►
From YouTube: Committee on Ways & Means on May 2, 2017
Description
Dockets #0536-0543: FY18Budget: Boston Public Schools- Academic and Student Support Services (1)
A
We
are
here
with
our
team
doctor
Estrada
and
our
CFO
Elinor
Lorenz
from
VPS
and
their
team,
and
today's
overview
is
regarding
academic
and
student
support
services.
I'd
like
to
read
the
dockets
into
the
record
at
this
time:
dockets:
zero,
five:
three
six
through
zero;
five:
three:
eight
order
for
the
fiscal
year:
18
operating
budget,
including
annual
appropriations
for
school,
the
school
department
operations,
annual
appropriation
for
the
school
department
and
appropriations
for
other
post-employment
benefits
and
dockets
zero.
A
Five:
three:
nine
through
zero,
five,
four
three
capital
budget
appropriations,
including
loan
orders
and
lease
and
purchase
agreements
like
to
remind
everyone
that
this
is
a
public
hearing,
is
both
being
broadcast,
live
and
recorded
on
Comcast
channel
8
and
RCN
Channel
82
I'd
ask
folks
in
the
chamber
to
silence
and
you
have
their
electronic
devices
and
at
the
conclusion
of
the
bps
presentation
and
questions
and
answers
from
the
council,
we
will
take
public
testimony.
We
have
sign-in
sheets
to
my
left
by
the
door.
A
We
ask
that
you
sign
in
and
state
your
name
and
affiliation
in
residence.
We
also
take
written
testimony
as
well.
You
can
all
mail
us
at
CCC
WM
at
Boston,
gov
I'd
like
to
now
introduce
my
colleagues
in
order
of
their
arrival
to
my
left
councillor
at
large
Aneesa
asabi
George,
to
my
right,
chairman
of
education,
councillor
Tito
Jackson,
and
to
my
left,
District,
City,
Council,
Matt,
O'malley,
district
city
council,
Tim,
McCarthy
and
district
city.
Councilor
do
our
sake,
I'm
like
the
well
FEMA
and
and
now.
Let
me
hand
it
over
to
you
doctor.
A
B
Working
done,
okay,
good
morning,
mr.
chairman
and
members
of
the
City
Council
I
want
to
thank
you
for
the
opportunity
to
be
able
to
come
and
share
with
you
the
work
that's
occurring
in
academics
and
student
support
services,
in
particular
academic
performance
and
social-emotional
learning
and
wellness.
My
name
is
Carlos
Rodham,
the
deputy
superintendent
of
academics
and
student
support
services
for
equity
team
also
known
as
asset,
and
it
is
my
pleasure
to
introduce
dr.
Don,
E
Tran,
who
is
the
assistant
superintendent
of
academics,
of
professional
learning.
B
I
also
have
Nicole
Wagner
Lam
who's,
the
executive
director
of
offices,
data
and
accountability,
also
mammalian
nimbus
who's.
The
assistant,
superintendent
of
social,
emotional
learning
and
wellness
I
have,
of
course,
as
you've
introduced,
Eleanor
Lawrence
who's,
our
chief
financial
officer,
which
of
Jill
Carter
who's
in
the
back
Jill
Carter
who's,
our
executive
director
of
social,
emotional
learning
and
wellness
Brian
marks.
B
C
You
good
morning
and
thank
you,
mr.
chairman
and
members
of
the
committee,
we're
honored
to
be
able
to
speak
to
you
today
about
academics
and
professional
learning
and
our
current
results
as
a
system
and
how
we
cohesively,
as
a
department,
around
data
and
accountability
and
academics,
work
to
ensure
that
every
student
has
tasks
that
are
worth
doing
and
that
every
teacher
is
empowered
to
treat
every
student
like
they're
the
smartest
kid
in
the
class
in
simple
language.
That's
how
I
think
of
a
lot
of
our
work.
C
D
Good
morning,
thanks
very
much
for
having
us,
so
the
first
slide
that
we're
going
to
walk
through
today
is
some
data
regarding
CPS's
performance
in
grades,
three
to
eight
English
language
arts,
as
well
as
grades
3
to
8,
mathematics,
grades,
10,
English,
language,
arts
and
grade
10,
mathematics,
and
so
in
the
upper
left
hand
corner.
You
see
grade
3
to
8
English
language
arts,
and
this
is
actually
a
graph
of
the
composite
performance
index.
It
is
a
measure
of
the
proficiency
of
students
in
grades
3
to
8
and
bps
over
time.
D
So
for
the
past
four
years,
you'll
see
that
there
is
a
blue
line,
that's
somewhat
in
the
middle,
and
this
is
the
average
CPI
for
students
for
all
students
in
bps
in
those
grade
levels.
We've
also
broken
the
data
out
for
a
few
of
our
major
racial
ethnic
categories.
We
have
Asian
students
here
in
orange,
we
have
another
blue
line,
which
is
white
students.
D
We
have
a
yellow
line
for
Hispanics
and
a
gray
line
for
black
students,
and
each
one
of
these
graphs
is
the
same
in
terms
of
the
fact
that
it's
broken
out
by
those
racial
sub
categories,
and
what
you'll
see
is
that
in
English
language
arts,
we
do
see
some
modest
improvements
in
average
CPI
over
time
on
the
average
CPI
for
all.
Students
is
74
point
one
in
the
past
year,
which
essentially
is
equivalent
to
students
being
in
sort
of
the
the
high
needs
improvement.
D
However,
what
you
will
see
is
that
we
do
have
some
substantial
performance
gaps
when
you
break
the
data
out
by
race
and
ethnicity,
so
for
in
ela,
in
grades,
3
to
8
you'll
see
that
the
gap
is
approximately
a
little
under
20
CPI
points
which
is
essentially
a
gap
of
almost
a
whole
performance
level
on
average
and
so
I'm
really
just
kind
of
averaging.
The
performance
of
our
white
and
Asian
students
and
then
looking
at
Hispanic
or
Latino
and
african-american
and
black
students
to
come
up
with
that
performance
gap.
C
We,
when
we
look
at
the
performance
over
time
in
ela,
we
believe
that
the
up
ticks
that
Miss
land
discussed
are
the
results
of
at
least
two
very
important
factors.
First
of
all,
they
are
likely
to
be
resulting
from
the
heavy
investment
that
we
have
made
in
early
childhood
and
that
we
now
we're
now
seeing
students
come
into
these
tested
grades
with
additional
skills
with
additional
competencies.
C
We
believe
that
the
new
curriculum
that
we've
put
in
place
pushes
students
to
do
more
of
the
sorts
of
thinking
that
they
are
spected
to
do
on
these
assessments,
and
this
more
of
the
thinking
that
we
think
is
preparatory
for
college
and
career.
So
we
are
excited
about
seeing
the
result.
The
continued
results
of
those
investments,
among
others,
I
mean
these-
are
those
are
only
three
large
work
streams.
However,
they
don't
capture
the
total
amount
of
work
that
all
of
our
departments
do
every
day.
Thank.
D
We
have
given
some
similar
data
again
grades,
three
to
eight
ela
and
math,
as
well
as
grade
10,
PLA
and
math.
But
here
the
data
is
also
broken
out
for
English
learners
and
former
English
learners,
which
is
in
the
gray
line,
and
then
students
with
disabilities
in
the
orange
line.
And
so
you
can
see
that
the
performance
of
these
two
subgroups
in
in
the
two
different
subjects
that
we're
looking
at
here,
as
well
as
the
different
grade
levels.
Those
two
different
subgroups
have
performance
that
is
below
those
of
all
other
students.
D
But
we
actually
see
some
more
significant
gains
for
English
language,
learners
and
former
English
language
learners,
as
well
as
students
with
disabilities.
Over
time,
then,
when
we
break
the
data
out
specifically
by
race
and
ethnicity,
so
I
think
it
helps
us
to
think
a
little
bit
more
about
what
dr.
Tran
will
has
to
offer
in
terms
of
what
we're
really
doing
on
a
programmatic
level
and
how
we
can
target
students
with
certain
learning
needs
and
really
accelerate
their
progress.
D
C
I
want
to
speak
to
three
important
investments
that
we
are
taking
on
both
this
year
and
into
the
next
school
year.
First-
and
this
is
I'm-
also
very
proud
to
say
that
these
are
all
representative
of
collaboration
between
the
academic
department,
the
data
and
accountability,
Department,
social,
emotional
learning
and
wellness
special
education,
English
language
learners,
opportunity,
even
gap.
As
you
can
see,
it's
a
whole
crew
of
people
all
collaborating
to
do
this
work,
which
is
actually
how
we
think
it
should
be
done.
C
Excuse
me
to
all
learners
at
those
three
big
buckets
of
investments
and
those
allocations
of
resources
are
all
aligned
to
the
next
slide.
Where
we
talk
about
the
instructional
competencies
that
we
want
to
guide
our
work
moving
forward,
we
wanted
to
name
exactly
what
we
mean
by
equitable
high
quality
instruction.
I
began
my
teaching
career
in
Boston,
Public
Schools
with
dr.
C
Faison,
and
we
had
these
posters
in
every
classroom
that
articulated
the
sort
of
non-negotiables
of
good
instruction,
and
we
wanted
to
bring
that
into
the
modern
era,
recognizing
that
our
city
is
more
diverse
than
it
ever
has
been
before,
and
has
our
students
have
additional
needs
that
we
need
to
take
into
account,
and
these
instructional
competencies
fall
into
four
large
buckets
that
we
want
to
see
in
every
classroom.
First,
we
want
instructors
to
be
able
to
create
safe,
healthy
and
sustaining
learning
environments
for
all
students.
C
We
want
them
to
be
able
to
develop
learning
experience
that
demonstrate
design
for
access
for
all
students.
We
want
them
to
being
able
to
engage
all
students
in
cognitively,
demanding
tasks
and
instruction
that
challenges
them
and
advances
their
learning,
and
we
want
to
employ
strategies
for
assessment
for
learning,
as
opposed
to
of
learning
that
allows
students
to
authentically,
develop
and
demonstrate
their
knowledge
and
skills
over
the
course
of
this
presentation.
C
We
are
focusing
primarily
around
this
question
of
cognitively,
demanding
tasks
and
instruction
and
assessment
for
learning
are
the
the
resources
that
students
are
engaged
with
worth
their
time
and
our
teachers
taking
what
they're
seeing
their
students
do
and
adjusting
their
practice
accordingly,
and
so
with
that.
I'll
turn
it
over
for
some
more
comments
on
assessment
for
learning,
yeah.
D
Thank
you,
dr.
Tran,
but
what
I
wanted
to
add
was
that
our
two
departments
work
very
closely,
especially
when
it
comes
to
how
the
investments
around
curriculum,
as
well
as
assessments
for
learning,
are
actually
built
into
how
schools
work.
For
example,
we
have
a
set
of
data
coaches
who
actually
go
out
to
schools.
D
We
have
them
in
30
schools
right
now
intensively
coaching
school
administrators,
instructional
leadership
teams,
teacher
teams
on
how
to
bring
together
many
different
data
points
more
than
what
I've
presented
here
today,
I
angulating
those
different
data
points
to
get
a
much
more
nuanced
picture
of
what
it
is
that
students
are
struggling
with.
What
is
the
learner
centered
problem
that
students
that
we
really
need
to
address
through
instruction
and
they
work
with
these
schools?
Take
an
inquiry
approach,
a
cycle
of
inquiry
by
which
they
identify
a
learning
center
problems.
D
They
identify
practices
that
they
gather,
as
teacher
teams,
will
actually
execute
on.
They
select
data
on
the
extent
to
which
those
are
being
implemented
with
fidelity
and
how
students
are
doing
in
an
effort
to
know
if
the
changes
in
practices
that
they're
making
are
truly
bearing
fruit.
So
through
dr.
C
As
a
father
of
a
k1
student
in
the
BCS
system,
I
can
tell
you
he
comes
in
I'm
talking
about
all
of
these
all
the
things
that
he's
learning
and
he's
incredibly
excited
to
go
to
school
every
day.
As
a
result
of
this
integrated
thematic
approach,
that's
differentiated
for
all
students,
so
I
think
we'll
pivot.
Now
to
just
sharing
some
of
the
details
or
the
highlights
of
our
budget,
my
my
department
is
sort
of
made
up
of
three
major
buckets
the
team.
My
sort
of
leadership
team
sits
under
this
academics.
C
Our
see
the
work
of
dr.
sacks
and
his
early
childhood
team.
The
early
learning
services
department
is
another
RC.
The
instructional
research
and
development
department,
which
encompasses
all
of
the
content
areas,
sits
under
that
next
bucket,
and
we
are
excited
that
we
are,
you
know,
making
some
important
investments
in
this
area.
C
We've
reallocated
some
FTEs
in
order
to
just
make
them
more
aligned
you,
they
used
to
be
spread
out
a
little
bit
of
prop
across
multiple
departments
around
bringing
those
sort
of
more
in-house,
and
we're
excited
about
several
grants
that
our
teams
have
received
in
order
to
continue
this
work
of
advancing
educational
equity
and
improvement
and
I'll.
Let
miss
lamb
talk
about
the
data
and
accountability
budget,
so.
D
Two,
what
we
shared
before
we
have
an
office
of
data
and
accountability
that
has
been
around
for
many
years
doing.
It
used
to
be
called
research,
evaluation
and
assessment
for
those
of
you,
who've
known
of
it
before,
and
we
actually
have
two
really
big
terms
of
work.
One
is
the
data
inquiry
work
that
I
already
referenced
or
right
now
we
currently
have
seven
FTE,
and
next
year
we
are
going
to
be
growing
still.
D
A
team
of
nine
will
be
out
in
schools,
coaching
who
will
be
managing
formative
assessments
for
the
district
and
being
really
present
at
some
more
schools
and
then
the
second
piece
of
our
offices
work
is
really
managing
research,
accountability
and
performance
management
work,
and
so
these
are
the
performance
management
work.
Is
that
the
newest
piece?
D
What
we
do
we
as
a
office,
are
collaborating
with
departments
all
throughout
bps
to
identify
goals
and
targets
and
to
actually
convene
data
inquiry
as
a
executive
level
as
a
central
office
level,
where
we
are
as
a
system
seeking
look
at
our
data
and
trying
to
identify
places
where
we
see
that
there
may
be
some
systemic
barriers
to
closing
the
opportunity
and
sweep
staff.
And
so
those
two
big
work
streams
are
what
surprised
us.
A
E
Thank
You
chairman
and
thank
you
all
for
being
here
today.
I
have
a
few
questions
about
just
from
your
presentation
on
the
performance
over
time.
Will
we
ever
measure
sort
of
the
effectiveness
of
excellence
for
all
or
the
advanced
work
classroom
students
over
time?
So
even
if
they're
no
longer
sort
of
in
a
quote,
unquote,
EFA
or
AWC
room?
Will
we
measure
that
over
time?
Yes,.
D
So
dr.
Tran
may
be
able
speak
through
a
little
bit
as
well
as
dr.
Estrada,
but
there
is
a
plan
to
start
to
evaluate
the
excellence
for
all
programs,
and
so
that
will
likely
be
making
some
comparisons
to
the
work.
That's
been
done
for
a
long
time
around
AWC.
At
this
point
we
don't
have
any
data
to
be
able
to
complete
that
evaluation,
but
there
is
that
is
in
the
work
and
we.
E
C
They
are
more
authentic,
richer
than
and
more
connected
to
what
we
would
want
to
see
a
college
and
career-ready
bps
student
do
and
so
as
we
deploy
those
in
the
EFA
setting
and
also
broaden
it
outside
of
that
context,
because
we
want
to
see
that
be
the
sort
of
foundational
assessment
for
many
grades
and
contents.
They
will
see
a
lot
of
important
data
there
when
we
look
at
the
results
of
those
portfolio.
Are
these
performance
assessments
so.
E
Are
we
looking
to
add
additional
testing
to
the
classroom,
because
I
think
that
the
general
agreement
is
across
broad
sort
of
sectors
and
education
is
to
get
away
from
testing
and
there's
a
desire
to
get
away
from?
You
know
you're
working
towards
the
test,
but
now
we're
looking
to
add
an
additional
assessment.
This.
C
Is
this
would
be,
this
would
be
assessment
it.
The
resource
is
very
clear
that
assessment
for
learning
that,
in
real
time,
formative
assessment
is
an
incredible
boost
to
learning
and
engagement.
That
feels
as
long
as
it
feels
authentic.
So
I
don't
know
if
we
are
necessarily
moving
away
from
testing
we're
just
moving
away
from
certain
types
of
testing
that
feel
less
authentic
and
less
connected
to
learning.
We
were
these
performance
assessments
will
be
very
engaging
more
project-based,
more
problem-based
than
and
we'll
feel
like
a
rich
and
exciting
project
to
students
and.
C
We
in
looking
at
side-by-side,
we,
the
expeditionary,
learning
curriculum,
has
richer
texts
by
and
large,
more
diverse
texts
that
are,
you
know,
culturally
reflective
of
more
of
the
students
across
the
district.
The
tasks
that
are
associated
with
them
are
also
incredibly
rich
and
engaging,
and
so
the
the
choice
of
expeditionary
learning
in
many
of
those
classrooms
is
reflective
of
that
sort
of
side-by-side
comparison
and.
E
C
E
I
can
share
with
you
some
of
the
sort
of
critical
I
think
productive
concerns
that
some
of
the
teachers
and
parents
that
I've
discussed
excellence
for
all
with
have
had,
especially
in
comparison
to
their
their
relationship.
The
AWC
and
the
work
that
they've
seen
come
out
of
AWC
I
think
it
would
be
really
important
to
see
as
remove
district-wide
to
excellence
for
all,
and
my
hope
is
maintain
up
at
least
maintain
if
not
grow,
AWC
access
that
we
look
at
those
results
as
well
for
those
students
for
those
students
over
time.
E
I
think
that
there's,
you
know
a
little
with
some
of
you.
Our
presentation
today.
Talking
about
the
assessment
concerns
me
a
little
bit
that
we're
adding
assessment
and
adding
testing
on
for
our
kids
over
time.
I
so
make
sure
that
we're
we're
working
our
way
away
from
standardized
testing
I
do
have
a
little
bit
of
a
concern,
though,
when
we
rely
on
the
results
of
M
Cass,
for
example,
for
braiding
our
schools.
How
do
we
totally
walk
away
from
so.
B
So
what
we're
trying
to
do
is
move
away
from
just
using
MCATs
as
our
only
data
dipstick,
and
so
we've
developed
a
couple
of
tools
as
well
for
schools
to
begin
to
assess
the
actual
tasks
that
the
kids
are
engaged
in.
Is
it
rigorous
or
does
it
just
fall
back
on
basic
recall
skills
which
are
important?
It
shouldn't
be
the
only
center
of
our
instruction.
E
F
You
councillor
Jackson,
thank
you
so
much
I
guess.
First
I
wanted
to
understand
your
budget,
so
your
budget
is
actually
going
down
from
17
million
eight
hundred
and
fifty
one
thousand
five
hundred
and
one
dollars
to
sixteen
million
eight
hundred
and
fifty
one
dollars
it.
Sixteen
million
eight
hundred
fifty
one
thousand
seven
hundred
and
thirty
nine
dollars
I
do
realize
one
I
want
to
understand
what
the
what
the
mova
dollars
were
actually
paying
for
and
also
how
is
bps
continuing
what
has
has
gone
on
with
with
those
dollars
you
mentioned.
B
For
moba,
so
for
social,
emotional
learning
and
wellness
Amalia
we'll
go
into
some
of
the
work
that
they've
been
doing
to
transition
that.
But
to
answer
the
question
as
far
as
the
mova
dollars,
a
big
key
aspect
of
the
mova
dollars
was
to
be
focused
also
on
capacity
building,
especially
round
trauma
and.
G
B
B
Do
you
think
about
each
student
has
certain
needs
and
then
they
go
to
different
school,
so
we're
my
certain
schools
be
more
highly
impacted
with
students
with
a
higher
level
of
need
and
which
ones
have
not,
and
so
the
mova
grant
created
an
opportunity
for
us
to
create
what
we're
calling
the
opportunity
index
and
we've
been
able
to
start
testing
that
and
figure
out.
Is
it
a
good
way
for
us
to
be
able
to
whether
it's
guide
our
decisions
around
fiscal
decisions,
but
also,
potentially
you
know
deciding
who
should
get
additional
resources?
B
Things
like
that,
so
the
mova
grant
is
really
surfaced.
A
variety
of
outputs
that
are
impacting
us
long
term,
I
think
the
question
around
supports
and
services
for
the
the
schools
is
something
that
Emilio
has
been
working
with
each
individual
school
and
the
mobile
grant.
Folks
to
see.
How
do
we
work,
especially
during
the
summer,
to
continue
to
build
the
community
of
partners?
B
What
we
found
from
the
grant
I
just
had
to
be
briefed
on
this
yesterday,
was
that
there's
a
lot
of
support
networks
outside
of
the
school,
but
we're
not
always
necessarily
directly
connected
to
them
or
bringing
them
into
the
school
and
building
those
strong
relationships,
and
so
that's
one
of
the
things
in
this
year.
Grant
that
we're
trying
to
explore
to
sustain
those
kinds
of
student
support
services
can.
H
F
B
Just
I'm
clearing
the
questions
around
emotional
impairment
if
there
were
any
cuts
to
that
program,
this
one
so
this
year
there
have
been
no
cuts
to
this
program,
but
what
we
have
seen
is
based
on
students.
Individual
IEP
needs
things
based
on
different
students
that
may
have
increased
for
certain
kids
just
because
of
the
individualized
I'd.
Last.
F
F
Schools,
conversation
and
adhering
that
we
did
is
that
there
are
this
huge
amounts
of
trauma,
that's
going
on
in
schools
based
on
young
people
who
are
documented
and
undocumented,
who
are
feel
unsafe
in
schools,
and
we
need
to
understand
trauma
from
an
epidemiological
perspective
and
that
you
can
kind
of
catch
it,
and
so
that
is
knowing
that
we
had
a
cut
there
and
understanding
that
the
need
has
actually
increased
rather
than
decreased,
based
on
things
that
are
happening
nationally.
I
want
to
get
that
understanding.
We
had
a
actual
financial
cut.
F
B
For
emotional
impairment,
so
the
programs
themselves,
as
far
as
FTEs
did
shifts
from
last
year
to
this
year
and
I'm
sure
Eleanor
sure,
like
the
actual
dollars
with
that
difference
be,
but
we
also
as
far
as
supports
and
services
go,
the
supports
and
services
still
follow
each
individual
student,
and
so
those
supports
and
services
do
not
change
based
on
IEP
need.
As
far
as
you
talked
about
our
immigrant
youth,
so
that
separate
population
of
students
who
may
be
experiencing
those
kinds
of
needs
we
have
been
creating.
B
We
have
a
network
of
folks
who
have
developed
resources
and
begun
to
also
build
training
on
understanding.
In
particular,
this
has
come
from
a
molly-o
shop
in
the
office
of
English
language,
learners,
on
the
impact
of
learning
and
stress
and
so
beginning
to
build
people's
understanding
of
what
those
needs
may
be.
B
It's
been
our
first
step,
I
think
with
the
next
step,
for,
in
particular,
for
our
immigrant
use
and
I
think
this
is
a
opportunity
that
we
welcome
as
well
is
to
start
to
figure
out
who
are
the
support
services
out
there
that
have
that
expertise
in
working
with
immigrant
youth?
That
may
be
different,
so
that
is
a
place
that
I
think
we
continue
to
be
reflective
of
how
we
can
grow
that
so.
F
F
You
know
how
this
works
is
the
mayor
gives
you
your
budget
and
you
got
to
make
it
work
I,
get
that
this.
This
again
shows
to
the
most
vulnerable
population
of
young
people
that
we're
talking
about.
We
don't
have
enough
resources
there
to
provide
them
at
least
what
we
did
last
year
and
we're
going
to
go
into
a
year
where
this
is
actually
not
being
restored.
So
I
just
want
to
go
on
record
there.
So
can
we
have
a
understanding
from
16
to
17
what
what
financial,
as
well
as
FTE
changes
happened
in
that
space?
F
I
Made
adjustments
to
our
way
to
student
funding
formula
last
year
that
saves
five
million
dollars
in
the
area
in
these
areas
that
were
discussing
that
was
based
on
changing
staffing
guidelines
in
select
areas
of
our
special
education
classrooms.
The
class
size
guidelines
changed
typically
I
think
it
was
the
addition
of
one
student
in
a
classroom
that
would
typically
have
two
to
four
adults
present.
Okay,.
F
So
I'm
going
to
go
on
record,
your
definition
of
savings,
I
consider
a
cut
and
it's
a
cut
and
resources.
It's
a
cut
in
services
and
it's
a
cut
in
support
for
the
most
vulnerable
young
people.
Vps
I
want
to
has
been
lauded
for
being
one
of
the
only
large
school
districts
to
actually
close
the
achievement
gap
and
work
towards
that
over
the
course
of
a
year.
We
shoot
ourselves
in
the
foot
every
single
time
that
we
excel
at
something
and
then
pull
back
and
don't
put
forward
the
resources
to
actually
continue
this.
F
This
by
the
way
is
when
we
look
at
these
graphs.
That's
the
achievement
gap.
When
we
look
at
LA
and
we
look
at
the
math
scores-
and
you
see
this-
that's
the
achievement
gap
and
if
you
have
been
going,
you've
been
doing
a
good
job
and
actually
closing
and
would
and
I
give
you
props
for
that.
But
when
you
take
away
resources,
I'm
just
going
to
guess,
what's
going
to
end
up
happening,
is
you're
either
not
going
to
close
it
as
fast
or
in
all
honesty.
F
Are
you
actually
going
to
move
in
the
opposite
direction
and
so
I
again
for
this
population
of
young
people
who
we
know
we're
going
to,
and
we
know
young
people
are
largely
poor
and
oftentimes,
not
only
see
trauma
in
schools,
but
also
see
trauma
in
and
around
their
neighborhoods,
and
sadly
many
of
you
experience
it
on
what?
When
what
happened
inside
the
actual
bowling
building
a
little
bit
earlier
this
year,
that
was
traumatic
for
all
of
us
as
adults.
F
Imagine
what
happens
to
young
people
in
their
neighborhoods
when
there's
no
one
to
process
that
for
them,
because
remember
we,
those
supports
are
technically
attached
to
schools
most
of
the
times
in
the
neighborhoods
and
communities
that
doesn't
exist.
We
have
to
do
better
here
and
we
have
to
put
forward
the
resources
and
that
five
million
dollars
a
year
over
year
and
I'm
also
seeing
that
it's
obviously
not
restored.
So
therefore
that
is
actually
a
net
net
cut
over
the
course
of
two
years.
Thank
you
so
much
mr.
chair,
I.
A
Just
like
to
remind
my
colleagues
that
we
haven't
heard
the
social,
emotional
learning
and
wellness
presentation
yet
we're
on
the
academics
portion
of
this.
If
we
can
kind
of
stick
to
that
subject
matter
at
this
point,
I'd
like
to
recognize
that
we've
been
joined
by
counsellor
at
large
Michelle
Wu
as
well
as
council,
Red
Lodge
I
had
a
Presley
and
chair
recognize
councilman
O'malley.
Thank
you.
J
And
good
morning,
ladies
and
gentlemen,
I'll
be
brief.
Just
on
the
first
aspect
of
this
hearing.
If
we
look
at
the
I,
don't
know
what
the
slide
numbers
of
page
two
and
three
which
show
the
chart
so
I
have
them
here.
You
have
them
there,
but
maybe
for
the
folks
in
the
audience,
things
seem
pretty
steady,
which
is
good.
So
congratulations
to
that.
It
does
seem
like
there's
a
slight
dip
on
I
believe
it's
English,
a
ll,
the
English
language
learners
have
dipped
down
a
bit
in
grades,
three
to
eight
English
language,
arts
and
I.
J
D
You're
right
there
so
for
the
English
language
arts
piece
in
grades,
3
to
8
for
ll,
there
really
hasn't
been
an
actual
dip
that
it's
just
basically
stayed
stagnant
and
then
for
her
grade,
10
math.
We
did
see
a
little
bit
of
a
zip
I.
Think
that
you
know
it's
also
important
to
remember
that
there
has
been
progress
over
time,
and
so
you
know
for
these
populations
that
are
seeing
sort
of
cellar,
ativ
progress,
there's
sort
of
always
that
operators
always
a
chance
that
we
may
see
something
kind
of
dip
down.
I.
B
Continue
to
monitor
and
provide
those
supports,
and
so
one
of
the
things
that
we've
been
very
focused
on
this
school
year
is
building
the
capacity
so
to
know
that
know
who
those
students
are,
because
that's
the
other
piece,
but
also
knowing
what
are
some
ongoing
strategies
that
we
need
to
also
target
for
that
population
to
students
as
they
continue
to
grow
in
their
proficiency.
It's
just
like
literacy
reading
and
writing.
You're
always
continuing
to
grow
in
the
same
thing
with
English
language,
development,
I
would
say.
B
The
other
thing
is
that
we've
been
aware
that
some
of
our
students
are
long-term
English
learners,
which
means
that
they've
been
in
English
Learner
for
more
than
five
years,
so
they've
been
in
our
school
systems
for
longer
than
five
years
and
have
not
reclassified,
which
usually
it
takes
about
five
to
six
years,
and
we're
not
seeing
that
so.
Another
group
of
students
within
that
data
is
targeting
those
that
have
been
long-term
English
learners.
B
And
how
do
we
begin
to
build
very
targeted
interventions
for
those
kids
has
been
another
part
of
our
focus
this
year
and
will
continue
on
to
next
year.
A
big
focus
for
us
is
interventions
and
acceleration.
Those
kids
who
have
those
kind
of
gaps
we're
finding
that
it's
not
enough
to
just
do
an
intervention.
B
We
need
to
do
a
very
target
acceleration,
as,
as
the
rigor
keeps
growing
in
the
system,
the
achievement
gap
will
continue
to
grow,
because
the
other
kids
will
continue
to
grow
in
their
own
performance
and
if
we
don't
close
that
gap
sooner,
that's
when
we
start
to
see
a
decline
over
time
as
well.
Well,.
J
J
J
B
Not
necessarily
backlog,
we,
our
schools,
are
doing
a
really
nice
job
of
identifying,
which
are
the
students
I.
Think
Nicole
did
a
really
nice
job,
highlighting
the
data
inquiry,
work
that
they're
doing
I.
Think
it's
also
like
I
said
it's
ensuring
that
those
interventions
are
implemented
with
fidelity
is
one
aspect
that
we're
looking
at
so
the
quality
of
that
implementation,
and
then
the
second
thing
would
be
those
students
who
need.
You
know
two
three
year
gap,
closing
of
whether
it's
as
literacy
or
math
skills.
B
That's,
where
we're
being
very
reflective
right
now
and
saying:
what
do
we
need
to
do
to
accelerate
those
students?
That's
where
I'm,
seeing
a
real
focus
for
us
for
next
year
is
to
say
those
students
who
are
getting
intervention,
but
the
closing
of
that
gap
in
performance
is
not
fast
enough.
What
could
we
be
doing
to
better
increase
the
acceleration
of
that
in.
C
Many
schools
have
like
dr.
Estrada,
said
many
schools
have
figured
out
incredible
systems
for
supporting
students
in
a
differentiated
personalized
way.
What
we
are
hoping
to
do
is
we
move
forward
is
network
those
schools
together,
so
that
schools
that
have
similar
populations,
similar
student
issues
can
learn
from
one
another,
and
also
to
build
some
coherence
with
what
exact
interventions
they're
using.
We
see
a
lot
of
schools,
sort
of
figuring
it
out
on
an
island
and
there's
no
real
reason
that
they
have
to
do
that
and
we
have.
We
can
do
that
centrally
as
a
support.
B
B
B
A
G
B
L
G
M
As
well
as
these
things
seem
to
have
been
going
a
bit
long,
I
appreciate
the
three
investments
that
you
talked
about
doctor
regarding
early
early
literacy.
Obviously
you
build
on
a
foundation.
If
they
have
that
foundation,
you
can
go
as
high
as
you
want
to
go
same
curriculum
is
very
important,
as
well
as
the
support
and
the
tracking.
M
This
goes
hand-in-hand,
I
believe
in
the
investment
in
technology.
Where
are
we
with
that?
Because
in
district
5
I'm
hearing
that
you
know
we
have,
we
have
too
much
testing.
We
all
agree
on
that.
But
during
the
middle
of
tests,
computers
are
falling,
you
know
stopping
freezing,
they
have
to
reset
them.
Losing
Wi-Fi
in
the
middle
of
tests
and
kids
are
getting
incredibly
frustrated.
Teachers
getting
frustrated
with
smart
board
breakdowns
things
like
that,
where
I
would
the
investment
in
technology
so.
D
With
these,
with
these
slips,
I
can
say
with
complete
authenticity
that
the
schools
that
I've
gone
to
this
year,
it
has
been
the
the
rate
of
success,
is,
is
exponential
in
comparison
to
two
years
ago.
The
extent
to
which
our
schools
are
fully
fitted
with
accessible
Wi-Fi
and
in
class
in
pretty
much
every
classroom
that
the
Wi-Fi
is
sufficient
to
sustain
the
load
of
students,
testing
on
it,
I've
almost
run
into
no
problems,
and
so
teachers
who
are
getting
familiar
with
this
experience,
I
mean
it's
a
little
scary
at
first
for
teachers.
D
Sometimes
we
find
less
so
for
students
honestly,
but
they're.
Learning
that
you
know.
Yes,
if
there's
a
momentary
blip,
the
the
assessment
platform
is
completely
prepared
for
that,
and
so
there
are
some
things
you
can
get
do
to
get.
Students
back
on
I've
run
into
almost
no
situations
this
year,
where
students
have
actually
lost
any
of
the
answers
that
they
had
that
they
had
entered
I
know
that's
not
fully
what
you're
asking
about
you're
asking
more
about
technology
infrastructure
in
general,.
N
H
O
M
There's
a
lot
of
teachers
that
are
very
nervous
about
not
being
prepared,
and
you
know-
and
it
should
be
I-
know
that
technology
as
a
continuous
advance,
a
lot
of
high
schools,
especially
in
the
private
sector,
they've
gone
to
tablets.
They
don't
have
books
at
all,
which
is
a
problem
in
bps
right
now,
because
we
don't
seem
to
have
booked
at
all
either.
To
be
honest,
we
yeah
a
lot
of
classrooms,
do
not
have
books
in
the
book,
so
they
do
have
our
clearly
dated.
M
Is
there
a
movement
to
go
that
way
and
I'll
tell
you
why?
Because
some
of
the
high
schools
that
have
gone
to
tablets
are
quickly
going
away
from
tablets,
because
when
you
have
this
in
front
of
you,
it
doesn't
matter.
If
I'm
listening
to
you,
I
can
be
checking
my
fantasy
football
team.
I
can
be
chatting
with
my
girlfriend
across
the
hall.
I
can
do
whatever
I
want
and
a
lot
of
teachers
in
the
higher
level
private
school
in
public.
M
C
We
have,
we
are
proud
recipient
recently
of
a
grant
from
the
Verizon
foundation
to
provide
one-to-one
access
for
a
number
of
technology
tools
at
a
very
robust
number
of
schools.
I
can't
exactly
remember
the
precise
number,
however,
we're
I
think
what
much
of
what
you're
asking
about
comes
down
to
the
skill
of
the
teacher
and
how
they
create
a
classroom,
culture
that
encourages
productive
and
responsible
use
of
technology
and
also
making
sure
that
our
students
are
equipped
with
good
judgment
around
when
to
use
technology.
C
For
what
reason,
because
that's
what's
college
and
career
preparation
is
really
about,
is
making
sure
that
they
can
tell
that
difference
while
at
the
same
time
using
it
appropriately
in
the
classroom
when
it
does
advanced
learning,
and
that
is
a
large
part
of
the
professional
learning
that
we've
been
doing
relative
to
that
grant
and
it
will
learn
a
lot
from
as
we
consider
what
our
Technology
Strategy
across
the
district
with
regards
to
one-to-one
might
be.
Okay,.
D
There's
a
significant
evaluation
project
that
will
be
associated
with
that
Verizon
grant
yeah.
We
do
have
I'll
have
to
pop
this
question
along
our
chief
information
officer,
Marcus
T,
and
about
how
many
of
our
schools
were
previously
one-to-one
before
this
Verizon
grant.
But
there
are
a
number
who
have
been
one-to-one
for
a
while,
and
then
this
Verizon
grant
I
know
will
be
focused
on
middle
schools
and
so
who
dr.
M
You
know
losing
that
that
you
know
people
just
don't
think
it's
a
great
school
and
it
is,
and
I've
been
in
there
a
bunch
of
times
they
have
a
principal
there,
who's
very
active
and
she's.
Wonderful
and
the
kids
are
engaging,
but
we're
concerned
about
it.
It's
a
its
level
4.
It's
been
a
turnaround
school
now
for
three
years
and
I
feel
like
they're,
not
getting
the
support
that
they
need
so
as
their
assess
this
year.
How
does
that
work?
You
just
walk
you
through
that.
So
you're.
M
D
Essentially,
there
is
an
accountability
system
that
we've
been
under
for
a
number
of
years,
which
is
changing
as
we
move
into
essa,
but
these
accountability
levels
are
assigned
by
the
state
and
so
for
schools
that
are
as
I'm
sure
you
guys
a
sort
of
level
1
2,
&,
3.
Those
accountability
levels
are
very
much
based
on
the
three
or
four
years
of
past
day.
D
It's
a
formula
that
the
state
has
come
up
with,
and
there
are
a
few
caveats
to
that.
You
know:
students,
schools
that
don't
have
high
enough
participation
rates
and
testing
are
not
eligible
for
level
one
and
two
nevertheless,
for
schools
that
are
in
turnaround,
status
and
I
believe
we
will
have
a
presentation
on
turnaround.
Yeah,
I
think
this
afternoon.
D
That's
correct,
so
I
think
that
we
should
let
Liza
Vito
speak
to
this
more,
but
they
are
collecting
as
much
data
as
they
can
on
their
measurable
annual
goals
to
be
able
to
first
of
all
progress
monitor,
so
they
can
course
correct
to
make
sure
that
they
are
improving
in
the
way
that
you
are.
You
are
sharing
and
then
those
data
are
going
to
be
presented
to
the
state
by
bps
and
so
I'll.
Let
sizes
speak
more.
P
Thank
You
Chancellor
CMO,
and
thank
you
guys
for
the
presentation
this
morning,
I
mean
I
will
start
off
saying
you
know:
I'm,
okay,
with
testing
that
sort
of
over
testing
but
testing
just
to
sort
of
get
the
data
that
we
have
here
and
I
must
say:
I
have
to
breathe
because
I
look
at
this
data
and
it's
like
it's
depressing.
It's
extremely
depressing,
particularly
for
students
of
color,
so
I'm
just
curious.
P
P
C
What
are
the
best
practices
and
we're
going
to
use
these
instructional
competencies
to
align
our
all
of
our
professional
learning?
All
of
our
resource
procurement
like
when
we
are
choosing
curriculum,
we're
going
to
make
sure
that
it
helps
to
create
a
bias-free
sustaining
learning
environment
for
all
students,
so
that
they
see
themselves
in
what
they
are
learning,
which
is
absolutely
critical
for
student
achievement,
especially
for
students
of
color.
And
similarly,
we
know
that
we
need
to
by
looking
at
these
instructional
competencies
when
we
look
at
that.
Second,
one
designing
for
access
that.
C
That
tells
us
that
we
need
to
teach
every
single
teacher,
how
to
look
at
a
diverse
classroom
of
students
and
make
sure
that
they
are
thinking
about
the
barriers
that
each
kid
has
and
designing
the
curriculum
designing
the
learning
experience
appropriately.
So
we
are
using
these
four
instructional
competencies
as
touchstones
for
all
of
our
work
and
one
example
in
which
this
is
going
to
play
out.
C
The
departments
that
have
been
just
clamouring
to
work
together
have
been
collaborating
around
for
courses
that
are
going
to
align
to
each
of
these
instructional
competencies
that
will
be
code
developed
and
delivered
by
members
of
my
team.
The
academics
team,
emolia's
team,
the
social-emotional
learning
&
wellness
team.
The
office
of
opportunity
achievement
gap,
a
special
education
office,
the
English
language,
learners
office.
These
these
teams
have
not
worked
together
before
in
the
way
that
they
need
to
in
order
to
build
teacher
skill
and
provide
the
training
that
those
teachers
require
in
order
to
meet
these
competencies.
C
P
Big
bucket
items,
we
work
that
we
work
from
and
everything
falls
within
those
buckets.
It's
rare
that
were
sort
of
outside
of
those
buckets,
so
I
see
these
as
the
buckets,
but
if
I'm
a
parent
frankly
I,
don't
care
about
this
right.
I
want
to
know
what
or
what
is
my
school?
What
is
my
district
doing
to
close
the
achievement
gap
for
my
son,
so
my
daughter,
and
so
what
I
mean
so
just
because
we're
sort
of
you
know
time
is
of
the
essence.
I
do
want
to
answer
the
question.
P
P
They
want
to
know
in
specific
terms
what
the
barriers
are,
so
it
might
be,
some
schools
are
operating
in
silos,
it
might
be
some
teachers
are
creative
or
entrepreneurial
and
developing
a
curriculum
or
working
with
others.
Well,
it
might
be.
Some
schools
need
more
drama
support
for
certain
types
of
students.
I,
don't
know
you
know
what
the
all
of
the
gap
closing
is,
you
know
research
says,
but
what
does
it
say
about
what
the
barriers
are
and
then
what
does
it
offer
in
terms
of
best
practices?
You
know
at
the
end
of
that
report.
C
It
wouldn't
speak
just
to
make
it
very
concrete,
because
I
agree
with
you.
These
are
these
are
high-level
things
that
are
going
to
guide
our
work,
but
I
want
to
talk
about
three
places
and
I
swear.
They
show
up
most
clearly.
First,
can
we
do
the
first
question
for
how
long
how
long?
So,
let
me
let
me
let
let
me
let
this
man
talk
about
that
in
the
context
of
the
performance
meter
and
then
also
in
terms
of
the
opportunity
achievement
gap,
implementation
plan.
D
Yes,
so
I
alluded
to
this
before
when
I
was
sharing
out
the
work,
that
the
absence
of
the
accountability
is
doing,
but
we've
taken
on
a
new
body
of
work
that
we
call
performance
management,
and
so
the
first
piece
of
that
was
actually
creating
creating
a
DPS
performance
meter,
which
is
essentially
a
tool
that
we
would
use
as
a
district
to
hold
ourselves
accountable.
The
entire
district,
not
looking
at
how
certain
schools
are
doing
relative
to
other
schools,
literally
holding
ourselves
accountable,
and
so
we
have
created
the
measures
and
on
this
VPS
performance
meter.
D
In
three
years,
but
they
are
aggressive
enough
that
we
that
the
hope
is
that
we
would
be
substantially
closing
this
gap
in
the
next
five
to
seven
years.
So
we
can
share
that
performance
meter
with
you
in
more
detail.
It's
something
that's
publicly
available
and-
and
the
body
of
work
that
our
office
is
doing
is
to
really
hold
the
system
accountable
for
keeping
a
laser-like
focus
on
all
student
subgroup
and
on
these
opportunity
and
achievement
gap.
So.
B
Helping
Emma
I
think
it's
also
important
in
that
our
next
academic
presentation,
dr.
Rose,
will
also
be
here
to
go
into
more
detail,
but
I
will
try
to
articulate
what
the
opportunity
achievement
gap
task
force
as
well
as
our
AG
office,
has
really
outlined
to
ensure
that
the
accountability
to
meeting
certain
benchmarks
are
important
but
I
think
what's
more
powerful
about
the
way.
They'd
examine
this.
B
When
you
look
at
opportunities
min
gap
where
you
see
that
it's
not
just
about
the
teaching
and
learning
that
happens
in
the
classroom,
that
there
is
also
a
variety
of
other
elements.
The
community
family
support
there's
a
variety
of
the
things,
and
so
what
dr.
Rose
is
done
is
worked
with
every
single
Department
in
bps
and
created
an
opportunity,
achievement
gap
or
equity
base
goal.
B
Smart
goal
to
say
that
every
single
one
of
us
have
a
responsibility
to
understanding
how
we
perpetuate
biases
and
issues
of
inequities
within
the
system,
but
also
that
we
have
a
responsibility
to
continue
to
embrace
all
the
other
partners
that
exist
outside
of
VPS,
because
that's
the
only
way
we're
going
to
be
able
to
come
to
the
solution
as
well.
Well,.
P
I'll
say
this:
I
have
no
more
questions,
but
I
still
have
two
questions:
that
sort
of
haven't
gotten
answers,
which
is
one
that
that's
sort
of
how
long
piece
very
helpful.
You
know
to
say
to
a
family
five
to
seven
years,
based
on
existing
plans
and
also
understanding
that
can
change
right.
The
second
is,
you
know
what
are
the
barriers
and
then
the
third
is
what
are
the
best
practices
or
what
you
know.
The
three
places
is
showing
up
answer
to
those
questions
would
be
very
helpful
and
I
can
save
questions
for
the
next
round.
P
A
A
A
D
One
thing
I
would
say
to
that,
for
those
of
you
who
have
sort
of
known
about
Massachusetts
testing-
and
it's
true
in
other
states
too-
is
that,
given
the
fact
that
the
10th
grade
m'kay
is
the
competency
determination
requirement
for
graduation
in
the
state
of
Massachusetts
that
assessment,
the
standards
on
that
assessment
are
probably
not
to
the
level
of
rigor
that
we
would
hope
that
all
students
are
performing.
You
know
if
they
are
accessing
higher
level
coursework,
for
example,
in
grade
10.
D
H
D
Mean
one
thing
that
is
worth
saying
is
that
on
the
nation's
report
card
our
nape
assessment-
we've
been
Boston's,
participated
in
that
for
many
years
and
we
have
made
incremental
growth
but
actually
caught
up
to
the
national
average.
So
there
is
no
statistical
significance,
significant
difference
from
the
average
performance
of
fourth-grade
fourth
graders
in
reading
in
Boston
Public
Schools
from
the
national
average,
not
just
from
the
average
of
other
urban
districts
but
from
the
national
average.
So
definitely
long-term.
Trends
for
the
positive
okay.
A
D
H
A
D
D
They've
found
the
corollary
score
from
the
historic
M
cast
tests
in
each
grade
to
the
PARCC
tests,
so
that
we
know
that
students
who
got
you
know
and
700
on
the
park
that
would
have
correlated
to
a
you
know
something
else
on
the
MCAT
and
that's
how
we've
created
this
CPI
index.
That
can
be
looked
at
over
time.
Great.
Q
Q
Is
that
this
several
team
members
and
all
the
schedules
conflict
with
each
other
and
trying
to
coordinate
a
time
so
I
guess
my
point
is
through
the
chair-
is:
how
do
we
streamline
this
IEP
process
so
that
when
teachers
identify
something
or
a
parent
identify
something
that,
within
a
relatively
short
period
of
time?
Clearly,
there's
this
medical
piece
of
it
is
the
evaluation
piece
of
it.
It
has
to
be
expedited.
We
can't
let
a
child
languish
by
months
until
we
come
up
with
a
plan
it
has
to
be,
it
has
to
be.
B
Just
I
mean
I
think
for
any
student.
We
always
want
to
make
sure
that
the
supports
and
services
are
and
the
students
are
provided
as
soon
as
soon
as
we
possibly
can.
I
think
the
valuable
thing
about
assessment,
data
and
assessment
information
lets
us
know
what
we
need
to
be
able
to
address
and
target,
and
so
we
want
to
make
sure
that
we
are
also
clearly
informed
of
what
those
things
are,
because
it
can
be
very
simple
or
can
be
very
complex.
However,
I
will
say
that
bps
is
turn
around
around
IEP
s.
B
Being
completed
is
is
at
a
quicker
rate
than
federal
guidelines
require
us.
However,
we
also
have
mechanisms
in
place
that,
if
we
know
there's
a
student
who
has
high
level
needs,
we
work
through
whether
it's
our
psych
office
or
work
through
our
related
services
office
to
get
these
kinds
of
assessments
done
more
quickly
and
expedited,
as
you
said,
but
I
think,
if
you're
finding
that
a
particular
person
is
not
able
to
schedule
their
IEP
you's
sooner
because
of
scheduling
conflicts,
I
would
love
to
know
about
that
and
like
Cindy
Nielson,
who
is
our
assistant.
B
Superintendent
of
special
education
would
also
want
to
be
informed
of
that.
So
I'm
happy
to
talked
about
that
individual
case,
but
we
try
very
hard
to
make
sure
these
mechanisms
get
in
place.
I
think
one
thing
we're
finding
as
far
as
not
scheduling
per
se,
sometimes,
but
it's
also
the
issue
of
this
year.
B
We
had
a
couple
of
coordinators
that
managed
are
the
administrators
over
the
IEP
s
that
have
had
particular
needs
that
they've
had
the
personal
needs
they've
had
to
take
care
of,
and
that
may
have
caused
a
couple
bumps
in
certain
schools
and
people
having
a
cover.
So
we
have
experienced
some
of
that
this
year,
which
is
not
common
in
school
districts,
but
nevertheless
doesn't
make
it
any
easier
for
families
as
we're
trying
to
move
this
process
faster.
But
if
you
have
a
particular
case,
I
would
love
to
hear
about
it
as
well.
B
Q
B
Q
B
H
Well,
we
are
in
health
services,
we're
required
within
the
first
45
days
to
do
out.
All
I
knew
kindergarteners
that
come
into
the
district.
We
also
partner
with
a
number
of
outside
agencies
to
come
and
help
us
get
all
of
our
57,000
students
screened.
So
we
work
with
doing
also
optometry
work
with
20/20
and
we
have
a
new
company
coming
in
next
week.
In
addition,
we
have
health
Paris
that
help
sister
screen
all
the
students.
H
H
Q
H
Q
Q
It's
screening
brief
intervention,
referral
for
what
treatment,
use,
piloted
and
high
schools
with
grade
nine
students.
We're
about
the
tenth
grade
is
the
eleventh
grade
is
the
twelfth
grade
is:
what
are
we
doing
around
treatment
and
recovery?
Were
we
doing
around
drug
and
alcohol
awareness
and
education,
and
and
seeing
that
there's
a
quarter
of
a
million
drop
and
the
health,
health
and
wellness,
as
well
as
in
health
services?
Q
I'd,
throw
a
caution
flag
up
there,
just
given
the
quantity
in
the
potency
of
the
substances
that
are
on
the
street
and
again
but
they're,
not
down
at
the
ball
fields
or
on
the
court
or
on
the
ice
staying
out
of
trouble,
staying
away
from
the
gang
activity
in
the
drug
activity,
because
we're
only
giving
them
fifty
eight
extra
thousand?
And
then
you
have
someone
that
has
a
treatment,
a
recovery
issue.
But
we've
got
that
by
a
quarter
of
a
million
dollars.
Q
I
find
that
just
a
sort
of
a
perilous
Road
here
and
I
think
that
both
school
sports
and
athletics
and
also
drug
and
alcohol,
awareness
and
treatment
is
being
lost
in
the
shuffle
here,
as
we're
focusing
on
other
stuff.
That
I
think
these.
Both
of
these
issues
have
a
huge
impact
on
one's
success
on
the
classroom,
as
well
as
one's
ability
to
graduate
and
ones
ability
to
go
on
to
college
century.
Q
Q
Q
B
E
Counsel,
there
is
a
second
presentation
that
they
haven't
done
yet
I
believe
that's
the
handout
that
you
have
so
maybe
we
could
just
wrap
up
on
Nicole
before
you
go.
We
can
wrap
up
any
outstanding
questions
on
this
initial
presentation,
which
I
have
which
I
have
a
few.
So
if
that
would
be
okay,
when
schools
so
Nicole
I
think
this
question
is
actually
for
you.
Anyway,
there
are
some
conflicting
levels
and
tiers
between
what
the
state
designates
a
school
and
what
the
district
designates
a
school.
E
D
You
are
bringing
up
the
larger
issue
of
the
peers
that
are
signed
for
a
student
assignment
and
school
choice
and
the
fact
that
that
is
a
VPS
specific
measure
and
it's
different
than
the
state.
One
of
the
biggest
differences
is
that
the
tiers
assigned
by
the
state
are
ranking
schools
relative
to
all
of
their
schools
in
the
state.
You
know
using
grade
configuration
as
sort
of
like
a
control
there,
when
we
do
our
M
cast,
tiers
or
school
quality
framework
tiers
is
what
we
will
be
implementing
next
year.
D
Those
are
just
comparing
students
within
VPS
and
knowing
that
for
our
student
assignment
and
school
choice
process,
we
we
need
to
have
a
tiering
system,
that's
internal
to
BPS,
that's
one
of
the
biggest
differences
there
is
in
terms
of
the
the
lagging
data.
If
that's
what
you're
asking
about
some
of
this
is
based
on
the
there's
been
a
postponement
of
the
school
Quality
Framework,
given
some
enhancements
that
we
would
like
to
consider
on
the
school
quality
working
group
was
reconvened
to
to
rethink
that.
E
D
So
it
is
possible.
Some
of
the
other
differences
between
the
CPS
specific
measure
is
that
we
wait.
Student
growth
much
more
heavily
than
the
state
does
state
Waits
student
performance.
So
if
a
school
happens
to
have
students
at
the
school
that
are
on
average
higher
performing
but
may
not
be
growing
at
the
same
rate
as
another
school
based
on
our
student
growth
measure,
that
might
be
one
reason
why
you'd
see
some
differences.
E
This
is
a
question,
but
it
still
highlights
the
problem
or
the
conflict
with
with
those
two
tiered
systems,
because,
yes,
there
is
a
role
that
the
BPS
designation
plays.
But
if
we're
ranking
our
school
at
a
three
in
the
state's
ranking
a
school
of
the
level
one
parents
aren't,
you
know,
they're
I,
guess
they're
getting
a
more
confusing
picture
of
what
the
quality
of
that
school
really
is.
But
then
the
other
concern
I
have
is
how
it
affects
the
assignment
process
and
what
families
see
is
choices
because
in
you
know,
some
districts.
E
There
are
so
many
level
BPS
level,
three
schools
that
parents
are
only
seeing
sort
of
a
selected
one
and
that's
affecting
enrollment
at
the
other
schools.
And
we
know
that
enrollment
affects
budgets,
which
are
you
know,
so
it's
this
problem
that
exists
that
we
just
need
to
figure
out
a
way
to
fix
it.
Yeah.
D
D
Very
option,
so
the
data
point
that
is
being
used
to
generate
their
lists
is
is
an
internal
bps
measure.
There
is
an
evaluation
that
is
an
RFP
for
an
evaluation
of
home
based
student
assignment
that
will
be
going
out
this
spring
and
the
evaluation.
My
understanding
is
that
it
will
be
starting
in
the
fall
and
I
think
that
your
question
around
the
trying
to
somehow
measure
the
extent
to
which
potential
conflicts
in
these
tiers
may
actually
contribute
to
some
impacts
on
the
extent
to
which
families
get
access
to
equitable.
D
E
Thank
you
and
then
on
the
online
testing
for
MKS.
So
the
goal
to
reach
it
by
2009
are
we
going
to
see
an
uptick
in
the
number
of
I,
EPS
and
504s
are
going
to
request
kids,
take
it
paper
and
pencil
as
opposed
to
electronic
and
what
will
vac
demand
on
the
IEP
and
the
504
system
you
know:
are
we
gonna
be
able
to
handle
those
requests?
E
E
H
E
D
D
E
B
If
it's,
if
it
was
Jennifer
answer,
IP
teens
have
already
been
coached
on
beginning
to
have
since
last
year,
in
preparation
for
the
ship
to
have
those
kinds
of
conversations
as
part
of
the
ia
team
process.
But
I
don't
know
if
there's
been
like
a
big
increase
or
decrease
I
mean
we
could
look
internally.
Okay,.
E
And
then
my
final
question
on
your
budget
summary
just
on
your
presentation
itself.
Can
you
talk
about
the
shifts
between
FY
17
adopted
versus
FY
17
current
I'm,
not
I
I'm,
assuming
there
was
a
different
department
yesterday
that
had
a
mid-year
change
and
how
it
relates
to
what
you're
asking
for
in
fiscal
year,
18
I
don't
know
who.
I
I
The
budget
that's
adopted
before
the
start
of
the
fiscal
year
is
different
than
it
is
as
a
point
in
time,
so
natural
course
of
doing
business.
We
create
reserves,
for
instance,
at
this
time
of
the
year,
for
things
for
which
we
don't
have
information.
So
a
great
example
is
we
hold
some
students
in
reserve,
for
instance,
because
we
don't
know
exactly
what
schools
they're
going
to
attend.
We
give
ourselves
a
little
buffer
with
our
projections
against
standard
practice
that
we
do
every
year.
I
So
if
you
looked
at
the
adopted
budget,
you
would
see
a
reserve
for
students,
but
then,
after
the
start
of
the
school
year,
so
students
would
have
been
associated
with
a
specific
school
and
the
budgets
of
those
schools
would
be
adjusted
or
who
would
have
paid
money
after
classes
reserved.
So
for
the
purposes
of
trying
just
to
inform
stakeholders
of
how
to
really
think
about
our
budget.
We
like
to
provide
as
many
data
points
as
possible,
so
we
do
the
budget
that
was
approved.
E
I
What
we
expect
to
spend
for
the
current
belittle
year
officially
another
reason
that
I
could
change
mid-year,
for
instance,
our
equity
team
reference.
Yesterday
we
had
a
spike
in
volume
in
our
office
of
equity,
work
related
to
issues
I'm
sure
many
of
you
aware
of,
and
we
just
made
an
emergency
mid-year
decision
to
beef
up
the
resources
and
those
in
that
team.
That
kind
of
change
is
unusual
and
very
small
and
contacts
with
a
billion
dollar
budget.
Most
of
the
changes
due
to
the
liquidation
of
reserves,
yep.
E
And
in
this
change
here
from
what
was
adopted
in
what's
current
is
not
I,
don't
think
it's
necessarily
significant,
but
there's
probably
a
dollar
amount
if
they
were
a
significant
shift
of
the
course
of
the
year.
That
I
think
us
as
a
council.
Certainly
the
Ways
and
Means
Committee
should
be
made
aware
of,
but
I
don't
know
what
that
dollar
amount
is,
and
that's
perhaps
something
that
we
discuss.
Yeah.
I
We
also
provide
monthly
budget
updates
in
writing
to
the
school
committee.
To
let
them
know
you
know
is
a
billion
dollar
budget.
We
do
our
best
to
get
the
budget
with
every
line
item
that
we
can,
but
again
normal
course
are
doing
business.
We
have
some
things
that
come
in
slightly
above
or
below
utilities,
gas
price
or
some
things
that
we
don't
know,
and
so
we
highlight
in
our
monthly
letter
to
school
committee
where
things
are
coming
out
above
and
below,
is.
I
L
F
F
You
very
much
mr.
chair
I
also
wanted
to
dig
in
on
a
couple
pieces.
One
I
love
going
easier
to
the
valedictorian
on
luncheon
and
I.
Think
one
of
the
it
is
the
highlight
of
my
year,
especially
because
I
was
not
a
valedictorian.
So
what
I
find
amazing-
and
this
is
a
credit
to
BBS
I-
think
two-thirds
of
the
young
people
and
maybe
I-
was
wrong
but
were
Fe
ll
students,
so
the
former
English
language
learners.
So
a
really
interesting,
stat
and
I.
It's
not
enumerated
here
but
I've.
F
Seen
in
other
debt,
is
that
our
our
fi
ll
students
actually
do
10
points
higher
on
average
and
English
Language
Arts,
so
I
I
ingest,
you
know,
ask
well
why
don't
we
just
have
everyone
go
through
the
ll
and
then
we
could
we
could
raise.
We
could
raise
all
of
our
scores,
but
I
think
there's
really
something:
there's
there's
a
the
they're
there
right
and
so
I
think
what
what
are
some
of
the
learnings
that
we
have.
F
We
know
that
language
takes
five
or
seven
years
to
acquire,
but
what
are
some
of
the
things
that
we
can
explore
and
extrapolate
out
of
that
I
think
the
ëall
movement
has
been
amazing
and
it
not
only
has
been
amazing
for
the
deep
dive
in
pedagogy,
but
also
something
that
has
also
been
accommodating
with
culture
and
families
and
I.
Don't
know
that
we
have
actually
done
that
with
other
cultures
across
the
board.
So
I
guess
what
are
some
of
the
things
that
that
you
see
there
because
that's
a
win.
F
B
H
B
Great
neuroscience
research
coming
out
regarding
how
the
bilingual
brain
can
really
develop
in
many
other
areas
beyond
just
language,
so
that
be
first
I.
Think
one
of
the
things
that
from
that
learning
is
why
we
also
want
to
expand
more
dual
language
programs
across
our
school
system.
I
think
there
is
more
opportunities
for
the
21st
century
that
we
know
we
need
to
ensure
our
students
have
the
ability
to
speak
in
multiple
languages,
engage
with
different
cultures
and
diversity
of
people.
B
So
you'll
see
that
more
evident
in
our
high
school
data
or
you'll,
have
students
who've
been
in
the
system
and
have
not
reclassified,
and
so
we're
fully
where
we
need
to
make
sure
we're
doing
targeted
work
on
that
and
dr.
sparsa.
When
she
does,
your
presentation
can
go
more
into
what
we're
doing
specifically,
so
we're
we're
we're
very
proud
of
that
work.
But
we
also
know
there's
more
to
do
there
and
I
think
the
other
I
will
hand
over
to
Donny
to
go
into
what
else
have
we
been
learning
around?
B
How
being
able
to
provide
instruction
for
our
elk
actually
are
great
instructional
strategies
also
for
our
students
with
disabilities,
also
for
our
general
population
students
who
just
learn
differently
and
the
work
that
the
asset
team
is
to
get
with
the
academic
shop
that
we're
doing
right
now.
So
the.
C
I
think
what
goes
for
the
bilingual
brain
and
the
dr.
Esparza
jazz
and
sorry
excuse
me,
dr.
strategist,
talked
about
go
especially
for
a
lot
of
cross-disciplinary
work
when
you
think
about
arts
integration,
science,
integration,
history,
integration
when
you
engage
multiple
parts
of
the
brain,
you're
more
likely
to
get
these
rich
learning
experiences
that
show
up
in
data
like
this,
so
we've
been
building
upon
that
sort
of
interdisciplinary
work
and
building
units
of
study
that
try
to
get
at
that
interdisciplinarity.
C
Also
thinking
about
these
core
teaching
practices-
and
this
gets
a
little
bit
back
to
councilor
Campbell's
question
around
where
this
shows
up.
We
have
encapsulated
a
series
of
access
practices
that
live
in
the
context
of
a
lesson
plan
right
when
you
think
about
where
the
rubber
meets
the
road
for
instruction.
It's
a
lesson
plan,
and
so
it
asks
and
prompts
teachers
to
think
about
who's
in
front
of
them.
C
What's
going
to
help
get
this
child,
or
this
set
of
children,
learn
and
then
enumerate
some
of
the
key
practices
that
a
teacher
can
use
to
make
sure
that
you
are
overcoming
any
barrier
that
that
student
might
have
when
we
start
to
collaborate,
we
have
already
begun,
collaborating
and
will
continue
the
collaboration
between
academics,
BLL,
special
education
cell
well
to
integrate
all
those
practices
together
and
put
them
in
the
context
of
the
curriculum
that
teachers
are
seeing
every
day.
Do.
F
You
have
a
so
for
academics
right
now,
there's
a
a
very
efficient
one,
FTE
considering
that
admin.
Yet
so
ok
and
you
I
get
it
so
academics
is
what
we
do
right.
So
this
is
the
school
department,
so
I
guess
I
want
to
understand.
You
you're
amazing,
be
great.
Thank
you
thank
ya,
but
but
how
is
it
that
we
only
have
one
FTE
and
academics
and
I
understand
I,
see
that
there's
there's
more
that
we're
adding?
How
do
how
did
we
only
have
one
and
what
the?
What
do
the
additional
folks
do?
C
Let
me
just
clarify
a
little
bit
about
how
these
FTEs
are
allocated,
so
academics
is
currently.
Houses
was
currently
housed
me,
but
now
we're
going
to
also
house
several
of
Mines
or
a
direct
leadership
team.
That's
that
jump
from
one
for
but
academics
also
encompasses
encompasses
instructional
research
and
development,
which
Mar
other
content
departments,
which
is
the
large
larger
number
of
FTE
to
the
ACC
here
and
early
learning,
which
has
also
a
lot
of
content,
expertise,
plus
coaches,
all
of
which
work
together
to
ensure
that
K
to
12
I.
Don't.
F
Experience
but
then
I
guess.
My
question
is
with
the
instructional
research
and
development:
that's
going
down
from
four
million
four
hundred
204
million
235
thousand
three
ten
to
four
million
one
hundred
and
ninety
thousand
six
sixty
two
and
and
the
data
and
the
accountability
is
going
up
a
little
bit.
I.
Just
think
that
this
is
these.
We
need
to
be
mindful,
because
this
is
literally
the
core
of
what
you
do
right.
So
when
I
see
drops
and
councillor
Flaherty
brought
up
also,
the
athletics
I
want
to
get
there.
F
But
if
I,
like
you,
do
academics
and
so
when
I
see
shifts
downward
there.
That
to
me
is
alarming,
and
the
question
is
through
the
vantage
points
of
the
requirement
to
look
at
things:
do
the
opportunity
and
achievement
gap?
What
is
what
does
that
mean
on
the
ground
for
folks
I?
Just
want
you
to
be
very
mindful
in
that
and
to
be
able
to
explain
the
last
piece
I'll
just
bring
up.
F
Is
that
there's
been
a
online
versus
paper,
a
differential
relative
to
scores
when
you
give
young
people
the
testing
the
PARCC
tests
online
versus
on
on
the
on
paper?
There's
a
gap
there
and
they
do
better
on
paper.
That
speaks
to
me
that
saying
that
we
need
to
do
better
with
blended
learning
and
we
need
more
ubiquitous
access
to
technology
for
every
single
young
person,
because,
unlike
us,
we
they
many
of
them.
F
If
we,
if
you
gave
it
to
on
their
phone
they'll,
be
absolutely
fine,
but
many
of
them
haven't
used
the
trackpad,
and
we
heard
yesterday
a
lot
of
the
blended
learning
that
we
have
is
punitive
its
its
its
credit
recovery.
So
their
access
to
tech
in
many
regards
is
either
testing
or
a
punitive
measure
for
them
to
catch
back
up.
That's
not
what
there's
one
point:
four
million
open
jobs
in
that
space
right,
so
we
need
to
associate
and
inadvertently
work
we're
actually
making
that
connection
that
technology
is
either
burdensome
or
bad
in
some
way.
F
So
we
need
to
do
a
better
job
there
and
I.
Think
that
would
also
mean
on
that.
Scores
would
go
up
just
based
on
the
fact
that
they
would
have
that
connection,
I'm
getting
I'm
getting
a
side-eye
right
now,
but
I
think
that
is
a
really
important
component
relative
to
that,
and
we
should
have
six
and
six
languages
and
Boston
Public
Schools
should
actually
start
in
middle
school.
F
There
are
many
other
large
urban
districts,
including
Baltimore,
and
right
next
door
and
in
Brookline,
where
I
went
to
school,
we
started
languages
actually
in
middle
school,
you're
saying
that
the
the
bilingual
brain
things
kind
of
connect
better
there.
We
should
actually
make
that
connection
better,
and
we
should
make
sure
that
every
single
one
of
our
high
schools
are
able
to
keep
the
languages
that
they
have
and
they're
not
cutting
back.
Thank
you.
Mr.
chair
councillor,.
A
P
C
And
so
then
the
rest
of
the
system
then
has
to
orient
around
enforcing
that
level
of
accountability
and
providing
that
level
of
support,
but
a
great
teacher
in
the
classroom,
even
if
they
have
a
right
all
the
raw
materials.
And
you
know
they
reflect
the
diversity
of
the
students
in
front
of
them
still
needs
training
and
support,
and
the
right
instructional
materials
which
you
know
I
can
say
with
honesty
and
clarity
and
transparency.
Not
all
of
our
curriculum
is
culturally
and
linguistically
sustaining
and
so
that's
a
barrier.
C
And
so
my
department
is
undertaking
a
process
of
auditing
and
and
decolonizing
and
to
use
very
plain
language,
their
curriculum,
which
is
a
barrier,
but
even
if
they
have
the
right
stuff.
So
you
got
the
right
person.
You
got
the
right
stuff.
They
actually
need
the
training
to
enact
that
stuff
effectively
in
the
classroom
and
to
adjust
their
practices
to
the
students
that
are
in
front
of
them,
so
that
sort
of
chain
which
implicates
so
many
central
office
departments.
It
articulates
both
barriers
and
denotes.
P
Just
to
you
know,
to
save
time,
I
know
there's
more
presentations
today.
What
would
be
helpful
is
you
know
every
department
if
I
picked
up
what
you
were
saying,
it
plays
a
role.
Obviously,
in
closing
the
achievement
gap,
that's
right
what
would
be
helpful
as
a
document
that
spells
out
what
each
departments
role
is
in
doing
that
in
specific
terms
that
we
could
have
conversations
around
and
what
their
timeline
is
in
the
larger
plan.
P
P
D
P
I
Had
a
relatively
consistent
percentage
of
students
who
have
I
EPS
for
the
last
couple
of
years,
we've
had
a
very
significant
jump
in
our
students
who
we
specify
as
English
language
learners
in
the
last
six
years.
That's
due
in
part
because
of
how
we
classify
and
I
necessarily
the
students
that
we're
serving,
and
so
it's
been
a
little
hard
as
at
least
from
finances.
We've
looked
at
the
data
to
pull
apart
the
differences
in
actual
changing
demographics
versus
how
we
classify
students
on
it,
ya.
P
B
We
work
very
diligently
to
find
out
if
there's
a
student
who's
not
receiving
a
service
for
us
to
know
about
it,
as
I
always
say
like
if
there's
a
student
hettie's
and
we
need
to
know
about
it,
but
if
there
is
something
that
we
have
systems
that
actually
track,
what
are
the
services
and
who's
been
completing?
Those
services
has
to
be
logging.
Those
minutes
and
things
like
that
as
well.
I.
P
Students,
largely
against
bps,
we
solved
a
lot
of
problems.
Yes,
together
there
were
a
lot
of
students
that
we
had
who
were
on
IEP
s
did
not
get
the
services,
as
articulated
in
our
EP
in
their
IP,
and
sometimes
that
was
lack
of
resources.
Sometimes
that
was
the
school,
didn't,
have
the
parrot
and
have
the
the
human
capital.
It
was
a
whole
combination
of
things.
Sometimes
the
district,
the
school
and
the
parent
may
have
agreed.
P
P
Obviously
there
are
parents
on
the
district
who
I'm
sure
if
we
ask
this
question
to
them
would
come
running,
saying
my
student
and
if
we
don't
track
it,
that's
fine.
It's
just
it's
a
it's
a
question,
because
then
we
need
to
think
critically
about
what
we
do
in
terms
of
resources
or
whatever
else
to
meet
that
need
where
there
is
a
gap.
I
would.
B
Ask
that
I
will
definitely
take
that
question.
We
have
the
special
ed
team
coming
at
our
next
academic
presentation,
so
I'll
front
load
them
with
this
question,
just
like
the
Kishan
overdue
IEP.
So
because
I
know
we
have
data
systems
that
I
would
say,
Cindy's
my
best
person
to
get
into
more
of
the
the
details
of
numbers
and
how
we
track
it
and
compensatory
time,
and
things
like
that
very.
P
Helpful
and
I
just
have
two
two
last
questions.
One
is
obviously
standard
very
across
schools
and
that's
a
big
concern
for
me
and
what
I
mean
by
that
is:
I
went
to
five
bps
school,
but
including
Boston
Latin
School,
my
friends
and
colleagues
who
went
to
different
high
schools
that
receive
different
academic
instruction
and
I
have
hired
some
VPS
students
and
who
were
leaving
the
system
with
different
at
different
levels.
Some
of
these
students,
obviously
graduate
from
bps,
go
off
to
college
and
have
to
take
remedial
classes.
P
So
they're
two
questions
sort
of
built
into
this.
One
is:
what
are
we
doing
to
address
standards
that
differ
across
our
schools
and
to
what
are
we
doing
for
those
students
who
are
graduating
from
our
high
schools,
but
are
going
to
community
colleges
and
have
to
immediately
start
with
remedial
classes
and
have
to
usually
pay
for
those
and
sometimes
drop
out?
Because
of
the
frustration
what's
happening
around
that,
and
if
this
is
not
the
appropriate
panel,
I
can
I
can
hold
that
question
to
I
just
assumed
it
was
performance
academic,
but
so.
G
C
C
We
are
also
undertaking
a
process
to
revise
graduation
requirements
to
make
sure
that
to
councillor
Jackson's
point
before
or
that
we
honor
many
different
types
of
learning
and
different
types
of
learning
experience.
We
treat
the
city
as
a
classroom,
we
honor
and
encourage
blended
learning
experiences
and
project-based
learning
and
workplace
learning.
All
of
these
linked
learning
pathways
I
mean
lots
of
different
types
of
learning
as
a
as
a
way
of
making
sure
that
high
school
is
as
relevant
and
as
rigorous
as
it
needs
to
be.
C
P
Part
that's
helpful
and
in
providing
the
achievement
gap
and
the
role
each
department
plays,
but
would
also
be
helpful
as
sort
of
as
an
appendix
to
that
is
the
schools
that
you
mentioned
that
are
closing
the
achievement
gap
on
a
daily
basis,
particularly
those
within
Boston,
would
love
to
see
what
schools,
those
are
I,
think
I
have
an
idea
of
some
of
those
schools.
I
think
that's
also
useful.
Thank
you
so
much
and
thank
you
for
your
presentation.
Q
O
Well,
first,
one
of
the
things
in
terms
of
our
athletic
piece
is
that
there's
some
barriers
to
athletics
that
are
more
than
just
the
funding.
One
is
the
fields
and
the
facilities
and
then
there's
a
piece
about
whether
there's
a
demand
for
certain
pieces.
But
one
of
the
things
that
every
is
Dale,
who
is
our
Senior
Director
for
athletics,
has
been
working
on,
is
developing
public/private
partnerships
so
that
that
way
we
can
continue
to
grow
the
our
athletics
program
and
I.
Don't
know
if
you
want.
R
To
have
anything
yeah
I
think
the
only
other
pieces
should
be
noted
about
our
budget.
We've
been
fortunate
enough
to
be
level
funded.
Excuse
me,
the
last
few
years,
so
when
looking
at
the
increases
and
pieces
that
come
with
it,
those
are
attached
to
and
most
likely
attached
to,
the
the
stipends
that
we
pay
to
the
coaches
to
the
other
piece
that
Emilio
did
touch
on
it.
That
we
do
have
to
consider
when,
when
talking
about
athletics,
is
we're
not
a,
we
don't
operate
on
our
own.
R
R
Pieces
around
or
dealing
with
different
parts
of
athletics,
so
just
as
you've
highlighted
it.
It
is
an
important
piece
and
a
piece
that
we
do
feel
very
passionate
about,
and
we
know
the
virtues
of
athletics
and
what
it
can
create
in
terms
of
giving
kids
different
connections
to
schools
and
the
leverage
points
that
it
can
create
in
the
school
building
and
amongst
different
adults
and
people
that
they
interact
with.
Q
Q
Those
costs
continue
to
rise,
but
and
I
look
and
there's
only
there's
only
an
additional
fifty
eight
thousand
dollars
on
the
budget
from
last
year.
I
have
to
assume
that
that's
not
sufficient
to
fix
the
uniforms
and
to
update
the
equipment
and
provide
for
sufficient
court
rental
and
field
rental
and
ice
rental
for
for
our
sports
teams.
Yeah.
R
Equipment
wise:
we
have
the
teams
on
a
rotation
where
we've
identified
each
of
the
sports
and
laid
out
in
a
five
to
six
year
period
when
we
will
purchase
new
uniforms
for
the
team,
so
they're
aware
of
that
equipment
wise
each
team
currently
works
under
the
the
guys
that
they
make
the
decision
based
on
varying
budgets
around
each
sport
in
terms
of
what
they
need
to
to
to
have
their
sport.
But
you
are
correct
price
of
ice
price
of
rentals
price
of
officials,
all
the
go
up.
R
Q
On
it
and
we
get
some
good
teams
that
advance
they
advance
pretty
far
into
the
playoffs
into
the
the
MIAA
and
things
like
that,
so
making
sure
that
they
have
the
support
from
the
school
district
I
think
is
important
when
they're,
particularly
when
they're
playing
against
other
cool
communities
in
all
the
suburbs,
and
we
can't
show
up
looking
like
the
Bad
News
Bears.
You
know
that's
important
for
morale
and
for
school
spirit.
Q
So
it
that's
important
to
note,
as
teams
are
advancing
and
they're
doing
well
and
we're
supporting
them,
whether
that's
through
equipment
and
uniforms,
or
increasing
field
and
foot
and
Ice
rental
as
they're
preparing
for
the
state
tournament.
So
they
can
advance
through
the
state
tournament
that
maybe
even
hopefully
raise
a
banner
for
the
state
tournament.
Q
So
I
just
want
to
make
sure
that
we're
mindful
of
that
and
also
the
role
that
athletics
plays
in
student's
ability
to
perform
in
the
classroom
and
to
stay
in
school
and
to
graduate
and
potentially
get
a
scholarship
to
help
their
family
send
them
off
to
school.
So
it's
they're,
all
everything's
interrelated
and
I
just
thought
the
58,000
somewhat
paltry
I
know.
We
mentioned
some
private
partnerships,
but
those
partnerships
don't
deliver.
It
I'd
like
to
see
a
little
bit
of
bigger
number
for
our
athletics
and
if
we
can
shift
the
follow
up.
Q
You
know
we
should
be
dipping
this
down
to
sixth,
seventh
and
eighth,
and
we
should
probably
not
forget
our
sophomores
juniors
and
seniors.
So
someone
can
talk
to
me
about
that
quarter
of
a
million
dollar
cut
and
what
we're
doing
to
put
our
best
foot
forward
when
we're
educating
our
kids
about
the
dangers
inherent
dangers
of
drug
and
alcohol
abuse.
S
Sure
hi,
my
name
is
Jill
Carter
I'm,
going
to
speak
a
little
bit
to
the
drop
in
the
budget
for
the
health
and
wellness
department
and
just
to
say
that
the
health
and
wellness
department
budget
covers
health,
the
central
supports
for
health,
education,
physical
education
and
wellness
policy
and
promotion
and
physical
activity.
So
in
terms
of
that
specific
decrease,
the
budget
from
the
district
actually
has
not
decreased
at
all.
Our
funding
is
a
combination
of
district
funded,
as
well
as
a
number
of
other
federal
and
nonprofit
a
lot
of
different
grants.
S
What
you're
seeing
here
is
the
fact
that
one
of
our
grants
is
ending
in
the
end
of
September.
It's
a
grant
that
we
get
through
the
Health
Commission
and
it's
unsafe
routes
to
school.
We
do
anticipate
having
some
additional
funding
from
another
source
that
can
help
partly
mitigate
that
that
decrease
some
other
things
that
can
contribute
to
where
this
looks
like
a
decrease.
S
Just
some
of
our
other
grant
funds
aren't
fully
loaded
yet,
and
so
we
don't
haven't
seen
a
decrease
in
district
funding
and
again
with
the
grants,
there
will
be
some
decline,
but
we
hope
to
make
up
for
that
with
other
grants.
That's
the
question
you
have
about
in
terms
of
money
side
of
things,
I
think
the
broader
question
about
substance,
abuse
prevention
and
all
of
that.
The
health
education
direction
for
the
district
is
we
want
to
expand
health
education,
which
includes
substance,
abuse
prevention.
H
Q
S
The
the
yes,
the
will
we
anticipate
having
some
other
funds
to
help
us
bridge
that
we
do
hope
to
keep
that
program
going
as
we
continue
to
seek
funding
for
that.
At
this
point,
we're
feeling
pretty
hopeful
that
we
will
have
some
funding.
It
won't
continue
in
exactly
the
same
manner.
We
have
been
able
to
do
this
year
because
that
federal
grant
is
is
closing
at
the
end
of
September
and.
S
Routes
to
school,
we
have
a,
we
have
sort
of
a
citywide,
a
district-wide
and
a
school-based
strategies,
and
what
we're
trying
to
do
is
increase
awareness
of
the
benefits
of
walking
biking
and
taking
public
transport
to
school.
We're
trying
we're
doing
pedestrian
safety
training
for
students
in
elementary
and
middle
schools,
we're
also
working
with
schools
to
develop
safe
routes,
maps
with
some
of
some
schools,
so
that
there's
a
lot
of
community
input
onto
what
are
the
safer
ways
to
walk.
S
We
also
work
with
a
number
of
city
agencies
around
the
safety,
both
both
from
a
personal
safety,
as
well
as
from
traffic
safety,
so
working
through
vision,
zero,
as
well
as
the
Boston
Public
Health
Commission
and
Boston
Police
Department
we've
had
22.
Schools
did
a
walk
to
school
day,
which
a
lot
of
folks
participated
in
across
the
city.
So
it's
a
combination
of
Education
promotion,
evaluation
and
enforcement,
and
it's
a
national
model
that
we're
working
to
implement
here
in
Boston,
right,
hi.
H
I'm
Loren
stock
and
I'm
going
to
answer
your
question
on
expert,
which
is
screening,
brief
intervention
and
referral
to
treatment
for
substance
use,
and
that
was
a
law
signed
into
effect
by
Governor
Baker
last
year,
and
it's
none
funded
mandate,
but
next
year
it
will
be
required
by
law
that
we
screen
all
seventh
and
ninth
graders
for
substance
use
and
it's
not
a
testing.
It's
a
conversation
is
a
tool
where
you
want
to
have
positive
conversations
with
youth
or
you
saw
potential
drug
use.
H
This
will
be
started
next
year
in
full
force
this
year.
We're
piloting
it.
We
did
get
some
money
last
year
from
the
state
to
you
know,
get
everything
translated
into
multiple
languages,
for
our
opt
outs
to
do
trainings
for
the
people
that
are
going
to
the
screening,
which
are
our
school
nurses,
our
school
psychologists.
We
also
had
to
have
trainings
for
Headmaster's,
so
they
would
be
able
to
explain
to
parents
what
as
where
it
was.
H
H
Against
don't
I,
don't
think,
there's
a
cost
per
se.
It
will
be
built
into
the
screenings
that
we
do,
for
you
know,
vision,
hearing,
BMI
it'll
be
become
routine.
Hopefully
you
know
I
found
as
I
mean
because
kids
are
willing
to
talk,
but
I
think
what
we're
looking
for
is
to
help
us
with
coordination,
because
it's
mostly
logistics,
you
know
finding
the
space
finding
the
time,
the
planning
and
then
obviously
afterwards
the
education
piece
I
think
what
we
found
from
a
small
pilot
is
that
we
need
more
education,
around
marijuana,
use
and.
O
If
I
can
just
add,
we
certainly
are
addressing
substance
abuse
prevention
to
our
health,
education
curriculum
to
our
safe
and
welcoming
school
centers
for
students
who
are
committing
violations
of
the
code
of
conduct
and
are
caught
with
substances.
So
we
have
counselors
on
site
at
the
safe
and
welcoming
school
center
and
Maureen
did
a
great
job.
Q
Q
S
S
A
policy,
a
tobacco
free
environment
policy
that
we
passed
in
2013
or
12,
which
is
really
strong
on
all
types
of
other
tobacco
products,
as
well
as
tobacco
products
as
well
as
marijuana.
It
covers
a
range
of
those
I
think
that
you
know
we
should
always
review
those
policies
with
new
law.
Changes
and
I
know
that
that
is
a
conversations
already
started
in
that.
S
A
T
I
just
want
to
know,
as
I
said,
I've
attended
the
all-city
graduation
many
times,
which
is
an
incredible
demonstration
of
our
success
in
Rhian,
gauging
students
who
have
dropped
out
teen
pregnancy,
although
our
numbers
have
declined
considerably,
it
still
remains
the
number
one
reason:
girls
drop
out
and
I've
done
a
lot
of
work
with
bps
and
with
advocates
to
strengthen
pathways
to
graduation
for
expectant
and
parenting
teens.
In
fact,
we
worked
for
three
years
together
to
update
the
expectant
in
parenting,
teen
policy
and.
G
T
G
S
I
can
speak
to
the
implementation
of
the
policy.
The
impact
on
the
numbers
of
the
graduation
numbers
that
you
asked
for
I'll
have
to
ask
if
someone
else
can
help
me
with
that,
but
since
we've
passed
the
policy
with,
of
course
with
all
of
your
support
and
many
other
advocates
in
the
community,
we
have
identified
liaisons
in
14
school
year,
1415
we
had
76
out
of
78
schools
named
a
liaison
and
63
out
of
78
of
those
schools
were
trained.
Those
liaisons
were
trained.
We
held
additional
trainings
last
year.
S
Most
of
the
schools
kept
their
liaisons
from
the
school
year.
1415
there
were
some
additional
changes
and
we
were
able
to
train
the
remaining
number
of
liaisons
that
hadn't
been
trained
the
previous
school
year.
We
continued
to
communicate
the
policy
and
our
goal
is
to
offer
ongoing
trainings
for
the
Trant
for
the
schools
that
are
where
there
are
changes
in
terms
of
the
the
liaisons
themselves.
So.
T
S
B
T
S
P
T
Interested
in
trying
the
value-added,
what
we've
been
able
to
re-engage
okay,
I,
don't
want
us
to
do
incredible,
work
together
and
pass
policies
and
then
not
hold
each
other
accountable
to
them
being
successfully
implemented.
So
I
want
to
know
if
we're
successful
or
if
there
are
amendments
that
needs
to
be
offered
or
ways
in
which
we
need
to
tweak
it.
So
that's
why
I
wanted
to
ask
those
questions,
so
thank
you.
I
T
It's
like
I
thought
it
was
off
the
hot
seat.
I'll
make
this
painless,
I,
think,
okay
and
hopefully
I'm
not
asking
you
anything.
That
requires
too
many
crosstab
and
isn't
something
that's
already
been
asked
and
answered.
So
first
I
want
to
start
with
a
thank
you
for
the
district
following
up
on
questions
and
concerns
raised
by
myself
and
councillor
Anissa
sabi
George
relative
to
the
girls
facilities
in
Madison.
R
In
talking
yes,
I
mean
we've
met
with
the
equity
office.
We
stay
in
connection
with
equity
office.
We
did
a
survey
of
all
our
high
schools
last
spring
around
their
facilities
around
their
practices
surrounding
their
athletics
program.
We're
preparing
to
do
the
same
survey
with
our
middle
schools
around
their
athletic
program,
so
in
collaboration
with
the
equity
office,
we
aren't
compliant
right
now.
Okay,.
T
R
R
From
our
standpoint,
are
there
ways
that
we
can
creatively
schedule
prepare
for
these
opportunities?
You
know
for
these
situations,
plan
about
have
the
two
groups
it
and
make
sure
that
it
works
for
both
parties.
Yes,
but
in
order
for
our
athletic
program
to
be
sustainable
and
for
opportunities
to
be
afforded
to
the
number
of
schools
that
are
interested
they're
going
to
have
to
share
at
some
point,
okay,.
T
G
R
I'll
talk
about
it
off,
anyone
else
wants
to
speak,
but
we
have
had
some
preliminary
discussions.
I've
shared
my
ideas
and
views
and
pieces
around
where
some
of
our
strengths
so
and
where
there's
areas
for
improvement,
where
there's
areas
to
get
ahead
of
you
know
where
we
currently
are
I,
think
it's
a
conversation
that
we
need
to
pick
up
and
probably
solidify
a
little
bit
more.
But
both
sides
are
aware
of.
R
T
G
B
O
So
real
quickly
is
just
an
introduction
to
the
office
of
social,
emotional
learning
and
wellness
up,
as
dr.
Tran
pointed
out
in
his
presentation
earlier.
One
of
the
instructional
competencies
that
he
talked
about
was
creating
safe,
healthy
and
sustaining
environments
for
all
students,
and
this
is
one
of
the
key
focus
areas
in
the
superintendent
strategic
implementation
plan
that
focuses
on
promoting
the
social-emotional
learning
and
physical
wellness
for
all
students
in
bps.
O
In
order
to
close
the
achievement
and
opportunity
gap,
and
our
department
believes
that
social,
emotional
and
physical
well-being
and
positive
development
are
critical
to
academic
success
and
when
there
are
health
inequities,
these
health
inequities
interfere
with
learning
and
disproportionately
impact
low-income
youth
of
color.
So
as
part
of
closing
the
opportunity
and
achievement
gap,
we
believe
we
must
create
safe,
healthy
and
welcoming
school
environments
that
foster
each
child's
cognitive,
physical,
social
and
emotional
development.
O
If
you
look
at
the
slide,
which
is
our
cell
wall
priorities,
they're
just
again,
some
key
pieces,
social-emotional
learning,
access
to
high-quality
services,
fostering
safe,
healthy
and
welcoming
environment,
ensuring
house
and
physical
literacy
for
all
BPS
students.
By
that
we
mean
foundational
skills
that
permit
students
to
use
the
environment,
to
make
appropriate
decisions
in
any
type
of
physical
health
or
health-related
situation.
And
finally,
we
continue
working
on
improving
alignment
and
coordination
of
our
supports
and
partnerships,
communications
and
resources.
District-Wide.
O
The
third
slide
shows
our
budget
and,
if
you
concede-
and
Jill
mentioned
this
earlier-
that
really
across
the
department
so
well
was
level
funded
and
and
small
changes
were
done
to
reorganization
and
that's
just
shifting
of
funds
between
departments,
and
we
saw
some
maintenance
costs
as
a
result
of
our
budget
and
as
as
you've
already
heard
before,
some
grant.
Our
ending
with
that
I
will
turn
it
over
to
I.
S
Think
we'll
have
to
yeah
I'll,
take
it
for
the
next
couple
of
slides.
I
want
I
just
wanted
to
emphasize
just
one
thing
that
that
Emilio
mentioned
and
then
go
into
some
highlights
of
the
various
departments,
the
office
of
social,
emotional
learning
and
wellness.
This
is
our
second
year
as
an
office,
and
we
are
focused
on
the
whole
child.
S
The
athletics
department
moved
to
social,
emotional
learning
and
wellness
this
year,
feeling
that
its
mission
and
vision
were
well
aligned
with
the
social-emotional
learning
of
wellness
office
and
we're
really
excited
about
that
athletics
supported
over
6,000
middle
school
and
high
school
student
athletes
and
you're
going
to
hear
more
from
avery
on
that
and
a
little
bit.
The
the
next
department
I
want
to
mention
is
the
BPS
cares
program,
which
is
a
grant
funded
program.
S
That's
focused
on
trauma
supports
especially
to
10
priority
schools,
which
resulted
this
year
to
nine
hundred,
and
sixteen
referrals
and
342
services
to
some
of
the
schools
that
they
identified
were
the
most
in
need.
Behavioral
health
services
conducted
3490,
psychological
assessments
provided
154
professional
development
offerings
and
managed
more
than
a
thousand
crisis
events.
S
The
Health
Services
Department
reported
that
in
2015
and
16
students
that
the
average
student
visited
the
school
nurse
seven
times
a
year
and
the
amazing
piece
is
that
96
percent
of
our
students
remained
in
school
after
presenting
to
a
school
nurse
with
an
illness
or
an
injury.
We've
already
heard
about
the
fact
that
Health
Services
is
really
making
doing
groundbreaking
work
by
rolling
out
the
screening
brief
intervention
and
referral
treatment
in
high
schools
for
ninth
grade
students,
just
click
to
the
next
slide.
If
we
can
thank
you,
dr.
S
Estrada,
the
guidance
Department
hosted
a
citywide
college
fair
in
October,
with
over
800
attendees,
and
the
Department
contributed
to
a
stork
high
in
the
four-year
graduation
rate,
which
was
seventy
two
point:
four
percent
in
the
class
of
2016
the
health
and
wellness
department,
physical
education,
health,
education,
physical
activity
and
Wellness
Policy
and
promotions
programs
collectively
provided
69
professional
development
offerings
in
1617
and
in
depth.
Support
to
83
schools
that
Department
also
is
currently
rolling
out.
S
The
2017
high
school
risk
youth
risk
behavior
survey,
which
is
underway
and
critical
to
surveillance
of
a
lot
of
different
risk,
behaviors,
which
we've
been
doing
in
the
district
for
more
than
25
years.
We've
already
mentioned
that
we
have
expanded
the
safe
routes
to
school
program
as
well
in
the
opportunity
youth
Department,
which
is
a
new
department,
Amalia
already
highlighted
that
includes
the
homelessness
initiative.
S
Finally,
the
safe
and
welcoming
schools
department,
which
is
also
a
new
department
which
includes
three
different
programs
to
succeed.
Boston
programs
serve
324
students
with
code
of
conduct
that
had
code
of
conduct
violations.
The
safe
and
welcoming
school
specialists
responded
to
667
school
requests
for
support,
and
the
department
also
led
the
development
of
new
social-emotional
learning
standards
and
competencies
for
this
year.
S
O
Just
some
of
the
priorities
that
my
team
has
established
in
terms
of
policy
and
environment,
continuing
to
update
our
policies
and
ensuring
that
we
continue
the
development,
develop
implementation,
supports
and
promotions
that
support
positive
changes.
One
of
the
things
that
our
team
is
focused
on
is
developing
in
and
supporting
student
support
teams
and
making
sure
that
those
teams
are
working
cohesively
within
their
school's.
O
Another
priority
for
us
is
social
motional
learning
instruction
and
so
increasing
awareness,
adoption
and
integration
of
social,
emotional
learning,
starting
in
grades
K
2
2-
and
this
is
one
of
the
pieces
that
our
dr.
Tran
pointed
out
earlier
and
expanding
implementation
of
a
phys,
ed
and
health,
ed
social
motional
learning
units,
integrating
social,
emotional
learning
into
athletics.
That
Avery
will
go
into
later
on
and
in
looking
at
our
student
services,
ensuring
again
that
we
continue
to
provide
high
quality
services
to
our
students
and
their
families
and
aligning
and
improving
capacity-building
supports
in
our
schools.
O
L
Afternoon
and
thank
you
for
the
opportunity
to
present
today
what
I'd
like
to
do
is
provide
some
of
the
highlights
and
some
of
the
latest
developments
happening
within
the
homeless,
education,
Resource,
Network
or
Hearn.
Hearn
has
been
the
central
arm
to
support
homelessness
in
the
district
for
over
25
years,
DPS
has
assessed
the
current
climate
and
community
needs
and
developed
a
strategic
plan
that
can
maximize
existing
resources
while
building
capacity
at
the
ground
level
or
school
level.
L
So
the
Hearn
strategic
plan
is
a
hub-and-spoke
model
in
which
schools
will
actually
serve
as
local
ecosystems
to
support
all
BPS
students
experiencing
homelessness
all
while
driving
streamlined
access,
two-way
communication,
greater
collaboration
both
internally
and
externally,
awareness
of
resources
and
services
and
the
agility
to
act
quickly.
In
addition,
we
hope
that
this
plan,
or
we
believe
that
this
plan
will
help
to
improve
educational
outcomes
across
attendance,
disciplinary
issues
and
academics.
L
The
path
to
this
model
is
a
convergence
of
initiatives.
Today,
I'll
highlight
three
one:
is
the
Hearn
Suffolk
University
partnership?
This
is
a
collaborative
partnership
with
community
psychology,
students
of
Suffolk
University
that
provides
academic,
social
and
emotional
support
through
mentoring
and
tutoring.
Currently,
we
have
13
Suffolk
University
students
serving
the
program
in
115
Boston
Public
Schools
students
participating
it.
L
This
is
a
male
group
of
students,
it's
targeted
towards
the
academic
needs
of
students
and
families
experiencing
homelessness,
but
to
avoid
stigmatization,
it
is
open
to
all
students
at
the
three
pilot
schools,
which
are
the
community
academy
of
science
and
health,
the
Mildred
Avenue
School
and
Matta
Hunt
elementary.
Another
initiative.
That's
currently
in
the
development
stage,
is
the
bps
family
lead
stability
pilot.
The
goal
with
this
pilot
is
a
multilateral
partnership.
L
The
idea
here
is
that
the
goal
is
to
prioritize
a
affordable
housing
for
students
in
their
families
who
are
experiencing
homelessness
all
while
providing
wraparound
and
case
management
supports
to
address
the
additional
services
needed
by
that
individual
family.
Finally,
the
major
overarching
initiative-
that's
driving
this
strategic
plan-
is
a
1.2
million
dollar
investment
in
homelessness
that
has
been
allocated
directly
to
school
budgets.
L
Bps
is
roll
with
it.
This
effort
will
be
enhanced
training,
an
assistant,
advisory
and
consultative
support,
and
ensuring
that
there's
greater
access
to
services
for
students
by
putting
the
Hearne
referral
form
online
and
also
opening
up
data
access
to
school-based,
liaisons
or
I
should
say
school-based
homeless
liaisons,
which
have
been
identified
for
every
school
in
the
district.
They
will
be
trained
as
the
central
contact
point
for
the
communication
and
the
role
of
the
role
of
this
strategic
plan.
R
Afternoon,
thank
you,
everybody
for
your
time,
I'm
going
to
follow
Bryan's
format
that
he
just
went
through
and
identify
a
couple
of
priorities
and
a
couple
of
highlights
from
our
program.
Obviously,
as
we
spoken
before
currently
with
there's
over
300
opportunities
for
high
school
middle
school
and
Special
Olympic
participants
in
both
of
those
areas
at
schools
across
the
district.
R
Our
new
organizational
home
in
bps
directly
identifies
athletics
as
a
student
support,
but
also
strategically
connects
us
with
a
number
of
departments
that
historically,
we
have
done
business
with
to
to
administer
the
program.
The
new
connection
also
opens
the
door
for
athletics
to
innovate.
We
think
about
additional
ways
that
we
can
support
our
students
in
bps.
This
newly
created
opportunity
gave
us
the
opportunity
to
think
about
SEL
and
it's
direct
connection
to
athletics
and
how
it
could
be
embedded
into
an
athletic
program.
R
I'll
touch
on
this
a
little
bit
more
in
the
next
slide
and
then
in
terms
of
student
development
as
a
department.
It's
important
that
we
support
our
students
both
on
and
off
their
arenas
of
competition.
We've
made
it
a
priority
to
find
ways
for
our
students
to
learn
more
about
themselves,
not
only
through
athletics,
but
through
some
of
the
unique
opportunities
that
accompany
participation.
R
R
We
want
to
establish
welcoming
athletic
programs
that
enable
as
many
people
as
possible
to
participate
and
be
part
of
athletics,
for
the
many
reasons
that
that
I
personally
know
and
I
think
that
many
of
us
in
the
room
know
are
important
for
the
development
of
our
children
and
bps.
The
numbers
identified
there
through
the
winter.
R
We
can
advance
slide
yeah,
so
I
I
did
make
brief
mention
previously
to
our
remodeling
athletics
for
the
21st
century
committee,
as
I
mentioned,
being
part
of
the
cell
and
wellness
team
and
Department
I'm
as
exciting
for
athletics.
In
early
2016,
we
formed
the
committee,
VPS
members,
community
partners
and
experts
in
the
field
of
social,
emotional
learning
and
wellness
to
discuss
ways
that
we
could
integrate
SEL,
social-emotional
learning
into
athletics
and
have
it
as
a
tangible
and
visible
part
of
our
athletics
program.
R
R
Left
one
piece
I'm,
sorry
about
that
in
my
excitement
here,
just
to
go
back
to
the
other
side,
and
this
is
a
piece
that
is
important
to
me.
I
think
as
we
talk
about
athletics
in
the
piece
and
kids
ambitions
and
desires,
to
go
to
college
and
have
athletic
experiences
at
that
level.
It's
also
the
responsibility
Department
to
help
to
develop
some
of
the
other
areas
in
the
students.
So,
as
I
had
previously
mentioned
and
part
of
our
priorities,
we
have
had
some
great
highlights
in
the
student
development
area.
R
We
currently
have
two
students
from
bps
on
the
MIAA
statewide
student
athlete
Advisory,
Committee
and
they're,
doing
great
work,
steven
jocks
from
tech,
Boston
Academy
and
will
Sargent
from
Boston
Latin
School.
We
had
two
students
attend
the
national
leadership
summit
last
summer
in
Indianapolis,
through
a
collaboration
with
the
MIAA,
and
then
we
had
four
students
take
part
in
the
New
England
Student
Leadership
Conference
at
Stone
Hill
College,
where
they
spent
three
days
working
on
their
leadership
skills
and
seeing
those
kids
interact
now
and
and
their
schools.
R
This
year
has
been
amazing,
they've
grown
by
leaps
and
bounds
and
then
from
a
department
standpoint
we
were
able
to
bring
90
students
down
to
Gillette
Stadium
for
the
mi
sportsmanship
summit
in
November
again
just
creating
an
opportunity
for
the
kids
to
experience
to
let
interact
with
different
students
across
the
state
learn
a
bit
a
little
bit
about
themselves
so
just
to
follow
up
on
that
I'm.
Sorry
about
that
right,
no.
A
Not
at
all-
and
we
had
the
opportunity
here
to
bring
in
the
state
champion
bright,
high
school
basketball
team
just
less
than
a
month
ago,
and
all
of
them
were
maintaining
a
3.0
grade
average.
All
of
them
had
offers
to
go
to
college
in
athletics,
obviously
plays
a
big
role
in
their
lives
and
has
really
enriched
them.
A
E
You
and
thank
you
all
for
being
here
and
thank
you
for
really
going
into
some
great
detail
on
some
of
the
pieces
that
value
that
your
department
focuses
on.
I,
do,
as
I
said
in
the
initial
bps
overview,
caring
and
very
excited
about,
in
particular,
that
1.2
1.2
million
dollar
investment
Institute
for
students
that
are
experiencing
homelessness
and
the
investment
in
the
schools
and
what's
happening
and
the
schools
that
those
children
attend.
I'm
wondering
Brian.
L
So
some
of
the
common
proposals
are
actually
funding
towards
a
portion
of
a
community
field
coordinator
or
someone
that
would
serve
on
the
student
support
team.
That
person
generally
also
serves
in
the
school-based
liaison
or
school-based
homeless
liaison
role,
so
that
really
just
builds
the
capacity
for
that
central
contact
point
to
be
in
place
at
the
school
level.
Other
common
initiatives
are
setting
up
a
clothing
closet
or
setting
up
a
mini
food
pantry.
If
you
will,
with
household
households
and
hygiene
items
as
well,
some
schools
are
looking
at
housing.
H
E
That's
great
and
thank
you
for
sharing
that
and
I
look
forward
to
sort
of
seeing
that
in
action
as
we
get
ready
for
the
next
school
year
and
also
excited-
and
you
mentioned
the
bps
family
stability
pilot
and
that's
the
relationship
CPS
and
D
and
D
and
all
those
folks,
and
that
work
continues.
I
think
the
process
has
been
incredible
and
thank
you
for
allowing
us
to
participate
in
that
actively
and
in
also
your
strategic
plan,
because
just
talked
a
little
bit
about
our
own
strategic
plan.
E
L
So
the
the
Hearne
strategic
plan
really
took
effect
within
the
past
two
months
in
terms
of
really
being
in
the
implementation
phase.
The
first
major
component
of
that
strategic
plan
will
actually
be
training
of
all
the
school-based
homeless
liaisons
across
the
district.
The
first
training
session
will
be
this
Thursday
in
the
school
community
chambers
at
bps,
with
a
second
training
that
basically
mirrors
the
content
just
to
allow
for
flexibility,
people
scheduled
on
Monday,
May
8th.
L
We
have
received
project
plans
from
about
70
percent
of
the
schools
across
the
district
and
considering
that
some
of
the
schools
maybe
had
one
or
two
homeless
students
and
received
you
know
a
lesser
dollar
amount.
We
feel
pretty
encouraged
by
it
by
that
figure.
So
as
of
right
now,
I'd
say
that
the
the
major
successes
are
the
project
plans
that
are,
you
know,
have
been
submitted
or
documented,
and
then
the
fact
that
we
have
you
know
high
participation
have
registered
for
the
training
and
then.
E
There
are
any
particular
efforts
made
between
sort
of
the
younger
kids
that
are
experiencing
homelessness
and
our
older
student
population
particular
I'm
concerned
about
those
that
are
experiencing
it
alone.
So,
kids,
that
are
you,
know
unaccompanied
and
experiencing
homelessness,
a
particular
sort
of
focuses
on
how
we're
treating
those
two
populations
well.
L
What
I
can
say
about
how
we're
treating
you
know
the
different
age
levels
is
just
the
fact
that
the
way
we're
repositioning
the
ability
for
students
to
request
services.
You
know
one
of
the
things
that
we're
we've
done
on
the
development
side
in
terms
of
the
actual
online
Aspen
portal,
it
hasn't
been
hasn't
been
made
live
yet,
but
it
has
been
produced
on
the
development
side
is
moving
the
Hearn
referral
form
directly
into
Aspen.
L
E
L
That's
an
excellent
question:
that's
phase
two,
but
that
will
follow
up.
You
know
pretty
expeditiously
after
phase
one,
so
the
goal
is
to
get
all
of
the
school,
basically
a
Zhaan's
train
so
that
they
understand
the
process
and
they're
comfortable
with
it,
and
we
feel
like
from
there
once
that's
been
adopted,
that
we
can
then
open
it
up
to
the
parents
and
students,
but
that
would
be
you
know
most
likely
in
early
seventh
school
year,
1718.
So.
E
Fantastic
I
just
before
I
give
up
the
microphone
just
from
the
strides
that
we've
made
from
last
year.
To
this
have
just
been
incredible:
I
think
you
remember
in
our
first
hearing
last
year
how
disappointed
I
was
that
we
had
one
line
that
referenced
and
use
the
word
homeless
twice
and
to
now
come
to
a
point
where
we
have
an
investment
of
1.2
million
dollars
using
those
two
same
numbers
in
a
very
different
way,
really
is
an
incredible
success.
I
think
for
us,
and
I
really
want
to
applaud
your
effort.
E
You
know
I
sort
of
complained
about
it
on
this
send
but
you've
taken
those
complaints.
Both
you
know,
in
partnership
with
the
administration
in
my
office,
and
it
really
made
incredible
strides
and
our
focus
on
this
vulnerable
population,
and
the
work
has
been
tremendous,
so
I
just
want
to
thank
you
for
them.
We.
O
Thank
you
for
your
support,
I
think
I,
don't
consider
them
complaints,
I,
consider
them
constructive
feedback
and
I
do
want
to
acknowledge
I'd,
be
remiss
if
I
didn't
acknowledge
the
efforts
of
Mary
William
who's,
not
here
today,
but
she
has
been
working
very
closely
with
Brian
on
these
pieces
and
there
are
several
volunteers
who
come
in
all
the
time
to
work
in
our
office
and
interns
who
really
make
it
work
there.
So,
okay,
thank
you.
So.
O
T
You
mr.
chairman,
and
thank
all
of
you
for
being
here
today
and
what
you
do
every
day,
certainly
appreciate
our
partnership
on
everything,
from
improving
the
quality
of
school
food,
to
laying
the
groundwork
to
getting
our
entire
school
district
on
pace
to
be
trauma-informed,
and
you
know
have
seen
some
great
strides
and
I
appreciate
the
level
of
prioritization
that's
been
given
by
making
this
cabinet
level
post
and
Department
so
good
to
be
with
you.
I
wanted
to
ask
on
the
cell
well
highlights
slide
the
behavioral
health
services
numbers
that
are
provided.
T
These
data
points
it's
difficult
to
tell
if
we
are
so.
If
we
look
at
the
suicide
risk
threat,
assessment
numbers
specifically
I,
don't
know
what
that
number
was
last
year.
So
is
it
possible
to
speak
to
if
these
numbers
are
level
for
all
of
these
data
points?
If
these
are
in
creases
or
decreases,
you
don't
have
to
tell
me
right
now,
but
I
just
would
be
curious
to
know
Andrea's.
T
T
Just
trying
to
get
a
sense
generally
on
the
behavioral
health
services
slide,
the
data
points
on
page
four
say:
three
thousand
four
hundred
and
ninety
psychological
assessments,
5300
for
IEP
counseling
sessions,
211
suicide
risk,
ret
assessments,
etc,
etc.
So
can
you
give
me
a
sense
if
these
numbers
are
consistent?
T
U
So
I'm
always
correct.
We
love
data
and
behavioral
health,
so
I
can
get
you
that
data
and
compare
it
to
last
year.
Okay,
some
of
the
bullets
have
decreased,
while
others
have
increased.
So
when
we
look
at
the
number
of
psychological
assessments,
we've
been
working
very
extensively
with
number
of
schools
to
adopt
multi-tiered
systems
of
support,
and
that's
allowed
us
to
address
the
needs
of
students
before
we
have
to
refer
them
for
a
psychological
evaluation,
so
we're
seeing
great
improvements
in
reducing
unnecessary
psychological
evaluations.
U
G
T
Good
and
so
that's
what
I
wanted
to
notice,
it's,
because
I
feel
that
I
didn't
know.
That
was
just
my
anecdotal
experience,
but
if
we
could
support
that
with
data
that
we
do
see
a
surge
in
these
sorts
of
needs,
so
you
know
when
I
first
joined
the
council,
there
were
sort
of
two
tracks
that
we
were
looking
to
address
or
two
models:
school-based
health
centers,
and
then
we
were
pushing
for
an
onboarding
of
more
health
resource
centers.
You
know,
they've
been
my
experience
in
visiting
the
schools
at
the
two
top
reasons.
Students
are
crossing.
T
Those
thresholds
were
with
mental
health
challenges
or
sexual
health
questions.
So
if
we
are
seeing
increase
and
on
the
mental
health
side,
what
are
we
doing
to
support
that?
So
could
you
tell
me
I
just
want
to
make
sure
the
numbers
jive
I
asked
this
question
yesterday,
but
sometimes
we
get
conflicting
information
hearing
to
hearing
so
how
many
full-time
employees
do
we
have
that
are
dedicated
to
social
emotional
wellness
support
as
you
defined
it,
though,.
U
U
I
T
All
right
and
then
I
don't
know
if
I
should
wait
for
Jill,
but
it
was
mentioned
that
we've
seen
a
decrease
in
the
behavioral
health
budget
I'm
just
trying
to
get
a
sense
of
what
percentage
of
their
funding
is
grant
reliant,
since
you
were
referencing
the
federal
grant
and
that
being
compromised.
So
what
percentage
of
your
of
your
overall
budget
and
grant
reliance
so.
U
A
very
small
portion,
all
of
my
staff,
with
the
exception
of
one,
are
funded
by
the
district,
with
the
exception
of
the
one
position
from
Children's
Hospital.
The
grant
funds
that
we've
received
in
my
department
support
the
implementation
of
the
comprehensive
behavioral
health
model.
So
we
have
a
behavioral
health
initiative.
That's
currently
in
50
BPS
schools
supporting
a
continuum
of
behavioral
health
services
and
those
funds
are
grant
funded,
but
my
department
staff
are
BPS,
funded.
Okay,.
U
T
U
T
T
T
That's
what
I'd
be
interested
in,
because
I
want
a
nurse
in
every
school
and
I.
Don't
have
a
sense
right
now,
since
we
have
nurses
that
are
being
shared,
you
know
how
we're
doing
and
what
is
the?
What
is
the
statistics
in
terms
of
the
recommended
ratio
for
school
nurse
for
students,
I
defer
to
Maureen.
T
T
H
Good
nurse
system
ratio
we
have
about
550
to
1
the
recommended
ISM
50
to
1
the
issue
is
we
allocate
based
not
only
on
numbers
but
on
acuity?
So
right
now
we
have
about
52
schools
that
share
a
nurse,
so
there
are
52
small
schools
that
have
0.5
or
less
so
every
other
school
has
at
least
one.
So
the
77
other
schools
have
one
to
two
and
with
the
acuity,
some
even
have
2.5.
At
this
point.
H
T
H
H
T
H
T
All
right
and
then
I
did
want
to
Jill
dig
in
on
where
we
are
in
terms
of
our
approach.
I
believe
the
school-based
ones
were
those
being
phased
out.
I
think
we
had
eight
and
then
maybe
six
health,
Resource
Center.
So
I
want
to
get
a
sense
of
how
many
school-based
health
centers,
how
many
health
resource
centers
they
should
be
also
providing
access
to
condoms.
And
what
is
our
our
vision
where
these
models
are
concerned?
Okay,.
S
So
we
currently
have
a
total
of
sixteen
school-based
health
centers.
Eight
of
those
are
run
by
Boston
Public,
Health,
Commission
and
another
eight
are
run
by
a
variety
of
other
community
partners
and
in
terms
of
health
resource
centers,
which
you'll
remember
for
others
that
may
not
know
health
resource
centers,
don't
have
a
medical
staff,
they
have
educators
who
provide
in-class
education
around
sexual
health
and
they
also
do
one-on-one
counseling
and
they
do
provide
access
to
condoms.
So
we
have
eight
that
are
doing
sexual
health
instruction.
S
So
it's
usually
they're,
usually
about
they're,
usually
half-time
at
the
various
schools.
They
do
try
to
have
a
male
and
a
female
educator
on-site
together,
so
that
they
feel
that's
a
more
effective
way
to
reach
the
students.
I
did
want
to
say,
though,
that,
because
of
the
Wellness
Policy
that
passed
in
2013,
all
of
our
nurses
are
able
all
of
our
high
school
nurses
are
able
to
also
provide
access
to
condoms
and
one-on-one
counseling.
So
we
have,
in
addition
to
the
nurses.
S
We
also
established
condom
accessibility
teams,
the
goal
there
was
so
that,
if
you
know,
if
the
nurse
wasn't
the
person
that
you
know
that
you
might
be
more
comfortable
talking
to
someone
else
as
well,
so
we
wanted
a
team
of
folks
that
would
be
able
to
be
available
to
talk
to
and
get
access
to
condoms.
The
nurses
do
lead
all
of
those
teams.
Well.
T
That
is
encouraging
news
and
again
testament
to
our
long-standing
collaboration
and
partnership.
This
space,
certainly
is
one
of
my
proudest
contributions
to
this
body.
Is
the
development
of
that
policy
and
I?
Thank
you
for
adopting
it
and
I'm
glad
we're
taking
the
steps
to
see
it
implemented
on
the
health
resource
center
front,
given
the
unique
role
that
they
play,
because
you
just
speak
to
the
vision
for
the
district.
Is
the
idea
to
stay
at
16,
school-based
health,
centers
and
eight
to
nine
health?
T
S
S
So,
as
you
know,
we've
also
been
doing
a
lot
of
training
around
Boston
Public
Schools
staff
and
our
wellness
policy
states
that
we
would
have
licensed
health
education,
teachers
that
are
trained
in
the
middle
and
high
schools,
and
so
we
have
really
done
a
great
job
of
increasing
the
number
of
BPS
staff
that
are
trained
to
do
sexual
health.
Education.
L
T
Purposes,
but
I
would
like
to-
and
this
is
no
disrespect
in
any
way
avoid
a
situation
where
we
have
the
phys
ed
teacher
teaching.
This
I
mean
the
goal
ultimately
I
appreciate
the
merits
of
cross-training
and
again
given
limited
resources,
but
is
it
our
goal
ultimately
to
have
licensed
health
educators
and
how
many
do
we
have?
Currently?
Yes,.
T
N
So
it
comes
with
reference
good
afternoon:
I'm
paths,
Anton
and
I
work
for
the
health
and
wellness
department
under
Jill.
So
you
asked
about
numbers
of
licensed
health
education
teachers.
Yes,
let
me
just
grab
my
sheet
yeah.
So
currently
there
are
33
licensed
health
education
teachers
in
the
district
and
of
these
four
are
exclusively
teaching
health
education.
So
a
number
of
those
teachers
are
dual
certified
and
perhaps
are
teaching
out.
You
know
another
subject:
area
aren't
within
another
discipline:
okay,.
T
N
H
S
Me
we
did
some
estimates
working
this
summer
with
folks
in
the
mayor's
office
around
doing
some
estimates
about
what
it
would
take
to
actually
fully
implement
the
Wellness
Policy
around
health
education.
We
worked
with
our
budget
office
as
well
and
based
on
our
estimates,
we
would.
The
number
of
FTEs
that
we
would
require
would
be
39,
FTEs,
okay,.
T
All
right,
thank
you
very
much
and
again,
just
you
know
offering
my
gratitude
for
our
steadfast
partnership
and
your
commitment
around
social
emotional,
wellness,
support
and
specifically
resilience
and
trauma
recovery.
If
you
will
we've
partnered
on
a
paper
tiger,
screening
for
a
very
successful
trauma-informed
school
model
and
I
just
want
to
know
your
thoughts
on
where
you
think
we
are
because
if
we
agree
that
healthy
students
are
better
learners
and
the
trauma
is
a
barrier
to
learning,
we
don't
want
access
to
those
services
and
those
supports
should
be
arbitrary
or
ad-hoc.
T
We
know
trauma
takes
on
many
manifestations
is
not
just
about
children
who
are
exposed
to,
and
experiencing
violence
and
community
does
any
disruptive
act.
Poverty
is
traumatic,
displacement
is
traumatic,
divorce
is
traumatic,
bullying
is
traumatic
so
for
these
disruptive
events
in
the
life
increasingly
so
of
our
young
people,
how
can
we
be
building
that
resilience
in
them
all
the
time
and
not
just
in
the
wake
of
some
of
the
more
high-profile
and
dramatic
incidents?
Is
it
the
goal
of
this
district,
and
is
there
a
plan
for
every
school
to
be
trauma?
O
Start
with
some
pieces
and
then
I'll
ask
Andrea
to
jump
in
as
well,
because
of
Andrea
does
so
much
of
the
work
in
this
area.
There
have
been
some
key
learnings,
as
dr.
strata
pointed
out
earlier,
in
terms
of
the
grant
that
we
received
from
the
Massachusetts
office
of
victim
assistance,
and
the
PPS
cares
piece,
and
one
of
the
things
is
that
we
continue
to
look
at
ensuring
that
we
provide
opportunities
for
individuals
to
learn
and
through
the
mova
grant.
O
We
are
rolling
out
a
series
of
professional
learning
opportunities
for
our
teachers
and
administrators
and
support
staff,
and
those
will
be
rolling
out
later
on.
Part
of
the
sustainability
piece
is
curating
resources
that
we
can
put
online
and
so
Marta
griddler,
who
leads
the
efforts
around
bps.
Cares
is
working
with
with
our
partners
to
curate
some
resources.
That
then,
will
be
amazing,
made
available
to
all
staff
district-wide
Andrea,
as
well
as
our
director
of
safe
and
senior
director
of
safe
and
welcoming
schools.
O
Jodi
algae
and
Marta
griddler
have
been
planning
this
summer
to
divide
to
prepare
a
professional
development
series
around
trauma-informed
practices
that
they
will
be
rolling
out
on.
Next
school
year
and
we're
looking
also
at
coordination
with
the
Boston
Public,
Health,
Commission
I,
know
Andrea's
does
some
work
with
the
Boston
Public
Health,
Commission
and
I
will
be
meeting
also
with
them
to
continue
to
again
how
do
we
align
effort
around
trauma-informed
support
and
then
we've
had
a
recent
opportunity
come
at
us
through
Sandy,
Hook
and
and
the
promis
initiative
and
Andrea
will
be
helping
us
lead.
O
That
effort
are
working
with
Kimbella
troch
from
our
safety
office
and
again
this
is
another
initiative
to
be
rolled
out
next
year
and
we're
doing
some
trainings.
Also
some
very
I
think
powerful
trainings
that
we've
rolled
out
this
year
to
continue
to
inform
our
teachers
of
best
practices
out
there
and
another
piece
that
I
wanted
to
highlight
is
through
the
mobile
grant.
We've
been
able
to
purchase
some
some
calming
kits
that
we've
been
sending
out
to
schools
and
and
so
on,
some
of
my
visit
to
school.
U
You
George
so
Amalia
has
touched
on
several
initiatives,
I'll
step
back
and
say
the
way
to
build
a
school's
capacity.
Trauma-Sensitive
is
again
through
a
framework
that
allows
these
initiatives
to
all
come
together,
so
staff
are
being
trained
on
how
to
support
students.
So
the
first
step
is:
how
do
we
create
a
culture
and
climate?
That's
supportive.
So
we've
mentioned
it
here
a
few
times
today,
but
we're
using
the
multi-tiered
systems
to
support
model
to
leverage.
U
How
do
we
build
school-based
capacity
to
create
more
positive
climate,
so
that
involves,
as
Amalia
mentioned,
looking
at
our
culture
in
our
buildings
and
our
teacher
training.
It
also
means
direct
social
skills
instruction
for
students.
What
we
want
to
do
is
prevent
sama
from
occurring
when
possible,
to
promote
healthy
behaviors
and
so
we're
using
direct
social
skills
instruction.
U
So
kids
have
the
skills
they
need
to
mitigate
issues
that
occur,
to
work
with
their
peers
and
develop
friendships,
and
then
we
are
working
both
in
the
district
and
with
a
wide
array
of
partners
to
respond
to
issues
as
they
come.
So
you've
all
often
been
an
advocate
for
what
do
we
do
after
a
crisis?
As
well
as
what
do
we
do
before
to
prevent
a
crisis
from
happening?
And
that's
not
a
one
item
solution?
That's
an
array
of
things
from
different
initiatives.
U
So
that's
a
great
example
of
something
we've
been
happy.
We've
been
looking
for
funds
to
do,
and
now
we
have
this
partnership.
That's
going
to
allow
us
to
Train
we're
not
doing
that
in
isolation.
We're
working
very
closely
with
the
public
health,
commission
and
other
community
providers
to
say
how
do
we
as
a
city
think
about
mental
health
just
like
in
the
past,
we've
talked
about.
How
do
we
as
a
city
respond
to
trauma
and
amalia
referred
to
public
health?
U
U
In
the
moment
lots
of
different
people
were
and
the
families
weren't
getting
follow
up
to
help
support
them
through
trauma,
so
we're
very
excited
with
the
jri
teams
and
the
smart
teams,
because
now,
when
Kim,
RI
or
Rick
or
others
are
aware
of
a
trauma
we
get
out
and
we
do
with
the
work
that
we've
always
done
in
VPS,
and
then
we
have
these
warm
handoff.
So
already
before
the
initiative
was
even
officially
launched.
U
T
T
It
is
that
we
are,
you
know,
building
this
capacity
all
the
time,
because
the
the
school
community
responds
feeling
the
young
people,
especially
those
with
whom
they
already
have
a
trusted
relationship
with
and
often
you
know,
activists
and
elected
officials,
although
very
well-meaning,
are
sort
of
parachuting
in
in
the
middle
of
these
incidents
wanting
to
show
care
and
concern.
But
it
is
more
disruptive.
P
P
Thank
you.
It
was
exciting
to
hear
and
first
of
all
thank
you
to
councillor
Sabri
George
for
her
work
in
this
in
this
space,
and
particularly
that
1.2
million
dollar
investment.
But
it
was
excited
too.
It
was
exciting
to
hear
about
the
sort
of
phase
one
doing
the
training
of
school-based
providers
and
those
who
do
referrals
for
families
and
students,
but
also
to
hear
about
phase
2
is
coming
for
direct
access
by
families
and
students.
Is
that
going
to
be
available
in
different
languages
for
families
that
obviously
don't
speak
English
as
a
first
language?
Yes,.
L
P
L
Essentially,
every
single
school
in
the
district
I
have
a
breakdown
of
the
dollar
amounts
allocated
per
school.
It's
based
on
a
weighted
formula
and
there's
two
weights
in
its
per
pupil
allocation.
So
one
is
the
total
number
of
students
experiencing
homelessness
in
the
school
and
the
second
weight
again
per
pupil
allocation
is
the
concentration
or
the
percentage
of
students
experiencing
homelessness
out
of
the
total
student
body
and
I
can
provide
that
that.
P
Would
be
great
through
the
chair,
I
request
that
list?
Thank
you
and
thank
you
for
all
your
work
and
Mary
as
well
and
counselor
sabe
George.
Thank
you
and
then
I
have
just
some
crawl
up
questions
on
specifically
the
social-emotional
learning
work,
and
thank
you
guys
for
the
work
that
you
guys
are
doing
all
of
you,
including
athletics
as
well.
It
obviously
informs
the
whole
child.
P
I
just
have
some
sort
of
bigger
picture
questions
and
it's
similar
to
some
of
Councillors
I'll
be
councilor
Pressley,
council,
presley's
questions
really
scale,
so
Presley's
questions
and
I
think
her
for
the
work
she's
been
doing
and
advocating
for
in
this
particular
space.
Even
before
there
was
this
department,
so
one
of
the
priorities
is
rolling
out
instruction
for
the
K
through
2nd
graders,
at
what
point
and
sort
of
what's
the
timeline
through
obviously
reach
more
grade
levels,
more
students,
and
what
do
you
think
are
some
of
the
limitations
to
reaching
more
students?
Is
it
resources?
I
O
Well,
the
the
piece
around
the
k2
is
very
strategic
because
we
know
that
we
want
to
be
sure
that
students
can
read
and
that
they're
socially
emotionally
well
by
grade
three.
And
so
we
are
concentrating
some
efforts
there
and
and
really
placing
a
bet.
If
you
will
saying
that
if
we
do
a
good
job
implementing
this
with
fidelity,
as
dr.
Tran
pointed
out
earlier
that
we
feel
that
there
will
be
less
referrals
to
special
education
for
both
academics
and
behaviors.
O
Piece,
but
just
because
we're
focused
on
on
the
kata
two
piece
doesn't
preclude
us
from
doing
work
from
grades
3
to
12.
Actually,
work
has
been
going
on
in
that
space
over
the
years,
andrea
has
been
doing
work
through
the
comprehensive
behavioral
model,
with
social,
emotional
learning
and
wellness
culture
and
climate
all
those
pieces
that
she
talked
about
through
a
multi-tiered
system
of
support.
There's
efforts
going
on
there.
We've
got
efforts
at
schools
where
people
have
been
doing
restorative
practices
at
some
of
our
schools,
they're
using
other
curriculum,
open
circles.
P
So
right
now
and
I
agree
with
you.
I
know,
there's
even
some
high
schools
that
are
doing
incredible
work
in
the
social-emotional
learning
space,
even
though
they
may
not
not
every
high
school
obviously
has
access
to
the
same
services.
Some
of
these
providers
are
outside
coming
in
and
doing
an
amazing
work
through
partnership,
but
we
know
how
important
social-emotional
learning
is
tremendous
data
out
there
for
not
only
how
important
it
is
for
our
schools
how
important
it
is
to
vulnerable
populations.
P
I
mean
this
work
is
being
used
in
prisons
and
and
youth
detention
centers
before
folks
come
out
so
that
they
can
truly
have
sort
of
the
possibility
of
rehabilitation
right,
some
and
so
I'm.
Given
the
makeup
and
the
demographics
of
our
population,
and
particularly
what
students
are
dealing
with
every
single
day,
whether
where
their
school
is
physically
located
or
where
they're
coming
from
what
neighborhoods
are
coming
from.
This
work
is
so
critical
as
a
foundation.
P
So,
while
I
appreciate
in
the
efforts
at
different
schools
are
doing
really
want
to
sort
of
have
a
sense
of
timeline
as
to
when
we
win
every
Elementary
School
in
every
middle
school
and
every
high
school
can
expect
to
have
this
informed
or
this
as
a
part
of
an
informed
curriculum
of
a
foundation
like
we
all
want
to
see.
Every
school
have
a
nurse
we're
not
quite
there
yet,
but
I
don't
want
to
keep
coming
back
to
council
hearings
and
council
meetings
and
budget
hearings
over
the
next
10
years.
P
O
Well,
one
of
the
things
let
me
first
I
think
that,
as
dr.
Tran
pointed
out
earlier,
those
four
instructional
strategies
that
he
had
one
of
them
was
safe,
healthy
and
welcoming
or
sustaining
school
environment.
So
one
of
the
pieces
that
we're
doing
this
summer
and
is
that
my
team
is
working
with
the
opportunity
and
achievement
gap
office
to
put
together
a
district-wide
training,
a
series
of
trainings
that
we
will
put
out.
So
that's
one
piece
to
ensure
that
again
that
we
are
getting
out
to
all
schools
and
providing
them
pieces.
O
The
second
piece
is
that,
as
part
of
the
professional
development
offerings
that
will
be
coming
out
of
the
office
of
social-emotional
learning,
we
will
be
creating
a
series
also
of
professional
learnings,
on
on
on
social
motional
learning,
explicit
instruction
rolling
out
the
standard
showing
how
the
standards
can
be
integrated
into
instruction.
What
are
the
adult
practices.
O
The
other
piece
is
that
food,
also
through
our
health
education
curriculum,
we
are
rolling
out
social-emotional
learning
through
PE.
We
tie
in
social-emotional
learning
into
those
pieces
as
well.
We
have
the
project
adventure
curriculum
that
uses
social
emotional
learning
through
the
comprehensive
behavioral
health
model,
which
is
at
50
schools,
we're
and
next
year
it's
it's
50
or
60.
Now
it's.
O
Sixty
schools
next
year
we're
the
comprehensive
behavioral
health
model,
uses
integrates
social
emotional
learning
curriculum
as
a
piece
of
that.
So
these
efforts
continue
to
grow,
am
I
going
to
tell
you
that
resources
are
enough.
I
think
it's
like
Maureen
said
there
can
always
be
more
resources,
but
I
think
also.
We've
got
many
folks
throughout
the
school
district
partners
who
have
been
helping
us
with
these
efforts.
O
We've
got
this
wonderful
opportunity
from
the
Wallace
foundation
to
look
at
social,
motional,
learning
in
school
and
out
of
school
time,
so
that
that
way
we
can
look
at
how
we
continue
to
ensure
that
social
emotional
learning
is
happening
every
day
every
hour
every
minute,
and
so
how
long
will
it
take
I
hope
sooner,
but
I
think
we're
talking
about
we've
got.
We've
got
a
good
start,
because
we
already
have
many
good
practices
in
place
over
five
years.
I
would
say
my
business
by
three
years.
That's.
P
P
So
if
it's
resources,
if
it's
more
human
capital,
if
it's
better
expertise,
I
mean
I,
don't
know
all
this
I'm,
not
the
expert,
if
it's
us
sake
frankly,
making
it
a
priority
and
a
commitment
and
saying
we
are
going
to
have
a
nurse
in
every
single
school
and
so
we're
not
going
to
accept
a
budget
again
until
we
have
a
nurse
that
is
designated
to
every
single
school.
So
it's
a
whole
bunch
I
think
it's
a
combination
of
things,
but
we
can't
know
how
to
really
advocate
and
what
to
push
for.
P
If
we
don't
hear
sort
of
in
explicit
terms
what
what
the
need
is
on
your
side
as
well,
we
hear
from
community
to
a
certain
extent,
but
it's
sometimes
more
complicated.
It's
not
always
black
and
white,
and
from
for
some
community
folks
that
can
just
see
in
black
and
white,
and
so
this
is
helpful
to
sort
of
be
able
to
bring
this
information
back.
P
Some
of
these
schools
have
to
go
outside
and
I've
heard
these
complaints
and
it's
quite
sad,
go
outside
the
district
to
other
providers
for
support
for
their
students,
because,
frankly,
that
a
six-year-old
who
just
wasn't
doing
well
in
that
particular
day,
so
I'm
curious.
Where
do
we
need
to
do
better
as
a
district
and
as
a
city
I'll.
O
Just
briefly
introduce
it
and
then
I
know
I'd
like
Andrea
to
speak
to
it
I.
We
recognize
that
sometimes
I
think
it
was
even
when
it
came
up
earlier
when
we
miss
kids
in
terms
of
special
education.
Iep
I
mean
if
we
are
informed.
We
act
upon
those
pieces
right
away.
That's
a
key
priority
for
us.
We
want
to
be
responsive
to
need
to
the
needs
of
our
students
and
Families,
and
dr.
U
So
there's
different
levels
of
response:
there
could
be
an
individual
child
in
crisis,
a
group
of
kids
or
an
entire
school
community.
Often
when
that
happens,
it's
several
school
communities
impacted
so
I'll
kind
of
start
at
the
student
level
and
work
my
way
up.
So
as
I
mentioned,
my
department
has
55
school
psychologists
on
average
they're
assigned
to
three
schools.
Every
DPS
school
has
a
school
psych
just
assigned
to
them,
but
on
any
given
day
that
person
may
not
be
in
the
building
right,
and
so
what
does
the
building
do
when
the
school
psychologist?
U
U
90
of
our
schools
have
a
mental
health
partner.
That
is
a
community
mental
health
partner
that
comes
in
and
provides
support
to
a
smaller
group
of
students,
and
so
they
they
are.
There
Amalia
referred
to
initiative
that
we're
working
on
with
dr.
strata
on
which
is
how
do
we
have
a
central
location
for
request
for
support
for
individual
students?
U
We
always
respond
there
when
an
administrator,
let
their
leaders
know
assistant
superintendent,
know
that
there's
a
crisis
in
their
building,
then
they
activate
our
places
response
system
and
we
have
crisis,
go
as
an
app
that
leaders
can
request
by
support
from
that.
Notification
immediately
goes
to
our
entire
crisis
team,
which
members
of
the
cabinet
are
on
and
members
of
the
crisis
team,
and
we
respond
immediately
just
to
give
you
a
sense.
U
We
have
three
crisis
situations
we're
dealing
with
today
as
we're
here
we
have
team
members
responding
to
schools
so
on
a
daily
basis,
we're
providing
crisis
response
to
schools
in
need.
Sometimes
that
again
is
isolated
to
one
school.
That
has
something,
but
very
often
when
community
violence
occurs,
it
impacts.
Multiple
schools
and
multiple
teams
are
activated
to
provide
that
support.
P
Very
helpful
I'll
just
end
with
this.
First
of
all,
thank
you
for
all
the
work
that
you
guys
are
doing.
I
know
it's
very
challenging
no
one's
calling
for
immediate
response
to
their
school
situation,
so
I
my
questions
there
always
should
be
crouching.
This
idea
that
I'm
very
grateful
for
the
work
that
you
guys
do
I
will
say
I'm
a
firm
believer
in
always
thinking
about
how
we
can
of
course,
do
better.
I'll
speak
from
the
elected
government
side.
Sometimes
we
do
a
lot
of
this.
P
Instead
of
doing
this,
I
mean
looking
at
ourselves
and
thinking.
How
can
we
improve?
How
can
we
do
better?
How
do
we
admit
when
we've
done
something
wrong?
We
haven't
sort
of
something
didn't
work
out
as
we
thought
it
would
in
practice.
We
thought
it
was
great
in
theory,
so
I'm
always
thinking
about
how
do
we
how
we
can
do
better?
P
So
some
of
my
questions
obviously
come
from
that
space
and
I
think
frankly,
families,
parents,
teachers,
school
leaders,
students
in
particular,
really
appreciate
that
when
we,
when
we
swim,
we
come
from
that
space
because
there
are
students
right
now
who
are
not.
Who
feels
oh
they're,
not
getting
the
support
that
they
think
they
need?
There
are
school
leaders
who
feel
like
they're,
not
getting
the
support
that
they
think
they
need
teachers
as
well,
and
so
we
need
to
acknowledge
that.
As
we
say,
we
have
these
long-term
plans.
P
E
You
Andre
I
do
want
to.
Thank
you,
though,
for
bringing
up
and
asking
Brian
the
question
about
how
many
schools
we
have
children
that
are
experiencing
homelessness,
because
I
think
it's
really
important
to
note
that
it
is
in
every
school.
We
do
have
children
in
each
one
of
our
awesome
public
schools
that
are
experiencing
homelessness.
So
thank
you
for
identifying
that
I
just
want
to
very
quickly
I
think
it's
Maureen
and
Jill
on
the
marijuana
preparing
for
sort
of
this
change
in
the
legalization
of
recreational
marijuana.
E
Cuz
I
think
it's
something
that
we're
not
fully
prepared
for
as
a
city
in
the
state
for
the
legalization
of
the
recreational
piece
and
I,
also
on
before
I
switch
over
to
some
of
the
athletic
questions.
I
do
have
on
the
school
psychologist
and
Andrea.
You
were
saying
we
have
about
54
55
of
them.
If
we
include
the
children's
funded
one,
that's
that's
less
than
one
per
1,000
students
in
DPS.
What
are
we
doing
sin,
and
this
is
a
question
I
had
last
year,
I
went
looked
at
my
notes.
E
B
I
would
say
that
it
is
something
that
we
continuously
reflect
on
of
what
are
the
expectations
that
we
have
for
our
school
psychologists
as
well
as
we
look
at
math
description
of
what
are
the
things
that
school
psychologists
do?
There
is
a
much
bigger,
broader
list
of
things
that,
based
on
Nass
description,
that
folks
will
do
especially
around
the
prevention
work
and
so
I
think
that's
one
of
the
pieces
of
conversation
that
we're.
Having
is
how
do
we
expect
the
school
psychologist
to
continue
work.
B
I
think
this
is
where
why
we're
also
being
very
clear
about
broadening
where
those
responsibilities
around
social
emotional
support
exists.
Joe
dlg
has
been
one
of
our
team
members
as
well
who's
leading
that
work.
We
have
dill
and
we
also
have
Maureen
who
engage
in
these
conversation
about
how
do
we
broaden
what
that
understanding
of
support
is,
in
particular
around
trauma?
I
think
that
I'm
finding
is.
B
You
hear
from
Eleanor
the
number
of
FTEs
that
exists
around
this
kind
of
support.
There's
a
lot
of
people
but
I
think
what
we're
trying
to
assess
is
what
do
we
want
certain
roles
to
really
be
about,
because
we
know
we
have
that
need
in
the
district,
whether
it's
assessments
or
things
like
that,
and
where
do
we
need
a
team
of
people,
whether
it's
central
within
schools?
P
G
E
And
our
psychologists
able
to
practice
their
work,
not
just
do
the
assessments
and
I
think
we
really
need
to
make
sure
that
we're
transitioning
and
that
we're
really
allowing
these
professionals
to
do
both
of
them.
You
know
both
of
that
work
if
it
doesn't
sound
right,
but
that
they're
able
to
participate
assessments
because
they
have
to
they're
mandated
to
buy
a
lot
of
participate
assessments,
but
they're
able
to
do
sort
of
the
clinical
services
piece
and
provide
services
to
our
kids.
We.
E
You
go
girl
means
fat,
girl
running
sorry,
my
own
editorial,
so
Avery.
Thank
you
very
much
for
joining
us
today.
Talk
about
bps,
athletics
I,
you
know,
was
once
a
high
school
teacher
in
Boston
and
I
coached
softball.
These
Boston
had
very
successful
and
still
have
a
very
successful
program
for
kids
that
are
athletes
and
looking
forward
to
participating
in
sports
and
bps.
R
Yeah,
we're
budgeted
a
little
bit
over
3.5
million
for
FY
18.
We
really
look
at
there's,
probably
four
big
buckets
that
I
look
at
in
the
budget.
One
of
those
would
be
just
payment
of
the
coaches
stipends
that
come
with
the
you
know,
hosting
the
sports
at
your
school,
so
that
totals
about
a
little
over
1.9
million.
The
second
bucket
that
we
would
look
at
would
be
our
fees
for
outside
services
and
officials.
R
We
spend
about
three
hundred
and
eighty
thousand
a
year
to
support
all
the
different
officials
for
the
varsity
JV
middle
school
contests,
EMTs
signers
different
pieces
that
come
with
that.
The
other
bucket
that
we
look
at
would
be
uniforms
and
equipment
which
comes
in
at
about
two
hundred.
Forty
thousand
dollars
divided
up
amongst
the
over
300
teams
that
we
have.
What.
E
R
And
then
you
know
the
last
big
bucket
that
we
deal
with
his
facility
rentals
the
number
in
the
budgets
identified
at
about
eighty
three
thousand,
it's
probably
more
like
ninety
three
thousand,
when
you
know
push
comes
to
shove,
and
that
would
be
for
track
at
the
Reggie
Lewis
Center
hockey
games
and
northeastern
practice
ice
time
with
DCR
rinks
porta-potties
out
of
some
of
our
fields.
So
you
know
pieces
that
support
the
athletic
programs.
The
specific
needs
of
athletics
programs
and.
E
R
I
mean
the
the
so
when
it
comes
to
officials
and
the
support
pieces
that
that
would
follow
the
games
you
know
so
each
sport
has
a
limitation
and
in
terms
of
the
number
wrong
games
that
they
can
play-
and
you
know
in
terms
of
budgeting
standpoint,
we
would
look
at
half
of
that.
Assuming
half
of
those
games
would
be
at
home
and
make
sure
the
funds
followed
that
from
an
equipment
standpoint,
each
team
is
identified
a
certain
allotment
of
money
and
that
does
not
vary
between
boys,
sports
and
girls
sports.
So
so.
R
E
R
Right,
correct
females
are
not
excluded
from
playing
football;
I
think
it
really
comes
down
to
what
the
equipment
costs
are
and
part
of.
What
we
need
to
look
at
as
a
department
is
really
what
are
the
cost,
but
the
true
annual
needs
of
a
team
and
start
from
that
standpoint
to
at
least
evaluate
if
these
these
allotments
are
correct,
as
I
mentioned
before,
we
have
the
teens
on
a
uniform
rotation
and
I
believe
in
past
years.
R
That
allotment
was
meant
to
cover
some
of
those
uniform
needs,
but
since
we
pulled
that
out
and
where
we're
funding
that
centrally
as
a
department,
it
opens
the
door
to
look
at
what
are
the
true
needs?
You
know
for
a
volleyball
team
for
a
softball
team.
You
know
for
a
baseball
team
for
a
football
team
and
start
at
that
point
as
a
baseline
and
then
try
to
build
up.
You
know
the
money
around
it.
How.
H
Q
G
R
Have
at
the
high
school
level,
there's
there's
86
fall
sports,
84
winter
teams
and
then
73
spring
teams,
which
I
believe
definitely
quick.
Math
is
right,
is
a
little
bit
Brown
to
40
at
the
middle
school
level.
We
sponsor
40
or
excuse
me:
20
boys,
basketball
teams
and
20
girls,
basketball
teams,
and
then
we
sponsor
22
middle
school
boys
are
co-ed
track
teams,
and
then,
on
top
of
that
we
do
a
stipend
for
about
30,
Special
Olympic
offerings
over
three
seasons.
Great.
E
And
then
there's
been
lots
of
questions
I
think
recently
that
I've
heard
sort
of
in
on
the
circuit,
with
you
know,
former
coaches,
that
I
worked
with
and
teachers
that
I
work
with
about
our
ability
as
a
district,
to
sustain
some
of
our
teams,
because
some
some
schools
are
just
showing
up
with
very
low
numbers
and
have
we
thought
sort
of
over
the
long
term.
How
are
we
able
to
either
sustain,
or
do
we
have
to
start
looking
at
merging
schools
more
strategically
than
what
we've
done
to
date
with
cooperatives
yeah.
R
R
What
I
mean
right
so
so,
as
they
have
right
now
right
right,
so
you
know:
are
there
other
certain
sports
that,
given
what
we
know
about
enrollment
will
we
know
about
facilities?
What
we
know
about
the
demographic
at
the
school
that
we
would
make
sure
that
we
we
kept
with
that
and
looked
at
you
know
how
that
would
would
play
out
in
terms
of
to
do.
Is
it's
a
state
right
just
like?
Is
it
sustainable
to
continue
with
what
the
current
offers
are?
R
I
think
the
other
other
pieces
right
would
some
timer
jure
amongst
neighborhoods
amongst
area
schools,
create
a
better
experience
for
the
kids
and
or
that
we
have
the
numbers
for
participation
and
pieces
that
come
with
it.
The
big
piece
around
athletics
and
I
think
that
the
piece
where
you
know
the
discussion
has
to
be
around
is
the
school's
take
great
pride
in
and
having
the
their
name
across
their
their
Jersey
and
being
able
to
tell
the
team
and
so
going
down
some
of
those
paths.
We'd
have
to
seek
out
and
get
some
commitment
from.
R
E
If
there's
a
need
in
shifting
some
of
our
offerings
to
different
sports,
because
some
schools,
you
know,
think
we
only
have
one
or
two
lacrosse
programs,
for
example
in
the
district-
and
you
know
there
are
kids
that
desire
to
apply
on
those
teams.
So
are
there
cooperatives
and
how
do
we
really
have
thoughtful
cooperative
I?
E
Think
there
so
I
looked
it
up
quickly,
and
it
goes
maybe
three
dozen
cooperatives
and
that's
the
agreement
of
schools
to
let
kids
play
on
each
other's
teams,
but
some
of
them
don't
you
need
to
exist
anymore,
because
the
sport
is
been
long,
gone
or
or
something
to
that
to
that
effect,
have
we
ever
done
with
bps
athletics,
a
sort
of
a
capital
plan?
What
sort
of
investment
does
athletics
need
in
order
to
to
really
perform
going
forward
across
the
district
yeah.
R
I
think
those
are
the
you
know,
kind
of
next
steps
and
pieces
that
I
would
identify
having
an
idea
of
the
schools
that
were
dealing
with
now
coming
into
the
job.
I
was
very
optimistic
and
I
think
there's
there's
a
learning
curve.
You
know
when
it
comes
with
anything
with
PBS
in
the
city,
and
so
that
would
be
you
know,
one
of
the
pieces.
I
think
we'd
have
to
look
at.
You
know,
along
with
that
conversation
around
what
the
configuration
of
athletics
look
like
or
what
the
pieces
are
involved
in
and
creating
a
program.
R
The
ability
to
have
to
learn
something
about
the
sport,
the
ability
to
learn
something
about
yourself,
the
ability
to
have
fun
and
interact
with
your
teammates
and
and
some
of
the
other
adults
in
your
school,
in
a
way
that
you
might
not
do
but
really
looking
at
what
the
money
is,
that
that
would
need
to
come
with
that
and
some
of
the
pieces
that
would
need
to
be
in
place.
You
know
if
you,
you
looked
at
different
configurations
of
athletic
teams
right.
E
R
We
we've
had
some
talks
with
other
departments
in
areas,
and
that
would
be
involved
in
this.
You
know,
namely
operations
and
and
some
of
those
pieces
in
terms
of
how
that
would
look
and
how
that
would
play
out
athletically
from
my
perspective,
I
think
it's
a
district
commitment
which
would
in
turn
somewhat
make
it
a
City
commitment
and
so
I
think
we'd
have
to
look
at.
R
Do
are
some
where
I
start
I'm
still
sustainable
in
terms
of
getting
kids
to
Afiya
they're,
giving
them
adequate
time
to
warm
up
and
prepare
to
play
a
game
or
or
have
a
practice,
and
then
I
think
we're
collaboratively
with
the
Parks
and
Recreation
Department
around.
You
know
how
that
might
look.
You
know
we're
where
we
may
need
to
have
some
common
understanding
amongst
VPS
and
community
organizations
around
use
of
fields,
and-
and
you
know
what
some
of
the
opportunities
might
be
to
explore
to
make
it
work
out
for
everybody
involved.
I.
Think.
E
R
We
have
we
have
some
standard
pieces
in
place.
Basically,
the
hours
from
two
to
five
thirty
BPS
has
the
priority
on
the
fields,
but
we're
dealing
with.
You
know
a
district
that's
evolved
and
we
do
have
some
schools
that
get
out
on
the
later
end,
and
you
know
it
may
be
a
little
bit
of
a
squeeze
when
it
when
it
comes
to
practice
or
games
to
to
get
them
in
and
make
it
work.
But
again
that's
working
with
parks.
R
You
know
around
solutions
and
trying
to
be
I
guess
as
transparent
and
proactive
as
we
can
around.
You
know
when
that
when
a
late
situation
may
arise
or
how
to
work
with
that,
that
person
has
following
up
with
you
on
the
field
around.
You
know
ensuring
that
your
game
can
happen
and
finish.
Okay,
hey.
K
O
Well,
so
the
the
social,
the
office
of
social,
emotional,
learning
and
wellness
is
an
office
that
comprises
seven
different
departments
and
we
are
focused
on
the
development
of
the
whole
child.
When
you
focused
on
on
the
development
of
the
the
whole
child,
we
are
looking
at
the
Chou's
socially
emotionally
and
physically.
We
want
them
to
be
well
in
all
those
areas,
and
so
we
have
behavioral
health.
We
have
athletics
because
they're
doing
a
redesign
of
the
MA
of
their
athletic
model
to
integrate
social
motional
learning.
O
It's
it's
it's.
Those
are
skills
that
teachers
are
teaching
explicitly
to
to
students
and
that
also
that
they
are
incorporating
as
part
of
their
lesson,
plans
and
everything
that
we
do
is
really
social-emotional,
and
so
we
have
various
departments
in
the
office
that
are
dedicated
to
that.
To
that
work,
health
and
wellness
opportunity,
youth,
which
includes
attendance,
attendance
from
home
in
hospital
homeless,
education
back
to
health
and
wellness.
We
have
is
that
how
that
physical
activity,
sexual
health,
we
have
how
services
or
our
nurses
are
involved
in
this
work.