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From YouTube: Education and Government Accountability, Transparency, & Accessibility on June 8, 2023
Description
Education and Government Accountability, Transparency, & Accessibility; - Dockets # 0255- Order for a hearing to discuss how Boston Public Schools are addressing the needs of the parents of English language learner students. #0165- Order for a hearing on government transparency and accountability towards service provision and spending on ELL students.
A
B
C
B
I
can
see
everyone.
This
is
great
all
right,
so
I'm
just
going
to
Dive
Right
In
good
morning,
I
am
Boston
City
councilor
Julia
Mejia,
the
chair
of
the
committee
on
education,
as
and
government
accountability
and
transparency
and
accessibility.
It's
Thursday
June,
the
8th
2023,
and
we
are
here
today
for
remote
hearing
on
two
dockets
zero.
Two
five
five
order
for
a
human
to
discuss
the
Boston
Public
Schools,
how
they
are
addressing
the
needs
of
parents
of
English
language,
Learners
students.
B
This
docket
was
sponsored
by
counselor,
Anderson,
Mejia
and
luigien,
and
was
referred
to
the
committee
on
January,
25th,
2023.
and
docket0165
order
for
a
hearing
on
government,
transparency
and
accountability
towards
service
provisions
and
spending
on
ell
students.
This
document
was
sponsored
by
myself
and
counselor.
B
Anderson
I
would
refer
to
the
committee
on
January
11
2023.,
in
accordance
with
the
chapter
2
of
the
acts
of
2023,
modifying
certain
requirements
of
the
open
meeting
law
and
revealing
public
bodies
of
certain
requirements,
including
the
requirement
that
public
bodies
conduct
its
meeting
in
a
public
place
that
is
open
and
physically
accessible
to
the
public.
The
city
council
will
be
conducting
this
hearing.
Virtually
via
zoom
and
it
is
being
recorded.
B
This
enables
the
city
council
to
carry
out
its
responsibilities
while
adhering
to
and
ensuring
that
public
access
to
its
deliberation
through
adequate
alternative
means.
This,
the
public
hearing
may
be
watched.
The
public
may
watch
this
hearing
via
live
stream
at
www.boston.gov,
City,
Dash,
Council,
Dash
TV,
and
on
Xfinity
8
rcn82
and
files
964..
B
It
will
also
be
rebroadcasted
at
a
later
date.
Written
comments
may
be
sent
to
the
committee
email
at
ccc.go
boston.gov
and
will
be
made
part
of
the
record
and
available
to
all
counselors
public.
Testimony
will
be
taken
at
the
end
of
this
hearing.
If
you
wish
to
sign
up
for
public
testimony
and
have
not
done
so.
Please
email,
Ron,
Cobb,
ron.com
boston.gov
for
the
link
and
your
name
will
be
added
to
the
list.
Spanish
interpretation
is
available
for
today's
hearing.
Once
you
enter
the
zoom
meeting.
D
D
D
B
That's
Dr,
Linda,
Chen,
who's,
the
senior
Deputy
superintendent
of
academics
and
interim
chief
of
office
of
multilingual
and
Multicultural
education;
heart
stop
at
12.,
Miriam,
Ortiz,
chief
of
community
engagement,
heart
stop
at
12.,
Dr,
Lauren,
Milani
who's,
the
interim
superintendent
of
special
education,
who
also
has
a
hard
stop
at
12..
We
have
two
Community
panels
today.
B
The
first
panel
here
is
to
testify
on
docket
zero,
two
five
five
and
consists
of
the
following
Claudia
green,
who
is
the
executive
director
of
English
for
new
bostonians
Audrey
Martinez
parent
leader
at
The,
Winship,
Elementary,
School
and
Senior
researcher,
at
Turk,
hard
to
stop
at
11.
Anna
and
speedola
who's,
a
parent
at
The,
Winship,
Dr
Jabo,
who
is
the
executive
director
of
immigrant
Family
Services
Institute
heart?
Stop
at
11.
B
I
have
a
lot
of
work
to
do
if
I'm
going
to
get
through
all
these
hard
stops,
which
means
no
opening
statements
for
anybody
here.
Our
second
panel
will
be
testifying
on
docket0165
and
consists
of
the
following:
John
Mudd,
Ameritas
and
board
member
of
the
black
student
achievement,
Dr
Maria
Serpa
who's,
a
professor
meritas
of
education
and
bilingual
special
education,
director
of
Assessments
of
B
swds
and
by
literacy,
dyslexia
project
at
Leslie,
University
graduate
school
of
education
and
Vanessa
Quintana.
B
At
that
point,
an
attempt
to
accommodate
everyone's
time
constraint,
we're
going
to
jump
right
into
our
testimonies
and
I
will
I
will
not
be
having
opening
remarks
because
we
are
in
short
time.
So
when
you
ask
your
questions,
you
can
share
your
remarks,
then
so
that
all
being
said,
I
am
going
to
start
with
our
first
Community
panel
and
I'm
going
to
ask
each
person
to
have
five
minutes
and
I
will
be
timing.
You
so
Claudia
green
executive
director
of
English
for
new
bostonians.
You
now
have
five
minutes
and
the
floor.
E
E
In
February
we
have
the
upper
the
honor
of
introducing
superintendent
Skipper
and
school
committee,
chair
Robinson,
true
ESL
for
parents
I
believe
they
were
sold,
but
I
don't
want
to
speak
for
them
this
morning.
I
want
to
introduce
you
to
that
as
well.
I
want
to
make
a
case
for
the
city,
investment
of
a
million
dollars
to
replicate
and
expand
existing
classes
in
school
year.
2024
conduct,
planning
assessment
and
evaluation
I'll
be
back
to
you
in
a
year
with
every
a
year.
From
now
with
results
to
date.
E
E
Bmv
develops
a
unique
21
unit,
the
Usos
for
parents
and
caregivers
program
that
we
frequently
update
when
we
share
on
our
website
to
keep
it
and
keep
it
relevant.
It
focuses
on
topics
listed
here,
including
navigating
schools
advocating
for
your
children
and
preparing
for
college.
The
classes
use
authentic
school-based
materials
that
become
Health
such
as
District,
using
the
district
calendar
for
around
the
school
year
report
cards,
attendance
policies.
E
As
an
example,
we
have
a
unit
on
parent-teacher
conferences
that
focuses
on
the
importance
of
being
able
to
ask
questions
and
share
insights
about
your
kids
with
the
teacher
and
be
able
to
do
it
without
a
translator.
The
class
is
covered
going
to
school,
site,
Council
or
District
or
district
meetings.
They
prepare.
They
participate
shareback
and
gain
leadership
skills.
They
go
to
City
class
of
hearings
like
this
one,
and
many
of
them
are
here
today
with
us
and
we're
testifying
later.
E
Parents
also
learn
about
careers
and
they
prepare
for
new
jobs
in
advancement
graduates
become
School
ambassadors
to
other
newcomer
towns,
their
children
go
to
summer
camp
and
they
go
to
college,
as
you
can
see
on
this
slide.
This
next
slide
ESL
for
parents
is
offered
through
strong
Community
Partnerships
that
serve
diverse
Geographic
and
Linguistics.
Real
communities
in
Roslindale,
Chinatown,
Roxbury,
East,
Boston,
Dorchester
and
Brighton
parent
ESR
leads
to
increased.
Current
engagement
in
children's
learning
here
at
ESL
helps
two
generations
at
the
same
time.
E
We
measure
impact
we
use
pre
and
post
English
assessments
and
student
surveys,
which
we
make
available
in
eight
languages.
Our
data
show
that
these
customized
parent
English
in
these
customized
classes
has
been
with
learning.
Games
are
high
and
that
by
their
own
measure,
parents
are
more
confident
when
involved
in
their
children's
education.
E
Research
from
the
national
Center
and
family
learning
shows
that
children
benefit
when
parents
are
actively
engaged
in
their
education,
their
Federal
attendance.
They
have
higher
grades
and
better
test
scores,
higher
promotion
rates
and
they're
more
likely
to
graduate
and
continue
studying,
Bruce
Branson
new
classes
would
be
offered
in
different
formats
and
different
in
school
buildings.
Nearby
community
sites,
or
virtually
they
can
take
place
at
any
time
of
day,
preferably
with
child
care
and
after
school
programming
or
after
school
programming.
They
complement
eps's
department
of
adult
ed
programming
they
would
draw.
E
They
do
draw
on
adult
Educators
that
are
employed
at
community-based
organizations.
They
draw
on
our
expertise
of
curriculum
capacity,
development,
evaluation
and
management,
and
they
can
be
prioritized
for
particular
School
communities,
as
our
dates
show.
Nearly
every
school
in
the
city
needs
to
find
effective
ways
to
reach
and
include
immigrant
parents
for
49
of
All
Families
English
isn't
their
first
language.
This
doesn't
mean
that
those
parents
cannot
speak
English,
but
it's
the
best
proxy.
We
have
and
it's
considerably
higher
than
the
32
percent
of
children
who
are
English
Learners.
This
is
a
broader
population.
E
The
schools
can't
communicate
with
families.
They
can't
provide
the
best
education
for
our
kids.
We
need
to
do
more
and
we
can,
as
I
said
at
the
start.
Emb
is
here
today
to
ask
the
district
and
the
facility
to
make
an
investment
from
immigrant
Children
and
Families
by
expanding
U.S
oil
for
parents
through
additional
school
and
Community
Partnerships
funding
to
support
these
classes
has
been
entirely
through
private
Foundation
dollars
raised
by
EMP,
including
both
restricted
and
general
operating
dollars.
We
need
your
investment
and
your
leadership
to
expand.
E
G
H
So
I
I'm,
a
parent
at
The
Winship,
but
I,
am
also
I
work
at
Turk
as
an
educational
researcher.
The
focus
of
my
work
has
been
mostly
engaging.
Both
families
and
para
Educators
in
early
math
and
I've
I've
been
very
involved
in
the
Austin
Brighton
neighborhood
for
the
last
10
years.
First,
as
a
parent
screener
for
the
United,
Way,
thriving
five
program
and
then
later
as
a
volunteer
representative
for
the
Boston
Public
School
District
English
learner
committee.
H
Unfortunately,
because
of
the
pandemic
and
challenges
with
the
office
of
English
Learners,
the
survey
was
never
implemented
during
the
pandemic.
With
The
Winship
school,
we
began
to
have
weekly
weekend.
Zoom
calls
with
Spanish-speaking
parents.
During
these
calls,
many
parents
continued
to
express
a
need
for
English
classes.
H
H
Together
with
the
support
of
our
new
principal
Brian
Radley,
we
held
focus
groups
and
Equity
roundtables
with
parents
to
understand
if
English
classes
was
something
that
would
be
valuable
and
across
the
board.
That
was
definitely
something
that
all
parents
were
interested
in,
who
did
not
speak
English
fluently?
So
then
we
carried
out
a
survey
in
the
school
to
find
out
which
days
and
how
much
interest
there
was
in
the
schools,
and
after
that
we
were
able
to
sign
up
parents
for
classes.
H
We
began
doing
this
not
this
school
year,
but
the
prior
school
year
during
the
Spring
and
I've,
seen
huge
changes
in
some
of
the
children
whose
parents
have
been
participating.
For
example,
there
was
one
child
who
was
regularly
crying
at
school
and
by
her
her
mother
coming
into
the
school
and
having
many
conversations
with
teachers
and
the
principal
and
other
staff.
H
This
child
became
so
much
more
confident
by
the
end
of
the
school
year.
Another
child
who
he
really
had
no
instruction
during
the
pandemic,
very
smart,
but
really
behind,
and
so
he
started
to
not
come
to
school,
wasn't
doing
any
school
work,
but
once
his
mother
began
coming
to
English
classes
and
she
was
able
to
connect
with
the
teacher
and
other
staff
members,
we've
been
able
to
help
him.
H
Oh
and
also
we
created
a
partnership
with
Boston
Partners
so
that
while
parents
are
taking
English
classes,
the
children
who
needs
extra
support
are
getting
tutoring
from
Boston
partners,
and
so
he
has
now
began
to
do
his
homework
regularly.
His
attendance
has
improved
and
it
it's
been
really
amazing
to
see
the
change.
H
They
have
been
learning
about
how
to
navigate
the
BPS
system,
understanding
report
cards
the
importance
of
good
attendance
and
also
how
to
apply
for
a
summer
camp
and
also
many
what
we
did
was.
We
scheduled
many
important
events
for
parents
during
the
times
the
English
classes
were
held
so
that
occasionally
they
could
attend
some
of
those
meetings
that
normally
they
don't
participate
in
and
I
know
in
order
to
expand
this
program.
H
I
know
personally
many
parents
from
other
schools
in
Boston,
Public
Schools,
who
are
active
in
the
school
parent
Council
and
would
be
very
interested
in
having
English
classes
at
their
schools.
Similarly,
they
can
do
surveys
with
families.
However,
we
definitely
need
more
multilingual
communication
with
families,
not
just
through
emails
and
flyers,
but,
more
importantly,
phone
calls,
since
some
of
our
families
in
Boston
struggle
with
literacy,
even
in
their
native
language.
H
Therefore,
high
quality,
caregivers
and
food
and
good
activities
are
very
important
to
be
budgeted
for
schools
to
carry
this
out,
and
just
also
another
thing
that
would
help
it
be
more
successful
is
if
we
can
involve
teachers
more
in
this
parents
have
a
lot
of
respect
for
teachers
and,
if
teachers
themselves
can
let
parents
know
about
these
opportunities,
I
think
it
would
have
a
huge
influence
so
yeah.
So
just
going
a
little
bit
off
script,
I
have
seen
a
huge
change
in
the
families
that
have
participated.
B
Thank
you.
Thank
you.
Miss
Martinez
really
do
appreciate
your
testimony.
I'm
gonna
just
give
a
little
run
of
show
so
that
everybody
knows
the
direction
that
we're
moving
in
I'm
gonna,
go
next
to
Anna
spindola
and
then
to
Dr
jabon,
who
has
a
hard
stop
at
11
and
because
we're
doing
two
different
dockets
I
want
to
make
sure
that
we
do
that.
B
I
Hello,
my
name
is
Anna
espindola
I'm
from
Mexico
I
have
to
live
in
USA
for
nine
years.
Right
now,
I'm
living
in
Brighton
I
have
two
children,
my
daughter
Elizabeth.
She
is
eight
years
old
and
she's
a
study
at
Winship
School,
my
son
Arthur.
He
is
five
years
old
and
he's
studied
at
Orchard
Gardens
next
year.
He
is
going
to
Garner
pilot
Academy
because
he
needs
a
inclusion
school
because
he
has
autism.
I
My
children's
are
the
reason
why
I
decide
to
study
English
and
it
wasn't
reaching
school,
because
my
daughter
is
studying
there,
apart
from
the
fact
that
they
are
giving
us
free
glasses
there.
They
also
have
child
care
during
the
class
that
may
feel
all
the
parents
comfortable,
knowing
that
they
are
in
need
in
a
good
place
and
with
excellent
people.
I
The
English
class
helped
me
to
have
a
better
communication
with
my
children's
teachers
and
a
school
Personnel
such
as
the
nurse
the
librarian
and
my
son's
therapist
I.
Remember
in
my
English
class,
when
we
learned
about
the
meaning
of
the
grades
of
the
report
cards
and
we
prepared
some
questions
to
ask
to
teach
to
ask
the
teacher
in
the
conference.
I
My
husband
and
I
have
a
lot
of
support
from
this
community
when
we
are
in
the
process
to
move
my
son
to
the
inclusions
school,
and
we
are
very
grateful
for
that.
I
am
very
healthy,
I'm
very
happy
to
have
met
social
nice
people
and
our
children
are
missing.
Every
Tuesday
and
Thursday
afternoon
now
is
easier
to
communicate
with
others
and
I
feel
more
confident
than
before
when
I
go
to
the
supermarket
and
ask
for
something
or
talk
with
my
children's
pediatricians
or
with
my
son's
psychologist.
I
Talking
without
a
translator
is
the
best
before
when
we
need
a
translator,
the
translator
will
be
on
the
phone
and
they
often
cool
on
here
very
well,
and
it
will
be
a
slowed
down.
The
conference
also
my
husband
and
I,
want
to
talk
with
our
children's
doctors
and
therapies
together,
but
we
don't
speak
the
same
native
language
he's
from
Brazil
with
a
shot
with
a
special
needs.
This
meeting
include
a
lot
of
people
and
they
are
very
important.
I
B
B
J
Thank
you
so
much
councilor,
Julia
and
everyone
else
for
having
us.
My
name
is
Dr
gabo
with
ifsc,
which
is
the
Immigrant
Family
Services
Institute,
you've
already
heard
all
of
the
benefits
of
having
I
mean
of
giving
access
to
English
classes,
to
parents,
I'm
not
going
to
repeat
any
of
that,
but
on
on
just
to
say
that
at
this
time
we
need
to
pay
attention
to
the
trends.
J
So
one
thing
that
I
always
said
when
it
comes
to
education,
we
need
to
be
smart
in
our
investment.
So
often
we
spend
so
much
money
around
building
around
other
stuff,
but
the
the
key
ingredient
that
we
need
for
the
success
of
our
children.
We
miss
out
on
that
because
there
is
no
success.
There
is
no
Excellence
for
our
children.
J
If,
the
parents
cannot
get
involved
If
the
parents
can
have
a
conversation
with
their
teachers
and
when
we
are
looking
at
the
statistics,
the
growing
number
of
English
language,
Learners
students
and
parents
who
are
in
our
community,
the
smart
investment
to
do-
is
to
invest
in
those
parents
and
those
Investments
are
not
costly
at
all.
I
remember
a
couple
of
years
ago
we
did
a
pilot
project.
J
Enb
was
involved,
the
the
a
number
of
other
organizations
were
involved
where
early
in
the
morning,
when
parents
dropped
their
children,
they
can
stay
in
school
to
you
know
not
only
learn
the
language,
but
also
to
understand
their
civic
engagement.
We
also
did
the
same
for
afternoon
because
some
parents
can
come
in
the
morning.
Others
can
come
in
the
afternoon,
so
we
were
involved
in
the
school
directly
to
serve
those
parents
and
guess
what
before
we
know
it,
you
know
matter.
Heart
was
reporting
a
very
low
level
of
parent
engagement.
J
They
were
complaining
that
you
know
parents
never
come
to
school
meetings.
They
don't
answer
to
the
teachers
and
be
because
of
this
program
that
we
had
in
the
school
early
in
the
morning
midday
and
at
the
end
of
the
day
the
parents
were
coming,
they
were,
they
became
more
engaged
and
we
have
seen
a
lot
of
progress
for
their
children
and
guess
what
it
was
not
that
costly.
J
This
investment,
if
I
remember,
was
something
close
to
only
75
000
and
we
had
such
a
huge
impact
by
being
present
by
helping
the
parents
London
language
understand
how
to
communicate
with
teachers,
understand
how
to
support
their
children
and
to
be
part
of
the
school
Community.
It
was
a
very,
very
small
investment
that
had
a
very
high
return
and
that's
why
today
I'm
here
to
just
invite
everyone
to
be
smart
in
your
investment.
If
we
want
to
see
changes
in
our
public
school,
if
we
want
to
see
children,
you
know
Excel.
J
J
So
last
week
we
did
a
quick
survey
around
the
new
parents
who
are
coming
to
the
community
and
we
ask
them
to
register
for
English
classes,
guess
what
1200
parents
registered
for
English
classes
1200,
and
currently
we
are
dealing
with
a
flow
of
over
12
000
new
individuals
and
most
of
them
are
parents.
Most
of
them
have
babies.
Most
of
them
are
pregnant,
which
means
that
we
need
to
really
start
investing
and
investing
smart
smartly.
J
So
we
can
see
some
success,
so
I
am
so
so
pleased
to
partner
with
ENB
and
to
all
with
all
of
the
other
organization.
You
know
pushing
for
our
public
school
to
invest
in
our
school
system
by
investing
first
in
our
families.
In
our
payments
we
need
access
to
English
classes,
it's
a
small
investment,
but
it's
one
that
brings
so
much
return.
So,
let's
be
smart,
let's
be
intelligent
and
let's
invest
in
English
classes
for
our
parents.
Thank
you.
So
much
thank.
B
You
thank
you.
If
anyone
is
tuning
in
I
hope
you
got
the
message.
We
need
more
Investments,
and
so
we
have
the
people
here
joining
us
from
the
administration
that
can
talk
to
us
about.
What's
going
to
be
that
pathway
to
get
there,
so
I'm
really
happy
that
that
we
are
able
to
bring
folks
who
are
doing
the
work
both
out
in
the
streets
and
inside
our
buildings
to
help
support
this
conversation.
B
So
I
just
wanted
to
give
you
the
Run
of
show
so
that
you
know
who's
up
next
and
then
you
know
I
think
what
I'd
like
to
do
for
my
colleagues
is
I'm.
Gonna
have,
instead
of
going
into
questions
for
this
docket
I'm
gonna
go
to
the
next
panel,
just
because
they're
very
similar,
but
this
is
more
around
the
accountability
and
the
spending
and
then
do
a
round
of
questions.
B
B
F
Thank
you,
chair
Mejia
and
city
council
members,
Chief
Miriam,
Ortiz
and
I
are
joined
by
members
of
the
BPS
office
of
family
engagement,
as
well
as
the
BPS
office
of
multilingual
and
Multicultural
education
in
the
office
of
special
education,
who
can
certainly
support
with
any
specific
questions
we
that
you
all
may
have.
We
appreciate
the
opportunity
to
discuss
our
multilingual
Learners
and
their
families
who
make
up
over
one-third
of
our
students
in
the
Boston
Public
Schools.
We
also
appreciate
your
partnership.
F
This
continued
partnership
with
the
city
council
is
critical
in
providing
the
appropriate
support
for
our
multilingual
learners.
Go
to
the
next
slide.
Please,
our
multilingual
and
Multicultural
students
bring
so
many
assets
to
our
schools
and
communities.
It
is
our
job
at
the
BPS
to
celebrate
and
highlight
how
they
strengthen
our
schools
and
City
and
to
provide
them
with
the
educational
supports
to
find
success
in
college
career
and
life.
Our
students,
who
are
former
English
Learners,
outperform
all
other
students
on
our
standardized
testing.
F
We
believe
that
the
skills
they
develop
as
multilingual
students
benefits
them
in
all
academic
areas.
Bps
must
ensure
that
our
multilingual
Learners
have
access
to
excellent
ESL
and
bilingual
instructional
support
the
foundation
of
ensuring
this
happens.
With
oversight
of
the
minutes
of
ESL
instruction,
students
receive
and
ensures
the
teachers
in
front
of
our
students
have
the
appropriate
qualifications
teams
have
worked
together
across
the
offices
of
multi-cultural
and
multilingual
education,
the
office
of
schools,
data
and
accountability,
and
others
have
worked
together
to
increase
our
compliance
levels
for
students
to
the
highest
levels.
F
Since
we
have
started
reporting
this
information
in
accordance
with
the
Department
of
Justice's
successor
agreement
with
the
BPS
you'll,
see
here.
As
of
March.
As
of
our
March
reporting
to
the
Department
of
Justice,
81
of
our
multilingual
Learners
are
receiving
the
full
prescribed
number
of
minutes
that
are
Rec
of
the
recommended
instruction
type
within
English
as
a
second
language.
An
ESL
licensed
teacher
surrounded
by
the
doj
approved
groupings
of
students
for
a
hundred
percent
of
their
time
in
school.
F
F
So
what
are
we
doing
to
continuously
increase
and
sustain
these
numbers?
We
are
working
with
our
colleagues
in
the
office
of
human
capital
to
expand
pathway
programs
for
current
and
new
Educators
to
become
fully
endorsed
with
an
ESL
license,
we're
also
prioritizing
scheduling
of
our
multi-lingual
Learners
and
students
with
disabilities.
We
are
supporting
schools
who
do
this
through
guidance,
memos
and
training
over
the
summer
and
ongoing
monitoring
and
support
throughout
the
school
year
as
needed.
F
We
also
work
with
multiple
touch
points
in
the
schools
to
provide
guidance
and
training
of
school-based
staffs
support
to
support
our
multilingual
Learners,
specifically
the
latfs,
to
improve
data
quality
and
reviews
we're
making
improvements
in
this
domain
of
data
quality.
With
the
right
systems
in
place,
we
will
ultimately
facilitate
improved
student
learning
experiences.
F
I'm
going
to
go
on
to
the
next
slide
here
in
the
interest
of
time,
we
are
proud
to
serve
over
4
000.
Multilingual
Learners
with
disabilities
in
our
schools
is
critical
to
the
success
of
our
multilingual
Learners
with
disabilities
that
they
have
access
to
strong
ESL
instruction
and
the
specialized
Services.
They
need
to
access
the
curriculum.
F
Part
of
this
includes
building
a
strong
infrastructure
in
which
we're
adding
a
new
director
of
multilingual
learner
with
disabilities
that
will
report
both
to
special
education
as
well
as
multilingual
Learners.
We
also
have
quarterly
reviews
of
our
English
language
services
to
make
sure
that
there
is
accountability
and
support
to
schools
in
each
of
our
regions
and
through
the
partnership
of
our
schools,
Division
and
school
superintendents.
F
In
addition,
we
have
focused
on
expanding
the
language
capacity
of
our
Cadre
of
specialized
Services
Personnel,
for
example,
in
terms
of
the
numbers
of
paraprofessionals
at
self-report
speaking,
a
language
other
than
English.
We
have
772
and
it
covers
over
12
different
language
groups,
including
Arabic
Cantonese,
Haitian,
Creole,
Somali,
Spanish
and
Vietnamese.
F
We
also
have
40
School
psychologists,
who
are
either
bilingual
or
multilingual
I'm,
going
to
move
on
to
the
next
slide.
I
think
this
is
largely
familiar
to
folks
because
it
has
been
shared
publicly
but
you'll
see
here
on
this
slide
that
in
the
fall
of
this
year,
we
submitted
a
strategic
plan
for
multilingual
Learners,
and
this
slide
displays
the
priorities
which
the
teams
are
working
hard
to
operationalize.
F
We
are
working
with
a
partner
to
help
us
conduct
Readiness
with
schools,
to
expand
dual
language
and
transitional
bilingual
education
programming
for
expansion
in
the
coming
years.
We're
also
expanding
our
work
with
native
language
assessments
to
better
identify
and
support
our
students
with
the
services
that
they
need
for
learning.
F
In
order
to
best
support
our
multilingual
Learners,
we
must
have
a
strong
infrastructure
for
developing
these
services
and,
as
I
mentioned
before,
we
are
making
sure
that
we
have
a
dual
report
for
our
multilingual
Learners
with
disabilities
to
boast
special
education
and
multilingual
learners
with
that
I'm
actually
going
to
turn
the
time
over
to
Chief
Ortiz.
To
talk
specifically
more
about
the
family
engagement
parts
of
your
questions.
B
Yes
and
I
just
want
to
know
that
the
the
part
that
you
just
went
through
Dr
Chen,
it's
really
covering
the
second
docket
that
we're
going
to
review
right.
So
it's
all
good
you've
already
used
up
your
time,
which
is
great,
which
it
will
give
The
Advocates,
who
are
going
to
be
going
in
that
section.
Some
prospective
insight
to
what
the
the
the
administration
is
doing
to
support
our
multilingual
Learners.
B
So
thank
you
for
that
and
I'm
going
to
move
on
to
Miriam,
with
the
hope
that
and
also
Dr
Liana.
You
are
going
to
be
unless
you
are
talking
specifically
around
the
engagement
of
parents
and
the
role
that
BPS
is
playing
to
help
support,
ensuring
that
parents
understand
IEPs
in
ways
that
make
sense-
and
you
know
that's
the
that's
the
content
that
we
really
want
to
focus
on
on
this
particular
issue.
B
K
You
counselor
so
as
a
district,
we
recognize
the
importance
of
engaging
with
families
as
partners
in
the
Journey
of
educating
all
our
students.
The
family
resource
specialist
team
in
the
office
of
multilingual
and
Multicultural
education
is
pivotal
in
making
sure
those
connections
take
place.
They
share
materials
and
resources
with
English
learner
parents,
families,
all
information
and
resources
are
shared
in
the
parent
preferred
language,
including
PowerPoint
presentations,
video
tutorials.
They
have
YouTube
videos,
social
media
platforms,
Etc
there
were
over
515
English
learner
parents
who
joined
the
English
Learners
advisory
committee
by
monthly
meetings.
K
They
hold
information
sessions
and
topics
include
El
program
options.
School
choice
welcome
Services
Etc,
in
addition
to
the
work
of
the
office
of
multilingual
Multicultural
education,
family,
specialist
team,
the
family,
school
engagement,
team
in
the
division
of
family
and
Community
advancement,
both
virtual
workshops
on
school
plan,
Council
and
school-side
Council
trainings,
and
we
offer
interpretation
services
for
all
the
sessions.
K
Finally,
the
family
engagement
facilitators
work
with
Liaisons
and
school
leaders
to
support
School
parent
council
elections,
School
side,
council
elections
and
trainings
and
coaching
on
shared
decision
making
next
slide.
Please
with
regards
to
the
overall
this,
via
the
translation
and
interpretation
office
requests
have
increased
year
over
year.
K
We
also
have
a
parent
feedback
form
that
allows
families
to
provide
feedback
on
the
level
and
quality
of
services
they
receive
and,
as
you
can
see,
on
the
screen.
In
addition
to
those
mentioned
already,
we're
piloting
translate,
live,
which
is
a
two-way
communication
device
software
that
allows
people
the
ability
to
instantly
have
a
real-time
back
and
forth
conversation,
no
matter
the
language,
disability,
location
or
device.
K
K
B
B
L
L
Thank
you
to
the
panelists,
the
counselor,
to
your
point,
the
story
that
the
the
parent
was
telling
earlier
as
a
former
ESL
teacher
and
somebody
who's,
a
daughter
or
somebody,
who's
also
had
to
learn
the
language,
I
I
feel
very
touched
and
I
serve
in
the
board
of
English
for
new
bostonians.
So
I'm
really
happy
to
see
our
partners
here
in
the
panel
as
well.
L
My
remarks
are
going
to
be
brief,
mostly
because
we
believe
that
BPS
is
the
one
with
the
content,
expertise
and
they
are
thinking
about
different
ways
of
better
serving
our
immigrant
students,
as
well
as
their
families.
But
I
will
say
that
we
believe
and
understand
that,
in
order
for
us
to
truly
build
a
public
school
district
that
is
reflective
of
our
population
and
our
needs
and
strengths,
we
must
serve
the
whole
child,
and
that
includes
their
families.
L
Whatever
the
definition
must
be
is
of
the
of
that
particular
family
and
the
practice
of
equity
requires
that
we
set
the
appropriate
interventions
so
from
the
administration
side
how
we
are
supporting
BPS
in
that
goal
of
better
serving
ell
students
and
their
families.
We
have
a
couple
of
initiatives:
I'll
only
speak
for
the
ones
under
the
equity
cabinet,
but
there
are
many
other
ways
in
which
we're
thinking
about
a
family-friendly
approach
to
our
work.
First
and
councilor
you're
very
familiar
with
this.
L
We
have
the
language
and
Communications
access
office,
the
goal
there
is
to
operationalize
interpretation
and
translation
services.
We
have
been
working
with
all
departments
across
City
Workforce
and
we
have
a
very
strong
partnership
with
bps's
office
of
language
access,
formerly
known
as
interpretation
and
translation
services,
so
that
we
learn
best
practices
for
them
and
and
they've
learned
best
practices
from
us.
L
We
also
have
something
that
we're
very
proud
of
our
Civic
organizing
programs
under
both
immigrant
advancement
and
blackmail
advancement,
the
opportunity
there
is
for
folks
that
identify
as
immigrants
or
as
black
men
and
if
there
happen
to
also
be
parents
to
truly
come
in
and
understand.
First,
how
does
how
does
city
government
work?
L
How
can
it
be
improved
and
for
them
to
build
community
and-
and
we
always
think
that
that's
an
opportunity
for
us
for
folks
to
also
just
practice
the
language,
and
so
we
definitely
welcome
you
all
to
visit
our
website
to
learn
more
about
those
programs
and
how
you
can
be
involved,
and
in
the
next
year
we
plan
to
have
multiple
chords
again,
given
the
different
Investments
that
we
are
requesting
this
year
and
last
but
not
least,
for
those
parents
who
may
need
immigrant
supports
through
our
office
of
immigrant
advancement.
We
have.
L
We
just
recently
gave
out
seven
hundred
thousand
dollars
in
Grants
for
legal
services
to
be
expanded
to
community-based
organizations
that
are
the
ones
that
are
directly
working
with
the
residents
are
in
need
of
these
services,
and
so
these
are
all
just
different
ways
in
which
we
are
creatively.
Thinking
about
Investments
that
are
touching
the
the
residents
lives
directly
as
particularly
through
our
partners
community-based
organization.
So
this
is
just
a
hearing
that
we're
looking
forward
to
hearing
more
and
learning
more
from
our
partners.
Thank
you.
Thank.
B
You
Chief
and
I
really
do
appreciate
you
joining
us.
I'm
gonna
go
straight
into
questions
from
my
colleagues,
given
the
time
crunch
that
we
have
I
would
love
for
you
to
focus
specifically
on
this
particular
docket,
which
is
the
family,
engagement
and
parent
engagement,
questions
that
you
have
for
our
panelists
and
the
administration
and
then
we're
going
to
quickly
transition
over
to
picking
back
up
with
the
accountability
piece.
Okay,
so
I'm
going
to
go
in
the
order
of
arrival
and
I
believe
we
started
off
with
counselor
Flaherty.
A
So
for
me
this
was
very
helpful
in
turn,
listening
to
the
testimony
about
identifying,
what's
working
and
what's
not
working
and
and
how
we
can
collectively
work
together
to
continue
to
make
improvements
in
this
in
this
area,
so
very
crucial.
It's
a
game
changer
for
folks
that
are
coming
to
the
country
to
to
learn
English
and
to
and
to
to
be
able
to
take
advantage
of
the
opportunities
that
exist
here.
A
But
two
we
know
that
from
across
the
city,
schools
that
have
strong
parental
participation
are
schools
that
perform
better
than
schools
that
don't
so
it's
a
very
important
Key
to
Our
Success
here
as
a
city
and
that's
the
future
of
our
city.
You
guys
are
the
future
of
our
city,
so
look
forward
to
continued
working
together.
I
appreciate
the
opportunity
to
to
share
my
thoughts.
Madam,
chair
and
I'll
continue
you
to
listen
to
my
colleagues
questions
as
well
as
any
other
testimony
that
comes
forward
from
the
panelists.
Thank
you,
madam
chair.
B
Thank
you,
counselor
Larry.
We
really
do
appreciate
you
showing
up
speaking
up
and
and
being
alongside
us
to
listen
and
learn.
I
am
going
now
to
counselor
and
I.
Also
before
I
move
on
to
my
counselor
colleague,
president
Flynn
just
wanted
to
also
make
note
for
the
record
that
we've
also
been
joined
many
hours
ago
with
councilor
Anderson,
my
co-sponsor
as
well
as
counselor
atroyo
I'm,
going
to
move
on
now
to
counselor
president
Flynn,
you
have
five
minutes
on
the
floor.
M
Thank
you,
Council
Mejia,
for
this
important
discussion
and
Fiat
work
for
many
years
on
supporting
English
language
Learners.
You
know
immigrant
neighbors,
like
you
I'm,
proud
to
advocate
for
the
importance
in
expansion
of
resources
for
English
language
Learners
and
our
culturally
rich
and
diverse
public
school
system
and
throughout
the
neighborhoods
of
Boston.
M
We
teach
students,
language
and
professional
skills
that
help
students
thrive
in
our
city
for
the
rest
of
our
lives,
and
our
BPS
team
plays
a
critical
role.
These
students
are
our
friends,
our
neighbors
and
their.
The
life
go
out
of
our
diverse
neighborhoods
throughout
throughout
Boston
and,
as
we
continue
to
teach
English
language
Learners,
we
need
to
ensure
that
we
are
doing
everything
in
our
power
to
support
these
students
throughout
their
time.
In
this
system,
behind
every
student
there's
a
larger
community
of
T
of
teachers
of
parents
of
Guardians
caregivers.
So
it's
important.
M
We
work
together,
provide
a
solid
foundation
for
these
caregivers
and
as
a
council
as
a
body,
we
need
to
really
close
that
academic
Gap
as
well.
Let's
provide
students
with
language
access
support.
Other
social
services
are
also
critical
in
part
of
the
success
and
that
that
includes
food
access
and
in
support
for
support
for
families.
M
Boston
Public,
Schools,
English
language
Learners
students
deserve
our
support
that
will
be
crucial
to
their
future
development
and
success
in
Boston
and
I
also
wanted
to
I
guess
my
question
that
that
I
have
is
with
with
the
changing
City
and
and
maybe
counseling
hey.
You
can
help
me
ask
the
appropriate
person,
but
with
the
changing
City
with
new
immigrants,
often
coming
in.
M
B
I
I
would
probably
say:
counselor
Flynn
that
either
Chief
who
oversees
the
equity
may
be
able
to
provide
some
insight
in
terms
of
how
we're
setting
our
residents
up
for
Success
when
they
transition
to
this
country
and
I
think
that
the
administration
with
the
newcomers
Academy,
you
know
with
the
newcomers-
and
you
know
BPS
going
through
that
process-
may
be
able
to
provide
some
insight
so
either.
One
of
those
two
might
be
able
to
provide
some
insight
to
your
question.
L
Yeah
I
can
I'll
speak
on
behalf
of
the
administration.
I,
definitely
leave
it
to
BPS
to
say
a
little
bit
more
about
sort
of
the
day-to-day
with
with
families,
but
we
have
monthly
meetings
with
our
community-based
organizations
where
we
are
I,
wouldn't
say
tracking
counselor
necessarily,
but
we
are
definitely
doing
our
best
to
collect
numbers
and
we're
always
Dr
gebo
is
our
is
our
best
tea
as
we
as
we
call
her
we're,
often
in
communication
with
her.
So
we
have
a
sense
of
how
many
families
are
coming
in
on
a
weekly
basis.
L
F
So
I
can
give
some
insight
in
terms
of
what
we
do
at
BPS.
So
we
have
something
we
call
the
newcomer,
an
assessment
and
Counseling
Center.
So
when
Stu,
when
families
move
here,
they
go
to
the
Welcome
Center,
they
fill
out
a
form
and
if
they
speak
any
other
language
other
than
English
at
home,
then
they
go
to
the
assessment
and
Counseling
Center
where
we
determine
their
eligibility
for
services.
F
Now,
even
though
that's
very
technical
in
nature,
they
also
have
a
teacher
and
they
have
access
to
our
family
resource
Specialists,
who
help
determine
what
the
needs
are.
So
what
we
do
see
from
there
is
some
trending
of
different
needs
that
we
have
as
a
result.
For
example,
we
added
three
newcomer
Learning
Center,
similar
to
binka
I,
think
folks
know
binka
well,
but
we've
expanded,
also
in
Charlestown
Brighton,
as
well
as
East
Boston,
because
those
are
areas
of
need.
M
B
B
Then
consulate
and
I've
also
been
informed
that
we
have
been
joined
by
Council,
Louisiana
and
I
also
want
to
make
note
for
the
record
that
we
are
dealing
with
some
very
specific
hard
stops
and
I
want
to
be
mindful
of
that.
So,
if
you
have
any
questions
for
I,
think
it's
time
for
us
to
make
sure
that
we
get
those
questions
in
not
so
Coletta
do
not
have
the
floor.
B
N
N
So
I.
You
know,
we
met.
I,
obviously
heard
it
loud
and
clear,
and
obviously
this
is
an
issue
that's
near
and
dear
to
my
heart,
considering
that
I
myself
am
an
immigrant
and
I
deeply
understand
this
issue
in
terms
of
you
know
how
it
impacts
our
community
and
how
it
impacts
the
students
academic
success,
whether
they
are
supported
or
not,
and
so
I
a
few
years.
N
I
would
say:
oh
well,
not
a
few
years,
wow
time's
flying
so
over
a
decade
ago,
I
worked
for
BPS
and
I
would
be
I
would
collaborate
with
the?
What
is
the
sorry?
What
is
the
program?
The
parent
University
that
would
also
provide
esol
classes
and
so
I
would
teach
esol
to
parents
of
the
BPS
as
well
out
on
the
side,
but
just
out
of
you
know,
capacity
need
I
would
take
hours
extra
hours
on
the
side
with
parent,
University
and
I
guess
for
BPS.
K
N
N
Don't
want
to
be
don't
pretend
to
be
I
just
want
to
find
out
information,
so
we
can
get
to
a
point
here
of
solution.
Hopefully-
and
so
in
terms
of
you
know,
Council
Flynn's
points
in
terms
of
tracking
newcomers
and
needs
and
stuff
like
that.
Do
we
have
any
idea
or
have
we
ever
surveyed
parents
to
understand
the
need
for
esol
classes,
for
parents.
N
N
N
For
example,
did
has
BPS
intentionally
said
because
you
don't
speak
English.
This
specifically
is
far
for
parents
that
don't
speak
English,
because
we
know
there's
a
needle,
because
we
understand
that
this
is
an
issue.
We
are
going
to
have
a
separate
meeting
to
that
educate
you
on
how
to
get
involved
in
School
site,
Council
or
parent
counsel.
K
K
Family
liaison
in
all
our
schools-
and
we
do
provide
professional
development
to
them
to
better
understand
what
are
the
needs
at
the
school
level
and
then
provide
the
necessary
referrals
through.
You
know
the
earlier
points
of
counselor
Flynn
or
like
what
are
the
services
and
supports
that
our
families
need.
K
K
B
N
B
N
N
Understood
and
so
I
guess
I'll
make
a
statement
and
I'll
reserve
my
questions
in
terms
of
the
equity
office.
The
question,
then,
is:
what
is
this?
What
is
the
equity
office
doing
specifically
to
address
non-english
speaking
parents
within
BPS
parameters,
and
then
obviously
my
comment
is
that
Miriam,
these
questions
or
this
hearing
may
sound
like
a
not
a
big
deal
today,
but
yesterday,
as
a
chair,
always
a
means.
B
N
B
Yep,
thank
you.
I
was
so
she
was
going
to
stay
on
a
little
bit
longer
sorry
about
that.
Counselor,
Anderson,
okay,
councilor
I,
throw
you.
You
have
the
floor
in
five
minutes
and
if
you
could
keep
it
within
that
time
frame,
then
we're
gonna
go
to
council.
Louisiana
and
I
also
have
questions
before
the
panelists
drop
off
yeah.
O
We
have
to
make
up
since
the
since
they've
repealed
a
lot
of
that
and
moved
forward,
and
we
just
have
not
been
able
to
do
that
to
the
degree
that
I
would
like
us
to
be
able
to
have
done
that
I
know.
We've
had
some
instability
in
this
and
BPS
in
terms
of
leadership
in
that
specific
Arena,
and
my
hope
is
that,
under
our
new
superintendent
we
push
further
and
better
I
just
want
to
say
that
as
a
city
councilor,
you
have
me
as
an
advocate.
O
So
if
there
is
a
resource,
push
or
a
leadership
or
Staffing
or
whatever
you
need,
please
feel
free
to
reach
out
to
me,
because
this
is
incredibly
important
to
me.
My
mother
was
a
English
language
learner
teacher
for
decades
in
BPS.
This
is
a
thing
that
was
very
near
my
own
political
sort
of
Awakening
came
around
initiative
or
in
the
early
2000s,
and
so,
however,
I
can
be
helpful
to
you
all.
Please
do
reach
out
to
me
as
an
office.
F
Now,
sir,
thank
you
so
much
for
your
advocacy
and
we
will
certainly
be
connecting
with
you
and
especially
around
this
piece
of
Massachusetts
and
BPS
in
particular,
having
much
ground
to
to
catch
up
on
here
with
bilingual
education,
I
think
as
as
folks
know,
and
we've
gotten
feedback
from
both
El
task
force
members,
and
this
and
Desi.
We
want
to
establish
the
25
programs
because
it
is
so
urgent.
Now
your
question,
which
I
really
appreciate,
is
also
about
the
capacity
for
Quality
programs.
F
What
we're
doing
right
now
is
we've
been
working
with
our
dual
language
programs.
Currently,
although
that's
not
the
only
model,
obviously
for
bilingual,
we
want
to
make
sure
that
we
are
building
sustainable
programs
that
are
of
quality
for
students
as
we
expand
at
the
same
time
we're
looking
at
adding
Heritage
language
programs,
as
well
as
transitional
bilingual
programs
in
order
to
have
multiple
ways
to
have
native
language
access.
F
O
Thank
you.
Thank
you
for
that
and
I
guess.
I'll
ask
one
more
question
because
they're
sometimes
interrelated,
where
we
have
so,
for
instance,
with
my
own
nieces
when
they
came
up
from
Puerto
Rico,
because
they
were
dealing
with
a
language
Gap.
There
was
also
a
push
to
put
them
in
special
education,
and
so,
as
we
deal
with
that,
enrollment
declines
shown
a
higher
proportion
of
students
who
are
on
special
education
programs.
And
so
what
is
the
percentage
of
the
budget
going
to
special
education?
Specifically.
O
Have
I
and
for
me
just
for
context,
I
like
to
do
that
in
proportion
to
the
size
of
the
student
body,
so
in
other
words,
when
we're
talking
about
like
you
know,
it
could
look
smaller
in
comparison
to
a
billion
dollar
budget.
But
what
I'm
really
focused
on
is:
if
we
have
this
many
percentage
of
students
doing
special
education,
are
they
getting
a
proportionate
or
Equitable
amount
of
that
budget?
O
F
B
B
B
P
P
Our
students
who
are
English
language
Learners,
are
they
bring
an
asset
and
their
parents
bring
an
asset
to
this
city
in
there
and
being
able
to
speak
a
second
language
and
I
think
that
it's
important
for
us
us
to
think
about
how
we're
using
that,
not
only
for
to
strengthen
the
education
outcomes
for
the
students
themselves,
but
for
the
entire
School
environment.
How
are
we
making
sure
that
everyone
in
a
school
environment
is
benefiting
from
the
assets
that
our
students
and
their
parents
bring
to
the
table?
P
There
are
so
many
Advocates
on
the
call
John
Mudd
who's
been
advocating
for
years
for
Native
instruction
for
our
young
kids.
Dr
gebo
has
been
doing
incredible,
work
at
Ipsy
the
team
here
from
Office
of
new
bostonians
and
and
am
encouraged
by
BP.
Yes,
increasing
the
number
of
welcoming
sites
that
we
have
for
our,
especially
our
new
arrivals
and
our
English
language.
Learners
I've
been
a
big
advocate
for
increased
life
classrooms
for
students
with
limited
or
interrupted
formal
education
and
I
think
that
we
need
to
be
doing
more
of
that.
P
But
I
think
you
know
by
all
accounts.
We
need
to
increase
the
resources
that
we
have
on
hand
for
our
parents,
and
so
we
have
these
formal
ways
and
and
I
I
did
join
late,
so
I
apologize
but
but
I'm
wondering
if
we
are
able
to
in
the
schools
where
we
have
a
large
currency
concentration
of
of
English
language,
Learners
everywhere
from
binka
to
East
Boston
to
Charlestown.
P
P
Trans
persons
of
a
translator
yeah
because
yeah,
because
there's
data
that
shows
that
our
parents
are
are
lots.
They
get
a
lot
more
involved
and
a
lot
more
engaged
in
school
communities
when
they're
able
to
do
so
in
their
native
language,
so
wondering
if
we
are
able
to
make
it
so
that
you
know,
are
we
able
to
do
you
know
parent
parent
student
meetings,
parent-teacher
meetings
with
in
the
native
language,
so
I
think
that
would
mean.
B
K
You
thank
you
so
in
some
of
our
schools,
so
I
I
reported
earlier
that
the
office
of
multilingual
multi-cultural
education,
Family
Specialist
Team,
one
of
the
functions
that
they
serve,
is
to
provide
support
at
school
meetings.
When
requested
their
team
has
a
demographically.
You
know
represented
languages
of
our
district.
There's
a
lot
of
languages
represented
in
that
team.
In
addition,
Family
Liaisons
at
the
schools.
As
you
know,
a
big
number
of
them
are
bilingual
I
believe
of
the
110.
K
K
P
Wanted
to
let
you
know,
okay,
thank
you
and
I.
I
guess
a
follow-up
question
there
is:
are
we
making
it
possible
for
for
parents
who,
outside
of
the
eso
well
sites
that
we
do
have
and
if
I
understand,
there's
six
Uso
for
parent
sites
and
there
are
nine
classes
around
the
city?
Is
that
correct
Miriam
do
I
have
that
right.
C
P
K
So
we
have
what
happens.
We
have
a
lot
of
adults.
I,
don't
have
those
numbers
with
me,
but
we
can
follow
up
with
the
specifics
we
do
connect.
You
know,
as
Claudia
mentioned,
like
our
teams
do
a
lot
of
referrals.
We
do
collaborate
with
cbo's
that
are
offering
those
Services
but
specific
to
our
adult
that
offerings.
I
I
will
request
that
information
be
sent
to
you.
P
Thank
you,
Miriam
and
I.
Guess
I,
wonder
in
your
expertise
in
working
on
this
issue.
What
are
what
are
the
biggest
barriers
that
you
see
in
sort
of
engaging
parents
who
are
not
native
speakers
in
the
school
community
and
and
how
yeah?
What
are
what
are
the
biggest
barriers
either?
Is
it
like
the
the
hours
that
our
parents
are
working
or
is
it
school
environment
just
curious
to
hear
from
you
like?
What
are
the
top
three
barriers
that
that
that
make
this
work
difficult
on
our
end,
at
BPS,.
K
Thank
you
for
that
question.
Counselor
and
you
know
my
background
before
working
for
BPS
was
doing
a
lot
of
community-based
organization,
I've
known
Dr,
Gabriel
and
Claudia
and
John
for
many
many
years
prior
in
doing
parent,
organizing
and
parent
advocacy.
So
the
concerns
that
we
hear
as
a
district
are
concerns
that
we
have
heard
over
over
the
years.
It's
a
matter
of
you
know
being
able
to
connect
with
families.
K
You
know,
ultimately,
at
an
individual
level
right
like
we
have
to
be
able
to
connect
with
people
where
they
are.
We
have
a
lot
of
families
that
come
at
I
I,
see
you
counselor
throughout
the
year.
You
know
we,
we
have
families
that
come.
You
know
at
April
May
and
we
connect
with
them
in
the
best
way
possible.
So
it's
an
ongoing
effort.
We
I
would
say
it's
it's
finding
and
connecting
with
people
in
the
best
way
that
works
for
them.
K
So
we
know
that
families
at
in
schools
are
very
dedicated
to
finding
ways
to
connect
with
families,
sometimes
in
the
mornings,
because
if
they
have
third
shift,
they
may
have
you
know
availability
in
the
morning,
sometimes
parents
connect
best
after
hours
after
five
o'clock,
so
we
as
a
district
has
to
have
to
continue
to
work
with
families
in
whichever
Ways
work
best.
So
all
of
the
above
I
would
say
yeah.
B
B
How
do
you
participate?
How
do
you
acclimate
in
the
language
that
in
Spanish
to
acclimate
recent
arrivals
into
the
culture
of
being
engaged
right,
so
I
do
believe
that
there
is
an
opportunity
to
really
work
in
Partnerships
with
other
organizations
that
are
really
doing
this
work
and
and
providing
more
Investments?
B
Because
we
do
know
that
BPS
can't
do
it
all.
But
we
have
a
lot
of
amazing
partners
that
are
doing
this
work
that
can
help
stand
in
and
fill
in
the
Gap,
because
I
know
that,
as
a
as
as
a
Boston
public
school
graduate,
my
mom
still
to
this
day
struggles
with
reading
and
writing
even
in
her
native
language,
let
alone
speaking
in
English
right.
B
There's
a
lot
of
work
that
we
need
to
be
doing
in
this
space
and
I'm
really
hopeful
that
as
a
collective
here
and
this
hearing
will
provide
us
some
Pathways
to
what
that
looks
like
so
in
terms
of
some
questions
that
I
had
in
particular,
I'm.
Just
curious
has,
as
BPS,
considered
I'm,
providing
English
classes
for
parents
and
are
they
committed
to
providing
English
classes
for
our
parents
like
in
a
real
intentional
way?
K
For
your
question
counselor,
so
this
is
an
ongoing
commitment.
As
you
stated,
I
was
just
at
the
summer
last
Friday,
holding
a
breakfast
meeting
that
our
academics,
who
hosted
to
provide
support
for
Spanish-speaking
families,
and
we
had
a
great
turnout
and
you
know
I,
want
to
publicly
thank
you
for
for
the
push
that
you
did
several
months
ago
in
that
direction
there
were
20
parents
in
the
room
who,
at
the
end,
were
extremely
committed
to
continuing
learning
together
and
supporting
the
the
merger
design
team
moving
forward.
K
So
we
are
encouraged
by
that,
but,
as
you
well
shared,
this
is
a
work
that
has
to
be
done
intentionally.
You
know
one
school
at
a
time
one.
You
know
it's
a
matter
of
capacity
for
us
to
be
able
to
also
address
the
needs.
That
said,
we
are
committed
to
continue.
Thinking
of
you
know
the
necessary
structures
that
we
need
also
at
the
central
level.
K
My
team
provides
a
lot
of
support
on
capacity
building
for
facilitation
skills
to
our
colleagues,
to
be
able
to
host
better
meetings,
better
presentations
to
be
able
to
involve
families
as
we
are
creating
plans
and
involving
them.
So,
yes,
we
are
committed
to
continuing
that
work
and
with
your
support
as
well
in
thinking
about
how
we
can
as
a
city,
they
continue
to
provide
to
provide
the
resources.
K
B
Going
to
be
really
I
just
because
I
only
asked
one
question
so
far
and
I
have
30
seconds
left,
so
I
just
want
to
make
sure
that
I'm
using
my
best
time
here,
I
just
really
want
to
get
to
a
point
when,
when
we're
looking
at
BPS
and
the
Investments
that
we're
making
for
English
language,
Learners
and
family
engagement,
that
I
I
can
get
some
dollar
amounts
and
that
this
is
the
return
on
the
investment.
We're
going
to
pour
hundreds
of
thousands
of
dollars
to
support
non-profit
organizations.
B
We're
going
to
partner
up
like
we're
getting
to
the
point
where,
as
we
look
at
this
budget
is
really
looking
at.
How
can
we
help
ensure
that
BPS
is
set
up
to
meet
this
moment
and
I?
Think
that
that's
the
sort
of
that
gets
a
little
frustrating
when
we
don't
have
the
time
to
really
unpack.
So
I
just
want
to
go
on
the
record
to
state
that
I
think
that
there's
still
so
much
more
work
that
we
need
to
do
in
the
family,
engagement,
space
and
I.
B
Look
forward
to
supporting
the
Investments
that
are
going
to
help
you
be
successful
so
because
I
want
to
be
fair
with
my
own
time,
regardless
of
whether
or
not
I'm
a
sponsor
I
know
that
I
only
have
a
limited
time
with
the
rest
of
the
panel
that
are
here
so
I'm
just
going
to
move
on
to
docket0165
and
I
wanted
to
make
sure
that
I
know.
I
have
some
folks
that
are
here
for
both
dockets.
B
So
please
stay
along
and
if
you
have
to
jump
off
because
you
will
only
sign
up
for
the
family
engagement
parent
engagement,
yells,
you
are
welcome
to
leave,
but
I
wanted
to
just
transition
quickly
into
the
next
conversation,
and
that
is
docket0165.
And
since
we've
already
heard
from
Dr
Chen
I'm
gonna
go
straight
to
I'd
love
to
hear
from
I'm.
Gonna
switch
things
up
a
little
bit
just
in
the
interest
of
making
sure
that
all
voices
are
heard
and
I'm
going
to
ask.
B
Q
Q
It
troubles
me
to
see
over
90
percent
of
all
the
yellow
population
which
I
choose
to
say
bilingual
ell,
because
I
think
they
should
become
bilingual.
It
troubles
me
greatly
that
over
nine
zero
percent
ninety
percent
are
failing
dmcast.
They
are
not
learning
English
well
enough
to
be
able
to
pass
Ela
and
they
are
not
knowing
getting
access
to
math
and
I
think
this
is
immoral.
Q
It
is
my
great
interest
that
we
figure
out
what
needs
to
be
done
that
we
know
of
since
1971
and
access
to
home
language
is
absolutely
absolutely
essential
and
the
philosophy
of
English
only
and
I
must
confess.
I
was
a
bit
troubled
to
hear
such
emphasis
on
learning
English,
which
I
believe
is
important,
but
I
will
dare
say
to
learn.
English
alone
is
not
enough,
so
access
to
home
language
is
the
best
way.
If
the
goal
is
to
have
people
learn
English
well,
even
for
parents
to
learn,
English
valuable
education
is
good
for
them.
Q
Q
Q
Additionally,
the
office
of
aomme
from
the
task
force
did
receive
a
recommendation
of
multiple
ways
that
our
students
at
BPS
can
have
access
to
home
language
through
the
Arts
through
other
ways
which
I
will
be
happy
to
attach
to
my
written
testimony.
There
are
many
different
ways
of
really
providing
opportunity
for
our
bilingual
children
with
and
without
disabilities
to
have
access
to
home
language,
and
the
research
is
clear.
Music,
for
example,
enhances
and
helps
literacy.
Q
So
it
is
critically
important
that
for
the
summer
and
for
next
year
that
we
think
of
a
a
plan,
I
will
invite
the
office
of
ommy
me
to
please
give
us
a
strategic
plan
for
summer
and
for
next
year
that
students
who
are
now
in
school,
the
many
thousands
with
and
without
disabilities.
So
what
are
we
going
to
do
to
help
get
them
to
learn
and
reach
academic
level
I?
Q
Q
Q
B
Thank
you,
Maria,
always
great
to
be
in
your
presence.
So
I
really
do
appreciate
your
remarks
and
the
accountability
and
I
think
we
can
all
learn
a
lot
from
being
in
community
with
each
other
I'm
going
to
move
on
to
in
the
interest
of
time.
And
you
know,
Mr
mud,
don't
think
because
you're,
my
friend
I'm
gonna,
let.
C
R
There,
you
think
I
know
by
this
time
I
get
25
seconds
gone.
Okay,
thank
you,
chair
and
your
colleagues
for
holding
the
hearing
and
for
allowing
me
to
hold
forth
I.
Don't
need
to
repeat
what
what
Maria
Serpa
said
about
the
current
system
is
not
working
for
English,
Learners
and
English
Learners
with
disabilities
and
I
think
we've.
R
You
know
is
essential
to
expand
native
language
and
I
want
to
I've
learned
a
lot
through
the
exposure,
the
English
Learners
passports
and
I'm,
going
to
make
a
blunt
statement,
which
I
think
is
true,
and
that
is
that
building
on
the
foundation
of
native
language
is
a
better
way
to
learn.
Academic,
English
and
I'm.
Going
to
repeat
that
is
a
better
way
to
learn
academic
English.
R
We
also
I
believe
in
biliteracy
I
believe
in
Seal
of
violin
and
all
of
that
stuff,
but
for
those
parents
and
frankly
for
those
administrators
at
the
central
office
and
school
leaders
who
are
still
in
BPS
and
still
living
under
the
heritage
of
the.
As
as
councilor
Arroyo
said,
the
un's
abandonment,
which
is
English
immersion.
We
need
to
make
a
major
effort
to
change
the
mindset
at
BPS.
R
It's
not
simple.
This
is
a
this
is
a
super
tanker,
that's
on
course,
and
it's
on
the
wrong
course.
But
we
need
to
be
very
consistent
that
access
to
native
language
provides
a
better
foundation
for
learning,
academic,
English
and
a
foundation
for
becoming
biliterate
I.
Don't
you
know
I'm
not
against
that,
but
but
please
hear
and-
and
we
need
to
make
a
major
effort
to
change
that,
and
that
means-
and
here
I
disagree
a
little
bit
with
what
my
colleague
and
friend
Maria
Serpa
has
said.
R
I
believe
the
evidence
there's
a
chart
here
that
people
use
all
the
time
Thomas
and
Collier,
and
it
shows
there's
various
successes
of
of
different
approaches,
but
it
shows
that
any
program
that
provides
access
to
native
language
is
better
than
general
education
with
ESL,
and
today
we
have
45
of
English
Learners
levels,
one
to
three
that
are
the
most
needed.
You
know
they
can't
do.
R
Academic
English
are
in
general
education
with
ESL,
and
the
trend
has
been
to
pull
people
out
of
now,
programs
that
have
an
access
to
native
language
in
the
teachers
and
put
them
in
the
Genet.
That's
the
wrong
direction.
We
applaud
the
commitment
to
provide
new
dual
language
programs,
but
they
are
difficult.
R
Right
now,
let's
move
to
the
the
the
the
need
for
teachers
right
now,
and
only
one-third
of
those
classes
and
BPS
show
there's
a
match
between
the
language
of
the
teacher
and
the
language
of
the
students
that
can
be
changed.
You
can
hold
School
leaders
accounts
of
accountable.
You
can
make
the
diversity
of
language
part
of
the
diversity
goals
of
school
leaders.
I
could
go
on
share,
as
you
know,
but
I'm
two
seconds
away
on
my
clock
and
I.
Thank
you
for
hearing
me
so
far,
I'm
open
to
questions.
B
Didn't
I
didn't
even
have
20
18
seconds
left.
I
am
so
proud
of.
You
I
appreciate
you
staying
on
staying
on
time
and
on
the
course
I
believe
that
Vanessa
is
not
available
to
speak
just
yet
so
I
am
going
to
move
on
to
Dr
bianni
and
then
move
on
to
my
console
colleagues
questions
and
then,
if
Vanessa's
back
will
come
back
to
her
so
Dr
biani.
You
now
have
five
minutes
on
the
floor
and
you've
heard
a
lot.
So
I
would
love.
You
probably
have
remarks
already
with
power.
B
B
Perfect,
thank
you
for
letting
me
know
that
Dr
Chen,
because
my
script
says
otherwise,
but
I'm
happy
to
know
that
she's
here
available
for
any
questions.
So
with
that
I'm
just
going
to
dive
into
questions
from
my
colleagues,
I
do
have
lots
of
questions,
so
I
am
going
to
hope
that
I
can
get
through
them
in
the
next
10
minutes.
B
So
I'm
just
going
to
ask
my
colleagues
if
you
have
a
question
or
or
a
a
comment
that
you'd
like
to
make
to
please
let
us
know,
I,
believe
that
looking
at
this,
it
seems
like
counselor
Anderson,
who
is
one
of
my
co-sponsors,
is
here
with
us,
so
I'm
going
to
start
with
the
lead
co-sponsor
of
this
hearing
order,
counselor
Anderson!
You
now
have
the
floor.
C
B
F
Sure
I
I
so
appreciate
both
Dr,
Serpa
and
and
Mr
Mudd,
because
we
have
a
number
of
opportunities
to
to
speak
and
share,
and
especially
around
this.
This
work
around
a
native
language,
the
importance
of
native
native
language
support
and
I
I.
A
hundred
a
thousand
percent
support
the
research
that
John
Mudd
shared,
which
is
you
know
when
we
think
about
I.
We
know
and
acknowledge
that
some
of
our
immigrant
families
have
fears
of
their
children
learning
in
their
native
language.
Because
of
the
way
things
happen
in
our
country
and
there's
fear
in
that.
F
But
we
also
want
to
make
sure
our
families
understand.
Not
only
is
it
about
cultural
affirmation,
but
really
students
are
able
to
acquire
academic
language
development
in
English
better
with
the
with
a
solid
foundation
in
a
native
language.
So
I
know
ever
since
I
was
a
teacher
and
a
principal
I've,
highly
encouraged.
My
families
to
read
aloud,
spend
time
talking
and
being
proud
of
speaking
your
language
at
home,
because
it
serves
as
such,
a
significant
Foundation
to
being
literate
in
English
as
well.
F
So
I
just
want
to
affirm
the
points
that
have
been
made
and
also
appreciate
their
support
and
help
us
helping
us
find
Solutions.
The
time
is
now
we've
been
waiting
a
long
time
and
I
could
not
agree
more,
but
it's
going
to
take
us
working
together
in
tandem
to
really
overcome
these
barriers.
Our
students
deserve
more
than
what
the
state
unfortunately
has
provided
historically,
and
we
have
a
lot
of
ground
to
make
up
here.
Thank.
B
You
Dr
Chen
I,
see
that
counselor
luigien
is
here
and
wanted
to
know
constellation
I
mean
you
have
five
minutes
for
some
questions
and
then
I'm
going
to
move
on
to
my
questions
because
we
have
the
administration
for
the
next
eight
minutes.
So
three
minutes,
sorry,
because
we
have
less
time
Council
Louisiana.
P
Thank
you
and
I
and
I
just
want
to
first
off
by
repeating,
like
I,
know
that
this
is
a
mammoth
of
a
challenge
for
BPS
and
I.
Just
want
to
acknowledge
that
I
know
that
folks,
who
are
doing
this
work,
wouldn't
be
doing
this
work.
If
you
didn't
also
care
about
our
students
and
our
English
language
Learners.
So
at
least
for
me,
the
questions
are
coming
from.
Like
okay,
we
are
working
together
collaboratively.
P
A
lot
and
I
think
about
my
father
and
he
was
a
teacher
back
in
his
homeland,
so
he
had
his
own
initiative
and
there's
so
there's
so
much
of
that
there's.
So
many
of
our
parents
and
our
families
who
come
from
their
home
countries
with
all
of
this
education
with
all
this
training,
and
they
come
here
and
they're,
either
bus
drivers
or
there's
they're
doing
something
to
make
ends
meet
I'm
wondering
if
there's
ways
to
tap
into
that
into
that
resource.
P
That
communities
have
that
they
have
this
resource
from
back
home
when
they
come
here,
they're
trying
to
learn
the
language,
they're
bus
drivers,
they're
working
in
the
healthcare
industry,
but
they
do
have
this
expertise
and
this
knowledge
about
either
in
the
education
space
or
in
the
other
space
that
could
be
beneficial
to
us.
Are
there
ways
for
us
to
tap
into
that
and
to
figure
out
what
that
is
and
to
use
that,
because.
P
Own
initiative,
but
not
everyone
is
going
to
be
like
my
father
right.
There
are
other
people
who,
like
need
more
pulling
to
pull
that
out
like
what
they're,
what
they're
able
to
offer
School
community.
So
how
are
we
able
to
tap
into
what
our
communities
already
have
and
they
in
them,
but
they
don't
necessarily
have
the
strength,
the
power
or
haven't
been
able
to
actualize
that
in
a
school
setting.
F
Counselor,
thank
you
for
that
question.
I
think
it
resonates
strongly
with
me
too,
in
terms
of
growing
up
as
a
daughter
of
immigrants
and
families
feeling
empowered
to
do
something.
I
would
I
want
to
lift
up
also
Renee
Renee
barrero.
She
oversees
our
family
resource
specialists
in
the
multilingual,
Multicultural,
Department
I
know
we
don't
have
time,
but
I
just
want
to
make
sure
to
know
that
she
will
be
a
resource
as
well,
but
part
of
what
that
team
does.
F
B
F
S
Also
known
as
Renee
I've
been
in
BPS
for
37
years,
I
started
as
a
parent
volunteer
I'm.
Also,
a
graduate
of
Boston
public
schools
and
I
have
to
say
that
our
team
they're
either
currently
BPS
parents
have
been
BPS
parents,
BPS
graduates
themselves,
and
we
represent
the
major
languages
in
BPS.
We
currently
hold
bi-monthly
meetings
for
English
learner
advisory
committees
in
parent
language.
P
Yeah
and
and
just
and
and
thank
you
Renee
for
that,
I
think
I
just
want
to
say
that
we
need
to
continue
for
the
work
that
we
we
need,
that
that
has
been
built.
We've
been
having
this
mandate
to
provide
native
language
instruction
in
which
we're
sort
of
not
meeting
that
moment,
so
there's
still
more
work
to
do,
but
sometimes
we
we
have
models
for
what
already
exists.
It's
a
great
partnership.
You
know,
office
of
new
of
English
and
New
Boston
is
doing
really
great
work
with
adult
esol.
P
How
do
we
expand
what's
already
working?
How
do
we
expand
these
Community,
Partnerships
I?
Think
part
of
the
problem
really
when
you're
looking
at
Urban
settings
and
urban
education,
the
need
is
so
great.
We
are
asking
our
schools
to
do
so
much
not
just
for
our
students,
because
you
know
our
students
can't
Thrive
up
when
they're
also
caring
for
the
family.
So
that's
in
part
what
we're
doing
here
we're
asking
what
are
we
doing
for
the
parents,
but
it's
also
not
on
that.
We
can't
expect
BPS
to
do
everything,
there's
so
much
to
do
so.
P
These
Community
Partnerships
with
organizations
and
nonprofits
that
are
already
doing
the
work
is
so
important
as
we
transition
and
look
at
a
hub,
School
model.
It's
really
about.
How
do
we
bring
more
partners
and
not
just
business
partners,
our
non-profits
at
every
level,
so
help
with
the
trauma
that
our
students
are
dealing
with,
but
also
to
help
trauma,
is
sometimes
intergeneration
all
right.
So
helping
the
parents
really
does
help
the
students
and
I
and
I.
P
Think
organizations
like
ENB
really
do
that
for
our
our
our
new
arrivals,
our
immigrants,
who
have
been
here
for
years
and
they
have
a
model
that
is
successful-
that
we
just
need
to
continue
to
nurture
and
grow
and
support
with
our
resources.
So
just
wanted
to
put
that
out
there
as
a
as
a
show
of
support
for
for
what
already
exists,
because
I
don't
always
think
we
need
to
be
reinvented
the
will.
How
do
we
get
better
at
what
the
seeds
of
what
already
exists.
B
Thank
you.
Thank
you.
Council
Louisiana
really
do
appreciate
you
uplifting
the
importance
of
collaboration,
because
you
know
I
always
say
that
Boston
is
resource
rich,
but
coordination,
poor
everybody
already.
You
know
we
all
figure
out
how
to
do
the
work,
but
we
have
yet
to
figure
out
how
to
do
that.
Work
together,
and
so
this
is
really
what
this
opportunity
brings
us
full
circle
to
really
unpack
a
little
bit
further.
B
So
I'm
really
happy
that
we
had
our
non-profit
Partners,
who
are
on
the
front
lines,
doing
this
work
to
empower
and
educate
our
parents
and
I'm
looking
forward
to
seeing
the
return
on
this
conversation
and
making
sure
that
we're
tapping
into
those
organizations
to
actually
fund
them
to
support
the
work
that
BPS
is
looking
to
do
I'm
going
to
quickly
just
transition.
I
do
have
some
questions.
I
have
two
minutes
for
BPS
and
I'm
gonna.
B
B
So
there's
just
so
many
different
layers
of
this
conversation
that
we're
just
talking
speak
right
now,
uplifting
just
the
access
and
information
sharing
that
we
can
be
doing
to
better
understand
where
we're
at
you
know
what
I
do
know
is
that
teacher
diversity
is
a
big
part
of
that,
and
that
also
includes
language
diversity.
I
I
think
that
that
is
one
of
the
things
that
we've
been
talking
about.
B
We
talked
about
it
in
the
ell
task
force
many
years
ago
and
right
now,
only
11
of
teachers
are
Latino
and
are
in
a
school
system
that
has
43
Latino
students
and
there's
still
a
lot
to
do
to
close
that
Gap
and
I'm
just
curious
as
we
continue
to
have
these
conversations.
What
are
we
doing
within
the
English
language
learner
space
to
increase
our
native
language
capacity.
F
Thank
you
for
that
question.
It's
so
important
because
to
increase
native
language
access,
we
have
to
have
those
who
can
speak
it
our
department
of
we
partner
with
Equity,
as
well
as
human
resources,
to
make
sure
that
recruit
and
retain
teachers
of
color
and
teachers
who
speak
other
languages.
As
you
may
know,
in
our
system,
we
we
rely
on
self-reporting
of
what
languages
a
staff
speak,
and
we
in
terms
of
what
we
have
information
now,
is
that
we
have
about
2
400
teachers
who
speak
another
language
other
than
English.
B
So
I
just
want
to
uplift
that,
because
there
are
a
lot
of
and
there's
nothing
wrong
with
it,
but
there
are
a
lot
of
white
folks
who
speak
Spanish,
but
speaking
Spanish
and
living
Spanish
are
two
very
different
things
when
it
comes
to
navigating
this
conversation.
So
I
just
want
to
uplift
that
as
something
that
I
want
to
to
say
and
I
also
want
to
just
uplift
that
I
know
that
counselor
Anderson
has
returned
and
has
her
hand
up.
B
I
do
have
one
more
question:
I'm
gonna
yield
the
rest
of
my
time
because
we're
on
a
time
crunch,
councilor,
Anderson
I'll,
go
to
you
I'm,
going
to
end
my
time
here
with
just
one
last
question
to
Dr
Chen,
and
this
is
in
regards
to
special
education.
Knowing
that
students
with
disabilities
are
unenrolled
and
in
dual
language
programs,
and
do
not
have
adequate
El
supports
what
do
you
see
as
your
role
and
your
commitment
to
ensure
English
Learners
support,
centers
neurodiversity
and
is
inclusive
of
all
students,
including
students
with
disabilities,.
F
F
So
there
are
a
couple
of
things
that
we
are
doing.
Some
of
our
dual
language
schools
are
looking
very
specifically
at
how
to
make
sure
we
fully
include
our
multilingual
Learners
with
disabilities,
as
well
as
a
person
who
was
a
principal
of
a
school
that
had
dual
language
and
special
and
a
full
Continuum
of
services.
I
am
fully
committed
from
the
standpoint
of
having
done
the
work
before
and
making
sure
that
that
our
students
get
what
they
deserve.
B
N
Thank
you,
councilmania
I
appreciate
you
allowing
me
to
speak
as
Elise,
sponsor
to
a
co-sponsor
to
the
other
filing
with
you,
counselor
Madam,
chair,
I.
Think
that
you
know
there
needs
to
be
a
precedent
set
here
where
the
administration
continues
and
not
and
and
I
hope
that
folks
here
don't
take
this
personal.
The
administration
continues
to
make
this
a
habit
where
everyone
has
a
hard
stop.
Everyone
has
a
heart
stops.
N
These
Services
would
like
to
find
a
better
way
to
connect
or
collaborate
with
BPS,
not
Reinventing
the
wheel,
not
to
create
a
different
way.
I've
worked
in
the
service
and
actually
have
taught
and
provided
eslo
classes
and
services
to
the
community.
I've
worked
in
BPS
and
deeply
understand
the
liaison
position.
The
fcoc
position,
the
Consular
position
and
now
understand
that
the
parent
University
does
not
provide
those
services.
N
How
can
we
assist
in
making
sure
that
we
build
these
relationships
with
organizations
that
do
have
capacity?
Because
that's
the
point
you
can
have
funding
and
contractual
or
you
can
have
you?
Can
you
can
create
Partnerships
and
collaborations
with
agencies
that
are
providing
the
services
so
that
VPS
is
not
inundated
to
counselors
lucian's
Point
PPS
is
not
inundated
with
these
services
and
so
that
we're
not
Reinventing
the
wheel.
We're
looking
at
maximizing
a
thing
that
already
exists
and
how
to
collaborate
with
people
that
do
have
the
capacity
in
order
to
provide
those
services.
N
So
those
two
points,
I
would
say
you
know
moving
forward
as
a
counselor
I
I
would
like
to
continue
to
work
with
you,
but
these
hearings
continue
to
be
short.
Changed
by
everybody
has
to
leave
and
hard
stops
and
administration
shows
up.
The
equity,
Department
chief
shows
up
and
she's
here
for
10
minutes
and
then
drops
off.
N
We
need
to
be
able
to
be
very
transparent
and
honest
about
how
intentional
we
are
about
these
issues
or
how
we're
prioritizing
the
children
in
Boston,
and
we
need
to
do
a
little
bit
better
in
terms
of
our
timing
and
I
would
say
that
and
I
say
thank
you,
councilor
Mejia,
Madam,
chair
for
hosting
us
today
and
facilitating
this
process
and
I
opened
my
office
and
welcomed
the
administration
and
anyone
who
would
like
to
continue
this
work
offline.
Thank
you.
B
B
I
wanted
to
give
and
offer
both
Maria
and
John
an
opportunity
for
any.
You
know
any
Reflections
based
on
what
you
heard
from
Dr
Chen
or
anybody
else
from
the
administration
and
then
Dr
Chandler
Miriam.
Anybody
from
your
team
to
give
your
final
remarks,
I
think
that
is
just
fair
to
wrap
things
up
in
a
way
that
is
amplifies
all
means
all
so
I'll.
Let
Maria
go
if
you
have
any
closing
remarks
30
seconds.
B
Q
R
Just
reiterate,
with
Maria
Serpa
just
said
that
I
think
it
would
be
helpful
for
us
from
the
outside
to
have
a
clear
sense
from
Linda
and
others.
You
know
what
next
steps
do
you
see
taking
now
and
over
the
next
months,
where
we
could
be
not
only
understand
what
you're
planning
you
know
to
do
in
the
short
term
and
the
next
year,
but
also
be
supportive
and,
as
you
know
be
exercise
are,
are
our
right
to
be
critically
friendly.
B
G
You
so
much
can
you
hear
me
now?
Yes,
okay,
sorry
for
my
audio
before
I
sent
my
comments
to
all
the
counselors.
Yes,
thank
you
so
much
I
I
just
want
to
say
we
are
fully
and
we
we
are
here
to
work
in
collaboration
and
to
complement
the
BPS
adult
education
program.
That's
at
Madison
Park,
as
well
as
the
Dual
language
programs,
native
language
programs.
It's
not
it's
not
one
or
the
other.
G
It's
both
end
and
so
we're
very
excited
to
we're
happy
to
have
this
opportunity
and
we
look
forward
to
a
commitment
from
the
city
and
or
BPS
for
the
fy24
school
year
to
go
forward
to
expanding
these
programs
that
we
think
are
really
a
great
model
and
thank
you
so
much
for
everyone's
testimony.
I've
learned
a
lot
today.
B
F
You
councilmania
I,
really
appreciate
all
the
comments
that
we
heard
today,
and
certainly
the
support
of
esol
for
our
families
and
continued
support
in
native
language.
Both
in
learning
and
access
is
really
important
and
I
appreciate
our
partners
who
hold
us
accountable,
but
also
roll
their
sleeves
up
in
support.
I
think
it
is
a
collaborative
effort
and,
lastly,
I
just
want
to
thank
both
councilor
Mejia
and
councilor
Anderson
for
giving
more
voice
over
around
the
doc
kids.
F
It
was
really
helpful
to
understand
and
hear
directly
from
you
around
the
intention
of
the
docket
so
that
we
can
really
support
the
needs
that
are
and
I
hope
we
can
work
together
with
the
with
the
mayor's
office
to
make
those
clear
so
that
we
can
make
the
best
use
of
everyone's
time.
Thank
you.
So
much.
K
Thank
you,
counselor
I
just
want
to
repeat
Dr
Chen's
comments.
We
are
very
thankful
for
your
feedback,
for
your
comments,
for
your
advocacy
and
for
the
push,
and
we
look
forward
to
continuing
you
know
figuring
this
out
for
all
our
for
our
families,
for
all
our
students
and
for
the
partners
that
are
willing
to
you
know,
walk
hand
in
hand
with
us,
as
as
we
continue
to
provide
support
and
access
for
all
our
family.
So
thank
you.
B
But
if
you
have
been
this
at
this,
as
long
as
I
have
as
a
parent
as
a
graduate
as
a
somebody
who
work
in
the
education
advocacy,
space
I
am
encouraged
by
what
this
moment
is
calling
for
and
I'm
happy
to
see
the
people
who
are,
on
the
other
side,
really
helping
to
move
the
work,
because
it's
not
about
us
versus
them.
We
have
to
model
a
different
type
of
behavior
and
I
hope
that
you
see
even
how
we're
facilitating
these
hearings
is
really
creating
more
of
a
dialogue
between
usually
opposing
views
right.
B
This
is
really
an
opportunity
for
us
to
bring
people
together
and
as
the
folks
who
are
shepherding
this
process.
It's
our
responsibility
to
not
only
hold
ourselves
accountable,
but
to
create
space
for
shared
accountability,
because
the
city
council
approves
the
budget
every
year.
We
also
play
a
role
in
this.
It's
not
good
to
just
do
this.
B
We
also
have
to
hold
ourselves
accountable,
and
we
do
that
by
listening
to
the
people
that
we
serve
and
understanding
that
more
Investments
need
to
be
made
and
creating
space
for
us
to
be
really
clear
about
what
those
Investments
are
and
making
commitments
to
those
Investments.
So
I
look
forward
to
our
continued
Partnerships
and
I
really
do
appreciate
when
we
go
from
here.
I
will
say
that
this
hearing
will
remain
in
committee
and
I
look
forward
to
getting
the
answers
that
were
unanswered
here,
I'm
from
the
administration.