►
Description
Docket #0199 - Policy briefing related to key topics in early education & childcare
A
Welcome
to
the
Committee
on
healthy
women,
families
and
communities,
my
name
is
Anissa
rossabi,
Jorge
and
I
am
chairing
in
the
place
of
councilor
Pressley.
Today
this
council
meeting
I'm
joined
by
councilor
council
president
Michelle
Wu
I'd
like
to
remind
you
that
this
is
a
public
hearing
being
recorded
and
will
be
rebroadcast
on
Comcast
8,
our
cnat
to
Verizon
1964
as
well
as
online.
Please
silence
your
cell
phones
and
other
devices.
A
We
would
also
like
to
take
public
testimony
would
appreciate
it
if
you
would
sign
in
and
check
the
box
to
testify,
please
state
your
name
affiliation
or
residence
and
limit
your
comments
to
a
few
minutes
to
ensure
that
all
comments
and
concerns
can
be
heard,
and
that's
following
the
panel
of
course
today
is
jock
at
0
1
9
9,
in
order
that
the
Committee
on
healthy
women,
families
and
communities
will
continue
to
host
a
series
of
policy
briefings
related
to
key
topics
and
early
education
and
childcare.
Today's
topic
is
transitions
from
early
IDI
to
kindergarten.
A
I
have
a
few
opening
comments,
so
this
is
the
fourth
in
a
series
of
policy
briefings
regarding
docket,
one,
zero,
nine,
nine
key
topics
in
early
education
and
topic,
and
this
topic
will
be
transitions
from
early
ed
to
kindergarten.
My
name
is
Inez
rossabi
Georgia
today
I'll
be
chairing
Bava.
You
heard
that
already
sorry
I'm
off
way
off
here.
Councillor
Campbell,
unfortunately,
is
unable
to
attend
this
hearing,
and
we
would
like
to
take
this
moment.
A
Council
president,
who
did
yesterday
but
we'd
like
to
take
this
opportunity
to
congratulate
her
on
the
birth
of
her
son
and
also
congratulate
it's
a
perfect
opportunity
and
platform
to
also
congratulate
Michele
on
the
birth
of
her
second
son
council
Presley.
As
a
scheduling
conflict
isn't
and
is
unable
to
attend.
A
We
are
going
to
get
started
today
on
a
particular
focus
of
transition
from
child
care
to
kindergarten,
a
topic
that
is
near
to
many
of
us,
both
as
parents
and
as
teachers,
and
understanding
that
the
first
day
of
school
is
so
important
and
that
we
want
to
make
sure
that
transitions
from
early
ed
and
childcare
to
BPS
or
other
schools,
but
BPS
in
particular.
For
today
there
are
kids,
are
prepared
for
that
arrival
to
the
first
day
of
school
and
according
to
the
Department
of
Early
Ed
and
care.
A
The
City
of
Boston
has
over
50
early
education
and
care
centers
that
have
a
wide
range
of
programming
and
resources
that
the
transition
from
preschool
to
kindergarten
is
a
long
process
and
can
be
overwhelming
for
parents.
In
an
ideal
scenario,
parents
visit
schools
to
do
some
research,
make
decisions
and
then
register
their
child
for
their
school
choice,
but
that
isn't
always
how
it
goes.
As
we
push
toward
universal
pre-k,
a
very
good
goal.
A
We
need
to
push
to
make
sure
that
the
transition
from
pre-k
to
kindergarten
is
as
smooth
and
successful
for
every
one
child
parent
community.
My
goal
for
today
is
to
understand
the
process
that
BPS
has
in
place
and
where
there
might
be
some
opportunities
for
improvement
and
how
we
can
create
opportunities
for
bps
and
child
care
and
early
ed
centers
to
to
coordinate
activities.
um
So
with
that
I
apologize
for
being
all
over
the
place.
A
A
A
B
B
Has,
as
stated,
I'm
Jason
sack
so
now.
Let
me
just
read
this
and
it's
to
chairwoman
Presley,
but
that's
okay
too,
to
you
too,
and
the
Committee
on
healthy
women,
family
and
communities.
Thank
you
for
the
opportunity
to
testify.
Today.
My
name
is
Jason
Sachs
and
I'm.
The
executive
director
of
early
childhood
for
the
Boston
Public,
Schools
and
I'm
here
today
to
discuss
transitions
from
early
education
in
kindergarten
in
the
city
of
Boston.
B
First,
some
background
in
2005,
Mayor
Menino
launched
pre-k
in
Boston
Public
Schools
to
serve
four-year-old
children
in
the
Boston
Public
Schools,
and
the
Department
of
early
childhood
was
formed
to
support
this
initiative.
Our
first
2005
bps
served
about
750
four-year-olds,
which
we
call
k1
students,
and
today
we
serve
over
2800
k1
students
for
context.
Bpm
rose
about
4500
kindergarten
students,
so
k2
students
each
year.
So
you
can
see
we
are
about
a
little
more
than
50
percent
of
the
students
here
in
k1
roughly
between
5
and
10%
are
not
using
any
formal
programs.
B
So
back
to
your
transitions
conversation,
if
they're,
not
in
the
Boston
Public
Schools
at
age,
4
they're,
most
likely
in
community-based
programs
head,
starts
or
family
childcare,
and
my
guess
is
that
there's
probably
a
lot
more
than
50
programs,
there's,
probably
something
like
200,
centers
and
head
starts,
combined
in
about
5
to
700
camera
child
care
providers
to
give
you
sort
of
the
sense
of
the
world,
ok
of
the
pre-k
providers
in
Boston
or
not
in
the
public
schools.
Most
didn't
attend.
Standalone
community-based
organizations.
B
Headstart
make
the
second
luggage
contingent,
followed
by
parochial
charter
and
larger
CBO's.
Given
the
large
number
of
students
transitioning
into
the
Boston
Public
Schools
kindergarten,
we
have
worked
with
various
organizations
in
city
of
Boston
and
transition
strategies.
First
and
foremost,
we
honor
families
as
children's
first
teachers,
our
curricula
for
both
K
1
and
K
2
start
with
the
family.
B
Our
first
two
units
start
with
K
one
are
entitled
family
and
friends
respectively,
and
we've
written
a
guide
to
the
first
three
weeks
of
school
setups
for
success,
which
we
provide
teachers
with
pointers
on
creating
strong
partnerships
with
families
in
kindergarten.
We
start
our
unit
first
unit
on
our
community
and
later
in
the
year,
the
mayor
asked
children
to
envision
and
create
as
a
class
a
project
that
would
make
a
Boston
affair
and
more
interesting
place
for
children.
B
The
project
culminates
in
a
celebration
with
families
at
the
Boeing
building,
including
the
superintendent
and
the
mayor
staff,
and
the
projects
are
amazing
at
you.
It's
a
lot
of
fun
to
see
how
a
team
of
kindergarteners
can
come
up
was
really
fascinating.
Projects
and
the
families
are
proud
and
the
superintendent
is
inspired.
So
it's
really
a
special
times
for
all
of
us
to
see
how
brilliant
our
kindergarten
children
can
be.
We
also
developed
something
called
home
links.
B
These
are
tools
designed
to
connect
to
families,
to
our
curriculum,
our
K
1
and
our
K
2
curriculum,
and
the
idea
behind
them
is
what
the
kids
are.
Actually
learning
in
the
classroom
comes
home
with
the
kids
and
that
there's
ways
for
parents
and
teachers
to
talk
about
what
those
students
are
learning
in
the
curriculum
before
it
was
more
like
homework,
but
this
is
much
more
connection
to
the
curriculum
itself
in
the
office
of
engagement.
B
Countdown
to
kindergarten
now
Sonia's
here,
so
you
can
ask
her
count
on
the
kindergarten
engages
families,
educators
in
the
community
and
a
citywide
effort
to
enhance
early
learning
opportunities
and
to
support
successful
transition
to
kindergarten
programs
start
from
birthed
and
include
the
talk
replay
campaign,
otherwise
known
as
the
blue
t-shirts
play
to
learn.
Groups
which
are
weekly
structured
play
times
for
parents
in
their
1
1
to
3
year
olds
in
the
Boston,
Public
Schools
and
various
currently
kindergarten
transition
activities.
B
I'm
sure
you've
seen
hundreds
of
income
in
kindergarten
at
our
annual
kindergarten
celebration,
otherwise
known
as
the
yellow
shirts
at
the
Children's
Museum.
But
we
have
celebrations
at
neighborhood
library,
branches
throughout
the
city
as
well
as
welcome
and
preview
sessions
for
the
Boston
Public
Schools.
Additionally,
we've
made
strides
towards
mayor
Walsh
go
view.
Versalles
citywide
mix
delivery
system
for
Boston's,
four-year-old
children.
In
2002,
we
launched
the
Boston
Kids
program
working
to
provide
14
community-based
pre-k
programs
with
the
Boston
Public
Schools,
coaching
and
professional
development,
as
well
as
T
pers
teachers
diagnosed.
B
In
this
way,
more
students
would
be
entering
bps
having
the
same
pre-k
Foundation.
So
the
idea
is
to
line
what's
going
on
in
community-based
programs
with
that
which
is
going
on
in
the
public
schools.
This
effort
ultimately
paved
the
way
for
a
federal
preschool
expansion
grant,
of
which
Boston
has
received
I.
Think
it's
16
million
dollars,
16
million
dollars
to
fund
programs,
which
tiara
is
now
going
to
tell
you
about
so
there's
a
tiara
die
as
she
is.
The
manager
of
the
Boston
preschool
expansion
grant.
C
D
Camera
makes
it
a
lot
easier,
as
Jason
mentioned,
my
name
is
tiara
Dias
and
I.
Am
the
preschool
expansion
grant
project
manager
for
Boston
Public
Schools
in
2014,
the
United
States
Department
of
Education
launched
the
preschool
development
grant
to
support
States
in
building
and
enhancing
high
quality
preschool
programs.
Massachusetts
was
one
of
the
18
states
chosen
for
the
grant.
It
also
included
five
communities,
including
Boston,
and
that
was
Holyoke
Springfield
Lawrence
and
Lowell.
D
The
PEG
grant,
also
known
as
the
preschool
expansion
grant,
is
a
partnership
between
bps,
the
early
education
and
care,
and
we
currently
have
15
community-based
programs
that
we
work
with.
We
support
families
whose
income
fall
below
the
federal
poverty
guideline
by
providing
them
with
full-year
full-day,
high-quality
preschool.
We
used
our
Boston
kids
model
as
a
starting
point
and
then
peg
further
increased
the
quality
by
considering
things
like
teacher's
salary,
comparing
compare
ibly
to
the
starting
rate
of
bps
teachers,
as
well
as
the
paraprofessional
scale.
D
It
also
included
comprehensive
services
such
as
nutrition,
medical
vision,
dental
and
mental
services.
As
far
as
transition
activities,
Peg
includes
increasing
family
engagement
strategies.
We
look
to
improve
the
bps
registration.
The
communication
between
the
bps
and
the
community-based
programs,
and
also
working
with
and
center
directors
to
participate
in
PD
along
the
lines
with
our
bps
teachers,
and
we
also
ensure
that
students
come
in
to
VPS
with
the
same
knowledge
base,
regardless
of
what
their
previous
experience
is.
D
Currently
we're
starting
year,
three
out
of
four
years
and
we're
examining
student
outcomes
as
well
as
instructional
measures
as
part
of
our
statewide
evaluation.
We
also
have
specific
goals
related
to
family
engagement
and
transitional
support.
The
goal
would
be
to
really
look
at
how
we're
supporting
families
from
the
minute
they
enter
our
early
learning
programs
until
they
transition
into
our
k2
classrooms
with
Boston
Public
Schools.
We
work
very
closely
with
the
Welcome
Center,
the
countdown
for
kindergarten,
as
well
as
CFC
II,
which
is
the
Boston
coordinated,
Family
and
Community
Engagement
to
support
families.
D
And
finally,
as
we
move
towards
the
mayor's
initiative
for
universal
pre-k,
we
hope
to
continue
these
efforts
to
outreach
and
meet
many
families
as
I'm
sorry
to
outreach
to
meet
our
families
where
they
are
and
to
ensure
that
students
outcomes
and
are
met,
as
well
as
preparing
kin
children
for
their
kindergarten.
Success
as
well
I
know.
D
E
So
what
we
do
to
support
families
in
the
transition
to
kindergarten?
There's
our
programs
three-tier.
We
have
the
chakri
play.
We
have
play
to
learn
groups,
but
then
I'm,
just
gonna
focus
on
the
transition
piece
and
we
start
our
transition
piece
now
in
in
the
fall.
So
we
start
now
in
October,
where
we
send
out
letters
to
providers
about
you
know.
The
transition
process
dates
important
dates
for
families
to
consider
to
register
for
the
Boston
Public
Schools,
but
also
to
come
and
visit
our
schools
during
school
preview
time
and
in
the
showcase
of
schools.
E
So
that
part
is
done
early
on
in
our.
We
have
a
website
with
information
that
really
walks
families.
Through
five
steps
from
the
from
the
information
piece
gathering
information
piece
to
the
registration
piece
to
then
welcoming
families
into
the
Boston
Public
Schools,
then
we
go
into
party
mode
with
our
families
down
in
June,
so
for
providers.
E
We
have
a
tool
kit
that
walks
families,
and
this
is
for
mainly
for
daycare
and
in-home
providers
and
it
walks
families
through
the
process
of
registering
for
the
Boston
Public,
Schools
and
important
dates
to
keep
in
mind
and
to
keep
their
families
inform
of
what's
happening
and
what
they
need
to
do
each
month.
So
it's
a
month
by
month
based
little
calendar.
That
providers
can
just
look
at
and
give
that
information
to
families.
E
We
work
with
the
with
the
Boston
Public
Schools
and
our
current
the
Welcome
services
to
make
sure
that
their
school
preview
time
it's
a
program
that
started
with
the
Boston
Public
Schools,
but
as
we
expanded
to
add
middle
and
high
school,
we
move
that
program
to
the
Welcome
Services,
but
we
still
support
and
making
sure
that
families
get
the
information
about
when
they
need
to
go
visit.
Schools.
What
days
are
available?
E
We
also
support
the
Welcome
services,
with
the
showcase
on
schools,
also
a
program
that
started
with
the
bus,
but
with
countdown
to
kindergarten,
but
because
we
expanded
for
the
middle
and
high
school.
We
then
moved
it
to
welcome
services
from
there.
We
support
the
registration
centers
in
the
month
of
January
just
to
make
sure
that
they
have
additional
support
in
helping
families
register.
We
understand
the
process,
we
understand
how
it
works
and
we
go
out.
E
We
need
with
providers
with,
and
we
offer
about,
30
different
information
sessions
for
the
school,
provide
on
child
care
providers
that
invite
us
to
come
into
their
centers
to
talk
about
the
registration
process
in
smaller
environments
for
for
their
their
families.
We
then
move
on
to
welcoming
families
into
the
Boston
Public
Schools.
We
have
an
e
news
letter
that
talks
about.
E
So
we
want
them
to
come
in
and
to
see,
and
we
want
the
schools
to
welcome
families
and
we
want
families
once
they
come
in
and
visit
the
school
that
they
want
to
stay.
So
we
provide
the
schools
with
a
toolkit
in
terms
of
what
to
do
and
what
to
give
to
families
and
how
to
receive
families,
although
they
do
that
very
well.
But
we
want
to
make
sure
that
there's
additional
information
in
there.
We
have
gifts
for
families.
E
So
we
are
walking
families
through
the
entire
process.
Throughout
the
year
we
have
about
direct
contact
with
families
just
by
mail.
Five
of
those
that
are
direct
information
that
goes
to
the
address
before
families
come
into
the
to
register.
We
don't
have
that
so
one
of
the
things
that
families
when
we
asked
them,
if
they
didn't
register
on
the
first
round,
why
didn't
you
register
in
first
wrong?
E
One
of
the
things
that
they
say
is
that
how
can
we
get
information
to
you
and
they
want
direct
mail
to
the
house,
but
we
don't
have
their
address
before
they
come
in,
and
so
we
use
libraries,
community,
centers
health
centers,
our
providers
to
make
sure
that
we're
sending
out
information.
And
then
we
end
with
just
our
party
mode,
where
we
do
community
celebrations.
We
have
about
22
in
different
communities
in
the
city,
where
we
invite
all
the
new
kindergarteners.
E
Usually
principals
come,
and
we
just
have
a
little
party
at
the
library
for
the
kids
and
we
give
information
to
parents
and
then
the
large
celebration
at
the
Boston
Children's
Museum,
and
we
culminate
which
we
did
this
this
past
Monday
with
the
getting
volunteers
and
welcoming
families
into
so
each
school
received
one
or
two
volunteers
to
support
and
that
transition
welcomed
families
into
the
schools.
Every
single
kindergarten
teacher
gets
a
welcome
to
kindergarten
teacher
and
principals.
So
there's
a
lot
of
information.
E
A
B
B
Yes,
okay,
zero
is
three
year
olds,
k1
is
four
year
olds
and
k2
is
five
year
olds,
and
this
was
actually
done
because
of
Union.
Basically,
teachers
wanted
to
be
recognized
on
the
same
pay
scale,
the
same
everything,
so
they
called
it.
K1
thing
you
can
do
maybe
in
your
power,
is
to
turn
it
into
kiiis,
four
and
five.
So
at
least
it
matches
the
age
because,
because
we've
always
said,
if
we
served
two
year
olds,
we'd
be
serving
negative
children
and
that
wouldn't
work.
B
I,
don't
think
so,
but
in
Plato
in
groups,
for
example,
we
do
and
generally
in
BA
in
Massachusetts
it's
early
intervention
deals
where
kids
until
they
become
3s3.
If
they
become
a
public
school
and
that's
why
we're
mostly
serving
three-year-olds.
But
who
knows
the
law
could
change,
and
then
we
should,
but
I
think
it
just
would
make
more
sense
to
families
to
make
it
at
least
K
3
K,
4
and
K
5,
the
age
of
the
children
and.
B
A
E
B
B
It's
its
inclusion
classrooms!
That's
why
we
started
with
750,
because
that's
it's
it's
a
moving
universe,
because
it
depends
on
the
number
of
students
who
are
an
IEP.
That
then
need
peers
right.
So
that's
why
it's
generally,
between
450
and
750
that
we
have
but
I,
think
Sonya's,
saying
the
4-3
or
a
regular
ed.
We
have
no
more
than
200
spaces
for
them!
That's
why
it's
the
hardest,
see
it
together.
F
A
I
would
say
it's
not
sort
of
related
to
this
conversation,
but
I
think
that's
part
of
why
we
lose
kids
to
other
types
of
schools.
Sure
cos
we're
not
we
don't
have
that
many
seats
is,
are
those
the
K
0
K
1
K
2
ki
talk
just
quickly
about
the
time
the
kids
have
in
school
of
a
hall
full
day
programs,
no.
B
A
B
A
B
It's
in
today
I
mean
the
field
has
evolved,
so
the
name
keeps
changing,
but
in
Massachusetts
a
licensing
send
standards
for
preschool
programs.
There's
two
point:
nine
to
two
point:
nine
months
to
four
point
eleven,
and
so
that's
when
you
hear
preschool
for
the
Boston
Public
Schools,
we
go
by
your
birth
of
September
first
and
then,
if
you're,
a
three-year-old
a
four
year
old
or
a
five
year
old
by
September
1st
and
you're,
either
K
0,
K,
1
or
K
2.
B
We
in
Boston
Public
Schools
called
K
1.
We
just
call
okay,
one.
We
called
K
1
K
2
2,
but
the
world
knows
it
as
preschool.
So
that's
why
often
it
will
be
interchangeable,
and
if
you
want
to
make
it
available
to
families,
then
you
know
if
if,
for
example,
we
move
into
a
mixed
delivery
system
and
they're
using
a
community-based
program
that
community
based
program
will
probably
use
the
term
preschool
they're
not
going
to
use
K
1,
but
over
time
it
could.
B
B
I
think
there
is
so
much.
This
is
a
kitchen
here.
The
the
evolution
of
the
field
is
that
it's
really
instructional
time
and
while
obviously
families
need
care
and
families
I
mean
there's
a
social
emotional
component
sort
of
connotative
with
the
word
care.
I
think
the
whole
notion
of
instruction
and
education
that
has
social
emotional
component
in
it
is
all
kind
of
moving
into
education,
so
I
think
everything's
just
involving
yes.
A
B
Pretty
exactly
I
mean
we
really
are
talking
about
early
education
at
this
point,
but
early
education.
It
has
a
social
emotional
side
to
an
ANA,
Family
component
and
sort
of
comprehensive
services,
knowing
that
young
children
really
can't
be
separated
out
from
the
family's
needs
and
so
again,
I
think
you're,
just
looking
at
it
two
worlds
coming
together,
I,
you
know
the
Health
and
Human
Services.
You
were
used
to
support
that
daycare.
World
and
public
education
is
getting
more
involved
in
preschool,
and
so
that's
what
you're
seeing
is
those
two
ideas
right
and
then.
B
So
I
mean
I
think
we
do
in
a
multiple
ways.
One
way
is
what
Sonya
is
talking
about,
which
is
we
really
want
to
go
into
community-based
programs
and
share
the
information
with
families
so
that
they
know
how
to
enter
in
to
the
public
schools
to
make
the
transition
to
make
choices?
Our
goal
is
every
family
to
to
to
make
choices
in
the
first
round
right.
So
that's
sort
of
how
countdown
would
measure
its
success
is
people
getting
the
choices
they
want
or
at
least
choose
and
trying
to
get
into
the
choices.
B
Then
there
is
this
whole
notion
of
instruction
and
and
changing
the
way
young
children
experience
their
early
educational
experience,
and
so
our
work
with
the
preschool
expansion
grant
and
I
think
the
mayor's
goal
with
a
mixed
delivery
system.
It
is
going
to
be
to
make
community-based
programs
very
similar
to
the
public
school
experience,
we're
also
holding
on
to
comprehensive
services
and
the
strong
social
emotional
component,
so
we're
trying
to
really
work
with
providers
and
so
letting
out
the
preschool
expansion
rather
than
14
schools
or
community-based
programs.
B
E
We
we
just
don't
have
access
to
families
information
until
they
register
for
the
Boston
Public
Schools.
So
what
we
try
to
do
is
go
through
other
means.
Like
the
public
libraries,
we
go
to
health
centers
through
our
you
know,
preschools
in
the
in
the
area
just
to
try
to
get
the
information
out
there,
community-based
agencies
and
services,
our
community
centers,
to
try
to
get
the
information
out
there,
but
we
don't
have
addresses
to
do
a
direct
mail.
E
B
B
F
F
Why
not
look
at
the
birth
certificates
that
are
already
being
recorded
in
City
Hall
here
track?
If
you
list
your
home
address
on
those
birth
certificates
also
and
like
they
might
move
away
in
the
two
years
since
the
baby
came,
but
send
them
a
postcard
right
away
and
say:
hey
we're
waiting
for
you
in
two
years.
Here's
the
link
where
you'll
need
to
go
to
register
or
ask
them
to
register
right.
F
E
One
point:
a
number
of
years
ago
we
used
to
put
in
the
the
birth
certificate
a
tock
replay
little
palm
card,
where
it
had
information
about
resources
for
families
it
as
things
moved.
We
it's
different
connections
and
it's
not
knowing
where
to
go
in
terms
of
the
the
process,
but
we
would
love
to
do
that.
I
mean
that
is
a
simple
phone
card
that
we
can
put
in
there
and
we
can
design
in
a
minute
and
get
it
to
you
guys.
E
F
F
B
In
2005,
basically,
the
mayor
and
the
superintendent
then
decided
that
they
wanted
to
do
all
the
K
ones
in
the
public
schools.
This
had
a
tremendously
a
tremendous
effect
on
community
based
programs,
because
they
serve
preschool
families
and
preschool
was
basically
the
only
way
they
could
afford
running
infant
and
toddler
programs,
because
the
ratios
are
higher
in
preschool
programs.
So
when
Boston
public
school
comes
along
and
says,
hey
we're,
gonna
offer
universal
and
free
preschool
programs,
and
not
only
are
we
gonna
offer
it.
B
It's
tied
to
whether
or
not
you're
gonna
get
into
this
school
forevermore.
Many
families
rush
to
use
the
Boston
Public
Schools,
which
is
not
a
bad
thing
right.
That's
a
good
thing:
it
increased
the
popularity
of
the
Boston
Public
Schools.
It
actually
increased
the
outcomes
of
students
sitting
it
was.
It
was
a
win,
but
it
was
destabilizing
the
community-based
programs.
B
So
the
thought
being
over
the
last
couple
years
with
Mayor
Walsh,
is
to
develop
what
we're
calling
a
mixed
delivery
system,
and
that
is
for
some
providers
who
meet
the
quality
threshold,
who
have
teachers
with
higher
level
degrees.
Who
will
take
our
coaching
and
use
our
curriculum
and
partner
with
us?
B
We
will
develop
k12
in
community-based
programs,
and
so
when
we
say
mixed
delivery
system,
the
idea
is
that
so
you
could
go
to
the
daniel
maher
or
you
could
go
to
a
head
start
and
it
will
feed
into
a
BPSK
k
program
K
to
12,
and
the
two
will
be
linked.
So
it's
like
a
deputized
almost
school
within
a
community-based
program
that
offers
10
hour
days,
12
months
of
the
year,
so
that
if
families
have
to
work
they're
not
penalized
for
choosing
a
community-based
program,
that's
the.
F
F
B
There
would
be
so
the
idea
would
be
that
there
would
me
it
would
be
seamless
which
one
you
chose.
It's
just
that
if
you
had
a
working
need-
or
you
actually
chose
to
be
in
a
community-based
program,
because
you
were
there
from
infancy
right,
because
some
of
these
families
are
using
it
from
infants
all
the
way
all
the
way
through
till
they
go
to
the
public
schools.
This
would
build
a
tighter
relationship,
both
in
curriculum,
but
then
in
the
transition,
so
that
we
wouldn't
ask
them
to
come.
B
B
That's
what
the
preschool
expansion
grant
is
is
basically
it's
a
federal
grant.
That
says
teachers
get
the
same
starting
salary,
and
so
they
start
at
$53,000,
because
in
community-based
programs
they
make
about
$35,000
a
year.
So
the
idea
here
is
that
they
would
give
them
some
comparable
pay
and
that
would
help
stabilize
the
staff,
which
would
then
help
us
do
professional
development.
B
That's
all
just
a
public
score,
so
it's
300
right,
300
and
community-based
programs
that
are
not
currently
called
King
ones,
but
we
were
actually
interested
in
developing
a
pilot
and
said
that
they
will
feed,
and
so
this
month
we'll
be
discussing
whether
or
not
we
can
pull
off
a
pilot
for
next
year.
That's
the
goal
and.
B
That's
gonna
be
depending
on
a
couple
of
things,
so
one
answers
this
bill.
Boston
initiative
right
now,
where
we're
thinking
about
how
do
I
want
to
configure
the
public
schools.
So
that's
one
piece
to
that
right
now:
we're
pretty
stuffed
like.
We
can't
really
open
them
anymore,
okay
ones
we
can.
But
it's
it
takes
a
lot
of
work
for
us
to
find
those
suitable
k1.
B
So
there's
the
bill,
Boston
effort
and
then
I
think
there's
this
mixed
delivery
question:
where
we're
pushing
to
see
how
many
providers
really
can
perform
at
the
quality
level
that
we
want
to
make
sure
that
it's
comparable,
so
we've
thrown
out
about
a
thousand
in
each.
But
that's
really
I
think
it'll
depend
on
Bill,
Boston
and
I'll
depend
on
their
work
that
we've
we've
been
learning
in
the
preschool
expansion
grant.
F
B
So
it's
anywhere
between
twenty
and
thirty
million
dollars,
but
that
number
seems
really
intimidating
to
people.
So
we
we
are
trying
to
make
it
okay,
the
ask
us
for
sixteen
million
dollars
and
so
will
grow,
and
it
could
be
because
the
public
school
expands
as
well,
so
it
just.
It
really
depends
on
how
we
do
this.
F
B
So
I
mean
so
k1
really
is
designed
to
take
kids
who've
had
no
formal
schooling,
but
what
we
found
is
that
70
to
90%
of
the
kids
already
and
some
kind
of
formalized
schooling,
you
know,
and
so
the
skills
that
we're
asking
families
to
provide
are
just
things
that
happen,
naturally,
but
the
more
time
they're
spending
in
a
formalized
structure,
obviously
self-regulation
being
able
to
not
just
you
know,
to
participate
in
a
group
to
make
eye
contact
to.
But
we
don't
necessarily
they
don't
have
to
spell
their
name
or
anything
like
that.
B
It's
just
more
the
social
skills
to
learn
that
they're
valued
so
that
when
they
come
to
school,
they're,
not
quiet,
they
actually
get
to
ask
questions
and
we
want
them
to
ask
questions
and
then
what
I
think
happens
in
the
classroom.
Curriculum
are
spaces
for
them
to
develop
those
self-regulation,
self-regulation
skills
into
what
we
call
also
executive
functioning,
which
is
actually
thinking
about
thinking.
So,
for
example,
one
of
the
activities
that
we
do
in
the
classroom
is
called
thinking
and
feedback.
So
let's
say
Sonia
and
tiara
over
there
designing
some
interesting
block
project.
B
B
While
we
were
making
a
big
structure,
because
we
wanted
to
build
something
10
feet
in
the
air
and
we
didn't
know
if
we
can
pull
it
off
and
then
after
they
explained
what
to
do
the
kid
actually,
their
children
give
them,
but
then
feedback
and
suggestions
on
how
to
improve
that.
So
you
can
see
that
two
skill
of
what
we
would
call
thinking
and
feedback
and
that's
a
skill
that
we
want
kids
to
learn.
But
in
order
to
do
that,
they're
gonna
have
to
set
pay
attention,
observe
and
then
offer
suggestions.
B
So
that's
one
example
another
one
as
we
do
story
telling
story,
acting
where
kids
are
telling
stories
and
we're
scribing
them,
and
they
have
to
act
them
out.
So
again,
you
can
see
the
social
skills
that
are
gonna
be
required
to
interact
and
then
the
reading
and
writing
and
the
skills
you
need
for
reading
a
write
and
we
definitely
spend
a
lot
of
time.
And
what
do
we
see,
centres
and
doing
read
and
doing
a
lot
of
reading
to
support
that?
B
B
So
again,
that's
something
we
are
finding
that
children
who
experience
a
strong
k1
experience
will
do
better
all
the
way
at
the
MCAT,
so
we're
finding
that
this
is
actually
a
critical
age,
because
what's
happening
is
so
imagine
the
brain.
The
brain
has
got
all
these
extra
connections
so
that
you
could
learn
in
Guam.
You
can
learn
and
I'll
say
North
Korea.
You
can
learn
at
the
white
house
value
our
current
like
wherever
you
are.
B
You
can
learn
a
language
and
you
can
interact
within
that
culture
and
then
what
happens
is,
as
you
become
2
3
4.
Your
brain
actually
starts
parsing
down
information
and
you
become
specified,
and
so
the
idea
of
schooling
at
this
age
is
to
them
to
learn
those
skills
but
and
a
lot
of
the
skills
that
you're
learning
are
in
human
interactions.
B
And
so
you
need
to
learn
how
to
how
to
elicit
information
from
adults
and
adults
need
to
be
paying
a
lot
of
attention
to
you
and
you
have
to
create
the
time
and
space
in
the
curriculum.
And
so
what
we're
finding
is
that
curriculum
designed
this
in
this
specific
way,
with
math
with
literacy
skills
vocabulary
is
really
a
huge
engine
and
h3
m4
is
critical,
and
so
that's
why
we're
taking
the
time
to
work
in
community-based
programs?
That's
why
bps
is
making
such
an
investment
in
programs
at
four-year-olds
and
then
what,
as
the
field,
evolves?
B
What
we
learned
was
in
kindergarten.
They
they
were
teaching
us
all
over
again,
so
kids
will
get
this
at
3
and
4
and
then
in
kindergarten.
They
get
the
same
thing
and
so
the
effects
of
three
and
four-year-old
program
and
washed
out
basically,
and
so
we've
changed
kindergarten
in
the
Boston
Public
Schools
and
then
actually
we're
looking
at
changing
first
in
second
grade
curriculum.
So
now
it's
much
more
aligned
to
take
advantage
of
the
early
investment.
B
Not
doing
as
well
and
they're
not
doing
as
well
for
a
whole
host
of
reasons.
Often
it's
just
families
who
are
the
most
disenfranchised,
the
ones
who
have
the
most
toxic
stress
you
know,
but
the
other
thing
is.
We
actually
created
a
summer
program
that
identified
families
who
have
had
no
preschool
experience
and
they
spend
six
weeks
with
two
master
level
teachers,
and
so
that's
a
program
that
we
would
love
to
continue.
There's
actually
a
Target
Foundation
gave
us
money
for
that
one.
B
F
D
E
Me
yeah
for
me
is
really
getting
families
getting
their
choice
and
it's
something
that
we
can't
control
because
of
the
number
of
seats
in
each
individual's
so
the
frustration
and
families.
We
feel
it
too
that
we
can't
just
give
the
the
seat
that
they
want,
but
one
of
the
things
that
that
through
early
childhood
work,
is
that
every
single
program
is
designed
to
do
what
jason
has
been
talked
about.
E
So
we
hope
that
when
families
do
accept
a
seat
that
they
experience,
what
they
feel
is,
and
those
highly
talked
about
schools
that
they
also
get
it
in
the
schools
that
they
think
are
just
you
know
whatever.
They
think
that
they
are.
But
you
know
that
that's
the
thing
just
making
sure
that
every
single
program
that
the
families
once
they
come
into
our
schools,
they
feel
like
they're,
getting
the
services
and
that
the
kids
are
getting
what
we
have
told
them
that
they
were
gonna
get
once
they
enter
our
schools.
B
Was
so
that
would
be
the
idea
it
would
be
okay,
so
you
go
to
community-based
program
X
and
it's
part
of
the
Mather
school,
so
you
would
just
go
there
and
then
you
would
have
a
pathway
that
says
when
you're
in
k2
you'll
go
there.
So
the
the
challenge
and
the
opportunity
is
thinking
about
aligning
the
community-based
program
with
a
public
school
that
has
both
the
space
and
popularity
or
non
popularity.
B
Then
we
have
to
think
about
it,
but
the
good
news
is
like
kids
and
strong
early
care
and
education
programs
will
actually
enhance
the
quality
of
the
public
school
and
that
peers
spend
a
lot
of
time
learning
from
one
another.
So
the
stronger
the
child's
educational
experience
is
early,
the
better
it
is
for
everybody,
and
we've
also
found
that
mixed
income
classrooms
also
increase
the
educational
outcomes
for
students,
so
the
degree
to
which
we
can
create
attractive
schools
for
everybody
that
are
high
quality,
we're
all
gonna
benefit
from
it.
A
E
For
countdown,
yes,
and
mainly
for
the
for
the
reason
that
four-year-olds
it's
hard
to
get
the
information
to
families
early
when
they
invite
us,
they
invite
us
to
talk
to
the
agent
out
students
which
is
okay
for
her
for
a
countdown,
but
for
families
then
feel
like
they
didn't
get
the
information.
But
we
can
only
go
in
and
do
the
information
for
the
families
that
they
allow
us
to.
So
that's
why
we
have
other
information
sessions
throughout
the
city
so
that
we
can
give
information
to
families
in
different
areas,
but
but
it
it
is
challenging.
E
A
B
But
ultimately,
everybody
should
of
child
should
not
suffer
any
academic
resilience,
ik
wences,
four
choices,
families
make.
We
should
just
assure
as
a
city
that
all
kids
have
a
really
strong
experience,
because
in
the
end
they
may
bounce
from
one
program
to
another.
They
may
go
through
transitions,
so
we're
all
interdependent
on
one
another
and
we
just
have
to
create
a
greater
city
view
of
all
families
and
all
children
that
are
born
here
and.
E
So
the
wait
list
is
hard.
There
is
some
changes
to
this
year
in
terms
of
only
one
one
school
selection.
You
know
at
the
end
of
june,
but
what
happens
is
that
families
come
in
they
put
in
their
the
list
of
school
choices.
If
they
don't
get
into
their
first
choice
school,
then
they
have
an
option.
They'll
be
on
three
wait
lists,
and
then
by
june
they
select
one
one
school
that
they
want
to
be
on
the
wait
list.
E
What
we
advise
families
is
to
select
the
wait
list,
number
that
it's
the
lowest
one,
but
but
that
is
up
to
the
family.
Sometimes
they
still.
You
know,
there's
75
at
this
one
school
and
they
want
to
be
75
at
that
one
school,
which
means
that
75
kids
have
to
leave
so
that
they
can
get
a
seat
so
that
that
process
is
complicated.
You
know
we
try
to
inform
families
of
what
options,
what
schools
have
still
have
seeds
or
have
lower
weightless
numbers
so
that
they
can
in
and
select
those
schools.
E
But
the
process
is
at
this
point.
You
know
eight
days
until
the
the
kindergarten
day
is
when,
if
a
student
did
not
show
up,
we
can
give
up
the
seat.
So
at
that
point
they
look
into
where
are
the
seats
available
and
start
calling
families
for
the
weightless,
which
also
poses
some
issues
for
the
the
preschool
programs,
because
now
you're
pulling
kids
out
of
their
their
programs?
So,
yes,
there
are
some
issues
in
that,
but
at
that
time
we
can't
give
the
seat
until
eight
days
in
at
eight
days.
A
E
There's
a
couple
of
reasons
that
we
know
so
families
got
a
seat
and
March.
At
the
same
time
they
were
applying
for
for
charter
school
from
medical,
for
you
know
whatever
other
program
that
they
were
still
thinking
on.
They
haven't
made
their
choice
until
the
start
of
school
and
they
didn't.
Let
us
know
what
we
welcome.
Services
calls
every
families
to
ask
them
whether
they're
gonna
take
the
seat
or
not,
so
that
we
can
avoid
waiting
until
this
time
to
call
the
families
and
the
wait
list.
So
the
family.
E
They
call
our
families
yeah
and
find
out
whether
they're
taking
the
seat
so
the
ones
they
send
out
the
ones
that
didn't
return,
the
form
so
there's
the
form
where
they
says
you
have
been
assigned
to
this
school.
Are
you
gonna
take
the
seat?
Yes,
are
you
g?
You
don't
want
the
seat,
but
you
want
to
stay
in
the
waitlist.
They
check
that
off
and
then
from
there
they
call
the
families
to
find
out
whether
they're
there
taken
the
seat
or
not.
E
A
E
E
E
We
have
about
700
families
who
participate
in
a
year
do
stay
for
the
entire
year,
and
sometimes
for
multiple
years,
so
they
come
in
it's
at
it
starts
next
Monday.
You
guys
are
welcome
to
come
in
and
see
one
in
action,
but
they
come
in
on.
They
start
on
Monday
and
they'll
set
up
a
time.
So
if
you
do
Monday
morning
from
9
to
212,
I
mean
from
9
to
11
or
9:00
to
10:30.
A
E
Idea
those
promoted,
so
we
do
through
Facebook
we
do
through
community
centers.
We
work
with
early
intervention.
We
work
with
WIC
offices
with
the
department
of
transitional
assistance,
so
we
have
the
information
out
there
and
at
this
point
is
word-of-mouth.
We
we
have
a
wait
list
for
it.
Wait
lists
are
not
a
good
where
a
dependent.
We
still
have
a
wait
list
for
some
of
these
play
groups
because
we
only
have
40
and
we
haven't
about
12
different
locations.
A
That's
fascinating,
I
didn't
realize
there
were
that
many
of
them
I
knew
the
play.
Groups
exist
yet,
but
I
realize
there
were
40
of
them
yeah
and
then
my
last
question
is
I
think
this
is
more
of
a
an
opportunity
to
really
support
the
work
that
happens
in
our
kindergarten
classrooms.
But
what's
the
one
thing
that
families
that
you
want
families
to
do
with
their
children
at
home?
That's.
B
So
that's
what
we've
created
home
links
and
so
it's
to
do
the
home
link
activity
so
like
in
kindergarten
to
there
dissecting
owl
pellets,
for
example,
so
they're
going
through
and
seeing
what
owls
eat
and
so
it'd
be
really
interesting
that
go
home
and
be
able
to
say,
hey
I
noticed
you
work
on
a
lapel.
Let's
stay
here
are
some
things
about
owls
that
I
might
know
or
that
we
can
research
together.
B
So
the
idea
is
that
we're
we're
given
families
what's
going
on
in
real
time
in
children's
lives
and
so
that
they
could
have
those
conversations.
Because
again,
the
goals
are
around
interaction,
discussion
vocabulary
building
because
for
young
children,
conceptual
development
is,
is
created
to
revoke
a
be
wary
and
in
discussions,
and
so
the
idea
of
creating
activities
that
are
both
engaging
to
to
the
children
and
relevant
to
what
the
children
are
learning,
but
that
the
adult
can
participate
in.
B
So
as
we
get
this
home
links
more
and
more
launched
just
getting
families
engaged
in
it
and
getting
putting
putting
the
spirit
in
the
teachers
two
years
ago.
We
you
know
every
year
we
have
a
kindergarten
conference.
We
really
spend
time
working
with
kindergarten
teachers
to
see
families
as
strengths
and
as
partners
in
this,
and
not
as
like.
B
Okay
that
come
into
my
space
and
I,
don't
have
to
talk
to
families,
but
that
actually
families
do
really
think
about
their
kids
a
lot
and
know
a
lot
about
their
kids,
so
really
creating
more
opportunities
in
that
space,
and
so
we're
trying
to
do
that
in
home.
Links
was
our
attempt
also
to
expand
that.
D
The
community-based
level,
and
just
going
back
to
the
idea
of
supporting
transitions,
the
community
base
probably
have
the
first
contact
with
families,
and
so
it
is
a
great
opportunity,
as
you
mentioned,
to
connect
with
them
around
what
the
public
school
k2
is
going
to
feel
like,
and
so
through.
Our
preschool
expansion
grant
we've
been
really
able
to
use
things
like
a
newsletter
to
help
programs
create
family
timelines.