►
Description
Dockets #0622-0628 Fiscal Year 2020Budget: Boston Public Schools - Academics
A
A
Oh
bps
academics,
apologize
I'd
like
to
remind
folks,
is
the
public
hearing
both
being
broadcast
and
recorded
for
later
viewing
on
Comcast
channel
8
r,
CN,
82,
Verizon
1964
and
streamed
at
Boston
dot
gov
backs
last
City
Council
TV
I'd
like
to
ask
folks
in
the
chamber
to
silence
their
electronic
devices.
We
will
take
public
testimony
at
the
end
of
this
hearing
and
maybe
at
other
various
points
throughout
the
hearing.
I
would
appreciate
it
if
you
would
sign
in
to
my
left.
A
A
We
would
I'd
like
to
strongly
encourage
residents,
whether
here
in
the
chamber
at
home,
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record-
and
you
can
do
this
in
several
ways-
you
can
come
to
one
of
the
thirty
four
hearings
and
give
public
testimony
come
to
the
hearing
dedicated
to
public
testimony
on
Tuesday
June
4th
any
time
from
2
p.m.
to
6
p.m.
A
Six
to
six
through
zero,
six
to
eight
capital
budget
appropriations,
including
loan
orders
and
lease
purchase
agreements.
I
am
joined
today
by
my
colleagues
in
order
of
their
arrival
to
my
immediate
left,
councillor
at
large
and
ISA
sabe
George,
what
my
immediate
right,
councillor,
Kim
Janey,
and
to
my
far
right,
who
stepped
out
Condry
councillor,
andreia
campbell
and
councillor
matt
O'malley
I'd
like
to
again
welcome
bps
in
it
and
in
the
team
and
hand
it
over
to
dr.
granzin.
Thank.
B
You
good
morning,
chair
co-moh
and
councillors,
Janey
asabi,
George
and
O'malley.
Thank
you
for
asking
us
here
to
share
the
work,
we're
doing
to
support
students
in
the
Boston
Public
Schools,
as
chief
academic
officer
for
Boston
Public,
Schools,
I,
oversee
the
academics
and
students
supports
team
I'm.
Sorry,
academics
and
student
supports
for
equity
team,
which
includes
the
office
of
social,
emotional
learning
and
wellness
offices,
special
education,
the
office
of
English
learners,
the
office
of
opportunity,
gaps,
the
office
of
academics
and
professional
learning
and
the
office
of
extended
learning
opportunities.
B
As
a
team,
we
work
in
collaboration
with
other
departments,
to
address
our
problem
of
practice
that
BPS
does
not
does
not
consistently
provide
authentic
learning
opportunities
for
our
students,
who
are
most
marginalized,
to
develop
into
self
determine
independent
learners
who
are
able
to
pursue
their
aspirations,
and
we
recognize
that
our
failures
lead
to
disengaged
students
and
significant
achievement
gaps.
One
department
cannot
solve
these
issues
in
isolation.
B
We
must
have
an
academic
strategy
that
understands
the
needs
of
our
students
with
disabilities,
our
English
learners
and
encompasses
social-emotional
academic
and
develop
academic
and
social,
emotional
and
academic
development
and
wellness
strategies,
and
that
strategically
aims
to
eliminate
opportunity
gaps.
When
we
let
one
department
create
the
instructional
strategies,
it
often
leads
to
a
siloed
approach
that
leaves
many
of
our
students
marginalized
in
Boston.
We
are
working
on
breaking
down
those
silos
and
providing
a
comprehensive
academic
strategy
to
support
our
students,
families,
teachers
and
schools.
B
Again,
thank
you
for
allowing
us
to
share
our
work
with
you
today.
We
look
forward
to
continued
this
work
with
you
in
partnership
with
the
mayor's
office
in
the
City
Council
I'm
gonna,
now
turn
it
over
to
Mary
Dillman,
who's,
executive,
director
of
the
Office
of
data
and
accountability,
and
from
there
we
will
hear
from
our
recently
appointed
deputy
chief
academic
officer,
Andre
Zayas
after
that,
followed
by
dr.
B
C
Morning
so
I'm
Mary
Dolman
I'm,
the
executive
director
of
the
Office
of
data
and
accountability
and
I'm
pleased
this
morning
to
share
some
highlights
from
the
2018
Accountability
M
casts
and
graduation
rate
data,
as
well
as
a
little
bit
of
background
on
our
office.
So
our
departments
mission
and
just
a
pause
who's
controlling
the
slide
deck.
E
A
C
The
office
of
data
and
accountability,
our
mission
is
to
serve
the
BPS
community
by
facilitating
access
to
quality
information
and
building
capacity,
to
make
data-driven
decisions
that
advance
educational
equity
opportunity
and
achievement
for
all
students.
Our
department
includes
20
employees,
who
are
grouped
into
five
teams
around
our
five
strategic
priorities,
which
include
data
reporting
and
analytics
research
data
inquiry,
coaching
assessment
and
performance
management
as
you'll
see
on
the
next
slide.
Our
budget
is
fairly
unchanged
from
the
previous
year.
C
Maintaining
staffing
levels
and
all
the
same
major
contracts
before
I
dive
into
our
kind
of
accountability
highlights
on
the
next
slide,
you'll
see
just
some
information
on
accountability
indicators,
so
we
changed
our
accountability
system
this
past
year
for
districts
and
schools.
So
the
new
system
includes
measures
in
five
different
indicator
categories,
so
achievement
student
growth,
high
school
completion,
English
language
proficiency
and
other
additional
indicators
such
as
chronic
absenteeism
and
the
percentage
of
11th
and
12th
graders,
who
are
completing
advanced
coursework.
C
Some
of
the
most
significant
changes
to
the
accountability
system
for
this
year
include
transitioning
from
classifying
performance
according
to
five
accountability
levels,
utilizing
for
accountability
categories
districts
are
also
now
category
categorized
according
to
their
overall
performance
against
targets,
whereas
in
the
past
they
were
categorized
based
on
the
lowest
performing.
Schools
in
the
district
there's
also
been
a
shift
to
categorizing
schools
based
on
the
performance
against
targets
for
all
students
and
the
lowest
performing
25%
of
students,
and
there's
a
focus
on
raising
the
performance
of
each
district
or
school's
lowest
performing
student.
C
So
raising
the
achievement
floor
rather
than
on
gap,
narrowing
the
new
system
includes
some
additional
indicators.
Those
new
measures
include
the
extended
engagement
rate,
which
is
calculated
as
a
five-year
cohort
graduation
rate,
plus
the
percentage
of
students
still
enrolled
in
school.
The
progress
towards
English
proficiency,
which
is
measured
on
the
access
for
ELLs
assessment,
chronic
absenteeism
rate,
which
is
calculated
as
the
percentage
of
students
missing
10%
or
more
of
day's
membership
in
each
year,
and
the
percentage
of
11th
and
12th
graders
completing
advanced
coursework
such
as
AP
IB
and
dual
enrollment
courses.
C
So
there
are
several
highlights
and
they
want
to
share
about
our
district
accountability
data,
so
bps
met
ela
achievement
targets
for
all
students
in
grades
3
to
8
and
for
the
lowest
performing
student
subgroup
in
grades
3
to
8
as
well
as
high
school.
But
most
notably
there
are
several
schools
whose
accomplishments
I
want
to
highlight
so
the
John
Winthrop
school
exited
level
4
status
in
2018.
It
was
just
one
of
four
schools
across
the
state
to
do
so,
and
the
Winthrop
is
now
designated
as
meeting
targets.
C
Earning
79
percent
of
all
possible
target
points,
an
in
addition.
There
were
two
bps
schools
that
receive
the
designation
of
schools
of
recognition,
they're
two
of
just
52
that
were
identified
across
the
state
for
exceptional
achievement,
improvement
or
growth.
So
the
Winship
elementary
was
named
a
school
of
recognition
for
exceeding
targets,
creating
98
percent
of
possible
target
points,
and
the
Manning
School
was
named
a
school
of
recognition
for
exceeding
targets,
earning
96
percent
of
possible
target
points
and
also
for
high
growth,
with
the
mean
student
growth,
percentile
of
67
and
ela
and
71
in
math.
C
Lastly,
turning
to
our
four-year
cohort
graduation
rate,
it's
risen.
Thirteen
point
seven
percentage
points
in
the
past
ten
years
from
sixty
one
point:
four
percent
to
seventy
five
point:
one
percent
in
2018,
which
is
the
highest
ever
recorded
for
Boston
Public
Schools,
the
four
major
race
groups
and
VPS
all
experienced
improvement
as
well,
and
the
percentage
of
the
ninth
grade
cohort
that
dropped
out
has
also
steadily
decreased
over
those
ten
years
from
nineteen
point:
five
percent
in
2009
to
ten
point
three
percent
in
2018
and
so
I
hope.
E
Good
morning
my
name
is
Andrea.
Zaius
I've
recently
been
appointed
as
deputy
chief
academic
officer
I
started
in
the
district
this
past
school
year
as
an
academic
superintendent
working
with
Network,
four
and
I
mentioned
that
to
describe
the
deep
experience
that
I
that
I
got
in
getting
to
know
nine
of
our
highest
needs
schools.
It's
part
of
the
context
that
I
bring
to
understanding
how
we
can
provide
continue
to
provide
the
supports
at
our
schools
that
our
schools
need
the
office
of
academics
and
professional
learning.
E
Our
students
experiences
is
critical,
I'm
going
to
go
through
what
our
expenditures
look
like,
but
first
one
actually
on
this
slide,
provide
a
little
bit
of
context
around
what
it
is
that
we
are
intending
to
support
through
these
expenditures
this
coming
school
year.
So
we're
really
listening
very
intently
to
what
school
leaders
and
teachers
are
telling
us
that
they
need
and
we're
designing
and
delivering
right
on
time,
standards
and
essentials,
aligned,
professional
learning,
experiences
that
are
culturally
relevant
and
responsive
and
that
are
going
to
be
delivered
at
the
district
level
in
a
really
strategic
way.
E
E
This
year
we're
increasing
our
investment
in
science.
We
specifically
have
been
working
this
year
to
improve
the
standards
alignment
to
our
three
through
eight
curriculum,
insuring
that
the
enhanced
units
that
we
that
we
provide
an
equitable
way
across
the
district,
our
standards
aligned
this
coming
year.
We
will
be
expanding
that
effort
to
include
grades
six
through
eight,
really
specifically
expanding
on
one
of
the
pilots
that
we
engaged
in
this
past
school
year.
E
And
then,
finally,
a
kind
of
a
double
click
into
our
early
childhood
budget,
where
you
can
see
the
upk
investment
as
well
as
the
pre-k
through
second
grade
curriculum
alignment
and
PD
and
coaching
supports.
As
you
know,
our
early
childhood
endeavors
have
been
really
successful,
nationally
recognized
over
the
last
handful
of
years
and
we're
visualizing
here
for
you,
the
sort
of
depth
of
the
investment
that
it
takes
to
get
those
sort
of
really
incredible
results.
E
And
we
are,
our
intention-
is
to
ensure
that
we're
providing
not
only
the
high
quality
standards,
aligned
curriculum
in
all
of
our
content
areas.
But
in
addition
to
that
that
we're
providing
right
on
time,
coaching
training
and
implementation
support
for
our
teachers,
because
we
know
that
having
high
quality
and
aligned
materials
doesn't
nearly
go
close
enough
or
far
enough
in
supporting
teachers
a
way
that
they
that
they
need
in
order
for
young
people
to
have
the
experiences
that
we
want
them
to
be
having
in
in
classrooms.
E
So
that
means
ensuring
that
common
planning
times
are
getting
supported.
That
teachers
have
the
kind
of
implementation
support
that
they
have
annotations
to
the
curriculum
that
help
them
make
the
kinds
of
choices
that
ensure
that
the
curriculum
is
exactly
what
students
need
it
to
be
that
it's
relevant,
culturally
responsive
standards,
aligned
and
essentials.
Informed.
E
Lastly,
just
a
little
bit
of
a
timeline
on
our
UPK
and
quality
elements,
we
issued
an
RFP
and
proposals
are
due
this
week.
Our
intention
is
for
450
mixed
delivery,
high
quality
seats
to
be
available
this
coming
year,
and
we
will
be
selecting
providers
along
the
lines
of
a
number
of
different
quality
elements
and
we'll
be
providing
them
support
and
monitoring
throughout
the
school
year.
F
Good
morning
my
name
is
Colin
rose
and
I
am
the
assistant
superintendent
for
the
opportunity
gap
in
bps.
I
just
want
a
little
bit,
go
a
little
bit
over
the.
Why
around
my
office
and
then
get
into
the
budget?
It
is
our
belief
that
eliminating
opportunity
gaps
is
not
only
vital
for
the
success
of
Boston
Public
Schools,
but
also
the
survival
of
our
democratic
and
pluralistic
society.
F
Our
office
has
three
main
buckets
of
work,
starting
with
our
systemic
oversight
through
the
opportunity
and
achievement
gaps,
policy
and
implementation
plan.
We
built
with
every
office
in
bps.
This
strategic
plan
pushes
all
offices
and
schools
in
BPS
to
put
equity
in
the
forefront
of
their
work
and
was
the
genesis
and
the
origin
of
this
office
over
a
decade
ago.
F
Some
major
goals
that
we've
been
able
to
partner
to
accomplish
include
the
spread
of
culturally
linguistically
sustaining
practices
or
CLS
P
the
opportunity
index,
school-based
diversity
goals
and
numerous
other
goals
that
we
could
talk
about
in
operations
and
academics.
Beyond
that,
our
office
has
taken
the
lead
in
some
capacity
building
in
the
district,
mainly
around
CLS
P
training,
principals
teachers,
cabinet
members,
partners
and
others.
F
Programs.
Such
as
building
assets,
reducing
risk
or
bar
early
warning
indicator
systems,
peer
group
connections
are
all
aimed
at
using
the
strengths
of
students
to
keep
them
on
track
for
graduation
and
beyond.
Our
exam
school
initiative
has
opened
more
access
both
to
test
preparation
and
the
actual
exam,
and
there
are
other
programs
that
push
in
different
directions
for
our
most
marginalized
populations.
F
So
this
is
our
proposed
FY
2020
budget
for
the
office,
as
you
can
see,
a
little
over
half
of
that
budget
goes
towards
the
program
called
excellence
for
all
which
we
will
highlight
more
in
a
moment.
Another
large
part
of
the
budget
is
for
the
academic
response
team
who
helped
coach
and
struggling
schools
through
our
network
process.
Other
areas
include
capacity,
building
for
CLS
P
dollars
for
our
targeted
programming
and
specific
dollars
for
the
exam
school
initiative
written
here
as
access
to
higher
level
coursework.
The
remainder
is
FTE
for
our
core
leadership
team
stewarding.
F
Now,
I'm
going
to
dive
a
little
bit
deeper
into
excellence
for
all,
since
it
is
the
biggest
part
of
our
budget
and
the
largest
budget
light
in
my
in
my
office.
Ef,
a
is
a
model
that
is
designed
to
expand
access
to
more
challenging
and
culturally
relevant
studies
and
enrichment
for
all
bps
4
through
6th
graders,
with
special
attention
to
the
needs
of
historically
marginalized
populations.
Our
pillars
include
rigorous
instruction
quality,
enrichments
CSP,
with
social-emotional
learning,
executive
functioning
and
personalized
learning
pathways.
F
Currently,
there
are
16
schools
and
you
can
see
that
by
neighborhood
and
on
this
slide
that
currently
you
have
the
EFA
model.
As
you
can
see,
the
schools
are
geographically
spread
across
the
district
and,
as
you
will
see
in
the
next
slide,
these
schools
also
match
the
demographics
of
our
district.
The
hope
is
to
be
back
here
year
from
now
with
an
educational
and
financial
plan
to
begin
to
skin
this
model
to
all
four
through
sixth
grade
classrooms
in
the
district.
As
this
pilot
wraps
up
this
year,.
F
Quickly,
here
are
the
demographics
for
EFA
compared
to
others
to
our
systemic
or
system-wide
demographics
and
demographics
AWC.
As
you
can
see,
there's
parity
between
the
populations
of
EFA
in
the
district.
We
try
to
be
very
represented
when
we
pick
two
schools
and
that
does
not
hold
true
for
AWC
and
on
top
of
that
EF
phase.
Current
reach,
even
in
pilot
phase,
is
much
greater.
F
Finally,
I
wanted
to
share
the
budget
breakdown
for
that
two
point:
five
million
dollars
proposed
for
the
UFA
budget
next
year,
most
of
which
go
to
direct
services
to
students
and
schools.
World
language
stem
instruction
in
a
curriculum
direct
coaching.
The
schools
are
much
of
the
budget.
There
are
also
major
lines
for
social-emotional
and
C
LSP
work,
as
well
as
the
capstone
project.
Every
student
in
the
FAA
is
involved
with
in
every
year.
G
Thank
you
good
morning,
City
Council
members,
I
am
Priya
te
Leon
E,
the
assistant
superintendent,
for
the
office
of
English
learners,
I,
have
the
honor
of
leading
the
work
of
oal
and
I
am
pleased
to
be
able
to
highlight
for
you
some
of
our
accomplishments
from
this
past
year
and
our
proposed
budget
for
next
year.
If
I
may,
I
would
like
to
preface
with
our
department's
long-standing.
G
With
our
departments,
longstanding
vision,
which
has
been
to
promote
bilingualism
and
by
literacy
for
all
students,
the
recent
passage
of
the
look
act
further
validates
our
mission
by
considering
all
of
our
students,
English
learners
and
non
English
learners
as
emerging
bilinguals,
who
require
access
to
high-quality
language
instruction
and
support.
We
strongly
believe
that
language
and
culture
is
the
key
to
our
student
success
and
should
be
at
the
forefront
of
our
minds.
Thus,
the
work
this
year
is
centered
around
building
the
foundational
components
required
for
students
to
have
access
to
native
language
instruction
and
resources.
G
G
Our
priorities
in
serving
our
amazingly
diverse,
English
learners
are
in
these
five
areas.
With
instruction
at
the
forefront,
we
aim
to
provide
instructional,
sound
high
quality
programs,
both
during
the
school
day
and
in
the
form
of
supplemental
services
such
as
after-school
and
summer
school.
These
programs
offer
targeted
language
instruction
that
is
delivered
through
great,
appropriate
and
standards,
aligned
curriculum
with
newly
increased
access
to
native
language,
support
and
resources.
G
G
We
continue
to
ensure
communications
are
translated
and
interpreted,
so
the
parents
have
meaningful
access
to
their
students,
education
and
to
district
policies
as
we
strive
for
even
greater
access
for
families.
This
past
year
we
implemented
telephonic
interpretation,
is
an
additional
measure
for
schools
to
use
for
their
on-the-spot
interpretation
needs.
G
Lastly,
we
support
schools
to
ensure
English
learners
are
receiving
equitable,
requisite
services
that
meet
state,
local
and
federal
guidelines.
Although
compliance
is
not
determinative
of
our
instructional
programming,
our
approach
to
this
work
is
that
compliance
is
the
floor
and
instruction
is
the
ceiling.
G
This
slide
demonstrates
how
we
have
aligned
our
funds
to
these
priorities.
Our
department's
budget
is
generally
proposed
to
be
level
funded
for
next
year.
What
I'd
like
to
highlight
in
our
budget
is
the
new
approach
we
took
this
year
to
partner
more
closely
with
schools
to
provide
them
with
ESL
and
native
language
curricular
resources.
We
ask
schools
to
identify
the
resources
that
would
best
meet
the
needs
of
their
students
and
provided
schools
with
those
resources,
as
well
as
professional
development
on
how
to
use
those
resources
in
the
classroom.
G
We
dedicated
over
half
a
million
dollars
to
these
school
supports,
in
addition
to
instructional
resources.
Our
next
largest
investment
continues
to
be
in
providing
meaningful
native
language
access
to
our
families,
as
I
previously
mentioned,
and
as
I
know,
you
are
all
aware
when
they
look
Act
passed
in
November
of
2017,
it
demonstrated
a
substantial
win
for
the
families
of
Boston.
Not
only
did
the
look
act
overturn
the
English
only
edict
in
Massachusetts,
but
it
also
reaffirmed
oels
belief
that
neighed
native
languages
are
great,
just
instructional
Liebherr
for
our
English
learners.
G
The
look
Act
affords
districts
with
the
flexibility
to
teach
core
content
in
the
students
native
language,
thereby
affirming
the
importance
of
bilingual
programs
such
as
dual
language,
which
have
historically
proven
to
close
the
opportunity
gap
for
students.
The
look
Act
also
codifies
the
power
of
l
parent
advocacy
by
requiring
ell
parent
advisory
groups
for
districts
with
members
that
reflect
the
linguistic
demographics
of
the
students.
G
In
our
effort
to
promote
native
language,
we
are
particularly
excited
to
highlight
our
investment
in
a
partnership
with
Adam
Strom
from
reimagining
migration
and
jean-michele
desired
the
award-winning
filmmaker
and
critically
acclaimed
director
of
iLearn
America.
We
know
that
in
the
United
States
26%
of
our
youth
are
immigrants
or
children
of
immigrants,
and
yet
immigration
has
taken
on
a
negative
connotation
and
even
a
polarizing
effect
in
our
nation
and
in
our
schools.
G
Our
sharing
migration
project
focuses
on
recognizing
that
migration
is
a
shared
human
experience
that
travels
back
and
as
far
in
time
as
we
do
too
often,
there
is
a
disconnect
between
the
public
conversations
about
immigration.
What
we
teach
in
schools
and
our
students
lives.
This
project
seeks
to
bridge
that
gap
through
a
very
intentional
collaboration
that
integrates
students
in
our
general
education,
history
and
social
studies,
classrooms
with
students
with
limited
or
interrupted
formal
education
who
are
new
to
our
country
within
the
past
few
years.
G
Here
we
highlight
just
a
few
of
the
other
investments
we
have
made
to
keep
native
language
supports
at
the
forefront
of
our
work,
the
greatest
of
which
is
certainly
an
increase
of
fiction
and
nonfiction
resources
in
Spanish,
Haitian,
Creole
and
Chinese.
Not
only
do
these
materials
support
our
current
curriculum,
but
they
are
also
culturally
responsive
texts
that
are
aligned
by
theme
and
leveled
for
proficiency
by
providing
teachers
with
the
right
tools.
G
For
the
first
time,
we
are
building
capacity
into
aspin.
The
district's
online
student
information
system
to
accommodate
character
based
languages
such
as
Chinese
and
Arabic,
so
that
we
can
provide
automated
parental
notifications
in
all
of
our
districts,
major
languages,
as
I
mentioned
previously.
For
the
first
time
this
past
year,
we
were
pleased
to
offer
schools
the
opportunity
to
use
on-demand
telephonic
interpretation
services
for
instances
when
parent
communication
is
not
pre
scheduled,
but
is
needed
immediately
for
parent
drop-ins
or
for
emergencies.
A
H
You
thank
you
cheering.
Thank
you
all
being
here
today
appreciate
the
thoughtfulness
of
your
presentation,
I'm
looking
at
I
guess
the
third
page
from
the
beginning.
You
know
where
we're
referencing,
some
of
the
leveling
of
our
schools.
You
have
celebrating
the
Winthrop
school
exiting
level
for
turnaround
status,
schools
of
recognition.
Can
someone
outline
the
breakdown
of
how
many
schools
in
our
district
are
level
1,
2,
3
or
4?.
C
C
So
those
therefore
designations
now
and
those
include
schools
that
are
meeting
targets,
schools
that
are
partially
meeting
targets,
schools
that
are
receiving
targeted
support
or
broader,
comprehensive
support
and
in
terms
of
the
breakdown.
One
thing
to
note
is
the
district
also
received
a
categorization
which
is
a
new
change.
Then
the
past
the
district
was
labeled
according
to
the
lowest
performing
school
in
the
district.
Under
the
new
system,
the
district
receives
a
designation
according
to
them
the
overall
district
performance.
So.
I
H
A
C
D
C
C
C
H
J
H
C
One
piece
it
might
be
helpful
before
I
touch
on
that
piece
around
the
schools
with
insufficient
data.
Those
the
reason
that
schools
are
generally
categorized
as
having
insufficient
data
is
either
because
they're
an
Early,
Childhood
Center,
so
they
don't
have
tested
grade
levels,
which
is
where
most
of
the
accountability
system
points
come
from
or
it
might
be
because
it's
a
new
school
or
the
grade
level
configuration
might
have
changed
in
the
school.
F
Because
there's
a
couple
of
ways
that
we're
trying
to
I
think
it'd
add
those
that
need
the
most.
The
oh
I
is
one
and
we'll
talk
a
little
bit
more
tomorrow
during
that
presentation,
also
I
think
the
network
structure
itself,
you
know
Andrea
talked
a
little
bit
about
heading
up
as
an
academic
superintendent,
a
network
of
nine
schools
and
so
the
schools
that
need
the
most
support,
we're
trying
to
break
down
into
smaller
units
and
have
more
support
like
coulier's
ons.
F
K
I,
don't
have
too
much
more
to
add
I
think
we
have
not
done
a
lot
of
the
sort
of
analysis
of
the
impact
of
the
budget
on
a
per
pupil
basis
versus
schools.
I.
Think
a
lot
of
the
weighted
student
funding.
Mary
has
already
mentioned
that
we
do
account
for
an
individual
student
test
scores
in
in
two
ways.
The
first
is
through
the
opportunity
index.
The
second
is
through
at
the
high
school
level,
9th
and
10th
graders,
who
are
at
high
risk
of
dropping
out.
K
They
also
receive
an
additional
weight
and
we've
done
more
to
publish
online,
so
so
people
could
go
and
download
from
the
budget
website.
Now
all
of
the
per
pupil
costs,
I
will
say
the
biggest
driver
of
per
pupil
cost
out
of
school.
The
bigger
biggest
driver
of
the
the
school's
overall
budget
is
the
number
of
students
of
high
need
that
they
serve
both
English
learners
and
special
education,
students
and
I
think
oftentimes.
When
we
start
thinking
about
performance
as
it
relates
to
funding.
K
We
really
want
to
disaggregate
the
performance
by
group
and
we
start
to
get
a
much
more
nuanced
picture
of
school
performance
and
I.
Think
the
key
question
is
for
which
students
group,
for
which
student
group
is
a
school
high-performing
and
in
what
ways
are
they
getting
high
performance
and
I?
Think
sort
of
a
simple
total
budget
total
enrollment?
K
You
know,
state
accountability
is
just
it's
too
blunt
of
a
measure
we're
trying
to
really
understand
sort
of
which
schools
are
really
the
best
for
students
serving
students
in
a
specific
English
or
a
program
or
getting
down
to
it
and
understanding
which
schools
serve.
Have
the
best
ABA
program
that
we
can
replicate
and
understand,
and
that
goes
you
know.
We
obviously
feel
very
strongly
that
funding
is
an
important
element
of
that
we'd
really
drive
for
equity
and
a
per-pupil
basis
for
all
of
our
programs.
K
D
You
so
much
mr.
chair.
Thank
you
for
that
breakdown.
That's
really
helpful
as
you
get
the
information
of
the
actual
schools
to
us
in
terms
of
the
breakdown
of
whether
or
not
they're
meeting
their
targets.
I
think
it
would
also
be
good
to
have
information
that
allows
us
to
see
of
all
of
our
students
of
of
all
of
our
black
students,
of
all
of
our
Latino
students
which
schools
are
in.
D
So
if
we
could
have
this
also
broken
down
by
X
percent
of
black
students
are
in
meeting
target
partially
meeting
target
focused
targeted
support,
broad
comprehensive
support.
We
could
just
have
that
breakdown
by
a
demographic
of
students
as
well.
I
want
to
give
a
shout
out
to
the
Winthrop
for
moving
up
and
no
longer
being
designated
as
a
level
four
that
as
a
district
seven
school,
so
definitely
want
to
shout
them
out.
Lots
of
things
to
tackle
here
and
I
know
we're
short
on
time.
D
D
F
F
F
F
So
the
initial
plan
was
a
three-year
pilot.
This
is
the
third
year,
so
we
have
a
study
with
NYU
coming
out
over
the
summer
and
and
will
be
working
this
spring
and
summer
to
come
and
propose
a
plan
of
scaling,
and
so
that's
why
I
say
next
year
when
we're
before
you,
hopefully
we'll
have
a
scaling
clam,
both
both
educationally
but
also
budget
wise
and
how
many
years
we
can
get
to
full
scale
across
the
district.
Wonderful.
D
That
would
be.
That
would
be
great
in
terms
of
the
yellow,
which
I'm
a
big
fan
of
bilingualism
and
by
literacy
for
all
students
and
I
agree
that
that
should
be
the
goal.
Can
you
tell
me
how
that
is
being
actualized,
because
right
now,
BLL
feels
very
much
like
a
strategy
to
educate
english-language
learners,
which
is
very
important,
but
I.
Don't
I'm,
not
sure
where
we
are
getting
at
for
all
students
and
so.
G
Next
year,
we're
very
excited
to
pilot
developmental
bilingual
education,
which
is
similar
to
transitional
bilingual
education,
which
is
what
we
had
before
question
2.
However,
in
developmental
bilingual
education,
there
is
also
a
focus
on
maintaining
and
developing
the
native
language
versus
transitioning
out
of
the
native
language.
So
we
are
going
to
have
three
pilots
of
developmental
bilingual
education.
They
are
going
to
be
at
the
Quincy,
lower
Harvard
Kent
and
at
the
Quincy
and
the
pJK,
and
so.
D
I
understand
the
desire
and
I
think
it's
very
I
think
it's
crucial
in
terms
of
helping
English
language,
learners,
maintain
and
preserve
their
native
language.
What
I'm
asking
is
how
we
get
at
this
beyond
a
strategy
for
educating
LLS,
but
so
that
all
students
coming
out
of
bps
any
student
that
graduates,
bps
I,
believe
should
be
bilingual,
have
a
minimum
of
two,
if
not
three
languages,
all
students,
and
so
how
do
we
get
there?
How
do
we
create
more
dual
language
opportunities
for
all
of
our
young
people
right
now,
even
our
dual
language
schools.
D
It
seems
that
the
large
population,
a
large
population
in
our
dual
dual
language
schools,
are
either
Els
or
they
tend
to
be
parents
who
are
very
savvy
and
know
the
importance
of
getting
that's
that
second
language
for
their
child.
But
it's
not
the
students
that
we're
talking
about
when
we're
talking
about
closing
gaps
per
se.
So
how
do
we
get
at
making
sure
that
everyone
has
opportunity
so.
G
We
are
coming
up
with
a
five-year
strategic
plan
for
how
we
are
going
to
add
in
dual
language
programs.
Every
year
we
do
have
two-way
immersion
programs
in
the
district
right
now,
which
do
exactly
what
you
say,
which
are
half
50%
native
English
speakers
and
50%
English
learners.
However,
there
is
also
the
option
of
one-way
immersion,
which
serves
all
native
speakers,
and
the
other
option
that
we
are
looking
at
is
also
heritage,
language,
which
again
is
more
of
a
focus
on
the
native
speaker.
D
D
So
what
I
don't
see
are
actual
numbers
for
what
the
gaps
are.
I
see
the
graphics
with
the
the
colors
going
up
and
going
down.
If
we
look
at
math
in
particularly
so
one
I'd
like
to
see
what
the
actual
gaps
are,
so
what
the
actual
numbers
are,
the
gaps
when
we're
looking
at
and
not
just
by
race
but
by
program
area,
so
I'd
like
to
understand
how
our
students
with
disabilities
are
doing
as
well
as
our
English
language
learners.
D
If
we
just
look
at
math,
for
example,
what
it
looks
like
to
my
eyes
and
it's
hard
to
tell
without
numbers
with
the
actual
gap,
but
it
looks
like
the
gap
is
widening,
so
what
I
see
are
for
Asian
students
and
for
white
students,
an
uptick
in
the
math
for
2018
and
I,
see
for
the
purple
and
Latino
Hispanic
and
the
green
line
for
black
students
going
down.
So
if
I
see
those
groups
going
up
the
other
groups
going
down,
that's
a
widening
of
the
gap,
but
again
I.
D
C
So
I
can
give
you
those
numbers
and
then
we'll
also
obviously
include
that
in
our
follow-up
analysis,
but
for
2018,
you're
correct
so
for
all
students,
performance
went
from
67
to
65
percent
proficiency.
This
is
math
yep.
So
that's
where
we
got
that
two
percentage
point
decline
overall,
when
you
break
it
down
by
race
or
ethnicity
and
again
we'll
provide
these
numbers
two
for
follow-up
for
our
african-american
and
black
students.
The
proficiency
rate
declined
from
61
percent
to
57
percent
and
for
Asian
students
increased
from
91
to
93
percent
for
our
Latino
students.
D
My
time
is
up
and
I
want
a
respect
that
I
have
other
colleagues
here,
I
think
getting
those
numbers
would
be
really
helpful,
but
even
more
than
that,
what
I
want
to
understand
is
what
do
we
make
of
that?
Why
did
the
gap
widen
and
then
what
are
we
going
to
do
about
it?
So
I,
obviously
I
want
the
data,
but
really
I.
Think
this
conversation
what's
important
about
this
conversation?
Is
that
we're
getting
at?
D
A
L
Thank
You
councillor
co-moh,
and
thank
you
all
for
being
here
and
for
your
presentations
and
the
hard
work
that
you
guys
do
we
don't
often
I'll
speak
for
myself,
highlight
all
the
positives,
typically
hone
in
on
then.
What's
not
working,
because
time
is
of
the
essence,
and
we
only
have
a
certain
amount
of
time
with
you
guys,
but
I
do
want
to
start
with
thanking
you
guys
for
the
hard
you
do
have
hard
work.
You
do
every
day,
just
following
up
on
frankly
some
lines
of
questioning
from
councillor
Janie,
which
I
agree
with
her.
L
F
E
So
this
is
a
complex,
interconnected,
really
challenging
problem
that
our
peers
across
the
country
are
are
working
with
us
and
alongside
us
to
understand
all
the
dimensions
and
and
their
particularity
is
to
Boston
into
our
classrooms
as
well.
So
so
I'll
say
a
few
things
and
I'll
pass
it
over
to
my
colleague
dr.
roles
to
add
some
additional
pieces.
E
E
We
recognize
that
in
where
that
partial
implementation
is
happening.
We
have
partial
results.
So
our
work
is
in
supporting
school
leaders
and
in
teachers
and
teachers
in
unpacking
that
curriculum
making
it
really
relevant
to
our
students,
helping
them
to
customize
it
so
that
so
that
it's
culturally
relevant
and
also
just
right
on
time
for
what
students
really
need.
E
So
that's
some
of
the
work
that
we
have
ahead
of
us
too,
and
it's
embedded
in
what
we.
What
you've
heard
us
talk
about
in
previous
hearings
around
the
essentials
and
how
we've
sort
of
codified
our
instructional
vision
into
a
framework
and
a
set
of
practices
that
we
are
consistently
training
teachers
on.
We
have
some
work
to
do,
to
develop
toolkits,
to
support
teachers
and
how
to
do
that
at
the
classroom
level.
L
To
interject
there,
just
as
time
is
of
the
essence,
I've
been
visiting
schools
where
the
sad
part
is.
You
wouldn't
know
that
some
of
these
schools
that
have
populations
that
tend
to
be
our
most
needy,
whether
it
is
some
of
the
english-language
learners,
some
of
our
poorest
students
and
that
have
seen
some
really
great
results
on
the
MCAT
scores,
and
it's
like
going
to
a
building
and
I'm
like
who
knew.
This
is
incredible.
This
should
be
on
the
cover
of
every
magazine,
every
newspaper,
article
and
all
across
City
Hall.
L
So
is
there
a
list
of
the
schools
and
I've
only
visited
some
of
those,
because
many
are
outside
of
my
district,
but
is
there
a
list
of
schools
that
are
doing
this
really
well
that,
for
example,
these
last
metrics
have
shown
an
increase
going
in
the
opposite
direction
for
math
or
science?
And
what
can
we
learn
from
those
schools
as
to
how
they
made
that
happen?
Yes,.
E
F
I
was
just
gonna
double
down
on
student
experience.
We
need
to
change
long-term,
the
student
experience
in
our
classrooms
from
K
to
12
right,
and
so
it
starts
with
the
mindset
and
training
of
teachers
right.
Those
are
the
vehicles
right.
So,
if
I
don't
believe,
the
students
in
front
of
me
can
achieve
at
a
certain
rigor
level,
how
are
they
ever
gonna
reach
it
right
and
so
that
some
of
the
mindset
and
seal
SP
work?
F
We
try
to
do
curriculum
that
that
speaks
and
engages
students
uses
the
schema
they're
coming
in
culturally
to
bring
them
into
the
subject
matter.
Those
things
matter.
So
that's
some
of
the
work
that
we've
started
and
I
would
say
not
only
looking
at
schools,
but
you
know
walking
around
the
district.
Looking
at
teacher
to
teacher
there
are,
there
are
bright
spots
in
every
building.
How
do
we
take
what
they're
doing
and
really
scale
it
across
the
building
across
the
district?
Thank.
L
M
Good
afternoon,
ladies
and
gentlemen,
thank
you
for
your
good
work.
I
want
to
Buster
as
many
of
these
as
possible.
So
if
I
cut
you
off
I
apologize
in
advance,
but
I
appreciate
the
chairs,
diligent
timekeeping,
so
first
question:
we
no
longer
used
levels,
one
through
four
designation,
but
we
have
four
categories
so
for
understanding.
A1
isn't
necessarily
a
one,
but
it's
a
pretty
close
assumption.
So
the
fact
that
we
now
have
52
schools
that
are
at
level
one
or
level
two
or
the
first
two
categories.
C
Advises
against
comparing,
due
to
the
different
methodology,
the
different
weighting
and
the
inclusion
of
additional
metrics.
The
other
point
to
get
into
for
the
in
particular,
for
that
focus.
Targeted
support,
which
is
a
group
where
we
have
the
most
number
of
schools
and
2018
yep,
is
that
there
are
different
reasons
why
a
school
might
be
in
there.
So
they
could
be
there
for
a
low
graduation
rate
for
a
low
subgroup
performance
or
actually
for
a
load
test
participation,
and
we
actually
had
10
schools
that
were
in
that
category
just
because
they
had
a
particular
subgroup.
M
C
M
Higher
than
forty
to
fifty
two
so
I
guess,
my
point
is
I
understand
that
you
can't
compare
level
one
with
the
top
level
or
level
four
with
the
bottom
level
of
these
things,
but
I
think
it
underscores
some
concerning
data
that
we're
seeing
some
stagnation
as
it
relates
to
this,
and
this
isn't
an
indictment
of
anyone
sitting
here
or
anyone
sitting
behind
me.
But
I
think
that
it's
troubling
to
me
to
see
that
those
numbers
have
gone.
M
We
celebrated
several
years
ago
that
we
had
the
most
number
of
level
one
schools
I
think
in
VPSs
history.
It's
certainly
since
we've
been
doing
that.
We're
now
changing
the
designation
in
terms
of
how
we
rank
our
schools
for
lack
of
a
better
word,
but
it
and
I
know
it's
not
an
exact
science,
but
it
doesn't
seem
to
me
that
we're
seeing
is
positive.
Momentum
is
perhaps
we
had
thought
before.
One.
C
J
C
M
Get
that
I
get
that,
but
again
when
I
joined
this
body,
which
the
only
person
sitting
here
from
either
beep
Nate
may
have
been
there
I
don't
think
dr.
Rose
was
Mark
was
there.
That
was
it.
We
made
great,
we
lauded
the
fact
it
was
a
previous
administration
that
bps
is
too
population
had
been
growing.
M
This
is
in
2011
and
it's
been
stagnant
and
we
sort
of
need
to
remember
that,
as
we
talk
about
all
the
money
that
we're
putting
into
it
and
as
we
talk
about
the
budget
process
and
now
several
years
ago
we
lotted
the
fact
that
our
schools
seem
to
be
improving
and
we
had
more
level
one
schools
yet
because
we're
looking
at
it
differently,
those
numbers
aren't
quite
as
impressive,
so
I.
Just
again,
it
is
important
that
we
have
data.
M
It's
important,
that
we
have
uniform
data
and
consistent
data,
but
I
just
want
to
make
sure
that
we
we're
doing
right
by
our
students,
which
I
know
is
something
you
all
want
so
interesting
to
see.
Those
breakdowns
continue.
Graduation
rate,
congratulations.
Seventy
five
point:
one
percent
is
terrific
and
something
that
that
is
great
and
we
should
celebrate.
N
C
Card
will
actually
include
some
information
around
college
career
and
life,
readiness
which
will
include
both
post-secondary
achievement
and
persistence,
as
well
as
other
measures
that
we
know
are
critical
for
our
students,
which
also
includes
the
percentage
of
students
that
are
during
their
high
school
career,
engaging,
and
you
know,
internships
or
job
readiness
training.
It
also
looks
at
our
students
and
their
post-secondary
plans
as
they're
getting
ready
to
leave
high
school
and
the
students
that
have
a
specific
plan
after.
M
M
C
M
You
there's
a
slide:
I,
don't
know
the
number
we
we
correctly
laud.
The
fact
that
96%
of
students
enrolled
in
pre-kindergarten
through
eighth
grade
receive
are
offered
are
offered
arts
education
and
that
number
drops
a
little
bit
to
high
school.
Understandably
so
68%
do
we
have
those
same
percentages
for
science.
L
E
M
O
Thank
You
council
CMO,
and
thank
you
to
the
panelists
for
your
work
and
for
being
being
here
with
us
today.
I
just
want
to
focus
a
little
on
Yoel
issues.
If
we
may
I
spend
a
lot
of
time
in
the
district,
but
especially
in
the
with
students
and
with
parents
as
well
of
yo,
L
and
I'm
just
curious.
What
what
type
of
engagement
are
we
doing
or
parents,
maybe
maybe,
as
an
example
in
my
in
in
Chinatown
the
many
of
the
parents,
don't
speak
English.
O
Some
of
these
students
are,
you
know,
Yoel
learners
as
well,
but
this
sometimes
this
scene.
This
seems
to
be
a
disconnect
with
the
with
the
parents
getting
the
services
for
their
child.
I
know
there
was
a
an
increase
in
translation
services
in
the
budget,
but
what
what
are
we
doing
on
on
that
issue
to
improve
improve
the
communication?
Improve
services.
G
Where
we
are
constantly
striving
to
improve
one
of
the
ways
that
we
do,
that
is
through
our
district
English
Learner
Advisory
Council,
where
we
have
family
members
who
are
part
of
the
English
Learner
Advisory
Council,
and
give
us
advice
on
programming.
We
have
an
executive
committee
that
is
also
represented
in
various
neighborhoods
throughout
the
city
that
meets
every
other
week,
and
then
we
have
three
dealloc
conferences
per
year,
we're
also
in
the
process
of
setting
up
elack's,
English
Learner
advisory
councils
based
on
linguistic
group.
G
So
we
will
have
one
specifically
for
the
Chinese
community
that
will
bring
together
Chinese
speakers
from
various
schools
so
that
they
can
discuss
various
programs
and
what's
working
best
for
their
students
and
then
advise
us
on
those.
We
also
lead
English
as
a
second
language
classes
and
in
those
classes
the
content
is
in
how
to
best
support
your
students.
I'm
saying
with
our
technology,
goes
home
classes
which
are
led
in
the
native
language,
always
the
content
of
our
parent
literacy
or
esal
classes.
Our
tech
goes
home.
The
content
is
always
how
to
best
support
there.
G
Our
students,
how
to
navigate
the
system
which
can
be
complicated
and
also
who
to
contact
in
the
case
that
they
need
better
support,
because
we
do
have
parent
engagement
specialists
in
all
of
our
major
languages.
We
just
recently
added
Arabic
art,
which
is
our
the
only
one
we
were
missing,
and
so
those
parent
engagement
specialists
are
the
ones
who
work
most
closely
with
the
community
to
ensure
that
we
are
communicating
and
that
they
are
getting
meaningful
access
to
what
we
are
doing.
Thank.
O
You
thank
you
for
that.
Answering
the
the
other
issue
as
it
relates
to
that
is.
You
know
special
education
programs
for
ell
students
in
the
appearance.
Again
there
does
seem
to
be
challenges:
translation
services.
How
will
communicating
do
we
have
enough
interpreters?
Do
we
have
enough
mental
health
counselors
that
speak
a
language
other
than
English,
that
they're
able
to
communicate
so
I
think
having
a
system
in
place?
O
O
So
that's
a
that's
an
area,
I
hope
we
can
focus
on
and
then
just
finally
I
know
you
mentioned
the
Somalian
community,
myself
and
Frank
Baker
actually
represent
as
District
Council
as
the
Mary
Ellen
McCormack
in
the
Old
Colony,
and
we
have
a
lot
of
Somalian
students
there.
What
are
we
doing
to
help
bridge
the
gap
for
those
families
for
those
students
on
Neil
language
challenges
in
culture
and
how
we
can?
How
can
we
improve
the
system
for
those
students
and
parents
as
well,
so.
G
One
of
the
things
that
we're
looking
into
moving
forward
is
how
much
native
language
access
we
can
provide
not
only
to
our
students
but
to
our
families.
One
of
the
things
that
we
are
looking
at
in
the
future
is
a
move
back
to
bilingual
special
education.
I
know
we
have
done
sei
inclusion.
However,
we
do
believe
that
native
language
instruction
and
support
is
key
to
making
sure
that
our
students
are
doing
well,
so
that
is
one
of
the
things
that
we're
doing
for
special
education.
G
As
far
as
for
the
translations
and
interpretations
for
our
special
education,
IEP
meetings
or
the
forms,
one
of
the
things
that
we
do
is
track
very
closely.
All
of
the
requests
that
are
coming
in
to
see
how
quickly
they're
being
turned
around
to
make
sure
that
nothing
is
going
on
translated
or
interpreted.
G
So
the
other
thing
that
we've
been
doing
is
keeping
track
of,
who
is
actually
accessing
the
resources
which
principals,
which
educators
and
reaching
out
to
the
schools,
where
we
see
that
they
are
not
utilizing
the
resources
that
we
can
better
support
them
in
doing
so,
I
think
I
missed
one
of
the
parts
of
your
question.
No.
O
I
think
you
covered
at
all
I
I
know
you
mentioned
telephone
interpretation.
I,
think
that
service
is
is
important,
but
I
would
never
want
to
see
that
service
a
substitute
as
as
a
live
body
in
there
absolutely
doing
the
doing
the
translation
and
then
also
on
my
final
point.
I
can
I
can
wait
more
of
a
more
of
a
comment
when
we
have
a
community
meeting
or
a
or
a
meeting
at
a
school
with
a
school,
a
high
percentage
of
them
speak
a
language
other
than
English.
O
Can
there
be
a
policy
going
forward
that
bps
always
provides
an
interpreter
for
that
community,
meaning
I've
been
to
a
few,
and
they
haven't
been
the
right
interpreters
at
the
right
time,
but
just
going
forward
if
we
can
at
least
consider
having
an
interpreter
for
that
community,
whether
it's,
whether
it's
for
the
for
the
school
itself
or
services
for
those
students,
but
that's
something
that
would
be
very,
very
important
to
me.
Yes,.
G
We
definitely
want
to
make
sure
that
is
already
our
policy,
and
so,
if
there
are
ever
times
when
that's
not
happening,
if
you
could
please
let
us
know,
because
we'll
make
sure
to
reach
out
to
that
school
to
let
them
know
how
they
can
access
this
port,
because
we
don't
always
know
all
of
the
different
meetings
that
are
occurring.
But
if
they
let
us
know,
we
absolutely
always
provide
resources
and
interpretation
in
all
of
the
languages
that
they
require.
Thank.
A
P
P
If
we
continue
to
pass
children
that
with
they
don't
have
sort
of
strong
grasp
of
the
subject
matter
that
we're
doing
everyone,
particularly
that
child
a
huge
disservice
and
I
think
there
was
a
period
of
time
where
we
just
we
were
just
sort
of
passing
kids
along
through
the
system,
and
hopefully
that
is
that
trajectory
has
changed
and
that
we've
put
more
focus
on
on
the
early
education
piece.
So
I
want
to
focus
on
how
many
pre-k
seats
will
be
added
to
fiscal
year
20.
P
Well,
will
the
total
number
of
pre-k
seats
be
that's
a
lot
of
things.
We
hear
we're
hearing
that
we're
adding
more
pre-k
seats,
but
when
you
talk
to
parents
across
the
city,
I'm
an
at-large
council
of
so
not
a
lot
of
folks
know
what
that
means
and
whether
or
not
they're
gonna
have
access
to
those
seats.
E
P
Q
The
first
450
seats,
we're
planning,
will
be
in
community-based
organizations
and
we
are
in
process
of
figuring
out
where
they're
gonna
be
based
on
the
application,
we'll
get
the
applications
in
May
first
and
then
we
will
determine
through
a
selection
process
which
neighborhoods
it'll
be
on
the
strength
of
the
the
applications
and
also
the
neighborhood
in
the
need,
and
so
once
we
know
that.
We'll
know
that
in
about
July
and
then
we
can
give
you
that
information
about
these
C's
are
we
ready
to
go
by
September?
P
One
and
I
might
suggest
analyze
the
ia
piece
we
need
gets
if
we
need
to
get
started
on
those
as
soon
as
possible.
Those
are
painstakingly
slow
in
order
to
to
get
to
the
end.
Result
would
like
to
have
a
kid
hitting
the
ground
on
all
cylinders
that
first
week
in
September,
as
opposed
to
going
through
that
that
IEP
process
throughout
the
entire
school
year,
and
then
we
get
an
appropriate
placement
in
the
spring.
Sometimes
yeah.
Q
Well,
absolutely
and
I
think
we
see
this
being
in
community-based
programs.
Actually
it's
an
opportunity
to
work
with
students
before
they're
coming
to
BPS
through
the
public
health
system,
because
they're
already
in
community-based
programs,
so
we
will
be
identifying
early
children
earlier
and
thinking
about
services.
So
this
is
a
great
opportunity
to
work
on
that
in.
Q
That's
we're
thinking,
it'll
be
about
25
classrooms
and
the
number
of
organizations
will
no
because
they
may,
it
may
be
probably
around
15,
we'll
have
to
see
because
there'll
be
multiple
classrooms,
but
we
won't
know
till
the
applications
come
in
right,
but
we're
going
on
that
right,
yeah,
we're
absolutely
committed
to
just
so.
You
know
in
the
intent
to
apply
there
was
roughly
800
children,
so
we
think
there's
gonna
be
enough.
Programs
out
there
that
are
gonna
apply,
but
we
won't
know
until
the
applications
come
in.
Okay.
Q
It
increases
the
enrollment
in
bps
I
mean
many
of
these
kids
probably
would
have
gone
to
bps
in
kindergarten
and
many
who
were
in
the
k1
seats
in
community-based
programs
actually
leave
to
go
to
bps
during
the
year.
So
we're
hoping,
though,
that
in
the
end
this
increases
like
enrollment
and
the
Boston
Public
Schools,
we're.
N
P
And
then,
on
the
back
end,
obviously
of
the
I
guess
the
k12
part
of
it
I
know
we
had
mentioned
my
colleague,
you
mentioned
the
seventy
five
percent
graduation
rate,
but
one
of
the
barometers
and
metrics
I
use
is
that
it's
great
that
we're
graduating
more
kids,
but
it's
not
so
great
that
they're
not
getting
into
some
of
the
best
schools
in
the
world
that
called
Boston
they're
home.
That's
an
absolute
travesty.
P
P
Prep
minutes
it's
for
the
kid
that
really
wants
to
to
go
to
one
of
these
schools
or
may
have
an
opportunity
for
a
scholarship
at
one
of
these
schools,
or
maybe
it
could
be
an
English
language
learner
that
just
needs
an
additional
year
of
just
intense
preparation
to
get
those
SAT
scores.
I've
get
those
math
science,
English
scores
up
by
I,
think
we're
missing
the
boat
there
and
I
know
we're
boasting
of
some
greater
graduation
rates,
which
is
great
and
that's
a
total
hugs
and
high-five
moment.
P
But
if
that
kids
not
getting
to
go
to
B,
C
or
bu
or
northeast
than
Emerson,
I,
Wentworth,
I
I
think
we
need.
We
can
and
must
do
better
we're
in
a
global
economy,
and
you
look
at
Boston
skyline
and
know
that
the
the
employment
opportunities
are
there,
but
they're
only
gonna
be
there
if
they
come
out
of
these
schools.
So
so
I'd
love
to
get
your
thoughts
on
the
year.
Thirteen,
not
not
not
pinning
anyone
down
just
sort
of
your
thoughts
when
I
when
I
went
to
school
year.
P
Thirteen
was
really
used
for
athletic
purposes.
It
was
to
get
one
more
year
of
speed
and
strength
than
and
it
sort
maybe
a
longer
sports
schedule,
and
it
was
also
to
get
into
Division
one
schools.
But
the
trend
has
been
that
folks,
either
holding
their
children
back
or
participating
in
an
additional
year
and
I
think
that
that
should
be
afforded
in
the
Boston
Public
Schools.
So.
B
I'll
start
out
and
I'm
didn't
open
it
up
to
others.
To
comment
me
now:
I've
decided.
It
is
definitely
interesting
idea,
one
that
we
should
spend
some
time.
Looking
more
into
you
know.
One
of
the
things
we
obviously
just
goes
without
saying
we
want
to
do
is
prepare
young
people
as
much
as
we
can
to
go
through
a
K
through
12
educational
system
and
not
have
them
when
we
think
about
them
being
competitive
with
peers.
B
You
know
when
we
look
at
the
fact
that,
when
they
get
to
often
sometimes
a
two-year
and
four-year
colleges
having
to
take
the
remedial
courses,
that's
something
that
we
want
to
do
as
much
as
we
can
up
front
before
they
go
to
post-secondary
options
to
to
address
and
also
making
sure
that
we're
preparing
and
people
to
be
successful.
You
know
in
a
number
of
different
a
variety
of
different
kind
of
post-secondary
opportunities,
and
so
I
just
wanted
to
say
that
and
say
it's
something
that
we
definitely
work.
England
forward.
E
What
we've
seen
in
the
test
scores
over
here
over
the
over
the
last
few
years
is
fairly
stagnant
right
and
to
your
point.
There
have
been
policies
or
new
policies,
practices
right
of
of
moving
students
forward,
and
then
we
have
a
tenth
grade.
Competency
examination.
We've
noticed
that
we
tend
to.
We
tend
to
backslide
in
the
accountability
metrics
that
are
new,
because
we
focus
on
that
which
is
tested
right
frameworks
have
been
changing.
E
The
standards
have
been
changing
over
the
last
few
years
and
we
tend
to
do
better
the
second
year
that
a
new
set
of
accountability
standards
is
in
place.
So
one
highlight
that
in
this
coming
year,
this
comes
this
spring.
The
tenth
grade,
M
Cass,
is
going
to
be
aligned
to
the
new
next-generation
standards
and,
as
a
result,
right
we're
likely
to
see
similar
trends.
E
R
You
very
much
and
apologize
for
being
late
today.
I
just
wanted
to
follow
up
and
I
again.
If
my
questions
are
repetitive
I'm,
going
to
just
ask
that
you
be
patient
with
me
and
just
be
willing
to
repeat
what
you
said
before.
I
wanted
to
follow
up
specifically
on
the
e
ll
questions.
You
know:
I
represent
East
Boston,
so
I
have
a
very
large
population
of
kids,
who
are
new
Americans,
who
are
learning
English
and
very,
very
proud
of
the
diversity.
R
So
I
want
to
commend
you
already
I'm
the
amount
of
work
and,
as
you
were
answering
councillor
Flynn's
previous
question,
I
thought
I
was
really
impressed
and
thank
you
very
much.
I
wanted
to
follow
up
on
a
the,
however,
on
the
the
Mehta,
the
Metta,
lawsuit
and
consent
decree
or
agreement
to
work
with
Mehta
in
terms
of
making
sure
that
we're
where
we
have
robust
community
back
and
forth
and
checklists
and
so
on
and
so
forth
and
I
would
love
to
just
hear
from
you.
I
know
that
we
have
one.
R
Could
you
describe
how
bps
is
using
the
five
million
dollar
title?
One
funds
and
I
think
you
may
have
already
at
length,
so
could
you
also
I
know
that
there
is
part
of
the
consent
decree
is
that
there
will
be
an
annual
determination
and
that
the
School
Committee
will
collect
from
each
school
monitoring
checklist?
R
So
could
you
share
these
checklists
with
the
City
Council
and
have
you
shared
those
checklists
recently
and
then
also
under
the
order
of
the
budget
Jers
for
chapter,
when
funds
must
be
determined
in
consultation
with
the
counsel
for
the
firm
with
maida?
So
have
you
shared
those
checklists
with
maida
and
is
there
what's
the
practice
to
share
them
in
the
future
sure.
G
So
I
would
love
to
speak
about
this.
This
is
something
we've
done
a
lot
of
work
on
in
the
past,
so
we
are
very
lucky
to
have
five
million
dollars
of
supplemental
monies
that
goes
to
our
schools,
just
to
support
our
English
learners
and
those
are
allocated
to
our
schools
based
on
the
number
of
English
learners
that
they
have
so
that
the
money
is
equitably
distributed
to
our
all
of
our
schools.
G
In
the
past
two
years,
we've
been
doing
a
lot
of
work
to
ensure
that
that
money
is
spent
appropriately
and
that
it
is
always
spent
on
supplemental
services
and
not
services
that
are
core.
This
has
been
an
area
where
we
have
had
to
have
continued
feedback
loops
with
schools
and
and
grow
over
the
years.
This
past
year,
we
actually
were
very
excited
to
add
a
a
title,
one
budget
coordinator
that
is
shared
with
the
office
of
English
learners
and
with
the
office
of
Finance.
G
Now
this
person
is
able
to
process
all
of
the
requisitions
that
come
in
from
schools
for
that
title,
one
money
and
be
able
to
assure
that
it
is
being
spent
appropriately
and
on
supplemental
services.
So
this
is
a
new
position
we've
never
had
before
and
with
that
has
come
a
few
glitches
and
how
we've
how
we've
been
able
to
how
quickly
we've
been
able
to
get
that
information
out.
G
G
But
again,
that
process
went
through
a
little
bit
of
a
different
spin
this
year,
as
we
now
have
somebody
dedicated
specifically
to
that
effort.
Who
now
gives
them
direct
feedback
so
we'll
be
sharing
that
with
them
this
week
and
again,
that
is
for
the
spending
of
next
year's
fun.
So
they
will
have
plenty
of
time
to.
G
Let
us
know
how
how
they
feel
that
our
schools
are
planning
to
spend
their
money
and
that
will
actually
be
earlier
than
I
believe
they've
ever
gotten
that
feedback,
even
though
I
know
it
seems
later
it's
it's
still
earlier,
because
the
budget
plan
process
was
something
we
just
implemented
last
year
before
we
used
to
just
send
them
to
the
checklist
at
the
end
of
the
year.
That
only
showed
how
we
had
spent
the
money
so.
R
That's
excellent
news.
Thank
you
very
much
for
that.
So
meta
will
be
getting
what
they're
concerned
about
or
what
their
their
checklists
and
in
compliance
with
the
consent
decree
in
the
next
week
or
so.
I
won't
hold
you
to
the
next
week,
but
I
assume
they'll
be
getting
it
relatively
soon,
actually
earlier
than
they've
gotten
it
before,
and
what
whatever
glitches
in
terms
of
the
back-and-forth
has
been.
Because
of
the
new
position,
you
brought
on
to
coordinate
that
for
all
title
1
funds
exactly
because.
G
R
A
R
H
You
Thank
You
councillor,
Edwards
I,
think
we
all
got
that
those
emails,
because
the
the
questions,
because
they're
really
important
to
have
them
answered-
and
there
was
great
deal
of
delay,
I-
think
on
behalf
of
mother
I-
want
to
follow
back
up
on
the
science
curriculum
questions
that
were
asked
earlier,
where
it's
a
requirement
across
the
board.
Can
you
tell
us
what
those
desi
recommendations
are
for
K
through
12
I?
Think
it's
you
Andre
yeah.
E
E
H
You
thanks
Holly
and
then,
while
Holly's
getting
squared
away,
can
we
talk
a
little
bit
about
the
relationship
between
science,
education,
in
particular,
six
through
eight
education
when
we're
thinking
about
build
bps
and
some
of
the
restructuring
of
K
to
six
seven
to
twelve?
What
those
impacts
will
be
when
we're
breaking
up
six
from
seven
to
eight
and
how
we
are
in
cases
where
we're
adding
sex
to
a
k2
five
school
that
didn't
have
that
curriculum
before
how
that's
gonna
impact
those
changes
and
how
we'll
adapt
the
curriculum.
Yep.
E
I
think
the
benefit
of
having
a
longer
term
capital
and
strategic
plan
for
our
facilities
is
that
it
gives
us
time
to
redesign
what
our
K
6
&
7
12
curriculum
and
instructional
plans
look
like,
and
we
have
schools
that
have
walked
that
path
before
that
are
now
seven
12s
or
six
12s
who
have
moved
and
reconfigured
and
we're
in
conversation
with
them
to
learn
from
them
that
impact
that
you're
describing
yeah
I'll,
stop
there
and
and
around
the
bill.
Bps.
H
So
I
can
say
one
other
piece
on
that
is
at
the
end
of
this
year.
I
know
the
superintendent
is
looking
to
move
a
few
of
our
K
2
fives
2
K
2
sixes
aggressively,
and
they
think
many
of
us,
if
not
all
of
us,
are
on
board
with
that
schedule,
but
that
is
going
to
its
unique
own
for
the
Mike
that
is
going
to
impact
some
of
that
science
instruction
and
curriculum.
So
I
want
to
make
sure
that
those
K
to
fives
that
will
become
q6
will
have
proper
science
instruction
yeah.
K
And
to
clarify
the
timeline
in
terms
of
what
we're
looking
to
do
is
start
the
K
to
six
expansion
for
the
fall
of
2020,
which
gives
us
a
full
academic
year
of
planning,
specifically
for
the
issue
of
ensuring
that
we
have
supported
those
K
to
fives,
who
are
expanding.
The
sixth
grade
in
all
of
the
curriculum
needs,
because
it's
not
just
you
know,
we've
said
before.
Sixth
grades
are
not
just
bigger
fifth
graders
and
seventh
and
eighth
graders
are
not
just
smaller
high
schoolers
I
do
think
from
a
bill.
K
So
those
students
don't
have
access
to
a
lot
of
the
science
and
technology
that
you
might
want
to
see
as
they
get
more
advanced,
particularly
for
the
students
who
are
ready
for
higher-level
content
and
curriculum
in
7th
and
8th
grade.
So
we
we
do
think
that
part
of
the
7
12
expansions
and
using
those
high
school
space
is
going
to
give
those
younger
students
access
to
more
rigor
and
more
resources
that
are
available
in
our
high
school
buildings.
Thank.
H
J
H
Do
we
when
we
go
through
our
school
budgeting,
probably
the
school
budgets,
many
of
our
school
leaders
are
often
making
decisions
and
and
we're
losing
science
teachers
because
they're
not
necessarily
1ft
in
a
particular
building,
because
because
of
the
hours
requirements
is
there
any
work
towards,
especially
as
science
is
a
is
now
at
a
MCATs
performance
measure?
Are
we
I
want
to
make
sure
that
our
science
teachers
are
secure
in
our
school
buildings,
especially
in
those
lower
grades
where
it's,
the
hours
are
a
little
bit
sloppy.
B
My
question
was
also
no
great
great
question,
so
this
is
one
of
the
things
that
we
spent
a
lot
of
time.
Thinking
about
especially
recently,
because
one
of
the
things
that
will
happen
is
about
two
years
or
so
you'll
see
it.
Sports
subject
come
up
in
terms
of
state
accountability,
I'm
cast
history
and
social
science
and
because
we
haven't
invested
in
the
same
ways
and
the
other
three
subjects
in
that.
B
You
know
with
science.
The
strategy
has
been
over
the
last
few
years
and
I
think
more
so
in
the
recent
year,
or
so
is
to
try
to
provide
more
content,
knowledge
and
science
for
teachers,
who,
probably
you
know,
were
specialists
in
either
reading
or
math
when
they
graduated
from
whatever
preparation
program
they
went
through.
There
are
not
a
lot
of
science
preparation
programs
out
there
for
elementary
educators
and
the
ones
that
are
out
there
we're
working
with,
and
how
do
we
increase
the
pipeline
and,
of
course,
Crees
make
sure
there's
a
diverse
pipeline.
B
So
then
what
we
have
to
do
is
ourselves,
as
BPS
is
make
sure
we're
providing
teachers
with
those
resources,
as
we
also
think
about
and
plan
to
make
sure
that
there
is
a
very
clear
plan
for
how
many
instructional
minutes
we're
putting
it
in
a
day
right.
We're
gonna
have
to
start
making
sure
we
have
social
studies
right
at
those
early
grades
as
well,
and
it's
only
with
so
many
minutes
in
the
day.
So
that
is
the
work
we're
looking
at
doing.
Overall
as
academics,
team
I.
H
I
D
That
up
to
75%
I
think
that's
wonderful!
It
still
means
that
25%
are
not
there,
so
obviously
more
work
to
do
in
terms
of
just
the
data
request
again
if
we
could
have
that
information
broken
down
by
by
race
and
by
program
area.
So
looking
at
those
seventy-five
percent
graduation
rates
I'd
be
interested
in
having
that
by
broken
down
by
race
in
terms
of
the
the
arts.
D
E
D
N
D
D
D
What
have
you
dual-language
I
just
want
to
know
what
are
the
plans
for
expansion
so
five
years
ago
before
I
was
on
the
council
when
I
was
doing
organizing
work
around
education
me
and
my
team
worked
to
get
to
a
language
at
the
Amana,
that's
back
when
Alex
was
there,
so
a
lot
has
happened
at
since
then.
We've
got
a
school
now
in
Mattapan.
What's
the
what's
the
five-year
plan
to
get
us
where
we
need
to
be
in
terms
of
bilingualism
and
by
literacy
and
within
the
district
in
terms
of
dual
language?
Yes,.
G
Schools
in
the
next
five
years-
I-
don't
have
that
exact
number,
but
I
will
say
that
this
coming
fall.
We
are
hoping
that
one
of
the
new
upk
programs
is
a
vietnamese
program,
wouldn't
be
at
aid,
so
we
have
been
working
with
them
on
their
application
so
that
they
can
be
one
of
the
host
sites.
This
has
been
something
they've
been
working
on
for
the
past
two
years,
so
wonderful.
J
D
Of
questions
on
the
UPK,
thank
you
Jason
and
thank
you
for
your
work
while
you're
coming
down.
Let
me
just
ask
I
want
to
understand
the
timeline,
so
the
RFP
is
out
people
gonna
respond
by
May.
Meanwhile,
families
were
making
choices
in
January.
What
choices
were
they
making
for
seats
that
don't
exist
so.
D
Q
So
what
we're
gonna
do,
basically,
is
anybody
who's
on
currently
on
a
waitlist?
We
will
call
them
and
tell
them
about
the
existing
programs,
and
then
the
programs
themselves
already
have
families
or
will
be
seeking
families
as
well.
So
it's
gonna
be
a
multiple
entry
point
in
the
beginning,
wonderful.
D
D
Wonderful,
wonderful
in
terms
of
making
sure
that
these
are
high
quality
seats
and
I
know.
That's
your
focus.
How
do
we
do
that?
What
what's
the
current
definition
of
a
highly
qualified
teacher
number
one
and
then
assuming
that
we
agree
that
that's
what
makes
a
highly
qualified
teacher
and
I'm
not
convinced
that
just
having
a
test
and
these
credentials
makes
you
highly
qualified.
But
assuming
that's
the
measure?
How
do
we
ensure
that
our
community-based
organizations
that
that
are,
that
our
partners
there
are
getting
the
supports
that
they
need
to
meet
that
standard?
So.
Q
It's
a
couple
of
things:
one
is:
it
starts
with
the
bachelor
degree
as
just
aintry.
We
want
to
build
pathway
programs
for
master's,
we're
doing
a
lot
of
partnerships
with
UMass
Boston.
So
that's
a
piece
of
it,
but
I
think
it's
too
quickly.
I'm
in
the
coaching
and
the
professional
development
you
get,
that
really
is
gonna,
define
that
and
we
have
fidelity
to
the
curriculum
and
call
the
instruction
measures
that
we're
building
into
it
and
part
of
the
slow
role
of
this
is
through
May
through
July.
Q
When
we
accept
programs,
we're
gonna,
go
there
and
do
needs
assessments
and
jointly
develop
plans
for
quality
improvement
and
quality
olson
isn't
just
around
instruction.
It's
also
comprehensive
services
supports
for
families
culturally,
sustaining
practices
so
sort
of
it's
a
whole
kind
of
view
of
what
makes
strong
early
childhood
programming.
Okay,
so.
D
We
won't
know
the
locations
until
the
RFPs
come
to
the
proposals
come
back
but
I
guess
how
does
this
all
fit
in
with
equity
and
ensuring
that
we
have
early
childhood
education
opportunities
where
we
need
the
most
and
so
I?
Don't
know
if
that's
for
you
for
all
of
you
to
be
thinking
about
how
we
ensure
that
we're
getting
these
seats
where
we
need
them
most
and
that
we
are
gonna
and
you
know
make
sure
that
these
are
going
to
be
high
quality
seeds.
So.
Q
They
I
mean
I
would
just
say
first
that
we
have
a
plan
and
the
plan
and
a
process,
and
the
process
really
is
about
six
different
groups
within
bps
and
community
to
really
sort
of
think
through.
How
do
we
do
this
in
an
equitable
way
that
really
improves
quality
and
gives
everybody
access?
And
so
there's
a
lot
of
policy
questions?
E
Thing
that
act
that
I
dad
there
is
that,
as
you
likely
know,
that
we've
developed
our
assistant
superintendent
for
equity,
along
with
the
opportunity
gaps
office
and
dr.
Rose's
leadership,
we've
developed
a
set
of
equity
tools
that
we
use
to
run
our
major
decisions
through
and
we'll
be
using
that
tool
to
ensure
that
our
students
that
need
and
families
that
need
these
services,
the
most
will
have
access.
E
L
You
just
following
up
on
some
of
them.
The
UPK
stuff
put
this
in
hi
Jason.
We
put
this
request
in
I
did
for
the
initial
overview
here
and
just
you
know
at
some
point
and
within
the
record
it
was
1500
seats
was
the
gap.
We've
done
something
with
750
put
in
a
request
and
I'm
just
renaming
it
here.
Since
this.
I
L
L
Q
The
450
is
for
next
September,
then
we're
gonna
see
how
many
more
community-based
programs
apply.
At
the
same
time,
we
want
to
give
the
bill
BPS
its
process
and
so
I
think
these
are
sort
of
simultaneous
tracks.
One
is
how
many
quality
seats
can
be
created
in
community-based
programs
that
are
comparable
to
the
quality
of
the
Boston
Public
School
seats,
so
that
families
are
not.
You
know,
they're
getting
access
to
high
quality
and
at
the
same
time
we
have
this
bps
initiative
and
so
Nate
and
his
team
and
others
will
be
looking
at
that.
Q
L
L
Right
now,
folks
are
being
community-based.
Providers
are
being
encouraged
to
apply
through
the
through
the
RFP,
but
the
announcement
listed
some
organizations
that
I
think
already
are
sort
of
a
part
of
this
initiative
and
process.
Already.
Okay-
and
what's
the
earlier
was
mentioned,
there
are
I
think
it
was
quality
elements.
What
are
those
elements
listed
in
RFP
or.
Q
Q
I
mean
a
lot
of
it
is
focused
on
the
implementation
of
the
curriculum
and
strong
instructional
practices
and
you're
willing.
Basically,
instead
of
what
you
were
doing,
most
community-based
programs
are
using
creative
curriculum
and
have
chose
their
own
curriculum.
This
is
a
curriculum.
The
one
the
focused
curriculum
from
VPS
is
really
focused
on
literacy
and
math,
and
strong
sort
of
social,
emotional
regulation
opportunities.
So
it's
I
wouldn't
say
it's
more
academic,
but
it
definitely
will
help
you
succeed
in
school,
better
and
so
those.
So
it's
a
real
strong
emphasis
on
the
curriculum.
Q
Then
programs
are
required
to
be
NAU,
I
see
accredited
and
we
have
a
process
for
that.
So,
if
they're
not
already
going
through
accreditation,
part
of
the
dollars
can
be
there
to
support
them.
Plus
the
state
has
a
QRIs
system,
and
so
we
will
push
them
deeper
into
improving
their
quality
in
all
aspects.
Cuz,
it's
obviously
not
just
curriculum
and
instruction.
Then
it's
around
engaging
families.
Some
programs
have
really
comprehensive
programs
such
as
head
start,
but
others
don't,
and
so
we're
gonna
and
also
neighborhood
services
and
supports
are
not
even
across
this
across
Boston.
Q
So
it's
also
working
with
Boston
Children's,
Hospital,
I'm
figuring
out
how
to
enhance
and
strengthen
services
for
families.
So
it's
thinking
about
that
system.
Compensation
is
the
biggest
sort
of
part.
If
you
know
it's
a
large
budget.
Most
of
this
is
really
going
to
teacher
salaries
and
director
salaries,
and
that's
where
the
parody
is
gonna
really
make
change.
So
from
a
social
equity
viewpoint,
this
is
a
great
win.
Q
We
have
found
that,
even
if
we
do
great
curriculum,
if
the
staff
turnover
is
so
high,
then
it's
been
a
really
challenge,
and
so
this
is
a
lot
of
the
money
will
really
actually
just
make
it
way
to
teacher
salaries,
which
is
a
win
for
everybody,
and
then
the
last
is
just
some
programs.
You
know
they're
in
church
basements.
They
were
not
really
designed
fiscally
and
so
we're
gonna
help
them
kind
of
strengthen
their
fiscal
management
cuz.
Obviously
this
is
a
large
investment
in
the
program.
So
there's
gonna
be
some
work
around
their.
L
Q
Generally,
money
that
goes
into
programs
70%
of
it
goes
into
staff
salaries.
So
it
was
funny.
I
was
just
looking
at
one
of
the
budgets
of
an
existing
program
and
that
about
27%
of
the
money
went
to
it.
Improved
the
teacher
salary
about
15%,
went
to
the
assistant
teacher
and,
and
then
I,
don't
look
it
up,
but
it
was
like
10%
went
to
the
director,
so
you
can
see
it's
a
it's:
a
heavy
lift
for
programs
to
increase
salaries,
and
so
it's
a
large
percentage
of
the
budget.
Thank.
M
A
bit
about
the
ESI,
the
exam
school
initiative
in
ISEE
access,
so
everyone
just
wants
to
jump
in
what
sort
of
plans
are
we'll
start
with
the
exam
school
initiative
and
success?
We've
seen
I
know
the
invitations
to
the
three
exam
schools
were
out
last
month.
Are
we
seeing
it's
working
we're
seeing
positive
trends?
Yes,
so.
F
We
don't
have
the
analysis
for
this
year.
We
have
the
analysis
for
the
two
previous
years
now
so
yeah.
The
trends
are,
are
those
that
go
through
the
program,
especially
black
and
Latino.
Students
have
I
think
the
last
two
years
doubled
their
chances
of
getting
in
posted
those
that
don't
go
through
any
prep
program.
You
know
so
we're
again
we're
at
6:50
this
year
we're
trying
to
get
over
700
students
in
that
in
the
ESI
were
over
50%,
black
and
Latino,
and
we
picked
it
up
three
years
ago.
F
M
Year,
can
you
talk
briefly
about
sort
of
recruit
and
I
know
my
old
classmate
and
former
latin
school
board
member
Rashad
Martin
was
very
active
in
terms
of
going
into
schools
and
recruiting
kids
and
talking
about
it
and
I
know
the
council
president
knows
the
black
hole
up
night
Council
at
schools
really
put
a
focus
on
sort
of
raising
awareness.
So
can
you
talk
a
little
about
that
so.
F
Yeah
we've
had
meetings
with
all
fifth
grade
teachers
across
the
district.
We
really
try
to
enlist
the
the
capital
within
the
school,
so
we've
done
a
lot
more
research.
We
outreach
with
schools
and
specifically
5th
grade
teachers
who
would
be
recruiting
students,
we
stipend
them
actually
out
of
my
office.
You
know
throw
them
about
about
a
hundred
dollars
to
get
those
students
be
a
the
allowed
a
number
of
students
within
their
buildings
into
the
program.
F
We
also
do
a
lot
of
research
central
our
outreach
centrally,
and
so
we
have
targeted
listed
students
that
have
performed
well
in
their
school
on
em,
cast
that
we
personally
call
and
make
sure
that
they
come
to
the
program,
and
so
it's
kind
of
multifaceted,
yeah,
but
there's
a
lot
more
awareness,
I.
Think
of
the
program,
especially
now
that
we're
bringing
the
testing
to
the
school
next
year
over
the
last
three
or
four
years.
It.
M
M
I,
just
I
guess
I'd
be
curious
to
get
that
information
as
well,
because
we
are
seeing
the
point
of
my
question.
Perhaps
I'm
asking
it
in
elegantly
is
that
we
effort
laudable
efforts
to
recruit
more
african-american
and
Latino
students
to
take
the
exam
school
initiative
and
to
prepare
for
the
three
exam
schools.
Our
pool
of
would-be
candidates
is
affected
by
the
fact
that
you've
got
many
kids
of
color
who,
for
whatever
reason,
their
parents
they
decide
to
go
to
charter
schools
may.
M
F
I
think
I
think
things
like
EFA
and
trying
to
encourage
families
that
historically
feel
like
they've,
been
Mis
served
by
this
district,
convincing
them
that
we
are
really
up
in
the
river
and
committed
to
creating
the
educational
environments
for
their
students
that
they
don't
have
to
go
around
to
Mexico
or
to
a
charter.
School
I
think
that
is
the
most
important
piece
of
work
we
can
be
doing
as
a
district.
Great.
M
F
B
K
Students
leaving
for
charter
schools,
ya
know,
as
Collin
mentioned.
The
exiting
after
fourth
grade
to
fifth
grade
is
where
we
see
the
majority
of
our
students
leaving
for
charter
schools,
and
this
is
across
racial
and
ethnic
groups
between
fourth
and
fifth
grade
over
the
last
six
years,
we've
seen
something
around
11
to
12
percent
of
our
students
in
the
sixth
to
seventh
grade
transition.
That's
a
much
less
common
transition
point
for
charter
schools.
K
The
range
has
been
anywhere
from
two
11.9
1.6
to
about
2%,
so
you
don't
see
that
many
students,
that's
not
the
traditional
exit,
point
broken
down
by
racial
groups,
a
percentage
of
fourth
graders
who
are
leaving
to
go
to
charter
schools.
We
do
see
about
8%
anywhere
from
7
to
8%
of
our
students,
who
are
black,
that
are
leaving
to
go
to
charter
schools.
That
is
the
highest
percent
of
any
racial
group.
That's
leaving
to
go
to
charter
school.
M
7
to
8
percent
of
the
student
body
african-american
go
off
to
charter
school,
yes,
so
it
so
in
any
of
the
percentage
of
that
11
to
12
and
you're.
Correct,
Nate
I
should
have
mentioned.
The
4th
grade
is
the
major
exit
point.
I
would
assume
if
it's
8
percent
of
the
general
student
body,
then
it
says
it's
a
very,
very
high
percent
of
those
11
to
12
percent
students
who
are
leaving
to
go
to
a
charter
school.
K
M
K
Specifically
african-american
or
black
students
I
think
we've
seen
that
charter
schools
disproportionately
don't
serve
our
English
learners,
our
students
with
special
education
and
when
you
and
they're
not
traditionally
an
option
that
white
families
were
choosing
that
basically
leaves
African
American
or
black
students
who
are
choosing
charter
schools,
and
that
represents
their
demographic
here
in
in
Boston
as
well.
Okay,.
N
K
So
I
in
terms
of
the
specifics
on
the
the
programs
that
you
mentioned
run
by
schools
at
Catholic,
Memorial
I,
don't
we
don't
have
that
kind
of
information
we
do
have
the
data
in
terms
of
when
students
are
leaving
to
go
to
a
private,
/,
parochial
/,
mecco
is
kind
of
the
category
and
then
charter
schools.
The
data
that's
in
front
of
me
right
now
is
the
the
turn
by
grade
level,
so
you
got
to
be
where
students
are
leaving
and
for
what
purpose.
K
You
do
see
that
from
the
fourth
and
fifth
grade,
the
exit
point
for
that,
that's
a
that's
very
specific
to
the
Charter
sector.
That's
because
a
lot
of
our
charter
schools
are
five
through
twelfth
grade
yeah
in
terms
of
students
who
are
leaving
bps,
you
don't
see
the
same
sort
of
grade
level,
specific
data
for
the
private,
parochial
Matco.
That
tends
to
be
pretty
consistent
and
I.
Think
that
fits
with
some
of
the
questions
we've
gotten
before,
which
is,
if
we're
not
getting
the
students
in
k1
k2,
then
they
are.
K
The
the
families
are
enrolling
in
those
parochial
schools
and
by
and
large
people
are
fairly
I,
don't
consistent,
sticky
and
once
they
get
into
a
school.
They're
gonna
stay
in
that
school,
and
so
we
don't
see
as
many
students
exiting-
and
you
know,
the
the
parochial
schools
tend
to
follow.
Much
more
consistent.
Traditional
VPS
grade
patterns
I
think
because
our
systems
were
created
at
the
same
time,
whereas
the
charter
schools
have
kind
of
created
that
disruption
in
the
5
through
12,
which
is
again
not
to
make
this
about
build
VPS.
K
But
one
of
the
reasons
that
we're
looking
to
create
this
case,
6
7
12,
is
to
both
match
our
existing
large
turnover.
That
happens
with
the
exam
schools,
but
also
to
recognize
that
a
lot
of
those
families
are
leaving
in
4th
graft
or
4th
grade,
because
they're
looking
to
minimize
their
transitions,
and
they
know
that
if
they
get
into
a
charter
school
regardless
of
whether
or
not
they
get
into
the
exam
school
next,
they
basically
know
I,
don't
have
to
change
schools
unless
I'm
getting
into
the
exam
schools.
And
that's
that
is
appealing.
K
P
We
had
talked
the
other
day
about
the
unenrolled
under
enrolled
schools
and
what
we
can
do
to
turn
them
around.
It
suggested.
Maybe
we
identify
those
under
enrolled
schools
and
reduce
the
class
size.
Maybe
put
a
second
teacher
in
that
classroom.
You
know,
add
some
art,
music
and
just
to
create
a
buzz.
A
big
part
of
it.
P
I
think
is
sometimes
we
don't
do
a
good
enough
job
in
the
PR
department
of
telling
these
great
stories
that
are
happening
in
our
schools
all
the
time,
so
they
may
be
a
school
that
does
not
and
have
tremendous
parental
participation.
That
seems
to
be
a
common
denominator
on
the
schools
that
have
the
hot
buzz
there's
strong
parental
participation,
but
for
those
that
do
not
have
that
type
of
participation,
do
we
do
things
like
got
the
class
size
in
half
or
add
a
teacher
to
the
classroom
to
create
that
type
of
buzz?
P
Do
we
think
about
maybe
adding
another
exam
school
or
two,
maybe
an
exam
school?
For
you
know,
health
Health
Sciences
for
to
train
the
next
generation
of
nurses
and
physicians,
assistants
and
doctors
or
technology
and
robotics
I
mean
we
can
sort
of
think
outside
the
box.
I
mean
the
buzz.
Is
the
three
exam
schools
in
our
aughts
Academy,
which
is
great
it's
you
know
so
the
jewel
of
the
fleet.
P
If
you
will,
but
could
we
start
to
think
a
little
bit
differently
about
those
exams,
schools
and
then
you
know
we're
creating
more
competition
for
the
exam
schools.
I
know
that
we're
going
to
be
having
the
exam
actually
at
the
the
the
school
sites,
which
is
great
to
get
more
participation,
but
should
we
take
it
a
step
further
and
think
about
maybe
we're
looking
at
Boston
skyline
and
look
at
all
the
companies
that
want
to
come
here
and
look
at
the
job
opportunity
down
the
road
we're
in
a
global
economy?
P
What
sector
is,
could
we
you
know,
could
we
serve
our
residents?
We
want
that
to
trickle
out
into
our
neighborhoods,
and
you
know,
I'd
love
to
see
us
have
a
school
for
health
care,
an
exam
school
for
for
info
technology
and
robotics.
So
so,
we'll
still
have
our
lat
and
we'll
have
our
Latin
Academy
will
have
a
O'brian
for
math
and
science
will
have
our
Arts
Academy.
But
do
we
start
thinking
a
little
bit
about
that?
P
So
I
would
like
to
get
your
thoughts
on
that
because
at
the
end
of
day
it's
about
the
buzz
it's
the
PR.
It's
the
it's
a
lot
of
halle-loo
around
these
schools
that
engage
the
parents
and
get
people
excited
about
it
and
a
lot
of
good
things
are
happening
throughout
all
of
our
schools.
But
there
are
some
that
don't
have
that
type
of
PR.
Is
there
anything
that
we
could
do
for
them?
So.
E
E
P
Constant
to
the
chair,
counselor
Janie,
it
was
suggested
she
wanted
students
to
be
able
to
learn
three
languages
in
the
Boston
Public
Schools
would
be
great
idea
to
have
a
language
arts
academy
that
turns
around,
and
it's
I
give
you
like
an
exam
school
where
anyone
that
goes
there
comes
out
graduates
and
learns
three
languages
in
a
global
economy.
That's
that's
a
huge
game-changer
for
that
for
that
student
and
their
family.
So
absolutely.
E
We
would
love
to
add
that
this,
by
the
end
of
this
school
year,
we'll
have
about
three
thousand.
Students
will
have
the
opportunity
to
have
the
seal
of
biliteracy
on
their
diplomas
and
that's
both
a
combination
of
English
learners
and
students
whose
native
language
is
English,
who
have
acquired
a
second
language
through
bps
I.
K
To
highlight
in
this
budget
includes
a
five
hundred
thousand
dollar
investment
in
our
welcome
centers
and
our
office
of
engagement
specifically
to
to
do
two
things.
One
is
to
advertise
bps
and
the
success
that
we
already
have.
As
you
mentioned,
you
know,
families
in
terms
of
the
buzz.
We
have
a
lot
of
great
things
happening
that
people
don't
know
about
either
the
schools
that
are
doing
great
work
for
underserved
populations
or
just
really,
we
don't
need
to
create
an
exam
school
for
health
careers
because
we
have
the
emk
school
for
health
careers.
K
It's
difficult
to
know
all
of
the
high
schools
that
are
going
on
right.
This
is
a
far
more
complicated
system
than
any
of
our
neighboring
towns,
and
so
it
can
be
a
very
daunting
task
if
you're
in
eighth
grade
eighth
grade
are
thinking
about
the
high
schools
that
you
can
choose,
and
we
have
some
of
our
middle
schools
to
do
a
great
job.
K
We
I've
obviously
been
working
with
the
McCormick's
staff
a
lot
this
year,
but
listening
to
how
they
get
their
students
ready
to
make
choice
was
a
really
interesting
part
of
their
process
and
something
that
I
think
we
can
learn
from,
but
so
I
think
it's
about.
Educating
people
about
are
the
great
things
we
have
going
as
much
as
it
is
also
creating
greater
greater
programs
and
stronger
programs.
Thank.
H
You
know,
we've
talked
a
lot
about
the
excellence
for
all
advance
work,
our
language
capacity
and
desire
to
grow
our
language
capacity
through
some
of
our
programs
and
going
back
to
build
BPS
and
the
impact
of
build
BPS
on
these
programs.
Will
all
the
studies
that
are
gonna
come
out
for
EFA
I
work
around
excellence
advanced
where
classrooms
our
language?
Are.
H
We
making
sure
that
we
have
the
capacity
to
adjust
those
programs,
as
we
move
K
to
six
seven
to
twelve,
that
we
have
enough
teachers
in
the
pipeline
to
continue
the
languages
that
we're
introducing
to
our
students
at
the
lower
grades.
It
expands
to
the
the
higher
grades
through
middle
school
in
the
high
school
years,
and
are
we
planning
for
that
through
our
budget
process,
so
that,
as
we
offer
kids
something
when
they're
younger,
we
can
continue
to
offer
it
through
the
school
years.
B
So
we
have
a
number
of
workgroups
currently
underway
at
bps
and
pretty
short
of
that
they
will
be
continuing
in
future
years.
One
of
them
is
sort
of
centered
around
the
look
act
and
looking
at
this
idea
of
bilingual
lingual
multilingual
programming
across
the
district
and
the
other
components
that
come
along
with
the
look
act,
there's
also
as
a
subset
of
the
English
learners
task
force.
B
There
are
four
bill,
ups,
a
number
of
subcommittees,
but
we
work
on
this
team
on
the
the
academic
subcommittees
and
there's
one
looking
at
k-6
and
then
there's
a
712
one
as
well,
and
we're
looking
at
how
we
connect
that
that
work.
A
lot
of
the
712
work
was
actually
done
with
a
group
of
Headmaster's
who
are
in
a
professional
learning
communities
community
this
year
as
a
part
of
our
network
structure,
so
they're
actually
providing
us
with
with
you
know
their
expertise
around
what
7:12
design
looks
like
and
we're
merging
that
with
the
k-6
discussion.
H
That
it's
a
big
part
of
your
lives
as
we
make
some
significant
changes
in
the
district.
You
know
this.
This
hearing
today
is
certainly
budget
related.
It's
how
we're
spending
and
choosing
to
spend
our
resources.
What
the
policies
are
that
impact
those
decisions
when
we
think
about
engaging
our
students
and
student
achievement,
what
are
the
biggest
factors
that
we
see
a
very
direct
relationship
to
student
success?
H
B
So
I'm
sure
we
have
a
long
list
on
this
panel
I'll
just
start
with
the
sort
of
plug
for
what
we've
been
naming
in
bps
as
standards
aligned
and
essentials,
informed
instructional
instruction,
and
we
talked
about
high
quality
instruction
in
classrooms
and
to
say
that
in
a
different
way,
I
think
it
is
one
of
the
things
that
councilor
O'malley
mentioned
is
that
in
previous
administrations
there
were.
There
was
a
lot
of
success
in
terms
of
the
state,
accountability
frameworks
and
ratings
rankings.
B
One
thing
that's
important
for
us
to
understand
is
at
the
state-
and
you
know
rightfully
so-
is
continuously
moving.
Those
targets
right
and
rationing
up
the
level
of
rigor,
not
only
with
the
assessments,
but
also
with
the
frameworks
right
and
so
a
lot
of
things
that
have
changed,
for
example,
our
newest
science
frameworks.
B
We
just
recently
put
in
place
in
2016
we're
now
in
the
process
of
trying
to
catch
up,
to
make
sure
that
we
are
meeting
the
rigor
called
for
in
those
frameworks
and
so
making
sure
when
we
go
into
classrooms
and
I
think
this
is
something
that
Andrea
mentioned
earlier.
We
go
into
classrooms,
we
are
laser-like
focused
and
making
sure
their
students
are
receiving
quality
tests
that
are
at
grade
level,
and
when
you
look
at
a
national
recent
national
research
report
done
by
the
new
teacher
project
called
opportunity.
Myths.
B
We
talked
about
all
the
aspirations
of
young
people
in
urban
systems
across
our
nation,
and
many
of
them
have
high
expectations
for
themselves.
Just
as
the
young
people
who
were
featured
in
the
valedictorians
project,
teachers
have
high
aspirations
as
well
and
what
we
know
where
teachers
have
high
expectations
for
students.
Students
will
rise
to
the
occasion,
and
so
it
is
making
sure
that
teachers
have
the
tools
that
they
need
to
actually
continue
to
hold
students
to
high
expectations
and
that
they
have
the
support
they
need
to
provide
high
quality
curricular
materials
in
classrooms.
B
The
last
point
I'll
make
is
that
over
the
last
10
years
of
edie
reformers,
so
we've
seen
the
pigeons
pendulum
sort
of
spring
one
way
and
now
is
swinging
back
to
the
other
direction
and
the
last
beginning
of
the
last
ten
years,
I
would
say
there
was
a
focus
on
get
a
dynamic
school
leader.
Let
them
hire
the
teachers
more
they'll
figure
out
the
curriculum
we'll
give
them
the
standards
and
they'll
figure
it
out.
B
What
the
recent
report
I
just
mentioned,
the
opportunity
method
shows
is
that,
while
there
might
be
true
for
some
cases
where
there
is
not
a
consistent,
high-quality
curriculum
supported
by
a
central
office,
there
is
less
likely
to
be
standards,
aligned,
instructional
materials
that
have
high
quality,
and
this
is
what
led
to
students
not
being
taught
to
on
grade
level,
and
so
the
Council
of
great
city
schools
put
out
a
report
in
2017.
Those
are
our
pure
districts
across
the
country
they
educate,
7
million
of
our
children
in
urban
cities.
B
We're
one
of
them
put
out
a
report
that
really
focused
on
curriculum
as
an
important
lever
in
terms
of
student
achievement,
especially
educating
students
with
disabilities
and
English
learners,
that
we
have
to
go
back
to
as
central
offices,
and
it
doesn't
mean
that
we
take
away
schools
autonomies.
It
means
that
we
clearly
define
the
things
that
we're
going
to
provide
support
one
and
the
areas
where
they
have
the
autonomy
to
be
innovative
and
to
do
the
good
work
that
they
do
well.
H
The
one
thing
I
just
follow
up
and
then
we
then
I'm
well
out
of
time
is
looking
at.
That
curriculum
obviously
is
critical
and
important
to
engage
our
kids
in
learning,
but
well.
What
I've
seen
over
my
experience
in
the
Boston
Public
Schools
is
that
we
invest
in
this
new
curriculum.
This
is
a
budget
hearing
and
the
books
never
get
unpacked.
The
curriculum
never
gets
unpacked,
it
sits
in
boxes
and
book
rooms
across
our
district
and
we've
spent
a
lot
of
money
and
we
haven't
sort
of
unpacked,
literally
and
physically,
literally
and
metaphorically
unpacked.
H
Those
boxes
supported
our
teaching
staff
on
whatever
the
new
curriculum
is
of
the
day
and
we
fall
back
into
old
routines,
and
you
know
what
we
know
is
comfortable
because
we
don't
have
the
support,
like
you
said
folks
and
I,
think
that's
the
relation
with
the
central
office
to
do
that
work.
So
I
would
suggest
before
we
invest
in
our
resources,
a
new
curriculum
and
a
new
way
of
doing
business,
which
we
should
be
doing.
We
have
to
make
sure
that
we're
committed
to
literally
unpacking
those
boxes
before
we
give
those
tools
to
our
teachers.
D
You
and
just
to
build
on
what
my
colleague
just
said,
I
think
it's
important
that
we
take
the
time
to
learn
from
the
different
initiatives,
so
you
use
the
unpacking
of
the
curriculum
as
an
example,
but
I've
seen
in
my
time
trying
to
work
with
bps
partner
push
advocate
for
improvements.
Whatever
the
new
sexy
is
of
the
day,
we
all
run
to
that.
We
do
it
for
a
couple
of
years
and
then
we
go
on
to
the
next
thing.
What
we
don't
do
is
we
don't
learn
what
were
the
opportunities?
What
worked?
Well?
D
What
were
the
challenges?
Was
this
good?
We
did
that
with
the
high
school
renewal.
We
did
it
every
time
we
get
a
new
superintendent.
So
this
is
a
very
timely
conversation
that
we
really
take
the
time
to
reflect
and
figure
out
what
actually
works,
and
what
do
we
need
to
do
better
and
more
of
just
in
terms
of
dual
language,
I
heard
when
I
was
back
in
my
office,
one
mentioned
the
ll
task
force,
so
I
just
want
to
shout
out
mass
advocates
for
children,
which
is
where
I
come
from.
D
D
I
want
to
come
back
to
e
ll
and
then
opportunity
and
achievement
gap,
because
it's
all
very
much
related,
very
important
that
there
be
a
plan
moving
forward
to
get
as
to
bilingualism,
we're
not
going
to
get
there
just
treating
bilingualism
or
the
opportunities
within
the
district
solely
for
English
language
learners.
Obviously,
we
need
to
do
all
art
we
can.
We
know
that
almost
half
of
our
young
people
in
Boston,
Public
Schools,
are
coming
from
households
that
speak
a
language
other
than
English.
We
want
to
celebrate
that
diversity.
D
We
want
to
make
sure
that
those
students
are
well
prepared
not
only
in
learning
English
but
in
the
academic
work
and
obviously
in
in
preserving
their
own
language
and
their
own
culture.
So
that
is
very
important.
But
if
we
are
talking
about
true
bilingualism
for
all
students,
which
is
what
I
heard
you
open
up
with,
then
we've
got
to
do
more
and
there's
got
to
be
a
forward
of
thinking,
plan
that
says
to
get
there
we
need
each
year.
D
We
need
to
do
X
amount
to
expand
those
opportunities
and
so
I
think
moving
forward
it'd
be
very
important
to
kind
of
have
that
kind
of
five
year.
Obviously,
you've
got
a
new
superintendent
coming,
so
we
want
to
do
this
in
partnership
and
we're
under
that
leadership,
but
important
to
have
a
plan,
otherwise
we're
just
kind
of
chasing
our
tails.
D
I
want
to
come
back
to
the
expectations,
piece
and
I
know
what's
critically
important,
it's
why
you
know
when
I
offered
hearing
orders
on
teacher
diversity
and
when
I
had
the
hearing
last
year
on
teacher
diversity,
one
of
the
things
that
we
found
when
we
talked
about
the
importance
of
teacher
diversity
is
this
notion
of
expectations.
But
how
do
we
really
measure
that,
like
how?
How
do
you
determine?
How
are
we
looking
at
that
now?
F
So
when
you,
when
you
walk
into
a
classroom
and-
and
you
know
what
grade
you're
looking
at
you
know,
the
standards
and
students
are
being
provided
either
the
scaffolds
to
get
to
those
places
or
they're
being
over
scaffolded
into
into
the
standards
so
they're,
not
actually
using
their
ability
to
get
to
the
rigor.
I
think
you
know
we
need
to
think
about.
F
We
need
to
think
not
only
what's
happening
in
that
classroom,
but
who
are
the
students
in
that
classroom
like
how
do
we
disaggregate?
Who,
who
is
actually
getting
access
to
rigor,
which
I
think
the
opportunity
myth
report
is
talking
about?
But
I
think
there
are
some
tail
and
signals
that
we
can
use
to
see
where
the
expectations
line
in
our
schools
in
our
classrooms
and
then.
D
B
One
of
the
things
and
thanks
for
that
question,
is
it
allowed
me
to
come
back
to
the
curriculum
piece
that
I
mentioned
earlier
and
I,
just
because
I
would
be
remiss
if
I
didn't
make
clear
that
not
just
purchasing
curriculum
and
high
quality
materials,
but
also
that
there
is
an
infrastructure
and
support
to
provide
teachers
with
whatever
professional
learning
they
need
to
work.
To
facilitate
conversations.
I
mean
they're
experts
they're
doing
the
work
on
the
ground
with
kids,
but
we're
not
providing
the
time
and
opportunity
for
them
to
to
think
through.
B
D
P
D
B
L
L
Okay,
just
looking
at
you
know,
I
have
a
I
was
happy
to
hear
about
the
Vietnamese
and
Viet
a
large
population
in
my
district,
but
also
I've
been
getting
a
lot
of
questions
related
to
the
K
Verdean
community.
Those
who
speak
Portuguese
after
they
saw
the
rollout
of
course
in
Mattapan,
have
questions
around.
When
will
they
get
a
similar
program
for
that
language?
So
I'm
curious
what
the
plan
is
with
respect
to
some
other
languages,
anything
else
on
the
horizon.
B
We've
been
wanting
this
for
a
long
time,
but
be
very
thoughtful
about
the
way
you
do
this
because
simply
dropping
those
programs
into
schools
is
not
helpful
in
terms
of
sustainability
and
quality
of
programming,
and
so
what
they
actually
tasked
us.
We're
doing
is
going
back
and
having
an
internal
working
group
central
office
members,
many
of
whom
are
on
this
panel
to
think
through.
B
How
do
we
structurally
embed
a
dual
language
programming
and
the
support
for
dual
language
programming
through
the
functions
of
central
office
so
that
when
it's
it's
baked
into
everything
that
we
do
in
our
processes,
so
that,
when
it's
time
for
a
school
to
put
it
together,
is
not
a
heavy
sort
of
unsustainable
lift?
So
that's
where
we
are
with
the
work
now
and
we
just
launched
at
this
past
month
and
looking
at
how
we
try
to
get
those
programs
to
to
get
off
the
ground.
B
L
L
Any
possibilities
so
some
of
the
new
working
groups
that
you
guys
are
referencing
I've,
also
heard
about
which
sound
like
really
great
any
possibility
for
folks
on
the
council
side
to
join
some
of
these
conversations,
even
if
it's
not
a
councillor
directly
staff
member
I'm.
Looking
at
my
chief
of
staff,
who
cares
deeply
about
this
issue
has
been
working
on
this
issue
for
a
really
long
time.
It
would
love
to
be
at
the
table
in
forming
the
conversation
working
in
partnership
so
be
curious.
B
G
G
L
L
L
You
know
now
that
you
have
a
budget
and
staff.
What
does
what
is
your
touch?
Look
like
within
bps,
not
just
central
office,
but
the
training
of
our
staff,
our
teachers.
You
know
I
envision
on
the
council
side.
Anyone
who's
here
has
the
opportunity
to
go
through
racial
equity
training
soon
and
we've
talked
to
your
office
about
that
and
learn
some
best
practices,
including
from
Becky
but
I
envision.
L
At
some
point,
if
we
really
want
every
department
in
the
city
of
Boston
to
be
successful
in
addressing
in
inequities
that
we
have
to
be
trained,
we
have
to
be
given
the
language
and
the
tools.
So
where
are
you
with
respect
to
reaching?
Where
are
you
currently
and
then?
How
do
you
reach
every
single
person
that
touches
our
students
touches
our
VPS
system,
whether
it's
a
partner,
anyone
else
to
ensure
that
they
also
have
that
level
of
understanding,
yeah.
F
So
you
know
we
started
out.
We
did
two
years
of
professional
available
with
every
principal
in
our
district
as
them
as
the
the
lead
learner
within
their
building,
that
that
amount
is
almost
forty
hours
of
C
LSP
training.
We
also
the
department
heads
we
did
every
lead
teacher
across
the
district
which
every
school
had
a
lead
teacher
at
the
time
they're
still
in
there,
but
the
lead
teacher
program
looks
a
little
bit
different.
F
Now
we
worked
with
over
100
partners
in
a
series
of
professional
developments,
and
then
we
started
working
at
the
actual
structures
in
the
systems,
and
so
every
single
school
has
a
COS
peak
goal
attached
to
their
quality
school
plan,
which
is
their
CL
SP
SMART
goal.
What
coaching
linguistically
so
sorry
linguistically
sustaining
practices
it,
which
is
our
framework
for
a
coach
proficiency
in
the
district.
F
Every
school
has
a
SMART
goal
which
there
about
race
culture
bias
and
how
it
affects
their
practices
and
structures
within
their
schools
and
that's
ongoing
practice
that
happens
every
year,
part
of
partner
bps
to
be
a
high
priority
partner.
Your
organization
needs
to
be
thinking
and
talking
about
that
so
John
sprawl
when
he
was
here
at
the
head
of
the
partnership
office,
embedded
that
into
that,
so
we've
embedded
ourselves
into
most
most
of
the
accountability
systems.
Within
this
district.
F
You
know
we
are
creating
online,
an
online
self-paced
course
that
we
hope
will
be
required
for
any
individual
coming
in
to
Boston
Public
Schools.
The
main
thing
that
we
need
to
see
when
we,
when
we
talk
about
rubber
meeting
the
road,
though,
is
the
culture
right
and
so
we've
set
up
the
structures.
We've
had
the
training
you
know,
but
when
we
see
things
that
are
not
right
at
schools,
when
we
talk
about
rigor
in
a
classroom,
are
we
willing
to
step
up
and
talk
about
it
and
I?
F
Think
those
are
the
places
we're
still
trying
to
push
the
culture,
the
curriculum
to
match
what
we
want
to
see
our
students
learning
and
the
awareness
that
we
want
our
students
to
have,
but
that's
a
long-term
process,
and
so
I
think
you
know,
we've
done
a
good
job
of
embedding
ourselves
in
the
systems
and
training.
But
now
it's
like
what
does
it?
F
Look
like
on
the
ground
and
can
we
are
we,
as
the
professionals
in
bps
willing
to
stand
up
when
we
see
things
you
know,
I
always
say
jaywalking
is
against
the
law
right,
but
we
we
have
to
be
willing
to
enforce
that
law
and
so
I
think
we've
done
a
good
job
over
the
past
two
years
of
embedding
it
and
we're
working
on
the
culture
now
of
accountability
and
support.
There's.
L
F
F
We
start
again,
we
started
with
every
department
at
every
school
leader
right
and
so
what
we're
hoping
you
know,
especially
with
the
CL
SP
goals
and
schools,
is
that
they're
having
conversations
that
are
aligned
and
customized
to
the
entire
environment
right
so
I
don't
want
to
you
know
our
training
around
awareness
was
fairly
one-size-fits-all
because
we
want
to
talk
about
the
historical
paradigms
we
live
under.
But
when
you
get
down
to
a
school
level
there
that
have
been
having
these
conversations
for
10
years
is.
F
There
are
schools
that
are
just
starting
right,
and
so
we
wanted.
We
want
to
be
able
to
be
consultants
around.
How
do
you
do
the
work
that
you
know
give
them
toolkits
get
the
readings,
give
them
ideas,
but
we
don't
want
to
mandate.
One
one-size-fits-all
at
the
school
and
I
would
say
the
same
thing
around
the
offices,
but
we
need
to
mandate
that
we're
talking
about
it,
which,
I
think
is
what
we've
done.
F
I
would
say,
and
I
said,
even
from
my
own
office-
this
is
the
almost
the
smallest
bucket
of
money
that
we've
had
to
spend
with.
What
really
we
want
is
time
right,
so
I
think
you
know,
in
schools
and
in
school
systems.
Time
is
your
investment
right.
Are
you
willing
to
take
the
time
to
talk
about
these
issues
and
again,
are
you
willing
to
hold
each
other
accountable
for
the
practices
that
need
to
follow?
R
Further
detail,
we
can
do
it
offline
on
the
early
education
component
in
that
conversation
and
again,
I
wasn't
here
for
it
so
I
apologize
that
this
is
repetitive
but
I'm
curious.
Looking
in
my
district
at
the
the
East
Boston
Early
Education
Center,
there
was
a
conversation
somewhat
started
last
year
with
combining
at
or
looking
at
its
future
with
the
Alighieri
school,
that's
also
within
the
same
kind
of
physical
space.
If
this
is
too
particular
to
my
district
for
this
hearing,
I'm
happy
to
also
follow
up
offline.
K
So
currently,
with
the
bill
BBS
plan,
there's
no
plan
to
eliminate
the
early
education
centers
early
learning,
centers
LCS.
As
you
know,
the
student
assignment
plan
guarantees
everyone
access
to
the
closest
EC
or
ELC
on
the
list
so
that
it's
a
component
of
our
student
Simon
plan
policy.
So
they're
critical
for
that,
as
well.
In
cases
where
we're
talking
about
reconfigurations
in
a
neighborhood,
we
have
been
including
the
EECS
and
ELC
in
those
conversations
so
that
they
can
think
about
how
they
interact.
K
I
know
in
the
Grove
hall
Alliance
those
school
leaders
have
put
forth
a
proposal
to
change
their
have
talked
about
potentially
changing
grade
span
of
the
EC
Ellis
ELC
in
other
neighborhoods.
They
cover
different
grades
bands,
I'm
thinking
of
the
Ellison
parks
in
Mattapan.
That
goes
to
third
grade.
In
all
cases,
we're
committed
to
continuing
the
surround
care
option
for
families
that
gives
the
7:30
to
4:30
time
and
provides.
You
know
the
access
to
those
programs.