►
Description
The Joint Committees on Education and Public Safety of the Council of the City of Philadelphia held a Public Hearing on Wednesday, January 24, 2018, at 10:00 AM, in Room 400, City Hall, to hear testimony on the following item:
160046 Resolution authorizing the joint Committees on Education and Public Safety to conduct public hearings to examine the physical safety of Philadelphia schools.
Committee on Education
Chair: Councilwoman Jannie Blackwell (3rd District)
Vice Chair: Councilwoman Blondell Reynolds Brown (At Large)
Committee on Public Safety
Chair: Councilman Curtis Jones, Jr. (4th District)
Vice Chair: Councilman Kenyatta Johnson (2nd District)
A
A
B
You,
madam
chair
this
resolution,
as
councilman
Blackwell
said
as
a
continuation
conversations
we've
had
with
the
school
district
and
stakeholders
regarding
the
physical
environment
of
our
schools.
This
resolution
was
initially
introduced
regarding
a
very
unfortunate
incident
where
Chris
Travis
lost
his
life
at
FS
Edmond
schools
regarding
a
bola
explosion.
I
know
I,
see
represented
from
SEIU
here
on,
which
was
the
encounter
woman
throughout
Parker's
district,
and
it's
been
ongoing
concerns.
B
We
know
that
we
have
a
very
old
school
district
in
reference
to
buildings
and
that
we're
all
trying
to
make
sure
that
we
do
all
that
we
can
to
make
sure
everyone
is
aware
of
the
steps
we're
taking
to
make
sure
that
we
provide
the
best
physical
environment
for
the
best
learning
for
the
children.
Our
school
district,
as
well
as
for
the
employees,
both
teachers
and
others
who
are
in
our
school
buildings.
I
want
to
thank
everyone
for
being
here
for
the
efforts
and
work
that
you're
taking
and
as
I
said
in
the
past.
B
This
issue
is
so
important
to
me,
not
only
because
of
my
mother's
track
record
of
the
school
teacher
foreclosed
31
years
in
the
school
district,
but
also
because
I'm,
a
parent
with
a
child
in
the
school
district,
like
many
parents
throughout
the
city
of
Philadelphia.
So
thank
you
for
being
here,
I'm.
Looking
forward
to
hear
your
comments,
work
and
efforts
to
make
sure
we
continue
to
do
all
that,
we
can
to
make
sure
that
we
have
the
best
physical
buildings
in
the
city
and
to
provide
education
and
a
work
environment
for
the
city
of
Philadelphia.
A
C
A
A
E
Morning,
good
morning,
councilman
Blackwell
councilman,
green
Councilwoman,
Parker
and
Councilwoman
Kim.
My
name
is
Danielle
Floyd
I'm,
the
chief
operating
officer
for
the
School
District
of
Philadelphia
joining
me
today
is
Robert
hunter,
who
is
our
executive
director
of
operations
for
maintenance,
Francine
Locke?
Who
is
our
director
for
our
office
of
environmental
and
management
services,
Ori
Monson,
who
is
our
chief
financial
officer
for
the
School
District
of
Philadelphia
and
Kevin
Geary,
who
is
the
chief
of
External,
Relations
and
government
affairs
for
the
school
district?
E
Thank
you
thank
you,
and
also
I
wanna,
just
say
good
morning
to
the
members
of
the
public
who
are
also
attending
today's
hearing.
In
my
capacity
as
a
chief
operating
officer,
I
have
the
responsibility
for
the
management
and
oversight
of
our
operational
units,
including
the
department's
of
maintenance,
environmental
and
capital
programs
and
as
an
operating
division.
We
agree
that
our
most
critical
function
is
to
provide
a
healthy,
safe
and
welcoming
learning
environment
where
teachers
and
students
can
achieve
at
their
highest
potential.
E
Today,
I'd
like
to
utilize
my
time
at
this
hearing
to
do
the
following
to
share
back,
be
back
around
on
the
district's
paint
and
plaster
stabilization
project
initiated
in
2016
and
a
recent
expansion
of
that
project
this
year
to
review
with
you
some
basic
facts
about
the
project.
The
criteria
for
selection
and
project
timeline
summarize
some
of
the
challenges
we
have
faced
since
the
launch
of
this
work
and
the
lessons
that
we
have
learned
and,
finally,
to
explain
our
renewed
and
improved
path
forward
on
our
work.
E
I'm
in
urban
districts
like
Philadelphia,
with
an
average
building
age
of
70
years
and
over
280
buildings
built
before
1978.
We
know
that
lead
paint
can
be
an
issue.
The
school
district
identifies
as
schools
with
damaged
paint
and
plaster
through
our
building
inspection
data
collected
from
our
mandated
federal
asbestos
hazard,
emergency
response,
ACK
reports,
otherwise
known
as
the
a
hero
reports
and
from
available
indoor
environmental
quality
assessments.
E
Although
paint
inspections
are
not
mandated
as
a
regulatory
requirement
in
schools,
the
school
district
is
one
of
only
few
very
few
in
the
nation
to
include
this
element
and
mandated
a-here
inspections
as
a
screening
tool.
For
lead
based
paint
damage
for
the
past
several
years,
the
school
Reform
Commission
has
approved
contracts
for
environmental
survey,
including
large-scale
paint
and
plaster
stabilization
work,
in
conjunction
with
our
asbestos
abatement
and
mold
remediation
work.
These
contracts
are
intended
to
support
the
district's
environmental
management.
Perfect.
These
contracts
are
intended
to
support
the
district's
environmental
management
program.
E
During
the
2016-17
school
year,
our
contractors
completed
large-scale
paint
and
plaster
put
stabilization
work
at
six
schools.
These
were
Patterson
elementary
Mitchell
elementary
Harrington
and
Shepherd
elementary
schools,
Brady
elementary
schools
and
Ollie
elementary
schools.
This
year
we
are
continuing
our
paint
and
remediation
program.
As
announced
first
announced
by
dr.
Haight
at
the
December
school
reform
commission
meeting
to
remove
loose
and
peeling
paint
at
46
schools.
E
The
work
is
scheduled
to
be
completed
over
the
course
of
a
current
school
year
and
will
be
finished
this
summer.
Our
scope
includes
the
removal
of
paint
under
control
conditions,
repainting
of
the
areas
and
plaster
work.
The
work
is
being
performed
by
combination
of
school
district
maintenance
staff
and
environmental
contractors
and
is
being
conducted
in
accordance
with
the
EPA
lead
renovation,
repair
and
painting
rule
requirements
by
trained
LED,
RRP
trained
and
certified
individuals.
E
We
retain
the
services
of
environmental
consultants
to
develop
a
detailed
scope
of
work
for
each
location,
and
we
have
established
our
office
of
Environmental
Management
as
a
single
point
of
contact
to
receive
concerns,
develop
a
responsive
remediation
plan.
The
project
is
intended
to
reduce
the
risk
of
children's
exposure
to
lead
base
paint
by
removing
visibly
deteriorated
or
damaged
paint
that
could
become
accessible
to
children
while
at
school.
This
is
not,
however,
a
repainting
of
the
entire
building.
E
To
date,
work
is
being
performed
in
17
schools
by
our
environmental
contractors
and
maintenance
staff.
What
we
know
from
research
is
that
good
project
management
embodies
a
set
of
characteristics,
establishing
care,
project
goals
and
outcomes.
Obtaining
a
clear
understanding
of
the
factors
that
might
help
or
hinder
a
project,
success
reviewing
of
data,
setting
timetables
and
project
deadlines
and
confirming
the
availability
of
resources,
which
also
allows
us
to
track
our
progress.
E
We
have
learned
a
great
deal
from
our
experience
at
the
first
17
schools
and
will
apply
these
lessons
to
inform
our
remediation
planning
moving
forward
through
our
school-based
check-ins
district
maintenance
and
environmental
staff
learned
of
concerns
with
the
quality
and
completion
of
work
visits
to
sites
by
and
with
external
entities,
such
as
the
Philadelphia
Federation
of
Teachers,
also
raised
concerns,
which
we
were
active,
which
we
are
actively
working
to
address.
The
office
of
environmental
management
is
a
single
point
of
contact
to
receive
those
concerns
and
develop
a
response
and
corrective
plan.
E
Knowing
this,
we
are
working
to
make
improvements
in
three
core
areas:
one
project
timeline,
2
workmanship
and
3
communication.
First,
with
regards
to
timelines,
we
understand,
based
on
our
experience
with
the
most
with
our
most
recent
17
schools.
The
more
time
is
needed
to
fully
document
the
scope
and
develop
a
realistic
work
schedule.
As
I
mentioned
earlier,
the
spring
2017
ahero
reports
were
used
as
the
baseline
for
school
selection
in
scope,
when
our
consultants
were
engaged
to
complete
visits
at
each
school
building
to
verify
quantities.
E
We
identified
additional
areas
that
were
not
originally
documented
in
the
inc
or
included
in
the
akira
reports
via
hear
reports
became
more
of
a
screening
indicator
and
not
a
full
or
complete
summary
of
the
work
required.
It
was
critical
that
as
a
district,
we
address
all
the
problematic
areas
and
leave
the
worksite
complete
as
some
locations
up
to
three
visits
were
required
to
document
the
full
scope.
E
Second,
with
regards
to
workmanship,
I
wanted
to
make
I
want
to
make
it
abundantly
clear
that
we
do
not
approve,
nor
will
we
accept
anything
than
the
best
from
those
who
receive
public
dollars
to
perform
work
on
our
behalf.
We
continue
to
meet
with
our
staff
and
with
the
support
and
collaboration
of
our
labor
partners,
SEIU
32bj.
E
We
will
reinforce
the
quality
of
care
and
workmanship
to
provide
our
young
people
with
clean
environments,
free
of
lead,
paint,
dust
and
debris.
The
17
schools
included
in
phase
whine
less
than
10,
were
observed
to
have
minor
work,
quality
issues,
primarily
paint
chips
left
behind
in
the
presence
of
dust
and
debris.
However,
at
three
schools,
Nevinger
Jackson
and
AS
Jencks
elementary
schools.
We
have
major
issues
with
work.
E
Quality
contractors
and
district
staff
were
immediately
notified
immediately,
but
the
waste
spaces
were
left
being
left
did
not
meet
our
quality
standard
to
assure
ensure
a
common
understanding
of
our
expectations
for
workmanship.
Our
office
of
environmental
management
services
distribute
a
written
copy
of
our
workplace
standards
and
procedures
to
contractors
and
district
maintenance
staff.
Throughout
this
project
we
will
continue
to
reinforce
those
standards
and
procedures
prior
to
the
commencement
of
work.
We
will
convene
staff
and
contractors
at
a
coordination
meeting
and
at
the
worksite
to
demonstrate
our
expectations.
E
We
will
continue
our
routine
inspections
of
school
sites
while
work
is
underway
and
we
will
continue
our
protocol
of
completing
joint
walkthroughs
with
the
Philadelphia
Federation
of
Teachers.
Final
visits
will
also
occur
at
each
school
to
formally
close
out
the
project,
and
each
school
will
be
provided
with
a
written
report
summarizing
the
work
that
was
done.
E
We
will
also
be
issuing
formal
notices
of
poor
performance
to
our
external
consultants
and
contractors
and
utilizing
all
rights
afforded
to
us
under
the
contract
regarding
payment
in
any
future
business
with
the
district
third
communication,
the
dish
of
relied
heavily
on
communicating
through
school
principals
and
then
to
the
community-at-large.
But
we
can
do
more
moving
forward.
We
will
ensure
the
building
staff,
parents
and
other
stakeholders
receive
ongoing
communication
about
this
project.
E
By
doing
the
following
providing
backpack
letters
and
including
any
and
all
translation
services
needed,
letters
will
be
sent
out
prior
to
the
start
of
work
upon
project
commencement
and
AB
project
closeout.
We
will
email
the
school
based
staff
about
the
project
plan
and
make
copies
available
to
place.
We
will
make
copies
to
place
notices
and
staff
mailboxes
at
the
school.
E
This
work
will
allow
us
to
allow
our
students
to
be
in
environments
that
are
safe
and
healthy.
It
is
also
positioning
us
to
transition
from
an
organization
dealing
with
deferred
problems
to
an
organization
taking
a
proactive
approach
to
improvements
in
our
buildings
in
this
room:
our
elected
officials,
our
labor
partners,
advocacy
and
community
organizations,
and
parents
who
are
all
aligned
around
the
belief
that
we
have
to
provide
healthy
learning
environments
for
Philadelphia's
children.
If
we
stay
focused
on
that
outcome,
I
believe
that
we
can
convene
as
a
community
to
achieve
that
goal.
E
A
B
E
Say
one
of
the
big
big
lessons
learned
in
this
project
was
definitely
the
first
one
was
around
communication
when
I
spoke
with
principals
and
teachers
and
school-based
staff
and
including
our
bobbing
Francine
as
a
central
office,
our
responsibility
is
to
make
it
very
easy
for
principals
to
get
information
out
on
our
behalf.
We
cannot
have
it
be
difficult
for
them.
If
we're
asking
for
information
to
get
to
parents,
it's
our
responsibility
and
operations
to
make
that
as
easy
as
possible
and
so
I
think
whine.
E
We
relied
way
too
heavily
on
principals
in
order
to
do
that,
which
is
why
I
outlined
one
won't
be
taking
the
lead
on
putting
all
putting
all
communications
together
around
the
project
and
working
with
the
principal
to
reinforce
that
message
at
the
school
level,
but
allowing
principals
to
focus
on
teaching
and
learning,
which
is
their
primary
work.
Primary
responsibilities
within
the
district,
I
would
say
the
other
piece
is.
E
We
are
needing
to
consistently
reinforce
our
standard
of
what
we
when
we
say
something
is
complete
and
when
it's
done,
this
is
what
we
mean,
and
this
is
what
it
looks
like.
We
provided
a
workplace
standard
and
when
it
made
sure
that
we
provided
that
information
in
writing.
But
it's
something
that
we
need
to
continue
to
make
sure
that
our
contractors
and
even
our
own
internal
staff,
are
mindful
of
and
are
aware
of
and
adhere
to
and
so
and
I
think.
B
B
I
think
that
was
part
of
some
of
the
communication
concerns
that
we
heard
I
know
we
have
parent
here
from
Jackson,
Elementary
I
know
Jay
rosemond
and
others
from
the
Phillip
Federer's
and
teachers
had
meetings
on
December
6th
at
Jackson,
because
I
think
the
concern
was
that
people
didn't
know.
No,
not
all
the
state
cutters
knew
right
what
was
happening
at
this
school
from
both
parents
as
well
as
also
people
working
in
the
buildings.
Can
we
looking
at
the
list
of
schools
in
phase
1
I
noticed
that
calmly
is
not
on
this
list
now.
A
B
The
phrase
that
my
dad
often
uses
he's
85
he's
crying,
listen
as
we
speak,
but
my
point
that
goes
back
to
the
issue
at
Comley
when
it
was
a
student,
actually
them
actually
appealing
or
picking
at
LED
paint.
So
I
don't
see
common
listed
on
this
list
of
17
phase,
one
so
has
commonly
been
completely
written.
Remediated
and
that's
my
question.
B
Sorry,
alright,
so
kind
of
come.
Take
me
back
to
what
steps
you
may
have
learned
from
the
situation
at
Comley.
That
I
also
helped.
You
does
seem
like
when
that
happened.
Then
then,
the
school
district
moved
in
very
quickly
and
I.
Think
in
your
in
your
speed
to
try
to
address
these
issues
that
may
have
also
impact
some
of
communication.
So
give
me
some
thoughts
that
came
out
of
the
comments
that
you
and
how
you
communicated
both
with
parents.
Absolutely.
D
E
So
I
calmly,
we
when
we
were
notified
about
the
incident
that
occurred,
we
actually
did
notify
families
three
times
during
that
situation,
and
so
they
mediate
when
it
immediately
occurred.
We
worked
with
the
principal
notification,
was
sent
home
in
backpacks
to
families.
I
would
say
about
two
days
later.
Well,
in
that
communication,
we
inform
them
of
what
happened
that
the
classroom
that
students
in
that
class
were
were
being
relocated
and
that
we
were
going
to
be
moving
forward
with
a
remediation
plan.
E
Remediation
work
in
that
space.
We
then
sent
a
second
letter
home,
providing
just
an
update
on
hey
here's
our
progress.
This
is
what
we've
found:
we're
coordinating
with
the
pencil
Philadelphia
Department
of
Health,
who
is
actually
the
agency
responsible
for
identifying
lead
sources
and
schools,
and
so
a
correspondence
was
sent
home
to
families
to
let
them
know
about
that,
and
then
a
third
letter
was
sent
home
I
want
to
say
maybe
about
four
or
five,
maybe
three
or
four
days
later,
when
students
were
relocated
back
into
their
classroom
at
the
Comley
elementary
school.
E
The
assistant
superintendent
for
that
network
also
attended
a
parent
meeting.
That
was
how
the
principal
has
a
breakfast
with
principals
event
and
we
he
actually
attended,
along
with
our
medical
director,
to
be
able
to
answer
questions
and
talk
about
what
occurred
at
the
school
not
specific
to
the
student.
But
just
this
is
what
happened.
This
is
what
we've
learned.
This
is
what
was
dying.
E
While
this
remediation
and
plaster
work
was
occurring
in
the
school
we
sent
in
terms
of
our
communication
on
that
project,
we
sent
out
a
notification
to
all
principals
in
that
first
set
of
17
schools,
saying
that
this
work
was
going
to
occur.
Please
let
folks
in
your
building
know
that
this
will
be
happening.
Someone
from
maintenance
or
environmental
will
be
coming
out
to
visit
you
to
talk
in
greater
detail
about
the
scope
and
schedule,
and
we
also
ask
that
the
building
engineer
be
present,
because
it's
important,
because
this
work
was
happening
during
non-school
hours.
E
E
And
so
in
response
to
that
request,
we
developed
a
notification
to
go
home
to
families,
but
it
was
after
the
project
is
starting
and
so
I
agree
with
you
that
if
we
would
have
mirrored
the
calmly
what
happened
with
calmly,
it
would
have
happened
prior
to
the
start
of
the
project.
Once
workers
were
going
to
be
on
site
so
that
people
knew
hey.
This
is
happening.
E
If
you
see
plastic
up
on
floors
or
we're
meeting
with
staff
to
say,
we
need
you
to
pack
up
some
of
your
materials
because
we're
going
to
be
working
in
here
and
then,
lastly,
to
provide
them
with
hey
we're
done
here,
and
this
is
where
you
can
prove.
This
is
where
information
is
available
for
you
in
the
main
office
about
what
we
did
in
the
building
in
the
scope
and
what
the
scope
of
the
work
was.
B
A
A
You,
and
will
you
also
let
us
know
and
write
and
keep
us
informed
of
the
status
of
the
schools.
So
we
all
know-
and
we
know
what's
happening
in
our
respective
districts.
We
have
Councilwoman
charelle,
Parker,
Councilwoman,
Helen,
Jeremy
councilman,
mark
school,
and
let
me
note
that
he
is
seeing
will
also
speak
chairman
of
the
committee,
so
for
Public,
Safety,
councilman,
Curtis
Jones.
You
would
you
like
this
to
call
you
first,
no.
G
You,
madam
chairwoman,
Councilwoman
Blackwell
into
the
sponsor
councilman
Derek
green.
Let
me
start
by
giving
the
school
district
just
some
kudos
for
some
work
that
you
are
doing
in
the
ninth
council
Matic
district
relative
to
environmental
concerns,
but
it's
relative
to
the
demolition
of
the
fells
building
in
our
district
as
I
am
reading
through
this
testimony
and
saw
the
challenges
with
communication
here,
I'm
saying
wow,
how
did
we
just
get
it
so
right
with
ensuring
that
the
community
at
large,
with
concerns
about
potential
lead
and
asbestos
in
a
building
that
needs
to
be
demolished?
G
The
community?
You
know
wanting
to
be
assured
that
all
of
the
safeguards
possible
where
we're
being
employed
and
instituted
we,
we
established
a
process
that
here
we
got
it.
You
know,
we've
had
some
challenges
so
I
want
to
say
thank
you
to
the
School
District
of
Philadelphia,
the
contractor,
who
came
out
and
and
the
team
special
kudos
to
Evelyn
sample
Oates,
because
the
members
district
council
members
in
particular
you
know
sometimes
I.
G
Don't
think
folks
understand
the
importance
of
making
sure
that
we
are
involved
at
every
step
of
the
way
so
that
any
miscommunication
Kayson
being
distributed
to
the
community.
If
we
know
in
advance
about
the
process,
we
can
help
alleviate
that
and
Evelyn
made
sure
that
that
occurred.
So
I
wanted
to
say.
Thank
you
with
that
being
said,
I
want
to
go
miss
Floyd
to
your
testimony
on
page
three
and
I
am
really
concerned
about
this.
G
You
know
in
your
testimony
that
three
three
schools
that
you
identified
had
major
issues
with
their
work,
quality
and-
and
my
notes,
while
you
were
going
through
your
testimony,
was
immediately
wait
a
minute.
What
is
the
recourse
with
these
contractors?
Are
these
contractors
that
have
consistently
been
awarded
school
district
contracts
in
the
past?
G
You
you,
you
know,
sort
of
the
process
that
you
are
going
to
use
to
ensure
that
you
redress
this
issue,
but
I
have
a
real
problem
with
firms
that
are
awarded
public
sector
contracts
and
then
treat
our
work
as
if
it
doesn't
matter
in
their
overall
portfolio
and
then
I.
Think
of
the
recourse
that
our
in-house
32bj,
our
staffers,
our
engineers,
you
let
something
not
go
a
right
at
one
of
the
schools
that
they
are
represented
in
where
they
work
in
and
and
they're
in
trouble.
G
G
Is
there
a
pattern,
because
if
so,
then
maybe
we
need
to
develop
a
more
stringent
criteria
for
firms
that
are
doing
business
received
contracts
in
the
city
of
Philadelphia
and
if
they
do
and
and
we're
logging
complaints
about
work
that
they
have
done
in
schools
throughout
the
city
of
Philadelphia
and
if
they
have
a
certain
amount
of
complaints
or
infractions?
What's
our
process
help
me,
my
colleagues
and
the
public
understand
what
we
do
there
sure
so.
E
There
was
one
contractor
that
was
selected
to
as
I
mentioned.
We
split
some
of
the
work
between
our
in-house
paint
staff
and
we
also
use
contractors
just
because
of
the
volume
of
the
schools
that
we
were
addressing
as
part
of
this
project.
There
was
one
contractor
used
for
this
project:
pepper,
environmental,
pepper,
environmental,
pepper,
Environmental,
Services,.
D
E
About
eight
of
the
eight
of
the
seventeen
schools
and
that
phase
one
in
that
group,
so
they
have
done
work
with
us
before
we
have
used
them.
We
often
infrequently
call
on
them
when
we've
had
large-scale
environmental
cleanups
that
needed
to
be
done,
and
so
earlier
in
the
year
when
we
had
major
issues
with
mold
at
the
JB
Kelly
school
was
who
we
utilized
to
do
cleanup
and
remediation
work.
I
can
have
Francine
come
up
and
talk
a
little
bit
more
about
the
conversations
that
we
had
with
them.
That
I
agree
with
you.
E
It's
it's
completely
unacceptable,
especially
you
know
we're
paying
you
to
provide
a
service.
They're
children
that
are
at
the
end
of
the
day,
going
to
be
protect,
will
be
impacted
by
poor
performance,
and
so
we
have
a
couple
of
different
options
available
to
us.
I
mean
we
certainly
always
retain
the
right
not
to
use
them
for
any
future
projects
in
the
district.
That's
always
something
that
we
retain
as
an
option.
We
could
go
as
far
as
potential
debarment
through
our
office
of
general
counsel,
with
regards
to
citing
poor
work
performance
and
where
poor
work
practices.
E
That
is
also
a
technique
that
is
available
to
the
district
with
regards
to
this
contract
upon
any
other
contractor.
That
is
not
performing
at
a
standard
that
we
believe
they
need
to
meet
in
terms
of
a
pattern
of
poor
performance
in
the
in
every
experience
that
I've
had
in
France
engine.
If
you
want
to
come
up,
we
have
we
haven't
experienced
it
like.
We
did
on
me
at
these
particular
schools
and
then,
when
we
were
notified,
I
mean
print
scene
I
had
our
team
out
there
right
away,
because
this
is
it's
unacceptable.
E
I
would
never
sit
here
and
tell
you
it
would
make
any
sort
of
excuse
for
anybody,
whether
it's
our
staff
or
anybody
else,
there's
a
way
that
work
should
be
done,
there's
a
way
that
a
space
should
be
left
and
that's
there's
no
there's
no
negotiating
that
and
we
had
to
call
them
in
for
meeting
to
talk
about
their
failures
on
this
project
and
what
implications
that
had
for
any
business
that
we
may
consider
doing
with
them.
Moving
forward.
Let.
G
Me
just
state
for
the
record
that
it
would.
It
would
be
my
hope
and
I
appreciate
your
sort
of
walking
through
some
of
the
potential
options,
a
particularly
relative
to
Department
because
of
poor
performance.
If
you
would
for
us
just
provide
to
the
chair
so
that
you
know
we
can
sort
of
formally
have
it.
What
that
what
that
process
is
is
specifically
what
those
options
are,
and
you
know
I.
This
is
an
issue
for
me,
not
just
a
single
out
this
of
peper
environmental
firm,
but
I
mean
for
any
firm.
G
That
is
fortunate
enough
to
be
award.
It
worked
through
the
School
District
of
Philadelphia
any
public
entity.
Let
me
recommend
that
the
district,
formally
so
in
a
key,
a
scorecard
or
in
front
just
agent
sort
of
a
general
list
of
firms
that
are
awarded
contracts
from
the
School
District
of
Philadelphia,
and
whenever
complaints
are
lodged,
whether
they
come
from
parents,
administrators,
the
public,
we
should
keep
a
record
of
those
just
in
case.
G
We
ever
need
to
use
that
data
to
redress
an
issue
in
the
past
and
I'm
only
a
stickler
for
this
again,
because
I
know
what
will
happen
to
a
worker
if
they
are
assigned
to
get
a
job
complete
and
it
is
not
complete.
We
expect
them
to
deliver
and
the
taxpayers,
particularly
given
some
of
the
heavy
loads
that
we're
going
to
be
axed
to
to
bear
in
the
future.
We
have
a
right
to
ask
up
for
that
kind
of
accountability.
So
thank
you
for
that
and
I.
G
Don't
know
the
names
of
the
members
of
the
environmental
team
in
the
district
who
came
out
and
I
want
to
close
with
this.
The
fells
meeting,
but
I
want
to
tell
you
that
they
were
prepared.
They
were
well
informed,
they
didn't
I
mean
we.
Some
rough
questions
came
up,
you
know
about
lead
and
asbestos
and
wrote
it's
and
they
were
spot
on.
We
established
a
process
so
when
you
get
it
right,
I
want
to
say
thank
you
for
that
on
the
record.
So
thank
you.
Thank
you
and.
E
Thank
you
for
your
support
on
that.
Your
staff
person
was
great
and
just
helping
us.
How
do
we
prepare
what
questions
to
anticipate
and
so
I
do
agree
with
you?
I
would
have
loved
her
to
step
in,
but
you
know,
there's
always
there's
an
opportunity
for
improvement.
I
wholeheartedly,
believe
that
and
we're
gonna
do
this
and
it's
gonna
be
right.
It's
gonna
be
right
because
we
have
no
other.
We
have
no
other
recourse
than
for
it
to
be
correct.
C
Morning,
it's
like
so
first
of
all,
thank
you
very
much
for
the
district's
comprehensive
response
to
the
letter
that
I
think
council
members
sent
forward
to
you.
I
thought
it
was
extremely
helpful
and
gave
a
good
strong
framework.
The
couple
of
questions
that
I
had
were
a
little
bit
around
the
communications
end
of
it
I
think
some
I
one
I
really
want
to
thank
you
for
some
of
the
sample
letters
that
she
showed
that
allowed
principals,
a
direct
line
to
your
office
that
will
help
them
be
able
to
address
problems.
C
One
question
that
that
I
had,
though,
was
in
the
letter
that
goes
to
parents
I
know
it's
a
general
contact
information
about
lead
stabilization,
but
would
that
also
be
a
similar
line
like
if
parents
picked
up
the
phone
and
called
that
and
said
my
school
doesn't
feel
like
it?
You
know
the
work
is
of
top
quality.
I,
don't
have
a
connection
with
my
principal
I.
Don't
know
how
to
communicate.
This
is
that
a
vehicle
to
also
allow
parents
to
reach
out
to
the
district
about
that
more
direct,
absolutely.
E
Sometimes
people
know
sometimes
people
don't
feel
comfortable
going
through
the
channels
that
we
always
set
up
for
them,
and
so
yes-
and
we
can
definitely
make
that
more
clear
in
our
communication
that
goes
out-
you
know
and
that
you
can
call
you
can
email
us.
However,
we
we
are
open
to
receiving
feedback
and
multiple
methods,
and
so
we
can
make
that
more
clear
on
the
communications
that
go
out
to
parents.
Yes,.
C
I
think
in
part,
why
I
ask
that
is
because
you
and
I
have
been
talking
a
little
bit
about
some
of
the
vacancies
have
been
happening
around
maintenance
within
the
schools.
This
is
far
beyond
you
know
individual
principals
capacities,
it's
a
big
issue
for
the
school
district
I
know,
but
we
do
have
a
big
problem
with
a
number
of
vacancies
in
our
maintenance
positions.
C
We've
got
I,
don't
actually
I
only
know
the
numbers
that
were
vacant
as
of
September,
30
and
then
I,
don't
know
whether
there's
been
significant
improvement,
but
it
looks
like
there's
15
percent
of
buildings,
but
we're
talking
about
a
hundred
and
fifteen
positions
and
I
think
there
was
another
number
that
that
had
to
deal
with
others.
So
we've
got
a
number
of
vacancies
which
create
gaps
within
schools
in
terms
of
people's
ability
to
communicate
effectively.
C
So
I
hope
that
our
City
Council
committee
can
continue
to
partner
with
the
district,
to
focus
in
on
how
to
address
the
maintenance
vacancies
within
there
and
figure
out
ways
that
we
can
be
helpful
and
assist
and
also
help
some
of
our
schools
as
well.
I
didn't
know
if
you
had
any
particular
update
on
the
maintenance
situation.
C
E
E
Can
tell
you
that
our
greatest
vacancies
are
heating
ventilation,
air
conditioning,
elevator,
repair
a
lot
of,
and
it's
it's
the
systems
that
are
the
most
core
in
almost
every
building
where
we
are
really
struggling
to
identify
talent,
hire
them
and
get
them
in
I
will
share
with
you
to
that,
because
that
at
mr.
Bennett,
from
SEIU
32bj
has
also
shared
and
we've
talked
about.
E
You
know
not
only
the
fact
that
there's
vacancies,
because
that's
the
concern
in
there
and
as
much
as
a
concern
on
yours
and
ours,
but
I,
think
we
need
to
expand
how
we're
finding
talent.
You
know
people
are
not
going
to
go
to
our
website
of
your
qualified
plumber,
you're
not
coming
to
our
website
to
find
out
whether
or
not
we
have
a
vacancy
there.
And
so
how
do
we
get
to
people
and
not
expect
people
to
try
to
come
and
find
us,
and
so
I?
E
Think
part
of
it
is
a
conversation
about
what
are
the
different
strategies
and
techniques
and
methods
that
we
can
use
to
start
to.
Try
identify
talent,
I
will
share
one
thing:
that
is
a
small
point
of
pride,
which
is
in
addition
to
addressing
our
vacancy
need.
One
of
the
things
we
launched
this
year
was
an
apprenticeship
program
where
we
are
hiring
school
district
graduates.
We
launched
that
this
year
we
have
it.
E
And
so
we
started
with
plumbing
and
electrical
and
our
working
on
a
broader
project
plan
on
how
we
can
bring
more
students
into
other
disciplines
where
we're
having
difficulty
through
the
market
through
the
market
through
being
able
to
identify
experience
or
existing
trades
individuals
that
we
have
a
resource
within
our
own
district.
And
we
should
be
looking
to
tap
into
those
young
people
and
bring
them
into
our
division
and
get
them
on
a
pathway
to
to
a
career.
And
so
that
started
this
year
and
that
I
do
agree
with.
You.
C
I
appreciate
that
the
I
think
our
staff
sat
down
with
their
office
in
November.
We
talked
about
that
program.
It
was
great
to
see
some
of
the
press
that
you've
been
getting
around
it
and
you
know,
especially,
as
you
know,
being
a
big
supporter
of
the
CTE
and
the
evolving
programs
within
our
large
neighborhood
high
schools.
It's
so
important
for
our
young
people
to
see
a
direct
line
with
their
training
and
potential
employment
you
know
after
school
or
for
whatever
they
want
to
do
down
the
road.
C
So
it
was
great
to
to
read
about
that
and
again,
you
know
really
want
to
thank
you,
because
I
do
think.
It's
gonna
take
a
concerted
effort
to
focus
in
on
the
human
resources
aspect
of
how
to
improve
along
those
lines.
Improve
communication
with
different
I
know
you're
doing
different
fairs,
but
it
just
still
feels
like
there
needs
to
be
a
creative
and
aggressive
approach.
C
That's
very
expansive
towards
how
we
approach
the
human
resources
division
and
make
sure
that
your
job
is
a
lot
easier,
because
I
think
that,
that's
speaking
to
a
lot
of
the
concerns,
a
number
of
the
concerns
that
a
number
of
parents
have
I
have
one
more
issue.
But
I'm
gonna
wait
until
the
next
go-around.
Thank.
A
You,
let
me
say
before
council
and
scuola
speaks
we've
been
debating,
whether
we
need
to
have
a
hearing
or
what
to
do
I'll
just
mention
it
now.
You
know:
we've
worked
very
hard
with
Gerry
Sweeney
and
Brandywine
it's
cuckoo
yards.
In
fact
we
have
a
meeting
today
in
my
area
where
two
out
of
the
three
areas
that
I'm
zon
is
considering
and
we
worked
hard
to
get
with
Penn
and
remember.
A
So
that
creates
its
own
problem,
because
we
have
this
this
program
going
on
and
the
labor
and
the
people
who
were
where
young
young
people
were
going
to
school,
decided
to
use
onesies
to
try
to
tutor
them,
but
because
the
kid
is
not
going
academic
and
they've
done,
they
don't
call
a
vocation
anymore,
they're
doing
campus
and
so
forth
doesn't
mean
that
they
can't
be
prepared.
We
need
to
know
that
kids
in
high
school,
how
can
you
go
to
school
12
years?
A
Yet
you
can
only
perform
on
6th
grade
level
and
reading
a
math,
and
this
is
what
the
people
told
us
who
run
these
programs
so
we're
in
big
trouble,
and
we
need
a
commitment
from
the
school
district
that
you
are
going
to
make
sure
kids
are
prepared.
You
have
ways
to
see
that
they
are
not
to
do
tutoring
to
do
what
we
have
to
really
hard
to
fight
this
whole
system,
on
inclusion,
diversity,
etcetera,
etc,
and
then
you
end
up
with
the
kid
who's
not
prepared
after
you
fight
so
hard
to
open
the
door.
A
E
A
H
Thank
you,
madam
chair.
First
of
all,
I'd
like
to
thank
you
for
being
proactive
and
looking
at
the
LED
issue
in
the
schools.
It's
very
important
to
be
able
to
address
these
issues
anyway
after
him,
I
have
several
questions
close
three
two
schools
that
were
a
challenge
and
did
not
meet
were
in
my
district
and
out
of
the
site's
50%
of
the
schools
that
were
being
done
and
we're
not
done.
What
is
the
protocol
of
the
school
district
as
far
as
following
up
on
this
maintenance?
H
E
I'm
gonna
have
Francine
Locke
talk
a
little
bit
more
specifically
about
what
happened
in
those
schools.
I
will
say
that
and
I
think
we
provided
copies
of
it.
We
developed
a
written
standard
of
what
what
should
occur
in
spaces
that
were
identified
where,
whether
it's
a
contract
or
a
district
staff
person
were
was
to
occur,
and
that
was
reviewed
in
person
with
the
foreman
for
pepra
environmental,
as
well
as
all
of
our
staff.
H
E
D
Francine
Locke
environmental
director
so,
first
of
all,
just
to
say
the
process
has
been
completely
improved
and
upgraded
for
the
next
round:
phase
two
schools,
but
for
the
particular
schools
you're
talking
about
the
process
for
this
district
staff,
the
painters
was
that
each
of
the
painters
is
led
RRP
certified
after
they
complete
the
work.
They
are
responsible
for
doing
a
visual
inspection
and
a
wipe
sample
of
surfaces
and
that
took
place.
The
issue
was
with
some
material
that
was
left
behind.
D
That
has
been
addressed
now
in
the
scope
of
work
that
they
complete,
so
they
were
originally
under
the
impression
that
it
was
just
the
painting
on
the
walls
and
the
ceilings
that
had
to
be
addressed
and
not
residual
paint
that
had
left
a
pot
left
behind
in
the
past
on
surfaces,
and
so
that
is
for
painters
to
do
the
cleaning
of
a
classroom
in
advance
of
doing
a
paint.
Job
was
not
a
standard
operating
procedure,
so.
D
Scope
of
work
was
to
remove
all
of
the
paint
the
peeling
flaking
cracking
delaminating
paint,
that
was
on
walls
and
ceilings,
originally
that
scope
of
work
was
just
to
use
the
lid
RRP
procedures
to
use
lead-safe
work
practices
and
control
dust
dirt
and
debris,
while
you're
doing
that
work.
Is
that
what
you're
asking
me?
Yes,.
H
D
D
There
was
an
interpretation
issue,
so
you
know,
painters
could
went
in,
they
put
poly
sheeting
over
surfaces,
they'd
perform
their
work.
Well
then
they
removed
the
poly
sheeting
and
there
was
residual
from
the
past
that
was
on
surfaces.
So,
for
example,
if
there
was
a
chronic
issue
with
the
paint
peeling
over
years
and
years
of
time,
there
was
some
chips
on
certain
areas,
and
so
when
they
left
they
didn't
do
exactly
what
we
are
now
asking
them
to
do,
which
is
to
a
pre
cleaning
and
do
so
remove
residual
from
the
past.
H
Does
I
mean
it's
just
I
mean
from
some
of
the
things
that
we
heard
is.
There
was
actually
more
than
dust
from
the
previous
that
there
was
actually
dust
from
the
current
work,
but
my
thing
is:
when
you
then
go
and
follow
up
and
look
at
that
work
is
being
completed.
Do
we
follow
up
and
look
see
how
that
works?
Oh,
we
saw
that,
but
we
didn't
catch
that
this
was
still
well.
D
We've
changed
process
since
that
time
to
have
oversight
by
an
environmental
specialist
who
can
measure
this
from
a
perspective
rather
than
just
paint
and
plaster,
but
looking
at
it
from
a
lead-based
paint
risk
assessment
strategy.
So
you
know
the
painters
may
have
thought
it
was
a
good
idea
to
have
it
look
beautiful
when
they
left,
but
there
were
some
residual
from
the
past.
This
led
assessor
will
now
be
looking
at
this
from
an
environmental
health
perspective
so
evaluating
after
the
work
is
done.
D
H
And
you
know,
maybe
in
the
rush
to
do
this,
I
mean
it's
good
to
put
that
out
there,
because
there's
plenty
of
people
out
in
the
field
that
could
help
us
with
this
and
guide
us
as
a
district,
and
we
need
to
partner
with
people.
I
mean
there,
even
some
of
them
schools
that
have
access
to
people
that
are
parents
that
know
things
that
have
organizations
that
can
help
us
so
I
think
what
we're
doing
is
in
our
I
guess
our
rush
to
do
it
and
which
is
good
to
be
proactive.
H
We
need
to
also
make
sure
that
our
policies
and
our
scope
is
accurate,
because
if
we
have
a
scope,
that's
not
accurate.
Of
course
everybody
points
their
finger
at
somebody
else.
You
know
we'll
blame
the
school
district.
A
painter
will
school
there
so
go
play
in
the
painter.
The
painter
will
blame
somebody
else.
So
if
we're
going
to
do
this,
I
think
we
need
to
make
sure
whoever's
in
charge
of
the
proper
scope
of
work
is
working
with
all
the
authorities
and.
F
H
The
state
level
and
within
the
local
level,
but
also
within
the
schools,
because
we
know
that
if
the
parents
do
not
know
about
it,
they
think
there's
something
being
hidden
and
if
they
come
in
the
next
day
and
they
see
a
room
full
of
dust
and
dirt.
You
know
the
teacher
has
concerns,
and
maybe
the
teacher
didn't
know
and
why's
this
now
they're
in
there
cleaning
it
up
now,
it's
a
hazard
to
them
and
to
the
students.
So
what?
By
helping
we're
really
compounding
the
problem?
H
D
With
us
now
we
spoke
with
them
voluntarily
in
a
very
friendly
fashion
and
they're,
giving
us
support
in
terms
of
let
our
RP
awareness
training,
so
everyone's
certified.
All
the
painters
are
certified,
but
we're
gonna
actually
have
an
awareness
training
for
all
of
our
staff
so
that
we
are
understanding
the
basic
constants
ence
approach
to
this
stuff.
D
H
I'm
glad
to
hear
Danielle
had
said
that
now
they're
gonna
be
proactive
with
sending
letters
to
the
schools
and
getting
information
out,
because
when
there's
lack
of
information-
and
even
if
you
know
sometimes
things
get
out
there-
it
spreads
like
wildfire
and
it
becomes
even
bigger
than
it
should
be.
But
without
that
information
we
create
that.
H
So
you
know
in
our
way
by
not
communicating
what's
going
on,
we
we
are
responsible
for
the
blow-up
that
happened
with
this
situation
and
being
the
three
schools
and
I
mean
they're
the
three
schools
that
we
know
of
because
they're
the
ones
who
spoke
up
about
it.
There
may
be
other
schools
that
cleaned
up
and
didn't
say
anything
I,
don't
know
so.
E
I
just
wanted
to
share
that
so
between
Francine's
team
and
our
maintenance
team.
We
have
one
of
the
course
Corrections
we
made
during
work
happening
within
phase
one's
was
a
higher
frequency
of
check-in
at
the
building
level
with
principal
or
just
stopping
in,
and
so
we
are
painting
foreman
for
the
schools
that
district
painters
were
doing
were
checking
in
hey.
You
know
this
is
this
is
a
schedule.
This
is
what
we're
doing.
How
are
things
going?
Have
you
heard
anything?
Are
there
any
problems?
E
Are
you
satisfied
with
the
work
just
to
be
just
in
a
informal,
formal
and
formally
and
informally,
to
your
point
around
having
eyes
and
ears
out
there
and
so
between
our
maintenance
staff
between
eye
environmental
team,
as
well
as
the
consultants
that
we
use
to
help
around
project
oversight
and
monitoring
and
then
even
going
as
far
with
our
joint
inspections
and
walkthroughs
with
the
P
of
T?
Those
were
all
things
that
occurred
with
this
first
set
of
schools
and
would
continue
moving
forward.
That.
H
E
So
I,
just
let
me
just
make
a
slight
clarification:
the
when
I
refer
to
our
maintenance
staff
I'm,
referring
to
our
centralized
group
of
painters,
so
we
they're
not
assigned
to
a
specific
school
they're
assigned
centrally,
and
then
they
are
given
assignments
through
our
executive
director
or
maintenance
manager
in
terms
of
what
their
work
will
be
out
in
the
field.
And
so
that's
that
group
of
individuals
would
be
different
than
perhaps
maybe
a
building
engineer
or
a
general
cleaner
or
a
custodial
assistant
where
we
might
have
a
vacancy
who
are
at
the
building
every
day.
E
H
D
H
D
Will
be
the
the
building
engineer
and
or
trainees
responsibility
for
all
maintenance
repairs
run
through
the
principal
daily
check-ins,
open
the
building
operating
the
plant
and
and
routine
repairs
and
and
anything,
but
that's
outside
their
purview,
create
a
work
with
a
request
for
maintenance
support.
So.
E
Is
not
know,
we
have
to
Bob's
point.
We
have
other
schools
that
are
staffed
with
a
building
engineer
or
building
engineer
trainee,
because
there's
a
vacancy
at
the
building
engineer
position
level,
but
we
have
someone
that
is
going
through
a
training
program
to
be
licensed,
but
there
are
vacancies
various
across
the
city
with
regards
to
custodial
assistants
in
general
cleaners,
so
we
do
have,
which
is
on
the
facilities
and
operations
side
separate
from
the
maintenance
vacancies.
E
E
So
we
have,
we
do
put
to
have
a
supplemental
workforce
that
if
there
are
a
large
amount
of
vacancies
at
a
particular
school
that
we
can
utilize,
we
also
do
utilize
our
overtime
to
have
workers
from
other
schools
go
to
help,
support
and
clean
at
schools
where
we
may
have
a
large
amount
of
vacancies.
So
it
really
depends
on
the
school.
E
E
H
H
And
obviously,
hopefully,
they're
doing
what
we
believe
the
scope
of
work
is
also
and
they
are
being
followed
up
on
and
to
be
able
to
make
sure
if
not
I
mean
I'm
sure
school
district
doesn't
pays
like
the
city,
so
they
don't
pay
right
away.
So
if
they
don't
do
it,
they
don't
get
paid
but
I
think
that's
something
we
need
to
be
able
to
keep
it
an
eye
on
and
then
I'll
follow
up
with
additional
questions.
Thank
you
thank.
D
F
You,
madam
chair,
it's
still
good
morning:
how
are
you
miss
Floyd?
This
is
not
your
first
time
dealing
with
the
issue
of
capital.
It
goes
back
to
when
we
had
to
make
tough
decisions
about
city
wide
population
shifts
in
aging
infrastructure
that
precipitated
these
kinds
of
decisions
on
environmental
concerns,
so
I'm
glad
that
there's
been
a
consistent
effort.
It's
not
a
new
effort
that
you've
been
involved
in
one
also
I
do
like
my
colleagues
and
thank
you
for
the
work
that's
being
done
at
overlook
and
the
work
that's
being
done
at
Bieber.
F
Annex
these
are
aging
infrastructure
that
one
of
them
is
being
repurposed
and
will
somehow
doing
that.
The
act
of
building
roles
again
and
I.
Think
Overbrook
is
almost
like
one
life
support
because
of
the
capital
investment
we're
getting
a
new
television
radio,
TV
Internet
access
station,
where
young
people
can
learn
communications,
so
I
am
among
the
thankful
for
T.
So
now
let
me
segue
into
some
of
my
questions,
but
I
just
want
you
to
know
I'm
thinking
of
these
buildings
and
I'm
looking
at
it
says,
14
and
phase
one
fourteen.
E
Yes,
so
the
criteria
that
we
used
was
school
facilities
that
were
constructed
prior
to
1978,
because
we
know
that
their
likelihood
that
there
is
light
containing
material
in
there
exists.
We
did
a
spring
Ajira
inspection,
where
peeling
paint
loose
as
well
as
some
other
environmental
items
were
documented
to
help
inform
what
schools
would
be
part
of
this
process.
E
And
so
the
schools
that
we
selected
for
this
first
group
does
46
met
the
criteria
of
vote
prior
to
1978,
having
15,
more
15
or
more
areas
of
loose,
peeling
or
flaking
paint
or
spaces
that
are
500
square
feet
or
more,
and
then
schools
that
had
students
that
were
under
the
age
of
age
6.
Just
because
we
know
that
students
at
that
age
are
more
susceptible
and
so
a
lot
of
elementary
schools
are
included
as
part
of
the
first
group,
and
so
that's
not
to
say
that
there
are
other.
E
D
D
F
A
leading
question:
what
so
I
know
there
is
I'm
questioning
how
these
were
made
a
priority
over
guess:
I
get
why
Overbrook,
who
is
over
the
age
limit
of
facility?
They
have
an
entire
floor
5th
floor
that
is
closed
because
of
environmental
issues,
I'm
just
saying
out
loud
what
I'm
thinking,
which
is?
How
did
this
list
wound
up
over
others?
And
you
don't
have
to
answer
it
now,
but
I
would
like
you
to
give
that
response
to
the
chair
and
she
can
disseminate
that
to
me.
F
So
the
second
part
of
my
questioning-
and
this
is
not-
this-
is
just
a
question-
this
is
not
I,
know
your
father,
so
don't
call
them.
I
always
say
that
to
him
he's
probably
laughing
right
now,
I'm
still
scared
of
him,
but
150,000
constituents
begged
me
to
ask
this
question:
yes,
so
there
is
actually
a
4.2
billion
dollar
big
picture,
yes
issue
with
capital
and
reinvestment,
yes,
infrastructure
in
the
schools
that
we
own
correct,
correct.
F
How
are
and
I
applaud
you
for
taking
it
on.
You
could
have
kicked
this
can
down
the
road
act
like
it
didn't
exist,
but
you
chose
to
step
up
to
the
plate
and
address
it
so
I'm,
proud
of
all
of
it.
But
the
question
becomes:
how
are
we
dealing
with
the
big
picture?
I
understand,
I,
want
to
understand
how
we
came
up
with
this
list,
but
there's
a
greater
list
that
will
bubble
to
the
top
and
are
we
how
do
we?
F
What
do
you
suggest
well
how
we
address
the
4.2
billion
dollar
issue
a
and
then
I
believe
my
colleague
Jim
brought
up
the
issue
of
we
can
appropriate
money,
but
until
you
hire
engineers
and
Boilermakers
and
painters,
we
can
tweak
we
can
appropriate
money.
But
how
do
you
plan
to
then
implement
both
on
the
maintenance
side
and
on
a
longer-term
operational
side
without
quality
personnel
and
if
I
understood
$35,000
was
was
a
number
that
was
mentioned
for
a
I
mean
a.
F
F
Is
a
great
place
to
get
young
people
in
that
pipeline
instead
of
school
to
prison
school
to
work?
I'm
for
that,
so
I
applaud
it,
but
we
six
kids,
aren't
going
to
deal
with
a
4.2
billion
dollar
issue
right.
So
when
you
come
back,
I'll
need
all
this
answered
now.
But
when
you
come
back
to
s4,
probably
a
increase
in
funding
from
our
taxpayers
I
need
these
issues
tackled
address
and
at
least
a
reasonable
game
plan.
F
Also
I
need
you
to
talk,
not
today,
I'm
giving
you
time
to
talk
about
an
inclusionary
plan.
Now
we
went
through
a
300
million
dollar
issue
with
rebuild
and
if
you
heard
us,
my
colleagues,
we
wrestled
with
this
in
a
mighty
way.
You
have
a
4.2
billion
dollar
opportunity,
because
this
is
a
lot
of
work.
This
is
more
money
that
we
that
we
will
be
able
to
invest
in
our
school
system,
greater
than
the
whole
stimulus
package.
We
got
several
years
ago
from
Washington.
F
We
have
our
own
stimulus
package
opportunity,
and
so
we
need
to
as
we
address
the
capital
plan
as
we
enjoy
us
address
the
personnel
issues
in
how
we
attract
and
and
retain
a
qualified
workforce.
We
want
to
also
talk
about
minority,
female
and
disadvantaged
companies
that
get
an
opportunity.
Hopefully
philadelphia-based
get
an
opportunity
to
take
part
in
this
four
billion
dollar
opportunity.
So
on
several
tracks.
F
This
has
to
be
thought
out,
because
if
we
just
I
need
to
have
a
greater
confidence
that
we
pick
42
schools
not
out
of
a
hat
but
out
of
a
process,
and
that
is
a
fair,
an
equitable
process,
and
you
have
to
convince
this
body
and
that
chairwoman,
that
that's
the
process
so
that
I
know
how
to
explain
to
the
parents
it
Cassie
why
other
schools,
forty-eight
of
them
we're
picked
above
them
so
I'm,
giving
you
advance
it's
not
a
gotcha
moment.
This
is
hopefully
the
precursor
to
or
we
get
that's
what.
E
I'll
talk
a
very
sort
of
high-level
around
each
one
of
those
pieces
around
the
capital
planning
piece.
I
know
we
share
with
this
council
members
in
this
body
condition
assessment
study
that
we
did
in
2016,
where
we
did
communicate
over
four
and
two
point.
Two
billion
dollars
worth
of
outstanding
capital
need
in
all
of
our
buildings
and
develop
this
metric
called
a
facility
condition
index
score
and
also
share
that
the
information
from
that
FCA
would
be
used
to
inform
our
capital
planning
process
moving
forward.
E
Just
because
we
have
to
operate
within
our
budget
annually
is
approximately
200
million
to
spend
on
capital
improvements,
but
we
then
all
cert
layered
in
information
about
outstanding
work,
orders
and
the
frequency
of
those
work
orders
and
the
cost
of
those
work
orders
in
the
schools
to
make
a
decision
about
doing
a
complete
capital
improvement,
and
so
there's
only
so
many
times.
You
can
pass
your
route
before
it
needs
to
be
replaced
and
that's
just
the
reality.
Our
reality
is
that
we've
got
about
50
buildings
that
need
roofs
in
a
year.
E
We
have
the
ability
to
do
about
ten.
We
also
layer
in
our
information
from
our
IEQ
indoor
environmental
quality
information,
because
often
when
you
see
loose
peeling
paint
in
a
building,
that's
a
symptom
of
something
broader
that
the
building
needs
to
be
pointed
that
the
windows
need
to
be
replaced,
that
the
roof
needs
to
be
replaced.
E
That
there's
a
way
where
moisture
is
coming
in,
there's,
moisture
intrusion,
and
this
is
what
the
the
symptom
of
what
we're
seeing
is
being
caused
by
something
deeper
and
so
I
think
we
are
being
and
I
would
also
just
share
that.
In
addition
to
addressing
the
backlog,
if
we
continue
to
operate
in
that
manner,
we're
never
gonna
get
ahead,
and
so,
as
part
of
this
part
of
our
fiscal
year
18
budget,
we
included
buildings
that
were
scheduled
for
just
based
on
the
assessment.
E
Hey
the
roof
needs
to
be
replaced
this
year
and
so
we're
looking
to
transition
as
much
as
we
still
need
to
address
the
defer
backlog
that
that's
that's
our
reality
and
that's
our
existence.
But
if
we
don't
start
to
address
buildings
when
they
come
up
for
or
scheduled
to
be
addressed,
then
we're
going
to
continue
to
be
in
a
cycle
of
continuing
to
chase
problems.
F
I
F
Would
also
not
to
submit
to
the
chair
as
it
relates
to
public
schools,
public
charter
schools,
public
charter,
schools
that
did
takeovers,
there's
a
difference,
because
some
charter
schools
actually
in
a
more
modern
way.
What
we'll
use
to
repurpose
warehouses
whenever
how
does
that
fill
in
to
what
charter
schools
may
have
inherited.
F
E
I
could
only
speak
to
to
your
point
the
fact
that
we've
got
sort
of
two
different
charter
models
in
the
city.
I
could
only
really
speak
to
those
charter.
Schools
that
are
operating
and
buildings
that
we
owned
so
I
wouldn't
be
able
to
speak.
Just
yeah
like
I
wouldn't
be
able
to
talk
about.
The
capital
needs
a
lab
charter
because
it's
not
in
a
building
that
we
own.
F
E
They
are
in
a
district
facility
as
a
Renaissance
charter.
The
school
district
us
our
entity
assumes
responsibility
for
capital
improvements.
I
will
share
that
in
a
number
of
situations.
We
look
to
partner
with
the
Charter
operator
because
they
are
able
often
to
bring
resources
to
the
table
through
their
own
private,
fundraising,
to
be
able
to
provide
upgrades
into
the
school
and
so
where
we
can
work
jointly
to
be
able
to
do
that.
We
have
a
very.
B
B
That
think
it's
a
great
program
is
something
that
we
need
to
emulate
throughout
the
city
and
a
number
of
city
departments.
I
just
want
to
follow
up
on
a
couple
points
that
were
raised
earlier
when
councilman
Park
was
talking
about
the
work
that
was
done
by
pepper,
environmental
and
one
thing.
If
you
could
provide
a
copy
of
the
contract
to
the
chair,
so
we
can
take
a
look
then
I
know
you
said
you
have
a
number
of
remedies
at
your
disposal.
B
B
B
B
We
finally
have
gotten
some
information,
but
it's
guess
this
goes
to
the
issue
and
challenge
of
information
transparency,
and
so
what
I'm
hopeful
now
that
we've
moved
forward
and
and
from
what
I've
seen
in
read
and
conversation
I've
had
with
some
of
the
stakeholders
in
this
room,
we're
now
moving
forward
in
a
more
collaborative
spirit,
but
not
let's
not
let
this
happen
to
be
just
a
one-time
thing.
We've
had
other
issues
in
our
buildings,
as
you
stated
in
your
testimony,
all
school
buildings
are
average
close
to
80
years
old.
E
B
Ok
I
know
my
son's
former
school
Houston
elementary
school
is
now
a
hill
Freeman.
They
just
finally
got
a
new
gym
floor
for
the
first
time
in
the
history
of
a
school
about
two
years
ago,
so
saying
that
we
have
other
issues
that
no
issues
with
mold
and
JB
Kelly
asbestos
issues,
ventilation
heating,
as
well
as
air
conditioning,
so
hopefully
in
this
type
of
process
that
we're
now
using
going
forward
for
lead
paint
stabilization.
We
can
also
use
for
all
these
other
type
of
issues
that
we're
dealing
with
in
our
schools.
B
So
we
don't
have
a
situation
six
months,
15
months,
36
months
from
now
where
it
is
a
concern
at
a
school
and
the
school
district
wants
to
address
the
issue
quickly
in
our,
in
our
haste,
we're
not
communicating
as
we
should
to
all
the
stakeholders,
both
parents,
teachers,
other
employees
in
the
building
and
letting
people
know
what's
going
on.
So
hopefully
that
will
be
the
path
moving
forward.
Can
we
get
an
agreement?
We.
B
And
there's
one
one
final
point
as
we're
also
moving
forward
with
local
control
of
a
school
district.
Hopefully
this
will
be
an
opportunity
to
not
only
talk
about
the
governance,
but
how
we
operate
the
school
that
you're
going
forward
in
a
more
collaborative
fashion,
because
all
the
stakeholders
that
are
responsible
for
the
school
district
from
a
leadership
and
management
are
within
I
would
say
our
city
house
so
to
the
extent
we're
able
to
collaborate
with
the
health
department.
Others
have
any
look
at
these
issues
going
forward.
B
C
E
C
One
area
that
I
think
you've
touched
upon
in
different
parts
of
your
dialogue.
That
I
really
appreciate
is
some
attention
to
how
important
it
is
for
school
buildings
to
have
a
sense
of
quality
of
appearance
and
I
know
that
I've
been
very
interested
in
in
working
with
the
district
to
talk
about
are
there?
Is
there
a
possibility
to
work
together
towards
some
of
agreement
around
what
a
minimal
standard
of
appearance
could
be?
C
We
have
frequently
heard
from
young
people
and
from
families,
for
example,
about
bathrooms
in
the
school
district,
in
particular
quality
of
bathrooms,
whether
stall
doors
are
on
whether
you
know
the
plumbing
works
and
all
of
that
and
I.
Don't
think
that
that's
something
that
I
want
to
go
into
a
lot
of
detail
about,
but
I
know
it
sounds
like
you've
done
some
work
around
that
already
and
would
love
to
hear
just
very
briefly
about
that,
and
also
to
ask
whether
that's
an
area
that
you
think
we
could
work
on
together.
Absolutely.
E
So,
just
very
quickly
and
I
echo
your
comments,
Councilwoman
Gaiman
and
school
business
that
I
go
to
a
lot
of
times.
I
mean
you
talk
with
principals,
I,
even
talk
with
teachers.
You
know
they're
like
well,
what's
supposed
to
happen
in
here,
I
hate.
What
how
often
is
is
my
rug
supposed
to
be
clean.
How
often
are
the
unive
n
supposed
to
be
wiped
down?
How
often
is
supposed
to
be
sweat?
When
do
you
wax?
E
When
do
you
walk
when
in
so
for
me,
the
fact
that
we're
hearing
that,
over
and
over
again
it's
a
very
clear
indication
that
as
a
division,
we
need
to
communicate
something
in
writing
not
only
to
our
workforce,
but
also
to
principals
and
teachers,
so
that
they
just
understand:
hey
your
bathrooms
supposed
to
be
clean
four
times
a
day,
toilet
paper
should
be
checked,
dispenser
should
be
looked
at,
which
seems
to
be
wipe
down.
The
toilets
need
to
be
wiped
down,
not
just
on
the
top
of
the
toilet
but
below
the
toilet.
E
Here
the
here,
the
items
that
staff
will
be
using
in
order
to
complete
that
work,
and
now
we
do
that
for
every
space,
bathrooms
classrooms,
main
entrance,
hallways
gyms,
cafeterias,
and
so,
and
just
from
that
experience,
I
directed
my
team
I
said
we
need
to
put
something
out
there
and
writing
it.
This
can't
just
be
learned
by
osmosis.
It
can't
just
be,
let's
just
hope
that
people
kind
of
just
know
what's
supposed
to
happen,
it's
our
responsibility
that
people
understand.
E
This
is
what
we
expect,
and
this
is
what
should
happen
every
day
in
our
buildings,
and
so
we've
drafted
a
document.
We
will
be
sharing
that
with
our
partners
at
32bj,
because
it's
their
workforce
and
we
want
them
alongside
with
us
and
embracing
this
as
it's
important
for
us
to
communicate
that
effort
and
would
certainly
have
no
I,
would
love
to
commit
to
me
also
providing
that
document
to
you
and
your
team
prior
to
distribution,
just
so
that
we
are
all
when
you
walk
into
a
school.
It's
very
clear.
E
These
are
the
things
that
should
be
happening,
no
excuses,
and
so
the
vacancy
part
aside,
people
should
just
know.
What's
going
on
there
building
so
what's
supposed
to
happen
and
not
feel
as
though
they're
not
comfortable
asking
the
question
or
that's
our
job
and
that's
our
role
and
and
you
know
it's
how
we
become
a
more
customer-facing
division
in
a
district,
but
just
given
all
the
different
challenges
we
have
so
yes,
that
is
definitely
something
that
I
think
we
can
commit
to
sharing
and
working
with
you
on
it.
C
I'm
thrilled
to
hear
that-
and
you
know,
I'd
love
to
be
a
partner
with
you
on
that,
especially
engagement
and
letting
people
know.
I
know
that
if
people
heard
that
their
bathrooms
are
supposed
to
be
clean
four
times
a
day,
people
would
be
thrilled
parents.
Students
in
particular
would
be
thrilled
to
hear
that
and
and
not
to
see
that
as
something
that
is
overwhelming,
defeating
or
anything.
It's
a
lot
of
work.
There's
no
question,
but
I
know
that
it's
amazing
how
much
people
engage
with
their
sense
of
school
inclusivity.
C
Climate
welcome
this
within
a
building
by
going
to
the
bathroom,
which
is
what
kids
do
three
four
times
a
day
and
that
the
Common
Spaces
of
schools
are
powerful
indicators
of
where
a
school
can
feel
engaging
and
hopeful
for
young
people.
I
know
you
know
that
we
were
great
partners
and
really
want
to
thank
you
and
mr.
Monson
for
working
on,
for
example,
a
small
investment
around
the
water
hydration
stations
that,
just
still,
whenever
I
go
out
to
schools,
get
cheers
and
claps
from
all
young
people
from
kindergarten
up
to
high
school.
C
So
you
know
these
types
of
investments
on
not
I,
wouldn't
even
call
them
superficial,
but
they
are.
They
are
powerful
in
significant
ways
in
which
a
minimum
standard
and
a
well
communicated
minimum
standard
of
appearance.
We
would
go
a
long
way
towards
engaging
folks
and
and
helping
us
out
so
I
want
to.
Thank
you
very
much
for
that.
Thank
you.
Thank.
A
Then
we
have
Robin
Roberts,
organize
their
parents,
United
and
Lori
maser
parent
from
Jackson
Elementary
School.
That
is
it.
So
if
there's
someone
else
who
would
like
to
testify
this
afternoon,
please
come
to
the
side.
I'll.
Have
our
lawyer
go
over
and
get
your
name
otherwise.
This
will
be
it
all
right.
We
invite
you
to
introduce
yourself
to
the
record
and
begin.
J
I
A
J
I
Okay,
thank
you
very
much.
Good
morning
my
name
is
Robin
Roberts
I'm,
the
proud
parent
of
three
children
who
attend
district
schools
in
Philadelphia
I'm,
a
member
of
the
PFT
and
head
of
the
parent,
organized
organization,
parents
and
I
for
public
education.
My
children
all
attend
Carver
engineering
and
science
and
I
live
in
Northwest,
Philadelphia
and
I've
been
working
on
the
issue
of
healthy
schools
for
a
number
of
years,
starting
in
2015,
when
I
did
an
interview
with
Al
Jazeera
America
about
the
state
of
Philadelphia's
schools.
I
At
that
point
it
was
my
hope
that
highlighting
the
serious
facility
issues
facing
our
school
buildings
would
lead
to
changes
that
were
necessary
to
ensure
our
children's
safety.
Sadly,
that
has
not
been
the
case.
Last
summer
for
district
schools,
Munoz
Marin,
Steele,
Hunter
and
Clemente
were
identified
for
mold
remediation
five
schools,
Spring
Garden,
Dobbins,
Furness,
Dunbar
and
Bragi
had
problems
with
asbestos
abatement.
I
Questions
were
raised
to
n,
essentially
ignored
by
district
officials,
for
example,
it
wasn't
until
the
PFT
and
media
became
involved
in
North
Philadelphia
x'
muñoz
marÃn
elementary
school,
that
they
received
a
thorough
re
remediation
of
the
mold
that
persisted
in
their
building
and
JB
Kelly.
Elementary
and
Germantown
was
closed
for
a
week
when
chronic
mold
conditions,
once
highlighted
by
the
media,
were
finally
addressed
in
October
parents
United
and
the
Philly
Schools
Initiative
have
been
asking
district
officials
to
share
information
about
our
school
facility
conditions.
I
For
years
we
have
finally
received
some
of
it
as
the
right
to
know
request
was
granted.
Thank
you
to
council
green
bass,
gem
in
reynolds
brown,
but
we
need
more
help
to
reaching
any
sort
of
transparency
that
is
required.
The
burden
should
rely
on
the
public
to
constantly
take
time
and
energy
to
request
data.
The
burden
should
be
on
the
district
to
assume
that
all
data
should
automatically
be
available
to
parents,
taxpayers
and
teachers.
Here's
what
we
do
know
there
are
172
school
buildings
built
before
1978
when
lead
paint
was
outlawed.
I
Moreover,
the
systems
in
these
buildings
may
fail,
year
after
year,
like
boilers
that
do
not
heat
radiators
that
do
not
regulate
the
heat
pipes
that
leak
in
windows
that
led
in
the
weather.
That
leads
to
secondary
issues
that
lead
to
eroding
plaster
and
rusting
pipes
that
flake
from
decades
of
paint.
Turning
in
turn
causing
lead
in
places
where
our
children
spend
their
educational
lives.
For
example,
we
know
that
a
child
at
Comley
has
has
an
elevated
blood
blood
lead
levels
that
were
attributed
only
to
a
school
environment.
I
We
know
that
there
are
about
a
hundred
and
forty
other
schools
that
are
in
similar
and
possibly
worse,
conditions.
You
have
parents
in
these
schools
and
others
are
left
in
the
dark.
We
need
the
school
district
to
to
always
inform
parents
and
community
members
as
they
do
this
environmental
health
work
and
the
districts
should
always
inform
parents
quickly
when
those
problems
arrives,
and
we
know
that
the
district
has
identified
and
Westropp
fast-tracking
about
30
other
schools
for
LED
abatement
over
the
past
few
weeks.
Well,
it
seems
like
this
has
been
put
on
hold.
I
So
essentially,
what
we
have
is
a
document
that
says
that
we've
got
all
of
these
problems
in
these
schools
with
lots
of
beautiful
pictures,
but
in
the
end
the
district
has
not
set
aside
funds
to
actually
fix
them.
It
is
not
acceptable
role
or
responsibility,
or
it's
not
an
acceptable
response,
or
role
for
parents
and
gait
civically
in
these
healthy
school
issues,
by
reading
a
document
and
then
not
having
anything
else
to
go
on
when
we
realize
that
these
problems
were
never
going
to
be
fixed,
our
children
realize
that
they
are
in
broken
schools.
I
Sixteen
point
six
percent
of
the
children
that
go
there
attend
special
ed
or
have
an
IEP
and
100
percent
of
the
children
that
attend.
There
are
at
an
economic
disadvantage.
Many
of
the
students
didn't
understand
why
they
had
to
go
to
schools
with
holes
in
the
ceiling
leaking
pipes,
broken
bathrooms
and
windows
that
are
opaque.
I
They
said
that
their
school
smells
bad
and
feels
like
a
prison,
and
this
is
a
sad
outrageous
outcome
and
it's
up
in
it's
appalling
I'm
here
to
call
a
City
Council
to
create
his
own
independent
task,
force
of
parents,
teachers,
principals
and
experts
to
oversee
the
process
and
finally,
give
Philadelphia
student.
The
clean,
healthy,
warm
nurturing,
learning
environment
that
they
all
deserve
and
that
the
district
says
that
is
its
goal.
I
The
role
of
the
task
force
will
be
to
provide
input
and
environmental
help
recommendations
and
help
develop
the
master
facility
plan
that
is
sorely
missing
from
Philadelphia
School
District.
It
will
also
allow
more
transparency
so
that
we
understand
the
work
and
the
scope
that
is
being
done
and
that
our
district
is
being
fiscally
responsible.
As
someone
who
works
with
special-needs
children
every
day,
I'd
like
to
speak
to
how
these
issues
affect
them.
I
To
date,
there
are
over
21,000
schoolchildren
from
and
K
through
first
grade,
and
we
know
that
lead
is
most
affected
by
children
around
seven
years
old.
These
children
are
in
those
buildings
where
there
are
hundreds,
a
hundred,
and
seventy
of
them
are
the
pre-1978
schools
about
50
of
those
buildings
hosts
pre-k
programs.
So
we're
talking
about
three
four
and
five
year
olds
that
are
in
these
buildings
that
have
the
potential
to
have
lead
issues
and
most
of
these
schools
have
rich
vibrant
school
communities.
I
Their
teachers
and
parents
work
hard
to
ensure
a
wonderful
learning
environment
for
the
students,
but
the
facilities
do
matter
for
our
students.
The
majority
of
these
schools
contain
many
of
our
special
education
programs
for
autism,
emotional
support
and
multiple
disabilities.
These
are
our
most
vulnerable
students
and
what
I
need
to
say
is
that
their
playground
is
usually
on
their
floor.
They
move
around
their
floor
that
may
they
may
not
stand.
I
I
The
school
district
cannot
tackle
these
problems
unless
they
receive
more
money,
but
they
spend
hundreds
of
millions
of
dollars
a
year
upgrading
buildings
without
taking
into
important
factors,
and
will
hear
that
the
district
cannot
do
anything
until
the
new
school
board
is
configured
and
ruled
out,
and
this
is
simply
unacceptable
when
it
comes
to
protecting
our
children's
health
from
toxins
like
lead,
asbestos,
lead
and
asbestos.
Our
time
is
of
the
essence.
I
A
Thank
you
very
much,
I
note
that
you
mentioned
Cassidy
school,
but
that
isn't
on
this
list.
The
list
of
schools
have
be
treated,
it's
not
listed,
so
maybe
when
the
school
district
comes
back
up,
one
of
us
has
more
questions
for
the
school
ditch,
so
we'll
ask
you
to
remain
and
come
up
again
as
soon
as
they
testifies
that
all
right,
that's
fine!
Thank
you.
Thank
you.
K
Hi
as
I
previously
introduced
myself,
I'm
more
amazed
and
I'm,
the
parent
of
a
second
grader
at
Jackson
Elementary
in
South
Philadelphia
and
the
treasurer
of
our
local
Friends
group
and
I'm.
A
current
member
of
our
school
Advisory,
Committee
and
I,
was
introduced
to
the
amazing
people
at
the
Philly
Healthy
Schools
Initiative
after
being
asked
if
Friends
of
Jackson
and
our
local
Civic
would
like
to
sign
on
to
the
coalition
quickly.
K
Phas
I
became
an
invaluable
resource
for
us
at
a
recent
Holman
school
meeting
where
Jerry
Roseman
was
present
just
to
talk
about
pH
pH
si
in
general,
our
principal
asked
about
a
lead
paint
removal
program
she
had
just
found
out
about
that
week.
One
day
before
contractors
were
supposed
to
arrive,
she
received
an
email,
Jerry
was
able
to
make
the
principal
and
the
parents
at
the
meeting
understand
the
work
that
was
being
done.
K
K
We
need
the
district's
to
confirm
they
will
take
the
lessons
learned,
which
I
will
mention
were
learned
at
the
expense
of
our
children's
health
and
safety,
and
establish
an
open
and
honest
communication
and
follow-up
protocol.
So
we
don't
squander
the
very
few
dollars.
We
have
doing
rework
on
shoddy
and
half-hearted
efforts
that
created
more
risk
than
they
reduced.
K
Additionally,
we
need
the
district
to
give
access
to
the
criteria
they're
using
to
pick
the
school's
the
need
LED
remediation,
so
that
we
can
independently
verify
that
they
are
truly
addressing
the
lead
issues
in
all
of
our
schools,
not
just
the
ones
with
loud
angry
parents.
I
would
like
the
district
to
give
at
least
72
hours
before
any
of
this
work
is
performed,
so
parents,
teachers,
principals
and
staff
have
time
to
respond.
I
would
also
request
that
the
information
be
presented
in
layperson
terms
rather
than
in
the
complicated
jargon
in
many
of
the
reports.
K
Most
of
these
issues
are
not
overly
complicated
and
can
be
explained
and
visualized,
as
they
were
at
a
Jackson
in
a
home
and
school
meeting
with
time
for
questions
and
answers.
This
type
of
proactive
behavior
from
the
district
would
serve
to
quell
a
lot
of
parents
fears
when
we
feel
that
things
are
being
kept
from
us
that
relate
to
our
children's
safety
and
the
safety
of
their
teachers.
K
It
breeds
mistrust
and
doubt
it
is
far
better
to
be
transparent
about
what
work
is
done,
why
it's
being
done
so
that
we
can
ensure
that
every
school
receives
the
same
standard
of
work
and
diligence
and
all
of
our
children
are
safer,
which
I
assume
is
the
ultimate
goal
of
this
work.
Pft
expert
staff,
Jerry
included,
aren't
only
the
eyes
and
ears
for
teachers
they're
the
eyes
and
ears
for
all
of
us:
parents,
students,
staff
and
teachers.
They
need
to
be
fully
engaged
and
seen
as
an
equal
partner,
not
a
hindrance
to
this
work.
K
We
have
a
wonderful
principal
in
a
building
engineer
at
Jackson
who's,
a
building,
engineer
and
training,
as
we've
said,
both
of
whom
were
caught
off
guard
by
this
work,
but
thanks
to
the
PFT
expert
staff,
they
are
now
well
informed
and
able
to
help
educate
others
on
what
the
true
hazards
are,
so
that
they
can
be
escalated
and
reported.
This
level
of
honesty
and
education
and
transparency
is
what
we
should
be
requiring
of
the
district's
to
make
our
schools
safer
and
I'll.
K
Just
add
a
note
that,
as
we
talk
about
cleaning
vacancies,
we
have
we
have
vacancies
at
Jackson
and
we
so
this
work
is
actually
impossible
to
do
it's
impossible
to
keep
our
school
clean.
If
you
don't
have
any
cleaners,
if
you've
got
a
building
engineer
and
one
other
cleaner
and
a
school
that
serves,
you
know,
hundreds
of
children-
and
you
know
all
they
can
really
handle-
is
taking
out
the
trash.
J
So
I
work
as
the
the
environmental
science
director
for
the
teachers
union
and
I'm
representing
12,000
people
in
all
of
the
buildings,
the
staff.
At
the
same
time,
over
the
last
couple
of
years,
the
PFT
has
been
working
with
a
Philly
Healthy,
Schools
coalition
and
so
I've
acted
as
the
technical
advisor
consultant
and
and
support
for
the
coalition,
and
that
means
parents,
environmental
groups
and
all
kinds
of
public
advocacy
groups,
and
that
has
really
been
a
very
special
and
important
element
of
the
work
that
that
is
going
on.
J
I
wrote
some
testimony
that
I
provided,
but
I
think
I'm
going
to
go
off
script
because
much
of
what
I've
written
has
been
said
by
others,
including
the
district
and
I
I'd
like
to
highlight
a
couple
of
issues
that
have
come
up
here.
That
I
think
are
important
to
consider
as
as
part
of
this
and
to
think
about.
What's
happened
in
the
last
several
months,
I've
participated
in
70
inspections
in
schools.
I
do
that
mostly
with
the
school
districts
environmental
department,
as
a
in
a
cooperative
fashion
that
that
process
works
pretty
well.
J
Let's,
despite
that,
the
despite
that
and
despite
going
in
the
middle
of
November
to
calmly
Elementary
School,
to
look
at
a
situation
involving
a
lead
poisoned
child,
the
the
lead
stabilization
plan
was
done
without
our
involvement
and
without
notification,
you
know
I
think
that's
been
resolved
and
it
would
be
unfair
to
say
and
not
to
acknowledge
that
what
the
district
does
well,
because
there
are
a
lot
of
things
they
do
well.
It
would
also
be
inaccurate
to
to
not
include
what
is
done
poorly
and
I
think
both
of
those
things
come
together.
J
So
there's
this
there
should
be
a
series
of
lessons
learned
that
what
we
do
well
now
today,
let's
say
with
a
lead
stabilization
program
and
impacts.
The
right
to
know
issues
impacts
the
the
environmental
issues,
the
the
the
meeting
at
Jackson
Elementary
School
on
the
6th
of
December
after
the
program
started,
was
illuminating
because,
although
my
my
area
is
is
as
a
technical
expert
in
this,
the
parents
at
this
school
and
the
principal
the
staff
told
us
that
there
was
there
was
lead
abatement
going
on
and
led
stabilization.
J
There
would
be
no
way
to
know
that
otherwise,
I
brought
that
to
the
district,
and
it
took
about
a
week
before
we
were
able
to
get
some
more
information.
We
then
did
some
evaluation
and
surveys
at
Jackson
and
found
problems.
The
problems
we
found
councilman
actually
were
in
areas
in
which
work
had
been
done
and
completed.
That's
not
to
say
that
there
were
areas
that
hadn't
yet
been
touched
in
some
schools,
but
what
we
saw
in
that
second
week
in
December
was
a
school
where
lead
abatement
led
stabilization.
J
Work
had
been
done
and
there
was
contamination
left
behind.
In
those
areas
samples
were
collected,
they
were
elevated,
it
was
a
problem
bringing
that
to
the
district
and
then
following
up
in
a
couple.
Other
schools
is
what
started
to
open
the
process
up.
It's
important
to
understand
and
I
think
you
have
some
photos
in
front
of
you
that
might
document
that
this
dust
is
not
just
let
these.
This
kind
of
an
exposure
poses
respiratory
issues
as
well
serious
respiratory
issues,
and
this
this
highlights
another
issue
that
Robyn
described
when
she
was
talking
about
special
needs.
J
Children
on
the
floors
and
about
the
actual
conditions
in
the
schools.
These
are
complex
problems.
They
need
all
hands
on
deck
to
deal
with
these
problems
and
that's
a
big
part
of
the
approach
here.
That
is
that
there
be
an
involved
participation
by
all
stakeholders
and
all
voices,
some
have
outside
expertise
and
long
experience
in
looking
at
facilities,
some
are
parents
who
are
in
one
school
and
understand
the
impacts
on
their
children
and
what's
happening
in
that
school.
Some
are
parents
and
teachers
who
are
going
from
school
to
school.
J
Only
by
putting
that
together
can
we
hope
to
get
our
arms
around
this.
This
problem,
the
district
moving
quickly
to
address
the
issues
at
with
lead
in
these
schools
is
laudable
but
I
think,
as
as
was
pointed
out
by
Councilman
green
haste
can
make
waste,
and
that's
really
what
happened
here
and
what
did
happen
here
is
we
ended
up
with
additional
contamination
additional
dollars,
extraordinary
delays,
the
project
in
all
twenty?
It's
actually
29
schools,
31
major
areas.
Two
schools
have
projects
throughout
the
school
itself
and
then
in
the
auditorium
as
a
separate
project.
J
So
we
have
17
phase
1
schools
that
have
been
touched
so
far,
12
phase
2
schools
that
have
not
and
that
project
all
29
schools
was
supposed
to
start
on
the
4th
of
December
and
end
on
the
29th.
17
schools
have
been
worked
in
they're,
not
complete,
we're
almost
a
month
delayed
these
delays,
the
cost
overruns,
and
these
issues
have
come
up,
partly
because
of
the
haste
part
of
the
and
the
waste
part
of
this
equation.
J
What
Danielle,
Floyd
laid
out
for
us
I
think
was
the
plan
that
we've
been
advocating,
and
it
was
really
great
to
hear
that
the
district
is
going
to
be
implementing
this
kind
of
a
plan.
I
I
will
kind
of
finish
here
by
by
saying
that,
in
my
experience,
the
work
that
we
get
to
do
with
environmental
management
in
terms
of
categorizing
and
and
documenting
hazards
has
been
a
fairly
effective
one.
We
there
are
bumps
in
the
road
for
sure,
but
it's
a
fairly
effective
one.
J
What
I
think
is
called
for
now
is
buy-in
at
the
leadership
team
level
buy-in
at
something
called
the
operations
cabinet
team
level.
That
is
that
information
is
not
just
shared,
but
there
is
a
way
to
participate
in
the
prioritization,
the
planning
and
the
implementation
of
these
projects,
where
we
involved
at
the
beginning.
In
this,
we
would
have
said:
there's
no
way
that
29
schools
are
enough.
They're,
not
cassadee's
a
case
in
point.
There
are
many
others
you'll
see
in
the
in
the
photos:
Martha
Washington
elementary
school
Gompers
elementary
school.
J
So
the
questions
are
what
other
schools
are
supposed
to
be
in
this
project.
And
what
do
you
do
with
schools
that
don't
have
15
areas?
They
have
13
and
no
one
area
has
500
square
feet
of
damage
leg.
Every
area
has
300
square
feet.
The
thinking
involved
in
what
to
put
in
these
programs
when
to
do
them
and
how
to
do
them
is
really
is
critical.
It
needs
the
involvement
of
all
these
stakeholders
to
participate
in
different
pieces
of
it
and
I
think
I'll.
Stop
at
that
point.
A
B
H
It
sounds
like
now
that
the
school
district
is
interested
in
working
together
and
it
seems
like
you're
gonna,
be
working
together
with
them
in
additional
phases
of
this.
But
are
you
part
of
the
scope
of
work
as
far
as
what
should
be
done,
as
as
we
give
it
to
the
whether
it's
the
painters
in-house
or
our
contractor,
that
comes
in
yes,.
H
J
We
also
have
asked
the
district,
and
if,
if
we
don't
do
this
together,
we
will
do
this
in
any
case
that
this
is
a
way
to
engage
parents
and
and
staff
once
the
scope
of
work
has
been
developed.
This
is
going
on
now,
it'll
be
done
within
a
week.
We
should
put
the
scope
to
all
the
people
in
the
buildings
and
say
hey.
This
is
what
we
saw.
Are
there
areas
we
missed
and
then
at
the
end,
after
everything
is
done,
we
think
everything
is
done.
Did
we
miss
anything?
J
J
No,
no
testing,
no
quantitative
testing
is
going
to
be
done.
The
idea
here
is,
you
should
see
nothing
on
a
surface.
The
the
testing
of
lead
dust
on
surfaces
is
to
both
confirm
that
there's
nothing
but
also
to
to
say,
hey.
You
left
something
behind
in
schools.
There
are
no
standards
at
all
that
are
currently
a
place
for
this,
so
that
that
kind
of
testing
is
not
part
of
this
project.
No
okay,.
H
J
B
Those
are
debated
whether
the
school
district
did
or
did
not
have
a
master
plan,
but
I
think
this
conversation
makes
me
reflect
on
other
initiatives
that
city
or
city
related
agencies
are
taking
on
to
address.
Issues
like
the
example
of
Planning
Commission
is
going
through
their
2035
initiative.
What
actually,
as
a
result
of
us,
has
a
legislative
body
re
amending
our
zoning
code?
B
They
have
now
gone
forth
and
actually
remapping
the
entire
city,
and
so
that
type
of
a
big
effort
is
something
I
think
is
needed
from
the
master
plan
perspective
of
having
a
collaborative
conversation
with
organizations
like
fill
of
the
Healthy
Schools
Initiative.
To
talk
about
how
we
can
strategically
look
at
all
of
our
schools
and
have
an
engagement
process
just
like
we're
now
doing
with
the
lead,
paint,
stabilization
plan
and
all
have
similar
plans
for
mold
and
other
issues
and
in
school
districts.
B
I
want
to
hear
your
thoughts
on
that
type
of
concept,
of
maybe
having
some
time
collaborative
conversation
and
in
a
strategic
process
of
how
we
go
through
the
buildings.
School
buildings
in
our
city
and
Rapids
renovations
changes
going
forward
and
do
it
in
a
truly
participatory
way.
So
that
way,
people
are
fully
informed
that
okay,
next
week,
two
months
from
now,
six
months
from
now,
we
have
plans
to
make
changes
to
the
school
or
those
type
of
things.
I.
J
Think
that
what
we've
we've
come
up
with
and
we've
been
trying
to
advance
is
the
involvement
of
school
staff,
parents
and
the
other
direct
stakeholders,
the
unions
that
represent
them
technical
expertise
and
not
to
come
up
with
some
kind
of
a
task
force
that
would
start
by
looking
at
all
of
the
sources
of
input
data,
as
as
Miss
Floyd
said,
you
would
need
to
have
a
larger
group
of
stakeholders
also
get
to
see
the
facility
condition
assessment,
the
indoor
environmental
quality
dashboard
and
the
other
documents
to
take
a
look
at.
Where
should
we
start?
J
How
should
we
start?
Where
should
money
go?
Jackson
Elementary
School
is
an
interesting
very
simple
example.
Led
stabilization
work
was
done
there
in
several
areas.
In
one
area,
it's
been
done
four
times
now.
The
reason
it's
been
done
four
times
is
because
that
area
has
a
source
of
moisture
and
water
intrusion
that
keeps
damaging
the
work.
That
was
done.
J
It's
it's
been
kind
of
a
thorn,
because
each
time
we
go
back
to
inspect,
we
see
damage
and
it
may
be
because
the
work
wasn't
done
right
or
something
else
happened,
that
is
a
constant
intrusion
of
water.
In
that
case,
we
said
no
stabilization,
you
need
to
remove
all
of
the
that
paint,
because
you
can't
stop
the
ongoing
damage.
That's
the
kind
of
thing
that
we
need
to
look
at
when
we
come
up
with
an
a
comprehensive
educational
facility,
master
plan.
Where
do
we
do
what?
And
where
do
we
start
that
that
starts
I?
J
I
That
we
need
to
understand
all
the
information
that's
been
collected
already
about
the
state
of
our
schools.
What
I
would
hate
to
do
is
spend
money
that
we
collected
information
that
we
already
have
I.
Think
that
there's
a
lot
of
effort
into
the
planning,
but
there
isn't
much
effort
into
making
sure
that
these
things
get
fixed.
So
thank
you
very
much
for
the
right
to
know
we're
going
through
as
much
information
as
we've
gotten,
but
we
don't
have
everything.
I
I
Unfortunately,
the
the
district
looks
at
those
primary
issues
as
being
very
expensive
and
they're,
not
working
with
anyone
to
see
if,
if
there
could
be
a
better
option
that
isn't
as
expensive
and
I
know,
that
Jerry
has
a
couple
of
examples
of
when
that
was
done.
It
wasn't
a
million
dollar
project.
It
was
maybe
a
hundred
thousand
dollar
project
which
saves
us
money,
which
does
everything
that
needs
to
be
done
and
makes
our
schools
more
comfortable
and
healthy.
C
K
No,
it's
not
that
it's
just
that
it
can
only
be,
as
someone
said,
you
can
only
patch
something
so
many
times
so
understanding.
What
the
plan
is.
You
know
it's
I
guess:
parents
have
a
long
list
of
flaws
and
a
heat
in
an
insurmountable
budget
number
and
that
that
is
doing
no
one
any
good
right
now
we
need
a
plan
that
actually
tackles
these
things
and
I.
Think
people
will
be
satisfied
if
we
can
get
the
information
and
the
parents
that
generates
these
reports
and
then
be
able
to
hold
accountable
their
folks.
J
A
practical
matter,
and-
and
maybe
you
can
help
us
with
this
at
the
coalition-
is
we've-
we've
talked
about
trying
to
sit
down
on
a
regular
basis
to
brief
the
superintendent.
The
superintendent
is
often
not
hearing
from
from
this
end
of
the
universe
about
these
situations,
and
it
would
I
think
that
it
would
be
something
very
positive
and
helpful
to
to
get
a
chance
for
dr.
J
heit
to
hear
and
understand
what
we're
seeing
in
the
schools,
from
a
professional
standpoint,
what
we're
experiencing
in
the
schools
and
and
and
what
these
buildings
actually
look
like,
and
and
what
some
of
the
the
issues
are.
Similarly,
I've
made
a
request
to
to
the
district
to
sit
at
the
at
the
operation
of
the
operational
cabinet
team
level,
which
is
where
projects
like
the
lead
stabilization
project
are
formed
and
formulated.
J
At
that
point,
as
I
was
saying,
we,
what
would
have
been
raised
is
I
think
we
need
to
do
something
a
little
different
than
this,
and
who
knows
if
that
would
be
successful
or
not,
but
at
least
it
would
be,
it
would
be
out
there
and
and
clear
so
that
that's
a
place
to
to
actually
sit
and
have
some
of
these
conversations.
Okay,.
L
Wanna
do
a
follow-up
on
to
that
statement.
So
is
there
direct
conversation
with
your
selfie
organization,
mr.
Rosemond,
and
the
school
district
to
flood
off
yeah?
Does
it
seem
like
the
left
hand,
you
didn't
know
what
the
right
hand
is
doing
when
it
comes
to
the
safety
of
children,
and
so
what's
the
progress
on
it?
Well,.
J
We
haven't
made
enough
progress
in
and
I
think
you're
right.
You
know
one
of
the
overarching
problems
in
in
the
district
and
that
we
all
face
because
we
are
it
is
it
is
us
really,
there
are
children.
It's
there
are
schools
is
that
the
departments
of
the
district
working
hard
are
not
communicating
well
with
each
other,
and-
and
you
see
that
when
you
look
closely
and
the
way
to
pull
that
together,
I
think
is
through
the
chief
operating
officer,
who
is
overseeing
maintenance
and
capital.
J
E
Good
afternoon
so
one
to
be
clear,
we
have
established,
as
I
said
in
this
project,
our
office
of
environmental
management
and
services.
It's
direct
point
of
contact
for
both
mr.
Rosemond,
as
well
as
other
members
of
the
Philadelphia
Federation
of
Teachers,
so
on
this
project,
as
well
as
anything
else
related
to
environmental
work
that
is
occurring
in
the
district
Francine
Locke
who's
here
today,
and
is
our
environmental
director
is
a
single
point
of
contact
with
the
PFT
when
these
sorts
of
issues
arise.
E
So
that's
our
protocol
that
we've
established
it's
been
in
place
for
a
number
of
years
screen
seems
been
at
the
district
for
over
10
years,
I've
been
at
the
Disher
for
16,
and
we've
been
very
clear
that
that
is
the
that
is
a
conduit,
and
that
is
the
point
of
contact
when
it
comes
to
these
sorts
of
things.
To
be
clear,
our
operations
cabinet
work
much
like
any
organization.
We
have
a
senior
management
level
of
individuals
that
I
supervise,
and
we
talk
about
a
number
of
issues
we
talk
about
and
it's
a
management
meeting.
E
E
What
are
some
of
the
big
projects
that
we
have
going
on
and
what's
happening,
and
so
this,
along
with
our
capital,
work
along
with
our
apprenticeship
program,
along
with
what's
happening
in
terms
of
general
repairs
and
schools,
along
with
developing
a
more
proactive
plan
about
getting
repairs
done
in
buildings?
Where
are
we
around
bussing?
What
our
vendors
are
doing?
What
does
that
performance?
Look
like?
How
are
we
spending
over
time?
Those
are
the
conversations
that
we
have
as
part
of
that
cabinet
team,
and
so
you
know
how
it's
being
represented
here,
unfortunately,
is
just
incorrect.
E
L
So
Gerry
is
just
enough
access
for
you
because
it
seemed
like
of
all
the
players
are
here,
and
we
are
talking
about
the
best
interests
of
the
children
here
in
the
city
of
Philadelphia,
near
public
safety.
First
and
foremost,
there
should
be
some
level
of
resolve
regarding
of
the
approach
by
both
parties.
I
mean
help
me
out
because
I'm
hearing
two
different
things,
but
you're
all
in
the
same
room
right.
J
J
So
I
think
it
is.
It
is
an
important
discussion
and
I'm
what
Danielle
said
she
she's
the
chief
operating
officer.
I,
wouldn't
I
won't
dispute
what
happens
at
that
level.
I,
don't
know
what
happens
at
that
level,
but
what
I
know
is
that
there
are
a
number
of
infrastructure
related
environmental
hazards
that
we've
been
dealing
with.
I've
been
doing
this
for
a
long
time
in
the
district
I've
seen
this
and
in
order
to
actually
resolve
those
issues
in
in
the
best
way
possible.
J
There
needs
to
be
some
discussion
that
happens
at
a
level
that
is
at
the
executive
director
and
the
chief
level
that
I
know
and
what
happens
too
frequently
I
think
is
that
what
we
are
seeing
annex
and
in
my
case,
what
I'm,
often
measuring
and
documenting,
may
not
get
get
distributed
in
the
ways
that
it
should
and
so
I'm
suggesting
what
seems
to
be
the
simplest
approach,
which
is,
let's
sit
down
together
and
talk
about
it.
Now
that
may
not
include,
and
certainly
wouldn't
include,
every
issue
that
Danielle
is
mentioning
no
problem.
J
L
Danielle,
do
you
know?
Jerry
do
y'all,
know,
okay,
so
now
one
pointed
Tom
and
move
on
for
what
you'd
seen
we
all
sit
down
alike
beyond
the
public
card
and
say
listen
because
it
sound
like
you're,
saying
certain
information
isn't
being
filtered
up
to
the
top
as
the
manager.
You
know,
she's
saying
I
managed
not
only
this,
but
a
variety
of
things
that
have
to
be
addressed
when
it
comes
to
school.
Just
a
foot
off
here,
perhaps-
and
you
know,
I've-
been
a
management
to
Tom,
and
sometimes
we
have
people
under
you.
B
L
Know
there's
some
times
some
depend
on
who's,
doing
the
work
they
may
say.
This
may
not
be
something
I
need
to
bring
to
the
boss,
because
I'm
already
working
on
it
and
I
think
Jerry
may
say
what
it's
kind
of
I
beg
to
differ.
I
think
just
shoot
me
in
front
of
Danielle.
So
is
there
like
an
open
door
policy
where
he
feels
that
the
information
isn't
being
filtered
up
to
you,
because
the
issues
are
being
addressed,
they
can
come
and
approach.
You
and
say:
listen.
L
E
E
Unfortunately,
those
timelines
are
never
going
to
be
the
same,
and
so
what
we're
able
to
do
in
terms
of
it
of
media
response
versus
putting
together
a
capital
project
having
that
designed
having
a
bid
having
an
awarded
and
moving
that
forward,
they're
not
on
the
same
timeline,
will
not
be
on
the
same
time
timeline
just
based
on
the
things
that
we
have
to
do,
but
I
will
share
with
you
that
you
know.
Yes,
there
are
to
your
point:
is
somebody
in
a
management
position
or
previously
been
in
management
positions?
E
Think
somebody
said
it
earlier.
Our
challenge
is
that
the
problem
is
so
great:
we've
got
a
finite
set
of
resources
and
you're.
You
know
we
are
working
as
diligently
and
as
purposely
in
us
and
tightly
as
we
can
to
take
those
dollars
and
put
them
in
the
places
where
it's
needed,
and
so
you
know,
like
a
Cassidy
that
was
mentioned
earlier,
that's
a
school
to
me
where
you've
got
it,
it's
a
60%
or
higher
on
the
facility
condition
index.
We
made
a
decision
to
expand
that
school
from
a
k-6
organization
to
a
k-8
organization.
E
We've
done
a
good
number
good
number
of
things
in
there
to
sort
of
stabilize
the
existing
environment,
but
the
reality
is
at
the
end
of
the
day.
We
likely
need
to
replace
that
building,
and
that
is
just
that
is
the
reality,
and
that's
also
how
steeped
in
the
data
I
am
in
terms
of
trying
to
make
sure
I'm
clear
about
what
needs
to
happen
at
different
schools,
and
so
you
know,
then
it
becomes.
E
How
do
you
balance
the
need
of
a
Cassady
where
we
likely
need
a
whole
school
building
replacement
with
schools
that
are
saying
we're
overcrowded
and
we
need
additions
or
hey
our
building
is
100
years
old
we
eat
and
have
gym
in
the
same
space
that
you
know
we're
having
cafeteria
our
cafeteria
and
phys
ed
in
the
sames
rooms
together,
and
so
how
do
we
address
those
adequacy
issues?
And
so
it's
a
it's.
E
A
big
challenge,
I
think
that
you've
heard
that
I
think
we
all
agree
and,
as
I
said
before,
I
do
take
great
comfort
in
that
there's
a
community
here.
Both
from
Council,
as
well
as
from
our
union
partners
and
from
our
parents
that
are
like
hey,
we
want
what's
best
for
ki,
mean
I.
Do
honestly
truly
believe
that
we
may
not
just
that.
We
may
not
agree
on
how
to
get
there,
but
I
do.
E
But
you
know,
I
do
take
some
comfort
in
knowing
that
we're
all
moving
towards
that
goal,
and
so
you
know
as
an
organization
we
do.
We
have
to
figure
out
ways
where
we
can
be
more
inclusive
and
also
improve
our
communication,
so
that
when
we
are
doing
something,
we're
telling
people
early
we're
telling
them
often
and
we're
giving
them
giving
principals
and
parents
a
level
of
comfort
that
you
know
what
we're
doing
is
in
the
interest
of
making
things
better
for
students.
D
L
Listen
to
the
way
we
work
is
usually
I.
Know
us,
members
of
council
we're
pretty
good
at.
We
get
anybody
in
the
room,
let's
figure
it
out
bottom
line
and
then
we
go
from
there
and
so,
as
I
listened
to
the
testimony
and
I
see
all
the
players
in
the
room.
Although
you're
gonna
disagree
on
how
to
get
there,
we
all
know
the
financial
condition
that
a
school
district
head
and
city
of
Philadelphia
and
the
challenges
that
we
face.
H
A
H
I
think
it
was
already
answered
that
we
had
just
talked
with
the
dairy
on
the
collaboration
of
the
scope
of
work
and
he's,
and
they
said
I
believe
in
a
week
or
so
it
should
be
completed
so
and
if
they,
if
they
could
forward
that
to
the
chair,
it
would
be
great
for
us
to
see
the
to
make
sure.
If
we
have
any
questions,
we
could
add
that
that's.
L
E
So
I
work
its
that
wouldn't
technically
be
my
role,
I
work
with
our
chief
of
external
relations
and
government
affairs,
and
we
did
actually
last
year
that
the
short
answer
is
I
think
there's
more
work
that
can
be
done
there,
especially
when
you
hear
conversations
at
the
federal
level
about
investing
in
infrastructure
and
what
that
means
and
I
know
roads
and
those
sorts
of
things
have
been
mentioned.
But
schools
have
not
been
part
of
that
conversation,
and
so
I
do
agree
with
you
that
there's
an
opportunity
there
too.
E
We
engage
them
when
we
completed
the
assessment.
Much
like
we
did
with
members
of
council,
we
engaged
our
state
delegation
and
share
the
information
that
with
our
congressional
members
and
leaders,
but
in
terms
of
sort
of
okay.
How
do
we
take
that
and
use
that
to
advocate
request
and
push
sort
of
an
agenda
forward
in
terms
of
investing
in
school
infrastructure?
There
so
I
think
there's
some
work
that
could
be
done
there.
J
Can
I
can
I
comment
on
something
at
the
at
the
national
level?
There
has
been
an
effort
that
has
been
going
on:
it's
run
by
the
21st
century,
school
fund,
the
Center
for
cities
in
schools
and
state
facilities,
directors
and
some
other
partners.
There's
a
hundred
billion
dollar
infrastructure
bill
that
has
been
drafted
and
it's
it's
in
its
in
Congress.
Now
there
are
a
couple
hundred
signers
across
the
Senate
and
and
the
house,
and
it
does
exactly
as
as
Danielle
is
saying
that
the
larger
infrastructure
needed
in
the
United
States
our
highways
and
roads.
J
The
second
is
educational
facilities
and
the
so
that
bill
actually
is
written
and
is,
is
being
proposed
and
has
some
traction.
It's
a
tough
environment
and
it
would
send
two
billion
dollars
to
each
state
specifically
for
infrastructure,
capital
infrastructure
in
schools.
So
there
there
is
an
effort
like
that.
It
is
going
on
at
the
national
level
that
I'd
be
happy
to
provide
you
with
a
copy
of
the
bill
and
the
other
information
and.
L
Then
you
got
one
last
question
and
so
obviously
we
know
the
school
district
is
coming
up
on
the
under
deficit.
Correct,
because
I
haven't
come
to
Carroll
when
the
last
two
budget
cycles
requested
funding,
but
we
were
anticipating
that
this
upcoming
budget
cycle,
it
would
be
a
crest.
Do
you
have
that
dollar
I.
E
L
A
C
M
M
The
way
that
we
deserve
to
be
invested
in
and
if
this
continues,
I
have
attended
school,
so
I
graduated
school
from
Temple
University
and
this
spring
I
have
attended.
Schools
and
I
have
done
field
experience
in
schools
with
beautiful
communities
of
love,
but
the
children
don't
have
running
water
on
the
third
floor.
This
is
not
just
this
infrastructure
runs
very
deep.
This
issue
is
larger
than
what
we
have
and
we
only
have
3%
administrative
operations
happening
at
the
school
district
level.
M
We
do
not
have
this
staff
that
can
fight
and
advocate
for
our
children
at
the
capacity
that
we
need.
We
need
a
serious
flux
of
money
and
we
have
a
serious,
serious
poverty
rate
in
the
city
to
boot,
and
I
really
do
think
that
this
is
an
opportunity
for
us
to
work
together
with
the
community
leaders
that
are
in
our
schools.
With
the
increase
of
active,
active
political
activity.
That's
come
up
the
interest.
That's
come
up
with
what
just
happened
with
the
School
Board
of
Education
being
overturned
and
turned
over
to
mayor
appointed.
M
We
have
an
opportunity
to
develop
channels
of
communication
from
our
parents,
teachers,
students
and
up,
and
not
just
through
the
school
district
administrators
running
around,
because
they
don't
there's
only
168
hours
in
the
week.
You
know
I'm,
sorry.
This
is
not
what
I
plan
on
saying,
but
since
everyone
said
what
I'd
already
said
so
and
they
have
to
work
with
under
that
confinement,
we
don't
have
a
home
and
school
association
councils
in
every
school.
When
we
really
need
you,
we
don't
have
active
sacs
in
every
school.
M
A
M
M
This
is
an
opportunity
for
us
to
work
together
to
combine
the
grassroots
efforts
that
we
obviously
see
happening
in
our
city
with
the
council,
people
that
we
have
and
with
the
structure
that
we
have,
that
obviously
shares
the
same
values
as
councilman
Johnson
just
said
earlier.
We
all
have
the
same
goal.
We
want
what
we
need
for
our
people,
so
why
can't
we
work
together?
I'm
really
excited
to
see
that
happen.
A
Thank
you
very
much
any
other
questions
or
comments
by
anyone
in
the
room.
Seeing
none,
then
we
will
conclude
our
hearing
subject
to
the
call
of
the
chair.
We
thank
all
of
you.
I
want
to
thank
both
committees,
Public
Safety
and
education,
and
again
we
will
recess
subject
to
the
call
of
the
chair.
Thank
you.