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From YouTube: Boston School Committee Meeting 11-16-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
A
B
C
C
B
B
D
A
F
A
You
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
executive
seven
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
American
Federation
of
state
county
and
Municipal
Employees
afscme
AFL-CIO
Council
93,
an
affiliate
local
230,
cafeteria
workers
and
United
Steel
Workers
Local
2936
bus
monitors
to
have
this
discussion
in
an
open
meeting
would
have
a
detrimental
effect
on
the
committee's
bargaining
position.
The
committee
will
return
to
public
section
at
5,
30
PM.
Is
there
a
motion
so
much?
Thank
you.
Is
there
a
second
second.
E
E
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
with
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining,
with
the
American
Federation
of
state
county
and
Municipal
Employees
afscme
AFL-CIO
Council
93,
an
affiliate
local
230,
better
known
as
our
cafeteria
workers
and
United
Steel
Workers
Local
2936,
better
known
as
our
bus
monitors.
Tonight's
section
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
post
it
on
the
school
committee's
webpage
and
on
YouTube.
A
The
recording
will
be
available
in
all
of
the
BPS
languages.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
November
16th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
Kappa,
variano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
We
will
now
turn
on
the
interpretation,
feature:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
the
public
comment.
Sign
up
for
public
comment
closed
today
at
4,
30
PM.
Please
make
sure
you
are
signed
into
Zoom
under
the
same
name.
You
use
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
I
want
to
begin
by
welcoming
our
alternative
student
representative,
Ophelia
Anis,
who
is
filling
in
and
Diego
made,
is
filling
in
for
Diego
maida
this
evening.
Ophelia
is
a
sophomore
at
the
John
D
O'brien
School
of
Math
and
Science.
Welcome
we're
delighted
to
have
you
with
us
I'm
happy.
We
will
begin
with
the
approval
of
minutes.
A
A
H
G
A
You
Miss
Sullivan
and
before
I,
go
on
to
the
superintendent's
report.
I
didn't
give
this
needs
an
opportunity
to
say
hello
and
welcome
so
I
just
want
to
turn
it
back
to
you
share
a
little
bit
about.
I
I
I'm
a
10th
grader
at
O'brien,
as
Miss
Robinson
pointed
out
and
I'm
just
happy
to
see
you
all.
Thank
you.
A
C
Thank
you,
madam
chair,
in
the
spirit
of
gratitude.
This
season
I'd
like
to
start
by
thanking
all
of
you
for
your
continued
service
to
the
Boston
Public
Schools
into
the
community
at
large.
Thank
you
for
lifting
up
our
students
every
day
to
our
families,
our
parents,
our
Guardians,
our
caretakers
and
our
Educators
School
leaders
and
staff.
As
I
go
around
the
schools
I
see
how
much
you
do
every
day
for
our
students
and
I
just
want
to
say.
C
Thank
you
one
of
the
things
that
brings
us
all
so
much
joy
is
when
we
can
celebrate
our
students
and
our
alumni
with
that.
I
wanted
to
congratulate
Boston,
Latin
school
graduate
class
of
2000
Andrea
Campbell,
who
made
history
as
the
first
black
woman
elected
to
Statewide
office,
as
attorney
general
in
Massachusetts
she's,
an
amazing
example
and
role
model
for
our
students
and
we're
so
proud
of
her
another
amazing
role
model
for
our
students,
Pedro
Martinez,
our
very
own
Red
Sox,
who
visited
East
Boston
high
school
last
week.
C
He
sat
with
our
students
and
really
I
think
all
of
the
students
and
the
staff
just
felt
very
grateful
that
he
would
take
the
time
to
come
to
East,
Boston
high
school
and
spend
that
time
in
community.
So
thank
you.
Pedro
I
also
wanted
to
thank
chair
Robinson
for
engineering.
C
Our
own
school
committee,
member
Miss,
Polanco,
Garcia,
organized
it
ran
it
and
I
cannot
thank
her
enough
in
talking
with
my
staff.
It
was
really
it
was
wonderful
and
refreshing
to
be
able
to
spend
that
kind
of
time
with
parents
to
hear
about
the
parent
Mentor
program
that
that
has
been
organized
at
St
Stevens
through
Miss
Polanco
Garcia,
and
to
have
the
chance
for
me
for
our
school
superintendents
and
many
Central
staff
to
just
have
real
conversations
with
so
many
parents
about
our
schools.
C
So
again,
I
just
wanted
to
thank
Rafa
for
organizing
that,
and
today
this
morning,
the
Boston
public
schools
and
the
Boston
Schools
fund,
which
is
a
non-profit
organization
that
seeks
to
advance
educational
equity
in
Boston
by
providing
access
to
high
quality
schools.
We're
proud
to
announce
this
year's
recipients
of
the
Boston
Schools
fund
Pete.
C
These
were
grants
partnering
with
Educators
to
accelerate
knowledge
grants,
and
we
happen
to
celebrate
it
at
the
Hernandez
dual
language
K-8
school
in
Roxbury,
the
peak
grants
will
last
over
three
years.
They
will
provide
our
schools
with
funding,
to
focus
on
two
important
goals:
improving
student
outcomes
and
increasing
the
use
of
high
quality
instructional
materials
and
have
that
done
with
fidelity
and
I
had
an
opportunity
to
speak
to
the
group
this
morning.
I
wanted
to
thank
will
Austin
for
his
leadership
and
carry
Donahue
for
her
leadership
with
the
Boston
Schools
fund.
C
I
also
wanted
to
congratulate
the
other
recipients.
We
had
the
principal
from
the
Adams
School
in
East
Boston.
We
had
the
principal
from
the
Sumner
School
in
Roslindale
and
and
then,
of
course,
the
Hernandez,
and
it
was
just
wonderful
to
celebrate
the
hard
work
of
these
schools
and
their
commitment
to
strong
student
outcomes
and
to
using
high
quality
materials
that
we
know
from
a
curriculum
standpoint
will
lead
to
better
student
outcome.
C
C
This
award
recognizes
people
in
education
who
have
gone
above
and
beyond
this
year.
Eileen
Curran
goes
above
and
beyond
every
day
for
her
students,
particularly
with
visual
impairments,
teaching,
every
everything
from
how
to
read
Braille
to
using
technology
to
daily
living
skills
like
cooking
and
filling
out
college
applications
as
a
person
with
a
visual
impairment.
Herself
Eileen
is
a
role
model
for
her
students
for
our
families
and
our
staff.
C
Eileen
is
always
willing
to
collaborate
with
colleagues,
whether
it
be
to
create
a
summer
enrichment
opportunity
for
our
students,
with
visual
impairments
to
to
gather
peers
to
serve
on
local
or
national
boards
to
advance
Equitable
access
for
Braille
readers
Irene.
Does
it
all
so
just
congratulations
to
Eileen
and
again
we're
really
trying
to
honor
our
Educators
and
to
share
the
good
news,
that's
happening
in
our
schools.
C
Lastly,
I'd
like
to
wish
mayor
Michelle
Wu
a
happy
anniversary
on
her
first
year
in
office.
One
year
ago,
today,
BPS
mom
was
sworn
into
office.
In
that
time,
mayor
Wu
was
committed.
Two
billion
dollars
to
the
green
New
Deal
for
BPS,
launched
a
launched,
a
partnership
with
City
fresh,
committed
multi-year
funding
for
our
upk,
our
Universal
preschool
for
our
youngest
Learners
and
so
much
more
and
what's
exciting.
This
is
just
the
beginning,
so
I
really
look
forward
to
the
journey
ahead
with
our
mayor
and
the
work
ahead
in
our
schools.
C
A
quick
update
on
sip,
which
is
a
reminder,
is
our
systemic
Improvement
plan
for
the
Department
of
Education.
We
continue
to
work
across
different
departments
on
the
plan
tonight,
you'll
hear
from
one
of
our
partners
at
the
Council
of
great
City
Schools
regarding
their
review
and
recommendations,
as
it
relates
to
our
special
education
department
and
services
for
our
students.
C
This
presentation
fulfills
the
latest
deadline
in
the
Sip,
and
we
see
this
as
one
of
our
key
presentations
and
key
sets
of
recommendations
for
this.
For
this
coming
year
and
the
years
Beyond
in
future
meetings.
We
will
also
hear
from
the
Council
on
their
reports
and
recommendations
specifically
on
school
safety
and
on
Transportation
relative
to
transportation.
We
continue
to
make
improvements
with
our
on-time
performance
for
our
school
buses.
We
had
88
in
October
and
so
far
in
November
89.
C
We
continue
to
train
more
drivers
in
CDL,
so
we
have
more
drivers
and
buses
on
routes
and
we're
working
hard
to
get
an
agreement
so
with
our
bus
monitors,
so
that
and
we
continue
to
work
on
hiring
additional
bus
monitors.
All
of
these
things
are
steps
forward.
In
addition
to
our
hotline
to
helping
to
improve
transportation.
C
We
are
not
where
we
want
to
be,
but
we
are
continuing
to
to
try
to
make
improvements
in
areas
that
we
know
will
make
a
difference
to
buses
being
on
time
and
reliable,
and
that's
our
overall
commitment
and
you
know
just
given
the
packed
agenda,
I
I
kept
chair,
I
kept
the
report
short
I'm,
happy
to
take
any
questions
on
it
and
you
know,
or
any
other
areas
that
I
didn't
cover
in
the
report
this
evening.
A
A
J
K
Thank
you,
madam
chair
I
want
to
start
by
congratulating
superintendent,
Mary,
Skipper
and
her
staff
for
being
with
us
on
in
the
meeting
last
Tuesday
families.
K
We
had
over
80
persons
in
person
who
attended
in
person
in
about
25
people
who
attended
through
soon,
because
this
was
an
a
hybrid
meeting.
That's.
K
But
at
the
same
time,
these
families
did
their
homework
and
brought
with
them
a
few
solutions
to
the
problems.
J
K
That's
why
the
family's
voices
should
be
present
in
the
decisions
that
the
educational
District
takes.
J
K
And
so
I
have
to
congratulate
you
and
to
thank
you
for
your
visit
and
in
on
behalf
of
the
Saint
Stephen's
parents.
We
cannot
wait
to
see
what
the
next
steps
are.
Thank.
J
B
A
H
I
know
you
and
I
had
a
chance
to
speak
a
little
bit
about
Transportation
earlier
today
and
I
appreciate
your
thoughts
on
that
I'm,
just
wondering
if
we
have
any
information
on
what,
if
any
impact
we've
seen
with
the
shift
in
drivers
this
past
week,
whether
we've
seen
an
increase
or
a
decrease
in
terms
of
challenges
within
our
transportation
system,.
C
Three
chairs
so
I
think
in
general,
we're
seeing
and
I
know
Dan
is
on
this,
so
he
can
be
more
granular
with
the
data
but
I
think
in
general
we
are
seeing
each
month
it
going
up
and
each
week
it
going
up.
Obviously
you
know:
poor
weather
Can
can
have
a
negative
impact
this
morning.
C
Being
an
example
with
the
rain
I
know
for
myself,
which
was
normally
a
20-minute
drive
from
Dorchester
into
Mattapan,
was
about
a
40-minute
drive
and
so
I
think
you
know
some
of
those
things
will
impact
the
day-to-day,
but
in
general,
we're
looking
for
Trends
to
make
sure
things
are
going
up
and
the
more
drivers
we
can
add
in
or
have
the
CDL.
C
You
know
the
the
more
monitors
we
can
add
in
to
make
sure
the
routes
are
full
and
we
can
actually
free
up
some
of
the
extra
buses
that
we're
using
to
pick
up
students
we're
working
hard
on
a
Lyft
voucher
solution
for
parents
as
well,
so
we're
really
trying
to
kind
of
hit
at
all
levels
but
I.
Think
in
general
our
trend
has
been
going
in
the
positive
direction
and
Dan
I.
L
Yeah
thanks
superintendent,
a
couple
things
I
would
add
so
one
you
had
mentioned
the
shift
in
drivers
this
week
as
a
result
of
the
the
contractually
obligated
rebid
and
one
thing
I'll
flag
there
is,
is
transdev
worked
and
the
drivers
worked
really
hard
to
complete
dry
runs
for
any
drivers
who
were
changing
their
bus,
so
I
I,
don't
have
the
final
numbers
in
front
of
me,
but
I
think
it
was
about.
90
percent
of
drivers
were
able
to
complete
dry
runs
before
Monday.
L
We
did
see
a
slight
drop
in
on-time
performance
on
Monday
when
the
change
went
into
effect
to
about
80
to
86
percent,
which
is
our
year-to-date
average
so
far,
but
you
know,
as
the
superintendent
mentioned,
we're
at
89
so
far
in
November,
and
we
we
continue
to
go
up
week
to
week
in
months
to
months.
For
the
the
last
week
before
that
change
went
into
effect.
C
Right
for
that,
I
think
I'm.
Sorry,
no
no
I
was
just
going
to
say
that
I
think
I
think.
The
other
thing
is
that
some
of
the
solutions
that
we're
implementing,
particularly
contractually
or
particularly
with
the
hiring
processes-
these
are
long-term
Solutions.
So
they
don't
just
benefit
this
year,
and
this
moment
they
benefit
going
forward.
C
So
I
think
that's
the
other
important
thing
is
it's
not
that
we
will
reset
next
year,
but
some
of
these
changes
are
really
they're
deep,
they're,
deep
changes
to
either
the
contract
or
to
the
hiring
or
to
the
pay,
and
so
all
of
these
things
kind
of
cumulatively
add
up
to
a
more
efficient
functioning
system
so
that
that's
I
think
just
the
other
thing.
That's
important
to
note
from
the
public
as
well.
H
I
appreciate
that
and
just
a
quick
follow-up,
because
I
know
this
is
a
question
that
comes
up
Dan
I
might
stay
close
by.
If
that's
okay,
one
of
the
things
that
I
hear
a
lot
from
families
is
if
we
were
struggling
with
transportation,
you
know
further
particular
route
if
they
were
struggling
with
Transportation.
Why
are
we
now
getting
a
new
driver
now
I
understand
that
this
is
because
this
is
a
rebid
that
that's
part
of
the
contract,
but
for
the
families
that
are
listening
like
why.
H
Why
is
this
a
part
of
a
system
that
they
perceive,
and
perhaps
rightly
so,
does
impact,
maybe
negatively
the
pickup
and
the
experience
of
transportation
for
their
student.
L
Yeah
no
I
think
it's
a
it's
a
fair
question,
certainly
and,
and
we
do
need
to
make
sure
we're
communicating
with
families
before
I
answer.
Let
me
just
apologize.
I
didn't
introduce
myself
earlier
so
for
everyone.
My
name
is
Dan
Rosengard
I'm,
the
deputy
director
with
BPS
Transportation,
so
nice
to
nice,
to
meet
everyone
and
then
to
your
question.
So
the
as
the
as
you
know.
L
So
we're
continuing
to
work
with
our
drivers
and
with
with
our
contractor,
to
make
sure
that
dry
runs,
are
completed
in
advance
that
we're
communicating
with
families
with
drivers
with
everybody
and
so
that
there
really
is
there's.
No.
There
should
be
no,
it
should
be
a
seamless
transition
if
the
driver
changes.
If.
M
I'm
going
to
start
briefly
good
evening,
everyone
some
of
the
changes
that
Mr
Rosen
God,
are
all
into
are.
Sometimes
many
families
also
request
alternative
drop-offs
places
after
school,
and
we
try
to
accommodate
those
as
well,
so
that
factors
into
some
of
the
changes
and
also
some
of
these
are
just
long-standing
operational
practices
that
we've
had
in
the
contract.
I
think
this
year,
drivers
negotiations
was
a
testament
of
us.
A
C
Ophelia,
do
you
mean
you
mean
the
yellow
school
buses
or
you
mean
like
a
MBTA
bus
MBTA
right,
so
this
is
slightly
different.
This
is
the
yellow
school
buses
that
are
take
that
are
taking
our
students
across
the
city,
not
so
much
the
MBTA
buses
that
you
have
passes
for.
I
Just
recently,
I
know
it's
like
getting
harder
with
the
weather,
but
for
me,
while
because
I
took
the
28
to
get
to
Mattapan,
like
recently,
the
buses
have
been
very
inconsistent
and
I
feel
like
that's
really
a
problem
with
the
28
I.
Don't
know
if
it's
other
buses
as
well,
but
consistent
buses
are
very
important
for
students
during
this
time,
especially
as
it
gets
colder
and
the
weather
gets
harsher.
C
That's
right,
so
we
can
Dan
can
actually
we
we're
in
constant
contact
with
with
MBTA
for
a
variety
of
reasons.
We
can
definitely
pass
that
on
to
the
MBT
and
let
them
know
that.
E
Thank
you,
madam
chair,
so
a
clarifying
question
and
then
a
comment
or
question
on
the
clarifying
question,
and
it
should
be
for
you,
superintendent
though
it
was
Mr
Rosengard
who
was
presenting
it.
The
on-time
data
that
is
being
quoted,
I
want
to
make
sure
we're
all
clear.
I
was
first
of
all
morning
on
time
data.
So
it's
correct
by
the
Bell
time
right
and
it
is
for
BPS
alone.
It
is
not
for
all
of
the
students
that
BPS
transportation
is
transporting,
including
the
private
Pro
cool
in
China,
or
is
it
all
of
the
students.
L
E
E
You
know
I
I
have
some
concerns
honestly,
it's
you
know.
People
are
very
understanding.
At
the
beginning
of
the
year
the
orange
line
was
shut
down.
It
was
unprecedented.
What
was
going
on
the
orange
line
is
fixed,
then
we
move
on
and,
as
you
just
talked
about,
the
drivers
have
the
chance
to
rebid
and
and
I
agree
with
Miss
lopera.
We
hear
from
a
lot
of
parents
over.
E
Why
do
all
of
a
sudden
we
have
a
new
driver,
and
particularly
you
know,
parents
of
students
with
disabilities
obviously
have
a
lot
of
concerns
and
I
think
we'll
be
talking
about
Transportation
as
part
of
the
special
ed
challenges
as
well,
and
then
also
you
know.
When
we
talk
about
what
we
communicate
back
to
drive.
E
Is
you
know
we
have
families
that
speak
so
many
different
languages
and
it's
hard
for
many
to
get
the
communications
right
so
we're
now
in
November
and
we're
up
to
you
said
89
we
were
up
92
95.
deci
had
set
the
standard
of
of
95.
E
that
we're
not
there
yet
and
I'm
intriguing
superintendent,
and-
and
we
can
have
this
conversation
later
on
about
bus
monitors
or
even
you
know
at
the
next
meeting.
But
there
must
be
and
I
know
how
hard
the
transportation
department
is
up
and
in
I've
spent
time
with
them.
I've
seen
them
on
the
phones
with
parents
and
and
they're
trying
to
solve
the
individual
problems
and
I
respect
that.
But
my
guess
is,
there
are
probably
a
couple
of
bigger
chunkier
issues
right.
E
One
of
them
we
know,
is
bus,
monitors
and
we're
going
to
be
talking
about
a
potential
agreement
with
them
shortly
and-
and
hopefully
we
can
hire
more
as
a
result
of
that,
including
the
parents
at
Miss.
Polanco
Garcia
spoke
about
a
few
minutes
ago,
but
what
a
superintendent
I'm
interested
in
there's
some
chunkier
solutions
to
transportation
that
you're
working
on
that
may
result
in
some
big
jumps.
Instead
of
simply
saying
you
know,
we
can't
keep.
We
all
know
how
bad
traffic
is
in
Boston.
We
all
sit
in
every
day.
E
Well,
if
we've
learned
now
a
month
in
or
two
months
in,
we
can
adjust
start
times
or
pickup
times.
If
that's
the
case,
and
we
had
that
from
parents
a
lot.
If
we
know
a
bus
is
always
going
to
be
15
minutes
late
to
school.
Why
aren't
we
starting
at
15
minutes
earlier,
but
superintendent
I'm
interested
in
what
are
some
of
the
bigger
chunkier
things
that
you
have
on
your
plate,
that
you
could
make.
C
Sure
so
three
chairs
so
I
appreciate
the
I.
Appreciate
that
question
so
I
think
when
we
had
the
council
come
out
and
we
haven't
received
the
formal
report
from
the
council
yet,
but
we
did
get
to
kind
of
preview,
just
their
initial
thinking.
One
of
the
things
that
struck
them
was
that
in
the
the
phrase
was
sort
of
for
a
district,
your
size,
we
don't
know
another
Urban
District
that
has
68
different
Bell
schedules
that
they're
trying
to
accommodate.
C
We
are
responsible,
as
Dan
shared
with
not
just
transporting
the
students
that
attend
BPS,
but
also
Trotter
and
parochial
students,
and
we
have
aligned
in
tears
our
schools,
so
there's
a
738,
39,
30
tier
and
and
the
start
times
are
within
that
those
tiers.
However,
that
is
not
the
case
for
the
charge
orders
and
the
parochials
that
we
transport,
and
so
it
creates
a
lot
of
in
between
those
7
38,
30
and
9
30..
C
A
lot
of
different
combinations
of
bell
schedules
that
Dan
and
the
team
have
to
plan
for
to
drop
so
multiple
kinds
of
stocks,
and
so
that
in
and
of
itself
has
to
be
looked
at
and
I
think
talked
through
so
I.
You
know
we
have
a
excellent
relationship
in
the
compact
over
time
with
our
with
our
Charter
and
parochial
sisters
and
brothers
in
schools.
This
will
be
something
that
we
need
to
have
some
conversation
about
to
see,
because
it's
not
you
know
again
that
89
or
88
is
for
them
too
right.
C
So
that
means
their
students
aren't
getting
to
tie
on
time
in
the
way
they
need
them
to
be,
and
so
I
think
it's
a
broader
conversation.
What
we
would
call
adaptive
conversation
and
solution
about
how
some
further
alignment
could
help
all
of
us
to
be
able
to
lift
that
on-time
percentage
and
reduce
the
variation
of
of
the
Bell
schedules.
Dan
I,
don't
know
I'm,
not
a
transportation
expert,
but
in
my
seven
weeks,
I've
gleaned
this
and
so
I.
Don't
know
if
there's
anything
else
that
you
want
to
add
to
that
are
correct
about
that.
L
L
That
will
start
next
July
next
July
1st,
and
there
was
a
lot
of
work
done
in
that
to
ensure
that
the
next
contract
really
aligns
to
the
scope
and
scale
of
the
current
needs
of
the
transportation
system
and
the
current
needs
of
our
students
in
terms
of
transportation-
and
you
know
like
I,
said
over.
L
There
will
be
more
discussion
about
that
to
come
in
in
future
meetings.
But
that's
another
big
one
that
that
is
something
on
our
plates
to
to
help
continue
to
push
the
ball
forward.
B
E
B
A
Have
a
couple
of
questions
to
follow
up
on
Transportation
before
I?
Do
that
I
just
wanted
to
clarify
that
I
was
not
the
organizer
of
the
aasa
convention?
That
was
really
the
work
of
Maria
nocti
and
Jason.
Sacks
at
the
whole
incredible
Early,
Childhood
team.
They
did
us
proud.
Those
50
superintendents
came
from
around
the
country
to
specifically
look
at
the
work
that
they
are
doing
as
as
ways
of
a
model
in
terms
of
quality,
Early
Education.
A
A
That
may
be
true,
but
yes,
but
they
do
the
work
and
it's
amazing
work.
Thank
you.
My
two
questions
follow
up
on
Transportation
one
is
when
we
say
we
have
89
on-time
buses.
What
percentage
of
our
students
is,
that
is
that
89
of
our
students
or
what
because
I
mean
of
our
bus
students,
because
I'm
still
wondering
what
percentage?
A
What
number
of
our
kids
are
still
not
making
it
to
school
on
time
and
as
we
analyze
it
is
this:
are
there
some
schools
or
routes
that
are
The,
Chronic
ones
and
I
and
I'm
concerned
mostly
about
those
children
and
their
families
and
I?
Well,
know
the
frustration
of
you
know,
holding
their
breath
on
a
daily
basis?
Is
the
bus
going
to
show
up
or
when
it's
going
to
show
up
Etc
and
what
we're
trying
to
do
to
close
those
gaps?
Yep.
L
I
can
take
those
questions,
Jerry
Robinson,
so
we
do
not
have
granular
data
on
the
percent
of
students
that
the
89
on
time
performance
relates
to,
but
it
is.
It
is
something
that
you
know:
we're
continuing
to
work
with
the
office
of
data
and
accountability,
to
make
sure
that
we're
looking
asking
those
types
of
questions
and
and
looking
at
the
data
across
a
number
of
different
different
cuts.
L
So
it
is,
it
is
not
data
that
we
have
right
now,
but
we
can.
You
know
we
can
work
to
follow
up
and
then
for
the
second
piece
of
your
question.
We
are
doing
that
type
of
analysis
throughout
the
year,
so,
for
instance,
one
example:
we
have
a
top
10
late
bus
report
that
ever
that
is
consistently.
You
know
flagging
what
are
the
buses
that
are
late
on
a
regular
basis
and
then
our
team
is
focusing
their
efforts
to
make
sure
that
we
are
addressing
those
and
resolving
those
issues
as
quickly
as
possible.
L
We've
also
done
some
work.
This
fall
to
look
at
particular
schools
that
are
having
challenges,
and
you
know
been
able
to
to
do
some
work
to
resolve
that.
One
thing
we
did
recently
is:
we
started
the
school
year
with
590
buses
and
we
identified
that
the
schools
in
the
830
tier
were
having
the
lowest
on-time
performance,
and
so
we,
as
we
have
resolved
the
driver
shortage
a
little
bit.
A
It's
great
okay.
My
other
question
is
knowing
that
you
put
out
the
bus
contract
for
bid
and
what
I
understand.
You've
only
had
one
person,
one
one
group
transdev
come
back
to
want
to
bid,
but
that
initially
there
were
40
at
least
people
that
showed
interest.
A
L
Yeah
I
I'll,
just
briefly
speak
to
so
there
are.
There
are
four,
not
companies
nationally,
that
are
large
enough
to
to
handle
this
type
of
work.
All
four
did
express
interest
and
come
to
our
yard.
Walk
through
that
type
of
follow-up
is
work
that
we're
doing
and
because
it
is
an
ongoing
bid,
review
process.
L
I
think
it's
something
that
we
can.
We
can
follow
up
with
more
information
later,
but
that
is
absolutely
types
of
questions
that
we're
we're
asking.
H
Thank
you,
madam
chair,
and
just
want
to
really
appreciate
the
conversation,
that's
happening
and
really
trying
to
think
through
what
are
some
of
the
systemic
barriers
that
we
can
work
to
break
down
and
eliminate
to
address
this
challenge.
H
So
this
isn't
a
question,
but
I
know
that
it's
a
sentiment
that
many
of
the
families
that
I've
been
speaking
to
have
and
honestly
it
goes
to
like
the
trust
in
the
system
right
like
you're,
gonna
trust
that
the
bus
is
going
to
show
up
or
or
not,
and
some
of
us
have
the
ability
to
find
an
alternative.
So
my
children
are
assigned
a
bus
I
have
either
driven
them
or
biked
them
to
school.
Every
single
morning
this
year,
because
I
tracked
the
bus
and
the
bus
is
often
late.
H
It
falls
into
one
of
the
8
30
a.m
start
times.
I
can
do
that,
but
I
know
that
there
are
kids
and
families
at
the
bus.
Stop
at
my
kids
stop
and
at
other
stops
that
can't
do
that
or
that
are
doing
that
and
the
bus
is
picking
up
less
children.
The
bus
is
still
showing
up
late
with
the
children
that
are
getting
on
that
bus,
and
so
it's
like,
which
came
first,
the
chicken
or
the
egg
right,
because
there
are
more
cars
on
the
road
trying
to
get
their
kids
on
there.
H
Because
again,
it
goes
to
like
trust.
Is
this
bus
going
to
show
up?
Is
my
kid
going
to
have
time
to
eat
breakfast
at
school?
Is
my
kid
going
to
arrive
on
time
for
there's
a
field
trip
tomorrow?
Is
my
kid
going
to
arrive
on
time
to
join
the
field
trip,
or
are
they
going
to
miss
out
on
this
activity
because
the
bus
was
late?
It's
also
disruptive
to
classrooms
right
and
so
I
know
that
this
is
a
massive
challenge,
but
it
is
November
and
every
year
it's
the
same
thing.
H
C
Yeah
through
your
chair,
I
I
mean
absolutely
this
I
mean
this
is
this
is
been
a
historic
issue
and
we
I
think
in
at
least
in
this
last
12
months,
some
of
the
real.
C
What
I
would
call
like
adaptive
work
of
trying
to
get
at
the
issues
that
kind
of
perpetuate
this
has
have
been
what
we've
been
tackling
and
so
I
think
you
know
to
Dan's
point
about
the
continuous
Improvement
now
that
we're
kind
of
on
the
other
side
of
the
bus
hiring
for
the
drivers
and
the
training
you
know
now
we
can
be
more
creative
in
solving
the
a30
tier
by
adding
those
drivers
back
and
the
same
thing
will
continue
to
hire
so
every
weekend,
they're
doing
CDL
training
to
build
the
core
up.
C
I.
Do
think
that
this
issue
that
you
know
to
to
Champion
to
school
committee,
member
O'neill's
question
this
issue
of
the
overall
amount
of
transportation
that
we're
doing
and
the
the
complexity
of
the
Bell
schedules
that
until
we
address
that,
there's
going
to
be
a
certain
level
of
efficiency
we
can
get
to
without
sort
of
dismantling
that
so
that
has
to
be
on
the
table.
C
I
think
it's
going
to
come
out
in
the
report,
but
we
know
it
so
we're
starting
to
work
on
it
now
right
we're
trying
to
to
have
those
enter
into
those
conversations,
so
we'll
definitely
keep
school
committee
up
to
date
on
that,
as
we
have
some
of
those
conversations
that
was
work
we
had
done
years
ago
in
the
compact
under
I
believe
when
Kim
rice
was
here
as
a
transportation
director-
and
it
was
shortly
before
I,
left
and
I
think
we
came
very
close
to
to
adopting
a
tier
schedule
across
everyone
and
then
I
think
it
it
it
dissolved.
C
So
we
need
to
certainly
get
back
to
that
and
have
those
conversations
so
that
we
can
see
that
on-time
performance
for
all
students
right,
not
just
our
own,
but
the
students
who
are
attending
Charters
the
students
that
are
attending
parogeal
schools
as
well.
You
know
this,
isn't
it's
a
major
trust?
We
we
have
to
be
able.
We
can
talk
all
about
about
instruction
and
improving
instruction,
but
kids
need
to
be
able
to
actualize
every
minute
of
instruction,
particularly
our
special
education
students,
particularly
our
multilingual
Learners.
C
H
I
think
it
also
goes
to
the
point
around
and
I
know
we'll
talk
a
little
bit
about
this,
but
if
only
certain
services
are
only
allowed
only
available
in
certain
schools,
and
then
it
means
that
child
X
needs
to
go
to
this
particular
school.
That
is
more
than
halfway
across
the
city.
H
Some
of
the
enrollment
pieces,
as
well
as
the
services
that
are
available
to
all
of
our
students.
You
know
it's
it's
all
interconnected,
so
it's.
G
Hi
I've
been
listening
and
I
I,
just
wanna
make
a
short
comment,
while
I
do
understand,
yeah
the
the
hardship
that
parents
are
facing,
because
I
I
did
have
four
kids
going
through
a
Boston
purposes,
public
school
as
well,
and
while
they
went
through
but
Public
School.
Of
course
you
know.
I've
met
with
that
issue.
At
the
you
know
of
late
buses
and
and
tiredness
resulted
from
from
bus
schedule.
G
I
have
to
say
that
I
I
appreciate
everything
that
people
intend
and
Skipper
and
her
team
is
trying
to
do.
One
question
I
have
is
some
of
these
related
to
the
mail
schedule
is:
is
the
mail
schedule
part
of
the
school.
G
C
Sure
so
through
each
year,
so
for
our
schools
for
BPS
schools,
we've
aligned
to
three
tiers,
so
that's
been
conversation
that
we
had
over
the
years
and
that
that's
been
settled.
So
schools
fall
within
like
a
certain
kind
of
minute
range
for
the
tiers.
Where
we're
running
into
the
issue.
C
Is
that
we're
responsible
for
transporting
lots
of
other
students,
our
students
that
attend
Charters
throughout
Boston
students
that
attend
parochials
and
we
don't
have
control
over
their
Bell
schedules,
so
they're
kind
of
all
over
the
place,
as
are
kind
of
path
days
for
them
or
longer
days
for
them?
So
there's
really
a
variation
and
that's
how
we
get
to
kind
of
that
68
different
Bell
schedules.
Dan.
Could
you
just
speak
to
when
you
actually
get
the
Bell,
the
the
pickup
and
drop
off
times
for
the
charters
and
the
parochials?
L
Yep,
so
we
will
we
reach
out
to
the
Charter
Schools
Every
Spring,
to
confirm
their
schedules
for
the
upcoming
year,
so
we'll
send
them
a
formal
request
in
early
spring
and
get
that
information
back
from
them.
L
One
of
the
the
things
that
one
of
the
other
pieces
here
is
that
many
of
the
charter
schools
start
school
before
BPS,
some
of
them
I
think
this
year
the
earliest
start
date
was
August
11th,
and
so
that
presents
an
additional,
an
additional
complicating
Factor
because
we're
getting
the
student
enrollment
data
with
a
very
short
time
before
the
school
year
starts
for
some
of
those
schools,
and
so
that
also
presents
a
routing,
Challenge
and
leads.
L
You
know
to
some
of
that
work
and
that
we're
I
was
talking
about
earlier
in
terms
of
changing
the
routes
at
the
start
of
the
school
year
to
get
them
more
efficient.
C
Yeah
Dan,
maybe
just
give
a
quick,
not
by
name
it's
just
a
quick
example
of
school
X
and
just
the
variation
of
like
how
early
how
late?
How
many
half
days.
L
Yep,
so
we
have
24
different,
am
bell
times,
29
different
PM
bell
times
and
then
63
schools
that
have
a
an
early
release
day
once
a
week
and
those
early
release
times,
there's
20
different
early
release
times.
So
you
know
every
single
day
a
driver
might
be
servicing
different
schools
because
there's
different
schools
with
an
early
release
that
day
or
you
know
for
kind
of
within
week.
Variations
so
does
that
help.
A
A
G
D
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
students,
caregivers
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
D
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
five
speakers
this
evening.
Each
person
will
receive
three
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
D
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
D
N
N
N
If
the
chair
requests
that
I
read
the
letter
to
the
public
I
would
be
very
happy
to
do
so
after
I
testified.
A
previous
meeting
said
protested
against
This
Racist
attack
to
the
attempted
Kofa
cover-up.
I've
asked
questions.
Express
concerns
made
accusations
and
recommendations.
I
have
named
names
at
appropriate
ways
toward
High
School,
Department
officials
and
appointed
officials
who
have
the
legal
responsibility
of
running
our
public
schools
in
Boston.
N
If
I
understand
correctly,
the
chair
has
told
me
that
I
can't
say
the
name
of
this
appointed
body
school
committee,
chair,
Robinson,
has
censored
my
remarks.
I
have
been
an
actively
responsible,
Citizen
and
educational
activist
for
over
50
years,
I've
acted
responsibly
and
appropriately.
Others
who
have
testified
at
our
meetings
have
named
names.
Why
is
the
chair
only
targeted
me?
N
N
Where
does
this
document
say
that
members
of
the
public
cannot,
in
their
public
testimony,
say
the
names
of
top
school
department,
employees
or
appointed
members
of
the
school
Department's
decision-making?
Authority?
You
have
censored
it
on
me.
Madam
chair.
You
have
the
responsibility
to
answer
my
questions
to
the
other
members
of
this
appointed
body.
You
have
the
responsibility
to
speak
out
against
a
legitimate
Authority.
If
you
refuse
your
silence,
is
your
consent
20
seconds
either
way?
Robert
is
a
male
chauvinist.
I
re
I
recommend
Roberta's
rules.
N
F
O
Curious
and
I'm,
the
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident
at
the
last
school
committee
meeting
chair
Robinson,
claimed
that
Robert's
Rules
of
Order
require
testimony
to
address
her
directly
and
because
of
that,
we
are
unable
to
even
mention
anyone
else's
name
other
than
hers
in
public
testimony
with
the
equity
roundtables
no
longer
functioning
the
two
to
three
minutes
of
school
committee.
Public
testimony
is
the
only
official
place
to
offer
feedback
and
engagement,
which
is
not
authentic.
Families
come
here
as
a
last
resort,
and
not
because
they
want
to.
O
This
is
not
engagement.
This
is
not
centering.
The
perspectives
and
voices
of
those
most
impacted
families
are
forced
to
come
here
and
beg
publicly
for
what
they
deserve.
There
is
no
place
for
families
to
be
empowered
and
advocate
for
themselves
other
than
these
two
to
three
minutes.
It
is
also
the
place
where
school
committee
members
learn
about
the
direct
impact
of
what
the
central
office
Glide
presentations
really
mean.
They
are
the
place
where
a
superintendent
can
talk
about
how
much
Transportation
has
improved,
and
everyone
is
working
so
hard.
O
Then
a
Chinatown
mother
shares
her
experience
of
the
complete
opposite.
Having
no
resolution
from
one
school
committee
meeting
to
the
next
Robert's
Rules
of
Order
do
not
dictate
that
only
the
chair's
name
can
be
said
again.
Families
don't
come
here
because
they
want
to.
They
come
as
a
last
resort.
As
a
school
committee,
you
need
to
hear
families
whole
central
office
staff
accountable
with
specificity.
O
O
Yesterday,
over
100
BPS
parents
and
students
rally
at
City
Hall
demanding
that
the
mayor
stop
the
broken
promises
and
prioritize
BPS
in
the
city's
plans,
families
protested
families
protested
as
even
our
public
testimony
cannot
be
used
to
hold
specific
central
office
staff
accountable
according
to
miss
Robinson's
version
of
Robert's
Rules
of
Order,
because
we
have
an
appointed
school
committee
and
the
mayor
negotiated
a
mutual
agreement
for
a
new
BPS
superintendent
and
priorities
with
the
state
through
the
systemic
Improvement
plan.
The
mayor
is
responsible
for
BPS
decision
making.
This
is
abundantly
clear.
O
Despite
being
told
of
transparency
and
building
Trust
at
the
rally,
family
spoke
of
a
range
of
desperate
needs,
such
as
consistent
and
reliable
transportation.
Clear
metrics
for
when
Universal
masking
will
be
enacted
to
reduce
Cova
transmission
and
the
need
for
native
language
literacy
and
reading
Specialists
20.
O
Real
transparency
and
results
not
more
gaslighting,
authentic,
Community
engagement
involves
not
just
making
people
feel
like
they
have
been
heard,
but
incorporating
the
solutions.
Family
has
shared
repeatedly
in
school
committee.
Testimony
city,
council
hearings
and
Community
meetings.
Stop
having
the
meetings
the
same
night,
a
Citywide
parent
Council
start
having
search
committees
with
parents
for
hiring
highly
qualified
staff
in
central
office
and,
more
importantly,
start
prioritizing
the
needs
of
school
communities
over
politics.
Thank
you.
P
Both
myself
and
my
son
suffer
from
rare
genetic
blood
disorders
and
Asthma.
That
makes
it
hard
for
us
to
fight
off
infections
on
June
13th.
The
masking
mandate
was
dropped
for
BPS,
just
two
weeks
shy
of
school
letting
out
for
the
summer
and
within
that
window
of
time
my
son
began
to
show
symptoms
of
covet.
P
It
was
confirmed
by
a
home
rapid
test
on
the
21st
that
he
tested
positive
for
the
first
time,
the
first
72
hours
of
him
having
this
illness
was
very
challenging
and
scary.
He
came
very
close
to
being
admitted
to
the
hospital
from
very
high
fevers
and
Asthma.
Luckily,
with
home
care,
he
began
to
improve
slowly.
P
P
P
Journal
of
Medicine
it
showed
that
Universal
masking
marks.
It
protects
our
children,
staff
and
communities
against
not
just
covet,
but
other
respiratory
viruses.
Some
people
say
this
would
have
had
individual
freedom
to
wear
a
mask
or
not.
When
we're
in
the
middle
of
a
search,
people
should
not
have
the
freedom
to
impose
those
at
high
risk
of
illness
on
others.
P
P
Q
Sorry,
good
evening
my
name
is
and
I
have
a
ninth
grader
and
a
sixth
grader
in
Boston
public
schools
and
I
live
in
the
south
end.
I
am
also
a
parent
organizer
for
the
Boston
education,
Justice
Alliance,
co-founder
of
famcosa
and
a
city-wide
parent
Council
co-chair.
However,
these
are
my
opinions,
not
that
of
the
CPC
I
am
here
today,
because
I
care
about
the
future
of
not
just
my
daughters
but
because
I
care
about
the
future
of
Boston
Public
School
students
as
a
whole,
their
Educators
and
families.
Q
For
years
now,
mayor
after
mayor
superintendent,
after
superintendent
and
revolving
door
of
central
office,
educational
leaders
have
been
promising
reliable
transportation,
healthy
new
school
buildings,
equity
and
transparency,
trust,
and
to
you,
student,
family,
Educators
and
Community
Voices
to
drive
their
decisions.
However,
week
after
week,
our
families
are
struggling
and
do
not
feel.
F
Q
We
would
think
that
BPS
would
hold
these
three
days
per
month
sacred,
so
that's
pet
pack,
delight
and
CPC
can
have
their
meeting
without
the
district
taken
away
from
that
and
to
encourage
or
to
highly
recommend
maskin
is
not
an
intervention.
Femcosa
demands
masking
pool
testing
and
improved
ventilation,
as
we
are
now
facing
what
is
being
called
a
triple
demic
pediatric
hospitals
are
overwhelmed
and
the
holidays
are
around
the
corner.
Q
Last
year,
BPS
was
a
leader
in
keeping
the
covet
covet
lower
in
schools,
and
we
need
you
to
do
that
again.
Q
The
districts
that
lifted
mask
when
the
state
lifted
his
requirement
did
have
more
cases
and
I
would
encourage
everyone
here
to
look
at
the
study
published
by
the
New
England
Journal
of
Medicine,
to
also
take
a
look
at
femcosa's
recommendation
for
covet
safety,
20
seconds
Health
Equity
in
schools
too,
and
also
the
recommendations
that
was
sent
by
beija
and
the
many
organizations
that
were
at
the
city
hall
yesterday.
Thank
you.
Thank.
A
E
Madam
chair,
yes,
thank
you.
I
noticed
there
are
like
four
grants,
but
one
is
a
particularly
large
and
it
is
a
Hot
Topic.
No
I
shouldn't
have
said
it
that
way.
E
It
is
a
matter
of
interest
to
many
of
our
parents,
students
and
staff,
and
so,
and
that
is
about
putting
air
conditioning,
including
by
the
way,
thank
you,
Miss
Buckman,
for
just
bringing
it
up
now,
when
y'all
in
your
comments
as
well
as
well
as
I
apologize
for
not
having
the
name
of
the
parent,
who
also
just
spoke,
I
apologize,
Soto,
correct,
oh
solo,
Soto,
great.
F
E
E
C
Understood
in
a
very
important,
as
you
pointed
out,
HVAC
in
in
the
current
climate,
so
I
see
Chief
Alvarez
is
on
here
for
facilities
and
I.
Don't
know
if
she's
going
to
ask
Mr
Ford
to
join
but
Chief
Alvarez.
If
you
could
answer
Vice
chairs
questions.
F
S
Good
evening
my
name
is
Brian
Ford
I'm,
the
executive
director
of
the
facilities
department
for
Boston,
public
schools
and
in
regards
to
the
grant
that
we're
going
to
are
hoping
to
receive
for
our
HVAC
improvements,
we're
looking
to
start
in
racial
Equity,
use
our
racial
equity
and
planning
tool
to
distribute
them
across
the
buildings.
S
The
funds
that
we
are
hoping
to
receive
will
go
towards
an
assessment
of
the
first
buildings
that
we
go
through
and
then
using
the
assessment
is
going
to
prepare
contract
documents,
bidding
documents,
schematics
and
everything
so
that
we
can
do
provide
fully
encompassing
HVAC
solution
to
a
building
from
the
ground
up
with
assuming
that
there's
no
infrastructure
there
in
place
right
now,
and
this
will
make
sure
that
we
have
heating
ventilation
and
Cooling
in
all
of
these
buildings,
that
we
are
going
to
go
under
a
contract
with
that.
S
We
are
also
going
to
hope
to
do
all
of
the
buildings
so
that
they
have
a
green
New
Deal
or
that
they
have
green
infrastructure
in
them,
so
that
we
are
not
going
to
use
fossil
food,
fossil
fuels
or
oil.
Or
things
like
that
nature
and
go
with
the
latest
technology
and
make
sure
we
might
have
the
most
efficient
buildings
for
our
HVAC
Solutions.
E
Thank
you,
Mr
Ford,
so
of
of
this
grant
today
or
this
money.
This
would
impact
how
many
of
our
schools
and
how
many
let
me
step
back.
How
many
do
we
of
the
approximately
125
buildings
that
we
have?
How
many
are
in
need
of
adding
air
conditioning
or
adding
new
ventilation,
because
I
know
us?
It
is
a
small
number
that
already
has
it.
S
Right
so
it's
about
90
schools
that
don't
have
a
full
HVAC
system,
so
that
would
mean
that
they
have
a
partial
heating
or
they
have
a
partial
cooling
or
that
they
have
Heating
and
Cooling,
but
no
ventilation,
especially
with
our
AC
project.
That's
there.
The
15.4
million
would
probably
go
towards
about
five
schools,
possibly
a
little
bit
further
after
the
assessment
and
construction,
but
it
would
all
depend
on
the
exact
scope
of
the
work,
the
size
of
the
school
and
the
need
for
it.
E
Okay-
and
you
mentioned
the
equity
planning
tool-
would
be
used
to
determine
how
we
are
how
we
are
determining
what
schools
are
first
in
line
so
to
speak,
I
mean
I
know
when
we
worked
at
the
shaw,
Family
Foundation
in
doing
the
my
way
cafes.
Throughout
the
new
kitchens
to
all
of
ours
buildings,
we
went
neighborhood
by
neighborhood
and
the
equity
planning
tool
was
used.
Then
so
every
school
in
a
neighborhood
was
done.
Are
we
using
that
approach?
Are
we
going
school
by
school.
S
It
would
make
for
this.
Specifically,
it
would
make
more
sense
to
go
school
by
school.
It
doesn't
mean
that
the
second
school
is
not
going
to
be
in
the
same
neighborhood
we're
going
to
do
this
based
upon
the
existing
schools,
ventilation
rates,
their
AC,
their
Heating
and
then
rank
them
that
way,
and
then
overlay
our
racial
equity
and
planning
tool.
B
H
Thank
you,
madam
chair.
Just
a
follow-up
around
those
pieces.
How
does
this
particular
Grant
work
with
the
current
facilities,
audit,
that's
being
undertaken
as
a
step
towards
a
larger
facilities,
master
plan,
so
I
think
that's
that's
my
first
question.
H
C
So
sorry
Brian,
you
can
certainly
take
that
Chief,
Alvarez
and
and
Deputy
depina
I
think
it
would
just
be
good
to
be
able
to
speak
to
the
report
that
we're
going
to
get
into
the
spring.
That's
going
to
talk
about
the
overall
conditions
of
the
buildings
and
how
we
will
be
using
that
going
forward
with
green
New
Deal
to
be
able
to
develop
the
master
plan.
R
R
And
I'll
have
Brian
follow
up
as
well,
so
the
facilities
condition
assessment
is
going
into
each
and
every
one
of
our
buildings
to
determine.
You
know
what
what?
What
exactly
do
we
have
in
terms
of
systems
in
all
of
our
buildings?
One
of
the
things
that
Brian
has
been
charged
to
do
is
to
make
sure
that
the
buildings
that
we're
using
are
Valencia
that
are
large
and
villains
that
are
in
good
condition
and
buildings
that
we
are
going
to
be
able
to
use
in
terms
of
assessment.
R
But
the
facility
facilities
condition
assessment
is
a
is
a
standard
that
we
are
supposed
to
have
in
place
in
and
we
didn't
have
it,
but
I.
Don't
anticipate
that
this
money
that
we're
we're
hoping
to
acquire
will
be
used
in
buildings
and
we
and
you're
right
we're
not
sure
as
to
which
buildings
are
going
to
be
the
commission
or
anything
like
that.
R
But
it's
it's
a
situation
right
now
that
we
are
hoping
to
address
some
of
our
HVAC
systems
because
of
that
the
age
of
our
buildings
and
whatever
plans
we
have
is
we're
thinking
about
5
10
20
years
moving
into
the
future.
But
we
want
to
be
able
to
have
as
as
much
funding
as
as
possible
to
be
able
to
address
some
of
our
current
issues.
Brian
is
there
anything
else
that
you
could
add.
S
Sure,
thank
you
Chief
Alvarez.
So,
in
addition
to
that,
one
metric
that
we
have
to
make
sure
that
with
the
investment
will
go,
a
long
way
is
using
some
of
the
msba
rules
right
now,
past
msba
funding
has
not
gone
towards
anything
in
the
terms
of
ventilation
or
air
conditioning.
It
does
support
heating
projects,
but
it
also
gives
us
the
metric
of
this
has
to
be
a
school
building
for
at
least
the
next
20
years.
S
So
with
that,
we
can
add
them
on
to
some
of
the
buildings
that
we
would
prior
advertise
in
that
racial
equity
and
planning
tool.
In
addition
to
that,
the
FCA
will
give
us
kind
of
like
a
dollar
amount
in
which
we
need
to
invest
in
our
schools
in
order
to
keep
them
at
Baseline
and
where
we
would
need
to
put
that
additional
money
in
to
invest
as
well
and
through
an
assessment
and
then
the
potential
mergers
right
now.
Anyone
that's
in
discussion.
B
M
And
the
only
thing
I
would
add
is
that
all
these
pieces
are
moving
in
parallel
tracks
and
we
do
plan
on.
B
M
Out
an
opportunity
where
they
all
intersect
once
we
have
all
the
data
and
once
we
have
all
the
data,
we
can
make
some
problem
decisions
on
kind
of
how
we
move
forward
for
the
longer
term,
but
we're
all
in
the
process
and
we're
definitely
keeping
a
Keen
Eye
on
all
the
moving
pieces.
And
once
we
get
that
intersection
point
when
we
have
all
the
data
we're
able
to
make
more
affirmative
decisions
on
how
we
move
forward
for
the
long
term.
H
Thank
you
for
that.
I
think.
What
would
be
really
helpful
for
me
is.
We
already
have
projects
that
have
been
funded
with
the
msba
funds
right
and
who
we
already
have
a
commitment
for
engaging
with
those
buildings
for
I,
don't
know
if
it's
20
or
25
years-
I,
don't
remember
so.
That's
already
happened,
we're
already
in
Lost
step
with
a
certain
number
of
buildings
with
that
commitment
right
historically
at
some
point
in
the
past
20
or
25
years,
we
some
buildings
are
kind
of
locked
in
step.
H
There's
another
piece
where
current
buildings
are
going
through
that
process
right
now,
and
so
those
would
also
make
it
onto
the
list
now
we're
talking
about
potentially
doing
additional
Investments
as
it
as
it
relates
to
this
particular
Grant.
H
So
it
would
just
be
really
helpful
to
know
what
buildings
those
are
I
think
I
would
like
to
see
that
I
think
the
community
would
like
to
see
that,
because
my
fear
is
we
continue
to
put
it's
not
that
we
don't
need
these
things.
We
need
air
quality
pieces,
we
need
HVAC
systems,
we
need.
We
do
need
these
pieces
in
our
school,
but
I
don't
want
to
continue
to
put
Band-Aids
on
things
when
we
have
to
work
towards
a
longer
term
Vision
with
the
limited
resources
that
we
do
have.
R
And
that
is
a
at
some
point
and
I:
don't
have
the
information
in
front
room,
but
I
will
definitely
work
on
getting
you
all
of
the
buildings
that
we've
had
msba
projects
all
of
the
buildings
that
we
are
currently
awaiting
a
response
for
msba
in
the
number
of
years
that
we
have
what
each
and
every
one
of
those
projects.
If
that
is
a
information
that
we
could
put
together
and
bring
back
to
you
Miss
leper.
Thank
you
so
much
thank.
A
If
not,
there
are
no
further
questions.
I'll
entertain
a
motion
to
the
to
approve
the
grants
as
presented.
Is
there
a
motion.
E
H
D
A
Tonight
we
will
hear
from
the
Council
of
break
City
Schools
regarding
their
report
and
recommendations
for
special
education
services
here
in
Boston,
Dr
Ray
Hart
executive
director
of
the
council
will
present
their
report
and
then
we'll
have
an
opportunity
to
ask
any
questions
before
I
turn
it
over
to
Dr.
Hart
I
wanted
to
ask
the
superintendent.
If
there
are
any
comments
she
would
like
to
make.
C
Thank
you
chair,
so,
first
of
all,
I
look
forward
to
welcoming
Ray
and
his
team,
as
as
they
present
their
recommendations,
a
special
education
services
tonight
for
the
district.
You
know
the
Council
of
great
City
Schools,
as
I
I
spoke
about
in
when
I
shortly
returned
after
the
conference.
C
There's
such
a
valuable
partner
on
a
lot
of
levels,
but
in
this
particular
one
because
they
know
special
education
in
large
Urban
settings.
It's
particularly
important
and
we
we
take
their
recommendations
with
a
with
a
song
Set.
You
know
with
a
strong
sense
of
gravity
because
they
work
with
larger
urban
districts
like
us,
and
they
see
some
of
the
same
issues
that
exist
for
us
in
other
places
and
they've
also
seen
what
works.
So
we
welcome
the
report,
their
recommendations.
C
We've
had
an
opportunity
to
do
an
initial
read
of
the
report,
many
of
the
findings
and
the
recommendations.
They
confirm
what
we,
what
we
thought,
but
there's
also
you
know
we.
We
also
appreciate
that
the
the
council
is
providing
us
with
recommendations
that
they've
gleaned
that
we
have
not
yet
through
their
work
with
these
other
large
urban
districts.
C
We
see
this
as
a
way
for
us
to
be
able
holistically
to
look
at
the
district
and
to
look
more
importantly,
at
a
set
of
solutions,
short
term
and
long
term,
for
what
we're
going
to
need
to
do
in
BPS,
it's
sobering
to
read
the
report.
It's
it's
about
160
Pages
and
there
are
there's
much
technicality
to
it.
So
it's
you
need
multiple
reads
of
it
to
to
absorb
everything,
all
of
the
all
of
the
information
and
the
supporting
data.
C
That's
in
it
to
you
know
to
really
have
that
sink
in
and
I
think
that's
the
work
that
our
team
is
committed
to
doing
and
actively
doing
I
will
have
further
comments
after
Dr
Hart
presents
I
also
know
that
Dr
Chen
and
her
team
have
had
a
chance
to
read
it
and,
as
you
know,
special
education
and
our
omme
office
are
squarely
situated
now
with
academics
and
I.
C
Think
that's
really
important
grounding
because
at
day's
end
we're
talking
about
you
know:
equity
in
education,
for
a
special
education
students
and
for
our
multilingual
Learners
with
disabilities.
In
this
particular
case,
so
I
know
she
and
her
team
will
share
some
of
their
thinking
on
the
work
and
also
you
know
what
work
has
begun
as
we
as
we
undertake
this
and
and
what
is
the
work
long
term
that
will
need
to
happen.
C
You
know,
as
we
start
to
think,
about
a
multi-year
timeline
to
this
work,
I
think
for
those
hearing,
the
presentation
for
the
first
time,
certainly
reading
the
report
for
the
first
time
it
can
be
overwhelming
because
it
does
have
a
tremendous
amount
of
information
in
it,
and
this
is
just
the
first
of
many
conversations,
many
presentations
that
will
happen
on
this
topic,
as
will
be
the
case
in
the
council's
reports
to
us
on
safety
and
transportation.
C
I.
Think
it's
really
in
our
conversations
with
Dr,
Hart
and
I.
Think
in
the
overall
in
the
report.
It's
clear
that
it's
taken
decades
for
special
education
in
the
VPS
to
get
to
the
point
at
which
it
is
and
so
letting
that
sink
in
and
then
realizing
that
we
really
need
to
work
with
urgency,
but
also
to
think
about
a
multi-year
process
so
that
we
get
this
right
and
that
we
really
truly
shift
our
mindsets
and
our
practices
in
the
field.
C
That
is
going
that's
going
to
to
take
multi-years
to
do.
But
this
team
is
committed
to
doing
that
as
I
know,
our
school
committee
is
committed
to
doing
that
because
it
is,
it
is
what
is
going
to
speak
to
equity,
in
education,
for
our
students
with
disabilities
and
our
multilingual
Learners
with
disabilities,
so
that
with
that,
I'll
I'll
turn
it
over
to
Dr
Hart.
For
his
presentation,
foreign.
T
Thank
you,
superintendent,
Skipper
I
appreciate
it.
Madam
chair
members
of
the
Boston
school
committee
and
she
shared
I,
am
Ray
Hart
I'm,
the
executive
director
with
the
Council
of
the
great
City
schools
and
I'm
joined
tonight
by
Sue
gam,
who
is
the
former
Chief
specialist
specialized
Services
officer
in
the
Chicago
public
schools,
and
we
were
joined
on
our
review
by
Dr
Carla
Estrada,
our
chief
academic
officer
at
the
council.
T
At
that
time,
Dr
Rocky
Torres,
the
assistant
superintendent
for
student
Support
Services
in
the
Seattle
Public
Schools,
as
well
as
Jessica
Baldwin,
who
was
the
interim
Deputy
Chief
of
student
services
for
the
Cleveland
metropolitan
school
district
and
part
of
the
way
we
do.
Our
reviews
is
to
pull
in
those
who
have
expertise
in
council.
Member
districts
are
working
with
large
Urban
school
districts
across
the
country
to
really
come
in
conduct
the
review
and
make
recommendations
based
on
what
we've
seen
across
the
country.
T
What
we
know
works
and
what
we've
seen
produces
outcomes
for
our
students,
specifically
in
this
case
our
students
with
disabilities
that
are
desirable
for
us
all.
So
our
primary
focus
in
both
the
report,
as
well
as
the
work
we
do,
is
improving
student
achievement.
I
will
start
by
sharing
and
I'll
go
quickly
as
I
go
through
the
report,
but
I'll
start
by
sharing
a
little
bit
about
our
observations.
T
What
we
observe,
specifically
as
it
relates
to
some
of
the
data
we
reviewed,
we'll
talk
about
the
national
and
state
context
for
Boston,
and
then
I
will
get
into
the
recommendations
that
we
have
and
we
provided
a
report.
It's
a
very
high
level
overview
as
we
sh
as
a
superintendent.
Skipper
shared
is
a
long
report.
We
did
the
best
we
could
to
make
it
as
short
as
possible,
but
we
wanted
to
make
sure
we
were
clear
and
comprehensive
in
what
we
shared
so
I'll
share.
T
First
of
all
that
the
Boston
Public
Schools,
the
blue,
bars
that
you
see
are
the
percentages
of
students
who
are
identified
as
having
an
IEP
in
Boston
Public
Schools.
It
has
been
relatively
consistent
over
the
years
somewhere
between
about
18,
19
and
21.
The
red
bar
that
you
see
at
the
bottom
of
the
chart
represents
the
gap
between
the
Boston
public
schools
and
the
state
of
Massachusetts
and
Boston
has
traditionally
run
somewhere
around
three
percentage
points.
T
Lower
higher
excuse
me,
Boston,
is
higher
than
the
state
overall,
given
that
Boston
has
consistently
been,
or
the
state
of
Massachusetts
consistently
been
about
18
19
of
their
students
identified
with
an
IEP
for
a
context.
Across
the
Nation,
the
council's
78
member
districts,
have
a
rate
that
is
currently
about
16,
so
Boston
runs
higher
than
their
peers
around
the
country.
T
In
the
report
we
share
a
number
of
details
related
to
specific
categories
of
students
with
disabilities,
and
in
that
report
we
identify
where
you
may
have
some
over
identification
of
students
with
disabilities.
We
also
Identify
some
specific
areas
to
Target
but
understand
that
over
identification
for
some
areas
is
actually
normal
across
our
schools.
I
won't
say
normal,
because
Normal
means
is
acceptable,
but
over
identification
is
is
prominent.
T
I
won't
go
through
them
here,
but
the
report
provides
some
of
that
as
areas
to
review.
What
we
also
address
in
the
report
is
one
of
the
things
that
was
glaring
about
Boston
public
schools
in
particular,
and
that
is
male
students,
particularly
African-American
males
and
Latino.
Males
are
significantly
identified
for
special
education
services
at
rates
that
are
higher
than
their
peers
across
the
district.
This
includes
how
those
students
are
also
identified
for
separate
classroom
placements
and
placements
in
other
buildings
and
you'll
note
here
that
African-American
students
are
14.
This
is
African-American.
T
Males
are
14
of
the
overall
population,
but
24
of
those
who
are
who
are
identified
with
an
IEP
Latino
males
are
21
of
the
overall
population,
but
29
of
those
who
are
identified
for
an
IEP,
their
combined
percentage
is
53
percent,
meaning
nearly
or
over
over
actually
over.
One
in
two
students
identified
for
special
education
is
African-American,
male
or
Latino
male,
and
we
note
that
throughout
the
report
in
ways
that
really
are
are
particularly
important
for
identifying
where
students
might
be
over
identified
in
specific
categories
of
disabilities.
A
T
What
we
also
do
in
our
recommendations
is
ask
both
the
Boston
school
committee,
as
well
as
the
superintendent
and
a
team
of
individuals
to
review
this
data,
periodically
set
targets
for
improvements
in
these
groups
and
monitor
the
success
of
the
district
in
changing
these
outcomes.
So
it's
a
critical
area
for
monitoring
that
we'll
talk
about
when
we
get
to
our
recommendations.
T
Currently,
those
students
perform
at
a
higher
rate
when
they
graduate
from
the
system,
then
the
targets
for
the
state,
and
so
that
is
whether
or
not
they
are
competitively
employed,
whether
or
not
they
are
enrolling
in
higher
education
and
then
the
combination
of
enrolling
higher
education,
enrolling
in
higher
education
or
being
competitively
employed.
So
all
of
those
rates
for
BPS
are
higher
than
the
state
targets
and
finally,
I
will
share
a
slide.
T
That
is
particularly
alarming
to
us
and
critical
for
the
Improvement
of
services
provided
to
students
with
English
language,
with
individual
identification
plans
and
BPS,
and
this
really
targets
the
needs
for
changing
the
system
and
changing
the
systemic
structures
in
the
system.
T
As
superintendent
Skipper
shared
a
few
moments
ago,
we
identified
in
the
report
that
the
structures
that
Boston
Public
Schools
uses
for
identifying
students,
particularly
identifying
students
for
classroom
placements
across
the
district,
appears
to
have
been
in
place
and
we're
estimating
for
decades,
and
it
hasn't
changed
over
the
course
of
a
number
of
years,
while
your
peers
across
the
country
have
transitioned
and
what
that
transition
looks
like
is
really
providing
supports
to
students
in
a
least
restrictive
environment
in
their
buildings,
in
what
we
call
cross-categorical
classrooms,
meaning
that,
if
I
have
a
if
I
have
a
student
who
has
a
speech
and
language
disability
I
am
in
a
classroom
with
other
students
who
have
different
disabilities
and
I
am
receiving
support
services
from
a
special
education
teacher,
in
addition
to
the
general
education
teacher
in
that
classroom,
and
so
I
am
really
included
in
a
way
that
keeps
me
in
a
school
of
my
choice,
but
provides
support
to
me
in
that
school
in
that
classroom.
T
The
reason
this
particular
slide
is
alarming,
for
us
is
you'll
note
that
the
the
teal
color
bar
the
brightest
blue,
color
bar
and
I
apologize.
My
my
wife
calls
me
colorblind,
so
I
I
I'm,
assuming
that
is
to
you,
but
that
is
a
guess,
but
those
students
who
are
in
substantially
substantially
separate
classrooms
in
Boston,
Public
Schools
is
nearly
is
actually
over
it's
more
than
double
the
rate
of
students
in
Massachusetts.
T
It's
double
the
target
for
Massachusetts,
and
it's
also
more
than
double
the
rate
of
students
in
the
nation
and
I
can
tell
you
that,
even
in
large
Urban
school
districts
across
the
country
that
29
stands
out
significantly
among
your
peers.
The
students
who
are
in
partial
inclusion
are
roughly
half
those
rates,
and
one
of
the
things
that
is
going
on
as
well
in
the
full
inclusion
classrooms,
which
is
the
black
bar,
is
that
students
are
actually
identified
based
on
categories
and
based
on
those
categories.
T
They
are
then
referred
to
specific
schools
in
the
district
for
their
categorical
disability.
What
that
effectively
is
doing
is
limiting
the
school
choice
for
those
students.
So,
while
many
students
have
options
for
the
schools
that
they
like
to
attend
for,
students
who
have
special
needs,
they're
being
assigned
to
schools
based
on
their
disability,
and
so
that
inclusion
model
is
actually
moving
students
in
the
district
to
other
buildings.
It
is
not
an
inclusion
model
that
allows
students
to
attend
either
their
local
school
or
a
school
of
their
choice
and
still
receive
the
services
that
they
need.
T
So
our
recommendations
are
going
to
begin
to
really
address
this
critical
issue.
What
it
also
does
is
it
it
limits
the
options
for
support
for
students
with
special
needs
across
the
district.
It
limits
their
options,
particularly
as
they
go
into
substantially
separate
classrooms.
It
limits
their
ability
to
get
general
education
instruction
and
have
supports
for
their
needs
that
are
scaffolded
by
a
special
education
teacher
and
we'll
talk
about
more
about
that
in
a
few
moments.
T
The
first
recommendation
is
what
we're
really
asking
the
district
to
do
by
the
beginning
of
next
year,
and
that
is
take
the
time
this
year
to
begin
to
improve
the
consistency
and
appropriateness
of
how
you
are
identifying
both
referrals
for
special
education,
how
you
are
assessing
those
individuals
for
special
education
services
and
the
decisions
that
you're
making
on
eligibility
for
special
education.
It's
critical
that
you
look
at
the
rates.
How
are
those
rates
different
from
the
nation?
T
How
are
you
looking
at
disabilities
for
students
by
grade,
because
we
have
in
the
report,
charts
that
show
where
some
of
those
discrepancies
lie
and
also
disabilities
by
race
and
ethnicity?
I
have
already
shared
that,
particularly
for
Black
and
Latino
males,
their
rates
within
disability
categories
are
significantly
higher
for
some
areas
than
others.
We
also
note
here,
including
risk
ratio
data.
T
We
Define
that
in
the
report,
but
risk
ratio
basically
says
how
many
more
times
is
a
student
likely
to
be
identified
for
a
particular
category
and
I'll
give
you
an
example:
African-American
males
are
nearly
four
times
as
likely
to
identify
to
be
identified
for
a
sub-secret
classroom
or
to
be
identified
for
a
separate
classroom
placement
than
their
peers,
particularly
in
their
white
peers.
So
that
is
what
a
risk
ratio
does.
It
says
this
group
of
students
is
significantly
more
likely
anything
greater
than
two.
We
consider
high
in
that
particular
instance.
T
African-American
American
males
are
four
times
likely
to
be
identified
for
that
category
as
their
peers.
Here
are
some
other
areas,
particularly
looking
at
English
Learners
with
disabilities,
understanding
what
economically
disadvent,
how
economically
disadvantaged
students
are
being
identified,
as
well
as
students
who
are
exiting
special
education
and
receiving
504
services.
Our
second
recommendation,
which
we're
asking
the
district
to
really
Embark
upon
immediately
and
beginning
in
February
of
2023.
T
We
are
recommending
that
the
superintendent
as
a
part
of
the
circular,
described
in
Broad
terms
with
the
district's
mtss
framework
mtss
stands
for
multi-tiered
systems
of
supports
and
ntss
is
not
a
system
of
supports
for
students
with
special
needs.
It
is
a
system
of
supports
for
students
who
have
been
identified
as
needing
additional
academic
supports
in
the
classroom.
T
The
objective
here
is
to
provide
opportunities
for
kids
to
get
additional
support
in
the
classroom
even
before
they're
identified
for
special
education
so
that
they
can
Shore
up
their
learning
needs
we're
recommending,
as
you
see
here,
that
there
is
a
district
level
team.
That's
put
in
place
to
monitor
the
data
that
I
talked
about
a
little
earlier,
monitor
the
data,
how
students
are
being
supported
and
then
creating
school-based
leadership
teams,
and
we
recognize
that
you
have
instructional
leadership
teams
at
the
school
level.
Already.
T
Our
third
recommendation
is
to
have
focused
conversations
again
at
the
central
level.
The
regional
level
and
the
school
levels
about
achievement
for
students
with
disabilities
ensure
that
there
are
indicators
that
you
will
consistently
monitor.
Looking
at
their
performance.
That
should
include
data
reports
to
the
district
mtss
team.
We
just
discussed
as
well
as
data
checks
with
the
superintendent.
T
Recommendation,
for
is
to
ensure
that
the
district
uses
key
performance
indicators
and
we
go
into
detail
about
this
in
the
report,
but
go
we'll
use
this
key
performance
indicators
to
report
on
the
categories
and
targets
of
growth
for
students
with
individual
individual
education
plans
and
we're
also
targeting
the
establishment
of
natural
environments
for
students
remaining
in
their
school
after
the
age
of
18
for
transition
Services.
We
talk
more
about
that
in
the
report.
T
T
For
recommendation
number
five
we're
suggesting
that
you
significantly
improve
the
identification
of
special
education
instruction
for
English
Learners
with
disabilities
by
really
combining
the
work,
creating
collaborative
cross-functional
teams
between
omme,
which
is
the
office
that
serves
multilingual
learners
and
ose,
which
is
the
office
that
serves
special
education,
so
that
they
collectively
look
at
the
supports
that
are
needed
for
students
who
are
English
Learners
with
disabilities,
that
they
create
a
joint
strategic
plan.
A
plan
for
how
those
students
will
receive
supports
in
both
om
from
both
omme,
as
well
as
the
office
of
special
education.
T
The
next
recommendation
is
perhaps
the
most
important
IT
addresses
the
graph
that
I
showed
that
indicated
that
students
are
clearly
identified
for
sub-separate
classrooms
at
a
higher
rate
than
other
districts
across
the
state,
as
well
as
other
districts
across
the
country.
In
this
recommendation
really
speaks
to.
The
first
thing
is
creating
a
broad
vision
of
inclusion
across
the
district,
what's
happening
right
now,
and
what
we
observed
is
that
individual
schools
are
creating
solutions
for
inclusion,
but
it's
not
a
broad
definition
across
the
district
about
what
this
looks
like.
T
In
addition,
inclusion
means
ensuring
that
students
with
special
needs
to
the
extent
to
the
maximum
extent
possible
our
educated
in
classrooms
with
their
peers
in
cross-categorical
ways.
Now
there
are
circumstances
where
children
will
need
to
be
in
a
separate
classroom,
but
those
should
be
minimized
and
clearly
in
Boston.
T
Secondly,
we
are
proposing
a
phased
in
inclusion,
planning,
implementation
and
the
reason
we're
suggesting
that
you
phase
it
in
and
superintendent
Skipper
said
what
we
observed
is
that
the
system
for
categorizing
students
identifying
students
for
specific
classrooms,
specific
schools,
as
well
as
identify
students
for
sub-separate
classrooms
and
other
ways
that
you're
providing
supports
that
system
has
been
in
place
for
decades.
In
order
to
change
that
system,
it's
going
to
take
a
lot
of
thought,
a
lot
of
planning,
because
essentially
you're
going
to
have
to
prepare
schools.
You're
gonna,
have
to
prepare
the
teachers.
T
T
They
will
all
need
additional
supports
for
supporting
students
from
their
local
communities,
and
what
this
will
essentially
do
is
balance
the
special
education
supports
for
students
across
the
district,
so
that
you
don't
have
an
over-representation
of
special
education
students
in
some
schools
in
an
underrepresentation
in
others,
but
that
process
is
going
to
take
time
and
we'll
talk
more
about
what
that
process
looks
like
in
a
moment.
And
lastly,
we
deal
with
this
recommendation.
T
What
we
are
recommending
is
that
you
take
the
24
25
school
year,
the
rest
of
this
year,
as
well
as
a
24-25
school
year
to
plan
for
implementation
of
a
new
process
where
students
will
attend
a
local
school
or
the
school
of
their
choice
for
AC.
Your
Early
Childhood
programs,
as
well
as
grades
6
and
grades.
Nine
and
EC
goes
k0
to
2..
T
The
reason
we're
doing
we're,
suggesting
that
you
phase
this
in
in
grade
levels
is
because
teachers
will
need
additional
support
for
support
and
additional
professional
learning
for
supporting
students
with
the
content
necessary
to
support
that
grade
level
and
so
providing
that
professional
learning
and
the
content
needs
that
teachers
will
take
is
going
to
take
time.
In
addition
to
that,
schools
would
need
to
identify
for
probable
organizational
or
the
probable
org
process
that
you've
created.
Schools
will
need
time
to
understand.
What
does
my
Staffing
need
to
look
like?
How
do
I
need?
T
How
do
I
identify
the
students
that
I
will
receive
in
special
education?
How
do
we
give
parents
opportunities
to
have
Choice
as
a
part
of
the
process?
All
of
that
are
all
of
those
are
things
that
will
need
to
be
drafted
and
developed.
You
won't
be
able
to
do
that
by
the
start
of
next
school
year.
The
professional
development
needs
the
identification
of
what
needs
to
happen.
Probable
org
is
already
beginning
to
start.
T
If
you
try
to
do
this
quickly,
you
will
not
be
able
to
change
the
systemic
structures
that
are
in
place
that
have
produced
the
challenges
that
you
currently
exist.
So
we
are
suggesting
take
time
to
plan,
implement
it
at
a
grade
level,
which
includes
professional
learning,
changing
the
weighted
student
funding
formula,
changing
probable
org
and
how
it
works
and
identifying
the
Reese
IEP
resources
that
schools
would
need
to
support
students
at
three
grade
levels:
first
or
three
sets
of
grade
levels:
K2,
6
and
9.
T
in
the
following
year:
25
26
plan
for
implementation
at
grades,
three,
seven,
eight
and
ten
and
then
Implement
in
the
following
year.
So
that's
why
here
in
you
are
implementing
and
24
25
you're
planning
with
this
group
3789
and
then
you're
implementing
in
25
26,
with
grades
k0
to
2
and
grade
six
and
nine.
Here
you
are
planning
for
grades,
four,
five,
eleven
and
twelve,
so
this
is
the
planning
process
and
then
you're
implementing
for
grades,
three,
seven,
eight
and
ten.
T
What
you're
also
doing
is
setting
students
up
so
that
your
students
are
comfortable,
get
comfortable
in
an
environment
and
those
students
progress
to
the
next
grade
level,
where
that
environment,
where
that
structure
is
now
going
to
in
place
as
they
want
to
be
in
places
they
proceed.
I'll
go
through
the
last
three
recommendations
quickly
and
then
open
up
the
floor
for
questions.
T
Have
the
school
committee
and
the
superintendent
commit
and
act
to
reduce
the
high
proportion
of
students
with
disabilities
in
a
small
number
of
schools,
and
we
believe
that
the
recommendations
that
we
just
provided
will
address
that
now.
We're
next
have
focused
conversations
again.
We
talked
about
this
at
the
central,
regional
and
school
levels,
about
the
achievement
of
students
collectively
and
target
for
measured
growth,
establish
expectations
of
interdepartmental
collaboration.
Again,
we
talked
about
this
office
that
serves
multilingual
Learners,
really
collaborating
with
the
office
that
serves
special
education
students,
but
include
in
that
group.
T
B
A
I
want
to
thank
you,
Dr
Hart,
for
that
very
comprehensive
overview
before
I
opened
it
up
to
the
questions.
I
wanted
to
see
if
the
superintendent
or
members
of
her
team
want
to
respond
or
reflect
on
any
of
the
specifics.
I
know
you
only
recently
received
this
report,
so
I'm
sure
that
there
will
be
more
to
come,
but
any
initial
thoughts.
We
would
love
to
hear
from
you.
C
Great
thank
you,
chair
and,
and
again
thank
you
to
to
Ray
and
to
the
council
for
the
report.
C
You
know
really
appreciate
the
the
thoroughness
and
the
direct
you
know
directness
of
the
report,
as
well
as
the
proposed
implementation
timeline
found
that
particularly
important
for
framing
I,
guess
for
me,
there's
a
few
takeaways
and
and,
as
the
chair
said,
there's
going
to
be
lots
more
to
come
on
this
regularly
and
on
you
know,
in
throughout
the
year.
C
I
think
you
know
we
need
to.
We
need
to
make
sure
this
really
emphasizes
that
we
we
need
to
make
sure
that
we're
providing
as
we've
spoken
about
grade
level
instruction
to
all
students,
including
those
who
are
in
the
substantially
separate
classrooms,
as
we
continue
to
to
implement
the
short
term
and
and
the
long-term
recommendations.
C
So
this
the
Equitable
literacy
and
that
access
to
grade
level
content
is
going
to
be
all
the
more
important
we
need
to
consistently
and
regularly
use
data
to
to
monitor
outcomes
and
to
intervene.
C
You
know
when
we're
not
seeing
the
results.
We
expect
students,
they
can't
wait
until
everything
that's
planned
and
recommended
is
implemented.
So
we
really
need
to
continue
to
look
at
outcome
data
to
drive
things
we
need
to.
As
the
the
report
suggested
and
Ray
spoke
about,
we
need
to
ensure
that
that
the
work
is
done
across
the
Departments
this.
This
doesn't
this
this
report
and
the
findings.
It
doesn't
just
impact
the
office
of
special
education
it'll,
it's
it's
really
the
whole
divisions
of
schools,
finance
and
then
Capital.
C
So
many
others
right
that
that
are
going
to
have
to
be
part
of
the
solution
here.
You
know
part
of
how
we
got
here
was
a
siled
approach
as
a
district.
That's
been
long-standing
dating
way
back
to
when
I
was
here
early
on
as
a
a
principal
and
even
as
a
teacher,
so
I
think
is
the
council
spoke
about.
This
is
decades
in
the
making
and
to
close
that
we
have
to.
C
We
have
to
really
have
the
stakeholders
at
the
table
in
the
Central
and
the
school-based
solution
sets.
You
know,
I
think
we.
We
have
to
be
disciplined
thoughtful,
thyro
and
inconsistent
with
the
implementation,
short
term
and
long
term.
I,
don't
think
we
have.
We
can
jump
at
quick,
Solutions
I
think
we
have
to
have
a
true,
comprehensive
approach
to
this,
but
you
know,
as
Ray
said
it's
going
to
take
time,
but
yet
we
have
to
act
with
urgency.
C
You
know
wherever
we
can,
you
know
within
the
the
suggestions
and
the
recommendations
of
the
report
and
then
I
think.
Most
importantly,
we
have
to
commit
to
the
long
term
adaptive
real
systems
changes
that
the
system
needs,
that
our
students
need,
and
so
I
think
you
know
our
team
is-
is
fully
fully
ready
for
that
in
in
in
committed
to
making
sure
our
short-term
and
long-term
we're
working
toward
changing
our
system
for
the
better
of
our
special
education
students.
C
C
You
know
we
I
think
have
to
have
an
unwavering
commitment
to
ensuring
least
restrictive
environment,
to
having
a
strong
foundational
mtss
system
that
that
Dr
Hart
spoke
about
that
will
prevent
over-identification
of
our
black
brown
and
multilingual
Learners
to
the
special
education
system.
We
have
to
make
that
commitment
to
to
supporting
a
child's
needs
rather
than
a
placement
which
has
been
the
status
quo
in
our
district.
We
have
to
ensure
that
we
provide
our
students
and
parents
with
as
much
Choice
as
possible
as
we
develop
out
our
inclusion
model
and
opportunities.
C
C
I
think
those
are
my
initial
Reflections
as
I've
sat
with
a
report
and
read
it
each
time,
I
read
it
I
glean
new
insights
from
it,
I
think.
As
we
talk
about
it
as
a
team,
we
will
gain
more
insights
into
it
and
then
I'm
sure
that
they'll
be
further
calls
and
consultation
with
the
council
and
with
Ray
around
specifics
of
the
report
and
how
the
our
context,
you
know,
ideas
about
what
we
can
and
and
shouldn't
do
in
solving
the
problems
and
implementing
the
recommendations.
C
I
also
know
that
before
I'd
just
like
to
ask
you
before,
we
turn
it
over
to
the
committee
for
questions.
I
do
want
our
senior
Deputy
of
academics,
Dr
Linda
Chen
to
just
have
an
opportunity,
I
think
to
give
her
initial
Reflections
as
special
education
and
inclusion
are
part
of
her
umbrella
and
I
know.
She
and
her
team
have
already
begun
some
work
in
this
area
and
certainly
receive
this
report
with
a
sense
of
urgency
and
in
charge.
So
Dr
Chen.
U
So
I
wanted
to
just
call
out
my
colleagues
Lauren
viviani
who's,
our
interim
assistant,
superintendent
of
special
education
and
also
Ethan
dabbleman,
who
is
our
assistant,
superintendent
of
inclusion
and,
of
course,
Dr
eccleson
who's,
our
superintendent
of
schools
and
accountability,
and
we
all
work
in
concert
together
on
these
issues.
So
I
think.
As
we
heard
from
Dr
Hart.
U
U
How
do
we
really
ensure
that
implementation
leads
to
impact,
especially
given
that
we
have
multiple
decades
to
reset
and
knowing
that
those
before
us
did
things
with
all
the
right
intentions,
but
we
need
to
make
sure
we
act
very
responsibly
and
deliberately
so,
as
we
think
about
how
we
think
about
these
recommendations.
We
really
want
to
think
about
what
are
those
stronger
outcomes.
We
owe
our
families
and
our
students.
U
These
are
the
questions
that
we've
begun
to
ask
ourselves
since
reading
the
report
and
upon
initial
reflection,
I'm
happy,
I
I
completely
agree
with
the
the
remarks
of
the
superintendent
shared
and
we'll
share
some
things
that
we've
have
currently
been
engaging
in
underway
to
address
some
of
these
recommendations
and
I
look
forward
to
the
opportunity
to
return
to
the
school
committee
to
in
the
coming
months
to
share
where
we
are
in
the
work
and
what
we
are
doing
and
and
most
importantly,
the
outcomes
that
we're
tracking
before
I
go
through
some
of
the
things
that
we've
we've
done
to
date.
U
That
align
to
the
recommendations
of
this
report.
I
do
want
to
share
some
initial
Reflections
on
what
this
means
for
our
students
and
families.
This
report
clearly
outlines
that
we
are
not
where
we
need
to
be
in
meeting
the
needs
of
our
students
with
disabilities
to
ensure
their
academic
success
as
we
move
forward
with
the
work
I
want
families
to
know
how
important
it
is
for
us
to
work
with
them
to
ensure
their
children
have
full
access
to
culturally
and
linguistically
responsive
grade
level.
Learning
how
we
come
to
know.
U
I
really
want
us
to
be
at
a
place.
I
think
we
share
in
this
as
a
team
for
each
family
to
get
up
in
the
morning
and
send
their
children
off
to
schools,
and
the
superintendents
often
mention
like
running
into
the
schools,
confident
that
all
the
adults
in
the
system
have
created
the
conditions
in
which
they
will
engage
in
an
amazing
day
of
learning
in
classrooms,
grappling
with
grade
level
learning
alongside
their
peers
and
receive
the
additional
supports
and
services
that
are
needed
to
ensure
their
success.
U
So
just
want
to
acknowledge
that
Framing
and
grounding
of
of
where
we
are
as
a
team
and
trying
to
to
work
towards
in
partnership
with
our
families
and
I,
also
want
to
acknowledge
my
colleague,
Deputy
superintendent,
Anna
Tavares
and
her
work
around
family
and
Community
engagement
in
these
efforts.
So
to
highlight
a
few
things
that
we've
done
to
date
that
we
think
address
some
of
the
things
that
Dr
Hart
shared,
not
all,
but
some
Equitable
literacy.
U
They
are
walking
through
these
classrooms,
with
the
lens
of
how
are
our
students
with
disabilities
getting
access
and
I
will
say
in
one
of
the
visits,
I
recall
too
being
with
one
of
our
ads,
and
she
just
shared
with
the
team.
How
she's
seen
some
good
examples
of
teachers
giving
access
for
students
to
grade
level
instruction
and
that
expertise
really
helped
principals
in
the
group
understand
how
to
support
their
teachers
in
ensuring
that
that
happens
for
their
students
with
disabilities.
U
We
also
have
our
offices
of
multilingual
and
Multicultural
education
working
on
those
systems
and
structures
to
collaborate
so
that
our
students
have
Equitable
literacy,
access
to
grade
level,
texts
and
tasks
and
our
reading
and
writing
at
those
levels.
Another
area
that
Dr
Hart,
mentioned
and
and
I
think
also
mentioned-
that
we
need
to
immediately
address
is
our
multi-tiered
systems
of
support.
U
We
have
begun
to
do
that
through
a
resource
that
we
call
the
dcap,
where
our
first
professional
learning
session
with
our
school
leaders
was
utilizing
the
resources
going
into
classrooms,
seeing
what
the
needs
are
and
then
taking
them
directly
back
into
the
resources.
So
they
know
what
we
can
do
to
better
support
and
know
how
to
point
their
teachers
to
resources.
U
I
think
the
council
also
acknowledged
that
that
was
a
good
first
step,
but
we
have
much
more
work
to
do
in
that
area,
and
so
that
is
an
area
that
we
are
taking
immediate
action
in
and
moving
forward
to
really
align
tightly
to
National
models
and
certainly
the
model
that
Desi
has
set
forth
for
us
in
mtss.
The
district
has
had
a
history
of
making
significant
investments
in
social
workers
and
psychologists.
U
So
we
look
to
increase
our
implementation
of
tiered
Behavioral,
Health
and
social
emotional
supports,
as
well
as
academic
supports
I'm,
going
to
also
ask
Ethan
to
share
some
specifics
around
inclusion,
but
that's
another
area
of
the
work
where
we
have
taken
significant
steps
and
part
of
this
work
will
take
I.
Think
Dr
Hart
mentioned
this
piece
specifically
will
take
multiple
years,
because
we
have
to
do
several
things.
We
have
to
really
reset
how
we
think
about
the
expectations
of
our
students
with
disabilities
and
how
they
learn.
U
We
need
to
be
able
to
provide
teachers
with
a
professional
development,
so
they
are
confident
in
their
ability
to
provide
the
different
needs
of
students
so
that
we
can
get
to
a
place
where
every
student
that
walks,
through
our
doors,
we
are
able
to
serve
in
a
full
Continuum
of
services.
So
I'm
going
to
actually
ask
Ethan
to
chime
in
here
on
a
few
additional
things
that
they've
been
doing
and
we've
launched
some
professional
development
that
actually
includes
inclusion,
planning
teams
that
have
parents
and
teachers
and
administrators
together.
V
Great,
thank
you
so
much
Dr,
Chen
I
think
there.
There
are
two
pieces
that
I
would
highlight
and
again
I'm
Ethan
Donald,
Burns
assistant,
superintendent
of
inclusive
education,
which
is
a
new
position.
So
a
commitment
expressed
to
inclusion,
expressed
through
the
creation
of
the
position,
I,
think
two
pieces
of
work
that
we've
started
already.
First
of
all,
at
the
central
office
level,
we've
we're
convening
something
called
the
cross-functional
inclusion
team.
V
We
have
members
on
the
cross
emotional
inclusion
frame
from
10
to
12
different
departments,
Finance
assignment,
welcome,
Services
projections,
so
that
academics,
so
that
we
can
engage
all
the
needed
departments
in
what
is
essentially
the
systems
level
change
that
we're
talking
about.
V
I,
think
Dr
Skipper
talked
about
this
as
well
sort
of
thinking
about
all
the
different
departments
that
need
to
come
together
to
make
sure
that
this
work
is
happening.
We've
been
looking
at
the
timelines
that
are
going
to
be
needed
that
Dr
Hart
talked
about
as
we
phase
this
in
what
needs
to
change
when
so
that
the
sys,
the
central
level
systems
can
support
this
work
at
Central
at
schools.
Sorry,
because
schools
and
I
think
it's
worth
saying,
we
have
many
schools.
V
In
fact,
schools
that
are
National
models
for
inclusion
or
you
know,
written
about
Tom
hair
wrote
a
book
about
three
of
our
schools.
Unfortunately,
that's
the
school
by
school
approach,
and
we
know
that
this
is
the
opportunity
to
have
a
systemic
approach
to
inclusion
so
that
all
our
students
in
all
our
schools
are
able
to
be
in
the
least
restrictive
environment.
And
so
we
look
forward
to
engaging
in
that
work.
V
The
second
piece
that
Dr
Jen
talked
to
Dr
Chen
talked
about
was
that
we've
just
launched
cohort
one
of
our
inclusion
schools
group
and
we
have
22
schools
that
we
will
be
working
with
K
to
eight
okay,
working
with
we're
supporting
them
organized
professional,
so
that
to
walk
process
where
they
will
be
able
to
move
towards
becoming
a
fully
inclusive
environment
where
students
are
able
to
be
in
the
least
restrictive
environment,
we're
working
with
all
high
schools.
V
Because
that's
an
area
where
we
know
we
have
increasing
pressure
for
students
to
be
able
to
have
those
opportunities
so
working
with
all
high
schools
to
support
them
and
having
their
inclusion
planning
teams.
So
we
look
forward
to
getting
into
that
work
as
well,
so
we're
working
at
both
the
central
level
and
at
the
school
level
and
we're
trying
to
make
sure
that
we're
learning
between
both
so
that
we
can
sequence
this
work.
V
U
Thanks
Ethan
and
I
I
want
to
also
underscore
Dr
Hart
shared
with
us
this
evening.
An
implementation
plan
around
inclusion
and
I
want
to
be
clear.
We're
also
really
thinking
through
that
piece
around
implementation
in
those
grade
level
groupings
that
he
suggested
as
we're.
Also
continuing
with
this
launch
we're
trying
to
make
sure
that
students
and
staff
are
prepared
to
go
into
these
this
this.
U
This
reset,
if
you
will
to
have
our
our
entire
District,
be
inclusive,
so
that
is
I
just
wanted
to
be
forthright
with
the
committee,
as
that's
an
area
that
we
are
thinking
deeply
about
and
trying
to
to
figure
out
a
best
way
through
on
there,
as
you
can
imagine,
what's
implicated,
is
a
number
of
other
systems
between
enrollment
assignment
budget
and
so
on.
U
So
I
do
want
to
also
make
sure
Lauren
viviani
has
a
few
minutes
to
describe
some
of
the
things
that
we've
been
doing
around
the
recommendations
that
the
council
has
brought
up
in
terms
of
our
referral
process,
the
IEP
process
and
ensuring
that
we
have
specially
designed
instruction.
A
lot
of
this
is
around
the
professional
development
and
learning
of
various
folks
involved
at
the
school
level
and
the
district
level.
U
But
there
are
a
number
of
things
that
have
been
underway
and
I
just
want
Lauren
to
highlight
some
of
those
areas.
W
Thank
you,
Dr
Chen,
and
thank
you,
superintendent,
Skipper
and
chair
Robinson
for
having
us
and
thank
you
Ray
and
Sue.
It's
great
to
see
you
and
I
enjoyed
reading
the
report
and
thank
you
for
your
work
on
that
and
your
expertise
and
sharing
that
with
us
in,
in
with
regard
to
specific
special
education
areas.
That
was
that
were
brought
up
in
the
report.
W
One
thing
that
we've
been
doing
to
increase
expertise
and
capacity
building
for
our
teachers,
our
assistant
directors
and
our
coasts,
is
that
we've
designed
two
new
positions:
three
new
positions,
our
ads
of
specific
that
are
going
to
have
specific
expertise
with
emotional
and
therapeutic
learning
and
with
intensive
interventions,
and
also
with
kind
of
an
MCAS
alt
or
an
intellectual
disability,
expertise.
And
so
those
folks
will
be
coming
on
board.
W
Looking
at
what
the
assessments
say,
then
taking
those
assessments
and
thinking
about
what
the
present
level
of
performance
is
for
each
student
against
grade
level
standards
and
what
they
need
to
access
grade
level,
standards
and
curriculum
with
culturally
in
culturally
responsive
ways
and
culturally
linguistic
linguistically
responsive
ways.
So
we
see
that
the
these
these
kinds
of
PD
activities
will
be
supportive.
W
We
also
are
working
with
our
school
psychologists
and
related
service
providers
as
we're
thinking
about
accurate
and
authentic
and
culturally
and
linguistically
responsible,
responsive
assessments,
they're
doing
a
whole
series
on
restorative
justice
and
racial
Equity
with
their
teams,
their
assessment
teams,
the
so
the
folks
who
do
the
initial
evaluations
and
re-evaluations,
and
we
want
to
make
sure
that
all
of
these
evaluations
and
then
the
present
levels
and
the
goals
are
based
on
assessed
needs.
But
then
how
do
those
assessed
needs
and
the
goals?
W
Drive
the
placement
and
drive
where
we're
going
to
meet
the
needs,
and
where
are
we
going
to
meet?
How
are
we
going
to
teach
and
in
what
environment
makes
the
most
sense
rather
than
thinking
about
writing
the
IEP,
with
a
particular
classroom
or
strand
in
mind,
so
the
other
thing
we're
doing
is
working
with
the
Academic
Teams
to
really
address
starting
in
early
childhood,
for
the
recommendation.
W
What
there's
kind
of
like
this
influx
of
referrals
in
kids
for
kids,
who
are
three
to
five
years
old
and
we're
really
taking
a
look
to
see
what?
Why
are
we
getting
new
referrals?
What
are
the?
W
What
are
the
assessments
saying
and
how
do
we
really
creatively
design
Early,
Childhood
programs
and
systems,
so
we
can
provide
inclusion
or
partial
inclusion
or
provide
special
ed
services
in
natural
environments
across
the
city,
so
those
are
some
of
the
things
we're
kind
of
analyzing
right
now
and
looking
at
how
are
we
going
to
start
to
do
this
moving
forward
and
then,
finally,
we
really
are
working
very
carefully
this
year
in
our
learning
Arc,
with
our
courses
on
a
monthly
basis
around.
W
How
are
we
increasing
the
Continuum
of
service
options?
How
are
we
strengthening
outcomes
for
students
with
disabilities,
especially
our
multilingual
Learners,
and
how
are
we
just
decreasing
the
non-compliance
rates
with
special
ed.
U
H
Thank
you,
madam
chair,
and
thank
you
all
who
have
worked
on
this.
There
is
a
lot
to
to
think
about
and
digest
and
so
I'm
sure
that
I
will
have
many
more
questions,
but
I
guess
I'm
still
wondering
how
are
we?
How
are
we
working
through
this
information
to
really
identify
what
we're
going
to
prioritize,
because
there
is
Decades
of
work
to
do
here
so
just
really
trying
to
understand
where
and
how
are
we
starting
with
this?
C
Through
your
chair,
so
Dr
Chan
feel
free
to
jump
in
I
mean
I.
Think
that
we're
processing
this
with
our
executive
teams
we'll
be
with
our
school
soups
our
principals
as
a
way
to
be
able
to
get
feedback
at
all
the
different
levels.
I
do
think
that
there
are
some
of
these.
That,
as
the
council
has
suggested
from
the
timeline,
are
the
ones
we
would
Norm
naturally
tackle.
First
so
and
I
think
you've
heard
Dr
Chen
speak
to
some
of
them
are
happening
right
or
they're
beginning
to
happen.
C
You
know
parts
of
the
IEP
process.
That's
lending
to
overrepresentation
of
our
boys
of
color,
and
our
students
of
color
in
general
are
our
multilingual
Learners.
C
So,
there's
there's
some
of
these
that
we
will
kind
of
partner
because
they
make
sense
to
sort
of
begin
and
then
there's
others
like
the
inclusion
which
have
to
happen
and
are
going
to,
but
they
are
multiple
years
that
are
going
to
take
and
in
that
process
of
implementation
we
also
have
to
build
in
continuous
Improvement.
So
we
have
to
build
in
the
ability
to
reflect
on
what's
Happening
and
learn
from
the
prior
cohort
of
what
worked
well,
what
didn't
work
well
and
that
that
is
directly.
C
You
know
that
is
direct
implications
to
you
know,
to
enrollment
and
how
we
do
Student
Assignment.
It
has
direct
implications
to
our
bilingual
Pathways
as
well.
So
that's
the
reason
like
the
cross-functional.
Almost
every
aspect
of
this
has
to
have
cross-functional
stakeholders
and
work
that
are
working
toward
it.
So
you
know
we
will
certainly
take
the
council's
initial
timeline
just
as
a
kind
of
a
frame
of
reference,
and
then
one
of
our
goals
will
be
sort
of
building
it
out.
C
You
know
so
that
we're
including
all
basically
52
recommendations
that
are
cut
across
the
10,
broader
umbrella
recommendations
and
then
we'll
be
going
back
to
the
console
right
to
to
talk
to
this
team
about
this
is
what
we're
thinking
does
this
make
sense?
Is
this
what
your
experience
that
has
been
as
you've
worked
with
other
districts
trying
to
undertake
some
of
this?
C
C
Mtss
would
be
kind
of
the
exception
to
that
which
is,
we
know
the
issues
with
mtss,
it's
one
of
the
core
structures,
as
is
SST
student
support
teams,
as
isn't
a
strong
ilt,
an
instructional
leadership
team
or
a
school
side
Council.
So
schools
have
to
have
those
three
structures
to
really
function
well
for
students
and
parents.
C
So
you
know
this
will
be
the
stuff
that
we'll
be
reporting
out,
but
I
think
we
have
some
sense
of
the
few
things
we
begin
with
Miss
laburna
and
then
you
know
clearly
we
have
to
start
mapping
as
we're
looking
at
Green,
New,
Deal
and
Facilities,
making
sure
facilities
have
what's
needed
for
inclusion
as
we
roll
that
out.
This
is
really
it's
a
very
layered
amount
of
priority
work.
That
has
to
be
done,
but
it
has
to
be
done
because
our
students
cannot
wait
any
longer
for
it
not
to
be
done.
H
And
my
my
other
question
is
so
you
mentioned
working
with
a
variety
of
folks
within
central
office
and
then
also
the
schoolhouse.
How
are
we
envisioning
engaging
with
families
and
sped
pack
and
other
key
stakeholders
around
even
just
digesting
this
information
and
also
gathering
on
the
ground
feedback
from
those
who
are
directly
affected?.
C
So
out,
last
Dr
Chen
had
just
talked
initially
about
said
pack,
because
I
know
that
they
actually
just
had
a
a
meeting
and
and
kind
of
began
that
process
and
I
think
that
will
hold
true
for
each
of
our
parent
leadership,
councils
and
I,
know
and
Miss
Tavares
might
want
to
also
join
in,
as
you
know,
as
I
know,
that
Dr
Chen
mentioned
family
and
Community
engagement
in
in
tavares's
work,
but
I
think
you
know.
C
This
is
why
it's
so
important
that
we
have
a
deputy
position
for
family
and
Community
engagement,
because
this
is
a
lot
of
this
work
is
rooted
both
in
getting
family
input
about
the
experience,
but
also
being
able
to
check
in
with
the
parents
as
we're
beginning
to
take
some
of
these
things
on.
C
How
is
the
experience
changing
what
is
changing
for
the
student?
You
know
for
the
parent
experience
in
school
as
we
move
through
whether
it's
inclusion,
whether
it's
you
know,
school
choice
and
expanding
school
choice
or
moving
from
a
substantially
separate
setting
into
an
inclusive
setting.
What
does
that
look
like
so
Dr,
Chen
I,
don't
know
if
you
want
to
speak
a
little
bit
just
about
an
example
with
CPAC.
U
Sure
we,
we
really
cannot
do
this,
certainly
not
well
without
partnering,
with
our
families
and
communities,
and
so
part
of
the
conversations
that
we've
begun
with
sped
pack.
Leadership
is
to
be
able
to
unpack
this
report
with
them.
I
think
one
thing
that
is
a
challenge
that
we
we
acknowledge
is
that
the
report
is
not
necessarily
written
for
parents
and
families.
U
So
there's
a
lot
of
us
really
making
clear
what
these
things
mean
and
also
have
an
Avenue
in
which
our
parents
can
both
partner
with
us
but
also
know
what
they
can
hold
us
accountable
to,
and
those
are
some
of
the
conversations
that
we've
begun
to
have
with
them,
because
we
want
to
make
sure
that
we
are
listening
to
their
concerns.
What
was
hard
about
the
prioritization
with
this
piece
is
that
each
of
the
10
recommendations
they
intersect
in
different
ways.
U
So
it's
not
like
you,
you
take
care
of
one
and
then
the
next
one
and
so
on
and
in
some
places
we've
done
more
work
than
others
and
what
I
see
in
this
effort
and
partnering
with
my
colleague,
Anna
Tavares
is
also
making
sure
that
we
have
a
responsibility
to
ensure
that
all
parents
and
families
are
knowledgeable
around
what
they
should
be
getting
from
us
as
a
system
and
that's
more
work
that
we
have
to
do
together
as
well.
X
Thank
you
I
think
that
you
really
placed
it
right
in
the
hands
of
the
work
that
we
really
want
to
do
with
families,
and
your
your
points
were
very
succinct,
so
I
won't
repeat
them,
but
it's
this
idea
of
how
do
we
learn
to
superintendent
Skipper's
point
about
really
learning
from
the
past
and
also
understanding
the
data
that
is
present
now
and
how
we
really
engage
with
families
around
understanding
what
their
experiences
are
and
how
we
can
learn
with
them
on
improving
those
experiences
for
the
learning
of
their
children.
H
Thank
you
for
that.
I
think
that
the
only
piece
that
I
will
add
is
just
a
comment.
It's
not
a
question,
but
you
know
to
see
the
data
there's
some
really
Stark
points,
and
especially
you
know
to
think
about-
are
black
and
brown
students
and
our
multilingual
Learners
and
kind
of
the
the
impacts
of
the
services
that
they
are
we're
not
receiving,
and
so
I
just
you
know,
I
push
for
us,
as
Dr
Hart
mentioned
to
really
and
I
hope.
H
I'm,
not
misquoting
you,
but
to
really
kind
come
up
with.
What
is
our
inclusion
philosophy?
H
What
does
it
mean
to
really
provide
students,
every
student,
the
services
that
they
need
and
not
and
not
just
get
stuck
in
one
one
model
of
thinking
so
I
I
will
just
I
will
say
that
I
will
go
ahead
and
review
the
pages.
The
many
many
pages
again
and
I'm
sure
I'll
have
more
questions,
but
thank
you
for
this
work.
It's
incredibly
important
and
it's
been
a
long
time
coming
and
needed.
So
thank
you.
Y
Y
So
let
me
just
focus
in
on
what
I
I
don't
even
know,
I
mean
I.
One
of
the
reasons
we
suggested
they
have
bringing
in
a
group
of
experts
is
because
this
is
going
to
be
really
hard
to
figure
out
in
pre-planning,
which
is
this
year,
which
is
now,
and
that
is
there's
some
deconstruction
that
has
to
take
place.
So
we
already
talked
about
one
in
four
and
and
it's
actually
more
than
that
are
in
substantially
separate
placements,
which
is
not
an
atypical
challenge,
although
it's
on
a
greater
extent.
Y
Language
services
are
in
what
you
all
call
the
full
inclusion
model,
which
is
based
on
a
bar
of
240
minutes
of
special
education
and
related
Services,
which
is
a
lot
for
kids
to
receive,
typically
in
a
full
inclusion
model,
and
those
kids
have
been,
as
Ray
mentioned
earlier,
placed
administratively
in
other
schools,
and
it's
very
categorical
than
you
ever
see
in
what
is
typically
a
full
inclusion
model.
So
we're
talking
about
not
only
reducing
substantially
separate
we're
talking
about
re-envisioning
inclusivity
that
takes
place
in
the
school
they're.
Y
The
students
is
either
at
or
moving
to
through
your
school
selection
process
or
for
the
first
time
entering
the
district
through
the
school
selection
process
and
dealing
with
what
has
been
a
model
of
the
dually
certified
teacher,
where
kids
have
been
taught
without
the
use
of
a
supplemental,
special
ed
teachers,
which
is
pretty
uniform
across
the
country.
So
I
just
wanted
to
reinforce
those
particular
challenges
for
Boston
that
need
to
be
addressed.
In
my
opinion,
before
you
talk
about
moving
anybody,
because
what
are
you
moving
them
to?
You
know?
What
are
they
transitioning
to?
Y
And
you
can't
do
that
until
you
have
it
figured
out
and
that's
really
the
work
with
parents,
because
they're
going
to
have
to
buy
into
what
the
transition
looks
like
big
opportunity
for
kids
to
go
to
the
school
that
they
would
normally
go
to
if
they
didn't
have
a
disability,
which
is
typically
part
and
parcel
of
this
work.
So
I
just
wanted
to
reinforce
that,
for
you.
E
You,
madam
chair,
so
this
is
a
really
important
report
and
I'm
glad
we're
taking
the
time
to
think
it
through.
Thank
you,
Dr
Hart
and
Ms
gam
for
presenting.
Obviously
when
it
comes
to
the
council,
It's
always
important
that
I
do
point
out.
E
I
did
serve
as
a
chair
of
the
board
of
the
councils
several
years
ago,
as
in
my
position
as
a
school
committee
representative
to
the
board,
so
Dr
Hart,
that
was
I
finished
my
term
as
chair
under
your
predecessor,
Dr
cassily,
when
when
he
finished,
but
it
is
always
important
and
I
do
note
that,
because
you
are
a
member
organization
right,
a
member
driven
organization
and
anyone
who
wonders
if
the
council
is
going
to
be
objective
when
they
deal
with
it.
E
Member
organizations
has
probably
not
usually
read
a
council
strategic
support
team
report
because
I
think
the
best
way
to
describe
them-
and
you
set
it
in
the
introductory
to
this
report-
is
that
you
and
the
experts
that
you
bring
from
around
the
country
are
tough
and
I
described
this
report
as
tough
love
in
it.
In
many
respects,
eye-opening
I
think,
as
some
of
my
fellow
members
feel
as
well.
E
It's
also
sad
because
it
is
some
issues
that
we
quite
frankly
have
known
about
and
talked
about
for
years
in
Boston
and
the
council
and
others
have
looked
Desi
and
others
have
looked
at
some
of
the
issues
in
special
ed
in
Boston
over
the
years,
and
we
have
failed
to
correct
them,
and
you
know
when
I
read
through
both
your
the
report,
your
presentation
tonight
Dr
hard
and
even
some
of
your
comments.
E
In
effect,
you're
saying
we
have
issues
with
misidentification
or
identification
students,
we
have
issues
about
low
incomes
for
our
students.
The
lower
outcomes.
Excuse
me
for
our
students.
We
have
issues
in
not
strong
enough
monitoring,
but
to
quote
your
exact
words,
dark
to
Heart,
alarming
to
you
and
identified
a
need
for
Boston
to
change.
His
system
is
particularly
around
substantially
separate
versus
inclusive,
and
your
words
tonight
of
quote
your
peers
across
the
company
across
the
country
have
transitioned
to
inclusive
models,
and
we
have
not
those
statistics.
E
You
show
double
two
and
a
half
times
Boston's
substantially
separate.
You
know
this
is
a
wake-up
call
to
us
on
a
critical
issue,
and
yet
it's
not
the
first
time
we
have
heard
this
this
body.
This
school
committee
put
together
an
inclusion
task
force
several
years
ago,
specifically
to
try
to
say
to
the
district.
We
need
to
improve
us
to
increase
our
students
in
inclusive
settings,
and
you
know
we
have
challenges
in
making
that
happen.
We've
had
turnover
at
this
board.
E
We've
had
turnover
at
the
superintendent
level,
with
a
district
at
turnover
at
the
senior
staff
level,
we've
had
turnover
at
the
city
level
priority
shift,
and
yet
we
are
not
treating
our
students
with
disabilities
who
deserve
the
most
amount
of
attention
and
respect
from
us,
including
our
students
with
disabilities,
who
are
also
English
language
learners.
E
We
are
not
doing
the
best
by
them
that
we
can
and
I
struggle
Dr
Hart
first
I'm
going
to
ask
you
and
I'm
going
to
ask
the
superintendent.
E
How
do
we
make
this
different?
How
you
have
a
tremendous
amount
of
thought
process
into
this?
The
right
you,
you
laid
out
10
recommendations
tonight
when
you
read
the
report,
it's
about
100
recommendations
right
because
even
within
section
one
you
have
a
paragraph
and
included
in
that
is
about
five
things
to
do,
and
then
there's
another
paragraph
and
there's
five
things
to
do
Etc.
E
How
do
you
advise
a
district
and
I
know
you
have
some
specific
things
in
the
recommendation
school
committee
should
do
this.
Superintendent
should
do
that.
But
what
is
the
best
practice
in
how
a
district
actually
follows
through
on
recommendations,
says
what
it's
going
to
do
and
then
does
what
it
says.
It's
going
to
do.
What
is
your
advice
to
us
on
how
we
can
make
this
different
this
time
and
actually
improve
special
ed
beyond
the
recommendations
that
you
gave.
T
So
I'm
going
to
double
down.
If
you
don't
mind
on
what
we
recommended
and
the
re
and
tell
you
the
reason
we
recommended
it,
what
you
have
traditionally
done
and
what
you
will
be
be.
T
You
will
get
pressure
to
do
the
same
thing
and
that
is,
you
will
get
pressure
to
change
immediately
to
go
in
and
say
we
want
to
immediately
change
it
and
we're
going
to
take
either
some
schools
or
we're
going
to
take
some
disability
areas
and
we're
going
to
run
with
those
who
are,
let's
say
we're
going
to
run
with
those
who
are
willing
to
make
changes
now
and
we're
going
to
try
to
change
that
without
actually
identifying
as
Sous
share
a
little
earlier.
T
T
If
you
don't
get
the
plan
right
first
and
you
rush
to
making
changes-
or
you
say
well,
we
can
change
this
this
and
this
right
away
without
really
thinking
through
all
the
ramifications
is
going
to
fall
apart.
It's
almost
in
the
analogy
that
we
used
when
we
were
talking
is
it's
almost
like
pulling
on
a
string
and
when
you
pull
out
a
thread,
you
realize
all
the
different
connections
that
are
necessary
to
address
the
systemic
issues
that
have
gone
on
for
years.
T
So
we
talked
earlier
about
budgeting,
so
there's
a
coding
process,
that's
inherent
in
how
you
identify
students
either
for
inclusion
courses
or
for
the
programs
that
they're
in
there's
a
coding
process
that
District
use
uses.
Those
codes
inherently
need
to
be
changed,
but,
as
you
change
those
codes,
you
also
need
to
change
the
funding
process
that
goes
with
those
codes.
What
also
changes
is
where
students
go
based
on
those
codes,
so
essentially
you're
you're,
totally
rethinking
the
system.
My
my
best
advice
would
be
don't
try
to
run
before
you've
planned
where
you're
running
to.
T
If
you
try
to
run
and
make
changes
this
year
to
say
some
of
our
students,
we
recognize
that
you
do
need
to
make
changes
in
ensuring
that
students
have
access
to
grade
level
materials
in
their
current
courses,
independent
of
where
they
are,
where
they're
assigned
making
sure
they
have
the
supports
they
need,
but
making
sure
that
you
plan
for
this
change
will
be
critical.
If
you
don't
plan
well
and
we
are,
as
was
shared
earlier,
we
are
willing
to
plan
with
you
we're
willing
to
be
a
support
system.
T
As
you
plan,
we
recommend
that
you
get
other
experts
to
help
you
plan,
but
if
you
don't
plan
it
well,
it's
going
to
fall
apart.
If
you
try
to
do
it
before
you
plan
it
you're
not
going
to
be
successful.
So
my
my
best
advice
is
take
the
time
that
we
recommend
to
plan
so
that
you
actually
get
the
implementation
right.
E
G
Oh,
thank
you.
First
of
all,
thank
you
for
a
very
thorough
presentation
on
on
this
important
issue
and
the
plan,
or
at
least
the
prospective
plan
that
you
you
have
presented
before
us,
is
something
that
that
I
believe
is
doable
but
weather.
G
It
will
achieve
the
kind
of
results
that
that
we're
hoping
for
is
something
that
is
left
for
the
future
to
see.
I
have
a
couple
of
concerns
as
a
matter
of
fact,
I'm.
Referring
back
to
the
plan
that
you're
showing
us
on
slide
number
six,
apparently
Stone,
English
learner
students
with
disability
proficiency
performance
is
by
far
the
worst,
comparing
to
every
other
category
and
English
learner.
G
Students
with
disability
are
pretty
much
clustered
in
certain
schools
as
I
as
far
as
as
I
know,
and
we
are
also
in
in
planning
to
implement.
You
know
as
aggressively
as
possible
the
the
look
Act.
So
the
recommendation
number.
G
I
believe
number
four
number
five
below
there
is
a
recommendation.
G
G
G
Number
five
give
me
one:
second,
a
recommendation
where
I
believe
that
you
are
recommending
that
we
should
degrees.
The
number
reduce
the
high
proportion
of
students
with
disability
in
a
in
a
small
number
of
school
recommendation,
number
seven,
that
the
school
committee
and
the
Supreme
should
commit
and
act
to
reduce
the
high
proportion
of
students
with
disability
in
a
small
number
of
schools
and
transition
to
having
Equitable
enrollment
proportion
to
who
receive
the
education
support
necessary.
So
in
another
world,
if
I
understand
you
correctly,
we
should
try
to
not.
G
T
The
process
that
you
have
in
place,
that's
correct.
The
process
that
you
have
in
place
of
categorizing
students
and
then
educating
them
based
on
their
category
and
like
environments,
is
something
that
your
peers
and
your
colleagues
across
the
country
have
moved
away
from
years
ago
and
provided
supports
to
students
in
their
environment
and
again
I
mentioned
earlier,
that
your
teachers,
your
staff,
your
schools,
currently
aren't
structured
to
support
students
that
walk
through
their
door.
So
they
will
need
professional
learning,
professional
development
about
how
to
do
that.
T
How
do
I
support
students
in
the
current
environment
with
their
general
education
peers
in
a
way
that
again
gives
them
access
to
the
same
sets
of
instruction
instructional
practices
as
their
peers,
with
the
additional
scaffolded
supports
and
Sue
mentioned
earlier
about
how
your
teachers
are
structured,
how
students
and
those
inclusion
environments
are
supported.
What
we
see
across
the
country
is
that
I
have
a
general
education
teacher
as
well
as
a
special
education
teacher
supporting
those
students
needs
and
when
you
talk
about
students
with
who
have
English
language
learning
development
needs.
T
There
are
teachers
that
support
that
separately
from
their
IEP
needs
and
so
really
making
sure
that
there's
collaborative
support
for
teachers
and
supporting
all
the
aspects
of
that
student's
needs
and
providing
the
scaffolding
that
they
need
to
access
and
have
access
to
grade
level.
Content
is
what
we're
we're
recommending.
So.
Y
So
there
are
techniques.
There
are
tools
in
addition
to
what
we've
talked
about
to
try
to
equalize
the
playing
field.
G
I
I
hear
you
I
understand
my
my
concern
is
maybe
a
little
minute,
but
it's
more
detailed,
given
the
expertise
of
teachers
and
school
administrators
and
schools
that
had
been
providing
students
with
a
disability,
particularly
students
with
disability,
who
are
English
learner,
the
type
of
not
only
504
accommodation
but
but
language
accommodation
as
well.
G
G
Would
that
help
what
what
let's
say:
I'm
a
student
with
disability
I?
As
a
matter
of
fact,
one
of
my
my
child,
who
is
now
no
longer
in
the
Boston
Public
School,
was
a
student
with
disability
and
I
had
a
hard
time
trying
to
to
we'll
go
around
that
happening.
G
While
he
was
there
anyway,
he's
he's,
he
he's
no
longer
there,
but
the
concern
is
if,
if
certain
schools
are
not
equipped
with
expertise
in
terms
of
504
in
terms
of
Section
504,
as
well
as
in
terms
of
Second
Language
proficiency
and
we're
moving
them
just
for
the
sake
of
whatever
you,
you
are
thinking
of
in
terms
of
recommendation,
what
the
hell
could.
Y
T
I
think
your
your
question
is
a
is
a
great
question.
It
is
not
about
diversifying
the
school
that
those
students
will
attend.
It
is
about
ensuring
that
those
students
have
access
to
the
same
quality
of
educational
opportunities
as
their
peers,
meaning
that
I
am
in
a
classroom
with
my
peers
getting
grade
level
instruction
and
you
ask,
will
it
help?
T
What
tends
to
happen
is
that
when
I
am
separated
from
my
peers
and
I
am
assigned
to
a
different
School
based
on
or
a
different
classroom
in
a
sub
separate
classroom
based
on
either
my
ethnicity
based
on
or
not,
methodists
could
be
based
on
my
language
or
based
on
my
disability.
T
What
tends
to
happen
is
I
get
a
level
of
educational
support
that
is
not
equivalent
to
what
a
general
education
student
is
getting
with
the
additional
scaffolds
and
support
that
can
be
provided
by
a
teacher
who
is
supporting
my
language
development
and
a
teacher
who
is
support.
My
IEP
needs,
so
what
we're
really
talking
about
and
what
other
districts
have
seen
as
they've
improved
performance
for
students
with
IEPs?
Is
that
providing
the
scaffolding
supports
that
those
students
need
in
the
general
education
classroom
is
the
greatest
way
for
them
to
see
success.
T
I,
like
you,
have
a
student
at
home
who
has
has
an
IEP
and
has
gone
through
tools,
she's
now
graduated,
but
she
was
in
an
inclusive
environment
where
she
received
the
same
instruction
that
her
peers
received
in
all
different
subjects,
but
received
the
supports
that
she
needed
to
access
that
information.
And
that's
what
we're
talking
about.
F
G
Well,
we
better
have
a
way
to
allocate
more
and
more
financial
support
for
for
students
and
for
teachers
to
learn
how
to
apply
Section
504,
as
well
as
how
to
accommodate
students
with
disability,
particularly
students
who
are
second
language
Learners
in
others
who,
aside
from
those
schools
that
are
already
target
targeted,
so
a
look
at
the
the
financial
support
would
have
to
be
considered
here.
E
You
know,
as
I
mentioned
before
we
had,
we
had
previously
set
a
goal
as
a
body
to
increase
inclusion
and
change
that
percentage
and
when
I
think,
through
a
number
of
the
issues
that
you
identify,
Dr,
Hart,
I,
think
at
the
core
of
it
and
again
I
repeat
because
you
said
this
was
such
an
important
one
is
about
the
substantially
separate
versus
inclusion
and
yet
inclusion.
Done
Right
is
really
hard.
E
Teaches
School
leaders,
Mr
Mr,
dablemont
Burns,
when
he
ran
the
man
in
school,
which
was
one
of
our
shining
examples
of
inclusion
and,
and
you
and
I
had
talks
about
how
hard
it
is
to
do.
Inclusion
right,
you
can
say
a
school
was
inclusive
and
is
doing
inclusion,
but
actually
doing
it
right
at
the
classroom
level
where
the
teachers
have
the
supports,
where
the
students
have
the
supports
with
the
professional
development
is
there
it
is
hard
work.
E
How
do
we
do
the,
and
yet
the
council
has
pointed
out,
we
don't
have
an
mtss
framework
that
aligns
with
the
state.
You
know,
there's
work
to
be
done,
Etc.
How
do
we
bring
together
that
goal
of
inclusion
in
a
much
wider
basis
and
reconcile
that
with
the
district
that
40
of
our
schools
have
some
type
of
autonomy
right,
and
so
how
do
we-
and
this
would
be
more
as
for
the
superintendent,
how
do
we
align
the
autonomy
of
those
schools
and
I
know?
E
The
council
did
make
a
recommendation
about
earned
autonomy,
and
yet
how
do
we
align
that
with
having
a
more
coherent
or
centralized
approach
to
inclusion?
If
that
is
an
overriding
goal
and
concern
for
us,
how
do
we?
How
do
we
marry
that
with
schools
that
have
rightfully
earned
or
have
some
level
of
autonomy?
C
What
that's
going
to
look
like,
there's
going
to
be
particular
principles
of
what
that
looks
like
that
schools
need
to
work
toward
in
terms
of
the
supports
for
the
students
that
they're
serving
there
are
some
autonomous
schools.
Who
currently
are
considered
inclusive
schools
and
they
have
an
inclusive
strand,
I
think
there's
a
lot
of
best
practice
and
I
know
Ethan
and
Lauren,
and
the
team
are
looking
at
in
that
first
cohort
of
22
schools.
That
will
be
the
first
kind
of
22
through.
But
you
know
we
see
this
as
a
process.
C
That's
going
to
be
multiple
years
across
the
year
of
inclusion
for
those
22
there's
a
Continuum
of
schools,
some
that
have
been
doing
it
and
they
have
a
model
in
in
it
represents
what,
when
we
say
what
we're
looking
for
for
best
practice
with
inclusion.
It
has
that
and
then
there
are
schools
that
want
to
be
inclusive,
but
they
have
not
taken
stepshad
toward
that.
C
So
part
of
the
Continuum
of
that
cohort
is
for
it
to
learn
from
each
other
for
them
to
seek
out
best
practices
for
us
to
work
with
counterparts
across
the
country
to
be
able
to
come
up
with
our
Union
partners.
With
that
model
of
what
inclusion
looks
like
and
then
in
year,
two
there'll
be
another
cohort
that
can
be
learning
from
cohort
one
we'll
be
going
back
to
cohort
one
looking
at
outcomes
for
students
and
continuing
to
improve
in
that
cohort
one
as
we
take
on
cohort
two.
C
So
we
will
eventually
get
through
our
schools,
but
we
have
to
to
Dr
Hart's
point
and
to
Ms
gannon's
point
the
the
the
the
the
the
TR
the
the
tricky
part
about
this
is
that
we
can't
completely
dismantle
substantially
separate
right
at
this
until
we
have
inclusive
settings
working
for
the
students,
so
there's
a
place
for
students
to
go
so
it
by
the
nature
of
students
moving
out
from
the
IEP
process
and
away
from
how
IEPs
are
being
written
that
are
being
written
for
a
particular
placement
or
school
to
actually
authentic
student
needs
being
the
center
of
the
IEP.
C
That
will
take
time
and
we
will
eventually
go
from
kind
of
inclusion,
schools
and
sub
step
here
to
where
there'll
be
some
level
of
Tipping
Point
in
the
system.
But
for
that
Tipping
Point
to
happen,
extensive
professional
development
needs
to
have
taken
place.
Ieps
need
to
be
written
and
delivered
and
communicated
to
families
in
a
very
different
format.
C
The
the
the
the
right
balance
of
resources,
as
we
know
them,
be
it
itinerary
and
specialists,
in
addition
to
classroom
teachers
and
paraprofessionals,
need
to
be
achieved
till
we
get
to
that
Tipping
Point.
So
that's
why
I
think
the
council
is
is
right,
and
it's
from
our
perspective
too,
that
this
is
going
to
require
multiple
years
to
be
able
to
get
to
that
point
in
the
system
and
there
are
going
to
be
some
trade-offs
that
are
going
to
need
to
happen
along
the
way
there
some
front
loading
you
know,
for
instance,
professional
development.
C
So
each
of
these
is
going
to
really
require
kind
of
both
both
a
project
management,
but
also
a
focus
like
a
continuous
Improvement
cycle
and
progress
monitoring
in
each
aspect
of
just
something
that
is
around
inclusion.
That's
not
even
talking
about
some
of
the
other
things
that
the
console
has
brought
up
in
the
recommendations
which
will,
in
and
of
themselves,
I
think
to
to
to
Dr
Chan
to
committee.
Tran
members
comments
what
our
commitment
to
native
language
and
access
to
native
language
into
bilingual
education.
C
That
has
to
be
done
in
concert
with
this
right.
It
has
to
be
done
in
concert,
so
there's
lots
of
intricacies
that
we're
going
to
have
to
map
out
in
this
as
we
dissect
this
report
and
then
come
up
with
a
timeline
that
both
makes
sense
to
the
change
management,
but
also
makes
sense
to
the
field
and
to
parents
and
families.
So
you
know
I,
think
I,
think
Mr
O'neill,
that
on
the
inclusion
side,
that
gives
you
like
a
snapshot
per
inclusion
of
some
of
the
steps
we
need
to
take.
C
E
Thank
you,
superintendent,
Madam,
chair
I'll,
just
close
by
saying
to
you
that
you
know
this
report
I
think
was
originally
requested
by
Desi
right
in
our
mou
with
Desi,
because
they
outlined
this
was
a
key
area
of
the
district
that
needs
Improvement
and
I.
Think
this
entire
body
agrees
with
that
and
obviously
I'm
sure
Desi
will
be
asking
the
superintendent.
E
What's
going
to
be
the
follow-up
to
the
recommendations,
would
it
implement,
but
I
also
posit
the
opinion
that
you
know,
as
the
governing
body
I
think
it's
incumbent
upon
us
to
have
a
sense
of
urgency
on
this
as
well,
and
you
know,
give
the
superintendent
and
her
team
an
opportunity
to
come
back
to
us
in
the
future
on
what
they're
going
to
do
on
these
recommendations,
if
they're
not
going
to
do
them?
E
A
A
There
is
a
lot
of
work
to
do,
but
one
thing
we
we
really
haven't
talked
about
is
that
how
we
got
here
was
through
the
decisions
of
many
people
and
what
they
believed
or
didn't
believe
about.
Our
students
and
all
the
training
in
the
world
doesn't
always
change
those
attitudes
and
what
we're
really
talking
about
here
is
whole
disparate
change.
A
This
is
not
just
school
by
school.
This
is
a
district
change,
significant
change
about
how
we
think
about
our
kids,
who
our
kids
are
and
how
they
end
up
where
they
get
placed,
and
so
I
mean
I,
see
this
as
we're
in
the
enrollment,
where
it's
welcome.
Sir
I
mean
it's
every
single
Department
in
our
in
our
school,
so
it's
not
just
about.
Oh
special
education
needs
this
it's.
A
This
is
whole
District
change
and
where,
and
how
do
we
talk
about
that
with
each
and
every
person
that
is
part
of
our
district,
because
there's
got
to
be
a
significant
Attitude
Change
before
any
of
these
resources
will
even
be
effective
and
then
and
then
my
other
question
on
that
is
you
know,
as
a
parent
I
think
many
of
us
are
parents
over
our
parents
of
students
with
special
needs
in
the
district.
The
question
is,
if
I'm,
a
parent
listening
to
this,
my
kid
is
in
a
classroom
today.
A
My
my
kid
doesn't
have
five
years
to
wait
until
we
need
we
get
all
of
this
together.
So
how
are
we
going
to
address
the
real
needs
of
parents,
as
we
are
going
through
the
things
that
we
absolutely
need
to
do
to
get
all
of
this
in
place?
But
what
are
we
saying
to
parents
in
January?
The
report
will
be
there.
What
are
we
saying?
Is
you
know?
How
do
we
begin
to?
A
C
Right
so
I
think
chair
to
your
point
about
District
change,
mindset,
change,
but
also
just
functional
practice,
change,
I
think.
This
is
why,
particularly
with
inclusion,
which
is,
is
obviously
one
of
the
heartbeats
of
of
the
overall
kind
of
change
in
the
plan,
it's
so
critical
that
it's
it's
done
with
our
Union
Partners
right,
because
it
really
is
about
the
classrooms
and
and
so
there's
definitely
District
systems
pieces.
C
But
then
it's
the
classroom,
piece
and
so
I
think
you
know
the
regular
meetings
that
we're
doing
every
two
weeks
on
inclusion,
which
are
with
our
Union
partners,
are
really
going
to
be
critical
to
this
work
and
I
think.
Actually,
the
report,
the
report
kind
of
speaks
to
making
sure
that
classrooms
are
kind
of
the
seat
of
change,
and
so
we're
we're.
Definitely
following
that
and
we
have
a
structure
and
I
think
I.
C
Think
you're
right
when
you
step
back
part
of
the
the
starkness
of
the
report
is
from
a
superintendent
level
is
that
it
is
literally
every
single
system
in
the
district.
C
So
this
is
going
to
be
like
BPS
2.0.
You
know
improved
for
students
when
it
comes
in
particular
special
education
and
multilingual
Learners
with
special
needs,
so
I
think
it's.
You
know.
That
is
why
the
Deep
planning
that
Dr
Hart
talked
about,
and
not
just
like,
being
driven
to
to
to
rash
judgment
in
kind
of
like
Steps,
but
really
trying
to
think
about
it
and
coordinating
it
so
that
it's
done
with
all
the
stakeholders
that
are
going
to
ultimately
need
to
do
the
work.
C
C
She
might
want
to
also
respond
to
this,
but
you
know
that's
all
the
more
reason
why,
whether
you're
in
a
substantially
separate
program
right
now
or
you're
in
a
general
education
or
an
inclusions
fan,
it's
all
the
more
important
that
our
students
have
access
to
Equitable
literacy
and
eventually
an
equitable
math
initiative
to
grade
level
content
right
so
that
there
isn't
that
continued
disparity,
so
that
that's
the
reason
why
we're
kind
of
laser
focusing
on
that.
It's
also
critical.
Why
to
kind
of
my
second
comment
was
around
that
we
are
still.
C
We
are
outcome
driven
so
looking
at
the
IEPs
looking
at
the
goals
and
making
sure
they're
met,
and
also
looking
at
the
academic
outcomes
for
our
students
with
disability
and
multilingual
Learners
with
disabilities
that
that
those
two
things
cannot
not
happen.
Otherwise,
we
really
do
have
a
system.
That's
that's
completely
tipped
for
our
students
with
disabilities
and
Dr
Chen
I.
C
U
I
absolutely
right
chair.
We
need
to
do
things
now,
and
so
what?
What
we're
understanding
from
the
report
also
is?
There
are
a
number
of
structural
changes
in
the
entire
system
that
may
take
a
few
years.
However,
the
practices
today
need
to
be
addressed,
so
I
want
to
talk
about
a
couple
of
these
things.
U
Superintendent
talked
about
our
Equitable
literacy
work,
and
that
is
why,
every
day
we
are
in
every
type
of
classroom,
so
Dr
eccleson
and
the
school
superintendents
and
Equitable
literacy,
coaches
assistant,
directors
of
special
education,
our
multilingual
staff
we're
in
classrooms
every
day,
and
it's
not
just
some
classrooms,
all
types
of
classrooms
to
be
able
to
not
just
be
in
a
place
where
we
say
to
folks.
Hey
make
sure
students
have
grade
level
instruction,
we're
all
also
going
in
to
observe
and
provide
the
feedback.
U
That's
needed
to
ensure
that
students
get
that
kind
of
instruction,
and
we
are
seeing
good
examples
of
that
happening
right
now,
not
in
the
consistency
and
the
depths
that
we
want
to
see
it
yet,
of
course,
but
there
are
vastly
differences
in
how
our
principals
are
addressing
core
grade
level
instruction
and
that's
in
every
type
of
class,
including
substantially
separate.
Another
way
we're
addressing.
U
This
is
honestly
with
some
of
our
stakeholders
who
have
including
McKinley
working
group
folks,
where
there
were
some
things
that
the
Cal
Council
specifically
addressed
about
the
McKinley
schools,
and
we
are
engaging
with
some
experts,
an
expert
to
be
able
to
support
us
with
that,
and
so
that
is
some
work
that
is
happening.
You
know
by
next
week
that
person
is
coming.
We
are
going
to
the
school
with
some
of
the
McKinley
working
group
folks
and
the
the
teachers
and
the
staff
to
be
able
to
support
them
in
the
here
and
now.
U
There
are
also
things
that
Lauren
and
her
team
have
been
doing
to
support
the
coasts
and
other
ads
folks
that
are
helping
to
convene
these
IEP
teams.
We
have
to
change,
as
you
said,
the
mindsets
and
practices
of
what
we
are
doing
now
in
our
current
structures,
so
that
when
we
are
able
to
make
the
changes
in
the
structures,
the
people
involved
have
the
capacities
and
the
mindsets
to
meet
students
where
they
are.
And
then
we
also
have
a
structure
and
an
infrastructure
where
students
are
in
environments
that
give
them
full
access
to
general
education.
T
Just
in
addressing
that
just
the
process
of
supporting
kids
now,
but
also
what
we're
moving
toward
I
want
to
go
back
to
Committee,
Member
Trends
question
as
well,
about
English
Learners
with
disabilities,
and
one
of
the
reasons
that
we
suggested
two
things,
the
first
of
which
is
really
collaborating
between
the
offices
for
multilingual
Learners
and
the
office
of
special
education.
That
collaboration
can
happen
now,
so,
in
addition
to
providing
those
students
supports
as
they
transition
into
different
environments,
but
really
having
them.
T
T
That
system
has
resulted
in
80
nine
percent
of
them,
as
he
noted
on
that
that
chart
being
lower
low
average,
and
what
we're
talking
about
is
interrupting
that
process
by
interrupting
that
process
and
moving
them
into
an
environment
where
you
ensure
they
get
great
level
content,
but
give
them
the
supports
that
they
need
for
both
language
development
and
for
their
disability.
You
can
you
can
disrupt
that
low
to
low
average
for
89
percent
of
them,
and
that's
what
we're
really
referring
to.
T
A
H
Thank
you,
madam
chair,
and
thank
you
all
for
this
robust
conversation.
I
was
especially
heartened
to
hear
your
remarks.
Chairperson
Robinson
in
your
response,
superintendent,
Skipper
related
to
some
of
the
structural
pieces
that
really
need
to
be
interrogated,
and
so
I
think
this
comment
is
more
to
my
fellow
members.
H
Policy
driven
board,
like
our
focus,
is
the
policies
that
allow
for
student
achievement
and
so
I
think
that
there
is
a
need
for
us
to
really
be
thinking
about
interrogating
our
enrollment
process
and
policies,
our
assignment
process
and
policy,
as
well
as
our
funding,
how
we
fund
our
schools
and
I
think
when
we
create
policies
that
address
these
pieces,
then
our
schools
will
be
better
equipped,
although
not
on
their
own,
but
they'll,
be
better
equipped
and
also
incentivized
and
held
accountable
to
be
able
to
engage
with
some
of
this
work,
because
right
now
in
some
ways,
kind
of
schools
choose
willy-nilly
whether
they
choose
to
engage
in
surveying
students
with
special
needs,
and
that's
just
just
not
okay.
H
And
so
it's
really
a
I
think
a
call
to
action
for
this
board
to
be
aware
of
engaging
with
real
policies
around
these
pieces
and
then
to
also
pull
the
district
accountable
with
having
clear,
metrics
that
we're
revisiting
and
hearing
about,
so
that
we
can
see.
Movement,
I
don't
want
to
get
to
five
decades
from
now,
and
this
is
still
the
conversation
that's
taking
place
or
a
decade
from
now,
and
this
is
still
the
conversation
that's
taken
place.
Our
communities
have
waited
for
too
long.
J
K
Also
upload
a
lot
the
comments
that
my
fellow
committee
members
have
made
recommendations.
K
That
support
network
is
very
important
for
the
students
just
the
way
it
was
described
in
the
report.
J
K
And
I
want
to
congratulate
you,
because
you
really
did
your
homework
and
you
showed
the
statistics
and
you
showed
that
83
percent
of
students
with
eyepiece
have
low
income
is.
K
J
K
But
it's
also
very
important
to
note
the
the
participation
of
the
Multicultural
office.
J
J
K
It's
a
let's.
If
we
start
with
so
many
protocols,
the
students
can
wait.
They've
been
wait,
they've
been
waiting
for
so
long
in
the
English
Learners
and
the
English
Learners
with
this
capacities
need
a
plan
now.
J
K
So
I
think
that,
in
order
to
have
a
plan
executed,
we
need
to
be
United
among
the
central
office,
the
parents
and
the
teachers.
Btu
is
a
crucial
component
here
and
I
think
that
we
can
work
on
a
plan
keeping
in
mind
all
these
participants
we're
gonna
make
things
happen.
Thank
you.
Thank.
A
T
A
Z
Good
evening,
Madam,
chair
and
committee
members
superintendent,
thank
you
for
having
me
tonight.
I'm
excited
to
be
able
to
present
to
you
and
to
recommend
a
vote
in
favor
of
the
recent
tentative
agreement
between
the
bargaining
team
for
the
school
committee
and
the
bargaining
team
for
afscme
local
230,
which
represents
our
cafeteria
workers.
So
before
I
lay
out
the
terms
of
the
tentative
agreement.
I
just
want
to
take
an
opportunity
to
thank
the
bargaining
team
for
afscme.
Z
We
really
appreciate
the
hard
work
that
they
put
into
this
in
their
cooperation
at
the
table,
and
we
think
that
the
parties
were
able
to
reach
a
fair
deal
and,
as
I
mentioned,
I
recommend
that
you
vote
in
favor
of
it
so
getting
into
the
terms
of
the
agreement,
the
wages
well,
the
duration
of
the
contract
is
for
three
years.
It
starts
effective,
July,
1st
of
2020,
and
it
will
expire
June
30th
of
2023..
Z
The
agreed
upon
wage
increases
are
two
percent
in
the
fiscal
year
of
2021
2.5
in
the
fiscal
year
of
2022
and
2.5
in
the
in
the
fiscal
year
of
2023..
In
addition
to
those
General
wage
increases,
the
parties
agreed
to
a
one-time,
covid-19
related
lump
sum
payment
for
those
employees
who
worked
during
the
height
of
the
pandemic
in
the
2021-22
school
year.
Z
In
addition
to
the
wage
increases,
the
parties
agreed
to
increase
the
allocated
uniforms
for
part-time
employees,
increase
the
flexibility
around
religious
observance
days.
So,
rather
than
identifying
specific
kind
of
traditional
religious
holidays,
the
parties
did
away
with
those
named
holidays
and
instead
will
offer
two
days
without
loss
of
pay
or
personal
leave
to
any
employee.
Any
bargaining
member
who
celebrates
a
religious
observance
during
the
school
year.
Z
The
next
benefit
that
was
added
to
this
contract
was
Juneteenth
and
recognition
recognizing
the
district's
change
to
from
Columbus
Day
to
indigenous
people's
day.
Z
In
finally,
for
benefits,
we
increased
the
stipend
for
employees
who
hold
a
food
safety
certification
for
managers
certificate
from
100
a
year
to
three
hundred
dollars
a
year.
So
those
are
the
basic
benefits
that
we
offered
in
this
contract.
In
exchange,
there
was
some
slight
reforms
on
the
certification
that
is
required
for
certain
managers
of
our
food
and
nutritional
Services
programs.
Z
We
think
this
change
in
the
certification
requirements
will
increase
our
opportunity
to
recruit
new
employees
into
this
unit,
because
that's
an
area
that
we're
struggling
is
to
fill
these
positions.
So
we
think
the
change
in
that
language
will
help
us
recruit
additional
employees,
and
we
have
also
changed
got
some
reforms
on
the
language
that
was
limiting
in
the
amount
in
the
way
we
could
transfer
and
move
employees
throughout
the
district.
So
moving
employees
from
one
school
to
another
sometimes
is
a
lateral
move,
sometimes
as
a
promotion.
Z
There
was
some
restrictive
language
that
the
bodies
were
able
to
compromise
on
and
get
additional
flexibility
there.
But
that's
the
the
basic
terms
of
the
tentative
agreement.
It
was
relatively
straightforward.
A
With
the
changes,
can
you
talk
about
what
the
hourly
salary
right
now
is
for
this
particular
unit,
so.
Z
I
will
have
to
get
back
here
so
the
way
to
sell
it's
on
a
weekly
salary
and
it's
a
it's
somewhat
of
a
complex
scale,
because
we
have
such
a
variety
of
members.
There's.
We
have
pop
time
members
that
work
four
hours
a
day.
We
have
five
hour
employees
we
have
six
hour,
and
then
we
have
seven
and
eight
hour
employees
who
are
in
management
positions.
So
it
really
varies
depending
on
the
salary
scale,
that
each
employee
falls
under.
A
Z
Yes,
Madam
chair,
we
think
these
increases
and
part
of
the
reason
we
opted
for
a
shorter
agreement
with
this
unit
was
to
be
able
to
implement
these
salary
increases
right
away,
and
you
know
because,
as
I
mentioned,
we
recognize
that
there
is
a
little
bit
of
a
staffing
shortage
here.
We
think
that
these
increases
will
help
recruit
Recruit
new
members.
Z
We
also
have
been
working
with
the
city,
so
there's
a
temporary
waiver
on
The
Residency
requirement
for
this
unit,
so
that
we
can
bring
in
new
employees
from
that
may
not
live
in
the
city
of
Boston,
and
we've
also
worked
with
our
human
Capital
team
to
offer
in
our
finance
team,
to
offer
sign-on
and
retention
bonuses
for
these
employees.
So
that's
outside
of
the
collective
bargaining
agreement,
we're
not
sure
if
we'll
be
able
to
maintain
it
Beyond
this
current
school
year.
Z
But
while
we
have
the
funding,
we
have
implemented
this
program
that
we
think
will
go
a
long
ways
to
recruiting
new
members
and
that
pays
I
believe
it's
it's
a
500
bonus
after
your
first
20
days
worked
for
new
members
and
250
dollars
for
any
10
days
worked
for
current
members.
Z
You
and
I
guess
this
is
as
good
an
opportunity
as
any
to
any
members
of
the
public
who
are
who
are
listening
tonight
if
you're
interested
in
joining
the
Boston
Public
Schools,
we
are
open
and
always
recruiting
new
members
and
we're
happy
be
happy
to
have
any
parents
or
community
members
that
want
to
join
BPS.
Z
So
if
there's
no
additional
questions
on
on
that
agreement,
I
will
turn
it
over
to
labor
Council
Eliza
Mina,
who
represented
the
district
in
negotiations
with
our
bus
monitors,
Eliza.
AA
Thank
you
Jeremiah
good
evening,
Madam
chair
superintendent,
I
just
wanted
to
start
out
by
laying
out
some
great
facts
that
informed
our
negotiations.
AA
Bus
monitors
ensure
that
our
students
get
support.
They
need
to
travel
safely
to
school
in
compliance
with
their
IEP
and
504
plans
being
effective
bus
monitors,
employees
need
to
undergo
significant
training,
including
CPR,
EpiPen,
Equity,
social,
emotional
and
special
education
training.
Another
key
part
of
the
job
is
building
relationships
with
the
students,
but
just
some
background.
AA
Our
employees,
currently
94
of
the
bus
monitors,
identify
as
a
person
of
color
and
the
majority
of
bus
monitors
are
women.
These
special
education
assignments
have
grown
70
since
school
year,
2016-2017.
and
the
last
school
year
we
were
short
staffed.
Approximately
150
monitors
we
were
able
to
agree
to
a
five
year,
attract
between
two
different
moas,
one
being
July,
first
2020
to
June
30th
of
2022,
the
second
being
July
1st
2022
to
June
30th
2025..
AA
The
wage
increases
start
at
two
percent
for
fiscal
year
2020,
which
would
be
retroactive.
1.5
percent
for
fiscal
year,
2021
also
retroactive
for
fiscal
year
2022.
We
have
a
covid
market
adjustments.
Please
slow
down
a
bit,
oh
I'm,
so
sorry,
thank
you
for
letting
me
know.
AA
For
the
fiscal
year
of
2022,
we
have
a
current
market
assessment,
which
I
will
get
get
to
for
fiscal
year.
2023,
it's
two
percent
increase
2024,
another
two
percent
increase.
AA
So
to
go
into
that
covid
market
adjustment.
We
the
we
have
negotiated
in
order
to
be
able
to
convert
to
an
hourly
pay
pay
system.
Currently
monitors
are
being
paid
per
run
and
a
standby
monitors.
AA
There
will
be
a
bit
of
adjustment
to
get
to
that
hourly
pay,
so
the
adjusted
one
rates
will
increase
two
dollars
per
run
until
it's
feasible
to
transition
to
the
hourly
pay.
AA
The
training
great
we've
negotiated
with
70
50
cents
per
hour,
which
is
the
same
rate
as
a
standby
monitor,
given
the
emphasis
on
the
quality
of
employees
that
we
need
and
the
level
of
training
that's
required
to
Be
an
Effective,
a
bus
monitor.
AA
Oh,
we
have,
in
addition
to
wage
increases,
we've
revised
a
religious
holiday
language
to
be
more
Equitable
and
inclusive
and,
as
I
discussed,
the
the
payment
system
from
the
Run
rate,
the
hourly
pay
and
the
union
agrees
to
participate
in
any
time
tracking
systems
as
implemented
by
The
District.
AA
In
order
to
make
that
happen,
we've
included
paid
days
off
during
winter
break
and
the
choice
between
February
or
April
break,
and
that
is
the
first
time
that
monitors
are
being
offered
a
vacation
time
pay
time
off
and
we
revised
how
extra
runs
are
assigned
eliminating
assignments
by
seniority.
Basis
to
a
first
come
first
serve
basis
will
hopefully
encourage
a
newer,
newer
members.
AA
In
addition
to
those
reforms,
we've
included
an
additional
personal
day.
Currently
monitors
received
one
personal
day,
October
1st.
They
will
receive
another
additional
personal
day
on
January
1st.
AA
AA
Monitors
were
assigned
four
or
more
runs
in
Austin
by
monitors
will
be
paid
an
hourly
rate
of
a
minimum
six
hours
for
Five
additional
days
to
choose
to
take
during
February
or
April
verdict,
and
for
this
current
school
year
we
are
increasing
in
order
to
increase
the
number
of
bus
monitors.
Employed
at
BPS
intends
to
pay
signing
and
retention
bonuses.
AA
Signing
bonus
is
five
hundred
dollars,
and
that
is
after
completing
the
75
day
probationary
period.
A
retention
bonus
is
250.
AA
A
E
Madam,
chair,
not
a
question
as
much
as
a
comment:
I
agreed
with
the
previous
comments
about
recruiting
and
and
thinking
as
broadly
as
possible,
reflecting
back
on
Miss
polinka
Garcia's
comments
earlier
this
evening
when
the
superintendent
mentioned
the
meeting
with
the
Saint
Stevens
group
and
how
parents
want
to
be
involved
and
would
love
to
work
with
us
if
there
are
opportunities,
so
encourage
office
of
human
capital
to
think
as
as
broadly
as
possible
in
their
recruiting
efforts,
particularly
among
our
parent
population,
both
of
these
jobs,
bus
monitors
and
and
folks
who
work
and
the
cafeterias
for
us
and
others
are
all
critical
to
for
the
success
of
our
students.
E
Right
we've
heard
from
so
many
parents
of
students
with
disabilities
who
have
transportation
issues,
and
one
of
the
big
things
we
hear
about
is
the
lack
of
a
monitor.
So
the
more
we
can
correct
that
and
I
think.
This
is
a
very,
very
positive
step
forward
financially
to
make
it
in
this
difficult
economic
environment
as
competitive
as
possible
for
because
the
job
is
going
to
appeal
to
some
folks
because
of
the
flexibility,
Etc
and
so
encourage
office
of
human
capital.
E
Think
as
as
widely
as
possible
in
how
to
recruit
and
fill
these
positions,
particularly
now,
as
Mr
Hassan
said,
the
city
that's
waived
the
residency
requirement,
which
is
important
and
the
other
Financial
incentives,
the
signing
bonus.
The
retention
bonus
Etc
are
all
critical
pieces
to
solving
this.
So
thank
you,
everyone
for
their
work
on
it.
A
AB
Evening,
I
I
won't
take
much
time.
I
hope
I
just
wanted
to
publicly
thank
the
Council
of
great
City
Schools,
its
leadership
and
its
team
for
the
thoughtful
incisive
report.
Despite
the
fact
they've,
Dr,
Hart
and
Sue
gam
have
left,
you
know,
I
wanted
to
do
it
publicly
and
I'll
I'll
contact
them
separately
as
co-chair
of
the
subcommittee
on
English
Learners
with
disabilities
of
the
ell
task
force.
AB
I,
especially
appreciate
that
they
have
given
such
recognition
and
highlighted
the
needs
and
concerns
of
English
Learners
with
disabilities,
not
only
in
their
summary,
but
a
full
12-page
chapter
in
the
overall
report.
I
especially
appreciate
their
emphasis
on
access
to
native
language,
the
need
for
joint,
a
joint
plan
between
the
office
of
special
education
and
the
office
of
multilingual
education
and
their
emphasis
that
the
office
of
special
education
is
has
not
sufficiently
owned
its
responsibilities
for
English
Learners
with
disabilities
to
date.
We
hope
that
this
reinforces
the
changes
that
are
underway.
AB
But
clearly,
this
is
the
easy
part.
The
hard
part
is
going
to
be
seeing
through
the
recommendations
to
implementation,
I
just
say
on
the
broader
question
it
seems
to
me.
One
of
the
issues
not
discussed
tonight
was
the
whole
question
of
leadership.
I
know
there
are
openings
for
office
of
special
education
office
of
Multicultural
and
multilingual
Learners,
and
they
have
emphasized
in
the
report
that
need
to
bring
in
expertise.
AB
These
are
critical
issues
which
I
hope
the
committee
and
the
superintendent
will
really
focus
on
because
without
adequate
leadership
on
these
issues,
we're
not
going
to
get
very
far.
Finally,
I
I
wish,
frankly
in
these
discussions
that
there
had
been
more
emphasis
on
the
challenges
and
roadblocks
that
have
prevented
us
us
moving
in
the
directions
that,
as
one
of
your
members
mentioned,
Michael
O'neill,
I'll
call
him
out
said
I
I
hate
to
tell
you.
AB
I
I
have
seen
this
probably
for
30
years,
and
we
need
to
learn
something
from
our
history
of
why
we
haven't
moved
ahead.
Despite
the
commitment
to
inclusion,
despite
the
commitment
to
dealing
with
black
boys
and
brown
boys
in
special
education,
I,
Etc
and
and
let's
let's
be
realistic
and
hard-nosed
about
it
and
try
and
deal
with
it,
so
we
bring
some
kind
of
Justice
to
them.
Thank
you.
D
A
If
not,
that
concludes
our
business.
For
this
evening,
the
next
virtual
school
committee
meeting
will
take
place
on
Wednesday
December
7th
at
5
pm.
If
nothing
further.
First
I
want
to
wish
everyone
a
wonderful
Thanksgiving,
giving
thanks
whatever
you
do
next
week
and
I'll
entertain
a
motion
to
adjourn
the
meeting.
Is
there
a
motion
so
moved?
Thank
you.
Is
there
a
second.