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Description
Ways & Means Hearing-Dockets #0760-0768 FY24 Budget: Boston Public Schools- Academics
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Good
afternoon,
for
the
record,
my
name
is
Tanya
Fernandez
Anderson,
the
district
7
City
councilor
I
am
the
chair
of
the
Boston
city
council
committee
on
ways
and
means
his
hearing
is
being
recorded
as
being
live
streamed
at
boston.gov
for
slash,
City,
Dash,
Council,
TV
and
broadcast
on
Xfinity
channel
8,
channel
82
and
chat
FiOS
channel
964..
The
council's
budget
review
process
will
Encompass
a
series
of
public
hearings
that
began
in
April
and
will
run
through
June.
A
We
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record.
You
can
do
this
in
several
ways
attend
one
of
our
hearings
and
give
public
testimony,
or
at
this
point
there
are
no
more
public
testimonies
scheduled
or
we
will
take
public
testimony
at
the
end
of
this
departmental
hearing
and
also
at
the
hearing
dedicated
to
public
testimony.
The
full
hearing
schedule
is
on
our
website
boston.gov
for
slash,
Council
Dash
budget.
You
can
give
testimony
virtually
via
Zoom
or
virtual
testimony.
A
You
can
sign
up
using
our
online
form
on
our
Council
budget
review
website
or
by
emailing
the
committee
at
ccc.wm
at
boston.gov,
when
you
are
called
to
testify.
Please
state
your
name
and
affiliation
or
residence
and
limit
your
comments
to
a
few
minutes
to
ensure
that
all
comments
and
concerns
can
be
heard.
Email.
Your
written
testimony
to
the
committee
at
ccc.wm
at
boston.gov,
submit
a
two-minute
video
of
your
testimony
through
the
Forum
on
our
website
for
more
information
on
the
City
Council
budget
process
and
how
to
testify.
A
Please
visit
the
city
council's
budget
website
at
boston.gov
forward
slash
Council,
Dash
budget.
Today's
hearing
is
on
docket0760-20762
orders
for
the
fy24
operating
budget,
including
annual
Appropriations,
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits.
Opeb.
A
Docket0764-0767-20768
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
Our
Focus
for
this
hearing
is
an
overview
of
the
fy24
budget
for
Boston
public
schools,
with
a
focus
on
academics.
Our
panelists
for
today's
hearing
includes
lit
superintendent,
Deputy
superintendent
of
a
senior
Deputy
superintendent
of
academics,
Linda
Chan,
David
Bloom
Deputy
Chief
Financial
Officer
today,
I'm
joined
by
my
colleagues
counselor
luigien
at
large
council
is
Braden
District,
9,
counselor,
councilman
Murphy
council
president
Flynn,
sorry,
who
was
first
between
you
and
Council
phone.
A
Thank
you
so
much
councilor
president
Flynn
District
2
and
councilor
Aaron
Murphy
at
large.
Just
for
full
disclosure.
This
will
be
the
last
hearing
for
a
budget
season.
We
will
not
have.
We
do
not
have
any
other
working
sessions,
public,
testimony
or
hearing
scheduled.
If
you
would
like
the
public
like
to
send
any
final
statements
or
Express
advocacy
for
for
position
your
positions
on
any
Amendment
suggestions
or
proposal,
please
feel
free
to
email
me
or
email.
The
emails
that
I've
provided
previously
I
will
ask
my
Council
colleagues.
A
If
they
have
an
opening
statement
in
this
hearing
for
30
seconds,
and
if
you
don't
I
will
go
straight
to
the
administration
for
a
presentation
then
to
my
Council
colleagues,
you
will
have
each
about
12
to
15
minutes
each
and
then
we
will
take
public
testimony
and
we
will
wrap
up.
We
will
not
have
a
second
round
of
questions.
We
will
wrap
up
immediately
after
council.
Do
you
have
an
opening
statement.
D
E
A
F
C
Statement,
thank
you,
chair,
looking
forward
to
this
last
conversation
about
the
budget
and
just
wanting
to
get
and
I
hope
through
your
presentation,
we'll
hear
about
the
correlation
between
every
year
we
spend
more.
But
what
is
our
return
on
investment
and
what
are
we
really
targeting
to
make
sure
that
all
of
our
students
at
every
school
are
not
just
getting
a
quality
education,
but
the
data
is
showing
that
they're
reading
and
writing
and
able
to
move
on
to
middle
school,
high
school
and
then
life
beyond
BPS.
G
H
Afternoon,
everyone
I
actually
am
I'm
not
going
to
belabor.
My
opening
statements
other
than
I
want
to
underscore
that
every
single
hearing
that
I've
had
I've
asked
about
our
return
on
investment
and
I'm,
hoping
that
this
particular
hearing
dollar
for
dollar
we're
going
to
be
able
to
be
able
to
articulate
how
the
Investments
we're
making
what
what
will
be
the
return
on
those.
So
looking
forward
to
that,
thank.
A
I
Thank
you,
madam
chair
I'll,
just
say
that
I'm
excited
for
this
conversation,
I'm
really
interested
in
getting
into
the
details
about
academic
Excellence
and
some
things
that
are
happening
in
particular
in
my
district.
So
I
appreciate
the
offer
to
do
an
opening
statement,
but
I
will
keep
it
at
that.
Thank
you.
A
Unfortunately,
we
have
a
rally
for
the
bet.
The
better
budget,
Alliance
and
other
community
Advocates
will
be
hosting
a
rally
and
press
conference
outside
of
City
Hall
at
beginning
at
4,
15
and
I.
Think
some
of
my
colleagues
would
appreciate
to
have
the
opportunity
to
attend
without
further
Ado
counselor
sorry,
the
administration,
David
and
Miss
Chan.
You
have
the
floor
for
your
presentation.
B
B
J
Thank
you,
Mr
Bloom,
and
thank
you
counselors
for
giving
us
this
opportunity
to
have
a
dialogue
about
our
budget
as
it
relates
specifically
to
academics.
I
first
like
to
begin
anchoring
our
work
around
our
supports
and
accountability
to
our
schools,
where
everything
happens
for
our
students
and
families.
We've
reorganized
the
district
into
nine
regions
this
year,
six
Elementary
K8
and
three
secondary
reflecting
the
geographic
communities
across
the
city
each
with
about
12
to
15
schools
and
led
by
a
school
superintendent.
J
The
goal
is
for
our
families
to
know
what
they
can
expect
from
us
and
to
ensure
that
those
academic,
social
and
emotional
experiences
and
outcomes
are
attained
in
every
school
across
the
city.
You
will
see
from
the
slide
that
there
are
positions
that
support
anything
from
operational
functions,
including
Staffing,
to
budget
to
specific
instructional.
Multilingual
and
special
education
supports
to
attendance,
family
engagement
and
Equity
specialists.
J
Some
positions
are
assigned
one
per
region,
While,
others.
Other
positions
work
with
two
regions,
depending
on
the
nature
of
the
work
on
the
next
slide.
I
want
to
just
articulate
for
a
few
minutes,
some
of
what
we're
talking
about
with
our
academic
Foundation,
some
of
this
language
and
I
and
I
apologize
in
advance
for
the
technical
language
here,
but
because
you
see
some
of
this
language
in
our
budget
items,
I
wanted
to
make
sure
that
they're
shared
understanding.
J
Essentially,
the
foundation
we
need
to
build
is
to
ensure
that,
oh
sorry,
the
last
yeah
every
student
has
access
to
grade
level,
intellectually,
engaging
and
culturally
and
linguistically
responsive
work.
In
every
subject
area,
we
have
been
engaging
in
what
we
call
Equitable
literacy
as
a
way
that
students
can
read,
write,
listen
and
speak
with
fluency
in
all
content
areas
that
they
are
learning
across
the
school
day.
J
This
is
what
we
call
tier
one
that
you
may
see,
often
in
our
budget
items
and
include
learning
for
our
students
with
disabilities,
multilingual
Learners
and
our
multilingual
Learners
with
disabilities.
So
all
students,
as
we
learn
more
about
what
students
know
and
are
able
to
do.
Teachers
then
adjust
this
tier
one
or
core
instruction
to
meet
the
needs
of
the
students
Sometimes.
J
Some
students
may
need
more
support
and
additional
interventions
so
that
some
students
get
additional
supports,
which
we
call
tier
two,
and
then
there
are
some
additional
supports
that
are
more
individualized,
that
we
often
call
tier
three.
Overall,
these
three
tiers
we
refer
to
as
multi-tiered
systems
of
support,
so
on
some
budget
lines,
you'll
see
something
called
mtss
a
process
in
which
we
make
sure
all
students
have
access
to
tier
one
and
where
we
monitor
progress
and
provide
additional
supports
as
needed.
J
What's
important
to
note
here
is
that
our
schools
have
been
engaging
in
this
work
to
some
degree
over
the
years,
but
this
has
not
been
consistent
and
at
a
systems
level,
our
investments
are
centered
to
ensure
that
all
students
have
this
access
and
that
we
as
a
system
provide
this
universally
in
every
school.
We
know
that
our
students
deserve
this,
and
our
families
need
to
be
able
to
count
on
this,
no
matter
what
school
their
children
attend
and
moving
on
to
the
next
slide.
J
I
wanted
to
just
note
a
few
things
around
the
strong
Foundation
of
this
work
as
a
vehicle
for
ensuring
that
we
Implement
inclusive
education
across
our
system.
David.
Can
you
go
to
the
next
slide?
Please.
Thank
you.
We
have
a
historic
agreement
with
the
btu
to
be
able
to
ensure
every
student
has
access
to
this
type
of
instruction.
J
That
I've,
just
shared
historically
are
students
with
disabilities
and
our
multilingual
Learners
with
disabilities
have
not
always
had
access
to
what
we
call
least
restrictive
environment
where
they
have
full
access,
rather
than
in
segregated
classrooms
by
disability
type.
Our
investments
reflect
the
resources,
training
and
Personnel
to
ensure
that
students
get
what
they
need.
This
means
curriculum
and
intervention
resources,
training
and
supports,
and
reading
intervention
specifically
supports
to
ensure
every
school
can
Implement
mtss
training
and
supports
in
developing
IEPs,
including
transitioning,
to
a
new
IEP
that
Desi
just
shared
with
us
this
year.
J
As
we
do
that
work,
we
must
continue
to
lay
a
strong
foundation
in
tier
one
or
grade
level
learning
for
every
student,
as
we
turn
to
the
next
two
slides
I
want
to
also
emphasize
the
supports
that
we
are
engaging
in
Investments
that
we
are
making
for
a
multilingual
Learners
David.
Can
you
advance
to
the
next
slide?
Thank
you.
J
We
take
seriously
the
significance
of
dual
language
learning
opportunities
for
our
students,
which
not
only
affirms
and
sustains
the
native
language
of
our
students,
but
also
in
doing
so
helps
our
students
to
also
become
proficient
in
English
in
all
subject
areas.
This
must
be
done
thoughtfully
and
well
similar
to
inclusion.
We
must
build
off
a
strong
Foundation
for
dual
language.
In
particular,
we
are
committing
resources
to
our
current
dual
language.
Schools
to
solidify
models
of
success
that
can
be
more
readily
replicated.
J
The
work
to
do
this
is
critical,
especially
Community
Support,
which
our
family
Specialists
are
key
in
that
effort
we
also
have
additional
programming
and
social
emotional
learning
supports
through
our
life
social
workers
and
as
well
as
rules-based
reading
training
in
order
to
scale
dual
language
and
bilingual
programs.
We
need
to
have
District
infrastructure
to
do
that,
which
is
why
we
added
positions
to
develop
and
staff.
These
programs
on
the
next
slide,
I'd
like
to
highlight
a
few
more
areas
and
support,
particularly
of
our
multilingual
Learners
with
disabilities.
J
J
J
We
are
expanding,
supports
for
our
dual
enrollment
and
early
college
initiatives,
as
well
as
focusing
on
expanding
our
college
career
and
life,
Readiness
Partnerships,
providing
professional
development
for
our
school
guidance
counselors
and
our
advanced
placement
staff,
and
also
to
hire
support
to
assist
with
the
curriculum
for
alternative
education.
Curriculum
I'll
end
here,
but
note
that
we
have
staff
from
the
academics
Department
as
well
as
equity
and
student
support,
to
be
able
to
answer
any
questions
that
you
might
have.
Thank
you
so
much.
D
Thank
you,
madam
chair,
and
want
to
thank
you
for
the
the
presentation.
I
have
a
few
questions.
I
I
like
to
continue
to
conductance
in
dual
language
programs.
You
pointed
out,
but
didn't
I,
I'm,
not
sure
I
heard
you
speak
specifically
to
the
support
that
will
be
given
for
the
Dual
language,
Vietnamese
class
and
the
Dual
language.
J
In
those
two
programs.
Specifically,
we
have
been
working
with
the
schools
to
provide
the
necessary
curriculum
and
professional
development
resources
because
those
are
not
as
readily
found
as
as
with
Spanish.
For
instance,
We
are
continuing
to
work
with
our
human
capital
Partners
to
make
sure
that
we
can
recruit
for
additional
positions
and
I
know
that
the
principles
have
been
very
dedicated
and
working
alongside
us
to
make
sure
that
we
can
staff
those
positions.
D
Thank
you
and
what
are
you
seeing
in
terms
of
enrollment
of
actual
students
into
these
dual
language
programs?
Are
we
seeing
enough
enrollment?
Are
we
seeing
like
I
know
that
I
believe
it's
for
the
Haitian
Creole
one?
There
needs
to
be
enough
of
the
native
speakers
and
non-native
speakers
to
balance
it
out.
Is
that
still
a
requirement
that
we
require
for
the
classrooms.
J
So
in
terms
of
and
David
I,
don't
know
if
we
want
Jamie
to
share
some
numbers
here,
but
I
can
speak
to
the
the
the
structure
of
the
program
and
went
in
two-way
dual
language
programs.
It
is
most
ideal
to
have
50
50
in
terms
of
native
language
speakers
to
English
only
speakers,
so
that
students
can
support
each
other
in
the
language
that
they
are
developing,
whether
it's
in
this
case
Haitian,
real
or
English.
So
that
is
something
that
we
continue
to
Aspire
to
in
in
two-way
dual
language
programs.
D
Thank
you,
I'm
excited
about
the
expansion
of
slife
classroom
for
students
with
limited
and
interrupted
formal
education
and
the
allocation
of
a
social
worker
specifically
for
Arts
life
students.
Now,
can
you
remind
me,
is
that
social
worker
are
they
going
to
be
working
across
all
of
us
live
classrooms
or
will
they
be
assigned
to
a
safe
classroom
within
within
a
school
building?.
J
B
D
Counselors
I
am
very
keen
on
us
getting
the
ratio
down
the
number
of
guidance
counselors
to
students,
and
you
know
it
was
a
credit
to
counselor
Sabi
George,
who
really
made
the
push
for
social
workers
in
school,
then
we're
seeing
the
benefit,
and
so
there's
now
a
desire
to
have
more
of
that.
So
what
are
we
doing?
Sort
of
in
that
area?
I'm
glad
that
we're
getting
them.
B
So
all
schools,
with
at
least
once
life
classroom,
are
getting
a
dedicated
social
worker
for
the
program
at
that
school
schools
with
one
or
two
classrooms
are
getting
one.
The
couple
of
schools
that
have
more
than
two
classrooms,
which
isn't
many,
are
getting
more
than
one.
In
addition,
our
four
largest
programs
serving
students
limited
interrupted
formal
education,
which
is
newcomers
Academy
at
I,
think
East,
Boston,
Brighton
and
Charlestown.
B
The
other
three
schools,
sorry
binka
has
for
years
had
supplemental
supports,
but
starting
in
next
school
year,
Brighton
High,
School,
Charlestown
and
East
Boston
will
have
additional
supplemental
supports.
Each
is
a
little
bit
different
customized
to
their
program
to
support,
specifically
the
newcomers
in
the
school.
D
D
K
Sure,
thank
you.
Dr
Shannon
and
thank
you.
Council
I
appreciate
the
question.
I
I
think
the
the
important
piece
for
us
and
I
think
what
you're
alluding
to
sort
of
the
the
pandemic
return
has
been
really
engaging
students
in
a
different
way
to
try
to
to
focus
on
academic
growth
as
opposed
to
the
deficits
that
that
we
often
talk
about
when
it
comes
to
the
pandemic.
K
So
what
we've
done
as
an
office
is
try
to
really
solve
the
problem
of
students
feeling
an
attachment
to
the
programming
within
their
high
school
and
feel
attachment
to
a
reason
why
they
want
to
attend
particular
high
schools.
So
what
we've
done
in
the
secondary
office
this
year
is
kind
of
start,
this
movement
toward
offering
more
and
more
programming,
particularly
in
Pathways,
so
in
Early,
College,
Pathways
and
Career,
and
Technical
education,
Pathways
and
Innovation
Pathways
within
our
high
schools,
including
our
alternative
Ed
spaces.
K
So
the
a
lot
of
the
Investments
that
you
saw
that
were
high
school
specific
in
the
initial
presentation
are
meant
toward
growing
those
Pathways.
We
have
a
number
of
Early
College
Pathways
that
are
starting
next
year,
a
number
of
what
we're
calling
integrated,
Career,
Training
Pathways
that
are
starting
in
our
alternative,
ed
schools
next
year,
but
we're
also
we're
also
continuing
to
grow
those
Beyond
2324
in
the
anticipation
of
launching
more
Pathways,
so
that
every
school
has
a
unique
set
of
programming.
K
That
students
will
be
more
engaged
in
and
more
apt
to
want
to
enroll
in
those
high
schools,
as
opposed
to
this
sort
of
narrative
out
there,
that
there
are
only
a
few
high
schools
with
opportunities
and
that
students
sort
of
end
up
in
the
rest.
That
is
not.
That
is
not
the
case
for
our
high
schools.
We
have
a
lot
of
incredible
things
happening
in
those
schools
and
we're
trying
to
program
them
up
so
that
more
and
more
schools
are
at
the
top
of
students
list
for
for
enrollment
in
future
years.
D
I
appreciate
that
I
will
I
mean
something
that
I
have
always
stated
that,
of
course,
BPS
has
a
number
of
issues.
I
think
enrollment
isn't
where
we
wanted
to
be.
I
will
say
that
we
just
have
to
get
a.
We
have
to
do
better
at
communicating
what's
working
and
what
we're
offering,
because
there
are
good
things
happening,
that
people
do
not
know
about,
and
shame
on
us
for
not
doing
a
better
job
of
communicating
that
to
the
greater
public.
It
can't
be.
D
You
know
me
trying
to
defend
the
BPS
system
or
trying
to
defend
the
good
things
that
are
happening
so
I
hope
that
we
can
get
like
significantly
better
at
communicating
what
what
is
happening
in
our
school,
so
that
so
that
people
don't
feel
like
that.
It's
just
a
binary
choice
or
yeah,
so
I
just
hope
we
get
better.
I
I
have
a
a
question
that
I
want
to
ask
about
like
tutoring
specifically,
and
where
are
we
with
you
know,
I
think
we
were
using.
D
D
Of
course,
there
were
there's
a
lot
of
learning
loss
as
a
result
of
the
pandemic,
and
a
lot
of
our
students
continue
to
stop
suffer
socially
and
emotionally.
So
we
have
to
make
sure
that
they're
okay
on
that
front
first.
But
what
are
we
seeing
in
terms
of
like
the
results
of
having
tutoring
programs
or
tutoring
add-ons
for
our
young
people?.
J
It
allows
students
to
have
online
support
and
services,
but
to
be
frank,
it
was
a
bit
underutilized,
and
so,
as
we
move
forward
next
year,
we
are
not
moving
forward
with
that
contract
wholesale
and
the
way
that
we
have
this
year,
but
working
with
schools
now
to
figure
out
those
that
were
super
users.
If
you
will
have
some
sort
of
sustainability
plan
moving
forward,
but
I
do
want
to
give
credit
to
schools
for
engaging
in
sort
of
their
specific
areas
of
tutoring
support
and
those
are
varied
across
the
board.
D
D
J
And
also
I
would
also
thank
you
for
your
advocacy
and
add.
If
the
chair
permits,
we
are
expanding
three
more
newcomer,
Learning
Centers
at
Charlestown
Brighton,
as
well
as
East
Boston
high
school,
specifically
the
Cur
to
the
concern
that
you've
raised
around
newcomers,
which
also
includes
additional
support,
including
guidance,
counselors
and
special
education
staff
to
to
support
the
things
that
you
vary.
That
you've
just
pointed
out.
So
thank
you
for
your
advocacy.
Thank.
E
I
had
a
question
this
morning
about
reading
proficiency
and
help
with
reading
Specialists
with
the
higher
grades
like
not
every
especially
if
they
have
newcomers
coming
in,
they
may
have
very
basic
literacy
skills
in
their
own
language,
their
native
language,
no
maybe
no
English,
but
certainly
we
also
find
students
in
higher
grades
to
arrive
in
high
school
and
who
don't
have
adequate
reading
skills
so
and
just
generally,
the
whole
area
of
reading
proficiency
is
is
sort
of
the
foundation
for
all
of
our
education.
So
what
what's?
E
J
You
for
that
question:
Council
Braden.
We
too
are
very
concerned
about
the
literacy
skills
of
our
students,
and
so
I
would
answer
this
in
two
ways.
So,
first
most
directly
to
your
question
about
reading
interventionists,
there
are
some
that
schools
fund
on
their
own,
and
then
this
year
we
are
adding
an
additional
18
which
brings
that
total
up
to
30
from
the
central
office
that
are
provided
as
a
supplement
to
schools,
and
we
really
prioritize
that
based
off
of
need
and
current
reading
proficiency
of
schools.
J
That
includes
at
all
grade
levels
and
I,
certainly
acknowledge
the
concern
that
sometimes
it's
only
at
the
early
grades,
but
we
also
have
it's
based
on
school
needs.
So
it's
it's
Elementary
k-8s,
as
well
as
high
schools
that
they'll
be
distributed
in
the
other
way.
I
want
to
also
answer
your
question
is:
while
the
reading
interventionists
are
important
and
needed,
we
also
really
want
to
make
sure
that
our
teachers
can
fully
focus
on
the
foundational
literacy
supports
that
should
be
happening
in
the
classroom.
E
I
had
a
question
this
morning
again
about
about
related
service
providers.
So
that
would
be
your
speech.
Pathologist.
Your
ort's
PTS
I'm
just
curious
about
how
many
of
those
what
we
have
and
how
that
will
be
you
utilized
with
our
new
inclusion
model
like
will,
will
not
change
our
needs
for
our
specials,
related
service
providers
and
and
how
you
might
address
the
any
deficits
that
we
you
might
see.
So.
J
J
Sometimes
these
things
are
very
separate
and
when
we
think
about
the
the
efforts
on
inclusion,
it's
important
for
us
to
have
time
for
folks
to
work
together
and
meet
so
part
of
what
we're
doing
is:
we've
added
additional
professional
development
hours
for
all
Educators
across
the
system,
so
it's
eight
hours
for
teachers.
This
is
an
addition
to
part
of
their
contract.
So
it's
an
investment
from
us
centrally.
J
It
also
includes
related
service
providers
so
that
they
can
actually
engage
in
professional
development
together
because
once
things
happen
during
the
school
day,
everybody's
off
and
running
providing
their
services.
But
we
really
want
to
make
sure
that
there's
coordination
on
how
to
focus
on
the
assets
of
our
students
with
disabilities
and
our
multilingual
Learners,
and
make
sure
that
we
are
leading
in
that
way
and
to
have
some
coordination
supports
and
systems
at
the
school
level
so
that
everyone
isn't
just
providing
isolated
services.
E
How
are
we
communicating
our
programming
with
parents
of
special
needs,
kids,
who
maybe
have
an
IEP
across
the
whole
spectrum
of
skill,
sets
like
we
go
from
high
functioning
to
severe
special
needs,
but
how
do
we
communicate
that
so
that
there's
some
carryover
in
the
home
setting
I
know
that
the
parents
are
not
their
jobs,
not
to
be
teachers,
but
how
is
their
their
to
to
sort
of
offer
the
students
opportunities
to
practice
those
skills
in
in
an
outside
of
school
setting
right?
Do
we
do
any.
J
Lab
work
that
is
so
important
and
actually
Dr
viviani
works
with
our
sped
pack,
and
there
are
opportunities
that
we
provide
together
through
sped
pack
for
families,
they've
been
really
well
attended.
Sessions.
I
think
there
was
one
on
reading
interventions.
There
are
various
topics,
one
also
on
behavioral,
supports
I,
think
in
in
addition
to
that,
what
we're
trying
to
do
is
firmly
establish
at
the
school
level
as
well,
not
just
centrally,
because
we
know
not
all
families
necessarily
come
to
those
sessions,
but
that
the
school
level.
J
But
we
also
want
to
make
sure
there's
a
plan
at
the
school
to
be
able
to
provide
that
additional
support,
as
you
said,
because
it
helps
to
understand
what's
happening
with
a
young
person
during
the
school
day
and
then
what
families
can
do
to
further
support
and
I
would
say
it's
two-way
right.
It's
also
really
important
to
understand
from
the
the
family's
perspective
as
the
experts
on
their
children
like
what
are
the
things
that
we
at
the
school
level
can
do
to
best
support
them.
E
J
In
all
of
our
departments,
people
engage
in
Partnerships
as
part
of
their
work,
but
specifically
I,
don't
know
if
Mr
Bloom
can
refer
to
this
in
terms
of
Ana
Tavares,
my
colleague
who's,
our
chief
of
equity
and
family
and
Community
advancements
as
the
office
of
Partnerships
there.
Perhaps
they
can
share
the
numbers
there.
B
E
Yeah
and
what
I'm
sort
of
getting
at
is
that
you
know
we
should
be
really
leveraging
all
of
the
resources
in
the
city
like
we
have
more
students
per
square
inch
than
and
many
many
other
large
urban
areas
and
coming
to
college
here
that
some
colleges
require
them
to
do
service
hours.
You
know
tutoring
or
mentoring
or
being
a
big
brother
or
a
big
sister
or
any
all
number
of
things
and
in
terms
of
stem
education,
you
know
just
there's
so
many
with
it.
E
With
the
with
the
lab
science,
Biotech
Industry
I
think
we
really
need
to
step
it
up
a
little
bit
because
I
think
we're
leaving
a
lot
on
the
table
and
and
especially
preparing
as
we
have
these
career
Pathways
preparing
young
people
to
go
into
like
stair
magic
stem
careers
or
whatever
I
feel
that
we
have
to.
You
know:
I
can't
say
this:
every
year,
maybe
it'll
be
more
next
year.
J
Your
point
is
you're
just
taken
yeah
and
because
we
have
been
and
I
think
also
in
various
departments
we
have
Partnerships.
But
to
your
point
we
have
so
many
resources
in
the
city
and
we
do
need
to
do
a
better
job
of
of
really
fully
taking
advantage
because
the
the
partners
do
want
to
support
and
we
just
need
to
make
sure
we
can
continue
to
cultivate
them.
Yeah.
E
And
I've
heard
some
from
folks
who
are
on
the
other
side
of
it,
who
are
wanting
to
be
partners
that
working
with
BPI
it's
a
bureaucracy,
it's
difficult.
We
need
to
think
about
streamlining
and
improving
those
those
ways
that
that
corporate
entities
or
whatever
can
engage
with
our
improving
our
situation
in
our
schools.
You
know
we
certainly
got
lots
to
improve,
but
I
also
want
to
say
I
want
to
Echo
counselor
luigien's
comment
about
not
not
we.
E
But
but
that's
not
the
perception
of
the
of
folks
in
the
neighborhood.
You
know
they.
They
have
such
a
a
low
opinion
of
what
happens
in
our
schools
and
yet
with
some
great
things
are
happening.
So
yeah
we
don't
want
to
over
over
sugar
coated
too
much,
but
I
think
we
should
be
promoting
what
we
do
well,
that
that
stem
education,
inclusion.
E
So
in
terms
of
the
inclusion,
are
we
looking
at
co-teaching
models
or
how
is
that
going
to
work?
If
you
have
a
classroom
with
25
kids
and
some
of
them
are
special
needs
and
needs,
are
we
are
we
going
to
co-teach
with
with
a
special,
a
special
ed
teacher,
and
do
we
have
enough
special
ed
teachers
to
deliver
on
that?
One.
J
So
great
question
and
co-teaching
is
one
of
the
models
of
two
teachers
in
a
classroom.
Sometimes
there's
partial
co-teaching
as
well,
where
there's
a
part-time
special
educator
who
is
in
in
two
classrooms,
for
instance,
sometimes
there's
also
additional
paraprofessional
support.
We're
looking
at
all
of
those
different
models.
I
think
what's
important
is
to
make
sure
that
we
prepare
our
Educators,
first
and
foremost,
for
being
able
to
be
equipped
to
really
fully
Leverage
The
assets
of
students
particular
to
their
disability.
J
J
We
want
to
look
at
a
Continuum
of
of
supports,
so
it
could
be
that
there
are
some
students
who
can
be
moved
into
and
include
an
inclusive
setting
where
there's
either
co-teaching
or
some
version
of
that,
or
still
be
in
a
self-contained
or
a
strand
specific
having
some
part-time
in
a
general
Ed
setting
as
well.
All
of
those
things
are
part
of
what
we
are
working
with
our
schools
on
in
terms
of
the
btu.
J
We
also
have
some
specific
class
size
limits
and
also
moving
to
the
the
expansion
of
inclusion
across
the
city,
there's
also
a
percentage
of
total
number
of
students
with
IEPs
in
a
classroom
as
well.
So
all
those
factors
are
being
taken
into
account
as
we
plan
school
by
school
for
the
configuration
of
classrooms
that
provide
a
full
Continuum
of
services
within
the
building.
E
30
seconds
quick,
one
more
paraprofessionals,
they
are
very
often
bilingual
they're
they
come
in.
They
work
in
the
classrooms.
Are
we
developing
a
career
Pathway
to
help
have
those
support
those
prior
professionals
to
move
forward?
Get
some
certification,
maybe
actually
ultimately
become
classroom
teachers
are
we
are
we
are
we?
How
are
we
supporting
that
and
because
it's
a
recruiting
staff
from
diverse
cultural
backgrounds
within
with
linguistic
skills
is
a
challenge,
but
how
are
we?
We've
got
people
right
in
front
of
us
who
are
tremendous
human
potential
to
be
very
productive
teachers.
J
Yes,
that
is,
we
have
been,
but
we
want
to
do
more
of
that
to
your
your
excellent
point,
I
think
also
part
of
the
work
that
we're
doing
this
year
is
the
additional
eight
hours
of
professional
development
that
I
mentioned.
It
also
includes
paraprofessionals
now
in
terms
of
the
collective
bargaining
agreement.
A
H
You,
madam
chair
and
so
I'm,
just
I'm
gonna
dive
in
specifically
I
have
some
questions
around
English,
English
language,
Learners
and
also
special
education
supports
I'm,
very
interested
in
learning
more
about
the
recent
arrivals
and
the
type
of
attention
they
are
receiving
when
parent,
when
students
are
coming
to
this
country.
You
know,
as
someone
who
came
here
when
I
was
five
years
old.
Luckily,
I
came
at
a
time
where
I
was
able
to
learn
how
to
speak
English
at
a
younger
age,
but
I
do
know.
H
Having
worked
in
the
Boston
public
schools
with
families
who
are
immigrants,
you
know
acclimating
to
this,
culture
is
really
difficult
and
if
you
have
had
interrupted
education
kind
of
acclimating,
your
way
into
the
school
system
is
already
enough
of
a
challenge.
So
this
is
very,
you
know
important
for
us
to
really
look
at
based
on
everything
that
we're
seeing
in
the
influx
of
our
recent
arrivals
and
particularly
from
Venezuela
and
Haiti
and
I
would
just
like
to
learn.
H
If
you
could
just
talk
to
me
a
little
bit
about
the
process
for
a
student
to
get
a
student,
excuse
me
a
sped
assess
assessment.
Can
you
talk
to
me
a
little
bit
about
what
that
looks
like
if
not
just
English
language
Learners
in
terms
of
services,
but
like
how
are
we
assessing
recent
arrivals
for
special
education.
J
Thank
you,
councilor
Mejia,
and
thank
you
also
for
your
continued
advocacy
and
support
of
our
most
single
Learners
and
our
mostly
Learners
with
disabilities.
So
I
think
I
mentioned
earlier
that
we
are
expanding
a
few
newcomer,
Learning
Centers,
because
we've
also
seen
growth
in
our
multilingual,
Learners
and
largely
in
the
secondary
level.
So
that
would
be
in
the
areas
of
Brighton,
Charlestown
and
East
Boston
in
in
addition
to
binka
for
next
year,.
H
J
H
J
H
L
So
we
have
at
least
for
speech
and
language
Pathologists.
We
have
high
incidence
and
low
incidents,
bilingual
folks
for
speech
and
language
pathologist
and
for
school
psychologists,
occupational
therapists.
We
have
several
High
incidents
and
a
few
low
incidence
languages
for
the
rest
of
the
related
Services.
L
H
L
So
a
school
psychologist
is
typically
across
the
board
for
every
assessment
that's
needed
to
determine
eligibility
for
special
education.
Often
it
also
includes
a
speech
and
language
pathologist
and,
depending
on
what
the
concerns
are,
whoever
is
bringing
in
concerns
a
teacher,
a
parent.
Sometimes
we
have
an
occupational
therapist
therapist,
a
physical
therapist
and
sometimes
a
developmental
or
kind
of
educational
assessor,
depending
on
the
age
and
the
the
needs
of
the
the
child
that
we
think
we
may
need,
but
almost
in
every
circumstance,
there's
a
psychologist.
L
H
L
Have
a
lot
of
kits
for
the
bilingual
assessors
and
so
and
in
fact
we
just
made
an
investment
to
add
several
more
kids
bilingual
kits
for
assessments
across
the
board.
Right
I,
don't
know
offhand
I,
don't
know
the
number
right
now.
I'll
have
to
make
sure
that
I
will
have
to
look
that
up
and
get
back
to
you
on
that
number.
H
H
H
So
can
you
talk
to
me
a
little
bit
about
some
of
the
Investments
that
are
being
made
and
I
know
this
firsthand
as
a
parent
and
as
someone
who
worked
in
the
education
space,
organizing
parents,
that
and
I've
sat
through
so
many
special
education
hearings
that
the
language
that
is
used
even
in
English,
you
need
to
You
Know,
The,
Da,
Vinci
Code
to
crack
it
to
understand
it.
And
then
it's
just
as
equally
as
hard
for
native
speakers
who
you
know.
English
is
not
their
first
language,
so
I'm
just
curious.
H
What
are
we
doing
to
beef
up
the
capacity
for
our
translators
so
that
they
could
be
native
language
speakers
and
that
they
also
have
a
very
clear
understanding
of
special
education
technical
language
in
a
way
that
is
culturally
competent
in
terms
of
translation?
So
can
you
talk
to
me
a
little
bit
about
that.
L
Yes
actually
related
to
translators,
we're
actually
in
the
middle
of
doing
some
audits,
around
translation,
with
our
translation
department,
for
special
education
to
make
sure
that
they're,
high
quality
and
the
translators
understand
special
education.
So
we're
engaging
collaboratively
with
the
translation
unit
to
one
understand
where
the
needs
are
and
then
number
two
provide
some
training,
especially
around
the
technical
language
of
special
education.
H
You
know
our
kids
are
being
labeled
as
special
education
when
it's
really
an
English
language
learner
issue
and
then
that,
from
what
I
understand
and
I'm
not
sure
if
this
is
true
or
not,
but
do
parents
have
to
pick
between
one
service
or
the
other
if
they're
going
to
get
ell
services
or
if
they're
going
to
get
special
education
services
or
do
they
get
both?
Can
you
just
help
me
understand
kind
of
the
process
when
you,
when
the
parent
has
a
child?
L
So,
as
we
think
about
special
education
and
ell,
I
think
this
is
a
really
great
question.
I'm,
really
glad
that
you
brought
it
up,
because
we've
been
really
thinking
carefully
about
this,
with
our
district
throughout
and
and
as
we're
thinking
about
kids
with
disabilities,
who
are
also
ell
and
thinking
about
what
their
lre
is
and
how
to
provide
the
the
resources
that
are
needed
for
kids
with
disabilities.
L
Their
ESL
resources
is
important
to
make
sure
that
we're
really
grounding
the
the
the
things
that
we're
doing
in
data
and
what
the
kids
need
based
on
what
their
disability
is
and
what
their
ELD
level
is.
So
we're
engaging
with
experts
from
the
University
of
SUNY
New
York
to
help
us
understand
where
what
what
is
the
landscape
and
where
are
the
needs,
and
how
do
we
continue
to
provide
and
Excel
in
these
areas
for
kids
with
disabilities?
Who
are
multilingual
learners
just.
J
To
follow
up
on
that,
we're
trying
to
make
sure
that
we
add
native
language
assessments
so
that
we
can
better
be
more
precise
about
what
the
needs
are,
so
they
can
get
both
of
their
services
and
especially
in
working
with
specific
schools.
Around
inclusion
we've
been
also
looking
at
figuring
out
how
to
best
provide
students
with
disabilities
in
dual
language
programs.
The
supports
that
they
need
as
well,
because
we
do
believe
that
students
should
be
getting
both
bilingual
and
special
education
services.
H
Yeah
I
I
worry
about
the
narrative
that
parents
have
to
choose
between
one
or
the
other
and
I.
Don't
think
that
that
is
the
best
way
for
us
to
do
business.
If
we're
really
serious
about
you
know
getting
a
good
return
on
our
investment,
and
so
I
I
threw
the
chair
I'm,
going
to
ask
for
a
formal
list
of
staff
and
and
their
specific
roles.
H
For
you
know
special
education,
Els
I'd
love
to
kind
of
have
a
better
handle
of
what
that
looks
like
and
not.
Every
single
school
has
a
bateria,
a
Spanish
version
for
standardized
testing
and
I'd
love
to
know
you
know
what
investments
are
being
made
so
that
that
tool.
It's
only
like
a
thousand
dollars.
H
H
J
So
when
students
come
to
the
newcomer
so
when
they
first
come,
they
go
through
the
newcomer
assessment
and
Counseling
Center
to
make
sure
we
provide
them
with,
like
the
Eligibility
Assessment
for
the
ELD
level,
and
it's
during
that
time
and
I
appreciate
your
question,
because
it's
always
a
little
bit
tricky
because
we
try
to
look
at
transcripts.
We
try
to
make
sure
the
student
is
not
losing
ground,
but
that
we
support
them
in
whatever
grade
that
they
are
in,
and
so
during
that
process,
whether
it's
transcript
review
or
not.
J
What
we've
done
is
we've
added
some
native
language
assessments
to
help
us
determine
whether
or
not
because
the
practice
that
you're
speaking
about
just
automatically
putting
a
student
in
a
grade
below
that,
isn't
something
that
we're.
You
know
trying
to
exercise
we're
trying
to
do
our
best
to
to
make
sure
if
there
isn't
paperwork
and
some
of
the
countries
that
students
are
coming
from,
there
isn't
a
lot
of
information
to
go
with,
and
that's
why
the
native
language
assessments
have
been
helpful
to
really
determine
that
grade
placement,
especially
in
using
math
as
an
example.
J
So
those
are
some
of
the
pro
pieces
that
we
have
in
place.
I
think
it
helps
to
be
able
to
have
these
additional
newcomer
Learning
Centers
to
be
able
to
provide
much
more
support.
So
if
a
student
were
placed
in
a
grade
lower
by
by
some
reason,
then
there
are
folks
watching
closely
to
make
sure
the
student
is
in
the
correct
grade
level
and
courses
that
are
required
and
also
councilman
here.
J
A
I
I
I
will
start
my
line
of
questioning
just
with
Early
Childhood
inclusion
seats,
and
this
past
year,
I
had
a
constituent
reach
out
about
the
lack
of
Early
Childhood
seats.
In
excuse
me,
inclusion
seats
in
Charlestown
in
the
North
End
and
then
after
inquiring
further,
my
office
received
data
that
these
two
communities
only
have
15
K
through
two
inclusion
seats
between
them.
J
J
If
he's
there
to
share
some
more
specifics
with
you,
it
is
something
that
we've
actually
been
partnering
with
the
city
on
as
well
to
make
sure
that
we
can
expand
seats
where
there
are
needed,
as
well
as
partner
with
early
intervention,
to
make
sure
that
we
have
the
sort
of
requisite
supports
that
families
need,
and
also
to
increase
the
pipeline
of
teachers
Jason
and
Lauren.
If
you
want
to
add
more
feel
free
to
come
on.
G
So
that's
part
of
the
whole
dialogue
and
there
are
definitely
neighborhoods
where
we
need
to
expand,
and
so
I'm
not
I'm,
not
surprised
to
hear
that
I
know
it's
something
we're
thinking
through
and
then
as
well
as
Pipeline
and
features
we're
going
to
do
more
Early
Childhood
teachers
and
then
finally,
we
are
doing
a
lot
of
work
with
the
community-based
providers.
Talking
about
what
would
inclusion
look
like
in
community-based
programs?
Where
do
they
need
supports?
D
I
B
J
So
I
I'm
going
to
answer
part
of
this
as
well
and
Dr,
eccleson
I
think
if
he
can
be
elevated,
has
some
specific
details
around
this
particular
neighborhood.
This
area,
but
I
would
say,
I
want
to
be
clear
that,
as
we
move
towards
district-wide
inclusion,
we
have
we
are
going
to
be
improving,
how
we
ensure
full
inclusion
for
students.
J
We
have
been
very
dependent
upon
specific
disabilities
being
included
and
it
will
be
not
as
much
segregated
in
that
way
as
we
move
forward,
which
is
why
we're
also
doing
quite
a
bit
of
professional
learning,
with
our
teachers
to
prepare
them
for
those
settings.
So
I
just
want
to
note
that
moving
forward
the
goal
is
not
to
have
inclusion,
that's
only
a
specific
disability,
but
that
there
are
multiple
disabilities
in
that
heterogeneous
space.
I
What
I
have
heard
is
that
groups
of
families
their
children
will
be
dispersed
across
the
city
because
there's
a
wait
list
at
binka
and
there
has
been
discussion
and
and
Confirmation
actually
from
the
superintendent
herself
to
have
another
newcomers
Academy
in
this
area
of
Boston,
which
I
absolutely
love
and
I'm
just
wondering
what
the
timeline
is
on
that
I
have
yet
to
get
any
specifics.
But
knowing
that
we're
planning
out
our
academics
I'm
wondering
if
any
of
you
have
any
answers
to
that
foreign.
J
So
that
is
something
that
we
have
been
experiencing
through
when,
when
students
come
through
the
newcomer
assessment
and
Counseling
Center
is
that,
depending
on
where
there
are
seats
available,
families
have
had
to
split
up
a
little
bit
in
terms
of
areas
of
the
city.
We've
actually
been
Case
by
case
trying
to
make
sure
that
we
place
students
as
close
as
possible,
and
in
some
cases
we've
worked
with
families
to
share
with
them
the
different
kinds
of
programming
and
supports
that
we
can
provide
locally
to
sort
of
mitigate.
J
I
So
it
was
both
so
if
I
had
heard
that
these
welcoming
centers
are
going
to
be
here-
and
we
love
that.
But
then
superintendent
Skipper
had
also
mentioned
that
there
could
be
a
possibility
for
opening
up
another
binka
finger
2.0
and
that's
something
that
we
we
desperately
need.
Just
given
the
wait
list
and
was
wondering
if
there's
any
Clarity
on
the
timeline.
For
that.
J
Okay,
so
there
will
be
similar
to
the
newcomer
learning
Academy
within
binka.
Those
are
the
three
areas
that
we
are
adding
it'll
be
the
program
within
those
schools,
current
programs,
so
that
means
they're
getting
additional
staff
and
so
on,
and
that
was
to
meet
the
demands
that
are
happening
in
those
areas.
I
I
What
are
we
doing
to
expand
that
Citywide
I
always
say
that
dual
enrollment
in
early
college
is
an
economic
tool
as
as
well
as
an
academic
tool
saves
you
money
for
college
credits,
it's
something
that
my
friends
took
advantage
of
back
in
the
day
and
it
really
paid
dividends
in
the
end.
So
I'm
wondering
you
know
what
sort
of
Partnerships
are
we
pushing
forth?
I
know
there's
one
with
Bunker
Hill
Community
College,
but
have
we've
been
talking
to
other
area
colleges
to
expand
this
program
and
then
in
order
to
do
so?
I
A
E
Thank
you,
madam
chair
I.
I.
Don't
really
have
any
further
questions.
I
am
I.
I,
really
hope
that
our
welcome
centers
are
appropriately
staffed
and
resourced
so
that
they
don't
actually
become
a
a
burden
on
the
the
rest
of
the
schools
in
which
they're
located
you
know,
I
wanted
to
be
a
well-resourced,
a
Welcome
Center.
E
That's
that
that
enhances
our
schools
rather
than
becomes
a
a
negative
I,
don't
want
it
to
if
they're
under
resourced
and
you're
pulling
resources
from
within
this
the
school
to
support
them,
then
that's
not
that's
to
no
one's
benefit.
I
hope
that
if
we
do
it,
we
do
it
well
and
we
do
it
right
and
I
also
want
to
thank
everyone
for
their
for
their
conversation.
E
A
J
A
Madam
chair,
yes,
thank
you
so
much
for
yeah.
That
was
very
important
Megan.
Do
we
have
anybody
signed
up
for
public
testimony
nope?
No
one
signed
up,
okay,
our
all
right,
Deputy,
superintendent
and
Mr
Bloom
and
all
other
parties
that
are
here
from
BPS
appreciate
your
work.
Thank
you
so
very
much.
This
is
our
last
hearing.
I
promised
a
hard
stop
at
four.
A
We
would
like
to
support
The
Advocates
at
our
side
for
Respiratory
budget
office
Amendment,
and
we
have
to
adjourn,
but
if
you
have
any
pending
questions
that
went
out
to
you,
please
submit
them
to
my
email
and
I'm
happy
to
distribute
them
to
my
colleagues
I.
Thank
you
so
much
and
look
forward
to
communicating
with
you.