MY NAME IS BRIAN WARREN DISTRICT FOUR CITY COUNCILOR AND I'M THE CHAIR OF THE BOSTON CITY COUNCIL COMMITTEE ON WAYS AND MEANS. TODAY'S APRIL 30TH, 2024. THIS HEARING IS BEING RECORDED IS ALSO BEING LIVE STREAMED AT BOSTON.COM BACKSLASH CITY DAS COUNCIL DASH TV AND BROADCAST ON EXTENDED CHANNEL EIGHT. RCN CHANNEL 82 FILES CHANNEL 964 THE COUNCIL BUDGET REVIEW PROCESS WILL ENCOMPASS A SERIES OF PUBLIC HEARINGS BEGINNING IN APRIL AND RUNNING THROUGH JUNE. WE STRONGLY ENCOURAGE ENCOURAGE RESIDENTS TO TAKE A MOMENT TO ENGAGE IN THIS PROCESS BY GIVING TESTIMONY FOR THE RECORD. YOU CAN DO THIS IN SEVERAL WAYS. ONE AT TEN ONE OF OUR HEARINGS AND GIVE PUBLIC TESTIMONY. WE WOULD TAKE PUBLIC TESTIMONY AT THE END OF EACH DEPARTMENT OF HEARING AND ALSO AT OUR NEXT HEARING DEDICATED TO PUBLIC TESTIMONY WHICH WILL BE HELD ON TUESDAY MAY 22ND AT 6 P.M.. THE FULL HEARING SCHEDULE IS ON OUR WEBSITE AT BOSTON DOT GOV BACKSLASH COUNCILOR DAS BUDGET. YOU CAN GIVE TESTIMONY IN PERSON HERE IN THE CHAMBER OR VIRTUALLY VIA ZOOM FOR IN-PERSON TESTIMONY.  PLEASE COME TO THE CHAMBER AND SIGN UP ON THE CHEAT SHEET NEAR THE ENTRANCE.  THE VIRTUAL TESTIMONY YOU CAN SIGN UP USING OUR ONLINE FORM ON OUR COUNCIL BUDGET REVIEW WEBSITE OR BY EMAILING THE COMMITTEE AT W M AT BOSTON SCOTT.  WE ARE CALLED TO TESTIFY. PLEASE STATE YOUR NAME AND AFFILIATION OR RESIDENCE AND LIMIT YOUR COMMENTS TO A FEW MINUTES TO ENSURE THAT ALL COMMENTS AND CONCERNS CAN BE HEARD TO YOU CAN EMAIL YOUR WRITTEN TESTIMONY TO THE COMMITTEE AT C C W M AT BOSTON.COM OR THREE SUBMITTED TWO MINUTE VIDEO OF YOUR TESTIMONY THROUGH THE FORUM ON OUR WEBSITE.  FOR MORE INFORMATION ON THE CITY COUNCIL BUDGET PROCESS AND HOW TO TESTIFY, PLEASE VISIT THE CITY COUNCIL BUDGET WEBSITE AT BOSTON.COM BACKLASH COUNCIL COUNCIL DASH BUDGET TODAY'S HEARING IS ON THIS NUMBER 067020672 OR IT IS FOR THE FBI 25 OPERATING BUDGET INCLUDING ANNUAL APPROPRIATIONS FOR DEPARTMENT DEPARTMENT OPERATIONS FOR THE SCHOOL DEPARTMENT AND FOR OTHER POST-EMPLOYMENT BENEFIT.  DOCKET NUMBER 067330675 ORDER FOR CAPITAL FUND TRANSFER TRANSFER APPROPRIATION.  DOCKET NUMBER 067620678 OR IT IS FOR THE CAPITAL BUDGET INCLUDING LOAN ORDERS AND LEASE PURCHASE AGREEMENTS. THESE MATTERS WERE SPONSORED BY MAYOR MICHELLE WU AND REFERRED TO TO REFER TO THE COMMITTEE ON APRIL TEN, 2020 FOR THE FOCUS OF THIS HEARING WILL BE DISCUSSED THE FY 25 BUDGET FOR BOSTON PUBLIC SCHOOLS AND WILL HIGHLIGHT CONTRACTS TRANSPORTATION STUDENT SUPPORT ,INEXPERIENCE BP'S TRANSPORTATION REVOLVING FUND, BP'S TECHNOLOGY REVOLVING FUND AND BP'S FACILITIES REVOLVING FUND.  TODAY I'M JOINED BY MY COUNCILORS BY MY COUNCIL COLLEAGUES IN ORDER TO ARRIVAL COUNCIL PRESIDENT LOUIJEUNE COUNCILOR PEPEN WHO IS ALSO THE VICE CHAIR OF THE COMMITTEE. COUNCILOR CO-LEADER COUNCILOR SANTANA. CONCILOR MEJIA HERE. COUNCILOR MURPHY. COUNCILOR BRADING AND COUNCILOR FLYNN. NOW WE'LL TURN IT OVER TO LET ME ACKNOWLEDGE WHO'S ON TODAY'S PANEL. WE HAVE THE CFO, CFO BLOOM DEPUTY SUPERINTENDENT OF OPERATIONS, DEPUTY SUPERINTENDENT DE PINA, DEPUTY SUPERINTENDENT OF EQUITY COMMUNITY AND FAMILY ADVANCEMENT DEPUTY SUPERINTENDENT TAVARES AND HIS CAREER AND ALSO CAREER AND THAT WILL BE OUR SIT IN EITHER OKAY NOW AND WE'VE ALSO BEEN JOINED BY COUNCILOR PHINEAS ANDERSON. NOW WE TURN IT OVER TO THE PANEL FOR A PRESENTATION.  I'VE TOLD MY COLLEAGUE DAVID BLUNKETT.  THANK YOU EVERYONE AND THANK YOU MEMBERS OF THE COUNCIL FOR BRINGING US HERE TODAY. AS A SUPERINTENDENT SPOKE ABOUT YESTERDAY, WE'RE HERE TO TALK TO YOU A LITTLE BIT ABOUT OUR FY 25 BUDGET AND THE HIGH QUALITY STUDENT EXPERIENCE WE'RE LOOKING TO BRING FORWARD WITH THAT BUDGET. TODAY'S FOCUS AS MENTIONED BY THE CHAIR IS ON CONTRACTS INCLUDING COLLECTIVE BARGAINING AND OUTSIDE VENDORS TRANSPORTATION AS WELL AS STUDENT SUPPORTS AND EXPERIENCE . MY COLLEAGUES DEPUTY SUPERINTENDENT DE PINA AND DEPUTY SUPERINTENDENT TAVARES ARE GOING TO PRESENT A LITTLE BIT ABOUT HOW THEY'RE PARTS OF THE ORGANIZATION SUPPORT THAT WORK AND WHAT IS CHANGING FOR THIS UPCOMING BUDGET. AND THEN WE'RE LOOKING FORWARD TO ANSWERING WHAT QUESTIONS YOU MAY HAVE.  I'LL TURN IT OVER TO THE POLICE TO PRETEND TO BOTH TALK A LITTLE BIT ABOUT OUR BUDGET.  GOOD MORNING. THANK YOU FOR HAVING US HERE TODAY. SPECIFICALLY WHEN WE THINK ABOUT THE COMMUNITY WORK THAT WE ARE ENGAGING IN THE INVESTMENT FOR THAT COMMUNITY WORK REQUIRES VERY PURPOSEFUL,  TARGETED SUPPORTS BUT ALSO INVESTMENTS.  AND IN ONE OF THE WAYS IN WHICH WE ARE REALLY FOCUSING THE OUTREACH AND THE COLLABORATION WITH COMMUNITY IS IN VERY TARGETED AND SPECIFIC COMMUNITY MEETINGS THAT ARE HAPPENING WITH THE SUPERINTENDENT AND OUR TEAM AND COMMUNITY LEADERS THAT ARE ALSO CHOSEN BY THE COMMUNITY. IN OTHER WORDS, WE HAVE FOR EXAMPLE THIS EVENING A WONDERFUL OPPORTUNITY TO MEET WITH THE ARABIC COMMUNITY WHICH IS ONE OF 11 MEETINGS THAT WE'VE HAD ACROSS CULTURALLY AND LINGUISTIC COMMUNITIES ACROSS OUR CITY BECAUSE AS WE KNOW,  BOSTON IS AN INCREDIBLY DIVERSE COMMUNITY WITH MANY COMMUNITIES WITHIN OUR COMMUNITY. AND WHEN I THINK ABOUT THE INVESTMENT IN THE SLIDE THAT IS IN FRONT OF YOU ALL, I THINK ABOUT THE WAYS IN WHICH HOW DOES THAT BUDGET MANIFEST ON THE GROUND AND IN THE WORK THAT WE DO ON A DAY TO DAY. SO I GIVE THAT EXAMPLE AS NOT JUST A SLIDE WITH A NUMBER BUT ALSO THE WAYS IN WHICH WE ARE INVESTING IN STAFFING THAT ARE REFLECTIVE OF OUR COMMUNITY VERY SPECIFICALLY HOW WE THINK ABOUT LANGUAGE AND HOW THE LANGUAGE OF THE STAFFING IS REFLECTIVE OF OUR COMMUNITY AND IN THE WAYS WE ENGAGE WITH THEM HAVE TO TAKE INTO ACCOUNT NOT ONLY THE CULTURAL AND THE LINGUISTIC CAPACITIES BUT ALSO LEARNING FROM THE COMMUNITY. AND THERE IS NO LEARNING FROM THE COMMUNITY IF WE'RE NOT IN THE COMMUNITY.  SO I WANTED TO GIVE A VERY CONCRETE EXAMPLE OF HOW THE INVESTMENTS REALLY IMPACT THE WORK THAT WE'RE DOING AND HOW WE'RE MANAGING THAT WORK.  AND THEN IN THE SECOND SLIDE TO ENSURE THAT ALL STUDENTS AND FAMILIES REALLY HAVE AN UNDERSTANDING OF THE INCLUSIVE EDUCATION PLAN WE HAVE SPENT QUITE A BIT OF TIME IN THE PROFESSIONAL DEVELOPMENT OF OUR FAMILY LIAISONS.  OUR FAMILY LIAISONS ARE REALLY THE FOLKS THAT ARE ON THE GROUND THAT ARE AT THE SCHOOLS THAT ARE REALLY SUPPORTING THE COMMUNITIES WITHIN THE SCHOOL COMMUNITIES. AND THAT INVESTMENT IS REALLY CRITICAL SPECIFICALLY AROUND THE PROFESSIONAL DEVELOPMENT THAT WE'RE DOING NOT ONLY FROM WITHIN THE ORGANIZATION BUT ALSO HOLDING SESSIONS AS I MENTIONED BEFORE OUTSIDE OF THE COMMUNITY AS WELL.  AND THAT'S REALLY IN THE WAYS IN WHICH I WANTED TO GIVE EXAMPLES OF HOW WE'RE INVESTING NOT ONLY BUDGET BUT TIME AND INVESTING LEARNING.  AND WE'LL TURN OVER NOW TO DR. TO TALK A LITTLE BIT ABOUT OUR OPERATIONS DIVISION.  THANK YOU, MR BLOOM AND GOOD MORNING.  COUNCILOR WU THE NUMBERS THE CITY COUNCIL AS A QUICK REMINDER OUR OPERATIONS DIVISION COMPRISES OF OUR TRADITIONAL OPERATION DEPARTMENTS WHICH ARE FACILITIES MANAGEMENT, TRANSPORTATION, OFFICE OF INFORMATION INSTRUCTIONAL TECHNOLOGY IN OUR FOOD INSTRUCTIONAL SERVICES UNDER OUR CHIEF OPERATING OFFICER AS WELL AS FIVE OTHER DEPARTMENTS CAPITAL PLANNING FINANCE, HUMAN CAPITAL SAFETY SERVICES INSTRUMENT SUPPORT. THE WORK WE DO IN OUR OPERATIONS DIVISION IS ALWAYS IN SUPPORT IN ALIGNMENT WITH OUR DISTRICT PRIORITIES.  THE 25 FUNDING RECOMMENDATIONS WERE MADE WITH THE SAME LENS IN MIND LOOKING DEEPLY AT THE WORK THAT WAS DONE WITH US DOLLARS IN PRIORITIZED WORK THAT WAS EFFECTIVE IN MEETING OUR GOALS AS WE MADE TRADEOFFS TO HIGHLIGHT SOME OF THESE INVESTMENTS MADE ACROSS OUR TEAMS. I'M GOING TO TALK A LITTLE BIT ABOUT TRANSPORTATION EMPOWERMENT. WE CONTINUE TO FOCUS ON DRIVING IMPROVEMENTS THAT SERVE OUR STUDENTS FAMILIES THROUGH THE NEW VENDOR CONTRACT WITH TRANSDEV CONTINUED HIRING AND TRAINING OF BUS DRIVERS AND MONITORS IN THE IMPLEMENTATION OF ROUTING AND OPERATIONAL IMPROVEMENTS HIGHLIGHTED IN MARCH AS PART OF GREAT CITY SCHOOLS REVIEW. THESE EFFORTS HAVE BEEN REFLECTED IN IMPROVED TRANSPORTATION SERVICES FOR STUDENTS FOR THIS 2023 24 SCHOOL YEAR THROUGH JANUARY MORNING ON TIME PERFORMANCE HAS IMPROVED BY 4.8 PERCENTAGE POINTS AND AFTERNOON ON TIME PERFORMANCE HAS IMPROVED BY SIX PERCENTAGE POINTS COMPARED TO THE 2022 TO 23 SCHOOL YEAR. IN ADDITION, THE PERCENTAGE OF TRIPS MISSING GPS DATA HAS DECREASED BY 4.1 PERCENTAGE POINTS IN THE MORNING AND 5.4 PERCENTAGE POINTS IN THE AFTERNOON AS YOU SEE HERE ON THE SLIDE, WE'VE ALSO NOTED SOME OF THE COST INCREASES IN OUR TRANSPORTATION DEPARTMENT WHICH WE'LL GO INTO A LITTLE BIT LATER ON TODAY THAT WE ALSO STRIVE TO MANAGE WITH OUR FY 25 BUDGET WITH OUR FOOD EDUCATIONAL SERVICES DEPARTMENT. OUR TEAMS HAVE BEEN FOCUSED ON IMPROVING THE QUALITY OF OUR MEALS.  I'M HAPPY TO REPORT THAT THE USDA HAS RECENTLY SENT OUT NEW GUIDANCE FOR ALL OF THE SCHOOL DISTRICTS IN BOSTON PUBLIC SCHOOLS THANKS TO OUR LEADERSHIP IN THE FOOD SERVICE FOOD SERVICES DEPARTMENT.  WE ALREADY ADD THOSE STANDARDS AND ARE A MODEL FOR OUR DISTRICTS ACROSS THE COUNTRY. WITH THAT WE CONTINUE TO WORK ON FRESH FOOD AND SCRATCH COOKING. WE HAVE A MAJORITY OF OUR SCHOOLS NOW ABLE TO DO THAT WORK HAPPY TALK MORE ABOUT THAT LATER ON TODAY. SO WE'RE MAKING A LOT OF STRIDES IN THAT DEPARTMENT AND THE STUDENTS ARE EATING HEALTHIER AND IT'S REALLY CONTRIBUTING TO THE SOCIAL, EMOTIONAL AND HEALTHY WELL-BEING WHILE THEY'RE IN SCHOOL. SO I JUST WANT TO THANK THE TEAM FOR THEIR HARD WORK THERE. AGAIN, WE'RE THE LARGEST FOOD BUYER IN THE CITY OF BOSTON AND AND WE PARTICIPATE IN THE GOOD FOOD PURCHASING PROGRAM. WE'RE HEAVILY INVOLVED IN THAT AND THE PHARMACY WITH THE REST OF THE CITY ON THAT WORK AND ARE HAPPY TO TALK MORE ABOUT FOOD SERVICES LATER. SO I JUST WANT TO AGAIN THANK MY TEAM.  WE'VE BEEN FOCUSED ON IMPROVING THE QUALITY OF WORK ON BEHALF OF OUR STUDENTS AND WE'RE VERY PROUD OF THAT WORK AND HERE TO ANSWER QUESTIONS YOU MAY HAVE ABOUT IT. THANK YOU.  I'M SORRY . ATHLETIC DEPARTMENT APOLOGIZE.  INSULIN SUPPORTS IN GENERAL.  WE CONTINUE TO WORK WITH THE DIVISION OF ACADEMICS AND THE DIVISION OF SCHOOLS TO PROVIDE SOCIAL, EMOTIONAL AND ACADEMIC SUPPORT TO STUDENTS THROUGH MENTORING SOCIAL WORKERS AND INCREASED PROFESSIONAL DEVELOPMENT ON TRAUMA INFORMED PRACTICES.  THE STUDENT DEVELOPMENT AND ADVANCEMENT TEAM TWO OVER 25 NEW PROGRAMS AND INITIATIVES HAVE SERVED OVER 1500 STUDENTS THIS YEAR. 93% OF THESE STUDENTS HAVE BEEN OUR BLACK AND BROWN STUDENTS. THE DISTRICT RAN THREE COLLEGE TOURS FOR OVER 140 STUDENTS IN 2023, WHICH INCLUDED 21 SCHOOLS INCLUDING IN HB EIGHT AN HBCU TOUR FOR 2024. WE WILL HAVE CONDUCTED SEVEN TOURS OVER 202 AND WITH OVER 240 STUDENTS INVOLVED ALSO WANT TO HIGHLIGHT THE HOUSING STABILITY PROGRAM.  ANOTHER KEY HIGHLIGHT THAT OVER 6000 FAMILIES EXPERIENCING HOMELESSNESS HAVE BEEN PERMANENTLY HOUSED IN 2021 THROUGH THE HOUSING VOUCHER PARTNERSHIP WITH THE BERKELEY HOUSING AUTHORITY. A PRIORITY HERE WAS TO SUSTAIN STUDENT SUPPORT PERSONNEL RELATED TO THIS IMPORTANT WORK SOME OF WHICH IS HIGHLIGHTED HERE IN THE BUDGET. SO HAPPY TO AGAIN TALK ABOUT THE WORK WE'RE DOING ON SOME SUPPORTS IN OUR ATHLETIC PROGRAMING AND WE'VE MADE A LOT OF STRIDES IN THESE DEPARTMENTS WITH THE INVESTMENTS WE'VE MADE AND LOOK FORWARD TO THE CONTINUED WORK FOR FY 25 ME THE. THANK YOU.  THANK YOU. I WANT TO ACKNOWLEDGE THAT WE ALSO BEEN JOINED BY COUNSELOR FITZGERALD. NOW TURN IT OVER TO MY COUNCIL COLLEAGUES. COUNCIL PRESIDENT LOUIJEUNE FLOYD JOYCE.  THANK YOU.  THANK YOU SO MUCH. COUNCILOR COUNSELOR MR CHAIR FOR HOLDING THIS HEARING AND TO BE FOR SHOWING UP FOR ANOTHER ROUND OF FOR ANOTHER ROUND OF QUESTIONS.  I THINK I WANT TO CONTINUE TO FOLLOW THAT THREAD AROUND BP'S TRANSPORT MISSION. WE HAVE SOME QUESTIONS AND UPLIFT TO THE WORK THAT'S BEING DONE TO DANNY ROSENGARD AND CARLA AND THE ARE HERE IN CHAMBERS TODAY.  IF YOU COULD TALK ABOUT SOMETHING THAT SUPERINTENDENT MENTIONED YESTERDAY IS THAT WE HAVE BUT WE'RE SENDING OUT BUSSES FOR STUDENTS WHO ARE NOT TAKING THE BUS. CAN YOU TALK A LITTLE BIT ABOUT THAT EFFICIENCY? WHAT WE'RE DOING AROUND THAT TO MAKE IT TO BETTER TARGET THE POPULATION OF FOLKS WHO ARE HAVING OF OUR STUDENTS WHO ARE HAVING BUSSES ADMINISTERED TO THEM AND WE'RE ACTUALLY TAKING THE BUS LIKE WHAT ARE WHAT ARE WE DOING TO GET BETTER AT THIS? SURE I'LL START ANSWERING IN ABOUT CALL DAN ROSA GO DOWN TO SUPPORT. SO WE'VE BEEN LASER FOCUSED AND ONE OF THE RECOMMENDATIONS HAS BEEN TO JUST REALLY TAKE A LOOK AT OUR RIDERSHIP. UNFORTUNATELY SOME OF THE DELAYS WE ARE SEEING ARE BECAUSE WE HAVE SO MANY STOPS AND SOMETIMES FAMILIES OPTING OUT NOT TO RIDE THE BUS WHICH IS THEIR RIGHT TO DO SO WHICH WE WE'RE WORKING ON MAKING SURE WE'RE INTENTIONAL IN OUR CONVERSATIONS AND PLANNING WITH OUR FAMILIES JUST TO UNDERSTAND RIDERSHIP INTO IF THEIR FAMILIES CHOOSE NOT TO RIDE BUSSES WE'RE ABLE TO PROVIDE THEM WITH THAT INFORMATION, MAKE ADJUSTMENTS TO OUR ROUTES AND THEN HOPEFULLY SEE SOME MORE IMPROVEMENTS AND ON TIME PERFORMANCE ABOUT TURNING OVER TO MR ROSENGARD.  YEP. THANKS SAM AND THANK YOU FOR THAT FOR THAT QUESTION COUNSELOR I THINK IT'S A REALLY IMPORTANT ONE AND WE WE KNOW THAT YOU KNOW, WE HAVE OVER 22,000 STUDENTS CROWDED ON OUR BUSSES BUT THAT NOT ALL OF THEM USE THE BUS EVERY DAY. DO YOU KNOW ABOUT HOW MUCH SO 22,000 ARE WHEN THEY SIGNED UP FOR TRANSPORTATION AND ABOUT WHAT PERCENTAGE ARE ACTUALLY GETTING ON THE BUS BUSSES? YEAH. SO WE DON'T HAVE REALLY ACCURATE DATA ON THAT. WE'VE YOU KNOW, ANECDOTAL TOTALLY WE YOU KNOW WE'VE WE'VE LOOKED AT OUR BUSSES AND SEEN THAT THERE CAN BE A WIDE RANGE BUT YEAH, WE DON'T HAVE REALLY STRONG DATA ON THAT AND THAT'S ACTUALLY ONE OF THE WAS ONE OF THE IMPETUSES FOR THE TECHNOLOGY RFP THAT WE RAN LAST SUMMER AND THAT WE'RE IN THE PROCESS OF YOU KNOW FINALIZING IMPLEMENTATION AND FINALIZING THE ROLL OUT PLAN FOR NOW TO PUT NEW TECHNOLOGY ON OUR BUSSES WHICH WILL ADDRESS KIND OF TWO REALLY PERSISTENT CHALLENGES. ONE IS PROVIDING GPS NAVIGATION DIRECTIONS FOR DRIVERS TO REPLACE THEIR CURRENT PAPER MANIFESTS. AND TWO TO GIVE US THE OF THE ABILITY TECHNOLOGICALLY TO TO TRACK STUDENT RIDERSHIP SO THAT WE CAN FIRST HAVE THE DATA THAT WE NEED.  AND THEN SECONDLY, YOU KNOW, THINK ABOUT HOW DO WE USE THAT DATA TO ENSURE THAT YOU KNOW, THE STUDENTS WHO ACTUALLY RELY ON THE BUS EVERY DAY ARE GETTING THE BEST SERVICE POSSIBLE. THANK YOU. WOULD YOU HAVE YOU PUT FORWARD CRITERIA ON EVALUATING WHETHER OR NOT WHAT A SUCCESSFUL PILOT BUS TRACKING PROGRAM WHAT IT LOOKS LIKE? YEAH. SO WE'RE WE'RE IN THE PROCESS OF KIND OF FIGURING OUT THAT THAT IMPLEMENTATION PLAN NOW SO I THINK WE SHOULD RELATIVELY SHORTLY BEFORE THE END OF THE SCHOOL YEAR WE HOPE TO TO SHARE A LOT MORE DETAILS ABOUT THAT NOT READY TO YOU KNOW NOT 100% BAKED YET SO DON'T WANT TO KIND OF GET TOO FAR AHEAD OF MYSELF THERE. BUT ONE THING THAT WE WE'RE ALREADY DOING FOR THIS SUMMER FOR THE EXTENDED SCHOOL YEAR PROGRAM IS FOR THE FIRST TIME THIS YEAR WE'RE AT A ASSIGNING TRANSPORTATION FOR ELIGIBLE STUDENTS BASED ON YES WHY EXTENDED SCHOOL YEAR ENROLLMENTS AND THAT'S YOU KNOW THAT IS A POPULATION IN PARTICULAR WHERE WE KNOW THAT IN PAST SUMMERS WE'VE HAD MANY, MANY BUSSES WITH ALMOST YOU KNOW, VERY FEW STUDENTS RIDING THE BUS AND THAT LEADS TO REALLY INCONSISTENT SERVICE. YOU KNOW, IN PARTICULAR FOR OUR MOST VULNERABLE STUDENTS WHO WHO HAVE EXTENDED SCHOOL YEAR IN THEIR IEPS AND SO WE'VE BEEN WORKING REALLY CLOSELY WITH OUR OFFICE TEAM OFFICE TO SPECIALIZED SERVICES AS WELL AS THE COMMUNICATIONS TEAM TO GET THAT MESSAGING OUT TO FAMILIES AND ENROLL FAMILIES EARLIER THAN WE HAD MUCH EARLIER THAN WE HAVE IN PAST YEARS SO THAT WE CAN ROUTE STUDENTS BASED ON WHO WE KNOW IS ACTUALLY GOING TO USE THE BUS OVER THE SUMMER . AND SO I THINK THAT, YOU KNOW, SUMMER PILOT WILL GIVE US A LOT MORE DATA ALONG WITH WHEN WE INSTALLED, YOU KNOW, THE TABLETS ON ALL OF OUR BUSSES TO GET A SENSE OF HOW WE WANT TO PROCEED FROM THERE. THANK YOU. THANK YOU.  I THINK I WANT TO MOVE ON TO SOME QUESTIONS BUT I APPRECIATE THOSE ANSWERS. I HAVE SOME QUESTIONS ABOUT EXTRACURRICULAR ACTIVITIES WHICH BOTH NOT ONLY INCLUDES ATHLETICS, CLUBS AND OTHER ACTIVITIES THAT KIDS CAN ENGAGE IN. IS THERE A CURRENT BUDGET ALLOCATION THAT COVERS ALL OF THESE ACTIVITIES OR HOW DO WE BREAK THAT DOWN FOR OUR STUDENTS WHO ARE ABLE TO ONLY PAY FOR THAT IN DIFFERENT SPORTS BUT TO BE ABLE TO CREATE THEIR OWN CLUBS ON IN SCHOOLS? YEAH.  SO YOU'RE SAYING FOR THINGS OUTSIDE THE SCHOOL DAY PRIMARILY IN WELL LIKE AFTERSCHOOL AFTER SCHOOL SO I THINK THERE'S A COUPLE OF DIFFERENT PLACES THAT THAT BUDGET LIVES. SO THE SHORT ANSWER IS YES BUT I'D LOVE TO TELL YOU LITTLE MORE ABOUT IT.  FIRST OBVIOUSLY IS THE ATHLETICS OFFICE BUDGET FOR SORT OF THOSE MOST MORE FORMAL ATHLETIC TEAMS. SPORTS TEAMS WORK.  AND SO THERE'S THE BUDGET FOR THE ATHLETICS OFFICE UNDER AVERY'S LEADERSHIP AS WELL. THEN THERE IS SOME WORK UNDER ON THIS TEAM IN THE IN THE PARTNERSHIPS OFFICE BOTH THROUGH PARTNERSHIPS AND BEFORE AND AFTER SCHOOL THAT WE CAN SPEAK A LITTLE BIT MORE ABOUT. AND THEN FINALLY WHAT I'LL SAY IS EACH INDIVIDUAL SCHOOL ALSO HAS THEIR OWN SPECIFIC PLANS AND PARTNERSHIPS FOR WHAT THEY DO WITH THEIR BEFORE AND AFTER SCHOOL PROGRAMS. SO SOME OF THEM ARE RUN FORMALLY THROUGH OUR BEFORE AND AFTER SCHOOL TEAM AND ARE CENTRALLY LED. OTHERS ARE SCHOOL SORT OF SCHOOL THAT THEY'VE COME UP WITH THEIR OWN PLAN. OKAY.  THANK YOU SO MUCH FOR THAT QUESTION. ONE OF THE MANY WAYS IN WHICH WE SUPPORT AFTERSCHOOL PROGRAMING AS WELL AS WHAT WE REFER TO EXTENDED LEARNING OPPORTUNITIES IS WITH THOSE PARTNERSHIPS THAT MR BLOOM JUST MENTIONED, MANY OF THE SCHOOLS AND RIGHT NOW WE HAVE APPROXIMATELY 800 PARTNERS SHIPS ACROSS THE ENTIRE DISTRICT. NOW THAT MEANS THAT SOME OF THOSE PARTNERSHIPS ARE LONG LASTING PARTNERSHIPS LIKE THE Y FOR JUST AS AN EXAMPLE. AND SOME PARTNERSHIPS ARE NEWER PARTNERSHIPS AND THEN OTHERS ARE PARTNERSHIPS THAT ARE BEING VETTED THROUGH TO ENSURE THAT THEY'RE ALIGNED WITH THE DISTRICT PRIORITIES. SO IT'S IT'S ALL IN UP AND IN THAT CONFIGURATION AND THEN THEY SUPPORT DIFFERENT PROGRAMING ACROSS DIFFERENT SCHOOLS AS YOU KNOW ACROSS DIFFERENT COMMUNITIES THAT HAVE DIFFERENT NEEDS. AND THAT IN AND OF ITSELF IS A WHOLE ECOSYSTEM. THEN TO ADD TO ADDITIONAL OPPORTUNITIES FOR STUDENTS WE HAVE OUR ACCELERATION ACADEMIES THAT HAPPENED DURING THE BREAKS LIKE FEBRUARY AND APRIL AND WE REALLY NEED STRONG RELATIONSHIPS WITH SCHOOLS BUT ALSO STRONG RELATIONSHIPS WITH PARTNERS THAT REALLY SUPPORT THAT WORK. AND THEN SUMMER WHICH WE JUST PRESENTED AT SCHOOL COMMITTEE IS AN ENTIRE OTHER LAYER TO THAT INCREDIBLY THOUGHT OF AND PLANNED I'LL CALL IT AN ECOSYSTEM AGAIN TO OFFER OPPORTUNITIES ACROSS GRADE LEVELS BECAUSE YOU KNOW WHAT A FOUR YEAR OLD NEEDS VERSUS WHAT A JUNIOR IN HIGH SCHOOL NEEDS. THERE'S SO DIFFERENT AND THE DIFFERENT OPPORTUNITIES LIKE WITH INTERNSHIPS AND EVEN WORKING REALLY CLOSELY WITH THE CITY WITH FUTURE BOSS MAKING SURE THAT THERE ARE OPPORTUNITIES FOR STUDENTS TO HAVE INTERNSHIPS AND WORK OPPORTUNITIES THAT ARE ALIGNED TO THE THINGS THAT THEY'RE STUDYING SO THAT MIGHT OF A DETAIL OF OF MAKING SURE THAT THE FAMILY LEAVES AND THEN I GO BACK TO THEM, UNDERSTAND THE MENU OF WHAT CAN WE OFFER FAMILIES, WHAT CAN WE OFFER STUDENTS AND HAVING THAT CONSTANT COMMUNICATION TO ALSO UPDATE WHAT PARTNERSHIPS ARE STILL AVAILABLE. THERE IS NO THERE SHOULD NEVER BE A PLACE WHERE A STUDENT IS DESIRING TO DO SOME KIND OF ACTIVITY IN THE SUMMER AND THAT WE AREN'T ABLE TO CONNECT IT NOW THAT'S EASIER SAID THAN DONE BUT THAT'S DEFINITELY THE WORK THAT WE'RE TRYING TO MANAGE. AND I JUST BRIEFLY I'D WE DO SOME PROGRAMING AFTER SCHOOL THROUGH OUR SCHOOL SUPPORT OFFICE AND CORY MCCARTHYS WHO'S JOIN US CAN SPEAK A LITTLE BIT TO THAT AS WELL. THANK YOU. GOOD MORNING EVERYBODY. GOOD TO SEE EVERYONE. SO WHERE WE ARE WHEN WE TALK ABOUT AFTERSCHOOL, A LOT OF OUR WORK IS IN RESPONSE TO WHAT OUR STUDENTS AND OUR FAMILIES ARE REQUESTING AND STUDENT SUPPORT WE HAVE MULTIPLE TOUCHPOINTS WITH OUR FAMILIES ON A DAILY BASIS THROUGH OUR SOCIAL WORKERS, THROUGH TO YOUTH OPPORTUNITIES, THROUGH ATHLETICS, THROUGH MULTIPLE CHANNELS OF OUR NURSES AND HEALTH SERVICES. SO IN RESPONSE GIVEN THOSE TOUCHPOINTS WE ARE ALWAYS GETTING FEEDBACK. EVERY SINGLE THING WE DO WE GET FEEDBACK. WE HAVE EXIT SURVEYS, WE HAVE ANECDOTAL FEEDBACK AND FROM THAT FROM THOSE MULTIPLE LAYERS OF FEEDBACK WE'VE BEEN ABLE TO FIGURE OUT WHAT OUR KIDS AND OUR FAMILIES WANT.  SO AFTER SCHOOL YOU COULD HAVE ANYTHING FROM A PLACE OF THE CALL IS GOING PROCESS. WE BUILT AN ENTIRE WEBSITE CALLED THE OPPORTUNITY LAB. ANY STUDENT FROM 4 TO 8 P.M. FROM MONDAY THROUGH FRIDAY COULD SPEAK TO A COLLEGE COACH ANY DAY BETWEEN FOUR AND 8 P.M. BUT ON TOP OF THAT A COLLEGE COACH IN ANOTHER DISTRICT OR ANOTHER LET'S SAY A SUBURB A SUBURB, A COLLEGE SCHOOL PARENTS ARE PAYING $12,000 PER COLLEGE COACH TO YOU KNOW YOU SEE PEOPLE ARE ACTUALLY GOING TO JAIL FOR TRYING TO GET THEIR KIDS INTO COLLEGE. OUR FOLKS IN OTHER STATES OUR FOLKS ARE HAVE BUILT A MECHANISM FOR OUR STUDENTS TO GET OUR OUR SECONDARY STUDENTS TO GET ACCESS TO COLLEGE APPLICATIONS. COLLEGE ESSAYS YOU KNOW GETTING THROUGH THE COMMON APP SOME SO A LOT OF THE BARRIERS THAT HAVE PREVENTED US BUT A LOT OF OUR KIDS ESPECIALLY BLACK AND BROWN KIDS FROM GOING TO COLLEGE WE REMOVE THOSE BARRIERS BY HAVING AND BUILDING A UNIQUE PARTNERSHIP WITH THE THREE POINT FOUNDATION AND LIBBY IS PERHAPS SOME OTHER FOLKS IN AND IN HIGHER ED HIGHER EDUCATION PROGRAMS TO SUPPORT OUR KIDS ALONG WITH THE FOLKS THAT PROVIDE A SERVICES DURING THE DAY. SO FROM EYES OPEN EYES SHUT OUR KIDS CAN GET SUPPORT AFTER SCHOOL TO THE OPPORTUNITY LAB. SECONDLY, WE HAVE QUITE A FEW MENTORING PROGRAMS. WE HAVE A LOT OF ATHLETICS PROGRAMS THAT ARE IN RESPONSE TO OUR STUDENTS WHO JUST WANT TO DO THINGS AND I THINK THAT'S REALLY BEEN THE THEME LIKE KIDS DOING THINGS, KIDS EXPERIENCING THINGS. KIDS GETTING AN OPPORTUNITY TO BE CURIOUS AND SORT OF LIKE EXECUTING AND DELIVERING ON THE THINGS THAT ARE THAT OUR STUDENTS HAVE IDENTIFIED THAT THEY NEED. SO OUR AFTERSCHOOL PROGRAM WHILE IT IS QUITE IS THAT SCHOOL IS LIKE QUITE NUANCED. WE HAVE BEEN BEING ABLE TO DELIVER A DAY A DIVERSE SET OF OPPORTUNITIES FOR THEM ALL AGES. THANK YOU. THE CHAIRMAN FOR THAT. MY TIME IS UP. SO THANK YOU. THANK YOU FOR YOUR RESPONSES. THANK YOU. VICE CHAIR PEP IN THE FLOOR IS YOURS. THANK YOU CHAIR AND IT'S ALL GOOD TO SEE MR BLOOM AGAIN FOR ANOTHER HEARING BUT THANK YOU SO MUCH FOR THE MEMBERS OF THE BPC TEAM FOR BEING HERE FOR THIS MORNING. I DO WANT TO TAKE THE OPPORTUNITY TO THANK SPECIFICALLY THE TRANSPORTATION DEPARTMENT, SPECIFICALLY KHALIL TANKO FOR GIVING ME A QUICK TOUR OF YOUR DEPARTMENT OVER AT THE BALL AND BUILDING.  I GOT TO LEARN A LOT OF THE AMAZING WORK YOU ALL ARE DOING ESPECIALLY THE HOTLINE. I SAW THE CALLS COME IN AND HEARD THE PARENTS TALKING AND JUST YOU GUYS DO A GOOD JOB OVER THERE. SO THANK YOU FOR SHOWING ME THAT.  MY FIRST THANKS FOR VISITING. YES, SIR. THANKS FOR THIS. OH, OF COURSE.  OF COURSE. MY PLEASURE. NO SURPRISE TO EVERYONE HERE.  MY FIRST TWO HEARING ORDERS THAT I PROPOSED ON THE FLOOR WERE REGARDING BP'S TRANSPORTATION AND THE CONCERNS OF TRACKING THE BUSSES. YOU KNOW, THERE'S A LOT OF QUESTIONS FROM PARENTS IN MY DISTRICT WHERE I SAID THIS YESTERDAY, SO I WANT TO SAY IT AGAIN HERE. HOW? WHY IS IT THAT WE'RE ABLE TO TRACK OUR FOOD ON UBEREATS AND DOORDASH BUT WE'RE NOT ABLE TO TRACK OUR CHILDREN IN REAL TIME? I WOULD LIKE TO GET AN UPDATE ON WHAT YOUR SYSTEM TIMELINE LOOKS LIKE IN TERMS OF IMPLEMENTATION BUT ALSO WHAT DO THE UPDATES INCLUDE? WHAT ARE WE GOING TO EXPECT AS PARENTS OF THE APPS WHO WHEN WE'RE TRACKING OUR CHILDREN, WHAT ARE WE GOING TO BE ABLE TO USE? SURE. SO WE HAVE A CURRENT SYSTEM IN PLACE THAT WE DO USE TO MONITOR OUR BUSSES THE SITE THAT IS UPS'S AND MR ROSENGARD CAN EXPAND UPON THAT. THANK YOU COUNSELOR PEPEN AND THANK YOU ALSO FOR FOR VISITING THE BOEING BUILDING A FEW WEEKS AGO. IT WAS GREAT TO HAVE YOU. APPRECIATE IT. APPRECIATE THAT QUESTION. AND I THINK IT TIES VERY CLOSELY INTO THE QUESTION FROM CASTELLUCCI AND AS WELL AS AS YOU KNOW, SAM NOTED RIGHT NOW PARENTS HAVE ACCESS TO THE WHERE'S MY SCHOOL BUS SITE WHICH ALLOWS THEM TO TRACK THEIR BUS ON A DAILY BASIS TIED TO THE GPS UNIT ON THE BUS. I THINK IT WORKS FOR MANY FAMILIES. IT WORKS A LOT OF THE TIME BUT IT ALSO HAS SOME YOU KNOW, SOME FLAWS IN IT AND THAT, YOU KNOW, WAS RECOGNIZING THAT WHEN WE RAN THE RFP LAST SUMMER THAT I REFERENCED, ONE OF THE COMPONENTS OF THAT WAS LOOKING FOR A VENDOR WHO COULD PROVIDE A MORE INTEGRATED ALL IN ONE, YOU KNOW, TRACKING MECHANISM FOR FOR FAMILIES AND ALSO FOR FOR SCHOOL STAFF AS WELL WHO ARE PREPARING FOR ARRIVAL AND DISMISSAL. AND SO, YOU KNOW, AS PART OF THE YOU KNOW, THE THE ROLLOUT THAT I SPOKE ABOUT A FEW MINUTES AGO, PART OF THAT WILL BE INTRODUCING A NEW TRACKING APP FOR FOR PARENTS AND SCHOOLS.  AND YOU ASKED SPECIFICALLY ABOUT THE TIMELINE.  AGAIN, I'LL SAY WE'RE STILL KIND OF IN THE PROCESS OF FULLY FLESHING THAT OUT SO NOT READY TO COMMIT TO A CERTAIN DATE YET BUT WE FULLY RECOGNIZE THAT THIS IS A VERY URGENT THING THAT WE NEED TO IMPROVE FOR FAMILIES. AND SO LIKE I SAID, KIND OF BY THE END OF THIS SPRING HOPE TO HAVE MORE DETAILS TO TO SHARE WITH YOU KNOW, YOURSELF THIS BODY AS WELL AS THE PUBLIC AT LARGE AROUND THE ROLLOUT TIMELINE FOR THAT. THANK YOU. AND I ALSO JUST WANT TO HIGHLIGHT THAT THE CURRENT WEBSITE THAT WE'RE USING I'VE HEARD FROM PARENTS THAT IT'S VERY DIFFICULT FOR THEIR STUDENTS TO ACCESS TO ACCESS BECAUSE I THINK THE ATTENTION IS MORE ON THE PARENTS AND THE ACTUAL STAFF IF WITH THE NEW IMPLEMENTATION OF A NEW APPLICATION WHENEVER IT'S PUT OUT.  I THINK WE SHOULD ALSO FOCUS ON GIVEN ACCESS EASIER ACCESS TO THE STUDENTS BECAUSE THE REALITY IS NOT ALL STUDENTS ARE WAITING WITH THEIR PARENTS OUTSIDE FOR THE SCHOOL BUS AND MANY OF THEM ALREADY HAVE SMARTPHONES AND I KNOW THAT THERE ARE SOME PARENTS HAVE TOLD ME I WILL ALL MY STUDENTS TO HAVE EASIER ACCESS TO KNOW WHEN THEIR BUS IS COMING. SO IF WE CAN ALSO INCLUDE STUDENTS BEING ABLE TO TRACK NOT JUST THE STAFF OR THE PARENTS. THAT WOULD BE A HUGE WIN FOR A LOT OF PARENTS TO.  YEAH DEFINITELY. WHAT ELSE WHAT I'LL SAY JUST FOR NOW IS YOU KNOW TO LOG INTO THE APP RIGHT NOW IT REQUIRES STUDENT LAST NAME AND STUDENT DATE OF BIRTH AND STUDENT ID NUMBER. SO YOU KNOW, PARENTS CERTAINLY CAN MAKE SURE THEIR STUDENTS ALSO HAVE ACCESS TO THAT INFORMATION AND THEY COULD LOG IN AND SEE THE SAME INFORMATION AS FAMILIES. BUT I THINK, YOU KNOW, LIKE I SAID, WHEN WE MOVE TO THIS NEXT VERSION OF , YOU KNOW, AN ACTUAL LIKE APP FROM A THIRD PARTY VENDOR THAT'S INTEGRATED WITH ALL THE REST OF OUR SYSTEMS, I THINK IT'S GOING TO LARGELY IMPROVE THE EXPERIENCE FOR FOR ALL OUR CONSTITUENTS.  THANK YOU FOR THAT. YEAH, I'M JUST VERY EXCITED TO SEE WHAT THE NEW PROGRAM IS. I KNOW THAT PARENTS ARE VERY ANXIOUS FOR SOMETHING. THANK YOU FOR THAT.  IN REGARDS TO DR. UNADVERTISED ,IT'S GOOD TO SEE YOU HERE. GOOD TO THANK YOU, TEACHER, I THINK I DON'T THINK I'VE MET BUT A FEW WEEKS AGO I SPOKE WITH STUDENTS AT THE BARCLAY SCHOOL ALL OF WHICH WERE ENGLISH LANGUAGE LEARNERS FROM VARIOUS CARIBBEAN COUNTRIES AND THERE WAS AN OVERWHELMING SENSE OF AGREEMENT THAT I MEAN THEY WERE HAPPY WITH THE SCHOOL LUNCHES AND I THINK THAT A LOT OF STUDENTS AGREE WITH THAT. BUT THIS GROUP IN PARTICULAR BROUGHT UP A VERY GOOD POINT WHICH IS ABOUT HAVING CULTURALLY FRIENDLY FOOD OPTIONS IN OUR SCHOOLS. I MEAN THESE KIDS WERE FROM DOMINICAN REPUBLIC, HAITI,  PUERTO RICO AND THERE WAS A CAPE VERDEAN STUDENT THERE. SO IT'S A VERY DIVERSE RANGE AND ALL IN AGREEMENT THAT THEY WANTED SOMETHING DIFFERENT TO CHOOSE FROM AT THE LUNCH TABLE OTHER THAN JUST A GRILLED CHEESE OR CHICKEN NO CHICKEN NUGGETS WHICH NOT VERY EXCITING. I WOULD LOVE TO KNOW IF THERE'S ANY NEW INITIATIVES COMING INTO BPC THAT CAN CREATE SOME EXCITEMENT FOR THE STUDENTS TO ACTUALLY WANT TO EAT LUNCH. SO IT'S ALSO VERY NICE TO MEET YOU AND I KNOW YOU MUST HAVE FELT THAT I WAS THE COOK IN THESE BETWEEN MY COLLEAGUES AND MYSELF AND I AM I CAN I CAN THROW DOWN AND I WILL SAY YOU MAY OR MAY NOT KNOW THIS I WAS THE FORMER PRINCIPAL AT THE HERNANDEZ SCHOOL AND I WAS THERE FOR ALMOST TEN YEARS AND WE PURPOSEFULLY AND I'M GOING TO SAY THIS PUBLICLY Y'ALL HAD SOME FOODS AVAILABLE TO STUDENTS. THE MAJORITY OF MY COMMUNITY DOMINICAN SO TAMARA WHO'S THE AMAZING SHOUT OUT TO THE CAFETERIA MANAGER THERE DEFINITELY HAD SOME OPPORTUNITIES TO INTRODUCE SOME OF THOSE FOODS OF COURSE ALONG WITH THE CHEF THAT WAS OVERSEEING THE NUTRITIONAL SERVICES. SO WE DID IT IN CONJUNCTION AND IT WAS A PART OF A PROGRAM AND IT WAS A LOT OF FUN NONETHELESS. AND MY ROLE NOW ALAS I DON'T GET TO DO MUCH STUFF WITH FOOD BUT MY COLLEAGUE HERE DOES.  SO HE WILL RESPOND. YEAH, THANK YOU. AND I WOULD BRIEFLY JUST OPEN UP AND I'LL TURN IT OVER TO ANA LISA TAYLOR WHO'S THE EXECUTIVE DIRECTOR OF FOOD TO THE NUTRITIONAL SERVICES DEPARTMENT. SO WE DO PROVIDE A LOT OF OPPORTUNITIES FOR STUDENTS TO GIVE FEEDBACK AND FAMILIES TO FEEDBACK ON THE MENUS THAT SHE'LL ELABORATE ON. AND I JUST WANT TO ALSO HIGHLIGHT THAT AS FAR AS, YOU KNOW, BE MORE CULTURALLY SENSITIVE FOR THE FIRST TIME THIS YEAR WE DID ROLL OUT HALAL IN OUR DISTRICT AND THAT HAS NOT BEEN DONE AS FAR AS I CAN REMEMBER HERE IN THE DISTRICT. SO I'M PROUD OF THE WORK THAT AND ELISE OUR TEAM HAVE BEEN DOING TO LAUNCH THAT UP. SO WE'RE REALLY SENSITIVE TO CULTURAL DIVERSITY IN OUR MENUS IN THAT SHE CAN SPEAK MORE TO THAT IN MORE DETAIL HIGH CULTURAL AND HAVING CULTURAL FLAVORS ON OUR MENUS IS ONE OF OUR BIG FOCUS AREAS THIS YEAR AND GOING INTO NEXT YEAR WE ARE CURRENTLY DOING STUDENT TASTE TESTING WITH OUR NEW MENU ITEMS FOR NEXT YEAR AND WE HAVE A MINIMUM OF TWO CULTURAL FLAVORS EVERY WEEK. ONE IS A CARIBBEAN BOWL WHICH OUR STUDENTS ARE HELPING DEVELOP THE FLAVOR PROFILE WITH OUR CHEFS THIS YEAR AND THEN WE HAVE BECAUSE WE HAVE SUCH DIVERSITY IN BOSTON PUBLIC SCHOOLS WE HAVE AND WE DO ONE MENU FOR THE WHOLE DISTRICT WE ARE INTRODUCING NEXT YEAR STUDENT CHOICE MENU.  AND SO OUR STUDENTS JUST VOTED LAST WEEK ON FROM FOR DISHES FOR THE DISH THAT THEY WOULD LIKE IN THEIR SCHOOL NEXT YEAR. SO ON STUDENT CHOICE MENU DAY IT'LL BE A DIFFERENT DISH WHATEVER THE STUDENTS VOTED ON THROUGHOUT THE WHOLE CITY SO THAT STUDENTS CAN CHOOSE THE MEALS THAT THEY REALLY WANT TO SEE AND WE'RE ABLE TO DO THAT BRING MORE CULTURAL FLAVORS TO OUR STUDENTS WITH THE MENU THAT WE RUN. HOW OFTEN WILL THAT BE?  THIS IS A VERY BIG DEAL AND SCHOOL FOOD SERVICE TO SERVE A DIFFERENT MENU DISH IN EVERY ON ONE DAY. SO THIS IS GOING TO BE OUR FIRST TIME TO DO IT IN THE FALL IT'LL BE THE FIRST DAY AND THEN WE PLAN TO DO IT AGAIN TO HAVE THEM VOTE IN THE SPRING. AND SO WHAT WE'RE PLANNING TO DO IS TAKE THE FEEDBACK FROM THESE STUDENT CHOICE MENU DAYS AND THEN INCORPORATE THOSE RECIPES INTO OUR MENU AND THAT'LL BE AN ADDITIONAL CHOICE THE STUDENTS HAVE FOR CULTURAL MEALS IN ADDITION TO THE THE ASIAN, THE THE INDIAN, THE CARIBBEAN AND THE SOUTH AMERICAN ALL OF THE OTHER MENU ITEMS THAT WE'RE ADDING FOR NEXT YEAR. SO AWESOME. WELL IF THERE'S ANY RESOURCE THAT YOU CAN SHARE ONCE IS WHICH IS PUBLICLY AVAILABLE PLEASE FEEL FREE TO SHARE IT WITH ME . YEAH HAPPY TO. THANK YOU. THANK YOU. THANK YOU. VICE-CHAIR COUNCILOR COLETTE TO THE FLOOR JOYCE THANK YOU CHAIR AND THANK YOU ALL AGAIN FOR BEING HERE.  I APPRECIATE THE WORK THAT YOU DO. IT'S NOT EASY SO JUST DURING THE COURSE AND GRATITUDE MY QUESTIONS ARE MOSTLY FOCUSED AROUND EQUITY, FAMILY AND COMMUNITY ADVANCEMENT. IT'S GREAT TO MEET YOU AND THANK YOU AGAIN FOR YOUR LEADERSHIP. OUR OFFICE SOUGHT TO CONNECT WITH EVERY SINGLE FAMILY LIAISON IN OUR DISTRICT. I THINK WE MET WITH ABOUT I THINK 15 OF THEM OUT OF 17 AND THEY ARE QUITE LITERALLY THE FRONT LINES OF EACH INDIVIDUAL FAMILIES STUDENT'S NEEDS AND WE THANK YOU TO GABRIELLA RAMIREZ WHO IS MY OUTREACH AND COMMUNITY MANAGER.  SHE MET WITH ALL OF THEM AND CREATED A REALLY COMPREHENSIVE LIST OF JUST VARIOUS NEEDS AND I'D LOVE TO SHARE THAT WITH YOU. IT'S I KNOW IT'S SOMETHING THAT ALREADY IS SOMETHING THAT YOU ALREADY KNOW BUT I JUST WANT TO PUT IT ON RECORD. SO EIGHT OUT OF THE 15 SHARED THAT THEY HAVE FAMILIES ON THE HOMELESSNESS.  NINE OUT OF 12 SHARED THAT HOUSING AND FOOD INSECURITY ARE THE TOP ISSUES THAT FAMILIES ARE FACING. SOME HAVE A FOOD PANTRY AND OTHERS ARE LOOKING TO START ONE AND WOULD LIKE TO BE CONNECTED WITH POTENTIAL RESOURCES ARE PARTNERS THAT COULD HELP KICK STARTED A MAJORITY OF THEM SHARED CONCERNS WITH THE MISUNDERSTANDING THAT FAMILIES HAVE THAT DPS IS GOING TO SOLVE ALL OF THEIR ISSUES AND HAS ALL OF THE RESOURCES ON HAND TO FULLY ADDRESS THEIR NEEDS. EMERGENCY RESPONSE FOR LIAISONS ISN'T CLEAR AND THEY STRUGGLE TO FIND RESOURCES FOR FAMILIES. SO FOR EXAMPLE THE PATRICK J. KENNEDY IN EAST BOSTON THERE WAS A FAMILY THAT WAS DISPLACED BY A FIRE IN DECEMBER AND THE FAMILY DIDN'T HAVE A PLACE TO SLEEP.  THE BRADLEY HAS HAD EMERGENCY SITUATIONS WHERE A FAMILY DOESN'T HAVE ANYWHERE TO SLEEP THAT NIGHT AND JUST RECENTLY THERE WAS A TRAGIC FIRE IN EAST BOSTON THAT DISPLACED ABOUT 20 FAMILIES AND THE O'DONNELL SCHOOL RIGHT NOW IS GOING THROUGH AN INCREDIBLY DIFFICULT WITH THE LOSS OF A YOUNG STUDENT THERE AND I'M LITERALLY TEXTING RIGHT NOW WITH THE SOCIAL WORKER WHO WAS A ROCK STAR, VIVIAN RODRIGUEZ. SHE IS AMAZING. SHE'S PROVIDING HOUSING SUPPORT TO THE MOTHER RIGHT NOW.  AND SO I THINK THAT THERE'S IT'S CLEAR JUST HERE AND I SAY THAT OUT LOUD TO SAY EXACTLY WHAT SOME OF YOUR LIAISONS ARE DEALING WITH AND OTHER SCHOOLS ARE HIGHER NEED THAN THAN OTHER SCHOOLS. I MEAN MY DISTRICT IS A TALE OF TWO CITIES. WE HAVE A WELL-RESOURCED SCHOOLS IN THE NORTH END IN CHARLESTOWN AND THEN WE HAVE THE PJ KATIE'S BOSTON. AND SO THE THE INEQUITIES ARE ARE QUITE VISIBLE AND SO I'M WONDERING ABOUT THE 950 K AND HOUSING STABILITY AND WRAPAROUND SERVICES THAT IS LISTED IN THIS PRESENTATION HERE. I WOULD LOVE A BREAKDOWN OF THESE FUNDS AND CAN YOU JUST EXPAND WHAT THIS IS PAYING FOR AND IF IT'S GOING TO HELP SOME OF THESE FAMILY LIAISONS WITH THE CHALLENGES THAT WE'RE SEEING MANIFEST IN MY DISTRICT? THANK YOU SO MUCH FOR THAT QUESTION BECAUSE REALLY YOUR QUESTION HITS TO THE CORE OF THE WORK AND THE WAY THAT YOU SHARED THE INEQUITIES EVEN ACROSS THIS ONE REGION IS REALLY REPRESENTATIVE OF WHAT WE SEE ACROSS THE CITY AND ACROSS OUR OUR DISTRICT.  SO I REALLY APPRECIATE THAT VERY SPECIFIC WAY IN WHICH YOU ENCAPSULATED A LOT OF THE THINGS THAT ARE THAT WE KNOW WE STRUGGLE WITH AS A DISTRICT AND THAT WE RELY ON THE PARTNERSHIP WITH THE CITY IN ORDER TO ADDRESS ALL OF THOSE NEEDS OF OUR FAMILIES. WE COULDN'T DO THIS WORK ALONE . THE FAMILY LIAISONS CANNOT AND DO NOT DO THIS WORK ALONE.  AND ONE OF THE SHIFTS THAT ARE HAPPENING, YOU KNOW, NOT ONLY WAS I A PRINCIPAL FOR YEARS IN ROXBURY COMMUNITY, I ALSO WORKED WITH TOMMY WELCH AS A SCHOOL SUPERINTENDENT AND WAS FORTUNATE ENOUGH TO HAVE SPENT MOST OF MY TIME IN AUSTIN BRIGHTON SHOUT OUT TO THAT COMMUNITY AND ROXBURY. THOSE ARE MY TWO AREAS AND UNDERSTANDING EVEN THE COMPLEXITY OF DIFFERENCES ACROSS COMMUNITIES IS SOMETHING THAT YOU ARTICULATED REALLY WELL. I WOULD SAY SO YES TO ALL OF THOSE THINGS THAT WE ARE VERY HYPER AWARE OF ESPECIALLY THE WAYS IN WHICH WHEN I THINK ABOUT OUR MIGRANT FAMILIES THAT RECENTLY ARRIVED AND THE WAY IN WHICH THE TEAM AND I HAVE TO SAY YOU KNOW LED BY CHIEF SANCHEZ AND HER TEAM THEY LITERALLY WRAP THEIR ARMS AROUND THE FAMILIES AND MELANIA CASTS IN A WAY THAT I AM FOREVER GRATEFUL TO THAT TEAM AND IS INDICATIVE OF HOW WHEN THE CITY AND THE DISTRICT AND SOCIAL WORKERS AND FAMILIES AND WHEN WE ALL COME TOGETHER THE POWER OF REALLY CHANGING CHILDREN'S LIVES CAN ACTUALLY HAPPEN.  AND TO YOUR QUESTION AROUND THOSE DISPARITIES, THOSE ARE THE THINGS THAT WE ON A DAILY BASIS HAVE TO FACE AND I'M GLAD THAT IT'S ON THE RECORD BECAUSE IT BEING ON THE RECORD MEANS WE ALL COLLECTIVELY TAKE RESPONSIBILITY FOR ENSURING THAT OUR FAMILIES RECEIVE WHAT THEY NEED AND THAT'S THE CONTINUOUS WORK, THAT'S THE EVERYDAY WORK, THAT'S EVERY HOUR, EVERY MINUTE WORK. AND I KNOW THAT THAT'S THE WORK THAT ALL OF US IN THIS CHAMBER ARE MOST PASSIONATE ABOUT. I KNOW THAT THE TEAMS THAT WE HAVE ARE PASSIONATE. VIVIAN IS A GREAT EXAMPLE. WE HAVE MANY VIVIAN'S AND THEN WE HAVE FOLKS THAT ARE REALLY NEW TO THE POSITION EVEN WITHIN THE 17 I I IF I WERE A GAMBLING PERSON AND I'M NOT. BUT IF I WERE I WOULD SAY EVEN AMONG THAT 17 THAT YOU WERE ABLE TO RECEIVE STORIES FROM MANY OF THEM LIKE THEIR YEARS OF SERVICE IN THAT ROLE VARIES AND THEN THEIR ABILITY TO CONNECT WITH DIFFERENT AGENCIES VARIES BECAUSE OF THEIR EXPERIENCE AND EVEN BEING ABLE TO THEIR SCHOOLS WHERE THE FAMILY'S ON THE SOCIAL WORKER THEY'RE ALL PART OF THE WHAT THEY CALL THE STUDENT SUPPORT TEAM. RIGHT. AND EVERY SCHOOL HAS A FUNCTION THAT LOOKS A LITTLE BIT DIFFERENT BUT NONETHELESS THOSE TWO HAVE TO BE LOCKSTEP WITH ONE ANOTHER AND I'M ACTUALLY GOING TO ALSO ASK CORY TO JUMP IN IN THIS RESPONSE BECAUSE THE FAMILY LIAISONS AND THE SOCIAL WORKERS ARE REALLY A TEAM IN MOST SCHOOLS. THAT'S NOT TO SAY THAT THAT'S TRUE IN EVERY SCHOOL BUT THAT'S THE GOAL AND THAT'S WHAT CORY AND I ARE CONSISTENTLY WORKING ON EVEN THE TWO OF US, YOU KNOW ,HAVING OPPORTUNITIES TO DO A LOT OF CROSS-DEPARTMENTAL WORK IS REALLY CRITICAL FOR US TOO. AND I'M I'M SO JOYOUS THAT YOU ACTUALLY BROUGHT THIS TO THE FOREFRONT TODAY BECAUSE CAN I JUST SAY SOMETHING AND THEN YOU JUMP IN. THANK YOU. SO I GUESS MY MY ASK IN MY ENCOURAGEMENT IS TO LEVEL SET SO FAR HOW THESE SCHOOLS LIKE J.K. PUTTING IN TO LIAISONS BECAUSE THE WORK IS JUST TOO MUCH AND THEY HAVE TOO MUCH. EVEN THOUGH WE HAVE A SOCIAL WORKER SO TWO FAMILIES ENS ARE TWO SOCIAL WORKERS. SO JUST PLEASE CONSIDER THAT AND PLEASE CONSIDER PAYING THEM MORE BECAUSE THEY SIMPLY ARE NOT AND THAT WAS SOMETHING THAT THEY ALSO BROUGHT TO THE FOREFRONT FOR US. AND THEN ALSO PROFESSIONAL DEVELOPMENT. SO A LOT OF THEM DON'T KNOW WHAT THE CITY PROVIDES IN TERMS OF SERVICES. I HAD TO TELL THEM ABOUT THE OFFICE OF HOUSING STABILITY. I HAD TO TELL THEM ABOUT THE OFFICE OF FOOD ACCESS AND ONCE THEY FOUND OUT ABOUT THIS THEY WERE OVERJOYED AND SO NOW THEY'RE ABLE TO CONNECT FAMILIES TO THESE SORT OF RESOURCES. SO TALKING ABOUT PROFESSIONAL DEVELOPMENT, THAT'S JUST SOMETHING TO CONSIDER. SO I WANTED TO ADD ACTUALLY BEFORE CORY, BEFORE YOU TAKE THAT ON, I LOVE THE FACT THAT YOU'RE SHARING THIS BECAUSE IT'S ALSO REALLY IMPORTANT FOR ALL OF US TO ALSO UNDERSTAND THE STRUCTURE OF SUPPORT.  SO FOR EXAMPLE, FAMILY REASONS HAVE FAMILY ENGAGEMENT FACILITATORS ASSIGNED BY REGION . AND RIGHT NOW I'M BLANKING IF IT'S A LENNY OR ALI SET AT AN EAST BOSTON BUT NONETHELESS EVERY SINGLE REGION A FACILITATOR THAT IS RESPONSIBLE FOR ANSWERING ALL OF THOSE QUESTIONS. SO FOR OUR NEWER FAMILY, THESE ONES THAT MAY NOT THAT MAY BE REALLY NEW TO THIS ROLE, IT MAKES SENSE TO ME THAT THEY MAY NOT KNOW EXACTLY WHERE TO GO AND WHAT TO DO AND WHO WHO TO MOBILIZE.  THERE ARE A FEW THINGS THAT WE HAVE TO HOLD OURSELVES ACCOUNTABLE FOR. ONE IF THAT SCHOOL LEADER IS NOT SOMEONE THAT'S A RESOURCE TO THE FAMILY LIAISON, TOMMY WOULD NEED TO KNOW THAT IF A FAMILY LEAVES ON A STRUGGLING OH, I WOULD NEED TO KNOW THAT SO I CAN SPEAK TO THE FACILITATOR.  I THINK THESE ARE THINGS THAT ARE REALLY CRITICAL SO THAT WE INSTEAD OF TRYING TO FIGURE THINGS OUT EXACTLY WHAT YOU'RE DOING RIGHT NOW COLLABORATING WITH ME SO THAT WE CAN MAKE SURE THAT THE RESOURCES, THE INFORMATION AND THE WAYS TO CONNECT ACROSS REALLY HAPPEN IN REAL TIME BECAUSE OUR FAMILIES CAN'T WAIT. SO I AM ABSOLUTELY GOING BACK TO MY OFFICE AND CHECKING THAT OUT BECAUSE I WANT TO KNOW WHAT THE FACILITATORS ARE ACTUALLY SHARING THOSE FAMILY LIAISONS THAT THEY DIDN'T KNOW THAT REALLY CRITICAL PIECE OF RESOURCE AND THAT'S SOMETHING THAT WE CAN ALWAYS IMPROVE ON AND THINK THANK YOU FOR THAT RESPONSE. I REALLY APPRECIATE IT AND I KNOW HOW HARD YOU WORK AND THEY DO FEEL SUPPORTED. I DON'T WANT TO MISREPRESENT WHAT THEY WERE SAYING. IT'S JUST THAT THEY JUST DON'T HAVE CERTAIN INFORMATION OR IT SEEMS LIKE INFORMATION AND RESOURCES THAT ARE AVAILABLE TO THEM HAVE NOT BEEN MADE CLEAR TO THEM OR HAVE ON AN INFREQUENT BASIS.  SO AND WE CAN ALWAYS IMPROVE COMMUNICATION THAT'S LIKE KEY AND ALWAYS IMPROVE THE PROFESSIONAL DEVELOPMENT THEY RECEIVE PROFESSIONAL DEVELOPMENT ON A MONTHLY BASIS AND IT CAN ALWAYS BE IMPROVED. THANK YOU. THANK YOU.  YOU KNOW, I DON'T KNOW IF YOU WANTED TO RESPOND AND I KNOW I DON'T KNOW THE BREAKDOWN OF THE NINE 5100 YEAH. 954 HOUSING STABILITY DO YOU THINK YOU KNOW THAT'S OUR CONTRACT THAT TIED AROUND OUR CONTRACT AND TO TO RUN THE FUNDING TO RUN THE PROGRAM BUT I ALSO WANT TO IDENTIFY THAT THERE IS A PREVIOUS IN PREVIOUS YEARS WE DID NOT HAVE THE ABILITY TO STABILIZE FAMILIES THE WAY WE DO NOW. THANKS TO THE CITY AND BP'S FOR ALLOCATING THOSE FUNDS AND ALL OF YOU ALLOCATING THOSE FUNDS SO WE COULD SUPPORT FAMILIES IN REAL TIME BEFORE YOU'D HAVE TO WAIT A VERY LONG TIME.  YOU'D HAVE TO MAKE NUMEROUS YOU HAVE TO CALL YOU FOLKS AND EVERYTHING.  NOW WE HAVE BOOTS ON THE GROUND WHETHER IT'S OUR SOCIAL WORKERS ,OUR FAMILY LIAISONS HAVING THE IMMEDIATE CONVERSATIONS WHICH TRIGGERS CERTAIN DECISIONS THAT HAVE TO BE MADE FOR FAMILIES WHERE WE HAVE TO ASSESS WHAT THEY NEED. I THINK SOMETIMES WE UNDERESTIMATE THOSE ASSESSMENT PIECES AND WHAT FAMILY NEEDS FAMILY THAT I THINK DOCTORS VIRUSES POINT AROUND TO COMMUNICATION LIKE WE YOU KNOW, WE COULD ALWAYS OVERCOMMUNICATE ,WRITE IN AND THEN TURN THAT AROUND TO SUPPORT THE GREATEST NEEDS OF THE FAMILIES WHETHER IT'S NOT JUST HOUSING STABILITY BUT INSTABILITY AS WELL AND RECOGNIZING BEFORE IT HAPPENS THIS NOW GIVES US A BROADER CAPACITY TO IDENTIFY WHAT FAMILIES NEED WHEN IT COMES TO COMES TO HOUSING AND THEN HAVING THE FINANCIAL RESOURCES TO ACCOMMODATE. I'LL GIVE YOU AN EXAMPLE IF THERE'S A FIRE YOU KNOW THIS IS SOME OF THE BEHIND THE SCENES AND INTO ON THE INTERWEB YOU KNOW OUR INTERWEBS WILL COMMUNICATION WHERE WE ARE SAYING HEY HOW CAN WE IMMEDIATELY WHO DO WE CONTACT HOW DO WE CONTACT THEM? WHEN CAN WE GET THEM SERVICES AFTER THEY'VE BEEN IDENTIFIED AND THEN SORT OF THOSE THAT SORT OF WEB OF COMMUNICATION TYPICALLY THANKS TO EVERYONE INVOLVED TYPICALLY LANDS THE FAMILY IN A SITUATION WHERE THEY'RE ABLE TO GET A VOUCHER OR GET SOME ADDITIONAL SUPPORT. THANK YOU. AND I JUST HAVE A UP QUESTION. ISN'T IT THE 950,000 IS THAT HOUSING VOUCHERS LIKE WHAT WHAT ACTUAL SERVICES LIKE THE FAMILY AID PROGRAM? I'LL I'LL GET YOU THOSE DETAILS HERE.  ALL RIGHT. THANK YOU COUNSELOR SANTANA THE FLOYD US THANK YOU FOR.  THANK YOU, MR CHAIR. AND THANK YOU FOR THE ADMINISTRATION FOR BEING HERE. I'LL JUMP RIGHT IN.  DEPUTY SUPERINTENDENT PETER NICE TO SEE YOU AND THANK YOU FOR THE WORK THAT YOU DO. I WANT TO BOUNCE OFF OF ONE OF THE QUESTIONS THAT ONE OF MY COLLEAGUES, COUNSELOR PAT BOONE BROUGHT UP EARLIER ABOUT OUR FOOD AND OUR SCHOOLS.  SO I'M GLAD TO HEAR THE INITIATIVES FOR NEXT YEAR AND THE STEPS THAT YOU'RE TAKING RIGHT NOW TO INCORPORATE STUDENTS IN THAT PROCESS.  JUST A FOLLOW UP QUESTION ON THAT. ARE THERE ANY PLANS TO INCREASE THE PERCENTAGE OF LIKE NEW ENGLAND GROWN PRODUCE PRODUCTS IN SCHOOL MEALS TO MEET THE 30% THAT YOU'RE YOU'RE HEADING TO? YEAH, WELL, MR TENET COMES DOWN AND WE DO A LOT OF LOCAL SOURCING OF OUR PRODUCTS AND WE'RE REALLY INTENTIONAL ON DOING SO. SO THAT IS AN AREA OF FOCUS OF OURS AS WELL. SO LET MR HANNAH SPEAK IN MORE DETAIL ABOUT THAT. THE LAST ANALYSIS WE HAD IN THE GOOD FOOD PURCHASING PROGRAM HAPPENED DURING THE PANDEMIC AND SO SOME OF OUR PRODUCE WASN'T INCLUDED IN THAT 10%. SO YEAR WE'LL HAVE THE PRODUCE INCLUDED AND THEN NEXT YEAR OUR LOCAL ITEMS THAT WE'RE ADDING TO THE MENU ARE LOCAL SWEET POTATOES AND WE'LL BE DOING MORE OF THE VEGGIE AND KELP BURGERS AND MEATBALLS COMING OUT OF MAINE. WE HAVE AN EMPANADA THAT'S MADE HERE IN BOSTON ON THE MENU RAVIOLI THAT'S BEING MADE HERE THAT'S ENTERING THE MENU AND SOME CHICKEN SEASONING. SO TIKKA MASALA SAUCE A FALAFEL THAT'S MADE BY COMMONWEALTH KITCHEN FROM YELLOW PEAS AND MADE IN MAINE. SO WE HAVE A LOT OF ITEMS ON THE MENU AS WELL AS OUR TORTILLAS AND OUR CORNBREAD THAT ARE MADE LOCALLY AND THAT WILL BE INCLUDED IN NEXT YEAR ANALYSIS AND I THINK THAT WE'LL BE GETTING TO THAT 30% PRETTY QUICKLY. GREAT. THANK YOU. LOOKING FORWARD TO FOR THAT ANALYSIS.  DEPUTY SUPERINTENDENT , YOU KNOW THE EXPANSION OF SPORTS PROGRAMS AT VARIOUS LEVELS AS YOU TOUCH SUCH AS YOU KNOW, SPECIAL OLYMPICS AND IN MIDDLE SCHOOL. HOW IS THE BUDGET SHARING ACROSS ACCESS TO THESE OPPORTUNITIES ACROSS ALL OF OUR SCHOOLS, PARTICULARLY THOSE IN OUR UNDERSERVED COMMUNITIES? AND ARE THERE ANY INITIATIVES IN PLACE TO ENCOURAGE, PARTICIPATE, PARTICIPATION AND ,ADDRESS ANY POTENTIAL BARRIERS FOR PARTICIPATION?  YEAH, WE'RE WE'RE NOT ALONE IN LOW PARTICIPATION NUMBERS ACROSS THE STATE WITH ATHLETICS AND WE ARE DOING A LOT OF GOOD WORK AROUND TRYING TO RECRUIT IN FIND WAYS TO INCREASE OUR PARTICIPATION. SO I'LL DEFER TO MR MCCARTHY AND MR AS THE OTHERS SPEAK MORE ABOUT THAT. SO I WAS HEADED DOWN. I THINK WE MORE THAN EVER IN MY 20 YEARS 20 PLUS YEARS IN BPC AND BEING INVOLVED IN ATHLETICS I THINK MORE THAN EVER WE THIS IS OUR POINT OUR GREATEST POINT WHERE WE ARE SUPER COMPETITIVE WITH OTHER DISTRICTS. BEFORE WE WERE WORKING WE WERE DEFINITELY UNDER RESOURCED. NOW I FEEL LIKE WE ARE SUPER COMPETITIVE WE ARE NOW ABLE TO OFFER OPPORTUNITIES FOR OUR STUDENTS NOT JUST AFTER SCHOOL, NOT JUST A HIGH LEVEL ATHLETE FOR THE FOR THE BEGINNERS, FOR THE ELEMENTARY STUDENTS, FOR THE PARENTS TO GET INVOLVED. I THINK THAT'S HOW YOU YOU DON'T JUST DEVELOP A PLAYER, YOU DEVELOP A FAMILY, YOU DEVELOP YOU DEVELOP A CULTURE OF OF COMPETITIVE SPORTS AND THAT SORT OF LANDS AS WE ALL KNOW TO RESEARCH YOU KNOW, THAT IMPROVE GRADES MORE BETTER SOCIAL EMOTIONAL LEARNING, BETTER COMMUNICATION. SO I'LL I'LL SEND OKAY WELL I'LL CONTINUE WITH JUST REALLY IDENTIFYING BY ADDING NEW SPORTS YOU KNOW WE'RE PROUD TO ADD GOLF THIS YEAR AND PROVIDE OPPORTUNITIES. WE'RE PROUD TO ADD ADDITIONAL SPORTS AND PROVIDE EXPLORATORY FOR OUR FOR NOT JUST OUR HIGH LEVEL ATHLETES FOR OUR READY MADE ATHLETES. WE ARE WE ARE REALLY CHASING THAT DEVELOPMENTAL PIECE FOR FOR OUR ATHLETES AND TO OUR PROGRAMS AND OPPORTUNITIES.  I'LL HAND IT OVER TO AVERY. YEAH. GOOD MORNING EVERYBODY.  JUST A FOLLOW UP DR. PEANUT AND MR MCCARTHY I THINK OUR BIGGEST THING IN ATHLETICS HAS REALLY BEEN AROUND TRYING TO UNCOVER WHO THE STUDENTS ARE THAT ARE INTERESTED IN PARTICIPATING AND THEN ONCE WE'VE FIGURED THAT OUT IDENTIFYING WHAT WE REALLY NEED TO DO TO GET THEM OUT AND PARTICIPATING SO I KNOW SPECIFICALLY IN PROGRAMS THAT WE'VE OFFERED WE REALLY TRIED TO WORK ON AGGRESSIVE EARLY TIMELINES TO IDENTIFY THAT WORKED WITH TRANS TRANSITIONING TO SOME ELECTRONIC FORMS THAT ARE THAT TRANSLATE INTO ABOUT 39 DIFFERENT LANGUAGES SO THAT WE'RE ABLE TO GET RESPONSES BACK AND PARENTS AND OTHER STUDENTS ARE ELIGIBLE. AND THEN I THINK EVEN ON A LARGER SCALE I'M LOOKING AT WHAT THE BARRIERS ARE. SO LIKE PHYSICALS IS A BIG PIECE WITH US.  WE'RE RUNNING AN EVENT ON MAY 18TH WHERE STUDENTS CAN COME AND GET AN ATHLETICS PPE FREE OF CHARGE WITH OUR PARTNERS AT MASS GENERAL BRIGHAM SO IT'S REALLY WORKING ON THOSE PIECES AND I THINK THE OTHER PIECES WE REALLY HAVE HAD SOME GOOD DIALOG NOT ONLY WITHIN OUR ORGANIZATION BUT AT THE CITY LEVEL AROUND ATHLETICS AND REALLY TRYING TO FIGURE OUT WHAT ARE THE STRATEGIC MOVES THAT WE NEED TO MAKE AND KIND OF LEARNING FROM THE SCHOOLS WHAT THEY'RE INTERESTED IN SO THAT WE'RE ABLE TO RESPOND THAT . GREAT. I APPRECIATE I APPRECIATE THAT. THANK YOU.  YOU KNOW, MY NEXT QUESTION REGARDING REGARDING THE INCREASED COST OF TRANSPORTATION PRODUCED BY THE FACTORS CONTRIBUTING TO A NORMAL INCREASE IN PRIVATE TRANSPORTATION FOR STUDENTS IN TRANSITION I KNOW COUNCIL PRESIDENT LOUIJEUNE HAS A SIMILAR QUESTION EARLIER BUT JUST KIND OF TO UNDERSTAND A LITTLE BIT MORE HOW IS THE BUDGET REALLY ADDRESSING THESE INCREASED COSTS WHILE ENSURING RELIABLE TRANSPORTATION SERVICES FOR ALL OF OUR STUDENTS? SO I WANT MR ROSENGARTEN DOWN THERE IS MY SON BRANDON. SO YEAH, THANK YOU FOR THAT QUESTION, COUNSELOR YEAH, WE HAVE SEEN A REALLY SIGNIFICANT INCREASE THE NUMBER OF STUDENTS IN, YOU KNOW, EXPERIENCING HOMELESSNESS OR IN DCF CUSTODY AND OR YOU KNOW, MANY NEWLY ARRIVED STUDENTS TO THE COUNTRY THIS SCHOOL YEAR AND SO THAT HAS, YOU KNOW, PUT A SIGNIFICANT STRAIN ON OUR OUR BUDGET FOR YOU KNOW, PRIVATE TRANSPORTATION FOR STUDENTS IN TRANSITION.  SO WE ARE THAT IS AN AREA WHERE WE'RE SEEING A SIGNIFICANT OVERAGE FOR FY 24 AND WE ARE PROJECTING IT TO CONTINUE TO INCREASE PRETTY SIGNIFICANTLY NEXT YEAR.  UM, YOU KNOW THIS IS OF COURSE TRANSPORTATION THAT WE'RE LEGALLY REQUIRED TO PROVIDE AND THESE ARE SOME OF OUR MOST VULNERABLE STUDENTS. SO WE YOU KNOW, WE DO EVERYTHING WE CAN TO TO MAKE SURE THAT THEY GET, YOU KNOW, CONSISTENT RELIABLE TRANSPORTATION. WE WORK WITH A NETWORK OF 70 VENDORS THAT WE HAVE CONTRACTS WITH TO TO BID OUT THESE RIDES AND PROVIDE TRANSPORTATION TO THESE STUDENTS AND JUST THE INDUSTRY ITSELF IS GOING UP IN COST AS WELL AS ALL UTILITIES AND ALL THOSE ARE FUEL CELLS. SO JUST JUST TO MAKE A QUICK PLUG FOR THIS, THIS IS ACTUALLY AN AREA OF I THINK WHERE WE CAN COME TO SOME ALIGNMENT AND SUPPORT.  THERE'S A PART OF THE STATE BUDGET THAT REIMBURSES DISTRICTS FOR CERTAIN OF THESE EXPENSES BUT IT'S NOT ALWAYS FUNDED OR FULLY FUNDED AND SO THERE ARE OFTEN YEARS WHERE THERE ARE EXPENSES WE'RE ALLOWED TO CLAIM FROM THE STATE FOR REIMBURSEMENT UNDER THIS PROGRAM. BUT THE STATE SORT OF RUNS OUT OF MONEY BEFORE THEY CAN FULLY REIMBURSE BECAUSE THEY SORT OF HAVE RULES ABOUT HOW MUCH THEY CAN REIMBURSE BUT ONLY IF THE FUNDS ARE APPROPRIATED AND THIS TRANSPORTATION PART GETS REIMBURSED AFTER THE TUITION PART GETS REIMBURSED. AND SO THAT IS OFTEN AN AREA THAT SORT OF RUNS OUT OF MONEY NOT EVERY YEAR BUT SOME YEARS. AND SO I THINK ONE OF THE THINGS WE'RE WORKING WITH AG AND OTHER FOLKS ON IS TO ENSURE AS THE STATE BUDGET COMES AROUND WE MAKE SURE THAT THIS PART OF THE AND REIMBURSEMENT IS FULLY FUNDED. GREAT. THANK YOU TOO.  I STILL HAVE SOME SOME TIME. GREAT. YOU KNOW, ONE FINAL QUESTION DO YOU KNOW THE OPERATIONS DIVISION FUNDING PRIORITIES FOR FY 25 INCLUDE PROVIDING SOCIAL, EMOTIONAL AND ACADEMIC SUPPORT TO STUDENTS THROUGH MENTORING AND TRAUMA INFORMED PRACTICES. CAN YOU PROVIDE MORE DETAILS ON HOW THESE PRIORITIES ARE REFLECTED IN THE BUDGET PARTICULARLY IN TERMS OF STAFFING AND PROGRAM IMPLEMENTATION? I, I BELIEVE THIS IS FOR CHIEF MCCARTHY. I DON'T KNOW IF YOU CAN SPEAK MORE TO THAT. YES.  OKAY. OKAY. SO YOU KNOW WE ARE CHAMPIONING THE CHAMPIONS OF MAKING SURE AND ENSURING THAT OUR STUDENTS ARE PROVIDED WITH APPROPRIATE SUPPORT FOR MENTAL HEALTH AND OUR BUDGET FOR FY 25 TRULY REFLECTS AN OPPORTUNITY FOR US TO GROW BEYOND OUR SCHOOL HOURS WHEN IT COMES TO PROVIDING SUPPORT FOR US FOR OUR STUDENTS. WE NOW HAVE THE OPPORTUNITY TO PROVIDE SOCIAL WORKERS CONSISTENTLY IN THE SUMMER FOR OUR SUMMER PROGRAMING.  WE HAVE ADDITIONAL INVESTMENTS IN PROGRAMING THAT WILL SUPPORT SOCIAL EMOTIONAL LEARNING AND MENTAL HEALTH AND MENTAL HEALTH FOR OUR STUDENTS.  AND IT'S NOT REALLY JUST THAT BECAUSE OF THERE'S A THERE IS A NEGATIVE STIGMA AROUND BLACK AND BROWN COMMUNITIES AND MENTAL HEALTH AND OUR JOB IS TO REALLY GET THE MESSAGING OUT THAT OUR THAT IS IT'S OKAY TO NOT BE OKAY BUT HERE IS OUR SUPPORTS HERE ARE THE PEOPLE AND HERE IS HOW WE CAN, YOU KNOW, HELP OUR STUDENTS LAND AND IN THE BEST PLACE POSSIBLE FOR THEM TO BE SUCCESSFUL THROUGH THAT ROUTE TOO. YEAH.  AND WHAT DOES THAT HOW DOES THAT LOOK? I AGREE WITH EVERYTHING YOU'RE SAYING AND I REALLY LIKE THESE INVESTMENTS. WHAT DOES THAT LOOK LIKE IN PRACTICE THOUGH? SO I YOU KNOW I MEAN FOR AFTERSCHOOL FOR FOR FOR THE SUMMER PROGRAM LIKE WHAT DOES THAT LOOK LIKE IN PRACTICE WHEN WE'RE YOU KNOW, GETTING ADULTS IN WITH OUR STUDENTS SO WE CAN GET YOU WE'LL CIRCLE BACK AND GET YOU THE EXACT NUMBERS OF THE STAFFING BREAKDOWN WHAT WE HAVE I THINK THAT'S PROBABLY EASIER. THANK YOU. THANK YOU, MR CHAIR. THANK YOU.  COUNCILOR SANTANA NOW WILL GO TO COUNCILOR MURPHY THE FLOOR IS YOURS. THANK YOU. THANK YOU FOR BEING HERE AGAIN . SOME OF THE TOPICS THAT I WAS GOING TO ASK HAVE BEEN BROUGHT UP BUT I'LL GO FORWARD WITH THEM. THE FAMILY LIAISONS AS WE KNOW ARE VITAL MEMBERS OF OUR SCHOOL COMMUNITIES AND WHEN I WAS STILL IN THE CLASSROOM NOT ALL OF OUR SCHOOLS THEM AND NOW I APPRECIATE THAT WE'RE INVESTING THAT THAT'S NOT A CHOICE LIKE DO YOU WANT THEM DO YOU THINK YOU NEED THEM THAT WE'RE ALL GOING TO HAVE THEM AND THE QUESTIONS AROUND DO THEY HAVE THE RESOURCES THEY NEED, DO THEY HAVE THE RELATIONSHIPS AND PARTNERSHIPS WITH CITY DEPARTMENTS? DO THEY YOU KNOW, TO CONNECT TO OFFER THE THE MEET THE NEEDS OF THE FAMILIES COME TO THE MAT WITH WE KNOW THAT OUR SCHOOLS CAN'T AND SHOULDN'T. RIGHT. AND THESE BUDGET HEARINGS ARE ABOUT HOW WILL WE MAKING SURE OUR CHILDREN ARE LEARNING OUR CHILDREN ARE SAFE OUR CHILDREN ARE GETTING WHAT THEY NEED BUT THESE FAMILY LIAISONS ARE IN MANY SCHOOLS. YOU KNOW AND I THINK PROBABLY I WOULD ASSUME TAKING SOME BURDEN OFF OUR SCHOOL NURSES AND OUR SCHOOL SECRETARIES WHO WOULD DEFINITELY STEPPED UP ALWAYS IN CUSTODIANS AND THOSE POSITIONS OR THE LUNCH MONITORS THEY NOW CAN, YOU KNOW, KIND OF FIELD A LOT OF THOSE QUESTIONS AND WHEN I'M IN THE SCHOOLS I DO SEE THAT THOSE RELATIONSHIPS ARE THERE SO IT'S WONDERFUL TO SEE BUT I ON THE SAME LINE THAT COUNCILMAN COLETTA TALKED ABOUT LIKE ARE WE MAKING SURE THAT BECAUSE WE HAVE A CITY HALL FULL OF DEPARTMENTS READY TO PROVIDE THOSE SERVICES SO MAKING SURE WE'RE CONNECTING THEM AND NOT PUTTING THAT BURDEN THAT THEY THINK THEY HAVE TO FIGURE OUT HOW DO I HOUSE, HOW DO I FEED, HOW DO I GET CLOSER? WE HAVE RESOURCES OUT THERE. SO YOU DID TOUCH ON IT BUT WANTED TO JUST PUT THAT ALSO BACK OUT THERE THAT WE DON'T WANT ANYONE TO THINK THAT THEY HAVE TO DO IT ALONE NOR SHOULD THEY BECAUSE AT THE END OF THE DAY WE DO WANT TO MAKE SURE WE'RE HERE IN THIS CHAMBER ALSO TALKING ABOUT ALL OF OUR CHILDREN READING AND ALL OF OUR CHILDREN YOU KNOW, LEARNING AT OUR SCHOOL LEVEL THE BUSSES YOU SAID 22,000 STUDENTS ASSIGNED TO BUSSES WHO RIDES THE BUS HAS BEEN BROUGHT UP I THINK WHAT I HEARD IS WE DON'T REALLY HAVE THAT DATA BUT I DO WANT TO SAY I KNOW FROM BEING A TEACHER FOR 24 YEARS THERE'S ADMIN OR STAFF ASSIGNED TO AM AND PM BUS DUTY AND WE CHECK EVERYONE WHO GETS OFF IN THE MORNING SO WE KNOW AND WE MAKE SURE WE KNOW WHO GETS ON IN THE AFTERNOON TO GO HOME.  SO WE DO KNOW WHAT AT THE CLASSROOM IN THE SCHOOL LEVEL HOW WAS THAT INFORMATION THEN NOT BROUGHT INTO SOME SYSTEM SO WE HAVE IT AT THE SYSTEM LEVEL BECAUSE WE ABSOLUTELY KNOW WHO GETS OFF THE BUSSES IN THE MORNING AND WHO GOES HOME ON A BUS.  SURE, SURE. MANY YEARS AGO I WOULD SAY BACK IN 2006 THERE WAS A SYSTEM THAT WE HAD IN PLACE WHERE THEY INFORMATION WAS TRACKED IN SUPPOSED TO BE LOGGED IN BUT AT THAT TIME WE WENT AWAY FROM IT BECAUSE THE CONSISTENCY OF GETTING THAT INFORMATION LIVE IN DAILY WAS JUST NOT RELIABLE AND IT WASN'T PROVIDING ACCURATE DATA.  SOMETIMES PEOPLE WERE ABLE TO DO IT BEFORE THEY LEFT FOR THE DAY. SOME PEOPLE DID AND SOME PEOPLE DID IT BEFORE THE 11 A.M. SHUT UP AND THEY DID AND SO WE WENT AWAY FROM THAT SYSTEM.  BUT THE DIRECTION WE'RE GOING IN NOW WILL BE ABLE TO GIVE US A LOT OF INFORMATION LIKE ON THE SPOT AND BE MORE RELIABLE. SO THE LIVE I WOULD ASSUME IS FOR MOM OR DAD TO KNOW LIKE TOMMY GOT ON THE BUS HE'S THREE STOPS AWAY. I KNOW HE LEFT SCHOOL THAT BE MORE I WOULD ASSUME OR YOU'RE AT THE BUS STOP WAITING WHERE IS THE BUS IS IT ALMOST AT OUR BUS STOP? BUT THE BIGGER FOR ME IS THE INVESTMENT THE MONEY WE SPEND ON TRANSPORTATION.  THE EVERYONE SEES THE EMPTY BUSSES THAT DRIVE BY US.  SO THERE'S TWO PARTS OF THAT DATA. ONE IS TO TRACK YOUR OWN CHILD AND TO MAKE SURE AND EVERY CLASSROOM TEACHER AND PRINCIPAL IS RELIEVED WHEN EVERYONE GETS HOME SAFELY AT THE END OF THE DAY. AND WE KNOW THAT WE HAVE ANOTHER DAY OF GETTING CHILDREN HOME SAFELY. BUT THE BIGGER QUESTION FOR ME IS MANY TIMES MY CLASS SIZE 24 STUDENTS I KNEW, YOU KNOW, A WEEK BEFORE SCHOOL STARTED 18 OF THEM WERE NOT GOING TO TAKE THE BUS. RIGHT. THAT DATA IS AT THE CLASSROOM LEVEL AND MANY PARENTS DON'T HAVE TO AND DON'T WANT TO GIVE THE BUS UP ALTOGETHER IF THEY'RE GOING TO TAKE IT. I KNOW THERE'S ALWAYS SITUATIONS WHERE PARENTS DO WANT TO KEEP THE SERVICE JUST IN CASE THERE ARE DAYS THEY WANT IT, WHICH IS SOMETHING I THINK WE ALSO AT SOME POINT HAVE TO DISCUSS ALSO IF THAT'S SOMETHING SO I KNOW MANY OTHER CITIES AND TOWNS YOU WERE EITHER SIGN UP FOR IT AND YOU'RE ON OR YOU OPT OUT AND THERE IS MORE OF A PROCEDURE TO GET BACK ON. BUT IF YOU WANT TO TOUCH ON THAT, PLEASE. THANK YOU. YEAH, NO, I THINK I APPRECIATE THE QUESTION.  I THINK AS SAM SAID, THERE WAS A VERY DECENTRALIZED SCHOOL LEVEL PROCESS A NUMBER OF YEARS AGO AND I THINK YOU'RE RIGHT THAT YOU KNOW, MANY OF THESE SCHOOL MANY SCHOOLS LIKELY DO HAVE YOU KNOW, HAVE GOOD DATA ON THIS. I THINK IT'S ALSO LIKELY TRUE THAT THAT SOME MAY NOT. YOU KNOW, SCHOOL ADMINISTRATORS ARE ASKED TO DO A LOT OF YOU KNOW, A LOT OF WORK MANY, MANY DIFFERENT THINGS AND YOU KNOW WE DO NOT WANT TO BE ADDING ANOTHER LAYER OF , YOU KNOW, DAILY RESPONSIBILITY TO THEM AND SO THAT'S WHY WE'RE YOU KNOW, THE DIRECTION WE'RE GOING IS IS LOOKING AT A MUCH MORE KIND OF SYSTEMATIC CENTRAL YOU KNOW, HOW CAN WE USE TECHNOLOGY TO MAKE SURE THAT WE'RE GETTING ACCURATE DATA HERE RATHER THAN, YOU KNOW, ASKING SCHOOLS TO DO ALL THIS THIS MANUAL WORK EVERY DAY. AND SO IT WILL BE FOR THE THE SCHOOLS AND THE PARENTS TO TRACK THE BUS BUT IT WILL ALSO BE FOR US TO TO GATHER, YOU KNOW, THE THE FULL PICTURE OF DATA ON WHO'S RIDING THE BUS . THE ONLY OTHER THING I JUST WANT TO SAY BECAUSE YOU KNOW, I THINK A COMMON REFRAIN FROM FROM MANY FOLKS INCLUDING MYSELF IS YOU SEE ALL THESE BUSSES ON THE ROAD AND THEY'RE OFTEN, YOU KNOW, EMPTY OR HALF EMPTY.  I THINK WHEN WE ACTUALLY ROUTE THE BUSSES WE HAVE A PERIOD OF WHAT WE CALL DEADHEAD WHICH IS THE PERIOD WHERE THE BUS IS GOING FROM THE YARD TO THE FIRST STOP OR FROM YOU KNOW, A SCHOOL THAT IT JUST DROPPED OFF AT TO THE YOU KNOW, FIRST STOP FOR THE NEXT ROUTE THAT EVEN WITH YOU KNOW ROUTING AS OPTIMIZED AS IT CAN BE YOU KNOW GIVEN THE DISTRIBUTION OF STUDENTS AND SCHOOL ASSIGNMENTS IN BOSTON DEADHEAD CAN CONSISTS OF A VERY SUBSTANTIAL MINORITY OF THE ROUTING OF THE BUS. AND SO EVEN IF ALL OF YOU KNOW ALL STUDENTS WHO ARE ASSIGNED TO THE BUS ROAD EVERY DAY, YOU WOULD STILL SEE ABSOLUTELY 30 40% OF THE TIME EMPTY BUSSES. YOU COULD BE GOING FROM THE FIRST STOP TO THE SECOND, NOT THE LAST. I MEAN MAYBE LIKE THEY DO WITH MTA NOT NEW SIGN JUST SO PEOPLE KNOW THAT THE BUSSES NOT CURRENTLY TRANSPORTING BECAUSE THERE IS THAT TIME BETWEEN LIKE THE THREE DIFFERENT PICKUP TIMES WE COLLECT A LOT OF DATA . WHAT DO YOU PLAN ON DOING WITH IT IF YOU DO HAVE A SYSTEM WHERE YOU'RE GETTING ACCURATE DATA, WHAT'S YOUR GOAL WITH THAT DATA? YEAH, I THINK THAT'S A REALLY IMPORTANT QUESTION. I THINK STEP ONE IS TO HAVE ACCURATE DATA.  THE NEXT STEP IS COMMUNITY LEAD AND COMMUNITY INVOLVED CONVERSATIONS AROUND WHAT WE WANT TO DO WITH THAT. I THINK YOU REFERENCED THERE ARE MANY OTHER DISTRICTS, BOTH SUBURBAN DISTRICTS OR YOU KNOW OTHER COMPARABLE URBAN DISTRICTS ACROSS THE COUNTRY THAT HAVE MUCH STRICTER POLICIES AROUND TRANSPORTATION RIDERSHIP AND NOT LETTING FAMILIES KIND OF PICK AND CHOOSE AND KEEP A BUS SEAT THAT THEY DON'T USE. I THINK THAT CONVERSATIONS AROUND YOU KNOW, WHETHER WE WANTED TO GO THAT DIRECTION NEED TO INCLUDE THE ENTIRE BOSTON COMMUNITY.  BUT I THINK IN ORDER TO HAVE A PRODUCTIVE CONVERSATION THERE, STEP ONE IS HAVE, YOU KNOW, BETTER DATA. THANK YOU.  I APPRECIATE THAT. AS WE KNOW, STUDENT ENROLLMENT AS YOU HEAR CONTINUES TO DECLINE. WE CONTINUE TO HAVE MORE MONEY IN OUR BUDGET AND I DO APPRECIATE THAT THESE HEARINGS ARE AN OPPORTUNITY FOR YOU TO HIGHLIGHT WHERE WE'RE INVESTING THAT EXTRA MONEY.  WHEN MY FIRST BUDGET HEARING SEASON IN 2022 23 SCHOOL BUDGET THERE WERE $72 PER STUDENT WE WERE SPENDING DIRECTLY ON ACADEMICS.  LAST YEAR WE DID SAY WE INCREASED IT BUT IT WAS TEMPORARY UP TILL LIKE 95 OR SIX BUT THAT WAS WITH TEMPORARY ESSER FUNDING WHICH WE KNOW IS GONE. WHAT IS THE EXACT DOLLAR AMOUNT PER STUDENT WE'RE SPENDING ON ATHLETICS FOR THIS COMING SCHOOL YEAR?  YEP. SO OUR TOTAL PROJECTED ATHLETICS DEPARTMENT BUDGET FOR NEXT YEAR IS $4.9 MILLION JUST HERE UNDER THAT ACROSS THE WHOLE DEPARTMENT I'LL GRAB THE PUPIL NUMBER QUICKLY AND WHAT NUMBER OVER USING FOR SEPTEMBER FOR THE NEXT.  WHAT'S YOUR ENROLLMENT NUMBER THAT YOU'RE USING TO DIVIDE SPREAD SCHOOL LOOK UP THE ENROLLMENT NUMBER. OKAY. AND JUST TO BE CLEAR ON THE MATH, SO THE WAY WE LOOK AT HOW MUCH MONEY WE SPEND PER STUDENT ON ATHLETICS IS BASED ON STUDENT ATHLETES WHO PARTICIPATE NOT THE OVERALL DISTRICT BECAUSE THAT'S A SKEWED NUMBER BECAUSE NOT ALL STUDENTS IN THE DISTRICT PARTICIPATE IN ATHLETICS. SO WE TYPICALLY GO BY THE NUMBER OF STUDENT ATHLETES THAT ACTUALLY PARTICIPATE. BUT IF I'M COMPARING IT TO OTHER CITIES AND TOWNS WHO USE THE TOTAL NUMBER, THERE'S NO CITY OR TOWN. SURE WE DO HAVE A LARGER PROPORTION EVEN THOUGH WE SHOULD HAVE MORE INCLUSIVE ATHLETICS WE DO HAVE A LARGER PROPORTION OF STUDENTS WHO JUST YEAH, YEAH WE'RE HAPPY TO CALCULATE IT BOTH WAYS BUT I WANTED TO POINT OUT THE DIFFERENCE TO COMPARE APPLES TO APPLES. ABSOLUTELY. YEAH BECAUSE THAT COULD MAKE IT SEEM LESS BUT I MIGHT IF YOU COME BACK NOW YOU CAN COME BACK TO ME . BUT BEFORE IT'S OVER I'D LOVE TO KNOW WHAT NUMBER BECAUSE WE CAN DIVIDE THAT FOR ALL OF THE BUDGET LINES HERE. THANK YOU, JIM. THANK YOU, COUNCILMAN . HERE THE FLOOR IS YOURS.  THANK YOU. THANK YOU. THANK YOU, CHAIR AND THANK YOU FRIENDS FOR BEING HERE. FRIENDS FOR NOW AND JUSTIN COREY, LET'S START OFF WITH YOU. I'M REALLY EXCITED. I REMEMBER WE HOSTED A HEARING HERE AND THERE WAS A YOUNG WOMAN WHO TESTIFIED AND SHE WAS UP IN ARMS AND REALLY UPSET ABOUT ATHLETICS AND THE LACK OF PROGRAMING AND YOU ENDED UP FINDING A WAY TO GIVE HER LEADERSHIP AND PROVIDED HER A PLATFORM AND IT'S YOU GOT THOSE RIGHT. IT WAS THE NAME OF THE BASKETBALL PROGRAM FOR GIRLS.  YOU GOT A GIRL. YOU GOT A GIRL. AND I JUST WANT TO ACKNOWLEDGE EACH RIGHT THAT SOMETIMES PEOPLE WALK INTO THIS CHAMBER AND AND WE TEND TO NOT WE HAVE A HARD TIME EMBRACING PEOPLE AND THEIR ROUGH EDGES.  RIGHT. AND SOMETIMES PEOPLE FEEL LIKE THEY NEED TO BE SOMETHING ELSE JUST TO BE HEARD. AND SHE WAS SO UPSET.  BUT YOU FOUND A WAY TO CHANNEL THAT ENERGY AND YOU CREATED AN OPPORTUNITY FOR HER TO UTILIZE HER SKILLS TO REALLY HELP SUPPORT US IN WAYS THAT THE WOMAN WAS CALLING FOR. SO I JUST WANT TO ACKNOWLEDGE THAT BECAUSE IT TAKES A LOT OF COURAGE TO YOU KNOW, TO TO HEAR THE TRUTH AND AND THEN WHEN YOU HEAR IT TO DO SOMETHING ABOUT IT AND I JUST WANT TO CONGRATULATE YOU THANK YOU ON ON BEING ABLE TO EMBRACE THIS YOUNG WOMAN AND FIND SOME REALLY POWERFUL WAYS FOR HER TO BE AN ASSET TO BE PEACE. AND SO THAT IS AMAZING AND I'D LIKE TO SEE BIPS DO MORE OF THAT IN OTHER WAYS. SO I THINK THAT EVERYONE CAN LEARN A LOT FROM THAT PLAYBOOK. SO I'M GOING TO TALK ABOUT PARENTS BECAUSE PARENTS ARE SHOWING UP TO OUR SCHOOLS REALLY UPSET OFTENTIMES BECAUSE ISSUES OF BULLYING OR HARASSED MOMENTS OR JUST NEGLECT IS HAPPENING TO THEIR CHILDREN AND SO WHEN BY THE TIME THEY GET TO THE SCHOOL BECAUSE THEY'VE BEEN DISMISSED AS MUCH AS THEY HAVE, THEY SHOW UP WITH A LOT OF RAGE AND OFTEN TIMES ARE MET WITH RESISTANCE AND SOMETIMES THAT RESISTANCE CALLS THE POLICE, SOMETIMES THESE PARENTS ARE THERE FILE 51 A'S AGAINST THEM LIKE IT IS NOT.  I THINK THE BEST WAY FOR US TO EMBRACE PARENTS WHO ARE FRUSTRATED WITH THE SYSTEM AND I KNOW ANNA, YOU AND I HAVE TALKED ABOUT WAYS FOR US TO DEVELOP CONFLICT RESOLUTION PROGRAMS.  HOW DO WE EMBRACE PARENTS? HOW DO WE CREATE OPPORTUNITIES TO PROVIDE GUIDANCE AND LEADERSHIP DEVELOPMENT FOR THESE PARENTS INSTEAD OF JUST LOCKING THEM OUT AND THE REASON WHY THEY'RE SO UPSET IS BECAUSE WE HAVE FAILED THEM AND THE WAY THAT WE MEET THEM IS WITH MORE RESISTANCE. SO I'D LIKE TO HEAR KIND OF WHAT ARE WE THINKING FROM A COMMUNITY ENGAGEMENT STANDPOINT TO REALLY HELP DEAL WITH SOME OF THE CONFLICT RESOLUTION ISSUES THAT SO MANY OF OUR PARENTS ARE EXPERIENCING IN THE BOSTON PUBLIC SCHOOLS?  USUALLY THE PRINCIPAL JUST TALK TO US. THANK YOU FOR THAT QUESTION.  AND YES, WE'VE HAD MANY CONVERSATIONS ABOUT HOW TO SUPPORT OUR PARENTS RIGHT NOW AND I I APPRECIATE HOW SPECIFICALLY YOU ARE ALSO HAVING US THINK ABOUT EMBRACING THOSE ROUGH EDGES BECAUSE THEY DO WALK INTO THE BUILDING FEELING A CERTAIN KIND OF WAY ABOUT THE WAY THEIR CHILDREN ARE TREATED AND HOW THEY'VE BEEN TREATED AS WELL.  AND WE'VE BEEN HIGHLIGHTING THE FAMILY LEAVE ZONES QUITE A BIT IN THIS CONVERSATION AND THIS MORNING AND I WILL SAY THAT AND I KNOW YOU KNOW THIS COUNCILWOMAN THAT IT'S NEVER JUST ONE PERSON AT A SCHOOL THAT IT HAS TO BE A TEAM APPROACH.  AND WHEN I THINK ABOUT THE WORK THAT CORY LEADS WITH THE SOCIAL WORKERS AND I THINK ABOUT THE WORK THAT MY TEAM LEADS WITH THE FAMILY LIAISONS REALLY HAVING THAT CROSS COMMUNICATION AND I MENTIONED EARLIER THE STUDENT SUPPORT TEAMS MANY SCHOOLS WHOSE TEAMS ARE FUNCTIONING UNDERSTAND THE FAMILIES AND THE STUDENTS THAT ARE STRUGGLING IN THOSE PARTICULAR WAYS LIKE IF YOU KNOW YOUR COMMUNITY, YOU KNOW WHO'S STRUGGLING AND WHO'S SHOWING UP AT THE MAIN OFFICE STRUGGLING WITH EVEN COMMUNICATING WHAT THEIR NEEDS ARE AND CALLING THE POLICE OR FILING A 51 AID IS NEVER AND SHOULD NEVER BE THE FIRST STEP IN THAT RELATIONSHIP WITH THAT FAMILY. SO THAT'S THE WORK THAT WE'RE DOING IN CONJUNCTION WITH THE SOCIAL WORKERS RIGHT NOW AND SOMETHING THAT IS REALLY IMPORTANT FOR THIS BODY TO KNOW AND AND COUNCILWOMAN MURPHY MENTIONED THIS WE WENT FROM NOT EVERY SCHOOL HAD A FAMILY LIAISON TO BAM 115 FAMILY LIAISONS AND THAT'S GOING TO TAKE IT SHOULDN'T TAKE TOO MUCH TIME BECAUSE I KNOW WE'RE ALWAYS YOU KNOW, WE'RE TRYING TO DO IT AS QUICKLY AS POSSIBLE BUT WE ALSO HAVE TO CALIBRATE AND THE CALIBRATION IS WHERE THE REAL WORK IS TO MAKE SURE THAT EVERYONE HAS THE SAME TRAINING AND EXPECTATION OF HOW WE TREAT PARENTS AND THAT'S THE WORK WE'RE DOING NOW AND I APPRECIATE THAT ONLY BECAUSE I AM ONE OF THOSE I WAS I AM A PARENT AND SAM YOU KNOW ME IN MY ADVOCACY WORLD AND HOW I SHOWED UP IS VERY SIMILAR TO HOW I STILL CONTINUE TO SHOW UP IN THIS CHAMBER DESPITE IT.  ALL RIGHT. AND DESPITE THESE ROUGH EDGES THIS IS WHAT WE'RE ALL WORKING THROUGH ALL OF THAT.  AND SO I THINK IT'S IMPORTANT FOR US NOT TO DISMISS PARENTS PARTICULARLY PARENTS WHO MAY NOT HAVE THE BEST COMMUNICATION SKILLS OR MAY NOT KNOW HOW TO SHOW UP IN CERTAIN SPACES BECAUSE WE'RE FED UP RIGHT.  AND WE HAVE GOOD REASON TO BE. AND I THINK THAT THAT'S PART OF THE TRUST BUILDING EXERCISE THAT I THINK THAT WE ARE GOING TO HAVE TO DO A BETTER JOB BECAUSE EVEN STILL TO THIS DAY PARENTS ARE STILL FEELING DISMISSED BY THE SYSTEM. RIGHT. AND AND SO I WOULD LOVE TO SEE IN THIS BUDGET SOME MORE EFFORTS BEING MADE TO CONFLICT RESOLUTION AND PEER MEDIATION FOR PARENTS IN PARTICULAR AND SOME PROGRAMING AROUND THAT BECAUSE I DO BELIEVE THAT THEY ARE PART OF THE SOLUTION AND SOMETIMES WE ARE SEEN AS THE PROBLEM AND I THINK THAT WE WE CAN CHANGE THAT NARRATIVE BY BEING MORE INTENTIONAL AND PAYING PARENTS TO PARTICIPATE IN POOR LEADERSHIP PROGRAMS IN WHICH THEY ARE THE CONFLICT RESOLUTION FACILITATORS.  AND I THINK THAT THAT COULD BE PART OF THE THE SAFETY STRATEGY THAT WE ALL HAVE BEEN TALKING ABOUT. I THINK THEY ARE THE MISSING LINK AND THAT'S A GOOD WAY FOR YOU ALL TO FIGURE OUT HOW YOU TAP THEM IN THE OTHER THE OTHER PIECE THAT I WANT TO TALK A LITTLE BIT ABOUT SO WE I I'M SURE YOU GUYS KNOW LEON SANTIAGO. WE ARE HE'S BEEN DOING A LOT OF WORK WITH THE TOBIN SCHOOL AROUND ACCESS TO HEALTHY WATER AND YOU KNOW THE SIGNAGE AND WE'VE BEEN WORKING WITH HIM TO HELP SUPPORT HIM IN THAT WORK AND SO THERE'S SOMETHING TO BE SAID WHEN PARENTS ARE REALLY TAKING ON THE INITIATIVE AND I THINK PARENT UNIVERSITY, YOU KNOW, CAN REALLY BE A TRAINING GROUND FOR PARENTS TO ACTUALLY BE MORE ENGAGED IN THEIR PARENT COUNCILS AND AND I THINK HE HE REALLY REPRESENTS WHAT IT LOOKS LIKE WHEN YOU CREATE OPPORTUNITIES FOR PARENTS AND I'M CURIOUS WHAT INNOVATION ARE WE LOOKING AT FOR PARENT LOOK DEVELOPMENT AND LEADERSHIP I ALMOST FEEL LIKE YOU WERE AT OUR LAST MEETING CARMEN VEGA WHO YOU KNOW LEADS PARENT UNIVERSITY AND OUR WONDERFUL CHIEF SANCHEZ ARE REALLY WORKING AROUND EXACTLY WHAT YOU JUST DELINEATED LIKE IN WHAT WAYS CAN WE REINVIGORATE PARENT UNIVERSITY DURING THE PANDEMIC? WE WENT TO THIS YOU KNOW, LIKE MANY OF US INTO ZOOM SO WE HAD WORKSHOPS AND THINGS FOR PARENTS VIA ZOOM WHICH WORKED FOR THAT TIME AND NOW IT'S MORE OF A HYBRID MODEL BUT WE'RE RECOGNIZING IS THAT OUR COMMUNITY NEEDS TO COME TOGETHER. SO ONE OF THE THINGS THAT'S REALLY NEEDING TO SHIFT ESPECIALLY POST-PANDEMIC IS RELYING LESS ON THE ZOOM AND REALLY GOING INTO COMMUNITIES MUCH MORE AND HAVING MORE OPPORTUNITIES FOR ALSO A PUSH IN MODEL AT THE SCHOOL LEVEL AND ALSO BRINGING FOLKS TOGETHER AND CARMEN AND MAGALI ARE REALLY WORKING ON THOSE PIECES RIGHT NOW. I LOVE THAT AND I ALSO THINK THAT AND I HAVE TWO MORE THINGS BEFORE MY TIME IS UP. ONE IS THAT I'VE WORKED WITH THE SUMNER AND THE CONDON SCHOOL RECENTLY REACHED OUT TO OUR OFFICE AND SO WE'VE BEEN TRYING TO WORK WITH THEM ON DEVELOPING THEIR FAMILY ENGAGEMENT FOR SPANISH SPEAKERS BECAUSE THE PARENTS WHO DON'T SPEAK ENGLISH REALLY DON'T UNDERSTAND PARENT COUNCILS AND SO WE'VE BEEN DOING SOME TRAINING AND SOME EDUCATION WORK BUT THAT SHOULD NOT BE COMING OUT OF MY OFFICE OR I THINK THAT THAT'S SOMETHING THAT I THINK THAT THERE SHOULD BE A LINE ITEM SPECIFICALLY FOR NATIVE LANGUAGE FAMILY ENGAGEMENT, DEVELOPMENT LEADERSHIP DEVELOPMENT AND I THINK COUNCILOR ANDERSON HAS BEEN TALKING A LOT ABOUT ESL AND SUPPORTS FOR ENGLISH LANGUAGE WHERE PARENTS AND I THINK THERE'S AN OPPORTUNITY FOR US TO SUPPORT THAT WORK BECAUSE THOSE THAT ARE PARENTS THAT CAN WORK WITHIN BPC AND IF WE'RE REALLY LOOKING AT WORKFORCE DEVELOPMENT PARENTS ARE THE ONES THAT SHOULD BE WORKING IN OUR SCHOOLS AND THERE'S WAYS FOR YOU ALL TO CREATE A PIPELINE AND THEN SINCE I'M TALKING ABOUT WORKFORCE DEVELOPMENT SAM, THIS IS SPECIFICALLY FOR YOU AND I WAS ALSO AT THE MCCORMICK AND THEY ALL TALKED ABOUT THE FOOD SO I JUST WANT TO GIVE A SHOUT OUT TO THOSE STUDENTS WHO ARE ADVOCATING SO MUCH AROUND FOOD BECAUSE I'M HERE FOR ALL OF IT BUT I WANT TO TALK ABOUT THE BUS MONITORS.  I REALLY WANT TO TALK ABOUT THE BUS DRIVERS AND I THINK THAT,  YOU KNOW, WE ARE CONCERNED ABOUT THEIR QUALITY OF LIFE AND WHAT WE'RE GOING TO BE DOING TO SUPPORT HIGHER WAGES.  I KNOW THERE'S YOU CAN'T SPEAK TO ALL OF THAT BUT I'D LIKE TO HEAR WHAT ARE WE DOING TO INCREASE THE QUALITY OF LIFE FOR OUR BUS MONITORS?  SURE. SO THANK YOU FOR THAT QUESTION COMES TO ME AND I'LL JUST STEVE I START BY SAYING IS WE'VE BEEN VERY INTENTIONAL ON FOCUS IN ON SOME OF THE LOWEST PAID WORKERS IN OUR DISTRICT IN LOOKING FOR STRATEGIES AND WAYS TO INCREASE THAT MAP. WE REPORT BRIEFLY AND THEN ROSENGARD GO INTO MORE DETAIL. WE DID INCREASE THE SALARY OF PAY FOR THE BUS MODELS UNION CLASS COLLECTIVE BARGAINING AGREEMENT FOR THAT VERY REASON AND WE'RE GOING TO LOOK FOR WAYS TO DO THAT ACROSS THE DISTRICT.  AS FAR AS THE PIPELINE FOR PARENTS, I ALSO WANT TO COMMEND YOU FOR RAISING THAT BECAUSE WE DID HAVE SOME SUCCESS WITH THAT IN OUR FOOD SERVICE DEPARTMENT. SO WE ARE ABLE TO TAKE ON BOARD CAFETERIA STAFF AND SUPPORT THEM WITH THAT AS WELL. SO WE'RE SENSITIVE TO OUR BUT SO AS THE BUS MONITORS GO MORE SENSITIVE TO THE SALARY, SENSITIVE TO THE WAGE NEEDS AND WE'VE DONE SOME WORK AND I'M GOING TO SAY SOMETHING AND I SAID THIS AT MY LAST HEARING YES, I APPRECIATE PARENTS GOING INTO THE FOOD SERVICES BUT I REALLY WANT CPS JUST TO STRETCH THEMSELVES BECAUSE NOT ALL PARENTS ARE JUST GOING TO WORK AND I'M JUST I'M JUST GIVING YOU AN EXAMPLE BECAUSE YOU KNOW ,I APPRECIATE HAVING SOME PEOPLE'S REACTION TO THAT BECAUSE I APPRECIATE YOUR MOM HAS WORKED IN THE FOOD INDUSTRY FOR THE PAST 26 YEARS AND SHE'S JUST NOW LITERALLY MAKING 20 SOMETHING THAT I'M JUST GIVING YOU AN EXAMPLE THAT WE'RE GETTING FAMILIES INTO OUR PIPELINE. I'LL GIVE YOU AN EXAMPLE OF OUR CULTURAL TRAINING THAT WE'RE DOING WITH OUR PARENTS AS WELL BECAUSE I NEED THEM TO SIT IN YOUR SEATS. I DO TOO. YES. RIGHT. OKAY. THANK YOU. LET ME AND JUST TO ADD ON TO IT WHAT SAM TALKED ABOUT I THINK YOU KNOW, CERTAINLY THE YOU KNOW, THE WAGE PIECE IS ONE BUT I THINK THE OTHER AREA THAT WE'RE REALLY FOCUSED ON IS PROVIDING A PIPELINE AND PROVIDING KIND OF PROGRESSION AND CAREER OPPORTUNITIES FOR OUR TRANSPORTATION STAFF. AND SO ONE OF THE THINGS THAT I'M REALLY PROUD OF OVER THE PAST COUPLE OF YEARS THAT YOU KNOW, THE TEAM AND BP'S HAS DONE IS PUTTING IN PLACE THAT THAT PAID CDL TRAINING FOR YOU KNOW, OUR BUS DRIVERS WHICH REALLY OPENED UP THE PIPELINE OF WHO WE COULD HIRE TO BE A BUS DRIVER. YOU KNOW, PREVIOUSLY YOU HAD TO COME IN FULLY CREDENTIALED WHICH TAKES YOU KNOW IT TAKES SEVEN WEEKS AND FIVE OR $6,000 TO GET THAT CREDENTIAL ON YOUR OWN AND NOW WE CAN HIRE FOLKS WITHOUT IT AND HAVE TRANSDEV STAFF PAY THEM WHILE THEY'RE BEING PAID AND EMPLOYED BY US. AND WITHIN THE BUS MONITOR'S CONTRACT ACTUALLY THERE'S A PORTION OF THOSE YOU KNOW, TRAINEE POSITIONS SET ASIDE FOR BUS MONITORS EVERY YEAR FOR BUS MONITORS TO, YOU KNOW, GET THAT TRAINING AND TO BECOME BUS DRIVERS AND SO YOU KNOW, I THINK THAT'S JUST SOMETHING THAT THAT I'M PROUD OF THE TEAM FOR FOR WORKING ON AND JUST WANTED TO HIGHLIGHT THAT WE'RE REALLY FOCUSED ON PROVIDING THOSE THOSE PATHWAYS.  THANK YOU. THANK YOU COUNCILOR ME HERE COUNSELOR BREADON ON THE FLOOR. JOYCE THANK YOU. THANK YOU EVERYONE FOR BEING HERE THIS MORNING. I'M GOING TO GO UPSTREAM A LITTLE FROM THE ACTUAL SHARP END OF THE SPEAR. ONE OF THE SERVICES ARE DELIVERED GO INTO THE WEEDS A LITTLE ON THE INTERNAL OPERATIONS.  I JUST I'VE BEEN READING A REPORT THE BOSTON PUBLIC SCHOOLS OFFICE OF INTERNAL AUDIT WHICH WAS PRODUCED IN MARCH OF 2019 AND IT RECOMMENDED THAT THAT RECOMMENDED TO US AN EXECUTIVE THAT THEY HAD ESTABLISHED A TASK FORCE FROM DIVERSE BACKGROUNDS AND EXPERIENCE. THEY CREATED A MISSION STATEMENT.  THEY CONSIDERED MULTIPLE SOURCES OF INFORMATION AND INVOLVED LEGAL ADVISORS FROM BP'S IN BOSTON CITY BOSTON CITY OF BOSTON LEGAL COUNCILOR ETC. AND THEY PRODUCED RECOMMENDED ACTIONS TO SUPPORT ESTABLISHING A AN INTERNAL AUDIT POLICY. AND I'M JUST WONDERING DO WE HAVE AN OFFICE OF INTERNAL AUDITS AND AND AND BP'S YES SO WE'VE CERTAINLY DONE A LOT OF WORK SINCE THEN AND WE'VE ESSENTIALLY SPLIT THE WORK INTO TWO PIECES THAT SIT TWO SLIGHTLY DIFFERENT PLACES AND PARTS OF THEY CAN CHECK EACH OTHER.  FIRST IS WE HAVE FOR THE PORTION OF THAT THAT RELATES TO FINANCE IN PARTICULAR WE HAVE AN OFFICE OF INTERNAL CONTROLS AND FINANCIAL PROCEDURES BUILT INTO THE FINANCE DEPARTMENT NOW THAT WE DID NOT HAVE BEFORE BASED ON THE RECOMMENDATIONS FROM THAT AUDIT AND TWO OR THREE SUBSEQUENT AUDITS THAT WE JUST GO THROUGH EVERY YEAR AS A PART OF THAT. THE OTHER THING WE HAVE NOW IS A DIRECTOR OF COMPLIANCE AND RISK ASSESSMENT WHO REPORTS TO THE CHIEF OF STAFF DIRECTLY SO YOU DON'T HAVE A CHIEF AUDIT EXECUTIVE ON THE EXECUTIVE TEAM LIKE YOU KNOW WE DON'T SOMEBODY WHO'S SORT OF THE BUCK STOPS WITH THEM AND WE DON'T HAVE RESPONSIBLE WE DON'T HAVE A CHIEF AUDIT EXECUTIVE BECAUSE WE ARE A CITY DEPARTMENT AND THE CITY AUDITOR IS OUR CHIEF AUDIT EXECUTIVE. OKAY, I'M SORRY WE DID ESTABLISH SOME MORE INTERNAL CONTROLS WITHIN BP AS IS IS WHAT I WOULD SAY DONE. SO THE MISSION STATEMENT WAS TO ENHANCE AND PROTECT ORGANIZATIONAL VALUE BY PROVIDING RISK BASED ON OBJECTIVE ASSURANCE AND ADVICE AND INSIGHT. THE OFFICE OF INTERNAL AUDIT HELPS THE CITY OF BOSTON SCHOOL BOSTON PUBLIC SCHOOLS TO ACCOMPLISH THEIR MISSION BY BRINGING A SYSTEMIC, DISCIPLINED APPROACH TO EVALUATE AND IMPROVE THE EFFECTIVENESS OF GOVERNANCE,  RISK ASSESSMENT, RISK MANAGEMENT AND CONTROL IT SEEMS TO US. SO WE DIDN'T GO DOWN THAT ROAD AND FOLLOW THOSE RECOMMENDATIONS OF HAVING A CHIEF EXECUTIVE, A CHIEF AUDIT EXECUTIVE PERSON.  WE DIDN'T DO THAT. WE DON'T HAVE A CHIEF POSITION IN IN THE DEPARTMENT AS THE AUDITOR BECAUSE THE CITY AUDITOR IS OUR CHIEF AUDITOR. OKAY.  ALL RIGHT. SO THAT BRINGS ME THEN TO IF IF IF WE'RE NOT DOING A VERY GOOD JOB THEN WE'RE NOT DOING A VERY GOOD JOB AT MONITORING INDEPENDENT AUDITS OF FEDERAL GRANTS FOR EXAMPLE, GOING BACK TO 2015 IS HIGHLIGHTING SOME SIGNIFICANT DEFICIENCIES MATERIAL WEAKNESSES IN THINGS LIKE WHAT DOES IT SAY 2020 TO TITLE ONE GRANTS FOR LOCAL EDUCATION AGENCIES SEPTEMBER FIRST 21 TO JUNE 30TH 2023 INTERNAL CONTROL AND COMPLIANCE OVER PAYROLL COSTS MATERIAL WEAKNESS 20 TITLE ONE GRANTS FOR LOCAL EDUCATION VARIOUS INTERNAL CONTROL AND COMPLIANCE OVER ANNUAL REPORT CARD HIGH SCHOOL GRADUATION RATES MATERIAL WEAKNESS SO YOU KNOW OUTSIDE AUDITORS ARE LOOKING AT WHAT WE ARE DOING AND PUTTING THIS IS PUTTING US AT RISK HERE. YEAH, WE'RE NOT DOING A GOOD JOB. WE NEED TO TIGHTEN UP HERE AND DO A BETTER JOB AT CONTROLLING HOW WE'RE SPENDING OUR MONEY ACCOUNTING FOR HOW WE'RE SPENDING OUR MONEY. SO BECAUSE THESE THIS IS THIS IS IMPORTANT. I REALLY APPRECIATE THAT AND I THINK I'M CAUTIOUSLY OPTIMISTIC THAT THE NEXT REPORT WE GET ON THAT AUDIT WHICH IS WRAPPING UP RIGHT NOW WILL SHOW WE'VE CLEARED TWO OR THREE OF THOSE FINDINGS. SO I THINK WE'VE DONE A LOT OF WORK OVER THE LAST COUPLE OF YEARS TO EXPAND THE OFFICE INSIDE BPOS FOCUSED ON INTERNAL AUDIT. WE HAVE A DIRECTOR OF OUR OFFICE AND SHE'S DONE A LOT OF WORK TO ENSURE THAT WE'RE CLEARING THESE AUDIT FINDINGS AND MAKING SURE OUR POLICIES AND PROCEDURES ARE UP TO SPEED. I CAN'T SEPARATE OUT JUST BRIEFLY I'D FOR THE LAST MAYBE ALMOST TWO YEARS SINCE I BEGAN TO WORK MORE CLOSELY WITH THE FINANCE DIVISION WE'VE DONE A TOP TO BOTTOM INTERNAL ANALYSIS AND ALL OF OUR WORKFLOWS FUNCTION AS ROLES RESPONSIBILITIES OF THE DIFFERENT FOLKS WITHIN THE FINANCE DEPARTMENT. SINCE THEN WE'VE ALSO CONSULTED WITH ABOUT 15 OR SO OTHER SCHOOL DISTRICTS IN CONSULTING WITH THE CANTERBURY CITY SCHOOLS AROUND OUR PRACTICES AND WE'VE DEVELOPED A STRATEGIC PLAN OF WORK THAT WE'RE DOING FOR THE DEPARTMENT THAT'S DIFFERENT THAN WHAT WE'VE BEEN DOING. VISIT PART IN THE PAST. I WOULD DESCRIBE THAT WE'VE DONE A GREAT JOB OF DEVELOPING BUDGETS BUT DONE A REALLY POOR JOB AT ACTUALLY SPENDING THE MONEY. I THINK THAT'S SOMETHING WE OWN AND I THINK THAT'S SOMETHING WE'RE WORKING ON IN SOME OF THE WORK THAT YOU'LL SEE WITH THE ADDED STAFF. FOR EXAMPLE, WE'VE EXPANDED OUR BUSINESS SURFACE OFFICE. WE'RE NOW FOCUSING ON OTHER AREAS OF THE UNIT AND I'M CONFIDENT WITH THE WORK THAT WE'VE DONE WITH THE DEPARTMENT A BETTER PLACE. SO THIS WAS A REPORT THAT WAS FUNDED BY BOSTON PUBLIC SCHOOLS WITH THE APPROVAL OF THE SCHOOL COMMITTEE IN 2019 AND I'M SURE THAT THESE ARE NOT THESE ARE NO SLOUCHES. THESE ARE PEOPLE FROM JOHN HANCOCK AND DELOITTE AND WOLFF AND COMPANY AND BENTLEY UNIVERSITY AND CAMBRIDGE SAVINGS BANK AND LIBERTY MUTUAL. THESE FOLKS KNOW WHAT THEY'RE TALKING ABOUT. WHY DID WE NOT FOLLOW THEIR RECOMMENDATIONS BECAUSE OF GRADE AND I CAN'T SPEAK TO WHY DIDN'T HAPPEN IN THE PAST BUT I KNOW UNDER MY LEADERSHIP WE'VE BEEN LASER FOCUSED ON HOW WE SPEND OUR MONEY AND LOOKING FOR WAYS HOW WE MONITOR TRACK WITHIN THE GRANTS WITHIN ALL THOSE AREAS THAT YOU'VE HIGHLIGHTED. WELL, I THINK I STILL THINK WE'RE DOING A SLOPPY JOB. WE ARE WE ARE GETTING BETTER AT WANT TO OF THIS BUDGET THIS BUDGET IS $1.8 BILLION AND THAT INCLUDES THE PILOT FUNDING TRUCK PILOT PAYMENT, A LOT OF TAXES. YES. NO, NOT KIND OF THE PAYMENT IN LIEU OF TAXES THE GRANT FUNDING THE CHARTER SCHOOL FUNDING 1.8 BILLION THAT'S MORE THAN ONE THIRD OF THE ENTIRE CITY BUDGET EVERY YEAR DEPARTMENTS COMING IN AND WE'RE GRILLING THEM FROM HOURS HOURS TO ACCOUNT FOR HOW THEY SPEND $4 MILLION AND YOU FOLKS ARE GETTING $1.8 BILLION AND YOU DON'T HAVE A ROBUST INTERNAL AUDITING PROCESS FOLLOWING RECOMMENDATIONS FROM A HIGH LEVEL GROUP THAT COMMITTED IN 2019 AND SAID THIS IS WHAT YOU NEED TO DO TO TIGHTEN UP. THIS IS SLOPPY AND IT'S UNACCEPTABLE AND THE FOLKS AND WE'RE CUTTING MONEY FROM THE COALFACE FROM CLASSROOMS, WE'RE TAKING MONEY OUT OF CLASSROOMS AND WE CAN'T GET OUR ACT TOGETHER. THIS IS NOT A THIS IS NOT GOOD . I APPRECIATE THE FEEDBACK CONCENTRATOR SO THESE REPORTS FINDING THREE TITLE ONE INTERNAL AND CONTROL CONTROL AND COMPLIANCE OVER ANNUAL REPORT CARD HIGH SCHOOL GRADUATION RATES MATERIAL WEAKNESS RECURRING PRIOR YEAR FINDINGS MUST WE MUST REPORT GRADUATION RATE DATA USING A FOUR YEAR ADJUSTED COHORT TO REMOVE A STUDENT FROM A COHORT MUST CONFLICT. WE MUST CONFIRM IN WRITING THAT A STUDENT TRANSFERRED OUT EMIGRATED ARE TO THEIR MOTHER HOME COUNTRY OR DECEASED.  NINE OUT OF THE 16 STUDENTS REMOVED FROM THE BPP'S STUDENT INFORMATION MANAGEMENT SYSTEM BEEPS COULD NOT PROVIDE ANY WRITTEN DOCUMENTATION INSUFFICIENT REVIEW OF DOCUMENTATION BEFORE REMOVAL . IT IS MISSTATING THE NUMBER OF STUDENTS AND ADJUSTED COHORTS IN THE APRIL TO JUNE 20, 22 EPS CONTRACTED WITH ERNST AND YOUNG TO COMPLETE A REVIEW AND MAKE RECOMMENDATIONS OVER STUDENT WITHDRAWAL OF HOW STUDENTS WERE REMOVED. HOW DO WE TRACK AS THE MONEY GOES WITH THE STUDENT, HOW ARE WE TRACKING WHO'S HERE AND WHO'S STILL HERE AND WHERE DID THEY GO? SO THAT I WAS A PART OF THE TEAM THAT WORKED WITH ERNST AND YOUNG TO DEVELOP THE RECOMMENDATIONS FOR IMPROVEMENTS TO OUR PROCESS SO IN THE MOST RECENT COHORT AFTER WE IMPLEMENTED THOSE RECOMMENDATIONS OF THE 60 SELECTIONS WE WERE ABLE TO PROVIDE DOCUMENTATION FOR EVERY SINGLE STUDENT AND WHERE THEY WENT. SO WE HAVE A ROBUST REBUILD PROCESS BASED ON THE RECOMMENDATIONS FROM PRINCETON YOUNG THAT SUPPLEMENT BEEN IMPLEMENTED AND I AM FAIRLY CONFIDENT THAT WE WILL BE THE MOST RECENT AUDIT WE'LL FIND WE WERE IN COMPLIANCE SO WOULD YOU BE ABLE TO PROVIDE THIS COUNCILOR WITH THE THE ERNST AND YOUNG REPORT WOULD LOVE TO TAKE A LOOK AT IT AND SEE WHAT I CAN GO BACK AND THROUGH.  OKAY.  A UNIFORM GUIDANCE AUDIT REQUIREMENTS FOR FEDERAL AWARDS CURRENTLY AVAILABLE THROUGH FINANCIAL YEAR 2022 ON THE CITY AUDITOR WEBSITE FINANCIAL YEAR 2022 TITLE ONE GLASS MONEY THAT PASSED THROUGH DST WAS $32,735,203.  THE TOTAL TOTAL FEDERAL GRANTS FROM THE U.S. DEPARTMENT OF EDUCATION WERE $114,478,400. FEDERAL GRANT DESIGNATES TITLE ONE AS A MAJOR PROGRAM AND ANY PROGRAM THAT GIVES US MORE THAN $3 MILLION IS A MAJOR PROGRAM. SO THE AUDIT FINDINGS FOR 2022 WHICH IS VERY RECENT FINDINGS ONE TITLE ONE INTERNAL CONTROL AND COMPLIANCE OVER PAYROLL COSTS WAS A MATERIAL WITNESS INSUFFICIENT SYSTEM FOR COLLECTING, FILING AND MAINTAINING SUPPORTING TIMESHEET DOCUMENTATION, UNSUPPORTED TRANSACTIONS WHICH REPRESENT 15% OF TEST AND BATCH INDICATING A SYSTEMIC PROBLEM SINCE FINANCIAL YEAR 22 INDEPENDENT CONTROL PROCEDURES OVER PAYROLL COSTS CHAIN CHARGED TO FEDERAL PROGRAMS OFFICE OF COMPLIANCE AND RISK MANAGEMENT FINDING TO TITLE ONE INTERNAL CONTROL OVER REPORTING THERE WAS A SIGNIFICANT DEFICIENCY DFC REQUIRES FULL FINANCIAL REPORT WITHIN 60 DAYS OF THE END DATE OF A GRANT AND A SAMPLE OF FOUR OUT OF 13 REPORTS THREE FILED OVER A YEAR LATE EVERY YEAR IT WAS THE CONSEQUENCES FOR FILING SOMETHING A YEAR LATE DST GRANTS MANAGEMENT A ALONE A PROCESS STANDARD FORM THEY HAVE A PROCESS STANDARD FORM AS IF ON ONE PIECE DOES NOT HAVE EFFECTIVE INTERNAL CONTROLS,  BP'S FINANCIAL DEPARTMENT WILL INDEPENDENTLY AND WITH WITH INDEPENDENT INTERNAL REVIEW CAN CREATE SO WE DON'T WE DON'T SEEM TO HAVE A STRONG IN IN-HOUSE REVIEW OF OUR QUALITY CONTROL OF OUR PROCESSES. THIS IS HUGE AMOUNT OF MONEY.  IT'S NOT THESE ARE NOT PEANUTS THAT WE'RE TALKING ABOUT SO IT SINCE THAT FY 22 AUDIT WE'VE SORT OF STOOD UP THIS OFF AUDITS THIS OFFICE OVER THE LAST 18 MONTHS WE HAVE A NEW DIRECTOR IN THERE WHO'S WHO'S RUNNING THE PROCESS. SO FOR EXAMPLE ON THE ISSUE OF TIMESHEETS RIGHT, WE'RE REQUIRED TO COLLECT HISTORICALLY A PAPER TIMESHEET FOR EVERY EMPLOYEE FOR EVERY DAY THEY WORK ACROSS THE ENTIRE SYSTEM AND THEN PRODUCE THEM FOR THE AUDITORS.  RIGHT. SO WE'VE HAD A CHALLENGE IN COLLECTING ACROSS ALL OUR SCHOOLS THOSE TIMESHEETS AND REPORTING THEM TO THE AUDITORS. SO WHAT WE'RE DOING IS REVAMPING OUR PROCESS FOR COLLECTING AND MANAGING ALL OF THOSE PAPER TIMESHEETS SO THAT WE CAN MAKE SURE THAT WHEN IT COMES TIME TO BE AUDITED THEY'RE WE CAN MAKE THEM AVAILABLE FOR THE AUDITORS IN A TIMELY FASHION.  SO YOU JUST MENTIONED A FEW MINUTES AGO ABOUT TRANSPORTATION AND HOW WE'RE NOT NECESSARILY REIMBURSED FOR SOME TRANSPORTATION COSTS THAT REQUIRES GOOD GOOD INFORMATION MANAGEMENT AS WELL LIKE I THINK WE NEED TO TIGHTEN UP OUR SYSTEMS HERE.  YOU KNOW, THE FIRST MUNICIPAL RESEARCH BUREAU RECOMMENDED BUDGET BUT IT SEEMS THAT THEY SORT OF FELL OFF THEY FELL OFF IN THE MID THE TEENS 2016 2017 WHY DO WE NOT PRODUCE BUDGET BOOKS ANYMORE LIKE IT SEEMS LIKE FOR FOR US AS COUNCILORS WE HAVE TO REVIEW YOUR BUDGET AND APPROVE IT EVERY YEAR AND IT'S A LOT OF MONEY AND THE SORT OF HUGE RESPONSIVE THAT WE TAKE VERY SERIOUSLY BUT IT WOULD BE HELPFUL IF WE HAD A COHERENT AND ACCESSIBLE OVERVIEW OF YOUR ANNUAL BUDGET ,YOUR OUTCOME GOALS AND A APPROPRIATE LIST OF APPROPRIATIONS MONEY THAT YOU'VE APPROPRIATED AND AND THEN ACTUAL EXPENDITURES. WHY DO WE NOT DO THE BUDGET BOOKS ANYMORE? WHAT WE DO IN THE BUDGET BOOK FOR NEXT YEAR'S BUDGET VERY GOOD BECAUSE THIS IS WHAT WE'RE ASKING OF ALL OTHER DEPARTMENTS. WE'D LIKE AN ANNUAL REPORT TO FIGURE OUT WHAT YOUR GOALS WHAT'S WHAT'S GOING HERE AND THEN THE OTHER QUESTION I HAD WAS IN CONTRACTS IN LIGHT OF RECENT AND ONGOING LITIGATION, WE GET SUED WE'RE GETTING SUED A LOT THESE DAYS. I WOULD REALLY LIKE TO KNOW HOW MUCH IS SPENDING ON OUTSIDE LEGAL COUNCILOR TO TO DEFEND OURSELVES AGAINST AGAINST THAT AND IN THESE LITIGATION PROCEEDINGS I WILL HAVE TO GET YOU THAT NUMBER BUT I WILL BE ABLE TO DO IT BY THE END OF THE DAY TODAY I'M VERY GOOD I THINK AS MY TIME UP I YES, VERY GOOD. THANK YOU. THANK YOU, MR CHAIR.  THANK YOU FOR THE FEEDBACK AND SUMMARY PARDON. THANK YOU FOR THE FEEDBACK.  THANK YOU. THIS IS NOT SMALL THOUGH $1.8 BILLION IS A LOT OF MONEY AND I CAN SUBSTITUENTS ON A RESIDENCE IN THE CITY OF BOSTON WANT TO HOLD YOU ACCOUNTABLE FOR HOW IT'S MONEY SPENT. WE WANT TO SEE A QUALITY HIGH QUALITY EDUCATION.  WE SHOULD BE THE BEST SCHOOL DISTRICT IN THE COUNTRY, BEST URBAN SCHOOL DISTRICT IN THE COUNTRY AND WE CAN'T GET OUR ACT TOGETHER.  THANK YOU. THANK YOU. I THINK IT WOULD BE HELPFUL CFO IS IF WE HAD A RESPONSE TO WHAT HAS BEEN STOOD UP SINCE THE AUDIT THAT WOULD BE HELPFUL. AND THEN JUST FOR ME THE RISKS IN COMPLIANCE HOW BIG IS THAT TEAM?  SO THE OFFICE IS I THINK IT'S SIX PEOPLE RIGHT NOW, SIX PEOPLE THAT'S CURRENTLY WELL SORRY , SORRY . ONE OF THE POSITIONS IS VACANT SO SO FIVE PEOPLE THAT'S FIVE PEOPLE AND ONE WE'RE IN THE PROCESS AND ONE POSITION PRESS APPARENTLY LET ME BUT LET ME MAKE SURE I'VE GOT THAT RIGHT IN THE WRITTEN RESPONSE I CAN GIVE YOU THE THAT MAKE SURE I'VE GOT THAT NUMBER EXACTLY RIGHT. ALL RIGHT. THAT'S RIGHT. THE COUNCIL IN THE FOURTH YEAR ON THANK YOU MR THANK YOU MR CHAIR. THANK YOU TO THE ADMINISTRATION TEAM THAT IS HERE.  WHAT CAN WE DO TO ENSURE THAT THERE IS NO SCHOOL TRANSPORTATION CHALLENGES FOR OUR STUDENT ATHLETES?  HAVE WE MADE PROGRESS ON THAT ISSUE? YES, SURE MOTHER MR ROSENGARD COMES DOWN. MR AVERY'S HERE AS WELL.  SO A COUPLE YEARS AGO WE HAD A LOT OF CHALLENGES WITH OUR TRANSPORTATION WITHOUT FEDEX AND LIKE WE'VE DONE WE'VE REALLY GOT TO THE ROOT THE PROBLEM BY TALKING TO STUDENT ATHLETES, COACHES, ATHLETIC DIRECTORS, COORDINATORS YOU KNOW, WORKING WITH OUR TRANSDEV STAFF AND WITHIN THE CONFINES OF THE COLLECTIVE BARGAINING AGREEMENT FOR THE DRIVERS WE BUILT A SYSTEM WHERE WE'RE ABLE TO BETTER PROVIDE THE SERVICES SO WE'VE SIGNIFICANTLY IMPROVED IT AND I'LL TURN IT OVER TO THE TEAM TO GIVE MORE DETAIL.  YEAH, THANK YOU SAM AND YEAH, AS AS SAM NOTED I THINK YOU KNOW WHERE WE WERE LAST YEAR TWO YEARS AGO WHEN WE HAD A REALLY SIGNIFICANT DRIVER STAFFING THERE WERE YOU KNOW, PERSISTENT AND REGULAR TRANSPORTATION CHALLENGES YOU KNOW, BOTH FOR OUR NORMAL TO SCHOOL TRANSPORTATION AND ALSO FOR ATHLETICS AS WELL. AND THERE WAS YOU KNOW, VERY REAL IMPACTS THERE ON STUDENTS I THINK SINCE WE'VE GOTTEN BACK TO, YOU KNOW, FULLY STAFFED WITH BUS DRIVERS.  WE'VE BEEN ABLE TO I THINK DO A MUCH BETTER JOB THERE. FOR INSTANCE, LAST SPRING WE HAD 97% OF OUR ATHLETICS TRANSPORTATION TRIPS COVERED ON TIME AND YOU KNOW, WE'VE BEEN YOU KNOW SIMILAR HIGHER RATES SO FAR THIS SCHOOL YEAR I KNOW WE'VE HAD YOU KNOW DAYS IN THERE THAT HAVE NOT BEEN GREAT AND YOU KNOW, ONE OF THOSE OCCURRED YOU KNOW NOT NOT TOO LONG AGO AND YOU KNOW, WE'VE BEEN WORKING REALLY CLOSELY THE TRANSPORTATION AND ATHLETICS TEAMS TOGETHER TO KIND OF , YOU KNOW, LOOK INTO THAT, YOU KNOW, AND AND KIND OF DEEP DIVE AND THINK ABOUT WHAT DO WE NEED TO CHANGE GOING FORWARD.  I THINK, YOU KNOW, FOR A LITTLE BIT OF CONTEXT OUR ATHLETICS TRANSPORTATION IS ASSIGNED THROUGH WHAT WE CALL CHARTER TRANSPORTATION ON A DAILY BASIS TO OUR DRIVERS AND YOU KNOW, WE HAVE KIND OF SOME OPERATION GUARDRAILS AND CAPACITY IN THERE WHERE WE TYPICALLY CAN ACCOMMODATE ABOUT 30 TO 35 ATHLETICS TRIPS PER DAY.  AND YOU KNOW, WE'VE HAD SOME DAYS WHERE THE NUMBER OF REQUESTED TRIPS WAS MUCH HIGHER AND ALTHOUGH WE ABLE TO COVER MOST OF THEM THERE WERE A HANDFUL OF TRIPS THAT DID NOT RECEIVE COVERAGE ON TIME.  AND SO YOU KNOW, WE'VE BEEN LIKE I SAID, WORKING REALLY CLOSELY WITH THE ATHLETICS TEAM TO THINK ABOUT HOW DO WE CHANGE SCHEDULE AND HOW DO WE IMPROVE SCHEDULING. SO YOU KNOW, AVERY WANTED TO ADD ANYTHING TALKING ABOUT AND YOU COULD TALK TO THAT. YES, HE WAS I DIDN'T GET THE AUDIBLE EXCUSE ME . YEAH. AND I THINK JUST TO FOLLOW UP WITH DAN, OBVIOUSLY WE'RE VERY FAMILIAR WITH THE EFFORT THE TRANSPORTATION OPERATION AND KIND OF UNDERSTANDING THE INS AND OUTS AND WHAT WE NEED TO BE AWARE OF AS WE SCHEDULE WHAT THINGS ARE CHALLENGING JUST IN THE OVERALL CAPACITY, WHAT WE HAVE TO TO SCHEDULE FOR TRANSPORTATION. SO I THINK DAY IN AND DAY OUT WE'RE DISCUSSING WE HAVE A RHYTHM AND A CADENCE OF COMMUNICATION TO REALLY UNDERSTAND WHEN THERE'S GOING TO BE DAYS WITH CHALLENGES.  WE ALSO HAVE TO UNDERSTAND WE'RE DEALING IN SEASONS AND IN TIMES IN THE FALL IN THE SPRING WHERE WEATHER IMPACTS WHAT WE DO AND SOMETIMES RESCHEDULING AND MOVING THINGS AROUND CAN KIND OF CAUSE A CHALLENGE FOR ALL OF US IN TERMS OF EXECUTING OUR PIECE. SO OUR LINES OF COMMUNICATION ARE OPEN WE UNDERSTAND I THINK AS I SPOKE ABOUT BEFORE, WE ARE WAY AHEAD IN TERMS OF OUR SCHEDULING AND LAYING OUT WHAT WE NEED ON A DAILY BASIS MOVING FORWARD.  WE WILL WORK WITH DAN AND ARE VERY COGNIZANT OF THOSE NUMBERS THAT THAT HE FEELS CONFIDENT THAT TRANSPORTATION CAN COVER ON A DAILY BASIS AND WE NEED TO KIND OF BE AWARE OF THERE ARE GOING TO BE DAYS THAT WE WE PUSH IT YOU KNOW, WE HAVE TO PUSH IT JUST BASED ON SCHEDULING NEEDS. BUT I THINK DRAWING IT WAY BACK AND LOOKING AT THAT BASELINE NUMBER THAT HE HAS 30 TRIPS WHICH IS KIND OF TOTAL AND LOOKING AT HOW WE BALANCE THAT WITH HOME IN A WAYS AND IN BOSTON AND OUT OF BOSTON TRIPS IS AN IMPORTANT PIECE THAT WE HAVE TO DO AND WE'LL CONTINUE TO WORK ON AND WE'VE ALSO ADDED MORE COMMUNICATION TO COACHES AND SCHOOL STAFF ABOUT THOSE CANCELLATIONS IF THERE ARE ANY. THANK YOU. IT'S GOOD TO HEAR THAT AS LONG AS AS LONG AS WE ALL KNOW GOING FORWARD THAT THERE WILL ALWAYS BE BUSSES TO PICK UP STUDENTS. SO THAT'S THAT'S WHAT I'M I'M GLAD TO HEAR THAT THERE WON'T BE ANY MORE CHALLENGES.  SO THANK YOU FOR THANK YOU FOR HIGHLIGHTING THAT BUT RESOURCES TO WE HAVE FOR STUDENTS AND FAMILIES WHO HAVE WITNESSED OR IMPACTED BY SCHOOL SAFETY INCIDENTS COMES FROM RESPONSIBLE.  SO WE HAVE MULTIPLE RESOURCES FOR FOR BUT WE WE ALSO WORK WITH OUR TEAM TO ENSURE THAT FAMILIES BECAUSE EVERY SITUATION IS DIFFERENT WE MAKE SURE THEY GET THE APPROPRIATE RESPONSE TO THEIR NEEDS VIA OUR SOCIAL WORKERS. WE HAVE A CRISIS RESPONSE TEAM WITHIN SAFETY. THERE'S EMERGENCY THERE'S OUR EMERGENCY RESPONSE TEAM. IT VARIES BY THE NEED BUT THE RESOURCES COULD INCLUDE ANYWHERE FROM MENTAL HEALTH SUPPORT, HOUSING SUPPORT, FOODS SUPPORT.  SO THERE IS THANK YOU. I I FEEL TO NEGLECT ALSO I WANT TO ACKNOWLEDGE KARLA TANKO WHO HAS BEEN HELPFUL IN RESPONDING TO SOME ISSUES I'VE HAD ON SCHOOL TRANSPORTATION.  SO I JUST WANT TO SAY THANK YOU TO KARLA AND THE THE TEAM THAT SHE'S WITH. SO I JUST WANT TO SAY THANK YOU . LET ME GO TO A QUESTION I RECEIVED FROM ONE OF THE FROM A PARENT DOES EVERY SCHOOL HAVE AN ARTS AND ARTS PROGRAM AND A MUSIC PROGRAM? YOU KNOW, TO GET THAT DATA I CAN CERTAINLY PULL UP THAT DATA FOR YOU. I THINK IT VARIES. OKAY.  IF A STUDENT HAS DIETARY RESTRICTIONS, HOW DOES WORK WITH THEM, WITH THE STUDENT, WITH THE FAMILY TO ENSURE THAT THE SCHOOL MEALS THAT THEY HAVE IS OKAY?  DOES THIS COVER STUDENTS WHO RECEIVE FREE SCHOOL LUNCH ALSO YEAH WE HAVE A PROCESS BUT FAMILIES WOULD DISCLOSE THAT INFORMATION AND OUR STAFF TAKE THAT INTO CONSIDERATION AND WE ROLL OUT THE MENUS ACCORDINGLY FILLING OUT ANYTHING SO OUR FAMILIES WORK WITH THE NURSE AND WITH OUR CAFETERIA STAFF AND OUR MENU PLANNER. WE HAVE A MENU PLANNER WHO'S A REGISTERED DIETITIAN AND SHE WILL WORK WITH THE FAMILY TO UNDERSTAND WHAT THOSE DIETARY NEEDS ARE. CREATE A SPECIFIC MENU FOR THEM AND THEN TRAIN THE KITCHEN STAFF TO BE ABLE TO EXECUTE THAT MENU. OKAY.  MY FINAL MY FINAL QUESTION THIS SUMMER WILL BE COMING UP. WHAT ARE WE DOING FOR STUDENTS BPA STUDENTS THAT LIVE IN VHA DEVELOPMENTS? WHAT TYPE OF SERVICES ARE WE PROVIDING THEM? CERTAINLY FOOD ACCESS. SO SPORTS ARE AFTER THE AFTER SCHOOL ACTIVITIES BUT IS THERE ANYTHING ELSE THAT WE'RE OFFERING VHA VHA RESIDENTS WHO ARE BPA STUDENTS? YEAH. SO WE'RE TAKING A HOLISTIC APPROACH OF OUTREACH TO OUR STUDENTS AND YOU KNOW, WE'RE NOT REALLY DIFFERENTIATING WHERE THEY LIVE PER SE. SO WE ARE DOING LOT OF OUTREACH AND ADVOCACY AROUND LIKE WHAT PROGRAMS ARE AVAILABLE. WE'RE ALSO WORKING WITH OUR CITY COLLEAGUES AROUND DIFFERENT PROGRAMING AS WELL WITH OUR COMMUNITY CENTERS SWIM SAFE INITIATIVE ETC. SO WE ARE DOING BROADER ARE WE SO ENTIRELY INVOLVED?  THANK YOU. THANK YOU JIM CONSTABLE WELL I APOLOGIZE I DO HAVE TO LEAVE BUT COULD I RECOMMEND THAT MY MUCH HEAD OF TRANSPORTATION AND FOOD SERVICES COME DOWN IN MY ABSENCE? THEY CAN SURELY ANSWER ALL YOUR QUESTIONS PERFECT.  THANK YOU. THANK YOU, CARTER COUNCILOR FERNANDEZ ANDERSON, THE FLOOR IS YOURS.  THANK YOU, MR CHAIR.  I GUESS I'LL START WITH THERE ARE THREE SECTIONS HERE THAT I WANT TO ASK QUESTIONS ABOUT AND SPECIFICALLY WITH STUDENT SUPPORTS AND EXPERIENCE WITH $100,000 GRANT FROM THE SPECIAL OLYMPICS UCC YES.  HOW DOES BP'S PLAN TO ENHANCE INCLUSIVE SPORTS PROGRAMING AND FOSTER LEADERSHIP DEVELOPMENT AMONG STUDENTS BUT SPECIFICALLY I'D LIKE JUST ONE PERSON TO ANSWER AS THOROUGHLY AS POSSIBLE AND NOT TAKE TOO MUCH TOO LONG AS I HAVE A WHOLE LOT OF QUESTIONS.  WE DON'T WANT TO STAY HERE UNTIL LIKE 2:00 SO QUICK ANSWER IF POSSIBLE IN.  MY APOLOGIES IN ADVANCE FOR RUSHING YOU KNOW, AS A UNIFIED CHAMPION SCHOOL GRANT THROUGH SPECIAL OLYMPICS MASSACHUSETTS IS INTENDED AROUND CREATING MORE OPPORTUNITY FOR UNIFIED SPORTS IN SCHOOLS AND ALSO DEVELOPING A CULTURE OF ACCEPTANCE IN THE SCHOOLS. SO WE'VE BEEN WORKING WITH THE SCHOOLS KIND OF AS THEY'VE SELF-IDENTIFIED AND SET UP TO BE PART OF THE PROGRAM AND KIND OF MEET THEM WHERE THEY ARE. SOME BEEN ALL IN AND REALLY INTERESTED IN ADDING SPORTS DOING PROGRAMING AND OTHERS HAVE KIND OF MOVED AT A DIFFERENT PACE SO IT'S A OPENED GRANT WITH THE DISTRICT INTENDED ON OFFERING MORE OPPORTUNITIES FOR UNIFIED SPORTS AND UNIFIED COMMUNITIES IN OUR DISTRICT. THANK YOU SO MUCH.  TO GO BACK TO COUNCILOR FLYNN'S QUESTION WHICH I THOUGHT WAS REALLY GOOD UM CAN YOU TELL ME THE SCHOOLS THAT HAVE ARTS PROGRAM AND ALSO THE SCHOOLS THAT HAVE SPORTS AND IF YOU DON'T HAVE IT I WILL COME BACK IN ANOTHER ROUND BUT I'D LIKE TO HAVE IT HERE TODAY. GIVE ME THE WEBSITE I CAN LOOK IT UP THAT'S REALLY IMPORTANT FOR THIS CONVERSATION. SO JUST TO MAKE SURE WE HEARD YOU BECAUSE WE'RE GOING TO PULL THAT DATA FOR YOU THE YOU WANT TO KNOW SPORTS PROGRAMS BY SCHOOL AND ART PROGRAMS BY SCHOOL PLEASE.  OKAY. THANK YOU. GETTING THAT TOGETHER I THINK THERE WAS TWO COUNCILOR IN BRADEN'S QUESTION ABOUT THE BEPS INTERNAL AUDIT.  TELL ME SPECIFICALLY I THINK THE DEPUTY HAS LEFT BUT SUPER CHAIR HAS LEFT BUT SPECIFICALLY WHAT HAS HE DONE OR YOU GUYS HAVE DONE IN YOUR IN HIS LEADERSHIP TO IMPLEMENT RECOMMENDATIONS FROM THIS FROM THE AUDIT BECAUSE KEPT SAYING THANK YOU FOR I THINK THIS IS YOU SORRY WHAT'S YOUR NAME IT'S I THINK IT'S ME ACTUALLY FOR THE AUDIT FOR HOW TO BREAK THIS QUESTION SURE YEAH WELL DR. TO THE PINA AND THEN I THINK IT'S SIR WHAT'S YOUR NAME? CODY MACARTHUR. NO, I WROTE MY LAST NOTES. I GUESS I'M NOT LOOKING AT PEOPLE. NO. DAN ROSENGARD.  DAN SAM, SAM THE PEANUT WAS IN THIS SEAT, RIGHT? YOU YOUR ANSWERING FOR SAM? NO, NO, NO. JUST I CAN SPEAK. YOU'RE NOT ANSWERING FOR SAM.  I CAN ANSWER FOR SAM. GOT IT. THANK YOU SO WHAT DR. PEANUT DID WHEN?  ABOUT TWO YEARS AGO RIGHT AROUND WHEN THIS AUDIT FINDING CAME OUT WAS WE DID A TOP TO BOTTOM REVIEW OF POLICIES AND PROCEDURES ACROSS THE FINANCE DEPARTMENT BUT AS WELL AS OTHER IMPACTED OFFICES. SO FOR EXAMPLE PAYROLL OR OUR DATA AND CALCULATE IT TEAMS THAT WORK ON THE STUDENT WITHDRAWALS SO WE DID A FULL REVIEW OF POLICIES AND PROCEDURES. SOME OF THOSE INVOLVE OUTSIDE ENTITIES.  WE'VE HAD MULTIPLE OUTSIDE ENTITIES COME IN AND SUPPORT REVISING POLICIES AND PROCEDURES.  WE'VE ALSO OVER THE LAST TWO YEARS CREATED FINANCIAL CONTROLS TEAM THAT IS SPECIFICALLY WORKING ON COMPLIANCE, RESOLVING AUDIT FINDINGS AND IMPROVING PRACTICES AND PROCEDURES ACROSS THE SYSTEM. COULD YOU SEND ME SOMETHING ON THOSE PRACTICES?  THOSE CHANGE PRACTICES IS GOING TO IMPLEMENT THE RECOMMENDATIONS. SURE AND I CAN WRITE SOMETHING UP HERE SO HOPEFULLY REASSURE US THAT IS IT'S WORKING. YEAH, FOR SURE. THANK YOU.  WHAT IS THE FINANCIAL AUDIT TASK FORCE? IS THAT A THING ANYMORE AND LAST MEETING IN 19 I MEAN SORRY 2019 I, I DON'T BELIEVE IT IS I THINK IT'S ON YOUR WEBSITE. OKAY. I USED TO BE A THING.  MAYBE MAYBE I'LL TAKE A LOOK AT THAT. OKAY, THAT'S FINE. THANK YOU. AND WHAT MEASURES DOES BP'S TAKE TO ENSURE EQUITABLE DISTRIBUTION OF RESOURCES ACROSS VARIOUS STUDENT SUPPORT AND EXPERIENCE INITIATIVE INITIATIVES PARTICULARLY IN UNDERSERVED COMMUNITIES? I UNDERSTAND THE TIERS IN TERMS OF PRIORITIZING WHOLE CHILD AND ALL OF THAT THE WRAPAROUND STUFF, THE HOUSING STUFF AND THEN YOU HAVE THE LIAISONS, YOU HAVE THE SOCIAL WORKERS AND YESTERDAY WE TALKED A LOT ABOUT CLASSROOM PROGRAMS AND TRANSITIONING AND HOW IT'S AN OPTION FOR FOR EITHER NOT YELLOW BUT OPTION FOR CHILDREN WITH IEPS. RIGHT. HOWEVER, I THINK THAT YOU KNOW, WE'RE TALKING EQUITY HERE SO CAN YOU GIVE ME SORT OF THE STRUCTURE OF HOW YOU DISTRIBUTE RESOURCES EQUITABLY? FOR SURE. I THINK ESPECIALLY AS WE THINK ABOUT STUDENT SUPPORTS AND PARTNERSHIPS AND THAT SORT OF PART OF THE WORK BECAUSE THERE'S THERE'S THE ACADEMIC OF IT TOO, RIGHT. OF LIKE LOOKING AT WHAT STUDENTS NEED FOR SPECIAL EDUCATION DIRECT SERVICES OR ESL DIRECT SERVICES THAT WE TALKED ABOUT THAT YESTERDAY BUT THE FOR THE STUDENT SUPPORT SIDE OF THE WORLD ONE OF THE COMPONENTS OF WAYS AND FUNDING THAT WE STILL HAVE AND THAT WE ARE LOOKING TO BUILD INTO OUR NEW SYSTEM IS A DISTRIBUTION OF JUST SORT OF FLEXIBLE DISCRETIONARY RESOURCES FOR STUDENT SUPPORT FOR SCHOOLS BASED ON THE NEEDS OF STUDENTS. THAT'S NOT THE 2.2 MILLION WE TALKED ABOUT YESTERDAY. NO, IT'S DIFFERENT THAN THAT. YEAH, FOR SURE.  SO YOU CALL IT FLEXIBLE WORK FLEXIBLE RESOURCES AS I SAID IN THAT MOMENT AND SO CAN YOU GIVE ME A NUMBER TO THAT? WHAT'S THE AMOUNT?  SURE. SO ONE EXAMPLE IS ABOUT $6 MILLION FOR WHAT WE CALL THE PARTNERSHIP FUND. SO THAT'S A FUND THAT GOES TO OUR NEEDIEST I WANT SAY ABOUT A THIRD TO 40% OF SCHOOLS. IT'S ABOUT $6 MILLION AND IT'S SPECIFICALLY DESIGNED FOR SCHOOLS TO CREATE PARTNERSHIPS WITH OUTSIDE ORGANIZATIONS TO PROVIDE ADDITIONAL RESOURCES, ENRICHMENT AND OPPORTUNITIES FOR STUDENTS.  AND PART OF THE IDEA OF THAT ONE THAT WAS CREATED WAS SORT OF A DISTRICT POOL OF MONEY TO OFFSET WHAT IS A LOT OF LIKE SUPPLEMENTAL AND FUNDRAISING OR OTHER THINGS THAT ARE HAPPENING IN LOWER NEED SCHOOLS ALSO FUNDRAISING IT WAS SORT OF IN WE WERE SORT OF SAYING OKAY, THERE ARE SOME SCHOOL COMMUNITIES THAT MAYBE DON'T HAVE AS MUCH FUNDRAISING GOING ON SO WE'RE GOING TO GIVE THEM THIS MONEY TO SORT OF SUPPLEMENT THAT RIGHT TO SUPPLEMENT OR TO FUNDRAISE AS WELL.  WHAT WE'RE DOING THERE'S A FUNDRAISING COMPONENT AS WELL BUT YEAH, SO ABOUT IS THAT WITHIN INDIVIDUAL SCHOOLS OR SO EACH SCHOOL HAS A PARTNERSHIP FUND THAT THEY WORK WITH THEIR SCHOOL STATE COUNCIL OR GOVERNING BOARD OR PARENT COUNSELOR. I UNDERSTAND TO SORT OF FIGURE OUT WHAT THE RIGHT WHAT THE RIGHT SERVICES ARE FOR THEIR COMMUNITY.  THANK YOU. SO SPEAKING OF CONTRACTS, CONSIDERING THE SIGNIFICANT INCREASE IN THE BUDGET FOR CONTRACTOR SERVICES OF 9.9 SO AND SO MILLION WHICH REPRESENTS A 20% INCREASE, COULD YOU PROVIDE MORE INSIGHT INTO THE FACTORS YOU JUST MENTIONED 6 MILLION TO THIS PARTNERSHIP FUND WHAT'S THE OTHER 3.9 MILLION? YEAH. SO OUR CONTRACTED SERVICES INCREASE OUR COVERING A FEW DIFFERENT AREAS. ONE OF THE BIGGEST AREAS THAT'S IN HERE IS ACTUALLY FOOD PURCHASES WHICH IS ACTUALLY A CONTRACTED SERVICE. SO THE ONES WE STILL CONTRACT THE ONES WE STILL HAVE TO CONTRACT OUT. YEAH ARE SORT OF WONDERFUL LOCAL PARTNER FOR VENDOR MEALS IS A LITTLE BIT MORE EXPENSIVE THAN SOME OF OUR PREVIOUS PARTNERS IN RENT SO WE'VE NEEDED TO DO SOME INCREASED COST THERE.  THE OTHER THING IS JUST SORT OF AS WE'VE GIVEN SCHOOLS MONEY TO MOVE THINGS OFF OF ESSER SOME OF WHAT THAT IS DOING IS ALLOWING THEM TO MAINTAIN CONTRACTED SERVICES WITH PARTNERS OR OTHER OUTSIDE ORGANIZATIONS TO PROVIDE THAT WORK. FINALLY, ONE OTHER THING I WOULD JUST NOTE IS THAT WE ALSO USE OUR CONTRACTED SERVICES BUDGET TO PAY FOR OUT OF CONTRACTS FOR OUT OF DISTRICT SPECIAL EDUCATION AND THE RATES FOR THOSE ARE SET BY THE RATE ALLOWABLE RATE INCREASES FOR THAT ARE SET BY THE STATE.  THE MOST RECENT RATE INCREASE ALLOWED WAS 14% WHICH WAS A PRETTY SIGNIFICANT IMPACT ON OUR BUDGET.  NOW A PORTION OF THOSE ARE REIMBURSED BY THE STATE AS WELL SO THAT DID OFFSET IT TO A DEGREE BUT THAT IS SOMETHING THAT IS COSTING US MONEY IN THAT WAY AS WELL. I SPEAKING OF WELLNESS POLICY AND STUFF SO IN SCHOOL YEAR 2021 TO 22 EPS WELL THIS POLICY ANNUAL REPORT IT STATES THAT ONLY 55% OF SCHOOLS SERVING GRADES 9 TO 12 OFFER PHYSICAL EDUCATION TO ALL GRADES AS REQUIRED.  YOU SEE WHY I NEED THE FULL LIST IN THAT SAME DOCUMENT EPS RECOMMENDS THAT WE ADD ONE MORE P.E STAFF YET WE'RE SEEING A 5% REDUCTION IN PHYSICAL EDUCATION SPENDING AND OUR PROPOSAL WOULD RESULT IN LOSING ROUGHLY ABOUT FIVE F TS CAN YOU EXPLAIN THAT ? YES, I THINK WE CAN CERTAINLY TALK A LITTLE BIT ABOUT I KNOW YOU WANT TO TALK A LITTLE BIT ABOUT THE FIRST PART BY POPPING NUMBERS ON THE SECOND PART I GUESS LET'S GO TO THE NEXT QUESTION BECAUSE WE'RE LOSING TIME FOR SURE AND WE'LL COME BACK TO THAT. ANOTHER RECOMMENDATION FROM THE REPORT IS TO BUILD UPON AND IMPROVE SUPPORTS FOR LGBTQ U PLUS STUDENTS. I AM CURIOUS TO KNOW WHICH LINE ITEM OR LINE ITEMS IN THE BUDGET ACCOMMODATE THIS NEED.  FOR EXAMPLE, THE REPORT MENTIONED THAT THE NUMBER OF GSA'S IN SCHOOLS INCREASED WHICH IS GREAT BUT WHERE DOES THE FINANCIAL SUPPORT FOR THAT COME FROM?  SORRY , GO AHEAD. YES. HI. HOW ARE YOU?  I CAN TAKE THAT QUESTION FIRST AND THEN TRY TO BACKTRACK MAYBE TO HELP WITH THE FIRST ONE. SO IN SCHOOL YEAR I THINK IT WAS 2020 2122. RIGHT. BUT WE HIRED A A LGBTQ SCHOOL SUPPORT MANAGER SO THE DISTRICT HIRED THAT POSITION IN SCHOOL YEAR 2020 AND THAT PERSON IS IN YOU CALL IT A DISTRICT MANAGER SHE'S IT'S A DISTRICT SCHOOL SUPPORT MANAGER FOR LGBTQ POSITION. SO ANOTHER PERSON IN THE POSITION YES IS CALLED A SCHOOL SUPPORT MANAGER.  THANK YOU. AND THAT PERSON IS IN THE OFFICE OF SOCIAL WORK SO THE DISTRICT'S BUDGET COVERS THAT POSITION AND THAT WAS JUST AS OF 2020.  WHAT DID THEY DO TODAY THEN INCREASED CAPACITY UNDER THEIR MANAGEMENT? YES. SO THAT THEY ACTUALLY HAVE A RANGE OF PIECES THEY'RE BUILDING THE CAPACITY OF SOCIAL WORKERS AND OTHER SCHOOL STAFF AROUND CREATING SAFE AND SUPPORTIVE ENVIRONMENTS. WHAT HAVE THEY BEEN SINCE IT'S BEEN THREE YEARS? I'M SORRY , COULD YOU SAY THAT AGAIN? HOW SUCCESSFUL HAVE THEY BEEN? HAVE THEY INCREASED CAPACITY?  YES, THEY HAVE. WE DEFINITELY THEY PROVIDE AND I JUST WANT TO CLARIFY FIRST OF ALL, THAT PERSON I'M ACTUALLY IN THE DIVISION OF TEACHING AND LEARNING BUT AND THE OFFICE OF HEALTH AND WELLNESS COLLABORATES WITH THE EQUITY OFFICE AND THE THE THE STUDENT SUPPORT AND SOCIAL WORK OFFICE AROUND LGBTQ PLUS SUPPORT.  SO SOME OF THE LEVELS OF DETAILS I MIGHT NOT BE ABLE TO GIVE YOU LIKE ALL THE PROFESSIONAL DEVELOPMENTS THE NUMBER OF PEOPLE TRAINED BUT WE DO HAVE THAT AROUND THE LGBTQ PLUS SUPPORTS I WOULD SAY SPECIFIC TO GSA'S WHICH WAS YOUR QUESTION THE BUDGET ONE SEC I'M SORRY . YEAH SURE. I GUESS SPECIFICALLY THEN YOU DIDN'T ANSWER ME ABOUT CAPACITY YOU DON'T HAVE THE NUMBERS THAT I DO. I JUST I JUST WOULD NEED TO GET THAT WHICH WOULDN'T TAKE ME . I'LL ACTUALLY JUST SIT IN THAT. YEAH. AS A FOLLOW UP. YEAH BUT ALSO IF YOU COULD WRAP UP WITH THE CONNECTION TO THE LGBTQ OFFICE HERE THE MAYOR'S OFFICE OF LGBTQ URBAN COLLABORATION. YES. YES. SO WE DEFINITELY ARE COLLABORATE WITH THAT OFFICE LED BY OUR THE POSITION THAT I JUST MENTIONED SCHOOL SUPPORT MANAGER SO WE ARE COLLABORATING WITH THEM AND LIKE I SAID PROVIDING BOTH DISTRICT WIDE PROFESSIONAL DEVELOPMENT AS WELL AS INDIVIDUAL SUPPORTS TO SCHOOLS WITH PARTICULAR NEEDS IN THAT CATEGORY THERE THERE IS A CDC THERE WAS A CDC GRANT FOR THE LAST PROBABLY 11 YEARS THAT IS ENDING BUT WE'VE READ UP REAPPLIED FOR THAT COVERS THE COST OF A GSA COORDINATE.  OKAY. CDC, CDC, CENTERS FOR DISEASE CONTROL SPECIFIC TO HEALTH IT'S IT'S YES, IT'S REALLY IT'S IT COVERS SEXUAL HEALTH EDUCATION ,SEXUAL HEALTH SERVICES AS WELL AS VARIOUS SAFE AND SUPPORTIVE ENVIRONMENT STRATEGIES. AND SO THAT PARTICULAR GRANT FUNDS A GSA COORDINATOR AS WELL AS GSA AND THE GSA COORDINATOR BUILDS THE CAPACITY OF GSA SCHOOL BASED COORDINATORS AND THERE'S FUNDING FOR GSA'S AS WELL AS GSA LEADERSHIP SUMMIT. SO A LOT OF THAT FUNDING TO REALLY BUILD OUT THAT HAS IN THE PREVIOUS LIKE I SAID AS MANY AS 11 YEARS AND THIS SORRY THIS SHIRT THE SCHOOL SUPPORT WHICH IS AN OFFICE OF SOCIAL WORK PERSON MANAGER THEY'RE BUILDING CAPACITY ARE YOU GOING TO GIVE ME THOSE NUMBERS? YEAH COLLABORATING WITH MAYORS OFFICE BUT ALSO THEY'RE APPLYING FOR GRANTS BECAUSE THERE'S A NEED BUILD AND CORRECT STATES. GOT IT? YES. CAN WE GO TO THE FIRST QUESTION. YES. SO IT WAS SHOULD I I APPRECIATE IF YOU REPEAT IT YEAH THINK SIDE 21 TO 22 THE UPS WELLNESS POLICY ANNUAL REPORT THEY BASICALLY MADE A RECOMMENDATION ABOUT SPORTS AND WE'RE LOSING FOLKS THEY WAS LIKE OH YOU NEED TO INCREASE AND WE'RE LOSING ABOUT FIVE ACCORDING TO THE MATH RIGHT SO I JUST WANT TO CLARIFY FIRST ATHLETICS IS A DIFFERENT DEPARTMENT THAN PHYSICAL EDUCATION SO TEACHING AND LEARNING WHICH IS THE DIVISION THAT I'M OR THE DEPARTMENT ON PART OF MANAGES AND OVERSEES PHYSICAL EDUCATION, WORK ATHLETICS. I KNOW WE GET TO USE THOSE WORDS SOMETIMES WE USE THEM TOGETHER TO MEAN THE SAME BUT IN THEY'RE NOT FOR US. SO IN PHYSICAL EDUCATION I JUST WANT TO SAY THAT IN DOING SO I THINK HERE I WAS JUST ONLY SPECIFYING ABOUT DID NOT MENTION ATHLETICS, PHYSICAL EDUCATION, PHYSICAL EDUCATION SO I WANT TO BE REALLY ON A POSITIVE SIDE LAST YEAR AND THIS YEAR FOR THE FIRST TIME IN PROBABLY MORE THAN 20 YEARS EVERY SINGLE BPC SCHOOL HAS A PHYSICAL EDUCATION TEACHER. THIS IS A THING I GUARANTEE THIS THEY ALL HAVE PHYSICAL EDUCATION LAST YEAR AND THIS TIME YEAR FOR THE FIRST TIME OKAY I MEAN IT'S BEEN GOING UP OVER THE YEARS BUT WE FINALLY HIT 100% LAST YEAR AND OUR SCHOOL IT VARIES BY THE NUMBER OF STUDENTS SO THAT'S THE DETAILS THAT WE CAN GIVE YOU. I WILL SAY THAT I THINK WHAT REFERENCING IS IN THE NEXT YEAR'S BUDGET YOU'RE SEEING FOR SCHOOL YEAR POSSIBLY SOME DEGREE FOR COME DOWN I PERSONALLY DON'T HAVE EACH OF THE SCHOOL BASED BUDGETS I WILL TELL YOU THAT ESSER FUNDED MY OFFICE OF HEALTH AND WELLNESS TO HIRE AN ADDITIONAL AN ADDITIONAL THREE FTE TO BE DISTRIBUTED OUT TO SCHOOLS AND THOSE THREE WILL WILL NOT BE SUSTAINED. SO THOSE MIGHT NOT START TO MY MATH IS ACCURATE. YOU'RE SAYING LOOK, WE HAVE ONE PER SCHOOL MAYBE SOMETIMES MORE THAN ONE DEPENDING ON NUMBERS CORRECT STUDENTS. HOWEVER HERE IF YOU'RE GOING PER PUPIL AND WE'RE TALKING ABOUT THE IMPORTANCE OF PHYSICAL RIGHT EDUCATION AND WELLNESS, WE HAVE TO I THINK IT'S A MATTER OF CHOICE AND PRIORITIZE AND THIS IS WHAT THIS HEARING IS FOR, RIGHT? SO THAT WE'RE HAVING CONVERSATIONS AND AS COUNSELORS YOU THE EXPERTS ARE OFFERING US YOUR RECOMMENDATIONS OR EXPLANATIONS TO YOUR RECOMMENDATIONS AND WE'RE SAYING HOW ARE YOU PRIORITIZING THE WHOLE CHILD HERE WITH PHYSICAL AND IT SOUNDS LIKE WE'RE STILL IN THE DEFICIT. WE STILL HAVE A DEFICIT OFTEN IT COULD BE STAFFING OR IT COULD BE SCHEDULING. SO THERE'S ISSUES WITH YOU MAY HAVE A CERTAIN NUMBER OF STAFF BUT FITTING THE SCHEDULES OF ALL STUDENTS TO GET VISITED EVERY YEAR LIKE IS REQUIRED IS THE PART THAT IS A BIT OF A CHALLENGE PRIMARILY IN THE HIGH SCHOOL GRADES STILL BUT IT JUST WHAT WE WE ARE WORKING ON TO IMPROVE SO MUCH.  APPRECIATE YOUR ANSWERS. I HAVE TO SAY THANK YOU SO MUCH. I REALLY DISSATISFIED WITH THE LGBTQ STATUS AND SERVICES. I WOULD LOVE TO TALK ABOUT HOW WE CAN ENCOURAGE PEEPS TO DO MORE TO DO BETTER WITH THAT.  THAT'S REALLY DISHEARTENING TO HEAR THAT THEY'RE THIS THIS SCHOOL SUPPORT PERSON IS BUILDING CAPACITY WHEN WE GET THE NUMBERS I'LL BE ABLE TO MAKE A MORE DEFINITIVE POSITION ON THIS BUT IT SOUNDS LIKE WE'RE DEFINITELY WAY UNDER WHAT WE NEED TO SUPPORT A CUTE LOT STUDENTS.  THAT WAS MY TIME. YES. GOT IT. ARE WE?  THANK YOU SO MUCH, MR CHAIR. THANK YOU, COUNSELOR FITZGERALD ,THE FLOOR IS YOURS.  THANK YOU, CHAIR. THANK YOU ALL FOR COMING TODAY. VERY NICE TO MEET YOU. FIRST I'D LIKE TO JUST ECHO MY COLLEAGUE COUNCILOR BRADEN'S SENTIMENTS FROM EARLIER AS A BPP'S GRAD AND YOU KNOW, AS A PARENT OF TWO CHILDREN THAT BEEPS AND HOPEFULLY A THIRD AND A YEAR OR TWO. YOU KNOW, MY WIFE AND I ARE CONSTANTLY WONDERING IF WE'RE GIVING OUR CHILD THE BEST EDUCATIONAL OPPORTUNITY THAT WE COULD. RIGHT. AND WITH THE $1.8 BILLION BUDGET THERE SHOULD BE A GLUTTONY OF SERVICES SUPPORT ACTIVITIES, MUSIC SPORTS OVERWHELMING OUR STUDENTS AND OUR TEACHERS. AND YOU KNOW, HISTORICALLY WE KNOW THAT THE GROWTH HAS THERE'S NOT BEEN THERE AND I KNOW YOU GUYS ARE LOOKING TO RIGHT THAT SHIP.  SO I THINK IT'S A IT TAKES A LONG TIME TO TURN AROUND SOMETHING LIKE THIS THAT'S BEEN MIRED FOR SO LONG. SO I DO APPRECIATE YOUR EFFORT GOING FORWARD.  SO WE'VE HEARD A LOT ABOUT THIS GOAL OF HAVING ALL SERVICES PROVIDED AT ALL SCHOOLS SO THAT FOLKS CAN GO CLOSER TO THEIR HOME. RIGHT. THAT'S SORT OF A THEME THAT WE'VE BEEN TRYING TO SAY ABOUT HAVING THAT CHOICE. WHAT DOES THAT GOAL OF HAVING MORE SERVICES IN IT'S IN SCHOOLS CLOSER TO THE STUDENTS THAT NEED IT DO TO OUR TRANSPORTATION THINKING OR BUDGET LIKE IF THAT'S IF WE'RE GOING BECAUSE RIGHT NOW I CAN TELL YOU THAT YOU KNOW I LIVE ON THE SAME STREET AS MY SON SCHOOLS, SONS SCHOOL AND SO THE BEST PART OF MY DAY IS I GET TO WALK THEM UP THE HILL AND THAT'S AWESOME, RIGHT? IT'S IT'S THE BEST I KNOW NOT EVERYONE HAS THAT OPPORTUNITY BUT IF WE ARE THINKING ABOUT SORT OF BEING ABLE TO DO THAT,  HOW DOES THAT AFFECT IN THE FUTURE? HOW ARE WE THINKING ABOUT OKAY WELL THEN THAT MIGHT BE AN EFFECT ON THE ON THE TRANSPORTATION BUDGET. I MEAN TAKE IT. YEAH AND CERTAINLY YOU KNOW IT CAN ME TOO.  YEAH NO THANKS FOR THAT QUESTION COUNCILOR FITZGERALD AND THAT IS DEFINITELY A PIECE OF THE THINKING HERE AS THE DISTRICT MOVES TOWARDS INCLUSIVE EDUCATION IN ALL SCHOOLS THAT WILL ALLOW MORE STUDENTS TO ATTEND SCHOOL CLOSE TO HOME WHICH ALLOWS MORE STUDENTS TO WALK WHICH REDUCES THE THE OVERALL NEED FOR TRANSPORTATION AND ALSO FOCUSES TRANSPORTATION SERVICES ON THOSE STUDENTS WHO REALLY NEED IT BASED ON THEIR YOU KNOW, THEIR INDIVIDUALIZED NEEDS IN THEIR IEP OR 504 PLAN. SO WHAT I WOULD SAY IS YES, YOU KNOW, THE GOAL IS TO REDUCE THE OVERALL VOLUME OF TRANSPORTATION.  WHAT I WOULD ADD TO THAT IS THAT YOU KNOW, WE KNOW THIS IS GOING TO TAKE TIME. WE'RE NOT GOING TO SEE OVERNIGHT IMPACTS HERE. YOU KNOW, PARTICULARLY AS THE DISTRICT MAKES THESE TYPES OF CHANGES. YOU KNOW, IN ORDER TO MINIMIZE DISRUPTION FOR FAMILIES TYPICALLY, YOU KNOW, ALLOW FAMILIES WHO ARE ALREADY, YOU KNOW, AT A SCHOOL TO BE GRANDFATHERED IN AND SO THE IMPACT OF THIS IS GOING TO BE SEEN OVER MANY YEARS AS AS NEW COHORTS OF STUDENTS MOVE THROUGH THE DISTRICT. BUT I THINK THAT THEY WILL HAVE A, YOU KNOW, OVERALL POSITIVE BENEFIT ON OUR TRANSPORT NATION BOTH SPENDING AND OPERATIONS. THANK YOU. AND I'M NOT ASKING FOR A NUMBER BECAUSE I KNOW THAT WE DON'T KNOW THAT BUT IN IN A BALLPARK RATE THE SAVINGS THAT WE HOPE TO SEE I MEAN DO WE DO WE HAVE ANY INDICATION OF X AMOUNT OF STUDENT X PERCENTAGE OF STUDENTS SHOULD BE SHOULD START TO WALK TO SCHOOL AND OR YOU KNOW, FIND OTHER MODES OF TRANSPORTATION AND THAT SHOULD SAVE US X AMOUNT OF DOLLARS PER SE. SO I WHAT I WOULD SAY IS WE DON'T HAVE AN OVERALL BALLPARK. WE ARE WORKING CLOSELY WITH,  YOU KNOW, CAPITAL PLANNING OFFICE AS THEY'RE THINKING ABOUT, YOU KNOW, DIFFERENT PROPOSALS AND IDEAS AS WELL AS THE OFFICE OF SPECIALIZED SERVICES, YOU KNOW, IN SCHOOLS AS THEY'RE PUTTING TOGETHER THEIR INCLUSION PLANS TO EVALUATE KIND OF INDIVIDUAL PROPOSALS FOR REFERENCE, IF YOU WILL, TO THE EXTENT THAT IT'S HELPFUL. I MENTIONED EARLIER ABOUT A LITTLE OVER 22,000 STUDENTS RIGHT NOW RECEIVE YELLOW BUS TRANSPORTATION FROM THE DISTRICT ABOUT SIX BETWEEN SIX AND 7000 OF THOSE STUDENTS HAVE TRANSPORTATION IN THEIR IEP OR 504 PLAN WHILE THE REMAINING ABOUT 15,000 RECEIVE IT BASED ON THE SCHOOL THAT THEY ATTEND BEING MORE THAN A MILE OR A MILE AND A HALF FROM THEIR HOME ADDRESS AND IT'S SAID THANK YOU . THIS THIS THIS QUESTION MIGHT HAVE BEEN ANSWERED BUT SO IS THE ANSWER CAN BE BRIEFER.  BUT WITH THE INCREASE IN HOMELESSNESS AND THE NEWLY ARRIVED MIGRANT STUDENTS, WHAT HAS BEEN THE IMPACT ON THE BUDGET BOTH TRANSPORTATION WISE AND OTHER FOR FOR THE TRANSPORTATION BUDGET WE HAVE REQUESTED AND RECEIVED A $3.8 MILLION INCREASE IN FUNDS FOR PRIVATE TRANSPORTATION FOR STUDENTS IN TRANSITION FOR NEXT YEAR AND WE ARE HOPING THAT THE STATE WILL END UP REIMBURSING A PORTION OF THAT THROUGH THEIR EXISTING PROCESS. BUT I WILL SAY, YOU KNOW, THERE ARE THERE HAVE BEEN OTHER COSTS BESIDES TRANSPORTATION AS YOU MIGHT IMAGINE. BUT A LOT OF THE STUDENTS ARE GOING INTO EXISTING SEATS SO THE COSTS ARE LESS ABOUT THE THE ACADEMIC DIRECT INSTRUCTION AND MORE ABOUT ALL OF THOSE WRAPAROUND SERVICES THAT THAT STUDENTS ARE REQUIRING MAKING SURE THEY'RE GETTING GETTING WHAT THEY NEED. I THINK, YOU KNOW, AS WE LOOK FORWARD, I THINK THERE'S GOING TO BE A QUESTION ABOUT CAPACITY FOR PROGRAMS LIKE OUR LIFE PROGRAM STUDENTS LIVING INTERRUPTED FORMAL EDUCATION, MAKING SURE WE HAVE ENOUGH CAPACITY THERE AS WE SEE MORE RECENT ARRIVALS WITH INTERRUPTED FORMAL EDUCATION. BUT I THINK AS THE SUPERINTENDENT MENTIONED YESTERDAY, THIS PROGRAM WE'RE OPENING UP IN EAST BOSTON IS GOING TO HELP US BUILD MORE CAPACITY TO SERVE NEW ARRIVALS BETTER AND WHAT CAN WE DO TO HELP? I KNOW WHEN YOU TALK ABOUT THE STATE THE REIMBURSEMENT CAN HAPPEN. YEAH. FOR FOR TRANSIT FOR THE PRIVATE TRANSIT STUFF. YEAH. WHAT CAN WE DO AS A COUNCIL TO HELP MAKE SURE THAT FUND THE FUNDING IS APPROPRIATED SO WE KNOW WHAT IS THERE TO BE REFUNDED? I MEAN I THINK YOU KNOW JUST WORKING CLOSELY WITH OUR ADR TEAMS AS WE AS WE TALK ABOUT OUR PRIORITIES FOR THE STATE BUDGET IT'S ONE OF THOSE LITTLE UNSEXY ITEMS THAT ARE SORT OF ANNOYING TO PUT IN THE PACKAGE BECAUSE IT'S LIKE THE IT'S LIKE THE CHARTER REIMBURSEMENT.  IT'S THESE THINGS THAT LIKE THEY'RE NOT GREAT SELLS TO ANYBODY AS A STATE REP LIKE I WANT THIS FOR MY DISTRICT BUT THEY'RE REALLY GOOD SORT OF BUREAUCRATIC OPERATIONAL THINGS FOR US AND THEY REALLY DO I MEAN IT COULD BE A DIFFERENCE OF $3 MILLION. YEAH, WELL YOU KNOW HOW MUCH MONEY GETS PUT IN THAT PARTICULAR LINE ITEM BY THE STATE. SO IF WE WORK WITH OUR LOCAL ELECTED AS WELL TO HELP IT HELPS IT HELPS US JUST MAKE SURE THAT GETS FULLY FUNDED.  YOU KNOW? GOOD TO KNOW. I'M HAPPY TO HAVE A CONVERSATION LATER ABOUT WHAT EXACTLY THAT LOOKS LIKE. I APPRECIATE THAT. LET'S DO THAT.  WHAT ARE WE DOING AROUND FLEET ELECTRIFICATION AND ARE WE PURSUING STATE AND FEDERAL GRANTS THAT COULD HELP THAT?  YES, YOU KNOW, I REALLY APPRECIATE THAT QUESTION. WE'RE AGGRESSIVELY PURSUING ALL AVAILABLE FUNDING OPPORTUNITIES REALLY EXCITED THAT EARLIER JUST THIS YEAR WE IT WAS ANNOUNCED THAT WE HAD BEEN AWARDED $20 MILLION FOR THE EPA CLEAN SCHOOL BUS GRANT AND THEN JUST LAST WEEK ANOTHER TWO AND A HALF MILLION FROM THE MASSACHUSETTS CLEAN ENERGY CENTER GRANT THEIR GRANT PROGRAM.  AND SO COLLECTIVELY THOSE WILL ALLOW US TO PURCHASE MORE THAN 50 NEW ELECTRIC SCHOOL BUSSES. YOU KNOW, HOPEFULLY WE'LL PUT THE ORDER IN THIS SUMMER TO COME IN THE NEXT YEAR AND THEN HOPEFULLY ONWARD FROM THERE. AND DAN, CAN YOU TALK JUST A LITTLE BIT ABOUT OUR LEASE PURCHASE BUDGET THROUGH THE CITY, THE OPERATING FUNDS, WHAT THAT GOES TOWARDS? YEP. YES.  THANKS, DAVID. WE ALSO HAVE YOU KNOW, YEAR OVER YEAR LEASE PURCHASE FUNDS FROM THE CITY WHICH IS JUST FOR FLEET REPLACEMENT IN GENERAL. YOU KNOW OUR OUR BUSSES AVERAGE 7 TO 10 YEARS BEFORE WE WANT TO REPLACE THEM AND SO THOSE FUNDS ALSO ARE BEING USED 100% NOW TO YOU KNOW TAKE DIESEL AND PROPANE BUSSES OFF THE ROAD AND REPLACE THEM WITH ELECTRIC BUSSES. AND SO RIGHT NOW YOU KNOW WHAT ORDER 20 TO 25 BUSSES PER YEAR JUST THROUGH THE THE LEASE PURCHASE LINE WITH THE CITY AND I'LL JUST ADD AS WELL THAT WITH SOME CITY SUPPORT FROM CITY ARPA MONEY THE FEDERAL RELIEF PROGRAM WE WERE ABLE TO BUY WE'RE NOT QUITE DONE SPENDING IT WILL BE DONE THIS SUMMER BUT THAT ALLOWED US TO PURCHASE MORE CHARGING INFRASTRUCTURE AND OTHER THINGS LIKE THAT TO MAKE HELPING THIS PROGRAM POSSIBLE. SO IT'S BEEN A REAL IT'S FELT LIKE A REAL TEAM EFFORT ACROSS ALL OF THE SOURCES OF REVENUE.  NOW I MAY BE BEING A LITTLE BIT FACETIOUS BUT THE IDEA IS IN SEVEN YEARS WHEN WE'D HAVE TO REPLACE THOSE BUSSES WE CAN SAVE THAT MONEY BECAUSE MOST PEOPLE WILL BE WALKING TO SCHOOL AT THAT POINT. RIGHT. YOU KNOW THAT'S THE TRAIN THAT IS THE OC. I JUST WANT TO MAKE SURE WE'RE ON THE THAT LASTLY I'VE GOT MY OWN THOUGHTS ON YOU KNOW EDUCATION KNOWLEDGE BASE IN GENERAL AND I CALL IT MY IT'S MY OWN TRIPLE-A BOND RATING RIGHT OF OF ACADEMICS ATHLETICS AND THE ARTS AND THOSE THREE BUCKETS ARE REALLY YOU KNOW IF A KID CAN LEARN A LANGUAGE PLAY AN INSTRUMENT AND PLAY A SPORT I THINK YOU'RE GOING TO HAVE A PRETTY GOOD WELL-ROUNDED KID THAT WILL BE SUCCESSFUL IN LIFE AND SO THE DEBORAH SCHOOL IS IS THAT THE BOSTON MUSIC PROJECT THAT WAS AT THE DENVER SCHOOL THERE THEIR FUNDING GOT CUT.  WE HAD THEM PLAY HERE IN FRONT OF A WEDNESDAY COUNCIL MEETING JUST RECENTLY AS WELL TOO. I KNOW IT'S JUST KIND OF ADVOCATE FOR WHY THAT DECISION WAS MADE OR HOW THAT FUNDING GET CUT.  WHERE DID IT COME FROM ORIGINALLY WHERE THE BOSTON MUSIC PROJECT WILL NO LONGER BE FUNDING IN DENVER AT THE DENVER'S YEAH YEAH AND WHY ISN'T IT AT EVERY I MEAN THIS I WOULD LOVE TO SEE BY SOME MUSIC PROJECT AT EVERY SCHOOL SO A COUPLE OF THINGS ABOUT THAT AND FEEL FREE TO CUT ME OFF IF I GET TOO INTO THE WEEDS HERE I'LL GET FIRST OFF I JUST I'M NOT TOTALLY SURE EXACTLY WHAT THE FUNDING SOURCE WAS FOR THAT PARTICULAR PROGRAM AT THAT PARTICULAR SCHOOL BUT IT'S POSSIBLE IT WAS FUNDED WITH EXTRA DOLLARS THAT ARE COMING TO A CLOSE. I MIGHT BE OTHER THINGS. THE OTHER THING THAT'S JUST TRICKY ABOUT ALL OF OUR PARTNERS WHO WE ARE PAYING RIGHT IS THEY ARE TECHNICALLY SUPPLIERS IN THE SYSTEM AND THEY'RE GOVERNED BY CHAPTER 30 B PROCUREMENT. SO WE CAN'T JUST SAY WE WANT BOSTON MUSIC PROJECT UNFORTUNATELY THROUGHOUT THE CITY NO MATTER HOW WONDERFUL THE PARTNER IS. SO ONE OF THE BIG THINGS WE'RE WORKING ON RIGHT NOW IS TO DO LIKE BIDS AND REQUEST FOR PROPOSALS ACROSS THE CITY TO MAKE SURE THAT WE HAVE CONTRACTS WITH WONDERFUL SUPPLIERS WHO ARE READY TO COME IN AND PROVIDE THESE SERVICES TO OUR STUDENTS. AND SO IT VERY WELL MAY BE THE BOSTON MUSIC PROJECT WINS THAT BID OR THEY OR THEY MAY NOT AND THEN OUR SCHOOLS AND WON'T BE ABLE TO USE THOSE SORT OF DISTRICT WIDE CONTRACTS TO BE ABLE TO TO BUY THE SERVICES FOR THEIR SCHOOL AND I THINK THERE SHOULD BE INVESTMENT MADE THROUGHOUT AGAIN ATHLETICS, ARTS, ACADEMICS FROM ALL THOSE THREE BUCKETS AND I WOULD LOVE TO SEE THAT AT EVERY SCHOOL. THANK YOU VERY MUCH FOR YOUR TIME. THANK YOU, JEFF.  THANK YOU. COUNCILOR FITZGERALD COUNCIL MEMBER THE FLOOR IS YOURS.  THANK YOU. THANK YOU. CHAIR THANK YOU FOR THE PANELISTS WHO'VE WHO WHO ARE HERE FOR STICKING AROUND. I GUESS MY FIRST QUESTION IS DO WE KNOW HOW MANY VIPS FAMILIES ARE EXPERIENCING HOMELESSNESS OR DO WE HAVE NUMBERS FOR HOW MANY WE EXPECT IN A IN A GIVEN YEAR?  WE DO WE DO WE DO HAVE WE DO HAVE THE NUMBERS BUT IN EFFORT TO GIVE YOU THE MOST ACCURATE NUMBER WE COULD GET IT TO YOU BEFORE THE DAY'S OVER. CAN YOU GIVE ME A BALLPARK I MEAN WE'RE TALKING ABOUT EXPERIENCING HOMELESSNESS RIGHT NOW. YEAH. I DON'T HAVE THE EXACT NUMBER OF THE TOP OF MY HEAD. THAT WAS DEFINITELY THAT WASN'T THE MOST RECENT NUMBER I HAD WAS SORT OF IN THE 25,000 RANGE THE STUDENTS OF SOME OF THOSE ARE MULTIPLE STUDENTS IN ONE FAMILY AND I DO CHAIR WHENEVER WE GET BACK TO IT HAVE SOME OF THE ANSWERS YOU WERE REQUESTING AROUND THE HOMELESSNESS PROGRAM BUT I DON'T WANT TO TAKE UP THE COUNCIL'S TIME WITH THAT. SO YEAH, I GUESS WHEN A FAMILY COMES LOSES THEIR HOME WHAT ARE THE SERVICES THAT WE OFFER THEM ? SO TYPICALLY WHEN WHEN THAT HAPPENS IT GOES THROUGH OUR LOCAL YOUTH OPPORTUNITIES WITH BRIAN MARKS YOUNG I'M SURE MANY OF YOU ARE FAMILIAR WITH BRIAN HIS TEAM THEN EVALUATE MEET THE CURRENT NEEDS OF THE FAMILY AS RELATED TO HOMELESSNESS AND THEN IDENTIFIES YOU KNOW WHAT AREAS DO THEY NEED WHETHER IT'S A VOUCHER HOUSING IMMEDIATE HOUSING OR A LONG TERM AND I CAN JUST TO EXPAND ON THAT.  SO THROUGH THE PROGRAM WE'RE RUNNING WITH THE WHY AM I FORGETTING THE NAME NOW WITH THE BOSTON HOUSING AUTHORITY AND FAMILY AID BOSTON WE HAVE A THERE'S AN EMERGENCY HOMELESSNESS INTERVENTION PROGRAM WHICH IS DESIGNED FOR EMERGENCY ASSISTANCE, CASE MANAGEMENT AND WRAPAROUND SERVICES IN AN EFFORT TO PREVENT FAMILIES FROM BECOMING HOMELESS IN THE FIRST PLACE. IT OFFERS SHORT TERM FLASH SERVICES TO AID FAMILIES IN ACCESSING DIFFERENT PROGRAMS.  THIS IS IN ADDITION TO THE VOUCHER PROGRAM THAT WE'RE WORKING WITH AND FAMILY AID ON AGAIN TO SUPPORT FAMILIES EXPERIENCING HOMELESSNESS WITH SECTION EIGHT HOUSING AND CITY FUNDED HOUSING VOUCHERS THROUGH THE THROUGH VHA IN COLLABORATION AND THEN YOU KNOW THAT PROGRAM RIGHT NOW HAS HOUSED OVER 1600 FAMILIES 3000 PLUS CHILDREN SINCE SEPTEMBER OF 2021 WHEN IT STARTED AND WE'VE DONE HOMELESSNESS PREVENTION SUPPORT FOR ABOUT 900 FAMILIES SO FAR, PRIMARILY WORKING WITH FAMILIES THAT ARE DOUBLED UP SO TO SPEAK. SO IT IS IS THE MONEY ALLOCATED IN THE BUDGET FOR THESE KINDS OF PROGRAMS IS STAYING THE SAME AS LAST YEAR GOING UP GOING DOWN IT'S STAYING THE SAME. OKAY.  BUT THAT INCLUDES MOVING ABOUT $1,000,000 OF THAT THAT WAS FUNDED ON ESSER AND TO OTHER FUNDING SOURCES.  SO WE'RE GOING TO KEEP WE'RE STAYING THE SAME DESPITE THE LOSS OF REVENUE.  OKAY AND DO WE EXPECT TO USE THE NUMBER OF 2500 FOR KIDS WHO ARE EXPERIENCING HOMELESSNESS?  DO WE EXPECT TO BE ABLE TO HELP THAT MANY PEOPLE WITH THE MONEY IN THE BUDGET? YES, AND BUT THE NUMBERS HAVE BEEN GROWING. THE NUMBERS HAVE BEEN GOING UP NEARLY SIGNIFICANTLY.  SO HOPEFULLY OKAY. AND THEN FOR FAMILIES WHO ARE RECENT ARRIVALS, YOU KNOW, WE HAVE MIGRANT FAMILIES FOR MILLENIA CAST FOR INSTANCE. WHAT IS THE EXPECTATION FOR THOSE FAMILIES BECAUSE THEY'RE NOT GOING TO LIVE IN THAT FACILITY FOREVER.  THEY'RE HOPEFULLY GOING TO, YOU KNOW, FIND PERMANENT HOUSING,  FIND JOBS OR ARE WE EXPECTING THEM TO STAY IN BEEPS OR OR EVEN STAY IN THE SCHOOLS THAT THEIR KIDS ARE CURRENTLY ATTENDING? WHAT'S YOUR PLAN?  I THINK SO. I THINK THAT'S A QUESTION MORE APPROPRIATE FOR DR. TAVARES WHO LEADS FAMILY COMMUNITY ADVANCEMENT.  OKAY. AND THEN SO I HAD ANOTHER QUESTION I GUESS I THINK FOR YOU, CHIEF MCCARTHY AND WE'RE TALKING ABOUT STUDENT WELL-BEING AND STUDENT SAFETY AND MY UNDERSTANDING IS THAT WE HAVE RESTORATIVE JUSTICE COUNSELORS.  YES, BUT THERE'S ONLY EIGHT BLANTYRE DISTRICT, IS THAT CORRECT? WE HAVE 914 REGION AND WE HAVE A RESTORATIVE JUSTICE COACH. WE ALSO RECENTLY HIRED A DIRECTOR OF RESTORATIVE JUSTICE THIS YEAR A PLANNING YEAR FOR THE TEAM. WE'RE REALLY EXCITED ABOUT SOME OF THE WORK THAT WE'VE BEEN ABLE TO DO IN TERMS OF ASSESSING WHAT ARE WHAT WE NEED TO SORT OF EXPAND OUR RESTORATIVE JUSTICE RESTORATIVE PRACTICES IN OUR IN OUR SCHOOLS . WE'RE HAPPY TO COLLABORATE MORE I GUESS WHAT WOULD YOU LIKE TO SEE WITH AN EXPANSION A FEW YEARS FROM NOW? ULTIMATELY WE WILL WE WILL LOVE TO SEE MORE.  IT'S A 3 TO 7 YEAR PLAN FOR THE ENTIRE DISTRICT TO REALLY TRANSITION TOWARDS RESTORATIVE PRACTICES AND RESTORATIVE JUSTICE TO EMBED IN THEIR IN THEIR SCHOOLS.  SO IN THE SHORT TERM I WOULD LOVE TO SEE MORE SCHOOLS ADOPTING RESTORATIVE PRACTICES AS A WAY TO MITIGATE PUNITIVE DISCIPLINE. WE WOULD LOVE TO SEE THE SHIFTS THAT AND FOR OUR SCHOOLS TO USE RESTORATIVE PRACTICES TO SORT OF ENGAGE OUR FAMILIES, ENGAGE OUR COMMUNITY AND HAVE STUDENTS BE A PART OF THAT SORT OF CONFLICT RESOLUTION OR CULTURE SHIFTS AND BUILDING MORE COMMUNITIES OF PRACTICE WHERE THE CORE WHERE THERE'S LESS THERE'S LESS RESPONSE TO THE ACT AND MORE FOCUS ON THE ON THE REBUILDING. BUT YEAH, I MEAN IN TERMS OF NUMBERS OF COACHES, SHOULD EVERY SCHOOL HAVE ONE ON THIS ULTIMATELY THE GOAL IS TO HAVE A RESTORATIVE JUSTICE RESTORATIVE JUSTICE THE PRACTICES TEAM IN THREE YEARS IN EVERY SCHOOL WITH A LIAISON AND WITH ALLIES BUT YOU KNOW WITH THAT SCALE WELL, WE'LL HOLD YOU TO THAT. ALL RIGHT.  OKAY. I JUST A COUPLE MORE QUICK THINGS I GUESS I WANT TO MAKE THE ATHLETIC DIRECTOR COME DOWN FROM UP THERE BUT AS I WE GOT YOU JUST SO SO I JUST A COUPLE QUESTIONS ABOUT ACCESS TO FACILITIES AND FOCUSING ON TRACK ATHLETES.  YOU KNOW WE HEARD WE'VE HEARD THIS YEAR YOU KNOW HOW HARD IT IS TO GET TO PRACTICE AT THE REGGIE LEWIS AND WE HAD A STATE MEET WHERE WE HAD ONE STATE CHAMPION YOU KNOW THROWER FROM THE O'BRIEN GIRLS THROWER PAUL BUT I DON'T THINK ANY OTHER STUDENT WAS IN THE TOP THREE IN ANY EVENT. I JUST I THINK THAT SPEAKS TO A LACK OF OPPORTUNITY FOR OUR KIDS BECAUSE REALLY I FEEL LIKE WE SHOULD BE A POWERHOUSE NOT YOU KNOW, JUST HAVING ONE STATE CHAMP. SO IS THERE ANY AS TO THE ATHLETIC DIRECTOR FOR OUR COACHES, IS THERE ANY REQUIREMENTS FOR CERTIFICATION FOR OUR COACHES WHO ARE COACHING TRACK THERE?  THERE'S BASELINE CERTIFICATIONS FOR ALL OF OUR COACHES. I MEAN AT A VERY HIGH LEVEL YOU KNOW AROUND SOME OTHER THINGS I THINK TRACK SPECIFIC WE'RE WORKING TO TRY TO INTRODUCE SOME OF THOSE PIECES.  I THINK THERE ARE A NUMBER OF RESOURCES WITHIN THE CITY AND WITHIN THE STATE THAT PEOPLE CAN TAKE ADVANTAGE OF BUT RIGHT NOW THERE ISN'T SPECIFIC CERTIFICATION REQUIREMENT ON THE JOB. OKAY. I JUST YEAH, I THINK AS A FORMER TRACK ATHLETE SUCH AN INCREDIBLE TRACK COACHES WHO KNOW THEIR STUFF YOU ALSO GET THE ASSISTANT BASKETBALL COACH GETS ASSIGNED TO DO TRACK AND THEY DON'T REALLY KNOW HOW TO COACH AND AND SO I THINK WE THAT'S A SPORT PARTICULARLY WE SHOULD BE PROVIDING RESOURCES FOR TRAINING FOR OUR COACHES. THE OTHER THING THERE WAS AN IDEA SUGGESTED ABOUT HOW HARD IT IS TO TRAIN ESPECIALLY IN THE WINTER 2 TO 4 YOU KNOW WHILE RUNNING WE CAN JUST YOU CAN RUN OUTSIDE, YOU CAN RUN UP THE HILL STUFF LIKE THE HIGH JUMP YOU CAN'T HIGH JUMP YOU KNOW, IN YOU KNOW IN THE SCHOOL HALLWAY IF WE. IS THERE ANY EFFORT AND A SUGGESTION WAS IF WE JUST PUT HIGH JUMP MATS AND A FEW HIGH SCHOOLS AROUND THE CITY THAT WOULD ALLOW KIDS THEY WOULDN'T HAVE TO GO ALL THE WAY THE REGGIE LEWIS WHEN THERE IS VERY LIMITED TIME.  HAVE YOU HAVE YOU THOUGHT ABOUT THAT IDEA? YEAH. I MEAN I THINK WE'RE OPEN TO THOSE THOSE ARE INVESTMENTS THAT THAT MAKES SENSE AND I THINK ADDRESS PIECES I THINK IT LENDS TO KIND OF THE BIGGER PIECE OF WHERE WE HOW WE WORK TO RECRUIT AND GET PEOPLE INTERESTED IN DOING HIGH JUMP BUT YEAH THOSE THAT THAT EQUIPMENT AND THOSE MATS ARE DEFINITELY ATTAINABLE AND DOABLE PIECES.  OKAY SO DAVID, YOU'RE GOING TO SAY I JUST HAVE AN ANSWER TO ONE OF YOUR EARLIER QUESTIONS. SURE. SURE. THANKS. THANKS A LOT.  WHICH IS JUST THAT 54 STUDENTS CURRENTLY AT MANY ACCOUNTS ARE DISPLACED OUT OF THE DISTRICT WHICH IS LIKELY FOR AT LEAST SOME SUBSET OF THEM. RIGHT. THEY HAVE THE OPTION TO REMAIN IN WHICH MANY FAMILIES WILL DO BECAUSE THEY YOU KNOW, LIKE THE SCHOOL THEY'RE AT THEY APPRECIATE SORT OF WHERE WE ARE THAT DOES OF COURSE INCREASE OUR TRANSPORTATION COSTS FOR OUR DISTRICT. BUT IT IS NOT AN OPTION FOR DISPLACED FAMILIES TO STAY IN SCHOOL. OKAY. SO THEY CAN KEEP THEIR KIDS IN THE SAME SCHOOL THAT THEY'RE IN NOW EVEN IF THEY FIND HOUSING IN LYNN OR SOMETHING AND IF THEY WANT TO DO THAT.  OKAY. LAST LAST QUESTION. SO I WAS BORN ON JUNE 22ND, 1974, THE DAY BEFORE JUDGE GARRITY ISSUED HIS RULING FINDING THAT WE NEED TO DO AS MUCH AS WE CAN TO INTEGRATE OUR SCHOOLS HERE IN BOSTON.  SO WE'RE TALKING ABOUT TRANSPORTATION. I MEAN IS THERE ANY DO YOU DO AN ANALYSIS AS TO WHETHER WE'RE ACTUALLY ACCOMPLISHING OUR GOALS THROUGH THE CURRENT TRANSPORTATION PLAN? YOU KNOW, IN LIGHT OF WHAT'S BEEN 50 YEARS, I'M I KNOW I LOOK YOUNG BUT YOU KNOW, IT'S YOU KNOW, THAT DECISION IS AS OLD AS ME . ARE WE WHAT IS THE DISCUSSION IN THE ADMINISTRATION ABOUT, YOU KNOW, WHAT WE'RE DOING TO MAKE SURE WE'RE ACTUALLY INTEGRATING OUR SCHOOLS AND BENEFITING OUR KIDS?  I THINK WE CAN PROBABLY COME BACK WITH A MORE DETAILED ANSWER ON THAT ON MAY 23RD. BUT I THINK, YOU KNOW, WE DID I'M TRYING REMEMBER EXACTLY WHEN THE MOST RECENT REVISIT OF THE STUDENT ASSIGNMENT PLAN TASK FORCE WAS BECAUSE THAT'S REALLY THE GROUP THAT HAS BEEN MANAGING LIKE MANAGES THAT WORK AND SO UPDATES BASICALLY ARE GOING THROUGH OUR SCHOOL CHOICE POLICY AND TRANSPORTATION AND JUST SORT OF IMPLEMENTS THAT RIGHT AND SO I THINK I'M TRYING REMEMBER EXACTLY WHEN THAT WAS I THINK IT WAS THE EARLY 20 TENS WAS THE LAST TIME THAT WAS REVIEWED COMPREHENSIVELY AND ADJUSTED. BUT I WILL CERTAINLY GET BACK TO YOU WITH MORE DETAILS ON THAT. OKAY. YEAH. THANK YOU VERY MUCH. THANK YOU, CHAIR THANK YOU,  COUNSELOR WEBER AGAIN THANK YOU TO THE PANEL. JUST HAVE A FEW QUICK QUESTIONS. I'LL START WITH CHIEF MCCARTHY. YOU'RE DOING A LOT OF GREAT STUFF OVER THERE. I JUST WANT YOU TO KIND OF ELABORATE ON THE OPPORTUNITY LAB, THE COLLEGIATE SHOWCASE AND THEN THERE WAS ANOTHER EVENT THAT YOU HAD THIS WEEKEND SO JUST KIND OF ELABORATE IN ON THOSE EFFORTS AND INITIATIVES. SO I I THINK SOME QUESTIONS WERE THAT WERE ASKED EARLIER IS THIS SUPER APPROPRIATE AROUND HOW WE ARE LOOKING IN APPROACHING THESE PROGRAMS AND INITIATIVES? I ALWAYS SAY WE'RE NOT GOING TO PROGRAM AN INITIATIVE OUR WAY OUT OF CHANGING AND INCREASING OUTCOMES BUT WE ARE REALLY JUST REALLY WETTING THE APPETITE OF OUR STUDENTS TO SORT OF INCREASE THEIR CAPACITY.  SO WE ARE LOOKING WE CONSTANTLY LOOK AT WHAT ARE SOME OF THE THINGS THAT COULD BE THE CONNECTIVE TISSUE FOR THE SUCCESS OF OUR KIDS OUT. SO YOUR QUESTION EARLIER ABOUT TRACK WE WE'RE THINKING AND WORKING WITH PARTNERS THAT COULD HELP WITH OUR OVERSIGHT OF THOSE THAT WAY THEY COULD CLOSE THE GAPS IN RESOURCES.  NEW BALANCE GAVE US 60 PAIRS OF SNEAKERS FOR TRACK, RIGHT? I MEAN SOME RUNNING SHOES FOR TRACK. SO THAT'S HOW WE EVALUATE THINGS AND STUDENT SUPPORT BECAUSE WE TEND TO WHILE WE HAVE OUR OTHER SYSTEMS AND INFRASTRUCTURE AROUND PROVIDING INITIATIVES AND PROGRAMS TO STUDENTS WE ARE SORT OF LIKE THAT TIER FOR LIKE HEY, WHAT DO YOU NEED? AND SO YOU FIND 20 OTHER KIDS THAT COULD DO THAT SO FROM OUR ATHLETIC PERSPECTIVE WE WE HAD WE RECENTLY HAD A SHOWCASE AND AND IN THAT SHOWCASE WE HAD WE PARTNERED WITH SNIPES WE PARTNERED WITH THE LOCAL BASKETBALL ORGANIZATION. WE BROUGHT THE OPPORTUNITY LAB THE STAFF FROM THE OPPORTUNITY LAB WHO IS WHO IS WHO WE HAVE CONTRACTED WITH A PARTNER. THEY CAME AND TOLD YOUR STUDENT IF YOU HAVE A SENIOR WHO IS A BASKETBALL PLAYER, THAT STUDENT WAS ABLE TO WALK IN WITH IT WITH THEIR TRANSCRIPT WE WERE ABLE TO EVALUATE THAT STUDENT HELPED US SEE WHERE THE GAPS ARE. SOME STUDENTS DID NOT HAVE A COLLEGE APPLICATION DONE. WE DID IT ON THE SPOT.  SOME OF THE SCHOOLS THERE AUTO AUTO ACCEPTED SOME OF OUR STUDENTS. WE WERE THEN ABLE TO DO SOME ADDITIONAL AUDITING WHERE STUDENTS WERE ABLE TO START TO FINANCIAL AID LIKE WE WERE CALLING PARENTS LIKE HEY, WHAT'S THE SOCIAL SECURITY NUMBERS? SO WE COULD HELP YOU WITH WITH THE PROCESS WE WERE ABLE TO HELP FAMILIES BECAUSE THE FAFSA PROCESS IS SO IT'S IT'S VERY, VERY DIFFICULT AND ACTUALLY TWO AND A HALF HOURS AND THEN THE STUDENTS WALKED INTO THE GYM AND WERE EVALUATED BY ABOUT 50 COLLEGE COACHES. SO WHEN WE'RE TALKING ABOUT I WAS USE THE WIRE ALL THE PIECES MATTER. THAT IS SOMETHING THAT OUR KIDS LEFT FEELING LIKE HEY, I WAS AN ATHLETE IN HIGH SCHOOL.  I GOT ACCESS TO COLLEGE, I GOT MY FINANCIAL AID FILLED OUT.  PEOPLE WERE TALKING TO ME ABOUT THE LANGUAGE OF SUCCESS MY GPA ,MY COURSES ETC. SO THAT WAS ONE ONE PIECE THAT WE DID BUT THAT'S ON THE BACK END. ON THE FRONT END WE STARTED A A YOUTH DEVELOPMENT PROGRAM CALLED BASKETBALL AND ME AND THIS IS WE'RE TRYING TO YOU KNOW, SORT OF SCALE THIS THROUGH ALL THE SPORTS BUT BASKETBALL TO ME IS REALLY ELEMENTARY A FIRST TIME REALLY HAVING LIKE ELEMENTARY SPORTS ON THE WEEKEND AND REALLY LIKE HAVING LITTLE KIDS SHOW UP WITH PARENTS AND THE PARENTS ARE JUST SO GRATEFUL ALL OF THIS IS FREE TO THE FAMILIES BUT THEY SHOW UP AS THEMSELVES AND THEY SAY HANG ON NO MUCH OR I KNOW VERY LITTLE OR I KNOW A LOT AND WHERE DO WE LITERALLY TAKING OUR COACHES AND WE'RE USING OUR OUR OUR SKILLS AS COACHES AND YOU KNOW, WHATEVER DEVELOPMENT THE APPROPRIATE AND HELPING OUR KIDS DEVELOP NOT JUST AS PLAYERS BUT BUT AS BUT AS HUMAN BEINGS. SO WE TEND TO DO THOSE THINGS BASED ON WHAT OUR STUDENTS IDENTIFY AND NEED AND WE JUST TOOK 112 STUDENTS TO AN HBCU TOUR OF FREE ADVERTISING AND WE WERE ABLE TO NOT JUST TOUR TO CAMPUSES IN COLLEGES THEY WERE ABLE TO MEET WITH THE PRESIDENTS, THEY WERE ABLE TO THEY WERE ABLE TO HAVE THE CONVERSATIONS WITH THE DEANS.  SO IT WASN'T JUST A LOOK AND SEE. IT WAS ABOUT A LISTEN AND LEARN AND TO THE POINT BY BY COUNCILWOMAN FERNANDEZ ANDERSON IS NOT JUST DOING THINGS IT'S REALLY DEVELOPING EXPERIENCE IS FOR OUR KIDS BECAUSE THOSE THINGS LAST LONGER. YOUR FAVORITE TEACHER IS THE PERSON THAT TOLD YOU YOU COULD DO SOMETHING THAT SHOWED YOU SOMETHING UNIQUE NOT THE PERSON THAT ALWAYS TELLS YOU WHAT Y EQUALS M X PLUS B IS NO DISRESPECT TO THE MATH FOLKS IN THE ROOM. SO AS WE CONTINUE AND WE AND LOOK AT OUR INCREDIBLE INVESTMENTS THAT WE HAVE FOR Y 25 AND I'M SO GRATEFUL TO EVERYONE WE WANT TO MAKE SURE THAT NOT ONLY DO WE HAVE THE APPROPRIATE PROGRAMING AND INITIATIVES BUT WE WE ARE INCLUSIVE, RIGHT? AND WE ARE REALLY LISTENING TO FAMILIES, LISTENING TO PARENTS AND HAVING PARENTS BE A PART OF WHAT WE DO AND WE WILL CONTINUE TO DO THAT.  WE'RE PROUD OF THE OPPORTUNITY LAB. WE'RE PROUD OF OUR OUR PARTNERSHIP WITH THE MAYOR'S OFFICE FOR OUR REACH 1000 AND WHICH IS OUR MENTORING PROGRAM ,MA'AM, WHICH WE WILL BE ABLE TO WITH THE CITY SUPPORT WE'VE BEEN ABLE TO FUND NEXT YEAR WHERE WE COULD OPEN MORE DOORS AND MAKE THE WORLD BIGGER FOR A LOT OF OUR STUDENTS. AWESOME. THANK YOU FOR THAT AND ANY THOUGHT OR ARE WE THINKING ABOUT HOW DO WE EXPAND OUR SERVICES TO OUR GRADUATES TO MAKING SURE THAT YOU KNOW WHEN THEY LEAVE VP'S THAT THEY GET THROUGH COLLEGE, THAT THEY ARE CAREER READY? YOU TALK TO ME ABOUT THOSE EFFORTS. SO THERE'S TWO THINGS THAT WE'RE THINKING ABOUT. WELL, ONE THAT ONE WE ARE ABSOLUTELY DOING SO IN SEPTEMBER WE ARE OFFERING A TWO DAY CONFERENCE WHERE OUR FIRST GENERATION STUDENTS WHO ARE GOING TO COLLEGE AND FIRST YEAR STUDENTS WHO ARE GOING TO COLLEGE AND WHAT WE WILL BE DOING FOR THOSE TWO DAYS IS REALLY SO I'M MY MASTER'S IN STUDENT SUCCESS AND THAT'S WHERE ON THE HIGHER EDUCATION LEVEL AND ONE OF THE THINGS THAT WE I'VE LEARNED IS THAT MANY OF OUR STUDENTS ESPECIALLY FROM URBAN DISTRICTS THEY DO HAVE MENTAL HEALTH CHALLENGES WHEN THEY GO TO POST-SECONDARY SCHOOLS AND THE ENVIRONMENT IS VERY CHALLENGING FOR THEM AS WELL OR SEEKING AND ASKING FOR HELP. SO WHAT WE PLAN TO DO OVER THOSE TWO DAYS IS TO TAKE THOSE STUDENTS OBVIOUSLY WE KNOW ABOUT YOU KNOW, THE CARE PACKAGES BUT NOT BUT NOT JUST THAT HELP THEM UNDERSTAND THE LANGUAGE OF COURSE OF WHAT IT IS TO BE A POOR SECONDARY SCHOOL. SO ONE IS LIKE WHAT IS THE NURSE'S OFFICE? YOU KNOW, SOME STUDENTS COME BACK AND THEY LIKE THEY THINK THE BURSAR IS LIKE A GUY THAT LOOKS LIKE ME . YOU KNOW, BUT THE NURSE'S OFFICE WHERE YOU GO PAY YOUR BILL OR YOU KNOW WHAT WHAT IS HOW YOU UTILIZE THE DEAN? HOW CAN YOU GET ACCESS TO INTRAMURALS?  WHERE IS MY PSYCHOLOGICAL SAFETY AND MENTAL HEALTH SUPPORTS AT THE SCHOOL AND WE PLAN ON DOING THAT AND MAKING THAT BE A RECURRING THING FOR NOT JUST OUR NOT JUST FOR OUR FIRST GENERATION STUDENTS BUT FOR ALL STUDENTS WHO ARE FIRST YEAR GOING AND GOING INTO COLLEGE WITH THAT. THAT'S SORT OF LIKE A 30 GRADE MODEL WHERE WE CAN THEN HELP THOSE STUDENTS AND PROVIDE SOME ADDITIONAL SERVICES FOR THEM CURRENTLY THROUGH THE OPPORTUNITY LAB WE OFFERED SOME HACKATHON WORK WHERE WE WERE ABLE TO SUPPORT STUDENTS ON A WEEKEND. YOU KNOW WE DO THIS IN COLLABORATION WITH OUR OUR SECONDARY SCHOOLS FOLKS DR. LOMBARDI WHO'S HERE AND WHAT WE'RE ABLE TO DO THEN IS TO HAVE THOSE STUDENTS BECAUSE STUDENTS WHO GO TO COLLEGE THEY STILL GET TO FILL UP FINANCIALLY AND IT WAS THAT WAS VERY HARD FOR ME SO THEY COULD COME BACK, THEY COULD GET HELP, THEY COULD GET SUPPORT AND NOW WE CAN'T SAY, YOU KNOW, BECAUSE NO ONE COULD REALLY ANSWER WHY A STUDENT GOES TO SCHOOL FOR THREE YEARS, ACCUMULATES $90,000 IN DEBT AND THEY THINK KIDS ARE JUST DROPPING OUT. KIDS I ALMOST DROPPED OUT FOUR TIMES BECAUSE I I DIDN'T KNOW WHERE I WAS GOING TO FOR COLLEGE.  SO NOW WE'RE SAYING HEY, LET'S LET US HELP YOU. YOU'RE NOT TOO FAR FROM US AND HONESTLY IT FEEDS TO POTENTIALLY COULD FEED THE WORKFORCE THERE'S NO STUDENT THAT I'M NOT GOING TO RECOMMEND THAT THEY SHOULD BE WORKING IN BP'S THANK YOU FOR THAT AND THANK YOU DAN AND CARLA FOR HOSTING ME AT THE TRANSPORTATION DEPARTMENT, THE PILOT PROGRAM.  CAN YOU EXPLAIN THE NEW TRACKING SYSTEM? WOULD IT BE A PILOT FOR DEPLOYED DISTRICT WIDE IN THE FALL AND WOULD YOU ALLOW FOR PARENTS TO OPT IN OR OUT ON A DAILY BASIS IF SOME BEFORE SCHOOL AFTER SCHOOL PROGRAMS ON FIVE DAYS A WEEK?  YEAH, NO THANK YOU FOR THAT QUESTION COUNSELOR AND THANK YOU FOR FOR TAKING THE TIME TO VISIT US.  YEAH, I THINK WE'RE LIKE I MENTIONED WE'RE STILL IN THE PROCESS OF KIND OF FLESHING OUT ALL THE DETAILS OF THE ROLL OUT TIMELINE SO AGAIN KIND OF BY THE END OF THIS SPRING SHOULD BE ABLE TO KIND OF COME BACK AND SHARE YOU KNOW, MORE SPECIFIC DETAILS BUT WHEN WE DO ROLL IT OUT THE GOAL IS TO ROLL IT OUT DISTRICT WIDE TO ALL FAMILIES AND MAKE SURE THAT IT IS AVAILABLE TO ALL FAMILIES.  AND THEN I THINK TO YOUR THE SECOND PART OF YOUR QUESTION THERE.  ABSOLUTELY. I THINK YOU KNOW, RIGHT NOW THERE ARE KIND OF A NUMBER OF DIFFERENT DISPARATE SYSTEMS AND KIND OF COMMUNICATION CHANNELS THAT THAT SCHOOLS AND FAMILIES HAVE TO GO THROUGH TO YOU KNOW, TO COMMUNICATE WITH BP TRANSPORTATION, YOU KNOW, IN ONE PLACE TO TRACK THEIR BUS AND ANOTHER PLACE. AND SO THAT YOU KNOW, PART OF THE GOAL HERE IS REALLY TO SIMPLIFY THINGS FOR FAMILIES SO THAT THEY CAN, YOU KNOW, MAKE IT EASIER FOR FAMILIES TO DO THINGS LIKE OPT OUT OF MORNING ONLY OR AFTERNOON TRANSPORTATION ONLY BECAUSE WE KNOW THAT, YOU KNOW, A LOT OF FAMILIES MAY ONLY NEED THE BUS. YOU KNOW, SOME YOU KNOW IN THE IN THE AFTERNOON OR YOU KNOW, NOT EVERY DAY NECESSARILY AND RIGHT NOW MAYBE WE MAKE IT DIFFICULT FOR FAMILIES TO COMMUNICATE THAT TO US SO THEY DON'T AND THEN YOU KNOW, WE HAVE ADDITIONAL STUDENTS ROUTED AND IT'S LESS EFFICIENT THAN IT COULD BE AND SO OUR GOAL IS TO MAKE IT AS EASY AS POSSIBLE FOR FAMILIES TO COMMUNICATE WITH US SO THAT WE CAN MAKE THINGS MORE EFFICIENT FOR THE STUDENTS. THANK YOU AND CFO DO YOU HAVE THAT NUMBER FOR SPORTS THAT MURPHY YES I DO. SO THE TWO WAYS OF CALCULATING IT THAT WE DISCUSSED IF YOU LOOK AT OUR ENROLLMENT 712 WHICH IS APPROXIMATELY 22,000 STUDENTS, THAT NUMBER COMES OUT TO ABOUT $218 PER PUPIL AND IF YOU AT IT ACROSS K-12 WHICH IS ABOUT 49,000 STUDENTS IT COMES OUT TO ABOUT $100 PER PUPIL. THANK YOU. NOW I WILL GO BACK TO MY COUNCIL COLLEAGUES I BELIEVE CAN ANSWER MEJIA. THE FLOOR IS YOURS.  THANK YOU CHAIR AND THANK YOU ALL FOR STAYING HERE AS LONG AS YOU DID. I WANTED TO JUST FOLLOW UP ON A FEW THINGS IN REGARDS TO YOU AND I WANT TO THANK MY COLLEAGUE COUNCILOR BREEDON FOR REALLY BRINGING IN THE TRANSPARENCY AND ACCOUNTABILITY AND AUDITING PIECE OF THE WORK BECAUSE I THINK THAT THAT IS WHERE MY BIGGEST FRUSTRATION LIES IS THAT THIS IS A BIG DOLLAR AMOUNT AND EVERY SINGLE YEAR THAT I PARTICIPATE IN THESE BUDGET HEARINGS I'M ALWAYS ASKING WHAT DOES THE RETURN ON INVESTMENT LOOK LIKE LIKE DOLLAR FOR DOLLAR, YOU KNOW, STUDENT FOR STUDENT IMPACT.  SO THIS IS YOUR OPPORTUNITY TO TO DO JUST THAT. CAN YOU TALK TO ME A LITTLE BIT ABOUT YOUR HIGHLIGHTS FROM 2020 FOR WHAT SOME WHAT ARE SOME OF THE THINGS THAT YOU WOULD BE LIKE WOW, THAT ONE POINT WHATEVER $1,000,000,000 THAT WE GOT IS LIKE WHAT WE DID.  OH BOY.  THERE'S A LOT OF THINGS THAT POP TO MIND SO I'M TRYING TO FIGURE OUT WHERE TO START.  I DON'T KNOW IF MY COLLEAGUES HAVE ANY PARTICULAR HIGHLIGHTS FROM THEIR AREAS OF FOCUS THEY WANT TO SHARE BUT BUT YEAH, I CAN START I THINK YOU KNOW IN THE TRANSPORTATION SPACE WE HAD A WE HAD A LOT OF LOW HANGING FRUIT BECAUSE WE'VE HAD A LOT OF CHALLENGES FOR A LONG TIME BUT COMING OUT OF THE COUNCIL OF GREAT CITY SCHOOLS REPORT WHICH WE RECEIVED A LITTLE OVER A YEAR AGO NOW AND KIND OF STARTING TO WORK THROUGH THOSE RECOMMENDATIONS AND IMPLEMENT A LOT OF THE SYSTEM WIDE CHANGES THAT NEEDED TO BE MADE. YOU KNOW, WE VERY PROUD OF I THINK THE OPERATIONAL IMPROVEMENTS WE'VE SEEN THIS YEAR. YOU KNOW, DR. TIPENE MENTIONED EARLIER THE ON TIME PERFORMANCE IMPROVEMENTS THAT WE'VE SEEN FOR STUDENTS AND I THINK THAT HAS REALLY ALLOWED US TO KIND OF IMPROVE A LOT OF THE FUNDAMENTALS AND UNDERLYING OUR SYSTEM AND NOW WE CAN TURN TO I THINK THAT THAT NEXT PIECE WHICH WE'VE TALKED ABOUT A COUPLE DIFFERENT TIMES NOW ABOUT NOW HOW DO WE YOU KNOW, USE TECHNOLOGY AND DATA BETTER SO THAT WE CAN NOW START TO MAKE THE SYSTEM, YOU KNOW, MUCH MORE EFFICIENT AND REALLY FOCUSED ON THE STUDENTS WHO NEED IT AND RELY ON MOST EVERY DAY? THAT'S GREAT. I THINK BECAUSE OF THE TIME AND IT'S A JUST WANT TO MAKE SURE THAT I GET TO ON THE RECORD HERE BUT THAT'S GREAT. I'M HAPPY TO SEE TRANSPORTATION DEFINITELY IMPROVING.  CORY SO I WILL DEFINITELY SPEAK TO OUR ABILITY TO BE MORE EFFICIENT WITH WITH THE WITH THE FY 24 BUDGET WHILE BEING ABLE TO RESPOND APPROPRIATELY TO CHALLENGES THAT OUR STUDENTS HAVE THROUGH OUR SOCIAL WORKERS . I THINK IN THE ATHLETIC DEPARTMENT WE'VE MADE SIGNIFICANT FACILITIES INVESTMENTS, WE'VE GOTTEN BLEACHERS, WE'VE GOTTEN FLOORS DONE, WE'VE GOT NEW LIGHTS.  THESE ARE THINGS THAT REALLY CLOSE THE GAP FOR OUR STUDENTS. WE'VE CREATED SYSTEMS FOR OUR STUDENTS TO GET OUR ESPECIALLY OUR ATHLETES TO GET ACADEMIC SUPPORT. WE'VE EDUCATED PARENTS ON THE NCAA AND WE'VE HAD HIGH PARTICIPATION NUMBERS FROM THE STUDENT SUPPORT DIVISION. IT'S JUST REALLY THE CROSS COLLABORATION SORT OF EMBEDDING OUR SUPPORT WITH THE CROSS-FUNCTIONAL WORK WITH OUR TEAMS AND NOW WE HAVE THE AVAILABILITY OF SERVICES AND SUPPORT FOR STUDENTS AFTER SCHOOL WE HAVE A NEW STUDENT SUPPORT HOTLINE WHERE FOLKS CAN CALL IMMEDIATELY AND GET STUDENTS CAN CALL IMMEDIATELY AND GET HELP AND SOMEONE WILL PICK UP THE PHONE, ANSWER OR RESPOND.  WE'VE BEEN ABLE TO TO REALLY SOLIDIFY AND BUILD THE APPROPRIATE WEEKEND PROGRAMING THAT YOU KNOW YOU'VE BEEN AROUND AND SEEN THAT SCENE YOURSELF WHERE THE NUMBERS ARE HIGH AND THE RETURN IS KIDS ARE DOING THINGS, KIDS ARE GOING TO COLLEGE, KIDS ARE GOING AND COMING BACK TO SCHOOL. WE'VE INCREASED OUR EFFORTS TO HELP OUR FAMILIES. WE THE FIGHT AGAINST CHRONIC ABSENTEEISM. WE'RE IN THE MIDDLE OF A CAMPAIGN RIGHT NOW.  THANK YOU FOR YOUR SUPPORT THERE WHERE WE ARE USING UNIQUE INNOVATIVE STRATEGIES TO GET STUDENTS COMING BACK TO SCHOOL BUT TO KEEP THE PARENTS OF FAMILIES INVOLVED SO YOU HAVE DEFINITELY OUTLINED WHY YOU SHOULD KEEP YOUR BUDGET SO YOU MADE A REALLY GOOD CASE SO YOU KEEP YOUR MONEY.  IT WAS THAT EASY BUT IT'S NOT. YEAH, BUT I DO APPRECIATE BECAUSE I'VE BEEN ENGAGED WITH A LOT OF YOUR PROGRAMING AND AND I AND I'D LOVE TO SEE MORE OF THAT.  I ALSO JUST WOULD LIKE TO UPLIFT THAT WE SAW THERE'S SOME WORK ON THE TRANSPORTATION DEPARTMENT MY DAUGHTER IS AN ATHLETE AND THERE HAVE BEEN TIMES WHEN THE BUS HAS BEEN 2 HOURS AND SHE'S STUCK IN WELLESLEY OR SOME PLACE FAR AND THEN THAT IMPACTS HER ACADEMICS BECAUSE THEN SHE COMES HOME AND IT'S LATE AND SO THERE'S STILL SOME WORK TO DO IN THAT AREA AND THIS IS A GROWTH MINDSET AND I'M SURE YOU GUYS ARE GOING TO CONTINUE TO WORKSHOP IT SO I DO APPRECIATE ALL OF THE EFFORTS THAT HAVE BEEN MADE AND YES, I YOU'RE GOING TO TALK ABOUT ALL THE WONDERFUL FOODS AND ALL AND I ALREADY HEARD IT SO YOU'RE NOT GOING TO GET TO REPEAT THAT YOU HAVE TO GIVE ME SOMETHING ELSE TO WORK WITH . WELL, I THINK FROM AN OPERATIONAL PERSPECTIVE WE'RE ALSO HAVE MUCH MORE EFFICIENT SYSTEMS AND WE NOW HAVE KITCHENS ONSITE IN 111 SCHOOLS AND ARE ABLE TO SCRATCH COOK AT NEARLY ALL OF OUR SCHOOLS WHICH ALLOWS US TO BRING IN MORE LOCAL PRODUCTS TO BE SUPPORTING THE LOCAL NEW ENGLAND ECONOMY AND CREATING JOBS AND ALSO TEACHING OUR STUDENTS ABOUT WHERE FOOD COMES FROM SO THAT THEY HAVE HEALTHY HABITS GOING FORWARD.  BEING ABLE TO SCRATCH COOK IS ALSO LETTING US BE MORE NIMBLE IN TO OUR STUDENT REQUESTS AND CREATE PLACES WHERE STUDENTS CAN HAVE INPUT INTO THEIR MENUS AND ALSO HAVE EXPERIENTIAL LEARNING OPPORTUNITIES SO THAT THEY CAN SHOWCASE THEIR TALENTS. THAT'S THAT'S GREAT AND I HOPE NOW THAT YOUR COLLEAGUES HAVE SPOKEN THAT YOU PICKED ONE AND ALSO I NEED TO HEAR ABOUT THAT AUDITING SITUATION BECAUSE I AM REALLY DISHEARTENED WITH THE LINE OF QUESTION THAT MY COUNCIL COLLEAGUE ASKED AROUND HOW WE NEED TO TIGHTEN UP A LITTLE BIT MORE WHEN IT COMES TO HOW WE'RE SPENDING THE MONEY BECAUSE HERE'S THE PROBLEM AND YOU SHOULD KNOW THIS BECAUSE YOU'VE YOU'VE SEEN ME , YOU'VE BEEN HERE, YOU'VE SEEN ME IN ACTION. IT IS REALLY FRUSTRATING THAT THE ONLY TIME THAT WE GET TO SPEND ANY REAL TIME WITH YOU ALL IS WHEN EVER YOU'RE COMING HERE TO THE CHAMBER TO ASK US FOR MONEY. RIGHT. AND IT FEELS LIKE A VERY ABUSIVE RELATIONSHIP THAT YOU ONLY COME THROUGH WHEN YOU WANT SOMETHING RIGHT. AND FURTHERMORE FOR THE RECORD IT BECOMES HARDER WHEN FOLKS ARE WHEN WHEN PEOPLE ARE ALREADY LINED UP AND YOU FEEL LIKE THIS IS JUST FOR THEATRICS BECAUSE YOUR BUDGET IS GOING TO GET APPROVED BECAUSE OF THE WAY POLITICS PLAYS OUT. I KNOW THIS I'VE BEEN HERE LONG ENOUGH TO KNOW WHEN VOTES HAVE ALREADY BEEN LINED UP RIGHT AND YOU DON'T FEEL A SENSE OF MAYBE YOU DO OR NOT BUT THERE IS REALLY VERY LITTLE REGARD AND RESPECT FOR THIS BODY WHEN IT COMES TO THE BUDGET BECAUSE YEAR AFTER YEAR AFTER YEAR WE APPROVE IT AND THEN THE CHECKS AND BALANCES AND THE ACCOUNTABILITY COMES DURING THIS TIME. BUT YOU WALK IN KNOWING THAT YOU'RE GOING TO WALK AWAY WITH YOUR MONEY AND THAT IS JUST NOT SETTING US FOR REAL TRANSPARENCY AND THAT'S WHY I'M FRUSTRATED.  RIGHT. AND I'VE BEEN ASKING THE SAME QUESTION SPECIFICALLY AROUND FAMILY AND COMMUNITY ENGAGEMENT. I'VE BEEN ASKING FOR INVESTMENTS ON PARENT LEADERSHIP. I'VE BEEN ASKING FOR A LOT OF THINGS AND YES, YOU SOMETIMES MEET US THERE BUT FOR THE AMOUNT OF TRUST BUILDING THAT WE NEED TO DO, WE'RE NOT INVESTING IN FAMILY AND COMMUNITY ENGAGEMENT TO THE LEVEL OF WHAT IT LOOKS LIKE WHEN WE'RE REALLY TRYING TO RESTORE THE HARM AND I AM AS OLD AS COUNCILOR WEBER TALKED ABOUT BECAUSE I SURVIVED THE BUSSING ERA I WAS BUSED FROM DORCHESTER TO EAST BOSTON DURING THE SECOND PHASE OF BUZZING RIGHT.  BUT HERE WE ARE 50 YEARS LATER AND THE ONLY THING THAT HAS INCREASED HAS BEEN THE AMOUNT OF DOLLARS THAT GOES INTO THE CPS BUDGET. BUT THE OUTCOME IS RIGHT AND THE RETURN ON THOSE INVESTMENTS WE'RE STILL HERE NICKEL AND DIMING THE CITY COUNCIL . AND SO FOR ME RIGHT I'M ALREADY COMING IN AS A NO VOTE PERIOD.  I'M NOT GOING TO APPROVE A BUDGET THAT IS SOUNDS GOOD BUT WHEN IT COMES INTO THE IMPLEMENTATION IT'S JUST REALLY NOT MEETING THE MOMENT FOR BIPS EDUCATORS FOR, PARENTS FOR STUDENTS. RIGHT. AND IT'S REALLY TOP HEAVY. IT REALLY IS AND I KNOW YOU GUYS HAVE TO TRIM THE FAT IN CENTRAL OFFICE BUT WE NEED TO MAKE SURE THAT THOSE DOLLARS ARE GETTING INTO THE CLASSROOM AND WE NEED TO MAKE SURE, CORY, ESPECIALLY BECAUSE OF EQUITY ISSUES AND AS ESPECIALLY BECAUSE OF ALL OF THE DISCREPANCIES IN ESPECIALLY BECAUSE OF THE CULTURAL COMPETENCY THAT WE NEED TO GET OURSELVES UP TO SPEED WITH THAT'S THE REASON WHY I THINK STUDENTS SUPPORT, FAMILY AND COMMUNITY ENGAGEMENT THOSE ARE THE INVESTMENTS WE NEED TO MAKE . THE FACT THAT WE DON'T EVEN KNOW HOW MANY SCHOOLS HAVE ART PROGRAMS SORRY . YEAH RIGHT.  NO WE I DIDN'T KNOW IT THE MOMENT THE QUESTION WAS ASKED BUT WE DO KNOW THE ANSWER. RIGHT. BUT THAT IS SOMETHING THAT WE SHOULD KNOW AUTOMATICALLY.  OKAY BECAUSE IT'S THE WHOLE NOT THE FRACTION OF THE CHILD IT IS THE WHOLE QUALITY OF EXPERIENCE AND I KNOW YOU GUYS JUST SHAKE YOUR HEAD BECAUSE YOU KNOW YOU'RE GOOD AND I KNOW THIS BECAUSE I'VE BEEN HERE THIS IS MY FOURTH YEAR SITTING HERE AND THEN FOLKS COME IN AND SAY THEY HAVE A HEART STOP THAT'S DISRESPECTFUL TO THIS BODY IF YOUR TEAMMATES CAN'T STAY HERE THROUGHOUT THE ENTIRE YEAR HEARING TO BE IN COMMUNITY WITH US AND IT'S ALREADY BAD ENOUGH THAT WE GET SHORTCHANGED THAT DURING THESE HEARINGS PEOPLE WHO ARE ASKING FOR THESE DOLLARS CAN EVEN STAY HERE TO FIGHT FOR THEM. WHAT DOES THAT SAY TO US AND WHAT DOES THAT SAY TO THE PEOPLE THAT WE SERVE AND LET'S NOT EVEN TALK ABOUT THE PEOPLE WHO HAVE EXITED BIPS LET'S NOT TALK LET'S REALLY GIVE SOME HIGHLIGHTS TO THE FACT THAT I'VE BEEN ASKING FOR EXIT INTERVIEWS AS TO WHY PEOPLE LEAVE THE DISTRICT BOTH STAFF AND PARENTS. THAT DATA HELPS INFORM HOW WE'RE GOING TO CHANGE THE SYSTEM THAT WE'RE INVESTING IT BECAUSE WE DON'T KNOW WHAT WE DON'T KNOW YET BUT YET YEAR AFTER YEAR WE COME BACK EXPECTING DIFFERENT RESULTS AND I KEEP SAYING THIS THE ONLY THING THAT KEEPS CHANGING ARE THE CHARACTERS THAT ARE IN FRONT OF ME AND MAYBE THE CHAIR OF THE WAYS AND MEANS COMMITTEE BUT THAT'S IT.  THAT IS IT. THAT'S THE ONLY THING THAT CHANGES AND I HATE TO BE THE DEBBIE DOWNER ON THIS BECAUSE I'M THE ONE WHO'S SUPPOSED TO BE REMAIN HOPEFUL BUT IT IS FRUSTRATING WHENEVER I HAVE TO GO BACK INTO THE STREETS AND THEN JUSTIFY HOW COME BIPS YET AGAIN I'VE HAD PARENTS THAT I'VE HAD TO HELP FUNDRAISE FOR THEM SO THAT THEY CAN EXECUTE THEIR IDEAS.  I'VE HAD PRIVATE SUPPORTERS FUND PROJECTS THAT PARENTS WANT TO BRING TO LIFE BECAUSE I CAN'T LIKE WHY ARE WE IN THIS VICIOUS CYCLE?  I JUST CAN YOU JUST TELL ME WHAT WE CAN DO DIFFERENTLY SO THAT WE CAN CHANGE THE CONVERSATION FOR 2025 BECAUSE I STILL GOT ONE MORE YEAR LIKE I GET ELECTED FOR TWO TERMS SO YOU'RE GOING TO HAVE TO DEAL WITH ME NEXT YEAR. GREAT. SO TELL ME WHAT WE NEED TO DO DIFFERENTLY THIS YEAR SO THAT WE CAN SET OURSELVES UP FOR SUCCESS FOR 2025.  WHAT WOULD THAT LOOK LIKE? WHAT KIND OF QUESTIONS SHOULD WE BE ASKING? WHAT DO YOU NEED?  I MEAN COUNCILOR , I'LL JUST SAY HAVING DONE THIS FOR I THINK EACH OF THOSE YEARS WITH YOU THAT YOU'VE BEEN ON HERE SO FAR I APPRECIATE THE QUESTIONS YOU ASKED THEM FROM ASKING QUESTIONS US TO GET TO ANSWERS ON AND I WILL SAY FROM MY SEAT IT CERTAINLY HAS NOT FELT LIKE I KNOW WHAT THE VOTES ARE EVERY YEAR.  I DON'T KNOW WHAT ELSE IS GOING ON. I'M NOT THE POLITICS PERSON. I'M THE FINANCE GUY. BUT I CAN TELL YOU FROM THE STRESS I FEEL THIS PROCESS I DON'T FEEL LIKE IT'S SECURE AT ALL AND SO WE ARE DOING OUR BEST TO ANSWER THOSE QUESTIONS FOR YOU AND SO I APPRECIATE YOUR CONTINUE TO ADVOCACY FOR BPF BECAUSE I THINK THAT'S THE THING THAT HAS BEEN CLEAR TO ME THROUGHOUT THIS WHOLE PROCESS OF WORKING WITH YOU ON THIS IS THAT IT'S ALWAYS THE STUDENTS FIRST. THAT'S RIGHT.  WHEN YOU'RE ADVOCATING FOR THE STUDENTS OF BPOS, EVEN IF YOU'RE SOMETIMES FIGHTING THE SYSTEM AND BEEPS RIGHT AND IT GETS TAXING, RIGHT FOR SURE. RIGHT. AND AND YES I AM I AM LIKE THESE ARE THE MOMENTS THAT WE HAVE TO BE ABLE TO BE FULLY EXPRESSED AND IT GOES RIGHT BACK TO THE FACT THAT SO MANY PEOPLE FEEL UNHEARD. RIGHT. AND I HAVE A RESPONSIBILITY TO DO THE JOB OF WHAT I'VE BEEN HIRED TO DO BECAUSE THIS IS THIS IS A JOB THAT YOU AUDITION FOR AND YOU GET RIGHT. AND SO I HAVE A SENSE OF RESPONSIBLE LOYALTY BECAUSE I KNOW THAT WE'RE TALKING ABOUT GENERATIONS, RIGHT? THAT THE DECISIONS THAT WE MAKE TODAY WILL IMPACT THE GENERATION. YEAH, FOR SURE MY KIDS ARE GOING TO BE ENROLLING VERY SOON. I'M YOU KNOW IT'S UPCOMING RIGHT. AND YOU KNOW BUT BASED ON WHERE YOU LIVE, THE QUALITY OF EXPERIENCE FOR YOUR CHILDREN ARE GOING TO BE VERY DIFFERENT FOR SURE. SO WHILE I APPRECIATE THAT, I ALSO KNOW THAT THAT THE THE ISSUES OF EQUITY AND THEN YOU KNOW YOU HAVE SCHOOLS LIKE THE GARDINER WHO HAVE DONE AMAZING WORK WITH WHEN IT COMES TO FAMILY ENGAGEMENT AND THERE'S SEEMS TO BE A TARGETED ASSAULT ON ANYONE THAT SPEAKS UP RIGHT ANYONE WHO STANDS UP TO THE SYSTEM THEY EITHER GET FIRED OR SHUT DOWN OR LIKE WE'RE SPENDING THOUSANDS OF DOLLARS IN PROTECTING A SYSTEM THAT CONTINUES TO FAIL PEOPLE AND THEN WE HAVE TO SIT HERE AND THEN JUSTIFY THAT TO THE CONSTITU ANCE THAT WE SERVE AND I JUST DON'T THINK I HAVE THE APPETITE FOR THAT LEVEL OF ENGAGEMENT AND YOU KNOW, I REALLY DO APPRECIATE THE EFFORTS OF EVERYONE THAT IS HERE AND I DON'T WANT YOU TO TAKE THIS WRATH AS THOUGH I DON'T APPRECIATE YOUR WORK BUT IT IS FRUSTRATING TO COME HERE YEAR AFTER YEAR BUDGET AFTER BUDGET AND WALK AWAY FEELING LIKE I'M HAVING THE SAME CONVERSATION AND IT FEELS LIKE GROUNDHOG DAY AND THE ONLY THING THAT KEEPS CHANGING ARE THE LEADERS THE PEOPLE WHO ARE IN POSITIONS OF POWER TO MAKE THINGS HAPPEN. AND I THINK THAT THAT IS WHY WE ARE WHERE WE ARE BECAUSE PEOPLE DON'T HAVE THE POLITICAL WILL OR THE COURAGE TO REALLY STAND UP TO THE SYSTEM AND TEAR IT DOWN BECAUSE IT NEEDS TO BE ENTIRELY REDESIGNED FOR IT TO WORK FOR THE PEOPLE THE WAY IT WAS SUPPOSED TO BE BECAUSE RIGHT NOW IT IS NOT WORKING FOR FAMILIES AND PEOPLE DO NOT SEE DON'T FEEL SEEN, HEARD OR AFFIRMED. I'M SORRY TO TELL YOU HAVEN'T BEEN OUT IN THE STREETS. THESE PROGRAMS ARE GREAT BUT PARENTS ARE SO FRUSTRATED AND I GET CALLS EVERY SINGLE DAY FROM PARENTS WHO AS KIDS ARE BEING BULLIED FROM PARENTS WHO ARE UPSET BECAUSE THERE WAS A 51 A FILED AGAINST THEM BECAUSE THEY WERE SO UPSET BECAUSE THE ADMINISTRATION FAILED TO RESPOND. I MEAN IT IS JUST CRAZY.  IT JUST I'M JUST ASKING YOU ALL TO HELP ME MAKE SENSE BECAUSE IT'S MAKING ABSOLUTELY NO SENSE AND I KNOW COUNSELOR ANDERSON HAS QUESTIONS AND I DON'T WANT TO KEEP MONOPOLIZING THE TIME AND I REALLY DO APPRECIATE YOU ALLOWING ME TO GO ON AS MUCH AS I HAVE BUT I WOULD NOT BE WHO I AM IF I DIDN'T SPEAK MY TRUTH IN THIS CHAMBER. AND I APPRECIATE YOU LISTENING . THANK YOU. IF I CAN ADD ONE HIGHLIGHT AND THANK YOU FOR THAT COUNCILWOMAN WE DEFINITELY HONOR EVERYONE'S OPINIONS. I THINK ONE THING THAT WE DID NOT HIGHLIGHT WAS IN RESPONSE TO SOME OF THE WORK THAT WE ARE DOING YOUTH VIOLENCE IS DOWN AND I THINK IN OUR RESPONSE TO STUDENTS WHO ARE INVOLVED IN THE COURT SYSTEM, YOU KNOW, WE'RE WE'VE CREATED SOME WAYS TO SUPPORT THEM WITH SOME OF THEIR CHALLENGES AND AND I THINK THAT IS REFLECTIVE OF SOME OF THE THINGS IN THE WORK THAT WE ARE DOING IN TERMS OF MY EFFICIENCY STANDPOINT IN SUPPORTING AND SUPPORTING STUDENTS. SO I JUST WANT TO ADD THAT ADDITIONAL HIGHLIGHT. I KNOW THAT, YOU KNOW, THE LOCAL MEDIA AND FOLKS ARE RECOGNIZING THAT THE CRIME RATES ARE DOWN. BUT I DO THINK I DO WANT TO HIGHLIGHT THAT THERE IS THIS LARGER BODY OF BPC. IT'S REALLY CONTRIBUTED TO THAT AS WELL. SO THANK YOU FOR THAT.  THANK YOU. COUNCILOR ME HERE CONCENTRATE IN THE FLOOR IS YOURS.  THANK YOU, MR CHAIR. THANK YOU FOR ALL STILL HANGING IN HERE.  I WANT TO DIG INTO THE BUDGET BOTH UNDER FEDERAL RELIEF FUNDING.  IT SAID THAT BP HAS RECEIVED 390 MILLION BY THE FEDERAL ELEMENTARY AND SECONDARY SCHOOL EMERGENCY ESSER FUNDS DURING THE DURING THE PERIOD 22 FINANCIAL YEAR 2224 I'M ALSO LOOKING AT OTHER YOU KNOW, OUTSIDE AGENCIES AND ACADEMIC INSTITUTIONS ARE TRACKING OUR USE OF FEDERAL FUNDS. THE EDU NOMICS LAB AT GEORGETOWN IS TRACKING MASSACHUSETTS TOTAL ASSET ALLOCATION AND FUNDS SPENT AND ACCORDING TO THIS WHICH TABLE WAS UPDATED ON MARCH 19TH, 2024 JUST A FEW WEEKS AGO THEY SAID THAT THE TOTAL ALLOCATION FOR BOSTON WAS NOT 390 MILLION BUT 431,000,653 FOR THE $52,756 AND TO NOW UP TO NOW WE'VE SPENT TO WE'VE SPENT 200 THESE NUMBERS BLOW MY MIND TO TWO $276,467,608 WHICH IS 64% OF THE TOTAL WHICH LEAVES ABOUT 155,101,085 AND 148 MILLION UNSPENT WHICH IS TOTALLY AT VARIANCE FROM WHAT'S IN THE BUDGET BOOK.  YEP. AND THE OTHER THING TO POINT OUT IS YOU KNOW THE SCHOOL COMMITTEE WHICH ASKED QUESTIONS THAT WERE NOT ANSWERED DURING THE BUDGET REVIEW PROCESS WITH FEDERAL FUNDS ON PART OF THE BP'S GENERAL BUDGET PROCESS. THEREFORE THE SCHOOL COMMITTEE HAS NO AUTHORITY OVER THESE FUNDS AND HOW THEY'RE ALLOCATED AND SPENT.  THAT'S ENTIRELY THE PURVIEW OF SUPERINTENDENTS AND THE SCHOOL DISTRICT TO COMPLETE THIS LIMITED TO COMPLETE THIS PROCESS WITH LIMITED REPORTING REQUIREMENTS AND ACTIVE OVERSIGHT. WHICH BRINGS ME BACK TO MY EARLIER QUESTION ABOUT AUDITING . THIS IS A HUGE AMOUNT OF MONEY AND THE SCHOOL DEPARTMENT THE SCHOOL COMMITTEE IS NOT GETTING ANSWERS.  YOU'RE SAYING WE DON'T HAVE WE DON'T HAVE A YOU KNOW, A CHIEF AUDITOR. YOU KNOW, FROM THE IN THE SCHOOL DEPARTMENT IN THE SCHOOL DEPARTMENT PER OF THE RECOMMENDATIONS OF THE FOLKS THAT LOOKED AT THIS A FEW YEARS AGO. AND I'M JUST WONDERING LIKE WHY IS THERE SUCH A VARIANCE THOUGH NOT OFFICIALLY BUDGETED, BP'S IS EXPECTED TO CARRY ROUGHLY 19 AND A HALF MILLION IN EXTRA FUNDS TOWARDS FINANCIAL YEAR 25. WHY ARE WE ONLY CARRYING WHY IS IT 19 AND A HALF MILLION WHEN WE'VE GOT A ACCORDING TO THIS WEBSITE WE HAVE 155 MILLION UNSPENT LIKE WHAT WHAT GIVES HERE WE ARE JUST TRYING TO FIGURE OUT WHAT THE IS GOING ON AND WE GET IT'S JUST DENSE AND REALLY DIFFICULT UNDERSTAND AND THERE'S NO CLEAR EXPLANATION.  YOU KNOW IT'S THERE'S NO FLAHERTY HERE. IT'S JUST ALL MUD FROM US FROM MY PERSPECTIVE. I'LL DO MY BEST TO ANSWER THAT QUESTION FOR YOU AS QUICKLY AS POSSIBLE.  I THINK THE DIFFERENCE BETWEEN THE 390 AND THE $430 MILLION FIGURE OR WHETHER OR NOT INCLUDE OUR CARES EDUCATION GRANT WHICH IS THE FIRST GRANT WE GOT RIGHT AT THE BEGINNING OF THE PANDEMIC WHICH WAS ABOUT $32 MILLION PLUS WE GOT AN ADDITIONAL $5 MILLION ISN'T HERE. SO THAT'S THE DIFFERENCE BETWEEN THE 390 AND THE $430 MILLION NUMBER. THAT'S WHY THOSE TWO NUMBERS ARE DIFFERENT. THE SECOND PIECE OF IT IS THE DATA THAT EDGE DYNAMICS IS USING TO REPORT AND OUR SPEND HAS TO DO WITH THE AMOUNT OF MONEY WE DRAW DOWN FROM THE STATE TO COLLECT THE REVENUE. AND THE WAY THAT WORKS IS WE ONLY DRAW DOWN THAT REVENUE WHEN THE MONEY IS FULLY EXPENDED. SO THE WAY OUR SPENDING IS WORKING FOR THIS YEAR IN THE FINAL YEAR OF THE GRANT WHEN WE'RE SPENDING ABOUT A THIRD TO MAYBE 40% OF THE MONEY IS THE MONEY IS ENCUMBERED FOR VARIOUS PROJECTS.  A LOT OF THAT MONEY IS ACTUALLY SPENT IT LIKE GOES OUT THE DOOR RIGHT AT THE END OF THE YEAR. SO THE REASON THERE'S A DISCREPANCY BETWEEN THE 130 YEAR $140 MILLION THAT'S STILL LEFT UNSPENT AND 160 I'M SORRY I'M FORGETTING THE EXACT 155 MILLION VERSUS 55 MILLION THE DISCREPANCY BETWEEN THAT NUMBER AND THE APPROXIMATELY $90 MILLION WE'RE ESTIMATING TO CARRY FORWARD IS THE MONEY WE HAVE ENCUMBERED BUT HAVE NOT FULLY SPENT BECAUSE THAT MONEY IT'S LITERALLY WE DON'T CLAIM IT WITH THE STATE UNTIL THE DOLLARS LEAVE THE TREASURY.  RIGHT. AND SO AS THOSE DOLLARS GET SPENT WE THEN CLAIM THE FUNDS FROM DFC, THE DFC UPDATES THEIR WEBSITE WHICH DYNAMICS THEN PULLS THE DATA FROM THEY'RE NOT UP TO DATE AS OF MARCH MARCH 19TH FROM A FEW WEEKS AGO. RIGHT. AND THAT INCLUDES THE DOLLARS THAT HAVE GONE COMPLETELY OUT THE DOOR BUT NOT ALL THE DOLLARS WE HAVE ENCUMBERED ON UNDER CONTRACT TO SPEND FOR THE REST OF THIS YEAR WHICH IS WHICH IS THE DIFFERENCE OF ABOUT 130 $235 MILLION. YOU KNOW, IT WOULD BE REALLY HELPFUL FOR US TO TO GET A BREAKDOWN OF WHAT YOU KNOW, BACK TO THIS OTHER QUESTION WE HAD EARLIER.  YOU KNOW HOW HOW ESSER WAS A ONCE IN A HUNDRED YEAR OPPORTUNITY TO REALLY DO SOMETHING DRAMATIC TO IMPROVE THE OUTCOMES IN OUR NOTWITHSTANDING THE FACT THAT WE HAD A HUGE PANDEMIC. SURE WE'D LOVE TO UNDERSTAND HOW ALL THAT MONEY WAS SPENT SINCE WE SINCE THE SCHOOL COMMITTEE DOESN'T HAVE ANY AUTHORITY OVER IT, WE AS AN OVERSIGHT OVERSEEING OVERSIGHT BODY WOULD LIKE TO SEE A BREAKDOWN OF HOW ALL THOSE MONIES WERE SPENT. THE EXTRA MONEY YEAH, THE CARES MONEY. WE DID FOOD AT FOOD ASSISTANCE WE DID ALL SORTS YEAH FOR THE CARES MONEY BUT WE'D LOVE TO GET A BREAKDOWN OF HOW THE ACTUAL MONEY WAS SPENT FOR SURE HOW MUCH IS ENCUMBERED THAT'S THAT'S BEEN YOU KNOW BEEN SPENT RIGHT NOW BUT HASN'T BEEN REIMBURSED FOR AND THEN HOW MUCH MONEY IS LEFT IN THE KITTY TO SPEND BEFORE BEFORE THE MONEY RUNS OUT WE HIT THE TIMELINE. IT'S ALSO REALLY IMPORTANT THAT WE GET AN UNDERSTANDING OF NOT ONLY THE APPROPRIATION OF THE AMOUNT OF MONEY BUT HOW MUCH WE ACTUALLY SPENT THE ACTUAL ACTUAL SPENT MONEY BECAUSE THIS IS THIS IS A NIGHTMARE TO TRY AND GET YOUR HEAD AROUND.  THIS IS PRACTICALLY IMPOSSIBLE. SO I BELIEVE WE ATTACH A TWO PAGE SUMMARY TO YOUR PACKET WHICH IS VERY SHORT AND BRIEF AND PROBABLY DOESN'T HAVE THE AMOUNT OF DETAIL YOU'RE LOOKING FOR. WE ALSO HAVE BEEN UPDATING ON OUR WEBSITE EVERY SIX MONTHS A COMPREHENSIVE REVIEW OF WHAT WE'RE SPENDING OUR ESSER MONEY ON. GO TO HEAR YOUR POINT THAT IS CHANGING IS OUR PLANS FOR SPENDING ARE ADJUSTED BECAUSE THAT BUT YOU KNOW WE USE WE COME IN HERE WE TALK OF JARGON QUALITY STUDENT SERVICES AND IT DOESN'T MEAN ANYTHING THE ORDINARY FOLKS ON THE STREET WANT TO KNOW HOW MANY FAMILY LIAISONS YOU'RE SPENDING, HOW MANY HOW MANY RESTORATIVE JUSTICE PEOPLE YOU'RE HIRING. YOU KNOW, IT'S THE SHARP END OF THE STICK HERE IN TERMS OF WHAT'S AT THE COALFACE IN THE CLASSROOM, IN THE SCHOOLS WHAT ARE WE SPENDING THE MONEY ON THAT MAKE A DIFFERENCE? I'M NOT LIKE MY CONCERN IS THERE'S A LOT OF MONEY BEING WASTED ON ADMINISTRATIVE BOOT REVENUE, YOU KNOW, AND WE'RE NOT ACTUALLY DELIVERING BECAUSE THIS MONEY WAS TARGETED TO COMPENSATE FOR THE LACK AND LOSS OF LEARNING OPPORTUNITIES IN OUR SCHOOLS AND TO LIFT OUR STUDENTS ARE POOR IMPACTED DRAMATICALLY BY THE COVID EPIDEMIC AND IF WE'RE NOT SPENDING THAT MONEY ON THOSE THINGS THEN WE'RE MISSING THE BOAT COMPLETELY. AND SO I'LL GO ON TO MY OTHER QUESTION IN TERMS OF IDA, I'M LOOKING AT YOUR YOU KNOW, REQUIRED SERVICES THAT HAVE BEEN FROM INTERVENTION SERVICES FOR CHILDREN FROM BIRTH TO BIRTH TO AGE TWO. I'M A PHYSICAL THERAPIST BY PROFESSION. I USED TO DO EARLY INTERVENTION AND REALLY I'M REALLY CURIOUS JUST HOW MANY CHILDREN WE HAVE IN THAT PROGRAM FOR EARLY INTERVENTION AND THAT INCLUDES STUDENTS YOU KNOW THEY'RE NOT PRE PRE BEEN ENROLLED IN ANY FORMAL EDUCATION LIKE PRE ENROLLMENT AND SO THAT'S ALL THE YOU KNOW ALL ACROSS THE CITY STUDENTS FROM CHILDREN WHO COME IN WHO HAVE SPECIAL NEEDS ARE.  CAN WE GET SOME DATA ON HOW TIMELY EVALUATED BECAUSE AN EARLY INTERVENTION WORKS BEST IF YOU IDENTIFY THE PROBLEM EARLY HOW MUCH MONEY WE'RE SPENDING ON THAT AND THEN WHAT LANGUAGE SUPPORT AND AND AND EDUCATION WE'RE PROVIDING TO FAMILIES IN TERMS OF BEING ABLE TO IDENTIFY A STUDENT IN A CHILD WHO NEEDS HELP EARLY ON AND THEN AT THE OTHER END OF THE LIFE OF THE SCHOOL LIFE AS A TRANSITION TO ADULT LIFE I'M REALLY CURIOUS ABOUT MUCH HOW MUCH MONEY WE SPEND ON TRANSITIONAL SERVICES FOR YOUNG ADULTS AS THEY GRADUATE SCHOOL AND GO INTO THE WORLD. ARE WE PROVIDING THEM WITH A JOB TRAINING READINESS SKILLS LIKE FINANCIAL LITERACY, MEDIA LITERACY ETC. SO THAT THEY CAN ACTUALLY BE SAFE AND SUCCESSFUL IN THE WORLD AND I THINK WE'LL HAVE IT FOR THE SECOND QUESTION . WE'LL HAVE SOME FOLKS WITH US THIS AFTERNOON WHO ARE REALLY FOCUSED ON CAREER AND COLLEGE PATHWAYS AND POST-SECONDARY WORK. VERY GOOD.  YEAH, I'M REALLY HUNG UP ON THE EXTRA STUFF.  WE WANT MORE INFORMATION FOR SURE. WE ABSOLUTELY NEED MORE INFORMATION.  WE CAN GET YOU A LOT MORE. IT IS A THIRD VISIT LIKE IT'S $400 MILLION. IT'S A HUGE AMOUNT OF MONEY.  WE HAVE A LOT OF INFORMATION WE CAN SHARE WITH YOU. YES, WELL, WE EXPECT IT. THANK YOU. THANK YOU, MR CHAIR. THANK YOU, COUNSELOR BRAEDEN AND AS I MENTIONED YESTERDAY,  WE HAVE A LIST OF UNANSWERED QUESTIONS FOR SURE AND WE NEED TO KNOW WHAT WE'RE GOING TO BE VOTING ON. SO WE NEED THAT INFORMATION PRIOR PRIOR TO ANY VOTE FOR SURE. ALL RIGHT. CASAGRANDE IS INNOCENT OF FLUID CHOICE.  THANK YOU, MR CHAIR.  AND I HAD A COUPLE OF QUESTIONS AS WELL MAYBE A FEW AND THEN JUST A POINT ABOUT THE DIFFERENT STUDIES AND ASSESSMENTS THAT YOU'VE PERFORMED IN SCHOOLS AND JUST INTERESTED OVERALL LIKE HOW WE INTERSECT THEM OR HOW WE'RE DOING FULL ANALYSIS OF THE ENTIRE THING FROM FACILITIES TO OPPORTUNITY INDEX TO THE SCHOOLS THAT ACTUALLY HAVE ATHLETIC FACILITIES OR HOURS AND THEN CROSS INTO INTERSECTING THEM SO THAT WE CAN UNDERSTAND HOW WE'RE ADDRESSING THE WHOLE CHILD.  SO RIGHT NOW YOU USE OPPORTUNITY INDEX SCHOOLS AS SORT OF A QUALIFIER FOR YOUR I GUESS PARTNERSHIP FUND AND ON YOUR WEBSITE YOU TALK ABOUT AS FAR AS OPPORTUNITY INDEX FUND I MEAN THE PARTNERSHIP FUND IN THE SCHOOL SUPPORT FUNDS YOU TALK ABOUT HOW THE DISTRICT FUND PARTNERSHIPS HAD BEEN INEQUITABLE IN TERMS OF THEIR DISTRIBUTION ACROSS SCHOOLS BASED ON STUDENT NEED AND THIS I MEAN TO BE FAIR THIS WAS ABOUT TWO OR THREE YEARS OR THREE YEARS AGO. YEAH AND THEN SCHOOLS HAD LITTLE TO NO VOICE PARTNERSHIPS RECEIVING FUNDING NOT SELECTED BASED ON CONSISTENT CRITERIA. RIGHT AND I GUESS I'M INTERESTED IN UNDERSTANDING HOW HAS THAT CHANGED TODAY? DO WE STILL HAVE BOTH PARTNERSHIP FUNDS AND SCHOOL SUPPORT FUND YOU DO BECAUSE OF THE LGBTQ? GUESS YEAH. OKAY SO AND THEN YES. COULD YOU TELL ME HOW THAT'S CHANGED?  I THINK THIS IS YOU KNOW, GOING BACK TO COUNCILMAN HE HAS QUESTIONS AND THINGS I'M PROUD OF ABOUT, YOU KNOW, THE IMPACT OF WHAT WE'VE DONE. I THINK THE OPPORTUNITY INDEX BASED PARTNERSHIP FUNDS HAS BEEN A REAL ACHIEVEMENT IN SOLVING SOME OF THE ISSUES THAT YOU JUST OUTLINED. RIGHT. OF SORT OF YOU KNOW, IT USED TO BE THAT THERE MIGHT BE SOMEONE CENTRAL WHO WAS MANAGING A PARTNERSHIP AND WHOEVER CALLED THEM GOT ACCESS TO THAT PARTNERSHIP. WHEREAS NOW WHAT HAPPENS IS WE'VE IDENTIFIED THIS GROUP OF SCHOOLS THAT HAVE THE MOST NEED FOR THE PARTNERSHIPS AND GIVING THEM THE RESOURCES TO IS SPACE TECHNICALLY WAS ALWAYS BASED ON OPPORTUNITY INDEX AS WELL. IT'S STATES HERE, RIGHT? THAT'S WHAT WE DID WITH THE PARTNERSHIP FUND FOR SURE.  YOU'RE SAYING WAS HOW ARE YOU DOING IT NOW THAT'S DIFFERENT BECAUSE YOU USED TO USE THE OPPORTUNITY INDEX BACK THEN TOO. YEAH. SO THE OF THE THAT WE CREATED THE PARTNERSHIP FUND AN OPPORTUNITY INDEX TO SOLVE THE INEQUITIES THAT WE OUTLINED ON THAT WEBSITE. YES.  AND THEN WHAT I'M SAYING IS THOSE TO THE PARTNERSHIP FUND AND SUPPORT SCHOOL SUPPORT FUNDS WERE DISTRIBUTED IN EQUITABLY IT STATES HERE THAT ALTHOUGH YOU USED HISTORICALLY VPC HAS REMARKABLE FOR CENTRAL FUND OFFICE FUNDS OH I SEE SO IT WAS NOT CALLED THE OPPORTUNITY IT WAS PREDATED THAT AND THAT'S WHAT WE TOOK THOSE POOL MONEY AWAY FROM CENTRAL OFFICE AND PUT THEM THROUGH THAT PARTNERSHIP FUND INSTEAD CURIOUS THE OPPORTUNITY INDEX IS INTERESTING BECAUSE YOU'RE MEASURING SPECIFIC CRITERIAS, RIGHT? LIKE COMMON DISADVANTAGES, RESIDENTIAL MOBILITY AND I KNOW YOU KNOW THIS BUT PEOPLE FOLKS AT HOME NEED TO HEAR OF COURSE PUBLIC HOUSING RECENT IMMIGRANT ATTENDANCE RATE COURSE FAILURES ,MASK FAILURES AND SUSPENSIONS. YEAH, BUT THEN YOU DON'T USE FACILITY LIKE THE ACTUAL SCHOOL ENVIRONMENT AS A CRITERIA TO SCORE.  YEAH SO WE WORKED WITH THE BOSTON AREA RESEARCH INITIATIVE SO IT WAS A PARTNERSHIP OF A LOT OF DIFFERENT RESEARCHERS TO TRY TO UNDERSTAND WHAT WERE THE FACTORS THAT WERE MOST CLOSELY LINKED TO STUDENT OUTCOMES. RIGHT AND I THINK THAT WAS SORT OF YOU KNOW, UNDER THE WORK OF COLIN ROSE AT THE TIME AND SOME SOME OTHER FOLKS THESE FACTORS THAT WERE SELECTED WERE THE ONES THAT WE FOUND WERE SORT OF MOST CONNECTED. I THINK THERE IS NOW AND YOU KNOW NOW THAT WE HAVE THE LONG TERM FACILITIES PLAN WHICH MOVED BACK TO TALK TO YOU ABOUT IN MAY, I THINK WE'LL BE ABLE TO SORT OF REVISIT THAT AND I THINK A LOT OF THE FROM OTHER FACILITIES WORK THE QUESTION IS HOW ARE WE DETERMINING WHERE THOSE CAPITAL DOLLARS ARE GOING RIGHT TO HELP IMPROVE THOSE FACILITIES? AND I THINK THAT'S AN IMPORTANT THING FOR US TO GET RIGHT FOR EQUITY FOR SURE I GUESS BECAUSE YOU'RE I MEAN YOU HAVE CHILDREN FOR EXAMPLE WHERE GARVEY WENT DOWN AND TOOK DOWN EVERY SINGLE SCHOOL IN MY DISTRICT AND MY GOODNESS WITH EXCEPTIONS TO ONE NO TO SORRY EVERY SINGLE SCHOOL IN DISTRICT SEVEN HAS A HIGHER SCORE OF OPPORTUNITY INDEX HIGHER THAN 0.51.5 YEAH HAD AN AVERAGE ON AVERAGE AND THAT'S PRETTY HIGH CONSIDERING THAT OTHER SCHOOLS ARE LIKE YOU KNOW 2.2.3 RIGHT AND SO I, I GUESS I GUESS YOU KNOW YOU HAVE THE KID THAT COMES IN WITH THE CHILD THAT COMES IN WITH ALL OF THESE ISSUES IN TERMS OF LIKE THE DIFFERENT SOCIAL DETERMINANTS OF HEALTH BUT ALSO OTHER SCORES THAT YOU IMPLEMENT IN THEIR BUT THEN PART A PART OF WHY THEY CAN'T PERFORM LIKE SPECIFICALLY THOSE TYPES OF THOSE CHILDREN NOT TYPES BUT CHILDREN WITH THOSE ADDED STRESSORS DESERVE BETTER FACILITIES INCREASED SUPPORTS RIGHT BUT THEY ALSO ARE SCHOOLS THAT HAVE ZERO ATHLETICS FOR EXAMPLE OR ZERO ARTS FOR EXAMPLE. SO SHOULDN'T IT BE YOU KNOW WHAT I MEAN SHOULDN'T A SCHOOL ENVIRONMENT ALSO BE ONE OF THE DOMAINS? I THINK IT'S CERTAINLY SOMETHING WE CAN CONSIDER FOR SURE. OKAY. SO FOR THE INTERNAL AUDIT TASK FORCE THING, BOSTON PUBLIC SCHOOLS BOARD FOR SLASH DOMAIN 4/2676 THE APPLICATIONS ARE IN LINE FOR YOU TO BECOME A MEMBER SO IT MAY BE TAKEN DOWN THE MEMBERSHIP APPLICATION COMPONENT IF IT'S NOT A THING. ALSO ON YOUR WEBSITE YOUR SPANISH INTERPRETATION BUTTON DOESN'T WORK. CAN WE JUST IN GENERAL YEAH OKAY PEOPLE PEOPLE WELL I WAS SORRY I WAS IN TRANSPORTATION AND IT DIDN'T WORK BUT I KNOW IN GENERAL PEOPLE CAN JUST GO TO GOOGLE TRANSLATE AND TRANSLATE THE WHOLE PAGE BUT IF I DON'T KNOW AND I SEE SPANISH UP THERE AND I'M YOU KNOW LATINO FAMILY OR LATIN NEXT AND THAT'S WHAT I'M USING AND IT JUST DOESN'T WORK YOU GO TO IT IT'S LIKE ONE SENTENCE AND IN ONE TITLE IN SPANISH AND EVERYTHING ELSE IS ENGLISH.  THEN LET'S GO BACK TO MY LINE OF QUESTIONS IF YOU DON'T MIND. LOOKS LIKE BP'S IS PROPOSING CUTTING ARTS SPENDING BY 1.2 MILLION AND WE'RE LOSING AROUND SO THAT MEANS ABOUT FOUR FTE. DOES THAT MEAN WE WILL HAVE FEWER ARTS TEACHERS THIS YEAR OR AND IF SO, WHICH SCHOOLS WILL BE AFFECTED? AND THEN I KNOW OF COURSE I'M STILL LOOKING FOR THE LIST OF SCHOOLS THAT DON'T HAVE WE'LL PUT THAT TOGETHER FOR YOU RIGHT NOW. SO THE ARTS BUDGET IS PRIMARILY DECREASING BECAUSE OF THE END OF ESSER WE HAD ABOUT $2 MILLION AND 14 POSITIONS IN THE CURRENT YEAR ON ESSER FOR THE ARTS AND THEN ANOTHER YEAR THIS ABOUT HALF A MILLION DOLLARS AND ABOUT FOUR AND A HALF POSITIONS FOR MUSIC ON ESSER AND OBVIOUSLY THOSE ESSER FUNDS ARE ENDING.  WE HAVE BEEN ABLE TO INCREASE THE GENERAL FUNDS GENERAL FUND ARTS BY ABOUT THREE POSITIONS MUSIC IS MORE OR LESS FLAT. I THINK IT'S DOWN POINT FOUR SO A PART OF THE LOSS THERE IS ALSO THE CLOSURE OR MERGER OF A BOSTON INTO UP DORCHESTER HAS THAT SCHOOL CLOSES THERE ARE JUST FEWER OF THE OTHER PROGRAMING THAT THEY OFFER THAT BOSTON ALREADY EXISTS AT DORCHESTER AND SO THEY'RE NOT NECESSARILY BRINGING EVERY POSITION OVER WITH IT. DOES THAT MEAN THEN THAT THE IT WILL WORK OUT IN THE MATH WHEN YOU GIVE ME A LIST I WON'T SEE ANY SCHOOLS THAT DON'T HAVE ARTS AND MUSIC. THAT'S WHY I DON'T I DON'T HAVE THE LIST IN FRONT OF ME.  BUT THE QUESTION WE'RE LOOKING AT RIGHT NOW OH I THOUGHT YOU SAID THEY'RE THEY'RE WORKING ON IT RIGHT NOW. I SEE YOU'RE TRYING TO GET TO BUT ANYWAY, THANK YOU, MR CHAIR . MAY I HAVE MORE? THANK YOU.  I'M HAPPY TO SEE INCREASE IN SPENDING AND AGAIN THAT THAT LAST QUESTION GOES BACK TO THE FACT THAT, YOU KNOW, THE CHOICES THAT WE'RE MAKING PRIORITIES OR PRIORITIZING WHAT WE'RE PRIORITIZING AS A DISTRICT SO I MEAN I THINK THAT THAT THAT WARRANTS FURTHER CONVERSATION OF OFF LINE OR WHATEVER. I'M HAPPY TO SEE THAT THE INCREASE IN SPENDING FOR HOMELESS SERVICES BY THE AMOUNT OF 27% I'M CURIOUS TO LEARN MORE ABOUT WHAT THAT INCREASE REFLECTS AND I KNOW THAT WE TALKED ABOUT HOUSING BUT THERE WAS A PORTION OF IT THAT IT WAS LIKE HOUSING SLASH WRAPAROUND AND I KNOW YOU SAID SOMETHING A FAMILY AID AND SO WHAT WHAT PORTION OF THAT IS WRAPAROUND SERVICES AND WHAT PORTION OF THAT IS HOUSING SPECIFIC? LET ME GET LET ME PULL UP THOSE DETAILS AND ONE SECOND I'VE GOT IT RIGHT HERE. DO WE KNOW HOW MANY STUDENTS ARE UNHOUSED AND I APOLOGIZE I DIDN'T MISSPEAK EARLIER. IT WAS ABOUT ABOUT 4000 STUDENTS QUALIFY AS OUR IN OUR DEFINITION OF HOMELESS WHICH INCLUDES FAMILIES THAT ARE DOUBLED UP AND A VARIETY OF OTHER FACTORS. I DON'T HAVE THE FULL DEFINITION IN FRONT OF ME RIGHT NOW BUT I CAN CERTAINLY GET IT FOR YOU.  SO THE FAMILY AID WORK DOES THREE PRIMARY THINGS SO THERE'S A VOUCHER PROGRAM THAT DOES TURNKEY APPLICATION HOUSING SEARCHES, WRAPAROUND CASE MANAGEMENT SERVICES FOR FAMILIES EXPERIENCING HOMELESSNESS FOCUSED ON SECTION EIGHT CITY FUNDED HOUSING VOUCHERS THROUGH VHA SORRY WRAPAROUND SERVICES.  OH, SERVICES. YEAH. AND THEN THERE'S ALSO THE EMERGENCY HOMELESS INTERVENTION PROGRAM WHICH DOES SIMILAR WORK BUT TO TRY AND PREVENT FAMILIES FROM BEING HOMELESS IN THE FIRST PLACE. SO THAT'S A PARTNERSHIP BETWEEN US AND VHA AND FAMILY AID I SEE . THANK YOU. HOW DOES PLAN ON YOU KNOW,  DOING FURTHER ENGAGEMENT SINCE YOU'RE TAKING A CUT OF 13% REDUCTION IN ENGAGEMENT SPENDING, SPENDING ENGAGEMENT HOW DO YOU IMPROVE A THING OR HOW DO YOU HOW DO YOU DO IT EFFICIENTLY WITH A CUT OF 13% JUST FINDING THAT ONE SO OUR FAMILY AND COMMUNITY ADVANCEMENT TEAM HAD SEVEN POSITIONS ON ESSER SO WE WERE ABLE TO MOVE SEVERAL OF THEM OVER TO THE GENERAL FUND AS PART OF IT AND SO WE'RE TRYING TO JUST PRIORITIZE AS MUCH AS POSSIBLE IN THIS ESSER TRANSITION. WE'RE TRYING TO PRIORITIZE SORT OF CONSOLIDATING VACANT POSITIONS THROUGH LIKE JUST SORT OF NATURAL ATTRITION AND TRYING TO KEEP AS MUCH OF THE PROGRAMING THAT'S BEEN SUCCESSFUL AS POSSIBLE.  SO IN OUR ENGAGEMENT WORK MOST OF WHAT WE'RE TRYING TO DO IS JUST TAKE WHAT WE LEARNED FROM ESSER THAT'S GOING REALLY WELL. KEEP AS MUCH OF IT AS WE CAN POSSIBLY AFFORD TO KEEP AND CONSOLIDATE THROUGH VACANT POSITIONS AND OTHER THINGS TO MAKE SURE THAT WE CAN KEEP THE WORK FOR.  THANK YOU. MY LAST QUESTION THANK YOU.  SO VPC HAS RECURRING I GET THE CONCEPT I GUESS I'M I'M LOOKING TO SEE HOW HOW YOU'RE ABLE TO DO THAT WITH CUTS I MEAN I KNOW IT'S HARD RIGHT? BUT IN TERMS OF LIKE HOW YOU PRIORITIZE SERVICES, HOW YOU PRIORITIZE OUR FACILITY, HOW DO YOU PRIORITIZE WHAT IS IT OPPORTUNITY INDEX SCHOOLS AND HOW DO YOU ENSURE THAT THE FUNDS ARE DISTRIBUTED EQUITABLY AND THEN THE TOOLS THAT YOU IMPLEMENT TO ACTUALLY ENSURE THAT IT'S RIGHT TO BE EQUITABLY . SO BE WATCHING THAT CLOSELY. YES, IN PARTNERSHIP WITH OF COURSE AND BP. SO BP HAS A REOCCURRING PROBLEM OF NOT PROVIDING ADEQUATE TRANSPORTATION BUT LATEX AND THE BOSTON GLOBE COVERED THAT STORY TWO YEARS AGO AND YET WE'RE SEEING 55% REDUCTION ATHLETICS, TRANSPORTATION. HOW ARE WE GOING TO ADDRESS THIS PROBLEM WITHOUT ADEQUATE FUNDING?  ABOUT ONE WHERE YOU WERE STANDING YOU'VE GOT TO BE ABLE TO DO YOU SPEAK TO THAT?  WELL, WHATEVER IS COMING UP JUST TO I MEAN FROM THE TRANSPORTATION DEPARTMENT YELLOW YELLOW BUS PERSPECTIVE ATHLETICS TRANSPORTATION ON YELLOW SCHOOL BUSSES IS INCLUDED WITHIN OUR BUDGET AND DOES NOT HAVE ANY DECREASE FOR NEXT SCHOOL YEAR. AND SO I'M NOT SURE WHAT WHAT LINE YOU'RE LOOKING AT BUT YOU'RE SAYING THAT THEN YOU'RE SAYING THAT THE REDUCTION DOES NOT IMPACT SPECIFICALLY ATHLETICS TRANSPORTATION?  YEAH, I THINK WE MUST MOVE THERE MUST BE AN ACCOUNTING ERROR AND SOMETHING WE'VE WE'VE PRESENTED TO YOU SO I APOLOGIZE FOR THAT. OKAY. OR MAYBE ON MY PART I'LL I'LL LOOK IT UP AGAIN.  YEAH. AND IF I'M RIGHT THEN I'LL SEND IT BACK AND WE'LL GET YOU SOMETHING IN WRITING FOR SURE. OKAY. THANK YOU. SO IF THERE'S NO REDUCTION IF YOU'RE SAYING LOOK, WE'RE GOING TO BE ADEQUATELY PROVIDING ATHLETICS, TRANSPORTATION AN ASSESSMENT OF MY QUESTION AND I DO APPRECIATE YOU COMING DOWN TO ANSWER I KNOW THAT MY COUNCIL COLLEAGUE COUNCILOR MURPHY HAS BROUGHT THIS UP A COUPLE OF TIMES. I JUST WANTED TO CONNECT THIS SPECIFICALLY TO THE REDUCTION. BUT AGAIN, LET ME CLARIFY THOSE NUMBERS OR LET YOU CLARIFY THESE NUMBERS AS MAKE SURE WE GET THEM RIGHT. I APPRECIATE THAT.  SO OVERALL FOR ME I THINK THAT LOOKING AT THE OPPORTUNITY INDEX SCHOOLS LOOKING AT FACILITIES AND THEIR DEFICITS RIGHT.  SO UNDERSTANDING FOR EXAMPLE THAT IF YOU'RE LOOKING AT A CHARLES ENVIRONMENT, IF THEY'RE COMING FROM FOR EXAMPLE GUN VIOLENCE OR DOMESTIC VIOLENCE IS ONE OF THE THINGS THAT I READ THEN YOU GO INTO A SCHOOL THAT'S DILAPIDATED AND YOU KNOW, DISENFRANCHIZED THAT ONLY PROVIDES YOU BRICK WALLS WITH INADEQUATE WATER OR INADEQUATE VENTILATION OR LIGHTING AND THEN ADDING TO THAT STRESSOR LIKE YOU DON'T WANT TO BE THERE WITH THE RESEARCH THAT WE HAVE ABOUT HOW PHYSICAL ACTIVITY RIGHT IS THREE TIMES PROVEN MORE EFFECTIVE THAN PSYCHOTROPIC MEDS FOR EXAMPLE OR AT LEAST ON ATTENTION DEFICIT OR SOME OTHER THINGS NOT ALL THE TIME RIGHT BUT AND I'M NOT SAYING THAT I'M NOT A FAN OF MEDS. I'M I'M SAYING WITH YOU KNOW, MODERATE USE AND THERAPY.  SURE. BUT HEALTH AND FITNESS IS ONE OF THE BEST SOLUTIONS ONE OF AND IF WE ARE NOT INCORPORATING THAT IF WE ARE NOT SUPPORTING OUR STUDENTS WITH ADEQUATELY SUPPORTING OUR STUDENTS WITH ARTS AND MUSIC AND AS YOU KNOW COUNCILOR FITZGERALD SAYING AND HOW IMPORTANT THAT IS THEN YOU ADD YOU BRING A KID IN ALREADY FROM AN ENVIRONMENT ALREADY WITH PAST TRAUMAS ANY ISSUES AND YOU'RE BRINGING THEM TO A FACILITY THAT DOESN'T EVEN SERVICE THEM PROPERLY, RIGHT? SO THEN YOU'RE ADDING TO INJURY AND I'M JUST WONDERING IF THERE CAN BE LIKE A CROSS STUDY OR SOME SORT OF ANALYSIS OF ALL OF THESE DIFFERENT COMPONENTS AND NOT BE LOOKED AT SEPARATE BECAUSE FOR EXAMPLE DEARBORN SOME RIGHT SCORES LIKE AN 80 AND FACILITY. YEAH IT'S A NICE BUILDING BEAUTIFUL THANK YOU BECAUSE I MEAN I DIDN'T DO IT BUT IT'S IN MY DISTRICT IS I'VE SEEN IT IT'S AMAZING I WANTED TO DO MORE TO YEAH AND I WENT TO THE O'BRIEN OF COURSE BUT THEN THEIR OPPORTUNITY INDEX NUMBER IS PRETTY UP THERE SO YOU KNOW NOW WE CAN SEE LIKE IF THERE'S A STUDY LIKE AN ANALYSIS OF SOME SORT OF CROSS ANALYSIS AND YOU COULD SEE OKAY, HOW ARE OUR STUDENTS OF DEARBORN MOVING UP BASED ON RIGHT CHANGE ENVIRONMENT SUPPORT SERVICES,  STEM ARTS AND MUSIC AND ATHLETICS?  YOU CAN WE CAN BE ABLE TO REALLY PUT OUT A BEAUTIFUL REPORT TO SHOW THE CHANGE.  HAVE WE THOUGHT ABOUT THIS? ARE WE LOOKING INTO IT?  I THINK WE CERTAINLY I CAN CERTAINLY BRING IT BACK TO THE FOLKS WHO IT IT'S NOT MY IT'S NOT MY AREA OF FOCUS BUT I THINK WE CAN CERTAINLY AND I THINK ON THE 23RD WHEN WE'RE TALKING MORE SPECIFICALLY ABOUT LONG TERM FACILITIES PLANS, WE SHOULD TALK ABOUT THAT IN MORE DETAIL FOR SURE WHEN WE'RE TALKING ABOUT YOU'RE SAYING ABOUT THE COMPREHENSIVE. YEAH. YEAH. I WANT TO BRING THAT BACK THANK YOU BETTER WHEN WE'RE TALKING ABOUT YOU KNOW WHY YOUR SCHOOL NEEDS OR WHATEVER NOT JUST BECAUSE YOU KNOW THE SCHOOL NEEDS IT BUT BECAUSE EQUITABLY IT MEANS THAT THAT SCHOOL PARTICULARLY NEEDS MORE RIGHT FOR SURE. AND THEN IF WE CAN'T IF WE CAN'T CREATE THESE METRICS THAT ACTUALLY SHOW THEN WHEN YOU'RE PRIORITIZING MONEY IT SOUNDS LIKE YOU'RE JUST DOING IT BASED ON NUMBERS AND NOT BASED ON THE WHOLE CHILD AS THE DISTRICT CLAIMS TO. I THINK YOU'VE I THINK YOU'VE DONE A GREAT JOB WITH YOU KNOW, TRYING TO BALANCE OUT THE CUTS. I DO HAVE MORE QUESTIONS. LOOK FORWARD TO THE OTHER HEARINGS ABOUT HOW YOU'RE SUPPLEMENTING SOME OF THAT IN OTHER WAYS. BUT I LOOK FORWARD TO CONTINUING TO WORK TO THANK YOU ALSO. THANK YOU ALL. THANK YOU. NOW WE'LL GO TO PUBLIC TESTIMONY WHEN YOUR NAME IS CALLED PLEASE COME DOWN TO ONE OF THE TWO PODIUMS IN STATE YOUR NAME NEIGHBORHOOD AND OR ORGANIZATION AFFILIATIONS. WE PLEASE SPEAK INTO THE MICROPHONE AND PLEASE KEEP YOUR COMMENTS TO 2 MINUTES. FIRST WE'LL GO WITH ANGELA PEOPLES I'M SORRY . OH, RIGHT HERE. NOPE, SORRY . RIGHT BEHIND THE YOUNG GENTLEMAN RIGHT THERE. YEAH.  HELLO EVERYONE. MY NAME IS ANGELA PEOPLES.  I ATTENDED BOSTON PUBLIC SCHOOLS.  TRY NOT TO GET EMOTIONAL. I TEND TO AT MADISON PARK HIGH FORGETTING I'M FROM BOSTON THE NEIGHBORHOOD MISSION HILL. WELL I JUST WANT TO TALK ABOUT SO I HAVE NINE CHILDREN. MY CHILDREN WENT TO BP'S THE FIRST FIVE HAD GOOD EXPERIENCES . THERE WAS A FEW BUMPS AND BRUISES WHERE I HAD TO FILE THINGS AGAINST THE SCHOOL BECAUSE I'M ALSO MANDATED REPORTER AND THOSE WERE NOT GOOD BUT THE LAST FOUR IS A CASE STUDY. MY CHILDREN, MY HEART IS BROKEN. I FEEL LIKE THE SCHOOL SYSTEM NEEDS TO BE SHUT DOWN WHEN YOU WHEN THE CITY WAS SHUT DOWN BECAUSE OF THE PANDEMIC THINGS WERE PUT IN PLACE, MONEY WAS GIVEN, THINGS WERE IMPLEMENTED . MY CHILDREN ASKED ME OUT AT TIME WAS THE WORLD ENDING?  THEY HAVE FACED TREMENDOUS PROBLEMS AS A SINGLE PARENT I'M DROWNING.  THERE IS A CRY IN THE LAND. I SIT HERE AND WATCH YOU ALL AND I'M VERY UPSET THAT YOU GUYS YOU KNOW WE TALK ABOUT THE BUDGET.  THERE'S THINGS THESE KIDS ARE LACKING AND EVERYONE SHOULD BE ABLE TO HAVE WHAT THEY NEED.  YOU KNOW WE ARE HELPING PEOPLE FROM OTHER COUNTRIES AND EVERYTHING.  THAT'S GREAT. WHAT ABOUT AT HOME?  WHAT ABOUT HELPING THE CHILDREN OUT OF HERE? AND THEN YOU WONDER WHY WHY CHILDREN ACT OUT AND THEN A MOTHER, OUR FATHER WE HAVE TO DEAL WITH ALL THOSE PROBLEMS AND I HAVE TO DEAL WITH IT WHEN I TRY TO WORK WITH THE SCHOOLS I BECOME A TARGET. MY CHILD EVEN CAME HOME FROM THE CAROLING AND EXPLAINED TO ME MOM BY YOU COMING UP THERE TRYING TO PROTECT US AND SAYING THINGS THEY'RE TALKING ABOUT YOU.  I SAY LET THEM TALK BECAUSE YOU KNOW BUT FROM A KIDS STANDPOINT I HAVE TO RESPECT THAT HE GOES TO THE SCHOOL AND DIFFERENT THINGS LIKE THAT. I DEALT WITH BULLYING WHEN YOU'RE TRYING TO CALL THE RIGHT PEOPLE AND GO TO THIS CHAIN OF COMMAND THAT EVERYBODY IS LIKE A HOT POTATO. EVERYONE JUST KEEPS PASSING IT ON. I SPOKE TO I MET SO MANY PEOPLE STAND UP TINA ANDY CAMACHO IT'S JUST SO MANY I CAN'T GO THROUGH THE NAMES SO THERE'S A SYSTEM AND THEN YOU FILE A BULLYING REPORT AND THEN THEY'RE SUPPOSED TO INVESTIGATE ONLY TO FIND OUT YOU'RE GOING TO GET A CALL OF COMFORT THAT SAYS HOW ARE YOU DOING? HOW MAY I HELP YOU I THINK IS BETTER.  NO AND IT'S LIKE A MERRY GO ROUND AND WE JUST KEEPS GOING THROUGH THIS.  SO THE SCHOOL HAD TO FILE AGAINST THEMSELVES TWICE.  DECEMBER 1ST, 2023 AT 4PMI RECEIVED A CALL FROM THE ASSISTANT PRINCIPAL AT THE CURLEY INFORMING ME THAT ANOTHER RACIAL INCIDENT THAT SCHOOL RECEIVED $70,000 BACK IN LIKE 20 I THINK 19 OR SOMETHING AND THE MONEY IS NEVER TO HELP THE KIDS.  THEY GOT THE KIDS LIKE DOING BOOK SALES AND LISTS SO PLANTS AND ALL THIS OTHER STUFF WHEN I WENT UP THERE I TOOK PICTURES, NAILS STICKING OUT THE WALL.  MY CHILD GOT INJURED HIS BACK. HE CAME HOME FROM FIGHTING ANOTHER CHILD BECAUSE I TOLD HIM I'M DONE BEING THE PEACEMAKER IN A FORM MEANING IF MY CHILD IS GETTING PUNCHED IN THE FACE A SLAP HE WOULD TELL THE TEACHER ONLY TO BE IGNORED AND DIFFERENT THINGS LIKE THAT. ANOTHER TEACHER SAW MY CHILD GET KICKED AND BECAUSE IT WAS BY A CAUCASIAN STUDENT THE ANOTHER TEACHER TOLD HER LIKE SHE DID DO THIS TO HER SON AND IF THAT WAS A WITNESS IT WOULD BE THE SAME OLD THING. A LOT OF THINGS HAVE BEEN DOCUMENTED. I GOT TIRED AND THE WHOLE PROCESS LIKE THIS NOTEBOOKS IS FILLED WITH STUFF UNLESS YOU'RE LIVING IT YOU GUYS TALKED ABOUT FAMILY AID. I COULD TELL YOU ABOUT THAT. SO ALL THIS MONEY IS ALLOCATED. I'M LIVING IT.  I WAS DENIED FAMILY AID UNTIL I TOLD THE THE FAMILY LIAISON AT THE SCHOOL. I SAID WELL, HOW ABOUT YOU SEND ME AN EMAIL AND PUT IN THE EMAIL WHY I'M DENIED AND ONCE I DID THAT EVERYTHING CHANGE BECAUSE SEE MY PARENTS TAUGHT ME LET THEM PUT IT IN WRITING SO I WAS APPROVED. SO I'M A CANDIDATE FOR THAT UNDER DOMESTIC VIOLENCE AGAIN I'M ANGRY.  I'M HURT, I'M A TEACHER.  WHAT YOU GUYS DON'T GET WHAT IS VERY IMPORTANT WHEN SHE SPOKE ABOUT THE WHOLE CHILD IS VERY IMPORTANT THE MENTAL STABILITY OF A CHILD THEY CANNOT THRIVE IF THAT'S NOT DEALT WITH FIRST AND I'VE STUDIED IN A LOT OF OTHER COUNTRIES HOW THEY DEAL WITH THEIR CHILDREN. THEY MAKE SURE FOR FIRST IN CHINA SEE FIRST COUPLE OF YEARS THEY MAKE SURE THAT CHILDREN LEARN RESPECT, MANNERS, BEING POLITE AND YEAH, WE WE TEACH THOSE THINGS AT HOME BUT THE SCHOOL SYSTEM WHETHER YOU WANT TO BELIEVE IT OR NOT YOU GUYS ARE FAILING MISERABLY.  I GIVE YOU AN F F PLUS NOW THERE'S SOME GOOD THINGS GOING ON I'M SURE BUT TALK TO SOME PARENTS THAT I KNOW THAT I LIVE IN IT AND EXPERIENCING IT. OKAY I HAVE FOUR MORE CHILDREN AT HOME FIVE ADULTS THAT ARE DOING GREAT.  SIX GRANDCHILDREN. OKAY. THANK YOU. STANDING HERE TODAY AND I WANT TO SAY THIS THE OTHER SCHOOL THAT SHUT DOWN THE MISSION HILL SCHOOL I BELIEVE IT IS BECAUSE I'VE BEEN THROUGH SO MANY THEY LIED TO ME AND SAID THAT MY CHILD WAS INJURED BUT IT WAS ONLY A CHIPPED TOOTH WHEN I GOT HOME AND SAW MY CHILD ALMOST FAINTED, HIS TWO FRONT TEETH WERE BROKEN OFF. NO INCIDENT REPORT WAS GIVEN TO ME . I HAD TO FIGHT FOR THAT. WHAT I'M SAYING TO YOU GUYS IS THIS UNTIL YOU HAVE A CHILD IN THE SYSTEM AND YOU AND SHE TALKED ABOUT DIFFERENT AREAS, YOU'RE GOING TO GET A BETTER RESULT PROBABLY, YOU KNOW, BUT THIS BREAKS MY HEART TO SIT HERE AND HEAR ALL THIS STUFF THAT'S GOING ON IN LIKE I SAID, SOMETHING NEEDS TO BE DONE BECAUSE THE PARENT THAT SPEAKS OUT FOR A CHILD YOU BECOME A TARGET AND IT'S NO LIE. MY CHILD HAS THAT COUNSELING AND SCHOOL THE COUNCIL QUIT.  SHE CAME TO ME AND SHE LET ME KNOW SHE WAS FROM ROXBURY CHILDREN'S SERVICES. SHE SAID I CAN NO LONGER DO THIS.  SHE SAID THE MORE I SPEAK UP FOR YOUR CHILD I BECOME A TARGET, YOU KNOW? AND IT'S TRUE EVERYBODY'S PROTECTING THEIR POCKET BUT AT THE END OF THE DAY YOU GOT TO REALIZE THAT, YOU KNOW, THERE'S A SAYING THAT IT TAKES A VILLAGE TO RAISE A CHILD AND IT DOES IT TAKES A COMMUNITY. WE GOT TO HAVE WE'VE GOT TO GO BACK TO THE BASICS. WE GOT TO HAVE COMPASSION. WE GOT TO STOP LOVING THESE CHILDREN IN A NEW AND DIFFERENT WAY. I'M FIGHTING MANY BATTLES AT HOME AND IF IT WASN'T FOR PRAYER AND BELIEVING IN THE LORD I WOULD HAVE GAVE UP A LONG TIME AGO.  SO I JUST WANTED TO TALK ABOUT THAT AND HOW THIS IS AFFECTING THE KID. I ASKED MY CHILD TO COME.  HE SAID NO BECAUSE HE HE DIDN'T WANT TO RAT OUT OTHER CHILDREN AND THINGS LIKE THAT ARE GOING ON BUT A LOT GOING ON TOO IN THE BATHROOMS. THAT'S WHERE A LOT GOES DOWN CHILDREN AND SO DUE TO VAPING AND DIFFERENT THINGS SO I JUST WANT TO SAY THAT WE NEED TO START SOMEWHERE AND IT'S REALLY CRITICAL AND IT SEEMS LIKE YOU KNOW A LOT OF PEOPLE ARE EXPERIENCING VIOLENCE IN THE SCHOOLS AND WE HAVEN'T HAD THOSE BIG MASS SHOOTINGS BUT I WILL SAY THAT WE NEED TO LOOK AT OURSELVES BECAUSE WE KNOW BETTER THAN THE NEXT. THANK YOU. THANK YOU, ANGELA MENDOZA AND SORRY I CAN'T READ THE LAST NAME THE RIGHT DON'T GOT IT WRONG WE APPRECIATE MANDY. YEAH SORRY ABOUT THAT. ALL RIGHT.  WHAT I WOULD RATHER HAVE YOU APOLOGIZE FOR IS MAKING US COME DOWN HERE FOR THESE SO-CALLED 2 MINUTES. WE DO NOT WORK WITH YOU. WE DO NOT GET A SALARY, OKAY? WE ARE NOT EMPLOYEES HERE BUT YOU GET US DOWN HERE AND WE HAVE TO SIT PATIENTLY AND QUIETLY WHILE WE LISTEN TO YOUR LITTLE HOUSEKEEPING THINGS AND THEN ONE DAY WE'RE GOING TO GET BACK HOME IN TIME TO GET THE BUS.  DO WE HAVE TO MAKE A PHONE CALL TO GET SOMEBODY TO GET OUR CHILD OFF THE BUS? AND I THIS RESPECT THAT RESPECT THAT TIME.  HOW AM I GOING TO TELL YOU HOW AM I GOING TO WHAT KIND OF TESTIMONY AM I GOING TO GIVE YOU FOR 2 MINUTES? YOU BRUSH YOUR TEETH, MARGARET IN 2 MINUTES. OKAY. BUT I'M A TRY.  FIRST I WOULD LIKE TO ASK OF THE AUDIENCE HOW MANY OF YOU BY A SHOW OF HANDS WERE BORN IN BOSTON?  WHY?  PLEASE WITNESS MY GENOCIDE.  THIS IS THE CITY WE'RE IN. BOSTON IS FOUR OF US THAT I COUNTED THAT WAS BORN HERE.  I'M SPEAKING ON BEHALF OF BOSTONIANS.  EVERYBODY OR MOST MOST PEOPLE HAVE CHARITY FINE.  WE HAVE CHARITY TOO BUT WE CAN'T GIVE EVERYBODY EVERYTHING AND RIGHT NOW WE GIVING PEOPLE STUFF WE DON'T EVEN HAVE TO GIVE. WE GOT PEOPLE LIVING IN OUR COMMUNITY CENTERS. THIS IS THE CITY THAT WAS DESIGNATED AS BASICALLY A CRISIS ZONE FOR HEALTH CARE AND HEALTH CARE DISPARITIES,  RACISM, SYSTEMIC RACISM AND SOME OTHER THINGS.  SO WHICH I WOULD JUST GO TO A PILOT ON I DON'T UNDERSTAND THAT NOW I'LL TELL YOU A LITTLE BIT ABOUT ME . MY GRANDFATHER'S GRANDMOTHER MAMA LILA WAS IN THE TRAIL OF TEARS MY GRANDPARENTS PARENTS MARRIAGE WAS AGAINST THE LAW. THE LOVE WAS AGAINST THE LAW. THEY LIVED IN WATER FOUNTAIN LABELED TIMES MY GRANDPARENTS TIME WAS CIVIL WAR. MY GRANDFATHER DIED A VETERAN HIS SISTER NAMED THE CHURCH KNOWN AS MORNING STAR.  HER NAME WAS EVERGREEN RICHARDSON. SHE WAS AN EASTERN STAR.  MY MOTHER IS A RETIREE OF THE US POSTAL FEDERATION. SHE'S IN HER SEVENTIES AND BEING TREATED LIKE A BOSTON HOUSING MASS HEALTH DOG AND IT'S NOT BEING TREATED AS SOMEONE WHO STOOD ON HER FEET FOR OVER 30 YEARS AT WHEN JUST ME I AM A SURVIVOR OF A DISASTER ALSO KNOWN AS COVID 19 SLASH CORONAVIRUS.  ONE REASON THIS ROOM IS NOT FILLED WITH OTHER PARENTS IS BECAUSE Y'ALL DON'T RESPECT US AND DON'T RESPECT OUR TIME AND DON'T KNOW HOW TO RESPECT US AND THEN THOSE OF US THAT MANAGED TO ESCAPE TO GET DOWN HERE TO LET YOU ALL KNOW WE STILL ALIVE WE TOLD TOO MANY AT THE WE STAY HERE ALMOST ALL DAY IT TAKE ALL DAY TO GET HERE DO WE GET HERE WE GOT TO LISTEN THIS STUFF THAT WE DON'T EVEN KNOW WHICH I'LL TALK ABOUT LASTLY THERE'S IMMIGRANTS WITH AN E DOES IMMIGRANTS WITH THE AI AND THEN THERE'S MIGRANTS AND THERE'S A DIFFERENCE WITH ALL OF THEM. OKAY I COME FROM IMMIGRANTS WITH THE E ON MY MOM'S SIDE MY GRANDFATHER FLED THE DISCRIMINATION IN THE SOUTH CAME UP NORTH AND THEN ON MY FATHER'S SIDE IMMIGRATION WITH I HE'S HAITIAN RIGHT SO NOW WE GOT MIGRANTS BUT ME I'M A BOSTONIAN AND I'M HERE ON BEHALF OF BOSTONIANS WHAT I WOULD LIKE FOR Y'ALL TO DO AS FAR AS RESTORATIVE JUSTICE BECAUSE I WANTED TO TELL Y'ALL MY SITUATION BUT IT AIN'T GOING TO HAPPEN IN 2 MINUTES. ALL RIGHT. SO INSTEAD I'M GONNA TELL YOU HOW TO RESPECT ME IN CASE YOU WANT TO INVITE MEJIA AGAIN AND TELL YOU WHAT THE BOTTOM LINE IS. THE BOTTOM LINE WHERE WE WHAT WE WANT YOU ALL TO SEPARATE THE BOSTONIANS AND US SURVIVE. THIS IS NOT THAT MANY OF US WE DON'T WANT TO GET IN ALL THE STATIC AND ALL THAT WITH THE MIGRANTS IN THE OTHER SITUATIONS AND WE DON'T HAVE TO WE DON'T HAVE TO BE COMPETING WITH THE STATES THAT'S CALLED FOSTER CHILDREN ALL THAT THAT COME IN WITH THEIR INFLUENCES AND ALL THAT. I WANT YOU TO HELP ME SAVE THE LIVES OF BOSTONIANS.  WE WANT THEM OUT OF THE PUBLIC SCHOOLS. THE PUBLIC SCHOOLS ARE NOT EQUIPPED TO DEAL WITH THE ISSUES THAT WE HAVE AND IEP, WHATEVER THAT THING IS SHOULD BE FOR ALL BOSTONIANS BECAUSE EVEN YOU MIGHT NOT HAVE DOMESTIC VIOLENCE IN YOUR HOUSE ,RIGHT. BUT YOU MIGHT BE EXPERIENCING IT BECAUSE DUE TO THESE LITTLE ILLEGAL APARTMENTS YOU MIGHT BE HERE WITH SOMEBODY GET ABUSED RIGHT ABOVE YOU AND NOT EVEN KNOW WHO TO GO TO OR WHO WOULD CARE. OKAY. BOSTONIANS SITUATION IS UNIQUE. ALL RIGHT. YOU NEED TO SET US ASIDE FROM ALL THIS OTHER STUFF BECAUSE WE'RE DYING, WE'RE GETTING KILLED AND WE'RE GETTING LOST IN OTHER PEOPLE'S ISSUES.  IF THEY RUN IT FROM MEXICO, THEY RUN IT FROM PROBLEMS THAT THEY GOT IN MEXICO.  ALL RIGHT. SOME OF THE PROBLEMS THAT THEY RUN IT FROM, THEY BRING IT WITH THEM HERE. WHY DO WE HAVE TO COMPETE WITH THAT? WE'RE BORN HERE? THIS IS OUR CITY. IT'S OUR ANCESTORS THAT FOUGHT FOR IT AND ALL THAT. SO WHY ARE WE COMPETING WITH THESE OTHER CHILDREN THAT HAVE PROBLEMS OF THE ALL ALL THE CHILDREN GOT UNIQUE PROBLEMS. RIGHT. BUT IF YOU TAKE THIS PART OF THE CHILDREN OUT WHICH IS THE BOSTONIANS NOT ONLY ARE YOU GOING TO HELP THE BOSTONIANS BUT NOW YOU'RE FREEING UP RESOURCES THAT MIGHT REALLY WORK FOR THE OTHER CHILDREN.  TAKE US OUT OF IT. WE'RE DYING GENOCIDE.  WE CAN'T TAKE IT NO MORE. THEY'VE TAKEN OVER THE REGGIE LEWIS SAID THAT THEY'VE GOT TO SHOW BUSH CENTER THAT SHOULD TELL YOU WHY WOULD THEY PUT THESE PEOPLE HERE ON TOP OF OUR PROBLEMS?  THEY PUT THEM HERE ON TOP OF OUR PROBLEMS. MASSACHUSETTS GOT A LOT OF CITIES AND TOWNS. WHY DID THEY SEND THEM TO BOSTON?  SO NOW ON TOP OF EVERYTHING ELSE WE GOT TO WORRY ABOUT ONE OF OUR DAUGHTERS WALKING DOWN THE STREET SAYING OH, I MET THIS GUY HE DECENT TOO BUT HE DOESN'T SPEAK ENGLISH BECAUSE NOW HE'S TALKING TO HER FOR A GREEN CARD. WE HAVE TOO MANY OF THAT ALREADY AMERICAN WOMEN BEING USED FOR THAT TYPE OF PURPOSE.  LISTEN, I WOULD DO WHATEVER YOU NEED ME TO DO AS A PARENT I'M ASKING YOU ALL TO DO WHICH I COULD DO AS A LEADER BUDGET WISE OR WHATEVER. IT AIN'T LIKE Y'ALL REIMBURSE THIS FOR TURNING APARTMENTS INTO CLASSROOMS DO I CALL IT WHICH WE STILL LOOKING FOR THAT MONEY BECAUSE IT WASN'T EASY TO DO. BUT WHAT WE ASK IS THAT IS IS STARTING SIMPLE IF YOU NEED MY HELP DURING THE PLANNING PROCESS I'M AVAILABLE TAKE OUR CHILDREN OUT OF THIS OTHER STUFF THAT DON'T GOT NOTHING TO DO WITH US AND.  HELP US SAVE OUR CHILDREN AND DAD WE CAN HELP Y'ALL SAVE OTHER PEOPLE'S CHILDREN. WE'RE BOSTONIANS. LET'S NOT GET CAUGHT UP WITH ALL THESE NEWCOMERS COMING HERE AND THEN WE'RE NOT TREATED RIGHT.  WE NEED TO GET TREATED RIGHT. CHRIS I'M NOT ONLY ASKING YOU I'M BEGGING YOU SINCE I WAS YOUNG A BOSTON PUBLIC STUDENT THERE WAS VIOLENCE IN THE SCHOOLS. BOSTON WHEN I WENT TO SCHOOL THAT'S WHERE SOMEBODY FIRST TOUCHED MY BODY. DAS WE ARE HER KIDS USING CUSS WORDS. THAT'S WHY I SEE SOMEBODY DO DRUGS. THAT'S WHY I SEE SOMEBODY GET SHOT IN BOSTON PUBLIC SCHOOLS.  SO NOW OUR CHILDREN ARE GOING THROUGH THE SAME THING. THEY SHOULDN'T BE IF IT WAS A DEATH TRAP THEN THEN IT'S STILL A DEATH TRAP AND A TEENAGE BABY MAKE A SAID THAT SO LET'S JUST REMODEL THE WHOLE THING BY FIRST TAKING OUR CHILDREN OUT OF THE SITUATION WHICH WILL MAKE THE OTHER SERVICES ACTUALLY WORK FOR THE RESIDUE OR THE FOSTER KIDS OR WHOEVER'S LEFT OVER AND THEN FIX US. HALEY'S KILL OUR CHILDREN DO IT. WE'RE TRAUMATIZED BY VIOLENCE.  THE WHOLE CITY IS OKAY. YOU DON'T HAVE TO BE YOU ALWAYS BEEN A LEADER. WE WILL CONTINUE TO BE THAT LEADER BUT HELP US BECAUSE WE'RE DYING AND WE'RE GETTING KILLED. OKAY? I CAN'T TELL YOU ALL ABOUT MY STORY IN 2 MINUTES BUT I'LL TELL YOU WHAT WHEN WE'RE CLAIM NUMBER C AS IN CAT C AS A CAT 476285 AGAIN C AS IN CAT C AS IN CAT 476285 AS THE CITY OF BOSTON. WHAT HAPPENED TO THIS CLAIM?  THANK YOU. THANK YOU. I WANT TO THANK ALL THE RESIDENTS WHO SHOWED UP FOR PUBLIC TESTIMONY.  THANK YOU TO THE PANEL FOR BEING HERE. MY COUNCIL COLLEAGUES,  ESSENTIAL STAFF, MY TEAM AND OUR BOSTON POLICE DEPARTMENT THIS HEARING ON DOCKETS NUMBER 067030678 IS ADJOURNED --------- TODAY'S HEARING IS ON DOCKET NUMBER ZERO SIX. CUMBERSOME STUFF.  SORRY ABOUT THAT.  MY NAME IS BRIAN WHERE DISTRICT FOUR CITY COUNCILOR . AND I AM CHAIR OF THE BOSTON CITY COUNCIL COMMITTEE ON WAYS AND MEANS. TODAY IS MAY 29TH, 2024. THIS HEARING IS BEING RECORDED. IT IS ALSO BEING LIVESTREAMED AT BOSTON.COM. BAXLEY LIVESTREAMED AT BOSTON NCOV BACKSLASH CITY.  DASH CAM ALSO DASH TV AND BROADCAST ON XFINITY CHANNEL EIGHT RCN CHANNEL 82 FILES CHANNEL 964. THIS THE COUNCIL'S BUDGET REVIEW PROCESS WILL ENCOMPASS A SERIES OF PUBLIC HEARINGS BEGINNING APRIL AND RUNNING THROUGH JUNE. WE STRONGLY ENCOURAGE RESIDENTS TO TAKE A MOMENT TO ENGAGE IN THIS PROCESS BY GIVING TESTIMONY FOR THE RECORD.  YOU CAN DO THIS IN SEVERAL WAYS. ONE IN TEN ONE OF OUR HEARINGS AND GIVE PUBLIC TESTIMONY. WE WILL TAKE PUBLIC TESTIMONY AT THE END OF EACH DEPARTMENT OF HEARING AND ALSO AT AT OUR NEXT HEARING DEDICATED TO PUBLIC TESTIMONY WHICH WILL BE HELD ON TUESDAY MAY 22ND AT 6 P.M.. THE FULL HEARING SCHEDULE IS ON OUR WEBSITE AT BOSTON.COM.  BACKSLASH COUNCILOR DASH DASH BUDGET YOU CAN GIVE TESTIMONY IN PERSON HERE IN THE CHAMBER OR VIRTUALLY VIA ZOOM FOR IN-PERSON TESTIMONY.  PLEASE COME TO THE CHAMBER AND SIGN UP ON THIS SHEET NEAR THE ENTRANCE FOR VIRTUAL TESTIMONY YOU CAN SIGN UP USING AN ONLINE FORM ON OUR COUNCIL BUDGET REVIEW WEBSITE OR BY EMAILING THE COMMITTEE AT W M AT BOSTON.COM.  WHEN YOU ARE CALLED TO TESTIFY PLEASE STATE YOUR NAME AND AFFILIATION AND OR RESIDENCE AND LIMIT YOUR COMMENTS TO A FEW MINUTES TO ENSURE THAT ALL COMMENTS AND CONCERNS CAN BE HEARD TOO.  YOU CAN EMAIL YOUR WRITTEN TESTIMONY TO THE COMMITTEE AT C C W M AT BOSTON.COM OR THREE YOU CAN SUBMIT A TWO MINUTE VIDEO OF YOUR TESTIMONY THROUGH THE FORM FOR OUR WEBSITE ON OUR WEBSITE FOR MORE INFORMATION ON THE COUNCIL ON THE CITY COUNCIL BUDGET PROCESS AND HOW TO TESTIFY, PLEASE VISIT THE CITY COUNCIL'S BUDGET WEBSITE AT BOSTON DOT GOV BACKSLASH COUNCIL DASH BUDGET TODAY'S HEARING IS ON DOCKET NUMBER 067020672 OR IT IS FOR THE FBI 25 OPERATING BUDGET INCLUDE AN ANNUAL ANNUAL APPROPRIATIONS FOR DEPARTMENTAL OPERATIONS FOR THE SCHOOL DEPARTMENT AND FOR OTHER POST-EMPLOYMENT BENEFITS DOCKETS NUMBER 067330675 OR IT IS FOR CAPITAL FUND TRANSFER APPROPRIATE ACTIONS DOCKET NUMBER 067620678 ORDERS FOR THE CAPITAL BUDGET INCLUDING LOAN ORDERS AND LEASE PURCHASE AGREEMENTS. THESE MATTERS WERE SPONSORED BY MAYOR MICHELLE WU AND REFERRED TO THE COMMITTEE ON APRIL TEN AND I JUST NEED ONE MINUTE GUYS . THE FOCUS OF THIS HEARING WILL BE TO DISCUSS THE FBI 25 BUDGET FOR BOSTON PUBLIC SCHOOLS AND WILL HIGHLIGHT INCLUSION ESL SPECIAL EDUCATION SERVICES AND UNIVERSAL PRE-K. TODAY I'M JOINED BY MY COLLEAGUE IN ORDER ARRIVAL COUNCILOR FLYNN COUNCILOR MURPHY COUNCIL SANTANA COUNCILOR PEPEN WHO IS ALSO THE VICE CHAIR OF THE COMMITTEE COUNCILOR BREADON COUNT COUNCILOR COLETTA COUNCILOR DURKIN'S COUNCIL FINANCE ANDERSON COUNCIL ME HERE I'D LIKE TO NOW INTRODUCE TODAY'S PANELISTS TESTIFYING ON BEHALF OF THE ADMINISTRATION SUPERINTENDENT OF BOSTON PUBLIC SCHOOLS SUPERINTENDENT SKIPPER CHIEF A SPECIALIZED SERVICES OF BOSTON PUBLIC SCHOOLS CHIEF CEO CHIEF OF OFFICE OF MULTICULTURAL AND MULTILINGUAL EDUCATION FOR BOSTON PUBLIC SCHOOLS CHIEF JEAN-MARIE GAMER YEAR AND INTERIM CHIEF FINANCIAL FINANCIAL OFFICER OF BOSTON PUBLIC SCHOOLS CFO BLOOM AND DIRECTOR OF THE DIRECTORS OF THEIR OUT NOW I'LL TURN IT OVER TO FITZGERALD OH SORRY . AND I ALSO WANT TO ACKNOWLEDGE THAT WE'VE BEEN JOINED BY COUNCILOR FITZGERALD.  I'LL NOW LIKE TO TURN IT OVER TO THE ADMINISTRATION FOR THE PRESENTATION.  OH WONDERFUL. SO THANK YOU WAYS AND MEANS CHAIR COUNCILOR ROLE INTO VICE CHAIR PEPEN THANK YOU VERY MUCH IN THE ENTIRE CITY COUNCIL FOR THE INVITATION HERE AND YOUR ONGOING COLLABORATION. BUILDING A BUDGET IS A PUBLIC PROCESS THAT REQUIRES THE INPUT OF MANY STAKEHOLDERS.  WE INCORPORATE THE VOICES OF OUR STUDENTS AND PARENTS,  SCHOOL COMMUNITIES AND PARTNERS AND WHILE WE ALWAYS CONSIDER THE FEEDBACK OF ELECTED OFFICIALS, THIS YEAR WAS A LITTLE DIFFERENT.  COUNCIL WERE ALL REACHED OUT TO US EARLY IN THE PROCESS TO SHARE THE PRIORITIES OF THE CITY COUNCIL . WE ENGAGED IN A SUCCESSFUL WORKING SESSION ON MARCH 14TH AND HELD SEVERAL FOLLOW UP MEETINGS AND CONVERSATIONS WITH THE CITY COUNCIL MEMBERS. WE APPRECIATE THIS TRANSPARENCY AND COOPERATION IS CAREFULLY AND DELIBERATELY BUILDING THE FOUNDATION OF A DISTRICT THAT MEETS THE UNIQUE NEEDS OF EVERY STUDENT IN EVERY SCHOOL NO MATTER HOW THEY LEARN THE LANGUAGE THEY SPEAK. BUT WHAT NEIGHBORHOOD THEY CALL HOME YOU REPRESENT OUR STUDENTS ,OUR FAMILIES AND THE COMMUNITIES THEY LIVE IN. WE APPRECIATE YOUR EFFORTS TO ADVOCATE FOR THEIR NEEDS. WE ARE LISTENING AND WE LOOK FORWARD TO COLLABORATING WITH YOU OVER THE COMING WEEKS.  I'D LIKE TO TAKE A MOMENT ACTUALLY I DON'T NEED YOU BECAUSE COUNCILOR ROLE INTRODUCED EVERYONE BUT THE TEAM HERE IS THE TEAM THAT WILL BE HERE TO ANSWER QUESTIONS IN THIS FIRST HEARING. FABULOUS TEAM, VERY PASSIONATE, VERY KNOWLEDGEABLE. TODAY WE ARE HERE TO DISCUSS OUR ACADEMIC INITIATIVES AND INVESTMENTS INCLUDING INCLUSIVE EDUCATION, ENGLISH LANGUAGE LEARNERS, SPECIAL EDUCATION AND UNIVERSAL PRE-K. MY TEAM WILL BE BACK TO DISCUSS OPERATIONS AND ENGAGEMENT AT ADDITIONAL HEARINGS LATER THIS MONTH AND THEN IN MAY THE BP'S FINANCE TEAM IN COOPERATION IN WITH DEPARTMENTS AND DIVISIONS IN SCHOOLS ACROSS THE DISTRICT CREATED A BALANCED BUDGET THAT IS A REFLECTION OF OUR VALUES AND OUR COMMITMENT TO SERVING EVERY STUDENT.  THE APPROACH WE TOOK FOR THE NY 25 BUDGET IS DIFFERENT FROM THE PAST FEW YEARS AND YOU'LL HEAR THOSE DETAILS SHORTLY BUT WE KNOW THAT WE ARE NOT YET WHERE WE NEED TO BE. THIS BUDGET IS AN IMPORTANT STEP TO SHIFTING OUR CURRENT PRACTICES IN THE WORK SO THAT WE CAN DELIVER FOR OUR STUDENTS. I'VE SAID IT BEFORE AND I'LL SAY IT AGAIN CONTINUOUS PROGRESS MUST BE THE MEASURE OF SUCCESS.  WE CANNOT CHANGE THE PAST BUT WE CAN ACKNOWLEDGE IT AND IMPACT THE FUTURE.  BEFORE WE DIVE INTO THE DETAILS I WANTED TO TAKE A MOMENT TO GROUND THIS PRESENTATION IN THE VISION WE HAVE FOR ALL STUDENTS . WE WANT ALL STUDENTS TO HAVE A STRONG ACADEMIC FOUNDATION, A COMMUNITY AND RESOURCES THAT SUPPORT THEM IN THEIR FAMILIES AND MANY OPPORTUNITIES TO EXPLORE THEIR PASSIONS THROUGH ART, MUSIC, ATHLETICS, DEBATE AND SO MUCH MORE. THIS MUST BE OUR FOCUS AND WHAT WE CONTINUE TO STRIVE FOR.  THERE ARE MANY THINGS TO CELEBRATE ABOUT OUR DISTRICT AND EXAMPLES EVERY DAY OF HOW WE ARE IMPROVING AND MAKING THE CHANGES THAT HAVE BEEN LONG OVERDUE FOR OUR STUDENTS. BUT WE STILL HAVE A LONG WAY TO GO TO BECOME THE DISTRICT WE STRIVE TO BE A DISTRICT THAT MEETS THE UNIQUE NEEDS OF ALL STUDENTS PARTICULARLY OUR BLACK AND BROWN STUDENTS OUR STUDENTS WITH DISABILITIES AND OUR MULTILINGUAL LEARNERS WITH AND WITHOUT DISABILITIES. THIS BUDGET IS A BIG STEP TO GETTING US THERE.  AS YOU KNOW, THE BOSTON SCHOOL COMMITTEE VOTED TO APPROVE THE $1.5 BILLION BP'S 2025 BUDGET ON MARCH 27TH. AFTER TWO MONTHS OF PUBLIC HEARINGS AND MEETINGS WHEN WE STARTED THE FSA 25 BUDGET PROCESS WITH OUR PRELIMINARY PRESENTATION TO THE SCHOOL COMMITTEE ON FEBRUARY 7TH, I SHARED THAT WE WERE AT THE STARTING LINE AND THAT THERE WAS MUCH WORK TO TRANSFORM INTO A DISTRICT THAT PROVIDES EVERY STUDENT WITH WHAT WE'RE CALLING THE HIGH QUALITY STUDENT EXPERIENCE.  IF WE'RE GOING TO REALIZE THIS VISION THAT WE MUST BE A STRONG FOUNDATION THAT WE CAN BUILD OVER ON OVER THE NEXT SEVERAL YEARS WE ARE AT THE STARTING LINE IN MY FIRST YEAR SUPERINTEND AUDIT. WE LEARNED A LOT AND TOOK A HARD LOOK AT OUR REALITY AND THE REALITY IS WE ARE NOT MEETING THE NEEDS OF ALL OF OUR STUDENTS.  WE NEED TO IMPROVE IN AREAS SUCH AS MENTAL HEALTH AND SOCIAL EMOTIONAL SUPPORTS ALTERNATIVE EDUCATION, SCHOOL BASED RESOURCES, OUR PIPELINE STAFFING STRATEGIES, TRANSITION SUPPORTS FOR SCHOOLS, RELOCATING OR GOING THROUGH STRUCTURAL CHANGES IN OUR EFFORTS WITH RESTORATIVE JUSTICE.  THE FBI 25 BUDGET HELPS US TAKE STEPS TO BECOMING THAT DISTRICT. IT SUPPORTS A FUNDAMENTAL SHIFT IN OUR PRACTICE THROUGH THE DISTRICT WIDE IMPLEMENTATION OF INCLUSIVE EDUCATION AND WHILE BALANCING THE END OF PANDEMIC RELIEF FUNDING OR ESSER AND THAT'S A VERY DIFFICULT BALANCE GIVEN WHAT ESSER FUNDING MEANT TO OUR SCHOOLS AND CENTRAL OFFICE.  THE FAA 25 BUDGET IS THE FIRST YEAR OF MANY THAT PRIORITIZES THE WORK DIFFERENTLY THAN THE PAST.  OVER THE NEXT SEVERAL YEARS WE WILL MOVE AWAY FROM THE WEIGHTED STUDENT FUNDING THAT NO LONGER ADEQUATELY FUNDS OUR SCHOOLS. WE WILL CLOSE OPPORTUNITY GAPS FOR OUR BLACK AND BROWN STUDENTS AND PROVIDE A CONTINUUM OF SERVICES TO MEET THE NEEDS OF OUR STUDENTS WITH DISABILITIES AND OUR MULTILINGUAL LEARNERS.  WE WILL WORK TO INCREASE STUDENT CHOICE BY ENSURING ALL SCHOOLS OFFER THE PROGRAMS AND SERVICES THAT STUDENTS NEED CLOSER TO THE NEIGHBORHOODS THEY CALL HOME AND BEGIN SHIFTING THE FOOTPRINT OF OUR SCHOOLS SO THAT OUR PHYSICAL SPACES BETTER SUPPORT THE LEARNING AND EXPERIENCES THAT OUR STUDENTS DESERVE.  THIS BUDGET ALSO CREATES AN IMPORTANT BRIDGE FROM ESSER AND THE LONG USED WEIGHTED STUDENT FORMULA TO ONE THAT WILL ALLOW US TO BUILD TOWARD A REIMAGINING SCHOOL FUNDING FOR FUTURE.  THIS WORK IS CHALLENGING THE INCLUSIVE EDUCATION PLAN AND OUR LONG TERM FACILITIES PLAN WILL REQUIRE MULTIPLE YEARS OF HARD AND SUSTAINED WORK IN OVER THOSE YEARS. WE WILL NEED TO MAKE DIFFICULT DECISIONS. THEY'VE BEEN AVOIDED FOR DECADES. THE ANTICIPATED END OF ESSER IN SEPTEMBER OF 2024 MAKES THE F Y 25 BUDGET ONE OF THE MOST DIFFICULT IN DECADES. THAT'S WHY WE BEGAN CAREFULLY PREPARING FOR THAT TRANSITION IN FY 24. WE STARTED BY HAVING SCHOOLS STEP DOWN AND MOVE ESSER FUNDED INVESTMENTS TO THE GENERAL FUND THAT THEY PLAN TO CONTINUE IN FUTURE YEARS. WE ASKED SCHOOLS TO LOOK AT EVERYTHING FUNDED ON HOLD HARMLESS AND ESSER AND IDENTIFY WHAT WAS MOST ESSENTIAL TO KEEP . WE INVESTED $15 MILLION TO SUSTAIN THOSE INVESTMENTS BEYOND ESSER. WITH A FOCUS ON SUPPORTS FOR STUDENTS WITH DISABILITIES AND MULTILINGUAL LEARNERS. WE ALSO INVESTED $4 MILLION TO SUPPORT SCHOOLS THAT HAVE SEEN ENROLLMENT INCREASES SINCE THE BEGINNING OF THE PANDEMIC. IN MANY CASES SCHOOLS THAT HAD HAD THE OPPORTUNITY TO CHOOSE WHETHER TO USE THESE FUNDS TO SUSTAIN POSITIONS AND EXPENSES THAT WERE FUNDED ON ESSER.  AND WE TOOK A NUMBER OF STEPS THIS YEAR TO SUSTAIN WHAT WAS CRITICAL AND WHAT WORKED WELL WITH ESSER THAT WAS BUDGETED CENTRALLY ESPECIALLY THOSE THINGS THAT DIRECTLY IMPACT SCHOOLS AND STUDENT SERVICES. THANKS TO THE SUPPORT OF MAYOR WILL, THIS BUDGET REFLECTS A HISTORIC $81 MILLION INVESTMENT FROM THE CITY. THIS INCLUDES BOTH GENERAL MAINTENANCE AND PRIORITY INVESTMENTS LIKE INCLUSIVE EDUCATION AND SUPPORT FOR OUR MULTILINGUAL LEARNERS UNIVERSAL PRE-K PROGRAMING AND EARLY COLLEGE AND CAREER AT OUR HIGH SCHOOLS. I WANT TO THANK THE MAYOR AND THE CITY FOR CONTINUING TO MAKE HISTORIC INVESTMENTS SO THAT WE CAN CHANGE AND IMPROVE THE WAY WE ARE SERVING STUDENTS THIS YEAR. MANY OTHER DISTRICTS IN OUR STATE AND NATION ARE FACING REALLY TOUGH BUDGETS BECAUSE THEY DO NOT HAVE THE SAME SUPPORT WE HAVE HERE. RATHER THAN ANNOUNCE ANY INVESTMENT OR INCREASE, MANY DISTRICTS ARE FACING ONLY INCREDIBLY LARGE REDUCTIONS IN CLOSING CREATING AN EQUITABLE FISCALLY SOUND BUDGET IS ONE OF OUR BIGGEST RESPONSIBILITY ITIES WE HAVE AS A SCHOOL DISTRICT AND I HAVE AS A SUPERINTENDENT . THIS IS THE BEGINNING OF THE TRANSFORMATIVE CHANGE THAT BOSTON STUDENTS NEED AND DESERVE. I LOOK FORWARD TO WORKING WITH YOU TO DELIVER THAT FOR OUR STUDENTS. THANK YOU AGAIN FOR HAVING MEJIA TODAY. I LOOK FORWARD TO THE QUESTIONS AT THE CONCLUSION OF THE PRESENTATION.  AND AT THIS POINT I'LL TURN IT BACK TO OUR CHIEF FINANCIAL OFFICER DAVID BAUM.  GOOD AFTERNOON, COUNSELORS AND OUR MAIN FOCUS IN OUR FY 25 BUDGET IS THE INVESTMENT WE ARE MAKING TO IMPLEMENT THE FIRST YEAR OF OUR PLAN FOR INCLUSIVE EDUCATION.  IN ORDER TO BETTER SERVE OUR STUDENTS WE MUST START BY UNDERSTANDING AND MAXIMIZING WHAT WE HAVE. WE HAVE ALREADY MADE TREMENDOUS INVESTMENTS IN THE SUPPORT OUR STUDENTS NEED SOCIAL WORKERS,  FAMILY LIAISON, ESL SERVICES AND SPECIAL EDUCATION. FOR EXAMPLE.  BUT ADDING STAFF BY ITSELF DOESN'T IMMEDIATELY CORRELATE TO STRONGER OUTCOMES FOR STUDENTS. WE ALSO MUST INVEST IN CAPACITY BUILDING FOR OUR CURRENT STAFF THROUGH QUALITY PD AND SKILL BUILDING. WE MUST INVEST IN ADDITIONAL PROGRAMS TO SUPPORT OUR EDUCATORS AS THEY ADD ADDITIONAL LICENSES, CERTIFICATIONS AND KNOWLEDGE. THIS HAS BEEN A BIG PART OF OUR WORK IN THIS CURRENT YEAR AND WILL CONTINUE TO BE IN THE FUTURE.  LAST YEAR WE HAD A TOTAL OF $15 MILLION IN THE CURRENT YEAR BUDGET TO SUPPORT THE. THE PLAN THAT WAS DONE FOR THIS YEAR AT FY 24 WAS MAINLY FOCUSED ON THE FORMATION OF INCLUSION PLANNING TEAMS.  EACH SCHOOL IS STARTING THIS WORK FROM A DIFFERENT PLACE AND REQUIRED DIFFERENT RESOURCES. YOU'LL HEAR A LITTLE BIT MORE FROM CHIEF SEO IN A FEW MINUTES ABOUT OUR PROCESS FOR DETERMINING THOSE RESOURCES BY FIRST STARTING WITH AN UNDERSTANDING OF WHAT SCHOOLS ALREADY HAVE.  FOR FY 25 WE'RE BUILDING ON THAT 15 MILLION AND ADDING AN ADDITIONAL $20 MILLION TO BEGIN PHASING IN THE PROGRAMMATIC CHANGES BY CERTAIN GRADES. AS THE COUNCIL OF GREAT SCHOOLS REPORT RECOMMENDED FOR SPECIAL EDUCATION, WE'LL START WITH IMPLEMENTING PROGRAMMATIC CHANGES IN GRADES K ONE, K TWO AND SEVENTH AND NINTH. FOR OUR MULTILINGUAL LEARNERS WE'RE IMPLEMENTING PROGRAMMATIC CHANGES AT THE K ONE AND K TO GRADE LEVELS. THESE PROGRAMMATIC CHANGES WILL CONTINUE IN ADDITIONAL GRADE LEVELS IN FUTURE YEARS. BUT I DO WANT TO BE CLEAR THAT THE WORK WE'RE DOING AROUND IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS, EQUITABLE LITERACY AND ACCESS TO GRADE LEVEL INSTRUCTION IS HAPPENING ACROSS ALL GRADE LEVELS.  A CRITICAL PART OF OUR PLANNING THIS YEAR WAS LISTENING TO DIFFERENT STAKEHOLDERS.  WE'VE BEEN MAKING ADJUSTMENTS ALONG THE WAY BASED ON THEIR FEEDBACK PARTICULARLY FOR OUR MULTILINGUAL PLANS. AS YOU CAN SEE IN THIS SLIDE WE HAVE THREE MORE YEARS BEFORE WE IMPLEMENT ACROSS ALL GRADES.  AND THIS YEAR AND NEXT YEAR ARE IMPORTANT LEARNING YEARS FOR US AS WE BEGIN THE IMPLEMENTATION . I'LL NOW TURN IT OVER TO CHIEF CILLE TO TALK A LITTLE BIT MORE ABOUT THE SPECIAL EDUCATION DECISION MAKING PROCESS. GOOD AFTERNOON AND THANK YOU SO MUCH FOR GIVING US THIS OPPORTUNITY. I WANT TO BEGIN THE CONVERSATION BY STATING WHO OUR STUDENTS ARE. THIS WORK EMBODIES WHO ARE STUDENTS ARE. AND LET ME TELL YOU WHO ARE STUDENTS ARE IN THE BOSTON PUBLIC SCHOOLS.  31.5% OF OUR STUDENTS ARE MULTILINGUAL LEARNERS.  21.5% OF OUR STUDENTS ARE STUDENTS WITH DISABILITIES OF WHICH 7.9% OF OUR STUDENTS ARE STUDENTS WITH DISABILITIES THAT ARE ALSO MULTILINGUAL LEARNERS. WE ARE OVER 60.9% OF THE BOSTON PUBLIC SCHOOLS. THAT'S WHO OUR STUDENTS ARE. WE EMBRACE THIS WORK OF INCLUSION NOT BECAUSE WE HAVE TO BECAUSE IT'S A NECESSITY AND IT'S THROUGH THE HARD WORK OF OUR SCHOOL LEADERS, OUR ADMINISTRATION, OUR FAMILIES AND OUR STUDENTS THAT WE ARE EMBEDDED TO MAKE THIS DIFFERENCE. AND AS YOU LOOK AT THE TIMELINE OF THE SLIDE THAT YOU SEE BEFORE YOU, THIS ILLUSTRATES A TIMELINE AS TO HOW OUR SCHOOLS MOVE FORWARD IN DOING THIS WORK. AT THE HEART OF THIS EFFORT FOCUS IS ON CENTERING TEAM BASED PLANNING AT EVERY SCHOOL. EACH OF OUR SCHOOLS ALSO COMPLETED A SELF-ASSESSMENT.  WE WORKED CLOSELY AS OUR SCHOOLS IDENTIFIED IN INCLUSIVE PLANNING TEAM TO CARVE OUT AND TO MAP OUT THEIR INDIVIDUAL GOALS AND PRIORITIES TO ENVISION HOW THEY CAN PROVIDE SERVICES AND INSTRUCTION FOR STUDENTS THAT INCREASE ACCESS OF GRADE LEVEL CONTENT AND LEARNING.  WE UNDERSTAND OUR URGENCY IS REALLY TO PROVIDE A CONTINUUM OF SERVICES FOR ALL OF OUR STUDENTS ESPECIALLY BLACK, BROWN AND LATIN STUDENTS.  OUR INCLUSIVE PLAN AND TEAM WORK IS ABOUT CONSIDERING HOW TO INCREASE ACCESS FOR OUR STUDENTS WITH DISABILITIES AS WELL AS THE CONTEXT BEYOND THE RESOURCES AND MANDATED SERVICES. OFTENTIMES WHEN YOU HEAR ABOUT SPECIAL EDUCATION YOU'RE CONSTANTLY HEARING ABOUT TIMELINES COMPLIANCE. WE GO ABOVE AND BEYOND JUST LOOKING AT THE REGULATIONS BUT WE'RE LOOKING AT OUR STUDENTS AS TO WHAT THEIR NEEDS ARE IN ORDER TO BREAK THE HISTORICAL BARRIERS THAT HAVE KEPT THEM IN MORE RESTRICTIVE SETTINGS ACROSS THIS DISTRICT. WE'RE ALSO COMMITTED TO MOVING FORWARD IN TERMS OF LOOKING AT OUR MULTILINGUAL LEARNERS WITH DISABILITIES.  AND IT'S IMPORTANT FOR YOU TO ALSO UNDERSTAND THAT WHEN WE DID THIS WORK THIS HAPPENED AT CENTRAL OFFICE IN TERMS OF OUR PLACEMENT AND ASSIGNMENT PROCESS.  OUR STUDENTS OF DISABILITIES ACROSS ALL OF OUR SCHOOLS WERE ASSIGNED TO AN ASSIGNMENT PROCESS OUT OF OUR CENTRAL OFFICE. THAT IN ITSELF IS A BARRIER.  WE ALSO TOOK INTO CONSIDERATION THAT WE CANNOT CONTINUE TO DO THINGS THE WAY THAT WE OFTEN HAD BEFORE BECAUSE WE NEED TO SEE THE OUTCOMES FOR OUR STUDENTS. AND AS I SAID BEFORE, WHILE WE HAVE SERVED COMPLIANCE EFFICIENCIES IT RESULTED IN UNINTENDED SEPARATION OF STUDENTS AND LIMITED ACCESS TO GRADE LEVEL LEARNING ALONGSIDE THEIR PEERS.  AND THAT IS THE BODY AND THE GOAL OF OUR INCLUSIVE PLAN THROUGHOUT THE DISTRICT. WE ALSO TOOK INTO CONSIDERATION VARIOUS REPORTS AND EVALUATIONS THAT WERE DONE AT THE BOSTON PUBLIC SCHOOLS AS WE CARVED OUT THIS INCLUSIVE PLAN ACROSS OUR SCHOOLS.  THIS WORK MUST BE ROOTED IN THE TEAM'S CLOSENESS TO OUR STUDENTS WHILE ALSO ENSURING SYSTEMS AND STRUCTURES THAT PROVIDE ALL OF OUR FAMILIES CHOICE AS WELL AS CONSISTENCY IN WHAT THEY CAN EXPECT ACROSS ALL OF OUR SCHOOLS AND WITHIN OUR SCHOOLS AS WE LOOK AT THOSE TARGETED GRADES AND WE LOOK AT THE SHIFTS FOR K0K1K2 AND GRADE SEVEN. IT'S ALSO IMPORTANT TO NOTE THAT WE LOOK AT ACCESSIBILITY IN TERMS OF HOW WE REDEFINE INCLUSION BY THE TIME SPENT IN CLASSROOM NOT CLASSROOM TYPES AND ALSO NOT BY LABELS OF IDENTIFYING OUR STUDENTS BY CERTAIN DISABILITY CATEGORIES BUT LOOKING AT OUR STUDENTS AS ALL LEARNERS BY BEGINNING THE TRANSITION OF ALL GENERAL EDUCATION AND INCLUSION CLASSROOMS TO AN INCLUSIVE LEARNING ENVIRONMENT AS WELL AS MORE SCHOOLS WILL HAVE STRUCTURES TO MEET OUR DIVERSE LEARNING NEEDS AS WELL AS THE COLLABORATION. THAT WAS REALLY THE FOREFRONT OF THIS PLAN IN TERMS OF HOW WE WORK STRATEGICALLY WITHIN OUR DISTRICT WITH ALL STAKEHOLDERS WITHIN CENTRAL OFFICE AS WELL AS WITHIN OUR SCHOOLS TO BUILD THAT CONTINUING LEVEL OF SUPPORTS COLLABORATIVE TEACHING TEAMS FOR STUDENTS OF ALL LEARNERS. CONTINUUM OF SERVICES GOAL BY REGION AS WELL AS ALIGNMENT OF OUR CUSIP PLANS OF OUR SCHOOL LEADERS TO EMBED THESE PROCESSES AS WELL AS THESE TARGETS AND THESE GOALS AS WELL AS MOST IMPORTANTLY HOW WE PROGRESS IN MONITORING OUR STUDENTS AS WELL AS LOOKING AT WHAT WE NEED TO DO IN REGARDS TO ALLOCATION OF RESOURCES FOR POSITIONS AS NEEDED IN ORDER TO ACHIEVE THESE GOALS. AND I THINK AS WE LOOK AT THE OTHER SLIDE AND YOU THINK IN TERMS OF THE COLLABORATIVE COLLABORATION IN TERMS OF THE VISION INCLUDING ALL OF OUR LEARNERS AND THROUGH THE IPT PROCESS IT WAS SO IMPORTANT FOR US TO INVEST IN DIVERSE SET OF STAKEHOLDERS INCLUDING OUR FAMILY MEMBERS. THIS SLIDE SHOWS IPT PROCESS TIMELINES BUT ALSO IT SHOWS US THAT WE WORK CLOSELY WITH OUR COACHES AS WELL AS MAKING SURE THAT WE MET THE TARGETED GOALS OF OUR SCHOOLS. WE ALSO APPRECIATE THE CHALLENGES IN WORKING WITH THE IP TEAMS AND ENGAGING IN TERMS OF LOOKING AT OUR REGIONAL TEAMS AND WHEN WE LOOK AT THE TIMELINES WE ALSO MUST MAKE SURE THAT WE HAVE APPROVED RESOURCES FOR DISTRIBUTING RESOURCES, PRIORITIZE REQUESTS FOR STUDENT FACING INSTRUCTIONAL STAFF. OTHER STAFF REQUESTS ARE IMPORTANT BUT NOT PRIORITIZE.  SOME REQUESTS WERE OUTSIDE THE SCOPE OF INCLUSIVE EDUCATION REQUESTS CAME IN OUTSIDE OF THOSE GRADE LEVELS AND ALSO YOU MUST TAKE INTO CONSIDERATION THAT REQUEST REFLECTED EFFORTS THAT WERE SUSTAINED BY OR POSITIONS. WE WORK THIS WE KNOW THAT THIS WORK IS COMPLEX AND MESSY AND REFLECTS NEW WORK WE'RE DOING FOR WHICH THERE IS NO PLAYBOOK. HOWEVER, THE WORK IS GROUNDED IN DOING WHAT'S BEST FOR OUR STUDENTS. WHAT WE CONTINUE TO LEARN IS THAT GIVEN HISTORICAL FUNDING PATTERNS AND TYPES OF PROGRAMS IN OUR SCHOOLS, EVERY SCHOOL HAS A DIFFERENT STARTING PLACE. ANOTHER LAYER IS THE SUNSETTING OF OUR ESSER FUNDS. AS I STATED BEFORE, WE ALSO CONTINUE TO LEARN HOW MINDSET KNOWLEDGE AND CAPACITIES VARY ACROSS THE SYSTEM AND ALSO WITHIN OUR SCHOOLS WHICH IS WHY WE CONTINUE TO PRIORITIZE PROVIDING PROFESSIONAL LEARNING AND INSTRUCTIONAL RESOURCES AS WE WORK AS A MULTI CROSS ADDITIONAL CROSS-FUNCTIONAL TEAM AND WE ARE CURRENTLY ROLLING OUT OUR 12 HOURS OF PROFESSIONAL LEARNING ACROSS OUR SCHOOLS TO OUR STAFF AS WELL. I WILL NOW HAND IT OVER TO DAVID BLUM WHO WILL TALK MORE ABOUT THE BUDGET COMPONENTS OF OUR INCLUSIVE PLAN FOR OUR FY 25. OUR PROPOSED BUDGET REFLECTS $20 MILLION OF INVESTMENTS ABOVE AND BEYOND OUR CURRENT MAINTENANCE BUDGET FOR INCLUSIVE EDUCATION 15 MILLION OPEN POSITIONS ALLOCATED THROUGH THE IPT PROCESS THAT CHIEF STEELE JUST DESCRIBED.  THIS IS ABOVE AND BEYOND WHAT IS REQUIRED FOR BASELINE SERVICES FOR STUDENTS, DISABILITIES AND MULTILINGUAL WORKERS. $2.7 MILLION ON TOP OF THAT FOR ADDITIONAL SUPPORTS FOR MULTILINGUAL LEARNERS DISABILITIES AND ANOTHER 2 MILLION OR SO IN RESERVE TO MEET THE NEEDS OF SCHOOLS AS WE GO THROUGH THE ASSIGNMENT PROCESS AND LEARN MORE ABOUT WHICH STUDENTS ARE GOING TO WHICH SCHOOLS. ONE BIG THING TO NOTE ABOUT THIS SLIDE WE ARE PRIORITIZING A TEAM BASED APPROACH TO INSTRUCTION. FOR INSTANCE, EVERY CLASSROOM THAT HAS A HOME HAS A HOMEROOM TEACHER THAT'S SERVING A DIVERSE GROUP OF STUDENTS. THEY THEN ALSO HAVE A COMPLEMENT OF TEACHERS WITH EXPERIENCE IN SPECIALLY DESIGNED INSTRUCTION FOR STUDENTS WITH DISABILITIES OR ESL TO PROVIDE ADDITIONAL LANGUAGE DEVELOPMENT OF MULTILINGUAL LEARNERS.  FINALLY, I WANTED TO BRIEFLY TOUCH ON OUR WORK TO EXPAND THE U. K PROGRAM BPF IN THE CITY OF CONTINUED TO BE WORKING COLLABORATIVELY TO EXPAND OUR YOU BECAME PROGRAM. AS YOU KNOW THIS PROGRAM ENSURES HIGH QUALITY EARLY CHILDHOOD EDUCATION ACROSS MULTIPLE SETTINGS FROM BPF SCHOOLS TO FAMILY CHILD CARE CENTERS AND COMMUNITY ORGANIZATIONS. IN ADDITION TO OUR PROGRAMS THAT WE'RE HERE TO TALK A LOT ABOUT TODAY WE OFFER YOU WE EXPECT TO OFFER UP TO 57 SITES NEXT YEAR REFLECTING APPROXIMATELY 1500 SEATS IN THE UPCOMING SCHOOL YEAR. AND WITH THAT WE WILL WELCOME YOUR QUESTIONS. AGAIN, THANK YOU TO THE ADMINISTRATION FOR BEING HERE JUST FOR MY COLLEAGUES. SUPERINTENDENT SKIPPER DOES HAVE A STOP AT 4 P.M. SO PLEASE MAKE THIS MAKE USE OF OF OUR TIME STARTING WITH COUNCILOR FLYNN THE FLOOR IS YOURS.  THANK YOU MR CHAIR. AND THANK YOU TO THE SUPERINTENDENT AND YOUR TEAM FOR THE IMPORTANT WORK YOU'RE DOING. SUPERINTENDENT , I HAD A SPECIAL EDUCATION TEACHER REACH OUT TO ME RECENTLY ABOUT THE MASSACHUSETTS INCLUSIVE CONCURRENT ENROLLMENT INITIATIVE WHICH GRANTS COLLEGE SCHOOL PARTNERSHIPS TO SUPPORT ELIGIBLE PUBLIC HIGH SCHOOL STUDENTS WITH INTELLECTUAL DISABILITIES. HOWEVER, THE TEACHER INFORMED ME THAT STUDENTS WITH DISABILITIES ARE ONLY OFFERED TWO SEATS FOR THE ENTIRE DISTRICT AND THAT A FIRST STUDENT STUDENT WANTS TO ACCESS THIS OPPORTUNITY.  THE HIGH SCHOOL MUST PAY 1200 DOLLARS FOR ONE SEMESTER. BASICALLY SHE IS ASKING FOR MY HELP. I'M ASKING FOR BP'S HELP. CAN WE HELP THIS STUDENT DO HER JOB MORE EFFECTIVELY BY SEEING IF WE'RE ABLE TO HELP WITH THIS SITUATION? THANK YOU, COUNCILOR . PHONE FOR THE QUESTION SO WE'RE AWARE OF THIS. I'VE ACTUALLY BEEN IN DIALOG WITH THE STAFF MEMBER.  WE ARE COMMITTED TO EXPANDING THIS. WHAT I NEED TO FIGURE OUT IS THE PROCESS FOR THAT JUST GIVEN IT'S BEEN SUCH A SMALL NUMBER PREVIOUSLY. SO THAT'S SOMETHING WE'RE ACTIVELY LOOKING AT WITHIN SPECIAL ED BUT WE ARE COMMITTED TO EXPANDING IT AND WE WILL EXPAND FOR WITHIN THE CURRENT BUDGET WE WILL DO SOME ADDITIONAL ALLOCATION FOR IT FOR THIS BUDGET WE'LL TRY TO CORRECT FUNDING, CORRECT. I JUST WANT TO MAKE SURE THE PROCESS SPEAKS TO ONE OF EQUITY JUST GIVEN THAT WHEN YOU START HAVING MORE SCHOOLS INVOLVED IN IT YOU NEED A CLEAR PROCESS.  THANK YOU SO MUCH AND I APPRECIATE YOUR WELCOME. AS YOU KNOW, ONE OF THE ISSUES I'VE FOCUSED ON IS SUPPORTING ENGLISH LANGUAGE LEARNERS WITH DISABILITIES ESPECIALLY IN MY DISTRICT IN CHINATOWN OR THE SOUTH END OR PUBLIC HOUSING DEVELOPMENTS.  WHAT ARE WE WHAT ARE WE DOING IN THIS BUDGET TO ENSURE THAT IMMIGRANT STUDENTS ENGLISH LANGUAGE LEARNERS WITH DISABILITIES ARE ABLE TO RECEIVE A QUALITY EDUCATION WITH SUPPORT SERVICES FOR THEM IN THEIR FAMILIES AS WELL? SO I THINK I'LL PROBABLY START THEN AND THEN I'LL TAG IN TO COMPARE SO OF I THINK I THINK FIRST IS WE'VE BEEN WELL A GREAT DEAL OF THE AMAMI WORK WAS DONE OFF OF ESSER SO WE'VE TAKEN THAT INTO THIS BUDGET AND THAT INCLUDES NOT JUST DIRECT SERVICE BUT IT'S ALSO BUILDING CAPACITY OF STAFF. SO INSTRUCTIONAL COACHES FOR THE VARIOUS LANGUAGE PACIFIC STRANDS LOOKING AT NEWCOMER PROGRAMING ENTRANTS EDUCATE HERE AND MATERIALS LOOKING AT INSTRUCTIONAL COACHES FOR THE DUAL LANGUAGE WHICH IS SOMETHING RECENT LOOKING FOR. THIS IS ALL BUILDING CAPACITY OF THE ADULTS TO BE ABLE TO SUPPORT THE VARIOUS PROGRAMS. ADDITIONALLY WITHIN THE OFFICE OF OMI IT'S A SHARED POSITION WITH AND ME IN SPECIAL EDUCATION BUT THERE IS A DIRECTIVE SPECIFICALLY FOR MULTILINGUAL LEARNERS WITH DISABILITIES SO THIS IS OUR POPULATION THAT ACTUALLY IS LOWEST PERFORMING WHICH IN MY MIND IS TRANSLATED TO NOT SUPPORTED ENOUGH. SO THIS IS A THIS IS WHAT I'M SURE CHIEF COULD AND ACTUALLY CHIEF SEO COULD BOTH COMMENT ON THIS AND THE ADDITIONAL SUPPORTS BESIDES THE ADULT CAPACITY THAT WE'RE ATTEMPTING TO BUILD MATERIALS AND CURRICULUM THAT WE'VE PURCHASED THROUGH ESSER DOLLARS TO MAKE SURE THAT EACH OF THE PROGRAMS HAS WHAT THEY NEED.  SURE. THANK YOU, SUPERINTENDENT . THANK YOU, COUNCILMAN FLYNN, FOR YOUR QUESTION. YES, IT IS. CHIEF CELE AND I ALWAYS TALK ABOUT HOW WE'RE KIND OF LIKE MARRIED IN TERMS OF WE SHARE A JOINT POPULATION OF STUDENTS, OUR STUDENTS WHO ARE MULTILINGUAL LEARNERS WITH DISABILITIES AND I THINK ON A CENTRAL FRONT WE ARE WORKING TO ENSURE THAT WE PROVIDE SUPPORTS DISTRICT WIDE SO WE DO HAVE AS THE SUPERINTENDENT SAID, THE NEW POSITION THAT IS CREATED OR THE POSITION THAT WE'RE GOING TO FILL WHICH IS THE DIRECTOR OF SUPPORTS FOR MULTILINGUAL LEARNERS WITH DISABILITIES AND WORKING WITH THAT PERSON WILL BE TWO SUPERVISORS. AND SO IN ADDITION TO OUR REGIONAL SUPPORT MODEL WHERE WE HAVE SUPPORTS FOR TEACHERS AND SUPERINTENDENTS AND SCHOOL LEADERS, THEY'LL BE IN CLASSROOM SUPPORTS COACHING THAT WILL BE AVAILABLE FOR SCHOOLS AS WELL BUT THEN ALSO AS DAVID HAD SPOKEN ACTUALLY DAVID HAD SPOKEN ABOUT THE TEACHING APPROACH OF THINKING OF HOW BECAUSE WE REALLY NEED TO KIND OF THINK HOW WE APPROACH THE INSTRUCTION OF STUDENTS AND SO IT'S JUST NOT ONE PERSON WHO IS RESPONSIBLE.  WE ALL TAKE ACCOUNTABILITY FOR OUR STUDENTS BUT TAKING THAT TEACHING APPROACH OF A SPECIAL EDUCATOR, A SPECIAL EDUCATION EDUCATOR, SOMEONE WITH ESL LICENSURE AND SUPPORTS FOR STUDENTS AND THEN ALSO THE CLASSROOM TEACHER OF REALLY LOOKING AT THE NEEDS OF THE STUDENTS AND SUPPORTING THAT STUDENT INSTRUCTION ONLY AS WE'RE PROVIDING TIER ONE ACCESS FOR THE STUDENTS AND ALSO HIGH QUALITY INSTRUCTIONAL MATERIALS . THANK THANK YOU. AND MY FINAL QUESTION ON MY FINAL QUESTION AND THANK YOU FOR THAT ANSWER IS WHEN WE'RE EDUCATING THOSE STUDENTS I ALSO KNOW THAT IT'S IMPORTANT TO PROVIDE THEIR FAMILY WITH SERVICES AS WELL.  YOU KNOW, THAT'S A CRITICAL PART OF THE EDUCATION PROCESSES IS SUPPORTING THE FAMILY,  ESPECIALLY OUR IMMIGRANT NEIGHBORS AS WELL.  WHAT DO WE OFFER A PARENT, A GUARDIAN THAT NEED THAT DESPERATELY NEEDS SOCIAL SERVICES THAT WE NEED TO GET THEM THOSE SOCIAL SERVICES SO THEY'RE THEY CAN BE SUCCESSFUL BUT ALSO FOR THEIR CHILDREN TO BE SUCCESSFUL?  YEAH, THAT'S A VERY IMPORTANT QUESTION AND ACTUALLY ON MY WAY HERE TO MY I SAW I WAS CROSSING THE STREET AND I SAW A FAMILY A MOM OF A STUDENT WHO CAME HERE IN FEBRUARY AND SO IN FEBRUARY WE HAD A HUGE WELCOMING REGISTRATION AT BOLLING FOR THE NEWLY ARRIVED FAMILIES MIGRANTS THAT ARE HOUSED AT THE MELANIA CARS AND I SAW HER AND SHE LOOKED FAMILIAR BUT SHE JUST LOOKED SO MUCH MORE VIBRANT AND HAPPIER. AND SO I SAID HEY, I SAID IN HAITIAN CREOLE TO HER HEY JULIE ,HOW ARE YOU? AND SO I ASKED HER ABOUT HER DAUGHTER FRANCESCA. SO THEN SHE SAID SHE'S DOING VERY WELL. SO I JUST THINK OF THE PROCESS THAT WE HAD FOR THOSE YOU KNOW, WE HAD TO PIVOT. WE WE HAD 31 FAMILIES WHERE WE HAD TO REGISTER THEM FINDING OUT FAMILIES DID NOT HAVE IT WAS A CLOSED THAT THERE WERE ON THEIR BACKS AND SO REALLY HELPING THEM HAVING A WELCOMING ENVIRONMENT, GETTING THEM HOUSING MET HOUSING, GETTING THEM ENROLLED FOR THEIR CHILDREN AND FOR MANY OF THEM THEY'RE COMING FROM FROM HAITI THROUGH CHILE THROUGH BRAZIL AND THEIR MAIN GOAL IS REALLY TO ENSURE THAT THEIR CHILD, THEIR CHILDREN IS SUCCESSFUL AND SCHOOLING WAS ONE OF THOSE HUGE TICKS YOU KNOW, CHECKMARKS FOR THEM. AND SO WORKING WITH THE FAMILIES AS THEY ARRIVE, WORKING WITH EACH SCHOOL, THE FAMILY LIAISONS, WORKING WITH SOCIAL WORKERS THAT ARE AT THE SCHOOL TO REALLY HELP SUPPORT AND MEET THE NEEDS OF THE FAMILIES. AND SO THIS MOM, HER DAUGHTER WAS THRIVING AT THE SCHOOL THAT SHE'S ENROLLED IN.  MOM HAS A JOB NOW AND SHE'S WORKING AND SO I'M NOT SAYING THAT'S THE CASE FOR EVERY FAMILY BUT WE DEFINITELY ARE PUTTING A LOT WITH THE OFFICE OF ENGAGEMENT, WORKING WITH FAMILIES AND YOU KNOW, PROVIDING SOCIAL EMOTIONAL SUPPORTS FOR FAMILIES AND REALLY THINKING OF LIKE A WRAPAROUND SYSTEM FOR THE FAMILY BECAUSE WE KNOW IF THE FAMILY IS NOT OKAY THEN THE CHILD'S NOT GOING TO BE OKAY.  JUST ONE POINT ON THIS THAT IT'S A POINT OF PRIDE WITHIN THE CPS COMMUNITY BUT IN MANY DISTRICTS IT WAS WEEKS AND MONTHS BEFORE STUDENTS WHO RECENTLY ARRIVED WERE ENROLLED IN THE MIGRANT SHELTERS. IT WAS IS ON AVERAGE 72 HOURS IN OUR DISTRICT FROM START TO FINISH. THE OTHER LAST THING IS THAT THERE'S ABOUT 2.1 MILLION THAT WAS REPRESENTED ON A SLIDE COUNSELING WHICH IS SPECIFICALLY TO INCREASE THE LANGUAGE DEVELOPMENT SERVICES FOR MULTILINGUAL LEARNERS WITH DISABILITIES.  THANK YOU SUPERINTENDENT AND THANK YOU TO YOUR TEAM. THANK YOU, MR CHAIR.  THANK YOU, COUNSELOR FLYNN. NOW WE'LL GO TO CASA SANTANA. THE FLOOR IS YOURS.  THANK YOU, MR CHAIR. AND THANK YOU TO THANK YOU SUPERINTENDENT , YOUR TEAM FOR BEING HERE TODAY.  BEFORE GOING INTO MY QUESTIONS, YOU KNOW, I THINK IT'S IMPORTANT TO YOU KNOW THIS YOU KNOW, AS A NEW CITY COUNCILOR AT LARGE HERE, MY NUMBER ONE PRIORITY IS OUR YOUTH.  AND THAT'S SOMETHING THAT I'VE BEEN VERY VOCAL ABOUT AND ONE THING YOU AND YOUR TEAM FOR ME AS BEING EXTREMELY SPECIAL TO ME AND MY OFFICE YOU YOURSELF MEETING WITH ME BUT I ALSO WANTED, YOU KNOW, SHOUT OUT IN A WAY FOR MY GUY WHO HAS BEEN AN INCREDIBLE AND VERY ACCESSIBLE WITH THAT. YOU KNOW I OFTEN SHARE, YOU KNOW, MY PERSONAL STORY AND YOU KNOW, ME BEING HERE FOR FROM THE VERY PUBLIC WHO DIDN'T KNOW NEITHER ENGLISH OR SPANISH GROWING UP RIGHT.  AND HAD A SPEECH IMPEDIMENT AND I WENT TO THE WINSHIP SCHOOL WHERE I GOT A ONE ON ONE HELP FROM FROM FROM FROM PROFESSIONALS THERE AND THEN I TRANSFERRED OVER TO THE BLACKSTONE SCHOOL WHERE EVERY TEACHER ADMINISTRATOR MY PRINCIPAL LUNCH MOTHER CUSTODIAN SPOKE BOTH ENGLISH AND SPANISH AND THAT REALLY HELPED ME IN MY JOURNEY TO NOW YOU KNOW, BE SOMEONE WHO CAN BOTH SPEAK ENGLISH AND SPANISH AT A HIGH LEVEL SO AND REALLY STRUGGLED WHEN I WENT TO THE DEARBORN SCHOOL BECAUSE THAT WASN'T AVAILABLE TO ME ANYMORE SO.  MY QUESTIONS TODAY ARE AROUND THAT AND KIND OF WHAT WE'RE DOING FOR OUR STUDENTS AND MULTILINGUAL STUDENTS HERE IN THE CITY. SO AND I GOT THE OPPORTUNITY TO TO REVIEW THIS BUDGET. YOU KNOW, WE'D LIKE TO ASK AND TO OPEN TO ANYONE HERE WHO CAN WHO CAN ANSWER THESE QUESTIONS HOW DOES THIS BUDGET FUND INCLUSIVE EDUCATION FOR STUDENTS THROUGH SPECIALLY DESIGNED INSTRUCTION FOR STUDENTS WITH DISABILITIES AND MULTI MULTILINGUAL LEARNERS WITHOUT SIMPLY HAVING TEACHERS OBTAIN MORE LICENSES? RIGHT. IT IS MY UNDERSTANDING THAT VPI IS REQUIRING TEACHERS TO OBTAIN MODERATE DISABILITIES AND ESL LICENSES TO TO KEEP THEIR POSITIONS AND TO CONTINUE WORKING. SO THIS WORK CURRENTLY IS LIKE REFLECTIONS ON THAT. SURE. SO I CAN START WITH THAT AND THEN PROBABLY ACHIEVE SEAL YOU CAN PROBABLY CHIME IN ON THIS SO REALLY WITH INCLUSIVE EDUCATION WE'RE WORKING TO A TEAM APPROACH AND THAT IS ACROSS CLASSROOMS AND IT COULD BE TWO OR IT COULD BE FOR THE IDEA IS REALLY TO HAVE ACCESS TO GENERAL EDUCATION SPECIAL EDUCATION WHICH WOULD BE FOR INSTANCE YOU KNOW IF A STUDENT NEEDED SPECIALIZED INSTRUCTION AND OR ESL IF IT IS STUDENT IS MULTILINGUAL LEARNER IT'S REALLY THAT COLLECTION OF ADULTS WORKING TOGETHER OUR SCHOOLS 119 OF THEM ARE ALL IN DIFFERENT PLACES AS IS THEIR STAFFING. SO WE'RE JUST TRYING TO OFFER AS MUCH AS POSSIBLE WHEN IT COMES TO TRAINING AND LEARNING FOR OUR TEACHERS AND OUR PARAPROFESSIONALS SO THAT EVERY ADULT THAT STUDENTS COMING IN PROCESS WITH IN CONTACT WITH CAN ADD VALUE RIGHT TO TO WHO THEY ARE. BUT WE I THINK AS CHIEF CFO BLUM SAID, WE ADDED IN RESOURCES IN ANY SITUATION WHERE THERE WAS A GENERAL EDUCATION HOMEROOM TEACHER AND THERE WERE GOING TO BE STUDENTS IN THE CLASSROOM WHO REQUIRED ANY KIND OF SPECIALIZED LEARNING OR ANY KIND OF ESL. THOSE WERE THOSE WERE ACTUALLY POSITIONS WE ADDED INTO SO THERE WERE OVER 200 POSITIONS THAT ARE SPECIFICALLY AROUND SPECIAL EDUCATION AND OR ESL THAT ARE ADDED INTO THE BUDGET TO BE ABLE TO SUPPORT. WE REALLY RELIED HEAVILY ON SCHOOLS THROUGH THEIR IPT PROCESS TO HELP US UNDERSTAND WHAT THEY WERE THINKING AND WHAT THEIR CURRENT ENVIRONMENT WAS AND IN THAT PROCESS WE REALIZED HOW DIFFERENT THEY ARE SOME HAD ALREADY STARTED INCLUSION, OTHERS HAD STARTED INCLUSION WITH PARTICULAR GRADES SOME WANTED TO GO FASTER, SLOWER SO WE REALLY HAD TO DO A VERY CUSTOMIZED APPROACH WITH THE WITH THE SCHOOLS IN THIS WAY. BUT THE THE THE CERTIFICATE PROGRAMS WE'RE OFFERING ARE FOR TEACHERS AND PARAPROFESSIONALS WHO WANT TO GET ADDITIONAL SUPPORTS IN TRAINING.  IT'S YOU KNOW, WE'VE SAID WE'RE NOT GOING TO REQUIRE OUR STAFF TO BE DULY CERTIFIED IN A TEAM APPROACH. WE'RE GOING TO ADD IN IF IN FACT THERE ISN'T ENOUGH CERTIFICATIONS TO PROVIDE SPECIALIZED LEARNING AND OR ESL TO PROVIDE SERVICE IN NEW ZEALAND AND IF THERE'S ANYTHING ON THE GROUND LEVEL.  ABSOLUTELY. THANK YOU. THANK YOU, SUPERINTENDENT SKIPPER, I ALSO WANT TO ADD ONE OF MY COLLEAGUES IS ALSO HERE DR. LESLIE MILLER AND IT'S IMPORTANT FOR US AS WE UNDERSTAND SPECIALTY DESIGN INSTRUCTION IS A METHODOLOGY,  OKAY? AND IT'S A METHODOLOGY THAT WE USE AS SPECIAL EDUCATION TEACHERS AS TO HOW TO REACH AND TEACH OUR STUDENTS WITH DISABILITIES AND IT REALLY IT EXPECTS AND THE EXPECTATION THE REQUIREMENT IS REALLY MAKING SURE THAT WE HAVE SKILLED PROFESSIONALS THAT KNOW HOW TO DIFFERENTIATE, KNOW HOW TO PROVIDE THE ACCOMMODATIONS AND MODIFICATIONS. SO THROUGH THE PARTNERSHIP IN TERMS OF OUR CROSS-FUNCTIONAL TEAM THROUGH THE LEADERSHIP OF DR. LESLIE MILLER MYSELF AND ALSO OHM AND ALSO SEVERAL OTHER STAKEHOLDERS IN THE DISTRICT WE HAVE WORKS STRATEGICALLY TO PUT TOGETHER A PROFESSIONAL DEVELOPMENT PLAN AS WE LAUNCH THIS INCLUSION PLAN TO BE PARALLEL IN TERMS OF HOW WE NEED TO MOVE FORWARD IN MAKING SURE THAT ALL OF OUR TEACHING STAFF AS WELL AS A SUPPORT THAT THEY HAVE THE TOOLS AND THEY HAVE THE SKILLS IN ORDER TO REALLY IMPROVE AND ACCELERATE LEARNING FOR OUR STUDENTS SO THAT IS THAT IS A HUGE LIVE FOR US AS A DISTRICT. WE'RE ALSO FOCUSING ON EQUITABLE LITERACY AND ALSO PART OF THE INDICATORS FOR THAT IS OUR SCHOOL IMPROVEMENT PLANS. THERE IS A ALIGNMENT OF THAT GOAL IN TERMS OF OUTCOMES THAT EACH AND EVERY ONE OF OUR SCHOOLS HAVE IDENTIFIED AS A PRIORITY AREA TO IMPROVE OUTCOMES FOR ALL LEARNERS. SO IT'S REALLY A COLLABORATIVE EFFORT WHEN THEN THE DISTRICT AS TO HOW WE'RE WORKING STRATEGICALLY TO IMPROVE OUTCOMES NOT JUST FOR STUDENTS WITH DISABILITIES AND MULTILINGUAL LEARNERS BUT ALSO SET SOME METRICS AS TO WHAT WE NEED TO DO TO ACCELERATE LEARNING FOR ALL STUDENTS ACROSS THE DISTRICT. BUT MOST IMPORTANTLY IS THE IEP THE INDIVIDUALIZED EDUCATIONAL PLAN THAT IS A ROADMAP FOR OUR STUDENTS THAT REALLY DRIVES WHAT WE DO FOR SPECIALTY DESIGN INSTRUCTION. YEAH AND I KNOW WE'VE HAD CONVERSATIONS ABOUT READING AND READING INSTRUCTION SO THAT'S AN EXAMPLE WHERE THROUGH THE ESSER DOLLARS NOT ONLY WERE WE ABLE TO INCREASE READING SPECIALISTS WHICH WE'VE NOW MOVED ON TO THE HARD BUDGET BUT WE WERE MORE IMPORTANTLY WE BUILT CAPACITY IN OUR TEACHERS AND SO THAT MEANS GETTING WILSON CERTIFIED TRAIN TEACHERS, CERTIFIED TRAINED TEACHERS HAVING MATERIALS FOR READING SUPPORTS AND REMEDIATION IN PLACE THOSE ARE ALL THINGS THAT WE WERE ABLE TO DO THROUGH.  ESSER SO WE HAVE A STRONGER TEACHER CORPS IN THAT WAY, RIGHT? THAT'S ABLE TO SEE READING NOT AS SOMETHING THAT HAPPENS JUST OVER HERE BUT SOMETHING THAT HAPPENS WITHIN THE CONTEXT OF THE CLASSROOM. GREAT. THANK YOU CHIEF AND THANK YOU SUPERINTENDENT . BUT SUPERINTENDENT YOU JUST AS OUR FUNDING AND I'LL KIND OF SKIP ONE OF MY FIRST QUESTIONS AND THEN GO RIGHT THERE RIGHT. I MEAN I KNOW THAT THAT'S WHERE FUNDING IS BEING TAKEN AWAY DOWN AND THE BPF HAS TRIED TO IDENTIFY WHERE, YOU KNOW, THE INVESTMENTS THAT NATIONAL FUNDING MAKING AND TRY TO CONTINUE THOSE PROGRAMS OUTSIDE OF ESSER FUNDING SO LET'S TAKE THAT AWAY. HAS THERE ARE THERE ANY SCHOOLS THAT ARE STILL RECEIVING LESS FUNDING OUTSIDE OF THE ACTUAL FUNDING? SO LIKE WHAT IS ALREADY SCHOOL GOING INTO THIS YEAR WITH LESS FUNDING THAN THEY EXPECT YOU WOULDN'T THINK THAT THAT YOU WOULD OR NOT THAT I THINK MORE SCHOOLS WANT MORE MONEY AND THIS WOULD BE MORE CLEAR IS THERE ANY SCHOOL THAT'S GETTING LESS MONEY THAN THE PREVIOUS YEAR OUTSIDE OF THE ESSER FUNDING?  THE ANSWER IS YES. THERE MAY BE DIFFERENT REASONS AND I THINK THAT'S WHAT YOU'RE GOING TO YEAH. SO THE AS WE'VE BEEN IMPLEMENTING NEW APPROACH TO FUNDING MOVING AWAY FROM WEIGHTED STUDENT FUNDING THE THING WE DID THIS YEAR IT'S A LITTLE BIT DIFFERENT AND I HEARD YOU PUT SOME PUTTING OUT THERE TO THE SIDE IS WE STARTED WITH EVERY SCHOOLS CURRENT YEAR GENERAL FUND BUDGET SO THEY STARTED BY SAYING OKAY LET'S START WITH WHAT YOU GOT THIS YEAR AND MOVE IT FORWARD TO NEXT YEAR WITH THE NEW ANY CHANGES TO SALARIES THAT WE NEED TO BUILD INTO THAT THEN WE DID MAKE SOME ADJUSTMENTS TO THAT.  A FEW REASONS THE FIRST BEING SORT OF THE MAIN ONE BEING ENROLLMENT BASED ADJUSTMENTS. SO A VARIETY OF OUR ALLOCATIONS TO SCHOOLS ARE BASED ON RULES FOR A NUMBER OF STUDENTS.  SO THE BIGGEST EXAMPLE OF SOMETHING IS WE DID SOME CLASSROOM CONSOLIDATIONS SO ESSENTIALLY YOU CAN IMAGINE A SCHOOL THAT HISTORICALLY HAD 35 OR 40 STUDENTS IN KINDERGARTEN AND OVER THE PAST FEW YEARS HAS GOTTEN DOWN TO 15 OR 20. THAT SCHOOL IS GOING TO MOVE FROM HAVING TWO KINDERGARTEN CLASSROOMS TO HAVING ONE. SO THAT IS A BUDGET DECREASE AT THAT SCHOOL, A REAL DECREASE AND I DON'T WANT TO TAKE ANYTHING AWAY FROM THE CUT OR THE EXPERIENCE OF THE SCHOOL LOSING THAT POSITION. BUT FROM THE STUDENT EXPERIENCE LEVELS NO STUDENT IS HAVING A LESSER EXPERIENCE BECAUSE OF THAT, RIGHT? THEY STILL HAVE THEIR CLASSROOM TEACHER, THEY STILL HAVE THEIR SOCIAL WORKER, THEY STILL HAVE THEIR LIBRARIAN THAT WAS ON THE GENERAL FUND. NOW THEY ARE LOSING RESOURCES THAT THEY HAVE THIS YEAR FROM ESSER AND THOSE ARE REAL TO TRY TO STAY AWAY FROM. ESSER BUT IN TERMS OF THE SORT OF NON-ANSWER POSITIONS, THE MAIN THING THAT WAS REDUCED THIS YEAR WERE THOSE HOMEROOM TEACHERS FOR CLASSES THAT SORT OF NO LONGER HAD THE ENROLLMENT TO SUPPORT THEM. RIGHT. THANK YOU, CHIEF. IT WAS MY TIME AS A CHAIR. YES, TIME FLIES. I DON'T IT I FOR A SECOND ROUND. THANK YOU VERY MUCH. THANK YOU, COUNSELOR SANTANA NOW GO TO MY VICE CHAIR.  VICE CHAIR PEP IN THE FLOOR IS YOURS. THANK YOU, CHAIR AND THANK YOU TO THE BPA STAFF HERE TODAY. THINK THE SUPERINTENDENT . BUT I ALSO WANT TO TAKE A MOMENT TO THANK SENATOR RIVER BUT I THANK YOU AND AND CONSIDER YOU SO MANY THOSE YOU KNOW THIS AS COUNTLESS SANTANA MENTIONED I ALWAYS TEND TO JUST FORGET HOW SIMILAR OUR STORIES ARE.  I WENT TO SCHOOL UP THE STREET FROM THE BLACKSTONE WHICH WAS THE CURLEY SCHOOL, A BILINGUAL SCHOOL ALSO EVERYONE SPOKE SPANISH AND ENGLISH AND THE CLASSROOMS WERE VERY SMALL AND THIS FRIDAY I GOT TO VISIT A SIMILAR SCHOOL WHICH WAS THE ROOSEVELT SCHOOL HIGHLAND PARK WHICH I BELIEVE IS ONE OF THE FIRST FULLY INCLUSIVE SCHOOLS IN THE DISTRICT.  AMAZING PROGRAM BY THE WAY. I WAS VERY IMPRESSED BUT I GOT SOME CONCERNS FROM THE TEACHERS OF THE FUTURE OF IEP CLASSROOMS AND IT'S THE SIZE OF THE CLASSROOMS. THE FACT THAT I BELIEVE IT IS BEING PROPOSED OR ABOUT TO HAPPEN THAT THEY WILL INCREASE THE NUMBER OF STUDENTS IN EACH IEP CLASSROOM AND THEN IN THE SAME REGARDS I GOT AN EMAIL FROM A TEACHER AT THE BEAT SCHOOL IN ROSENDALE ANOTHER BEAUTIFUL SCHOOL IN MY DISTRICT WHERE SHE VOICES THAT THE CONCERNS OF ONE SIZE FITS ALL MODEL IS VERY CONCERNING BECAUSE NOT EVERY SINGLE STUDENT BODY IN THE DISTRICT IS THE SAME.  THE NEEDS ARE NOT THE SAME AND THE TEACHERS ARE NOT THE SAME. AND YOU MENTIONED SOMETHING THAT THE RESOURCES WILL NOT BE TAKEN AWAY BUT SOME SOME TEACHERS FEEL LIKE BY ADDING MORE PRESSURE TO THEM THEY DO FEEL LIKE THEY'RE GOING TO NEED MORE RESOURCES SO MY QUESTIONS LAST ASK IS HOW ARE WE RESPONDING TO THOSE TEACHERS AND TO THE PARAPROFESSIONALS THAT FEEL LIKE THEY'VE ALREADY BEEN SO OVERWORKED WHEN THEY GOING TO HAVE MORE STUDENTS TO TAKE CARE WITHOUT THE APPROPRIATE FUNDING?  SO I'LL START AND I THINK ACTUALLY ON THE GROUND SIDE ON SPECIAL EDUCATION IT WOULD BE GOOD TO MAYBE US TO FRAME IT AS WHAT THAT NEW EXPERIENCE WILL BE RIGHT OR DIFFERENT EXPERIENCE. SO I THINK WHAT SORT OF LED US TO THE INCLUSIVE ED PLAN WAS THAT WE WERE IDENTIFIED AS HAVING OVERREPRESENTATION FOR SPECIAL EDUCATION OF TOO MANY STUDENTS IN SMALL SETTINGS. THE STUDENTS WHO ARE IN SUBSTANTIALLY SEPARATE WHICH IS MORE RESTRICTED ENVIRONMENT THAN WHAT ACTUALLY THEY NEEDED AND AS A RESULT FOR THOSE AND FOR THOSE STUDENTS THEIR CHOICE THEIR ABILITY TO BE ABLE TO ACCESS SCHOOLS ACROSS THE DISTRICT WAS VERY LIMITED. THEY ALSO ARE THE ONES THAT END UP ON THE BUSSES FOR THE LONGEST AMOUNT OF TIME TO GET TO THEIR SCHOOLS. SO WHEN COUNCIL GREAT CITY SCHOOLS CAME IN THEY WORKED VERY HARD WITH OUR SPECIAL ED DEPARTMENT SPECIAL SERVICES DEPARTMENT AS WELL AS WITH OUR OFFICE OF ARMY TO BE ABLE TO THINK ABOUT HOW COULD WE DO THIS DIFFERENTLY AND THAT'S WHAT SORT OF LED US TO A 3 TO 4 YEAR KIND OF PLAN OF HOW TO BE ABLE TO PHASE IN NOT ALL STUDENTS ON IEP BUT STUDENTS WHO WERE IN A SUBSTANTIALLY SEPARATE SETTING WHO BASED ON THEIR IEP AND THEIR TEAM IS IN THEIR PARENT IS DEEMED THAT THEY COULD ACTUALLY ACCESS EACH CLASS THAT COULD BE PART OF THE DAY. THAT COULD BE ALL OF THE DAY. IT REALLY DEPENDS ON WHAT THEIR IEP CALLS FOR. THAT OPTION WAS NEVER PREVIOUSLY THERE FOR A TEAM TO CONSIDER FOR A FAMILY TO CONSIDER OR A STUDENT. SO THE THAT'S KIND OF WHAT SORT OF HAS US HERE WHEN WE LOOK AT THOSE SAME STUDENTS WE ALSO SEE THAT IN GENERAL ACCESS TO GRADE LEVEL MATERIAL GRADE LEVEL INSTRUCTION WAS ALSO LIMITED OFTEN THOSE SUBSTANTIALLY SEVERAL CLASSES ARE MULTI MULTI GRADE SO.  WE KNEW CHANGE HAD TO HAPPEN AND CHANGE IS ALWAYS HARD WHEN YOU'RE PHASING IT IN. THE QUESTION WAS THE PACING IN THE RESOURCES TO FOLLOW? I THINK THE IPT OF THE INCLUSIVE PLANNING TEAMS THE GOAL WAS NOT TO DO ONE SIZE FITS ALL. IT'S ACTUALLY IMPOSSIBLE IN OUR DISTRICT TO DO ONE SIZE FITS ALL BECAUSE THERE'S 119 SCHOOLS ALL OF WHOM IN THIS AREA DO DO INCLUSION OR ARE SET UP FOR INCLUSION IN VERY DIFFERENT WAYS.  SO THE IDEA WAS TO LOOK AT THE PLANS AND TO SEE HOW WE MIGHT BE ABLE TO LEVERAGE THE RESOURCES THAT ARE AT A SCHOOL ACROSS THE DISTRICT AND ADD IN RESOURCES WHERE WE NEEDED TO TO BE ABLE TO PROVIDE THAT INCLUSIVE SETTING.  WE'RE DOING THAT AT THE SAME TIME THAT WE ARE STILL HOLDING TOGETHER THE SUBSTANTIALLY SEPARATE SYSTEM. IT'S NOT A LIGHT BULB OR A SWITCH. IT'S NOT GOING TO TURN ALL OF A SUDDEN IN FACT IT'S REALLY UP TO THE PARENT AND THE TEAM WHEN A STUDENTS IEP CONVENES AS TO WHETHER THEY WANT TO CONSIDER AN INCLUSIVE SETTING OR NOT. SO WHERE WE'RE PREDICTING OR CREATING THE CAPACITY FOR INCLUSIVE ED WE MAY NOT ACTUALLY FILL THAT. IN FACT THE LIKELIHOOD IS WE WON'T BECAUSE THERE'LL BE MORE PARENTS WHO MAY BE KIND OF SLOWER TO ADOPT IT OR WANT TO SORT OF SEE WHAT HAPPENS AND WE'VE ALSO RESERVED DOLLARS WHICH IS ON THAT SLIDE THAT'S UP THERE NOW 2.2 MILLION SO THAT WHEN AND IF WE GET STUDENTS WHO HAVE GREATER NEED BEING INCLUDED WE HAVE SOME FUNDS TO DRAW FROM TO BE ABLE TO ADD ADDITIONAL RESOURCES IN. SO WE WOULD TRYING TO BE DELIBERATE AND WE'RE TRYING TO BE INTENTIONAL ABOUT THE STEPS WE'RE TAKING WITH IT. MOST IMPORTANTLY, WE'RE TRYING TO HAVE THE SCHOOL LEADERS WORKING WITH THEIR COMMUNITY AND THEIR IPT TEAM WHICH THIS PAST YEAR MET REGULARLY AND WILL AGAIN THERE'S MONEY IN THE BUDGET FOR THEM TO DO SO NEXT YEAR HAVE THEM REALLY TAKE INTO CONSIDERATION THE CULTURE OF THE SCHOOL, THE SET UP IN THE RESOURCES THAT ARE THERE NOW WHAT WE'RE ADDING IN TO BE ABLE TO DELIVER THAT BUT THIS IS GOING TO BE SOMETHING THAT WE'RE GOING TO BE WORKING COUNSELOR FOR A NUMBER OF YEARS TO MAKE SURE IT GOES RIGHT AND I THINK THE TEAM SENSES IT MAY ACTUALLY GO SLOWER THAN WHAT THE CAPACITY THAT'S THERE IS FOR. THANK YOU FOR THAT DETAILED BECAUSE MY ASK TO YOU IS TO MAKE SURE THAT THOSE TEACHERS THAT ARE IN THIS PROGRAM FEEL HEARD ABSOLUTELY ACKNOWLEDGES I'M HEARING IT FROM DIFFERENT SIDES OF MY DISTRICT THAT THE TEACHERS ARE FRUSTRATED. YES AND I THINK THAT I JUST WANT TO BE SURE THAT STUDENTS FEEL FEEL LIKE THEY HAVE THE RIGHT RESOURCES AND THE PARENTS AS WELL. THAT'S RIGHT. I LOOK FORWARD TO CONTINUING OUR CONVERSATION. WE THANK YOU AND YOUR TEAM. YOU BRING UP THE CONVERSATION OF TRANSPORTATION TO WHICH HAS BEEN A PRIORITY OF MINE SINCE STARTING IN THE COUNCIL AND I DO KNOW THAT THEY DO FACE THE BIGGEST CHALLENGES GETTING TO AND FROM SCHOOL. ARE YOU WORKING ON ANY OPPORTUNITY TO SEE WHAT ISSUES CAN CAN BE ALLEVIATED?  I'M SPECIFICALLY WORKING WITH THE HOTLINE OR JUST NEW RESOURCE A NEW PROGRAM THAT ARE BP'S TRANSPORTATION DOES NOT CURRENTLY USE TOUR SO I THINK THIS IS WHERE INCLUSIVE ED IS IT WE SEE THIS AS A POTENTIAL GOING FORWARD FOR THIS EXACT THING THE CLOSER TO HOME THAT WE CAN GIVE STUDENTS CHOICE TO A QUALITY SEAT THEN LESS TIME ON THE BUS COULD BE LESS BUSSES BUT CERTAINLY MORE EFFICIENT, LESS TIME. SO THAT'S KIND OF BUT THEN AGAIN LIKE THAT'S GOING TO TAKE A FEW YEARS FOR THOSE CHANGES TO ACTUALLY BE IMPLEMENTED.  I THINK THE TRANSPORTATION THING IS ONE THAT OUR TEAM BOTH IN THE WORK WE'RE DOING WITH THE UNION WE WERE ABLE IN THIS LAST CALL IN WAS LAST BARGAINING WITH THE DRIVERS TO BE ABLE TO GET A LOT OF KIND OF NEW REVISIONS IN THERE THAT ALLOW US TO HAVE MORE ACCOUNTABILITY AROUND ON TIME PERCENTAGE MAKING SURE BUSSES GET TO WHERE THEY'RE SUPPOSED TO BE LESS MISSED ROUTES IN IN OUR CASE WHAT I THINK IS GOING TO BE ONE OF THE MOST ONE OF THE BIGGEST POTENTIALS IS AROUND RIDERSHIP.  WE HAVE A NUMBER WE JUST HAVE A LOT OF STUDENTS THAT DON'T USE THE BUS SO THEY'RE ENTITLED TO THE BUS WE WANT IT'S THERE FOR THEM BUT THEY DON'T USE IT OR THEY DON'T USE IT REGULARLY AT ALL. AND SO WHAT HAPPENS IS WHEN YOU ROUTE A BUS YOU'RE MAKING ALL THOSE STOPS AND SOMETIMES IT'S NOT EVEN KIDS AT THE STOP BECAUSE THEY DON'T USE IT. WE'VE NEVER HAD A WAY TO MEASURE RIDERSHIP ON A DAILY BASIS SO WE'RE WE'VE INCORPORATED A NEW TECHNOLOGY THAT THAT'S GOING TO BE ON THE BUSSES WITH PADS TO BE ABLE ONE FROM A SAFETY PERSPECTIVE KNOW EXACTLY WHEN STUDENTS GET ON AND OFF THE STOPS. EVERY PARENT WANTS TO KNOW THAT. WE WANT TO KNOW THAT.  BUT THEN SECONDLY FOR STUDENTS THAT AREN'T USING IT, IT GIVES US THE DATA TO GO BACK TO THE PARENT AND SAY CAN WE DISCHARGE THE STUDENT IF YOU WANT THE BUS THAT'S FINE. BUT IF YOU'RE NOT USING IT, HERE'S WHAT IT MEANS TO ALL THE OTHER KIDS WHO ARE USING IT. IT TAKES THEM LONGER TO GET TO SCHOOL. WE HAVE TO ROLL OUT FURTHER SO WE'RE ACTUALLY DOING THAT PILOT IN THE SUMMER WITH OUR IS WHY BUT WITH OUR EXTENDED SCHOOL YEAR FOR OUR SPECIAL EDUCATION STUDENTS AND WE HAVE PARENTS ACTUALLY RESPONDING REALLY FAVORABLY TO IT AND SAYING YOU KNOW WHAT, I ACTUALLY DON'T NEED THE BUS IN SO IT'S GOING TO BE STEPS LIKE THIS THAT ARE GOING TO ENABLE US TO GET THAT ON TIME PERCENTAGE UP AS HIGH AS POSSIBLE. MISSED ROUTES ARE A KIND OF ALL TIME LOW FOR US. THAT'S BECAUSE WE STARTED THE YEAR DIFFERENT FROM MOST URBAN DISTRICTS COMPLETELY FULL WITH OUR DRIVERS WHEN EVERYBODY WAS STRUGGLING. THAT'S BEEN THROUGH A LOT OF RECRUITMENT. SAME WITH OUR BUS MONITORS. WE'RE NOW LIKE WE'RE NOT AT CAPACITY BUT WE'RE MOVING IN THAT DIRECTION MUCH DIFFERENT THAN IT WAS PRE-PANDEMIC AND THAT WE TRAIN OUR MONITORS TO MAKE THE BUSSES SAFER FOR OUR STUDENTS TO MAKE SURE THERE'S GOOD COMMUNICATION WITH FAMILIES. WE INCORPORATED A TRANSPORTATION ADVISORY COUNCIL THAT PARENTS ARE ON AS WELL AND THAT THE AIR IS THE ONE THAT THAT'S REALLY THINKING ABOUT RIDERSHIP AND OTHER OF CHANGES TO POLICY THAT COULD BE HELPFUL OVERALL TO THE DISTRICT.  SO I THINK THERE'S JUST A NUMBER OF AREAS THAT WE'RE WORKING KIND OF ALL AROUND TO TRY TO GET TO THE POINT WHERE CHOICE IS CLOSER TO HOME AND IT'S QUALITY CHOICE IF YOU'RE RIDING THE BUS WHEN YOU'RE RIDING THE BUS IT'S SAFE. IT'S YOU KNOW, ON TIME AND WE'RE RESPONSIVE TO FAMILIES. WE'RE ALL THROUGH OUR HOTLINE.  YOU KNOW, WE STAFF THAT NOW AND IT THERE'S A 2027 LANGUAGES THAT ARE REPRESENTED ON THE ON THE HOTLINE FOR THE PARENTS AND WE LOOK AT THE TIME FOR WAIT FOR A PARENT IN MOST CASES IT'S A MINUTE OR TWO AT MOST SO IT'S THESE THINGS IS A CUSTOMER SERVICE AGENT WHICH IS WHAT WE ARE THAT WE'RE TRYING TO DO OUR BEST TO EVOLVE.  AND I THINK THAT THAT LACK OF TRUST FROM PARENTS TO NOT SEND THEIR KID ON THE SCHOOL BUS IS BASED ON THE LACK OF BEING ABLE TO PROPERLY TRACK THEIR CHILD ON THE BUS. I MEAN IT'S SOMETHING THAT I BROUGHT UP AS A HEARING ORDER IDEA ON THE FLOOR WHERE I MEAN I CAN JOKE AROUND ABOUT IT BUT I'M NOT JOKING AROUND SO I CAN TRACK MY LUNCH REAL TIME WHEN WHERE IT'S COMING, WHEN THE DRIVER'S STUCK, WHEN IT'S BEEN WHEN IT'S DELIVERED. BUT OUR PARENTS OUR PARENTS CAN'T DO THAT REAL TIME WITH OUR STUDENTS. SO I THINK THAT THE QUICKER THAT WE ACTUALLY EXPEDITE THAT WE HAVE THE NEW SYSTEM IN PLACE FOR OUR SCHOOL BUSSES TO BE TRACKED THE MORE TRUST THAT WILL BUILD WITH OUR PARENTS IN THE SYSTEM AND SO WE'LL NEED THEM TO ACTUALLY USE IN THE BUS SYSTEM AND LEAD INTO LESS ISSUES WITH THIS. THANK YOU. WE'RE ON TRACK TO HAVE A NEW SYSTEM IN THE FALL AND THIS FALL I THANK YOU. THANK YOU. THANK YOU. VICE CHAIR COUNCILOR COLETTA THE FLOOR IS YOURS. THANK YOU CHAIR AND THANK YOU ALL SO MUCH FOR YOUR WORK. I WILL JUST REITERATE WHAT I SAID IN A PARTY ROOM BRIEFING I THINK IT WAS LAST MONTH AND THANK YOU TO CHAIR FOR YOUR LEADERSHIP FOR BEING VERY PROACTIVE ABOUT THE BUDGET SUPERINTENDENT JUST THE THE POSITIVE REVIEWS THAT I'VE GOTTEN FROM PARENTS IN MY DISTRICT HAVE BEEN JUST EXPONENTIAL. THERE'S A LOT OF FOLKS THAT ARE TALKING ABOUT YOUR LEADERSHIP AND HOW ACCESSIBLE YOU ARE. SO I JUST WANTED TO THANK YOU AGAIN FOR ALL THE PROGRESS EVEN WHEN IT COMES TO THE BUS TECHNOLOGY THAT IS LIGHT YEARS FROM WHERE WE WERE EVEN TWO THREE YEARS AGO. SO JUST CONGRATULATIONS ON THAT AND AGAIN THANK YOU ALL SO MUCH FOR YOUR WORK. I ONLY HAVE ONE QUESTION AND IT HAS TO DO WITH SOMETHING YOU AND I HAVE TALKED ABOUT QUITE OFTEN WHICH IS ANOTHER BOSTON INTERNATIONAL HIGH SCHOOL IN MY DISTRICT IS BOSTON HAS ALWAYS BEEN WELCOMING AND INCLUSIVE OF IMMIGRANT POPULATIONS AND WE HAVE I THINK IT'S ABOUT 17,000 KIDS WHO ARE ELLS I HOPE I GOT THAT RIGHT AND ABOUT 12,000 OF THEM ARE LATINO OR IDENTIFIES AS LATINO. AND SO WE WE NEED SOMETHING IN MY DISTRICT AT LEAST A HIGH SCHOOL THAT IS THAT TEACHES ACADEMIC RIGOR GETS NEWCOMERS READY FOR THE WORLD.  AND SO I WOULD LOVE TO UNDERSTAND WHAT THE PROGRESS IS ON HAVING A DUAL LANGUAGE PROGRAM IN EAST BOSTON WE'VE ALREADY RAISED OUR HANDS AND SAID WE WOULD LOVE THIS. PLEASE LET US KNOW WHAT WE CAN DO. SO I WOULD LOVE TO GET A PROGRESS UPDATE ON THAT. OKAY, SURE.  UM, WELL I WOULD JUST SAY UNDER THE LEADERSHIP OF OUR SUPERINTEND IT SHE REALLY HAS A GREAT PULSE OF WHAT THE NEEDS ARE FOR SCHOOLS AND THAT'S SOMETHING THAT IS VERY REFRESHING. I WENT ON A TOUR AT A SARATOGA STREET SITE WHERE YOU KNOW AND THINK IN TERMS OF THINKING FOR OUR SECOND KHEDERY MULTILINGUAL LEARNER POPULATION THERE IS DEFINITELY A NEED SO BUT TO THEY'RE DOING A REALLY GREAT JOB IN TERMS OF EDUCATING OUR STUDENTS OUR ESPECIALLY OUR OLDER STUDENTS BUT THE MAJORITY OF THEM ARE COMING FROM EAST BOSTON AND IN SPEAKING WITH EAST BOSTON HIGH SCHOOL OUR NEWCOMERS PROGRAM THEY'RE KIND OF BURSTING AT THE SEAMS AND SO THE SUPERINTENDENT HAS YOU WORKING WITH THE VARIOUS SCHOOL LEADERS AND REALLY IDENTIFYING THIS NEED LOOKING FOR ADDITIONAL SITES IN EAST BOSTON SO THAT WE CAN SERVE OUR SECONDARY MULTILINGUAL LEARNERS. RIGHT CURRENTLY RIGHT NOW IN TERMS OF OUR DUAL LANGUAGE WE HAVE THE MARGARITA MUNIZ KIND OF LIKE THE FEET THE SOURCE FOR MANY OF OUR SPANISH DUAL LANGUAGE PROGRAMS FOR SCHOOL. BUT AS WE I WOULD SAY UNDER MY LEADERSHIP AND WORKING WITH THE DISTRICT AND EVEN PRIOR TO ME COMING IS REALLY LOOKING AT THE EXPANSION OF PROVIDING MORE NATIVE ACCESS YOU KNOW NATIVE LANGUAGE ACCESS SUPPORTS FOR OUR STUDENTS AND NATIVE LANGUAGE ACCESS INSTRUCTION FOR OUR STUDENTS AND REALLY LOOKING AT EACH REGION AND HOW WE CAN BETTER SERVE AND PROVIDE MORE ACCESS FOR TO NATIVE LANGUAGE LITERACY AND NATIVE LANGUAGE INSTRUCTION FOR OUR STUDENTS ACROSS THE DISTRICT. AND SO THAT IS DEFINITELY SOMETHING THAT'S AT THE FOREFRONT OF WHAT WE'RE CURRENTLY WORKING AT RIGHT NOW . YOU KNOW, I WOULD JUST I WOULD ADD THAT ONE SLICE OF HIGH SCHOOL POPULATION THAT WE SEE THAT WE HAVEN'T HAD A GOOD SOLUTION FOR IS OUR OVERAGE MULTILINGUAL LEARNERS WHO ARE COMING IN IT A NEWCOMER LEVEL THEY'RE 18 THE YOU KNOW BY THE STATE STANDARDS OF PASSING IN CLASS LEARNING ENGLISH ENOUGH TO BE ABLE TO PASS IN CLASS TWO VERY DIFFICULT IF THEY'RE 18 OR OLDER TO BE ABLE TO DO A TRADITIONAL COURSE.  SO WHAT WE OFTEN FIND IS THEY WILL STAY FOR LIKE A YEAR.  THEY'LL LEARN ENOUGH LANGUAGE TO BE ABLE TO WORK WHICH IS WHAT THEY NEED TO BECAUSE THEY'RE OFTEN THE HEAD OF THEIR HOUSEHOLD AND OR THEY'RE UNACCOMPANIED AND THEN THEY HAVE TO DROP OUT AND WE SHOULD NEVER BE PUTTING OUR YOUNG PEOPLE IN THAT POSITION. SO YOU KNOW, WE KNOW THAT BORDER INDOOR TRIES TO WORKS BUT WE ALSO KNOW THAT THE VAST MAJORITY OF THE STUDENTS WHO ARE OVER AGED IN MULTILINGUAL LEARNERS COMING IN ARE REALLY LOCATED ON THE EAST BOSTON SIDE AND THE COMMUTE OVER TO THE BORDER EVERY IS JUST TOO LONG. SO BY OPENING THE BORDER EAST WHICH IS WHAT WE'LL BE OPENING THAT'S GOING TO REALLY ALLOW PROBABLY ABOUT 120 STUDENTS TO BE ABLE TO GO THERE WILL ALSO PUT AN ADULT ED SITE THERE SO THAT AS STUDENTS TRANSITION IN IF THEY'RE 22 AND THEY HAVEN'T BEEN ABLE TO FINISH WHAT THEY NEED TO ADULT ED IS RIGHT THERE AS WELL. SO THE IDEA IS WE'LL HAVE SOCIAL EMOTIONAL SUPPORT. THERE WILL BE REALLY A WRAPAROUND CENTER.  THIS WILL ALSO HELP THE EAST BOSTON'S THE CHARLESTOWN HIGH'S THE THE OTHER SCHOOLS WHO FOR THEM THEY TRY TO DO EVERYTHING THEY CAN BUT THE YOUNG PERSON JUST REALLY NEEDS TO WORK AND SO THEY JUST WE WE KIND OF HAVE TO NARROW OF A SOLUTION SET SO WE'RE EXCITED ABOUT THIS. IT GOES BACK TO A CONVERSATION WE HAD WHEN I FIRST CAME IN IN THE DATA IS REALLY STARTING COMPELLING AND I THINK THERE'S GOING TO BE A GREAT SOLUTION FOR OUR YOUNG PEOPLE. THANK YOU SO MUCH FOR PRETENDING AND THIS IS EXACTLY WHAT I'M TALKING ABOUT. WE HAD THIS CONVERSATION LAST I'M NOT SURE IF IT WAS ALREADY IN THE WORKS BUT I HAD SAID WE NEED A BIGGER 2.0 OR WHAT DID YOU CALL A BORDER EAST EASTERN AND IT'S YOU KNOW, IT'S ALREADY OFF THE GROUND AND RUNNING. WE ARE VERY LUCKY THAT WE HAVE A DUAL LANGUAGE WITH HUMANA BUT DOING THE MATH JUST ON GOOGLE MAPS REALLY QUICK IF I'M IN ORANGE HEIGHTS RESIDENT AND I NEEDED A DUAL LANGUAGE PROGRAM ,IT TAKES AN HOUR AND A HALF TO GET TO TOPANGA. AND SO HAVING THIS IS ABSOLUTELY HUGE FOR OUR DISTRICTS. I JUST WANT TO SAY THANK YOU AND WONDERING ABOUT TIMELINE IF I HAVE A IF I HAVE MORE TIME MYSELF ON WHEN THIS WILL GET OPEN. YEAH. SO SO THE LATEST WOULD BE JANUARY BUT.  WE'RE LOOKING TO DO IT AS EARLY IN THE FALL AS POSSIBLE SO THAT YOUNG PEOPLE DON'T HAVE TO ENROLL AT EAST FIRST AND THEN GO OVER. THEY'D BE ABLE TO GO STRAIGHT TO BATTLE GOT TO EAST. GREAT. THANK YOU SO MUCH FOR ME TO SHARE. THANK YOU. COUNSELOR COLETTA COUNCILOR I'M HERE.  THE FLOOR IS YOURS. HI.  THAT YOU'RE GOING TO GET TO MEET. I WOULD MEET MARY WAS LIKE OH, I HOPE 4:00 COMES BEFORE COMES TO ME . HERE GOES LIKE YOUR LUCKY DAY.  TODAY IS MY LUCKY DAY. HELLO. IT'S IT'S GOOD TO HAVE YOU ALL HERE AGAIN AND I FEEL LIKE I'VE BEEN UNLEASHED BECAUSE I'M NO LONGER THE CHAIR OF EDUCATION SO I CAN GO BACK TO BEING A COMMUNITY ORGANIZER AND I KNOW ALL THE PARENTS ARE REALLY HAPPY TO KNOW THAT THAT SO I DO HAVE A LOT OF QUESTIONS AND I'M VERY CONCERNED ABOUT THE MULTILINGUAL, YOU KNOW, THE INCLUSION AND ALL THIS STUFF THAT HAS BEEN BUBBLING STUFF THAT HAS BEEN BUBBLING UP TO THE TOP. AND YOU SAID SOMETHING EARLIER AROUND THIS TEAM APPROACH AND I'M JUST CURIOUS FROM A WORKFORCE DEVELOPMENT STANDPOINT ARE WE SHORTCHANGING OUR STAFF AND OUR STUDENTS IN CREATING AN ENVIRONMENT IN WHICH THERE'S THE SHARED RESPONSIBILITY LIKE HOW DOES THAT LOOK LIKE FROM A WORKFORCE DEVELOPMENT AND THE IMPACT THAT IT HAS ON OUR TEACHERS?  SO I THINK I THINK IF WE WERE ASKING TEACHERS TO THREE CERTIFICATIONS DO TWO OR THREE JOBS THAT WOULD BE EXTREMELY DIFFICULT. I THINK THE IDEA OF THE TEAM BASED IS TO REALLY LEVERAGE THE EXPERT CONTENT KNOWLEDGE OF TWO OR THREE DIFFERENT STAFF IN AN AREA AND BE ABLE TO COME TOGETHER AROUND THE STUDENTS WITH IT IN CHIEF. SO THIS MIGHT BE A GOOD EXAMPLE. ADD YOU'VE SEEN EXAMPLES LIKE HOW DID YOU LAND HERE? THERE'S A NUMBER OF OUR SCHOOLS THAT ALREADY DO IT SO YOU COULD LOOK AT LET'S SEE IN EAST BOSTON YOU HAVE JASON SCHOOL WHAT'S MY MIND GOING TO TAKE THEM? OKAY SORRY THE MKAY WOULD BE AN EXAMPLE I THINK YOU COULD LOOK AT KATIE GRASS GRASSE'S SCHOOL CURLY AS AN EXAMPLE THERE'S THERE'S ACTUALLY MORE SCHOOLS DOING A TEAM APPROACH AS OPPOSED TO A COACH TEACHING AND IT'S A LITTLE CONFUSING BECAUSE WHEN WE SEE COACH TEACHING EVERYBODY JUMPS TO THIS IDEA OF TWO ADULTS IN THE CLASSROOM CO TEACHING IS REALLY JUST THAT IT'S TEACHING TOGETHER AND THAT IS WHAT A TEAM BASED APPROACH IS. IT'S JUST HOW YOU GET AT THAT CAN VARY.  THERE ARE SCHOOLS THAT HAVE CO TEACHING MEANING JUST TWO ADULTS IN THE CLASSROOM BUT THE DATA AT LEAST ON THE STUDENT OUTCOME ISN'T DOESN'T SEE THAT ONE PARTICULAR STYLE IS BETTER THAN ANY OTHER AND CEO OR CHIEF KAMARA IF YOU WANT TO KNOW THAT'S OKAY WE GO BECAUSE YOU DON'T HAVE A LOT OF TIME BUT I DO HAVE ANOTHER QUESTION THIS IS CAN YOU JUST TALK TO US A LITTLE BIT ABOUT HOW MANY ACTUAL NOT JUST CODE IT RIGHT BILINGUAL TEACHERS AND HOW MANY ACTUAL BILINGUAL PARAS THOSE BEEPS HAVE NOW THAT'S A DAVID QUESTION AND SO WHY ARE YOU LOOKING FOR THE DATA? BECAUSE I DON'T WANT TO WASTE MY MOMENT HERE WITH YOU ALL. CAN YOU TELL ME WHAT IS THE EXACT CHANGE IN THE NUMBER OF ACTUAL BILINGUAL TEACHERS AND THE CHANGE IN THE NUMBER OF ACTUAL BILINGUAL PARAS IN THE PROPOSED BUDGET RIGHT NOW?  SO THAT'S ALSO PART OF THE QUESTION. YEAH.  SO FOR THE NUMBER IN TERMS OF THE BUDGET I CAN ONLY GIVE YOU THE THE CODED BUDGET POSITIONS BECAUSE A LOT OF THOSE TEACHERS ARE STILL BEING HIRED. I CAN GIVE YOU THAT AND THEN I WILL GET YOU THEN I WILL GET YOU BOTH OF THOSE.  OKAY. SO THERE HAS BEEN SOME ANALYSIS SHOWING THE RATIO AND ETHNIC GAP BETWEEN TEACHERS AND STUDENTS FOR EACH SCHOOL AND WE NEED TO SEE THE LANGUAGE GAP BETWEEN TEACHERS AND STUDENTS BY SCHOOL.  CAN YOU PROVIDE US THAT DATA?  SO THIS GETS INTO HOW TEACHERS ARE CODED IN WHETHER OR NOT THEY'RE CODED WHERE WE DON'T CURRENTLY CAPTURE THEIR LANGUAGE OR THE PROFICIENCY PIECE.  THAT IS SOMETHING WE'RE WORKING ON WITH WITH THE OUR UNION BUT LIKE ALSO OURSELVES INTERNALLY WITHIN THE SYSTEM WE HAVE A COMMITMENT WE WANT TO BE ABLE TO HIRE AS MANY BILINGUAL AND MULTILINGUAL EDUCATORS AS WE CAN IN ALL FACETS BUT PARTICULARLY STUDENT FACING CLASSROOM PARAPROFESSIONAL ALSO SOCIAL WORKERS. BUT THE SYSTEM HASN'T BEEN BUILT IN A WAY TO EASILY CODE THAT OR TRACK IT.  IN FACT IT'S ONE OF THE THINGS THAT WHEN YOU SEE A DECREASE IN BILINGUAL EDUCATORS IT'S MOSTLY BECAUSE WE'VE CHANGED THE CODING NOT BECAUSE THE EDUCATOR IS LEAVING OR DIFFERENT. OKAY SO LET'S TALK A LITTLE BIT ABOUT THE CURRICULUM IN THE MATERIALS, RIGHT? BPA SAYS THAT THERE MUST BE HIGH QUALITY INSTRUCTION MATERIALS AND WE REALLY DO APPRECIATE THAT BUT DOES THIS INCLUDE CURRICULUM MATERIALS IN MAJOR NATIVE LANGUAGES THAT ARE USED BY PEEPS? YES. AND WHAT IS THE COMMITMENT TO HAVING CURRICULUM MATERIALS IN NATIVE LANGUAGE?  WHAT DOES THAT COMMITMENT LOOK LIKE? WHAT IS THE CURRENT STATUS AND WHAT IS THE FUNDING IN THE CURRENT BUDGET FOR THIS AND WHAT ARE THE SMART GOALS? HOW WE MEASURING SUCCESS THAT'S A LOT AND I WANT YOU TO GET THROUGH ALL OF IT BEFORE I HAVE MY OTHER QUESTION PLEASE LET'S GO AT IT. OKAY SO YES NATIVE LANGUAGE CURRICULUM ALL SCHOOLS OR JUST WE HAVE THE HIGHEST LEVEL OF CONCENTRATION OF STUDENTS WHO ARE NATIVE SPEAKERS. SURE. SO I WILL START OFF WITH THE DUAL LANGUAGE PROGRAM. SO THE DUAL LANGUAGE PROGRAMS THEY ALL HAVE CURRICULUM THAT IS REFLECTS THE NATIVE LANGUAGE OF THE STUDENTS THAT ARE IN THE PROGRAM. BUT WHAT ABOUT STUDENTS WHO AREN'T IN THOSE DUAL MOMENTS?  THOSE ARE THE ONES THAT USUALLY FALL THROUGH THE CRACKS. THOSE ARE THE ONES THAT COME HERE AND YOU GET WHAT YOU GET AND YOU DON'T GET UPSET. SO WHAT HAPPENS TO THOUGH I JUST STARTED WITH THE DUAL LANGUAGE PROGRAM SO ALL OF THOSE PROGRAMS THE PROVISION FOR NATIVE LANGUAGE WE ARE WORKING SHOUT OUT TO OUR EARLY CHILDHOOD DEPARTMENT IN TERMS OF WORKING ON CREATING MORE ACCESS FOR NATIVE LANGUAGE. SO LOOKING AT OUR FOCUS CURRICULUM AND PROVIDING MORE ACCESS FOR STUDENTS WHO ARE NOT NECESSARILY INTO A LANGUAGE PROGRAMS SO I KNOW A LOT OF OUR UK PROGRAMS ARE USING DUAL LANGUAGE ACCESS PROGRAMS CURRICULUM FOR OUR EARLY CHILDHOOD STUDENTS, THEIR RESOURCES AND ACCESS TO NATIVE LANGUAGE AS OUR ESL AND WE HAVE COACHES THAT ARE IN OUR DEPARTMENT COMING WE HAVE CURRENTLY WE HAVE 11 COACHES, INSTRUCTIONAL COACHES THAT WORK ON A REGIONAL MODEL SO THEY CAN WORK WITH THE SUPERINTENDENTS AND REGIONAL SUPERINTENDENTS AND TEACHERS AND REALLY PROVIDING PROFESSIONAL PROFESSIONAL LEARNING OPPORTUNITIES FOR OUR SCHOOLS AND MANY OF THEM FOR HAVE BEEN ACTUALLY IN THE LANGUAGE OF TO JUST MODEL THE LANGUAGE OF THE STUDENTS. SO WE'VE BEEN PROVIDING PROFESSIONAL LEARNING IN SPANISH OR IN HAITIAN CREOLE FOR THE TEACHERS TO REALLY MODEL WHAT THE NEEDS OF THE STUDENTS ARE AND WE ARE DOUBLING DOWN IN TERMS OF CREATING MORE ACCESS AND CREATING MORE CURRICULUM SO LIKE FOR THE CAPE VERDEAN COMMUNITY THEY'VE BEEN ASKING SINCE THE HAITIAN COMMUNITY BEFORE THEY EVEN STARTED THE DUAL LANGUAGE PROGRAM HAVE BEEN ASKING AND SO WE ARE WORKING IN DEVELOPING DEVELOPING CURRICULUM THAT'S GREAT FOR OUR STUDENTS AS WE WOULD HOPE TO CREATE A DUAL LANGUAGE PROGRAM AND HAVE THIS CABLE AND WHO'S WHO'S WHO'S ACCOUNTABLE FOR CLOSING THE LANGUAGE DIVERSITY GAPS IN SCHOOL STAFFING AND HOW ARE WE HOLDING THOSE FOLKS ACCOUNTABLE BECAUSE IT SEEMS TO BE THE REVOLVING DOOR BEEPS, RIGHT? LIKE EVERY TIME I TURN AROUND I GOT A NEW SET OF CHARACTERS. I JUST IT'S HARD TO KEEP UP WITH ALL THE STAFFING CHANGES AT EVERY TIME THERE'S A STAFF CHANGES AND A WHOLE NEW POWERPOINT PRESENTATION AND A WHOLE NEW WORLD AND WE GOT TO CATCH UP TO Y'ALL BUT HERE WE ARE AGAIN SO WE KNOW WE DON'T KNOW HOW LONG THEY'RE GOING TO LEAVE YOU HERE FOR.  I WON'T BE HERE. SO I HOPE LET'S JUST HOPE THAT THAT IS THE CASE BECAUSE THE WAY THINGS ARE HAPPENING AT BEPS YOU JUST NEVER KNOW AND I WOULD LIKE TO KNOW WHO IS ACCOUNTABLE RIGHT NOW FOR LANGUAGE DIVERSITY IN SCHOOL STAFFING AND HOW ARE THEY GOING TO BE HELD ACCOUNTABLE.  SO I WILL DEFINITELY SAY THAT I AM HOLDING MYSELF ACCOUNTABLE TO PROVIDING SUPPORTS AND SERVICES FOR THE STUDENTS. THE CITY OF BOSTON I ALTHOUGH IT MAY BE A NEW FACE BUT I HAVE BEEN HERE I'M BACK I WORKED IN THIS OFFICE FOR THREE AND A HALF YEARS. I BELIEVE IN THIS OFFICE SO MUCH I BELIEVE IN THIS OFFICE THAT I WENT TO A SCHOOL TO CREATE A DUAL LANGUAGE PROGRAM AND THEN I CAME BACK TO THIS OFFICE BECAUSE I FEEL LIKE WE DO NEED TO YOU KNOW, DOUBLE DOWN ON THE SUPPORTS THAT WE NEED FOR OUR STUDENTS. I THINK WITH THE EXECUTIVE TEAM THAT WE HAVE IN BOSTON PUBLIC SCHOOLS AND THEN REALLY WORKING TO SUPPORT THE TEACHERS, IT'S REALLY IMPORTANT YOU KNOW, MY MY SOUL IS REALLY ALIGNED WITH SCHOOLS AND REALLY AND I THINK OF WHEN I'M WORKING ON EXPANDING A DUAL LANGUAGE PROGRAM OR PROVIDING MORE NATIVE ACCESS FOR STUDENTS OR WORKING WITH FAMILIES, IT'S BECAUSE I KNOW WHAT THOSE OUTCOMES CAN BE BECAUSE I'VE SEEN IT. I KNOW AND WE'RE LUCKY TO HAVE YOU RIGHT? SO I'M A ENGLISH LANGUAGE LEARNER.  I'M ALSO ONE OF THOSE STUDENTS. I WAS CHRONICALLY ABSENT.  MY MOM STILL TO THIS DAY DOESN'T KNOW HOW TO SPEAK ENGLISH. SO WHEN I ASK THESE QUESTIONS I UNDERSTAND THAT FOR ME IT'S ALL OF THIS IS THAT I'M CARRYING INTO THIS CHAMBER BECAUSE THIS IS A REALITY 30 YEARS LATER THAT IS STILL HAVE YET TO MEET THE MOMENT. RIGHT. AND SO THAT'S WHY WE HAVE TO BE AGGRESSIVE, RIGHT? THAT'S OUR SUPERINTENDENT . AND THEN WHAT WHAT REALLY WORRIES ME RIGHT IS I WAS ALSO APPOINTED TO THE EL AL TASK FORCE AND WE'VE HAD A MASS EXODUS OF FOLKS WHO SAT IN THAT SPACE WHO I WAS CLOSE IN RELATIONSHIP WITH AND IT'S HARD FOR US TO TRUST THE SYSTEM THAT HAS YET TO FIND A WAY TO REALLY DELIVER. AND SO I NEED TO HEAR FROM YOU SUPERINTENDENT AND I'M REALLY NOT HAPPY WITH THE FACT THAT THIS WAS A HEARING RIGHT.  AND I KNOW YOU HAVE THINGS TO DO BUT YOU'RE GOING TO LEAVE HERE AT FOUR. WE'RE NOT GOING TO HAVE OUR FULL TIME WITH YOU AND IT JUST WE WE NEED TO DO BETTER AT MAKING SURE THAT WE'RE FULLY PRESENT FOR THESE HEARINGS BECAUSE THEY MATTER TO US. AND I'M JUST CURIOUS ABOUT WHAT IS IT GOING TO TAKE FOR US TO REALLY RESTORE THE TRUST HERE SO I WANT TO GO BACK TO YOUR SPECIFIC QUESTIONS JUST TO MAKE SURE WE GET THE ANSWERS. SO I THINK THERE'S A COMBINATION ON THE ACCOUNTABILITY SIDE. SO ONE IS WE'RE TALKING ABOUT DO LANGUAGE A TRANSITIONAL BILINGUAL IN THE LANGUAGE SPECIFIC PATHWAYS THAT'S GOING TO BE SOMETHING THAT A WOMAN ME AND JOELLE ARE GOING TO BE MONITORING HUMAN CAPITAL WILL PLAY A ROLE IN THIS AS WE LOOK FORWARD TO MAKING SURE WE'RE EXPANDING AND KEEPING TRACK OF HOW MANY OF OUR STAFF TEACHERS, STUDENT FACING TEACHERS, PARAPROFESSIONALS ARE BILINGUAL. THAT'S AN ACTIVE CONVERSATION RIGHT NOW.  SO I THINK THAT WILL GET REPORTED OUT IN A COUPLE OF DIFFERENT WAYS.  I THINK THE ANSWER TO YOUR OTHER QUESTION REALLY QUICKLY,  DAVID, IF YOU HAVE THAT SO IT WAS A MORE POINTED YES. SO THE SHORT VERSION IS THAT AT THE END OF IT WHEN YOU LOOK AROUND TO YOUR POINT WHICH IS NOT JUST WHAT'S CODED IN THE SYSTEM BUT WHAT'S ACTUALLY HAPPENING THERE WERE 13 POSITIONS THAT WERE CLOSED UP ALMOST ENTIRELY DUE TO CLASSROOM CONSOLIDATION FOR STAFF. NOW I DON'T KNOW WHETHER THOSE STAFF IN PARTICULAR WERE BILINGUAL BUT THOSE WERE STAFF WHOSE JOB PRIMARILY WAS TO WORK IN A MULTILINGUAL MANNER PROGRAM.  SO BECAUSE WE DON'T NECESSARILY HAVE THE DATA ON STAFF LANGUAGE CAPACITY COLLECTING OUT OF WORK WAS NEVER COLLECTED.  AND IS THAT SOMETHING THAT WE'RE GOING TO WE'RE GOING TO IT IS BUT IT'S SOMETHING WE CORRECTIVE ACTION, RIGHT? WE'RE GOING TO WELL, IT'S ACTUALLY NOT CORRECTIVE BUT IT'S CORRECTIVE ON OUR OWN PART. YES. MOVING FORWARD WE'RE NOT GOING TO HAVE THOSE. YES. IT'S SOMETHING WE'RE WORKING WITH THE UNION ON. YES.  IN A WEEK. I KNOW MY TIME IS UP AND I WANT TO BE RESPECTFUL OF THE FACT THAT I HAVE OTHER COLLEAGUES. CAN I JUST JUST YOUR LAST POINT, COUNCILOR MEJIA.  SO I I ALSO THINK THAT IN THE IN THE ISSUE OF MULTILINGUAL LEARNERS, I THINK WE HAVE TAKEN A LOT OF FEEDBACK FROM THE COMMUNITY AND WE'VE NOW I THINK COURSE CORRECTED AND ARE MOVING AT A MORE INTENTIONAL BUT REASONABLE PACE ABOUT HOW WE'RE ROLLING OUT OUR MULTILINGUAL LEARNER EDUCATION.  WE ARE STILL TAKING A GREAT DEAL OF STEPS AROUND MAKING SURE OUR NEWCOMER AND OUR SLAVE PROGRAMS HAVE THE RIGHT ENTRANCE AND EXIT CRITERIAS AND STUDENTS ARE GOING TO STAY IN THEM FOR TOO LONG WHICH WAS WHAT WAS HAPPENING. BUT THE ISSUE OF INCREASING AND INVESTING IN NATIVE LANGUAGE IN DUAL LANGUAGE BOTH LOW INCIDENT LANGUAGES IN MAJORITY LANGUAGES THOSE ARE ONES WE'RE ACTIVELY HAVING THOSE CONVERSATIONS AND WILL WITH THE COMMUNITY TO MAKE SURE THAT WE'RE GOING TOGETHER AND THAT'S SOMETHING YOU HAVE MY WORD ON YOUR COUNCILOR MEJIA. I JUST WANT TO ACKNOWLEDGE THAT WE'VE BEEN JOINED BY COUNCILOR WEBER AND ALSO COUNCIL PRESIDENT LOUIS J. COUNCILOR FINANCE ANDERSON THE FLOOR IS YOURS.  THANK YOU, MR CHAIR.  SORRY I WAS LOOKING FOR ATTENDANCE BECAUSE EVERYBODY KNOWS I'M BAD WITH NAMES. SUPERINTENDENT YOU KNOW THE ECONOMY THAT I REMEMBER IT'S GOOD.  I APOLOGIZE. OH, MISS SEAL,  SUPERINTENDENT SKIPPER AND DAVID. I KNOW DAVID OKAY. AND SORRY KRISTIN NO TO WELCOME HERE. THAT'S A DIFFERENT OH, I KNOW THAT ONE. OKAY, SURE. WELL, YES, JOE WELCOME, MR MAYOR.  SO THANK YOU SO FOR SUCH A THOROUGH EXPLANATIONS OR RESPONSES TO THE QUESTIONS I REALLY WANT TO DIG A LITTLE BIT DEEPER. JUST GET A MORE OF A BIGGER PICTURE OR MORE THOROUGH PICTURE ON AS FAR AS FAR AS HOW ARE WE GOING TO ADDRESS INCLUSION ESPECIALLY WITH THE PHASING IN ESPECIALLY WITH UNDERSTANDING THIS $2.2 MILLION ALLOCATION THAT IS GOING TO BE IN RESERVE FOR RESOURCES.  I'D LIKE TO UNDERSTAND FROM SPECIAL ED IN TERMS OF THE RESOURCES THAT WE'RE SUPPORTING ONE IN TERMS OF RESOURCES THAT WE'RE SUPPORTING PARENTS WITH TO UNDERSTAND THEIR CHILD DIAGNOSIS AND PLAN RIGHT SPECIALIZED PLAN AND SORRY INDIVIDUAL PLAN AND AS WELL AS ANY SORT OF , YOU KNOW, HOME SCHOOL CONNECTION THAT WILL AND THAT WILL SUPPORT WITH NOT ONLY IDENTIFYING THOSE DIAGNOSES BUT ALSO SUPPORTING WITH MONITORING AND SUSTAINABILITY OF THOSE ACTION PLANS FOR AT HOME. SO IF WE COULD START THERE ALSO HOW MANY YELLED DO WE HAVE SOME SORT OF IDEA OF MULTILINGUAL STUDENTS NUMBER OF MULTILINGUAL STUDENTS AND THEN THE 2.1 MILLION SPECIFICALLY FOR YELLOW FROM TITLE THREE WHAT HOW MANY HOW MANY TEACHERS ARE WE LOOKING TO BUILD CAPACITY IN ORDER TO ADDRESS THOSE STUDENTS NEED SOME AND THAT'S A GREAT QUESTION. SO FIRST LET ME START BY SAYING THAT AS WE LOOK AT THE IMPLEMENTATION GRADES FOR THIS COMING SCHOOL YEAR FOR 2425, KEEP IN MIND THAT WE'RE NOT SAYING THAT ALL STUDENTS IN THOSE GRADES WILL BE IN INCLUSIVE LEARNING ENVIRONMENT. IT IS AN IEP DECISION FOR EACH AND EVERY ONE OF OUR CHILDREN RIGHT? SO THERE IS RELEVANT MEMBERS OF THE TEAM THAT WILL BE INVOLVED IN MAKING THAT DECISION. WE ALSO NEED TO MAKE SURE THAT WE'RE EVALUATING OUR STUDENTS AND HELPING USING THAT INFORMATION TO HELP GUIDE US IN TERMS OF WHAT ARE THE LEVEL OF NEEDS OF OUR STUDENTS AND WHERE THEY SHOULD RECEIVE THE SERVICES RIGHT THE WHO, WHAT AND WHERE. THANK YOU, MICHEL.  REALLY FAMILIAR WITH THIS. OKAY. OKAY. YOU CAN GO STRAIGHT. OKAY.  STRAIGHT TO THE POINT. SO STRAIGHT TO THE POINT IN TERMS OF WHAT WE'RE DOING IN TERMS ESPECIALLY DESIGN INSTRUCTION AND RESOURCES FOR OUR FAMILIES AND ALSO FOR OUR TEACHERS.  I SAID EARLIER THAT WE'RE BUILDING A THOUGHTFUL PROFESSIONAL LEARNING PLAN FOR OUR TEACHERS AND IN WHICH TO STRENGTHEN THEIR SKILL SET AND THE SUPERINTENDENT HAD ALSO MENTIONED IN TERMS OF SPECIALIZED INSTRUCTION LIKE OUR GILLINGHAM AND WILSON LANGUAGE WE ALSO NEED TO REALIZE THAT WE ARE LOOKING AT THE YOUNGER GRADES FOR OUR STUDENTS SO WE'RE LOOKING AT WHAT WE'RE USING FOR OUR CURRICULUM THROUGH THE FOCUS THREE IN FOCUS FOUR WE ALSO KNOW THAT WE HAVE REALLY WORKED STRATEGICALLY SO THAT IT'S NOT JUST UNDER THE UMBRELLA OF SPECIAL EDUCATION BUT WE'RE WORKING WITH TEACHING AND LEARNING. WE'RE ALSO WORKING WITH LOOKING AT TIERED INTERVENTIONS THROUGH MULTI-TIERED SYSTEMS OF SUPPORT AS TO HOW WE'RE GOING TO TARGET INTERVENTION FOR STUDENTS BECAUSE WE DO HAVE STUDENTS WITH DISABILITIES THAT ARE ALSO IN GENERAL EDUCATION SETTINGS, RIGHT? SO IN TERMS OF MAKING SURE THAT OUR FAMILIES ARE ENGAGED, WE'RE REALLY WORKING STRATEGICALLY WITH OUR COORDINATORS OF SPECIAL EDUCATION BECAUSE THEY ARE THE POINT OF CONTACT.  THEY'RE REALLY WORKING CLOSELY WITH THE SCHOOL LEADERS BUT ALSO THEY'RE THE DESIGNEE OF SPECIAL EDUCATION TO MAKE SURE THAT THEY'RE PROVIDING THE INFORMATION BECAUSE IF YOU'RE A PARENT AND YOU'RE FINDING OUT FOR THE FIRST TIME YOUR CHILD HAS A DISABILITY, IT CAN BE OVERWHELMING.  SO WE HAVE DONE EXTENSIVE TRAINING SINCE THE FALL WITH EACH AND EVERY ONE OF OUR COSTS TO REALLY MAKE SURE THAT WE ARE PROVIDING THE SUPPORT AND THE RESOURCES THAT THEY NEED BECAUSE THEY'RE FACILITATING THOSE TEAM MEETINGS IN ORDER TO RIGHT THOSE IEPS. ALLOW ME A MOMENT. MM HMM. THANK YOU.  MM HMM. SO WITH THE COORDINATORS AND WE KNOW THAT THEY'RE INUNDATED, THEY'RE OVERWORKED AND YOU KNOW THIS BECAUSE THAT'S YOUR AREA. HOW ARE WE SUPPORTING WITH THE HOMESCHOOL CONNECTION THOUGH? ARE THERE OTHER TYPES OF SUPPORT SERVICES SOCIAL WORKERS TYPES THAT ARE ACTUALLY SITTING WITH PARENTS AND SAYING LET ME HELP YOU UNDERSTAND WHAT YOUR CHILD'S PLAN IS IN TERMS OF FROM DIAGNOSIS TO TREATMENT TO ACTION PLAN. SO I'M GOING TO SAY THAT WE'VE REALLY WORKED HARD THROUGHOUT THE DISTRICT SPECIALLY WITH PROVIDING A MONITORING SYSTEM TO MAKE SURE THAT OUR COSTS ARE NOT INUNDATED AND THAT THEY HAVE A CASELOAD THAT IS MANAGEABLE.  I ALSO WANT TO SAY THAT IT'S REALLY HARD TO SAY THAT OUR FAMILY REASONS ARE WORKING WITH OUR FAMILIES TO HELP THEM TO UNDERSTAND THE IEP BECAUSE THAT'S NOT THEIR AREA OF EXPERTISE. SO IT REALLY FALLS UNDER THE RESPONSIBLE OF OUR COORDINATORS, THE SPECIAL EDUCATION AND ALSO OUR SCHOOL LEADERS RIGHT?  BECAUSE OUR SCHOOL LEADERS MUST PROVIDE ASSURANCES THAT THOSE EDUCATIONAL PLANS ARE BEING IMPLEMENTED WITH FIDELITY.  SO WE HAVE PROVIDED THE SUPPORT TO OUR COAST.  AS I SAID, WE STARTED TRAINING SINCE AUGUST AND REALLY MAKING SURE THAT WE ARE PREPARED BECAUSE THIS DISTRICT AS MANY DISTRICTS IN THE COMMONWEALTH ARE GOING THROUGH THE NEW IEP PROCESS AND I THINK THE NEW EDUCATIONAL PLAN THAT THE COMMONWEALTH HAS WRITTEN FOR FOR THIS DISTRICT IS REALLY GOING TO BE FOCUSING ON THE VISION OF THE CHILD AND ALSO HOW WE NEED TO WORK MORE CLOSELY IN ENGAGING OUR FAMILIES. I DO APPRECIATE FRONTIER'S THAT HOLISTIC APPROACH ON THE WHOLE CHILD IN GOING FROM PHASE TO PHASE. I APPRECIATE THAT A WHOLE LOT. IT FEELS WRAPAROUND END BUT WRAPAROUND BY A THROUGH IS TRUE MEANING MEANS THAT YOU'RE WORKING WITH FAMILIES AND SO I TRY TO ENCOURAGE FOLKS NOT TO GO TOO TOWARD THAT BECAUSE IT'S NOT THAT IF YOU'RE NOT WORKING WITH THE WHOLE FAMILY BUT IN THIS CASE YOU HAVE THE COORDINATOR, YOU HAVE YOU THEN YOU NEED AN INTERPRETER POSSIBLY IN THE OR TRANSLATION THEN YOU ALSO HAVE THE LIAISON THAT CAN CONNECT YOU SCHEDULE CONTACT PARENT. IT JUST FEELS LIKE THERE IS A MISSING LINK BECAUSE OUTSIDE OF THE WORK AND IN SCHOOL PARENTS GO HOME TO LEFT TO UNDERSTAND THIS PACKAGE THAT'S VERY INTENSE, RIGHT? IF YOU'RE IF YOU'RE NOT A PRACTITIONER AND SO I THINK THERE IS YOU KNOW THERE'S AN OPPORTUNITY THERE FOR US TO CONSIDER AND I DON'T I DON'T I'M NOT A PROPONENT OF MAKING SCHOOLS INTO A CLINIC BECAUSE I THINK THAT IT'S THAT'S NOT YOUR JOB BUT THAT THAT OPPORTUNITY TO COLLABORATE WITH OUTSIDE SOURCES TO MAKE SURE TO ENSURE THAT THERE IS THAT CONNECTION AND UNDERSTANDING. WITHOUT THE FAMILIES I DON'T NEED TO TELL YOU THIS YOU KNOW THIS MORE THAN I DO ABSOLUTELY DOESN'T WORK THERAPY DOESN'T WORK THAT IEP DOESN'T WORK. IT JUST DOESN'T WORK.  AND SO I'M REALLY INTERESTED IN THE HOMESCHOOL CONNECTION PIECE BUT IT CAN CAN WE MOVE ON TO THE NUMBERS QUESTIONS? YEAH, SURE. I JUST WANT TO ALSO ADD JOEL AND I JUST RECENTLY ALSO DID A TRAINING WITH ALL OF OUR FAMILY LIAISONS TO KIND OF HELP THEM TO UNDERSTAND THIS WHOLE IPT PROCESS AND ALSO FOR US TO PARTNER WITH THEM IN HELPING TO WORK WITH OUR FAMILIES AS WELL AS WORKING CLOSELY WITH OUR STUDENT SUPPORT SERVICES AS WELL. I LIKE IT.  I THINK YOU KNOW, I HAD A LOT OF CONCERNS ABOUT IT RIGHT.  I THINK YOU KNOW, IN TERMS OF LIKE WHERE ARE THE BEST PRACTICES? WHERE CAN WE PROVE THAT THIS WORKS OR THIS DOESN'T WORK? AND AFTER UNDERSTANDING A LITTLE BIT MORE THANK YOU SO MUCH, SUPERINTENDENT SKIPPER, FOR MAKING YOURSELF ACCESSIBLE IN TERMS OF PHASES, IN TERMS OF IT BEING AN OPTION, IN TERMS OF ACTUALLY TRANSITIONING, IN TERMS OF READYING PROFESSIONAL DEVELOPMENT WITH THE TEACHERS AND THEN WHILE BUILDING CAPACITY WHILE BUILDING THIS COLLABORATION HOMESCHOOL CONNECTION IT DOES FEEL LIKE I CAN SEE THE WHOLE CHILD, I CAN SEE THE HOLISTIC WORKING ON DIFFERENT DOMAINS OF THE CHILD, RIGHT? SO COMMUNITY HOME SCHOOL.  SO I PERSONALLY HAVE A DEEP APPRECIATION WITH THE APPROACH THAT YOU GUYS HAVE. JUST I WANT TO UNDERSTAND LIKE IN TERMS OF BUDGET TODAY, ARE WE ADDRESSING IT WITH YOU KNOW ,PROPER NUMBERS? HAVE WE TOOK IT INTO ACCOUNT HOW MANY CHILDREN ESTIMATION OF KIDS WITH DISABILITY AND HOW. YEAH I'D LOVE TO ADDRESS THAT BRIEFLY IF IT WAS OKAY. I THINK ONE THING THAT WE DID THIS YEAR THROUGH THIS SORT OF INCLUSIVE EDUCATION PROCESS IS REALLY REVAMP SOME OF OUR PROCESS AND PROCEDURE AROUND PLANNING THE BUDGET FOR ENGLISH LEARNERS WITH DISABILITIES. SO IN PARTICULAR IN EACH OF OUR SCHOOLS WE DID AN ANALYSIS OF THE NUMBER OF ENGLISH MENTIONED DISABILITIES AND CREATED SORT OF SEPARATE SORT OF SERVICE GROUPS FOR THEM WITH THE EXPECTATION THEY MIGHT BE SERVED GENERALLY ESPECIALLY WITH THOSE WHO ARE OUR HIGHEST NEED ENGLISH WITH DISABILITIES IN SUBSTANTIALLY SEPARATE SETTINGS AND IDENTIFIED SPECIFIC STAFF THAT WERE PLANNED TO SUPPORT STUDENTS IN THOSE PROGRAMS. SO THAT SUPPLEMENTAL TO THE CLASSROOM. YES.  SO IT'S NOT THOUGH THAT'S NOT THEIR HOMEROOM TEACHER. SO YOU CAN IMAGINE POTENTIALLY A SUBSTANTIALLY SEPARATE STRAND THAT HAS FOUR OR FIVE CLASSROOMS NOW MIGHT HAVE IN ADDITION TO THE HOMEROOM TEACHER IN EACH CLASSROOM THEY MIGHT HAVE AN ADDITIONAL EDUCATOR TO JUST FOCUS ON ESL AND ENGLISH LANGUAGE ACQUISITION FOR THOSE STUDENTS DISABILITIES LIKE A TEACHER, TEACHER, PARA AND SPECIALIST. RIGHT. AND THAT THAT PERSON MIGHT NOT BE FULL TIME IN ONE ROOM, RIGHT? THEY MIGHT BE MOVING BETWEEN THOSE FOUR DIFFERENT ROOMS DEPENDING UPON THE EXACT NEEDS OF THE DIFFERENT STUDENTS IN EACH ROOM BECAUSE MANY OF THE STUDENTS REQUIRE SORT OF 45 OR 90 MINUTES A DAY. SO THEN YOU KNOW YOU CAN COVER A COUPLE OF ROOMS WITH ONE TEACHER. BUT THE IDEA IN THIS YEAR'S BUDGET AND WE SAW IN THE $2.1 MILLION OF NEW INVESTMENT WAS TO MAKE SURE THAT EVERY SCHOOL HAD THOSE SPECIFIC TARGETED RESOURCES IN 12 TEAM WAS IN EACH OF OUR MEETINGS MAKING SURE THAT EACH SCHOOL HAD A PLAN FOR PROVIDING SERVICES TO MULTI-LINGUAL LEARNING DISABILITIES SORT OF IN TANDEM WITH THEIR PLAN TO PROVIDING SERVICES TO MULTILINGUAL LEARNERS WITHOUT DISABILITIES. THANK YOU. IT'S MY TIME.  YES, RIGHT. I WAS JUST GOING TO WRAP UP AND SAY SECOND ROUND REALLY INTERESTED OBVIOUSLY IN MEASURING EFFICIENCY IN WHAT PLANS YOU HAVE FOR THOSE METRICS AND THAT QUESTION IS BROAD SO LOOKING FORWARD TO THE SECOND ROUND. THANK YOU. THANK YOU.  COUNCILOR FITZGERALD, THE FLOOR IS YOURS. THANK YOU, CHAIR.  I APPRECIATE EVERYONE ON THE PANEL. THANK YOU FOR COMING TODAY. I'LL GET RIGHT INTO SOME SORT OF HIGH LEVEL GENERAL QUESTIONS THAT I THINK FOLKS ARE ASKING.  I DON'T HAVE TO TELL SOME OF YOU BUT AS MANY OF YOU KNOW, I HAVE TWO KIDS. IT BEEPS AS WELL AND HOPEFULLY A THIRD ON THE WAY. SO I AM YOUR BIGGEST CHEERLEADER AND FAN AND THERE'S NOTHING MORE I WANT AND FOR ALL OF US TO SUCCEED RIGHT.  BUT I GUESS ONE OF THE QUESTIONS THAT WHY PUSHING INCLUSION NOW WITH THE BUDGET CUTS AND LACK OF STAFFING AND I'M ASKING IS FOR YOU TO HAVE THAT OPPORTUNITY TO ANSWER BECAUSE I THINK THAT'S WHAT SOME PEOPLE WHO DON'T UNDERSTAND IT AS DEEP I'VE SORT OF JUST ASK YOU ON A HIGH LEVEL OF ME SO PUSH INCLUSION NOW WITH THE BUDGET CUTS AND LACK OF STAFFING WHY WAS THAT? WHY WAS THAT DECISION MADE SO WHEN WE LOOK HISTORICALLY AT OUR SPECIAL EDUCATION IN MULTILINGUAL LEARNERS WITH AND WITHOUT DISABILITIES WHO ARE IN FOR THE MOST PART ARE BLACK AND BROWN KIDS WHAT WE SEE IS A LEGACY OF DECADES AND DECADES OF UNDERPERFORMANCE AND LACK OF SUPPORT.  AND SO THIS WAS PART OF THE AREA THAT THE STATE BROUGHT TO US WHEN THE CONVERSATION WAS HAPPENING AROUND RECEIVERSHIP WITH THE DISTRICT AND ASKED US TO REALLY TAKE A HARD LOOK AT THIS BECAUSE THEY FELT THAT, YOU KNOW, WE WE COULDN'T NO LONGER CONTINUE TO PERPETUATE WHAT WE WERE DOING THAT LED US TO LOOK AT WHAT OTHER LARGE DISTRICTS LIKE OURSELVES ARE DOING AROUND THE COUNTRY THE INVOLVEMENT OF THE COUNCIL GREAT CITY SCHOOLS WHO SEES THE WORLD FROM THEIR 80 LARGEST DISTRICTS AND WHAT WE WE GOT BACK FROM THE AMOUNT OF TIME THAT THEY CAME IN AND THEY LOOKED AT OUR SYSTEMS WAS IN OUR SYSTEMS WERE IN FACT VERY BROKEN.  THEY WERE BROKEN FOR OUR KIDS. OUR SPECIAL EDUCATION AND MULTILINGUAL LEARNERS STUDENTS WERE NOT GETTING ACCESS TO THE SAME HIGH QUALITY GRADE LEVEL BECAUSE THEY WERE IN THESE SMALL SUBSTANTIALLY SEPARATE SETTINGS AND THEY WERE JUST NOT GETTING ACCESS TO WHAT THEIR NON-DISABLED COUNTERPARTS WERE GETTING.  SO IN THAT PANNED OUT IN THE DATA AS WELL, RIGHT? LIKE WE SAW THAT SO THAT'S WHERE WE BEGAN THE JOURNEY OF THE PLAN AND IT'S ACTUALLY A PLAN THAT WAS THEY LOOKED AT OUR ENROLLMENT, THEY LOOKED AT HOW WE ENROLL STUDENTS. THEY LOOKED AT HOW WE DO CHOICE, THEY LOOKED AT OUR SCHOOLS AND THE PROGRAMS AND WHERE THEY ARE AND THEY ACTUALLY SAID YOU CAN'T FIX THIS ALL AT ONE TIME. THIS IS GOING TO TAKE 4 TO 5 YEARS OF PHASING IN INTENTIONALLY AND THEY WERE THE ONES THAT CAME UP WITH THE GRADE LEVEL CONFIGURATIONS SO THAT IT'S KASI K1K TO SEVENTH NINTH AND THEN THE FOLLOWING YEAR IT HAS TO ROLL UP SO THAT THE FULL IMPLEMENTATION WILL ULTIMATELY TAKE INCLUDING THE PLANNING YEAR FIVE YEARS. SO THAT'S WHY WE ARE WHERE WE ARE.  THANK YOU. IT IS A REASON WE'RE NOT IN A IN A PULL OUT MODEL FOR BOTH SPECIAL ED AND ELSEWHERE THAT YOU KNOW STUDENTS CAN WORK IN THE SMALL GROUP I KNOW YOU JUST MENTIONED THAT IN THOSE SMALL SUBSET GRADES THAT THEY WEREN'T GETTING THE THE ACCESS TO THE QUALITY EDUCATION THAT THEY NEED.  BUT IN THE WHAT I SEE AS IN THE INCLUSION MODELS IS STILL THE YOU KNOW AND FOR THE RECORD TO MY WIFE IS A SPECIAL EDUCATION TEACHER RIGHT SO THESE THESE QUESTIONS ARE DEFINITELY MY MY QUESTIONS WHY IS IT NOT A THE PULL OUT MODEL WHERE THEY'RE IN WITH THE GENERAL ED CLASS AND THEN THEY PULL OUT TO WORK ON WHATEVER AREA THEY MAY BE SPECIAL NEEDS SPECIALIZATION IN SO YOU ACTUALLY HAVE A LOT OF DIFFERENT MODELS GOING ON. YOU ACTUALLY DO HAVE PULL OUT HAPPENING IN BOTH ESL AND IN SPECIAL EDUCATION. IT REALLY DEPENDS ON LIKE IF YOU HAVE A CRITICAL MASS OF STUDENTS, IF IT'S ONE OR TWO WHAT THE SCHEDULE LOOKS LIKE,  WHO THE RESOURCES ON THE GROUND ARE WE REALLY TRY WE HAVE 190 SCHOOLS WE HAVE TO WORK ACROSS THEM TO WHAT'S GOING TO MAKE THE MOST SENSE FOR THE STUDENTS AND THE EDUCATORS. SO CAN I ALSO ADD I JUST WANT TO SAY THAT THE INCLUSIVE EDUCATIONAL PLANNING TEAM IN THEIR SCHOOL DOCUMENT THEY IDENTIFY WHAT RESOURCES AND WHAT SERVICES THEY'RE GOING TO DELIVER. SO WE DO HAVE KIDS THAT ARE IN PARTIAL INCLUSION SO WE HAVE FULL INCLUSION WHICH THERE IS TEEN TEACHING OR THERE IS A TEACHER GOING PUSHING IN OR PULLING OUT AND THEN WE DO HAVE SOME KIDS THAT HAVE IEPS WRITTEN STILL IF YOU'RE IF YOUR WIFE IS A SPECIAL EDUCATION TEACHER THAT'S GETTING THOSE LEVEL OF SERVICES. SO THEY'RE ALSO STILL GETTING SOME PULL OUT SERVICES AS WELL. OKAY. SO THE INCLUSION AND THE PULL UP MODEL CAN COEXIST. YES. CORRECT.  OKAY. AND THAT'S WHAT'S CURRENTLY GOING ON AS WELL WITH THIS PHASED IN APPROACH, CORRECT? OKAY. UNDERSTOOD.  WHAT IS THE INCLUSION MODEL GOING TO LOOK LIKE IN TERMS OF SUPPORT STAFF AND I KNOW YOU TOUCHED UPON IT BRIEFLY AND HOW OFTEN IT WILL BE AN ADDITIONAL TEACHER AND I KNOW THAT YOU JUST BROUGHT IN THIS CO TEACHING MODEL TOO.  SO I GUESS EXPLAIN TO ME HOW CO TEACHING WORKS WITH INCLUSION IN TERMS OF HAVING MULTIPLE SAID BECAUSE THE WAY I THINK PEOPLE FEEL ABOUT THIS IS IF YOU'RE GOING TO DO INCLUSION YOU HAVE TO HAVE MORE MORE ADULTS IN THE ROOM RIGHT TO TO TO KIND OF TAKE CARE OF FOLKS THAT MIGHT NEED THE INCLUSION TEACHING OF THE SPECIAL ED AND THEN TO STILL CONTINUE THE GENERAL ED CLASS AS YOU GO ON AND TEACHERS TIMES AREN'T BEING DIVIDED THAT WAY RIGHT AND SO BETWEEN CO TEACHING AND THE ADDITIONAL TEACHER IN THE ROOM, WHAT DOES THAT LOOK LIKE IN TERMS OF SUPPORT STAFF AND HOW DOES THAT HOW DOES THAT CLASSROOM OPERATE? RIGHT. SO IT'S REALLY ABOUT HOW THE EDUCATORS WORK TOGETHER AS A TEAM AND SO DEPENDING ON THE STUDENTS THAT ARE IN THAT CLASS AND WHAT THEIR INDIVIDUAL NEEDS ARE, YOU MIGHT HAVE, YOU KNOW, STUDENTS WHO HAVE EMOTIONAL IMPAIRMENT AND THEY'RE GOING TO NEED, YOU KNOW, A DIFFERENT KIND OF SUPPORT AROUND ACCESSING, YOU KNOW, THE CURRICULUM BUT THROUGH THEIR BEHAVIOR PIECE LIKE BEHAVIOR SUPPORT WHEREAS IF YOU HAVE STUDENTS WITH READING YOU MIGHT NEED, YOU KNOW, MORE OF A SPECIALIZED LEARNING SITUATION. IT'S REALLY GOING TO DEPEND ON THE STUDENTS AND THE STUDENTS NEEDS SAME IF YOU HAVE MULTILINGUAL LEARNERS WHO ARE IN THE CLASSROOM OR MULTILINGUAL LEARNERS WITH DISABILITIES YOU KNOW YOU MAY NEED IN DEPENDING ON THEIR LEVEL ESL TEACHER COULD ROTATE IN A SPECIAL EDUCATION TEACHER OR DIFFERENT SPECIAL EDUCATION TEACHERS COULD ROTATE IN. YOU MIGHT HAVE SPEECH THAT ROTATES IN OR YOU KNOW SO IT REALLY EVERYTHING GETS DRIVEN BY THE STUDENT AND THE IEP IS KIND OF THE STUDENT MAP TO WHAT IS NEEDED. SO LET ME ANSWER MY NEXT QUESTION MY SPECIAL ED SUITS AND EACH STUDENT'S NEEDS ARE DIFFERENT, RIGHT? AND SO IS THE INCLUSION TEACHER IF YOU WILL, SUPPORTING BOTH STUDENT TYPES OR IS THERE ANY ELL SUPPORT TEACHER AND ARE THERE ANY OTHER SMALL GROUPS IN SEPARATE SETTINGS HAPPENING? I THINK YOU'VE SORT OF ANSWERED ALL THOSE BY ITSELF. YOU CAN JUST TOUCH UPON IT. YES, THEY DEFINITELY COULD BE SMALL GROUP THAT'S HAPPENING.  THERE COULD ALSO BE AN INCLUSIVE STRAND AND A SUBSTANTIALLY SEPARATE STRAND IN THE SAME SCHOOL LIKE THAT CAN EXIST WHERE THERE IS INCLUSIVE INCLUSION OR INCLUSIVE ED HAPPENING IN A CLASSROOM.  I THINK ONE OF THE THINGS THAT SEE A CFO WHO KIND OF FIRST STARTED WITH WAS WHEN WE DID THE INITIAL WHEN WE DID THE INITIAL ALLOCATIONS THE AROUND JUST KIND OF COMPLIANCE OF THE ACTUAL SERVICES.  EVERYTHING WE DID WITH INCLUSIVE ED WAS OVER AND ABOVE THAT. SO THAT'S WHERE WE ADDED IN ESL THAT WHERE WE ADDED IN SPECIAL EDUCATION AS A WAY TO ALLOW INCLUSIVE ED TO HAPPEN.  SO IN THAT PARTICULAR CASE THERE'S ALMOST ALWAYS ADDITIONAL SUPPORT GOING INTO THE SCHOOL OR INTO THE CLASSROOM.  ONE LAST QUESTION THEN A COMMENT WHAT KIND OF INTERVENTIONS ARE IN PLACE FOR THE REGULAR ED STUDENTS WHO ARE NOT MAKING BENCHMARK AND I GUESS THERE'S THE YOU KNOW, SPECIALIST IN READING AND THINGS LIKE THAT BUT HOW DO THEY WHO DO THEY GO TO OR HOW ARE THEY BEING HELD TO STANDARD? RIGHT. SO THE THE ISSUE WE WERE HAVING IN BPC WHERE STUDENTS ALL STUDENTS WERE NOT GETTING ACCESS TO GRADE LEVEL HIGH QUALITY INSTRUCTIONAL MATERIALS IN ORDER FOR US TO LIFT THE SYSTEM.  IT'S NOT JUST INCLUSIVE ED IT'S ACTUALLY LOOKING AT THE FOUNDATIONS AND KIND OF FROM A MULTI-TIERED STUDENT SUPPORT SIDE WHAT DOES EVERY STUDENT NEED AND SO WE HAVE NOW ASSESS IN EVERY SCHOOL WE HAVE A TEAM THAT LOOKS AT WHAT THOSE SUPPORTS ARE.  THEY ARE INTIMATELY MARRIED WITH STUDENT SUPPORT IN LOOKING AT STUDENTS WHO ARE BROUGHT TO THE TABLE THAT MIGHT BE STRUGGLING, COULD BE A JANITOR STUDENT COULD BE A SPECIAL EDUCATION OR IT COULD BE A MULTILINGUAL LEARNER WHO ARE STRUGGLING TO EITHER, YOU KNOW, GAIN MOMENTUM ACADEMICALLY OR THEY MIGHT BE HAVING SOME BEHAVIORAL CHALLENGES OR JUST SOCIALIZATION. THE FIRST PLACE THAT COMES IS TO ASSESS AND STUDENT SUPPORT AND THEY'RE WORKING TO MAKE SURE THAT THE THE MENU OF SUPPORTS THE SCHOOL HAS THAT COULD BE A MENTORING PROGRAM. IT COULD BE READING SPECIALIST ,IT COULD BE A IN YOU KNOW, A BE LIKE A BEHAVIORAL CONSULTING . IT COULD BE A VARIETY OF DIFFERENT KINDS OF SUPPORT THAT THEY BUILD THEIR MENU OUT. AND THEN AS A STUDENTS PRIOR TO STUDENT SUPPORT WE TRY TO IDENTIFY WHAT'S GOING ON WITH THAT STUDENT A LOT OF TIMES FOR INSTANCE, IF THERE'S BEHAVIOR AND IT'S A GENERAL STUDENT AND THAT'S HOW IT'S MANIFESTING WHAT'S UNDERLYING IT IS OFTEN A READING ISSUE, A LITERACY ISSUE OR IT COULD BE A SOCIAL EMOTIONAL LIKE A TRAUMA ISSUE. SO THAT'S WHERE THAT INTEREST HAS TEAM IS REALLY THERE TO KIND OF DEVELOP THE MENU AND STUDENT SUPPORT WORKS WITH THEM THAT HAS THE NURSE ON IT HAS THE SCHOOL PSYCHOLOGIST ON IT RIGHT TO SORT OF SAY WHAT ARE WE SEEING AT THE STUDENT LEVEL? DOES THAT MENU ACTUALLY WORK FOR THE KIDS THAT ARE IN THAT SCHOOL? RIGHT. THAT'S THAT'S THE WORK WE'VE BEEN WORKING TO RESTATE THE FIELD FOR THE LAST COUPLE OF YEARS. I'LL JUST SAY IN MY COMMENT BEFORE WE TURN IT BACK OVER IS I LOVE IT RIGHT? IT'S ALL GREAT STUFF AND MAKING THE KIDS MY MY FEAR IS EACH PARENT AND EACH CLASSROOM NOT KNOWING BECAUSE IT'S SO SPECIALIZED BECAUSE EACH SCHOOL CAN BE DIFFERENT AND YOU GOT WHAT ISSUES THEY HAVE AND WHAT ARE THE SPECIALIZATIONS THAT THEY NEED AND TAILORING THIS MENU WHICH IS GREAT FOR EACH INDIVIDUAL KID BUT THEN ALL OF A SUDDEN THE PARENTS SAY WELL WHAT WHAT CLASSES WHAT ROUTE IS OUR CLASS TAKEN?  RIGHT? AND IT'S DIFFERENT FROM THE OTHER CLASS THAT COULD BE THE OTHER THIRD GRADE. AND SO THE PARENTS DON'T HAVE THAT CAMARADERIE OF SAYING OH WELL WHAT DO YOU LIKE? WE'RE NOT GOING THROUGH THE SAME THING BECAUSE WE'RE HAVING A DIFFERENT SPECIALIZATION AND IT'S ALMOST LIKE THERE'S NO FUNDAMENTAL LIKE THEME THROUGHOUT WHERE ALL PARENTS COULD COME TOGETHER AND SAY OH YEAH, I KNOW YOU'RE DOING WELL. NO BECAUSE WE'RE DOING A DIFFERENT AT THIS SCHOOL OR EVEN IN THIS GRADE AND I GUESS IT GETS CONFUSING EVEN THE WAY YOU DESCRIBED ALL THE DIFFERENT WAYS YOU COULD GIVE THE SERVICES TO THE KID TO ANY INDIVIDUAL KID, RIGHT? TO ME IT'S LIKE OH MAN, I COULD GET OVERWHELMING FAST FOR AN INDIVIDUAL PARENT AND TO TO UNDERSTAND WHAT IT MEANS FOR THEIR CHILD VERSUS THE CHILD EVEN NEXT TO THEIR KID.  RIGHT. AND SO THAT MIGHT BE A FUTURE ISSUE THAT YOU GUYS ALL TURTLE I THINK THAT'S A FAIR POINT IN QUESTION AND CONCERN. BUT I DO THINK THAT WHAT THE SUPERINTENDENT IS SAYING THAT THERE ARE KIND OF LIKE STANDARDIZED APPROACHES IN TERMS OF WHAT THE SCHOOL CAN PROVIDE IN TERMS OF SUPPORT.  SO EVERY SCHOOL HAS A MTA SYSTEM, EVERY SCHOOL HAS A STUDENT SUPPORTS SYSTEM WITH THIS IMPLEMENTATION OF INCLUSIVE EDUCATION, I THINK THAT IT WILL PROVIDE US TO BE ABLE TO LEVERAGE WHAT WE THINK OF THE TEAM APPROACH. IT GIVES US AN OPPORTUNITY TO LEVERAGE OTHER MEMBERS OF THE TEAM. SO I THINK OF ALL THE SCHOOL THAT I JUST CAME FROM AND I GAVE A PRESENTATION TO SOME CENTRAL OFFICE STAFF THE OTHER DAY AND I WAS SAYING THAT YOU KNOW PEOPLE ARE AFRAID OF INCLUSIVITY. YOU HEAR LIKE WHAT IS HOW IS IT GOING AFFECT MY CHILD? MY CHILD DOESN'T HAVE AN IEP. MY CHILD'S I'M I'M MULTILINGUAL LEARNER HOW IS THAT GOING TO AFFECT MY CHILD?  BUT I JUST WANT TO SAY LIKE IT'S POSSIBLE IT'S HAPPENING AND IT'S WORKING SO LIKE A SCHOOL LIKE THE MATTER WHICH IS DEFINITELY WHERE THIS DISTRICT WANTS TO GO IN TERMS OF THIS INCLUSIVE ED APPROACH WE'VE GOT DUAL LANGUAGE, WE'VE GOT ABA, WE'VE GOT INCLUSION CLASSES,  WE'VE GOT A RUN THE GAMUT OF WHAT THERE IS BUT THEN YOU THINK OF A STUDENT WHO I HAVE ONE STUDENT IN MY MIND WHO JUST RECENTLY GOT ACCEPTED TO THE O'BRYANT SCHOOL AND WHEN HE FIRST CAME INTO THE MATTER HUNT HE TRANSFERRED OVER TO THE MANHUNT SCHOOL BECAUSE HIS MOM BECAME A PEER AT THE SCHOOL AND THE SCHOOL THAT HE WAS AT BEFORE DIDN'T HAVE THE STRUCTURES WE HAD. AND SO HE WAS KIND OF LIKE SLATED TO BE IN A SUB SEPARATE CLASSROOM.  BUT THE STRUCTURES THAT WE HAD AT THE SCHOOL WE'RE ABLE TO LOOK AT OUR INTERVENTION TEAM LOOKING AT THE EMPTY LOOKING AT STUDENT SUPPORT WHAT WE LOOKING AT HIS INDIVIDUAL NEEDS THROUGH PROGRESS MONITORING ALL THE STUDENTS TAKE THE MAP. THIS IS WHERE THIS STUDENT IS HOW CAN WE HELP SUPPORT HIM AND HIS PEERS CREATE GROUP FOR INTERVENTION PROVIDE THOSE INTERVENTION SUPPORTS OC MAP TESTING FOR MID-YEAR WHERE IS HE NOW?  WHERE IS HE IN END OF THE YEAR? AND SO KIND OF TAKING THOSE STRUCTURES WE HAVE IN PLACE THAT WILL BE AT ALL SCHOOLS HOW CAN WE MAKE IT TAILORED TO HELP SUPPORT THAT INDIVIDUAL STUDENT AND SO HERE WE HAVE THIS STUDENT WHO IS SUPPOSED TO BE SLATED FOR A SUB SEPARATE CLASSROOM WHO IS, YOU KNOW, ON HIS WAY TO GOING TO AN EXAM SCHOOL NEXT YEAR. SO WE DO HAVE OR WE'RE CREATING SYSTEMS THAT ARE STANDARDIZED ACROSS THE DISTRICT BUT WE'RE CREATING SYSTEMS WHERE EACH SCHOOL CAN LEVERAGE THE STAFF MEMBERS THAT THEY HAVE TO PROVIDE THAT MENU THAT THE SUPERINTENDENT IS TALKING ABOUT. THANK YOU. AND I WOULD JUST KEEP HEARING ON THE FUNDAMENTALS OF THAT STRUCTURE RIGHT IN THE SIMPLEST WAY SO THAT THAT'S GOING TO STAND. BUT THAT'S A GREAT SUCCESS STORY. THANK YOU FOR YOUR TIME. THANK YOU. THANK YOU. PRESIDENT LOUIJEUNE, THE FLOOR IS YOURS. THANK YOU, MR CHAIR.  AND I WANT TO THANK EVERYONE FOR BEING HERE. JUST A FEW THINGS WANT TO HIGHLIGHT I THINK COUNTERPART FOUND WHEN HE WAS ASKING ABOUT TRANSPORTATION.  DAN ROSENGARD I JUST WANT TO BACK HIM UP. I HAD A MEETING WITH HIM AND CARLA AND I REALLY DO THINK THAT ALTHOUGH WE AS COUNSELORS WE EXPERIENCE SUCH TRANSPORTATION ISSUES IT LOOKS LIKE A MESS AND IT OFTEN IS A MESS.  BUT I DO THINK THAT THERE'S LIKE REALLY SERIOUS WORK BEING DONE THERE TO MAKE SURE THAT WE ARE EFFICIENTLY USING OUR RESOURCES TO MAKE SURE THAT WE'RE USING TECHNOLOGY AND ADVANCEMENT AND IMPROVEMENTS TO MAKE SURE THERE ARE THE MONEY THAT WE ARE USING FOR TRANSPORTATION IS MORE EFFECTIVE AND GOING TO THOSE WHO ARE ACTUALLY RIDING THE BUS RIGHT BECAUSE THERE'S A LOT OF INEFFICIENCIES BECAUSE IT'S COVERING THE SOURCE. AND SO I WANTED TO SHOUT OUT DAN FOR THAT CHIEF COME OUT AND CONVERGE ON THE AD AND WORK WITH HIM. WE'RE SO HAPPY TO SEE YOU AND I JUST WANT TO BRING YOU UP ALL OF THE WORK THAT YOU DID AT THE MATTERHORN THAT REALLY IS AN EXCEPTIONAL SCHOOL. THERE AREN'T ACTUALLY ENOUGH DUAL LANGUAGE SEATS IN THE MADISON BECAUSE I'M ALWAYS TRYING TO REFER A NEW ARRIVALS TO SEE IF THEY CAN AND THERE JUST AREN'T ENOUGH SEATS AND SO I JUST THINK THAT IT IS JUST REALLY A MODEL NOT ONLY FOR THE CITY OF BOSTON BUT FOR THE COUNTRY. I ALSO BELIEVE RECENTLY IN AN AD IN ONE OF THESE SETTINGS WE TALKED ABOUT HOW THE DATA ACTUALLY SHOWS THAT STUDENTS GEN ED STUDENTS IN INCLUSIVE CLASSROOMS PERFORM BETTER WHICH I THINK IS REALLY INTERESTING WHEN YOU'RE TALKING ABOUT WHAT DIVERSITY MEANS AND ALL SORTS OF DIVERSITY AND EXPOSURE TO THAT DIVERSITY. EVERYONE RIGHT WE ALL DO BETTER WHEN WE ALL DO BETTER AND I THINK I JUST WANT TO HIGHLIGHT THAT AND WANT TO CONTINUE STUDYING THAT TO MAKE SURE THAT THAT IS EVERY MEANS THE SAME.  I ALSO JUST WANT TO SHOUT OUT BECAUSE I ALWAYS WANT TO SHUT THEM OUT THE SCHOOL LIBRARIANS I WAS JUST TALKING TO THEM AND WE HAVE A LOT OF WORK TO DO STILL I THINK THERE WAS A PROMISE MADE BY THE SCHOOL COMMITTEE TO MAKE SURE THAT EVERY SCHOOL HAS A LIBRARY AND A LIBRARIAN AND WHEN OUT THERE I THINK WE'RE STILL A THIRD OF THE SCHOOLS THAT LIBRARIES IN OTHER HERE AND HERE'S THE FOLLOW I WILL CONTINUE FOCUSING ON OUR BUILDINGS BUILDING NEW BUILDINGS FOR OUR KIDS, MAKING SURE WE'RE GETTING THE NUMBER OF SCHOOLS RIGHT SO THAT WE ARE NOT ONLY BEING COST EFFECTIVE BUT MAKING SURE THAT OUR SCHOOLS HAVE EVERYTHING THAT OUR KIDS NEED IN OUR CLASSROOM. JIM LIBRARY AND WE'RE MISSING THE MARK TOO MANY TIMES.  SO I WANT TO MY FIRST QUESTION I THINK MIKE, ONE OF MY COLLEAGUES I HAVE A LOT OF QUESTIONS ABOUT THE INCLUSION MODEL TO MAKE SURE THAT WE'RE GOOD AT MAKING SURE THEY'RE ADEQUATELY RESOURCED. YOU KNOW, AS MUCH AS I THINK THE DATA SHOWS THAT GEN Z STUDENTS DO BETTER NEED TO MAKE SURE THAT THEY'RE ADEQUATELY RESOURCED AND WE ALSO NEED TO MAKE SURE THAT WE ARE PROVIDING THE RIGHT PROFESSIONAL DEVELOPMENT INITIATIVES FOR OUR TEACHERS AND INCLUSION SETTINGS REALLY IN ALL OF OUR SCHOOLS. BUT WE NEED TO BE MAKE SURE THAT WE ARE DOING THAT. ARE WE WORKING IN PARTNERSHIP?  I KNOW THAT THERE ARE NEW PARTNERSHIPS WITH THE CARROLL SCHOOL LIKE WHAT ELSE ARE WE DOING INTERNALLY TO MAKE SURE THAT WE'RE PREPARING OUR STUDENTS FOR INCLUSION CLASSROOMS FOR SURE. SO I WANT TO SAY THAT AS I SAID BEFORE THAT WE ARE WORKING AS A CROSS-FUNCTIONAL TEAM.  WE RECENTLY ALSO HAD CONVERSATIONS WITH LANDMARK BECAUSE WE KNOW AS OUR KIDS GET OLDER THAT THEY NEED SUPPORT AND EXECUTIVE FUNCTIONING RIGHT? SO WE'RE WORKING REALLY CLOSELY IN TERMS OF FOCUSING ON READING COMPREHENSION, WRITTEN EXPRESSION BUT ALSO AND THAT'S WHAT THE STAFF LOOK AT VIA THE STAFF AS YOU'RE FOCUSING ON THAT WITH STAFF SO THAT THEY CAN FOCUS ON IT WITH LIKE TEACHERS AND PARENTS. YES. YEAH. SO WE'RE LOOKING AT BUILDING PROFESSIONAL DEVELOP MODULES FOR OUR TEACHING STAFF AND OUR SUPPORT STAFF IN THOSE AREAS TO REALLY BE EXPLICIT ESPECIALLY AT THE SECONDARY LEVEL FOR SOME OF OUR STUDENTS WHO ARE MOVING ON AND THE GAP IN TERMS OF THEIR READABILITY IS SO WIDE . SO I WANT TO SAY THAT WE'RE NOT FOCUSING ON THE CARROLL SCHOOL BECAUSE IT'S NOT A CERTIFIED SCHOOL FOR STUDENTS WITH DISABILITIES BUT WE HAVE WORKED IN PARTNER WITH IT RIGHT NOW WE'RE LOOKING AT LANDMARK. WE ALSO HAVE WORKED WITH OTHER WHOLESOME LANGUAGE. WE HAVE A CONTRACT WITH THEM AND THEY'RE TRAINING FOR OUR TEACHING STAFF. WE ALSO HAVE A STUDY THAT WE'RE WORKING WITH MASS GENERAL HOSPITAL WITH OUR DYSLEXIA STUDY SO WE HAVE LOTS OF PARTNERSHIPS IN THE COMMUNITY THAT WE'RE LOOKING AT WHAT WE NEED TO DO TO BUILD OUR CAPACITY BUT ALSO LOOK AT SCREENINGS FOR OUR STUDENTS WITH LANGUAGE BASED DISABILITIES. SO I THINK THAT AS WE MOVE FORWARD AND WE LOOK AT OUR INSTRUCTIONAL METHODOLOGIES, WE WANT TO MAKE SURE THAT WE REALLY HAVE SOME STRUCTURES AND SYSTEMS IN PLACE AS TO HOW WE'RE EVALUATING OUR STUDENTS BECAUSE WE DON'T WANT TO EVALUATE STUDENTS AND IDENTIFY THEM FOR DISABILITY IF IN FACT THEY DO NOT HAVE A DISABILITY. WE WANT TO MAKE SURE THAT WE REALLY FOCUSING AND WHEN WE TALK ABOUT THAT LEAST RESTRICTIVE ENVIRONMENT AND ELIGIBILITY SO THOSE ARE SOME OF THE THINGS THAT WE'RE LOOKING AT BUT WE ARE PARTNERING WITHIN THE DISTRICT BUT WE'RE ALSO WORKING CLOSELY WITH OUR PARTNERS IN TEACHING AND LEARNING TO BUILD THAT CAPACITY AROUND EQUITABLE LITERACY AND READING AND LANGUAGE DEVELOPMENT ACROSS THE BOARD FROM EARLY CHILDHOOD ALL THE WAY UP THROUGH ELEMENTARY SCHOOL.  SO THOSE ARE SOME OF THE INITIATIVES THAT WE'RE CURRENTLY DOING. THANK YOU.  AND THEN A FOLLOW UP TO THAT IS I KNOW THAT I WAS VISITING IS A KENNEDY SCHOOL AND IS BOSTON AND WE TALKED A LOT ABOUT THE BURNOUT THAT OUR STAFF IS FACING AND I THINK THIS INCLUSION MODEL AND YOU KNOW, ADAPTING TO NEW ARRIVALS I WAS JUST SPEAKING THIS PAST WEEKEND IN DORCHESTER TO A TEACHER WHO IS AT THE TROTTER AND WHO IS DOING HER BEST TO LIKE WELCOME IN THE NEW ARRIVALS. I'M THINKING ABOUT WHAT WE ARE DOING TO ADDRESS THE THE NEW BURDENS THAT WE HAVE ON STAFF, ON OUR TEACHERS AND HOW WE'RE DEALING WITH THAT BURNOUT. I THINK I WAS TALKING ABOUT TUTORING MODELS AND HOW OUTSIDE TUTORS AND HOW MAYBE IN CERTAIN SCHOOLS MORE PALATABLE NOW BECAUSE IT'S HARDER FOR TEACHERS TO YOU KNOW, THEY TEACH OR TEACH A CLASS AND THEN AFTERWARDS YOU KNOW, FOLKS AREN'T AS INTERESTED IN SORT OF THE ADDITIONAL JUST BECAUSE OF EXPERIENCES OF BURNOUT. SO WHAT ARE WE DOING TO ADDRESS THAT?  RIGHT. SO I THINK THERE'S A NUMBER OF THINGS IN THERE. SURE. YOU GUYS WANT TO JUMP INTO BUT JUST THE ANSWER TO THE LAST ONE AS WELL IS LIKE WE ALSO USE THE PD FOR TEACHERS. IT'S BEEN DEDICATED FOR INCLUSIVE ED AND IT WILL BE GOING FORWARD SO THE MANDATORY PD IT WILL START WHAT WE KNOW IS THAT OUR PRINCIPALS ARE TRYING TO CARVE OUT AS MUCH TIME.  WE'RE ALSO LOOKING CREATIVELY TO SEE HOW ELSE WE MIGHT BE ABLE TO CREATE MORE TIME THAT ALL TEACHERS COULD BENEFIT FROM. PD RELATIVE TO INCLUSIVE ED AND THAT'S SOMETHING WE'RE WORKING ON WITH THE UNION IN TERMS OF THE THE TEACHER PIECE WE'RE I MEAN ARE WE'RE TRYING WITH OUR RCD WITH OUR CULTIVATION IN DIVERSE UNIT TO MAKE SURE IT RANGES FROM SUPPORT FOR TEACHERS WHO IN THE PANDEMIC WERE LICENSED UNDER EMERGENCY LICENSES AND ARE EXTREMELY STRESSED AND TRYING TO FIGURE OUT HOW DO THEY MAINTAIN AND CONTINUE TO SUPPORTING THEM SO THAT THEY CAN GET THEIR LICENSURE TO OFFERING LOTS OF CREATIVE PARTNERSHIPS WITH OUR POST-SECONDARY BE IT SIMMONS BE IT LESLIE I MEAN THERE'S JUST SO MANY OF THEM THAT WE THEN OFFER FOR TEACHERS WHO WANT ADDITIONAL TRAINING. DE-ESCALATION IS SOMETHING THAT WE NOW OFFER FOR ALL STAFF THAT ARE STUDENT FACING AND WE'RE EVEN LOOKING AT LIKE OUR SAFETY CARE AND HOW TO EXPAND THAT FOR TEACHERS WHO TEND TO BE IN LIKE OUR ABA OR API KINDS OF STRANDS THAT MIGHT NEED ADDITIONAL DE-ESCALATION SUPPORT. SO IT'S REALLY TRYING TO LOOK AT WHERE THE TEACHER IS, WHAT TYPE OF CLASSROOM THEY'RE IN,  THE KIND OF SUPPORT WE'RE GIVING. I THINK THE OTHER IS WE HAVE AN EMPLOYEE ASSISTANCE FOR STAFF THAT CAME OUT OF LOTS OF CONVERSATIONS WITH OUR UNION ON THAT AND YOU KNOW REALLY JUST TRYING ON THE REGIONAL SUPPORT NETWORK MODEL TO IDENTIFY BY THE GROUP OF SCHOOLS THAT A SOUP HAS THEY HAVE SOME DOLLARS IN BUDGET THEMSELVES UNDER DR. ADELSON'S SUPERVISION AND LEADERSHIP TO BE ABLE TO THEN GIVE THOSE DOLLARS DEPENDING ON WHAT THE NEED IS FOR TEACHERS SO IF THEY SEE LIKE I KNOW IN REGION ONE SEVERAL OF THE REGIONS ACTUALLY DID A BIG TRAINING FOR THEIR PARISH BECAUSE THEY FELT THAT FOR A CLASSROOM TEACHER IS IT THE MORE THEY CAN INVEST IN THE PARAPROFESSIONALS THE MORE SUPPORT THE CLASSROOM TEACHER WITH THE PARA WOULD HAVE. WE ALSO JUST GOT LIKE A $6 MILLION FEDERAL GRANT THROUGH THE STATE STATE AND FEDERAL TO BE ABLE TO DO A PIPELINE FOR PARIS TO BECOME TEACHERS.  SO THE MORE TRAINING THAT WE CAN PROVIDE ADDITIONALLY THE MORE SUPPORTS SOCIAL EMOTIONAL SUPPORTS WE CAN GIVE IN THE FORM OF OUR SOCIAL WORKERS ARE BILINGUAL SUPPORTS SOCIAL WORKER IN THE SLAVE PROGRAMING DEPENDING ON THE PROGRAM THE MORE WRAPAROUND SUPPORT WE CAN GIVE AND THE MORE CAPACITY BUILDING WE CAN DO FOR TEACHERS TO GIVE THEM THE SKILLS TO BE ABLE TO SUPPORT THEIR CLASSES THEN YOU KNOW THE BETTER THE FIELD GOES. SO IT'S SOMETHING WE'RE VERY ACTIVE WITH IN CONSTANTLY TRYING TO LISTEN AND HEAR WHAT THOSE NEED POINTS ARE. THANK YOU SUPERINTENDENT . I BELIEVE MY MY TIME IS UP. I HAVE QUESTIONS FOR YOU THAT I'D LIKE TO ASK AROUND EQUITABLE SERVICES BUT I CAN HOLD THOSE OFF AND I ASKED IN ANOTHER HEARING IF AT A HEARING WE WERE TALKING ABOUT ARE THERE SCHOOL BUILDINGS WE COULD HAVE FROM NEW NUMBERS? WE'RE STILL WAITING TO FIGURE OUT WHAT SCHOOLS ARE CLOSING,  WHAT'S NOT LIKE, WHAT DO WE FEEL LIKE THE COST OF INJURY IS FOR THE CITY LIKE WHAT ARE THE NUMBER OF SCHOOLS THAT WE NEED? WE'RE STILL WAITING ON THAT SORT OF IS THE PLAN AND I'D LIKE TO KNOW WHAT THAT WAS, WHAT THAT IS AND WHAT WE THINK ABOUT IN TERMS OF OUR SCHOOL BUILDINGS. SURE. MAY 22ND WE'RE GOING TO BE UPDATING SCHOOL COMMITTEE PUBLICLY WITH WHAT WE SEE IS THIS FIRST PHASE OF THE LONG TERM FACILITIES PLAN.  I'M HAPPY TO HAVE A WE WILL BE COMING BACK MAY 21ST. YEAH, I'M BACK HERE TO THE SAME 23RD, 23RD, 23RD YEAH EVEN BETTER. YEAH, YEAH, YES THANK YOU TODAY YEAH AFTER THEY UPTOWN AFTER SUPERINTENDENT UPDATES THE SCHOOL COMMITTEE SHE'LL BE RETURNING TO UPDATE US ON THE LONG TERM FACILITIES. AWESOME. THANK YOU. KEEP CASA WEBER AT THE FLOOR, JOYCE THANK YOU, CHAIR. I JUST SUPERINTEND AND YOU JUDGE DO YOU HAVE A FEW MINUTES? I DO. I'LL DEFINITELY STAY FOR FIRST ROUND. YEAH, OKAY. I JUST I DIDN'T WANT TO TAKE UP THE CHAIRS THE TIME WITH THE SUPERINTENDENT BUT SO THANK YOU VERY MUCH FOR COMING.  YOU KNOW I'M A PARENT. I HAD TWO KIDS OR BOTH AND BP'S AND THEY BOTH WENT TO THE MISSION HILLS SCHOOL. SO SOME OF MY QUESTIONS ARE BASED ON MY EXPERIENCE WITH THE SCHOOL. SO WE'RE TALKING ABOUT INCLUSION.  YOU KNOW MY EXPERIENCE AT MISSION HILLS AS A FULL INCLUSION SCHOOL IT RESULTED IN SOME GOOD THINGS AND SOME TERRIBLE THINGS AND SO WHAT IS YOU KNOW SO WHEN I HEAR INCLUSION I THINK THIS IS A GREAT IDEA BUT YOU KNOW, FOR SOMEONE WHO WENT THROUGH THAT WHAT IS YOUR YOU KNOW, HOW ARE YOU GOING TO MAKE SURE THAT THE SAME ISSUES DON'T COME UP? I MEAN IT WOULD JUST SEEM LIKE THEY WANTED INCLUSION BUT THEY DIDN'T HAVE THE INFRASTRUCTURE IN PLACE AND THERE WAS A YOU KNOW, SORT OF THEY DIDN'T WANT TO GIVE KIDS IEPS. IT JUST SEEMED TO NOT THEY DIDN'T HAVE ENOUGH RESOURCES. SO WHAT'S YOUR RESPONSE?  SURE. SO I THINK THE DIFFERENCE IT'S NIGHT AND DAY RIGHT HERE WHICH IS YOU KNOW, ON ON IN 19 YEAR SCHOOLS WILL BE PARTICIPATING. THERE IS WE CONTINUE PROGRESS MONITORING ON INCLUSIVE PLANNING THE PTA IS ARE A GOOD CHECK AND BALANCE IN EVERY SCHOOL THAT THE SCHOOLS CLEAR AND WHAT THEY'RE TRYING TO ACCOMPLISH HOW THEY'RE USING RESOURCES WHAT THEIR RESOURCES ARE AND WHERE THERE'S ISSUES.  SO THOSE ARE GOING TO ALL GET REPORTED BACK THE REGIONAL STRUCTURE THE THE WAY THAT WE'RE DOING THAT AS WELL, IT REALLY LENDS ITSELF TO AN ACCOUNTABILITY THAT HASN'T EXISTED IN THE PAST IN THE SAME WAY BECAUSE YOU GOT TO SCHOOL SWOOP IN A TEAM OF DISTRICT FOLKS WHO ARE SUPPORTING AND THEREFORE TO SEE THINGS AND FOR PROBLEMS.  SO I DO THINK THAT THE BROADER FIELD OR CONTEXT IS VERY DIFFERENT THAN THE CONTEXT FROM AUTONOMOUS SCHOOLS OR ANY SCHOOL IN THE PAST WHERE THEY SORT OF HAD THEIR OWN CHARGE THEIR OWN THING THAT THEY WERE DOING BUT THERE WASN'T NECESSARILY A TIE BACK TO THE DISTRICT IN ALL OF THAT. OKAY. AND I GUESS FOR FOR CHIEF D DO YOU THINK THERE TO SOME SCHOOLS HAVE A RELUCTANCE TO GIVE IEPS IN THE PAST?  THAT'S A DIFFICULT QUESTION BECAUSE I DON'T I, I CRINGE AND I THINK ABOUT OH MY GOD THERE'S NO SUCH THING AS RELUCTANCE, RIGHT? BECAUSE WE'RE OBLIGATED WE'RE OBLIGATED TO MAKE SURE THAT WE'VE ENSURED FREE AND APPROPRIATE PUBLIC EDUCATION FOR OUR STUDENTS IF THEY HAVE A SUSPECTED DISABILITY AND WE'RE OBLIGATED TO MAKE SURE THAT WE'VE EVALUATED THE STUDENTS WITH A COMPREHENSIVE EVALUATION TO MAKE THAT DETERMINATION.  SO IN ANSWERING THE QUESTION I WOULD SAY ABSOLUTELY THAT SHOULD NOT BE A PRACTICE BECAUSE THAT IS NOT THE BEST PRACTICE AND IT'S ALSO ILLEGAL. SO IF THERE IS A PROCESS FOR US TO EVALUATE OUR STUDENTS AND IF WE'RE NOT PROVIDING IEP SERVICES OR FINDING STUDENTS ELIGIBLE AND PROVIDING THOSE SERVICES AND I THINK WE HAVE A MORAL OBLIGATION AS WELL AS WE HAVE A LEGAL OBLIGATION TO MAKE SURE THAT WE IDENTIFY STUDENTS TO RECEIVE THOSE SERVICES. YEAH, OKAY. I'M AGAIN I'M ASKING ABOUT THIS BASED ON FIRSTHAND EXPERIENCE NOT JUST JUST FOR SOMETHING THAT'S A LITTLE BIT DIFFERENT THAN WHAT WAS HAPPENING AT THE TIME WHEN WHAT HAPPENED IN MISSION HILL WAS HAPPENING ON THE BACK END. SO OBVIOUSLY SHE SEE ALL THE INSTRUCTIONAL STUFF THAT'S MUCH LIKE THAT I DON'T KNOW. BUT THE THING THAT I DO KNOW FROM BACK END OPERATIONAL SIDE IS FOR A LONG TIME BP'S SYSTEMS AND STRUCTURES THAT DIVIDE DIVIDED KIDS BASED ON THEIR DISABILITY AND SAID YOU CAN'T GO TO SCHOOL HERE, YOU CAN'T GO TO SCHOOL THERE BECAUSE YOUR IEP SAYS THIS, THAT OR THE OTHER AND THAT PUT PRESSURE ON SCHOOLS TO SAY WE WANT OUR IEP PROCESS TO SAY SOMETHING DIFFERENT EITHER SO IF A KID CAN STAY OR THAT SO THAT THE KID HAS TO LEAVE BOTH OF WHICH ARE BAD. AND THE BIG THING ABOUT THIS NEW PROCESS THAT'S DIFFERENT IS FOR THE VAST MAJORITY OF KIDS IN THE VAST MAJORITY OF IEPS NOTHING CHANGES ABOUT WHERE THEY GO TO SCHOOL. YEAH RIGHT.  AND SO AT A MISSION HEALTH FOR EXAMPLE, RIGHT.  IF SOMETHING CHANGED ABOUT THAT STUDENTS IEP TO SAY THEY NEEDED A MAJORITY OF THEIR TIME AND SUBSTANTIALLY SEPARATE EDUCATION THEY WOULD HAVE LEAVE MISSION HILL THE DISTRICT RULE WAS THEY HAD TO LEAVE RIGHT?  THAT WAS THE OLD WAY AND THAT'S NOT THE WAY THAT GOING FORWARD. RIGHT AND THAT'S PART OF WHAT'S CHANGING THAT I THINK WILL HELP ALLEVIATE SOME OF THIS PRESSURE TO DO THINGS THAT ARE ILLEGAL OR JUST WRONG. RIGHT. YOU KNOW, BECAUSE THEY'RE NOT THE RIGHT THING FOR KIDS AND WE'RE CREATING THE SYSTEMS AND STRUCTURES TO MAKE SURE THAT THOSE INCENTIVES ARE ALIGNED WILL BE KEEP DATA ON REQUESTS FOR IEPS THAT WERE DENIED WILL ALLOW US TO OH YEAH 100 100%. KEEP IT NOW WE DO YEAH. YEAH. NO I MEAN I THINK ACTUALLY I THINK THAT WAS A A AN UNFORTUNATELY A VERY TRAGIC EXCEPTION THERE BUT WHAT I WILL SAY IS OUR DATA ACTUALLY POINTS TO THE OPPOSITE WHICH IS WE TOO QUICKLY GO TO AN IEP TO SOLVE A STUDENT'S PERCEIVED ISSUE AS OPPOSED TO USING MULTI-TIERED STUDENT SUPPORT AS IT SHOULD BE SO THE STUDENT CAN STAY IN GENERAL EDUCATION.  YEAH, THANK YOU. AND IT JUST YOU KNOW MY MY MY SON AFTER MICHELE'S AT BOSTON ARTS ACADEMY, HE'S A JUNIOR SEVENTH, A GREAT EXPERIENCE. HE GETS ALL THE SUPPORT HE NEEDS.  MY MY DAUGHTER'S AT THE CURLEY SO I YOU KNOW, I'M NOT TRYING TO IN SCHOOL LIKE THIS SO I JUST I HAD ANOTHER QUESTION.  SO BEFORE GOING TO THIS INCLUSION MODEL BEEPS REQUEST INFORMATION FROM SCHOOL LEADERS PRINCIPALS ABOUT WHAT KINDS OF STAFFING THEY WOULD NEED IS THIS A YES OR NO? YES. OKAY. AND THEN SO WHAT I'VE BEEN TOLD IS THAT THIS IS MEETING LIKE 40% OF THE STAFFING REQUESTED FROM THE SCHOOL LEADERS. IS THAT ACCURATE OR NOT? 100%. I YEAH I MEAN I CAN'T SAY FOR SURE RIGHT IS THAT THERE'S ALWAYS ANOTHER THING WE WISH WE COULD HAVE DONE. THERE'S NO WAY IF IF WE'RE MEETING 100% OF WHAT PEOPLE THINK A KID MIGHT NEED SOMEONE'S LYING RIGHT?  WE ALWAYS WISH WE COULD HAVE MORE MONEY TO SPEND ANOTHER THING TO BUY.  SO YES, WE WERE NOT ABLE TO MEET THE NEEDS OF EVERY SINGLE REQUEST THAT CAME IN BECAUSE THAT IS THE JOB OF THE SCHOOLS IN THIS PROCESS WAS TO REQUEST A LOT. RIGHT. AND THEN THAT GAVE US THE OPPORTUNITY TO REVIEW AND UNDERSTAND ONE OF THE THINGS THAT ARE MOST NEEDED TO MEET THE NEEDS OF KIDS RIGHT.  AND THEN REALLY GO BACK AND IDENTIFY THOSE THINGS THAT ARE REQUIRED AND PUT THOSE IN.  I THINK THERE WAS A LOT OF BLURRING IN THE REQUESTS WITH POSITIONS THAT HAD PREVIOUSLY BEEN FUNDED ON ESSER AND WERE NO LONGER BEING FUNDED BECAUSE ESSA WENT AWAY.  SO WHAT HAPPENED WAS SCHOOL COMMUNITIES WOULD PUT THOSE POSITIONS ON TO THE IPD. SO I THINK THE IT WAS A VERY, VERY THOROUGH PROCESS AND I THINK THAT WHAT IT WAS FUNDED WAS OVER AND ABOVE THE COMPLIANCE OF THE STUDENT. THE ADDITIONAL SUPPORTS TO BE ABLE TO DO A TEAM APPROACH IN THE INCLUSIVE ED ENVIRONMENT IT FOR THE GREAT THAT WE'VE ALLOCATED THERE WERE SOME SCHOOLS THAT PUT FORWARD A PROPOSAL TO DO ALL GRADES WE CAN'T DO ALL GRADES RIGHT NOW WE'RE REALLY TRYING TO FOCUS AND KIND OF ROLL OUT VERY SYSTEMATICALLY.  IS THERE A PLAN TO INCREASE THE RESOURCES FOR THIS INCLUSION I HAVE EVERY YEAR FOR THE NEXT SEVERAL YEARS THIS WILL BE WHAT WE BRING BEFORE THIS BODY AS THE MAJOR INVESTMENT.  YEAH. OKAY. YEAH, I JUST I DON'T HOW MUCH TIME I HAVE LEFT 30 SECONDS. OKAY I GUESS SO. SO I IN MY IN MY DISTRICT AND WE'RE TALKING ABOUT MAYBE NOT USING A ONE SIZE FITS ALL MODEL BUT WE HAD PARENTS AT THE MANNING SCHOOL VERY CONCERNED.  THEY HAVE AN INCLUSION MODEL. THEY'RE BEING TOLD THEY HAVE TO CHANGE IT. YOU KNOW, WHAT'S YOUR RESPONSE TO THEM?  I REALLY LOOKED AT THIS ONE. SO THERE HAS BEEN SEVERAL WITH THE MANNING SCHOOL TO LOOK AT THEIR INCLUSIVE PLAN AND ALSO TO LOOK AT THE LEVEL OF SERVICES FOR STUDENTS THAT ARE AT THE MANNING SCHOOL ONCE AGAIN, AS WE SAID THAT THERE ARE CERTAIN STUDENTS THAT HAPPEN AT THE MANNING SCHOOL THAT NEEDED MORE SERVICES AND THAT WE'VE HAD TO RECONVENE TEAMS TO LOOK AT LEVEL SERVICES FOR THE SCHOOL. IT'S MY UNDERSTANDING THAT THE MANNING SCHOOL DID RECEIVE THE APPROPRIATE IPT ALLOCATIONS FOR STAFFING GIVEN THEIR ENROLLMENT NUMBERS AND ALSO GIVEN THEIR CLASS SIZE IN ORDER TO MEET THEIR OBLIGATION AS PART OF THE INCLUSIVE PLANNING TEAM.  IS ARE YOU DONE WITH THAT PROCESS OR ARE YOU GOING TO WORK? IS MORE WORK TO BE DONE WITH THE MANNING THERE IS ONGOING MEETINGS WITH THE MANNING AND ALSO WITH THEIR STUDENT COUNCIL AND WORKING WITH THE PRINCIPAL BUT MY UNDERSTANDING IS THAT THE BUDGET PROCESS HAS COMPLETED IN REGARDS TO ALLOCATIONS I WOULD DEFER TO YEAH SO THE THE THING THAT IS ONGOING IS REVIEW OF HOW STUDENT NEEDS ARE CHANGING AND ADDITIONAL FUNDING FOR THAT. SO IF IF IF THE NEED IF THERE'S NOTHING HAS CHANGED ABOUT THE LEVEL OF NEED THEN THAT THAT PART OF THE BUDGET IS SET BUT WE DO HAVE MONEY THIS IS THE RESERVE THAT WAS MENTIONED EARLIER IS TO IDENTIFY WHEN WE IDENTIFY STUDENT NEEDS THAT ARE ABLE TO BE MET, NEW STUDENT NEEDS AREN'T ABLE TO BE MET IN THE EXISTING SCORE PROGRAM RIGHT THEN WE HAVE MONEY IN RESERVE TO HIRE MORE TEACHERS OR PARAPROFESSIONALS OR OTHER STAFF TO SUPPORT THOSE NEEDS. OKAY I JUST CLOSE WITH ONE COMMENT. THANK THANK YOU TO I JUST WE HEARD FROM IN THE CAPITAL BUDGET HEARING THAT IF SCHOOLS ARE GOING TO BE CLOSED IT'S GOING TO BE MAYBE ANNOUNCED IN MAY BUT THAT THOSE SCHOOLS WON'T BE CLOSED FOR ANOTHER FULL SCHOOL YEAR SO FAMILIES WILL HAVE A CHANCE TO YOU KNOW ,PREPARE. CORRECT. SO I JUST I THAT WAS AN ANSWER THAT I'D LIKE TO HEAR AND I'M GLAD YOU'RE ABSOLUTELY SUPPORTING THAT BECAUSE I THANK YOU.  THANK YOU, COUNCILOR . WHETHER A LOT OF QUESTIONS AROUND INCLUSION MY QUESTION IS HOW WOULD BP'S MEASURE SUCCESS FOR INCLUSION PLANS?  HOW HOW WOULD YOU GUYS TRACK IT AND COMMUNICATE YOU KNOW, YOUR SUCCESS OR WHERE WE NEED TO IMPROVE HOW YOU GUYS COMMUNICATE THAT OUT SO A MEASURE AND THEN SURE SO I MEAN I THINK ULTIMATELY IT GOES BACK TO IEP GOALS WITH THE STUDENTS AND IF THEY'RE IF THEY'RE MAKING THOSE GOALS SAME WITH LANGUAGE GOALS FOR OUR MULTI-LINGUAL LEARNERS IF THOSE ARE BEING ACHIEVED AT THE STUDENT LEVEL THEN WE KNOW THAT WE'RE DOING SOMETHING RIGHT. I THINK WHERE WE FIND THAT THERE MAY BE SITUATIONS IS IN THE REASON WE HAVE A LOT OF THE RESERVE IS BECAUSE THERE MIGHT BE STUDENTS WHO COME IN OR THEIR NEEDS CHANGE AND THAT WASN'T ABLE TO BE CONSIDERED AT THE TIME THE AP PUT ITS PLAN FORWARD.  THAT'S WHY WE ARE HOLDING THOSE ADDITIONAL RESOURCES TO ADD BACK IN.  BUT THIS REALLY IS ABOUT STUDENTS FROM THE BEGINNING TO THE END AND WHETHER OR NOT OUR SPECIAL EDUCATION STUDENTS HAVE THAT IN MULTILINGUAL LEARNERS HAVE THE CHOICES AND MOST IMPORTANTLY ARE MAKING THE ACADEMIC PROGRESS THAT THEY THEIR COUNTERPARTS ARE AND NOW SO ADD I REALLY THINK IS ALSO IMPORTANT WHEN WE TALK ABOUT THAT CONTINUUM OF SERVICES THEN CLEARLY AS WE LOOK AT BUILDING OUR DESIGN FOR SERVICE OPTIONS FOR OUR STUDENTS, WE WANT TO BUILD THAT CAPACITY FOR A CONTINUUM OF SERVICES AND HOW ARE WE GOING TO MEASURE THAT METRICS?  WE'RE GOING TO MEASURE METRICS BECAUSE WE'RE GOING TO LOOK AT OUR DECREASE OF STUDENTS BLACK BROWN ELECTRONIC STUDENTS BEING PLACED IN THE MOST RESTRICTIVE SETTINGS. SO WE'RE HOPING THAT THROUGH OUR INTERVENTIONS THROUGH MULTI-TIERED SYSTEMS OF SUPPORT AND ALSO THROUGH OUR INVESTMENTS THAT WE'RE GOING TO LOOK AT PROVIDING SERVICES TO KEEP OUR STUDENTS AS CLOSE TO GENERAL EDUCATION AS POSSIBLE. BUT THE IEP TEAM MAKES THAT DETERMINATION. BUT WE'RE GOING TO BE LOOKING AT OUR REDUCTION OF PLACING KIDS INTO THE MOST RESTRICTIVE SETTING BUT ONCE AGAIN THAT IS AN IEP TEAM DECISION AND FOR THROUGH THE LENS FOR A MULTI-LEVEL LEARNERS I THINK OF LIKE SUCCESS BEING INCREASE L D LEVELS THROUGH ACCESS PROGRESS MONITORING THROUGH MAP SCORES FOR STUDENTS ATTENDANCE. IF THESE KIDS ARE HAPPY THEY'RE COMING TO SCHOOL EARLY COLLEGE ACCESS ESPECIALLY FOR OUR SECONDARY STUDENTS IN CLIMATE SURVEYS THE KIDS FROM GRADES THREE AND UP ARE GOING TO TELL US HOW THEY FEEL AWESOME AND HOW WILL WE REPORT THIS OUT? OH WE'LL BE REPORTING THIS ANNUALLY RIGHT AS PART OF OUR SCHOOL COMMITTEE WILL ALSO GIVE OUR WRITTEN REPORTS TO THE COUNCIL OR PRESENT WHICHEVER YOU PREFER. SO HOW ARE WE MAKING OUR CLASSROOM THAT OUR STAYING SUBSET SEPARATE MORE INCLUSIVE? ARE WE BRINGING THEM IN WITH GENERATING CASE IN STUDENTS FOR A LUNCH RECESS OR. MM HMM.  WE'RE CURRENTLY DOING THAT NOW THERE ARE OPPORTUNITIES FOR SOME OF OUR AND IT ONCE AGAIN THAT'S DONE THROUGH THE IEP PROCESS WHERE SOME OF OUR STUDENTS MAY START THEIR DAY IN A LEARNING CENTER IN A GENERAL CLASSROOM SOME OF OUR STUDENTS MAY BE ALSO GOING TO ELECTIVES LIKE ART, MUSIC, GYM WITH THEIR PEERS TO BE MORE INCLUSIVE. SO THAT'S THE CULTURE AND CLIMATE OF THE SCHOOL BUT IT'S ALSO OUR OBLIGATION IN TERMS WORKING WITH SCHOOL BASED TEAMS TO MAKE SURE THAT OUR STUDENTS HAVE AS MUCH ACCESS WITH THEIR PEERS AS POSSIBLE AND A BIG ADVOCATE FOR EXPANDING THAT LEARNING DAY SO HOW ARE WE CONNECTING OUR STUDENTS WITH SPECIAL NEEDS, SPECIAL EDUCATION SUPPORTS WITH OUTSIDE TUTORING THAT GO BEYOND THE SCHOOL DAY? RIGHT. SO I THINK THIS IS REALLY THIS IS EXCITING AND THIS IS PART OF KIND OF OUR HUB MODEL IN GENERAL IS REALLY TRYING TO LOOK AT HOW PARTNERS AND NONPROFIT CAN BE FOR PROFIT COMMUNITY BASED ARE ABLE TO SORT OF HELP VACATION TIMES EVENINGS AFTER SCHOOL.  WE DO ALL KINDS OF MENTORING TUTORING PROGRAMS GOING ON BUT WE'RE USING THE HUB SCHOOLS AS SORT OF THE MODEL BY WHICH IDENTIFYING WITH THE COMMUNITY WHAT THEY WOULD LIKE. SO WHEN THE COMMUNITY SAYS WE WANT LOTS OF OPPORTUNITIES FOR THAT AFTERSCHOOL PERIOD OF TIME, THEN WE'RE IN THESE AREAS, THEN WE'RE WORKING TO BRING THOSE IN. SO THERE'S LOTS OF ACTIVE CONVERSATIONS WITH THE BUSINESS COMMUNITY WITH OUR NONPROFITS AND PARTNERS. WE DO ZOOM HAD PROBABLY ABOUT 400 PARTNERS ON IT LAST MONTH THAT ARE JUST EAGER AND WANTING TO COME IN TO PEEPS AND I DO HAVE A FEW QUESTIONS FOR DIRECTOR MCSWAIN BUT ALSO NEXT YEAR ONE OF THE REQUESTS FROM THE COUNCIL WAS TO HAVE A BUDGET BOOK ON BPP'S CAN WE CAN WE? YES.  SEE THAT NEXT YEAR? YEAH FOR SURE. HEARD GREAT QUESTION AND AS DIRECTOR MCSWAIN COMES DOWN FOR CHILDREN ON IEP WHO MIGHT BE NAVIGATING A NEW SCHOOL PLACEMENT, WHAT MORE CAN WE DO TO SUPPORT THOSE FAMILIES?  SO THIS WOULD BE LIKE A CHOICE. I MEAN IT'S I MEAN YOU CAN SPEAK FROM THE IEP TEAM SIDE RIGHT AND THE SUPPORTS THAT ARE IN THERE WITH THE COACH. BUT I THINK ANY STUDENT THAT'S COMING INTO A NEW SCHOOL SETTING OUR FAMILY LIAISONS THE GRADE LEVEL TEACHER IT'S GOING TO IT'S AN ALL AROUND RIGHT TO HELP THAT STUDENT FEEL LIKE HEY THIS IS MY NEW SCHOOL. HERE'S THE RESOURCES THAT ARE HERE IN A SENSE OF BELONGING AND I'D ALSO ADD WORKING CLOSELY WITH OUR WELCOME CENTER AND OUR FAMILY ENGAGEMENT CENTER. I SEE THAT THERE ARE SO MANY INITIATIVES AND WRAPAROUND SERVICES THAT THEY HAVE PROVIDED TO OUR COMMUNITY AND TO OUR FAMILIES TO HELP THEM TO NAVIGATE THAT PROCESS. AND AS I SAID BEFORE, WE REALLY WORK CLOSELY WITH THAT CENTER AND ALSO WITH THE FAMILY LIAISON TO MAKE SURE THAT WE'VE PROVIDED THE NECESSARY SUPPORT AND TRAININGS TO HELP THEM UNDERSTAND WHAT THEY CAN DO TO ALSO HELP TO GUIDE FAMILIES BUT ALSO TO SUPPORT THEM ALONG THE PROCESS AS WELL. AND THEN FOR UNIVERSAL PRE-K, HOW ARE WE SERVICING SPECIAL EDUCATION STUDENTS AND IF THEY'RE NOT INSIDE OF A B-PLUS PROGRAM, HOW ARE WE GETTING THEM THE SERVICES THAT THEY NEED? SURE, COUNSELOR, I ACTUALLY ALSO WANT TO INTRODUCE YOU TO OUR DIAS WHO'S THE UNIVERSAL PRE-K DIRECTOR AND SHE'S ALSO SERVING AS THE INTERIM DIRECTOR OF THE OFFICE OF EARLY CHILDHOOD AT BOSTON PUBLIC SCHOOLS. SO WE'RE GOING TO TAG TEAM ON THE OUTSIDE TEAM. ALL RIGHT.  SO LET'S START WITH YOUR QUESTION ABOUT SPECIAL EDUCATION.  SO RIGHT NOW THERE'S A NUMBER OF WAYS THAT WE SERVE YOUNG PEOPLE WHO HAVE AN IEP IN R UP K CLASSROOMS IN THE COMMUNITY BASED SETTINGS. SO ONE IS THEY CAME IN WITH AN IEP, MAYBE THEY CAME IN AT FOUR, THEY HAD ONE AT THREE. THEY'VE LEFT A SCHOOL, THEY'VE COME IN FROM A DIFFERENT DISTRICT AND WE'RE ABLE TO SERVE THEM IN OUR COMMUNITY BASED SITES FOR SPEECH O.T., P T AND SOME BEHAVIORAL HEALTH SERVICES.  TARA AND HER TEAM HAVE ACTUALLY BEEN WORKING ON EXPANDING THAT TO DOING SOME PRE ACADEMIC MINUTE BUT WE HAVEN'T YET IMPLEMENTED THAT. SO THAT'S YOUNG PEOPLE WHO COME IN TO BE SENT INTO OUR COMMUNITY BASED SETTINGS ALREADY IN A IEP AND I'M GOING TO LET TR TALK ABOUT THE PROCESS FOR IDENTIFYING YOUNG PEOPLE IF THEY START IN A COMMUNITY BASED SETTING AND THEN MOVE ONTO IT. IEP YEAH, SO IF THEY START THE GOAL IS TO TRY AND KEEP THEM IN THE SETTING AS POSSIBLE AND SO WE FOLLOW THE BEEPS PROCEDURES TO HAVE THE OBSERVATIONS THE CHILD FIND AND AN IDEAL SITUATION AS MENTIONED SPEECH ABOUT BEHAVIORAL HEALTH WE TRY AND KEEP THEM IN THEIR CENTER BASE LOCATION AND THIS IS I GUESS A QUESTION FOR BOTH TEAMS. WE MIGHT HAVE SOME MERGERS WHICH MIGHT LEAVE SOME SCHOOLS VACANT. ARE WE EXPLORING ANY SITES WHERE WE CAN EXPAND MORE U.P. CASES?  YES, ALWAYS ONE OF OUR FASTEST GROWING POPULATIONS ARE K ZERO STUDENTS WHO NEED EARLY INTERVENTION OR SUBSTANTIALLY SEPARATE SETTING. SO WE NEED TO LOOK AT EVERY PLACE WE POSSIBLY CAN BECAUSE WE WE'RE NOT GOING TO BE ABLE TO BRING ANYTHING LIKE NEWER BUILDINGS ONLINE QUICK ENOUGH FOR THE RATE OF THE POPULATION THAT'S GROWING ANYTHING.  IT'S NOT EXPANSION. YEAH, IT'S A LOT OF PANDEMIC DELAY. OKAY. ALL RIGHT. WELL THANK YOU. AND WHEN WE'RE EXPLORING SITES, JUST WANT TO ADVOCATE DISTRICT FOUR. WE HAVE A LOT OF SCHOOLS IN BUT ALSO A LOT OF DEMAND. YEAH, WITH THAT SAID, WE'LL GO TO PUBLIC TESTIMONY. I KNOW SUPERINTENDENT SKIPPER, YOU HAVE TO THANK YOU FOR BEING WITH US. THANK YOU. THANK YOU TO ALL THE COUNSELORS IN THE QUESTIONS ISSUED MAY 23RD, RIGHT? YES. WHENEVER YOU TELL ME I'M BACK.  YES. ALL RIGHT. THANK YOU SO AWESOME. BUT NOW MOVE FORWARD WITH PUBLIC TESTIMONY WHEN YOUR NAME IS CALLED, PLEASE COME DOWN TO ONE OF THE TWO PODIUMS IN STATE YOUR NAME NEIGHBORHOOD IN OREGON IS ASIAN AFFILIATION. PLEASE SPEAK INTO THE MICROPHONE AND PLEASE KEEP YOUR COMMENT TO 3 MINUTES. DENISE CABO CABRILLO GOT A OF YOU GOING TO GET THAT KIND OF ACCESS?  I THINK YOU CAN GO AHEAD. I DON'T KNOW WHATEVER HOOK OR YOU KNOW WHEN TO LET ME KNOW WHAT I JUST MADE LORENZO SO TO SAY THAT THAT IS OUT THEN HELLO GOOD AFTERNOON MY NAME IS JASMINE LORENZO AND I'M A RESIDENT OF SOUTH BEND COMO MY RECORD CONDITIONING PRE AND POST BASADO TOLD ME A B CONDITION THAT HAPPENS ON THE UPLAND IS I OCTOBER C ENTERING DISEASE THERAPY AS OCCUPATIONAL IN THE OFFICE ON A SPECIAL ELIMINATED LESSON THAT OUR LEADERS IN PUERTO RICO AND SOME OTHER WITH A DISABILITY IN THE PAST I HAD MY IEP WITH THE CONDITION OF LEARNING RETENTION THAT LACK OF RETENTION AND LEARNING I HAD A 136 OCCUPATIONAL THERAPY IN THE OFFICE OF SPECIAL EDUCATION AND ALSO IN THE ADMINISTRATION IN REHABILITATION, A VOCATIONAL SCHOOL IN PUERTO RICO.  ABBY HE IS A THERAPIST.  MY OFFICE OPENED UP ACAPULCO FOR MY DAUGHTER MEANS HAS TOLD YOURS STILL I DO LOVE TO BE MODERATE IS IMPRESSED OPENLY IN TELLING ME ALL INDIA SO YOU CAN SAY GOOD I GUESS I UNDERSTAND OKAY SO BEING ABLE TO RECEIVE ALL OF THOSE KINDS OF THERAPIES I WAS ABLE TO OVERCOME LITTLE BY LITTLE ALL OF THOSE DISABILITIES BARRIERS AND I WAS ABLE TO CONTINUE WITH MY STUDIES AND ALSO WITH THE HELP OF MY MOTHER WHO WAS ALWAYS THERE FOR ME . I AM WHO I AM RIGHT NOW THANKS TO HER PRESENCE TO JACKIE BUT UP ON IT TOMMY WAS FOR IS AUTODESK COLUMBIA JEAN-LOUIS ABLA FOR THE CONTINENT IS TO LEONARDO GET OVER TO INTERVENTION TEMPERATURE YEAH DO OTHER BODIES SO CAROL BUT LESS THIS DECO STATUS ON LOSS GONZALEZ CANAS PRESENTING BY LONG COULD NOT HELP PRESENTING CARE BUT AS AN ANALYST READ OR LOOK AT PEOPLE BUT TO THE UNDERSCORE THAT NECESSARY THAT IS A SPECIALIST BRINGING MY THIS PROGRAM PROGRAMS AND THAT IS WHY I'M HERE TODAY I'M HERE TO RAISE MY VOICE BECAUSE THERE ARE STORIES LIKE MINE WHO THEY CANNOT SPEAK BUT I WAS ABLE TO CONTINUE WITH MY STUDIES BECAUSE I WAS ABLE TO RECEIVE EARLY INTERVENTION AND THE APPROPRIATE SUPPORT AND THAT'S WHY I'M HERE. I'M ASKING ALL OF YOU CITY COUNCIL MEMBERS WHO REPRESENT US I'M ASKING YOU TO PUT PRESSURE TO THE EDUCATION DISTRICT SO THAT THEY CAN PROVIDE A EVERYTHING THAT THE STUDENTS NEED THE SPECIAL EDUCATION STUDENTS THEY NEED TO RECEIVE THIS APPROPRIATE SERVICES.  MUCHAS GRACIAS. THANK YOU.  SONIA MEDINA BECAUSE SONIA MAYBE I CAN FOR YOUR HOPE IF WHEN I TELL YOU JARA WE WILL SOMETHING IF WE HAVE TO LOOK UP THERE WAS ONLY ONE TANDEM. IT WAS FULL OF PATRICK NO MORE THAN US. IT DID GET. GOOD AFTERNOON. MY NAME IS HAIDAR RIVERA. I LIVE IN SOUTH END.  I HAVE A DAUGHTER WHO GOES TO THE BOSTON PUBLIC SCHOOL.  I AM HERE ARE RAISING MY VOICE AND BEHALF OF THOSE PARENTS WHO WHO COULDN'T MAKE IT CAN I REMEMBER WHEN I MY WHOLE CALCIUM PARALLEL TO THE ANTHEM UNTIL DEALING WITH IT A SPECIAL CARAMEL MITRAL CALCIUM BILINGUALS IN A SETTLEMENT MY PARAPROFESSIONAL WOKE CLOSE ALONE AT THE CLASS IS DONE SORRY FOR YOU GUYS TO THE UNTIL IT'S THE MASCARA IN MY TORTILLA NECK ACID OUT THE DOORS COMMAS IN AS I SEE TIME ON MY FIRST PUERTO BUT I'LL SEE OFTEN IN MASS IN MY ALSO BUT I PROCESS SO THEY PLANIFICATION WE WANT WHAT'S BEST FOR MULTILINGUAL LEARNERS FOR SPECIAL NEED EDUCATION WE WANT MORE BILINGUAL TEACHERS, WE WANT MORE PARAPROFESSIONALS. WE WANT MORE PARAPROFESSIONALS IN THE CLASSROOMS BECAUSE THERE'S SO MANY STUDENTS THERE'S JUST OVER THEY'RE OVERWORKED AND THERE'S A LOT OF STUDENTS AND A LOT OF DEMAND OF THE STUDENTS.  THE TEACHER HAS TO DO DOUBLE THE WORK HAS TO BE LIKE TWO TWO JOBS BECAUSE WE NEED MORE WE NEED MORE MONEY. WE NEED MORE MONEY IN THE BUDGET SO THAT WE CAN PROVIDE THOSE RESOURCES IN IN THE PROCESS OF THE PLANIFICATION THEY SAID THAT IEP HOW YOU CALL IT THE TEAM IMPLEMENTATION THE PLAN SO WE NEED MORE HELP FOR THAT PROCESS.  I'M GLAD I'M OKAY QUANDO IS THE TO TO OPERATE IN DELAY THE AMAZINGLY IS THE IMPRESSION IT THEY PRESENT AS WAS GRANTED IN THIS AS IT WILL GO A LOT OF MAIN QUINTA WHICH I GET ISAIAH SO WHEN YOU APPROVE THIS BUDGET I WANT YOU TO PLEASE KEEP IN MIND THE ENGLISH LANGUAGE LEARNERS STUDENTS I WANT YOU ALL TO HAVE THEM IN YOUR MINDS BECAUSE WE WANT YOU TO TAKE THEM INTO ACCOUNT. THANK YOU. THANK YOU.  YASMIN LORENZO OH OKAY.  HORTENSIA CALDERON GUERRA WHEN I STARTED THIS, UH, I WELL MEAN SATURDAY WHEN MY MOTHER SONIA MOLINA I'M GOING TO READ A MESSAGE ABOUT HER MOTHER. HER NAME IS SONIA MEDINA.  ANABEL THOSE REPRESENT THE PURPOSE I LOVE PRESENT ON MEDICATION. MARIA CONSUELO SHE COULDN'T BE HERE BECAUSE SHE HAD AN EMERGENCY WITH HER SON BUT TO ME THAT THEY EXPRESS ARE SO OPEN KNOW BUT SHE DIDN'T BUT SHE DIDN'T WANT TO MISS THIS OPPORTUNITY TO EXPRESS HER OPINION.  SO MARIA, THE SAME AGREEMENT FOR A STORE IN ESCUELA OR TRACK GARDENS I'M A PARENT MENTOR AND I'M THE ORCHARD GARDEN SCHOOL IS I KEEP UP WITH YOU SO SEE ATTENTION NECESITAMOS MAS CONDOS BUT I CAN ALSO ESTUDIANTES MULTILINGUAL IS NO SELLING MASK THIS AREA MUST NOT BE USED SO I AM HERE TO ASK FOR MORE BUDGET INSTRUCTION YOU BUY ME MEASLES SO I AM HERE TO ASK FOR YOUR ATTENTION THAT WE NEED MORE FUNDS FOR OUR MULTILINGUAL LEARNERS SO THESE MULTILINGUAL LEARNERS CANNOT FORGET THEY ARE IN NEED OF LANGUAGE.  COME ON MOTHER CATERPILLAR AND I SINCERELY THAT JACKET AND MIGUEL A.THE MID-TEMPO HOUSE ALONE DENTAL SCHOOL TO THE MIDDLE EAST VIVIENDO OWNER OUR LATINO ANTI SINGLE IS STILL THE THIS I AS A MOTHER I WANT TO APPEAL TO ASK YOU TO BE SENSITIVE BECAUSE I AM A VOLUNTEER HERE I AM GIVEN MY TIME ON VOLUNTEER AND IN A CLASSROOM IN MY SON'S SCHOOL AND WHAT I'M SEEING I'M SEEING A CLASSROOM THAT HAS 25 STUDENTS IN A CLASS AT THE EMBARRASSED NINOS GECKO AND THE YOU GOT TO THE DIFFERENT SPACES IS EL CUANDO NINOS 19 THE LOOK LA MAESTRA IS DADDY SIENDO AND WHAT I'M SEEING IN THOSE CLASS IN THAT CLASSROOM IS I'M SEEING MANY STUDENTS THERE RECENT ARRIVALS COMING FROM DIFFERENT COUNTRIES AND THIS IS SOMETHING VERY CONCERNING THAT THOSE KIDS THEY CANNOT UNDERSTAND WHAT THE TEACHER IS TELLING THEM AND THIS ANSWER THE SIMILARITY TRACE YOU TO MY OWN EXPERIENCE . YOU KNOW THEY'RE MUCH AT RISK. THEY SAW A FRUSTRATION WHEN ON LOAN THE LOS NINOS IS AND TOMANDO EXAMINED MAP EVEN THOUGH ALGUNAS IS TO THE END THIS CAN ALSO THE ANARCHIST I MENTIONED IN THE WRONG ANSWER NADA NAPOLITANO COMPLETELY EXAMINED ON DECEMBER 11TH 2023 I HAD AN EXPERIENCE THAT FILLED ME WITH SO MUCH SADNESS AND FRUSTRATION WHEN I SAW THE STUDENTS WERE TAKEN THE MAP EXAM OR THE MAP TEST AND I SAW SOME OF THE STUDENTS THEY DID THEY DIDN'T KNOW WHAT THEY WERE DOING. THEY WERE NOT ABLE TO COMPLETE THIS TEST MYRLA CARITAS DE NINOS PRINTER OWNER COMPO DORA KOREAN PEOPLE NOBODY ELOMAR ISLAMIC SCHOLAR MR ACCURATE SARASOTA I HOPE I DON'T NONE OF US ARE LYING LET'S KEEP THE CLASSY NEWS TO DIFFERENT THIS IDIOT MUST JUST TO SEE IN THE LITTLE FACES OF THOSE KIDS TO BE IN FRONT OF A COMPUTER TRYING TO ACHIEVE THEIR GOALS BUT THEY COULDN'T DO ANYTHING IT WAS VERY UNFORTUNATE THAT ALSO THE TEACHER WANTED TO DO HER JOB BUT SHE COULDN'T DO ANYTHING BECAUSE SHE ONLY SPOKE ENGLISH.  NECESITAMOS MAS MAESTROS WILLINGLY IN THE KIDS IN THAT CLASSROOM SPEAK DIFFERENT LANGUAGES AND WE NEED MORE BILINGUAL TEACHERS ISN'T NOISE LAYLA GARCIA AND GET GRANDMAS PRODUCERS EGOS.  EL FUTURO ESTUDIANTES NECESITAMOS KISSAN TAMALES IN QUINTA IS MANAUS IS THAT BUT OVER PRESUPPOSED A HOST OF PROVIDERS MAY HOLD THIS OPPORTUNITY THIS NO NOS ALL WITHIN THIS IS NOT THE EDUCATION THAT WE WANT FOR OUR KIDS FOR THE FUTURE OF OUR STUDENTS. WE NEED YOU TO TAKE THIS INTO ACCOUNT. IT IS IN YOUR HANDS TO APPROVE THIS BUDGET, TO APPROVE THIS TRUST AND FAIR BUDGET TO GIVE BETTER OPPORTUNITIES TO OUR STUDENTS.  DON'T FORGET THEM GRATIS. THANK YOU. JOHNNY MCINNIS THANK YOU. HOLD ON ONE MORE THING WITH THE THEY GOING YEAH JOHNNY SO THIS PROJECT NOT GOOD AFTERNOON CHAIR WORRELL PAPPIN AND MEMBERS OF THE BOSTON CITY COUNCIL MY NAME IS JOHNNY MCINNIS AND THE POLITICAL DIRECTOR FOR THE BOSTON TEACHERS UNION. I AM HERE REPRESENTING EDUCATORS IN THE BOSTON TEACHERS UNION WHO HAVE SHARED THEIR CONCERNS ABOUT THIS BEPS BUDGET AND HOW IT WILL ADEQUATELY FUND INCLUSIVE EDUCATION, SPECIAL EDUCATION AND SERVICES FOR MULTI LINGUAL LEARNERS. THE BTU BELIEVES IN INCLUSION DONE RIGHT WHICH MEANS FIGHTING FOR FULLY SUPPORTED AND FUNDED INCLUSIVE CLASSROOMS. THE SERVICES OF STUDENTS DESERVE AND PUTTING AN END TO A SINGLE TEACHER HAVING TO DO THE JOB OF TWO OR MORE EDUCATORS AT ONCE WHICH DEPRIVES STUDENTS WITH DISABILITIES AND MULTILINGUAL LEARNERS OF THE ADDITIONAL SPECIAL SUPPORT THEY NEED AND DESERVE OUR EDUCATORS HAVE SHARED A FEW THINGS AND THESE ARE QUOTES FROM THEM EVEN WHEN OUR INCLUSION PLANNING TEAM PRESENTED ALL THE SERVICE MINUTES PER GRADE THAT ARE ALREADY IN STUDENTS IEPS WE WERE STILL NOT FUNDED FOR THE SPECIAL EDUCATION SERVICES NEEDED THAT EXIST ANOTHER INDIVIDUAL NEXT YEAR MY CLASS IS MOVING TO AN INCLUSION MODEL AND I WAS TOLD MY STUDENTS ON IEP WILL BE SUPPORTED BY LICENSED SPECIAL EDUCATION TEACHER WHO WILL SPLIT THEIR TIME BETWEEN MY CLASS AND ANOTHER CLASS WHEN THEY ARE NOT SUPPORTING MY CLASS I WILL BE ALONE BUT I AM NOT CURRENTLY LICENSED IN SPECIAL EDUCATION.  ONE MORE I AM INTERESTED IN WHETHER MY SCHOOL WILL MOVE TO A TRANSITIONAL BILINGUAL DUAL LANGUAGE MODEL AND KNOWING MORE ABOUT THE TIMELINE AND ORGANIZATIONAL ASPECTS OF THE SHIFT TO DO IT RIGHT WE MUST HAVE SYSTEMS, MATERIALS AND TRAINING IN PLACE WITH THE DEDICATED LEADERSHIP NECESSARY . TODAY WE ASK THE COUNCIL TO ONE ENSURE THAT THIS BUDGET WILL PROVIDE STUDENTS WITH SERVICES THEY DESERVE WITHOUT RELYING ON A SINGLE TEACHER TO DO THE JOB OF A SPECIAL EDUCATION ESL AND GENERAL EDUCATION TEACHER ALONE . WE KNOW OF NO OTHER DISTRICT IN A NATION THAT DOES THIS SECOND ENSURE THAT THIS BUDGET WILL INCREASE OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO LEARN ALONGSIDE THE GENERAL EDUCATION PEERS. THIRD, ENSURE THAT THIS BUDGET WILL PROVIDE OUR MULTILINGUAL LEARNERS WITH THE SHELTERED INSTRUCTION AND BILINGUAL EDUCATION OPPORTUNITIES THEY DESERVE AND LAST ENSURE THAT THIS BUDGET CREATES A MORE INCLUSIVE DISTRICT WITHOUT SACRIFICING THE INTEGRITY OF THE TEACHING PROFESSION AND OUR STUDENTS FUTURES. THANK YOU.  THANK YOU GIANNI GLENIS MOYER MR RITCHIE THE ORDER OF NAMES FOR THE SAME NUMBER WE WHEN I STARTED THIS I MEAN NOBODY HAS OR TRAINS ALONE BETWEEN ROXBURY IS SO PARTY THEY'LL KEEP ALL THE AID PROGRAMS THE PARLIAMENTARY DISHONESTY WINS ME OF THE ROAD BETWEEN ROXBURY THINK OF THOSE NEEDS CASEY STENGEL IS KILLA HURLEY MEDIAN ISN'T ANY MORE JUST WORTH RESTATING VENEZUELA CARMELA HURLEY JACKIE'S ONE OF THE LAST BAUCUS IS GOING TO BE LEADING WITH INDUSTRY TO EDUCATE PEOPLE MINISTERS OF LONG CARIBBEAN PERFECT I'M IN THE EALING BY YOUR AM IN HIM PROTESTERS GAYLA DAVID SAID WE ARE THE MODELO IS TO BE RATHER BUT I GAVE THESE THREE TO EDUCATE PEOPLE THE WORST ON PROM BY CONTRACT ASEAN THEY MASS MAESTROS BUILDING WITH GOOD AFTERNOON CITY COUNCILORS I PART OF THE PARENT MENTOR PROGRAM AT ST STEPHEN'S YOUTH PROGRAM MY NAME IS AUTHENTIC CALDERON. I LIVE IN ROXBURY.  I HAVE TWO GRANDKIDS THAT GOES TO THE HARLEY SCHOOL. MY GRANDDAUGHTERS HAVE HAD HAVE BEEN SO LUCKY TO BE ABLE TO ATTEND A SCHOOL LIKE THE HURLEY BECAUSE THE HURLEY IS ONE OF THE FEW BILINGUAL SCHOOLS THAT THE DISTRICT HAS MY GRANDDAUGHTERS SPEAK AND THEY WRITE VERY WELL IN ENGLISH AND SPANISH. THE EXAMPLE OF THAT SCHOOL SHOULD BE SEEN LOOKED AT AS A MODEL, AS A MODEL THAT CAN INSPIRE HER SO THAT THE DISTRICT OF BOSTON CAN PROMOTE THE HIRING OF MORE BILINGUAL TEACHERS, SEE AN EMBARGO IN SCHOOL HURLEY GARCIA CONSIDERAR OR NICE GUILLERMO DEL IS TREATED THEY LOOK ESTABA SANDINISTA MOMENTOS IS COMPANY AND THE PRINCIPAL EL GOBIERNO DE LA ESCUELA KNOWN AS IT DOESN'T WE DIFICIL WORK ON THE RECORD WE STUDY ORCHESTRAS WE IN THE SYSTEM BIONDO REGARDLESS ACCOMMODATION AS DIFICIL IS COMO RECORD MY POSITION IS THE MAESTROS PARAPROFESSIONALS BE LINGUIST HOWEVER THE HURLEY SCHOOL HAS BEEN SEEN AS A MODEL SCHOOL BUT SADLY WHAT'S HAPPENING RIGHT NOW IS THAT THEY'RE PUTTING OUR PRINCIPAL AND THE GOVERNING BOARD IN A VERY DIFFICULT SITUATION BECAUSE THEY HAVE TO MAKE CUTS IN THEIR BUDGET AND THEY CAN'T HIRE MORE BILINGUAL TEACHERS AND PARAPROFESSIONALS CHIROPODY IS GOING TO THE CEILING BUT A KEY PART OF OUR SCUOLA TANGO IMPRESSED WITH THE HUSTON JACKET POLICY ON ESCUELA LINGUA HAD ONE DEMAND THAT IN THEIR MATHEMATICS BE LINGUIST IBARRA THOUGH HE COMING THEY LOST HIS TEMPER THE PERFUNCTORY RECORDS OF ECONOMICS WITCHCRAFT HEZBOLLAH BERTONE THE I WANT TO ASK THE MEMBERS OF THE COUNCIL TO PLEASE TO INTERVENE AND TO THINK ABOUT TO MAKE JUST A FAIR BUDGET BECAUSE THIS IS A DUAL LANGUAGE SCHOOL WHICH MEANS IT DEMANDS TO HAVE MORE BILINGUAL BILINGUAL TEACHERS BUT PARADOXICALLY WHAT'S HAPPENED RIGHT NOW IS THAT A LOT OF BILINGUAL TEACHERS ARE BEING LOST FOR THE LACK OF FUNDS. THANK YOU VERY MUCH FOR THIS OPPORTUNITY TO EXPRESS MYSELF. THANK YOU.  ANYONE?  ONE JOHN. EXCUSE ME . ONE MORE. ONE MORE. OKAY. GO AHEAD AND LET ME AND THEN WHEN IT STARTS MI NUMBER TWO. HEY, RANDOM. SO READY TEL AVIV FAMIGLIA THE SUN IS STREAMING. YES TESTIMONIAL A NUMBER WITHIN CARAVAGGIO KATARA ACTUALLY SET TO WORK IN MALTA ALSO.  OKAY, GREAT. THANKS. GOOD AFTERNOON.  MY NAME IS SOUK AND MY ORGANIZER WITH THE ST STEPHEN'S YOUTH PROGRAM AND I AM GOING TO READ A TESTIMONY OF THE NIECE A PARENT WHO WAS HERE BUT SHE HAD TO LEAVE TO PICK UP HER KID.  OKAY, WELL, I ACTUALLY THINK WHEN AFTER THIS NUMBER IS THEN IS CARAVAGGIO MEET WITH ROSEMARY. THANK GOD THOSE E WAS CASSIE'S THING AND I SAID THEY BOTH DON'T GRASP AN OPPORTUNITY THAT . GOOD AFTERNOON. MY NAME IS THE NIECE CARAVAGGIO . I LIVE IN ROXBURY. I HAVE TWO KIDS WHO ATTEND BIPS . THANK YOU FOR THIS OPPORTUNITY BEING GLOBAL GUIDE QUOTE ONE OF THEM IS EQUAL TIME AFTER SCHOOL DON'T THEY DIMINISH THE SAFE MRS. DEATH THE NEEDLE TRACE MISSED OUT ON ME SMALL FELLOW BLOODILY HIT ONE PARAPROFESSIONAL SENOR NAVARRO CONGRATS YES I AM CASE BUILDING WHERE A BODY DISTURBING COOL LAVA INTO OVERLOOK PASCAL ME PETROCARIBE ESCAPE I WHEN I WAS ASSUME INVESTIGATORY SADDLED BY DUBLIN THEN AND NOTHING FOR MOST HONEST OF PLANETS A PHOTOGRAPH SO I'M HERE TODAY TO ADVOCATE FOR MY KIDS ONE OF THEM IS AT THE BLACKSTONE SCHOOL WHERE IN LESS THAN SIX MONTHS MY KID HAS HAD THREE DIFFERENT TEACHERS IN RIGHT NOW THE ONE WHO IS IN CHARGE OF THE CLASSROOM IS A PARAPROFESSIONAL. MR NAVARRO AND THANKS TO HIM HE IS BILINGUAL.  I BEEN ABLE TO BE MORE INVOLVED ON WHAT'S GOING ON WITH MY SON'S EDUCATION BUT EVERY TIME THERE IS AN EVALUATION THE PARAPROFESSIONAL IS NOT AUTHORIZED TO PROVIDE SOME INFORMATIONS OR PLANS ABOUT MY SON'S FUTURE.  IT IS TOYA JACKIE THANK FERDINANDO ESTABLISHED SIENDO EL PRO SUPUESTO THEY MOST OF ALL THE SCHOOL MAY ALREADY LOOK AT THE EVIL BUT I CAME TO LOOK REAL FAMILIAR IN SURVEILLANCE PROGRAM I AM SCHOOL APPAREL ALSO STUDENT THIS MULTILINGUAL QUALITY MEANS THAT IT IS INTO THE PROGRAM I GET AT THE END OF AUTUMN BULLY SCHOOL PARAKEET IS THE FILE TO THE MAESTRO YET OF CAN BE SILENCE NO NO I THINK THAT AND WITNESSES TO THE ANTIS ESPECIALMENTE THIS I LOOK AT WINNING ALL IN THE WITHOUT ALLOCATION PLAN SO NINA'S GOING THIS IS PCI THIS KID CAN ASK WELL I THINK ANY IS NECESSARY BY LOOKING AT A SWASTIKA. THE STUDENT I AM HERE BECAUSE I KNOW THAT THEY'RE COORDINATING IN HOW TO CREATE THE BUDGET FOR BIPS AND I WOULD LIKE TO ASK THE CITY COUNCIL TO PUT PRESSURE ON THE DISTRICT UNDER EDUCATION EDUCATIONAL DISTRICT SO THAT THE DISTRICT CAN INVOLVE THE FAMILIES ABOUT AND INFORM THEM ABOUT THE PROGRAMS THAT THEY EXIST IN THE SCHOOLS ESPECIALLY FOR MULTILINGUAL STUDENTS SUCH AS WHAT ARE THE ADVANTAGES DISADVANTAGES OF EACH PROGRAM? WHAT IS BIPS DOING ABOUT THE LACK OF TEACHERS IN THE DIFFERENT CHANGES THAT HAPPEN IN THE DIFFERENT CLASSROOMS AND THAT THAT AFFECTS STUDENTS ESPECIALLY STUDENTS WITH AN IEP WITH WHICH THESE ARE KIDS WITH SPECIAL NEEDS AND THAT WE WANT SCHOOLS TO HAVE THE NECESSARY STAFF TO COMPLY WITH THE NEEDS OF EACH STUDENT THAT GRAPHIC COMMENTARY THAT IS COMPETENT THIS AND USING IT AS FAMILY AS AT THE END UNPLEASANT QUESTION CAN YOU THEN ONLY RENDIMENTO ACADEMIC OR EMOTIONAL IS CAN THEY LISTEN TO THE ON THIS OPINION THIS IS ENGLISH? YEP AND THIS IS A ON DISABILITY THAT WE JUST GET YOU AS COMPETENT REPRESENT OF THE AUTHORITY PLEASE HELP FAMILIES TO HAVE A BUDGET THAT CAN HAVE THAT CAN IMPROVE THE OUTCOME THE ACADEMIC OUTCOME OF THE STUDENTS, THE EMOTIONAL AND SOCIAL LEARNING AND DEVELOPMENT OF EACH STUDENT'S ESPECIALLY THE ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS WITH DISABILITIES.  THANK YOU VERY MUCH. THANK YOU. NOW WE'LL GO TO JOHN MENDEL.  JOHN, YOU LOVE MUD. YOU HAVE MUD CHAIR MEMBERS. MY NAME IS JOHN MUD.  I'M A LONG TIME EDUCATION ADVOCATE IN BOSTON.  AND SOME OF YOU KNOW THAT I WAS A MEMBER OF THE EL AL TASK FORCE, THE SCHOOL COMMITTEE WHO RESIGNED IN PROTEST OVER BP'S FAILURE FAILED APPROACH TO THE EDUCATION OF MULTILINK LEARNERS AND MULTILINGUAL LEARNERS WITH DISABILITIES.  BY THEIR STANDARD MEASURES, BP HAS HAS BEEN FAILING THESE STUDENTS FOR YEARS. OVER 90% OF ENGLISH LEARNERS AND OVER 90% OF ENGLISH LEARNERS WITH DISABILITIES HAVE FAILED TO PASS MASS TESTS IN ENGLISH LANGUAGE ARTS AND MATH. LARGE PORTIONS OF ENGLISH LEARNING ENGLISH LEARNING STUDENTS HAVE NOT MET THEIR LEARNING GOALS UNDER THE ACCESS TESTS.  THERE WAS A FUNDAMENTAL DIFFERENCE BETWEEN THE APPROACH OF THE RESEARCHERS, ADVOCATES AND EDUCATORS ON THE EL AL TASK FORCE AND WHAT BP HAS PROPOSING. WE BELIEVE THAT IT IS CRITICALLY TO BUILD ON THE FOUNDATION OF NATIVE LANGUAGE IN THE INSTRUCTION OF MULTILINGUAL LEARNERS AS BETTER WAY TO LEARN ACADEMIC ENGLISH AS THE BASIS FOR BECOMING BILINGUAL AND BY LITERATE FOR THOSE WHO WANT TO ACHIEVE THAT GOAL AND AS A FUNDAMENTAL WAY TO SHOW RESPECT FOR THE IDENTITIES AND CULTURES OF MULTILINGUAL STUDENTS. THE RESEARCH, THE EVIDENCE AND THE DATA SUPPORT THIS APPROACH . DESPITE THIS, BP HAS IS IMPLEMENTING ENGLISH IMMERSION IN GENERAL EDUCATION CLASSES WITH ESL SUPPORT.  AND LET'S BE CLEAR ESL SUPPORT IS NOT AND STRUCTURE IN NATIVE LANGUAGE. IN FACT THE RESEARCH SHOWS THAT MANY PROGRAMS THAT USE NATIVE LANGUAGE IN INSTRUCTION FROM EARLY OR LATE ACTUALLY TRADITIONAL BILINGUAL EDUCATION VARIOUS PART WAYS OF DOING DUAL LANGUAGE PROGRAMS HAVE BETTER OUTCOMES THAN ENGLISH.  MY ENGLISH IMMERSION WITH THE ESL SUPPORTS.  SADLY I THINK THE BBC ENGLISH IMMERSION SHIP HAS SAILED. I DON'T THINK YOU'LL BE ABLE TO TURN AROUND IT AROUND COMPLETELY BUT YOU CAN INSIST ON DELAY UNTIL YOU GET ANSWERS TO CRITICAL QUESTIONS. WHAT IS ACTUALLY THE EVIDENCE THAT ENGLISH IMMERSION IN PROPOSED UNDER THE BP HAS INCLUSION PLAN WILL BENEFIT THESE MULTILINGUAL LEARNERS AND MULTILINGUAL LEARNERS WITH DISABILITIES BEFORE A BP HAS HAS DELAYED IMPLEMENTATION TO JUST K 1K2 STUDENTS THIS YEAR OR NEXT YEAR. EXCUSE ME BUT BEFORE BP AUTHORIZES THE EXPANSION OF THE PLAN TO OTHER GRADES, BP NEEDS TO GIVE YOU AND ALL OF US AN UPDATED REPORT ON THE RESULTS OF THE MASS AND ACCESS TESTS FOR COMING YEAR OR THE YEAR THAT IS JUST PASSED AND THE REPORTS ON THOSE TEST RESULTS. THIS COMING FALL AND I WOULD RECOMMEND THAT YOUR COMMITTEES ON EDUCATION AND COMMITTEES ON A COUNTER BILITY SCHEDULE A HEARING TO HEAR THOSE RESULTS AND IF THE RESULTS ARE NOT POSITIVE THEN LET'S ALL RETHINK WHERE WE GO. I'VE GIVEN YOU ALL COPIES OF THE TESTIMONY. THERE ARE CRITICAL ISSUES AS THE PARENTS HAVE POINTED OUT IN EXPANDING BILINGUAL TEACHERS AND WHAT ARE THE TARGETS? WHAT ARE WE GOING TO DO? WE REPORT ON DIVERSITY, BIRACIAL AND RACE AND ETHNICITY BUT WE NEED TO REPORT ON DIVERSITY.  IF LANGUAGE IN THE BOSTON PUBLIC SCHOOLS AND EXPAND THAT . THANK YOU VERY MUCH FOR INDULGING ME . THANK YOU, JOHN. AND SORRY ABOUT GETTING YOUR LAST NAME. LISTEN, LOTS OF PEOPLE CAN'T BELIEVE THAT I HAVE THAT LAST NAME BUT ISN'T TO COMMENT.  THANK YOU AGAIN. THANK YOU. NOW WE'LL GO TO VIRTUAL TESTIMONY STARTING WITH ROSANNE TAN.  HELLO.  I'M ONE OF THE NINE EPS ENGLISH LEARNER TASK FORCE MEMBERS WHO RESIGNED LAST FALL. SINCE THEN WE'VE JOINED FORCES WITH THE TEACHERS UNION AND COMMUNITY ORGANIZERS TO FORM THE MULTILINGUAL LEARNERS ALLIANCE AND IT IS IN THIS CAPACITY THAT I TESTIFIED TODAY. MY COMMENTS REFLECT MY RESEARCH EXPERTISE AND MY EXPERIENCE AS SOMEONE WHO LOST MY FIRST LANGUAGE. FIRST I WANT TO SHARE FOUR UNDISPUTED LONG THIS LONG STANDING FACTS ABOUT MULTILINGUAL LEARNING BEING BILINGUAL IS GOOD FOR THE BRAIN. THE MORE HOME LANGUAGE USED IN THE CLASSROOM THE BETTER THE OUTCOMES. EALES WHO REACHED FLUENCY OUTPERFORM THOSE WHO WERE NEVER ELLS AND THE 2017 LOOK AT ALLOWS US TO BRING BACK BILINGUAL PROGRAMS THAT DEVELOP HOME LANGUAGE AND USE IT FOR INSTRUCTION AND TO ADD ENGLISH. BUT ONLY 7% OF MULTILINGUAL LEARNERS ARE CURRENTLY ENROLLED IN THAT.  WE NEED TO REPLACE REGRESSIVE POLICIES LIKE ENGLISH ONLY AND LEAVING MULTILINGUAL LEARNERS IN SINK OR SWIM SITUATIONS WITH ONES THAT RESPECT BOSTONIANS WHO BRING CULTURAL AND LINGUISTIC WEALTH TO OUR COMMUNITIES. MY TWO MAIN POINTS TODAY ARE ASK FAMILIES WHAT THEY WANT AND PROVIDE ADDITIVE LANGUAGE PROGRAMS THAT SUPPORT BI LITERACY.  FIRST THE BUDGET SHOULD REFLECT AUTHENTIC FAMILY AND EDUCATOR ENGAGEMENT. FAMILIES AND TEACHERS SHOULD UNDERSTAND THE FOUR UNDISPUTED FACTS.  THEY SHOULD KNOW THAT LEARNING ENGLISH DOES NOT MEAN YOU HAVE TO LOSE HOME LANGUAGE. THEN WHEN PRESENTED WITH WHAT LANGUAGE PROGRAMS EXIST AND WORK BEST FAMILIES SHOULD GET TO CHOOSE WHICH ONES THEY WANT IN BPI SCHOOLS.  MY SECOND MY SECOND POINT IS GIVEN BHP'S STATED GOAL OF BI LITERACY, THE BUDGET SHOULD REFLECT MORE ADDITIVE PROGRAM OPTIONS AT EACH GRADE LEVEL. THE BIGGEST BOTTLENECK FOR BILINGUAL PROGRAMS IS STAFFING. IT WOULD BE A WIN WIN IN TERMS OF CULTURAL AND LINGUISTIC RESPONSIVENESS TO DEVELOP FUTURE EDUCATORS FROM OUR COMMUNITIES OR OUR SCHOOLS THROUGH PIPELINE PROGRAMS AND BILINGUAL ENDORSEMENT PATHWAYS THAT WORK.  LET ME END WITH THE HABIT OF PUTTING OURSELVES IN THE SHOES OF OTHERS. IF ANY ONE OF US MOVED WITH OUR SCHOOL AGE CHILD TO LET'S SAY NORWAY, I'M HOPING NONE OF YOU SPEAK NORWEGIAN.  WHAT WOULD WE WANT IN TERMS OF SCHOOLING FOR THEM BESIDES LEARNING NORWEGIAN? WOULD WE WANT OUR CHILD TO ALSO CONTINUE TO IMPROVE THEIR ENGLISH? WOULD WE WANT OUR CHILD TO BE ABLE TO COMMUNICATE WITH RELATIVES WHEN WE VISITED BOSTON IN THE SUMMERS? WOULD WILL BE AT LEAST WANT THAT CHOICE? I'LL JUST CLOSED WITH AN OFFER TO MEET WITH ANY OF YOU SO THAT WE CAN HAVE A TRUE DIALOG ABOUT WHAT EVIDENCE BASED POLICIES AND PROGRAMS THAT BUILD ON THE ASSETS OF OUR RESIDENTS RATHER THAN TAKE THEM AWAY.  THANK YOU. THANK YOU. ROSANNE TEIXEIRA RODGERS GOOD AFTERNOON. MY NAME IS SHAKIRA RODGERS AND I'M AN EAST BOSTON RESIDENT. ADDITIONALLY I AM A MEMBER OF BOSTON EDUCATION JUSTICE ALLIANCE AND COMMITTING TO ADVANCING EDUCATIONAL EQUITY.  STUDENTS WITH DISABILITIES ARE ENTITLED TO RECEIVE FREE AND APPROPRIATE EDUCATION AND THIS BUDGET PROCESS MUST INCLUDE EQUITABLE INVESTMENTS TO MEET THE INDIVIDUAL NEEDS OF ALL STUDENTS.  THIS BUDGET PROCESS MUST ACKNOWLEDGE AND AFFIRM THE INTERSECTING IDENTITIES AND NEEDS OF ALL STUDENTS WITH DISABILITIES.  THIS PROCESS MUST ADVANCE SYSTEM WIDE EFFORTS THAT CELEBRATE AND HONOR NEURODIVERSITY AND BEPS SO THAT EVERY SCHOOL AND EVERY CLASSROOM IS EQUIPPED TO MEET THE INDIVIDUAL NEEDS OF ALL STUDENTS WITH DISABILITIES.  DISABILITIES CANNOT BE IGNORED. TO BALANCE THE BUDGET,  EQUITABLE INCLUSION CANNOT HAPPEN IF THERE IS AN ABSENCE OF INVESTMENT AND OUR YOUNG PEOPLE WITH DISABILITIES WHO CAN AND WILL THRIVE IF OFFERED HIGH QUALITY AND SUPPORT THAT ARE TAILORED TO MEET THEIR NEEDS. ALL STUDENTS DESERVE ACCESS TO THE LEAST RESTRICTIVE EDUCATION SETTING BOTH HISTORICALLY AND PRIVATELY. BLACK AND BROWN STUDENTS HAVE BEEN OVERREPRESENTED IN AND SUBSTANTIALLY SEPARATE LEARNING ENVIRONMENTS. NOT ONLY DOES THIS BUDGET NEED TO ADDRESS EDUCATIONAL SEGREGATION, THE DISTRICT MUST MEET THE NEEDS OF THESE STUDENTS WHO HAVE EXPERIENCED THE MOST DISINVESTMENT.  BUT THE BUDGET MUST BE RETURNED TO EQUITY REPAIRING HARM AND MEETING NEEDS. THIS BUDGET MUST STRATEGICALLY ADDRESS THE LACK OF EDUCATIONAL ACCESS THAT BLACK AND BROWN STUDENTS HAVE AND MUST ADDRESS THE VARIOUS WAYS THAT BLACK AND BROWN STUDENTS WITH DISABILITIES ARE EXCLUDED AND PUSHED AWAY FROM THEIR EDUCATION SO SIMPLY PLACING STUDENTS IN GENERAL EDUCATION SETTINGS IS NOT ENOUGH.  HOW IS ITS BUDGET GOING TO ADDRESS THE EXCLUSIONARY PRACTICES PREJUDICE AND YES THAT THESE STUDENTS IN THE FIRST PLACE? WHAT IS THE INVESTMENT IN ADDRESSING EDUCATION, EQUITY AND DISPARITIES THAT EXIST TODAY FOR BLACK AND BROWN STUDENTS? THAT I READ IT IN RACISM AND ANTI-BLACKNESS? WHAT PROFESSIONAL DEVELOPMENT AND WHAT DOES PROFESSIONAL DEVELOPMENT AND I'M GOING LOOK LIKE TO DISMANTLE THE RACIAL DISPARITIES SEEN WITHIN THE DISTRICT THROUGH THE INCLUSIVE EDUCATION PLAN THE STUDENT MAKE UP OF CLASSROOMS WILL LOOK DIFFERENT. HOW DOES A BUDGET ENSURE THAT THESE STUDENTS WITH DISABILITIES ARE ECOLOGICALLY SAFE AND THE BUDGET PROCESS CAN BE AN OPPORTUNITY TO REIMAGINE WHAT ACCESS AND OPPORTUNITY LOOKS LIKE FOR STUDENTS WITH DISABILITIES. ADDITIONALLY, THIS PROCESS CAN WORK TO ADDRESS LONGSTANDING SYSTEMIC ISSUES THAT HAVE LED TO THE ACHIEVEMENT GAP AND EDUCATION DISPARITIES THAT EXIST TODAY. THANK YOU.  THANK YOU. AND NOW WE'LL GO TO THE ADDITIONAL TESTIMONY.  YEAH, WE HAVE A FEW RECORDED VIDEOS THAT WILL BE PLAYED NOW . WE'RE NOT DONE.  SO I WILL BE ONE DOOR CHASING ME INTO THE I DON'T YOU. GOOD AFTERNOON.  MY NAME IS PAUL PIERCE AND I LIVE IN DORCHESTER. MY CHILDREN STUDIED AT VEEPS AND AT THE THEY ALWAYS BRING A LEVEL GOLF IS WHAT ARE THEY ME SORRY. YOU KNOW JESSE CALLED ME TODAY. I'M HERE TO ADVOCATE FOR THE SCHOOL OF MY NEPHEW JESSE GOMES YANGON, MYANMAR AND SEE AND WE DON'T THINK THAT GOING TO LUCASFILM GAMES STAR HAS CREATED A WELL I BELIEVE WE'RE CUT OFF I DIDN'T KNOW THIS BECAUSE MY SISTER FEELS VERY GOOD ABOUT THE EDUCATION THE BILINGUAL EDUCATION THAT HE IS RECEIVING AT THE HERNANDEZ SCHOOL ORGANIZED OVER IN NORMANDY AND THEY WILL NOT BE WAITING UP HERE FOR THEWRAP.COM WHEN IT COMES YOUR OWN ON THE SHOW, TELL US ABOUT THE ALIAS BECAUSE MY NEPHEW HAS A GOOD COMMUNICATION WITH US. HIS FAMILY HAVE ENGLISH.  THEY DON'T SPEAK ENGLISH VERY WELL AND YOU'RE GOING TO BE EARNING ALL THAT OUT OF CC HONEST AND GET THE MONEY IF YOU GUYS SCHOOL BUT NEXT YEAR THEY'RE CUTTING POSITIONS IN THIS MAGNIFICENT SCHOOL ALL YOU GUYS DON'T HAVE A LAND OF EXPERIENTIAL POINT AND TODAY SINCE YOU'RE TALKING ABOUT THE BUDGET YAKKING BUT I'VE BEEN READING IT FOR FIVE OR I PROVIDE IMPRESSIVE WITH COMPETENCY AND ALSO BENEFICIAL THEY SPOILER AND I'M HERE TODAY TO ASK YOU THAT AS YOU ARE APPROVING THIS BUDGET THINK ABOUT THE FOR THIS INCREDIBLE SCHOOL AND THE INEVITABLE THAT MY EQUAL AWARD ARE EQUAL AWARDING ALTHOUGH CANNOT BE DONE TO BE NARROWED IMAGE OR BANNER OR FACILITIES THAT HAS THIS INCREDIBLE DUAL LANGUAGE PROGRAM AND SUPPORT FOR ALL.  SO PLEASE DON'T DON'T CUT THE THE MONEY OR THE POSITIONS AND PRESS WITH ON THAT. I SWEAR UP ONLY MOST IF NOT ALL THE ANSWERS MINUS THE BOSTON PUBLIC SCHOOLS BUDGET IS NOW IN YOUR HANDS GET UP REALLY EASILY GET APPROVAL NO FAILURE WITHIN THE SCHOOL BEYOND THIS AND APPRENTICES THEY REALLY WANT ME IN GRACE AND I WANT TO ASK YOU THAT AS YOU APPROVE IT. PLEASE DON'T FORGET ABOUT THE MULTI-LINGUAL LEARNER STUDENTS THE APPRENTICES, THE ENGLISH FOR THE CAPACITY THAT IS AND YOUR FROM THIS AND SEE ON THIS WEB FOR YOU AND THE MULTILINGUAL WITH DISABILITIES THEY NEED YOUR SUPPORT GET ACCESS.  THANK YOU. WHEN I STARTED THIS I MEAN I'M GOING TO SEE METRO LEAGUES IS SO AN IMMIGRANT THAT THEY HAD A BOULEVARD AND AGAIN GOOD AFTERNOON MY NAME IS SIMEON RODRIGUEZ AND I AM AN IMMIGRANT FROM THE DOMINICAN REPUBLIC BUT I WAS ALSO ON THE INCLUSION ENGLAND ANALYSIS SQUAD OTHER WEAPONS TO IMPLEMENT GRADEL I WORK IN AN INCLUSION CLASSROOM AT ONE OF THE BOSTON PUBLIC SCHOOLS IN THE FIRST GRADE MADE QUITE FRANKLY FOR OMAR THAT I WILL HANDLE BUT WHAT IS IT THAT MOST APPLAUD YOUR FELLOW STUDENT THIS UPDATE THEY SAID THAT IN ENGLISH I AM HERE AS A MOTHER ADVOCATING FOR MORE SUPPORT FOR STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS.  IT'S ALSO A LITTLE BIT A COMPREHENSIVE LIST. OF COURSE THIS CAN BE ACCOMPLISHED THROUGH A FAIR BUDGET INVESTOR SCHOOL.  THE COMMANDANT OF THE SCHOOLS IN BOSTON SAYS THAT THE DATA BUT I THOUGHT THAT WAS FROM THAT HE THAT THE RECRUITERS OUR SCHOOL LIKE SO MANY SCHOOLS IN BOSTON IS BEING AFFECTED BY A LACK OF STAFFING AND A LACK OF RESOURCES LET DOESN'T MOST OF HOW THEY GET TO THE CEO IF THE LOSS IS TO BE ON PERSONAL MAINTAIN THE LOWEST GRADUATION RATE IS THAT OF MULTILINGUAL.  BEING OPINION POSITIVE BUT ABLE TO COME GET YOU HAVE THE POWER TO CHANGE THIS BECAUSE THANK YOU AND WE'RE NOT THERE THEY IS NO ME NUMBER YOLANDA SEE WHY HE'S REPLICA DOMINICANA IF THEY . GOOD AFTERNOON MY NAME IS ZOOLANDER CEVALLOS FROM DOMINICAN REPUBLIC AND I AM REPRESENTING ESTONIA FOR THE SAME TIME THOUGH AND THIS MATTERS IS GOING BACK I'M REPRESENTING MY GRANDCHILDREN. I AM HERE TODAY.  BUT IF WE CAN DO IT IN PERSON BOYS TO GIVING TESTIMONY THAT THE PROJECT THE MILESTONE FOR THIS GROUP FOR BOSTON PUBLIC SCHOOLS DOMAIN IN GOING BACK NEEDS TO TAKE INTO ACCOUNT IS TRULY BE OUR STUDENTS WOULD WILLINGLY WHO ARE MULTILINGUAL GET SO MUCH THEY GOT INTO PURSUING WHO MAKE UP MORE THAN 40% IS TO THE EMPIRE IN BOSTON OF STUDENTS IN BOSTON THIS CITY AND MY SCHOOL GO SEE THERE ARE STILL AND THEY NEED TO BE GIVEN MORE CONSIDERATION IN TO THIS COURSE AND BETTER RESOURCES GRAPHICS THANK YOU.  MY NAME IS KYLE LAKATOS I AM A PARENT AT ROGER CLARK SCHOOL.  AS A PARENT WE NEED TO BE INVOLVED IN THE DECISION MAKING AND HOW TO BUY THEM WHEN MONEY IS SPENT.  WE ALSO NEED TO KNOW WHAT IS HAPPENING WITH THEM AND SPEND MONEY OF THE TITLE ONE BUDGET. WHY IS THAT? MY NIECE NOT BEING SENT TITLE ONE SHOULD BE SPENT FOR MUTUAL LINGUAL LEARNING NEEDS, STAFF AND SERVICE. MY NAME IS KAREN. I HAVE STUDENTS IN PUBLIC SCHOOL. I'M SO HAPPY TO GIVE MY TESTIMONY TODAY. I WILL TALK ABOUT MY EXPERIENCE LIKE A MOM WHO HAS THE IEP STUDENT OR STUDENTS OR HAS IT BEEN IN SUPPORT LIKE EMOTIONAL SUPPORT TO AVOID ANY PROBLEMS WITH THEIR PERSONALITY? THAT'S WHY I'M HERE TO TELL YOU THAT'S WHEN APPROVING THE BUDGET FOR MOST PUBLIC SCHOOLS. YOU NEED TO REMEMBER OUR SPECIAL EDUCATION STUDENTS.  THEY NEED MORE ATTENTION, BETTER PROGRAM.  THANK YOU.  HI. MY NAME IS OPRAH MCCALL. I'M A PARENT AT ROGER CLARK ELEMENTARY SCHOOL AND I FEEL WE NEED TO HAVE A CONVERSATION ON WHAT PROGRAMS ARE IN OUR SCHOOLS AND WE SHOULD BE ABLE TO MAKE THE INFORMATION AND DECISIONS AND WEIGH THE PROS AND CONS OF EACH OPTION. WE ASKED TO BE P AS DEVELOPED AS SCHOOL BY SCHOOL THAT ENGAGES FAMILIES IN EDUCATION TO UNDERSTAND THE BENEFITS OF BILINGUAL AND CREATE A PROGRAM BASED ON THE NEEDS AND BEST INTERESTS OF THE FAMILIES THEY WOULD HAVE TO CITY COUNCIL . MY NAME IS JESSICA STETSON. AS A PARENT I WOULDN'T BE THE PARENT OF A STUDENT. I AM SINGLE AND CARRY ON THE MULTI-LINGUAL LEARNING PROGRAM SO THAT THEY USED TO ALLOCATE BUDGET ACCORDINGLY AND ARE CURRENTLY IN THEIR NATIVE LANGUAGE.  I WAS ABLE TO IMPLEMENT THEM IN THE FIRST YEAR OF ELEMENTARY SCHOOL AS WELL AS COURSE TO IMMIGRATE TO THIS COUNTRY FOR THE FIRST TIME IN OUR FAITH WITH THE GREAT LEARNING A NEW LANGUAGE LIKE THIS ENGLISH THANK YOU VERY MUCH.  GOOD EVENING. MY NAME IS AS CRUISE. I'M BATMAN 13 ORCHARD GARDEN SCHOOL. I DO MY SUPPORT THE MULTI LANGUAGE LEARNING PROGRAM BECAUSE WHEN I COME FROM CAPE VERDE TWO YEARS AGO MY DAUGHTER HAD A PROBLEM INTERACTING IN HER CLASSROOM.  SHE DIDN'T SPEAK ENGLISH AND HER TEACHER ONLY SPOKE IN ENGLISH. SHE DIDN'T HAVE ANY SUPPORT SO I SUPPORT THE FAMILY.  WE HAD THE SAME PROBLEM I ASK FOR YOU ATTENTION AND TO TAKE INTO ACCOUNT THESE CASES HAVE HAVE BEEN HAPPENING IN ORDER TO HELP USE CASES OF FRUSTRATION.  OUR STUDENT THANK YOU FOR OPPORTUNITY.  I WANT TO THANK EVERYONE WHO CAME TO TESTIFY. I THINK WE JUST HAD A HATTRICK WE IN PERSON RECORDED AND ALSO WRITTEN TESTIMONY AND THAT IS ENCOURAGING AND MAKES ME EXCITED AND HAPPY.  SO THANK YOU FOR EVERYONE WHO SUBMITTED TESTIMONY WROTE IN OR SHOWED UP TODAY. NOW LIKE TO TURN IT BACK OVER TO MY COLLEAGUES FOR ANOTHER ROUND OF QUESTIONING. WELL WE HAVE ANOTHER 2 HOURS SO HOPEFULLY THOSE WATCHING MY WIFE MIGHT ACTUALLY KILL ME ON SO SO VICE-CHAIR PEPEN, THE FLOOR IS YOURS.  THANK YOU CHAIR IAN TO THE COMMENTS I CAN BE PROUD TO LET YOU KNOW THAT LIKE RUSSIA OUR TERRIBLE SADAKO REPORT CAME ANOTHER VOICE WHO JUST VOICES NOISE TO LITTLE THE ECHO THING WAS A LATINA DOMINICANA SPECIFIC COMMENT THAT I CAN AND I CONSIDER LEO WHAT LA MUCHO THEY MEAN MY MARK ON THIS DOUBLE AGENDA FOR ME AND I HEARD SCHOOL SO AUDIENCE YET THIS SCHOOL TEACHER ALLOWED THAT MY MARTIAL ARTS ESL ABUELA THEIR SCHOOL TEACHER AT THE AIRPORT TO STAY SO GRATEFUL FOR HISTORIC GUIDANCE SO I JUST RECOGNIZED THE FACT I LOVE GET IN THE FACT THAT WE HAVE SPANISH SPEAKERS HERE I DON'T ALWAYS GET THAT IN THE COUNCIL CHAMBER SO I WANT TO THANK THEM FOR THAT.  I BELIEVE IT WAS COUNCILOR ANDERSON THAT BROUGHT UP THE QUESTION ABOUT DATA AND HOW DO WE JUST KEEP DATA OF THE IEP STUDENTS AND THEIR NEEDS AND HOW CAN YOU BETTER SERVE THEM? AND IT MADE ME THINK ABOUT OUR THE DISCONNECT THAT EXISTS BETWEEN THE HEALTH CARE SYSTEM AND OUR SCHOOLS IN GENERAL HAS CONSIDERED THE IDEA OF PARTNERING WITH OUR LOCAL HOSPITALS THINKING SPECIFICALLY BMC WHO HAVE A LOT OF COMMUNITY HEALTH WORKERS AND SOCIAL WORKERS WERE DOING A LOT OF OUTREACH TO THE FAMILIES AND UNDERSTANDING THE EXACT NEEDS EACH FAMILIES HAVE. I UNDERSTAND THAT THERE MAY BE OBSTACLES SUCH AS FIRST AND HIP ARE THAT YOU KNOW WE HAVE TO WORK AROUND WITH THE STATE TO MAKE SURE THAT WE ARE IN ACCORDANCE WITH THAT. BUT THERE'S CURRENTLY SIX STATES MASSACHUSETTS NOT BEING ONE OF THEM THAT ARE CURRENTLY USING THE ANC CAME OUT OF THE INTEGRATED CARE FOR KIDS MODEL WHERE THERE IS A HEALTH SYSTEM THAT HAS INTEGRATED SCHOOL AND HEALTH RECORDS FOR ALL KIDS WHICH HAS LED TO FOR THE PUBLIC SCHOOL SYSTEM OF THOSE SIX STATES TO JUST HAVE A BROADER UNDERSTANDING OF THE EXACT NEEDS OF EACH OF THEIR STUDENTS HAVE WE EXPLORE THAT IDEA OR ANYTHING SIMILAR TO THAT? I DON'T THINK WE'RE QUITE THE RIGHT PEOPLE TO ANSWER THAT QUESTION FOR YOU BUT WE'LL TAKE IT BACK AND CERTAINLY GET YOU AN ANSWER. YES. WHAT DO IS I'LL GIVE IT TO THE CHAIR AND THAT WILL BE HELPFUL. HOPEFULLY GOING TO POSE QUESTION FOR YOU ALL FOR SURE. AND THEN MY FINAL QUESTION IS HOW DOES THIS BUDGET REDUCE THE OVERALL PRESENTATION OF STUDENTS IN SUBSTANTIALLY SEPARATE CLASSROOMS AND INCREASE INCLUSIVE OPPORTUNITIES SPECIFICALLY FOR BLACK AND LATINO MALE STUDENTS AND ENGLISH LEARNERS?  DO YOU WANT TO TAKE THAT?  WELL, I'LL START WITH A MULTILINGUAL LEARNERS. I THINK THE APPROACH THAT WE'RE TAKING WITH THIS INCLUSIVE ED IS REALLY INTENTIONAL IN TERMS OF PROVIDING SERVICES FOR STUDENTS AND I THINK WITH MY DEPARTMENT REALLY THINKING OF HOW WE CAN BRANCH OUT MORE NATIVE LANGUAGE ACCESS FOR STUDENTS ACROSS THE DISTRICT, I THINK IT'S REALLY GOING TO CREATE BETTER OUTCOMES, MORE LIKE MORE SUCCESSFUL OUTCOMES FOR STUDENTS BECAUSE WHEN WE LOOK AT THE DATA OF WHERE WE ARE ESPECIALLY FOR OUR SECONDARY STUDENTS, IT'S NOT WHERE OUR FAMILIES INTENDED THEIR CHILDREN TO BE RIGHT? SO I WAS TALKING ABOUT THAT PARENT EARLIER THAT CAME IN AND THEIR NUMBER ONE THEY NUMBER ONE CONCERN IS EDUCATION FOR THEIR CHILDREN AND THEY WANT TO SEE THEIR STUDENTS HAVE JOY ACCESS TO NATIVE LANGUAGE.  THEY WANT THEIR CHILD TO GRADUATE. THEY WANT THEIR CHILD TO HAVE AS MANY OPPORTUNITIES AS THEIR MONOLINGUAL PEERS AS IN EARLY COLLEGE ACCESS AP COURSES SO THOSE ARE THE THINGS THAT I THINK MY DEPARTMENT AND THIS INCLUSIVE ED PLAN IS REALLY ENSURING THAT THERE'S MORE ACCESS FOR THE STUDENTS ACROSS THE DISTRICT BECAUSE BEFORE IN TRADITIONALLY WHEN WE LOOK AT THE DATA IT WASN'T REALLY EXISTING FOR OUR STUDENTS AND I WOULD BRIEFLY AND I THINK THAT WAS REALLY IMPACTFUL IS THE FACT THAT WE'RE LEVERAGING OUR RESOURCES THERE'S SO MANY RESOURCES AND SERVICES IN US FROM OUR STRAND SPECIALIST TO OUR INCLUSION COACHES TO OUR MTA ASSESSED COORDINATORS AND I THINK WHAT THIS PLAN IS GOING TO DO IS GOING TO LEVERAGE THOSE RESOURCES SO THAT WE CAN WORK STRATEGICALLY TO MEET THE NEEDS OF ALL OF OUR STUDENTS AND ALSO IN TERMS OF MAKING SURE THAT AS WE DO THAT THAT WE BUILD CAPACITY IN RELATIONSHIPS WITH OUR FAMILIES MOVING FORWARD, ETC. THANK YOU SO MUCH FOR THAT. WITH THAT I DON'T HAVE ANY FURTHER QUESTIONS. THAT'S ALL YOU OF MY TIME TO THE CHAIR THANK YOU VICE CHAIR NOW WE'LL GO TO COUNCILOR FITZGERALD. THE FLOOR IS YOURS. THANK CHAIR AS YOU GUYS HAVE GONE THROUGH THIS YOU KNOW THE GOING INTO THE INCLUSION MODEL AND IDENTIFYING WAYS THAT WE CAN HELP THIS TRANSITION OCCUR WHAT ARE SOME OF THE THE SECONDARY AND TERTIARY EFFECTS THAT WE SHOULD KEEP AN EYE ON THAT YOU GUYS MUST HAVE IDENTIFIED? HEY, WELL YOU KNOW IT'S NOT ALL GREAT NEWS RIGHT AS WE GO FORWARD HERE ARE THE PURE THE POTENTIAL HURDLES THAT WE CAN HAVE. DO YOU HAVE YOU GUYS IDENTIFIED ANYTHING LIKE THAT AND CAN YOU EDUCATE EDUCATE US ON WHAT SOME OF THOSE MIGHT BE I TYPICALLY ASK DEPARTMENTS IS SORT OF RIGHT LIKE JUST BE HONEST WITH US IN TERMS OF WHAT WE SEE AS THE HURDLES AHEAD AND SO THAT WE CAN BE READY TO EITHER HELP IN ANY WAY THAT A COUNSELOR CAN WRITE AND AS A BODY TO SUPPORT MITIGATING THOSE IMPACTS OR POTENTIAL FUTURE ISSUES. I THINK WE'VE TALKED ABOUT IT HERE BEFORE. I THINK PARTNERING WITH OUR FAMILIES AND OUR PARENTS AND OUR CARETAKERS TO REALLY VALUE THE IMPORTANCE OF ATTENDANCE WHEN WE LOOK AT ONE OF THOSE DRIVERS IF OUR KIDS AREN'T IN SCHOOL AND IF WE'RE NOT MOTIVATING ENGAGING THEM AND WORKING IN PARTNERSHIP WITH OUR FAMILIES TO GET THEM TO SCHOOL, THAT'S GOING TO BE A HUGE, HUGE CHALLENGE FOR OUR DISTRICT. SO I REALLY JUST AS A COMMUNITY JUST REALLY INSTILLING THE IMPORTANCE OF US WORKING WITH OUR FAMILIES TO HELP AND SUPPORT THEM SO THAT OUR ATTENDANCE RATE CAN IMPROVE BECAUSE WE NEED TO GET OUR KIDS TO SCHOOL IN ORDER TO REACH AND TEACH THE OTHER FACTORS JUST WORKING CLOSELY AS A MULTI DISMAL CROSS FUNCTIONAL TEAM TO REALLY MAKE SURE THAT WE CONTINUE TO BUILD THAT COHERENCE SO THAT WE'RE WORKING CLOSELY WITH OUR SCHOOL LEADERS AND PART OF THE LEVERS OF OUR QUALITY SCHOOL IMPROVEMENT PLAN IS REALLY LOOKING AT THOSE LEVERS IN TERMS OF ATTENDANCE AND ALSO EQUITY LITERACY. SO TO ME THOSE ARE THE KEY FACTORS READING LITERACY, LANGUAGE DEVELOPMENT FOR OUR STUDENTS AND ALSO BEING CULTURALLY RESPONSIVE TO DIVERSITY OF OUR FAMILIES ARE REALLY SOME OF THE FOCUS AREAS THAT WE'RE WORKING TOWARDS COLLECTIVELY TO REALLY DEVELOP THOSE RELATIONSHIPS AND ALSO COMMITMENT TO OUR FAMILIES AND TO OUR STUDENTS. GREAT. THANK YOU, JENNIFER FOR THE QUESTIONS. COUNCIL PRESIDENT YOU SO MUCH MR CHAIR FOR LEADING THIS AND FOR HONORING OUR PUBLIC TESTIMONY AND THANK YOU EVERYONE WHO LEFT. I WAS GOING TO USE MY LITTLE SPANISH AND SAYING THAT'S I I GUESS I WOULD IF CAN I ASK THIS IS THE RIGHT PANEL IN THE RIGHT MEETING TO BE ASKING ABOUT EQUITABLE SERVICES, CORRECT GIVEN THAT DISABILITY? YES. YES. I HAVE QUESTIONS ABOUT WHAT WE'RE MISSING OUT ON ADMINISTRATIVELY WHEN WE ARE NOT AND TO THE DISTRICT WHEN WE'RE NOT BEING RESPONSIVE TO THE NEEDS OF STUDENTS WITH AN IEP OR WITH A LEARNING DISABILITY OR WITH A LEARNING DISABILITY WITHIN BPC AND THE FRAMEWORK THAT THEN FORCES THEM TO GO OUT OF DISTRICT OR NOT FORCES THEM TO GO OUT OF DISTRICT. BUT LET'S SAY YOU KNOW I KNOW THAT THERE ARE CERTAIN TIME WINDOWS IN WHICH WE MUST RESPOND TO A FAMILY'S REQUEST FOR PLACEMENT OR ASSISTANCE FOR IEP AND IF THAT DOESN'T HAPPEN, IF THEY FIND AN OUT OF SCHOOL OUT OF DISTRICT EITHER PRIVATE SCHOOL OR THE SCHOOL DISTRICT THAT CAN ACCOMMODATE THEM NOT ONLY WOULD WE HAVE TO PAY FOR THAT EDUCATION THAT IS SOMETIMES UPWARDS OF 50,000 OR HOWEVER MUCH A YEAR BUT WE'RE ALSO ON THE HOOK FOR TRANSPORTATION IN AND THAT IS A DEPARTMENT IN BPC THAT I THINK HAS A LOT OF THOSE INEFFICIENCIES FOR US WHEN IT COMES TO TRANSPORTATION, WHEN IT COMES TO HOW MUCH WE'RE SPENDING ON. STUDENT SO I'M WONDERING IF I COULD GET AN ASSESSMENT FROM BP ABOUT WHAT WE'RE DOING TO REALLY RESTRUCTURE THE EQUITABLE SERVICES DEPARTMENT TO MAKE SURE THAT WE AREN'T UNNECESSARILY SPENDING FOR STUDENTS TO BE EDUCATED OUTSIDE OF REPS WHEN WE HAVE THE CLASSROOMS THE ABILITY AND THE WHEREWITHAL TO TEACH STUDENTS NOT ALL STUDENTS WITH DISABILITIES PERHAPS THERE ARE GOING TO BE OTHER PROGRAMS AT OTHER SCHOOLS THAT ARE BETTER MODELS FOR THEM BUT I KNOW THAT THERE ARE A LOT OF STUDENTS THAT ARE RECEIVING SERVICES OUT OF DISTRICT THAT WE COULD BE TEACHING IN DISTRICT AT SCHOOL . SO I DO KNOW THAT AS WE LOOK AT A DISTRICT AND WE LOOK AT THE STUDENTS THAT ARE PLACED OUT OF DISTRICT THAT WE STARTED TO ANALYZE THE LEVEL OF NEEDS OF THOSE STUDENTS AND WHAT WE NEED TO DO TO BUILD CAPACITY TO REENTER THEM BACK IN TO BP'S THERE IS A PROCESS AS YOU DID MENTIONED, CHAIR, THAT PARENTS DO HAVE A RIGHT TO THE BOARD OF SPECIAL EDUCATIONAL APPEALS TO REJECT IEPS AND WE DO HAVE A PROCESS WHERE WE DO WORK WITH OUR PARENTS TO VALIDATE THE FACT THAT WE DO HAVE THE SERVICES AND THE RESOURCES AND OFTENTIMES IT IS TYPICALLY MOST LIKELY DUE TO COMPLIANCE AND NONCOMPLIANCE ACTUALLY THAT'S YEAH NONCOMMERCIAL YES NONCOMPLIANCE AS TO WHY SOMETIMES THE DECISION IS MADE FOR A FAMILY MEMBER TO TO FILE A COMPLAINT AGAINST THE DISTRICT FOR NOT PROVIDING THE SERVICES SO WE RECOGNIZE THAT AS AN AREA OF PRIORITY FOR US AND WE'RE REALLY TRYING TO WORK STRATEGICALLY TO BUILD CAPACITY WITHIN OUR SCHOOLS AND ALSO WITHIN OUR STAFF TO MAKE SURE THAT WE'RE MONITORING THE PROGRESS OF OUR STUDENTS, THAT WE'RE ENSURING THAT OUR STUDENTS RECEIVE THE SERVICES AND THAT WE WORK WITH THE SCHOOL LEADERS AND THE SCHOOL BASED TEAMS TO BE MORE PROACTIVE INSTEAD OF BEING REACTIVE AND AS WELL AS WORKING WITH TEACHING AND LEARNING TO LOOK AT WHAT ARE THE TIERED INTERVENTIONS THAT OUR KIDS NEED AND THE MENTAL HEALTH SUPPORT THAT THEY NEED IN ORDER FOR THEM TO MEET WITH SUCCESS. OKAY, I HAVE A I'VE NEVER DONE THIS BEFORE. I HAVE A BIT OF A TRICK QUESTION FOR YOU SO I'LL PASS IT THAT DAVID NO. YEAH YEAH NO IT'S YEAH, I'LL GIVE YOU A TRICK QUESTION. SO WHAT ARE THE QUESTIONS? SO LET'S SAY WE'RE MEETING NOW AND WE HAVE A WE'RE MEETING AGAIN ON THIS IN SIX MONTHS OR LIKE UNFORTUNATELY LET'S SAY NEXT YEAR.  WHAT ARE THE QUESTIONS THAT I SHOULD BE ASKING YOU IN SIX MONTHS TIME OR NEXT YEAR TO MAKE SURE THAT WE ARE ACTUALLY TRYING TO MAKE GOOD ON THIS PROMISE OF GETTING BETTER AT MEETING THOSE NEEDS OF OUR STUDENTS IN HOUSE AND IN DISTRICT. SO THAT'S A HUGE ASK RIGHT?  AND THERE'S SO MANY DELIVERABLES THAT WE'RE LOOKING AT. I REALLY THINK THAT IF YOU'RE LOOKING AT JUST OUTCOMES FOR STUDENTS A DISABILITY IS I THINK ONE OF THE ONE OF THE PARENTS AND ONE OF THE CHAIRS HAD TALKED ABOUT OUTCOMES. RIGHT? SO WE'RE LOOKING AT THE MAP ASSESSMENT FOR OUR STUDENTS WE WANT TO LOOK AT ALSO CHILD FINE WE WANT TO LOOK AT HOW WE'RE MEETING THE NEEDS AND MY COLLEAGUES TALKED ABOUT EARLY INTERVENTION AND EARLY CHILDHOOD SERVICES. WE WANT TO LOOK AT THE NEEDS THAT WE'RE MEETING THE NEEDS OF THOSE STUDENTS AND THAT WE'RE SERVICING THEM. THEY'RE GETTING THEM PLACE BECAUSE WE NEED TO START WITH THE BEGINNING IN MIND IF WE START ON THE COMPLIANCE END AND IN TERMS OF COMPLIANCE AND WE WANT TO MAKE SURE THAT OUR SCHOOLS ARE IN COMPLIANCE THAT WE'RE HAVING IEP MEETINGS AND WE'RE MEETING THE TIMELINES AND THE DEADLINES FOR THOSE MEETINGS.  WE ALSO WANT TO LOOK AT OUR DATA FOR LESS RESTRICTIVE ENVIRONMENT.  WE WANT TO MAKE SURE THAT WE ARE PUSHING INCLUSION, SUPPORTING INCLUSION THAT WE'RE GOING TO I DATA REFLECTS THAT SHIFT THAT WE HAVE INCREASED CAPACITY FOR OUR STUDENTS TO BE PLACED IN A MORE INCLUSIVE LEARNING ENVIRONMENT AND THAT WE ALSO AGAIN WE RECOGNIZE THAT SOME OF OUR KIDS STILL NEED MORE, RIGHT? SO WE WANT TO DO A COMPARISON REGARDING WHAT PERCENTAGE OF OUR KIDS NOW ARE INCLUSION CLASSROOMS, WHAT OUR PARTIAL INCLUSION AND WHAT ARE SUBSTANTIALLY SEPARATE CLASSROOMS AND ALSO LOOK AT WHAT PERCENTAGE OF OUR KIDS AT A DISTRICT. AND ALSO I'D ASK FOR YOU TO CONSIDER NOT JUST THAT THEY'RE OUT OF DISTRICT BUT WHAT EXACTLY ARE THOSE DISABILITY CATEGORIES OF THOSE STUDENTS AND AT A DISTRICT THAT THE DISTRICT ARE NOT ABLE TO MEET THEIR NEEDS WITHIN DISTRICT AND WE'RE LOOKING AT THAT NOW IN TERMS OF LOOKING AT POST-SECONDARY OUTCOMES FOR SOME OF THOSE KIDS. THANK YOU SO MUCH. I APPRECIATE THAT ANSWER AND I I'M GOING TO HOLD ME ACCOUNTABLE. OH YES. I MEAN NOT JUST YOU. I MEAN I WAS KIND OF JUST YOU I KNOW IT'S THE DISTRICT AND ALSO THIS IS I THINK THE TOPIC OF ANOTHER HEARING HOPEFULLY IN SIX MONTHS OUTSIDE OF THE BUDGET SEASONS THAT WE CAN REALLY TALK ABOUT WHAT WE'RE DOING HERE AND IF WE'RE USING THAT OFFICE IN A WAY THAT IS YOU KNOW, I'VE HEARD ABOUT IT FROM STAFF, I'VE HEARD ABOUT IT FROM CONSTITUENTS STAFF WITHIN THE OFFICE, I'VE HEARD ABOUT IT FROM FROM PARENTS WHO COME TO ME WHEN THEY CAN KNOW THAT THEY CAN'T FIND PLACEMENT INSIDE OF BPF. AND SO I WANT TO MAKE SURE THAT WE'RE DOING THIS RIGHT BECAUSE I ALSO THINK THAT IT'S TIED INTO THE TRANSFORMATION CONVERSATIONS WE'RE HAVING EARLIER. SO WE'LL TALK ABOUT THIS MORE IN SIX MONTHS. WE'LL FILE IT HERE IN ORDER. SO I JUST WANT TO MAKE SURE THAT WE'RE GETTING THIS RIGHT AND I WANT TO GIVE SPACE TO THE PARENTS WHO HAVE UPLIFTED THIS AS AN ISSUE FOR MY OFFICE.  I REQUESTED I THINK THIS IS BECAUSE CHIEF I GOT MAD ABOUT LAST NIGHT CLASSROOMS I'VE BEEN REALLY IT'S BEEN A REALLY IMPORTANT PART OF MY WORK TO SUPPORT AND CHAMPION LIFE CLASSROOM FOR STUDENTS WITH LIMITED OR OR INTERRUPTED FORMAL EDUCATION FOR AN ENTRY FOR NEW ARRIVALS A LOT OF WHOM ARE OF HAITIAN DESCENT. AND YOU KNOW WE HAD A SITUATION WHERE AT THE TAYLOR SCHOOL IN MATTAPAN WHICH IS A SCHOOL THAT I WENT TO YOU HAD STUDENTS TRAVELING FROM BRIGHTON AND ALLSTON WHO NEEDED THIS LIKE CLASSROOMS I THINK THAT THEY WERE OF BRAZILIAN DESCENT BUT THERE WERE NO SLAVE CLASSROOMS IN AUSTIN. BRYAN I THINK NOW WE ARE I THINK MOVING TO YOU KNOW LAST YEAR I KNOW THAT THERE WAS AN ADDITION OF SLAVE CLASSROOMS IN ADDITION OF A SOCIAL WORK ALLOCATED FIVE CLASSROOMS WHICH I THINK WAS PHENOMENAL. WHAT PROGRESS ARE WE MAKING? AND SO I CLASSROOMS WHAT YOU SEE IS ON THE HORIZON GIVEN WHAT WE'RE SEEING AT THE WELCOME CENTER AND WHAT WE'RE SEEING IN TERMS OF FOLKS COMING IN AND HOW CAN WE ON THE COUNCIL BETTER SUPPORT. SURE. THANK YOU FOR THAT QUESTION. SO IS EVER CHANGING A CIVIL WAR SOMEWHERE CAN KIND OF AFFECT OUR NEED FOR LIFE AS WE HAVE OUR NEWLY ARRIVED STUDENTS ESPECIALLY FOR THE SECONDARY STUDENTS WE'RE REALIZING THAT THAT INTERRUPTED EDUCATION OR INSTRUCTION FOR THE STUDENTS IS HAS IMPACTED THEM AND SO THERE IS A NEED FOR ADDITIONAL SAFE CLASSROOMS WE'VE ACTUALLY HAD BECAUSE OF THIS INFLUX OF MIGRANTS WE'VE HAD TO PETITION THE STATE TO INCREASE SOME OF THE SLAVE CLASSROOMS. WE'RE LOOKING TO SEE REGIONALLY WHERE CAN WE PLACE LIFE ADDITIONAL SLAVE CLASSROOMS FOR SECONDARY LEVEL MORE FOR STUDENTS THAT ARE IN GRADES THREE THROUGH FIVE. BUT ONE OF THE THINGS THAT WE NOTICED TWO OR WE'RE LOOKING AT ARE THE TRENDS OF THE LANGUAGE TRENDS FOR STUDENTS FOR LIFE. SO I KNOW AT THE TAYLOR SCHOOL TRADITIONALLY THERE WERE A THERE WERE A LOT OF STUDENTS OF HAITIAN DESCENT AND SO BOTH SLAVE CLASSROOMS WERE OF WERE LANGUAGE SPECIFIC FOR HAITIAN CREOLE. AND THEN THERE WAS KIND OF LIKE A LAG OF STUDENTS MATRICULATING OR THE NEED FOR STUDENTS IN THE SLAVE CLASSROOM. AND SO THEN IT BECAME A SLAVE HAITIAN CREOLE AND MULTILINGUAL PROGRAM. BUT THEN NOW WITH THE TRENDS SO OUR OFFICE IS REALLY ON TOP OF LOOKING AT THE TRENDS AND HOW WE CAN SUPPORT OUR STUDENTS TO PROVIDE THAT NATIVE LANGUAGE INSTRUCTION FOR THEM. THEY'RE WORKING WITH SCHOOLS, WORKING WITH REGIONAL SUPPORTING TENANTS TO KIND OF TAILOR TOWARDS THE NEEDS OF OUR MIGRANT PATTERN AND THEIR MIGRATION PATTERNS AND THE NEEDS OF THE STUDENTS.  SO YES, DEFINITELY WITH IN FEBRUARY WE HAD THAT BIG INFLUX OF STUDENTS.  THERE WAS DEFINITELY IDENTIFICATION OF SLAVE STUDENTS AND SO WE'VE BEEN KIND OF TAILORING AND ALTERING THE PROGRAMS SO THAT WE CAN MEET THE NEEDS OF THE STUDENTS.  THANK YOU. THANK YOU. MR TEMPLE ONE SHORT QUESTION OKAY THIS IS AROUND YUP'IK AND I SEE SENIOR ADVISOR MCSWAIN HERE AND I SEE THE HAND AND NOT SURE IF ANOTHER COLLEAGUE ANSWERED IT BUT WHERE ARE WE IN TERMS OF LIKE WHAT THE NEED WHAT THE WHAT THE DEMAND IS FOR YOU? OKAY. AND WHAT WE'RE ABLE TO OFFER WHAT IS THE VISION AND IF YOU COULD JUST REPEAT FOR FOLKS HERE I DON'T KNOW IF IT'S GRADE SCHOOLS DOT BOSTON BUT THE ONE STOP SHOP THE ONE STOP SHOP WEBSITE FOR YOU PICK EARLY EDUCATION THAT WAS UNVEILED IN MATTAPAN A FEW WEEKS AGO I THINK THAT WOULD BE HELPFUL.  AND THEN I'LL ALSO SAY WHY YOU'RE COMING TO THE MIKE. MY FIRST YEAR IN BUDGET WITH THE BP'S WITH BP'S SOMEONE WE WERE TALKING ABOUT HOW BP'S IS BAD AT COMMS BECAUSE THERE ARE BETTER THINGS HAPPENING THAN THAN WE ARE TALKING ABOUT THAT MAKES ME HAPPY AS A BOTTOM UP SCHOOL GRADUATE AND WE TALKED ABOUT IT. IT WAS A JOKE BUT IT'S ONE THAT I ACTUALLY TOOK VERY SERIOUSLY ABOUT BRANDING WITH ONE ABOUT WELCOMING SOMEONE'S KID INTO YOU.  I DON'T KNOW IF KIDS AND YOU BE HERE WEARING LENSES ANYMORE BUT LIKE THAT IDEA AND SO I ACTUALLY THOUGHT THAT IT WAS LIKE A BRILLIANT IDEA TO MAKE BP'S MORE ATTRACTIVE BECAUSE OFTENTIMES THERE ARE MORE SEATS AVAILABLE THAN PARENTS ACTUALLY RECOGNIZE. SO LIKE THE MARKETING AROUND THAT SO THOSE ARE MY QUESTIONS. OKAY. THAT WAS A LOT OF QUESTIONS.  IF I FORGET AS WE GO THROUGH FEEL FREE TO ASK THEM AGAIN AND I THINK YOU MIGHT HAVE STEPPED OUT OF THE ROOM WHEN I INTRODUCED TIARA DIAS WHO IS THE DIRECTOR OF YUP'IK SHE'S ALSO SERVING AS THE INTERIM DIRECTOR OF THE OFFICE OF EARLY CHILDHOOD. SO TOGETHER WE'RE GOING TO TAG TEAM YOUR ANSWERS SO WE THROUGH YOU PICK HAVE MADE A COMMITMENT TO MEET THE NEEDS OF THREE YEAR OLDS AND FOUR YEAR OLDS IN BOSTON AND WE'VE BEGUN EACH YEAR OVER THE PAST SEVERAL YEARS WE'VE ADDED BETWEEN 250 AND 300 SEATS IN YUP'IK BOTH IN OUR COMMUNITY BASED CLASSROOMS BUT ALSO LAST YEAR WE ADDED AN ADDITIONAL 100 IN BOSTON PUBLIC SCHOOLS FOR THREE YEAR OLDS. THIS YEAR WE ADDED 250 AND WE'RE TAKING A LOOK AT ALL THE CHANGES YOU JUST HEARD THAT ARE TAKING PLACE IN INCLUSION. SO EXPANDING THE OPPORTUNITIES FOR THREE YEAR OLDS TO PARTICIPATE IN CLASSROOMS MEANS THERE MAY BE FEWER SEATS FOR FOUR YEAR OLDS. SO WE'RE LOOKING AT THAT THIS YEAR NEIGHBORHOOD LEVEL AS WELL AS AT OUR POPULATION LEVEL TO SEE WHERE THE SEATS ARE THAT WE MIGHT WANT TO PRIORITIZE IN THE COMING YEARS. SO THIS YEAR EVEN THOUGH WE'VE DONE 250, WE'RE SORT OF TAKING A STEP BACK AS THE YEAR GOES TO SEE WHAT HAPPENS AS WE ROLL THOSE OUT TO OUR YEAH, I WOULD JUST ADD THAT WE SAW ABOUT 50 OF THOSE SEATS ARE IN FAMILY CHILD CARE. SO IN THE LAST YEAR WE'VE ALSO EXPANDED TO ADD INTO FAMILY CHILDCARE. YOUR SECOND QUESTION WAS ABOUT THE ENROLLMENT PLATFORM AND REBRANDING. RIGHT? AND SO I THINK THE ENROLLMENT PLATFORM WHICH IF YOU HAVEN'T HAD A CHANCE TO LOOK AT IS GREAT START AND ALLOWS BOTH YOU P.K. CENTER BASE AS WELL AS NON DUPLICATES CENTER BASED FAMILIES TO ENROLL THE GOAL OF THIS WEBSITE IS AND WITHIN THIS YEAR IT WILL ALSO BE AVAILABLE FOR BOSTON PUBLIC SCHOOL FAMILIES SO THEY'LL BE ABLE TO REGISTER AS WELL. AND TO YOUR POINT THAT'S WHERE A LOT OF THE REBRANDING IS GOING TO HAPPEN. SO LOVE THE ONESIES BUT COUNTDOWN IS KILLING IT WITH THE YELLOW T-SHIRTS. TRUE, RIGHT? SO WE DON'T WANT TO START A COMPETITION THERE AND REALLY THINKING THROUGH THE WAYS THAT WE BRAND TO TALK ABOUT THIS BIRTH TO EIGHT ALIGNMENT AND A MUCH MORE CLEANER WAY WHICH WOULD INCLUDE THE YELLOW SHIRT BUT YOU'RE RIGHT UNIVERSAL PRE-K AND CENTER BASE IS ROCKING IT AND WE JUST WE WANT TO MAKE SURE THAT MARKETING INCLUDES THAT AS WELL.  PART OF THE OTHER THING THAT WE DID WITH THE GREAT STARTS IS YOU CAN DO THREE THINGS. ONE IS YOU CAN FIND OUT WHAT THE DIFFERENT KINDS OF CHILDCARE ARE AS EVERYONE HAS SO BEAUTIFULLY DEMONSTRATED TODAY IN THIS ROOM NOT EVERYBODY IS FROM BOSTON, NOT EVERYONE IS FROM THIS COUNTRY AND NOT EVERYBODY KNOWS WHAT FAMILY CHILDCARE IS. SO THE FIRST PLACE THAT YOU GO TELLS YOU WHAT YOUR OPTIONS ARE, WHAT THOSE OPTIONS MIGHT MEAN FOR YOU AS A FAMILY.  YOU KNOW WHAT IS WHAT ARE YOU LOOKING FOR? WHAT DO YOU NEED FOR BEFORE CARE AND AFTER CARE? WHAT LANGUAGE ARE YOU LOOKING FOR?  SO IT'S REALLY AN OPPORTUNITY FOR OUR PROVIDERS TO TELL US MORE ABOUT THEMSELVES AND TO TELL FAMILIES MORE ABOUT THEMSELVES SO THAT PEOPLE CAN BEGIN TO MAKE THE RIGHT MATCH. IF YOU START LEARNING AND THEN SEEING WHAT YOUR OPTIONS ARE WHEN YOUR CHILD IS BORN AND THOSE OPTIONS ALSO INCLUDE YOUR NEIGHBORHOOD SCHOOL YOU BEGIN TO SEE WHAT YOUR OPTIONS WILL BE AS YOUR CHILD GROWS.  AND SO PUTTING IT ALL IN ONE PLACE NOT ONLY MEETS THE NEEDS OF FAMILIES TO FIND EVERYTHING BUT IT ALSO MEANS OUR NEEDS TO BEGIN TO SHOW FAMILIES WHAT'S POSSIBLE. WHAT'S THE NEXT STEP FOR THEM MIGHT BE WHETHER THEY'RE GOING FROM A TWO YEAR OLD TO A THREE YEAR OLD FROM A FOUR TO A FIVE OR AS T.R. SAID ULTIMATELY FROM A SEVENTH GRADER TO AN EIGHTH GRADER. WHAT ARE THE OPTIONS FOR ME AND MY CHILD AND MY FAMILY AND ENVIRONMENT? SO WHEN YOU GIVE HEART YOU GIVE REMEMBER IS FOR YOU AVAILABILITY AND ADDITIONS. BUT DO YOU HAVE PERCENTAGES BY DEMAND AND AVAILABILITY WE CAN GET THAT TO YOU. OKAY. THROUGH THE CHAIR I'D LOVE TO KNOW THOSE NUMBERS. THANK YOU. THANK YOU.  COUNCILOR FINISHES ANDERSON AFFORD YOURS DO YOU MR I DON'T SIT PRESIDENT IT'S COMING. IT'S COMING.  THAT'S RIGHT. IT'S ALL LINED UP. IT'S NEXT TIME. NEXT TIME SEE YOUR NEXT TERM. NEXT TERM. ALL RIGHT, SO WHAT'S THE MATTER? WHAT'S THE MATTER WITH YOU?  SO WHAT HAPPENS WITH THAT? SO THE FY 25 BP'S PROGRAM FUNDING IS CALLING FOR 40% REDUCTION IN SPENDING TO SPEND AND COVER COVERAGE FOR PARAPROFESSIONAL LS WITH THE LOSS OF 15 FTE POSITIONS BY THE 2024 INITIAL COLLECTIVE BARGAINING PACKAGE CALLS FOR HIRING MORE POWERS IT'S ONE OF THEIR FIRST PRIORITIES LISTED. CAN YOU EXPLAIN THESE CUTS IN THE CONTEXT OF BTU CALLING FOR INCREASED HIRING ANYWAY I'M SORRY . MY APOLOGIES.  I'M JUST PULLING THAT UP SO FAR 25 HAS A 40% REDUCTION SPECIFICALLY TOWARDS BAD COVERAGE FOR PARAPROFESSIONALS. YEAH I'M NOT SAYING 1550S I'M NOT TOTALLY SURE WHERE THAT'S COMING FROM. MY APOLOGIES FROM THE NUMBERS. OKAY. THE WE CAN COME BACK TO IT. I CAN ASK OUR BUDGET ANALYST TO GET US TO EXACT NUMBER IS THAT WHAT YOU'RE LOOKING FOR YOU WANT TO YEAH I JUST I'M JUST TRYING TO FIGURE OUT WHICH.  YEAH, THAT WOULD BE LOVELY. VERY HELPFUL. THANK YOU. OKAY.  YEAH. OKAY.  NO, HE WAS OUT. ALL RIGHT, CHARISMA, I WE'RE TRYING TO FIGURE OUT THAT THERE WAS A 2425 BP'S PROGRAM FUNDING IS CALLING FOR 40% REDUCTION IN SPENDING TOWARDS SPREAD COVERAGE ABOUT PARAPROFESSIONALS AND THAT MEANS A TOTAL LOSS OF 15 FTE TRYING TO FIGURE OUT LIKE SINCE 2024 INITIATIVE COLLECTIVE BARGAINING PACKAGE WAS CALLING FOR HIRING MORE PARRIS AND OC YOU FOUND IT? I FOUND IT AWESOME THAT SO ONE OF THE THINGS WE I THOUGHT I FOUND IT AND NOW I FEEL LIKE I DIDN'T FIND IT. I APOLOGIZE. I'M GOING TO HAVE TO I MIGHT HAVE TO GET YOU TO ANSWER TOMORROW. OKAY. BUT I WILL GET IT FOR YOU. I I GUESS YOU KNOW CAN YOU TELL ME WHAT ARE THE CURRENT MINIMUM STAFF REQUIREMENTS FOR PARAPROFESSIONALS IN GEN ED CLASSES AND ESSENTIALLY SEPARATE CLASSES AND DOES THIS BUDGET REFLECT THE FUNDING NEEDED TO MEET THOSE REQUIREMENTS? YES, THE REQUIREMENTS ARE EVERY K0 K1K2 CLASSROOM REGARDLESS OF SETTING TIME PARAPROFESSIONAL SO SPECIAL EDUCATION AND GENERAL EDUCATION BILINGUAL REGARDLESS OF SETTING HAS A PROFESSIONAL AND THEN SO SPECIAL AND BILINGUAL SPECIAL BILINGUAL AND GENERAL FK0K1K TO EVERY CLASSROOM EVERY CLASSROOM WILL HAVE AT LEAST ONE PARA YES IS SO DOES THAT MEAN WITH THIS CONSOLIDATION THAT YOU'VE CRUNCHED THE NUMBERS AND NOW YOU NEED LESS YOU NEED 15 LESS OR I DON'T THINK IT'S I THINK THE 15 IS COMING FROM SOMEWHERE ELSE. I JUST I JUST NEED TO DOUBLE CHECK AND CHOOSE. OKAY. WE ARE SEEING FEWER PARAPROFESSIONALS THROUGHOUT THE SYSTEM OVERALL FOR SURE. I'M JUST TRYING TO NAIL DOWN EXACTLY WHICH 15 THESE ARE SO I CAN GIVE YOU THE SPECIFIC ANSWER ON THAT. I WILL SAY THOUGH THAT WE HAVE A LOT OF PARAPROFESSIONALS BUDGET ON ESSER AND WE ARE LOSING A NUMBER OF A NUMBER OF THOSE POSITIONS AS S ROUNDS . OKAY. I CAN CAN I ALSO INTERJECT TO SAY THAT WE ALSO HAVE A VERY SIGNIFICANT HIGH NUMBER OF POWER VACANCIES AS WELL.  OKAY. WHICH WOULD WHICH WOULD OFFSET THE REDUCTION.  IT DOESN'T SPEAK TO THE FACTOR OF THE NUMBER NEEDED THOUGH. SAY THAT YOU STILL HAD LIKE 1020 POSITIONS OPEN. RIGHT. IT STILL DOESN'T SPEAK TO THE FACT OF OH, I DEFINITELY HEAR YOU. AND I CAN SAY FOR CERTAIN BECAUSE I WAS A PART OF THE PROCESSES EVERY REQUIRED PARAPROFESSIONAL POSITION IS BUDGETED ON THE GENERAL FUND.  SO THE REDUCTIONS WE'RE SEEING ARE POSITIONS THAT ARE NOT REQUIRED FOR MINIMUM COMPLIANCE. THAT BEING SAID, THE MINIMUM COMPLIANCE IS NOT OUR GOAL, RIGHT? WE'RE AIMING FOR MORE THAN MINIMUM COMPLIANCE BUT I CAN SAY FOR CERTAINTY THAT EVERY PARAPROFESSIONAL POSITION WE'RE REQUIRED TO HAVE EITHER BY THE BTU CONTRACT OR STATE OR FEDERAL LAW REGULATION WE DO HAVE WHAT'S MINIMUM OF COMPLIANCE.  SO IT'S A PARAPROFESSIONAL IN EVERY K0 P 1.2 CLASSROOM REGARDLESS OF SETTING PAIR PARAPROFESSIONAL IN EVERY SPEC SPECIAL EDUCATION SUB SEPARATE CLASSROOM THAT HAS MORE THAN EIGHT STUDENTS IN A PARAPROFESSIONAL IN EVERY BILINGUAL CLASSROOM THAT HAS MORE THAN 20 STUDENTS IN IT AND 1 TO 1 PARAPROFESSIONAL FOR EVERY STUDENT WHO'S REQUIRED TO HAVE ONE UNDER THEIR IEP. WHEN YOU SAID YOU FOUND IT, WHAT DID YOU FIND?  I THOUGHT I FOUND EXACTLY WHAT THAT NUMBER 15 WAS COMING FROM BUT I DON'T FULLY UNDERSTAND WHAT I'M SEEING ON MY MY SCREEN SO I JUST NEED TO GET YOU THE SPECIFIC TEN FROM A 15 TOMORROW. NO, THANK YOU SO MUCH.  JUST A FOLLOW UP UNDER THE ACCOUNT DETAIL FOR PROGRAMS, DEPARTMENTS AND ACCOUNTS SUPPORTING SPECIAL EDUCATION THEY'RE ADDING 117 FEES FOR SPECIAL EDUCATION AIDES.  I'M CURIOUS TO KNOW GIVEN THE VARIOUS HIRING CONCERNS WE'RE SEEING WE'VE SEEN OVER THE YEARS WITH VIPS, WHAT WHAT'S THE PLAN TO ACTUALLY HIRE OUT THESE POSITIONS WITHIN THE NEXT FISCAL YEAR?  I REALLY APPRECIATE THAT QUESTION SO SOME OF THESE A CHUNK OF THESE POSITIONS ARE POSITIONS THAT HAVE HISTORICALLY BEEN GENERAL EDUCATION AIDES AND SO THE THE POSITION IS ACTUALLY THE SAME AND THE SAME PARAPROFESSIONAL MAY BE IN IT BUT THE POSITION HAS BEEN RECODED FROM GENERAL EDUCATION TO SPECIAL EDUCATION AS A PART OF OUR INCLUSIVE EDUCATION ROLL OUT.  SO AND WE DON'T ACTUALLY NEED TO HIRE MORE PARAS FOR THOSE POSITIONS. RIGHT. SO THAT'S THAT'S A BIG PART OF WHAT'S GOING ON. SO PRIORITY NOW BEING ON SPECIAL. EXACTLY AND WE THINK WE'LL BE ABLE TO UTILIZE OUR EXISTING PARA POOL TO FILL THE MAJORITY OF THOSE POSITIONS OR YOU'LL SAY OKAY THANK YOU. JUST PROGRAMMATIC QUESTIONS HERE WHAT HAPPENS FOR EXAMPLE IF MORE PARENTS OPT IN FOR INCLUSION LIKE THAT THEY'RE LIKE YEAH WE WANT THAT. THEN YOU CAN HIRE CAPACITY. YES THAT HAPPENS. THEN IF THERE'S MORE YOU CAN HIRE ENOUGH OF FAST ENOUGH BUT NOW YOU HAVE LIKE AN OVERWHELMING OF THEIR SAY YES.  SO IN GENERAL WHAT WE TRY AND DO IS WE VERY RARELY SEE THAT UNIVERSALLY ACROSS THE SYSTEM SO WE MIGHT HAVE TO REDEPLOY RESOURCES FROM ONE PLACE IN THE SYSTEM TO THE OTHER. THE OTHER THING IS WE HAVE A NUMBER OF RESOURCES THAT ARE CENTRALLY FUNDED TO PROVIDE LIKE COACHING AND SUPPORT AND IF WE EVER GET TO A PLACE WHERE WE NEED MORE DIRECT SERVICE AND WHAT WE HAVE WE WILL START TO REDEPLOY THOSE PEOPLE AWAY FROM COACHING TO BE DIRECT SERVICE PROVIDERS. I THINK THAT'S HAPPENED ONCE OR TWICE IN THE NINE YEARS I'VE BEEN HERE. QUITE OFTEN WE'RE ABLE TO FIND CAPACITY AT OTHER PARTS OF THE SYSTEM TO BE ABLE TO REDEPLOY TO MAKE IT HAPPEN. UNDERSTOOD. AND SAME WITH THE REVERSE,  RIGHT? SAY YOU YOU DON'T HIRE UNTIL YOU NEED RIGHT SO THE REVERSE WOULD BE MOOT. YEAH. WHAT WHAT THE REVERSE IS A TRICKIER SITUATION BECAUSE WE ACTUALLY DO TRY AND HIRE IF WE END UP WITH LESS DEMAND THAN WE THINK. RIGHT WE'VE WE WE TRY AND HIRE BASED ON OUR PROJECTED DEMAND. SO WE ACTUALLY DO HIRE BEFORE THE FAMILIES SHOW UP AND SO WHAT CAN HAPPEN AND HAS HAPPENED AT TIMES IS WE WILL SEE A SCHOOL HIRE FOR TWO CLASSROOMS AND THEN THERE'S ONLY 15 KIDS ON THE FIRST DAY OF SCHOOL AND THE QUESTION THERE IS WHAT DO WE DO? SO WE'LL HAVE AN INDIVIDUALIZED CONVERSATION WITH THAT SCHOOL LOOKING AT OUR DEMAND DATA AND SAY OKAY, MAYBE WHAT WE'LL DO IS WE'LL ONLY OPEN ONE CLASSROOM FOR THE FIRST DAY OF SCHOOL AND WE'LL HAVE THE OTHER TEACHER REASSIGNED TO OTHER SUPPORT DUTIES IN THE BUILDING TO SUPPORT BECAUSE WE THINK, YOU KNOW, EVENTUALLY THAT CLASSROOM WILL OPEN OR WE THINK YOU KNOW, THERE'S MORE KIDS COMING SO WE'RE GOING TO OPEN BOTH CLASSROOMS RIGHT AWAY. EXACTLY WHAT WE DO DEPENDS ON THE SCHOOL AND WE'LL HAVE A DETAILED CONVERSATION WITH THEM THAT DOESN'T HAPPEN OFTEN. IT'S NOT QUITE AT THE LEVEL THAT YOU CAN COMPLETELY REDEPLOY SOMEONE NO, IT'S JUST THE CLASSROOMS ARE LESS EMPTY SINGLE TEACHERS NOT BEING QUALIFIED OR CERTIFIED FOR ELA OR SPECIAL ED. WE HEARD ONE OF THE TESTIMONIES TODAY FROM BTU SAYING THAT IS THAT IS THAT EVER A POSSIBILITY? IS THAT IS THAT REALITY?  I'M SORRY I WAS TRYING TO GET SINGLE TEACHER CLASSROOMS WHERE THEY'RE NOT ACTUALLY THEY'RE LEFT ALONE WITHOUT QUALIFICATION OR WITHOUT CERTIFICATIONS HILO OR SPECIAL ED TO HANDLE A CLASSROOM AND SOMETIMES SHARING POWERS. SO I WOULD JUST IF I MAY RESPOND SO I ALSO WANT TO KIND OF TALK FOR A QUICK SEC ABOUT YOUR INITIAL QUESTION TO AS WHY IT'S SO IMPORTANT THAT WE'RE BUILDING OUT CERTAIN GRADES IN TERMS OF LOOKING AT STAFFING CAPACITY AND WORKING TOWARDS HUMAN CAPITAL BASED ON THE GRADES THAT WE'RE ROLLING OUT TO ADDRESS THE FIRST PART OF YOUR QUESTION IN REGARDS TO GOING INTO CLASSROOMS THAT WHERE TEACHERS DO NOT HAVE THE LICENSE AND IF THE STUDENT IS CONSIDERED TO BE IN AN INCLUSION CLASSROOM THEN IT'S OUR RESPONSIBILITY TO MAKE SURE THAT WE LOOK AT MAKING SURE THAT THERE'S A STAFF MEMBER THAT HAS A LICENSE TO PROVIDE THE SERVICES. SO AS I'M SURE AS WE TALKED ABOUT BEFORE, THAT MEANS THAT THERE'S A POSSIBILITY THAT THERE COULD BE A PUSH AND PULL OUT OR USING THE RESOURCES FROM THAT SCHOOL FOR SPECIAL NEEDS TEACHER WHO HAS THE LICENSE TO GO INTO THE GENERAL EDUCATION CLASSROOM AND TO PROVIDE THOSE SERVICES AND OR MOVE THE STUDENT DATE BASED ON LEVEL OF NEED TO A CLASSROOM THAT HAS MORE INCLUSIVE SERVICES THAT HAS A SEAT CAPACITY. SO THERE'S THOSE OPTIONS BUT THERE'S A LOT OF COORDINATION. NO WONDER OPERATIONALLY YOU GUYS HAVE A LOT OF MONEY FOOD CONTRACTS THANK YOU. WHY ARE WE STILL CONTRACTING LIKE OTHER STATES FOR OUR MEALS SO THE OUR MAIN VENDING MEALS PROVIDER IS CITY FRESH THE BOSTON BASED ANY OTHER IS OUTSIDE OF STATE I MEAN YES THERE ARE SOME OF OUR FOOD COMES OUT NOT ALL OF OUR FOOD COMES FROM IN-STATE I GUESS THE QUESTION YOU KNOW HOW ARE WE DOING WITH LOOKING LOCAL SO MOVING RIGHT NOW ABOUT MORE THAN A LITTLE MORE THAN 10% OF OUR FOOD BUDGET COMES FROM NEW ENGLAND GROWN AND PRODUCE PRODUCTS IN ADDITION TO THE VENTED MEALS PROVIDER BEING A BOSTON BASED COMPANY, OUR GOAL IS TO PROCURE ABOUT 30% OF OUR FOOD LOCALLY AT LEAST. THANK YOU. WHAT ABOUT EQUIPMENT CURRENT CHARGES OTHER CURRENT IT'S ABOUT 15.3 MILLION. WHAT IS THAT? WHAT IS IT FOR EQUIPMENT OTHER CURRENT OR UNDER IT'S UNDER EQUIPMENT CURRENT CHARGES BECAUSE IT SAYS OTHER OTHER I DON'T KNOW WHAT THAT'S FOR SO EQUIPMENT YOU SAID ABOUT 15.8 MILLION POINT THREE 15.3 A TOTAL OF EXTERNAL FUNDS AND I WAS LOOKING JUST AT GENERAL FUND THAT WAS THE PROBLEM WITH THAT.  AND ALSO JUST TO GO BACK SOMEONE ON MY TEAM GOT THIS REALLY QUICKLY. THANK YOU. YOU KNOW THE REDUCTION IN 15 IS A SPECIAL COVERAGE PARAPROFESSIONALS WAS A MISTAKE IN OUR DATA ENTRY FOR THE TABLES NOT WHAT'S ACTUALLY HAPPENING THOSE 15 POSITIONS ARE CONTINUING FOR NEXT YEAR SO WHAT'S OTHER CURRENT OTHER CURRENT FOR EQUIPMENT THAT THE MAIN THING EQUIPMENT ALL FUNDS OTHER CURRENT CHARGES YEAH OH IN THE PROGRAM BUDGET MM SO WORKER'S COMP RESERVE ACCOUNT YEAH SO THE OTHER CURRENT IS A VARIETY OF A VARIETY OF DIFFERENT SMALLER BENEFITS THAT RUN ACROSS OUR UNION PARTNERS SO THERE'S A HOUSING TRUST FUND FOR OUR CUSTODIANS, THERE'S I HAVE TO PULL THE FULL LIST FOR YOU BUT THERE'S A VARIETY OF A VERY INTERESTING THROUGH THE CHAIR COULD I COULD WE GET A LIST.  YEAH EVERYTHING IN THAT CATEGORY FOR BREAKDOWN PLEASE. THANK YOU. I'M SURE IT'S SOMEWHERE BUT I DON'T HAVE IT I IT MAY NOT BE IN THE MATERIALS PROVIDED TO DATE SO WE CAN CERTAINLY GET IT FOR YOU. THANK YOU SO MUCH.  LAST QUESTION. THANK YOU, MR CHAIR. I GUESS YEAH SO WELL SUPPORTS TO PARENTS SUPER IMPORTANT SAME CONCEPT ABOUT SORRY DISABILITY CHILDREN WITH IEP SUPPORTS IF I CAN'T HELP MY CHILD WITH THEIR HOMEWORK AND YOU KNOW ENGLISH OR THE PROPER LANGUAGE THEN I DON'T KNOW HOW IS PARENT UNIVERSITY DOING AND WHAT ONE OF THE RESOURCES WE ARE COLLABORATING WITH TO MAKE SURE THAT OUR PARENTS KNOW HOW TO TEACH THEIR CHILD, ASSESS THEIR CHILD WITH HOMEWORK AT HOME IN THEIR LANGUAGE OR IN ENGLISH?  SURE. WE'VE PARTNERED WITH THE OFFICE OF COMMUNITY AND FAMILY ENGAGEMENT SO ESPECIALLY WITH THE INFLUX OF FAMILIES THAT WE'VE HAD IN TERMS OF KEEPING FOR ACTIVITIES FOR FAMILIES,  PROVIDING ESL CLASSES FOR FAMILIES AT THE SHELTER AS A FORM FOR AND THROUGHOUT THE DISTRICT AT SOME SCHOOLS AND COMMUNITY CENTERS WE'RE PROVIDING ESL CLASSES FOR FAMILIES AS WELL.  THERE'S DEFINITELY A NEED BECAUSE OF THE INFLUX THAT WE'RE NOT KEEPING UP AT THE PACE THAT IT'S NEEDED BUT THAT IS DEFINITELY ONE OF OUR PRIORITIES TO CONTINUE TO ENSURE PROVIDING SUPPORTS FOR FAMILIES.  SO EVEN DURING LIKE I SAID AT THE SHELTERS WE'RE PROVIDING IT THERE AND AND THROUGHOUT THE SCHOOLS. SO THE FAMILIES ON AND THIS FILM STUDENT SORRY THE SCHOOL SITE COUNCILS ARE INFORMING FAMILIES OF THESE OPPORTUNITIES BUT WE WOULD LOVE TO BE ABLE TO PROVIDE MORE FOR FAMILIES AS WELL.  SO WE'RE NOT WE'RE NOT COMPLACENT OR SATISFIED WHERE WE ARE.  MY FINAL COMMENT I'M NOT GOING ANYWHERE. I WANT TO HEAR MY COLLEAGUE'S QUESTIONS BUT I'VE ALWAYS FOUND IT INTERESTING BECAUSE THIS IS A NEW PROGRAM IN TERMS OF GOING INTO SHELTERS AND THEN THERE'S THIS LIKE NEED FOR CAPACITY FOR YOU AS WELL. BUT SCHOOLS ARE NOT CLINIC OR YOU KNOW IT SHOULDN'T BE WHOLLY LIKE SOCIAL WORK TYPE RIGHT? HOWEVER BECAUSE YOU TALK ABOUT THE WHOLE CHILD THEN WE ARE TALKING ABOUT THIS WRAPAROUND CONCEPT OF WORKING WITH THE FAMILY AND IF WE DON'T HAVE THE RESOURCES TO SUPPORT OUR FAMILIES AND OUR CHILDREN AND YOU KNOW ARE NOT SET UP FOR SUCCESS. SO I DO WANT TO TALK TO US ABOUT HOW WE CAN CREATE A LARGER NETWORK OF VSO CLASSES AS WELL AS WHAT UNIVERSITIES USED TO DO WHERE THEY TAUGHT PARENTS HOW TO TEACH THEIR KIDS HOMEWORK IN THEIR LANGUAGE.  AND I FEEL I DO FEEL LIKE BEYOND BEYOND THE NEED BECAUSE THAT DOESN'T ADDRESS WHO LIKE ALL THE PEOPLE THAT'S BEEN WAITING RIGHT THE SHELTER THING IS SORT OF NEWER SO I REALLY APPRECIATE YOUR WORK. I THINK HERE TODAY YOUR YOUR RESPONSES HAS BEEN A TESTAMENT OF LIKE, YOU KNOW, AMAZING PROFESSIONALS THAT ARE TRYING TO BRING THIS TO ANOTHER ANOTHER LEVEL. I REALLY APPRECIATE YOUR WORK. WOULD IT MATTER HOW I DID A LOT OF WORK THERE WITH CLIENTS AND APPRECIATE YOU AS WELL IF I IF WE GOT INFORMATION LET'S KEEP TALKING LET'S TRY TO FIGURE IT OUT AND WE'RE ALL TRYING WELL WE ALL HAVE THE SAME GOAL, RIGHT? YES. FOR THE BEST OF OUR CHILDREN IN BOSTON. ABSOLUTELY. THANK YOU. LOOK FORWARD TO THAT PARTNERSHIP.  LIKEWISE. THANK YOU SO MUCH. THANK YOU. COUNSELOR FINANCIAL ANDERSEN COUNCILOR ME HERE. THE FLOOR IS YOURS. YES. AND I'M SURE YOU CAN SEE THAT COUNSELOR ANDERSEN AND I HAVE THE SAME ENERGY AND WE START OFF STRONG AND WE'RE GOING TO HOLD YOU DOWN. BUT AT THE END OF THE DAY, I THINK IT IS IMPORTANT TO RECOGNIZE THAT FOR US RIGHT.  WE HAVE LIVED THE REALITIES THAT WE'RE TALKING ABOUT HERE TODAY. WE'RE BOTH MOMS. WE'RE BOTH IMMIGRANTS.  WE'RE BOTH ENGLISH LANGUAGE LEARNERS. WE'RE BOTH HOPING AND PRAYING THAT UNDER OUR LEADERSHIP THINGS WILL BE DIFFERENT FOR THOSE THAT WE SERVE, RIGHT? SO HOPE THAT YOU UNDERSTAND THAT THE LEVEL OF PASSION FOR YOU KNOW AND AND PRESENTATION AT LEAST I'LL SPEAK FOR MYSELF COMES FROM A PLACE OF FRUSTRATION BECAUSE WE KNOW WHAT IT'S LIKE TO SIT IN THIS CHAMBER AND THE ONLY THING THAT CHANGES ARE THE CHARACTERS THAT ARE IN FRONT OF US BUT THE THINGS FOR THE PEOPLE THAT WE SERVE IT FEELS LIKE IT'S MOLASSES DRIP, DRIP RIGHT AND THAT'S WHERE THE FRUSTRATION COMES FROM FOR ME ESPECIALLY BECAUSE HAVING WORKED IN THE EDUCATION ADVOCACY SPACE,  WORKING WITH PARENTS WHO AND THEN KNOCKING DOWN THOSE DOORS AND TRYING TO SEE CHANGE IT IT FEELS LIKE FOR ME A SENSE OF RESPONSIBILITY AND MAKING SURE THAT MY TIME WITH YOU ALL IS BOTH GETTING THINGS ON THE RECORD SPEAKING FOR THOSE WHO CAN'T BE HERE AND ASKING DIFFICULT QUESTIONS BECAUSE OUR JOB IN CASE PEOPLE DON'T KNOW THE JOB DESCRIPTION OF THE CITY COUNCIL , OUR JOB IS TO BE THE CHECKS AND BALANCES TO THE ADMINISTRATION.  OUR JOB IS NOT TO GIVE A PASS AT THE ADMINISTRATION.  OUR JOB IS TO HOLD THE DISTRICT AND TO THE CITY ACCOUNTABLE TO THE PEOPLE.  SO ALWAYS UNDERSTAND THAT FOR ME I'M ALWAYS GOING TO TAKE MY JOB SERIOUS AND WHEN I COME HERE I COME HERE TO FIGHT BECAUSE THAT'S ALL I KNOW HOW TO DO. I'M SORRY I JUST WANT TO VALIDATE WHAT YOU SHARED WITH US TODAY AND ALSO TO SAY THAT I DON'T WANT TO SPEAK FOR MY COLLEAGUE JOEL BUT I TOO AM A FORMER STUDENT. I TOO AM A FAMILY MEMBER HERE AND RAISED IN DPS. I UNDERSTAND THE NEEDS OF OUR STUDENTS IN OUR FAMILIES AND I WAS PART OF THE WHOLE BUSSING WHEN I WAS IN ROXBURY GOING TO WEST ROXBURY. SO THAT'S PART OF THE REASON WHY I RETURNED TO BPOS BECAUSE I DON'T WANT TO BE THAT TRIP. I REALLY WANT TO MAKE A DIFFERENCE. I'M COMMITTED TO OUR FAMILIES AND ALSO LIVING AND BREATHING AND BEING PART OF THE STRUGGLE. I UNDERSTAND WHAT THAT STRUGGLE IS AND WHAT IT MEANS TO OUR FAMILIES AND TO OUR STUDENTS. SO I CAN TELL YOU PERSONALLY,  PROFESSIONALLY THAT I AM COMMITTED TO WORKING IN COLLABORATION WITH ALL STAKEHOLDERS IN THE CITY AND MOST IMPORTANTLY MORE SO TO OUR FAMILIES AND TO OUR STUDENTS AND I'M ENCOURAGED BY THAT AND I WILL SAY AS WELL AS A PRODUCT OF MULTILINGUAL LEARNERS OF TWO PARENTS THAT WENT TO DORCHESTER HIGH WHEN DORCHESTER HAD BEFORE TECH BOSTON WAS DORCHESTER HIGH. MY PARENTS CAME HERE IN THE SEVENTIES WERE PRODUCTS OF BUSSING AND I TOO AM A BOSTON PUBLIC SCHOOL GRADUATE.  I TOO BELIEVE IN THE INFINITE POTENTIAL FOR STUDENTS IN THE DISTRICT AND THAT'S WHY I COME TO WORK EVERY DAY FIGHTING HARD FOR THE STUDENTS.  IT'S NOT A JOB THAT I TAKE LIGHTLY. YOU KNOW I AM A GRADUATE OF DORCHESTER HIGH HIGH SO PENTAHO OKAY SO NOW THAT WE GOT TO KNOW EACH OTHER A LITTLE BIT MORE BUT I WANT TO I WANT TO UNDERSCORE THAT PIECE AROUND REVOLVING DOOR THAT EXISTS HERE AND BEEPS IS THAT WHEN PEOPLE WHO DEEPLY CARE ABOUT THE WORK SPEAK UP SOMETIMES THEY'RE SHOWN THE DOOR OUT. SO I HOPE THAT YOU HAVE THICK SKIN AND YOU'RE READY TO FIGHT LIKE BECAUSE IT'S GOING TO TAKE A THAT FIGHT TO STAND UP FOR OUR FAMILIES AND TO STAND UP TO A SYSTEM THAT WAS NOT READY OR PREPARED TO EMBRACE ALL OF US. SO I JUST WANT YOU TO KNOW WHAT YOU'RE UP AGAINST BECAUSE I'VE ONLY BEEN HERE FOR FOUR YEARS. I HAVE SEEN THE MASS EXODUS OF PEOPLE AND SOME OF THESE FOLKS HAVE BEEN FOLKS WHO I'VE WORKED WITH BEFORE THEY GOT INTO THOSE POSITIONS.  SO I JUST YOU KNOW, JUST TO LET YOU KNOW THAT CHANGE IS NOT EASY, ESPECIALLY IN A CITY LIKE BOSTON.  AND SO I COMMEND YOU FOR READY TO FIGHT BECAUSE IT'S NOT GOING TO BE EASY BUT I'M HERE FOR IT AND I WILL BE HERE TO FIGHT ALONGSIDE YOU AND SOMETIMES FIGHT WHICH YOU AND FIGHT YOU TOO. BUT ANYWAYS MY QUESTIONS OKAY SO BP HAS ASKED SCHOOLS TO GO THROUGH AND THE GOOD THING ABOUT ME IS THAT I BRING THE VOICES OF THE PEOPLE INTO THESE SPACES BECAUSE I THINK IT'S IMPORTANT AND THIS IS ONE OF THOSE EXAMPLES. SO BP SAYS HAS ASKED SCHOOLS TO GO THROUGH AN INCLUSION PLANNING TEAM PROCESS TO ENVISION A TRULY INCLUSIVE ENVIRONMENT YET IT SEEMS LIKE WE HAVE FUNDED LESS THAN HALF THE POSITIONS SCHOOLS HAVE ASKED FOR. AND THEN I'M JUST CURIOUS GIVEN THAT INCLUSION PLANNING TEAMS CONSIST OF EDUCATORS ON THE GROUND WHO KNOW WHAT THEIR STUDENTS NEED, HOW ARE YOU ABLE TO ACCOUNT FOR THE CURRENT NUMBERS OF POSITIONS FUNDED TRULY MEETING THE NEEDS OF STUDENTS WITH DISABILITIES? WHAT DOES THAT LOOK LIKE?  I I WOULD JUST SAY FROM THE FROM THE MONEY FROM THE MONEY SIDE YOU KNOW, I HAD MY EXPERIENCE AS A EDUCATOR OF STUDENTS DISABILITIES COMES FROM TEACHING SEVENTH GRADE MATH IN THE CHARTER SCHOOL 15 YEARS AGO SO PROBABLY NOT THE MOST UP TO DATE STRATEGIES MAYBE NOT EVEN THEN BUT I THINK ONE OF THE BIGGEST CHALLENGES WE'RE FACING RIGHT NOW IS THE FACT THAT WE'RE PLANNING ALL OF THIS FOR THE FIRST TIME THIS YEAR AND WE DON'T HAVE THE NEW IEPS YET AND WE DON'T HAVE THE DATA THAT MAKES SENSE TO PLAN. I MEAN I MEAN JUST FROM A LOGISTICAL STANDPOINT, I THINK THIS HAS BEEN HELD UP. I MEAN THIS IS SO I'VE BEEN THROUGH FOUR COLLECTIVE BARGAINING NEGOTIATIONS, NINE BUDGET WHETHER IT WOULD CALL THESE I THINK WE KEEP GETTING STUCK IN THIS CHICKEN OF THE EGG OF LIKE WAITING FOR THE PERFECT CONDITIONS AND I THINK WHAT I CAN REALLY APPRECIATE ABOUT WHAT WE'RE DOING NOW IS WE'RE JUST SAYING OKAY, THIS IS THE BEST INFORMATION WE HAVE. WE'RE GOING TO START WE'RE GOING TO KEEP THINGS IN RESERVE TO FIX IT AS WE FIND THINGS THAT ARE BROKEN. BUT WE HAVE TO START NOW BECAUSE THIS IS URGENT WORK AND IT CAN'T WAIT. SO I REALLY APPRECIATE THAT ABOUT WHAT MY COLLEAGUES HERE IN BROUGHT.  SO I'M GOING TO BE CURIOUS FOR FROM FROM A DATA COLLECTION STANDPOINT I'D LIKE TO HAVE A BETTER UNDERSTANDING OF KIND OF LIKE WHAT RUBRICS IS GOING TO BE TO MEASURE SUCCESS RATE.  I THINK THAT THAT'S REALLY IMPORTANT SO I JUST WANT TO OFFER THAT FOR YOU ALL TO CONSIDER. I DO WANT TO ASK ONE MORE QUESTION BEFORE MY BUZZER GOES OFF. WHAT HAPPENS TO THE 18 BILINGUAL PROGRAMS THAT BP HAS PROPOSED TO D.C. FOR FY 2024 TO 25? WHICH ONES WERE IMPLEMENTED RIGHT AND FOR THE ONES THAT WILL NOT BE IMPLEMENTED, WHY NOT IF IF ANY AND WHAT WILL THEY IMPLEMENT IN 2024 AND IN THE FUTURE? CAN YOU TALK TO ME A LITTLE BIT ABOUT THAT? SURE. THAT'S A GREAT QUESTION. SO I WILL SAY THAT WE HAVE PUT FORWARD PROPOSALS TO D.C. AND WE'VE BEEN WORKING WITH SCHOOLS TO ENGAGE THEM IN IMPLEMENTATION OF THESE PROGRAMS AND SO FOR IMPLEMENTATION FOR 2425 SCHOOL YEAR SO WE'RE ROLLING THEM OUT SO THEY'LL BE A SET OF PROGRAMS THAT WILL BE IMPLEMENTED FOR THIS UPCOMING YEAR AND THEN THERE'S A SET OF PROGRAMS THAT WILL BE IMPLEMENTED FOR 2526 SCHOOL YEAR. SO FOR 24, 25 SCHOOL YEAR WE KNOW THAT THE MARGARITA MUNIZ WILL BE ADDING A SEVENTH GRADE NEXT YEAR AND SO WE PUT IN FOR A PROPOSAL FOR LIFE AND DUAL LANGUAGE BECAUSE THEY'LL BE ADDING DUAL LANGUAGE GRADE SO THAT WILL BE IMPLEMENTED FOR THE 20 UPCOMING SCHOOL YEAR. THEN WE HAVE NEWCOMERS PROGRAMS THAT WE CURRENTLY HAVE THAT ARE AT BRIGHTON HIGH SCHOOL, EAST BOSTON HIGH SCHOOL AND WE HAVE THREE NEW PROGRAMS RIGHT NOW THAT WE WILL HAVE IMPLEMENTED FOR THE 2425 SCHOOL YEAR AND REALLY HIGHLIGHTING THE ESL CURRICULUM SUPPORTS SOCIAL EMOTIONAL SUPPORTS THAT WE'LL HAVE AND SO WE PUT THOSE FORTH TO D.C. WE'RE CURRENTLY WORKING ON IT. THE IMPLEMENTATION FOR ADDITIONAL PROGRAMING LIKE TRADITIONAL BILINGUAL EDUCATION, DUAL LANGUAGE THAT WILL BE IMPLEMENTED FOR THE UPCOMING SCHOOL YEAR AND THAT GIVES US MORE TIME FOR COMMUNITY ENGAGEMENT BECAUSE IT'S REALLY IMPORTANT TO BE SPEAKING WITH FAMILIES ENSURING THAT WE HAVE THE PROPER ESL CURRICULUM THAT'S IMPLEMENTED WORKING WITH JUST THE WHOLE SCHOOL COMMUNITY AND JUST BE ON POINT IN TERMS OF THE RESOURCES. THANK YOU. I WANT TO NOTE THAT MY OFFICE WORKED WITH BARTA THE SCHOOL THAT YOU GUYS MENTIONED EARLIER THIS YEAR THAT I FEEL LIKE THIS YEAR WAS LIKE WE'VE BEEN HERE FOR A YEAR EARLIER IN THIS HEARING SITUATION AND WE I COME FROM A PLACE THAT I HAVE TO DO TO LEARN AND FIGURE OUT WHAT WE NEED TO DO DIFFERENTLY AND BOARD THAT IS AN EXCEPTIONAL SCHOOL AND I'M GLAD TO SEE THE WORK EXPANDS BUT WE HAD TO DO A LOT OF WRAPAROUND SERVICES AND HELPING THEM IDENTIFY NONPROFIT PARTNERS AND ORGANIZATIONS TO HELP MEET AND CLOSE SOME OF THEIR THEIR NEEDS WHICH IS WHAT OUR OFFICE IS FINDING OURSELVES DOING RIGHT NOW WORKING IN COLLABORATION WITH PASTOR AND MYSELF FROM A CHURCH IN MATTAPAN WORKING WITH MIGRANT NEWCOMERS AND CREATED A PROGRAM THAT PROVIDES ACADEMIC ENRICHMENT TO THE STUDENTS. SO AND IT'S NOT JUST AROUND ACADEMICS BUT IT'S ALSO TEACHING THEM HOW TO ACCLIMATE TO THE CULTURE BECAUSE WE'RE FOCUSING SO MUCH OF OUR ENERGY AND ACADEMICS ABOUT WHAT THIS PROGRAM IS DOING IS ALSO SOCIALLY AND HELPING TO HELPING THE FAMILIES TRANSITION INTO AMERICA. AND I'M CURIOUS AS AS WE'RE TALKING ABOUT THESE CONVERSATIONS, WHAT WHAT ARE YOU ALL THINKING ABOUT DOING IN TERMS OF SUPPORTING THE WHOLE FAMILY WHEN IT COMES TO ACCLIMATING TO THE AMERICAN EDUCATION SYSTEM?  SURE. WE WE'VE TALKED A LITTLE BIT ABOUT IT EARLIER SO I JUST WANT TO GO BACK TO BATON TO THE FAMILY. SO IN LOOKING AT WHAT PRINCIPAL HEALTH THAT IS DOING THERE AT THE SCHOOL AND WORKING WITH THE COMMUNITY, HE'S REALLY KIND OF LIKE AN OUT THE BOX THINKER AND HE REALLY KNOWS WHAT HE NEEDS TO DO TO ENSURE THAT HISTORY IS A SUCCESSFUL ADJUSTING SCHOOL HOURS, WORKING WITH THE TEACHERS AND EARLIER THE SUPERINTENDENT WAS TALKING ABOUT HOW WE'RE GOING TO HAVE EAST BECAUSE HE'S REALIZING THAT THERE'S A LOT OF THE STUDENTS THAT ARE COMING TO BATA IN THE BAY VILLAGE ARE ACTUALLY COMING FROM EAST BOSTON AND HOW CAN WE MEET THE NEEDS OF THE STUDENTS THERE BECAUSE OF HOURS THEY WORK JUST ENSURING THAT THEY'RE THERE AND ACCESSING THE PROGRAM AND IT'S AN IT'S AN ALTERNATIVE.  RIGHT. AND ALSO AT SCHOOL AND I THINK THAT THAT IS WHERE THIS THE DISTRICT NEEDS TO STRENGTHEN THEIR EFFORTS IS ON NONTRADITIONAL LEARNERS RIGHT AND I KNOW WE'RE TALKING ABOUT AEOS AND SPECIAL EDUCATION BUT I ALSO THINK A LOT OF OUR STUDENTS END UP IN THOSE ALTERNATE ED SPACES AND I THINK THAT THERE'S THERE'S SOME ROOM FOR GROWTH THERE AS WELL. I, I DO HAVE ONE MORE QUESTION AND THEN I WANT TO UPLIFT THE YOUNG WOMAN WHO HAS I DON'T KNOW HOW IN THE WORLD SHE FOUND ME BUT SHE FOUND ME ON INSTAGRAM AND SHE'S AT BIANKA AND SHE'S 19 YEARS OLD. HER PARENTS WANT HER BACK. SHE'S HERE UNACCOMPANIED.  SHE'S ON HER OWN LITERALLY AND SHE IS ABOUT TO LOSE HER HOUSING RIGHT.  AND SHE HAS INTERRUPTED EDUCATION, INTERRUPTED ENGLISH. SHE DOESN'T SHE DOESN'T HAVE A STRONG COMMAND OF ENGLISH LANGUAGE AND SHE IS ON THE VERGE OF BEING HOMELESS. BUT BECAUSE SHE'S 19 YEARS OLD, THE SUPPORTS THAT SHE HAS ARE LIMITED AND I THINK THAT THAT'S SOMETHING THAT WE HEAR A LOT FROM STUDENTS WHO ARE ABOUT ABOUT THAT OR I THINK THAT SOME OF THESE YOUNG PEOPLE ARE AGING OUT OF WHAT WE WOULD CALL SAFETY NETS. SO I'M CURIOUS ABOUT WHAT THE DISTRICT IS DOING TO SUPPORT THOSE STUDENTS WHO ARE DON'T HAVE PARENTS WHO ARE 18 AND 19 AND ARE LIVING ON THEIR OWN AND JUGGLING TO TO STAY HERE IN THE CITY OF BOSTON. WHAT DOES SUPPORT LOOK LIKE FOR THEM? YEAH I SO I CAN'T SPEAK TO THE SO THERE IS CROSS-FUNCTIONAL SUPPORT THAT WE PROVIDE TO FAMILIES LIKE A WE'RE TALKING ABOUT THE ESL CLASSROOM AND EFL CLASSES AND STUFF BUT WHAT I WOULD SAY IS FOR THIS STUDENT WE'RE WORKING WITH THE OFFICE OF COMMUNITY ENGAGEMENT WORKING WITH CHIEF COREY MCCARTHY'S OFFICE TO TO REALLY FIGURE OUT HOW WE I NEED HER TO HAVE A PLACE TO STAY HOW SHE'S 19 YEARS OLD AND SHE CAN ONLY HAVE SCHOOL AND SHE'S PAYING FOR A ROOM RIGHT NOW THAT IS ABOUT TO BE EVICTED ON JENNY ON JUNE 1ST SO I'LL CONNECT WITH YOU AFTER YOU LEARN OFFICE FOR OUR DEPARTMENT WE CAN FIGURE OUT AND THAT WHOLE TEAM WILL BE HERE TOMORROW MORNING AT TEN AND I WILL BE HERE RIGHT ALONGSIDE THEM TO YELL AT YOU DIRECTLY ABOUT THAT TOMORROW MORNING. OKAY. YOU KNOW I WILL TOO.  OKAY. SO I JUST WANT PUT IT ON THE RECORD THAT I WANT THAT CHILD HOUSED SO THAT SHE CAN VENT. SHE'S ALMOST DONE WITH HER SCHOOL AND THIS COULD BE THE ONE THING THAT KEEPS HER FROM GRADUATING WHICH IS THE CASE FOR SO MANY KIDS WHO COME TO THIS COUNTRY WITH INTERRUPTED EDUCATION AND THEY HAVE TO WORK OR FIGURE OUT HOW THEY'RE GOING TO SURVIVE. SO THIS IS A REALLY GOOD EXAMPLE OF SOME OF ALL OF THESE ISSUES THAT THEY WERE TALKING ABOUT. AND THEN CAN YOU JUST TALK ABOUT IP T ALLOCATIONS AND WHAT WHAT ACCOUNTED FOR THE DIFFERENCE WITH IN WHAT TEAMS ASKED FOR AND WHAT THEY GOT? SO I CAN START OFF QUICKLY BY SAYING THAT THIS STARTED WITH EACH SCHOOL DID A SELF-ASSESSMENT IN ORDER TO IDENTIFY WHAT THEIR PRIORITY AREAS ARE AND THEN THEY LOOKED AT DATA BASED ON THE CONFIGURATION MAPS, BASED ON THE LEVEL OF PROGRAMING AND SERVICES THEY HAVE ON THEIR SCHOOLS AND THEN AS THEY IDENTIFIED THOSE TARGETED GRADES K01K27 AND NINE THEN THEY LOOKED AT WHAT WOULD BE WORKING CLOSELY WITH OUR PANDA TEAM IN TERMS OF PROJECTIONS OF ENROLLMENT THEN THEY WORK TOWARDS LOOKING AT DETERMINING WHAT THEY WOULD NEED FOR STAFFING IN ORDER TO MEET THE OBLIGATIONS OF THOSE TARGETED GRADES.  SO I ALWAYS SAY THAT BOSTON IS RESOURCE RICH BUT COORDINATION POOR AND I'M SO HAPPY THAT WE HAVE EARLY CHILDHOOD HERE BECAUSE IS A PATHWAY RIGHT ESPECIALLY AROUND ESPECIALLY LIKE EARLY DETECTION AND LIKE HOW I'D LOVE TO HEAR HOW YOU ALL ARE WORKING WITH THE MAYOR'S CABINET OF EARLY CHILDHOOD INTERVENTION AND AND JUST LIKE ENROLLMENT AND KIND OF LIKE WHAT THE COMMUNICATION LOOKS LIKE BECAUSE THE WORK THAT THEY DO IS SETTING DOWN THE FOUNDATION FOR LONG LIFE LEARNERS.  BUT OFTENTIMES IN OUR EARLY CHILDHOOD SPACES AND PLACES IS WHERE THERE'S AN OPPORTUNITY FOR EARLY DETECTION AND SUPPORTS SO THAT WHEN THEY START FUNNELING INTO BIPS THERE SEEMS TO BE SOME SORT OF , YOU KNOW, COMMUNICATION AND TRACK.  IS THAT HAPPENING? CAN IT BE HAPPENING AND IF IT'S NOT HAPPENING, WHAT DO WE NEED TO DO TO HELP SUPPORT THAT SO IT CAN HAPPEN OR MAYBE IT DOESN'T NEED TO HAPPEN. I DON'T KNOW. I'M NOT AN EDUCATOR, I'M NOT A DIRECTOR. I'M JUST A PARENT.  SO I DON'T KNOW. I YEAH, I DO KNOW WE'RE COMING BACK FOR AN EARLY CHILD HEARING ON THURSDAY BECAUSE IT EARLY CHILDHOOD HEARING ON THURSDAY BUT THEY'RE HERE NOW SO I'M SURPRISED BUT I KNOW I JUST BECAUSE I THINK IT'S IMPORTANT ESPECIALLY SINCE THEY'RE HERE I'D LOVE FOR YOU ALL TO TALK ABOUT WHAT YOU NEED BECAUSE THIS IS THIS IS THE DISCONNECT THIS IS WHY WE LOSE SO MANY KIDS BECAUSE WE'RE NOT TALKING WITH EACH OTHER. SO I'D LOVE TO HEAR WHAT CAN WE BE DOING. SO I THINK TWO THINGS ONE IS WE ACTUALLY ARE WORKING TOGETHER QUITE DEEPLY AND MORE DEEPLY IN SOME AREAS THAN IN OTHERS AND THE OTHER AREAS ARE ON THE WAY. SO I THINK IT'S YOU KNOW, TIARA WORKS IN THE ACADEMICS DEPARTMENT SO SHE WORKS FOR LESLEY AND WE SPEND AN INORDINATE AMOUNT OF TIME TOGETHER.  SHE COMES TO CITY HALL ONCE A WEEK AND SHE WORKS WITH US HERE IN THIS OFFICE AND I GO TO BULLYING TO MAKE SURE THAT WE'RE CONNECTED.  BUT HOW THAT PLAYS OUT FOR FAMILIES AND CHILDREN I THINK IS MOST EVIDENT PROBABLY IN OUR SPECIAL EDUCATION AND WE'RE WORKING ON BUILDING THE SAME PATHWAY THAT WE'VE BUILT IN SPECIAL ED FOR OUR MULTI-LINGUAL LEARNERS. SO DO YOU WANT TO EXPLAIN FOR THE COUNSELOR SORT OF HOW WE DO THAT? YES. SO YOU COVERED SOME OF IT BUT I THINK IN GENERAL, YOU KNOW, WE HAVE SPECIAL EDUCATION WORKING GROUPS THAT INCLUDE OUR CENTER BASED PROVIDERS. WE HAVE FAMILIES THAT SIT ON EVERY WORKING GROUP INCLUDING THE SPECIAL EDUCATION AS WELL AS SOME PEEPS AND ARE YOU GUYS IN COLLABORATION WITH EACH OTHER AND ARE PARENTS AWARE OF THIS BECAUSE SOMETIMES PEOPLE ARE NOT THERE. THEY THERE IS A DISCONNECT WITH WHAT YOU ALL ARE DOING, WHAT PEOPLE BELIEVE YOU ARE DOING WHICH IS WHY I ASK THE QUESTION BECAUSE IT GIVES US AN OPPORTUNITY TO GET ON THE SAME PAGE BECAUSE YEAH SO ON ONE WEEK WE MEET WITH A SPECIAL DEPARTMENT ON THE ALTERNATING WEEKS IT INCLUDES SPECIAL EDUCATION DEPARTMENT FAMILIES FROM OUR FAMILY COUNCIL AS WELL AS CENTER BASED PROVIDERS AND SO THERE IS CONSTANT MEETINGS EVERY WEEK THERE IS A MEETING THAT INCLUDES FAMILIES EVERY OTHER WEEK FAMILIES CENTER BASE AND BPA EMPLOYEES. SO IT IS A CONSTANT FLOW OF MAKING SURE THAT WE'RE ON THE SAME PAGE. THERE'S CROSS DEPARTMENT PROFESSIONAL DEVELOPMENT THAT HAPPENS SO WE PLAN TOGETHER. SO WHATEVER PROFESSIONAL DEVELOPMENT WE'RE OFFERING AND BEPS, WE'RE TRYING TO THINK THROUGH HOW THAT'S OFFERED INCENTIVES AND THERE'S ACTUALLY OPPORTUNITIES WHERE WE ALL COME TOGETHER EDUCATORS SO LIKE EPS EDUCATORS AND CENTER BASED EDUCATORS RECEIVE VERY SIMILAR IF NOT THE SAME TRAININGS TOGETHER BOTH IN THE SUMMER AND IN THE FALL. SO THERE'S LOTS OF OVERLAP I THINK TO YOUR PART WE'RE WORKING ABOUT WE'RE WORKING ON GETTING BETTER ABOUT TALKING ABOUT IT IN WAYS THAT ARE ACTUALLY DIGESTIBLE FOR THE OUTSIDE AUDIENCE. SOMETIMES WHEN WE SPEAK TO EACH OTHER WE USE A VERY JARGON FILLED LANGUAGE THAT IS NOT AS ACCESSIBLE TO OUR FAMILIES AND SO PART OF WHAT WE'RE WORKING ON IS BEING COMPREHENSIBLE TO OUR FAMILIES.  THE OTHER THING IS, YOU KNOW, YOU PEAK GREW FROM 250 KIDS IN 2019 PROJECT TO 400 OR 400 KIDS TO 1500 NEXT YEAR. THAT'S A LOT OF GROWTH. SO SOME OF WHAT THEY'VE BEEN REALLY FOCUSED ON IN THE FIRST SEVERAL YEARS IS BUILDING THE INFRASTRUCTURE AND IN THE LAST TWO YEARS WE'VE BEEN WORKING ON EXPLAINING WHAT WE'RE DOING TALKING ABOUT IT, WORKING WITH OTHERS SO THE OTHER THING I THINK THAT IS CHALLENGING JUST AS THE LAST POINT FOR FAMILIES IS THAT WE DO HAVE SOME DATA CHALLENGES THAT WE ARE ADDRESSING AND SO PREVIOUS TO THE ROLLOUT OF GREAT STARTS DOT BOSTON FOR THOSE OF YOU WHO WOULD LIKE TO GO VISIT IT BEEPS USED TWO DIFFERENT SYSTEMS FOR ENROLLING. YOU PICK STUDENTS SO THE PREVIOUS SYSTEM DIDN'T TO THE SS SYSTEM IT BEEPS WE'RE IN WE'RE STILL IN THE PROCESS OF MAKING THAT HAPPEN BUT WHEN IT DOES IT WILL GIVE ALL OF THE FOLKS WHO WORK AT BEEPS WITH FAMILIES ACCESS TO THE SAME INFORMATION SO THAT WE DON'T HAVE SOME OF THE HICCUPS ABOUT KNOWING THAT SOMEONE HAS AN IEP AND MAYBE IT DIDN'T GET TRANSLATED. SO THOSE THINGS SO I'M CURIOUS TO THAT 1500 THAT'S WOW HOW MANY OF THOSE AND YOU IF YOU HAPPEN TO KNOW IN TERMS OF THE STUDENTS WHO ARE EITHER SPECIAL EDUCATION OR MULTILINGUAL LEARNERS BECAUSE WHAT I KNOW NAVIGATING THE SYSTEM MYSELF AS A PARENT IS LIKE KNOWLEDGE IS POWER AND THERE'S PEOPLE WHO HAVE AND THOSE PEOPLE WHO ARE DYING TO GET RIGHT.  SO OFTENTIMES IT'S THE MOST PRIVILEGED WHO HAVE ACCESS TO THESE SEATS AND I'M CURIOUS HOW MANY OF OUR MOST RESILIENT BECAUSE WHAT ARE VULNERABLE OUR MOST RESILIENT STUDENTS ARE TAKING ADVANTAGE OF THOSE 1500 SEATS. HOW MANY? YEAH, I WOULD WANT TO THE IEP NUMBERS BUT IT'S LIKE 46% FOR A MULTILINGUAL LEARNERS AND OUR CENTER BASED PROGRAMS THAT ARE IN NOW GO INTO BPC LET OUT WELL THE GOAL IS FOR THEM TO TRANSITION TO BPC I'M NOT SURE EXACTLY HOW MANY I CAN CONFIRM THE NUMBER OF STUDENTS IN TRANSITION BUT WE CREATED THIS CONNECTOR THAT CONNECTS THEM DIRECTLY TO CAMPS.  SO THE INTENT IS THAT THEY'RE CONNECTING. I WOULD LOVE TO HEAR A LITTLE BIT MORE ABOUT KIND OF THAT JOURNEY BECAUSE AGAIN GOING BACK TO OUR KIDS DON'T END UP WHERE THEY NEED TO BE OR THEY END UP IN CERTAIN TYPES OF ENVIRONMENT BECAUSE THAT'S JUST THE WAY THE PATHWAY WORKS. YEAH. SO THE NUMBER OF STUDENTS THAT TRANSITION FROM THE CENTERS INTO BEEPS MULTILINGUAL LEARNERS AND STUDENTS WITH IT WOULD BE HELPFUL TO KNOW AND CHAIR I'D LOVE TO GET THIS DATA IS LIKE WHERE THESE KIDS ARE ENDING UP WHAT SCHOOLS ARE THEY LEVEL ONE, TWO OR THREE RIGHT? LIKE IT'S ALL ABOUT THAT AT THE END OF THE DAY, RIGHT? IT'S GOOD FOR THEM TO HAVE THAT FOUNDATION BUT WHERE THEY END UP ABSOLUTELY IS IS DEFINITELY GOES TO SHOW HOW IMPACTFUL AND HOW INTENTIONAL WE'RE BEING AROUND EQUITY. WE CAN ALSO INCLUDE THE NUMBER OF YOUNG PEOPLE WHO START OUT IN A BILINGUAL PROGRAM AND THEN WHERE THEY MOVE THAT WOULD BE REALLY HELPFUL TO HAVE AND I KNOW THAT I HAVE EXTENDED MY TIME BUT I STAYED HERE LONGER THANK YOU MEJIA.  OKAY. THAT'S RIGHT. THAT'S RIGHT.  YEAH. THANK YOU. I APPRECIATE THE INDULGENCE. BUT YOU KNOW THIS IS IMPORTANT TO ME AND I'M SURE IT IS TO EVERYONE ELSE WHO'S HERE. SO THANK YOU.  JUST A COUPLE MORE QUESTIONS AND I HAVE ONE PERSON SIGNED UP FOR PUBLIC TESTIMONY AROUND ELLO. CAN YOU CLARIFY A SUBSET SEPARATE CLASSROOMS WITH ONE NON-ENGLISH LANGUAGE LANGUAGE WILL REMAIN JUST BECAUSE IT SOUNDS LIKE HOW YOU GUYS ARE DESCRIBING THE CLASSROOMS THERE MIGHT BE MULTIPLE LANGUAGES IN ONE CLASSROOM, RIGHT? THERE MIGHT BE SOMEONE SPEAKING SPANISH, SOMEONE SPEAKING HAITIAN CREOLE IN A CLASSROOM BUT THEN WE'VE HEARD FROM SOME OF OUR CONSTITUENTS AND ADVOCATES THAT YOU KNOW, THERE'S BENEFITS ON JUST HAVING THAT ONE LANGUAGE IN THAT CLASSROOM. SO CAN YOU REPEAT THE FIRST PART OF THE QUESTION AROUND HERE? HOW CAN YOU CLARIFY A SUB SEPARATE CLASSROOMS WITH ONE NON-ENGLISH LANGUAGE WILL REMAIN OR DOES IT HAVE TO BE SUB SEPARATE? IT COULD BE JUST A CLASSROOM WITH JUST ONE ENGLISH ONLY NON ENGLISH LANGUAGE. SURE.  SO WE HAVE MULTIPLE CLASSROOMS ACROSS THE DISTRICT THAT HAVE MULTIPLE THAT HAVE MULTILINGUAL LEARNERS IN THERE THAT ARE NOT LANGUAGE SPECIFIC. SO WE HAVE WHAT HAS BEEN CALLED BPC WHERE IT'S LANGUAGE SPECIFIC AND THOSE TEACHERS WERE QUOTED AS BILINGUAL AND THE TEACHER IS NOT NECESSARILY A BILINGUAL EDUCATOR SO IT COULD BE A CLASSROOM THAT IS A COHORT OF SPANISH SPEAKING STUDENTS AND THE TEACHER IS A MONOLINGUAL PERSON BUT BECAUSE SHE'S TEACHING A CLASSROOM OF THAT'S A LANGUAGE SPECIFIC AC SHE'D BE CODED AS BILINGUAL. BUT IN TERMS OF THE INSTRUCTIONAL INTENT OR THE INSTRUCTIONAL APPROACH FOR THOSE STUDENTS, ALL TEACHERS HAVE THEIR CI, THEIR CI ENDORSEMENT AND WE ARE WORKING FOR THE CLASSROOMS THAT AREN'T LANGUAGE SPECIFIC AND THAT ARE MULTILINGUAL. WE TRY OUR BEST TO PROVIDE LANGUAGE ACCESS LANGUAGE ACCESS SUPPORTS NATIVE LANGUAGE SUPPORTS FOR THE STUDENTS. A LOT OF TIMES IF A CLASSROOM HAS A PARAPROFESSIONAL WE TRY TO ENSURE THAT THERE'S A BILINGUAL PARAPROFESSIONAL IN THERE AS WELL. BUT ONE OF THE KEY THINGS THAT WE WANT ENSURE IS THAT TEACHERS FEEL EQUIPPED AND TEACHERS FEEL EVEN THOUGH THEY HAVE THE SGA ENDORSEMENT. BUT WE WANT TO I WANT TO ANOTHER SHOUT OUT TO CHIEF MILLER ABOUT FROM HER TEACHING AND LEARNING AND SO THE DISTRICT IS REALLY WORKING ON PROVIDING 12 HOURS OF PROFESSIONAL LEARNING SO THAT IT'S NOT LIKE YOU HAVE TO GO TO THIS SPECIALIZED SERVICES DEPARTMENT TO GET THIS TRAINING AND ON TO GET THIS TRAINING IN THIS DEPARTMENT TO GET THIS TRAINING BUT REALLY THINKING OF LIKE WHAT ARE THE KEY LEVERS OF INSTRUCTION THAT TEACHERS NEED TO HAVE SO SPEAKING OF UNIVERSAL DESIGN EDL AND THINKING OF LANGUAGE ACCESS AND SPECIALIZED SERVICES SPECIALLY DESIGNED INSTRUCTION FOR OUR STUDENTS SO HOW CAN TEACHERS REALLY LOOK AT LANDSCAPE OF THEIR CLASSROOM AND ENSURE THAT THEY'RE FEELING CONFIDENT TO MEET THE NEEDS OF THEIR STUDENTS TO DIVERSIFY THEIR APPROACH TO THE INSTRUCTION ENSURING THAT THEY HAVE THE KIND THE TEACHERS HAVE THE CONTENT TO TEACH IT BUT REALLY HOW DO THEY DIVERSIFY THEIR APPROACH? AND WE HAVE ONGOING PROFESSIONAL DEVELOPMENT TO PROVIDE TO HELP SUPPORT TEACHERS TO TO TO MAKE THEM FEEL A LITTLE BIT BETTER EQUIPPED TO SUPPORT STUDENTS. THANK YOU.  AND WE'VE HEARD A COUPLE OF TIMES AROUND THE IEP APTS VERSUS PROPOSED VERSUS WHAT'S BEEN BUDGETED.  DAVID, I THINK THIS IS FOR YOU IS IT POSSIBLE TO GET AND I KNOW THIS IS SOMETHING THAT WE'VE ASKED AND SUBMITTED I'M NOT FEBRUARY FEBRUARY 25 JUST TO GET A LIST OF WHAT WAS PROPOSED TO THE THE DISTRICT AND ALSO WHAT WAS ACTUALLY BUDGETED FOR GRANTED OR ENACTED . YEAH WE CERTAINLY CAN GET YOU THE SECOND I CAN LOOK BACK ON THE FIRST. OKAY.  AND THEN I'M GOING TO RESUBMIT SOME OF THE UNANSWERED QUESTIONS FROM THAT FEBRUARY 28 RFI AND HOPEFULLY WE COULD GET THAT BEFORE WE ACTUALLY VOTE ON THE BUDGET FOR SURE. ALL RIGHT.  I DON'T SEE MONIKA IN THE ROOM. YEAH, YEAH. YOU GO AND SEE IF SHE'S OUT IN THE HALL.  I GUESS I CAN ASK THIS QUESTION WHY WE WHERE ARE WE GOING TO SEE TOMORROW? BECAUSE IN THE HALLWAY WE HAVE MANY PARENTS SOUNDING THE ALARM ABOUT THE NEW INCLUSION PLAN. CAN YOU TELL ME ABOUT YOU KNOW, HOW DO YOU PLAN ON GETTING BUY IN FROM STUDENTS, PARENTS AND TEACHERS?  THANK YOU. I START I THINK THAT WE TALK ABOUT TRANSPARENCY AND WE TALK ABOUT REALLY HAVING OPEN COMMUNICATION WITH OUR FAMILIES WE'VE STARTED THAT THROUGH THE IEP PROCESS THROUGH THE TEAM MEETING PROCESS WITH SOME OF OUR FAMILIES WHO IS CURRENTLY ON AN EDUCATIONAL PLAN.  WE'VE ALSO HAD SOME FAMILY FORUMS AT BOEING WHERE WE'VE HAD STAKEHOLDER ENGAGEMENT WHERE WE HAVE CO-PRESENTED AROUND THE INCLUSION PLAN AND HAVE Q&A THESE.  WE'VE ALSO TALKED ABOUT WORKING CLOSELY WITH OUR REGIONAL SUPES AND OUR SCHOOL TO PROPOSE SOME MORE FOCUS QUESTIONS AND ANSWER SESSIONS WITHIN REGION SO THAT FAMILIES CAN ALSO COME IN AND ANSWER QUESTIONS. SO REALLY JUST BEING OUT THERE IN ALSO GOING TO COMMUNITY EVENTS HAS BEEN SOME OF THE WORK THAT WE WE WENT TO ST STEPHEN'S AS ONE OF THE COMMUNITY EVENTS SO I THINK BEING TRANSPARENT AND BEING INFORMATIVE HAS BEEN PART OF THE WORK THAT WE'VE BEEN DOING SO WE HAVE MORE FORUMS YES INFORMATIONAL SESSIONS, YES LINED UP AWESOME.  NOW WE'LL TURN BACK TO PUBLIC TESTIMONY. MONICA MURCHISON IF YOU COULD STATE YOUR NAME AND AFFILIATION OR WHERE YOU LIVE AND YOU HAVE 3 MINUTES YOU COULD COME TO THIS MICROPHONE RIGHT HERE RIGHT THERE WITH THE TO MY LEFT THIS.  THIS ONE YES YOU CAN YOU WOULD WISH IT ON.  GOOD EVENING, EVERYONE. MY NAME IS MONICA MURCHISON AND I'M JUST A PARENT.  MY CHILD IS ACTUALLY UP HERE ASLEEP. I CAME HERE TODAY TO TALK ABOUT MY PERSONAL ISSUE WITH BEPS.  SO AS I STATED, I HAVE A CHILD. SHE'S HERE AND I JUST WANT TO POINT OUT THAT IS I THINK WE ALL KNOW THAT WE ALL FROM BOSTON OUT HERE. WE KNOW THAT THESE SCHOOLS HAVE BEEN ON THE NEWS LEFT AND RIGHT RIGHT. EVERY TIME I TURN ON MY TV. SOMEBODY I STAB SOMEBODY AMAZED. SOMEBODY GOT SHOT. THE KIDS ARE WALKING OUT.  SO I HAVE A SITUATION LIKE THAT WITH MY CHILD AND IT'S THE SECOND SITUATION IN THE FROM LAST SCHOOL YEAR TO NOW SHE'S BEEN IN THREE DIFFERENT SCHOOLS. THE SECOND SCHOOL WAS THE MURPHY I HAD TO GO INTO THE SCHOOL ON ON FACEBOOK LIVE AND BASICALLY EXPOSE THE SCHOOL AND SHOW PEOPLE, YOU KNOW, HOW THE THE PRINCIPAL AND THE SCHOOL STAFF AND FACULTY HAVE BLATANT DISREGARD FOR THE PARENTS CONCERNS, ESPECIALLY WHEN IT'S INVOLVING YOUR CHILD SAFETY IN EVEN AFTER THAT, YOU KNOW, YOU GET ALL OF THESE PEOPLE FROM DOWNTOWN OR WHEREVER SAYING THEY'RE GOING TO SORT IT OUT. LOOK INTO IT. NOTHING HAPPENS TO TO. AND AGAIN, I WILL REITERATE THE FACT THAT IT WAS BULLYING NOT ONLY FROM THE STUDENTS BUT THE TEACHERS AS WELL. ONE OF THE TEACHERS LEFT A BRUISE ON MY DAUGHTER'S ARM AND YOU KNOW, WHEN SHE SEEN IT LIKE OH, CAN I CALL MY MOTHER TRYING TO GO OUT THE ROOM, THEY TURNED AROUND TO COVER IT UP TRYING TO CALL IT THE BEST TEAM AND SAY THAT SHE'S DISREGULATED WHEN THAT WASN'T TRUE AT ALL. THE LATEST INCIDENT INVOLVED SEXUAL MISCONDUCT.  I SHOWED UP AT THE PARK THIS MORNING MISS IN AND SEE ME . I APPROACHED MAYOR WARD TO LET HER KNOW WHAT'S GOING ON BECAUSE I SEEN HER ON THE NEWS WHEN THE HENDERSON SCHOOL HAD THE ENCOUNTER, YOU KNOW, AND SHE WAS UP THERE SAYING PEOPLE NEED TO BE HELD ACCOUNTABLE. YOU KNOW, AND THIS IS UNACCEPTABLE.  SO YOU KNOW, I THOUGHT SHE WAS THE RIGHT PERSON TO SPEAK TO BECAUSE I'VE DONE EVERYTHING THAT ANY IF ANYBODY ASKED ME ANY QUESTION ABOUT WHO DID YOU CALL, WHAT DID YOU DO? I LITERALLY. FIRST LET ME BACK UP THIS. WHEN THE SEXUAL MISCONDUCT HAPPENED THE SCHOOL DID NOT TELL ME ANYTHING. MY CHILD CAME HOME AND TOLD ME BUT SHE TOLD ME A WEEK LATER BECAUSE SHE ASSUMED THAT THE SCHOOL HAD TOLD ME . RIGHT. SO WHEN I FOUND OUT, YOU KNOW,  GO UP TO THE SCHOOL NOBODY WANTS TO TALK TO ME . THEY DID CALL EQUITY BUT THAT'S ALL THEY NEVER TOLD THE SCHOOL POLICE. THEY NEVER CALL DCF OR ANYBODY ELSE FOLLOWING SCHOOL PROTOCOL BASICALLY. SO AT THAT POINT IN TIME I STARTED EMAIL AND I WILL TELL YOU ANGELINA CAMACHO FROM BOSTON PUBLIC SCHOOL AS WELL AS IN CATHERINE'S OFF BECAUSE THEY WERE HELPING ME WITH THE FIRST ALTERCATION. RIGHT THAT STILL TO THIS DAY IS UNRESOLVED. I HAVE NO POLICE REPORTS TO TEACHERS ARE STILL THERE. NOTHING HAPPENED. SO SHE GOT INTO THE SHORE SCHOOL WHERE THE SEXUAL MISCONDUCT HAPPENED BECAUSE THAT WAS THE RESOLUTION. LET'S JUST TRANSFER HER SWEEP IT UNDER THE RUG. EVERYBODY GOES ON ABOUT THEIR DAY. RIGHT. THEY BASICALLY DROPPED THE BALL. NOW SHE'S IN THIS SCHOOL.  THE SEXUAL MISCONDUCT HAPPENED AND IT WAS BASICALLY JUST YOU KNOW, I SAW THE SAME SCENARIO WHICH IS WHY I REACHED BACK OUT AND I WAS LIKE, YOU KNOW WHAT? I'M NOT STANDING FOR THAT. I'M NOT DEALING WITH THAT. SO WHEN I SEEN THE MAYOR TODAY I TOLD HER, YOU KNOW WHAT, YOU NEED TO CLEAN HOUSE. THERE'S A BIGGER PROBLEM THAN WHAT I'M SPEAKING ABOUT. IT STARTS WITH IF YOU'RE GOING TO GET ON THE NEWS AND SAY HOLD PEOPLE ACCOUNTABLE, SOMEBODY NEEDS TO EXPLAIN TO ME WHY MY CHILD AND CAN I WANT TO JUST POINT OUT THAT SINCE THAT HAPPENED THE TEACHER WAS STILL IN THE SCHOOL SO OF COURSE I DID WHAT ANY PARENT WOULD DO. I LEFT HER HOME WITH ME . IT IS WEEK NUMBER THREE THAT MY CHILD HAS BEEN HOME. SHE WENT TO THE DISTRICT ATTORNEY'S OFFICE FOR THE FORENSIC INTERVIEW ON WEDNESDAY THAT JUST PASSED. SO WHEN THE D.A. FOUND OUT ABOUT IT IT WAS LIKE WHAT DO YOU MEAN HE'S STILL THERE? I THINK AT THAT POINT THEY REMOVED THE TEACHER BUT LIKE I TOLD THEM, WHY WOULD I PUT MY CHILD BACK INTO A SCHOOL WHERE THE PRINCIPAL WAS THE ONE WHO FAILED TO KEEP HER SAFE BY REPORTING IT AND FOLLOWING PROTOCOL? I DON'T THINK THAT THAT'S A SAFE SITUATION. RIGHT. I REQUEST THAT FOR MY CHILD TO HAVE A CHROMEBOOK BECAUSE I CAN'T UNDERSTAND WHY SHE DOESN'T HAVE ONE. I REQUEST IT FOR MY CHILD TO HAVE A TUTOR SENT OUT THAT DID NOT HAPPEN. I TESTIFIED AT THE FISCAL YEAR BUDGET CUT LAST YEAR AND I KNOW THE DOLLAR AMOUNT THAT BP HAS AND IT'S IN THE BILLIONS WITH A B NOT MILLIONS BILLIONS MEANING YOU CAN GIVE EACH ONE OF THESE SCHOOLS $2 MILLION AND STILL HAVE MONEY TO PLAY WITH.  SO I'M STANDING HERE AS A FRUSTRATED PARENT WANTING TO KNOW WHERE IS THIS MONEY GOING? AND I JUST WANT TO POINT OUT LIKE NOW WE'RE MORE LIVE SO THESE PEOPLE WATCHING SINCE I'VE BEEN GOING PUBLIC AND DOING THIS, IT'S AN OVERWHELMING AMOUNT OF PARENTS THAT ARE REACHING OUT TO ME . ONE REACHED OUT TO ME SPECIFICALLY YESTERDAY THAT I WANT TO BRING UP HER CHILD, THE BUS DRIVER. THERE'S A VIDEO OF IT SHE SENT ME VIDEO POLICE REPORTS SHOWED ME THE CHILD'S NECK HER CHILD IS AUTISTIC AND NON-VERBAL AND THE BUS DRIVER PULLED THE BUS OVER AND ASSAULTED THIS KID AND THE OTHER KIDS WERE RECORDED IN THE BACK WHICH IS WHY WE HAVE THE VIDEO. SAME THING THE SCHOOL DON'T WANT TO TALK TO HER.  THEY GIVEN HER, YOU KNOW, THIS PIECE OF  INCIDENT REPORT EXCUSE MY LANGUAGE AND EVEN WITH ME AS I'M STANDING HERE TELLING YOU ALL THIS THAT IS WEEK THREE I HAVE NOT ONE INCIDENT REPORT NOBODY TOLD ME ANYTHING. I WILL SAY THAT I REACHED OUT TO JULIA HERE AS WELL AS LIZ MIRANDA LIZ'S OFFICE.  KEVIN HER CHIEF OF STAFF DID REACH OUT AND TRY TO, YOU KNOW, PUSH THIS ALONG. ALSO BRIAN'S BROTHER CHRIS WAS AROUND.  HE'S BEEN HELPING ME OUT A LOT. BUT EVEN WITH THESE THREE PEOPLE INVOLVED AT A STATE LEVEL, AGAIN I AM BAFFLED WHY BP HAS ALL THIS MONEY AND AGAIN MY DAUGHTER'S RIGHT HERE AND BEEN OUT OF SCHOOL THREE WEEKS. THANK YOU. AND WHENEVER WHENEVER THEY CAN WHENEVER BP'S CANNOT ASSURE HER SAFETY OR HAVE NO RESOURCES, THEY'RE RESPONSIBLE FOR HER EDUCATION. SO AT THIS POINT I WANT TO KNOW WHY I NEED TO SPEAK TO BECAUSE MY CHILD SHOULD BE IN PRIVATE SCHOOL RIGHT NOW. SHE SHOULD NOT BE OUT OF THE SCHOOL AND THIS IS THE SECOND TIME THIS HAPPENED. IT HAPPENED THE FIRST TIME. NOW WE'RE AT IT AGAIN. SO THANK YOU, MONICA. BUT WHEN MAYBE SOMEONE FROM BP CAN CONNECT WITH MONICA AFTER THE HEARING WITH NO FURTHER PUBLIC TESTIMONY JUST WANT TO THANK THE P.A. THE WHOLE THE WHOLE DISTRICT. MY COUNCILOR COLLEAGUES,  ESSENTIAL STAFF ARE BOSTON POLICE OFFICERS AND MY TEAM FOR YOUR SUPPORT IN ALL YOUR WORK.  AND WITH THAT SAID THE HEARING ON DOCKETS NUMBER 067020678 IS ADJOURNED