►
From YouTube: Committee on Education on April 12, 2021
Description
Docket #0358 - Hearing regarding summer learning opportunities and summer planning for the 2021-2022 school year for Boston Public Schools
A
Council
campbell,
I
just
received
word
from
my
staff
that
you'd
like
the
advocates
to
go.
First,
although
I
I
know
the
boston
public
schools
have
a
presentation
that
they're
going
to
deliver,
so
I
think
it
does
make
sense
to
allow
them
to
go
far.
So
then,
perhaps
that
will
inform
some
of
the
comments
and
presentation
from
the
advocates.
B
Yeah,
I
mean,
I
think
the
hopes
was
you
know.
Sometimes
the
district
can
go
really
long
and
and
frankly,
I
want
to
be
respectful
of
people's
time.
So
I'm
fine
with
that.
I
just
I
sometimes
want
to
defer
switch
it
around
to
allow
folks
to
go
first.
But
if
they're
going
to
go
briefly
for
a
presentation
and
then
we
can
go
straight
to
the
advocates,
that'd
be
great
yeah.
A
A
A
A
Thank
you,
carrie
counselor
campbell
is
lead
sponsor.
Are
you
ready
for
me
to
proceed?
Yes,
I'm
ready.
Thank
you.
Thank
you
all
right.
Good
afternoon,
everyone,
my
name,
is
anissa
essabi
george,
I'm
chair
of
the
council's
committee
on
education,
just
lost
my
notes.
In
accordance
with
governor
baker's
march
12
2020
executive
order,
the
city
council
will
be
conducting
this
hearing.
Virtually
today's
hearing
is
on
docket
number
0358
in
order
for
a
hearing
regarding
summer
learning,
opportunities
and
summer
planning
for
the
2021-2022
school
year
for
the
boston
public
schools.
A
This
public
hearing
is
being
recorded
and
live
streamed
on
boston,
dot,
gov
forward,
slash
city
dash
council
dash
tv.
It
will
also
be
rebroadcast
at
a
later
date
on
xfinity
channel
8
rcn
channel
82
bios
channel
964..
We
will
take
a
public
testimony
at
the
end
of
this
hearing.
If
you
wish
to
testify,
please
email.
A
Shaneshane.Pacpac
boston.gov
to
sign
up
when
you
are
called,
please
state
your
name
and
affiliation
or
residence,
and
limit
your
comments
to
no
more
than
two
minutes
to
ensure
that
all
comments
can
be
heard.
You
may
also
submit
written
testimony
by
emailing
ccc.education
boston.gov,
we'll
make
sure
that
those
that
written
testimony
that's
been
electronically
submitted,
or
you
can
mail
it
to
us
at
city
hall-
will
be
added
to
the
record
today.
I
am
joined
by
our
lead
sponsor
of
today's
hearing.
A
A
A
B
That
was
not
allowing
me
to
do
that
so
welcome
counselor
campbell.
Thank
you.
Councilor
zombie
george
clearly
still
working
out
the
the
issues
with
zoom,
but
thank
you,
counselor
sabi
george
again
for
sharing
this
hearing.
Thank
you,
of
course,
to
council
colleagues
for
being
here.
I
also
want
to
thank
all
of
the
panelists
from
the
administration.
B
The
district,
the
various
community
organizations,
as
well
for
being
here
greatly
appreciate
your
continued
partnership
in
the
work
and
for
students
whose
families
were
hardest
hit
during
the
pandemic,
who
are
also
tuning
in
and
have
also
been
in
touch
with
our
office
want
to
also
thank
our
families
and
our
students,
as
well
for
students
whose
families
were
hardest
hit
during
the
pandemic
summer.
Learning
opportunities
are
essential,
and
this
hearing
is
designed
to
have
a
conversation
with
the
district
to
develop
a
clear
plan
for
summer
learning
opportunities
for
our
families.
B
There
are
only
10
weeks
left
until
the
end
of
the
school
year
and
our
families
and
students
are
counting
on
us
to
offer
learning
and
enrichment
opportunities
for
them
and
their
loved
ones,
and
it's
important
that
as
we
work
to
create
a
plan.
Of
course,
that
folks
not
only
know
about
it,
but
that
we
ensure
plans
are
created
in
partnership
with
community-based
organizations,
families
and
teachers.
B
The
there
is
an
opportunity
in
that
we've
just
received
federal
relief
funds
in
the
millions
which
will
give
us
the
resources
we
need
to
stipend
teachers,
school
leaders
and
other
staff
members
to
have
not
only
real
planning
time
this
summer,
but
also
we
could
use
these
resources
as
a
way
to
ensure
folks
in
the
community
and
our
students
are
receiving
academic
instruction,
tutoring
creative
opportunities
to
get
outside
safely,
of
course,
to
respond
to
issues
of
mental
health.
This
summer
is
a
critical
opportunity
for
us
to
do
all
of
these
things.
B
I
want
to
thank,
of
course,
all
of
the
panelists
for
being
here
today,
looking
forward
to
hearing
your
thoughts
and
ideas,
as
well
as
the
district
for
offering
up
plans
looking
forward
to
hearing
more
about
what
the
district
is,
thinking,
how
the
federal
dollars
would
be
used
for
summer
opportunities
and,
of
course,
engaging
in
conversation.
Thank
you.
A
Thank
you
to
the
lead,
sponsor
counselor
campbell
for
this,
and
we
will
get
to
our
first
panel.
I
also
want
to
note
that
we've
been
joined
by
councillor
bach,
although
I
do
want
to
get
to
our
first
panel,
so
we
can
get
into
the
discussion
about
this
very
important
work.
I'm
grateful
for
everyone
who
is
here
with
us,
certainly
as
we
had
a
little
glimmer
of
summer
this
weekend.
This
hearing
is
so
timely
as
we
are
beginning
this
public
conversation
on
summer
learning
and
opportunities
for
our
boston,
public
school
students.
A
That's
with
her
today
and
get
to
the
presentation.
We
will
then
immediately
be
followed
by
a
number
of
advocates
who
are
sort
of
living
in
this
space
and
doing
this
work
every
single
day
as
well,
and
then
gets
a
counselor's
question
and
sort
of
that
public
dialogue
and
back
and
forth.
Thank
you,
dr
philippo.
Pierre.
D
Sure,
good
afternoon,
distinguished
counselors,
my
name
again
is
regine
felipe
pierre.
I'm,
the
deputy
chief
I'd
like
to
introduce
my
team
with
me.
We
have
quite
a
bit
of
us
here
because
it's
a
joint
effort
to
put
together
summer
learning
I'll
just
go
in
order
of
team
members
that
I
see
I
like
to
introduce
marcia
ines
mitchell,
solange
r
marshall,
shannon
hayes.
D
Deck,
okay,
so
first
thank
you
for
having
us,
as
we
provide
a
very
quick
update
on
summer
learning.
Our
aspiration
for
this
summer
is
that
every
student
has
a
plan
for
the
summer
and
that
parents
are
empowered
to
choose
the
right
fit
for
their
child,
so
that
may
mean
a
bps
program.
That
means
mean
an
outside
program.
D
D
D
Seats
student
demographics
last
summer
was
representative
of
our
district
student
population,
with
black
students.
Making
up
38
of
students,
44
were
of
our
students,
were
land
from
latinx
communities
and
eight
percent
were
white
students,
and
six
percent
of
our
students
were
identified
at
asian
44
to
40
percent.
Were
students
with
ieps
and
english
learners,
respect,
respected.
D
We
would
like
to
highlight
a
particular
summer
program
from
the
excellence
for
all
team.
This
was
the
social
justice
academy,
which
I
think
many
folks
heard
about.
It's
really
representative
of
the
kinds
of
programming.
We
want
kids
to
experience
at
least
academically,
hopefully
again
this
year
in
person,
it'll
be
even
better
shannon.
Would
you
mind
playing
the
first
90.
D
D
F
E
Thank
you
so
much
regine,
so
our
teams
have
been
working
with
facilities,
food
and
nutrition,
health
services,
human
capital,
payroll
translations
and
communications
to
plan
the
operational
framework
for
summer
programs,
we've
been
on
the
hiring
process
and
we're
working
with
an
advisory
group
of
btu
members
and
leadership
to
strategize
around
staffing
for
the
summer.
We've
also
worked
with
our
translation
team
to
create
communication
for
all
families
and
schools.
E
E
G
The
p22
department
will
run
programs
in
underserved
neighborhoods
and
will
be
located
at
the
west
zone.
Elc
in
jamaica,
plain
is
boston,
eec
in
east
boston,
edison
parks,
ees
in
matapen
orchard
gardens
in
dorchester
summer.
Early
focus
will
be
a
full
day
program,
offering
academics
with
a
highly
engaging
and
culturally
responsive,
responsive
content
for
all
of
our
three
grades
and
students
reinforce
their
skills
in
foundational
literacy,
math,
social,
emotional
and
with
some
enrichment
activities.
G
The
content
will
be
delivered
by
highly
qualified
staff
of
20
to
2
ratio
incorporated
in
the
program
of
field
trips.
On-Site
visitors
that
will
complement
students
learn
summer
learning
experiences
lesson
learned
from
last
year.
We
are
planning
on
servicing
500
children
with
our
budget.
We
plan
on
building
individual
kids
for
materials
for
each
student
in
our
programming,
including
all
k
to
second
students
who
will
be
using
our
curriculum
in
our
part
of
the
fifth
quarter
summer.
Learning.
E
Thanks
lunch,
so
the
fifth
quarter,
summer
learning
academies
are
five-week.
Full-Day
programs
focused
on
academic
enrichment,
staffed
by
bps
teachers
and
run
by
a
school
or
a
community
based
organization.
Some
of
the
summer
learning
academies
feature
interest-based
experiences
like
outdoor
exploration,
sailing,
soccer
or
arts.
These
programs
are
offered
in
partnership
with
boston
after
school
and
beyond
an
aim
to
strengthen
the
effectiveness
of
school
community
partnerships
and
close
opportunity
gaps
by
providing
engaging,
enriching
academic
and
social
emotional
support
to
bps
students
across
the
city.
E
Next
slide,
we've
engaged
30
community
based
organizations
to
run
43
of
our
summer
learning
academies.
These
programs
all
feature
engaging
enrichment
activities
to
develop
student,
social,
emotional
skills,
increase
student,
efficacy
by
building
skills
and
competencies
and
get
students
moving
outside
through
activities
led
by
our
community
partners
like
thompson,
island
outward
bound
crossroads,
camp
wing,
boston,
scores,
the
franklin
park,
zoo
and
many
more.
E
High
school
credit
recovery
programs
are
run
by
schools
and
provide
a
critical
opportunity
for
students
to
complete
or
recover
course,
credits
with
social
emotional
supports
and
student
centered
differentiated
instructional
tasks
consistent
with
each
school's
instructional
focus.
This
year
we
have
25
schools
that
will
run
summer
credit
recovery
programs
for
over
300
students.
I
will
now
pass
it
over
to
sylvia
romero
johnson,
to
tell
you
about
programs
offered
by
the
office
of
english
learners.
H
H
We
know
summer
learning
opportunities
for
our
english
learners
are
so
important
in
order
to
continue
building
language
skills,
build
social,
emotional
skills,
prevent
summer
learning
laws
and
give
students
exposure
to
social
and
academic
language
opportunities
and
enrichment
through
the
collaboration
with
other
teams.
Other
summer
program
teams,
the
office
of
english
learners
is
ensuring
that
our
english
learners
of
all
eld
levels
will
have
access
to
programming
that
will
work
best
for
them
and
their
their
variety
of
needs.
H
F
We
are
looking
forward
to
the
summer
and
planning
a
lot
of
comprehensive
plan
for
both
esy
and
compensatory
services
in
a
special
education,
and
so
we
want
to
review
both
of
those
piece
pieces
so
extended
school
year,
esy,
which
we
have
done
before.
You
can
see
a
sample
schedule
here
in
the
schedule.
It's
a
five
hour
day.
F
We
certainly
anticipate
that
a
higher
percentage
of
those
students
will
take
advantage
of
those
opportunities
this
year,
so
we're
anticipating
about
3
300
students
this
year
we're
also
not
this
year,
we're
also
not
only
working
on
regular
iep
goals.
We
are
also
working
on
stem
and
other
opportunities
as
well
that
we
are
looking
forward
to
and
excited
to
have
the
opportunity
that
students
will
do
that
as
well
doing
cell
and
stem
so
we're
looking
forward
to
that.
Okay
and
next
slide.
F
F
Excuse
me
for
students
who
are
not
not
eligible
for
esy
per
iep.
They
can
participate
in
this
programming
for
from
july
12
to
august
13th.
Students
who
are
eligible
for
esy
in
their
iep
will
receive
these
compensatory
services
during
esy,
and
also
during
that
additional
week
from
august
16th
to
8th
august
20th.
F
For
both
of
these
programs,
both
compensatory
services
and
esy,
we
will
be
offering
both
remote
and
in-person
options
and
finally,
just
want
to
share
that.
Students
who
are
not
eligible
for
esy
but
have
been
determined
eligible
for
compensatory
services
will
have
the
option
to
receive
compensatory
services
or
to
receive
only
the
compensatory
services
or
will
be
able
to
participate
in
a
three-hour
program
that
will
include
other
services,
compensatory
services
like
ela,
math,
rules-based
reading
or
other
other
programs.
I
I
I
I
So
we
are
excited
that
the
pick
this
coming
year,
they're
projecting
about
650
jobs.
The
last
time
I
spoke
with
them.
They
say
they're,
looking
at
closer
to
2000
job
placements
for
our
young
people,
and
so
we
are
excited
that
they
are
continuing
to
inform
our
families
and
our
students
around
these
processes
and
work
with
them
to
ensure
that
they
have
a
full
understanding
of
these
opportunities.
I
They
have
created
an
initial
job
application
as
an
initial
step
for
students
to
access
the
their
summer,
jobs
next
slide
and,
in
addition
to
the
pick,
these
are
the
five
intermediary
job
placement
agencies
and,
through
the
abcd
summer,
works
y
o.
U
y
e
e
mlk
scholars
and
success
link.
Our
students
will
have
access
to
jobs
in
the
public,
as
well
as
the
private
sectors.
I
I
So
we
are
providing
clear
information
to
our
students
and
advising
them
on
how
they
can
leverage
these
jobs,
even
if
they
have
to
take
coursework
for
credit
recovery,
or
you
know
other
course,
opportunities
in
the
district.
We
don't
want
our
young
people
to
get
locked
out
of
jobs
if
they
have
to
take
coursework.
A
Appreciate
that
very
much
next
will
be.
Oh,
I
also
want
to
note
that
we've
been
joined
by
counselors,
mejia
and
flynn,
and
I'd
like
to
welcome
our
next
panel
to
do
their
presentation.
I'm
not
sure
what
the
format
is
or
that
the
order,
I'm
sorry
is,
but
we
are
joined
by
suleika
soto,
yi,
chin,
chen
and
lisa
lazer,
who
will
be
also
presenting
today,
I'm
not
sure
who
will
be
starting.
I
see
that
lisa's
may
be
ready.
J
K
Of
course,
my
name
is
lisa
lazar.
I
am
the
state
director
at
educators
for
excellence
and
I'm
a
west
roxbury
resident
well
good
afternoon
councillors,
team,
counselors,
bps
representatives
and
advocates.
As
I
said,
my
name
is
lisa
nazar
and
I
have
the
pleasure
of
being
a
former
chemistry
teacher
and
current
state
director
for
educators
for
excellence
based
in
boston.
K
Our
organization's
mission
is
to
get
educators
involved
in
policy,
making
processes
that
impact
their
classrooms
and
ensure
that
no
decisions
are
made
that
impact
them
without
their
voices
being
at
the
table.
We
believe
that
teachers
are
the
ultimate
education
policy
experts
because
they
see
firsthand
how
laws
and
policy
changes
play
out
in
the
classroom.
As
such.
I
am
here
today
to
reflect
perspectives
and
voices
of
rbps
educators,
most
of
whom
are
still
in
the
classroom
teaching
at
this
hour
on
the
topic
of
assessing
and
addressing
student
learning
post
pandemic.
K
According
to
efree's
national
survey
of
educators
from
january
from
educators
from
january
voices
from
the
classroom,
there
were
some
definite
warning
signs
in
terms
of
engagement
over
61
percent
of
our
educators
surveyed
said
that
student
learning
was
worse
than
pre-pandemic.
57
said,
student
attendance
was
worse
and
60
said
homework.
K
54
called
for
in-school
remediation
strategies
embedded
in
the
regular
school
day
and
only
39
had
called
for
more
robust
summer
school
options
in
bringing
it
down
into
the
micro
want
to
elevate
two
stories
from
two
educators
who
were
speaking
specifically
on
learning
loss
for
this
summer,
and
I
want
to
elevate
janelle,
a
matapan
resident
and
a
middle
school
teacher
in
matapan.
She
spoke
to
me
in
particular
on
summer
school
options
and
said
it
needs
to
be
interactive
and
enriching.
K
K
Learning
loss
often
implies
students
learned
nothing
during
remote
learning,
which
is
unequivocally
false,
while
of
course
they
did
not
learn
as
much
as
they
would
have
otherwise
learning
happened.
This
also
disregards
the
massive
amount
of
social
emotional
learning
that
occurred
this
year.
The
summer
learning
plan
also
needs
to
be
careful
to
avoid
being
inequitable.
K
Students
may
need
to
use
the
summer
to
increase
hours
at
their
jobs,
travel
to
see
family
or
take
a
much-needed
break.
It's
difficult
to
provide
a
fully
equitable
option,
but
teachers
and
student
voices
must
be
included
in
designing
these
summer
learnings
teachers,
many
of
whom
are
understandably
feeling
really
burned
out
right
now,
are
clearly
somewhat
split
on
their
openness
to
participating
in
things
like
summer
school
and
extended
day.
K
As
a
result,
making
up
for
unfinished
learning
this
summer
and
through
the
next
school
year
does
not
have
to
come
at
the
expense
of
a
well-rounded
and
emotionally
nurturing
education.
We
know
that
simply
focusing
focusing
narrowly
on
reading
and
math
without
meaningful
connection
to
other
subject.
Areas
is
deeply
unpopular
and
detrimental
to
students,
learning
and
engagement.
K
So,
in
conclusion,
for
every
boston
and
our
educators
believes
that
developing
a
nuanced
understanding
of
student
learning
during
the
pandemic
is
essential
for
moving
forward.
Prioritizing
interventions
and
supports
can
be
built
into
the
school
day
and
the
summer
without
overburdening
teachers
and
students.
K
J
Go
ahead
almost
there
all
right!
Thank
you
for
inviting
me.
My
name
is
iching
chen.
I'm
the
executive
director,
forensical
children,
boston,
we're
a
roxbury
based
organization,
focusing
on
supporting
families
and
children
and
a
12
and
a
half
year
model.
We
select
our
kids
when
they're
in
kindergarten,
and
we
support
them
all
the
way
through
high
school
graduation,
no
matter
what
it's,
this
topic
is
really
personal
to
us.
J
As
we
march
forth,
with
this
citywide
focus
on,
how
do
we
get
our
young
people
back
into
the
school
friends
of
the
children?
Boston
has
a
guiding
principle,
no
matter
what
that
means
that
we
will
show
up
for
our
young
people
and
families,
no
matter
what.
So
this,
no
matter
what
approach
in
the
last
year,
we
actually
learned
a
lot
about
what
work
and
what
does
not
work
for
our
families.
J
The
families
that
we
work
with
often
are
the
most
impacted
by
the
external
factors
around
them.
They're
considered
some
of
the
most
vulnerable
families
of
the
city,
and
what
we
really
learned
is
that
any
approaches
and
processes
that
has
to
be
created
and
in
celebrating
and
supporting
the
student
loss
has
to
have
an
equitable
philosophy
as
well,
as
has
to
be
anchored
and
guided
by
the
voices
of
caregivers
young
people
as
well
as
educators.
J
These
are
the
people
that
were
the
most
impacted
personally
by
the
pandemic
and
will
be
also
on
the
front
line
and
continue
to
be
the
most
impacted,
and
so,
whatever
we're
planning,
we
must
find
ways
to
integrate
the
voices
of
these
constituents
and
not
just
the
one
that
shows
up.
We
have
to
find
ways
to
get
to
those
that
won't
show
up,
but
are
showing
up
in
places
that
that
we
don't
reach
them,
and
so
with
that
said,
I
would
like
to
offer
just
on
the
highest
level.
J
I
think
four
really
key
elements
that
we're
learning
that
we
want
to
urge
both
nonprofit
partners,
policy
makers,
as
well
as
our
district,
to
focus
on
as
we
think
about
how
do
we
bring
our
young
people
continue?
How
do
we
support
our
young
people
in
their
continuing
learning?
There
are
really
four
key
elements
that
have
to
show
up
in
any
program
that
you
are
planning
or
any
processes
that
you're
designing.
Please
keep
these
four
key
elements
that
in
mind.
First,
is
the
social
emotional
mental
health
needs
of
our
young
people?
J
J
Many
of
our
young
people
found
themselves
isolated
for
an
entire
year,
so
whatever
process
and
program
that
you
are
planning
must
have
social
emotional
mental
health
support
as
a
key
element
of
that.
That
also
must
show
up
in
a
culturally
relevant
way,
oftentimes.
When
people
think
about
social
emotional
support,
they
immediately
go
to
counseling
that
isn't
always
the
case
for
all
cultures
and
for
all
communities.
J
Some
communities
really
need
gatherings
and
collective
actions,
and
so,
if
you're
building
and
thinking
about
supporting
young
people,
social
emotional
needs
and
mental
health
needs,
it
has
to
be
done
in
a
way,
that's
familiar
to
them,
and
I
would
again
once
again
lean
on
the
voices
of
the
caregivers
and
the
young
people
to
guide
you
in
how
they
would
like
to
heal.
How
would
they
like
to
grieve
and
how
they
would
like
to
acknowledge?
You
know
some
of
their
experiences
this
last
year.
J
Secondly,
I
think
the
targeted
academic,
remediation
and
enhancement
is
critical.
That
does
not.
You
know
to
me,
the
the
caregivers
and
the
young
people
that
we
have
talked
to
would
prefer
that
not
show
up
yet
in
yet
another
class
that
they're
signing
up,
for
you
know
it's
to
them.
Summer
is
a
time
of
you
know
in
enrichment.
J
Summer
also
represents
a
lot
of
togetherness,
and
so
you
know
we
must
be
able
to
find
a
way
to
build
an
academic
enhancement
and
remediation
that
works,
and
that
will
work
for
our
young
people
and
also
that's
an
individualized
approach.
Many
of
the
family
that
have
more
resources
are
able
to
bring
in
private
tutors
are
able
to.
You
know,
do
all
of
these
and
pay
for
experiences
that
have
academic
enhancement
and
remediation
built
in.
J
J
The
pandemic
is
not
over.
The
crisis
is
far
from
over.
We
could
have
an
eviction.
A
wave
of
eviction
that
is
on
the
horizon.
Folks
have
lost
employment
that
are
no
longer
there
and
are
still
struggling
to
make
ends
meet
if
we're
planning
anything
that
has
to
do
with
the
bps
students.
They
don't
live
in
isolation.
J
They
live
in
a
family
unit
in
whatever
shape
or
form,
and
so
whatever
we
plan,
we
must
still
be
guided
and
use
a
whole
family
approach
and
utilize,
whatever
resources
and
allocation
of
additional
resources
to
support
the
caregivers
and
support
the
caring
adults
in
these
kids
lives.
So
then
they
can
show
up
to
school
ready
to
learn
because
their
family
is
stabilized
and
feel
supported.
J
Lastly,
allow
for
re-affirmation
phase
our
young
people
and
families
have
spent
an
entire
year
in
a
crisis
for
us
to
believe
that
somehow
immediately,
they
can
sign
up
for
a
program
and
show
up
on
the
first
day
and
ready
to
go
is
not
realistic.
I
think,
whatever
that
we
need
to
do
and
people's
lives
have
changed.
J
So
whatever
processes
and
programs
have
to
be
flexible
so
think
about
maybe
an
ongoing
rolling
enrollment
instead
of
a
deadline,
enrollment
think
about
how
you
would
get
your
words
out
think
about
maybe
a
shorter
program
instead
of
six-week
program,
where
you
have
to
sign
up
all
at
once
or
nothing
again.
Reacclimation
is
going
to
take
time
because
people's
lives
have
been
permanently
changed
and
we
need
to
allow
for
the
flexibilities
for
that.
J
Lastly,
I'd
like
to
just
you
know,
once
again,
I
think
highlight
that
personal
and
relational
outreach
is
going
to
be
fundamental
to
the
success
of
our
young
people.
Their
academic
success
is
going
to
be
far
more
likely
if
they
and
their
family
believe
that
somebody
on
the
other
end
is
going
to
be
there
for
them,
and
somebody
on
the
other
end
is
there
cheering
them
on
to
make
sure
that
they
are
successful.
J
That
means
that
you
know
schools,
teachers,
non-profit
organizations,
instead
of
doing
a
mass
approach,
should
be
picking
up
the
phone
reaching
out
to
families
individually.
Tell
them
how
excited
you
are
for
them
to
be
a
part
of
the
euro
summer
program
or
an
opportunity.
This
personalized
approach,
we
have
learned
in
the
pandemic,
heard
from
educators,
families,
young
people,
that
those
are
the
those
are
the
personal
touches
that
kept
them
going
because
they
believe
that
somebody
cared
if
they
show
up.
J
L
Hello,
thank
you,
everybody.
Thank
you
for
having
me,
my
name
is
suleika
soto
and
I
am
a
bps
parent.
I
am
here
today
as
a
representative
of
the
citywide
parent
council,
which
is
the
parent
organization
for
all
those
school
parent
councils,
and
I
just
wanted
to
share
a
few
of
the
concerns
or
some
of
the
concerns
that
parents
and
other
community
members
have
expressed
or
what
they
would
like
to
see
in
the
summer
learning
programs.
L
As
we
know,
as
we're
approaching
the
summer,
the
cases
have,
you
know,
been
very
volatile
and
we
have
learned
that
more
students
have
been
infected
within
the
schools
than
adults
have
as
of
recently.
So
a
lot
of
the
concerns
are
around.
How
will
we
ensure
that
there
is
safety
that
transportation
is
going
to
be
also
safe?
You
know,
transportation
is
another
concern,
just
making
sure
that
that's
gonna
be
safe.
I
would
say
another
thing
and
I'm
sorry
because
I
don't
have
anything
prepared,
but
I
do
like.
L
The
procedures
like
what
the
curriculums
will
look
like
and
how
will
we
ensure
that
our
our
kids
are
engaged
and
will
actually
attend?
We
have
known
that
attendance
has
lowered
a
lot
during
this
covid.
So
how
will
we
make
sure
that
that
outreach
is
being
done
and
that
kids
are
continue
to
be
engaged?
L
How
will
we
reach
out
to
parents
to
ensure
that
all
parents
know
about
this?
Not
the
not
just
the
ones
that
are
plugged
in
like
were
mentioned
before?
I
know
that
the
district
and
us
parent
councils
and
city-wide
cancer
councils
have
had
I've
had
trouble
with
engaging
parents,
and
you
know
making
sure
that
they
know
about
all
the
resources
that
are
available
to
them.
Unfortunately,
we
find
that
it's
always
the
same
parents.
L
So
how
will
we
ensure
that
we're
doing
the
outreach
that
the
outreach
is
being
done
in
the
native
language
of
the
parents
and
how
will
we
make
sure
that
all
these
programs
are
as
accessible
as
possible
to
everyone
all
across
the
board?
Another
yeah,
so
outreach
is
a
big
thing,
just
making
sure
that
everyone
knows.
Sometimes
we
might
have
to
go
to
the
old
school
ways
of
just
mailing
brochures
or
may
have
you
not.
L
You
know
like
that.
It's
it's
it's
equitable
and
that
they're
learning
about
things
that
are
like
surrounding
them
and
just
that
it's
very
engaging
as
engaging
as
can
be
just
because
I
know
that
that's
a
problem
that
we've
been
having
within
engaging
students
and
then
also
making
sure
that
social,
that
social,
emotional
peace
is
key
when
it
comes
to
all
of
the
curriculums
that
that's
the
backbone
of
everything.
That
is
being
taught
just
ensuring
that
there
is
that
social
emotional
piece
is
always
there
and
yeah.
L
So
that's,
I
believe,
that's
all
I
have
for
now
and
then
also
one
last
thing
ensuring
that
all
these
programs
are
free.
We
do
have
that
federal
money
that
has
come
in.
So
how
can
we
make
sure
that
these
parents
are
not
worried
about
how
they
are
going
to
pay
for
these
programs?
There
has
been
learn
and
lost.
Students
do
like
mentioned
before
by
michigan.
L
Students
want
to
be
able
to
work,
especially
those
in
the
higher
grades.
So
how
can
we
make
sure
that
we
are
compensating
them
or
as
many
as
possible
to
make
sure
that
they're
engaged
and
that
they're
not
chosen
to
work
over?
You
know
making
up
for
this
lost
learning
and
time
that
that
that
they've
had
they
could
do
both
at
the
same
time.
So,
thank
you
very
much
and
you
guys
have
a
great
afternoon.
A
Thank
you
very
much,
miss
soto
for
joining
us
and
sharing
your
remarks
and
representing
the
citywide
parent
council.
Just
looking
for
my
rest
of
my
notes
here,
I
I
also
want
to,
I
think,
we've
gotten
to
all
the
panelists.
Thank
you,
everybody
for
the
presentation,
both
from
the
boston
public
schools,
e4e
friends
of
children,
boston
as
well
as
the
citywide
parent
council.
I
will
start
with
and
we'll
have
a
timer,
because
we
have
been
joined
by
a
few
of
our
colleagues.
B
B
Obviously,
the
purpose
of
the
hearing
were
to
bridge
the
two,
because
clearly,
I
think
I
saw
some
folks
in
the
administration
sort
of
nodding
their
head
in
terms
of,
I
think
things
to
inform
what
the
district
does
over
the
summer,
which
is
great
one
question
I
do
have
based
on
the
questions
from
or
what
was
just
lifted
up
from.
The
panelists
are
the
programs
that
were
mentioned
by
the
district
and
there's
a
whole
array
of
them.
B
Are
they
free?
The
second
question
is
there
was
a
lot
of
talk
about
the
importance,
of
course,
of
each
program,
regardless
of
the
type
of
program
having
a
mental
health,
social,
emotional
learning
component.
So
I
would
love
to
hear
the
district
talk
a
little
bit
more
about
just
that.
Whether
or
not
each
program
that
is
being
developed
has
those
components
and
then
my
last
question
is:
does
every
family
will
every
family
have
access
to
a
mental
health
counselor?
D
Sure
I
can
start
to
answer
some
of
those
questions
and
I'll
invite
my
colleagues
as
well
to
to
chime
in
so.
In
terms
of,
I
think
the
first
question
is
whether
or
not
the
programs
are
free.
All
of
our
bps
programs
are
free,
it's
they're
funded
by
us,
so
families
do
not
have
to
worry
about
paying
for
them.
The
second
question
around
just
ensuring
that
there
are
supports
for
mental
health,
and
specifically,
I
think
this
idea
of
supporting
our
students
socially
and
emotionally
during
crazy,
crazy
times
right.
D
D
I
think
your
last
mission,
the
fact
that
culturally
relevant
content
allows
you
to
feel
connected
right,
and
so
we
saw
that
happen
last
summer
and
I'll
point
to
a
program
like
social
justice
academy,
for
example.
So
we've
been
making
in
very
intentional
efforts
to
do
that
right
for
every
program
this
year,
we're
also
making
the
actually
a
curriculum
available.
Kids
are
investigating
things
that
are
very
close
to
their
communities
and
feeling
very
empowered
about
that.
One
example
is
looking
at
institutional
racism
right
in
the
seventh
and
eighth
grade.
D
D
E
B
Okay,
that
would
be
helpful
to
thank
you
shannon.
Thank
you
both
to
know,
because
that
is
one
of
the
questions
that
comes
up
outside
of
will
each
program
have
that
social
emotional
learning
component
is:
will
a
student,
for
example,
be
able
to
access
a
mental
health
clinician,
a
social
worker
and
then
on
the
flip
side,
of
course,
any
of
our
educators
or
staff?
So
I
can
look
for
further
details
on
that.
I'm
not
sure
if
my
time
has
run
out.
Counselors,
george,
okay,
you
have
another
minute
go
ahead.
B
Well
now,
in
with
this
question,
I
can
save
other
questions
for
the
next
round.
Going
back
to
the
the
point
around
this.
Was
you
chen's
point
around
the
whole
family?
Obviously,
these
are
incredible
programs
that
young
people
will
be
accessing,
obviously
with
their
family.
Has
the
district
worked
with
any
of
the
other
city
departments?
I'm
thinking
about
dnd
the
office
of
housing
stability,
the
various
departments
that
we
even
interface
with
to
make
sure
that
folks
aren't
being
evicted,
helping
folks
get
access
to
unemployment
benefits,
you
name,
information
about
vaccines.
D
D
D
So
I
was
kind
of
jotting
down
like
like
feverishly
all
of
the
notes
that
your
panelists
mentioned,
because
I
wanted
to
just
go
back
and
make
sure
that,
in
fact
that
we
had
that
point
of
view-
and
I
know
that
there
are
certain
points
that
that
we
connect
with
families-
I'm
not
quite
sure
that
we
have
been
as
intentional
as
your
panelists
have
talked
about
about
really
thinking
about
the
whole
family
for
every
in
every
single
point
of
the
summer
learning
cycle.
So
I
was
actually
really
happy
to
see
that.
B
C
So
we
appreciate
everything
that
you're
doing.
I
guess
my
my
question
is
well
a
question
and
a
comment
is,
and
I
apologize
I
I
I
wasn't
at
the
beginning
of
the
meeting
we.
I
know
it
was
on
powerpoint,
but
are
we
able
to
get
information
that
we
could
provide
to
our
constituents
about
what
opportunities
are
available
this
summer?
So
I
can
share
that
document.
I
think
this
council,
savvy
george,
we
were
able
to
share
that
document.
Is
that
right.
C
H
I
can
take
that
question.
Thank
you
for
that
question.
Counselor
flynn,
I
mean
I
mentioned
in
the
presentation
that,
in
addition
to
all
of
the
summer
programs
offered
by
various
departments,
there
is
a
specific
program
that
the
office
of
english
learners
puts
makes
available,
particularly
for
students
at
the
emerging
levels
of
proficiency
in
english.
So
definitely
there
will
be
support
for
home
languages
and
in
the
future
we
want
to
increase.
C
M
Hi,
can
you
hear
me
I'm
having
internet
issues?
I
think
you
lost
me
for
a
second
there,
so
we
have
my
timer
on
welcome
councilman
here.
I
know
you've
got
me
on
timer
here,
so
I'm
really
excited
to
be
here.
Thank
you.
I'm
curious
about
a
few
things.
How
are
we
implementing
social?
I
think
we're
talking
about
social,
emotional
building
it
into
the
curriculum
specifically
into
the
curriculum.
Is
that
correct?
M
M
M
I
think
that
we
have
to
be
super
mindful
that
learning
it's
not
just
about
academics,
but
that
learning
is
about
creating
opportunities
for
students
to
be
able
to
access
career
exploration.
So
I'm
just
curious
what
initiatives
are
being
sought
as
it
relates
to
that
learning.
I
hope
the
classroom
could
be
the
city
right.
So
let's
just
think
about
that,
and
then
I
I
really
do
appreciate
suleika
and
and
a
lot
of
the
questions
and
and
comments
that
she
brought
to
the
table
specifically
around
the
civic
and
and
parent
engagement.
M
I'm
curious:
what
role
did
parents
play
in
helping
the
administration
design
the
summer
learning
programming
effort?
What
role
was
played
by
parents
in
particular,
and
students,
and
I
only
have
three
minutes
left
so
I
just
need
these
really
short
answers,
and
then
I
can
follow
up
with
you
if
I
need
to
go
a
little
bit
further
so,
but
I
do
want
those
questions
addressed.
Thank
you.
D
E
Sure
so
for
mental
health
supports.
We
are
providing
training
to
all
teachers
on
culture
on
restorative
justice,
which
is
a
culturally
responsive
approach
to
community
building
in
the
tier
one
piece
of
that.
So
in
addition
to
having
it
embedded
in
the
community,
teachers
are
receiving
specific
training
around
that,
as
well
as
on
how
to
encourage
youth
voice
and
autonomy
in
their
programs.
I
In
regards
to
apprenticeships,
beyond
what
our
five
intermediaries
will
be
brokering
for
our
students
district-wide,
we
are
working
very
closely
with
the
district's
office
of
career
and
technical
education
to
open
up
access
to
summer
apprenticeships
align
to
student
cte
pathways,
there's
also
various
agencies,
such
as
digital
ready,
who
has
presented
to
our
school
leaders
around
career
development
opportunities
that
are
paid
internships
during
the
summer
months.
So
it's
a
both
end,
it's
both
being
brokered
directly
from
the
district,
but
also
through
these
intermediate
or
intermediary
order.
Organizations
that
I
mentioned.
D
Sure
I
can
talk
a
little
bit
about
that,
so
when
we
think
about
the
role
of
the
families,
I
think
most
often
about
the
schools,
and
so
I'm
really
excited
at
the
fact
that
we
have
a
number
of
school
programs
happening,
and
so
I've
heard
from
principals
that
there
is
a
direct
correlation
between
the
kinds
of
programs
they're
putting
in
place
and
the
voice
of
the
families
right.
So
they're
they're
putting
programs
in
place
in
response
to
family
needs
right
into
the
needs
of
their
students.
So
I'm
actually
like
ecstatic
about
that.
D
So
that's
one
level.
Another
level
is
the
fact
that
we
hear
informally
and
formally
from
parents,
so
informally
parents
are
contacting
us,
and
so
we
have
a
program
right
now.
This
nafta
school
program
where
parents
are
formally
contacting
us
and
saying
art,
my
kid
needs
x
or
my
kids
need.
Why?
Or
this
is
too
much
all
of
that
input
and
then
the
formal
is
through
a
survey.
We
do
parent
surveys
and
so
all
that
data
is
used
to
create
summer
programming.
M
M
So
we
need
to
be
really
intentional
about
making
sure,
and
I
would
even
ask
the
district
to
really
put
some
action
plans
around
like
the
percentage
of
the
most
vulnerable
students
that
are
signing
up
and
how
you're
gauging
that
to
suleika's
point.
I
think
she
really
brought
a
lot
of
some
of
the
things
that
I
would
bring
to
the
conversation,
so
I'm
really
happy
that
she
was
here
to
inform
our
thinking,
but
that's
just
one
of
the
things
that
I
wanted
to
offer
is
just
being
really
intentional
about
your
outreach.
D
Okay,
I'll
be
really
quick,
so
we
do
also
work
through
external
and
third,
our
our
community
organization.
So
I
have
an
example
for,
for
example,
of
the
immigrant
family
services
institute,
fc
that
I've
worked
really
closely
with
they're
really
connected
to
the
haitian
fam
to
the
haitian
community.
They
they
bring
programming
to
us
and
say
this
is
what
our
families
need.
D
So
there
is
the
voice
of
community
members,
families
who
are
not
connected,
who
may
not
feel
you
know
I'm
from
an
immigrant
community
right
so
who
may
not
feel
connected
to
the
formal
structures
of
bps
but
who
are
connected
to
their
community-based
organizations,
and
so
those
community
based
organizations
come
to
us
and
say
these
again,
just
like
the
schools.
These
are
the
programs,
our
families
need
and
we're
funding
those
programs
for
free
of
charge
for
families.
A
A
I
appreciate
that
these
are
free
to
our
students
across
the
district
and
appreciate
that
there's
20
26
000
plus
seats
available
for
students,
and
that
is
certainly
just
just
less
than
50
of
our
student
population
or
just
more
than
50
of
our
student
population,
and
I
understand
that
many
of
our
students
find
other
opportunities
on
their
own
or
aren't
engaged
in
summer
programming.
So
I
guess
a
two-part
question
one.
Where
is
the
funding
coming
from
to
cover
these
expenses
and
two?
A
D
So
district
funding
comes
from
a
variety
of
sources
this
year,
we're
using
the
grant
funding
from
the
federal
government
really
to
enhance
summer
programming.
So
in
terms
of
the
availability
of
seats
we
are,
we
increase
the
seats
from
from
last
year,
we're
anticipating
that
we
have
enough
seats
available
again.
Schools
are
a
number
of
our
schools
are
are
putting
on
programs
for
the
summer,
so
we
we
actually
anticipate
that
we're
able
to
meet
needs.
A
A
That's
right
appreciate
that,
and
I
know
that
the
assistant,
superintendent,
superintendent,
dia,
dab,
lamont
is
also
on
and
wanted
to
make
sure
that
wanted
to
make
sure
that
we
were
also
really
fulfilling
some
of
the
needs
of
our
higher
needs,
students
and
students
on
our
aps
and
504s
over
the
summer
opportunity.
I
know
that
was
part
of
the
presentation,
but
ethan
if
you
could
just
speak
a
little
bit
more
to
that.
That
would
be
helpful
for
those
listening
at
home.
Thank
you.
F
Sure,
just
that
we
absolutely
thank
you
for
the
question.
You
know
we
boston
has
a
history
of
offering
esy
and
a
robust
esy
program
and
we're
excited
to
be
able
to
offer
it
again
this
year
and
excited
to
be
able
to
offer
it
both
in
person
and
also
remotely
for
those
who
feel
like
that
is
better
for
them
and
their
families,
for
whatever
reason.
F
So
we're
excited
to
be
able
to
do
that,
so
that
will
be
a
regular
esy
program
and
for
those
who
qualify
for
compensatory
services,
we
will
also
if
it
fits-
and
these
are
those
are
individualized
decisions,
but
that
would
be
we
are
offering
an
extra
week
of
esy
services
as
well.
So
we
hope
that
that
will
help
some
of
the
aggression
that
has
happened
as
well
for
students
who
are
not
eligible
for
esy.
F
We
are
also
but
are
eligible
for
compensatory
services,
we're
offering
what
we
call
summer
learning
for
compensatory
services,
and
that
also
will
be
in
person
or
remote
and
often
will
be
at
sites,
if
not
always
will
be
at
sites
where
esy
is
offered.
That
will
be
a
three
hour
window,
but
that
will
we
will
be
providing
transportation
and
also
all
iep
goals
will
be
able
to
be
addressed
through
that.
F
A
That's
very
helpful.
Thank
you
for
that
and
then
across
a
few
other
things.
One
and
just
you
know
want
to
want
to
sort
of
celebrate
and
applaud
the
effort
of
the
pick
to
make
sure
that
many
of
our
older
students
have
some
employment
opportunities
this
summer
and
know
that
those
are
often
very
enriching
opportunities.
A
I
also
want
to
just
appreciate
each
and
comments
around
the
whole
family,
work
and
whole
family
supports
and
appreciate
dr
philippo
pierre's
commitment
to
looking
into
that
and
of
take
making
note.
I
wanna
also
ask
about
sort
of
the
the
balance
of
in
person
which
to
me
through
this
presentation,
is
the
goal
of
this:
the
efforts
over
the
over
the
summer
months,
but
will
there
also
still
be
some
opportunities
for
virtual
experiences.
D
Yes,
so
we
are,
we
are
pushing
to
make
sure
that
there
is
enough
in-person
summer
learning,
so
most
of
our
summer
programming
will
be
in
person,
but
we
do
want
to
make
sure
that
for
families
that
are
uncomfortable
coming
in
person
that
there
is
virtual
law,
there
are
virtual
options
available
for
them.
So,
yes,
there
is
a
balance.
It's
it's
more.
It
leans
more
towards
it
in
person,
but
there
are
virtual
programs.
A
A
N
Sure
thank
you,
madam
chair,
for
hosting,
obviously,
thanks
to
the
lead,
sponsor,
counselor,
campbell
and
and
other
colleagues,
I've
obviously
been
looking
forward
to
to
learning
more
about
this
opportunity
in,
in
particular
as
to
how
families
are
learning
about
these
programs.
I
was
happy
to
hear
marsha
describe
digital
ready's
partnership.
There.
N
Madam
chair,
it's
just
curious
as
to
where
the
funding
is
coming
from
these
programs
and
at
the
end
of
the
day
for
me,
you
know
we're
playing
catch
up
here,
we're
in
a
global
economy,
other
school
districts
and,
quite
frankly,
other
countries.
You
know
almost
have
a
leg
up
on
us
and
want
to
make
sure
that
you
know
we're
getting
kids
back
to
the
classroom
safely
as
quickly
as
possible,
but
also
any
opportunities
throughout
the
summer
to
get
their
subject
matter
acumen
back
up
to
grade
level.
N
N
If
parents
decide
to
hold
their
children
back
because
in
a
sense,
they've
missed,
you
know
an
academic
year
for
better
for
worse
whether
it
was
remote,
remote
was
working
for
some
students.
It
wasn't
working
for
others.
It
was
working
for
some
families.
It
wasn't
you
know
it's.
We
can't
be
a
one-size-fits-all.
N
N
So,
as
we
talk
about
sort
of
summer
programming
and
what
that's
going
to
look
like
and
how
many
kids
are
going
to
take
advantage
of
that
and
during
that
summer
programming,
are
we
going
to
be
able
to
catch
up
for
the
subject
matter,
material
that
they've
lost
out
on
this
calendar
year
and,
more
importantly,
you
know,
what's
going
to
happen
when
people
decide
to
hold
their
child
back
a
calendar
year?
So
that's
it
for
me
in
a
nutshell.
If
whoever
feels
like
taking
a
shot
at
some
of
those
that'd
be
great.
D
D
For
that
question,
superintendent
cecilia's
has
been
working
diligently
around
her
reimagine
recover
initiative,
and
so
we're
really
thinking
deeply
as
a
district
around
how
to
support
all
of
our
families
in
the
different
decisions
that
they're
going
to
make
for
the
fall,
and
so
I
know
for
sure
that
this
is
part
of
the
the
plan
and
and
the
thinking
around.
How
do
we
do
that?
D
D
What
I
could
say
is
that
we
could
we
are
committed
to
to
meeting
the
needs
of
all
of
our
families,
and
so
if
families
decide
that
this
is
something
that
they
want
to
do.
We
we
go
back
as
an
academic
team
and
we
think
through
what
are
the
supports,
that
they'll
need,
and
so
at
this
point
ethan,
if
you
could
chime
in
around
how
we
we
could
support
families
around
around
their
special
education
needs.
F
F
We
will
be
hopefully
seeing
those
students
make
that
progress
that
we're
pushing
on.
But
it
is
in
in
terms
of
actually
you
know,
families
think
that
they
need
another
year.
We're
certainly
willing
to
entertain
that
conversation,
but
I
think
dr
philippo
answered
that
correctly
that
you
know
those
are
really
individualized
conversations
that
you
want
to
have
and
when
you
really
understand
the
data
and
know
what's
happening
with
each
individual
child
and
family.
D
E
Sure
there
are
33
high
schools
in
boston,
public
schools
and
25
of
them
are
offering
credit
recovery
programs.
We
have
a
credit
recovery
program
in
each
neighborhood,
and
any
student
from
any
high
school
will
be
able
to
access
credit
recovery
programs
at
other
schools,
as
long
as
they
have
are
offering
the
course
that
the
student
requires.
So
we're
excited
about
a
lot
of
accessible
options
for
credit
recovery
spread
throughout
the
city
and
I'm
happy
to
share
a
list
of
which
schools
those
are.
If
it
is
something
that
you
would
like.
N
A
B
A
couple
of
questions
I
do
still
have
one
is
on
just
tutoring
and
making
sure
or
just
seeing
you
know
what
is
available
to
our
students
k
through
12
in
terms
of
access
to
tutoring
and
and
not
only
access,
but
are
we
using
teachers
over
the
summer
as
tutors?
Are
we
stipening
teachers?
Are
we
thinking
about
doing
that?
Will
every
family
have
access
to
a
tutor
similar
to
sort
of
the
mental
health
piece
and
then
the
second
question
is
planning
time.
B
You
know
how
are
we
using
this
summer
to
either
stipend
educators
or
somehow
working
in
partnership
with
educators
and
staff
in
terms
of
planning
for
the
fall?
This
was
something
we
heard
when
we
were
talking
to
educators
and
teachers
around
some
missed
opportunities
for
last
summer,
but
being
able
to
use
this
summer
ahead
of
the
fall
to
plan
a
host
of
other
things.
So
how
are
we
investing
in
additional
planning
time
this
summer
for
a
smooth
transition
in
the.
D
You
know
money
and
time
in
the
in
the
spring
to
do
to
provide
free
tutoring
for
services
to
our
students
and
so
we're
hoping
that
this
continues
through
the
summer
and
so
because
right
now,
what's
happening
is
that
students
have
access
to
both
ela
reading,
specifically
and
math
tutoring
right
through
this
program,
and
so
in
trying
to
continue
that
through
the
summer.
We've
done
that
by
pushing
it
through
the
regular
summer
summer
learning
programs.
D
There
are
some
programs
that
offer
specific
tutoring
there's
one
program.
For
example,
that's
offering
math
tutoring,
not
all
the
programs
are
doing
it
exactly
the
same,
and
so
they
are
addressing
the
academic
needs
of
students
specifically,
but
not
necessarily
through,
like
a
one-on-one
to
a
tutor
right,
and
so
that's
that's
something
to
think
about
as
a
family.
D
If
you
want
a
a
program
that
specifically
targets
math
skills
or
your
reading
skills-
and
you
need
a
small
group
tutoring-
we
need
to
provide
enough
information
so
that
you,
you
choose
the
right
programming,
but
there
are
programs
that
are
providing
tutoring
in
terms
of
planning
time
for
educators,
we're
actually
involved
in
conversations
right
now
we're
part
of
a
professional
learning
group.
Looking
at
how
do
we
much
like
dr
casilia's
plan
around
reimagining
schools?
How
do
we
reimagine
professional
learning
for
our
for
educators
for
ourselves?
D
How
do
we
give
additional
planning
time,
and
so
we
are
in
the
process
right
now,
thinking
about
the
summer
and
reimagining
the
teacher
summer
institute
that
used.
You
know
that's
about
about
three
days
long,
and
so
what
is
it
that
we
need
to
plan
for?
And
so
we
are
engaging
with
our
educators
now
or
we
will
be
engaging
with
our
educators
through
a
task
force
to
really
understand
what
it,
what
are
their
needs
and
then
to
plan
for
adequately
plan
for
the
teacher
summer
institute.
D
B
The
summer
is
just
so
critical,
of
course,
in
terms
of
planning
time,
so
I
fully
support
anything
we
can
do
to
support
educators,
stipend
them
to
be
able
to
make
this
happen.
Clearly,
there's
not
much
time
left
before
the
summer
will
be
here
and
then
on
the
tutoring
piece,
and
I
think
it
connects
to
an
earlier
point
around.
B
How
do
we
make
sure
that
everything
we're
doing
is
through
an
equity
lens
and
that
families
have
equitable
access
that
it's
targeted,
that
it's
individualized
for
our
students
and
our
families
and
on
the
tutoring
piece
we
do
know.
Obviously
there
are
many
families
who
have
the
ability
to
hire
private
tutors
to
have
that
one-on-one
instruction,
which,
in
addition
to
the
academic
instruction
that
one-on-one
time
is
extremely
valuable.
There
are
other
layers
it
offers
in
terms
of
social
emotional
supports.
B
I
know
there
are
some
programs
that
have
different
types
of
whether
it's
math
or
different
types
of
instruction,
but
that
additional
layer
or
access
piece,
I
think,
is
critically
important
and
just
as
important
as
the
mental
health,
social,
emotional,
social
worker
connection
piece.
So
I
want
to
stress
that
and
would
love
to
see
how
we
can
continue
to
expand
access
to
that
individualized
approach
and
tutoring.
For
for
families
who
request
it.
F
I
saw
ethan
yeah,
dr
philippo.
If
you
don't
mind,
I
would
just
jump
in
and
say
one
of
the
things
that
we've
learned
through
administering
the
compensatory
services
is
that
we
have
we're
offering
part
of
it
is
after
school
tutoring
right.
So
that's
part
of
like
doing
addressing
the
regression
that
has
happened,
and
that
seemed
to
be
going
pretty.
Well,
it's
sort
of
a
new
program.
F
So
when
we
rolled
it
out
in
february
it
was
you
know
we
had
some
issues
right
at
the
beginning,
but
I
think
now
we
are
able
to
enroll
students
in
those
programs
and
they
are
getting
that
kind
of
tutoring.
It's
not
one-to-one,
but
it
is
small
group
and
and
that's
just
opening
up
a
new
window
of
time
where
students
can
get
the
learning,
and
I
just
really
appreciate
the
the
push
on
sort
of
what
the
the
academic
growth
piece
like.
F
We've
got
to
be
looking
and
tracking
that
and
seeing,
if
we're
really
getting
moving
on
the
data
in
terms
of
academic
growth-
and
I
agree
with
you
that
that's
this
that's
critical
and
as
we
move
forward,
we
want
to
explore
whether
this
model
of
doing
compensatory
services
is
something
that
we
can
do
for
tutoring
and
it's
not
just
for
compensatory
services.
But
students
who
just
are
behind
it's
opening
up
a
new
window.
So
I
think
there's
there
would
be
a
long
way
to
get
there.
M
A
few
questions
I'm
just
curious
what
efforts
we've
made
to
partner
up
with
some
of
the
local
universities.
You
know,
I
always
know
that.
Oh
you
always
hear
that
it's
hard
to
get
mental
health
providers
of
color,
I'm
just
curious
what
efforts
are
being
made
to
build
that
pipeline
in
collaboration
with.
M
I
know
that
boston
university
has
a
program
specifically
designed
for
social
workers
and
mental
health
providers
of
color,
so
wondering
what
efforts
are
being
made
there
to
engage,
and
then
I,
if
suleika,
is
still
here,
I
do
have
some
questions
that
are
specific
to
parents,
so
I'm
not
sure
if
she's
here
we
can
answer
that
question
and
if
she's
here
then
I'd
like.
I
have
a
follow-up
on
the
parent
front.
D
D
M
M
You
know
the
boston
area,
so
that
is
a
practice
that
you
may
want
to
look
into
new
generation
consultants
because
they
may
have
a
network
of
other
clinicians
that
you
may
want
to
tap
into,
and
then
I
know
with
deco
is
is
an
organization
that
I've
worked
with
in
the
past,
and
you
know
they
they
do
have
some
folks
of
color
in
that
place
too.
I
know
they
work
specifically
with
mckinley's
families,
but
it's
just
another
place
where
you
all
may
want
to
tap
in
and
see.
M
M
As
you
hear
all
of
these
conversations
about
you
know
what
learning
summer
learning
looks
like
do
you
have
any
suggestions
in
terms
of
what
the
district
can
think
beyond
summer
learning?
You
know
like
getting
ahead
of
this.
How
are
we
you
know?
What
can
we
be
doing
better
to
not
only
engage
families
but
to
also
think
about
this
conversation
beyond
summer
learning?
What
are
your
thoughts
on
that.
L
So
I
think
that
definitely
the
district
partnering
with
teachers
just
because
us,
as
you
know,
parents
and
teachers
we
kind
of
like
where
teachers
are
like
you
know
the
students,
second
parents.
So
I
think
that,
usually
on
par,
like
really
partnering
with
teachers,
in
order
to
engage
the
families
that
they
deal
with
from
day
to
day,
because
I
think
the
teachers
know
the
family's
best
so
just
ensuring
that
we
use
that
you
know
that
way
to
do.
L
M
Yeah,
so
as
you
start
thinking
about,
and
thank
you
for
that-
and
I
think
that
that
culturally
competent
piece
about
communication
is
real,
like
you
have
to
speak
in
ways
that
people
can
understand
it,
translation
gets
lost
sometimes.
So
I
think
that's
a
really
great
point.
My
the
question
is
about
like
thinking
about
ahead
past
summer
learning,
what
are
some
of
the
things
that
you
think
and
that
you've
heard
from
the
parents
on
the
council
that
they'd
like
to
see
beyond
summer
learning
as
it
like?
What
can
we
learn
from
this
summer?
L
L
So
whatever
those
curriculums
just
making
sure
that
you
know
the
the
once
kids
do
come
in
september,
that
the
teachers
and
whoever
is
aware
of
what
they
were
able
to
learn
during
the
summer
and
what
what
it
is
that
they
will
continue
to
need
as
they
navigate,
because
I
think
that
this
is
in
reality
like
when
kids
are
really
going
to
be
and
again
about
that
transitional
part.
Right
like
just.
L
I
think
that
this
summer
is
going
to
be
that
transitional
part
for
the
kids
for
them
to
learn
to
adapt
to
be
back
in
person.
So
I
think
that
it's
just
thinking
about
how
those
two
things
will
connect
like
come
september,
and
then
another
thing
that
I
know
is
just
ensuring
transparency
and
making
sure
that
parents
understand
what
the
protocols
are
going
to
be
and
what
what
the
kids
are
learning
and
how
that's
gonna
continue
on
into
the
into
the
reopening
in
the
fall.
L
Thinking
about
safety,
just
kind
of
ensuring
that
we,
you
know,
try
to
be
flexible
as
flexible
as
possible,
and
then
another
thing
is
actually
reaching
out
to
families,
because
I
know
that
a
lot
of
families-
I've
heard
even
in
this
hearing
here
today
that
many
families
have
to
reach
to
the
district
to
ask
for
these
services.
I
think
that
the
district
needs
to
really
make
it
a
point
to
reach
out
to
families
again
a
phone
call
if
that
doesn't
work
text.
M
Thank
you.
Thank
you
for
that,
and
one
last
question
this:
it's
we
didn't
talk
about
the
the
higher
need
students.
I'm
curious.
This
is
for
ethan.
What
does
the
summer
learning
plan
look
like
for
students
who
are
in
the
mckinley
school?
Can
you
talk
a
little
bit
about
kind
of
what
what
the
outreach
effort
has
been?
What
are
some
of
the
goals
and
objectives
that
we're
planning
to
put
in
place
to
help
support
our
more
vulnerable
and
and
socially
emotionally
high
need
students.
F
M
C
Thank
you,
councilor
sabi,
george,
again
for
your
leadership.
I
also
wanted
to
acknowledge
council
campbell
as
well
for
her
important
work
as
well.
Maybe
the
question
I
have
is
for
ethan
ethan.
If
someone
goes
to
a
particular
school
for
tutoring
in
a
particular
subject,
will
there
be
also
access
to
food
at
that
site?
Will
there
be
access
to
kind
of
like
a
one-stop
site
where
there'll
be
food
access
that
might
be
a
mental
health
counselor
or
someone
that
might
be
able
to
provide
additional
assistance,
since
that
person
is
already
at
the
school?
F
Sure
thank
you
councillor
flynn,
for
that,
certainly
at
our
esy
sites
we
work
really
hard
to
coordinate
services,
food
and
other
mental
health
services
as
well,
and
so
I
I
don't
know
if
shannon
or
dr
philippo
would
like
to
add
anything
on
top
of
that,
but
certainly
we
work
to
coordinate
our
services
so
that
that
is
available.
I
know.
Last
summer
we
worked
hard
to
make
sure
that
the
food
was
available
the
sites.
I
would
assume
that
which
is
going
to
continue
this
summer,
but
I
can't
guarantee
that
right
now.
E
So,
yes,
any
site
that
is
open
to
receive
students
this
summer,
whether
it
has
esi
or
one
of
our
partner
programs
oel
any
of
the
programs
will
have
food
access
for
the
summer.
So
that
is
something
that
we
that
we
will
have.
The
social
workers
will
not
necessarily
be
on
site
at
every
school
they'll
be
assigned
to
neighborhoods
and
then,
as
needed,
be
available
there.
C
A
B
So
I'm
just
curious
if
there's
any
been
any
thought
on
stipending
parents
to
help
with
the
the
engagement
around
outreach
or
and
I'm
just
thinking
outside
the
box.
Obviously
there
are
a
lot
of
community-based
organizations
that
work
with
parents,
yi
chen
was
on
here
and,
of
course,
suleika
and
some
others,
but
just
curious.
If
we
thought
outside
the
box
on
the
family,
engagement.
D
E
E
Each
of
the
different
initiatives
works
with
families
who
have
been
previous
participants
in
the
programs
to
really
hone
in
on
the
things
that
worked
well
for
their
students
and
then
places
where
the
programs
need
to
improve.
So,
in
particular,
I
oversee
the
fifth
quarter,
programs,
which
are
both
school-based
and
community-based
organizations,
and
we
ask
that
those
programs
reflect
on
feedback
from
families
through
the
application
process
when
they
request
funding
from
the
district
for
those
programs.
B
Thank
you,
and-
and
I
do
recognize,
that
not
every
school
has
a
family
engagement
specialist
right,
not
every
school
is
equipped
even
with
probably
enough
human
capital
to
do
the
culturally
competent
outreach
that
we
would
need
to
in
such
a
diverse
district
right.
So
I
just
do
think
this
is
an
opportunity.
We
have
a
lot
of
folks
frankly,
who
are
unemployed
in
sort
of
thinking
outside
the
box
and
ways
in
which
to
maximize
participation
from
families
and
in
the
programs
that
we
are
going
to
offer
over
the
summer
in
particular.
B
So
it
was
just
a
thought
and
then
lastly,
I
appreciated
some
of
the
comments
earlier
in
the
hearing
around
curriculum,
which
is
a
larger
discussion,
of
course,
for
the
district,
but
really
looking
at
the
summer
and
how
we
can
be
incorporating
anti-racist
curriculum
and
other
opportunities,
given
what
not
just
what
we're
talking
about
locally.
But
frankly,
what
we're
talking
about
nationally,
it's
a
trying
time
for
all
of
us,
if
you're
watching
anything
with
respect
to
what
is
happening
with
police
brutality
in
this
country.
B
A
A
O
Hello
good
afternoon,
thank
you
for
having
me
well
good
evening.
Now,
I
guess
boston
city
councilor.
My
name
is
lady
caseno
and
I
am
an
outreach
director
at
educators
for
excellence
in
boston,
we're
an
education
nonprofit
that
works
to
ensure
educated
voices
and
include
also
policy
making
decisions.
O
I'm
a
former
educator
who
once
taught
in
lawrence
massachusetts
and
became
a
student
advocate
for
chelsea,
public
schools
and
now,
and
I
also
went
to
bps
boston,
public
schools
and
I'm
currently
an
organizer
and
an
east
boston
resident
and
advocate,
and
I'd
like
to
thank
you
for
creating
this
space
to
discuss
student
learning
during
the
current
pandemic
as
an
active
member
of
the
east
boston
community.
Here's
what
I
I
have
heard:
educators,
students
and
parents
alike,
I've
spoken
to
all
of
them
and
are
all
overwhelmed
by
the
pandemic
for
several
reasons.
O
Firstly,
there
is
a
tech
literacy
gap
that
has
impacted
the
learning
environment
and
academic
performance
of
students.
Second,
east
boston
is
composed
of
many
central
and
south
american
immigrants
who
are
working
class
may
have
language
barriers
and
unfortunately,
many
did
not
receive
a
formal
education
and,
as
a
result
of
such
they
do
not
have
the
abundance
of
resources
that
more
privileged
communities
do
to
aid
their
students
learning.
O
Third,
the
parents
have
to
work
in
order
to
navigate
these
learning
systems,
that's
disproportionately
disenfranchising
them
and
marginalizing
them
further.
On
top
of
this,
there
is
hyper
gentrification
happening
all
over
boston,
particularly
east
boston
as
well,
and
there
is
housing
and
job
insecurities
for
these
vulnerable
residents,
and
that
is
also
impacting
the
learning
environment,
the
home
environment,
the
safe
environment
that
the
students
need
in
order
to
process
the
information
that
they're
learning
and
actually
do
something
with
it.
O
It
is
clear
that
we
need
to
be
working
overtime
to
reach
and
speak
with
parents
and
students
in
east
boston
and
other
similar
neighborhoods
to
meet
them,
where
they're
at
and
to
assess
how
to
best
help.
I
also
want
to
elevate
no,
no.
We
have
been
discussing
this
already,
but
I
want
to
elevate
the
voices
of
our
e3
boston,
bps
educators,
who
teaches
in
roxbury
and
here's
what
she
had
to
say
on
this
topic
and
why
teachers
must
be
at
the
table
in
the
forefront
of
any
solutions
regarding
this.
O
This
should
be
absolutely
a
time
for
teachers
to
talk
about
next
steps.
Last
summer
should
have
been
a
time
for
educators
to
plan
for
remote,
remote
learning.
Instead,
we
spent
the
summer
fighting
about
what
learning
model
we
should
have,
and
we
have
to
make
a
plan
and
stick
with
it
and
plan
for
it.
Educators
in
schools,
personnel
are
great
at
adapting.
O
All
they
need
is
time
and
resources
and
opportunity
to
do
so
at
e4e.
We
believe
that
assessing
and
addressing
student
learning
going
forward
will
be
and
will
take
both
resources
and
willingness
to
radically
reconsider
the
systems
and
structures
we've
put
in
place
for
schools,
whether
it
be
schedules
and
how
we
move
students
through
content
and
what
content
we
even
teach
and
emphasize
and
etc,
etc.
O
Overall,
I
am
here
to
elevate
the
underrepresented
east
boston
community,
and
I
hope
that
this
can
touch
everyone
in
here,
because
the
families
here,
the
students
here,
are
going
to
be
deeply
impacted,
like
many
areas
of
boston.
So
the
immigrant
elo
population
here
really
needs
the
city's
support
and
help
and
empathy
as
well.
Thank
you
again
for
creating
an
opportunity
to
hear
all
of
these
different
ways
that
the
pandemic
has
impacted
students
and
their
families,
and
we
look
forward
to
continuing
to
have
these
conversations.
P
Thank
you
so
much
counselor,
isabe
george,
and
thank
you
counselor
campbell
and
councilman
mejia
for
having
this
event.
I
didn't
find
out
about
this
hearing
until
a
few
minutes
before
it
started.
So
I
don't
necessarily
have
a
statement,
but
I
do
have
some
things
that
I
like
to
say.
First,
I
want
to
thank
dr
philippe
au
pair
for
her
explanation
of
how
summer
is
being
structured,
particularly
with
regard
to
summer
learning,
and
especially
the
summer
opportunities
for
jobs
and
internships
with
pick
which
is
a
strong
partner
in
boston.
P
So
it's
wonderful
to
hear
that
some
community
agencies
and
immigrant
communities
are
being
contacted,
who
don't
feel
comfortable
necessarily
meeting
directly
with
the
district,
but
their
input
is
being
gathered
as
well
as
the
information
that's
gathered
from
school
leaders
around
parent
concerns.
I
would
also
like
to
echo
that
it's
really
important
since
learning
has
been
happening
in
the
home
for
some
additional
outreach
to
happen
with
parents
as
well
as
students.
So
I
think
counselor
here
talked
about
that
as
well
as
seleka.
P
P
So
today
I
want
to
talk
about
special
ed,
because
I
think
we
have
a
problem
here,
particularly
with
regard
to
equity
issues.
There
has
been
racial
equity
issues
in
special
ed
in
terms
of
access
bringing
in
my
own
personal
narrative.
I
will
tell
you
that
in
my
granddaughter's
iep
meeting
when
I
brought
up
compensatory
services,
I
was
directly
told
that
it
was
not
appropriate
to
talk
about
compensatory
services
within
the
iep
team
meeting,
and
I
did
report
that
directly
to
the
special
ed
department
and
got
no
response.
P
So
there
is
a
problem.
I've
had
some
training,
some
workshops
with
parents
that
I
facilitated,
who
didn't
know
about
compensatory
services.
So
I
would
venture
to
say
that,
based
upon
my
own
personal
experience
as
well
as
parents
of
color,
that
they
don't
either
know
that
compensatory
services
are
available
or
they
are
being
denied
compensatory
services
for
their
children.
So
my
first
question
would
be
what
is
or
whether
the
racial
equity
tool
is
being
used
to
ensure
there
is
some
equity
around
getting
the
word
out,
but
also
when
parents
bring
up
compensatory
services.
P
I've
also
been
told
by
some
bps
staff
that
they
have
been
told
at
the
school
level,
not
to
discuss
compensatory
services
unless
parents
bring
it
up.
So
that's
a
real
problem
that
needs
to
be
addressed.
Now.
I
didn't
get
a
look
at
the
slide
closely,
but
we
know
that
we're
getting
extra
funding
because
there
has
been
some
learning
laws,
particularly
with
our
highest
need
students.
So
I
think
I
saw
a
seven
million
dollar
figure
and
that's
money
that
is
being
provided,
but
that
money
is
short.
P
It's
not
going
to
last
forever
and
from
what
I
heard
there
are
4
859
seats
and
332
seats
are
projected
to
be
taken
for
this
summer
of
2021
that
leaves
about
1526,
seven
seats
empty,
which
is
a
real
problem.
That's
a
third
of
the
seats
not
being
filled
for
extended
school
year.
So
I
would.
I
would
ask
you
to
not
look
at
summer
planning
as
a
binary.
P
Take
it
or
leave
it,
parents
may
not
be
able
to
take
advantage
of
what
you're
offering
because
of
the
way
in
which
you're
offering
it,
and
I
would
encourage
you
to
be
flexible
and
speak
to
parents
directly
about
what
services
and
which
services
would
work
for
them,
so
that
they're
not
completely
left
out
so
1527
seats.
That's
a
lot
of
seats,
there's
a
lot
of
money,
that's
going
to
go
unused
and
that
should
be
used
for
students
in
some
form
or
fashion.
P
So
having
some
flexibility
with
that,
I
also
appreciate
counselor
mejia
talking
about
mckinley
school
in
terms
of
in-person
learning.
Let
me
just
give
you
some
figures
for
the
harvest.
Man
about
35
percent
of
the
students
are
taking
advantage
of
in-person
learning
or
the
henderson
is
over
90
percent
for
the
mckinley
school
for
our
students,
black
and
brown
students,
primarily
with
social,
emotional
and
behavioral
challenges.
Only
10
percent
10
are
taking
advantage
of
in-person
learning.
I
think
that
needs
to
be
looked
at
in
terms
of
looking
at
those
population.
P
P
That
partnership
is
a
real
support
for
students,
but
students
will
not
be
able
to
take
advantage
of
it
if
they're
not
in
school,
if
they're
chronically
absent
if
they
are
not
connected
with
these
services.
So
there's
a
real
equity
issue
around
a
black
and
brown
black
and
latinx
students,
particularly
as
well
as
our
english
learners,
who
are
underperforming
at
the
most
lowest
level
in
special
education
with
regard
to
connecting
to
these
services.
So
I
would
like
to
get
some
answers
on
that.
P
A
Thank
you
very
much
miss
brazil
and
I
I'm
sure
and
saw
ethan
making
some
notes.
Imagine
that
the
team
is
as
well
and
we'll
get
you
I'm
sure
we'll
have
a
response
for
you
directly
as
we
don't
generally
do
that
through
public
testimony.
At
this
point,
I
don't
see
any
other
members
of
the
public
who
are
who
are
present
for
public
testimony,
so
counselor
campbell
council
mejia
councillor
flynn.
F
F
We
worked
with
parent
university
and
had
a
number
of
workshops
so
that
we
could
get
the
word
out
to
them
and
had
translators
and
everything
at
those
meetings
so
that
it
was
in
the
in-home
languages
because
we
know
it
is.
It
was
new
for
everybody,
and
so
we
really
wanted
to
get
the
word
out.
We
did
do
those
meetings.
We
also
worked
with
spedpat
to
get
that
word
out
as
well,
so
as
well
as
sending
letters
out
to
every
single
student
with
disabilities
in
the
district.
F
Because
again,
you
know,
as
a
number
of
you
have
mentioned,
there
are
a
lot
of
funds
out
there
and
there's
no
reason
for
us
not
to
work
hard
to
try
and
make
sure
that
kids
learning,
loss
and
regression
is
met
and
we're
working
really
hard
to
make
that
happen
and
then.
Lastly,
with
regard
to
the
in
person
at
mckinley,
I
would
just
say
that
I'm
not
familiar
with
that
data,
but
we'll
certainly
look
at
that,
and
also
that
at
the
mckinley
schools
they
at
all
three
day
schools.
M
So
thank
you
for
that,
and
I
just
wanted
to
just
really
know
and
underscore
council
campbell's
point
in
terms
of
paying
parents
and
stipend,
and
while
I
do
appreciate
the
whole
notion
of
having
family
liaisons,
I
think
that
we
really
need
to
start
thinking
about
a
different
strategy.
I
know
when
I
led
my
organization.
We
were
really
intentional
about
making
sure
that
parents
were
compensated,
because
the
only
people
that
are
not
paid
are
the
people
who
are
living
these
realities.
While
everyone
sitting
around
the
table
either
works
with
a
district
has
a
non-profit.
M
So
I
think
it's
really
important
for
us
to
think
about
that
in
terms
of
compensation
and
not
everyone
is
connected
or
feels
comfortable
with
their
family
liaison
and
people,
don't
trust
the
district
and
they
don't
trust
the
system.
So
I
think
that
the
more
opportunities
we
can
create
for
parents
to
actually
be
the
ones
that
are
the
leaders
of
these
conversations,
then
we're
going
to
start
really
seeing
some
of
these
changes
because
we
just
don't
feel
like
we're
seen
or
hurt,
and
I
say
we
because
I'm
a
parent
too
right
and
I'm
a
city
counselor.
M
Sometimes
I
don't
even
feel
hurt,
so
I
just
want.
I
just
want
to
really
underscore
the
importance
of
really
leaning
in
on
on
the
parents
and
creating
space
for
them
to
lead
and
to
be
compensated
for
their
work,
because
it's
hard
to
juggle
your
ends
meet
and
then
have
to
show
up
to
to
a
meeting
while
everybody's
getting
paid
at
the
table.
Except
you.
H
Thank
you
yeah,
oh,
if
I
may
add
just
very
quickly
following
up
on
that.
The
office
of
english
learners
has
started
a
program
that
follows
a
lot
along
that
premise
and
we
call
it
parents
helping
parents
at
this
point,
it's
a
very
small
program
of
of
eight
parents,
but
the
notion
is
that
our
parents
do
have
access
to
networks
of
you
know,
communication
and
that
they
have
a
set
of
expertise
and
we're.
L
Sorry
so
I
do
not
have
a
response,
but
I
did
want
to
uplift
something
that
edith
said
and
also
counselor
mejia.
It
will
add
to
my
answer
around
your
question
about
how
we
could
think
about
some
of
these
things
going
forward.
I
just
I'm
also
like
the
finance
co-chair
for
the
citywide
parent
council,
and
I
know
that
when
it
comes
to
funding
this
money
that
we
are
getting
is
temporary
and
is
not
always
going
to
be
here.
So
as
a
parent.
A
B
Thank
you,
council,
sabe
george,
and
thank
you
to
my
council
colleagues
for
joining
and
thank
you
to
folks
from
the
administration
as
well
as
folks
in
the
community,
not
only
on
the
panel,
but
also
public,
testimony
and
edith.
I
appreciated
you
as
well,
and
I
think
it
was
lady,
the
previous
teacher.
It's
talking
about
east
boston
and
her
experience.
B
Clearly,
there's
still
more
work
to
do,
and
we
don't
have
that
much
time
before
you
know
it
this
summer,
obviously
we'll
be
here.
So
I
look
forward
to
some
more
updates
on
just
the
opportunity
to
whether
it's
stipend,
educators
and
teachers,
but
to
do
a
lot
more
to
prepare
for
the
possibility
of
planning
over
the
summer
for
the
fall
and
creating
space
for
our
educators
to
do
that,
in
partnership,
of
course,
with
school
leaders
as
well.
B
I'm
definitely
looking
forward
to
more
information
on
the
access
to
tutors
and
one-on-one
tutoring
experiences,
which
we
know
are
incredibly
valuable.
How
do
we
make
sure
that
more
families
have
access
to
that
experience,
particularly
with
some
of
these
additional
federal
dollars
on
the
parent,
engagement
and
outreach?
We
always
need
to
do
better
and
I
firmly
believe
suleika
edith
and
so
many
others
yi
chen.
There
are
organizations
that
are
doing
great
work
in
partnership
with
families.
B
B
That's
critical
when
you
think
about
english
language
learners
and
how
you
reach
those
parents
and
how
you
share
networks
special
needs,
students,
the
same
thing:
how
do
we
invest
more
dollars
into
these
types
of
programming
to
do
a
better
job
in
terms
of
community
engagement?
How
do
we
invite
these
organizations
and
parents
to
be
a
part
of
the
planning
at
the
beginning
versus
later
and
to
do
that
in
partnership
with
with
the
district
in
the
beginning,
I
think
it's
critically
important
and
then
lastly,
I
will
say
I
absolutely
agree
with
suleika.