►
From YouTube: Committee on Ways & Means on May 22, 2017
Description
Docket #0526-0543: FY18Budget- Academics and Student Support Services (2)
A
B
Day
is
Monday
May
22nd
I'd
like
to
welcome
our
team
from
Boston
Public
Schools.
We
are
here
to
review
the
Boston
Public
School
budget,
as
it
pertains
to
special
education,
English
language,
learners
and
opportunity
in
the
achievement
gap
like
to
remind
folks
that
this
is
a
public
hearing,
is
being
recorded
and
broadcast
both
on
our
CN
channel
8
and
Comcast
channel
I'm,
sorry,
Comcast
channel
8
yeah
and
our
CN
channel
82
I
asked
folks
in
the
chamber
to
silence
their
electronic
devices.
B
B
Regrettably,
I
am
unable
to
attend
today,
hearing
regarding
BPS
academics
and
support
services
due
to
a
pre-existing
conflict,
look
forward
to
reviewing
the
content
of
the
hearing
and
next
steps
soon,
sincerely
Andreya
campbell
district
4th
boston
city
councillor
like
to
welcome
dr.
Estrada
and
your
team
and
Carolyn
from
sped
pack
or
provide
us
at
your
testimony
tonight.
Just
as
it
is
a.
B
Agenda
we're
going
to
take
all
three
presentations
from
bps
and
what
I'm
going
to
ask
my
colleagues
to
do,
and
we've
just
been
joined
by
district
city
council.
Madam
alley,
is
that
we
have
spokes
folks
here
that
want
to
talk
about
special
education,
so
I'd
ask
that
your
first
round
of
questioning
focuses
on
special
education
and
then
we'll
certainly
be
able
to
wander
from
there,
but
I'd.
Ask
that
my
colleagues
try
to
focus
their
questioning
on
special
ed
for
the
first
round
and
with
that
I'll
turn
it
over
to
dr.
Scott.
Thank.
C
You
thank
you
good
evening,
mr.
chairman
and
members
of
the
City
Council.
Thank
you
for
the
opportunity
to
discuss.
Academics
and
student
supports
work
in
bps,
in
particular
special
education,
English
language
learners
and
the
opportunities
min
gap.
My
name
is
Carlos
Rodham.
The
deputy
superintendent
of
academics
and
student
supports
for
equity,
also
known
as
asset.
It
is
my
pleasure
to
introduce
Cindy
Neilson,
who
is
our
assistant
superintendent,
of
special
education,
dr.
Francis
Esparza,
who
is
the
assistant
soup
of
the
office
for
English
language
learners
and
dr.
Rose,
who
is
our
assistant?
D
Students
with
disabilities
comprise
about
nineteen
point
five
percent
of
our
entire
student
population.
One-Third
of
our
students
with
disabilities,
are
also
English
learners.
There
has
been
a
decrease
in
substantially
separate
placements,
especially
for
English
learners
and
students
and
inclusive
settings
are
increasing
both
for
students
with
disabilities
and
students
with
disabilities
that
are
English
learners.
D
There
has
been
an
increase
in
out
of
district
placements
over
the
past
three
years.
Students
that
have
been
placed
by
the
district
includes
students
that
are
require
a
most
restrictive
environment.
In
order
to
make
effective
progress.
The
continuous
settings
is
part
of
the
individualized
process.
In
addition,
we
have
seen
an
increase
in
the
number
of
state
agency
involvement
in
2013-14
state
involved.
Students
indicated
by
the
gray
sections
of
this
chart
made
up
approximately
30%
of
the
Ida
district
student
population
and
that
percentage
has
increased
almost
50
percent
in
2016-17.
D
Another
area
where
we
have
seen
a
5
percent
increase
in
students
and
other
district
placements
are
students
that
are
exhibiting
behaviors
in
or
out
of
school.
These
students
are
placed
without
a
primary
disability
out
of
district
and
sometimes
leading
residential
settings.
Situations
of
this
nature
highlight
and
illustrate
how
trauma
and
emotional
impairment
are
often
conflated
working
with
the
acid
team,
specifically
with
the
social,
emotional
learning
and
wellness
Department.
D
We
have
created
cross-functional
teams
that
will
dig
deeper
into
the
phenomena
of
trauma
as
it
relates
to
disability
and
how
to
address
where
trauma
and
disability
differ
and
where
they
intersect.
Finally,
and
in
comparison,
the
population
of
non
state
involved,
students
has
remained
relatively
stable.
D
Primary
disability
is
broken
down
by
high
incidents,
low
incidents
and
spectrum
disabilities.
High
incidence
disabilities
use
formal
assessments
in
large
part,
focusing
on
achievement
and
aptitude
data
as
the
main
source
of
identification,
low
incidence,
disabilities
primarily
taking
to
account
medical
diagnosis
and
needs.
D
These
data
points
lead
us
to
the
FY
18
budget
for
special
education
and
its
highlights.
All
funds
has
increased
by
2%
for
all
special
education
funding
that
includes
student
waiting
formula
and
central
office
allocations.
There
is
a
total
increase
of
78.8
full-time
positions
to
support
students
in
schools.
We
increase
ABA
services
by
converting
contract
lines
to
create
BPS
positions
in
order
to
address
equity
concerns
related
to
the
inclusive
support
funding.
The
2.8
million
dollars
allocated
to
inclusive
supports
was
divided
among
students,
not
where
the
program
was
housed
in
a
school
here.
D
The
doll
has
literally
followed
a
student.
There
is
a
1.5
percent
increase
in
added
district
tuition
for
the
operational
services
division
or
OSD
the
department
industy
that
sets
the
price
for
special
education,
private
schools
in
Massachusetts
and,
finally,
in
this
upcoming
year,
we're
able
to
continue
the
1.7
million
dollar
investment
in
transition
services.
D
The
next
two
slides
provide
different
visual
representations
of
the
92
point,
eight
million
dollars
that
essentially
located
in
the
central
office
budget
and
how
the
funds
are
allocated.
The
allocation
of
dollars
remain
relatively
the
same
between
fiscal
year
17
and
the
proposed
fiscal
year.
18
budget
special
G
is
individualized
by
nature
and
requires
the
expertise
of
many
different
domains.
The
IEP
or
individualized
education
plan
determines
what
a
student
requires
to
access
a
general
education
curriculum.
D
The
types
of
services
and
level
of
need
varies
for
each
student
and
at
times
across
years,
student
weigh
weighted
formula
addresses
the
programmatic
needs
for
a
classroom.
For
example,
student
to
teacher
ratios
services
other
than
those
provided
from
the
teacher
and
or
paraprofessional
come
from
central
office
here.
This
slide
shows
us
the
additional
500
25.9
FTE
direct
service
providers
in
220
1.5,
indirect
service
providers
to
our
students
with
disabilities.
D
C
B
E
F
Evening,
city
councillors,
thank
you
for
the
opportunity
to
speak
to
you
tonight
about
the
work
that
is
happening
in
the
office
of
English
language,
learners,
known
as
Oh
a
ll
in
bps
and
only
Oh
a
ll.
We
have
made
high-quality
instruction
for
English
learners
a
top
priority
and,
as
we
provide
various
instructional
programs
and
services
to
help
students
learn
academic
English,
as
they
learn
content
in
all
subject
areas.
We
also
want
to
make
sure
that
we
look
at
their
culture
in
their
language
as
an
asset,
as
you
can
see
from
this
slide.
F
Our
work
at
o
ll
supports
over
24,000
students,
which
consists
of
44%
of
all
PBS
students
for
either
current
English
language,
learners
or
former
English
language
learners.
Our
English
learners
represent
a
diverse
group
of
students
with
diverse
sets
of
experiences
and
needs
collectively
our
English
learners
represent
over
100
different
countries
and
speak
more
than
70
different
languages,
constituting
one
of
the
greatest
assets
within
the
Boston
Public
Schools.
We
at
ollr,
proud
to
work
under
dr.
F
F
This
means
that
our
students
need
additional
support
to
make
the
leaps
from
social
language
to
academic
language,
and
that
is
something
that
we
are
working
very
hard
on.
The
LD
levels
capture
multiple
points
of
information
for
our
English
Learner
students,
the
levels
capture,
information
about
the
students
across
their
content
areas
in
terms
of
listening
speaking
reading
and
writing
as
a
part
of
the
registration
process.
We
also
look
at
bps
families
when
they
fill
out
their
home
language
survey.
F
If
the
survey
indicates
that
the
language
other
than
English
is
spoken
by
the
student
in
the
home
or
just
socially,
the
student
is
referred
for:
English
language
proficiency
assessments
in
the
newcomer
assessments
of
center
and
counseling
center.
The
results
of
these
tests
are
used
to
identify
whether
students
in
English
is
an
English
Learner
and
that
the
students
English
language
development
level
to
inform
program
placement
recommendations
are
needed
for
this
student.
F
As
we
are
looking
at
the
OE
LL
budget
slide
this
year,
the
city
of
Boston
has
invested
in
bps,
especially
in
terms
of
supporting
our
English
learners,
students
and
family.
It
has
allowed
us
to
propose
to
increase
our
budget
by
six
percent.
We
are
adding
four
new
testers
in
our
newcomers,
assessment
and
counseling
center
and
two
additional
translator
positions
in
our
translation
and
interpretation
Department.
F
We
want
to
make
sure
that
we
express
the
accomplishments
happening
in
Ola
throughout
bps
professional
learning,
for
our
language
acquisition
team
facilitators
who
monitor
the
e
L
program
at
the
school
sites.
We've
been
providing
them
professional
development
around
three
season
and
I,
which
are
the
eld
principals
content
connections,
comprehensibility
and
interaction.
We've
served
over
28,000
I'm,
sorry
2,800,
students
with
supplemental
services,
which
is
60%
more
than
in
the
last
two
years.
F
We've
provided
a
neighborhood
language
program
for
our
students
with
limited
and
interrupted
formal
education,
while
providing
at
the
same
time
their
parents
with
ESOL
classes,
and
these
have
taken
place
at
East,
Boston,
high
school
and
at
Charlestown
we've
tested
more
than
3,800
students
in
the
newcomers,
counseling
and
assessment
center.
We've
provided
over
21,000
services
for
translation
and
interpretation,
the
majority
of
them
being
for
special
education
services
around
translating
IEP
s
and
all
languages,
as
well
as
providing
interpretation
services
for
all
I
II
P
meetings
and
any
other
meetings
needed
at
a
school.
F
We'd
like
to
go
into
our
strategic
priorities,
so
during
tonight's
presentation,
I've
talked
a
little
bit
about
o
ll
and
the
things
that
we've
done
to
promote
bps
values
of
coherence
and
equity,
again
working
closely
with
our
partners,
working
closely
with
the
special
ed
department
working
with
the
office
of
the
achievement
gap,
the
office
of
social,
emotional
learning
and
wellness,
and
looking
forward
to
the
next
school
year,
I'd
like
to
end
by
highlighting
some
areas
of
which
we
hope
to
innovate.
First
and
foremost
in
partnership
with
Mattapan
early
elementary
school.
F
We
are
very
excited
for
launching
the
first
Dual
Language
Haitian
Creole
program
Boston
in
the
k1
class,
we've
spent
the
year
working
closely
with
the
school,
the
bps
early
childhood
Department,
with
dr.
and
professional
linguist
from
MIT
dr.
de
montmichel
de
Graaff,
and
the
Haitian
community
to
bring
the
power
of
bilingualism
to
the
whole
new
set
of
bps
students
in
Madison.
Also
next
year
we
will
be
piloting
the
district's
first
specialized
curriculum
to
support
long-term
English
learners.
F
Lastly,
we
continue
to
deepen
our
collaboration
with
Special
Education
Department
to
better
support
our
English
language,
learners
with
disabilities
and
their
teachers
in
planning
language
instruction,
we'll
be
beginning
a
new
partnership
with
UC
Davis
to
provide
new
training
opportunities
around
disciplinary
discussions
and
disciplinary
literacy
working
with
our
academics
Department.
We
want
to
make
sure
that
we
are
creating
critical
thinkers
and
innovators
of
tomorrow.
As
this
concludes
our
presentation
for
o
ALL
tonight,
I
again
like
to
thank
you
for
this
opportunity
to
speak
to
counselors.
G
G
Eliminate
eliminating
opportunity
achievement
gaps
are
vital
not
only
for
our
school
system,
but
for
our
society.
As
we
get
closer
and
closer
to
becoming
a
majority-minority
society,
we
need
to
have
a
sense
of
urgency.
What
we
don't
do
or
don't
invest
in
today,
to
create
equity
will
pay
us
back
down
the
road
one
way
or
the
other.
Our
role
is
to
push
the
system
to
attack
cultural
and
structural
barriers
in
the
system
for
those
students
who
have
been
historically
marginalized
so
that
they
are
provided.
G
The
opportunity
is
necessary
for
achievement
both
in
school
and
life,
to
us
opportunity,
gaps,
equal
achievement
gaps.
Much
of
our
role
as
an
office
is
to
create
and/or
push
the
equity
innovations
that
will
close
these
gaps
in
access
and
opportunity.
Next
Cup,
so
I
wanted
to
go
through
some
of
our
strategic
priorities
and
we
have
three
major
areas
in
which
we
consider
our
strategies
fitting
into
buckets
capacity,
building
of
our
professionals
throughout
bps,
targeted
programming
for
students
and
systemic
oversights
for
the
whole
district.
G
G
This
is
vitally
important,
given
the
diversity
of
our
student
body.
Cl
SP
has
three
major
competencies:
one
awareness
of
the
bias
that
we
bring
to
our
work
and
where
it
comes
from,
so
we
can
account
for
and
check
our
assumptions
to
authentic
learning
of
and
relationship
building
with
students,
families
and
communities
we
serve
and
third,
the
adjustment
of
our
practices
to
respond
to
those
we
serve
informed
by
our
relationships
with
these
same
students,
families
and
community.
So
it's
really
responsive
as
a
school
system.
G
In
addition,
we
have
created
opportunity
and
achievement
gap
mini
grants
for
schools
which
leverage
the
innovations
of
our
practitioners
on
the
ground
to
affect
opportunity
gaps
at
their
particular
schools.
This
is
our
way
to
have
some
bottom-up
learning
and
leverage
points
of
best
practices
from
the
ground
floor.
As
for
our
programming,
we
have
programs
specifically
targeted
towards
historically
marginalized
populations
and
many
of
them
innovative
programs.
One
such
program
is
at
em
boys
program
that
engages
boys
and
young
men
of
color
in
middle
and
high
school
and
coursework.
G
That
is
focused
on
academic
rigor,
real
talk,
community
service,
peer
mentoring
and
physical
challenges.
It
currently
serves
over
300
young
men
in
the
bps
and
over
20
schools,
and
will
expand,
expand
to
least
five
more
moving
into
next
year.
We
have
also
started
a
few
strands
of
ten
girls,
which
has
similar
aims.
Obviously,
for
girls
and
young
women
of
color,
we
also
have
a
program
called
success,
mentors
which
is
connected
to
the
larger
MBK
or
my
brother's
keeper
initiative.
G
These
are
systems
within
schools
to
track
students,
progress
in
real
time
in
order
to
catch
issues
early
before
they
snowball
and
end
in
failure
for
our
students
for
the
year
for
the
quarter.
This
starts
with
monitoring
the
basics.
Attendance
behavior
course
grades,
but
expands
past
that
to
measure
things
such
as
partners
and
student
touch
points
with
them
or
what
innovation
students
are
part
of
to
judge
the
effectiveness
of
innovations
placed
at
the
school
level.
G
We
also
have
the
excellence
for
all
program
or
I
would
call
it
unprogrammed,
which
is
a
model
for
schooling
whose
ultimate
goal
is
to
create
rigorous
educational
experiences
for
all
of
our
students.
This
started
as
a
pilot
in
13
schools
this
year
with
fourth
grade
and
will
expand
the
fifth
grade
in
those
same
13.
Schools
I'll
expand
a
little
bit
more
on
EFA
in
a
couple
slides,
because
we
have
a
few
that
are
dedicated
directly
to
EFA.
G
G
In
the
reforms
that
this
office
has
made
to
the
program
last
year,
we
were
able
to
double
the
percentage
of
black
and
Hispanic
students
in
that
program
and
triple
their
numbers
by
expanding
the
amount
of
seats.
The
results
for
the
program
have
been
impressive,
as
62
percent
of
black
students
who
attended
this
program
were
invited
to
exam
school
versus
35
percent.
G
Who
applied
and
didn't
take
the
program
to
know
the
numbers
for
Hispanic
students
for
even
more
promising
at
69
percent
of
those
who
went
through
the
program
received
invitations
as
compared
to
35
percent
of
Hispanic
students
who
did
not
go
through
the
program
but
applied.
Finally,
we
have
systemic
work.
A
major
piece
of
the
work
of
the
OIG
office
is
the
OIG
policy
that
was
passed
last
year
for
the
achievement,
achievement
gap
policy
that
was
passed
last
year
by
school
committee
and
our
implementation
plan
that
is
being
created
by
the
system
and
reviewed
by
across.
G
You
know,
task
force
of
stakeholders
inside
and
outside
of
the
district.
This
is
where
we
as
an
office
are
pushing
each
and
every
department
in
the
system
to
view
their
work
through
the
lens
of
equity
and
create
tangible
goals
in
connection
to
the
policy.
We
are
near
the
end
of
the
creation
and
implementation
plan,
which
will
include
a
continual
oversight
by
the
superintendent,
the
task
force
and
the
Boston
School
Committee.
G
G
Other
major
areas
of
spending,
of
course,
are
staffing
which
includes
now
five
staff
members
dollars
for
our
targeted
programming,
as
well
as
our
capacity-building
efforts
across
the
district
which
I
outlined
so
I
wanted
to
take
a
couple
minutes
just
to
isolate
EFA
since
AFA
is
the
largest
piece
of
the
OIG
budget.
I
want
to
highlight
a
few
things.
G
Looking
at
the
opportunity
achievement
gap
for
the
district
in
2014
and
2015,
three
Annenberg
Institute
and
CCE
EF,
a
is
not
a
new
program.
It
is
a
model
to
inform
the
district
about
the
necessary
conditions
for
all
students
to
achieve
and
thrive,
while
engaging
with
highly
demanding
coursework
and
I.
Thank
you
again
for
letting
me
present
to
you
and
await
your
questions.
Thank.
B
You
thank
you
all
for
that
presentation,
as
I
reiterated.
First,
let
me
acknowledge
that
we've
been
joined
by
councillor
Lodge,
Ayanna
Presley
and
as
I
asked
in
my
opening
I
asked
that
the
first
round
of
questioning
be
focused
on
special,
ed,
so
question
one
for
me
is
last
year
we
we
kind
of
did
a
reallocation
of
sped
funds.
B
H
Evening
Council
is
Fiona
and
other
city
councillors.
My
name
is
Carolyn
Kane
and
on
the
chair
of
Boston's
bed-pack
Boston
spread
pack
is
the
volunteer
organization
required
by
statute
to
advise
the
School
Committee
on
matters
impacting
special
education
programs,
including
the
development
of
those
programs.
What
I
would
say
is
that,
while
we
did
well,
we
did
have
that
change
to
the
weighted
student
formula
last
year
that
added
a
student
to
both
the
emotional
impairment
strands,
as
well
as
the
autism
strands
that
those
were
still
within
the
student-teacher
ratio,
as
prescribed
by
Massachusetts
regulations.
H
So
bps
is
still
below
what
it's
allowed
to
have
in
each
one
of
those
classrooms.
We
also
got
an
additional
400,000
dollar
investment
by
the
district
to
deal
with
those
changes.
In
the
event
there
were
any
challenges
or
needs
for
additional
supports
in
those
classrooms
that
were
unanticipated
as
a
result
of
the
change
to
weighted
student
formula.
H
I,
just
also
want
to
highlight
that,
with
regard
to
sort
of
the
changes
in
the
budget
that
took
place
last
year,
there
was
an
investment
by
the
district
of
over
a
million
dollars
for
transition
services
and
transition
services
and
Massachusetts
begin
at
age
14.
While
at
the
federal
level
they
begin
at
age
16.
And
what
we
know
is
that
the
GAO
just
came
out
with
a
report
in
May
of
2017
talking
about
the
importance
of
transition
services
and
the
need
to
begin
those
services
as
early
as
possible.
H
H
Because
what
we
know
from
the
research
is
is
that
giving
individuals
with
disabilities,
and
particularly
individuals
with
autism
an
earlier
chance
to
begin
to
work
on
pre
employment
skills
and
independent
skills
that
they're
going
to
need
to
secondary
life
in
terms
of
whether
or
not
they
go
on
to
further
education.
Future
employment
or
just
independent
living
that
we
know
that
those
who
get
the
services
earlier
are
more
likely
to
have
a
favorable
outcome.
So
we
did
have
a
change
with
regard
to
the
weighted
student
formula.
H
I
can
tell
you
that
since
I'm
in
my
seventh
year
of
being
the
sped
pack
chairperson,
that
as
a
result
of
those
budgetary
changes,
we
have
not
her
any
complaints
directly
for
many
families.
We
do
know
that
there
was
additional
support
money
put
in
place
by
bps
to
deal
with
any
contingencies
that
resulted
from
those
changes,
and
so,
as
far
as
we
know,
things
have
been
progressing
well,
but
there's
also
more
of
a
focus
to
increase
inclusion
in
the
district.
H
So,
while
those
funding
changes
happen
to
strands
as
they
call
them,
which
is
a
cohort
of
classes
so
that
children
can
continue
in
the
same
school
as
children
is
inclusion,
the
overall
goal
is
to
reexamine
the
IEP
of
each
one
of
those
students
on
an
annual
basis
to
increase
their
inclusive
opportunities
across
the
year.
So
part
of
that
reinvestment
Lane.
H
We're
hoping
will
be
to
provide
additional
support
for
those
strands,
as
students
start
to
spend
more
time
in
inclusion,
whether
it's
for
specials,
you
know,
even
in
terms
of
social
aspects,
that
they
need
to
have
opportunities
to
do,
and
hopefully
also
including
some
academics.
The
only
other
thing
I
wanted
to
point
out
while
I
have
the
microphone
is
that,
with
regard
to
the
auto
district
placements
that
Cindy
Nielsen
emphasized
well,
there
has
been
an
increase.
We
certainly
have
over
200
individuals
who
involved
with
state
agencies
and
required
auto
district
placements
when
those
require
residential
placements.
H
Usually
the
state
agency
itself
is
responsible
for
the
residential
aspect
of
that
students,
programming
and
the
district
would
only
be
remain
responsible
for
the
academic
component,
so
I
think
that's
important
to
note
for
our
budget,
but
also
just
in
terms
of
with
regard
to
the
change
that
we
that
occurred
to
with
the
budget
last
year,
fortunately
thankful
to
the
administration
in
the
mayor.
There
was
no
change
to
weighted
student
formula
this
year
and
we
have
not
seen
any
adverse
impact
as
a
result
of
the
changes
last
year.
Thank
you.
Thank.
B
You
Carolyn
and
thank
you
and
all
the
volunteer
parents
who
advise
our
rpps
professionals
in
the
work
that
you
do.
Thank
you
by
the
way
in
that
research
that
you
cite
and
we're
ahead
of
the
curve,
because
we
reach
out
at
14
versus
16.
Did
the
research
say
what
the
optimal
age
may
be?
Is
it
earlier
than
14
or
is
it
they.
H
Say
that
you
know
transition
should
be
you
know
what
you
want
to
do
is
be
planning
for
later
on
in
life
throughout
a
child's
special
education
career
in
terms
of
age
14,
you
know.
Children,
particularly
children
with
autism,
require
more
intensive
work
or,
along
a
period
of
time,
with
work
to
be
able
to
generalize
skills
to
a
different
environment.
So
focusing
on
getting
those
pre-employment
skills
and
sort
of
post-secondary
skills
started
at
an
earlier
age.
Just
gives
them
a
greater
opportunity
to
have
them
more
solidified
before
they
exit
your
public
school
education,
career
and
I.
H
Think
what
people
realize
is
that
by
waiting
til
age,
16
well
now
you're
into
sort
of
planning,
for
you
know
going
into
college
and
things
of
that.
Actually,
a
lot
of
people
are
in
their
junior
year
of
high
school
at
that
point,
and
we
really
want
to
get
started
a
few
years
earlier
to
make
sure
that
we
have
more
of
an
opportunity
to
focus
on
those
other
skills,
as
opposed
to
preparing
just
to
go
to
college
right.
C
I
would
say
some
general
statements
and
then
Cindy
can
dive
into
some
of
the
individual
needs
that
we've
had
to
respond
to
meaning
school
base.
So
we
wanted
to
make
sure
that
we
had
some
separate
dollars
available
in
case
individual
schools
saw
a
different
impact,
and
so
what
we
were
able
to
do
with
the
400,
approximately
400
thousand
dollars
that
were
put
aside
is
to
make
sure
that
we
were
able
to
address
particular
needs
at
schools,
school
leaders
as
well
as
our
school
teams
identified.
C
We
also
still
have
as
far
as
each
individual
students
IEP
any
particular
needs
that
come
through
that
process.
We
also
make
sure
that
it's
documented
in
the
IEP
and
that
those
related
services,
as
Cindy
went
over
in
her
presentation
are
very
separate
to
the
wsf
model
or
classroom
support
needs.
So
that
way
things
could
still
be
very
individualized
to
that
students
need
and
identify
those
supports
based
on
that
individuals
needs.
But
Cindy
can
share
a
little
bit
about
some
of
the
themes
that
arose.
D
But
the
funding
to
that
was
set
aside
for
the
support
of
the
students
with
autism
and
in
the
emotional
impairment
strands,
so
what
that
funding
was
used
for
inclusive
support.
So
when
we
went
to
look
at
what
schools
were
needing
at
the
time
that
they
came
to
us
with
concerns,
it
was
more
about
how
they
were
going
to
be
able
to
provide
more
support
for
students
within
the
general
education
classroom.
So
the
funding
was
used
to
purchase
paraprofessionals
to
work
with
students
in
inclusion
specifically
of
the
extra
funding
last
year.
D
In
addition,
I'd
you
want
to
punctuate
again
that
the
IEP
is
individualized
so
anytime,
a
student
has
a
need.
A
team
meeting
can
be
convened
and
we
are
discussing
the
services
as
stated
ABA
services.
Something
specific
to
methodology.
We're
using
with
autism
is
a
directive
document
within
the
IEP
and
provided
centrally
not
through
the
program
supports
in
the
classroom
in.
B
C
Two
things
too,
from
the
the
support
aspect.
We
also
identified-
and
we
will
be
expanding
this
model
into
next
year,
because
it's
been
very
helpful
to
be
able
to
have
people
who
can
be
agile
to
the
needs
of
our
students
and
be
able
to
build
capacity
at
the
school
level
of
existing
teams.
And
these
are
folks
that
are
really
willing
to
really
jump
into
these
very
complex
situations.
C
So
we've
had
those
CFC
or
community
and
family
based
related
positions
and
we'll
be
expanding
those
two
teachers
next
year
and
then
we're
right
now
in
the
process
for
the
IEP
new
IEP
data
system.
We
just
went
through
an
RFP
process
and
we're
able
to
identify
our
partner
for
next
year,
and
then
you
can
definitely
share
more
about
some.
D
H
Wanted
to
add
about
the
weighted
student
formula
because
I
do
having
lived
through
it,
since
it
was
since
it
came
into
the
district
and
I
was
here
before
then.
Is
that
I
think
it's
incredibly
important
with
children
with
special
needs
for
there
to
be
a
realization
of
how
that
child's
budget
is
built?
So
I
usually
do
things
through
personal
example,
since
I
can
share
my
own
information
and
the
must
I
want
I
won't
do
that
for
other
families.
H
Is
that
you
know
my
child
has
a
designation
of
a
specific
type
of
disability,
so
she
gets
a
weighted
student
funding
as
a
result
of
that
disability.
It
also
goes
towards
what
braid
she's
in,
but
in
addition
to
that,
her
individual
needs
dictate
the
types
of
services
that
she
needs.
So
she
gets.
She
gets
occupational
therapy,
physical
therapy,
speech,
therapy,
music
therapy
and
ABA
therapy.
All
of
those
services
are
separate,
and
apart
from
her
weighted
student
formula,
funding
number,
so
all
of
those
services
stay
with
her,
regardless
of
any
change
to
that
weighted
student
formula.
H
So
I
think
the
children
with
special
needs.
You
get
a
base
amount,
but
the
critical
thing
about
PPS
is
that
they
then
fund
those
individual
supports
and
support
services
separately,
because
it
would
just
be
far
too
complex
to
try
to
do
that
individually
and
then
have
children,
change
programs
in
schools.
So
I
do
think,
particularly
with
regard
to
the
change
in
the
weighted
student
formula,
the
individuals
with
emotional
impairment
and
autism
that
we
need
to
respect
the
fact
that
the
individual
services
that
those
children
were
entitled
to
and
remain
entitled
to
did
not
get
touched.
H
B
I
I
J
I
I
Do
we
have
any
sort
of
analysis
on
why
kids
are
requiring
out
of
district
placement
and
I
understand
that
summer
State
involves
some
aren't,
but
I
guess
I'm
interested
in
whether
they're
in
state
custody
or
not
or
state
involved?
Why
we
can't
provide
some
of
those
services
here,
especially
if
there
are
you
know,
there's
a
high
prevalence
of
kids
with
certain
requiring
certain
needs
that
we
could
be
meeting
them
in
the
district.
Yes,.
D
So
the
highest
needs
to
see
have
any
information
or
emotional
impairment
and
autism
that
are
out
of
district
as
well.
The
continuum
of
services
that
are
provided
by
the
federal
and
state
law
is
required
that
we
have
general
education
settings
as
well
as
the
most
restrictive
environments,
which
is
the
substantial
day,
schools,
which
would
mean
that
there
are
no
special
general
education
students
at
the
schools.
D
The
students
that
are
at
a
district
require
that
level
of
need
and
level
support
so
that
we
are,
we
can
not
provide
them
with
in
the
general
education
setting
of
a
public
school
buildings
be
aim
anytime.
A
child
without
a
district
is
to
ensure
that
we're
trying
to
bring
them
back
as
soon
as
possible,
because
it's
very
important
to
special
education
into
the
district
that
our
students
are
educating
their
community
on
to
be
able
to
be
around
their
neighbors
and
their
friends
that
are
within
the
Boston
City
Limits.
D
I
Understand
that
there's
always
needs
but
I
wonder
if,
if
there's
a
higher
prevalence
of
certain
instances
where
we
maybe
should
be
looking
to
provide
those
services
within
the
district
within
a
you
know,
perhaps
a
different
environment
than
their
initial
school
or
their
home
school.
But
I
have
to
imagine
that
it's
much
cheaper
to
educate
a
kid
and
I
would
say
in
many
cases.
If
not
most
cases,
it
is
better
to
educate
them
and
support
them
in
their.
You
know
close
to
home
and
within
the
city
line,
absolutely.
D
I'm,
so
just
as
a
point
of
reference
in
McKinley
school
is
one
of
our
day
programs
about
nature.
So
a
lot
of
times
if
a
students
are
out
of
district
out
of
McKinley.
That
means
we've
generally
tried
McKinley
first
and
the
supports
that,
were
there
weren't
for
the
students
individually
needed,
and
so
we've
looked
at
other
schools.
For
that
reason,
for
the
same
point
of
what
you're
saying
for
autism,
it's
definitely
fun
to
look
at
about
looking
at
these
programs
first
into
thought.
Ism
I
would.
I
Be
interested
those
sort
of
in
general
why
our
kids
are
placed
outside
of
the
district
and
sort
of
have
a
better
understanding
of
you
know,
as
opposed
to
just
these
simple
numbers
here
of
why
they're
placed
and
I
knew
the
reference
here,
I
think
it's
472
kids
are
placed
outside
a
district,
but
on
the
e
ll,
try
they
don't
know.
If
that's
a
separate
group
of
kids,
it
says
494
and
I
know
it's
only
22,
but
we're
still
talking
about
small
numbers.
I
J
K
I
I
D
I
D
Inclusive
bus
right
think
those
are
the
inclusion
preferences.
A
classroom
would
be
that
students
are
successful
within
the
setting
and
make
sure
the
supports
are
available
that
they
need
again.
My
students
are
moving
to
inclusion.
That
is
an
individualized
process
of
what
the
level
needs
they
might
need
in
that
classroom
and
we're
valuing
that
as
we're
having
the
team
meetings
to
make
sure
that
students
have
the
support
in.
I
An
area
you
know
one
of
it,
one
of
the
challenges
that
I
know
teachers
faces
that
we
have
we're
encouraging
teachers
and
I
think
rightfully
so
to
have
licenses
in
multiple
areas
areas,
but
then
we're
asking
that
one
teacher
to
act
as
if
they
were
two
or
three
teachers,
depending
on
the
number
of
licenses
they
have
so
out
of
those
467
classrooms.
How
many
of
them
have
more
than
one
duly
licensed
or
not?
Teacher
I
would.
I
To
really
support
the
needs
of
the
kids,
so
I'd
be
interested
in
that
information.
I
know
it's
sort
of
fun
diluted
my
request,
but
I
think
again.
Yep
approve
and
then
I
think
that,
just
over
time
that
it
would
be
really
interesting,
I
think
it
important
to
understand
that
we've
reached
some
of
our
successes
and
inclusion
and
what
those
measurables
are.
I
think
that
I'll
save
time
for
my
next
time,
counselor.
E
You
very
much
mr.
chair
and
I
concur
with
a
counselor
of
sabe
Jorge
I
like
to
call
it
and
use
a
plain
analogy
that
you
can't
be
the
the
pilot
to
copilot
and
serve
me
a
fresca
at
the
same
time
and
I
think
that's
what
we
asked
a
lot
of
teachers
to
do
with
that
triple
certification,
knowing
that
they
can't
do
all
of
those
things
at
one
time.
I
guess!
My
first
question
is
there
were
AI
cuts
last
year?
E
What
are
you
doing
to
help
students
deal
with
the
trauma
created
by
the
current
moves
by
the
Trump
administration
policies
and
ice,
knowing
that
there
were
cuts?
Last
year
we
had
a
hearing
and
you
were
there
and
we
heard
young
people
say
that
they
were
traumatized.
There
were
teachers
who
came
I'm
gonna,
give
props
to
teachers.
You
know
know
a
lot
of
folks.
I
want
to
beat
up
on
them.
E
I
want
to
thank
the
teachers
who
came
out
and
sat
there
for
three
hours
at
a
hearing,
and
let
us
know
that
young
people
are
bringing
toys
to
school,
because
they're
scared
that
they
won't
go
home
and
I
would
just
simply
say
and
I
want
to
thank
Carolyn
for
for
her
work.
You
guys
as
parents
you
make
it
work.
You
work
with
us
through
this,
the
thin
thin
thin
I
mean
and
talk
about.
We
haven't
had
a
lot
of
thick
and
you
do
it
every
single
year,
but
I
would
just
simply
say
it's.
E
It's
unreasonable
and
I
I
would
say
disgraceful
that
we
would
ever
cut
in
this
area
and
in
this
space-
and
it's
there's
a
shortcoming
here
when
it
comes
to
what
the
weighted
student
formula,
because
you
can't
tell
me
that
the
needs
of
autistic
students
are
less
year
over
year
and
they
can't
they
can't
use
more
help
and
I
had
a
conversation
recently
with
Andrew
Bott
who's
over
in
Brookline
the
school
system
that
I
attended
said
hey.
You
know
what!
What?
E
What
in
a
in
a
classroom
of
ten
autistic
students,
things
like
we,
don't
we
don't
have
classrooms
of
ten
bucks,
autistic
students
there's
a
one
to
five
ratio.
There
so
said:
hey.
Can
you
just
work
with
me
on
this
and
say
if
you
had
ten,
what
would
you
have?
You'd
have
two
full
teachers:
you'd
have
five
paraprofessionals
you'd,
have
occupational
therapists
and
ot
physical
therapists
and
a
speech
pathologist
in
that
classroom
and
in
some
classrooms
they're,
actually
more
more
adults
than
students.
E
Our
young
people
deserve
that
and
by
the
way,
there's
a
lot
less
poor
kids
in
Brookline.
Then
there
is
an
in
Boston,
so
I
guess
to
that
first
question:
what
are
we
doing
to
help
students
who
are
being
traumatized
by
the
thought
of
ice
and
luckily
TPS
was-
was
extended
today
for
the
Haitian
community,
but
it's
only
for
six
months
and
what
they
said
was
get
your
papers
in
order.
Essentially,
what
are
we
doing?
Yeah.
C
So
in
Boston,
Public
Schools
we've
definitely
taken
some
clear
direction
of.
How
do
we
support
our
students,
who
may
be
may
be
impacted
by
some
of
these
decisions,
and
so
we've
done
it
from
a
different
places
and
then
I'll
also
hand
it
over
to
dr.
sparser
who's,
been
digging
into
the
deeper
work
with
our
schools
and
our
students
and
families.
So
in
particular,
we've
been
looking
at
what
additional
supports
and
services
we
need
to
identify
from
our
community
base
as
well
as
many
of
times.
C
They
are
very
much
the
first
people
to
be
aware
of
those
kinds
of
needs
or
those
kinds
of
things
occurring.
So
the
first
responses
we've
been
extending
our
collaboration
with
them.
We've
also
been
meeting
as
a
network
of
supports
and
services
within
BPS
to
identify
who
are
folks
that
really
understand
the
complexity,
because
this
is
the
other
thing.
There's
a
lot
of
complexity
and
sometimes
families
feel
like
sharing.
Sometimes
they
don't.
C
C
We
have
updated
our
policies
to
reflect
guidance
that
we
have
received
to
be
able
to
ensure
that
families
information
is
private
and
that
we
are
not
sharing
information,
as
well
as
giving
guidance
to
our
school
leaders
on
if
an
incident
were
to
occur
where
ice
was
involved
in
families
were
the
family,
life
is
disruptive.
How
can
we
be
able
to
be
responsive,
and
so
we
have
protocols
and
procedures
in
place
have
been
clearly
articulated
and
then.
C
F
We've
been
collaborating
with
the
city
with
the
immigrant
advancement
office,
as
well
as
with
several
organizations
to
put
a
group
of
resources
together,
especially
on
our
website,
and
what
the
website
offers
is
opportunities
for
schools
to
be
able
to
get
services
from
different
organizations
such
as
pair,
where
several
of
our
schools
have
been
taking
advantage
of
that
and
offering
know
your
rights
trainings
at
the
school
sites.
We're
also
working
on
a
professional
development
to
provide
principals
on
the
life
of
an
immigrant
in
the
United
States
during
this
political
climate.
F
This
is
a
work
that
I
am
doing
in
collaboration
with
the
Department
of
social
emotional
learning.
Amalia
Nevis
leads
that
department
to
be
able
to
give
principals
the
insight,
as
well
as
teachers,
of
what
it
feels
like
to
be
an
immigrant
in
Boston
right
now,
especially
during
this
political
climate.
Oh
I'm.
E
So
I
guess
my
question
is:
where
does
a
seven,
maybe
nipple
Christmas?
Where
does
this
exist
in
the
budget?
So
you
cut
AI
supports
last
year,
if
we're
saying
over
half
of
the
students
have
a
parent
who
comes
from
another.
Oh
I
can't
assume
that
they
come
from
another
country,
but
has
a
parent
who
speaks
another
language
other
than
English
as
their
first
language.
E
You
have
a
huge
population
here
and
from
the
hearing
that
we
had,
there
are
people
who
are
feeling
this
right
now
and
that's
in
addition
to
the
kind
of
base
level
of
trauma
that
families
are
feeling
a
four
thousand
homeless
students
in
the
Boston
Public
Schools,
which
is
absolutely
something
that's
traumatic.
Also.
So
where
does
this?
You
have
you
restored
the
EEI
money
from
last
year
and
where
does
any
of
these
new?
Where
do
any
of
these
dollars
exist
in
the
budget?
You
are.
E
C
Just
to
clarify
so
the
emotional
impairment
isn't
a
disability
identified,
a
disability
related
need
that
impacts.
That
emotion
then
therefore
impacts
the
student's
ability
to
learn
which
is
separate
from
our
students
who
may
be
experiencing
trauma,
sometimes
sometimes
there's
an
overlap,
but
it's
not
necessarily
that
if
you
have
an
emotional
impairment
and
right
now,
I'm.
E
E
H
Because
someone
with
an
emotional
impairment
has
to
meet
the
legal
definition
of
having
an
emotional
impairment
and
then
because
of
that
emotional
impairment
requires
specialized
services.
So
I
agree
that
there's
this
is
a
different
need,
but
I
don't
see
that
it's
a
special
education
issue.
It's
a
society
issue.
L
M
E
Doing
a
ll
as
well
as
special
education
and
the
reason
why
I
bring
them
up
and
I
realized
and
I'm
very
aware
that
there's
a
legal
definition,
but
if
there
is
crossover
in
that
subset
of
individuals,
one
that's
legal,
but
also
the
other
component
around
trauma.
If
we've
cut
that
baseline,
then
we
actually
have
less
to
go
around
for
other
west
of
the
students.
So
can
you.
C
Help
me
understand,
love
it
yeah
to
clarify.
So
this
is,
why
is
as
dr.
Sparks
has
shared.
Multiple
offices
are
coming
together
to
be
able
to
work
together
on
identifying
what
exactly
those
needs
are
coming
up
to
be,
and
that's
why
the
office
of
English
language
learners,
as
well
as
the
office
of
social-emotional
learning
they're,
the
ones
who
have
been
working
together
to
see
how
do
we
improve
our
trauma
response,
in
particular
around
our
students
that
are
our
immigrants
and
who
may
be
experiencing
some
negative
effect
of
some
of
the
political
climate
right
now
so.
C
That's
why
with
transit,
for
example,
think
of
things
like
access,
so
first,
like
translation,
interpretation,
making
sure
we've
seen
an
increase
in
that
budget,
because
we
wanted
to
make
sure
that
we
have
materials
and
resources
available,
so
families
can
access
those
things.
We've
also
been
able
to
identify
our
safe
and
welcoming
schools,
support
mechanisms
that
work
directly
with
our
schools
and
on
the
special
education
side.
C
We've
also
continued
to
see
that
reallocation,
building
capacity
across
our
staff
to
understand
what
the
needs
of
an
english
learner
or
a
family
that's
immigrant,
and
experiencing
some
of
that
impact.
So
you
see
increases
where
you're,
creating
a
systematic
approach
to
the
response,
not
just
under
special
education.
Special
education
is
just
one
piece
of
it.
It
is
not
the
full
picture
of
support
that
BPS
has
to
be
able
to
ensure
they
provide
across
the
system.
Has.
E
C
Not
likely
to
go
more
into
details,
but
what
we've
been
able
to
look
when
we
explored
that
data
was
to
be
able
to
see
again.
Individualized
educational
needs
did
not
necessarily
mean
that
an
additional
student
would
create
that
dynamic
where
students
individualized
needs
may
require
an
out
of
district
placement.
So
they've
not
seen
that
direct
correlation,
but
I'll.
Let
Cindy
go
into
it,
because
she
was
asked
to
look
deeper
into
that
data.
So
I've.
D
Been
also
looking
at
one
of
the
biggest
indicators
that
we
had
was
the
identification
the
5%
increase
over
last
year
of
students
that
don't
have
a
primary
disability
right
now,
but
are
being
placed
out
of
district
by
outside
by
state
agencies.
So
as
soon
as
being
placed
in
a
group
home
for
behavior
that
they
might
be
exhibiting
in
or
out
of
school,
usually
out
of
school
they're
being
placed
outside
of
the
district
as
Carolyn
stated
there,
they
become
residential
and
we
are
then
responsible
for
the
day
placements.
E
N
Total
budge,
the
district
is
increasing
by
one
hundred
and
seventy
six
point:
six,
driven
mostly
by
an
increase
in
part-time
positions,
including
bus
monitors.
Our
projected
fills
FTEs
are
expected
to
increase
by
one
hundred
and
thirty,
which
is
aligned
to
our
increase
in
budgeted
positions
as
well
and.
N
O
So
it's
that
struggle
that
experienced
that
passion
has
you
in
the
position
remember
at
the
time
your
life
was
on
hold
your
legal
career
was
on
hold,
and-
and
so
it's
good
to
see
you
and
see
you
in
this
capacity
having
had
a
front
row
seat
and
first
in
experience
as
a
customer
of
the
Boston
Public
Schools.
My
frustration
from
those
days
has
really
been.
The
speed
of
di
ApS
I
seem
to
think
that
we
need
to
do
that
quicker.
O
We
need
to
do
that
faster
when
and
you
have
sometimes
it's
a
parent
may
be
in
denial
or
a
teacher
may
pick
up
on
the
signs
at
the
earliest
stage
and
then
that's
the
when
the
process
starts
and
almost
the
whole
school
year
can
go
by
before
we
actually
identify
the
appropriate
placement,
then
I
think
that's
that's
a
huge
we're
doing
a
huge
disservice
and
I
would
love
to
find
a
way
to
kind
of
speed
up
the
IPS.
Maybe
we're
doing
them
over
the
summer.
O
I
think
that
that
needs
to
occur
in
a
much
quicker
pace
and
I'll
leave
it
to
the
collective
wisdom
of
the
professionals,
the
people
that
know
him
better
than
I
do
but
I
just
think
that
that
clock
is
extremely
slow
and
very
frustrating
and
I
would
say
that
that
would
be
the
case
for
parents
as
well.
So
if
we
could
do
whatever
we
could
do
to
speed
up
the
IEP
process
so
that
we're
placing
kids
in
the
most
appropriate
setting
for
their
academic
needs,
that
would
be
a
great
start
if
we
could
see
that
happening.
O
I'd
like
to
see
that
I'd
like
to
ask
you
to
now
shifting
to
the
state
involve
cases
it's
it's
more
than
doubled.
So
we've
seen
sort
of
the
school
population
has
decreased
to
some
degree.
We've
seen
just
an
sort
of
a
moderate
increase
of
the
total
number
of
the
out-of-district,
but
it
seems
like
this
state
involved
ones
have
more
than
doubled,
and
it's
the
reasoning
for
that.
So.
D
D
D
O
D
That's
where
the
increase
in
in
transition
services
has
been
really
wherever
focusing
on
the
opportunities
available
for
our
students
with
disabilities.
So
right
now
we
have
our
students
broken
down
by
students
that
are
on
our
certificate
of
attendance
track
and
then
also
there
are
students
that
are
diploma
track.
Obviously,
the
goal
is
to
have
students
graduating
with
their
diploma
and
we
are
working
as
transition
services
all
lead
to.
That
is.
O
D
M
D
Alternate
assessment
that
assess
skills
over
the
course
of
a
year
for
a
specific
student
for
their
IEP
there's,
also
competency
review.
That
is
done.
Usually,
when
the
MCAS
has
been
taken.
Multiple
times
are
not
being
able
to
pass
in
the
standardized
sit
and
take
tests,
there's
also
ways
we
can
route
the
state
to
review
competencies.
D
O
For
ela,
very
good
nip
and
just
finally,
if
you
polled
parents,
not
politicians
and
not
sort
of
paid
consultants
and
not
be
the
advocates,
but
the
parents,
the
customers,
the
consumers,
if
you
pull
them
in
you
ask
them
if
they
would
choose
in
district
or
out
of
district.
How
do
you
think
that
all
would
come
out
and
I?
Think
really
that
questions
is
that's
that's
putting
the
microscope
on
us
and
I.
Think
you
need
to
do
that.
I!
Think
that
you
know
again.
O
Carolyn's
probably
is
a
perfect
example
of
that
someone
that's
on
the
other
side
of
the
counter.
You
know
just
you
know,
and
it's
and
you
learn
that
as
a
parent,
the
education
of
your
child
is
probably
one
of
the
most
important
fundamental
obligations
as
a
parent.
You
know,
I,
don't
think
we're
holding
parent
parents
accountable
enough.
I
think
you
get
some
parents
that
are
out
to
lunch.
O
I
think
you
get
some
kids
that
are
ruling
the
roost
and
that's
that's
for
individual
households,
but
in
this
particular
instance,
if
you
survey
the
parents,
not
the
politicians,
not
the
advocates,
not
the
pay
consult
this.
What
would
they
choose
and
if
I'd
love
to
hear
your
answer
and
if
they're
choosing
say
your
number
one
versus
doing
number
two
them
we
have
a
problem.
You
know
we
should
be
excited,
like
my
wife
and
I
we're.
O
When
we
sent
back
twins
to
the
Perry
school
and
like
we
were
when
we
sent
my
Michael
to
the
to
the
Murphy
school,
then
we
had
some
options.
We
were
going
to
exercise
sibling
preference
like
that
was
that
was
a
good
and
exciting
time,
because
we
knew
that
we
were
getting
a
quality
education
at
the
same
could
be
said,
for
you
know,
for
our
school
district
on
the
special
ed
stuff,
there
are
some
great
out
of
district
placements.
O
H
That
all
parents,
every
parent,
wants
to
send
their
child
as
close
to
home
as
possible,
provided,
of
course,
that
they
get
the
supports
and
services
to
meet
their
individual
needs.
I
think
the
issue
becomes
is
that
you
know,
since
I've
been
involved
with
special
education,
a
lot
more
focus.
Attention
and
resources
have
been
dedicated
to
special
education
in
the
last
several
years
than
they
did
when
my
daughter
was
turning
3
and
that's
when
we
first
had
this
discussion,
she'll
be
18
in
two
weeks,
so
I
mean
I.
H
You
want
your
child
to
be
in
the
neighborhood.
You
want
them
to
know
their
peers
in
their
neighborhood,
so
that,
like
when
I
take
my
daughter
to
Lambert's
and
we
run
into
people
they're
like
hey,
that's
Mary,
you
know,
so
you
don't
want
your
child
to
go
into
another
town,
another
school,
but
then
the
issue
becomes.
H
If
the
district
does
not
have
an
appropriate
placement,
then
you
have
to
look
for
one.
That's
out
there.
The
competing
factor
becomes
once
you
go
out
of
district
in
order
for
the
district
to
bring
you
back.
If
you
don't
agree,
they
have
to
take
you
to
hearing
and
prove
that
they
have
an
appropriate
program
at
this
point.
So
what
I
would
say
is
that
you
know
everybody
wants
to
go
to
a
school
closer
to
home.
In
fact,
every
child
should
be
able
to
go
to
their
neighborhood
school
and
get
their
needs
met.
H
We're
building
towards
that.
Are
we
there?
Yet?
No
we've
made
definite
improvements,
but
I
do
think
that
for
some
children
their
needs
now
could
be
made
in
district.
You
know
that's
an
issue
Jerry
visit
and
among
the
long
term,
financial
planning
committee
and
one
of
the
issues
of
taking
a
look
at
in
terms
of
sustainability
is
how
do
we
create
more
in
district
programs
that
are
more
highly
specialized
so
that
we
can
then
bring
those
children
back,
and
then
it
is
something
that
you
know
the
district
can
and
should
be
able
to
take
on.
H
But
you
know
just
like
any
other
investment
in
your
own
house.
You
have
to
spend
the
money
first
to
build
it
in
order
to
be
able
to
utilize
it.
So
that's
one
of
the
issues
that
we're
dealing
with,
and
hopefully
this
new
master
facilities
plan
will
lend
some
some
insight
into
how
that
can
and
should
be
done.
But
I
do
think
that
you
know
we
do
have
a
highly
specialized
autism
program
in
the
lea
school,
but
we
need
more
and
the
children
are
continuing
to
have
the
needs.
We.
H
Students
aged
up
have
children
with
the
more
significant
needs,
and
so
that
that's
something
that's
our
just
our
responsibility
is
to
meet
the
needs
of
all
children,
but
you
know,
obviously
you
want
your
child
to
go
as
close
to
home
as
possible,
so
they're
not
traveling
all
those
hours
so
that
you
can
get
to
them.
If
you
need
to
and
most
importantly
so
they
can
be
an
included
in
their
community
you're.
O
Good
and
I'll
leave
you
with
this.
Is
that
there's
lots
of
great
things
and
I
bought
some
public
schools.
We
probably
don't
do
a
good
enough
job
advertising
it,
and
it's
also
up
for
the
consumer
for
the
customer,
for
the
parents
to
share
those
experience
will
be
in
sped
or
you
know
any
facet
of
our
schools,
as
well
as
our
teachers
advocating
and
letting
folks
know
what
the
great
things
that
are
happening
in
whether
it's
in
a
specific
school
building
or
in
the
district
in
general.
B
D
D
D
J
D
J
P
Do
echo
Thank
You
Carolyn
for
your
leadership
and
Diane
leshenka
sand,
Johnson
Ahmad
and
all
the
parents
who
were
here
I
see
many
parents
and,
most
importantly,
Thank
You.
The
students
who
are
here
I'll
be
relatively
brief,
so
we
can
get
to
public
testimony.
I
know
some
folks
had
to
leave,
but
we're
covering
a
lot
of
important
things.
I
don't
mean
to
belabor
the
point,
but
the
out
of
district
students
to
go
from
297
to
472
and
a
three
or
four
year
period
is
troubling
because
with
that
comes
a
significant
price
as
well.
P
P
P
P
So
our
average
is
nearly
double
that
so
this
is
my
roundabout
way
of
saying,
and
you
know,
I
will
give
Carol
Johnson
credit
on
this.
She
and
I
didn't
agree
on
every
issue,
but
I
know
that
this
was
something
that
was
very
personally
important
to
her
to
get
that
number
down
to
zero
or
as
close
to
it
as
possible,
by
internally
being
able
to
serve
more
children,
particularly
those
with
severe
learning
challenges.
P
We
can
also
then
create
a
better
environment
for
kids
for
out
of
district,
and
this
is
something
that
the
investment
will
more
than
pay
off.
So
it's
troubling
to
see
that
number,
particularly
with
the
state
involved,
going
from
90
to
230
from
2013-14
to
this
year.
So
that's
something
that
we
need
to
be
really
focused
on
going
forward.
Are
we
seeing
new
trends
I
remember
a
couple
years
ago
there
were
different
sort
of
I,
can't
think
of
the
name
right
now,
but
but
sort
of
an
increase
in
certain
challenge.
P
D
For
example,
there,
if
you
want
to
change
your
student
with
autism
or
seen
with
emotional
impairment,
they
have,
there
may
be
very,
very
high
incidences
of
behavior
that
are
occurring
specifically
students
in
autism.
It
could
be
that
their
self
interest,
behaviors
are
happening
every
second
literally
or
multiple
thousands
of
times
a
second
and
the
level
new
student
has.
D
That
would
be
a
reason
why
student
might
need
to
go
to
another
placement
where
there
is
a
much
much
higher
than
staffing
ratio,
in
addition
to
other
pieces
in
place
that
they
have
for
the
student
and
a
lot
more
one-on-one
teaching
that's
happening
to
them
to
really
just
at
that
point
maintain
behaviors
before
they
can
get
to
the
academic
portion
of
the
day.
Mm-Hmm.
P
Okay,
understood
and
then
secondly,
you
know
I
had
a
gotten
to
know
dr.
bill
Henderson
pretty
well,
who
I
know?
Is
this
a
great
friend
to
many
of
you
and
and
he's
taught
me
a
lot
and
one
thing
that
I
know
that
he
feels
very
strongly
in
which
I
agree
with
him
is:
is
the
efficacy
of
inclusion
classrooms
as
a
model?
P
This
is
something
that
personally
I
know
my
sister
felt
very
strongly
about
as
well
used
to
teach
in
the
system
in
first
a
substantially
separate
classroom
and
then
a
fully
inclusion
and
then
one
to
make
sure
that
her
son's
DPS
students
all
had
the
similar.
So
can
you
talk
about
how
we
are
growing
the
number
of
inclusive
classrooms
and
what
we're
doing
to
give
supports
to
the
schools
they're.
D
Doing
so,
one
of
the
major
things
that
we're
doing
is
building
capacity
with
at
the
school
level.
Dr.
Estrada
talked
about
and
I
want
to
make
sure
we
punctuate
again
that
there
are
inclusive
support
teams
that
we're
calling
them
that
are
in
existence.
Now
of
the
community
field,
coordinators
that
have
been
there's,
one
assign
teach
guilty
and
they've
been
able
to
support
specific
cases,
as
well
as
specific
schools
in
maintaining
students
within
the
inclusive
setting
and
making
sure
that
they're
able
to
access
a
curriculum
without
having
to
go
to
a
different
setting
next
year.
D
We're
spanning
those
teams
to
include
two
teachers
per
team.
So
there
will
be
two
teachers
in
a
CFC
there's
four
teens
that
are
assigned
to
each
of
the
TLT
s.
There
are
40
LTS.
The
purpose
of
those
teams
is
to
go
into
schools,
help
support
identifying
what
the
challenges
may
be
and
then
building
plans
that
they
can
help
implement
and
stay
in
the
school
for
a
while
to
coach
a
model
within
the
school
setting,
so
that
the
capacity
is
being
built
at
the
school
level.
D
P
D
And
the
most
specific
data
point
to
that
is
that
the
incidence
of
black
latino
boys
in
substantial
separate
settings
as
the
target
is
where
we
are
focusing
our
strategies
and
implements
implementing
different
ways
of
doing
things.
The
first
thing
is
really
assessing
the
quality
of
instructional
supports
and
services
happening
in
those
classrooms.
We
have
a
lot
of
students
already
existing
in
the
classrooms.
We
need
to
make
sure
that
we're
providing
them
as
high
quality
education
so
that
they
are
ready
to
they're
they're
able
to
be
successful
back
in
the
general
education
classroom.
D
In
addition,
across
the
as
a
team,
we
are
starting
at
the
k2
level
into
the
second
grade,
where,
as
a
chair,
one
support
for
all
of
our
students,
we
were
rolling
out
on
both
our
literacy
side,
foundations
program
for
all
kt22
second-grade,
students
of
schools
that
are
adopting
it
to
make
sure
that
it
Tier
one
all
of
our
students
and
obviously
being
part
of
the
tier
one
will
be.
The
black
and
Latino
students
are
getting
quality
instruction,
systematic
instruction
and
phonics
to
make
sure
that
the
foundational
literacy
skills
are
being
taught
in
a
systematic
way.
D
We
have
right
now
we
have
a
92%
on
time
rate
for
are
overdue
meetings.
We
are
on
target
through
the
hard
work
and
dedication
of
the
coordinator
staff
at
schools
and
central
office
to
reduce
the
eight
percent
overdue
to
five
percent.
Unless
by
June
30th,
we
are
pushing
to
five
percent
or
less
over
deuce
that
we
can
start
the
new
IEP
system,
easy
IEP
in
September
I,
don't.
P
P
D
P
D
The
beginning
of
the
consent
process
initiation
is
made
either
by
the
parent
or
the
school
or
anyone
that
has
a
concern
about
the
learning
happening
for
a
student.
We
have
there's
five
school
DS
that
we
need
to
respond
within,
usually
at
that
point
of
consent
is
sent
out
once
the
consent
is
received.
We
have
30
school
days,
which
is
why,
to
the
point,
it
does
feel
like
it's
a
long
time,
because
it's
not
calendar
these.
D
H
So
we
have
a
culturally
diverse
group
on
sped
pack
itself
and
again
we're
all
parent
volunteers.
Our
website
also
has
what
they
call
the
babble.
Basically,
as
you
can
interpret
information
into
any
language.
I
know
it's
not
perfected,
but
it
provides
us
with
an
opportunity
to
provide
things
in
multiple
languages.
Bps
provides
us
support
at
our
monthly
meetings
with
interpretation
services
that
any
language,
a
parent
requests,
and
we
also
interpret
our
flyer
into
spanish
and
it's
available
for
interpretation
into
any
other
language
requested
by
parents.
H
So
we
try
to
do
outreach
as
far
as
possible
in
terms
of
doing
flyers
calls
you
know,
notifying
schools
and
getting
the
information
to
the
special
ed
coordinators
and
also
with
regard
to
our
workshops.
The
information
is
available
on
a
24
hour
basis
since
its
online,
so
our
workshops
and
instant
in
our
materials
are
available
there
for
parents
to
access
as
well
right.
Q
To
do
my
best
to
err
towards
brevity,
I
want
to
say
thank
you
to
each
and
every
one
before
you
do
everyday
thanks
the
advocates
thanks
to
the
youth
voice,
which
we
do
want
to
hear
from.
We
know
that
for
every
advocate
that
they
are
speaking
for
many
many
people
who,
because
of
work
schedules
and
life
conflicts
can't
be
here,
and
so
we
definitely
want
to
hear
from
them.
Q
I
am
you
know,
it's
been
my
experience
that
whenever
I
want
to
understand
school
climate
other
than
going
into
a
classroom
or
engaging
with
students
directly
or
teachers,
I
always
go
to
the
school
nurses
office
and
an
adult
ly
more
recently
in
spending
time
with
school
nurses.
What
I've
heard
from
them
is
that
you
have
parents
that
are
coming
here
from
all
over
the
globe
for
the
best
medical
care
they
have.
Q
Children
with
you
know
very
complicated
medical
challenges,
and
they
are
coming
here
to
access
our
hospitals
and
these
children
are
ending
up
in
our
school
system
and
I.
Don't
see
that
accounted
for
any
data
here.
I
just
wanted
to
know
again,
as
I
continue
to
advocate
for
a
nurse
in
every
school
because
of
the
role
that
they
do
play
in
a
healthier
school
community
and
healthy
students
are
better
learners,
but
they
do
play
a
critically
important
role
for
students
with
such
complex
medical
challenges.
Q
C
Q
C
C
Q
C
Do
we
try
to
receive
responsive
but
I?
Think
it's
one
of
those
things
when
those
kinds
of
needs
do
pop
up
it's
a
trend
that
we
will
sometimes
see
in
the
system.
We
work
really
hard
to
try
to
be
agile,
to
responding
to
that.
Okay,
but
I
think
it's
something
that
I
think
as
a
school
system.
You
always
want
to
increase
your
ability
to
be
as
quickly
as
responsive
as
you
know
that
on
the
ground.
Q
C
Injuries
yeah,
just
to
be
clear,
the
nurses
are
centrally
funded,
it
is
how
they
get
decided
is
by
acuity
to
be
programming,
needs
a
number
of
students,
and
so
I
think
that's
where
some
nurses
may
raise
that
concern
of.
Is
that
necessarily
reflect
the
level
of
degree
of
support?
They
would
like
to
see
okay.
C
Q
I'm,
just
picking
up
on
a
hearing
that
we've
had
annually
again
a
thanks,
bed-pack
and
bps
for
your
partnership.
For
four
years
now,
I've
initiated
a
hearing
around
spread
transitions,
and
so
I
just
want
to
pick
up
on
a
couple
of
things
for
that.
Just
for
the
purposes
of
the
record
here.
So
one
issue
that
I've
brought
up
at
the
end
of
that
hearing
was
specifically
around
screening
for
dyslexia
and
I
was
just
wondering
if
you
could
just
speak
to
do,
students
that
have
dyslexia.
Are
they
currently
categorized
as
SLD
a
specific
learning
disability?
D
Yes,
they
are
categorized
at
this
point
is
a
specific
one.
Civilian
reading
and
then
decoding
specifically
around
dyslexia
and
screening
there
are
dyslexia,
is
really
hard
to
diagnose
with
one
test
or
one
instrument.
So
there
are
multiple
when
we're
looking
at
assessing
students.
Looking
at
different
speech
and
language
assessments,
as
well
as
the
achievement
testing,
as
well
as
aptitude
roles
and.
Q
D
Q
H
H
D
Q
That
would
be
great,
I
mean.
If
we're
you
know,
making
a
greater
investment.
We
do
want
to
be
able
to
quantify
what
that
impact
is
so
I'd
be
curious
to
know
how
many
children
have
been
served.
You
know
who
are
they
and
what
are
those
schools
again?
We're
always
trying
to
see
you
know
from
an
equity
standpoint,
or
there
are
some
schools
that
are
in
greater
alignment
than
others
so
that
we
can
address
those
those
deficits
and.
C
M
Q
D
We
have
this
dry
program,
a
program
where
we
made
it
a
definite
last
year
into
this
year,
where
we
have
a
full-time
staff
person
assigned
to
Wentworth
Institute
of
Technology.
That
program,
which
is
really
created
to
be
much
more
robust,
or
we
also
have
to
CFCs
that
are
there
that
have
been
there
for
a
long
time
because
of
that
increase
in
that
allocation
of
the
full
time
teacher
level
person.
D
Because
of
that
allocation,
we
will
be
receiving
another
building
with
Wentworth
next
year,
so
expanding
opportunities
for
our
students,
fortunate
22,
for
access
to
the
different
training
programs
that
are
available
there.
We
are
also
in
the
next
school
year,
transitioning
one
of
our
members
to
make
sure
that
we
have
more
of
a
committed
person
to
the
Project
SEARCH
programming
that
we
have
so
far.
The
search
has
two
partnerships,
one
with
Spaulding
and
historically
Charlestown,
and
then
we
have
another
with
Madison
Park
and
we
went
Baptist
with
that
dedicated
person.
Q
D
They
opened
our
contract
with
Easter
Seals,
as
well
as
she
was
very
well
known
for
their
transition,
work
specifically
run
assessments
and
also
the
conducting
of
assessments
than
also
providing
programming
for
services.
So
we've
been
contracting
with
Easter
Seals
to
make
sure
that
professional
development
made
available
to
the
school
so
that
we
are
embedding
the
sort
of
knowledge
to
throughout
the
school
day
rather
than
having
an
outside
person
coming
in
to
do
it.
Okay,.
Q
Q
C
That
you
brought
that
up
I
wanted
to
make
sure
that
we
highlighted
that
we
dr.
Chang,
has
asked
for
the
inclusion
working
to
develop
an
inclusion
working
group
to
be
able
to
look
at
the
next
three
years
of
what
inclusion
in
bps
should
look
like
I
think
to
a
lot
of
what
was
brought
up
by
councilor
sabe
Jorge,
to
see
what
has
been
working
for
us
and
what
is
not
and
then
being
able
to
really
look
at
what
should
be
some
standard
sets
of
data
points.
C
Okay,
so
that
has
been
they've
already
had
their
first
meetings
on
that
and
Carolyn
Kane
will
be
one
of
our
co-chairs
along
with
Cindy
Neilson
and
we've.
Also,
dr.
Chang
has
asked
for
an
external
expert
to
also
be
working
with
him
and
the
co-chairs
and
the
and
the
working
group
dr.
tom,
mccarron
Harvard.
Q
Q
D
So
we
looked
at
the
task
force
from
2013
and
asked
people
if
they
would
like
to
return
to
help
us
support
us
in
that
working
group,
so
condition
make
sure
we
looked
out
at
other
schools
other
community
members
that
we
wanted
to
make
sure
they
were
included
as
part
of
this
working
group
as
well.
So
we
expanded
it
to
more
people
we
can
get
to
the
list
of
interested.
In
addition,
we
have
three
goals
in
the
working
group.
One
is
to
identify
a
vision
for
inclusion
for
the
district.
D
The
second
is
to
look
at
budget
concerns
and
look
at
what
the
city
would.
The
formula
looks
like
for
how
we
can
make
recommendations
to
properly
fund
inclusive
service
of
inclusive
practices
across
the
district,
and
the
third
part
is
to
help
to
build
a
professional
development
plan
over
the
next
three
years
to
make
sure
that
we're
building
capacity
across
the
school,
okay.
I
And
then
appointed
clarification,
counsel,
O'malley
was
asking
about
the
cost
situation
or
educating
a
student
as
a
district
placement,
and
you
were
saying,
was
90,000
last
year,
I
think
I
calculated
it
at
about
a
hundred
and
eight
thousand
per
student,
but
I
think
when
you
mentioned
the
fifty
thousand
I
think
that
that
didn't
include
that
tuition
doesn't
include
transportation,
which
was
a
which
is
a
significant
cause,
but
the
art
of
that
I
think
if
I
remember
correctly,
for
my
notes
on
charity
bless.
You
thank
you
for
my
notes.
Last
year.
That's
for
our
students.
J
I
So
I
have
a
question
about
you've
applied
five.
You
break
up
the
population
by
race
and
primary
disability,
I'm
very
curious
about
gender,
because
I
know
from
just
for
my
own
experience
but
then
also
visiting
schools
across
the
district
that
many
of
our
subs
separate
classrooms
are
almost
only
boy
yes
and
as
a
parent
of
four
boys
I'm.
I
D
I
I
So
I
think
that
that's
an
interesting
point
where
we
can
really-
and
it
lends
itself
to
are
you
know
what
we'll
talk
with
dr.
Rose
about-
is
really
making
sure
that
boys
have
full
access
to
the
least
restrictive
environment
as
possible
and
I.
Think
too
early
on
we're
separating
them
for
lots
of
different
uses.
I
do
have
a
question.
D
No,
absolutely
I
completely
agree
with
you
that
we
want
to
make
sure
that
we're
maximizing
all
of
our
experts,
skills
and
things
that
were
able
to
explain
that
across
the
district.
So
a
lot
of
what
we're
doing
with
the
professional
development
is
making
sure
that
it
is
developed
across
disciplines
and
we're
not
just
saying
this
teachers
going
to
develop
something
around
say:
executive
functioning,
that's.
K
D
K
I
E
You
very
much
so
the
Boston
City
Council
passed
unanimously
passed
a
resolution
to
in
support
of
the
Boston
Public
Schools
being
declared
sanctuary
schools,
and
we
have
had
conversations
with
the
the
superintendent.
It
is
yet
to
be
taken
up.
I
questioned
why,
as
hearing
the
data
about
the
diversity
in
our
public
schools
and
knowing
that
there
is
anxiety
and
families
throughout
and
that's
actually
a
super
majority
of
folks
in
the
Boston
Public
Schools,
why
does
the
district
still
not
move
forward
with
a
declaration
of
of
sanctuary
school
status.
C
So
we
continue
to
be
able
to
work
with
the
city
on
as
a
sanctuary
City,
and
we
continue
to
partner
with
our
city
partners
as
well
as
community-based
partners,
to
ensure
that
we
support
our
students
and
our
families,
and
so
I
will
continue
to
share
back
councillor
Jackson.
Your
thoughts
on
that
I
think
it's
something
that
we
continue
to
ensure
that
that
is
in
our
principles
are
aligned
to
exactly
what
the
city
envisions
for
all
of
our
students.
E
And
attorney
general
Healey
has
come
forward
with
some
direction
err,
but
I
would
just
note.
This
is
of
the
utmost
importance
and
urgency,
and
so
you
will
be
receiving
information
if
you
have
not
received
it.
That
I
put
forward
legislation
on
the
council
side,
since
it
has
not
been
taken
up
on
the
school
side
to
make
a
designation
of
the
Boston
Public
Schools
as
sanctuary
schools
and
I
want
to
thank
the
advocates
who
have
worked
on
on
this
I
know.
E
E
There
was
a
racial
climate
study
that
was
done
I'm
at
the
school,
where
she's
me,
where
we
had
relative
to
those
types
of
studies
and
implementations
across
the
district.
So
we
can
actually
have
this
conversation.
I
want
to
give
you
props
for
a
user.
One
is
a
your
organization
who
brought
Tim,
Wise
and,
and
that's
speaker
series.
Yes,
okay,
I
think
that
those
are
the
types
of
things
that
we
want
to
see.
E
We
can
help
you
with
the
marketing
a
little
bit
more
so
that
I
wish
so
many
more
people
knew
that
bps
was
bringing
such
a
prolific
speaker
out
there.
But
can
you
help
us
understand?
Because
the
problem
with
dragging
our
feet
is
young
people
each?
They
only
get
one
chance
he's
at
each
year,
and
so,
when
we
don't
implement
in
one
year,
then
that's
a
whole
group
of
young
people
who
aren't
able
to
take
advantage
of
it.
Yes,.
G
Most
of
the
schools
are
in
Roxbury
Dorchester
Mattapan
is
Boston
that
were
underrepresented
in
the
program
historically,
so
we
had
maybe
two
months
to
try
to
recruit
300
students
to
get
into
those
those
seats
we
had
over
200,
more
students
than
we
ever
did
in
that
program.
As
of
last
year
this
year,
we've
had
much
more
time
much
more
concerted
effort
from
these
games.
The
exam
schools
themselves
doing
outreach
at
middle
schools
and
elementary
schools.
G
We've
had
several
rounds
of
touching
base
with
schools
in
that
300
cohort,
so
we're
confident
that
we're
going
to
get
to
750
by
June.
First,
if
we
don't,
we
have
contingency
around
spreading
those
seats
to
some
of
the
schools
that
weren't
necessarily
on
the
underrepresented
list,
but
have
demand.
So
we
feel
were
much
better
place
this
year
than
last
year.
I
would
also
note
that
you
know
it
wasn't.
We
didn't
only
fill
half
of
those
seats.
G
It
was
more
like
two-thirds
of
those
seats
and
we're
in
real
crunch,
so
opening
new
markets
where,
where
people
didn't
really
know
what
this
program
was,
was
a
challenge
and
I.
Think
after
a
year
of
publicity
and
and
really
getting
out
to
school
leaders
and
schools
and
school
populations
about
the
importance
of
the
program
has
helped.
Thank
you.
F
I
make
a
comment
on
the
sanctuary
school
statements
which
to
me
in
regards
to
not
stating
that
we
are
sanctuary
district
or
that
we
have
our
schools
deeming
themselves
as
sanctuary
schools.
This
is
a
conversation
that
is
being
held
with
mr.
Vaughn
Dorsey,
dr.
Makeba
McCreary
myself,
Alejandra
xiangjian
from
the
immigrant
advancement
office,
as
well
as
with
the
mental
lawyers
at
the
end
of
this
week,
because
they
have
requested
for
more
a
stronger
statement
and
will
continue
to
see
ourselves
as
safe
and
welcoming
schools.
J
E
E
I
would
say
in
reading
the
district
statement
I'm
actually
pretty
disappointed.
I'll
just
be.
The
district
statement
to
school
leaders
seem
like
more
of
a
how-to
rather
than
the
strong
language
that
we
should
have
in
ensuring
that
ice
does
not
enter
our
buildings
and
does
not
actually
interface
with
our
schools
and
with
our
students.
I
think
there
needs
to
be
language
that
is
and
training
that
is
around
protecting
our
students
and
those
families
in
our
district
and
I.
Think
I
hope
that
that
is
what
what
gets
brought
up.
E
The
document
that
I
saw
is
from
April
11th,
which
is
significant.
Data
happens
to
be
my
birthday
and
I
just
was
I
did
not
feel
to
me
that
that
document
was
a
document
that
actually
was
more
than
let
it
fell
short
of
advocacy.
It
sounded
to
me
that
lawyers
got
together
and
said
this
is
how
you
deal
with
this
versus
the
the
tone
and
tenor
on
that
Mayor
Walsh
had
when
he
said
that
a
where
this
building
right
here
is
a
sanctuary,
and
we
won't
take
anybody.
E
We
won't
allow
folks
to
be
taken
out
well,
I
want
our
schools
to
be
the
same.
I
have
that
same
tone
and
tenor
when
it
comes
to
young
people
who
would
be
at
risk
and
their
families
would
be
at
risk.
Our
relative
size
and
I
think
we
need
to
be
very
clear
and
by
not
doing
it,
I
I
think
we
put
ourselves
in
jeopardy
of.
If
anything
does
happen,
you
would
see
thousands
of
young
people
not
in
those
classrooms,
out
of
fear
that
that
they
may
interface
with
us
right.
Q
Q
G
So
that
the
ten
girls
initiative
is
much
like
the
ten
boys,
it's
it.
Is
it
really
it's
it's
piggybacking
off
the
the
ten
boys
initiative,
which
is
a
rites
of
passage
program
that
that
deals
with
Connor
counter-narratives
for
boys,
as
long
as
as
well
as
soft
skills,
social,
emotional
skills
and
academic
rigor,
it.
G
G
G
No,
no,
that's
a
that's
a
traditional
name.
It
started
over
a
decade
ago,
so
the
thought
was
to
bring
you
know:
small
cohorts
of
students
and
and
really
a
third,
the
third,
the
third
model,
where
you
have
you
know
a
third
of
really
high-flying
students,
third
con
in
the
middle
and
then
third
of
your
heavier
hitters
that
need
support
and
in
different
ways
that
group
can
coalesce
and
those
you
know
non-academic
high
flyers
can
give
some
you
know,
maybe
some
social.
That's.
G
G
Q
As
I
have
often
said,
you
know
not
to
a
stereotype
or
speak
of
any
gender
in
a
monolith,
but
I
do
feel
that
the
narrative
is
dominant
about
boys
and
that
their
opportunity,
youth
and
add
and
proven
risk
and
from
a
behavioral
standpoint,
they
might
be
more
inclined
to
manifest
their
challenges
in
a
more
overt
way
and
girls.
Very
generally
speaking
again,
not
the
stereotype
tend
to
shut
down
and
can
be
really
overlooked
and
so
appreciate.
This
nuanced
approach
would
like
to
know
what
the
capacity
of
that
program
has
been
to
date.
Q
Then
my
final
question
is
around
as
we
talk
about
opportunity
and
achievement
gaps.
We
know
that
the
early
indicators
and
the
best
foundation
is
with
an
emphasis
on
early
education,
and
so
I
wanted
to
understand
for
that
expansion
of
pre-k
seats.
Again
in
the
spirit
of
equities.
Do
we
have
any
data
on,
as
those
seats
were
expanded,
what
neighborhoods
have
benefited
from
those
seats,
because
the
data
that
I
have
says
that
47
percent
of
Boston
four-year-olds
are
in
three
neighborhoods
Dorchester
Roxbury
in
East
Boston
47
percent
of
Boston
four-year-olds
are
in
Dorchester
Rox
Brady's
Boston.
Q
C
What
we've
we
specifically
looked
when
we
looked
at
expanding
our
seats
this
school
year
for
the
following
school
year
and
make
sure
that
we
had
did
we
follow
this
equity
lens,
and
so
we
can
definitely
break
down
where
these
schools
may
be
more
specific
data,
where
those
schools
were
open.
One
of
the
things
that
we
found
were
in
some
of
the
communities
where
we
want
to
expand
more
seats.
C
It
also
became
the
issue
of
capacity,
and
so
even
though
we
wanted
to
be
able
to
offer
seats
in
particular
schools,
we
all
found
that
there
wasn't
any
more
room
in
some
of
those
schools,
so
we've
had
to
make
adjustments
to
make
sure
that
our
recruitment
strategy
was
effective,
but
also
that
we
made
sure
that
seats
were
available
in
the
communities
we
wanted
to
offer.
So,
for
example,
we
were
able
to
identify
in
East
Boston.
C
We
have
a
big
Latino
community
that
we
needed
to
expand
more
seats,
and
so
we
were
able
to
expand
more
seats
there.
But
there
were
also
certain
communities
like
in
Mattapan
and
Roxbury,
where
we
wanted
to
continue
expand,
seats
and
found
some
barriers
around
space,
and
so
as
we
continue
to
explore,
especially
with
the
universal
pre-k
initiative
across
the
city.
C
This
is
where
we
also
see
an
equity
opportunity
being
raised,
because
we're
able
to
now
ensure
that
a
more
broader
amounts
of
seats
become
more
available
into
those
communities
where
we
would
like
to
see
the
most,
but
we
also
still
see
a
gap
in
our
recruitment
and
communication
and
bringing
especially
more
of
our
families
that
we'd
like
to
access
our
seats
in
some
way
that
not
necessary
are
always
at
the
table.
So
we
know
we
still
have.
C
Not
necessarily
because
not
a
strategy
but
of
space,
and
so
we
had
to
make
an
adjustment,
as
we
looked
at
it
this
year
of
not
just
saying,
can
we
offer
more
seats
across
Boston
that
we
needed
to
make
sure
that
in
our,
for
example,
our
bill
DPS
process
and
where
we're
looking
at
or
do
we
change
some
reconfigurations,
because
the
community
in
school
needs
a
civil
community
needs
that
we
keep
in
mind
that
we
need
to
broaden
more
seats
and
make
those
become
more
available.
So
you
had
anything
else.
G
You
know
in
Grove,
hall
and
Dorchester
that
are
under
enrolled
when
you
look
at
their
pre-k
and
when
you
start
looking
at
some
of
the
conditions
in
which
they
would
be
fully
enrolled
and
some
of
the
strategies
that
we
need
to
do
as
a
district
to
encourage
parents
and
communities
to
use
those
seats.
It
could
be
nuanced
things
like
okay,
there
is
no
wraparound
services
at
said
school
right,
so
you
know
those
that
are
under
enrolled.
Jase
and
I
sat
down,
mapped
them
out
and
talked
about.
G
How
do
we
get
a
strategy
around
getting
before
and
after
care
at
those
schools
so
that
our
parents
can
access
those
school?
Because
if
you're,
a
working
parent,
an
8:30
to
2:30
school
day,
is
not
going
to
be
enough
for
you
enough
enough
of
child
care
enough
of
somebody
watching
your
child?
For
you
to
actually
take
advantage
of
those
seats
and
it
some
of
it's
just
around
coordination,
because
you
know
those
parents
are
using
the
YMCA,
for
instance,
to
put
their
students
providers
as
a
provider
that
you're
using
vouchers.
G
I
We
have
about
27
27
children
who
are
experiencing
homelessness
in
our
pre-k
seats,
but
we
have
about
a
thousand
kids
in
Boston
who
are
under
five
experiencing
homelessness,
so
I,
it
just
seems
to
be
a
little
bit
of
a
disconnect
and
how
we
can
like
more
proactively
target
those
kids,
their
families
to
get
into
those
pre-k
seats,
but
something
probably
should
have
brought
up
when
I
molly
was
here,
I
think
it's
yeah,
there's
a
real
opportunity
with
those
students
and
those
families
to
get
them
some
services
and
really
support
them.
Yeah.
C
I
think
this
is
where
the
universal
pre-k
opportunity,
where
Jason
has
been
able
to
develop
some
real
key
instructional
programming,
also
ensuring
that
resources
and
communication
with
in
a
variety
of
sectors
that
will
be
providing
preschool
learning
for
our
kids,
that
they
can
also.
We
share
that
information.
I
think
is
also
a
positive
on
that
end.
Right
right,
Wow.
A
Q
Wanted
to
thank
the
public
for
their
patience
and
my
apologies.
I
want
a
favorite
public
testimony,
but
I
have
my
own
family
commitment,
but
I
will
be
watching
the
tape
and
will
follow
up
with
them.
The
youth
leaders
and
advocates,
if
I,
have
any
additional
questions,
but
thank
you
all
for
being
made.
I
Like
it
so
I
have
a
couple
of
questions
on
the
e
ll
programming
when
we
do
the
new
M
on
page
two
of
the
slides
I'm
going
to
follow.
Through
with
some
of
my
questions,
the
newcomers
assessment
have.
We
looked
at
all
on
the
geographic
sort
of
location
of
our
kids
that
are
coming
into
the
system
that
are
in
need
of
ll
services.
F
I
Actually,
I'm
on
the
slice
on
the
slice
kid
this
is
I
had
this
a
little
bit
further
down
in
my
questions,
but
it
is,
you
know
from
my
experience
at
East
Boston
high
with
a
significant
number
of
five
kids
and
that
number
has
grown
since
I've
left
the
high
school,
the
what's
the
what's,
the
percentage
of
those
kids
are
getting
to
graduation
I.
Don't.
I
That
it's
much
lower
than
the
regular
graduation
rate
and
one
of
the
challenges
at
school
space-
these
Boston
high
faces
it
as
well
as
all
schools
that
have
sliced
a
slice
population.
Is
that
that
that
lack
of
getting
the
need
to
get
kids
to
graduation
or
the
missed
opportunity
of
getting
them
to
graduation
is
unfortunate
for
that
kid,
and
that's
something
that
we
have
to
work
on
and
no
doubt
we've
been
working
on
it.
But
one
of
the
byproducts
byproducts
of
that
is
its
effect
on
a
school's
level.
F
F
F
I
I
F
I
I
F
So
this
is
the
the
yearly
access
test,
and
so
the
access
test
is
taken
in
January
for
all
other
students,
but
because
there
were
so
many
students
coming
in
and
k1
either
they're
in
our
schools
for
k1
or
they
were
coming
in
to
register,
and
so
we
had
to
push
that
date
to
March
first,
so
anything
after
March.
First,
we
were
able
to
test
the
k1
students.
All
other
students
still
receive
their
testing
in
January.
We
received
the
results
in
June,
so
that's.
F
F
A
I
I
Will
we
so
I
find
with
some
of
the
immersion
programs
or
any
language
opportunities
that
we
offer
our
students
I
want
to
applaud
acts?
I
think
it's
great
to
expose
kids
to
language
programs
by?
Are
we
able,
as
a
district,
to
commit
to
those
language
programs
for
the
long
term
to
create
some
truth
fluency?
So,
as
a
kid
goes
from
K
0,
K,
1,
K
2
up
through
high
school,
you
know
the
only
way
to
have
true.
My
literacy
is
to
continue
continue
ones:
education
with
that
immersion
I.
Do
we
do
that?
I
F
We
are
working
on
that
actually,
in
order
for
us
to
be
able
to
implement
this
classroom
at
the
Matapan
early
ed
Center.
Oh,
we
ll
have
to
present
this
to
the
executive
cabinet,
along
with
a
budget,
to
show
that
we
will
be
able
to
support
this
process
throughout
so
right
now,
it's
starting
at
the
Matapan
or
the
Ed
Center
we're
hoping
to.
I
Then,
just
as
part
of
the
general
language
curriculum
that,
if
we're
offering
an
AWC
or
EF
a
classrooms,
any
languages
that
we
continue
to
offer
those
opportunities
for
students
as
they,
you
know,
move
up
their
academic
careers
that
they
continue
to
have
an
opportunity
to
learn
chinese
or
spanish
or
french.
Or
you
know
whatever
the
language
might
be.
Yes,
and
in
addition
to
this
and.
F
I
B
I
That's
okay
for
dr.
Rose,
I!
Don't
think
it's
so
a
couple
questions
on
excellence
for
all
in
particular.
What
are
the
supports
that
we're
offering
teachers
dr.
Rose?
What
are
the
supports?
We're
offering
them
on
this
curriculum?
This
is
a
very
specific
curriculum
around
AWC
or
advanced
work
and
as
we
grow
excellence
for
all.
How
are
we
supporting
that
curriculum
or
those
those
teachers
in
those
classrooms?
So.
C
I
think
an
important
thing
to
highlight
with
the
FA
is
also
helping
us
to
learn
to
see
what
works
hearing
from
teachers.
What
we're
hearing
from
school
leaders
around
what
they're
seeing
is
a
need-
that's
been
something
that's
been.
A
great
part
of
this
process
is
being
able
to
have
a
small
group
of
schools
that
we're
piloting
to
see.
C
That
already
exists
around
curriculum
instruction
and
assessment
that
we
can
continue
to
work
with
our
schools
to
see
how
they
are
more
able
to
not
just
close
some
basic
skills
but
accelerate
them.
So
that
way,
it
doesn't
keep
the
kids
from
continuing
to
experience
all
these
other
enrichment
opportunities
that
we
also
want
them
to
do,
because
sometimes
what
we
find
is
you
give
up
one
for
the
other?
Is
it
intervention
or
enrichment?
And
we
don't
want
our
kids
to
have
to
choose
well.
I
I'm,
a
proponent
of
AWC,
my
children
over
the
years
have
tested
into
AWC
but
have
never
gotten
a
seat.
They've
been
wait-listed
and
I.
Think
that
for
many
families
in
the
district
that
that's
sort
of
the
gold
standard
is
that
it's
said
achievement
the
ability
not
to
just
get
into
AWC
but
sort
of
survive
that
practice
and
and
feel
that
it's
a
great
exam
schools,
prep
type
of
program,
and
it's
often
viewed
as
a
pipeline.
Although
I
don't
know
if
all
the
numbers.
C
I
think
just
to
be
clear
to
just
differentiate.
One
of
the
things
that
is
important
to
us
and
bps
is
ensuring
all
of
our
students
are
receiving
rigorous
instruction.
So
you
will
see,
as
we
continue
to
roll
out
ongoing
initiatives
and
curating
bright
spots
that
exist
in
the
system.
One
of
the
things
has
been
our
clear
focus
on
the
type
of
task
and
type
rigorous
learning
opportunities.
All
of
our
kids
have
that's
just
something
in
general
that
we're
doing
that.
I
Every
I
agree
with
that:
okay
mints
I'm,
saying
there.
There
are
pieces
of
AWC
that
are
regarded
across
the
board,
and
you
know
many
families
feel
that
they
want
their
kids
to
have
access
and
that's
what
I
believe
EFA
is
about
to
make
sure
that
all
of
our
students
in
the
district
are
having
a
collection
to
what
sort
of
the
gold
standard
has
been
set
with
AWC
or
sort
of
the
bright
spots
of
AWC.
So
how
are
we
making
sure
that
EFA
is
replicating
those
experiences
that
AWC
students
have
in
all
of
our
other
classrooms?
I
G
And
so
it's
a
place
for
us
to
learn.
It's
not
another
program,
so
I
think
incorporating
the
strengths
of
AWC,
but
also
adding
things.
You
know
that
not
necessarily
AWC
programs
work
on
focused
on
like
social,
emotional
learning,
executive
functioning,
although
some
did
some
of
the
better
AWC
programs
do
concert
an
executive
functioning,
but
really
thinking
about
that
access
piece,
because
you
know
we
want
every
student
to
access
rigor.
We
don't
want
to
just
have
a
subset
of
students
accessing
highly
rigorous
instruction.
So
what
are?
What
are
the
tools
that
we
need
to
give
teachers?
I
C
Oh
as
he
went
over
the
pillars,
if
you
see
some
of
the
key
elements
in
the
listen
and
learn
tour
that
we
went
with
families
to
talk
about
what
really
families
appreciate
about
AWC.
One
of
the
key
pillars
for
for
EFA,
for
example,
are
those
enrichment
opportunities.
They
families
really
appreciate
it.
That's
part
of
EF
a
if
you
look
at
some
of
the
rigorous
learning
experiences
that
families
want
to
be
able
to
see
their
kids
engaged
in
that's
one
of
the
pillar,
Sri
FA.
C
So
you
see
that
there
are
very
much
some
similar
pieces
and
then
but
there's
also
this
additional
of
like
how
do
you
ensure
you're
engaging
students
in
the
rigor
that
also
recognizes
that
kids
have
different
learning
needs
and
that
we
have
to
create
tasks
that
engage
students
with
different
brain
paths
for
learning?
And
so,
but
what
does
that
look
like
and
that's
what
EF
a
is
really
helping
us
to
understand,
as
we
continue
to
feed
the
larger
system
of
saying
these
are
some
really
important
things
that
we're
seeing
come
out
of
this?
C
I
On
any
fa,
then,
really
I
think
strengthen,
strengthen
the
AWC
programmer.
So
just
switching
gears
and
counsel
Jackson
brought
up
this
little
article
today
and
we
talked
about
to
the
racial
diversity
numbers,
but
I'd
like
to
talk
a
little
bit
bit
about
in
our
exam
schools.
Any
of
the
diversity
numbers
around
students
are
experiencing
that
require
special
education
services
or
that
are
requiring
English
language
services.
We
talked
a
little
bit
about
how
our
populations
break
down
within
our
exam
schools,
considering
those
factors.
D
I
And
then
I'm
also
interested
in
students
that
are
invited
to
the
exam
schools,
but
aren't
going
if
we
could
have
an
understanding
of
what
those
demographics
are
and
where
the,
where
those
populations
the
students,
are
choosing
to
go
instead,
but
then
also
really
understand
and
I'm
sure
that
I'm
confident
that
you've
done
this
work,
dr.
Rose,
but
really
understand
what
motivates
a
family
or
child
but
a
family
to
get
to
that.
I
Is
it's
not
just
the
prep
bus
but
to
get
to
test
day
and
how
we
can
ensure
them
that
the
kids
taking
the
test,
but
then
also
accepting
that
invitation
on
the
other
end.
I,
don't
if
you
have
anything
to
share
on
that
yet
I
know
it's
sort
of
a
bigger
question,
but
it's
I
think
it
would
be
an
interesting,
interesting
information.
So.
C
C
We
want
to
continue
to
increase
these
kinds
of
you
know,
career
and
technical
pathways
that
our
families,
whether
they're
college,
bound
a
vocational
bound
that
they
see
these
different
options,
and
so
that
might
be
also
a
way
to
begin
that
families
might
make
other
choices
or
students
will
make
other
choices.
But
I
think
it's
something
that,
as
we
look
more
into
some
of
the
reasoning
which
is
part
of
probably
what's
informed,
dr.
C
G
Would
I
would
you
know
piggyback
all
that
and
talk
about
barriers
and
making
sure
that
you
know
I
think
this
year
we've
talked
to
enrollment
around
even
those
students
within
the
the
ESI
program,
getting
pre
registered
to
take
the
exam.
So
it's
not
this
back
and
forth
between
the
family.
The
schools
which.
I
G
F
What
we
have
done,
because
we
were
getting
that
information
through
our
quality
assurance
process
in
bps,
we
were
for
the
DOJ
agreement
and
the
agreement
that
we
made
with
them
in
opening
translation
interpretation
was
that
we
were
going
to
have
state
vendors,
only
state
vendors,
to
make
sure
that
we
were
getting
the
quality
that
we
were
getting
all
the
services
that
we
needed.
We
found
that
several
of
the
contractors
on
the
state
vendors
list
we're
not
able
to
provide
the
type
of
quality
that
our
parents
need.
F
So
what
we
did
is
we
went
back
and
proposed
to
the
DOJ
that
we
wanted
to
use
our
local
vendors
that
we
had
used
in
the
past,
and
so
we
put
a
system
in
place
where
they
would
take
any
course
an
online
course
to
deem
themselves
proficient
as
well
as
to
give
us
their
resume
when
they've,
translated
or
interpreted
and
the
staff
here
gave
them.
The
staff
and
VPS
gave
them
training
on
special
education
terms,
as
well
as
an
equity
training.
F
I
I
F
I
J
A
F
Process
and
so
we're
putting
it
out
there
how
you
go
online
to
do
that
process.
It's
under
a
program
called
vo,
cheek
and
so
I
think
people
are
barely
starting
to
understand
that
they
have
to
go
through
the
process.
They
have
to
go
online
and
make
the
request
so
they're,
not
asking
somebody
you
know
from
the
school
site
or
somebody
that
they
know
to
actually
translate
the
document,
but
that
it
comes
straight
to
BPS
so
that
we
can
provide
them
with
the
best
service.
Very.
I
I
F
I
B
B
J
R
Right,
I'm
gonna,
head
up
so
good
evening.
My
name
is
Jessica
tang
I
am
the
organizing
director
at
the
Boston
Teachers
Union.
This
isn't
part
of
my
prepared
statements,
but
I
will
say:
I
think
it's
unfortunate
that
there
are
two
dozen
students
who
are
waiting
to
testify
and
we've
got
to
rethink
I
think
one.
These
hearings
are
because
10:00
a.m.
they're.
B
R
R
R
Students
are
losing
services,
opportunities
that
have
real
life
consequences,
I
always
think
about
the
students
who
last
year
was
applying
to
college
and
was
really
upset
when
she
realized
she
needed
four
years
of
a
foreign
language
to
apply
to
college
and
the
language
classes
at
her
school
were
cut
and
she
did
not
have
four
years
of
foreign
language,
even
as
an
opportunity
to
take
if
she
had
wanted
to
these
real
life
examples
of
how
these
cuts
are
hurting.
Students
are
what
brings
me
here
tonight
as
well.
We
need
to
find
new
revenue
every
year.
R
We
have
these
cuts,
we're
creating
a
vicious
cycle
where
schools
are
losing
staffing
and
courses
and
family
stop
to
Keamy
schools
and
then
because
they
have
lowered
enrollment,
they
get
even
less
money
and
as
the
vicious
cycle
as
Beaman
question,
other
groups
have
shared.
The
cuts
are
also
hurting
the
most
vulnerable
populations.
They
should
be
getting
more,
not
less
or
the
district
is
feeding
into
this
cycle.
R
We
need
to
see
more
efforts
from
the
city
in
the
district
to
get
ahead
of
the
funding
deficits
to
find
revenue
so
that
students
can
spend
their
time
learning
instead
of
being
here
tonight.
To
advocate
for
the
funds
they
and
their
peers
deserve
for
a
high
quality
public
education
experience,
and
these
budget
cuts
have
real
consequences
and
the
budgets
should
not
be
balanced
on
the
backs
of
students
and
teachers.
R
Recently,
the
district
shared
that
teachers
experience
veteran
teachers
who
have
been
rated
proficient
and
exemplar
their
whole
careers
are
to
be
blamed
for
the
34
million
dollar
cost
I'm.
Here
to
let
you
all
know
that
this
is
misleading
at
best
and
straight
up
a
lie
at
worst
or
someone
maybe
need
some
math
lessons.
Our
best
guess
on
how
the
district
came
up
with
this
number
was
maybe
by
multiplying
the
number
of
displaced
teachers
at
its
highest
point
each
year
and
then
multiplying
that
by
the
highest
salary
over
the
last
four
years.
R
The
district
could
have
saved
5
million
this
past
year
by
placing
these
teachers
in
positions
is
impossible,
that
it
would
have
added
up
to
34
millions
over
four
years,
especially
when
there
was
supposed
to
be
25
million
years.
That
was
25
million.
That
was
raised
by
foundations
like
the
Boston
foundation
and
other
the
Bank
of
America
and
other
philanthropy
efforts,
and
the
list
is
something
wrong
with
the
list.
R
I
was
surprised
to
see
my
own
name
on
this
year's
list,
along
with
other
BTU
staff
members,
there
are
serious
inaccuracies
and
this
misinformation
needs
to
be
corrected.
We
have
to
name
what
is
really
happening
here.
It
is
not
about
bad
teachers
wasting
district
funds.
This
is
about
discriminating
against
proficient
and
exemplary,
experienced
teachers
because
it
is
cheaper
to
hire
a
new
teacher.
This
practice
flies
against
research,
which
shows
that
the
high
need
students
need
experienced
teachers.
R
The
district
talks
about
increasing
teacher
diversity,
yet
we
are
not
placing
experienced
teachers
of
colors
in
school
where
they
are
needed,
imagine
receiving
30
years
worth
of
proficient
exemplary
evaluations,
but
then
not
getting
placed
in
a
school
where
you
have
expertise
in
working
with
students
with
trauma
and
then
being
asked
to
file
papers
all
day.
This
is
a
real
story:
real
teacher,
the
district
created
this
mess
and
in
order
to
save
funds
in
the
district
needs
to
place
the
teachers
and
positions
where
their
expertise
and
experience
is
valued
and
respected.
R
J
L
All
of
the
names
that
you
just
called
after
minds,
or
young
people,
young
people
of
Boston
area,
youth,
organizing
project
who
I've
watched
work
effortlessly
to
bring
together
all
the
kids
who
walked
out
last
year.
They
continued
to
walk
out.
Even
when
you
physically
don't
see
them,
they
will
continue
to
walk
out.
I,
don't
know
if
this
is
an
issue
that
is
too
much
for
y'all.
So
that's
why
not
all
of
our
city
councillors
are
present.
L
I,
don't
know
if
you
have
too
much
on
your
plate,
so
maybe
that's
the
reason
why
it
gets
pushed
to
later
on
I
watch.
These
young
people
deal
with
what
they
got
in
their
personal
lives
too,
all
day
every
day
and
then
I
watch
them
come
here.
How
I
was
dealing
with
a
family
that
had
their
house
burned
down,
but
they
still
were
able
to
do
that,
go
to
school
and
come
here
and
sit
there
and
feel
like
they're.
They
don't
matter
when
they're.
L
The
main
reason
why
all
of
us
are
here
right
now
continuously
there's
a
pot
of
money
that
we
keep
acting
like
is
not
there
I've
seen
so
many
city
councilors
over
the
years
show
budgets
where
we
can
move
money,
but
it
gets
challenged
and
other
things
get
funded.
We
seem
to
close
schools
and
forget
what
communities
they're
in
yeah
I
have
all
these
new
buildings
coming
into
the
city
and
you're
telling
me
none
of
them
can
participate
or
assist,
or
whatever,
with
the
we're,
creating
the
foundation
and
helping
the
foundation
of
these
kids.
L
We
continue
to
tell
them
that
they're
the
future.
We
continue
to
tell
them
that
there
are
leaders
of
tomorrow,
yet
every
day
we're
cutting
them.
There's
a
young
woman
here
who
wanted
to
speak
about
how
there's
about
30,
plus
kids
in
her
class?
How
can
they
learn
if
there's
not
enough
debt?
How
can
they
learn
if,
in
the
morning
the
same
areas
that
they're
coming
from
instead
of
y'all
closing
these
schools?
L
You
could
create
more
around
community
actual
people,
actual
organizers
who
are
working
with
the
youth
who
are
dealing
with
these
violence's
instead
of
thinking
about
how
we're
going
to
cut
these
programs
actually
realize
where
these
students
are
coming
from,
they
have
answers,
they
have
budget
sheets.
They've
looked
at
this
year's
budget
in
last
year's
budget,
it's
not
enough
to
just
shake
their
hand
when
you
see
them
in
the
street
and
take
a
nice
quote.
It's
about
time.
We
start
listening
and
looking
at
the
future.
L
Bps
is
not
ready
whatsoever
to
deal
with
the
new
structures
that
are
coming
up,
and
these
young
people
have
dedicated
this
summer's
there
fall
and
trying
to
figure
out
how
to
bring
these
people
together.
I've
watched
these
kids
Dornoch
I've
watched
these
kids
take
pride
and
I've
seen
people
say.
Oh,
this
was
so
cute.
Thank
you
show
up
here
for
a
picture
with
me
show
up
here
and
there
and
not
ask
questions.
I've
seen
these
kids
parents
go
through
foreclosures
and
they
still
show
up
I.
L
Don't
want
to
hear
this
nonsense
about
people
having
personal
issues
and
Families
I
thought.
That's
why
you're
not
here,
because
when
city
councilors
asked
to
get
a
raise
where's
our
raise
at,
can
we
ask
it's
not
enough
for
y'all
to
take
a
school
and
matter
in
Mattapan
and
just
turn
it
into
the
loons?
No,
it's
not
enough
for
you
to
take
a
person
as
a
haitian-american
I'ma
tell
you
thank
you
for
having
that
school
in
Mattapan,
but
there
was
land
for
you
to
build
another
one.
L
You
didn't
have
to
close
that
one
school
did
you
I've
talked
about
the
process
because
I
walked
through
there,
see
I'm,
unlucky
and
lucky
I'm
I,
don't
have
a
job
right
now,
but
one
of
my
biggest
things
was
working
with
parents
to
just
show
up
where
they
couldn't
show,
and
it
was
a
disgrace
to
see
the
people
who
are
here
for
the
interim,
the
people
who
are
supposed
to
bring
these
parents
and
to
talk
to
them.
It's
not
enough
to
just
say
this
stuff
and
to
be
cutting
just
cutting
and
cutting
Thank
You
Jessica.
L
It's
true
what
you
said
we
need.
We
can't
just
be
cutting
and
making
short
cuts.
The
money
is
there
there's
way
that
you
can
implement
it
and
if
there's,
if,
for
some
reason,
there's
absolutely
no
money
in
a
place,
then
the
place
is
not
to
cut
it.
It's
to
talk
to
us
organizers
who
have
had
our
community
organization
shut
down,
but
we
still
out
here
working
it
it's
about
time.
L
You
don't
just
say
it,
but
we
have
to
work
together,
we're
moving
in
times
where
attacks
come
in,
so
many
different
levels
in
everybody's
plates
are
full,
but
parents
are
listening.
Students
are
listening
and
at
this
point
it's
not
an
ass
I'm
telling
you
I'm
learning
y'all
that
these
kids,
these
youth,
the
ones
that
I
think
are
saying
sound
like
they
got
voices
and
they're,
going
to
continue
to
March
they're
going
to
continue
to
chant
and
they
have
friends
where
bus
is
not
the
only
one
going
through
this.
L
So,
instead
of
comparing
just
violent
rates,
why
not
try
compare
with
Philly
and
ask
them
what
we
helped
with
them?
Chicago
Baltimore
everybody
stands
right
now.
This
is
an
issue,
that's
happening
globally.
So
why
aren't
we
connecting
with
people
who
are
connecting
with
those
people?
Why
aren't
we
investing
instead
of
just
creating
our
own
budgets,
to
just
send
out
to
people
and
say:
oh,
we
don't
have
enough
or
staying
with
people
who
are
making
choices
for
kids
when
they
don't
even
have
kids
in
bps.
L
They
continue
to
show
up
and
just
on
their
faces.
They
tired
just
like
y'all
but
a
little
bit
more
tired
because
they
actually
have
to
be
in
these
schools
with
these
dirty
bathrooms.
They
got
to
be
in
these
schools.
I
don't
have
supplies,
they
gotta
be
in
these
schools
that
are
unsafe.
You
feel,
like
you
got
to
go
through
a
checkpoint.
Every
time
you
go
into
a
school
or
you
ain't
had
no
meal
at
home,
and
now
you
got
a
you
waiting
to
go
to
lunch
or
you
stay
in
at
lunchtime.
L
Let's
really
think
about
this,
because
it's
not
just
right
now.
It's
for
the
future
and
it's
the
structure,
and
if
you
continue
to
act
like
it's
not
affecting
them
and
continue
that
all
if
we
just
do
a
little
bit
and
just
to
get
by,
then
that's
all
we're
going
to
be
a
just
to
get
by
City
and
I've
seen
way
too
many
schools
and
way
too
many
area
you
be
developed
the
way
that
they
need
to
be
I,
see
the
development
and
the
investment
in
all
these
big
buildings.
L
I've
seen
how
long
it
took
them
to
take
down
all
these
all
these
nice
buildings
that
we
grew
up
with
all
these
families.
Everything
is
connected
with
it.
So
no
please
stop
with
this
whole
the
budget,
the
money,
because
the
people
see
them,
they
see
it.
We
have
it
so
now
we're
just
looking
at
everybody
like
so
do
you
care
or
what
thank
you
thank.
J
M
I
see
interface
with
technology
for
us
okay
good
evening,
members
of
the
Boston
City
Council.
My
name
is
Kristen
Johnson
and
I'm.
The
parent
of
two
children
at
the
Mendel
School
I'm
here
to
talk
to
you
tonight
about
the
cumulative
effect
of
passing
budgets
year
after
year
that
create
deficits
on
the
school
level
when
there
are
reductions
to
a
budget,
whether
there
be
a
changes
to
weights
in
student
waits
or
fluctuations
and
enrollment
cost
do
not
go
away.
The
needs
of
the
students
and
their
teachers
do
not
go
away.
M
They're
either
shifted
elsewhere
or
result
in
detrimental
impacts
to
classroom
learning.
One
way
to
measure
the
financial
health
of
our
schools
is
to
examine
our
teachers
reliance
on
crowd
funding
to
provide
school
supplies.
The
website
DonorsChoose
was
established
by
a
history
teacher
in
New
York
17
years
ago
to
connect
the
needs
of
his
students
with
donors.
They
have
more
recently
established
a
companion
site
with
all
of
their
open
data.
M
I
examined
donations
to
Boston
in
DonorsChoose
and
between
fiscal
year
13
and
fiscal
year,
13
16
donations
to
Boston
schools
increased
six-fold
from
77050
or
13
to
500,000
in
fiscal
year.
16
I'm
providing
you
now
a
quick
case,
study
of
fiscal
year
16
as
relates
to
this
data.
As
you
may
recall,
the
budget
season
was
difficult
to
bps.
M
Faced
with
a
50
million
dollar
shortfall,
the
budget
included
the
closure
of
the
Rogers
metal
and
the
L
heal
Greenwood,
a
reduction
of
one
hundred
and
thirty
positions
in
the
central
office,
as
well
as
staffing
and
supply
cuts
on
the
school
level.
We
analyze
the
donations
to
see
how
all
of
this
impacted
the
teachers
need
for
supplies.
In
fiscal
year
16
our
teachers
asked
for
over
1
million
dollars
in
supplied
donations,
but
only
49
percent
of
these
projects
were
successfully
funded.
M
450
projects
totaling
over
five
hundred
twenty
thousand
dollars
expired
without
being
funded
and
520
projects.
Totaling
four
hundred
ninety
five
thousand
dollars
were
successfully
funded.
We
also
analyzed
the
data
of
the
fiscal
year,
16
donations
by
zip
code,
not
surprisingly
the
highest
amounts
of
donors.
Choose
donations
were
collected
in
affluent
zip
codes
in
Boston's,
downtown
South,
End
and
Back
Bay
neighborhoods,
where
students
benefit
by
an
average
bump
in
supply
spending
of
77
to
120
$3.00
per
people.
M
The
Quincy
Lower
School
accounted
for
all
the
donations
in
zip
code,
0
to
1
1
1,
which
totaled
90s
over
97
thousand
dollars,
resulting
in
average
per
pupil
spending
bump
of
123
dollars,
students
in
Roxbury,
crossing
home
to
Madison,
Park
Fenway,
high,
o
Bryant,
math
and
science
said
an
average
per
pupil
increase
of
only
three
dollars
and
81
cents.
Some
schools,
such
as
the
Tobin
omission
Hill,
the
King
K
to
8
in
Dorchester
and
chidduck
in
Mattapan,
among
others,
did
not
collect
any
donations
by
this
method.
M
Austerity
budgets
year
after
year
mean
that
schools,
teaching
affluent
children
will
have
more
adequate
will
be
more
adequately
supported,
while
poor,
black
and
Latino
students
will
not
be
given
the
tools
to
succeed.
My
research
has
shown
that
among
the
49
school's
facing
budget
reductions
this
year,
66
percent
have
higher
concentrations
of
economically
disadvantaged
students.
72%
have
higher
numbers
of
high
need
students,
60%
have
higher
numbers
of
students
with
disabilities.
42
percent
have
higher
numbers
of
English
language
learners.
46
percent
have
higher
numbers
of
first
language,
not
English.
M
54
percent
have
a
higher
number
than
average
black
students
and
26%
have
more
Latino
students.
We
are
leaving
the
students
facing
the
greatest
greatest
challenges
behind
by
cutting
their
schools
a
year
after
year
for
the
third
consecutive
year
bright
and
high
Dorchester
Academy,
the
mcCormick,
the
Perkins
Edison
K
to
8
the
timofeeva
Tainan
and
the
Winship
are
all
facing
budget
reductions
and
all
of
them
are
level
three
and
four
schools.
We
aren't
asking
our
teachers
and
school
leaders
what
resources
they
need
to
provide
a
world-class
education
as
we
continue
to
fall
short
funding.
M
Our
public
schools,
the
force
our
students
with
the
greatest
challenges
into
a
philanthropic
hundred
Hunger
Games
for
outside
players
with
financial
means,
get
to
decide
who
the
winners
are.
This
FY
18
budget
does
not
address
these
issues
and
without
significant
increase
to
our
budget,
coupled
with
the
restructuring
of
our
budgeting
procedures.
This
will
only
get
worse.
M
K
My
name
is
Emily
producer
and
I
go
to
the
Hurley
school.
Thank
you
for
the
opportunity
to
raise
concerns
about
the
Boston
Public
Schools
budget.
Our
community
and
especially
our
parent
group,
are
very
concerned
about
the
budget
cuts
for
our
children's
education,
particularly
the
PS
ESL
programs
and
special
education
programs.
K
In
our
community
at
st.
Stephen's,
your
program,
which
offers
apps
cone
summer,
academic
and
enrichment
programs,
we
have
poignant
stories.
We
want
to
share
with
you
the
case
of
a
mother
who
has
two
children
and
bps
special
education
programs
and
one
down
and
one
down
syndrome,
and
the
other
would
spin
for
spin
up
the
feeder
in
these
cases.
Them
the
murder
professional
staff
to
give
edek
adequate
attention
to
the
children,
teach
teachers
and
staff
providing
excellent
and
individual
individual
education
to
support
their
development,
which
has
made
an
enormous
difference
in
their
lives.
S
K
Story
that
strikes
us
is
the
case
of
a
single
mother
who
was
beneficially
of
these
programs,
her
four-year-old
son
and
English
language
learner
with
autism,
and
check
the
Boston
Public
Schools,
and
received
an
adequate
and
effective
attention
from
professionals
from
this
type
situation.
Today,
this
young
man
is
a
professional
in
the
field
of
engineering.
S
Autre
story
occurred,
olomana
attention,
el
secreto
de
una,
madre
solteira
que
puede
beneficiary
esos
programas
desde
que
su
hijo
de
cuatro.
A
nose
cone
opt
is
mo
a
a
spa,
no
hablan
teh
ingreso
al
escuela
pública
de
voz
toes
reza
bien
de
una
escuela
y
fica's
attention
con
los
programa
y
aguas
profesionales
para
este
tipo,
a
caso,
a
este
Hoeven
oil
es
un
gran
property
owner
a
del
Campo
de
Lyonne
area,
as
parents.
K
And
community
members,
we
believe
that
the
new
budget
destined
for
bps
would
be
devastating
for
our
special
programs.
This
will
negatively
impact
students
not
only
academically
but
psychologically
and
mentally.
These
families
deserve
a
decent
treatment
and
equitable
education
for
their
children,
as
these
will
be
the
future
leaders
of
this
country.
Therefore,
we
ask
you
to
reject
the
budget
as
it
currently
is,
until
until
it
includes
sufficient
funds
to
give
all
children
equally
equal
opportunities.
S
Como
padres
enero
de
la
comunidad
cream
o
que
son
el
que
él
no
preocupe
Wesa
Desa.
Now
para
la
escuela,
pública
de
veau
son
mucho
de
nuestros,
programas
especiales
save
an
ami
repect
ADO's.
He,
syria,
devasted
or
no
solo,
nel
and
ito
educativo
see
no
Negroes.
Ecológico
Ament
are
estos
Emilia's
Maritain,
entre
todas;
no,
a
cheetah
tivo
para
que
sus
hijos
yeah
para
que
sus
hijos
yeah
que
eso.
Sir.
Our
lows:
whoo
churros
leaders
del
país,
Asim
pay
most
a
rich
hacen
el
presupuesto
como,
esta
presentado
actual
meant.
S
T
This
family
had
12
children,
we
had
six,
but
they
had
twice
as
much
as
us
and
when
we
asked
her
why
we
said
what
about
our
Christmas,
she
said
we
can't
afford
it
and
they
need
it.
I
say
that
for
you
tonight
as
these
other,
as
everyone
else
has,
we
can
afford
it
and
they
need
it.
We
need
it
for
our
special
needs
students.
T
There
was
a
parent
who
had
to
leave,
who
wanted
to
express
one
me
to
express
for
her
her
sense
that
the
cuts
in
weighted
student
formula
to
special
needs
programs
have
had
a
detrimental
impact.
She
said
if
you
had
been
in
a
classroom
as
she
had
and
seen
a
last
year,
a
classroom
with
a
para
and
this
year
a
classroom
without
a
parent.
T
I
want
to
take
you
back
to
a
few
years
ago,
the
last
year
of
Tommy,
many
of
mayoral
T,
that
year
Mayor
Menino
proposed,
and
this
City
Council
passed
a
seven
percent
hike
and
funding
for
Boston
Public
Schools
Sam
Tyler
I'm,
quoting
from
the
Boston
Globe
about
that
budget
said
that
is
extraordinary
in
this
year,
which
is
not
a
good
budget
year.
It
is
extraordinary
that
in
this
year,
which
is
a
good
budget
year,
you
are
proposing
a
2.8
percent
increase
after
the
kinds
of
cuts
that
have
come
in
previous
years.
T
We're
not
here
even
to
ask
her
I'm,
not
here,
even
to
ask
for
the
7%
increase,
although
I
would
think
it
would
be
great
if
I
were
on
City
Council
I
love.
I
would
probably
stand
up
here
and
be
a
lobbying
for
the
Tommy
Menino
rule
that
no
in
no
year
should
Boston
Public
Schools
get
any
less
than
a
floor
of
seven
percent
increase.
Our
needs
of
our
students
are
increasing.
We've
gone
from
ten
years
ago,
we
had
about
10,000
English
language
learners.
This
year
we
have
about
17,000
English
language
learners.
T
Our
needs
are
increasing
and
the
budget
is
not
keeping
pace
with
them,
but
it
is
extraordinary
in
this
year,
which
is
a
good
budget
year
again
that
we're
proposing
only
a
2.8
percent.
So
what
we're
asking
for
is
that
you
restore
the
11
million
in
cuts
to
schools.
These
schools,
as
Christiane
Johnson,
pointed
out
to
you,
have
a
disproportionate
impact.
They're
inequitable
doesn't
begin
to
describe
them.
Equity.
Give
means
that
you
give
more
to
those
who
have
least
this
cuts
more
from
those
who
are
most
needy.
T
The
10
schools
was
the
most
cuts
led
by
bright
and
high
in
the
Jackson
man,
with
cuts
of
over
1
million,
have
more
students
of
color
than
the
bps
average.
The
McCormick
Dever
Madison
parking,
the
timid,
II
Timothy
all
have
populations
of
student
at
Emo's
students
greater
than
95%
Boston's
ALL
average
population
is
31
percent,
but
the
Dever
has
a
student
population
that
is
57
percent.
Yellow
at
the
Edison
is
forty,
eight
point
five
percent
and
if
the
head
Hennigan,
which
is
62,
were
two
of
my
children
are
graduates
of
the
Hennigan.
T
It's
a
62
percent
Latino
school
at
forty
six
point:
six
percent
ëall
students-
and
this
is
one
of
the
schools-
that's
being
cut
a
school
like
the
Elliot,
which
is
more
less
the
population
of
Boston
Latin
School
is
getting
a
bump,
is
getting
7
percent
and
I'm
not
saying
that
anybody
should
be
cut.
Indeed,
you
know
Boston
Arts
Academy,
that
my
son
attends
that
is
actually
getting
an
increase,
but
I
also
want
to
say
that
an
increase
doesn't
really
mean
an
increase.
T
You
put
us
in
a
hole
last
year
and
we
haven't
been
able
to
climb
out
Boston
Arts
Academy.
Unless
we
can
get
a
grant
to
fund,
it
is
going
to
lose
our
one
of
our
two
AP
classes.
It's
a
computer
science
class
and
steam
education.
We're
going
to
lose
that
even
with
the
increase
we're
getting
this
year,
so
BPS
has
not
been
funded
adequately
in
previous
years,
we're
in
a
hole.
Those
cuts
have
fallen
disproportionately
on
students
with
special
needs
on
english-language
learners,
on
schools
with
high
populations
of
students
of
color.
T
J
I
Wanna
take
liberty
to
mention.
We
received
some
online
testimony
and
I
want
to
make
sure
that
we
it's
mentioned
just
because
it's
from
a
former
colleague
of
mine,
Erin
Ahern,
who
was
a
teacher
at
East,
Boston
high
school
she's,
submitted
testimony
which
we
have
for
the
record.
I
just
wanted
to
say
it
out
loud,
but
we
do
have.
Thank
you.
Jim
thank.