UH MY NAME IS BRIAN.  WE'RE OUT DISTRICT FOR 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. IT IS ALSO BEING LIVE STREAMED AT BOSTON.COM OF BACKSLASH CITY DAS COUNCIL DASH TV AND BROADCAST ON EXTREMITY CHANNEL EIGHT RCN CHANNEL 82 FILES CHANNEL 964 THE COUNCIL'S BUDGET REVIEW WILL ENCOMPASS A SERIES OF PUBLIC HEARINGS BEGINNING IN 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 SEVERAL WAYS ATTACK ONE ATTEND ONE OF OUR HEARINGS AND GIVE PUBLIC TESTIMONY. WE WILL TAPE PUBLIC PUBLIC TESTIMONY AT THE END OF EACH DEPARTMENT TO A 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.COM BAGS COUNCIL DAT BUDGET YOU CAN 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 SHEET NEAR THE ENTRANCE FOR VIRTUAL TESTIMONY YOU CAN SIGN UP USING OUR ONLINE FORM ON OUR COUNCIL BUDGET REVIEW WEBSITE OR BY EMAILING THE COMMITTEE AT C C W M AT BOSTON.COM WHEN YOU ARE CALLED TO TESTIFY PLEASE STATE YOUR NAME AND AFFILIATION OR RESIDENCE AND LIMIT YOUR COMMENTS A FEW MINUTES TO ENSURE THAT ALL COMMENTS AND CONCERNS CAN BE HEARD OR TO YOU CAN EMAIL YOUR WRITTEN TESTIMONY TO THE COMMITTEE AT C C C THAT W M AT BOSTON.COM OR THREE SUBMITTED TWO MINUTE VIDEO OF YOUR TESTIMONY TO 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 BACKSLASH COUNCIL DAS BUDGET TODAY'S HEARING IS ON DOCKET NUMBER 067020672 ORDERS FOR THE FBI 25 OPERATING INCLUDED ANNUAL APPROPRIATIONS FOR DEPARTMENT FOR THIS DEPARTMENT AND THE OTHER POST-EMPLOYMENT BENEFITS DOCKET NUMBER 067320675 OR IT IS FOR CAPITAL FUND TRANSFER APPROPRIATIONS AND DOCKET NUMBER 067620678 IT IS FOR THE CAPITAL BUDGET INCLUDING LOAN ORDERS LEASE PURCHASE AGREEMENTS. THESE MATTERS WERE SPONSORED BY ME MAN MICHELLE WU AND REFERRED TO THE COMMITTEE ON APRIL TEN, 2020 FOR THE FOCUS OF THIS HEARING WILL BE DISCUSSED THE NY 25 BUDGET FOR BOSTON PUBLIC SCHOOLS AND WILL HIGHLIGHT CURRICULUM HUBS, SCHOOLS, CAREER AND COLLEGE PATHWAYS BOTH VOGUE, VOGUE, TECH AND SAFETY. TODAY I'M JOINED BY MY COUNCIL COLLEAGUES IN ORDER ARRIVAL COUNCILOR FLYNN. COUNCILOR MURPHY THE VICE CHAIR OF THE COMMITTEE VICE-CHAIR PEPEN COUNCIL SANTANA. COUNCIL PRESIDENT LOUIJEUNE COUNCIL BREADON CASIMIR.  COUNCILOR FITZGERALD AND CLASSICAL LEADER. I WOULD LIKE TO NOW INTRODUCE TODAY'S PANELIST TESTIFYING ON BEHALF OF THE ADMINISTRATION.  THE CFO OF BOSTON PUBLIC SCHOOLS CFO BLOOM SECONDARY SUPERINTENDENT SUPERINTENDEN FOR COLLEGE CAREER AND LIFE READINESS SUPERINTENDENT LOMBARDI.  CHIEF OF TEACHING AND LEARNING CHIEF MILLER AND CHIEF OF SAFETY SERVICES CHIEF COAKLEY GRISE. THE FLOOR IS NOW YOURS. EXCELLENT. THANK YOU SO MUCH FOR HAVING US TODAY. WE APPRECIATE YOUR TIME. MY NAME IS LESLIE RYAN MILLER.  I'M THE CHIEF OF TEACHING AND LEARNING FOR BOSTON PUBLIC SCHOOLS. ALONGSIDE ME AND MY COLLEAGUES AND TODAY WILL BE PRESENTING AN OVERVIEW OF OUR BUDGET ALLOCATION FOR VARIOUS EDUCATIONAL PROGRAMS AND PERSONNEL POSITIONS IN THE DIVISION OF ACADEMICS. THESE ALLOCATIONS ARE DESIGNED TO ENHANCE OUR MULTI-TIERED SYSTEM OF SUPPORT AND ENSURE EQUITABLE ACCESS TO LEARNING FOR ALL OF OUR STUDENTS IN BOSTON.  WITH A SPECIFIC FOCUS ON SUPPORTING MULTILINGUAL LEARNERS AND STUDENTS WITH SPECIAL NEEDS, I WON'T SPEND MUCH TIME ON THIS SLIDE BUT WE OPENED WITH THIS IN OUR PREVIOUS HEARINGS AROUND THE HIGH QUALITY STUDENT EXPERIENCE THE BEEPS OPPORTUNITY GAP POLICY STATES. EVERY STUDENT IN EVERY CLASSROOM IN EVERY SCHOOL HAS THE SAME OPPORTUNITY TO ACHIEVE THE GREATNESS WITHIN THEM AS ANYBODY ELSE. EVERY CHILD MUST HAVE UNFETTERED ACCESS TO EVERY CONCEIVABLE RESOURCE TO UNLOCK THE GREATNESS WITHIN THEM. WITH THAT VISION IN MIND WE PRESENT TO YOU THE ACADEMICS DIVISION FUNDING PRIORITIES FOR FY 25.  THOSE PRIORITIES INCLUDE INCREASED ACCESS TO GRADE LEVEL CONTENT THROUGH PROFESSIONAL LEARNING, TARGETED SUPPORTS FOR STUDENTS AND HIGH QUALITY INSTRUCTIONAL MATERIALS EXPANDED INCLUSIVE LEARNING OPPORTUNITIES INCLUDING ACCESS TO BILINGUAL EDUCATION,  CULTIVATING, RETAINING AND SUPPORTING A DIVERSE OUR DIVERSE EDUCATORS AND SCHOOL LEADERS COORDINATION AND SUPPORT FOR THE COMMUNITY HUB SCHOOL STRATEGY AND EXPAND ACCESS TO MULTIPLE PATHWAYS HIGH SCHOOL STUDENTS TO PROVIDE SMOOTH TRANSITIONS TO HIGHER EDUCATION AND WORKPLACE SETTINGS.  SO TO START WITH ACCESS TO GRADE LEVEL LEARNING AND MTS SUPPORTS.  FIRST WE'VE ALLOCATED 1.8 MILLION TO DEPLOY 14 EQUITABLE LITERACY COACHES WHO PROVIDE VITAL JOB EMBEDDED SUPPORT TO OUR TEACHERS IN EQUITABLE LITERACY WHICH FOSTERS THE LITERACY SKILLS AMONG OUR STUDENTS ACROSS CONTENT AND DISCIPLINES USING RESEARCH BASED EVIDENCE PRACTICES. ADDITIONALLY, WE'VE ALLOCATED 2.7 MILLION TO FUND 24 READING SPECIALIST WHO WORK DIRECTLY WITH STUDENTS TO PROVIDE STUDENT FACING INTERVENTIONS THAT COMPLEMENT INSTRUCTIONAL WORK AND POSITIONS HAPPENING AT SCHOOLS TO ADDRESS ONE OF THE POINTS MADE BY COUNCILOR FISKE FITZGERALD AT YESTERDAY'S HEARING. WE ALSO HAVE A DISTRICT ACCOMMODATION PLAN REFERRED TO AS THE DE CAP. THE DE CAP IS A FRAMEWORK TO ESTABLISH A PROCESS TO ENSURE THAT ALL EFFORTS HAVE BEEN MADE TO MEET STUDENTS TO MEET STUDENTS NEEDS IN REGULAR EDUCATION. THE DE CAP OUTLINES THE BASELINE UNIVERSAL OFFERINGS AND EXPECTATIONS THAT WE CREATE CONDITIONS THAT CREATE CONDITIONS FOR EQUITABLE LITERACY AND STUDENT ACCESS. THIS CAN INCLUDE EVIDENCE AND RESEARCH BASED PLATFORM AND EVIDENCE AND RESEARCH BASED INTERVENTIONS ON PLATFORMS THAT STUDENTS HAVE ACCESS TO BOTH AT SCHOOL AND DURING OUT-OF-SCHOOL TIME.  IN THE PRIOR HEARING, COUNCILOR MEJIA ASKED WHAT IS AN AREA OF WORK THAT WE'RE PROUD OF ? I CAN UNEQUIVOCALLY SAY AS A CHIEF OF TEACHING AND LEARNING THAT THERE ARE MANY BUT ONE THAT HAS MADE THAT WE'VE MADE A SIGNIFICANT INVESTMENT IN IS HIGH QUALITY INSTRUCTIONAL MATERIALS AND WE'VE ALREADY SEEN PROGRESS IN TERMS OF OUR TEACHERS PRACTICE THAT ARE USING THESE HIGH QUALITY INSTRUCTIONAL MATERIALS IN THEIR CLASSROOM. WE PREDOMINANTLY USED ESSER FUNDING FOR THAT INVESTMENT TOTALING ALMOST $2.2 MILLION WHICH WAS A GREAT TIME EXPENSE FOR THOSE ESSER FUNDS. THESE INVESTMENTS ARE EXPLICITLY ALIGNED TO OUR TIER ONE INSTRUCTIONAL EXPECTATIONS WHICH WE HAVE ALSO SHARED WITH SCHOOLS HIGH QUALITY MATERIALS AND ALIGNED PROFESSIONAL LEARNING HELP TO ENSURE THAT ALL STUDENTS HAVE ACCESS TO RESEARCH BASED STANDARDS ALIGNED GRADE LEVEL CONTENT AND AS A RESULT OF THIS WORK AGAIN WE'VE SEEN A 26% INCREASE IN CURRICULUM ALIGNMENT TO GRADE LEVEL STANDARDS.  OUR COMMITMENT TO PROFESSIONAL DEVELOPMENT IS ALSO EVIDENT AS WE HAVE DOCUMENTED 18000 HOURS OF COMPLETED PROFESSIONAL LEARNING BY OUR TEACHERS AND PARAPROFESSIONALS ALONGSIDE 2200 INSTRUCTIONAL WALKTHROUGHS CONDUCTED JUST THIS SCHOOL YEAR WITH 620 622 OF THEM HAPPENING IN OUR PRE-K THROUGH TWO CLASSROOM AND 1578 HAPPENING IN OUR GRADES THREE GRADE THREE THROUGH 12 CLASSROOMS. THIS SUPPORTS OUR WORK TOWARDS CONTINUOUS IMPROVEMENT WITH OUR INSTRUCTIONAL PRACTICES AS SHARED AT THE HEARING YESTERDAY . INCLUSIVE EDUCATION IS A CORNERSTONE OF OUR APPROACH AND WE'RE SUSTAINING EIGHT INCLUSIVE POSITIONS AS PART OF OUR REGIONAL MODEL THAT SUPPORT THE PROFESSIONAL GROWTH OF EDUCATORS AND SUSTAINABILITY OF SCHOOL SYSTEMS THAT SUPPORT INCLUSIVE EDUCATION RELATED TO STUDENT SERVICES AND IN ADDRESSING DIVERSE NEEDS OF OUR STUDENTS. $434,000 HAS BEEN ALLOCATED TO SUSTAIN 4.8 FTE THAT ARE STUDENT FACING SERVICE PROVIDERS INCLUDING PSYCHOLOGISTS ENSURING THAT EVERY STUDENTS RECEIVE THE SUPPORT THAT THEY NEED TO THRIVE ACADEMICALLY AND EMOTIONALLY. CERTAINLY THERE ARE MORE POSITIONS BUT THESE ARE JUST SOME THAT WE HAVE BEEN ABLE TO SUSTAIN IN THIS BUDGET THROUGH THE ESSER CARRY FORWARD PROGRAM. WE'RE ALSO INVESTING $635,000 IN OUR SCHOOL LEADER PIPELINE PROGRAM AND 410,000 IN NEW SCHOOL LEADER DEVELOPMENT ALONGSIDE 220 500 THAT 220 $500,000 IN NON-PERSON FUNDING TO SUPPORT UNIQUE SCHOOL NEEDS WITHIN VARIOUS REGIONS THAT ALSO FOSTER LEADERSHIP AND INNOVATION RECOGNIZING THE IMPORTANCE OF DATA DRIVEN DECISION MAKING. WE'VE INVESTED SEVEN WOULD LIKE TO INVEST $700,000 IN THE OFFICE OF DATA AND ACCOUNTABILITY PERSONNEL TO SUPPORT DASHBOARDS FOR DATA TRANSPARENCY. ADDITIONALLY, $400,000 HAS BEEN ALLOCATED FOR LANGUAGE ACQUISITION ASSESSMENT ENSURING THAT OUR ASSESSMENTS ACCURATELY REFLECT THE LINGUISTIC DIVERSITY AND INSTRUCTIONAL AREAS FOR GROWTH OF OUR STUDENT POPULATION.  THIS SLIDE HERE THAT SLIDES JUST DOING FINALLY AS WAS ALSO BROUGHT UP IN YESTERDAY'S HEARING THE DISTRICT IS ADDRESSING CRITICAL NEEDS SUCH AS RECRUITMENT SUPPORT WITH A POSITION ONE FTE POSITION WHICH WILL SUPPORT THE RECRUITMENT OF EDUCATORS WITH SPECIAL EDUCATION LICENSURE AS WELL AS BILINGUAL STAFF.  ADDITIONALLY, WE'RE EXPLORING THE INCLUSION OF A SPECIALIST POSITION TO CULTIVATE BILINGUAL PIPELINES FOR OUR PARAPROFESSIONALS, TEACHERS AND SPECIAL EDUCATION STAFF.  IN CONCLUSION, OUR BUDGET ALLOCATIONS REFLECT OUR COMMITMENT TO PROVIDING EQUITABLE ACCESS TO A HIGH QUALITY EDUCATION FOR ALL STUDENTS BY INVESTING IN MTS SUPPORTS INCLUSIVE EDUCATION AND STUDENT SERVICES AS WELL AS LEADERSHIP DEVELOPMENT, DATA TRANSPARENCY AND ADDRESSING CRITICAL NEEDS. WE'RE CONTINUING TO LAY THE FOUNDATION FOR STUDENTS STUDENT SUCCESS AND ACADEMIC EXCELLENCE. THANK YOU SO MUCH FOR YOUR TIME. THANK YOU FOR YOUR PRESENTATION. NOW I GO TO MY COUNCILOR COLLEAGUES IN ORDER OF ARRIVAL STARTING WITH COUNCILOR FLYNN. YOU NOW HAVE THE FLOOR.  THANK YOU, MR CHAIR. AND THANK YOU TO THE ADMINISTRATION TEAM THAT'S HERE . WE'RE ALSO ABLE TO TALK ABOUT PUBLIC SAFETY RELATED ISSUES IN THE SCHOOLS.  THANK YOU. I JUST WANT TO START OFF BY SAYING HOW WE'RE DOING PROVIDING SAFE AND HEALTHY SCHOOL FOR EVERY STUDENT.  WHAT'S THE CURRENT STATUS OF SAFETY IN OUR SCHOOLS?  GOOD AFTERNOON, COUNCILOR . GREAT TO SEE YOU AS ALWAYS. YOU TOO. IT'S GOOD TO SEE YOU. SO THE STATUS OF OUR SAFETY AND OUR SCHOOLS IS YOU KNOW, I'VE GOT TO GO BACK JUST A COUPLE OF WEEKS AGO I WAS AT THE COUNCIL OF GREAT CITY SCHOOLS PRESENTING ON OUR MODEL OF SAFETY AND IT EFFECT OF THREE KIND OF A LAYERED EFFECT BASED ON RECOMMENDATIONS FROM THE COUNCIL OF GREAT CITY SCHOOLS AND TO SEE REPORT THAT CAME OUT A LITTLE MORE THAN A YEAR AGO.  WE HAVE INCREASED OUR SAFETY NUMBERS TO THE RECOMMENDED NUMBERS. WE ENDED UP HIRING AN ADDITIONAL 25 SAFETY SPECIALISTS FOR OUR SCHOOL BASED POSITIONS. WE ALSO ACQUIRED THE FORMER ST WORKER PROGRAM REPURPOSE AS WE BRANDED THEM INTO OUR COMMUNITY CONNECTION COORDINATOR POSITIONS AND WE ALSO INCREASED OUR EMERGENCY MANAGEMENT TEAM TO FROM 1 TO 5. AND WHAT THAT MEANS FOR THE CITY AND WHAT I MEAN BY THIS LAYERED EFFECT IS NOW WE HAVE OUR SAFETY SPECIALISTS WHICH WERE THE FORMER POLICE ROLES BUT REAL STEEL HORNING IN THAT EXPERTISE THAT FAMILIARITY THAT THAT WAS CONSISTENT WITH THAT ROLE THAT SCHOOL BASED POSITIONS.  COUPLE THAT WITH THE COMMUNITY CONNECTION COORDINATOR WHICH IS OUR REGIONAL MODEL TO COMMUNITY CONNECTORS IN EACH REGION AND THEN WE HAVE OUR EMERGENCY MANAGEMENT TEAM WHICH IS A DISTRICT WIDE IN PRESENTING TO THE COUNCIL GRADE CITY SCHOOLS A COUPLE OF WEEKS AGO. THAT IS I MEAN REALLY AN EVOLUTIONARY MODEL THAT A NUMBER OF DISTRICTS ARE LOOKING AT BECAUSE IT REALLY SPEAKS TO OUR HOLISTIC WAY OF DEALING WITH SAFETY AND SECURITY. NOW NOT LESS THE PUNITIVE WAY STILL HAVING SUPPORT WITH OUR SCHOOL ENGAGEMENT UNIT WHICH IS THE BOSTON POLICE OFFICERS THAT WERE VERY COLLABORATIVELY WITH US WITHIN OUR OFFICE BEING RESPONSIVE TO SCHOOL SPECIFIC INCIDENCES TO BE TOTALLY TRANSPARENT. WE'RE STILL WORKING ON OUR EMAIL YOU WITH BPD BUT WE'RE OPERATING AS A FORMAL PROCESS HAVE WE AT LIKE WE'VE DONE FOR DECADES NOW?  SIR, THANK YOU.  WHAT WHAT IMPACT DOES THE SCHOOL IN THE SOCIAL MEDIA POLICY HAVE ON PUBLIC SAFETY CHALLENGES WHETHER IT'S AN INDIVIDUAL SCHOOL, SOCIAL MEDIA POLICY OR BHP'S POLICY ON SOCIAL MEDIA IT MAY BE KIND OF TALKING ABOUT ANTI-BULLYING AS WELL.  YEAH, I THINK YOU KNOW THAT'S GREAT GREAT QUESTION. SOCIAL MEDIA UNFORTUNATELY IS IMPACTING THE COUNTRY. THE ACCESS TO INFORMATION AND THE CREDIBILITY OF INFORMATION FOR YOUNG PEOPLE IS IS REALLY PARAMOUNT AND SOME OF THE DISCUSSIONS THAT WE'RE HAVING IN COLLABORATION WITH OTHER SCHOOLS DISTRICTS. IF WE LOOK AT OUR REPORTS AND TALLYING THEM THROUGHOUT THE YEAR THOSE REPORTS SPECIFICALLY HAVE GONE UP. I CAN'T EQUATE THAT JUST TO THE NUMBER OF INCIDENTS INCREASING BUT I'M GOING TO PROBABLY EQUATE IT JUST TO THE REPORTING OF THOSE INCIDENCES INCREASING. I THINK THAT THAT'S PROBABLY A CAVEAT TO A NUMBER OF INCIDENCES THAT WE'RE HAVING IN THE STREETS THAT ARE CARRYING OVER INTO THE SCHOOLS. OUR POLICY REMAINS CONSISTENT WITH THE DISTRICT. IT'S A DISTRICT BY POLICY NOT A SCHOOL BY POLICY AND WE WORK COLLABORATIVELY WITH OUR SUCCEED BOSTON. I THINK YOU HEARD FROM THEM MAYBE YESTERDAY OR EARLIER THIS MORNING ARE THE NUMBERS OF INCIDENTS PHYSICAL INCIDENTS BETWEEN STUDENTS STUDENT HAVE THEY GONE DOWN? HAVE THEY GONE UP OVER THE LAST YEAR? THEY RUN IN PARALLEL TO LAST YEAR SINCE WE AFTER COVID. ONCE YOUNG PEOPLE CAME BACK INTO SCHOOL AND THEN THE ACCESS OF EVERYONE HAVING COMPUTERS I THINK THAT KIND OF INCITED A LOT OF THE CONNECTION ON SOCIAL MEDIA. BUT OUR POLICY HASN'T CHANGED WITH RESPECT TO THAT. SOME PARTICULAR SCHOOLS HAVE DIFFERENT PRACTICES AS FAR AS PHONE YOU KNOW, PUTTING PHONES AWAY. WE'RE LOOKING AT SOME TECHNOLOGY AS A RESULT OF THAT AS WELL. IT'S WE'RE STILL VETTING IT. THERE'S A LOT OF OPPORTUNITY FOR ANONYMOUS REPORTING PLATFORMS, SOCIAL MEDIA REGULATING PAP PLATFORMS BUT WE'RE STILL IN THE EVALUATION PROCESS OF THAT. I WAS READING A REPORT WHERE IT WAS A HIGH SCHOOL OUTSIDE OF MASSACHUSETTS IMPLEMENTED A NO CELL PHONE POLICY FOR HIGH SCHOOL STUDENTS. SO MAYBE WHAT GREAT GRADE SCHOOL STUDENTS AND THE RESULTS HAVE BEEN REMARKABLE IN TERMS OF KNOW NO PHYSICAL ISSUES, NO ANTI-BULLYING ISSUES LIMITED AND THERE WAS NO HARASSMENT OF STUDENT ON STUDENT BUT IT'S JUST SOMETHING THAT PEOPLE MIGHT LOOK AT. I THINK WE'RE YOU KNOW, WE'RE LOOKING AT A NUMBER OF DIFFERENT OPTIONS.  A LOT OF THOSE POLICIES WORK WELL IN SMALLER DISTRICTS COUNCIL I THINK AS BEING A LARGER DISTRICT IF YOU LOOKED AT WHAT HAPPENED EVEN YESTERDAY MORE RECENTLY IN LEN I THINK SOME OF THE PUSHBACK FROM SOME OF THE PARENTS IN THE COMMUNITY WAS THE FACT THAT YOUNG PEOPLE DID NOT HAVE THEIR PHONES AND THEY WEREN'T ABLE TO, YOU KNOW, COMMUNICATE. I THINK WE HAVE A TREMENDOUS RELATIONSHIP IN PARTNERSHIP WITH OUR COMMS, OUR COMMUNICATIONS THAT WE NOTIFY IMMEDIATELY OF INCIDENCES PRELIMINARILY WHAT'S GOING ON AND THEN WE FOLLOW UP WITH MORE DETAILS. I THINK THAT'S PROBABLY ONE OF THE BEST PRACTICES FOR MOST DISTRICTS. I THINK WE CAN STILL EVALUATE OTHER OPTIONS. WELL, THANK YOU CHIEF AND JUST WANT TO ACKNOWLEDGE THE IMPORTANT AND PROFESSIONAL WORK THAT YOU HAVE DONE FOR THE RESIDENTS OF BOSTON FOR MANY YEARS. THANK YOU. THANK I APPRECIATE YOU, SIR. THANK YOU VERY MUCH. THANK YOU. CONSTANTLY IN COUNCIL YOU NOW HAVE THE FLOOR. THANK YOU. THANK YOU FOR BEING HERE AS WELL AND ON THE CELL PHONE. THANK YOU FOR ASKING THOSE QUESTIONS, COUNCILOR FLYNN. BUT EVEN JUST THIS MORNING I WAS WALKING MY DOG AND MY SON SAID MOM, YOU DON'T HAVE YOUR CELL PHONE. I SAID I KNOW, THAT'S FINE. I'M WALKING AROUND THE BLOCK. WE NEVER HAD CELL PHONES GROWING UP BUT THERE IS THIS CONNECTION, RIGHT? SO TO TAKE THEM AWAY COMPLETELY BECAUSE I DO HEAR FROM STUDENTS WHO ARE CONCERNED, YOU KNOW THAT THEY CAN'T COMMUNICATE. SO IT'S A FINE LINE YOU HAVE TO BLOCK ON THE SAFETY ISSUE SO HAPPY TO BE PART OF THAT CONVERSATION WITH YOU KNOWING THERE IS NO PROBABLY ONE RIGHT ANSWER. BUT HOW DO WE GET IT BECAUSE THERE DEFINITELY IS SOCIAL EMOTIONAL CONCERNS ABOUT THE SOCIAL MEDIA AND SEEING OFTENTIMES EVEN SCHOOLS OR GROUPS OF COMMUNITIES HAD THEIR HAVE THEIR OWN LIKE INSTAGRAM PAGES OR SOCIAL MEDIA PAGES.  SO WE'RE SEEING THINGS BEFORE EVEN PRINCIPALS OR TEACHERS ARE KNOWING SOMETHING'S GOING ON. SO I KNOW YOU'RE WORKING ON IT BUT MAYBE IF THERE'S SOMETHING WE CAN DO TO HELP OR IN THE COMMUNICATION I DO HEAR FROM FAMILIES SOMETIMES THAT THEY FEEL THAT YOU KNOW BECAUSE THEY'RE HEARING SO SOON WHAT IS THE ACTUAL AMOUNT OF TIME A SCHOOL HAS TO SEND AN EMAIL EVEN IF ALL THE INFORMATION ISN'T THERE. YOU DID SAY A PRELIMINARY ONE TO CALM EVERYONE AND GIVE WHAT YOU DO KNOW BUT THEN MAYBE THERE NEEDS TO BE A FOLLOW UP. BUT WHAT IS THE ACTUAL PROTOCOL THAT AND IT SEEMS LIKE PRINCIPALS CAN'T PICK AND CHOOSE IT'S A SYSTEM WIDE DECISION IS THAT TRUE? IT IS. COMMS IS NOT CLEAR BUT I MEAN JUST IN PARTNERSHIP AND COLLABORATION WITH THEM ON A DAILY BASIS COUNSELOR WE IF WE HAVE A SAFE MODE WHICH IS WHEN WE SHELTER IN PLACE PRETTY MUCH FOR LACK OF A BETTER WORD WE NOTIFY THE IT'S A COMMUNICATION THAT GOES OUT TO THAT SCHOOL AND IF THERE HAS TO BE ONE FOR THE WHOLE DISTRICT THAT GOES OUT IMMEDIATELY MAYBE NOT AS DETAILED IN THE INFORMATION JUST THE FACT THAT WE ARE IN SAFE MODE AND THEN SOON THEREAFTER WITHIN COUNCIL STATION ANOTHER PEOPLE NUMBER OF PEOPLE WAY INTO THAT THAT INCLUDES THE SCHOOL LEADERS THAT MAY INCLUDE BEEPS AND WHOMEVER ELSE THAT INCIDENT MAY AFFECT THAT INFORMATION GOES OUT AS AS POSSIBLE WITH ACCURACY.  OKAY THANK YOU ON THE SPECIAL ED CONCERN I'VE GOTTEN CALLS AND I KNOW I FILED FOR A HEARING. HOPEFULLY WE WILL HAVE IT SOON BUT ABOUT OUR YOUNGEST LEARNERS AND IT'S WONDERFUL THAT WE'RE OPENING MORE SEATS FOR OUR UNIVERSAL PRE-K SEATS.  WHAT IS THE PROTOCOL FOR OUR STUDENTS?  SOME ARE ALREADY IN EARLY INTERVENTION SO WE KNOW WHEN THEY TAKE UPKEEP BUT MANY OF THEM PROBABLY ARE ALREADY GUARANTEED THE K ZERO SEAT. CAN THEY CHOOSE A NEW SEAT?  AND THEN WHAT I'VE BEEN HEARING FROM TEACHERS OR YOU KNOW, PROGRAMS THAT ARE HOSTING THEM AND ALSO PARENTS DIRECTLY THAT IF THEIR CHILD IS IDENTIFIED WITH A SPECIAL NEED BUT THEY'RE IN A SEAT THAT THERE IS IN PLACE SOMEWHERE ELSE. SO WHAT ARE WE DOING ABOUT THAT? THAT'S A GREAT QUESTION, COUNCILOR MURPHY AND I'M GOING TO ASK OUR INTERIM EXECUTIVE DIRECTOR OF EARLY CHILDHOOD TR IDEAS WHO IS ALSO SERVING AS A YUP'IK DIRECTOR WITHIN THE OFFICE OF TEACHING AND LEARNING. THANK YOU AND POSSIBLY CHIEF SEAL WOULD LIKE TO RESPOND. I'M NOT SURE.  OKAY. THANK YOU. HOW ARE YOU TODAY? I'M GOOD, THANK YOU. AWESOME. SO OUR CENTERPIECE PROGRAMS OFFER SPEECH O.T. AND BEHAVIORAL SUPPORT. WE USE THE CHILD FIND SCREENING TO DETERMINE WHETHER THOSE SUPPORTS WILL BE NEEDED.  SO COMING DOWN THE STEPS I LOST MY BREATH AND IN THE CASE THAT WE CANNOT PROVIDE THE SERVICES THEN WE WOULD WORK WITH BEEPS TO ENSURE THE CHILD IS TRANSFERRED INTO A SCHOOL. IN THE MEANTIME WHAT WE DO IS ENSURE THAT WE UTILIZE OUR SPEECH OUR OLD T AND OUR BEHAVIOR HEALTH TO PROVIDE THOSE SUPPORTS AND THEN OFFER THOSE COMPENSATORY SERVICES TO DPS. RIGHT? SO ON PAPER THAT SOUNDS GOOD. THE CONCERNS ARE THAT WHEN PEOPLE CALLED THEY WERE IN A MEETING AND THEY WERE LIKE WELL THERE IS NO ROOM YOU KNOW THAT THEY WEREN'T GOING TO FIND SPACE FOR THEM IN A CLASSROOM IN A SCHOOL SO THEY WOULD HAVE TO PHYSICALLY MOVE OUT OF THAT UP PROGRAM TO MAKE SURE THAT THEY DID RECEIVE THE SERVICES THEY NEED.  SO IT IS THERE BECAUSE I KNOW IN K ZERO WE DON'T FILL OUR CLASSROOMS AT THE BEGINNING BECAUSE AS CHILDREN TURN THREE WE HAVE TO HAVE SPACE FOR THEM TO ENTER AND IN THIS CASE NOW IT'S LIKE AN EXTRA LEVEL OF STUDENTS WHO ARE IN THAT RANGE WHERE THERE AREN'T MANY K0K1 SEATS OPEN AND THEN IT'S A UNION ISSUE AND A GRIEVANCE OF OVER CLASS SIZE AND YEAH,  WILL WE DEALING WITH THAT WHEN WE ARE BEING TOLD WELL THERE ISN'T AND I'M GOING TO HAVE KATE JUMP IN BUT ONE THING I WANTED TO MENTION WAS WE HAVE SEEN AN INCREASE IN SERVICES NEEDED AND JUST A QUICK NOTE WE THE ENROLLMENT PLATFORM IS REALLY GOING TO HELP US BETTER IDENTIFY AND UNDERSTAND THE NEEDS OF OUR CHILDREN ACROSS BOTH THE CENTERS AND VP'S BECAUSE WE'LL NOW HAVE THIS ONE SYSTEM TO KEEP TRACK OF THE NEEDS.  BUT THE OTHER THING I WANTED TO MENTION IS STUDENTS COME TO US WITH IDEAS AND THEN THEY HAVE SERVICES IDENTIFIED SO YOU KNOW YOU CAN ENROLL RIGHT TO DIFFERENT SO YOU CAN HAVE A STUDENT BE IN THE PROGRAM WITH IEP SERVICES OR AN IP PLAN RATHER BUT THEN YOU CAN HAVE A CHILD THAT YOU IDENTIFY IN LIKE FEBRUARY OR MARCH. AND SO I THINK WHAT YOU'RE MENTIONING ARE SOME OF THE LATTER. IT'S MORE WHEN THEY KNOW YEAH, YEAH, YEAH YEAH THEY FIND OUT WHILE THEY'RE IN THE THE YEAR RIGHT IN THE TEACHERS IDENTIFY THANK YOU FOR THAT QUESTION AND I THINK THAT IS A A SITUATION THAT WE'RE ALSO LOOKING AT VERY CLOSELY WE ARE PARTNERING WITH YOU P.K. IN REGARDING TO BUILDING CAPACITY FOR STUDENTS WHO DO NEED INCLUSION SERVICES. AS MY COLLEAGUE STATED WE PROVIDING RELATED SERVICES IN YUP'IK BUT THROUGH THE CHILD FIND PROCESS WE'RE EVALUATING STUDENTS LIKE YOU MENTIONED WE'VE HAD A HUGE INCREASE STUDENTS AS OF FEBRUARY WE'RE UP TO OVER 300 STUDENTS THAT WE HAVE EVALUATED TO DETERMINE ELIGIBILITY FOR AND WE DO HAVE SOME STUDENTS THAT ARE AWAITING SEATS AND IN THAT PROCESS AS A MATTER OF FACT WE'VE REACHED OUT TO OUR FAMILIES AND WE'VE OFFERED LIKE SATURDAY PROGRAM AS WELL AS LOOKING AT COMPENSATORY SERVICES FOR EXTENDED SCHOOL YEARS AND WE'RE WORKING CLOSELY WITH OUR DISTRICT LEADERSHIP TEAM IN ORDER TO ADDRESS THE CAPACITY OF THOSE STUDENTS IN MAKING SURE THAT THEY GET THEIR SERVICES AS SOON AS POSSIBLE. I MEAN IT'S AN UNINTENDED CONSEQUENCE BUT LEGALLY WE HAVE TO PROVIDE THEM THE FULL SERVICES CAN'T JUST SAY HEY, CAN YOU COME ON SATURDAY?  SO I DO THINK WE HAVE TO THINK AS WE CONTINUE TO BRING IN OUR YOUNGEST LEARNERS. I WAS A KINDERGARTEN TEACHER FOR MANY YEARS AND MOST STUDENTS ARE IDENTIFIED IN KINDERGARTEN THEIR FIRST TIME IN A SETTING WHERE A TEACHER NOTICES OR THEY'RE AROUND PEERS SO IT'S EASIER TO TELL IF THERE'S ANY DELAYS.  SO WE DO HAVE TO ACCOMMODATE OUR SO HOW ARE WE MAKING SURE THAT WE'RE NOT BREAKING THE LAW? ABSOLUTELY. WE ARE WORKING AND THE SUPERINTENDENT DID STATE ALSO WHEN WE MET YESTERDAY THE FACT THAT AS A RESULT OF THE PANDEMIC WE'VE HAD A HUGE INCREASE OF STUDENTS ESPECIALLY EARLY CHILDHOOD KIDDOS THAT HAVE BEEN FOUND ELIGIBLE AND WE'RE WORKING CLOSELY WITH OUR SCHOOL BASED TEAM TO MAKE SURE THAT THIS DOES NOT CONTINUE TO BE A CHALLENGE FOR NEXT YEAR.  BUT IN THE INTERIM WE ARE OBLIGATED TO PROVIDE SERVICES AND FOR ALL OF THOSE STUDENTS WHO ARE NOT RECEIVING SERVICES CURRENTLY WE ARE IN THE PROCESS OF DEVELOPING COMPENSATORY SERVICES FOR THOSE STUDENTS AS . WELL IS THERE A PERCENTAGE BECAUSE THIS WILL BE PART OF THE INCLUSION CONCERN TOO BECAUSE IF MORE AND MORE CLASSROOMS HAVE A LARGER PERCENTAGE OF SPECIAL ED STUDENTS SO CURRENTLY THE K01 STUDENTS THAT IS A COMBINATION OF STUDENTS THAT ARE IN NEED OF APPLIED BEHAVIORAL ANALYSIS AS WELL AS A VERY SMALL PERCENTAGE OF OUR STUDENTS WHO ARE WAITING FOR INCLUSION PLACEMENTS AS WELL. BUT WITH THE INCREASE IN OKAY ZERO ONE FOR SCHOOL YEAR 2425 WE ANTICIPATE THAT THIS WILL NO LONGER BE A PROBLEM WE WATCHING THANK YOU THANK YOU CAN APPRECIATE IT VICE-CHAIR PEPEN THE FLOOR IS YOURS. THANK YOU CHAIR I'M GOING TO TAKE YOU TO THE PANEL THAT'S FROM BPC FOR BEING HERE TODAY.  MY FIRST QUESTION IS REGARDING CORY AND COLLEGE PATHWAYS. ABOUT A FEW WEEKS AGO I HAD THE OPPORTUNITY OF TOURING ANOTHER COURSE TO COLLEGE WHICH IS A HIGH SCHOOL IN MY DISTRICT GREAT SCHOOL, GREAT STUFF. I WAS ABLE TO GET A TOUR, AN UNDERSTANDING OF WHAT'S HAPPENING IN THAT SCHOOL.  I WOULD LIKE TO KNOW ARE THERE ANY NEW INVESTMENTS GOING INTO THAT SCHOOL SPECIFICALLY? AND THE REASON WHY I'M ASKING IS BECAUSE I ALSO RECENTLY SAW THAT THIS SCHOOL IS.  SO I JUST WANT TO KNOW WHAT'S THE FUTURE OF ANOTHER COURSE THE COLLEGE?  SURE I CAN TAKE THAT AND THANK YOU FOR THE QUESTION. THE SORT OF THE SORT OF TWO SIDES OF THIS AS FAR AS THE FUTURE OF THE SCHOOL IN TERMS OF FEASIBILITY IS YOU KNOW, THAT'S NOT REALLY THAT'S NOT REALLY THE WORK THAT MY OFFICE DOES. BUT WE CAN CERTAINLY TALK ABOUT THE PROGRAMING AND THERE IS AN INHERENT STRUGGLE WITH A SCHOOL LIKE BECAUSE OF ITS SIZE. AND SO A LOT OF THE PROGRAMING THAT WE DO IS BASED AROUND COHORTS OF STUDENTS.  SO TYPICALLY IF YOU TAKE ONE OF OUR LARGER HIGH SCHOOLS I'D SAY IN EAST BOSTON HIGH SCHOOL FOR EXAMPLE WITH YOU KNOW, ENROLLMENT OF AROUND 1300 STUDENTS THAT ARE GRADUATING COHORTS OF OVER 300 STUDENTS WHICH ALLOWS US TO OFFER MULTIPLE CTE PATHWAYS A LOT OF AP COURSEWORK AN EARLY COLLEGE PATHWAY WOULD STILL BE LAUNCHING NEXT YEAR.  A NUMBER OF PROGRAMING AT ATC OR SCHOOLS THAT ARE OF THAT SIZE OR IN THE IN THAT AREA IT'S FAR MORE DIFFICULT BECAUSE OF THE COHORT SIZE. SO WHILE WE'RE ABLE TO OFFER AP COURSEWORK WE'RE USUALLY NOT ABLE TO OFFER A FULL COHORT OF SAY AN EARLY COLLEGE PATHWAY OR A PATHWAY. SO WHAT WE'RE WHAT WE'RE ENDEAVORING TO DO THERE IS WORK WITH D.C. AND WORK WITH THE STATE DESIGNATION PROCESS TO SEE IF WE CAN COMBINE SOME OF THE PATHWAYS ACROSS SCHOOLS IN THE FUTURE WHICH IS SOMETHING THAT'S BEEN DIFFICULT TO DO AT STATE LEVEL PREVIOUSLY WHERE YOU HAVE A SCHOOL LIKE NEW MISSION RIGHT NEXT DOOR THAT HAS A NUMBER OF EARLY COLLEGE PATHWAYS, SOME OPPORTUNITIES FOR SHARING.  SO THAT'S SORT OF HOW THE PORTFOLIO COULD WORK WITH SMALLER SCHOOLS AND LARGER SCHOOLS. BUT IT IS AN INHERENT CHALLENGE WITH THE SCHOOL THAT SIZE TO LAND PROGRAMING THERE. OKAY. YEAH, THAT'S GOOD TO KNOW JUST BECAUSE I KNOW THAT THE VICE PRINCIPAL THERE WHICH IS VERY VERY PROUD OF JUST DOING THE WORK THAT THEY'RE DOING. SO I JUST WANT TO MAKE SURE THAT THEY WERE THEY FEEL SUPPORTED. YEAH, THEY DO INCREDIBLE STUFF FOR SURE. SERIOUSLY. THANK YOU FOR THAT. AND IN REGARDS TO TWO HUB SCHOOLS, YOU KNOW I WAS LOOKING AT YOUR WEBSITE SINCE THAT STUDENTS LEARNED CURRICULUM THAT HONORS AND REFLECTS THEIR CULTURES AND BACKGROUNDS. I BELIEVE THAT THE MADISON SCHOOL IS ONE OF THESE SCHOOLS AND IT'S A GEM IN MATTAPAN IN MY DISTRICT. ARE THERE PLANS TO EXPAND HUB SCHOOLS AND ALSO WHAT ARE WHAT IS AN EXAMPLE OF A GROUP CURRICULUM THAT REFLECTS CULTURE?  LIKE WHAT IS WHAT IS IT CLASS THAT DOES THAT IN THE SCHOOLS?  SO I CAN START WITH THE CURRICULUM QUESTION AND THEN I CAN PASS IT OVER TO CHIEF BLOOM AROUND HUB SCHOOL SPECIFICALLY. SO THIS IS REALLY WHAT OUR EQUITABLE LITERACY INITIATIVE IS ABOUT. IT IS REALLY THE INTERSECTION OF RESEARCH BASED STANDARD ALIGNED EVIDENCE BASED CURRICULUM PRACTICES AND CULTURALLY RESPONSIVE TEACHING. SO ONE ANALOGY I LIKE TO USE MY TEAMS HEARD ME SAY IT A MILLION TIMES. DR. BEVERLY DANIEL TATUM SAYS WHEN YOU SEE A PICTURE WHAT'S THE FIRST THING THAT YOU LOOK FOR IN THE PICTURE? IT'S USUALLY YOURSELF.  AND IF YOU SEE YOURSELF IN THE PICTURE AND YOU'RE LOOKING GOOD ,YOU PROBABLY PUT THAT PICTURE UP. YOU PUT IN AN ALBUM. IF YOU SEE A PICTURE OF YOURSELF AND YOU DON'T FEEL LIKE YOU'RE LOOKING GOOD, YOU'RE NOT LOOKING AT THAT PICTURE. AND SO THAT IS REALLY WHERE WE STRIVE TO GET WITH OUR CURRICULUM HAVING THE EVIDENCE BASED CURRICULUM PRACTICES BUT ALSO CURRICULUM WHERE ALL OF OUR STUDENTS CAN SEE THEMSELVES IN THE CURRICULUM BUT NOT JUST SEE THEMSELVES IN IT BUT SEE THEMSELVES LOOKING GOOD. SO THAT IS REALLY THE FOUNDATION OF EQUITABLE LITERACY AND OUR GOAL OF HAVING HIGH QUALITY INSTRUCTION MATERIALS IN EVERY SINGLE CLASSROOM ACROSS EVERY SINGLE SUBJECT AND DISCIPLINE. ONE OF THE THINGS SPECIFICALLY ABOUT THE MANAGEMENT THAT CHIEF GHIMIRE SPOKE ABOUT YESTERDAY WAS JUST THE FACT THAT THAT SCHOOL NOW HAS A DUAL LANGUAGE PROGRAM AND THERE'S CURRICULUM THAT IS IN IN HAITIAN CREOLE WHERE CHILDREN ARE BOTH LEARNING IN HAITIAN CREOLE AND IN ENGLISH. SO THAT IS ALSO ANOTHER KEY POINT IN SOME OF OUR DUAL LANGUAGE SCHOOLS MAKING SURE THAT THEY HAVE CURRICULUM IN THAT HOME LANGUAGE.  AND YOU TALK ABOUT EQUITABLE LITERACY SOMETHING THAT THE CHAIR ACTUALLY TALKS ABOUT A LOT IS FINANCIAL LITERACY. I WOULD LOVE TO KNOW THAT IT IS FINANCIAL LITERACY PART OF WHAT A HUB SCHOOL IS SPECIFICALLY FOR THE OLDER AGE CHILDREN AND TO MAKE SURE THAT YOU KNOW I'M THINKING ABOUT HOW TO OPEN UP A BANK ACCOUNT. WHAT IS THE IMPORTANCE OF A CREDIT SCORE? WHAT HOW TO PUT A DOWN PAYMENT ON A FUTURE HOME, HOW TO POTENTIALLY INVEST. I THINK THAT THOSE ARE LESSONS THAT ARE VERY IMPORTANT THAT I ACTUALLY DID NOT LEARN IN SCHOOL AND I'M LEARNING IT NOW AS AN ADULT.  BUT I WOULD LOVE TO KNOW IF THAT IS PART OF THE PROCESS OR CAN IT BE IMPLEMENTED INTO WHAT IT HUB SCHOOL IS. SO ABSOLUTELY AND NOT JUST IMPLEMENT IT IN OUR HUB SCHOOLS BUT IN ALL OF OUR SCHOOLS.  SO I WOULDN'T SAY FINANCIAL LITERACY IS CURRENTLY A COURSE OFFERING IN EVERY SCHOOL BUT WE CERTAINLY HAVE AND I CAN GET YOU THAT DATA IF YOU GIVE ME JUST A COUPLE OF MINUTES. WE HAVE FINANCIAL LITERACY CLASSES IN MANY OF OUR MIDDLE SCHOOLS IN A SPECIALLY IN MANY OF OUR HIGH SCHOOLS WE PARTNER WITH EVER PHI AND OH MY GOODNESS AND JUNIOR ACHIEVEMENT AND THEY PROVIDE MANY OF THE FINANCIAL LITERACY COURSES ALSO THROUGH SOME OF OUR DUAL ENROLLMENT CLASSES WITH COLLEGES THERE ARE FINANCIAL LITERACY OPTIONS AVAILABLE TO STUDENTS. THAT'S GREAT. THANK YOU FOR THAT. I'LL DEFINITELY WAIT FOR THOSE ON FOR A RESULTS.  AND THEN PAM, IT'S TIME TO HAVE 2 MINUTES 30 SECONDS. SO GIVEN THE RISE OF CHAD, SHOULD BEATTY.  I KNOW THAT PROBABLY OUR STUDENTS OUT THERE THAT ARE USING IT I THINK IT'S I MEAN IT'S THE FUTURE. IT'S YOU CAN TYPE TYPE INTO YOUR LAPTOP, WRITE ME A FIVE PAGE ESSAY ON THE CITY COUNCIL HEARING ON THE PEOPLES BUDGET WHO KNOWS WHAT THEIR RESULTS ARE GOING TO BE BUT THAT EXISTS. WHAT INITIATIVES OR PROGRAMING HOW WE'RE USING TO DISSUADE STUDENTS FROM USING THAT KIND OF SYSTEM AND TO MONITOR THEM JUST BECAUSE I DO THINK THAT IMPACTS THE QUALITY OF EDUCATION IN THEIR SCHOOLS.  SURE. SO TO BE FULLY TRANSPARENT, WE'RE REALLY IN THE INFORMATION GATHERING JUST LOOKING AT OTHER DISTRICTS WHAT POLICIES THEY MIGHT HAVE IN PLACE. I DO THINK IN TIME WE'RE GOING TO NEED TO PUT A POLICY BEFORE THE SCHOOL COMMITTEE THAT ADDRESSES ARTIFICIAL INTELLIGENCE AND HOW OUR STUDENTS USE IT.  ONE OF THE THINGS WE'VE TALKED ABOUT AMONGST COLLEAGUES IS HOW DO WE USE AI OR OR SUPPORT STUDENTS USE OF AI IN A RESPONSIBLE WAY BUT ALSO NOT USING IN WAYS THAT ARE IRRESPONSIBLE. AND SO WE'RE REALLY DOING SOME INFORMATION GATHERING TO FIGURE OUT WHAT OUR NEXT STEPS ARE IN TERMS OF POLICY CREATION. YEAH, I THINK THAT AS PROACTIVE AS WE CAN BE, I THINK THE BETTER WE CAN GET AHEAD OF THIS . I MEAN I'M ALL FOR A.I. AND I BELIEVE THAT A RESOURCE LIKE CHEAP CHAT DJIBOUTI CAN BE USED APPROPRIATELY. JUST KNOWING THAT THERE'S A LIMIT TO IT AT OUR SCHOOLS AND THEN MY LAST QUESTION FOR NOW IS REGARDING SOMETHING YOU MENTIONED IN YOUR PRESENTATION SO THAT THERE'S ABOUT $647,000 GOING TO SUSTAINING A COMMUNITY HUB CO-ORDINATORS AND EXPANDING INTO 6 TO 6 DIFFERENT SCHOOLS. DO YOU KNOW WHICH SCHOOLS THOSE ARE AND WHY DO YOU DECIDE THOSE SPECIFIC SCHOOLS? SURE.  SO I'M GOING TO PASS THAT TO IT. ALL RIGHT. SO I FIRST OFF MY APOLOGIES. SO DR. LINDA CHEN WANTED TO BE HERE TO ANSWER SOME OF THESE HUB SCHOOL QUESTIONS AND UNFORTUNATELY RECOVERING FROM A RELATIVELY MINOR SURGICAL PROCEDURE.  SHE'LL BE BACK FOR THE NEXT HEARING IN MAY AND BE ABLE TO AND WE'LL ALSO BE HAPPY TO GIVE YOU MORE DETAILED ANSWERS THAN I CAN GIVE YOU AS CFO IN THE PROCESS. BUT THE NOTES I DO HAVE SO WE LEVERAGE SOME EXTRA FUNDS FOR OUR HUB SCHOOL PILOT AND WE'RE THEN TRANSITIONING THOSE RESOURCES ONTO OPERATING FUNDS THERE. RIGHT NOW WE'RE IN DISCUSSIONS WITH THE BTU AND COMMUNITY PARTNERS TO DETERMINE EXACTLY WHICH SCHOOLS WILL BE THE NEXT SIX TO GO AND YOU KNOW WHAT CRITERIA THEY'RE USING. I DON'T BUT WE'LL HAVE TO WE CAN DEFINITELY GET YOU SOMETHING RIGHT. OKAY. THANK YOU FOR THAT.  THAT'S IT FOR ME . THANK YOU, VICE CHAIR. I JUST WANT TO ACKNOWLEDGE THAT WE ALSO BEEN JOINED BY MY COUNCILOR COLLEAGUES, COUNCILOR WEBER AND COUNCILOR FINANCIAL ANDERSEN COUNCIL SANTANA, YOU HAD THE FLOOR.  THANK YOU, MR CHAIR. AND GOOD AFTERNOON TO THE ADMINISTRATION AND THANK YOU FOR BEING HERE. I'LL JUMP RIGHT IN AND TO MY QUESTIONS. YOU KNOW, I REALLY CARE ABOUT BILINGUAL EDUCATION MYSELF BEING BILINGUAL.  I'VE HAD THE OPPORTUNITY TO VISIT MANY HIGH SCHOOLS AND MIDDLE SCHOOLS AND I'VE SEEN A LOT OF OUR BILINGUAL STUDENTS ACTIVE IN OUR CLASSROOM. SO YOU KNOW, I'M CHIEF I DON'T KNOW IF YOU WANT TO TAKE THIS ONE BUT COULD YOU ELABORATE ON HOW THE BUDGET PRIORITIZING SPENDING, EXPANDING INCLUSIVE LEARNING OPPORTUNITIES ESPECIALLY WHEN IN REGARDS TO BILINGUAL EDUCATION AND WHAT MEASURES ARE IN PLACE TO ENSURE EQUITABLE ACCESS TO THIS? YEAH, SO THAT'S A GREAT QUESTION, COUNSELOR SANTANA AND I'M GOING TO ALSO ASK THAT CHIEF GARCIA COME AS SHE REALLY IS LEADING THAT INITIATIVE ALTHOUGH WE DO PLAN VERY CROSS-FUNCTIONALLY IN TERMS OF THE CURRICULUM AND SUPPORTS THAT SCHOOLS NEED WHEN THEY ADD A BILINGUAL PROGRAM.  ONE OF THE THINGS I CAN TALK ABOUT WHILE SHE'S COMING DOWN TO THE PODIUM IS IT'S NOT A CHALLENGE BUT SOMETHING WE HAVE TO THINK VERY CRITICALLY ABOUT IS ARE THE MATERIALS THAT WE USE IN THE BILINGUAL PROGRAMS MAKING SURE THAT THEY ARE STILL HIGH QUALITY INSTRUCTIONAL MATERIALS THAT THEY PROVIDE STANDARDS ACCESS TO OUR STUDENTS AND GRADE LEVEL APPROPRIATE CONTENT. SO ONE OF THE THINGS THAT HAS CHANGED IN BOSTON PUBLIC SCHOOLS REALLY JUST OVER THE LAST COUPLE OF YEARS IS WE DON'T DO REMEDIAL LEARNING AND SO ALL STUDENTS AS THEY'RE LEARNING A LANGUAGE EVEN WHETHER IT'S IN THEIR HOME LANGUAGE OR IN A LANGUAGE THAT THEY'RE LEARNING, EVERYONE'S EXPECTED TO HAVE GRADE LEVEL INSTRUCTION MATERIALS IN FRONT OF THEM AND BE EXPOSED TO GRADE LEVEL CONTENT AND I'LL PASS IT TO CHIEF KAMARA.  THANK YOU, CHIEF MILLER AND THANK YOU VERY MUCH,  COUNCILWOMAN COUNCILMEMBER SANTANA FOR THE QUESTION.  SO IT IS VERY IMPORTANT FOR OUR STUDENTS WHO ARE IN DUAL LANGUAGE PROGRAMS ARE BILINGUAL EDUCATION PROGRAMS FOR THEM TO HAVE EQUITABLE ACCESS TO THE CONTENT BECAUSE THE STANDARDS AND THE ACCOUNTABILITY FOR THE STUDENTS ARE STILL THE SAME. SO I KNOW THAT I USE MATTER OFTEN AS A EXAMPLE BUT THAT'S THE CLOSEST EXAMPLE THAT I'VE HAD THE MOST RECENT EXAMPLE I'VE HAD. SO AS WE ROLLED OUT THE CURRICULUM FOR THE DUAL LANGUAGE PROGRAM WE WERE VERY INTENTIONAL ENSURING THAT THE STUDENTS THAT WERE ENROLLED IN THE DUAL LANGUAGE PROGRAM HAVE THAT SAME EQUITABLE ACCESS TO THE CURRICULUM THAT THAT HIGH QUALITY INSTRUCTIONAL MATERIAL AND THE RIGOR THAT THEIR MONOLINGUAL PEERS HAD. AND SO THAT ALSO GIVES THE TEACHERS AN OPPORTUNITY AS THEY'RE PLANNING EVEN THOUGH THEY'RE DELIVERING THE CONTENT IN ANOTHER LANGUAGE. BUT THE PLANNING IS INTENTIONAL FOR THE STUDENTS AND SO THOSE STUDENTS WITH THE ACCOUNTABILITY THAT THEY HAVE MEETING IN CLASS MAP FOR THE CONTENT IS THERE.  SO FOR THAT WE'RE ABLE TO SEE THAT THE STUDENTS MAKE GREAT GAINS OR SOMETIMES EVEN HIGHER GAINS THAT THEIR MONOLINGUAL PEERS.  GREAT. THANK YOU SO MUCH, CHIEF. APPRECIATE THEM. MY NEXT QUESTION IS, YOU KNOW, IN TERMS OF CULTIVATING DIVERSE EDUCATORS AND SCHOOL LEADERS, WHAT STRATEGIES ARE BEING IMPLEMENTED TO RECRUIT AND THAT IS RECRUITING BUT REALLY RETAIN THE STAFF THAT WE CURRENTLY HAVE INDIVIDUALS FROM UNDERREPRESENTED BACKGROUNDS AND I KNOW THIS HAS BEEN SOMETHING THAT I THINK OUR WORKFORCE HAS STRUGGLED WITH. RIGHT. BUT I THINK WHAT WE'RE SEEING IN PARTICULAR WITH NO MIGRANT AND WE REALLY WANT TO MAKE WANT TO MAKING SURE THAT WE WANT TO AND WANT TO MAKE SURE THAT OUR OUR TEACHERS AND ADMINISTRATORS ARE REFLECTIVE OF THE STUDENTS THAT WE HAVE IN THE WAY THAT OUR CURRENT SCHOOLS WOULD LIKE ANY COMMENT ON THAT.  I'LL I'M SORRY TO CRACK I THINK CHIEF CANTU WILL BE BACK ON MAY 23RD TO TALK TO SOME OF THIS IN MORE DETAIL. BUT I THINK THERE'S A NUMBER OF DIFFERENT I CAN GO TO A DIFFERENT QUESTION. I CAN YEAH WE CAN GO TO A NUMBER OF DIFFERENT INITIATIVES THAT WE CAN GET YOU INFORMATION ON FOR SURE. GREAT. THANK YOU. CAN YOU PROVIDE SOME MORE INSIGHT ON HOW THE BUDGET SUPPORTS THE COMMUNITY HUB?  WELL, ACTUALLY THIS QUESTION COUNCILOR PEP AND SO I'LL ASK YOU ABOUT AS WELL THIS IS MORE IN REGARDS TO OUR HIGH SCHOOL AND HIGHER EDUCATION YOU KNOW HOW DOES THE BUDGET ADDRESS THE NEED FOR MULTIPLE PATHWAYS FOR HIGH SCHOOL STUDENTS AND SHOWING SUPPORT STRATEGIES TO HIGH HIGHER EDUCATION AND THE WORKFORCE AND WHAT INNOVATIVE APPROACHES ARE BEING CONSIDERED TO ACHIEVE THIS GOAL? AND I WANT TO YOU KNOW, REFERENCES BY, YOU KNOW, COLLEGES THAT OBVIOUSLY IT'S A PATHWAY INTEGRATE PATHWAY I WENT TO COLLEGE I YOU KNOW AND I HAD A GREAT EXPERIENCE. IT'S NOT THE OPTION FOR EVERYONE AND IT SHOULDN'T BE AND I WANT TO MAKE SURE WHEN IT COMES TO, YOU KNOW, THE INCREDIBLE JOBS THAT WE HAVE OUT THERE IN THE WORKFORCE WHEN IT COMES TO VOCATIONAL SCHOOLS THAT OUR SCHOOLS AND OUR STUDENTS HAVE ACCESS TO THIS OR LIKE TO HEAR NOT JUST AN OVERALL A WHAT WE'RE DOING BUT WHAT DOES IT LOOK LIKE IN PRACTICE ON AN AVERAGE DAY TO DAY LEVEL ESPECIALLY WITH YOU KNOW, OUR JUNIORS AND SENIORS? SURE. AND CONSISTENT AND YOU SAID I MEAN THE OVERALL PIECE YOU SAID IT BETTER THAN I COULD. I THINK THE THE IDEA THAT WE WORK UNDER IN THE SECONDARY SCHOOLS OFFICE IS EXACTLY WHAT YOU SAID THAT COLLEGE IS NOT THE OUTCOME FOR EVERYONE BUT THAT GIVING STUDENTS MULTIPLE PATHWAYS AND MULTIPLE POSSIBLE OUTCOMES IS EXACTLY WHAT WE ARE TRYING TO DO WITHIN OUR PATHWAYS SPACE. SO WE'VE SEEN OVER THE LAST FIVE YEARS REALLY CLEAR DATA THAT STUDENTS ARE ENROLLED IN ONE OF OUR PATHWAYS WHETHER IT'S CTE EARLY COLLEGE INNOVATION PATHWAYS THEY GRADUATE AT A MUCH HIGHER RATE THAN STUDENTS THAT ARE NOT ENROLLED IN A PATHWAY.  AND SO WE'VE TAKEN THAT AS OUR CHARGE TO GROW OUR PATHWAYS PORTFOLIO AND CPS WHICH IS WHAT WE'VE BEEN DOING AN INCREDIBLY ARDUOUS WAY OVER THE PAST TWO YEARS AND WE'RE STARTING TO SEE SOME OF THE EARLY DATA BUT IT TAKES A COUPLE OF YEARS TO GET STUDENTS INTO YOUR NEW PATHWAYS . YOU GO THROUGH A YEAR OF PLANNING TO GET A DESIGNATION AND THEN AN INITIAL YEAR WHERE STUDENTS ARE ONBOARDED EITHER NINTH GRADE FOR CD PROGRAMS OR 10TH GRADE FOR EARLY COLLEGE. SO YOU START TO SEE THE OUTCOMES OF THAT IN THE NEXT COUPLE OF YEARS. BUT WHAT WE'VE DONE I'LL USE THE EARLY COLLEGE SPACE AS AN EXAMPLE A FEW YEARS AGO WE ONLY HAD REALLY TWO TWO SCHOOLS THAT HAD EARLY COLLEGE FOOTPRINTS AS OF NEXT YEAR WE'LL HAVE EIGHT SCHOOLS AND 15 DISTINCT EARLY COLLEGE PATHWAYS ACROSS THE DISTRICT INCLUDING OUR FIRST PATHWAY DEDICATED TO MULTILINGUAL LEARNERS AT BRIGHTON HIGH SCHOOL. AND WHAT THOSE PATHWAYS ARE MEANT TO DO IS NOT NECESSARILY JUST PAVE ONE ROAD TO COLLEGE BUT GIVE STUDENTS A JUMP ON THE COLLEGE COURSEWORK. BUT WE'VE ALSO INVESTED HEAVILY IN CAREER CONNECTED EARLY COLLEGE AS WELL AS NEW CTE PROGRAMS THAT INCLUDES SOME ADVANCED COURSEWORK AS WELL SO THAT STUDENTS HAVE A DECISION POINT AS THEY GET INTO JUNIOR AND SENIOR YEAR AND THEY CAN START LEGITIMATELY THINKING ABOUT DO I WANT TO GO RIGHT INTO HIGHER ED MAYBE FULL TIME TOO? I'M GONNA GO INTO THE WORKFORCE AND DO SOME COMBINATION OF THE TWO RIGHT? SO I'LL JUST A QUICK EXAMPLE AND A HEALTH ASSISTING PATHWAY MOST OF OUR HEALTH SYSTEM PATHWAYS END THE CNA CERTIFICATION FOR STUDENTS. THEY CAN WORK WITH THAT RIGHT AWAY AND GET A PRETTY GOOD JOB AT THE CNE AT 1819 YEARS OLD BUT ALSO MAYBE START WORKING ON THEIR BACHELOR OF NATURAL SCIENCE AND NURSING TO GO TOWARD IN OUR END OR TOWARD MEDICAL SCHOOL OR WHATEVER SOMETHING ELSE IN THE MEDICAL FIELD THAT'S THE KIND OF OUTCOME WE'RE TRYING TO BUILD ACROSS OUR PORTFOLIO OF SCHOOLS.  GREAT. THANK YOU SO MUCH. I APPRECIATE THAT CHIEF. SO MY TIME UP MR CHAIR.  YES, BUT YOU HAVE TIME FOR ONE MORE. I'LL GIVE YOU ONE MORE. JUST HANG ON. I THANK YOU FOR THAT THOUGHTFUL RESPONSE. I'M A I'M VERY PASSIONATE ABOUT VHA STUDENTS OBVIOUSLY I THINK MOST OF OUR STUDENTS ARE COMING FROM VHA OR A LOT OR A LARGE PERCENTAGE. CAN YOU SPEAK TO THE RELATIONSHIP THAT YOU ALL HAVE WITH VHA IF THERE'S ANY COMMUNICATION HAPPENING BETWEEN BPC AND VHA AND THEN WHAT RESOURCES ARE BEING OFFERED IN PARTICULAR WITH TECHNOLOGY AND INTERNET ACCESS TO OUR VHA STUDENTS? OKAY, THAT THE LAST PART MAYBE THE LEAST PREPARED TO ANSWER SO MAYBE I'LL COME BACK TO YOU ON THAT ONE BUT WE'RE PARTNERED WITH A NUMBER OF INITIATIVES FROM HOUSING HOMELESSNESS THAT WE WERE TALKING ABOUT EARLIER TO WORKING WITH STUDENTS WHO ARE ALREADY IN VHA HOUSING. SO ONE OF THE THINGS WE WORK WITH VHA TO DO IS IDENTIFY STUDENTS BASED ON SORT OF GEOGRAPHIC PROXIMITY TO SCHOOL SORT OF WHERE WHAT NEIGHBORHOODS ARE STUDENTS LIVING IN THROUGH VHA AND THEN REALLY FOCUSING ON THE LIKE OUTSIDE OF THE SCHOOL THE OPPORTUNITIES. RIGHT. SO WHAT SORT OF AFTERSCHOOL EXTENDED LEARNING AFTERSCHOOL OPPORTUNITIES MIGHT BE AVAILABLE, WHAT ENRICHMENT OPPORTUNITIES MIGHT BE AVAILABLE ESPECIALLY BECAUSE WE KNOW VHA HAS SPACE LIKE PHYSICAL SPACE THAT'S AVAILABLE FOR A LOT OF THOSE OPPORTUNITIES. SO IT CAN BE ACTUALLY PROVIDED RIGHT WHERE OUR STUDENTS LIVE AS OPPOSED TO THEM HAVING TO DO LIKE A SECOND TRANSITION AFTER SCHOOL TO ANOTHER PROGRAM. SO I DON'T KNOW THAT IT'S A FULLY DEVELOPED, FULLY FLESHED OUT PROGRAM YET BUT THAT'S WHAT WE'RE COLLABORATING WITH WITH VHA ON AND IT'S BEEN A REALLY PRODUCTIVE PARTNERSHIP.  GREAT. THANK YOU CHIEF AND THANK YOU, MR CHAIR. THANK YOU, COUNSELOR SANTANA AND COUNCIL PRESIDENT LOUIJEUNE THE FLOOR IS YOURS.  THANK YOU, MR CHAIR.  AND THANK YOU AGAIN TO BE PEACE FOR BEING HERE AND FOR ALL OF THE WORK THAT YOU DO. I LOVE THE IDEA THOUGH I LOVE THE FACT THAT WE'RE EXPLORING OUTDOOR LEARNING AND I BELIEVE IT WAS ABOUT A $750,000 INVESTMENT INTO OUTDOOR LEARNING. IF YOU COULD EXPAND A LITTLE BIT MORE ABOUT WHAT THAT ENTAILS I'VE HAD THE PLEASURE OF VISITING A NUMBER OF SCHOOLS FENWAY HIGH BEING ONE OF THEM WHERE THEY WERE WORKING ON THE OUTDOOR GARDENS WHICH I THINK IS REALLY PHENOMENAL THAT WE'RE ABLE TO INCORPORATE INTO A LOT OF OUR EDUCATION ESPECIALLY JUST IN GENERAL BUT LIKE NOT ONLY HELPING OUR KIDS GROW A LOVE FOR THE OUTDOORS BUT ALSO THE URBAN AGRICULTURE THAT WE'RE TRYING TO PUSH FORWARD HERE IN THE CITY. SO IF I COULD TALK A LITTLE BIT MORE ABOUT THAT THAT WOULD BE GREAT. I BELIEVE IT WAS A $700,000 INVESTMENT. I HAD IT, YEAH. SO IT'S THAT'S PRIMARILY WORK TO CONTINUE THINGS THAT WERE PILOTED ON ASSETS.  SO JUST FROM THE BUDGET PERSPECTIVE OBVIOUSLY I'M NOT AN EXPERT ON THE PROGRAMING SIDE BUT IS THAT ENOUGH TO COVER WHAT WAS PILOTED? YES SIR. IT'S THE FULL IT'S THE FULL COST OF THE PILOT UNDER ESSER CONTINUING IT. OKAY. MOVING OVER. YEAH AND OKAY AND SO NO PROGRAMS AS A RESULT HAD TO BE CUT BECAUSE THERE WAS SOME FUNDING THAT DIDN'T NEED TO BE CONTINUED BECAUSE IT WAS FOR THE LIKE BUYING OF THE PHYSICAL STUFF THAT WE DON'T NEED TO BUY FOR THE FIRST TIME ANYMORE. BUT BUT ALL THE CONTINUING COSTS ARE BUDGETED.  OKAY, GREAT. MY NEXT QUESTION IS FOR CHIEF COAKLEY. YOU GUYS THANK YOU FOR BEING HERE WITH US. I'M WONDERING IF YOU COULD TALK ABOUT I FILED A HEARING ORDER HERE TO TALK ABOUT THE DISMANTLING OF PSAS WHICH IS WAS OUR STREET OUTREACH PROGRAM AND WE KNOW THAT FOR BP'S SOME OF THAT MOVED INTO INTO BP WITH THE COMMUNITY CONNECTIONS COORDINATOR.  CAN YOU TALK A LITTLE BIT ABOUT THE WORK THAT ZEKE'S DOING AND HOW WE SUPPORTING INTERVENTIONS AND HOW THAT'S FUNCTIONING WITHIN BP'S?  GREAT QUESTION. YES, WE REBRANDED THE SEWER PROGRAM INTO THE COMMUNITY CONNECTIONS COORDINATORS ABOUT THE END OF AUGUST.  INITIALLY WE HAD 20 INDIVIDUALS THAT CAME OVER INTERVIEWED FROM THE ORIGINAL MEMBERS, GAVE THEM FIRST PREFERENCE FIRST RIGHT OF REFUSAL FOR LACK OF A BETTER WORD AND WE ENDED UP TAKING ALL OF THEM FROM THOSE 21ST 20 POSITIONS. UNFORTUNATELY WE'RE NOT UNFORTUNATELY BECAUSE A LOT OF THEM LEFT GOING ON TO BIGGER BETTER OPPORTUNITIES. I THINK THIS THE MODEL THAT WE CREATED FOR THEM TO REALLY BE THAT COMMUNITY CONNECTION COORDINATOR ROLE INSPIRED A LOT OF OTHER COMMUNITY PARTNERS WHICH WAS WONDERFUL. THEIR ROLE RIGHT NOW AS I SPOKE TO EARLIER, IS BASED ON A REGIONAL MODEL. IT'S A STAGGERED SHIFT. WE HAVE TWO INDIVIDUALS WITHIN EACH REGION THAT IS BUILDING UP FROM A DAY SHIFT FROM 730 TO 330 AND THEN FROM 330 TO 7 JUST TO REALLY MEET YOUNG PEOPLE WHERE THEY ARE AND OFFER GUIDANCE IN A SCHOOL BUILDING OR IS THAT WITHIN THE SCHOOL BUILDING AFTER SCHOOL PROGRAMS AND WE ARE WORKING ON AS WE EVOLVE WE'RE STILL INFANTS. I'M WORKING RIGHT NOW ON CONSISTENCY AND ACCOUNTABILITY WITH THAT WE'RE WORKING ON HOW WE CAN FORM A RELATION SHIP WITH THE WITH THE YOUTH PROGRAMS WITH WHICH THE OTHER THE OTHER OUTSIDE OUR CHILDREN'S FAMILIES WAS DID NOT YOUTH CONNECT?  NO, NOT IN I'M SORRY THE OTHER PROGRAMS THAT ARE WITHIN THE COMMUNITIES, THE COMMUNITY BASED PROGRAMS SOME OF OUR MEMBERS LEFT BECOME DIRECTORS OF THOSE PROGRAMS AND SO WE'RE WORKING ON HOW WE CAN WORK COLLABORATIVE WITH THEM COLLABORATIVELY WITH THEM TO BE MORE PREVENTIVE. SO SO FAR SO GOOD. IT'S REALLY RIGHT NOW EACH THROUGH TWO CONNECTORS CONNECTING WITH 100% OF THE SCHOOLS IN THEIR REGION. WE ALSO HAVE CREATED A TEAM THAT KIND OF IS OUR EMERGENCY RESPONSE FOR DIFFERENT SCENARIOS THAT WE'VE HAD AN INSTANCE THAT WE'VE HAD IN THE SCHOOL.  THEY RESPOND TO THAT AND OFFER SUPPORT ON A TIER LEVEL RESPONSE. WE JUST HAD A COUPLE OF INCIDENTS AS LAST WEEK AND THEIR INCORPORATION AND THEIR FAMILIARITY WITH THE COMMUNITY WITH WITH THE YOUNG PEOPLE WAS JUST AMAZING AS YOU SPOKE EARLIER ABOUT HOW YOU WANT THE REPRESENTATION TO LOOK LIKE OUR STUDENTS. THAT'S EXACTLY WHAT WE HAVE. THOSE WAS THOSE INDIVIDUALS COME WITH DECADES OF EXPERIENCE HANDS ON EXPERIENCE IN THE COMMUNITY AND TO BRING ALL THAT WEALTH TO BP'S HAS JUST BEEN AMAZING. SO THERE ARE 20 PEOPLE WHO WILL WORK IN A REGION WHERE WE HAD 20 AMPS ORIGINALLY WE HAD 20 RIGHT NOW WE'RE AT 13 BUT WE'RE GOING TO BE FILLING FOR THOSE BACK FILLED POSITIONS. AND CAN YOU DESCRIBE THE REGIONS? WHAT ARE THEY AND IS IT MOSTLY IS IT HIGH SCHOOL? IS IT MIDDLE SCHOOL, IS IT EVERYONE ENCOMPASS SO THE REGIONS ARE NINE REGIONS FOR BP AND THAT CONSIST OF ELEMENTARY MIDDLE SCHOOLS AND HIGH SCHOOLS. SO EACH ONE HAS A PLETHORA OF DIFFERENT SCHOOL ENVIRONMENTS. GREAT. I WANT TO JUST YOU KNOW HOPEFULLY MAYBE WE CAN HAVE YOU INTO THE CC AND JUST THEN SEE CC FOLKS AT THE HEARING BECAUSE I THINK ONE OF THE THINGS THAT I REALLY CARE ABOUT AND THEN I KNOW A LOT OF MY COLLEAGUES REALLY CARE ABOUT IS THAT PREVENTION AND HOW ARE WE INTERACTING WITH YOUNG PEOPLE BEFORE PROBLEMS START? AND I THINK THAT THERE IS MONEY ALLOCATED IS INCREDIBLE POTENTIAL BUT WE'RE NOT WORKING IN DEEP PARTNERSHIP WITH THE YOUTH ORGANIZATIONS, WITH THE FOLKS WHO ARE THEMSELVES YOU KNOW, JUST AS INVOLVED WHO I THINK ARE PART OF THE SOLUTION. AND SO I'D LOVE TO SORT OF DIVE A LITTLE BIT DEEPER INTO THE WORK THAT'S BEING DONE. I THINK SAW HAD A NUMBER OF ISSUES BUT I DO THINK THE IDEA AND YOU KNOW WE'VE HAD A LOT OF SUCCESSES OVER THE YEARS IN TERMS OF BRINGING VIOLENCE DOWN AND I THINK A LOT OF THE WORK WE NEED TO DO ON THE FRONT END IS ABOUT THE WORK OF PREVENTION BEFORE THINGS BECOME PROBLEMS ESPECIALLY FOR OUR YOUNG BOYS, ESPECIALLY FOR OUR YOUNG BLACK AND BROWN BOYS. I MEAN SO I'D LOVE TO YOU KNOW WHEN WE HAVE THIS HEARING MAKE SURE THAT WE HAVE YOU PRESIDENT AND WE HAVE FOLKS THE COMMUNITY CONNECTION COORDINATORS PRESENT SO WE CAN SORT OF FURTHER STRATEGIZE HOW WE DO THAT WORK ON PREVENTION. SO NO, ABSOLUTELY. I THINK THAT THE INITIAL MODEL WAS WAS DESIGNED FOR INTERVENTION AND PREVENTION WHICH IS YOU KNOW, WITH OUR MODEL WITH THE SAFETY SPECIALIST AND NOW WITH THE LAYERED EFFECT OF OUR EMERGENCY MANAGEMENT TEAM, IT'S A IT'S A WONDERFUL COALITION OF THE THREE.  OKAY. THANK YOU.  THANK YOU. YOU KNOW AND I THINK THIS IS ALSO WHEN I FOUND THIS HEARING WHERE IT'S ALSO THINKING ABOUT HOW OUR NONPROFITS ARE WORKING WHEN WE TALK ABOUT REALLY BUILDING A NETWORK IN OUR SCHOOLS LIKE FOR EXAMPLE, I BROUGHT THIS EXAMPLE OF A LOT LAST YEAR OVER AT YOUNG ACHIEVERS IN MATTAPAN. THEY WERE EXPERIENCING A LOT OF ISSUES OF VIOLENCE LAST YEAR BUT THEY ALSO WAS HAD NO GUIDANCE COUNSELORS THERE WERE THAT HAD NO PARTNERSHIPS WITH OUTSIDE WITH MATTAPAN TEEN CENTER WHICH IS LIKE RIGHT AROUND THE CORNER AND SO I THINK WE SORT OF NEED TO BE THINKING HOLISTICALLY AND I THINK THAT THIS COULD BE AN OPPORTUNITY FOR US TO DO THOUGH ABSOLUTELY THE MODEL WAS CREATED EXACTLY FOR THAT IN MY WHAT I WAS LOOKING FOR WAS THE YOUTH CENTERS WE'VE LOST A COUPLE OF OUR COMMUNITY CONNECT AND COORDINATORS TO DIRECTOR OF THE YOUTH CENTERS BECAUSE THEY SEE REALLY SAW THE FORESIGHT IN WHAT THEIR ROLE WAS AND HOW THAT COULD BE A BROADER ROLE IN COLLABORATION WITH BP. SO BIG THINGS TO COME. THANK YOU. AND NEXT QUESTIONS ARE FOR SUPERINTENDENT LOMBARDI. I WAS AT MADISON PARK A FEW WEEKS AGO AND IT WAS IT WAS A YOU GROW GIRL EVENT THAT SOME FOLKS WERE PUTTING TOGETHER AND THERE WERE LOTS OF REALLY GREAT VACATIONS ALREADY AT MADISON BURG. THERE'S INCREDIBLE ENERGY TO DO DEEPER INVESTMENTS. HOW DO WE ADD ADDITIONAL VOCATIONS? FOR EXAMPLE I WAS THERE IT WAS HAIR BRAIDING, THERE WAS FASHION, THERE WERE ALL THESE THINGS THAT DAY WE TRY TO EXPOSE THE YOUNG GO SO THAT THEY'RE ALREADY NATURALLY EXPOSED TO RIGHT NOW AND SOCIETY AND SOCIAL MEDIA WHERE WE COULD HAVE THE NEXT YOU KNOW FASHION DESIGNER HOW DO WE ADD ADDITIONAL AS WE STRENGTHEN MADISON PARK, HOW DO WE ADD ADDITIONAL VOCATIONS?  YES. SO WE ARE EXACTLY IN THE PROCESS OF DOING THAT RIGHT NOW AS WE AS WE GO THROUGH THE PROCESS FOR THE NEW BUILDING AT MADISON PARK AND THERE'S SORT OF TWO THINGS HAPPENING AT ONCE THERE THERE WILL BE PROGRAMING THERE THAT DOES NOT EXIST NOW THERE ALSO MAY BE SOME CONSOLIDATION OF PROGRAMING AS WELL WHICH IS THERE ARE A LOT OF RELATED PATHWAYS WITHIN MADISON PARK THAT DEPENDING ON WORKFORCE NEED AND DEPENDING ON STUDENT INTEREST MAY MAKE SENSE TO TO CONSOLIDATE SO THAT WE CAN OPEN UP NEW PROGRAMING.  SO WE HAVE BEEN WORKING VERY CLOSELY WITH MADISON PARK LEADERSHIP WITH THE CITY WITH WITH FOLKS HERE IN CITY HALL IS AS WE THINK ABOUT THE BUILDING AND WHAT WE NEED TO BUILD THE BUILDING FOR BECAUSE IN A VOCATIONAL HIGH SCHOOL THERE ARE MANY REQUIREMENTS FOR BUILDING FOR PARTICULAR SHOPS.  WE THINK ABOUT AUTO AND YOU THINK ABOUT COSMETOLOGY AND THINK ABOUT SORT OF THE VAST NEEDS AND EVEN IN THE EXISTING PROGRAM. SO WE ARE IN THE PROCESS RIGHT NOW REFINING EXACTLY WHAT THAT FOOTPRINT SHOULD LOOK LIKE, WHETHER THAT MEANS A CHANGE OF PROGRAMING OR JUST STRAIGHT ADDITION TO PROGRAMING. THAT'S EXACTLY THE PROCESS WE'RE IN RIGHT NOW. THANK YOU. AND COUNCILOR PIPPEN ASKED AT A HEARING AND I KIND OF ASK IT AGAIN A BIT TODAY BUT AND I DON'T WANT THIS TO TAKE AWAY FROM I THINK LIKE I WAS IN MADISON IS THERE'S SO MUCH SPACE AND POTENTIAL WITH THE BUILD OF IT RIGHT NOW THAT IS BEING COMPLETED UNDERUTILIZED I DON'T WANT TO TAKE AWAY FROM WHAT IT COULD LOOK LIKE TO DIP IN INVESTMENTS IN MADISON PARK BUT TO LIKE WHAT TO LOOK AT ALSO WHAT VOCATIONAL EDUCATION LOOKS LIKE AT OTHER SCHOOLS NOW THE PATHWAYS LIKE WHERE DOES THAT STAND?  LIKE WHAT ARE WE WHAT ARE WE DOING? HOW ARE WE THINKING ABOUT VOCATIONAL EDUCATION AND OTHER SCHOOLS OUTSIDE OF MADISON PARK? WHERE DOES THAT LIVE?  HOW DOES IT EXIST? I DON'T KNOW ABOUT IT OUTSIDE OF MADISON PARK SO WE'D LOVE TO SORT OF GET A LAY OF THE LAND IN TERMS OF HOW WHAT IT LOOKS LIKE OUTSIDE OF THAT.  YEAH, THERE'S A THERE'S A PRETTY LARGE FOOTPRINT OF CITY PROGRAMING OUTSIDE OF MADISON PARK. WE HAVE A NUMBER OF CHAPTERS 74 THAT YOU TALKING SO EAST BOSTON ACTUALLY HAS A HAS A NUMBER OF PATHWAYS THERE ARE FIVE PATHWAYS THERE THERE ARE NON WHAT WE CALL NON CHAPTER 74 SO THEY'RE NOT STATE DESIGNATED PATHWAYS BUT WE HAVE BUT THEY HAVE A PRETTY BIG FOOTPRINT OF OF PATHWAYS WITH SIX ENGLISH HIGH SCHOOL HAS FIVE PATHWAYS THERE ARE A NUMBER OF PATHWAYS AROUND THE DISTRICT BAY HAS TO BOSTON GREEN ACADEMY M.K. HAS THE HEALTH ASSISTANT PATHWAY WHERE WE ARE WE JUST PUT IN A B.A. IN FASHION DESIGN SO THEY HAVE FASHIONS THAT WE JUST PUT IN TV RADIO PRODUCTION AS A NEW PATHWAY THERE. SO THAT IS PART OF OUR PATHWAYS BUILDOUT THAT I WAS REFERENCING BEFORE IS NOT JUST EARLY COLLEGE AND CAREER CONNECTOR EARLY COLLEGE BUT KEY PATHWAYS AS WELL ACROSS THE DISTRICT. BUT WE WANT TO MAKE SURE WE'RE NOT WE ALSO WANNA MAKE SURE WE'RE NOT TAKING AWAY FROM MADISON PARK AS WE DO THAT RIGHT SO THAT IT'S IMPORTANT THAT WE BALANCE THE THE WORKFORCE NEEDS AND THE STUDENT INTEREST NEEDS ACROSS THE DISTRICT SO THAT WE CAN SERVE THE ENTIRE DISTRICT WITH THAT PROGRAM. RIGHT. AND AGAIN I EMPHASIZE THE UNDERLYING AS MUCH AS WE'RE RE-ENVISIONING MADISON PARK AND REALLY TRYING TO PUT ALL OF OUR EGGS A LOT OF OUR EGGS INTO THAT INTO A HIGH QUALITY VOGUE TECH SCHOOL LIKE BLUE HILLS LIKE THAT PEOPLE COMPETE COMPETITIVELY FOR MY TIME IT IS BUT OKAY, ONE MORE QUESTION. NO, I WILL RESPECT YOUR TIME. THANK YOU. THANKS, EVERYONE. ALL RIGHT.  THANK YOU. CONCENTRATE IN THE FLOOR IS YOURS. THANK YOU. THANK YOU ALL. GET BACK FOR ANOTHER ROUND.  LET'S SEE INCLUSION.  UM, I'M JUST CURIOUS LOOKING AT THE NUMBER OF JOB OPENINGS AND POSITIONS WITH 300 WITH 200 POSTED SINCE MARCH, I'M JUST WONDERING WHEN I WHEN I'M LOOKING AT THIS ALL THESE JOB POSTINGS AND THEN ALSO LOOKING AT THE CONTRACT THAT SERVICES FROM THE HISTORIC TO THE PAST YEAR THE NUMBER OF STAFFING AGENCIES IN GEORGIA AND GOD KNOWS WHERE WHO ARE PROVIDING SERVICES IN OUR SCHOOLS I JUST WONDER HOW AND DOING A TRAVELING THERAPIST SO ABA SPECIALISTS OR WHOMEVER A VERY EXPENSIVE WAY TO GO I JUST DON'T I'M TRYING TO FIGURE OUT HOW HOW ARE WE GOING TO COVER THE NEEDS OF OUR STUDENTS AND OUR SPECIAL ED STUDENTS WHO NEED SPECIALIZED THERAPIES IN AN INCLUSIONS SPACE WHEN EVERY WHEN WE'RE GOING TO YEAH, I THINK IT'S A GOOD IDEA BUT I'M REALLY CONCERNED ABOUT HOW WE'RE GOING TO IMPLEMENT IT BECAUSE ONE OF THE THINGS I KNOW FROM WORKING IN SPECIAL ED MYSELF IS WHEN YOU HAVE A TEAM OF PEOPLE WHO WORK TOGETHER EVERY DAY WE ARE REINFORCING THE LEARNING THAT THE CHILD HAS FROM YOU KNOW, WE'RE WORKING ON LANGUAGE SKILLS AND WE'RE WORKING ON FINE MOTOR SKILLS AND RIGHT IN THE CLASSROOM YOU KNOW, ALL OF IT SORT OF INTERIM MEASURES. BUT IF YOU HAVE A LOT OF SORT OF TRAVELING THERAPISTS COMING IN AND OUT, HOW DOES THAT WORK ARE SO OUR NUMBER ONE GOAL IS TO HIRE PEOPLE INTERNALLY TO DO THE WORK VERSUS USING CONTRACTED SERVICES. ALL OF OUR CONTRACTS ARE IN PLACE TO ENSURE THAT WE HAVE A BACKSTOP RIGHT?  IF SOMEBODY SOMETIMES IT'S EVEN AS SIMPLE AS SOMEONE GOING ON A PARENTAL LEAVE OR SOMETHING ELSE TO BE ABLE TO PROVIDE COVERAGE AS NEEDED. SO OUR GOAL FIRST AND FOREMOST IS TO PROVIDE THOSE SERVICES I THINK ALSO TO GET BACK TO A PREVIOUS COMMENT THIS IS A LITTLE BIT OF THE WHEN WE'RE TALKING ABOUT THE SIZE OF SCHOOL WE NEED AND SCALE IT'S CHALLENGING TO HAVE A FULL TIME OCCUPATIONAL THERAPIST. LET'S SAY IN A SCHOOL THAT HAS 100 STUDENTS BECAUSE YOU MIGHT YOU JUST MIGHT NOT SEE ENOUGH NEED FOR THAT THERAPIST TO BE IN THE BUILDING ALL DAY. WHEREAS IF A SCHOOL HAS 400 OR 500 STUDENTS THEY LIKELY HAVE AN OCCUPATIONAL THERAPIST WAS THERE FULL TIME WORKING ACROSS THE SCHOOL WITH A DIFFERENT NEEDS.  AND SO I THINK AS WE THINK ABOUT, YOU KNOW, SORT OF MERGERS AND CONSOLIDATION AND THINKING ABOUT THE SCHOOLS WE NEED SORT OF TO BUILD THE SYSTEM WE WANT I THINK IT'S EXACTLY WHAT YOU'RE TALKING ABOUT MAKING SURE WE HAVE THOSE DEDICATED STAFF IN THE BUILDING WHO REALLY KNOW THE STUDENTS AND FAMILIES AND PROVIDE THE SERVICES WE NEED. BUT IN THE MEANTIME WE NEED THESE CONTRACTS TO TO BE THE BACKSTOP. SO PHILOSOPHICALLY ARE YOU THINKING ABOUT PUSH MODEL OR APPLIED MODELS IN TERMS OF THERAPEUTIC SPACES FOR THERAPIES LIKE A LOT OF STUDENTS OF ANY OF THE GOT ATTENTION DEFICIT PROBLEMS? YEAH THEY NEED A QUIET SPACE TO REALLY WORK ON PRIVATE SO SHE FEELS I MEAN LET ME TRY LET ME TRY THIS CHIEF THEN YOU CAN COME CORRECT ME IF I GET IT WRONG BECAUSE WE'RE TALKING THAT FEEL A LOT THROUGH THE BUDGET PROCESS BECAUSE IT'S SO MUCH ON SPECIAL ED SO I'M PRACTICING MY MY OWN PROFESSIONAL DEVELOPMENT AND LEARNING SO I THINK FIRST AND FOREMOST WHAT WE WOULD SAY IS YOU KNOW THAT THAT DETERMINATION HAS TO BE MADE BY THE IEP TEAM AT WHAT'S WRITTEN THE CHILD'S IEP. SO IF THE SERVICES ARE ABLE TO BE PUSHED IN, I THINK OFTEN THAT'S THE GOAL OF TRYING TO, YOU KNOW, LEAVE THE STUDENT IN THE CLASSROOM TO BE ABLE TO GET THEIR SERVICES. BUT LIKE LIKE YOU SAID, THERE ARE MANY SERVICES THAT IT MIGHT NOT MAKE SENSE TO TRY AND DO SPEECH THERAPY FOR EXAMPLE EMBEDDED IN A CLASSROOM WITH LOTS OF OTHER KIDS AND NOISE AND OTHER THINGS GOING ON. IT MIGHT MAKE MORE SENSE TO PULL OUT AND DO THAT IN A SMALL GROUP OR INDIVIDUALLY SORT OF OUTSIDE THE CLASSROOM SETTING.  SO I THINK THAT'S THAT WOULD BE MY FIRST THOUGHT. I DO TOO AND LOOK OKAY, YOU DID OKAY. ALL RIGHT. UM, HARASSMENT SCHOOL FOR THE DEAF AND HARD OF HEARING I CONSIDER IT A REGIONAL SCHOOL. I THINK WE SHOULD ALL TALK ABOUT IT AS A REGIONAL SCHOOL IT'S GOT IT SERVES 22 SCHOOLS MORE THAN 22 SCHOOL DISTRICTS AND IN THIS AREA FOR SURE THE FIRST IN THE COUNTRY PUBLIC SCHOOL FOR DEAF EDUCATION I'M JUST WONDERING HOW MANY STUDENTS WE HAVE ACROSS THE SYSTEM THAT ARE DEAF AND HARD OF HEARING IN NEVER MIND OUT OF DISTRICT AND THEN HOW MUCH TUITION DOES HORACE MANN BRING IN FROM OUT OF DISTRICT OF TUITION FEES? I CAN CERTAINLY GET THAT NUMBER FOR YOU BECAUSE YOU KNOW IT IS PROBABLY THE ONLY SCHOOL IN THE DISTRICT IS GENERATING REVENUE FOR BOSTON PUBLIC SCHOOLS. YEAH THERE'S A PRESENTING ME ACTUALLY BUT WE DO I MY TEAM BILLS THEM I CAN PROMISE YOU THAT YES OKAY THEN HOMESCHOOLS SCHOOLS I REALLY LIKE I LOVE THE HUB SCHOOL MODEL I THINK THE THE JACK THE THE GUARD THE PILOT ACADEMY IN ALLSTON IS AN AWARD WINNING OF SCHOOLS BEING INVOLVED OVER 30 YEARS IT'S AN INCREDIBLE RECORD OF OF SERVING A DIVERSE SCHOOL COMMUNITY VERY VERY FOCUSED ON ANTI-RACIST AND INCLUSION AND SO AND REALLY REALLY INCREDIBLE WORK OF FAMILIES AND COMMUNITIES SO YOU KNOW I THINK WHEN IT WORKS WELL IT'S IT'S IT'S A GREAT MODEL.  SO HOW MANY PUBLIC SCHOOLS DO WE HAVE IN THE BOSTON SYSTEM?  SO I BELIEVE THERE ARE EIGHT RIGHT NOW AND SIX MORE IN PLANNING AND PLANNING AND THEN ONE OF THE THINGS THAT IS KEY TO THE SUCCESS OF GOING TO PILOT WAS THE FACT THAT WE HAVE INCREDIBLE PARTNERSHIPS WITH THE WITH LOCAL LOCAL NONPROFITS FOR SURE. WE VERY INCREDIBLE OUT OF NORTH ADAMS EDUCATION FOR PARENTS AND YOU KNOW PARTNERSHIPS WITH THE YMCA AND ALL SORTS OF NONPROFITS ARE ISSUED IN THE IMMEDIATE AREA.  UM WHAT WHAT DO YOU SEE AS UM HOW DO WE HOW DO WE SCALE THAT UP BECAUSE I THINK AND GIVEN THE NEEDS THE INCREDIBLE NEEDS OF MANY OF OUR STUDENTS AND ALSO THE FACT THAT WE'RE GOING TO DO IT FOR INCLUSION MODEL LIKE A HUB SCHOOL MODEL FOR EVERYBODY IS PROBABLY THE WAY TO GO. YEAH I THINK YOU KNOW WE'RE TRYING TO TAKE A DELIBERATE APPROACH TO IT BECAUSE AS YOU SAID IT'S IT'S A IT'S A NETWORK. IT'S NOT A SINGLE THING.  RIGHT? IT'S YOU KNOW IF YOU'RE BUILDING A COMMUNITY. RIGHT. AND AS WE FIND OUT DURING COVID, THE STUDENTS, THE SCHOOLS HAVE HAD A STRONG COMMUNITY AND A NETWORK OF SUPPORT GET BETTER THAN THE SCHOOLS THAT WERE FRACTURED AND ALL OVER THE PLACE. YEAH, WE'RE DEFINITELY COMMITTED TO CONTINUING TO EXPAND THE PROGRAM AND THEN I HAD A QUESTION EARLIER ABOUT EARLY EARLY INTERVENTION AND THE 0 TO 3 YEAR OLDS. I THINK CONSTABLE MURPHY ALREADY REFERENCED OF THIS BUT HOW MANY YOU KNOW HOW MANY STUDENTS AND I CALL THEM LET'S CALL CHILDREN YEAH HOW MANY CHILDREN WE HAVE YOU KNOW IN THE 0 TO 3 BLOCK THAT AND THEY'RE NOT NECESSARILY BEEPS THEY'RE NOT BEEPS STUDENTS THAT HAVE BEEN SERVED BY BECAUSE THEY'RE THEY'RE IDENTIFIED THROUGH EARLY INTERVENTION IDENTIFIED THROUGH EARLY INTERVENTION HOW MANY DO WE HAVE? I MEAN I THINK WHAT I GET THANK YOU VERY GOOD. UM YEAH AND, I THINK MY TIME'S UP. YES. THANK YOU.  THANK YOU. COUNCILOR MEJIA, THE FLOOR IS YOURS A HOW ARE YOU? THANK YOU FOR BEING HERE AND THANK YOU FOR YOUR WORK. IT IS APPRECIATED.  SO I JUST HAVE A FEW QUESTIONS . I WANT TO START OFF WITH SOME OF THE QUESTIONS THAT I ASKED EARLIER IN REGARDS TO SOME OF THE SAFETY CONCERNS SPECIFICALLY WITH PARENTS WHO HAVE BEEN INCREDIBLY UPSET ABOUT THE LACK OF RESPONSE WHEN THEY ARE TRYING TO REPORT ISSUES OF BULLYING AND THINGS OF THAT NATURE AND WHEN THEY GET TO CAMPUS THEY'RE MET WITH RESISTANCE. RIGHT. AND I'M CURIOUS WHAT IF ANY OPPORTUNITIES EXIST, CHIEF AND I KNOW THIS IS ONE OF THE REASONS WHY I'M SO EXCITED THAT YOU ARE IN THIS POSITION BECAUSE YOU'RE ALWAYS LOOKING TO INNOVATE BUT WHAT WOULD IT LOOK LIKE TO CREATE SOME PROGRAMING THAT IS DESIGNED SPECIFICALLY TO HELP PARENTS BE PEER MEDIATORS TO BE CONFLICT RESOLUTION EXPERTS AND WHAT WOULD THAT LOOK LIKE? BECAUSE IF WE ARE THE PROBLEM THEN WE COULD ALSO BE INVITED IN TO BE PART OF THE SOLUTION AND I'M CURIOUS UNDER YOUR LEADERSHIP AND IN COLLABORATION WITH THE FAMILY ENGAGEMENT AND PARENT UNIVERSITY, LET'S REIMAGINE WHAT SAFETY RESPONSE COULD LOOK LIKE.  ABSOLUTELY FANTASTIC. I'M DEFINITELY OPEN. I THINK THAT THAT'S ONE OF THE OPPORTUNITIES WE CAN HAVE WITH THE COMMUNITY CONNECTED COORDINATORS. A LOT OF THEM ARE AN OLDER EXPERIENCE. I HAVE A I CAN SAY I DON'T HAVE THE DEFINITIVE NUMBERS BUT I CAN ACTUALLY LOOK BACK BUT SINCE WE'VE CREATED THOSE ROLES I CAN SAY THAT THE RELATIONSHIP WITH PARENTS WITH RESPECT TO SAFETY SERVICES RESPONSE TO INCIDENTS IS HAS DECREASED AND AND WHEN WE'VE HAD THEM INTERJECTED IN THOSE SCENARIOS THEY ARE LESS INTENSE IF THAT MAKES SENSE. YEAH ABSOLUTELY IT DOES IT MAKES A LOT OF SENSE YEAH I WOULD RATHER SOMEONE WHO I CAN RELATE TO GREETING ME AT THE DOOR AND DE-ESCALATING ME AND THEN YOU KNOW OTHER FOLKS. SO PLUS THE RELATIONSHIP THAT I THINK THAT THOSE POSITIONS COUPLED WITH THEIR INCREASED STAFF WITH THE SAFETY SPECIALISTS, THE SCHOOL BASED ROLES AND THEN THE EMERGENCY MANAGEMENT TEAM ACTUALLY BEING OUT THERE AND THEIR OBJECTIVE IS TO BE MORE INTEGRATED AND NOT JUST REACTIVE, YOU KNOW THAT THAT THEIR VISIT IN THEIR FIRST ENCOUNTER IS NOT JUST ON A RESPONSIVE MODE.  I THINK THAT AGAIN CREATES RELATIONSHIPS.  I'M ALSO WORKING WITH SOME NONPROFITS JUST REALLY EVALUATING NONPROFITS. WE'VE HAD A SUCCESSFUL RELATIONSHIP WITH WITH GIRLS ELITE. WE HAVE SEXUAL CAN A SUCCESSFUL RELATIONSHIP WITH BIG SISTERS LOOKING AT THEM, CREATING A MODEL OF MENTORING TO SUPPORT AND TRAIN OUR STAFF TO WE CAN BE ADEQUATELY AND THROUGH THAT NATIONAL MODEL BE ABLE TO TO WORK WELL WITH PARENTS. YEAH KNOW I APPRECIATE ALL YOUR FRIEND I THINK THE SHORT TIME THAT YOU'VE BEEN THERE WE'VE SEEN THE DIFFERENCE IN TERMS OF IMPACTS AND EVERY TIME THERE'S BEEN AN INCIDENT THAT I'VE ARRIVED TO ON THE SCENE YOU HAVE BEEN THERE AND IT REALLY GOES TO SHOW YOUR LEVEL OF COMMITMENT BECAUSE YOU'RE REALLY SHOWING UP IN COMMUNITY IN WAYS THAT MAKE PEOPLE FEEL SEEN SO I JUST WANT TO SAY THANK YOU FOR YOUR LEADERSHIP AND I DON'T THROW OUT A LOT OF COMPLIMENTS SO YOU KNOW, IF I'M SAYING THAT I MEAN IT AND SO SO THANK YOU FOR FOR YOUR WORK IN THAT SPACE. I WOULD LIKE TO SWITCH OVER A LITTLE BIT TO TALK A LITTLE BIT ABOUT FROM CAREER COLLEGE AND CAREER READINESS AND ALL THAT GOOD STUFF. SO OUR OFFICE HAS BEEN SUPER INTENTIONAL ABOUT WORKING TO DEVELOP PIPELINE. SO WE CREATED A MENTAL HEALTH AND WELLNESS AMBASSADORS PROGRAM AT THE BURKE AND THOSE YOUNG PEOPLE WERE TRAINED AS MENTAL HEALTH AMBASSADORS AND THEN BASED ON WHAT THEY LEARNED AND THEY WERE ABLE TO IDENTIFY TRIGGERS IN THEIR PEERS AND THEN CONNECT THEIR PEERS TO THE SUPPORT SERVICES THAT THEY NEEDED. AND THIS WAS ALL RIGHT AFTER A LOT OF THE VIOLENCE WAS UPTICK, IT AT THE BURKE NOW WE CREATED THAT PROGRAM AND WE PARTNERED UP WITH NONPROFIT ORGANIZATIONS AND BLACK CLINICIANS TO RUN THAT PROGRAM AND NOW WE'RE IN OUR THIRD YEAR OUR SECOND YEAR AT THE BURKE AND THE FIRST YEAR WE DID IT CITYWIDE WITH A NUMBER OF DIFFERENT SCHOOLS. SO THIS IS DEFINITELY MODEL THAT EVERYBODY'S ALWAYS TALKING ABOUT. WE NEED MORE PEOPLE OF COLOR IN POSITIONS LIKE THIS TO BE HERE AND I THINK THAT THERE IS SOMETHING TO BE SAID THAT AGAIN GOING BACK TO THE STATEMENT THAT I MADE EARLIER THIS MORNING IS THAT WE ALWAYS FIND OURSELVES HAVING TO OUTSOURCE AND RESOURCE A LOT OF THE INITIATIVES THAT WE KNOW ARE GOING TO MAKE AN IMPACT AND BE PEACE WITH YOUR MILLIONS OF THOUSANDS OF DOLLARS THAT YOU HAVE ESPECIALLY AROUND COMMUNITY HUB SCHOOLS. THERE IS AN OPPORTUNITY TO SUPPORT A LOT OF THESE NONPROFITS ORGANIZATIONS THAT CAN OPEN UP THEIR DOORS TO SERVE AS APPRENTICE LEARNING FOR YOUNG PEOPLE TO WORK IN THESE NONPROFIT ORGANIZATIONS TO APPLY A SKILL. SO I'M JUST CURIOUS ABOUT HOW YOU'RE LEVERAGING THE ECOSYSTEM THAT IS AROUND SCHOOLS TO SUPPORT THE CAREER READINESS FOR OUR STUDENTS. YEAH, IT'S A GREAT QUESTION. I THINK THE HUB THE HUB SCHOOLS PIECE I THINK WHAT DR. CHAN WILL HAVE TO ANSWER WHEN SHE'S HERE AS FAR AS THE PROGRAMING THAT WE DO IT CERTAINLY FALLS IN THE CATEGORY OF HEALTH PROGRAMING THAT WE ARE PUSHING RIGHT AS A HUB OF HEALTH CARE IN THIS IN THIS IN THE COUNTRY. HEALTH CARE IS OUR BIGGEST SET OF PATHWAYS ACROSS THE DISTRICT. IT IS THE DESIGNATIONS FOR PATHWAYS IN SORT OF SOCIAL WORK AND MENTAL HEALTH REALLY AREN'T THERE IN THE SAME WAY THAT HEALTH ASSISTING AND MEDICAL ASSISTING AND DENTAL ASSISTING THE THINGS THAT MADISON PARK AND OTHER SCHOOLS OFFER ARE.  SO WE'D HAVE TO WE HAVE TO THINK MORE ABOUT BUILDING THAT UP BECAUSE WE CAN WE CAN YES. YES. WE HAVE A LOT OF INSTITUTIONS HERE BE YOU THEY HAVE A SCHOOL OF SOCIAL WORK. I MEAN LIKE AND THEY NEVER PAY THEIR PILOT TAXES AND THAT'S A WHOLE DIFFERENT HEARING.  BUT THERE IS AN OPPORTUNITY FOR BEEPERS TO HOLD THESE UNIVERSITIES TO TASK TO CREATE MEANINGFUL PATHWAY OPPORTUNITIES AND DEVELOP RELATIONSHIPS BECAUSE WE HAVE BEEN WORKING WITH BOSTON DAY AND EVENING ACADEMY, WE'VE WORKED WITH BATS, WE'VE WORKED WITH ALL OF THESE ALTERNATIVE ED SCHOOLS AND OUR ROLE IN THOSE SPACES HAVE BEEN TO LEVERAGE OUR NETWORK TO CREATE OPPORTUNITIES FOR THOSE SCHOOLS TO HAVE MEANINGFUL PARTNERSHIPS. SO AND ESPECIALLY BECAUSE MENTAL HEALTH IS ONE OF THE IT'S GOING TO BE THE NEXT PANDEMIC THAT WE SEE HERE.  WE HAVE TO GET AHEAD OF THE CURVE AND EVEN THOUGH IT DOESN'T EXIST, THERE'S AN OPPORTUNITY FOR US TO CREATE IT AND I'D LOVE TO BE ABLE TO WORK WITH YOU ON DOING JUST THAT. AND I THINK THAT THAT IS WHERE WHERE WE NEED TO GO. YEAH, I WOULD LOVE TO DO THAT.  WE NEED AND WE NEED OUR LARGE UNIVERSITY COLLEGE PARTNERS TO DO THAT WITH SO NOW AND I'LL BE FIGHTING WITH YOU. I'M NOT DONE I HAVE NOT HEARD MY LITTLE TIMER.  OKAY SO THEN I'M CURIOUS ABOUT OUR OFFICE HAS ALSO BEEN WORKING WITH THE HOMES.  THEY HAVE DONE AN AMAZING JOB. SHOUT OUT TO PRINCIPAL ODUM FOR HER LEADERSHIP. WE WERE WORKING IN PARTNERSHIP . THEY SECURED $1,000,000 TO RESTORE THEIR PARK THEY HAVE NOW THEY'RE RELATIONSHIPS WITH ALL OF THE LOCAL BUSINESSES AND NONPROFIT ARTS THAT EXIST RIGHT WITHIN THE RADIUS OF THAT SCHOOL.  THERE IS SOMETHING MAGICAL HAPPENING AT THE HOMES THAT I THINK EVERYONE SHOULD GO AND LOOK AND SEE AND LEARN HOW THIS PRINCIPAL HAS BROUGHT SO MUCH JOY INTO A NEIGHBORHOOD INTO A SCHOOL THAT HAS BEEN COMPLETELY DISREGARDED FOR SO MANY DECADES AND IF YOU HAVEN'T BEEN THERE YOU ARE MISSING OUT ON WHAT INNOVATION LOOKS LIKE. SO I JUST WANT TO PUT THAT ON YOUR RADAR AND SHE NEEDS ALL THE SUPPORT TO MAKE SURE THAT SHE CAN CONTINUE TO THRIVE. SO I WANT TO GIVE A SHOUT OUT TO PRINCIPAL ODUM FOR HER HER WORK IN LEADERSHIP AND LASTLY BPA. I HAVE TWO CONCERNS BECAUSE IT'S NOT A HEARING LOSS. I THROW OUT SOME CONCERNS.  YEAH. SO I'M REALLY CONCERNED ABOUT THE UPTAKE ON AND YES BALANCE IS DOWN BUT I'VE BEEN HEARING FROM A LOT OF PARENTS AROUND BULLYING ISSUES AND RESTRAINT AND RESTRAINT LIKE STUDENTS BEING RESTRAINED AND WAYS THAT ARE FORCEFUL AND CHIEF, I KNOW THAT MAY NOT BE UNDER YOUR JURISDICTION BUT IT IS A CONCERN THAT I HAVE WITHIN BOSTON PUBLIC SCHOOLS AND SO I'M NOT SURE WHO HERE CAN SPEAK TO THAT BUT THAT IS DEFINITELY SOMETHING THAT I FEEL NEEDS TO BE ADDRESSED AND I'M CURIOUS WHO HERE CAN TALK TO ME ABOUT THAT AND I'M NOT GOING TO LOOK AT THE CHIEF BECAUSE IT'S NOT IT DOESN'T FALL UNDER HER JURISDICTION. I'M LOOKING AT YOU BLUE YEAH, I WILL FIGURE OUT WHO THE RIGHT PERSON TO TALK ABOUT RESTRAINT POLICIES. YEAH. NOT JUST THE JUST THE UPTAKE AND HOW YOUNG PEOPLE ARE BEING MANHANDLED IN OUR BOSTON PUBLIC SCHOOLS. OKAY, I WILL GIVE YOU. YEAH.  AND THEN THE LAST THING THAT I WANTED TO BRING IS THE CAN WE'VE TALKED ABOUT BP'S GRADUATION RATES. I'M CURIOUS.  IT'S ONE THING TO GET US OUT OF HIGH SCHOOL. I WANT TO KNOW WHAT OUR SUCCESS RATE WHAT OUR SUCCESS RATE IS FROM COLLEGE, HOW MANY OF OUR BP STUDENTS ARE ACTUALLY COMPLETING COLLEGE ALL FOUR YEARS DO WE HAVE THAT DATA?  WE DON'T HAVE FULL DATA. WE HAVE SOME SURVEY DATA THAT THAT SUCCESS BOSTON DOES AND WE HAVE SOME NATIONAL CLEARINGHOUSE DATA. IT'S NOT A FULL PICTURE BECAUSE IT'S HARD TO TRACK ALL STUDENTS AFTER THEY LEAVE. SO WE DO SEND OUT SURVEYS PARTICULARLY FOR STUDENTS IN OUR PATHWAY PROGRAMING ALL OF OUR CTE STUDENTS GET A ONE YEAR CAREER TECHNICAL VOCATIONAL PATHWAY. SO WE DO HAVE SOME DATA I WILL GET YOU WHAT WHAT WE HAVE FROM THAT SO YOU HAVE THE DATA THAT WE HAVE AND WHAT'S PATHWAYS.  SO IF YOU ARE IN A SO IF YOU'RE IN A LIKE CAREER AND TECHNICAL PATHWAY YOU WOULD GRADUATE WITH A CERTIFICATION BUT WHAT ABOUT THOSE WHO ARE NOT RIGHT SO THAT'S SO THAT'S WHY I'M SAYING WE HAVE SOME PIECES OF THAT BUT IT IS ONCE STUDENTS LEAVE BP'S WERE RELIANT ON SURVEY DATA ON WHO RETURN SURVEY DATA FOR WHAT WE HAVE AND HAVE OTHER DISTRICTS MANAGE TO KNOW WHO AND HOW BECAUSE I FEEL A LOT OF OTHER SCHOOLS TALK ABOUT OUR KIDS GRADUATED HIGH SCHOOL AND FOUR YEARS OF COLLEGE SO SOME PEOPLE SOME FOLKS ARE ABLE TO GATHER THAT. I JUST THINK THAT I'M REALLY EXCITED TO SEE 81% OF OUR STUDENTS GRADUATING WHICH IS GREAT AND AND I GOT TO SEE THE LIST OF SOME OF THE USUAL SUSPECTS IN THE SCHOOLS THAT ARE HIGHLIGHTED BUT WE'RE STILL FILLING OTHERS. RIGHT. AND THEN I DO BELIEVE THAT, YOU KNOW, IF WE'RE GOING TO KEEP ASKING FOR BILLIONS OF DOLLARS THEN WE'RE GOING TO HAVE TO SHOW THAT RETURN ON THAT INVESTMENT AND ULTIMATELY HOW OUR KIDS DO ONCE THEY LEAVE OUR SCHOOLS ALSO SPEAKS TO OUR ABILITY TO EDUCATE OUR STUDENTS. THANK YOU SOME HERE AND I JUST WANT TO GIVE A BIG SHOUT OUT TO I MEAN PRINCIPAL ODUM IS DOING GREAT WORK RIGHT IN THE DISTRICT AND I AGREE WITH CASIMIR HERE LIKE WHATEVER THAT SCHOOL NEEDS PLEASE GET IT GET IT OVER TO HER BECAUSE SHE'S REALLY INSPIRING A WHOLE NEIGHBORHOOD, A WHOLE COMMUNITY AND NOT ONLY THE PEOPLE BUT THE CIVIC GROUPS WANT TO DO AS MUCH AS POSSIBLE.  I WAS OVER THERE. I KNOW HE PAINTED THE WHOLE SCHOOL FOR THE YOUNG PEOPLE. I MEAN THAT WAS YOU KNOW,  SOMETHING THAT THE PRINCIPAL ODUM BROUGHT TO THE COMMUNITY.  AND IN TERMS OF THE DATA THAT COUNCILOR MEJIA IS LOOKING FOR, IT DOESN'T DOES DOES D.C. COLLECT THIS INFORMATION IN TERMS OF GRADUATION RATE, YOU KNOW, SALARIES FOR OUR OUR DISTRICT SO GRADUATION RATE DATA WE HAVE THAT THAT WE HAVE TO HAVE ON YOUR POST FOR FOR HIGHER ED THERE IS SOME THERE ARE MANY VERSIONS OF POSTSECONDARY DATA THAT HAVE VARIABLE RATES OF RELIABILITY BECAUSE OF WHO THEY'RE ABLE TO ACCESS. SO THERE IS SOME DATA THAT'S THAT'S SORT OF THE THERE'S AN ECOSYSTEM OF DATA THAT I CAN COLLECT FOR YOU SO THAT YOU ALL HAVE IT YOU HAVE WHAT WE HAVE. BUT I WOULDN'T SAY THAT IT'S A COMPLETELY EXHAUSTIVE WE DON'T HAVE DATA ON EVERY SINGLE STUDENT THAT'S GRADUATED RIGHT? BUT AT SOME POINT YES, THERE ARE POINTS, RIGHT? YES THERE ARE. ALL RIGHT. AND CAN WE MAKE SURE WE GET THAT INFORMATION EARLY FOR CASIMIR? COULD I WEIGH IN AND SAY ALSO TO GIVE PRINCIPAL ODOM A SHOUT OUT SHE HAS MADE INCREDIBLE GAINS IN TERMS OF STUDENT ACHIEVEMENT AND A LOT OF THAT HAS TO DO WITH THE CULTURE THAT SHE'S BILL. BUT ALSO SHE'S A TRUE INSTRUCTIONAL LEADER AND HAS REALLY HONED IN ON THE USE OF HIGH QUALITY INSTRUCTIONAL MATERIALS WITH NO EXCUSES WITH HER STAFF WHICH WHICH IS AMAZING. AND THEN JUST TO YOUR QUESTION ABOUT RESTRAINT TRAINING, SAFETY CARE TRAINING THAT REALLY FALLS UNDER STUDENT SERVICES WITH CHIEF SEAL BUT WE'VE ALSO BEEN TALKING A LOT AROUND HOW WE GET THAT PROFESSIONAL LEARNING TO ALL OF OUR EDUCATORS. ONE OF THE THINGS IT'S A REAL CHALLENGE IS THE COMPETING NEEDS FOR PROFESSIONAL LEARNING FOR TEACHERS AND SO HOW WE ENSURE THAT WE HAVE THE RIGHT AMOUNT OF TIME TO MAKE SURE THAT OUR EDUCATORS HAVE THE TRAINING AND I KNOW MY TIME IS UP BUT I WANT TO JUST SPEAK THAT REALLY QUICK IS THAT IT'S ALSO HIGH. IT'S THE TYPE OF TRAINING THAT WE ARE PROVIDING EDUCATORS IN HOW THEY SPEAK TO OUR CHILDREN . WE ALSO HAVE TO START LEADING WITH ASSET BASED LANGUAGE WHERE OUR STUDENTS ARE NOT VULNERABLE. THEY'RE RESILIENT, RIGHT? SO WE HAVE TO THERE'S A WHOLE MIND SHIFT THAT NEEDS TO HAPPEN SO THAT YOU CAN REALLY SEE AND AFFIRM OUR CHILDREN IN WAYS THAT THEY FEEL LOVED. THAT'S GREAT. THANK YOU, COUNCILOR FOR JOE THE FLOOR IS YOURS.  THANK YOU, CHAIR. APPRECIATE IT.  THANK YOU ADMINISTRATION FOR COMING OUT JUMPED OUT OF MY THIRD QUESTION ONLY BECAUSE IT CARRIES OFF OF WHAT WE WERE JUST TALKING ABOUT AROUND PRINCIPLES COUNCILOR SANTANA TALKED ABOUT HOW DO WE RETAIN AND AND RETAIN STAFF AND COUNCILOR ME HERE AND THE CHAIR WE'RE JUST DISCUSSING HOW IMPORTANT A PRINCIPLE PRINCIPLE CAN BE TO A CULTURE OF A SCHOOL AND TURNING IT AROUND. I'VE HEARD OTHER EXAMPLES. DURENBERGER AND MS.. ROXBOROUGH AS WELL OF A PLACE WHERE NEW PRINCIPALS COME IN AND REALLY SORT OF CHANGE THE CULTURE AND SCHOOL THAT YOU WOULD BE UNSURE ABOUT SENDING YOUR KID TO TO NOW A SCHOOL THAT YOU WOULD WANT TO SEND YOUR KID TO, RIGHT? SO AROUND THAT PRINCIPAL TALK IS HOW DO WE IDENTIFY WHO THESE PRINCIPALS ARE PRIOR TO THEM BEING PRINCIPALS, RIGHT? HOW DO YOU IDENTIFY, TRAIN AND RETAIN THEM? I KNOW THAT SOME TAKE A CLASS AT BOSTON COLLEGE. I THINK THERE'S LIKE A PRINCIPAL COURSE BUT YOU DON'T NECESSARILY HAVE TO HAVE ANY TEACHING EXPERIENCE TO TAKE THAT COURSE AND TO BE A PRINCIPAL. OBVIOUSLY IT MAY BE A LITTLE BIASED HERE BUT HAVING WORKED IN THE BUILDING AND THEN MOVING UP TO BECOMING A LEADERSHIP POSITION, I THINK IT HELPS.  AND SO HOW DO YOU SORT OF SEE WHAT ARE WE DOING TO IDENTIFY THE TEACHERS WE CURRENTLY HAVE A B.S. AND HOW TO PROPERLY TRAIN SO THAT THEY CAN INSTILL THAT CULTURE AND TURN THESE OTHER SCHOOLS AROUND THAT NEED SOME HELP. I SO CHIEF CATHY WILL BE HERE ON THE 23RD. WHAT I WILL SAY SOMETIMES I DON'T KNOW TO USE AN ANALOGY THAT I PROBABLY SHOULDN'T USE IT'S A LITTLE BIT LIKE THE NFL COACHING TREE YEAH IT'S WHAT YOU OFTEN SEE SOMETIMES IS YOU HAVE REALLY GREAT LONG TERM PRINCIPALS AND THEN LIKE FIVE YEARS LATER ALL OF A SUDDEN YOU START TO HEAR ABOUT ALL THE PRINCIPALS FROM OTHER SCHOOLS WHO WERE TEACHERS UNDER THAT FIRST AMAZING PRINCIPAL. RIGHT. AND SO A LOT OF THE WORK IS IDENTIFIED PAYING FOR THE PROGRAMS THAT YOU MENTIONED. AND THERE'S ANOTHER PROGRAM THROUGH UMASS BOSTON THAT'S BEING LAUNCHED RIGHT NOW WITH LOTS OF THINGS GOING ON IDENTIFYING STAFF WHO WORK IN THE BUILDING AND SAY LOOK, YOU HAVE A GREAT PRINCIPAL. HOPEFULLY YOUR BUILDINGS JOB NEVER OPENS BUT YOU'RE AN AMAZING TEACHER ADMINISTRATOR, SOMETHING ELSE LET'S MAKE SURE YOU'RE READY TO BE A PRINCIPAL AND YOU CAN GO THE NEXT TIME THERE'S TURNOVER IN OUR NEIGHBORHOOD OR ACROSS TOWN YOU CAN GO BE THE PRINCIPAL OF THAT BUILDING AND SO YOU CAN SEE THERE ARE THESE SORT OF REALLY STRONG THAT WITH LONG TERM LEADERS THEY'RE SORT OF THROWING OFF THESE AMAZING PRINCIPALS WHO CAME THROUGH THOSE BUILDINGS AND FOR BUILD ON THAT.  AND JUST TO CLARIFY, IT DOESN'T MEAN THEY HAVE TO BECOME FROM THAT SPECIFIC SCHOOL. NO, I MEAN I JUST MEAN IDENTIFY ANYONE IN DPS AS A TEACHER THAT CAN THEN GO ON TO BECOME A PRINCIPAL AND HOW DO WE IDENTIFY THAT? BUT I WILL SAVE THAT QUESTION THEN FOR MS.. KATHY. YES, THANK YOU.  SO I WENT UP TO SAY AS YOU WELL KNOW OR IF YOU DON'T I HAVE TWO OF MY SONS ARE HIGH SCHOOL I WENT UP TO SEE THE PRINCIPAL SEVERAL MONTHS AGO JUST TO TALK AND SHE SAID WE CAN'T MEET IN MY OFFICE BECAUSE THERE IS A YOUNG LADY STUDENT SITTING IN THERE AND SHE REFUSES TO TO LEAVE. SHE SHE WAS GETTING INTO A FIGHT IN THE HALLWAY THIS IS A SAFETY QUESTION. LET'S GET IN A FIGHT IN THE HALLWAY THEY SAID WHY DON'T YOU TAKE A BREAK? DO YOU TEST IN THE PRINCIPAL'S OFFICE AND THEN REFUSE TO LEAVE ? SO WE HAD TO GO MEET IN THE CLOSET DOWN THE HALL WAS FINE. WE GOT OUT. WE GOT THE CONVERSATION DONE BUT THEY WE TALKED ABOUT THAT SITUATION AND HOW THERE WAS A SAFETY OFFICER THERE A PRINCIPAL THERE, A TEACHER THERE AND THEY'RE ALL STANDING AROUND THE DESK AND MAYBE TWO OR THREE OTHER PEOPLE, YOU KNOW, AND THEY'RE ALL LOOKING AT EACH OTHER AND SAYING WHAT CAN YOU DO? NOTHING. WHAT CAN YOU DO NOTHING.  THEY KNOW WHERE THEIR LIMITS ARE RIGHT AND THAT THEIR HANDS ARE TIED.  AND SO IT GETS TO A POINT WHERE THESE KIDS UNDERSTAND WHERE THE LIMITS ARE FOR THEIR AUTHORITY. THE AUTHORITY FIGURES AROUND AND THEN THEY KNOW WHAT ONCE THEY KNOW WHAT THAT LIMIT IS,  THEY KNOW WHAT THEY CAN DO BEYOND IT AND HAVE NO CONSEQUENCES COME OF IT.  SO I GUESS WHAT I'M ASKING ABOUT IN TERMS OF ACCOUNTABILITY WHAT DO WE DO IN SITUATIONS LIKE THAT WHEN A STUDENT PUTS THE TEACHERS AND STAFF IN A POSITION WHERE THEY KNOW THEY HAVE NO IF THEY'RE FOLLOWING PROTOCOL THEY HAVE NOTHING TO FALL BACK ON AND CANNOT DO ANYTHING BUT LET THIS STUDENT STAY IN SCHOOL STAY IN THE HE COULD HAVE JUST YOU KNOW, THEY COULD HAVE BEEN WHO KNOWS WHAT THEY COULD HAVE JUST DONE WHATEVER IT MAY BE BUT THEY COULD HAVE TRAUMATIZED THAT KID PRIOR AND NOW THEY'RE JUST THEY'RE JUST SENT BACK TO CLASS AND SIT RIGHT NEXT TO THE KID HE JUST TRAUMATIZED.  THESE ARE THESE ARE SORT OF THINGS THAT I'VE HEARD AND EXPERIENCED NOT TO MENTION AS SOON AS I LEFT THAT PRINCIPAL'S THAT DAY THERE WAS ANOTHER FIGHT WHERE AN HOUR AFTER I LEFT AND YOU KNOW, BLOOD WAS DRAWN AND THERE WAS TWO FOURTH GRADE KIDS THAT SAW IT AND WERE TRAUMATIZED BY IT AND NONE OF THAT WAS ALSO EVER DESCRIBED TO THE PARENTS. RIGHT. I MEAN WE FOUND THAT OUT SECOND HAND AND THAT COMMUNICATES AND BEEPS DOES A GREAT JOB WITH COMMUNICATION ABOUT A NUMBER OF THINGS. BUT TRANSPARENCY AROUND SAFETY ,LETTING KIDS KNOW IF THEY'RE GOING TO A SCHOOL THAT'S SORT OF HEADING DOWN ROAD OF HEY, THERE'S A LOT OF PHYSICAL VIOLENT INCIDENCES HERE. I DON'T THINK THEY'RE AS TRANSPARENT SO SORRY , LONG STORY BUT WHAT CAN WE DO WHEN WE'RE IN THAT SITUATION AND HOW CAN WE BE MORE TRANSPARENT ABOUT THOSE INCIDENTS THAT OCCUR?  MAYBE I'LL TAKE A PORTION OF IT AND I'LL TAKE THE SECOND. OKAY. THANK THANK YOU. SO A PORTION OF IT IS JUST I THINK WHAT WE'VE LEADING TOWARD IS JUST MORE OF A HOLISTIC APPROACH AND USING ALL OF OUR RESOURCES.  SO SAFETY SERVICE WORKS COLLABORATIVELY WITH STUDENTS SUPPORT STUDENT SUPPORT IS, YOU KNOW, SOCIAL WORKERS AND GUIDANCE COUNSELORS.  WE ALSO HAVE CLINICIANS THAT WORK IN THE BUILDINGS WITH US.  SOMETIMES IT JUST TAKES SOME EXTRA PATIENTS AND I WOULD RATHER HAVE THEM, YOU KNOW, STAND AROUND UNFORTUNATELY FOR LACK OF A BETTER WORD AND SUPPORT THAT STUDENT AS IS DIRECTLY AS THAT HE OR SHE IS DE-REGULATED AND AND THEN AGAIN AND THEN LATER OFFER SOME OTHER RESOURCES SO THAT'S WHY I MEAN I KEEP GOING BACK TO MY OUR COMMUNITY CONNECTORS POSITION BECAUSE NOW THAT POSITION CAN BE CALLED IN AND MAYBE WORK EXTRA WITH THAT YOUNG PERSON AFTER SCHOOL HELPS SUPPORT THE PARENTS AND MAYBE SOME EXTRA SUPPORT THAT THEY MAY NEED FOR THAT STUDENT. BUT AS WE EVOLVE INTO YOU KNOW ,LESS PUNITIVE DISCIPLINE FOR OUR YOUNG PEOPLE THAT MAY INVOLVE A LOT MORE TIME AND PATIENCE AND I JUST TO CAUTION A LESS PUNITIVE APPROACH AND ALLOWING FOR MORE PATIENTS WHEN WHAT WE'VE SEEN IS PEOPLE WITHDRAW FROM THE SCHOOL AND SAY, YOU KNOW AND SORT OF SAID WE'RE NOT GOING TO PUT UP WITH IT AND WE'RE NOT BEING TOLD ABOUT IT EVEN AND SO I DON'T WANT MY CHILD IN THAT ENVIRONMENT AND THERE'S TRUST BROKEN THERE AS WELL AS AS WE KNOW SOMETIMES WITHOUT ANY FURTHER DISCIPLINE THAT THERE THE ACTIONS CONTINUE. RIGHT. AND IT DISRUPTS THE SCHOOL AND THE EDUCATION, THE SETTING AND THOSE WHO ARE THERE TO ACTUALLY LEARN AND THEY'RE SO JUST LEAVE THAT THAT THE LAST SORRY THE LAST QUESTION I HAD WAS AROUND CURRICULUM I AM I BELIEVE IT'S CALLED RIGHT ILLUSTRATIVE MATH AS I UNDERSTAND IT IS THAT A CURRICULUM THAT'S COMING INTO BPC OR DOES IT EXIST THERE ALREADY IT ABSOLUTELY DOES. SO THAT'S A GREAT QUESTION AND THAT IS AN EXAMPLE OF HIGH QUALITY INSTRUCTIONAL MATERIALS. IT'S HIGHLY RATED THROUGH THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION AND INCORPORATES EVIDENCE BASED PRACTICES.  I HAVE TO GET YOU THE NUMBERS AROUND HOW MANY OF OUR SCHOOLS CURRENTLY USE ILLUSTRATIVE MATH BUT I CAN TELL YOU THAT WE HAVE 49 SCHOOLS THAT ARE GOING TO BE NEW ADOPTERS NEXT YEAR AND SO OUR FOCUS IS REALLY ON THE PROFESSIONAL LEARNING THAT OUR TEACHERS NEED TO IMPLEMENT THE CURRICULUM WITH FIDELITY BECAUSE THAT'S WHEN WE SEE THE STUDENT OUTCOMES THAT WE'RE HOPING FOR.  IT HAS TO BE IMPLEMENTED AS DESIGNED. OKAY.  I JUST I WOULD JUST CAUTION THERE THAT FROM WHAT I'VE HEARD OF ILLUSTRATIVE AS A PROGRAM ITSELF IS THAT IT DOESN'T PROVIDE IT IS NOT AS HELPFUL OR CONDUCIVE TO L'IL OR SPECIAL ED CHILDREN AND THAT THE WHAT YOU ACTUALLY GET MOST TEACHERS AND I KNOW MY WIFE IS A TEACHER TO DOING THIS IS YOU HAVE TO GO TO TEACHERS FOR TEACHERS AND THEY'RE LOOKING FOR A LOT OF THINGS ON THERE TO SUPPLEMENT THIS CURRICULUM BECAUSE THEY FEEL THAT THEY ARE NOT SUFFICIENTLY SUPPORTED THROUGH THE THROUGH THE TIME THAT WAS GIVEN THERE. SO I WOULD ACTUALLY KIND I WOULD BE WARY OF THAT CURRICULUM GOING FORWARD AND I WOULD LOVE KNOW ANY RESULTS OF OTHER SCHOOLS THAT HAVE HAD IT AND WHAT WE'VE SEEN COME OUT OF THAT.  SURE. SO WE ARE SEEING SOME REALLY POSITIVE RESULTS FROM.  SCHOOLS LIKE THE ADAMS WHICH WAS ONE OF THE FIRST ADOPTERS OF ILLUSTRATIVE MATH ONE OF THE THINGS IT SPEAKS TO IS THAT NEXT YEAR THERE WILL BE 12 HOURS OF MANDATORY PROFESSIONAL LEARNING FOR ALL TEACHERS AND WE'RE REALLY APPROACHING THAT PROFESSIONAL LEARNING AS STARTING WITH THE CURRICULUM. SO AS A TEACHER USING I AM WELL LET ME BACK UP A LITTLE BIT AND SAY THE DAYS OF ASKING OUR TEACHERS TO GO TO A PROFESSIONAL LEARNING SESSION IN TEACHING AND LEARNING AND THEN ONE IN THE OFFICE OF MULTILINGUAL LEARNERS AND THEN ONE WITH STUDENT SERVICES THOSE DAYS ARE OVER. OUR TEACHERS HAVE A LOT ON THEIR PLATES AND WE'RE REALLY WORKING HARD TO WORK CROSS-FUNCTIONALLY TO HAVE A ONE STOP SHOP SO THAT 12 HOURS OF MANDATORY PD ARE FACILITATED BY TEACHING AND LEARNING STUDENT SERVICES AND MULTILINGUAL LEARNERS AND WE'RE STARTING AT THE POINT OF REALLY LOOKING AT THE CURRICULUM AND THEN WHEN YOU HAVE A YOUNG PERSON IN FRONT OF YOU THAT MAY HAVE PARTICULAR NEEDS, HOW DO YOU INTERNALIZE THAT LESSON SO THAT YOU CAN MAKE INSTRUCTIONAL DECISIONS FOR THAT YOUNG PERSON IN REAL TIME?  THAT'S GOING TO BE WILDLY IMPORTANT ESPECIALLY AS WE MOVE TO MORE INCLUSIVE CLASSROOMS AND OUR STUDENTS THAT THE NEED THEIR NEEDS WILL BE INCREASINGLY DIFFERENTIATED. AND SO WE NEED TO KNOW HOW THE CURRICULUM MEETS THOSE STUDENTS NEEDS. THANK YOU. I KNOW MY TIME IS UP BUT I WAS JUST I HOPE WE'RE NOT DOING IT BECAUSE IT WAS THE THE CHEAPEST CURRICULUM OR RIGHT NOW THE LOWEST. YOU KNOW, BECAUSE OF THE INVESTMENT WE'RE MAKING. SO I HOPE THE CURRICULUM IS IS ONE OF THE HEAVIEST ASIDE FROM STAFF I CAN GUARANTEE YOU COUNCILOR FITZGERALD IT'S NOT THE CHEAPEST BUT I APPRECIATE THAT.  YOU KNOW, IT'S GOOD TO KNOW. THANK YOU FOR YOUR TIME. THANK YOU. COUNCILOR FITZGERALD AND I KNOW THERE WERE SOME QUESTIONS IN THE RFI LIKE WE ASKED FOR A SCHOOL BY SCHOOL SAFETY PLAN.  WE HAVEN'T RECEIVED THOSE YET SO HOPING THAT WE CAN GET THOSE . I'M SORRY SCHOOL BY SCHOOL SAFETY PLAN THERE'S YEAH, THAT'S NOT PUBLIC INFORMATION. THE SCHOOL BICYCLE SAFETY PLAN IS A DISTRICT POLICY. EVERYONE HAS A SAFETY PLAN.  OKAY. ARE WE NOT ALLOWED TO SEE THE SCHOOL? BYE. YEAH, THAT WOULD BE WE COULD TALK OFF LINE ON THAT ONE IF THERE'S SOME SPECIFIC QUESTIONS AROUND THE SAFETY PLAN, THAT WOULDN'T BE PUBLIC INFORMATION. ALL RIGHT. IS THAT IS THAT MEAN TERMS OF LIKE THE CAMERAS IN THE LOCATIONS OF THAT OR WE COULD TALK OFFLINE AND THEN ALSO HOW WE TRACK IT LIKE ARE WE TRACKING HOW WELL THE NEW CURRICULUM IS WORKING AND CAN WE JUST GET THE DATA ON, YOU KNOW, THE NEW OUTCOMES IN THE IMPROVEMENTS THAT WE'RE SEEING FROM THE NEW DATA FROM. SURE. MANY OF THE NEW CURRICULUM ARE REALLY IN THEIR FIRST OR SECOND YEAR OF IMPLEMENTATION. THAT BEING SAID, WE CAN LOOK AT MAP DATA WHICH IS REALLY A SCREENER SO WE DON'T LIKE TO USE IT AS SUMMATIVE DATA BUT IT DOES GIVE US SOME INSIGHT INTO HOW OUR STUDENTS ARE DOING IN REAL TIME AND THEN CERTAINLY CAST DATA. SO I CAN PULL JUST SOME OF THE DATA WE'VE LOOKED AT INITIALLY AND SHARE IT WITH THIS GROUP. PERFECT.  COUNCIL MEMBER THE FLOOR IS YOURS.  THANK YOU CHAIR I GUESS I'LL START WITH CHIEF COAKLEY GRACE SO AND SO WHAT ROLE DOES RESTORATIVE JUSTICE HAVE IN OUR IN OUR SCHOOL SAFETY PLANS?  SO THAT'S UNDER STUDENT SUPPORT AS WELL SUCCEED BOSTON RUNS OUR DEPARTMENT OF RESTORATIVE JUSTICE BUT WE'VE ADOPTED THAT PROCESS.  WHEN I FIRST CAME OVER AS A CHIEF OF SAFETY SERVICES JUST COMING OVER FROM BOSTON POLICE START THINKING ABOUT HOW THEY'RE PUNITIVE, LESS PUNITIVE LAST MORE HOLISTIC WAY OF DEALING WITH DISCIPLINE, HAVING OUR CODE OF CONDUCT AS OUR OPERATIONAL MANUAL FIRST LINE SO MOST OF MY STAFF BECAUSE I HAVEN'T HAD A NEW STAFF RECENTLY AND WE'RE LOOKING AT THIS SUMMER TRAINING THEY'RE ADDITIONAL STAFF BUT PROBABLY ABOUT 75 TO 80% OF MY STAFF HAVE BEEN TRAINED IN RESTORATIVE JUSTICE, THE RESTORATIVE JUSTICE MODEL AND WE'VE PARTICIPATED IN OUR INITIATIVE FOR BPC TRAINERS TRANSFER TRANSFORMATION NOW MENTORING WHICH IS WHICH STILL USED A RESTORATIVE JUSTICE MODEL WITH THAT AS WELL WE SIT ON A NUMBER OF THIS WITH THE SCHOOL SAFETY WHEN TALKED ABOUT SCHOOL SAFETY PLANS A PART OF THAT IS THEY DO THE RESTORATIVE PRACTICES AND A NUMBER OF MY SAFETY SPECIALISTS SIT ON THE SAFETY TEAMS WITHIN SCHOOLS IN WHICH THEY PRACTICE RESTORATIVE JUSTICE MODEL. SO SO SO THE IDEA IS TO HAVE SCHOOL SAFETY OFFICERS OR POLICE OFFICERS DOING THE RESTORATIVE JUSTICE. I'D SAFETY SPECIALISTS WE SUPPORT SCHOOLS IN DOING THAT RESTORATIVE PRACTICES ALONG WITH OUR RESTORATIVE JUSTICE TEAM THIS SHOWS THAT IT OPERATES OUT OF SUCCEED BOSTON STUDENTS SUPPORT OKAY THANKS DR. LOMBARDI.  I HAVE A 11TH GRADER AT THE BOSTON ARTS ACADEMY.  IT'S SOMETHING IN TERMS OF COLLEGE PREP, WHAT IS THE WHAT KIND OF GUIDANCE COUNSELORS ARE PROVIDED DISTRICTWIDE AND YOU KNOW WHAT DO YOU EXPECT OF THEM?  SURE. SO WE HAVE SCHOOL COUNSELORS AT ALL OF OUR ALL OF OUR BIBBS HIGH SCHOOLS. THEY PROVIDE A VAST ARRAY OF SERVICES AND IN PARTICULAR TO YOUR QUESTION 11TH GRADE A LOT OF A LOT OF THAT WORK IS RELATED TO POST-GRAD EDUCATED PLANNING. WE USE A PLATFORM THAT HAS BEEN PUSHED HARD STATEWIDE CALLED THE MCAT. MY CAREER IN ACADEMIC PLANNING THROUGH THE NAVIENT PLATFORM IF YOU'RE FAMILIAR WITH THAT IF YOUR CHILD USE THAT AT ALL THAT IS THE THAT'S THE FOUNDATION FOR WHAT WE DO IN TERMS OF STARTING IN SIXTH GRADE WITH THAT TO HELP STUDENTS IDENTIFY AREAS OF INTEREST FOR THEM POTENTIALLY TO HELP THEM SELECT A HIGH SCHOOL AS THEY MOVE THROUGH THE SYSTEM BUT THEN IN THE HIGH SCHOOL YEARS TO LOOK AT POTENTIAL POST-GRADUATE OPTIONS POTENTIAL COLLEGES AND UNIVERSITIES, POTENTIAL CAREER OPTIONS AND OUR SCHOOL COUNSELORS ON THE BASIS OF THAT IN OUR SCHOOLS ENSURE I JUST AS A PARENT I FEEL LIKE WHEN I WAS IN 11TH GRADE I KNEW WHAT COLLEGES I HAD A CHANCE OF GETTING INTO AND SO BUT I DON'T THINK YOU KNOW, MY I HAVE NO SENSE AND NOW ESPECIALLY IS LIKE THE SAT SCORES IS GOOD SCHOOLS AREN'T USING ASSETS ANYMORE. I THINK WE NEED MORE GUIDANCE THAN EVER AND I I AND IT COULD JUST BE MY SON DOESN'T KNOW HOW TO ACCESS THE RESOURCES AT SCHOOL BUT I MEAN MY ADVICE WOULD BE TO PROVIDE FAMILIES BECAUSE THE GUIDANCE COUNSELORS SEE KIDS GOING THROUGH THE SCHOOL AND WHERE THEY GO THEY HAVE A LOT OF EXPERIENCE TO BE ABLE TO ADVISE THE KIDS AND THE FAMILIES YOU KNOW WHAT WHAT SCHOOLS THEY SHOULD BE LOOKING AT.  WE HAVE TRIED TO UNIVERSALIZE AND SYSTEMATIZE COUNSELING A BIT MORE DISTRICT WIDE SO THAT THAT EXPERIENCE IS MORE PREDICTABLE. YOU'RE RIGHT. THE ECOSYSTEM IS MORE COMPLEX THAN WHEN YOU OR I WERE GOING THROUGH THAT PROCESS AND THE SAD THING IS A PART OF THAT IN TERMS OF WHAT EXPECTATIONS ARE BUT LOUD AND CLEAR YOU KNOW BECAUSE AT HOME THE DISCUSSION IS YOU KNOW, WELL HE'S YOU SHOULD APPLY TO SCHOOLS AND I SAY WELL WHICH ONES YOU KNOW AND WE REALLY HAVE NO IDEA HE HASN'T TAKEN THE SAT YET AND I DON'T EVEN KNOW WHAT ROLE THAT PLAYS ANYMORE.  SO I GUESS FOR FOR FOR CHIEF MILLER AS A PARENT I I'VE HEARD OVER THE YEARS, YOU KNOW, WE STRUGGLE TO HAVE GRADE YOU KNOW GRADE LEVEL APPROPRIATE MATERIALS FOR OUR KIDS. CAN YOU JUST EXPLAIN TO ME TO ME AND OTHER PARENTS LIKE WHY THAT HAS BEEN SUCH AN ISSUE? SURE.  I DON'T NECESSARILY KNOW THAT I KNOW THE ROOT CAUSE OF THAT, BUT I CAN TELL YOU THE IMPORTANCE OF IT. SO CERTAINLY MARCUS IS JUST ONE PREDICTOR OF HOW WELL OUR STUDENTS FARE. IT'S NOT THE ONLY PREDICTOR BUT IF IT IS A GRADUATION REQUIREMENT AND IF IT'S A REQUIREMENT OF OUR STUDENTS WE NEED TO BE GIVING THEM ACCESS TO THAT INFORMATION WHICH MEANS THEY NEED TO HAVE ACCESS TO THE CONTENT THAT'S GOING TO BE COVERED ON THAT STANDARDIZED EXAM AND JUST IT'S INFORMATION THEY SHOULD HAVE AS THEY GO INTO THEIR ADULTHOOD AND PREPARE FOR CAREERS.  SO IT'S IT'S JUST CRITICALLY IMPORTANT THAT WE GIVE ALL STUDENTS ACCESS TO THAT INFORMATION AND REGARDLESS OF WHERE A STUDENT IS ACADEMICALLY, THERE ARE VARIOUS INTERVENTIONS AND AND WAYS THAT WE CAN STILL USE GRADE LEVEL CURRICULUM WITH ALL OF OUR STUDENTS. YOU KNOW, I SUPPOSE MAYBE COST COULD HAVE BEEN AN ISSUE CERTAINLY I'LL TELL YOU THAT AS WE'RE PURCHASING CURRICULA SOME OF IT'S INCREDIBLE THE COSTS OF THESE CURRICULUM. AND SO ONE OF THE THINGS THAT WE REALLY DID TO INCENTIVIZE SCHOOLS WAS THAT WE USED OUR ESSER FUNDING TO TO SAY TO ANY SCHOOL IF YOU'RE ACTING IN HIGH QUALITY INSTRUCTIONAL MATERIALS THAT MEANS THEY'RE GRADE LEVEL APPROPRIATE. NOW WE WILL PAY FOR THEM FOR YOU THAT MEANS THE DIGITAL PLATFORMS, THE WORKBOOKS,  WHATEVER IT IS YOU NEED TO GET YOU STARTED.  I DON'T KNOW IF THAT WAS A BARRIER BUT CERTAINLY WE'VE HAD A LOT OF OPT INS SINCE PUTTING THAT OPTION OUT THERE ALONG WITH THE PROFESSIONAL LEARNING THAT GOES WITH THE CURRICULUM THAT'S ALSO CRITICALLY IMPORTANT BECAUSE A LOT OF THESE CURRICULUM THEY'RE VERY DENSE AND THE MOST POWERFUL FOR LEARNING IS REALLY FROM TEACHER TO TEACHER. SO IF I'M A FIRST GRADE TEACHER AND TED'S OF FIRST GRADE TEACHER AND WE'RE BOTH TALKING ABOUT HOW OUR STUDENTS EXPERIENCE THE LESSON WE'RE DOING LESSON INTERNALIZATION PROTOCOLS TOGETHER, THE CHANCES OF IMPLEMENTING THAT EFFECTIVELY ARE MUCH HIGHER AND THAT REALLY SERVES OUR STUDENTS WELL. WELL OKAY.  YEAH, I JUST I'M JUST ECHO WHAT I SORT OF COUNCILOR BREADON IS THINKING. SO WE WE HAVE A $1.5 BILLION BUDGET. YOU KNOW, WE SHOULD BE ABLE TO PROVIDE KIDS WITH SCHOOL BOOKS THAT MATCH THEIR GRADES. SO WHAT IS THE WHAT'S THE STATUS NOW? ARE WE ALL THE WAY THERE? DO WE HAVE EVERYTHING WE NEED OR ARE WE STILL IN NEED TO GET MORE STUFF? SURE. THERE ARE MORE THERE ARE MORE SCHOOLS THAT WE'RE WORKING WITH TO OPT INTO HIGH QUALITY INSTRUCTIONAL MATERIALS BUT IT'S THE HOW HOW MANY MORE? I DON'T HAVE THAT DATA SPECIFICALLY BUT I DO HAVE IT BUT I JUST NEED TO GO THROUGH A SPREADSHEET. I CAN CERTAINLY GET THAT TO YOU BUT I HAVE TO SAY IT'S NOT ABOUT FOR THE SCHOOLS NOW THAT ARE NOT USING DISTRICT SUPPORTED HIGH QUALITY INSTRUCTIONAL MATERIALS. I DON'T THINK IT'S ABOUT THE FUNDING. I THINK THAT THERE ARE MANY TIMES ESPECIALLY IN OUR SECONDARY SPACES THAT THERE IS CURRICULUM THAT TEACHERS ARE USED TO TEACHING AND THEY WANT TO TEACH.  BUT LET ME GIVE YOU AN EXAMPLE. SO I WAS AT A HIGH SCHOOL THE OTHER DAY AND I WAS DOING JUST GIVING THE SCHOOL SOME INFORMATION ABOUT STUDY SINK WHICH IS OUR HIGH SCHOOL L.A. CURRICULUM AND SOME OF THE TEACHERS WERE A LITTLE BIT HESITANT BECAUSE THEY SAID OH WELL WE WE USE A PLAY WITH OUR STUDENTS THAT THEY ABSOLUTELY LOVE THAT WAS CREATED BY AN AUTHOR WHO IS FROM NUBIAN SQUARE AND SO IF I OPT INTO STUDY SINK DOES THAT MEAN I CAN'T USE THIS PLAY? AND THAT'S NOT AT ALL WHAT THAT MEANS. THERE IS A WAY TO DO BOTH OF THOSE THINGS. SO MUCH OF IT IS REALLY JUST EDUCATION WITH OUR TEACHERS AROUND OPTING INTO HIGH QUALITY INSTRUCTIONAL MATERIALS AND WHAT THAT MEANS IN TERMS OF WE EXPECT TEACHERS TO KNOW OUR STUDENTS INCREDIBLY WELL WHAT THEY LIKE, WHAT THEY'RE ADVERSE TO AND SO TEACHERS DO A GOOD JOB OF BRINGING THAT INTO THE CLASSROOM AND A LOT OF TIMES THEY FEEL THAT WITH THE CURRICULUM IT'S JUST SO STRINGENT AND THEY CAN NO LONGER BRING IN SOME OF THOSE RESOURCES THAT THEY'RE THAT THEIR STUDENTS REALLY ENJOY. BUT THAT'S NOT THE CASE. SO WE'RE WORKING REALLY HARD TO SHOW THAT THERE IS A BALANCE THERE. OKAY. YEAH THANKS. I'D LIKE TO GET SOME DATA ABSOLUTELY. BUT I JUST HAVE ONE LAST QUESTION, CHIEF BLUM. SORRY , I IN TERMS OF OUR CONTRACTS I KNOW THIS MAY NOT BE JUST RELEVANT TO THIS PANEL BUT IN GENERAL ARE OUTSIDE CONTRACTS WHAT STEPS DOES IT TAKE TO TO OVERSEE OUR OUTSIDE CONTRACTORS AND TO MAKE SURE THAT WE'RE CONTRACTING?  YOU KNOW, WITH THAT WE HAVE YOU KNOW, A DIVERSE SET OF CONTRACTORS YOU KNOW, DO SO TOO. IT'S A TWO PARTER. YOU KNOW, HOW DO WE ENSURE DIVERSITY AND THEN WHAT ARE WE DOING TO OVERSEE THOSE CONTRACTORS FOR SURE. SO IT'S A MULTISTEP PROCESS FOR CERTAIN. SO I WOULD SAY WE ARE REALLY DEEPLY CONNECTED WITH THE CITY'S SUPPLIER DIVERSITY EFFORTS AS WELL TRYING TO SORT OF PARTNER WITH THOSE SO WHAT I WOULD SAY IS A LOT OF OUR EFFORTS RIGHT NOW ARE FOCUSED ON FOOD AND CONTRACTS OVER $100,000 BUT ALSO IN WRITTEN IN THE 10 TO $100000 RANGE AS WELL . WHAT WE'RE TRYING TO DO IS MAKE SURE THAT ALL OF OUR DEPARTMENT SEEKING CONTRACTS HAVE YOU HAVE LOOK THROUGH THE CITY'S PORTAL AND IDENTIFY WHETHER THERE ARE ANY LOCAL MINORITY WOMEN OUT THERE IN OUR BUSINESSES THAT ARE AVAILABLE TO PROVIDE THE SERVICES THAT ARE REACHED OUT ON THE QUOTA, INVITED THEM TO BID WHATEVER IS MOST APPROPRIATE.  AND THEN IN TERMS OF THE ACCOUNTABILITY MEASURES AND SORT OF FOLLOWING UP ON THAT CONTRACT WITH I WOULD SAY IS THERE'S SORT OF TWO PIECES TO THAT. THE FIRST IS EACH SORT OF DEPARTMENT HAS A CONTRACT OWNER WHOEVER IS RESPONSIBLE FOR THAT CONTRACT AND SO THAT PERSON IS RESPONSIBLE FOR WHAT YOU MIGHT SAY IS LIKE THE PERFORMANCE METRICS, RIGHT? SO SHE SALES TEAM TO REALLY PICK ON HER WILL BE RESPONSIBLE FOR MONITORING SPECIAL EDUCATION PROGRAM CONTRACTS TO ENSURE THE PROVIDER IS BEHIND THE REQUIRED SERVICES. WHAT OUR TEAM THEN MONITORS IS THE SPECIFICS THAT WERE IN THE CONTRACT AND WHAT WERE IN THE PURCHASE ORDER WHICH IS THEN THE NEXT STEP OF ACTUALLY SENDING OUT TO THE SUPPLIER WHAT WE LOOK TO PURCHASE MATCHING THAT AGAINST THE INVOICES, ENSURING THAT WE'RE BEING BILLED PROPERLY FOR THE SERVICES THAT WE CONTRACTED FOR AND THAT WE ASKED FOR IN THE PURCHASE ORDER AND THAT THE YOU KNOW THOSE HAVE BEEN PAID IN A TIMELY FASHION AND JUST A QUICK FOLLOW UP. I MEAN HAVE YOU IN THE LAST COUPLE OF YEARS STOPPED CONTRACTING WITH A CONTRACTOR FOR BECAUSE YOU FOUND THEY WEREN'T PERFORMING?  YES. OKAY. YEAH, I KNOW I'M NOT GOING TO BE MORE SPECIFIC THAN THAT BUT YES, THERE ARE A FEW CONTRACTORS THAT WE'VE HAD TO STOP WORKING WITH OVER THE LAST FEW YEARS. OKAY. THANK YOU.  THANK YOU, COUNSELOR FINANCE JASON YOURS AND THE CHAIR.  GO.  THANK YOU. I GUESS HOW DOES BUDGET I MY MY FIRST QUESTION TO YOU AND THEN WE'LL GO INTO SOME OF THE PROGRAMMATIC QUESTIONS HOW DOES THE BUDGET AND I DO APOLOGIZE I DON'T HAVE MY GLASSES SO WHEN I LOOK OVER THERE I'M NOT LOOKING AT ANYONE I CAN'T SEE ANY WAY HOW DOES THE BUDGET PRIORITIZE THE DEVELOPMENT AND IMPLEMENTATION OF CURRICULUM INITIATIVES CONSIDERING THE I HEAR IT'S 100,000 I'M SORRY NO 100 MILLION TOTAL EXPENDITURES EARMARKED FOR FY 25 WITH 45 MILLION AND SO FROM EXISTING CITY CAPITAL AUTHORIZATION AND 54 MILLION AND SO SPECIFICALLY AUTHORIZED FOR FY 25 SORRY THE 100 MILLION THIS WAS FOR WHAT EXACTLY TOTAL EXPENDITURES EARMARKED.  OH AND BY THE WAY IT THAT THAT AMOUNT THAT I LISTED EARLIER WAS CORRECT OKAY I DOUBLE CHECKED YEAH SO IT'S I'LL SEE WHAT'S GOING WRONG ON OUR SIDE THEN ABOUT THAT BECAUSE THAT SHOULD NOT BE WHAT IT'S THAT PREVIOUS AMOUNT WE SHOULD CORRECT THAT FOR YOU. OKAY THANK YOU.  AND WHILE YOU'RE LOOKING AT NUMBERS I CAN JUST GO ON TO MY NEXT QUESTION IS WHAT ARE THE STRATEGIES FOR INVESTMENTS ALLOCATED TOWARDS EXPANDING THE COMMUNITY HUB SCHOOLS INITIATIVE FROM 14 TO 20 SITES WITH AN EMPHASIS ON ENHANCING STUDENT SUPPORT AND COMMUNITY ENGAGEMENT? YEAH, SO UNFORTUNATELY DR. CHEN ISN'T GOING TO BE ABLE TO BE HERE TODAY TO GIVE YOU THE DETAILS OF THAT. WHAT I CAN SAY IS OUR TEAM IS WORKING DEEPLY WITH COMMUNITY PARTNERS AND WITH THE B-2 TO SORT OF IDENTIFY THOSE NEXT SIX SITES AND MAKE SURE THAT WE GET THEM UP AND RUNNING AS SOON AS POSSIBLE.  OKAY. REGARDING CAREER AND COLLEGE PATHWAYS AND VOCATIONAL TECH PROGRAMS, HOW ARE THE INVESTMENTS FACILITATING THE CREATION OF NEW PARTNERSHIPS WITH COLLEGES AND WORKPLACES, LEVERAGING THE 12.5 MILLION ALLOCATED FOR NYU 25 PROGRAMING? SO WE HAVE A LOT OF WORK HAPPENING IN THAT AREA. WE'VE PARTICULAR TO INDUSTRY WE'VE STARTED A A WORKFORCE ADVISORY COUNCIL WHERE WE'RE MEETING WITH INDUSTRY LEADERS IN THE BOSTON CHAMBER OF GREATER BOSTON CHAMBER OF COMMERCE TO IN AN EFFORT TO CREATE MORE INDUSTRY PARTNERSHIPS FOR OUR SCHOOLS. A LOT OF THAT A LOT OF THE RESOURCES ARE REALLY DEDICATED TOWARD DEVELOPING THOSE PATHWAYS. EACH PATHWAY THAT WE PUT IN PLACE GOES THROUGH A STATE DESIGNATION PROCESS WHICH HELPS DOWN THE ROAD BECAUSE AS YOU GO THROUGH STATE DESIGNATION PROCESSES THERE IS SOME STATE AND FEDERAL FUNDING DEPENDING ON THE TYPE OF PATHWAY THAT COMES ALONG WITH THAT ONCE THEY GET DESIGNATED. SO A LOT OF THE RESOURCES THAT WE HAVE GO TOWARDS STARTUP OF THESE PATHWAYS SO WE CAN GET THEM DESIGNATED, GET THEM FUNCTIONAL, GET COHORTS ROLLING THROUGH THEM AND THEN THEN THEY CAN RECEIVE THE FUNDING THAT YOU GET THROUGH THE DESIGNATION PROCESS.  SO THAT'S A LOT OF THE WORK THAT WE'VE DONE IN THE PAST COUPLE OF YEARS TO EXPAND OUR PROGRAMING DRASTICALLY ACROSS THE DISTRICT AND WHAT WE'RE CONTINUING TO DO THIS YEAR I SEE WHAT WOULD THEY BE SPENDING THE MONEY ON SO SOME OF THE SOME OF THE MONEY GOES TOWARD SCHOOL BASED EARLY COLLEGE OR CTE DIRECTORS. SO PROGRAMMATIC STAFF AT AT SCHOOL LEVEL I'M NOT SURE EXACTLY WHICH BY JULY SO I MIGHT NEED CHIEF BLUM TO JUMP IN ON SOME OF THIS BUT THAT'S WHERE THE MONEY ALLOCATED TO THE SECONDARY OFFICE WE HAVE SOME OF THESE SCHOOL BASED STAFF THAT RUN THOSE THOSE SETS OF PROGRAMING IN OUR SCHOOLS. THAT'S A LOT OF OUR OUTPUT. WE DO HAVE SOME RESOURCES ALLOCATED TOWARD MATERIALS TYPICALLY FOR EARLY COLLEGE PROGRAMING.  SO SOMETIMES OUR CHROMEBOOKS ARE NOT ENOUGH FOR OUR STUDENTS TO BE ABLE TO USE ON COLLEGE CAMPUSES. SO WE SO THERE'S TECHNOLOGY INVOLVED IN THOSE RESOURCES AS WELL.  BUT IF WE IF YOU WANT TO GET SORT OF GRANULAR INTO LINES WE CAN GET SOME MORE DATA OVER IT LINE BY LINE IF THAT'S HELPFUL . HOW MANY SITES DOES THAT INCLUDE?  SO WE HAVE EIGHT HIGH SCHOOLS THAT HAVE EARLY COLLEGE PROGRAMING, 15 PATHWAYS TOTAL ACROSS THOSE EIGHT SITES. WE HAVE A NUMBER OF I CAN GIVE YOU SORT OF A QUICK COUNT IT'S 12 SCHOOLS THAT HAVE SOME VERSION OF CAREER AND TECHNICAL EDUCATION PROGRAM.  I WILL CROSS-REFERENCE THAT TO MAKE SURE IT'S ON A QUICK SCAN INCLUDING MADISON THAT HAS 20 PROGRAMS WITHIN IT AND SOME SCHOOLS HAVE MULTIPLE PATHWAYS AS WELL. SO EAST BOSTON AT SIX, ENGLISH HAS FIVE. SO A LOT OF IT HAS TO DO WITH THE SIZE OF THE SCHOOL AS TO HOW MANY PATHWAYS THEY HAVE.  THANK YOU. I GUESS FOR PROGRAMING ACROSS EIGHT SITES 12,000,000.5 ALLOCATED, DOES THAT SOUND ABOUT RIGHT TO KNOW THAT? I MEAN THAT'S NOT THAT 12.5 THAT EIGHT SITES IS PARTICULAR TO EARLY COLLEGE AND THAT'S NOT THAT'S NOT A NUMBER FOR EARLY COLLEGE I'LL NEED CHIEF BLUM TO VERIFY SORT OF WHAT WE'RE WHAT WE'RE TALKING ABOUT NUMBERS WISE THERE YEAH SO I CAN GIVE YOU A BREAK DOWN TO THE 12.5 IS NEXT QUESTION.  WE'LL COME BACK AGAIN WHAT MEASURES ARE BEING TAKEN TO ENSURE THE SAFETY OF SECURITY OF STUDENTS AND STAFF WITHIN DPS CONSIDERING ALLOCATED BUDGET AND ANY SPECIFIC INITIATIVES AIMED FOR ENHANCING SAFETY SINCE WE'RE ADDING MONEY TO ENHANCE SAFETY, WHAT ARE WE USING IT ON AND HOW ARE WE DOING THAT?  OKAY, THAT'S A BIG QUESTION RIGHT NOW JUST TO EVEN GO BACK TO THE QUESTION I'M ABOUT THE SAFETY PLAN 100% OF OUR SCHOOLS FOR 2324 ARE IN COMPLIANCE WITH THEIR SAFETY PLANS AND THERE IS A TEMPLATE THAT THEY UPDATE ANNUALLY CAN ALSO WORK.  JUST I DIDN'T WANT TO LEAVE YOUR QUESTION UNANSWERED WHICH WOULD SOME TYPE OF PUBLIC ANNOUNCEMENT SINCE THEY'RE COMPLETED 100% OF THIS MONEY DOESN'T GO TOWARD THAT CORRECT I'M NOT REALLY UNDERSTANDING ABOUT THERE'S NO THERE'S NO NEED TO SPEND MORE MONEY ON UPDATING THE SAFETY PLAN OR COMPLIANCE COURSE BECAUSE THE SCHOOL YOU JUST MENTIONED THAT IF THERE ARE ALL COMPLETED 100% SO I'M TRYING TO JUST LIKE IF I PROCESS OF ELIMINATION CHECK OFF WHAT WE'VE ALREADY TAKEN CARE OF . I'M TRYING TO UNDERSTAND WHAT IF WE'RE INCREASING MONEY FOR SAFETY? WHAT DOES THAT ENTAIL?  I DON'T KNOW IF THERE WAS ANY INCREASE OF MONEY FOR SAFETY. THERE WERE INCREASE IN SUPPORT FOR SAFETY. SO OUR INCREASED BUDGET THIS YEAR INCLUDED THE COMMUNITY CONNECTION COORDINATORS AND ALSO THE INCREASE IN EMERGENCY MANAGEMENT TEAM AND ALSO OUR OUR BUILDUP BACK FROM THE 50% OF STAFF THAT WE LOST WHAT THE SAFETY SPECIALISTS AT THE WE TRANSITIONED OVER. SO THE INCREASE CAME FROM THE INCREASED STAFF FROM THOSE THREE COMPONENTS THAT INCREASED THE LEVEL OF OUR SAFETY OF WE TALKED EARLIER ABOUT THE LAYERED EFFECT.  NOW WE HAVE A SCHOOL BASED SPECIALIST WHICH IS THE FORMER POLICE OFFICERS AT OUR SCHOOL BASED POSITIONS. WE ALSO HAVE OUR COMMUNITY CONNECT COORDINATORS WHICH ARE OUR REGIONAL MODEL OF COMMUNITY SUPPORT AND WE ALSO HAVE OUR EMERGENCY MANAGEMENT TEAM WHICH WAS JUST ONE INDIVIDUAL LAST YEAR FOR A POPULATION OF 50,000 STUDENTS AND 118 BUILDINGS. NOW WE HAVE A REALLY BEST PRACTICE MODEL WHEN IT COMES TO OPERATIONAL EMERGENCY MANAGEMENT TEAM. WE HAVE ONE DIRECTOR AND FOUR ASSISTANT DIRECTORS.  THAT TEAM IS ABSOLUTELY AMAZING. THEY REPRESENT OVER 100 YEARS OF EXPERIENCE IN PROFESSIONAL EMERGENCY MANAGEMENT AS WELL AS ACADEMIC EXPERIENCE WHICH LICENSE AND FOR MY KNOWLEDGE WE HAVEN'T BEEN IN COMPLIANCE WITH THAT EVER.  WITH THAT WE'VE WITH THAT 100% OF SAFETY PLANS THAT NOW INCLUDES ADDITIONAL SUPPORT, PROFESSIONAL SUPPORT IN COMPLETING THOSE SAFETY PLANS. SO HOW DOES THAT MAKE US SAFE?  THAT MAKES US SAFE IN OUR RESPONSE TO INCIDENTS THAT MAKES US SAFE IN OUR PARTNERSHIP WITH ADDITIONAL COLLABORATIONS LIKE RIGHT NOW WE'RE WORKING ON OUR PRESENTATIONS FOR ACTIVE SHOOTERS. IF YOU'VE SEEN ANYTHING IN THE NEWS RECENTLY, IT'S NOT AS UNCOMMON OF MONTHLY OR WEEKLY INCIDENTS AS THERE IS UNFORTUNATELY DAILY INCIDENTS. I CAN SAY YOU KNOW RIGHT HERE THAT WE ARE DEFINITELY IN COMPLIANCE WITH DO DISTRICTS THROUGHOUT THE COUNTRY WHEN IT COMES TO RESPONSE AND SAFETY?  I THINK OUR PLAN OF A LAYERED EFFECT MOVES US TO A MORE RESTORATIVE, NON PUNITIVE RESPONSE WHEN IT COMES TO RESPONDING TO SAFETY ISSUES AND THEN WE ACTUALLY HAVE THE PERSONNEL THAT REPRESENTS OUR COMMUNITIES WITH RESPECT TO SAFETY. SO I THINK IN ALL THOSE DIFFERENT LEVELS THAT MAKES US A SAFE DISTRICT.  I DID VISIT YOUR WEBSITE THOROUGHLY AND SOME OF YOUR ON THE SECTION THAT SAFETY SERVICES IF YOU GO UNDER STUDENT SAFETY AND EMERGENCIES I THINK IT DOES IT IT COULD USE THE PART ABOUT SECURITY AND THE MANAGERS THAT YOU'RE TALKING ABOUT AND THE SERVICES THAT SUPPORTS THAT IT BASICALLY I MEAN I GUESS IF IT'S THIS IS SPEAKING TO PARENTS BUT IF PARENTS WANT TO KNOW AND FEEL REASSURED THAT YOU ARE GOING TO ENHANCE YOUR SAFETY, I THINK THAT WOULD BE HELPFUL. THANK YOU, DAPHNE. WELL, I THINK I WAS WAITING FOR A RESPONSE FROM YOU. SORRY ON THE I'M HAVING TROUBLE TRACKING DOWN EXACTLY WHICH NUMBER YOU WERE REFERENCING WITH $100 MILLION IS THERE AN ACCOUNT DESCRIPTION NEXT TO IT? I GUESS IN TERMS OF IMPLEMENTING OF CURRICULUM INITIATIVES YOUR YOUR YOUR LISTING A TOTAL OF EXPENDITURES EARMARKED FOR FY 25 AND THEN THERE'S EXISTING CAPITAL AUTHORIZATION AND SPECIFICS AND I WAS JUST GOING DOWN TO DIFFERENT AMOUNTS AND HOW ALL OF THAT THOSE THAT BUDGET WAS GOING TO PRIORITIZE THE DEVELOPMENT AND IMPLEMENTATION OF CURRICULUM INITIATIVES. OKAY.  I THINK IT WAS A MORE STARTING WITH A MORE GENERAL QUESTION GOT SO MY MY ISSUES WITH CURRICULUM IS NOT ISSUES BUT WHAT I WOULD SAY BECAUSE I KNOW MY TIME IS UP IS THAT THERE ARE CERTAIN THINGS THAT ARE WOULD COMPLEMENT YOUR SECURITY OR SAFETY OR MINDFULNESS AND ALL OF THE STUFF AND I THINK IT'S WITHIN THE CURRICULUM ESPECIALLY WITH LIKE UPPER OR MIDDLE OR HIGH SCHOOL AND YOU HAVE OPPORTUNITIES TO DO MORE FOCUSED TYPES OF ELECTIVES LIKE YOU KNOW, EMOTIONAL INTELLIGENCE AND I'VE SPOKEN WITH THE SUPERINTENDENT ON THIS IN TERMS OF LOOKING INTO HOW TO ACTUALLY TEACH CHILDREN. YOU KNOW, CRISIS MANAGEMENT OR PROBLEM SOLVING SKILLS, COMMUNICATION SKILLS.  I'M JUST SHOCKED THAT WE STILL DON'T HAVE THAT WITHIN OUR CURRICULUM. I'M SHOCKED THAT VIPS DOESN'T HAVE LIKE FINANCIAL LITERACY I GUESS BASED AGE APPROPRIATE FINANCIAL LITERACY ALL THE WAY UP TO HIGH SCHOOL THAT REALLY HELPS THEM TO MATURELY PRIORITIZE THEIR FUNDS. A LOT OF OUR CHILDREN WORK RIGHT? AND THEN WE ALSO KNOW THAT THE KIDS THAT WORK DO BETTER IN SCHOOL AT LEAST WITHIN I THINK THERE'S RESEARCH SHOW SOMETHING LIKE 15 HOURS A WEEK THAT IT ACTUALLY COMPLIMENTS THEIR GRADE BECAUSE OF THEIR PRIORITIZING AND THE IMPLEMENTATION OF EXECUTIVE FUNCTIONING. I THINK SOME OF THE THINGS THAT WE'RE TRYING TO TEACH KIDS WITHIN IEP EVEN IF IT'S JUSTIFIABLE FOR A LOWER LEVEL TYPE OF PLAN WE'RE TALKING ABOUT JUST BASIC SKILLS EXECUTIVE FUNCTIONING LEVEL TYPE STUFF THAT WOULD REALLY ENHANCE ANY CHILD'S ACADEMIC SUCCESS. AND SO UNDERSTANDING THAT AND UNDERSTANDING THAT WE HAVE ALL OF THESE ISSUES UNDERSTANDING THAT WE HAVE, YOU KNOW, OPPORTUNITY INDEX SCHOOLS WITH KIDS THAT COME FROM BACKGROUNDS OF TRAUMA OR DISINVESTED COMMUNITY IS UNDERSTANDING THAT THEY'RE GOING INTO SCHOOLS THAT ARE FACILITIES THAT ARE DISINVEST IF NOT FURTHER NOT COMPLEMENTING A HOLISTIC EDUCATION.  IT WOULD BEHOOVE US TO ACTUALLY IMPLEMENT THESE CORE SKILL BUILDING WITHIN THE CURRICULUM . AND SINCE WE'RE NOT WE'RE NOT DOING THAT THEN OF COURSE WE ARE LEFT TO JUST HIRE LIKE A WHOLE BUNCH OF A'S AND CONNECTORS AND FAMILY ENGAGEMENT AND PARENT THIS AND SOCIAL WORKERS AND SO WE'RE NOT BEING PREVENTATIVE.  WE'RE RIGHT WE'RE BEING WE'RE TREATING THING WHICH IS I UNDERSTAND THE WESTERN WAY OF REACTIONARY MEDICINE BUT IF WE COULD ACTUALLY LOOK AT THE ISSUE AND LOOK AT IT FROM A STRENGTH BASE, IT WOULD MEAN THAT TRAUMA INFORMED WOULD BE PREVENTATIVE. IT WOULD BE LOOKING AT SOCIAL DETERMINANTS OF HEALTH IN A WAY WHERE YOU CAN ACTUALLY IMPLEMENT SOME OF THESE SKILLS TO ADDRESS THIS THIS THIS SKILL BUILDING ON A DIFFERENT LEVEL. YES.  AND SO WE DO HAVE FINANCIAL LITERACY COURSES. I THINK ONE OF THE THINGS IS THAT IT ISN'T BECAUSE IT IS NOT A CORE CONTENT.  IT MEANS THAT STUDENTS SOMETIMES HAVE TO OPT IN OR IT'S IT'S NOT NECESSARILY SOMETHING EVERY STUDENT GETS SO IT'S AN ELECTIVE OR IS IT A SIDE? IT'S A IT'S SOMETIMES IS AN ELECTIVE.  MOST TIMES IT'S AN ELECTIVE AND NOT A CORE COURSE AND WE DO HAVE FINANCIAL LITERACY IN MIDDLE SCHOOL AND HIGH SCHOOLS RELATIVE SCHOOL BY SCHOOL. YES IT IS SO SOME SCHOOLS OFFER AND SOME DON'T. YES, I'D BE INTERESTED TO KNOW WHICH SCHOOLS OFFER.  ABSOLUTELY. YEP. I CAN GET YOU THE SCHOOLS AND THE NUMBER OF STUDENTS THAT PARTICIPATE IN THE COURSES.  ADDITIONALLY WE DO HAVE SOCIAL EMOTIONAL CURRICULUM SO ACTUALLY THE OFFICE OF HEALTH AND WELLNESS THEY JUST WENT THROUGH A VETTING PROCESS AND WE JUST PROCURED LCL CURRICULUM FULL TRANSPARENCY COUNSELOR FERNANDEZ, ONE OF THE ONE OF THE TOUGH THINGS IS THAT FINDING TIME IN THE SCHOOL DAY TO DO ALL OF YOUR YOUR ELA, YOUR MATH SCIENCE, SOCIAL STUDIES AND THEN ADDING FCL. SO ONE OF THE THINGS THAT WE DO THINK ABOUT IS WHEN WE'RE VETTING CURRICULUM FOR INSTANCE WHEN WE'RE LOOKING AT OUR ELA CURRICULUM, OUR MATH CURRICULUM WE DO LOOK AT CURRICULUM THAT ADDRESSES SCHOOL.  SO FOR INSTANCE IN THE MATH CURRICULUM THERE'S A GOOD PART OF IT THAT'S CENTER BASED OR STATION BASED AND SO WE WANT TO MAKE SURE CHILDREN HAVE THE SOCIAL SKILLS TO ROTATE THROUGH A CENTER WHEN THEY'RE IN THE YOUNGER GRADES AND IF THEY GO TO A CENTER AND ITS FULL WHAT HAPPENS?  DO YOU JUST THROW A TANTRUM OR DO YOU SAY YOU KNOW, WHEN YOU'RE DONE I'D LIKE TO COME TO THE CENTER? SO THERE'S YOU KNOW ALL THESE PIECES THAT THAT SOME OF THAT NOT TO THE EXTENT OF THE SCHOOL CURRICULUM THAT HEALTH AND WELLNESS IS VETTED BUT THERE IS SOME OF THAT IN OUR DISTRICT SUPPORTED CURRICULUM THANK YOU JUST RUNNING FOR THAT THOUGHT SO THERE'S AN OPPORTUNITY HERE AGAIN TO COORDINATE WITH CITY NONPROFITS AND SERVICES TO BE ABLE TO BRING ALL OF THIS TOGETHER, THIS CROSS-SECTOR THAT YOU'RE TALKING ABOUT IN TERMS OF JOBS BEING GOOD FOR STUDENTS IN TERMS OF THE NEED FOR A JOB WHEN YOU'RE COMING FROM DISINVESTED COMMUNITIES IN TERMS OF KIDS NEEDING TO HAVE THESE EXTRACURRICULAR CLASSES, ELECTIVES THAT SUPPORT THEIR MENTAL HEALTH AND WELL-BEING, WHY NOT PAY THEM FOR A JOB THAT THEY LEARNED THAT AFTER SCHOOL BUT EXPENSE AND SO JUST YOU KNOW THEY'RE SUCCESSFULLY THERE'S ALL OF THESE NONPROFITS THAT DO THIS WORK ALL OF THESE MENTAL HEALTH CLINICS THAT HAVE TO BE CONNECTED AND MEANWHILE WE ARE CREATING A PIPELINE,  AREN'T WE? WE'RE DIAGNOSING KIDS LEFT TO RIGHT BECAUSE HOW MANY CLINICS HOW MANY HOW MANY CLINICIANS HAVE TO BUILD TO PAY THEIR MORTGAGE SO THAT OR HOW MANY BLACK KIDS DO WE HAVE TO DIAGNOSE SO THAT THEY CAN PAY THEIR BILLS? AND IT'S A VICIOUS CYCLE BECAUSE IT HAS TO BE A MEDICAL NECESSITY. SO THEN KID GETS CONNECTED. YOU HAVE TO HAVE A DIAGNOSIS THAT LIVES WITH YOU FOREVER AND THEN IT'S A QUICK SERVICE THAT DOESN'T REALLY PAN OUT ALL THE TIME SO WE'RE NOT REALLY PAYING ATTENTION. EVERYTHING IS FAST PACE,  CURRICULUM IS FAST PACE. WE'RE NOT REALLY LOOKING AT HOW TO BE MORE INTENTIONAL WITH KIDS ESPECIALLY THOSE WHO COME WITH TRAUMA FARE. THANK YOU. THANK YOU. WE HAVE $13.4 MILLION BUDGETED FOR INSTRUCTIONAL SUPPLIES AND MATERIALS FOR NEXT YEAR ACROSS ALL FUNDS. 13 YEAH 13.4 MILLION. OH IT'S ACTUALLY THAT'S ACTUALLY MORE THAN THAN WHAT I MENTIONED.  OKAY THANK YOU. I WAS JUST CITING I WAS QUESTIONING THE NUMBER.  OH I HAVE TO CORRECT IT'S NOT 12.5. OKAY YEAH I MIGHT INCLUDE SOME GRANT INFORMATION IN MIND SO IT COULD BE THAT'S THE DIFFERENCE. OKAY. THANK YOU. THANK YOU. THANK YOU, MR UH, DURKIN, THE FLOOR IS YOURS.  THANK YOU SO MUCH, CHAIR AND I'M SO SORRY I'VE BEEN IN AND OUT OF HERE BUT I WANTED TO SHOUT OUT SOME OF MY FAVORITE PROGRAMS THAT ONE IS RIGHT ACROSS THE STREET FROM MY DISTRICT BUT I HAD THE CHANCE TO TO VISIT THE STRIVE PROGRAM AT WENTWORTH WHICH IS A GREAT VOCATIONAL PARTNERSHIP BETWEEN PEEPS NORTHEASTERN I'M SORRY WENTWORTH SO SORRY AND I BRENDA WHO RUNS THAT PROGRAM IS JUST INCREDIBLE AND I'M REALLY EXCITED THAT THEY'VE I BROUGHT MY MUG TO REPRESENT MY SUPPORT OF THAT PROGRAM BUT I KNOW IT'S BEEN GOING ON FOR 30 YEARS AND A LOT OF 18 TO 22 YEAR OLDS ARE FINDING WORK AFTER GOING THROUGH THE PROGRAM AND YOU KNOW, FINDING PATHWAYS LIKE THAT FOR STUDENTS IS JUST SO INCREDIBLY IMPORTANT AND FINDING PARTNERS LIKE WENTWORTH WHO ARE DOING THIS WORK IS SO IMPORTANT EXCITED ALSO WAS ABLE TO BE AT THE LAUNCH OF THE M K ACADEMY FOR HEALTH CAREERS ANNOUNCEMENT OF THE PARTNERSHIP WITH BLOOMBERG PHILANTHROPIES THE 37.8 MILLION PARTNERSHIP AND YOU KNOW CREATING PATHWAYS OF MASS GENERAL BRIGHAM INTERESTINGLY ENOUGH I HAVE H AND I HAVE THE CAMPUS BOTH IN MY DISTRICT FROM SINCE I HAVE WEST END MISSION SO EXCITED TO STAY ABREAST OF THE UPDATES THERE. DO YOU HAVE AN IDEA OF WHEN THAT PROGRAM WILL YOU KNOW I KNOW THAT WE'RE DOUBLING THE CAPACITY OF THE PROGRAM AND THERE'S AN OVER 400 PERSON WAITLIST BUT I WAS JUST CURIOUS SORT OF THE TIMING AND WHAT THAT LOOKS LIKE SO SURE I CAN TAKE THAT.  SO WITH WITH THE M.K. MASS GENERAL BRIGHAM PARTNERSHIP,  THE PLAN IS TO START INCREASING THE SIZE OF THE NINTH GRADE CLASS. THAT'S HOW WE WOULD GET TO AN INCREASED NUMBER. THE PLAN IS TO DO THAT STARTING IN SEPTEMBER OF 2025. SO A LITTLE OVER A YEAR FROM NOW. WONDERFUL. AND I THAT PROGRAM IS GREAT BECAUSE IT'S PROVIDING AN OPPORTUNITY FOR STUDENTS TO GAIN REAL SKILLS, REAL KNOWLEDGE AND THEN HAVING THE PARTNERSHIP SIDE OF MASS GENERAL BEING WILLING TO TO TO TAKE THOSE KIDS INTO THEIR CAREERS.  SO IT'S JUST AN INCREDIBLE PARTNERSHIP. SO I'M REALLY EXCITED ABOUT THAT.  I FEEL LIKE IT HAS THE IMPACT ABILITY TO IMPACT THOUSANDS OF STUDENTS AND THE CURRENT PROFILE OF THE SCHOOL IS LIKE MAJORITY BLACK AND HISPANIC IN HIGH NEED LOW INCOME HOUSEHOLDS AND I THINK WE HAVE A REAL OPPORTUNITY TO CREATE A A WHOLE YOU KNOW, I THINK A LOT OF PEOPLE COME TO THE HOSPITAL AND THEY DON'T SEE PEOPLE THAT LOOK LIKE THEM IN ROLES AND THAT THEY SHOULD AND I THINK IT'S A REALLY EXCITING MOMENT TO BE ABLE FROM NINTH GRADE TO CAREER TO GET FOLKS SO I'M EXCITED ABOUT THAT AND EXCITED TO SUPPORT THAT PROGRAM AS I AS I AM THE WENTWORTH STRIVE SO I HOPE THAT I GET TO SEE THE GROWTH OF THAT PROGRAM INTO ITS MATURITY.  AND I'M ALSO A HUGE FAN OF BOSTON ARTS ACADEMY AND BOSTON ARTS ACADEMY FOUNDATION. I'M ACTUALLY ON THE END OF THE CAPITAL CAMPAIGN AND CABINET HELPING RAISE MONEY FOR THE BOSTON ARTS ACADEMY FOUNDATION . I'M SO EXCITED TO HEAR ABOUT SOME OF THE VOCATIONAL OPPORTUNITIES I WANT TO OBVIOUSLY WE NEED TO INCREASE INVESTMENT IN THEIR STEAM PROGRAM AND SO HOPEFULLY THAT'S SOMETHING WE CAN DO IN FUTURE YEARS.  BUT JUST CURIOUS I KNOW YOU MENTIONED AND SO ARE YOU DIRECTOR OR DON'T DON'T WORRY ABOUT OH SORRY I'M DAVID DAVID YEAH SO I WANTED TO FOR YEAH I WANTED TO KNOW SORT OF WHAT THE OPPORTUNITIES ARE FOR FOR THE VOCATIONAL IN THE INCREASED OPPORTUNITIES IN THE VOCATIONAL SPACE AT BOSTON ARTS ACADEMY THAT'S PROBABLY TED I CAN TAKE THAT ON FOR SURE.  SO YEAH BOSTON ARTS ACADEMY HAS HAD A FASHION DESIGN CTE PATHWAY FOR A FEW YEARS.  THEY'VE ADDED THE TV, RADIO, MEDIA CD STRAND AS WELL SO THEY JUST GOT APPROVAL FOR THAT. IT'S A FUNNY PROCESS. YOU ACTUALLY HAVE TO START THE PROGRAMING IN ORDER TO GET APPROVAL AND THE DESIGNATION SO THAT THE WORK IS HAPPENING THERE ALREADY.  BUT AGAIN THAT'S SORT OF PART OF OUR OUR PHILOSOPHY OF HOW TO MOVE FORWARD IS MATCHING UP THIS PROGRAMING SO THAT WE CAN OFFER STUDENTS A DIVERSITY OF OUTCOME. YOU KNOW IN TERMS OF HIGHER EDUCATION OR SOME COMBINATION OF THE TWO BUT MATCHING UP THOSE PATHWAYS WITH THE THEME OF THE SCHOOL. RIGHT? SO YOU HAVE A NUMBER OF STUDENTS THAT STUDENTS AT BOSTON ARTS ACADEMY AT LEAST HOPEFULLY ARE INHERENTLY INTERESTED IN THE ARTS AND THINGS RELATED TO THE ARTS AND THESE PATHWAYS SPEAK TO THAT INTEREST AND HOPEFULLY ARE MORE ENGAGING FOR THEM GOING FORWARD . THANK YOU. AND WITH ALL THE SUCCESSES AT BOSTON ARTS ACADEMY THERE'S A LOT OF EXCITEMENT BUT THERE IS ALSO I MEAN WE HAVE A WORLD CLASS STEAM LAB AND THEY TEACH SPANISH IN THE STEAM SO WE'VE GOT TO GET TO A POINT WHERE YOU KNOW, THE STUDENTS HAVE WHAT THEY NEED AND AND THAT ALL OF OUR PUBLIC FACILITIES ARE BEING USED TO THEIR HIGHEST ABILITY.  AND I KNOW THAT THE BOSTON ARTS ACADEMY FOUNDATION IS A HUGE PARTNER THERE AND I'M HOPING THAT YOU KNOW THAT TOGETHER WE'LL BE ABLE TO GET THAT PROGRAM UP AND RUNNING AND JUST WANTED TO ASK A LITTLE BIT ABOUT SORT OF YOUR TAKE ON BECAUSE OBVIOUSLY BOSTON ARTS ACADEMY IS A PILOT SCHOOL. WHAT SORT OF UNIQUE OPPORTUNITIES EXIST WITHIN PILOT SCHOOLS TO CREATE VOCATIONAL PATHWAYS AND OPPORTUNITIES SO I MEAN HONESTLY IN OUR PROCESS WE PUT OUT EVERY YEAR TO ALL OF OUR SCHOOLS THE OPPORTUNITY TO AT LEAST START THE DISCUSSION ABOUT ADDING NEW PATHWAYS TO THEIR SCHOOL. WE PUT OUT A DISTRICT WIDE SANTA INTERNAL RFP TO FOR SCHOOLS TO BE ABLE TO SHOW THEIR INTEREST IN ANY OF OUR TYPES OF PATHWAYS THAT WE CAN SUPPORT IN THEIR PURSUIT. SO REGARDLESS OF IF THEY'RE A PILOT HORACE MANN CHARTER OR NONE OF THOSE ALL THE SCHOOLS ALL SCHOOLS HAVE THE OPTION TO PURSUE THAT AND WE WILL YOU KNOW WE WE DO THE WORK ON MAKING SURE IT FITS WITHIN OUR ECOSYSTEM OF PROGRAMING BUT THEN OUR VARIOUS OFFICES HELP SUPPORT IN THE DEVELOPMENT OF THOSE PROGRAMS AND THE DESIGNATION PROCESS.  THANK YOU SO MUCH. AND WHILE I DON'T HAVE I ONLY HAVE ONE K THROUGH EIGHT SCHOOL IN MY DISTRICT IT SEEMS LIKE MAYBE THE PLACE I CAN ADVOCATE THE BEST AS DISTRICT COUNCILOR IS REALLY FOR VOCATIONAL PATHWAYS GIVEN THOSE THREE OPPORTUNITIES THE WENTWORTH STRIVE PROGRAM, THE BOSTON ARTS ACADEMY FASHION DESIGN PROGRAM AND THE M K ACADEMY FOR HEALTH CAREERS WHICH I'M REALLY EXCITED IS IN MY DISTRICT SO I'M SO EXCITED TO WORK WITH YOU ALL I KNOW WE HAVE A UNIQUE OPPORTUNITY TO WEIGH IN ON THE ISSUES,  PROBLEMS AND COLLABORATIONS WITH BP'S BUT WE'RE NOT THE FINAL SAY ON THE BUDGET AND SO GIVEN OUR LIMITED CAPACITY I REALLY LIKE TO FOCUS ON LIKE THINGS I CAN REALLY IMPACT WHICH IS OFTENTIMES WITH A LOT OF INSTITUTIONS IN MY DISTRICT MAKING SURE I HAVE OVER 26 OF THE 45 PILOT PILOT ELIGIBLE INSTITUTIONS ARE IN DISTRICT EIGHT. SO THE PATH THAT I SEE FOR MY ADVOCACY AS DISTRICT COUNCILOR IS TO CONNECT THOSE INSTITUTIONS AND OPPORTUNITIES WITH BP'S AND I'VE REALLY SEEN GREAT COLLABORATION WITH THE SUPERINTENDENT AND I'M REALLY GRATEFUL FOR HER LEADERSHIP AND AND ALL OF THE LEADERSHIP.  I KNOW THAT WE'RE IN A TOUGH AND A TOUGH TIME TO TO TO PUT ALL OF THIS TOGETHER WITH THE ESSER FUNDING LEAVING AND YOU KNOW, WE'RE IN A UNIQUE TIME BUT I'M I'M REALLY GRATEFUL FOR THE LEADERSHIP OF THE SUPERINTENDENT AND I'M GRATEFUL FOR YOUR TIME TODAY. THANK YOU SO MUCH. THANK YOU. COUNCILOR DURKAN JUST LISTEN TO MY COLLEAGUES. YOU KNOW WE'RE WE WANT TO, YOU KNOW, TEACH OUR STUDENTS YOU KNOW, CITY CULTURE CURRICULUM LIKE FINANCIAL LITERACY.  BUT THERE'S NOT ENOUGH TIME IN THE DAY RIGHT?  SO WHAT ARE WE DOING TO HELP COORDINATE THOSE EFFORTS WITH STUDENTS AFTER SCHOOL PROGRAM STUDENTS, SUMMER SCHOOL PROGRAMS? ARE WE TRACKING THAT INFORMATION BECAUSE WE KNOW THE BENEFIT THAT SOME ARE LEARNING OR SOME ACTIVITIES OR SOME A PROGRAM HAS? WE KNOW THE BENEFITS OF AFTERSCHOOL PROGRAM AND AFTERSCHOOL TUTORING HAS YOU KNOW I'M A I USED TO HATE IT WHEN I WAS IN IT BUT EVERY SUMMER MY PARENTS SENT ME TO LIKE WHAT FELT LIKE SCHOOL AND IT WAS SCHOOL YOU KNOW WE WERE I WAS AT NORTHEASTERN'S CAMPUS ABOUT FOR ACADEMY AND KNOW RAVE ABOUT THEM YOU KNOW UNTIL I'M BLUE IN THE FACE AND YOU KNOW THERE I THREE SAT PREP TUTORING ON TUESDAYS AND THURSDAYS IT WAS EXPOSURE TO COLLEGE CLASSROOM WHILE I WAS IN HIGH SCHOOL IT WAS SHOWING ME YOU KNOW WHAT IT WAS TO BE A COLLEGE STUDENT. I TOOK TENNIS WHEN YOU KNOW, EVEN IF I DIDN'T GET BAD GRADES MY PARENTS FOUND SUMMER SCHOOL TO PUT ME SO HOW ARE WE ARE WE TRACKING THAT DATA? ARE WE TRYING TO MAKE THAT MORE MANDATORY FOR OUR STUDENTS JUST UNDERSTANDING THE DATA BEHIND IT AND ALSO KNOWING THAT, YOU KNOW, OUR PARENTS YOU KNOW YOU KNOW, WE HEARD WE HEARD, YOU KNOW, A SINGLE MOM HERE TODAY THAT JUST SPOKE ABOUT HOW MUCH IT WAS ON HER TO FIGURE THINGS OUT SO KNOWING THAT OUR OUR STUDENTS FAMILIES ARE, YOU KNOW, SCREAMING FOR HELP, YOU KNOW, WHAT ARE WE DOING TO KIND OF HELP COORDINATE YOU KNOW, WHAT WE KNOW WORKS BEST FOR OUR STUDENTS AND ALSO JUST YOU KNOW, I MEAN IF IT IF WE'RE EACH ONE OF OUR STUDENTS ARE DOING WELL, YOU KNOW WHAT? WE PAY FOR IT NOW INSTEAD OF PAYING FOR IT ON THE BACK END. SO WHAT ARE WE DOING TO MAKE THAT COORDINATION HAPPEN? YEAH, WELL ONE THING I'LL SAY IS I THINK YOU HIT THE NAIL ON THE HEAD IN TERMS OF US REALLY LEVERAGING OUT OF SCHOOL TIME SINCE WE THAT A LOT OF OUR FAMILIES ACTUALLY NEED CARE DURING OUT OF SCHOOL TIME WE HAVE A PLETHORA OF PARTNERS WHETHER IT'S IN THE ARTS OR MATHEMATICS SUPPORT IT THERE'S A NUMBER OF PARTNERS WE ENGAGE WITH. I DON'T FEEL QUALIFIED TO SPEAK TO THIS BUT WE CERTAINLY HAVE THE OFFICE OF PARTNERSHIPS WHICH I RELY ON QUITE HEAVILY JUST TO SEE WHO'S ALREADY A VENDOR OR A PARTNER IN OUR SYSTEM THAT WE CAN LEVERAGE AS WELL AS THERE'S NO SHORTAGE OF PARTNERS REACHING OUT AROUND WORKING WITH OUR STUDENTS.  QUITE FRANKLY ONE OF THE CHALLENGES I HAVE IS REALLY VETTING THOSE PARTNERS TO MAKE SURE THAT WE'RE PUTTING A QUALITY PRODUCT IN FRONT OF OUR STUDENTS AND OUR FAMILIES. BUT THAT BEING SAID, THE OFFICE OF PARTNERSHIP IS A OF THE SCHOOL PARTNERSHIPS IS A GREAT SUPPORT IN TERMS OF TRACKING THE DATA.  THAT'S A TOUGHER ONE. I WOULD REALLY WANT TO TALK FOLKS CROSS-FUNCTIONALLY BUT CERTAINLY STUDENTS THAT ARE ATTENDING WELL LET ME GIVE AN EXAMPLE THROUGH OUR ESSER DOLLARS WE HAVE AN INITIATIVE WITH OUTDOOR CLASSROOMS AND SO WE HAVE FUNDING WITH CITY CONNECTS AND I THINK IT'S BOSTON GROWS OR I LOOK UP THE EXACT TITLE BUT EXACTLY THE ORGANIZATION BUT WE'VE BEEN ABLE TO BRING SOME OF THOSE FOLKS INTO OUR DAY TO DAY PROGRAMING WITH STUDENTS.  SO WE CERTAINLY HAVE DATA ON THAT. WE ALSO HAVE A RITES OF PASSAGE THAT WE HAVE FOR ALL OF OUR SEVENTH GRADERS WHERE THEY HAVE THE OPPORTUNITY TO GO TO THOMPSON ISLAND OR ANOTHER RETREAT AND HAVE THAT OVERNIGHT EXPERIENCE WITH THEIR SEVENTH GRADE COLLEAGUES. AND SO WE ALSO HAVE DATA ON THAT WHICH I CAN PROVIDE FOR YOU. ALL RIGHT. I JUST THINK THAT WE WE HAVE TO I MEAN MY MY MY VISION FOR BPC IS JUST MAKING SURE THAT WE'RE TRYING TO INFLUENCE, YOU KNOW, OUR STUDENTS AND FAMILIES TO PARTICIPATE MORE AND TRYING TO MAKE SURE THAT COORDINATION IS SEAMLESS TO ALL THESE AFTERSCHOOL PROGRAMS AND SUMMER PROGRAMS BECAUSE WE JUST KNOW THE BENEFITS OF IT AND IT JUST INCREASES OUTCOMES IN THE TRAJECTORY OF ALL OF OUR STUDENTS. CFO CAN YOU TALK TO ME ABOUT THE BUT THE LINE ITEM FOR VOTE TECH IS THAT GOING UP DOWN IN THIS YEAR'S BUDGET AND THEN WHY ARE YOU LOOKING AT THAT NUMBER THIS GOOD CAREER LINE ITEM? WHAT WHAT IS THAT MADE UP OF LIKE WHAT DOES THAT GO TOWARD THE SO THE SCHOOL CAREER PROGRAM CODE IS A REAL MIX OF THINGS SO I STRUGGLE TO USE THAT ONE TO MAKE A TON OF MEANING FROM OUR BUDGET BECAUSE SCHOOLS USE THAT ALSO IN THEIR OWN BUDGETS TO MEAN A VARIETY OF DIFFERENT THINGS.  SO WE HAVE AN OFFICE OF CAREER AND TECHNICAL EDUCATION CENTRALLY THAT MANAGES PROGRAMING.  SO YEAH I WAS LOOKING LIKE WHERE IS THAT ON THE ON THE BUDGET. YEAH SO IT'S IF YOU IF YOU LOOK AT OUR BUDGET TABLES THAT WE PUBLISH FOR SCHOOL COMMITTEE WE PUBLISH THEM OUT BY OUR DEPARTMENT SO THERE IS A DEPARTMENT THE OFFICE OF CAREER AND TECHNICAL EDUCATION THEIR BUDGET ON THE GENERAL FUND IS FLAT ESSENTIALLY FOR NEXT YEAR BUT IT'S ALSO ONLY $1.2 MILLION. MOST OF OUR CAREER AND TECHNICAL EDUCATION WORK AS YOU MIGHT HAPPENS IN OUR SCHOOLS RIGHT DIRECTLY AND NOT IN THE CENTRAL OFFICE YOU KNOW SORT OF LOGICALLY THERE. SO MADISON PARK IS OBVIOUSLY OUR BIGGEST SINGLE LOAN FOR VOCATIONAL TECHNICAL EDUCATION PROGRAMING. OH, I SEE WHAT YOU'RE SAYING. SO WE'LL SEE THE INCREASE ON THE SCHOOL SIDE OPPOSED TO THE LINE ITEM. YEAH, MOSTLY BECAUSE IT'S THE CENTRAL OFFICE LINE IS MOSTLY THAT'S MOSTLY JUST THROWING OVERSIGHT COMPONENT RIGHT LIKE TED WAS DESCRIBING SORT OF SUPPORTING AND MANAGING THE PROGRAMS GETTING STARTED ON WHAT ARE WE ABLE TO GET LIKE A SCHOOL BREAKDOWN FOR SURE A SCHOOL BY SCHOOL BUDGET BREAKDOWN YEAH FOR SURE. RIGHT ABOUT THAT WOULD BE HELPFUL OF COURSE.  AND ALSO JUST QUICKLY TO ANSWER A QUESTION FROM COUNCILOR BREADON EARLIER, WE'RE UP TO 23 DISTRICTS SENDING US KIDS TO THE HORACE MANN 42 TOTAL KIDS ESTIMATED ACCOUNTS RECEIVABLE FOR THIS YEAR IS JUST OVER $2.3 MILLION ,HUH? YEAH, I KNOW WE'VE BEEN WE'VE BEEN REVIEWING I MEAN I HOPE ALL RIGHT. YEAH, I'M SORRY . THAT'S A GREAT CATEGORY TO HAVE ANOTHER SHOT. I'M SORRY . OUR MAP TEST RESULTS PER GRADE PER SCHOOL SCHOOL PUBLICLY AVAILABLE ARE YOU SEND MATH TESTS BACK. OH, MAT MATTER.  THEY'RE NOT PUBLIC. NO. OKAY. AND IS IS THERE A REASON WHY WE DON'T PUBLICLY SHARE BY SCHOOL ? YEAH. SO UM I DON'T KNOW THE ANSWER TO THAT BUT I'M GOING TO GUESS THAT BECAUSE MAP IS REALLY A SCREENER AND SO WE DON'T WANT TO USE IT IN THE SAME WAY THAT WE USE EM CAST FOR ACCOUNTABILITY BECAUSE WE REALLY USE IT TO SCREEN FOR CHILD FIND IN OTHER OTHER THINGS. BUT THAT BEING SAID IT IS A GOOD PREDICTOR IN TERMS OF HOW WE THE ADJUSTMENTS WE NEED TO MAKE TO OUR TEACHING PRACTICE IN REAL TIME IF WE YEAH AND THEN WHAT IS THE DISTRICT DOING AROUND LITERACY IN YEARS BEYOND GRADES THREE AND FOUR? IT'S A GOOD QUESTION. SO WE THIS IS PART OF OUR MULTI-TIERED SUPPORTS AND SO LOOKING AT A VARIETY OF INTERVENTIONS THAT WE CAN PROVIDE TO STUDENTS, SOME OF THOSE ARE THROUGH A INTERVENTIONIST AND THEY'RE STUDENT FACING SOME ARE ON DIGITAL PLATFORMS. WE HAVE A NUMBER OF DIGITAL PLATFORMS SUCH AS LEXIS THAT ARE AGAIN EVIDENCE BASED THAT CAN BE USED IN THE CLASSROOM.  SO MAYBE WHILE A TEACHER IS WORKING WITH ONE GROUP OF STUDENTS A SMALL GROUP OF STUDENTS CAN BE GETTING A DOUBLE DOSE OF LET'S SAY PHONEMIC AWARENESS THROUGH THE DIGITAL PLATFORM. I THINK ONE OF THE THINGS IT'S ALSO VERY NICE IS THAT ALSO THEY CAN BE USED AT HOME DURING OUT-OF-SCHOOL TIME SO THEY CAN BE USED IN THE CLASSROOM AND THEN A STUDENT STUDENTS KNOW HOW TO USE THEIR CLEVER ID TO LOG IN AND THEY CAN ALSO LOG IN AT HOME WITH SOME OF THE PLATFORMS. SO THOSE ARE JUST A COUPLE OF THE THE INTERVENTIONS. THERE'S A NUMBER OF DIFFERENT ONES DEPENDING ON IF WE'RE THINKING ABOUT MATH OR LITERACY. THE ONLY OTHER THING I'LL SAY IS REALLY SUPPORTING TEACHER DEVELOPMENT IN THINKING ABOUT WHAT WE CALL TIER TWO INTERVENTIONS THOSE ARE INTERVENTIONS THAT A SMALLER SUBSET OF OUR STUDENTS MAY NEED AND IT'S REALLY ABOUT GIVING THEM A DOUBLE DOSE SO THAT THEY CATCH UP AND HOW WE DO THAT WITHOUT MAKING SURE THAT THEY HAVEN'T MISSED SOMETHING. SO FOR INSTANCE LET'S SAY WE WANT TO GIVE THEM A DOUBLE DOSE OF LITERACY INSTRUCTION. WE DON'T TO PULL THEM OUT OF LITERACY TO DO THAT BECAUSE THEN THEY'RE NOT GETTING THE DOUBLE DOSE OF SCHEDULING CAN GET TRICKY. SO THERE'S ALSO AN ASPECT OF THIS AROUND SCHOOL SCHEDULING THAT'S CRITICALLY IMPORTANT AND AND REALLY COMPLEX WHICH GOES BACK TO MY WHOLE THING IS MAKING SURE THAT WE'RE COORDINATING BETTER WITH YOU HAVE TWO SCHOOLS ON OUR PROGRAMS BUT YES FOR YOU IS STILL THERE OH MY VOICE IS GOING I'M JUST THINKING ABOUT PERFORMANCE IN ONE OF YOUR PRESENTATION TIONS THIS MORNING I THINK ABOUT OVERVIEW OF THE CURRENT OH THIS IS FROM YOUR REQUEST FOR INFORMATION THAT WE SENT IN CURRENT FISCAL YEAR PERFORMANCE MEASURES AND IT MENTIONED A FOUR YEAR UNADJUSTED GRADUATION RATE AND DROPOUT RATE FROM HIGH SCHOOL AND WE IS THAT IT IS THAT WHAT WE'RE LOOKING AT IN TERMS OF OUTCOMES LIKE PERFORMING ARTS OUTCOMES AND SAID THAT AND THEN I SAYS AND THIS UPCOMING I DON'T KNOW I DIDN'T ASK THIS QUESTION SOMEBODY ELSE DID WHEN THIS UPCOMING FISCAL YEAR PLEASE PROVIDE A NARRATIVE EXPLAINING ANY PROPOSED NEW MEASURES OR CHANGES IN THE TARGET LEVELS OF ANY EXISTING PERFORMANCE MEASURES AND BEEPS DOES NOT HAVE NEW PROPOSED PERFORMANCE MEASURES LIKE WHAT ARE OUR PERFORMANCE MEASURES IN TERMS OF RETURN ON OUR INVESTMENT?  I'LL TURN IT OVER TO MY COLLEAGUES WHO KNOW MORE ABOUT THE PERFORMANCE MEASURES BUT I WILL SAY THERE'S WE WOULD CHALLENGE RESPONDING TO THE IN THE OFFICIAL IF I AM THAT THERE ARE THE LIKE OFFICIAL PERFORMANCE MEASURES THAT ARE INCLUDED YEAR OVER YEAR IN THE BUDGET BOOK AND THAT'S WHAT'S THERE AND THAT'S THERE AREN'T ANY NEW ONES IN THAT CATEGORY BUT THEN THERE'S THE WHAT THOSE THESE TWO YEAH THOSE ARE THOSE TWO THOSE ARE THE OFFICIAL OF THE CITY'S BUDGET BOOK PART OF THE OFFICIAL RFI MEASURES. YEAH WE SHOULD BE LOOKING AT MORE THAN THAT. YEAH WE ARE I PROMISE WE ARE LOOKING AT MORE THAN THAT. I'LL LET MY COLLEAGUES SPEAK A LITTLE BIT MORE TO THE ONES THEY'RE LOOKING AT.  WE HAVE A MUCH WIDER RANGE OF METRICS WE'RE LOOKING AT BOTH INTERNALLY AND WITH THE SCHOOL COMMITTEE AND I THINK WE HAVE SOME CONTINUED COORDINATION WORK TO DO WITH OUR PARTNERS HERE AT THE CITY OF SORT OF WHAT THINGS WE SHOW AND WHEN BECAUSE THERE IS A BALANCE OF LIKE WE WANT TO BE CONSISTENT WITH THE SAME METRICS WE'VE SHOWN EVERY YEAR WITH WIND TO ALSO REPRESENT A WIDER RANGE OF THINGS WE'RE LOOKING AT. SO AND ALSO YOU KNOW WE ALWAYS WERE MEASURING THIS LIKE AN IMPACT ASSESSMENT OR SOMETHING JUST A SNAPSHOT IN TIME BUT IT DOESN'T GIVE A PROFILE OF THE GROWTH THAT THE STUDENT HAS ACHIEVED OVER A PERIOD OF TIME. LIKE I KNOW THAT A FEW YEARS AGO THERE WAS SOME YOU KNOW, ONE OF OUR BETTER SCHOOLS AND THE WINSHIP YOU KNOW THE WAY THERE WERE DEMONSTRATING THAT THERE THEIR KIDS BUT YOU STARTED OFF THE COHORT CAME IN IN FIRST GRADE IT WAS A TOTALLY DIFFERENT COHORT THAT LEFT AND SO IN FIFTH GRADE SO YOU HAD YOU HAD THIS EXPERIENCE OF YOU WEREN'T TRACKING YOU WERE GRADING THE SCHOOL ON THE OUTCOMES BUT NOT TRACKING THE STUDENTS GROWTH. SO THE STUDENT WAS GETTING A BAD GRADE AND THIS HAS GONE BACK A FEW YEARS GETTING A BAD GRADE BECAUSE IT'S THIS THIS GROUP THIS IN AGGREGATE TO A GROUP BUT IT WASN'T THE SAME GROUP THAT CAME IN THE DOOR IN THE FIRST PLACE SO IT'S LIKE YOU SWITCHED THE TEAM HALFWAY THROUGH THE MATCH AND THEY LOSE THE GAME AT THE END OF THE MATCH AND IT DOESN'T NECESSARILY REFLECT THE GREAT WORK THAT WAS DONE EARLY ALL OR VICE VERSA. YOU HAVE YOU HAVE A LOT OF STUDENTS COMING IN IN THIRD GRADE WHO ARE MUCH FURTHER BEHIND AND THIS IS A GRIPE I HAVE AT APOLOGIZE FOR SITTING WITH SOME OF OUR OFFICIALS STATE LEVEL PERFORMANCE METRICS AND ACCOUNTABILITY IS SORT OF LIKE YOU KNOW, IF WE GET A 15 YEAR OLD WHO COMES TO THE COUNTRY WITHOUT ANY HIGH SCHOOL EDUCATION WHO DOESN'T SPEAK ANY ENGLISH, THEY SAY TO US EXPECTATION IS THEY GRADUATE FROM HIGH SCHOOL IN FOUR YEARS WITH THE MATH SCORE AND FLUENCY IN ENGLISH.  AND I THINK FROM OUR PERSPECTIVE WE WANT THEM TO GRADUATE WITH ALL OF THOSE THINGS. BUT IT MIGHT TAKE A FIFTH YEAR BECAUSE THEY ALSO HAVE TO TAKE IT REQUIRED BY THE STATE ADDITIONAL ESL CLASS AND I THINK THOSE ARE GOOD THINGS BUT WHEN YOU LITERALLY LOOK AT THE AMOUNT OF TIME THAT EXISTS IN A DAY RIGHT, ALL OF THE THINGS THAT A NEWCOMER FOR HIGH SCHOOL MIGHT NEED MEANS THAT THERE'S JUST LIKE NO MATHEMATICAL WAY FOR THEM TO GRADUATE FROM HIGH SCHOOL IN FOUR YEARS. BUT THAT DOESN'T MEAN THEY'RE NOT BEING SUCCESSFUL WHEN THEY GRADUATE IN FIVE ALSO MEANS THAT YOU HAVE KIDS DEPENDING ON THEIR EXPERIENCE OF PRIOR EDUCATION OR EVEN EVEN KIDS LIKE I'VE HEARD OF KIDS COMING FROM GUATEMALA. THE SPANISH IS NOT THE FIRST LANGUAGE THAT THEY HAVE INDIGENOUS LANGUAGE IN SPANISH AS A SECOND LANGUAGE AND THEN YOU'RE COMING TO HERE AND YOU'RE TRYING TO TEACH THEM ENGLISH AS A THIRD LANGUAGE THIRD LANGUAGE AND AND ALSO JUST THINKING ABOUT YOU HAVE YOU HAVE STUDENTS WHO COME FROM A PLACE THAT THEY'VE MAYBE HAD SOME FORMAL EDUCATION. THE GUY I HAVE A FRIEND WHO'S MY AGE NOW BUT HE CAME FROM CUBA IN THE 1960S. HE HAD HAD SOME FORMAL EDUCATION. HE WAS IN A SCHOOL WHERE THE ITALIAN KIDS BRIDGE TO ENGLISH FOR HIM. HE GOT IT AFTER A FEW YEARS HE GOT INTO BOSTON LATIN AND GRADUATED FROM BOSTON RIGHT.  BUT HE WAS NOT AN ENGLISH SPEAKER. HE DIDN'T HAVE ANY ENGLISH WHEN HE ARRIVED.  RIGHT. SO YOU KNOW, IT ALL DEPENDS ON WHAT LEVEL OF FORMAL EDUCATION KIDS HAVE BEFORE THEY EVEN GET HERE. SO IT'S VERY COMPLICATED. BUT ANYWAY, ANOTHER THING I IEPS HOW ARE WE DOING WITH I KNOW THE DSE REPORT SAID THAT THERE WAS INSUFFICIENT YOU KNOW OVERDUE AND OVERDUE IEPS FROM 25% SAMPLE 25% SAMPLED APPROXIMATELY 25 WERE OVERDUE IN THE ED PLAN AND THAT WAS IN 2022 I THINK. HOW ARE WE DOING WITH THE GETTING OUR IEPS ALL BECAUSE WE'RE MOVING YOU KNOW THIS THIS INCLUSION BUSINESS IS GOING TO REALLY SHOW UP IN THE SHOP IN OUR TAX YEAR HOW ARE WE DOING WITH OUR ON TIME IEP I'M LOOKING UP AT CHIEF STEELE HERE I THINK WE MIGHT HAVE TO GET BACK TO YOU ON THE EXACT DATE ON THAT BUT WE'LL GO TO HIM.  RIGHT. AND I KNOW I'M SHORT ON TIME. WE'VE BEEN VERY PATIENT.  IT'S BEEN A VERY LONG DAY DROPOUTS. I KNOW THAT'S ONE OF THE PERFORMANCE INDICATORS. ARE WE DOING ANY FOLLOW UPS WITH THE YOUNG PEOPLE WHO EITHER ARE CHRONICALLY ABSENT OR ARE PERMANENTLY ABSENT LIKE I KNOW IMAGINE AN AWFUL LOT OF STUDENTS JUST DIDN'T RETURN AFTER COVID BUT YOU KNOW, WHAT IS IT THAT WE'RE NOT DOING RIGHT TO KEEP THEM SCHOOL OR TO ENGAGE THEM IN A WORK WORK SORT OF AND I KNOW I KNOW WHEN WE TALK TO FOLKS IN OUR HIGH SCHOOLS IN BRIGHTON HIGH SCHOOL WITH A SIGNIFICANT NUMBER OF LIKE A HIGH PERCENTAGE CONSIDERING STUDENTS WHO ARE WORKING 30 HOURS A WEEK TO RAISE MONEY FOR THEIR FAMILIES ,YOU KNOW, TO SUPPORT THEIR FAMILIES. SO WHAT DO WE DO? AND THEN AND THEN ANY REMEDIAL ACTIONS THAT WE'RE BEING TAKEN TO TRY AND OFFER NIGHT SCHOOL OR OTHER OTHER SORT OF ALTERNATIVE SCHOOL DAY OPTIONS FOR THEM? YEAH. SO A COUPLE OF QUICK THINGS I THINK I'LL TRY TO GET TO EACH ONE OF THOSE IF I FORGET ONE PLEASE PING ME BUT WE ARE SO LET ME START WITH THE RE-ENGAGEMENT CENTER BECAUSE.  I THINK THAT THAT'S THE HUB OF OUR SORT OF WORK WITH OUR RECENT DROPOUTS WE HAVE AND THE RECONFIGURATION OF THE RE-ENGAGEMENT CENTER AT THE BEGINNING OF LAST YEAR WE ADDED A POSITION THAT SPECIFICALLY WORKED WITH STUDENTS WHO HAVE ALREADY OUT REACHING OUT, DOING PROACTIVE REACH OUT TO THOSE STUDENTS TRACKING THEM DOWN. IT'S PART OF YOU KNOW, WE DO THAT SORT OF PUBLIC DOOR KNOCKING EVENT THAT HAPPENS AT THE BEGINNING OF EVERY YEAR BUT THAT'S WORK THAT HAPPENS EVERY DAY IN THE RE-ENGAGEMENT CENTER THE DOOR KNOCKING EVENT IS SORT OF THE BIG PUBLIC REMINDER THAT WE ARE DOING THIS BUT THERE'S A SPECIFIC POSITION IN THE REENGAGE CENTER THAT THAT DOES THAT OUTREACH.  WE'VE BEEN ABLE TO ENGAGE A LOT MORE STUDENTS TO COME BACK RECOGNIZING EXACTLY THE PROBLEM THAT YOU THAT YOU RAISED CONSECRATE AND THAT WE'VE THAT NUMBER HAS GROWN IN THE PANDEMIC AND THAT STUDENTS WERE FOR A MILLION REASONS NOT COMING BACK TO SCHOOL IS NOT GOING BACK TO SCHOOL FULLY IN THAT SORT OF 20 2122 SCHOOL YEAR WHEN WE RETURNED IN-PERSON IN 2223 WHEN WE RETURN SORT OF FULL TIME IN-PERSON IN TERMS OF THE NIGHT SCHOOL OPTION. SO WHAT I WOULD SAY TO THAT IS THERE'S A LOT OF ONE THING WE ARE TRYING TO DO IS FURTHER DEFINE PARTICULAR ARE ALTERNATIVE ED SCHOOLS AROUND THE POPULATIONS THAT THEY SERVE. SO WE'VE ADDED JUST THIS YEAR AN EVENING SCHOOL COMPONENT TO TOMORROW TO BOSTON TECHNICAL ACADEMY WHICH SERVES A LOT OF OUR MULTILINGUAL LEARNERS AGAIN RECOGNIZING THE EXACT THING THAT YOU RAISED THAT OUR STUDENTS OFTEN WORK A LOT OF HOURS TO SUPPORT THEMSELVES, SUPPORT FAMILIES AND SO WE NEED TO BE FLEXIBLE WITH SCHEDULING THEM AS WE MOVE FORWARD. SO WE'VE HAD TO ADD THAT AS WELL AND BE REALLY RESPONSIVE TO THAT SORT OF WORK.  AND IN ADDITION TO THAT IN A BROADER SENSE IN OUR ALL TO ADD SPACE, ADD MORE CAREER TRAINING AS PART OF THAT EXPERIENCE SO THAT WE HAVE THIS YEAR A NEW PARTNERSHIP WITH YOUTHBUILD BOSTON WHERE STUDENTS CAN GET THE YOUTHBUILD WORK BASED EXPERIENCE BUT HANDLE THEIR ACADEMICS WITHIN BPC WHICH IS SOMETHING NEW THAT WE HAVE BEEN ABLE TO DO BEFORE. SO WE'RE TRYING TO MEET THAT NEED IN A FEW DIFFERENT WAYS. I IMPORTANT FOR YOUNG MEN. BUT THEN THE OTHER ISSUE IS JUST LITERACY LIKE AN OUTCOME MEASURE I'D BE WONDERING IS READING PROFICIENCY ON GRADUATION AND ALL THAT'S NOT SOMETHING WE BUT IF YOU'RE NOT ABLE TO READ PROFICIENTLY AND BASICALLY IT'S VERY, VERY DIFFICULT TO ADVANCE IN YOUR CAREER AND BECOME MORE ECONOMICALLY SUCCESSFUL LIKE I'M NOT SAYING YOU CAN'T BE BECAUSE I KNOW OF PEOPLE WHO ARE UNABLE TO READ WHO HAVE BEEN VERY SUCCESSFUL BUT THAT'S A HUGE BURDEN TO CARRY ALL YOUR LIFE AND HIDE FROM PEOPLE.  I THINK THE NOTION THAT YOU'RE FALLING BEHIND YOUR PEERS AND YOUR READING PROFICIENCY IS A GREAT DISINCENTIVE TO CONTINUE AND IT'S AN EMBARRASSMENT. SO I DON'T KNOW I THINK IT'S I CALL IT THE MOONSHOT THAT WE SHOULD BE THINKING ABOUT IS MAKING SURE THAT OUR STUDENTS ARE ABLE TO READ AND HAVE ADEQUATE LITERACY SKILLS TO TO SUCCEED, ESPECIALLY THOSE STUDENTS WHO ARE MAYBE OLDER LIKE IN THE FIFTH OR SIXTH GRADE WHO HAVE FALLEN BEHIND AND IT JUST INCREASINGLY BECOMES MORE AND MORE THIS THIS DEMOTIVATING IS THE WORD I'M LOOKING FOR TO KEEP TO KEEP THEM UP, TO GET THEM KEEP THEM ENGAGED AND KEEP THEM CONTINUE TO GROW.  YEAH. OKAY. I THINK I'M I THINK I'M DONE.  MR CHAIR.  OKAY. THANK YOU. COUNCILOR BREADON, I JUST HAVE TWO QUICK QUESTIONS.  FOR VOCATIONAL TECH ARE WE OFFERING PROGRAMS THROUGH THE SUMMER? SO SAY IF A STUDENT FROM YOU KNOW THE BURKE WANTS TO TAKE ONE OF THE COURSES THAT MADDISON HAS RIGHT LIKE OR YOU KNOW ANY OTHER SCHOOL LIKE ARE WE IS THAT AN OPPORTUNITY FOR YOU KNOW KIDS FROM STUDENTS FROM OTHER SCHOOLS TO TAKE BOTH TECH CLASSES THAT ARE NOT OFFERED IN THEIR IN THEIR SCHOOL.  I DON'T BELIEVE THAT THAT'S A SPECIFIC SUMMER LEARNING OFFERING FOR THIS SUMMER. OKAY. WHAT WE ARE TRYING TO DO TO MEET SOME OF THAT NEED IS THROUGH THE NEW FUTURE BAR SYSTEM AND THE SUMMER JOBS PROGRAM IS ALIGN MORE OF THE JOBS WITH OUR EXISTING PROGRAMING SO THAT STUDENTS CAN EITHER GET EXPOSURE TO SOMETHING THAT THEY DON'T HAVE IN THEIR SCHOOL OR POTENTIALLY WANT TO GO TO IN A SCHOOL OR CAN FURTHER THEIR KNOWLEDGE AND AN EXISTING PATHWAY BY GOING TO A RELATED SUMMER JOB. IS THAT DOES THAT GO TO ALSO THE STUDENTS THAT ARE LIKE IN THE 13 YEAR PROGRAM LIKE POST-GRAD.  SO IT'S A GOOD QUESTION. I'M NOT SURE IN TERMS OF ELIGIBILITY THAT THERE'S PROBABLY ELIGIBILITY FOR INDIVIDUAL JOBS IS WHERE THAT LIVES AS FAR AS A YEAR 13 AND BEING POST-GRAD I THINK IT WOULD DEPEND ON THEIR AGE. ALL RIGHT.  THANK YOU. NOW WE'LL GO TO PUBLIC TESTIMONY WHEN YOUR NAME IS CALLED, PLEASE COME DOWN TO ONE OF THE TWO PODIUMS AND STATE YOUR NAME NEIGHBORHOOD AND OR ORGANIZATION AFFILIATION AND PLEASE SPEAKING TO THE MICROPHONE AND PLEASE KEEP YOUR COMMENTS TO 2 MINUTES. WE'LL HAVE MONICA COUNCILOR WU ,WHILE MONICA COMES TO THE PODIUM I TOTALLY BOTCH THE NAME OF ONE OF OUR PARTNERS GREEN CITY GROWERS AND CITY SPROUTS. OKAY SO THANK YOU.  I OKAY GOOD AFTERNOON EVERYBODY . I WAS HERE YESTERDAY AND BACK AGAIN.  UM, REAL QUICK I JUST WANT TO READ SOMETHING THAT I READ OFF OF JUST LET'S JUST SAY BP'S IS WHERE IT SAYS THAT BP'S SUPPORTS 50,000 STUDENTS AND THAT IT REFLECTS A CONTINUED FOCUS ON EQUITABLE RECOVERY FOR STUDENTS AND PARENTS.  SO AFTER READING THAT I JUST WANT TO KNOW I HAVE A QUESTION WHAT I'M ASKING FOR MY CHILD THE SUPPORT DOES NOT COST $1.33 BILLION. ALL I'M ASKING FOR IS A TUTOR BECAUSE SHE'S OUT OF SCHOOL BECAUSE BP'S FAILED TO KEEP HER SAFE. I TOLD YOU GUYS YESTERDAY ABOUT THE SEXUAL MISCONDUCT IN THE SCHOOL AND THE SCHOOL IT IS SWEEPING IT UNDER THE RUG. THIS IS AGAIN WEEK NUMBER THREE THAT MY CHILD IS HOME AND I JUST WANT TO REITERATE THE FACT AGAIN, THAT'S ALL I'M ASKING FOR. THERE'S BEEN A LOT OF CALLS IT'S BEEN A LOT OF EMAILS, A LOT OF BACK AND FORTH AND FRANKLY I'M JUST DRAINED AND I JUST HAVE THAT ONE QUESTION THAT I KEEP ASKING THE ANSWER TO, YOU KNOW, FOR ANSWER AND NOBODY CAN ANSWER IT. WHAT I'M ASKING DOES NOT COST $1.33 BILLION. SO AFTER THAT STATEMENT WAS BEING MADE THAT I READ FIRST ABOUT HOW YOU SUPPORT AND YOU KNOW NAME IN NUMBERS 50,000 WHY IS MY CHILD STILL HOME WITH NO TUTOR, NO WORK, NO CHROMEBOOK? I DON'T UNDERSTAND WHY ANYBODY CANNOT, YOU KNOW, ANSWER THAT FOR ME AND AGAIN A LOT OF EMAILS CALLS NOBODY WANTS TO DEAL WITH ME FACE TO FACE LITERALLY I'M GETTING TAXES WHILE I'M SITTING HERE FROM MRS. HERE AND SHE SENT ME THIS SEND ME TO SEND ME THIS WE TALKED YESTERDAY.  WHAT MORE DO I NEED TO SEND YOU? WHEN IS SOMEBODY GOING TO START ANSWERING MY QUESTIONS? AT THIS POINT I'M DEMANDING THAT SOMEBODY ANSWER WHY IS HER EDUCATION ONLY MY CONCERN?  AND WHILE I HAVE MS.. WALL THAT I MET WITH YESTERDAY MAY WILL SAYING ON THE NEWS SPEAKING ABOUT BP AND THE INCIDENT SAYING THAT SHE NEEDS TO HELP, YOU KNOW, PEOPLE ARE GOING TO BE HELD ACCOUNTABLE. THE ONLY ONE HELD ACCOUNTABLE AT THIS POINT IN TIME IS MY CHILD. SHE'S AT HOME FOR WEEK THREE. I'M GOING TO SAY THAT AGAIN. SO THE ONLY ONE PAYING A PRICE IS MY CHILD AND ALL I SEE WHEN I SIT DO THESE THINGS AND HEAR IT ALL THIS MONEY TAXPAYERS DOLLARS THAT'S BEING GIVEN AT THE END OF THE DAY YOU ALL ARE PROFITING FROM POOR PEOPLE'S PAIN.  WHO'S GOING TO GIVE A ABOUT THAT? WHO'S ACTUALLY GOING TO CARE ABOUT THAT? WE CAN SIT AND TALK AND MAKE IT SOUND FANCY AND MAKE IT SOUND GOOD BUT MY CHILD AND ME WE ARE LIVING PROOF THIS IS WHY THE SCHOOL SYSTEMS ARE SO BAD. SOMEBODY'S GOT TO DO SOMETHING ABOUT IT. MONEY IS NOT GOING TO SOLVE THE PROBLEM. MONEY IS NOT GOING TO SOLVE THE PROBLEM HERE. Y'ALL NEED TO CLEAN HOUSE GET RID OF MARY SKIPPER AND GO ON DOWN THE LINE AND GET PEOPLE WHO ACTUALLY CARE ABOUT THE KIDS EDUCATIONS EVEN IF IT'S PARENTS LIKE ME . THAT'S WHAT I NEED TO DO. MONEY CAN'T SOLVE THIS PROBLEM. PEOPLE THAT HERE CAN SOLVE THE PROBLEM.  THANK YOU FOR YOUR TIME AND I REALLY HOPE THAT SOMEBODY HERE TODAY KIDS ENOUGH TO NOT SEND EMAIL AND NOT WANT TO KEEP TALKING TO ME BUT TO ACTUALLY GET TO THE BOTTOM OF THE PROBLEM AND GET AN ANSWER AND CALL ME 8575403119.  CALL ME WHEN YOU HAVE AN ANSWER AS TO WHY MY CHILD IS HOME WHEN THERE'S $1.33 BILLION AND I'M NOT ASKING FOR A DOLLAR OF THAT . THANKS AGAIN. THANK YOU.  WANT TO THANK THE PUBLIC TESTIMONY AND HOPEFULLY SOMEONE FROM BP'S I CAN CONNECT WITH MONICA AND JUST WANT TO THANK ESSENTIAL STAFF BOSTON POLICE DEPARTMENT, MY TEAM, ALL MY COUNCIL COLLEAGUES.  THANK YOU TO THE ADMINISTRATION. THIS HEARING ON DOG THIS NUMBER 067020678 IS ADJOURNED