►
Description
Docket #0588-0596 - FY21Budget: Boston Public Schools (BPS) - Commitment #1 (Pt. II): Eliminate Opportunity & Achievement Gaps - Specialized Academic Supports.
B
Okay,
all
right
great,
so
I'm
gonna
gavel
this
meeting
of
the
boston
city
council's
ways
and
means
committee
to
order
I'm
kenzi
bach,
the
counselor
from
district
8
and
the
chair
of
the
committee
I'll
in
a
second
read
the
list
of
colleagues
who
have
joined
me
today.
I
just
want
to
note
that
this
public
hearing
is
being
recorded
in
live
streamed
at
boston.gov
city
council
dash
tv.
It
will
be
rebroadcast
on
comcast
channel
8,
rcn
channel
82,
verizon
channel
1964..
B
The
budget
review
encompasses
about
27
hearings
over
six
weeks
and
we
do
encourage
residents
to
engage
in
this
process.
By
giving
testimony
for
the
record,
I
want
to
note.
A
number
of
people
are
in
the
zoom
waiting
room
right
now
to
testify
on
this
hearing,
and
so
I
just
want
to
confirm
what
you
should
have
heard
by
email,
which
is
given
that
this
hearing
started
late.
In
this
case,
we
will
be
hearing
from
the
bps
team
and
then
we
will
pause
to
take
public
testimony
before
counselor
questions,
so
anybody
who's
planning
to
testify.
B
Obviously
you
can
follow
this
on
the
livestream
and
then
you'll
be
admitted
to
the
zoom
chat
room
when
it's
time
to
testify
and
just
remind
everybody,
to
keep
your
remarks
to
two
to
three
minutes.
Identify
yourself
at
the
beginning
and
when
you're
joining
the
zoom
make
sure
that
you
use
your
full
name
so
that
we
know
how
to
identify
you.
Otherwise,
you
can
also
testify
by
emailing
ccc
dot
wm
and
you
can
at
sorry
ccc.m
boston.gov.
B
You
can
also
go
to
our
city
council
budget
process
website,
which
is
boston.gov
council
council-fy21budget,
to
read
about
how
to
testify
to
enter
a
video
recording
of
yourself
to
send
us
written
testimony.
That
way
and
I'll
note
that
we
also
have
a
number
of
video
testimonies
that
have
been
submitted
for
today's
hearing.
So
those
will
be
those
will
be
played
at
the
conclusion
of
the
hearing
and
we
look
forward
to
including
those
in
the
in
the
full
broadcast
of
the
hearing.
B
With
that
I'll.
Just
oh,
and
also
you
can
you
can
tweet
twit
bos,
budget,
boss,
budget
informally
as
a
way
to
enter
questions
and
then
on
may
26th
at
6,
00
p.m.
We'll
be
having
a
sort
of
catch-all
public
testimony
hearing
focused
on
the
bps
budget,
so
we
also
look
forward
to
hearing
from
people
on
this
topic
then.
B
So
today's
hearing
is
on
docket
zero.
Five,
eight,
eight
zero
five,
nine
o
orders
for
the
fy
21
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits,
talk
at
0-591-0592
orders
for
capital
fund
transfer
appropriations
and
docket
0593-0596
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
So
those
are
the
dockets
for
the
full
city
budget.
B
So
those
are
inclusion,
special
ed
and
special
ed
transitions
and
ell
and
bilingual
education
plan.
So
we're
really
looking
forward
to
hearing
from
the
administration
specifically
on
that
on
those
topics,
and
I
just
want
to
note
that
my
my
vice
chair
and
the
ways
and
means
committee
and
also
the
chair
of
the
education
committee,
councilor
annie
george,
had
filed
a
hearing
order
for
a
hearing
on
inclusion
because
of
kobe
19
that
didn't
end
up
happening
as
had
been
anticipated.
B
So
she
some
sort
of
recognizing
her
as
a
co-chair
of
this
particular
budget
hearing
and
and
as
my
vice
chair
she'll
she
may
take
over
here.
I'm
carrying
it
towards
the
conclusion
today
and
we'll
also
be
recognizing
her.
Second
after
me
for
questions
now.
I'd
like
to
just
say:
I've
been
joined
by
my
colleagues
council
president
kim
janey
district
7
councilor
lydia
edwards,
I'm
from
district
one.
B
A
Madam
chair
and
counselors,
thank
you
again
for
having
us
to
discuss
the
budget,
and
especially
this
particular
topic
that
is
aligned
to
our
number
one
goal
in
our
strategic
plan,
closing
opportunity
and
achievement
gaps.
As
we
discussed
in
the
previous
session.
We
were
talking
about.
You
know
the
historic
nature
of
the
achievement
gap
in
boston,
public
schools
and
really
generally
across
the
nation,
and
the
disparities
that
we
see
not
only
in
education,
but
the
disparities
that
impact
our
children,
such
as
housing,
food
access,
health
access
and
economic
security.
A
A
A
Some
of
this
is
exacerbated
by
our
doj
agreement
with
the
department
of
justice
and
also
our
agreement
with
metta
who
implements
or
oversees
the
certain
decrees
and
and
legal
action
that
was
against
the
district.
So
there's
just
a
lot
of
work
to
still
be
unpacked
and
done
with
the
service
for
our
el
learners,
but
because
of
some
of
those
previous
legal
challenges,
we
do
have
a
fairly
significant
amount
of
resources
that
go
into
el.
A
The
thing
that
I
am
certain
about-
and
I
think
dr
reyes
would
agree,
is
how
those
dollars
are
being
spent,
and
that
is
what
we
want
to
get
to
the
bottom
of.
As
for
our
special
education
learners,
I've
already
shared
my
significant
concern
with
the
substantially
separate
settings
that
we
have
for
our
students.
A
I
am
concerned
that
there
is
not
a
really
straightforward
way
to
do
interventions
for
our
students.
Even
in
this
covid's
situation,
we
are
instituting
multi-tiered
systems
of
support
across
the
district
to
intervene
more
regularly
with
students
who
are
exhibiting
learning,
challenges
or
problems
with
finding
success
and
then
doing
interventions
in
a
more
progressive
way
so
that
we
can
better
learn
from
those
interventions
so
that
students
are
not
over
identified.
A
Currently,
I
think
that
students
are
over
identified
in
special
education
and
we
need
to
make
sure
that
we
understand
why
that
is
happening,
and
then
we
put
in
place
a
ways
to
address
that
and
and
provide
better
supports
for
our
for
our
students
with
disabilities
and
so
I've
hired
tammy
pust.
Who
is
a
special
education
lawyer
right
now?
She
is
also
helping
us
with
our
covent
response
coordination.
A
I
want
to
just
give
you
a
little
bit
of
that
background
before
nate
gets
to
the
presentation
and
also
kind
of
the
numbers
of
where
things
are
at
and
how
we're
doing
currently,
and
only
to
say
that
the
work
is
still
yet
undone.
We
will
not
have
all
of
the
answers,
because
we
have
just
now
initiated
all
of
this
thinking
and
work
that
as
the
new
superintendent
and,
as
I
better
understand,
the
historical
lens
of
of
our
effort
so
far
and
where
we
need
to
go
in
the
future.
C
Thank
you,
superintendent
and
thank
you
councilor
bach
and
members
of
the
city
council,
members
of
the
community
who
are
with
us
today
in
the
bps
community
at
large.
Thank
you
again
for
inviting
us
back.
I
will
attempt
to
streamline
the
talking
points
here,
just
because
I
know
you'll
have
many
questions
as
they
came
out
in
the
hearing
this
morning,
but
I'd
be
remiss
if
I
didn't
take
this
opportunity,
of
course,
to
mention
once
again.
C
C
We
did
want
to
start
off
by
highlighting,
as
the
fourth
of
eight
hearings
on
our
1.26
billion
dollar
budget.
You
heard
me
say
this
this
morning,
but
it
bears
repeating.
The
first
is
that
they're
we've
received
an
unprecedented
investment
in
fy
21
and
a
commitment
to
sustain
this
investment
going
forward.
C
At
a
time
when
we
are
have
a
lot
of
uncertainty,
this
commitment
to
fy21
is
helping
us
build
our
plan
going
forward.
The
second
thing
I
want
to
note
is
the
district
and
the
city
is
responding
to
immediate
disruption
of
covid19
and
we're
evaluating
both
our
fy21
budget
and
our
20
budget
effort
to
really
create
flexibility.
To
respond.
C
And
this
is
our
promise
to
raise
quality
throughout
the
city,
but
also
be
in
a
position
to
support
students
when
we
return
for
to
school
in
person
and
to
be
able
to
catch
them
up
on
on.
Unfortunately,
a
lot
of
the
learning
that
has
been
lost
appropriately
for
the
achievement
gap
and
really
the
grounding
statement
for
our
budget
process.
This
year
has
been
in
this
collective
call
to
action
and
urgency
around
closing
achievement.
Gaps.
C
You've
heard
me
talk
about
the
level
of
investment,
the
36
million
dollars,
that's
going
to
new
services
in
teachers,
students
and
content,
really
trying
to
affect
the
instructional
core,
increasing
the
knowledge
and
skill
of
teachers,
changing
the
content
and
altering
the
relationship
of
the
student
to
the
content,
the
teachers
and
one
of
the
things
the
academic
team
has
been
really
focused
on
and
has
been
emphasizing
across.
The
board
is
that
the
content
needs
to
be
the
content
across
all
subject
areas,
and
then
it
needs
to
be
a
rigorous
content
in
our
english
learner
classes.
C
It
needs
to
be
rigorous
content
in
our
special
education
classes
and
that's
what
that's
really
what
they're
driving
at
in
terms
of
raising
the
bar
for
all
of
our
students,
the
80
million
investment
you've
seen
this
before
for
anyone
who's
tuning
in
for
the
first
time.
This
is
our
breakdown
of
the
80
million
dollar
increase,
showing
36
million
in
new
investments
and
44
million
dollars
in
cost
increases.
C
C
By
implementing
the
look
act
and
expanding
programs
across
the
english
learner
department.
There
are
a
number
of
services
in
the
way
that
they're
organized
it
includes
the
newcomers
assessment
center,
which
we
had
questions
about
this
morning
and
really
understanding
what
are
the
language
needs
of
students
when
they
arrive
to
our
district,
designing
and
working
with
the
academics
team
to
build
rigorous
academic
programming,
community
engagement,
translation
interpretation
and
then,
of
course,
equity
and
accountability.
C
This
slide
highlights
the
diversity
of
our
district.
Over
44
of
our
students
are
english
learners
or
formal
english
learn,
formerly
english
learners,
which
is
the
fel.
Those
are
students
who,
at
one
point,
had
an
english
learner
development
level
refer
to
eld
levels
as
sort
of
their
progression
in
learning,
academic,
english.
C
You
can
see
that
44
of
our
district
at
one
time
was
an
english
learner
of
our
current
english
learners.
57
are
in
our
lowest
eld
levels.
That's
one
through
three.
Those
are
students
who
are
really
new
to
learning
english
across
the
domains,
and
then
we
have
an
incredibly
rich
and
diverse
city
over
70
plus
languages
are
represented
in
our
english
learners.
C
C
We
have
english
learning
learner
programs
across
many
of
our
123
schools,
and
they
can
be
thought
of
in
six
main
categories.
Sei
refers
to
our
sheltered
english
immersion
programs.
We
have
both
language
specific,
so
you'll
see
an
sei
spanish
program
or
multilingual
for
low
incidence
languages.
We
also
have
dual
language
and
there
are
multiple
models
in
our
district
for
dual
language:
we're
looking
to
explore
that
more.
C
C
C
It
also
includes
all
of
the
teachers
and
paraprofessionals
that
are
coded
as
bilingual
in
our
budget
and
then
finally,
all
programs
that
go
to
support
either
bilingual
or
sei
programs,
and
that
includes
translations
that
may
be
a
contract
line,
but
it's
really
dedicated
towards
those
supports,
and
so
what
you
see
is
increased
40.9
fte
overall
el
para
professionals,
fte,
are
increasing
by
12.7
and
there's
also
a
400k
investment
for
the
development
and
professional.
The
development
of
curriculum
and
professional
supports
for
teachers
for
the
development
of
new
dual
language
programs
for
fy
21.
C
We
wanted
to
highlight
our
investment
around
family
liaisons
here
in
the
english
learner
hearing,
because
this
is
really
targeted
towards
our
our
schools
that
are
serving
high
incidence,
high
length
schools
with
a
lot
of
families
who
speak
languages
other
than
english.
And
so
our
goal
is
to
develop
these
positions
so
that
they're
trusted
members
of
the
community
and
connect
and
support
families
to
resources
both
inside
and
outside
bps.
C
But
they
also
have
ensuring
that
they
have
families
have
access
to
somebody
in
the
school
who
has
cultural
and
linguistic
capabilities
who
represents
the
community
they're
serving,
and
so
as
part
of
this
family
liaison
hiring
we're
really
looking
for
language
diversity.
It's
a
job
requirement
in
many
of
the
schools
that
are
hiring
them,
and
these
allocations
were
given
not
only
to
schools
that
have
were
identified
as
transformation
schools,
as
I
mentioned
in
the
hearing
this
morning.
C
But
it
also
went
to
schools
where
over
50
percent
of
their
school
community
speaks
a
language
other
than
english,
a
single
language
other
than
english,
and
so
you'll
see
family
liaisons
rolled
out
in
east
boston
for
spanish
speaking,
schools
with
a
lot
of
spanish-speaking
families
and
at
the
quincy
as
a
school.
That
has
a
lot
of
chinese-speaking
families
wanted
to
highlight
here.
We
did
an
equity
analysis
that
I
presented
at
the
first
hearing
and
during
school
committee,
where
we
looked
at
the
dollars
per
pupil
in
which
students
they
benefit.
C
What
we
find
is
that
english
learners
and
english
learners
benefited
from
the
fy
21
investments
at
a
higher
per
pupil
rate
than
any
other
subgroup
in
the
district.
The
average
investment
was
that
700
per
pupil
for
fy21,
the
average
for
english
learners
was
853..
This.
This
shows
that,
through
explicit
and
other
ways,
we
are
investing
in
our
english
learners
for
fy21
to
continue
to
close
achievement,
gaps
and
support
those
students.
C
C
Excuse
me:
17
500
requests
since
july
1st
of
2019
through
this
year.
So
you
can
see
a
high
volume,
48
parent
preferred
languages
that
parents
are
asking
to
be
communicated
in.
We
are
getting
this
out
so
that
that
schools
know
that
they
can
request
both
interpretation
and
translation
services,
and
you
can
see
the
different
types.
I
I'm
sure
you'll
have
more
questions
about
that.
C
Touching
upon
priority
10
under
this
first
commitment
is
to
develop
and
monitor
progress
towards
achieving
explicit
goals
for
students
with
disabilities,
and
so
we're
talking
a
lot
as
a
district
around
building
inclusive
practices.
This
has
been
something
that
the
superintendent
has
emphasized
really
since
on
day,
one
of
arriving
in
boston
and
and
it's
something
that
we
have
worked
on
as
a
district.
I
think
we
need
to
have
a
renewed
sense
of
urgency
towards
here.
C
You
can
see,
as
I
highlighted
for
the
office
of
english
learners,
that
the
office
of
special
education
has
five
different
teams
within
it.
Thinking
about
identity,
identifying
and
placing
students,
understanding
and
testing
what
the
students
needs
are
doing,
instructional
and
support
practices,
helping
provide
technical
assistance
to
teachers
in
different
inclusion,
settings
from
general
education
to
substantially
separate
student,
family
and
community
engagement,
equity
and
accountability.
C
The
same
as
english
learners
and
transition
services,
helping
students
as
they
transition
out
of
bps
and
into
the
workforce
to
make
sure
that
they
have
the
supports
they
need
and
the
skills
that
they
they
need
to
be
able
to
be
successful,
similar
to
the
slide
on
the
demographics
for
english
learners.
Here
is
a
breakdown
of
our
special
education
students
or
students
with
disabilities
across
different
groups,
and
you
can
see,
we've
highlighted
six
or
five
different
settings.
C
Excuse
me
those
students
who
are
in
out
of
district
special
education
programs,
those
are
specialized
programs
for
our
highest
needs.
Students
public
day
includes
our
horace
mann
school
for
the
deaf
or
the
mckinley
schools
for
students
with
emotional
impairment.
We
also
have
substantially
separate
programs
as
a
superintendent
reference,
partial
inclusion
and
then
full
inclusion
model.
This
is
the
breakdown
by
group,
so
you'll
see
it
by
ethnicity,
by
gender
and
then
overall
numbers
are
all
the
way
on
the
left.
C
Our
fy
21
budget
represents
a
24.4
million
dollar
increase
in
special
education
spending,
we're
looking
across
both
the
special
education
department
and
our
special
education
contracted
services.
Those
are
the
costs
of
our
out-of-district
placements
and
contracted
services
for
providers
who
come
in
and
provide
some
of
our
related
services.
C
It
also
includes
all
of
our
special
education
accounts,
special
education
teachers,
mostly
special
education
aides.
It
also
includes
on
positions
like
our
aba
support
team.
This
also
includes
anything,
that's
tagged
to
a
special
education
program
code.
So,
if
we're
using
contracts
to
support
special
education
students,
it's
all
included
in
this
324
million
dollar
budget
number.
That's
over
and
above
the
amount
of
money
that
we
spend
on
every
student
through
our
general
education
programs.
C
And
then,
as
I
did
in
the
highlighting
for
the
english
learners,
I'm
going
to
highlight
for
special
education
that,
while
english
learners
were
the
group,
the
subgroup
that
had
the
highest
per
pupil
investment,
the
next
group
are
students
with
disabilities,
and
so
the
investments
that
we're
making
do
have
an
above
average
investment
in
students
with
disabilities
again
again
showing
that
we're
continuing
to
invest
in
our
highest
need
students
as
a
priority
for
the
fy
21
budget.
This
shows
the
detailed
breakdown.
As
I
mentioned
in
the
earlier
hearing,
bostonpublicschools.org
explore
budgets.
C
I
think
it
was
council
arroyo
who
first
brought
this
up
this
morning,
but
it's
it's.
I
imagine.
The
topic
of
conversation
today
will
be
about
the
overlap
between
these
two
groups.
Obviously
you
can't
separate
needs
of
students.
We
have
approximately
20
percent
of
our
students
are
identified
as
both
students
with
disabilities
and
students
who
are
els,
and
so
it's
important
for
us
to
build
cohesion
across
all
academic
strategies
to
ensure
that
we're
serving
all
of
our
students
well
and
so
64
of
our
english
learners
with
disabilities
speak
spanish
as
a
first
language.
C
C
C
B
Great,
thank
you.
So
much
nate
really
appreciate
that
and
I'm
going
to
make
I'm
going
to
make
one
exception
to
our
run.
Order.
Counselor
lydia
edwards
deferred
most
of
her
questions
from
this
morning
to
this
afternoon
and
also
has
to
leave
by
three
o'clock.
So
because
I
know
we've
got
a
number
of
people
waiting
to
testify
from
the
public.
B
I'm
going
to
let
her
ask
her
questions
and
ask
the
administration
to
answer
them,
and
then
we
will
go
to
public
testimony,
and
I
just
want
to
know
for
colleagues
that
I
know
it's
out
of
order,
but
I
really
appreciate
it.
Counselor
edwards
is
close
attention
to
the
time
this
morning
and
I
don't
want
it
to
be
in
vain
that
she
waited
for
this
afternoon.
So
counselor
edwards
you
have
before.
D
Thank
you.
It
sounds
like
I
got
a
check
plus
from
chairman
chairman
bach.
I
wanted
to
just
reiterate
what
I
said
before,
representing
some
one
of
the
larger
esl
populations
and
excuse
me
ell
populations
and
also
representing
students
that
have
special
needs,
especially
mothers,
reached
out
to
me,
and
I
am
frightened.
D
I
am
deeply
concerned
about
the
loss
and
learning
of
those
of
those
children
now
that
school
has
been
formally
cancelled
and
how
we're
going
to
get
back
on
track,
but
for
many
people
the
track
was
still
shaky
when
we
were
going
but-
and
I
appreciate
the
budget
addressing
some
of
those
gaps
but
one
what's
your
plan
for
that
particular
population
special
needs.
El
students,
el
students
period
number
two.
D
I
wanted
to
make
sure
that
we
were
focused
in
terms
of
dollars
and
where,
where
have
the
increase
has
been
in
the
budget
specifically
to
deal
with
pandemic
and
el
services
and
special
needs
services.
I
know
we
touched
on
briefly
the
fact
that
inclusion
students
have
different
choices
or
limited
choices
in
terms
of
their
schools.
D
One
thing
I
forgot
to
mention
earlier
is
the:
if
you're
applying
for
an
exam
school,
I
believe
you
get
an
email
or
some
sort
of
correspondence
back
from
bps,
that's
only
in
english
and
so
they're
back
and
forth,
or
the
application
or
the
next
step
is
not
for
all
languages
and
then,
finally,
with
the
you
had
mentioned
before,
that
there
was
so
much
concentration.
And
I
appreciate
this
on
a
lot
of
the
students
and
the
restructuring
of
schools
going
forward
and
making
sure
that
they
are
highlighted.
D
C
So
one
of
the
things
that
we're
doing
to
create
flexibility
going
into
fy
21
is
we
have
put
a
hold
on
much
of
the
spending
that
we
had
planned
for
this
spring
at
both
the
central
and
school
level,
and
so
that
originally
rose
out
of
the
need
to
to
sort
of
stop
deliveries
because
we
couldn't
get
physical
goods
and
now
is
more.
You
know,
sort
of
become
part
of
our
strategy
for
how
do
we?
How
do
we
carry
in
flexibility
for
next
year?
We're
also,
of
course,
evaluating
federal
stimulus
dollars.
C
And
of
course
you
know,
the
state
is-
is
dealing
with
significant
loss
in
revenues
going
into
next
year,
but
the
city
is
committed
to
really
maintaining
our
budget
so
that
that's
part
of
the
flexibility
you'll
see
you
won't
see
it
unnecessarily
in
a
line
item
in
fy21,
but
it's
really
trying
to
carry
money
forward
in
ways
that
we
can
and
try
and
create
that
flexibility
through
the
cares
act.
So
I
just
wanted
just
to
start
with
that.
C
I
think
the
other
piece
that
you
mentioned,
that
I
think
is,
is
really
important
around
the
k-6
expansion,
one
of
the
things
that
we've
done
for
schools
that
are
expanding
the
k-6
and
we
know
that
any
time
we
change
the
configuration
of
school.
It's
disruptive
in
two
ways,
one
for
the
school,
adding
the
new
grade
or
the
new
program
they're
often
asked
to
start
it
before
enrollment
really
supports
the
full
program
of
it.
The
second
thing
is
those
those
six
grades
are
being
added
at
the
expense
of
our
other
schools.
C
Of
course,
as
you
mentioned,
high
percentage
of
english
learners,
a
lot
of
spanish-speaking
families,
and
so
that
is
an
investment
in
supporting
those
families
and
is
is
is
in
some
ways
supporting
the
english
language
programs
that
are
there
I'll
I'll
stop
there.
I
don't
know
if
I
got
to
all
of
the
parts
of
your
question,
it
looks
like
brenda
wants
to
join.
D
E
E
So
we
are
working
with
the
state
and
with
the
department
of
justice
consulting
with
a
number
of
other
experts
in
the
field
to
try
and
put
together
a
plan.
You
know
we're
gonna
adjust
our
assessment
of
english
learners
in
this
language
capacity
able
to
start
doing
it
again
and
we
hope
to
have
an
update
on
that
soon.
A
I
can
I
can
speak
to
the
instructional
pieces
david,
and
I
think
I
was
asked
a
counselor
was
asking
specifically
about
assessment.
We
do
have
the
winner
results
from
the
access
test,
so
once
we're
able
to
give
tests
again
in
person
we'll
be
able
to
compare
those
and
see
where
the
gaps
are
and
then
we'll
be
able
to
program
for
the
students.
So
that's
a
really
important
piece.
A
The
other
is
that
they
will
still
be
taking
any
of
the
interim
assessments
that
we're
going
to
do
based
on
the
standards
for
our
students
during
this
summer
during
this
remote
learning
time
and
then
have
the
opportunity
to
take
summer
learning
as
well,
so
we'll
be
identifying
students
who
need
help
we'll
be
continuing
our
translation
services.
Right
now
we
have
teachers
who
are
accessing
our
oel
office
and
translation
services
to
translate
the
remote
learning
materials.
A
We
have
a
website
with
academic
links
to
multilingual
supports
for
our
teachers,
so
our
academic
office
is
supporting
all
of
that,
as
well
as
our
oel
office,
so
that
work
is
ongoing
and
we're
getting
better
and
stronger
at
that
every
day.
So
that's
the
piece
and
then
in
the
future,
in
terms
of
thinking,
you
know
how
do
we
better
support
our
el
students,
all
along?
A
So
I'm
anxious
for
that
to
happen,
and
then
just
finally
I'll
say
we
did
put
in
family
liaisons
to
do
the
third
piece
that
dr
dallas
reyes
said
was
so
important,
which
is
the
wrap
around
services
for
families
and
supporting
the
family,
as
well
as
supporting
the
child
and
their
academic
development
and
their
social
emotional
well-being.
So
we
have
like
family
lessons
based
in
schools
that
are
over
50
one
language.
So
I
think
a
lot
of
these
boston
schools
actually
did
end
up
getting
a
family
liaison.
F
B
And
yeah
david,
we
can
get
that
number
to
her
and
then
follow
up
on
further
questions.
Thanks,
okay,
we're
now
gonna
move
to
public
testimony.
So
what
will
happen
for
those
of
you
who
are
watching
and
are
also
in
the
waiting
room
so
I'll
be
admitting
people
sort
of
three
at
a
time
into
the
main
zoom?
B
It's
important
that
when
you're
admitted
you
turn
off,
silence,
etc
the
live
stream,
because
otherwise
we
get
a
bad
echo
when
you're
speaking
and
yeah,
and
so
and
again
I
just
ask
people
introduce
themselves
and
keep
their
comments
brief
to
two
to
three
minutes,
just
because
we
have
a
number
of
people
waiting
and
then
we've
also
got
a
number
of
counselors
who
are
eager
to
ask
questions
on
these
topics.
So
with
that
I
am
admitting.
B
B
G
Apologies,
I
didn't
realize
I
wasn't
already
good
afternoon
counselors,
so
my
name
is
jessica
tang
and
I
am
very
proud
to
serve
as
the
btu
president
representing
10
000
in
service
and
retired
educators
in
boston,
public
schools,
and
I
do
want
to
give
a
special
thank
out
our
special
thank
you
to
all
of
them
during
teacher
appreciation
week
and
national
teacher
appreciation
day
for
their
incredible
dedication
and
hard
work
during
this
unprecedented
crisis
now
in
boston.
We
believe
in
inclusion
done
right,
and
this
has
been
a
priority
issue
for
several
years
now.
G
Inclusion
done
right
means
having
district
and
school-based
leadership,
with
a
vision
that
embraces
inclusion
and
backs
that
vision
up
with
the
resources
that
are
needed
to
make
it
work.
It
means
recognizing
that
a
teacher
with
multiple
certifications
is
not
able
to
provide
excellent
instruction
for
every
student
and,
at
the
same
time
meet
the
iu
iep
requirements
for
students
with
significant
special
needs,
as
well
as
our
english
language
learners,
who
also
require
special
accommodations
as
well.
G
It
includes
also
ensuring
meaningful
professional
development
for
educators
tailored
to
the
needs
in
their
school
communities
and
several
boston.
Public
schools
have
implemented
successful
inclusion
programs
and
we
applaud
them,
and
we
also
know
from
their
success
what
it
takes.
We
need
to
learn
from
what's
working
and
provide
equitable
opportunities
for
all,
including
access
to
high
quality
programs
for
students.
Inclusion
done
right
can't
just
be
for
a
small
number
of
students
at
a
handful
of
our
schools.
We
need
to
make
it
work
citywide
to
ensure
that
all
students
have
the
assistance
they
need.
G
The
henderson
inclusion
school
in
boston
is
an
excellent
example
of
inclusion
done
right
at
the
henderson.
Each
classroom
has
two
teachers
who
work
with
additional
staff,
including
paraprofessionals,
therapists
and
related
service
providers
who
work
together
to
ensure
each
student
has
individualized
support
and
attention.
They
need
to
participate,
learn
and
succeed
in
a
henderson
classroom.
You'll
find
students
with
disabilities
learning
alongside
their
non-disabled
peers.
G
During
a
math
lesson,
most
of
the
class
might
be
working
independently
on
fractions,
while
paraprofessionals
helping
one
student
with
basic
addition
and
a
special
education
teachers
provide
inclusive
accommodations
for
another
small
group
of
students.
This
is
what
it
means
to
create
a
healthy
learning
environment
for
all
students,
our
bps
btu
inclusion.
Work
group
was
collaborating
on
recommendations
for
what
inclusion
done
right
means
for
bps,
and
we
were
extremely
close
to
getting
an
agreement
completed.
G
Unfortunately,
the
work
of
that
group
and
our
negotiations
were
cut
short
because
of
the
pandemic.
However,
figuring
this
out
continues
to
be
an
urgent
matter,
along
with
making
sure
that
the
necessary
funding
continues
to
be
available,
not
just
to
maintain
what
we
knew
was
already
insufficient,
but
to
actually
make
real
improvements.
G
Now
during
the
pandemic,
students
with
significant
special
needs
are
having
a
harder
time
with
ever
harder
time
than
ever
getting
their
educational
needs
met.
When
we
return
to
school,
it
is
imperative.
I
should
say
when
we
return
to
school
buildings,
it
is
imperative
that
all
inclusion
students
be
able
to
learn
in
classrooms
with
the
appropriate
support
system,
so
they
can
reach
their
highest
potential,
especially
after
this
time
of
enormous
challenges.
G
The
recent
deci
bps
review
found
that
special
ed
services
in
the
district
are
in
systemic,
but
quote
unquote
and
systemic
disarray
and
don't
provide
appropriate
learning
opportunities
for
many
students
in
the
least
restrictive
environment.
Related
findings
include.
The
district
has
not
defined
a
consistent
inclusion
policy
that
delineates
staffing
and
recommends
models
of
inclusive
instruction.
A
disproportionate
number
of
students
are
assigned
to
some
separate
classrooms
and
there
is
an
over
focus
by
the
bps
office
of
special
add-on
compliance,
as
described
by
several
bps
leaders.
We
are
anxious
to
address
the
issues
that
prolonged
segregation
has
signed.
G
G
B
Thank
you
thank
you,
jessica
and
next,
we'll
be
moving
to
emma
velka
feldman
and
then
it'll
be
mary,
claire,
flores
folks,
once
you
finish,
testifying
feel
free
to
leave
the
zoom
and
go
back
watching
on
on
the
screen.
I'll
just
note
I
am
gonna
set
just
because
I
know
we've
got
a
bunch
of
people.
I
am
gonna
set
alarm
that'll
go
off
so
you'll
hear
if
your
time
has
elapsed
and
again
just
asking
people
to
keep
these
to
two
to
three
minutes.
So
thank
you
again,
jessica.
H
Hi,
I'm
emma
fiocca
feldman,
a
resident
of
boston
and
a
proud
bps
elementary
teacher
eager
to
go
back
to
my
virtual
classroom
at
four
boston
has
not
always
been
my
home.
When
I
was
looking
for
graduate
programs
to
study
elementary
education,
I
learned
about
the
henderson
inclusion
school.
I
moved
to
boston
in
part
because
of
the
work
of
a
handful
of
bps
schools
to
support
inclusion
done
right.
They
were
showing
they
were
showing.
What
the
national
research
supports
that,
when
students
with
and
without
disabilities,
learn
together,
all
students
achieve
at
high
levels.
H
We
raise
the
bar
for
what
we
imagine
is
possible
in
these
bps
schools.
Students
with
significant
support
needs,
learn
alongside
their
gen,
ed
peers,
with
the
right
supports.
At
times.
This
means
two
full-time
teachers
and
a
paraprofessional
or
could
mean
multiple
adults
used
strategically
throughout
the
day.
I
have
worked
in
bps
for
over
seven
years
and
I
stay
because
I
believe
we
must
continue
to
fight
for
inclusion
done
right.
It's
not
simply
about
how
much
money
we
spend
it's
about
how
we
spend
this
money.
H
H
I
have
worked
tirelessly
and
not
always
successfully
to
meet
the
needs
of
all
my
students
with
and
without
disabilities,
because
I'm
triple
certified
in
elementary
education,
special
education
and
english
language
learners
and
I'm
supposed
to
do
the
job
of
three
humans
as
one
human.
I
have
watched
families
leave
our
district
because
bold
inclusive
options
exist
in
neighboring
school
districts.
H
I
will
continue
to
stay
in
bps
because
I
believe
that
the
school
district
and
city
will
support
this
essential
and
innovative
work.
It
wasn't
too
long
ago
that
students
with
disabilities
were
denied
the
opportunity
to
attend
school,
let
alone
in
neighborhood
school.
When
we
fail
to
make
inclusion
done
right,
we
send
our
students,
families
and
schools
back
to
those
dark
times
of
low
expectations
and
segregation.
H
I
Hi,
my
name
is
mary,
claire
flores.
I
am
a
fifth
grade:
inclusion
teacher
at
the
hennegan
k-8
school.
I
have
students
with
disabilities
in
my
class
and
have
students
that
have
you
know
disabilities
in
my
class
that
have
individualized
education
plans
as
well
as
students
in
my
class
that
do
not
have
any
disabilities.
I
This
is
what
we
call
inclusion,
but
it's
not
the
way
it's
supposed
to
be.
We
know
that
general
ed
students
and
students
with
disabilities
learn
best
when
they
are
together.
We
know
this.
However,
it
is
not
good
enough
to
simply
make
sure
that
these
students
are
in
the
classroom
there
might,
there
must
be
the
right
supports
and
resources
and
quality
teaching
that
is,
allowing
every
student
equitable
access
to
learning.
Currently,
I
am
one
teacher
who
works
with
a
paraprofessional
in
our
classroom
and
I'm
considered
both
the
special
education
teacher
and
the
general
education
teacher.
I
I,
as
a
younger
teacher,
I
was
told
that
to
work
in
boston
I
needed
to
be,
as
you
know,
and
I
wanted
to
be
as
qualified
as
possible,
get
all
the
certifications
and
licenses
that
you
can
to
make
sure
that
I
was
providing
the
most
quality
education
to
our
students.
However,
I
was
I
soon
learned
that
it
was
to
a
disadvantage
to
have
all
these
license.
I
In
fact,
I'm
triple
certified,
but
I
didn't
report
my
esl
license,
because
I
knew
it
would
mean
that
my
students
would
have
less
access
to
the
supports
that
they
needed.
If
I
was
supposed
to
do
the
role
of
three
people,
rather
than
being
simply
their
classroom
teacher,
it's
not
feasible
for
me
to
be
the
special
education
teacher
and
the
general
education
education
teacher.
At
the
same
time,
how
can
I
provide
the
small
instructions
that
are
called
for
their
individualized
education
plan
and
make
sure
that
I'm
differentiating
and
tending
to
the
rest
of
the
class?
I
Yes,
I
have
both
license,
but
it
doesn't
mean
that
I
should
be
doing
both
jobs
at
once.
We
know
that
successful
models
of
inclusion
have
co-teaching.
However,
all
across
the
district,
we
have
varying
inclusion
programs
that
look
drastically
differently.
Some
schools
have
co-teachers
attending
to
the
needs
of
all
the
classrooms.
Some
people
have
professionals
that
follow
the
students,
some
have
paraprofessionals,
but
they
don't
follow
students
to
specialists,
and
then
this
teacher
is
all
alone
attending
to
the
needs
of
that
class.
I
Without
any
assistance,
we
need
more
teachers
and
support
staff,
not
more
licenses
a
license
cannot
pull
a
small
group.
A
license
cannot
stand
in
front
of
the
class
and
leave
a
lesson.
It's
simply
not
the
same
as
having
two
teachers
who
can
provide
instruction
and
services
to
meet
the
needs
of
the
students
in
the
inclusion
classroom.
So
we
as
a
district
need
to
stop
pretending
that
two
licenses
in
a
room
can
do
the
work
of
two
teachers.
I
What
is
perhaps
most
concerning
is
that
teachers
and
community
members
have
been
telling
the
district
this
for
years
and
years
and
now
jesse
has
done
an
analysis
to
determine
the
same
thing
that
we've
been
telling
the
district.
The
moral
of
the
story
is
to
listen
to
teachers
and
community
members.
We
are
having
the
important
conversations
we're
doing.
The
work
on
the
ground
every
day
and
we're
connected
to
one
another,
and
we
know
what
our
district
needs.
I
The
issue
cannot
wake
until
after
a
copin
19..
I
know
it's
hard,
but
we
have
to
continue,
especially
since
we
know
that
this
that
this
virus
has
only
exasperated
the
inequalities,
especially
for
our
students
and
our
students
with
disabilities.
Right
now,
we
are
not
meeting
their
needs.
We
are
not
in
compliance,
and
we
know
this,
because
teachers
are
the
first
responders
in
identifying
and
helping
connect,
families
to
food,
shelter,
unemployment,
mental
health
supports
wi-fi
and
ensuring
the
safety
of
our
students.
I
It
is
therefore
imperative
that
we
want
to
that.
If
we
want
to
practice
what
the
district
preaches
in
terms
of
equity
in
schools,
especially
for
owls
and
students
with
disabilities,
we
must
listen
to
teachers.
We
don't
pretend
to
have
all
the
answers,
but
we
definitely
have
most
of
them
and
our
community
will
be
there
to
back
it
up.
B
K
K
No
setup
is
perfect,
but
he's
growing
he's
happy
and
he
is
a
very
valued
member
of
our
learning
community.
I'm
not
saying
that
full
inclusion
is
easy
or
it's
the
simplest
way,
but
it
really
is
worth
it.
I
think
it's
worth
it
to
fund
co-teaching,
it's
worth
it
to
fund
aids
for
specialty
teachers,
and
it's
worth
it
to
go
out
of
our
comfort
zone.
If
we
take
the
promise
of
equity
seriously
in
this
district,
I
think
we
are
all
capable
of
doing
incredible
things
under
the
right
conditions.
K
We
all
deserve
to
feel
true
belonging
in
our
communities,
and
these
are
the
lessons
that
inclusive
settings
offer.
Most
importantly,
these
are
the
messages
that
inclusive
settings
sent
to
students
who
are
engaged
in
the
fragile
and
beautiful
work
of
growing
up
and
building
ideas
about
who
they
are
and
what
they
are
capable
of.
K
K
As
we
work
to
build
a
cohesive
plan
for
special
education,
I
urge
you
to
think
of
the
possibilities
for
our
students
in
boston
and
to
send
the
right
message
to
them
and
to
their
families.
Thank
you
for
your
time
and
thank
you
to
my
amazing
colleagues
and
the
wonderful
families
that
we
partner
with
for
testifying
today.
B
L
No
problem,
thank
you
good
afternoon,
members
of
the
city
council.
My
name
is
shantay
alves
and
I
am
a
sixth
year
boston,
early
childhood
inclusion
educator.
I
am
here
today
to
advocate
for
adequate
training
for
stakeholders
and
consistent
support
and
funding
for
our
students
with
special
needs
in
a
very
public
recently
released
report.
The
department
of
elementary
and
secondary
education
notes
that,
in
the
boston,
public
schools,
district
special
education
services
are
in
systemic
disarray.
L
The
some
examples
this
report
alludes
to
are
the
handful
of
schools
being
funded
to
have
a
more
equitable
model
with
inclusion
classrooms
that
are
staffed
with
more
than
one
teacher
who
provides
instruction
and
required
services.
Yet
a
handful
of
schools
out
of
over
120
seems
highly
exclusive
and,
dare
I
say,
intentionally
exclusive.
L
I
am
here
to
ask
for
support
in
the
call
for
more
funding
for
our
schools.
One
educator
with
multiple
licenses-
and
maybe
a
learning
specialist
who
supports
multiple
grade
levels,
is
not
enough
for
our
students
with
special
needs
nor
our
general
education
students,
dual
or
triple
licensure,
does
not
make
up
for
quality
small
group
instruction.
L
B
M
Goodnight,
I
appreciate
it
well,
thank
you,
chairman
bach
and
members
of
the
council,
for
the
chance
to
testify.
Today
I'm
a
proud
science
teacher
at
the
curly
k-8
school
and
a
boston
resident.
I
teach
24
classes
a
week,
20
of
them
I
teach
alone
and
eight
of
those
classes
are
included
in
classes.
My
students
come
from
home
rooms
where
they
have
three
adults
in
the
classroom.
M
Our
inclusion
team
includes
our
art
teachers
like
physical
education,
dance,
music,
spanish
teachers
and
I'm
here,
because
I
want
our
district
to
incorporate
a
model
for
staffing
inclusion
that
includes
another
person
in
specialty
classrooms.
Like
my
science
classroom,
my
science
classroom
is
material,
heavy,
highly
active
and
inquiry-based.
M
We
plant,
we
have
a
variety
of
animals
in
the
classroom.
We
do
weekly
experiments
and
we
journal,
as
I
look
back
in
my
years
of
teaching,
it's
clear
to
me
that
I'm
a
better
teacher
to
all
my
students,
including
those
who
receive
special
education,
supports
when
I
am
with
another
adult
when
I'm
teaching
with
another
adult
in
the
times
that
I've
had
another
adult
in
my
classroom.
Students
got
support
physically
accessing
experiments,
scribing
using
technology
and
got
to
spend
more
time
outside
it's
a
better
and
richer
experience
for
all
my
students.
M
M
B
Thank
you.
So
much
next
up
is
alana.
After
alan
it's
going
to
be
mayu
and
then
renee
and
annabelle.
I
would
just
ask:
there's
one
person
who's
waiting
in
the
chat.
Who's
just
got
a
number.
If
you
could
change
your
display
name,
we
just
ask
people
to
put
a
name
in
before
we
admit
them.
So
thank
you.
Go
ahead.
N
As
an
inclusion
school,
the
bait
serves
children
who
receive
a
range
of
special
education
services
and
a
general
education
and
general
education
students
in
every
classroom
in
grades
k
zero
through
five.
Currently
there
are
two
classrooms
on
each
grade
level,
each
with
their
own
homeroom
teacher.
At
each
grade
level.
We
also
have
one
special
education
teacher
serving
as
an
inclusion
specialist
as
well
as
a
paraprofessional.
N
N
Sorry,
the
model
works
well
much
of
the
time,
although
it
came
about
after
our
original
model.
One
para
for
each
classroom
full
time,
plus
the
alternating
inclusion
specialist,
had
to
be
adjusted
due
to
budget
cuts.
The
teachers
at
the
base
are
working
hard
to
make
our
two
adult
models.
Successful
and
teachers
are
able
to
do
significantly
more
small
group
instruction
because
they
are
not
the
only
adult
in
the
classroom.
N
Even
with
the
success
of
this
model.
There
are
significant
challenges:
iep
meetings
and
testing,
frequently
pull
teachers
away
from
classrooms
and
due
to
scheduling
constraints,
our
specialist
teachers
generally
lead
their
classes
without
additional
staffing
support.
This
not
only
makes
it
challenging
to
provide
meaningful,
differentiated
instruction,
but
can
create
safety
issues.
What
happens
to
a
single
teacher,
conducting
a
lesson
outside
on
the
school
yard
or
in
the
outdoor
classroom
when
a
child
has
a
crisis,
a
single
educator
cannot
do
therapeutic
crisis
intervention
with
one
child
and
simultaneously
keep
the
other
children
state
at
the
base.
N
We
are
lucky
enough
to
have
a
crisis
team
in
place
with
a
full-time,
vcba
and
social
worker.
These
staffs
are
able
to
help
once
they
travel
to
the
location
of
the
crisis,
provided
they
are
not
already
supporting
another
student
with
260
students.
This
is
frequently
the
case.
If
this
is
a
challenge
at
our
school,
where
we
already
have
more
staff
than
many
others,
we
know
it
must
enormously
challenging
for
schools,
with
even
fewer
inclusion.
Support
staff:
our
schools
need
adequate
staffing
to
address
the
realities
of
supporting
students,
academic
and
social
emotional
needs.
B
O
Okay
hi,
my
name
is
norma
mcmanus
vincent
I'm
co-chair
of
the
phineas
bates
elementary
family
council
with
elena
who
just
spoke
and
I'll
just
take
a
moment
and
pick
up
where
she
left
off.
So
beyond
these
basic
school-wide
staffing
needs
that
elena
outlined
and
the
others
have
spoken
about.
We
believe
that
all
students
deserve
physical
education,
arts,
education
and
science
and
technology
education.
O
We
know
that
in
boston
there's
a
long-standing
tradition
of
voting
to
approve
bps
budgets
that
we
know
are
woefully
inadequate
because
we
believe
there's
no
other
option.
We
appeal
to
all
of
you
on
the
city
council
to
please
interrupt
this
cycle
of
approving
budgets
that
we
know
come
nowhere
near
providing
what
our
students
need
as
our
city
councilors.
Please
do
everything
in
your
power
to
help
boston's
most
vulnerable
children.
B
Great,
thank
you
so
much
nora
next
up,
we'll
have
renee
and
then
fuang
dai
nguyen
and
then
janice
and
I'll.
Just
note
one
more
time
that
we've
got
one
remaining
person,
one
three,
four,
six,
four
four
in
the
waiting
room
and
I
do
need
you
to
change
it
to
a
name
before
I
met
you
so
renee.
Please
go
ahead.
B
Janice,
are
you
testifying
all
right?
If
not,
then
I
think
we've
reached
the
end
of
the
public
testimony
period.
We
really
appreciate
all
the
educators
and
parents
who
came
to
speak
to
us
today
about
inclusion
and
and
with
that
I
want
to
jump
to
back
to
counselor
questions
so,
as
I
alluded
to
from
the
start,
I'll
be
recognizing
counselor,
asabi
george
and
I'm
gonna
skip.
I'm
gonna
defer
my
questions
for
a
little
while
so
I'll
go
right
to
counselor
asabi
george.
B
So
what
I'll
be
doing
now
is
raising
my
gavel
at
five
minutes,
but
then
you'll
hear
an
alarm
go
off
when
you've
hit
seven
minutes
and
if
you
go
much
beyond
that,
I
will
gavel
down
just
because
I
think
it's
important
as
a
respect
for
all
colleagues
and
everybody
here
that
would
be
able
to
get
through
questions
and-
and
you
know,
keep
keep
giving
people
opportunities
to
ask.
So
that
is
the
new
plan
and
with
that
counselor
isabe
george.
P
I
thank
you,
madam
chair.
I
had
my
finger
there
on
mute
and
I
appreciate
the
presentation
again
by
the
school
department
superintendent,
our
team.
I
also
appreciate
the
advocates
and
the
teachers
in
particular
as
today's
national
teacher
day,
our
national
appreciation
teacher
appreciation
day.
So
thank
you
for
all
the
work
that
you
continue
to.
Do
I
often
joke
after
spending
13
years
in
a
classroom.
It
was
too
much
for
me.
So
I
ran
for
office
because
the
work
that
you
all
do
really
is
tremendous,
and
I
appreciate
nate
thanking
teachers
at
the
btu
school.
P
We
had
postponed
that,
but
I
will
use
this
time
to
ask
some
questions
regarding
inclusion
and
you'll
really
appreciate
the
renewed
focus
from
lots
of
different
parties.
In
addition
to
teachers
who
have
been
and
families
who
have
been
asking
for
inclusion
to
be
done
right
across
our
our
district
and
appreciate
the
commitment
of
the
superintendent
and
her
team
to
make
sure
that
we're
doing
that
for
our
kids
can
either
the
superintendent
or
a
member
of
your
team
talk
a
little
bit
about
how
we're
defining
in
clinton
in
our
district.
P
What
does
that
look
like
to
a
family,
maybe
exploring
inclusion
for
their
for
their
students?
I
also
am
interested
in
what,
as
a
part
of
that
definition,
what
does
it
mean
for
the
adults
in
that
classroom?
So
the
number
of
students
are
an
iep
versus
the
number
of
students
that
we're
going
to
will
call
for
lack
of,
maybe
a
better
term,
a
gen,
ed
student.
P
How
many
of
those
how
many
wait
lists?
How
many
students
are
wait
listed
for
inclusion
seats
across
the
district,
and
where
do
we
have
openings?
Because
in
a
few
of
our
schools,
we
actually
have
open
inclusion
seats
and
then
a
wait
list
for
these
gen
ed
students.
So
there
there's
some
conflict
that
does
impact
schools
budgets
across
the
district,
and
I
do
have
a
follow-up
question
after
that.
Thank.
A
E
Yeah,
so
I
would
say
in
terms
of
how
the
district
declines
and
thinks
about
inclusion.
There
are
sort
of
two
definitions
of
the
word
inclusion.
One,
I
think,
is
words
that
folks
who
work
in
special
education
have
been
training
me
about,
which
is
inclusion,
has
a
general
term.
Art
in
special
education
means
something
different
than
the
sort
of
contractual
definition
of
inclusion
that
we
have
in
boston.
E
E
The
class
side
is
20
with
six
as
a
max,
but
then
there
are,
you
might
have
students
with
lower
need,
ieps
in
that
room,
perhaps
just
getting
speech,
therapy
services
or
resource
room
services
provided
by
other
teachers
who
aren't
the
main
classroom
staff
and
that's
limited
at
no
more
than
half
of
the
students
in
the
room
total.
So
three
more
students
beyond
the
six
potentially
if
there
are
six
generally
as
a
best
practice
in
the
system.
E
We
aim
for
about
five
students,
so
class
size
max
of
20,
with
a
breakdown
of
15
and
five.
Maybe
one
or
two
additional
students
on
lower
lower
need,
ieps
and
the
established
district
practice
was
a
part
of
our
rollout
that
happened
about
seven
years
ago.
Now
was
one
teacher
and
one
paraprofessional
as
the
model.
We
also
have
a
really
extensive
group
of
other
models.
P
Do
we
sometimes
have
that
in
classrooms
that
don't
aren't
sort
of
coded
occlusion
we
would
have?
There
is
always
a
potential
to
have,
I
think,
about
my
own
years,
teaching
right,
a
classroom
that
had
so
many
kids
but
did
not
have
those
additional
support.
So
is
there
a
way
through
whether
we
code
a
classroom
roster
that,
after
you
hit
so
many
students
that
are
on
an
iep
that
you
have
the
paraprofessional
support
your
work.
E
Right
now,
if
a
school,
if,
if
a
classroom
is
quoted
as
a
general
education
classroom
and
the
students
who
are
entering
the
classroom,
are
getting
special
educational
reports,
those
supports
are
provided
by
a
special
education
teacher
who
is
not
a
classroom.
Teacher
generally,
a
researcher
in
the
school.
P
Q
A
A
Community
engagement
process
again
and,
of
course
that's
on
here,
so
that's
tied
up
with
that,
but
you
have
funding
for
the
dual
language
in
this
budget.
The
update
on
the
bilingual
plan.
That's
dr
dallas
reyes,
who
is
doing
that
work?
Who
came
in
to
do
the
work?
We
also
have
a
national
search
for
her
replacement.
She
came
in
just
temporarily
to
help
us
and
has
a
lot
of
historical
knowledge
to
help
us
get
that
work
going.
A
Q
If
that's
hold
on
it,
I
didn't
know
that
would
be
that
quick.
If
I
could
just
ask
one
more
question,
then,
while
I
have
you,
what
efforts
are
we
making
right
now
with
ell
in
the
colbit
pandemic,
to
really
engage
english
language
learners
online?
Are
we
doing
any
special
programming?
What
what
can
we
do
there,
especially
considering
that
we
may
be
looking
at
this
for
not
just
now,
but
september
october?
There's
a
possibility.
We
still
need
to
do
that.
So
what,
in
what
ways
are
we
engaging
on
that.
A
So
that's
in
multiple
ways:
the
the
first
is
that
the
ell
teachers
are
reaching
out
to
their
students,
just
like
any
other
teachers
are
having
to
meet
with
their
students.
So
you
know
that's
a
sheltered
english
class,
then
they're.
You
know
those
teachers
are
reaching
out
to
their
student
body,
of
course,
and
providing
the
service.
The
second
is
translation
services
and
their
oeo
offices
being
accessed
quite
a
bit
for
translation
services
for
our
teachers,
so
that
they
can
have
translation
services
in
the
remote
and
learning
environment,
and
then
this.
A
The
third
piece
is
that
we
are
using
our
student
support
teams.
Now,
as
as
we
identify
students
who
have
not
yet
engaged
or
having
trouble
getting
wi-fi
or
or
dependable
wi-fi,
it
goes
off
and
then
they
have
to
put
it
back
on
or
whatever
so
we're
helping
to
make
sure
that
they're
getting
the
supports
with
being
connected
in
the
remote
environment
and
if
they're
not
getting
support
or
they're
falling
behind,
then
they're,
given
tier
two
interventions
and
supports
from
other
support
professionals
within
the
school.
B
B
R
R
Inclusion
classrooms
are
required
to
have
a
general
education
teacher,
as
well
as
a
special
education
teacher
and
admission
to
paraprofessional
what
happens
if
the
special
education
teacher
or
the
paraprofessionals
outside
what
percentage
of
general
education
students
are
certified
for
special
education
and
how
large
are
class,
as
is
for
inclusion
classrooms,
what
percentage
increase
or
dick
or
decrease?
Is
this
over
time?
That's
one
question,
and
while
we're
talking
about
inclusion
and
special
education
in
yellows,
I
just
want
to
really
make
note
that
now
all
of
our
students
are
in
black
and
brown
students
in
particular.
R
Not
all
of
our
students
are
in
general,
are
in
special
education
or
els.
We
have
a
lot
of
students
who
are
also
in
general
education,
and
I
think
it's
important
to
make
sure
that
we're
thinking
about
the
equity
pieces
across
all
aspects
of
the
education
landscape,
not
just
in
the
buckets
that
most
folks
want
to
just
put
our
kids
in.
I
am
also
curious
about
right
now.
R
You
know
it's
a
civil
rights
issue
and
I'm
just
really
curious
around
what
we're
going
to
do
to
ensure
that
we're
not
making
our
kids
wait
until
school
and
for
important
support
services
in
terms
of
special
education,
we're
seeing
some
cuts
to
early
childhood
on
a
special
education.
What
reason
is
it
for
those
cuts?
I'm
just
curious
as
to
why
ell
and
bilingual
education
plan
I'm
going
to
be
very
specific
about
some
things.
R
One
of
the
things
that
we
have
seen
is
the
impact
of
program
19
has
had
on
english
learners,
I'm
especially
in
homes
where
parents
do
not
speak
english
simply
put
a
lot
of
ell
students
learning
at
the
same
capacity
if
they
would
have
been
in
school.
How
does
this
budget
set
aside
funds
to
essentially
pick
up
the
slack
that
covet
19
has
created?
R
R
But
it's
getting
to
the
point
that
a
lot
of
people
out
here
are
not
are
losing
trust
in
the
system,
and
so
I
really
think
that
we
have
an
opportunity
to
restore
that
trust
in
it,
and
that
is
going
to
be
more
about
just
the
budget
and
the
dollars.
It's
really
about
how
we're
allocating
resources
and
human
capital
and
doing
it
right
by
all
students.
A
So
I'm
gonna
go
ahead
and
start
and
then
david.
If
you
could
give
some
of
the
specific
answers
to
some
of
the
the
number
questions
that
she
has
or
mr
cooter
that
that'd
be
fine.
I
want
to
just
talk
about
strategic
plan
and
the
fact
that
we
pulled
out
cultivate
trust
as
one
of
the
biggest
issues
and
amplify
voice.
A
I
know
I've
said
that
in
the
previous
hearing
as
well,
and
that
is
why
those
two
bullets
are
in
our
strategic
plan,
because
that's
what
the
community
told
us
and
we
heard
it-
and
we
listened
and
so
you'll
see
that
we
you
know.
I
mentioned
that
the
day
after
we
closed,
we
instituted
with
dr
branson's
leadership,
the
equity
roundtables
and
then
just
a
few
weeks
later,
we
implemented
the
school-based
equity
roundtables
boston.
A
Public
schools
never
had
this
before,
because
we
knew
it
was
going
to
be
critical
for
our
school
leaders
to
be
in
contact
with
their
school
communities
to
be
able
to
reach
students
and
to
reach
families
during
this
time.
So
that
was
critical
to
building
trust
and
to
listening
to
the
community
and
amplifying
your
voice.
A
So
I
think
that
that
structure
isn't
just
going
to
be
encoded,
we're
going
to
keep
that
going
as
we
begin
to
look
at
kind
of
almost
community,
organizing
the
level
of
the
school
to
the
district
level,
and
it's
really
going
to
provide
for
us
a
really
great
lens
on
what's
happening
within
the
community.
What
partnerships
are
available
at
school
and
then
how
do
we
better
serve
our
children
and
their
families
and
and
overall
the
whole
community?
A
And
so
I
think,
that's
going
to
be
a
really
great
new
addition
that
we
got
really
because
of
covid.
Not
you
know
we
had
the
equity
roundtables,
we
had
the
oag
task
force,
but
this
is
just
a
much
broader.
I
mean
to
have
eight
people
a
hundred
people
on
these
calls
and
then
for
school
schools
to
have
12
25
people
show
up
for
their
council.
It's
just
giving
us
a
whole
new
opportunity
to
be
family,
so
I'm
really
excited
about
that.
A
As
for
colvid
and
the
remediation,
we
have
to
do
with
covid
for
our
el
learners.
That's
going
to
be
really
specific
to
learning
and
seeing
where
they're
at
in
terms
of
their
english
acquisition
and
their
skill
set
in
the
content
area.
They'll
take
the
regular
assessments
that
everybody
else
takes,
but
then
we'll
also
through
the
student
support
team
know
what
other
supports
that
they
need
in
order
to
better
program
for
them
through
summer.
A
I
think
parents
are
going
to
want
to
partner
with
us
in
the
summer,
because
I
think
we'll
still
have
some
remote
learning
during
the
summer
time
and
I
think
parents
are
going
to
want
their
kids
to
be
engaged.
So
we'll
do
those
supports
during
that.
I
think
the
budget
that
we'll
use
for
that
will
be
the
stimulus
budget
that
is
intended
to
help
mitigate
for
some
of
these
costs
associated
to
covid.
A
The
other
thing
you
asked
about
general
ed,
you
know
this
is
a
really
important
question.
I
know
we
covered
it
at
the
previous
hearing,
talking
more
about
general
education
and
the
budget
and
how
the
budget
was
based
around
equity,
for
all
students
and
as
a
civil
rights
issue.
You
know
we
presented
a
lot
of
data
on
student
achievement
when
we
first
started
doing
the
strategic
planning.
A
We
presented
data
to
the
school
committee
about
where
our
black
and
brown
students
were
where
our
el
students
were,
where
our
special
ed
students
were
in
terms
of
the
gaps
in
their
learning
and
the
lack
of
access
or
opportunity
that
they
have
and
that
we
were
seeing.
So
we
presented
all
kinds
of
data
chief
accountability,
corey
here
officer
cory.
Harris
made
a
very
compelling
presentation
to
the
school
committee
about
where
we
are
at
the
boston
public
schools.
A
We
also
received
the
review
from
the
deci
and
tell
giving
us
a
good
glimpse
into
where
we're
at
with
english
language,
learners
and
special
education
programming
and
supports
for
that.
We've
taken
all
of
that
into
account
into
thinking
about
this
budget
and
really
the
three-year
budget
that
we're
asking
the
council
to
consider,
as
we
begin
to
really
implement
with
strong
fidelity
the
the
things
that
we
are
committing
committing
to
in
the
strategic
plan
and
we're
starting
with
the
general
population
in
the
33,
most
underperforming
schools.
A
So
that
is
where
we're
going
to
hit
our
black
and
ground
achievement
gap
and
begin
to
work
in
our
literacy
adoption.
That
is
the
other
big
piece
and
in
the
professional
development
we're
going
to
be
doing
with
teachers
around
efficacy
and
around
our
standards
alignment
and
the
way
that
we
assess
our
students
for
learning
and
then
the
way
we
program
for
them
differently.
So
you
know
that's,
that's!
That's
the
deep
work
in
this
budget.
R
R
R
We
do
appreciate
your
your
feedback,
but
I
think
that
we
need
to
really
be
mindful
of
who's
watching
and
and
just
keep
it
simple,
keep
it
direct
and
like
use
the
simplest
terms
to
break
it
down,
so
that
our
parents
can
really
understand
what
it
is
that
we're
communicating
and
just
really
bulleted.
If
you
have
to
speak
just
so
that
we
can
all
follow
along.
R
B
S
All
right,
I
don't
know
what
that
was.
It's,
like
my
face,
covering
all
my
photo.
Avatar
here
was
trying
to
muffle
me,
but
I
will
not
be
silenced
so
anyway
glad
to
join
you.
Thank
you.
I'm
sorry
about
the
technical
difficulties
earlier
I
want
to
shout
out
all
the
teachers
on
the
call
happy
teachers
day.
S
I
share
your
concerns
around
inclusion.
I
have
just
a
few
points.
I
just
want
to
kind
of
talk
through
please
so
number
one
want
to
understand
where
we
are
with
the
look
bill
from
what
I
can
tell
it
looks
like
we're
moving
slow
to
take
advantage
of
this
funding
and
moving
forward
with
new
opportunities.
I'm
really
excited
about
expanding
dual
language
that
you
talked
about
earlier.
S
I
hope,
there's
a
plan
in
place
for
new
programs,
especially
around
expansion
of
dual
language,
I'd
love
to
hear
more
about
that
in
terms
number
two
in
terms
of
family
engagement,
I
understand
some
of
these
new
positions
are
going
to
schools
where
the
language
is
50,
a
language
other
than
english.
I
wonder
how
many
schools
that
is.
S
This
is
critically
important
how
we
engage
the
the
parents
of
our
english
language,
learners
and
students
that
are
not
english
language
learners,
who
have
parents
at
home
who
do
not
speak
english,
that's
also
an
issue,
and
so
how
we
engage.
Those
families
is
critically
important
and
I
wonder
how
that's
breaking
down
you
know
through
the
remote
learning
and
wondering
if
we
could
have
not
just
the
racial
breakdowns
as
we've
asked
for,
but
making
sure
we
understand.
The
language
breakdown
number
three
concerns
about
students
with
disabilities,
who
are
also
english
language
learners.
S
This
has
been
a
conservative
mind
from
you
know
back
when
I
worked
at
mac
and
I
I
haven't
really
seen
the
the
district
build
its
capacity
to
to
really
deal
with
this
group
of
students.
Well,
I
wonder
where
we
are
around
identifying,
assessing
and
testing
to
provide
the
appropriate
programming
for
english
language
learners,
who
also
have
disabilities
number
four
inclusion.
As
I
said
at
the
beginning,
I
share
the
concerns
that
the
teachers
on
the
call
raised
this
has
been
an
issue
that
I've
been
raising
since
I've
been
on
this
council.
S
I
would
be
interested
what
the
superintendent's
vision
is
for
inclusion.
You
know
I've
been
I've
been
looking
to
the
o'hearn
henderson
model.
I
believe
we
need
a
general
ed
and
a
special
ed
teacher
in
the
classroom.
I
wonder
how
many
classrooms
right
now
currently
have
that,
so
I
wonder
how
many
classrooms
you
know
what
percentage
of
students
and
then
of
those
classrooms
that
do
have
it?
What
is
the
breakdown
of
those
students
by
race
and
by
language
and
by
neighborhood
sub
separate?
S
We
know
that
the
flip
side
of
inclusion
and
inclusion
for
it
to
be
done
right.
If
we
don't
do
it
right,
it's
just
dumping
into
general
ed
and
calling
it
inclusion,
which
is
why
I
think
the
two-teacher
model
is
important,
but
sub-separate.
We
know
that
most
of
the
kids
that
are
separate
are
black
and
brown.
There
was
a
report
that
came
out
some
years
ago,
I'm
interested
in
what
progress
we've
made
and
then
the
other
side
is
sub
separate
where
the
black
and
latin
particularly
boys.
I
want
to
elevate
to
that.
S
This
is
a
boy
issue
and
we
saw
it
on
one
of
the
slides,
but
those
who
make
it
out
of
bps
and
go
to
a
private
placement.
You
know
how
much
is
that
costing
us?
What's
the
breakdown
by
race
and
by
neighborhood
and
by
language
of
who's,
going
out
of
district
and
then
looking
at
who
is
in
sub
separate
within
our
district
and
breaking
that
down
by
race
and
by
neighborhood
and
by
language,
and
then
that
is
it
for
me,
madam
chair,
thank
you.
So
much.
A
Thank
you
I'll,
take
my
feedback
from
counselor
mahia
and
be
bulleted
in
my
responses.
So
the
look
bill
is
being
worked
on
by
dr
delis
reyes
and
we
don't
have
that
yet
done.
She
came
in
right
before
covid
and
she
has
been
working
with
the
ell
task
force
on
that
we
are
expanding
dual
language
in
both
cape
verde
and
vietnamese,
and
we
have
a
number
of
other
dual
language
programs:
we're
just
trying
to
find
the
right
space
for
the
vietnamese
dual
language
program.
A
But
we
are
committed
to
doing
that
family
engagement.
We
have
the
family
engagement
liaisons.
One
thing
that
we
did
do
when
we
did
the
family
survey
that
we
just
did
was
get
a
lot
of
responses.
I
think
we
had
43
percent
of
our
families
respond.
We
also
have
that
data
disaggregated
and
we
know
the
data
directly.
It
wasn't
an
anonymous
survey,
so
we've
given
that
information
to
our
school
leaders
and
they're
following
up
on
it.
A
So
if
someone
in
the
family
survey
said,
I
need
a
chromebook
now,
the
principal
has
that
information
and
they're
able
to
call
that
family
and
get
them
the
chromebook.
So
that
survey
has
been
great.
We
used
technology
to
call
all
our
families
and
to
we've
just
had
a
terrific
response
rate
at
almost
50
percent.
A
The
special
eddiels
we're
working
on
a
plan
with
our
special
ed
yelled
special
ed
department.
I
think
that
they
and
they
have
a
plan
that
they've
been
working
on.
I
suppose
I've
been
told
it's
supposed
to
be
ready
for
next
school
year
and
that
would
be
aligned
then
to
professional
development
for
teachers
who
are
teaching
this
specific
group
with
special
ed
nel,
the
percent
of
students
in
inclusion
and
by
neighborhood,
I'm
going
to
have
to
defer
to
my
teammates
to
get
that
information
to
you.
S
A
Yep
yep
we'll
get
that
for
you
and
then
the
sub
separate.
This
is
something
that
I
came
into
boston
and
I
just
really
was
quite
honestly
very
surprised
to
see
that
there
were
so
many
students,
especially
black
and
brown
students
in
some
separate.
So
I
did
hire
tammy
a
specialist
in
special
ed
to
come,
lead
the
team.
She
is
a
legal
advisor
in
special
ed.
I
also
have
just
restructured
a
position
within
our
equity
office
to
work
specifically
on
disproportionality
and
so
we'll
be
working
on
just
personality.
B
T
T
I
was
meeting
informally
with
parents
asian
parents
and
they
asked
me
to
bring
up
the
following
question.
I
know
some
of
them
wanted
to
testify,
but
they
weren't
able
to,
but
I
try
to
summarize
their
their
questions
in
support
in
terms
of
support
of
el
with
special
needs.
How
is
language
support
being
implemented?
A
A
I
know
that
they
do
hold
some
language
classes
for
parents
through
their
parent
university
and
so
I'll
I'll
put
that
back
here
with
her
about
it.
As
for
teacher
languages
and
having
language
support,
you
know
we
really
do
strive
to
have
our
teachers
be
multilingual.
I
don't
have
the
exact
percentages
of
our
teachers
who
are
multilingual.
A
I
think
we
could
be
more
deliberate
about
which
schools
are
being
assigned
teachers
who
have
the
languages
that
are
most
spoken
at
those
at
those
schools.
That
is
exactly
why
we
did
the
family
housing
position
at
schools
that
are
over
50
percent,
one
language,
so
that
parents
would
have
an
advocate
at
the
school.
T
Yes,
thank
you,
superintendent,
superintendent.
I
have
other
questions.
I'm
gonna
email
them
to
you
in
the
interest
of
time
and
again,
thank
you
for
the
work
and
thank
you
all
so
especially
to
our
teachers
for
their
tremendous
work
and
working
so
hard
in
teaching
and
educating
our
young
students.
So
we
want
to
say
thank
you
to
our
teachers
as
well.
Thank
you.
B
Thank
you
so
much
counselor
flynn,
I'm
before
going
on
to
my
colleagues,
I'm
just
going
to
inject
myself
for
a
minute
just
because
I
I'm
actually
going
to
be
passing
the
chairs
baton
to
my
vice
chair
council,
councilor,
sabi
george,
at
four
o'clock.
So
I
guess
the
quick
question
I
wanted
to
ask
is
a
follow-up,
because
I
think
it
was
dave.
It
might
have
been
nate
who
corrected
and
said
you
know,
there's
always
two
adults
in
the
inclusion
classrooms.
B
I
know
that
I
had
a
conversation
with
ganette
who
teaches
a
little
early,
who
was
on
earlier
about
the
fact
that
well
the
majority
of
the
classrooms
that
her
inclusion
students
there
moved
through
the
day
and
had
multiple
teachers
that
when
they
came
to
science,
they
only
had
her
because
she
was
certified
in
special
ed
and
so
and
there
wasn't
there
wasn't
a
pera.
There
wasn't
a
second
anybody
in
the
room,
and
so
I
just
I
wanted
to
ask.
E
E
I
think
one
of
the
things
we're
looking
to
improve
is
better
scheduling
of
when
pair
breaks
happen,
so
that
that
pair
of
maybe
going
out
and
breaking
a
time
when
a
student
aren't
relevant
or
there
aren't
accommodations
that
are
needed
iep
for
inclusion.
All
in
our
formal
inclusion
program
have
four
hours
of
special
education
services
written
in
throughout
the
day.
That's
only
part
of
the
day
and
for
the
rest
of
the
day
the
student
is
functionally
in
general
education
right.
C
Yeah,
I
also
just
want
to
fly
just
again
to
pull
to
pull
back
one
level
that
when
we're
talking
about
our
students,
you
know
we
talk
about
making
sure
there
are
two
class
two
adults
in
every
classroom.
If
there's
a
student
who
has
a
specific
iep,
is
moving
away
from
the
individualized
nature
of
what
we're
talking
about
and
I'm
often
reminded
of
a
conversation.
C
It
applies
specifically
to
english
learners
with
with
disabilities
that
we
really
need
to
be
taking
a
whole
school
approach.
It's
why
we're
starting
to
talk
about
multi-tiered
systems
and
support
to
look
at
individual
childs
and
make
sure
that
the
supports
are
fluid
throughout
the
day
and
moving
to
the
students
who
need
it.
The
most.
B
Thank
you
nate.
No.
I
appreciate
that,
although
my
impression
of
this
case
is
not
that
it
is
a
student
who
doesn't
need
support,
I
think
it's
that
it's
relying
on
her
secondary
her
her
special
ed
license
for
that
student.
In
that
time.
I
just
want
to
stress
that,
in
my
mind
you
know
science
is
a
subject
in
which
a
student
who
needs
support
around
math
needs
that
support
in
science.
B
Right,
and
can
you
just
speak
a
little
bit
to?
Can
you
speak
a
little
bit
to
what?
What
exactly
is
the
concrete
investment
in
developing
those
programs
right
now,
because
I
know
those
communities
I
mean
they're,
not
in
my
district,
but
I've
certainly
heard
in
the
broader
ell
community.
They've
been
looking
for
that
for
a
long
time
and
I
think
people
looking
at
the
budget
weren't
quite
clear
kind
of
where
to
find
the
money
for
making
substantive
steps
forward
on
that
front
this
year.
So
I
just
love
a
little
more
detail
on
that.
C
C
Spanish,
so
there's
part
of
that
2.5
million,
a
smaller
part
proportional
to
the
number
of
students
will
be
going
to
dual
language
and
then,
of
course,
we're
developing
new
and
partnering,
with
the
cape
verdean
community
and
with
the
vietnamese
community
to
roll
out
new
programs
in
the
next
in
the
coming
years,
and
so
any
set-aside
money
that
you
see
will
be
about
central
supports
for
that
program.
Development
and
then
the
program
itself
will
be
funded
through
the
weighted
student
funding
that
will
come
once
enrollment
is
given,
and
the
new
programs
have
started.
B
That's
400
000
for
the
development
of
those
two
programs,
this
year,
great
great
yeah
and
I'll
just
and
I'll.
Just
lift
up
that.
I
think
that
you
know
I
appreciate
superintendent.
The
need
to
like
you
know,
do
an
audit
and
figure
out
a
strategy
and-
and
you
know,
and
you've
made
the
higher
around
the
look
at
stuff.
B
I
think
just
to
echo
counselor
edwards,
there's
just
a
ton
of
anxiety
right
now
that
like,
even
though
that
that
might
be
a
good
long-range
planning
direction
that
we're
just
one
of
the
gaps,
that's
being
so
intensified
by
the
covid
thing,
is
around
the
ell
community,
and
so
I
think,
a
lot
of
anxiety
about
kind
of
what.
How
can
we
accelerate
the
ramp
up
speed
on
some
of
that
stuff?
But
I've
used
my
time.
So
I
want
to
recognize
counselor
breeden
councillor
braden.
You
have
the
floor.
U
Hi,
thank
you
so
much
for
all
your
presentations.
This
afternoon,
I
had
a
quick
question
about
when
someone
is
a
newcomer
student
from
another
with
maybe
coming
from
another
country
with.
Is
there
an
evaluation
of
their
former
level
of
education?
How
do
they,
even
if
they
speak
new
english,
their
level
of
if
they've
had
some
education
in
their
own
language
in
their
own
home
country,
and
they
definitely
have
the
bibs
they
have.
They
have
a
lot
more
tools
in
their
kit
than
someone
who
has
a
very
little
it's?
C
So
our
newcomers
assessment
center
is
in
charge
of
of
when
a
student
comes.
They
take
a
home
language
survey
to
understand
what
languages
are
spoken
in
the
home,
based
on
their
responses
to
that
they
go
to
the
newcomers
assessment
center.
Who
is
assesses
their
english
language
development
level
and
identifies
what
programs
are
eligible
for?
They
also
have
a
screening
to
be
able
to
identify
students
that
we
refer
to
as
life.
It's
students
with
limited
or
interrupted
formal
education.
C
They
get
a
specialized
program
that
specialized
program
has
both
esl
instructure
instruction
and
then
native
language
literacy
instruction
as
well,
because
I
think
what
you're
referring
to
there
is.
We
know
that
if
we,
if,
if
students,
have
that
academic
proficiency
in
their
home
language,
transferring
it
to
english
is
easier
than
if
they
have
to
both
develop
english
and
be
brought
up
to
grade
level.
C
You
know
the
current
english
recommendation
is
two
and
a
half
hours
of
esl
instruction
for
an
eld
level.
One
per
day
you
can
imagine
two
and
a
half
hours
of
high
school
days
a
lot
of
instruction
in
english
missing
out
on
a
lot
of
core
instruction.
So
that's
part
of
the
push
for
more
flexible
models,
but
really
it's
the
newcomers
assessment
center.
That
is,
that
has
the
team
and
their
developing.
U
Yeah,
I
think
you
know,
given
the
you
don't
know
what
the
background
is,
that
some
of
them
refugees
from
a
war-torn
country
are
a
natural
disaster.
They've
been
displaced,
so
many
many
students
have
a
pretty
good
grinding
and
education,
maybe
in
their
home,
in
their
native
language,
so
being
able
to
accommodate
them
without
taking
away
from
their
other
academic
subjects.
Just
to
learn.
English
is
very
important
and
there's
one
other
question,
oh
in
in
terms
of
the
context
of
our
remote
learning
right
now
I
don't
know,
are
we
accommodating?
U
I
don't
know
how
we
accommodate
for
different
learning
styles,
because
so
much
of
it
is
is,
is
visual
crafts
or
or
on
I
don't
know
auditory.
I
I
need
to
sit
in
on
some
classes
to
learn
how
this
is
going,
but
how
are
we
accommodating
for
different
learning?
Styles
in
this
colbin
crisis
and
distance
learning.
U
A
A
You
know
formalized
training
on
how
to
do
remote
learning
so
that
students
are
engaged
in
taking
in
account
for
what
you
know
what
the
aspects
are
and
what
the
best
practices
are
around
remote
learning
as
well
as
they
are
learning
from
their
peers
and
their
colleagues.
And
so
there's
teacher
teams
and
teacher
groups
and
they're
sharing
best
practice
across
the
district.
U
E
U
A
B
B
I
am
now
going
to
pass
the
chairs
baton
to
counselor
asabi
george,
who,
as
I
mentioned
before,
is
my
vice
chair
on
ways
and
means,
and
the
chair
of
education
and
really
the
co-chair
of
this
hearing,
which
I
you
know
sort
of
combining
with
her
inclusion
hearing
order,
and
I
I
just
want
to
know
a
couple
of
things,
though,
before
I
pass
the
baton
so
right
now
the
there's
a
remaining
order
for
the
council
for
questions
of
counselors
flaherty,
then
o'malley,
then
campbell
then
wu.
Right
now.
B
B
So
I,
since
I
may
not
be
here
at
the
adjournment,
I
just
really
wanna
on
my
own
behalf
again
thank
the
administration
for
being
here
and
also
thank
the
many
counselors.
I
mean
this.
The
focus
area
here
of
inclusion,
special
ed
and
ell,
really
came
to
be
because
of
the
number
of
questions
that
people
were
raising
about
in
advance
of
the
budget
process,
and
I
just
know
it's
going
to
be
a
continued
area
that
the
council
wants
to
focus
on
with
the
administration
all
three
of
those
topics.
P
V
Thank
you,
madam
chair
appreciate
it
thank
you
and
your
team.
Can
we
talk
a
little
bit
about
out
of
district
placement
superintendent?
I
know
that
we've
touched
upon
that
in
some
of
the
earlier
things,
but
what
do
you
or
nate
or
whomever
david?
Can
you
talk
about
our
total
expense
in
out
of
district
placement.
E
Yep,
so
let
me
just
pull
that
right
up,
so
our
total,
our
total
expense
in
out
of
district
placement,
is
rising
for
next
for
fy21,
but
it's
only
rising
with
the
cost
of
programs.
Increasing
the
state
sets
a
rate
at
which
programs
are
allowed
to
increase
their
rates,
and
our
expected
costs
are
going
to
increase
by
that
rate,
and
I
have
the
total
right
here.
E
I
believe
it's
just
about
yeah
there.
It
is
so
it's
increasing
from
just
under
40
million
dollars
in
the
current
year
to
just
under
41.,
so
39.6
3.7
million,
and
that
is
just
a
reflection
of
the
increase
in
state
rate
expected
increase
in
state
rates
right
now
also.
I
would
note
that
of
that
about
75
over
the
first
about
50
000
of
costs
is
reimbursed
by
the
state
through
their
circuit
breaker
provision.
E
That
is
one
of
the
provisions,
we're
keeping
an
eye
on
as
a
as
the
waiver
just
came
through
about
what
could
change
about
state
aid
going
forward?
They
can
they
reset
that
reimbursement
rate
every
year?
That's
a
place
that
we
could
be
really
hurt
if
the
state
lowers
their
reimbursement
rate
for
circuit.
V
Do
you
have
that
handy
or
do
you
have
that
I
could
get
it
very
short?
Okay,
great!
So
maybe
if
you
could
get
that
well
superintendent,
I
wanted
to
commend
you
on
the
terrific
decision.
I
hope
I'm
not
letting
the
cat
out
of
the
bag,
but
about
some
changes
in
terms
of
some
new
hires
as
it
relates
to
implementing
and
sort
of,
overseeing
and
supporting
inclusionary
programs.
V
Fair
enough-
and
I
think
I
I
I'll
I'll-
leave
it
at
that-
excited
to
hear
some
some
some
great
plans
in
the
mix.
You
know
obviously
we've
heard
from
a
number
of
teachers
and-
and
I
want
to
echo
our
incredible
deep
and
sincere
appreciation.
I
know
you
and
your
met
your
team
chairs
as
well.
Inclusion
is
a
model
that
I
know
we
all
were.
V
We
all
know,
works
and
and
know
that
we
need
to
make
sure
that
we
can
fund
it
and
make
sure
that
the
supports
are
there,
but
just
to
sort
of
really
underscore
and
again
I
know
we're
we're
all
saying
from
the
same
hymnbook
so
to
speak.
We
all
know
this.
It
is
just
so
vital
to
make
sure
that
we
are
able
to
particularly
in
a
time
of
post
pandemic
or
pandemic,
to
have
those
supports
available.
So
I
just
think
of
the
so
many
schools
in
my
district.
V
You
know
specifically
the
manning
school
in
jamaica,
plain
curly
school,
so
many
great
programs
happening
there
at
the
the
kilmer
as
well
to
support
those
those
students
and
their
families.
It's
just
so
important
and
it's
particularly
important
during
remote
learning
time.
So
I
appreciate
your
focus
on
that.
One
of
the
things
that
that
I'm
incredibly
proud
of
my
time
on
the
body
is
working
to
support
the
creation
of
the
first
two-way
bilingual
high
school
in
the
commonwealth,
the
margarita
muniz
academy
on
child
street
in
jamaica,
plain
and
dr
dr
dave.
A
Well,
I
can
generally
speak
to
it.
We
are
going
to
have
a
high
school
redesign
presentation
to
the
school
committee
shortly
because
that
work
is
ongoing,
but
there's
been
a
lot
of
discussion
about
expansion
of
dual
language
because
we
are
trying
to
as
part
of
the
build
pps
create
pathways
for
students
that
grow
in
the
upk
all
the
way
through
and
connect,
then
to
elementary
school
and
then
the
elementary
school
all
the
way
through
the
high
school.
So
we
are
planning
to
really
begin
to
build
seven
larger,
larger,
comprehensive,
high
schools.
A
I
think
I've
been
pretty
public
about
that
as
part
of
the
redesign
and
had
having
grades
seven
through
12
in
those
high
schools
and
and
a
myriad
of
programming
from
dual
language
to
career
pathway,
programming,
performing
arts,
visual
arts
programming
clubs
and
athletic
activities.
All
of
those
things.
That
would
be
something
to
be
very
proud
of.
V
That's
great,
and
can
you
talk
about
sort
of
just
the
difference
between
substantially
separate
classrooms
and
inclusions?
My
late
sister
actually
was
inclusion
specialist
at
the
condon
school
in
south
boston,
going
back
gosh
10
15
years
now.
But
can
you
talk
about
sort
of
the
movement?
You
know
the
number
of
substantially
separate
classrooms
has
that
decreased.
You
know
over
a
five
or
ten
year
period
has
been
the
move
in
the
trend
to
be
able
to
offer
those
students
more
supports
in
an
inclusionary
type
of.
A
So
that's
kind
of
my
philosophy.
I
know
one
of
the
counselors
asked
earlier
about
my
philosophy
and
it's
to
have
children
in
the
least
restrictive
environment
in
order
to
have
them
fully
included
to
the
best
of
their
capacity
based
on
the
iep
that's
been
agreed
to
by
their
teachers
and
the
specialists
that
support
that
family
and
that
family.
So
that's
that's
my
philosophy.
I
know
that
david
probably
absolutely.
A
It
will
lay
us
in
with
our
special
ed
office
and
we'll
work
with
our
director
of
special
education
to
help
us
with
our
assistant
superintendent,
of
special
education,
to
help
us
dismantle
this
sub-separate
and
we're
going
to
be
looking
to
successful
models.
You
know,
such
as
the
mendel
school,
the
manning
school,
to
help
us
understand
better
how
to
do
inclusion
right
absolutely.
P
V
E
Councilor
o'malley
to
your
earlier
question
about
transportation
costs
for
students
served
outside
the
district.
I
was
forgetting
where
to
find
it
and
I
hopefully
remembered
it's
on
our
explore
budget
website,
so
I
just
pulled
up
the
explore
budget
website
and
clicked
into
transportation
and
found
that
it's
about
6.3
million
dollars.
E
At
the
moment,
mostly
that
has
to
do
with
the
expansion
we're
seeing
in
the
number
of
students
diagnosed
with
autism
and
the
increased
classrooms
we
need
to
create,
as
more
students
are
identified,
especially
at
the
age
of
three.
For
that
program
they
tend
to
be
identified
as
needing
substantially
separate
programming
at
that
early
childhood
level.
That's
one
of
the
many
things
the
superintendent
has
directed
us
to
look
at
no.
V
J
Thank
you,
counselor
sabi
george,
just
a
lot
of
my
questions
were
asked
and
answered,
but
really
wanted
to
stress
the
pieces
around
the
dual
language
program
and
the
look
bill
and
the
dual
language
program
for
the
vietnamese
community
k,
verdian,
community
and
other,
and
some
of
the
other
things
that
were
mentioned.
It
would
be
helpful
to
have
a
timeline
action
and
sort
of
in
terms
of
the
win
right.
J
So
when
we
go
back
to
communities
to
say
there
will
be
a
dual
language
program
for
the
vietnamese
community
or
the
k
verdian
community
when
that
might
actually
happen
and
then,
like
some
of
my
questions,
have
to
do
with
substantially
separate
classrooms,
and
I
know
some
other
folks
have
brought
this
up.
But
specifically,
if
there
is
data
tracking,
you
know
boys,
particularly
boys,
of
color,
being
placed
in
substantially
separate
classrooms
over
the
last
few
years.
J
If
we
could
see
that
that
would
be
helpful
and
in
that
response,
if
we
could
also
or
the
district
could
also
provide,
you
know
what
is
a
strategy
in
terms
of
changing
that
I
know
I
heard
some
of
some
of
the
response
earlier,
but
pulling
it
apart
a
little
bit
more
in
terms
of
not
just
the
strategy
and
how
we're
going
to
combat
it.
But
a
timeline
attached
to
that
and
some
of
the
other
questions
I
had
I
can
put
in
writing
and
just
send
just
for
the
sake
of
time.
J
But
two
things
I
did
want
to
stress
one
is
this
restructuring
conversation
we
continue
to
have
that.
You
know
how
it
connects
to
those
schools
that
have
high
concentrations
of
english
language,
learners
and
special
needs
students
and
how
they
have
to
obviously
bear
the
responsibility,
the
responsibility
of
instructing
those
those
students
and
how
hard
that
is
and
how
we
get
the
district
or
all
schools
to
share
in
the
burden
of
that.
J
J
I
want
to
sort
of
push
back
on
that
a
little
bit
because
in
the
previous
budget
hearing
on
this
very
issue
of
you
know,
schools
are
going
to
a
k-6
k-8
model
and
those
stand-alone
middle
schools,
including
like
the
timothy,
for
example,
where
I
was
a
student
when
I
was
a
bps.
Kid
obviously
are
not
going
to
expand
to
a
k-6
or
k-8.
So
what
is
the
plan
for
those
schools
and
in
one
of
the
hearings
previous?
J
There
was
obviously
conversation
around
including
class
inclusion
classrooms.
So
what
do
we
do
with
these
schools
that
are
sort
of
stuck
in
limbo?
When
we
know
we
don't
have
an
adequate
amount
of
resources
to
pour
into
that
school
to
make
it
excellent
for
those
students
and
families
that
are
going
there.
So
I
want
to
be
careful
that
we
say
not
harming
you
know,
but
they
are
being
currently
harmed
in
the
current
condition
in
which
they
find
themselves.
J
So
those
are
my
two
questions,
one
around
the
restructuring
of
our
high
schools
to
share
responsibility,
and
then
these
schools
that
are
sort
of
stuck
in
stuck
in
limbo
that
have
a
lot
of
students
who
are
english,
language,
learners
and
special
needs
students
and
a
combination
of
course.
What
are
we
doing
with
those
schools,
yeah.
A
So
thank
thank
you,
counselor
for
your
questions.
I'm
gonna
get
back
to
the
timeline
question
on
the
vietnamese
is
k2
would
be
opening
in
september.
The
cape
verdean
has
a
high
school
course
that
we're
planning
and
for
that
would
probably
be
spring
of
next
school
year
and
then,
hopefully
opening
up
the
following
early
childhood
program
the
following
year.
So
that's
the
kind
of
the
time.
What
year
is
that
superintendent,
2020,
okay
yeah,
I
think
the
following
year
the
high
school
redesign
questions
that
you're
asking
are
still
in
the
planning
stages.
A
So
how
they're
going
to
share
the
responsibility
and
how
they're
going
to
work
together
is
going
to
be
very,
very
obvious,
so
that
will
become
very
evident
soon.
As
for
the
sub
separate
and
the
timeline
for
that,
it's
now
I've
hired
tammy
pust
to
do
that
work.
She
came
in
january,
unfort
and
she's
doing
some
separate
and
inclusion,
because
those
two
things
are
married
and
work
together.
A
The
leadership
that
I
have
for
for
our
special
ed
department
is
a
person
who
is
specifically
skilled
in
this
area
of
sub-separate.
So
I
plan
on
convening
these
individuals
in
this
new
leadership
team
over
the
next
several
weeks
to
begin
to
look
at
what
we
have
to
do
to
dismantle
this
program.
What's
what
it's
going
to
take?
A
P
Thank
you
again,
council
campbell,
thank
you
superintendent,
so
we're
back
up
to
the
top,
which
I
have
just.
I
have
a
number
of
outstanding
questions
which
I
will
send
along
and
look
forward
to
some
of
the
information
from
my
earlier
question.
We've
talked
a
lot
when
we
talked
about
inclusion
in
a
certified
teacher
and
a
paraprofessional
in
the
classroom.
P
P
P
We
don't
have
supports
in
place
for
our
students,
who
are
diagnosed
with
dyslexia
and
sort
of
the
spectrum
of
dyslexias
that
exist,
so
the
inclusion
questions
wrapped
up
please
and
the
question
around
appropriate
and
proper
and
high
quality
services
for
students
with
diagnosis
of
dyslexia.
Thank
you.
E
E
Sorry
well
too
many
wow.
That
was
a
bad
one.
So
that's
I'm
really
proud
of
that
and
then
finally,
I
would
just
say
back
to
my
previous
point.
Some
sort
of
personal
thing
for
me
is
around
school
scheduling
and
supports
and
really
trying
to
make
sure
that
we're
providing
robust
support
to
school
leaders
on
how
to
build
schedules
and
operational
plans
so
that
issues
with
substitutes
and
leaves
and
coverage
don't
become
as
disruptive
of
a
place,
because
I
agree
with
you.
P
S
S
Dual
language
immersion
is
the
most
promising
I'd
like
to
understand
more
the
plans
for
the
cape
verdean
program
as
someone
with
a
large
population
of
cape
verdean
residents
in
my
district
as
well,
and
so
one
is
it
a
class.
I
think
I
just
heard
you
refer
to
it
as
a
class
superintendent,
or
is
it
going
to
grow
from
k
through
12
and
then
are
there
other
plans
for
other
languages?
I
also
have
somali
in
my
district
would
be
interested
on
that
and
then
I
wanted
to
offer
clarification
just
around
the
inclusion
piece.
S
So
for
me,
the
two-teacher
inclusion
model
is
the
model.
We
should
be
moving
toward
that
that
henderson
o'hern
model
and
that
model
in
my
mind,
is
not
in
conflict
with
honoring,
ieps
or
individualized
learning.
I
understand
that
there
are
cost
implications
for
this
model,
and
so
I
would
you
know,
be
interested
in
understanding
what
they
are.
S
I
don't
know
how
we
can
close
an
achievement
gap
if
we're
not
giving
students
with
disabilities
the
opportunity
opportunity
to
learn
with
a
general,
ed
and
special
education
teacher
and
just
moving
away
from
the
the
triple
cert
as
a
strategy
for
spreading
ell
like
I
think
we
have
to
move
away
now.
I
understand
that
you
may
not
get
do
away
with
it
all
together,
but
you
know
for
inclusion
to
be
true
inclusion,
which
I
think
we
all
believe
in
the
release.
S
You
know
restrictive
settings
for
our
young
people,
and
that
is
the
model
that
we
want
to
go
to,
but
I'd
be
interested
in
if
we
are
going
to
go
to
a
two-teacher
model,
one.
What
do
people
think
about
it
and
then
what
are
the
cost
implications
over
time
and
then
on
some
of
the
other
special
education
programs
like
the
sub-separate
and
the
out-of-placement
district.
S
I
think
it
is
really
important
to
peel
back
and
look
at
some
of
those
charts
that
were
shared
earlier
and
look
at
the
breakdown
of
race
and
gender
and
and
have
maybe
even
a
follow-up
to
this
conversation
I
don't
know
maybe
another
working
session,
maybe
it's
not
related
to
the
budget,
but
certainly
more
needs
to
be
done
in
that
area.
Thank
you,
a
chair
and
thank
you
again,
superintendent
and
to
all
the
members
of
your
team.
Great
thank.
P
A
A
I
know
our
team
has
been
working
with
the
cape
verdean
community
as
well
and
so
they're
working
on
that
dual
language
program
and
yes,
that
would
be
a
progressive
program
but
in
the
meantime,
they're
also
developing
ethnic
studies,
courses
at
the
high
school
level
and
their
plan
is
to
have
those
in
multiple
cultural
backgrounds
and
languages.
So
they're
in
those
are
in
our
academic
office
and
then
with
the
inclusion.
A
But
when
you
have
students
who
are
in
the
in
the
room
and
they're
able
to
have
a
one-to-one,
for
instance
in
a
para
they're,
actually
you
know
the
school
functions.
Well,
you
know
the
manning
is
a
great
example
of
a
school
where
they're
able
to
do
it
within
their
current
staffing
and
they
have
a
beautiful
wonderful
program
and
they
don't
have
two
teachers
necessarily
for
every
single
classroom.
A
So
I
think
that
the
way
that
I
was
hoping
to
be
able
to
build
it
and
work
with
the
btu
was
to
really
think
more
about
what
the
students
individual
needs
are
and
then
build
the
classroom
to
what
the
students
that
are
assigned
to
that
classrooms.
What
their
needs
are
and
let
the
iep
team
decisions
make
make
that.
So
that's
my
vision
of
what
inclusion
looks
like
and
then
appropriately
staffing
those
school
classrooms.
Q
Q
They're
losing
family
they're,
cooped
up,
there's
a
lot
of
fear,
and
so
one
of
the
questions
that
I
have
as
it
applies
to
this
is:
what
are
we
doing
right
now
throughout
the
pandemic
and
the
remote
aspect
of
education
to
address
trauma
that
our
kids
are
having
and
identifying
it
and
finding
ways
to
really
work
with
them,
especially
considering
if
that
trauma
is
family
based,
it's
very
difficult
to
necessarily
breach
those
subjects,
while
they're
in
their
home.
So
what
what
our
things
are
we
offering?
P
A
A
couple
of
things
one
we
have
a
helpline
for
parents
and
you
can
also
go
online
and
find
the
helpline.
We
also
did
the
survey
for
parents
and
we
have
almost
nearly
50
percent
of
our
parents
who
responded
that
survey.
So
our
school
leaders
are
working
one-to-one
with
their
school
staffs
to
provide
the
kind
of
supports
that
the
parents
are
asking
for,
and
then
they
have,
the
equity,
roundtables
and
teachers
are
connecting
with
their
families
every
three
days
during
the
colvid.
U
Are
you
hearing
me
not
good
a
quick
question
about
at
the
ediston?
We
have
a
program
where
we
have
children
with
students
with
emotional
disabilities
who
need
a
lot
of
physical
intervention
and
just
to
keep
them
safe.
They
they've
done
some
intensive
work.
That
seems
to
be
paying
dividends
and
many
of
those
students
have
been
able
to
return
to
mainstream
classroom,
and
I
would
is
that
a
program
that
I
think
it
was
a
pilot
program.
E
E
So
the
types
of
counseling
wrap
around
supports
that
students
with
emotional
impairment
disabilities
might
need
when
they're
in
a
substantially
separate
program.
They
may
still
need
those
counseling
supports
when
they
move
into
inclusive
settings,
and
those
supports
are
still
provided
as
a
part
of
the
resources
we
allocate
beyond
the
core
school
budget
as
they
move
into
an
inclusive
setting.
E
So
aba
support
is
in
place
depending
upon
the
student's
iep.
So
if
it
requires
the
iep,
then
the
services
are
provided,
and
then
we
have
the
bcba
the
sort
of
higher
level
trained
staff
who
provide
oversight
and
support
to
the
abas
and
also
help
teachers
understand
how
to
implement
aba
type
services
in
directly
in
their
class.
E
A
U
U
P
Thank
you,
councillor,
brayden,
for
that
counselor
flynn.
I
don't
see,
has
joined
us
again,
so
I
think
that
this
is
perfect
because
it's
4
35
and
we've
got
to
get
some
of
those
videos
from
public
testimony.
So
I
think
that
carry
are
you
there,
you'll
be
taking
over
for
publishing
or
posting
those
videos.
P
W
A
A
W
W
I
strongly
believe,
based
on
my
experience
in
the
classroom,
that
the
co-teaching
model
is
necessary
for
truly
inclusive
education.
In
my
previous
role
at
acc,
a
hyde
park
bps
school,
I
taught
inclusion,
u.s
history
2
with
no
support.
That
means
that
all
classroom
teachers
had
an
additional
moderate
disabilities
license
at
first.
I
was
excited
at
the
opportunity
to
teach
inclusion,
but
my
excitement
quickly
faded
into
anxiety
and
shame.
I
found
it
impossible
to
support
the
needs
of
my
students
with
ieps
as
the
only
adult.
W
W
I
cried
for
my
inclusion
students
who
were
physically
in
the
classroom
but
not
included
in
the
learning
experience.
This
contrasts
strongly
with
my
experience
in
my
new
role
at
charlestown
high
at
chs.
I
have
a
qualified
inclusion
specialist
who
supports
my
inclusion,
u.s
history,
1
class.
I
cannot
overemphasize
the
impact
she
makes,
for
example,
as
I
teach
the
whole
class,
she
can
pull
a
group
of
students
for
a
read-aloud
or
take
notes
for
students
who
need
scribing
outside
of
class
time.
She
helps
me
modify
and
provide
additional
scaffolds.
W
The
difference
is
truly
night
and
day,
but
this
model
is
too
rare
in
bps.
Co-Teaching
is
the
model
we
need.
If
we
are
going
to
serve
all
students
and
improve
student
learning,
two
licenses
is
not
to
teachers.
A
co-teaching
model
would
require
substantial
investment
in
staffing,
training
and
scheduling.
I
strongly
urge
the
council
to
support
the
funding
for
a
co-teaching
model
across
bps.
X
X
She
has
grown
tremendously
in
inclusion
and
there
are
many
concerns
I
continue
to
have
not
because
of
inclusion,
but
because
inclusion
is
not
done
right
consistently.
For
my
daughter,
I
have
to
fight
to
make
sure
she
has
enough
specialized
support
to
provide
her
access
to
the
seventh
grade
curriculum.
X
X
They
can't
provide
a
more
meaningful
educational
experience
without
additional
adult
support.
I
have
had
to
get
consultants
and
lawyers
and
advocates
to
help
me
fight
for
the
right
supports
for
my
child's
deserve.
I'm
sorry
that
my
child
deserves
parents
shouldn't
have
to
fight
to
have
their
children
receive
the
education
that
they
truly
deserve.
X
F
Hello,
I'm
anna
shapiro
and
I'm
a
ninth
grade
engineering
teacher
at
charlestown
high
school.
Well,
all
of
my
classes
have
students
with
and
without
special
education
needs.
Each
semester.
One
of
my
classes
is
officially
designated
an
inclusion
class,
meaning
there
is
a
larger
number
of
students
in
need
of
special
education
services,
as
well
as
typically
students
with
greater
needs
for
special
education
support.
F
Examples
of
this
includes
students
with
specific
learning
disabilities,
some
of
whom
are
not
are
reading
decently
behind
grade
level,
coming
from
smaller,
substantially
separate
settings
in
middle
school,
often
a
six
to
ten
person
class
to
then
enter
a
20
person.
Inclusion
class
in
high
school
charleston
has
a
clear
vision
of
what
inclusion
done
right
should
look
like.
Our
vision
includes
two
teachers
with
one
teacher
developing
content,
lessons
and
one
teacher
focusing
on
modifying
those
lessons
and
paying
specific
attention
to
the
needs
of
the
special
education
students
in
the
classroom.
F
Both
students
should
meet
together,
regularly
discuss
everyone's
progress
and
intervene
if
students
aren't
making
the
progress
they
should
be.
This
is
a
great
structure.
I
think
it's
particularly
important
for
students,
as
they
transition
from
middle
to
high
school,
especially
those
changing
their
type
of
class
size
and
setting.
Unfortunately,
while
our
school
really
believes
in
the
structure,
we
don't
have
the
staffing
to
consistently
make
it
happen.
While
there
are
two
teachers
available,
when
there
aren't
two
teachers
available
for
an
inclusion
class,
a
paraprofessional
is
placed
in
the
role
instead
of
a
second
teacher.
F
Since
my
class
has
changed
by
the
semester,
I've
had
the
opportunity
to
teach
my
inclusion
class
both
for
the
para
one
semester
and
with
a
second
certified
special
education
teacher,
the
other
semester.
Our
school
is
many
strong
parent
professionals.
They
are
not
given
extensive
training
or
on
inclusion,
nor
do
they
have
time
in
their
schedules
to
meet
with
teachers
or
modify
lessons
it's
outside
of
their
job
description.
This
past
semester,
the
students
in
my
inclusion
class
had
two
teachers
in
class.
F
Having
a
second
teacher
allowed
us
to
do
small
groups
more
effectively
provide
necessary
readouts
clarifications
and
instructional
supports
outside
of
class.
My
co-teacher
and
I
had
time
to
meet,
to
discuss
our
students,
learning
needs,
create
strategies
and
ensure
student
success.
The
special
education
students
in
my
inclusion
classroom
were
more
successful
with
the
two-teacher
model.
I
love
teaching
inclusion
classes
and
I
believe,
including
everyone,
helps
all
students
learn.
Please
help
our
district
do.
What
we
know
is
best
by
supporting
funding
for
inclusion
done
right
at
all.
Bps
schools.
Y
My
name
is
bianca
pierre
and
I
work
as
a
power
professional
at
the
motherhood
elementary
school
in
marapan.
I
have
worked
in
both
inclusion
and
general
education
classrooms.
I
strongly
believe
that
inclusion
is
good
for
all
children
provided
there's
enough
staff
to
meet
their
needs
when
there
isn't
enough
staff.
Inclusion
does
not
work
for
anyone.
Y
Y
Professionals
in
inclusion
classrooms
need
to
have
professional
development
in
the
best
practices
for
meeting
the
needs
of
our
inclusion
students,
and
we
need
training
in
how
to
support
students
with
trauma.
We
should
have
this
professional
development
before
we
begin
in
an
inclusion
classroom
and
we
deserve
ongoing
opportunities
to
further
build
our
skills.
Y
Y
Z
Z
Inclusion
done
right
is
when
our
students
with
ieps
or
special
needs,
are
able
to
get
an
education
in
a
setting
that
is
least
restrictive
with
the
appropriate
staffing
models.
Today
I
want
to
share
a
story,
a
quick
story
about
my
journey.
As
an
inclusion
teacher,
I
work
at
a
k-8
school
where
the
staffing
model
is
two
teachers
in
each
classroom
grades,
one
through
eight,
but
I
am
a
kindergarten
teacher,
so
our
classroom
staffing
model
is
quite
different.
Z
We
have
a
para
and
a
teacher,
so
I
am
both
the
general
ed
teacher
as
well
as
the
special
ed
teacher,
but,
as
you
can
see,
I'm
just
one
person
this
year,
my
students
were
lucky
enough
to
have
an
extra
part-time
teacher
added
to
our
classroom.
From
september
to
january,
this
teacher
and
I
were
able
to
work
together
and
the
gains
that
our
special
ed
students
made
this
year
surpassed
those
of
my
eight
years
of
teaching
at
the
same
school
and
in
the
same
classroom.
Z
AA
My
name
is
rose,
frank,
and
this
is
my
sixth
year
teaching
in
a
full
inclusion
classroom
in
boston.
I
currently
teach
third
grade
at
the
lee
academy,
but
I've
taught
third,
fourth
and
fifth
grade,
always
with
a
one
teacher
and
one
paraprofessional
inclusion
model
this
year,
I'm
responsible
for
all
19
of
my
students,
as
well
as
the
4
800
combined
weekly
minutes,
that's
80
hours
of
various
reading,
writing
math
and
social
emotional
iep
goal
minutes.
AA
AA
One
way
this
year
that
I
have
been
able
to
meet
students
needs
is
in
writing
class
this
year.
In
writing.
I've
been
fortunate
enough
to
have
the
literacy
coach
push
in
to
co-teach
my
writing
class.
In
this
setup
she
becomes
the
general
educator
and
I
finally
get
to
focus
on
my
inclusion,
students
and
work
on
their
goals
with
her
help
to
do
writing
conferences
with
my
other
students,
I'm
able
to
meet
with
a
small
group
of
students
and
it
can
look
different
on
different
days.
AA
I
can
draw
letter
sound
boxes
to
help
him
slow
down
and
really
work
on
the
skill
of
hearing
the
sounds,
and
if
my
student
with
autism
happens
to
be
having
a
difficult
moment
and
needs
some
behavior
coaching
myself
or
my
paraprofessional
is
there
to
help
him
without
sacrificing
the
learning
of
the
other
18
students
in
the
room.
This
model
having
two
licensed
teachers
and
a
paraprofessional
in
the
room,
has
allowed
my
students
to
grow
tremendously
in
writing
this
year.
Unfortunately,
that's
not
the
whole
school
day
and
that's
not
a
guarantee
for
next
year.
AB
AB
This
year,
one
of
my
classes
is
an
inclusion,
9th
grade
ib
middle
years
program,
biology
class,
although
as
a
school,
our
principals
and
teachers
understand
what
a
properly
functioning
inclusion
classroom
should
look
like.
We
struggle
to
make
it
a
reality
by
the
way.
This
is
something
most
vps
inclusion
classrooms,
probably
struggle
with.
AB
I
believe
there
are
a
couple
of
important
gaps
in
what
we
know.
Students
in
an
inclusion
classroom
need
and
what
we're
able
to
provide.
For
example,
not
all
inclusion
classrooms
have
a
staff
ratio
that
provides
sufficient
one-on-one
attention.
Struggling
students
need
simply
put
these
classrooms
require
funding
for
a
higher
staff
to
student
ratio.
AB
AB
Still,
there
are
many
reasons:
inclusion
classrooms
should
be
the
model
we
follow
in
bps
most
important.
I
feel
they
provide
opportunities
for
students
of
all
levels
to
build
social,
emotional
and
leadership
skills
and
learn
from
one
another.
What
makes
us
all
uniquely
wonderful,
I
ask
you,
please
consider
supporting
funding
for
resources
and
staff
to
make
inclusion
successful
in
bps.
AC
It's
desiree
bond.
I
am
currently
a
fourth
grade:
inclusion
teacher
at
the
blackstone
elementary
school.
I
previously
taught
for
three
years
at
the
mather
school
and
one
year
in
virginia.
I
am
a
strong
believer
in
the
benefits
of
inclusion.
I
know
that
students
with
and
without
disabilities
have
a
lot
to
learn
from
each
other.
I've
seen
students
with
varied
abilities,
learning
from
each
other
by
showing
support,
giving
feedback
and
strengthening
our
classroom
community
and
discussion
opportunities.
AC
This
is
fascinating
to
experience
and
empowers
all
those
involved,
teachers
and
students
alike.
However,
I
also
know
that,
as
one
teacher,
I
am
not
able
to
provide
my
students
with
the
consistent
high
quality
instruction
they
deserve,
like
in
all
inclusion
classrooms.
My
students
have
individualized
education
programs
that
require
a
lot
of
small
group
and
one-to-one
instruction.
AC
For
example,
while
most
of
my
students
are
working
on
larger
multiplication
and
division
problems,
I
have
one
student
with
an
iep
goal
of
mastering
basic
multiplication
facts
and
another
student
whose
goal
is
focused
on
mastering
addition
up
to
20..
Both
students
need
intensive
math
support
before
successfully
accessing
grade
level
content.
AC
Although
I
am
certified
to
teach
both
groups
of
students,
I
cannot
do
two
jobs
at
the
same
time
now
the
schools
are
closed.
It
is
even
harder
to
meet.
My
students
needs
the
accommodations
that
we
work
so
hard
to
develop
in
the
classroom.
Don't
work,
virtually
inconsistent
internet
and
interrupted
schedules
due
to
family
survival
needs
have
also
made
it
difficult
to
support
my
students
with
the
greatest
needs:
city,
council,
education,
chair,
asabi,
george
and
members
of
the
city
council.
We
need
you
to
understand
the
realities
of
inclusion
in
the
boston
public
schools.
AC
We
call
on
you
to
commit
to
inclusion
done
right.
We
have
an
opportunity
in
the
responsibility
to
turn
this
time
out
of
school
into
a
better
future
for
our
most
vulnerable
students.
We
need
you
to
stand
with
us
to
fight
for
the
funds
that
are
required
to
provide
a
first-class
education
to
every
student
in
bps.
AC
P
AD
It
my
name,
is
caitlin
gaffney
and
I've
been
a
teacher
at
the
maurice
j
tobin
k-8
school
in
mission
hill
for
the
last
20
years.
I
would
like
to
begin
by
thanking
the
mayor
and
the
superintendent
for
the
continued
investment
in
our
schools,
which
will
result
in
us
having
one
and
a
half
social
workers.
For
the
first
time
I
can
recall
in
a
school
that
serves
a
high
trauma.
High
need
population
sustaining
and
expanding.
AD
These
types
of
social
emotional
supports
will
enable
us
to
meet
the
diverse
needs
of
our
students
in
order
to
more
readily
access
their
academic
learning.
At
the
tobin
we
have
long
been
a
school
that
called
on
one
teacher
to
meet
vast
and
complex
needs.
There
have
been
oversized
classes
with
students
who
have
ieps
in
double
digits,
while
our
school
had
to
fight
to
have
more
than
one
special
educator
for
an
entire
k-8,
with
the
specialized
instruction
testing
and
meetings
that
presented
extreme
challenges,
straining
our
woman
power
and
underserving
our
learners.
AD
What
did
that
say
about
how
we
prioritize
our
most
needy
children
in
the
system?
I
know
that
there
are
other
schools
and
other
zip
codes
in
boston
that
did
not
have
those
same
skeletal
resources
and
it
leaves
our
most
vulnerable
families,
along
with
their
teachers,
asking
why
we
are
grateful
that
the
district
has
become
more
responsive.
We
have
benefited
from
our
devoted
costs,
who
have
ensured
that
students
receive
the
services
they
need
and
the
special
ed
department
has
stepped
up
to
support
when
a
student's
iep
calls
for
a
particular
program
or
service.
AD
We
should
offer
it
when
a
teacher
needs
training
in
a
rules-based
reading
program.
They
should
be
able
to
get
it
when
students
benefit
from
a
different
setting
their
families
shouldn't
have
to
wait
months
for
it.
When
classrooms
need
more
than
one
educator
to
meet
all
the
identified
needs,
we
shouldn't
have
to
beg
for
it.
I
come
before
you
today
to
ask
that
you
speak
to
parents,
children
and
families
to
understand
what
the
issues
are.
We
invite
you
to
spend
the
day
in
our
schools,
as
councilor
bach
did
some
months
back
at
the
tobin.
AD
I
ask
you
to
commit
to
advocating
for
our
most
vulnerable
students
to
fix
the
gaping
holes
that
we
have
all
known
existed
for
years.
Lastly,
I
ask
you
to
approve
additional
funding.
I
am
hopeful
that,
with
continued
collaboration
between
us,
we
will
be
able
to
provide
a
more
well-rounded,
more
student-centered
learning
model.
Thank
you
so
much
stay
well.
B
Thank
you.
I
have
come
back
and
taken
up
the
baton,
and
that
was
caitlin
is
a
teacher
at
the
tobin
which,
as
we've
mentioned,
is
in
my
district.
I'm
grateful
to
everybody
who
testified
today,
both
in
person
and
on
video
and
just
want
to
again
before
we
adjourn
thank
the
administration
for,
what's
been
a
long
day,
focused
on
a
bunch
of
the
most
critical
issues
that
I
think
you
know
are
appropriately
included
in
the
very
first
commitment
of
the
strategic
plan.
So
dr
caselias,
thank
you
so
much.
A
I
want
to
thank
you,
madam
chair,
and
all
of
the
counselors
for
all
your
considerate
considerations
and
thoughtful
questions,
and
I
especially
want
to
thank
the
teachers
who
were
here
today,
testifying
about
their
students
and
the
needs
of
their
students.
It
just
shows
their
incredible
commitment
and
on
this
teacher
appreciation
day,
I
know
nate
opened
and
I'm
going
to
close
just
to
say
thank
you
to
all
our
wonderful
great
teachers
out
there.
B
Yes
important
to
include,
and
and
I
know
the
council
and
counselor
flynn
I
see
is
still
here
and
and
myself
would
you
definitely
join
you
in
that
appreciation
of
all
our
teachers
today
and
every
day?
So
with
that,
I
am
adjourning
this
meeting
of
the
boston
city
council's
committee
on
ways
and
means.
Thank
you
all.