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From YouTube: Committee on Ways & Means on May 3, 2018
Description
Docket #0556-0565 - Fiscal Year 2019 Budget: Boston Public Schools- Academic and Student Support Services (2)
A
Third,
I
just
like
to
remind
folks
that
this
is
a
public
hearing
both
being
broadcast
live
and
recorded
on
our
CN
channel
82
comcast
channel
8,
as
well
as
verizon
1964
and
streamed
at
boston,
gov,
backslash
city,
council,
TV
I'll.
Ask
folks
in
the
chamber
to
silence
their
electronic
devices
at
the
conclusion
of
the
department's
presentation
and
questions
from
my
colleagues
will
take
public
testimony.
There's
a
sign-in
sheet
by
the
door
I
ask
that
you
state
your
name
residents
affiliation
and
please
check
the
box.
A
I
am
joined
by
several
of
my
colleagues
to
my
immediate
left,
a
counselor
lives
and
education,
Chairman,
Aneesa,
sabe
George
to
my
far
left
district
city,
councilor,
Edie
Flynn
to
my
right,
a
district
city
council,
matt,
o'malley
and
council
president
aundrea
campbell.
Thank
you
all
again
and
I
apologize
for
the
delay
and
won't
delay
this
any
longer.
Take
it
away
all
right.
B
B
First,
I'd
like
to
talk
first
about
in
my
office
and
kind
of
our
philosophy
eliminating
opportunity
achievement
gaps
are
not
only
vital
for
our
school
system,
but
for
our
society
we
are
getting
closer
and
closer
to
a
majority-minority
Society
and
need
to
have
a
sense
of
urgency.
What
we
don't
do
or
don't
invest
in
today
to
create
equity
will
pay
us
back
down
the
road
one
way
or
the
other.
B
Our
role
is
to
lead
the
system
in
addressing
cultural
and
structural
barriers
for
those
students
who
have
been
historically
marginalized
so
that
they
are
provided
the
opportunities
necessary
for
college
career
and
life
readiness.
We
feel
that
opportunity
gaps
manifests
themselves
in
to
achievement
gaps,
and
so
that's
where
the
main
focus
is
for
us
much
of
our
role
as
an
office
is
to
create
and
publish
the
equity
innovations
that
will
close
the
gaps
of
access
and
opportunity.
Working
with
all
offices
in
bps.
B
B
We
do
have
some
good
news
around
some
of
our
leading
indicators
of
success,
such
as
suspension,
where
not
only
are
the
rates
down
across
all
of
our
subgroups,
but
the
gaps
between
black
Latino
and
students
with
with
disabilities
are
slimming
compared
to
their
counterparts.
I
think
this
is
a
testament
a
lot
of
the
efforts
around
restorative
justice
and
in
our
initiatives
around
culturally
and
linguistically
sustaining
practices
taking
a
hold.
B
Our
office
has
three
major
strategic
priorities:
one
around
and
we
kind
of
call
it
the
student,
the
adults,
the
system.
So
for
the
adults
we
do
a
lot
of
capacity
building
for
students,
targeted
programming
and
then
there's
a
big
piece
of
systemic
oversight
and
strategy.
In
our
efforts
for
a
capacity-building,
we
are
pushing
what
we
are
calling
culturally
and
linguistically
sustaining
practices
or
si
LSP.
This
is
our
take
on
cultural
proficiency
or
the
ability
to
work
effectively
across
cultural
boundaries.
B
This
is
a
body
work
ultimately
asking
us
to
think
about
how
we
leverage
the
unique
cultural
and
linguistic
strengths
of
our
diverse
student
body
to
create
more
equitable
conditions
in
our
schools
in
our
district.
We
have
brought
this
learning
over
the
past
two
years
to
all
principals,
bps
department,
heads
and
cabinet
members
lead
teachers,
parents,
community
members,
through
such
forums
as
our
speaker
series
and
parent
universities,
many
of
our
partner
organizations,
and
have
even
begun
work
with
some
of
our
university
partners
around
the
courses
that
they're
they're,
providing
it
to
their
undergrad
and
grad
students.
B
We've
also
worked
very
closely
with
other
acet
members
to
make
sure
that
CL
SP
is
the
foundation
of
our
instructional
vision,
namely
the
essentials
for
instructional
equity
that
I'm
sure
academics
went
through
during
the
morning.
As
for
programming,
our
specific
programming,
we
intend
to
empower
historically
marginalized
populations
to
be
agents
of
their
own
success
and
counteract
some
of
the
toxins
in
our
society
targeted
towards
them.
In
this
area.
We
have
many
innovative
programs
that
are
growing.
B
An
example
of
that
is
the
tempos
initiative,
which
engages
boys
and
young
men
of
color
in
middle
and
high
school
and
coursework.
That
is
focused
on
academic
rigor,
realtalk
community
service,
peer
mentoring
and
physical
challenges.
It
has
grown
to
serve
over
330
young
men
and
mbps
in
over
35
schools.
The
ten
girls
program,
which
started
last
year
in
a
couple
of
our
schools,
has
grown
to
around
a
hundred
and
twenty
young
women
across
13
DPS
schools.
B
Another
example
is
excellence
for
all
the
excellence
for
all
model
whose
ultimate
goal
is
to
create
rigorous
educational
experiences
for
all
students.
This
pilot
is
in
13
schools
and
fourth
and
fifth
grade
and
we'll
be
expanding
to
sixth
grade
next
year.
I
will
expand
on
EFA
in
a
couple
minutes,
as
we
have
a
couple
of
dedicated
slides
to
this
important
work.
Finally,
we
have
the
systemic
work
to
try
to
address
structural
and
systemic
barriers.
A
major
piece
of
this
work
is
the
OIG
policy
and
implementation
plan.
B
The
goals
within
the
the
implementation
plan,
which
works
with
every
single
office
across
bps
range
from
more
culturally
responsive
food
choices
in
our
cafeterias
to
decolonizing.
The
curriculum
and
everything
in
between
one
of
those
pieces
that
are
in
between
is
the
opportunity
index,
which
again
we'll
explore
a
little
bit
in
more
more
detail
a
little
bit
later
beyond
that,
our
office
has
continued
to
grow
in
partnerships
with
scholars
and
others
districts
across
the
country,
such
as
Oakland
in
New
York
City.
B
Slide
eight
is
our
budget.
This
is
our
all
funds
budget
for
fiscal
year.
Nineteen,
as
you
can
see,
the
major
bulk
of
our
funding
in
the
office
lies
within
the
excellence
for
all
initiative.
Other
major
areas
of
spending,
of
course,
are
staffing,
which
will
include
six
point
six
FTE
next
year
dollars
for
our
targeted
programs,
as
well
as
our
capacity-building
efforts
across
the
district.
B
Now
I'd
like
to
highlight
EFA,
since
it
is
the
largest
piece
of
our
budget
and
I,
wanted
to
highlight
a
few
things
in
particular.
First,
the
pillars:
the
pillars
of
our
model
include
rigorous
instruction
that
creates
access
points
for
all
students,
quality
enrichment,
such
as
robotics
coding
in
foreign
language.
That
previously
was
not
available
to
most
students
in
bps.
B
The
F
phase
reach
in
the
district
is
truly
reflective
of
the
demographics
of
our
system,
which
is
why
it's
so
important
to
close
an
opportunity
gaps
in
rigor.
Ef
a
is
attempting
to
bring
access
to
high
rigor
classwork
to
all
students,
one
of
the
main
strategies
outlined
by
scholars
looking
at
the
opportunity
gap
within
our
district
in
2014
and
2015
yeah
is
not
a
program
per
se.
Rather,
it
is
a
model
to
inform
the
district
about
the
necessary
conditions
for
all
students
to
achieve
and
thrive,
while
engaging
with
high
demanding
coursework.
B
B
Some
of
the
successes
to
date
are
students
completing
capstone
projects
which
are
interdisciplinary
hands-on
projects
that
show
kind
of
the
the
breadth
of
learning.
In
a
year,
EFA
students
were
at
the
top
at
the
top
of
the
placements
in
coding,
competitions
and
robotics
competitions
in
bps
this
year
and
some
data
patterns
that
are
encouraging,
especially
around
student
growth
in
ela
and
in
writing,
and
in
some
cases,
with
our
most
marginalized
subgroups.
B
This
is
a
index
that
is
particularly
attached
to
the
oag
implementation
plan.
It
was
something
outlined
within
the
engagement
goals
within
that
implementation
plan.
It
is
in
line
with
the
district's
theory
of
action,
around
schools,
being
the
units
of
change,
and
the
o.I
is
trying
to
bring
more
equity
to
the
funding
streams
that
go
to
each
school.
B
While
a
weighted
student
formula
does
a
pretty
good
job
around
equity
and
pushing
money
towards
things,
we
can
traditionally
measure
and
account,
for
there
are
many
things
outside
the
school
context
that
affect
student
outcomes.
The
index
is
trying
to
bring
more
nuance
to
that
type
of
need
that
was
currently
only
being
measured
and
accounted
by
for
by
the
economically
disadvantaged
measure,
which
is
fairly
blunt,
that
that
is
that
blunt
tool
that
talks
about
are
you
want
public
assistance
or
not
that
doesn't
do
a
great
job
at
differentiating
need
across
our
schools.
B
B
On
slide,
17
you'll
see
that
these
are
the
final
variables
that
are
included
in
the
index
that
went
into
the
application
this
year.
There
are
three
levels
of
variable
variables
across
three
distinct
grade
spans
for
neighborhood
level:
we're
not
talking
about
traditional
traditional
neighborhoods
and
we're
not
talking
about
Roxbury
Dorchester
Mattapan,
we're
talking
about
177,
distinct
census
tracts.
So
we
can
get
to
a
very
my
new
level.
B
Where
you
see
checkmarks
on
this,
and
we
can
get
into
it
later-
is
where
the
variables
that
matter
at
the
different
spots
in
our
trajectory
in
education.
So
at
the
elementary
level,
the
ones
with
the
checkmarks
are
the
variables
that
attach
to
student
performance
I
in
elementary
and
then
you
see
in
the
middle
of
middle
schools
and
at
the
end
high
school.
B
Finally,
slide
18
shows
how
the
index
was
created
for
each
school,
and
so
you,
basically
each
student,
is
given
a
score
relative
to
their
peers.
When
you
aggregate
the
neighborhood
experience
the
family
experience
and
some
of
some
leading
indicators
of
success
attached
to
their
student
profile,
that's
aggregated
and
each
student
is
given
a
score
from
0
to
1
from
that
the
student
body
within
a
school
is
given.
B
It
is
a
verage
to
give
the
school
a
score
from
0
to
1,
so
that
we
can
then
compare
the
relative
concentration
in
need
across
all
of
our
schools
and
so
I'm
sure
we'll
have
a
little
bit
more
discussion
around
that
when
questions
come
up,
but
for
now
I'd
like
to
pass
the
presentation
on
to
cindy
Nielsen,
who
will
take
us
through
special
education.
Thank.
A
C
C
The
office
of
special
education
is
in
the
third
year
of
building
inclusive
practices
across
the
district,
through
identity,
emplacement,
quality
of
instructional
supports
and
services,
students,
family
community
engagement,
equity
and
accountability,
or
compliance
and
in
our
transition
services.
As
of
mid-april
2018,
about
21%
of
our
student
population,
our
students
with
disabilities
of
that
21
percent,
approximately
one-third
of
our
students
are
also
English
learners.
C
There
is
a
2%.
It
decreases,
students
being
placed
in
substantially
separate
settings,
bringing
us
to
a
5%
decrease
in
students
in
sub
separate
settings
from
school
year,
2014-15
regarding
our
out
of
district
students.
They
are
represented
in
two
groups,
stayed
involved
and
non
state
involved
state
involve
students
indicate
that
the
Department
of
Children
and
Families
Department
of
Mental
Health
or
the
Department
of
Public
Health,
made
a
determination
that
the
students
resident
would
be
in
the
residential
setting.
We
are
then
responsible
for
the
school
day
portion
of
that
of
that
placement.
C
We
do
not
have
any
influence
over
this
decision.
Other
student
involved
students
include
students
associated
with
the
Department
of
Youth
Services
in
the
Department
of
Corrections
non
state
involved.
Students
indicate
the
students
or
place
to
the
team
process,
mediation
settlement
agreement,
BSC
a
decision
or
student
moving
in
from
another
district.
With
this
type
of
a
IEP
already
written,
we
had
a
decree
decrease
of
13
students
in
out
of
district
settings
from
school
year
1617.
The
majority
of
this
reduction
is
with
state
involved
students,
though
the
number
13
may
seem
small.
C
There
is
a
savings
here
on
both
tuition
and
transportation.
This
slide
organizes
the
data
by
primary
disability.
We
further
broke
down
the
disabilities
into
high
incidents,
low
incidents
and
spectrum
disabilities.
High
incidence.
Disabilities
are
disabilities
that
are
socially
constructed
and
determined
as
part
of
the
evaluations
that
are
administered
by
educators,
related
service
providers,
psychologist
psychologist,
etc.
Low
incidence
disabilities
are
diagnosed
by
the
medical
community,
and
the
information
provided
to
us
by
the
medical
medical
community
informs
our
instruction
spectrum
disabilities
indicate
our
students
with
autism
and
developmental
delay.
C
When
we
break
down
each
disability
by
race,
we
see
that
there
is
much
more
work
that
needs
to
be
done.
Regarding
our
black
students
being
diagnosed
with
emotional
and
intellectual
impairments
and
our
Hispanic
students
being
diagnosed
with
communication
and
specific
learning
disability
at
a
higher
rate
than
their
peers
as
an
update
on
our
investment
from
FY
18,
we
started
the
ad
plan
rollout
in
late
August
2017
to
replace
the
Sims
IEP
system.
C
The
move
to
this
system
has
allowed
for
a
better
understanding
of
compliance
with
state
and
federal
laws,
allows
for
a
much
easier
IEP
IEP
completion
and
is
building
a
strong
and
interactive
online
student
record
for
our
students
and
for
our
school
staff
and
families.
We
also
move
to
Ed
plan
for
our
504
assessment
and
documentation.
A
parent
portal
will
be
piloted
in
May
and
June
in
a
small
set
of
schools,
and
the
full
rollout
of
the
parent
portal
will
be
available
in
September
of
2018.
The
inclusive
support
teams
are
huge
success
in
the
schools.
C
This
year
we
had
12
team
members,
eight
teachers
and
four
community
feel
coordinators
positions.
The
team
served
the
TL
T's,
providing
direct
support
to
schools,
classrooms
and
students
next
year,
we'll
be
adding
four
more
community
field
coordinators
to
expand
our
teams
and
our
work
in
transition
continues
to
get
stronger
in
our
third
year
of
committing
$1,000,000
per
year.
C
We
have
built
and
maintained
strong
partnerships
in
the
community,
increased
opportunities
for
our
students
14
to
22,
to
learn
the
skills
they
need
to
be
in
college
career
and
like
to
be
college
career
and
life
ready
in
FY,
19,
centrally
funded
special
education
services
increased
by
3%.
We
have
made
investments
but,
most
importantly,
we
are
able
to
continue
the
work
that
we
have
been
doing.
C
A
D
D
Work
at
OE
ll
supports
over
24,000
students
or
the
44%
of
VPS
students
who
are
either
current
English
learners
or
former
English
learners
collectively
are
ELLs,
represent
over
a
hundred
different
countries
and
speak
over
70
different
languages
constituting
one
of
the
greatest
assets.
That
BPS
has,
though,
the
majority
of
our
English
learners
are
at
the
early
developmental
stages
of
English
language
proficiency
and
are
found
in
elementary
grades.
D
We
are
very
committed
to
making
sure
that
we
are
providing
support
for
students
at
all
grade
levels
and
all
levels
of
proficiency,
and
we
have
prioritized
our
work
accordingly.
Our
first
priority
is
to
ensure
instructional
e
sound
programs,
both
during
the
school
day
and
in
the
form
of
supplemental
services
that
are
aligned
to
the
English
language,
development,
curriculum
and
core
content
standards.
D
We
continue
to
promote
engagement
of
our
English
Learner
parents
with
community
partners
and
schools.
For
example,
our
district
English
Learner
Advisory
Council,
is
made
up
of
parents
of
our
English
learners
and
they
are
tasked
with
with
them
advising
us
on
how
to
best
enhance
our
instructional
programs
and
our
services
for
English
learners.
Our
newcomers,
assessment
and
counseling
centre
provides
language
proficiency
assessments
to
identify
English
learners
and
their
level
of
English
language
acquisition.
They
also
counsel
parents
to
ensure
that
the
students
are
receiving
the
best
pro
that
is
offered
by
the
city.
D
D
Some
notable
investments
include
our
commitment
to
providing
high
quality
ESL
core
curriculum
and
to
include
new
programs
as
offered
by
the
look
act.
Our
largest
investment
for
both
this
year
and
next
has
been
around
providing
translations
and
interpretations
to
families
so
that
they
can
get
meaningful
access
to
their
students.
Education.
D
We
are
proud
to
report
that
we
have
provided
over
22,000
translations
and
interpretations
to
families
this
year.
Those
are
in
29
different
languages,
not
only
are
nine
major
languages,
but
all
languages
that
are
requested,
including
or
Lu
Mandinka
armed
hark
and
blush,
though,
as
we
approach
the
second
year
of
implementing
a
fully
realized
translation
interpretation
unit,
we
are
better
able
to
forecast
the
district's
needs,
moving
forward
and
implement
processes
that
provide
services
in
the
most
fiscally
efficient
manner,
including
translation,
interpretation
and
memory
software.
D
In
an
effort
to
ensure
that
all
schools
and
parents
understand
their
rights
to
these
service
services,
we
are
providing
constant
outreach
and
training
to
schools.
Finally,
to
create
more
safe
and
welcoming
environments
in
our
school
systems,
we
are
going
to
be
providing
language
toolkits
to
parents
and
students.
They
include
parents,
rights,
posters,
translated
signage
parent
brochures
and
ice
speed
cards
that
can
be
used
by
students
and
parents
to
show
school
staff
when
they
need
language
assistance.
D
I'd
like
to
conclude
by
highlighting
some
of
our
bright
spots
from
this
year.
First,
we
are
proud
to
be
expanding
our
dual
language
programs
for
all
of
our
students,
not
only
our
English
learners.
We
were
excited
to
establish
the
first-ever
k-1
haitian
creole,
dual
language
classroom
in
the
country
this
past
year
and
next
year
we
will
be
implementing
a
spanish
heritage
language
program
at
the
quincy
upper
along
with
the
state's
first
chinese
heritage
language
program.
D
We
are,
we
also
started
the
school
year,
collaborating
with
several
city,
council,
city,
council
agencies,
VPS
departments
and
community-based
organizations
to
support
the
students
displaced
by
Hurricane
maria.
We
prioritize
their
enrollment
in
our
ELL
supplemental
services
programs,
so
that
they
could
get
extra
access
to
instructional
time
and
support,
and
our
oli
liaisons
actually
followed
up
with
every
single
student
and
their
school
to
ensure
that
they
had
been
appropriately
placed
and
that
they
were
receiving
the
services
that
they
need
it
in
terms
of
better
supporting
our
families.
We
implemented
single
visit
assignment
this
year.
D
In
that
way,
our
newcomers
assessment
and
counseling
center
can
immediately
assign
students
after
language
testing,
rather
than
having
them
wait.
A
second
step
for
a
school
assignment
this
year.
We
also
recognize
our
teachers
as
the
instructional
experts
that
they
are
and
promoted
professional
learning
experiences
where
they
were
stipended
to
share
their
best
practices,
both
at
their
school
sites
and
on
the
district
level.
D
As
we
celebrate
these
bright
spots,
we
remain
flexible
ways
we
can
improve
moving
forward.
We
are
excited
to
leverage
the
new
opportunities
of
the
look
act
to
introduce
more
innovative
programming
for
English
learners.
We
do
believe
that
this
renewed
ability
to
provide
native
language
so
and
to
promote
bilingualism
and
by
literacy
will
allow
us
to
more
effectively
close
the
achievement
gap
for
our
English
learners.
Thank
you.
A
Thank
you
for
you
before
I
recognize
our
chair
of
Education
I
want
to
read
a
brief
statement
from
councillor
Kim
Janey,
dear
chairman,
due
to
a
long-standing
appointment.
I
will
be
unable
to
attend
the
beginning
of
this
afternoon's
hearing,
I
hope
to
be
able
to
join
but
join
you
before
the
end
and
signed
sincerely
Kim
Janey
District
City
Council
of
District
seven.
Thank
you.
Councillors,
asabi
George.
E
So
there's
been
a
lot
of
conversation
about
the
opportunity
index.
It's
been
celebrated
publicly
at
school
committee
and
there's
been
some
presentations
here
and
people
are
excited
about
this
new
methodology
and
this
new
thinking.
But
there
are
also
some
concerns
that
were
raised
in
an
earlier
hearing
today
and
an
earlier
budget
hearing
last
week
in
the
week
before,
and
specifically
today,
there
was
a
public
testimony
regarding,
and
advocacy
groups
need
to
FOIA
the
formula
to
understand
how
the
opportunity
index
funds
were
distributed
to
schools
or
will
be
yeah.
B
I
I
can't
speak
to
the
FOIA,
but
as
soon
as
we
were
done
with
a
methodology
we
presented
in
front
of
our
school
committee
and
worked
hard
to
create
a
website
that
is
public.
That
kit
that
you
can
see
not
only
every
score
of
every
school.
What
we,
what
we
put
in
the
in
the
formula
and
then
our
two
applications
through
the
partnership
dollars
and
and
the
high
support
need
fund
right,
and
so
that's
Boston,
Public
Schools,
slash,
oh
I,
so
I
can't
speak
to
the
fight.
B
E
Asked
their
questions
if
they're
unable
to
and
then
the
follow-up
question
to
that
was
the
role
of
the
Department
of
Justice
findings,
as
it
relates
to
many
of
our
Els
and
in
the
programming
that
supports
those
students
and
its
relationship
to
the
opportunity
index
and
many
of
those
students.
There's
a
thorough
presentation
earlier
today
about
a
number
of
our
schools
with
high
numbers
of
spanish-speaking
students
that
aren't
receiving
funds
through
the
opportunity
index.
Okay,.
B
Two
things
I
think
one
thing
we
need
to
decouple
the
index
from
the
application,
and
so
the
index
in
and
of
itself
is
not
telling
us
how
to
use
what
caught
off
points
in
in
order
to
make
decisions
around
funding
right,
and
so
that
might
be
true
of
the
the
partnership
dollars.
I
know
the
partnership
dollars
overall
aggregate
across
the
system
that
46%
of
our
Latino
students
are
the
the
demographics
of
the
schools.
B
Getting
funding
is
46
percent
Latino
students,
which
is
above
their
proportion
within
the
districts,
is
about
41
percent,
so
I
haven't
looked
at
it
school
to
school,
but
we
also
have
to
acknowledge
that
we
have
another
application
of
the
index.
That
was
much
more
broader,
that
covered
many
more
schools,
and
that
was
the
high
needs
and
and
I
would
say
that
they're
hitting
most,
if
not
all,
of
those
schools.
I,
would
also
like
to
remark
that
the
prior
way
that
we
were
giving
out
partnership
dollars,
all
schools
were
not
getting
that
money.
B
In
fact,
it
was
about
60
schools
before-
and
this
is
this
way
that
we
apply
it
through.
The
DOI
has
increased
the
amount
of
Latino
students
that
are
getting
supported
by
partnerships,
so
we
can't
create
a
straw
man
that
this
was
a
perfect
system
and
everybody
was
getting
money
and
now
we're
pulling
it
away.
A
lot
of
the
schools
in
which
the
person
was
probably
talking
about
we're
getting
funded
last
year,
either.
E
Their
exam
I
think
a
little
bit
of
anxiety
around
the
changes
in
the
way
that
schools
are
receiving
funds
and
partnerships
are
being
supported
through
this.
You
know
this
new
effort
and
whenever
we
have
a
new
effort
there,
there
are
changes
that
can
be
uncomfortable
and
I
think
it's
worthwhile
to
understand
why
those
changes
happen
and
learn
from
them,
because
no
rollout
of
a
new
program
is
ever
perfect,
and
you
know
what
we've
learned
by
doing,
but
I
think
that
it's
sort
of
experimental
feeling
is
very
personal
to
parents
in
particular.
Yeah.
B
Absolutely
and
I'd
like
to
outline
the
process
moving
forward,
there'll
be
a
reiteration
of
the
index
every
single
year,
so
I'm
shepherding
a
process
right
now,
we'll
have
an
internal
and
external
advisory
group
around
the
variables.
We'll
take
a
look
at
some
of
the
suggestions
from
our
school
leaders
and
there'll
be
another
index.
Next
fall.
E
B
Are
there
are
some
schools
that
are
that
that
are
losing
partnership
dollars?
Technically,
schools
never
got
partnership
dollars
really
centrally.
There
was
a.
There
was
a
bucket
of
around
six
million
dollars
that
were
allocated
to
the
partners,
and
then
the
partner
has
made
the
relationships
with
the
schools,
and
so
there
are
some
schools
that
are
that
are
that
have
been
negatively
effective,
I,
think
John
sprawl
and
the
partnership
office
has
done
a
bang-up
job
around
rallying
around
those
schools
and
talking
about
how
can
you?
E
That
we've
heard
the
most
about
have
been
play
where
ex-boss
and
debate
League
tenacity
and
then
the
tag
alert,
a
program
which
we
I
think.
We've
talked
a
lot
about
the
first
three,
but
the
tag
alert
a
program
we
had
a
parent
and
school
a
parent
speak
about
the
importance
of
the
tag
alert.
You
talked
a
little
bit
about
or
tell
us
why
we're
losing
the
tag
alert
program,
I
think.
E
F
Forgive
me
yeah
I've
lost
my
voice
a
little
bit,
but
dr.
Rose
was
just
speaking
about
the
fact
that
we
believe
in
schools
is
a
unit
of
change.
I
know
that
might
sound
a
little
bit
jargony,
but
you've
heard
me
say
we
want
to
empower
our
school
leaders
who
are
closest
to
our
kids,
to
make
partner
decisions
and
one
example
of
why
this
is
so
important
is
because,
as
we
were
going
through
this
change,
we
realized
that
we
had
found
instances.
F
For
instance
with
tag
alert
aware,
there
was
a
discrepancy
with
what
we
had
in
their
scope
of
services
versus
what
was
actually
being
delivered
in
schools.
And
you
know
we
are
all
employees
that
report
to
the
bowling
building
every
day,
and
yet
we
believe
we
need
to
be
very
careful
that
we
don't
keep
too
many
decisions
at
Bolling.
F
That
should
be
at
the
school
level
and
we
believe
that
school
leaders
and
school
communities
that
are
there
at
the
point
of
the
service
delivery,
who
are
everyday,
seeing
the
impact
that
a
partner
can
have
with
their
kids
are
the
ones
who
should
be
overseeing
that
work
so
that
we
don't
have
those
kinds
of
issues
again.
We're
the
folks
of
bowling
make
a
decision
about
what
partners
should
be
hired
and
they
think
a
certain
service
is
happening.
That's
happening
so
tag.
Alerta'
was
like
our
other
partners.
F
I
want
to
also
remind
the
council
that
we
have
dozens
of
other
partners
who
just
happened
to
be
out
that
this
one
pot
just
happened
to
identify
13
partners
who
were
singled
out
for
central
funding,
but
tag
alert
and
all
the
other
partners
were
made
available
to
all
of
the
schools,
and
we
really
got
to
hear
the
voice
of
the
school
community
in
saying,
which
are
the
partners
that
we
value
now
that
we
have
control
over
the
dollars.
Yeah.
B
I
think
you
specifically
for
tag
as
well,
just
like
Bossin
debate
League.
They
they
have
a
centralized
kind
of
summer
program
that
we
encourage
them
and
they
got
funding
through
our
fourth
quarter.
So
so
that
piece
were
they're,
bringing
together
multiple
students
from
multiple
schools
for
summer
experiences.
We
are
funding
its
those
pieces
that
you
know
you
have
to
kind
of
March
yourself
to
the
individual
schools
around.
B
The
importance
is
I
think
it
changed
for
all
of
our
partners
that
we're
getting
kind
of
a
you
know,
I'm
going
to
say
blank
check,
but
they
were
able
to
get
money
and
then
go
and
make
the
relationships.
It's
it's
much
different.
It's
different
for
city
years,
different
from
tenacity,
it's
different
for
all
of
our
partners
and
so
they're
they're
in
the
same
boat
as
everybody
else,
but
there
there
was
a
decentralized
piece.
Just
like
Bossin
debate.
League
we
did
fund
as
a
district,
not
through
this
fund.
Thank.
A
Just
have
a
quick
question
for
dr.
Rose
as
well
on
the
indicators
during
the
testimony
they
they
spoke.
One
of
the
testifiers
spoke
about
socio-economic
public
assistance
and
that
you
might
be
missing
a
lot
of
young
people
because
their
parents
aren't
on
public
assistance.
Therefore,
they're
not
getting
counted
in,
you
know
low-income.
How
do
you
speak
to.
B
B
F
And
I
just
want
to
add
echo
what
dr.
Rose
was
saying.
Our
team
is
deeply
committed
to
doing
everything
we
can
to
hunt
out
pieces
of
information
that
are
as
inclusive
and
capture
every
family
in
Boston
as
we
can.
It
is
hard
for
undocumented
families
because
they
are
by
definition,
undocumented.
So
we
have
been
on
the
hunt
for
the
last
24
months
for
any
source
of
data
that
we
can
use
that
can
improve
our
visibility
and
I.
Just
we,
for
instance,
are
broader
in
our
use
of
data
than
the
state.
F
A
When
you
look
at
the
opportunity
indicators
under
leading
risk,
chronic
acts,
absenteeism
Elementary,
is
not
counted,
and
you
know
I
I
think
we
spoke
a
lot
about
how
bad
our
absenteeism
is
in
Boston
Public
Schools.
Why
we
identifying
that
as
early
as
possible,
so
that
and
they
get
some
credit
or
I,
don't
know
what
the
proper
term
would
be.
I.
B
Think
when
you,
when
we
create
indices,
that
push
resources
to
schools,
we
have
to
be
very
careful
not
to
create
perverse
incentives,
and
so
the
reason
why
you
don't
see
any
leading
indicators
of
those
educational
measures
is
because
those
measures
are
taken
before
the
child
hits
the
doorstep
of
that
school
right.
And
so
we
wouldn't
want
to
punish
the
school.
That's
doing
a
very
good
job
of
engaging
students
and
families
and
making
sure
that
they're
coming
to
schools.
B
Now,
there's
you
know
at
a
social-emotional
office
at
my
office
initiatives
around
chronic
absenteeism,
but
when
you're
thinking
about
incentivizing
things
like
chronic
absenteeism
of
students
within
that
school
and
funding
for
it,
we
were
very
careful
with
the
measures
to
make
sure
that
it
was
upon
entry
into
the
school
which
you
know
for
elementary
kids.
You
don't
have
a
student
profile
yet,
and
so
that's
why
those
neighbourhood
measures
and
the
family
measures
were
the
things
that
stuck
I.
G
Mr.
chairman,
dr.
Rose
I
just
had
one
question:
I
know
you
highlighted
the
food
program
as
it
relates
to
closing
the
achievement
gap.
What
can
we
do,
especially
during
non-school
time
or
in
the
summertime,
giving
kids
and
parents
access
to
nutritional
programs
to
food,
whether
it's
in
the
weekends
or
in
the
summertime?
Is
there
any
type
of
way
the
school
department
can
partner
up
with
any
nonprofits
to
provide
more
food
during
the
the
summer
time
to
some
of
these
families,
yeah.
B
I
think
all
of
our
we're
encouraging
the
majority
of
our
students
to
take
part
in
ours
our
summer.
Fourth
quarter
summer
programming,
which
you
know
gives
free
breakfast
free
lunch,
I
think
the
more
we
can
get
the
word
out
that
that
we
actually
provide
year-round
free
breakfast
in
free
lunch
as
a
district
and
communicate
where
those
are
now
I'm,
not
in
food
services.
So
they
might
be
the
better
people
to
talk
to
about
that.
I
know
that
it
is
available
in
many
programs
that
we
run
over
the
summer.
B
G
You
and
I
just
have
one
more
question.
I
know
you
highlighted
our
students
that
are
that
came
from
Puerto
Rico.
What
are
we
specifically
doing
for
them
this
summer
to
help
them,
whether
it's
education,
wise
or
social,
or
employment,
or
training,
access
to
job
training,
medical
care?
What
is
what
is
this
Boston
School
is
doing
to
help
our
Puerto
Rican
students
so.
D
Over
the
summer
we
do
provide
al
supplemental
services
and
summer
services,
so
we
have
a
summer
programming
and
we
have
been
doing
outreach.
We
do
outreach
every
year
to
our
compensatory
students
and
we're
also
including
our
students
from
Puerto
Rico
as
well
in
that
group
this
year
we
have
found
that
the
most
effective
way
to
reach
the
families
is
through
phone
calls.
So
we
will
be
doing
that
to
the
families
for
families
that
were
displaced.
D
Another
thing
that
we
are
doing
is
we
did
receive
the
immigration
grant
this
year
and
that
has
allowed
us
to
to
have
more
resources
in
order
to
to
partner
with
our
CBO's
to
provide
more
access
to
those
seats,
and
we
will
have
transportation
again
this
summer,
because
that
we
know
that
was
a
barrier
in
the
past
for
students
receiving
that
summer
programming.
So
we
will
make
sure
that
when
we
make
those
calls,
they
are
aware
that
they
will
have
transportation
to
participate
in
those
programs.
G
G
H
B
I
H
H
H
Rose
first
presented
to
the
council
several
weeks
or
months
ago,
I
am
concerned
about
certain
schools
that
are
accustomed
to
offering
incredible
programming
that
will
no
longer
be
able
to
and
how
we
adjust
that
I'm
I've
been
here
long
enough,
as
is
the
chair
to
remember
when
we
went
to
weighted
student
funding,
which
also
makes
sense,
but
there
are
some
bugs
there
that
we
allowed
for
a
soft
landing
in
certain
cases
for
a
whole
host
of
things
and
I.
Think
that
that's
an
approach
we
may
want
to
adopt
here
as
well.
I
H
H
H
C
C
H
H
I
understood,
okay,
and
just
to
remind
since
we
have
so
many
of
your
colleagues
here,
this
isn't
for
you
guys
we're
still
waiting
this
body
for
my
requested
last
week's
budget
hearing
on
our
out
of
district
placement
for
voc
tech,
schools,
I
believe
was
Norfolk
Aggie
in
a
second
school.
That
escapes
me
right
now,
Minuteman
to
regional,
thank
you,
okay,
and
why?
H
C
When
we
look
at
that
and
the
numbers,
the
two
thousand
two
thousand
thirteen
fortune
we
were
talking
about
to
current
year,
the
biggest
increase
is
in
by
about
200
students
is
in
our
about
170
already
is
in
our
state
of
all
students
and
that's
one
of
our
biggest
challenges.
So
the
state
involve
students,
we
don't
have
any
purview
over,
which
is
the
big
challenge.
There
occurs
there.
When
a
outside
agency
decides
the
residence
of
the
student
is
going
to
become
a
residential
placement.
C
We
are
then
responsible
for
the
day
placement
portion
of
it
so
the
day,
the
school
program
of
it.
So
we
don't
take
on
the
residential
piece
completely
so
say,
even
if
you
have
a
student
with
DCF
and
DCF
places
them
at
Brandon
and
Natick
as
a
residential
student
they'll
take
the
portion
of
the
residence,
but
we
have
to
pay
for
the
day-to-day
school.
That's
where
that
biggest
increases
come
so.
H
H
C
We
don't
have
so
there
if
they're
students
from
another
district
coming
to
Boston
we're
twitching
in
some
kids
at
Horace
Mann,
the
Horace
Mann
School
for
the
Deaf.
Yes,
there
we
twitch
it
in
there.
Sometimes
we
have.
We
make
our
interest
with
McKinley,
so
students
that
move
to
another
district
and
they
want
to
that
sending
the
district
or
in
wants
to
send
them
back
and
we'll
twitch
in
them.
But.
H
My
point
is
I
want
to
see
perhaps
some
naive
or
optimistic
whatever
or
another
adjective
I
want
to
see
the
number
of
out
of
district
students
to
as
low
as
humanly
possible.
I
want
to
see
it
is
zero
I
recognize
we
all
do.
The
fact
that
we
are
now
seeing
that
increase
in
is.
Was
this
a
change
from
years
prior
that
that
court-involved
students
are
not
court-involved
students?
The
state
involves
students.
C
I
think
that
the
use
of
cost
shares
with
outside
the
outside
agency
is
increased.
I
think
a
couple
of
reasons
that
I
have
pathi
size
is
that
there's
a
reduction
in
their
funding
or
their
budget
and
there's
also
a
lack
of
places
to
put
kids
to
with
they're
in
custody
and
they
need
a
residence.
So
the
group
homes
are
filled,
there's
different
types.
D
C
Because
there
would
be
great,
because
what
happens
is
that
we
don't
have
any
say
in
it
and
then
we
are.
The
onus
is
on
the
district
to
make
sure
that
we're
paying
we're
funding
the
student.
That's
at
the
the
school,
because
once
it's
a
residential
placement,
they
don't
have
you
don't
you
can't
go
pick
them
up
if
they're
living
there,
you
can't
pick
them
up
and
come
back
to
Boston,
no.
I
H
B
Sure
yeah
that's
a
program
that
we
reformed
out
of
my
office.
We've
worked
closely
with
now
Rachel's
Garret
around
planning,
making
sure
that
it's
as
as
diverse
as
we
possibly
can
make
it
again
when
we
we
kind
of,
took
it
over.
There
was
less
than
25
percent
representation
from
our
black
and
latino
students
were
up
over
50%
in
both
of
those
and
we've
expanded
I
think.
Last
year
we
had
upwards
around
675
students,
and
these
are
just
all
fifth
grade.
H
B
H
B
J
Thank
You
Kate
Thank,
You,
councillor
Sam,
oh
I'm
and
Thank
You
Kate,
and
thank
you
guys
for
being
here
and
thank
you
for
the
work
you're
doing
and
dr.
Rose
I
want
to
applaud
your
efforts
for
the
opportunity
index.
I.
Think
it's
important
work
I
think
it's
necessary
work,
we're
often
throwing
around
the
terms
equity.
What
does
that
mean?
How
do
you
actually
apply
it
to
the
work
and
I?
Think
bps
is
approach
is
a
little
bit
more
innovative
than
other
tools
that
are
out
there.
J
I
know
that
some
schools
I
do
to
work
with
some
schools
in
my
growth.
Hall
area
have
been
talking
about
this
opportunity
index
really
in
a
better
way,
capturing
their
need
so
that
they
can
then
advocate
for
their
students
when
it
comes
to
these
limited
dollars
that
we
have
often
I
hear
from
folks
in
my
district,
largely
Matapan
in
Dorchester,
but
these
folks
over
here
get
more
than
we
do
over
here
and
some.
How
do
we
push
back
on
that
narrative?
J
Also
understanding
that
some
of
that
is
true
based
on
history,
so
I
applaud
your
effort
in
the
districts
effort
and
using
the
index.
How
many
of
my
questions
related
to
partnership
dollars
I've
been
answered,
I
I'm
interested
in
seeing
the
list
of
not
just
those
folks
that
are
losing,
but
also
folks
who
are
gaining
and
the
approach
or
response
to
them
to
those
schools
that
might
be
losing
I.
Don't
think
we
actually
do
a
great
job
in
communicating
to
the
public.
J
What
we
mean
when
we
say
equity,
what
we
mean
or
she's
making
these
shifts
and
why
they're
important
I
think
we
need
to
do
a
better
job,
because
it's
not
just
I,
think
people
have
this
I'm
losing
and
that's
it.
How
do
they
look
at
it
within
a
larger
system,
because
you
guys
obviously
have
to
look
at
it
within
a
larger
system
and
that's
often
when
I'm
telling
folks
on
the
ground
in
my
district,
but
we
wanted
to
at
least
give
you
kudos
for
the
opportunity
index.
J
C
C
F
F
Every
year,
at
this
point
we
do
our
best.
We
follow
what's
happening
in
DC,
we
talk
to
deci,
it's
a
really
imperfect
science.
We
try
to
take
our
best
guess
at
where
the
federal
dollars
are
going
to
come
out.
It's
really
unfortunate
that
we
don't
get
the
firm
dollars
until
the
summer
sometimes
makes
it
hard
to
plan.
Well.
F
Last
year
we
hit
the
nail
almost
quite
on
the
head.
We
got
really
close
in
our
projections
the
year
before
we
got
a
pleasant
surprise
and
got
a
little
more.
You
know
it's
it's
more
art
than
science,
but
deci
does
have
a
fair
amount
of
discretion
in
how
they
divvy
up
the
pie
of
what
comes
from
DC.
So
that's
the
remaining
variable.
Ok,.
J
That's
that's
helpful.
I
just
had
a
quick
another
question
related
to
English
language
learners
and
particularly
with
the
new
state
law.
That's
passed.
How
we
responding
to
that,
which
you
know
I,
think
a
lot
of
folks
have
been
advocating
for
for
years.
I
might
want
to
applaud
the
district
on
the
matter
on
front
the
response
that
at
least
when
it
comes
to
the
Dual
Language
Program
has
been
pretty
good.
J
I
think
how
it
all
happened
in
the
closing
and
transition
was
not
so
great
and
I
think
we
hopefully
have
learned
from
how
you
engage
parents
well
and
what's
effective
and
what
isn't
and
that
they
need
to
be
a
part
of
the
process
earlier
on,
even
when
we
perceive
that
our
schools
in
crisis,
how
do
we
engage
parents,
then,
and
not
when
we're
saying
we're
going
to
close
or
shift
but
I'd
love
to
hear
more
about
how?
How
does
a
district
can
respond
to
the
new
state
law?
So.
D
Currently,
the
look
act.
Guidelines
from
deci
are
under
public
comment,
so
there
is
a
veil
ability
for
anyone
to
go
on
and
read
the
regulations
and
guidance
as
stand
right
now
and
put
in
their
thoughts.
So
that
is
something
that
we
are
actually
doing
in
our
department.
We're
also
leading
our
district
English
Learner
Advisory
Committee,
to
be
informed
about
what
the
passage
of
the
look
Act
means
and
to
also
be
participating
in
that
public
comment
period.
However,
we've
already
gone
ahead
and
started
making
plans
about
what
this
is
going
to
look
like.
D
We
are
excited
about
the
possibility
of
opening
more
dual
language
programs
throughout
the
city.
However,
the
look
Act
offers
several
different
things.
It
offers
more
flexibility,
but
it
also
offers
increased
access
to
the
sea
loved
by
literacy
and
it
it
sort
of
sanctions.
Native
language
supports
is
a
good
practice,
and
so
one
of
the
things
that
we've
done
is
we've
invested
quite
a
few
dollars
this
year
for
next
year
in
providing
native
language
resources
to
our
teachers.
D
D
What
are
the
materials
they
would
like,
and
we
have
made
a
purchase
already
moving
forward,
we've
also
set
aside
dollars
in
order
to
provide
professional
learning
to
acclimate
our
teachers
into
using
native
language
resources
in
classes
more
appropriately
and
as
for
the
dual
language
programs,
we
are
currently
meeting
with
all
of
our
community
members.
Last
night
we
actually
went
to
the
Winship
school
and
we're
invited
there
by
the
principal
and
the
community
to
talk
about
a
possibility
of
dual
language
programming.
D
Right
now
we
are
just
educating
our
community
members
on
what
this
could
look
like
the
different
models
that
are
available
to
them
and
giving
them
an
opportunity
to
ask
questions
and
and
and
sort
of
seeing
what
the
overall
feeling
is
last
night
was
they.
There
was
a
very
positive
feeling
towards
the
possibility
of
a
dual
language
program
in
their
future,
and
so
they
asked
us
to
come
back
and
have
another
meeting
to
get
formalized
feedback
from
them.
D
So
we
will
be
having
several
of
these
meetings
throughout
the
city
again
just
to
educate
our
families
and
to
let
them
know
that
this
is
not.
This
is
an
opportunity
that
their
school
can
take
advantage
of
at
this
point,
and
so
we're
really
excited
about
that.
We
do
want
to
see.
Where
is
the
interest
the
most,
and
we
have
ideas
for
where
we
would
like
to
see
these
programs
in
the
next
five
years.
D
However,
we
would
like
to
engage
the
community,
and
in
that
conversation,
and
as
for
the
seal
of
biliteracy,
we
are
excited,
we
have
been
Boston
was
already
implementing
the
seal
of
biliteracy.
For
the
last
two
years,
we
had
approximately
a
hundred
students,
50
students
each
year
from
the
Moonies
who
received
the
seal
of
biliteracy,
and
this
year
we
have
expanded
it.
D
We
have
20
more
student
students
who
just
took
the
assessment
at
both
Brighton
High
and
Excel,
to
be
to
show
whether
or
not
they
are
eligible
for
the
Cielo
by
literacy
and
we're
also
sending
out
a
communication
to
all
principals
so
that
there
are
students
they
can
identify
students
that
might
be
interested
in
this
possibility,
and
next
year
we
will
be
expanding
it
to
all
high
schools
in
a
much
more
formalized
fashion.
That's.
J
Very
helpful,
thank
you
and
I
just
had
two
more
things.
One
is
a
similar
request
that
I
made
earlier
in
the
previous
hearing
and
similar
to
requests
I
made
in
the
last
fiscal
year,
which
is
when
we
talk
about
the
opportunity
gap,
the
achievement
gap,
how
long
it's
going
to
take
to
close
these
gaps,
I
think
in
the
fiscal
year
budget.
J
So,
for
example,
earlier
today
we
were
talking
about
the
officers,
say,
human
capital,
recognizing
the
importance
of
having
teachers
that
look
like
that
are
representative
of
the
student
population
within
bps.
We're
not
there
yet,
but
laying
that
out
as
a
one
way
and
one
tool
that
we
use
to
close
that
achievement
gap,
and
then,
where
are
we
with
respect
to
that?
What
timeline
attached
to
that?
So
just
renewing
that
I
talked
about
earlier
understand.
But
this
is
really
within
your
camp
in
a
lot
of
ways:
dr.
J
B
I
can
certainly
send
you
our
oag
policy,
and
we
have
an
implementation
plan
with
over
120
SMART
goals
that
are
measurable
time
bound
across
all
of
our
are
across
all
of
our
district
offices.
There
will
be
a
tracker
that
will
be
online
for
public
consumption,
we're
having
it
built
now.
Currently,
we
do
make
updates
public
through
our
website,
but
they're
on,
like
Google
Doc.
It's
pretty
messy
but
very
in
very
short
time.
There'll
be
a
public
tracker
that
you
can
actually
see
the
goals
and
people's
progress
towards
those
goals.
Thanks.
J
B
Is
a
combination
between
bps
funds,
mayor
Marty
Walsh
is
fun,
so
he
gives
about
20,000
BLSA
gives
about
30,000
and
then
the
rest
is
covered
by
by
bps
and
a
lot
of
the
money
that
is
given
is
actually
for
some
of
the
reforms
that
we
made,
because
we
can't
we
can't
use
district
funds
to
say,
provide
transportation
over
the
summer
for
students
so
providing
transportation.
A
lot
of
the
outreach
work
that
we've
been
able
to
do
a
lot
of
partnership.
B
Work
that
we've
been
able
to
do
has
been
because
of
that
extra
money
coming
in
outside
into
our
nonprofit
piece.
So
we
hold
the
money
in
our
be
EDF
account
that
comes
in
from
BLSA
and
from
the
Mark
Martin
J
Walsh
foundation,
and
then
we
spend
about
$100,000
out
of
district
funds
to
put
on
the
program.
Well,.
J
So
I
understand
that.
But
at
what
point
do
we
bring
that
into
our
space?
I?
Would
love
to
see
more
have
more
of
a
conversation
about
that,
because
I
think
that's
important
I,
don't
think
that
just
it
should
be
in
these
funds
that
are
external
I
think,
because
this
is
important
work
and
it's
about
a
change
in
the
demographics
of
those
who
are
attending
our
exam
schools
and
giving
them
an
opportunity
to
attend
that.
We
think
about
reining
funding
this
in
a
better
way.
Okay,
thank
you.
A
C
A
E
You
and
I'd
also
want
to
know
the
average
cost
per
student,
especially
both
in
the
state
involved
category,
but
then
the
non
state
involved.
How
much
are
we
spending
per
student
for
at
a
district
placement
and
they
need
to
years
ago
my
calculation,
including
transportation,
was
about
a
hundred
and
eight
thousand
per
student,
and
you
know,
based
on
all
of
our
other
spending.
That
number
will
be
greater
at
this
point,
so
I'm
very
curious
as
to
how
much
we're
spending
do.
E
C
E
C
E
C
E
E
C
Covered
at
plan
rollout
is
the
technology
investment
that
we
made
it's
an
IP
system
or
a
lot
that
we
started
in
late,
August,
2017
they're.
All
it
happened
over
the
course
of
the
school
year.
We
are
absolutely
continuing
with
it.
The
costs
drops
now
because
it's
not
there
with
overall
at
year
so
about
the
maintenance,
is
in
the
budgets
about
$200,000
to
mean
to
continue
to
have
the
system
and
then
off.
C
Yep,
so
the
this
year
with
this
is
the
first
year
of
our
gathering,
the
the
all
the
data.
So
we
have
us
out
one
solid
data
set,
so
every
student
had
to
be
entered
this
year
to
have
their
meeting.
Basically,
so
not
every
students
in
ED
plan.
Yet
because
we
have
meetings
that
go
till
June
and
one
student
happens,
we'll
have
a
couple
of
the
complete
record
of
all
the
students
in
district
and
the
ease
of
entering
is
much
better
than
it
was
with
Sims,
and
so
there's
definitely
a
lot
more
data.
E
I
would
imagine,
through
our
work,
around
chronic
absenteeism
that
we'll
use
that
some
of
that
data
to
inform,
who
is
absent
or
late
and
why
or
tardy
and
late
and
why
so?
We,
you
and
I
have
spoken,
exchanged
emails
online
about
some
math
specialists
and
interventionists
that
are
licensed
appropriately
for
high
school
math.
And
you
know
it
was
a
very
specific
case.
But
can
you
talk
about
some
of
the
support
services
for
students
requiring
special
ed
services
at
our
exam
schools,
so.
C
The
they
purchased
their
teachers
and
their
staff
the
same
way
every
other
school
does
so
they
do
have
an
allocation
made
for
students
with
disabilities
a
lot
of
their
students.
All
three
exam
schools
have
students
that
would
be
considered
emotional
impairment
internalizing,
so
they
have
a
higher
their
emotional
parent
weight,
they're
a
little
higher.
They
also
all
have
resource
students
as
well,
so
the
resource
students
carry
the
weight
to
them,
purchase
the
staff.
C
That's
needed
to
make
sure
that
the
services
are
put
into
place
with
the
specific
case,
but
then
pulling
it
out
more
generalizing
to
be
more
general,
we're
figuring
out
what
we're
doing
for
the
rest
of
this
school
year.
I
was
able
to
actually
me
what
the
things
which
is
really
great
and
get
some
great
ideas,
so
that's
moving
along
and
then
next
school
year.
I
know
that
there
there
are
two
teachers
that
are
added
for
that
school
yeah.
E
And
it
costs
about
that
one
particular
case
and
more
about
the
support
services
in
general,
because
often
the
exam
schools
are
seen
as
not
needing
these
services,
how
many
students
at
the
three
exam
school,
so
the
O'bryant
Latin
Academy
in
Latin
School,
have
learning
disabilities
or
have
an
IEP
or
a
504.
That
number.
C
E
Okay,
yeah
I
think
it's
just
that's
that's
important
information
to
know
so
that
we're
aware
of
what
our
student,
the
student
profile
is
across.
The
district
fear
was
also
a
question
regarding
the
way
that
students
with
IEP
and
504s,
in
particular,
IEP
s,
are
assigned
to
high
schools
coming
out
of
our
middle
schools
and
that
there's
a
difference
between
the
way
that
they're
assigned
or
apply
to
all
high
schools,
except
for
Madison
Park.
E
C
C
The
way
that
their
mission
policy
works
is
how
the
students
that
arrived
in
ninth
grade
arrive
the
way
they
do
so
we
do
the
best
we
can
to
do
the
projections
based
on
students
that
exist
and
then
what
we've
seen
in
the
past
or
what
the
trend
has
been
with
the
admissions
policy
and
then
we
support
the
school
once
9th
September
happens
is
when
we
can
support
the
school
and
who
actually
arrives
at
the
school,
because
we
can
we
don't.
We
don't
place
there.
Okay,
so.
E
E
I
think
that
it
would
probably
because
of
that
nuance
with
Madison
Park
and
the
chapter
74
rules.
That
would
probably
be
helpful
if
we
maybe
help
them
with
some
of
their
staffing
opportunities
early
on,
so
they
weren't
I,
think
they're
feeling
caught
off
guard
with
that
nuance:
okay
and
then
regarding
staffing
and
in
page
30
of
the
bps
budget
book.
There's
a
new
state
that
the
department
will
focus
on
hiring
high
high
qualify.
E
We
qualified
related
service
staff
to
provide
supports
in
a
wide
range
of
areas
from
special
speech
therapy
to
applied
Behavioral
Analysis,
as
well
as
ensuring
the
appropriate
supervision
of
these
staffs.
Can
you
just
talk
to
me
a
little
bit
about
that
related
staff?
How
many
and
and
perhaps
where
they
may
be
assigned
so.
C
C
C
E
E
The
the
the
look
bill
was
referenced
and
I.
Think
I
don't
know
too
much
about
it.
So
I
promised
to
go
and
do
a
little
bit
of
homework
around
that.
But
I
do
wonder
when
we
talk
about
supporting
our
diverse
english-language
learners
across
the
district.
Are
we
also
looking
at
shifts
in
the
demographics
and
being
able
to
support
English
language
learners
of
one
of
the
new
or
upcoming
languages?
E
D
We
are
providing
them
with
data
around
what
the
linguistic
community
is
of
the
population
of
the
population
right
around
them,
and
so
we're
hoping
that
that
will
inform
those
decisions
and
those
populations
and
those
linguistic
communities.
The
way
that
ded
data
is
falling
is
definitely
it
can
be
surprising
to,
like.
You
said,
there's
more
Arabic
speakers,
so
we
look
at
that
yearly
and
what
continue
to
look
at
that
yearly
in
order
to
determine
where
our
programming
lies.
D
Our
eventual
goal
is
to
have
programming
in
all
of
our
nine
major
languages,
Arabic
being
one
of
them.
However,
we
are
definitely
prioritizing
based
on
the
overall
language
need
in
the
district.
So,
for
example,
we
have
Spanish
programs
and
we
have
a
Haitian
Creole
program
and
that
immediately
follows
what
the
language
capacity
of
our
or
what
the
language
linguistic
communities
are
of.
Vpso
Spanish
is
the
highest
Haitian.
Creole
is
the
next
and
then
Cape
Verdean
Creole
is
one
of
our
future
priorities.
So
that
is
how
we
look
at.
E
D
In
fact,
this
year,
newly
the
e
ll
task
force,
which
is
a
subcommittee
of
the
school
committee,
actually
has
a
another
committee
which
is
specifically
for
the
e
ll
task
force
and
for
the
office
of
human
capital.
To
work
on
that
collaboration
of
recruiting
more
bilingual
staff
and
also
in
just
making
more
robust
the
data
collection
system
that
we
have
and.
E
Then
my
last
series
of
questions
and
I
promise
that
will
be
it
I've
got
birthday
cake
at
home,
eventually,
excellence
for
all.
You
know,
I
think
that,
where
we're
starting
to
see
some
gains
in
that
and
that
work
and
I
think
that's
exciting
and
we
have
the
EFA
cohort
versus
that,
yes,
I
guess
regular
cohort
I.
Can
we
also
look
at
the
events
work
classroom
data?
Can
you
talk
a
little
bit
about
that?
E
Because
there
is
I,
am
a
fan
of
advance,
work
and
I,
don't
think
advance
work,
I,
don't
believe
what
bands
work
should
be
replaced
by
AFA
I.
Think
EFA
should
be
what
we're
doing
across
the
board
and
giving
opportunities
to
to
students
that
can
achieve
at
a
at
a
much
higher
level
to
do
that,
and
we
do
it
with
our
exam
schools.
E
We
do
with
some
of
our
location
schools,
but
I
think
that
it's
important
to
include
that
data,
okay
and
so
I,
don't
know
if
you've
been
talk
a
little
bit
about
the
gains
EFA
has
made,
but
then
also
in
relation
to
AWC
the.
B
I
think
the
difficulty
with
it
we
have
it.
We
have
a
data
expert
that
is
working
with
EFA
around
that
I
think
the
difficulty
is
that
the
cohorts
of
kids
are
so
different
because
of
the
filtering
mechanism
of
gif
of
AWC
that
it's
it's
almost
apples
to
oranges
and
we're
talking
about
bringing
a
program
to
all
of
our
students,
no
matter
you
know
where
they
come
from
or
where
their
access
points
are.
I
think
it's
a
much
better
comparison
to
compare
EFA
classrooms
with
generally
classrooms
that
don't
have
EFA
and
and
how
they
fare.
B
You
know,
of
course
we
want.
We
want
the
outcomes
that
AWC
students
have
with
all
of
our
students,
but
I,
think
research.
Wise,
is
it's
a
difficult
comparison
because
of
the
group
of
kids
that
are
in
aid
AWC.
You
know,
I
have
regime
peer
who
runs
EFA.
If
you
want
to
make
a
comment
on
that
or
come
on.
E
B
I
mean
the
problem
with
it
is,
is
to
pilot
a
model.
You
can't
you,
you
can't
do
it
with
a
whole
district,
and
so
we
had
to
I
think
save
that
space
for
three
years,
specifically
for
those
13
schools
that
were
very
much
matched
our
demographics
to
see
what
worked,
what
didn't
work,
what
supports
were
necessary
to
get
certain
gains
and
I
think
that's
the
work
of
muddling
through
now.
I
think
we
have
the
start
of
a
process
of
looking
at.
How
would
you?
B
And
hopefully
we
keep
continued
ad,
but
I
think
you
know
thinking
about
the
strengths
and
weaknesses
of
all
of
our
schools
and
where
we
need
to
support
better
and
where
they're
already
doing
a
good
job
and
and
they're
already
hitting
some
of
our
pillars
right.
And
so
that's
what
I
mean
about
spreading
the
resources
in
a
way
that
can
target
what
schools
actually
need
to
make
their
to
make
the
baro
of
what
EFA
should
be
in
all
of
our
schools
and
so
that
brought
that
type
of
a
process,
maybe
an
accreditation
process.
E
To
a
few
more
schools
that
if
we
want
a
program,
that's
called
excellence
for
all.
We
need
that
to
roll
out
so
that
all
kids
can
access
it,
and
that
was
you
know.
This
is
in
response
to
AWC
but
behaving
in
many
ways
like
AWC,
when
people
when,
when
folks
are
critical
about
AWC
they're,
saying
only
a
few
kids
get
to
access
it.
E
K
Just
a
point
about
the
last
comment:
that's
well
taken
right
and
so
part
of
my
collaboration
with
Jason
sacks
and
the
high
school
office
is
understanding
how
to
roll
it
out
in
a
way
that
makes
sense,
and
so
we
have
been
talking
about
a
credit
because
it
makes
sense
part
of
the
model
that
we
have
in
EFA
and
also
Jason
Sachs
is
a
level
of
support
that
doesn't
necessarily
happen
in
in
all
places,
and
so
we
have
very
targeted
support.
So
that's
why
we're
looking
at
accreditation,
but
dr.
K
Chang
is
very
interested
in
rolling
out
to
all
schools,
to
all
elementary
schools
again
to
do
that,
we're
looking
at
accreditation
and
how
many
schools
we
can
support
per
year
until
all
schools
get
EFA.
So
that's
one.
The
second
point
I
wanted
to
comment
on
is
around
outcomes
right
looking
at
whether
or
not
we're
closing
the
achievement
gaps
in
those
places
and
comparing
AWC
regular
classrooms
and
EFA
classrooms.
K
What
are
the
I
guess,
maybe
soft
skills
that
that
students
are
gaining
from
that
and
then
looking
at
M
casts
and
other
those
kinds
of
things.
We've
also
changed
or
added
the
look
at
21st
century
skill
as
a
as
an
absolute
outcome.
So
that's
why
we've
invited
you
guys
to
the
capstone
to
see
what
the
work
that
we're
doing,
what
we
have
seen
for
schools
that
are
engaging
in
certain
work,
that
students
are
exhibiting
growth
in
those
soft
skills.
K
So
in
writing,
for
example,
are
they
able
to
write
more
robust
pieces
in
certain
genres
of
writing,
for
example,
in
our
math
professional
development
and
our
math
work?
How
are
students
developing
in
turn,
math
concepts,
so
we're
paying
attention
to
that,
as
well
as
paying
attention
to
the
MKS
and
we're
trying
to
as
we're
going
through?
I
am
having
constant
discussions
with
like
coaches
about
making
sure
that
we're
moving
towards
the
scorn
state
of
outcomes.
E
E
L
H
H
C
H
H
C
C
C
L
C
H
H
So
I
guess
they
were
talking
about
a
number
of
sort
of
student
populations
here,
the
the
state
involved,
or
will
separate
that
for
now,
but
to
suggest
that
we
cannot
serve
students
at
the
middle
and
high
school
level
who
have
autism
because
they
weren't
given
the
supports,
are
enough.
Time
has
passed
that
we
should
be
able
to
address
that.
So
I
would
just
urge
you,
for
you,
know,
a
budget
that
continues
to
grow
where
a
student
population
continues
to
stay
static
or
the
special
needs.
Students
goes
up
a
little
bit.
H
I
really
think
that
we
need
to
invest
and
ultimately
will
save
money
on
that.
I
appreciate
slide
26
on
your
PowerPoint.
It
sort
of
goes
through
all
the
FTEs
for
office
of
special
education,
self-explanatory,
ot,
PT
speech,
pathologists,
about
250
to
1
in
Paris
coverage.
Asuma
coverage
Paris
is
a
power
that
can
cover
sort
of
float
around
a
little
bit
and
serve.
H
H
C
H
C
H
C
H
C
H
H
Okay
and
that
28
number
is
not
included
in
the
57
number
that
we
went
over
earlier.
I
I
know
the
answer
that
data's,
no,
it's
that
was
financed
and
the
administration
okay
and
then,
as
we
talk
about
special
ed
I,
am
proud
to
represent
both
the
margarita
Muniz
high
school
and
the
Raphael
Hernandez
school.
Is
there
any
movement
to
develop
more
dual
language,
high
schools
or
elementary
schools
in
the
system,
as.
D
Programs
or
as
schools
yeah,
so,
yes,
we
are
looking
at
various
models
right
now.
We
do
want
to
make
sure
that
there
is
a
pathway
moving
up
for
all
of
the
dual
language
programs
and
that
we
have
seats
for
all
of
those
coming
out
of
K
to
8
Spanish
programs
into
a
high
school
seat.
So
sorry,
so
yes,
so
as
we
are
planning
planning
dual
language
moving
forward,
we're
being
very
intentional
about
what
the
pipeline,
what
the
pathway
is
going
to
be.
H
H
D
So
we
have
a
hybrid
model,
so
we
do
have
an
onboard
team
of
translators
and
interpreters.
They
mostly
work
on
our
general
education
translations.
So
you
know
superintendent
circulars
and
any
general
requests
from
schools
around
flyers
report
cards.
Things
like
that.
However,
we
do
work
with
multiple
agencies
as
well
to
send
out
many
of
our
special
education
requests.
D
We
also
vet
out
for
requests
for
lower
incidence
languages
as
well,
so
our
in-house
staff
doesn't
cover
all
29
languages
that
we've
been
requested
this
year
and
then
also
we
actually
have
a
freelance
freelance
model
where
we
have
been
training,
our
own
bps
staff,
because
we
were
very
linguistically
rich
staff
as
well.
We
have
been
training
them
and
defying
them
as
translators
and
interpreters
so
that
they
can
help
support
that
and
they
get
stipend
did
for
those
hours.
Do.
H
D
H
D
D
There
are
three
a
little
over
three
thousand
of
those
students
and
we
actually
have
added
a
central
office
staff
person
who
represents
both
populations
of
English
learners
with
disabilities.
So
last
year
we
added
a
coordinator
for
that
and
this
year
this
past
school
year
we
added
someone
else
to
support
those.
H
And
that's
that
is
a
high
of
my
back
of
the
envelope
math
but
I'm
a
product
of
the
bps,
so
I
know
it's
right.
Is
that
there's
a
higher
percentage
of
ëall
students
with
special
needs
than
there
are
sort
of
general
non
e
ll
students
with
special
needs
if
it's
three
thousand
out
of
eleven
thousand,
as
opposed
to
so.
H
H
D
H
Curious
for
that
and
then
finally,
did
you
say
in
your
opening
remarks
that
I
was
writing
furiously,
so
I
may
have
wronged
our
former
Els
outperform
sort
of
other
systems
in
Massachusetts,
and
then
did
you
also
say
our
former
ll
students
outperform
our
native
English
speakers
native
English
speakers.
That's
every
year
can
that's
both
wonderful
and
horrifying
at
the
same
time
it's
great
and
it
shows
inand.
You
know
my
aunt
is
a
retired
bps,
ALL
teacher
I
know
how
wonderful
you
know
in
rewarding.
D
Do
believe
that
the
look
Act
does
offer
us
the
opportunity
to
provide
language
programming
for
all
of
our
students.
I
do
believe
that
language,
development
and
bilingualism
and
multilingualism
is
a
missed
opportunity.
In
our
earlier
grades,
we
have
seen
over
all
that
students
who
are
bilingual
do
outperform
their
academic
performance
is
just
overall
greater.
You
see
that,
after
about
seven
years
of
being
schooled
in
two
languages,.
I
H
H
I'd
be
curious
too,
and
I'll
save
this
for
the
next
one,
but
how
many
middle
schools
and
elementary
schools
we
offer
as
well
I,
just
because
I
think
we're
on
the
same
page
here.
It
would
seem
to
me
that
we're
missing
out
on
an
opportunity
of
native
English
speakers
aren't
performing
as
well
as
Els
that
we're
missing
this
disconnect.
D
Here
we
are
working
with
the
world
language
department,
which
is
under
academics
more
on
expanding
that
programming,
so
expanding
their
foreign
language
options,
the
world
and
language
options.
So
the
option
that
we
were
opening
up
the
Quincy
upper
next
year,
for
example,
it's
not
a
traditional
dual
language
model.
H
H
D
H
L
Thank
you
and
my
apologies
for
my
delay.
My
medical
appointment
ran
longer
than
I
anticipated.
Thank
you
all
for
being
here
in
the
work
that
you
do.
Welcome,
Priya
I,
don't
know
if
we've
had
a
chance
to
meet
I
appreciate
the
conversation
on
dual
language.
Certainly
a
big
proponent
of
dual
language
expansion.
I
would
love
for
every
student
in
Boston,
Public
Schools
to
graduate
fluent
and
at
minimum
two
languages
and
I.
L
The
evidence
is
clear,
as
we've
already
pointed
out,
that
our
flips
are
outperforming
all
other
students
and
it
has
to
do
with
the
power
of
the
bilingual
brain
I
think
you
covered
some
of
that
in
my
apps
and
so
I
won't
I.
Just
wanted
to
kind
of
put
in
my
plug
for
expansion.
I
do
have
some
questions.
I
think
teacher
diversity
has
been
covered
and
I
look
forward
to
reviewing
the
tape,
but
I
am
not
sure
if
sub
separate
was.
L
Right,
and
so
this
is
definitely
connected
to
special
ed
and
is
most
definitely
connected
to
the
opportunity
and
achievement
gaps
that
we
see
in
the
district.
When
we
look
at
where
black
and
Latino
boys
are
in
the
district
and
their
lack
of
opportunity
to
learn
in
inclusive
settings
with
their
peers
and
what
kind
of
trajectory
that
puts
them
on
in
the
district.
L
C
So
what
I
do
covered
a
little
bit
was
that
since
the
2000
school
year,
2013-14
we've
had
a
decrease
of
five
percent
of
students
in
substantially
separate
settings.
So
we
went
from
thirty
five
percent
to
thirty
percent
last
school
year
and
we
continue
to
want
to
move
that
and
that
and
increase
our
opportunities
for
inclusive
settings
across
the
district.
So
we
have
opened
many
classrooms.
C
We
also
have
not
opened
as
many
more
sub
separates,
specifically
around
emotional
impairment,
because
that
is
where,
on
the
there's
a
slide
in
the
deck
that
breaks
did
the
simulating
population
yep
it's
on
page
23
and
I,
highlighted
on
the
slide
when
I
spoke
to
it,
that
this
slide
shows
us.
The
different
types
of
disabilities
broken
out
to
high
incidents,
low
incidence
and
spectrum
disabilities,
high
incidence
being
socially
constructed.
C
To
the
point
of
the
fact
that
we
have
too
many
students
that
are
black
and
Latino
in
substantially
separates
moving
over
the
line
to
the
race
or
loss
of
UD
and
under
emotional
impairment,
we're
seeing
that
40
percent
of
our
black
students
are
being
identified
for
that
disability,
which
is
too
high
and
I
what
percentage?
Forty
percent
forty
eight
percent
I'm.
C
Of
students
identified
as
emotional
impairment
or
black
the
same
the
same
phenomenon
also
exists
for
specific
learning
disabilities
and
our
Hispanic
students.
So
forty,
nine
percent
of
students
that
are
Hispanic
are
found
with
specific
learning
disabilities
that
are
fully
language
based
disabilities
and.
C
Think
the
social
construction
of
the
disability
has
a
lot
to
do
with
the
identification
of
students.
I.
Think
that
when
you
look
at
the
low
incidence
disabilities,
they
will
follow
the
they'll
follow
the
trend
of
the
population
more
closely
because
it's
medical
generally
and
it's
gonna
happen.
It's
something
that
happens.
Happenstance,
most
of
those,
the
low
incidence,
disabilities,
the
high
instance.
One,
though,
are
social
constructions
and.
C
C
So
schools
have
the
funding
they
need
in
order
to
build
the
programs
that
they,
their
children,
their
students
need,
and
the
third
part
was
around
supports
and
PD
that's
needed
in
order
to
get
everyone
up
and
running,
to
be
able
to
educate,
more
students
and
with
a
diverse
learning
needs.
The
report
is
slowly
gonna,
get
to
school
committee
very
soon,
and
then
definitely
want
to
be
able
to
release
all
the
work
that
we
had
done
across
and
and.
L
In
terms
of
the
classroom,
so
assuming
we
have
now
an
inclusive
setting
in
a
classroom,
how
are
we
in
terms
of
moving
toward
really
having
the
the
adult
support
that
we
need
the
teachers
so
not
enough
to
have
a
teacher
that
is
certified
in
special
education
and
certified
and
ESL,
but
really
making
sure
that
we
actually
have
the
numbers
in
the
classroom
just
to
support
that?
Because
otherwise,
it
really
can
end
up
being
dumping.
C
Exactly
yes,
so
a
lot
of
the
work
that
we
do
with
the
inclusion
working
group
again
was
around
what
are
the
supports
that
schools
need
and
then
the
classroom
needs
in
order
to
be
able
to
educate
all
students.
So
one
thing
we're
really
really
focused
on
keeping
for
the
schools
is
that
flexibility
to
build
a
program
that
their
school
needs
so
across
the
system.
C
A
lot
of
the
research
that
we
did
and
the
work
we're
doing
in
the
inclusion
work
group
shows
that
we
have
many
different
models
of
inclusion
that
are
happening,
that
we're
built
at
the
school
level
and
when
so,
what's
the
staffing
for
that
the
there's
a
there's,
a
variety
of
staffing
for
what's
happening
across
the
district?
So
there's
examples.
Obviously
the
Henderson
is
one
that
everyone
thinks
of
quickly.
That's
two,
a
two
teacher
model,
there's
other
schools
that
have
a
teacher
and
a
pair
in
every
classroom
and
they
have
a
special,
a
teacher.
So.
C
L
C
Also,
does
it
to
the
Haley
is
another
place
that
they
have
strategic
years
that
might
have
two
teachers.
But
again
it's
the
flexibility
across
the
needs
of
the
student
and
then
use
the
school
that
we
want
to
make
sure
we're
maintaining
for
the
principles
to
be
able
to
build
the
programs
that
they
need
and.
C
Part
of
part
of
the
inclusion
working
group
is
it's
a
big
to
bring
that
the
timeline.
A
major
part.
That
timeline
is
a
budget
part
about
how
we're
really
looking
at
budgets
and
what
we
find.
What
we're
doing
so,
we
do
have
a
timeline.
That's
coming
that
came
out
of
the
Hoos
workgroup
about
the
different
ways
we
might
look
at
the
weights
and
how
we're
everything's
more
level
funded,
do
more,
not
cutting
anything,
but
how
we
rearrange,
how
we
assign
the
weights
to
student
need
and.
L
In
terms
of
the
population
that
was
just
mentioned,
a
third
of
all
special
education
students
are
also
English
language
learners.
How
is
that
population
really
being
served?
I
know
in
the
past.
You
know
it's
almost
as
you
can
check
only
one
box:
either
you
are
yellow
or
your
student
with
disability.
How
are
we
really
making
sure
that
this
population
is
getting
the
services
that
they
need
across
the
board
and
either
of
you
can
just?
Are
you
both.
C
So
be
working
quite
a
bit
together,
which
has
been
great.
The
ELO
Office
and
special,
its
specifically
around
at
Els
beauties
I.
Think
that
there's
been
a
lot
of
movement
in
making
sure
that
it's
not
either/or.
There's
been
a
lot
of
education
around
that
piece,
but
specifically
for
staff
to
understand
that
it's
not
you're,
not
one
of
the
other.
C
You
are
both,
so
you
have
to
be
both
have
to
be
dressed,
the
udl
don't
need,
and
your
disability
need
so
through
that
and
I
know,
I've
gotten
a
lot
of
I've
seen
a
lot
of
our
movement
through
the
elli78
ask
force
as
well.
The
subcommittee
that
we're
a
part
of
getting
a
lot
of
supports
from
outside
people
as
well
to
give
us
ideas
on
how
to
make
sure
that
students
are
getting
educated
and.
D
I
just
add
that
ED
plan
or
easy
IEP
does
actually
have
an
additional
component
that
allows
you
to
put
in
language
goals
for
English
learners
who
have
disabilities,
and
that
was
not
something
that
was
available
with
Simms.
So
we've
been
leading
a
lot
of
professional
learning,
with
the
coordinators
of
special
education
on
how
to
ensure
that
schools
or
teacher
educators
know
how
to
use
this
appropriately
and
really
put
in
very
specific
goals
around
the
language
development.
L
In
the
last
hearing
that
we
just
had
earlier
today,
there
was
a
slide
in
the
packet
that
showed
a
steep
decline
for
both
special
education
students
and
English
language
learners,
which
is
deeply
concerning
to
me
and
a
widening
of
the
achievement
gap,
and
you
know-
and
this
happened
over
the
course
of
just
the
last
couple
of
years-
I
think
it
was
looking
at
the
2015-2016
school
year
to
this
neck.
Did
you
I'm
wondering
what
you,
how
do
we
explain
this
decline
and
what
are
we
more
important?
B
B
The
saving
practices
is
starting
to
take
hold
a
little
bit,
and
that
seems
to
be
you
know
when
you
look
at
early
warning
indicators,
suspension
things
like
suspension,
are
indicators
of
future
success,
and
so
you
know
we're
at
kind
of
the
genesis
of
that
work.
It's
been
pushed
down
to
the
school
level.
So
now
all
teachers,
faculty
principals
department,
heads
are
receiving
professional
development
around
CL
SP
and
hopefully
that
will
make
some
inroads.
I
know
that
both
offices
have
been
really
more
focused
on
education
versus
compliance
over
the
last
few
years.
B
C
L
I
won't
go
into
detail
around
excellence
for
all
I
believe
it
was
already
discussed.
Only
I
guess
point
out
a
concern
around
continued
tracking
of
our
students,
how
young
we're
tracking
our
students
and
that
we
still
have
a
very
multi-tiered
system
of
advanced
work,
excellence
for
all
and
then
everyone
else
who
may
or
may
not
be
in
sub
separate
or
whatever,
who
may
or
may
not
be
getting
the
services
or
education
that
they
need,
and
so
I
can
certainly
talk
to
you
offline
about
that.
B
There's
a
third
year
coming
up
that
we're
playing
for
so
over
the
past
two
years.
I
can
bring
up
the
specific
data
points,
but
yeah
I
mean
we've
seen
the
program
grow
to
around
650
students.
We've
seen
the
demographics
kind
of
turn
around
from
you
know
when
we
first
started
reforming
it
to
having
over
50%
black
and
Latino
students,
the
students,
black
Latino
students
that
are
going
through
the
program,
I
believe
of
the
students
that
apply
black
students
that
applied
to
exam
schools.
Forty
percent
got
in
sixty.
B
It
was
around
65
percent
of
students
that
went
through
the
ESI
program,
who
were
black,
got
in
versus
like
35
percent,
who
didn't
go
through
that
program
and
applied,
and
it's
almost
the
same
a
little
bit
more
for
Hispanic
students
about
70
percent
of
Hispanic
students
that
went
through
that
ESI
program
into
an
exam
school
versus
35%.
Who
didn't
go
to
that
program,
so
we're
seeing
major
major
gains
of
the
kids
going
through
it.
B
L
The
education
that
students
can
in
an
exam
school
we
should
be
offering
across
the
board
for
all
high
school
students,
but
for
those
who
get
in
through
going
through
this
program,
tell
us
where
they
land.
How
many
are
going
to
a
Bryant
versus
Boston,
Latin
Academy
versus
Boston
Latin
School,
and
are
we
beginning
to
chip
away
at
increasing
the
diversity
of
Boston,
Latin
School,
which
is
part
of
why.
I
B
I
can
get
you
the
specific
numbers
for
where
they
are
I
know:
I
have
a
deck
that
has
that
so
I
can
get
that
to
you.
I'll
tell
you
just
anecdotally.
It
hasn't
made
much
of
a
dent
in
at
the
pla
pls
level,
but
I
think
we
also
think
about
a
plethora
of
other
things
that
are
involved
in
that
the
test
itself
is
only
about
50%
of
what
we
look
at
and
when
we
do
admittance
so
grades
are
the
other
half
and
so
I
think
we're
starting
to
talk
more
as
a
system
openly
around.
B
That
fact
and
the
fact
that
there
are
certain
schools
inside
and
outside
of
bps
ed
know
those
facts
and
there
are
schools
within
art
within
our
district.
That
are
that.
Don't
know
that
fact,
and
so
you
know,
I
wouldn't
want
to
accuse
people
things
like
Great
Inflation,
but
like
though
those
type
of
issues
are
now
becoming
I.
Think
more
common
talk
across
the
district.
B
B
L
B
Don't
I
wouldn't
want
to
put
a
month's
time,
but
that
subcommittee
is
working
on
a
report
card
that
they
want
to
put
out
pretty
soon
as
kind
of
a
baseline.
For
you
know,
I
think
it'll
be
more
of
an
ABCD
like
how
our
school
is
doing
and
then
every
year
successive
year
we
can
talk
about
what
were
the
tarp
diversity
targets
for
each
school
and.
L
In
terms
of
the
curriculum-
and
so
you
know,
part
of
what
is
in
the
language
is
a
decolonized
which
goes
beyond
just
offering
elective
courses
that
you
know,
examine
Asian,
Studies
or
lands,
that
is
a
black
history,
etc,
but
really
how
we
kind
of
overhaul
the
curriculum
itself.
Where,
where
are
we
I
know
you
at
some
point?
Was
it
a
year
ago
or
two
years
ago
introduced
the
the
maps?
Do
all
of
the
schools
have
been
there?
The
more
accurate
it's
Matt
so.
B
That
was
last
year,
so
we
had,
we
had
a.
We
had
a
rollout
plan
with
the
history
department,
so
every
every
classroom
I
think
it
was
like
third
grade
and
tenth
grade
last
year
that
we
dealt
with
world
history
got
those
so
another
two
grades
are
getting
it
this
year.
There's
a
map
day
coming
up
I
think
in
a
couple
weeks
that
will
be
opening
up
bowling
again
as
kind
of
a
celebration
of
it.
B
But
to
me
that
was
just
symbolic
right
and
so
now
academics
is
going
through
the
process
of
looking
at
all
their
curriculum
and
auditing
it
through
the
seven
forms
of
bias,
which
is
a
protocol
that
my
office
put
out
not
not
only
around
just
over
biased,
but
what
stories
are
missing?
What
stories
are
we
putting
like
rose-colored
glasses?
It's
really
seven
distinct
steps
around
how
we
look
at
our
curriculum
and
then
we're
pulling
together.
B
L
So
I
find
that
very
encouraging
I
think
most
people
would
admit
that
there
are
biases
all
across
every
aspect
of
society,
and
so
that
would
also
be
true
within
you
know
our
schools
and
all
that
we
can
do
to
support
teachers
and
coming
up
and
particularly
involving
them
in
the
designing
of
the
curricula
I
think,
is
very
powerful
and
important.
I
love
to
see
more
I'd
love
to
see
kind
of
a
timetable,
because
I
don't
really
view
this
as
a
supplement
to
the
core
curriculum.