►
Description
Docket #0409 - Hearing to discuss ways to support parental involvement and engagement through the development of a digital platform.
A
A
Good
morning,
for
the
record,
my
name
is
Erin
Murphy
City
councilor
at
large
I'm,
the
chair
of
the
Boston
city
council,
Committee
on
Public
Health
homelessness
and
Recovery.
I
am
joined
by
my
colleague,
counselor
Tanya
Fernandez
Anderson
from
District
7..
This
hearing
is
being
recorded.
It
is
being
live
streamed
at
boston.gov,
backslash,
City,
Dash,
Council,
Dash,
TV
and
broadcasted
on
Xfinity
channel
8
RCN
channel
82
in
FiOS
channel
964..
A
We
will
be
taking
public
testimony
at
the
end
of
this
hearing.
If
you
are
interested
in
testifying
here
with
us
in
the
chamber,
please
sign
up
at
the
sheet
near
the
door
if
you
are
interested
in
testifying
virtually
please
email
megan.kavanaugh
at
boston.gov,
that's
m-e-g-h-a-n,
dot
k-a-v-a-n-a-g-h
at
boston.gov
for
the
link.
A
A
So
good
morning,
everyone
I'm
going
to
read
a
letter
of
absence
into
the
record
from
Dr
Kevin
Simon,
it's
a
little
long,
but
it's
important
so
I
will
read
that
and
then
we'll
dear
chairwoman
Murphy
in
honorable
members
of
the
committee.
Thank
you
to
sponsor
Council
attorney
Fernandez
Anderson
in
the
committee
for
holding
a
hearing
on
this
critical
topic.
I
regret
that
I
am
unable
to
attend
due
to
teaching
a
class,
but
I
hope
that
you
will
consider
the
following
comments.
A
Poor
mental
health
is
one
of
the
leading
causes
of
disability
in
young
people
in
2019.
Suicide
was
the
second
leading
cause
of
death
for
people
ages,
10
to
14.,
poor
mental
health
and
Adolescence
is
a
significant
factor
influencing
risk-taking
behaviors,
for
example,
self-harm
and
use
of
substances
risky
sexual
behaviors
and
exposure
to
violence.
Moreover,
many
factors
influence
youth,
mental
health,
including
personal,
like
our
genes
and
environmental,
including
neighborhood.
One
modifiable
factor
with
a
long
lasting
impact
is
Parental
engagement
and
parenting.
A
A
Over
that
same
period,
there
was
a
30
percent
increase
in
Mass
high
school
students
reporting
seriously
considering
suicide,
focusing
on
Boston
high
school
students
in
2019
35
reported
persistent
depressive
symptoms.
15
reported
engaging
in
self-harm
in
around
10
percent,
reported
attempting
suicide.
In
the
past
year.
A
From
my
critical
experience
and
research
findings,
I
can
say
that
the
pandemic
has
exacerbated
the
stresses.
Young
people
were
already
experiencing
the
work
of
the
Boston
Public
Health
commission
school-based
mental
health,
clinicians
other
organizations
and
providers
who
provide
Mental
Health
Services
to
youth
is
more
important
now
than
ever.
Traditionally.
Youth
experiencing
mental
and
behavioral
health
challenges
engage
in
forms
of
face-to-face
talk,
therapy
Psychotherapy
in
interventions
like
cognitive,
behavioral
therapy,
supportive
Psychotherapy,
dialectal
behavioral
therapy
in
motivational
interviewing
now
many
youths
are
seeking
online
mental
health
support.
A
Digital
interventions
May
provide
alternative
methods
to
support
Youth
and
families
while
addressing
the
limitations
of
face-to-face
delivery
formats.
Most
digital
interventions,
however,
have
focused
on
adults.
The
evidence
for
youth,
specific
digital
inventions
is
less
robust
and
we
need
more
research,
clinicians
and
those
interested
in
the
well-being
of
Youth
need
to
be
aware
of
what
apps
have
strong
positive
evidence
supporting
their
efficacy
and
should
exercise
caution
when
recommending
apps
to
Youth
and
Families.
A
A
So
before
I
turn
it
over
to
the
sponsor
counselor
Tanya
Fernandez,
Anderson
I
will
just
go
over
the
panels.
We
do
have
panel
one
in
front
of
us.
It
is
Peter
rampalakis,
director
of
Child
and
Adolescent
mental
health,
Denise
Snyder,
who
is
the
chief
of
family
and
Community
advancement,
Sonia,
Gomez,
banray
senior,
director
of
BPS
welcome
services
and
Kristen
McSwain,
the
executive
director
for
the
mayor's
office
on
early
childhood
education.
A
B
Thank
you.
Thank
you
so
much
Madam,
chair
I.
Thank
you.
All
of
the
panelists
today
for
being
here,
I
originally
had
filed
this
to
as
an
idea
to
explore
opportunities
to
just
have
a
conversation
about
what
are
the
possibilities
of
possibly
enhancing
the
already
existing
app
with
VPS,
and
how
do
we
integrate
that
into
education
and
health
and
out
of
school
time?
B
B
In
contrast
to
what's
made
available
to
privileged
families
of
higher
socioeconomic
status,
single
parent
households
are
additionally
burdened
by
lack
availability,
available
flexibility
to
address
their
child's
out
of
school
time
and
often
minority
parents
experience
negative
interactions
with
school.
Personnel
relate
being
treated
as
second-class
Citizens
and
feel
a
alienated
from
the
educational
process
which
ultimately
erects
additional
barriers
to
more
parental
involvement
and
parents
and
caregivers
with
strong
mental
health
support
are
more
likely
to
provide
a
positive
quality
of
life
and
perform
more
consistently
at
home
in
school
and
community
children's
and
parents.
B
Mental
health
are
inextricably
linked.
Fathers,
mothers
and
caregivers
who
are
given
the
proper
support
can
contribute
positively
to
their
children's
mental
health
treatment
goals
and
or
challenges,
and
children
that
are
educated
in
financial
literacy
are
better
equipped
to
avoid
financial
debt,
manage
future
Investments
and
are
better
prepared
to
navigate
future
events.
This
creates
stable
conditions
for
further
education
and
career
advancements
and
strong
Civic
engagement
empowers
our
citizens
to
be
part
of
the
demographic
process
and
contribute
to
public
policies
that
shape
their
immediate
environment.
B
Civic
education
is
a
prerequisite
to
active
citizenship
and
Community
interest
when
children
have
access
to
their
full
rights
and
acknowledge
about
our
democracy.
They're
able
to
take
ownership
of
their
community
and
its
future
and
children
need
positive
behavioral
patterns
to
model
good
health
and
general
nutritional
habits.
These
are
usually
formed
in
their
early
years
of
life.
B
It
is
important
to
empower
parents
with
resources
to
promote
healthy
eating
habits,
active
lifestyle
choices
and
daily
Wellness
practices
to
reduce
the
risk
of
depression,
disease
and
other
health
disorders
that
disproportionately
impact
minority
populations
and
teenagers
who
work
less
than
15
hours
per
week.
Garden
better
grades
than
those
that
don't
work
at
all
having
a
job
and
responsibilities
creates
conditions
for
young
people
to
develop,
Independence
and
greater
self-worth.
It
also
contributes
to
their
financial
literacy,
understand
and
understanding
of
personal
finances.
B
This
establishes
a
strong
sense
of
self
and
promotes
confidence
in
other
areas
of
their
lives,
and
research
demonstrates
parents
with
more
knowledge,
are
more
likely
to
engage
in
positive
parenting
practices
and
when
given
access
to
tools
and
strategies
to
constantly
set
boundaries
and
expectations,
children
are
more
sorry.
Children
are
able
to
establish
solid
foundations
for
success,
and
the
City
of
Boston
is
responsible
for
the
well-being
of
its
residents,
including
parents
and
children.
B
In
addition
to
all
of
the
stressors
that
the
parents
are
already
or
the
family
is
already
facing,
and
so
I
wanted
to
open
this
up
to
the
city
of
Boston
so
that
we
can
come
together
and
hopefully,
if
necessary,
with
the
amount
of
chairs
permission
that
we
move
into
a
worker
session,
if
necessary,
to
really
delve
deep
into
the
conversation
about
what
are
the
needs.
What
is
currently
existing
in
existence,
and
how
can
we
amplify
that?
To
make
it
more
effective,
I,
thank
you
and
back
to
you,
madam
chair,
thank.
A
You
thank
you
thank
you
for
that,
so
we
can
get
right
into
the
panel
and
I
do
agree
that
this
is
the
beginning
of
a
great
conversation
and
I
do
like
that.
The
few
hearings
we've
had
already
that
involve
the
mental
health
needs
and
our
students
in
BPS
are
not
across
the
city.
I
see
familiar
faces
in
front
of
us,
so
it's
great
to
see
that
you
know
the
experts
are
here
to
support
and
looking
forward
to
continuing
this
conversation
to
keep
it
always
moving
forward.
C
A
C
C
C
My
name
as
I
said
before
is
Denise
Snyder
I'm,
the
chief
for
family
and
Community
advancement,
as
well
as
brought
back
to
The
District
in
December.
So
this
is
about
a
tenth
month
of
return.
For
me
and
with
me,
is
senior
director
for
welcome
Services,
Sonia,
Gomez
band
Ray
and
welcome
Services,
as
you
may
know,
really
oversees
our
school
choice
and
registration
and
enrollment
pieces.
So
we're
happy
really
to
be
here
to
collaborate
with
the
city
with
our
Community
Partners
on
ways
to
advance
engagement.
C
We
know
you
know
we're
not
getting
an
A
plus
in
it,
but
we're
a
work
in
progress
and
we're
proud
of
a
lot
of
the
things
we've
going
so
just
be
able
to
share
what
those
are
as
a
way
of
Discovery
and
of
collaboration
going
forward.
I
think
is,
is
a
great
opportunity
for
us,
so
as
a
starting
point,
we'd
like
to
provide
an
overview
and
I'd
like
to
acknowledge.
C
First,
the
mission
of
the
office
of
family
and
Community
advancement,
and
which
is
really
to
develop
a
district-wide
culture
of
Engagement
and
advancement,
fostering
and
prioritizing
Partnerships
between
families,
schools,
the
district
and
our
community
partners,
with
a
shared
understanding
that
we
all
have
an
accountable
role
for
every
student
success
story
from
enrollment
through
graduation
and
Beyond.
Much
of
our
engagement
takes
place
at
the
schoolhouse
level.
C
But
the
district
also
has
a
responsibility
for
communicating
important
information
and
for
engaging
with
families
and
shared
decision
making
to
this
end,
BPS
engages
and
informs
families
in
a
number
of
ways,
and
some
are
traditional
While
others
are
emerging
and
Innovative,
so
tested
methods
are
ones
that
you're
very
familiar
are
BPS
website,
tabling
it
Flyers
at
events
throughout
the
city,
utilizing
the
U.S
mail,
email,
automated
calls,
which
we're
all
very
familiar
with
backpack
Communications,
still
a
really
important
backbone
and
Word
of
Mouth.
At
the
same
time,
BPS
explores
new
Innovations
and
tools
to
engage.
C
We
were
an
early
adopter
of
Lion
Bridge,
that's
a
telephonic
interpretation
service.
It
provides
real-time
interpretation
support
for
conversations.
Initially,
it's
called
telephonic
support
because
initially
was
for
the
phone,
it
works
just
as
well
as
zoom,
and
you
can
certainly
call
upon
it
in
person
if
you
need
to,
but
we're
also
really
excited
to
introduce,
translate
live,
which
is
our
our
little
tool
here.
This
will
be
rolling
out
this
winter
and
it's
a
new
communication
solution
that
allows
users
to
easily
and
instantly
engage
in
real-time
conversation
in
person.
C
The
district.
That's
a
lot
about
the.
How
and
I
just
want
to
spend
a
couple
of
minutes
on
the
the
why
we
do
what
we
do
and
what
formats
before
we
close,
and
so
the
district
begins
communicating
with
prospective
families
each
year,
starting
in
late,
fall
going
through
the
spring,
encouraging
families
to
discover
their
schools
and
then
register
in
the
first
round
of
the
grade.
We
work
closely
actually
with
upk
and
a
lot
of
our
community-based
partners
to
really
reach
families
of
our
littlest
learners.
C
We
each
school
year
also
welcome
families
to
BPS
well
before
the
first
day
into
with
introductory
messages
and
greetings,
and
that
comes
in
a
lot
of
ways.
Families
get
phone
calls
or
they
might
get
postcards
or
they
might
get
emails,
but
more
often
than
not,
they're
usually
invited
to
a
school-based
activity
such
as
a
welcome
session
or
a
tour
of
the
school.
So
families
really
have
the
opportunity
to
meet
each
other
in
the
community,
meet
their
school
staff,
ask
questions
and
really
share
it.
C
So
it's
it's
a
really
wonderful
opportunity
to
start
to
share
information
about
your
child's
needs.
It's
a
great
point
to
start
a
positive
and
proactive
advocacy
for
your
child
throughout
the
year.
Bps
also
shares
important
information
from
the
district.
These
communications
are
often
more
high
impact
one
way,
so
you
might
see
something
about
snow
days
or
upcoming,
I'm,
sorry,
updated
pandemic
protocols
or
vaccine
clinics
and
again
talking
about
working
with
another
partner
at
the
table.
Boston
Public
Health
commission
has
been
our
steadfast
partner
through
the
pandemic.
C
We
also
have
meetings
and
messages
around
changes
in
the
community
like
the
orange
line
shutdown
and
how
we'll
support
families
through
that,
as
well
as
invitations
and
reminders
for
events
and
programs
as
school
was
opening.
The
district
in
fact
helped
two
Community
sessions
virtually
to
welcome
families
and
specifically
share
information
around
our
Orange
Line
strategies
and
our
covet
Pro
goals
and
nearly
a
thousand
participants
across
those
two
sessions
turned
out
and
we
were
able
to
answer
more
than
that.
More
than
100
questions.
C
That's
going
to
be
the
thing
that
works,
BPS
Works,
to
ensure
students
and
families,
have
opportunities
also
to
learn
and
ask
questions
and
provide
feedback
that
can
include
parent,
University
and
I
was
so
happy
in
some
ways
that
you
return
to
nutrition
because
literally
last
night,
parent
University
held
a
virtual
session
raising
nutritious
eaters
and
they
had
over
a
hundred
people
attend
that
virtual
session
and
a
lot
of
really
positive
feedback.
So
that's
recorded,
but
they'll
be
looking
to
hold
that
again
because
it
was
so
positive.
C
I
want
to
talk,
though,
just
for
a
moment
at
the
schoolhouse
level.
Those
relationships
that
matter
so
much
and
we've
invested,
as
you
know,
through
our
budget
process
and
family
Liaisons,
it's
another
layer
of
support
and
connection
and
really
while
every
educator
should
have
a
relationship
with
their
families.
The
liaison
serves
as
that
person
who
can
really
go
hand
in
hand
with
that
family
a
little
bit
more,
a
little
deeper
for
connections
to
look
local
resources.
C
The
new
PPS
helpline,
which
launched
in
may,
as
well
as
the
BPS
Transportation
hotline,
provides
support
and
access
for
families
both
for
information
but,
as
we
know
for
issue
resolution,
they
can
connect
via
phone
email
and
the
transportation
line
also
has
a
portal.
The
new
BPS
helpline
in
its
next
phase,
will
be
looking
to
expand
a
portal
to
create
a
portal
as
well
as
well
as
establish
a
kiosk
system
as
well.
I.
Think
more
important
than
all
of
that,
though,
is
that
these
are
ticketed
systems.
C
Ticketed
systems
provide
accountability.
It
allows
us
to
see
where
an
issue
is
in
resolution.
It
also
allows
us
to
gather
data
and
realize
that
if
something
is
happening
over
and
over
again,
then
we
have
to
revisit
protocols
and
Trends
or
policies
and
I
think
this
is
a
really
great
opportunity
for
us
to
get
out
ahead
ahead
of
the
same
things.
Constantly
history
repeating
itself,
if
you
will
in
closing
I,
just
want
to
say
that
we
understand
that
we
operate
best
when
we
put
parents
as
our
partners
and
families
as
our
partners.
C
We
are
proud
of
the
developments.
I
started
the
catalog
so
much
and
just
got
out
of
hand,
but
that
doesn't
mean
that
we're
Stellar
at
it
and
we
recognize
that
the
more
we
can
collaborate
with
our
Community
Partners,
the
better
we'll
be
for
it.
So
I'll
close
with
that,
and
just
thank
you
for
the
opportunity
and
take
questions
when
you're.
C
Okay
in,
in
fact,
I
I
asked
Sony
to
come
with
me,
because
the
work
that
welcome
Services
has
done
as
an
example
of
the
Outreach
and
support
I.
Think
it's
a
high
quality
example,
and
so
as
questions
come
up,
I
know
that
she
can
speak
to
a
lot
of
the
efforts
that
have
been
done
there,
that
we
really
should
be
replicating
across
other
departments.
E
A
B
B
B
I,
really
appreciate
that,
of
course,
and
I
I
used
to
work
for
BPS
in
doing
Family
engagement,
and
it
was
quite
an
experience
when
I
had
to
translate
into
four
different
people
it.
Somehow
there
was
a
Brazilian
family
who
married
a
Cape,
Verdean
family,
but
it
but
the
the
relative
somehow
was
Latino
it
was.
It
was
really
interesting
and
that
would
have
been
useful
and
then
I
I
guess
I
want
to
know
about
your
kiosk
you
mentioned.
Is
that
actually
going
to
be
a
thing.
C
We're
hoping
smooth
fit
thing,
it's
about
phase
three
for
us,
so
the
next
will
be
the
at
the
online
portal
or
app
and
then
a
kiosk
in
which
you
know
will
start
in
probably
the
first
floor
of
Dudley,
but
is
something
that
we
can
take
with
us
on
the
road.
You
know
when
there
are
big
events,
I
think
of
even
City,
even
the
countdown
to
Kindergarten
Celebration,
we
bring
staff
but
to
be
able
to
bring
helpline
staff
as
because
right
now
we're
like.
C
Oh
here,
a
couple:
people
from
registration
and
a
person
from
special
education.
The
helpline
staff
are
really
well
versed
in
a
lot
of
topics,
but
even
when
they're,
not
they
put
in
that
ticket,
they
make
that
connection.
But
a
family
could
walk
away
with
a
ticket
number
and
be
able
to
say
I
know
to
say.
Can
you
tell
me
where
my
case
is
either
by
name
or
ticket?
It's
a
way
to
get
things
started
wherever
we.
B
Are
thank
you
and
Miss
Gomez
barnik,
Bon,
Ray
I,
don't
I'm,
not
sure
if
this
is
for
you,
but
in
terms
of
family
engagement.
What
would
you
say
is
the
biggest
challenge
into
actually
supporting
families
with
and
I'm
I'm,
particularly
interested
in
out
of
school
time,
and
how
parents
are
managing
children's
out
of
school
time.
D
I
I
think
that's
more
in
partnership
with
with
the
Boston
Public
Schools,
but
one
of
the
things
that
we
do
with
families
when
they
come
in
to
to
register
we
let
them
know
these
are
the
schools.
They
get
a
booklet
that
has
the
information
we'll
answer
questions,
because
the
registration
staff
is
really
well
versed
in
what's
happening
at
each
of
the
schools.
D
They
visit
the
schools
during
school
preview
time
and
if
families
have
those
questions,
they're
able
to
look
at
and
say
this
school
has
an
after-school
program,
there's
a
charge
for
some
of
them,
so
that
information
we
would
share
with
families.
We
would
also
share
with
families
if
there's
a
before
school
some
families
register
and
the
times
that
they
select
you
know
the
times
of
the
school
operating
hours
are
very
different
than
what
they
need
in
order
for
them
to
get
to
work.
So
we
make
sure
that
they
understand
that
process.
D
You
know
the
bus
will
come
around
this
time.
This
is
the
time.
Does
that
give
you
enough
time
to
drop
your
child
off
and
get
into
you
know,
get
into
work
or
to
whatever
they
need
to
do
so?
If
the
school
does
not
offer
that,
then
we
share
that
information
with
them
just
so
that
they
understand
that
the
school
would
not
have
those
services
available
so
that
then
they
can
look
at
other
options,
because.
C
Every
every
family
has
somewhere
between
6
and
14
Schools
on
their
choice
list
and
discover.
Bps
is
a
platform
in
which
they
can
see
their
whole
list.
They
can
click
in
and
start
to
do
some
Discovery
and
ranking.
They
can
move
them
around
and
star
them
and
decide
which
ones
they
want
to
learn
more
about,
but
they
can
learn
which
ones
offer
before
or
after
school.
C
C
C
D
C
There's
well
I'll
tell
you
that
there's
probably
very
little
difference.
It's
some
Educators
were
early
adopters
of,
say
Dojo,
which
seemed
to
be
out
there
a
few
years
ago,
and
then
our
district
has
bought
into
talking.
Points
is
something
anyone
can
use,
and
so
we
we
encourage
it
widely,
but
people
have
their
favorites
I.
B
C
B
C
D
Will
give
families
access
to
what
the
child
is
currently
doing
in
the
classroom,
so
they
were
able
to
see
the
work
that
they
completed
that
day
and
then
the
families
can
send
information
back
in
forth
to
to
the
teacher.
So
it's
a
way
of
communicating
back
and
forth,
but
actually
having
access
to
what
the
the
child
is.
Learning
in
the
school
right.
B
Last
question:
for
you
sorry,
madam
chair,
thank
you
I!
Guess:
I'm
trying
to
connect
the
parent
to
the
teacher
I'm
I'm
thinking
about
how
the
parent
University
is
highly
involved
in
equipping
the
parents
with
the
tools
in
terms
of
academic
support
at
home,
but
also
in
how
we
follow
through
when
you
I
know
that
teachers
or
schools
have
family
engagement,
people
that
then
follow
up
with
all
of
these
providers
right.
B
E
B
C
Collaboration,
it's
a
real
world
issue
for
sure
yep
agreed,
and
you
know
so.
The
thing
I
would
say
is
that
the
office
of
family
and
Community
advancement,
while
trying
to
think
about
real-time,
supports
and
ways
we
improve
upon.
That
is
also
very
much
charged
with
capacity
building.
So
parent
University
is
a
great
example
of
building
capacity
with
our
families
and
the
work
that
we
really
need
to
do
and
I
think
we
got
a
little
bit
distracted
in
during
the
pandemic
is
building
capacity
of
our
Educators,
both
in
mindset
to
resources.
C
C
A
You,
madam
chair,
thank
you.
Thank
you,
a
few
questions
and
also
just
want
to
state
that,
obviously,
as
a
teacher
for
24
years,
I
absolutely
knew
the
overwhelming
benefits
when
parents
were
able
to
be
actively
engaged
in
their
child's
academic
lives.
So
it's
important
that
we
continue
that
work
and
you
mentioned
a
lot
of
different
creative
communication
types
that
are
happening
across
the
school
I
know
they're,
not
always
consistent,
and
do
you
track
how
successful
they
are.
C
It's
work
we're
starting
to
do.
We
have
an
evaluator
in
our
office
now
who's
working
with
each
of
the
departments
on.
If
this
is
your
strategic
goal,
how
are
we
measuring
that?
And
so
there's
a
bit
being
done
right
now,
there's
a
survey
with
Liaisons
around
how
much
of
each
of
the
things
that
they
do
and
right
to
ensure,
because.
A
You
mentioned
how
last
night
was
a
parent
University
had
the
healthy
eating
and
it
was
very
positive,
but
a
hundred
parents
is
only
but
.002
of
the
student
population
not
to
downplay
it.
But
it's
a
great
you
know
outcome,
but
to
make
sure
that
we're
really
communicating,
because
I
knew
often
you
mentioned,
like
the
backpack
communication
right,
oftentimes
I
mean
I
would
gauge
maybe
70
percent.
You
know
you
could
see
it's
still
in
the
folder
and
also
when
you
mention
like
the
app
seesaw
that
you
were
talking
about.
A
That's
not
required
right.
So
not
every
teacher
does
do
that
or
has
to
do
that
right.
It
may
not
be
the
form
of
their
communication,
but
I
you
did
mention
the
buy-in
and
that
professional
development
for
the
teachers,
the
staff,
so
that
they
do
see
the
value.
But
then
it
also
is
where,
in
the
day
when
they're
already
busy
teaching
apps
do
they
stop
and
say,
and
if
you
have
24
students,
are
you
doing
it
every
day
for
24.,
so.
A
Like
making
sure
that,
even
though
it
sounds
great
like
is
it,
can
we
keep
up
with
it
and
is
it
able
to
like
follow
up?
You
also
mentioned
the
family
Liaisons,
which
I
know
are
across
every
school
when
they
first
were
introduced.
It
was
kind
of
like
you
could
choose
if
you
needed
a
wanted.
One
and
I
did
just
want
to
say
I
appreciate
that
you
mentioned
there's
a
community
piece
that,
if
they're
not
already
from
that,
Community
there's
like
professional
development
to
see
like
I,
met
the
woman
in
East
Boston.
A
A
Far
is
consistent,
high
quality
before
and
after
school,
across
the
board
at
every
school
for
like
not
fee
based,
because
that
is
really
you
mentioned,
because
I
knew
a
family
who
was
at
the
Henderson
and
was
transferring
to
the
Kenny,
because
the
time
wasn't
there
or
at
a
school
that
realized
after
school.
Wasn't
an
option
and
there's
an
assumption
for
many
parents
if
they'd
seen
it
working
at
one
school,
though
oh,
isn't
it
everywhere
and
We
Know
It
Isn't
So
that
you
must
see
often.
E
A
Must
become
a
hardship
on
your
staff
and
yourself
to
explain
to
families
that
it
isn't
across
the
board.
It
isn't
every
school
in
different
in
the
quality
of
it
is
very
different,
depending
even
though
the
effort
is
there
to
put
it
in.
It's
not
always
in
covid,
then
shut
all
of
it
down,
which
was
hard
for
everyone.
No,
but
thank
you
and
Council
Lara.
F
Thank
you,
madam
chair,
and
thank
you
all
for
being
here
today.
I
entered
late
into
the
presentation,
so
I'm
not
sure
that
I
have
any
questions.
I
am
a
parent
of
a
first
grader
at
BPS
and
so
I'm
familiar
with
all
of
the
Seesaw
and
the
talking
point,
because
we
we
used
it
to
get
all
of
our
assignments
done
at
home
during
the
pandemic.
While
he
was
at
home,
so
I'm
just
grateful
for
Gathering.
F
A
A
G
G
I,
obviously
am
starting
a
new
office
at
the
city,
so
I
have
much
less
to
say
than
BPS
about
how
we've
been
doing
family
engagement,
but
I
did
want
to
start
with
what
our
goals
are
for
the
office
and
the
initial
steps
that
we've
taken
to
really
think
about
families,
particularly
families
who
have
children
who
are
zero
to
five,
because
that
is
really
the
age
range
that
we're
working
on.
So,
as
you
know,
the
the
mayor
launched
the
office
in
February
I
joined
in
April
and
we're
really
working
towards
three
goals.
G
The
first
is
that
every
child
in
Boston
has
a
safe
and
supportive
environment
in
which
their
parents
or
Guardians
are
supported
to
be
their
children's
first
teacher.
So
all
of
those
things
that
happen
outside
the
child
care
space
or
the
formal
schooling
space
that
are
really
preparing
parents
and
connecting
them
to
the
resources
they
that
they
need
to
be
successful.
G
The
second
is
obviously
near
and
dear
I
know,
to
a
lot
of
people's
hearts,
which
is
Affordable
high
quality,
Early,
Education
and
Care,
particularly
as
we're
coming
out
of
covid
and
really
thinking
about
ways
to
support
our
infrastructure,
and
then
the
last
I
think
is
is
more
of
a
growing
space
for
us
to
be
thinking
about
which
is
really
creating
opportunities
to
make
healthy
connections
that
draw
on
the
richness
of
Boston's
physical
spaces,
our
resources
and
our
cultural
heritage.
So
how
do
we
make
sure
that
families
have
spaces
across
the
city
where
they
can
meet?
G
G
So
that's
those
are
the
goals
that
we're
we're
working
towards
and
in
year,
one
or
in
the
first
five
months.
What
we've
really
focused
on
are
a
couple
of
things.
One
is
coordinating
Outreach
and
information
on
City,
run
programs
and
community-led
programs.
So
we've
put
a
lot
of
things
on
our
website
that
direct
parents
to
resources
in
education
in
health
and
safety
and
housing.
G
The
second
thing
that
we've
begun
to
work
on
over
the
last
six
months
is
finding
a
One-Stop,
enrollment
and
Discovery
process
for
parents
for
zero
to
five.
That
includes
our
upk
programs,
our
BPS
K1
programs
and
q0
programs,
but
also
our
family
child
care
and
our
centers,
because
people
are
going
to
make
different
choices
based
on
their
family
needs.
I'm.
G
So
really
thinking
about
that
and
then
the
third
thing
is
expanding
our
upk
program
and
since
upk
has
been
around
a
little
longer
I'm
going
to
start
with
the
family
engagement
that
happens
in
those
spaces.
As
you
may
remember,
our
upk
program
is
in
the
community-based
setting
is
a
grant
to
community-based
Providers,
and
so,
as
a
part
of
that
Grant
opportunity
really
focusing
on
quality.
G
We've
asked
all
of
them
to
budget
for
a
halftime
family
engagement
liaison
who's
working
with
all
of
their
families,
really
connecting
them
to
the
resources
that
they
need
in
the
community
that
they
belong
to
and
an
additional.
In
the
past
year,
we've
created
a
family
Council
which
is
made
up
of
families
from
each
of
the
organizations
that
participate
in
our
community-based
upk
program,
and
they
really
are
giving
feedback
to
BPS
who's.
Our
implementer
on
here
are
the
things
that
we
think
are
going
really
well.
G
Here
are
the
things
that
we
should
be
thinking
about,
changing
here:
the
the
resources
that
we
we
would
like
to
have
that
we
don't
have,
and
so
a
number
of
issues
have
bubbled
up
from
that
Council
that
we're
thinking
about
from
a
systems
perspective.
So
one
of
the
things
that
we
hear
both
from
the
family
Council,
but
also
from
our
child
care
providers,
is
the
transition
for
families
into
EI
is
challenging.
They
it's
a
hard
process
to
maneuver,
it's
taking
a
lot
of
time,
particularly
post-covered.
G
So
how
do
we
connect
to
early
intervention
and
ensure
our
young
people
are
getting
off
to
a
good
start,
but
then
also?
How
do
we
transition
from
EI,
if
necessary,
into
special
education
at
PPS,
so
we're
really
taking
that
feedback
and
really
looking
at
the
system
and
how
it
works?
What
the
challenges
are
and
have
been
moving
forward
with
a
cross-cutting
committee
to
be
drilling
down
on
that?
G
It's
just
sort
of
a
holistic
group
of
people,
there's
about
20
of
them
and
they
are
going
to
be
giving
us
feedback
on
creating
a
framework
for
family
engagement
for
our
office.
So
what
are
the
ways
that
the
office
of
Early
Childhood
should
be
engaging
with
families
from
a
policy
perspective
from
a
programmatic
perspective,
and
so
over?
The
next
three
months?
G
And
then
the
last
thing
that
we're
doing
right
now
is
working
to
host
a
group
of
parent
fellows
from
Families
First.
Who
will
build
on
that
framework
starting
in
the
new
year
and
help
us
think
through
the
implementation?
So
that's
that's
really
where
we're
starting
I'm
excited
by
this
conversation,
because
I
think
it's
a
really
important
one
and
it's
what
we
hear
a
lot
from
families
like
it's
really
hard
to
get
information
a
lot
out
of
it
is
Word
of
Mouth,
which
is
great
if
you
actually
end
up
talking
to
somebody
who's
connected.
G
But
if
you
don't
that
becomes
challenging.
So
how
do
we
help
people
tap
into
the
really
rich
resources
that
Boston
has
to
offer
both
from
the
city
but
also
from
our
non-profit
partners
and
make
sure
people
are
getting
connected?
So
thank
you
for
having
me
in
this
conversation
today
and
I
look
forward
to
a
further
conversation
moving.
A
Forward
and
thank
you
for
that
overview,
I
know,
like
you
said:
the
department
is
new,
but
there's
already
little
kids
in
upk
and
that's
right,
and
the
last
thing
you
said
I
think
is
very
important
for
almost
every
Department
across
the
city
that
we're
a
rich
city.
But
how
do
we
make
sure
that
all
of
these,
this
information
about
how
do
you
sign
up
because
oftentimes
we
hear
in
our
office,
like
oh
I,
bumped
into
a
mom
at
the
park
and
found
out
there?
Was
this
program?
A
I
didn't
know
about
it,
so
making
sure
that
communication
and
not
a
question
but
did
just
want
to
make
one
statement
when
you
mentioned
your
three
goals
and
that
healthy
connections
to
Boston
with
cultural.
It
did
remind
me
when,
25
years
ago,
when
my
son
was
at
Young
achieve
is
his
first
grade.
Teacher
Miss
Carr
car
cover
would
take
them
on
the
train
or
the
trolley.
A
It
was
in
Mission
Hill
at
that
time
of
the
bus
and
they
would
go
to
the
North
End
in
different
spaces
around
and
back
then
it
was
kind
of
unheard
of
everyone's,
like
you're
you're,
letting
them
go
on
the
bus,
but
it
was
just
such
an
amazing
thing
for
these
kids
to
realize.
Like
oh,
we
live
in
the
city.
We
don't
have
to
take
a
long
bus
ride
to
it
like.
A
Let's
use
the
resources
that
are
already
here
and
I,
think
that
ties
into
that
partnering
that
we
need
to
do
a
better
job
at
of
making
sure
the
Partnerships
are
with
the
Public
Health
commission
or
the
Boston
Public,
Libraries
or
non-profits,
also
not
just
departments
in
the
city.
So
thank
you
for
that.
B
Thank
you,
madam
chair.
Thank
you.
So
much
Kristen
I
think
you
guys
have
a
really
thorough
and
thoughtful
process
here
of
thinking
about
in
terms
of
Engagement
in
terms
of
transitions,
in
terms
of
accessibility
or
even
affordability.
It
sounds
like
you're
also
thinking
about
cultural
competency
and
how
to
make
that
space
and
also
a
dynamic
and
Equitable
environment
for
all
I,
like
it
I
I,
really
appreciate
that
you
guys
are
starting
with
that
thought
process.
B
A
B
A
E
H
I
am
Peterman
polacus
and
I
provide
clinical
leadership
to
the
Boston
Public
Health
commission
school-based
mental
health
program,
and
these
are
licensed
social
workers
or
licensed
mental
health
clinicians
that
provide
individual
therapy
to
counseling
to
students
across
the
year
as
part
of
our
school-based
health
centers.
We
also
provide
group
therapy
and
do
some
family
interventions
as
well.
H
This
partnership
between
the
Boston,
Public,
Health,
commission
and
Boston
Public
Schools,
is
one
way
in
which
we
seek
to
engage
and
support
youth
in
addressing
their
mental
health
and
other
vital
needs.
Over
the
years.
The
prevalent
issues
presented
by
our
students
have
been
trauma,
grief
and
loss
and
stresses
related
to
the
immigration
experience.
H
These
are
complex
dilemmas
which
demand
multifaceted
responses
and
culturally
competent
care.
We
continue
to
look
for
ways
to
better
coordinate
existing
resources
and
to
build
stronger
Partnerships
with
our
youth
families
and
schools,
and
those
are
my
prepared
comments.
The
time
but
I'm
I'm
happy
to
address
any
questions
that.
I
We
are
in
a
massive
growth
period
right
now,
which
is
quite
exciting
because
it
can.
It
allows
us
to
continue
to
think
about
how
we'll
serve
families
in
the
city
of
Boston
and
and
beyond
for
the
next
50
years
and
one
of
the
main
components
of
that
initiative,
and
that
that
effort
going
forward
is
to
make
sure
that
parents
and
children
and
young
people
are
engaged
in
the
formation
and
the
and
the
execution
of
these
services
that
they
are
not
just
recipients
that
they
are
also
participants.
I
One
of
the
things
that
is
very
very
vital
to
us
is
making
sure
that
we
stick
to
a
wrap-around
approach,
which
many
of
you
may
be
familiar
with.
But
the
idea
again
is
that
the
families
are
at
the
center
of
the
service.
They
are
the
experts
of
their
own
experience
and
we
help
guide
them
in
those
experiences
and
help
provide
resources,
as
we
can,
but
again
always
making
sure
that
we're
building
on
the
resiliency
and
strength
of
families
and
not
have
any
level
of
deficit.
I
I
Bureaucracy,
barriers
that
oftentimes,
you
know
limit
our
families
from
getting
what
they
need
and
opportunity
for
getting
what
they
need.
I
could
probably
go
on
and
on
Madam
chair,
but
I
will
choose
not
to
do
that
and
I'm
just
I
was
getting
welcome.
Everyone
and
happy
answering
the
other
questions
as
well,
but
thank
you
again
for
the
time.
I
appreciate
it.
Thank.
A
You
I
do
just
want
to
point
out.
I
did
like
that.
You
said
parents
are
participants,
not
just
recipients,
that
you
really
lift
up
their
value,
even
though
they
may
be
in
a
tough
time
that
need
you
know
that
idea
of
a
handoff
not
a
handout,
that
they
bring
a
lot
of
value,
even
though
they
need
a
little
support
at
that
time.
So,
thank
you
absolutely,
thank
you.
So
next
are
you
Carolina
or
Cheryl,
Lynn
I'm?
Sorry,
it's
a
doctor
thanks
I'm
Dr
Brandy
Brooks
welcome
morning.
J
Oh
that's
loud:
okay,
good
morning
everybody,
my
name
is
Dr
Brandi
Brooks
I
am
the
deputy
director
at
Higher
Ground,
a
non-profit
Collective
impact
organization
focused
on
educational
outcomes,
housing
homeless
students
and
providing
well
health
and
wellness
support
for
communities
in
Roxbury,
Dorchester
and
Mattapan.
I
do
have
some
prepared
remarks,
so
I
just
want
to
read
those
because
some
of
our
parents
actually
helped
me
prepare
these.
So
I
want
to
honor
them
for
helping
me
do
that
so
I
first
want
to
thank
councilor
Anderson
for
inviting
us
to
be
in
this
space.
J
Councilor
Murphy
for
your
leadership
and
on
the
council
and
other
District
at
large
I
see
councilor
Lara
here,
panelists
and
others
in
the
room
in
this
space,
and
so
I
want
to
start
with
a
story
that
a
parent
provided
me
in
June
of
2022.
We
were
wrapping
up
our
after
school
program
at
the
David
Ellis
Elementary,
School
and
I
had
come
with
some
treats
the
young
people,
love
Takis,
so
I
came
with
some
Takis
and
other
things
and
the
kids
were
outside
playing.
J
But
I
got
the
opportunity
to
talk
with
one
of
our
parent
volunteers,
Miss
Sylvia,
and
she
was
there
that
day
actually
engaging
the
young
people
around
the
wonders
of
being
a
medalist.
So
she
taught
the
young
people
how
to
use
the
metal
detectors
and
go
around
the
school
and
find
treasures,
and,
as
we
were
talking
one
of
the
things
she
said
was
you
know
what
what
her
hopes
were
for
the
school
as
a
parent
and
as
a
school
committee.
J
Member
and
one
thing
she
said,
was
that
you
know
she
volunteers
with
our
after
school
program,
because,
yes,
her
child
is
part
of
the
program,
but
also
she
believes
all
children
need
the
support,
and
you
know,
as
I,
thanked
her
for
sharing
those
comments.
She
was
like.
There's
no
reason
to
thank
me
like
this
is
my
kid's
school
and
all
the
others.
J
They
care
about
their
children's
education,
but
sometimes
they
can't
chaperone
that
field
trip
or
do
those
traditional
things
that
we
think
of
as
parent
engagement,
but
they're
always
still
thinking
about
how
can
I
support
my
child
in
their
growth,
whether
it
be
social,
Behavioral
or
emotionally,
and
so
this
type
of
parent
engagement,
where
we
literally
had
volunt
parent
volunteers,
come
and
work
with
us
in
our
after
school
program.
It's
at
the
heart
of
the
work
that
we
do
at
Higher
Ground.
J
You
know
our
organization
was
founded
in
2010
by
well-known
activists,
Huey
Jones,
and
since
that
time
we
really
Center
our
work.
In
a
simple
question,
we
ask
communities,
we
ask
parents,
we
ask
staff.
What
do
you
need?
Not
what
can
we
provide?
But
what
do
you
need
and
then,
based
on
the
answer
to
that
question?
J
The
school
have
been
in
existence
for
more
than
a
hundred
years
and
never
had
a
playground,
so
we
helped
engage
and
encourage
parents
around
that
as
Kristen
mentioned
with
upk,
and
we
also
supported
our
community
partner,
Crispus
Attucks
Children's
Center,
to
become
a
upk
site.
Several
years
ago
we
host
monthly
Network
nights
with
our
parents
and
families,
and
we
have
over
a
hundred
parents
attend
on
a
monthly
basis
because
they
want
to
know
what
are
the
resources.
What
are
the
services
as
well
since
2018?
J
We
have
helped
support
402
students
and
their
families,
secure
housing
and
still
be
stably
housed
to
this
day,
and
that's
just
some
of
the
work
we
do.
But
again,
as
was
just
shared,
I
love.
The
quote.
You
know
nothing
without
us
is
for
us.
You
know
nothing
about
us
is
for
us,
and
so
it's
important
because
we
have
to
Center
our
work
in.
J
How
do
we
engage
and
start
with
the
simple
question
of
what
do
you
need
and
be
willing
to
listen
to
the
answer
that
is
provided
not
just
look
at
parents
as
clients,
but
as
partners
and
part
of
the
schools,
part
of
the
communities,
and
so
I'm
I'm
glad
to
be
here
today.
I'm
glad
to
share
some
of
that
knowledge,
and
some
of
our
experience
working
in
the
community
partnering
in
the
community
and
I
definitely
want
to
hear
more
about
the
application,
the
platforms
that
are
being
Advanced
today
and
so
I.
J
K
K
All
this
other
stuff,
one
parent
reached
out
to
me
and
I
joined
a
nurturing
fathers
program
at
the
family,
nurturing
Center
and
I
learned
how
to
be
a
parent
with
my
daughters
was,
was
new
and
I
also
took
the
power
of
parenting
class,
so
I
become
so
I
can
learn
how
to
become
a
parent,
then
I
also
enrolled
in
the
parent-child
plus
program.
So
I
learned
how
to
homeschool
my
children.
K
So
were
all
these
programs
I
learned
how
to
be
a
parent,
so
I
would
like
to
encourage
the
schools
to
utilize
Resource
Centers
I
became
a
parent
leader
with
surround
care.
Court,
Coalition
and
also
I
became
a
facilitator
for
measuring
fathers
program
and
we
just
had
a
wonderful
graduation.
Last
night,
I
facilitate
play
groups
and
I'm
on
the
area
board
for
DCF
and
in
High,
Park
and
I'm.
Also
a
member
of
the
parent
council
with
my
Georgia
school
at
the
brook
Charters.
K
So
it's
a
like
a
little
Discord
with
the
schools
not
having
a
good
Outreach
to
know
how
to
engage
with
with
the
parents,
but
we
know
how
to
do
it.
So
I
would
like
to
encourage
the
school
staff
to
to
continue
to
do
that.
Work
with
us
and
with
these
organizations
my
daughters
are
growing.
She
strong
beautiful
that
they're
joyful,
they're,
thriving
in
life
and
thank
you.
A
A
You
know
with
different
needs,
but
they
all
bring
value,
and
so,
when
we
talk
about
the
different
types
of
communication
or
how
we're
offering
different
programming
to
upk
students
that
you
know,
we
do
have
to
always
be
reminded
that
if
you
have
24
students,
you
have
24
different
needs,
and
you
do
have
to
make
sure
that
you're
not
just
reaching
most
of
them
like
throwing
out
that
net
and
hoping
you're
catching
all
of
them.
I
feel
like
we
have
to
make
sure
that
nobody
falls
through
the
cracks
and
I
know.
A
Everyone
in
this
room
feels
the
same
way.
So
I
do
know
that
when
talking
with
the
sponsor
on
this
issue,
it
was
how
do
we
support
families
after
they
leave
school?
Also,
when
they're
home
to
make
sure
that
when
they
return
the
next
morning,
were
they
able
to
know
what
assignments
they
had
were
they
able
to
do
what
they
needed?
Are
we
bringing
you
know
the
right
resources
into
school
in
the
morning?
B
B
I
Great
great
opening
question
counselor,
Anderson
I
think
the
one
of
the
main
things
is
resources
and
educational
resources.
What's
available
right
to
my
colleague
who
mentioned
what
is
it
that
they
asking
the
question?
What
is
it
is
needed
right?
Well,
if
I
have
an
app
or
a
parent
has
an
app
that
can
I
can
actually
access
or
know
what
I
need
right
here
on
my
phone
and
there's
a
way
in
which
I
can
have
a
directory
of
resources
to
access
what
I
need
to
me.
That's
a
that's
a
great
start.
I
The
the
other
thing
that
I
believe
is
is
probably
very
important
to
have
on
that.
App
is
connecting
other
resources.
So
one
of
the
things
I've
in
years
of
doing
this,
we
have
so
many
resources
in
the
city.
We
have
so
many
there's
so
many
just
in
this
room.
The
collection
of
resources,
the
collection
of
knowledge-
and
it
still
is
still
very
common
that
parents
and
community
members
don't
know
what's
out
there
so
having
an
app,
that's
really
a
resource
that
is
not
only
can
tell
them.
I
I
One
initiative
that
we've
been
working
with
is
Boston,
Basics,
I'm,
not
sure
if
others
are
familiar
with
my
familiar
with
Boston
Basics,
that's
another,
just
even
having
again
that
on
the
app
Boston
Basics.
So
they
can,
they
can
connect
to
it
right
there.
Everything
that
the
agency
brings
or
the
organization
brings
whatever
that
is
having
the
access
on
the
app
in
one
place,
one
central
location
where
parents
don't
have
to
go
and
continue
to
search
and
find
also
I.
I
Think
of
the
cultural
aspect
as
well,
making
sure
that
the
app
has
language
capacity
making
sure
that
again,
it's
not
a
one-size-fit
all
that
it's
actually
again
geared
to
the
families
that
actually
are
in
city
of
Boston.
We
have
we're
represented
by
all
types
of
cultures
and
languages
and
making
sure
that
the
app
is
equipped
to
handle
that
as
well
I
mean
those
are
those
of
top
of
Mind.
Two
things
that
come
to
mind
is
again
resource
and
again
making
sure
that's
culturally
competent
as
well.
B
Thank
you
so
much
Dr
Brooks,
you
sorry
BPS
mentioned
about
communication
and
engagement.
It
sounds
like
you're
doing
a
wonderful
job,
I
really
like
Aspen
I
used
to
be
a
foster
parent
myself
and
had
children
in
BPS
and
Aspen
has
actually
evolved,
which
I
appreciate
and
I
wonder.
You
know
we.
So
we
talking
about
communication,
we're
talking
about
access
and
then,
of
course
making
it.
You
know
having
it
language
capacity
and
then,
of
course,
this
component
that
has
all
these
resources.
B
J
So
I'll
answer
it
in
a
roundabout
way,
but
I
will
get
to
it.
So
if
everybody
can
just
go
with
me
to
a
classroom
when
they
first
introduce
televisions
and
it
was
like-
oh,
this
is
a
great
mode,
great
method,
and
then
you
had
the
transparency,
projectors,
great
Mo,
great
method,
you
know,
and
then
DVDs
and
smart
boards,
and
everything
like
that
if
the
instructor
did
not
have
good
pedagogy
had
not
created
Rapport
had
does
not
have
a
classroom
where
it
invites
creativity
and
conversation,
it's
just
a
tool.
J
That's
still
gonna
have
a
boring
instructor
in
the
classroom,
and
so
to
answer
your
question
about
how
do
we
make
sure
that
this
app
does
what
parents
need?
We
have
to
make
sure
that
it
is
accessible
and
that
parents
are
part
of
the
conversation
I
mean
you
know
we
keep
going
back
to
this.
You
know
nothing
about
us
without
us,
but
the
next
part
of
that
is
for
us.
So
that
is
the
component.
J
J
To
is
that
we
make
sure
that
these
applications,
if
they
have
links
and
downloadable
tools,
that
it's
actually
accessible
via
phone,
because
a
lot
of
the
apps
and
the
websites
do
not
translate
it's
easy
on
your
mobile
phone
and
so
I
I.
Think
some
of
those
things
is.
We
really
need
to
talk
about
access,
but
I
go
back
to
making
sure
parents
are
at
the
table,
as
our
Senator
Warren
has
said
many
times
before,
if
you're
not
at
the
table,
oftentimes
you're
on
the
menu,
and
so
we
have
to
make
sure
to
put
parents.
B
Thank
you.
Thank
you
so
much
so
Sharif.
Thank
you
again
and
I
wanted
to
ask
you
specifically.
As
a
parent.
You
have
this,
you
have
this
app
say
you
go
to
your
child's
medical
provider
and
this
one
app
from
your
teacher
from
school.
You
can
access
sort
of
progress
reports.
You
can
also
understand
if
your
child
has
an
IP.
If,
for
example,
hypothetically
a
parent
has
a
child
of
IEP,
you
can
access
that
and
then
it
has
all
these
links
that
are
phone
accessible
cell
phone
accessible.
B
To
sort
of
you
know
your
Bill
of
Rights
in
terms
of
right,
IEPs
in
terms
of
special
needs
students,
and
it
has
accessibility
to
resources
that
Dr
Harding
spoke
of
in
the
community,
but
it
also
has
this
way
of
time
management.
You
actually
have
a
schedule.
You
go
to
the
schedule
and
you
see
my
child
is
at
an
appointment
on
Tuesday
after
school
at
a
therapy
session,
but
then
home,
but
then
they
did
their
homework.
B
So
and
then
you
go
for
accountability
and
you
do
a
smile
overly
face
or
something
like
that
as
an
incentive,
and
then
you
also
track
I
can
give
my
dog
my
child,
a
dollar
per
good
behavior,
whatever
right
just
hypothetically.
What
how
do
you?
What
do
you
envision
like?
What
do
you
see
going
into
it
as
a
parent
and
what
would
make
it
really
interesting
or
user-friendly
for
you.
K
A
You
thank
you
for
those
questions.
One
I
do
want
to
say:
we've
been
joined
by
culture
at
large,
Council
Mejia.
One
thing,
I
think
those
questions
were
great
and
maybe
some
of
the
other
panelists
would
like
to
speak
on.
How
do
we
then
make
sure
that
across
the
board,
I
know
your
BPS?
We
have.
You
mentioned
your
children.
Your
twins
are
out
of
charter
school.
A
You
know
that
many
of
our
students
aren't
directly
in
BPS
schools,
but
the
app
to
be
successful
I
do
feel
there
has
to
be
buy-in
and
oftentimes
I
feel
like.
We
should
even
unfortunately
have
the
Union
at
some
of
these
meetings
because
a
lot
of
times
it
comes
down
to
like
when
I
mentioned
seesaw
it's
great.
If
teachers
are
using
it
and
parents
feel
like
oh
I
won
the
lottery,
I
have
a
really
responsive
T.
You
know
teacher
I'm
at
work.
A
I
know
my
daughter
was
sad
when
I
left
her
at
the
door
of
the
classroom,
but
the
teacher's
sending
me
a
message,
so
it
makes
helps
me
get
through
my
day
as
a
parent.
So
maybe
if
you
could
touch
on
like
how
do
we
make
sure
that
there
is
that
consistency-
and
we
know
many
BPS
parents-
have
children
at
different
schools,
they're,
not
always
in
the
same
building.
So
how
do
we
make
sure
that
they
can
expect
the
same
level
of
accountability
and
communication.
C
It's
an
excellent
question
that
probably
neither
one
of
us
are
going
to
answer
in
a
heartbeat
today,
but
I
will
say
you
know,
there's
there's
a
couple
of
things:
one
is,
you
are
absolutely
right
about
collaborating
with
the
btu
I
think
that's
a
really
important
space
for
us.
I
think
he
goes
back
to
what
I
said
before,
which
is
we
build
capacity
with
parents,
but
we
build
capacity
with
Educators.
You
know
for
some
it's
mindset.
Why
is
this
important
for
others?
It's
I,
don't
know
how
to
do
this
work.
C
I
could
talk
to
five-year-olds
all
day,
but
you
want
me
to
engage
in
their
parents
and
that's
again
another
strategy
in
skill
building,
but
it's
also
time
so
and
that's
to
be
to
you
like
how
do
we
structure
our
days?
So
people
have
the
space
when
we
come
together
in
consensus
and
some
of
that
it's
easier
to
then
say
this
is
an
expectation
and
to
everyone's
point
you
know
we
can't
do
any
any
of
it
unless
we're
co-developing
it
with
families
and
with
our
Educators
and
their
Community
Partners.
C
D
Do
okay,
so
I
I
think
it
needs
to
be
something
that
obviously
the
user,
the
end
user
finds
it
useful
for
our
families.
I
know
that
not
everyone's
going
to
sit
and
read
and
go
through
process
and
information.
They
need
to
see
it
in
other
ways.
So
either
we
provided
in
videos
and
graphs
and
different
ways
that
families
can
absorb
the
information.
D
We
tend
to
give
a
lot
of
information
and
it's
all
written
and
it's
really
hard
for
some
of
our
families
to
digest
so
trying
to
break
things
down
to
make
it
easier
for
them
to
understand,
especially
if
you're
dealing
with
a
second
language
that
families
need
to
see
information
in
different
modes.
You
know
just
just
because
it's
it's
difficult
to
understand.
I,
see
some
of
the
stuff
that
we
produce
and
I
can
see
how
difficult
it
may
be.
L
Thank
you,
sorry.
For
being
late.
It
was
a
little
I
thought.
This
was
virtual.
I
got
the
link,
but
I
made
my
way
here.
So
here,
I
am
and
I
do
appreciate
you
all
uplifting,
the
the
quote,
which
is
nothing
about
us
for
us.
Nothing
about
us
without
us
is
for
us
right,
and
so
that
Mantra
is
like
the
key
Cornerstone
about
this
discussion,
because
in
order
for
us
to
really
be
able
to
meet
the
needs
of
families,
they
have
to
be
involved
in
in
helping
us
shape.
L
That,
which
is
why
I
was
really
encouraged
by
Kristen's
remark,
because
I
was
listening
on
my
way
in
how
intentional
you
are
being
around
creating
a
family,
Council
and
an
advisory,
and
really
working
with
key
stakeholders
to
inform
that
work.
So
that
is
really
that
framework
I
think
is
going
to
be
a
model
that
the
city
could
look
at
and
use
across
all
departments,
not
just
in
the
education
space.
So
I
really
do
appreciate
your
intentionality
and
to
Denise
I
do
have
a
quick
question.
L
I
know
earlier
during
your
presentation,
you
talked
about
that
some
things
are
sent
via
postcard.
Some
things
are
sent
via
text
message,
so
I'm
just
curious.
If
you
could
just
help
under
help
me
understand
like
how
do
you
make
the
decision
as
to
who
gets
what
type
of
a
mode
of
communication?
Is
there
a
rhyme
or
a
reason
behind
the
madness
or
does?
Is
it
randomly.
C
It's
so
I
wouldn't
say
anything
is
done
randomly
at
the
district
level,
but
I
will
say
that
a
lot
of
what
I
was
referencing
is
the
ways
that
our
schoolhouses
engage
with
families
and
that's
going
to
look
different
school
by
school.
If
we're
really
being
true
to
who
are
the
families
we're
supporting
and
what
are
their
needs?
We've
heard
often
from
parent
leaders
in
sped
pack,
for
instance,
that
they
want
the
paper
in
the
backpack
they
wanted.
C
They
wanted
they
wanted,
and
so
you
know
what
we
need
to
meet
them
where
they
are
and
what
they
need,
where
other
people
want
a
text
from
their
educator
at
the
beginning
of
the
school
year
or
like
opening
the
mailbox
and
finding
a
postcard
for
their
child
right.
So
they're,
working
on
experiences
that
are
tried
and
true
or
maybe
starting
to
experiment
with
some
new
models,
that's
Schoolhouse
level
district-wide.
C
We
are
fairly
consistent
in
the
you
get
the
automated
call.
You
get
the
automated
email
and
we're
a
little
bit
more
selective
on
the
automated
text,
because
we
are
finding
people
opting
out
of
the
text
if
they
get
them
too
often
so
being
judicious
about.
Is
this
something
that
is
really
important
to
folks
that
isn't
maybe
going
to,
you
know,
add
a
fee
to
their
mobile
services?
So
that's
a
call
we
have
to
make.
Thank
you.
Thank
you.
L
L
L
H
L
L
About,
oh,
that's
out
of
stock,
that
level
of
instant
access
to
information
gave
me
a
sense
of
ease
and
I'm
just
curious.
One
thing
is
just
to
disseminate
information,
but
I
would
love
to
hear
a
little
bit
about.
What
are
you
all
are
thinking
in
terms
of
that
real
time
back
and
forth,
because
when
you
do
get
a
text
alert
or
you
get
any
type
of
information,
you
know
you're
you're,
you
reply
to
it,
and
sometimes
you
know
it's
an
automated
reply.
It's
like
this
was
just
for
information
sharing.
L
Our
is
the
district
thinking
of
moving
or
just
folks
who
are,
in
the
you
know,
doing
family
engagement,
work
moving
towards
some
sort
of
like
real-time
engagement
through
the
use
of
technology,
and
then
the
the
last
thing
and
I
know
you
I
think
it
was
Denise.
You
had
talked
about
accountability
because
there's
a
ticket
that
gets
created
or
there's
some
form
of
understanding
kind
of
where
things
land
I'm
just
curious.
L
If
there
was
if
there
is
a
platform
where
the
council
or
just
the
public,
can
look
at
from
the
moment,
a
person
calls
about
an
issue
to
the
moment
it
gets
resolved.
Is
that
is
there
a
level
of
tracking
that
exists?
That
is
public
right,
because
I
do
know,
based
on
my
own
personal
experiences,
both
as
a
community
organizer,
an
agitator
of
the
district
there
were
in.
L
There
were
various
times
when
we
felt
as
though
our
issues
were
not
moving
forward
and
or
we
were
not
being
taken
seriously
right,
and
so,
when
we
think
about
accountability,
I'm
just
curious
about
kind
of
what
modes
of
communication
are
we
working
on
on
making
sure
that
the
issues
that
are
coming
across
to
the
district
are
being
handled
and
that
there
is
some
sort
of
public
platform
for
accountability?
Sure.
C
Excellent
question
that
so
reports
can
be
run
at
any
time
and
shared
publicly.
Obviously,
we
wouldn't
have
the
public
sign
in
and
look
at
information
because
it
is
not
as
simple
like
we've
moved
from
Beyond.
Oh,
you
called
and
we're
just
going
to
say,
here's
the
phone
number
you
need
by
we,
the
helpline
is
not
just
information
sharing
around.
Oh,
your
school
actually
opens
at
9
30..
C
It's
also.
You
have
an
issue
to
resolve
and
we're
going
to
spend
the
time
talking
with
you
about
that
issue.
Unpacking
what's
been
done,
what
hasn't
been
done
and
taking
it
to
the
most
local
level
for
resolution
that
it
can
be
and
escalating
it
if
it
needs
if
it
can't
be
resolved,
but
it
starts
with
the
ticketing
process
so
that
we
can
look
at
any
point,
both
the
family
or
anyone
involved
and
see
where
we
are
with
that
there's
also
built-in
resolution
times.
C
So,
for
instance,
we
would
expect
a
hard
copy
transcript
from
a
point
of
request
to
point
of
receipt
to
be
about
a
week.
If
that
hasn't
happened,
we
have
a
problem,
so
we're
able
to
run
those
reports,
families
when
we
think
something's
been
resolved,
get
a
little
email
survey
kind
of
as
simple
as
the
smiley
face
system
of
like
do.
You
feel
like
this
has
been
resolved
if
it
hasn't,
we
reopened
that
case,
so
we
can
run
reports
publicly
anytime,
for
us
what's
really
critical.
C
Is
that
we're
looking
for
those
trends
for
finding
out
that
you
know
the
Denise
school
has
a
certain
issue.
That's
come
up
four
times
we
better
start
unpacking
at
the
Denise
school
and
figure
out
what
the
problem
is
and
fix
it
like
we've
got
to
learn
that
we
don't
keep
making
the
same
mistakes
over
and
over
again.
That
helps.
L
That
has
to
be
like
the
whole
child.
The
whole
family,
not
just
what's
happening
in
the
schools
but
like
how
do
you?
How
do
you
create
an
instacart
type
of
environment
for
families
to
sort
through
and
say?
This
is
the
issue
that
I'm
dealing
with
then
for
us
as
the
council?
What
are
the
resources
right
that
you
all
need
to
be
able
to
execute
against
those
deliverables
right
because
it
has
to
be
shared
responsibility?
L
We
can
just
say
you
haven't
done
that,
and
then
we
haven't
funded
that
right,
like
that's
one
of
the
things
that
I'm
learning
as
I
continue
to
go
through
this
process.
Is
that
you
we
can't
expect
you
all
to
be
set
up
for
Success
if
we're
not
willing
to
listen
and
learn
and
and
allocate
the
resources
for
you
all
to
do
that,
so
that
all
said
and
I'd
love
to
hear
from
our
community
panelists
too,
is
like
if
you
had
a
magic
wands
right.
L
I
Thank
you
for
the
question
and
I
actually
want
to
return
back
real
quickly,
just
to
thank
counselor
Anderson
for
referring
to
me
as
doctor,
because
you
just
saved
me
some
tuition,
I'm,
not
a
doctor
but
I,
know
now.
I
don't
have
to
get
my
PhD,
because
it's
official
I'm,
always
I'm
a
doctor
in
name
only,
but
just
to
to
your
question.
I
I
think
that
one
of
the
things
I've
been
thinking
about
along
this
conversation
is
how
do
we
incentivize
use
right
because
the
I
think
in
advancing
this
conversation,
one
of
the
things
is
thinking
about
it's
great.
If
we
have
an
app
that
has
all
bells
and
whistles
is
phenomenal,
but
how
do
we
also
incentivize
use?
I
Maybe
it
gives
our
and
some
other
I
mean
I'm
thinking,
big
big
picture,
more
usage
means
we
can
give.
You
know
parents,
maybe
access
to
certifications
of
some
sort
of
some
kind
of
Education
certification,
some
kind
of
maybe
voucher
or
discount.
On
groceries,
we
can
partner
big
partner
with
Uber
the
more
you
use,
the
app
you
earn
rewards
to
get
a
free
transportation
for
Uber.
You
get
the
more
you
use
the
app
you
get.
I
You
know
a
gift
certificate
for
Stop
and
Shop,
whatever
think
big
in
terms
of
allowing
the
economic
reality
also
to
be
addressed.
As
part
of
the
incentive,
as
well
as
the
resources
you
can
bring
educationally
for
your
family
as
well,
so
that
I'm
you're
going
to
use
this
app
because
I
know
it's
going
to
benefit
my
family
and
my
child,
but
also
at
the
end
of
the
day.
It
also.
It
also
might
help
on
the
economic
piece
as
well.
I
think
those
are
two
realities
that
this
app
could,
potentially
you
know
address.
So
thank.
B
Right,
thank
you.
So
much
I
really
appreciated
the
you
know,
idea
about
incentivizing
parents
and
just
campaigning
overall
and
how
to
really
engage
parents
and
teaching
us.
This
brings
me
right
into
the
say,
what's
my
segwaying
into
asking
my
next
question
to
you
being
that
you
oversee
or
or
you
work
for
an
agency
that
provides
a
host
of
services,
homeschool
home-based
home,
home-based
school-based
as
well
as
Community,
as
well
as
like
outpatient
services,
and
then
you
do
it
on
different
levels.
B
You
not
only
do
this
on
a
strength
based
approach,
but
you
also
have
this
wraparound
model
that
you
use,
how
I
guess
in
incentivizing.
Do
you
see
this
as
something
that
family,
Partners
or
parent
Partners
can
actually
teach
parents
mentors
or
in-home
therapists?
Can
teach
parents
to
you
to
utilize
in
their
sessions
and
say
we're
going
to
do
you
know
this
is
our
plan.
This
is
this.
Is
how
often-
or
this
is
what
we're
doing.
These
are
goals
that
we
have
our
objectives.
B
One
of
the
objectives
is
this
app,
but
rather
that
you
that
they
are
sort
of
it's
the
platform
where
they
go
to
say
here.
You
can
find
the
interventions
that
is
age-appropriate,
specific
and
I.
Guess
I'm
asking
for
a
lot
in
this
app,
but
that
parents
can
actually
register
and
put
their
child's.
You
know
age
and
needs
and
specific
diagnosis
on
all
levels:
right,
not
just
mental
health
but
physical
needs
and
other
nutritionist
needs
and
then
be
able
to
actually
be
tailored
the
plan,
the
app
itself.
B
I
Yeah
I
think
the
you
know,
particularly
the
family
partner
role
that
you
mentioned
is
it
could
be
a
critical
way
to
support
parents
who
need
to
use
the
app
or
want
to
use
the
app
so
certainly
a
direct
connection
between
the
services
that
we're
already
providing,
but
really
what
you're?
That
question
led
me
to
this.
I
So
ultimately,
that
will
be
where
that's
going
to
come
down
to
individual
organizations
and
what,
how
they're
doing
again,
the
teacher
in
the
classroom,
interacting
with
the
parent
from
and
and
Children
Services
of
Roxbury,
is
going
to
be
our
family
Partners.
It's
going
to
be
our
clinicians,
it's
going
to
be
our
youth
workers.
It's
going
to
be
all
the
range
of
our
our
staff
utilizing
and
taking
advantage
and
take
using
the
leverage
of
the
relationship
and
the
Rapport
that
they
already
have
with
that
particular
family,
to
bring
the
value
to
the
app.
B
Thank
you
Peter
in
the
work
that
you
do
like.
We
talk
a
lot
about
executive
functions
and
how
to
support
especially
like
with
school,
with
an
IEP
or
with
any
type
of
therapeutic
interventions.
We
want
to
implement
or
help
kids
understand
how
to
manage
their
time
or
how
to
manage
their
work
or
how
to
access
certain
skills
that
will
support
them
to
their
academic
success.
How
do
you
see
this
app
or
how
do
you?
What
would
you
envision
to
be
implemented
into
the
app
in
order
to
support
them
with
specifically
executive
functionings.
H
What's
happening
with
that
data,
if
you're
asking
people
to
input
their
information,
you
know
you've
got
to
be
really
clear
about
who's,
seeing
that
information
and
where
will
it
live,
we're
talking
about
HIPAA
if
we're
talking
about
therapeutic
relationships,
we're
talking
about
you
know
developing
a
trust
level
that
people
that
people's,
if
they're,
going
to
invest
their
information
in
it
but
they're
inference.
They
need
to
know
where
it's
going
to
where
it
winds
up
towards
the
other
end,
I've
loved
everything.
H
That's
been
said
over
here
and
I,
also
studied
with
Hubie
Jones.
So
I
have
that
connection.
But-
and
you
know,
and
one
thing
he
impressed
upon
me
early
on-
was
you
know
that
Boston
we?
We
are
a
city
of
good
ideas
that
wind
up
in
silos
and
that
also
we've
reinvented
so
many
wheels,
so
I
just
want
to
be
thinking
through
here.
H
There's
an
opportunity
not
only
in
the
parent
involvement
in
developing
it,
but
ongoing
that
parent
input
should
be
built
into
the
app
so
that,
because
it
only
takes
one
or
two
failures
of
a
connection
for
parents
to
see
this
useless
and
and
won't
engage
with
it.
So
if
there
are
resources
connected
to
resources,
there
needs
to
be
feedback
of.
Oh
you
sought
that
resource
out.
How
did
that
go?
Did
that
was
that
successful
for
you
was
that
was
that
cost
prohibitive?
Was
it
Transportation?
Was
it
unwelcoming?
What
about
you
know?
H
How
did
that
that
handoff
go?
We
are
very
when
we,
we
are
constantly
referring
families
and
our
youth
into
supportive
sort
of
employment
situations,
enrichment
situations,
Arts
programs,
and
it's
the
warm
handoff
that
is
always
essential
for
for
the
success
of
that
so
I'm.
We
need
to
find
a
way
to
replicate
that
kind
of
human
interaction
and
that
kind
of
feedback
in
any
app
that
we
use.
B
B
It
is
not
free,
and
so
that's
that
poses
the
problem
and
then
so,
when
we're
talking
about
disenfranchised
families,
not
having
access
when
we're
talking
about
disenfranchising
families,
not
having
access
in
terms
of
utilization,
we're
also
talking
about
what
Ms,
Gomez
sorry
Ben
Ray
mentioned
in
terms
of
you
know,
making
things
very
visual
to
accommodate
all
people's
learning.
Styles,
not
just
a
whole
bunch
of
stuff
to
read
a
whole
bunch
of
stuff
to
check
off.
B
So
I
think
that
you
know
I'm
really
happy
that
we
are
here
and
I
think
there
needs
there
needs
to
be
a
whole
other
list
of
folks
in
this
conversation
as
well.
I
hope
that
we
can
continue
this
conversation
because
the
idea
of
not
Reinventing
a
wheel
so
that
things
just
it's
just
an
idea.
Oh
look
at
these
counselors
with
another
bright
idea.
Where
is
that
gonna
go?
B
But
if
we
don't
have
the
conversation?
If
we
don't,
if
we're
not
transparent
about
what
is
already
in
existence
and
bringing
those
in
existence
and
bringing
those
things
together
and
at
least
try
to
coordinate
how
we
can
actually
create
this
Hub
of
resources,
how
we
can
actually
come
together
with
parents
with
Community
with
providers
with
professionals
such
as
yourself,
then
we're
not
doing
the
work,
we're
sort
of
just
letting
it
time
pass
by.
H
I
totally
agree
and
I'm
not
opposed
to
the
idea
at
all.
I
just
want
to
have
these
considerations.
I
also
think,
there's
a
great
opportunity
there
to
also
guide
bodies
like
this
and
to
think
about
what
other
resources
are
needed.
So
if
there
is
a
feedback
from
parents
that
I
would
love
this
service
for
my
child,
but
it's
cost
prohibitive.
A
Thank
you
a
few
things
before
we
close.
Thank
you
for
that.
Also
that
this
conversation
is
just
starting
and
it
already
has
brought
to
light
a
lot
of
the
things
that
were
already
doing
and,
like
you
mentioned
a
lot
of
the
classes
you
took
and
the
programming
at
different
schools
that
are
offered
for
parents
and
those
are
great
conversations
and
it
ties
into.
A
We
don't
want
to
reinvent
the
wheel,
but
we
want
an
app
like
this
to
do,
use
the
best
resources,
the
best
communication
we
do
have
so
that
not
only
is
do
parents
feel
safe
using
it.
Like
you
mentioned,
there's
buy-in
they're
actually
getting
value
back
from
it,
so
they'll
use
it
more
and
did
want
to
touch
on
something
that
was
brought
up
earlier
when
BPS
sends
out
either
Schoolhouse
or
district-wide.
If
it's
no
school
tomorrow
for
snow
I'm,
going
to
assume
99
of
the
parents,
don't
have
a
question,
maybe
they
do
have
like
with
them.
A
Where
does
my
child
go
but
that
back
and
forth,
because
many
concerns
I
hear
from
families
is,
there
is
a
communication
at
the
school
level
or
district-wide,
and
sometimes
it's
very
concerning
it
could
be.
There
was
an
incident.
We
know
you
may
have
seen
it
on
the
news
and
they
want
to
know
and
then
I
do
see
the
equity
piece
play
in
almost
instantly,
because
maybe
some
parents
have
the
prince
simple's
phone
number
or
a
teacher
or
somebody,
and
they
can
get
an
answer
so
then
there's
that
feeling
like
well
I
knew.
A
But
oh,
how
did
you
know
that
and
then
that's
when
the
rumors
start,
so
that
back
and
forth
that
comes
from
here
mentioned
that
if
there's
a
follow-up
question,
because
many
times
it
is
left
on
the
Family's
feeling
like
oh
now,
what
does
this
mean?
I
should
do
something
should
I
talk
to
my
child
about
it
and
I
know.
The
initial
communication
is
very
important
and
that
came
out
of
conversations
around
parents
feeling
like
there
is
no
so
just
being
thoughtful
of
depending
on
what
the
message
is.
Is
there
a
phone
number?
C
Absolutely,
in
fact,
that
is
exactly
what
you're,
seeing
more
and
more
of
now,
which
is
the
reference
to
the
BPS
helpline
as
a
place
for
your
questions
and
I.
You
know,
even
though
I
started
out
remind
folks.
You
know
I'm
sort
of
new
again
10
months
ago,
I've
seen
that
change
in
those
10
months
from
people
saying
who
should
we
put
as
the
contact
for
questions
and
then
it's
always
different.
A
Like
to
say
that
I
hear
that
from
3-1-1
yeah
like
wait,
we're
getting
lots
of
calls
I'm
like.
Oh,
you
didn't
know
that
you're
number
was
on
the
flyer
yeah,
so
that
communication
preparing
the
people
on
the
other
end
of
the
helpline
is
important
and
I
think
even
at
the
level
like
teachers
and
staff,
because
sometimes
they're
like
oh,
we
didn't
know,
you
shared
that
information
or
we
weren't
sure
right.
L
I
just
want
to
make
sure
violate
any
rules
of
engagement
here,
all
right,
so
I'm
just
curious
about
CPC.
You
know
the
the
city-wide
parent
Council.
They
are
actually
written
into
the
city
Charter
in
terms
of
family
engagement,
so
I'm
just
going
to
just
uplift
that,
as
we
continue
to
move
forward
with
any
development
of
an
app
that,
obviously
they
are
definitely
part
of
the
puzzle
and
because
I
know
the
history
of
of
that
space.
L
We
have
125
schools
and
the
CPC
has
has
struggled
with
making
sure
there's
representation
from
across
all
schools.
So
I
just
really
want
to
make
sure
that
you
all
continue
to
do.
The
family
engagement
work
that
the
the
schools
that
have
the
least
resources
in
terms
of
family
engagement
are
the
ones
that
we're
really
thinking
about
how
we
engage
them
in
the
app
making
process,
because
those
are
the
ones
who
are
going
to
most
likely
need
the
most
help.
L
So
I
just
really
want
to
uplift
that,
because
that
is
definitely
an
area
that
I
have
seen
that
needs
some
help
to
say
the
least.
I
think
that's
really
important
and
then
I
think
I
just
want
to
say
hello
to
Peter
what
12
years
into
this
work,
I'm
working
with
students
who
are
chronically
absent
in
particular,
that's
how
you
and
I
met
Peter
and
I'm
just
curious
as
we
continue
to
talk
about
this
app.
L
This
is
when
I
was
a
parent
advocate
back
then,
and
he
had
shared
with
me
that
there
was
a
student
who
was
afraid
to
go
to
school
and,
and
he
was
chronically
absent,
so
they
had
to
figure
out
a
way
how
to
get
that
student
to
school
and
it
was
through
an
Uber
or
a
Lyft
right.
So
I'm
just
curious,
as
you
all
continue
to
think
about
these
issues.
What
are
some
of
the
current
crises
or
things
that
you
want
to
uplift
that
get
included
in
this
app
making
process?
H
So
one
one
positive,
coming
out
of
the
pandemic
was
the
development
of
Telehealth
as
a
way
of
making
that
connection
through
so
for
students
that
are
School
phobic
or
having
issues
with
their
anxiety
level
to
get
through
the
threshold
of
the
school.
We
can
do
Telehealth
with
them
and
and
getting
them
to
a
point
where
they
can
then
making
a
school
as
well
as
make
a
plan
with
the
school
make
a
plan
work
with
with
them.
It
takes
every
story
is
an
individual
story.
L
Yeah
yeah
I
I
appreciate
that
and
I
also
think
as
I
look
across
the
room
on
the
other
side
of
the
wall.
If
you
will
in
terms
of
The
Advocates
I
just
want
to
say
thank
you
for
your
work
and
how
hard
you
go
to
making
sure
that
families
are
front
and
center
of
all
these
conversations,
and
the
last
thing
that
I'll
say
is
that
I
know
counselor
Anderson
always
talks
about
being
a
foster
mom
and
navigating
this
world
and
I
I.
L
L
Just
I
I
would
really
encourage
us
not
to
just
think
about
Boston
public
schools,
because
that's
just
one
entity
but
there's
just
so
many
different
moving
pieces
and
everybody
needs
to
be
engaged
in
in
this
process
and
so
I'm
really
encouraged
and
I'm
not
going
to
hold
up
the
might
just
for
the
sake
of
holding
up
the
mic.
But
I
really
do
appreciate
councilor
Anderson's
leadership
for
bringing
us
into
the
space
and
I
really
do
think
that
it's
important
for
us
to
work
collaboratively
alongside
you
all
and
families.
L
More
importantly
and
centering,
young
people
in
this
process
and
multilingual
I
think
that's
key.
There
are
a
lot
of
families
who
don't
speak
English,
who
get
text
messages
even
though
they're
in
English,
or
they
may
send
them
in
the
native
language.
I
think
that
we
can
there's
lots
of
things
that
we
already
have
that
are
not
working
well,
so
we
need
to
do
a
full
audit
of
what's
not
working
and
also
develop
things
that
can
work
better.
So
thank
you.
Thank
you.
Councilman.
B
You
really
do
get
centered
a
child
and
working
in
foster
care
you
are
experiencing
and
connecting
with
various
institutions,
so
the
criminal
justice
system,
housing
deficits
or
education
or
health
on
all
levels,
and
you
start
thinking
about
this
holistic
aspect,
not
only
because
of
my
professional
background,
but
also
because
of
my
experience
with
children
and
I
really
hope
that
we
can
put
together
our
minds
to
be
able
to
have
conversations.
I
think
the
Aspen
app
isn't
is
amazing
and
would
like
to
collaborate
with
with
the
chairs
permission
to
further.
B
If,
if
a
work
concession,
if
the
chair
decides
this
needs
to
go
into
working
session,
then
collaborating
with
BPS
and
think
that
you
know
pulling
you
in
Peter
is
essential
as
well
as,
of
course,
providers
and
parents
to
be
able
to
look
at.
How
can
we
enhance
what's
already
in
existence,
especially
if
it's
working
well,
especially
that
you
already
have
thousands
upon
thousands
of
parents
already
connected?
So
maybe
it's
going
into
phases
and
piloting?
Just
you
know
the
mental
health
component,
or
maybe
it's
just
adding.
B
You
know
the
part
where
you're
doing
just
you
know
sorry
the
time
management
component
right
so
like
maybe
it's
going
into
different
phases,
whereas
we
can
actually
enhance
something
or
again
invent
something
to
pull
in
these
resources
and
see
how
we
can
provide
a
more
cohesive
ecosystem
for
families
and
support
them.
I
I,
don't
want
to
just
you,
know,
speak
and
close
out
it's
to
the
chair's
discretion,
but
if
anyone
has
any
closing
remarks,
I'm
I
would
like
to
hear
from
you.
If
not
thank
you
again
for
being
here.
G
To
make
sure
we
add
to
the
record
that
East
Boston
has
actually
been
working
on
an
app
for
young
children
and
they
did
it
through
a
collaborative
process
with
the
East
Boston
social
Center,
taking
the
lead,
but
with
their
parent
partners
and
families
they're
doing
it
with
Northeastern,
University
and
I.
Don't
think
it
gets
to
everything
that
you've
talked
about
and
sort
of
the
vision
today.
But
when
you
think
about
maybe
iterations,
it
might
be
something
to
look
at
because
it
did
start
with
parents.
G
G
To
five
I
I
believe
it
is,
but
you
would
need
to
ask
Justin
pascarello
at
East,
Boston,
social
Center
and
also
at
Northeastern,
the
it's
part
of
their
Co-op
program
and
going
and
working
on
the
Capstone
project.
Thank
you.
Michael
Arnold
Magnus
is
the
lead
up
from
Northeastern,
but
it
would
be
worth
looking
at
how
they've
developed
and
and
it's
in
Prototype,
so
what
they're
learning
fantastic.
A
Close
out
I
do
want
to
read
a
letter
from
president
Flynn,
dear
councilor
Murphy.
Please
be
advised
that
I
am
unable
to
attend
today's
hearing
on
docket0409
a
hearing
to
discuss
ways
to
support
parental
involvement
and
engagement
through
the
development
of
a
digital
platform.
I
will
review
the
tape
of
the
hearing
when
it
becomes
available.
Thank
you
for
the
leadership
on
this
matter
sincerely
Ed
Flynn.
A
So
that
being
said,
I
do
want
to
thank
everyone
for
being
here.
I
do
also
want
to
acknowledge
the
panelists
for
staying
I
know.
We've
had
some
conversation
like
who
goes
first
two
talks
and
me
I'm,
happy
that
you
were
here
and
because,
throughout
the
entire
conversation
you
added
value,
all
of
you
and
I
do
like
that.
We
all
just
made
it
one
big
panel
and
also
to
lift
up
the
parents
on
the
panel
and
I
do
hope.
A
I
think
the
best
thing
would
be
to
bring
it
into
a
working
session
before
another
formal
hearing,
so
I'm
not
closing
out
this
meeting
now,
but
we'll
continue
a
working
session
and
hope
to
have
more
parent
conversation.
Also
I
know
all
of
you
work
closely
with
parents,
so
you
know
what
they're
saying
and
need,
but
it's
great
to
have
all
voices
here
to
support.
So
with
that
being
said,
docket0409
this
meeting
is
adjourned.
Thank
you.
Thank
you.
So
much.
Thank
you.