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From YouTube: Committee on Education on October 29, 2020
Description
Docket #0276 – Order for a hearing regarding the implementation of policy requiring all Boston Public Schools to have a full-time mental health and social emotional support specialists
Docket #0277 – Order for a hearing regarding the current state of Inclusion Classrooms in BPS
Docket #0758 – Order for a hearing regarding Dyslexia services in Boston Public Schools
Docket #0980 – Order for a hearing regarding Autism services in the Boston Public Schools
B
B
Sorry,
I
just
lost
my
notes.
Where'd
they
go
sorry
about
that.
Excuse
me
guys
for
a
sec
yeah.
In
accordance
with
governor
baker's
march
12,
2020
executive
order,
modifying
certain
requirements
of
the
open
meeting
law
and
relieving
public
bodies
of
certain
requirements.
The
city
council
would
be
cut,
will
be
conducting
this
hearing.
Virtually
this
enables
the
city
council
to
carry
out
its
responsibilities
while
adhering
to
public
health
recommendations
and
ensuring
public
access
to
its
deliberations
through
adequate
alternative
means.
B
Today's
hearing
is
on
docket
number
0276
order
for
a
hearing
regarding
the
implementation
of
policy
requiring
all
boston
public
schools
to
have
a
full-time
mental
health
or
social
emotional
health
support.
Specialist
docket
number
zero.
Two:
seven:
seven
order
for
a
hearing
regarding
the
current
state
of
inclusion
classrooms
in
bps
order,
number
0758
order
for
a
hearing
regarding
dyslexia
services
in
the
boston,
public
schools
and
docket
number
0980
order
for
a
hearing
regarding
autism
autism
services
in
the
boston
public
schools.
B
B
We
will
take
public
testimony
at
the
end
of
this
hearing.
If
you
wish
to
testify
via
video
conference,
please
email,
one.lopez
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.
B
This
afternoon
I
am
joined
by
councillor
ed
flynn.
I
will
briefly
introduce
our
first
two
panelists
and
then
give
colleagues
an
opportunity
to
offer
opening
remarks.
C
B
You
I've
just
returned
to
the
zoom
screen.
After
reading
my
script
and
I've
been
joined
by
counselor
mejia
and
counselor
janie
counselor
ed
flynn,
would
you
like
to
I'm
sorry?
I
would
also
I
want
to
introduce
very
quickly
edith.
Bazil
is
with
us
and
roxy
harvey.
Who
will
give
it
give
some
opening
remarks
following
colleague
open
remarks,
counselor
flynn.
D
D
I
also
want
to
thank
counselor
sabe
george,
for
having
me
as
a
co-sponsor
for
the
docket
on
dyslexia,
dyslexic
services
for
our
students.
I've
talked
to
many
parents
who
have
children
with
special
needs
challenges
in
learning,
learning
related
challenges
and
how
difficult
it
can
be
for
them
to
get
the
appropriate
services
for
their
children.
D
So
it's
important
that
we
have
this
conversation
about
how
we
can
better
help
all
of
our
students,
especially
those
with
with
disabilities.
I
know
this
hearing
will
also
talk
about
services
for
students
with
autism,
the
state
of
our
inclusion
classrooms
and
having
mental
health
in
social
and
emotional
support
for
our
students,
as
well
with
the
pandemic.
Still
going
on
it's
important
that
we
ensure
that
our
special
education
students
get
the
resources
that
they
need.
I
look
forward
to
hearing
more
about
this
topic
from
our
panelists
and
colleagues.
Thank
you.
Counselor
sabe
george.
B
C
Thank
you,
counselor
sabi
george
really
excited
to
be
here
today
and
thank
you
for
hosting
the
series
of
hearing
orders.
As
for
those
who
know
edith,
it's
go
great
to
see
you
in
the
zoom,
because
you
know
I've
been
out
in
these
streets
advocating
hard
around
these
issues
in
terms
of
equity
in
our
boston,
public
schools,
specifically
for
students
who
have
been
continuously
disregarded
and
disrespected
and
devalued.
I
mean
issues
around
special
education.
Autism
sprinter
is
an
organization
that
you
and
I
edith
are
know
very
well.
C
Dyslexia
is,
and
also
another
issue
that
is
impacting
a
lot
of
students
of
color
in
particular,
because
oftentimes
those
situations
go
undetected
so
really
happy
to
be
here
and
centering.
This
conversation
around
equity
and
and
and
the
importance
of
uplifting
the
struggle
that
a
lot
of
black
and
brown
parents
in
particular,
face
as
they
navigate
this
system.
B
E
Please,
thank
you.
I
just
wanted
to
thank
you,
counselor
sabi
george,
for
your
leadership
in
this
space.
Thank
my
colleagues
for
joining
for
their
advocacy,
very
important
topics
very
grateful
for
the
advocates
have
had
the
pleasure
of
working
with
some
of
you.
Just
from
my
own
experience.
Working
in
education
know
how
important
these
issues
are,
whether
we're
talking
about
autism,
whether
we're
talking
about
supports
in
our
schools
with
nurses
and
social
workers,
was
glad
to,
in
my
first
term,
join
that
strong
advocacy
and
making
sure
that
we
have
full-time
nurses
in
our
school.
E
So
again,
thank
you
for
your
leadership
and
grateful
for
everyone
who
is
partnering
on
these
issues.
I
am
looking
forward
to
getting
deeper
into
the
numbers
around
race
and
zip
codes,
because
we
know
that
students
of
color
students
who
are
learning
english
students
who
live
in
poor
communities
of
color
are
the
ones
who
suffer
more
when
it
comes
to
the
opportunity
gaps
in
our
school.
So
I
hope
that
we
are
going
to
be
digging
deep
to
understand
the
impact
for
those
students
who
are
often
much
more
vulnerable.
Thank
you,
madam
chair.
B
B
Mental
health
support
and
special
education
support
are
not
extraneous
to
education
when
our
students
are
in
crisis,
learning
cannot
happen
when
our
students
are
depressed
and
struggling
with
their
trauma
or
in
need
of
emotional
support.
They
are
not
able
to
fully
participate
in
their
classes
without
support.
Their
coping
mechanisms
may
interfere
with
their
ability
to
lead
a
full
life.
We
also
know
that
as
a
district,
we
struggle
with
the
school
to
prison
pipeline
behaviors,
seen
as
dangerous
are
oftentimes
symptomatic
of
trauma
and
or
unmet
special
education
needs.
B
Our
educators
need
better
training
to
identify
these
behaviors,
get
to
the
root
causes
and
changes
and
change
the
circumstances
so
that
our
students
are
not
deemed
problems.
Our
students
need
to
have
multiple
avenues
of
support
in
bps
too
many
black
and
brown
students
boys
in
particular,
are
shunted
off
into
sub-separate
classrooms
or
are
not
seen
in
their
full
humanity,
which
often
leads
to
being
punished
and
criminalized.
B
Providing
high
quality.
Mental
health
supports
and
special
education
are
racial
equity
issues
too
mckinley
schools
are
the
perfect
example:
they
have
the
highest
concentration
of
black
and
brown
special
education
and
high
needs
students.
Many
of
these
students
would
have
been
better
served
with
early
intervention
and
screening
and
appropriate
support
along
the
way.
Yet
the
mckinley
students
are
not
at
the
center
of
our
conversation.
So
far,
it
is
important
that
we
keep
in
mind
that
special
education
and
social
emotional
learning
are
not
contents.
B
The
way
that,
in
the
way
that
reading
and
writing
are
special
education
and
social
emotional
learning
have
to
be
present
always
for
every
special
education
student.
They
need
unique
interventions,
modifications
or
accommodations
throughout
the
day.
Every
student's,
mental
health,
along
with
their
emotional
literacy
and
ability
to
navigate
social
interactions
in
healthy
ways,
impacts
every
moment
of
their
day.
We
need
to
build
in
the
infrastructure
at
bps
so
that
every
student
can
access
the
support
they
need.
I
advocated
strongly
for
school
and
every
nurse
building
we
would
not
be
able
to
handle
this
pandemic
without
them.
B
B
I
can't
just
be
with
students,
it
can't
just
be
students
with
families
that
can
afford
a
lawyer.
We
know
that
all
of
our
students
are
stressed
by
this
pandemic
and
that
many
of
them
are
having
a
hard
time
with
their
mental
health.
We
must
ensure
that
they
can
access
psychologists
and
social
emotional
support
specialists
as
soon
as
possible.
The
impacts
of
this
pandemic
are
going
to
be
with
us
long
after
a
vaccine
is
available.
We
have
to
be
ready
for
our
students
needs.
B
I
hope
that
this
hearing
will
provide
more
information
to
the
public
on
what
we
are
doing
to
support
the
well-being
of
all
students.
I
want
to
know
how
do
we
compare
nationally
with
regards
to
the
ratio
of
support
specialists
to
students?
How
much
will
it
cost
us
to
have
a
full-time
psychologist
or
social
emotional
support
specialist,
and
how
long
will
the
hiring
process
take?
What
would
it
take
for
us
to
provide
special
education
learning
centers
at
every
school
building
and
time
built
into
student
school
schedules,
so
they
can
access
learning
centers?
B
B
How
are
we
providing
training
to
our
educators
on
appropriately
handling
dyslexia,
autism,
special
education,
social,
emotional
learning
and
mental
health?
I
hope
to
ask
more
questions
and
get
many
more
answers
in
today's
hearing
and
in
future
conversations
with
all
of
you
as
roxy
harvey
likes
to
say,
behavior
shows
us
something
our
students,
when
they
act
out,
are
showing
us
that
they
aren't
supported
in
the
way
that
they
need.
The
same
is
true
for
us
as
adults.
B
How
we
respond
to
the
mental
health
and
special
education
needs
of
our
students
shows
us
shows
us
exactly
how
we
do
or
do
not
prioritize
those
needs.
I
am
hopeful
that
this
hearing
will
lead
to
more
behavior
that
shows
our
students
that
their
well-being
matter
matters
and
that
their
education
matters
with
that.
I
will
turn
this
over
to
our
our
first
two
guests
for
opening
statements.
Miss
roxy,
harvey.
F
Thank
you
very
much
councillor
zombie
george.
I
appreciate
the
opportunity
to
be
here
and
to
speak
for
our
families,
because.
G
A
lot
of
these
topics:
they
go
back
to
our
central
problem
right
now
of
services
not
being
given
appropriately.
You
know,
even
when
we
have
the
opportunity
to
have
some
in-person
services,
and
they
should.
Students
should
start
to
get
the
services
they
need
in
the
professional
need.
We
had
issues
of
students
who
have
aba
hours
right
in
their
iep,
clearly
defined.
G
They
have
autism,
they
have
different
disabilities
because,
because
aba
can
be
given
for
other
students
beyond
just
the
disability,
autism
and
frequently,
it
would
be
the
concern
that
was
raised
by
both
the
parents
and
the
teachers
that
some
of
these
students
weren't
getting
the
services
they
need.
They
needed.
There
was
no
one
providing
these
ada
hours.
G
So
we
we
say
a
child
needs
a
behavior
plan.
We
know
they
need
aba
hours
to
be
successful,
along
with
other
other
accommodation,
modifications
and
iep
services,
but
as
a
district
or
as
a
community,
we
didn't
provide
it.
And
then
we
wonder
why
these
children
are
continuing
to
display
those
challenging
behaviors
or
the
continuing
to
suffer
and
not
make
progress.
G
And
I
think
we
need
to
stop
that
mentality.
Of
basically
saying
the
child
is
not
motivated.
Oh
something
must
be
going
on
at
home
and
all
this
other
things
that
are
said
about
these
children
instead
of
looking
in
and
looking
at
what
we're
offering
and
that
some
of
our
children
are
not
getting
the
services
they
are
entitled
to,
and
that
goes
back
to
even
these
in-person
services.
G
So
as
long
as
we
don't
have
a
specific
plan
to
ensure
that
our
high
needs
students,
as
defined
already
our
district,
coming
up
with
a
plan
that
is
kind
of
redefining
heinen's
students
into
the
ones
that
have
one-to-one
paris
is
offensive,
we're
not
going
to
start
this
design
divisive
pattern
of
trying
to
separate
and
say
this
one
everyone's
high
knees
with
the
highest
the
highs.
We
can't
do
that.
We
can't
continue
to
try
to
create
these
divides
of
the
halves
and
have
nots.
G
We
have
to
work
together
and
to
service
those
students
that
we
know
cannot
access
remote
learning
because
they
are
part
of
our
community.
They
are
in
need,
they
are
in
crisis,
their
families
are
in
crisis.
You
know
we
have
families
that
literally
not
figuratively
their
children
are
harming
themselves.
They
are
harming
their
families
and
you're
right.
G
They
are
communicating
something
they're,
communicating
I'm
in
crisis,
I
need
help
and
that
child
can't
tell
you
the
help
they
need,
because
they
don't
know
we're
they're
adults
and
we
must
be
the
ones
to
come
up
with
a
specific
plan
to
provide
these
services
to
our
students.
You
know-
and
I
always
go
back
to
you
know
it's
it's
it's
hurtful
when
you
when
we
go
around.
G
We
see
in
the
city
of
boston
right
here
that,
if
you're
in,
if
you
can
afford
a
private
school,
a
parochial
school
or
a
part,
you
can
get
those
some
of
those
in-person
services,
but
some
of
our
most
vulnerable
students
and
families
that
can't
afford
that
they
are
they're
getting
nothing
because
you
can
and
a
plan
that
says
well.
If
you
have
a
one-to-one
power,
those
hundred
and
fifty
or
130
students
will
offer
you
a
building
in
a
space
with
your
para
and
a
chromebook.
That's
that's
remote
learning
in
a
different
environment.
G
So
I
think
we
have
to
be
very
mindful
of
the
direction
we're
heading
for
this
sped
to
prison
pipeline,
because
we
are
setting
these
children
up
for
failure
and
we
must
ensure
that
they
are
getting
the
services
they
need
with
mental
health,
aba
all
the
different
services.
It's
I
for
individualized
for
a
very
specific
reason.
Our
children
need
different
things
and
there's
some
that
we
can
provide
these
services
remotely,
but
to
be
clear,
there
are
some
that
it
cannot
be
done.
G
They
must
receive
in-person
services
to
get
the
help,
that
they
need
to
be
able
to
function,
survive
thrive
and
to
keep
a
family
safe,
and
these
are
very
important
things.
I
think
our
families
are
currently
left
in
limbo,
and
you
know
that's
why
we
must
come
up
with
a
plan.
G
It's
been
over
eight
months
now
I
mean
we
have
to
come
up
with
a
plan
for
these
high
knee
students
who
can't
access
the
remote
so
that
they
can
get
those
services,
because
some
of
them
are
your
children
with
autism,
your
children
with
dyslexia,
who
are
in
the
eighth
grade.
Reading
on
a
first
grade
level,
you
can
only
imagine
how
that
makes
these
children
feel
they're
in
a
room
with
other
kids
who
are
reading
on
that
same
eighth
grade
level.
G
I
mean
as
someone
who
has
a
child,
that
is
many
years
behind
in
their
reading
level,
and
I
asked
for
help
from
k
zero
when
he
came
in
on
an
iep
and
still
didn't
get
the
help,
the
full
help
that
he
needed
to
several
years
later
and
the
interventions
that
could
have
been
started
earlier.
They
had
been
started
earlier.
My
child
that
has
autism
adhd
and
dyslexia
could
have
been
could
have
been
doing
much
better
than
where
he
is
now,
instead
of
being
labeled,
unmotivated
and
targeted
for
some
separate
program.
G
So-
and
I'm
glad
I
thank
you
so
much
for
mentioning
the
mckinley
schools,
because
frequently
they
are
the
neglected
population
that
is
considered
like
the
dumping
ground
for
the
black
and
brown
students
who
displayed
outward
behavioral
issues
instead
of
getting
the
immediate
help
they
needed
place
there,
because
when
I
hear
about
the
daily
schools,
horace
mann
carter,
I
frequently
see
mckinley
missing
and
I
do
ask
the
question:
where
is
the
mitch
kinley
school
leadership
and
what
are
those
services
that
those
students
are
getting?
Where
are
they?
G
I
also
asked
about
the
horace
maskel
for
deaf
and
hard
of
hearing
because,
as
we
know,
their
building,
they
need
swing
space.
Those
students
don't
have
a
building
that
they
can.
They
are
our
highest
needs
students
right
there
and
they're
supposed
to
have
a
plan
for
swing
space
and
a
plan
for
permanent
space.
Yet
they
are
also
left
without
a
plan.
So
another
group
once
again
of
our
higher
needs
students
that
do
not
have
plans.
G
B
Thank
you,
roxy,
and
I
I
didn't
share
with
colleagues
and
with
the
panels
that
are
upcoming,
that
roxini,
if
we'll
be
offering
testimony
at
this
time,
we
will
then
move
to
the
boston
public
schools
panel
for
brief
presentation,
questions
by
colleagues
and
then
we'll
move
to
the
next,
the
the
panel.
After
that,
I
should
have
said
that
at
the
opening
I
apologize
that
I
didn't.
H
Thank
you
so
much
thank
you
and
good
afternoon,
honorable
counselor,
isabe,
george
and
honorable
city
councillors.
Thank
you
for
having
this
hearing.
I
appreciate
this
opportunity.
I
just
want
to
start
out
by
saying
I
echo
everything
that
chair
of
the
sped
pack
roxy
harvey,
has
said,
and
I
I
really
thank
you
for
this
opportunity.
H
So
we've
all
heard
the
phrase
special
education
is
not
a
privilege.
It
is
a
right,
but
these
are
not
just
words.
The
phrase
was
termed
as
a
result
of
the
many
stories
and
experiences
of
children
with
disabilities,
whose
gifts,
talents
and
potential
potential
will
not
be
realized
without
specialized
instruction
supports
services
and
accommodations
that
allow
them
to
access
general
curriculum
and
the
life
of
the
school
and
make
effective
progress.
H
H
Lily
is
smart
she's,
an
eight-year-old
who
is
good
in
math,
a
talented
artist,
classically
trained
in
ballet,
loves
to
pick
out
her
own
outfits
and
has
incredible
style.
Lily
also
has
autism
when
schools
closed.
It
was
very
tough
for
her
lily
could
not
transition
to
her
bps
school
due
to
the
pandemic,
and
she
is
not
a
child
who
could
benefit
from
remote
learning.
H
She
has
meltdowns
when
her
schedule
changes
when
schools
close
lilly
asked
if
she
was
sick.
If
we
were
having
lots
of
holidays
and
she
started
doing
pretend
school
at
home,
then
she
started
stimming
a
behavior
common
to
some
children
with
autism,
her
meltdowns
increased
and
she
began
engaging
in
self-injurious
behaviors.
H
Her
appetite
was
thrown
off
because
eating
her
eating
routine
at
school,
changed
and
then
one
day
she
realized.
We
realized
that
she
had
been
pulling
out
her
eyelashes
over
a
period
of
time
when
we
noticed
that
all
of
her
eyelashes
were
all
gone
above.
Her
left
eye
now.
Destiny
states
that
even
when
schools
go
fully
remote
districts
should
make
quote
every
effort,
end
of
quote
to
provide
in-person
learning,
either
in
school
in
community
or
in
home.
H
H
We
know
that
access
to
quality,
special
education
services
and
bps
has
been
a
barrier
to
black
and
brown
students
prior
to
the
pandemic
and
is
even
more
so
during
the
pandemic.
Now
the
district
is
creating
a
bifurcated
definition
of
high
needs.
Dividing
families
by
using
superlatives
for
determining
high
needs
high
needs
is
not
higher
needs,
it's
not
highest
needs.
High
needs
is
high
needs
and
bps
must
identify
and
offer
in-person
learning
for
all
students
who
are
high
needs
and
allow
parents
to
opt
in
or
opt
out
in
closing
bps
had
months.
H
We've
also
had
many
conversations
with
bps
and
we've
asked
bps
to
learn
from
private
schools
in
boston,
as
well
as
other
districts
in
massachusetts,
the
country
and
around
the
world
that
are
successfully
doing
in-person
learning
services
failing
to
plan
for
in-person
learning
in
safe
spaces
is
failing.
Our
students,
bps,
has
not
made
quote
every
effort,
end
of
quote
to
provide
in-person
learning
for
high-need
students.
H
Our
high-need
students
can't
wait
for
bps
to
get
its
act
together.
Bps
can
and
must
do
better
by
putting
students
and
families
with
high
needs
first
and
at
the
center
of
planning.
Thank
you
so
much
for
the
opportunity.
I'd
like
to
also
echo
that
we
cannot
leave
out
our
students
at
the
mckinley
schools.
We
have
four
mckinley
buildings
that
are
populated
by
black
and
brown,
primarily
black
and
latinx
males,
and
to
say
that
we
are
going
to
serve
the
carter
and
horace
mann,
but
ignore
that
the
mckinleys
are
private.
H
Public
schools
as
well
with
high
needs
students
is
disgraceful,
and
so
it
is
my
hope
that
bps
will
begin
to
address
the
needs
of
our
students
who
require
services
in
order
to
maintain
their
daily
living
skills
and
other
critical
skills
as
well.
Thank
you
so
much
for
this
time.
Thank.
B
You
very
much
edith
and
thank
you
to
roxy
the
two
of
you,
I
think
have
shared
from
sort
of
like
enhanced
testimony
around
the
impacts
that
both
the
school
closures
and
not
full
supports
have
in
regular
times
not
even
just
in
covid
times
it
has
on
our
children.
B
So
I
thank
you
for
being
here
and
sort
of
setting
the
tone
and
in
some
of
the
the
tempo
of
what
we
would
like
to
cover
today,
I'm
going
to
move
the
two
of
you
back
to
attendee
and
we're
going
to
bring
in
our
panel.
That
includes
boston,
public
schools,
representations
representation.
I
also
want
to
acknowledge
that
we've
been
joined
by
district
6
counselor
matt
o'malley.
Thank
you
matt
for
joining
us.
B
So
while
we
bring
in
the
boston
public
schools
folks
they're
coming
in
slowly,
I'm
going
to
send
you
back
over
to
attendee.
Thank
you
both.
B
I
B
B
He
might
be
under
special
education.
I
bet
you,
that's
him.
Yes,
that's
him
very
good
all
right,
so
I
think
that
we've
got
most.
I
think
a
few
few
will
keep
in
panelists
and
promote
them
if
we
need
them
to
answer
questions
or
offer
more
information,
I'm
not
sure
messiahs
who
will
be
starting
us
off
on
the
panel.
I'm
gonna
get
us
started
great
and
I
I'm
superintendent
deputy
superintendent.
B
Academic
officer
welcome
messiahs,
please
introduce
yourself
for
the
record.
Thank
you.
I
I
Covet
19
has
disproportionately
impacted
black
and
latinx
communities
in
boston
and
nationwide
in
this
unique
moment
in
history,
when
our
communities
are
faced
with
the
realities
of
the
twin
pandemics
of
kovid
and
racism,
more
evident
now
made
bear
by
the
pandemic
impact
prioritizing
the
social,
emotional
and
physical
wellness
of
students,
families
and
staff
is
a
must
for
addressing
equity
and
ensuring
health
and
safety.
Additionally,
we
prioritize
the
experiences
and
needs
of
historically
marginalized
students
and
their
families
to
ensure
that
equitable
student
outcomes
are
centered
in
our
planning.
I
Ensuring
students
first
have
access
to
physiological
and
safety
needs
will
lead
to
opportunities
to
feeling
connected
and
loved
by
their
teachers
and
classmates
and
focusing
on
individual
and
collective
well-being
builds
trust.
Our
school
teams
reinforce
existing
protective
factors
that
students
come
to
school
with
those
community
and
family
based
assets.
They
build
new
coping
skills
and
expand.
It
expand
equitable
learning
strategies.
I
Bps
schools
are
using
strategies
to
build
school
communities
that
are
safe,
healthy,
welcoming,
joyful,
anti-racist
and
culturally
and
linguistically
affirming.
This
is
the
work
of
every
educator
and
all
support
staff
in
every
school
every
office
and
every
space
that
boston
public
schools,
students
inhabit.
I
The
division
of
academics,
which
I
lead
houses
two
of
the
three
offices
that
are
called
to
provide
information
tonight,
the
office
of
special
education
and
the
office
of
health
and
wellness
respectively,
led
by
assistant,
superintendents,
ethan,
dabamon
burns
and
jill
carter
assistant
superintendent,
jill
carter
separately,
housed
in
the
division
of
accountability.
The
department
of
behavioral
health
is
supervised
by
assistant
superintendent
elite
nailed
it
and
led
by
andrea
amador.
Who
will
provide
remarks
today.
J
Work,
thank
you,
andrea
and
good
afternoon,
councillor
sabi,
george
and
other
city
council
members.
My
name
is
jill
carter.
I'm
the
assistant
superintendent
for
the
office
of
health
and
wellness
health
and
wellness
as
andrea
has
shared
is
in
the
academic
division.
The
health
and
wellness
office
oversees
the
district
work
on
the
whole
child,
as
is
outlined
in
our
wellness
policy.
J
The
office
also
includes
social,
emotional
learning,
health,
education,
physical
education
and
physical
activity
and
wellness
council
supports.
I'm
focusing
my
comments
today
on
the
district's
efforts
to
strengthen
social,
emotional
learning
through
a
whole
child
approach.
Where
cell
is
a
lever
for
equity
and
should
be
part
of
teaching
practices
in
all
of
our
classrooms.
J
Decades
of
research
have
illuminated
that
social
and
emotional
development
is
central
to
learning
and
it's
critical
to
the
physical
and
mental
health
and
well-being
of
our
students
at
bps.
We
believe
that
strengthening
adult
and
youth,
social,
emotional
skills
and
competencies
enhances
our
abilities
to
connect
and
relate
to
others
across
race
class,
culture,
language,
gender
identity,
sexual
orientation
and
learning
needs.
J
Transformative
cell
is
a
process
where,
by
young
people
and
adults,
build
strong,
respectful
and
lasting
relationships
that
facilitate
co-learning
to
critically
examine
root
causes
of
inequity
and
to
develop
collaborative
solutions
that
lead
to
personal
community
and
society
well-being.
This
is
situated
firmly
in
a
frame
of
identity
agency
and
belonging
boston.
Public
schools
is
leading
the
national
landscape,
with
cell
competency
and
skills
being
inclusive
of
equity
and,
more
specifically,
culturally
and
linguistically
responsive
practices.
J
Over
the
past,
several
years,
bps
has
been
engaged
in
refining
our
district
vision
and
strategy
for
sell
through
partnerships
with
castle
and
the
reni
politi
policy
center.
We
have
assessed
the
current
landscape
for
tier
one
cell
programming
and
created
a
steering
committee
to
clarify
our
priorities
to
move
this
work
forward
based
on
our
own
and
national
research.
Finding
we
are
threading
transformative,
tier
1
cell
practices
throughout
the
day
and
the
building.
J
This
includes
incorporating
teaching
practices
that
build
community
and
student
and
adult
relationships
focusing
on
adult
self
for
all
staff,
but
especially
teachers
and
paraprofessionals,
and
deepening
existing
cell
programming
and
curriculum,
including
through
health,
education
and
physical
education,
integrating
cell
into
academics,
including
arts,
through
research
through
research
grant
opportunities.
We
are
learning
more
about
the
implementation
of
cell
in
service
of
equity.
J
Last
spring
about
a
100
percent
of
bps
school
leaders
completed
the
cdc
school
health
profile
survey.
A
survey
that's
designed
to
assess
school
health
policies,
programs
and
practices
survey
results
indicate
that
nearly
all
school
leaders
strongly
agreed
that
they
are
committed
to
supporting
their
students,
social,
emotional
learning
and
development.
J
33
percent
of
schools
reported
that
all
of
their
staff
have
been
trained
on
bps
cell
standards.
What
with
others,
reporting
partial
training
71
reported
implementing
at
least
one
cell
curriculum
partially?
How
does
this
compare
to
national
data?
I
heard
you
ask.
According
to
castle
a
national
principal
survey
on
social
emotional
learning,
38
of
schools
have
developed
a
plan
for
teaching
cell,
but
have
reached
only
partial
implementation.
J
We
know
that
high
quality,
professional
learning
and
school
support
are
critical
for
improving
cell
implementation.
This
summer
we
prioritize
training,
school
staff
on
adult
cell
over
two
thousand
educators
participated
in
boston,
strong
cell
professional
development
sessions
focused
on
adult
cell
and
creating
a
welcoming
online
learning
environment.
All
principals
also
received
an
overview
during
the
august
leadership
institute.
J
Developing
educator
social
emotional
skills
lays
the
foundation
for
success
with
students.
This
allows
them
to
focus
on
integrating
cell
competencies
into
their
instruction
and
their
interactions
with
students.
Research
indicates
that
teachers
who
possess
social
and
emotional
skills
have
more
positive
relationships
with
their
students
and
peers
and
are
better
able
to
create
academically,
supported
classrooms
and
engage
their
students
more
deeply.
J
The
bps
2019
youth
risk
behavior
survey
indicates
a
lack
of
school
connectedness
and
perceived
trusted
adults.
42
percent
of
our
high
school
students
did
not
feel
close
to
people
at
school,
notably
feelings
belonging
feelings
of
belonging
and
connects.
Connectiveness
were
significantly
lower
among
students
of
color
among
middle
students
to
school
students.
J
Sorry
44
reported
that
was
not
that
there
was
not
at
least
one
adult
in
this
their
school
that
they
felt
they
could
go
to
this
indicates
we
have
a
large
amount
of
work
to
do
in
this
area,
despite
all
of
our
efforts,
I'll
just
end
by
saying
to
actualize
our
academic
vision
that
all
educators
have
access
to
the
knowledge,
skills
and
resources
that
they
need
to
provide
every
bps
student
with
a
high
quality,
culturally
and
linguistically,
sustaining
and
well-rounded
education
that
prepares
them
to
actively
and
responsibly
read,
write
reason,
communicate,
create
and
compute
effectively
within
a
global
society.
J
K
Good
terrific,
thank
you
so
much
for
having
me
and
madame
chair
and
city
councillors
and
fellow
bostonians,
who
care
about
all
the
young
people
in
our
city.
Thank
you
for
the
opportunity
to
come
and
speak
with
you
about
these.
These
really
four
overlapping
issues.
Today.
K
These
are
incredibly
important
issues
and
I
am
thankful
to
you,
counselor
asabi
george,
for
having
this
hearing
and
for
the
opportunity
to
speak
first.
This
is
my
first
testimony
before
city
council,
I've
been
a
principal
in
the
system
for
11
years
and
just
taking
this
position
july
1st
so
want
to
introduce
myself
and
talk
about
why
I
took
this
job
and
I
think
it's
relevant
to
the
topics
at
hand.
K
For
11
years
I
was
the
principal
at
the
manning
elementary
school
in
jamaica,
plain
and
we
were
able
to
deconstruct
a
substantially
separate
lab
cluster
and
made
the
whole
school
fully
inclusive.
So
we
had
a
substantially
separate
setting
and
we
were
able
to
restructure
the
school
so
that
it
was
fully
inclusive
and
supported
by
an
inclusive
culture.
K
And
it's
really
important
to
say
that
while
we
were
able
to
do
that
with
the
incredible
work
of
amazing
teachers
and
really
wonderful
family
engagement,
that
it
also
comes
with
excellent
academics.
So
we
moved
from
the
below
or
at
the
20th
percentile
of
performance,
to
the
64th
percentile
of
performance
and
so
really
exciting.
To
do
that
work.
K
And
it's
an
important
piece
that
I
don't
think
is
talked
about
enough
and
actually
heard
about.
It
talked
about
today
at
school
leader,
professional
development.
That
inclusion
really
is
often
about
excellent
instruction
and
that
excellent
instruction
can
make
all
the
difference
in
a
in
a
child
and
in
a
student's
life.
And
so
that's
what
we
want
to
move
towards.
K
I
also
want
to
speak
to
at
demanding
the
importance
of
addressing
both
culture
in
a
school
building
and
making
sure
all
the
adult
mindsets
are
in
the
right
place
and
that
you
have
families
and
kids
all
moving
in
the
same
direction
and
that's
incredibly
important,
but
that
culture
also
needs
to
be
supported
by
a
school
structure
that
supports
that,
and
so
that's
why
it
was
so
exciting
to
be
able
to
move
from
the
substantially
separate
setting
and
not
have
those
structures
anymore
and
to
make
it
fully
inclusive.
So
it
was.
K
K
K
It
will
address
high
quality
programming
for
all
students,
no
matter
where
they
are
and
making
sure
that
there
is
an
equity
of
opportunities
for
all
our
students
across
the
city
and
really
making
sure
that
excellence
and
equity
is
there
for
everyone
and
with
regard
to
the
topics
at
hand,
I
just
want
to
give
some
information
by
way
of
introduction
to
each
topic,
and
so
inclusion
was
the
first
stock
docket,
and
it's
really
why
I
took
the
job
and
spreading
inclusive
practices
and
inclusive
environments
throughout
the
district
and
figuring
out
how
to
do
that.
K
It
has
been
mentioned
numerous
times
already
today,
the
issue
of
disproportionality
in
the
district,
the
issue
of
too
many
black
and
brown
boys
in
substantially
separate
settings
and
the
concentration
of
them
in
certain
schools,
and
what
does
it
take
not
only
to
transform
a
school
but
to
transform
a
district
where
we
are
able
to
address
those
those
issues
and
the
work
is
well
underway
just
again
mentioning
the
professional
development
of
school
leaders.
K
Today,
I
heard
them
doing
their
culturally
and
linguistically
sustaining
practices
and
hearing
the
voices
of
the
school
leaders
and
how
passionate
they
are
about.
Addressing
this
issue,
I
think,
is
really
really
important
in
the
office
of
special
education,
we're
doing
professional
development
with
our
coordinators
of
special
education,
so
our
coasts
and
really
looking
at
what
getting
that
culture
and
structure
right
there
as
well,
and
it's
been
exciting
to
get
to
know
that
group
of
employees
and
to
really
work
with
them
on
what
this
can
look
like
at
a
district
level
as
well.
K
I'm
working
specifically
with
dr
granson
and
miss
felicia
saunders
to
address
disproportionality
as
well,
so
looking
forward
to
being
able
to
continue
this
work,
and
I
don't-
I
just
want
to
name
that-
I
don't
think,
there's
any
question
that
we
have
an
issue
with
too
many
special
education
students
in
substantially
separate
settings
compared
to
other
states
and
large
districts,
this
issue
of
disproportionality
and
inclusion
and
how
they
relate
to
each
other.
K
It
needs
to
be
addressed
and
I
look
forward
to
engaging
in
that
work
with
regard
to
a
dyslexia
and
students
with
dyslexia.
I
want
to
be
just
to
be
certain
that
we
do
have
screeners
in
place.
It's
relatively
new
guidance
from
from
the
state
and
we're
actually
looking
to
deci
to
clarify
their
guidance
on
what
those
screeners
need
to
look
like
and
what
appropriate
implementation
looks
like.
But
our
reading,
our
interim
literacy
screeners,
do
include
a
screener
for
dyslexia
and
we
think
that's
really
really
important.
K
I
think
it's
also
important
to
say
that
we
have
made
a
substantial
investment
in
early
literacy
through
fundations
and
also
continuing
with
wilson
and
orton
gillingham.
We've
invested
over
one
point:
1.2
million
dollars
over
the
past
five
years
in
working
on
some
of
those
rules-based
reading
programs
in
early
literacy,
and
we
think
that's
really
important
and
then.
Lastly,
the
last
docket
with
regard
to
autism
certainly
has
gotten
a
lot
of
intention
and
is
incredibly
important.
K
I
think
many
of
you
are
aware
that
the
district
has
made
large
investments
over
the
past
few
years
within
the
aba
programming
and
specifically
this
year.
20
new
aba
specialists
and
two
more
additional
program
directors,
but
I
think,
what's
really
important
to
say
here
is
that
we
also
are
not
just
looking
at
so
implement,
creating
new
programs
or
sort
of
having
plot.
K
You
know
hired
new
people,
but
that
we're
really
looking
closely
at
the
quality
of
the
programming
that
we
do
walk
throughs
with
school
leaders
and
with
program
directors
and
we're
looking
continuously
to
what
it
means
to
be
a
strong
aba
program
there.
We
are
collaborating
with
our
related
service
providers
through
speech
and
ot
to
make
sure
that
they're
integrated,
we're
all
integrated
together
and
making
sure
that
this
student
gets
a
great
experience
wherever
they
are
with
regard
to
aba.
K
B
L
No
problem,
thank
you
ethan
good
afternoon,
councilor,
savvy
george
and
city
council
members.
My
name
is
andrea
amador
and
I'm
the
senior
director
of
behavioral
health
services
for
bps.
I
have
the
pleasure
of
working
with
school
psychologists,
district,
social
workers
and
transformation,
social
workers
serving
boston
students,
families
and
schools.
L
The
role
of
behavioral
health
services
is
to
meet
the
behavioral
health
needs
of
all
bps
students
by
providing
direct
services
and
supports
to
students,
schools
and
staff
across
a
continuum
of
prevention,
early
intervention
and
intensive
services.
Additionally,
the
creation
and
facilitation
of
community
mental
health
partnerships
are
a
key
aspect
of
our
work.
L
We
have
24
bilingual
school
psychologists,
four
bilingual
district,
social
workers
and
29
bilingual
transformation,
social
workers.
In
regards
to
one
of
the
questions
we
received,
21
bps
schools
have
at
least
one
full-time
school
psychologist.
L
30
bps
schools
have
at
least
one
full-time
transformation,
social
worker
in
a
comprehensive
role.
Both
school
psychologists
and
social
workers
engage
in
a
combination
of
direct
services
like
counseling
and
case
management,
as
well
as
systems
and
capacity
building.
In
addition,
the
behavioral
health
services
team
serves
as
the
district
crisis
team.
Many
direct
services
are
tied
to
special
education
delivery.
L
Tier
2
supports
that
are
not
on
special
ed
service.
Deliveries
can
also
be
provided
by
bhs
staff.
Both
school
psychologists
and
social
workers
are
critical
leaders
in
schools,
implementing
the
comprehensive
behavioral
health
model
and
initiative
in
77
bps
schools,
in
addition
to
supporting
all
125
bps
schools,
school
psychologists
and
social
workers
provide
additional
special
education
support
to
early
childhood
centers
out
of
district
placements
and
appropriate
share
pro.
I'm
sorry
proportionate
share
students
and
families.
L
I'd
like
to
take
a
moment
to
give
you
an
update
on
our
transformation.
Social
workers
in
february
of
2020
carmen
calderon
o'hara,
was
hired
as
the
director
of
social
work
in
the
summer
through
the
fall
carmen
led
a
hiring
team
that
included
hiring
57
transformation,
social
workers,
26
transformation.
Schools
now
have
at
least
a
1.0
transformation,
social
worker
six
transformation.
Schools
have
less
than
a
1.0
for
other
bps.
Schools
have
at
least
a
1.0
transformation
social
worker,
and
I
would
like
to
share
some
a
little
bit
of
information
about
the
work.
L
The
school
psychologists
and
social
workers
did
through
the
1920s
school
year.
They
provided
at
tier
one
and
tier
two,
eleven
thousand
five
hundred
consultations
to
parents
and
teachers.
They
completed
three
thousand
five
hundred
evaluations,
special
education
evaluations
provided
over
a
hundred
pd
sessions.
L
They
responded
to
1
200
school-based
crisis
and
we,
as
a
district
crisis
team,
responded
to
111
large-scale
district
crisis
events.
Additionally,
the
staff
provided
over
370
suicide
risk
assessments
and
over
60
threat
assessments,
so
that
was
the
work
that
they
did
during
last
school
year
and
over
the
summer
we
had
for
the
first
time
ever
a
summer
behavioral
health
services
team.
With
the
support
of
the
superintendent,
we
had
17
staff
members
who,
over
the
summer,
were
able
to
provide
behavioral
health
services
to
over
1400
students
and
families,
including
some
of
the
services.
L
I've
mentioned
crisis
support,
counseling
family
needs
calls
and
check-ins.
The
team
of
behavioral
health
has
continued
to
do
these
activities
now,
as
as
school
has
started
in
this
new
school
year.
In
addition,
we
work
closely
with
several
community
behavioral
health
partners
to
bring
additional
services
to
students
and
families.
L
Community
behavioral
health
partners
have
also
continued
to
work
to
provide
behavioral
health
services
during
closure
and
over
the
summer
we
also
work
with
university
partners
to
bring
additional
resources
to
schools
while
simultaneously
supporting
our
workforce
development
of
the
next
generation
of
school
psychologists
and
social
workers,
and,
as
I
end,
I
just
wanted
to
share
some
information
on
the
yrbs
data
regarding
behavioral
health.
We
know
that
covid19
has
disproportionately
impla
impacted
black
and
latinx
communities
in
boston,
boston
and
nationwide.
L
In
this
unique
moment
in
history,
when
our
communities
are
faced
with
the
realities
of
covet
racism,
prioritizing
the
social
emotional
health
of
students
is
essential
and
the
most
recent
youth
risk
behavior
survey
that
joe
mentioned
just
want
to
highlight
a
few
more
things
in
2019,
35
percent
of
boston,
high
school
students
and
27
percent
of
our
middle
school
students
experience
persistent
sadness
over
the
past
two
years.
The
proportion
of
high
school
students
who
have
attempted
or
considered
suicide
increased
significantly
from
nine
percent
to
16,
respectively
middle
school
students,
particularly
those
of
color
reported.
L
L
What's
more
important,
is
sexual
minority
youth
are
particularly
vulnerable
to
social
emotional,
mental
health
related
issues,
students
identifying
as
gay,
lesbian
or
bisexual,
where
two
to
14
times
more
likely
to
experience
depression,
suicidality
and
self-harm
than
their
heterosexual
peers.
The
disparities
were
just
as
great
or
greater
for
students
with
same
sex
or
both
same
and
opposite
sex
partners.
With
all
of
this
data,
we
must
continue
to
prioritize
all
of
the
marginalized
students
and
their
families
to
ensure
equitable
student
outcomes
are
centered
in
our
planning.
I
thank
you
for
the
opportunity
to
testify
today.
B
Thank
you
very
much,
andrea
for
your
testimony.
I
don't
I
see
that
david
bloom
has
joined
us,
but
is
he
offering
formal
testimony.
B
Questions
or
questions,
okay,
and
I
know
that
we
also
have
members
of
your
team
to
offer
or
to
assist
in
offering
response
to
questions.
So
as
I
welcome
my
colleagues
to
to
start
with
their
questions
for
this
panel,
I
will
let
them
into
the
room
in
the
meantime
so
and
for
today's
hearing,
I'm
going
to
use
a
timer
we'll
do
multiple
rounds
as
necessary,
but
I'd
like
to
start
with
counselor
flynn,
counselor
flynn.
D
Yeah,
thank
you.
Counselor
sabi
george.
I
had
a
question
for
whoever
it's
appropriate
for,
but
for
students
that
would
be
screened
for
learning
disabilities.
Would?
What
grade
would
that
start
at
what
type
of
screening
would
it
be,
and
is
it
a
thorough
screening
and
if
they
are
tested
for
having
learning
learning
disabilities?
K
K
Thank
you
so
much
for
the
question
with
regard
to
screenings
appreciate
that
counselor
flynn,
it's
something
we
think
is
incredibly
important
and
appreciate
your
for
the
subject.
K
I
think
I
just
want
to
start
by
saying
again
that
screening
is
available
through
through
child
find,
as
well
through
from
as
from
k,
zero
all
the
way
through
grade
22,
so
that,
if
a
stu,
if
a
parent
has
a
concern
that
they
may
their
child
may
have
an
issue
and
have
a
disability
that
they
are
able
to
approach
the
boston,
public
schools
and
say
I'd
like
to
have
my
student
evaluated
and
so
that
absolutely
needs.
K
That
is
something
that
we
are
mandated
to
do
and
certainly
are
able
and
equipped
to
do,
and
so
that
is
something
that
we
are
in
the
midst
of
doing
in
terms
of
ongoing
screens,
we
are
collecting
early
literacy
data
as
soon
as
kids
enter
enter
our
schools.
We
are
trying
to
understand
what
is
happening
with
them,
so
that
we
can
make
sure
they
stay
on
track.
Specifically,
with
regard
to
dyslexia
screenings
that
there
is
the
we,
as
I
said,
our
major
assessment
system
through
map
which
is
through
nwea.
K
We
implement
a
set
of
literacy
screeners
to
see
how
students
are
doing
in
an
ongoing
way
as
well.
I
think
it's
important
to
say
that
we've
just
made
a
large
investment
in
something
called
the
digital
assessment
library,
so
we
are
going
to
our
assessors
are
going
to
have
more
access
to
more
screeners
over
the
course
of
this
year
and
we're
in
the
middle
of
doing
training
for
employees
in
that
library
of
assessments,
but
that's
an
exciting
investment
that
we've
made.
D
The
one
the
one
follow-up
I
had
is,
I
often
have
parents
would
ask
me
that
they
want
to
get
out
screen
for
to
scare,
but
this
type
of
breakdown
in
the
system
or
the
or
there's
a
weight
or
there's
some
type
of
issue
that
develops.
D
So,
if
there's,
if
there's
miscommunication
and
the
parent
can't
get
their
child,
what
is
what
is
the
best
route
for
that
parent?
What
is
the
best
thing
for
that
parent
to
do
in
terms
of
seeking
that
screening
that
they're,
having
a
difficulty
getting.
K
Sure
so
I
mean
the,
I
think
it's
just
important
to
say
that
desi,
the
department
of
elementary
and
secondary
education
has-
and
these
are
and
federal
guidelines
as
well,
that
govern
the
timing
around
as
soon
as
a
parent
says
that
they
would
like
to
be
an
evaluation.
K
There
are
very
strict
timelines
that
we
need
to
adhere
to
and
when
we,
when
a
parent
asks
for
those
evaluations,
they
should
be
given
the
parents,
policies
and
procedures
and
procedural
rights
and
safeguards
to
make
sure
they
know
what
their
rights
are.
Of
course,
if
there
is
ever
a
problem
with
those
timelines
which
does
happen,
I
don't
want
to
say
it
doesn't
happen
and
certainly
is
happening
in
the
middle
of
this
pandemic
and
can
speak
to
that.
K
If
needed,
what
we're
doing
to
address
the
assessment
backlog,
but
certainly
they
can
reach
out
to
the
special
education
office
via
email
or
phone,
and
to
be
you
know
just
to
be
one.
If
you
are
having
trouble
getting
in
touch,
you
can
also
go
to
the
state
to
make
sure.
I
think
it's
really
important
that
the
the
community
is
able
to
hold
us
accountable
to
the
guidelines
that
we
need
to
operate
under,
so
that
students
get
what
they
need.
B
Thank
you
very
much.
Counselor
flynn,
counselor
mejia.
C
Can
you
hear
me
yeah?
Okay,
great,
thank
you.
So
I
do
have
a
few
questions.
I'm
just
curious
for
in
terms
of,
and
this
isn't
the
special
education
department.
I'm
curious
about
your
your
the
staffing
in
terms
of
just
the
cultural
competency,
I'm
just
curious
about
the
leadership
and
because
I
know
one
thing
is
the
actual
need
of
the
students,
but
I
also
think
there's
a
a
layer
of
cultural
competency
and
how
we
go
about
addressing
some
of
these
needs
for
students.
C
So
I'm
just
curious
what
what
type
of
technical
assistance
or
that
department
is
getting
to
help
address
the
needs
of
families
who
are
a
little
bit
more
diverse.
K
Sure
sure
that's
something
we
take
incredibly
seriously
think
is
very,
very
important,
and
certainly
in
my
first
months
on
the
job
and
looking
at
and
analyzing
and
trying
to
understand-
and
I
think
it
is
really
important.
I
would
certainly
agree
with
you.
Counselor
mejia
diversity
in
our
administration
is
going
to
be
incredibly
important
so
that
we
are
able
to
represent
our
families
appropriately
and
also
that
we
are
no
matter
who's
there
that
we're
doing
the
right
work.
K
And
so
we
have
already
started,
as
I
said,
working
with
our
coordinators
of
special
education
around
issues
of
cultural
competency,
and
we
look
forward
to
continuing
that
work
and
and
working
with
miss
felicia
saunders
to
develop
professional
development.
So
we
are
addressing
that
in
an
ongoing
basis
and
of
course,
also
we'll
be
addressing
that
through
hiring
over
time
and
as
there
are
opportunities
to
make
sure
that
our
staff
is
as
representative
as
possible
of
the
city
as
a
whole.
C
Okay,
great
ethan,
I
just
have
another
question
for
you.
Would
you
believe
that
the
btu
tried
to
admit
with
you
all,
to
discuss
a
plan
and
I'm
just
curious
as
to
whether
or
not
you
know
what
the
reservations
were
or
why
weren't
some
of
the
plans
that
were
recommended
implemented
to
help
support
families
who
have
students
with
the
highest
needs?
I'm
just
curious
about
what
that
looked
like.
C
So
I'm
just
curious
as
to
why
the
the
special
education
department
opt
not
to
meet
with
the
btu
before
hitting
the
four
percent
to
get
a
plan
done
right
since
they
I
apparently
from
what
I
understand,
had
been
trying
to
advocate
to
meet
with
the
district,
to
discuss
a
plan
that
either,
I
think
edith
mentioned
earlier.
But
there
was
just
no
no
real
input
from
the
btu.
K
Okay,
well,
councillor
mejia.
I
would
certainly
defer
to
others
on
the
on
the
panel
to
discuss.
You
know
negotiations,
but
there
were
both
ongoing
negotiations
between
the
btu
and
certainly
our
priority.
We
are
pushing
we're-
I
was
you
know,
devastated
as
I
think
the
superintendent
was
when
the
rates
went
up
and
we
had
to
close,
and
it
is
incredibly
frustrating
to
us
that
we
are
not
able
to
have
our
students
in
person
now.
It
was
really
exciting
to
be
there
at
the
ellis
school.
K
On
the
first
day,
we
had
kids
back
in
the
building
since
march
17th
and
we're
working
really
hard
to
make
that
happen
again,
and
we
would
like
to
see
it
happen
and
we
want
to
partner
with
our
union
partners
to
make
that
happen,
and
so
we
get.
I
totally
agree.
We
are
trying
to
figure
that
out
and
happy
to
take.
C
It
I
appreciate
that
I
appreciate
that
I
think
what's
happening.
Is
that
a
lot
of
there's
a
lot
of
finger
pointing
happening
here?
And
parents
are
just
a
little
bit
confused?
There's
a
lot
of
dodging
you
know.
Just
we
just
can't
seem
to
get
a
firm
answer,
and
so
you
know
parents
are
just
a
little
bit
frustrated
with
the
process,
but
I
do
have
another
question
for
you.
I'm
just
curious
at
what
steps
you're
taking
to
improve
inclusion
during
this
school
year,
like
what
does
that
look
like.
K
Excuse
me,
I
actually
and
david
bloom
might
be
able
to
speak
specifically
to
this
if
he
is
available,
but
we
are
making
some
investments
in
inclusion
and
I
think
specifically,
as
we
think
about
what
the
larger
strategic
plan
is
going
to
look
like
for
inclusion,
that
we
not
waste
any
time
and
even
in
the
middle
of
the
pandemic,
and
in
fact
the
pandemic
may
give
us
some
opportunities
for
inclusion
that
we're
exploring
and
want
to
figure
out.
K
But
it
is
really
about
getting
before
we
go
into
budget
meetings
with
different
schools.
What
needs
to
happen
in
schools
so
that
they
can
be
restructured
for
more
inclusion
opportunities.
So
it's
really
it's.
It
is
both
the
cultural
work,
around
mindset
and
around
culturally
and
linguistically
sustaining
practices
and
believing
in
inclusion
and
getting
teams
behind
that
all
kids
can
meet
to
extremely
high
expectations
and
deserve
excellent
instruction
and
can
thrive
with
excellent
instruction.
K
But
it
is
also
about
actually
restructuring
schools
so
that
there
are
more
opportunities
for
students
to
be
not
just
experience,
inclusive
practices
but
be
in
inclusive
environments.
So
we're
excited
about
that
and
I'd
look
forward
to
talking
to
you
more
about
it.
B
B
No.
Thank
you
very
much.
Next
is
councillor
o'malley
counselor
o'malley
is,
I
don't
see
him
anymore
on
my
screen.
Counselor
campbell
welcome.
M
You
can
you
hear
me?
Yes,
we've
got
you
okay,
awesome
because
I'm
outside,
so
thank
you
to
the
panelists
and
thank
you
for
your
hard
work.
Just
a
few
questions.
The
first
is:
how
are
iep
evaluations
happening
like
how
are
they
being
processed?
How
are
they
happening?
M
The
second
question
is:
what's
being
done
with
respect
to
the
delay
to
those
with
those
evaluations,
so
you
know
what
will
it
take
to
get
us
on
track
so
that
folks,
parents
and
students
are
requesting
evaluations
are
getting
them
done
in
a
timely
manner?
M
The
third
question
is
for
those
students
that
are
currently
on
ieps
one.
What
percentage
of
our
school
population
currently
is
on
ieps
and
how
are
we
providing
or
ensuring
that
the
services
of
students
with
ieps
are
being
met,
and
then
my
last
question
is
on
the
I
guess
I'll
stick
with
those
for
now,
because
that
might
take
me
over
the
five
minutes.
Thank
you.
K
Okay
and
terrific,
thank
you
councilor
campbell,
and
I
want
to
be
sure
I
got
your
questions
around
evaluations.
What's
the,
how
are
they
being
done?
What's
being
done
to
address
them
and
also
what
percentage
now
of
students
is
on
are
on
ieps
and
how
are
they
being
met
if
I've
got
that
correct?
So
let
me
address
the
evaluations
to
begin
with.
We
know
there's
no
question
that
we
have
a
huge
backlog
of
assessments
that
need
to
be
done.
K
I
was
in
a
number
of
meetings
today
to
address
that,
and
we
have
started
to
address
it
so
and
we've
addressed
it
in
a
variety
of
ways.
I
would
say
number
one
we
have,
particularly
with
regard
to
early
childhood.
We've
opened
up
the
old
endicott
building
as
an
assessment
center,
so
that
families
are
able
to
go
there
to
get
assessments
done
so
that
because
space
is
a
challenge
because
of
covid,
and
so
usually
we
are
able
to
partner
with
our
early
intervention
centers
but
we're
there.
K
Our
staff
is
not
allowed
into
the
early
intervention
centers
now,
so
we've
had
to
open
up
the
old
endicott
building
and
I
just
want
to
thank
our
partners
in
facilities
for
helping
with
that
and
our
early
intervention
team
for
really
helping
to
make
that
happen.
So
that's
number
one
number
two
we
are
working.
I'm
excited
to
say
that,
even
though
we
are
school,
buildings
are
closed
for
students
for
instruction,
which
is
awful,
and
I've
expressed.
You
know
how
sad
that
is
really
and
devastating.
K
We
are
able
to
have
them
open
for
assessment,
so
in-person
assessments
are
able
to
happen
in
school
buildings
because
it's
about
the
density
of
people
in
the
school
buildings,
and
so
those
are
ongoing
and
are
continuing
we're
not
at
this
point
able
to
compel
staff
to
be
able
to
do
those
assessments.
So
we
are
addressing
that.
But
many
many
teachers
have
you
know,
are
showing
their
dedication
to
our
students
and
kids
by
making
sure
that
we
get
those
things
done
so
they're
working
really
hard.
K
We
have
also
opened
up
space
where
space
has
become
an
issue
at
boston,
latin
academy
to
be
able
to
get
related
services
and
psychological,
sorry
related
service
assessments
and
psychological
services.
Assessments
done
because
sometimes
space
is
an
issue
there.
So
we're
the
last
thing
I
would
say
in
terms
of
how
we're
addressing
it
is.
I
did.
K
I
mentioned
the
investment
we
made
in
the
digital
assessment
library
that
we
have
access
to
and
that
we
are
having
our
staff
trained
in
that
that
will
give
our
staff
a
lot
of
flexibility
in
how
we
are
able
to
get
those
assessments
done,
and
it
does
make
it
a
lot
more
efficient
for
our
staff
to
do
that
as
well.
So
we
are
pleased
with
we
think
we
are
going
to
be
able
to
do
it.
K
One
last
piece
on
the
assessments
that
we
are
putting
together
a
proposal
for
finance
that
should
be
going
to
them
tomorrow
or
monday.
With
regard
hey.
This
is
what
we
think
we're
going
to
need
in
terms
of
additional
staff
to
get
the
assessments
done
as
soon
as
possible,
and
so
we
don't
want
this
backlog
hanging
over
us
and
we
understand
that
it
would
be
a
tremendous
challenge
for
our
existing
staff
to
do
that.
K
B
And
that
actually
brings
us
to
our
five
minutes.
The
one
question
I
think
unanswered
is
the
percentage
the
percentage
of
students
on
ieps
right.
K
Now
it's
between
20
and
21
is
the
percentage
of
students
on
ieps
and
the
one
piece
I
would
add
to
her
question
about
how
are
they
being
implemented?
It
is.
K
M
K
Sure
so,
first
thing
to
say
on
that
is
just
that.
Deci
has
been
really
clear,
that
ieps
are
supposed
to
be
implemented,
this
fall
and
if
a
student
is
not
getting
services,
the
family
should
be
talking
with
their
school
and,
of
course,
there
are
some
services
that
can
only
happen
in
person
and
that's
going
to
be
a
challenge
right
now.
K
So
I
think
that
that
the
one
piece
I
would
say
to
that
is
that
we
have
created
individualized
learning
plans
for
each
student,
who
has
an
iep
in
the
district
they're
about
90
percent
done
now
and
sent
out
to
families
so
that
we
are
able
to
so
that
families
really
know
what
those
services
are
going
to
look
like.
B
Thank
you.
Thank
you,
council
campbell.
I'm
sorry
when
I'm
hiding
my
face,
I'm
yelling
at
the
children
in
my
house,
counselor,
who
has
joined
us
council
rule
it's
your
turn.
N
And
thank
you
very
much,
madam
chair,
and
thank
you
to
everyone.
I
joined
a
little
bit
late,
so
I
caught
some
of
my
colleagues
great
questions,
but
not
all
of
them,
so
apologies.
N
If
just
let
me
know
if
this
already
been
answered,
asked
and
answered
and
I'll
I'll
rewatch
the
tape,
I'm
curious,
just
the
the
biggest
takeaway
I
have
I
have
had
over
the
last
couple
of
weeks
when
it
comes
to
this
topic
in
particular,
is
just
it
feels
that
there
is
no
central
source
of
planning
around
what
is
happening,
particularly
in
a
longer
term
time
frame
and-
and
you
know
not
even
that
long-term,
just
even
a
couple
weeks
time
frame.
N
So
could
you
just
tell
me
from
an
organizational
infrastructure
perspective
who
is
making
decisions
about
how
students
services
will
be
delivered
about
how
this
particular
population
of
students
and
and
families
are
being
brought
into
conversations?
What
constellation
of
people
within
bps
announced
and
who
outside
bps
is
driving
those
decisions
day
to
day
and
in
a
sort
of
longer
term
planning
way.
I
Counselor,
thank
you
so
much
for
your
question.
It
hadn't
been
asked
before
I'm
andrea,
zayas,
I'm
the
chief
academic
officer,
so
I
don't
think
we've
met
before
so
just
wanted
to
introduce
myself
I'll
pass
and
pass
the
the
question
over
to
any
of
my
colleagues
that
want
to
add
in
but
I'll
just
say
that
the
superintendent
has
convened
a
group
of
us
there's
been
a
reopening
task
force
and
a
reopening
team
working
since
the
very
beginning
in
this
new
closure.
I
We're
investigating
the
possibilities
for
implanting
how
and
to
what
extent,
we'll
be
able
to
provide
in-person
services
to
our
highest
needs
students,
and
that
group
includes
me.
It
includes
ethan
a
number
of
members
on
ethan's
team,
as
assistant
superintendent,
for
the
office
of
special
education.
I
Some
of
our
we're
working
very
closely
with
our
educators
with
school
leaders
with
school
superintendents
and
our
chief
of
staff.
Mary
dillman,
is
coordinating
much
of
our
efforts.
K
I
might
add
counselor
woo,
just
that
it's
really
important
to
understand
that
even
on
in
a
pandemic
that
all
special
education
services
are
need
to
go
through
are
are
individualized,
and
so
it's
a
conversation.
K
It's
the
school-based
conversation
between
the
school,
special
education
personnel
and
the
families,
and
so
I
just
want
to
you
know,
thank
and
call
out
our
coordinators
of
special
education
who
have
really
worked
hard
to
create
what
are
called
the
covid19
special
education
learning
plans
for
each
of
our
special
education
students
in
the
district,
and
so
the
purpose
of
that
learning
plan
is
so
that
families
know
how
the
services
are
going
to
be
implemented
this
year,
whether
it
is
in
person,
hybrid
or
fully
remote,
and
that
is
a
conversation
that
happens
between
school-based
personnel
and
families,
and
so
each
family
has
been
reached
out
to
to
have
that
conversation
and,
as
I
said,
those
are
just
about
90
percent
done
now
now
we're
now
that
we've
gone
back
to
fully
remote.
K
Some
of
them
have
to
be
looked
at
again,
but
there
should
be
an
individualized
conversation
happening
with
what
iep
services
are
going
to
look
like
in
the
remote
environment.
N
And
at
what
point
is
the
district
going
to
be
looking
at
sort
of
a
stable
plan
for
the
rest
of
the
year,
or
even
just
let's
just
say,
starting
from
next
school
year,
assuming
that
this
may
be
remote
for
the
rest
of
the
year
or
how
are
we
thinking
about
the
the
spike
and
just
giving
some
sense
of
predictability
to
families?
Because
I
know
you
know
it
sounds
like
from
you
all
that
there's
a
tremendous
amount
of
work
and
outreach
being
done.
N
But
I
continue
to
hear
from
family
after
family
that
there's
just
confusion
and
things
changing
and
no
way
to
to
have
feedback
taken
into
account
at
the
particularly
at
the
sort
of
larger
planning
scale.
I
Thank
you
counselor
I'd
say
that
at
the
moment
we
are
planning
for
all
possible
contingencies
and
the
spike
is
something
that
yes
was
anticipated.
I
The
return
to
remote
learning
we
planned
for
by
ensuring
that
we
had
the
district-wide
infrastructure
in
place
to
ensure
that
remote
learning
was
greatly
improved
from
our
spring
experience
and
we're
hearing
lots
of
feedback
from
our
school
communities
from
our
families
that
that
is
very
much
so
the
case
as
we
plan
and
pivot
back
to
hybrid
and
as
we
work
really
diligently
to
re-engage
our
reopening
timeline
and
plan,
we're
working
with
public
health
officials
to
monitor
the
science.
I
There's
only
so
much
predictability
that
we
have
right
now
and
we're
watching
the
numbers
closely
and
planning
right
now,
as
a
team,
along
with
our
parent
action
councils,
along
with
sped
pack,
along
with
our
labor
partners
around
what
the
various
contingencies
could
look
like,
what
the
various
plans
could
look
like,
so
that
we're
not
reacting
two
weeks
from
now
or
four
weeks
from
now,
but
that
we
have
a
long-term
plan
that
we
can
roll
out
and
consistently
communicate
to
the
community.
That
is
what
we're
working
on.
N
N
Yeah,
if
I
could
just
wrap
up
the
because
I
don't
honestly,
I
don't
feel
that
many
of
my
questions
were
really
answered
during
this
this
session.
I
I
think
again,
I
know
there's
in
a
possible
situation
that
you
all
are
dealing
with,
but
I
would
love.
Maybe
someone
could
could
email
me
the
exact
people
who
are
involved
and
who
makes
the
final
call
on
these,
and
I
would
just
love
to
hear
you
know
you
just
mentioned
that
there
will
be
a
long-term
plan
rolled
out.
I
We
can
make
sure
to
to
get
that
to
council.
I
I
will
absolutely
have
to
defer
to
the
superintendent
on
that.
I'm
sorry,
but
I
can.
We
can
absolutely
get
back
to
you
with
some
with
the
list
of
the
team,
as
well
as
with
dates.
B
Thank
you.
Thank
you,
council.
During
our
reopening
hearing
on
tuesday,
the
superintendent
was
available,
and
I
think
that
that
would
have
been
a
a
question
for
her.
So
let's
make
sure
that
gets
forwarded
and,
and
this
and
this
hearing
this
evening,
there's
I'm
going
to
put
the
timer
on
for
myself
as
well.
B
One
of
the
challenges
that
we
all
face,
and
I
face
many
of
these
hearing
orders
as
we've,
bundled
them
were
called
for
pre-coven
to
talk
about
implementation
of
services
and
programs
and
and
the
work
that
needs
to
be
done
to
vastly
improve
the
pro
the
experience
that
our
special
education
students
are
receiving
and
how
we're
making
sure
that
high
quality
mental
health
services,
etc
etc
are
reaching
our
kids
and
it's
hard
to
not
overlap
that
with
the
needs
of
our
kids
in
the
urgent
needs
of
so
many
of
our
students,
especially
students
with
special
education
needs
during
this
time.
B
So
it's
it's.
I
think
it's
impossible
to
separate
the
two
today,
but
I
would
like
and
appreciate
the
conversation
to
sometimes
separate
the
two,
because
we
need
to
improve
inclusion
services.
We
need
to
improve
service
delivery
of
dyslexia
services,
just
services
to
students
with
dyslexia
students
with
autism
in
regular
days
and
sort
of
in
the
quote-unquote
normal
times,
and
it's
just
become
even
more
critical
and
more
important
during
these
times.
B
We
can
separate
them
from
covid
in
in
at
least
a
little
bit
of
a
way.
So
my
my
questions
are
many,
but
I
do
want
to
ask
sort
of
generally
what
is
bps's
definition
of
a
high
need
student
and
how
does
that
compare
to
the
state's
definition
of
a
high
need
student
and
what
are
the
numbers
of
those
students
in
sort
of
in
that
category,
so
that
our
definition
does
these
the
differences
and
how
many
students
fit
that
that
category.
K
Yeah
and
I'm
happy
to
speak
to
that
and
and
our
definition
of
high
needs
it
pretty
much
aligns
with
desi's
definition.
We
the
place
yeah
pretty
much
it
excuse
me.
It
aligns
pretty
closely
with
the
deci
definition
on
july
9th.
They
did
issue
their
guidance
with
regard
to
what
that
guidance.
K
What
that
high
need
category
should
look
like,
and
they
did
give
districts
in
terms
of
some
discretion
in
defining
that
group,
but
we
did
make
sure
that
we
included
not
only
students
who
are
defined
as
high
needs
on
their
ieps
according
to
a
form
in
the
iep
and
not
to
get
too
technical,
but
the
pl3
form
has
a
box
that
says
one
two,
three
or
four
that
refers
to
a
level
of
need,
and
so
that's
with
regard
to
students
with
disabilities,
but
we
also
included,
as
they
recommended,
students
who
are
homeless
and
or
involved
in
foster
care
and
also
students
duly
identified
as
english
language
learners.
K
So,
and
I'm
just
pulling
up
my
data
with
regard
to
how
many
in
each
group-
and
this
is
updated,
weekly,
so
it's
it
may
have
shifted
a
little
bit,
but
it
is.
We
have
so
we
included
our,
so
this
is
with
regards
to
substantially
separate
students.
There
may
be
someone
else
on
the
panel
who
can
speak
to
the
others.
I
don't
have
those
numbers
right
here,
but
with
regard
to
our
students
with
disabilities,
we
have
376
students
enrolled
in
public
day
schools.
K
B
And
do
schools
have
an
opportunity
to
add
students
to
that
list
that
they
identify
as
high
needs.
K
Yes,
they
do
so
we've
put
in
place
a
process
so
that
students
who
may
have
just
recently
become
homeless,
who
haven't
shown
up
in
our
data
system.
Yet
who
may
have
a
new
iep
who
may
have
like
there
could
be
all
sorts
of
mobility
issues
that
have
led
to
shifting
data.
So,
yes,
we
have
made
sure
that
schools
have
the
opportunity
to
do
that
very.
B
Good
and
sort
of
separate
from
the
code
conversation
what
what
efforts
do
we
have
underway?
Have
we
had
underway
and
will
we
have
underway
to
really
limit
the
number
of
students
that
we
are
sending
to
sub-separate
classrooms,
because
we've
identified
that
as
a
real
as
a
real
problem?
And
we've
got
too
many,
especially
as
compared
to
other
states
yep.
K
Yep
no
question-
and
I
think
you
know
there
are
all
sorts
of
reasons
for
that
for
that
over
representation,
some
of
which
you've
heard
about-
and
I
think
maybe
the
biggest
way
that
we're
addressing
that
is
through
our
culturally
and
linguistically
sustaining
work
practices.
K
Work
that
we're
really
doing
in
so
many
different
places
in
the
district,
about
making
sure
that
everybody
understands
that
every
student
is
able
to
achieve
at
high
levels
and
that
there's
a
huge
opportunity
gap
and
we
need
to
make
sure
the
supports
are
in
place
for
each
student
and
getting
that
mindset
right
that
all
kids
can
really
achieve
at
high
levels.
And
so
that's
around
the
cultural
work.
And
then
you
know
that's
happening
both
with
school
leaders
and
coordinators,
with
special
education
and
and
us
ourselves
as
central
office
leaders
as
well.
B
Yeah
and
I
think
also
adding
making
sure
that
we're
doing
early
intervention
in
early
screening
and
also
plan.
You
know
we
we
we
know,
we
need
to
act.
I
think
more
diligently
around
black
and
brown
children
in
our
district
disproportionately
into
those
sub-separate
classrooms,
but
also
a
particular
particular
interest
in
boys.
In
those
areas
do
we
have
the
percentages
of
black
and
brown
children
in
sub-separate
classrooms
and
the
percentage
of
boys.
K
I
It
also
includes,
in
addition
to
the
groups
of
students
that
ethan
was
just
sharing
with
us,
about
our
sly
students,
students
with
limited
and
interrupted
formal
education,
as
well
as
our
english
learners
level,
one
and
level
two
and
our
english
learners
with
disabilities,
and
so
the
definition
is
I'm
fairly
inclusive
of
the
groups.
It's
inclusive
of
all
the
groups
that
are
mentioned
in
dusty's
guidance,
including,
as
ethan
said,
students
that
are
experiencing
homelessness.
B
D
Thank
you,
counselor
sabi
george.
My
question
is
over
the
last
nine
months
with
students
that
traditionally
would
have
been
engaged
with
a
one-on-one
instructor,
whether
it's
a
phys
physical
therapist
or
a
speech
therapist
or
some
other
type
of
counselor
over
those
last
nine
months.
Those
some
of
those
skills
that
they
have
been
improving
on
you
know
have
probably
have
obviously
decreased.
D
What
are
we?
What
are
we
going
to
do
in
terms
of
trying
to
get
that
student
back
up
to
a
level
that
they
were
once
at
or
continue
to
make
improvements
in,
even
though
we
lost
nine
months?
K
Yeah
counselor
flynn.
Thank
you
so
much
such
an
important
question
really
really
appreciate
that
so
deci
again
has
created
a
a
new
structure
to
address
this
question,
which
is
something
called
covid19
compensatory
services.
K
It
really
is
distinct
from
what
we
think
have
thought
about
compensatory
services
in
the
past,
because
it
is
simply
defined
from
march
17th
when
we
had
to
shut
down
until
june
21st
in
addressing
the
learning
loss
that
happened
during
that
time.
So
we
are.
We
just
had
a
professional
development
with
our
coordinators
of
special
education
to
talk
about
the
meetings
that
need
to
happen
just
like
the
learning
plans
with
regard
to
how
ieps
are
being
implemented.
K
We
are
also
need
to
have
in
individual
meetings
with
each
family
about
these
compensatory
services
and
it's
important
to
point
out
that
families
should
have
input
in
those
meetings
and
so
families.
Some
of
those
meetings
are
getting
started
now
and
but
more
will
be
happening
shortly
in
the
future,
because
what
we
want
to
finalize
is
what
we're
going
to
be
able
to
offer
to
recoup
that
learning
loss.
I
do
want
to
say
one
important
thing
about
that.
That,
I
think
is
really
important
is
that
it
is
not
just.
Oh,
I
miss
10
speech
sessions.
K
K
He
needs
more
speech
services,
but
it
could
be
actually
for,
as
happened
with
some
families,
not
not
everyone,
but
some
families,
remote
learning
actually
worked
and
he
was
able
to
make
some
progress
with
regard
to
his
rules-based
reading,
for
example,
and
that
in
that
case,
you
might
not
need
as
many
rules-based
reading
sessions
to
get
caught
up.
But
the
important
point
is
that
it
is
about
recouping
the
learning
loss.
It's
not.
Oh.
I
miss
this
service,
so
I
get
more
of
it.
D
B
You
very
much
councillor
flynn
next
is
councilmember
here
councilman
here.
C
Yes,
thank
you
counselor
sabi
george,
I'm
sorry,
I
didn't
realize
about
the
five-minute
rule
this
time
around,
so
I
thought
I
had
more
time,
but
I
appreciate
knowing
the
process
has
changed,
so
I
forgive
me
for
trying
to
press
on
with
some
additional
questions,
but
I
waited
my
turn.
I
do
have
some
questions
about
the
mental
health
professionals
who
are
currently
working
at
bbps
and
how
they're
dispersed
throughout
the
district.
C
I
did
a
lot
of
work
back
in
the
day
in
the
education
space,
organizing
parents
around
the
importance
of
social,
emotional
learning,
as
we
know,
oftentimes
from
what
we
heard
is
that
the
not
every
school
is
doing
it.
So
I'm
just
curious.
C
L
Hello,
this
is
sandra
amateur.
I
believe
I
can
answer
that
question
for
you.
So
in
terms
of
the
staff
and
behavioral
health
services,
I
had
mentioned
a
little
earlier
that
our
staff
speak
11
languages
and
that
excuse
me,
28
of
the
staff
and
behavioral
health
services
are
bilingual
and
bi-cultural.
L
We
also
have
two
lectures
as
supervisors
in
our
department.
Additionally,
when
we
did
the
hiring
for
the
transformation
social
workers,
a
great
deal
of
intention
was
put
into
ensuring
that
we
were
hiring
transformation.
Social
workers
that
reflected
our
students
and
families
and
carmen
o'hara
and
her
team
did
a
wonderful
job
and
78
of
those
hired
were
diverse
candidates.
L
So
that
answer
that's
great.
Thank
you
for
that.
C
Thank
you
for
that.
I'm
now
I'm
hyper
focused
on
my
little
five
minutes
thing
here
and
I
want
to
get
to
another
question.
So
I
do
appreciate
that
sorry.
So
I'm
just
curious
interpretation.
Translation
is
also
an
issue
that
we
hear
from
a
lot
of
parents
specifically
around
ieps,
and
so
I'm
just
curious
about
what
the
district
is
doing
to
help
support
the
special
education
and
teachers
as
it
relates
to
the
translation
and
interpretation
supports
this.
Isn't
a
special
education
department.
K
Sure
so
we
work
with
you
go
ahead
yeah.
I
had
a
number
of
conversations
about
this
already
this
year.
I
and
I
wish
someone
from
oel
were
here
and
if
there's
someone
on
the
panel
who
can
address
that
to
address
the
investments
that
they've
really
made
in
the
translation
and
interpretation
department,
that
would
be
great
because
I
know
they're,
substantial
and
incredibly
important.
Language
access
and
language
justice
is
really
important,
particularly
in
a
place
like
iep
meetings,
really
really
critical
and
it's
you
know.
K
I've
been
in
a
number
of
meetings
already
with
councillor
flynn,
where
we
have
run
into
this
issue,
and
it
is
really
it's
devastating
when
a
family
can't
have
access
to
the
incredibly
important
information
that
is
shared
during
an
iep
meeting.
So.
L
K
C
Thank
you
so
much,
and
then
I
have
one
more
question
and
I'm
not
sure
how
much
time
I
have
left
so
I
want
to
get
it
in.
I
know
someone
else
wants
to
say
something,
but
I
just
want
to
get
my
question
in
and
if
there
is
time,
then
we
can
hear
a
little
bit
more
in
the
city
of
boston.
I
always
we're
so
overcoming
a
lot
of
race
systems,
as
we
know
for
those
who
have
grown
up
here
in
the
city
of
boston.
C
The
the
trauma
that
exists
in
in
this
state,
as
it
relates
to
our
segregated
schools,
is
real
and
it's
hard
to
live
and
learn
in
a
city
where
you
don't
really
feel
that
there's
a
lot
of
racial
union.
I
guess,
if
you
will,
that
is
really
traumatizing.
So
I'm
just
curious.
How
are
we
incorporating
racial
drama
into
our
social
and
emotional
learning
services.
I
Counselor
I'll
pass
the
mic
to
assistant
superintendent
jill
carter,
to
talk
a
little
bit
about
our
trauma-informed
training
this
summer,
as
we
prepared
for
reopening
to
make
sure
that
our
teachers
were
well
prepared
for
cell
and
trauma-informed
practices
and
perhaps
to
andrea
as
well
to
add
any
particular
training
that
was
provided
as
well.
During
that
time
and
ongoing
supports
and
services.
J
And
and
just
to
to
clarify
counselor,
I
I
heard
you
at
the
end,
I
think
say,
related
to
social
emotional
services
for
students,
so
the
services
work.
J
I
would
defer
that
to
andrea
from
a
because
of
the
she
overseas
and
trains,
the
mental
health
service
folks,
but
I
I
would
just
say
that
from
a
social,
emotional
learning,
our
social,
emotional
learning,
competencies
and
skills
and
curriculum,
we
are
taking
an
intentional
transformative
cell
approach,
which
is
based
in
equity
and
firmly
planted
with
the
idea
that
we
want
everything
we
do
to
be
anti-racist
to
build
on
students,
assets
and
and
to
support
them.
J
L
Thank
you
I'll
build
on
what
jill
saying
here.
Our
department
provides
over
200
professional
development
learning
sessions
to
educators,
often
at
the
request
of
the
school
principal
this
summer,
we
offered
a
training
to
all
school
staff
and
queen
principals
and
teachers
on
healing
centered
impeachment
and
helping
them
to
understand
the
impact
that
trauma
has
had
the
racial
inequities
trauma,
as
well
as
the
covid
and
covid
related
closure
trauma
has
had
on
our
students.
C
M
Thank
you,
so
I
I
just
want
to
say
respectfully
to
you,
madam
chair.
You
know,
I
know
that
many
of
these
spot,
these
hearing
orders
were
filed
before
covid,
but
now
the
reality
has
changed.
Of
course,
and
I
do
view
these
hearings
as
an
opportunity
to
hold
the
district
accountable
because,
frankly,
the
fact
is,
we
have
a
large
majority
of
black
and
brown
students.
M
Low-Income
students,
special
needs
students,
english
language
learners
that
are
not
receiving
adequate
educational
services
right
now,
in
the
midst
of
a
pandemic
and,
of
course,
are
going
to
experience
a
tremendous
amount
of
learning
loss
along
with
every
other
student
in
the
district,
and
so
my
line
of
question
I
want
to
just
go
back
to
which
of
course
have
to
do
with
covet
is
we
know
right
now
that
there
are
families
that
are
there's
a
delay
in
the
assessment
process?
So
my
question
is
at
what
point
will
we
sort
of
recover?
M
So
there
is
no
delay,
and
I
appreciated
you
ethan
talking
about
additional
supports
that
have
been
put
in
place
to
make
that
happen.
The
second
question
is,
we
know.
Of
course,
there
are
students
right
now
who
are
currently
on
ieps
that
are
not
receiving
their
services
that
they,
of
course,
are
legally
entitled
to.
When
will
we
get
to
a
place
timeline
wise
to
ensure
that
they
do
get
their
services
and
then
my
last
question
is
you
know,
obviously
we're
all
devastated.
M
K
Thank
you
so
much
councillor
campbell
for
those
questions
and
with
regard
to
assessments
just
with
like,
when
do
we
think
we
will
be
caught
up
so
when
will
that
backlog
be
addressed?
As
I
said,
we
will
have
a
I
literally
the
end
of
this
week.
I
think
that
we
will
have
a
final
date
of
when
we
think
we
will
have
that
backlog
addressed
by
the
middle
of
next
week
that
we'll
have
a
date.
K
We
are
trying
to
figure
out
what
the
investment
needs
to
be
to
get
it
done
at
various
states.
If
we
invest
this
much
we'll
be
able
to
have
it
done
by
here.
If
we
invest
this
much
we'll
have
it
done
by
here,
so
we
are
at
that
stage
and
we
need
to
have
a
conversation
with
finance
about
what
what
we're
going
to
be
able
to
invest
to
get
that
done.
K
So
you,
your
office,
can
expect
an
answer
on
that
by
the
middle
to
end
of
next
week
with
regard
to
ieps
being
implemented
and
how
I
I
think,
it's
really
important
to
say
that
that
again,
that
deci
has
said
that
ieps
need
to
be
implemented.
So
I
don't
want
to
by
default,
say
because
we're
remote
there
are
some
huge
number
of
services
that
are
not
being
implemented.
K
There
may
be
some
I'm
not
saying
there
are
not
any.
There
is
no
question
that
there
are
some
services
that
need
to
be
in
person,
but
we
have
found
success
with
some
services
being
implemented
online
and
virtually
that
we
might
have
not
thought
possible
before
so.
Physical.
M
K
Yeah,
okay,
absolutely
and
and
yeah
I
hear
you
not
so
fair
enough
and
and
and
where
we're
not
meeting
the
mark
is
where
those
compensatory
services
are
going
to
come
up,
that
that
we
need
to
address
as
well
so
and
we
will
be
having
individual
conversations
with
families
about
those
compensatory
services
and
we're
ready
to
make
an
investment
in
that
as
well,
because
we
know
there
has
been
learning
loss,
we're
not
naive
and
trying
to
say,
everything's
going
well
and
perfectly,
and
so
we're
gonna
we're
gonna
address
that
and
make
that
investment
and
then,
lastly,
with
regard
to
in-person
services,
the
variety
of
the
variety
of
approaches
that
different
districts
have
taken
is
amazing
right,
and
so
we
were
talking
about
waltham
quincy
worcester
just
this
morning
in
a
team
meeting
and
trying
to
figure
out
what
they're
doing
and
learning
from
them
and
what
we
can
do
as
an
approach.
K
And
so
and
people
are
reaching
out
to
us
as
well,
because
they
were
excited
hey,
you
got
kids
back
in
the
building.
How
did
you
do
it?
What
did
it
need
to
look
like?
So
there
is
a
learning
community
of
special
education
directors
and
administrators
and
superintendents
trying
to
make
this
work
for
kids.
M
So
then,
my
last
piece,
then,
is
you
know,
knowing
all
this
to
be
true,
there
are
gaps
in
services,
we're
not
meeting
right
now,
which
is
unacceptable.
There
are
people
out
there
where
who
are
doing
this
quite
well.
What
are
the
barriers
for
to
our
system
in
delivering
on
on
the
services
for
this
population
of
students
in
particular?
M
What
are
the
barriers
to
us
getting
this
done,
because
it's
just
it
is
beyond
frustrating
that
we
haven't
been
able
to
up
to
this
point
and
then,
of
course
I
just
this
is
a
comment
out
of
question
my
quest.
My
comment
is
similar
to
what
council
flynn
raised,
which
is
important,
which
is
once
we
figure
this
out
and
hopefully
get
it.
So
it's
excellent.
Everyone
receives
their
services
remotely
in
person
hybrid.
M
Whatever
we
get
that
right,
then,
of
course,
there
will
have
to
be
immediate
planning
on
making
up
for
the
learning
loss
that
has
occurred
and
will
continue
to
occur,
not
just
for
special
needs:
students,
english
language,
learners,
but
also
every
student
in
the
district.
But
what
are
the
barriers
for
us
getting
it
done.
K
Yeah,
I
think
I
mean
we
are,
as
many
of
you
know,
we're
working
hard
at
getting
our
we're
working
hard
to
get
to
start
with,
and
I
know
people
don't
hear
like
we
think
getting
our
day.
K
Schools
open
is
really
important,
and
by
that
I
mean
all
three
day
schools
and
so
we're
working
with
those
school
communities
to
figure
out
what
that
can
look
like,
and
so
we
have
to
work
with
our
union
partners
to
figure
out
exactly
what
that
can
look
like
with
our
school
leaders
to
figure
out
what
that
can
look
like
and
we're
hopeful
that
we
can
have
a
really
aggressive
timeline
on
that.
And
but
I
would,
I
would
certainly
defer
to
messiahs
or
or
the
superintendent
to
speak
more
directly
to
the
timeline
on.
I
I
We
are
working
closely
with
our
labor
partners
to
think
and
talk
through
under
what
conditions
and
how
and
to
what
extent
we
can
return
the
staff
that
would
need
to
be
present
to
serve
our
students
and
to
really
you
know,
just
begin
welcoming
them
back
doing
the
assessments
that
are
necessary,
as
well
as
providing
in-person
services.
We've
got
to
develop
that
plan
cohesively
collaboratively
with
educators
and
with
families
and
with
our
school
community,
so
that
that
work
is
underway.
M
Thank
you
and
I'll
just
end
with
this.
You
know
I
think
I've
expressed
my
frustration
and
because
you
know
early
on,
I
said
remote
remote
phase
in
approach
to
input.
You
know
those
who
really
needed
it,
and
now
I
just
feel
like
we're
so
behind
the
ball
ball,
and
we,
of
course,
are
fielding,
calls
and
emails
from
so
many
families,
community
partners
as
well,
who
are
beyond
frustrated
because
we
haven't
figured
out
it
out.
M
I
continue
to
want
to
be
a
partner,
of
course,
in
this
work
and
and
to
keep
pushing
us
to
get
this
done
frankly
yesterday,
but
thank
you
for
all
of
your
hard
work.
I
know
it's
not
easy.
Thank
you,
madam
chair.
B
Thank
you,
council,
councilor
campbell,
and
it
wasn't
so
much
that
we
couldn't
ask
questions
related
to
covet.
I
wanted
to
remind
colleagues
that
we
could
ask
questions
not
related
to
covid.
Thank
you.
Counselor.
N
Thank
you,
madam
chair.
I
just
wanna,
I
mean
I
guess
just
to
take
a
step
back,
it's
even
as
a
parent.
It's
it's
been
incredibly
frustrating
feeling
like
there
is
no
real
plan.
You
know
we're
now
more
than
a
month
into
the
delayed
start
of
school
and
for
families
of
students
with
disabilities,
for
which
this
is
a
necessity,
and
you
know
legal
obligation,
it's
it's
it's
just.
N
It's
really
jarring
to
hear
that
there's
not
even
a
specific
timeline
for
when
there
will
be
a
plan,
so
I
just
want
to
take
the
chance
to
you
know
as
a
learning
opportunity
just
understand
for
my
own,
you
know
knowledge
what
to
go
back
and
diagnose
a
little
bit
of
what
has
happened
gotten
us
to
this
point.
So
you
know,
could
you
just
explain
why
more
of
this
planning
the
assessments?
N
K
So,
with
regard
to
the
special
education
assessments,
as
soon
as
we
had
staff
back,
who
do
do
the
assessments
we
were
able
within
three
weeks
we
were
able
to
get
some
of
those
assessments
started.
So
part
of
the
problem
is
that
over
the
we
were,
we
were
in
fact
closed
for
assessments
in
the
springtime
from
until
june
21st
and
then
over
the
summer.
We
don't
have
the
team
to
do
assessments,
but
within
I
we
I
think
we
started
assessments
at
the
end
account
for
early
childhood.
K
The
very
end
of
september
might
have
been
the
beginning
of
october,
but
we've
been
up
and
running
for
about
a
month
now
on
assessments,
and
so
you
know
I,
I
understand
the
frustration
around
the
backlog,
but
I
do
think
that
we
are
going
to
be
able
to
address
it.
Certainly
before
the
end
of
this
year,
and
maybe
by
before
the
end
of
this
school
year,
and
hopefully
before
that
so
and
and
certainly
hear
the
frustration
around
that.
K
But
once
we
got
staff
back,
we
were
able
to
get
up
and
running
and
then
and
and
also
now,
that
we
are
shut
down.
We
still
have
folks
working
really
hard
to
get
it
done,
even
when
we're
not
able
to
compel
them
to
do
that,
and
so
you
know
we're
really
thankful
for
that,
and
you
know
understand
the
dedication
of
staff
to
do
it.
K
No,
I
don't
think
so.
I
don't
I
mean
we'll
have
to
see
where
we
are
in
terms
of
the
data
we're
doing
some
we're
doing
good
data
analysis
to
understand
where
the,
how
many
need
to
be
done
and
where
they
need
to
be
done.
So
we
believe
we're
going
to
be
able
to
assess
next
summer
now
that
we
can
plan
for
this
and
understand
exactly
how
to
do
that
where
and
who
and
what
it
might
cost.
N
Okay
and
then
I
just
want
to
flag-
I
mean
I,
I
I've
been
in
many
of
many
conversations
similar
to
this
now
with
the
district
about
where
the
barriers
are
and
where
the
delays
are
and
there's
often
a
sort
of
reference
to
bargaining
and
and
the
union
and
educators
and
and
the
many
stakeholders
involved.
N
It
doesn't
match
the
conversations
that
I'm
hearing
and
having
with
educators
and
and
with
folks
who
are
saying
that
there
there
really
is.
It
has
been
an
urgent
effort
to
start
these
conversations
much
earlier
to
accommodate
any
possible
way
of
coming
to
plans
even
proactively
putting
plans
out
there,
so
it
my
read
from
having
many
conversations
is
that
there
needs
to
be
much
more
accountability
to
the
district
holding
itself.
N
You
know
whether
it's
the
school
committee
holding
district
accountability,
council,
etc
that
this
timeline
is
not
doesn't
match
at
all
what
families
are
experiencing
and
the
urgency
of
what
is
happening.
Nor
does
it
match
the
urgency
with
which
educators
want
to
see
this
resolved,
and
so
I
I'm
I'm,
I'm
still.
You
know
I'm
grateful
that
you
all
are
willing
to.
I
mean
we'll
be
following
up
with
that
information
about
the
plans
and
the
timelines
it
it's
it's.
You
know
beyond
frustrating
that
we
are
having
to
ask
for
that.
N
You
know
a
month
into
the
school
year
and
it
I
don't
sense
the
same
type
of
urgency
from
within
the
district
and
then
so
a
more
specific
question
about
the
horace
mann
building.
Could
you
just
talk
a
little
bit
about
that
facilities
plan
and
where
that
sits,
you
know
it
seems
that
it's
falling
a
little
bit
under
this
this
department
a
little
bit
under
that
one,
and
there
is
no-
that
that
the
facilities
plan
is
holding
back
the
ability
to
come
up
with
a
specific
plan
to
deliver
services
for
students.
I
Counselor
our
operations
and
facility
team
is
not
on
not
on
the
panel
this
evening,
but
we
can
take
that
question
back
to
them.
I'll
just
share
that
in
none
of
the
conversations
that
I've
been
in.
Have
I
heard
that
there
is
any
delay
around
the
the
building
itself,
so
you
know
conversations
with
the
school
leader
and
with
that
school
community
are
ongoing
to
determine
feasibility
along
with
the
bphc
before
reopening.
B
We
do
have
a
facilities
hearing
in
a
week
and
a
half
or
so
where
we
can
get
that
specific
information
about
facilities.
The
facilities
planned
for
the
longer
term
for
the
horace
mann.
N
Yeah,
I'm
here
I'm
just
here
I'm
trying
to,
and
I
will
certainly
make
sure
to
re-ask,
then
I'm
just
hearing
a
lot
of
frustration
from
students,
families
of
students
with
disabilities,
particularly
around
this
facility
situation.
So
it's
kind
of
spilling
over
into
both
and
particularly
around
the
issue
of
swing
space
not
being
identified.
B
Thank
you,
council,
rule
and
I'll
add
that
to
my
list
of
questions
here
to
follow
up
with
the
district
as
well,
so
that
they
have
that
for
for
that
next
hearing,
if
not
before,
and
I
will
set
the
time
for
myself-
I've
got
a
couple
of
questions.
One
quick
follow-up
on
the
use
of
the
space
at
bla
in
the
endicott.
What
protocols
are
being
put
in
place
to
make
sure
that
those
evaluations
are
happening
in
a
safe
environment.
K
So
there
is
full
ppe
available
there.
It
is
so
number
one
full
ppe.
We
have
the
plexiglas
as
well
dividers
that
we
use
to
make
sure
staff
and
families
and
students
are
safe
as
well
as
it's
by
appointment.
K
Only
so
you
know
there
are
limited
people
in
the
building
and
we're
able
to
do
contract
tracing
as
needed,
and
so
what
would
happen
if
you
have
a
speech
assessment,
for
example,
this
speech
therapist,
will
call
you
and
set
up
that
appointment
for
you
to
come
in,
and
so
it's
really
that
you
understand
the
protocols
when
you
come
in
as
a
family
and
all
the
standard
protocols
are
being
followed.
I
also
if
you
wanted.
I
just
want
to
pull
it
up
if
you
would
like
the
substantially
separate
numbers.
Yes,.
H
K
Okay,
so
district-wide
39
of
students
are
black
or
latinx.
Males
56
of
students
with
disabilities
are
black
or
latinx
males
and
62
percent
of
students
in
substantially
separate
settings
are
black
or
latinx
males.
So
clearly,
there
is
a
tremendous
disproportionality
and
that's
what
we
started
with
and
certainly
want
to
address.
B
Great
thank
you
for
that.
I
appreciate
you
continuing
to
look
for
those
data
points
so
a
couple
of
quick
questions,
one
for,
I
think,
andrea
or
jill,
how
many
schools
don't
have
a
full-time
mental
health
provider
or
social
and
emotional
support
specialist
on
staff
for
that
school
school
community,
and
what
would
the
cost
be
to
make
sure
that
we
did
have
one
at
every
school
similar
to
the
nursing
piece?
One
at
least
one
full-time
mental
health,
professional
social,
emotional
support
support,
support
specialist
at
each
school.
L
L
L
L
F
L
B
I
would
defer
to
do
a
little
bit
of
math
there
right.
Okay,
all
right,
that's
so
that's
something
that
I'm
really
interested
in
both
the
numbers
of
professionals
that
are
in
buildings,
and
you
know
I
have
my
personal
preference
on
what
type
of
provider
I'd
like
to
see
full-time
in
each
building,
but
that
that
personal
preference
is
less
important
to
me
than
making
sure
that
we
have
at
least
one
licensed
person
to
support
our
youth.
O
Hi,
thank
you
for
asking
these
important
questions
and
having
us
today.
So
we
currently
have
107
social
workers
across
the
district
performing
in
a
variety
of
roles.
Some
of
them
are
the
transformation
social
workers
andrea
mentioned.
O
Some
of
them
are
staff
who
work
with
students
in
emotional
impairment,
programs
and
other
specific
programs
for
students
with
disabilities,
in
addition
to,
as
andrea
mentioned,
a
significant
number
of
school
psychologists
and
her
numbers,
obviously
for
themselves
in
terms
of
the
number
of
schools
who
have
a
full-time
social
worker,
including
the
transformation,
social
workers
and
the
school-based
social
workers.
O
That
andrea
was
mentioning.
There
are
57
schools
total.
The
information
I
don't
have
for
you
today
is
the
overlap
between
the
schools
with
full-time
school
psychologists
and
full-time.
So
I
have
to
get
that
yeah.
B
No,
that's
perfect.
I
appreciate
that-
and
I
do
think
my
earlier
comment
about
going
to
maybe
smaller
working
sessions
on
each
of
these
topics.
This
is
a
great
overview
because
there
is
so
much
overlap
between
these
topics,
but
to
then
dive
down
a
little
bit
deeper.
So
my
my
other
question,
I
have
a
couple
more
quick
questions
and
I'll
just
ask
them
and
then
we'll
wrap
up
this
section
and
move
on
to
our
next
panel.
B
B
Also,
I'm
just
curious
about
with
inclusion
and
dyslexia
and
autism
specifically,
how
do
how
do
our
numbers
of
students
and
our
numbers
of
students
providers
or
teachers
and
support
staff
per
students?
How
does
that
relate
nationally
to
the
national
numbers
and
how
does
it
relate
to
the
national
standards
and
then
also
around
the
dyslexia?
B
What
are
the
teaching
methods
that
we're
utilizing
as
a
district
and
then
how
many
teachers
are
trained
in
those
methods.
J
Sure
I'll
start
with
that
and
try
to
be
sure,
so
we
are
offering
professional
development
specifically
targeted,
targeted
to
supporting
teachers
on
how
to
create
social,
emotionally
supportive
environments
online,
and
so
those
are
trainings
that
are
available
to
all
staff
we've
also,
through
our
reopening
guidance,
put
out
some
expectations
that
they
that
teachers
will
be
using
routines
rituals
and
relationship
building
strategies
regularly
in
their
daily
teaching.
K
Yep
sorry
about
that,
my
daughter's
having
drum
lessons
as
I
think
I
said
that
with
regard
to
inclusion,
it
it
it's
not
so
much
the
percent
in
inclusion
as
it
is
the
percent
in
of
students
in
substantially
separate
setting
and
specifically
the
percentage
of
special
education
students
in
substantially
separate
settings
that
is
high
in
boston
and
that
we
have
concerns
about
nationally.
We
did
just
get
these
questions
last
night,
we're
happy
to
provide
the
more
specific
data
with
you
and
would
love
to
go
over
with
them.
K
You
and
and
hear
your
perspective
on
them.
I
think
with
regard
to
autism,
our
understanding
is,
and
we
can
get
you
more
details
that
we're
in
line
in
terms
of
the
percentage
of
autistic
students
and
the
identification
thereof
and
with
dyslexia.
K
That
would
be
my
understanding,
although
we
can,
we
can
look
at
that
data
in
terms
of
the
identification
and
then
in
terms
of
what
we're
doing
in
terms
of
dyslexia.
Really,
we've
made
a
substantial
investment
in
fundations,
which
is
a
program
of
the
of
wilson
reading
system,
and
it's
really
an
a
large
investment
in
early
literacy
and
trying
to
address
those
things
up
front,
which
is
probably
the
most
proactive
thing.
We're
doing
to
address
early
reading
issues.
K
Yes,
so
we
have,
we
have
ongoing
each
summer.
I
can
get
you
specific
numbers,
I
don't
have
them
right
now,
happy
to
get
them
to
you,
but
each
summer
we
do
have
teachers
who
are
trained
in
both.
So
we
can
get
you
those
numbers.
I
think
this
summer
I
just.
B
You're
getting
the
numbers,
and
we
can
talk
about
it.
I
think
more
deeply.
In
a
working
session,
I'd
be
interested
in
sort
of
the
the
geographic
distribution
of
those
teachers
sort
of
yes,
where
they
exist.
What
schools
and
in
what
communities.
B
So
unless
any
of
my
colleagues
have
a
pressing,
immediate
question
that
they'd
like
answered,
I
will
move
these
topics
all
into
smaller
working
sessions.
We
do
have
another
panel
that
I'd
like
to
get
to
do,
and
my
colleagues
have
an
additional
question
right.
I
do
want
to
thank
you
very
much
for
your
time.
I
know
a
few
of
you
were
tuned
in
to
tuesday's
session,
so
I'm
grateful
for
your
time
this
evening
as
we
bring
in
the
next
panel.
I
will
wish
you
all
farewell.
I
B
B
So
welcome
to
the
next
panel.
I
appreciate
you
all
being
here
and
would
love
to
just
introduce
yourselves
and
get
into
testimony
or
presentation.
We
do
have
jessica
tang,
the
president
of
the
boston
teachers
union,
with
us
victoria
downs,
who's,
a
school
psychologist
at
the
mckinley
schools,
cofunda
banks,
who's,
an
aba
specialist
at
the
curley
k-8
school
and
chante
alps
who's,
a
pre-k
inclusion
teacher
at
young
achievers,
katie
matapan.
I
I
think
I
got
everyone's
names
pronounced
correctly
but
correct
me
when
it's
time
for
your
remarks.
P
Thank
you
so
much,
and
I
just
wanted
to
thank
you
and
counselor
flynn
for
sponsoring
these
really
important
topics
and
couldn't
be
more
timely
in
terms
of
our
priorities.
Right
now,
with
both
social
emotional
learning
and
our
special
needs
students
being
at
the
top
of
our
priority
lists
and
just
wanted
to
also
acknowledge
edith
and
roxy
earlier
and
because,
as
they
shared,
you
know,
we
are
absolutely
aligned
with
our
parents
and
our
community
activists
who
are
asking
for
a
better
safer
plan,
particularly
for
our
highest
needs
students
and
actually,
over
the
last
several
years.
P
We've
been
fighting
very
much
for
these
topics,
so,
for
example,
in
our
last
contract,
actually
the
one
prior
to
that
we
had
fought
for
restorative
justice
and
restorative
practices,
and
a
restorative
justice
coach
for
the
district
and
previous
to
that
had
been
working
on
grants
with
bps
on
how
to
get
more
restorative
practices
in
our
schools
in
the
last
contract.
We
also
were
fighting
for
inclusion
done
right
and
I'm
going
to
get
back
to
that.
P
But,
as
you
pointed
out,
madam
chair,
the
nurse
in
every
school
was
a
priority
in
our
last
contract
as
well,
and
thankfully
you
know
with
your
support
and
others,
we
were
able
to
win
a
full-time
nurse
in
every
school
and
how
timely
was
that.
I
really
can't
imagine
how
how
much
harder
this
year
would
have
been
if
we
hadn't
already
won
that
in
the
last
contract,
and
so
these
continued
to
be
incredibly
important
issues
then
I'll
also
say
also
our
in
terms
of
high
needs
students.
P
We
also
fought
in
our
last
contract
and
won
additional
funding,
and
I
know
this
is
an
issue
dear
to
your
heart,
to
madam
chair
around
supports
for
homeless
students
and
luckily
we're
able
to
win
some
additional
funds
and
thank
the
council
for
approving
those
funds
in
our
contract,
so
that
we
could
be
a
little
bit
prepared
better
prepared
for
this
situation
that
we're
in
now.
P
So
it
has
I'm
gonna.
So
those
are
some
things
we
did
over
the
last
year
and
then
I'm
gonna
bring
us
to
march
so
beginning
in
march,
when
remote
learning
was
first
called
and
and
school
buildings
were
closed.
We
continued
to
advocate
for
our
highest
needs
students,
and
so
we
called
for
focus
groups
and
the
district
did
join
us
in
those
focus
groups
where
we
had
a
focus
on
cell
well
again,
a
lot
of
these
topics.
P
El
students,
height,
needs
students
and
we're
trying
to
get
the
best
practices
and
sharing
around
what
did
and
didn't
work
and
what
our
educators
needed
it
moving
forward,
both
through
the
summer
and
the
fall
to
be
prepared
for
what
we
knew
was
still
going
to
be
a
difficult
school
year.
The
next
fall.
P
We
also
had
proposals
for
extended
school
year
again
early
on
when
we
had
already
talked
to
our
educators.
We
knew
that
there
were
going
to
be
issues
with
compensatory
services,
evaluations,
assessments
and
the
backlog,
and
so
we
had
suggested
that
they
and
identify
the
safest
buildings
possible
and
get
in-person
services
and
those
compensatory
services
as
done
as
quickly
as
possible,
so
that
we
wouldn't
have
so
much
of
a
backlog
in
the
fall.
P
Unfortunately,
those
proposals
that
we'd
made
were
not
implemented,
and
then
in
august
we
also
made
another
proposal
for
hybrid
learning,
because
we
knew
that
hopscotch
wasn't
going
to
work.
P
We
also
knew
that
our
number
one
issue
around
safe
facilities
was
not
going
to
be
adequate
with
just
an
open
window
and
fans,
particularly
as
the
months
were
going
to
get
colder,
and
so
we
advocated
for
air
purifiers
instead
of
the
cameras,
because
we
knew
that
the
cameras
were
not
something
that
educators
had
asked
for
or
wanted,
because
we
knew
simultaneous
teaching
wasn't
going
to
be
good
for
both
our
in-person
and
remote
students,
but
unfortunately
we
did
not
get
those
ear
purifiers.
P
However,
in
the
last
few
weeks
that
just
we
were
able
to
convince
the
district
and
with
the
the
mayor's
help,
they
purchased
500
air
purifiers
that
were
supposed
to
be
for
the
medical
waiting
rooms
and
the
nurses
offices-
and
I
know
250
of
them,
they
said
came
in
and
250
are
apparently
stuck
in
customs,
but
there
are
certainly
other
air
purifiers
that
can
be
purchased.
P
We
just
recently
bought
some
from
best
buy
in
our
office,
and
so
we
hope
that
that
might
be
a
solution
again
moving
forward
in
order
to
have
safer
facilities.
So
those
are
some
of
the
things
that
we've
been
advocating
for
again.
We
are
absolutely
devastated
and
brokenhearted
that
our
high
needs
students
had
had
any
interruption
in
services
because
it
was
absolutely
avoidable
and-
and
we
are
continuing
to
be
at
the
table
and
wanting
to
be
at
the
table.
P
Actually,
I
should
say
and
have
continuously
asked
to
be
a
thought
partner
share
our
solutions
and
collaborate.
P
We
did
have
some
success
with
that
with
the
reopening
task
forces
and,
unfortunately,
they're
no
longer
meeting,
but
I
I
would
hope
that
they
could
continue
because
again,
we
think
the
best
solutions
happen
when
we're
able
to
bring
together
our
incredible
educators,
many
of
again
who
are
going
to
testify
tonight
and
kofunda
and
victoria
and
shantae
being
some
of
our
are
examples.
P
Exemplars
of
those
educators
with
solutions-
and
we
continue
to
want
to
be
partners
because
you
know
we
all
went
got
into
this
work
because
we
love
our
students
and
our
students
have
always
come
first.
They
continue
to
come
first
and
we
are
looking
out
for
their
safety
and,
of
course,
the
safety
of
our
educators
and
also
the
larger
community,
and
we
are,
we
are
we've
been
asking,
and
we
continue
to
ask
for
very.
I
think,
reasonable
ways
that
we
can
get
our
students
back
in
for
in-person
services.
Again.
P
The
ppe,
of
course,
is
important,
but
even
on
october
1st,
our
nurses
didn't
have
the
right
ppe.
That's
why
we
were
very
concerned.
We
were
concerned
because
in
the
seven
days
they
did
not
report
publicly
that
there
were
positive
cases
and
there
were,
I
think,
by
the
time
we
schools
close
they're,
at
least
10
confirmed.
P
But
in
other
situations
we
had
said
we
need
them
for
our
special
needs
classrooms,
where
students
can't
wear
masks
and
they
can't
socially
distance
due
to
their
disability
or
due
to
the
fact
that
they
need
to
see
social
cues
and
facial
cues,
and
the
mass
prevents
that
for
our
deaf
and
hard
of
hearing
students,
we
needed
clear
masks,
but
honestly,
once
they
got
those
they
found
that
they
would
fog
up
and
that
really
was
not
helping
their
instruction
either.
P
And
so
the
better
solutions
were
identifying
safer
facilities
with
adequate
air,
filtration
and
ventilation,
and
for
the
schools.
Again.
We
only
had
35
that
had
hvac
and
all
those
do
not
actually
have
the
capacity
to
hold
the
mirv
13
filters,
so
that
are
the
minimum
requirement
for
filtering
out
the
virus,
and
the
air
purifiers
were
a
solution
that
we
had
offered
very
early
on
and
in
addition
to
that,
the
instruction
has
to
be
better.
We
cannot
continue
with
simultaneous
instruction
because
again
that
doesn't
help
that's
the
worst,
literally
of
our
remote
and
in-person
instruction.
P
We've
got
to
have
a
better
plan
for
that
and
and
and
then
testing
is
another
thing-
a
very
reasonable
ask
we've
asked
for
in
cambridge.
We
know
that
they
have
test
take-home
test
kits
for
educators
and
they
can
do
their
own
swabs
and
then
mail
them
in
and
get
quick
results,
and
these
are
all
again
reasonable,
ass
that
other
districts
have
already
implemented,
and
so
that
we've
continued
to
ask
for
our
district
as
well,
so
again
that
we
can
get
our
highest
need.
Students
back
in
because
are.
P
We
are
very
aware
of
the
challenges
again.
A
lot
of
our
educators
are
parents
of
high
needs
students
themselves,
and
so
we
absolutely
want
to
get
them
all
their
services
and
their
iep
goals
to
be
met
in
the
best
way
possible.
So
that's
a
little
bit
on
the
first
few
topics.
Again,
we've
had
for
several
years
now.
Actually
an
inclusion
done
right
committee
and
I
know
shantae
and
others
are
going
to
be
speaking
more
about
our
advocacy
work
on
that.
P
It
was
very
unfortunate
because
in
our
last
contract
there
was
a
promise
and
a
moa
that
we
would
have
a
better
plan
for
inclusion
beginning
this
fall
and
we
literally
were
about
to
sign
something
when
the
pandemic
hit
and
then
the
money
that
was
set
aside
to
implement
that
inclusion,
work
just
disappeared.
And
since
then
we
have
not
been
able
to
resuscitate
that
inclusion
agreement
that
we
were
literally
on
the
brink
of
signing
and
in
terms
of
the
autism
service.
P
I
know
that
victoria
and
kofinder
will
we'll
speak
a
bit
a
little
bit
more
about
that.
But
I'll
just
quickly
wrap
up
and
say
you
know.
I
do
like
to
give
credit
where
credit
is
due,
and
I
do
think
that
one
department
that
has,
I
think
done
a
great
job
of
providing
the
adequate
social,
emotional
learning,
professional
development
and
also
framework
and
services,
is
the
behavioral
health
department
and
really
has
been
exemplary.
P
And
we
also
join
you
in
your
call
for
a
full-time
mental
health
provider,
counselor
and
social
worker
in
every
school
and
hope
that
we
are
able
to
be
able
to
accomplish
that
in
the
next
contract
and
certainly
ask
for
the
council's
support
and
reaching
that
goal,
because
they
do
incredibly
important
work
and
have
been
incredible
partners
throughout
this.
This
whole
situation,
and
then,
lastly,
just
on
the
you
know,
I
do
appreciate
that
the
district
is
moving
towards
wilson
and
orrin
gillingham
in
terms
of
helping
our
students
with
dyslexia.
P
But
one
concern
I
still
have
is
we
have
for
many
many
years,
even
since,
when
I
started
teaching
in
2004
adopted
lucy
culkin's
curriculum
and
for
those
who
are
paying
attention,
there's
always
been
this
reading
wars
on
word,
whole
word
versus
phonics
into
coding,
and
you
know
even
lucy
con's
culkin
center
now
is,
is
taking
back
and
and
walking
back
actually
their
fo
their
pedagogy
and
instruction
in
practice
and
and
saying
that
actually
phonics
is
necessary,
and
so,
but
we
have
tons
of
lucy
hawkins
curriculum
across
the
district
right
now
still-
and
so
that's,
I
think,
an
important
area
to
address
in
terms
of
how
we
continue
to
move
towards
the
science
behind
reading
and
learning
and
the
importance
of
decoding
and
phonics
versus
now
very
much
debunked
alternate
pedagogy
which,
which
even
lucy
culkin's
institute
herself
is
walking
back.
P
So
that
would
be
my
last
point
on
that
topic
and
again
just
appreciate
the
opportunity
to
share
our
advocacy
work
and
what
we've
been
doing
to
help
our
students
and
help
our
educators
help
our
students
and
work
with
families
and
parents
to
provide
the
best
possible
education.
Even
during
this
pandemic.
B
A
A
Today,
I'm
here
representing
a
dedicated
group
of
school
psychologists
and
social
workers
of
the
behavioral
health
department
of
boston,
public
schools,
as
the
global
pandemic
continues.
Our
students
and
families
live
through
disruption
and
schooling,
fear
and
uncertainty
and
loss
of
what
normal
used
to
be
at
our
schools,
as
our
schools
have
recently
been
closed
due
to
the
rising
rates
in
our
city,
there
is
a
rising
amount
of
anxiety
and
apprehension
for
everyone
in
our
larger
school
community.
A
In
addition,
there
are
many
other
services
we
provide
to
the
students
of
bps.
Our
department
is
responsible
for
psycho-educational
evaluations,
sociological
assessments
and
counseling
services
for
students.
Our
department
is
the
primary
crisis
response
team
in
the
district
and
we're
members
of
our
school
student
support
teams,
where
we
help
lead
the
work
of
multi-tiered
systems
of
support.
A
Currently
we
have
72
school
psychologists
and
six
district
social
workers
to
lead
the
work
in
proactive
and
crisis
mental
health
services
in
our
district
of
over
51
000
students.
For
the
past
six
years,
the
members
of
the
behavioral
health
services
department
have
advocated
for
one
school
psychologist,
one
social
worker
in
every
building.
Without
it,
many
school
communities
will
struggle
to
receive
the
appropriate
amount
of
assistance
and
support
that
they
will
need.
A
This
pandemic
has
been
able
to
shine
a
light
on
the
importance
of
mental
health
services,
both
preventive
and
crisis
support,
and
in
that
we
remain
steadfast
in
our
commitment
to
the
students
of
boston,
public
schools
who
deserve
a
dedicated
school
psychologist
and
a
dedicated
social
worker
in
every
school
building.
Thank
you.
Q
Thank
you,
counselor
fabi
george,
and
to
all
the
counselors
who
are
present
today.
I
appreciate
the
opportunity
to
be
able
to
speak
to
the
services
that
affect
our
children
with
autism
in
the
district.
Q
Q
Children
learn
how
to
say
mommy
at
the
age
of
five
years
old
for
the
very
first
time-
and
I
actually
was
there
for
that
when
a
mother
broke
down
in
tears
in
front
of
me
because
of
her
son
at
the
age
of
five
called
her
mommy
for
the
first
time,
but
the
parents
who
were
in
the
know
tended
to
be
from
the
same
demographic
white,
wealthy
to
upper
middle
class,
to
middle
class
families
and
able
to
hire,
advocates
and
attorneys
to
fight
for
a
therapy
that
was
shown
to
work.
Q
It
was
too
many
of
these
types
of
families
that
I
personally
worked
for
before
I
came
to
boston
public
schools.
I
worked
on
the
south
shore
in
scituate,
cohasset,
marshfield,
hingham
and
duxbury
one
family
that
I
worked
for
in
hingham
offered
to
take
me
to
their
summer
home
on
nantucket
island,
so
their
child
would
not
miss
a
day
of
therapy
for
a
long
time.
Q
Aba
was
only
available
to
such
families,
families
that
could
afford
to
front
load
a
whole
program
and
then
hire
legal
power
to
fight
school
systems
to
provide
these
vital
provisions
for
their
children
and
then
boston
public
schools
did
something
trail,
blazingly
unique.
The
district
at
the
behest
of
parent
advocates,
adopted
their
own
program
and
for
the
first
time
in
the
state,
a
public
school
district
was
offering
aba
services
to
all
artistic
students,
not
just
those
parents
who
could
afford
to
fight
for
it.
Q
As
we
heard
this
evening,
there
are
far
too
many
black
and
brown
students
who
are
diverted
into
substantially
separate
aba
classrooms
when
they
would
be
better
served
and
included
in
classrooms
that
are
fully
funded.
We
need
to
be.
We
need
to
better
understand
the
delineation
between
what
is
labeled
as
behaviors
and
what
is
the
result
of
trauma.
Q
Staff
members,
all
staff,
members,
teachers,
powers,
abas,
related
services
and
specialists
need
to
be
properly
trained
and
well
versed
in
the
tenets
of
behavior
management
and
functions
of
behavior.
In
every
student
program
objectives,
there
should
be
a
track
of
program
development
that
will
lead
to
the
least
restrictive
environment
for
a
student,
if
possible,
as
it
is
their
right
to
have
such
an
environment.
Q
Parents
should
be
adequately
informed
and
educated
regarding
their
child's
needs
and
rights.
As
a
student
in
the
in
the
bps
school
district,
and
with
that
education,
they
should
be
empowered
to
advocate
for
their
children
during
my
years
of
service,
my
20
years
of
service
to
bps.
I've
also
sometimes
wondered
why
iep
meetings
didn't
often
come
from
a
place
of
proactivity.
Q
The
conversations
usually
seems
more
focused
on
what
we
can't
do
or
what
a
student
does
not
do
and
how
the
conversation
is
quite
different.
If
a
parent
is
present
with
the
lawyer
or
advocate,
would
it
not
be
to
the
benefit
of
all
if
we
just
designed
and
funded
programs
that
serve
students
with
autism
robustly
from
the
very
beginning,
for
instance,
what
would
a
well-funded
inclusion
program?
Q
R
Yes,
good
evening,
madam
chair,
my
name
is
chante
owls
pronoun.
She
her
hers
and
I
am
a
seventh
year-
bps
pre-k
inclusion
teacher.
I
am
here
speaking
on
behalf
of
the
inclusion
done
right
campaign
as
a
proud
b-2
member
and
an
inclusion
done
right.
Committee
member.
This
advocacy
is
not
brought
upon
by
coven
19,
but
highlighted
for
years
months,
weeks
and
days
leading
up
to
the
march
building
closure.
R
In
june,
boston
teachers
union
members
voted
on
and
passed
multiple
times
a
rank-and-file
member
authored
anti-racist
resolution
that
states
what
the
union
is
committed
to
doing.
It
reads,
and
I
quote,
therefore,
the
boston
teachers
union
will
continue
its
inclusion
done
right
campaign
that
has
found
that
boston,
public
school
students
of
color
are
disproportionately
placed
in
segregated
settings
and
over-represent
over-represented
in
our
special
education
system.
R
All
students,
but
especially
those
with
disabilities,
deserve
teachers
with
whom
are
trained
and
experienced
in
de-escalation
techniques
to
access
curriculum
in
the
least
restrictive
setting
possible
end
pope
when
the
district
failed
to
plan
for
a
potential
reclosure
of
school
building,
it
perpetuated
the
school-to-prison
pipeline
lack
of
a
plan
for
consistent
services
in
the
event
of
another
closure
does
not
promote
equity,
but
is
racist
and
illegal.
The
law
states
that
students,
especially
students
with
individual
education
plans,
deserve
the
least
restrictive
environment.
R
Interrupted
services
is
the
most
restrictive
learning
environment
fail
to
plan
for
the
continuation
of
services
in
the
instance
of
school
buildings.
Closing
does
not
send
a
message
to
special
education
students
that
their
educational
success
matters
to
this
district.
How
does
that
align
with
the
transfer,
transformative,
social,
emotional
learning
and
wellness
message?
Bps
was
mentioning
earlier
data
from
the
sel
research
schools
was
mentioned
as
well,
that
can
be
directly
tied
to
the
grid
of
the
teachers,
not
the
district.
R
Yet
again,
teachers
are
modeling
the
instruction
and
behaviors
expected
of
them,
while
district
leaders
and
administrators
proudly
share
the
data
where,
with
their
behaviors
policies
and
lack
of
positive
action,
showing
where
their
heart
truly
is,
the
hypocrisy.
Sel
is
not
just
academics,
it's
relationships
and
the
relationships
bps
has
with
this
special
education.
Students,
families
and
educators
is
toxic.
R
R
The
district's
lack
of
action
regarding
equitably
distributing
support
has
caused
the
remote
learning
experience
to
be
all
the
more
inequitable
and
taxing
on
the
students,
families
and
teachers.
When
there
is
no
paraprofessional
special
educator
supporting
each
inclusion,
classroom,
students
needs
are
not
being
met.
Dual
or
triple.
Licensure
does
not
make
up
for
quality
instruction.
R
The
boston
teachers
union
and
its
members
and
the
members
of
the
inclusion
done
right
committee
have
been
fighting
for
months,
not
more
than
half
of
the
year
for
high
quality,
special
education
services
in
safe
spaces
during
coven
19.,
yet
students
and
educators
were
forced
into
inequitably
staff
classrooms
in
poorly
ventilated
in
rodent
infested
buildings,
with
little
to
no
ppe.
If
you
do
not
believe
me,
look
up
the
hashtag
safetyfirstbps
on
all
social
media
platforms.
R
Black
and
brown
students
are
over
represented
in
risks
of
covet
19,
as
well
as
in
risk
of
being
an
afterthought.
When
it
comes
to
prioritizing
their
services
as
their
iep
states,
it
is
october
of
2020..
We
must
do
better
right
now.
What
we
need
is
high
quality
in-person
instruction
in
safe
spaces
for
those
who
cannot
access
remote
learning
and
we
need
an
end
to
simultaneous
teaching.
It
is
not
effective.
R
We
need
a
real
plan,
a
plan
that
families,
educators,
students,
community
organizations
and
managers
of
safe
spaces
have
helped
to
create
and
agree,
is
equitable.
The
btu
is
more
than
willing
to
do
their
part
in
creating
this
plan,
and
a
chromebook
is
not
enough.
In
the
words
of
the
amazing
maya,
angelou
do
the
best
you
can
until
you
know
better,
then,
when
you
know
better
do
better
in
the
spring,
we
understood
that
we
were
all
doing
the
best
we
can
now.
B
S
Thank
you
very
much
good
evening
and
thank
you
for
allowing
me
to
speak
tonight.
My
name
is
charlie
kim
and
I'm
here
tonight
on
behalf
of
my
youngest
daughter
isabella,
who
attends
the
horace
mann
school
for
the
deaf
and
hard
of
hearing
100
of
the
horace
mann,
students
and
population
fall
under
the
responsibility
of
bps
special
education
office
that
are
here
today
tonight.
We
are
coming
together
to
discuss
mental
health,
social,
emotional
support
and
many
other
very
important
topics
prior
enduring
the
pandemic.
S
The
horse
man
school
has
been
one
of
the
most
important
supports
and
routines
for
isabella
and
our
family.
The
constant
disruption
and
uncertainty
is
causing
unnecessary
regression
and
anxiety
for
her,
along
with
the
whole
horseman
community.
As
you
know,
in
april
2019
bps
announced
that
the
horace
mann
building
is
not
feasible
for
long-term
occupation.
S
S
S
I
would
like
to
close
with
a
call
to
action
and
a
statement
of
fact.
Superintendent
casilius
scheduled
a
zoom
meeting
for
a
community
on
monday
november,
2nd
at
5
30..
I
ask
all
of
you
to
join
the
zoom,
including
elected
officials,
members
of
boston
teachers
union,
because
you
are
part
of
our
community
and
anyone
else
who
can
help
us.
The
statement
of
fact
is
this:
a
school
building
is
just
a
shell.
We
are
the
school
and
we
are
the
community.
S
B
Thank
you,
charlie,
for
offering
that
testimony.
I
would
like
to
ask
if
councilor
campbell
has
any
questions
for
this
group
for
this
panel
counselor
campbell.
M
M
As
I
wear
shirt
that
says
the
future
of
me-
and
I
have
two
boys-
god
bless
okay,
but
I
just
I
my
questions.
You
know
obviously,
first
of
all,
thank
you
guys
for
the
testimony
and
the
serve
on
your
service.
I
know
it's
not
easy
and
I
know
you've
been
advocating
you've
been
at
all
the
hearings.
What
do
you
think
are
the
barriers
I
mean.
Clearly
the
solutions
are
out
there
as
to
how
we
serve
this
particular
population
of
students.
M
What
do
you
think
from
your
perspective
of
the
barriers
to
getting
it
done?
You
know
and
getting
past
this
us
versus
them,
whether
it's
the
media
and
others
who
want
to
create
that
framing
and
and
and
and
not
taking
consideration
the
fact
that
our
infrastructure
is
old.
Our
building
some
of
the
buildings
should
not
even
be
offered
up
as
a
possibility
to
to
use
during
the
pandemic,
because
they're
so
old.
So
what
do
you
think
of
the
solutions
and
how
do
we
get
get
there?
M
P
And
we
will
certainly
join
the
horseman
community
on
on
monday
night
and
get
that
out
to
our
members.
So
you
know
we,
I
guess
our
biggest
frustration
and
why
we
are
so.
I
I'm
just
gonna
name.
It
angry
is
that
a
lot
of
this
was
avoidable,
and
so
it
it
really
didn't
have
to
be
this
difficult.
We
literally
gave
solutions
which
still
can
be
implemented.
P
We
have
offered
to
have
sign
agreements,
work
over
the
weekends
work
out
at
night
to
get
this
done
and
it
and
it
begins
again
with
safe
facilities.
We
said
that
from
the
start,
so
you
know
we
keep
asking
for
the
information
too.
So
I
guess
that's
part
of
the
solution.
P
It
it's
one
thing
to
be
at
a
table
to
hear
a
partial
plan,
but
it's
another
to
be
able
to
actually
get
the
data
to
help
really
inform
how
to
implement
that
plan,
and
so,
if
we,
you
know,
we
are
committed
to
moving
forward
so
we'd
like
as
soon
as
possible
to
get
an
agreement
where
again
the
facilities
are
verifiably
safe
and
again
we're
not
asking
for
a
hundred
hvac
systems
to
overnight
to
be.
You
know
all
of
a
sudden
created
in
our
school
buildings.
P
P
I
know
that
we
can
too,
and
the
current
testing,
which
is
at
where
previously
it
was
at
the
red
sox
facilities
only
between
four
and
seven,
where
again,
teachers
were
actually
assigned
a
time
slot,
even
when
they
were
still
teaching
which
wasn't
going
to
work,
and
so
that's
that
testing
is
definitely
a
solution
to
access
to
rapid
testing
the
ppe.
P
It's
it's
got
to
be
not
just
a
week
supply
or
two-week
supply,
even
in
the
seven
ten
days
that
we
were
back,
there
were
already
classrooms
running
out
of
ppe
and
the
nurses
offices
didn't
have
all
of
the
orders
that
they
needed
to
be
able
to
be
fulfilled
even
on
when
students
were
coming
and
they
didn't
have
everything
they
needed
for
pbe.
So
that's
certainly
another
one
too,
but
again
the
other
piece
is
around
the
better
instruction.
P
We
said
from
the
start
that
if
we
really
want
to
have
high
quality
instruction
for
our
inclusion
classrooms,
our
aba
classrooms,
all
of
them
that
we
needed
to
have
adequate
staffing
and
that
adequate
staffing
was
not
a
teacher
by
themselves
simultaneously
trying
to
teach
in
person
and
a
remote.
At
the
same
time,
we
had
asked
for
flexibility
and
creativity
and
scheduling,
and
so
right
before
the
the
schools
closed
down.
They
had
already.
P
We
had
already
met
several
times
and
it
was
only
supposed
to
be
once
a
week
and
I
like
asked
and
asked
and
asked:
can
we
please
have
more
than
one
meeting
a
week
so
that,
as
these
plans
are
coming
in
that
as
quickly
as
possible,
we're
able
to
have
the
creative
plans
that
allow
for
the
flexibility
for
better
instruction
for
our
students.
P
And
so
we
had
a
couple
dozen
go
in
come
in
before
the
all
remote
was
called,
and
those
plans
need
to
continue
because
our
hope
again
is
to
bring
as
many
back
students
back
in
in
person
as
possible.
P
So
those
are
some
immediate
things
that
the
district
can
and
should
implement,
but
they
need
to
meet
with
us.
So
that
was
part
of
the
problem.
Was
we
kept
saying?
Can
we
meet
can
can
we're
not
going
to
get
an
agreement
done
if
we're
actually
not
taking
the
time
to
schedule
meetings,
and
it
cannot
just
be
one
hour
a
week?
P
It's
got
to
be
more
often
than
that,
and
so
that
that
has
been
our
ask
meet
with
us
and-
and
you
know
I
again-
I'm
trying
to
be
balanced
to
give
credit
where
credit's
due
so
we
they
did
finally
agree
to
an
hippp
task
force
and
we
said
we
need
to
have
students
and
parents
at
the
table,
and
so
they
agreed
to
that
and
we
did
meet
on
monday
and
you
know,
but
we
said
hey
if
it
takes
meeting
every
single
day
in
the
next
two
weeks,
we're
we're
ready
and
willing
to
do
that.
P
But
right
now
we
have
one
more
meeting
scheduled
for
next
monday,
but
it's
literally
a
matter
of
just
agreeing
to
meet
with
us
so
that
we
can
make
progress
and
and
get
these
agreements
done
and
ensure
that
our
families
and
our
students
and
educators
are
in
safe
environments
so
that
we
can
get
in-persons
services
done
as
quickly
as
possible.
P
But
what
pains
me
the
most
is
even
if
bps,
which
I
hope
they
do
agrees
to
our
proposal-
that
we're
jointly
creating
right
now
with
this
bedpack
and
baja
and
other
stakeholders,
is
that
it's
going
to
take
more
time
and-
and
that
has
been
the
biggest
frustration-
is
that
if
they'd
done
what
we'd
asked
them
to
do
months
ago,
then
we
wouldn't
be
in
this
position
where
we
had
to
have
interruptions
and
services.
P
So
I
guess
the
short
answer
is
meet
with
us.
Talk
to
us
share
data
with
us
help
us
be
your
problem.
Solvers
with
you
and
and
hear
us,
listen
to
our
ideas,
please
we
are
the
ones
on
the
ground.
We
are
the
ones
who
are
actually
executing
the
plans
and
even
you
know
the
most
well
intentioned
plans.
If
you
don't
talk
to
the
people
on
the
ground,
who
are
actually
executing
them
are
going
to
have
gaps
and
holes
and
and
not
be
a
better
plan.
And
that's
what
we're
asking
for.
M
No,
I
will
say
that's
extremely
helpful
in
in
its.
This
is
what
I'm
this
is.
What
I
have
don't
ask
halloween
got
here
early,
but
that's
also
what
I've
been
hearing
from
many
teachers
and
educators
and
staff
on
the
ground.
You
know
I'm
doing
my
best
to
respond
to
all
of
my
emails
just
to
acknowledge
the
frustration
of
our
educators
right
now.
So
I
just
want
you
to
know.
M
I
hear
you
took
a
lot
of
notes
and
will
continue
to
advocate
and
push,
and
it
is
unfortunate
that
it's
going
to
take
more
time
because
we
have
not
done
the
best
in
terms
of
planning
and
been
proactive,
so
continuing
to
work
in
partnership
with
you
guys.
Thank
you
so
much
and
thank
you,
counselor
sabi
george.
I
think
I
heard
the
bell
ring.
B
N
B
Thank
you,
councilor
wu.
I
do
have
a
couple
of
questions.
I
appreciate
your
testimony
and
presentation
remarks
as
well
as
your
patients
tonight.
B
Can
anyone
speak
to
the
training
that
is
provided
for
inclusion
teachers
and
offer
advice
to
what
we
need
to
do
to
create
the
the
right
classroom
environment
to
support
students
in
an
inclusion
setting,
and
I
know
that
we
talked
a
little
bit
about
I
I
get,
and
I
appreciate
that
one
teacher
with
three
licenses
doesn't
equal
three
people,
but
if
someone
could
just
talk
to
a
little
bit
of
length
or
a
few
of
you
talk
to
what
it
means
to
have
a
thoughtful
and
how
to
create
a
thoughtful
and
appropriate
inclusion
classroom.
Q
What
their
actual
behavioral
issues
are,
where
their
cognitive
level
is,
where
their
social
level
is,
and
so
there's
so
much
that's
novel
to
both
the
teacher
and
the
student
that
it
creates
a
situation
that
can
sometimes
not
be
tenable
for
either
one
and
so
there's
definitely
a
need
for
more
planning
a
more
of
a
cohesive
kind
of
conversation
about
what
who
is
going
to
be
entering
into
the
classroom
and
what
is
the
best
condition
for
them
to
be
able
to
do
that,
and
also
too
the
teacher,
like
a
teacher,
can't
remotely
teach
and
also
in
person,
teach
a
teacher
can't
attend
to
a
large
group
instruction
and
to
tend
to
all
the
behavioral
needs
and
social
needs
of
a
child
who's
come
into
their
classroom
as
part
of
the
inclusion
environment.
Q
She
needs
not
only
assistance
in
behavioral
management,
but
she
also
needs
assistance
in
how
to
best
serve
a
child
who
learns
differently
from
the
entire
population
of
her
classroom
and
again
that
takes
some
cohesive,
comprehensive
planning
oftentimes.
It
takes
collaboration
with
the
speech
in
language
pathologist
to
talk
about
the
different
communication
needs
and
how
the
teacher
is
going
to
have
to
structure
her
room
differently.
Q
It
takes
collaboration
with
the
the
occupational
therapist
about
how
the
student
is
not
not
necessarily
going
to
have
the
same
in-seat
behavior
that
her
gen
ed
students
have
and
what
that
means
and
how
to
serve
that
student.
Who
is
going
to
look
and
perform
differently
so
it
really.
It
really
requires
a
comprehensive,
well
thought
out
plan
to
address.
All
of
these
different
needs
that
a
student
has
I
mean
often
times
when
at
the
curly
school
work,
we're
very
fortunate.
Q
We
work
very
collaboratively,
but
when
teachers
are
thirsty
for
this
information,
it's
oftentimes,
I
think,
unfortunately,
the
the
thought
is
that
teachers
don't
want
these
students
in
their
classroom
and
that's
not
it
they're
thirsty.
They
want
this
information,
but
they
want
to
do
inclusion
right.
They
don't
want
to
do
it
haphazardly.
Q
R
Sorry,
sorry
to
cut
you
off.
Thank
you
because
I
think
you
did
a
beautiful
job
of
sharing
all
the
responsibilities
that
a
teacher,
an
inclusion
teacher
needs
to
be
able
to
handle
and
juggle,
and
so,
as
an
inclusion
teacher,
I
can
tell
you,
madam
chair,
that
all
you
need
to
be
an
inclusion
teacher.
All
you're
trained
per
se,
to
be
an
inclusion
teacher
is
to
have
licensure.
R
That
is
all
that
is
required
to
be
an
inclusion
teacher.
It
is
on
the
teacher
to
seek
out
opportunities
to
get
pd
on
best
practices,
whether
that
be
in
the
form
of
a
pursuing
another
degree
or
professional
development
outside
of
the
district.
There
are
some
pds
that
are
offered
throughout
the
year
and
hopefully
they're
offered
when
you're,
not
teaching
or
you're
able
to
take
off
from
work
to
be
able
to
attend
those
pd's.
R
There
is
not
a
set
of
training
that
you
would
think.
A
teacher
who
is
dealing
with
such
a
beautiful
but
delicate
population
would
be
required
to
partake
in
in
order
to
teach
those
students
in
prime
example
myself,
just
because
I
am
a
teacher
of
color
and
I'm
teaching
in
an
inclusion
classroom
with
students
of
color
does
not
mean
that
I'm
effectively
able
to
connect
with
those
students.
I
am
a
teacher
from
long
island
new
york,
so
I
don't
understand
what
it
means
to
grow
up
in
boston
massachusetts.
I
had
to
venture
into
the
neighborhoods.
R
I
take
courses
in
the
summer
on
my
own
to
make
sure
that
I'm
getting
better
at
my
practice,
because
there
is
no
program
out
there,
that
properly
trains
you
or
effectively
trained
you
to
be
the
best
possible
inclusion
teacher.
It
can
prepare
you.
It
can
give
you
that
solid
foundation,
but
is
it
just?
It
is
a
disservice
to
students
if
we
end
with
our
four-year
degree
or
our
two
years
master's
degree
and
think
we
know
everything.
R
Students
are
constantly
evolving
and
constantly
changing
and
that
as
educators,
we
need
to
be
able
to
attend
pdes
or
continue
our
education,
and
there
is
no
funding
or
support
or
even
email
saying
these
pd's
are
coming
up,
feel
free
to
attend
them,
or
we
would
like
to
send
10
to
15
teachers
and
to
speak
to
someone's
point
earlier
about
wilson
training.
I
was
denied
with
wilson
training,
orton,
sorry
orton
gillingham
training
this
summer,
and
I
desperately
wanted
to
take
that
training.
R
I
don't
know
why
I
was
denied
they
picked
a
couple
teachers
from
my
school,
but
we're
a
full
inclusion
school.
So,
if
you
ask
me,
every
inclusion
teacher
should
be
trained
in
that,
but
I
understand
that
there
is
money
and
funding,
and
that
decides
who
gets
to
be
I'm
trained
and
not.
But
if
you're
sitting
here
telling
me
that
that
is
the
best
way
to
effectively
reach
a
student
who
has
learning
needs
that
I
can
best
support.
Then
why
aren't
isn't
every
teacher
trained
in
that
or
every
permanent
teacher
changing
that
like?
B
Then
chantelle
chante.
I
think
that
it
is
so
important
that
we
that
we're
not
just
simply
offering
training
to
teachers
but
creating
real
opportunities
for
them
to
take
advantage
of
those
trainings,
especially
if
you've
got
a
full
inclusion
school
victoria.
Were
you
going
to
add
to
that?
B
No
very
good
welcome
back
counselor
flynn.
I
did
bring
in
just
now
kelsey
brendell.
I
do
have
additional
questions,
but
kelsey
is
also
a
sped
pack
parent
about
to
head
out
to
that
meeting.
So
I
wanted
to
give
kelsey
an
opportunity
to
share
some
testimony.
Then
we'll
go
to
counselor
flynn
for
any
questions,
and
then
I've
got
a
few
more.
T
Thank
you.
Thank
you
so
much.
Madam
chair.
I
won't
take
up
too
much
time.
I
hope
I
just
really
really
wanted
to
frankly
emphasize
how
much
it
takes
for
you
know
a
special
education
parent
to
take
time
away,
and
I
will
this
is
probably
the
only
meeting
other
than
you
know
the
one
specific
to
special
education
that
I
would
wait
two
and
a
half
hours.
T
T
Well,
everybody
is
reading
citing
data
and
talking
about
best
practices
and
conferencing
and
caucusing
and
coming
up
with
committees
and
finding
truly
generous
ways
to
talk
about
understanding
frustration.
This
is
not
frustration,
it
is
devastation
and
I
will
say
the
other
elephant
in
the
room
here
is
that
we
are
not
only
devastated.
T
We
are
desperate,
there's
going
to
be
an
additional
epidemic
here
of
people
who
are
truly
devastated
beyond
what
I
can
even
describe
and
do
not
know
what
to
do,
and
I
am
one
of
the
lucky
ones
and
that's
how
I
feel
this
is
not
about
a
learning
loss.
It's
a
survival
loss.
It's
not
just
about
learning.
This
is
about
talking
and
walking
and
swallowing
and
being
able
to
even
walk
to
get
the
mail
with
your
child.
Those
are
the
rudimentary
kind
of
things
we're
talking
about
here,
so
I
would
beg
everyone
again,
please.
T
Well,
it's
a
fun
sort
of
nuanced
remark
to
talk
about
gathering
around
the
proverbial
table.
Please
wonder
where
we
are
at
ours,
because
we
we
can't
even
sit
at
it.
We
are
using
hospitals
now
and
triaging
every
single
moment,
so
I'll
just
close
by
saying
again
about
the
remote
learning
piece.
It
is
like
telling
someone
you
know:
who's
waiting
for
a
transplant
that
not
only
you
know,
do
we
not
have
one
available,
but
they'll
just
need
to
walk
to
the
hospital
and
check
on
it.
T
You
know,
while
we're
working
on
it
all
while
people
say
well,
we
have
a
system,
we
have
a
system
and
a
plan,
a
pedagogy
and
it
it's
it's
not
that
anyone's
mad.
It's
that
people
are
desperate.
So
I
just
wanted
to
be
an
added
voice,
hopefully
not
an
annoyance,
and
I
would
ask
you
to
go
on
your
own
listening
and
watching
tours,
because
we
really
do
need
to
be
seen.
T
Do
a
call,
a
meeting
where
you
ask
to
see
and
look
at
who
these
kids
are,
because
I
guarantee
you,
when
you
see
them
in
their
wheelchairs,
when
you
see
them
trying
to
pick
up
a
crayon
to
write
you
a
note
when
you
watch
their
parent
run
away
from
the
zoom
call,
hopefully
changing
a
diaper
in
time
for
a
10
year
old.
It
takes
on
a
very,
very
different
tenor.
T
B
Kelsey,
thank
you
very
much.
I
think
that
you
didn't
speak
too
much
for
sure,
and
I
appreciate
the
I
appreciate
the
opportunity
to
listen
to
you
and
to
hear
the
the
stress
and
the
devastation
and
distress
that
you've
just
shared
with
us.
Thank
you
for
that
counselor
flynn.
Any
questions
for
this
panel.
This
panel
is
kofunda,
jessica,
victoria
and
shantae.
D
D
I
always
enjoy
listening
and
the
reason
I
do
because
it
makes
it
makes
us
a
better
elected
official
by
listening
to
the
concerns
of
of
parents.
Special
special
needs
parents
and
then
the
real
unsung
heroes
of
our
city
always
fighting
for
their
for
their
child,
along
with,
along
with
the
teachers
as
well.
D
So
I
just
want
to
say
to
the
to
the
parents
and
to
the
teachers
that
you
know
we
we
support
you,
but
the
the
real,
the
real,
important
way
of
an
elected
official
supports
you
is
is
during
the
budget
season,
is
making
sure
that
we
advocate
effectively
on
your
behalf
for
special
education
programs
at
at
city
hall,
at
city
hall
or
at
the
state
house.
So
you
know
I
will
continue
to
listen
and
and
hopefully
to
be
a
strong
leader
on
in
support
of
special
education.
D
Thank
you.
Thank
you.
Counselor
sabi
george,
thank
you
to
the
panelists
and
thank
you
to
president
president
tang
and
the
teachers
union
as
well,
for
their
exceptional
job.
They're.
Doing.
B
Thank
you
counselor
flynn,
so
we
are
going
to
head
over
to
public
testimony
and
as
we
prepare
to
bring
public
testimony
folks
into
this
part
of
the
zoom,
I
do
have
one
question
around
the
mental
health
supports.
We
talk
a
lot
and
jessica
mentioned.
It
was
talked
about
in
the
last
panel
about
increasing
the
mental
health
supports.
I
would
I
want
at
least
one
full-time
provider
in
each
one
of
our
school
buildings,
but
there
is
a
lot
of.
B
I
don't
know
if
it's
disagreement
but
discussion
around
what
type
of
provider,
what
is
the
licensed
type
of
provider
that
is
most
appropriate
and
is
that
a
place
where
there's
some
flexibility,
whether
it's
a
school
psychologist,
whether
it's
a
social
worker,
whether
it's
a
licensed
mental
health
professional?
Is
there
what's
what's
some
of
the
the
desire,
the
thinking
and
and
the?
Why
right.
P
So
that's
that's
a
minimum
that
we're
asking
for
once.
Oh
yeah.
No,
I
don't
know,
but
it
depends
on
the
the
school's
population
and
the
student
needs,
and-
and
I
guess
one
frustration
too-
is
that,
unfortunately,
there
is
inequity
in
the
district
and
one
of
our
teacher
leader
fellows
actually
did
a
study
and
the
the
highest
needs.
P
Schools
actually
had
the
least
number
of
social
workers
and
counselors
versus
the
the
schools
that
actually
had
more
white
students
and
more
upper
class
or
middle
class
students
and
that's
completely
backwards,
and
so
I
think
there
absolutely
is
some
flexibility
in
beyond
the
minimum
of
how
many
social
workers
and
counselors-
and
there
are
also
our
differences.
We
have
people
adjustment
counselors,
who
are
now
under
the
label.
Social
workers,
for
example,
and
we
also
do
need
positions,
for
example
like
cell
coaches.
I
think
someone
mentioned
earlier.
P
P
Is
this
book
called
permission
to
feel
it
was
written
by
dr
mark
brackett,
he's
at
the
director
of
the
child,
yale
child
study
center
and
helped
come
up
with
castle
and
a
lot
of
the
the
programs
and
framework
that
our
school
psychologists
use
with
the
comprehensive
behavioral
health
model
and
pbis
positive
behavioral
intervention
systems
and
such?
P
But
if
we
don't-
and
he
always
says
the
the
problem
with
districts
oftentimes
is
that
you
try
to
have
teach
teachers
how
to
teach
sell
to
students
without
actually
taking
the
first
year
to
ensure
that
adults
themselves
have
the
cell
competencies
and
are
and
have
the
skills,
because
if
they
aren't
taking
the
time
themselves,
then
they're
not
going
to
be
able
to
fully
apply
it
and
implement
it
in
the
schools.
P
And
it
can't
be
just
something
that's
done
at
the
beginning
of
the
school
year,
but
it
has
to
be
done
throughout
the
school
year.
So
I
already
heard
from
educators
who
are
saying
yeah.
You
know
that
cell
pdu
was
great
at
the
beginning
of
year,
but
right
now
no
one
cares
about
cell,
because
all
they
care
about
now
is
testing.
P
And
and
now
it's
all
about
testing,
testing
testing
and
the
map
testing
as
a
whole,
you
know
maybe
a
conversation
for
another
hearing,
but
but
it
it's
yes,
so
I
guess
to
answer
that
was
kind
of
a
long
response.
But,
yes,
there
is
some
flexibility,
but
we
need
minimum
staffing
first
before
we
can
talk
about,
you
know
is
it
that
we
need
three
social
workers
or
or
a
guidance,
counselor
or
or
you
know,
people
adjustment,
counselor
versus
a
cell
coach.
A
The
licensure
piece
is
really
key.
I
think
we
have.
You
know
the
district
gave
a
number
of
107
social
workers
in
various
roles,
and
that
is
constantly
what
they
say
to
us
in
various
roles.
So
if
you
have
a
social,
you
have
someone
who
is
an
administrator
who
has
a
social
worker
license?
They
are
not
working
as
a
social
worker
in
the
district,
they
are
working
as
an
administrator,
and
I
feel
like
they.
They
keep
saying
that
to
us
and
what
they
ask
us
is
to
do
more
with
with
bare-bones
staff.
A
We
are
barely
at
staff
before
this
pandemic,
and
now
it's
like
hey.
We
just
need
you
to
add
all
of
that
sell
and
we
need
to
do
it
on
top
of
everything
else.
We
don't
only
service
the
students
of
boston,
public
schools.
If
you
are
a
child
who
is
a
resident
of
the
city
of
boston,
we
service
you.
A
B
Thank
you
very
much
victoria
for
all
that
anything
else
in
the
panels
or
counselor
phil
flynn.
Another
question
before
we
get
to
public
testimony.
B
I've
moved
a
few
folks
over
from
the
participants
list:
victoria,
kofunda,
shantae
and
jessica.
You're
welcome
to
stay
for
this
or
move
on,
but
I'm
gonna.
I've
got
my
public
testimony
list
here,
so
I'm
gonna
run
down
the
list.
I
see
some
reunions
here
and
some
waving
at
each
other.
I
love
it
so
I'm
going
to
start
first
for
a
public
testimony
on
miss
catherine
chu,
welcome
just
state
your
name
for
the
record
and
try
to
keep
it
to
two
minutes.
U
My
name
is
sorry
about
my
dog.
My
name
is
catherine
chu
and
I'm
the
guidance
director
for
the
boston
public
school,
and
I
am
just
so
to
see
my
colleagues
here
victoria,
who
is
the
school
psychologist
at
mckinley,
as
well
as
all
of
the
other
teachers
and
administrators.
U
I
work
as
the
school
guidance
director
for
the
city
of
boston
for
the
boston,
public
schools
and
I
work
with
andrea
and
carmen
and
yvonne
I
oversee.
I
coordinate
the
work
of
our
school
guidance,
counselors
and
oftentimes.
As
we
talk
about
numbers,
our
school
guidance
counselors,
because
they're
hired
by
the
school
they
don't
sometimes
they
get
forgotten,
but
they
never
get
forgotten
because
they're
so
integral
to
the
part
of
the
school,
and
I
think
people
just
think
about
like
they
don't
think
about
it.
Because
it's
like
you
go,
you
see
a
counselor.
U
U
We
are
a
part
of
a
team
of
mental
health
experts
who
work
with
students
individually
and
collectively,
to
create
a
school
climate
that
leads
to
healthy
learning
and
growing
school
counselors
work
today
falls
into
three
domains:
career
in
college
development,
academic
development
and
social
and
emotional
development
as
an
integral
part
of
our
school
student
support
system,
school
guidance,
counselors
work
collaboratively
with
psychologists,
social
workers,
school
adjustment,
counselors
and
nurses.
We
also
respond
to
students
who
are
facing
personal
challenges
and
steer
them
toward
appropriate
services
at
school
or
in
the
community.
U
U
We
love
our
careers
because
we
walk
all
aspects
of
the
journey
with
our
students
and
families
one
class
period.
We
may
be
running
a
career
panel
on
how
to
apply
for
apprenticeships
right
after
that
we're
fielding
a
call
from
the
department
of
children
and
family
while
they're
conduct,
while
they're
conduct,
conducting
an
investigation
on
the
neglect
and
abuse
report
that
we
may
have
filed.
Many
of
the
school
guidance
counselors
at
the
schools
have
a
school
that
at
the
schools
that
have
a
school
counselor
are
members
of
the
school-based
crisis.
U
U
We
want
to
thank
the
city
council
for
holding
this
hearing
to
ensure
that
each
and
every
boston,
public
school
has
at
least
one
deci
certified
licensed
specialized
instructional
support
professional
in
each
bps
school
building,
who
are
able
to
focus
on
the
mental
and
social
emotional
learning
needs
of
our
students,
along
with
the
academic
and
career
career,
needs,
school
school
guidance
counselors
serve
all
students
proactively
and
are
an
integral
part
of
the
student
support
system
of
each
school.
We
ask
that
every
school
in
boston
have
at
least
one
school
counselor
to
proactively
serve
every
school.
B
Thank
you,
miss
chu
next
on
my
list
who
I've
moved
up,
is
sarah
parker
sarah.
B
Welcome
sarah
and
if
you're
on
the
attendees
list,
I
have
not
moved
you
over
because
you're
not
on
my
list
for
testimony.
So
please
raise
your
hand
if
you
do
want
to
be
moved
over.
Welcome
sarah.
V
Thank
you.
Thank
you
for
having
me,
I
want
to
say
thank
you
to
juan
for
putting
me
on
the
docket
and
also
thank
you
to
all
the
city
councilors
I'm
here.
My
name
is
sarah
parker.
I
am
a
bps
parent.
I
have
three
kids
that
go
to
the
linden
school
in
west
roxbury.
I
have
a
fifth
grade:
son,
a
daughter,
who's
in
second
grade
and
a
daughter
who
is
in
k2-
and
I'm
here
tonight
to
make
a
couple
of
points.
V
I
just
want
to
say
enough
is
enough,
and
I'm
here
to
strongly
urge
the
city
council
to
put
pressure
where
pressure
is
due
and
to
call
out
or
upon
the
mayor.
However,
you
want
to
see
it
or,
however,
you
want
to
call
it
because
we
know
he
holds
the
cards
to
stop
playing
politics
with
the
btu
and
we
can't
continue
to
play
the
union
labor
game
to
the
detriment
of
our
kids
in
really
the
future.
I
think
the
bottom
line
is
boston.
Has
the
money
and
the
resources
to
make
this
happen?
V
I
mean
per
capita.
Boston
is
one
of
the
richest
cities
in
america.
Getting
the
kids
back
to
school
needs
to
be
a
priority.
V
You
know
I
I'm
close
to
the
the
budget
process
within
bps,
because
I've
done
a
lot
of
work
at
my
own
school
and
I
understand
how
it
works
and-
and
I
don't
blame
the
btu-
and
I
don't
blame
teachers-
I
mean
bps,
everybody
knows
it's
systematically
underfunded
and
I
you
know
the
teachers
don't
feel
safe
to
go
back
to
school,
but
we
need
to
urge
the
mayor
to
make
sure
that
he's
doing
what
he
needs
to
do
to
make
sure
that
the
teachers
feel
safe.
Today
I
listened
to
his
press
conference.
V
It
was
30
minutes.
This
is
the
mayor,
mayor
walsh.
Within
that
30
minutes
five
minutes
he
spoke
about
boston,
public
schools.
He
said
number
one
attendance
remains
strong,
which
is
not
very
true
at
all.
People
were
talking
earlier
today.
Roxy
was
saying
that
many
kids
can't
even
participate
in
remote
learning.
I
my
kids
go
to
a
school
with
a
highly
involved
parent
base.
There
are
kids
that
are
not
participating
in
remote
learning.
He
said
two
reopening
needs
to
be
paused
until
the
numbers
go
down
and
I
agree.
V
But
what
is
the
plan
for
the
spring?
And
again
I'm
gonna
quote
what
roxy
harvey
said.
She
said
we
don't
need
a
task
force
for
a
plan
for
a
plan.
We
actually
need
a
plan,
that's
what
she
said
in
the
beginning.
You
know
it's
been
march
2019,
since
the
kids
have
been
in
school
and
a
year
is
going
to
be
quickly
upon
us.
One.
Other
thing
I
wanted
to
touch
on
was
the
testing.
V
You
know
he
talked
about
this
in
his
press
conference.
He
said
you
know
the
numbers
are
the
numbers
are
going
up,
but
if
the
testing
is
going
down,
why
are
the
numbers
going
up?
You
know
he's
talking
about
nubian
square,
his
mobile
testing
sites
in
east
boston,
but
we
need
more
of
these
and
then
this
is
really
the
point
that
I
wanted
to
hone
in
on
the
most
is
he
talked
about
a
testing
pledge
and
he
was
touting
it
and
he
was
talking
about
companies
that
he
has
done.
V
This
testing
pledge
with
red
sox,
wayfair,
stop
and
shop
local
26..
He
covered
the
gamut
of
all
these
companies
in
boston,
but
I
didn't
hear
him
talk
about
bps.
He
also
said
city
employees
will
be
will
be
being
paid
to
get
tested.
I'm
wondering,
are
the
teachers
being
paid
to
get
tested
are
subs
being
brought
in
so
teachers
can
get
tested?
V
I
want
to
know
that,
and
here
it
is.
This
is
the
other
thing
that
I
one
of
the
reporters
specifically
mentioned
to
him
and
asked
the
question
about
how
tufts
is
partnering
with
medford
and
somerville
schools
to
do
testing,
and
he
said
that
he
read
about
that
just
before
the
press
conference.
So
to
me
that
just
shows
where
the
priority
is
all
he's.
V
You
know
he's
doing
all
these
things
with
all
these
other
companies
for
testing,
but
there's
no
priority
to
test
bps
teachers
and
students
and
a
couple
of
the
things
that
he
said-
and
I
quote
this
is
the
mayor
said
this
today
in
his
press
conference,
he's
encouraging
everyone
to
take
care
of
their
mental
health.
He
is
encouraging
everyone
to
look
up
for
seniors
who
have
lost
and
loneliness,
and
he
says
we
need
he
quote
unquote.
V
We
need
to
take
care
of
our
most
vulnerable,
so
my
question
is:
is
why
are
the
children
not
being
seen
as
the
most
vulnerable
and
all
the
talk?
That's
happened
here
tonight
I
mean
we
see
that
these
especially
kids
with
their
high
needs
and
high
risk
are
the
most
vulnerable.
So
I
would
just
really
urge
the
city
councilors
to
put
pressure
on
the
mayor
to
get
this
done
because
it
needs
to
be
done
and
kids
need
to
get
back
to
school
and
obviously
the
numbers
are
getting
higher.
V
V
There
is
no
plan
like
we'd
like
like
roxy
said
we
don't
need
a
task
force
for
a
plan
for
a
plan
with
actually
no
plan,
and
that's
all
I
really
have
to
say-
and
I
just
really
really
think
that
you
know
we
need
to
do
what
we
can
do
to
get
the
kids
back
to
school,
because
it's
more
important
and
I
really
view
that
the
kids
are
our
most
vulnerable
population.
B
Thank
you
very
much.
Sarah
thank
you
for
being
here
with
us
fabienne.
I
moved
you
up
to
testify,
but
I'm
wondering
if
you
are
testifying
fabienne.
Yes,.
W
I'm
here
hi,
thank
you
and
thank
you
for
putting
this
event
together
I
mean
just
hearing
together,
it's
so
well
needed.
I
just
want
to
echo
everybody
what
they
say
before
and
especially
and
most
needed
for
the
for
those
children
with
learning
disability.
Just
to
just
rephrase
on
that,
I
believe
someone
shantae
probably
mentioned,
or
someone
else
mentioned
about
the
the
support
for
the
teachers,
a
lot
of
the
teachers
they
willing
to
do
the
work
they
want
to
do
the
work.
W
They
love
the
kids,
but
if
they
don't
have
the
support
from
the
administration
from
the
district
there's
no
way,
no,
how
they'll
be
able
to
just
to
do
so?
I'm
looking
at
the
way
that
parents
has
to
spend
money
to
look
for
advocates
or
to
look
for
t
for
lawyers
in
order
for
them
to
have
a
decent
iep,
so
they
can
be
able
to
have
that
and
when
they
do
have
it,
they
have
the
plan
of
the
iep.
Now
they
the
school
cannot
even
provide
the
services
to
them,
especially
at
this
time.
W
Right
now,
so
as
a
parent
who
has
a
child
with
dyslexia,
adhd,
which
also
social
emotional
support
on
that,
what
I'm
hearing
is
just
not
just
my
child
who's
suffering,
but
so
many
other
kids
who's
going
to
the
same
issues
that
they're
having
we
need
that
just
only
the
social,
emotional
support
and
the
school
psychologist.
We
also
need
to
have
those
people
that
certified
also
representing
who
looks
like
them
more
often
a
lot
of
the
kids.
W
They
get
the
social
emotional
support,
but
they
shut
down
because
they
don't
feel
connected
to
the
people
that
are
serving
them
and
that's
something
that
we
want
to
make
sure
that
you
know
the
equity
is
of,
of
course,
not
just
on
the
social
emotional
as
well.
The
teachers
that
providing
the
services
on
that,
but
also
helping
them
to
make
sure
that
they
feel
welcome
doing
this
pandemic.
W
We
have
middle
school
and
high
school
who's,
going
to
so
much
high
risk
in
a
way
like
you
know,
thinking
about
so
many
different
things,
I
even
have
my
kid
who's
now
I
have
to
really
watch
her
because
she's
had
to.
We
have
to
increase
her
medication
because
of
so
many
different
things
that
she's
going
through
and
some
of
the
parents
who
autistic
and
so
on
parents
are
screaming.
You
heard,
like
you,
know,
chelsea
earlier
crying.
I
all
the
time
that
I'm
hearing
parents
are
crying
they
even
myself.
Sometimes
I
have
to
call
other
parents.
W
I
can't
do
it
anymore.
I'm
tired,
if
I'm
tired,
other
parents
are
tired
who's
watching
over
us,
especially
at
this
time
doing
pandemic.
So
I
am
urging
if
the
council
is
the
mayor
and
everybody
else
on
this,
call
how
they
can
urge
to
just
put
a
plan
together.
So
parents
can
be
able
to
say
okay
they're
looking
something
forward
for
the
spring,
because
at
this
time
right
now
we
don't
have
a
plan
to
see
how
we're
going
to
get
those
kids
back.
W
We
don't
have
a
plan,
do
we
does
the
teachers
have
equipped
or
they
have
the
support
they
need
when
they,
the
kids
go
back?
Do
they
have
a
plan
to
have
a
social
emotional
that
the
counselor's
asking
for
every
single
school?
We
have
125
school
in
the
sc
in
the
district
about
56?
That
has
a
full
time
what
happened
to
the
rest
of
it,
even
though
you
have
one
full
time
you
have
over
600
300
students
that
person
cannot
be
able
to,
and
I've
been
advocating.
W
It's
not
just
kids
who
has
iep
should
be
able
to
have
a
social
emotional.
It's
every
single
student,
because
on
this
time,
right
now,
this
is
not
the
time
to
say.
Okay,
who
has
adhd,
who
has
a
social
emotional
support
who
needs
it?
It's
not
about
you
picking.
Everybody
should
be
able
to
have
some
kind
of
a
support,
especially
on
the
racial
equity,
that
we
have
the
housing
situation
that
we
have.
We
don't
know
what
the
parents
are
coming
from,
homeless
and
and
insecurity.
W
That's
another
issues
that
we
have
to
look
for,
so
I
really
want
to
urge
what
other?
What
is
the
plan
that
we
are
looking
for?
What
other
ways
that
we
can
be
able
to
just
come
in?
We
don't
want
to
have
all
this
meeting,
but
we
need
action,
that's
what
parents
are
looking
for,
and
I
want
to
say
thank
you
to
everyone
in
this
school.
B
X
Good
evening
my
name
is
ali
bledsoe
and
I'm
a
paraprofessional
at
the
henry
higgins
inclusion
school
in
roxbury.
Previously
I
worked
at
the
henderson
school
in
dorchester
and
my
four
grown
children
are
graduates
of
the
boston
public
schools.
I'm
here
to
talk
to
you
about
the
ongoing
inequity
in
the
inclusion
programs
in
the
boston
public
schools.
X
The
recent
uptick
in
aba
strands
is
an
example
of
this.
At
our
school
we've
been
given
an
aba
program
that
we
didn't
ask
for
we're
an
inclusion
school
I've
been
in
iep
meetings
where
parents
of
black
children
are
told
that
their
children
won't
thrive
in
inclusion
settings
and
that
even
if
they
did,
they
have
no
chance
of
going
to
better
resourced
schools.
X
X
X
Y
More,
my
name
is
ernst
noel,
and
I
am
a
teacher
for
boston
public
schools.
I
just
want
to
begin
by
saying
thank
you
to
those
here
tonight
and
thank
you
to
those
making
it
possible
for
us
to
even
have
this
conversation.
Inclusion.
Students
are
some
of
our
most
vulnerable
students
and
we
need
to
work
together
to
ensure
that
we
do
this
right
for
them.
Y
Educators
who
teach
in
person
will
be
teaching
only
in
person,
students
and
not
remotely
at
the
same
time,
a
standard.
I
think
we
should
all
agree
upon,
especially
when
thinking
about
our
one
teacher
and
one
para
inclusion
classrooms.
We
are
all
working
hard
and
trying
to
figure
out
remote
teaching.
Y
We
are
building
systems
and
routines
that
work
for
our
students.
We
are
building
relationships
with
families
in
ways
that
are
amazing.
Collaboration
is
key
to
the
success
of
this
situation,
and
teachers
and
families
are
working
hard
to
make
this
happen,
but
as
we
try
to
lift
each
other
up,
there
are
structural
and
systematic
supports
that
need
to
be
in
place
to
make
this
happen.
I
am
here
recording
this
video
tonight
to
express
growing
concerns.
I
have
about
inclusion
and
it
being
done
right
right
now.
I
am
a
k2
inclusion
teacher.
Y
Y
Y
There
were
a
series
of
teachers
and
service
providers
in
the
building
today
that
needed
to
test
him
as
well,
both
he
and
hi.
He
and
I
had
a
very
long
day
I
needed
to
get
back
to
teaching
math.
The
transition
from
assessing
to
teaching
was
not
as
smooth
as
my
parent
and
I
hoped
for.
We
needed
to
work
out
a
few
kinks
on
zoom
and
a
few
scheduling.
Kinks
again,
this
was
all
live.
Y
Y
Y
Z
Z
Z
Those
areas
have
the
highest
air
pollution
in
the
city
of
boston.
So
asking
us
to
open
up
windows
and
turn
on
fans
to
blow
in
fresh
air
is
also
not
a
solution.
We
need
classroom
air
purifiers
that
move
enough
air
and
move
enough
clean
air
using
m13
filters
that
ensures
that
everybody
in
that
classroom
is
safe.
Z
Z
B
Thank
you
very
much
carrie
for
setting
those
up
for
us
and
thank
you
to
everyone
who
offered
testimony
and
for
the
panelists,
both
the
administration
and
our
school
educators
and
the
president
of
the
boston
teachers
union,
jessica
tang,
as
well
as
our
two
parents
roxy
and
edith
who
started
us
off
this
afternoon.
I
do
appreciate
everyone's
time.
I
appreciate
my
colleagues
who
are
still
with
us
and
co-sponsor
of
the
dyslexia
hearing
counselor
flynn
for
joining
us
counselor.
D
Yeah,
thank
you
councilor
sabi
george.
I
just
want
to
say
thank
you
for
your
leadership
on
on
this
important
issue
and
in
other
important
education
issues.
I
want
to
say
thank
you
to
the
panelists,
the
jessica
and
the
teachers
union,
and
you
know
boston's
about
working
together,
especially
about
especially
during
difficult
times
it's
about
giving
people
a
helping
hand,
especially
when
you're,
when
you
need
it
most.
D
So
I
just
want
to
say
thank
you
to
the
panelists
for
providing
excellent
feedback
and
information
that
will
make
us
a
better
city
and
hopefully
provide
the
services
that
your
child
needs.
B
Thank
you,
I
think
you
know.
I've
said
this
a
few
times
during
today's
hearing
that
you
know
we
took
these.
This
group
of
topics
and
hearing
orders
together
as
a
batch.
B
Most
of
these
were
filed
pre-covered
and
I
think
two
were
filed,
pre-covered
and
one
sort
of
in
the
midst
one
or
two
in
the
midst
of
cover.
If
you
get
what
the
breakdown
is,
they're,
certainly
very
important
to
discuss
thinking
about
the
impacts
of
covalent
on
our
families
and
on
our
school
system,
but
they're
also
really
important
to
talk
about.
B
How
do
they
look
in
you
know
more
normal,
such
in
a
more
normal
situation
when
they
think
about
how
inclusion
done
right
should
look
like
both
remotely
hybrid
and
then
sort
of
you
know
when
when
we
do
return
to
whatever
that
new
normal
looks
like
so
my
recommendation
in
this
chair.
What
I
think
I'll
do
next
is
leave.
Maybe
some
smaller
working
group
sessions
breaking
down
those
four
different
subject
areas,
but
I
think
recognizing
that
mental
health
certainly
touches
all
of
those
areas.
At
the
same
time
and.
L
B
Health
right
now
is
perhaps
the
most
significant
component
of
what
we
need
to
be
doing
for
our
students
and
their
families
today.
So
a
lot
more
work
to
come
a
lot
more
conversation
to
come
and
sort
of
in
this
series
around
our
education
hearings,
especially
around
reopening
our
schools.
B
M
M
No,
no,
no,
this
council
camp,
but
I
just
wanted
to
thank
you
guys.
I
intentionally
waited
to
listen
to
the
public
testimony
and
it
was
painful
at
moments,
but
thank
you
and
counselor
flynn
for
creating
the
space.
It
was
critically
important,
particularly
in
this
moment
in
time,
to
have
this
conversation
with
respect
to
our
special
needs
students
and
what
we
have
to
do.
So.
Thank
you
and
again,
thank
you
to
all
the
parents
who
stayed
on
to
testify
and,
of
course,
looking
forward
to
getting
action
done
and
working
in
partnership
with
you.
B
Thank
you
about
that.
Sorry,
I
missed
you.
You
moved
on
my
screen
all
right,
very
good.
Everybody,
no
problem!
Thank
you.
Oh
we'll
see
everybody
soon,
I'm
sure
have
a
good
night
be
good
good.