►
Description
Ways & Means FY22Budget: Boston Public Schools - Commitment #1- Eliminate Opportunity & Achievement Gaps - Specialized Academic Supports
Held on May 11, 2021
C
D
B
A
We're
learning,
okay,
all
right,
then
chief.
Are
we
ready
to
go
okay
great?
So
we
got
plenty
of
ground
to
cover
so
calling
this
hearing
in
the
boston
city
councils,
ways
and
means
community
to
order
for
the
record.
My
name
is
kenzie
bach,
I'm
the
district,
8
counselor
and
also
the
ways
and
means
chair.
A
This
hearing
today
is
being
recorded
and
live
streamed
at
boston.gov
city
dash
council
dash
tv.
It
will
also
be
broadcast
on
xfinity
channel
8,
rcn
channel
82
and
fios
channel
964..
It's
part
of
the
budget
review
process,
which
is
about
35
working
sessions
and
hearings.
We've
got
a
whole
bunch
of
those
with
vps
and
of
which
this
is
one,
and
we
do
look
for
your
participation
as
a
member
of
the
public.
So
you
can
send
us
an
email
with
your
testimony
at
ccc.wm,
that's
ccc.wm
awesome.gov!
A
A
And
testify
at
the
end
of
the
hearing,
you
can
also
upload
a
video
on
that
website,
which
we
can
then
play
at
the
conclusional
hearing
and
we'll
have
two
dedicated
public
testimony
hearings
that
are
just
about
you
and
your
testimony.
No
presentation
at
6
pm,
so
they're
more
convenient
for
folks
in
the
evening.
A
A
Today's
hearing
is
on
docket
0524-0252
orders
for
the
fy
22
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits.
Docket
0527-0528
orders
for
capital
fund
transfer
appropriations,
doc
and
dockets
0529-0531
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
A
We're
focused
today
on
bps
commitment,
one
in
their
strategic
plan,
which
is
eliminate
opportunity
and
achievement
gaps
and
we're
in
sort
of
the
second
part
of
that
focus.
So
this
morning
we
talked
about
wraparound
services,
social,
emotional
learning,
mental
health
supports
a
whole
bunch
of
things
to
this
afternoon.
B
This
year's
budget
is
a
36
million
dollar
increase
over
our
fy
21
budget.
We
are
extremely
fortunate
to
be
able
to
benefit
from
continued
investment
from
the
city
of
boston.
At
times
when
other
municipalities
are
having
to
use
federal
funding
to
backfill
lost
revenue,
100
of
our
new
investments
are
going
to
supporting
students,
and
this
is
part
of
a
three-year
hundred
million
dollar
rollout
of
new
investments
in
bps,
so
fy
22
is
the
second
year
where
we're
receiving
this
and
again,
I
cannot
express
appreciation
enough
for
our
partners
in
the
city.
B
This
is
one
slice
of
our
overall
investments.
We
are
very
fortunate
to
be
able
to
have
funds
so
that
we
can
target
supports
and
services
to
students.
We
know
that
the
pandemic
has
had
a
disproportionate
impact
on
our
english
learners
on
our
students
in
special
education
on
our
historically
marginalized
populations.
B
The
next
slide
provides
an
overview
of
the
federal
funds
that
are
coming.
In
addition
to
the
general
funds
we
have
esser
part
1
or
what
has
been
referred
to.
As
cares
act,
funding
which
was
part
of
this
year's
fy
21
budget,
as
well
as
the
city
allocated
an
additional
23.2
million,
among
other
things,
has
helped
fund
the
rollout
of
one
to
one
computing
and
we
are
beginning
the
planning
process.
B
The
pandemic
has
also
had
an
impact
on
the
system.
Overall.
This
was
a
topic
of
the
hearing
this
morning
where
we
talked
about
enrollment
declines
and
the
need
to
support
our
students.
It's
important
that,
as
we
think
about
how
we
use
our
funds,
that
we
are
positioning
our
district
not
only
to
meet
the
needs
of
students
who
are
recovering
from
the
pandemic,
but
to
make
sure
we
have
a
district
that
emerges
from
the
pandemic
stronger
and
that
emerges
ready
to
reimagine
what
is
possible.
B
B
We
need
to
make
sure
that
we
are
prepared
to
support
students
in
in
this
recovery
and
to
not
just
come
back
as
a
district
that
we
were
because
for
too
many
of
our
students-
and
this
is
particularly
appropriate
for
our
conversation
around
achievement
and
opportunity
gaps.
But
for
too
many
of
our
students,
the
district
was
not
working
for
them
before
the
pandemic.
G
Money
as
well
so
here
are
some
highlights
from
our
central
office.
Work
is
that
for
2122,
we
are
increasing
our
aba
program
and
this
is
really
due
to
a
need
from
enrollment,
so
we're
increasing
personnel,
16,
new
aba,
specialist
positions,
two
new
aba
program
directors
and
more
in
aba
contracts
as
well.
And
that
is
really
because
the
demand
we
will
be
hiring
an
executive
director
in
the
office
of
special
education
to
really
focus
on
strategy,
enhancing
school
supports
and
thinking
through
strategically.
G
G
G
52
of
black
male
students
are
enrolled
in
an
inclusion
setting
compared
to
70
of
white
male
students,
whereas
67
of
female
students
are
placed
in
fuller
inclusion
settings,
the
rate
for
male
students
is
59
and,
lastly,
a
concern
is
that
black
students
overall
have
the
highest
rates
of
placement
within
substantially
severe
settings
at
37
compared
to
29,
for
students
with
disabilities
overall
and
for
black
male
students.
This
rate
increases
to
39.
G
G
Also,
the
percent
of
students
with
disabilities
dropping
out
has
actually
decreased
3.6,
which
is
terrific,
and
also
the
rates
of
students
who
are
staying
in
school,
has
increased
as
well.
So
we
are
pleased
about
that,
and
I
think
that
we
also
want
to
highlight
that
the
sorry
that
the
all
students
has
increased
by
2.5
percent
in
that
time,
so
those
are
some
highlights
on
graduation,
okay,
I
also,
I
know
that,
there's
a
lot
of
conversation
within
the
community
with
regard
to
inclusion,
which
is
wonderful.
G
We
know
that
we
do
have
one
a
too
many
students
in
substantially
separate
settings
and
not
the
appropriate
placement.
So
we
want
to
make
sure
that
we're
moving
towards
inclusion
and
also
making
sure
students
are
in
the
appropriate
placement-
and
I
really
want
to
highlight
this
piece-
that
in
2015
and
2016,
the
graduation
rate
for
students
in
full
inclusion
exceeded
the
district
rate.
Okay,
that's
really
exciting
and
is
a
testament
to
the
power
of
inclusion
that
the
graduation
rates
for
students
in
full
inclusion
is
so
high.
G
Also,
the
percent
of
students,
age
6
to
21
in
fuller,
partial
inclusion
settings,
has
increased
from
53
percent
to
64
over
the
past
10
years.
So,
while
we
have
a
lot
of
work
to
do
in
terms
of
reducing
the
amount
of
students
in
substantially
separate
settings
and
increasing
the
amount
of
students
inclusion,
the
trend
lines
certainly
are
moving
in
the
right
directions
in
the
right
direction.
And,
lastly,
the
students
in
substantially
separate
settings,
has
decreased
from
41
to
29
in
that
same
time,
between
2010
and
2020..
G
G
We
are
also
making
an
investment
to
support
district-wide
implementation
of
this.
We
worked
with
seven
schools
this
year
to
increase
inclusive
opportunities
and
next
school
year.
We
will
be
increasing
that
cohort
to
about
15
schools
to
work
with
to
increase
inclusion
in
those
schools
so,
and
with
that,
I
think
I'm
turning
it
over
to
dr
romero
johnson,
dr
romero,
johnson.
H
H
We've
addressed
the
need
to
have
a
focused
grade
level,
curriculum
and
assessments
and
ensuring
an
intentional
instructional
bridge
between
the
spring
and
fall
for
summer
learning.
We
are
excited
to
be
offering
programs
for
over
16
000
students
in
july
and
august,
and
we
have
increased
our
capacity.
Our
overall
capacity,
as
well
as
the
social
emotional
supports
for
our
students,
including
embedded
training
for
teachers
to
support
student
needs,
as
well
as
social
workers
from
school
psychologists
for
tier
tiers.
I
I
I
will
be
reporting
on
how
oel
invested
the
fiscal
year
21
funds,
how
we
are
reimagining
the
department
and
what
our
priorities
will
be
for
fiscal
year
22.
during
the
covet
pandemic,
the
office
of
english
learners
had
to
quickly
re-imagine
how
to
support
an
already
marginalized
student
population
and
community.
I
I
In
the
midst
of
the
pandemic,
we
successfully
opened
up
in
partnership
with
the
burke
and
the
cabo
virgin
center
for
applied
research,
a
heritage
course
and
expanded.
The
haitian
and
vietnamese
dual
language
programs
for
the
health
and
well-being
of
our
parents
and
students.
We
launched
a
pilot
program
called
parents,
helping
parents
where
our
el
parents,
who
qualified
were
hired
to
provide
targeted,
supports
for
their
peers,
who
are
having
difficulty
accessing
the
district's
online
platforms,
helping
their
students
with
homework
or
even
knowing
how
to
access
their
ebt
card
support
throughout
the
year.
I
Also,
we
celebrated
with
them
by
providing
the
moments
of
joy
through
virtual
celebrations
of
their
language,
culture
and
history,
and
at
this
moment
I
do
have
to
say,
happy
haitian
heritage
month
and
happy
asian
american
pacific
islander
month
next
slide.
Thank
you.
During
the
pandemic,
it
has
afforded
us
a
rare
opportunity
where
many
things
that
our
families
were
told
would
be
an
impossible
feat.
All
of
a
sudden
became
actualities
in
the
same
vein.
I
In
april,
we
launched
a
reimagined
oel
campaign
to
elicit
input
from
all
our
major
language
communities.
We're
able
to
host
nine
community
engagement
sessions
in
the
native
language
of
our
community
members
so
that
the
families
could
freely
speak
of
what
they
themselves
desired
in
the
educational
experience
of
their
children.
I
In
partnership
with
central
office
teams,
oel
began
to
discuss
the
implications
of
implementing
these
changes,
such
as
the
impact,
our
current
assignment
policies,
practices
and
even
looking
at
our
wsf
structure,
with
through
through
an
equity
lens,
thus
far
through
weekly
meetings.
In
countless
conversations,
the
internal
levers
that
affect
funding
and
assignment
are
coming
to
light
with
a
group
of
individuals
who
are
willing
to
change
the
status
quo
for
the
sake
of
ensuring
yeah
families
have
choice.
I
I
We
all
can
attest
how
much
of
a
necessity.
It
is
for
city
that
represents
a
global
community
to
have
the
supports
necessary
to
communicate
to
all
of
its
citizens,
as
oel
is
about
to
step
into
a
new
reality
reality.
The
same
level
of
investment
is
needed
not
just
now,
but
over
time
to
help
us
sustain
the
work
that
will
impact
40
of
the
student
population.
I
In
that
same
vein,
we
want
to
be
able
to
reorganize
the
department
to
align
with
the
vision
of
the
roadmap
and
prioritize
hiring
for
positions
that
will
support
with
the
implementation
of
the
work
at
the
central
level
and
provide
direct
school
support
for
implementation,
for
the
shifts
that
that
will
be
proposed
as
well
as
shared
earlier
on.
We
want
to
ensure
that
we
are
able
to
develop
instructionally,
sound
bilingual
materials
and
assessments
for
the
various
languages
where
communities
have
requested
additional
programming
at
this
time.
I
turn
this.
I
turn
it
over
tonight.
Thank
you.
B
Thank
you.
We
just
wanted
to
close
by
pointing
out
that
all
of
the
information
that
is
being
presented
today
will
be
posted
on
our
website,
translated
into
the
nine
major
languages
for
bps
students
and
families,
as
well
as
more
information
about
our
any
presentations
we
did
to
the
school
committee
and
information
we
post
online
about
our
budget.
This
is
the
fourth
hearing
out
of
many.
B
I
don't
think
I've
had
the
opportunity
to
edit
this
calendar,
since
chairman
bach
pointed
out
that
there
is
another
hearing
for
public
testimony
on
the
bps
budget,
which
we'll
be
adding
to
all
of
our
calendars
going
forward,
but
please
be
sure
to
tune
in
to
learn
more
as
we
go
through
the
rest
of
our
strategic
plan.
With
that,
I
will
turn
it
back
over
to
the
chairwoman
for
questions.
A
Great
thanks
so
much
nate
and
since
we
only
had
an
hour
between
the
two
hearings,
I
think
that's
fair.
I
I
wanted
to
note
that,
in
addition
to
the
colleagues
I
read
earlier,
I
was
also
joined
early
on
in
the
presentation
by
counselor,
andrea
campbell
district
4,
councillor
matt,
o'malley
district
6
and
our
president
pro
tempore
and
counselor
julia
mejia
at
large.
So
I'm
gonna
jump
straight
to
questions
I'll,
defer
mine
again
to
the
end.
So
starting
with
counselor
flynn,
there
is
yes
counselor
flynn.
You
have
the
floor.
D
D
G
G
D
Students
with
learning
learning
disabilities,
learning
challenges
and
outreach
to
the
parents
that
don't
speak
english
and
you
know
the
child.
The
student
is
struggling,
learning
english
as
well,
but
what
is
the
overall
strategy
of
working
closely
with
the
parent
with
the
child
to
make
sure
we're
providing
the
right
resources
and
support
for
that
student
and
family
member.
G
Yeah,
thank
you,
counselor
flynn,
for
that,
and
I
may
ask
dr
romero,
johnson
or
or
mrs
germain,
to
chime
in
as
well,
but
certainly
our
elves
with
disabilities.
So
our
english
learners
with
disabilities
are
one
of
our
unfortunately,
one
of
our
lowest
performing
students
when
it
comes
to
academic
achievement,
and
so
it
is
incumbent
on
us
to
work
incredibly
hard
to
make
sure
that
they
have
the
language
access
needed
to
get
the
resources
that
we
can
provide
to
them.
G
So
a
lot
of
this
rests
on
you
know,
translation
interpretation,
but
not
only
that
it
also
rests
on
community
engagement
and
really
being
relentless
in
reaching
out
to
them
and
making
sure
that
families
have
what
they
need.
As
mr
mayne
said,
we've
been
using
talking
points
for
translation.
I
know
a
lot
of
coordinators,
so
team
facilitators
use
that
to
make
sure
that
we're
getting
to
the
families
as
much
as
possible.
G
We
also
make
sure,
as
we
have
translators
at
the
team
meetings
themselves,
and
then
I
think
we
also
know
that
we
have
some
work
to
do
in
terms
of
making
sure
that
we
have
the
expertise
in
the
district.
In
terms
of
identification
and
understanding
the
difference
between
what
is
actually
a
disability
and
what
is
learning
a
language
and
that
we
have
some
work
to
do
in
that
area
and
we're
going
to
engage
in
that
as
we
move
ahead.
I
And
to
support
with
with
ethan's
response,
as
he
identified
for
many
of
the
interpreters,
who
are
working
for
sp
within
the
special
ed
component,
many
of
them
go
through
training
to
make
sure
that
they
understand
the
vocabulary
and
are
effectively
interpreting
for
parents.
We
do
receive
a
lot
of
feedback
parents
and
community
advocates
who
participate
in
the
iep
meetings
are
able
to
give
us
feedback
on
the
experience
with
the
interpreters
so
that
we
can
adjust
and
as
ethan
identified,
also
part
of
the
work
we're
doing
within
the
roadmap.
I
Development
for
this
tip
in
bilingual
programming
is
looking
at
how
to
provide
access
to
bilingual
special
education
for
students
who
would
qualify
for
that
so
making
sure
we
have
the
right
type
of
staffing
who
can
speak
the
languages
of
the
student
or
the
appropriate
supports
necessary
for
the
students
throughout
the
day.
Thank
you.
D
Thank
you,
and
in
my
final
question
is:
can
you
talk
about
the
process
in
deciding
how
to
distribute
the
federal
relief
funds?
I
know
that
there
will
be
a
commission
or
a
working
group
established.
What
will
the
membership
be
like?
I
know
I
recommended
a
a
parent
on
the
board.
I
received
a
letter
from
the
superintendent
saying
that
a
parent
would
be
on
the
board.
So
thank
you.
Thank
you
for
that.
But
how
does
the?
How
is
the
money
going
to
be
spent?
B
Yeah
great
question
and
thank
you
for
the
opportunity
to
kind
of
clarify
around
the
esser
commission.
Their
first
meeting
is
going
to
be
on
thursday
in
the
evening.
Those
are
all
public
meetings
and
we'll
also
have
public
comment.
The
goal
is
to
make
sure
that
we
are
listening
to
the
community
and
hearing
feedback
on
how
to
use
the
esser
funds.
B
The
goal
is
to
put
together
the
proposal
for
the
application,
which
is
due
at
the
end
of
july,
in
terms
of
how
we're
thinking
about
structuring
the
the
spending.
Of
course,
part
of
the
requirements
of
the
20
goes
directly
to
students
and
academic
recovery,
but
there's
a
lot
of
flexibility
in
how
we
use
the
funds
and
that's
why
we've
been
talking
so
much
about
what
it
means
to
reimagine
the
district.
B
B
How
do
we
structure
the
spending
over
time?
We
have
three
years
to
spend
the
400
million,
so
that
allows
us
to
sort
of
smooth
the
ca
smooth
the
spending
over
multiple
years
and
not
to
ramp
up
too
much
spending,
and
then
because
this
is
a
budget
hearing
I'll
go
ahead
and
put
in
a
plug.
We
really
need
to
be
thinking
about
the
long-term
sustainability.
B
D
Thank
you,
nathan.
I
that's
good
information,
but
who
makes
the
decision
on
where
the
money
is
spent.
I
want
to
know
who
the
who
the
head
honcho
is
of
of
who
makes
the
decision.
That's
the
person
we
want
to.
We
want
to
talk
with
to
make
sure
that
the
money
is
spent
equal
equally.
So
who?
Who
is
that
person.
B
Yeah,
ultimately,
I
believe
that
the
superintendent
will
be
you
know,
finalizing
the
application
in
consultation
with
the
sr
commission,
and
so
you
know
the
buck
literally
stops
there.
As
you
know,
the
all
federal
fundings
need
all
federal
funding
does
need
to
be
voted
on
approved
as
an
accept
and
expend
from
the
school
committee
as
well.
B
But,
as
you
know,
in
boston,
there's,
multiple
levels
of
autonomy
and
the
way
that
we
allocate
funds
out
to
schools
and
the
way
that
we
design
programs
and
while
what
we
try
and
do
as
a
district,
is
really
maintain
equity
and
be
able
to
monitor
across
and
ensure
that
we
provide
resources
to
the
students
who
need
it.
The
most,
while
also
maintaining
some
flexibility
and
autonomy
for
those
who
are
closest
to
the
students
who
know
their
students.
B
The
best
to
be
able
to
do
that,
I
think,
as
we
think
about
consistency,
equity
and
achievement.
We
need
to
really
be
looking
across
the
buckets
and
figure
out
the
best
mechanisms,
but
this
is
a
huge
opportunity
with
400
million
dollars
in
new
funding,
but
it's
also
one
that
we
need
to
be
really
deliberate
about,
because
otherwise
we'll
find
ourselves
not
having
the
outcomes
that
we
need
starting
this
year,
but
certainly
at
the
end
of
the
three
years.
A
Thank
you,
councillor
flynn
and
yeah.
I've
certainly
asked
the
bps
team
also
to
make
sure
that
the
council
gets
more
more
insight.
As
this
you
know,
commission
continues
on
specifically
the
money
to
be
spent
in
the
next
fiscal
year
prior
to
us,
taking
our
our
budget
votes,
so
we're
looking
forward
to
digging
in
a
bit
more
on
that.
Next
up.
Sorry,
I
don't
have
my
list
up
in
front
of
me.
Next
up
is
counselor,
savvy
george
and
then
it'll
be
counselor,
flaherty
and
I'll.
J
G
B
Can
I
just
if
I
could
add
to
that
just
on
the
budget
side,
we
would
have
to
pull
the
exact
spending.
We
were
just
looking
at.
It's
actually
not
something
we
report
separately.
We
we
tend
to
report
our
budget
based
on
spending
by
disability
group,
not
by
setting
we
have
about
as
of
october
1
about
3
200
students
that
were
in
substantially
separate
classrooms,
and
there
are
some
groups
for
whom
that
is
the
sort
of
peak
enrollment
and
in
some
groups
that
is
the
sort
of
as
the
year
grows.
B
B
What
we
wanted
to
do
was
provide
additional
supports
to
students
in
inclusive
settings
and
then
also
make
sure
that
there
was
some
that
the
sort
of
financial
incentives
were
aligned
with
our
academic
incentives,
what
we're
trying
to
achieve
academically,
and
so
we
actually
make
an
investment.
We
spend
slightly
more
for
the
students
who
are
moving
to
inclusive
settings,
and
that
is
part
of
you
know.
I
think
daphne
mentioned
this
already
talking
about
looking
at
weighted
student
funding
across
english
learners.
B
We're
also
going
to
look
at
weighted
student
funding
across
special
education
to
say
what
are
what
are
innovative
ways
that
we
can
fund
to
meet
the
needs
of
students.
So
that
we
don't
get
locked
into
this,
setting
based
decision
decision-making
as
opposed
to
really
services
based
and
to
the
extent
that
I
know
what
I'm
talking
about,
I
have
to
give
credit,
of
course,
to
ethan
sylvia
and
daphne
for
their
patience
and
explaining
it
to
me.
J
No,
I
appreciate
that
and
I
appreciate
that
it's
part
of
your
strategic
goals,
you
know
and
always
want
to
make
sure
always
the
priority
is
to
make
sure
students
are
in
the
placement
that
is
best
suited
for
them.
But
when
we,
you
know,
learn
of
two
and
a
half
times
the
national
average
two
and
a
half
times
the
state
average,
and
we
may
have
a
higher
percentage
of
students
who
require
special
education
services
than
relative
districts
across
the
commonwealth,
for
example.
J
But
when
we
look
at
the
national
average,
it
could
be
that
we're
doing
things
better
here
in
boston
and
that
we're
recognizing
and
identifying
students
who
require
additional
services
or
special
education,
education
services
again
relative
to
other
parts
of
the
country,
but
still
two
and
a
half
times
seems
disproportionate,
so
want
to
make
sure
that
we
are,
you
know,
certainly
educating
our
kids.
You
know
in
the
most
appropriate
way
to
sort
of
you
know,
help
them
succeed
and
achieve
academically
as
well
as
socially
and
emotionally.
K
Yes,
man
of
chad
just
having
some
technical
difficulties.
So
if
I
fade
off
just
somehow
give
me
the
signal-
and
I
might
have
to
actually
reboot
but
first
of
all,
it's
great
to
see
eat.
Then
we
go
back
a
lot
of
years
over
20
years
and
no
one
has
been
committed
to
this
issue
more
so
than
you
have.
So
I'm
so
happy
to
see
the
improvements
in
the
graduation
rates
for
students
with
disabilities.
G
I
think
you
know
we
are
looking
forward
to
that
as
a
commission
getting
to
work
and
really
being
able
to
target
into
the
right
things.
Certainly,
there
are
a
lot
of
options
on
the
table.
There
are
a
lot
of
different
ideas
that
are
being
put
out
by
both
the
community
and
also
that
we
have
internally
and
are
really
excited
about.
G
Some
of
them
will
be
multi-year
projects.
Building
inclusion
in
schools
takes
both
mindset,
change
and
structural
change,
and
so
it
takes
time
and-
and
we
want
to
make
sure
it's
done
right-
we
want
to
make
sure
we
get.
You
know
we
get
it
people
on
board
to
make
sure
our
kids
are
served
in
the
best
possible
way
in
the
least
restrictive
setting.
So
in
terms
of
a
specific
goal,
I
will
get
back
to
you,
but
we
will
be
working
with
between
15
and
20
schools
next
year
on
this
project.
K
Thank
you
ethan.
I
trust
your
judgment
there.
What
will
the
public
engagement
listening
sessions?
Look
like
for
essa
franzai?
I've
heard
a
variety
of
stakeholders
with
some
shared
concerns
that
parents
voices
may
not
be
heard
during
that
process
and,
as
chair
of
the
committee
on
covert
19
relief,
I'm
committed
to
hosting
a
public
process
for
this
funding,
in
addition
to
the
public
engagement
process
that
the
bps
chose
so
I'll
be
working
closely
with
the
chair
ways
and
means
here,
as
the
budget
process
concludes,
and
also
the
chair
of
education
as
we
move
forward.
E
Ethan,
I
think
I'm
gonna
jump
in
on
this
one
counselor.
Thank
you
for
that
that
question.
I
think
that
this
is
continues
to
be.
You
know
something.
That's
on
the
top
of
everybody's
mind.
You
know
this
is
significant
funding,
as
nate
has
said
that
we're
receiving
as
a
district.
What
I'm
going
to
do
is
email
out
to
all
the
counselors,
and
I
would
encourage
you
to
share
it
with
your
constituents
as
well,
certainly
something
that
we've
been
promoting
online
and
trying
to
encourage
folks
to
to
come
to.
E
There
are
also
going
to
be
meetings
that
we're
hosting
with
a
number
of
different
stakeholders,
so
I
think
there
will
be
lots
of
information
coming
out
this
thursday
at
that
first
meeting,
really
around
multiple
ways
that
people
can
engage,
and
then
we
also
have
the
30-day
review
and
public
comment
period.
So
I
think
it's
similar
to
what
folks
have
seen
with
school
committee
what
you
see
with
with
city
council.
E
You
know
hearings
and
meetings
and
where
there
is
a
public
process
where
people
can
can
watch
and
learn
and
hear
and
listen
to
what's
being
discussed
and
then
make
comments
and
engage
with
that.
So
no
decisions
have
been
made.
I
want
to
be
very
clear
about
that.
I
think
there's
lots
of
great
ideas
that
are
being
discussed
both
you
know
here:
school
communities,
families
right.
There
is
no
shortage
of
good
ideas,
which
is
awesome
and
we
want
people
to
provide
that
feedback.
K
Okay,
thank
you
megan.
What
interventions
do
we
have
planned
for
our
special
education
learners
in
ell
this
upcoming
summer?
I'd
just
like
to
get
to
get
a
clear
snapshot
as
to
what
the
summer
plan
is,
and
you
know
to
me.
You
know
part
of
our
reimagining
plan,
it's
it's
tied
in
with
the
district
strategic
plan
and
commitment
number
six.
G
Yes,
certainly,
I
can
speak
from
the
special
education
perspective,
but
I
know
we'll
be
hearing
more
about
summer
and
in
a
bit
from
where
we
can
from
dr
romero
johnson
about
the
overall
summer
plan.
But
with
regard
to
special
education,
we
will
be
running
esy
as
we
always
do,
but
it
will
be
more
robust
this
year,
we'll
have
both
the
opportunity
for
virtual
esy,
as
well
as
in-person
esy,
we're
glad
to
be
able
to
offer
the
in-person
option.
G
Also,
we
will
be
laying
over
on
top
of
esy
compensatory
services
for
those
families
that
have
reached
agreements,
and
so
there
will
be
a
lot
of
services
delivered
that
way
as
well,
that
are
very
individualized
and
targeted
to
what
the
student
needs
and
those
two
can
be
offered
both
in
person
and
virtually
so
logistically
and
operationally.
We
have
quite
a
summer,
but
we
do
think
that
we
will
be
able
to
offer
specialized
services
to
the
students
in
the
ways
that
they
need.
So
we're
looking
forward
to
that.
K
A
L
L
It
had
a
precipitous
drop
in
enrollment
over
several
years,
and
I
just
wanted
to
know
to
get
some
insight
into
what
was
going
on
that.
Why
why
our
deaf
school
population
had
the
enrollment
had
decreased
and
so
dramatically,
and
so
quickly
and
the
numbers
of
students
that
were
out
of
district
students
that
maybe
went
elsewhere
or
just
to
get
some
sense
of
what
was
going
on
there
and
then
the
horace
mann
is
a
dual
language
school.
L
I
know
in
in
some
schools
in
in
the
uk,
for
example,
the
peers
are
taught
asl
so
that
the
deaf
students
are
are
able
to
communicate
with
their
with
their
peers
in
their
in
sign
language
and
then
also
at
the
edison
school.
They
had
a
really
successful,
behavior
support
program
that
was
enabling
students
with
behavioral
challenges
to
help
manage
their
stress
levels
and
adapt
their
behavior
so
that
they
could
be
reintegrated
into
a
regular
classroom
again,
and
I
just
wanted
an
update
on
how
that
was
going.
L
And
we
have
a
significant
population
out
here
in
olson
brighton
that
it
goes
to
jewish
day
schools.
I
know
I
know
that
constituents
have
have
asked
me
about
these.
These
issues
with
regard
to
related
service
providers
outside
of
outside
of
the
bps,
and
that's
a
good.
That's
a
handful
of
questions,
I'll
stop
there.
Thank
you.
G
Thank
you,
councillor,
braden,
that's
that's!
That's
a
good
rich
list
I'll
try
not
to
I'll
try
and
keep
it
concise
in
terms
of
our
out
of
district
students.
We
have
about
450
students.
454
this
year
is
the
number
of
students
that
we
serve
that
have
what
we
call
out
of
district
placements
and
in
terms
of
the
budget,
we
can
get
you
a
number
on
that.
We
don't
have
that
right
now,
because
it's
actually
fairly
complicated
because
we're
not
we're
fiscally
responsible
for
some,
but
not
every
single
one.
G
So
in
terms
of
what
the
actual
bps
expenditure
is,
we
will
have
to
get
back
to
you
on
that,
but
it
is
about
450
students
and
it's
hovered
about
that.
We
have
some
people
expected
to
see
that
number
go
up
during
the
pandemic.
We
have
not
seen
that
happen
yet.
So
that's
actually
a
good
thing.
We
want
to
be
serving
our
students
within
the
district.
No
question
about
that.
With
regard
to
horus
man
and
enrollment,
again,
a
very
that's,
an
extremely
complicated
question.
G
I
think
a
lot
of
things
at
play
there,
but
certainly
enrollment,
has
gone
down
over
the
years
over
the
past
five
years.
I
think
it
began
about
five
years
ago
that
my
if
my
memory
serves
me
correctly-
and
I
think
one
of
the
things
that
is
at
play
here-
is
that
you
know
the
most
important
thing
in
this
dynamic
is
that
families
have
choice
right,
that
a
family
makes
a
decision
about
what
they
want
for
their
child.
G
We
as
a
district
want
to
make
sure
that
we
are
transparent
as
possible
about
making
sure
we
give
the
family
the
opportunity
to
make
that
choice,
for
them
to
sorry
that
they
can
make
that
choice
for
their
child.
That's
really
what
is
most
important
in
terms
of
the
asl
being
taught
in
the
non-horus
man
settings.
G
Here
you
also
brought
up
the
edison
school.
I
know
that
they've
been
working
really
hard
in
their
and
made
a
lot
of
headway
in
their
what
we
call
their
ei
strand
their
program
for
students
with
emotional
impairments
and
that
they
do
give
those
students
opportunities
for
inclusion,
which
is
fantastic.
G
I
don't
know
the
latest
on
them,
but
I
do
know
that
they've
been
working
hard
at
it
and
it's
a
stable
program
and
is
successful
in
terms
of
giving
those
students
opportunities
for
inclusion,
which
is
really
exciting.
So
that's
a
really
important
initiative
that
you're
doing
there
and
then,
lastly,
on
what
you
describe
as
students
in
private
schools
who
need
iep
services.
This
is
actually
you've
asked
a
couple
of
very
complicated
questions,
but
this
one
has
been
an
area
of
learning
for
me
with
regard
to,
what's
called
proportionate
share
spending.
G
Those
are
federal
funds
that
come
into
the
district.
Those
are
not
state
funds,
we
have
a
whole
process,
we
go
through
where
we
do
something
called
child
find,
and
then
we
count
the
number
of
students
in
all
the
schools
that
may
need
services,
and
then
we
allocate
those
funds
on
the
basis
of
how
many
students
are
in
each
school
and
then
based
on
those
funds.
G
We
actually
give
service
time
of
bps
employees
in
those
schools,
so
it's
a
relatively
complicated
process
that
we
go
through
to
make
sure
that
those
students
get
the
services
in
those
schools.
I
do
want
to
add
that
there
is
also
always
the
possibility
if
a
student
wants
to
receive
iep
services
in
the
public
school
setting,
but
they
go
to
a
private
school.
They
may
do
that,
so
they
may
say.
G
L
Thank
you.
Thank
you
very
much,
that's
a
very
comprehensive
list
of
madam
chair.
Do
you
mind
if
I
have
one
more
question
hey,
I
know
you're
you're
waving
your
shoulder
over
there.
I
I
if
it's
quick
cancer,
really
just
a
quick
one.
I
noticed
in
your
out
of
placement
out
of
district
placement
graphs
that
you
had
that
the
white
male
and
female
students
had
a
higher
level
of
a
higher
percentage
of
out
of
district
placements.
I
just
wonder:
is
there
any
reason
why
that
would
be.
A
M
Thank
you
and
I
apologize
earlier.
I
was
trying
to
multitask
a
hearing
and
a
doctor's
appointment
and
they
didn't
care
about
the
bps
budget
hearings,
so
I
had
to
tune
off,
but
my
chief
of
staff
ellie
was
on
so
I
took
a
lot
of
notes
and
I
can
just
follow
up
with
questions.
So
thank
you,
madam
chair,
and,
of
course
thank
you
to
everyone
from
bps
and
administration
for
the
presentation
earlier
and
for
this
one
as
well
I'll,
just
quickly
jump
in.
I
know
that
soon
the
gavel
will
come
up
federal
dollars.
M
I
have
some
questions
with
respect
to
parents
and
teachers
who
have
concerns
about
the
lack
of
clarity
and
the
level
of
inconsistency
regarding
inclusion
classrooms.
So
ethan
appreciate
some
of
the
comments
you've
already
made.
I
know
you
get
this
just
based
on
your
work
in
the
district,
but
some
of
the
questions
are
what
standards
are
in
place
for
the
district's
approach
to
inclusion
classrooms?
M
What's
the
current
capacity
and
number
of
staff
at
oel
and
to
what
extent
is
the
team
in
charge
of
translation
interpretation
versus
sort
of
the
broader
planning
for
el
support
and,
of
course,
school
level
support?
I
would
love
some
more
details
there,
as
well.
As
there
was
a
point
in
the
presentation
around
the
shift
for
k-6
assignments
for
english
learners
to
increase
access
to
bilingual
programming.
Can
you
speak
to
just
a
little
bit
more
of
what
that
actually
means
in
in
practice?
G
All
right,
thank
you,
councillor
campbell
nice,
to
see
you
appreciate
the
appreciate
the
questions.
Certainly
on
inclusion
speak
to
a
couple
of
things
on
the
on
the
inclusion
piece
on
the
model,
so
I
think
that
you
know
having
created
a
model
of
inclusion
out
of
school
and
having
seen
others
be
developed
over
time.
The
most
important
thing
is
the
school,
creating
a
model
that
works
in
their
local
environment
right
and
that
it
is
driven
by
the
iep
services
that
the
students
need
right
and
that
that
is
taken
into
account.
G
One
piece
I
would
highlight
is
that
not
only
are
we
high
on
percentage
of
students
in
substantially
separate
settings,
we're
also
relatively
extremely
low,
actually
on
the
number
of
students
in
partial
inclusion
settings,
and
so
in
this
learning
that
we've
done
with
the
seven
schools
this
year
and
we'll
do
with
about
15
schools
next
year,
we're
hoping
we'll
be
looking
at
these
models
and
learning
what
is
most
effective.
We
also
it's
worth
saying
we're
not
starting
from
zero.
G
We
have
a
lot
of
inclusion
models
in
place
already
the
henderson,
the
lion,
the
hey
levan
manning.
There
are
a
lot
of
them
and
we
need
to
be
learning
from
them
and
looking
at
what
those
outcomes
are
as
well
and
what
is
actually
working
for
our
students
and
families,
and
so
we
want
to.
We
want
to
build
on
that
learning
and
continue
to
build
those
models.
G
I
think
it
is
worth
pointing
out
that
that
the
issues
of
equity,
around
inclusion
and
who
has
access
to
inclusion,
seats
and
making
sure
that
there
is
not
disproportionality
there
as
well.
We
want
to
make
sure
that
our
black
and
brown
families
have
access
to
those
inclusion
seats
to
the
same
degree
that
our
white
families
do,
and
that
is
incredibly
important
and
that's
a
structural
issue
that
we're
going
to
have
to
look
at
over
time,
and
I
think
actually.
G
I
would
also
add
that
you
asked
about
this
as
well-
that
the
community
engagement
piece
of
that
and
educating
the
community
on
the
benefits
of
inclusion
and
also
understanding
what
the
appropriate
services
are
for.
Each
child,
and
your
child
in
particular,
are
and
where
they
can
be
most
well-served,
is
going
to
be
incredibly
important
so
but
happy
to
follow
up
on
any
more
specifics
with
regard
to
that,
but
that's
an
initial,
an
initial
answer,
I'll
pass
it
over
to
mr
main.
I
Thank
you
so
much
ethan
and
thank
you,
counselor
campbell
for
your
questions
in
regards
to
the
needs
of
our
english
learner
population.
In
regards
to
the
look
at
the
look
at
and
of
itself
is
a
broader
policy
by
the
state
that
has
about
12
components
to
it.
Since
look
at
was
passed,
the
district
has
moved
forward
to
implement
many
aspects
of
the
components,
for
instance
the
sale
of
by
literacy.
I
The
other
part
of
the
look
at
is
programming,
and
right
now,
for
the
last
three
months
as
we've
shared
we've
been
engaging
with
our
communities
to
be
able
to
get
feedback
to
learn.
What
is
it
that
parents
want
and
what
we
continue
to
hear
over
and
over
again,
parents
want
access
to
bilingual
programming.
They
want
access
to
services
that
value
their
culture
in
their
language
so
that
they
can
continue
to
share
forth
from
one
generation
to
another.
A
grandmother
can
speak
to
their
child
and
the
child
can
speak
back
to
the
grandmother.
I
I
At
times
these
program
structures
are
not
necessarily
sustainable
or
that
they
are
unable
to
find
seats
if
they
desire
to
be
part
of
these
programs.
And
so
what
is
being
proposed
is
to
look
at
the
system
in
a
way
where,
like
general,
education,
that
we
are
able
to
assign
our
students
to
programs
without
having
to
limit
access,
which
is
a
radical
shift.
I
I
am
a
patient
descent
and
I
share
that
if
my
son,
when
he
goes
to
a
school,
he
should
be
able
to
sit
in
a
general
ed
classroom
and
be
able
to
learn
english
and
appear
learn
haitian
career,
and
so
that's
that
shift
and
model
is
one
of
the
things
that
you
will.
We
are
proposing
within
the
k-6
vision
for
this
work.
In
regards
to
our
staffing
capacity,
we
can
share
that
information
with
you
at
a
later
time.
M
A
N
Thank
you,
madam
chair,
and
also
thank
you
to
council
braden,
who
I
I
don't
want
this
to
be
lost,
but
noted
that
the
beacon
hill
city
councilor
has
a
chileli.
So
I
am.
I
wanted
to
echo
her
her
correct
terminology
of
your
of
your
gallow,
madam
chair,
great,
to
see
you
all,
mr
db,
particularly
it's
great
to
see
you,
my
dear
friend
and
partner,
at
the
mighty
manning
school,
when,
while
you
are
no
longer
principal
and
next
year,
I
will
no
longer
be
counselor.
N
I
trust
we
have
been
grandfathered
in
as
judges
for
the
burger
slam
to
support
that
wonderful
little
school
on
moss
hill
wanted
to
just
begin.
Several
colleagues
had
mentioned
something
that
I
will
also
mention,
which
I
know
you've
heard
at
school
committee
and
otherwise
is
the
criticism
some
warrant,
in
my
opinion,
that
the
whole
sort
of
coveted
funding
committee
it
does
not,
as
best
represent
the
bps
community,
as
many
of
us
would
like.
N
G
The
community,
even
thank
you,
councilor
o'malley,
you
think
I'd
get
it
by
now,
but
also
look
for
burger
slam
and
also
spelling
bee
hopes
exactly
one
of
the
certainly
it
has
been
a
challenge
reaching
compliance.
There
is
there's
no
question
about
that,
but
I
think
in
in
one
regard,
we've
worked
really
hard
to
make
sure
that
families
are
getting
what
they
need,
particularly
with
regard
to
early
childhood.
G
So
we
opened
up
the
endicott
building
to
be
an
early
childhood
testing
center,
and
that
has
allowed
us
to
really
make
sure
that
the
vast
majority
of
our
early
childhood
students
are
getting
what
they
need.
One
of
the
challenges
in
the
testing
piece
is
lots
of
families
have
said
we
don't
want
to
get
tested
until
we're
back
in
person,
so
there
was
a
delay
there
and
we
figured
out.
So
some
of
this
was
not
just
like
hey,
you
didn't
do
it.
G
School,
no
really
appreciate
that,
and
and
really
the
testing
is,
the
piece
that
is
hard
right
and
not
to
get
too
detailed,
but
in
particular
academic
testing,
which
usually
the
special
education
teacher
does
because
they're
remote,
so
they
can't
just
go
and
pick
the
kid
up
and
take
them
down
to
their
classroom
and
test
them
during
lunch
right.
So
catching
up
to
the
academic
testing
in
particular,
has
been
hard
related
services
and
psychologists
and
aba
teams
have
been
really
excellent
about
trying
to
get
up
as
much
as
possible
and
keep
up.
G
But
the
academic
testing
has
been
hard,
which
then
makes
it
hard
to
get
to
the
iep
meeting,
because
you
need
all
the
testing
to
be
able
to
get
to
the
iep
meeting.
So
it
is
a
complicated
set
of
issues,
but
I
as
well
as
you
want
to
credit
our
entire
team
throughout
bps.
For
trying
to
do.
You
know
their
best
in
a
really
tough
situation.
N
G
So
I
think
it
would
not
be
surprising
if
it
happened,
but
I
also
want
to
make
sure
that
we
don't.
You
know
this
goes
back
to
the
conversation
with
councilors
hobby
george
around
appropriate
placement.
The
ultimate
goal
is
to
make
sure
the
student
is
getting
the
right
services
in
the
right
setting
and
that
could
be
the
general
education
environment.
It
could
be
a
substantially
separate
room
and
so
and
what
the
services
in
particular
are
so
I've
seen
a
couple
of
you
know.
G
Our
coordinators
have
done
a
nice
job,
reminding
people
that
look
now
that
they're
back
in
person
just
because
they're
a
little
bit
behind
doesn't
mean
you
automatically
need
to
go
through
with
the
testing
process.
Yeah
do
some
response
to
intervention,
let's
put
some
things
in
place
and
then
let's
see
how
they
do
give
it
a
little
bit
of
time.
We
need
to
be
patient.
N
Critical
of
bps
in
the
past
will
be
critical
of
bps
in
the
future.
One
thing
that
I
want
to
ensure
is
that
is
that
our
ell
students
and
our
special
needs
students
have
all
the
funding
and
the
supports.
I
know
it's
something
we
all
agree,
but
particularly
transitioning
back
into
we
hope
fully
remote
in
a
much
safer
environment.
So
I
know
you're
committed
to
doing
everything
you
can
that
your
entire
team
is
so.
Thank
you
for
that.
What
and
you
may
have
gone
over
this
in
the
presentation
I
apologize.
G
We
did
we
just
reviewed
that
with
counselor
braden
just
briefly,
but
no,
the
number
has
not
changed
dramatically,
as
you
might
have
expected.
We're
still
hovering
right
around
still
hovering
right
around
450
students
and
out
of
district
placements.
It's
454,
but
we've
been
as
high
as
475
over
the
past
few
years.
So
we
have
not
seen
an
explosion
in
that
and.
G
So
in
the
issue
we
will
we'll
need
to
get
back
to
you
on
the
exact
number,
because
for
many
of
those
students,
sometimes
we
are
the
fiscally
responsible
and
sometimes
we're
not
depending
on
who's
involved
with
the
total
placement.
So
we
actually
need
to
get
into
the
details
on
that
budget
piece.
There.
G
N
N
G
I
don't
you
mean,
as
in
like
sort
of
the
way
we
tuition
kids
into
horace
mann
or
that
kind
of
thing.
Yes,
I
don't
know
the
number
of
hand
horace
man
I
think
has
about.
It's
must
be
about
45
or
something
like
that.
I
don't
know
the
exact
number
but
yeah.
It's
a
credit
to
the
programming
at
horace
mann,
no
question
about
it.
Absolutely.
B
If
I
could
just
quickly
as
a
a
moment
at
opine
as
well,
the
other
thing
that
happened
with
the
charter
school
funding
and
these
are
commonwealth
charters.
That
is
a
different
change.
That's
happened
over
the
last
two
years
is
that
if
a
student
with
disabilities
enrolls
in
a
horoscope
into
a
commonwealth
charter
and
that
charter
school
cannot
serve
them
appropriately
and
they
come
back
to
bps.
N
No,
I'm
I'm
glad
you
did
nate
and
I
think
not
only
to
your
point.
Does
it
fairly
return
the
money
because,
of
course
the
money
should
follow
the
student,
but
I
would
venture
a
guess:
you
will
see
fewer
number
of
students
leave
charter
schools
to
return
to
traditional
public
schools.
So
thank
you
for
bringing
up
that
point.
It's
an
excellent
one!
Thank
you,
madam
chair.
O
O
One
of
the
things
that
I
often
hear
is
that
families
are
always
fighting
for
services
for
special
education
services
that
their
students
were
written
up
for
their
ieps,
but
just
what
is
on
paper.
Usually
those
services
are
not
rendered
and
oftentimes
they
end
up
having
to
sue
the
district
just
for
those
services.
O
So
I'm
just
curious
about
how
these
dollars
are
matching
up
for
the
deliverables.
That
said,
iep
has
been
written
up
to
detail
like
you're
gonna.
Your
child
is
gonna,
get
x,
y
and
z,
but
when
it's
time
for
the
implementation
of
those
ieps,
oftentimes
parents
have
had
to
fight
for
those
services.
So
can
you
help
us
understand
why
parents
are
fighting
the
district
to
get
the
services
that
their
the
budget
has
allowed
for
and
and
why
these
discrepancies.
G
Yeah,
thank
you
counselor
me
here
for
your
question.
Certainly,
we
don't
want
families
fighting
for
services.
We
want
families
getting
and
students
getting
the
right
services,
I'm
not
saying
it
doesn't
happen.
Of
course
it
does
and
we
want
to
limit
that
and
make
sure
that
students
are
getting
students
and
families
together
are
getting
the
services
they
need
and
there's
a
reason.
It's
called
the
iep
team.
We
hope
that
it's
a
team
that
can
work
through
what
individual
students
need,
so
they
get
what
they
do.
There's
no
question
that
it
comes.
G
There
are
times
when
there
are
disagreements
and-
and
one
good
thing
about
special
education
is
there
are
procedures
to
go
through
when
you
get
to
those
disagreements.
That
being
said,
it's
not
a
place.
We
want
to
end
up
in
and
so
we're
working
hard
to
work
collaboratively
with
our
families
so
that
they
they
do
get
what
they
need.
O
I'm
beginning
to
see
this
more
as
a
civil
rights
issue,
and
I
think
that
we
are
on
the
verge
of
finding
ourselves
in
you
know:
hot
water,
if
you
will,
if
we
continue
to
disregard
these
services-
and
I
mean
people
are
leaving
our
district
and
I
think
we
need
to
be
more
mindful
of
that.
So
let
me
just
go
into
my
questions.
O
So
one
thing
that
a
number
of
parents
have
made
very
clear,
which
is
what
I
was
talking
about-
is
a
critical
need
to
see
greater
funding
for
special
education.
However,
we're
seeing
cuts
to
spread
early
childhood
education,
sped
lab
and
sped
programs
for
the
physically
disabled.
What
are
the
reasons
for
this
cut
if
there's
a
need?
Why
are
we
cutting
in
these
spaces?
O
How
are
we
utilizing
the
new
federal
funding
specifically
to
offer
support
to
els
students
and
special
education
students-
and
I
want
very
details
like
as
as
specific
as
you
can
be-
would
be
really
helpful-
we're
seeing
a
nine
percent
cut
to
bilingual
education
administration?
Can
you
talk
to
us
about
the
reason
for
this
cut
we're
seeing
a
25
percent
reduction
in
full-time
staff
for
summer
session
programming?
O
And
how
are
we
thinking
about
using
new
technology
to
reach
out
to
other
parents
who
are
historically
hard
to
reach,
I'm
thinking
specifically
of
our
parents
who
are
unhoused,
and
then
I
just
think
it's
important
for
us
to
really
be
super,
mindful
that,
when
we're
talking
about
inclusion,
we're
failing
to
provide
specific
guiding
principles
and
standards
for
inclusion
models,
schools
cannot
do
it
alone,
and
so,
if
we
don't
think
about
this,
we're
gonna
be,
you
know,
continue
to
be
inequitable.
So
if
you
could
talk
to
me
about
that
as
well,.
B
Yeah
I'll
just
start
by
addressing
the
first
question
about
specific
plans
for
english
learners
and
students
with
disabilities,
as
as
it
relates
to
sr
funding,
we're
not
at
the
point
yet
where
we
have
the
level
of
detail
to
be
able
to
provide.
Obviously,
a
big
focus
of
this
has
been
a
commitment
to
do
specialized
student
supports
and,
in
particular,
making
sure
that
we
have
summer
programming
available
to
all
students
who
want
it,
and
so
the
team
has
been
working
very
closely.
They
can
fill
you
in
on
details
about
that.
B
That
will
be
a
mix
of
federal
funding,
federal
relief
funds
and
city
funds,
but
at
this
point
we're
we're
still
in
the
initial
phases
of
doing
the
planning
as
part
of
the
esser
commission
and
as
megan
mentioned
earlier,
related
to
how
that
commission
will
work,
there
will
be
30-day
comment
period
once
we
have
sort
of
put
forth
our
public
proposals
on
that.
For
the
other
parts
of
the
question,
I
don't
know
if
daphne
or
ethan
you
wanted
to
weigh
in
on
on
the
question.
I
You
are
absolutely
correct
in
terms
of
leveraging
additional
platforms
to
do
engagement
for
our
parents.
Through
our
el
parent
team.
We
have
for
different
communities.
We
found
that
they
are
also
coordinating
themselves
around
different
apps
for
communication
purposes.
Within
the
district
for
the
chinese
community.
We
use
the
we
chat.
First,
the
hispanic
as
well
as
the
haitian
community.
O
A
O
B
B
On
occasion
there
may
be
adjustments
that
are
made
for
our
reserves
for
students
who
are
anticipated
to
be
enrolled.
This
is
often
some
a
place
where
we
hold
a
reserve
at
this
point
in
the
year
for
early
childhood
special
education,
so
that
we
can
monitor
the
number
of
new
students,
but
there
were
no
cuts
to
school-based
programs
that
I'm
aware
of
so,
if
you,
if
we
reference
a
document
where
you
saw
the
cuts,
I
can
go
back
and
investigate
more
fully
and
make
sure
I'm
not
missing
anything,
but.
A
P
Thank
you.
I
just
want
to
tone
in
specifically
on
my
district,
so
you
may
not
have
all
these
answers,
but
before
I
go
in
there,
could
you
just
educate
me
on
what's
your
trigger,
for
when
languages
are
added
or
not
in
the
ell
programs,
is
there
a
population
percentage,
that's
required
and
is
it
city
based
or
is
it
neighborhood
based.
I
That's
a
very
good
question
per
dusty.
It
starts
really
at
the
school
level.
If
20
parents
within
a
school
who
speak
another
language
want
to
organize
together,
they
can
make
the
request
to
the
district
to
ask
for
a
language-based
program,
and
once
that
request
is
received.
What
we
would
then
do
is
assess
what
would
be
the
best
way
in
order
to
implement
a
language-based
program
within
that
school,
depending
on
the
great
clustering
of
the
students,
whether
it
is
bringing
in
before
school
after
school
support
or
actually
implementing
a
full
formal
program
within
a
school.
I
But
it
starts
at
the
school
level.
If
we
get
a
request
that
is
more
district-wide
similar,
we
would
go
through
a
process
of
assessing
where
we
would
see
a
cluster
of
students
to
be
able
to
sustain
a
classroom
if
it's
at
the
elementary
level
or
a
high
school
or
middle
school,
where
we
would
be
able
to
offer
maybe
a
course
or
two
to
initiate
the
programming
for
the
family
but
per
the
look
act.
P
P
I
Those
are
really
great
questions.
Counselor
edwards,
I'm
going
to
separate
my
question
to
two
different
buckets.
The
first
bucket
is
that,
as
an
english
learner
that
needs
english
language
development
services,
a
student
can
attend
any
school
across
the
district
and
still
get
access
to
their
services.
It
does
not.
I
The
district
is
fully
is
set
up
to
be
able
to
ensure
that
esl
is
provided
for
the
student,
regardless
of
which
school
they
choose
to
attend
in
terms
of
decrease.
I
might
ask
for
some
additional
clarity
as
english
learners
grow
in
their
proficiency
or
as
they're
acquiring
english.
They
do
shift
outside
in
terms
of
their
marker
from
being
an
el
to
a
fell,
and
we
track
them
for
four
years
within
the
system.
P
I
I
Principals
have
been
very
on
top
of
the
shifts
of
their
student
community
and
in
terms
of
hiring
looking
to
make
sure
that
they're
hiring
for
bilingual
staff.
I
also
want
to
give
a
shout
out
to
the
recruitment
and
cultivation
diversity
team,
who've
partnered,
with
the
office
of
english
learners,
to
continue
to
build
up
our
pipeline
to
hire
more
bilingual
staff
across
the
across
the
district.
I
P
B
P
P
B
Yeah,
I
mean,
I
will
say
just
the
biggest
area
of
investment
around
immigrant
support
and
sort
of
parent
support
is
the
family
liaison
investments
and
with
the
emphasis
on
hiring
staff
that
reflects
the
cultural,
linguistic
diversity
of
the
schools
in
which
they
serve.
As
you
know,
we
we
schools
last
year
on
two
criteria.
B
One
was
whether
or
not
they
were
a
transformation
school
and
the
second
was
whether
or
not
they
had
over
50
percent
of
the
home
language
in
a
single
other
language,
which
meant
additional
allocations
to
a
lot
of
schools
in
east
boston
for
their
concentration
of
spanish
speakers,
and
so
that
that's
a
big
investment.
Other
investments
around
parent
support,
there's
there's
two
ways
in
which
we
have
one
allocations
that
are
set
aside.
B
We
also
set
aside
title
one
funding
in
schools
at
the
same
percentage
that
they
have
english
learners
in
that
school,
explicitly
for
the
support
of
of
those
students
which
could
include
materials,
curriculum
materials
technology.
But
it
could
also
include
parent
support
services
for
english
learners,
and
so
those
are
ways
in
which
we
we
do
make
sure
schools
are
targeting
interventions
and
supports
for
those
students.
P
P
B
A
Thank
you
councillor
edwards
yeah
and
the
the
bps
team
is
putting
what
is
it
18
and
a
half
million
nate
into
stabilizing
school
budget,
so
a
significant
amount
of
the
money
they're
asking
us
to
authorize
in
new
spen,
like
is
to
prevent
school
budget
level
cuts,
because
the
enrollment
numbers
would
compel
a
large
number
of
them.
If,
if
we
don't
do
that,.
P
Q
B
Yeah
we're
very
excited
about
the
the
7
through
12
expansion
at
both
charlestown
and
east
boston
high
school.
We
really
do
think
that
that's
going
to
be
a
strategy
that
responds
to
what
families
want
to
see
in
their
high
schools
and
the
superintendent
is
referred
to
them
as
pro-enrollment
strategies.
The
idea
that
we
will
start
to
stabilize
those
pathways
and
be
more
competitive.
B
There's
some
early
evidence
from
the
schools
in
your
district
that
expanded
to
six
to
add
the
sixth
grade
that
we're
already
seeing
some
more
retention
of
families
in
fourth
and
fifth
grades,
because
they
now
have
that
single
transition
pathway,
k
to
12..
So
we're
excited
and
continuing
to
monitor
that
very
closely.
P
A
A
G
Yeah
yeah,
that's
fine,
but
the
the
procedure
for
end
going
there.
The
process
by
which
students
end
up
at
the
mckinley
schools
is
that
if
you
have
you,
the
team
determines
that
you
need
a
more
restrictive
placement
for
your
own
safety,
other
safety
because
of
the
disability,
because
the
services
are
there
can
be
a
lot
of
reasons.
G
The
teams
can
make
the
decision
that
you
need
that
more
restrictive
placement,
but
you
make
that
more
restrictive
placement
and
then
you're
you
go
to
a
day
school
and
I
actually
should
add
that
we're
learning
about
the
horace
mann
on
the
definition
of
the
day
school.
But
there
are
different,
we're
learning
more
about
day,
schools
that
you
can
have
other
students
in
them,
but
it
is
generally
considered
the
most
restrictive
environment.
G
It
can
be
made
at
it
can
be
made
at
any
time
during
the
year
and
so
sometimes
towards
the
end
of
the
year
or
like
this
time
of
year.
We
might
do
a
segmented
iep
where
the
student
means
they
stay
in
one
setting
from
now
until
the
end
of
the
year,
and
then
they
would
start
the
school
fresh
in
september.
A
And
in
terms
of
things
like
the
four-year
graduation
rate
outcomes
for
students
with
disabilities
ice,
do
we
have
those
do
we
have
those
by
school?
I
know
we
have
graduation
rates
by
school,
but,
like
I'm
just
kind
of
curious
how
the
how
the
mckinley
is
doing.
I
see
that
I
know
that
we've
recently
had
attention
on
the
fact
that
it
is
disproportionately.
A
G
Yeah,
certainly
so
I
mean
I,
I
think,
that's
a
it's.
It's
a
really,
let's,
let's
actually
talk
about
performance
right,
let's
actually
talk
about
academic
achievement.
Let's
talk
about
achievement
rates.
Let's
talk
about
graduation
rates
and
attendance
and
engagement.
I
think
that's
really
important.
I'd
be
happy
to
sort
of
get
you
further
data
on
that
in
terms
of
mckinley.
Obviously,
the
superintendent
decided
to
make
a
change
and
thinks
that
you
know.
We
hope
that
we're
headed
in
the
right
direction
with
regard
to
mckinley
and
can
get
you
more
data.
A
Yeah
that'd
be
great,
I
I'm
you
know
I
would
love.
I
would.
I
would
love
a
more
detailed,
a
report
on
sort
of
how
it's
doing
on
those
academic
indicators
and
on
in
terms
of
the
change
we're
making
like
what
that's
gonna
consist
of,
because
I,
I
feel
very
keenly
that
you
know.
Council
edwards
was
talking
about
schools
in
the
district
and
I
think
that
you
know,
although
we
don't
have
neighborhood
schools
in
boston,
you
know
often
our
schools
that
are
nearby,
especially
at
the
elementary
level.
C
A
Feel
as
though,
honestly,
I
don't
think
that
the
parents
of
the
children
in
the
mckinley
schools
necessarily
know
that,
like
I'm,
the
counselor
for
two
of
their
three
buildings
right
and
then
like
through
the
other
counselors-
and
I
just
I
worry-
that
some
of
these
specialized
programs
can
fall
between
the
boards
in
terms
of
our
council
attention.
So
I
would
really
like
some
more
360
data
on
the
mckinleys.
G
Sure
that
would
be
great
we'd
be
we'd,
be
happy
together.
I
think
a
critical
piece
that
you're
talking
about
is
community
engagement
with
those
families
as
well
and
making
sure
that
they
feel
like
they're,
a
full
part
of
the
community,
particularly
for
our
kids,
with
emotional
impairments
not
exclusively
to
mckinley.
But
we
are
starting
a
program
where
we're
in
next
week
we're
having
a
meeting
with
families
of
students
with
emotional
impairments
who
are
in
as
substantially
separate
settings
because
I
think
getting
their
perspective
and
their
input
on
what
their
experience
is.
A
I
So
that's
very
exciting.
We
are.
We
were
able
to
in
the
midst
of
covid
partner,
with
dr
natalie
tran
from
north
carolina
from
california
norcal
fullerton
university.
I
believe
who
was
able
to
provide
deep
coaching
for
the
teacher
virtually
to
support
language
instruction
for
the
vietnamese
student
population
and
also
non-vietnamese
students
were
part
of
that
classroom
next
year.
I
We're
opening
up
a
grade
one
so
they've
the
parents
have
continued
to
say
yes
to
bps
and
we'll
be
moving
to
the
mather
opening
up
a
k2
and
grade
one
simultaneously,
and
the
mavic
community
will
be
hosting
some
informational
sessions
to
welcome
the
families
that
have
registered
for
the
k2
grade
one
classroom
for
next
year.
We
actually
have
up
probably
about
10
new
students
who've
registered
for
the
vietnamese
program,
despite
all
of
the
challenges
that
we
have
faced
to
implement
a
bilingual
vietnamese
program
virtually
during
covent.
I
A
I
A
Great
wonderful
and
then
all
right.
I
think
those
are
my
questions,
my
questions
for
now
and
then
we're
about
to
go
back
up
to
the
top
and
it'll
be
councillor
flynn
and
counselor
savvy
george,
but
before
we
do
that
because
we're
two
hours
in
and
we
do
have
one
person
who's
here
for
public
testimony
like
yesterday,
I
am
just
gonna,
take
one
public
testifier,
just
so
that
you
know
we
get
somebody
in
so,
mr
charlie
kim
is
here,
mr
kim,
you
you
have
the
floor.
F
Hello
chair
buck:
can
you
hear
me?
Okay,
okay,
all
right.
Thank
you
very
much
for
accepting
my
request
for
public
comments.
I
was
actually
called
out
of
a
very
important
work
meeting
as
a
lot
as
many
people
had
called
me
on,
stating
that
special
education
was
actually
presenting
and
the
budgetary
information
was
being
presented.
F
I
want
to
introduce
myself
as
first
the
special
education
parent
advisory
council,
I'm
one
of
the
board
members,
so
we
do
officially
meet
weekly
with
the
office
of
special
education,
specifically
the
assistant,
superintendent,
ethan,
diablo
and
burns.
So
a
lot
of
the
information
that
has
been
presented
tonight
is
new
to
us
and
some
of
those
questions
that
we
ask
constantly
on
a
weekly
basis
about
data.
We
ask
questions
and
my
daughter
is
also
at
the
horse
man
school.
F
As
for
what
the
answers
are
to
really
ask
for
follow-ups
on
the
information
questions
on
the
mckinley
schools,
the
numbers
really
really
challenge
those
questions
on
the
horse.
Man
school.
I
believe
that
there
was
a
question
as
to
the
declining
enrollment
and
an
answer
was
about
technology
and
cochlear
implants.
F
That
answer,
I
think,
is
something
that
should
be
leaned
into
even
further
and
asked.
So
how
is
that
the
case?
And
where
is
that
information
coming
from?
Is
there
supportive
data,
because
these
are
not
only
information?
Some
of
it's
anecdotal,
but
there's
also
science
backing
that.
So,
if
there
is
something
where
declining
enrollment
and
somebody's
stating
that
parent
choice
to
a
school
based
upon
technology
access
allowing
a
student
to
be
able
to
be
mainstreamed,
if
that's
backed
by
science
and
also
by
education
and
standards,
I
believe
that
that
should
be
challenged.
F
I'd
like
to
ask
a
question
on
that.
In
the
sense
that
we
had
brought
up
two
school
committee
that
we
brought
it
up
to
city
council
and
also
to
the
office
of
special
education,
that
the
office
of
special
education
actually
has
a
separate
team,
doing
assessments
for
deaf
and
hard
of
hearing
students
within
the
district
known
as
the
mainstream
team,
it
is
actually
on
the
website
that
team
does
not
collaborate
with
the
members
and
specialists
of
the
horseman
school
for
the
deaf
and
hard
of
hearing.
F
So
if
screenings
and
placements
are
happening
in
a
vacuum
and
echo
chamber
without
specialists
from
the
horse
man
school,
how
can
the
office
special
education
actually
substantiate
and
say
that
parents
are
given
choice
that
they're
actually
given
an
educated
option
in
choosing
how
their
child
can
be
placed
in
an
environment
where
dual
language
is
emphasized
and
also
where
a
culture
known
as
the
deaf
culture
would
be
embraced
and
taught
to
a
child?
Because
the
science
and
the
actual
statistics
show?
F
F
One
thing
that
I
do
want
to
state
is
that
there
are
many
challenges
going
on
within
special
education,
but
then
also
at
the
horse,
man
school
for
the
deaf
and
hard
of
hearing.
As
you
know,
there
is
a
infrastructure
question
that
is
going
on
right
now,
where
is
the?
Where
is
the
temporary
swing
space
going
to
be?
Where
is
the
permanent
space
going
to
be?
F
I'm
not
sure
if
you're
aware,
but
there's
a
principal
search
going
on
so
a
long
term
leader,
a
nationwide
search
is
going
on
right
now
to
to
find
a
leader
for
the
next
leader
for
the
horse.
Man,
school
and
also
desi,
has
been
coming
in
on
a
regular
basis
to
really
take
a
look,
because
we
asked
them
to
lean
in
and
take
a
look
at
the
school
as
to
the
boston,
public
schools
policies
and
the
assistant
superintendent
talked
about
day
school
and
the
actual
term
of
day
school
and
day
school
being
the
most
restricted.
F
Well,
on
march
16th,
the
assistant
superintendent
attended
a
meeting
with
desi
and
directors
of
desi
at
the
horace
mann
school
that
I
attended,
and
they
specifically
stated
that
bps's
policies
on
day
school
and
inclusion
are
20
years
out
of
date.
They
specifically
stated
in
2001
the
definition
of
a
day
school
was
clearly
defined
and
that
bps
is
not
following
that
definition.
F
A
day
school
does
not
have
to
be
the
most
restrictive
environment.
If,
if
there
are
inclusive,
if
it
is
an
inclusive
environment,
there
can
be
changes,
there
can
be
different
ways
of
looking
at
a
day
school
for
services.
That
is
what
a
day
school
is
for
is
to
service
a
student
that
needs
those
specific
services
not
to
be
defined
as
the
most
restrictive
environment
and
to
categorize
students.
That
was
the
one
thing
that
desi
specifically
stated
boston
public
schools
still
categorizes
students.
F
They
use
terms
to
categorize
students
where
the
rest
of
the
state,
the
rest
of
the
nation,
have
moved
away
from
these
categories
for
special
education,
and
that
is
something
that
I'm
learning
at
the
same
time.
But
what
bothered
me,
as
I
learned,
is
that
my
daughter
goes
through
this
they're
saying
that
this
is
20
years
old,
that
these
policies
are
outdated
by
20
years.
Let's
think
about
not
only
categories
of
special
education
students,
but
the
conversation
of
race,
the
conversation
of
inequities.
F
This
all
comes
in
together
when
it
comes
to
language,
it's
all
coming
up
now,
but
if
desi,
the
state
and
boston
public
schools
have
known
that
these
policies
are
outdated
by
two
decades.
What
does
that
mean?
Are
we
going
to
continue
to
have
conversations?
Are
we
actually
going
to
lean
in
and
do
something
about
it?
And
that's
what
I
come
and
ask
and
challenge
that
the
assistant
superintendent,
the
data
that
is
released
should
be
asked.
It
should
be
double
checked.
F
It
should
be
substantiated
because
an
answer
with
information
there
has
to
be
supporting
information
on
an
educational
perspective
and
also
on
a
scientific
basis,
and
then
also
the
answers
that
come
from
the
chief
financial
officer,
how
they're
spending
money
and
they're
putting
money
into
it.
What
does
that
mean?
And
then
what
are
the
results
of
that
money?
That's
going
into
it?
We
have
400
million
dollars
coming
in
for
esther's
400
million
dollars
on
top
of
the
1.3
billion
dollar
annual
budget
to
boston,
public
schools.
F
F
However,
things
are
being
defined,
is
so
important
and
we
have
a
very
short
period
of
time
to
figure
that
out,
and
I
hope
that
there's
going
to
be
a
lot
of
challenges
and
questions
on
the
answers
that
come
out
of
the
office
of
special
education
and
also
out
of
the
chief
financial
officer's
office.
So
thank
you
for
allowing
me
to
go
off
a
little
bit
here,
but
I
appreciate
that
you
allowed
me
to
speak.
A
Thank
you
so
much,
mr
kim,
thanks
for
your
advocacy
for
your
daughter
and
for
this
whole
school
community.
I
appreciate
it
and
thank
you
to
my
colleagues
for
being
able
to
wait
for
a
minute.
I
just
I,
when
our
hearings
go
so
long,
I
like
to
be
able
to
get
some
some
of
the
public
in
all
right.
So
next
up
is
counselor.
D
J
Thank
you,
sorry
about
that.
Have
a
quick
just
a
quick
question.
I'm
grateful
my
colleagues
got
to
some
really
thoughtful
questions.
Today's
hearing,
but
I'd
like
to
talk
just
for
a
moment,
if
someone
could
about
the
strive
program,
we
we
know
how
important
transitions
are
and
appropriate
transitions,
especially
for
our
students
with
some
needs,
and
you
know
also
creating
opportunities
for
work
and
career
after
graduation.
J
How
many
students
are
currently
in
the
strive
program
and
how
do
we?
You
know
how?
How
can
we
work
to
better
support
it?
I've
seen
strive
in
action
with
our
bps
students
in
partnership
with
some
of
our
institutional
partners,
teaching
kids,
some
life
skills,
some
work
skills
doing
some
real
trainings
and
you
know
I
want
to
make
sure
that
we're
supporting
this
effort
and
continuing
to
give
these
opportunities
to
our
students
across
the
district.
G
It's
incredibly
important
and
it's
been
exciting
to
hear
over
the
to
hear
over
the
course
of
the
year
as
kids
get
to
start
their
internships
as
they've
been
going
back
in
person
and
even
some
of
the
virtual
ones.
These
are
people
who
have
just
worked
really
really
hard
to
make
sure
kids
are
getting
what
they
need
in
terms
of
those
transition
services.
C
J
C
A
D
Yet
thank
thank
you,
council
block,
and
I
apologize
to
my
colleagues
for
jumping
in
line.
I
guess
my
question
is
to
nate
nate.
Can
you
tell
me
a
little
about
the
junior
rotc
program?
I
have
great
respect
for
this
program
for
the
students
that
participate
in
it
the
instructors
as
well.
It's
an
exceptional
program.
I
hope
we're
not
cutting
this
program.
What
can
you
tell
me
about
it?
Nate.
D
D
If
there's
any
talk
at
all
about
cuts
to
jrotc,
would
you
call
me
up
immediately
and
let
me
know
because
I
need
to
I
need
to
be
aware
of
them
and
I'm
going
to
advocate
for
them
wherever
they're
at,
because
I
know
the
important
role
that
program
plays
in
the
lives
of
many
students.
Thank
you
nate.
Thank
you,
council
block
for
giving
me
the
opportunity
to
to
get
back
into
line.
Thank
you.
A
L
Oh,
it's
me
back,
I'm
I'm
I'm
going
to
be
persist
in
my
questioning
with
regard
to
the
deaf
schools
and
deaf
culture.
You
know
I
I
just
feel
like
a
cochlear.
Implant
is
a
piece
of
it's
a
it's
a
it's
a
mechanical.
It's
a
device!
That's
implanted
in
an
in
in
the
head
for
a
deaf
child.
They
tend
to
have
a
shelf
life
of
about
15
years.
L
Insurance
doesn't
pay
for
a
second
one.
At
this
point
in
time.
As
far
as
I
understand,
I
really
feel
that
relying
on
a
piece
of
technology
to
to
you
know
to
bridge
that
gap
without
teaching
children,
american
sign
language
and
allowing
them
to
access
the
deaf
culture
and
the
history
and
and
be
with
deaf
peers
is
problematic
to
me
and
to
many
of
the
parents
that
I've
spoken
to
recently.
L
G
Sorry,
council,
braden
who's
muted.
Thank
you
for
those
questions,
certainly
with
regard
to
specific
numbers
and
numbers
of
students
and
numbers
of
teachers
with
regard
to
those
various
related
service
providers,
I'd
be
happy
to
get
those
for
you.
I
know
right
now.
It
is
really
hard
to
find
teachers
of
the
visually
impaired,
so
we're
working
hard
to
find
a
substitute
right
now
like
it
is.
You
know
those
low
incidence,
disabilities.
G
It
is
often
hard
to
find
the
teachers,
but
we
absolutely
do
have
teachers
of
this
room,
claire,
the
orientation
of
mobility
and
teachers,
of
the
deaf
and
hard
of
hearing,
and
I
can
certainly
get
you
those
numbers.
I
I
in
no
way
want
to
imply
that
we're
sort
of
relying
on
cochlear
implants,
I'm
simply
saying
that
it
is
an
element
in
people's
decision
making
I'll
just
leave
it
at
that
in
in
terms
of
where
students
you
know
in
families,
for
families
where
their
child
goes
to
school.
G
I
just
want
to
say
that
and
that
we
need
to
get
to
a
point
and
I
believe,
we're
you
know
where
family
choice
is
the
driving
principle
of
where
our
students
go
to
school
and
we
certainly
are
working
towards
that.
There
is,
and
so
so
we're
working
towards
that.
I
also
want
to
acknowledge
what
mr
kim
said
about
the
day:
schools
and
our
understanding
of
day
schools
and
what
had
been
a
common
understanding
of
day
schools
in
bps
as
the
most
restrictive
environment,
and
that
you
can
do
inclusion
in
day
schools.
G
L
So
I
had
another
question
about
you
know:
early
education
for
deaf
children
like
it's
there's
pretty
well
documented
evidence
that
even
hearing
children
benefit
from
learning
sign
language,
because
at
the
stage
when
they're
sort
of
pre-verbal
and
don't
have
the
articulation
to
express
themselves
that
they
can
actually
communicate
with
sign
language.
So
you
know
it's
really
feel
that
it's
critically
important
for
our
deaf
children,
especially
that
that
they
be
introduced
to
sign
language-
and
I
know
this
is
more
of
a
pre-k
question
rather
than
a
kindergarten
forward
question.
L
I
know
from
my
own
experience,
working
with
special
needs,
children
being
able
to
communicate
and
have
some
some
way
to
express
yourself
other
than
having
a
a
tantrum
and
having
behaviors,
and
once
you
give
them
some
some
sign
language
ability
and
some
way
to
communicate.
Then
those
behaviors
decline
rapidly
and
they
they
feel
that
they're
being
understood
and
and
heard
in
a
way.
So.
G
Yeah,
I
look
forward
to
continuing
the
conversation
and
with
both
you
and
mr
kim,
and
also
I
would
just
say
that
I
mean
I
think,
that's
the
power
of
the
horseman
is
that
dual
language
piece,
it's
all
about
language
access
as
well,
so
I
mean,
as
in
some
of
the
crosswalk
between
you,
know,
the
office
of
english,
learners
and
and
our
language,
access
and
special
education
all
gets
wrapped
up
there.
So.
L
M
Thank
you.
Thank
you.
Councilor
bach,
and
I
just
wanted
to
thank
mr
kim
for
taking
time
to
testify,
because
I
do
think
he
lifts
up
a
lot
of
the
frustration
from
many
parents
right,
just
as
we
are
planning
and
doing
better
and
looking
to
do
better
folks
want
to
know
in
the
immediate
what
is
the
district
doing
to
support
their
current
student
and
family.
M
They
want
to
frankly
be
over
communicated
with,
and
I
think
the
district
has
struggled
with
that
for
years
and
I'm
not
just
saying
that
as
a
counselor,
you
know
I
used
to
represent
students
largely
against
bps
in
education
cases.
A
lot
of
special
needs
cases
in
school
discipline
cases
and
saw
the
struggles
and
trying
to
get
the
right
placement
getting
iep
set
up.
Just
it's
a
very
difficult
and
challenging
process
with
parents
really
struggling
to
get
the
information
they
need.
So
I
just
wanted
to
lift
up
that.
M
I
think
we
maybe
got
started
a
little
late,
but
we
want
to
be
intentional.
We
want
to
include
folks
in
this
process,
but
again
families
want
to
know.
If
I
have
a
student
right
now,
who
is
an
english
learner?
Will
they
have
access
to
a
dual
language
program?
Will
they
have
access
to
the
services
that
they
need,
and
so
just
that
is
a
struggle
that
we're
grappling
with
as
we
deal
with
constituents
on
a
day-to-day
basis,
and
my
sudden
aiden
also
agrees.
M
You
want
to
come
to
the
hearing
so
and
then
I
just
following
up
on
on
something
that
councillor
bach
requested
demographics,
enrollment
numbers
from
the
kinley
schools
also
wanted
to
request
that
as
well,
and
also
if
there
is
demographics
within
the
enrollment
numbers
in
terms
of
race,
gender
et
cetera,
would
also
like
that.
So
through.
The
chair
would
add
that
to
your
sort
of
request
for
information
and
can
follow
up
on
that.
M
It
is
the
separation
to
you
know,
sent
to
mckinley
schools,
it's
even
reflected
in
how
they
might
be
graded.
So
just
this
cultural
shift
that
needs
to
happen
in
school
systems
and
how
we
educate
boys.
Frankly,
all
boys
of
every
demographic,
and
it
is
exacerbated
for
boys
of
color,
and
so
I'm
just
curious,
where
in
the
district,
who
what
team
and
who
was
responding
to
the
to
these
larger
issues
of
how
boys
tend
to
be
treated.
M
What
research
are
they
looking
at
to
shift
culture
and
practice
at
every
juncture,
including
at
the
early
years,
where
it
starts
to
address
these
issues
of
just
over
discipline
and
how
we
react
to
boys
generally,
something
that
I'm
just
sort
of
in
the
weeds
on
right
now,
which
I
think
connects
the
mckinley
programming.
But
it's
bigger
than
that!
It's
a
cultural!
It's
a
it's!
A
cultural
shift,
that's
needed
within
this
school
district,
and
so
many
others.
I
I
can
take
the
first
pass,
but
that's
okay
for
the
rest,
no
problem
over
the
last
couple
of
years.
I
know
the
district
has
done
several
reports
around
the
needs
of
boys,
black
and
brown
boys
in
this
in
bps,
and,
I
believe
under
charles
and
also
the
office
of
opportunity
gap.
They
continue
to
work
with
the
ten
boys
initiative,
work,
work
that
has
been
launched
to
intentionally
support
our
black
and
brown
boys,
but
what
you're,
also
identifying
city
councilor
campbell
is
this
shift.
I
I
And
that
is
why
I
think
dr
mary
johnson
talked
a
little
bit
about
reviewing
a
lot
of
our
curriculum
with
advice,
with
a
frame
of
dealing
with
biases.
As
one
of
the
many
works.
The
work
that
ethan
is
doing
in
terms
of
reviewing
how
special
ed
services
are
provided
to
their
students
and
the
work
that
we're
doing
in
the
office
of
english
learners.
M
I
appreciate
that
response
and
I
know
it's
a
longer
conversation
which
I'll
I'll
continue
offline
with
you
guys,
but
it's
a
necessary
one
because
it
shows
up
in,
I
think
very
detrimental
effects
later
on
in
many
ways
and
in
with
respect
to
boys
and,
of
course,
in
different
ways,
with
respect
to
girls
too.
So
I
appreciate
that
and
just
lastly,
we'll
say
before
I
see
a
gap
we'll
start
to
wave
on
the
back
to
sort
of
the
inclusion
questioning
the
inclusion
questioning
you
guys
are
going
to
love
this.
M
So
really
looking
forward
to
continuing
that
conversation
as
well
offline
to
have
what
that
standard
looks
like.
But
I
think
it's
also
the
larger
question
of
what's
the
district
responsible
for
what's
in
the
purview
of
the
district
and
what's
in
the
purview
of
a
school
and
making
those
distinctions
really
clear,
so
parents
and
families
have
a
sense
of
what
that
is.
G
Well,
I
don't
know
if
you
I
mean
I
just
look
forward
to
having
that
conversation
with
counselor
campbell
around
inclusion
and
the
standards,
because
the
standard
is
you
know,
needs
to
be
driven
by
the
iep
and
we
need
to
be
implementing
the
iap.
And
you
know
the
standard
is
yeah
I'll
leave
it
at
that.
But.
M
A
O
B
B
The
second
is
spending
on
special
education
teachers
and
special
education
accounts.
Those
are
for
you
know.
Dollars
are
specifically
set
aside
for
those
items.
Then
the
final
category
is
spending
on
programs.
The
program
code
for
special
education
across
all
of
those
I
was
trying
to
talk
and
look
for
a
file
at
the
same
time
turns
out
cannot
do
two
things
at
once.
B
B
Daphne
had
already
mentioned
earlier,
there's
a
process
we
refer
to
as
budget
collaboratives,
which
is
a
that's
really
the
start
of
the
special
education
budgeting
process,
really
the
school
budgeting
process.
So
a
team
comes
together
with
the
enrollment
projections
and
the
budgets
the
schools
receive
and
part
of
it
is,
is
cross-functional
problem.
O
O
Students
with
high
needs
are
eligible
for
that
word,
services
as
a
result
of
school
closures
during
covet,
schools
must
identify
students
who
are
entitled
to
conservatory
services
above
and
beyond
typical
services.
How
is
the
district
identifying
students
with
high
needs
and
how
many
students
have
been
identified?
O
Districts
are
required
to
have
meetings
to
determine
compensatory
services,
how
many
meetings
have
occurred
and
how
and
when
are
services
delivered
after
school
weekends
etc.
So
can
you
just
give
me
some
insight?
That's
a
question
that
came
in
from
for
someone
who
couldn't
be
here
because
she
didn't
know
about
this
hearing
and
that's
edith,
brazil.
So
she
submitted
that
question
and
obviously
I
would
not
use
words
that
I
don't
know
how
to
pronounce,
but
I
needed
to
throw
that
in
there.
So
somebody
could
answer
that.
I'd
appreciate
that.
G
Sure,
thank
you
councillor,
mejia
for
the
question.
Yes,
many
people
struggle
on
that
word.
We're
not
we're
not
the
first,
so
the
yes
deci
set
out
desi
department
of
elementary
secretary
education
set
out
and
massachusetts.
This
is
the
only
state
where
they
required
the
level
of
rigor
around
compensatory
services
that
we
for
hear
in
here
in
massachusetts
and
for
and
they
did
prioritize
our
high
needs
students
for
needing
competitory
services,
so
those
students
were
the
same
students
that
were
prioritized
for
in-person
learning
in
the
fall,
so
those
were
the
students.
G
I
can't
remember.
I
don't
have
it
right
in
front
of
me,
but
it
is
the
same
group
of
students
that
were
prioritized
for
in-person
learning
in
the
fall
when
we
were
able
to
bring
students
back
the
we
have
done
a
lot
of
training
with
our
coordinators
around
holding
these
meetings.
It's
a
whole
new
set
of
sort
of
processes
to
go
through.
G
You
want
to
gather
data
both
from
the
family
on
how
the
student
did
during
kovid,
and
originally
it
was
only
from
march
to
june
the
period
that
they
were
using,
and
then
they
started
to
include
the
rest
of
this
year
as
well,
so
they
shifted
the
guidelines
as
we
moved
ahead
into
it.
I
guess,
what's
really
important
is
to
say
it's
the
principles
of
compensatory
services
that
are
important.
These
are.
G
This
is
an
opportunity
for
to
be
a
piece
of
the
return
recover
reimagined
so
that
students
are
able
to
get
the
service
they
need
to
get
back
on
track,
and
we
have
worked
really
hard
to
make
sure
that
our
coordinators
know
how
to
hold
these
meetings
or
able
to
hold
these
meetings,
and
indeed
that
they're
happening.
So
we
have
reached
about
over
4
000
agreements
now
across
the
district
in
terms
of
the
agreements,
and
we
will
be
providing
those
services.
G
Some
of
those
services
are
being
delivered
now,
both
after
there
are
some
being
delivered
after
school.
There's
some
going
to
be
delivered
during
the
summer,
some
in
person
some
remote,
and
we
fully
expect
that
some
services
will
be
delivered
in
the
fall
and
that's
okay.
We
really
we
want
to
make
sure
kids
get
what
they
need.
The
last
point
on
that
is
just
that:
we've
engaged
with
the
community.
G
B
Yeah,
I
would
just
add,
as
it
goes
to
the
financial
projection
on
that.
This
is
not
because
this
is
not
a
single
year
effort
right,
the
the
effort
to
come
up
with
compensatory
services
to
make
sure
the
students
are
made
whole,
which
will
cross
multiple
fiscal
years,
and
so
we'll
continue
to
monitor
it
and
set
aside
the
dollars.
We
think
we
set
aside
a
fairly
conservative
amount
for
this
year,
so
we
know
I
have
enough
resources
then
we're.
This
is
a.
This
is
an
area
of
academic
recovery.
O
O
B
O
Okay
and
then
in
regards
to
you,
know
the
mckinley
school.
I
I
addressed
this
earlier
and
and
some
other
hearing,
I
can't
remember
which
day
it
was
anymore,
but
it
it
was
in
regards
to
literacy
and
how
you
know,
I'm
just
curious
about
when
we
think
about
how
we're
passing
students
from
grade
to
grade,
often
who
are
struggling
to
read
and
write.
O
What
are
we
doing
as
a
district
to
identify
like
early
intervention
warning
signals
and
and
signs
to
help
support
students
who
may
have
dyslexia?
I
know
that
students
who
have
dyslexia,
particularly
students
of
color-
this
is
not
something
that
we
see
a
lot
of
early
detection
on,
so
I'm
just
curious
ethan.
What
are
we
doing
to
to
support
those
students.
G
Yeah,
terrific,
thank
you
counselor
mejia,
the
I
mean,
as
I've
said
earlier,
you
know.
Reading
our
strategic
reading
approach
needs
to
start
in
the
general
education
classroom
and
be
a
strong
tier
one.
It's
not
even
a
support,
it's
what
we
do
and
and
if
you'd
want
you
know.
I
don't
know
if
dr
romero
johnson
wants
to
address
this,
but
the
that
is
a
no.
It
should
not
be
only
a
special
education
issue
if
students
need
special
education
supports.
G
Of
course
we
want
to
make
that
happen,
but
we
want
to
make
sure
that
kids
get
their
reading
skills
they
need
early
on,
so
they
don't
become
special
education
students,
not
that
it's
a
bad
thing,
but
that
if
they're
not
we
don't
want
that
to
happen,
because
we
didn't
do
the
right
thing.
We
want
to
make
sure
kids
get
what
they
need
early
on
from
the
beginning,
and
I
would
refer
you
to
and
we'll
see
if
we
can
send
it
to
you
before
school
committee.
A
You
great
thank
you
so
much
counselor
mejia
and
now
I'm
gonna
ask
my
questions
and
then
I'll
just
say
to
counselors
who
are
still
on
the
call.
I
think
everyone's
gotten
their
questions
in
if
you've
got
a
follow-up,
raise
your
blue
hand,
because
otherwise
we
will
close
it
out
after
I
finish
mine,
so
I
I
want
to
just
follow
up
on
the
compensatory
services
point
so
nate.
How
much
did
we
reserve,
though,
for
this
year
in
cares
money
for
that.
B
B
I
met
conservative,
meaning
that
we
felt
confident
that
we
would
be
able
to.
That
would
be
enough
for
us
to
be
able
to
cover
the
services
that
were
needed,
but-
and
this
is
a
rare
statement
for
me-
but
I
wanted
you
know-
we
worked
very
quick
closely
with
ethan
and
his
team
to
make
sure
that
they
knew
that
this
was
just
a
placeholder
for
us,
as
we
got
more
information
that
we
were
not,
we
are
not
managing
them
to
that
budget.
B
Yeah,
there
are
a
couple
numbers
that
are
sort
of
similar
in
in
sort
of
total
dollar
amounts.
We
had
put
a
placeholder
in
an
original
budget
proposal
for
fy22
around
additional
supports
that
we
were
planning
to
provide
for
next
year
for
students
and
again
this
was
meant
to
be
just
sort
of
an
initial
sort
of
thinking,
and
we
re
really
put
that
number
out
there
before.
B
We
knew
the
full
picture
of
federal
funding,
but
the
idea
being
that
it
would,
it
would
go
towards
compensatory
services
in
the
case
of
special
education
students,
because
that's
a
particular
legal
term.
But
then,
in
addition,
recovery
supports
for
english
learners,
special
education
students
that
could
include
tutoring.
It
could
include
additional
academic
supports
during
the
year
and
could
include
summer
programming,
and
so
the
idea
being
that
what
we
want
to
do
is
be
able
to
offer
multiple
ways
of
supporting
students.
B
A
Got
it
and
where
I
mean
because
yeah
I
mean,
as
you
know,
I
I
think
that
it,
it
makes
good
sense
to
give
our
our
departments
some
money
that
they
know
that
they
can
expect
to
have
in
fy
22,
since
fy22
starts
on
july
1st,
which
is
also
the
fifth
meeting
of
the
esser
group.
So
so
in
terms
of
those
understanding
that
the
2.25
is
a
number
that
you
know
daphne
and
ell
folks
can
work
with.
But
then
you
know
can
hope
for
more
right,
but
it
gives
you
something
to
think
about.
B
A
Right
so
I
think
it
would
be
helpful
for
the
council
to
have
if
you
guys
it
sounds
like
you
have
the
makings
of
this
document
already
or
maybe
maybe
you've
done
it
for
school
committee
or
a
few
different
school
committee
presentations.
But
it
would
be
helpful
for
the
council
to
understand
at
a
slightly
more
granular
level
of
detail
beyond.
A
What's
in
that
slide
that
you
have
made
at
the
beginning
of
the
presentation
kind
of
like
how
much
of
the
federal
money
has
been
obligated,
where
we've
put
out
signals
right
from
a
planning
perspective
and
then
what
we're?
Because
it's
it
sounds
like
some
of
that.
The
planning
signal
money
right
is
crossing
into
the
sr2
space
yeah.
B
That's
that's
the
initial
plan,
so
yeah
absolutely,
and
you
know
the
distinction
being
being
that
as
we
continue
to
go
through
this
spring.
The
cares
part
one
is
you
know
we
are.
We
are
continuing
to
monitor
costs
around
food
nutrition
services,
increased
costs
around
transportation
due
to
protocols,
there's
a
lot
of
costs
that
we're
monitoring.
So
that's
a
lot
of
the
the
cares
part
one
is
in
response
to
what
we're
experiencing
as
we
reopen
and
then
yeah
to
your
point.
A
G
While
we
have
done
you
know
three
community
meetings
to
try
and
educate
people
about
compensatory
services.
We
reached
400
500
people,
but
that's
not
10
000..
So
how
do
we
educate
the
public
in
terms
of
community
service
in
terms
of
compensatory
services?
And
what
do
we
do
about?
That
is
a
hard
one,
so
we're
at
4000
now
we're
working
with
our
union
partners
to
come
to
agreement
about
how
we're
going
to
get
all
these
done,
and
hopefully,
once
we
reach
agreement
there,
we
will
see
an
acceleration
of
getting
them
done.
A
Got
it
okay
and
then
I
just
one
comment
on
the
counselor
flynn
brought
up
dyslexia
services
and
I
think
it
also
just
came
up
and
a
question
for
counselor
mejia.
I
just
wanna
strongly
stress
you
know
I.
I
have
a
cousin
who
has
been
incredibly
successful
and
and
has
ended
up
as
a
as
a
member
of
the
bar
and
a
practicing
lawyer
who
you
know
really
got
treated.
C
A
A
That's
that's
like
as
a
kid
you
internalize
those
kinds
of
things
and
it's
so
damaging
and
and
the
the
change
that
happened
when
he
got
the
services
that
he
needed
and
the
the
incredible
degree
to
which
he
has
now
made
a
career
based
on
words
and
reading
and
writing
I
just
it's
something
that
I
think
about
all
the
time.
So
I
just
want
to
add
my
voice
to
the
chorus
on
on
that
and
the
importance
of
of
early
and
aggressive
identification
and
help
on
that
front.
A
Yes,
absolutely
and
then,
and
then
can
I
just
ask
quickly
and
I'm
sorry.
I
just
want
to
make
sure
that
I
understand
the
it
seems
as
though
the
part
of
the
conversation
and
I'm
not
as
familiar
as
counselor
braden,
with
the
horace
mann
school
for
the
blind,
but
reading
between
the
lines.
What
I
take
to
be
the
issue
partly-
and
I'm
just
going
to
ask
if
this
is
what
it
is,
is
that
you
know
in
general.
A
But
and
then
you
have
the
challenge
that
this
you
know
the
that
the
chorus
man
is
being
coded
a
day
school
which
makes
it
restrictive,
which
means
that
that
kind
of
basic
instinct
is
oh,
you
want
to
mainstream,
because
that's
what
like
inclusion
is
the
direction
of
travel
in
our
special
education
world,
but
then
there's
the
problem
that
like
there's
actually
like
deaf
culture
and
a
dual
language,
and
so
and
so
therefore,
this
kind
of
direction
of
travel
on
one
regulatory
regime
kind
of
cuts.
Against
that.
A
That's
what
I
seem
to
be
understanding
to
be
at
play,
and-
and
I
guess
the
thing
I
would
say-
and
then
it
also
sounded
like
there's
some
back
and
forth
about
like
when,
like
in
terms
of
family
choice,
to
what
extent
parents
who
might
be
coming
from
hearing
culture
background
right
are
are
exposed
to
the
full
degree
of
what
it
would
mean,
because
if
I
didn't
know
anything
about
that
and
someone
just
said,
oh,
we
can
prescribe
this
device.
And
then
you
don't
need
to
think
about
this.
A
G
I
think
you
touched
on
a
lot
of
the
tensions
that
are
at
play
there,
but
I
think
I
think
the
an
important
piece
to
say
here
is
like
there
are
incredible
incredible
strengths
at
the
horace
mann
school,
the
level
of
expertise
is
unbelievable.
There
are
people
there
who
know
things
are
able
to
do
things
with
deaf
and
hard
of
hearing
students.
A
C
G
Yeah,
no,
that's
I
mean
absolutely
not
like
we,
the
the
a
there's
family
choice
like
into
this
deaf
culture,
peace
center
of
deaf
culture
and
education
like
it
is,
you
know
we
need
to
figure
out
how
to
make
that
happen.
We
need
to
collaborate
with
the
school
as
as
the
district
administration,
we
want
to
collaborate
with
the
school
and
the
community
to
make
that
happen.
A
Great
great
all
right,
I
think
I
could
go
on
asking
questions,
but
as
the
chair,
you
also
have
to
know
what
to
call
it.
So
I
think
that
I've
got
one
person
in
the
waiting
room,
so
I'm
just
going
to
see
whether
miss
towel
would
like
to
testify
and
then,
if
not,
we
will
paddy
tower.
Are
you
here
to
testify.
B
Keeping
the
streak
alive
from
one
of
our
earlier
hearings:
patty
patty,
is
one
of
our
secret
weapons
on
the
finance
team
and
I
don't
think
she's
here
to
testify.
But
many
school
leaders
will
tell
you
that
patty's
one
of
the
most
creative
and
smartest
people
about
helping
schools
think
about
their
resources
and
their
time,
and
I
I
enjoy
this
opportunity
just
to
give
her
a
little
bit
of
a
shout
out
because
she's
somebody
who
likes
to
operate
under
the
radar.
A
Well,
we,
we
are
always
happy
to
spotlight
the
city's
excellent
public
servants
who
you
know
operate
behind
the
scenes.
Thank
you
all.
This
is
a
really
important
set
of
topics
we
definitely
you
know
could
have
had
and
will
on
other
occasions
have
hearings
devoted
uniquely
to
ell
and
to
or
to
inclusion
I
mean
it
just
yeah.
There's
a
lot
there's
a
lot
in
all
this,
and
we
appreciate
the
work
that
you
all
do
on
behalf
of
our
students
and
and
sylvia.
A
You
just
went
back
on
screen,
so
I
just
wanted
to
say
that
I
haven't
directed
that
many
questions
your
way
today,
because
I
know
we
have
you
for
the
whole
day
next
week,
but
lots
of
academic
questions
coming
from
the
historian
soon.
So
all
right
with
that
we're
a
couple
minutes
shy
of
our
informal
deadline
and
this
hearing
of
the
boston
city
council's
ways
and
means
committee
is
adjourned.
Thank
you.
All.