►
Description
Government Accountability, Transparency & Accessibility Hearing - Docket #0617, service provision for English Language Learners; Docket #0724, audit of special education services
B
B
I
think
in
the
interest
of
saving
everyone's
time,
let's
just
get
started
so
for
the
record.
My
name
is
Julia
Mejia
City
councilor
at
large
I'm,
the
chair
of
the
Boston
City
councils
committee
on
government,
accountability,
transparency
and
accessibility,
I'm
joined
by
my
colleagues
in
the
order
of
arrival
which
I
will
state
shortly.
This
public
hearing
is
being
recorded.
It
is
being
live
streamed
at
boston.gov,
Dash,
City,
Dash,
Council,
Dash,
TV
and
broadcast
on
Xfinity
8.
B
RCN
channel
82
files,
Channel
964.,
we'll
be
taking
public
testimony
at
the
end
of
this
hearing.
If
you
are
interested
in
testifying,
please
email,
ccc.gata
boston.gov
for
the
link.
Today's
hearing
is
on
docket
zero.
Six
one,
seven
order
for
a
hearing
on
government
transparency,
accountability
towards
service
provision,
spending
for
English
language
learners
later
we'll
also
be
hearing
docket0724,
or
order
for
a
hearing
on
an
audit
of
Boston
Public
Schools
special
education
service
and
return
on
investments.
B
B
The
first
portion
of
this
here
will
be
discussing
docket0617,
followed
by
docket0724,
we'll
begin
with
Community
Advocates
panelists
first
followed
by
public
testimony
and
then
the
administration
panelist.
As
you
start,
your
testimony,
please
state
your
name
address
and
affiliation.
B
Today
we
are
joined
by
Community
activists
in
the
panelists
include
the
following
speakers
on
docket0617
Suzanne
Lee,
BPS
immigration,
Community,
leader
John,
Mudd,
sukey
parent
advocate
Elsa,
Florida's,
Community,
leader
Diana
Santiago,
with
mass
advocates
for
children
and
we'll
begin
with
our
first
panel,
we'll
also
be
joined
by
the
administration,
and
the
administration
panel
will
be
Farah
asagen,
who
is
the
Deputy
Chief
academic
officer
and
interim
assistant
superintendent
office
of
English
language,
Learners
office
of
Multicultural
and
multi-lingual
education
as
well
as
Linda
Chan,
who
is
the
senior
Deputy
superintendent
of
academics
and
David
Bloom
who's,
the
chief
financial
officer?
B
Okay?
So,
let's
begin
first
before
we
get
started
wanted
to
because
of
the
time,
I
am
going
to
not
do
opening
comments.
So
if
my
colleagues
can
reserve
that
time
to
join
your
questions,
any
opening
comments,
if
you
could
use
it,
then.
B
I
will
just
set
the
stage
that
this
is
really
it's
in
government,
accountability
and
transparency.
For
a
reason
we
really
want
to
be
able
to
dig
into
when
we
think
about
the
services
that
are
are
supposed
to
be
rendered
to
Els.
You
know
we
would
love
to
hear
a
little
bit
more
about
kind
of
what
are
the
roadblocks
right.
We
don't
want
this
to
be
an
adversarial
hearing.
B
We
really
want
you
all
to
recognize
that
we
are
partners
and
we're
bringing
all
the
stakeholders
to
this
conversation,
because
that's
the
only
way
we're
all
going
to
be
moving
be
able
to
move
forward
if
we
do
so
in
collaboration
and
in
partnership
with
each
other.
So
for
the
administration,
you
already
been
warned
no
big
power
points,
you
know,
so
we
really
want
to
create
a
dialogue.
B
So
thank
you
for
allowing
us
to
lead
with
the
community
first,
because
I
hope
that
will
help
set
the
stage
so
without
further
Ado.
In
the
interest
of
time,
I
am
definitely
going
to
be
keeping
time
for
our
panelists.
You
each
get
five
minutes
and
we
are
going
to
start
with
Suzanne
Lee.
C
C
I've
been
a
student
and
a
teacher
and
a
school
principal,
so
my
whole
life
is
intertwined
with
the
Boston
Public
School
and
I'm
happy
to
think
that
I
am
more
hopeful
today
than
I've
been
for
a
long
time,
because
what
I
see
is
in
place
to
allow
boys
to
move
forward,
but
also
sad
that
in
my
40
years
since
I
was
hired
as
a
bilingual
teacher
in
1974.
in
a
lot
of
ways,
we
are
starting
backwards.
C
So
I
want
to
touch
on
those
two
things
when
I.
So
when
I
say
this
is
deeply
personal
with
me,
I'm
going
to
share
a
quote
with
you,
they
won't
always
remember
what
you
taught
them,
but
they
will
never
forget
how
you
treated
them.
C
My
first
encounter
with
BPS
when
I
was
a
student
at
11
years
old
and
I
was
told
that
I
didn't
know
anything.
So
I
was
put
back
from
the
sixth
grade
to
fourth
grade
I.
Remember,
that's
it
today!
C
The
way
that
my
generation
did
so
I
was
glad
to
be
one
of
the
first
bilingual
teachers
to
stop
the
programming
in
Boston
public
schools
in
1974
in
the
first
year
of
busting,
and
then
when
question
two
came
in
that
we
were
told,
we
no
longer
can
use
the
native
language
and
everything
is
going
to
be
English
only
I
knew
then
that
we
are
in
an
uphill
fight.
C
C
We
have
not
moved
that
far
from
implementing
any
programming,
but
I
am
happy
to
say
that
in
because
of
the
advocacy
from
the
community
and
from
some
of
us
who
work
hard
on
this
issue,
both
now
we
have
the
the
city
government,
like
you,
are
as
well
as
Desi
and
the
school
department
recognizing
that
native
language.
Access
to
that
is
the
important
tool
to
address
the
education
of
all
of
our
immigrant
children
for
those
who
need
it
so
right
now,
I
see
the
whole
budget.
C
Money
should
not
be.
The
issue
is:
what
do
we
do
with
that
money?
That
really
makes
a
difference
and,
having
us
see
and
I
know,
David
Bloomberg
said
they
would
tell
you,
okay,
we're
spending
almost
twenty
thousand
dollars
per
student,
but
do
we
have
the
result
to
show
forwards?
It
really
really
show.
We
have
not
been
using
that
money
in
the
right
way,
so
I'm
hoping
that
now
moving
forward
that
we
can
fell
deeper.
C
It
is
not
a
question
of
having
more
money,
for
any
students
to
have
twenty
thousand
dollars
is
different
than
special
needs
or
immigrant
students
who
might
need
more,
not
just
a
little
bit
more
in
how
we
use
it.
What
we
need
I
think
is
two
things.
One
is
that
we
need
the
right
Staffing
in
our
school
and
really
provide
them
the
necessary
tools
through
professional
developments.
I
don't
mean
just
the
teaching
staff.
I
also
mean
principals,
the
front
office
Paris
lunch
monitors.
C
C
We
might
not
be
at
the
state
where
we
can
have
a
classroom
teacher
in
all
the
classroom
that
speak
the
language,
but
in
every
school
there
needs
to
be
somebody
depending
on
the
percentage,
and
this
is
something
that
we
demanded
back
in
1974
and
we're
still
not
there,
and
we
have
lost
a
whole
generation
of
bilingual
teachers
that
we
almost
have
to
start
from
scratch
now
to
bring
that
back
up.
So
people
might
not
want
to
hear
that.
C
That's
what
I
see
that
we
need
to
work
on,
but
we
do
have
Administration
and
schools
the
leadership
in
the
school,
but
not
enough.
We
don't
have
enough
bilingual
leadership
within
the
BPS
central
office
as
well
as
inner
school,
so
we
need
to
sing
a
lot
more
money
into
professional
development,
have
to
get
it
up
there
and
that
so
translation
and
interpretation
is
not
the
end
of
that's
a
very
basic
Baseline
and
just
we
saw
how
difficult
that
is
right.
Now,
right,
yeah,
so
I'm
gonna
up
there,
but
I
am
hopeful.
C
B
That's
right,
thank
you
for
that
Suzanne.
You
know.
Having
served
on
the
ell
task
force
with
you,
I
share
the
same
sentiments
and
I
know
Farah.
You
have
also
been
a
long
time
working
in
this
space,
so
I
know
that
you
hear
it
and
and
feel
it
and
I'm
I'm
sure.
That's
why
Suzanne
is
so
encouraged
by
what's
happening
in
the
city
right
now.
So
looking
forward
to
your
testimony
shortly,
I'm
gonna,
move
on
to
John
and
I.
B
Don't
know
if
you
heard
the
the
buzzer,
but
you
literally
have
five
minutes
and
that's
all
you
get
so
make
sure
you
bring
it
and
then
the
other
pieces
that
I
wanted
to
just
note
that
someone
from
my
team
is
communicating
with
those
who
need
interpretation
and
translation
simultaneously
so
that
each
of
your
testimonies
are
being
shared
with
those
who
who
are
tuning
in
because
we're
making
doing
what
we
have.
So
thank
you
for
to
my
team
for
helping
us
with
that.
Okay,
so
John
thanks.
D
Madam,
chair
counselor
a
long
time,
I'm
a
resident
of
Cambridge,
but
a
long
time
advocate
actually
30
years
and
around
the
Boston
public
school,
so
I've
probably
seen
too
much
I
think
you
know
I'm
a
sobering
kind
of
person.
Unfortunately,
let's
be
clear
that
BPS
is
failing
to
provide
an
opportunity
to
learn
and
Achieve
for
eHow
in
El
students
with
disabilities.
Since
question
two
passed,
that's
too
long
since
question
two
was
posted
on
Boston
by
the
state.
D
You
know
the
MKS
results
and
I
don't
need
to
go
through
them,
but
it
means
that
we
have
to
recognize
that
over
90
percent
of
English,
Learners
and
English
Learners
with
disabilities
are
not
being
prepared
to
meet
required
standards,
as
Suzanne
parked
eloquently
not
only
from
personal
experience,
but
experts
say
that
building
on
a
foundation
of
native
language
is
the
best
way
to
learn
academic
content
in
English,
the
state
legislature
passed
the
look
act
which
gave
us
flexibility
to
go
beyond
question
two
in
using
native
language,
but
BPS
has
not
yet
Taken
full
advantage
of
this
opportunity.
D
Recently
they
took
BPS
has
taken
a
major
step
forward
in
approving
a
policy
that
says
access
to
native
language
is
the
number
one
priority
for
English
learners,
but
people
don't
recognize
that
still
40
percent
of
English
Learners
are,
in
general
education
classes,
with
ESL
support
and
even
more
seriously.
From
my
perspective.
Over
the
past
few
years
we
have
seen
a
decline
of
a
thousand
students
placed
in
single
language
SEI
classes
where
they
could
receive
some
significant
support
in
native
language
and
in
only
one
third
of
those
classes.
D
D
The
most
recent
plan
from
the
omme
office
says
that
the
next
three
years
will
be
spent
in
planning
changes
and
only
in
four
years
will
new
programs
be
implemented.
From
my
perspective,
we
need
to
move
faster.
We
need
to
stop
dumping
yields
into
general
education.
We
need
to
expand
single
language,
SEI
classes
and
transitional
bilingual
education
classes,
as
well
as
dual
language
on
the
subcommittee
that
I
work
on
was
has
particular
concerns
with
ael's
English
Learners
with
disabilities.
There
are
four
thousand
of
them
in
Boston.
D
Bps
to
date
does
not
even
have
a
draft
overall
plan
for
these
students.
We
have
been
arguing.
There
needs
to
be
a
separate
plan,
even
though
the
memorandum
of
understanding
with
the
state
groups
them
under
English
Learners
and
a
separate
plan
that
includes
the
primary
and
Joint
response
or
joint
responsibility
of
the
office
of
special
education
in
the
development
and
implementation
of
such
a
plan.
D
The
Council
of
great
City
Schools
just
completed
an
audit.
Its
report
agrees
with
us
and
calls
for
a
separate
joint
office
of
special
education
office
of
multilingual
education
plan
for
English
Learners
with
disabilities,
students
that
gives
access
to
native
language.
We
have
not
yet
heard
bps's
response
to
these
recommendations
and
look
forward
to
constructive
work
together,
so
that
we
can
finally
bring
the
programs
that
these
students
need
on
the
budget.
Each
school
now
receives
an
allocation
for
English
learners
for
students
with
disabilities
and
the
English
Learners
with
disabilities
get
a
double
allocation.
D
In
addition,
there
are
40
to
50
million
dollars
of
Esser.
Funds
are
allocated
on
the
basis
of
these
plus
low-income
students.
Yet
to
my
knowledge,
there
is
no
budget
guidance
for
the
Innovative
use
of
these
funds
for
English
Learners
with
disabilities
and
no
reporting
system
for
evaluation
and
accountability
for
the
results
of
the
use
of
these
funds.
D
As
the
committee
ordered
States,
what
is
the
return
on
investment?
We
should
ask
VPS
both
to
develop
the
guidance
and
to
develop
the
accountability
systems.
Suzanne
mentioned
staff,
diversity
and
professional
development.
We
still
have
not
made
much
progress
in
staff
diversity.
Over
the
past
decade,
there
are
I
believe
about
11
percent
Latino
teachers
in
a
system
that
is
43
Latino.
D
That
diversity
has
been
focused
on
Race.
We
should
also
include
language
diversity.
What
are
the
school
profiles
that
show
the
gaps
in
language,
diversity
and
racial
diversity?
We
need
to
see
those
what
are
the
targets
for
increasing
the
diversity
of
language
for
English
Learners
with
disabilities?
A
couple
of
years
ago,
a
staff
person
did
a
manual
survey
and
found
that
there
were
16
bilingual
special
education
teachers
in
the
64
reporting
schools
compared
to
4
000
elswd
students
in
the
district
as
a
whole.
This
needs
a
change.
D
I
would
talk
and
I'll
stop
on
the
importance
of
keeping
the
achievement
Gap
as
a
top
priority
for
the
system
that
has
been
lost
in
the
shuffle
and
for
the
implementation
of
the
racial
Equity
achievement
Gap
tool
that
has
not
been
fully
implemented
either
in
analyzing
data
or
in
projecting
its
impact
on
blacks,
Latinos,
Els
and
students
with
disabilities.
Thank
you
for
letting
me
run
over.
Yes,.
B
Well,
you
you
you,
you
were
the
The
Mastermind
behind
this
hearing
order,
so
I
gave
you
a
little
bit
of
extra
Grace,
since
you
are
the
inspiration
behind
this
Gathering,
so
John,
don't
you
ever
go
over
again,
okay
hold
on
just
checking.
Thank
you
for
that.
John!
No
promise
I
really
do
appreciate
you
bringing
data
and
also
really
helping
us
start
to
think
about
how
we're
going
to
measure
success.
I
think
that's
really
key!
B
So
I'm
going
to
go
to
our
next
panelist,
so
hey
who's,
going
to
be
doing
it
in
Spanish
and
lose
from
my
office
will
be
translating
because
this
is
what
it
looks
like
right,
I
and
I'm
glad
that
this
manifested
the
way
that
it
did,
because
it
really
goes
to
show
the
importance
of
how
much
work
we
still
need
to
do
to
help
support
our
community.
So
so
hey
guys.
E
F
Thank
you
for
inviting
me
to
the
to
be
a
panelist
on
on
this
really
important
topic
about
language
learners.
F
Of
students
are,
are
our
language
learners.
E
F
75
of
BPS
students
are
students
with
low
income
from
low
low
income
means.
F
From
all
of
the
students
with
an
IEP,
83
of
them
are
families
with
that
are
low
income.
E
E
F
E
F
Is
important
to
understand
that
a
lot
of
these
families
they
actually
don't
know
how
to
read
or
write
in
their
own
language.
E
E
F
I
am
a
mother,
an
organizer,
an
organizer
of
families
and
a
person
who
is
involved
in
the
community.
I
am
all
I
also
want
I
want
the
best
for
my
children.
E
F
F
E
E
F
Vps
is
serious
about
about
the
schools,
the
children,
the
people,
it's
important
for
them
to
start
making
change
to
start
working
on
this
now
or
for
children,
especially
for
a
second
language
Learners.
So
they
can
do
well
perform
well
in
schools.
E
E
E
E
E
F
Need
more
more
students,
more
more
access
for
bilingual
students,
so
they
have
so
they
can
learn
the
language.
E
E
F
And
help
make
the
changes
that
those
students
need
and
she's
just
thankful
for
for
being
here.
B
Yeah
and
one
thing
that
she
also
mentioned
that
I
wanted
to
uplift,
which
I
think
is
really
interesting
and
for
us
to
all
really
Ponder
on,
is
that
it's
unfortunate
that
she
has
to
send
her
children
to
mecco.
B
She
would
rather
have
them
be
educated
here
in
her
in
her
community
in
her
in
her
neighborhood,
but
up,
but
she
has
to
find
elsewhere
to
go
to
ensure
that
they
get
proper
education,
which
is
one
of
the
reasons
why
this
particular
hearing
is
so
important
because
we
are
losing
families
and
we
need
to
really
think
about
what
we're
going
to
do
differently
to
change,
how
we
do
business
to
keep
our
kids
here
so
Gracia,
Gracia,
okay,
okay.
B
So
the
next
person
who
we
have
slated
for
a
panelist
is
my
dear
friends
and
someone
who
I've
been
working
in
the
education
space
with
for
many
many
years.
It's
quite
interesting
because
Elsa
does
speak
English,
but
she
really
wants
to
do
her
testimony
in
Spanish,
given
the
work
that
we're
all
trying
to
do
here.
She
felt
it
was
important
for
us
to
understand
The
Importance
of
Being,
multilingual
and
creating
space
for
native
speakers
to
to
be
fully
expressed.
So
with
that
Flores.
G
G
F
G
F
I
have
16
years
that
I
have
been
involved
and
I
have
been
disappointed
that
it
has
been
not
very
helpful,
not
very
good
and.
G
F
Haven't
seen
any
changes
until
I
haven't
until
now,
I
haven't
seen
any
changes
in
the
16
years
that
she's
been
here.
F
All
three
of
my
students
have
been
lay
have
been
categorized
as
English
Learners
and
students
with
special
needs.
G
F
We
desperately
and
immediately
need
changes
such
as
diversity
in,
in
the
teacher
population,
resources
for
resources.
F
G
G
H
B
Could
say
this
because
this
has
been
something
that
Elsa
has
been
advocating
for
with
an
organization
that
I
found
it
around
the
transition
for
Els
when
they
go
into
general
education.
There
there's
a
gap
there
in
terms
of
the
types
so.
G
F
Okay,
so
she's
talking
about
having
a
transition
like
we
need
a
good
transition
program
where
students
are
able
to
transition
from
these
programs,
English
language,
Learners
and
going
into
a
regular
classes,
and
so
there
needs
to
be
more
support
into
that
transition,
rather
than
just
immediately
just
bringing
them
one
one
and
taking
them
to
the
other
space.
G
F
In
the
same
services
that
other
students
are
getting
by
law,
these
are
a
lot
of
the
same
resources
and
assistance
that
our
children
are
entitled
to.
G
F
An
example
that
I
have
lived
and
other
families
have
also
lived.
G
G
G
F
When
we
talk
about
children
or
students
that
are
in
language,
English,
language
Learners
and
our
special
education
students.
B
I
just
wanted
to
I
just
quickly
for
those
who
want
to
know.
I
I
was
just
thanking
both
of
the
parents
for
bringing
their
voice
into
this
space
because,
ultimately,
at
the
end
of
the
day,
it
is
them
who
we
work
for,
and
the
best
way
for
us
to
learn
is
taking
our
direction
from
those
who
are
living.
The
realities
and
doing
the
work,
and
the
four
panelists
that
have
just
spoken
are
just
that
right.
They
are
in
the
front
lines
living
these
realities
in
or
doing
the
work
in
the
space.
B
So
I
want
to
thank
our
four
panelists
for
being
here,
so
Aura
I'm
gonna
go
to
Diana
Santiago,
who
I
met
at
a
deci,
I
believe
in
a
workshop,
we
were
looking
at
professional
interpretation
and
translation
back
in
the
day,
so
happy
to
see
you
again
and
happy
to
have
you
here.
B
You
I
are
listed
here
and
I'm
gonna.
You
I
believe
you're
with
mass
advocates
for
children
correct.
So
yes
awesome!
So
you
now
have
the
floor.
Thank.
I
You
so
much
so
good
afternoon,
and
yes
thank
you,
counselor
Mejia
and
committee
members
for
the
opportunity
to
give
testimony
today.
I
I
Just
to
express
a
little
bit
of
my
disappointment.
I
have
I
have
to
say
something
that
I
I
truly
appreciate
your
stepping
up,
counselor
mikia
and
loose
so
that
we
can
hear
so
hey.
We
could
hear
suhay
and
Elsa's
important
testimony,
but
by
not
having
a
trained
interpreter
set
up
for
this
meeting.
It
has
prevented
them
also
from
being
able
to
listen
to
all
of
us
on
on
the
important
issues
that
are
being
raised.
I
Their
voices
are
so
important.
Their
informed
voices
and
and
I
think
that
you
know
I'd
urge
you.
You
brought
so
much
positive
change,
councilor
Mejia
to
the
city
council,
and
if
this
can
be
a
change
that
you
make
for
city
council
hearings
to
ensure
that
there
are
trained
interpreters,
I
think
that
that
would
go
a
long
way.
I
I
So
coming
from
over
130
countries
and
speaking
85
languages
on
this
growing
population
of
students
carry
the
potential
to
be
our
next
generation
of
leaders,
multilingual
leaders
across
all
sectors,
Educators,
medical
providers,
community
and
Business
Leaders
policy
makers
really
Limitless
potential.
I
Tragically,
however,
BPS
and
other
school
districts
are
failing.
These
students,
nearly
half
of
BPS,
multilingual
English,
Learners
47,
were
chronically
absent.
Last
school
year,
just
six
percent
met
or
exceeded
expectations
on
the
10th
grade.
English
language
arts.
Mcas.
A
year
ago
this
month,
the
Boston
Globe
reported
that
nearly
60
percent
of
BPS,
multilingual
Learners
were
not
getting
enough
specialized
instruction
to
which
they
were
entitled.
I
Bps
has
a
legal
obligation
to
ensure
that
no
student
is
denied
equal,
Educational
Opportunity.
Due
to
their
status
as
an
English
learner,
regardless
of
leadership,
turnover,
covid
or
Staffing
shortages,
not
surprisingly,
bilingual
English
Learners
with
disabilities
face
even
more
daunting
barriers
to
equal
educational
opportunities.
I
I
Students
with
disabilities,
who
are
English
Learners,
need
coordinated,
integrated
services
and
supports
to
succeed,
but
lack
of
coordination
across
the
offices
of
multilingual
and
Multicultural
education
and
the
office
of
special
education
often
means
that
supports
are
disconnected
and
ineffective
for
many
students,
I
thought
it
might
be
helpful
to
provide
an
example.
Mac
represented
a
family
of
an
elementary
age
student
with
a
disability
whose
home
language
is
Spanish.
We
got
involved
with
a
family
when
they
were
hitting
a
wall
seeking
supports
for
their
son
to
remain
in
a
full
inclusion
setting.
I
It
was
clear
from
the
outset
that
language
barriers
had
impacted
the
family's
ability
to
understand
and
navigate
the
special
education
process.
Just
as
importantly,
these
language
barriers
often
prevented
the
team
from
hearing
the
parents
perspective
perspective
and
crucial
information.
They
had
to
share
about
their
son
BPS
contracted
to
provide
professional
interpreters
at
Team
meetings,
but
these
interpreters
were
untrained
in
interpretation
in
the
challenging
context
of
Team
meetings
and
oftentimes.
We're
ineffective.
I
I
took
a
new
school,
but
the
family
was
finally
successful
in
getting
BPS
to
agree
to
full
inclusion
with
the
support
their
son
needed.
Then
the
pandemic
happened
despite
the
student's
mother,
dedicating
herself
and
I
mean
really
dedicating
herself
to
supporting
her
son's
remote
learning.
For
over
a
year
like
many
students,
he
fell
behind
in
his
English
language
development
and
in
other
areas
contributing
to
his
loss
of
skills.
Bps
didn't
provide
the
direct
ESL
instruction
for
over
a
year
after
months
of
delays
and
the
threat
of
legal
action.
I
Bps
finally
did
provide
services
from
an
educator
assigned,
but
this
teacher
didn't
speak
Spanish
or
make
use
of
an
interpreter
to
communicate
with
his
family
to
better
understand
his
needs
between
his
Lost
English
language
skills
and
time
out
of
a
real
classroom
and
his
parents
having
lost
confidence.
That
BPS
was
capable
of
coordinating
his
required
supports
and
services.
I
Ultimately,
they
took
a
leap
aware
of
the
risks
and
enrolled
him
in
a
non-bps
charter.
School
Boston's,
multilingual
English
learner
students
deserve
and
entitle
are
entitled
to
more.
The
city
of
Boston
also
deserves
the
many
contributions
that
these
students
will
make
when
given
the
opportunity
to
learn
to
their
potential.
Thank
you.
B
Thank
you.
Thank
you
for
that.
I
really
do
appreciate
it
and
just
want
you
to
know
Diana
that
we
have
someone
from
our
office
translating
to
everyone's
testimonies
here.
So
what
we
do
is
we
make
do
whatever
we
have
so
they're
you're.
What
people
are
sharing
here
is
also
being
related
to
the
two
parents
that
are
here
we're
making
doing
what
we
have
and
really
do
appreciate
that
feedback
as
the
one
who
passed
the
language
access
ordinance
here
in
the
office.
B
I've
been
a
big
champion
of
language
and
information
Justice,
but
due
to
the
capabilities
of
being
able
to
do
things
on
the
Fly,
we
missed
the
mark
there.
So
thank
you
for
that.
I
am
going
to
I
believe
we
have
one
person
for
a
public
testimony.
Danielle.
B
If
someone
from
Central
staff
can
upgrade
her
two
panelists.
B
J
Thank
you
councilman
here,
I'm
actually
going
to
turn
it
over
to
Dr
Linda
Chen
she's,
going
to
open
us
up
for
this
session
and
then
I'll
join
her
on
the
English
homicide.
K
Thank
you
so
much.
Thank
you,
councilor
Mejia,
for
providing
the
opportunity
to
have
a
discussion
about
our
work
for
our
students
with
disabilities
and
our
multilingual
Learners.
We
know
we
have
a
significant
amount
of
work
in
front
of
us
in
order
for
all
of
our
students
to
flourish
in
ways
that
we
know
they
can
and
deserve.
While
we
have
made
progress
that
is
clear
that
we
need
to
do
better
collectively,
especially
in
our
Partnerships
with
families.
However,
we
do
know
we
have
strong
leadership
in
City
Hall
and
at
BPS.
K
Superintendent,
Skipper
and
I
are
looking
forward
to
continuing
to
partner
with
the
mayor
and
the
city
council,
as
we
work
together
to
improve
academic
and
social
outcomes
for
students.
The
intersectionality
of
multilingual
Learners
and
students
with
disabilities
is
critical
for
our
work
at
the
BPS.
K
K
All
students
should
have
full
access
to
these
services
and
it
is
the
responsibility
of
the
district
and
the
schools
to
engage
parents
and
as
partners
in
their
child's
learning,
while
our
current
educational
context
was
established
over
many
decades,
and
we
understand
that
change
will
take
time,
but
at
the
same
time
our
students
can't
wait
and
there
must
be
urgency
to
this
work.
We
know
some
of
the
things
we
need
to
do
now.
We
need
to
provide
grade
level
instruction
to
all
students.
We
have
a
linguistically,
diverse,
Boston
Community.
K
K
We
need
to
consistently
and
regularly
use
data
to
monitor
outcomes
and
intervene.
When
we're
not
seeing
the
results
we
expect
and
to
prevent
our
over-identification
of
black
brown
and
multilingual
learners,
we
must
have
an
unwavering
commitment
to
ensure
the
least
restrictive
environment
for
our
students.
K
We
need
to
strengthen
our
Partnerships
with
families
to
make
all
of
these
things
happen,
and
we
also
need
to
ensure
there
are
clear
performance
indicators
to
demonstrate
our
progress,
particularly
with
the
use
of
resources.
I
will
now
turn
it
over
to
Farah
ashraj,
our
Deputy
CAO,
leading
the
office
of
multilingual
and
Multicultural
education
and
look
forward
to
Lauren
viviani,
our
interim
assistant
superintendent,
of
special
education
to
respond
in
the
second
half
of
our
time.
K
B
Before
we
go
over
to
Farah
sorry,
I'm
going
to
Danielle
Tierney
has
joined
us,
so
I
did
promise
to
do
public
testimony.
That
just
gives
you
a
little
bit
more
time
for
Anna
to
you
know
it
just
get
your
mind
right:
okay,
Danielle,
you're
being
upgraded
and
you
declined
okay.
Well,
you
might
have
to
lower
your
hand,
I
thought
you
were
ready.
I'm
gonna,
give
you
one
more
chance.
Danielle.
F
J
Thank
you,
counselor
Mejia,
and
thank
you
to
all
of
the
counselors
for
this
opportunity
to
discuss
an
important
group
of
students.
Many
of
us
care
deeply
about
our
multilingual
Learners,
based
on
our
own
individual
experiences.
J
So
we
will
certainly
keep
it
brief,
and
this
is
a
little
bit
of
a
snapshot
to
who
our
students
are
we're
very
proud
of
our
brilliant
multilingual
Learners,
and
we
have
changed
the
language
from
English
Learners
to
multilingual
Learners,
because
we
know
that
many
of
our
students
have
two
three
four
or
and
or
more
languages,
and
so
it
is
an
asset-based
term.
Majority
of
our
students
are
Spanish-speaking.
We
have
over
80
percent
of
students
who
are
Spanish
speaking.
J
We
also
have
a
variety
of
English
language
development
levels
that
students
across
ELD
one
to
five
lower
on
the
upper
ELD
level.
Five,
but
students
arrive
with
variety
of
needs
and
are
placed
in
different
programs.
There
are
programs
that
support
with
native
language.
Those
are
SCI
language,
specific
programs.
J
Additionally,
those
students
are
provided
English
as
a
second
language
service,
and
that
really
is
based
on
the
English
language
development
level
and
those
teachers
have
to
be
licensed
in
ESL.
So
that's
just
a
quick
snapshot
of
of
our
students,
the
languages
and
we're
very
proud
of
the
many
other
languages
that
are
not
represented
here
in
the
snapshot.
J
In
supporting
students,
we
have
to
transition
the
belief
system
of
our
Educators,
including
principals
leaders
in
the
district,
so
I've
been
working
very
close
closely
with
my
partners
from
the
English
learning
task
force,
as
well
as
other
community
groups,
and
this
is
really
part
of
our
strategic,
our
systemic
Improvement
plan.
So
our
strategic
plan
is
a
part
of
the
deci
systemic
Improvement
plan
work
and
we
have
been
able
to
present
this
and
work
in
collaboration
with
many
stakeholders
has
been
approved
by
the
school
committee
as
of
October
and
endorsed
by
the
English
learner
task
force.
J
So
our
strategic
plan
is
on
a
timeline,
and
this
is
the
the
time
in
which
we
are
developing
a
project
plan
for
each
of
those
areas
so
similar
to
what
John
Mudd
stated
that
area
under
priority.
Two
for
multilingual
Learners
with
disabilities
is
going
to
have
its
own
project
plan
similar
to
each
of
these
priorities,
and
we
really
see
this
as
leading
towards
an
impact.
There
are
many
areas
of
program,
implementation
that
are
regulated
by
Desi
and
by
the
U.S
department
of
justice.
J
So
this
is
the
most
aggressive
and
and
expeditious
way
in
which
we
can
move
forward
is
in
a
systemic
approach
in
terms
of
Shifting
towards
transitional
bilingual
education,
bilingual
education
in
the
form
of
dual
language,
education
programs.
So
our
intent
is
to
ensure
that
we're
moving
towards
impact
and
outcomes.
J
So
our
strategic
plan
for
the
areas
that
we've
outlined
is
intended
to
increase
student
and
family
offerings
for
both
bilingual
and
Heritage
programs
to
provide
native
language
support,
especially
for
multilingual
Learners
with
disabilities,
regardless
of
what
program
or
seat
in
school
that
there
are
placed
in
and
to
ensure
that
we're
meeting
the
legal
services
and
monitoring
by
both
departments.
We
have
been
meeting
jointly
for
many
months.
Actually,
since
I
probably
have
been
in
this
interim
World
prior
to
Lauren's
role
in
the
previous
leadership
at
osc,
we
do
meet
weekly.
J
We
have
joint
positions
and
we
do
have
a
collaborative
approach
to
this
work
and
I
will
say
that
it
is
getting
stronger
and
Dr.
Linda
Chen
also
joins
US
Weekly
for
those
meetings,
and
we
have
been
aligning
our
work
to
ensure
that
the
services
are
also
being
monitored
and
reported
on
from
both
departments,
and
that
is
a
new
effort
that
is
also
outlined
in
the
Strategic
plan.
J
Our
my
time
is
running
up,
but
I
want
to
make
sure
that
we
get
to
the
Eli
services
in
which
we've
made
the
most
gains
in
the
years
of
history
that
we've
been
reporting
to
the
U.S
department
of
justice.
As
you
mentioned
in
previous
year,
we
did
not
meet
the
standard.
This
is
a
metric
in
our
strategic
plan
and
strategic
priority.
J
Four,
where
the
threshold
for
this
metric
is
90
or
above
for
ele
services
and
I'm
really
excited
to
report
that
we
have
met
at
that
Benchmark
in
our
October
reporting,
and
we
will
continue
in
reporting
for
December
and
March
to
report
out
to
our
public
and
El
task
force
on
our
compliance
and
Elle
services
for
our
students
and
the
Investments
here
that
I
will
spend
time.
J
Since
my
time
is
up
going
through
is
outlined,
and
we
want
to
thank
the
city
council
body
for
approving
the
budget
that
has
really
been
able
to
boost
our
efforts
towards
building
the
infrastructure
for
bilingual
education,
and
we
look
forward
to
the
next
fiscal
year
and
outlining
those
Investments
I
will
turn
it
back
to
you.
Councilman,
chair,
yeah,.
B
B
But
we're
getting
there
and
everybody
already
knows,
you're
coming
to
a
hearing
that
is
chaired
by
this
person.
Here,
we're
not
doing
data
point
slides.
We
want
to
focus
our
time
and
energy
on
real
life,
examples
and
and
things
that
we
can
actually
that
are
tangible
for
us
right,
like
for
people
who
are
listening.
That
can
understand
this.
B
This
turns
into
this
right,
like
I,
just
think
that
numbers
and
data
really
sometimes
just
gets
lost
and
so
really
encouraging
us
to,
as
we
continue
to
move
forward,
to
bring
more
of
real
life
examples
into
the
space
so
that
we
can
really
see
the
return
on
investment
which
I'm
glad
everyone's
using
that
language,
because
David
Bloom,
you
know
I'm
always
asking
show
me
where
the
money
is
and
how
that
money
is
making
that
impact.
So
I'm
going
to
I,
don't
believe
we
try
to
get
Danielle
I,
don't
know.
B
If
you
can
hear
us,
Danielle
I've
invited
you
a
number
of
times
to
to
get
upgraded
to
a
panelist,
but
I
don't
know
if
you
are
able
to
to
do
that.
I
see
that
we
still
have
David
Boone
to
to
testify,
and
it
is
now
almost
at
four
o'clock,
so
David
I'm
just
curious,
as
your
colleagues
have
already
you
know,
do
you
have
any
I'm.
H
Only
here
to
answer
questions
for
you,
like
you,
see,
Danielle,
maybe
on
the
panel
now.
B
I
she's
playing
peek-a-boo
so
hopefully
you'll
come
interest
really
making
sure
that
my
colleagues
have
time
to
ask
questions.
I
know
we
had
several
of
our
panelists
who
couldn't
stay
longer,
but
we
do
have
a
critical
mass
here
folks,
so
I
am
going
to
just
open
it
up
for
questions
and
we're
going
to
do
this
in
starting
off
with
the
leads
one
of
my
co-lead
sponsors,
which
is
a
counselor
Lara.
B
All
right
I
am
going
to
move
even
though
I'm
one
of
the
lead
sponsors
I'm
gonna,
wait
for
my
turn.
Just
in
the
interest
of
honoring,
my
colleagues
who
have
been
here
I'm,
going
to
move
on
to
the
next
person
on
my
list,
who
has
been
patiently
waiting
and
I'm,
not
sure
Cora.
It
might
be
helpful
for
me
to
know
who's
still
here.
B
So
counselor,
but
in
order
of
arrival,
actually
I'm.
L
Sorry
actually
counselor
Lara
is
here
but
she's,
muted,
so
I'm
not
sure
I
see
her
name
up
but
I,
don't
maybe
she
stepped
away
or
something
I'm,
not
sure
so.
B
B
M
Have
my
school
I'm
I'm,
so
sorry,
I
I
had
to
jump
off
for
a
three
o'clock
but
I'm
back
on,
but
I've
had
my
chicken's
dad
alexandros,
who
has
a
background
in
education
issues
listening
in
and
providing
notes,
but
because
we
weren't
able
to
to
provide
opening
statements.
I
just
want
a
table
set
a
little
bit
from
for
me
and
my
district.
M
Well
first,
let
me
just
say
thank
you,
everybody
for
being
here
and
thank
you
to
The
Advocates
I,
see
some
neighbors
of
mine,
Elsa,
Flores
and
Jakira
Rogers,
and
obviously
everybody
else.
The
Suzanne
Lee
like.
Thank
you
so
much
for
your
perspective.
It's
disheartening
to
hear
that
since
1973
nothing
has
changed
and
it's
actually
gotten
worse.
M
That
was
very
sobering
for
me
as
a
BPS
kid
and
to
hear
that
we're
so
desperately
failing.
These
kids
is
just
incredible.
So
thank
you
so
much
to
the
chairs
and
the
excuse
me,
the
chair
and
the
sponsors
for
pushing
this
forward,
but
any
spots,
and
we
have
a
lot
of
folks
who
have
to
choose
between
their
language
needs
and
and
their
disability
and
from
what
I've
heard
from
parents.
M
So,
for
this
conversation,
I
hope
from
BPS
we're
going
to
be
getting
into
the
details
of
how
VPS
is
utilizing
their
Esser
funds
I
think
there
was
five
million
for
ESL,
seven
million
for
special
education,
how
these
funds
are
interacting
with
one
another
to
create
meaningful
programming
and
providing
the
support
systems
that
to
deserve
I.
Do
want
to
ask
specific
questions
for
my
district
and
it's
okay.
If
you
have
to
follow
up
with
this,
but
how
many
inclusion
programs
are
provided
in
East
Boston?
M
How
many
seats
are
available
and
the
support
support
systems
that
Spanish
students
are
actually
getting
our
Spanish-speaking
students
are
getting
I
would
love
to
talk
about
the
Staffing
shortage
and
what
we're
doing
to
fill
some
of
these
vacancies.
How
much
are
we
paying
people?
How
do
we
determine
their
salaries?
M
We
need
to
retain
and
attract
talent,
and
so
the
fact
that
we're
not
speaks
to
the
fact
that
I
don't
think
that
we're
keeping
up
with
the
cost
of
living
here
folks
are
not
coming
here
to
work,
so
I
would
love
to
get
into
that
and
I
do
want
an
update
on
the
two
full-time
positions
to
support
English
language
Learners
with
disabilities.
I
think
that
folks
were
still
talking
about
filling
them,
and
so
I'd
love
an
update
on
that,
but
I'm
gonna
stop
there.
With
my
comments.
K
Counselor
I
can
start
because
I
think
there's
some
questions
that
overlap
both
English
Learners
with
disabilities
as
well
as
well
as
just
English
language,
Learners,
I,
think
I'm
going
to
start
with
the
last
point
the
counselor
made
around
Staffing
and
then
I'll
see
the
floor
to
my
colleagues,
but
I
think
the
point
that
you've
raised
around
salaries
and
Staffing
and
Recruitment
and
Retention
issues
are
real
that
we're
grappling
with
and
in
the
two
positions
for
English
language
Learners
with
disabilities.
We
have
been
recruiting.
K
It's
been
there
been
been
vacant
for
some
time
and
now
we're
thinking
about
how
to
with
our
superintendent's
support.
How
do
we
make
that
role
in
a
way
that
we
can
right-size
it
salary-wise
to
get
the
kind
of
expertise
that
we
need?
So
in
all
transparency?
That's
part
of
what
we're
going
through
right
now,
because
those
positions
that
you're
referring
to
have
been
vacant
for
so
long
that
all.
K
I'm
sure
we
get
you
the
correct
information,
so
we
can
get
you
that
information,
but
they've
been
vacant
since
I've
been
here
so
for
sure
before
August,
and
we
can
get
that
information
back
to
you
and
I.
Think
we'll
also
need
to
get
more
specific
information
back
to
you
around
the
East
Boston
inclusion
programs
for
sure
and
if
we
can
get
folks
the
staff
to
get
that
information.
We'll
definitely
do
so.
During
the
hearing.
I.
H
Was
glad
I
will
look
up
for
you,
the
information
on
the
seat
capacity
for
inclusion
programs
in
East
Boston,
don't
have
the
tip
of
my
fingertips:
I'll
try
and
get
it
before
the
end
of
the
year.
J
I
just
wanted
to
add
for
councilwoman
Coletta
that
we
actually
have
some
amazing
work,
that's
being
done
in
East
Boston.
Some
of
our
schools
imana
actually
has
a
dual
language
and
its
Life
program,
both
in
Spanish.
J
So
we
really
focus
on
the
young
ELD
levels,
three
four
and
five
in
looking
at
growth,
so
individual
growth
of
students
and
we'd
be
happy
again
to
share
that
data
with
you,
because
it
is
misleading
in
some
ways,
and
we
want
to
make
sure
that
while
we
have
much
work
to
do,
and
certainly
an
increase
in
bilingual
education
programming,
that
we
are
also
uplifting
the
work
that
our
students
are
doing
and
our
Educators
and
schools
where
we
see
the
successes.
So
we
can
also
replicate
them.
M
Thank
you,
Farah
and
as
a
just
really
quick
comment
share.
Just
as
a
former
Yumana
student
I
know
how
incredible
that
school
is
I.
Would
love
to
putting
this
on
the
record.
I
would
love
to
just
visit
Vimana
and,
like
you
said,
highlight
successes
and
if
we
can
replicate
what's
going
well
there
across
the
city
of
Boston,
I
I
I
encourage
that.
So.
Thank
you.
Thank.
B
You
Pastor
Coletta
and
for
the
record,
I
dropped
out
of
the
Yumana,
but
I
also
have
a
very
deep
love
to
to
also
be
invited
back.
So
I
want
to
tag
along
with
you,
councilor
Colette,
on
that
so
I'm
gonna
go
to
consulate.
My
co-sponsor.
N
Thank
you,
councilmania
and
I'm,
sorry
that
I
that
I
missed
you
I
was
telling
the
counselor
that
someone
walked
in
and
I
had
the
sound
on
me
and
so
I
missed
her.
Calling
on
me
earlier.
Thank
you
all
for
all
of
your
hard
work
and
for
being
here
and
for
your
presentation.
N
I
I
know
that
my
what
I,
what
I,
often
get
and
what
I
hear
from
people
is
that
you
wouldn't
tell
by
my
accent
but
English,
is
not
my
first
language
I
came
to
BPS
as
an
English
language
learner
and
was
in
a
bilingual
education
classroom
until
I
was
in
the
seventh
grade,
when
it
was
decided
that
I
knew
enough
English
now
to
move
to
a
full
English
classroom,
which
you
know
I'm
not
sure,
was
the
the
best
choice
at
the
moment,
but
surely
I
made
it
out,
and
so
this
issue
is
incredibly
important
to
me,
not
only
because
I
am
a
former
ell
student,
but
because
I'm
also
a
VPS
parent,
now
of
a
non-speaking
first
grader
who
is
autistic,
and
so
the
intersection
of
ell
learning
and
the
services
that
we're
providing
before
our
students
with
disabilities.
N
Are
things
that
are
very
near
and
dear
to
my
heart
because
they
touch
my
home
and
have
an
impact
on
my
home
and
the
life
of
like
my
own
life
and
the
life
of
my
child?
So
you
know
we're
having
this
conversation
and
we're
having
this
conversation
specifically
around.
You
know
it's
it's
in
the
committee
for
government
accountability
for
a
reason,
because
we
want
to
have
a
conversation
about
what
our
return
our
investments
are,
and
so
my
questions
are
specifically
around
what
are
the
Investments
that
we've
made
right?
N
We
are
we're
moving
into
budget
season
again,
but
in
last
year's
budget
there
were
Investments
that
we
were
making
into
ell
language
expansion
and
special
education,
and
so
I
would
like
to
hear-
and
you
might
not
have
the
exact
numbers
available
to
you
now.
But
what
did
those
investment
look
like
I
know
that
we
made.
N
We
grew
the
amount
that
we
were
spending
per
student,
and
so
what
was
that
amount?
How
were
those
resources
spent
in
this
past
year
and
specifically.
N
Did
we
meet
the
goals
that
we
set
right
if
we
are
making
a
greater
Financial
investment
and
English
language
Learners,
and
our
students
with
disabilities,
then
that
investment
is
in
alignment
with
the
goals
that
we
have
for
those
specific
students,
and
so
I
would
like
to
hear
any
information
that
you
currently
have,
but
also
want
to
make
a
like
a
proper
request
in
the
chair
for
BPS.
N
To
really
let
us
know
how
those
Investments
were
supportive
in
increasing
the
services,
but
also
not
not
just
increasing
the
services,
but
also
looking
at
how
BPS
did
in
terms
of
the
quality
of
services
for
our
students,
so
I'll
stop
there,
because
I
can
talk
for
an
hour,
particularly
about
this
issue,
but
that
that
is
my
question.
My
question
in
terms
of
accountability,
is
we
made
a
lot
of
investments
in
these
students?
What
did
those
Investments
go
towards?
O
O
We
did,
you
know,
adopt
a
budget
that
we're
reflected
in
approximately
three
percent
increase
about
3.5
million
dollars
more
in
spending
on
English
Learners
in
our
through
our
general
funds.
Those
funds
primarily
went
to
programs
or
two
types
of
services.
One
was
a
continued
expansion
of
dual
language
programs,
so
an
investment
in
the
sort
of
finalization
of
the
expansion
of
dual
language
at
the
Yamada,
because
that
was
rolling
up
UK.
O
O
In
addition,
we
had
support,
as
you
mentioned
in
of
my
colleague,
for
our
interaction
earlier
through
Sr
and
some
additional
work
around
content
and
I'll.
Let
her
speak
to
that.
J
I'm
absolutely
I'm
happy
to
add
that
for
the
Essa
Investments
that
that
passed
in
the
spring
that
we
are
still
in
the
process
of
spending,
one
of
the
key
strategies
is
on
developing
in
the
infrastructure
for
multilingual
Learners,
especially
with
bilingual
education.
So
I'm
happy
that
we've
been
able
to
hire
and
restructure.
Actually,
the
office
of
English
Learners
to
the
office
of
multilingual
in
Multicultural
education
and
one
of
the
strategies
is
to
hire
bilingual
coaches.
J
So
we
now
have
eight
coaches,
most
of
whom
are
bilingual,
actually
seven
out
of
eight,
but
half
of
those
coaches
serve
in
bilingual
roles
and
they
support
in
the
languages
of
those
students
across
the
BPS.
That
is
one
key
investment
additionally,
one
in
which
we
are
working
with
the
Mabe,
which
is
the
multi-state
association
for
bilingual
education,
and
they
are
going
to
be
leading
our
effort
for
bilingual
education,
so
we've
contracted
services
with
them
to
lead
the
district
effort
towards
our
bilingual
transition.
J
Bilingual
education,
dual
language
program
expansion
this
year,
some
of
the
other
spending
has
to
do
with
bilingual
education,
Pathways
and
programs.
So
Educators,
in
order
to
teach
in
a
bilingual
setting,
have
to
have
the
qualifications
by
the
state
through
the
state
licensure,
which
is
a
bilingual
Ed
endorsement.
J
So
we
do
have
a
partnership
with
Boston
College
we've
increased
seed
capacity,
and
so
the
work
that
we're
doing
to
also
ensure
that
we're
providing
educator,
support
and
Pathways
is
really
essential
to
bilingual
education
and
our
in
our
work
ahead,
as
we
want
to
make
sure
that
it's
not
just
about
creation
of
programs
that
we
have
enough
Staffing.
So
that
is
another
key
strategy
in
which
close
to
a
million
dollars
is
going
to
utilize
that
we
are
still
in
the
works
to
be
able
to
expand
the
prepared
preparation.
Programs.
Excuse
me,
Partnerships
for
bilingual
engine.
J
N
Thank
you,
so
thank
you
for
that
I
I'm,
trying
to
pull
up
and
see
just
to
make
sure
that
I
have
any
other
of
my
other
questions.
N
What
are
everybody
has
had
this
conversation
and
has
asked
this
question
about
attrition
rates
and
Staffing,
and
so
can
you
talk
a
little
bit
about
what
are
some
of
the
issues
for
keeping
teachers
or
one
of
the
main
factors
around
attrition
when
it
comes
to
special
education,
teachers.
P
Yeah
hi
everyone.
Thank
you
for
that
question.
Counselor
Laura.
Thank
you,
councilor
Mejia,
for
having
us.
My
name
is
Lauren
viviani
I'm,
the
interim
assistant
superintendent,
for
special
education
and
I
will
be
having
a
small
presentation,
a
short
one.
As
soon
as
this
question
period
is
done,
but
Staffing
shortages
are
on
one
of
the
slides
that
are
forthcoming.
P
P
So
it's
an
area
of
intense
work
that
we
have
to
do
as
BPS
to
attract
and
retain
teachers
as
we
go
forward.
There's
no
question
about
that.
As
far
as
you
I
kind
of
quickly
jotted
down
some
of
the
details
of
your
questions
around
the
cost
of
living
and
things
like
that,
I
I,
don't
I,
don't
know
what
that
looks
like,
and
we
would
need
to
look
at
the
data
for
attrition
rates
and
and
I.
Don't
know
if
there's
data
around
why
people
leave
or
why
they
go
elsewhere.
P
But
definitely
there
is
a
great
need
for
special
ed
teachers
in
particular.
N
N
This
is
my
yeah.
This
is
my.
This
is
my
last
question
and
I'm
sorry
that
I'm
having
such
issues
with
asking
I
guess,
my
question
is
particularly
around
recruitment.
I
know
that
in
terms
of
Investments
and
pay
for
teachers
that
that
largely
has
to
do
with
the
boss
with
the
btu
contract-
and
you
know
the
levels
that
they
set
and
so
I'm
curious
about,
even
if,
during
the
contract
process,
what
you've
been
able
to
come
to
an
agreement
to
with
the
Boston
Teachers
Union.
N
Or
what
have
you
been
able
to
offer
and
what
are
some
of
the
things
that
you've
done
in
terms
of
recruitment?
I
know
that
we
can't
do
the
work
if
we
don't
have
the
people
and
I
think
that
we're
coming.
We
came
across
the
same
exact
issue
when
we
were
having
the
BPS
hearing
around
transportation
and
the
monitors
is
that
we
have
to
kind
of
grow
the
the
grow.
O
We
really
appreciate
that
offer
support
councilora
and
I'm
happy
to
write
a
short
update,
I
think
our
most
recent
agreement
with
the
Boston
Teachers
Union
is
a
really
great
step
forward
in
making
the
kinds
of
changes
you
were
just
discussing,
I
think
you
know
sort
of,
unfortunately,
for
the
timing
of
it.
Our
hiring
season
is
mostly
over
by
the
time
that
they're
being
assigned
and
settling
of
pretty
much
and
ratified
in
all
the
steps,
but
as
we
go
into
our
next
hiring
season,
you
know
really
excited
that.
O
You
know
our
teachers
already
have
a
contract.
The
contract
is
settled
going
into
next
year.
It's
a
guaranteed,
raise
accumulative,
impacts
of
that
raise
will
be
significant
and
you
know
adequately
reward
our
teachers
for
the
incredibly
hard
work
they
do
on
behalf
of
our
kids,
and
so
you
know
we're
hopeful
that
that
salary
makes
a
difference,
but
you
know
appreciate
any
opportunity
to
get
the
word
out
about.
O
You
know
opportunity
for
our
amazing
Educators
to
come.
Work
for
bpfs
I
think
it's
a
really
great
place
to
teach
and
we
have
the
best
kids
in
the
country.
So
that's
it.
B
B
You
I'm
gonna,
go
to
counselor
luigien
and
then
I
just
have
a
few
questions
and
we're
going
to
transition
over
to
the
special
education
I'm
hearing,
so
counselor
luigien.
You
now
have
the
floor.
Q
Hi
thanks
everyone
for
being
here
and
I
apologize
that
I
had
to
leave
halfway
through
for
an
emergency
meeting,
but
I'm
happy
to
be
here
and
I
just
want
to
thank
all
of
you
for
the
incredible
work
that
you
do.
Q
I
know
that
it's
really
difficult
work,
but
I
think
that
there
it's
really
important
that
we
get
this
right
for
our
English
language
Learners
for
our
students
with
special
needs,
because
it
can
really
make
the
difference
between
sort
of
like
the
lives
that
they
live
in
the
future
I,
you
know,
am
often
in
schools
with
my
younger
cousins,
who
are
themselves
learning
English
and
trying
to
navigate
swipe
classrooms,
trying
to
navigate
City
resources
being
a
translator
for
them,
and
the
parents
and
I
am
particularly
interested
in
in
learning
more
about
the
Investments
that
we're
making
in
our
slave
classrooms
and
the
number
of
schools
that
have
swipe
classrooms
for
those
like
with
students
with
limited
or
interrupted.
Q
Formal
education
I
know
that
there
are
schools,
particularly
in
Mattapan,
where
we're
seeing
students
having
to
travel
all
the
way
from
Austin
brand,
because
we
don't
have
enough
life
classrooms,
but
we're
investing
more
money
in
our
English
language
Learners.
So
if
we
could
talk
a
little
bit
more
about,
are
the
challenges
that
we're
seeing
in
this
life
population?
That
would
be
incredibly
helpful.
J
Thank
you
councilman
for
this
question.
I,
don't
know
if
you
know
this
but
I'm
a
former
slife
teacher
at
Banker.
J
Q
Last
week,
yeah
I
was
a
parent
from
my
parent
parent-teacher,
a
conference
for
for
one
of
my
for
one
of
my
cousins.
So
that's
awesome.
J
J
My
recent
Destiny
meeting
on
flight
there
has
been
exponential
growth
and
slight
identification
across
the
state,
and
many
low
incidence
districts
are
grappling
with
what
to
do,
and
just
for
the
public
to
know
that
slice
means
students
with
limited
or
interrupted
formal
education,
and
so
the
way
in
which
we
identify
those
students
and
the
district
is
that
they're
at
the
age
of
nine
and
above
they've
had
some
gaps
in
years
where
they
may
not
have
attended
school,
and
especially
now
with
covid,
we're
seeing
again
an
increase
across
the
country.
J
A
safe
identification
where
we
have
a
struggle
this
year
is
our
seat
capacity.
First,
life
programs.
The
reason
why
it's
so
important
that
slight
programs
are
housed
in
schools
with
SEI
programs.
This
sort
of
goes
back
to
you
know
how
we
really
Embrace
students,
as
well
as
their
transition
and
the
social
emotional
needs
of
slave
students,
especially
depending
on
their
history.
So
we
want
to
make
sure
those
students
are
placed
in
schools
where
there
is
a
transitional
SEI
program
that
will
also
house
them
when
they
exit
this
Life
program.
J
The
site
program
is
really
intended
to
be.
You
know,
maybe
a
one
to
three
year
transitional
program
for
students,
so
we
are
seeing
an
increase
of
students.
We
are
also
seeing
an
increase
of
slightly
in
as
students
at
SCI,
and
thus
we've
had
this
challenge
again,
because
there
are
also
City
programs
where
there
are
not
enough
seats,
so
we're
working
with
our
planning
and
Analysis
team.
J
Those
programs
and
classrooms
are
staffed
at
15
students
per
classroom
at
a
capacity
15
with
two
teachers,
so
they
are
the
lowest
or
at
least
ratio
for
English
learner
programs
with
the
highest
Staffing
because
of
their
unique
needs.
J
Additionally,
a
superintendent
Skipper
is
very
much
keen
on
the
needs
of
slave
students
and
is
investing
in
social
workers
adjustment
counselors
such
social
workers
for
next
year,
to
potentially
add
about
15
bilingual
social
workers,
Forest
life
students,
where
we
have
the
highest
capacity
or
number
of
students
that
attend,
and
we
are
also
adding
a
slice
director
to
our
office
to
be
able
to
support
the
program.
So
there
are
some
Investments
future
Investments
as
well
that
are
going
to
be
in
the
general
funds
that
the
superintendent
is
intending
to
support.
Q
Thank
you,
I
appreciate,
I,
appreciate
that
response
and
all
the
work
that
you
did,
including
at
binka
how
many
so,
how
many?
What's
a
percentage
under
we
are
in
terms
of
like
so
are
we
at
do?
We
have
73
because
75
capacity
for
the
number
of
seats
that
we
need
like,
where
are
we
and
how
do
we?
How
do
we
is
it
a
and
how
do
we
get
that
number
higher
I
think
you
I
think
you
spoke
to.
J
Unfortunately,
we've
had
to
add
safe
classrooms
this
year,
not
unfortunately,
it
just
is
not
the
ideal
situation
right,
because
it's
sort
of
an
onset
of
students,
so
we've
had
we've
added
eight
new
classrooms
this
year
across
the
district,
and
we
are
also
adding
additional
seats
to
particular
classrooms
at
programs
where
it's
you
know,
there's
capacity,
and
so
we
definitely
have
a
challenge
of
safe
States
for
this
year
as
far
as
next
year,
because
of
some
of
the
transitions
of
grades
and
additional
grades
and
mergers,
as
well
as
schools
that
have
transitioned,
we
are
looking
at
having,
hopefully
a
sort
of
level
set.
J
If
you
will,
because
students
were
anticipating,
there
will
be
more
exits
this
year,
as
well
because
of
the
schooling
experience
from
last
year
and
this
year.
So
we're
looking
at
the
numbers
in
terms
of
Entry
of
slife
and
anticipated
exits
as
well
and
watching
the
increase
in
terms
of
enrollment.
So.
J
J
Exactly
we
have
a
lot
of
schools
and
the
reason
why
we
also
wouldn't
be
able
to
add
some
of
this
like
classrooms.
There
is
that
they
don't
have
an
SCI
program,
for
example,
if
it's
a
Haitian
program,
we
also
want
those
students
to
transition
to
a
Haitian
SCI
program
and
not
just
move
into
a
gen
Ed
classroom.
They
really
need
a
lot
of
support
to
transition
before
they
move
into
a
gen,
Ed
or
SCI.
Thank
you.
Q
We
aren't
necessarily
honoring
the
folks
who
are
doing
the
work
of
trying
to
bring
in
more
bilingual
Educators
and
more
teachers
of
color,
and
so
I
really
want
to
put
this
a
call
out
like
whatever
it
is,
that
we
can
do
on
the
city
council
to
increase
the
research
that
we're
providing
to
support
the
recruitment
of
more
bilingual
educators
of
more
instructors
of
color,
which
we
know
has
like
an
incredible
impact
on
the
lives
of
our
children.
Q
Q
J
I
can
quickly
touch
on
that.
We
have
partnered
with
the
recruitment
conservation
diversity
office
in
the
past.
There
have
been
some
transitions
in
that
office
recently,
but
there
also
are
Staffing
up,
and
so
we
are
continuing
to
work
with
them.
I
think
some
of
the
challenges
that
we
Face
also
have
to
do
with
the
state
requirements
and
the
bilingual
and
endorsement
qualifications,
that's
a
new
requirement,
so,
for
example,
teachers
who
taught
in
a
site
program
were
sort
of
grandfathered
in
with
the
TBE
the
old
license
people
who
are
taking
this
Life
program.
J
Okay,
exactly
so,
if
anyone
was
teaching
in
a
target
language
other
than
English,
the
new
state
law
requires
that
they
also
meet
the
bilingual
and
endorsement
requirements,
which
means
that
they
have
to
pass
a
state
test.
They
also
have
to
have
75
hours
practicum
so
again
we're
working
with
Partners.
J
So
one
of
our
partners
right
now
is
Boston
College,
where
we
fund
the
teachers
to
take
all
of
the
courses
and
and
the
application,
and
not
the
fees,
but
I
think
that
that's
the
work
that
we
have
to
really
do
in
partnership
with
the
recruitment
conservation
diversity
office.
As
they
lead
that
work
and
make
sure
some
of
our
investments
are
already
tied
and
aligned
to
that
from
the
SR
Investments,
so
that
we
can
support
that
work
good
night.
Q
B
Well,
thank
you,
Council,
Louisiana
and,
and
so
I
just
wanted
to
apologize
for
those
folks
who
have
been
patiently
waiting.
B
We
had
technical
difficulties
to
start
with
and
we
also
had
to
translate
so
that
consumed
a
little
bit
extra
time,
but
it
was
well
worth
it
considering
the
fact
that
we
are
over
time
here,
you're
lucky
that
I'm
going
to
yield
my
time
and
not
ask
you
all
any
questions,
but
I
will
State
for
the
record
that
this
particular
hearing
will
stay
in
committee
and
will
be
doing
this
again
in
the
winter
answer,
because
I
don't
think
that
we
had
enough
time
here
to
really
unpack
and
trying
to
do
two
hearings
and
one
to
accommodate
a
BPS
scheduling
needs
was
a
challenge,
and
so
here
we
are
so
I'll
just
State
for
the
record
as
an
English
language
learner.
B
You
know
30
something
years,
navigating
the
Boston
public
schools,
and
here
we
are
still
having
the
same
conversation
and
the
only
thing
that
changes
are
the
players,
and
so
I
am
I
remain
hopeful
that,
with
a
new
Administration
and
a
new
team
that
we
are
going
to
get
this
right,
because
we
have
a
responsibility
to
do
this
work
in
deep
partnership
with
you
all,
and
that
is
what
I'm
going
to
look
for
and
and-
and
you
know,
Mr
Bloom
I'm-
sorry
that
I'm
not
going
to
be
able
to
get
you
on
the
record
on
some
of
these
return
on
investments.
B
But
I
will
just
State,
for
the
record
is
that
we've
had
a
lot
of
transition
and
Leadership
and
it
it's
really
hard
to
stabilize
when
we
have
people
who
are
moving
into
different
positions.
Every
time
we
turn
around.
We
have
a
new
chief
of
this
or
a
new
superintendent
of
that,
and
you
know,
I
just
think
that
we
need
to
just
retain
the
folks
that
are
in
positions
of
power,
quote,
unquote
and
and
be
able
to
build
the
infrastructure
for
the
staff
to
be
able
to
do
their
work.
B
The
next
thing
that
I
will
be
doing
in
the
next
time
we
bring
people
together
is
that
I'm
gonna
I'm
gonna
invite
a
school
administrator,
a
principal
who's
on
the
ground.
Doing
this
work
because
oftentimes
we
hear
a
lot
of
what
BPS
on
the
district
level
is
doing,
but
we
don't
know
how
that's
translating
and
how
that's
showing
up
in
our
schools
and
I
think
that
that's
a
missed
opportunity
and
I
think
that
that
is
a
key
stakeholder
voice.
B
That
is
missing
in
this
conversation,
because
there's
always
a
difference
of
opinions
of
like
what
the
district
is
saying
is
happening
and
what
is
actually
happening
so
with
that
I
am
going
to
just.
Thank
you
all
those
who
are
here
for
the
yellow
hearing.
Just
thank
you
for
your
time.
Thank
you
for
your
patience,
but
we
are
going
to
transition
to
the
next
panel
discussion
and
I
will
start
off
with
because
of
do
for
timing
issues.
B
Yet
again
we're
going
to
start
with
the
administration
as
opposed
to
Community
voice.
But
what
I'm
going
to
do
is
do
it
in
the
order
in
which
I
believe
is
just
so
we're
going
to
do
Lauren
for
docket0724,
but
then
I'm
going
to
go
to
an
advocate
Shakira
you!
You
will
go
after
and
then
I'm
going
to
rotate
so
that
there's
equal
time
and
voice
for
everyone.
P
Okay,
very
good,
thank
you,
so
much
councilmania
and
all
the
other
counselors
and
all
the
representatives
and
Advocates
here
today.
I
do
have
a
couple
of
slides
I'm
going
to
skip
through
several
of
them,
but
I
do
want
to
just
share
a
couple
of
highlights
for
you.
P
P
We
have
work
to
do
to
increase
out
access
to
inclusive
opportunities
and
a
Continuum
of
options
at
all
BPS
schools,
and
this
if
I,
could
just
bring
in
counselor
I,
think
it
was
Laura's
question
about
East,
Boston
inclusion
and
how
we
are
thinking
about
providing
a
broader
range
of
services
at
a
broader
range
of
schools.
So
you
don't
have
to
necessarily
go
to
a
particular
school
that
does
inclusion,
because
more
schools
will
be
able
to
do
so.
P
Secondly,
one
thing
we're
working
toward
is
accelerating
positive
outcomes
for
students
with
disabilities,
especially
multilingual
Learners
with
disabilities,
by
providing
all
the
needed
Services
as
outlined
on
their
IEPs,
and
really
thinking
about
how
we're
looking
at
assessment
and
writing.
Ieps
based
on
student
need
and,
finally,
we're
working
toward
eliminating
non-compliance
with
special
education
laws.
P
This
is
a
brief
overview.
John
Mudd
got
it
almost
exactly
right.
There
are
about
four
thousand
kids
who
are
English
Learners
with
disabilities.
That's
about
eight
percent.
Our
district
is
about
20
21
students
with
disabilities,
which
is
a
little
bit
higher
than
national
average.
P
Our
investment
increased
from
last
year
to
this
year
by
4.5
million
dollars.
Much
of
that
went
towards
ftes.
The
first
questions
about
that
David
and
I
can
talk
more
about
that.
Coming
up
there
was
you
had
specific
questions
about
our
out
of
District
tuitions.
P
P
They
need
them.
They
have
the
most
substantial
needs
so
they're,
predominantly
in
residential
placements.
We
spent
47.88
million
dollars
on
this
on
out
of
District
tuition.
There's
something
called
circuit
breaker
in
which
state
reimburses
the
state,
the
Commonwealth
of
Massachusetts
reimburses
local
school
districts
about
a
three
year.
Average
of
this
reimbursement
is
about
21
million
dollars.
P
We
briefly
touched
on
the
Staffing
concerns
and
Staffing
statuses
that
we
have
in
special
education
and
especially
as
it
relates
to
bilingual
special
education.
We
have
this
many
vacancies.
Some
of
the
things
we're
doing
our
work,
we're
Contracting
with
recruiting
companies
to
support
High
needs
hiring.
So
we
have
contracts
with
companies
who
provide
us
with
speech
and
language
OT
psychologists,
those
kinds
of
folks.
We
have
new
Partnerships
with
colleges
and
universities.
P
P
We
recently
learned
about
a
parent
Mentor
program
and
so
we're
hoping
to
leverage
we're
beginning
to
leverage
that
program
to
increase
bilingual
supports
in
classrooms
and,
finally,
we're
hiring
BPS
staff
who
have
retired
to
support
these
vacancies,
we're
especially
the
coasts
which
is
the
coordinator
of
special
education.
P
We
absolutely
need
to
attend
to
buy,
to
address
bilingual
special
education
teachers
and
some
of
the
ways
we're
starting
to
do.
This
is
by
programs
called
speech
and
language,
pathologist
assistance
and
occupational
therapist
assistants.
They
are
as
they're,
not
the
actual
therapist,
but
their
assistants
and
they're
usually
bilingual
folks
who
can
provide
the
services
they
just
can't
do
the
assessments.
P
So
we
have
a
lot
of
investment
in
that
in
those
two
programs
and
then
finally,
my
final
slide
is
about
the
Esser
dollars.
We
have
spent
6.7
million
dollars
in
federal
relief
for
these
three
Investments.
The
first
is
to
expand
inclusion
and
inclusive
practices
across
the
district.
Again
speaking
to
the
idea
that
right
now,
kids
have
to
go
to
a
particular
school
to
be
included,
they
have
to
go
to
a
strand.
We
really
need
to
expand
and
provide
a
full
Continuum
of
options
of
lre
across
all
BPS
sites.
P
So
that's
something
we're
working
toward
providing
compensatory
services
for
students
with
disabilities
has
taken
up.
That's
one
of
our
larger
Investments
and
this
is
to
mitigate
disruptions
and
services
regarding
Transportation,
as
we
all
know
about
or
because
of
these
staff
shortages
or
really
any
Interruption
of
services,
and
this
is
an
ongoing
thing,
an
ongoing
continual
monitoring
and
updating
of
how
we're
providing
compensatory
Services.
When
we're
providing
compensatory
Services,
we
really
want
to
work
with
families
to
provide
them.
I've
I
have
meetings
regularly
with
the
sped
pack
who
have
said
well.
P
The
way
that
you
have
been
providing
compensatory
Services
don't
match
what
the
families
need.
So
we
are
adjusting
the
way
we're
doing
it.
How
can
we
do
it
better
in
the
summertime?
How
can
we
provide
compensatory
Services
remotely
in
person
after
school
during
school
breaks?
All
of
these
things,
so
those
are
the
that's
the
second
investment
and
then
finally
we're
building
special
education,
expertise
to
accelerate
outcomes.
P
We've
hired
several
a
couple
of
consultants
for
Early
Childhood,
special
education
to
support
inclusive
Ed
for
our
youngest
Learners
with
disabilities,
we've
hired
a
consultant
for
the
McKinley,
and
we
have
two
procurements
in
on
track,
one
for
the
EI
program
and
one
for
multilingual
Learners
with
disabilities.
These
folks
will
help
us
identify
key
performance
areas
and
provide
expertise
to
help,
as
we
all
have
been
talking
about.
What
is
the
plan
and
how
do
we
move
forward
and
how
do
we
make
sure
that
we're
accountable
using
these
key
performance
indicators
with
these
experts?
P
B
Thank
you,
Lauren
I'm
gonna,
move
on
now
to
Jakira
Rogers,
who
is
the
program
lead
for
the
racial
equity
and
access
for
Matt
and
then
I'm
going
to
go
to
I,
believe
Linda
and
then
I'm
gonna
go
to
Roxy
just
so
that
everybody
knows
what
the
order
is.
So
you
now
have
five
minutes,
and
the
floor
is
yours.
A
Thank
you,
counselor
hi
everybody
first
I
want
to
thank
city
council
for
convening
this
hearing
and
focusing
on
both
students
who
are
Els
and
students
requiring
special
education.
A
A
A
A
A
When
will
the
district
be
held
accountable,
inclusive
education
requires
Equitable
participation
of
all
students
in
the
educational
system.
All
means
all
not
some,
not
most,
not
a
few.
All
this
is
not
happening
right
now,
nor
has
it
happened
consistently.
Historically,
we
are
here
to
disrupt
the
systemic
racism
that
is
embedded
within
BPS
and
reflected
by
the
higher
rates
of
segregating
students
of
color
who
have
disabilities.
A
A
A
This
means
that
students
do
not
have
the
opportunity
to
learn
alongside
their
non-disabled
peers
and
are
too
often
denied
the
opportunity
to
learn
the
skills
necessary
to
live
and
work
independently
in
the
community.
As
adults,
students
are
often
placed
in
these
classrooms,
based
on
Lowered
Expectations,
about
their
ability
to
learn
and
discriminatory
abuse
based
on
disability
and
race,
to
provide
some
data
on
these
disparities
for
students,
age
6
through
21
and
sy2
2022
38
of
white
students
with
autism
were
placed
in
a
substantially
separate
learning.
Environment.
A
A
A
A
A
A
A
B
Just
you
know:
how
is
this
Landing?
What
do
you
you
know?
What
are
some
of
your
best
practices?
What
are
your
ideas?
What
are
we
going
to
do?
I'd
like
for
you
to
start
with
that
before
going
into
what
you've
done,
what
BPS
is
kind
of
like
I
just
would
like
to
just
lean
into
that
a
little
bit.
If
you
don't
mind.
K
Counselor
I
actually
was
not
planning
on
giving
further
remarks,
but,
given
your
prompting,
if
you
don't
mind,
I
would
love
to
respond,
because
the
comments
that
have
been
made,
my
Jakira,
are
just
think
deeply
into
the
things
that
we
have
not
done
as
a
system
for
our
communities
of
color,
both
our
families,
students
and
our
teachers
and
staff.
Quite
frankly-
and
those
are
efforts
that
we're
continuing
to
work
on
that
are
critically
important.
K
I
think
also
for
me,
where
this
is
also
personal
in
so
many
ways
as
someone
who
was
an
English
learner,
who
was
a
leader
of
a
school
leader
of
a
dual
language
school
that
supported
students
with
disabilities,
English
Learners
with
disabilities
across
a
variety
of
settings,
and
it
was
really
important
as
a
justice
issue
to
make
sure
that
we
provided
the
full
Continuum
of
services
for
our
students
and
to
make
sure
I
recruited
the
best
staff
that
represented
our
students.
K
The
power
of
this
work
is
doing
this
together
because
you're,
not
just
a
body
with
oversight
and
and
I'm,
making
a
resources
available
to
us,
but
also
working
together,
side
by
side,
which
is
why
I'm
so
grateful
to
be
in
community
with
this
group,
because
you
want
to
roll
your
sleeves
up
and
help
us
do
this
work
on
behalf
of
our
students
and
I
say
that
with
all
of
our
partners
here
who
are
on
that
I
see
in
the
zoom
room
here,
it
is
incumbent
upon
all
of
us
to
come
together
to
deliver
for
our
students.
B
Thank
you
and
I'm
sorry
to
have
put
you
on
the
spot.
You
were
listed
as
a
panelist
here
for
some
reason,
so
I
thought
you
would
be
next,
but
I
do
appreciate
you
jumping
in,
even
though
you
were
not
prepared
to
do
so.
So
thank
you
for
for
doing
that,
I'm
going
to
go
next
to
Roxy
and
followed
by
Edith
Brazil
and
then
Cheryl.
R
Appreciate
it
I
just
before
I
begin
I
just
want
to
note
that
you
know
like
many
BPS
parents,
when
I
get
off
work
shortly,
I
will
be
going
off
screen
because
I
have
to
pick
up.
My
kids,
but
I
will
be
listening
in
I,
did
write
some
notes.
I
just
wanted
to
share
first
to
introduce
myself.
My
name
is
Roxy
Harvey
I
am
the
current
chair
of
Boston
spent
that
a
BPS
graduate
and
I
have
special
education,
children
and
siblings,
who
actually
went
through
the
BPS
system?
R
Utilizing
special
education
I
gave
a
little
bit
of
the
history,
because
the
report
brings
back
many
memories.
Recent
and
like
about
seven
years
ago,
even
with
my
own
children,
when
my
child
was
three
years
old,
a
black
Hispanic
male.
That
was
a
very
strong
push
to
put
him
into
some
separate.
An
ABA,
Strand
and
I
was
basically
told
either
put
him
in
this
Strand
and
get
ABA
hours
or
put
them
in
inclusion
and
get
only
three
to
five.
So
you'll
get
a
lot
less
service.
R
If
you
do
inclusion,
that
was
about
nine
years
ago
for
him
now,
however,
just
three
years
ago,
I
had
a
friend
who
I
was
at
her
IEP
meeting
and
she
went
through
the
exact
same
conversation
with
that
iept,
where
they
said
the
same
thing.
Oh,
you
know
we
need
ABA,
so
substantially
separates
the
right
placement.
R
So
I
I
say
this
to
give
the
context
of,
as
we
continue
to
talk
about
changing
and
inclusion,
and
mindset
changes
that
even
someone
like
myself
with
younger
children
as
people
have
been
repeatedly
across
I,
think
it
was
three
or
four
superintendent.
No
three
superintendents
four
assistant
directors
of
special
education
and
I.
Don't
say
that
to
give
them
a
pass
because
I
don't
care.
R
If
you
started
yesterday
or
you've
been
with
them
for
20
years,
you
take
up
the
mantle
and
do
your
job
you're
getting
paid
for,
because
we
can
provide
partnership
and
help
as
much
as
we
want
to
we're.
Not
the
employees
getting
paid
to
do
the
job.
I
want
to
be
very
Mindful
and
clear
about
that,
but
to
see
that
we've
been
talking
about
this
mindset
change
for
so
long
and
I.
Personally,
experience
I
go
to
IEP
meetings
with
friends
who
are
going
through
the
same
conversations
where
someone
is
a
little
child
three
years
old.
R
R
There
is
a
mindset
of
putting
three-year-olds
and
I
want
to
be
clear,
black
and
latinx
three-year-olds
in
the
most
restrictive
setting
from
their
first
day
in
BBS
and
honestly,
even
though
every
of
the
all
of
the
superintendents
and
assistant
superintendents
have
special
ed
have
said,
oh
we're
working
on
the
change
and
we're
doing
the
work.
Everyone
said
the
same
thing,
but
it
hasn't
changed
because
I
continue
to
see
it
occurring
in
these
meetings.
R
So
I
just
want
to
acknowledge
that,
because,
as
I
read
the
report
for
the
Council
of
great
cities,
schools,
the
2022
report,
you
know
that's
what
stood
out
for
me
personally.
A
lot
of
it
was
the
same
exact
information
from
the
2009.
I
want
to
be
clear.
I
thought
the
2020
report
was
much
more
detailed.
R
It
acknowledged
the
multilingual
Learners
with
disabilities,
specifically
calling
out
that
category,
which
I
thought
was
important
changes
to
the
way
they
wrote
the
report
and
some
of
the
disaggregation
they
did.
I
thought
it
was
really
good,
but
if
you
look
at
the
core
of
the
changes
that
our
school
district
needs
to
make
they're
actually
the
same,
so
it
is
challenging
to
partner
and
to
work
in
Partnership
when
everyone
says
the
right
thing,
but
the
end
result
of
the
guidance
and
support
families
get.
R
It
doesn't
seem
to
be
changing
so
I
think
frequently
when
I.
Think
of
this
also,
it's
like
I,
hear
a
lot
now
of
a
new
trick.
I,
don't
want
to
say
Trent,
but
when
people
are
frequently
speaking
out,
BPS
leadership
will
stay
kind
of
like
you
know,
as
long
as
we,
you
know,
we'll
get
it
right
as
long
as
we
just
service
the
multilingual
Learners
with
disabilities
and
I
want
to
be
clear.
We
ask
for
a
separate.
R
They
need
to
have
their
own
plan
special
education
students
are
not
a
rubber
stamp
where
you're
like,
oh
we'll,
just
do
whatever
we
do
for
multilingual
Learners
with
disability,
everything
the
same
stamp
stamp
stamp.
The
I
in
individualized
education
plan
is
there
for
a
very
specific
reason.
We
have
students
that
have
very
diverse
disabilities
and,
within
each
of
the
disabilities,
there's
also
a
range
of
needs
for
those
each
of
those
students.
R
So
it's
a
it's
a
disillusion
to
just
think
that
as
long
as
you
take
a
one
one
particular
plan
you'll
be
servicing
all
of
those
special
ed
students
or
one
program,
even
so,
I
just
say
that,
because
I
hear
a
lot
of
language
surrounding
kind
of
like
oh
well,
you
know.
If
we
do
this
component,
we
focus
on
this.
Then
everything
will
be
all
set
and
I
think
it's
deeper
than
that.
It
needs
to
be
more
intentional.
R
R
So,
if
we're
not
ensuring
that
the
law
is
followed,
that
children's
needs
are
met
and
they're
not
more
like
almost
shame
for
speaking
one
language
or
not
speaking,
a
particular
other
one
or
not
being
able
to
do
something
independently.
Then
we're
going
down
the
same
trajectory
we're
we're
going
far
left
far
right.
We're
missing
the
key
points
in
the
middle
to
really
Center
and
service
students.
R
So
I
did
write
down
some
questions
that
I
want
to
just
put
forth
to
the
district
honestly,
because
some
of
it
is
related
to
what
families
have
said
repeatedly
and
it's
like
when
we
ask
well
what
happened?
What
did
the
Essa
money
really
do,
meaning
that
looking
at
special
ed
students,
whether
they're
special
ed
students
with
disabilities,
multilingual
special
ed
students,
where
did
the
money
go
that
directly
impacted
them,
is
what
my
families
keep
asking?
You
know
we
hear.
Oh
we
we
know
we
created
this
office
of
inclusionary
practices
and
we're
staffed
in
that
office.
R
We
we
hired
two
new
ads
we're
in
the
process.
You're
telling
me
about
central
office,
heavy
loading
Staffing
and
our
families
are
asking.
There
was
enough
money
in
there
to
service
our
students
fully.
So
what?
How
did
it
look
like
at
the
school
levels
when
our
students
were
supposed
to
be
getting
services
to
change
the
impact
of
covet
and
the
things
they've
gone
to?
How
did
that
money
really
specifically
impact
I?
Think
we're
looking
for
details
that
I've
yet
to
hear
I
hear
too
broad
view.
R
R
It
would
be
appreciated
and
some
of
them
are
like
what
are
the
specific
changes
being
made
to
the
management
and
Leadership
of
the
office
of
special
ed.
That
will
ensure
there's
enough
authority
to
make
District
level
policy
changes
that
need
to
be
made
which
impact
enrollment
in
student
and
student
assignment.
R
What
are
the
specific
goals
that
BPS
will
commit
to
as
part
of
responding
to
the
2022
Council
of
great
City
Schools
report?
And
what
is
the
timeline
for
fulfilling
those
commitments?
Is
there
really
enough
independent
oversight
and
accountability
to
ensure
the
recommendations
from
the
Council
of
the
great
City?
Schools
are
fully
implemented
with
urgency,
will
or
has
BPS
conducted
and
shared
publicly
and
audit
of
the
current
DPS
policies
and
practices
that
create
barriers
to
providing
inclusion
and
an
evidence-based
approach
to
special
ed
services,
aligned
with
Federal
Ida
laws.
All.
B
R
Lastly,
what
are
what
and
where
are
the
special
education
policy
reforms
that
will
have
special
education
work
for
all
students
with
disabilities?
Those
are
some
of
the
things
we
really
want
to
hear,
so
we
can
know
how
it's
really
going
to
change
for
the
students
we
have
in
schools
right
now,
right
here
and
moving
forward.
So
thank
you.
Okay,.
B
Move
I
I
appreciate
you
taking
up
your
space,
because
This
is
how
we
do
so
I'm
all
about
parent
empowerment,
so
I'm
gonna,
I'm
gonna.
Let
you
live
a
little
bit
longer
in
the
interest
of
keeping
things
moving
I'm
going
to
ask
the
administration
to
when
we
move
into
the
question
and
answer
portion
to
please.
B
You
know
for
the
record
address
some
of
the
questions
that
Roxy
has
brought
up
but
I'd
like
to
move
over
to
another
dear
friend
of
mine,
who
I
know
has
been
on
in
the
trenches
here.
Doing
this
work
like
nobody
else
and
has
been
inside
and
outside
so
understand
the
game
that
we
all
tend
to
play
out
here.
So
without
further
Ado,
the
one
and
only
Edith
Brazil,
you
do
have
five
minutes,
so
don't
even
think
I'ma.
Let
you
live
like
I
did
Roxy,
okay,
I.
S
I
hear
you
I'm
not
gonna,
have
to
reclaim
my
time.
I'm
gonna
try
to
keep
it
right
to
the
time,
but
I
just
want
to
say.
First
of
all,
this
is
about
history
and
the
opportunity
to
create
another
Legacy,
and
if
we
don't
book
historically
and
what
happened
in
this
District
pre-desegregation,
the
birthplace
of
Education,
in
1635,
where
black
folks
in
Massachusetts
were
in
slavery
and
the
opportunity
to
move
from
crisis
to
opportunity
and
create
a
legacy
that
is
different
because
nothing
has
been
different.
S
We
have
we're
kicking
the
can
down
the
road,
we
are
pushing
things,
but
we're
not
changing,
and
so
I
think
there
has
to
be
a
referendum
on
race
and
racism
and
specifically
anti-black
racism,
because
that's
where
it
started
and
BPS
has
never
addressed
the
trauma
of
what
happened
to
our
students
during
desegregation
when
rocks
were
thrown
at
them
when
bottles
were
thrown
at
them.
When
my
two
sisters
dropped
out
of
school,
they
went
to
South
Boston
high
because
it
was
terrorizing,
and
these
were
adults
attacking
children
just
because
they
were
trying
to
get
an
education.
S
We
need
a
referendum
on
racism
and
we
also
need
to
address
the
continuing
problem
of
segregation
that
continues
to
plague
this
two-track
system,
where
you
just
have
to
look
at
the
demographic
population
and
you'll
know
whether
it's
a
high
achieving
school
or
low,
achieving
School
based
upon
its
demographics.
So
I
just
want
to
talk
about.
You
know
we
talk
about
black
students
and
we
try
to
put
students
in
the
work
in
silos.
S
We
have
black
students
across
ethnic
and
linguistic
groups.
We
have
black
students
who
are
Cape
Verdean,
who
are
Haitian,
who
are
afro-latino
or
Somali,
who
come
from
the
diaspora
who
come
from
the
continents
of
Africa
of
the
countries
in
Africa,
but
we
also
have
black
monolingual
English
dialectical
Learners,
that
we
completely
dismissed
and
we
need
to
focus
on
their
linguistic,
their
cultural
needs
because
they
have
a
Heritage.
They
have
multiple
identities.
So
we
really
need
to
look
at
the
intersectionality
of
students.
I
want
to
Echo
what
Roxy
said
about.
S
You
know
not
polling
students
who
are
English
Learners
with
students
with
disabilities
because
they
have
different
needs
and
the
pedagogy
is
different.
The
approach
is
different.
We
know
our
Els
who
have
disabilities
are
going
to
need
native
instruction,
ESL
SEI,
in
addition
to
the
specialized
instruction
in
the
accommodations
that
are
outlined
in
the
IEPs,
but
it
is
dangerous
to
lump
those
two
populations
together
and
that's
why
the
eye
and
individualization
is
really
critically
important.
But
I
I
want
to
focus
on
literacy,
because
literacy
is
the
Gateway
in
the
foundation
of
learning
most
of
our
students.
S
Many
of
our
students,
a
large
population
of
our
students,
end
up
in
special
education
because
of
literacy
issues,
and
that
needs
to
be
confronted.
We
know
that
students
with
disabilities
struggle
with
literacy
and
the
referrals
come
from
their
challenge
in
literacy
and
and
so
how
can
the
district
improve
student
outcomes
without
strong
tier
one
instruction?
The
research
tells
us
that
95
of
students
can
be
taught
to
read
on
grade
level
by
the
end
of
first
grade:
95
percent,
regardless
of
intellectual
disability,
regardless
of
el
status,
regardless
of
gaps
in
and
schooling
regardless.
S
S
This
didn't
happen
to
White
students.
It
didn't
happen
to
Asian
students.
The
dip
occurred
with
black
students
with
Els,
who
are
at
I
I,
believe
only
87
of
DLS
are
reading
on
grade
level
in
third
grade,
only
88
of
students
with
disabilities.
So
we
are
failing
our
students
in
the
most
fundamental
and
foundational
skill
that
is
necessary
in
order
to
access
curriculum,
which
is
literacy,
the
ability
to
read
and
extract
meaning
and
write
independently
about
what
you
read
to
pull
out.
S
Ideas
have
a
discussion
and
all
that,
if
you
cannot
participate
in
that,
then
you're
not
going
to
be
successful
in
school,
and
so
this
is
where
the
failure
occurs,
and
it
is
a
referendum
on
our
early
childhood
literacy
curriculum.
So
why
isn't
it
supporting
these
third
graders?
So
a
third
grade
at
MCAS
2022
says
that
80
or
higher
students
who
are
Els
black
latinx
and
students
with
disabilities
are
failing.
S
We
need
to
look
at
tier
one
instruction,
instead
of
having
a
way
to
fail
motto,
we
should
be
talking
about
prevention,
and-
and
the
other
thing
I
want
to
mention-
is
as
the
district
moves
towards
inclusion.
We
have
an
old
saying
and
specialized
special
education
is
not
a
place.
Inclusion
is
not
a
place,
it
is
the
services
that
are
provided.
So
what
are
the
expectations
of
inclusion?
This
district
is
top
heavy
with
Administration,
and
so
my
challenge
is:
how
do
you
support
what's
going
on
in
the
classroom?
S
So
how
do
you
expect
teachers
to
address
El
issues
to
address
special
education
issues,
core
instruction
and
provide
reading
interventions?
The
district
needs
to
think
about
how
do
you
front
load
the
support
to
the
classroom
instead
of
the
top
heavy
Administration
administrative
pool,
because
I
see
more
and
more
hiring
at
the
top?
But
what
is
the
specialized
support
that
is
being
provided
in
the
classroom?
What
is
the
specialization
that
is
brought
to
the
classroom?
We
don't
have
reading
specialists
in
every
school.
Why
is
that
we,
and
how
does
the
district
proceed?
Reading
and
literacy
Specialists?
S
This
is
the
moment
to
lean
forward
from
prices
to
opportunity,
with
best
practices,
promising
practices
and
research.
It's
time
to
look
at
what's
working
in
scale.
Success
BPS
needs
to
confront
anti-black
racism
that
denies
students
and
families
rights
and
confront
policies
that
uphold
racism,
opportunity
gaps
of
policy
decisions.
We
know
the
data,
it
hasn't
changed
for
decades.
Bps
needs
Innovation,
innovators
and
innovating,
and
we
know
that
the
answers
are
already
available.
Where
are
they
the
they
emerge
from
the
community?
S
Those
who
are
served
understand
the
design
flaws
and
what
is
in
place
right
now
and
those
are
the
voices
that
need
to
be
at
the
table
not
just
to
be
listened
to,
but
to
actively
plan
and
Implement
what
needs
to
be
dismantled,
because
you
cannot
fix
a
broken
system,
you
have
to
dismantle
it
and
you
have
to
reconstruct
it,
and
so
that's
what's
needed.
So
my
final
word
is
that
BPS
must
act
with
the
community
to
create
an
effective
plan
and
shed
the
belief
in
practice
that
the
system
knows
best
it
does
not.
S
The
gaps
that
exists
are
a
result
of
policy
decisions.
Bps
must
Center
racial
equity
in
order
to
go
beyond
short-term
change.
Otherwise,
change
will
continue
to
be
short-term
and
buried
in
Rich
rhetoric
and
poor
implementation
systems.
Design
last
sentence
that
fundamentally
changes.
Historical
inequities
must
be
the
deep
and
urgent
urgent
work
that
is
done
with
the
community
not
to
the
community,
and
it
begins
with
really
have
a
referendum
having
a
referendum
on
Race
if
white
students
were
failing
would
have
been
done.
S
We
would
not
have
this
conversation
if
exam
schools
were
failing,
we
wouldn't
be
having
this
conversation.
It
would
be
done
tomorrow.
Change
does
not
take
time.
Take
time,
James
Baldwin
said
you
asked
my
grandmother
to
make
wait
my
grandfather,
my
sister,
my
brother,
my
uncle
my
nieces,
my
nephews.
When
is
when?
Will
you
take
the
time
to
do
your
work?
The
time
is
now
it's
about
action,
stop
intellectualizing
the
work
by
rotating
the
data.
We
already
know
what
it
says.
Let's
get
to
the
action
of
the
world.
Thank.
B
You
thank
you.
Edith
I
knew
you
and
fire
next
time.
Okay,
cause,
you
always
bring
it,
and
so
really
do
appreciate
and
I
hope
for
you
know,
BPS
as
we
continue
to
move
through
our
relationship
and
Trust
building,
exercise
that
we
have
here
because
I'm
we're
studying
this
is
this
is
the
bar
right.
C
S
Who
is
the
literacy
leader
with
the
expertise
to
create
an
infrastructure,
a
framework
for
literacy
rooted
in
prevention?
Tier
one
instruction
with
the
interventions
that
follow
I
want
to
know
who
that
person
is
because
we
had
someone,
it
was
the
the
department
was
dismantled.
I
want
to
know
who
has
a
literacy,
expert
and
I'm
talking
about
the
resume
I'm,
not
talking
about
the
position,
I'm
talking
about
the
expertise.
Thank
you.
B
B
Not
not
for,
but
with
the
people
who
are
living
the
realities
and
or
doing
the
work
and
I
think
that
we
have
to
make
a
commitment
to
having
a
different
conversation,
one
that
begins
with
here's,
where
we're
at
here's,
where
we
need
to
be
and
here's
where
we're
going
to
get
to
and
how
we're
going
to
get
there
right,
because
all
of
that
gets
missing
in
a
lot
of
these
conversations
right
and
so
that's
why
I've
been
pushing
for
Less,
PowerPoint
and
more
conversation
and
creating
space
for
folks
who
who
are
living
these
realities
and
doing
the
work
as
Community
activists
and
parents
and
students
and
staff
to
really
lead
and
set
the
stage
for
what
the
discussion
is
going
to
look
like,
because
then
that
gives
BPS
an
opportunity
to
marinate
on
that
and
come
back
with
some
thinking
around
it
right
so
that
we
are
forward
moving
I.
B
Don't
want
to
come
back
in
the
next
hearing
that
we
have
in
regards
to
this
conversation
and
start
from
the
beginning,
like
what
my
goal
is
to
do
another
check-in
and
and
see
what
what
are
the
things
that
we
said.
We
were
going
to
do
and
how
are
we
coming
along
in
that
Journey
right
and
what
are
the
barriers
that
we're
facing
and
how
do
we
have
to
reset?
Because
otherwise,
you
know
we're
going
to
repeat
the
same
cycle
of
lip
service
here
and
I.
B
Don't
want
anyone
to
to
experience
that
so
thank
you,
Edith
and
Roxy
and
Lauren
and
Linda
who
have
spoken
so
so
far.
I
have
one
more
person,
Cheryl
and
then
I'm
going
to
ask
a
few
questions
because
I've
been
really
patient
so
Cheryl.
You
now
have
floor.
T
Thank
you,
councilor
Mejia
I'm,
a
member
of
BPS
for
families
for
covert
safety,
otherwise
known
as
fam
closer
I'm,
a
parent
to
a
fourth
grade
special
needs
student
who
attends
to
Denver
Elementary
I,
reside
in
South
Boston.
My
son
has
been
in
special
education
classes
since
K2
due
to
his
emotional
impairments,
which
impact
his
way
of
learning.
He
was
originally
at
the
Perkins
Elementary
School
to
begin
his
K2
year
then
was
transferred
to
the
devil
due
to
his
special
accommodations.
He
needed.
My
experiences
with
special
education
have
been
a
mixed
bag.
T
T
It's
also
pretty
confused.
It
got
pretty
confusing
on
how
the
these
Services
were
going
to
be
addressed.
When
classes
went
remote.
It
was
very
hard
for
him
to
focus
on
a
Chromebook
for
extended
months
of
time,
plus
it
was
hard
to
identify
his
challenging
needs
through
Zoom.
At
the
time.
My
son
learned
best
with
visual
aids
and
remind
us
when
trying
to
navigate
during
the
pandemic.
T
It
took
time
for
him
to
adapt
in
this
new
way
of
learning,
but
he
did
fairly
well
once
School
returned
to
in-person
learning,
he
began
to
show
more
of
a
lower
tone
when
speaking
and
began
to
transition
into
what
we
know
as
baby
talk
when
something
was
unfamiliar
with
him.
When
a
word
was
new
to
him,
he
couldn't
sound
it
out
or
he
would
simply
replace
it.
T
T
On
several
occasions,
I
have
asked
for
extra
things
to
be
sent
home
with
him,
but
this
never
happened
in
addition
to
the
educational
issues
regarding
special
education
and
BPS
I've
also
been
concerned
about
my
son's
exposure
to
covet
in
school
on
June
13
2022,
the
Mandate
was
dropped
for
BPS.
Just
two
weeks
before
school
was
letting
out
for
the
summer
and
within
that
window
of
time
my
son
began
to
show
symptoms
of
covet.
It
was
confirmed
on
June
21st
that
indeed
he
was
positive
for
covet
within
the
first
72
hours
of
him.
T
Having
this
illness
was
very
challenging
and
scary
became
close
to
being
admitted
to
the
hospital
for
his
high
feeders
and
asthma.
Luckily,
with
home
care,
he
began
to
improve
on
the
same
date
that
he
began
to
improve.
I
became
infected
with
my
second
round
of
covid.
This
placing
my
long-awaited
surgery
on
hold.
T
T
T
We
also
want
to
emphasize
that
when
a
universal
masking
requirement
is
in
place,
there
could
still
be
flexibility
for
students
with
special
needs,
who
may
not
be
able
to
wear
a
mask.
There
are
also
special
masks
that
allow
mouths
and
lips
to
be
seen
which
can
be
fully
used,
especially
with
child,
with
special
needs
and
ell
learners.
T
When
the
majority
of
students,
teachers
and
staff
from
Mass,
this
offers
greater
protections
for
students
who
cannot
in
Boston
many
children's
come
many
children
come
from
black
and
brown
communities
that
have
been
hard
hit
by
covert
already
many
students
live
in
multi-generational
homes.
Exposures
that
feeds
me
virus
can
spread
to
feel
when
I
was
who
are
at
high
risk.
A
study
that
was
just
done
in
the
New
England
Journal
of
Medicine
also
showed
that
Universal
masking
Works
masking
protects
our
children,
students
and
Community
against
not
just
covet,
but
other
respiratory
viruses.
T
If
BPS
opts
against
mitigation
measures
during
covet
surges,
that
is
a
form
of
structural
racism.
We
also
know
that
BPS
buildings
are
on
average
over
80
years
old
and
do
not
have
adequate
ventilation.
In
fact,
three
quarters
of
BPS
do
not
have
a
check
Mayo.
Will
his
promise
to
improve
school
buildings
with
the
green
New
Deal
for
BPS,
but
thus
far
plan
does
not
seem
to
include
upgrading
ventilation
systems
to
Fresh
Air
infiltration.
T
The
city
must
revisit
in
our
schools
and
communities,
I'll
reinvest
in
our
schools
and
communities
so
that
the
students
and
staff
can
have
the
ventilation
needed
to
protect
from
covet,
as
well
as
being
cool
in
the
summer
and
warm
in
the
winter
in
ways
that
energy
is
efficient.
Good
ventilation
also
enhances
the
learning
environment,
which
is
also
important
not
just
for
special
needs
students,
but
for
all
students.
The
holidays
are
coming
along
with
it.
A
flu
season
a
season
that
Health
Providers
are
calling
a
triple
Democrat
coveted
flu.
T
Rsv
BPS
has
failed
to
listen
to
communities
that
have
been
impacted
by
covet,
including
families
with
students
with
special
needs.
I
call
on
BPS
May
Wu
to
protect
the
students
of
all
with
special
needs
and
all
other
students
included
staff
and
communities
through
Universal,
masking
pool
testing
and
improve
ventilation.
B
Thank
you
very
much
really
do
appreciate
your
testimony
and
advocacy
I
believe
we're
going
to
I
I'd
like
I
know
where
I
have
people
signed
up
for
public
testimony,
but
before
we
go
there,
I
just
want
to
make
a
few
comments
and
then
I'm
going
to
ask
the
administration
to
react
to
some
of
the
questions
that
were
posed
by
some
of
the
folks
that
have
testified.
B
You
know
having
worked
in
the
in
the
space.
These
conversations
are
not
new.
B
However,
what
I
find
to
be
startling
in
in
this
whole
conversation
that
we've
had
here
is
that
we
haven't
named
something
that
is
happening
due
to
the
The
Chronic
neglect
of
our
special
education
students
and
our
El
multilingual
Learners
is
that
we're
feeding
the
school-to-prison
pipeline
Without
Really,
realizing
that
the
role
that
we're
playing
in
doing
just
that
and
I
think
that,
as
we
continue
to
navigate
these
conversations,
we
have
to
look
at
that
data
and
see
how
we
are
failing
our
students
who
are
graduating
unprepared
to
thrive,
Beyond
High
School,
how
we
are
over
disciplinary.
B
You
know
over
disciplining
students
how
recruit,
by
creating
some
separate
classrooms,
how
we're
not
giving
young
people
an
opportunity
to
learn
social
and
emotional
learning
skills.
So
there's
just
a
lot
here
that
I
think
you
know
is
important
to
name
that
the
school
to
prison
pipeline
situation
is
real
and
we
have
to
hold
ourselves
accountable
to
how
we're
feeding
it
when
we
are
neglecting
the
supports
that
students
need
so
I
want
to
name
that,
but
before
I
go
into
public
testimony,
I
would
think
it's
important
for
the
administration.
B
There
was
a
lot
of
questions
posed
here
that
you're
gonna
now
that
you're
gonna
be
able
to
get
through
all
of
them
a
good
thing
about
the
way
we
have.
These
hearings
is
that
when
questions
are
not
answered,
we,
the
our
Central
staff,
submits
these
questions
as
a
formal
request
to
BPS,
and
then
the
information
is
supposed
to
come
back
to
us.
B
So
there
might
be
some
questions
that
you
have
answers
to
today
and
some
questions
that
you
will
have
to
do
a
little
bit
of
digging
and
get
back
to
us
in
the
interest
of
time.
I
wanted
to
see
if
anyone
Lauren,
Linda
or
David
that
are
still
here
are
able
to
answer
any
of
the
questions
that
have
been
posed
by
our
panelists.
K
Councilor
Mejia
I,
I'll
I'll
begin
and
certainly
invite
my
colleagues
to
join
in
and
try
to
answer.
Excuse
me
as
efficiently
as
possible,
given
the
time
constraints,
I.
Think,
first
and
foremost,
it's
not
lost
on
us.
K
K
Other
communities
that
are
also
marginalized
I
mean
that
that
is
that
I
I
appreciate
the
call
to
action
around
changing
that
history
and
creating
a
new
Legacy
together
and
I
think
and
acknowledge
that
it
is
hard
sometimes
when
you
have
different
people
that
you're
constantly
working
with,
and
that
is
something
that
the
superintendent
has
been
really
trying
to
change,
that
we
not
only
have
diverse
representation
and
Leadership,
but
also
to
retain
staff,
because
you
all
are
not.
K
We
don't
want
to
put
you
in
a
place
of
always
repeating
things
and
waiting
for
things
to
change.
We
must
change
things
now,
so
I
want
to
acknowledge
that
I
also
want
to
acknowledge
that
some
of
the
questions
are
around
access
for
all
students
to
grade
level
instruction.
K
That
is
something
that
we
are
doubling
down
on
during
this
Administration
is
to
make
sure
that
students
are
able
to
do
that
and
when
I
mentioned
being
able
to
meet
the
needs
of
English
Learners
or
our
multilingual
linguist
Learners
and
students
with
disabilities,
it
wasn't
a
monolith
of
that
can
be
applied
to
everyone
else.
It
means
that
we
have
the
capacity
and
knowledge
of
how
to
differentiate
and
specially
design
instruction
with
students
in
mind.
If
we
have
the
capacity
to
do
that
across
the
system.
K
That
means
we
have
the
capacity
to
serve
all
students
and
our
primary
focus
is
serving
the
students
with
disabilities
and
students
who
are
multilingual
Learners.
That
is
our
priority
and
providing
the
reading
instruction
and
Edith
I
completely
agree
with
you.
Our
students
need,
and
the
superintendent
is,
as
we
get
into
the
next
budget
season.
I
think
you'll
see
those
commitments.
We
are
working
on
making
sure
that
reading
Specialists
are
in
schools,
not
only
at
the
elementary
and
early
Elementary
levels,
but
also
at
secondary.
K
That
is
a
critical
aspect
of
what
we
need
to
be
doing
better,
absolutely
and
the
literacy
Focus
we
have
is
also
in
content
area.
Just
in
disciplinary
literacy,
which
I
do
recognize,
is
not
the
same
as
learning
how
to
read
and
write
and
speak
and
listen
and
have
all
of
those
Ela
skills
that
are
necessary
for
students
to
access
content,
and
those
are
things
that
we're
working
on
as
well.
But
we
do
agree.
K
The
urgency
is
now
we
have
the
use
of
Esser
funds
to
be
able
to
provide
more
training
and
interventionalists,
and
that
is
work
that
is
currently
underway
in
terms
of
some
of
the
questions
that
Roxy
asks
as
well
around
special
education
and
the
response
to
the
special,
the
the
council,
the
great
City
Schools
report.
K
There
are
many
parts
of
that
report
and
and
I
think
there's
there's
a
lot
of
agreement
where,
unfortunately,
and
I
I
say
that,
with
all
gravity,
those
are
not
new,
things
are
unknown
issues
to
us
and
to
Roxy's
Point,
especially
from
the
2009
report.
We
must
do
something
about
this
now
and
also
to
her
Point.
Around
special
ed
touches
everything
we
are
trying
to
make
sure
that
we
are
systematically
dismantling
those
things
in
terms
of
our
enrollment
processes.
K
How
IEPs
are
constructed,
what
processes
we
have
in
place
for
students
so
that
the
IEP
is
not
the
only
way
to
get
supports
that
are
needed.
There
are
many
things
that
we
need
to
be
able
to
dismantle
and
I
appreciate
the
comment
about
not
just
dismantling
but
reconstructing
things
that
work
moving
forward.
K
So
there
are
many
of
those
pieces
and
we
are
trying
to
make
sure
we
sequence
these
things
in
a
way
that
we
can
actually
get
these
things
done
and
to
be
able
to
sustain
this,
and
so
in
terms
of
the
inclusion
question
and
the
concern
which
I
think
is
very
like
we,
we
really
take
that
seriously.
It
is
not
about
every
school
figuring
out
what
plan
works
for
themselves,
because
I
totally
agree.
K
That
is
not
Equitable
and
it
is
not
a
way
for
families
to
be
able
to
expect
Excellence
from
us
consistently
across
the
system.
We
are
beginning
with
learning
from
what
is
happening
in
each
of
the
school
contexts
that
are,
in
the
first
cohort
of
schools
to
be
able
to
make
sure
that
we
don't
just
quickly
put
together
models
that
have
not
been
thoroughly
vetted
to
ensure
that
they
meet
the
needs
of
the
students
that
we,
the
very
students
that
we
are
talking
about
here.
K
In
this
conversation,
we
want
to
make
sure
that
we
are
really
thoroughly
vetting
the
types
of
teacher
supports
resources,
direct
student
supports
and
services
that
are
necessary
and
how
that
is
calculated
through
models
and
resources
to
support
that
moving
forward.
So,
while
we
are
focusing
on
individual
schools,
we
are
learning
from
that
to
be
able
to
have
a
set
of
a
strategy
for
inclusion
that
is
clear
to
all
families.
That
includes
a
lot
of
this
right
now.
Our
inclusion
planning
teams
in
the
first
cohort
of
schools
involve
family
members.
K
In
fact,
I
was
at
the
launch
of
the
professional
learning
series
I
believe
it
was
November
10th
and
there
were
family
members
on
there
because
to
what
all
of
you
are
saying,
we
must
do
this
with
our
families
and
not
to,
and
so
the
family
input
and
representation
is
really
important
in
our
ability
to
construct
the
models
that
will
work
for
the
system
and
we
cannot
do
that
without
consulting
and
partnering
with
our
families,
and
so
that
is
part
of
the
process.
Sorry,
no.
B
I
I
want
to
also
note
that
you
know
there
was
a
comment
made
around
the
top
heaviness
of
like
Central
staff,
and
you
know
I'm
just
curious
about.
You
know
the
number
of
different
folks
in
terms
of
leadership
roles
that
have
changed
and
so
I'm
curious
about.
When
are
we
going
to
hire?
B
B
Can
you
just
give
us
a
timeline
about
when
that
is
potentially
going
to
happen?
Sure.
K
The
superintendent
has
committed
to
ensuring
that
we
do
a
thorough
process
to
ensure
that
we
can
attract
candidates
that
are
highly
capable
and
that
will
remain
I.
Think
that
is
a
very
critical
component
that
you
mentioned,
and
so
she's
engaged
we're
engaging
with
recruiters
to
be
able
to
do
that.
One
of
the
challenges
for
this
time
of
the
year
is
that
we're
off
cycle
in
terms
of
hiring
and
being
able
to
recruit
someone
or
ensure
that
someone
is
remains
in
their
position.
K
So
what
we
are
going
to
do
is
reach
out
to
sped
pack
and
El
task
force
to
make
sure
we
have
representation
of
the
community
on
these
hiring
committees
as
well.
So.
B
Who
has
you
know
many
years
of
experience,
not
that
she
wants
to
go
back
to
BPS
or
the
district
for
that
matter,
but,
like
I'd
like
to
hear
you
all
start
thinking
about
plan
A
and
B
and
C,
given
the
circumstances
that
we
find
ourselves
in
and
I
think
while
I
do
appreciate
the
challenges
that
I
think
that
this
is
an
opportunity
for
us
to
be
Innovative
right.
So
what
else
can
be
put
in
place
in
the
meantime
that
is
that
is.
That
is
the
challenge
that
I
think,
as
you
all
continue
to
navigate.
B
K
I
think
part
of
I
want
to
recognize
Lauren
and
Farah
for
their
leadership,
because
they
are,
even
though
we
are,
we've
posted
the
positions
they
are
working.
You
know
with
full
commitment
in
terms
of
the
work
and
we
are
setting
up
structures.
We
are
looking
at
policies
and
making
those
changes.
We
are
also
working
with
our
office
of
equity
and
in
fact,
both
teams
have
really
revamped
their
processes
in
looking
at
policies
through
a
racial
Equity
lens.
B
I
appreciate
that
Linda
we
can
go
back
and
forth
on
this
for
a
little
bit,
but
I'm
not
going
to
do
that
in
the
interest
of
being
respectful
of
the
folks
that
are
still
waiting
for
testimonial.
That
I
know
that
you
guys
have
to
wrap
is
that
these
are
not
the
roles
that
they
were
hired
for
right.
So
then,
what
we're
asking
people
to
do
is
more
than
what
they
signed
up
for
right.
B
B
I
just
think
it's
important
for
us
to
acknowledge
the
fact
that
this
is
also
impacting
the
services
that
our
families
expect
and
it
it's
just
something
that
I
want
to
name
but
I'm,
going
to
I'm
going
to
ask
I
know
that
Fabian,
who
is
a
c-plan
leader,
a
special,
a
spec
pack,
previous
co-chair
of
I,
think
the
chair
of
code
sped
pack
and
has
had
many
experiences,
navigating
the
Boston
Public
Schools
through
her
own
lived
experience,
is
here
to
sign
up
for
public
testimony.
B
U
Thank
you
councilmania
good
afternoon.
Everyone
I
just
Wanted,
just
to
share
it,
and
thank
you.
Everyone,
just
I'm,
not
going
to
repeat
much
that
Eddie
and
as
well.
Roxy
has
some
shared
in
my
just
to
just
piggyback
on
that
on
on
the
literacy
and
I
believe
that
Linda
just
answer
of
what
is
coming
up,
but
also
what
I
want
to
share
on
that.
What
is
the
plan
of
what
the
district
has
on
beside
the
literacy
on
the
social
emotional
impact
of?
U
What
is
the
special
end,
because
not
only
I
can
see
of
what
my
not
only
so
many
students
and
the
special
ad
is
going
through.
My
own
child
I
have
I'm
going
through
I
have
a
15
year
old
right
now,
special
ed,
dyslexia,
ADHD,
combined
anxiety,
depression
now
mood
disorder,
I
have
I'm
dealing
with
right
now,
going
back
and
forth
in
emergency
room
and
with
anxiety
with
everything
and
impacting
and
doing
so
many
kids
I'm
going
to
see
in
an
emergency
room
and
there's
no
beds
to
to
to
take
them.
U
There's
there's
no
beds.
We
we
hear
that
we
hear
parents
are
crying
for
help
in
the
fact
that
teachers
doesn't
even
know
how
to
deal
with
the
students
when
they
come
in
with
that
impact.
They
come
in
with
all
this
anxiety
and
all
this
depression
and
they
coming
in
and
parents,
don't
even
they
looking
for
help.
We
have
ways
of
supporting
them,
so
teachers
are
not
even
know
how
to
recognize
them.
We
have
lack
of
social
workers.
U
We
don't
have
enough
Therapies
in
the
school
to
help
them
or
to
recognize
how
to
identify
how
to
talk
to
the
students.
So
the
main
thing,
sometimes
they
call
best
I-
have
I
work
with
mental
health
families.
They
call
best
best
takes
a
long
time
to
coming
in
to
to
assess
those
students
and
if
they
call
the
police
the
way
they
treating
those
10
year
old,
nine-year-old
they're,
putting
their
face
on
their
under
concrete
they're,
putting
those
black
and
brown
kids
they're,
treating
them
like
criminal.
U
It's
just
hurting
to
my
core
to
see
the
way
that
they
are
treating
those
kids
I'm
going
to
school
after
school.
It's
not
knowing
that
we're
not
giving
them
the
education.
We're
putting
them
to
the
prison
to
the
pipeline
Zone
and
in
the
way
that
we're
treating
them
is
what
are
we
doing
to
those
kids?
What
are
we
doing
to
them?
U
So
we're
not
teaching
them
the
right
way,
we're
not
giving
them
the
education
they
just
this
they
deserve,
and
then
they
going
back
to
the
mental
health
and
then
we
just
that
more
destroying
to
them
so
I'm
just
asking
what
are
we
doing
to
her
babies?
What
are
we
doing?
How
can
we
help
what
other
ways
we
can
support
them?
We
have
enough
enough
resources.
U
In
Boston,
we
have
tons
of
doctors,
we
have
hospital,
we
don't
have
enough
bed,
we
know
it's
a
it's
a
epidemic
everywhere,
but
in
social
workers
we
there's
a
way
of
training.
We
can
find
a
ways
we
can
train.
We
can
talk
to
the
teachers,
we
can
help
them.
We
can
support
the
teachers,
the
social
workers,
to
train
them.
How
can
we
be
able
to
impact
the
same
way
that
we
can
say
the
teachers
can
be
able
to
help,
but
how
can
we
impact
the
teachers,
the
lunch
teachers,
the
like
they
have
Eating
Disorders?
U
B
You
know:
here's
the
service,
here's,
the
IP
and
all
this,
but
there
is
a
real
issue
here
that
is
underlining
all
of
it
is
the
social
and
emotional
well-being
and
the
traumatic
impact
that
navigating
the
Boston
Public
Schools
when
you
have
additional
needs
that
often
gets
lost
in
these
conversations,
so
I
really
do
appreciate
Fabian
bringing
it
in
to
the
space
and
for
all
of
us
to
really
think
about
how
these
things
go
hand
in
hand
and
when
we're,
when
we're
thinking
about
an
IEP
that
there's
an
extra
layer
of
like
well.
B
What
about,
if
this
happens,
I
I,
don't
think
that
we
do
enough
or
what
about
this?
Because
that's
why
we
always
end
up
in
in
these
sort
of
conversations
so
for
for
foreshadowing
and
also
being
able
to
see
the
whole
child
and
the
whole
family
as
we
navigate
these.
B
These
conversations
is
really
going
to
be
key
to
our
success
and
you
know
I'm
making
a
commitment
as
the
chair
of
Education
One
is
because
we
started
late
and
and
and
two
we
had
to
do,
because
the
legislative
cycle
ends
in
a
few
weeks.
We
wanted
to
make
sure
that
these
two
dockets
were
heard
during
this
legislative
cycle,
but
the
goal
really
is
is
to
refile
them
in
January
and
then
continue
and
then
I'm.
B
My
will
do
each
one
separately
so
that
we
can
really
dive
into
the
data
into
some
of
the
questions
that
were
proposed
here-
and
my
hope
is-
is
that
those
who
are
here-
and
if
you
are
still
here,
because
you
know
things
are
always
changing
and
BPS
if
you
are
still
here
really
to
come
back
with
some
very
specific
action
plans,
outcomes
and
how
you're
going
to
measure
success,
I
I
think
that
that
also
gets
lost.
What
does
this?
What
does
success?
Look
like
and
also
number
of
students.
B
You
know
we
here
we're
going
to
do.
X,
Y
and
Z
I'd
like
to
get
into
the
nitty-gritty.
The
on
the
return
on
investment
is
based
on
your
outputs,
how
many
students
were
served
and
what
capacity
and
what
was
that?
What
was
that
outcome
of
that?
I
need
specific
examples
of
individual
cases
that
you
all
can
point
to,
because
we
don't
hear
that
often
and
I
and
I
think
that
that
level
of
of
input
would
really
be
helpful
to
us.
B
Budget
season
is
around
the
corner,
and
this
is
not
an
opportunity
to
ask
for
more
money.
David
don't
be
shaking
your
head,
like
you
think,
I'm
gonna
say
yes,
no,
no,
there
will
be
no
more
money
given
out
until
until
we
have
a
real,
solid
action
plan
of
what
is
going
to
it.
What
is
it
going
to
look
like?
We
can
continue
to
approve
budgets
and
then
come
back
a
year
later
with
a
PowerPoint
presentation
of
some
highlights.
B
No
I
think
that's
why
we're
going
to
have
another
hearing
before
we
dive
into
the
budget
season,
because
we
want
to
make
sure
we
understand
where
we're
at
what's
the
Benchmark?
Where
are
we
starting
from
right?
Where
do
we
need
to
get
to
and
how
we're
going
to
get
there
and
how
each
dollar
matches
that
outcome?
B
That
is
the
level
of
like
input
David
that
I'm
going
to
be
looking
for
for
the
next
round
of
of
the
hearings
that
we'll
have
on
these
two
very
specific
issues,
and-
and
this
is
on
the
record
and
it's
being
recorded
and
I
will
play
the
rewind
button.
If
you
come
back
with
something
else,
okay,
because
this
is
this-
is
what
we,
what
this
moment
calls
for,
and
this
is
what
collaboration
looks
like
right.
B
It's
not
just
about
holding
BPS
accountable,
it's
about
listening
to
the
voices
of
the
people
and
then
putting
a
plan
in
place
with
the
people,
and
that
that
we
can
feel
we've
had
a
role
in
designing
you've
heard
a
lot
of
really
great
ideas
and
some
really
good
suggestions
and
questions
that
were
posed.
It's
an
opportunity
for
you
all
to
reflect
on
that
and
come
back
with.
We
heard
you
really
heard
you
and
here's
how
we're
going
to
address
what
we've.
O
Heard
well,
first
off
yes
and
looking
forward
counseling
here,
for
you
continue
called
me
and
the
rest
of
our
my
colleagues
accountable,
because
I
know
you
will
just
a
quick
plug
for
those
extra
questions
that
were
asked
for
our
Esso
website,
which
has
our
Esser
plan
updates,
which
we
publish
every
six
months
available
in
all
nine
of
our
major
languages.
O
There's
a
new
update
coming
out
in
the
middle
of
December
to
be
ready
in
time
for
the
December
14th
I
believe,
is
the
date
school
committee
meeting
that
will
also
be
translated
into
all
of
our
major
languages.
It
includes
at
School
level
action
plans
for
spending
extra
dollars
and
the
students
that's
set
up.
The
program
serves
if
you
even
just
Google
Boston
Public
Schools
after
you'll,
find
it
on
our
website.
O
So
just
a
plug
for
that
resource.
Yeah.
B
That
that
that,
for
the
next
Hearing
in
the
later
in
the
winter,
I
I
would
love
to
see
here's
how
the
return
on
investment
played
out
for
this
particular
family
like
we
need
to
hear
some
of
that
just
so
you
know
like
it
would
just
be
helpful
to
because
then
it
humanizes
this
conversation.
It
just
turns
those
numbers
into
real
stories
that
we
can
get
excited
about,
say:
okay,
yeah,
we're
making
progress,
I
think
that
that's
also
missing
we
we
have
lost
hope
and
I,
don't
want
us
to
lose
Faith
right.
B
That's
all
we
have
left
is
that
we
have
to
believe
that
this
system,
once
we
redesign
it,
dismantle
it
and
then
redesign
it
is
going
to
do
right.
It's
been
50
plus
years,
and
we
we
can't
I'm,
holding
myself
accountable,
I'm
the
chair
of
Education
in
my
term,
I
have
to
feel
like
I've
had
something
to
show
for
it
and,
if
it's
to
say
we
were
able
to
fix
two
or
three
things
then
I
feel
like
we've
done
our
job.
B
B
All
of
these
things
need
to
be
part
of
everything
that
we
we
talk
about
here
in
the
city,
but
I
wanted
to
just
make
sure
because
I
there
is
one
I'm
I'm,
not
sure.
If
there's
anyone
signed
up
Cora,
if
you
could
tell
me
or
who's
ever
from
Central
staff
still
with
us.
Thank
you
so
much
but
wondering
if
there's
anyone
else
here
for
public
testimony,
I
do
have
one
public
testimony
that
I
want.
It
was
a
letter
that
was
written
to
us
that
I'm
going
to
read
into
the
record.
B
Normally
we
don't
do
this,
but
it's
important.
This
parent
wants
to
remain
anonymous
and,
in
the
spirit
of
making
sure
that
we
lift
all
voices
in
all
means
all
Shakira
right.
So
I
want
to
make
sure
that
this
parent
has
their
voice
read
into
the
record
through
us.
So
I'm
just
curious.
If
anyone
has
if
there
are
any
other
public
testimony
of
anyone
from
BPS
has
any
closing
remarks.
I'm
gonna
end
the
hearing
after
I
read
this
public
testimony
into
the
record.
L
Hi
counselor
Cora,
the
only
person
that
we
had
signed
up
with
Danielle
Tierney.
E
B
Well,
Danielle
keeps
playing
peekaboo
and
she's
no
longer
here
so
I
am
going
to
with
that
I
know
the
administration
had
a
hard
stop
and
I
just
want
to.
Thank
you
for
staying
a
little
bit
longer.
We
stayed
late,
so
your
presence
here
is
deeply
appreciated
and
it
does
not
go
unnoticed
that
you
did
have
a
five
o'clock
card
stock,
but
you
stayed
and-
and
that
means
a
lot
to
the
the
folks
who
are
here
and
also
the
ones
who
are
tuning
in
that
you
stay
as
long
as
you
did
so.
B
B
A
B
Great
I'm
going
next
to
Lauren.
A
B
Okay,
I
hear
you
I
I
I
feel
grateful
that
we
can
do
this
work
collaboratively
and
that
there's
so
much
commitment
from
the
folks
who
are
in
the
zoom
right
now
to
get
it
right
so
deeply
grateful
with
that
I'm
gonna
read
the
public
letter
into
like
the
hearing
that
we
have
right
now,
just
to
honor
family
voice
and
just
want
to
thank
everyone
for
participating.
I
will
be
reading
this
into
the
record
and
wanted
to
thank
Central
staff
for
helping
us
get
things
rolling
today.
B
So
here
it
goes.
Boston
City,
councilor
at
large,
Julia
Mejia,
dear
counselor.
Mejia
I
would
like
to
take
this
opportunity
to
express
my
gratitude
for
in
allowing
this
letter
to
be
heard.
I
am
not
disclosing
any
names
in
this
letter,
as
some
of
the
faculty
at
my
son's
school
has
started
to
give
him
a
hard
time
as
a
result
of
my
inquiries
with
regards
to
ensuring
that
his
IEP
is
followed
or
the
lack
thereof.
This
is
to
protect
my
son.
My
son
is
currently
a
ninth
grader
at
a
Boston
Public
High
School.
B
He
has
a
diagnosis
of
ADHD
and
a
specific
learning
disability
in
math.
He
has
had
an
IEP
since
he
was
in
the
fifth
grade.
At
the
time
he
attended
a
private
Catholic
grammar
school
in
Boston.
He
then
went
on
to
attend
a
private
Catholic
Middle
School,
slash
High
School
in
Boston.
Both
schools
why
they
did
not
have
the
capacity
or
resources
to
fully
execute
his
IEP.
They
did
an
amazing
job,
assisting
him
as
best
they
could.
B
At
the
end
of
the
eighth
grade
year,
it
was
decided
by
his
school
and
us
that
he
would
benefit
from
Boston
public
schools
and
all
the
resources
they
have.
As
a
result,
I
registered
him
for
Boston
public
school
and
we
found
out
in
early
June
that
he
was
placed
at
a
high
school
across
town
school
year.
I
submitted
an
email
to
the
guidance
counselor
of
the
high
school
inquiring
about
who
the
IEP
facilitator
was
at
the
school
to
discuss
my
son's
IEP.
B
B
The
following
week,
I
I
I
emailed
the
IEP
facilitator
again
to
let
them
know
that
the
math
teacher
had
no
idea
about
my
son's
IEP
and
how
could
we
being
sure
that
his
IEP
was
being
observed
in
not
only
just
in
math,
but
in
all
of
his
other
classes?
They
responded
by
letting
us
know
that
they
was.
B
There
was
only
filling
in
in
at
the
school
at
the
time
the
facilitator
had
forward
my
email
to
the
assistant
director
for
special
education
at
Boston,
Public
Schools
I
had
a
telephone
conversation
with
this
person
on
November
3rd
I
was
told
that
they
would
reach
out
to
the
school
and
figure
out
what
was
going
on.
During
this
time,
I
had
emailed
my
guide
at
my
school,
my
son's
guidance
counselor
at
a
school
again
inquiring
about
the
IEP
who
the
new
facilitator
is
ETC.
The
guidance
counselor
spoke
with
him
and
told
him.
B
Your
mom
is
very
intense,
quote.
Unquote,
she
is
blowing
up.
My
email
quote
unquote
and
your
mom
is
pissed
at
me,
quote
unquote,
I
feel
that
those
comments
made
by
the
guidance
counselor
were
uncalled
for
and
inappropriate.
Each
email
that
I
have
seen
has
been
respectful
and
assertive
on
November
7th.
B
Excuse
me
he
assured
me
that
they
would
speak
to
the
teachers
and
have
these
accommodations
implemented.
At
the
time
I
told
the
school
I
told
him
to.
Please
stop
mentioning
to
my
son,
his
feelings
on
my
communications
with
him.
He
denied
ever
saying
those
comments
to
my
son.
My
son's
resource
room
teacher
brought
his
IEP
to
him
during
the
class
so
that
he
could
read
it.
B
They
told
them
that
they
are
all
quote,
unquote,
Under
Pressure
now,
and
that
it's
a
losing
battle.
Excuse
me,
my
son
did
not
need
to
hear
these
words.
I
have
become
worried
about
his
safety
at
the
high
school.
There
have
been
two
incidents
now
where
the
school
has
had
an
issue
with
gun
safety.
There's
also
been
fights
that
have
broken
out
from
the
classroom.
He
has
overheard
comments
about
kids
sneaking
guns
into
the
school.
He
doesn't
know
who-
and
he
never
has
seen
a
gun,
but
it's
enough
to
make
him
rattle.
B
This
is
not
a
learning
environment
that
I
want
for
him
and
I
fear
that
this
is
contributing
to
already
lack
of
focus,
which
has
now
turned
into
fear.
I
am
extremely
disillusioned
and
disappointed
in
Boston
Public
Schools.
After
this
experience,
we
took
my
son
out
of
a
private
Catholic
School
to
attend
a
Boston
Public
School
to
get
the
help
he
needs
and
deserves.
B
The
irony
of
it
is
that
he
received
more
help
from
his
previous
School
than
he
is
getting
at
his
present
School.
As
of
today
November
28th.
It
has
been
three
months
and
my
son
has
an
F
in
math
and
has
made
and
has
been
made
to
feel
like
an
inconvenience
to
his
teachers
and
has
lost
motivation
entirely
as
far
as
I'm
concerned.
The
school
is
not
safe
and
not
supportive
of
its
students.
We
are
exploring
our
options
to
move
him
to
another
school.
B
However,
it
is
my
feelings
that
Boston
public
schools
have
failed.
My
son
and
I
don't
want
him
I,
don't
want
him
in
that
kind
of
environment.
Again.
Thank
you
very
much
for
listening
best
frustrated
and
concerns.
Parents
and
I
was
not
on
screen.
I
wasn't
sure
who
was
still
here,
but
I'm
glad
to
see
that
you
all
stayed
to
listen
to
this,
because
this
is
why
we're
here
today
it
is.
B
This
is
the
call
to
action
for
us
to
recognize
that
we
can't
lose
any
more
of
our
families,
any
more
of
our
students
to
the
school
tourism
pipeline,
and
we
have
work
to
do
so
I'm
here
for
that
work.
I
know
my
console,
colleagues
are
as
well
and
I
know
BPS
and
the
administration
is
up
for
the
task
and,
more
importantly,
the
parents
and
the
community
activists
are
not
going
to
quiet
down
if
anything,
we're
all
just
going
to
get
louder.
B
So,
let's
go
forward
in
the
new
year
with
setting
the
best
intentions
and
always
assuming
best
intentions,
so
that
we
can
get
this
right
if.
R
I
may
Dr
viviati
you're,
aware
of
that
particular
case
that
you
just
described
because
that
communication-
something
similar
came
to
you
also
so
I-
would
just
ask
that
we
do
more
to
reach
out
to
that
family
again,
because
we
are
we're,
not
I,
don't
want
to
pretend
we
don't
know
about
some
of
that
and
it's
not
given
any
details,
but
there's
a
way
for
GPS
to
communicate
with
that
particular
family
and
those
concerns
that
were
previously
raised.
U
Thank
you.
It's
not
the
first
time.
It's
not
the
when
I
said:
I'm
hopeless,
that's
not
the
first
time
I'm
hearing
that
I'm
on
the
I'm
on
the
world
and
I'm
talking
to
parents
I,
just
I,
just
move
a
parent
from
one
school
to
another
one,
because
this
kid
was
being
bullied
was
beating
up
like
a
nine-year-old,
was
about
to
kill
himself
nine
few
old.
It's
not
this
isn't
this
is
when
I
tell
you
I'm
hopeless
I've
been
asking
how
many
parents
that
we
lost
like
when
I
tell
you
I'm,
I'm
hungry.
U
My
kid
is
my
kid
is
in
the
hospital.
My
kid
is
in
a
hospital
with
with
mental
health.
When
I
tell
you
I'm
angry
I'm,
I'm
angry-
and
this
is
not
the
first
time
that
I'm
hearing
this
I'm
hopeless,
because
I
don't
see
how
we're
gonna
get
out
of
this.
This
mess
restorative
justice.
That's
how
I
don't
see
how
we're
gonna
get
out
of
this
mess.
How
many
parents
we're
gonna,
lose
how
many
kids
we're
gonna
lose.
B
We're
Not
Kids,
we
what
we
are
is
going
to
hold
ourselves
accountable,
and
these
are
the
these.
We
need
to
experience
and
recognize
that
people
are
Beyond,
angry
and
beyond
frustrated.
This
is
making
a
social
and
emotional
impact,
not
just
on
the
students
but
their
families
right,
so
we
have
to
get
it
right
and
I
want
to
end
with
a
call
to
action.
B
I-
and
you
know,
Lauren
I
know
that
it's
important
for
us
to
uplift
diversity,
as
we
think
Linda
in
terms
of
leadership
right
I'd
like
to
see
you
know
more
culturally,
diverse
folks
with
lived
experience
in
in
these
sort
of
roles
moving
forward,
as
you
start
thinking
about
the
next
set
of
hires,
that
you
will
do
because
I
think
that
centering
it
in
in
diversity
and
cultural
competency,
it's
great
that
people
go
through
training,
but
there
is
nothing
like
that
lived
experience
and
navigating
systems
that
have
historically
oppressed
us
to
be
able
to
dismantle.
B
So
you
need
people
who
are
are
ready
for
that
and
are
ready
to
take
the
political
stances
that
may
not
be
pretty
in
order
for
you
to
move
this
work
because
you
know
having
gone
through
Boston
Public
Schools,
there's
a
lot
of
there's
still
a
lot
of
racism
that
shows
up
in
the
way
that
we
get
treated
and
spoken
to.
B
So
we
have
a
lot
of
work
to
do
and
I
look
forward
to
doing
that
work
alongside
each
and
every
one
of
you
who
are
committed
to
holding
ourselves
accountable
to
the
families
that
we
serve,
and
so
with
that
I'm
going
to
apologize
on
behalf
of
the
council
for
all
of
the
social
and
emotional
trauma
that
we
are
causing
our
families
every
day
as
they
navigate
through
these
systems.
B
So
I
am
sorry
and
with
that
I
am
also
accountable.
So
no
more
sorry,
sorry
we're
not
sorry
we're
here
to
do
the
work
and
I'm
here
for
it,
and
so
with
that
this
hearing
is
adjourned.
Thank
you.
Thank
you.
Everyone.