
metal
detectors
beep
because
of
my
Apple
watch
or
my
necklace.
Eventually,
it
gets
tiring
to
have
to
think
about
walking
into
school
and
not
happening.
F
It
has
been
statistically
proven
that
minorities
are
constantly
being
targeted
by
police,
so
having
more
police
in
our
schools
can
cause
many
issues
for
people
like
me,
overall
I
believe
Boston
Public
Schools
should
rethink
their
decision
with
either
more
police
and
more
metal
detectors.
I
hope
you
consider
the
issue
that
this
would
cause
how
many
people
it
could
possibly
hurt
and
most
of
all
how
it
will
affect
your
students.
Instead,
I
recommend
you
increase
the
budget
to
repair
the
school
bathrooms
or
other
facilities.
F
The
majority
of
Boston
Public
School
platforms,
I
have
seen
the
mirrors
are
scratched
up,
the
walls
need
to
be
repainted,
the
roof
has
leaks
and
pieces
of
the
ceiling
are
falling
instead
of
policing,
the
bathrooms
and
guarding
them.
Maybe
work
on
getting
them
fixed
and
cleaned
correctly.
Another
thing
you
can
use
the
funding
for
it
instead
is
finding
ways
to
resolve
bullying.
F
You
can
hire
more
counselors
or
mental
health
staff
to
talk
to
the
students
and
see
how
they're
feeling
I
feel
there
are
more
pending
issues
in
Boston
in
the
Boston
Public
School
System,
then
the
issue
of
adding
more
metal
detectors.
Lastly,
we
need
you
to
include
us
your
students
in
the
decision
you
make
about
our
safety.
We
ask
that
you
form
a
youth
safety,
Advisory
Group
made
up
of
the
students
in
our
family,
social
Latina
and
several
organ
other
organ
musicians
have
reached
out
about
this
concern
in
the
last
couple
of
months.
F
G
Good
evening
I'm
Mary,
Tamer
and
I'm
the
executive
director
of
democrats
for
Education
reform,
Massachusetts
I'm
here
today
to
talk
about
the
decline
in
enrollment
at
Boston,
public
schools
and
the
long
overdue
need
to
write
size
and
modernize
the
district.
It's
no
secret.
The
pandemic
has
supercharged
a
decline
in
enrollment
in
public
schools
across
the
country
and
BPS
is
no
exception,
but
while
covet
accelerated,
the
decline,
BPS
enrollment
has
been
on
a
downward
spiral
for
two
decades.
G
A
recent
analysis
from
the
Boston
Schools
fund
found
enrollment
declined
for
the
eighth
straight
year
last
year
and
it's
down
more
than
15
percent
since
2014
a
loss
of
more
than
8
000
students,
most
of
them
black.
More
than
60
percent
of
BPS
schools
had
a
decrease
in
enrollment
over
the
past
five
years.
Yet
BPS
continues
to
operate
125
school
buildings
with
a
capacity
to
serve
55
200
students,
6
900,
more
than
are
currently
enrolled.
Demographic
Trends
show
that
Boston
will
need
fewer
schools
as
time
goes
on
not
more
underutilized.
G
Buildings
cost
the
same
to
run
as
fully
enrolled
schools,
but
BPS
is
operating
and
transporting
students
to
at
a
minimum
16
more
school
buildings
than
it
needs,
because
funding
is
based
on
enrollment
under
enrolled,
schools,
have
less
money
to
pay
bills
and
ensure
that
students
have
the
school-wide
resources,
academic
and
mental
health
supports
and
Staffing
they
need
for
years.
Bps
filled
the
financial
gaps
caused
by
enrollment
declines,
with
so-called
soft
Landing
funding.
G
12
years
later,
that
figure
has
grown
to
more
than
56
million
annually
and
over
the
last
three
years,
BPS
has
spent
a
staggering
101
million
in
soft
Landings
for
empty
seats.
If
this
proposed
budget
passes,
you
will
bring
that
total
to
169
million,
including
25
million
in
Esser
funds
that
were
intended
to
help
students
recover
from
the
pandemic,
not
to
pay
for
empty
seats.
The
uncomfortable
truth
is
we
will
never
be
able
to
create
or
invest
in
a
truly
sustainable
system.
G
Until
we
write
size
and
modernize
it
BPS
should
Institute
a
community-centered
long-term
capital
plan
that
modernizes
school
buildings
and
creates
higher
quality
schools
and
programs
that
meet
the
needs
of
all
students.
Bps
can't
get
there,
however,
with
the
piecemeal
approach
and
a
lack
of
courage
to
make
difficult
decisions,
including
school
closures
and
mergers.
G
District
and
city
leaders
need
to
ask
important
questions,
including
what
is
the
educational
experience
we
want
every
child
to
have
and
how
are
we
fulfilling
our
mission
to
meet
the
needs
of
each
and
every
child
by
squandering
169
million
dollars
on
empty
seats
in
four
years?
This
body
and
the
leaders
of
this
city
have
avoided
these
tough
decisions
for
long
enough
and
as
a
result,
too
many
Boston
students
do
not
get
the
education
they
deserve.
G
B
H
Obviously,
I
haven't
had
a
chance
to
to
go
through
the
details,
but
it's
important
to
see
that
there
is
a
response
on
the
part
of
the
district
I
I
wanted,
also
to
thank
some
of
the
leading
staff
for
sending
us
new
enrollment
numbers
for
English
Learners
and
for
being
willing
to
explain
to
some
of
us
why
they
are
proposing
to
add
38
ESL
teachers.
If
I
understand
correctly,
some
of
these
ESL
teachers
would
be
working
with
new
students
assigned
to
single
language
SEI
classes,
where
the
existing
teachers
are
not
ESL
licensed.
H
That
is
reassuring,
since
adding
students
to
single
language,
SEI
classes
expands
access
to
native
language,
but
we
also
discovered
a
new
problem,
apparently
under
the
traditional
BPS
approach
to
inclusion.
Multilingual
alerts
with
disabilities,
who
the
IEP
team
considers
ready
for
inclusion
are
being
transferred
from
SEI
language,
specific
classes
into
general
education
with
ESL
that
would
reduce
their
access
to
native
language.
The
opposite
of
our
goals:
I,
don't
want
us
to
get
lost
in
the
weeds
of
these
kinds
of
details.
There
are
larger
truths
that
all
of
us
need
to
keep
in
mind.
H
Over
the
past
five
years,
there's
been
a
significant
Trend
in
shifting
students
from
SEI
language,
specific
classes
into
general
education
with
the
SL,
that
is
the
opposite
of
expanding
access
to
native
language.
As
I
said,
I
appreciate
some
of
the
specific
steps
that
were
outlined
earlier,
but
critically
important.
There
is
still
no
overall
plan
explaining
how
BPS
will
expand
access
to
native
language
for
multilingual,
Learners
and
multilingual
Learners
with
disabilities.
H
These
would
include
new
program
models
of
bilingual
education,
new
bilingual
staff,
development
for
teachers
in
Paris
and
so
forth.
We
just
don't
have
that
yet.
Finally,
there
are
better
ways
to
adjust
some
of
the
current
budget
proposals
and
take
action.
This
year,
foremost,
there
could
be
a
significant
new
investment
in
recruiting
hiring
and
developing
bilingual
staff
in
Paris.
In
the
current
budget,
30.
B
H
Isn't
this
exactly
the
kind
of
thing
that
Esser
funding
should
be
used
for
the
proposed
pipeline
programs
underway
are
tiny
compared
to
the
needs
in
the
future?
What
about
investing
in
professional
development,
the
professional
staff
of
literacy,
coaches
or
principals
and
other
leaders,
and
so
forth
it
we?
These
are
budget
adjustments
that
could
be
made
now.
Please
do
something
now
to
improve
Beyond,
even
what
you
have
initially
proposed
budgets
for
Melody
legal
Learners
and
multilingual
Learners
with
disabilities.
Thank
you.
I
I
I
I
agree
upon
what
everybody
has
said
already,
but
one
of
the
main
things
I
would
like
to
talk
about
is
safety,
making
sure
that
is
reflected
in
the
budget
but
also,
most
importantly,
our
Athletics
program,
our
La,
our
athletic
programs
lead
to
our
youth
for
extra
curriculum
activities
and
also
after
school
programming.
We
have
a
lot
of.
We
have
a
lot
of
students
who
are
not
connected
primarily
the
Middle
School
aged
kids.
You
know
the
sixth
to
eighth
graders.
I
You
know
making
sure
that
they're
taken
care
of,
and
also
too
in
today's
recent
Global
article.
In
regards
to
the
shaw,
the
shaw
is
near
and
dead
in
my
heart,
just
like
Madison
Park
I've
volunteered
there
and
they've
been
promised
through
previous
super
attendance
that
looking
at
a
new
building
a
new
school
facility
for
Mattapan
would
be
excellent
and
I'm
glad
superintendent,
Skipper
and
her
team
have
worked
with.
You
know
the
shaw
school.
I
They
are
dedicated
teachers
who
work
very
hard
for
the
families
and
students
in
a
small
school
setting.
Having
a
brand
new
building
would
just
help
Elevate
and
expand
the
success
that
BPS
is
looking
for
and
it
would
give
Matt
a
pen
a
a
brand
new
building
that
we
have
not
had
in
a
number
of
years.
That
is
BPS.
We
have
a
lot
of
charter
schools
that
have
put
up
buildings,
so
that's
all
I'm
gonna
take
your
time
in
doing
today.
Thank
you
very
much.
I
look
forward
to
looking
at
the
budget
in
our
details.
B
J
Hello,
my
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident
budget
presentations
do
not
prioritize
getting
funds
to
classrooms.
The
Henderson
students
who
recently
protested
highlighted
the
lack
of
Engagement
in
appropriate
suspensions
and
exclusion,
and
an
investment
in
cell
phone
holding
devices
rather
than
funding
supplies
and
restorative
justice
practices.
J
The
BPS
Community
is
struggling,
and
the
answer
to
this
problem
is
not
additional
punitive
measures
like
investing
in
18
Community
connections,
coordinators,
when
the
restorative
justice
office
has
only
two
full-time
staff
or
an
additional
31
million
dollars
in
cameras
when
schools
don't
have
reliable
internet.
When
student
School,
Committee
Member,
Diego
Meda
brought
this
up.
Nate
Cooter
was
quick
to
say
that
funds
for
cameras
were
coming
from
capital
budget.
J
However,
Cooter
and
Skipper
failed
to
address
the
18
new
community
connections
coordinator
positions,
to
divert
from
the
court
issue
of
funding
and
implementing
a
comprehensive
restorative
justice
plan
throughout
the
district,
which
requires
more
than
the
current
only
two
full-time
staff
people,
superintendent
Skipper
appears
to
be
committed
to
funding
18
Community
connections
positions
rather
than
increasing
the
restorative
justice
office
by
18..
Again,
there
are
only
two
full-time
staff
people
in
the
restorative
justice
Office,
rather
than
listening
to
the
community.
J
Bps
has
reduced
opportunities
to
engage
with
those
impacted
the
most,
which
is
why
there
are
only
there
have
only
been
three
Community
equity
roundtables.
In
addition,
Skipper's
commitment
to
improving
Transportation
has
been
to
pretend
things
will
get
better.
A
contract
with
Lyft
has
not
been
completed,
and
so
ensuring
students
get
to
school
on
time
and
families
won't
have
to
incur.
The
cost
has
not
been
prioritized.
She
claimed
this
would
be
done
by
Thanksgiving,
a
PRS
finding
and
many
inequities
later
still
nothing.
J
Superintendent
Skipper
remains
committed
to
saying
things
than
doing
the
complete
opposite.
As
for
the
regard
of
Mr
disregard
of
Mr
metha's
comments
and
questions,
it
is
intellectually
disingenuous
to
deflect
an
answer.
Leadership
is
not
just
about
asking
questions.
It's
about
taking
action.
We
have
shiny
new
cameras
installed
in
schools,
but
students
are
struggling
to
get
to
schools.
Restorative
justice
is
about
changing
a
school
culture
where
students
are
valued
and
their
voices
are
leading
their
education.
This
will
not
happen
through
Community
connections,
coordinators
cameras
or
performative
central
office
staff.
How
will
staff
undo
harm?
J
Where
is
that
in
the
budget
in
terms
of
enrollment
decline,
the
district
needs
to
start
building
new
facilities.
Soft
Landing
dollars
have
supported
schools
with
disproportionately
large
numbers,
a
black
latino
students
with
disabilities
and
English
Learners,
which
the
district
has
divested
in
historically,
this
divestment
lowers
enrollment
with
then
impact
school
budgets
directly,
creating
budgets
that
are
focused
on
Equity.
How
will
staff
undo
the
harm?
Thank
you.
B
B
K
L
L
K
K
K
L
L
K
K
A
C
O
O
I
would
like
to
begin
by
saying
that
I
fully
support
and
appreciate
superintendent
Skipper's
commitment
to
providing
a
home
language
to
students
who
are
in
the
process
of
learning
English.
However,
this
initiative
and
policy
needs
an
action
plan
and
an
investment,
and
it
is
urgent
and
must
be
addressed
in
this
budget
to
enable
students
access
to
success.
O
O
How
are
our
multilingual,
Learners,
learning
English
and
achieving
at
grade
level?
Well
I
just
found
out
from
the
based
on
the
Massachusetts
Department
of
Elementary
education,
the
results,
and,
let
me
ask
you
this
question:
would
you
send
your
child
to
a
school
where
over
90
percent
of
the
peers
do
not
pass
the
MKS.
O
Would
you
well,
this
is
the
situation
that
we
currently
have.
According
to
Desi
students,
ell
students
are
multilingual
students
in
math,
only
eight
percent
meet
expectations
or
exceed
expectations,
and
in
English
language
arts
is
only
five
percent.
If
you
go
to
the
10th
grade,
the
results
are
no
greater.
O
A
only
eight
percent
are
meeting
expectations
so
and
when
we
look
at
Ela
is
less
it's
six
percent.
What
our
students
from
BPS
going
to
do
with
this
kind
of
experience
in
school
I,
truly
believe
we
can
do
better
30
seconds
I
believe
these
results
are
Immortal
because
they
are
harming
students
such
a
possibilities
to
achieve
at
grade
level.
O
So
the
time
and
the
other
thing
that
I
would
like
to
mention
is
that,
among
and
again
my
perception
in
terms
of
what
is
happening
with
this
budget,
that
is
physical
inequity
before
our
own
laws
in
this
city,
in
a
district
that
had
prizes
itself
on
equity
and
access.
Let's
acknowledge
this
Equity,
let's
fix
it
by
providing
Equitable
funding
for
our
English
Learners
with
and
without
disabilities,
including
dual
language
programs
and
access
to
home
language
in
the
ways
that
are
creative
and
meaningful
in
helping
them
achieve
at
grade
level.
P
Okay
good
evening,
Boston
school
committee
and
superintendent
Skipper
I'm
sharing
this
statement.
As
a
former
BPS
school
teacher,
a
Mattapan
resident
and
current
co-chair
of
the
opportunity
at
achievement
gaps
task
force.
The
task
force
has
spent
the
past
a
couple
of
months,
actually
clarifying
our
focus
on
efforts
to
close
gaps
for
historically
marginalized
students,
who
now
have
three
primary
focus
areas.
One
is
data
and
accountability.
Two
is
increasing
teacher
diversity,
retention
and
support,
and
three
will
be
to
revised
the
2016
policy
and
insurers.
P
Increasing
teacher
diversity,
as
you
know,
is
a
critical
part
of
the
2016
oad
policy,
a
proven
message
for
closing
opportunity
and
achievement
gaps
for
the
purposes
of
the
2025
budget.
We
would
like
to
see
if
the
district's
commitment
to
increasing
teacher
diversity
evidenced
by
an
increase
in
funding
for
this
important
area.
Currently,
funding
has
been
moved
from
Esser
dollars
over
to
the
district's
main
budget,
which
is
a
good
first
step
to
ensure
long-term
sustainability
after
expertise.
However,
the
office
of
recruitment
cultivation
and
diversity,
known
as
rcd,
is
not
adequately
funded
for
the
task.
P
For
decades,
BPS
has
been
in
violation
of
the
1974
Garrity
order.
That
requires
at
least
25
black
teachers
in
the
district
has
repeatedly
fallen
short
of
this
goal.
This
does
not
even
take
into
account
the
vast
need
for
Latino
teachers
and
linguistically
diverse
teachers
who
speak
the
languages
of
our
students.
P
At
the
same
time,
there
are
over
600
unfilled
positions
in
DPS
this
year
alone.
It
is
part
of
an
even
bigger
Nationwide
teacher
shorted.
The
district
can
and
must
be
more
level.
Funding
is
not
sufficient
to
meet
this
current
crisis.
Cps
should
amend
the
budget
or
to
include
the
following
number:
one
increase
funding
for
Teacher
diversity
and
recruitment.
This
includes
increased
funding
for
existing
pipeline
programs
with
proven
results,
including
people
here,
the
Boston
Tea
for
Residency
program,
as
well
as
Boston's
own
Boston
teacher
Fellowship,
the
actp
program
and
Boston
College
pipeline
programs.
P
Second
recommendation
is
to
increase
funding
for
keep
your
retention
and
support,
including
mtel,
prep
and
teacher
Cadets,
and,
lastly,
to
develop
and
Implement
a
monitoring
system
and
report
card
to
be
shared
with
the
public
that
reach
each
School
based
on
the
number
of
open
positions.
The
number
of
candidates
of
color
who
were
hired
this
system
will
create
greater
transparency
for
the
broader
community
and
greater
accountability
for
hiring
managers.
P
Lastly,
in
the
spirit
of
data
and
accountability,
the
task
force
is
requesting
information
on
the
amount
of
funding
in
the
budget
and
specifically
earmarked
for
increasing
teacher
diversity
and
professional
development.
We
also
separately
have
questions
about
the
nine
Equity
Specialists
who
are
included
in
the
budget.
Where
is
the
job
description?
Who
are
they
reporting
to
and
how
would
their
goals
be?
In
alignment
with
the
oad
policy
and
these
and
lastly,
the
task
force
will
be
meeting
twice
this
month.
We
will
prepare
additional
recommendations
for
the
district
we
will
present
at
later.
Thank
you.
A
You
Ms,
Sullivan
and
I
want
to
thank
everyone
who
spoke
tonight.
Your
input
is
critical
as
we
consider
the
superintendent's
budget
recommendations
for
fiscal
year.
24.
I
want
to
remind
everyone
that
all
budget
documents
are
available
online
at
bostonpublicschools.org
budget.
You
can
email
your
comments
to
budget
at
bostonpublicschools.org,
as
well
as
to
the
school
committee.
There's
nothing
to
further
I'll,
entertain
a
motion
to
adjourn
this
budget
hearing
and
immediately
convene
our
regular
school
committee
meeting.
Is
there
a
motion
to
adjourn
the
meeting.
A
R
A
Thank
you.
We'll
move
right
into
we'll
move
right
into
tonight's
school
committee
meeting
we'll
begin
with
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
February
15
school
committee
meeting
February
16th
budget
hearing
in
March
1st
budget
hearing
as
presented.
Is
there
a
motion
so.
T
U
A
B
R
V
V
A
D
Thank
you,
chair
and
good
evening
again
to
everyone
or
for
those
just
joining
us
in
school
committee.
I
want
to
begin
by.
First
of
all,
wishing
everyone
a
happy
women's
History
Month
throughout
this
month.
You
know
we're
going
to
celebrate
priority
of
ways,
but
it's
the
impact
and
the
contributions
of
women
locally
and
throughout
the
world
and
we'll
be
holding
events
throughout
this
month
and
amplifying
leaders
and
Visionaries
through
our
Equity
Warrior
series.
D
D
You
know
I
recently
hit
my
five
month
Mark
and
although
it
is
true
that
there
is
a
lot
of
familiarity
in
coming
back
to
the
district,
there's
also
been
marked
changes
of
What
What
In,
how
the
district
operates
over
the
last
seven
years,
so
I
wanted
to
make
sure
that
I
was
listening
to
our
Central
and
school-based
leaders
and
staff.
Certainly
our
families,
Community
Partners
and
members
students
just
make
sure
that
the
structure
that
we
use
and
ultimately
adopt
addresses
and
supports
the
concerns
and
the
hopes.
D
I
think
the
first
was
single
point
of
failure,
and
this
this
was
often
at
the
highest
levels
of
the
organization,
and
it
had
to
do
with
decision
making
where
so
many
decisions
were
lay
with
one
person
that
when
there
was
a
delay,
it
delayed
important
decisions
being
made
and
executed
across
the
district,
and
in
many
of
these,
things
were
also
called
out
in
the
consul
grade,
City
Schools
reports
and
then
the
deci
audit.
The
second
was
around
distributed
leadership,
and
in
this
it
was
around
really
having
a
distributed.
D
D
That
I
think
is
the
blue
and
the
bonding
that
we
all
share.
Some
of
the
leaders
that
you
know
you'll
you'll
see
in
meet
tonight.
Their
leaders
who
are
or
were
BPS
parents
themselves
your
BPS
alone,
I'm,
always
proud
of
that
and,
most
importantly,
all
of
them
individually
can
really
talk
about
their
pride
and
their
commitment
to
serving
this
BPS
community
in
Boston.
D
D
D
You
know
we
have
specifically,
you
know
in
in
the
among
our
deputies
and
Chiefs
Spanish
Mandarin
Cape,
Verdean,
Creole
Portuguese
him
a
few.
The
organizational
structure
that
I
announced
yesterday
and
we'll
talk
about
tonight
also
aligns
very
strategically
to
our
key
priorities,
and
this
I
think
is
very
important
for
cohesion
in
the
district.
D
It
also
speaks
to
our
priority
of
social,
emotional
learning
and
I.
Think
this
one
is
incredibly
important
post
pandemic,
as
we've
all
seen,
our
young
people
really
struggling,
seeing
our
family
struggling
and
so
an
emphasis
to
that
certainly
streamlining
our
operations
and
our
student
safety
and
I
think
that
also
means
you
know,
as
you
will
see
in
you've,
seen
in
the
budget,
but
also
in
the
org
chart
that
this
also
means
using
technology
and
data
and
building
Enterprise
systems.
D
D
Accountability
in
our
schools
and
making
sure
that,
in
the
work
we're
doing
whether
it's
the
budget
or
any
of
the
you
know,
academic
initiatives
and
priorities
that
we've
laid
out
that
there's
clear
there
will
be
clear,
metrics
and
goals
that
are
affiliated
with
those.
So
we
can
hold
ourselves
accountable
to
that
work.
D
There's
three
main
areas
of
work
that
are
represented
in
the
org
chart
and
they're
each
led
by
a
deputy
and
so
I
I
feel
strongly,
and
that
in
our
deputies
is
so
proud
of
the
work
that
they're
responsible
for
and
are
doing
and
I
want
to
make
sure
you
hear
their
voices
as
you
did
last
week,
but
perhaps
you
know
just
in
a
deeper
way
as
they
explain
their
organization.
So
our
senior
Deputy
superintendent
of
academics
will
certainly
speak
to
that.
D
Dr
Linda
Chen,
our
Deputy
superintendent
of
equity,
family
and
Community
advancement,
which
area
of
work
is
led
by
Dr,
Anna
Tavares
and
our
Deputy
superintendent
of
operations,
which
is
led
by
Dr
Samuel
depina.
So
they
will
be
presenting
in
a
more
deep
view.
They're
part
of
the
organization
for
which
they're
responsible
additionally
couldn't
do
any
of
this
work.
Without
our
fantastic
Chief
of
Staff,
Rachelle
nusso
will
be
supporting
the
organization
enhancing.
D
Is
they
undertake
the
critical
work
in
their
areas
moving
forward
and
so
I'll
be
excited
to
have
shell
speak
to
that,
and
then
just
you
know,
kind
of
finally,
last
meeting
we
we
heard
from
each
of
the
deputies
about
their
scope
of
work,
but
I
think
what
we've
attempted
to
do
in
the
org
chart.
And
again
you
can't
detail
every
Department
deeply.
D
Some
departments
have
things
underneath
or
multi
multi-departments
within
a
department
given
the
size
of
the
organization,
but
I
want
them
to
dive
a
little
deeper
into
the
org
chart
to
just
be
able
to
hit
on
the
highlights
of
their
teams,
and
Michelle
will
do
the
same
so
with
that
I'm
going
to
very
proudly
turn
it
over
to
Dr
Jen.
To
talk
specifically
about
the
academic
side
of
the
house
to
start
Linda.
W
Thank
you
superintendent,
good
evening,
chair
and
school
committee
members.
At
this
time,
I'd
like
to
have
the
the
Chiefs
and
the
exec
the
school
superintendents
turn
on
their
camera,
so
you
can
see
them
as
well.
It
is
such
a
privilege
to
work
alongside
the
superintendent,
my
colleagues
and
our
academics
team.
The
academics
division
supports
the
district's
priorities
to
ensure
that
every
child
has
access
to
culturally
and
linguistically
sustaining
grade
level
instruction
every
day
in
every
classroom
in
every
school
across
the
city.
W
W
In
our
elementary
and
K-8
regions,
we
have
Dr
Tommy
Welsh
region,
one
Mary,
Driscoll,
Region,
2,
Natalie,
diazek,
Region,
3,
Dr,
Christine,
Landry,
Region,
4,
Dr,
Elena,
Luna,
Region,
5,
Ephraim,
toledano
region
6,
and
in
our
secondary
schools,
regions,
Dr,
Tanya,
Freeman,
wisdom,
region,
7,
Gene,
Roundtree,
Region,
8
and
Dr
Linda,
McIntyre
region,
9.
I
know
some
of
them
are
still
finishing
up,
commit
Community
meetings
and
principal
interviews.
So
you
may
not
see
them
all
here
tonight,
but
I
assure
you
they
are
on
duty
in
another
venue.
W
The
two
remaining
divisions
within
academics
are
specialized
Services,
which
is
formerly
special
education
and
multilingual
and
Multicultural
education.
Both
of
those
we
are
currently
hiring
for.
However,
in
the
meantime,
Lauren
viviani
is
serving
in
the
role
of
assistant
superintendent,
of
special
education
and
I
am
serving
in
the
role
of
leading
the
OM
office.
W
X
X
Thank
you
for
that
time.
So
again,
I'm
honored
and
humbled
to
be
serving
this
role
and
I'm
excited
to
to
move
some
of
this
work
forward
going
into
the
future
as
we
get
into
the
next
era
of
Boston
Public
Schools.
The
operation
division
is
a
team
of
collaborative
student-focused
leaders
across
six
divisions.
X
X
You
know
six
divisions
I,
like
the
first
reintroduce
many
of
you
to
to
this
person
who
many
of
you
all
know
another
capacity,
but
she
is
now
serving
as
our
chief
of
capital
planning,
and
this
is
Dell.
Stanislaus
she'll
be
leading
up
our
work
around
the
green
new
deal
for
the
Boston
Public
Schools
team.
X
X
X
Finally,
we
have
our
chief
of
operations
in
the
Alvarez
she's,
our
chief
operations,
and
she
works
with
our
traditional
operations,
divisions
and
works
with
our
transportation
department,
our
technology
and
full
nutritional
Services.
As
well
as
our
facilities
division,
our
department
again,
our
job
is
to
make
sure
our
district
runs
smoothly
and
efficiently,
so
that
our
teachers
and
School
staff
can
educate
our
students.
I'll
answer
it
over
to
my
colleague,
Dr
Anna
Tavares.
Thank
you.
Y
Thank
you,
Dr
depina,
as
superintendent
Skipper
shared
in
her
remarks.
Many
of
us
myself
included,
are
proud,
BPS
parents
and
when
I
was
a
principal
at
our
first
dual
language,
school
I
experienced
firsthand
the
transformative
power
of
access
to
learning
in
the
language
and
culture
of
the
community.
We
served
now
as
I
lead,
Equity,
family
and
Community
advancement
divisions,
I
understand
how
critical
it
is
that
we
Elevate
equity
and
engagement
by
strengthening
Partnerships
between
and
among
families,
the
communities
we
serve,
the
district
and,
most
importantly,
our
schools.
Y
Y
Y
Our
goal
and
commitment
is
to
practice
genuine
and
Equitable
engagement
practices.
These
are
essential
to
increasing
trust
within
our
community,
while
providing
us
the
opportunity
to
also
receive
critical
input
and
feedback,
thereby
creating
a
true
partnership.
This
goal
will
take
time
and
commitment.
Thank
you
for
the
opportunity
to
share
our
work.
I'll
now
turn
it
to
my
colleague,
Chief
of
Staff
Rochelle
Norse.
Z
But
we
also
know
that
an
organizational
structure
doesn't
solve
all
of
the
problems.
We
must
have
a
strong
and
United
team
and
a
central
team
that
is
here
to
support
our
schools
so
that
our
schools
can
support
our
students
and
Families.
Thank
you.
Everyone
and
I'll
now
turn
it
back
to
the
superintendent.
D
Great,
thank
you.
Rochelle
I
think
that
there
we
just
were
joined
by
a
few
of
the
school
soups
who
are
finishing
other
meetings,
but
I
can't
tell
from
all
the
people
on
the
screen
who
just
came
in
so
if
I
could
just
ask
all
of
the
school
soups
to
turn
their
cameras
on
and
Dr
eccleson.
Maybe
you
could
just
read
the
names
again
and
what
region
they
are
attached
to.
I.
D
AA
Region,
one
Dr
Tommy
Welsh
I
know
is
here
a
few
of
them
were
just
focused
on
finishing
principal
interviews
with
school-based
committee,
so
I
want
to
thank
Dr
Wells
for
joining
in
region,
two
Mary
Driscoll
in
Region,
3,
Natalie,
Diaz,
ache
and
region;
four
Dr
Christine
Landry
in
region;
five
Dr
Elena
Luna
in
Reading,
six
Ephraim
toledano
in
region;
seven
Ted,
Lombardi,
serving
and
supporting
on
behalf
of
Dr
Tanya,
Freeman
wisdom,
Region,
8,
Gene,
Roundtree
and
region;
nine
Dr,
Lindsay
McIntyre.
Thank
you
all
for
being
here
and
for
your
extraordinary
work.
AA
D
Great
yeah
and
you
shout
out
the
school
soups,
really
they're,
really
making
our
regional
model
work
and
improving
every
day.
So,
thank
you
all.
So
just
thank
you
to
Rochelle
to
the
team.
I
I,
you
know
I
really
do
believe
in
a
a
distributed
and
a
shared
leadership
model.
That's
been
my
entire
career
I,
don't
believe
any
one
person
can
do
all
of
it,
and
so
I
will
rely
heavily
on
this
team.
D
D
D
It's
just
it's
just
human
nature.
When
folks
come
in
and
I
want
to
be
clear,
we're
not
doing
that
we're
building
on
the
things
that
are
working,
we're
acknowledging
them
and
we're
acknowledging
them
with
pride,
and
some
of
those
happened
on
Dr
Casillas.
Some
of
those
happened
under
Dr
Chang.
Some
of
those
happened.
You
know
back
to
early
as
superintendents.
D
D
You
know
we
feel
deep
accountability
and
shared
mission
to
this
work,
to
BPS,
to
helping
to
make
sure
that
this
district
is
the
stable,
high
functioning
District,
that
our
students,
our
families
and
staff,
need
and
deserve,
and
that
at
various
times
in
our
careers,
we
were
part
of
I'm
really
proud
of
the
team,
and
we
want
to
build
a
structure
in
the
BPS.
That
is
a
district
that
can
withstand
change.
D
It
is
strong
enough
that
it
can
withstand
withstand
change
of
a
Personnel.
We
see
a
change
of
you
know
school
committee
mayoral,
a
superintendent,
because
the
systems
and
structures
work
so
well
that
people
hold
on
to
them
and
the
culture
is
strong
enough
that
people
hold
on
to
it
in
the
time
of
change,
and
so
that
is
what
we,
as
as
a
team.
This
amazing
diverse
group
of
chiefs,
School,
soups
and
deputies
come
before
you
tonight
in
this
organizational
chart
and
we're
not
done.
D
So
first
of
all,
I
want
to
shout
out
to
some
some
of
our
Personnel,
so
Antonelli
Mejia
who's,
the
principal
of
the
Sarah
Greenwood
school.
She
was
a
featured
speaker
at
South
by
Southwest
in
Austin,
and
she
was
speaking
about
equity
and
education,
so
shout
out
to
Antonelli
also
shout
out.
We
had
a
lot
of
the
competitions
for
City
championships
in
athletics.
D
Obviously
Athletics
means
so
much
to
the
kids
in
our
community,
and
so
we
celebrate
tonight.
Some
of
our
city,
one
championships,
co-ed
swimming,
went
to
Latin,
Academy
boys,
indoor
track
and
field
to
the
O'brien
girls,
indoor
track
and
field
to
Latin
Academy,
the
boys,
basketball
to
the
Jeremiah
Burke,
the
girls,
basketball
to
Tech,
Boston
Academy
bears
and
they
were
recognized
at
City
Hall
by
City
councilor
Worrell
for
winning
their
first
ever
CD,
League,
Championship
entitled
so
congrats
to
all
of
those
teams.
D
Because
those
athletes
not
only
do
they
compete
hard,
but
they
work
hard
all
season
to
stay
in
shape
in
practice
and
then
do
their
best
on
the
court.
So
congratulations
to
all
those
that
participated,
but
you
know
to
our
to
those
that
took
the
city
championships
extra
congrats,
another
another
shout
out.
Delmas
Mayo
made
history
today
by
becoming
the
first
wheelchair
athlete
to
compete
in
the
National
indoor
games.
D
He
also
improved
on
his
personal
best
by
two
seconds
in
the
mile
and
he
completed
it
in
four
minutes
and
30
seconds,
so
huge
shout
out
to
the
Moss.
We
also
had
the
amazing
opportunity
two
weeks
ago
to
highlight
the
work
with
Special
Olympics
Massachusetts.
We
celebrated
at
Brighton
High
School
bps's
commitment
to
offer
inclusive
and
Equitable
education
and
programming
in
the
area
of
Athletics
and
physical
activity
to
students
across
the
district,
and
we
were
able
to
watch
Brighton
High.
D
It
was
a
Brighton
against
Brighton
game
and
they
played
an
inclusive
game
and
it
was
amazing
to
watch
the
students
work
together,
really
collaboratively
very
exciting.
You
could
feel
the
the
auditorium
gym
was
full
and
you
could
feel
how
excited
and
supportive
the
kids
were
of
one
another.
So
you
know
to
Andrew,
bought
the
the
school
leader
and
to
his
staff
and
to
the
Special
Olympics
Massachusetts,
who
gave
us
an
additional
Grant
to
expand
inclusive
Athletics
across
the
district.
D
Our
schools
have
also
had
some
amazing,
distinguished
guests.
We
had
Governor
Maura,
Healy
and
lieutenant
governor
Driscoll.
They
came
to
talk
to
students
at
the
Hurley
in
honor
of
international
women's
day.
We
also
had
in
the
award-winning
actor
Jared
Holton,
who
plays
Lafayette
and
Thomas
Jefferson
on
Broadway
in
Boston's
production
of
Hamilton.
D
He
stopped
by
Boston
Arts
Academy.
He
also
is
playing
or
has
played,
Shrek
and
instruct
the
musical
and
just
coincidentally,
but
the
students
at
baa
are
starring
and
producing
their
own
version
over
the
weekend
of
Shrek,
the
Musical
and
just
a
shout
out
to
Vice
chair
O'neill
for
making
that
happen.
Making
that
connection
happen,
students
and
staff
were
thrilled
to
be
able
to
meet
Jared.
D
Lastly,
congratulations
to
Bernadette
Manning,
who
is
at
Boston
day
in
evening
Academy.
She
was
selected
by
the
Massachusetts
selection
committee
for
the
presidential
awards
for
excellence
in
Mathematics
and
Science
teaching,
and
she
was
selected
as
a
Massachusetts
level.
Finalist
in
the
mathematics
award
category
side
note
I
had
the
I
had
the
pleasure
of
working
with
with
Bernadette
at
TDA.
D
She
was
a
one
of
our
Math
teachers
there,
so
I
saw
her
powerful
impact
on
students,
her
creativity
and
her
teaching
and
her
ability
to
transform
how
all
this
thought
about
mathematics,
students
and
staff
she's
been
with
our
district
for
over
25
years.
This
particular
mathematics,
category
included
math
technology,
computer
science
and
the
science
category
also
had
science
and
engineering
so
it
you
know.
This
really
is
such
a
tremendous
honor.
D
The
Massachusetts
level
finalists
will
be
honored
at
the
state
ceremony,
which
will
be
happening
in
the
evening
of
May
9th,
so
big
shout
out
to
Bernadette
not
only
for
this,
but
just
for
all
of
the
tremendous
impacts
she's
had
on
our
our
young
students
over
the
years
and
and
staff,
and
so
just
again
thank
you
for
your
time.
This
concludes
my
report
and
happy
to
entertain
questions.
A
L
K
K
K
L
K
K
C
AC
I
have
some
questions
just
about
the
new
organization
chart,
and
hopefully
you
can
walk
us
through
I'm
curious,
just
in
terms
of
like
size
and
scope
as
we're
sort
of
thinking
about
sort
of
how
you
were
envisioning.
These
changes,
I,
don't
know
if
it's
possible
for
you,
either
in
key
areas
or
even
in
its
totality,
but
to
point
us
to
a
few
areas
where
you
think
there
were
significant
changes
from
the
existing
organizational
structure.
Your
theory
of
action
behind
those
changes
and
and
a
little
bit
more
about
the.
Why
I
made
the
move.
D
D
The
first
is
that
we
wanted
to
distribute
the
work
right
so
that
it
was
manageable,
and
so
we
went
from
kind
of
the
one
Deputy
directly
to
the
superintendent,
where
everything
was
going
through
the
superintendent
to
really
a
more
distributed.
Recognizing
these
three
big
bodies
of
work
that
need
to
sort
of
work
coherently
together
and
that
that
led
to
kind
of
the
three
Deputy
structure
and
I
think
that
those
are
those
two
represent.
D
The
big
bodies
of
work
I
think
the
reason
for
the
equity,
family
and
Community
rising
to
the
level
of
Deputy
was
as
I've
said,
because
it
we
wanted
to
make
sure
it
was
prominent,
most
importantly,
at
the
decision
making
table
influencing
what
was
happening
with
operations
and
academics.
So
in
some
districts,
as
you
might
just
see,
you
know
you
might
see
a
lot
of
different
models,
but
like
operations
and
academics,
I
think
would
be
standard.
We
wanted
to
make
sure
family
community
Equity,
family
and
Community
was
given
that
place
at
the
table.
D
I
think
particular
areas
on
the
academic
side
was
around
special
education
and
omme
right
or
a
multilingual
Learners.
They
were
buried
very
far
down
in
the
organization
making
it
first
of
all
impossible
to
retain
someone,
because
previously
they
were
assistant,
superintendent
positions
and
those
assistant.
D
Superintendent
positions
didn't
sit
at
the
table
in
a
decision-making
fashion,
so
they
then
became
more
the
recipient
of
things
that
were
decided
in
other
places
in
the
organization,
and
yet
they
represent
between
special
education
and
English
language,
Learners
or
multilingual
Learners
over
well
over
half
of
our
student
body.
So
raising
them
to
a
chief
level.
I
think
will
accomplish
two
things:
one.
D
It
will
make
sure
that,
as
a
chief,
they
are
now
seated
at
that
decision-making
table
so
that
things
aren't
done
to
them,
but
they
do
things
with
the
other
bodies,
but
also
from
a
recruitment
standpoint
with
the
national
search.
We
are
much
more
likely
to
become
competitive
in
being
able
to
get
into
retain
somebody
at
that
level.
D
I
think
other
other
areas.
Previously
we
had
student
support
and
safety
that
were
kind
of
merged
together
and
they
had
different
bodies
of
work.
You
know
our
students
support.
It
has
emerged
after
the
pandemic
as
such,
an
area
that
needs
to
be
invested
in
and
so
in,
searching
for
and
getting
Chief
Kelvin,
who
I
think
brings
a
lens
of
like
really
from
the
school
side.
What
student
support
Canon
should
look
like,
but
includes
things
like
restorative
justice
practice,
Youth
Opportunity,
peer
mediation.
D
So
I
think
that
that
that's
another
one
I
think
on
the
family,
Equity,
family
and
Community
side
as
well
with
Equity
I,
think
our
goal.
There
is
to
really
create
that
through
line-
and
so
you'll
hear
a
little
bit
later
on
in
the
in
the
full
budget
presentation
some
of
the
strategies
that
we're
using
to
do
that
specifically,
but
I
think
making
sure
that
family
and
Community
are.
You
know
that
we're
lifting
that
up
with
Equity
is
critical.
D
D
But
we
also
meet
as
a
broader
cabinet,
both
with
the
Chiefs
on
a
weekly
basis
and
then
also
there
are
some
other
positions
that
we
fold
into
executive
leadership
as
a
way
to
be
able,
like
technology,
for
instance,
to
ensure
that
that's
penetrating
so
we're
trying
to
create
cohesion.
And
yet
each
person
having
a
body
of
doable
work
that
they
can
be
accountable
for.
AC
So
one
more
question
on
this:
I'm
just
curious:
you
know
I
think
you
probably
are
prepared
for
this.
The
critique
may
be
that
it
is
heavier
on
the
top
than
it
was
previously
I'm
curious,
just
how
you
respond
to
that
and
I
guess.
Even
more
importantly,
is
there
an
additional
cost
to
this
change
and
if
so,
what
is
it.
D
D
We
didn't
get
the
results.
We
were
looking
for
in
the
other
structures,
so
I
think
both
the
reports
themselves,
as
well
as
our
own
experience
and
data,
shows
we
needed
to
make
a
change
and
for
the
reasons
that
I
indicated
around
sustainability
of
not
having
people.
You
know
you've
got
fewer
people,
but
you're
going
to
have
a
lot
more
turnover
in
those
people
and
that's
exactly
what
happened
over
the
last
five
to
seven
years.
So
our
goal
right
now
is
to
sustain.
We
have
to
be
focused
on
this.
D
D
AC
L
R
D
So
I
mean
typically
I
would
ask
people
who
had
been
in
the
organization
previously
in
leadership
roles
to
actually
answer
the
question
because
they
probably
have
the
best
lens
of
that
right.
I
I
from
what
I
see
is
that
we
are
working
hard
on
building
the
team.
I
think
that
there's
a
different
level
of
trust
in
the
work
that
would
that
is,
that
is
emerging.
I,
think
that
there
is
a
different
level
of
in
sense
of
accountability
and
accountability
to
one
another
in
the
work
from
a
communication.
D
It
can
be
hard
right
when
you
have
so
many
different
reports
and
so
many
different
fatigues
about
what
needs
to
happen
and
that
evokes
humanly
like
defense.
That
is,
like
our
natural
response.
I
think
we've
moved
away
from
that
to
much
more
around.
We
just
want
to
get
better
as
an
organization,
and
every
one
of
us
holds
a
key
to
that
and
many
of
the
recommendations
in
the
reports
feedback
that
we
receive
on
a
regular
basis.
D
D
This
is
a
work
in
progress,
but
it
is
definitely
different
than
when
I
when
I,
certainly
when
I
interviewed
and
then
when
I
first
began
and
a
shout
out
to
a
shout
out
to
to
Drew
eckelson,
because
I
think
that
he
began
some
of
that
work
before
I
even
came
in,
and
so
I
want
to
recognize
that,
because
I
think
we
had
the
advantage
of
working
in
the
partnership
to
get
to
the
point.
You
know
that
we're
at
now
and
then
to
move
forward.
R
R
I,
think
there's
a
sense,
particularly
for
the
public
that
you
can
sort
of
be
overwhelmed
with
so
many
different
pieces
of
information.
I
have
to
remember
what
chart
went
with
what
what
featuring
data
went
with
what
and
so
the
organizational
chart
is
helpful
in
what
I
sort
of
Envision
would
be
something
along
the
lines
of
more
Network
mapping
of
this
particularly
around
issues.
R
So
if
we
think
of
something
like
multilingual,
Learners
or
black
student
achievement,
for
example,
I'd
like
to
see
this
sort
of
organizational
chart
used
as
a
network
map,
so
that
we
can
see
what
are
all
the
bodies
that
are
really
coming
to
the
table
and
I
think
that
gives
our
public
a
more
sense
of
transparency,
of
where
their
voices
can
best
be
heard
within
that
within
that
scope
and
so
I,
you
know
I'm.
Certainly,
moving
forward
I'd
like
to
see
this
organizational
chart,
so
I
think
utilizing
that
in
that
fashion,
yeah.
D
D
To
now
really
understanding
it
has
to
be
about
engagement
of
all
those
stakeholders
into
the
field,
who
are
the
recipients
of
the
policies
and
practices
that
we
do
so
I.
We
we
certainly
are
moving
right
in
that
direction
in
those
reports
will
will
cause
us
to
accelerate
that
pretty
quickly
because
otherwise
we
won't
have.
We
really
won't
have
we'll
miss
the
mark
on
the
kind
of
restructure
that
we
need
to
do
in
different
areas
and
re-systemizing.
D
S
Thank
you,
madam
chair
I,
share
the
comments
of
my
fellow
members
in
congratulating
the
people
that
we
talked
about
today
and
superintendent.
I
I
just
want
to
kind
of
ask
your
thoughts
on
on
one
issue
and
I
know
you
very
much
take
a
team
approach,
and
so
you
know
people
shouldn't
Focus.
One
thing
we
have
struggled
with
the
past
few
years
is
superintendents
get
under
a
lot
of
pressure
to
have
direct
reports,
and
it
tends
to
be
too
large
a
pull
to
operate
effectively
and
I.
S
Think
advice
from
committee
members
to
superintendents
in
the
past
is
have
less
direct
reports
and
but
also
have
them
empowered,
so
that
the
rest
of
central
office
and
also
School
leaders
and
others
know
that
these
folks
understand
what
your
goals
are
are
speaking
for.
You
are
empowered
to
make
decisions
and
have
the
responsibility
to
make
decisions
and
the
accountability.
If
those
decisions
are
not
correct.
Yeah
and
you
know
there
is
always
pressure.
S
S
You
know,
Dr
Welsh
has
has
been
extremely
successful
in
East
Boston
and
you
know,
Charlestown
and
and
the
community
that
he
works
with
in
getting
the
school
leaders
working
together,
sharing
best
practices,
Etc
I'm
delighted
to
see
that
I
know
it
had
been
done
in
the
past,
and
then
it
was
stopped
I'm
delighted
to
see
that
model
back
because
I'm
a
big
believer
as
well,
that
that
is
a
great
way
to
build
Synergy
among
ski
school
leaders.
Parents
get
to
trust
schools
in
a
circle
Etc,
so
I
applaud
you
for
doing
that.
D
Leadership
Model
allows
better
supervision
and
evaluation,
because
it's
fewer
people
there's
also
the
issue
of
the
bottom
line
right,
and
that
is.
That
is
what
we're
all
accountable
for,
but
that's
what
I'm
accountable
for
to
you
and
to
the
community
and
so
us
making
sure
that
we're
building
in
which
hasn't
hasn't
always
happened.
D
You
know
really
good
metrics
and
kpis
that
represent
each
body
of
work
of
what
is
being
looked
for
and
what
is
achieved
on
a
regular
basis.
You
know
just
because
a
chief
doesn't
report
to
me
and
I:
don't
supervise
that.
Chief.
Doesn't
mean
I'm
not
in
constant
dialogue
about
an
issue,
but
the
systems
and
the
structures
of
the
Deputy
meetings,
the
chief
meetings,
the
exact
and
where
we
make
decisions
and
where
we
set
practice
and
policy,
that's
done
together
as
a
team.
D
I
am
a
member
of
that
team,
as
are
the
deputies,
as
are
the
Chiefs
and
as
are
the
the
school
soups,
and
that's
how
we're
approaching
this
in
a
way
to
create
the
collective
accountability.
That's
been
missing,
but
also
to
note
that
we're
accountable
to
you
and
the
public
and
that's
where
to
me
the
metrics.
D
The
kpis
come
in,
so
we're
trying
to
eliminate
single
point
of
failure,
which
often
happens
when
one
person
is
trying
to
oversee
too
many
people
or
too
much
of
a
body
of
work,
but
at
the
same
time
we're
building
in
much
more
accountability
for
us
for
the
bottom
line
of
improving
the
experience
and
the
outcomes
of
our
students
every
day.
So.
S
D
I
do
I
think
it
starts
with
our
Chiefs,
but
remember,
there's
a
lot
of
departments
under
a
chief,
and
so
the
work
that
is
has
to
be
done
is
finding
mechanisms
as
we'll
develop
together
to
be
able
to
make
that
work
happen
at
other
levels
of
the
organization.
All
the
work
doesn't
happen
at
the
chief
level
or
the
deputy
level
or
the
school
system.
D
But
then
it's
also
then
translating
right,
on
the
other
end
to
an
actual
action
plan
that
gets
implemented
and
I
will
say
action
plan
that
gets
implemented,
because
that
is
a
big
piece
of
what
sometimes
in
a
large
organization.
Does
it
happen.
My
team
knows
I
put
them
all
on
camera,
they
would
say
the
same
thing.
It's
the
difference
between
80
down
the
court
and
putting
it
in
the
hoop,
so
we
are
focused
on
putting
things
in
the
hoop
great
plans.
Don't
yield
great
results
unless
you
finish
them.
D
A
AC
AC
It
just
feels
like
a
really
important
piece
of
the
puzzle
for
us
to
tackle.
As
we
talk
about
equity
and
at
the
same
time,
in
the
the
current
structure
it
it
doesn't
feel
at
the
top.
So
as
we're
hearing
from
the
mayor
about
a
hope
for
a
universal
program
or
a
more
Universal
program
for
four-year-olds,
and
even
the
expansion
to
home-based
care
programs
I'm
just
sort
of
how
does
this
live
at
BPS
and.
V
D
So
so
you
know
currently,
as
you
see
you
know,
Dr
Chen
will
is
is
has
under
her
body
of
work.
Early
childhood
I
think
what's
unique
is
that
we
live
in
the
ecosystem
of
the
city,
which
is
a
mixed
delivery.
So
it's
not
as
if
BPS
can
just
do
its
thing.
We
have
to
make
sure
that
we're
doing
it
together
with
the
city.
What
is
amazing,
you
know,
Kristen
McSwain
is
back
and
she's
working
on
the
Early
Childhood
pieces.
D
She
and
Jason
sack
Dr
sacks
are
working
very
closely
and
cohesively.
They
work
also
with
enrollment
and
Denise
and
chief
Snyder
to
make
sure
that
the
Early
Childhood
skier
that
we're
all
the
way
back
to
k0
mapping
out
looking
at
data
seeing
needs.
Special
education
is
a
big
component
of
of
that,
as
will
bilingual
education,
be
as
we
bring
that
in,
and
so
as
when
Early
Childhood
is
a
committee
meets
that's
the
difference.
It
isn't
just
Dr
Sachs,
making
his
plan
over
here
and
then
giving
it
to
Dr
Chen.
D
It's
actually
happening
where
the
city
and
Kristen
are
at
the
table.
Special
education
is
at
the
table.
Omme
is
at
the
table
enrollments
at
the
table,
because
it
is
one
of
those
areas
that
touches
multiple
departments
in
terms
of
the
vision
piece
for
it.
You
know
one
of
the
things
that
we
you
know
we
we
firmly
believe
right.
I
always
have
parents
are
our
first
teachers
and
so
working
all
the
way
back
to
birth
is
the
goal.
D
You
know
really
engaging
our
families
as
early
as
possible
when
they
know
they're
going
to
have
a
child,
or
they
first
do
to
have
that
first
introduction
to
the
school
to
the
district,
the
mixed
delivery
as
a
way
to
say:
hey,
here's
all
the
resources
that
are
available.
It's
just
my
network
single
point
of
entry
is
something
that's
being
worked
on
on
the
city
Side
for
that,
but
we're
very
excited
to
kind
of
build
that
out
and
build
that
forward
all
the
way
into
investing
in
the
play
groups
area.
D
So
we
get
parents
connected
with
other
parents.
Many
of
our
schools
offer
that
now
and
then
obviously,
as
we
start
into
the
formal
programming
of
three-year-old,
the
k0,
the
K1,
so
we
intend
to
build
back
and
to
make
sure
that
it
is
the
ecosystem
of
the
city
as
well.
Some
of
that
is
around
PD
and
opening
up
RPD
to
make
sure
that,
in
the
mixed
delivery
system,
providers
have
access
we're
aligned
because
the
stronger
the
mixed
delivery
system
is
in
delivering
students
to
us
in,
say,
k0
or
K1,
the
better.
AC
Yeah,
it's
an
it's
interesting
and
you
know
we
tackled
some
of
this
in
my
work
in
New
York.
But
it
is
an
interesting
experience
for
families,
because
so
many
we
hope,
won't
experience
it
as
two
different
systems.
And
so
you
know
in
this
budget
which
we'll
get
to
later,
but
also
even
in
this
I,
wonder
if
we
can
be
more
pointed
about
the
ways
that
they
enter
the
systems
intersect,
so
that
we're
guaranteeing
quality
and
that
that,
like
the
BPS
system,
has
a
vested
interest
in
that
relationship
with
external
providers
as
well
and
yeah.
D
Right
which
we
do
and
I
think
the
good
news
is
even
in
our
enrollment
data
for
this
year,
we've
seen
a
significant
uptick
showing
that
the
mixed
delivery
is,
you
know,
making
sure
we're
connecting
with
BPS
and
students
are
enrolling,
so
we're
already
sort
of
seeing
that
piece.
The
quality
piece
of
what
you're
talking
about
is
obviously
going
to
be
in
the
data
of
Readiness
and
so
that'll.
Be
something
I
know
that
Dr
Chen's
going
to
look
deeply
at
with,
with
with
director
sax
perfect.
D
A
D
So,
thank
you
chair
three.
So,
yes,
we
do.
In
fact
we
timed
it
with
an
external
recruiter,
so
we
would
hit
the
right
hiring
season.
I
think
this
is
one
of
those
situations
where,
when
it
was
vacated
before
it
sat
lower
in
the
org
and
we're
always
trying
to
hire
off
cycle,
which
is
near
impossible,
so
we're
right
now
in
the
National,
like
I,
think
with
the
timeline
so
they're,
you
know
they're
they're
recruiting
actively
their
applicants
over
the
course
of
the
next
four
weeks.
D
They'll
start
with
screening
and
then
they'll
start
by
you
know
giving
us
some
candidates
to
take
a
look
at
and
so
we'll
form
our
screening
committee
and
so
forth.
This
would
be
you
know
the
February
through
April
kind
of
like
the
the
main
hiring
season,
so
we're
pleased
that
it's
gone
this
way.
We
think
we're
going
to
get
some
great
applicants
for
it.
The
other
National
asserts
that
director
Catchings
is
Chief.
Catchings
is
interim
right
now,
and
so
that
process
is
also
running
for
human
capital.
A
B
A
R
P
B
L
AD
AD
AD
L
L
L
AD
L
AD
L
AD
AD
D
AB
L
AE
AE
AE
AE
AE
AE
AE
L
AE
AE
AE
AE
AE
AE
B
AE
B
AF
L
AF
AF
AF
AF
AF
AF
AF
AF
B
L
L
AG
AG
L
L
AG
L
AG
AG
AG
B
U
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L
U
U
AH
AH
AH
AH
AH
AH
B
K
X
K
K
K
K
K
K
K
K
H
Hi,
as
you
all
know,
my
name
is
John
Mudd
I'm,
a
resident
of
Cambridge
and
a
long
time
advocate
for
Education
reform
in
Boston.
New
job
postings
come
out
at
this
time
of
year,
but
there
are
there
new
strategies
to
improve
the
racial,
ethnic
and
language
diversity
of
teachers.
This
year,
as
you
well
know,
BPS
has
hardly
moved
the
needle
on
staff
diversity.
H
Over
the
past
decade,
we
still
don't
meet
the
minimum
standards
of
25
black
teachers
set
by
the
Garrity
court
order
about
50
years
ago,
and
the
percentages
in
Garrity
are
woefully
out
of
date.
I
think
we
have
all
come
to
understand
that
BPS
needs
not
only
racial
ethnic
diversity,
but
also
language
diversity.
H
Years
ago,
I
was
shown
School
profiles
that
clearly
laid
out
the
gaps
between
the
percentage
of
teachers
by
raising
the
percentage
of
students
by
race
in
an
individual
school,
but
also
the
gap
between
the
language
proficiency
of
teachers
and
the
home
language
of
the
students
in
the
school
BPS
is
producing
data
dashboards
for
everything
these
days,
why
not
a
data
dashboard
that
shows
the
status
of
the
racial,
ethnic
and
language
gaps
between
teachers
and
students
by
school
by
region
and
for
the
district
as
a
whole?
There
are
also
important
actions.
Pbs
could
take
immediately.
H
If
there
are
vacancies
in
single
language,
SEI
classes
insist
that
replacement
teachers
speak.
The
language
of
the
students
in
those
classes
give
priority
to
teacher
applicants
who
are
proficient
in
other
languages
for
all
open
positions,
expand
para
training
programs
like
the
ones
happening
at
the
Hernandez
or
the
parent
Mentor
program
at
Saint
Stevens.
There
are
many
other
ideas.
The
school
committee
has
an
enormous
range
of
responsibilities,
but
progress
on
teacher
diversity
may
be
one
of
the
most
important
steps
in
dealing
with
achievement
gaps.
H
B
AI
I'm
on
Mike
Heisman
Dorchester,
it's
very
difficult
at
every
meeting
to
turn
my
15-minute
draft
Ransom
to
a
three-minute
presentation
and
to
find
out
I
only
had
two
minutes
impossible.
Oh
my
God
I'm
going
to
ignore
the
phone
ignore
the
phone
well
March,
15th
The
Ides
of
March
an
organizational
chart
has
been
publicized.
Miss
Skipper,
muzzle
tough,
muzzle
Toff,
yay
hooray.
AI
It
was
a
positive
piece
about
school
Committee,
Member,
Brandon,
Cadet
Hernandez
in
the
Boston
Globe
on
March
7th
Marcella
Garcia
wrote
his
already
emerged
as
an
outspoken
voice
and
a
body
that
typically
does
not
show
a
willingness
to
push
and
seriously
probe
the
district's
decisions.
Wow.
What
a
put
down
on
our
appointed
committee-
yes,
Brandon,
has
stood
out
in
comparison
to
the
rest
of
his
colleagues.
However,
I
found
that
even
he
has
been
excessively
polite
and
diplomatic
and
never
ever
has
he
expressed
anger
in
comparison.
The
city
council
was
always
contentious.
AI
Why
do
they
fight
with
each
other?
Why
don't
they
just
get
along?
This
is
what
democracy
looks
like
when
was
the
last
time
that
this
appointed
body
had
a
serious
disagreement
with
each
other?
Never,
how
do
they
differ
from
each
other,
get
out
your
high-powered
microscope
or
elected?
Oh,
my
God
City
councils
are
elected
and
accountable
to
the
people
school
committee
members
are
appointed
accountable
to
the
mayor.
Your
job
is
to
be
civil
and
support
the
mayor's
superintendent
and
not
ever
to
make
waves
when
potential
controversy
appears
High
quietly
under
the
table.
AI
AI
AJ
AJ
Thank
you
so
much
for
for
hearing
us.
We
appreciate
it.
My
testimony
today
is
regarding
the
systematic
dismantling
of
inclusion
at
the
Henderson
inclusion
School,
particularly
at
a
time
when
there's
a
district-wide
move
for
all
schools
to
be
in
inclusion,
and
as
so
many
of
you
know,
for
many
years,
the
Henderson
was
the
model
for
inclusion
across
the
country.
It
was
so
successful.
AJ
We've
had
an
exodus
of
families,
teachers
and
providers
who
were
deeply
committed
to
the
mission
of
inclusion,
people
who
had
been
there
for
years.
That
left
because
of
the
neglect
and
lack
of
oversight
by
the
district,
to
identify
and
invest
in
strong
leadership
committed
to
our
model
of
inclusion
and
to
curb
the
violence
at
our
school
committed
teachers
who
still
remain
there
are
not
well
supported
and
they're
getting
really
burnt
out.
AJ
In
the
absence
of
leadership
who
believes
in
and
prioritizes
inclusion,
new
teachers
and
staff
are
brought
in
who
are
not
familiar
with
the
inclusion
model
or
given
professional
development
in
our
inclusion
model
and
culture.
Excuses
are
made
for
inexcusable
interactions
between
staff
and
students,
security,
putting
their
hands
on
students
and
threatening
them
teachers
using
an
appropriate
language
and
slurs
in
the
presence
of
and
directed
towards
students.
Complaints
are
met
with
complacency
and
there's
no
follow-up.
No
accountability.
AJ
There's
been
talk
of
opening
resource
rooms
in
the
high
school
talk
of
finding
a
new
brand
quote,
unquote
for
the
high
school,
the
only
full
inclusion,
High
School,
where
my
daughter
could
graduate
from
one
day.
The
brand
is
inclusion
and
that
should
be
defended
by
the
leadership
in
the
district.
School
administration
and
the
district
have
allowed
egregious
and
Valiant
be
sorry,
egregious
and
violent
Behavior
to
continue
at
the
school,
with
little
support
or
intervention
for
the
for
the
staff
and
the
teachers.
AJ
Just
the
directive
to
document
the
behaviors,
the
violence
this
year
and
last
year
has
been
traumatizing.
Students
and
staff
alike
is
creating
an
unsafe
learning
environment
for
students,
all
students,
but
especially
students
who
are
currently
learning
how
to
keep
themselves
safe.
Like
our
daughter,
like
our
daughter
who
we
removed
from
the
school
where
she
was
included
and
thriving
for
eight
years
and
put
in
a
school
where
her
teacher
feels
she
doesn't
belong
and
is
holding
her
class
back,
we
did
this
just
to
keep
her
body
safe
and
there's
so
many
families
with
similar
stories.
AJ
AK
AJ
The
lack
of
qualified
skilled
staff
and
strong
investor
leadership
and
the
unchecked
violence
and
our
students
being
denied
they're
being
denied
an
environment
where
they're
able
to
flourish
and
maximize
their
potential,
basically
violating
their
human
rights
we've
reached
down.
We
haven't
gotten
any
response.
I
heard
earlier,
the
members
of
the
new
staff
say
you're
committed
to
hearing
critical
feedback
here
it
is.
We
would
love
to
have
these
concerns
addressed
as
soon
as
possible.
Thank
you.
So
much
for
your
time.
AJ
B
M
My
name
is
Jessica
Gonzalez
I
am
a
parent.
My
child
is
part
of
the
Blackstone
school,
as
well
as
the
Saint
Stephen
youth
programs.
I
come
here.
You
know
advocating
there's
so
many
important
topics
that
need
to
be
talked
about
and
I'm,
so
grateful
deep
and
grateful
for
the
Saint
Stephen
youth
program.
That
has
helped
me
as
a
parent,
really
talk
about
these
different
topics.
M
AB
M
You
my
cameras
on.
Do
you
see
me?
Yes,
okay,
awesome.
My
name
is
Jessica
Gonzalez
I
come
here
as
a
parent,
I
have
a
child
who
is
in
a
Blackstone
school
as
well
as
the
Saint
Stephen
youth
program.
I'm
deeply
grateful
to
be
part
of
the
Saint
Stephen
youth
programs
as
a
parent.
They
have
supported
me
and
my
child
in
so
many
different
ways.
M
There
has
been
so
many
incidents
that
have
happened
specifically
to
my
child,
being
targeted
at
school
being
jumped
by
numerous
children
at
recess
and
I
truly
believe
that
there
is
a
lack
of
Supportive
Services
in
BPS
having
one
social
worker
for
a
number
of
different
children
having
lack
of
sufficient
staff
at
Specialties
or
recess
and
I'm,
hoping
that
within
this
budget,
there
can
be
more
services
for
the
children.
You
know
restorative
justice
I
hear
that
spoken
about
so
many
times,
but
through
intervention
for
the
children
who
are
targeting
others.
M
I
do
not
believe
in
discipline.
Just
true
intervention
I've
reached
out
to
the
operational
leader,
Representatives
I've
had
countless
number
of
meetings
at
my
child's
school
and
there's
just
a
lack
of
care.
To
be
quite
honest,
I
feel
as
though
the
school
system
is
scared
to
have
these
records
of
incidents
on
files,
so
instead
they
dismiss
it
and
see
it
as
conflict
between
peers.
M
Again,
I
just
really
really
feel,
as
those
supported
services
for
our
children
need
to
be
a
focus
in
the
budget.
More
social
workers,
more
inclusion,
Specialists,
more
student,
Support
Services
in
whatever
position
that
be
I,
have
brought
up
so
many
different
solutions
that
could
be
created
other
than
positions
that
we
know
are
hard
to
fill
and
funding,
and
things
like
that,
like
Social
Work
interns,
collaborating
with
play,
works,
collaborating
with
different
Community
organizations,
there's
so
many
different
solutions
that
I
have
brought
up
and
I
just
hope
that
some
would
be
heard.
M
B
AL
Hi,
my
name
is
Rosie
hosking
I
have
a
first
grader
and
a
rising
K1
student
at
the
Charles
Sumner
in
Roslindale
I
hope
that
my
children
will
graduate
from
high
school
within
the
BPS
system.
I
would
like
to
start
by
amplifying
what
previous
parents
have
said
about
the
value
of
bilingual
schools:
I'm
a
naturalized
U.S
citizen,
I'm,
half
English
and
half
Uruguayan,
but
I've
lost
touch
with
my
Latina
Heritage,
because
I
do
not
speak.
AL
I
testified
at
the
February
1st
meeting
and
stated
then
that
I'm
very
much
looking
forward
to
the
move
for
the
Sumner
and
philbrick
into
the
renovated
Irving
building
in
Roslindale.
The
move
to
upgrade
and
improve
BPS
buildings
is
very
welcome.
I
also
understand
the
ongoing
need
to
merge
School
communities
due
to
low
enrollment
and
the
ability
to
offer
more
resources
to
larger
School
communities.
AL
Clearly,
the
experience
of
both
the
shore
and
Taylor
communities
and
the
Sumner
and
Filbert
Communities
going
through
these
building
moves
and
mergers
could
be
a
template
for
the
future.
We
could
be
creating
sustainable
merger
processes
and
a
record
of
success
that
BPS
could
use
for
the
next
10
years.
Is
the
green
New
Deal
unfolds?
AL
Indeed,
tonight
we
heard
from
Dr
Tavares
that
it
is
her
Department's
responsibility
to
ensure
authentic
Community
engagement
and
input
to
build
trust
with
the
communities
20
seconds
and
Ms
Polanco
Garcia
also
employed
BPS
leadership
to
listen
to
our
families,
yet
things
have
not
yet
improved.
We
asked
for
Community
meetings
by
March
8th
and
we
have
not
yet
received
dates.
AM
Good
evening
my
name
is
Elizabeth
friends,
I'm,
a
Roslindale
resident
parent
to
a
second
grader,
and
the
Sumner
family.
Council
co-chair
I
also
want
to
add
my
support
to
the
voice
of
parents,
who
testified
earlier
about
the
importance
of
bilingual
education
as
a
family
medicine.
Physician
caring
for
Spanish-speaking
families
I've
seen
the
harm
that
the
absence
of
bilingual
education
causes
to
kids,
their
parents
and
their
communities
as
the
kids
are
educated
in
English
language,
only
schools,
many
of
them
lose
their
native
language
schools,
skills
and
on
a
personal
level.
AM
I
would
love
my
for
my
daughter,
who
was
a
native
English
speaker
to
have
the
opportunity
to
be
bilingual.
Now
on
to
my
original
testimony
about
the
ongoing
lack
of
equity
in
the
proposed
merger
between
the
Sumner
and
the
filibert
and
the
absence
of
the
use
of
the
racial
Equity
planning
tool.
As
superintendent
Skipper
said
tonight,
Equity
is
a
through
line
in
all
BPS
does,
or
at
least
it
should
be.
However,
we've
repeatedly
shared
data
that
merging
the
Summoner
and
the
philbrick
will
concentrate
the
high
need
students
in
Roslindale
in
the
merge
school.
AM
We
have
yet
to
be
told,
despite
our
numerous
requests,
since
the
merger
was
proposed
in
May
of
2022
how
BPS
plans
to
mitigate
the
harm
caused
by
emerging
in
all
schools.
Well,
we
have
more
Staffing
for
academic
support,
more
reading,
Specialists,
more
family
Liaisons.
What
specials
will
newly
be
offered?
How
are
our
communities
benefiting
from
this
margin?
AM
Our
design
team
finally
began
work
on
February
6th
nine
months
after
the
merger
was
proposed.
One
of
their
early
tasks
has
been
to
create
our
rept,
basically
from
scratch.
This
is
supposed
to
be
done
before
decisions
are
made
not
afterwards
and
certainly
not
since
you
have
lied
to
us
and
told
us
that
the
rept
was
done
this
summer.
AM
Why
is
the
team
doing
it
now,
if
you
did
it
this
summer?
Additionally,
we've
heard
that
it's
not
possible
to
keep
our
schools
separate,
even
though
there
are
temporary
spaces
for
the
sixth
grade
we
need.
Why
are
you
rushing?
We
can
only
assume
that
you
ask
that
you
chose
our
schools,
because
you
thought
we
would
make
trouble
and
you
thought
we
wouldn't
speak
up.
However,
you
could
do
these
mergers
thoughtfully
and
thoroughly,
and
our
school
communities
would
benefit
from
being
held
harmless.
AM
While
this
work
is
done,
given
all
the
transition
our
teachers,
staff
and
administrators
are
experiencing,
we
shouldn't
have
additional
Financial
struggles.
While
we
do
this
process,
please
please
learn
from
our
experience.
Do
better
for
future
murders
that
we
know
are
a
part
of
the
green
New
Deal
do
better
for
our
students,
our
families
and
our
communities.
Thank
you.
B
AN
Parent
in
Roslindale
resident
before
I
begin
the
testimony
of
prepared
I'd
like
to
say
that
the
rule
is.
If
there
are
more
than
20
speakers,
you
get
two
minutes,
20
speakers
or
less
and
you
get
three
I
will
be
following
that
rule
and
taking
three
minutes
Additionally,
the
Spanish
translation
tonight
was
slower
than
usual.
You
did
not
give
our
Spanish-speaking
community
members
the
time
and
respect
they
deserved.
Unfortunately,
your
actions
tonight
reflect
your
lack
of
genuine
engagement
with
our
Spanish-speaking
Community
day
in
and
day
out
now
on
to
the
merger.
AN
As
I've
said
in
the
past,
I
am
supportive
of
larger
schools
right
sizing.
The
district,
however,
should
be
done
with
proper
planning
before
any
merger
is
voted
on.
There
should
be
a
written
plan
for
all
mergers.
It
is
unclear
to
me
why
BPS
is
refusing's
Plan
before
they
take
action.
This
type
of
planning
is
not
that
difficult.
It
requires
thoughtful
analysis,
but
a
capable
leadership
team
should
be
able
to
do
that.
As
we
have
made
clear
tonight
and
in
the
past
the
current
mergers
are
being
done
haphazardly
and
causing
harm
to
the
communities
involved.
AN
AN
There
were
special
request
that
the
school
committee
does
not
simply
accept
the
answers
you
are
given
by
BPS
staff.
Regarding
these
mergers.
We
have
witnessed
time
and
time
again,
BPS
staff
give
you
incorrect
information.
Please
push
harder,
engage
with
our
communities
directly
if
necessary
and
demand
transparency.
AN
AN
The
following
is
just
a
few
of
the
issues
with
the
design
that
we
are
told
to
spinal.
The
current
number
of
classrooms
does
not
seem
to
fit
our
merged
schools
and
the
plan
for
the
Sumner
and
Philbert
to
fit
in
this
building
has
not
been
made
clear
to
us.
The
cafeteria
is
too
big.
There
is
more
than
enough
space
to
support
two
lunch
periods
of
350
students.
Each
we
know
there
will
be
more
than
two
lunch
periods
and
we
could
use
that
space
for
other
needs.
The
auditorium
is
too
small
for
full
school
events.
AN
The
Sumner
only
had
an
event
for
K1,
first
and
third,
and
the
parents
could
not
fit.
Why
not
bump
it
out
to
create
more
space.
Our
School
nurses
have
not
been
consulted
about
the
design
of
the
health
office
and,
finally,
the
classrooms
are
currently
between
700
and
970
square
feet
by
MSPCA
standards.
The
classroom
should
be
at
least
750
square
feet.
There
are
also
L-shaped
classrooms,
which
is
an
inefficient
layout
for
Learning,
and
it
has
not
been
made
clear
to
us
why
this
L-shaped
design
was
included
or
how
it
benefits
our
kids.
Thank
you.
Q
Good
evening,
members
of
the
school
committee,
my
name,
is
Deirdre
Manning
I
am
the
parent
of
a
Henderson
school
student
and
another
daughter
who
formerly
was
a
Henderson
school
student.
That
I
with
much
regret,
decided
that
I
needed
to
pull
her
out
where
she
is
now
studying
at
a
different
school.
This
is
my
second
time
speaking
before
the
school
committee
about
conditions
at
the
Henderson
I
would
like
to
Echo
all
of
Bethany
moffy's
comments.
I
also
would
like
to
agree
with
Miss
manna
that
we
should
have
three
minutes
to
speak.
Q
If
you
set
the
bar
at
20.
One
of
the
speakers
did
not
show
up,
so
we
should
have
three
minutes
to
get
in
some
of
this
important
information
before
the
school
committee's
years.
What
I
would
like
to
say
is
that
public
education
should
uplift
all
students.
I
am
a
product
of
a
public
school
education.
Both
my
parents
were
Public
School
teachers.
Q
I
am
not
an
educator
in
terms
of
being
a
professional,
but
I
did
teach
Spanish
three
for
six
months
at
BC,
I
I
know
how
difficult
the
job
is
and
I
know
that
PPS
has
a
lot
of
challenges.
However,
the
conditions
that
the
Henderson
are
simply
unacceptable,
I
feel
like
it
has
been
an
international
model
and
where
superintendent
Skipper
earlier
said
that
BPS
intends
to
continue
on
with
the
good
works
that
have
started
under
the
purview
of
her
predecessors.
I
feel
like
the
Henderson
should
be
a
priority.
Q
It
is
a
unique
school
where
you
have
children
as
long
young
as
three
years
old,
and
you
have
students
in
the
classroom,
skills
or
the
transition
program
who
are
22
years
old.
I
feel
the
current
leadership,
whether
it's
the
interim
School
leader
or
the
assistant
superintendent,
who
is
supposed
to
be
looking
out
for
the
interests
of
the
school,
are
not
doing
what
they
are
paid
to
do.
Q
I
strongly
suggest
that
Boston
Public
Schools
get
someone
who
has
experience
and
if
you
need
two
people,
so
be
it,
but
there
should
be
people
who
know
how
to
teach
children
who
have
atypical
abilities,
as
well
as
people
who
have
experience
with
a
school
that
starts
at
a
three
years
old
and
goes
up
to
age.
22.
Q
I
feel
it
is
critical
that
the
districts
start
doing
something
to
lift
up
the
community
at
the
Henderson
dismantling
inclusive
education
at
the
Henderson
is
destroying
a
community.
I
have
a
tremendous
amount
of
regret
that
we
no
longer
see
our
friends
whether
they
be
students
of
color
students
with
atypical
abilities
and
their
families.
We
are
suffering
because
I
had
to
pull
my
older
daughter
and
I'm,
probably
going
to
pull
my
third
grader
and
send
her
to
a
different
school
next
year.
Q
B
AO
Hi,
my
name
is
Michelle
Carmel
and
I
am
a
parent
of
the
Henderson
inclusion.
School
I
have
an
eighth
grader,
and
up
until
this
past,
September
I
had
a
fifth
grader
as
well.
My
family's
been
a
part
of
the
Henderson
Community
for
five
years,
I
serve
as
a
board
member
in
the
parent
Council,
and
also
as
a
representative
on
the
school's
governing
board.
AO
For
example,
only
considering
the
fifth
grade
and
below
20
of
the
teachers
are
operating
on
emergency
licenses.
This
is
worrying
because
the
only
qualification
for
an
emergency
license
is
a
bachelor's
degree
and
sound
moral
character
to
have
our
vulnerable
population
have
20
of
the
teachers
without
demonstrated
competence,
credentials
and
training
is
just
too
much.
AO
AO
Furthermore,
our
school's
governing
board,
on
which
I'm
a
representative
discussed
deviating
from
the
two-teacher
per
classroom
model
in
a
lower
school,
despite
the
fact
that
our
co-teaching
model
is
actually
written
into
our
Innovation
Charter
in
some.
Our
current
situation
is
a
damaging
deviation
from
the
inclusion
model
that
has
proven
so
successful
at
the
Henderson
over
the
years.
AO
C
B
N
You,
okay
hi,
my
name
is
Michelle
Pang
I
would
like
to
start
by
echoing
the
testimonies
of
Bethany
moffy
Deirdre
Manning
and
Michelle
Carmel,
who
had
just
spoke
I
have
a
son
who
currently
attends
K2
at
the
Henderson
inclusion.
Lower
school
I
started
out
this
year
with
his
two
older,
siblings
attending
the
Henderson
inclusion,
Upper
School
in
second
and
fifth
grade
respectively.
N
As
current
parent
council,
treasurer
and
fundraising,
committee
chair
I
have
personally
made
every
effort
to
promote
School
unity
and
inclusion
by
organizing
many
school
events
as
I
can
I
have
met
many
incredible
parents
along
the
way.
This
year,
especially
I,
have
felt
a
huge
disconnect
between
Administration
and
the
parent
body.
Almost
every
school
communication
has
been
lacking
empathy
or
inclusion
in
some
way
from
emails,
denying
School
breakfast
for
late
students
to
Administration,
suggesting
removing
power
professionals
and
the
two-teacher
models
from
classrooms.
N
N
In
the
past
two
years,
I
myself
have
experienced
racism
against
myself
and
my
daughter
as
an
Asian
from
an
unlicensed
General
Ed
teacher.
My
child
has
lost
four
months
of
Education
loss
from
the
same
teacher.
Neither
of
these
incidents
resulted
in
serious
consideration
from
Administration,
not
to
mention
the
safety
concerns
and
violence
that
continue
to
Arise
at
the
upper
school
parents
have
mentioned
incidents
of
visitors
allowed
inside
the
school
where
they
chase
down
students
for
drug
money.
Looking
for
vape
pens
from
students,
yes,.
N
AP
Hi,
can
you
hear
me?
Yes,
we
can
hear
you
hi.
Thank
you
again
and
I.
My
name
is
Courtney
Philly
carp,
I
am
a
parent
to
a
BPS
third
grader
at
the
Henderson
inclusion,
school
and
I.
Don't
feel
it's
necessary
for
me
to
reiterate
the
eloquent
comments
of
my
fellow
parents
that
you've
already
heard
from
tonight,
but
I
do
share
their
concerns
and
I
really
want
to
reiterate
the
core
issue
here
and
I
will
probably
be
more
blunt
than
they
are.
AP
AP
Just
as
this
district
is
promoting
a
more
inclusive
model,
and
it
is
heartbreaking-
and
we
come
here
tonight
because
we
don't
know
where
else
to
turn
any
communication
we
have
I
am
labeled
as
the
angry
parent
I.
Don't
get
responses
other
than
terse
comments.
I
I'm
at
my
Wit's
End,
as
is
everyone
else.
AP
AQ
Only
students
with
an
IEP
are
counted
as
students
with
disabilities.
Why
don't
the
1750
plus
students,
with
504s
matter
in
this
data
BPS,
tries
to
explain
that
504s
are
under
the
umbrella
of
special
ed
here?
Did
anyone
hear
question
the
recent
great
City
inclusion
report
that
intentionally
excluded
the
504
related
concerns?
AQ
Bps
explains
that
504
supports
are
not
part
of
special
ed
budgets.
Then,
how
does
a
guidance,
counselor
and
regular
ed
teacher
get
trained
to
support
504
plans
and
accommodations?
Where
are
the
budget
commitments?
504S
District
families,
whose
children's
504
plans
are
at
best
inconsistently
implemented
year
after
frustrating
year,
need
answers?
AQ
A
R
A
S
A
R
V
A
D
Thank
you,
chair,
I'm,
proud
to
share
our
final
proposed
fy24
budget
with
you
this
evening.
I'm
really
grateful
to
this
committee
to
the
public
for
asking
questions
for
offering
testimony,
giving
us
input
on
the
areas
that
either
weren't
clear
or
that
you
felt
needed
to
have
deeper
investment.
This
is
how
we
build
the
best
budget
possible
for
our
student
staffing
schools.
D
You
know
where
they
can
heal
and
they
can
stabilize,
and
they
can
succeed,
we're
also
deepening
our
investment
in
our
Equitable
literacy
strategies,
gaining
our
Early
College
and
Career
Pathways
programming.
These
will
help
our
students
to
explore
to
gain
valuable
skills
and
experiences,
while
they
also
get
college
credit
and
they're
able
to
have
experiences
with
internships,
all
of
which
will
help
them
to
graduate
and
to
make
some
of
their
dreams
a
reality.
D
D
There's
some
immediate
work
that
will
begin
in
fy24,
as
we
already
have
in
fy23,
but
I've
also
asked
the
team
to
share
with
you
at
a
high
level,
some
of
our
thinking
and
work
for
the
future
budgets,
the
fy25
and
Beyond
FY
24
is
our
opportunity
to
transition,
heal
and
stabilize
our
district
past
few
years.
Certainly,
as
we
know,
have
brought
a
lot
of
instability
for
a
number
of
reasons,
it's
been
hard
for
everyone,
Educators
staff
families,
and
we
see
the
impact
every
day
in
our
schools.
D
The
pandemic
in
a
lot
of
changes
in
leadership
and
key
positions
have
left
many
feeling
anxious
inside
of
the
organization
and
outside
in
this
budget.
With
the
input
of
this
committee,
our
families
and
community
from
our
staff
from
our
students
and
school
leaders,
we're
building
on
the
things
that
are
working
and
strengthening
the
areas
that
need
support.
D
I've
said
many
times
that
we
can't
do
this
work
overnight,
particularly
the
Adaptive
work,
the
Deep
work,
and
we
can't
do
it
alone.
If
we
really
want
to
create
lasting
change
in
VPS,
it's
true
that
for
too
long
in
Boston
and
more
broadly
in
urban
education
was
put
Band-Aids
on
problems
rather
than
addressing
the
largest
systemic
issues
over
decades.
This
has
made
things
worse
and
we
find
ourselves
today
facing
the
hard
realities
of
that
deferred
truth.
D
D
D
E
Thank
you,
superintendent,
Skipper
and
good
evening,
members
of
the
school
committee
and
chairwoman
Robinson.
Thank
you
for
the
opportunity
to
present
the
superintendent's
final
recommended
FY
24
budget
next
week,
we'll
be
asking
you
to
support
it
with
a
yes
vote
on
a
total
general
fund
budget
of
1
billion,
445
million
729
446
dollars
as
I
mentioned
earlier
this
evening,
but
I
cannot
emphasize
enough.
E
E
E
I
believe
that
this
budget
represents
the
best
use
of
resources
to
support
our
students
and
we'll
lead
our
district
in
the
next
fiscal
and
Academic
Year.
Today,
our
final
proposal
for
your
review
in
the
form
of
budget
tables
is
posted
online
and
was
shared
earlier
with
the
school
committee
members.
Tonight's
presentation
summarizes
the
changes
reflected
in
this
proposal
versus
the
original
budget
proposed
on
February
1st
of
this
year.
E
E
All
of
these
priorities
must
be
looked
at
through
an
equity
lens.
We
must
intentional
about
providing
each
student
what
they
need
to
succeed
to
further
close
opportunity,
achievement
gaps
for
traditionally
underserved
students
and,
as
a
superintendent
mentioned,
this
budget
in
a
lot
of
ways
serves
as
a
transitional
budget.
In
addition
to
the
need
to
plan
for
the
last
year
of
Esser,
we
received
several
reports
Midway
through
the
budget
process,
so
tonight
we'll
discuss
not
only
the
immediate
actions
that
are
funded
in
FY
24,
but
will
also
be
presenting.
E
E
E
For
three
categories
of
changes
to
this
proposal
from
the
prior
proposal,
the
first
is
an
increase
appropriation
for
collective
bargaining.
Second,
is
implementation
of
our
sustainability
strategy
through
changes
to
school
budgets
and
finally,
we've
increased
our
alignment
of
central
Investments
to
community
and
school
committee
feedback.
E
As
part
of
our
sustainability
planning,
we
worked
with
schools
to
identify
current
school-based
Sr
Investments,
aligned
to
our
strategies
for
inclusive
education,
multilingual
learner
program,
expansion
or
Equitable
literacy,
and
we
are
moving
these
positions
onto
the
general
fund.
We
feel
that
these
are
the
positions
that
are
most
critical
and
necessary
to
secure
these
positions.
Beyond
the
terms
of
Esser,
all
schools
received
an
allocation
based
on
their
enrollment
of
special
education,
multilingual
Learners
and
students
experiencing
poverty.
E
Simultaneously,
we
also
shipped
and
hold
harmless
support
from
the
general
fund
to
Esser.
Schools
were
not
required
to
make
cuts
to
services
or
supports
for
students.
We
will
continue
to
maintain
and
increase
Community
transparent
in
maintain
those
Services
who
are
also
committed
to
community
transparency
around
Esser
funds.
E
This
change
applied
only
to
schools
that
received
hold
harmless
funds
in
FY
24.,
which
means
that
there
were
changes
to
95
schools.
The
vast
majority
of
our
schools
did
receive
old,
harmless
funds.
In
total
we
shifted
37
30.7
million
dollars
off
of
the
general
fund,
which
included
moving
255
FTE
from
the
general
funds.
Tasser.
E
A
lot
of
our
initiatives
are
large-scale
multi-year
changes.
We
cannot
address
the
work
outlined
in
the
council,
great
City,
Schools
reports
in
a
single
fiscal
year.
We
also
know
that
pandemic
recovery
is
a
long-term
commitment.
Tonight's
presentation
will
focus
first
on
immediate
actions.
Those
things
will
Fund
in
fy24,
we'll
also
share
how
those
Investments
were
shaped
by
feedback
from
the
community
and
by
this
committee.
W
W
W
Also
to
our
community
Advocates,
who
has
steadfastly
supported
our
communities
for
decades
and
remind
us
of
the
urgency
to
act
now,
particularly
given
our
history
in
this
state,
in
bilingual
education
and
in
the
BPS
specifically
in
special
education.
I
could
not
agree
more
as
a
multilingual
learner
myself,
who
did
not
have
the
opportunity
to
learn
in
my
home
language
and
a
former
principal
of
a
school,
with
transitional
bilingual
dual
language
and
inclusion
programs,
where
we
partnered
with
our
Spanish-speaking
families.
W
All
that
being
said,
I
want
to
highlight
some
areas
of
the
budget
that
reflect
concerns.
We've
heard
that
includes
both
the
6.3
million
dollars
in
additional
Investments,
as
well
as
other
areas
of
the
budget,
where
we
either
have
ongoing
expenditures
from
this
year.
That
will
continue,
or
we
made
some
trade-offs
with
our
current
budgets
to
strategically
repurpose
an
alignment
of
our
priorities
to
expand
bilingual
education.
W
On
this
slide,
you'll
see
some
of
these
commitments
of
the
supplemental
funding
for
our
dual
language
programs.
That
I
mentioned
previous
in
previous
hearings,
as
well
as
the
additional
funding
for
seed
money
for
schools
that
will
begin
to
plan
for
dual
language
programs
that
the
superintendent
also
mentioned
earlier.
W
W
We
also
have
ongoing
supports
with
the
Vietnamese
and
Haitian
Creole
programs,
where
we
centrally
fund
also
I,
would
add
our
Horseman
programs
as
well
for
a
deaf
and
hard
of
hearing
dual
language
programs,
where
we
are
supporting
curriculum
development
and
professional
learning.
We
certainly
want
to
expand
that
in
coming
years.
W
A
a
foundational
piece
to
by
its
expanding
bilingual
programs
is
investing
in
engagement
with
our
families
to
help
them
understand,
support
and
Advocate
and
I
so
appreciate
the
families
who
came
out
this
evening
to
advocate
for
bilingual
programs
I
wanted
to
share
some
new
updates
in
terms
of
bilingual
Investments
CFO
Cooter
mentioned
earlier
in
his
remarks
in
the
budget
hearing,
but
we
are
going
to
create
a
new
bilingual
program
Department
that
is
focused
specifically
on
building
out
our
bilingual
programs.
Those
include
transitional
bilingual,
a
Heritage
language
as
well
as
dual
language
programs.
W
We
also
want
to
acknowledge
our
stakeholders
and
partners
who
have
shared
how
important
it
is
to
look
at
SCI
language,
specific
programs
to
further
develop
them
into
transitional
bilingual
programs
or
even
dual
language
programs.
At
some
point,
in
order
to
support
our
multilingual
Learners
with
disabilities,
as
well
as
our
multilingual
Learners
with
reading,
needs,
we're
also
training
and
beginning
a
program
for
10
bilingual
teachers
in
rules-based
reading
or
Orton
gillingham-based
reading.
W
W
You've
also
heard
us
talk
about
this
life
social
workers
in
previous
budget
hearings
on
the
next
slide.
I
want
to
also
share
some
clarifications
around
our
work
with
multilingual
Learners
with
disabilities.
Again
I
want
to
acknowledge
the
stakeholder
engagement
in
this
process,
where
we
will
have
a
new
director
for
multilingual
Learners
with
disabilities
that
will
have
a
dotted
line,
reporting
to
both
the
multilingual
and
Multicultural
office,
as
well
as
the
office
of
specialized
services
or
special
education.
This
is
an
addition
to
the
previously
allocated
positions.
W
Also,
I
wanted
to
share
that.
We
will
be
repurposing
a
current
vacancy
in
our
newcomer
assessment
and
Counseling
Center
they're
called
research
and
assessment
Specialists
so
that
they're,
someone
who
has
a
special
education
license
as
well.
Many
of
our
some
of
our
newcomers
come
into
this
Center
while
they
don't
have
an
IEP
because
often
they're
new
to
this
country.
But
we
want
to
make
sure
that
we
have
someone
on
the
team
who
specializes
in
this
and
is
a
liaison
to
a
special
education
office
so
that
we
can
best
provide
transition
supports
to
these
students.
W
W
So
with
that,
we
also
made
some
changes
to
our
budget,
to
make
sure
that
we
have
a
recruitment
pipeline
manager
for
bilingual
teachers
and
paraprofessionals,
with
that.
We
also
I
think
mentioned
earlier-
that
we
will
add
four
equity
and
accountability
managers
to
support
our
regional
model
so
that
every
one
of
our
regions
has
that
support
for
compliance
and
to
ensure
that
we
have
certified
teachers
in
classrooms
for
students.
W
Last
time
we
shared
that
we
made
a
commitment
in
our
proposed
budget
for
five
bilingual
Paras
and
we've
doubled
that
to
10
bilingual
Paras.
In
this
revision
of
our
final
budget
submission,
we
also
have
five
Heritage
language
teachers
as
part
of
our
existing
budget
for
next
year,
that
we
will
be
dedicating
to
high
schools.
W
Part
of
the
work
with
inclusive
education
is
also
making
sure
that
we
have
Staffing
and
pipelines.
So
with
that,
we
have
also
added
a
position
that
works
with
the
office
of
human
capital
to
ensure
that
we
have
an
inclusive
education,
staffing
specialist,
as
well
as
a
specialist
that
sits
in
the
office
of
human
capital,
to
ensure
that
we
can
or
excuse
me
with
planning
and
Analysis,
to
ensure
that
we
can
look
to
the
infrastructure
for
current
programmatic
assignments.
W
W
W
W
But
it
just
means
that
all
of
our
systems
can
talk
to
each
other
so
that
we
can
efficiently
gather
data
in
one
place
without
going
to
multiple
places
and
the
more
we
are
able
to
drill
down
on
our
data,
the
faster
we
can
make
sure
we
are
clear
on
what's
happening
in
terms
of
our
ability
to
self-monitor
our
work
with
that.
I
will
turn
the
time
over
to
my
colleague,
Dr
depina.
X
X
X
We've
also
added
a
retention
specialist
role
to
have
a
laser
focus
on
staff
retention,
we're
also
offering
Mass
tests
for
educated,
license
service,
licensure
other
notice,
mtel
tests,
preparation
for
staff
working
under
emergency
licenses
in
the
area
of
teacher
professional
development
and
support.
We've
expanded
our
new
teacher
development
program
culturally
and
linguistically
sustaining
practice,
training
and
offering
professional
development
for
schools
transitioning
into
the
inclusion
model
in
the
next
slide.
Please.
X
X
X
X
In
addition,
we've
expanded
our
Environmental
Services
in
BPS
and
throughout
our
city
and
through
our
city
capital
budget.
We've
invested
in
our
security
infrastructure,
with
door
alarms
and
security
cameras
in
our
transportation
department.
We've
invested
technology
upgrades
to
improve
routing
and
collecting
ridership
data.
X
E
As
I
mentioned
earlier,
we're
at
an
interesting
Pivot
Point
as
an
organization.
The
superintendent
presented
her
leadership
team
earlier
this
evening,
and
this
team
is
equipped
with
new
external
assessments
from
the
Council
of
great
City
Schools,
as
well
as
upcoming
planning
tools
for
the
green
New.
Deal
were
also
bolstered
by
resources
committed
to
our
schools
through
the
city
of
Boston.
This
creates
the
conditions
for
us
to
make
significant
progress
to
close
opportunity,
achievement
gaps
and
we
are
the
starting
point
of
a
long-term
systemic
change.
W
As
a
superintendent
has
mentioned
earlier,
the
council,
the
great
City
Schools
report
on
special
education,
had
a
recommendation
for
multi-year
transition
to
the
to
us
being
a
fully
inclusive
District.
We
have
reflected
on
that
and
would
like
to
adopt
that
moving
forward,
which
means
we
will
have
a
very
articulated
process
for
implementing
inclusion,
along
with
and
in
alignment
with
our
collective
bargaining
agreement
with
the
Boston
Teachers
Union,
as
we
also
want
to
do,
we
will
continue
with
our
Equitable
literacy
work.
X
Thanks
again,
Dr
Chen
in
the
future
fiscal
year,
budgets
for
the
Operations
Division,
we'll
be
proposing
investments
in
the
following
areas:
First
Investments
to
support
learning
environments
for
school-based
staff
and
students
by
continuing
to
invest
in
HVAC,
outdoor
education,
spaces,
playgrounds
and
critical
infrastructure
repairs
when
the
facilities
condition
assessment
and
priority
plans
are
complete.
They'll
inform
future
projects
for
school
buildings,
foreign
for
our
food
nutritional
services,
staff
to
perform
on-site
cooking
in
our
schools,
we're
currently
in
the
process
of
moving
to
an
automation
of
the
BPS
employee,
ID
creation
process.
X
After
the
plans
are
complete,
we'll
be
proposing
Investments
that
may
be
needed
to
implement
industry
best
practices,
internal
restructuring,
improve
technology
infrastructures
and
work
functions,
improvements
in
workflow,
Within,
These
departments,
across
BPS
departments
and,
very
importantly,
between
these
two
departments
and
other
City
departments
that
we
heavily
rely
on.
That
may
negatively
affect
our
work
with
that
I'll
turn
it
back
over
to
Chief
cooter.
E
E
AC
You
missed
all
my
gratitude.
I
was
just
saying
thank
you
for
the
presentation
and
I'm
trying
to
figure
out
where
to
start,
but
I
guess
I'll
start
here.
It's
a
bigger
budget
than
we
saw
previously
I
think
mostly
impacted
by
collective
bargaining
adjustments,
but
it
sounds
like
some
other
things,
so
I'm
going
to
go
back
to
one
of
my
first
questions
when
we
started
this
journey,
which
is
how
many
new
head
counts,
are
in
we're
in
the
former
budget
and
how
many
new
head
counts
are
in
the
current
budget.
E
David
will
pull
up
the
FTE
numbers
overall
changes,
but
I
did
want
to
confirm.
The
overall
increase
in
the
appropriation
request
for
tonight
is
for
the
collective
bargaining
amounts.
The
other
changes
that
we've
talked
about
proposals
were
trade-offs
that
we
made
within
the
budget
not
increasing
to
overall,
and
also
just
note
on
the
slides.
We
highlighted
the
ftes
that
have
moved
to
Esser
as
part
of
the
work
with
schools,
but
David
has
the
total
budgeted.
Fte
numbers
changes.
Yes,
so.
AR
AC
Copy
and
then
just
to
clarify
how
many
of
those
let
me
then
actually
ask
this
or
ask
it
a
little
bit
different
in
our
current
structure
and
I.
I
believe
I
have
the
answer
to
this
question
from
previous
memos,
but
I,
maybe
just
for
the
record
how
many
current
vacancies
exist
in
the
system.
General
education,
teachers,
enl,
special,
ed
and
counseling.
AB
AC
AC
The
way
it
is
currently
designed.
That's
what
happens
when
you
have
all
of
these
vacancies
and
obviously,
which
we've
talked
about
sort
of
at
nauseum
without
a
clear
plan,
but
like
we
are
operating
too
many
schools,
which
I
think
also
leads
to.
Why
we're
unable
to
fill
all
of
the
vacancies
and
run
the
system
at
scale?
AC
And
then
just
sort
of
to
push
a
little
harder
here
for
clarity,
the
255
full-time
positions
that
get
moved
to
Esser
and
based
on
the
slide.
It's
80
teaching
positions
and
174
other
then
teaching
positions
as
we
do
the
future
thinking.
This
wasn't
in
the
future
plan
like
what
happens
to
those
positions
when
Esser
Runs
Out,
and
is
this
foreshadowing
folks
being
accessed,
or
is
this
foreshadowing
that
we're
going
to
have
to
request
new
funds
in
order
to
cover
this
decision.
AR
I
appreciate
that
question
and
I
think
the
answer
is
really
going
to
vary
by
school.
You
know,
as
we
do,
the
reimaginable
funding
project,
the
inclusion,
work
and
the
work
with
om.
We
talk
about
them
like
they're,
three
different
projects
and
sometimes
but
they're
they're,
really
one
project
with
membership
across
all
three
groups
who
are
working
together
so
as
we're
collaborating
with
the
community
right
now
about
the
reimbursement,
school
funding,
project
and
thinking
about
positions
that
we
might
propose.
Beyond
School
budgets
for
the
fy25
budget
cycle.
AR
We
might
see
some
overlap
between
investments
in
a
reimagined
school
funding
system
and
those
positions
are
currently
on
Esser
and
in
those
moments
we'll
be
really
glad.
We've
preserved
them
and
we
haven't
had
any
attrition
or
turnover,
and
we
can
then
bring
those
positions
back
off
of
Esser
next
year.
There
may
also
be
positions
that
we
can
use
to
close
vacancies
and
you
know
save
positions
without
actual
transition
and
staff,
and
that
will
also
be
a
productive
outcome
and
I.
D
I
would
also
add
that
there'll
be
another
set
of
Investments
for
next
year
and
I.
Think
one
of
the
things
we
want
to
look
at
you
know
is
the
overlap
and
analyze
kind
of
what
has
shifted
on
the
Esther
from
the
school
side
to
be
able
to
sort
of
see
other
areas
of
investment
that
for
next
year
we
would
make
that
would
not
result
in
that
position.
AC
I
I
know
I'm
out
of
time,
but
I
I,
wonder,
and
maybe
it's
before
we
vote.
It
is
hard
to
vote
on
a
budget
that
we
know
we
know,
will
have
such
a
serious
cliff
without
a
little
bit
more
clarity
around
what
it
is
that
we're
willing
to
do,
and
maybe
we're
just
sort
of
afraid
to
say
the
hard
thing
and
we
want
to
not
say
it,
but
it.
It
just
seems
like
we're.
Creating
such
a
massive
Cliff
for
the
general
fund
without.
AC
AC
D
Foreign
I
think
that
the
I
think
the
strategy
of
the
shift
is
already
kind
of
impacting
schools
and
school
leaders
and
communities
to
think
about
the
prioritization.
The
fiscally
responsible
thing
is
making
sure
that
the
priority
areas
that
we
know
are
going
to
be
multi-year
initiatives
and
or
are
have
been
flagged.
D
You
know,
through
the
reports
in
the
audits
that
those
things
are
in
fact
being
taken
care
of,
and
those
are
a
lot
of
direct
service
to
students.
So
that's,
basically
fiscally
responsible
and
I.
Think
that's
you
know.
Kind
of
the
shifting
over
I
think
what's
left
to
be
seen,
you
know
is
certainly
what
the
analysis
of
sort
of
some
of
those
Traditions
look
like
you
know
we
we
have
some
things.
We
want
to
look
at
like
single
building
admin
and
things
like
that.
D
It
might
be
other
ways
that
we
can
creatively
support.
So
I
think
those
are
things
that
you
know
our
budget
is
very
early.
It's
certainly
predating
a
lot
of
the
reports
we're
going
to
get
in
terms
of
facilities,
conditions
report,
the
the
design
reports.
We
have
this
tension
right
that
we
live
with
of
hearing
communities.
Come
before
us,
a
school
committee
asking
us
to
be
very
thoughtful
and
invoke
a
healthy
Community
process
in
any
of
these
decisions,
so
accelerating
that
often
takes
that
completely
off
the
table.
D
D
AC
R
I,
thank
you.
I
appreciate
a
little
bit
of
the
the
more
detail
into
the
timeline
for
these.
You
know
for
these
Investments
still.
What
I'm
a
bit
concerned
about
is
actually
the
the
timeline
for
the
creation
of
these
positions
and
just
our
abilities
to
be
able
to
fill
them,
and
so
I
I,
don't
know
if
there's
necessarily
a
question
in
there,
but
more
of
a
concern
around
being.
R
A
new
director
for
multilingual
students
with
disabilities
being
able
to
hire
these
Equity
Specialists,
and
you
know
the
recruitment
process
that's
going
to
take
for
that,
and
you
know
quite
frankly,
where
are
we
going
to
to
get
them?
Historically,
we've
had
a
problem.
You
know
recruiting
teachers
from
from
underrepresented
backgrounds,
so
it
is
a
concern
you
know,
of
our
more
or
less
the
feasibility
to
be
able
to
accomplish
this.
D
D
I
think
that
what
you've
seen
in
each
of
what
the
deputies
presented
is
that
there's
also
a
strategy
explicit
in
the
area
to
Pipeline
and
Recruitment,
and
so
there
is
an
investment
in
those
areas
as
well
to
be
able
to
expand.
You
know
how
we
are.
You
know
where
we're
recruiting
from
where
we
get.
You
know
where
we
put
our
job
descriptions
out,
alliances
that
we
can
forge
to
be
able
to
get
the
positions
and
to
do
it
at
a
more
systemic
level.
D
So
I
think
you
know
we
we
feel,
like
that's
the
part
that
we're
pushing
and
working
on,
so
that
we,
you
know
Boston's
early
actually
in
the
process.
Our
budget
is
much
earlier
than
most
districts,
so
we
have
a
unique
opportunity,
both
in
retaining
the
Educators.
We
have
particularly
our
educators
of
color
working
through
with
them
any
issues
that
might
exist
around
certifications
or
you
know
becoming
solid
in
the
job
with
a
job
offer.
D
D
You
know
to
create
a
particular
unique
pipelines
that
we
haven't
had
before
you
know
and
looking
within
VPS
as
a
way
to
again
be
able
to
from
a
retention
standpoint,
be
able
to
have
paraprofessionals
have
opportunities
they
haven't
had
in
the
past.
Teachers
have
opportunities
they
haven't
had
in
the
past
to
be
able
to
move
into
other
kinds
of
positions,
so
I
think
we're
trying
to
hit
it
from
all
sides.
D
K
L
K
K
K
L
K
K
L
W
Thank
you
for
the
question.
School
Committee,
Member
Garcia.
The
timeline
is
very
important.
Some
of
the
positions
are
contingent
upon
the
budget
being
approved
and
then
we'll
be
able
to
post,
and
some
of
them
are
trade-off
positions
of
our
current
budget,
so
we
are
working
on
making
sure
those
are
posted
as
soon
as
possible.
W
In
addition,
we
also
are
working
with
office
of
human
capital
to
figure
out
if
there's
some
intermediary
supports
through
contractual
services,
so
that
that
will
Bridge
the
time
before
a
manager,
especially
the
the
positions
for
hiring
managers
before
they
come
on
board.
That
there's
some
way
to
ensure
that
we
have
consistent
supports
until
the
permanent
supports
arrive.
K
S
S
The
decision
to
effectively
invest
Esser
in
soft
Landings
under
the
theory
that
you
know,
Essa
was
designed
to
limit
learning
loss
and
help
students
recover
that's
what
Congress
said.
It
was
a
setup
for
the
majority
of
it
and
the
district
has
made
the
decision
to
do
that
by
saying,
students
would
be
better
coming
back
to
the
schools
that
we
used
to
versus
making
a
bunch
of
changes
towards
it.
I'm
a
financial,
professional
Club
in
my
entire
career
and
I
remain
deeply
concerned
over
what
we're
facing
the
next
couple
years.
S
Not
just
us,
but
districts
across
across
the
country.
I
understand
the
decisions
you're
making
about
moving
some
of
the
gentle
fund
and
where
we
go
from
here,
but
we
have
some
very
hard
choices
to
make
in
the
next
couple
years.
The
the
financial
support
for
soft
Landings
are
not
going
to
be
there
and
we
have
declining
enrollment.
So
we
have
to
face
that
hard
reality.
S
Having
said
that,
I'm
also
very
aware
of
our
structure
under
the
system
that
set
us
up,
which
is
superintendent,
presents
a
budget
the
beginning
of
February,
the
fourth
Wednesday
of
March.
We
have
to
vote
on
it
if
we
do
not
pass
a
budget,
and
this
is
the
chance-
the
superintendent
make
a
final
recommendation.
If
we
don't
pass
a
budget,
then
the
superintendent's
original
budget
is
the
one
that
moves
forward
to
city
council
and
so
I
was
really
interested
in
hearing
tonight.
S
The
differences
in
the
budget
and
how
the
community
and
school
committee
input
was
reflected
in
that
so
I
appreciated
the
slides
about
native
language.
I
appreciate
the
slides
about
ell
I
appreciated
a
number
of
the
operational
points
you
made,
but
superintendent
I
have
a
specific
question
for
you,
and
that
is
since
the
budget
was
being
originally
developed
in
December
and
January
as
it
laid
out
to
schools.
S
We've
received
four
pretty
hard-hitting
reports
right,
both
special
ed
Transportation
student
safety
and
data
from
several
different
sources,
and
this
serious
reports
requiring
serious
conversations
about
which
recommendations
you
accepting,
which
ones
are
you
moving
forward?
Are
you
implementing
now
or
you're?
Considering?
Are
you
implementing
in
the
future
because
they've,
given
us
a
road
map
of
how
to
improve
the
district,
and
so
I
have
to
ask?
S
Do
you
superintendent
feel
that
this
budget
reflects
the
key
priorities
from
those
four
reports,
in
other
words
that
we
fiscally
providing
for
the
solutions
that
have
been
suggested
to
us
in
a
road
map
as
we
look
at
those
four
together,
because
all
of
these
things
intersect
right,
Transportation
into
sex
with
special
ed
safety
intersects
with
them
all
data?
We've
we've
seen,
we've
seen
the
problems
that
we're
having
with
data
and
I
did
appreciate.
S
Mr
Cuda
that
one
of
the
things
highlighted
tonight
was
a
better
data
warehouse,
including
using
the
advice
language,
so
that
systems
can
actually
talk
together,
which
is
the
right
way
to
move
forward
so
glad
to
see
a
commitment
there
with
superintendent.
How
do
you
feel
this
budget
reflects
the
priorities
laid
out?
D
D
It's
a
transitional
budget,
As
We
Lay
foundation
in
some
of
the
like,
bigger
adaptive
work
that
has
to
be
done,
particularly
in
academics,
where
we,
you
know
where
we've
made
the
commitment
for
inclusion
and-
and
that's
been,
you
know,
that's
throughout
the
report.
Certainly
you
know
increasing
access
to
native
language
and
bilingual
education,
Early,
College
and
Career
I.
Think
you
know
when
we
look
at
sort
of
the
report
and
the
recommendations.
D
This
is
a
good
transitional
budget
for
beginning
and
and
kind
of
laying
the
groundwork
for
the
key
recommendations
in
most
of
the
reports,
the
Technical
Solutions
that
are
offered
or
the
recommendations
in
the
report.
Some
of
those
are
just
easier
to
accomplish.
The
one-offs
are
the
kind
of
the
immediate
those
are
also
reflected
in
here.
I
think
you
know
what
will
need
to
happen
and
we
kind
of
gave
a
glimpse
in
more
long
term
but
to
say
the
following
budget.
What
might
we
need
to
do
a
lot
of
that
adaptive?
D
D
So
again,
some
of
that
work
is
not
going
to
be
something
you
snap
our
fingers
and
we
have
the
plan
for
it,
and
we
have
to
be
comfortable
with
the
idea
that
we're
going
to
have
to
Pivot
and
shift
in
the
future
budget
to
make
sure
that
that
work
happens.
But
I
think
this
is
a
great
foundational
budget.
It's
solid.
It
gets
at
the
main
points
of
the
Technical
Solutions
we
need,
such
as,
like
the
safety,
the
emergency
management
office.
D
You
know
that's
like
kind
of
clear
and
in
in
a
gap,
and
it
starts
to
lay
the
foundation
for
the
multi-year
initiatives
that
we
know
we're
going
to
have
to
complete.
This
is
not
ideal
timing
right
like
having
like
lots
of
systemic
work,
to
do
at
a
time
where
we
have
one
year
left
and
after
we've
had
you
know
for
decades,
declining
enrollment,
you
know
and
the
need
to
write
the
system
they're
all
coming
together
and
I.
Don't
think
there's
anyone
here
that
would
be
like.
D
Oh,
this
is
the
way
it
should
all
happen,
but
that
is
our
reality,
and
what
we
have
to
do
is
try
to
make
the
best
of
that
reality
right
now
in
the
best
decisions
we
can
so
that
we're
able
to
this
year
next
year
and
the
years
after
support
our
students
in
our
schools,
the
best
that
we
can.
So
that's
what
I
think
this
budget
does
it
lays
transition
foundation
in
some
of
the
areas
continues
to
support
the
field
in
a
way
that
right
now,
I,
don't
think
anyone
would
feel
comfortable,
removing
Services.
AC
AC
I
think
we
all
have
an
assumption.
At
least
I
have
an
assumption
that
we
will
do
something
off
of
those
recommendations:
God
willing
right,
but
what
it
is
I
feel
unclear,
and
so
it
is
just
sort
of
stating
for
myself
like
it's
hard
for
me,
to
see
that
connection
too,
because,
like
I,
don't
really
know
on
safety,
what
it
is
that
we're
looking
to
do
and
how
this
would
align
to
that
I.
Don't
know
that
really
clearly
on
special
education,
I,
don't
know
that
about
transportation
to
the
contrary,
and
so
I
don't
know.
AC
D
Sure
so
you
know
we're
working
through
you
know,
given
that
we've
gotten,
you
know
in
a
staggered
fashion,
the
reports
and
you
know
all
other
than
the
special
ed
report.
You
know
we're
kind
of
a
fairly
Consolidated
and
and
not
that
long
ago,
time
frame
we're
trying
to
work
through
them
rapidly
thoughtfully
in
a
connected
way,
but
also
in
Partnership,
where
it's
appropriate
with
the
deci
and
the
Sip
work,
and
certainly
the
council
as
we
need
more
and
clarified
information.
D
D
And
then
in
that
you
know
I-
think,
for
instance,
senior
Deputy
Chen
has
said
you
know
like
this
was
a
council's
recommendation
where
you
know,
which
was
a
big
one
on
adopting
the
inclusion
model
in
the
grade,
the
grade
implementation
and
then
moving
forward
with
that
I
think
in
some
of
the
other.
You
know,
recommendations
that
tend
to
be
either
smaller
or
they
might
not
have
a
cost.
D
D
D
These
are
the
Departments
that
are
going
to
be
pivotal
in
this,
so
I
think
it's
two
different
levels
of
understanding,
given
the
budget
is
so
early
we're
not
able
to
rush
through
that
process
at
that
comprehension
level
to
be
able
to
give
you
kind
of
like
that
level
of
check
off,
but
I
think
from
the
budget
president
stations
within
sort
of
clear
and
highlighting
the
things
that,
if
you
were
to
go
back
to
the
report,
you
would
see
are
sort
of
mentioned
in
there
or
suggested
or
recommended
and
I.
Think
there
is.
AC
Yeah,
it
will
be
easier
for
me,
probably
when
it's
explicit,
because
I'm
I
don't
I'm
nuts
I,
don't
see
it
in
that
same
way,
but
maybe
that's
sort
of
where
it's
like
inside
baseball,
for
you
guys
you're,
seeing
the
connection
and,
like
you
know,
I'm
I'm,
just
not
I'm,
not
really
sure
you
know.
Some
of
the
recommendations
in
those
reports
were
competing
recommendations.
AC
It's
like
you
could
do
this
or
you
could
do
that,
and
so
it
is
a
little
which
is
like
the
magic
of
many
of
those
Council
of
great
City
school
reports,
so
it
the
sort
of
which
of
the
Choose
Your,
Own,
Adventure
I'm,
not
sure
which
Choice
we've
made.
The
last
question
I
have
in
my
final
10
seconds
is
just
as
we
are
thinking
about
the
fact
that
the
hold
harmless
funding
is
now
on
Esser
that
ends
in
September,
2024.,
I,
guess
more
specifically.
What
do
you
think
will
happen
like?
AC
Is
it
we
will
be
looking
to
the
city
for
funding?
Is
it
something
in
the
middle?
Is
it?
Is
it
expedited
consolidations?
It's
not
going
to
just
come
out
in
the
wash.
So
it's
sort
of
like
what
do
you
think
we
should
be
thinking
about
as
we
vote
for
this
budget
foreign
and
think
about
the
the
next
fiscal
year
and
the
difficult
decisions,
as
we
all
keep
sort
of
alluding
to
without
putting
a
little
bit
more
concrete
on
top
of
it
like?
What
is
that
going
to
be?
Do
you
suspect.
D
I
think
it's
going
to
be
a
multifaceted
fast
is
going
to
need
to
be
this
there's
some
combination
of
new
investment
dollars
and
I
identifying
the
areas
of
continuation,
like
inclusion,
is
obviously
going
to
be
a
multi-year.
You
know
investment.
There
might
be
some
new
ones
in
there
once
my
system,
you
know,
is
when
I
suspect
is
going
to
clearly
be
some
difficult
choices
that
schools
and
Central
need
to
make
in
particular
areas
that
were
previously
funded
by
Esther.
AK
R
Thank
you
again,
thank
you
to
member
cardet,
Hernandez
and
member
o'meal
for
sort
of
raising
what
was
also
my
question
around
the
priorities
from
the
reports
you
know,
I
I
mean
for
for
me,
I
think
we
I
I,
see
some
of
it
that
we've
shifted
to
I.
Think
in
the
transportation
report
or
presentation
that
we
might
get
to
this
evening.
Yeah.
R
I
I
do
think
that
we
see
some
of
that
in
terms
of
the
understanding
of
our
responsibility
as
a
district
and
sort
of
building
out
data
accountability
on
Time
Performance
indicators.
Things
like
that
things
that
we,
we
certainly
I,
think
things
that
came
out
in
in
those
reports
that
I
think
we
are
sort
of
addressing
so
I
do
see
some
elements
of
it,
but
I
think
you
know
as
to
what
we've
heard
earlier,
I
mean
I.
R
Q
T
Yeah
I
mean
I,
don't
wanna
be
talking
in
repetition,
so
but
talking
about
the
Equitable
literacy
I'm.
Just
so
we're
gonna
continue
to
invest
in
it
for
the
next
year
right
but
I
mean
obviously
we
need
to
continue
investing
it
forever
really,
but
like
with
the
answer
funding
gone
after
next
year,
like.
E
Yeah
I
would
say
two
things
about
that
and
thank
you
for
that.
The
the
question
the
first
part
of
that
is
when
we
make
an
investment,
and
we
talk
about
using
general
fund
dollars
to
make
strategic
Investments
like
the
Equitable
literacy
investment
that
we're
adding
this
year,
we
think
of
those
as
longer
term
sort
of
more
sustainable
dollars
because
they
become
part
of
our
Baseline
budget
the
next
year.
E
So
it's
it's.
You
know,
while
we
do
always
have
to
sort
of
think
about
our
trade-offs
in
any
annual
cycle.
The
reason
that
we've
prioritizen
certain
things
on
General
funds
is
to
make
sure
they're
on
a
more
sustainable
funding
source,
and
so,
as
part
of
that
work
with
schools
that
15
million
dollars
that
was
highlighted
in
one
of
the
earlier
slides.
E
E
T
A
D
E
You
know,
as
you
know,
there
are,
there
are
state
laws
that
apply
to
Boston,
specifically
on
that
outline
this
the
procedures
around
our
budget,
the
next
step
in
the
process
after
you
vote
on
our
budget,
is
that
the
mayor
makes
her
proposal
to
the
city
council,
the
second
Wednesday
in
April,
and
so
you
know
those
are
the
sort
of
practical
implications
of
a
no
vote.
Next
Wednesday.
D
E
Chairwoman
Robinson,
if,
if
I
may,
just
I,
we
I
want
to
thank
my
team,
who
is
great
and
more
responsive
than
I
anticipated
and
I
have
an
answer
to
Mr
credit
Hernandez's
earlier
question
of
the
positions
that
moved
from
general
fund
to
Sr
we're
estimating
about
25
percent
of
60
positions
were
vacant.
Currently,
oh.
AC
E
A
I
know
our
time
is:
wait.
I
just
have
a
few
questions
and
I
do
want
to
remind
members.
We
have
two
more
reports
we
must
hear
tonight
because
they
are
all
dependent
on
votes
that
we
must
make
in
the
next
meeting.
So
it's
now
9
30
but
I
have
a
couple
of
quick
questions
and
then
I
think
anything
else
that
I
have
I
will
sent
to
you
in
written
form
and
hopefully
you'll
be
able
to
get
that
back
to
us
before
we
need
to
vote
next
week.
A
E
I
do
love
this
question.
It's
a
great
opportunity
to
clarify,
because
we
we
have
used
both
terms
a
lot
we
have
in
our
budget
process
a
number
of
soft
Landings
built
in
which
are
meant
to
be
transition
funds
when
schools,
experience,
enrollment
declines
are
experiencing
change
in
policy,
and
so
a
soft
Landing
is
has
a
planned
Sunset,
and
so
in
our
budget
process
we
automatically
create
soft
Landings
for
enrollment
to
clients
plus
or
minus
a
certain
percentage.
C
E
E
One
of
the
big
differences
this
year.
I
just
want
to
know
about
hold
harmless,
as
it
relates
to
extra
capacity
in
the
system,
is
that
we
haven't
necessarily
held
schools
harmless
by
keeping
open
classrooms
that
were
unnecessary
because
of
enrollment
schools
have
closed
23
classrooms
this
year
and
then
the
way
that
we
held
them
harmless
was
ask
them
to
use
those
dollars
more
strategically
and
aligned.
E
But
in
past
years
an
awaited
student
funding
District
if
enrollment
had
declined
and
they
had
the
ability
to
take
capacity
Offline
that
would
have
been
a
net
decrease
in
their
budget
individually
as
a
school.
But
that's
the
part
that
we
have
not
made
schools
make
those
adjustments
on
the
last
few
budget
years.
X
Thank
you,
superintendent
and
thank
you
Chief
Alvarez,
for
jumping
on
as
well
I
know.
We
already
had
a
predetermined
schedule
for
the
facility
condition
assessment
that
we
put
in
place
actually
the
year
before
last.
We
set
it
all
up
and
due
to
the
RP
timelines,
that's
the
timeline
and
constraint
that
we.
C
X
AK
A
X
You
know
once
that's
complete,
then
we'll
be
able
to
align
that
with
the
rest
of
the
information
on
the
DLR
study
to
furge
and
make
the
facilities
priority
plan.
So
timing,
wise.
We
we
again
aligned
it
with
the
RP
that
we
put
out
prior
to
an
event,
has
been
working
through
that
acquisition
schedule
that
we
put
in
place.
A
It
feels
like
there's
a
lot
of
information
in
what
you've
given
us,
but
at
the
same
time
we
don't
have
specifics
or
a
lot
of
the
metrics
that
we
really
need
to
understand.
Moving
forward,
I
mean
this.
You
know
one
example
is
for
the
families
to
continue
to
come
and
talk
about
wanting
dual
language:
bilingual
education,
bilingual
opportunities
for
the
students.
Have
we
done
any
kind
of
assessment
to
understand
which
families
would
actually
want
their
children
in
bilingual
bicultural
programs
and
which
would
not
you
know
where?
A
A
I,
don't
I,
don't
see
any
word
that
we
said
we
put
up.
You
know
a
pot
of
money
aside
for
adjustments
to
needs.
As
you
know,
we
we
bring
on
the
next
generation
of
Staff
members
who
will
be
in
lead
here
so
I'm
just
trying
to
understand
you
know.
Are
we
syncing
all
of
our
dollars
into
things
that
we
want
to
move
forward
on,
but
where?
Where
is
that
opportunity
for
something
messing
of
those
things.
D
Three
share
so
I
think
that
this
this
comes
back
to
getting.
We
got
a
lot
of
information
in
a
very
Consolidated
timeline.
That
is
not
you
know.
Any
one
of
those
reports
would
be
what
a
typical
District
would
be
dealing
with
we're
dealing
with
all
of
them
lost
the
Strategic
plan
for
omme,
plus
the
data
report
plus
The
Greener
deal.
There's
a
lot
of
information
and
I
think
the
teams
are
working
as
quickly
as
we
can
to
be
thoughtful
as
we
assess
it,
but
we
don't.
We
can't
do
it
in
isolation.
D
It
requires
us
continuing
to
work
with
nothing
continuing
to
work
with
the
Council
of
great
City
schools
and
other
relevant
parts.
I
think
the
omme
is
a
good
example
where
there
is
a
strategic
plan
and
I
think
that
what
you
know,
Deputy,
Jen
and
her
team
have
done
is
to
lay
out
you
know,
based
also
on
feedback.
D
Dr
Chen
and
her
team
are
working
toward
to
be
able
to
not
only
survey
the
families,
but
this
is
also
the
dialogue
with
the
schools
and
the
school
leaders
and
communities.
So
that
is
part
of
the
planning,
Grant
and
planning
process
that
she
laid
out
in
her
budget
as
an
is
just
like
one
example:
I
think
when
you
look
at
special
ed
and
inclusion,
there's
examples
there
as
well.
D
I
think
where
you'll
see
things
come
into
more
of
a
you
know,
a
farsightedness
where
you
can
actually
see
it
closely
is
I.
Think
you'll
see
that
actually
much
more
so
after
we're
able
to
present
to
you,
you
know
later
spring,
you
know,
specifically
the
three
to
five
year
plan
relative
to
the
reports.
You'll
be
able
to
see
clearly
how
we
back
mapped
into
this
budget,
but
more
clearly
how
going
forward
what
the
priority
areas
are
going
to
be
for
the
next
several
years.
A
D
To
correct
yeah,
that's
correct
and
I,
just
yeah
go
ahead.
No
I
was
just
going
to
say
I'd
like
to
underscore
that
I
know
that
Dr
depina
did
it
as
part
of
his
report,
but
there's
no
there's
zero
dollars
in
this
budget
for
connecting
the
Community
Connection
positions
that
were
originally
talked
about.
Early
on
there
are.
D
A
I'm
I'm,
hoping
at
a
future
meeting,
will
be
able
to
have
a
report
to
understand
a
little
bit
more
about
what
is
going
to
be
happening
in
the
nine
regions.
I
know
you
introduced
everybody,
the
leaders
tonight,
but
we've
talked
they've,
been
a
lot
of
things
within
the
budget
that
we've
talked
about
that
are
going
to
be
in
the
the
regional
work.
So
it'll
be
great
to
get
a
a
full
report
on
how
that's
going
to
play
out
yeah.
A
A
Alrighty,
thank
you.
I
know.
People
may
have
more
questions,
but
again
it's
9
45
and
if
people
are
willing
to
put
in
writing
the
rest
of
the
questions
they
have,
I
really
would
like
to
be
able
to
to
move
on.
So
we
are
not
sitting
here
at
1am
anyway.
So
thank
you
again.
If
there's
nothing
more
I'll
now
entertain
a
motion.
A
Oh
sorry,
reading
them
on
the
script
to
Mr
Cooter
and
thanks
to
the
entire
team
for
your
tireless
work
on
the
budget,
and
we
will
look
forward
to
taking
up
action
on
the
revised
fiscal
24
budget
proposal
next
Wednesday
and
our
March
22nd
meeting.
Okay,
we'll
now
move
on
to
our
next
report
to
Transportation
vendor
contract,
the
yellow
buses
I'll,
now
invite
executive
director
of
Transportation
Dan
Rosengard
to
give
the
presentation,
but
first
I'd
like
to
invite
the
superintendent
to
give
opening
remarks.
D
Thank
you
chair
and
thank
you
to
the
committee
for
consideration
of
this.
You
know
tonight
we're
going
to
present
our
vendor
contract
for
the
yellow
box
transportation
services
over
the
past
few
years
under
the
leadership
of
Dell
Stanislaus.
We
all
know
Dell
and
now,
certainly
under
the
capable
leadership
of
Dan
Rosengard,
we've
made
steady
progress
with
the
transportation
services.
D
D
Our
system
is
very
complex
and
that's
been
noted
by
the
council.
It's
been
noted
by
the
Consultants
that
worked
with
us
and
it's
going
to
require
years
of
consistent
progress
with
gains
each
year
to
get
us
where
we
need
to
be
the
concert.
Green
City
Schools
report
outlines
several
critical
recommendations
that
require
to
cross
the
parliamental
cross-agency
US,
Charters,
parochial
schools
and
City
collaboration
as
well
as
really
robust.
D
Community
engagement,
The,
Five-Year,
vendor
contract
proposed
tonight
is
a
critical
part
of
the
consistent
and
comprehensive
process
that
you
know,
we
believe
is
required,
and
you
know,
we
believe,
provides
us
in
the
contract
the
time
to
assess
our
needs.
Implement
changes
continue
to
build
on
the
improvements
we're
seeing.
You
know.
That
is
what
is
presented
in
this
five-year
contract.
It's
been
entirely
restructured
and
it
focuses
really
on
vendor
accountability
and
it's
tied
to
financial
incentives
that
are
based
on
outcomes
for
students.
D
Yesterday,
I
received
a
letter
from
trans
Dev
affirming
their
commitment.
The
pursuit
of
continuous
improvements
under
this
new
contract,
as
well
as
taking
on
the
financial
risk
associated
with
non-performance
I,
want
to
thank
Trent
staff
for
their
commitment
to
continuously
make
improvements
for
our
students
and
also
for
working
with
our
transportation
team
and
negotiate
this
new
contract
that
builds
on
the
progress
we've
made
and
I
really
want
to
compliment
Diane
and
the
transportation
staff
for
the
diligence
and
their
hard
work.
D
AT
AT
AT
Our
vendor
manages
maintenance
of
our
buses,
management
of
all
yard
and
bus
operations,
hiring
training
and
management
of
bus
drivers
and
bus
safety
personnel
deployments.
These
elements
are
all
contained
within
the
vendor
contract
being
presented
tonight
at
the
same
time
and
separate
from
this
contract.
AU
As
we
all
know,
the
yellow
bus
vendor
contract
is
a
key
lever
to
help
improve
Transportation
outcomes
for
students
and
Families
I'd
like
to
highlight
a
couple
of
the
critical
structural
changes
in
this
contract
that
will
help
ensure
better
outcomes
for
students
and
Families.
First,
this
contract
creates
real
Financial
incentives
for
good
performance
and
cost
savings.
AU
Second,
the
contract
shifts
more
financial
liability
from
BPS
to
the
contractor.
Third,
this
contract
has
penalties
for
poor
performance
in
the
form
of
meaningful,
meaningful,
focused
damages.
Fourth,
this
contract
updates
the
scope
and
scale
of
services
we
have
sought
to
accurately
reflect
the
mission
of
the
transportation
department.
AU
First,
throughout
this
new
contract,
there
are
examples
of
a
shift
in
liability
from
the
district
to
the
vendor.
The
purpose
of
this
shift
is
to
help
ensure
that
the
vendor
shares
in
the
outcome
for
both
good
and
poor
performance.
The
purpose
of
this
change
is
to
codify
the
expectation
that
any
vendor
working
with
the
within
Boston
public
schools
has
skin
in
the
game
and
tangible
reasons
to
strive
to
deliver
excellent
service.
AU
One
example
that
is
perhaps
simple
but
consequential
is
Shifting.
Financial
responsibility
for
facility
costs
such
as
utilities,
maintenance
and
snow
removal
to
the
vendor.
These
costs
used
to
pass
through
dollar
four
dollar
to
the
district
are
currently
passed
through
dollar
for
dollar
to
the
district.
AU
AU
To
give
an
example,
there
is
an
incentive
for
achieving
over
85
percent
on-time
performance
in
the
first
10
days
of
school,
as
well
as
an
additional
incentive
for
achieving
over
90
during
the
same
period.
Achieving
either
of
these
incentives
would
represent
significant
improvement
over
current
performance,
but
we
believe
they
are
achievable
goals
and
achievable
during
the
five-year
term
of
the
contract
based
on
cumulative
Trends
and
performance
outcomes
that
we
have
seen
so
far.
AU
Each
incentive
represents
improvements
compared
to
our
Baseline
in
recent
years,
but
we
also
believe
these
goals
are
achievable,
based
on
recent
improvements
that
we
have
seen
by
clearly
articulating
our
priorities
to
the
vendor.
The
district
will
be
able
to
demand
accountability
from
the
vendor.
For
our
shared
goals,
ultimately,
this
document
is
designed
to
fully
commit
the
vendor
to
focus
on
our
mission:
Safe,
reliable
and
on-time
student
transportation.
AU
The
many
improvements
highlighted
in
the
council
for
great
City
Schools
reports,
also
of
importance
in
coming
to
this
decision,
was
looking
at
the
planning
timelines
for
ifb
development.
It
takes
approximately
two
to
three
years
to
develop
bid
specifications
complete
the
bid
process
and
transition
the
vendor
into
operation.
AU
AU
AU
The
second
slide
shows
an
outline
of
process
elements,
research,
analysis
and
engagement,
all
which
were
necessary
to
fully
inform
the
contract
structure
that
we
are
presenting
here
tonight.
The
imitation
for
bids
was
developed
over
a
nearly
two-year
process,
in
collaboration
with
two
consulting
firms
with
deep
industry
experience.
AU
The
resulting
contract
represents
what
we
believe
is
the
best
possible
approach
to
ensuring
that
a
vendor
is
incentivized
and
positioned
to
provide
safe,
reliable
and
on-time
transportation
services
for
BPS
students
and
the
students
of
the
city
of
Boston.
My
colleague
Mike
will
now
speak
to
the
vendor
response
we
received
in
the
bid
process.
AS
Thank
you
Jackie,
so
again,
I
I,
having
been
a
piece
of
the
actual
steering
committee
on
this.
One
of
the
things
that
really
struck
me
was
that
this
contract
was
the
result
of
really
an
intense,
focused
multi-year
effort,
including
an
incredible
amount
of
market
analysis
and
research,
and
so
our
Consultants
analysis,
early
on
in
the
process,
showed
that
there
were
really
only
three
or
four
vendors
in
North
America
that
were
large
enough
and
sophisticated
enough
to
be
able
to
operate
in
this
environment.
AS
And
so
all
four
of
these
vendors
as
we
went
throughout
the
process,
were
interviewed
and
we
talked
with
them,
and
so
all
four
of
them
were
very
familiar
with
that
the
same
BPS
operating
environment.
Now,
oh,
when
interviewed,
they
really
did
Express
concerns
over
that
complexity,
and
this
is
something
that
I
think
we
all
know
and
have
talked
about,
but
some
have
also
had
expressed
some
into
some
concerns
about
the
new
contract
itself
and
the
performance
incentives
and
the
potential
impact
that
that
would
have
on
their
financial
bottom
line.
AS
AS
AS
Oh
sorry,
by
way
of
introduction
I'm
sorry,
my
name
is
Michael
Miller
I'm,
the
director
of
strategic
procurement
for
the
city
of
Boston,
and
so
I
had
been
a
piece
and
sorry
about
that.
I'd
been
a
piece
in
this
process
working
with
this
team
over
the
last
two
years
to
try
and
make
sure
that
this
was
something
that
they
would
be
successful
and
provide
them
every
possible
support
that
we
could
along
the
way,
no
apologies
in
the
end
with
transvestid.
AS
We
we
got
that
now
as
a
part
of
the
the
research
and
Analysis,
we
started
to
try
and
project
what
we
were
going
to
be
getting
in
terms
of
what
the
potential
price
might
be
and
the
Consultants
anticipated
that
it
might
be
coming
in
somewhere
between
17
and
a
half
million
and
22.6
million
now
transfspid
original
finally
came
in
at
17.
at
17.497
million.
Now
it's
important
to
remember
that
this
includes
very
specifically
a
reduction
in
some
of
the
pass-through
costs.
AS
AS
What
this
ends
up,
meaning
is
that
there's
a
lot
more
tied
into
this
and
it
pulls
in
together
and
puts
them
financially
on
the
hook
for
actually
ensuring
that
they're,
efficient
and
effective
in
terms
of
how
they're
going
to
be
going
about
managing
their
money.
So
again,
this
ISB
really
was
the
product
of
years
of
work
and
focus
looking
at
not
just
how
to
procure
it,
but
also
making
sure
that
we
were
building
the
most
effective
contract.
AS
That
would
allow
us
to
manage
that
contract
to
derive
the
kind
of
student
outcomes,
and
so
just
again,
the
contract
management
of
this
is
an
incredible
thing
and
the
tools
have
been
built
into
it
to
allow
the
team
to
do
some
really
really
amazing
work.
So
I
would
like
to
pass
it
back
to
Dan
to
close
us
out.
AT
Thank
you,
Mike
and
thank
you
Jackie,
so
in
closing,
I
would
just
like
to
speak
briefly
to
our
partnership
with
transdev,
although
we
know
that
our
service
is
not
yet
where
it
needs
to
be.
Transdev
has
demonstrated
a
true
commitment
to
improvements
in
recent
years
in
Fall
of
2020
BPS
instituted
a
monthly
performance
review
process
with
the
vendor
to
review
and
monitor
performance
on
an
ongoing
basis.
AT
We
have
seen
notable
improvements
in
performance
across
transdev's
operations.
I'll
just
quickly
highlight
one
or
two
examples
that
we've
seen
in
recent
years.
So
first
coming
out
of
the
pandemic
school
districts,
Nationwide
were
faced
with
a
severe
bus
driver
shortage,
and
we
saw
the
impacts
of
that.
AT
You
know
efforts
in
action
yesterday
when
with
the
the
storm.
So
despite
the
weather
in
the
storm
yesterday,
we
had
all
of
our
bus
routes
covered
with
drivers
in
both
the
morning
and
afternoon
and
before
accounting
for
any
missing
GPS
data.
We
achieved
94
on
Time
Performance
yesterday
morning
and
so
I
think
that
really
is
a
testament
to
the
work
done
and
the
improvements
made
over
the
last
two
years.
AT
Our
mission,
our
our
very
real
Mission
every
single
day,
is
to
provide
the
students
of
Boston
with
safe,
reliable
on-time
transportation
in
this
contract
represents
a
critical
step
towards
that
goal,
and
with
that,
thank
you.
I'll
pass
it
back
to
the
superintendent
and
we're
happy
to
take
any
questions.
A
V
K
K
K
L
AT
AT
Ultimately,
what
we
heard
from
from
bidders
was
that
the
financial
risks,
specifically
the
the
vendor
accountability
associated
with
this
contract,
was
something
that
presented.
You
know
a
risk
or
too
much
of
a
risk,
or
you
know
disincentivize
some
of
the
the
other
vendors
from
bidding.
We
heard
this
from
a
number
of
them
and
one
of
those
vendors
actually
sent
us
a
a
letter,
letting
us
know
that
the
reason
that
they
did
not
bid
was
that
the
the
risks
were
too
great
and
the
benefits
too
few,
and
so
that
is
ultimately
what
we
heard.
AT
But
what
we
knew
was
that
Mo,
what
was
most
important
to
us
was
having
a
contract
that
puts
students
first
and
that
really
drives
student
outcomes.
And
so
it
was
incredibly
important
to
us
to
include
those
performance
incentives
and
those
liquidated
damages
associated
with
non-performance,
to
make
sure
that
we're
incentivizing
and
driving
the
improvements
that
our
students
need.
AT
Thank
you,
so
I
I
think
the
first
thing
I
want
to
come
back
to
and
note
is
something
that
the
Council
of
great
City
Schools
called
out
in
their
report,
which
is
that
we
have
an
incredibly
complex
school
bus
transportation,
very
possibly
one
of
the
most,
if
not
the
most
complex
in
the
nation,
and
there
are
so
many
different
factors
impacting
that
and
the
the
vendor
contract
is
a
very
important
piece,
but
it's
just
one
piece
of
that.
We
also
have
you
know.
We
know
that
we
have
24
different
bell
times
in
the
morning.
AT
We
have
you
know,
School
assignment
policies
and
special
education
needs
that
you
know
make
Transportation
more
challenging.
We
have
a
number
of
different,
you
know
Union
contracts,
and
you
know,
unions
that
we
engage
with
and
each
of
those
impacts,
transportation
and
this
the
vendor
contract
that
we're
talking
about
tonight
is
just
one
piece
of
that
and
so
I
think
one
thing
I
just
want
to
note
is
we
need
to
address
all
of
the
pieces
of
that
to
really
drive
the
improvements
we
need
now.
AT
L
AT
Yeah,
thank
you
for
that
question.
So
we
do
have
not
within
this
contract,
but
we
do
have
a
process
in
place
for
students
with
trans-specialized
Transportation
within
their
IEP.
If
they
have
any
disruption
in
their
transportation
service,
then
they
can
submit
for
reimbursement
for
either
transporting
their
students
to
and
from
school.
You
know
by
driving
them
or
if
they
sent
them
in
a
taxi
or
a
ride,
share
like
an
Uber
or
Lyft.
So
families
can
get
that
reimbursement.
AT
AI
S
Thank
you,
madam
chair,
in
the
in
the
interest
of
time,
since
it's
late,
I'm
gonna
try
to
keep
my
comments
short
and
I
have
two
quick
questions.
First
of
all,
thank
you
for
the
team
to
working
on
this.
This
is
a
huge
contract.
This
is
a
very
important
deal.
Obviously
we
all
share
frustration
over
Transportation
I
know,
a
number
of
different
ways
have
been
looked
at
the
past
few
years
about
to
remove
this
in-house.
Can
we
provide
Vans?
Can
we
provide
vouchers
to
Charter
Schools
to
do
Transportation
themselves?
S
I
know:
we've
looked
at
a
range
of
ways
to
doing
that,
and
their
pros
and
cons
to
each
I'm
deeply
appreciative,
in
particular
of
the
city
involvement
in
this,
because
at
this
larger
contract
you
know,
procurement
is
tough.
I
appreciate
that
we
have
built
in
fiscal,
more
fiscal
controls
and
that
trans
Dev,
you
know,
will
have
skin
in
the
game,
so
to
speak.
I
think
that
is
really
important.
S
S
Do
we
believe
we
are
at
the
point
with
our
data
to
actually
have
real
data
that
we
can
use
to
enforce
the
provisions
that
are
in
this
either
pay
and
Trends
to
have
more
or
having
a
penalty
back
from
them,
because
that's
Reliant
upon
data
and
I,
don't
think
we're
at
a
point
yet
I
believe
in
our
data?
So
could
you
address
the
data
question
number
one
and
I'll
give
you
both
questions
up
front.
The
second
is
deeply
appreciative.
S
Superintendent
of
you,
talking
about
working
with
the
inspector
General's
office,
read
that
letter
seriously
took
his
there.
That
offices
sense
very
seriously,
deeply
appreciated
that
you
said
there
have
been
a
number
of
meetings
with
them
and
they
have
been.
You
know,
made
recommendations
that
resulted
in
changes
and
improvements
in
this
contract.
Could
you
shed
a
bit
more
light
on
that
as
well?
S
Please
of
how
has
this
contract
been
strengthened
because
I
did
read
the
follow-on
letter
from
the
inspector
General's
office
as
well
and
with
some
additional
recommendations
were
made
so
first
about
data
and
then
second
about
how
the
involvement
of
the
inspected
General's
office
has
changed.
Your
sense
about
this
contract.
AT
AT
The
two
things,
I
would
say,
is
We
are
continuing
to
push
forward
that
work.
I.
Think
we've
made
real
progress
over
the
last
five
or
six
months
and
we're
going
to
continue
to
push
that
forward.
You
know
not
just
with
our
data,
but
also
looking
at.
How
can
we
improve
the
technology
on
our
buses,
whether
that's
you
know
figuring
out
how
to
get
tablets
on
buses
as
quickly
as
possible?
AT
Or
you
know
looking
at
the
the
software
and
technology
that
we
use
for
for
routing
for
capturing
you
know,
bus
GPS
data
and
so
we're.
You
know
we're
looking
at
kind
of
all
options
on
the
table
to
make
sure
that
that
we're
doing
all
we
can
to
to
utilize
data
and
Technology.
The
other
thing
I
would
highlight
is
within
the
the
contract.
The
final
you
know
negotiations
to
to
finalize
the
contract
with
transdev.
AU
AU
The
the
inspector
General's
review
of
this
contract
and
the
process
that
led
to
it
has
been
really
helpful.
The
the
process
was
robust,
it
included
hundreds
and
hundreds
of
documents
it
included
years
of
years
of
information
interviews.
It
was
it
was
very
robust
and
coming
out
of
it.
I
think
that
it's
really
helpful
to
have
the
the
recommendations
that
they
did
give
us
to
help
us
ensure
that
we,
you
know
what
I'll
say,
is
it's
one
thing
to
put
a
new
contract
out.
AU
It's
another
thing
to
actually
get
the
benefits
that
from
that
contract,
and
that
really
requires
change
management
and
the
structures
being
in
place
to
ensure
that
the
change
that
you
put
in
that
contract
become
a
reality
on
the
street,
and
that
is
where
I
think
that
the
expertise
for
the
IG
from
the
iGo
has
really
been
incredibly
helpful.
One
of
the
initial
recommendations
was
that
we
move
with
an
integrated
contract,
so
we
have
completed
that
work
and
have
a
signed
document.
At
this
point.
D
I
would
also
I
would
also
add
that
it
was
actually
one
of
the
recommendations
on
the
missing
GPS
data
and
that
transfer
into
responsibility
came
as
a
recommendation
from
our
meetings
with
the
Igo
and
I
would
applaud
that
it
was
extremely
thorough
to
Jackie's
Point.
Excuse
me
if
he
wrote
Jackie's
point
and
actually
visited
the
bus
yards
with
us.
AH
AC
AC
AT
AT
We,
you
know,
we
considered
all
of
the
different
options
and
ultimately
you
know,
as
as
we
talked
a
little
bit
about
in
the
presentation,
we
decided
that
a
five-year
contract
made
the
most
sense,
partly
because
we
we
knew
that
we
were
putting
out
something
very
new
to
the
market.
You
know
these
Financial
incentives
and
accountability
is
something
very
new
and
pairing.
Those
with
a
three-year
or
shorter
contract
was
unlikely
to
attract
bidders,
so
that
was
one
piece
of
it.
AT
The
other
is
just
kind
of
speaking
to
kind
of
the
point,
you're
making
and
understanding
that
there
are
broader
systemic
changes
that
are
needed
within
Transportation
as
well
as
looking
at
other.
You
know,
District
policies
that
may
impact
Transportation
having
a
five-year
contract
provides
us
the
stability.
We
need
to
really
tackle
some
of
those
other
challenges
without
you
know,
without
needing
to
be
focused
on
this
at
the
same
time.
So
it
allows
us
to
to
stay
focused
over
the
next
few
years
and
then
superintendent
headed.
D
To
you,
yeah
I
would
just
say:
I
mean
I.
Think
it's
I
I
applaud
like
the
direction
of
the
question
you
know,
I
think
on
the
surface
like
that.
Would
that
could
be
true,
but
I
also
think
there's
from
the
systemic
change
part
the
things
we
just
don't
know
yet
right
like
bilingual
programming,
access
to
native
language,
increased
access
like
we
don't
know
what
that
will
do
as
far
as
our
students
and
like
where
our
students
need
to
get
to
to
do
that.
D
You
know
there
are
other
influences
on
the
ecosystem
for
us
besides
on
just
PPS,
and
so
that
gets
into
the
charters
and
the
parochials
and
trends
that
we're
seeing
there
that
could
grow
or
could
change
special
education
and
inclusion.
I
think
there's
going
to
be
a
lot
of,
but
we
ultimately
need
is
a
partner.
AC
AT
AC
Okay,
yeah,
it's
I
think
it
speaks
to
the
point
that
the
chair
was
making
on
another
issue
earlier,
just
so
hard
to
be
making
what
feels
like
big,
long-term
decisions
when
there's
so
much
sort
of
unknown
in
the
air
I
have
one
more
question:
I!
Guess
it's
more
about
the
sort
of!
Is
it
sort
of
two
things
like
what?
If
it
doesn't
work,
you
know,
like
I,
think
we're
all
invested
in
improved
performance
and
seeing
families
able
to
access
reliable
service.
AC
You
know,
like
I'm,
a
kid
I'm,
a
parent
whose
kid
gets
busing
and
I.
Don't
trust
the
system
enough
to
use
it.
It's
not
reliable
enough
for
us
as
working
parents,
and
so
it's
just
doesn't
make
sense
in
our
lives.
It's
too
many
I
have
to
cancel
my
next
meeting
in
order
to
to
deal
with
sort
of
the
Fallout
of
of
a
late
bus
and
I'm,
so
sort
of
curious
like
what,
if
it
doesn't
work,
sort
of
what
happens
next.
How
do
we
evaluate
that?
AC
Yes,
there
are
the
the
financial
consequences,
but
I'm
really
just
thinking
system-wide
and
I.
Think
I
go
to
that
because
I've
sat
here
for
a
little
bit
over
a
year
now
and
it
I
often
hear
the
we're
so
complex
and
I
I
appreciate
that
sort
of
exceptionalism,
but
some
of
that
is
like
we
make
it
complex
like
we
design
the
system
and
so
like
we
own
the
buses.
I've
said
this:
when
we
could
lease
them
I'm,
not
saying
that
is
necessarily
the
strategy,
but,
like
you
know,
we
Outsource
management.
AC
When
maybe
we
don't
need
to
you
know
we
don't
mandate
start
times
and
yeah
we're
often
talking
about
that.
As
you
know,
this
sort
of
major
issue
that
we
have
some
control
over
at
least
the
internal
start
times.
You
know
we
Bus
kids
around
the
city
into
segregated
strands
special
education
students
that
when
we
could
force
schools
to
ensure
that
they
had
the
right
supports
to
support
kids
locally
in
a
more
sort
of
geographically
Smart
Way.
AC
Is
just
like
we've,
where
we
make
it?
No
one
handed
it
to
us
in
this
sort
of
way
and
like
what
are
we
doing
to
change
it?
So
we
can
have
a
much
more
simple
system,
but
then
I'm
also
just
sort
of
like
open
to
the
idea
that,
like
this
may
not
work,
it
hasn't
worked
before
and
so
like
I
think
it's
fair
to
sort
of
wonder
what
if
it
doesn't
work
and
then
what
are
we
willing
to
change
as
a
system
in
order
to
make
busing
work?
D
So
I
guess
I
guess,
there's
a
lot
of
different
things.
I
would
answer
in
this
way.
You
know
I.
Think.
First
of
all,
we've
been
able
to
see
a
change
working
really
continuously
over
the
last
two
years.
I
see
that
not
having
been
here
but
having
looked
at
the
data
where
we
do
see
marked
improvement
right
like
we
are
moving
all
in
the
right
direction.
D
I
think
the
the
part
that
we
all
did
with
in
VPS
is
this
Legacy
that
we
check
off
the
Technical
Solutions,
and
then
we
get
to
a
certain
point.
That's
really
about
like
deeper
change
and
adaptive
change
and
that's
where
it
kind
of
stops
and
as
a
result,
we
don't
get
to
the
thresholds.
We're
looking
for
I
think
that
bringing
in
the
consulate
great
City
Schools
as
an
example
bringing
in
the
Consultants
as
an
example,
give
a
reality
check
of
the
type
of
deep
work
that
has
to
be
done.
D
If
we're
going
to
get
to
the
threshold
we're
looking
for
which
industry-wise
that
95
is
very
high
right
like
when
we
sort
of
have
been
peeling
back
within
the
Council
of
that
now.
For
us,
we
want
it
to
be
100,
but
my
point
is
that
when
we
look
at
how
the
transportation
systems
in
other
districts,
that
95
is
a
high
bar,
we
want
we
expect
and
want
to
get
to
it,
but
we've
been
moving
in
that
direction.
D
But
to
get
to
that,
we
have
to
do
some
of
this
deep
change
so,
and
it's
tied
like
to
your
point
in
inclusion,
which
is
in
special
ed
right
or
it
might
be
in
bilingual
education.
You
know
what
mme
and
so
this
is
what
I
think
is
difficult.
It
is
to
have
all
of
these
thick
reports
and
feedback
and
recommendations.
There's
no
other
way
for
us
to
do
this,
but
to
do
it
that
way
and
look
at
them
and
work
on
them
together
at
the
cross
departments.
D
D
You
know
too
that
I,
you
know
we're
going
to
be
reporting
out
on
a
regular
basis,
we're
going
to
be
able
to
see
pretty
quickly
if
we're
not
making
the
change
the
level
of
change
that
we
need
to
to
get
to
the
results.
I
also
think
that
we
haven't
had
a
contract.
That's
actually
forced
the
issue
from
the
vendor
side.
So,
although
that's
one
part
of
it,
it
really
does
kind
of
force
that
the
vendor
is
equally
accountable
to
us
right
and
with
us,
so
we're
all
working
now
in
the
same
direction.
D
For
this
level
of
change
and
outcome
and
I
think
you
know
where
we'll
know,
you
know
within
two
years
from
the
data
which
direction
it's
going
to
or
whether
it
kind
of
hits
the
cliff
we'll
know
that
and
then
we'll
have
to
as
a
committee,
you
know
go
forward
and
make
some
decisions
about
that.
But
right
now
we
have
the
steps
laid
out
by
Council
having
you
know,
advise
other
districts
with
similar
kinds
of
issues
and
also
Transportation
what
approach
to
take
and
that's
what
we're
doing.
D
AC
AC
Yeah
I
think
I
said
it.
I
I
will
also
just
say:
I
know
we
keep
sort
of
touting
this
data,
but
I.
Think
if
you
ask
folks
on
the
ground,
it
doesn't
feel
like
it's
95
and
so
like
I'm,
not
sure
what
the
disconnect
is
with
the
data
that
we
say
publicly
and
the
experience
that
people
are
having
and
share,
and
some
of
that
might
be
historical
but
I,
don't
know
I
think
you
talked
to
I
have
spoken
to
enough
parents
as
well
as
school
leaders
who
it
doesn't
feel
like
it's
a
95
reliability.
AC
D
Yeah,
no,
no,
it's
not
95
I
wasn't
meaning
to
imply
with
we're
not
there.
However,
the
date
has
been
moving
in
the
right
direction
and
even
the
inaccurate
GPS
data
you
know
has
now
we're
like
reducing
that.
Reducing
that
so
it
is,
the
indicators
are
all
moving
positively
to
just
give
you
a
sense,
like
the
weather
issues
that
we
had
yesterday
right,
like
our
OTP,
was
really
high
and
it
and
anyone
that
drove
into
the
City
yesterday
had
a
markedly
different
experience,
because
there
was
very
little
traffic,
and
so
we
don't
talk
about
it.
D
Often
you
know
we
kind
of
say
a
cursory,
but
there
is
something
to
be
said
about.
You
know
the
the
ecosystem
of
traffic
that
we
live
in
within
the
city
and
that's
it
you
know
the
impact
of
that
on
any
of
us
or
on
our
transportation.
So
you
know
I
think
it's
it's
one
of
these
things.
We
need
to
work
in
partnership
with
the
city
as
well.
It's
probably
good
for
us
to
look
at
the
patterns
Monday
through
Friday.
What
are
we
seeing?
What
are
those
traffic
patterns
tell
us?
D
R
A
A
If
you're,
one
of
those
thousand
kids
or
families
with
those
thousand
kids,
it
doesn't
mean
95
doesn't
make
any
difference
to
you
if
you're
part
of
the
five
percent-
that's
right,
so
you
know
so.
Hopefully
you
know,
as
we
both
right
size,
the
district
and
deal
with
some
of
the
things
that
we
we've
talked
about.
A
89
different
start
times
things
like
that
that
we
have
to
work
with
our
partners
to
come
up
with
a
plan
so
that
we
can
get
99
of
our
kids
and
all
of
the
various
times
you
know
to
school
on
time.
So,
thank
you
all
for
this,
and
we
look
forward
to
taking
action
on
this
proposal
next
week
at
our
meeting.
D
Tonight,
our
chief
of
capital
planning,
Del
Stannis
loss,
will
be
presenting
our
proposal
for
msba
for
a
new
building
of
the
Char
and
Taylor
schools.
The
application
is
due
in
mid-april
there's
a
cycle
to
msba
and
a
timeline,
and
it
requires
city
council
approval,
so
we're
bringing
it
to
you
before
that
before
the
proposed
merger
vote.
Because
of
that
timeline,
but
should
that
merger
happen?
We
want
to
make
sure
that
we
can
begin
the
process
to
get
the
Char
and
Taylor
School
a
new
building
before
I
turn
it
over
to
Dell.
D
I
also
just
want
to
thank
Jack
McCarthy
and
the
msba
team
publicly.
They
took
a
great
deal
of
time
over
the
last
couple
of
weeks
to
come
out
and
to
meet
and
with
facilities
and
to
meet
with
our
Green
New
Deal
team
to
really
thoroughly
explain
the
process.
Since
there
were
some
new
people
involved
in
it.
You
know,
and
to
to
review.
You
know
internet's
the
the
whole
process
and
timelines
is,
we
think
about
the
future
of
our
schools.
D
We
have
to
utilize
every
tool
available
to
us
and
msba
funding
is
one
tool
and
it's
actually
a
really
important
tool
for
us
so
critical
that
we
understand
the
process
critical,
that
we
have
a
partnership
with
msba
to
ask
questions
throughout
the
process
and
I
think
our
team,
both
within
Ops
and
within
in
facilities,
as
well
as
the
Green
New,
Deal
and
Dell,
really
appreciated
that
time
with
Jack
and
the
team.
So
with
that
I
will
hand
it
over
to
our
chief
to
present
our
proposal.
AV
AV
AV
The
msba's
estate
agency,
the
office
competitive
grants
to
municipalities,
support
School
construction
and
renovation
projects.
Bps
has
been
fortunate
that
the
msba
has
provided
support
for
two
types
of
projects
over
the
years:
The
Accelerated
report
repair
projects
to
replace
our
fixed
or
fix
Windows
and
Doors
boilers
and
roofs.
While
the
core
program
covers
extensive
repairs,
Renovations
additions
and
new
school
Construction.
AV
We
know
that
these
neighborhoods
do
not
currently
have
enough
Elementary
School
seats
and
they
have
a
high
portion
of
Boston's
children.
These
two
neighborhoods
alone
that
along
the
two
zero
two
one,
two
four
and
zero
two
one,
two
six
zip
codes
have
24
percent
of
all
Boston's
children
under
five,
showing
that
they
will
continue
to
see
high
demand
for
elementary
school
seats
in
years
to
come.
AV
AV
This
is
the
last
year
that
BPS
will
be
submitting
applications
to
the
msba
without
a
long-term
facilities
plan
for
the
district
I'm
excited
to
have
that
roadmap
by
the
end
of
2023
to
guide
our
future
Capital
project
proposals,
but
for
now,
without
the
long-term
plan.
There's
no
question
in
our
minds
that
the
Dorchester
Mattapan
neighborhood
needs
a
new
school.
AV
AV
AV
Add
new
programming,
cleanup
Financial
Resources,
to
invest
in
new
resources
and
directing
our
talented
Educators
towards
classrooms
that
are
full
instead
of
spreading
too
few
students
across
many
classrooms,
I
have
been
in
conversations
with
families,
Educators
and
school
leaders
at
the
Shaw
and
Taylor
schools,
including
members
of
the
school
design
team
who
are
charged
with
shaping
the
merger
proposal
and
I'll
come
back
and
I
will
come
back
to
this
body
later
this
spring.
To
discuss
the
merger
in
more
detail,
I'm,
confident
that
combining
these
two
School
communities
will
allow
us
to
build
on
assets.