►
From YouTube: FY2019 Budget - Community Schools and PreK 3-28-2018
Description
The Committee of the Whole of the Council of the City of Philadelphia held a Public Hearing on Wednesday, March 28, 2018, to hear testimony on the following items:
180162 An Ordinance to adopt a Capital Program for the six Fiscal Years 2019-2024 inclusive.
180163 An Ordinance to adopt a Fiscal 2019 Capital Budget.
180164 An Ordinance adopting the Operating Budget for Fiscal Year 2019.
180185 Resolution providing for the approval by the Council of the City of Philadelphia of a Revised Five Year Financial Plan for the City of Philadelphia covering Fiscal Years 2019 through 2023, and incorporating proposed changes with respect to Fiscal Year 2018, which is to be submitted by the Mayor to the Pennsylvania Intergovernmental Cooperation Authority (the "Authority") pursuant to the Intergovernmental Cooperation Agreement, authorized by an Ordinance of this Council approved by the Mayor on January 3, 1992 (Bill No. 1563-A), by and between the City and the Authority.
Testimony from the Mayor's Office of Education on Community Schools and PreK.
Prepared remarks:
http://phlcouncil.com/wp-content/uploads/2018/03/FY19-Testimony_MOE_submitted-to-Council-3.26.pdf
More information on the FY2019 Budget: phlcouncil.com/budget2019
A
A
B
Afternoon
my
name
good
afternoon
Councilwoman
and
members
of
City
Council
I
am
Otis
Hackney
chief
Education
Officer
joining
me
today
are
Julie
Beeman
to
my
right,
director
of
phl
pre-k
and
Susan
Gabreski
director
of
Community
Schools
to
my
left.
I
am
pleased
to
provide
testimony
on
the
mayor's
office
of
education
fiscal
year,
2019
operating
budget,
but
I
would
like
to
provide
a
shortened
version.
With
your
permission,
the
mayor,
the
mission
of
the
the
mayor's
office
of
education
is
to
provide
leadership
to
provide
leadership
to
improve
education
in
the
city
of
Philadelphia.
B
Mo
e,
creates
policies
and
programs
to
expand
access
to
quality
pre-k
for
Philadelphia
families,
support
the
creation
of
community
schools,
which
removes
barriers
to
student
success,
facilitate
collaboration
and
partnership
among
stakeholders
in
advance
educational
policy.
Our
work
is
funded
through
the
Philadelphia
beverage
tax,
which
was
implemented
in
2017
looking
ahead
and
using
funding
made
possible
by
the
Philadelphia
beverage
tax,
we
are
working
to
fulfill
our
mission
of
implementing
several
programs.
B
The
first
program
is
policy
programs
and
public
engagement
or
PPP
for
short
PPP
II
staff
operate
with
diverse
external
stakeholders
to
develop
policy
and
programs
that
strengthen
local
schools
and
support
educational
initiatives
across
the
city,
P
PPE,
centralizes,
communications,
finance
and
policy
for
our
departments,
initiatives
and
staff
connect
constituents
to
citywide
educational
resources.
Through
the
phl
pre-k
program,
the
administration
is
committed
to
providing
free
quality
pre-k
for
up
to
5,500
three
and
four-year-olds
annually
by
fiscal
year.
23.
B
The
overarching
goal
of
this
program
is
to
make
quality
pre-k
accessible
for
families
and
improve
school
readiness
for
its
participants.
Phl
pre-k
plans
to
increase
the
number
of
locally
funded
pre-k
seats
and
neighborhoods
that
lack
access
to
affordability,
quality
options
to
5500
seats
by
fiscal
year
23.
The
expansion,
however,
will
depend
on
the
outcome
of
the
litigation
challenging
the
Philadelphia
beverage
tax,
which
funds
the
program
while
litigation
is
ongoing.
Full
expansion
of
the
program
will
not
be
possible
in
MO.
B
We
will
hold
the
number
of
seats
steady
at
2000
if
the
litigation
is
resolved
in
the
city's
favor
emmeline
will
begin
to
expand
the
program
with
3,000
seats
and
fiscal
year.
24,000
seats
in
fiscal
year,
21
5,000
seats
in
fiscal
year,
twenty
two
and
a
5,500
season
fiscal
year
23
during
fiscal
year,
2019
MO.
We
will
continue
to
contract
with
Philadelphia
Health
Management
cup
corporation
and
partnered,
with
urban
affairs
coalition,
the
School
District
of
Philadelphia
and
a
district
11
99c
training
and
upgrading
fund
to
deliver
quality
pre-k
to
2,000
students
at
up
to
86
sites.
B
Throughout
the
city
we
will
continue
to
recruit
families
with
the
greatest
need
of
city
funded
pre-k.
Presently,
81%
of
phl
pre-k
students
reside
in
households
at
or
below
2200
percent.
Sorry,
200%
of
the
federal
poverty
guidelines
which
equated
to
forty
thousand
eight
hundred
and
forty
dollars
for
a
family
of
three
and
2017
to
ensure
there
are
enough
qualified
early
childhood
education
professionals
available
to
meet
the
workforce
demand
created
by
phl
pre-k
mo-mo.
We
will
continue,
will
connect
current
and
prospective
phl
pre-k
teachers
and
staff
to
scholarships,
apprenticeships
and
other
continuing
education
opportunities.
B
We
will
deliver
technical
assistance
and
capacity
building
and
and
capacity
building
supports
to
pre
HL
pre-k
providers,
including,
but
not
limited
to
instructional,
coaching
curricula,
training,
classroom
supplies
and
small
business
coaching
to
date,
22
phl
pre-k
growth
providers
have
earned
a
keystone
star,
a
3
or
4
a
keystone
star
of
3
or
4
quality
designation
because
of
p
HL
pre-k
investment
MO.
We
will
continue
to
support
the
remaining
17
growth
providers,
who
are
striving
for
star
3
status.
Finally,
we
are
committed
to
continuous
improvement,
which
continuous
improvement.
B
We
will
continue
a
three-year
program,
evaluation
conducted
by
the
National
Institute
for
early
education
research
through
the
Community
Schools
program.
We
are
committed
to
creating
20
Community
Schools
by
FY
23
community
schools.
Our
traditional
district
run
schools
where
there
is
a
strategic,
coordinated
plan
that
aligns
services
from
the
city
and
community
service
providers.
These
services
are
aligned
to
address
the
needs
that
children
have
through
health
access,
social
and
emotional
supports
and
expanded
learning
opportunities.
Community
schools
also
strip
the
neighborhoods
by
improving
access
to
program
and
services
for
children,
families
and
residents
of
Philadelphia.
B
This
effort
is
a
collaboration
between
the
city
and
the
School
District
of
Philadelphia
for
the
Community
Schools
Initiative
expansion
will
also
continue
over
the
next
five
years,
with
20
community
schools
in
place
by
fiscal
year
2023.
While
litigation
is
ongoing,
full
expansion
of
the
program
will
not
be
possible
in
the
city
will
hold
the
number
of
community
schools
at
12.
B
As
the
litigation
is
resolved
in
the
city's
favor
MO,
we
will
expand
the
program
with
14
community
schools
in
fiscal
year,
2016
community
schools
in
fiscal
year,
21
18
community
schools
in
fiscal
year,
22
and
20
community
schools
in
fiscal
year
23
during
fiscal
year
2019
community
schools
will
continue
to
operationalize
site
specific
plans
for
each
community
school.
We
will
expand
services
and
programming
that
address
the
targeted
needs
of
each
community
and
continue
to
strengthen
family
and
community
engagement
to
increase
program
participation
through
collaboration
with
other
city
departments,
the
school
district
and
community
partners.
B
Community
schools
will
implement
strategies
to
support
the
entire
system
of
community
schools.
For
example,
the
office
of
adult
education
is
working
in
each
community
school
to
provide
Adult,
Basic,
Education,
GED,
preparation
and
English.
As
a
second
language
classes
in
this
partnership
is
on
track
to
grow
next
year.
We
are.
We
also
work
extensively
with
the
Department
of
Public
Health,
to
review
access
to
health
services
and
schools
and
to
connect
families
to
health
insurance
as
well
as
asthma,
vision
and
dental
care.
B
We're
collaborating
on
a
pilot
and
North
Philadelphia's
health,
Enterprise
Zone,
where
community
health
connectors
work
with
Community
School
coordinators
and
the
school
nurse
to
improve
access
to
health
resources
for
families.
We
are
also
collaborating
with
the
schools
at
the
cities,
out-of-school
time
initiative
and
Philadelphia
Parks
and
Recreation
to
increase
after-school
programming
and
summer
school
opportunities
for
youth
summer
work
opportunities.
My
apologies
opportunities
for
youth
community
schools,
also
contract
contracted
with
a
research
firm
to
conduct
a
process
and
impact
evaluation.
B
The
consultant
will
evaluate
the
quality
of
community
school
implementation
measure
interim
outcomes,
including
participation
and
satisfaction
with
services
and
create
the
foundation
for
tracking
longer
term
and
long
term
impact
over
the
next
18
months.
Our
department
programs
have
made
a
difference
in
the
lives
of
children
and
family
families
in
the
city
of
Philadelphia.
I
appreciate
this
opportunity
to
provide
testimony
on
regarding
the
mayor's
office
of
education
proposed
fiscal
year
2019
operating
budget,
and
thank
you
for
your
continued
support
in
our
work.
I
in
my
team.
We
are.
A
A
D
Yeah
there's
some
information
available.
Some
one
of
the
places
came
out
and
said
for
a
dollar
invested
in
Community
Schools.
You
can
get
something
like
an
eight
to
ten
dollar
return
on
investment,
but
that
obviously
varies
based
on
what
kinds
of
programs
you're
running.
So
that's
one
of
the
reasons
we
wanted
to
create
a
tool
and
it's
Thomas,
Miller
&
Associates,
try.
E
E
Some
might
say
it's
modest.
Others
may
say
it's
rather
aggressive
by
just
correct
me.
If
I'm
wrong
by
the
year
2023
your
budget
year
2023,
we
may
have
up
to
23
schools.
Is
that
correct,
or
am
I
incorrect?
No,
we
would
have
20/20.
Okay,
that's
alright.
The
question
is
that
I
have
are
there?
Is
there
interest
from
other
schools
becoming
community
schools?
At
this
point,
I
mean?
How
would
that
work
in.
D
E
I
just
wanted
to
know
that
that
actually
explains
it
and
then
out
of
the
out
of
the
60
at
some
point.
If
funding
permits
and
the
court
decisions
go,
the
right
way,
we
could
find
ourselves
with
20.
Is
that
correct,
2023?
Okay,
there's
at
least
the
plan
and
I
would
think
with
60
being
in
you
wouldn't
be
taking
any
more
applications
at
this
point
because
actually.
D
E
D
We
actually
meet
regularly
with
many
departments
the
Otis
referenced
the
office
of
adult
education,
so
we
collaborate
with
them
to
look
what
programs
are
being
offered
by
the
city.
One
of
our
stated
goals
is
to
help
expand
the
reach
of
the
programs
that
the
city
is
already
running
to
improve
access,
so
we
want
to
get
so
we're
offering
adult
education
classes
in
schools
now
we're
working
with
the
Office
of
Arts
and
Culture
to
offer
cultural
events.
E
D
D
All
that
right,
so
we've
started
to
look
at
how
we
can
align
community
programming's
to
community
programming
to
exist
in
clinical
services.
What
are
the
opportunities
to
expand
clinical
services
working
with
other
departments
and
the
district
to
do
that,
and
then
what
kind
of
community
programs
can
support
that
so
things
like
stress,
workshops
and
mental
health
workshops,
it
forums
to
help
people
understand
what
resources
are
available.
Helping
people
access
insurance
is.
E
A
B
A
D
That
that
is
true.
It
can
sometimes
you
the
process
for
creating
a
community
school
community.
Schools
really
are
a
strategy,
not
a
model.
It
starts
with
doing
a
community
specific
needs
assessment
and
looking
at
the
data
and
then
working
with
community
stakeholders,
we
have
a
very
detailed
process
to
create
a
stakeholder
based
approach
to
identifying
priorities
for
each
school,
so
every
school
doesn't
actually
offer
the
same
things.
Okay.
D
So
what
part
of
what
we've
been
doing
is
making
sure
we're
bringing
in
parents
and
community
organizations
to
talk
about
what
the
school
community
needs,
in
particular,
okay
and
then,
and
so
when
people
walk
in
what
we're
working
to
do
is
and,
and
it
takes
a
while
to
ramp
up
these
things.
You
know
you
have
to
focus
on
both
participation
as
well
as
the
program
offering
so
we're
working
to
make
sure
that
we're
helping
to
support
the
utilization
of
programs
that
get
offered.
So
someone
would
walk
in
and
some
of
the
programs
might
be
obvious.
D
A
D
D
A
It's
the
secretary.
You
should
know
that
when
the
pre-k
experience
started,
I
actually
assigned
one
of
my
staffers
to
visit
sixteen
of
the
pre-k
providers
to
gain
some
insight,
both
from
these
successes
and
the
challenges,
and
so
with
her
feedback
to
us
doing.
Staff
meetings
speak
to
how
health
for
the
mayor's
office
of
education
has
come
with
its
link
to
pH
MC,
us.you
UAC
and
assisting
pre-k
providers
around
the
issue,
in
particular
of
health
benefits
for
for
its
teachers
and
staff.
C
Good
morning,
good
afternoon,
I'm
sorry
I've
been
your
system
wing
up.
So
the
the
urban
affairs
coalition,
which
is
one
of
our
partners
that
administers
the
work
of
peach
o
pre-k,
provides
business
and
technical
assistance
to
all
of
our
providers,
which
does
include
connecting
them
to
resources
that
could
help
providers
to
to
access
health
benefits
for
themselves
and
for
their
staff.
Okay,.
A
But
what
does
that
look
like
we've
been
connected?
Can
you
now
say
that,
because
of
that
relationship,
pre-k
employers
now
have
health
benefits,
because
well
what
does
that
relationship
in
a
tangible
way?
What's
the
yield,
because
you
know
partnerships
are
great
relationships
are
great.
Our
question
becomes
what
is
the
yield
and
bottom
line
of
that
interface?.
C
A
Be
interested
in
knowing
how
many
of
those
child
care
providers
pre-k
providers
that
are
now
a
part
of
the
mayor's
initiative,
how
many
of
them
might
have
health
benefits
because
of
the
relationship
with
pH
MC,
and
you
AC,
you
follow
me.
Yes,
okay,
all
right,
then,
can
we
please
ask
councilman
green
questions.
G
Thank
you,
madam
chair.
These
are
kind
of
a
continuation
of
question
I
asked
earlier
in
reference
to
funding,
and
this
pertains
to
the
soda
tax
or
sugar
sweetened
beverage
tax,
which
was
Jesus
funding
for
the
pre-k
initiative.
Do
you
believe
the
public
at
large
have
an
understanding
of
what
the
proceeds
of
the
sugar
sweetened
beverage
tax
were
used
for.
B
G
I
would
agree
with
you
in
reference
to
the
enrollment
numbers,
those
who
are
looking
for
and
this
type
of
education
opportunity
for
their
children
are
aware
of
the
enrollment
period.
For
my
understanding,
based
on
the
numbers
of
enrollment,
especially
from
your
marketing
and
outreach
in
I,
think
the
latter
part
of
the
year
and
up
into
the
early
part
of
the
year.
However,
that's
just
the
population
of
those
who
have
children
that
are
would
benefit
from
pre-k
and
even
in
that
population.
G
Although
they're
receiving
information
regarding
the
initiative,
I
don't
get
a
sense,
because
the
focus
is
but
more
so
here.
If
you
have
a
child
of
a
certain
age,
we
have
certain
opportunities
for
your
children
in
reference
to
how
they
can
be
enrolled
and
in
pre-k
initiative.
But
I
think
if
you
were
to
a
deeper
dive
with
that
same
segment
of
those
who
have
an
understanding
of
the
opportunity,
they
probably
do
not
have
a
real,
strong
grasp
on
where
the
funding
came
from
for
the
initiative
and
I
think
that
the
concern
I
have.
G
G
Mean
I
think
just
even
internally,
because
you
have
a
census,
I
mean
you
have
a
a
population
of
people
who
are
benefiting
from
the
program
and
I
think
if
we
just
did
it
a
some
outreach
within
the
parents,
caregivers
guardians
and
unrolling
their
children
into
the
pre-k
initiative,
just
asking
them
what's
the
source
of
funding,
they
probably
not
necessarily
safe.
So
the
text,
that's
I'm,
a
I'm,
not
saying
all,
but
I
think
that
is
an
issue,
and
that
goes
into
the
larger
question
of
people
not
really
have
an
understanding
of
where
the
dollars
are
going.
G
They
just
hear
tax
education
and
things
going
to
school
district
and
don't
know
what
they're
getting
for
what
they're
paying
for
and
so
going
through
this
process
of
budget
hearings
and
asking
for
additional
resources
for
the
school
district.
When
people
don't
have
a
real,
transparent
way
of
where
the
dollars
are
going,
is
a
concern
and
I,
don't
think,
as
I
said
earlier,
it's
the
urgency
from
the
school
district
respect
and
rather
than
letting
people
really
know
where
these
dollars
are
going,
because
they
just
hear
tax
money
education
and
are
not
differentiating
between
okay.
G
We
had
doing
liquor
by
the
drink
tax
we
get
a
1%,
say
I,
really,
don't
understand
why
we've
had
to
do
those
things.
There's
not
a
lot
of
information
regarding
William
Penn
at
all
versus
dependent,
Department
education
lawsuit
that,
because
of
the
getting
rid
of
Charles
for
reimbursement
and
some
and
the
pension
costs.
These
are
issues
that
we
have
that
we're
trying
to
fund
I
think
there
really
needs
me
a
real
education
about
all
of
these
issues,
because
I
have
a
concern
without
that
it's
gonna
be
a
challenge.
G
B
You
that
is
something
that
I
know,
that
we
will
look
into
and
see
and
explore
how
we
can
address
getting
that
clarity
out.
I
know
that
there
was
for
time
you
know,
especially
when
they
were
having
the
the
commercials
that
ran
a
few
months
ago
about
the
beverage
tax
and
how
the
supporting
children
in
pre-k.
B
How
do
we
get
more
of
that
word
out
so
that
way,
people
are
understand
that
but
and
I
understand
the
new
environment
that
we're
in
now,
because
people
will
conflate
the
that
you
know
initiative
with
the
new
initiative,
the
new
proposal
that
the
mayor
put
forward
for
education.
So
that's
something
that
we're
looking
to
exceed
how
we
can
get
that
messaging.
A
little
more
bells.
G
Interest
to
try
to
counter
some
other
interests
that
did
not
like
the
sugar
sweet
beverage
tax
so
that
wasn't
directly
tied
and
coming
from
the
administration.
That
was
a
an
organization
connected
with
former
Mayor
Bloomberg.
That's
this
concept,
so
I
mean
I,
think
having
some
type
of
internal
okay
assessment
of
the
caregivers
and
beneficiaries
of
pre-k,
and
it's
getting
a
perspective
where
they
are
would
be
helpful,
especially
as
we
debate
this
issue
going
forward.
Thank
you,
madam
chair.
A
H
Do
we,
knowing
we're
still
waiting
for
the
sugar
tax,
led
lawsuit
to
be
work
its
way
through
the
courts?
Is
there
going
to
be
a
way
of
knowing
what
other
schools
would
be?
Other
schools
will
be
interested
in
Community,
Schools
I
know
people
do
submit
those
applications.
Are
you
now
going
through
them
and
then
prioritizing
and.
B
Yes,
that
I
would
say
for
point
of
clarity.
I
would
say
that
our
community
schools
are
treated
all
the
same
way,
but
we
provide
different
services.
All
the
schools
have
access
to
the
same
level
of
supports
coordinators
and
but
then
we
try
to
tailor
those
specific
services
to
that
specific
school.
I.
Think
Susan.
Do
you
want
to
answer
a
little
take
the
second
part
of
that
sure.
D
Thank
you,
yeah,
there's
a
good
amount
of
interest
that
we've
identified.
We
are
contacted.
We
are
waiting
to
take
on
the
next
application
process.
We
want
to
make
sure
that
there
are
continued
to
be
opportunities
for
schools
that
are
interested
to
engage,
which
is
one
of
the
reasons
that
we
open
up
the
process
each
year
as
opposed
to
creating
a
running
list,
and
you
also
want
to
respond
to
things
like
if
a
principal
retires
or
you
know
you
want
to
make
sure
that
you're
taking
the
school
where
it's
at
at
the
time.
D
So
that's
why
we
do
the
application
process
annually
and-
and
we
are
doing
outreach
and
working
with
schools
to
make
sure
that
they
understand,
what's
involved
in
the
community
school
opportunity
and
looking
at
how
we
can
support
more
schools
as
they
start
to
adopt
some
of
these
strategies.
Even
though
you
know
there's
a
lot
that
goes
into
getting
a
school
up
to
a
really
that
level
of
quality
that
actually
can
get
the
results.
But.
H
D
We
we
have
some
information
from
other
places
and
we
actually
engaged
a
contractor
to
develop
a
return
on
investment
tool
for
us
so
that
we
can
measure
the
measured
return
on
investment
here.
So
we're
developing
developing
a
tool
to
be
able
to
do
that
and
we're
looking
at
what
other
places
around
the
country
have
done
to
measure
that
and
look
at
where
the
greatest
opportunity
for
impact
and
ROI
are
and.
H
Then
I
mean
that
question.
If
you
think
cuz
people
are
saying
alright
we're
investing
money
in
the
schools,
you
know
what
are
we
getting
out
of
it?
So
what
is
the
return
and
whether
it's
not
monetarily
returned?
But
you
know
what
are
the
benefits
being
given
to
the
surrounding
community?
The
students,
the
parents
and
whatnot
so
I
think
I'd
be
good
to
be
able
to
measure
that
moving
forward,
and
it
also
gives
the
other
schools
people
who
are
considering
being
Community
Schools
an
opportunity
to
look
to
look
at
that.
H
D
I
listed
I
think
a
few,
the
office
of
adult
education,
working
with
the
Office
of
Arts
and
Culture
creative
economy.
We
work
regularly
with
Health
Department
collaborate
with
DBH
IDs
there's,
actually
we're
working
with
the
Department
Office
of
Sustainability.
To
help
look
at
the
heat
stress
around
the
city,
we
actually
developed
a
stress
index
to
help
look
at
factors
that
are
affecting
communities
and
now
have
incorporated
the
Office
of
Sustainability
heat
stress
and
we
look
at
things
like
food
access.
So
we
we
work
with
as
many
departments
as
we
can.
H
D
We
actually
have
also
engaged
an
evaluation,
an
evaluator,
an
independent
evaluator,
so
it's
a
research
for
action
as
conducting
an
evaluation.
The
early
response
is
going
to
focus
on
participation
and
satisfaction.
So
what
does
that
reach
look
like
and
do
people
feel
like
the
school
is
making
progress
in
the
areas
that
have
been
identified
and
community
members
are
included,
as
well
as
partner
organizations,
parents
and
educators
and
students
when
possible.
So
we
are
looking
and
that's.
The
early
sign
of
success
is
participation
and
satisfaction,
and
then
there
are
medium
term
outcomes
and
longer
term
outcomes.
D
I
I
Then
I
have
another
couple,
other
questions
where
we're
talking
I
think
a
lot
of
us
are
talking
about
accountability
and
I,
heard
councilman,
Sanchez
and
Councilman
swallow
myself
earlier.
I
think
councilman
green
talked
about
accountability
and
this
investment
we're
making
in
the
schools,
which
is
a
good
investment.
How
do
we
measure
the
investment?
Is
it
through
graduation
rates
increasing
in?
Are
there
certain
specific
graduation
rates?
We
can
set
goals
four
or
five
years
from
now.
Are
there
certain
college
degrees?
I
B
The
goals
can
every
can
goals
be
set,
I
would
I
would
say
yes,
but
that
would
take
a
lot
of
input
from
the
school
district
to
make
that
determination
when
you
think
about
what
those
what
those
goals
can
and
should
be,
and
also
when
you
think
about
the
how
schools
are
funded
across
this
city.
So,
even
when
we
look
at
graduation
rates
and
we
talk
about
holding
the
school
district
accountable,
it
actually
goes
across
sectors
because
resources
go
through
the
school
district
also
support
not
only
district
schools
with
charter
schools.
B
So
if
we're
looking
at
citywide
graduation
rates,
I
think
that's
a
number
that
we
would
also
explore,
not
just
the
School
District
of
Philadelphia,
because
that
money
does
go
to
charter
schools
as
well.
Looking
at
improvements
in
terms
of
test
scores,
literacy
rates,
those
are
things
that
I
think
that
are
pretty
standard
for
them
to
look
at,
and
so
looking
at
those
baselines
or
even
going
three
years.
B
You
know
prior
to
right
now
and
seeing
and
looking
at
the
progress
that
the
district
or
in
education
sector
is
made
and
then
tie
that
in
to
the
additional
investment
to
say.
Okay,
what
what
should
we
look
forward?
And/Or?
What
are
reasonable,
I?
Think
if
you
look
at
dr.
Heights
action
plan
3.0,
he
outlines
a
few
goals
that
he
has
moving
forward.
So
I
think
that
that
could
be.
B
I
It
would
be
helpful
for
me-
and
maybe
my
colleagues
to
a
one-page
summary
that
says
for
this
investment.
These
are
the
goals
we
hope
to
achieve
in
the
next
five
years
and
then
we
need
to
get
that
to
us.
I
think
abuse.
So
we
can
see
what
it
is.
So
we
can
hold
people
accountable
because
that's
the
issue
here:
accountability
we
can
keep
putting
money
in,
but
we
don't
see
the
results.
Why
are
we
doing
it?
So
we
want
to.
I
We
want
to
do
it
and
we
want
to
suppose
we
want
to
see
the
results
right.
Thank
you
and
I
have
another
question,
and
this
is
a
minor
one.
In
the
pre-k
programs,
I
visited
now
52
schools
to
two
years
in
a
few
months
and
I
will
say
most
of
the
schools
I
visited
are
doing.
A
very
good
job
of
teaching.
Principles
are
great,
I'm
convinced
it's
all
about
the
principal.
That's
the
key
person
to
the
whole
program
and
I
know
that
the
new
Bowers
are
doing
a
great
job
of
training
principles.
It's
phenomenal.
I
But
having
said
that,
I
noticed
one
teacher
I,
don't
remember
the
school
in
kindergarten.
She
was
teaching
technology
to
the
kindergarten
kids,
which
was
amazing
to
me,
and
she
had
a
coda
pillar.
Okay,
a
$30
toy
called
a
co2
pillar
where
these
kids
were
learning
how
to
code
in
kindergarten.
So
my
question
is
in
pre-k
and
kindergarten.
Is
that
something
that
was
the
only
school
by
the
way,
the
only
teacher,
a
sort
of
teaching.
B
For
I
would
say
for
any
initiative:
it's
it's
possible,
but
in
terms
of
it
requires
a
high
level
of
investment.
So
if
that
teacher
has
a
background
or
has
taken
additional
professional
development
courses
in
being
able
to
implement
those
strategies
with
students,
that
is
easy
for
one
teacher
to
do
to
get
all
teachers
across
the
board
to
do
that.
It's
just
like
with
I
think
the
district
right
now
in
partnership
with
rebuy
4th.
B
There
are
a
ton
of
instructional
strategies
at
almost
most
K
through
3
teachers
across
the
district
have
participated
in
and
you're
starting
to
see.
You
know
the
results
of
that
concentrated
effort
around
literacy,
so
it
would
just
have
to
be
part
of
a
broader
initiative.
So
so
in
theory,
what
you're
asking
is
it
possible,
but
it
would
take
a
seriously
heavy
lift
to
get
everybody
there.
Let.
I
Me
say
this
about
that,
because
I
wouldn't
looked
it
up
on
online
and
I
bought
five
of
them,
because
I'm
gonna
give
them
out
to
the
next
kindergarten
class
as
I
go
to.
There
are
$35
each
ok,
$35.
So
I
can't
imagine
it's
that
hard
for
a
teacher
to
learn
how
to
use
these
things
I'm
happy
by
the
way
to
buy
them
for
every
kindergarten
class
for
$35,
because
we'll
set
them
on
the
right
path.
They
even
pre-k.
I
So
I,
don't
think
it's
as
big
as
we
think
it
is
I
really
don't,
and
this
teacher
was
235
kids,
where
our
30
kids
were
like
engaged
and
how
this
was
being
taught
in
kindergarten.
I
just
think
it's
the
right
path,
so
can
I
have
one
more
portion.
Okay,
all
the
other
two
things
I
want
to
just
bring
up
is
I
want
to
make
sure
that
we're
teaching
in
pre-k
counts.
B
Would
I
would
think
that
how
the
district
does
the
funding
right
now
in
terms
of
making
sure
that
students
have
the
resources
and
looking
at
what
dollars
come
in,
whether
it
be
from
the
the
local
state
or
federal
level
and
trying
to
align
those
dollars?
I
know
the
district.
Does
a
lot
of
work,
we're
trying
to
make
sure
the
title
1
dollars
go
to
where
they
need
to
or
in
terms
of
students?
We.
J
B
J
Something
that
we
should
the
formula
the
way
we
got
we're
going
again.
We're
gonna
have
very
well-funded
schools,
some
schools
that
are
poor-
that
gets
some
money
and
become
better
and
then
a
bunch
of
schools
that
just
never
will
never
meet
par.
So
I'm,
just
saying
at
what
point
do
we
ask
the
state
for
equity
and
student
formula,
but
we're
not
willing
to
do
it
locally,
so
I'm,
just
that's
a
policy
discussion
to
to
the
other
stuff,
I,
just
think
at
some
point
we
got
to
talk
about
that.
J
Don't
let's
not
ask
people
to
do
what
we're
not
willing
to
do
ourselves.
I
think
this
is
the
perfect
opportunity
of
a
perfect
storm
local
control.
There's
gonna
be
an
infusion
of
money.
We
should
have
a
student
way
to
formula
you
can
agree
with
it
or
you
don't
real,
simple,
real,
quick
as
it
relates
to
the
implementation
of
pre-k,
because
I
had
an
opportunity
to
meet
with
with
Miss
Goreski
before
what
are
the
matrix
that
you're
using
for
short-term
and
long-term
success,
and
can
that
be
shared
with
us.
C
J
J
It'd
be
nice
that,
before
the
budget
process
ends
that
we
have
some
idea
about
that
and
what
that
looks
like,
even
if
it's
just
short
term,
with
some
revisions,
long
term
of
what
we're
looking
to
do.
All
of
us
know
that
you
know
high-quality
pre-k
program.
Full-Time
is
really
about
thirteen
to
fifteen
thousand
a
year,
I
think
again,
the
the
mayor,
the
mayor
and
the
administration
are
committed
to
this,
for
we
have
20
million
dollars
for
two
thousand
slots
that
are
the
equivalent
of
ten
thousand
a
slot
and
funding
them
at
8500.
J
So
I
think
that
one
of
the
things
I'd
like
to
see
is
the
decisions
of
fun
at
8,500
means
we're
only
doing
five
and
a
half
hours,
and
not
summer,
I'd
like
to
see
as
we
move
forward
into
the
implementation
is
how
our
parents
filling
the
gap.
No
one
works
for
five
and
a
half
hours
so
how
our
parents
filling
in
those
gaps,
which
means
counterpane
right
and
then
in
the
summer,
so
that,
as
we
look
to
institutionalize
this
long
term,
we
are
more
adequately
integrating
some
of
the
program
stuff
right.
J
C
J
C
J
Are
not
required
to
tell
us
how
the
parent
we
we
recommend
that
they
apply
for
CSS
I,
how
the
providers
track,
because
and
the
reason
I
say
this
are
to
the
to
to
their
credit.
Some
of
our
providers
been
incredibly
creative
in
how
they
keep
a
child
all
day,
and
we
we
appreciate
that.
But
again,
when
you're
going
to
institutionalize
a
new
program.
Is
that
an
important
matrix?
And
how
do
we
get
to
a
place
where
we
know
that,
so
we
could
be
more
helpful,
particular
for
summer
programming.
Right?
J
C
J
J
Like
to
be
able
to
see
and
I'm
sure,
my
colleagues
district-by-district
would
like
to
be
I
want
to
know
how
my
pant,
my
parents
are
making
out
right.
I
want
to
know
that
if
a
quality
provider
is
far
and
there's
transportation,
cost
involved
in
it
all
of
the
factors
that
that
we
all
know,
impact
attendance
participation
and
their
ability
to
get
a
job,
because
this
is
also
kind
of
a
jobs
program
right
and
I
think
it
should
be
included
as
you're
developing
some
short-term
matrix.
J
A
We're
up
here
negotiating
what's
best
to
do,
given
that
the
stenographer,
like
the
rest
of
us
needs
a
break,
and
so
I
think
we've
decided
that
we're
going
to
now.
We
have
three
more
members
on
this
round,
so
the
ruling
is
to
we're
gonna
have
to
do
the
half
hour
and
break
now,
come
back
and
finish
up
with
this
round
and
then
immediately
go
into
the
MDOT's
office
within
by
two
o'clock
all
right.
So
we
need
you
to
come
back
when
you
also
not
refer
to
take
a
break
and
I
need.
B
B
F
Gonna
be
short
and
brief
stuff
like
that.
First,
let
me
thank
you
and
what
you
guys
have
done
for
pre-k
literally,
my
grandbabies
did
not
have
room
in
pre-k
pre
soda
tax,
and
this
is
a
part
of
the
messaging
that
we
have
to
put
out
there.
My
daughter
has
a
fair
living
middle
income,
but
she
would
not
have
been
able
to
work,
but
for
the
fact
that
now
she
can
do
pre-k
and
I'm
thankful
I
didn't
pull
a
string.
I
often
go
check,
you
know,
but
the
availability
of
seats
makes
the
difference
in
their
outcomes.
F
So
so
thank
you
for
that.
One,
the
community
schools
portion
real,
quick
I
understand
it's
new.
Thank
you,
but
there
are
three
things
that
you
should
take
away.
We
need
tangible
measurements
as
to
a
test
group
that
does
not
get
these
kinds
of
services
as
opposed
to
a
test
group
that
receives
it
so
that
we
can
then
justify
memorialize
and
commit
to
greater
funding
to
this
area.
That's
number
one
number
two
on
Community
Schools
I.
F
Need
to
ask
you:
do
you
have
a
good
working
relationship,
fair
working
relationship
with
the
school
district?
It
seems
to
be
somewhat
of
a
disconnect
by
way
of
N,
and
how
do
we
bridge
that
gap,
because
some
of
the
places
that
you
fought
very
hard
to
get
community
schools
in
and
which
I'm
appreciative
for
aren't
my
ground
zeros
they're,
not
the
places
where
every
28
days
is
gonna,
be
gunfire.
F
G
F
Is
not
the
places
where
the
unemployment
rate
is
the
highest
every
statistical
maps
and
what
Blondell
Reynolds
Brown
showed
me
was
how
these
things
overlay,
like
violence,
hypertension,
organ
failure,
dropout
rates,
poverty,
all
in
the
same
catchment
area.
So
if
there
is
a
Lee,
Strawberry
Mansion,
those
kinds
of
ground
zeroes
are
the
place
that
are
needed
and
what
I
found
it
to
be?
True,
because
it's
not
your
fault.
F
If
some
of
the
principles
are
so
concerned
with
climate
and
fighting
the
fight
to
try
to
keep
young
people
from
hurting
each
other,
that
they
can't
take
the
time
or
the
resources
out
to
complete
and
then
follow
through
with
some
of
the
opportunities.
So
I,
don't
know
what
to
say,
I'll
together
how
we
address
that.
F
But
I
know
two
schools
in
my
mind
that
they
are
poster
child
for
Community
Schools,
because
I
mean
for
them
for
for
teachers
to
have
to
raise
money
to
buy
shoes
and
sneakers
for
students
in
order
for
rainy
days
them
to
come
to
school,
poster
child
for
schools
to
have
to
close
down,
because
students
had
bedbugs
and
brought
it
to
school
because
they
could
not
afford
exterminators
his
his
poster
child.
So
how
do
we
take
a
deeper
dive
into
need-based,
as
opposed
to
vocal
the
rich
get
richer?
Almost
so.
B
People
reference
like
Otis
has
a
formal
principle,
but
I
can
say
as
a
former
principal
that
building
leadership
matters
in
terms
of
that's
a
key
indicator
to
that
schools,
ready
readiness
so
for
a
principal
walking
into
a
brand
new
situation
it
may
be
very
challenging
taking
on
a
community
school,
might
be
a
bit
much
to
do
at
the
beginning
versus
someone.
That's
a
little
more
established
has
established
and
partnerships
and
has
a
better
handle,
because
it
is
a
partnership
that
needs
to
be
managed,
but
in
a
good
way,
I
often
say
to
my
team
internally.