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Description
Dockets #0588 - 0596 - FY21 Budget for the Boston Public Schools (BPS) - Commitment #1 (Pt. I): Eliminate Opportunity & Achievement Gaps - Overall Alignment & Wraparound Supports
A
A
A
This
public
hearing
is
being
recorded
in
live
streamed.
Excuse
me
at
Boston,
Co,
slash
city,
Council
TV.
It
will
be
rebroadcast
on
Comcast
channel,
8,
RCM,
channel
82
and
Verizon
Channel
1964.
This
is
our
budget
review
process
is
taking
at
six
weeks.
We've
got
27
hearings,
we've
also
got
a
number
of
working
sessions
and
we
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
getting
testimony
for
the
record.
So
you
can
do
this
in
one
of
a
number
of
ways.
A
One
is
to
come
to
a
hearing
like
this
and
testify
the
way
that
you
do.
That
is,
you
join
the
zoom
on
link
which
is
associated
with
the
hearing
notice
and
will
hold
you
in
the
waiting
room
and
then,
at
the
end
of
the
hearing,
admit
people
to
give
testimony.
A
That
means
you
need
to
continue
to
watch
it
on
the
livestream
during
the
hearing
and
if
you
need
to
get
into
this
hearing,
if
you
need
it,
if
you
need
help
finding
the
link
or
anything,
please
just
email,
a
CCC,
WM
c
CC
WM,
that's
the
Ways
and
Means
Committee
at
Boston
gov.
You
can
also
email
that
address
with
any
written
testimony
you'd
like
to
submit
or
you
can
go
on,
our
our
City
Council
budget
website
at
Boston,
gov,
slash,
council,
fYI,
221
budget.
That
tells
you
all
about
how
to
testify.
A
You
can
submit
written
testimony
through
that
portal.
You
can
also
submit
a
two-minute
video
of
yourself
if
you'd
like
to
submit
video
testimony
and
without
having
to
wait
until
the
end
of
a
hearing,
and
you
can
submit
your
testimony
written
or
in
video
in
any
language
and
will
commit
to
getting
it
translated
for
the
council.
So
you
know
this
is
this:
is
your
budget
and
we're
in
a
tough
time
right
now
and
we've
said
this
and
every
dollar
wisely,
and
we
appreciate
it.
So
it's
an
input
on
all
those
decisions.
A
We're
also
gonna
have
two
dedicated
public
testimony
budget
hearings.
One
will
be
May
26th
at
6:00
p.m.
which
will
be
focused
on
a
VPS
budget
subject
to
the
hearing
today
and
then
another
will
be
on
May
28th
at
6
p.m.
to
testify
on
any
aspect
of
the
city
budget.
Otherwise,
so
those
are
opportunities
that
are
planned
in
advance,
but
also
again,
you
can
always
feel
welcome
to
testify
at
the
end
of
a
hearing
on
this
particular
issue
that
you're
interested
in
and
you
can
informally
tweet
us
your
questions
using
the
hashtag
vos
budget
vos
budget.
A
So
today's
hearing
is
on
docket
zero.
Five,
eight
eight
zero,
two
zero
five
nine
Oh,
which
are
orders
for
the
FY
21
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits,
docket
zero,
five,
nine
one:
two:
zero:
five:
nine
two
orders
for
capital
fund
transfer
appropriations
and
docket
zero:
five.
Nine
three:
two:
zero
five:
nine
six
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
A
So
our
focus
area
today
will
be
the
Boston
Public
Schools
and
specifically,
and
we
basically
we're
going
to
be
having
a
series
of
hearings.
They've
already
begun
with
the
with
the
bps
team,
focused
around
the
superintendent
strategic
plan,
sort
of
structuring
our
budget
questions
that
way,
and
so
today
we're
focused
on
bps
commitment
1,
which
is
to
eliminate
opportunity
and
achievement
gaps
we'll
be
having
two
hearings
sort
of
in
that
area
today.
So
this
morning's
hearing
is
focused
on
sort
of
the
overall
alignment
of
the
bps
budget.
A
So
that's
gonna
help,
structure
our
conversation
as
well,
the
strategic
plan
itself,
and
then
this
afternoon
at
one
o'clock,
we'll
be
continuing
part.
Two
of
this
conversation
focused
on
specialized
academic,
supports
related
to
closing
the
achievement
gap,
including
specifically,
sort
of
bilingual
and
dual
language
programming,
special
ed
and
special
ed
transitions
and
our
inclusion
programs
in
the
city
of
Boston.
So
just
so,
people
understand
we're
focusing
on
those
topics
in
the
afternoon
and
this
morning
is
for
that
broader
array
of
things
I
already
listed.
B
Chair,
thank
you
for
having
us
here
today
as
well
as
MEP,
and
we
are
really
excited
to
be
able
to
continue
this
conversation
to
present
to
you,
the
2021
budget
for
the
Boston
Public
Schools,
napier,
chief
financial
officer,
we'll
do
most
of
the
presenting,
and
I
will
answer
questions,
but
just
in
order
to
frame
the
conversation
today.
We
are
talking
about
as
you've
said,
the
achievement
and
opportunity
gap
in
Boston
Public.
B
As
many
of
you
know,
Austin
public
schools,
as
well
as
many
schools
across
this
nation,
have
experienced
large
and
nagging
gaps
between
groups
of
students,
as
well
as
language
groups
of
students
and
students
who
experience
economic
advantage
and
students
with
disabilities
and
when
I
came
in
for
this
job
and
interviewed.
I
talked
about
my
record
in
helping
to
address
those
systemic
and
structural
barriers
that
students
exist
and
I
think
one
of
the
reasons
that
I've
got
the
job
and
we've
been
focused
on
really
trying
to
better
understand
the
issues
here
in
Boston.
B
B
Trying
to
unpack
what
are
the
implications
of
Massachusetts
being
an
english-only
state
for
many
years
and
then
the
look
Act
being
passed
and
how
that
has
framed
the
work
ahead
as
intertangled
with
the
DOJ
and
the
meta
group
in
terms
of
the
monitoring
of
any
of
the
interventions
that
have
been
done
for
Al
and
then,
of
course,
the
increased
enrollment
and
growth
in
the
Boston
Public
Schools
by
both
our
immigrant
population
and
our
multi-link
lingual
student
body
and
families.
Throughout
this
entire
community.
B
B
Eileen
delos
reyes,
who
was
in
the
district
and
is
just
a
wonderful
expert
in
this
area,
as
well
as
chief
academic
officer,
aundrea,
Zayas
who's,
leading
the
work
and
leading
the
department
of
the
and
they're
both
going
to
be
on
the
call
and
be
able
to
answer
questions
later
on
this
afternoon.
For
you,
another
area
there
that
we
also
are
looking
at
in
terms
of
really
significant
investment
in
the
future
and
really
trying
to
better
understand,
is
a
service
to
our
disabilities.
B
In
particular
our
sub
separate
disproportionality
for
black
and
brown
boys
in
our
sub
separate
special
education,
and
that
is
also
a
focus
of
ours
and
you'll,
see
the
work
of
the
district
really
focusing
on.
Do
these
two
key
areas
in
terms
of
closing
of
achievement
gaps,
one
how
we
address
our
ell
services
for
young
learners
and
then
also
how
we
address
sub
separate,
which
that
means
having
inclusionary
practices
in
the
future.
B
As
you
know,
I've
been
engaged
in
conversations
with
the
btu
most
of
this
year
up
and
up
until
kovat
trying
to
get
to
some
agreements
around
inclusion.
We
do
not
have
agreement
yet
on
how
to
do
inclusion
in
the
boston
public
schools,
but
we
will
be
continuing
this
conversation
this
summer.
Once
we
get
past
the
initial
setting
up
of
the
remote
learning
and
then
just
finally
I'd
say
just
in
a
Kovach
context
and
in
the
context
we
are
now
with
our
budget,
and
that
is
that
you
know
the
achievement.
B
Gaps
are
stark
before
kovat,
but
now
after
kovat,
we
see
disproportionate
just
disproportionately,
our
african-american
and
Latino
communities
being
impacted
by
Colvin,
both
the
disease
itself,
as
well
as
the
impacts
to
their
life
and
opportunity,
and
that
also
equates
to
their
children
within
our
school.
So
we
have
really
been
trying
to
reach
out
to
our
families
and
helping
them
with
all
of
the
other
supports,
not
just
their
school
supports,
but
the
whole
wraparound
supports
to
the
child
and
the
family.
During
this
time
of
kovat
now
Monday,
we
started
remote
learning.
B
That's
when
we
started
really
buckle
in
and
begin
to
account
for
student
attendance
and
participation,
as
well
as
teacher
attendance
and
participation
and
then
put
around
guardrails,
given
the
dusty
guidance,
the
following
Friday
around
the
standards
and
Massachusetts
standards.
So
we've
really
shifted
now
from
May
4th
until
the
end
of
the
year
on
developing
a
program
that
is
going
to
be
very
supportive
of
our
students,
especially
those
who
are
most
in
need,
and
so,
as
we
think,
about
gaps
and
trying
to
mitigate
the
learning
loss.
B
We
want
to
be
sure
that
we're
focusing
on
the
students
that
need
it
most
and
we
are
doing
that
through
a
student
success,
plan
process
and
student
support
team
process
and
each
principal
is
responsible
for
that
within
their
school
and
then
also
they
are
holding
equity
roundtables
in
each
school
to
be
able
to
hold
ourselves
accountable
to
the
focus
on
those
students
that
need
it.
The
most
so
that's
kind
of
an
update,
briefly
of
where
we're
at
with
closing
of
opportunity,
gaps.
B
Nate,
cooter,
chief
financial
officer,
we'll
get
more
in
depth
on
the
resources
to
support
those
efforts,
as
we
begin
to
address
not
only
the
historic
gaps
that
exist,
but
also
the
ones
that
are
being
exacerbated
by
the
kovat
and
our
responses
to
that.
As
we
began
to
focus
on
the
33
most
underperforming.
Schools
within
this
budget
focused
on
Al
and
special
ed
supports,
as
well
as
the
wraparound
supports
that
are
gonna,
be
needed
for
the
family,
especially
now
in
time
of
copán.
C
Thank
You
superintendent
and
thank
you
city
councilors
for
joining
us
this
morning
or
inviting
us
to
join
you
rather
this
morning.
I
want
to
also
thank
members
of
the
BT
VPS
community
and
the
Boston
community
for
joining
today's
budget
hearing.
As
many
of
you
know,
this
week
is
teacher
appreciation
week.
So
I
was
hoping
to
just
take
a
quick
moment
and
offer
my
appreciation
for
the
many
teachers
in
Boston,
in
particular,
I'd
like
to
give
a
shout
out
to
the
k1
teaching
team
at
the
btu
school
lesli
Strang
and
Miss
Gretchen
Myers
Ms
G.
C
As
we
know,
her
I
think
they
give
Batman
and
Robin
a
run
for
their
money
in
terms
of
dynamic
to
us
and
I.
Think,
as
we
start
off
talking
about
the
achievement
gap
in
Boston,
it's
important
to
talk
about
our
many
wonderful
and
amazing
and
dedicated
k-1
k-2
and
first
grade
early
childhood
teachers
that
are
throughout
the
district.
As
chairman
Bach
and
the
superintendent
mentioned.
Today's
budget
discussion
is
focused
on
illuminating
achievement
gaps,
specifically
with
a
focus
on
wraparound
supports
for
students.
C
C
Having
said
that,
we
believe
that
our
FY
21
budget
prioritize
establishes
priorities
that
are
just
as
relevant
today
as
they
were
what
seems
like
two
long
months
ago,
we
had
already
aligned
our
budget
to
support
our
highest
need
students
and
to
invest
in
the
transformation
of
our
underperforming
schools,
and
we
think
that
those
efforts
are
still
relevant
and
still
important
as
we
respond
to
koban
our
collective
urgency
to
close
achievement.
Gaps
was
the
foundation
of
this
budget.
We
started
our
budget
process
rooted
in
this
statement
from
the
opportunity,
an
achievement
gap
policy.
C
You
saw
our
first
hearing
and
I'll
bring
it
up
at
every
hearing
going
forward.
As
koban
19
has
revealed
the
economic,
health
and
education
disparities,
many
of
us
knew
were
present
before
the
pandemic.
We
need
to
redouble
our
efforts
to
close
opportu
and
gaps
and
guarantee
an
excellent
education
for
all
our
students
and,
as
the
superintendent
said,
by
focusing
on
those
students
who
need
public
education,
the
most
and
providing
intensive
support
to
those
schools
that
are
struggling
to
improve.
C
We
feel
that
we
can
ensure
all
students
have
the
same
opportunity
to
achieve
greatness
at
our
initial
budget.
Hearing
I
discussed
the
instructional
core
I
want
to
highlight
how
our
budget
is
designed
around
the
straightforward
premise
that
there
are
three
ways
to
increase
student
learning,
increasing
the
skill
and
knowledge
of
teachers,
changing
the
content
and
altering
the
relationship
of
the
students
to
the
content
and
teachers,
and
a
hundred
percent
of
our
investments
are
directed
towards
impacting
the
student
experience
through
the
instructional
core.
C
Our
FY
21
budget
proposes
an
80
million
dollar
increase
for
the
Boston
Public.
Schools
of
this
is
36
million
represents
new
investments
directly
in
schools.
These
are
new
services
and
activities
that
you'll
see
for
students.
The
remaining
44
million
represents
increased
costs
of
operations,
including
the
cost
of
salary
and
benefits
to
the
Boston
teachers
union
contract
and
among
our
other
collective
bargaining
partners.
C
Our
budget
process
really
started
over
the
summer
as
a
superintendent
launched
or
engagement
tour.
Since
that
time,
we've
had
an
extensive
community
engagement
process
that
led
to
the
development
both
of
our
strategic
plan
and
our
FY
21
budget
priorities.
Our
work
is
to
create
a
cohesive
and
coordinated
plan
that
shows
a
clear
line
from
our
goals
to
the
strategy
to
the
operations,
all
of
which
are
reflected
in
our
FY
21
budget
proposal.
C
Our
city
council
hearings
are
organized
and
aligned
to
that
strategic
plan
to
show
the
coherence
between
our
budget
proposal,
our
in
our
activities,
as
well
as
our
strategic
plan.
As
many
of
you
know
from
the
presentations
to
school
committee,
our
strategic
plan
has
six
main
commitments,
each
of
which
have
up
to
11
priorities
underneath
those
commitments,
the
commitments
for
our
strategic
plan
are
listed
across
the
top
of
this
slide.
C
As
I
mentioned,
our
work
is
comprehensive,
it's
collaborative
and
quite
honestly,
it's
at
times
pretty
daunting
and
over
the
next
six
hearings,
we'll
cover
the
six
commitments
of
our
strategic
plan
and
explain
how
we
have
aligned
organization
and
budget
to
fulfill
those
commitments,
and
today
is
about
getting
excellent
student
outcomes
for
all
students
and
our
anchor
goal
for
graduates
to
be
ready
for
success.
College
career
in
life,
nearly
30,000
bps
students,
more
than
50%
of
our
student
population,
have
specific
needs
such
as
English
learners,
and/or
students
with
disabilities
they're
experiencing
economic
disadvantage.
C
We
have
black
and
Latino
students
comprising
76%
of
bps,
enrollment
and
historically
black
and
like
Latin
X
students,
English
learners
and
our
students
with
disabilities
have
been
excluded
from
access
to
our
more
rigorous
coursework
and
inclusive
general
education.
Students
at
disproportionate
rate
rates
will
take
bold,
deliberate
and
explicit
action
to
eliminate
opportunity
and
achievement
gaps
for
these
students
and
throughout
the
system,
as
chairman
Bach
mentioned
at
the
top.
Both
of
today's
hearings
are
on
commitment
1.
C
C
We
wanted
to
start
by
sharing
our
hiring
of
teachers
and
guidance
counselor's
this
past
year
in
2019,
which
is
illustrated
in
the
rightmost
column.
We
had
the
highest
total
percent
of
teachers
of
color
hired
in
the
last
six
years
at
47%,
out
of
those
more
than
25
percent
identified
as
black
and
more
than
15
percent
identified
as
Latins,
both
of
which
represent
the
hiring
rate
of
the
last
five
years.
What
we
see
in
this
hiring
rate
is
that
our
hiring
initiatives
are
making
a
difference
in
setting
mindsets
and
hiring
practices
at
our
schools.
C
However,
it
is
important
to
note
that
this
past
year
we
also
had
the
lowest
number
of
vacancies
in
the
past
six
years.
This
is,
of
course,
both
a
good
and
bad
thing.
The
positive
is
that
we
have
lower
vacancy
and
that
we
have
more
stability
in
our
system
for
our
students,
but
fewer
vacancies
also
means
that
there
are
fewer
opportunities
for
us
to
move
the
needle
on
diversity.
Hiring
BPS
has
sustained
a
slightly
low
slightly
a
slight
growth
in
our
workforce
diversity
over
the
last
six
years.
C
This
is
substantial
because,
during
that
same
period,
pure
districts
across
the
country
have
experienced
double-digit
loss
among
their
black
educators
and
minimal
to
no
increases
in
their
Latin
x
indicators,
educators.
There
are
many
factors
that
impact
our
workforce:
diversity,
data
and
I'm
happy
to
discuss
them
more
with
you.
When
we
get
to
the
QA
portion
of
our
hearing.
C
The
elimination
of
opportunity
and
achievement
gaps
is
not
separating
apart
from
our
instructional
academic
and
pedagogical
strategies.
They
are
indeed
one
in
the
same
with
those
big
goals.
In
the
strategic
plan
in
mind,
the
division
of
academics
is
focused
on
moving
complex
work
forward
that
complex
work
happens
across
several
offices:
special
education,
English
learners,
academics
and
professional
learning,
global
programs,
health
and
wellness
and
stem
programming
together.
C
The
first
goal
is
to
decrease
the
variability
and
quality
of
instruction,
and
this
goal
really
reflects
the
knowledge
and
recognition
that
we
have
very
high
quality
instruction
in
our
district.
It
just
isn't
evenly
distributed,
and
it's
not
guaranteed
that
every
classroom
has
high
quality
instruction
happening.
Thus,
we
need
to
provide
one
of
the
resources
that
the
research
tells
us
make
a
lot
of
a
difference.
High
quality,
instructional
materials
in
all
of
our
classrooms
be
the
classrooms
that
serve
students
that
have
IEP
s,
English,
learners,
general
education.
C
As
I
said
before,
Boston
is
fortunate
to
have
so
many
excellent
educators,
our
dedicated
teachers
and
school-based
staff
who
work
tirelessly
for
our
kids.
It
is
incumbent
upon
us,
as
a
district,
to
ensure
that
we
have
quality
systems
to
support
teaching,
learning
and
growth,
unfinished
teaching
and
learning
we're
challenging
ourselves
to
address
this
deficit
language.
That
demonstrates
a
belief
that
our
students
cannot.
Our
belief
is
all
of
our
students,
especially
students
with
disabilities,
low-income
students,
black
and
brown
students
and
English
learners
can
learn
at
the
highest
level.
We
know
this,
of
course,.
C
We
know
this,
of
course,
because
throughout
history
people
of
color
have
demonstrated
developments
in
academic
in
mathematics
in
science
and
technology
in
art
and
literature.
Our
academics
teams
say
unfinished
teaching
that's
the
term
of
art,
because
we
Center
on
the
responsibility
of
our
teachers
to
ensure
that
students
are
learning
the
material
and
to
ensure
that
they
are
engaging
students
in
effective
ways,
and
our
approach
to
this
work
is
to
ensure
systemic
change.
This
afternoon's
hearing
will
discuss
more
of
our
detailed
work
to
support
and
sustain
English
learners
and
students
with
disabilities.
C
Our
sixth
priority
under
commitment,
one,
can
best
be
thought
of
as
putting
our
hopes
and
aspirations
into
practice.
Dr.
Charles,
Grant,
Tsin
and
his
team
are
developing
the
process,
the
organization's
habits
and
muscle
to
ensure
that
we
fulfill
our
commitments.
The
purpose
of
this
work
is
to
align
our
vision
from
the
classroom
to
the
superintendent.
C
Our
code
of
conduct
details,
Boston
Public
Schools
policy
about
appropriate
student
behavior,
as
well
as
procedures
for
disciplinary
action.
Our
commitment
number
set
priority
number
seven
is
to
give
all
students
the
opportunity
to
make
academic
progress
as
we
revisit
our
current
code
of
conduct,
policies.
C
Of
course,
just
as
you
can't
separate
a
student
from
their
social
emotional
needs,
you
can't
separate
instruction
from
our
social
emotional
approach.
Educators
often
refer
to
multi-tiered
systems
of
support
or
MTS
s.
A
whole
school
approach
to
ensuring
all
about
all
the
adults
in
our
school
are
working
together
to
remove
barriers
to
student
success,
identify
struggling
students
early
and
to
intervene
quickly.
What
this
means
for
our
investment
next
year
is
that
there
will
be
additional
resources
at
our
schools
to
provide
progressive
levels
of
intervention
and
support.
C
This
is
cross-functional
work
and
we
rely
on
multiple
teams
to
support
teachers
and
school
leaders
in
implementing
this
vision.
The
full-service
hub
schools
is
a
coordinate,
is
coordinated
out
of
the
office
of
active
accountability
and
I'm
gonna
walk
you
through
some
of
the
other
departments
that
are
supporting
this
work
and
how
their
work
aligns
to
this
full
service
model.
C
The
first
group
is
our
behavioral
Services
team.
The
rule
of
the
Behavioral
Services
team
is
to
meet
the
behavioral
needs
of
all
students
by
providing
direct
services
and
supports
the
students
and
staff
across
a
continuum
of
prevention,
early
interventions
and
intensive
services
and,
additionally,
the
creation
and
facility
of
community
mental
health
partnerships
are
a
key
aspect
of
our
work
and
that's
really
important.
C
The
Health
Services
team
strives
to
promote
health
equity,
assisting
students
and
families
in
connecting
with
health
care
services,
financial
resources,
shelter,
food
and
health
promotion,
and
our
school
nurses,
which
will
now
have
school
nurses
in
full-time
school
nurses
in
all
of
our
buildings.
They
function
as
a
pivotal
role
that
bridges,
health
care
and
education
through
care,
coordination,
advocacy
for
student,
centered
care
and
collaboration,
and
finally,
I
want
to
note
this
out
the
health
and
wellness
team,
as
we
strive
to
actively
promote
social,
emotional
and
physical
health.
C
The
wellness
team
and
the
Wellness
of
all
students
are
their
goal,
is
to
advance
both
their
healthy
development
and
readiness
to
learn
and
the
bps
Wellness
Policy
strives
to
reduce
health
inequities
that
interfere
with
learning,
and
we
know
that
addressing
these
three
dimensions
of
wellness
are
key
to
closing
the
opportunity
and
achievement
gaps.
We
must
address
help
address
health
inequities,
such
as
an
adequate
nutrition,
asthma,
teen
pregnancy,
physical
inactivity
and
poor
mental
health.
That
makes
it
difficult
for
students
to
focus
on
learning
and
contribute
to
them
missing
school.
C
The
ninth
priority
under
commitment,
one,
is
focused
on
intervention
in
the
lowest
performing
schools,
and
our
strategy
for
intervening
in
schools
will
in
this
budget,
is
really
to
increase
quality
across
the
city,
and
this
year's
focus
is
on
33
schools.
We
were
referring
to
as
our
transformation
schools.
Three
investments
are
lined
to
deliver
high
quality
instruction
to
more
engaged
students
who
are
focused
and
ready
to
learn.
The
first
is
the
K
through
six
literacy
initiative,
K
to
eight
literacy
initiative.
C
Excuse
me
and
I
mentioned
earlier
in
the
office
of
professional
learning,
and
that
will
include
curriculum
and
professionals.
Professional
development
at
2.5
million
we're
increasing
the
instructional
quality
through
instructional
facilitators,
a
six
million
dollar
investment
in
this
year's
budget
and
we're
ensuring
that
every
school
is
a
capable.
C
Capable
instructional
point
person
in
order
to
be
able
to
provide
support
and
accountability
to
educators,
we're
also
investing
in
family
liaisons
will
reflect
cultural
and
language
of
the
communities.
They
serve.
We'll
discuss
this
more
at
the
Yale
hearing
this
afternoon,
but
we
wanted
to
highlight
the
2.5
million
dollar
investment
to
provide
instructional.
Excuse
me,
family
liaisons,
at
each
of
the
33
transformation
schools
we're
also
expanding
social
workers,
they're
assigned
to
schools
for
coordinated
multi-tiered
systems
as
support
as
I
mentioned.
C
The
final
priority
under
commitment,
11
and
you've,
seen
throughout
the
strategic
planning
process
that
we
have
revised
our
plan.
The
strategic
plan,
based
on
what
we've
learned
in
Kovac
and
technology,
has
been
pivotal
to
our
ability
to
maintain
connections
with
students
to
continued
learning
throughout
this
shutdown,
and
so
more
now
more
than
ever.
Technology
is
an
essential
tool
used
in
a
multitude
of
ways.
We
use
it
every
day
and
our
students
are
now
using
it
every
day.
C
So
what
we're
working
to
do
is
be
able
to
build
upon
the
investment
that
the
mayor
has
authorized
for
covin
response
in
the
20,000
new
Chromebooks
and
continue
to
expand.
This
was
the
commitment
that
was
originally
in
our
FY
21
budget
to
go
one
to
one
computing
grade
7
through
12,
we're
now
working
to
maintain
the
flexibility
in
our
budget
to
expand
and
increase
access
so
that
all
students
have
access
both
to
computers
and
Internet
going
into
next
year.
In
the
event
that
we
need
to
respond
to
additional
disruptions
in
education.
C
A
A
That's
after
me,
it'll
be
council,
president
kim
Janey,
then
councillor
Lydia
Edwards,
then
councillor
Michael,
Flaherty,
the
rest
of
the
order
to
several
notices:
Breeden
asabi
George,
Flynn,
O'malley,
Baker,
Mejia,
Arroyo,
Campbell
I,
just
mentioned:
we've
been
joined
by
councillor
Ricardo
Arroyo
from
district
5
and
councillor
aundrea
Campbell
from
district
4.
Since
since
I
did
the
initial
role,
yeah
and
and
I
guess,
I
want
to
start
out
just
by
also
reminding
colleagues
we
and
and
remaining
listeners.
A
So
we
did
a
working
session
last
week
and
generated
a
whole
bunch
of
questions
both
for
this
morning's
hearing
and
for
this
afternoon's
hearing
which
we
sent
over
to
bps
and
so
they've
actually
sent
back
to
us
sort
of
annotation
of
the
questions
that
they
expect
to
be
prepared
to
answer
today,
because
we
have
so
many
hearings.
As
Nate
mentioned,
there
are
a
number
of
questions
that
have
been
deferred
to
future
hearings
because
they
fit
better
there
because
we'll
be
talking.
A
You
know
in
the
future
hearings
about
the
bps
capital
budget,
about
transportation
about
a
whole
whole
set
of
issues
and
assignment
things
that
came
up
so
yeah
so
there.
So
if
people
just
check
your
email
for
your
reference
and
make
sure
that
you
see
that
document
with
the
questions
highlighted
in
green
councillors,
obviously
should
feel
free
to
add
questions
and
follow-ups
and
other
things,
but
I
definitely
appreciate
VPS.
A
Looking
looking
at
this
and
preparing
to
answer
these
and
in
that
I
wanted
to
start
with
some
of
the
questions
that
I
had
sent
over
for
you
all
and
and
I'll.
Also
just
note
before
I
get
started
that
I
really
want
to
stress
for
people,
because
we
have
the
afternoon
hearing
to
talk
about
the
inclusion,
special,
ed
and
ll
programs.
A
C
Yeah
so
I
would
just
say:
I
think
you
know
a
lot
of
the
when
we
when
we
look
at
the
teachers
who
are
leaving
the
district,
you
know
we
always
want
to
identify
which
ones
are
leaving
sort
of
in
retirement
because
they
have
served
our
district
for
many
many
years
and
those
that
are
leaving
because
of
either
opportunities
elsewhere,
leaving
the
profession.
C
You
know
we
have
multiple
initiatives
in
our
district
to
help
work
with
teachers
of
color
there's,
for
instance,
male
educators
of
color
community,
that's
working
with
them
to
provide
opportunities
and
mentoring
and
support
to
those
teachers.
I
don't
have
full
details
on
what
sort
of
the
the
qualitative
responses
have
been
I.
Think
that's
one
of
the
questions
that
we'll
need
to
follow
up
with
you
with
a
written
response
from
our
agency
team.
Okay,.
A
Great
yeah,
I,
just
I,
think
the
question
of
you
know
is
there
anything
that
would
really
move
the
needle
I
mean?
Everybody's
circumstances
are
individual,
but
still
sometimes
you
can
see
patterns
and
these
things
I
just
think
we
need
to
do
more.
On
that
I
wanted
to
ask.
I
we
have
summer
sort
of
stuff
tagged
for
a
later
hearing,
because
we'll
be
closer
to
it
by
then,
but
I
just
think
something
that
came
up
a
lot
for
me
and
for
other
colleagues
was
just
when
we're
looking
at
the
achievement.
A
An
opportunity
gap
in
our
district
I
think,
and
everybody
feels
like
that.
Yawn
and
gap
is
just
going
to
be
intensified
by
the
like
differential
impacts
of
cope,
fit
and
so
really
trying
to
understand
how
how
you
are
coordinating
that
lens
with
thinking
about
the
summer
response,
and
also
I
mean
and
I
guess
one
concern
I
have.
Is
that
I
mean
you
talked
about?
A
This
is
a
budget
that
you
know
reflects
a
lot
of
those
concerns
already,
but
at
the
same
time,
I
think
that
I
mean
I
certainly
feel
as
though
we're
gonna
need
a
surgeon
resources
to
support
young
people
who
are
at
risk
of
falling
out
of
school.
You
know
just
not
like
in
a
way
that
is
just
you
know
huge,
and
some
of
that
may
be
we're
gonna
be
able
to
pull
from
new
resources
that
come
at
the
federal
level.
We
can
hope,
but
it
does
feel
like
we're.
A
Before
and
now
it's
just
a
gap
has
widened
and
and
what
I
wonder
is
there
an
opportunity
to
do
something
really
great
for
all
of
our
kids,
including
kids,
like
him
and
and
kind
of
intensify
our
support
to
getting
them
back
on
track?
I
just
want
to
hear
I
know
that
I
know
we
haven't
solved
the
summer
question,
but
I
think
it's
hard
to
talk
about
the
opportunity
gap
without
talking
about
that
right
now,
yeah.
B
So
I'll
take
a
stab
at
that
first
counselors.
You
know
this
is
really
a
very
difficult
situation
for
us
right.
We
know
that
we've
had
to
ramp
up
with
issuing
we
weren't
a
one-to-one
district
higher
to
this,
so
we've
had
to
get
kids
connected
and
get
families
connected,
not
only
to
getting
them
the
device,
but
also
getting
them.
If
I
and
one
of
the
real
barriers
was
the
connectivity
in
the
Wi-Fi
or
our
families,
and
so
we've
still
been
working
through
that.
B
We
are
assessing
on
those
students,
I
mean
have
standards,
so
we
are
and
when
students
aren't
learning
our
student
support,
teams
are
intervening
and
providing
tier
two
interventions
for
those
which
is,
you
know,
either
additional
support
for
the
family,
with
social
work
services
or
additional
one-to-one
or
small
group
support
for
the
student
delivery
Rider
through
the
teacher
or
through
paraprofessional,
so
that
work
is
being
tracked
and
being
done
to
control
for
and
mitigate
for
the
learning
loss.
That's
currently
happening
in
the
builded
response
that
will
then
lead
into
summer
school.
B
So,
even
though
we
won't
be
retaining
students,
parents
still
have
the
option
to
retain
their
students
and
teachers
if
they
think
that
the
student
is
very
far
behind,
but
we
were
I'm
bringing
the
remote
learning
plan
forward
to
the
school
committee
next
week.
I
will
be
talking
to
them
about
the
retention
policy.
Our
tenants
policies
our
summer
school
policy.
For
instance.
Last
year
we
retained
3,200
students
and
only
1200
went
to
summer
school.
To
me,
that's
unacceptable.
B
Every
student
that
is
behind
should
have
the
opportunity
to
take
summer
school
and
to
remain
the
work
in
this
new
remote
learning.
Upward
greater
opportunity
to
reach
students
and
in
a
really
directed
and
small
group
or
individual
basis,
to
remediate
their
learning
loss,
there's
also
a
lot
of
technology
tools
that
don't
require
a
teacher
for
them
to
get
practice
and
to
practice
their
skills
that
they're
behind
in.
As
for
the
high
school
students,
they
are
still
going
to
have
to
do
credit
recovery.
B
They
are
required
still
to
engage
and
to
have
their
grading
done,
but
we
are
being
more
mindful
about
the
supports
that
we
give
not
giving
support
to
students
in
a
more
directed
way
and
summer
is
just
not
is
no
longer
an
option,
so
students
are
gonna
have
to
participate
in
order
to
be
promoted.
So
that's
really
important
back
to
the
diversity
question
that
you
had
to
mr.
cooter
earlier.
We
do
do
a
number
of
retention
activities
with
affinity
groups
with
our
with
our
community
of
teachers.
Teachers
are
involved
in
both
teacher
leadership
and
groups.
B
Like
Alana
there's
groups
around
recruitment
groups.
We
do
support
to
retain
teachers
with
support
around
taking
of
the
requirements
for
licensure
like
the
MTEL,
so
there
are
some
that
significant
supports
there
for
retaining
our
students,
and
so
there's
a
number
of
things
that
we
do
to
retain,
but
I
would
think
the
number
one
thing
we
can
do
is
to
just
grow
our
own.
B
So
one
of
the
things
you'll
see
me
coming
forward
to
not
this
year
and
this
year's
budget,
but
in
future
budgets
is
a
grow,
your
own
program
for
our
students-
and
that
is
you
know,
50%
of
our
students
peak
the
language
other
than
English
there.
A
highly
diverse
our
student
body
is
very
diverse.
Ninety
ninety
percent
of
our
students
I
think
it's.
Ninety
four
actually
percent
of
our
students
are
students
of
color
and
we
need
to
be
getting
our
brightest
and
most
loving
students
and
and
our
student
leaders,
and
get
them
into
education.
A
Great,
thank
you
so
much
superintendent
and
I'm.
Mindful
of
my
time
finishing
so
I'll,
just
that's
the
clarification.
So
is
your
intention
for
summer
school
to
increase
those
numbers
by
having
it
be
more
mandatory
or
by
getting
more
parents
to
sign
their
kids
up
or
what's
the
sort
of
what's
the
mechanism
for
increasing
that
participation?
Well,.
B
Only
concern
I
have
right
now
is
just
making
sure
we
have
enough
educators
to
do
that.
You
know.
Obviously
this
has
been
hard
on
everybody,
and
so
you
know
we're
starting
up
that
recruitment
process
for
educators.
We
may
be
reaching
out
to
our
student
student
educators,
who
are
needing
to
get
their
practicums
as
well
as
our
paraprofessionals
and
just
really
thinking
differently
about
classes.
You
know,
typically,
a
teacher
has
22
to
22
students
in
her
class.
A
I
want
to
now
recognize
council
president
Kim
Janey
and
for
her
questions
and
she'll
be
followed
by
counselor,
Lydia
Edwards
and
then
counselor
Michael
clarity,
counselor
Janey.
Thank.
D
You
so
much
I'm,
madam
chair
I,
want
to
thank
our
the
superintendent
members
of
her
team
for
their
work
in
their
presentation
today.
I
think
this.
That
is
probably
the
most
important
conversation
we
can
be
having
I'm
talking
about
how
we
eliminate
opportunity
and
achievement
gaps
in
Boston
Public
Schools
I
have
several
questions.
I'm
sure
I
will
run
out
of
time,
so
just
to
get
on
record
I'd
like
to
go
into
the
actual
oag
policy
in
office.
D
Good
I
think
I'm
gonna
ask
a
group
of
questions
and
we
can
go
from
there
around
teacher
diversity.
So
would
love
you
just
to
hear
your
stated
goals
and
desires
around
increasing
teacher
diversity,
understanding
where
we
are
currently
how
many
teachers
of
color
are
there
just
having
that
breakdown,
as
well
as
a
gender
breakdown?
D
Rehired
I
really
want
to
know
who's
either
coming
new
to
the
system
to
understand
how
we
are
really
truly
increasing
the
numbers
because
we
haven't
been,
we've
been
losing
more
teachers
of
color
at
a
faster
rate
and
we've
been
bringing
the
men
and
so
I
really
want
to
understand
who's
new
to
the
district.
And
then,
when
we're
looking
at
teachers
who
have
achieved
permanent
status
with
within
bps,
if
we
could
have
a
breakdown
of
those
and
I
think
that
would
be
something
that
we
might
want
to
track
regularly.
D
Just
understanding
who
is
making
it
to
permanent
status
and
what
the
breakdown
is.
What
investments
in
this
budget
are
going
toward
teacher
diversity
and
what
barriers
are
around
that
inhibit
us
from
reaching
the
goals,
because
we
are
still
not
where
we
need
to
be
in
terms
of
outdated
court
orders,
but
not
even
where
we
need
to
be
in
terms
of
more
updated
goals
that
have
been
stated
by
the
Boston
School
Committee
and
that
are
also
stated
and
the
opportunity
and
achievement
gap
policy
I'd
be
interested
in
understanding
where
we
are
with
ten
schools.
D
I
know:
Becky
Schuster
was
working
on
a
list
of
schools
who
consistently
had
challenges
when
it
came
to
hiring
diverse
staff.
Where
are
we
there
do
we
have
another
ten
schools
that
exemplify
best
practices
and
how
do
we,
you
know,
use
those
lessons.
I
understand
how
the
office
of
equity
is
utilizing
its
authority
to
oversee
hiring
and
making
sure
that
these
are
diverse
hiring.
What
roles
are
some
side
counts
is
playing
in
the
hiring
and
what
are
the
a
breakdown
of
languages
spoken?
D
If
we
have
that
data,
and
if
we
don't
have
that
data,
why
don't
we
have
that
data?
Should
we
be
collecting
that
data
in
terms
of
grow
your
own?
You
know
I'm
excited
to
encourage
young
people
to
go
into
teaching
I
think
it
is
a
wonderful
field.
I
come
from
a
family
of
educators
and
myself
I'd
be
interested
in
understanding
where
anywhere
in
the
country.
We
have
seen
a
success
rate
of
a
growing
your
own
program
that
has
yielded
even
1/2,
of
a
class
of
kids
that
have
now
come
back
to
teach.
D
So
if
we've
seen
a
50%
yield
or
greater
I'd
be
interested
in
seeing
that
success,
because
I
would
I
would
anticipate
that
you're
gonna
lose
a
lot
of
folks
along
the
way
and
so
I
don't
want
to
put
too
many
eggs
in
that
basket.
I'd
be
interested
what
other
investments
were
making
and
what
other
programs
also
exist.
I
know
there's
been
a
lot
of
interest
in
the
past
around
paraprofessionals
and
how
we
are
utilizing
that
as
a
pipeline,
so
I'd
be
interested
beyond
the
grow-your-own
with
high
school
kids.
D
What
other
programs
we
have,
what
the
success
you
know
what
the
results
have
been,
whether
or
not
we've
had
success.
Whether
there
are
lessons
that
we're
learning,
whether
we're
still
doing
these
programs
or
not
and
then
I
have
other
questions
that
I'll
just
keep
going
until
I
guess,
I
see
the
gavel.
Does
that
make
sense
or
no?
Madam
chair
should
I
let
the
response
and
then.
D
B
B
We
have
added
a
position
this
past
year
in
in
our
recruitment
office
and
capital
to
kind
of
bifurcate
both
for
retention
and
recruitment,
and
so
we've
been
working
on
that
all
year
to
strengthen
that,
we
have
a
program
that
we
did
for
HBCUs,
which
is
a
new
program
to
do
some
work
with
HBCUs.
We
got
a
90
thousand
dollar
grant
from
the
deci
to
do
the
work
and,
as
you
know,
deci
has
it
in
the
MOU
as
one
of
their
top
priorities.
B
Work
with
us,
so
they're
gonna
be
working
on
a
housing
program
with
us
around.
How
can
we
help
teachers
with
teacher
housing?
There's
another
50
thousand
for
diversity,
recruitment
that
we
have
in
this
budget
and
then
just
some
of
the
data
questions
that
you
had
I
believe
we
were.
We
have
46
percent
of
our
hires
have
fluency
and
another
language
and
I
believe
and
I
have
to
get
this
confirmed,
but
84
percent
of
our
teachers
are
are
retained
each
year.
Nate.
Do
you
know
if,
if
that's
correct,
I
think
that
that
is
the
correct
number?
B
E
B
Yep
I
think
84
percent
of
our
teachers
are
retained
and
the
question
you
asked
about
getting
to
what's
it
called
here
in
Boston,
we
call
it
achievement
of
tenure
from
status.
Permanent
status
right
I
had
talked
with
Jessica,
taking
actually
about
this
earlier.
You
know,
because
I
think
she
has
a
shared
goal
of
diversifying
her
core
members
as
well
and
I.
Think
one
of
the
strategies
that
I
would
love
to
explore
is
just
our
ability
to
give
permanent
status
to
a
teacher
earlier
than
the
three
years.
B
B
We
are
still
under
the
Garrity
order,
so
we
do
still
have
our
diversity
goals
underneath
the
Garrity
order,
and
so
we
are
still
very
mindful
of
those
diversity
goals
underneath
that
as
well
but
10:10
initiative,
I
know
I've
I've
been
briefed
on
it.
It's
been
a
while,
since
I've
been
briefed
on
the
numbers,
so
I'll
have
to
ask
Nate
to
help
me
with
that.
But
I
do
know
that
it
did.
Our
schools
did
increase.
They
do
show
better
diversity
at
those
schools,
but
I
just
don't
have
the
exact
percentages
memorized.
C
D
You
write
down
for
me
even
in
that
slide
I'd
like
to
understand
how
many
are
new
to
bps
and
not
a
provisional
that
is
just
going
into
their
second
year.
So,
if
I
understand
that
84,
if
you're
retaining
eighty
four
percent
of
your
teachers,
clear
to
say
that
16
percent
are
coming
from
elsewhere,
if
we're
getting
to
a
hundred
percent.
C
So
the
numbers
in
terms
of
external
hires,
yeah
of
those
of
the
positions
that
were
hired
and
the
16%
and
having
a
denominator
issue
about
the
84
percent
versus
so
the
of
the
new
positions.
Some
of
the
hires
that
are
represented
on
that
slide
are
also
teachers
moving
positions
and
that's
not
a
provisional
teacher.
Staying
in
the
same
position
and
moving
up
a
year
of
experience.
A
D
I
was
just
saying:
I
would
really
like
words
down
of
the
external
hires,
to
understand
how
we're
moving
toward
a
goal
and
we're
in
compliance
was
still
under
the
court
order
and
have
to
be
in
compliance
with
it.
Really.
The
stated
goal
of
the
Boston
School
Committee,
at
least
in
the
mid-teens,
was
to
have
the
teacher
diversity
reflect
the
diversity
of
the
student
body
mm-hmm,
and
that
is
one
record
and
the
stated
goal
of
the
School
Committee.
D
It's
also
in
the
opportunity
and
achievement
gap,
and
so
I
would
hope
that
we
don't
look
at
the
court
order
as
our
goal,
but
only
that
to
me
is
like
a
bare
minimum
floor,
but
we
treat
it
to
and
when
we
lift
it
up,
we
treat
it
too
much
like
it
is
our
goal.
We
really
should
be
its
offensive
at
this
point
to
think
of
our
students
as
25
teachers,
25
percent,
black
and
10
percent.
Other
is
I,
find
it
quite
offensive.
D
Quite
frankly,
given
the
the
rich
diversity
of
our
students
and
our
largest
group
and
the
largest
gap
of
kids,
who
don't
have
a
teacher
that
look
like
they're,
more
Latino
students
and
so
I'd
like
to
see
us
do
more
and
I
think
we
have
to
peel
back
the
onion
to
really
understand
all
of
the
the
nuances
of
hiring,
and
so
so
that
we're
not
recounting
teachers
and
thinking
we're
doing
a
good
job.
But
these
are
really
teachers
that
were
already
in
our
system
that
are
just
being
reassigned
to
a
new
position
or
moving
up
to.
C
That
point,
if
I
could
counselor
Jamie,
the
external
hires
were
36%
of
the
candidates,
so
for
external
hires
36%
of
the
candidates
hired
were
candidates
of
color,
which
is
down
slightly
overall
30%
of
our
hires
were
external
versus
35%
last
year,
and
external
black
and
Latino
candidates
were
two
and
a
half
and
two
times
respectively,
more
likely
to
be
higher
than
white
candidates.
However,
the
external
candidate
pool
is
just
simply
much
less
diverse,
and
so
only
22%
of
candidates
of
color
were
communities
of
color
in
2019,
which
is
consistent
with
prior
years.
C
The
team
has
done
the
deep
dive
and
started
to
peel
back
the
onion,
as
you,
as
you
mentioned,
roughly
50%
of
the
time
when
an
applicant
of
is
a
cannon
of
color
and
is
not
higher
it's
because
another
candidate
of
color
was
hired
into
that
position
about
21%
of
the
time
the
candidate
is
not
licensed
for
the
position
they
applied
to,
which
is
further
supporting
our
investment
in
the
end
I'll
prep
program
to
try
and
capture
more
of
these
candidates.
That
is
a
program
where
we've
seen
a
lot
of
success
exactly.
D
Exactly
Nate,
thank
you
for
that.
This
is
the
last
thing
that
I
would
say,
and
I'm
gonna
save
my
other
topics
for
the
next
round.
I
really
do
appreciate
superintendent,
you
bringing
up
the
housing
issue
because
I
think
these
challenges,
when
it
comes
to
diverse
recruitment,
go
beyond
what
it
is.
Your
office's
can
do.
D
We've
got
pipeline
issues
that
go
beyond
what
bps
can
do
and
we
have
societal
issues
in
our
home
city
that
require
big
thinking
and
big
bold
ideas
in
terms
of
tackling
affordability
of
housing,
but
also
a
city
that
is
still
viewed
as
being
racist
and
so
I'd
like
to
think
about
how
we
can
tackle
those
together.
Thank
you,
manager,
Thank,
You,
superintendent.
I
will
wait
for
the
next
round.
For
my
remaining
questions,
thank.
A
F
I
appreciate,
you
know
you
guys
acknowledging
where
you
need
improvement
and
also
how
you're
going
to
get
it
there
I'm
specifically
concerned
about
ll
students,
Yale
students,
I,
represent
a
person,
as
you
know,
he's
Boston
and
Charlestown
on
the
north
end
and
I
think
between
the
especially
East
Boston
Charlestown
I
have
a
very
large
population,
and
so
you
know
I'm
particularly
concerned
also
about
the
kids,
who
are
English
English
language
learners
and
have
special
needs
the
same
time.
I
am
frightened.
I'm
gonna,
be
very
honest
with
you.
F
I
am
frightened
about
what
this
pause
and
their
education
is
doing
to
them
and
how
we
are
going
to
measure
and
truly
keep
track
of
how
to
get
them
back
on
track.
It
is
a
frightening
moment
for
me
and
a
lot
of
my
parents,
I'm
just
gonna
put
that
out
there
and
I
really
would
love
to
know
how
we're
going
to
be
measuring
and
checking
in
especially
on
the
littlest
ones,
we're
entering
our
system
right
or
who
were
in
our
system
and
then
now
have
no
access
to
technological
learning.
F
It
weighs
you
know,
bigger
kids
can
obviously
sit
in
front
of
a
screen:
the
babies
the
little
one,
not
babies.
You
know
what
I
mean,
though
the
little
ones
are
in
it,
I
think
a
huge
disadvantage,
and
especially
if
there
are
special
needs
and
then
especially
if
they
don't
speak
English.
How
are
we
going
to
compensate
for
that
gap
and
where
is
that
in
the
budget?
Where
does
that
show
that
in
the
budget
I
mean
we
had
a
budget
put
before
this
pandemic?
F
F
F
F
We
don't
a
test
and
then
finally,
I've
noticed
with
the
list
of
schools
that
are
available
if
you're
an
inclusion,
child
or
an
inclusion
track,
which
is
you
know,
fine,
you
seem
to
have
less
options
and
I
know
you
were
addressing
that
Nathan
in
discussing
inclusion
and
the
options
available
to
them
so
you're
wait-listed
at
fewer
schools
in
Europe
you're,
not
necessarily
wait-listed
at
the
top.
You
know
based
on
rank
schools.
F
So
how
are
we
really
going
to
allow
for
inclusion
kids
to
have
as
many
options
if
we're
giving
them
a
small
list
of
kid
schools
to
apply
to
and
then
weight
listing
them
at
only
those
ones?
So
those
are
my
questions
for
now
and
I
will
just
wait
for
your
answers
and
then
I'm
done.
Madam
chairwoman,
okay.
A
B
Thank
you
counselor
and
I.
If
you're,
okay,
we'll
address
the
e
L
questions
in
depth
this
afternoon,
I
know
you
have
them
on
record,
we'll
make
sure
that
we
absolutely
address
them
and
I
did
miss
your
second
question.
I
got
the
other
ones
written
down,
but
I
wasn't
writing
fast
enough
for
your
second
one.
There
was
inclusion.
F
B
F
B
F
B
Okay,
so
with
e.l
and
the
k2
with
the
delay
in
testing
I
will
bring
that
back
this
afternoon
and
share
with
you
then
inclusion.
We
don't
yet
have
an
answer
for
all
of
our
inclusionary
practices
for
next
year,
we're
working
with
the
BTU
on
inclusion
other
than
what
we've
prior.
What
we've
already
been
doing,
unless
Nate
has
some
additional
language.
I
know
we
did
some
paraprofessional
increases
this
past
year
and
then
with
the
RFP.
We
do
have
it.
B
We
did
reissue
the
RFP
and
that
deadline
is
on
May
15,
and
so
we
expect
that
we
will
have
a
better
we've
had
a
number
of
interests
in
in
the
RFP
they
hold
that
they
hold
it
down
so
to
speak,
and
so
when
they
pulled
it
down,
they
say
whether
they
intend
to
bid
or
their
interest
in
bidding.
So
they
pull
it
down
as
an
interest
in
bidding.
So
we
know
that
there
is
some
interest.
B
Does
that
mean
that
they'll
bid
I,
don't
know
you
never
know,
and
so
we're
hopeful,
as
for
using
the
memcache
they're,
not
giving
them
caste?
So
we
can't
use
the
M
casts
here
yeah.
So
we
can't
use
that,
so
we
would
have
to
look
at
some
other
options
if
there's
not
a
better
but
I
fully
expect
that
there
will
be
a
bitter,
so
I
think
that
answers
your
questions
and
we'll
get
to
the
the
other
ones
this
afternoon.
If
that's,
okay,
that's
why
I
Balkans.
A
Yes
and
I
will
also
make
sure
that
we
get
all
those
answered
casts
this
afternoon.
I'm
gonna
recognize
now
councillor
Flaherty
and
then
next
up
is
a
counselor.
I
believe
is
counselor
greed
and
sorry.
I
lost
my
list
yeah
after
councillor,
Flaherty
will
be
councillor
Breeden
and
then
councillor,
asabi
George.
Thank.
G
You,
madam
chair,
apid,
fine
sort
of
three
areas
that
would
like
to
get
some
answers,
not
on
the
line
of
sort
of
teacher
hiring
and
certification.
Prior
to
our
superintendents
arrival,
there
was
a
was
widely
reported
back
in
February
2017
that
the
city
of
Lawson
had
hundreds
of
unlicensed
or
under
license
teachers
in
the
classroom
and,
given
that
we're
on
a
global
economy,
that's
driven
by
stem,
not
enough
of
our
kids
are
getting
into
Boston
colleges
and
universities.
G
Given
that
moving
forward
on
the
Cova
19
SATs
M
casts
a
CTS,
is
EES,
have
all
sort
of
been
postponed
or
suspended.
I
want
to
make
sure
that
we're
not
you
know,
suspending
or
disregarding
our
teacher
requirements.
So
the
first
question
is
how
many
Boston
Public
School
teachers
are
not
certified
or
under
certified.
Next
area
is
the
vision
for
Boston
with
Warby
Parker
I
want
to
know
what
schools
are
participating,
how
many
students
are
there
any
results
back,
and
particularly
our
first
and
second
grade
families?
G
Taking
advantage
of
this-
and
this
is
the
vision
test
for
children-
I
had
first
an
experience
of
my
own
kids
again,
recognizing
that
not
being
able
to
see
the
chalkboard
and
then
and
then
it
just
spirals
down
from
there,
especially
in
the
earlier
grades.
Can
you
got
into
for
a
second
grade?
If
you
can't
see
the
chalkboard
you're,
not
gonna,
be
able
to
do.
G
You
know
the
alphabet
and
simple
arithmetic
and
we
need
to
pump
the
brakes
right
at
that
point
right
there
and
make
sure
that
we
don't
have
children
and
blossom
vocals
with
vision,
issues
and
vision,
problems
which
then
tend
to
lead
to
a
lot
of
other
issues
as
well
in
the
classroom
and
lastly,
in
the
activate
practice,
ships
that
catagory
believe
it
was
a
commitment.
Six
on
the
slideshow
I
would
which
I
was
very
happy
to
see.
G
G
Many
of
our
nonprofits
and
community
organizations,
as
we
all
know,
have
now
had
to
pivot
their
services
in
light
of
the
Cova
19
response
and
or
I've
had
to
put
on
a
few
fundraising
efforts
in
light
of
the
Cova
19,
which
is
going
to
be
catastrophic
for
some
of
our
nonprofit
partners.
So
is
there
a
plan
to
help
support
of
these
key
community-based
organizations
that
we
provide
year-round,
wraparound
services
for
our
kids
and
to
make
sure
that
that's
done
in
an
equitable
way?
G
B
You
I'm
gonna,
ask
David
bloom
to
talk
about
our
vision,
tests
and
then
also
I'm.
Just
so,
you
know
about
partners,
we
did
add
a
partnership
position
in
our
community
advancement
office,
and
so
Margaret
farmer
is
leading
that
work
and
has
been
doing
a
credible
job
of
coordinating
all
of
our
partners
during
this
time.
I
know
that
Nate
can
speak
to
our
financial
agreements
with
our
partners
during
this
time
of
holded
in
terms
of
trying
to
support
and
help
them
as
well.
I've
also
been
in
touch
actually.
B
The
day
after
we
made
the
announcement
to
close
school
I
was
on
the
phone
with
Chris
Smith
at
Boston
after
school
and
beyond.
As
you
know,
we
have
hundreds
of
partners
that
we
have
for
summer
school,
typically
or
summer
learning
and
opportunities
for
our
kids,
and
so
we
are
in
close
contact
with
that
I'm
in
talking
with
them
in
the
Y
and
a
number
of
other
partners
throughout
the
community.
So
absolutely
we
can't
do
this
work
without
our
partners.
B
Also,
it's
a
huge
part
of
our
hub
school
model,
and
then
we,
you
know,
we've
convened
with
dr.
Branson
and
myself.
Every
week,
equity,
roundtable
and
that's
been
attended
by
over
80
to
a
hundred
people.
Many
of
them
are
faith-based
partners,
our
community
partners,
our
civil
rights
community
and
others
who
are
giving
us
incredible
feedback
and
also
connecting
with
us
on
the
on
the
efforts
around
colvett
as
well
as
beginning
our
summer
planning
and.
G
It
may
it
may
just
interject
a
superintendent.
This
won't
give
you
I
was
here,
I'd,
be
remiss
if
I
didn't
give
you
in
folks
of
the
administration
in
our
teachers,
our
shout
out
for
the
work
that
you
guys
are
doing
during
this
time:
the
distribution
of
the
Chromebooks
and
just
having
to
reposition
repurpose
teachers
and
classroom
settings
to
home
and
computer,
etc.
G
I
know
it's
been
a
lot
and
a
relatively
short
period
of
time,
and
hopefully
we
haven't
missed
too
much
of
a
beep
on
teaching
and
learning,
but
your
attention
to
detail
being
on
the
calls
with
with
me
and
my
colleagues
on
a
regular
basis
has
been
very
helpful,
but
also
it's
been
helpful
to
to
parents
into
to
our
consumers,
which
are
the
students
that
you're
charged
with
making
sure
that
they
get
a
quality
education.
So
I'd
be
remiss
if
I
didn't
say.
Thank
you
for
your
efforts
to
date,
as
well
as
your
entire
team.
B
You
counselor
we
have
great
teachers
and
an
incredible
staff
at
the
department
doing
reinventing
education
on
the
fly
here.
I
do
want
to
also
mention
which
we
haven't
talked
about
much
and
that
is
ongoing.
Youth
employment,
jobs
part
we're
working
with
the
mayor
and
his
staff
really
closely
on
youth
employment,
summer
camps
and
trying
to
really
figure
out
how
we
can
do
better
engagement
on
that
end
and
we'll
have
more
to
report
later
on
youth,
employment
and
summer
jobs
with
summer
learning.
C
At
first
quickly
about
the
partnership
piece
because
I
do
want
to
highlight
the
superintendent
already
mentioned
this,
but
one
of
the
big
parts
of
our
covered
response
was
working
with
our
partners
to
both
ensure
access
for
students
to
important
resources
and
also
provide
stability
to
those
partners.
As
you
mentioned,
a
lot
of
them
are
experiencing
declines
in
fundraising,
and
many
of
them
have
uncertainty
in
terms
of
their
own
financial
future,
and
we
have
a
vested
interest
as
a
city
to
make
sure
that
they're
still
operating
and
strong
going
into
the
fall.
C
So
we
have
worked
with
all
of
our
partners
who
have
contracts
with
us
to
modify
the
contracts
to
ensure
that
they're
providing
ad
hoc
services
to
students
and
are
making
their
staff
available
to
us
to
be
able
to
provide
supports
for
students.
We've
had
some
interesting
success
and
appropriate
success
in
special
education
to
be
able
to
have
some
of
our
special
education
related
service
providers
be
able
to
provide
those
supports
to
students
online
we've,
so
all
of
our
partners
will
continue
to
receive
payments
so
that
they
can
pay
their
employees.
C
This
is
part
of
the
resiliency
that
we
need
is
a
city
to
make
sure
that
our
partners
are
still
strong.
We've
also
been
working
with
and
and
partners
covers
a
lot
of
different
groups.
It
covers
those
that
we
pay
partners
like
city
or
city
connects.
It
includes
partners
that
provide
services
to
our
students
and
are
connected
through
school,
like
our
many
mental
health
services
providers.
C
We're
gonna
need
those
partners
to
be
strong
and
ready
to
come
service,
our
kids
in
many
different
ways,
and
so
that's
been
an
important
commitment
to
us.
The
Warby
Parker
partnership,
which
is
an
incredibly
difficult
partnership
for
us
in
Boston,
to
say,
with
all
those
R's
placed
in
awkward
places.
David
has
the
numbers
on
the
vision
that
he'll
share
with
you,
because
I
think
this
has
been
a
great
pilot
program
and
some
success
for
us.
H
Yeah,
we're
really
excited
for
the
vision
for
Boston
pilot,
which
is
a
partnership
between
College
of
Optometry,
Boston
Medical
Center,
prevent
blindness,
20/20
on-site
and
Maury
Parker
to
increase
access
to
vision,
screenings,
comprehensive
exams
and
classes
with
bps
students
prior
to
the
shutdown
for
kovat,
just
short
of
1,900
vision.
Screenings
were
performed
across
13
schools.
H
H
H
20/20
on-site
is
unable
to
perform
exams
on
students
that
young
previous
to
this
pilot
beta
only
been
performing
example
of
high
school
students.
We've
worked
with
them
to
be
able
to
expand
their
capacity.
We're
now
working
in
grades
four
and
up
students
in
grades,
K
zero
to
three
are
referred
to:
Boston
Medical,
Center
or
their
own
primary
care
provider
for
optical
exams,
but
then
can
still
get
the
Warby
Parker
glasses.
If
prescriptions
are
submitted
back
to
the
program,
we
just
can't
do
the
actual
screening.
G
G
So
even
if
they
would
consider
it
a
relaxed
style
exam
for
four
for
a
second
and
third-graders
without
the
pupil,
dilation
I
think
it
would
go
a
long
way
in
helping
those,
particularly
those
that
that
I'm
suspecting
parents
into
a
child,
not
even
knowing
any
better,
that
their
vision
is
off.
Being
able
to
jump
on
that
at
the
earliest
possible
stage
is
critical
and
will
obviously
keep
the
kids
focused
and
motivated
in
having
confidence
in
the
subject
matter.
But
thank
you.
A
I
Thank
you.
Thank
you
for
the
presentation
this
morning,
I
had
a
few
questions.
I'm
really
excited
to
hear
about
the
teacher
cadet
program,
my
mother-in-law
and
was
a
Boston
Public
School
teacher.
She
went
through
Boston,
Public
Schools
and
it's
a
long
time
ago,
but
at
that
stage,
if
she
were,
we
got
a
grade
B
or
above
when
your
capital
grade
average.
I
You
were
able
to
go
on
to
take
trained
as
a
teacher,
free
situation
free
and
then
come
back
into
the
system
and
and
teach
in
Boston
Public
Schools,
which
is
what
she
did
and
I
think
you're.
A
teacher
cadet
program
with
some
some
supports
from
our
educational
institutions
in
the
city
and
the
region,
I
think,
will
be
fabulous
and
it's
a
great
way
to
increase
the
diversity
of
our
student
body,
churring
teaching
staff
and
a
great
way
to
inspire
you
at
the
next
generation
of
teachers
to
come
online.
Thank
you
so
much
for
that
idea.
I
I
They
have
five
classes
of
ESOL
going
at
the
moment
which
transitions
very
seamlessly
into
distance
learning
when
this
Kovac
crisis
happened
and
I
really
feel
that
increasing
the
language
proficiency
of
parents
and
increases
their
economic
status,
and
it
also
helps
them
to
be
better
advocates
for
their
students,
there's
children
in
the
school
system.
So,
if
there's
more
money
to
be
allocated
to
the
area
of
adult
education
ESOL
as
a
ways
to
support
our
other
children,
children
who
are
ll
learners
as
well
so
I
think
that
it's
a
you
create
a
better
infrastructure
for
that.
I
I
had
a
question
about
early
learning
and
the
early
learning
centers
the
early
education.
Where
are
we
along
the
goal
of
achieving
a
hundred
universal
pre,
pre
pre
stoke
pre-k
for
our
students
in
Boston?
And
you
know
it
really
feel
that's
critically
important
in
terms
of
readiness
to
be
able
to
come
into
the
school
setting
and
sit
and
first
grade
and
sit
and
attend,
and
just
yet
so
many.
They
are
least
direct,
Nina's
skill.
I
Those
can
be
achieved
in
preschool
and
it's
definitely
smooth
throughout
the
transition
into
regular
kindergarten,
and
they
also
had
a
thought
about
consular
flap
Ernie's
mention
about
the
vision
assessments.
It
might
be
helpful
to
equip
our
school
nurses
and
our
teachers
where
the
checklist
of
how
to
and
things
to
look
out
for
in
terms
of
functional
vision.
You
know
so
that
you
might
be
able
to
identify
students
that
are
having
an
issue
and
then
refer
them
for
assessment.
I
Further
along
I
worked
for
16
years,
that
was
Perkins
School
for
the
Blind,
so
functional
vision,
assessment
and
and
the
use
of
vision
for
energy
and
máxima.
We
learned
80%
of
what
we
learn:
students
through
the
vision
system,
so
ensuring
that
their
children
are
actually
able
to
see.
Well,
it's
very
important.
So
that's
all
the
questions
I
have
for
night.
Thank
you.
B
Thank
You,
counselor
and
I
know
that
mr.
pooter
might
have
some
numbers
I.
Don't
have
the
numbers
right
off
hand
for
the
the
early
learning,
but
I
do
know
that
we
have
been
having
several
meetings
with
our
early
learning
team
and
that
in
Boston
I
think
we
were
at
somewhere
around
eighty
to
ninety
percent
capacity
and
our
buildings
for
what
they
could
hold
for
early
learning.
So
we
started
working
with
community-based
organizations,
and
so
really
the
strategy
is
to
try
to
get
more
community-based
organizations.
B
Partnering
with
the
Boston
Public
Schools,
around
quality
of
learning
opportunities
and
the
biggest
barrier.
There
was
just
a
requirement
that
we
have
for
a
universal
pre-kindergarten
around
licensure
for
teachers
and
the
paid
and
the
pay
for
teachers,
and
so
we
are
working
through
those
barriers
with
our
partners
and
trying
to
increase
the
number
of
community-based
partners
who
are
in
the
UPK
program.
I.
C
Would
just
add
the
numbers
for
that
for
UPK
the
community-based
organizations.
As
you
know,
we
put
out
an
RFP
to
four
partners,
and
then
we
assess
their
readiness
and
their
their
capacity
to
serve
our
students
in
our
hard
to
serve
neighborhoods.
There's
a
prioritization
based
on
both
geography
and
the
partners,
ability
to
service
our
students
and
so
for
four-year-old
seats
on
UPK.
For
this
current
fiscal
year
we
added
416
seats
in
universal
pray,
preschool
our
goal
for
FY
21
is
to
get
up
to
about
600
seats
in
upk
and
then
FY
22.
C
The
goal
is
to
get
to
750
the
community-based
four-year-old
seeds
for
four-year-olds
in
our
partnership.
So
that's
that's
the
plan.
This
is,
of
course,
a
partnership
between
in
terms
of
funding.
It's
both
included
in
our
general
fund,
our
city
appropriation,
to
expand,
upk
and
then
there's
also
the
City
of
Austin
trust
that
was
set
up
to
be
able
to
support
the
expansion,
including
professional
for
universal
preschool.
C
That's
running
out
of
our
early
childhood
office
in
the
division
of
academics,
to
be
able
to
support
and
provide
high
quality
curriculum
to
those
to
those
programs
and
also
provide
technical
support.
Part
of
is
also
to
increase
teacher
pay
in
the
UK
programs
so
that
we
can
expect
the
same
level
of
quality
and,
as
I
mentioned
at
the
start
and
I
think
you
really
hit
the
nail
on
the
head
that
k1
expansion
is
really
critical
to
our
path,
to
closing
opportunity,
achievement
gaps
and
so
were
highly
motivated
to
be
able
to
expand
this.
C
Also
as
part
of
the
PPS
which
we'll
talk,
we
still
have
a
priority
to
expand
k1
within
bps,
but,
as
you
know,
our
elementary
seats,
our
classrooms
are
all
in
use
and
we
don't
have
available
classrooms
where
we
have
demand
for
k1
seats
currently
and
that's
part
of
our
planning
to
figure
out.
How
do
we
create
more
k1
opportunities
in
our
BPF
schools,
because
we
know
that
that's
the
first
choice
in
all
of
our
families
and.
I
I
just
question:
I
had
a
question
about
the
Baldwin
I
understand
that
parents
can
sign
up
in
the
spring
for
the
position
and
the
ball
when
they
get
offered
a
position
a
place
for
their
child.
They
don't
get
I,
think
there's
a
problem
with
the
RSVP
situation
and
the
the
bps
doesn't
follow
up
with
a
parent
until
six
weeks
after
school
starts
and
and
then
that
leaves
those
those
potential
seats
not
available
for
someone
else,
you
might
be
able
to
avail
of
that,
but
not
to
seek
in
that
classroom.
I
C
Yeah
I
think
so.
Registration
and
assignment
is
a
topic
at
a
future
hearing.
So
we
can
talk
more
detail
about
it.
I'll
just
say
because
this
has
been
an
area
that
I've
been
very
focused
on
over
the
last
few
years.
Our
Welcome
Services
team,
of
course
oversees
weightless
management.
As
you
know,
yeah
assignments
do
happen,
assignments
for
k1
have
already
happened,
and
families
are
evaluating
bps
versus
other
options
and
when
we
do
have
an
RSVP
system,
but
it's
it's
unreliable
in
a
number
of
different
ways.
C
I
mean
the
first
is
that
families
who
RSVP'd
to
say
that
they
are
coming
to
bps
still,
then
don't
enroll
in
bps
in
the
fall,
and
then
some
families
who
say
that
they
are
not
coming
still
show
up,
and
so
we're
still
trying
to
manage
that
and
figure
out
the
right
way
to
sort
of
get
families
to
tell
us
what
their
plans
are.
Once
we
have
an
available
seat,
whether
it
happens
on
the
family
lets
us
know
in
the
year
or
they
let
us
know.
C
Over
the
summer
we
began
calling
weight
less
than
clearing
weight
lists,
and
so
we
don't
wait
until
October.
To
start
filling
k1
seats,
we're
doing
it
over
the
summer
to
try
and
maximize
and
what
we're
doing
multiple
phone
calls
to
families
to
try
and
identify
who
can
come
and
fill
the
seat.
What
happens
in
September
is
we
have
a
period
where
families,
if
they
don't
show
up
on
the
first
day,
they're,
not
automatically
unenrolled
from
the
district?
C
We
want
to
give
families
time
in
case
they
don't
have
transportation
set
up
or
there's
some
other
logistical
issue,
that's
keeping
them
from
school
in
the
first
eight
days
after
eight
days,
if
they
still
have
it
showing
up.
We
do
clear
the
roster,
which
is
when
we
start
calling,
and
so
many
families
are
telling
you
that
they
they
don't
get
a
call
until
October.
First,
it's
both
the
waiting
for
the
eight
day
period
to
pass,
and
then
it's
just
to
get
through
the
waitlist
until
they
get
to
them.
C
I
A
J
You,
madam
chair,
and
thank
you,
superintendent
and
nape
for
being
with
us
this
morning
and
for
the
detailed
report
I
look
forward
to
this
afternoon's
hearing
as
well.
I'm
gonna
keep
my
questions
to
what
I
think
the
topics
after
this
morning.
First,
you
know
my
advocacy
around
a
full-time
nurse
in
the
school
building.
J
I
also
want
to
have
some
information
around
the
desi
report
that
had
district
administrators
saying
that
funds
to
pay
for
nurses
and
social
workers
should
come
out
of
the
district
budget
and
that
then
the
district
asked
each
school
and
school
potential
reductions
of
five
percent
to
help
pay
for
them.
My
understanding
is.
J
Close
to
at
least
a
one
FTE
and
all
of
our
things,
like
the
nurses
and
then
when
do
we
start
the
conversation
around
making
sure
schools
that
need
to
nurses
or
to
social
workers
depending
on
student
population.
They
need
one
and
a
half
two
and
a
half
etc
down
the
road
you
can.
You
can
hear
where
I'm
going
with
that
and
then
I
do
have
some
additional
questions
after
yeah.
H
H
The
we
asked
every
year
at
the
part
of
our
profit
for
the
central
office
to
identify
potential
reductions
to
their
programming,
as
well
as
investments,
and
for
them
to
write
up
sort
of
a
proposal
of
what
that
reduction
might
mean
and
implications
for
student
achievement
and
our
goal.
There
is
to
increase
operational
efficiency
and
push
as
many
resources
as
possible
out
of
schools.
So
the
five
percent
that
was
referenced
was
the
thing
that
happened,
but
it
was
only
central
office
and
not
everything
was
accepted.
H
J
So
that's
right.
Thank
you.
David
I
appreciate
it
when
we
think
about
the
ratios
and
the
proper
student
to
nurse
ratio
student
to
social
worker
student,
to
guidance,
counselor,
etc,
of
school
councilor.
We
think
about
those
ratios.
How
are
we
waiting
in
the
needs
of
certain
schools
and
certain
students
if
we
have
a
higher
percentage
of
students
experiencing
homelessness?
J
If
we
have
a
higher
percentage
of
student
trauma,
because
that
stuff
that
we
can
measure
through
some
of
the
surveys
we
do
are
we
are
we
looking
to
balance,
not
just
the
national
guideline
with
the
student
provider,
but
are
we
looking
specifically
at
dare
I,
say
it
like
a
weighted
student
formula?
You
are
or
that
service
with.
H
H
We
look
at
social
workers
and
deploying
social
workers.
The
mechanism
we
use
this
year
to
differentiate
social
work
deployment
based
on
me
was
the
opportunity
index,
so
schools
that
were
higher
on
opportunity
index
received
a
lower
student
to
social
worker
ratio
when
their
social
workers
were
allocated
versus
schools
that
were
lower
need
under
the
opportunity
index.
This
is
an
area
that
we're
still
continuing
to
study
and
even
getting
some
initial
data
from
our
of
this
first
50
positions
in
useful
and
understand
the
other
target.
Those
resources
going
forward.
J
J
How
many
our
bps
grads
I,
think
we'd
see
some
real
direct
correlation
between
student
success,
school
success
and
that
percentage
and
then
Cass
was
brought
up
quickly
in
your
opening
statements.
Last
night,
or
maybe
it
was
two
nights
ago-
I
participated
in
a
town
hall,
a
community
Town
Hall
and
a
student
senior
graduating
senior
who
had
not
yet
passed
the
MCAT,
and
it's
looking
forward
to
the
retake
we're
just
curious
about
that
students.
C
C
A
Great,
thank
you
so
much
counselor,
sabe,
Jorge
and
now
next
now
before
we
go
we're
about
to
go
to
counselor
Flynn
I'll
just
give
everybody
the
orders
before
I
have
a
reference,
so
it's
counselor
Flynn,
then
it'll
be
O'malley
and
Mejia,
then
Arroyo,
then
Campbell,
then
woo.
So
now,
counselor
Flynn!
You
have
the
floor.
K
Thank
You
counsel,
Bach,
and
thank
you
to
the
superintendent
and
her
team
and
superintendent
I
know
you
you've
only
been
in
Boston
a
short
period
of
time,
but
you've
you've
done
a
very
good
job,
listening
and
working
hard
doing
the
team.
So
you
came
here
at
a
difficult
time,
but
we
appreciate
everything
that
you
are
doing:
superintendent
and
your
team.
Some
of
the
issues
I
wanted
to
focus
on
my
colleagues
already
talked
about,
but
the
English
language
learners.
K
K
So
funding
for
the
AEL
program
is
critical
for
me.
Special
concerns
about
EEO
ell,
with
students
with
disabilities
as
well,
is
critical
in.
We
talked
about
nurses
in
mental
health
counselors
in
the
schools.
That's
something
I've
focused
on
over
the
last
two
years,
but
I
also
want
to
know.
Superintendent
is
when
we
do
recruiting
of
nurses
and
mental
health
counselors
for
students
with
a
large
population
of
Yoel.
How
is
that
going
and
what
challenges
do
we
have,
but
do
we?
K
B
H
So
of
the
so
in
the
Social
Work
pool,
two-thirds
of
our
candidates
in
the
final
hiring
pool
speak
a
language
other
than
English
the
majority
Spanish,
but
also
we
have
so
to
speak
capability
and
Creole
Asian
Creole
Mandarin,
Cantonese
Portuguese.
A
number
of
them
are
also
multilingual
of
the
24
nurses.
We've
hired
so
far
this
year.
H
H
B
Counselor
I
just
want
to
mention,
you
know,
goes
back
to
councilor
Janie's
question
about
just
overall
diversity
of
hiring
and
our
commitment
to
it.
I
just
I
can't
stress
enough
our
commitment
to
being
very
deliberate
and
intentional
on
our
diversity
of
hiring,
not
only
because
we
have
the
Garrity
order,
but
because
it's
the
right
thing
to
do,
and
it's
because
what
our
community
has
asked
us
to
do.
So,
you
know
just
overall
in
the
availability
of
teacher
professionals
within
the
state
of
Massachusetts.
It's
about
four
percent
mbps.
B
Higher
is
47
percent
of
the
available
black
teachers
and
23
percent
of
the
available
Latin
next
teachers
and
23
percent
of
the
available
Asian
teachers,
and
so
certainly
we're
having
more
those
are
interesting
to
statistics
and
that
more
african-american
teachers
are
choosing
Boston
Public
Schools
than
our
Latino
and
Asian
in
terms
of
the
overall
pool,
but
that
overall
pool
is
also
really
small,
with
only
four
percent
of
the
teachers
in
Massachusetts
being
teachers
of
color.
So
just
know
that
it
is
top
of
mind
for
us.
K
You
superintendent,
my
second
question
council-fire-
he
mentioned
it
earlier,
but
getting
students
access
to
testing
for
vision,
challenges,
I'm
also.
I
also
want
to
follow
up
on
vision,
hearing
related
challenges
as
well:
superintendent
in
dyslexia,
other
learning,
disabilities
and
challenges.
How
soon
are
we
testing
students
and
what
services
are
we
providing
those
students
so
that
they
can
get
into
bps
knowing
what
their
disabilities
might
be,
but
also
they
have
a
path
forward
to
becoming
becoming
effective
students
as
well.
E
H
I
would
say,
for
the
I
did
get
an
update
from
the
vision
team
who
were
listening
to
my
response
and
wanted
to
add
something
to
it,
which
is
just
that.
We
do
offer
Universal
screening
that
first
round
of
screening
that
counselor
clarity
was
discussing
with
nurses,
nurse
paraprofessionals
and
others
in
the
system,
and
so
that
initial
screening
is
done
more
robustly
than
the
numbers
I
had
mentioned,
which
was
fourth.
H
It
allows
us
to
help
identify
students
who
are
struggling
with
dyslexia,
and
then
we
have
two
programs
called
Wilson
reading,
an
ordinary
ham
that
we've
been
training
teachers
over
the
last
year
that
those
programs
helped
with
a
number
of
issues.
But
one
of
the
things
they're
good
for
is
working
with
students
who
have
this
lesson
well.
K
That
thank
you
David
and,
in
my
final
question
or
comment,
let
me
make
a
quick
comment
and
then
I
love.
My
final
question:
I
represent
a
large
number
of
students
that
live
in
public
housing
and
a
lot
of
my
schools
are
also
located
in
public
housing
developments,
including
the
Perkins
and
the
in
the
Condon,
and
the
Blackstone
is
very
close
to
Cathedral
and
Villa
Victoria
in
up
Academy
as
well,
but
maybe
it's
for
the
next
session.
K
But
can
we
also
have
a
discussion
about
some
of
the
partnership's
we
have
with
PHA
in
BC
YF
and
how
we
can
improve
those
partnerships
to
make
sure
that
our
students
that
are
living
in
public
house
and
get
as
much
resources
and
support
as
they
can?
That's
my
that's
a
comment
or
a
question,
and
then
finally,
you
know
just
on
hearing
challenges.
Students
have
you
know:
I
had
the
opportunity
to
serve
25
years
in
the
Navy.
K
I
have
hearing
challenges
as
well,
so
it
can
be
very
difficult
for
students,
even
following
these
these
sessions
here
to
follow
closely
the
discussion,
that's
happening.
So
it's
it's.
It's
very
critical
to
try
to
reach
these
students
at
the
at
the
earlier
stage
with
hearing
vision,
learning
learning
disabilities
as
well.
You
so
I
just
want
to
say
thank
you
to
your
team
superintendent,
for
you
know
working
hard
on
helping
students
with
with
disabilities
in
communicating
with
their
families
as
well
and
I.
H
B
One
thing:
I'll
counselor,
as
you
know
my
background,
I
grew
up
in
public
housing
and
I
welfare
for
much
of
my
childhood,
and
this
is
something
that's
close
to
my
heart
and
prioritizing
our
students
who
are
homeless,
hiring
and
prioritizing
our
students
who
are
in
public
housing
in
our
poor
students
who
need
to
have
these
barriers
removed
and
so
I
appreciate
you
bringing
those
up
and
always
being
such
an
advocate
for
our
students.
So
thank
you
for
that,
and
we,
you
know
recently
right
before
Kovac.
B
We
had
those
1000
voters
that
were
prioritized
for
the
Boston
Public
School
families
and
that's
gonna
go
a
long
way
to
house
a
lot
of
our
students
and
make
a
dent
in
that
homeless,
population
that
we
have
as
well
and
that's
permanent
permanent
housing
at
the
market
rate.
So
just
very
appreciative
of
their
partnership
with
us
on
that.
Thank.
A
A
L
You,
madam
chair
I,
pledge
to
be
completed
my
questioning
before
so
no
need
to
rush
those
superintendent,
specific
questions.
Thank
you,
soup
and
thank
you
to
your
team.
I
also
wanted
to
thank
you,
madam
chair,
and
particularly
Michelle
Goldberg
from
central
staff
and
the
incredible
work
at
central
staff.
They've
compiled
a
list
which
you
shared
with
all
of
us,
which
I
will
be
reading
on
I,
think
it's
a
great
way
to
help
us
stay
focused.
L
Obviously,
as
we
have
so
many
topics
to
cover
on
Mary
had
herrings,
specifically
the
bps
hearing
so
delighted
to
hear
many
of
my
colleagues
specifically
councilor
asabi
George
have
talked
about
the
celebration
of
school
social
workers.
Obviously,
that
is
especially
needed,
given
the
fact
that
some
clinicians
are
better
equipped
to
handle.
L
So
many
mental
health
needs
that
not
only
our
nurses
have
done
in
our
you
know,
guidance
counselor's
have
done,
but
there's
a
specific
training
and
need
for
social
workers
and
given
the
fact
that
there's
going
to
be
such
an
increase,
obviously
the
anxiety
of
depression,
substance
abuse
potential
in
the
new
school
year.
Can
you
just
briefly
soup
or
whomever
talk
about
how
they'll
be
allocated
will
be
similar
to
a
sort
of
our
social
work
or
excuse
me,
our
guidance
counselor
set
up.
Obviously
the
focus
is
and
not
to
be
high
schools,
so
Nate.
B
C
Yeah
the
allocation
methodology
is
based
on
two
factors:
I
think
David
referenced
this
a
little
bit
earlier.
That
first
was
a
specific
set
of
ratio
based
on
school
size.
So
you
will
see
that
because
their
high
schools
are
bigger
than
our
elementary
schools.
More
of
the
social
workers
are
allocated
to
those
schools,
and
it
was
the
other
factor
that
we
looked
at
was
the
opportunity
index,
which
argent
is
our
measure
of
neighborhood
need,
and
so,
if
the
school
had
an
above-average
opportunity
index
score,
meaning
they
have
above-average
need.
C
It
was
one
social
worker
for
every
five
hundred
students
at
the
school,
and
there
is
a
slight
distinction
here
that
these
are
social
workers
who
are
not
just
thinking
about
it
from
an
individual
or
small
group
counseling,
but
really
developing
these
whole
school
approaches
to
behavioral
programs,
and
so
it's
a
little
bit
different
from
guidance
as
we
would
think
about
it
from
a
high
school
perspective.
So.
J
B
Think
that
the
pair
between
the
social
worker
and
the
family
liaison
is
really
that
you
know
opportunity
to
do
the
whole
wrap
arounds
for
the
child,
with
the
Social
Work
services
and
even
with
the
you
know,
when
that
when
it
bleeds
out
to
more
of
a
crisis
situation
or
more
of
a
need
situation
for
the
family.
That,
then
the
learned.
B
And
and
so
then,
it's
so
funny,
some
of
these
zoom
things,
the
craziest
things
happen.
I'll
just
tell
you,
but
but
then
also
the
family
liaison
is
that
trusted
person
at
the
school
that
parents
will
go
to
for
help
because
oftentimes
parents,
you
know,
have
experiencing
some
difficulty
and
they
don't
have
somebody
they
go
to
regularly,
but
a
family
liaison
is
they
will
go
to
and
we
have
those
also
language-specific
for
those
our
students,
who
are
a
oh
I've.
L
Seen
huge
in
and
there's
no
question:
that's
such
an
integral
part
of
building
a
school
community
helping
schools
thrive,
so
celebrate
that
as
well.
Thank
you.
It
comes
to
Edwards
for
mentioning
the
lack
of
bids
on
the
first
round
of
the
test.
This
is
the
exam
school
test,
something
superinten
and
I
had
talked
about
it
length
as
well.
It
was
not
unser
negative.
It
was
not
that
unusual
to
see
the
lack
of
folks
who
were
submitting
a
proposal
given
the
fact
that
it
occurred
as
we
were
ramping
up
as
Koba
19
preparedness
was
ramping
up.
L
So
I
think
your
approach
is,
is
the
right
one
superintendent
to
re-open
the
bids
and
it's
an
encouraging
to
see
the
signs
of
interest
this
this
go-around
so
we'll
watch
that
closely
I
was
wondering
if
there
are
plans
to
continue
with
the
exam
school
initiative.
This
summer,
obviously
wouldn't
be
done
in
person,
but
is
there
talk
about
doing
it
remotely,
which
I
think
is
the
right
approach?
It
also
would
allow
for
more
students
to
be
able
to
avail
themselves
of
that
useful
opportunity.
L
B
For
several
weeks
now,
we've
been
in
the
works
planning,
a
more
expanded
exam
school
initiative
and
what
we
might
be
able
to
do
there,
because
now
we
are
remote,
so
there's
both
software
programs
as
well
as
programs
for
tutoring
and
support
systems
and
working
with
our
community
providers
so
and
some
of
our
teachers
to
deliver
that
service.
So
we
have
a
proposal
that
we
are
considering.
You
know
it,
maybe
even
starting
a
little
bit
before
summer
school,
so
we're
we're
looking
at
that
right
now.
That's.
L
Great
well
I,
obviously
support
that
wholeheartedly
anyway,
can
help
publicize
it
on
my
colleagues
will
as
well,
so
we
can
get
as
many
kids
as
as
humanly
possible
to
avail
themselves.
I
gave
myself
a
five
minute
limit.
My
time
is
up
for
this
round.
Thank
you
sue.
Thank
you
to
your
team.
Thank
you,
madam
chair.
A
Great,
thank
you
so
much
councillor,
O'malley
okay,
so
next
up
is
councillor
Mejia
and
so
and
then
it'll
be
councillor
Arroyo
and
then
councillor
Campbell
and
then
councillor
woo.
So
councillor,
Mejia
and
I'll
give
you
the
floor
and
obviously
the
superintendent's
whole
team
is
on.
If
you
have
a
question
that
absolutely
needs
her
response,
then
we'll
get
we'll
get
her
response.
We'll
have
you
ask
that
to
her
when
she's
back
on
the
call
and
make
an
exception
so
that
all
right
so
councillor
Mejia.
M
Taking
me
by
surprise
there
I'm
thinking
the
chairwoman
Bach
I,
appreciate
all
your
hard
work
in
organizing
us
and
thank
you
to
the
Beast
PPS
team.
As
a
bps
graduate
and
someone
who
bounced
from
school
to
school
I
know
how
important
this
conversation
is
so
I'm
happy
to
have
it
so
I
do
have
some
questions
here,
specifically
around
the
opportunity,
achievement
gap,
policy,
alignment,
implementation
in
progress,
and
there
was
a
question
listed
in
on
the
all
AG
policy
plan
that
asked
about
ethnicity
and
national
origin
and
I
was
just
wondering.
M
M
I'm
also
curious
around
the
remote
learning
it's
going
to
have
an
impact
from
the
opportunity
gap
in
our
schools,
especially
for
students
in
homes,
without
reliable
access
to
the
Internet
I'm
curious
to
know
if
the
school
district,
what
the
school
district
has
done,
I'm
in
terms
of
any
research
into
how
much
it
would
cost
to
provide
broadband
access
throughout
the
entire
city
and
I'll.
Tell
you
why
I
asked
this
question
is
because
we've
heard
from
parents
who
have
been
having
a
hard
time
accessing
y.5
I'm.
Some
of
it
is
financial.
M
M
We
talked
about
talent
and
retention
for
teachers
of
color
and
I'm
curious
in
terms
of
what
strategies
of
any
EPS
is
thinking
about
for
increasing
the
parent
pipeline,
making
sure
that
we're
creating
opportunities
for
parents
to
be
trained.
It
may
be
cultivated
to
also
work
in
our
schools,
just
wondering
if
that's
part
of
your
strategy.
I
know
you
had
talked
about
the
recruitment
and
counselor.
M
Our
president
Jeannie
had
asked
about
some
of
your
recruitment
and
I'm
curious
I
know
you
talked
about
having
people
who
speak
multiple
languages,
just
curious,
how
many
of
them
are
native
speakers.
One
thing
is
to
know
how
to
speak
the
language,
because
you've
learned
how
to
but
I'm
just
curious
how
many
of
these
folks
are
native
speakers,
because
with
that
comes
some
cultural
competencies,
I
think
would
be
helpful
to
know
and
then
I'm
just
curious
about
what
your
retention
plan
is.
I
know.
M
One
thing
is
to
have
educators
of
color
and
the
other
is
to
keep
them
and
I'm
just
curious
as
to
what
roadblocks
we
have
faced
as
it
relates
to
keeping
teachers
of
color
within
bps
and
then
I
have
some
questions
specifically
to
the
social-emotional
learning
in
wellness.
As
you
know,
there's
a
strong
link
between
extracurricular
activities
and
emotional
wellness.
M
M
C
There
there's
a
lot
of
good
stuff
there,
I'm
gonna,
try
and
tick
through
with
many
of
the
answers
as
I.
Can
please
remind
me
if
I
miss
any
of
your
your
questions?
I'm
gonna,
take
that
access
internet
access
questions.
First,
we
do
have
a
tracker
where
we
are
looking
I,
don't
I,
don't
have
the
data
in
front
of
me
on
the
3000.
C
The
number
that
you
quoted
I
know
we
have
distributed
30,000
636
Chromebooks,
as
you
know,
is
the
start
of
the
at
the
start
of
the
the
shutdown
we
were
doing
delivery
of
Chromebooks.
Now
we've
shifted
to
a
model
where
three
days
a
week
we're
setting
appointments
for
families
to
come
and
pick
up
their
Chromebooks.
So
if
you
do
have
people
who
that
you're
talking
to
your
constituents
who
don't
yet
have
a
Chromebook
access,
you
can
encourage
them
to
sign
up
for
an
appointment,
to
come
and
swap
out
or
to
get
technology.
C
C
Internet
access
is
something
that
another
superintendent
has
emphasized
to
me
multiple
times
over
the
last
few
weeks
and
thinking
about
going
into
next
year.
It's
part
of
our
resiliency
preparedness
and
for
us,
you
know,
being
able
to
to
adapt
in
the
fall
to
changing
conditions
as
well.
We
have
a
number
of
great
partners
in
the
city
providing
internet
access.
Internet
Essentials
is,
of
course,
a
big
one
that
does
provide
low-cost
internet
to
families
and
we'll
note
that
it
does
not
have
you
don't
have
to
prove
citizenship?
C
You
don't
to
prove
that
you're
not
asked
for
a
social
security
number
as
part
of
that
I
know.
That
was
a
question
that
had
come
up
with
families
earlier
and,
if
they're
having
trouble
on
getting
internet
access,
we
are
encouraging
them
to
reach
out
to
our
parent
hotline,
to
get
information,
of
course,
that
you
know
with
a
district
of
our
size,
we're
gonna
encounter
a
number
of
different
situations
and
experiences
and
I
think
you
know,
there's
always
gonna
be
families
who
are
struggling
to
get
access
and
we're
trying
to
work
on
a
on
a
plan.
C
I
will
say
that
Internet
access
and
one-to-one
computing-
some
of
the
superintendent
has
now
said-
needs
to
become
part
of
our
baseline
services
there.
So
thinking
about
how
do
we
reach
out
to
those
families
that
don't
have
consistent
internet
access
and
being
able
to
secure
and
support
them
in
securing
it?
C
C
Our
commitment
is
to
first
look
at
all
of
our
policies
across
a
number
of
different
groups
to
see
how
our
policies
are
impacting
them,
and
so
one
of
them
is
by
looking
at
race
and
ethnicity
and
language
groupings
to
be
able
to
understand
and
make
sure
that
at
the
forefront
of
our
policy
planning,
we
are
considering
how
the
policies
impact
specific
students
and
specific
subgroups
and,
of
course,
during
Coppa.
These
achievement
gaps
in
the
discrepancy
and
impact
is,
is
just
even
more
highlighted.
C
So
that's
something
that
Charles
and
his
team
is
and
and
Becky
Shuster
in
the
equity
office.
They
they
have
all
been
sort
of
working
and
training
our
staffs,
so
we're
developing
as
departments
different
Department
work
plans
aligned
to
the
achievement
gap
policy
to
the
strategic
plan
and
will
be
asked
these
critical
questions.
We're
also
surveying
teachers
to
understand
their
recent,
if
this.c,
of
course,
as
part
of
our
our
hiring
practice.
C
As
you
know,
it's
a
voluntary
part
of
our
hiring
practice
to
make
sure
that
we
do
not
discriminate
and
applicants
are
feel
secure
and
reporting
that
information
I
know
that
they
have
been
asking
about
language
capacity.
For
for
new
hires
and
for
teachers,
I,
don't
know
about
the
native
literacy,
the
native
language
question,
I.
Think
that's
a
really
interesting
and
important
thing
for
us
to
understand
is,
of
course,
a
further
nuance
of
our
data
collection
piece.
C
The
extracurricular
piece,
I,
think
is
just
one
of
the
things
that
that
we
experience
every
year
is
we
have
125
123
schools,
60
different
central
offices,
all
working
on
budgets,
separately,
that
we
then
roll
up
and
present
to
you,
and
sometimes,
as
part
of
that,
you
see
a
little
bit
of
weird
coding
changes
from
year
to
year
that
don't
necessarily
represent
significant
shifts.
So
the
extra
curricular
budget
is
about
a
hundred
and
seventy
thousand
dollar
budget
line
item.
C
That
code,
that's
used
and
it's
not
used
sort
of
to
represent
any
major
spending,
and
so
that's
likely
just
a
change
in
the
way.
A
school
coded
something
or
a
change
in
specific
and
doesn't
represent.
The
72
percent
is
not
across
the
board
extracurriculars.
We
are
continuing
to
try
and
invest
in
partnerships
and,
as
you
know,
the
superintendent
is
particularly
interested
in
expanding
extracurriculars
at
the
secondary
level
going
into
next
year,
and
some
are
learning.
C
One
of
the
things
to
know
is
that
the
budget
table
is
that
you've
been
given
our
for
our
general
fund
or
the
city
appropriation
details.
We
also
have
budgets
across
all
funds
includes
grants,
so
sometimes
you
may
see
a
decrease
in
a
budget
on
the
general
fund
that
it's
offset
by
an
increase
in
funding
on
or
a
shift,
and
how
we're
funding
that
correct
that
that
particular
initiative
I'll
just
say
part
of
the
the
work
that
we're
doing
in
FY.
2008
flexibility
is
specifically
to
create
more
resources
for
summer.
C
A
chairman
bak
mentioned
this.
At
the
start,
I
know
a
couple
of
other
councillors
have
all
mentioned
that
need
for
summer
learning.
What
we're
trying
to
do
is
create
as
much
financial
flexibility
to
serve
students
in
whatever
format
summer
jobs,
exams,
school
initiative,
other
online
remote
learning
opportunities
through
the
summer
and
then,
if
we're
able
to
come
together
to
be
able
to
operate
in
our
schools
and
summer
learning
school
programs.
It's
a
huge
focus
of
our
co.
A
M
N
Thank
you,
madam
chair,
and
thank
you
to
our
folks
at
bps.
It's
obviously
been
a
difficult
time
and
so
I
appreciate
the
time
that
you're
taking
the
run
through
these
questions,
so
I
know
we
have
the
e
ll
session
later,
but
I
do
have
one
question
that
feels
like
it
probably
should
go
here
when
it
in
regards
to
e
ll
when
we're
dealing
with
folks
with
learning
disabilities
or
IEP
s
in
separate
languages.
N
What
is
our
capacity,
and
how
does
this
budget
create
more
capacity
to
really
engage
on
that
because
there's
an
issue
there
with
beyond
just
regular
English
language
learning?
You
also
have
to
be
able
to
identify
the
disabilities
within
that
language
and
also
the
accurate
in
adequate
ways
to
address
them,
and
so
that's
one
we
saw
with
the
globe
I,
don't
think
it's
widespread,
but
there
was
an
issue
with
communication
with
different
languages
and
parents.
We
had
the
children
at
the
school.
N
Schools
were
canceled
if
you
recall,
and
they
were
spanish-speaking
students
who
had
no
idea
that
their
schools
essentially
had
been
cancelled,
and
so
the
question
for
me
on
that
part
and
I
know
is
brought
up
with
the
liaisons.
But
what
is
the
language
ability
and
capability?
How
many
folks
do
we
have
that
speak
a
different
language
that
can
communicate
with
our
parents,
knowing
that
about
40
percent
or
so
of
our
student
body,
our
ll
students
on
the
other
questions
and
I'm
gonna,
ask
them
all,
and
then
you
can
answer
them
in
the
order.
N
N
What's
the
reason
for
the
decreased
budget
for
advanced
work
classes,
I
think
was
about
10%
and
let
me
just
make
sure
that's
everything
I've
had.
Why
is
there
a
35%
decrease
in
support
services
and
the
office
of
student
supports,
and
then
why
is
the
achievement?
The
achievement
gap
portion
of
the
bps
budget
under
the
chief
of
equity
strategy
being
decreased
by
forty
eight
percent
and
I
think
oh
and
then
one
other
question,
which
is
just
what
schools
other
than
the
transformation
schools
will
be
getting
designated
social
workers.
C
I'm
gonna
start
off
with
some
of
these
questions
and
then
not
kick
it
over
to
David
for
a
couple
of
the
other
answers
on
the
specific
questions:
I'm
bilingual
Spanish
for
English
learners
and
those
English
learners
with
disabilities,
as
you
know,
is
an
important
topic
and
I
appreciate.
Thank
you
for
bringing
up
here,
or
we
do
have
a
slide
to
talk
about
it.
C
This
highlights
the
real
need
to
be
able
to
communicate
with
our
students
be
able
to
disentangle
what
is
a
language
gap,
or
you
know,
students
who
have
not
yet
learned
the
academic
language
in
English
versus
something
that
is
that
is
delaying
learning
because
of
their
disability.
C
We
have
some
numbers
and
our
translation
services
for
this
afternoon.
I'll
just
say:
BPS
has
48
languages
preferred
languages
from
our
parents,
and
so
communicating
in
the
parents
native
language
is
a
pretty
big
task.
That's
taken
on
by
our
office
of
English
learners,
and
we
have,
from
year
from
July
through
May,
first
had
almost
18,000
requests
for
translations
or
interpretations
that
we
have
processed
and
worked
for.
It
also
includes
you
know:
58
percent
of
the
school
communications,
the
telephone
communications
that
go
out.
C
We're
also
working
to
identify
the
right
text
and
tech,
technical
solutions
to
deal
with
texting
and
to
be
able
to
text
message
with
families
in
native
language,
and
so
part
of
this
is
being
able
to
scale
in
an
efficient
way
and
you.
Everyone
should
know
that
schools
do
have
the
opportunity
to
request
interpreters
as
needed
for
their
school
meetings.
The
piece
that
you
also
mentioned
a
couple
of
changes
that
you
noticed
in
the
budget
line
item
for
AWC,
the
decrease
in
AWC
I.
Think
it's
a
two-fold
question.
C
One
of
the
pieces
that
we're
seeing
is
we.
As
you
know,
three
or
four
years
ago,
we
launched
the
excellence
for
all
initiative
in
which
we
started
to
provide
rigorous
access,
not
just
for
students
who
tested
into
AWC,
but
really
for
all
our
fourth
fifth
and
sixth
grade
curriculum.
Some
of
the
schools
that
piloted
and
launched
excellence
for
all
were
formal,
AWC
programs
prior
to
the
initiative,
and
so
we
had
some
coding
that
were
shifting
where
the
program
is
no
longer
traditional
AWC.
We
want
to
make
sure
that
budget
reflects.
C
The
other
thing
is
that
we
have
seen
a
decrease
in
demand
for
AWC
in
some
schools
in
some
areas,
really
families
when
they're
offered
rigor
in
the
school
that
they're
in
choose
AWC
at
a
much
lower
rate,
and
so,
as
we
start
to
increase
rigor
across
the
board,
we
see
less
demand.
And
so
there
is
a
program
at
de
lis
school
which
we
are
transitioning
from
the
sort
of
traditional
AWC
to
to
more
of
a
excellence
for
all
sort
of
model
of
increased
rigor
for
all
the
students
in
the
school.
The
achievement
gap
office.
C
As
you
know,
one
of
the
the
programs
for
English
for
the
office
of
achievement
gap
is
to
sort
of
launch
initiatives
and
get
them
off
the
ground
and
then
transition
them
to
other
departments
for
the
work
as
a
current
source
become
part
of
our
core
work
across
and
so
the
and
there
was
academic
response.
Teams
had
formally
been
part
of
the
achievement
gap,
office
and
they're
now
transitioning
into
the
division
of
academics.
So
that
work
is
continuing.
C
It
just
represents
a
shift
from
something
that
was
piloted
in
the
Office
of
Chima
caps
and
shifting
now
over
to
the
division
of
academics.
We
are
continuing
to
invest
in
the
office
of
academics.
There's
increases
for
student
mentorship
programs
for
students
of
color,
both
boys
and
girls,
of
color
we're
starting
to
invest
in
support
in
the
offer
to
achievement
gap
to
be
able
to
do
a
lot
of
the
work
planning
that
we
had
referenced
as
part
of
our
strategic
planning
as
well
and
I.
Think.
C
H
H
We
now
have
formal
bilingual
codes
and
what
we've
been
doing
over
the
last
couple
of
years
is
working
with
our
dual
language:
schools
to
update
their
coding
from
bilingual,
ed
Spanish
or
bilingual
ed,
whatever
other
language,
we're
doing
dilemmas
in
Haitian
Creole
to
ensure
that
they're
using
that
new
dual
language
code,
so
primarily
what
you're
seeing
there
is
a
shift
from
bilingual
IDI
being
the
type
of
programming
into
dual
language.
The
one
exception
to
that
is.
H
There
are
a
couple
of
places
where
we're
seeing
decrease
in
enrollment
in
certain
sheltered
English
immersion
programs,
that's
resulting
in
slightly
fewer
classrooms
in
those
programs.
The
biggest
example
that
is
the
sheltered,
English
immersion
Chinese
program
at
the
Harvard
Kent
is
gonna,
be
slightly
reduced
in
size
due
to
a
decrease
in
demand.
H
You
were
also
asked
about
schools
other
than
the
transformation
schools
that
are
getting
designated
social
workers.
What
we
did
there
was
review
schools
with
the
highest
scores
under
the
opportunity
index
and
added
them
to
the
group
of
transformation
schools,
getting
social
work
investment.
So
the
list
of
schools,
in
addition
to
the
transformations,
is
the
the
Higginson
inclusion
k0
through
to
school.
H
We
registered
in
high
school,
the
Trotter
K
School,
the
Hale
Boston
day
and
evening
Academy,
the
Winthrop,
the
Hansy
EC
and
the
Tobin
in
addition
to
the
list,
was
33
transformation,
schools
and
then
just
to
add
one
other
shift
from
the
office
of
achievement
gaps
as
a
part
of
formalizing
the
initiative.
The
excellence
for
all
initiative
is
also
moving
under
the
office
of
academics,
so
at
the
best
practices
and
learnings
from
that
initiative
can
be
rolled
into
what
we're
doing
as
a
system.
H
N
H
There
was
a
portion
of
the
office
of
student
support
that
was
doing
some
social
emotional
learning
in
a
more
academic
function
and
that
those
folks
moved
under
the
office
of
health
and
wellness.
Just
so
all
of
our
social
emotional
learning
instruction
was
in
one
place,
but
it
is
not
a
reduction.
Thank.
A
O
Hi
Thank
You
councillor
balk
and
thank
you
to
the
superintendent
and
your
incredible
team.
Of
course,
I
many
of
my
questions
were
asked
and
so
I
will
wait.
Sort
of
responses
on
those,
but
I
guess
really
want
to
stress
the
questions
that
were
asked
with
respect
to
teacher
diversity.
I
think
everyone
mentioned
it,
but
councillor,
Jeannie
I,
think
went
into
great
detail
around
I'm
sort
of
where
we
are
and
what
the
strategy
is
to
change
the
racial
and
ethnic
diversity.
O
You
know
over
the
next
few
years
for
for
our
teachers
and
then
a
lot
of
questions
that
came
up
in
the
list
of
questions
that
counts
our
box
sent.
So
look
for
sort
of
written
responses.
I'll
keep
my
questions,
I
guess
very
high
level,
which
is
you
know.
I,
I
and
I
want
to
count
all
my
comments
in
the
fact
that
I
am
a
district
councillor
representing
a
district
in
a
population
of
residents
in
students
that
have
are
sort
of
living.
What
we
talk
about
are
the
inequities
in
our
education
system
right
before
Cova.
O
This
system
was
not
serving
all
of
our
students
and
Families
well
in
post
Cova
during
Cobert.
It
still
is
not
for
many
of
our
families
and
post
kovat.
It
will
not
les.
We
are
extremely
intentional
around
meeting
the
needs
of
many
of
our
students
and
I
say
all
that
to
say,
of
course,
I
want
to
do
that
in
partnership
with
everyone
working
in
the
district,
our
teachers,
our
students,
our
families,
but
I-
do
feel
like
with
you
know,
we
put
forth
the
budget,
we
add
a
request
from
the
council
side
a
few
weeks
ago.
O
I
feel
like
I'm
learning
about
various
concerns
around
who
got
Chromebooks,
who
didn't
just
various
data
points
from
people
outside
of
our
system,
so
people
in
the
schools
on
the
ground,
but
none
of
this
from
the
central
office
so
I
feel
like
it
feels
like.
The
district
is
like
in
a
black
box
and
I'm
fighting
to
get
in
to
learn
information
and
so
I'm
sharing
that
candidly
with
to
say
how
do
we
as
well,
how
do
I
as
a
counselor,
I?
Guess
I
can't
speak
to
all
of
my
colleagues.
How
do
we?
O
How
do
we
get
more
looped
into
what
the
conversations
are
so
that
we
have
more
information
to
bring
back?
You
know
the
plans
around
the
summer
or
the
plans
that
were
rolled
out
Friday
last
week
who
informed
those
plans.
This
is
one
of
my
questions
who
informed
those
plans.
How
do
we
get
our
parents
and
families
to
be
at
the
table
informing
these
plans
right
now?
O
What
does
implementation
look
like
with
respect
to
these
plans,
and
many
of
the
plans
are
very
high
level,
but
don't
offer
I
think
enough
concrete
detail.
So,
when
I'm
respond
to
my
constituents
around,
are
we
going
to
have
summer
learning
in
the
question?
The
response
is
well,
it
depends
what
is
it
depending
upon
I'd
love
to
be
able
to
also
share
that
too?
How
do
we
pull
it
apart?
Some
of
this
and
a
little
bit
more
detailed
way.
So
those
are
some
of
my
questions
to
start.
Yes,.
B
So
I
appreciate
your
questions.
Counselor
and,
as
you
know,
the
kovat
crisis
has
been
quite
challenging
and
it
has
really
brought
to
light
the
inequities
within
the
system,
both
the
structural
barriers,
as
well
as
some
of
the
systemic
inequities
that
we
knew
have
existed
for
a
long
time,
especially
for
some
of
our
ell
learners,
many
of
which
you
have
there
in
your
district
as
well,
and
also
students
who
are
experiencing
poverty.
B
B
We
also
began
to
convene
even
the
week
the
right
after
actually
I
started
calling
some
of
our
partners
and
civil
rights
organizations
that
weekend
and
said
we
will
be
closing
and
I
am
concerned
about
mitigating
learning
loss
during
this
time
and
we
convened
those
partners
that
next
week
you
know
closed
down,
Friday
and
already
on
Tuesday
and
Wednesday
and
Thursday.
We
started
having
conversations
and
and
talking
about
what
is
this
gonna
need.
B
Anson's
leadership
to
have
these
equity
roundtables
as
a
new
practice
in
the
Boston
Public
Schools
to
hold
ourselves
all
accountable
and
engage
in
our
with
our
community.
This
is
one
of
our
top
priorities
around
amplifying
trust
and
called
cultivating
trust
and
amplifying
voice
within
our
community,
as
well
as
closing
opportunity
and
achievement
gaps,
and
so
once
our
chief
academic
officer,
Andres
ayahs,
began
to
give
us
kind
of
the
core
components
and
and
had
fleshed
out
all
of
the
remote
learning
plan.
We
brought
it
to
our
school
superintendents
and
our
school
leaders.
O
I
was
on
a
call
last
night
with
the
Great
American
Council
and
I
could
not
answer
many
of
the
questions
that
were
coming
up
for
the
parents
in
a
concrete
way.
Other
counselors
were
on
there
too,
and
so,
of
course,
we're
gonna
break
we're
gonna
bring
those
back,
but
I
have
real
concerns
around
our
families
and
students
that
will
truly
be
left
behind
academically.
So.
M
O
Course
want
to
be
at
the
table
bringing
those
concerns,
but
then
also
want
to
be
a
part
of
whatever
the
the
the
the
coming
up
with
the
plans
involves
and
I
think
I'm.
Just
that,
because
I
don't
know
that
that
process
is
working
the
best
and
it's
not
an
attack
on
you
guys.
It's
just
the
way.
It's
feeling
right
now,
frankly,
yeah
and
then
I
guess,
I'm
gonna
get
up
into
two
questions
before
I
get
a
gavel.
O
I
guess
one
has
to
do
with
the
budget
obviously
was
proposed
before
Kovan
19
and
that
weren't
covered
19
and
so
I.
Don't
know
that
much
has
changed
in
the
budget.
So
what
will
be?
How
will
Cobra
19
effects
this
budget
in
the
resubmission
right,
particularly
with
respect
to
our
our
English
language
learners,
our
special
needs
students.
Hearing
a
lot
of
concerns
are
on
IPS
not
being
adequately
sort
of
implemented
right
for
our
students
given
Coppa
19.
O
So
what
does
the
resubmission
process
look
like
and
in
the
reevaluation
of
our
budget,
in
the
midst
of
Cobra
19
and
then
the
second
is
I
know
the
administration
and
the
mayor
are
very
intentional-
around
making
sure
that
there
are
resources,
obviously
in
place
for
this
current
budget,
but
in
the
next
year,
two
or
three
we're
going
to
be
facing
a
recession
rate
and
probably
a
multi-year
recession.
What
does
that
mean
in
terms
of
future
conversations
around
our
budget
and
future
supports
for
our
most
needy
students?
So
that's
sort
of
pilot,
so.
B
Yeah
I
will
try
to
do
a
better
job
of
ensuring
that
counselors
are
all
updated
on
the
plans.
As
you
know,
this
we
were
just
kind
of
thrown
into
kovat,
so
we've
been
kind
of
just
all
hands
on
deck,
trying
to
recreate
this
remote
learning
plan.
As
you
know,
we
weren't
one-to-one.
We
were
planning
in
this
budget
to
become
a
one-to-one
school
district,
but
we
weren't
one-to-one.
B
We
can
absolutely
make
sure
that
answers
are
at
the
table
and
that
you
understand
I
would
say
the
best
place
for
that
is
at
our
equity
roundtable.
We
meet
every
single
week
and
coming
to
that
and
so
bringing
that
and
then
also
at
the
school
level.
If
there
are
particular
schools
within
your
community,
if
you'd
like
to
sit
up
there
tables
to
just,
let
us
know
I'm
sure
they
would
welcome
your
participation.
As
for
the
the
kovat
response
and-
and
we
know
we
need
to
be
one-to-one-
we
know
that
that's
a
reality.
B
B
I
believe
will
have
to
do
more.
One-On-One
remote
learning
opportunities
for
kids
in
the
future.
I
think
that
that's
gonna
absolutely
be
something
that
we're
gonna
need
to
do.
We're
gonna
have
to
think
about
our
high
school
differently
and
how
we
do
our
high
school
redesign.
That
was
gonna,
be
here
two
of
our
budget,
and
so
that's
really
critical
in
terms
of
the
finalizing
of
our
program.
In
our
pathway,
work
and
we're
gonna
need
to
support
the
family
on
our
hub
school
model
and
really
accelerate
our
hub
school
model.
Those
are
the
pieces.
B
That's
absolutely
essential,
so
I
think
those
are
the
key
areas
that
I'm
looking
at
in
terms
of
kovat
response
and
we're
where
we
maybe
need
a
little
bit
more
effort.
It
might
need
to
be
adjusting
in
year
two
and
year,
three
of
this
budget,
as
this
goes
on.
But,
as
you
know,
we
will
be
also
receiving
federal
resources
in
the
stimulus
and
so
we're
watching
that
closely
for
getting
those
resources
as
well
as
watching
any
reductions.
We
could
get
in
state
aid
to
compensate
we're
hoping
that
the
state
won't
do
that
to
children.
B
O
You
know
I
appreciate
that,
and
for
the
sake
of
time,
I'll
just
say
you
know,
all
of
my
advocacy
comes
on
beat
you
know
is,
is
in
direct
support,
of
course,
of
the
constituents
I
serve
and
I,
don't
like
wasting
time
in
the
sense
that
you
know
every
year,
I
have
asked
since
being
on
the
council.
How
long
will
it
take
to
close
the
achievement
gap?
You
know,
how
long
will
it
take
to
diversify
our
teaching
staff?
O
How
long
will
it
take
to
ensure
that
we
have
adequate
supports
for
IEP
students
and
our
special
needs
students
and
many
of
the
numbers?
Rarely
change
right,
and
so
the
dramatic
system,
change
I
think
you
are
looking
for,
along
with
your
team.
Well,
of
course,
take
hard
work
and
collaboration
and
and
and
working
across
all
kind
of
lines
right
and
I
think
at
moments.
O
It
feels
challenging
to
sort
of
be
in
the
conversation
with
the
administration,
with
bps
on
some
of
these
critical
issues
and
to
bring
the
concerns
of
the
parents
and
not
just
to
sort
of
bring
them,
but
to
have
them,
inform
the
plan
and
what
we
end
up
doing
so,
we'll
tell
you
just
what
this
budget
process
I
don't
know.
Any
of
my
folks
are
really
participating
in
this
I
think
we
have
maybe
15
or
so
people
watching
this
parents
will
bring
things
to
us,
we'll
try
to
bring
them
to
you,
but
then
plans
are
made.
O
Decisions
are
made
if
we
get
those
and
then
I'm
trying
to
then
tell
my
explain
to
my
constituents.
The
plan,
but
I
have
very
little
detail
on
what
informed
it
how
it
was
designed.
What
you
know
was
equity,
the
sort
of
the
grounding
to
a
conversation
who
was
at
the
table
right
who
was
like
fully
participating
in
these
conversations.
I
really
concerns
just
the
concerns
on
process
and
right
now.
I
have
no
idea
that,
hence
why
we
had
the
data
requests
from
the
council
go
to
bps.
O
B
B
I,
don't
know
why
you
wouldn't
have
known
about
those
they've
been
so
publicly
talked
about
so
I'm,
not
trying
to
be
defensive.
I'll.
Make
sure
that
you
know
counselors
are
made
more
aware
of
that,
but
boy
we've
had
over
80
to
a
hundred
participants
in
in
our
weekly
round
table
meetings
and
the
data
that
we
are
going
to
be
able
to
get
now.
We've
been
sharing
some
rudimentary
dashboard
data.
We
knew
it
wasn't
complete
data
that
we
were
getting
like.
B
For
instance,
I
think
we
were
reporting
something
upwards
of
60
to
70%
of
teachers
and
last
night
because
of
the
new
data
systems
were
able
to
see
that
ninety-three
percent
of
our
teachers
are
actually
as
sign-on,
so
I
think
you
know
we
need
to
really
have
better
integration,
but
we
had
never
had
those
kinds
of
data
systems
that
integrate
cell
phones
and
so
we're
putting.
So
we
had
to
develop
all
of
that.
So
I'm
just
really
happy
I'm,
really
asking
for
your
patience.
B
We
structured
it
on
equity
and
we
structured
it
on
building
student
success
plans
in
doing
interventions
for
students,
which
will
an
assessment
and
grading
that
will
lead
to
us
being
able
to
better
identify
who's
falling
behind
so
that
we
can
plug
them
into
our
summer
learning
opportunities.
Moving
forward,
but
collaboration
is
something
that's
key
to
us,
and
I
will
be
sure
that
you
have
the
information
that
you
need
to
speak
to
your
constituents
and
also
feel
free
to
invite
me
to
those
meetings.
B
I
would
be
glad
to
pop
on
resume
and
talk
with
the
constituents
myself.
I've
had
a
really
good
relationship
with
the
community
in
Mattapan
I've
been
there
many
times,
I,
know
and
and
and
many
of
them
have
my
personal
cell
phone
number,
because
I
gave
it
out
at
a
community
meeting
at
several
community
meetings
so
anytime
that
I'm
needed
and
you're
in
your
area.
Please
just
let
me
know
no.
O
I
know
that
and
I'm
and
I
just
want
to
make
this
point,
because
it
is
not
something
it's
it's
not
personal.
It's
it's
not
mad
I'm,
just
saying
even
at
the
Mattapan
council
meeting
yesterday,
some
of
the
questions
that
were
raised
I
said
for
bps
there's
just
a
lot
of
confusion
and
I.
Think
at
some
point,
while
you're
talking
about
the
plan,
the
remote
planning
I
get
it
all
of
us
are
facing
Collbran
we
are
taking
calls
every
day
where
people
are
dying.
It
is
extremely
hard
and
challenging
and
difficult
I
get
that.
O
But
we're
learning
about
I
am
learning
about
some
of
these
plans
via
the
Boston
Globe.
That
is
very
troubling
to
me,
and
so
that's
what
I'm
saying
is
I
should
be
learning
about
it
from
within
our
system
and
then
the
second
piece
is:
how
do
we
and
more
intentionality
create
process
where
we
can
employ
some
of
the
conversation
related
to
what's
happening,
understanding
that
we
could
never
be
in
some
of
the
conversations
because
of
legal
restrictions
and
negotiating
and
all
of
that
I
get
that
the
equity
table.
O
O
A
Thank
you.
Thank
you.
Thank
you.
Council,
okay,
well,
I.
Just
really
want
to
stress
that
we
have
to.
We
have
to
keep
at
a
time.
I,
don't
want
to
gavel
down
these
important
conversations,
but
it's
just
not
fair
or
the
rest
of
the
body,
and
we
can
I
we
can't
have
a
system
where
then
everyone
else
feels
like
they
need
to
take
20
minutes,
because
we
will
never
have
so
I.
Just
really
I
appreciate
that
really
important
conversation
I
just
have
to
stress
the
importance.
A
P
Thank
you,
madam
chair
and
I
will
just
say
to
you:
I,
fully
support
you
gambling
this
down
at
any
moment
and
I'm
gonna
try
to
do
my
part
to
model
not
needing
to
gavel
down
since
I've.
Really,
since
so
many
of
the
questions
have
been
asked
already,
I
just
I'm,
not
sure
this
is
the
right
session
for
this
particular
question
anyway,
but
I
know,
workforce
diversity
is
among
the
topics
listed
here
so
I.
P
You
know
it
just
been
some
buzz
out
in
the
community
about
changes
in
school
leadership
and
a
sort
of
large
number
of
school
leaders
either
I,
don't
know
what
the
right
term
is
transitioning
out.
It's
curious
about
kind
of
the
you
know.
What
is
the
reality
of
how
many
was
to
say
high
school
leaders
in
general,
and
then
school
leaders
overall
are
being
are
leaving
their
posts
right
now
and
what
the
kind
of
demographic
breakdown
or?
How
does
that
impact
the
demographic
numbers
across
the
district.
B
So
we've
made
some
a
few
changes
in
our
school
leadership
because
of
our
strategic
planning
and
our
getting
ready
for
the
33
transformation
schools,
as
well
as
the
high
school
redesign
work
that
we're
going
to
be
doing
so.
We've
made
those
announcements
at
the
community
I'd
be
glad
to
give
you
a
list
of
all
of
those
moves
a
little
later
today.
Thank.
A
Wu,
thank
you.
Okay,
all
right,
so
we
are
now
gonna.
Go
back
up
to
the
top.
I
will
just
note
for
councilors
that
it
is
15
minutes
until
the
1
o'clock
start
of
our
our
inclusion,
special
Edie
and
and
Yoel
hearing,
and
although
that
one
can
start
a
little
late,
I,
don't
really
want
it
to
delight
too
much
I
know
we've
got
advocates
who
are
looking
forward
to
listening
to
that
and
participating
in
it.
At
the
end,
I
know:
we've
got
at
least
one
person
who's
been
waiting
patiently
for
public
testimony.
A
Is
there
an
intention
to
kind
of
have
that
trajectory
of
having
that
be
a
big
having
that
play
a
bigger
role,
because
it
seems
to
me
like
the
effects
of
poverty
and
other
factors
that
are
factored
into
that
index
are
some
of
the
things
that
are
most
affecting
our
kids
right
now.
So
that's
my
question.
I.
C
Would
say,
I
think
as
the
team
that
helped
put
that
in
into
practice,
and
we
of
course,
look
a
great
deal:
debt
to
our
office
of
dating
accountability
and
to
Colin
rose
and
his
team
in
the
office
of
achievement
gap
for
the
development
of
the
opportunity
max.
We
would
love
to
put
more
dollars
out
through
those
things
that
are
weighted
towards
student
need
and
always
look
for
feedback
on
how
we
can
better
develop
measures
of
student
need.
C
D
Thank
you
so
much
I
want
to
thank
the
superintendent
and
members
of
your
team
again
and
thank
you.
A
madam
chair,
I
am
interested
in
and
I'm
gonna
save
my
ll
and
sped
questions
for
the
afternoon
hearing,
but
I
am
interested
in
a
couple
of
things
here,
as
it
relates
to
the
opportunity
and
achievement
gap
and
one
I
just
liked
it
for
some
history.
You
know
the
origins
of
that
office.
The
office
of
opportunity,
achievement
gap,
wasn't
about
launching
programs
and
initiatives.
I
think
it
was
really.
D
D
There
was
a
fatal
shooting
in
my
district
Sunday
night
kids
had
to
show
up
to
school
on
Monday
remotely,
obviously
now
if
they
were
showing
up
to
a
building,
and
if
that
building
was
near
the
shooting
and
if
that
school
was
practicing
trauma-informed
learning.
Hopefully
there
would
be
a
counselor
speaking
to
some
students.
I'm
wondering
is
happening
now
during
remote
learning.
Are
we
prepared?
Do
we
have
the
capacity
to
respond
when
there
is?
Unfortunately,
violence
in
our
community?
D
I
really
would
like
to
understand
clear
criteria.
In
my
mind,
this
remote
learning
is
going
to
have
great
implications
for
the
opportunity
and
achievement
gap
in
terms
of
just
numbers
of
students
who
will
fall
further
behind
and
I
think
we
have
to
be
aggressive
in
our
thinking
and
our
planning
around
what
criteria
we're
using
I
heard.
D
Is
there
a
plan
to
get
us?
You
know
in
five
years
we'll
get
X
number
of
schools.
Where
are
we
just
currently
what
how
many
schools,
how
many
programs,
which
languages
etc?
I'm
gonna
pause
there,
madam
chair
I,
know
I'm
anxious
to
get
into
the
other
hearing.
Cuz
I've
got
lots
of
yell
out
and
spread
questions
there.
Thank
you
again,
superintendent
and
many
thanks
to
all
of
those
on
your
team.
I.
A
B
You
thank
you
counselor.
Those
are
really
good
questions
and
ones
that
we
are
can
start
with
the
assessment
question.
It's
part
of
the
we
are
focusing
all
of
our
remote
learning
on
standards
and
the
standards
then
are
going
to
be
tested
through
our
assessment
system
called
luminate,
which
teachers
are
already
familiar
with,
and
so
our
Oda
team
is
working
on
those
assessments
and
they're
expected
to
give
for
each
discipline
during
this
remote
learning
time.
B
So
that
we'll
have
a
good
read
on
how
students
are
doing
on
those
standards,
then,
in
terms
of
the
dual
language
and
our
look
act
we'll
get
to
that
in
the
next
hearing.
We'll
talk
about
that,
but
we
are
discussing
those
with
the
Cape
Verdean
community,
as
well
as
the
Vietnamese
community,
and
doing
expansion
of
those
dual
language
programs
as
well
as
pathways
already
that
are
from
our
Spanish
Dual
Language
programming.
B
As
for
increases
in
bullying,
I,
don't
know
the
answer
to
that
question,
and
so
I
will
have
to
get
that
from
Mark
Racine.
Maybe
Nate,
you
can
text
them
real,
quick,
while
I'm
talking
and
see
if
there
has
been
an
increase.
I
would
suspect.
Just
knowing
student
behavior
on
social
media
that
you
know,
we've
probably
had
some
some
incidences
that
we
have
been
working
through
and
then
yes,
you
know.
B
Unfortunately,
you
know
that
we
lost
a
student
during
this
Kovac
crisis
and
we
also
have
had
shootings
within
the
neighborhood,
like
you
shared
about
last
night,
and
our
teams
are
as
soon
as
we
are
alerted
of
those
our
teams.
Aundrea
Amador
and
our
crisis
team
has
alerted
and
we
go
in
with
with
the
school
superintendent
who
supervises
that
principal
and
support
the
community,
so
that
work
is
ongoing
and
does
happen
when
we
know
about
those
things
happening.
So
I'm
really
proud
of
our
team
for
being
able
to
continue
those
services.
B
We've
actually
continued
our
mental
health
services,
as
well
with
over
4,000
contacts
to
students
around
mental
health,
and
we
have
students
participating
in
telehealth
last
I,
looked
I
think
it
was
somewhere
around
1200.
It
might
be
upwards
of
1,500,
now
telehealth
one-to-ones
with
students,
so
they
are
definitely
ramping
up.
The
mental
health
supports
and
I
think
they
have
over
80
different
mental
health
providers,
who
are
doing
that
work
with
our
students
throughout
the
district
and
was
there
another
question
at
the
very
end,
I
think
I
can't
read
my
own
writing.
I.
D
B
So
we're
using
a
mix
of
assessments,
credit
recovery
and
transcript
review
to
be
able
to
understand
where
kids
are
in
terms
of
their
summer
learning
and
that's
how
they're
gonna
be
identified.
Also,
if
they're
you
know,
have
not
been
attending
and
not
been
engaging
with
us,
we
are
also
identifying
those
students
and
they're
getting
support
through
the
student
support
team
process
that
I
talked
about
earlier.
A
Thank
you.
Thank
you,
madam
superintendent,
and
thank
you,
madam
president.
I
just
want
to
note
for
folks
again
that
we
have.
We
have
another
hearing
happening
at
1:00
to
focus
on
ll
and
inclusion,
and
special,
ed
and
I
want
to
make
sure
that
hearing
has
its
attention
and,
as
you
all
know,
there's
also
City
Council
hearing
on
a
different
subject
at
5:00
p.m.
this
evening.
So
just
really
stressing
the
need
for
people
to
keep
their
second
round
things
brief
councillor
Edwards
you
have
the
floor.
A
J
Do
have
questions
we
just
see
if
I
can
get
to
this
hi
everybody.
Sorry
about
that
with
quick
jumps.
So
one
of
the
things-
that's
not
the
number
of
times,
and
it's
been
sort
of
magnified
through
this
particular
crisis.
Right
now
is
the
need
for
us
really
support
our
kids
in
time
of
crisis,
and
we
know
that
our
frontline
teachers
are
one
of
the
best
advocates
to
recognize
a
child.
That's
in
need,
are
we
able
to
sort
of
thing?
Are
we
going
to
put
in
some
efforts
in
place?
J
Make
the
teachers
have
resources
that
they
can
share
with
their
kids
with
their
students
to
better
help
them?
Should
there
be
school
in
September?
Should
we
continue
with
online
learning
and
really
now,
because
we
know,
as
DB
rates
are
up
abuses,
that
child
abuse
is
up
what
services
are
in
place
and
how
happy
and
shared
with
teachers
in
our
school
system,
yeah.
B
Thank
You
councillor
for
that
question.
I
know
our
team
has
been
working
on
it
and
working
with
our
academic
team.
They
are,
as
you
know,
from
the
MOU.
We
have
5
hours
of
professional
development,
for
our
teachers
and
part
of
that
is
how
to
navigate
a
remote
learning
environment,
and
certainly
our
all
of
our
teams
are
involved
in
in
that
work.
B
I
know
that
Andrea
and
her
team
have
been
working
with
Andrea
Amador's
team
on
the
cell,
well,
components
of
remote
learning
and
the
mental
health
supports
for
our
students
and
I
need
to
check
in
with
her,
but
I'll
check
back
with
you
about
the
particular
professional
we
talked
about
it.
I
just
don't
know
if
it's
actually
been
implemented
yet
on
the
training
for
teachers
around
identifying
students
who
are
struggling
and
how
we're
getting
that
information
out
to
all
4,500
teachers,
yeah.
J
And
getting
them
that
information
and
being
able
to
have
the
skill
set
or
develop
the
skill
set
as
a
teacher
from
kind
provider
to
identify
a
child
in
need
during
this
time
and
also
understand
some
of
the
added
complexities
of
this
pandemic
on
that
child,
the
family
sites,
the
family
unit
and
any
challenges
or
conflicts
and
really
any
neglect
or
abuse
that
might
be
happening
within
that
family.
So
thank
you
for
that.
Look
for
another.
B
Thing
counselor
is:
we
also
are
working
with
our
student
opportunity,
advisors
and
they're,
the
they're,
the
tenants
advisors
and
so
we've
been
discussing
like
well
child
visits,
where
we
know
that
there
are
other,
more
significant
issues
going
on
with
the
family
and
how
we're
doing
our
identity.
Our
mandatory
reporters
that.
J
B
J
You
for
that
and
I
think
most
most
folks
on
this
meeting,
know
of
my
work
around
supporting
students
who
are
experiencing
homelessness
and
I'm,
really
proud
of
the
efforts
that
I've
been
able
to
undertake
in
this
capacity
over
the
last
four
and
a
half
years.
We
know
that
the
number
and
I
do
want
to
thank
you
for
and
recognize
Brian
marks
and
the
effort
that
he
has
put
in
to
supporting
families
experiencing
homelessness
and
had
the
opportunity
to
work
with
him
in
that
space
on
a
number
of
different
issues.
J
If
he
also
participates
in
my
regular
Family
Shelter
provide
a
roundtable
discussion
to
make
sure
that
our
shelters
are
connected
to
the
school
district
and
that
work
is
happening
in
partnership,
so
I
just
really
want
to
appreciate
Brian
and
your
commitment
to
supporting
those
students.
Unfortunately,
we
know
that
that
number
continues
to
grow
and
we
have
to
almost
5,000
students
in
the
Boston
Public
Schools
that
are
experiencing
homelessness.
That's
at
last
count
I
think,
unfortunately,
that
number,
it's
probably
a
little
bit
higher
I
am
curious.
J
If
there
is
anyone
on
this
call
that
can
speak
to
some
of
the
work.
That's
been
happening
to
support
students
that
are
experiencing
homelessness
in
our
in
our
schools.
If
there's
an
inventory
of
school-based
partnerships
that
have
been
happening,
I
know
of
some,
especially
in
our
within
that
pilot
group,
the
family,
let's
ability
pilot
and
wondering
how
tools
are
using
their
money.
I
know,
there's
a
lot
of
Katies
closet
and
some
other
efforts
happening,
but
where
have
we
seen
success?
What
of
those
success
has
been
where
how
you
know?
J
H
You
we
have
thank
you
for
those
questions,
I
think
so.
As
you
mentioned,
the
family
line
stability
pilot
I
think
we're
really
excited
about
the
work.
That's
happening
under
that
I'm
working
with
BHA
on
the
housing
initiatives,
but
also
working
on
homelessness
prevention
and
partnership
with
Emily
Boston,
expanded
services
on
the
company
of
youth
in
concert
with
the
city's
myhd
rise
to
a
challenge
in
a
community
we're
doing
some
other
partners,
that's
kind
of
looked
at
a
better
understanding.
H
The
impact
of
all
these
new
housing
initiatives
over
the
course
of
this
year
and
trying
to
make
sure
we're
really
you're
still
doing
the
educational
impact
of
those
move.
So
we
can
do
better
advocates
group.
Continued
expansion
of
every
school
does
have
a
homeless
liaison
to
Brian
and
his
department
and
they're
working
with
Jim
and
beeping
that
conduit.
H
One
of
the
main
challenges
were
happening
now
is
just
we've
lost
the
physical
hub
for
delivery
of
physical
items
to
students
as
families,
so
things
like
Katie's,
closets
and
others.
Today,
our
partners
have
been
really
wonderful
about
thinking
of
creative
ways
to
do
deliveries
and
get
things,
especially
through
our
food
service
sites,
which
has
been
really
amazing.
H
The
most
funds
that
went
out
through
ways
to
do
something
schools
using
them
for
a
wide
variety
of
support,
homeless.
Youth
were
really
excited
about,
especially
about
things
they're
building
on
external
capacity
and
partners
and
really
everything
of
dollars
to
bring
more
dollars
for
students
fund.
Those
funds
were
nearly
80%
expended
before
when
we
closed
we've
sort
of
the
way
we're
spending
money's
a
bit
different
now
so
I
imagine
we're
way
over
80
a
hundred
percent
at
this
point.
But
you
know
the
each
school
has
their
own
sort
of
unique
approach
in
coordination
with
Brian.
J
Thank
you
for
all
that,
and
they
do
want
to
just
share
on
a
personal
note,
I
spelled
most
of
my
coffee
over
my
stuff
this
morning,
I
mean
the
superintendent
had
dropped
off
some
t-shirts
for
me
to
make
some
masks
so
I
stole
a
tweeter
and
out
of
the
back,
so
just
everyone
I
had
a
good
good,
so
physically,
socially
emotionally
and
culturally
responsive
is
and
I
thought
it
was
the
most
appropriate
shirt
to
wear
for
this.
This
these
hearings
today.
So
thank
you,
I'm
just
pretendin
foot
for
that,
because
this
shirt
was
a
mess.
A
I
K
Thank
You
council
block
again.
Thank
you.
The
superintendent
counselor
Braden
mentioned
earlier
the
success
of
the
cadet
program
superintendent
at
the
next
session,
or
if
there's
any
information
you
could
provide
to
me.
If
you
could
send
me
a
link
or
a
description
of
that
program,
I'd
love
to
learn
more
about
it
and
then,
as
I
as
I
mentioned
dyslexia
earlier
today,
I
got
several
emails
from
constituents,
especially
in
the
Asian
community
and
spanish-speaking
parents.
K
That
asked
me
about
more
information
about
when,
when
BPS
offers
that
testing
or
assistance
to
determine,
if
someone
has
any
disability
challenges,
could
we
get
anything?
Do
you
have
anything
in
writing
or
I
could
forward
to
some
of
these
parents
that
want
to
know
more
about
how
their
child's
can
be
tested
for
a
learning
disability,
especially
parents,
that
don't
speak
English?
They
can
have
trouble
navigating
the
system.
I'll
be
certain
language
access
issues,
so
I
want
to
get
some
information
for
them.
K
K
B
A
counselor
Bach,
if
you'd,
let
me
we
just
want
to
correct
the
record.
We
have
4838
mental
health
contact
so
far
and
we
have
about
fourteen
hundred
and
ten
kids
getting
mental
health
counseling
regularly,
and
then
we
have
a
hundred
and
twenty
students
who
we
have
not
yet
had
contact
with.
So
the
500
number
hasn't
really
gone
down
that
was
counselor
or
sabe
jours.
There's
questions
great.
Thank
you.
I
mean
we
still
want
to
find
those
120.
Don't
get
me
wrong,
but
it's
you
know.
That's
a
very
small
percentage
of
53,000
students.
A
M
M
Do
appreciate
all
the
hard
work
I
just
have
one
quick
question
and
it's
in
regards
to
the
budget.
A
website
I
noticed
that
he
was
not
translated
in
multiple
languages.
Just
wanted
to
follow
up
on
that
and
how
important
it
is.
We
want
to
engage
community.
We
need
to
be
able
to
ensure
that
we're
able
to
understand
the
process
so
I
would
just
really
encourage
you
all
to
look
at
the
budget
and
figure
out
how
we
can
how
we
can
fix
that
issue.
I
and
the
other.
The
other
question
just
a
recommendation.
M
It
would
be
great
to
be
able
to
have
a
dashboard
of
sorts
where
we
can
see
some
of
your
recruitment
and
retention
goals
on
a
quarterly
basis
like
how
are
you
all
doing
just
so
that
we
can
I
think
that
that
would
help
to
address
the
point
that
councilor
Campbell
raised
in
terms
of
just
doing
a
little
bit
out
of
the
loop
and
not
really
knowing
what's
going
on
so
maybe
even
if
it's
on
a
quarterly
basis,
we
can
get
some
updates.
That
would
be
great
I'm
and
just
curious.
M
I
know
that
there's
some
things
that
are
analyzed
with
the
state
but
I
do
know
that.
There's
probably
an
opportunity
to
include
family
engagement
in
the
West
ever
be
a
redesign
around
culturally
responsive
curriculum
development.
I
think
that
that
is
something
that
is
worth
looking
into
and
that's
all
from
me.
Thank
you.
M
Question
is
this
is
new
regards
to
the
opportunity
gap
and
whether
or
not
there's
an
opportunity
to
do
something
around
like
a
code
19
gap
where
we're
looking
at
instead
of
schools,
the
boat
that
we're
looking
at.
Second,
you
know
different
segments
of
the
population
that
are
gonna,
need,
more
targeted,
supports
and
throw
that
underneath
that
umbrella
and
then
the
other
question
is
is
that
the
budget
was
is
not
translated
in
multiple
languages
on
the
website
and
what
opportunities
exist
to
be
able
to
ensure
that
parents
are
engaged
in
the
process.
M
One
of
it
might
be
by
removing
the
barriers
and
then
the
last
question,
and
it's
not
know
if
it's
a
question
or
not-
and
it's
just
more.
Our
recommendation
is
that
we
look
at
the
curriculum
and
making
sure
that
it's
more
culturally
I'm
reflected
of
the
truth
and
what
young
people
need
to
learn
about
themselves
in
real
history.
Yeah.
B
So
last
concert
it
to
heart.
Last
time,
I
talked
to
my
team
right
away
about
your
questions
around
translating
the
budget
and
so
I
challenged
mr.
cooter
and
mr.
bloom
to
look
at
ways
that
we
could
get
documents
out
translated,
easy
to
read
parent
friendly
so
that
they
could
understand
our
documents.
So
we
are
working
on
that
actively
to
make
sure
that
that
that's
done
as
for
any
new
curriculum.
As
you
know,
every
school
chooses
their
own
curriculum
right
now
and
we're
trying
to
bring
much
more
coherence
to
that.
B
So
I
think
that
this
opportunity,
in
this
budget
with
the
33
transformation
schools,
it's
gonna,
allow
us
to
try
to
do
something
together
around
curriculum,
and
so
we
a
first
our
first
stab
at
doing.
That
is
with
the
literacy
curriculum
and
there
were
I
think
you'll
be
pleased
with
the
cultural
relevance
and
the
CL
SP
aspect
of
the
curricular
selections
that
have
been
chosen
and
I
know.
Mazayas
can
provide
further
information
about
that
to
you
and
and
where
we're
at
with
that.
B
So
we
can
absolutely
see
the
impacts
of
kovin
I
think
we
won't
be
able
to
do
that
until
this
fall,
though,
until
we
have
common
measures,
because
you
are
just
not
reliable
when
they're
given
motely,
so
you
can't
compare
a
proctoring
of
an
assessment
in
a
small
room.
You
know
in
in
the
classroom
to
one
that's
given
at
home,
so
that
will
make
it
more
difficult
for
us.
A
N
You
and
so
I
have
two
questions.
I
actually
took
part
in
the
BC
la
equity
round
table,
and
one
of
the
things
that
I
appreciate
is
how
difficult
it
is
to
be
prescriptive
without
data.
We
see
that
problem
with
coal
bit
all
over
the
place
and
I'm
aware
that
you're
at
you,
as
a
district,
essentially
are
trying
to
collect
as
much
data
as
possible
to
figure
out
how
to
do
the
remote
learning.
But
my
concern
was
when
I
asked
the
representative
for
the
district,
who
was
there
what
the
plan
was
for
a
timeline
for
collection?
N
What
the
plan
was
for
how
to
collect
this
data?
What
the
actual
data
they
were
seeking
to
collect
was.
The
answer
was
a
no
answer
to
all
of
those,
and
so
for
me,
as
somebody
who
has
DD
with
went
through,
bps
I,
understand,
there's
an
urgency
and
time,
and
so
as
grateful
as
I
am
for
how
hard
BPS
has
worked
in
this
period
of
time
of
remote
learning
to
make
this
work
for
our
kids.
There's
obviously
an
urgency
to
this,
and
so
my
question
just
is,
as
it
relates
to
the
budget.
N
Are
there
ways
for
us
to
fund
these
data
collection
methods
or
to
create
this
accumulation
of
data,
because
that
might
be
something
that
works
post
Colvin
as
well,
when
you're
prescribing
things
but
to
what
is
the
timeline?
What
other
methods
is
this
gonna
fall
on
the
schools
to
collect
it?
Is
there
a
more
district-wide
thing
to
do
that
and
then
on
the
second
one,
which
might
be
a
quicker
question,
is
really
from
a
legal
standpoint
right.
N
Obviously,
people
have
to
send
their
children
to
school,
but
when
we've
had
snow
cancellations
and
things
like
that,
there's
nothing
that
mandates
that
they
teach
their
children
at
home
or
that
there's
any
requirements
that
they
do.
Anything
at
this
moment
are
you,
where
any
legal
basis
for
which
we
can
hold
parents
accountable,
if
they're
not
having
their
children
enrolled
and
remote
learning
or
anything
like
that,
or
is
it
essentially
optional.
B
Great
questions
so
the
first
one
is
about
data
and
our
equity
round
tables
and
the
data
that
the
principals
and
school
leaders
are
sharing
with
their
equity
round
tables.
That
will
become
more
formalized
literally.
The
reason
I
think
you
gotta,
we
don't
know
yet
is
because
we
didn't
have
yet
a
data
system
back
in
to
support
a
whole
day
to
warehouse
to
support
the
output
into
those
dashboards.
Those
are
gonna,
be
really
good
dashboards
in
the
future.
B
So
we're
really
excited
about
that,
and
that
should
be
starting,
probably
next
week,
where
we'll
be
able
to
give
up,
give
them
better
data
like
staff,
attendance
and
students
who
are
online
and
Chromebooks,
and
all
of
that
information
and
giving
that
out
to
our
schools.
I
think
they've
gotten
some
already,
but
they
haven't
gotten
the
full
breadth
of
the
new
system
that
were
in
crowd.
Does
it
cost
money?
B
For
if
we
want
to
continue
this
data
system,
but
because
of
colvett
they've,
given
it
to
us
free
as
for
the
legal
basis
of
attendance
and
compulsory
attendance,
I,
don't
think
at
this
point.
The
compulsory
attendance
laws
are
in
place
for
parents,
but
we
are
following
up
on
students
who
are
not
engaging
in
our
student
support
team
process.
So
if
we
notice
students
and
engaging
or
aren't
connected,
the
school
is
expected
to
follow
up
and
to
make
contact
with
that
family.
N
O
Thank
you
and
I've,
obviously
apologize
to
you
and
council
woo
I
have
no
questions.
Give
all
my
time
to
my
colleagues.
Thank
you
great.
A
Thank
You
councillor
Campbell,
all
right
with
that
I
think
we've
gone
through
everybody
who's
still
on
the
call.
So
we
do
have
a
member
of
the
public
has
been
waste
pace
patiently,
waiting
to
testify
so
out
of
tune
Jay
on
Ahmad,
a
I'm
gonna
admit
you
know
just
so.
You
know
if
you're,
watching
on
a
live
stream
in
a
second
you're
gonna,
be
in
the
zoom.
A
And
well,
her
account
is
setting
up
I
just
want
to
know
for
everybody
watching
at
home
that
you
know
we
take
public
testimony
at
the
end
of
these
hearings.
We
ask
people,
will
state
their
name
and
affiliation
and
keep
it
to
two
to
three
minutes
and
let's
see
out-of-tune
gee,
it
looks
like
you
still
need
to
set
up
your
audio.
A
What
yeah,
if
you
could
actually
silence,
turn
off
the
livestream
now
that
you're
in
and
then
and
then
feel
free
to
unmute
yourself
and
give
your
testimony.
A
A
I'm
TG
I
want
to
thank
you
on
behalf
of
myself
and
the
whole
council,
and
also
the
school
department
for
waiting
so
patiently
through
this
long
hearing
and
happy
to
be
recognizing
you
for
public
testimony.
So
if
you
can
just
we
ask
everybody
at
the
start
to
just
state
their
name,
and
you
know
your
affiliation
or
residency
whatever
basis.
E
A
E
A
A
Got
it
okay?
Well,
thank
you
for
paying
attention
for
hearing
then
and
all
right.
In
that
case,
I
know,
we've
got
a
number
number
of
members
of
the
public
looking
forward
to
testifying
at
the
inclusion
hearing,
so
we'll
wrap
this
one
up
now
that
hearing
was
meant
to
be
starting
at
1:00
o'clock.
We'll
start
it
now,
I
guess
a
quick
question:
the
DPS
team.
Are
you
all
okay,
starting
in
at
1:30?
Do
you
want
to
wait
till
1:40
yeah
can.
A
J
A
Yeah
I
appreciate
you
know:
I
appreciate
that
counselor
asabi
George,
there's
someone
who
also
needs
an
opportunity
to
eat
something:
okay,
all
right
for
everyone
watching
at
home.
We
are
starting
the
inclusion
hearing
an
hour
late
at
2
o'clock,
I,
look
forward
to
gambling
in
it.
At
that
time
we
will
start
promptly
and
I
just
really
want
to
thank
again
the
superintendent
and
her
whole
team
for
Custer
fiying.
All
my
colleagues
for
showing
up
and
asking
questions
and
to
the
advocates
who
I
know
are
coming
to
the
inclusion
hearing.
A
I
just
want
to
note
that,
because
of
because
of
that,
an
adjustment
and
what
we'll
do
is
I'll
make
I'll
make
an
adjustment
where
we'll
we'll
do
the
school
departments
presentation,
but
then
we'll
jump
to
public
testimony
and
then
jump
to
counselor
questions
in
order
to
in
order
to
enable
the
advocates
who
have
other
commitments
to
make
sure
that
their
their
expectations
aren't
getting
them
back
an
hour.
So
that'll
be
our
plan
at
2
o'clock,
we'll
start
we'll.