. THIS HEARING IS BEING RECORDED AND IS ALSO BEING LIVE STREAMED AT BOSTON.GOV/CITY COUNCIL DASH TV AND BROADCAST ON CHANNEL
EIGHT RCN CHANNEL 82 FILES CHANNEL 964 WRITTEN COMMENTS MAY BE SENT TO THE COMMITTEE EMAIL AT SCOTT EDUCATION@BOSTON.GOV AND IT
WILL BE MADE PART OF THE RECORD AND AVAILABLE TO ALL COUNCILORS . PUBLIC TESTIMONY WILL BE TAKEN THROUGHOUT THIS HEARING. INDIVIDUALS WILL BE CALLED UM ON UPON IN THE ORDER WHICH THEY
HAVE SIGNED UP AND WILL HAVE TWO MINUTES TO TESTIFY. IF YOU ARE INTERESTED IN TESTIFYING IN PERSON, PLEASE ADD YOUR NAME TO THE SIGN UP SHEET NEAR THE ENTRANCE OF THE CHAMBER.
IF YOU ARE LOOKING TO TESTIFY VIRTUALLY, PLEASE EMAIL CENTRAL STAFF LIAISON RYAN PRATT AT RYAN PRATT@BOSTON.GOV FOR THE LINK AND YOUR NAME WILL BE
ADDED TO THE LIST. TODAY'S HEARING IS ON DOCKET 0276 AND ORDER FOR A HEARING ON TRANSPARENCY AND ACCOUNTABILITY IN SERVICE PROVISION AND SPENDING FOR ENGLISH LANGUAGE
LEARNERS. UM AND THIS MATTER WAS SPONSORED BY ME, COUNCILOR MEJIA, COUNCILOR CULPEPER AND COUNCILOR HENRY SANTANA AND IT WAS REFERRED TO THE COMMITTEE ON FEBRUARY THE 4TH.
AND WE'RE ALSO HERE TO TALK TODAY TRYING TO MAXIMIZE ON OUR TIME ON DOCKET 0277, AN ORDER FOR A HEARING TO AUDIT THE BOSTON PUBLIC SCHOOL SPECIAL EDUCATION AND RETURN ON INVESTMENTS.
THIS MATTER WAS ALSO SPONSORED BY ME, COUNCILOR MEJIA AND COUNCILOR MURPHY AND WAS REFERRED TO THE COMMITTEE ON FEBRUARY THE 4TH IN ORDER OF ARRIVAL I'VE BEEN JOINED HERE BY MY COLLEAGUES
COUNCILOR UH ED FLYNN FROM DISTRICT TWO, COUNCILOR BURBANK DISTRICT FIVE AND AT-LARGE CITY COUNCILOR SANTANA. IN THE INTEREST OF TIME AND I HOPE MY COLLEAGUES WILL BE OKAY
WITH THIS. YOU HAVE 30S FOR AN OPENING STATEMENT AND THAT'S IT, HUH? 30S AND I DON'T KNOW HOW TO WORK THIS CLOCK SO I'M GONNA USE MY PHONE. THANK YOU, MADAM CHAIR AND
THANK YOU TO THE PANELISTS FOR BEING HERE. I HAVE A LARGE DISTRICT THAT INCLUDES A LOT OF ENGLISH LANGUAGE LEARNERS, ESPECIALLY
PEOPLE SPEAKING CANTONESE AND SPANISH. I'M GOING TO DO EVERYTHING I POSSIBLY CAN DURING THIS BUDGET PROCESS TO ADVOCATE FOR OUR IMMIGRANT NEIGHBORS AND ESPECIALLY THOSE THAT DO NOT
SPEAK ENGLISH. I THINK THIS IS A CIVIL RIGHTS ISSUE. THANK YOU MADAM CHAIR AND I WILL APOLOGIZE IN ADVANCE. I WILL BE LEAVING FOR PRIOR COMMITMENT BUT I WILL BE
WATCHING THE VIDEO LATER AND RESPECT THE WORK THAT YOU'RE DOING. THANK YOU, MADAM CHAIR. THANK YOU, COUNCILOR FLYNN. COUNCILOR UM, I THINK YOU HAVE 30S. THANK YOU, MADAM CHAIR. AND THANK YOU SO MUCH FOR ALL THE. PANELISTS FOR THE WORK THAT YOU
DO. THANK YOU FOR BEING HERE. UM. AS A SON OF ENGLISH LEARNERS AND NOW A DAD OF UH OF A FOUR YEAR OLD THAT IS A DUAL LANGUAGE PROGRAM AND FOR ME THIS TOPIC IS VERY IMPORTANT.
IT'S ONE THAT. JUST TOUCHES UPON. SO MANY THINGS THAT IMPACT ME PERSONALLY BUT ALSO PROFESSIONALLY. MY DISTRICT ALSO UM HEAVILY DEPEND ON THESE SERVICES. SO I WANT TO MAKE SURE THAT DPS
AND YOUR ORGANIZATIONS ARE JUST RECEIVING THE. RIGHT RESOURCES IN ORDER FOR US TO CONTINUE. TO SERVE OUR. STUDENTS AND DPS. THANK YOU. GOOD JOB COUNSELOR 30S GO ON AHEAD.
SOUNDS PERFECT. THANK YOU MADAM CHAIR AND THANK. YOU FOR UM, UM, FILING THESE UM ,ORDERS. UH. >> THANK YOU TO OUR PANELISTS FOR BEING HERE. UM, I AM SOMEONE WHO HAD TO LEARN ENGLISH AND SPANISH AT
THE SAME TIME GROWING UP HERE AND UM, DEPENDENT UH AND DEPENDENT ON UM, DPS AND OUTSIDE PROGRAMS AS WELL. UM, MY FAMILY AND I HAVE BENEFITED FROM THAT. SO I REALLY WANT TO MAKE SURE AS WE'RE HEADING INTO A TOUGH
FINANCIAL UM, YEAR, UM, THAT UH ,IMMIGRANT COMMUNITIES ARE TAKEN CARE OF. SO, UM, APPRECIATE THE WORK THAT YOU ALL DO INDIVIDUALLY. UM, AND I'M LOOKING FORWARD TO THE CONVERSATION. OKAY. >> GOOD. YEAH.
OKAY. I'LL GIVE YOU THAT 30S TO COUNCIL SANTANA. GOOD JOB. UM, AND I KNOW COUNCILOR MURPHY. WE WERE JOINED BY COUNCILOR MURPHY AND SHE WILL BE, UH, RETURNING.
UM, AND I'LL JUST ADD A BRIEFLY UH, AS AN ENGLISH LANGUAGE LEARNER MYSELF, UM, AND AS SOMEONE WHO CAME TO THIS COUNTRY AND HAS TO LEARN HOW TO SPEAK SO THAT I CAN FIGHT FOR MY OWN EDUCATION UM, THIS IS
VERY NEAR AND DEAR TO ME ESPECIALLY NOW GIVEN EVERYTHING THAT'S HAPPENING UM, IN OUR COMMUNITIES REGARDING SO MANY RECENT ARRIVALS UM AND I THINK NOW MORE THAN EVER WE
HAVE TO DO OUR DUE DILIGENCE AND MAKING SURE THAT WE ARE MAKING THOSE INVESTMENTS SO PEOPLE WHO ARE UM IN THESE STREETS AND DOING THE WORK AND LIVE IN THE REALITIES UM, USUALLY HAVE THE BEST STORIES TO TELL.
SO WE HAVE A PANEL HERE THAT IS READY TO TALK ABOUT INCLUSION AND ALSO UM ENGLISH LANGUAGE LEARNERS AND SPECIAL EDUCATION. AND SO I THINK THAT YOU ARE HERE TO CARRY THE VOICES OF SO MANY PARENTS AND FAMILIES WHO
COULD NOT BE HERE TODAY. SO THAT'S A LOT TO ASK YOU ALL TO DO. BUT I KNOW THIS IS WHAT YOU DO EVERY DAY SO I KNOW THAT YOU GOT IT. UM AND THEN WITH THAT I WILL TURN IT OVER TO OUR COMMUNITY
PANEL. UM WE ARE I KNOW WE'RE ALSO WAITING FOR EDITH BRAZIL TO JOIN US. UM, SO WE HAVE UM WE'RE GOING TO START THIS WAY. UM, BARRY, WHY DON'T YOU START
FIRST? UM, WITH YOUR INTRODUCTION, UH ,AND WE'LL WE'LL MAKE OUR WAY. EVERYBODY CAN SAY WHO THEY ARE AND THEN WE'LL GO BACK TO STARTING. SO THAT MEANS YOUR INTRO IS JUST WHO YOU ARE, NOT THE WHOLE DISSERTATION.
OKAY. SO YOU ARE OKAY LIKE, UH, SOME. THINGS MARI BRANDS THEY THEM PRONOUNS. UM, I AM THE CO-EXECUTIVE DIRECTOR OF SAINT STEPHEN'S YOUTH PROGRAMS.
I'M KATIE DE LA ROSA, THE INCLUSIVE EDUCATION LIAISON AT THE BOSTON TEACHERS UNION. I'M MARY AND LORD SIR BUT UM, EMERITA FACULTY AT LESLEY UNIVERSITY.
I'M NYLA FERNANDEZ, A STUDENT AT KASH HIGH SCHOOL AND THE VICE PRESIDENT OF BOSTON'S STUDENT ADVISORY COUNCIL. AND I'M ALL ABOUT MAKING SURE THAT. >> EVERYBODY'S. COMFORTABLE HERE. SO. UM AND.
>> OKAY, GOOD. THANK YOU. ALL RIGHT. SO I FEEL LIKE ERIN BROCKOVICH TODAY JUST SO YOU KNOW. THAT'S I'M INVOKING. HER SPIRIT. ALL RIGHT, UH, WE'RE WAITING
FOR EDITH BASIL. SO WHY DON'T WE START WITH ARI? UM, YOU HAVE SEVEN MINUTES. OKAY. >> GOOD AFTERNOON EVERYONE. LIKE I SAID, I'M ARI BRANSTAD THEM I AM THE CO-EXECUTIVE
DIRECTOR OF SAINT STEPHEN'S YOUTH PROGRAMS CO FACILITATOR OF THE MULTILINGUAL LEARNERS ALLIANCE AND A RESIDENT OF MATTAPAN IN DISTRICT FIVE. UM, OVER THE LAST DECADE AS A
COMMUNITY ORGANIZER AT SAINT STEPHEN'S I HAVE HAD THE PRIVILEGE OF WORKING WITH HUNDREDS OF BOSTON PUBLIC SCHOOLS FAMILIES, MOST OF WHOM ARE PARENTS OR CAREGIVERS OF MULTILINGUAL LEARNERS.
BUT FIRST I WANT TO SHARE A LITTLE BIT OF MY STORY WITH YOU JOSE EL. PRODUCTO WHEN I EDUCACION BILINGUAL I AM THE PRODUCT OF A BILINGUAL EDUCATION.
IN 2002 I REMEMBER UM AFTER SCHOOL I WAS IN THE SCHOOL AUDITORIUM WITH MY PARENTS WERE PACKED. IT'S A GYMNASIUM AUDITORIUM AND ALL THE PARENTS IN THIS PUBLIC
BILINGUAL EDUCATION UH PUBLIC BILINGUAL SCHOOL ARE PACKED INTO THE AUDITORIUM LEARNING ABOUT THE FACT THAT A CALIFORNIA MILLIONAIRE NAMED RON UNS WAS AIMING TO BAN
BILINGUAL EDUCATION NOT JUST IN COLORADO BUT ACROSS MANY STATES INCLUDING MASSACHUSETTS AND MY PARENTS AND MANY OTHERS CANVASED AGAINST IT AND COLORADO VOTERS REJECTED THE MEASURE.
I GOT LUCKY, BUT IN MASSACHUSETTS AND ONE A SIMILAR BAN PASSED AND BILINGUAL EDUCATION HERE LARGELY DISAPPEARED. THAT HISTORY HELPS EXPLAIN WHY
BOSTON HAS SO FEW BILINGUAL AND HOME LANGUAGE PROGRAMS TODAY MASSACHUSETTS LOST A GENERATION OF BILINGUAL EDUCATORS. AND AN ENGLISH. ONLY MINDSET TOOK HOLD ACROSS SCHOOLS AND SYSTEMS.
IT'S THE WATER WE'RE SWIMMING IN. THERE'S GOOD NEWS THOUGH IN 2017 THE STATE OF MASSACHUSETTS PASSED THE LOOK ACT, WHICH RESTORED DISTRICTS FLEXIBILITY
TO CHOOSE LANGUAGE PROGRAMS THAT BEST SERVE MULTILINGUAL LEARNERS. THE DATA IS CLEAR THE MORE HOME LANGUAGE A PROGRAM USES, THE BETTER THE STUDENT OUTCOMES. STUDENTS IN BILINGUAL PROGRAMS
OUTPERFORM THEIR ENGLISH ONLY PEERS IN BOTH ENGLISH AND MATH ,NOT TO MENTION THE BENEFITS OF THEIR HOME LANGUAGE TO SELF-ESTEEM, CULTURAL IDENTITY AND CONNECTION TO FAMILY.
BILINGUAL GRADUATES ARE BETTER PREPARED FOR COLLEGE CAREERS AND A GLOBAL WORKFORCE. BENEFITING BOTH OUR STUDENTS AND OUR CITY'S ECONOMY. AS OF DECEMBER 2025, BOSTON HAD
12 TOTAL BILINGUAL PROGRAMS. NEXT SCHOOL YEAR WILL ADD TWO MORE BUT TO BE CLEAR ONLY ONE KIND OF BILINGUAL PROGRAM DUAL LANGUAGE ACTUALLY HAS THE GOAL OF STUDENTS BOTH LEARNING
ENGLISH AND RETAINING THEIR HOME LANGUAGE. DUAL LANGUAGE PROGRAMS ARE THE GOLD STANDARD, BUT LESS THAN 10% OF MULTILINGUAL LEARNERS ARE IN THESE PROGRAMS.
BP'S HAS BEEN TALKING ABOUT A PRIORITY OF INCREASING BILINGUAL PROGRAMS BUT THE CURRENT BUDGET SAYS OTHERWISE. WE'RE LOSING 110 BILINGUAL TEACHER POSITIONS AND 28
BILINGUAL PARA POSITIONS. BP SAYS IT IS EXPANDING SIX. DUAL LANGUAGE PROGRAMS, BUT THIS WILL ONLY SERVE A COUPLE HUNDRED ADDITIONAL STUDENTS. IN CONTRAST TO THE THOUSANDS
OF MULTILINGUAL LEARNERS IT IS ASSIGNING TO ENGLISH ONLY CLASSES UNDER ITS INCLUSIVE EDUCATION PROGRAM. BEYOND TEACHERS CODED AS BILINGUAL TEACHERS RECENTLY
BEGAN COLLECTING DATA ON WHAT LANGUAGE ALL TEACHERS AND STAFF SPEAK. WE'D LIKE TO SEE AN ANALYSIS OF HOW THE UPCOMING LAYOFFS WILL AFFECT THESE MULTILINGUAL STAFF AND WHAT BP IS DOING TO
RETAIN THEM IN PARTICULAR. THERE'S BEEN A LOT OF TALK THIS BUDGET SEASON ABOUT ENROLLMENT DECLINE. MANY FAMILIES, IT'S TRUE, ARE CHOOSING SCHOOLS OUTSIDE OF BP'S ACCESS TO MORE
BILINGUAL PROGRAMS WOULD ENTICE THESE FAMILIES TO STAY IN THE DISTRICT, BUT FOR FAMILIES TO TRUST BP'S THEY NEED TO SEE TRANSPARENCY AND ACTION.
THIS WINTER, SAINT STEPHEN'S YOUTH PROGRAMS PUT OUT A PETITION ASKING FOR A TEN YEAR PLAN TO MAKE SURE THAT EVERY FAMILY THAT WANTS A BILINGUAL SEAT CAN HAVE ONE IN ALL OF THE MAJOR LANGUAGES IN THE NEXT TEN
YEARS. THE DEMAND IS HERE NOW 590 PEOPLE SIGNED A PETITION REPRESENTING VOICES FROM 86 DIFFERENT SCHOOLS. THEY ASKED FOR MORE PROGRAMS IN
12 DIFFERENT LANGUAGES. WE KNOW THESE PROGRAMS CAN'T BE BUILT OVERNIGHT, BUT WE WANT TO SEE A CLEAR GOAL AND A PLAN TO GET THERE. OTHERWISE WE'LL BE IN THE SAME PLACE IN TEN YEARS.
THE PLAN MUST INCLUDE COMMUNITY VOICE. SAINT STEPHEN'S YOUTH PROGRAMS CO-LEADS THE MULTILINGUAL LEARNERS ALLIANCE WHICH INCLUDES BASIA CITYWIDE PARENT COUNCIL B2 MATA MACK AND
MEMBERS OF THE DISTRICT'S EEL TASK FORCE. HERE ARE SEVEN THINGS THE COMMUNITY WANTS AND WE WANT THEM WITH CLEAR PLANS, BENCHMARKS AND ANNUAL PUBLIC
REPORTING ON ON PROGRESS NUMBER ONE ADD LANGUAGES DON'T LOSE THEM ALL MULTILINGUAL LEARNERS SHOULD HAVE ACCESS TO INSTRUCTION IN THEIR HOME LANGUAGE ALONGSIDE REQUIRED ESL
STUDENTS SHOULD BE SUPPORTED TO DEVELOP BOTH ENGLISH AND THEIR HOME LANGUAGE AND ALL STUDENTS INCLUDING THOSE WHOSE HOME LANGUAGE IS. ENGLISH SHOULD HAVE OPPORTUNITIES TO BECOME BILINGUAL AND EARN THE SEAL
OF BILITERACY. NEWCOMERS SHOULD HAVE ACCESS TO LIFE OR NEWCOMERS PROGRAMS IN THEIR HOME LANGUAGE FOR 1 TO 2 YEARS WITH PATHWAYS INTO DUAL
LANGUAGE PROGRAMS. NUMBER TWO A CITYWIDE ASSET BASED MINDSET ON MULTILINGUALISM. CITY AND SCHOOL LEADERS AND EDUCATORS EDUCATORS SHOULD RECOGNIZE MULTILINGUALISM AS A
SUPERPOWER SHOULD PROVIDE PROFESSIONAL LEARNING SO STAFF UNDERSTAND THE VALUE OF HOME LANGUAGE DEVELOPMENT AND ITS ROLE IN ACADEMIC SUCCESS. NUMBER THREE INCREASED ACCESS
TO BILINGUAL EDUCATION PROGRAMS I'VE ALREADY TALKED ABOUT THAT. NUMBER FOUR MEANINGFUL ENGAGEMENT WITH FAMILIES. FAMILIES SHOULD HAVE A VOICE IN SCHOOL AND DISTRICT DECISIONS
SHOULD SHARE ACCESSIBLE INFORMATION IN MAJOR LANGUAGES ABOUT BILINGUAL EDUCATION AND THE BENEFITS OF MAINTAINING HOME LANGUAGE. IT'S TRUE THAT NOT EVERY FAMILY WANTS A BILINGUAL EDUCATION AND
IT'S IMPORTANT TO HAVE CHOICES. BUT RIGHT NOW FOR MANY FAMILIES THERE IS NO CHOICE. THEY DON'T EVEN KNOW THAT BILINGUAL EDUCATION IS ON THE MENU IS AN OPTION. AND HOW DO YOU ORDER SOMETHING
IF YOU DON'T EVEN KNOW IT'S ON THE MENU? LET'S PUT BILINGUAL ED ON THE MENU. FIVE BILINGUAL STAFF. SCHOOLS SHOULD REFLECT THE LANGUAGE DIVERSITY OF THEIR
COMMUNITIES SO STUDENTS CAN COMMUNICATE WITH AT LEAST ONE STAFF MEMBER IN THEIR HOME LANGUAGE SHOULD EXPAND PARTNERSHIPS TO RECRUIT AND RETAIN BILINGUAL TEACHERS.
SIX EQUITABLE AND ACCOUNTABLE TITLE ONE SPENDING SHOULD CONSULT FAMILIES ON HOW TITLE ONE FUNDS SUPPORT MULTILINGUAL LEARNERS AND PUBLICLY REPORT SPENDING AND OUTCOMES AND SEVEN
APPROPRIATE SERVICES FOR MULTILINGUAL. LEARNERS WITH DISABILITIES. MLAS WITH DISABILITIES SHOULD RECEIVE BOTH LANGUAGE AND SPECIAL EDUCATION SERVICES INCLUDING HOME LANGUAGE ASSESSMENT AND INSTRUCTION IN
THE LEAST RESTRICTIVE ENVIRONMENT. IEPS SHOULD INCLUDE. WHOM SHOULD INCLUDE LANGUAGE. GOALS AND INSTRUCTION IN HOME LANGUAGE. I KNOW THIS SEEMS LIKE A LOT IT
IS. BUT IT IS NOT. IT IS WHAT NOT ONLY BOSTON'S. MULTILINGUAL LEARNERS BUT ALL LEARNERS DESERVE. IF WE'RE GOING TO HAVE THE BEST PUBLIC. SCHOOLS IN THE NATION, THESE
ARE NON-NEGOTIABLE. LET'S MAKE BOSTON A PLACE WHERE EVERY CHILD BELONGS AND EVERY CHILD HAS THE OPPORTUNITY TO THRIVE. THANK YOU. >> SO YOU PRACTICE A SEVEN MINUTE.
I GAVE YOU AN EXTRA 30S. BUT GREAT JOB. ALL RIGHT I WANTED TO JUST ACKNOWLEDGE BEFORE WE KEEP MOVING AND THAT WE HAVE BEEN JOINED BY EDITH BRAZIL. UM SO THANK YOU FOR BEING HERE. AND WE ALSO HAVE BEEN JOINED BY
COUNCIL PRESIDENT BIDEN AND UH, DISTRICT SIX COUNCILOR WEBER. ALL RIGHT. SO MOVING ON WE ARE GOING TO GO NEXT TO KATIE. KATIE, YOU HAVE BIG SHOES TO FILL HERE.
THAT'S SEVEN MINUTES. THANK YOU. GOOD AFTERNOON. UM. UM THANK. YOU SO MUCH, CHAIR MARIA. AND TO. >> ALL. THE CITY COUNCILORS WHO ARE PRESENT HERE TODAY. MY NAME IS KATIE DE LA ROSA. I AM THE INCLUSIVE EDUCATION
LIAISON FOR THE BOSTON TEACHERS UNION. MY ROLE WAS CREATED IN THE 20 TO 20 1 TO 2024 COLLECTIVE BARGAINING AGREEMENT BETWEEN THE B2 AND THE BHP'S TO HELP FACILITATE THE TRANSITION TO A
FULLY INCLUSIVE DISTRICT. PRIOR TO THIS ROLE I WAS A SPECIAL EDUCATION AND ESL HIGH SCHOOL TEACHER FOR 15 YEARS. 13 OF THOSE WERE AT THE MARY LINE UPPER SCHOOL. I'VE ALWAYS WORKED IN
CLASSROOMS THAT INCLUDED STUDENTS WITH RANGING STRENGTHS AND ABILITIES INCLUDING DIFFERENCES IN HOME LANGUAGE LEARNING STYLES AND SOCIAL EMOTIONAL SKILLS. AND I'M CURRENTLY WORKING ON MY DISSERTATION AT LESLEY
UNIVERSITY ON BILINGUAL SPECIAL EDUCATION. I'M HONORED TO BE HERE TODAY REPRESENTING OVER 10,000 BTU MEMBERS WHO ARE DEDICATED TO CREATING THE CONDITIONS REQUIRED FOR STUDENTS TO REACH
THEIR FULL ACADEMIC POTENTIAL AS WELL AS SUPPORTING THEIR SOCIAL AND EMOTIONAL GROWTH EVERY DAY. INCLUSIVE EDUCATION HAS CHANGED SEVERAL TIMES OVER THE PAST FEW DECADES AND BEEPS AND HAS BEEN
CHANGING AGAIN RAPIDLY AS THIS INCLUSION PLAN ROLLS OUT. THIS PLAN WAS DEVELOPED IN RESPONSE TO SEVERAL DATA POINTS ILLUSTRATING THE NEED FOR SIGNIFICANT CHANGE IN HOW WE IDENTIFY, PLACE AND PROVIDE
SERVICES TO STUDENTS WITH DISABILITIES. EVEN WITH EXCELLENT PLANNING, IT IS IMPOSSIBLE TO KNOW HOW THINGS WILL UNFOLD. WE'RE HALFWAY THROUGH THE PLANNING AND INITIAL IMPLEMENTATION STAGES OF THIS
PLAN AND ALREADY WE HAVE EXPERIENCED MANY UNPREDICTABLE SHIFTS IN THE LANDSCAPE. ONE POSITIVE SHIFTS ARE THE AGREEMENTS WE CAME TO IN THE MOST RECENT COLLECTIVE BARGAINING AGREEMENT WHEREBY WE
BEGAN TO PROVIDE PROVIDE PROTECTIONS THAT LIMIT THE PRACTICE OF HAVING ONE TEACHER DO THE JOB OF MULTIPLE PEOPLE AT THE SAME TIME SIMPLY BECAUSE THEY HOLD MULTIPLE LICENSES AND
THE ESTABLISHMENT OF THRESHOLDS FOR WHEN CLASSROOMS ARE REQUIRED TO HAVE ADDED SUPPORT STAFF TO ENSURE THAT ALL STUDENTS ARE BEING INCLUDED AND REACHING THEIR LEARNING GOALS IN EVERY LESSON.
OUR GOAL IS TO MAKE MORE GAINS IN FUTURE CONTRACTS THAT TAKE INTO ACCOUNT PROVEN STRATEGIES AND MODELS THAT OTHER DISTRICTS ARE IMPLEMENTING IN MASSACHUSETTS AND ACROSS THE US. WE STILL HAVE MUCH WORK TO DO
HOWEVER, AND THE CONCERNS OF TWO BTU MEMBERS GENERALLY FALL INTO THE CATEGORIES OF BUDGET PARAPROFESSIONAL SUPPORT AND STAFFING. FIRST, EVEN PRIOR TO OUR
CURRENT FEDERAL ADMINISTRATION THREATENING PUBLIC EDUCATION AND OUR LIVELIHOODS, WE KNEW THAT THIS INCLUSION PLAN WAS NOT GOING TO BE CHEAP. THE PRACTICE OF ONE EDUCATOR TEACHING THE GENERAL EDUCATION
CURRICULUM IN ADDITION TO DESIGNING SPECIALIZED INSTRUCTION AND SOMETIMES ALSO PROVIDING ESL INSTRUCTION SAVES MONEY BUT IT'S DEFINITELY NOT THE BEST PRACTICE NOR HAS IT BEEN EFFECTIVE IN RAISING
STUDENT ACHIEVEMENT. THE TWO USE ACHIEVEMENTS IN THE CURRENT CONTRACT ARE A STEPPING STONE TO OUR DESIRED VISION FOR STUDENTS TO ALWAYS BE PROVIDED WITH JENNET SPECIALIZED INSTRUCTION AND ESL INSTRUCTION
BY AN APPROPRIATE NUMBER OF DEDICATED STAFF. EDUCATORS ARE SHOWING UP FOR THEIR STUDENTS AND FAMILIES MAKING THE MOST OUT OF WHAT THEY HAVE. BUT NOW OVER 60 SCHOOLS ARE BEING TOLD THAT WHATEVER
PROGRESS THEY HAVE MADE WILL NOT BE ABLE TO CONTINUE BECAUSE TEN, 20 AND EVEN 40% OF THEIR COLLEAGUES MAY NOT BE THERE NEXT YEAR. ADDED TO THAT IS THE IMPACT SEVERAL SCHOOLS ARE FEELING AS
THEY PREPARE TO CLOSE THIS JUNE OR NEXT. I'M NO LONGER WORKING AT THE MARY LINE, BUT I'M STILL UPSET THAT THE INCLUSIVE PROGRAM THAT HAS BEEN A STAPLE FOR EMOTIONAL IMPAIRMENT IS BEING DISMANTLED
IN THE SECONDARY GRADES AND WE NOW KNOW THAT THE MOST RECOGNIZED INCLUSION MODEL AT THE HENDERSON SCHOOL WILL CEASE TO EXIST FOR HIGH SCHOOLERS AS WELL. IN OTHER COURSE, THE COLLEGE
COMMUNITY ACADEMY OF SCIENCE AND HEALTH AND EXCEL WHICH ARE ALL HIGH SCHOOL COMMUNITIES THAT DO THE VERY HARD WORK OF EDUCATING TEENAGERS WITH COMPLEX NEEDS TO GET THEM READY TO BE INDEPENDENT, PRODUCTIVE
AND HAPPY ADULTS. NEXT, WE ARE DEEPLY CONCERNED ABOUT PARAPROFESSIONAL POSITIONS BEING CUT AS WE SHIFT TO THE REIMAGINE SCHOOL. FUNDING WITH COMPLIANCE BASED RULES.
PARAPROFESSIONALS AND ALL THEY DO ARE BEING SEVERELY UNDERVALUED. WE JUST GOT PARAS TO BE PAID CLOSE TO A LIVING. WAGE AND NOW THEY'RE LOSING POSITIONS.
THINKING ABOUT A SCHOOL WITHOUT PARAPROFESSIONALS IS LIKE LOOKING AT A HOUSE WITH ONLY THE STRUCTURAL BEAMS TO KEEP IT UPRIGHT, BUT VERY LITTLE ELSE IS POSSIBLE. ANOTHER TOP CONCERN IS THAT IN INCLUSIVE CLASSROOMS WE WILL
SEE A BACKSLIDE TO CLUSTERING STUDENTS WITH HIGHER NEEDS TOGETHER SO THAT THEY CAN BE SERVICED MORE EFFICIENTLY NOT BECAUSE IT'S BEST PRACTICE BUT BECAUSE IT REQUIRES LESS STAFF . WE AGREE THAT NOT ALL
CLASSROOMS REQUIRE CO-TEACHING ,BUT THERE ARE STUDENTS WHO ARE BEING MEANINGFULLY INCLUDED RATHER THAN SUBSTANTIALLY SEPARATED THAT STILL NEED INTENSIVE SUPPORT FROM MULTIPLE EDUCATORS.
WITHOUT THE ADDED TEACHING STAFF, WE'RE SEEING DYSREGULATED STUDENTS REQUIRING THE FULL ATTENTION OF THE CLASSROOM TEACHER, WHICH CREATES LEARNING CONDITIONS THAT ARE CURRENTLY POTENTIALLY
UNSAFE AND WHERE ALL STUDENT LEARNING IS IMPACTED. THIS OCCURS AT ALL GRADE LEVELS BUT MOST INTENSELY IN EARLY CHILDHOOD WHERE CLASSROOM TEACHERS ARE STILL REQUIRED TO USE BOTH THEIR EARLY EDUCATION
AND MODERATE DISABILITIES LICENSES. WE BELIEVE IN INCLUSION AND ENSURING STUDENTS HAVE THE MOST OPPORTUNITIES AND WE KNOW THAT THIS IS GOING TO TAKE COORDINATED SYSTEMS OF SUPPORT
FROM MULTIPLE EDUCATION, MULTIPLE EDUCATORS WORKING AS A TEAM. COMPLIANCE IS. NOT THE CEILING IT IS THE FLOOR. BECOMING AN INCLUSIVE DISTRICT IS NOT JUST ABOUT FOLLOWING THE
LAW AND MAKING SURE THE CONTRACT IS BEING VIOLATED IS NOT BEING VIOLATED. EXCUSE ME IT'S ABOUT GIVING STUDENTS WHAT THEY TRULY DESERVE. IT APPEARS THAT WITHOUT LAW OR
CONTRACT THE DISTRICT IS NOT ABLE TO FUND WHAT IS NECESSARY FOR ALL STUDENTS, ESPECIALLY OUR MOST MARGINALIZED STUDENTS . IN CONCLUSION, WE ARE MAKING PROGRESS AS A DISTRICT AND WE ARE IN THE PROCESS OF MAKING
THINGS RIGHT FOR STUDENTS AND THERE ARE THOUSANDS OF REASONS TO BE PROUD EVERY DAY OF WHAT'S TAKING PLACE IN SCHOOLS, ESPECIALLY FOR THOSE WHO ARE MOST. VULNERABLE DUE TO THEIR LEARNING OR LANGUAGE DIFFERENCES.
IF WE WEREN'T A PROUD DISTRICT, WE WOULDN'T BE FIGHTING TO KEEP OUR EDUCATORS AT WORK AND OUR SCHOOL DOORS OPEN. I'LL END MY TIME BY IMPLORING THIS BODY AND OTHERS WHO HAVE POWER AND INFLUENCE TO NOT LET
US GO BACKWARDS, NOT ERASE THE REAL PROGRESS IN THE SYSTEMS STRUCTURES, MINDSETS AND STRATEGIES THAT WE ARE MAKING NOW AND WE VERY MUCH WANT TO CONTINUE MAKING. THANK YOU. THANK YOU.
>> ALL RIGHT SO FAR YOUR WINNING. YOU HAD ONE MINUTE. YEAH. GOOD JOB. ALL RIGHT. SO UM THAT WHAT I'M GOING TO GO TO YOU IS GOOD TO SEE YOU.
YOU WERE ON THE YELLOW TASK FORCE TOGETHER MANY, MANY YEARS AGO. SO GLAD TO SEE THAT YOU'RE STILL IN THIS WAY. THANK YOU. YOU HAVE THE FLOOR. THANK YOU. UM. >> GOOD AFTERNOON. WHEN I START THIS BOND, THE
BULLET THAT, UM. MADAM CHAIR. AND COUNCIL MEMBERS. UM, AS. >> STATED PREVIOUSLY, MY NAME IS MARY LOU SAID.BUT. I AM CURRENTLY A PROFESSOR
EMERITA OF TESOL AND BILINGUAL SPECIAL EDUCATION AT LESLEY UNIVERSITY AND UM, I'VE BEEN A MEMBER OF THE TASK FORCE AND CURRENTLY I'M A MEMBER OF THE
MULTILINGUAL ALLIANCE. UH, IT IS WITH GREAT PLEASURE THAT I AM HERE THIS AFTERNOON. UM, TO DISCUSS A FEW IMPORTANT IDEAS RELATED TO, UM,
MULTILINGUAL LEARNERS WITH DISABILITIES. UM, I HAVE WORKED TO IMPROVE EDUCATION FOR MONOLINGUAL AND MULTILINGUAL STUDENTS WITH DISABILITIES FOR THE LAST, UH,
OVER 30. YEARS AND UM, EARLY IN MY CAREER I WOULD LIKE TO SAY THAT I SERVED AS A BILINGUAL LEARNING DISABILITY SPECIALIST IN THE CAMBRIDGE PUBLIC SCHOOLS
IN THE LOWELL PUBLIC SCHOOLS AND UH, AT THE TIME WE USED TO CALL BILINGUAL EDUCATION GENERAL BILINGUAL EDUCATION AS OPPOSED TO MONOLINGUAL GENERAL UH EDUCATION.
UM THROUGH MY EXPERIENCE I WOULD LIKE TO UM STATE THAT UH THERE WERE A FEW KEY POINTS THAT ARE CRITICAL IN LOOKING
FORWARD TO UM, SOME CHANGES THAT ARE NEEDED IN THE SCHOOL AS WE CURRENTLY KNOW IT. UM, ONE THING IN MY EXPERIENCE THAT I LEARNED IS THAT LEARNING TO READ ONLY HAPPENS ONCE.
SO IF A CHILD LEARNS TO READ IN SPANISH OR IN PORTUGUESE OR WHATEVER THE LANGUAGE THEY KNOW HOW TO READ. SO ACTUALLY BY LEARNING THROUGH THE HOME LANGUAGE THEY ARE LEARNING ENGLISH. THAT'S ONE POINT. ANOTHER POINT THAT I WOULD LIKE
TO BRING UP FRONT IS THAT UH CURRENTLY THAT IS A NEED TO DISTINGUISH BETWEEN FLUENCY AND PROFICIENCY FOR KIDS, FOR ALL KIDS BUT ESPECIALLY WITH DISABILITIES BECAUSE KIDS ARE
FLUENT WITH LESS THAN A 1000 WORDS. UH, LET'S SAY A SIX YEAR OLD UM IN ENGLISH UH, HAS AROUND AT
LEAST 6000 WORDS. UM UM MULTILINGUAL LEARNER MIGHT HAVE ONLY 1000 BUT WHEN YOU LISTEN TO THEM SPEAK THEY SOUND ALIKE.
SO THEN, UH, THE QUESTION IS IS THIS A DISABILITY OR A LANGUAGE? WE NEED TO BEGIN BY UNDERSTANDING THAT YOUNG CHILDREN WILL SPEAK ENGLISH WITHOUT AN ACCENT AND THEY ARE NOT PROFICIENT BUT THEY ARE
FLUENT. UM AND UM THE LAST POINT THAT I'VE LEARNED IN MY EXPERIENCE THAT IS CRITICALLY IMPORTANT IS THE ROLE OF ACCESS TO HOME
LANGUAGE IN SCHOOL FOR NOT ONLY FOR COGNITIVE REASONS BUT ALSO FOR SOCIAL EMOTIONAL REASONS. I USUALLY LIKE TO CALL THE HOME LANGUAGE THE LANGUAGE OF LOVE
WHERE CHILDREN WHO ARE IN THE PROCESS OF LEARNING ENGLISH UM FIRST EXPERIENCE LOVE IN THEIR LIVES. SO UM THE TWO POINTS THAT I REALLY WOULD LIKE TO MAKE NOW
IS ONE IS HIGHLIGHT SOME CONCERNS THAT I THAT I HAVE WITH THE CURRENT SITUATION AND UM AND IT BEGINS BY THE CURRENT ACHIEVEMENT RESULTS.
UM THAT I DO BELIEVE WE REALLY NEED TO TAKE A CLOSE LOOK AT WHAT WE NEED TO DO TO MAKE SURE THAT KIDS UH, ENTITLED TO ACHIEVING AT GRADE LEVEL NOT
JUST MAKE PROGRESS. SO WE HAVE MORE THAN 90% OF MULTILINGUAL STUDENTS WHO ARE NOT YET MEETING GRADE LEVEL EXPECTATIONS ON THE MIX.
AND, UH, WE ALSO HAVE A HIGH NUMBER OF STUDENTS WHO ARE MAKING PROGRESS IN ENGLISH BUT THEY ARE NOT ACHIEVING BENCHMARKS. I WOULD LIKE TO CLARIFY THAT
MAKING PROGRESS IS UM, ONE METRIC THAT IS NOT GOOD ENOUGH . IF WE HAVE IN MIND THAT GRADE LEVEL IS THE GOAL AND WE HAVE
THE THE THE BENCHMARK FOR ENGLISH AS A SECOND LANGUAGE.
UM MASSACHUSETTS POLICY IN DEALING WITH UH EDUCATION OF MULTILINGUAL LEARNERS WITH AND WITHOUT DISABILITIES CHANGED IN 2017 WITH THE PASSAGE OF THE LOOK BILL WHICH
ALLOWS DISTRICTS TO IMPLEMENT DUAL LANGUAGE AND TRANSITIONAL BILINGUAL EDUCATION PROGRAMS. THIS IS 2017. RESEARCH CONSISTENTLY SHOWS
THAT THESE PROGRAMS PRODUCE STRONGER ACADEMIC OUTCOMES IN REACHING GRADE LEVEL AND IN THE SUPPORT OF LEARNING ENGLISH AS A SECOND LANGUAGE IN THE LEAST
RESTRICTIVE ENVIRONMENT FOR ALL ELLS OUR FAMILIES WITH DISABILITIES. YET BOSTON HAS MADE LIMITED PROGRESS IN EXPANDING BILINGUAL EDUCATION PROGRAMS, LEAVING
MANY STUDENTS WITHOUT THE LANGUAGE SUPPORT AND DEVELOPMENT AND LEARNING THAT THEY NEED TO SUCCEED. IN FACT, WE HAVE ABOUT 2% OF THE STUDENT POPULATION IN
DUAL LANGUAGE PROGRAMS. UM AND THAT IS OF GREAT CONCERN IN SPECIAL EDUCATION. UM, I'M GOING TO BRING UP THE WORD INCLUSION BECAUSE UH THIS
IS SOMETHING THAT USED TO BE CALLED MAINSTREAMING. IT USED TO BE CALLED OTHER NAMES AND AS UH MY ESTEEMED COLLEAGUE SAID UH, INCLUSION HAS MEANT DIFFERENT THINGS OVER
THE YEARS FROM A SPECIAL ED PERSPECTIVE, I WOULD LIKE TO FOCUS ON THE FACT THAT OUR MULTILINGUAL PEERS HAVE THE RIGHT TO BE INCLUDED IN THE
GENERAL BILINGUAL LANGUAGE LEARNING CLASS, BUT IT'S NEVER INCLUSION FOR THEM TO BE PLACED IN A MONOLINGUAL ENGLISH CLASSROOM WHERE THE INSTRUCTION
IS ONLY IN ENGLISH. SO FOR MULTILINGUAL LEARNERS WITH DISABILITIES, THE PLACEMENT IN GENERAL EDUCATION CLASSROOM MUST INCLUDE THE
LANGUAGE ACCESS AND THE PROGRAMING IN THE HOME LANGUAGE AS WELL AS IN LEARNING ENGLISH AS A SECOND LANGUAGE. SO I WOULD LIKE TO FOCUS UH NOW
ON JUST A FEW POINTS REGARDING UH, ACCESS TO HOME LANGUAGE AS A COMPONENT OF A FREE AND APPROPRIATE EDUCATION. VERY IMPORTANT TO NOTE THAT
STUDENTS IN SCHOOL NEED TO BE VIEWED WITH THEIR HOME LANGUAGE A STATE PREVIOUSLY AS AN ASSET NOT AS A BARRIER BUT WHEN THE HOME LANGUAGE IS UH, NOT
ADDRESSED IN SCHOOL UM THEN A LOT OF CHALLENGES OCCUR AND THE RESULTS UM ARE WELL DOCUMENTED. SO ACTION NEEDS TO BE TAKEN.
SO WHEN WE ARE DEALING WITH EXPECTING HOME LANGUAGE TO BE UM, PART OF THE DISTRICT'S POLICY, I WOULD LIKE TO OFFER OF A QUICK FRAMEWORK THAT COULD
BE USED IN THE SCHOOLS BECAUSE WE HAVE A WIDE RANGE OF TEACHERS. A WIDE RANGE. OF UM. PROFESSIONALS AND UH ALL TEACHERS.
UM, JUST GIVING YOU THE VISUAL UM. YOU ALL THE TIME BUT OKAY I'M THAT I'M. >> IN SECOND. OKAY. >> I'LL GIVE YOU THREE. UM SO THE I WILL JUST UH I MEAN ,UH, CLOSING UM, THAT THE UH,
PRACTICAL FRAMEWORK IN TERMS OF HOME LANGUAGE ACCESS IS THAT UH, THERE ARE THREE POINTS THAT ARE SPECIFIC IN TERMS OF BASIC BETTER AND BEST AND FOR ANY ANY
STUDENT THAT ANY TEACHING IN THE SCHOOL. AN EXAMPLE IS THERE IS NO REASON AS TO WHY BOSTON PUBLIC SCHOOLS CANNOT OFFER HOME LANGUAGE ACCESS IN MUSIC AND SINGING AND THEATER, THEATER
AND STORYTELLING. SO AS WE GO TOWARDS THE THE UH CALL TO ACTION, I THINK THAT I ,I WOULD LIKE TO CALL ON.
BOSTON TO ERADICATE THE OFFERING OF MOST OF THE CI PROGRAMS AND INSTEAD MOVE TO TRANSITIONAL BILINGUAL EDUCATION UH, AND DUAL LANGUAGE
UM THAT A EFFORT AND PLAN TO EXPAND ACCESS TO HOME LANGUAGE NEEDS TO BE IMPLEMENTED AND TO PROMOTE PROGRAMS THAT PROMOTE EQUITY FOR ENGLISH LANGUAGE
LEARNERS THAT THEY CAN LEARN GRADE LEVEL ACHIEVEMENT AND LEARN ENGLISH AT THE BENCHMARK LEVEL. AND UM.
AS GABRIELA MISTRAL SAYS, SHE REMINDS US THAT CHILDREN CANNOT WAIT. THEIR FUTURE IS NOW. THANK YOU. GRACIAS. OBRIGADO. I WANT TO KNOW FOR THE RECORD
THAT THE TIME THAT THEY. I'M SO SORRY. UH, NO. >> NO, YOU USE THEIR TIME, SO THANK THEM. IT ALL WORKED OUT OKAY, ESL BUT DON'T TRY ON THIS SIDE. >> DON'T DON'T TRY. >> IT BECAUSE WE WE HAVE A
PUBLIC HEARING AT SIX SO WE HAVE A HARD STOP AT FIVE AND WE STILL HAVE TO HEAR FROM THE ADMINISTRATION. SO THIS IS THE REASON FOR THOSE FOLKS WHO ARE TUNING IN WONDERING WHY I'M GOING REALLY HARD WITH THIS TIME SITUATION
IS JUST BECAUSE WE DON'T HAVE THE LUXURY OF IT TODAY. NORMALLY I LET EVERYBODY TALK FOR HOURS AND I DON'T LIKE THAT ANYMORE. >> SO I GOTTA STOP. ALL RIGHT SO NYLA. GOOD AFTERNOON MY NAME IS NYLA
FERNANDEZ AND I'M AN 18 YEAR OLD SENIOR AT COMMUNITY ACADEMY OF SCIENCE AND HEALTH AND THE VICE PRESIDENT OF BOSTON'S STUDENT ADVISORY COUNCIL. I AM HERE TODAY NOT JUST FOR MYSELF BUT FOR EVERY STUDENT IN
BOSTON PUBLIC SCHOOLS WHO DEPENDS ON SPECIAL EDUCATION SERVICES AND AND FOR EVERY EVERY FAMILY WHO HAS FELT FORCED TO LEAVE OUR SCHOOLS BECAUSE THOSE SERVICES ARE FAILING. STUDENTS WITH DISABILITIES.
ARE BEING LEFT UNATTENDED AND UNSUPPORTED AND OVERLOOKED. THIS IS NOT A STATISTIC. THESE ARE REAL KIDS REAL CHILDREN OUR CLASSMATES, OUR FRIENDS, OUR NEIGHBORS WHOSE POTENTIAL IS BEING IGNORED
EVERY SINGLE DAY. I KNOW WHAT IT FEELS LIKE TO SEE MY CLASSMATES STRUGGLE WHILE THE SUPPORT THEY NEED ISN'T EVEN THERE FOR THEM. I KNOW FAMILIES WHO HAD TO LEAVE TO MAKE IMPOSSIBLE
CHOICES AND DECISIONS BY LEAVING THE DISTRICT, CHANGING THEIR STUDENTS, THEIR STUDENT SCHOOLS AND FIGHTING TO GET THE BASIC SERVICES FOR THEIR THEIR CHILDREN. THINK ABOUT IT A CHILD WHO
CAN'T ACCESS PROPER SUPPORT AND SCHOOL OR A PARENT SPENDING HOURS NAVIGATING COMPLICATED SYSTEMS WONDERING IF THEIR CHILD WILL EVER GET THE EDUCATION THEY DESERVE. THIS IS HAPPENING HERE HERE IN
BOSTON AND IT'S HEARTBREAKING. IT BREAKS MY HEART EVERY DAY. THIS REALITY IS CLEAR OUR SPECIAL EDUCATION SYSTEM IS UNDER-RESOURCED AND UNDER SUPPORTED.
YEAH IT'S FUNDED BUT IT'S NOT REALLY SUPPORTED. THE SUPPORT IS NOT THERE IN THE CLASSROOMS IN THE SCHOOLS. AND TEACHERS WHO WANT TO HELP OFTEN LACK THE TRAINING AND
RESOURCES TO DO SO EFFECTIVELY. NOT ALL BUT SOME. THE CONSEQUENCES ARE REAL. STUDENTS FALL BEHIND IN THEIR LEARNING. FAMILIES ARE LEAVING BOSTON PUBLIC SCHOOLS SEEKING BETTER SUPPORT.
POTENTIAL IS BEING WASTED AND THE TRUST IN OUR EDUCATION SYSTEM IS BEING BROKEN EVERY DAY. EVERY DAY THAT SUPPORT IS MISSING. A CHILD'S FUTURE IS BEING COMPROMISED.
EVERY DAY FAMILIES FEEL FORCED TO LEAVE BOSTON LOSES TALENT, DIVERSITY AND OPPORTUNITY. AND ALL OF THIS IS PREVENTABLE IF WE CHOOSE TO ACT. WE I AM ASKING BOSTON PUBLIC
SCHOOLS AND CITY LEADERS OF ELECTED OFFICIALS TO INVEST IN SPECIAL EDUCATION MORE. ALLOW THE INVESTMENTS TO ACTUALLY SHOW UP IN THE CLASSROOMS. I WANT TO SEE THE INVESTMENTS.
I DON'T WANT TO SEE MY CLASSMATES STRUGGLING BECAUSE THEY CAN'T GET THEIR ACCOMMODATIONS FOR THEIR IEP. EVEN ME, I DON'T WANT MY CLASSMATES BEING FORCED TO BE IN A GENERAL ED ED CLASSROOM
WHEN THEY NEED TO BE IN A SMALLER CLASSROOM BECAUSE THEY HAVE A LEARNING DISABILITY. BECAUSE OUR SCHOOLS CANNOT DON'T HAVE THOSE SERVICES OR OR ARE INCONSISTENT.
SYSTEMS ALSO SYSTEMS THAT ALLOW STUDENTS WITH DISABILITIES TO THRIVE ACADEMICALLY, SOCIALLY AND EMOTIONALLY. JUST BECAUSE A STUDENT HAS AN IEP OR AS A SPECIAL EDUCATION STUDENT, SHOULD IT MEAN THAT
THEY'RE SHIED AWAY FROM EVERYBODY BECAUSE THEY HAVE TO LEARN A LITTLE BIT DIFFERENT OR IT TAKES THEM LONGER TO LEARN SOMETHING? THEY'RE JUST AS GREAT AS EVERYBODY ELSE. IT IS NOT ENOUGH TO SAY WE
VALUE EDUCATION. WE MUST SHOW IT BY FUNDING PROGRAMS PROPERLY SUPPORTING FAMILIES AND ENSURING THAT STUDENTS WITH DISABILITIES RECEIVE THE SAME OPPORTUNITIES AS EVERY OTHER CHILD AND
STUDENT IN BOSTON. ASK YOURSELVES WHAT KIND OF CITY DO WE WANT TO BE? ONE WHERE STUDENTS WITH DISABILITIES ARE LEFT BEHIND OR ONE WHERE EVERY CHILD EVERY BOSTON PUBLIC SCHOOL STUDENT
REGARDLESS OF THEIR ABILITIES HAVE HAVE THE THE TOOLS AND RESOURCES TO BE SUCCESSFUL. THIS IS ABOUT THIS IS ABOUT MORE THAN BUDGETS OR POLICIES.
IT'S ABOUT REAL STUDENTS REAL STUDENTS LIKE MYSELF REAL FAMILIES REAL FUTURES. IT'S ABOUT FAIRNESS, JUSTICE AND OPPORTUNITY. WE ARE CAPABLE. WE ARE READY AND WE ARE ASKING
YOU TO ACT NOW. I AM ASKING YOU TO ACT NOW. BOSTON PUBLIC SCHOOLS CANNOT ITSELF CAN CALL ITSELF A FAMILY OF OPPORTUNITY. WHILE STUDENTS WITH DISABILITIES FALL THROUGH THE
CRACKS AND INVEST IN OUR EDUCATION, SUPPORT OUR TEACHERS . ENSURE FAMILIES ARE NO LONGER FEEL FORCED TO LEAVE JUST BECAUSE THEIR CHILDREN DO NOT GET THE SERVICES THEY NEED. WE ARE ASKING YOU.
I AM ASKING YOU TO BE THE LEADERS YOU STAND FOR FOR EVERY BOSTON PUBLIC STUDENT, EVERY FAMILY AND EVERY FUTURE IN THIS CITY. THE TIME TO ACT IS NOW. THANK YOU GUYS THANK YOU. THANK YOU THANK YOU.
THANK YOU. UM AND I WANTED TO ACKNOWLEDGE THAT WE ALSO HAVE BEEN JOINED BY COUNCILOR FITZGERALD AND COUNCILOR FITZGERALD. LAYLA LIVES IN YOUR DISTRICT. SO WAS ME A WHOLE LOT WE ALL.
I JUST WANT TO MAKE SURE I'M MAKING THESE CONNECTIONS. THAT'S MY JOB. MAKE SURE YOU KNOW WHO YOU SERVE. THANK YOU ALL FOR BEING HERE. AND THANK YOU FOR BEING SUCH A STRONG VOICE NOT JUST FOR YOURSELF BUT FOR ALL THE
STUDENTS THAT, UM, WE'RE HERE TO FIGHT FOR. SO I JUST WANT TO SAY THANK YOU. I KNOW IT'S NOT EASY TO BE THE THE STUDENT VOICE AMONG. THE ADULTS, BUT YOU HELD IT DOWN. SO I JUST WANT TO SAY THANK YOU
FOR FOR BRINGING ALL OF YOURSELF INTO THE CHAMBER. ALL RIGHT, SO MY DEAR FRIEND, UH, MY GOOD PARTNER IN TROUBLE . WE GO WAY BACK TO AND IT'S ALWAYS GREAT TO SEE YOU. THANK YOU SO MUCH. HONORABLE CHAIR.
>> AND COUNCILORS. I HAVE TO SAY NYLA. >> THAT WAS VERY POWERFUL. AS A STUDENT AND I WAS INSPIRED TO GO INTO SPECIAL EDUCATION BECAUSE OF THE SAME ISSUES THAT HAPPENED SO MANY DECADES AGO. SO HERE WE ARE TO HAVE THIS
CANDID CONVERSATION. AND LET'S GET TO IT. EPS IS A $1.7 MILLION SYSTEM, YET 80% OF BLACK AND BROWN STUDENTS AND MORE THAN 90% OF STUDENTS WITH DISABILITIES
ARE NOT READING PROFICIENTLY. ENROLLMENT IS DECLINING. SPENDING IS AT AN ALL TIME HIGH IN OUTCOMES ARE STAGNANT. THE QUESTION IS NOT WHETHER BPA SPENDS ENOUGH. THE QUESTION IS WHETHER THAT
SPENDING PRODUCES RESULTS FOR STUDENTS IN WHICH STUDENTS ARE PERSISTENTLY LEFT BEHIND. BP'S RECEIVED AN UNPRECEDENTED INFUSION OF FEDERAL FUNDS, YET
RECOVERY FELL SHORT. A 2019 DC AUDIT DESCRIBED BP'S SPECIAL EDUCATION AS BEING IN SYSTEMIC DISARRAY AND TODAY OUTCOMES FOR STUDENTS WITH DISABILITIES HAVE NOT EVEN
RECOVERED TO THOSE ALREADY DISAPPOINTING 2019 LEVELS. BLACK STUDENTS, ESPECIALLY BLACK MALES, REMAIN OVERREPRESENTED IN SUBSTANTIALLY SEPARATE PLACEMENTS. PERSISTENT DISPARITIES AFTER HISTORIC FEDERAL.
RELIEF CANNOT BE. EXPLAINED BY THE LACK OF RESOURCES. THE PROBLEM IS NOT THE STUDENTS. THE ISSUE IS STRATEGY ALIGNMENT ,RACIAL EQUITY AND ACCOUNTABILITY. THE BUDGET.
IS NOT JUST A FINANCIAL DOCUMENT. IT IS THE DISTRICT'S ACADEMIC STRATEGY WRITTEN IN NUMBERS. THE FY 26 BUDGET INCLUDES APPROXIMATELY $553 MILLION FOR
SPECIAL EDUCATION, ROUGHLY ONE THIRD OF THE ENTIRE $1.7 BILLION BUDGET. AT THAT SCALE OF INVESTMENT, FAMILIES SHOULD SEE CLEAR MEASURABLE GAINS IN LITERACY, INCLUSION AND GRADUATION
OUTCOMES WHEN SPENDING RISES BUT ACADEMIC OUTCOMES STAGNATE. THE QUESTION IS NOT HOW BPA SPENDS IT IS HOW EFFECTIVELY THE DISTRICT ALIGNS SPENDING WITH RESULTS.
WHY AREN'T THESE INVESTMENTS REACHING STUDENTS AND CHANGING OUTCOMES? THE PROPOSED BUDGET REFLECTS A TROUBLING STRUCTURAL SHIFT. BP IS CUTTING 3.3% OF SPECIAL
EDUCATION POSITIONS 167 ROLES WHILE INCREASING OUTSOURCED INSTRUCTIONAL SERVICES BY 15% OR $29 MILLION OUT OF DISTRICT
PLACEMENTS INCLUDING TRANSPORTATION NOW COSTS $68 MILLION ANNUALLY. WHILE SOME PLACEMENTS ARE NECESSARY FOR STUDENTS WITH HIGHLY SPECIALIZED NEEDS, RISING COSTS OFTEN REFLECT
SOMETHING DEEPER. THE DISTRICT'S FAILURE TO BUILD STRONG IN DISTRICT PROGRAMS CAPABLE OF SERVING STUDENTS LOCALLY. ONE EXAMPLE BP'S IS CLOSING
HENDERSON 912 A NATIONALLY RECOGNIZED EXEMPLAR OF EFFECTIVE PRACTICE DISCARDING RATHER THAN SCALING ,THIS PROVEN MODEL LIMITS
OPTIONS FOR STUDENTS PREVIOUSLY SERVED IN OUT OF DISTRICT PLACEMENTS CUTTING IN DISTRICT STAFF WHILE EXPANDING OUTSOURCING IS LIKE TRYING TO SAVE MONEY ON GROCERIES WHILE
EATING OUT EVERY NIGHT. THE SYSTEM BECOMES MORE EXPENSIVE AND LESS EFFECTIVE. NEARLY $100 MILLION OF THE SPECIAL ED BUDGET LEAVES THE DISTRICT FOR PRIVATE SPECIAL ED
VENDORS. OUTSOURCING DOES NOT BUILD INTERNAL CAPACITY NEEDED FOR STRONG IN DISTRICT PROGRAMS. SUSTAINABLE INCLUSION REQUIRES BUILDING EXPERTISE IN SCHOOLS
WITH STRONG SCHOOL TEAMS THAT PLAN TOGETHER CO-TEACH, MONITOR PROGRESS AND ADJUST INSTRUCTION. RELIANCE ON VENDORS MAY SOLVE A SHORT. TERM STAFFING PROBLEM, BUT IT
DOES NOT BUILD AN INFRASTRUCTURE OF INSTITUTIONAL KNOWLEDGE REQUIRED FOR CONSISTENT HIGH QUALITY INSTRUCTION AND CONTINUOUS IMPROVEMENT. INCLUSION IS NOT SIMPLY A PLACEMENT DECISION.
IT IS ACCESS TO HIGH QUALITY SEATS IN STRONG SCHOOLS WHICH REQUIRES INVESTING IN PEOPLE EXPERTISE AND COLLABORATION INSIDE SCHOOLS. NATIONAL INCLUSION DEBATES ARE DEEPLY CONNECTED TO RACIAL
JUSTICE AND SPECIAL EDUCATION EQUITY AND ASSESSMENT, IDENTIFICATION, PLACEMENT AND STUDENT OUTCOMES AND BP'S BLACK STUDENTS ARE DISPROPORTIONATELY IDENTIFIED WITH EMOTIONAL
IMPAIRMENT AND INTELLECTUAL IMPAIRMENT, OFTEN DUE TO BIAS AND REFERRAL EVALUATION AND PLACEMENT PRACTICES. BLACK BOYS ARE DISPROPORTIONATELY PLACED IN HIGHLY RESTRICTIVE,
SUBSTANTIALLY SEPARATE SETTINGS AND HARSHLY DISCIPLINE PATTERNS THAT CONTRIBUTE TO THE SCHOOL TO PRISON PIPELINE. MULTILINGUAL LEARNERS OFTEN UNDERGO EVALUATIONS THAT FAIL TO DISTINGUISH LANGUAGE
DIFFERENCE FROM DISABILITY, RESULTING IN BOTH OVER IDENTIFICATION AND UNDER IDENTIFICATION OFTEN FAILING TO LEAD TO PLACEMENTS IN PROGRAMS THAT ADDRESS THE NATIVE
LANGUAGE OR INSTRUCTIONAL NEEDS. A BUDGET IS MORE THAN A FINANCIAL DOCUMENT IT IS AN ACADEMIC ROADMAP A PLAN THAT MUST ENSURE EVERY STUDENT IS ON THE PATHWAY TO GRADUATION.
DECADES OF RESEARCH SHOW ABOUT 95% OF STUDENTS, INCLUDING STUDENTS WITH DISABILITIES CAN LEARN TO READ WITH EXPLICIT EVIDENCE BASED INSTRUCTION AND THE RIGHT SUPPORTS. WHEN A DISTRICT FAILS TO BUILD
A STRONG LITERACY STRONG LITERACY SKILLS THIS IS NOT INCREMENTAL UNDERPERFORMANCE. IT IS A LITERACY EMERGENCY. BP HAS USED THE FOCUS CURRICULUM IN EARLY CHILDHOOD
FOR MORE THAN A DECADE, AND THE OUTCOMES HAVE REMAINED PERSISTENTLY POOR. MAINTAIN THE SAME INSTRUCTIONAL FRAMEWORK NOW CALLED EQUITABLE LITERACY. WHILE EXPECTING DIFFERENT
RESULTS REQUIRES SERIOUS SCRUTINY AND HONEST EVALUATION . ADDRESSING LITERACY REQUIRES A STRONG CORE OF IN DISTRICT READING SPECIALISTS WHO CAN BUILD THE CAPACITY OF CLASSROOM
TEACHERS TO DELIVER EFFECTIVE INSTRUCTION. ADDITIONALLY, DISTRICT WIDE NEARLY ONE THIRD OF STUDENTS ARE NOT ON TRACK TO GRADUATE AND THE IMPACT FALLS AGAIN
DISPROPORTIONATELY ON BLACK, BROWN AND MULTILINGUAL LEARNERS WHO DISPROPORTIONATELY LACK RESOURCES TO ACCESS MASS CORE COURSES REQUIRED FOR GRADUATION .
IN CLOSING, FAMILIES NEED A TRANSPARENT PLAN FOCUSED ON STUDENT SUCCESS WITH TIMELINES NOT PROMISES ON PAPER. TEACHERS NEED COLLABORATIVE
IN-PERSON PROFESSIONAL LEARNING, INSTRUCTIONAL COACHING AND JOB EMBEDDED SUPPORT TO EFFECTIVELY IMPLEMENT INCLUSIVE PRACTICES NOT ASYNCHRONOUS WEB MODULES.
WE URGE BP TO SET ANNUAL GROWTH TARGETS TIED DIRECTLY TO BUDGET DECISIONS AND DEVELOP A TRANSPARENT PLAN CONNECTING STAFFING, CURRICULUM SPENDING AND MEASURABLE STUDENT OUTCOMES
. THIS WORK MUST BE GUIDED BY USING THE RACIAL EQUITY PLANNING TOOL, WHICH REQUIRES FAMILY AND COMMUNITY ENGAGEMENT. FAMILY AND COMMUNITY ENGAGEMENT
HAS NOT HAPPENED IN THIS MUST HAPPEN OR THE GAP BETWEEN INVESTMENT AND RESULTS WILL CONTINUE TO WIDEN. A $1.7 MILLION BUDGET MUST DELIVER EFFECTIVE INSTRUCTION,
ACCOUNTABILITY AND RESULTS BECAUSE TODAY'S STUDENTS CANNOT WAIT FOR STRATEGY TO CATCH UP WITH SPENDING. THANK YOU. THANK YOU. >> OH WOW. WE FIND OUT YOU HAVE.
GOOD JOB. I'M JUST OUT. >> ON A TIME TOO. YEAH. YOU DID A GREAT JOB. UM, NO, I LOVE THAT. THANK YOU. UM, AND, UH, YOU KNOW, I ALSO WANT TO ACKNOWLEDGE THAT I'VE
BEEN JOINED BY, UM WE'VE BEEN JOINED BY OUR UM, CO-SPONSOR UH COUNCILOR UH CULPEPER FROM REPRESENTING DISTRICT SEVEN. AND ONE OF THE REASONS WHY I LIKE TO START WITH COMMUNITY
FIRST IS BECAUSE THERE'S ALWAYS A DISCONNECT FROM WHAT. WE HEAR FROM THE ADMINISTRATION OR FROM DPS AND WHAT IS HAPPENING IN THE STREETS AND IN
THE CLASSROOMS AND FROM PEOPLE WHO ARE ORGANIZING AND I FEEL LIKE IT HELPS US AT LEAST I'LL SPEAK FOR MYSELF. IT HELPS ME BETTER UNDERSTAND THE TYPES OF QUESTIONS THAT I SHOULD BE ASKING AND THE THINGS
THAT WE SHOULD BE PAYING ATTENTION TO WHEN WE MOVE ON TO THE ADMINISTRATION PANEL. SO I JUST WANT TO SAY THANK YOU FOR GROUNDING US IN YOUR REALITY BECAUSE THAT HELPS US SET THE STAGE FOR WHAT THIS
TIME TOGETHER IS SUPPOSED TO BE ABOUT. SO SO THANK YOU FOR BRINGING IT ALL HERE THE WAY YOU DO. UM AND BECAUSE WE HAVE TO HAVE A HARD STOP AT FIVE, I'M GOING
TO ASK MY COLLEAGUES IF YOU HAVE QUESTIONS. UM. YOU LET ME KNOW BY TURNING ON YOUR LIGHT. THAT WAY I KNOW WHO I'M GOING TO GO TO. SO I KNOW COUNCILOR FLYNN HAS QUESTIONS, OKAY? BECAUSE I I DON'T WANT TO FORCE
PEOPLE TO ASK QUESTIONS. I DON'T KNOW HOW THAT IS. COUNCILOR MURPHY HAS QUESTIONS . COUNCILOR WEBER COUNCIL CULPEPER. ALL RIGHT. JUST WANT TO MAKE SURE WE GOT QUIET. SO NOW THAT I KNOW WHO HAS QUESTIONS I'M GOING TO GIVE
EVERYBODY FIVE MINUTES BECAUSE IF EVERYBODY HAD QUESTIONS I WAS GOING TO GIVE YOU ALL THREE MINUTES. BUT SINCE IT'S ONLY A FEW OF Y'ALL YOU GET FIVE OKAY. AND IF YOU ARE INSPIRED TO ASK A QUESTION YOU CAN AFTER THE
QUESTION PERIOD HAS STARTED. DON'T THINK THAT YOU CAN'T. SO FOR NOW WE'RE GOING TO GO WITH FIVE MINUTES EACH AND I'M GOING TO START WITH UM COUNCILOR CULPEPER AS ONE
OF THE ORIGINAL I DON'T GET MARK FLYNN I SEE YOU'RE ALREADY LOOKING UP COUNCILOR CULPEPER BECAUSE HE'S ONE OF THE ORIGINAL CO-SPONSORS AND THEN ALL YOU AND THEN HE HASN'T
SPOKEN. COME IN COUNCILOR MURPHY AND THEN COUNCILOR. FLYNN AND THEN COUNCILOR WEBER . YOU GOT THREE MINUTES.
NOW THAT I CHANGED MY MIND. UM, FIVE FIVE MINUTES. JUST GO. BECAUSE JOKING WITH YOUR. OPPONENTS, YOUR. ISSUES WITH ADEQUATELY
PROVIDING RESOURCES FOR ENGLISH LANGUAGE LEARNERS AMONG OTHER THINGS REMAINING SERIOUS PERSISTENT CONCERN AND DISTRICT SEVEN MANY FAMILIES CONTINUE TO
RAISE CONCERNS OF STUDENTS BEING TRANSITION TO ENGLISH ONLY INSTRUCTION BEFORE THEY RECEIVE SUFFICIENT LANGUAGE AND THEIR OWN LANGUAGE. AND LET ME LET ME JUST BACK UP
A MINUTE WHO DO WE HAVE HERE? IS DOCTOR ALL RIGHT STILL HERE. THIS THIS. >> IS. THE COMMUNITY PANEL OKAY. THAT THOSE QUESTIONS COULD BE RESERVED FOR WHEN WE GO TO DISTRICT IF YOU HAVE QUESTIONS MR. I DO OKAY.
UH SO THIS IS THE COMMUNITY. THANK YOU. THANK YOU. DOCTOR BRAZILE UH, BECAUSE I DO AGREE WITH YOU THAT UH YOU CAN'T SAVE MONEY WHILE EATING OUT EVERY MAN.
AND WHEN I LOOK AT WHERE WE ARE ,YOU MENTIONED THIS STUDENT PRISON PIPELINE. I LOOK AT HOW OUR YOUNG FOLKS ESPECIALLY WHEN YOU MENTION THE
BLACK MEN, UH, AND YOU TALKED ABOUT AN ACADEMIC ROADMAP AND FOR THEM THE ACADEMIC ROADMAP IS REALLY GOING OFF A CLIFF
BECAUSE THERE'S NO REAL FOCUS AND A FINANCIAL WAY ON HOW DO WE. WORK TO CHANGE THAT. AND YOU KNOW, FOR ME AS A BLACK
MAN ON THAT STUDENT PRISON PIPELINE, I KNOW PEOPLE HEAR IT A LOT BUT I DON'T THINK PEOPLE UNDERSTAND HOW REAL IT IS. UH, I GOT A CALL FROM A YOUNG
MAN ON MY WAY HERE AND, UH, HE'S ON FEDERAL PROBATION. YOUNG MAN. AND HE SAID THAT IF HE DOESN'T GET A JOB, HE'S GOING BACK TO JAIL.
WHO'S PROVIDING FOR THEM? ESPECIALLY WHEN THEY'RE STILL IN SCHOOL. AND SO WHEN YOU REALLY THINK ABOUT WHERE WE ARE AND YOU CAN YOU CAN ANSWER THAT I'VE GOT A FEW MORE QUESTIONS BECAUSE HE
GAVE ME UH EIGHT MINUTES SHE THAT FIVE AND THREE SHE GAVE ME EIGHT MINUTES. BUT TALK TO BRAZIL TALK ABOUT WHAT WE NEED TO DO TO REALLY BE SERIOUS ABOUT THAT STUDENT
PRISON PIPELINE. THANK YOU FOR THAT POWERFUL QUESTION. UH, COUNSELOR CULPEPER, I THINK FIRST OF ALL WE NEED TO. ACKNOWLEDGE THAT THERE. IS OVERREPRESENTATION WE CAN'T
SOLVE A PROBLEM THAT IS NOT CONFRONTED IN FACE RIGHT NOW THEY ARE 22% 22% OF THE POPULATION. UH, IN. IS EDUCATED IN SPECIAL
EDUCATION DISPROPORTIONATELY REPRESENTING BLACK MALES. WE KNOW FROM THE JOHNS HOPKINS STUDY THAT BLACK TEACHERS AMELIORATE THE SCHOOL TO PRISON
PIPELINE ISSUE BUT ALSO ACCELERATES PARTICULARLY BLACK STUDENTS BUT ALL STUDENTS INTO ADVANCED COURSEWORK. THERE IS A 4,039% CHANCE IF A
BLACK STUDENT HAS A BLACK A BLACK MALE HAS A BLACK TEACHER JUST ONE YEAR JUST FOR ONE YEAR IN THOSE PRIMARY GRADES FOR THAT STUDENT TO GET INTO. ADVANCED COURSES.
AND INTO COLLEGE AND HAVE ASPIRATIONS FOR COLLEGE RIGHT NOW WITH THE SHORTFALL THAT'S HAPPENING WITH THE LAY OFF OF TEACHERS, WE KNOW THAT BLACK TEACHERS ARE GOING TO BE
DISPROPORTIONATELY LAID OFF. UH I CAN SAY THE KING SCHOOL I THINK ALL BUT ONE BLACK TEACHER IS GOING TO BE LAID OFF IN THOSE. THAT'S WHERE. WE HAD MALE KING ACADEMY.
THAT'S WHERE WE HAVE THE HIGHEST NUMBER OF BLACK MALES. SO STUDENTS ARE NOT GOING TO SEE THEMSELVES REPRESENTED IN IN THE STAFFING. THAT'S A PROBLEM. SO I THINK THERE IS A LOT OF WORK.
THERE'S A MORGAN DECREE ON TOP OF IT THAT'S BEEN IN PLACE FOR DECADES THAT REQUIRES US TO HAVE 25% BLACK EDUCATORS, WHICH THE DISTRICT HAS FAILED TO
COMPLY WITH. THERE ARE NUMEROUS. ISSUES CULTURALLY RESPONSIVE. TEACHING. >> PROFESSIONAL DEVELOPMENT REALLY LOOKING AT I THINK BLACK MALES I COULD. >> HAVE. THE FIGURES WRONG. I'M SURE THAT UM.
CHIEF SEAL MAY HAVE THE NUMBER BUT I BELIEVE THEY'RE ABOUT 14% BLACK MALES IN THE. DISTRICT YET THEY COMPRISE 29% OF THE STUDENTS IN SPECIAL EDUCATION IT IS
DISPROPORTIONATE. SO THAT'S A GREAT QUESTION. WE HAVE BEEN IN A BETTER PLACE. WE HAVE DONE THIS WORK BETTER. HISTORY MATTERS AND INSTITUTIONAL KNOWLEDGE MATTERS .
I WAS THE. CHIEF SEAL. WAS THERE WHEN WE DID GREAT WORK ON UNDER DOCTOR THOMPSON TO CUT AWAY FROM HAVING THAT
DISPROPORTIONALITY AND HAVING ASPIRATIONAL OPTIONS FOR OUR STUDENTS. SO THANK YOU. TO MARK. WHEN YOU LOOK AT THE BUDGET THE BOSTON PUBLIC SCHOOL BUDGET THIS YEAR, THE PROPOSED BUDGET
ABSOLUTELY. SO MUCH OF MY TESTIMONY WAS ON THAT. WHAT RECOMMENDATIONS DO YOU HAVE WITH REGARD TO. I WOULD SAY. I THINK WE SHOULD LOOK AT THE BUDGET. WITH REGARD TO THE.
STUDENT PRISON PIPELINE. I THINK STRENGTHENING UM, SPECIAL ED PROGRAMS SO FEWER STUDENTS END UP IN SUBSIDIES END UP IN SPECIAL ED. FIRST OF ALL WE NEED TO STRENGTHEN OUR PROCESS
OF REFERRAL. WE NEED TO ASK THE QUESTION WHY IS THAT BLACK STUDENT. USUALLY A MALE SITTING IN THE BACK OF THE CLASSROOM AND WHY ISN'T. THAT STUDENT. GOING ON FIELD TRIPS?
WHY ISN'T THAT STUDENT INCLUDED? WE NEED TO LOOK AT GENERAL EDUCATION TO FIND OUT HOW WE CAN FIRM UP, UH, GENERAL EDUCATION SO THAT STILL BLACK
STUDENTS ARE NOT DISPROPORTIONATELY REFERRED. ONCE THEY ARE REFERRED, THEY USUALLY END UP IN SPECIAL ED. AND THE OTHER PIECE IS THEY GO IN AND THEY DON'T COME OUT,
THEY MAY DROP OUT, THEY MAY GO TO DS. I JUST WONDER YOU. COULD WHEN WE BECAUSE THE COUNCIL CULPEPER I'M SORRY IT'S JUST THAT WE HAVE A VERY
LIMITED TIME. I JUST HAVE. WELL YOU ALREADY GOING TO DO IT ANYWAY SO I DON'T KNOW YOU ALL ARE YOU ASKING? I JUST WANTED TO PUT DOLLARS AND CENTS WHERE WE SHOULD TAKE DOLLARS FROM AND WHERE WE
SHOULD PUT DOLLARS THAT WILL HAVE AN IMPACT ON THIS. AND THEN. >> EDITH, WHAT YOU CAN DO IS YOU CAN ANSWER THAT QUESTION. LET ME LET MY COLLEAGUES CAN THAT WAY. SO INVEST IN LITERACY. INVEST IN LITERACY.
YOU GOT THAT THAT'S. WHAT THEY CAN READ THERE. THEY'LL BE SUCCESSFUL IF THEY'RE NOT READING THEY'RE GOING TO ACT UP PERIOD. YEAH YOU SEE DON'T DO THAT AGAIN OKAY. WE'RE GOING TO GO TO
COUNCILOR MURPHY AND THEN UH COUNCILOR FLYNN AND THEN COUNSELOR WEBER AND I ALSO JUST WANT TO NOTE FOR THE RECORD THAT WE HAVE BEEN JOINED BY COUNCIL LER UM AT LARGE LOUIJEUNE. THANK YOU. FINANCE UM.
THANK YOU. PANELIST UM, YOUR TESTIMONY. WAS WHAT I THINK WE NEED RIGHT. AND WE NEED TO. WATCH THIS TAPE OVER. >> I THINK AS WE CONTINUE THESE BUDGET HEARINGS BEFORE.
WE TAKE A VOTE. AND MAKE SOME DECISIONS. >> BUT JUST. ALSO TO BE CLEAR ON. MYSELF AND. >> COUNCIL MEDIA. FILES A HEARING ORDER FOR. UM TO LOOK. CLOSELY AT. >> THE SPECIAL SERVICES AND THE RETURN ON INVESTMENT AND. COUNCILOR ON THE. >> HERE.
IN CULPEPER FILED THE HEARING ORDER WHICH WAS VERY SIMILAR JUST THE PROVISIONS AND SPENDING FOR ENGLISH LEARNERS. SO WE'RE NOW HOLDING BOTH TOGETHER AND SO MUCH OF YOUR TESTIMONY I FEEL LIKE WE COULD
INTERCHANGE YOU KNOW. THE WORDS LANGUAGE LEARNERS LEARNERS ESL WITH SPECIAL ED. SO THANK YOU. FOR HAVING US HERE TOGETHER. UM IT'S AN IMPORTANT CONVERSATION. A FEW THINGS UM.
TALK TO YOU YOU MADE A FEW COMMENTS. WHEN I WAS WRITING DOWN AND IT'S SO TRUE AS A FORMER TEACHER AND MANY TIMES, YOU KNOW, YOUR PROGRESS WAS YOU TOOK YOUR BEGINNING OF YEAR
TESTING ON YOUR STUDENTS. YOU SAW WHERE THEY WERE IN YOU ALL YOU WERE EXPECTED TO ARGUE . I MEAN DON'T GET ME WRONG TEACHERS WORK MIRACLES EVERY DAY BUT WAS TO SHOW PROGRESS SO
YOU CAN SHOW PROGRESS. BUT LIKE YOU MENTIONED THAT DOES NOT IN ANY WAY MEAN THAT THEY'RE READY FOR ADVANCING TO THE NEXT GRADE LEVEL. THEY DID MAKE PROGRESS BUT THEY MAY HAVE COME IN AND IN MANY
TIMES WE SEE THE DATA AND WE SEE WHO IS COMING INTO US WAY BELOW GRADE LEVEL AND OFTENTIMES IT IS OUR BLACK AND BROWN KIDS MOSTLY OUR BOYS ENGLISH LANGUAGE LEARNERS.
SO I DO THINK WE HAVE TO REALLY DIG DEEPER AND THANK YOU BECAUSE I KNOW EVERYONE IN FRONT OF US NOW DOES YOU LOOK AT THAT DATA AND YOU REALLY DO PULL THAT DATA OUT TO GET THOSE
ANSWERS. UM, EVEN LIKE THE ACRONYMS THE OTHER HLA AND THE LARRY LIKE SO YOU TALKED ABOUT THE HOME LANGUAGE ACCESS AND THE NEED. COULD YOU JUST SPEAK TO YOU
KNOW, MAKING SURE IT ISN'T IN THE LEAST RESTRICTIVE ENVIRONMENT BUT ALSO AS WE ROLL OUT AND INCLUSION THAT WE'RE NOT JUST KIND OF CHECKING THAT BOX AND MAKING SURE OUR STUDENTS ARE GETTING WHAT THEY
NEED. BUT I THINK THE HOME LANGUAGE ACCESS IS PROBABLY ONE OF THE CRITICAL DIMENSIONS OF EDUCATION FOR MULTILINGUAL
LEARNERS THAT WE CURRENTLY HAVE THAT WE DO NEED TO ADDRESS NOT ONLY FOR COGNITIVE REASONS BUT ALSO FOR SOCIAL EMOTIONAL REASONS. SO HOW TO DO IT? UH, WE HAVE TO START AND AS I
SAID I SEE IT AT THE THREE PIECE AND UM, THAT YOU START TO BE GIVEN THE WHAT WE HAVE UM THROUGHOUT THE SYSTEM IS THAT
TEACHERS DO NEED SUPPORT AND THEY AND IT MAKES A HUGE DIFFERENCE UH, BEGINNING WITH UH THE FOR EXAMPLE WITH MUSIC AND GYM ETC. UH SPORTS THAT ARE
FROM DIFFERENT CULTURAL BACKGROUNDS, THE VISIBILITY OF THE HOME LANGUAGE IN THE SCHOOL SETTING IS CRITICAL AND I WILL TAKE THIS OPPORTUNITY. I'M DOING STUDENT TEACHER
SUPERVISION AND I UM IN A LOCAL SCHOOL DISTRICT HERE AND UM THE CLASSES ARE BASICALLY BRAZILIAN PORTUGUESE SPEAKERS AND FROM THE DOMINICAN REPUBLIC THIS
FOURTH GRADE. UM SO I LEARNED ABOUT THEM. I WENT IN AND I GREETED THEM IN SPANISH. I GREETED THEM IN PORTUGUESE AND LIKE WE DID THEM IN ENGLISH WHEN MY THING SECOND VISIT I
DID THE SAME THING. THIRD VISIT I'M APPROACHING THE CLASSROOM OF THE CLASSROOM. TEACHER COMES TO ME AND SHE SAYS. OH THEY ARE SO EXCITED YOU ARE COMING. I SAID THEY ARE. YES. >> AND SO I WALK IN AND THEY STAND UP AND CLAP.
AND AT THE END. >> OF THE AT THE BACK OF THE CLASSROOM THAT IS THIS 11 YEAR OLD SHE COMES TO ME AND SHE SAYS IN PORTUGUESE. TEACHER. >> MAY I GIVE YOU A HUG? SO THE ACKNOWLEDGMENT IN THE SCHOOL THE TEACHER SAID WOW,
THE ONLY THING THAT YOU DID WAS MAKE VISIBLE THE LANGUAGE OF LOVE THAT THEY HAVE IN THE CLASSROOM WHICH SOMETIMES THEY ARE THEY FEEL THEY NEED TO HAVE TO HAVE IT. THEY'RE ACKNOWLEDGING THE
SCHOOL. SO I THINK THAT'S THERE. >> ARE MANY DIFFERENT. >> WAYS OF GETTING TO DO IT. AND UH, THE AS I SAID IN THE AT THE END TIME IS NOW I THINK IT'S IMPORTANT TO REALLY PLAN
AND AS YOU SAID IT'S CRITICALLY IMPORTANT PLAN OF ACTION SHORT TERM AND LONG TERM SO THIS CAN OCCUR. THANK YOU. UM ANYONE COULD ANSWER BUT I KNOW YOU TOUCHED ON IT AND I
DON'T KNOW I HOPE I WOULD GET THE SAME ANSWER WHEN WE ASK THE NEXT PANEL BUT WHAT ACADEMIC OR DEVELOPMENTAL BENCHMARKS DO YOU THINK ARE BEING USED TO DETERMINE WHETHER OR NOT SPECIAL ED SERVICES ARE
WORKING? AND I THINK YOU MENTIONED TWO IT MAY SAY THAT WE'RE PROVIDING IT BUT OR CHECKING THE BOX BUT ARE THE STUDENTS GETTING WHAT THEY NEED OUT. >> OF IT? YES. >> THANK YOU FOR THE QUESTION. UH, COUNSELOR MURPHY, PROGRESS
MONITORING IS IS PART OF THE MANDATED ID PROCESS. BUT IT'S REALLY HOW IS THAT STUDENT. ABLE TO ACCESS THE CURRICULUM? THAT IS THE BIGGEST MEASURE
OF PROGRESS IF THE STUDENT IS ACCESSING THE CURRICULUM AND IS SUCCESSFUL WITH THE RIGHT TYPES OF SUPPORTS, THEN WE CAN MEASURE PROGRESS BASED UPON HOW
THAT STUDENT IS MOVING CLOSER TO A SUCCESSFUL PATHWAY TO GRADUATION. AND SO THAT NEEDS TO BE INCREMENTAL AND ONGOING. IT TAKES A TEAM APPROACH AND I
JUST WANT TO EMPHASIZE THAT BP HAS DONE THIS WORK BEFORE SUCCESSFULLY AND SOME OF THOSE SUPPORTS AND LAYERS OF SUPPORT . CAN YOU TELL US WIND AT. >> WHAT POINT WAS.
THIS MEETING. THE MOMENT? SO YOU KNOW, I I KNOW THIS IS ANCIENT HISTORY BUT I'M TALKING ABOUT UM THE LATE DOCTOR THOMPSON WE CALL IT WE REFER TO
THAT AREA AS THE CAMELOT ERA WHERE WE REALLY HAD THIS PHRASE OF IN DATA WE TRUST WE. FOLLOW THE. DATA AND WHEN WE TALK ABOUT
EVIDENCE WHAT IS THE EVIDENCE THAT WHAT WE ARE DOING IS WORKING? THE EVIDENCE HAS TO DO WITH WHETHER THE OUTCOMES ARE REPLICABLE. IF WE DO THIS WE KNOW THAT WE'RE GOING TO GET THAT
OUTCOME. AND SO WE HAVE WHAT I CALL ISLANDS OF SUCCESS AND BP'S THAT WORK WELL. WHAT WE OFTEN DO IS FOCUS ON FAILURE.
WE FOCUS ON TRANSFORMATION SCHOOLS YOU KNOW THERE'S AN OLD SAYING WAY IN THE PIG DOESN'T MAKE IT FATTER. WHAT WE NEED TO DO IS REALLY LOOK AT THOSE ISLANDS OF EXCELLENCE AND SEE WHAT'S
HAPPENING WITH THE SAME DEMOGRAPHIC OF STUDENTS WHO ARE SUCCESSFUL SOMEPLACE ELSE. AND HOW CAN WE IMPORT THOSE STRATEGIES, PROGRAMS, INTERVENTIONS AND PROCESSES
HERE? BUT I CANNOT IGNORE THE FACT THAT PROFESSIONAL LEARNING WAS THE WAS THE GOLD STANDARD. IN THE DAYS OF SUCCESS WE
FOCUSED ON STUDENTS BUT WE SUPPORTED TEACHERS. IT'S NOT ABOUT A ONE SHOT PROFESSIONAL DEVELOPMENT BUT IT'S ABOUT JOB EMBEDDED COACHING. IF WE'RE NOT SUPPORTING WHAT'S
HAPPENING DIRECTLY IN THE CLASSROOM, WHY ARE WE DOING IT ? IF AN INDIVIDUAL IS NOT SUPPORTING WHAT'S. HAPPENING IN THE. CLASSROOM, WHY DO WE NEED THAT POSITION? THOSE ARE THE KIND OF QUESTIONS
THAT WE ASKED IN IN THIS TIGHT FINANCIAL ERA. WE NEED TO GO BACK TO THAT INSTITUTIONAL KNOWLEDGE AND HISTORY ARE THERE AND WHEN WE SAY THAT HISTORY WE STUDY HISTORY SO WE DON'T MAKE THE
SAME MISTAKES. AND SO WE HAVE TO SAY WHAT IS THE INSTITUTIONAL KNOWLEDGE THAT WE'RE IGNORING. AT THE HENDERSON. AND IN OTHER PLACES. OKAY THANK YOU THANK YOU FOR THAT. THANK YOU THANK YOU
COUNCILOR RAVI I'M GOING TO GO TO COUNSELOR FLYNN. UM, FIVE MINUTES AND THEN, UH, COUNSELOR WEBER. THANK YOU, MADAM CHAIR AND THANK YOU TO THE PANEL FOR BEING HERE BUT MORE IMPORTANTLY
FOR THE WORK THAT YOU'VE BEEN DOING FOR SO MANY YEARS. I HAD THE OPPORTUNITY TO TALK TO THE PANEL BEFORE THE START OF THE START OF THE HEARING AND
UM, I WANT TO SAY THANK YOU FOR THE OPPORTUNITY TO WORK WITH ARI FOR MANY YEARS AT SAINT STEPHEN'S YOUTH YOUTH PROGRAM GROUP UM ON PARENT MENTOR
PROGRAM UM WASN'T SURE AREA IF YOU LOOKED AT THE BUDGET AND I KNOW THIS IS A PROGRAM THAT YOU WERE ADVOCATED EFFECTIVELY FOR WASN'T SURE IF YOU LOOKED AT
THE BUDGET IN TERMS OF WHAT WHAT THE CUT OR ANY CUT TO THIS PROGRAM WOULD BE OR IF YOU HAVE ANY FEEDBACK ON THAT. UM. >> THANK YOU. >> COUNCILOR FLYNN. UM, AND JUST TO LET FOLKS KNOW WHO MAY NOT KNOW THE PARENT
MENTOR PROGRAM, UM, PLACES PARENTS AND CAREGIVERS IN CLASSROOMS IN THEIR. CHILDREN'S SCHOOL FOR 2.5 HOURS A DAY. TO WORK. >> ALONGSIDE EDUCATORS OFTEN THOSE PARENT MENTORS. >> UM CAN BE THE ONLY PEOPLE IN THE CLASSROOM WHO SPEAK THE LANGUAGE OF SOME OF THE
STUDENTS. SO IT DOES TIE IN HERE. UM, WE DON'T KNOW YET. UM, WE DON'T. >> HAVE NUMBERS SPECIFICALLY. IN THE IN THE PUBLISHED BUDGET MATERIALS ON THE PARENT MENTOR PROGRAM. UM, SO YOU KNOW, WE'RE IN
CONVERSATION WITH THE CENTRAL. OFFICE AND WE WILL DEFINITELY LET YOU KNOW, UM, AS SOON AS WE KNOW. BUT WE WOULD WE WOULD LOVE TO EXPAND IT TO MORE SCHOOLS AS WELL. NO THANK YOU. IT'S AN EXCELLENT PROGRAM AND
UM, THOSE PROGRAMS WORK. WE WANT TO MAKE SURE THAT WE DON'T BALANCE THE BUDGET ON THE BACKS OF ENGLISH LANGUAGE LEARNERS AND, UH, STUDENTS WITH DISABILITIES.
I'M A STRONG SUPPORTER OF STUDENTS WITH DISABILITIES, ACCESS TO BILINGUAL EDUCATIONAL PROGRAMS. UM, I WANT TO SAY THANK YOU AGAIN ALSO TO THE TO EDITH AND
TO HARRY AND DOCTOR SUPPER AND KATIE AND NO OTHER STUDENT PBS STUDENT. UM, LET ME LET ME ASK EDITH. UM.
AND RESPECT THE WORK YOU'VE DONE FOR UH FOR SO MANY YEARS AS IT RELATES TO BLACK AND BROWN STUDENTS AND AND UM AND
HOW HOW CAN WE WORK OR HOW COULD THIS BUDGET BE DIFFERENT TO CHANGE OUTCOMES FOR FOR STUDENTS WITH DISABILITIES FOR FOR BLACK AND BROWN STUDENTS
WHERE THEY'RE IN THE RIGHT PROGRAMS AT THE RIGHT TIME HAVE THE RIGHT RESOURCES AND SUPPORT SO THAT THEY CAN BE HEALTHY AND SUCCESSFUL STUDENTS. IS IS SOMETHING THAT'S NOT IN
THE BUDGET OR THAT THERE IS IN THE BUDGET THAT'S NOT BEING ADDRESSED. THANK YOU COUNSELOR. UM I THINK THERE ARE THREE THINGS THAT I WOULD SAY NEED TO BE ALIGNED.
THE FIRST WOULD BE TO INVEST IN EARLY LITERACY. AND EXPAND READING SPECIALISTS. I THINK THERE ARE 24 NOW IN THE DISTRICT. WE DO HAVE CERTIFIED TEACHERS
IN READING BUT THEY ARE NOT NECESSARILY UTILIZING THEIR SKILLS IN THE CLASSROOM. POSSESSING CERTIFIED CERTIFICATION IS LIKE HAVING HIGHLY UM HIGH QUALITY MATERIALS.
THEY MAY BE THEY'RE BUT YOU'RE NOT USING IT. UM SO I THINK THAT'S THE FIRST THING UM TO ENSURE THAT EVERY STUDENT LEARNS TO READ ON GRADE LEVEL AND I'M TALKING ABOUT BEING PREVENTATIVE WITH EARLY
CHILDHOOD. BUT FOR THOSE STUDENTS WHO ARE IN UPPER GRADES ENSURING THAT THEY GET THOSE SUPPORTS TO SECOND I WOULD SAY STRENGTHEN
IN DISTRICT SPECIAL EDUCATION PROGRAMS SO FEWER STUDENTS NEED COSTLY OUT OF DISTRICT PLACEMENTS IN SCHOOLS BUILD THEIR OWN INSTRUCTIONAL CAPACITY THAT IS REALLY
IMPORTANT. WHERE IS INCLUSION WORKING SCALE THAT OFTEN WE TRY TO FIX FAILURE INSTEAD OF SCALING SUCCESS AND THAT'S REALLY IMPORTANT.
THIRD, I WOULD SAY ENSURE THAT EVERY HIGH SCHOOL OFFERS MASS CORE COURSES THAT STUDENTS NEED TO GRADUATE. WE KNOW THAT THE EXAM SCHOOLS SOME OF THEM DO WELL BUT FOR
EXAMPLE THE O'BRYANT SCHOOL STUDENTS DON'T HAVE ACCESS TO MASS CORE UH COURSES FOR GRADUATION AND THAT'S A STANDARD THAT BP USES.
UM, WE WHEN RESOURCES ARE FOCUSED ON STRONG INSTRUCTION, INCLUSIVE PROGRAMS AND ACCESS TO RIGOROUS COURSEWORK, THE BUDGET BEGINS TO WORK FOR STUDENTS INSTEAD OF AROUND THEM
. AND SO WE FAIL THE SAME STUDENTS IN FOURTH. I WOULD SAY THAT MAKE SURE WE HAVE A AN EVIDENCE BASED INFRASTRUCTURE FOR PROFESSIONAL
LEARNING FOR TEACHERS SO THEY HAVE TIME TO COLLABORATE. THAT'S SOMETHING THAT WE FOCUSED ON WHEN INCLUSION FIRST STARTED WITH BILL HENDERSON AND OTHER UM REALLY SUCCESSFUL
LEADERS OF INCLUSION, WE MADE SURE THAT TEACHERS HAD ONGOING PROFESSIONAL LEARNING. I WAS IN THE SPECIAL ED DEPARTMENT AT THAT TIME AND PART OF THAT TEAMWORK THAT IS REALLY IMPORTANT INVESTING IN
PROFESSIONAL DEVELOPMENT NOT ASYNCHRONOUS WEB PROGRAMS WHERE TEACHERS UH WHEN THEY DO IT IN PERSON THEY CAN. ASK QUESTIONS. WE WOULD FOLLOW TEACHERS INTO THE CLASSROOM, WE WOULD MODEL
LESSONS. WE WOULD. ANSWER QUESTIONS ABOUT STUDENTS IN REAL TIME. THE BEST EVIDENCE OF OUR SUCCESS IS DEMONSTRATING TO A TEACHER THAT A STUDENT CAN
LEARN USING A SPECIFIC METHODOLOGY THAT ONE BELIEVES WE HAD. TEACHER DOES NOT BELIEVE YOU BUT YOU CAN'T DO IT WITH MY STUDENTS. WE NEED TO DEBUNK THE DEFICIT
MINDSET IN THAT ALL STUDENTS CAN LEARN AND STOP LEAVING OUR STUDENTS BEHIND. THANK YOU THANK THANK YOU MADAM CHAIR. I DON'T HAVE ANY FURTHER QUESTIONS. I KNOW I'M OUT OF TIME BUT I
WOULD LIKE TO SAY HAVING THE PANEL OF OF UM TEACHERS AND EXPERTS IN THIS FIELD UM IS VERY HELPFUL AND UH, SOMETHING I STRONGLY SUPPORT AND LEARNING
LEARNING FROM THEIR EXPERIENCE MAKES IT A BETTER HEARING. THANK YOU, MADAM CHAIR. UM. >> THAT'S HOW I'M. UM. >> SO, UH, I. KNOW COUNCILOR WEBER. UH, YOU HAVE YOUR LIGHT ON AND, UH, COUNSELOR. OH, OKAY. OKAY.
LIKE, UH. JOINING THE. >> CROWD HERE AND COUNCILOR LOUIJEUNE WHAT I'VE ASKED MY COLLEAGUES TO DO IF THEY WANTED TO HAVE QUESTIONS IS TO TURN ON THE LIGHT. SO IF YOU HAVE A QUESTION, JUST WANT TO MAKE SURE THAT YOU DON'T THINK I'M NOT CALLING ON YOU. SO JUST WANT TO NOTE THAT FOR
THE RECORD. COUNCILOR WEBER AND THEN WE'LL GO TO COUNCILOR NOTHING. OKAY. >> UH THANK YOU. UH, PROFESSOR CERPA MY PRONOUNCING THAT RIGHT. OKAY. UH, PROTEGE UH UM, SO WE HAD A
WORKING SESSION WITH THE SUPERINTENDENT AND, UM, WE'VE GOT ABOUT 60 PLUS PAGES OF RESPONSES TO OUR QUESTIONS AND ONE OF THE THINGS I WILL TRY TO FOCUS ON IS ENGLISH
LANGUAGE LEARNERS, YOU KNOW AND I USE THAT MULTI LANGUAGE LEARNER ENGLISH LANGUAGE LEARNER INTERCHANGEABLY. IT JUST THERE'S BECAUSE THERE'S SO MANY IN OUR DISTRICT WE NEED TO MAKE SURE THAT THEY ACHIEVE AT A HIGH LEVEL.
AND AND HOW WE'RE DOING. THAT AND YOU MENTIONED I THE THE SHELTERED UH YOU KNOW EDUCATION OR IMMERSION OR OKAY SO ONE OF THE SOME OF THE DATA
WE GOT AND SOMETHING I WAS GOING TO ASK YOU ABOUT IS IT'S LIKE AROUND WE HAVE ABOUT 14,000 STUDENTS CLASSIFIED AS
ML'S OR YELLOWS IN ABOUT 12,600 OF THEM 86% ARE IN THE SCA CLASSROOMS THESE SORT OF GEN ED CLASSROOMS. SO MY MY QUESTION IS HOW DID THOSE KIDS ARE THEY ABLE TO
LEARN AND WHERE WE'RE. >> YOU KNOW WE. >> HAVE AN INCLUSION MODEL AND THEY'RE GETTING LANGUAGE INSTRUCTION. YOU KNOW THEY'RE GETTING INSTRUCTION SUPPOSEDLY IN THEIR NATIVE LANGUAGE BECAUSE THEY
TALK ABOUT IN THESE PLANS WITH SCAFFOLDING AND THINGS LIKE THAT THAT THEY'RE GETTING NATIVE LANGUAGE INSTRUCTION AND YOU MENTIONED THAT YOU DON'T YOU DON'T LIKE THE SCA MODEL I MEAN SO YEAH I THINK SO ONE
THING WE WERE TOLD WELL THEY'RE GETTING PUSH IN SERVICES DURING THE. DURING CLASS IN THEIR NATIVE LANGUAGE. UM BECAUSE I THINK ONE OF MY QUESTIONS AS DOES EVERY GEN ED
TEACHER IN SPEAK SPANISH FOR EXAMPLE AND KNOW IS THE ANSWER. UH SO I GUESS YOU KNOW WHAT ABOUT THIS MODEL UH, DO YOU KNOW YOU SAID JUST TO SCRAP THE
ENTIRE THING WHAT IS A YOU LIKE WE'RE JUST PRACTICAL SUGGESTIONS THAT MAYBE WE CAN IMPLEMENT AND THEN YOU KNOW, IN A SORT OF YOUR YOUR MODEL IF YOU'RE CREATING IT, WHAT WILL YOU BE DOING? THANK YOU. >> COUNCILOR WEBER. I.
>> UM THE. REASON WHY. I AM VERY CONCERNED. >> ABOUT ACI IS THAT THIS IS A PROGRAM THAT USED TO HAPPEN WHEN I FIRST CAME TO THE UNITED STATES SEVERAL DECADES AGO. SO AS WE. UNDERSTAND WE UM.
IN ORDER. >> FOR KIDS TO LEARN LANGUAGE. LEARNING IS LANGUAGE BASED. SO EVERYTHING. INSTRUCTION THAT IS DONE IN ENGLISH IT'S IT GOES ABOVE THEIR HEADS THEY ARE NOT UNDERSTANDING. AND SO THE RESEARCH SHOWS THAT
SCA DOES NOT PRODUCE GRADE LEVEL ACHIEVEMENT FOR MOST OF THE STUDENTS WHO ARE THERE. SO WHEN WE LOOK AT WHAT STATE OF MASSACHUSETTS IS SAYING THAT BOSTON CAN ACCESS YOU HAVE DUAL LANGUAGE.
PROGRAMS ONE WAY OR TWO WAY YOU HAVE TRADITIONAL BILINGUAL EDUCATION AND. SCA IS. THIRD ON THE LIST. BUT THE FACT IS THE RESULTS THIS IS A PROGRAM THAT FAILS
BEFORE WE EVEN IMPLEMENT IT BECAUSE THE EVIDENCE IS QUITE CLEAR MOST KIDS DO NOT ACHIEVE AT THE GRADE LEVEL IN THE PROGRAM. YES THEY ARE BEING SCHOOLED BUT THEY ARE NOT BEING EDUCATED.
SO WHAT DO I RECOMMEND? UH TRANSITION UH A PLAN FOR TRANSITIONAL BILINGUAL EDUCATION. THERE WAS A TIME THAT WE BOTH HAD FOR EXAMPLE LCI THAT WAS LANGUAGE SPECIFIC WHICH THIS
USED TO BE THE OLD TV PROGRAMS ,TV PROGRAMS OR TRANSITIONAL BILINGUAL EDUCATION PROGRAMS THAT REALLY UH USUALLY LAST FOR THREE YEARS. AND SO THE FIRST YEAR YOU HAVE
75% HOME LANGUAGE TO 25% ENGLISH UH SECOND YEAR 5050 30 OR 7525. SO UH, BECAUSE HOME LANGUAGE IS SUCH AN IMPORTANT COMPONENT, TRANSITIONAL BILINGUAL WOULD BE
THE DEFAULT NOT THE SCA. AND HOW DOES TRANSITIONAL BILINGUAL SO HOW WOULD THAT WORK IN A GEN ED. UH YEAH. BECAUSE UH. VERY IMPORTANT QUESTION. UH UM THE WAY WE LOOK AT
SPECIAL ED WE HAVE SPECIAL ED IN ONE LANGUAGE AND SPECIAL IN TWO LANGUAGES. WHEN WE GO SPECIALIZED INTO LANGUAGE WE'RE LOOKING AT KIDS WITH DISABILITIES. WHO ARE. >> IN THE PROCESS OF LEARNING ENGLISH.
THEY'RE BILINGUAL EDUCATION PROGRAMS SHOULD BE CONSIDERED THE GENERAL ED FOR PURPOSES OF UH, LEAST RESTRICTIVE ENVIRONMENT PLACEMENT. THE TWO PEER.
OF THE INCLUSION FROM A SPED PERSPECTIVE MEANS THAT THEY ARE EDUCATED FOR A CERTAIN AMOUNT OF TIME WITH THEIR. PEERS A PEER OF AN EL UM WITH
DISABILITIES IS ADL WITHOUT DISABILITIES. SO THE WORD INCLUSION AT BIRTH IS MORE EXCLUSION FROM THE PERSPECTIVE OF PLACING THESE CHILDREN WHO NEED TO LEARN
ENGLISH AND NEED TO LEARN ACADEMIC CONTENT IN A GENERAL MONOLINGUAL CLASSROOM AND HAVING PULL OUT OR PUSH IN ESL . SO UH, THERE ARE EXCEPTIONS
THAT ARE A FEW. PEOPLE TO WHOM SCA COULD REALLY BE HELPFUL. UM, GIVEN WHAT WE KNOW FROM THE OUTCOMES OF THE PROGRAMS, IF WE ARE REALLY COMMITTED TO MAKING
SURE THAT EVERYBODY ACCESSES GRADE LEVEL DUAL LANGUAGE IS THE IDEAL BUT TRANSITIONAL BILINGUAL IS THE NEXT OPTION. OKAY, SO JUST ONE QUICK FOLLOW UP.
UM UH IS THAT MY TIME ANYWAY? UM UH. >> YES YOU CAN HAVE ONE QUICK. YEAH SO SO WE HAVE BILINGUAL SCHOOLS FOR DUAL LANGUAGE SCHOOL SO HERNANDEZ THE MINIS WHICH ARE IN MY DISTRICT UM YOU
KNOW WHAT IS THE SORT OF THE YOU KNOW, IN A YOU KNOW, KIDS ARE GOING TO BE IN BOTH LIKE WHAT LEVEL OF INVESTMENT IN THOSE SCHOOLS BECAUSE YOU KNOW AND I THINK SORRY JUDGE GARRITY
AND HIS IMMIGRATION INTEGRATION RULINGS TALKED ABOUT INTEGRATING SCHOOLS EXCEPT FOR I THINK YOU REFER TO PUERTO RICAN UH, STUDENTS BECAUSE IN THE MID 70S YOU KNOW, YOU HAD SPANISH LANGUAGE SPEAKERS IN
PUERTO RICO. THEY COULD BE IN IN SORT OF QUOTE UNQUOTE SEGREGATED SCHOOL ENVIRONMENTS A DUAL LANGUAGE, UH, PROGRAM AND WHAT KINDS OF WELL, WHAT IS A GOOD
DISTRICT BALANCE BETWEEN THE DUAL LANGUAGE PROGRAMS AND THE GENERAL IDEA? THANK YOU. COUNCILOR WEBER. I IDEALLY. WE SHOULD HAVE ALL OF THAT ACROSS THE SCHOOL DISTRICT.
EVERYBODY SHOULD HAVE ACCESS TO DUAL LANGUAGE PROGRAM IDEALLY GIVEN THAT THIS IS NOT A REALITY FOR NOW AND THIS WOULD BE THE GOLD STANDARD UH THE I THINK IT'S CRITICALLY IMPORTANT
TO. UH ON THE SHORT TERM FOCUS. ON DEVELOPING AND IMPLEMENTING GOOD QUALITY TRANSITIONAL BILINGUAL EDUCATION. OKAY. >> THANK YOU. THANK YOU VERY MUCH JENNIFER. THANK YOU FOR LETTING ME. GO OVER. THANK YOU.
>> UM AND I'M GOING TO GO TO COUNSELOR BUT THANK. YOU. HAVE FIVE MINUTES. THANK YOU, MADAM CHAIR. AND AGAIN THANKS TO THE PANELISTS. >> FOR BEING HERE. UM, JUST LISTENING TO THE COMMUNITY REALLY ALWAYS SETS A
TONE FOR THE CONVERSATION AND WHAT YOU ARE HEARING FROM FROM THE COMMUNITY. MY QUESTION I ONLY HAVE ONE REALLY ONE QUESTION. IT'S WHERE ARI UM, NOT JUST BECAUSE YOU'RE A DISTRICT FIVE RESIDENT BUT UM, WHENEVER I
VISIT THE SAINT STEPHEN'S PROGRAM AND I'M ABLE TO HEAR FROM YOUR MEMBERS AND THE WORK THAT THEY DO AND I WAS THINKING ABOUT THE VALUE THAT THEY BRING INTO THE CLASSROOMS AND I KIND
OF WANTED TO ASK YOU DO YOU ALL DO YOU EVER SPEAK WITH YOUR PARENTS ABOUT UM OR SOMEHOW EVALUATE THE IMPACT THAT THEY PLAY INTO THE CLASSROOMS AND
WHAT DO THEY THINK ARE MISSING IN THE IN THE CLASSROOM? I'M PRETTY SURE I'M ASSUMING THAT MOST OF THEM ARE IN TO DUAL LANGUAGE CLASSROOMS OR WOULD HOPE OR CAN YOU EXPLAIN THAT TO ME BECAUSE I ACTUALLY
DON'T KNOW HOW YOU PARTNER THE PARENTS WITH THE CLASSROOMS AND WHAT ARE THEY SEEING HOW HOW ARE THEY COMPLEMENTING THE CLASSROOMS THAT THEY CURRENTLY SERVE? THANKS FOR THE QUESTION.
UM SO WE ARE IN RIGHT NOW TO WELL THREE THREE. >> DUAL. LANGUAGE SCHOOLS UM THE HURLEY THE MANHUNT AND THEN THE BLACKSTONE WHICH. >> NOW HAS A NEW UM DUAL. LANGUAGE STRAND. SO JUST TO KIND. >> OF ADDRESS COUNCILOR WEBBER'S QUESTION. >> YOU CAN ALSO YOU KNOW, IT DOESN'T HAVE TO. >> BE. AN ENTIRE DUAL LANGUAGE SCHOOL.
YOU CAN HAVE A STRAND. >> IN A SCHOOL. AND ALSO THE. BEAUTIFUL THING. ABOUT DUAL LANGUAGE. >> IN THAT IS IS THAT. UM, YOU. KNOW, DONE RIGHT YOU'LL HAVE HALF THE KIDS ARE. DONE IN A YOU KNOW, A PARTICULAR WAY HALF THE KIDS WILL BE NATIVE ENGLISH
SPEAKERS, HALF THE. KIDS WILL HAVE. >> A HOME LANGUAGE OTHER THAN ENGLISH. AND SO THERE IS. INTEGRATION THERE INHERENTLY. RIGHT. >> UM, BUT TO TO KIND OF GET TO YOUR QUESTION ABOUT OUR PARENT MENTORS, UM. THE YOU'RE SPOT ON, RIGHT?
LIKE A BIG PURPOSE OF THE PROGRAM IS TO GET. PARENTS INTO THE. SCHOOLS SEEING WHAT'S. HAPPENING IN THE. SCHOOLS AND THEN WE. DO COMMUNITY ORGANIZING WORK WITH THEM. UM, AND ACTUALLY, YOU KNOW. THE REASON. >> THAT I'M HERE TODAY IS
BECAUSE OUR PARENTS HAVE BEEN ASKING FOR MORE BILINGUAL PROGRAMS FOR MORE NATIVE LANGUAGE. UM, AND YOU KNOW, I HEAR ALL ALL THE TIME. >> THE OTHER DAY. >> A PARENT. TOLD ME A STORY. THAT, UM, YOU. KNOW.
>> ONE OF THE KIDS IN HER CLASSROOM. SHE'S NOT IN A SHE'S NOT IN A. BILINGUAL CLASSROOM. >> RIGHT? SHE'S THE ONLY PERSON IN. >> HER CLASSROOM WHO SPEAKS SPANISH. AND ONE OF THE KIDS WAS COMPLETELY LOST IN MATH. AND SO SHE SAT DOWN WITH THE KID. SHE HAS LIMITED.
ENGLISH BUT SHE UNDERSTANDS. >> THE MATH RIGHT? AND SHE CAN. FOLLOW WHAT THE TEACHER IS DOING. SO SHE HELPED THE. KID UNDERSTAND THE INSTRUCTIONS AND. THEN THE KID GOT THE MATH. CONCEPT AND STOPPED ACTING OUT RIGHT. AND SO WHAT.
WE'RE TRYING TO DO IS. BRIDGE THAT GAP BETWEEN HOME. AND SCHOOL AND BRING PARENTS. VOICES, UM, INTO KIND OF THE CENTER OF THE POLICY DISCUSSION. AND THEN THAT ACTUALLY TRIGGERS
A FOLLOW UP QUESTION FOR ME. SO I HOPE I HAVE TIME UM, WITH SITUATION LIKE THAT, IS THERE EVER AN OPPORTUNITY FOR YOU ALL TO KIND OF HAVE A CONVERSATION WITH IF IT'S EITHER THE PRINCIPALS OR THE TEACHERS
OF THE SCHOOLS, ARE YOU CERTAIN TO SAY HEY LIKE YOU JUST REALIZED THAT BECAUSE OF A LANGUAGE BARRIER THERE MAYBE THE MATH WASN'T THEY UNDERSTAND THE MATH. THEY WON'T UNDERSTAND THE LANGUAGE THAT WHAT THE MATH IS BEING TAUGHT IN UM HOW DO YOU
GET TO THAT? HOW DO YOU HELP THAT STUDENT MAYBE LET'S SAY GET TO A CLASSROOM WHERE THEY WON'T HAVE THAT OBSTACLE. FOR YEAH. UM I MEAN A BIG PIECE OF IT IS THE PIPELINE FOR BILINGUAL
EDUCATORS. AND SO ONE. >> OF THE THINGS WE'RE DOING AT SAINT. STEPHEN'S IS UM, WORKING WITH OUR PARENT MENTORS. TO GET THEM. >> WE JUST HAD NINE PARENT MENTORS. >> WHO PASSED THE PARA. PRO EXAM SO THEY CAN BECOME
BILINGUAL PARAPROFESSIONALS. UM, BUT WE'RE HEARING RIGHT THAT WE'RE LOSING. A LOT OF BILINGUAL PARAPROFESSIONALS AND. SO WE'RE NOT EVEN SURE IF OUR FOLKS WHO ARE IN THAT PIPELINE . ARE GOING TO BE ABLE TO GET JOBS. IN DPS OR IF THEY'RE GOING TO
END UP GOING. >> TO OTHER DISTRICTS, OTHER SCHOOLS. UM, AND. SO AND I THINK WHEN WE TALK ABOUT. CREATION OF. BILINGUAL PROGRAMS THAT HAS TO
BE DONE IN COLLABORATION WITH THE FAMILIES, WITH THE STUDENTS, WITH THE COMMUNITY. >> THE. COMMUNITY HAS TO WANT THAT SCHOOL RIGHT. UM, AND BUILD IT INTO UM. >> YOU KNOW, NOT JUST. THE STAFFING PLAN BUT THE. CULTURE OF THE SCHOOL.
AND SO, UM. YOU KNOW, PART OF WHAT WE DO IN THE PERIMETER PROGRAM IS WE'RE. ENCOURAGING FAMILIES TO GO TO PARENT. COUNCIL TO GO TO SCHOOL SITE COUNCIL TO GET INVOLVED AND TO KNOW THAT THEY HAVE A SEAT. >> AT. THE TABLE.
UM, BECAUSE THAT ALSO. CAN FACILITATE THE WORK OF THE DISTRICT. WHEN THEY'RE LOOKING FOR FAMILY. ENGAGEMENT TO BUILD OUT THESE. PROGRAMS. >> YOU'VE GOT BUILT IN FAMILY ENGAGEMENT RIGHT THERE WITH SOME OF THE FAMILIES.
WHO HAVE. HISTORICALLY BEEN EXCLUDED FROM FROM ENGAGEMENT IN THOSE CONVERSATIONS. THANK YOU FOR THAT. UM. THAT DOES TRIGGER ANOTHER FOLLOW UP QUESTION BUT IT'S A QUESTION FOR SO I'M GOING TO
SAVE THAT UM THANK YOU FOR ALL THE WORK YOU ALL DO AND THANK YOU. I HOPE THEY GET TO VISIT SAINT STEPHEN'S AGAIN SOMETIME SHORTLY BUT UM THANK YOU, MADAM CHAIR FOR THE TIME. THANK YOU. I KNOW THAT COUNCILOR CULPEPPER
WAS A CO-SPONSOR AND OUT. >> OF. RESPECT FOR. THAT, YOU GET ONE FOLLOW UP QUESTION. AND THAT'S IT. AND YOU KNOW.
UH, DOCTOR BRAZIL, YOU MENTIONED THAT DECREE. I WANT YOU TO TALK A LITTLE BIT ABOUT THAT DECREE AND YOU SAID IT'S STILL IN EFFECT. YES, UH, COUNCILOR COPPER BUT
IT IS STILL IN EFFECT. AND THE REASON IS THAT WE KNOW THAT THERE WAS A GREAT DEAL OF RESISTANCE TO DESEGREGATION ,BUT THERE WAS ALSO A JUDGE
GARY, RECOGNIZE RESISTANCE TO HIRING BLACK TEACHERS. I WAS ONE OF THOSE BLACK TEACHERS. AND SO THE MORGAN DECREE WELL, I WAS AFTER THAT WAY UP TO I'M
NOT THAT OLD BUT THE MORGAN DECREE WAS TO FORCE THE DISTRICT TO HIRE HIGHLY QUALIFIED BLACK TEACHERS WHO WERE ROUTINELY TURNED AWAY AND
THAT IS STILL IN EFFECT THAT HAS NOT BEEN REMOVED FROM THE COURT ORDER. BUT I THINK IF YOU TALK TO BARBARA FIELDS WHO WAS THE EXPERT, THERE WAS ONE TIME WHEN
BP'S HIT THAT TARGET WHEN BARBARA FIELDS WAS IN CHARGE OF EQUITY. NEVER AGAIN. CAN I SAY ONE THING ABOUT. THE EELS. YEAH. SO I JUST WANT TO SAY THAT.
THERE ARE THREE. CATEGORIES OF STUDENTS THAT ARE NOT FAILING IN BP'S. THEY ARE WHITE STUDENTS, ASIAN STUDENTS AND FORMER ELLS.
SO WHAT DOES THAT TELL US THAT TELL US THAT IF WE KNOW WHAT PROGRAMS TO CREATE FOR EELS SO THAT THEY BECOME PROFICIENT, THEY CAN MEET AND EXCEED EXPECTATIONS. >> WHICH. THEY DO FROM EELS.
IF YOU. LOOK AT THE. >> DATA EXCEED MEET AND EXCEED EXPECTATIONS. THE PROBLEM WITH I HAVE WITH THE TERM INCLUSION WHEN YOU COME TO EELS IT'S NOT INCLUSION
IT'S IMMERSION. IT'S IMMERSION IMMERSING STUDENTS IN PROGRAMS THAT DO NOT WORK FOR THEM. THAT AND ESPECIALLY WHEN IT COMES TO SPECIAL. EDUCATION THESE STUDENTS DO NOT
GET THE. FEDERAL ENTITLEMENT. WHICH IS THE SUPPORT IN A NATIVE LANGUAGE SO THAT THEY CAN GO FROM LEVEL ONE UP TO LEVEL FIVE. WHEN YOU'RE AT LEVEL FIVE YOU
CAN DREAM IN THAT SECOND LANGUAGE. THAT'S REAL PROFICIENCY AND WE KNOW THAT BECAUSE THE RESEARCH IS THERE WHEN STUDENTS ARE TYPICALLY WHO ARE MULTILINGUAL
LEARNERS REFER TO SPECIAL EDUCATION THEY ARE AT LEVEL 1 OR 2 AND THAT'S WHEN THEY NEVER GET ANY BENEFIT FROM SPECIAL ED. WHY? BECAUSE ANY SERVICES THAT UH
BILINGUAL STUDENTS ARE ENTITLED. >> TO. MULTILINGUAL LEARNERS ARE CUT OFF. THEY GET AN EITHER OR NOT A BOTH IN WHICH IS THE A FEDERAL ENTITLEMENT AND BP'S HAS BEEN CITED FOR THAT.
SO I JUST WANT TO. REALLY CLARIFY WE KNOW WHAT WORKS FOR MULTILINGUAL LEARNERS AND B AS CAN BE SUCCESSFUL. HOWEVER I ALSO WANT TO TALK
ABOUT BLACK STUDENTS BLACK STUDENTS HISTORICALLY I CALL THEM DIALECTICAL ENGLISH LEARNERS BECAUSE WE OFTEN SPEAK WITH A DIALECT.
THERE IS NOTHING THAT HAS BEEN DONE TO BRING US OUT OF UM THE LACK OF OPPORTUNITY. SO LOOKING AT. THAT DATA.
WHERE ELSE IF THEY ARE ABLE TO REACH A LEVEL THREE BUT DEFINITELY A LEVEL FOR THEIR PROFICIENT THEY'RE PROFICIENT AND SO WE NEED TO LOOK AT DATA
AND THAT'S ANOTHER PART OF WHAT WE LOOKED AT BACK IN THE DAY IN DATA WE TRUST. >> THANK YOU. THANK YOU. THANK YOU. >> WE HAVE ANOTHER PANEL SO YOU HAVE MORE TIME TO SPEAK. OKAY NOT JUST JUST.
BECAUSE YOU GIVING ME THAT I SO I DON'T WANT TO CLARIFY YOU HAVE MORE TIME OKAY UM SO BECAUSE OF TIME UM I'M NOT GOING TO I'M NOT GOING TO UH,
ASK TOO MANY QUESTIONS BECAUSE I AM IN DEEP COMMUNITY WITH YOU ALL. I KNOW THIS WORK. PERSONALLY AND PROFESSIONALLY EVEN BEFORE I CAME INTO THIS CHAMBER AND THE ONLY QUESTION
THAT I WANT ASK UM BECAUSE THE ONLY THING THAT I FEEL IS CONSISTENT ARE THE ADVOCATES THAT HAVE BEEN FIGHTING FOR CHANGE WITHIN BOSTON PUBLIC SCHOOLS AT LEAST FOR THE LAST 15 YEARS THAT I'VE BEEN IN THE
GAME. YOU ALL HAVE BEEN. FRONT LINE WORKERS IF YOU WILL. SOME OF IT IS YOUR PROFESSION. SOME OF IT IS YOUR PERSONAL
PASSION. AND I'M JUST CURIOUS WHAT IT FEELS LIKE TO CONTINUE TO SHOW
UP AND ASK FOR THINGS AND FEEL LIKE WHAT YOU'RE ASKING FOR IS NEVER MATERIALIZED. WELL I WOULD SAY AS A STUDENT
AS A STUDENT I MEAN WE CAN NEVER STOP I MEAN THE FIGHT IS NEVER GOING TO STOP. I MEAN I FEEL LIKE WE ARE TRYING TO FIX YEARS AND TRYING TO FIX YEARS AND YEARS OF NEGLECT AND THAT DOESN'T
HAPPEN OVERNIGHT. BUT AS LONG AS YOU ARE PASSIONATE ABOUT IT, WANT TO SEE THE CHANGE AND WANT TO DO THE ADVOCACY WORK YOU ALL MIND SHOWING UP. I LOVE BEING HERE. I'M PROUD TO BE HERE. I FEEL HONORED TO BE HERE.
THANK YOU GUYS FOR HAVING ME. UM BECAUSE I KNOW THAT WHAT'S GOING ON AND BP'S IS SERIOUS AND I FEEL LIKE I KNOW I DON'T FEEL OBLIGATED TO ADVOCATE
ADVOCATE BUT I FEEL LIKE POWER POWER EMPOWERED TO ADVOCATE BECAUSE THESE ISSUES ARE LIKE IT'S THE LIST IS JUST GOING ON AND ON AND ON AND THINGS ARE GETTING MORE SERIOUS, YOU KNOW?
AND I FEEL LIKE AS A STUDENT I FEEL HONORED AND I FEEL PROUD TO BE ABLE TO USE MY VOICE AND NOT ONLY SPEAK FOR MYSELF BUT BASICALLY SPEAK FOR THE OTHER 40,000 STUDENTS IN THE DISTRICT THAT AREN'T USING THEIR VOICES
OR CAN'T USE THEIR VOICES AND THE PARENTS AND THE TEACHERS YOU KNOW, THERE'S A LOT GOING ON AND A LOT OF IT IS UNDER LOOK. SO I'M HERE TO REALLY LIKE LET YOU GUYS KNOW THAT LIKE WE WE
HAVE TO MAKE CHANGE INSTEAD OF JUST SITTING IN THESE CONVERSATIONS. THEY'RE GREAT I LOVE THEM BUT I WANT TO SEE ACTION TOO. THANK YOU. THANK YOU AND. THAT'S IT. >> Y'ALL CAN CLAP ON. MY HEARINGS.
THAT'S RIGHT. YOU SAY THE COUNCIL. PRESIDENT COMES AND GETS ME UM OKAY GOOD. THANK YOU. SURE. WATCH THIS LATER AND I'LL GET YELLED. AT NOW. UM THANK YOU FOR THAT. AND I LOVE BECAUSE I FEEL LIKE
FOR ME THAT'S WHY I KEEP SHOWING UP BECAUSE THEY WOULD PREFER US NOT TO. AND I THINK THAT THE MINUTE THAT WE STOP FIGHTING THEN WE'VE ALL LOST. IF WE GIVE UP, WE WON'T. GET NOTHING. THAT'S RIGHT, YOU KNOW.
SO THANK YOU FOR FOR STAYING IN THE FIGHT SO I'D LOVE TO HEAR WHAT DO YOU WANT TO CHANGE BECAUSE COMMUNITY ENGAGEMENT I HEARD FROM VARIOUS FOLKS UM IS
AN AREA OF INTEREST. WE MET WITH PAC AND ARIZONA CPC RECENTLY AND WHAT WE HEARD FROM THEM WAS ALARMING AND I DON'T KNOW IF IT'S TRUE OR NOT BUT I GOT TO SEE IT. WELL I KNOW IT'S TRUE BECAUSE
I'M A PARENT. IS THAT THE DISTRICT WOULD WOULD RATHER NOT FOCUS ON COMMUNITY ENGAGEMENT AND STAKEHOLDERS BECAUSE IT TAKES UP SO MUCH TIME AND I DON'T KNOW IF THAT'S TRUE OR NOT BUT
LIKE THAT'S WHAT I HEARD OUT ON THE STREET SO I JUST NEED TO PUT THAT ON THE RECORD FROM SOMEBODY WHO MIGHT BE ABLE TO GO FIND THAT. YEAH I THINK I CAN SPEAK A LITTLE BIT TO THAT UM AND THROUGH AN EXAMPLE.
SO THIS IS A COUPLE YEARS AGO WHEN THEY WERE ADDING THEY WERE SHIFTING THE GRADE CONFIGURATIONS AND ADDING SIXTH GRADES TO. >> ALMOST ALL THE ELEMENTARY SCHOOLS. THERE WERE THREE SCHOOLS THAT THEY WEREN'T DOING THAT FOUR AND ONE OF THEM THAT WAS IN THE.
BLACKSTONE SCHOOL WHERE WE WORK AND WHEN THE PARENTS ASKED HEY ,WHY DON'T WE GET A SIXTH GRADE TOO? THEY SAID OH. >> THERE'S. NO SPACE. AND THEY. >> WERE THE PARENTS WERE LIKE, ARE YOU SURE? THE DISTRICT SAID. YEAH, YEAH, WE DID ALL OUR WALKTHROUGHS. WE LOOKED AT EVERYTHING. >> THERE'S NO SPACE. THE PARENTS SAID, CAN YOU DO A
WALKTHROUGH WITH US? SURE. >> LO AND BEHOLD THE PARENTS KNEW WHAT THE SPACE WAS RIGHT? AND SO COMMUNITY ENGAGEMENT. IS NOT JUST ABOUT CHECKING. THAT BOX TO SAY WE DID IT AFTER WE MADE THE DECISION.
IT'S ABOUT A SHIFT IN MENTALITY AND BELIEF THAT FAMILIES AND. COMMUNITIES AND ESPECIALLY. STUDENTS KNOW MORE ABOUT WHAT'S HAPPENING IN THEIR COMMUNITIES AND WHEN THEY'RE BROUGHT IN
EARLIER IN THE PROCESS, SOLUTIONS CAN ARISE THAT WE DIDN'T EVEN. KNOW WHERE POSSIBLE BEFORE. THAT'S RIGHT. THAT'S RIGHT. THANK YOU FOR THAT. AND I'D. >> LIKE TO ECHO THAT BY SAYING THAT SCHOOLS HAVE STUDENTS SIX HOURS A DAY.
PARENTS HAVE THEM 18 HOURS PLUS THE WEEKENDS AND THE PARENTS ARE THE EXPERT. ONCE YOU TURN YOUR BACK ON THE CONSUMERS OF INSTITUTIONS AND PROGRAMS THAT YOU CREATE,
YOU'RE IN TROUBLE BECAUSE THE PERSPECTIVE IS LOST. AND I THINK THAT'S WHERE WE SADLY ARE RIGHT NOW. HOW DO WE GET BACK TO THAT? THE FACT. THAT PARENTS FOUND OUT THROUGH
THE MEDIA THAT THE SCHOOLS WERE CLOSING. IS A BIG MAJOR HIT TO THE KIND OF TRUST THAT SAYS IT WANTS TO BUILD WITHIN FAMILIES AND
COMMUNITIES AND YOU CAN'T GET THAT TRUST BACK. SO I THINK THAT YES, YOU CAN START OVER AGAIN BY INCLUDING PARENTS NOT AFTER DECISIONS ARE
MADE BUT BEFORE DECISIONS ARE MADE. AND PLEASE BE TRANSPARENT THE RACIAL EQUITY PLANNING TOOL NEEDS TO BE USED NOT BY JUST DISTRICT STAFF BUT WITH COMMUNITY AND FAMILY ENGAGEMENT
BECAUSE THAT PIECE OF IT IS REALLY. CRITICAL. >> CRITICALLY IMPORTANT. AND WE'VE GOTTEN AWAY FROM THAT . THAT'S RIGHT. THANK YOU. THANK YOU. AS SOMEONE WHO WENT THROUGH. THE THE THE PARENTS. MENTORING PROGRAM, UM I KNOW
HOW IMPORTANT IT IS TO HAVE PARENTS AT THE TABLE SO THAT WE CAN ORGANIZE AND I THINK THAT WE'VE GOTTEN TO A POINT IN THIS ITERATION OF OUR LIVES RIGHT
NOW THAT, YOU KNOW, WE WE WE SHOW UP TO HEARINGS, WE GO TO THE SCHOOL COMMITTEE, WE PARTICIPATE IN PARENT COUNCILS, SCHOOL SITE COUNCILS WE ARE ORGANIZING IN ALL OF THESE SPACES AND PLACES AND I JUST
OFTEN FEEL LIKE WHAT WHAT WE'RE SEEING AND WHAT WE'RE HEARING IS VERY DIFFERENT THAN WHAT GETS INSTITUTED. AND I THINK THAT IS WHAT'S SHATTERING THE MORALE OF FOLKS. AND THAT'S WHY PEOPLE AND NOT JUST BECAUSE OF THE QUALITY
OF SERVICE THAT THEY'RE NOT GETTING IN OUR BOSTON PUBLIC SCHOOLS, BUT I ALSO THINK THE LEVEL OF DISREGARD THAT SO MANY PARENTS PARTICULARLY PARENTS OF COLOR UM, FACE IS GOTTEN TO
THE WIT'S END LIKE YOU DON'T HEAR THAT IN OTHER SCHOOLS LIKE THERE'S SOME SCHOOLS PREDOMINANTLY WHERE THERE'S A HIGHER CONCENTRATION OF WHITE STUDENTS THOSE STUDENTS THAT THEY'RE THEY'RE GOOD BUT IT'S THE SCHOOLS WITH THE LEAST
AMOUNT OF WHITE FOLKS IN IT. THOSE ARE THE ONES THAT HAVE THE MOST PROBLEMS AND THOSE ARE THE ONES WHO ARE OFTEN IGNORED. AND YOU KNOW, I'M ALWAYS GOING TO SAY WHAT I BELIEVE AND I KNOW THAT DOESN'T MAKE EVERYONE FEEL COMFORTABLE IN THIS
CHAMBER, BUT THAT IS THE JOB THAT I HAVE BEEN ASKED TO DO. AND SO THANK YOU FOR UH, BEING HERE. I IF YOU DON'T MIND STAYING
WELL, WE'RE GOING TO HAVE THE ADMINISTRATION THERE MIGHT BE AN OPPORTUNITY FOR JUST ANOTHER QUICK ROUND. >> OF. FACT CHECKING. IF YOU DON'T MIND. FOR THOSE WHO CAN STAY PLEASE DO FOR THOSE WHO HAVE TO GO I
THANK YOU SO MUCH FOR BEING HERE AND I AM OVER MY LITTLE TIME HERE SO THANK YOU. THANK YOU. AND WHILE WE TRANSITION TO THE ADMIN UM I KNOW WE HAVE TWO PEOPLE HERE I AM WANT TO MAKE
SURE THAT WE ON OUR PUBLIC TESTIMONY SO KEVIN AND NAOMI IS I PROBABLY NAOMI SO KEVIN AND NAOMI UM YOU EACH HAVE TWO
MINUTES YOU WANT TO UM WHILE WE TRANSITION TO THAT, I'M GOING TO ASK THE ADMINISTRATION PANEL TO MAKE THEIR WAY TO. UH, THE HOT SEAT. IF YOU WILL. YEAH. >> I KNOW WHO YOU ARE. SO BUT IF YOU WANT ME TO CALL
YOU OUT, I WILL. UM. >> WE HAVE FROM THE ADMINISTRATION. UM. >> WE HAVE DOCTOR SIMON. RIGHT. JOEL. >> GIVE. ME THE. CALL. >> AND CHRISTINE.
TRAVIS ON. OKAY, KEVIN. THANK YOU, MADAM CHAIR SO MUCH FOR HOLDING THIS HERE HEARING. AND THANK YOU, ESTEEMED COUNSELORS, THOSE OF YOU THAT ARE HERE AND I HOPE THE REST
OF YOU THAT AREN'T HERE WILL HEAR ME LATER. UH. MY NAME. >> IS KEVIN BOTT. I SERVE ON THE BOARD OF META, NOT THE PARENT COMPANY OF FACEBOOK. META STANDS FOR MULTICULTURAL
EDUCATION TRAINING AND ADVOCACY . IT'S A GROUP THAT HAS BEEN ADVOCATING FOR ENGLISH LANGUAGE LEARNERS FOR MANY YEARS NOT ONLY WITH US BUT WITH CITIES ACROSS THE COUNTRY.
UM SOME. TIME AGO CLASS COUNCILOR UM SERVING FOR META UH ACHIEVED A COURT ORDER UH DIRECTING DPS TO
EQUITABLY USE TITLE ONE FEDERAL FUNDS TO SUPPORT ENGLISH LANGUAGE LEARNERS IN PROPORTION TO THEIR NUMBERS IN THE SCHOOL SYSTEM. AS PART OF THAT UH, I SHOULD
SAY ALSO BEFORE I GET TO THAT I SERVE AS A OR I VOLUNTEER WITH ,UH, RAFAEL HERNANDEZ SCHOOL DUAL LANGUAGE UH SCHOOL UH, WORKING AFTER SCHOOL WITH PARENTS WHO ARE LEARNING
ENGLISH. I AM VERY LUCKY TO BE FLUENT IN SPANISH AS WELL. UH, AND MANY MANY YEARS AGO, LONG BEFORE MY HAIR TURNED WHITE, I WAS A BILINGUAL TEACHER, UH, IN ELEMENTARY
SCHOOL. SO THAT IS WHY THIS IS A VERY IMPORTANT ISSUE FOR ME. UM, META. >>. >> UH, AND IN THIS, UH, COURT ORDER, UH, IS DESIGNED, AMONG OTHER THINGS TO PRODUCE
CHECKLISTS EACH YEAR FROM EACH SCHOOL TO IDENTIFY HOW THE FEDERAL FUNDS WERE USED IN AN EQUITABLE WAY TO SUPPORT THE UH, NATIVE ENGLISH LEARNERS IN
EACH SCHOOL, UH, THAT HAS NOT PRODUCED THOSE CHECKLISTS TO MATTER TO CLASS COUNCILOR FOR A COUPLE YEARS NOW. AND I WROTE A LETTER TO MY
COUNSELOR, COUNSELOR WEBER JANUARY 2ND, UH, SAYING THAT WE HAD NOT RECEIVED THOSE CHECKLISTS FOR THIS LAST YEAR NOR THE YEAR BEFORE THAT ON HOW EACH SCHOOL HAD SPENT THE FUNDS
. I FILED TESTIMONY YESTERDAY ELECTRONICALLY AND I INCLUDED THAT LETTER DATED JANUARY 2ND
MIRACULOUSLY AT 5:00, UH, THOSE CHECKLISTS APPEARED UH AND WERE PROVIDED TO CLASS COUNCILOR, IF I MAY JUST ONE MORE POINT, UH, WE WERE ABLE TO REVIEW THOSE
CHECKLISTS UH, PRETTY QUICKLY AND IT TURNS OUT THAT THERE'S OVER $1 MILLION THAT WAS NOT SPENT FROM TITLE ONE FUNDS BY THOSE SCHOOLS THAT HAD PLANNED TO SPEND THEM.
THAT, BY THE WAY, IS ENOUGH MONEY TO SUPPORT UH, THE 18 OR SO NATIVE LANGUAGE TEACHERS THAT ARE BEING UH REDUCED FROM
THE SLICE PROGRAM THAT'S THE STUDENTS WITH LIMITED UH LIMITED AND INTERRUPTED FORMAL EDUCATION. SO I, I HOPE THAT YOU WILL LOOK VERY CLOSELY AT HOW THOSE
FEDERAL FUNDS ARE BEING USED TO SUPPORT THIS THE ENGLISH LEARNERS IN IN OUR THANK YOU SO MUCH. THANK YOU. THANK YOU KEVIN THANK YOU.
SEEING INFORMATION IS POWER AND KNOWLEDGE IS TO ASK IT WAS GOOD TO SEE YOU AGAIN GOOD TO SEE YOU. GOOD AFTERNOON. CITY COUNSELORS. MY NAME IS NAOMI SANTIAGO DORMAN.
I'M A RESIDENT OF ROXBURY ACTUALLY D7. UM AND I HAVE TWO CHILDREN MAYBE A THIRD THAT'S GOING TO BE ATTENDING THE CURRENTLY K THROUGH EIGHT UM AND JP AND I'M HERE TO SPEAK ABOUT THE SPECIAL
EDUCATION UM ENGLISH LANGUAGE LEARNERS UM AND THE DEFICIT JUST IN GENERAL I DON'T HAVE ALL OF THE DATA BECAUSE I JUST LEARNED ABOUT THIS OPPORTUNITY YESTERDAY, BUT I'M HERE TO SPEAK ON MY PERSPECTIVE AND
JUST HOW IMPORTANT IT IS TO EMPOWER OUR VOICES AS INDIVIDUALS AND AS PARENTS OF THE SYSTEM. UM, I JUST WANT TO BE HERE TO AGAIN REPRESENT THE STUDENTS THAT ARE GETTING ON THE BUS
RIGHT NOW, THE TEACHERS THAT ARE PROBABLY SO HANGING OUT WITH THE STUDENTS BECAUSE THE BUS DIDN'T MAKE IT TO THE SCHOOL, THE PARENTS THAT CAN'T MAKE IT HERE BECAUSE THEY HAVE TO WORK TO MAKE SURE THAT THOSE CHILDREN HAVE HOMES TO BE IN. I WANT TO MAKE SURE THAT IT'S
BEING SEEN. IT'S BEING HEARD AND COLLECTED THAT THE BUDGET DEFICIT OR AS DOCTOR. UM EDITH SO ELOQUENTLY PUT IT
WE NEED TO DEBUNK THE DEFICIT BECAUSE THERE IS FUNDS IT'S JUST NEEDS TO BE REALLOCATED TO MAKE SURE THAT WE'RE SUPPORTING ALL OF THE INDIVIDUALS THAT ARE MOST AFFECTED, WHICH IS THE
BASE OF THIS ENTIRE CONVERSATION IN THIS REASON, WHICH ARE THE CHILDREN THE SMALLEST MEMBERS OF OUR COMMUNITY. UM, SO AGAIN, JUST HERE TO ASK
FOR THE CITY COUNCIL TO REALLY LOOK THROUGH THIS BUDGETING AND VOTE CORRECTLY TO MAKE SURE WE'RE SUPPORTING SPECIFICALLY OUR BLACK AND BROWN THAT ARE MOST VULNERABLE AND MARGINALIZED FOLKS IN OUR COMMUNITY.
UM, FOR THIS UPCOMING SCHOOL YEAR AND SO ON. SO THANK YOU VERY MUCH. THANK YOU NAOMI. THANK YOU. THANK YOU. ALL RIGHT. SO I. >> KNOW THAT THERE ARE SOME FOLKS ON ZOOM.
AND UM WE'RE GOING TO WAIT FOR THE ZOOM TESTIMONY. IT JUST WANTED TO MAKE SURE THAT THE PEOPLE WHO ARE HERE IN PERSON GOT TO SPEAK BECAUSE I KNOW YOU ALL BEEN WAITING. SO THANK YOU FOR YOUR PATIENCE.
UM, AND SO WE'RE GOING TO START WITH THE ADMIN PANEL. I'M JUST CURIOUS HOW MANY OF. >> YOU ALL. >> BY SHOWING HANDS. HAVE BEEN IN YOUR POSITIONS FOR LONGER THAN FIVE YEARS. WHAT? OKAY SO I'M SOMEONE HAS ANY
HISTORICAL. THINGS THREE YEARS BUT ABOUT. RETURNEE WELL I DON'T KNOW CONSISTENTLY FOR AT LEAST THREE YEARS WITHIN THE AS. >> AN ADMINISTRATOR. IN THE CENTRAL OFFICE.
OKAY SO WHO'S THE NEW PERSON? OH THAT WAS SOMEBODY ME. OH YOU. >> LET ME GO I. >> WAS TRYING TO FIGURE. >> OUT WHO THE NEW PERSON ME WITHOUT PUTTING YOU OUT. >> THERE SO. OKAY GOOD AFTERNOON CHAIR. >> I'M HERE I'M DOCTOR WRIGHT I'M THE NEW PERSON OKAY. YOU ARE WE JUST BECAUSE. I JUST HAVE TO SAY THAT THE. THE THAT I'M HAPPY I HOPE THAT.
YOU STAY. BECAUSE YOU KNOW WE HAVE A REVOLVING DOOR PROBLEM WHICH IS ONE OF THE REASONS WHY WE HAVE LOTS OF FITS AND STARTS AND I THINK WE NEED SOME CONSISTENCY
IN THIS DISTRICT IF WE REALLY WANT TO GET THINGS RIGHT. SO MY. HOPE IS THAT AT LEAST KEEP. YOU HERE FOR. >> AT. LEAST 5 OR 10 YEARS. SO WELCOME. TO LAST AND I'M WHERE NOTHING
REALLY HAPPENS UNLESS YOU FIGHT FOR IT. ALL RIGHT SO YOU GUYS GOING TO HAVE. 20 MINUTES UM AS FOR AND DO YOU ALL KNOW I DON'T LIKE POWERPOINT PRESENTATIONS RIGHT . BUT I BET YOU HAVE THAT RIGHT. WE DO NOT.
OH, Y'ALL. Y'ALL GOT THE MEMO. GOOD JOB. >> SHOW UP IN HERE. >> SPEAK FROM. >> YOUR HEART. TELL IT LIKE IT IS. THAT IS WHAT I'M LOOKING FOR FROM BP'S SO 20 MINUTES. GO.
>> WELL I WANT TO JUST FIRST START BY SAYING GOOD. AFTERNOON AND. >> HELLO TO EVERYONE. I AM THE NEW KID. UM, AS CHAIRMAN HERE, UH, ELEVATED FOR THE GROUP. UM. I ALSO WANT TO ACKNOWLEDGE VICE
CHAIR MURPHY AND MEMBERS OF THE COMMITTEE. MY NAME IS. >> DOCTOR SIMON WRIGHT AND I AM THE DEPUTY SUPERINTENDENT FOR THE BOSTON PUBLIC SCHOOLS. AND YOU KNOW, I JUST FIRST WANT
TO ACKNOWLEDGE THAT THIS HEARING IS MUCH BIGGER THAN THIS MOMENT. UM. BASED ON THE. DIFFERENT STORIES I'VE HEARD OVER THE LAST FEW MONTHS, THERE ARE DECADES OF FRUSTRATIONS
REGARDING THE STUDENT EXPERIENCE FOR OUR STUDENTS WITH DISABILITIES AND MOST HIGHLY WILL LEARNERS WHO MAY HAVE THE TARGET LANGUAGE OF ENGLISH. I HEAR A NARRATIVE WHERE IT
FEELS LIKE WE HAVE NOT BEEN EXPLICIT WITH OUR FAMILIES REGARDING THE HIGH QUALITY STUDENT EXPERIENCE AND THE SERVICE OR SUPPORT STUDENTS CAN EXPECT IN BEPS.
AS THE DAUGHTER OF PARENTS BORN IN ANOTHER COUNTRY, I DO BELIEVE THAT THIS WAS THE EXPERIENCE OF MY PARENTS. I'M NOT SURE THAT THEY UNDERSTOOD THAT A GREAT LEARNING EXPERIENCE WOULD
PROVIDE ME WITH THE SUPPORT WHEN NEEDED. MOSTLY THE ACCOUNTABILITY WAS ON ME AS A STUDENT WHILE I AM
STILL LEARNING IN BOSTON AND I DO WANT TO ACKNOWLEDGE THE COMMUNITY PANEL BECAUSE CHAIR BAZIL AND I HAVE HAD A CONVERSATION AND I WANT TO JUST UPLIFT A FEW THINGS THAT SHE
SAID THERE ARE POCKETS OF EXCELLENCE. I SPENT MY MORNING AT THE ELLIOTT. I ALSO WANT TO ACKNOWLEDGE THAT BP IS PRIMED TO SCALE. I THINK THAT CAME THROUGH IN SOME OF WHAT KATIE HAD TO
SHARE. UM, AND THERE IS STILL A LOT OF WORK TO DO. I DO. FEEL AS IF BP HAS A MORAL
OBLIGATION TO PROVIDE EACH STUDENT WITH WHAT THEY MAY NEED TO BE SUCCESSFUL, REGARDLESS OF WHETHER IT IS LEGALLY REQUIRED OR NOT. OUR HOPE. TODAY IS TO BE ABLE TO TELL OUR
CHANGE STORY, ACKNOWLEDGING THAT WE ARE FUNCTIONING DIFFERENTLY AND THERE IS STILL. QUITE A BIT OF WORK. TO BE DONE. WE HOPE THIS. EXPERIENCE MAKES IT A LITTLE BIT MORE EXPLICIT TO OUR
COMMUNITY. AS TO HOW. >> WE ARE SUPPORTING OUR STUDENTS AND THEIR FAMILIES. I DO WANT TO ACKNOWLEDGE THAT I AM JOINED BY VARIOUS MEMBERS OF THE ACADEMIC EXECUTIVE LEADERSHIP TEAM.
WE HAVE THE CHIEF OF THE OFFICE OF MULTICULTURAL AND MULTILINGUAL EDUCATION JOEL JAMIR CASTEEL, THE. CHIEF OF OFFICE. >> OF SPECIALIZED SERVICES AND THE SENIOR ADVISOR OF SPECIALIZED SERVICES
CHRISTINE TRAVIS TONY THEY WILL SUPPORT WITH ANSWERING QUESTIONS THAT YOU MAY HAVE AND MORE IMPORTANTLY SUPPORT. CLARIFYING ANY RECENT CURRENT
AND OR FUTURE FACING SHIFTS WE ARE MAKING TO SUPPORT. SOME OF OUR MOST. RESILIENT STUDENTS. I DO WANT TO ACKNOWLEDGE THAT BP'S IS CURRENTLY IN THE SECOND
YEAR OF THE IMPLEMENTATION OF THE INCLUSIVE EDUCATION PLAN. AS YOU HEARD KATIE MENTIONED EARLIER AND. THE GOAL HERE IS TO REALLY SUPPORT TO MAKE. >> SURE THE DISTRICT IS PROVIDING.
APPROPRIATE LEARNING OPPORTUNITIES IN THE LEAST RESTRICTIVE ENVIRONMENTS FOR OUR STUDENTS WITH DISABILITIES AND ESTABLISH THE CONDITIONS TO SUPPORT ENGLISH LEARNERS WITH INSTRUCTIONAL EXPERIENCES THAT
NOT. ONLY SUPPORT ENGLISH LANGUAGE PROFICIENCY BUT MASTERY OF ACADEMIC CONTENT. WHILE WE ARE LESS THAN. HALFWAY THROUGH THE ROLLOUT
OF THIS PLAN, IT IS WORTH NOTING THAT WE BELIEVE THE IMPLICATIONS OF THE INCLUSIVE ED PLAN. POSITIONS THE DISTRICT. >> TO OFFER MORE QUALITY SCHOOL OPTIONS TO FAMILIES ACROSS THE CITY.
IT SOLIDIFIES OUR COMMITMENT TO PROVIDING EVERY STUDENT WITH BOTH REQUIRED AND BENEFICIAL SUPPORTS WHILE LEARNING HIGH. INTEREST AND ENGAGING GRADE LEVEL OR HIGHER CONTENT.
AMIDST DIVERSE LEARNERS OF VARIOUS BACKGROUNDS AND CULTURES. WHILE OUR BOTTOM LINE IS TO INCREASE THE QUALITY OF THE STUDENT EXPERIENCE AND BE ABLE TO QUANTIFY THE IMPACT THROUGH
VARIOUS MEASURES BOTH AGGREGATE AND DISAGGREGATED. WE ACKNOWLEDGE WE HAVE A LOT OF WORK TO DO AND THERE ARE EARLY WINS THAT WE DO WANT TO ACKNOWLEDGE. FOR EXAMPLE, THE INCREASE IN
FOUR YEAR GRANT RATES FOR OUR STUDENTS WITH DISABILITIES, MULTILINGUAL LEARNERS, MULTILINGUAL LEARNERS WITH DISABILITIES AND OVERALL WE ALSO WANT TO ACKNOWLEDGE THE
DECREASE IN DROPOUT RATE FOR OUR STUDENTS WITH DISABILITIES MULTILINGUAL LEARNERS, MULTILINGUAL LEARNERS WITH DISABILITIES IN AGGREGATE. YOU HEARD A NUMBER OF FOLKS TALK.
ABOUT INCREASED ENGLISH LANGUAGE PROFICIENCY LAST YEAR . GRADE SEVEN AND GRADE NINE. WERE A. PART OF OUR YEAR ONE ROLL OUT FOR THE IMPLEMENTATION OF THE INCLUSIVE EDUCATION PLAN AND IT
IS WORTH NOTING IN GRADE SEVEN WE. DID SEE A. 4% INCREASE TRENDING FOR STUDENTS ACQUIRING ENGLISH. SAME FOR GRADES NINE. WE ARE NOW SOLELY SUPPORTING
OUR MULTILINGUAL LEARNERS WITH ENGLISH LANGUAGE PROFICIENCY. WE HAVE ALSO PLACED. >> A STAKE IN THE GROUND ON EXPANDING DUAL EXPANDING DUAL LANGUAGE BILINGUAL EDUCATION PROGRAMS TO SUPPORT NATIVE
LANGUAGE INSTRUCTION. DURING THE. 2526 SCHOOL YEAR WE OPENED FOUR NEW DUAL LANGUAGE PROGRAMS. WE ARE ALSO EXCITED TO. BE ABLE TO SHARE THAT THERE. IS A SPANISH. PATHWAY OPTION IN MOST PARTS
OF THE CITY. I DO ONCE. AGAIN WANT TO REITERATE THE WORK THAT WE HAVE IN FRONT OF US AS THE FAIRLY NEW DEPUTY SUPERINTENDENT OF ACADEMICS. MY FOCUS IS TO.
CONTINUE TO BETTER UNDERSTAND THE ASSETS OF OUR SYSTEM THAT. IS BOTH BP AND THE BOSTON COMMUNITY. THE ASPIRATIONS OF. OUR STUDENTS. AND FAMILIES AND BUILD ON.
SOME OF THOSE EARLY WINS SO THAT EACH STUDENT HAS ACCESS. >> TO THE RESOURCES AND SUPPORTS. TO BE ABLE TO UNLOCK THE GREATNESS WITHIN THEM. THANK YOU FOR THE OPPORTUNITY TO SHARE A FEW WORDS.
YOU DID SO IN 13 YOU STILL HAVE 13 MINUTES LEFT. DO YOU WANT YOUR TEAM TO SPEAK ? DO YOU GUYS ARE. YOU PREPARED. EACH TO SAY SOME. OPENING REMARKS? YOU HAVE THE FLOOR. YOU MIGHT AS WELL USE IT.
WHY YOU GOT IT. UNLESS YOU. >> DON'T WANT TO AND THAT'S OKAY. SO I. JUST WANT TO SAY THANK YOU. I WELCOME THE OPPORTUNITY. >> TO. BE. HERE UH. ,WITH DOCTOR SIMMONS AND MY COLLEAGUES ALSO. WANT TO SHARE. >> THAT.
I HAVE BEEN IN DPS FOR OVER. 13 YEARS. I STARTED. >> OFF IN THE OFFICE. OF ENGLISH LANGUAGE. LEARNERS. . UH, AND THEN I WENT. TO BE A SCHOOL ADMINISTRATOR AND CREATED THE FIRST. >> IN. THE NATION. HAITIAN DUAL. LANGUAGE PROGRAM. AND THEN WAS TAPPED.
TO BE THE CHIEF OF THE OFFICE. SO I DO HAVE AND AS A AS A GRADUATE I DO HAVE A LOT OF HISTORICAL CONTEXT AND MY PARENTS WERE ALSO MULTILINGUAL LEARNERS THAT GRADUATED FROM BOSTON PUBLIC SCHOOLS.
SO THE WORK THAT I DO AND MY COLLEAGUES DO ARE. REALLY ROOTED. IN KNOWING THAT THE SUCCESS THAT MY PARENTS HAD AND ASSESS ITS SUCCESS THAT I HAVE HAVE HAD, UM, IS VERY EVIDENT.
>> AND. ABLE FOR ALL OF OUR STUDENTS AND WE'RE WORKING TIRELESSLY. AND LOOKING AT THE. DATA TO ENSURE THAT WE'RE DOING THAT FOR OUR STUDENTS. THANK YOU. >> AND I THINK IT'S SO IMPORTANT FOR THOSE FOLKS WHO ARE TUNING IN TO RECOGNIZE THAT
HISTORY, RIGHT? AND THAT LIVED EXPERIENCE THAT YOU BRING TO THE TABLE BECAUSE IT'S. NOT JUST POLITICAL. IT'S REALLY INGRAINED IN WHO YOU ARE AND HOW YOU SHOW UP IN THE WORLD. >> AND I THINK THAT THAT'S WHAT I'M ENCOURAGING FROM.
LIKE BP'S MOVING. AT LEAST WHEN. I'M INTERACTING WITH YOU ALL IS THAT'S WHY I DON'T LIKE POWERPOINT PRESENTATIONS BECAUSE I THINK IT GETS AWAY FROM THE HUMANITY OF WHAT WE'RE TALKING ABOUT. AND I AND I THINK DATA IS
DEFINITELY. IMPORTANT. >> BUT I ALSO THINK THAT. >> PEOPLE. NEED TO UNDERSTAND WHO YOU ARE FROM A VERY DIFFERENT SPACE THEN IT'S NOT JUST WHAT YOU DO, IT'S WHO YOU ARE AND HOW YOU DO THAT WORK THAT INFORMS HOW YOU FIGHT FOR.
>> THE. KIDS THAT WE'RE HERE TO TALK ABOUT. SO THANK YOU FOR YOUR LEADERSHIP AND FOR. THE DECADES. THAT YOU HAVE SERVED EPS. OKAY. >> Y'ALL DON'T ALL HAVE TO DO THAT UNLESS YOU FEEL THE NEED TO. >> BUT IF YOU. >> WANT TO. LIKE COME BACK GO AHEAD. >> THIS IS YOUR TIME.
NO I GO AHEAD. ONCE AGAIN I. >> JUST. WANT TO THANK YOU FOR GIVING US. THE OPPORTUNITY TO ALSO HAVE A VOICE AND I. WANT TO GIVE A SHOUT OUT TO OUR STUDENT. NYLA BECAUSE. WHAT YOU. >> SAID WAS. >> VERY. TOUCHING BUT IT WAS ALSO. VERY AUTHENTIC AND REAL.
AND WE REALLY VALUE YOUR. VOICE AND ALL THE VOICES OF OUR STUDENTS BECAUSE YOU REPRESENT MANY. SO THANK YOU FOR SHARING AND BEING. >> SO TRANSPARENT AND HONEST. THANK YOU SO MUCH. UM I TOO WAS A STUDENT AT BOSTON PUBLIC SCHOOLS SO I UNDERSTAND. FIRSTHAND WHAT. >> THIS STRUGGLE LOOKS.
LIKE BECAUSE. BACK THEN AND I DON'T WANT TO ELEVATE MYSELF BUT I. ALSO WAS IMPACTED. BY DESEGREGATION. >> AND BUSSING. SO I KNOW WHAT IT FEELS LIKE TO NOT HAVE A SENSE OF BELONGING BECAUSE THAT THAT'S A REAL FEELING AND IT DOESN'T GO AWAY.
SO I. LOOK AT MYSELF ALSO BEING A STUDENT IN BOSTON PUBLIC BOSTON PUBLIC SCHOOLS. THROUGHOUT MY. COMPLETE CAREER FROM. ELEMENTARY, MIDDLE AND HIGH. AND I FEEL THAT. THE EDUCATIONAL.
LEARNING ENVIRONMENT THAT IT PROVIDED FOR ME GOT ME TO WHERE I AM RIGHT NOW. SO I'M VERY APPRECIATIVE OF THAT. BUT I'M ALSO ALSO. REALIZE HOW IMPORTANT IT IS FOR US TO. PROVIDE CAPACITY TO REENGAGE OUR FAMILIES.
THROUGH THIS PROCESS BECAUSE MY FAMILY TRUST THE BOSTON PUBLIC SCHOOLS TO DO RIGHT BY. ME AND I SEE MY ROLE ALSO IS REALLY REENGAGING WITH OUR FAMILIES BUT ALSO AMPLIFYING OUR STUDENTS VOICE TO REALLY BE
IMPACTFUL IN TERMS OF THE WORK THAT WE'RE DOING COLLECTIVELY WITHIN THE BOSTON PUBLIC SCHOOLS. SO I LOOK FORWARD TO ENGAGING IN MORE CONVERSATIONS WITH YOU ABOUT THIS TOPIC BECAUSE NOT ONLY IS IT CRITICAL BUT THERE'S
CLEARLY A SENSE OF URGENCY. SO THANK YOU. THANK YOU. >> OKAY I'M JUST GOING TO TAKE. >> A SECOND TO THANK EVERYONE ESPECIALLY TO UM ALL MEMBERS OF THE PUBLIC WHO SPOKE KATIE, MY PARTNER IN CRIME WE TALK
EVERY DAY. UM AND REALLY WE'RE HERE BECAUSE WE WANT TO HEAR FROM YOU AND ANSWER YOUR QUESTIONS, UM, SO THAT WE CAN, UH, WORK TOGETHER TO IMPROVE THINGS FOR ALL OF OUR STUDENTS.
SO THANK YOU. THANK YOU, THANK YOU. ALL RIGHT. SO THANK YOU. THANK YOU. >> FOR THAT. I THINK IT'S IMPORTANT TO. GROUND US IN. WHO IS HERE. SO SOMETIMES WE CAN JUST SEE THE SUITS.
YOU KNOW WE GOT TO SEE THE HEART OF THE MATTER SO THANK YOU FOR THAT. OKAY. SO UH SO WITH THAT I THINK I'M JUST GOING TO DIVE INTO QUESTIONS. BECAUSE WE ALSO. >> HAVE. PUBLIC TESTIMONY AND A HARD STOP AT FIVE.
SO I'M JUST GOING TO GO STRAIGHT TO UM MY CO-SPONSORS FIRST YOU EACH HAVE FIVE MINUTES. EVERYONE WHO HAS QUESTIONS HAS FIVE MINUTES AND I'LL START OFF WITH MY CO-SPONSORS UM.
STARTING OFF WITH COUNCILOR. MURPHY FIVE MINUTES THEN COUNCILOR CULPEPER. >> UM, FIRST. I GOT. >> YOU KNOW, I'M YOU SEE HOW. FAIR I. >> AM WITH THE UM. >> I'M GOING TO SET THE MODEL SO YOU. CAN MODEL AFTER ME. >> UM. I'LL END. WHEN TIMES. >> ARE CRAZY. UM, THEN THANK.
YOU FOR BEING HERE AGAIN. I FEEL LIKE. WHICH IS GOOD. >> WE KEEP SEEING EACH OTHER. SO THE. SPECIAL EDUCATION BUDGET. EXCEEDS $421 MILLION AND ACCOUNTS FOR NEARLY A QUARTER
OF THE DISTRICT'S OPERATING BUDGET. >> WITH THE LEVEL. OF INVESTMENT COMES RISE BOND STABILITY, ACCOUNTABILITY AND MEASURABLE RESULTS. WHY I THINK YOU KNOW COUNCIL HEAR MYSELF AND OTHER COLLEAGUES CONTINUE TO.
PURSUE YOU KNOW. OUR TOOL OF FILING HEARING ORDERS, FILING 17 FS KIND OF REALLY GETTING THE DATA TO SEE WHAT IS REALLY HAPPENING. BUT I CAN SPEAK FOR MYSELF.
FAMILIES ACROSS BOSTON CONTINUE TO RAISE SERIOUS CONCERNS ABOUT DELAYED SERVICES, STAFFING SHORTAGES, INCONSISTENT IMPLEMENTATION OF IEPS AND THE GROWING RELIANCE ON EXPENSIVE
OUT OF DISTRICT PLACEMENTS. AT THE SAME TIME, EDUCATORS AND SERVICE PROVIDERS ARE WORKING UNDER TREMENDOUS PRESSURE TO MEET COMPLEX NEEDS. ESPECIALLY AS. WE CONTINUE TO ROLL OUT
INCLUSION. I WILL SAY, UM, I SPENT UM SO MY FIRST YEAR TEACHING HOW UM DO YOU REMEMBER MR. CLERK AT THE. MARSHALL SCHOOL? I WAS UM IN WHEN WE STILL HAD DUAL LANGUAGE SO I WAS THE
ENGLISH TEACHER IN FIFTH GRADE. HE WAS A SPANISH TEACHER AND THE KIDS. WERE YOU KNOW, THAT FLIP BACK AND FORTH AND THEN SPENT 12 YEARS AT THE MURPHY SCHOOL AND LEFT THERE. UM, I THOUGHT I WOULD PROBABLY
STAY THERE FOR MY WHOLE CAREER. IT WAS WHERE I WENT TO KINDERGARTEN BACK IN 1974 WHEN THE SCHOOL OPENED. SO ALSO MYSELF AND COUNCIL ME HERE AT THE SAME AGE. SO WE LIVED THROUGH THAT SAME
ERA UM AND WAS ALWAYS PROUD NAMED AFTER MY GRANDFATHER UM BUT WENT TO THE HENDERSON AND REALLY WANTED TO DO THE SPECIAL ED WORK AND THE INCLUSION WORK AND SAW IT DONE RIGHT THERE.
SO NO AND THAT'S AN EEL WELL TEACHER AND ALL THE CERTIFICATIONS I KNOW TEACHERS NOW SOMETIMES TRY TO HIDE BECAUSE IT'S BEEN SAID AND WE JUST KNOW THEY'RE EXPECTED TO DO WAY MORE AND THE RESULTS
THEY'RE JUST NOT SEEING. SO IT'S. DISCOURAGING FOR OUR STUDENTS BUT YOU KNOW THAT BEING SAID WE SEE THE DATA AND I KNOW WE. >> CAN. LOOK AT NUMBERS SO MANY DIFFERENT WAYS. AND YOU WERE AT THE ELLIOTT
SCHOOL MY DAUGHTER TEACHES THERE. UM IT'S A WONDERFUL SCHOOL. I THOUGHT ALWAYS THE SCHOOLS I WAS AT. SO WHEN WE BRING UP THESE, YOU KNOW, TOUGH CONVERSATIONS, THESE TOUGH. QUESTIONS WE NEED TO.
YOU KNOW, ADDRESS THAT, YOU KNOW, WHERE ARE THE ADULTS IN THE ROOM RIGHT. WE HAVE COMMS PEOPLE. WE HAVE YOU KNOW THE ABILITY AND OFTENTIMES I HEAR WELL WE JUST NEED. >> TO. DO A BETTER JOB OF PROMOTING
OURSELVES AND I I DON'T SEE IT THAT WAY. I DON'T THINK THAT KIDS EDUCATION. SHOULD RELY ON, YOU KNOW, FLASHY INSTAGRAM. POSTS OR. YOU KNOW, GREAT FLIERS. IT REALLY IS THE DATA AND THE
EXPERIENCE THAT WE JUST HEAR AND SEE. SO YOU KNOW, JUST HEAR DIRECTLY FROM NEIGHBORS, FRIENDS, CONCERNED PARENTS AND STUDENTS AND TEACHERS. RIGHT. AND THEN. >> THE.
HEIGHTENED CONCERN AND YOU WERE WE HAD THAT HEARING WHERE WE WERE TRYING TO ADDRESS WHAT DOES THE SHORTFALL FOR YOU KNOW JUST TO FINISH OUT THIS YEAR WHAT DOES THAT MEAN TO OUR STUDENTS? WHAT DOES THAT MEAN. >> TO OUR TEACHERS. AND GETTING A LOT OF.
YOU KNOW. INDIVIDUAL CONCERNS, RIGHT. LIKE THE. SPED DIRECTOR AT CHARLESTOWN HIGH IS BEING TOLD SHE'S NOT RETURNING AND THEY'LL BE UM YOU KNOW, A CHANGE MAY BE SO ONE
DIRECT QUESTION IS WHAT IS THE PLAN IN PLACE AT CHARLESTOWN HIGH SCHOOL KNOWING THAT WE'RE YOU KNOW, REMOVING SOMEONE THERE ALSO THE HENDERSON K TO
12 UM, DIDN'T RENEW THEIR INNOVATION APPLICATION SO THEY'RE NO LONGER AN INNOVATION SCHOOL WHICH HAS A LOT OF IMPLEMENTATIONS. ESPECIALLY WHEN IT COMES. TO THE. >> YOU KNOW, THE UNION BECAUSE. WE WERE. >> ABLE TO STAFF AND YOU. >> KNOW.
CREATE DIFFERENT STAFFING MODELS AND CLASSROOM SETUPS BASED ON IT NOT BEING. >> YOU KNOW, A STRAIGHT B SCHOOL. SO IF. >> WE COULD ADDRESS THOSE TWO I. >> KNOW. MY TIME WILL RUN OUT BUT IN THE FIRST ROUND THAT WOULD BE HELPFUL. THANK YOU. THANK YOU.
CITY COUNCIL. MURPHY I JUST WOULD I WILL ADDRESS THE. CHARLESTOWN HIGH AND I WOULD PASS THE HENDERSON. >> TO MY COLLEAGUE. CHRISTINE TRAVIS. TONY FIRST OF ALL I JUST WANT. >> TO. SAY THAT. UM WHEN WE TALK ABOUT SPECIFIC SCHOOLS AS WE GO THROUGH THE
BUDGET. PROCESS, IT IS AT THE. DISCRETION OF THE SCHOOL LEADER TO MAKE THAT. DECISION. >> AND THE SCHOOL LEADER HAS. UM. >> WORKED STRATEGICALLY. >> TO LOOK AT HIS BUDGET. AND TO MAKE A DECISION BASED ON THE NEEDS OF THE STUDENTS AS
WELL WELL AS THE NEEDS OF UM THE DISTRICT INITIATIVES. AND MY UNDERSTANDING IS THAT SPECIAL EDUCATION SERVICES WILL STILL RECEIVE ALL OF THE SERVICES AND THE SUPPORTS THAT THEY NEED. WE DO HAVE AN ASSISTANT
DIRECTOR THAT IS ASSIGNED TO THAT REGION. THERE'S ALSO A COORDINATOR OF SPECIAL EDUCATION THAT IS WILL BE RESPONSIBLE FOR OVERSEEING NOT JUST THE COMPLIANCE FOR SPECIALIST
SERVICES BUT ALSO TO ENSURE THAT STUDENTS HAVE ACCESS BUT ALSO HAVE FREE INAPPROPRIATE PUBLIC EDUCATION IN THE IEPS ARE DONE EFFECTIVELY AND EFFICIENTLY. SO THAT DECISION WAS MADE BY THE SCHOOL LEADER BECAUSE YOU KNOW AND.
>> I UNDERSTAND UM. SO I'M NOT HERE TO EXPLAIN HIS DECISION. I JUST WANT TO SAY I DON'T. EXPECT YOU TO BUT YEAH, AND I UNDERSTAND THAT OBVIOUSLY EACH SCHOOL LEADER. IS GIVEN THAT BUT. ADMINISTRATION HAS TO ALWAYS
STEP IN WHEN THEY FEEL LIKE THOSE DECISIONS AREN'T DONE RIGHT. BUT WE HAVE FELT THAT THERE ARE SUPPORTS THAT THERE WERE NEEDED BECAUSE WHAT IS HAPPENING ALSO IS HE'S FOCUSING ALSO ON ACADEMIC OUTCOMES AND PART
OF HIS INITIATIVE IS REALLY BUILDING CAPACITY WITHIN THE SCHOOL TO ACCELERATE LEARNING FOR ALL STUDENTS. SO THERE ARE SOME FUNDS THAT WILL BE SHIFTED IN ORDER TO REALLY SUPPORT INSTRUCTION, TEACHING AND LEARNING WITHIN THE SCHOOL.
AND MY UNDERSTANDING IS THAT WAS PART OF THE RATIONALE FOR SOME OF THE CHANGES THAT HE HAS MADE IN HIS SCHOOL. SO WHOEVER CAN. SPEAK ON THE ANDERSON AND THEN WE'RE GOING TO MOVE ON. OKAY. >> UM I CAN SPEAK BRIEFLY ON THAT.
IT'S NICE TO SEE YOU AGAIN, COUNCILOR MURPHY. IT'S MY THIRD TIME IN A WEEK IN THE HOT SEAT. UM, WITH REGARDS TO THE HENDERSON, THE HENDERSON OBVIOUSLY HAS BEEN A
LONGSTANDING MODEL, UH, VERY SUCCESSFUL, UH, VERY, UM, ACKNOWLEDGED NOT ONLY JUST THROUGH BOSTON BUT THROUGHOUT MASSACHUSETTS AND THE COUNTRY. UM, WITH REGARDS TO SOME OF THE
DATA THAT WE LOOKED AT, ESPECIALLY AT THE HIGH SCHOOL LEVEL, I BELIEVE I'M GOING TO QUOTE OFF MY HEAD WITHOUT BEING 100% ACCURATE. APPROXIMATELY 56% OF THE
STUDENTS IN THE EIGHTH GRADE DID NOT RETURN TO THE HENDERSON . SO SOME OF THE NUMBERS WERE BASED UPON THAT AFFECTING THE BUDGET. SO I KNOW. WHY BUT I WASN'T QUESTIONING THE HIGH SCHOOL DECISION BECAUSE IT WAS ABOUT THE FACT
THAT THEY'RE NO LONGER IN INNOVATION. RIGHT. >> AND WHAT APPLICATIONS OUT MIGHT HAVE FOR THE WHOLE SCHOOL. YEAH ALL THE WAY TO K0. UNFORTUNATELY I DON'T HAVE THE ANSWERS TO THAT QUESTION, BUT I WILL DEFINITELY FOLLOW UP WITH THE TEAM TO GET THAT INFORMATION BACK FOR YOU ON
THAT. OKAY. THANK YOU. >> MOVING ON. TO THE NEXT UH. SORRY, COUNSELOR. UM, WE'RE GOING ON TO COUNSELOR CULPEPER. YOU HAVE FIVE MINUTES. THANK YOU, MADAM CHAIR. UM, GOOD TO SEE YOU AGAIN.
DOCTOR WRIGHT AND THE ENTIRE TEAM. I WANT TO PICK UP FROM WHERE WE LEFT OFF, UH, LAST WEEK REGARDING EVIDENCE BASED TEACHING. AND YOU HEARD DOCTOR BRAZIL
MENTIONED EVIDENCE BASED TEACHING. WHERE ARE WE WITH THE BEEPS AND EVIDENCE BASED TEACHERS OR HOW
MUCH OF THE TEACHING THAT TAKES PLACE NOW IS EVIDENCE BASED TEACHING? YEAH, I THINK. >> THAT'S. A. COMPLICATED QUESTION. UM, AND I THINK ONE THING I DO.
WANT TO ACKNOWLEDGE IS THE FOCUS ON HIGH QUALITY INSTRUCTIONAL MATERIALS. I WOULD OFFER THAT THAT IS INTENDED TO CATALYZE TEACHER
PRACTICE, BUT IT'S NOT NECESSARILY THE FIX YOU HEARD UM UH, MISS BRAZIL TALK ABOUT PROFESSIONAL LEARNING RIGHT? I WOULD SAY THAT WE'RE ON A JOURNEY.
I THINK THERE ARE PLACES WHERE THINGS ARE HAPPENING AND WE ARE SEEING IMPACT AND THEN THERE ARE PLACES WHERE WE STILL HAVE SOME WORK TO DO RIGHT. I THINK THE OTHER PIECE, UM, COUNCILOR CULPEPPER THAT I
DON'T WANT TO LOSE FROM THIS CONVERSATION IS WE HAVE TO CENTER OUR STUDENTS AND THEIR EXPERIENCES. RIGHT. SO WHEN I THINK ABOUT BOSTON PUBLIC SCHOOLS AND WHO WE
SERVE, UM, I'M NOT SURE THAT TAKING SOMETHING LIKE FOR RESEARCH AND DOING IT EXACTLY THE WAY IT'S WRITTEN IS GOING TO ENSURE THAT EVERY STUDENT IS
SUCCESSFUL. SO I THINK THERE'S SOME NUANCE THERE AS WELL THAT WE WE HAVE TO ACCOUNT FOR. RIGHT. >> BUT WITH EVIDENCE BASED TEACHING HOW MUCH OF OUR
TEACHING IN THE BOSTON PUBLIC SCHOOL SYSTEM IS BASED ON EVIDENCE BASED TEACHING? THAT'S WHAT I'M TRYING TO GET TO. AND WHERE ARE WE WITH IT? I WOULD OFFER THAT WE HAVE
PROVIDED THE RESOURCES TO POSITION ALL TEACHERS TO BE ABLE TO FACILITATE EVIDENCE BASED INSTRUCTION NOW WHETHER IT IS HAPPENING OR NOT, I THINK THAT'S WHERE I STILL HAVE SOME
LEARNING TO DO. IS THE TRAINING THAT TAKES A PLACE FOR THE TEACHERS IN ORDER TO BE ABLE TO TEACH THE MATERIAL THAT ARE GIVEN TO THEM. YES. >> AND WHERE ARE WE IN TERMS
OF THE PERCENTAGES OF TEACHERS THAT ARE EVIDENCE BASED TRAINING TEACHERS IN THE BOSTON PUBLIC SCHOOL SYSTEM? I WOULD OFFER THAT MOST
TEACHERS HAVE HAD SOME VERSION OF TRAINING. UM I THINK THAT ONCE AGAIN IT IS IT IS COMPLEX. UM AND I WOULD ALSO ACKNOWLEDGE THAT THIS IS SORT OF THE WORK
WE'RE PLANNING FOR NEXT YEAR, WHICH IS TO LOOK AT SOME OF OUR IMPLEMENTATION IMPLEMENTATION DATA, REFINE OUR APPROACH TO PROFESSIONAL LEARNING SO THAT WE SEE THE IMPACT ON STUDENT ACHIEVEMENT. MHM.
>> SO LET'S SAY THAT MAYBE 25% OF THE TEACHERS UH EVIDENCE BASED TEACHING TRAINED. I WOULD OFFER THAT IT IS MORE
THAN THAT BECAUSE EVERY TEACHER HAS ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS. >> I UNDERSTAND THE MATERIALS. YEAH BUT I'M TALKING ABOUT THERE'S A DIFFERENCE BETWEEN GIVING THEM THE. MATERIAL AND TRAINING THEM AND. BEING TRAINED TO USE THEM. MHM.
>> I'M TRYING TO GET TO WHAT PERCENTAGE OF THE TEACHERS HAVE BEEN TRAINED TO USE THE MATERIALS THAT YOU'VE GIVEN THEM. I WOULD SAY EVERY TEACHER HAS HAD SOME FORM OF TRAINING WITH
THE ROLL OUT OF THE INCLUSIVE EDUCATION PLAN. 25%. >> SO WE'RE TALKING ABOUT EVIDENCE BASED TEACHING RIGHT. MHM. >> WE'RE TALKING ABOUT IF THERE WAS A CERTIFICATE IF THEY HAD
TO BE CERTIFIED AND A CERTAIN LEVEL OF EVIDENCE BASED TEACHING. HOW MANY TEACHERS DO YOU THINK WOULD PASS A CERTIFICATION.
AS BEING TRAINED. >> IN EVIDENCE BASED TEACHING. CAN I. >> YEAH GO AHEAD. UM I JUST WANT TO JUST CLARIFY WHEN WE TALK ABOUT EVIDENCE BASED TRAINING AND WE TALK ABOUT THE CAPACITY OF OUR TEACHERS RIGHT. AND WHEN DC LOOKS AT OUR THE
QUALIFICATIONS OF ALL OF OUR EDUCATORS, THERE ARE CREDENTIALS THAT OUR TEACHERS HAVE ESPECIALLY AT THE SECONDARY LEVEL. I HAVE TO BE HIGHLY QUALIFIED IF I'M GOING TO BE TEACHING ALGEBRA RIGHT. SO THERE'S THERE IS UM
PROFICIENCY AND THERE'S UM THERE ARE REQUIREMENTS FOR ME TO TAKE IN ORDER TO BE SKILLED IN ORDER TO TEACH THAT CONTENT SUBJECT AREA. SO I THINK THAT'S IMPORTANT, RIGHT TO THINK ABOUT WHAT WE
HAVE FOR OUR TEACHING STAFF THAT ARE HIGHLY QUALIFIED TO TEACH THE CONTENT SUBJECT AREAS AND THEN THE EVIDENCE BASED STRATEGIES FROM WHAT YOU'RE ASKING FOR IN TERMS OF A
PERCENTAGES IS BASED ON A RANGE OF UM SKILLS AND COMPETENCIES AND IT'S EMBEDDED IN OUR CONTENT CORE CURRICULUM. BUT WHAT YOU'RE ASKING IS HOW DO WE EVALUATE THE OUTCOMES
OF THOSE PRACTICES? I CAN SAY FOR STUDENTS WITH DISABILITIES IN TERMS OF EVIDENCE BASED PRACTICES, WE HAVE OVER 2972 SPECIAL EDUCATION TEACHERS THAT ARE
TRAINED IN EVIDENCE BASED PRACTICES IN TEACHING, READING AND LITERACY FOR EXAMPLE LIKE GORDON GILLINGHAM WOLFSON AND THOSE ARE SPECIALIZED EVIDENCE BASED PRACTICES PROGRAMS TO
TEACH READING AND LITERACY FOR STUDENTS WITH DISABILITIES. WHAT ABOUT. THOSE ONE? DO YOU HAVE ANY CRITERIA THAT YOU USE TO ASSESS WHETHER A
TEACHER IS EVIDENCE BASED COMPETENT? I CAN JUMP IN HERE AND COUNSELOR KOLB. HOWEVER I JUST WANT TO BE HONEST BECAUSE YOU KNOW WE MET LAST WEEK. I FEEL LIKE WE UNDERSTOOD THAT
WE CAN BE HONEST WITH EACH OTHER HERE, RIGHT? IT'S HARD. TO ANSWER. IT IS HARD TO ANSWER YOUR. QUESTION WHEN A LOT OF THIS CONVERSATION IS AROUND WHETHER STUDENTS ARE LEARNING.
SO I THINK WE CAN GET CONSUMED WITH WHETHER. TEACHERS ARE TRAINED. BUT THE CONVERSATION. AROUND THE. >> REAL CONVERSATION IS OUR. KIDS LEARNING AND CAN WE MEASURE IT? SO I JUST WANT TO ACKNOWLEDGE THAT AND.
TO ANSWER YOUR QUESTION WE DO HAVE A TOOL. THAT WE WALK CLASSROOMS TO. OBSERVE TO. SEE IF THE PRACTICES WE HAVE MEAN. >> RATE. THAT SHOULD BE HAPPENING FOR KIDS TO LEARN.
WE DO HAVE THAT. THANK YOU. >> THANK YOU. WHAT'S THE NAME? THE TOOL PLEASE. AND THEN WE'RE MOVING ON. IT'S AN INTERNAL WALKTHROUGH TOOL. WHAT'S IT CALLED? INTERNAL WALKTHROUGH.
INTERNAL WALKTHROUGH TOOL. YES. >> YES WE HAVE. I GOT YOU. WE CAN WE CAN GET IT TO YOU. OKAY. >> FOR THE RECORD WE'LL. >> GET. BACK TO YOU. OKAY SO WE'RE GOING TO GO AND I SEE ALL MY COLLEAGUES HAVE
QUESTIONS. SO I JUST WANT TO BE MINDFUL OF THE FACT THAT WE ALSO HAVE PUBLIC TESTIMONY. SO I AM REALLY TRYING TO STAY ON POINT HERE OKAY. SO WE HAVE. OUR COUNSELOR FOR BEING FOLLOWED BY COUNSELOR WEBER AND
THEN COUNSELOR LOUIJEUNE. SO COUNSELOR BUT THEN YOU HAVE FIVE MINUTES. THANK YOU, MADAM CHAIR. AND THANK YOU SO MUCH TO THE PANELISTS FOR BEING HERE. UM, DOCTOR WRIGHT, THANK YOU FOR YOUR TRANSPARENCY AND YOUR HONESTY. I LOVE THE WAY THAT YOU HAVE
APPROACHED THIS AND CONGRATULATIONS ON YOUR ROLE. UM, IT'S JUST IT'S BEEN SO GREAT TO GET TO KNOW YOU AND SEE THAT YOU COME WITH LIVED EXPERIENCE AS WELL, UM, INTO
THIS ROLE. SO JUST THANK YOU FOR TALKING ABOUT THIS WITH THAT MINDSET AND UM, MY QUESTIONS FOR FOR YOU AND FOR FOR YOUR TEAM IS
MORE SO I ABOUT THE BILINGUAL EDUCATION UM DUAL LANGUAGE AND THE QUESTION THAT I KEEP GETTING US AND I THINK IT'S BROUGHT UP HERE TODAY IS WHY ARE THERE SO MANY CUTS?
UM WHAT'S THE DECISION TO TO THE TO THE TEACHERS OR PARAPROFESSIONALS THAT THAT SERVE TO LANGUAGE PROGRAMS? I WANT TO GET MORE OF A UNDERSTANDING OF THE DECISION MAKING BEHIND IT.
I ALSO HAVE HEARD THAT MAYBE IT'S THE RECLASSIFICATIONS OR LIKE HOW ARE YOU STRUCTURING THIS SO THAT WE CAN MAKE SURE THAT SERVICES ARE THERE'S NO GAPS IN SERVICES?
UM, ESPECIALLY WITH THERE'S SO MANY THE NEW STUDENTS WE SAW ARE USUALLY FROM AN IMMIGRANT COMMUNITY WHERE THEY'RE ENGLISH AS A SECOND LANGUAGE. SO I JUST WANT TO MAKE SURE
THAT DPS IS READY TO MAKE SURE THAT THEY'RE PROVIDING THAT EDUCATION AND THAT SUPPORT FOR THEIR STUDENTS. SO YOU CAN JUST BREAK THAT DOWN. I THINK THAT'S A QUESTION THAT I JUST KEEP GETTING FROM. COMMUNITY MEMBERS. >> AND PARENTS. UH. >> SO I WANT TO ACKNOWLEDGE I
APPRECIATE YOU ACKNOWLEDGING MY LIVED EXPERIENCES UM, IN SOME YOU KNOW, MY MY MY LIFE PARTNER . UM, AND. A CORE PART I'M. >> STILL WITHIN MY FIRST 90 DAYS AND I'VE BEEN DOING QUITE
A BIT OF QUESTION ASKING AND LEARNING. I THINK ONE THING I DO WANT TO NAME. SPECIFIC TO. OUR DUAL LANGUAGE BILINGUAL EDUCATION PROGRAM. I REMEMBER.
ASKING SOME OF OUR FOLKS IN FINANCE ABOUT FUNDING FOR THIS AND THEY SAID TO ME IT IS THE ONE THING THAT WE NEVER SAID NO TO FUNDING. OKAY. >> SO I. JUST WANT TO LIKE NAME IT AND
THEN I WILL I'M GOING TO HAND IT OVER TO CHIEF AMIR TO TO ANSWER SOME OF THE MORE SPECIFICS YOU HAD AROUND THE NUMBER OF STAFF. THANK YOU. GREAT. >> THANK YOU.
UH COUNCILOR PEPEN. SO YES, THERE ARE SOME CUTS TO TEACHERS WHO ARE CODED AS BILINGUAL. UM, AND I WANT TO START TO SAY THAT SOME. >> OF.
THOSE CUTS. ARE JUST. BASED OFF. >> OF THE CODING. OF THE EDUCATORS. SO IN. >> THOSE. SOME OF THOSE EDUCATORS ARE NOT NECESSARILY. BILINGUAL BUT JUST. CODED AS BILINGUAL FROM.
OUR FORMER. CIA IMPLEMENTATION. BUT I WILL SAY THAT SOME. OF THE UH, CUTS ARE. BILINGUAL EDUCATORS. UH, THERE'S TWO. REASONS WHY. THAT WE HAVE.
THOSE CUTS. ONE. >> THE INFLUX. OF STUDENTS THAT WE. SAW IN 2024. WHERE WE. HAD AT THE MELANIE A CLASS WHERE WE HAD OVERFLOW
OF MIGRANTS UM, COMING IN AT THE TIME AND. >> WE. WERE TRYING. >> TO FIGURE OUT. HOW TO. >> SERVICE OUR MULTILINGUAL LEARNERS. >> THAT WERE COMING IN. MANY OF THE STUDENTS. WERE CONSIDERED SAFE WHERE. THEY WERE HAD UM INTER UH
INTERRUPTED FORMAL EDUCATION. AND SO WE HAD TO INCREASE OUR NUMBER OF CLASSROOMS AT THAT TIME.
NOW WE SEE A DECREASE IN STUDENTS MATRICULATING INTO BUT I ALSO WANT TO STATE THAT IT'S NOT JUST A DECREASE OF MATRICULATE STUDENTS
MATRICULATING INTO AS UH MULTILINGUAL LEARNERS OR STUDENTS WHO ARE A SLAVE IN THOSE TEACHERS WHO. WERE STUDENTS AND TEACHERS OF THOSE STUDENTS. WERE TRUE. BILINGUAL EDUCATORS.
BUT IN ADDITION TO THAT, UM. THROUGH OUR COMPREHENSIVE. UM REVIEW THROUGH. DC, UH, WE WERE CITED AS HAVING STUDENTS IN CLASSROOMS THAT
WERE LANGUISHING IN THERE AND NOT HAVING A CRITERIA FOR SUCCESS FOR OUR. STUDENTS NOT HAVING CLEAR EXIT CRITERIA FOR OUR STUDENTS. AND SO WE HAVE CREATED UH,
WORKING ALONGSIDE DC CLEAR EXIT CRITERIA WHERE STUDENTS WHO ARE IN THIS LIFE CLASSROOM CANNOT BE THERE. >> FOR NO MORE THAN TWO YEARS. OR AFTER THEY HAVE. UH. >> MET A 2.5 UM PROFICIENCY
RATE ON THE ACCESS WHICH IS THE ENGLISH LANGUAGE ACQUISITION UM PROFICIENCY TEST FOR MULTILINGUAL LEARNERS. SO WHEN YOU TAKE THOSE TWO COMPONENTS ONE LESS OR A
DECREASE OF STUDENTS THAT ARE MATRICULATING INTO THOSE TYPES OF PROGRAMS AND STUDENTS EXITING IT CREATED A SITUATION WHERE THOSE TEACHERS UM, WEREN'T NEEDED NO LONGER FOR
THOSE PROGRAMS. BUT I DO WANT TO STRESS THAT STUDENTS WHO ARE CURRENTLY MULTILINGUAL LEARNERS WHO ARE ENROLLED IN THOSE PROGRAMS OR WHO ARE IN DUAL LANGUAGE PROGRAMS ARE NOT AFFECTED BY
ANY OF THESE CUTS. UM STUDENTS WILL RECEIVE SERVICES, STUDENTS WILL CONTINUE. AND ACTUALLY WE ARE ROLLING OUT UM PROGRAMS FROM NOW TILL 2033
UH. WITH OUR UH. PROGRAMS THAT WE HAVE IMPLEMENTED NOW UM, WITH OUR LIKE PROGRAMS AT THE BLACKSTONE . OR THE ROBERTS. AND ALSO THE NEW UM CABO VERDE
IN CREOLE A PROGRAM THAT WE'RE GOING TO CREATE NEXT YEAR AT THE FREDERICK AND THAT WILL ROLL OUT K ONE THROUGH SIXTH GRADE ALL THE WAY TO 2033. THANK YOU SO MUCH. I KNOW MY TIME IS UP.
I JUST WANT TO SAY THANK YOU, UM FOR PROVIDING THAT FLAHERTY . UM, IT'S JUST HELPFUL FOR ME TO BE ABLE TO CHAT WITH THE PARENTS THAT REACH OUT TO ME. I REPRESENT THE MATTERHORN SCHOOL AND SARAH ROBERTS WHO ARE BOTH SARAH ROBERTS ARE
NUMBER ONE BEING A GREAT DUAL LANGUAGE PROGRAM. SO WHAT I WANT TO DO IS THROUGH ANNA WHITE I'M GOING TO REQUEST MAYBE A FOLLOW UP CONVERSATION WHERE I JUST I KIND OF WANT TO LEARN ABOUT THE IMPACTS TO MY SCHOOLS IN MY DISTRICT AND AND
ALL THOSE THINGS. BUT SO THAT'S. >> WHAT I'LL DO. ABSOLUTELY. THANK YOU. THANK YOU. THANK YOU COUNCIL. AND I'M GOING TO GO NEXT TO. COUNSELOR WEBER THEN FOLLOWED BY COUNSELOR LOUIJEUNE. THANK YOU CHAIR.
UH WELL I GUESS UH, FOR DOCTOR WRIGHT JUST A LITTLE BIT ABOUT ME. YOU KNOW, IN SOME RECENT HISTORY I AM A PARENT OF TWO KIDS INCLUDING ONE WITH SPECIAL NEEDS. MY KIDS WENT TO THE MISSION
HILLS SCHOOL WHICH IS ABOUT FOUR YEARS AGO WAS SHUT DOWN NOT BECAUSE OF UH, OF ENROLLMENT ISSUES. IT WAS BECAUSE THERE WERE SERIOUS LEARNING ISSUES WITHIN THE SCHOOL AND YOU KNOW, ONE
OF WHICH WAS THE INCLUSION MODEL WAS NOT REALLY ADEQUATELY STAFFED AND UH, YOU KNOW, SO I'M CERTAIN WHEN I HEAR ABOUT THE INCLUSION MODEL LIKE I UNDERSTAND THE GOALS BUT I KNOW
WHAT IT CAN LOOK LIKE IF IT'S NOT WELL MANAGED. AND SO MY DAUGHTER UH, MY SON HAD HAD LEFT BY THAT POINT WHAT TO BE? MY DAUGHTER WAS THERE WHEN IT WAS SHUT DOWN. SHE WENT TO THE CURLEY WHICH IS
A WONDERFUL LANDING PLACE FOR HER. UH, BUT NOW IT'S LIKE WE'RE LOOKING AT THE BUDGET FOR NEXT YEAR AND THE CURLY'S PROBABLY HAS ONE OF THE LARGEST CUTS UH,
YOU KNOW, STAFFING AND IT'S ABOUT 600,000 I THINK. UH, AND IT WAS ORIGINALLY SUPPOSED TO BE LIKE 1.6 MILLION. SO I MEAN, HOW ARE WE GOING TO MAKE SURE THE INCLUSION MODEL AS WE'RE ROLLING IT OUT IS
GOING TO BE, YOU KNOW, WORKING FOR OUR KIDS AND WE'RE GOING TO HAVE THOSE, YOU KNOW. STAFFING IN PLACE. I'M GONNA TAKE IT. YOU WANT ME TO START? YEAH I REALLY APPRECIATE THAT. QUESTION COUNSELOR WEBER AND I
THINK SOMETHING THAT I DO WANT TO NAME IS. THERE A LOT OF. DIFFERENT MOVING. PARTS HERE RIGHT. >> LIKE WHAT WE'RE REALLY. TALKING ABOUT. IS HOW DO WE TEACH. EVERY STUDENT WELL AND ENSURE
THAT THEY ARE SUPPORTED EVERY SINGLE DAY, RIGHT. UM, YOU KNOW, I THINK WHEN WE GET INTO OUR APRIL HEARINGS WE'LL TALK THROUGH SOME OF THE NUANCES OF BUDGET. SO I. >> DO. WANT TO. ACKNOWLEDGE THAT.
UM, BUT I THINK SOME. >> OF COUNSELOR COPEPODS PUSH ON PROFESSIONAL. LEARNING AND TEACHER READINESS . RIGHT. UM. >> I THINK IT IS HOW WE UTILIZE DATA. TO DETERMINE WHAT. SERVICES AND SUPPORTS AND
PRACTICES ARE NEEDED. YOU WANT ME TO PAUSE? NO. >> IT'S THIS YOU. THIS IS PART OF I THINK EVERY EVERY HEARING THERE'S LIKE YOU KNOW, THERE'S WORD SOME STUFF WE JUST YOU KNOW IT KIND
OF GOES OFF INTO RHETORIC AND BUT YOU KNOW LIKE I KNOW WE'RE GOING TO WE CARE ABOUT THESE OUTCOMES BUT UH YOU KNOW IT'S IT'S IT'S SO I THINK IT REALLY SPECIFICALLY THERE'S LIKE A
MODEL WITH MORE STAFFING THEY'RE GOING TO HAVE LESS STAFFING. HOW'S THAT HOW IS THAT GOING TO WORK. AND I YOU KNOW YOU CAN BE SPECIFIC I GUESS. UH I DON'T KNOW YEAH. I CAN YEAH COUNCIL WEBER.
UM YOU KNOW MY UM SO I THINK IT'S IMPORTANT ONE THING WE WANT TO TALK ABOUT THE COMMENT THAT WAS RAISED ABOUT DEBUNKING THE DEFICIT. RIGHT. ONE THING THAT WE HAVE, UM, BEEN UTILIZING FOR THE LAST TWO
YEARS AND REALLY FOCUSED ON THIS YEAR IS SERVICE MAPPING, WHICH HAS ALLOWED US TO MOVE AWAY FROM MODELS THAT WERE CREATED, UM, THAT PEOPLE THOUGHT WERE APPROPRIATE.
EVERY SCHOOL KIND OF HAD A DIFFERENT MODEL OR DIFFERENT THOUGHT TO REALLY FOCUSING ON WHAT ARE THE INDIVIDUAL NEEDS OF OUR STUDENTS THAT SCHOOL TEAMS CAME UP WITH THAT WORKED WITH FAMILIES AND AND THE
SCHOOLS TO DECIDE THIS IS WHAT THIS CHILD NEEDS. SO THROUGH SERVICE MAPPING WE LOOKED AT ALL THE INDIVIDUAL NEEDS OF THE STUDENTS TO DETERMINE WHAT RESOURCES THEY NEEDED TO BE ALLOCATED TO MEET
THOSE NEEDS. SO LET ME TALK ABOUT THE CURLY QUICKLY. THE CURLY IS UM HISTORICALLY WAS AN INCLUSION SCHOOL YOU KNOW, CALLED AN INCLUSION.
SCHOOL IN WHICH STUDENTS ACROSS THE DISTRICT WHO HAD SO MANY MINUTES ON THEIR IEPS WERE PLACED AT THE CURLY AND WOULD HAD WHAT WAS CALLED A 15 FIVE MODEL, FIVE SPECIAL EDUCATION
STUDENTS, 15 GENERAL EDUCATION STUDENTS. AS THE INCLUSIVE EDUCATION PLAN HAS ROLLED OUT K0K1 FOR SECOND GRADE SEVENTH AND PARENTS HAVE
CHOICES. THE NUMBERS IN THE CURLY YOUNGER GRADES ARE MUCH YOUNGER FOR STUDENTS ARE MUCH SMALLER FOR STUDENTS WITH DISABILITIES
THEY STILL MAY HAVE 2526 IN THE SIXTH GRADE BECAUSE THOSE STUDENTS ARE MOVING UP. WE'RE RUNNING INCLUSION AND THOSE NINE IPT GRADES REMAIN BUT THEY MAY ONLY HAVE SEVEN
STUDENTS. I THINK I'M BEING IN THE FIRST GRADE SO THEY NO LONGER NEED THAT MODEL IN ALL FOUR OF THEM. >> IS THAT IN PART BECAUSE THERE'S MORE INCLUSION CLASSES ACROSS THE DISTRICT ACROSS. >> THE DISTRICT FED. INTO THE.
>> SO WHAT'S HAPPENING ARE UH SOME OF THE DATA SHOWS FOR SCHOOLS THAT WERE NOT INCLUSION IN THE PAST, THEY'VE INCREASED THE NUMBER OF STUDENTS ON IEPS BY 9%. THAT'S SHOWING THAT PARENTS
HAVING AND THE ABILITY TO CHOOSE WHERE THEY WANT THEIR CHILD TO GO TO SCHOOL IN THEIR HOME THEY DON'T HAVE TO BE BUSSED ACROSS. THE DISTRICT IS WORKING. AND THE OTHER THING I WANT TO
SAY ABOUT THE QUALITY THE SLIGHTLY DIFFERENT THE CURLEY NUMBERS ARE FULL, THEIR CLASSROOM SEATS ARE FULL SO ALTHOUGH THEY MIGHT BE LOSING STUDENTS WITH DISABILITIES, PARENTS ARE STILL CHOOSING TO
GO TO THE CURLEY AND THAT'S A GREAT TIME. OKAY JUST ONE MORE I DON'T KNOW IF I HOW MUCH ONE LAST QUICK QUESTION THIS IS THIS WILL BE SHORT I THINK UM WE HEARD I THINK FROM UH DOCTOR DOCTOR
BAZIL ABOUT UH FOCUS READING INSTRUCTION. I THINK DURING OUR WORKING SESSION WE ARE TOLD THAT THERE IS A PHONICS COMPONENT I CAN'T REMEMBER IF IT'S CALLED FOUNDATION OR IS THERE SOME WORD FOR YOU?
JUST EXPLAIN WHAT WE'RE DOING TO EDUCATE KIDS ON READING AND YEAH THE PHONICS. I THINK. >> WHAT WE WANT TO ACKNOWLEDGE IS THAT FOCUS IN ISOLATION DOES NOT TEACH KIDS PHONICS LIKE YOU HAVE.
TO PAIR WITH FOUNDATIONS. THAT IS THE APPROACH. THE DISTRICT HAS IN PLACE TO SUPPORT UM EVIDENCE BASED PRACTICES. AND I ALSO WAS SOME UM.
YES. >> UH RYAN. OKAY. >> NOW TO ADD ANOTHER RESPONSE. THANK YOU SO MUCH FOR ASKING THE QUESTION. AND I ALSO WANT TO JUST PIGGYBACK ON WHAT UM I SAID CHAIR THE OF BRAZIL TALKED ABOUT. IN TERMS OF WHEN WE TALK ABOUT
SERVICE MAPPING, WHEN WE'RE TALKING ABOUT LITERACY, WHEN WE'RE TALKING ABOUT READING THINK ABOUT IT THROUGH THE LENS OF MULTI-TIERED SYSTEMS OF SUPPORT. RIGHT. AND FOUNDATIONS IS CONSIDERED A TIER ONE.
WE ALSO HAVE EXPLICIT PHONIC PHONICS PHONEMIC AWARENESS IN TERMS OF USING HAGGERTY AND WE'RE FOCUSING ON DECODING AND ENCODING. AND IF YOUR STUDENTS NEED MORE INTENSIVE SUPPORT IN THE AREA OF READING AND LITERACY, THEN
WE HAVE MORE TIER THREE INTERVENTIONS TO SPECIALIZED INSTRUCTION. BUT ALSO MANY OF OUR TEACHERS ARE ALSO TRAINED AS WELL IN WILSON LANGUAGE. SO WE DO HAVE TIERED INTERVENTIONS TO ADDRESS UM
READING OUTCOMES FOR OUR STUDENTS. BUT ALSO MOST IMPORTANTLY AS WE LOOK AT SERVICE MAPPING AND WE'RE LOOKING AT IEPS, WE'RE MAKING SURE THROUGH OUR PROFESSIONAL LEARNING AND WE HAVE A RESPONSIVE TEAM THAT
WE'RE REALLY LOOKING AT STUDENT IEPS AND MAKING SURE THAT THE GOALS AND OBJECTIVES ARE ALIGNED TO THE CURRICULUM STANDARDS. SO AS WE LOOK AT OUR PATHWAY AND OUR SHIFT TO THIS INCLUSIVE EDUCATION PLAN, THOSE ARE SOME
OF THE CHANGES THAT WE'RE MAKING IN ORDER TO LOOK AT SYSTEMS OF ACCOUNTABILITY AS WELL. THANK YOU THANK YOU CHAIR THANK YOU. UM I'M GOING TO GO NEXT. TO COUNCILOR LOUIJEUNE. UM AT LARGE AND I KNOW THAT COUNCILOR.
CULPEPER HAS. ONE MORE FOLLOW UP QUESTION. THAT I'M GOING TO LET YOU GO BEFORE I GO SO THAT WE CAN LET OTHER TESTIMONY ACTUALLY BEGIN . COUNCILOR LOUIJEUNE.
YOU NOW HAVE THE FLOOR. THANK YOU. UM, AND I WANT TO SAY THANK YOU TO THE. STEAM PANEL FOR BEING HERE. UM, I ALWAYS. >> WANT TO. >> SAY THANK YOU. UM. >> TO DOCTOR THE MAYOR. AT UH UM UH, CHIEF CARMEN. I'M ALWAYS TRYING TO GIVE YOU, UH YOU KNOW. >> I.
THINK THAT'S GOD SPEAKING. YES. I I. BUT I'M ALWAYS YOU KNOW, COUNSELOR TALKED. ABOUT HOW THE. >> MATTER HUNTERS IN HIS. DISTRICT AND YOU KNOW, PEOPLE THINK I WENT TO THE MAT HUNT SO MUCH SO THAT THE PEOPLE AT THE TABLE LIKE WHY YOU NOT
SUPPORTING US? BUT I JUST THINK IT'S SO BEAUTIFUL THE WORK THAT YOU DID AT THE MANHUNT. UM, LET ME SEE YOUNG PEOPLE CONTINUE. THANK YOU FOR HOW YOU UPLIFT THAT SCHOOL AND JUST THE INCREDIBLE MODEL THAT THAT IS FOR OUR DISTRICT.
UM, I WANTED TO JUST UNDERSTAND THE NUMBERS A BIT MORE SO MY QUESTIONS ARE GOING TO BE OH AND I WANT TO SAY WELCOME. TO YOU AS WELL. UH, DOCTOR. RIGHT. I THINK THIS IS THE SECOND TIME THAT WE'VE AND I REALLY, UM.
ENJOY THE. SORT OF THE THOUGHTFULNESS AND THE ENERGY THAT YOU'RE BRINGING TO THIS WORK. I THINK IT'S REALLY IMPORTANT. UM. >> SO WE KNOW THAT ABOUT A THIRD OF OUR STUDENTS ARE ENGLISH LANGUAGE LEARNERS AND THEN WHAT IS THE PERCENTAGE. >> OF.
OUR STUDENTS THAT, UH, RECEIVE SOME FORM OF SPECIAL EDUCATION? >> WE HAVE 7% OF OUR STUDENTS. OOPS. OVER 77% OF OUR STUDENTS ON THAT HAVE A DISABILITY ARE ALSO
MULTILINGUAL LEARNERS. I OKAY. 7% OF OUR STUDENTS. ARE BOTH. OKAY. >> HAVE A DISABILITY BUT ARE ALSO MULTILINGUAL LEARNERS. SO WE RIGHT NOW WE HAVE A TOTAL PERCENTAGE OF 21% OF OUR
STUDENTS WHICH WE HAVE CLOSE TO 11,000 STUDENTS THAT HAVE A DISABILITY HERE IN BOSTON PUBLIC SCHOOLS AND OF THAT 11% WE HAVE 7% OF OUR STUDENTS OUR STUDENTS THAT ARE ALSO HAVE A
DISABILITY THAT ARE ALSO MULTILINGUAL LEARNERS. OKAY. >> I'M A LAWYER. MATH AIN'T MY MY. UH BUT YEAH 11%. OF OUR STUDENTS HAVE SOME SOME FORM OF AN IEP WOULD THAT BE
ACCURATE IF THEY'RE RECEIVING SPECIAL. EDUCATION 11,000 6000 YEAH THAT'S OKAY. AND 21% OF OUR STUDENTS ARE STUDENTS THAT HAVE A DISABILITY. YES THAT'S OKAY.
SO WHAT PERCENTAGE. OF THAT 21% ARE ENGLISH LANGUAGE LEARNERS I THINK THAT'S A NEW FIGURE. >> THAT'S 7% I THAT 7%. WAS THE. OVERLAP THAT'S THE COMBINATION.
SO SO OF OUR 21% OF OUR STUDENTS THAT HAVE A DISABILITIES 7% OF THE 21% ARE ALSO STUDENTS THAT ARE MULTILINGUAL LEARNERS. SO THAT'S. JUST TO BE. CLEAR THEM THAT THAT THEN IS A
SMALL PERCENTAGE. YEAH FOR THE SUPER. MAJORITY BECAUSE I HEARD DIFFERENT FRAMING EARLIER AND I JUST THAT'S WHERE I WANTED TO SORT OF CLARIFY. SO THE SUPER MAJORITY OF OUR
STUDENTS WHO HAVE SOME FORM OF SPECIAL EDUCATION OR DISABILITY ARE NOT ENGLISH LANGUAGE LEARNERS. CORRECT OKAY. AWESOME. THANK YOU I APPRECIATE THAT. UM AND THEN I WANT TO THANK MY
COLLEAGUE COUNCILOR WEBER FOR UPLIFTING SORT OF CONCERNS THAT I'VE HEARD FROM TEACHERS AND PARENTS AT THE CURLY. I'M NOT SURE IF IT'S NECESSARILY THIS HEARING I THINK CHRISTINE, THANK YOU FOR ALL THE WORK THAT YOU DO. WE'RE AGAIN WORKING ON AN A
VERY DIFFICULT ISSUE AND I APPRECIATE YOUR ASSISTANCE. UM, BUT WE'VE. HEARD SOME FEEDBACK IN WHAT I UNDERSTAND TO KNOW IS A CHALLENGING TIME FROM STUDENTS
AT THE FROM YOU KNOW, STAFF AND PARENTS AT THE CURLEY ABOUT A DECREASE IN FUNDING AND HOW THAT'S GOING TO AFFECT THE STUDENTS SOMETHING THAT YOU KNOW, WE HOPE. >> TO UPLIFT. UM AND I KNOW THAT THERE ARE DIFFICULT DECISIONS THAT NEED TO BE MADE. SO BUT I WANTED TO ALSO UPLIFT
THE ADVOCACY OF THOSE PARENTS. IT MAKES ME A LITTLE BIT NERVOUS. CURLEY A. SCHOOL WHERE I KNOW AND MANY OF US KNOW THAT IS, YOU KNOW, WELL RESOURCED AND HAVE A
PRETTY UM, DIVERSE INCOME. ,UM. >> BACKGROUND OF FAMILIES AND SOCIAL CAPITAL THAT WE GET THIS FEEDBACK I WANT TO MAKE SURE AND MAYBE THIS IS MORE SO TO MY COLLEAGUES. TO UNDERSTAND FROM OTHER
SCHOOLS THAT OUR. SAY ARE. ARE FACING SIMILAR CHALLENGES BUT MAYBE DON'T HAVE THE PARENTS WHO ARE GOING TO SHOOT US OFF EMAILS OR WE'RE GOING. >> TO. SEND US DMS ON SOCIAL MEDIA.
SO I'D LIKE TO FIND A WAY FOR US TO FIGURE OUT THE CHALLENGES IN A REAL WAY THAT OTHER SCHOOLS AND ENVIRONMENTS ARE FACING. BUT THAT MAY ALSO BE A LATER QUESTION. UM, AND THIS IS ALSO JUST A NUMBERS QUESTION.
UM, AND IT MY COLLEAGUES HAVE ACTED IN VARIOUS WAYS BUT I WANTED TO SOMETIMES THINGS ARE MIS POSITIONED WHEN PEOPLE TALK ABOUT US. I JUST WANT TO CLARIFY SO SPECIAL EDUCATION SPENDING IS INCREASING UM WHEN EXTERNAL
FUNDS. >> ARE. INCLUDED RIGHT I THINK IT'S ABOUT 475 MILLION FOR 21 BUT WHAT THERE'S UM ACTUAL FUNDS INCLUDED. IT'S BETWEEN 475 MAYBE UM HALF $1 BILLION IN AT THE SAME TIME
IS CUTTING APPROXIMATELY 160. FTE TIED. >> TO SPECIAL EDUCATION. SO IT LOOKS LIKE WE'RE SPENDING SUBSTANTIALLY MORE ON SPECIAL EDUCATION WHILE EMPLOYING FEWER PEOPLE TO DELIVER IT. WHY DOES IT LOOK LIKE WHY DOES IT LOOK LIKE UH WHY DOES IT
LOOK THAT WAY UNLESS FOR WHATEVER REASON MY NUMBERS MAY BE UH, DIFFERENT THAN THE ONES. >> YOU HAVE? SO YOUR QUESTION IS THAT BASED ON THE SPENDING AND WITH THE CUTS YOUR YOUR QUESTION IS THAT
YOU'RE STATING THAT IS SPENDING MORE, SPENDING LESS, SPENDING. MORE BUT HAVING FEWER STAFF? OKAY. >> I THINK IN TERMS OF SPENDING MORE I LET ME JUST UNPACK IT IN TERMS OF LOOKING AT THE NEEDS OF OUR STUDENTS. RIGHT.
SO AS WE LOOK AT THE NEEDS OF OUR STUDENTS AND WE ALSO LOOK AT OUR STAFFING CAPACITY, WE RECOGNIZE THAT WE DO HAVE TO MAKE SURE THAT WE HAVE THE RESOURCES AVAILABLE TO MEET THE NEEDS OF OUR STUDENTS.
SO ALTHOUGH ENROLLMENT HAS DECLINED UM, WE STILL HAVE SPECIALIZED PROGRAMS AND I'M NOT TALKING ABOUT STUDENTS THAT ARE PLACING OUT OF DISTRICT. I'M TALKING WITH STUDENTS THAT ARE IN DISTRICT. SO WHEN WE LOOK AT THE NEEDS OF OUR STUDENTS AND WE LOOK AT
THE STAFFING RATIOS, THEN WE ARE IDENTIFYING AND ALLOCATING STAFFING BASED ON THOSE NEEDS. SO ALTHOUGH WE MIGHT BE SPENDING MORE, WE'RE ALSO SPENDING MORE TO MAKE SURE THAT WE'RE KEEPING STUDENTS IN
DISTRICT AS OPPOSED TO PLACING THEM OUT OF DISTRICT. SO WHAT IS. THAT MONEY? >> I WANT TO BE. MINDFUL THAT THE THE UH TIME WENT OFF AND WE STILL HAVE PUBLIC TESTIMONY AND WE HAVE A HARD STOP BECAUSE WE HAVE A HEARING. THIS EVENING. SO IF YOU WANT TO DO ONE FOLLOW
UP YOUR BODY WELCOME TO. YEAH BUT UM SO SO. THEN CAN YOU GIVE ME AN EXAMPLE THEN OF WHAT THAT INCREASED FUNDING. YOU CAN AND YEAH. I WAS GONNA SAY CHAIR.
UM I THINK UM THIS IS SOMETHING THAT WE WILL. >> GO INTO. GREAT DETAIL IN APRIL. WITH I THINK WHAT. WE WANT. >> TO DOUBLE DOWN THE LINE. YOU HEARD CHRISTINE. >> TALK ABOUT. SERVICE MAPPING. UM, PAIRED WITH THE SCHOOL. BASED BUDGETING. PROCESS. >> WE HAVE POSITIONED OURSELVES
TO BE ABLE TO MEET ALL SERVICE. NEEDS FOR THE DISTRICT. UM, THAT THE CUTS AFFECT. BEING ABLE TO PROVIDE SERVICES TO STUDENTS. UM. >> THANK YOU I APPRECIATE HIM. THANK YOU, THANK YOU, COUNCILOR CULPEPER.
YOU HAVE UH, FOLLOW UP. COUNCILOR WEBER, DO YOU HAVE A FOLLOW UP AND THEN I'M GOING TO I'M GOING TO I'M GOING TO. WAIVE MY TIME. YEAH I WANTED TO PICK UP ON COUNCILOR PREFERENCE QUESTION
ABOUT CUTS. SO THERE ARE NO SPECIAL AND FTE CUTS RIGHT. YES OR NO THAT'S HOW WE'RE GOING TO START ANSWERING THE QUESTIONS. SO ASK THE QUESTION.
BUT THERE ARE YES SPECIAL ED PARAPPA PERSONNEL IS BEING CUT NO. YES OR NO THAT'S. >> THE. QUESTION WHAT IS THE NUMBER 100? I WOULD PROBABLY HAVE TO REVISIT THE BUDGET TO ANSWER
EXACTLY OKAY LET'S JUST THE ARCHIVES. LET'S ASSUME I'M RIGHT THERE ARE 100. WHAT'S THE IMPACT ESPECIALLY WITH REGARD TO THE SERVICE MAPPING THAT THOSE 100 CUTS ARE
GOING TO HAVE ON THE SPECIAL ED PROGRAM. SO WE DO HAVE DIFFERENT PARAPROFESSIONALS. WE HAVE PARAPROFESSIONALS THAT ARE SCHOOL BASED BUT WE ALSO HAVE PARAPROFESSIONALS THAT ARE ALSO ONE TO ONES.
AND WHEN WE LOOK AT THE FACT THAT SOME OF OUR STUDENTS AS WE LOOK AT THIS CONTINUATION OF SERVICES AND WE LOOK AT PUTTING TOGETHER CRITERIA IN TERMS OF STUDENTS THAT NEED MORE INTENSIVE NEEDS, SOME OF THOSE NUMBERS MAY BE
IMPACTED BASED ALSO ON ENROLLMENT. NOW IN TERMS OF SERVICE MAPPING ,CHRISTINE CAN TALK THROUGH IN TERMS OF HOW WE LOOK AT THE ALLOCATION OF SUPPORT STAFF EITHER THROUGH ADDITIONAL POWERS AND OR LOOKING AT
PLACEMENTS FOR STUDENTS BASED ON A SERVICE MAPPING PROCESS. OKAY, I KNOW THEY WILL HAVE. BUT JUST ASK IT. CAN WE LET WAIT ONE SECOND. WHETHER THOSE. NOW YOU CAN.
WHETHER THE HUNDRED CUTS WERE ON THE 1 TO 1 ON THE GENERAL PER PROFESSIONALS. >> YES WE'LL MAKE A NOTE OF THAT. >> OKAY THANK. >> YOU. THANK YOU COUNCILOR CULPEPER. UH, COUNSELOR WEBER, YOU HAVE ONE FOLLOW UP. YEAH. >> THANK YOU.
UH, WE HEARD FROM THE FIRST PANEL ABOUT TRANSITIONAL BILINGUAL EDUCATION OVER SCA. DOES ANYONE WANT TO TALK ABOUT THAT? UM. >> AS A POSSIBILITY. BECAUSE WE ARE YOU.
>> I THINK WE HAVE TO. >> WHAT DOCTOR. SAHPRA YEAH, CORRECT. UH, YEAH. THAT IS THE SCA MODEL AND I THINK SHE SAID WE SHOULD BE HAVING MORE TRANSITIONAL BILINGUAL EDUCATION. THAT IS THAT'S WHAT I WROTE
DOWN. I MAY. HAVE MESSED THAT UP. BUT YES. UM DOCTOR. SURFER DID REFERENCE THAT OUR UH, PREVIOUS WHAT WE CALLED SCA
PROGRAMS. WE'RE TDE WHICH WE'RE TRYING TO TRANSITIONAL BILINGUAL EDUCATION PROGRAMS. UM THEY WERE NOT. UM SO A TRANSITIONAL BILINGUAL
PROGRAM IS IMPLEMENTED WHERE YOU HAVE A BILINGUAL EDUCATOR. WHO PROVIDES NATIVE LANGUAGE. SUPPORT AND INSTRUCTION TO THE STUDENTS AND START TO DO A
GRADUAL RELEASE. I WANT TO STATE THAT OUR STUDENTS IN THE SCA CLASSROOMS WHERE COHORT ID BY THEIR LANGUAGE AND SOME OF THEM WERE COHORT BECAUSE THEY WERE
MULTILINGUAL LEARNERS. SO YOU MIGHT HAVE HAD A CLASS OF VARIOUS. MULTILINGUAL LEARNERS OR YOU. MIGHT HAVE HAD A CLASS THAT WERE HAITIAN SPEAKERS. HAITIAN CREOLE SPEAKERS. OR SPANISH SPEAKERS AND SOME
OF THE TIME THE TEACHER MAY HAVE BEEN A BILINGUAL EDUCATOR BUT SOMETIMES THE TEACHER WAS NOT. AND SO THAT'S WHERE WE TALK ABOUT THE CODING HAVING MORE
TRANSITIONAL BILINGUAL PROGRAMS UM, IS SOMETHING THAT WE HAVE UH REVIEWED AND AND IMPLEMENTED THIS YEAR WE IMPLEMENTED A TRANSITIONAL BILINGUAL EDUCATION PROGRAM AT THE MCCAY.
WHAT WE DID WAS. WE CONVERTED THE SCA PROGRAM THAT WAS THERE AND CREATED A TRANSITIONAL BILINGUAL EDUCATION. PROGRAM FOR THIS. YEAR FOR K-2 AND I WILL HAVE IT
FOR US STUDENTS WILL BE IN THE. PROGRAM FOR. UP TO TWO YEARS OR AN EXIT CRITERIA OF 2.5 ON THE ACCESS WE'RE ALSO LOOKING TO IMPLEMENT . UM WE WENT THROUGH. A PROPOSAL PROCESS SO IN ORDER
. >> TO. IMPLEMENT A TRANSITIONAL BILINGUAL EDUCATION PROGRAM YOU ALSO HAVE TO GO THROUGH A PROPOSAL PROCESS WITH DC AND WE'VE DONE THAT FOR THE MCCAY PROGRAM AND WE HAVE DONE THAT
TO IMPLEMENT A NEW PROGRAM AT THE ELLIS. UM BUT WE CAN TALK ABOUT IT FURTHER MORE OF THE. FEASIBILITY AND SUSTAINABILITY OF ACTUALLY BEING ABLE TO
IMPLEMENT UM, THAT TYPE OF PROGRAMING FOR ALL UM STUDENTS. AND SO BECAUSE WE HAVE NOT WE'RE NOT ABLE TO DO THAT AT THIS POINT WE'RE ENSURING THAT WE'RE HAVING STRONG.
INSTRUCTION IN OUR INCLUSION. SO I MODEL. WITH SUPPORTING EDUCATORS UM THROUGH PROFESSIONAL DEVELOPMENT AND MULTIPLE LIKE THROUGH COACHES AND OTHERS. ARE THERE PATHWAYS.
OKAY THANK YOU CHAIR. THANK YOU COUNCILOR WEBER OKAY . UM WE STILL HAVE FOLKS WHO ARE SIGNED UP FOR PUBLIC TESTIMONY AND ONLY HAVE 30 MORE MINUTES LEFT WITH YOU. I KNOW YOU ALL HAVE TO LEAVE YOU AT FIVE, BUT THEN WE STILL
HAVE TO HAVE PUBLIC TESTIMONY AND I STILL HAVE MY ESTEEMED UH ,COHORT OF COLLEAGUES WHO ARE ON THE BENCH. BUT I WANT TO BRING BACK IN I, UM I'M NOT GOING TO ASK TOO
MANY QUESTIONS. I'M ONLY GOING TO ASK TWO AND THEN I'M GOING TO PUT THE REST OF MY QUESTIONS. I'M GOING TO PUT ALL OF MY QUESTIONS ON THE RECORD AND YOU GET TO PICK THE ONES THAT YOU FEEL COMFORTABLE ANSWERING AND
THEN THE REST OF YOU I CAN GET SUBMITTED JUST BECAUSE I WANT TO MAKE SURE THAT MY QUESTIONS GET ENTERED INTO THE RECORD. SO TAKE NOTES TO SEE WHICH ONE. AND YOU KNOW WHAT I APPRECIATE YOU ATTENDING THE ELLIOTT HAVE
YOU BEEN TO THE HOMES. I HAVE. OKAY SO THAT WOULD HAVE BEEN A REALLY GOOD EXAMPLE WHEN WE'RE TALKING ABOUT YOU KNOW, OUTCOMES BECAUSE THE STUDENTS AT THE HOMES ARE VERY DIFFERENT
THAN THE STUDENTS AT THE ELLIOTT. SO IF WE WANT TO TALK ABOUT. THAT THAT WOULD BE UH I'M SAYING FOR ME WOULD BE AN EXAMPLE THAT WOULD BE LIKE OKAY JUST ONE JUST LIKE I THINK YOU'LL GET. >> THROUGH COUNSELOR.
I THINK YOU'LL. >> GET TO LEARNING LEARN ME A. >> LITTLE. I'M EXCITED. MHM YEAH OKAY. ALL RIGHT YEAH I HEAR MY QUESTIONS FOR THE RECORD YOU GET TO PICK WHICHEVER ONE YOU WANT TO ANSWER. UM OKAY SO I WOULD LIKE FOR
SOMEONE HERE TO WALK ME THROUGH HOW BOSTON PUBLIC SCHOOLS IS CURRENTLY IMPLEMENTING THE DOJ. THAT'S A DEPARTMENT OF JUSTICE . UM SUCCESSOR. AGREEMENT FOR ENGLISH LANGUAGE
UM LEARNER STUDENTS AND WHAT STEP IS THE DISTRICT HAS TAKEN THUS FAR TO STRENGTHEN SERVICES AND SUPPORTS BE ON THE BASELINE LEGAL REQUIREMENTS. WE UNDERSTAND THAT MANY OF THE
MEMBERS OF THE ELL TASK FORCE RECENTLY RESIGNED AND SHARED A LETTER OUTLINING THEIR PERSPECTIVES. CAN YOU SHARE HOW THE DISTRICT IS. THINKING ABOUT COMMUNITY ENGAGEMENT ON THIS ISSUE. AND WHAT STEPS ARE BEING.
TAKEN TO CONTINUE. WORKING WITH FAMILIES AND ADVOCATES. >> AS YOU MOVE FORWARD? UM, CAN YOU PROVIDE AN UPDATE ON THE INCLUSIVE EDUCATION PLAN OR ANY SUCCESSOR PLAN THAT IS GUIDING THIS WORK AND.
UM, SHARE WHAT. DATA OR INDICATORS. THE DISTRICT IS TRACKING TO UNDERSTAND STUDENT OUTCOMES SINCE THE PLAN'S IMPLEMENTATION . WHAT ARE YOU WHAT ARE YOUR STUDENT. OUTCOME GOALS FOR ENGLISH LANGUAGE LEARNERS FOR THIS
YEAR. >> AND NEXT YEAR AND. HOW WILL THE DISTRICT MEASURE PROGRESS. TOWARDS THOSE GOALS? I'M ALSO CURIOUS UM SOMEONE HERE MENTIONED HIGH QUALITY UH
STUDENT WAS THAT HIGH STUDENT QUALITY. INSTRUCTIONAL MATERIALS OUR STUDENT. EXPERIENCE STUDENT EXPERIENCE. SO I'D LIKE TO KNOW HOW YOU ARE DEFINING THAT. UM, WHAT DOES THAT MEAN TO YOU?
YOU DIDN'T MENTION THE HORACE MANN THAT ALSO. I BELIEVE. >> IS A DUAL LANGUAGE PROGRAM. CORRECT. SO JUST CURIOUS ABOUT HOW THEY FIT INTO THE ECOSYSTEM. UM, AND I'M.
ALSO CURIOUS. AS WE CONTINUE TO HAVE. THESE CONVERSATIONS, UM, WE GET A LOT OF CALLS FROM. PARENTS WHO. UM WHOSE STUDENTS ARE ON IEPS
AND THEY. ALSO HAVE DOOR TO DOOR UH, BUS TRANSPORTATION OR NEED ACCOMMODATIONS AND THERE IS A LACK OF. UH COORDINATION IT FEELS LIKE
AND STUDENTS ARE MISSING HOURS. AND SO I'M JUST CURIOUS HOW. YOU ARE THINKING OF KIND OF RECTIFYING THAT. SO BECAUSE I DON'T HAVE A LOT OF TIME AND I WANT TO TRANSITION INTO PUBLIC
TESTIMONY AND I STILL HAVE THREE MINUTES LEFT, I'D LIKE FOR YOU TO THINK ABOUT ALL OF THOSE QUESTIONS AT LEAST ANSWER 2 OR 3. COME UP. >> I'LL TAKE THE DOJ ONE.
SO UH, LAST. YEAR WE HAVE UH, MOVED OUT OR. WE WERE THE. DEPARTMENT OF JUSTICE HAS TERMINATED THE. SUCCESSOR AGREEMENT.
I WILL SAY TWO THINGS ABOUT THAT ONE WE KNOW WHAT THE UH WHAT THE CLIMATE. IS IN TERMS OF. SUPPORTING MULTILINGUAL LEARNERS. IN THE FEDERAL GOVERNMENT.
THEY REALLY DON'T CARE. SO THAT TERMINATION. CAME A LITTLE BIT FROM THERE IS GOING TO BE VERY TRANSPARENT ABOUT IT. BUT I WILL SAY THAT WE DO HAVE IN WRITING UH, THAT WE HAD BEEN.
WORKING TOWARDS. UM GETTING AWAY FROM HAVING TO REPORT. >> FOR. THE DEPARTMENT OF JUSTICE. WE HAD MANY OF THE PARAGRAPHS UM, THAT WE HAD TO REPORT.
UPON UH WERE. NO LONGER NEEDED JUST BECAUSE OF THE SUPPORT AND. UM. >> PROGRESS WE MADE NUMBER ONE. NUMBER TWO, WE ARE STILL. MONITORING WE HAVE. INTERNAL MONITORING SYSTEMS.
UM, THAT IS GOES BEYOND UM GUIDELINES AND ALIGNS WITH FEDERAL. GUIDELINES BUT. OURS WERE MORE RIGOROUS. WITH THE. >> DOJ AND WE STILL CONTINUE TO ENSURE THAT. >> WE. PROVIDE ALL OF THE SERVICES INSTRUCTION. >> FOR. STUDENTS THROUGH THAT DOJ. MODEL AND WE HAVE CHANNELS
BUILT IN TO DO THAT. INTERNAL MONITORING ALSO COMMUNITY LISTENING IN TERMS OF I KNOW THAT IS. UH A PART FOR THE COMMUNITY. >> TO ENSURE THAT WE ARE. STILL MONITORING. BECAUSE WE. >> DON'T WANT TO BE WE DON'T WANT. >> TO GET BACK.
>> TO WHERE WE WERE. BEFORE THE DOJ. UM, COMMUNITY ENGAGEMENT IS REALLY IMPORTANT. TO THE OFFICE. OF MULTILINGUAL. >> UM IN. MULTICULTURAL NATION BECAUSE IS THAT THE SECOND QUESTION IN
REGARDS TO COMMUNITY ENGAGEMENT? UM. >> I WAS. ASKED ARE YOU STILL IN DOJ? >> UM I THOUGHT IT WAS ALIGNED TO THE DOJ OR JUST. FOR UM YOU KNOW, THE. QUESTION REGARDING COMMUNITY ENGAGEMENT IS SPECIFICALLY AROUND THE YELLOW TASK FORCE THAT.
RECENTLY RESIGNED AND THEY SHARED A. LETTER OUTLINING. THEIR PERSPECTIVES. OH, I. >> COULD TALK. >> A. LITTLE BIT. >> ABOUT THAT AS WELL TOO. SO UH. THAT OR MAYBE. >> OUR. DEPARTMENT IS WORKING ON OUR STRATEGIC PLAN AND WE HAVE UM
IDENTIFIED SOME. PRIORITIES BASED OFF OF FEEDBACK THAT WE. >> HAVE HEARD FROM. >> THE COMMUNITY AND NOW WE HAVE WORKED WITH ALL OF OUR L.A.X. OUR PARENT, UM, ENGLISH LANGUAGE ADVISORY COUNCILS TO
GET FEEDBACK AND WE ARE ALSO HAVING A COMMUNITY. LISTENING SESSION TOMORROW THAT DOES HAVE MANY UM DIFFERENT UH. MEMBERS OF THE COMMUNITY. AND ACTUALLY TONIGHT. WE ARE WORKING WITH.
SAINT STEPHEN'S FOR OUR COMMUNITY UM INFO SESSION ABOUT DUAL LANGUAGE PROGRAMS UM TONIGHT. SO THERE'S VARIOUS OUTREACH AND I'VE ALSO. WORKED MY.
DEPARTMENT HAS ALSO WORKED WITH FORMER EAGLE TASK MEMBERS TO. CREATE THE PROGRAM AT THE QUINCY ALONG. >> WITH COUNCILOR FLYNN. AND ALSO UM WORKED. WITH ANOTHER FORMER COUNSELOR I MEAN SORRY, A FORMER UH.
EAGLE TASK MEMBER TO. >> CREATE THE. CABO VERDE. >> AND CREOLE PROGRAM THAT WILL BE UM IMPLEMENTED AT THE FREDERICK NEXT YEAR. GREAT. NOW BECAUSE MY TIME IS UP, I'M GOING TO DO UH, ONE MORE QUESTION BECAUSE THE REST WILL
JUST BE FOR THE RECORD BUT I AM CURIOUS UM, I ALSO HEAR FROM. STAFF PARTICULARLY TEACHERS AND HOW THEY ARE JUGGLING 101 THINGS. UM, AND.
>> THEN WE. KEEP ASKING THEM TO DO MORE. WITH LESS. AND YOU KNOW, WE'VE. >> HEARD THAT THE STATE. LICENSING REQUIREMENTS MAKE IT DIFFICULT TO EXPAND THE NUMBER OF BILINGUAL TEACHERS. UM, AND. >> HOW. CAN. WE WORK WITH THE STATE
DEPARTMENT? UM. >> AND THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION TO REVISE OR ADJUST THE LICENSING. REQUIREMENTS TO. DIVERSIFY THE LANGUAGE SKILLS FOR TEACHERS.
AND I ALSO WANT TO ADVOCATE ON BEHALF OF UM AND ACTUALLY NOT JUST ADVOCATE BUT BETTER. UNDERSTAND UH, THE INCLUSION MODEL IT JUST HELP ME UNDERSTAND FROM A WORKFORCE
DEVELOPMENT WHAT WHAT THAT LOOKS LIKE IN YOUR PERSPECTIVE AND THEN THOSE ARE MY TWO THAT'S THIS IS MY FOLLOW UP BONUS TIME. GO AHEAD CHRISTINA YEAH YEAH
SURE. SO I THINK THAT UM WITH REGARDS TO INCLUSION YOU KNOW WE'VE BEEN ON THAT THIS IS OUR SECOND YEAR OF THE ROLLOUT. UM, NEXT YEAR WE WILL MOVE UP THE ROLLOUT THAT WILL INCLUDE THIRD AND FOURTH GRADE.
UM, LET ME GET MY NUMBERS RIGHT AND 11TH GRADE PART OF THAT WORK IS THAT WE WORK AROUND PROFESSIONAL DEVELOPMENT FOR ALL EDUCATORS. THEY'VE HAD AN ADDITIONAL 12 HOURS OF PROFESSIONAL
DEVELOPMENT THAT IS PLANNED BASED UPON SOME OF THE FEEDBACK THAT WE'VE BEEN GIVEN. WE WORK CLOSELY WITH THE B2 TO UNDERSTAND AND TO MAKE SURE THAT WE'RE ALIGNING IT TO THEIRS TO MEET THEIR INDIVIDUAL
NEEDS. BESIDES THAT, SCHOOLS PROVIDE PD. WE WORK WITH THE SCHOOLS TO PROVIDE PROFESSIONAL DEVELOPMENT AROUND SPECIALLY DESIGNED INSTRUCTION AND OTHER AVENUES TO SUPPORT STUDENTS.
SO THERE'S A VARIETY OF THINGS AS WELL AS INCLUSION COACHES, INCLUSION SPECIALIST WHO ARE GOING IN THE MODEL OF WE'RE PROVIDING PROFESSIONAL DEVELOPMENT GOING INTO SCHOOLS TO HELP FACILITATE AND MAKE SURE IT'S BEING CARRIED OVER. THANK YOU.
>> THAT'S ALL RIGHT. YEAH DEAL. WITH IT. >> I WANT TO SAY WAS REALLY UM JUST REALLY INSPIRING IS THE FACT THAT WE'RE PROVIDING A CONTINUATION OF SERVICES FOR OUR STUDENTS. WE RECOGNIZE THAT OUR STUDENTS
NO LONGER HAVE TO LEAVE A SCHOOL WHERE THEY HAVE ATTENDED BECAUSE WE DON'T HAVE CAPACITY . SO OUR INCLUSION MODEL IS NO LONGER JUST A PLACE IS LOOKING AT WHAT WE'RE DOING TO SERVICES
AND HOW WE'RE BUILDING CAPACITY WITHIN SCHOOLS TO MEET THE NEEDS OF OUR STUDENTS. >> ALL RIGHT. THANK YOU. AND JUST BECAUSE WE WE LITERALLY JUST HAVE 15 MINUTES LEFT AND WE STILL HAVE PEOPLE WHO. ARE WAITING FOR PUBLIC TESTIMONY, I WANT TO END AT
LEAST MY PORTION JUST IN GRATITUDE. I KNOW IT IS NOT EASY TO SHOW UP HERE FOR THOSE WHO HAVE BEEN HERE WITH ME YOU KNOW I'M NOT AN EASY PERSON TO DEAL WITH BUT I HOPE YOU UNDERSTAND THAT FOR
ME THIS IS. DEEPLY ROOTED IN MY OWN. LIVED EXPERIENCE WOULD BE PSV HAS DONE HARM AND WE CONTINUE TO ALLOW BAD BEHAVIOR NOT NOT
TO NO FAULT OF ANYONE THAT'S SITTING IN THIS SEAT RIGHT NOW . AND OUR JOB IS TO FIGHT FOR FIERCELY FOR THE PEOPLE THAT WE SERVE. AND SO I HOPE YOU ALSO ALWAYS UNDERSTAND THAT THAT'S THE VOICE THAT I BRING INTO THIS
CHAMBER BECAUSE SO MANY PARENTS DON'T HAVE THE LUXURY OF THE PRIVILEGE TO HAVE A NANNY OR, YOU KNOW, TO HAVE A JOB WHERE THEY CAN JUST REMOTELY ZOOM IN OR OUT. SO I JUST WANT YOU TO KNOW THAT
THE LOAD IS HEAVY. UM, AND THE FRUSTRATION IS HIGH AND SO THAT'S WHAT I BRING INTO THIS CHAMBER. SO THANK YOU FOR YOUR GRACE AND THANK YOU FOR SHOWING UP. Y'ALL CAN GO. SIT OVER THERE SO Y'ALL CAN
LISTEN TO THE PUBLIC TESTIMONY BECAUSE Y'ALL GOT I GOT YOUR HAND. SO 5:00 ACCORDING TO ANNA WHITE SO DON'T BE TRYING TO. LEAVE HERE. YOU AIN'T DONE YET. SO I'M GOING TO. ASK YOU ALL. >> TO. COME OVER HERE AND.
THEN I'M GOING TO, UM, GET WE HAVE TWO PEOPLE WAITING FOR PUBLIC TESTIMONY, UM, THAT CHERYL BUCKMAN AND LIZ. SO BONNAROO. OKAY.
>> RIGHT. OKAY. >> SO CAN WE BRING IN CHERYL AND THEN LIZ AND THEN WHILE I BRING WHILE WE LISTEN TO PUBLIC TESTIMONY, I'M GOING TO INVITE YOU ALL TO CLOSE US OUT AND I,
UM, UNLESS MY COLLEAGUES YOU HAVE A CLOSING REMARKS BECAUSE AFTER WE GET DONE WITH WE'RE GOING TO BE DONE. I'M NOT GOING TO SAY ANYTHING BUT BY SO. CLOSE. >> OKAY. >> BUT OKAY.
SO WHAT CAN YOU TURN ON. COUNSELOR COLE PEPPERS MIKE SO HE CAN GET HIS QUESTION READ INTO THE RECORD NOW. YES, SIR. >> IT'S, UH, DOCTOR BRAZIL. >> OH, YOU WANT AN ANSWER? YES. >> OH WELL. OKAY GO AHEAD, GO AHEAD.
ACCENT I WANTED TO TALK TO HER ABOUT AND SHE HEARD DOCTOR. ALL RIGHT. TALK ABOUT THE, UH, EVIDENCE BASED TEACHING. I JUST WANTED TO GET A RESPONSE FROM DOCTOR BRAZIL BASED ON WHAT SHE HEARD.
OKAY, GREAT. SO THEN YOU CAN. >> USE YOUR. TIME TO ANSWER. THAT AS PART OF YOUR. BUT WE'RE NOT THERE YET. WE'RE GOING TO GO TO PUBLIC TESTIMONY AND I'M GOING TO GIVE YOU ALL SOME TIME TO THINK
ABOUT YOUR CLOSING REMARKS AS THOUGH YOU HEARD. WHAT YOU HEARD. AND CLOSE US OUT. COUNSELOR ROBERT, DO YOU HAVE ANY CLOSING REMARKS? OKAY. WE'RE GOING TO ARE. YOU SIGNED UP FOR YOU?
>> ARE YOU SIGN UP FOR PUBLIC TESTIMONY COUNSELOR CULPEPER DO YOU HAVE ANY CLOSING REMARKS? WANTED TO THANK ALL OF THE PRESENTERS FROM THE ADMINISTRATION AND THE PRESENTERS FROM THE UH
COMMUNITY FOR THE INFORMATION THAT WE HEARD AND FOR THE WORK THAT'S GOING UH, PUTTING THE BOSTON PUBLIC SCHOOL SYSTEM TO BE. TO BE.
ONE OF THE BEST I HEARD DOCTOR WRIGHT AND WHAT SHE'S, UH, WORKING ON AND WE'LL BE TALKING MORE BUT BUT I DO APPRECIATE ALL OF THE WORK THAT GOES INTO IT AND THE COLLABORATION AND
THE TESTIMONY FROM THE PANEL. THANK YOU. THANK YOU. UH, COUNCILOR CULPEPER. ALL RIGHT. SO WE'RE GOING. >> TO. GO TO OUR. UH TO A ZOOM UM, PUBLIC HEARINGS AND SORRY THAT IT TOOK
US SO LONG TO GET TO YOU ALL, BUT I FIGURED YOU WERE ON ZOOM SO YOU KNOW YOU'RE IN A BETTER SITUATION THAN SOME OF THE FOLKS. >> WHO ARE IN HERE. UM, AND SO WHILE WE LINE THEM UP, THE GOAL IS FOR EACH OF YOU
TO JUST KIND OF LIKE WHAT YOU HEARD WHAT YOU WANT TO LEAVE US WITH. LIKE YOU HAVE THE LAST WORD AS IT SHOULD BE. UM. >> SO WE GOOD. IS THAT WORD. LOADING IS A BROKEN WHAT I WANT TO SEE. IS THAT. >> WORK.
I CAN'T. SEE WHAT'S HAPPENING HERE. OH THEY'RE HERE. OKAY, WELL THEN. THEY WHOEVER THEY ARE. I CAN'T SEE THAT WELL. FROM ALL THE WAY OVER HERE.
YOU HAVE TWO MINUTES. WELCOME. >> PLEASE INTRODUCE YOURSELF AND YOU HAVE. TWO MINUTES. >> ARE THEY HERE? IF YOU'RE. >> HERE, WE CAN'T HEAR YOU.
CAN YOU HEAR ME NOW? OH YES WE CAN. OKAY. >> SORRY. GOOD AFTERNOON, COUNCIL MEMBERS. MY NAME IS CHERYL BLACKMAN. I AM A SOUTH BOSTON RESIDENT AND A PARENT TO A STUDENT AT
THE RUTH BATSON ACADEMY AND THE PARENT LEAD FOR THE DOVER AND DORCHESTER. WE'RE LOOKING AT A BUDGET OF OVER 121 MILLION, NEARLY A QUARTER OF THE ENTIRE EPS
OPERATING BUDGET. AS A TAXPAYER I WANT THAT MONEY TO BE WELL SPENT. BUT AS A MOTHER AND A LEADER IN TWO DIFFERENT SCHOOL COMMUNITIES, I WANT TO ENSURE THAT EVERY DOLLAR IS ACTUALLY
REACHING. IN EVERY. CLASSROOM RIGHT NOW THERE'S A PAINFUL PARADOX WHILE SPENDING INCREASES, WE'RE ALL STILL SEEING THE PERSISTENT STAFFING
SHORTAGES AND UNFULFILLED. IEPS WHEN A POSITION REMAINS UNFILLED. IT ISN'T JUST A LINE ITEM ON A SPREADSHEET IT IS A CHILD MISSING THEIR SPEECH THERAPY, A
STUDENT FALLING BEHIND IN READING OR A FAMILY FORCED INTO A COSTLY OUT OF DISTRICT PLACEMENT. BECAUSE THE CITY FAILED TO PROVIDE. THE LEGALLY REQUIRED SUPPORT IN
DISTRICT. THROWING MONEY AT A SYSTEM SYSTEMATICALLY DOESN'T FIX THE LEAK. WE NEED THIS AUDIT TO UNDERSTAND WHY A 421 MILLION
ISN'T ENOUGH TO SOLVE THE STAFFING SHORTAGES, HOW WE CAN SHIFT FROM REACTIVE EXPENSIVE OUT OF DISTRICT PLACEMENTS TO
SUSTAINABLE HIGH QUALITY IN DISTRICT PROGRAMING AND MOST IMPORTANTLY HOW WE TRANSLATE THESE MASSIVE INVESTMENTS INTO ACTUAL IMPROVE STUDENT OUTCOMES
,TRANSPARENCY AND ACCOUNTABILITY ARE NOT JUST BUREAUCRATIC BUZZWORDS BUT THEY'RE THE CORE OF WHAT WE OWE OUR MOST VULNERABLE STUDENTS. I URGE THIS COMMITTEE TO
CONTINUE THE DEEP DIVE INTO THOSE COSTS DIVERS AND ENSURE THAT THE RETURN ON INVESTMENT IS MEASURED BY THE SUCCESS OF STUDENTS LIKE MY SON, NOT JUST THE SIZE OF THE BUDGET.
THANK YOU. THANK YOU. >> THANK YOU CHERYL THANK YOU FOR YOUR FIERCE ADVOCACY. I ALWAYS SEE YOU OUT IN THE STREETS. THANK YOU. OKAY WE'RE GOING TO GO ON NEXT TO LIZ. THEN YOU EACH ARE GOING TO HAVE
LIKE 30S AND THEN WE'RE MOVING ON TO VIDEO TESTIMONY AND THAT'S HOW WE'RE CLOSING OUT ALL RIGHT OKAY. LIZ I YEP. HI GOOD AFTERNOON CHAIR MARSHA
AND MEMBERS OF THE BOSTON CITY COUNCIL COMMITTEE ON EDUCATION . MY NAME IS DOCTOR LIZ TANNOCK. BONSOIR. I LIVE IN MALDEN. I AM THE LE CHIEF AT CHARLESTOWN HIGH SCHOOL AND
I'VE TAUGHT ESL TO MULTILINGUAL LEARNERS WITH DISABILITIES. FOR ALMOST TWO DECADES IN BOSTON. I AM MULTILINGUAL AND I HAVE BEEN PART OF MANY TYPES OF LEARNING COMMUNITIES FROM K
TO 12 I HAVE SEEN FIRSTHAND HOW PROGRAMMATIC CUTS HAVE HARMED MULTILINGUAL LEARNERS AND STUDENTS WITH IEPS. I'D LIKE. >> TO ADDRESS THE PROPOSED BUDGET CUTS FOR CHARLESTOWN HIGH SCHOOL SPECIFICALLY AS
THEY PERTAIN TO OUR IMPACTFUL CO-TEACHING MODEL AS WELL AS OUR MULTILINGUAL TEACHER MULTILINGUAL TEACHERS OF NEWCOMERS WHOSE ROLES HAVE BEEN ELIMINATED. ONE OF THE FOUR CORE COMPONENTS
THAT MAKE UP THE HIGH QUALITY STUDENT EXPERIENCE IS RIGOROUS AND CULTURALLY AFFIRMING LEARNING EXPERIENCES TO PROVIDE THIS EXPERIENCE IN A WAY THAT FOSTERS STUDENT SENSE OF BELONGING, WHICH CHS DOES
BETTER THAN ANY OTHER HIGH SCHOOL IN DPS WE MUST BE ABLE TO CONTINUE BUILDING ON THE SUCCESS THAT WE HAVE WITH FULLY STAFFED INCLUSION CLASSES. THESE CUTS UNDERMINE OUR
PROGRESS THAT WE HAVE PROUDLY MADE IN THE LAST THREE YEARS. MY CO-TEACHER AND I FOR OUR SUBS SEPARATE CLASSES SPENT COUNTLESS HOURS TOGETHER PLANNING AND PREPARING TO
SUPPORT OUR MULTILINGUAL LEARNERS WHO HAVE AUTISM AND SPECIFIC LEARNING DISABILITIES. MY CO-TEACHER IS AN ALUMNA OF OUR SCHOOL AND SHE AFFIRMS OUR STUDENTS CULTURES
AUTHENTICALLY WHICH ALLOW THEM TO SEE THEMSELVES THROUGH OUR HCM. THROUGH A TRANSLANGUAGING APPROACH WE ARE ABLE TO DIG DEEPER INTO OUR ACADEMIC CONTENT WITH EXPLICIT SUPPORT.
OUR WORK IMPROVES STUDENTS CONFIDENCE AND VALIDATES STUDENTS CULTURAL AND LINGUISTIC IDENTITIES THROUGH OUR TARGETED WORK, I HAVE LEARNED MORE ABOUT SERVING THE STUDENTS OF BOSTON IN THE PAST
TWO YEARS THAN IN THE PRIOR 20 COMBINED INTERN SHE'S TOLD ME THAT I HAVE TAUGHT HER NOT ONLY HOW TO BETTER SUPPORT OUR STUDENTS, BUT I'VE ALSO INSTILLED A NEW CONFIDENCE IN HER.
I PROVIDED HER ENCOURAGEMENT, WHICH HAS BEEN ESPECIALLY MEANINGFUL BECAUSE SHE IS A TEACHER WITH HER OWN LEARNING DISABILITY. CLASS IS STRONGER AND OUR STUDENTS HAVE BENEFITED GREATLY
AS PART OF OUR MTS WE KNOW THAT 30% OF CHARLESTOWN MULTILINGUAL LEARNERS HAVE IEPS. THAT'S 100 STUDENTS OUT OF OUR. WE ALMOST WE YOU AT YOUR TIME.
PLEASE I'M ALMOST DONE CAN I. YEAH YES. OKAY THANK YOU. IT'S CRITICAL TO HAVE SKILLED, COMPASSIONATE, MULTILINGUAL. UH HUMANS WHO CAN TAILOR AND ADJUST PLANS BOSTON SCHOOL
COMMITTEE I URGE YOU TO RESCIND THE CUTS TO ALLOW FOR IMPACTFUL CO-TEACHING AT CHS. AS DOCTOR THE BRAZIL EXPRESS BLACK TEACHERS AMELIORATE THE SCHOOL TO PRISON PIPELINE,
PARTICULARLY FOR BLACK BOYS. WE HEARD HER SAY THIS TODAY BUT BLACK TEACHERS ARE GOING TO BE DISPROPORTIONATELY LAID OFF AND MY CO TEACHER IS ONE OF THEM. OUR SCHOOL HAS HAD A GREAT MANY SUCCESSES WITH THIS MODEL.
LAST MONTH AT THE BOSTON SCHOOL COMMITTEE VIRTUAL BUDGET HEARING I HEARD CHAIR ROBINSON INQUIRE TO SUPERINTENDENT SKIPPER ABOUT THESE POTENTIAL CUTS TO PROVISIONAL MULTILINGUAL STAFF
AND THEY ARE ABSOLUTELY GOING TO BE LOSING THEIR ROLES UNLESS THESE CUTS ARE REVERSED FOR CHARLESTOWN HIGH SCHOOL. THANK YOU ALL FOR YOUR TIME. THANK YOU LIZ THANK YOU LIZ AND
I JUST LEARNED THAT WE HAVE UH, JENNIFER WARD WHO HAS BEEN PATIENTLY WAITING ON THE ZOOM AS WELL. UM, EVERYBODY STOP SIGNING UP LIKE NOW EVERYBODY WANTS TO KNOW. BUT ACTUALLY JEN HAS BEEN
WAITING FOR A LONG TIME I IT JUST. GOT FLAGGED TO ME, SO I'M SO. >> SORRY. JEN PLEASE FORGIVE ME. THANK YOU VERY MUCH. UH, FOR INCLUDING ME. MY NAME IS JENNIFER WARD. UM, DISTRICT FIVE I AM MOTHER OF NICO.
WARD WHO I HOPE YOU WILL. >> HAVE AN OPPORTUNITY. TO SEE HIS RECORDED TESTIMONY IN HIS OWN VOICE TODAY BECAUSE IT IS IMPORTANT TO SEE THE STUDENTS WHO ARE DIRECTLY BEING AFFECTED AND HARMED BY THESE BUDGET CUTS.
I HAVE TWO CHILDREN ON IEPS AND BOSTON PUBLIC SCHOOLS ONE AT THE O'BRYANT AND ONE IN THE AUTISM STUDENT SUB SEPARATE PROGRAM AT THE JOSEPH LEE CRAIG I AM AN SSK AND SPC MEMBER AT THE LEE.
THE LEE HAS THE LARGEST AUTISM ABA SUB SEPARATE STRAND IN THE CITY AND IT DATES BACK TO THE 1980S. OUR SCHOOL ALSO HAS INCLUSION CLASSROOMS AND IS SUPPOSED TO BE MOVING TOWARDS INCLUSION.
I DON'T SEE HOW WE CAN REALISTICALLY DO THIS WITH THE CURRENT BUDGET WHICH CUTS SIX INCLUSION PARAPROFESSIONALS AT THE LEAST. WE NEED MORE EDUCATORS AND STAFFING RIGHT NOW, YET THEY
ARE CUTTING KEY STUDENT FACING POSITIONS THAT ENABLE OUR STUDENTS TO ACCESS INCLUSION. I IMPLORE THIS GROUP TO PRIORITIZE THESE LEARNERS AND RESTORE FUNDING IN FACT DO BETTER INCREASE POSITIONS AND
SUPPORT OUR STRAND. PARENTS ARE TOLD THAT THEIR STUDENTS CAN'T PARTICIPATE IN INCLUSION OPPORTUNITIES BECAUSE THERE ISN'T THE STAFF TO DO IT. DO BETTER RAISE THE BAR AND
RAISE THE EXPECTATIONS FOR OUR STUDENTS BECAUSE WHAT I WANT TO SEE FOR OUR STUDENTS IS REAL INCLUSION DONE RIGHT NOT A BUZZWORD, NOT A PERFORMATIVE SLOGAN. FULL INCLUSION FOR THOSE STUDENTS IS APPROPRIATE FOR AND
MEANINGFUL INCLUSION OPPORTUNITIES FOR THE STRAND STUDENTS. ULTIMATELY WHAT I WANT FOR OUR STUDENTS IS TO BE INCLUDED, TO BE EDUCATED AND THEN TO MOVE TO
REAL MEANINGFUL JOB TRAINING OPPORTUNITIES SO THAT THEY CAN HAVE PRODUCTIVE EMPLOYMENT IN THE FUTURE. AND THAT'S A WHOLE NOTHER CAN OF WORMS. BUT THAT IS ULTIMATELY WHAT OUR GOAL NEEDS TO BE. THANK YOU VERY MUCH.
THANK YOU JENNIFER THANK YOU. THANK YOU. >> ALL RIGHT. SO UH, WHAT WE'RE GOING TO DO LAST 30S DON'T. >> TRY. TO GO OVER BECAUSE I WILL BE LIKE NOT. >> BUT WE DO HAVE, UM.
ABOUT 12 MINUTES WORTH OF, UH, VIDEO RECORDED TESTIMONY THAT I WANT TO MAKE SURE THAT GETS INTO THE RECORD. SO I JUST THINK THAT. IT'S IMPORTANT FOR US TO GROUND
OURSELVES AGAIN, UM, WITH THE FOLKS WHO STARTED US OFF. SO YOU'RE CLOSING THE CIRCLE 30 MINUTES EACH. I MEAN 30S EACH. . NO. RYAN GOT TO GIVE YOU THE. POWER TO BE HEARD.
ALL RIGHT. UM. IN 2022. BP'S ANNOUNCED, UH, AMBITIOUS PLAN TO CREATE 25 NEW BILINGUAL PROGRAMS AND WE WERE
CELEBRATING AND THEN THE NEXT YEAR THAT PLAN JUST DISAPPEARED. >> FROM THE WEBSITE. WITH NO ANNOUNCEMENT OR COMMUNICATION. >> WITH THE. COMMUNITY ABOUT WHAT WAS HAPPENING AND SO WELL, BP'S WE LIKE TO HEAR THE COMMITMENT TO
UM, TRANSITIONAL BILINGUAL INTO A LANGUAGE. EDUCATION IN ORDER FOR THE COMMUNITY TO TRUST IT WE. >> REALLY. NEED TO. >> SEE IT AND THAT'S WHY WE'RE ASKING FOR A SPECIFIC MEASURABLE PLAN.
WE WANT TO KNOW WHAT SPEED BP IS COMMITTED TO MOVING MULTILINGUAL LEARNERS OUT OF CI CLASSES AND INTO OUR DUAL. DUAL LANGUAGE. UM, SO I HOPE THAT THIS IS JUST
THE BEGINNING OF A LOT MORE DIALOG THAT WE ARE GOING TO HAVE. THANK YOU. OKAY. >> ALL RIGHT. 30S GOOD. >> OKAY. >> HERE WE GO. THANK YOU. UM SO I ORGANIZED MY KIND OF CLOSING COMMENTS ON THE
QUESTION THAT YOU HAD ABOUT THE EVIDENCE BASED, UH, PROFESSIONAL LEARNING AND. ESSENTIALLY I JUST WANTED TO A COUPLE PIECES OF FEEDBACK ON EACH OF THE DIFFERENT PARTS. SO LIKE SKIM HIGH QUALITY INSTRUCTIONAL MATERIALS.
WE ARE ALSO COLLECTING SOME DATA BUT WE'VE HEARD UM, FEEDBACK THAT THE PACING AND THE FACT THAT THERE'S NOT MODIFIED MATERIALS ARE UM THAT ARE BEING INCLUDED IS THIS
CHALLENGE WITH THE INCLUSIVE ED PROFESSIONAL DEVELOPMENT THAT IS HAPPENING? THIS IS ITS THIRD YEAR I BELIEVE. UH IT'S ALSO BEEN SAID THAT THERE ARE A HANDFUL OF UH GROUPS OF EDUCATORS THAT IT'S
NOT NECESSARILY RELEVANT FOR LIKE THE ABA TEACHERS, MULTIPLE DISABILITY TEACHERS AND SPECIALISTS JUST AS AN EXAMPLE UM, OKAY. SIMILARLY WENT OVER. I DID ALREADY YES. >> YOU DID LIKE.
UM OKAY IT WAS AGAIN I HAD MORE BUT REALLY QUICK TELESCOPE NETWORK IS A GREAT PD SOURCE. IT'S A JOINT EFFORT BETWEEN BTU AND BP'S AND THEY'RE ALSO SUFFERING SOME CUTS SO I THINK WE SHOULD INVEST MORE IN THEM OKAY.
I JUST. >> WANT TO CLOSE CLOSE BY REFLECTING ON WHAT WE HEARD TODAY. WE HEARD THAT THE DISTRICT IS SPENDING MORE MONEY TO KEEP STUDENTS IN THE SYSTEM. BUT AT THE SAME TIME WE'RE HEARING ABOUT CUTS TO PARAPROFESSIONALS AND STAFF FOR
THE SAME ONES WHO ARE PROVIDING SERVICES TO OUR STUDENTS. AS A STUDENT I'M CONFUSED HOW CAN WE SAY WE ARE INVESTING? WE ARE INVESTING MORE IN OUR STUDENTS WHILE CUTTING THE PEOPLE THAT SUPPORT THEM EVERY DAY.
NO STUDENT WITH THE DISABILITY CAN SURVIVE WITHOUT THEIR PARAPROFESSIONAL OR NO STUDENT. NO SCHOOL THAT HAS SPECIAL EDUCATION SERVICES CAN OPERATE WITHOUT A SPECIAL EDUCATION DIRECTOR.
I DON'T CARE WHAT Y'ALL SAY THERE ARE OVER 11,000 STUDENTS WITH DISABILITIES AND YES THAT IS A BIG PART OF OUR COMMUNITY . WE HAVE TO DO SOMETHING. WE GOT ENOUGH MONEY. FIX IT. THANK YOU. OKAY. >> ALL RIGHT.
I LIKE TO JUST SAY THAT. WALKTHROUGHS ARE OUTDATED RESEARCH BECAUSE. IT IS A. >> MOMENT IN TIME OF TEACHING. IT DOESN'T. >> TELL. THE WHOLE. PICTURE WITH. HQ. IT'S GIVING TEACHERS A TOOL BOX
. BUT WITHOUT PROFESSIONAL DEVELOPMENT THEY DON'T KNOW HOW TO USE IT. YOU CAN GIVE ME A HAMMER AND A WRENCH. I NEED TO HAVE SOME TRAINING IN HOW TO USE THEM TO BUILD A
HOUSE OR WHATEVER I'M TRYING TO BUILD. SERVICE MAPPING IS COMPLIANCE DRIVEN. IT IS THE FLOOR NOT THE CEILING OF INSTRUCTIONAL EXCELLENCE.
IT JUST SAYS HOW MANY MINUTES, WHAT KIND OF SCHEDULE YOU NEED TO MAKE SURE THAT STUDENTS ARE BEING PROVIDE SERVICES, BUT IT HAS NOTHING TO DO WITH INSTRUCTIONAL RIGOR OR OUTCOMES. AND LASTLY, A TIER ONE
CURRICULUM SHOULD ADDRESS THE NEEDS OF 80% OF THE STUDENTS. WHEN FOCUS HAS TO BE UH PAIRED WITH FOUNDATIONS BUT YOU FORGOT TO MENTION HAGGERTY AND LETTERS
THREE DIFFERENT THINGS YOU HAVE A LOT OF MOVING PARTS AND NO DATA. THANK YOU. THANK YOU. >> THANK YOU. AND I WANT TO ACKNOWLEDGE THAT, UM, JOHNNY MCGINNIS HAS BEEN HERE FROM THE BTU. UH, SO THANK YOU FOR FOR BEING HERE.
UM. EVEN THOUGH YOU DIDN'T GET TO TALK SO I I APPRECIATE YOU. ALL RIGHT, SO WITH. >> THAT SAID, I. I'M NOW GOING TO CLOSE THE HEARING BECAUSE WE REALLY WANT TO MAKE SURE THAT WE END WITH
COMMUNITY VOICE SO. YOU ALL DON'T HAVE. >> TO STAY HERE. BUT I WANTED TO MAKE SURE THAT, UM, BP'S Y'ALL KNOW IT WAS 5:00 NOW Y'ALL. Y'ALL CAN LEAVE NOW BECAUSE Y'ALL HAVE A 5:00.
HARD STOP AND SO I REACH THAT GOAL, Y'ALL ONLY BECAUSE YOU HEARD THE VOICES OF THE PEOPLE. YOU CAN REACH THE REST ONLINE ON YOUR WAY HOME. UM. SO I'LL SEE Y'ALL ON THE STREETS MAYBE I DON'T KNOW AND
COULD PROBABLY COORDINATED IF Y'ALL REALLY STILL LIKE ME AND. >> IF. NOT, THAT'S OKAY. UM, AND YOU ALL THANK YOU SO VERY MUCH. UM, MISTER, I KNOW COUNCILOR CULPEPPER WAS LOOKING FOR EVIDENCE BASE EDITH.
SO Y'ALL SHOULD EXCHANGE CONTACT INFORMATION. YOU GOT IT. OKAY, GREAT. UM. ALL RIGHT, SO THANK YOU. ALL FOR. SHOWING UP THE WAY THAT YOU DO. WE'RE GOING TO TRANSITION TO, UM, PUBLIC TESTIMONY, UH,
VIDEO. UM, SO THANK YOU. OKAY, PLAY THE TAPE. GUYS. THANK YOU. THANK YOU. >> MY NAME. IS NICO WARD. I AM IN SEVENTH GRADE AT JOSEPH
BOYS SCHOOL. MY SCHOOL IS WE'RE USING SIX INCLUSION PARAS THE BUDGET CUTS . UM, ME AND MY CLASSMATES, WE
DESERVE TO BE INCLUDED. THANK YOU. WELL, WHEN I. STAND IN MY NUMBERS, CAROLYN SORTED. WE WILL INVEST IN THAT. DON'T SAY ANYTHING OR NINYO
KASSIM STANLEY WAS SUBSEQUENTLY IN A DRIVE PROGRAM ON MENTAL THE VANESSA SAMSUNG ESTEVAN AND LET'S RATHER THAN BEING AN ELEMENTARY. MAMA AND ME TRABAJO THE ARE YOU
GONNA FOR ME LET'S GO LISTEN TO YOUR BEAUTIFUL IT ALSO AND I JUST PREFER TO SAY COMO. WELL THEY DIDN'T IN THEIR ESPECIALMENTE ESOS NINO OKAY SO
NOW APPARENTLY SAID ENGLISH OR EVEN SAID RECENTLY AS AS THIS YEAR MUCHO DOES SPERANZA BETTER DOMINGO MUCHA PREGUNTA OURSELF
SISTEMA WHAT IS CERTAINLY FEASIBLE THE NAVIGATE HIS POSITION MEANS TAKE ONE OF THE SAME IDEA THE VIDEO COMMUNICATION POR ESO ES EL DIA DE LOS SERVICIOS ESTUDIANTE IS
MULTILINGUAL CUSTOMERS WITH THAT IS IMPORTANT ES UNA PERSONA AND SEVERAL. LIQUIDO ESTUDIANTE RECEIVING REALMENTE NECESITA IS IN
TAMBIÉN ES UNA PUERTO CULTURE AND A FAMILIAR CUANDO LA FAMILIA SON PARTE DE LA CONVERSATION WHEN I SAID AS I SAY WELL WE MUST WEAR IT IN LOS
ESTUDIANTE THE ENDING MUST ESTO TODO QUEREMOS REMODEL MEME. ORIENTED DE LA MISMO THAT YELLOW POLO PARA CAN SATISFY MAXIMUM POTENTIAL WE JUST
CLASSIC WHEN DE MINIMIS AND. SO IT INCIDENT. IN THE. DORCHESTER THREE. MARADONA'S DURANTE LA 12 WAS THEM YOU CARAVAN IS GOING TO
DIE ME COMO MENTOR. GRACIAS THAT BROUGHT AMAZON. STEPHEN IN A LAURA DETRAS DE JOHN NOTO BAILAR NECESIDAD. DE LOS NINOS. POR UNA.
LINGUA COMO SE SIENTE CUANDO KIERAN IS PLETHORA ALGO COMO SE IN ONE DON'T 99. QUANDO CUANDO. SE ESTA BIEN. NO I'M.
TAMBIÉN BEO. LA NECESIDAD CATENA LOS NINOS. POM PROGRAMA DE SPECIAL. EL GRAN. RAPPORT YOU CAN. EXCEED THEM IN BUT YOU'RE GOING TO SEE DALLAS PROFESSOR ELLA.
COMO ES DE ORO. LA WHAT. HAVE YOU DONE WITH THOSE NINOS CONCERT. THE THEME. ARE YOU. >> AS I SAY THIS COMMUNITY. MOMENT HE DOMINO. >> YOGA. NOSOTROS COMO PARIS APPLE IT IS PERSONAL.
INDUSTRY IN THE. >> HOME WHETHER IT'S IN PIANO SEGUROS ECO IN THE FAMILY ESCUELA SING BEAD K WORK AT AMAZON OR WHO'S EL OKAY
QUEREMOS COMO. ABAJO FERMENT CONSUME IN INDIAN JARGON IN IN YOUR VERSUS SEGURO
IN L.A EGO IN BILINGUAL BALANCE IN THE THEME GRACIAS. WHEN. STEAMY NOBODY'S. THING. IS STILL GOT A KEY BUT I FEEL
YOUNG AND IT'S JUST ALL THE AND THERE'S NO DEALING WITH. JACKETS ON MODERATING TONE AND IT'S GOING TO GET ALL THE ELEMENTARIES IN EVERYTHING BUT
WHAT I'M SAYING STEVIE E AND IT'S I THINK THAT MOST OF THE LINGUAL SUPPORT YOU. I LOVE THIS AREA THE WHOLE SCENE WITH WE PUT A MOVIE LUCASFILM DR. STEVEN JACKIE
YOUR STUDENT IS K-DRAMA STATUS IDEAL ENOUGH THAT I CAN CONCEIVE OF TO THE EXPERIENCE YEAH COMO SEE ME IN THE OKAY WE CAN SEE MOST THE REST IS QUEDA
INVESTORS COMUNIDAD COPY THE ALL MY IS WONDERFUL DANNY SOME NOISE LOVE OF THE ENQUANTO I SO I TELL YOU THAT EXPERIENCING
TRABAJO EVEN IN NOUN E I BUT IT'S NOT GOING COMUNICAR CON MAESTRO VOLCANO ALL BELONGING TO ME SO WE DEAL. HE MAY THESE IN CONTROL SO BUT YOU KNOW WHEN I DO LET US SEE
WHAT I DID A STUDY. THIS IS THE DOUBLE MUST. MASK IS ILLEGAL BUT THEN ME FALL I DRAW THE JUST MEANING
OF THEM BEING AND THEN. GOING TO SEE WELL A SIGNIFICA KEY TOLD US NINA. SYMPATHETICALLY DID ALL MY I
BELIEVE IT. OH UM THEY SAY THEY COULD THINK I DON'T KNOW COME TO ME THAT THEY PUTTING THEY'RE GOING TO SAY ANYTHING TO SAY HELLO HAVE
MOM OR DAD AND ANALYSIS ON THIS MULTILINGUAL. ATRAVÉS THEY COME TO THE END OF 20 YELLOW LUCASFILM AND
YOU'LL SEE WHO MORALLY MESSED UP FOR YOU. BOY THAT DOESN'T MODERN MIDDLE MAN LIVE SCENARIO THAT HEROES IN THAT. SO MOTHER MENTOR AND LET'S GO I
THOUGHT I WAS THEN PROGRAM. HONESTY ABOUT WHAT. YOU ESTOY AQUI PARA CONTAR LET'S MEET TESTIMONIAL COMO MODRIC EMO. HAIR THINK WE'RE RUNNING OUT OF YES UM YES GUESS HE'S THAT I OWN A.
SCALABLE LINGUIST. REPRIMANDING YOUR MOTHER MEANING I YOU KNOW MY SPANIEL. YEAH. YOU KNOW YOU MAY NOT BEING AN ENGLISH BUT YOU STILL. OWN AS. >> WELL I BELIEVE IN QUANTUM MAESTROS BECAUSE I PUT IN
COMMUNICATIONS WITH YOUR MOM UP IN WASILLA. I MUST FASTEN IF AURELIO LAURA . THEY EAT ON A SQUID I PRINTED.
ESTO TAMBIÉN 4K SIERRA PARA SUPUESTO ESCALADE EL PROXIMO I KNEW WHAT ARE THE REVIEW AVERAGE MASSIVE SCALE AS BEING WITH BUT I ESOS NINOS OKAY NO
OPPORTUNITY FOR THE ASSISTED OWNER DEPENDIENDO THAT IS SECTOR AND ON THAT EVEN TAMBIÉN PARA OKAY. I BOY AM. PROGRAMMERS COMO SON IS FEELING.
CANNOT TELL YOU I NOSOTROS COMO MOTHERS I'M ON CARDINALS MASK AND LA LOCATION NATO SEAHORSE YOU KNOW SO SO AGGRESSIVE COMO PERSONAS COMO PROFESIONALES NO
OTHER SARA YEAH KNOWS I STUDY AH YES INGLÉS UNA PROFESSIONAL ENTONCES YES ALGO CONVINCED THAT FERNANDO YOU KNOW I SAID
COMO PERSONAS YOU KNOW SAYS THAT HAVE. ALL THOSE ELASTIC WITH US AS YOU KNOW ME THAT IS ES ALGO YEAH AND SO THEN WHEN YOU SAID
YOU ARE ASKING SEVERAL MAS PROGRAMAS COMO ESTA. ALREADY KNOWS ARE YOU THE IN TODO ESTO ES UH ROJO.
OLA KELLY PARIS THE CEO IN. >> LA COMUNIDAD LAUNCHES THANK YOU SO MUCH. LET. >> ME GET THAT I SAID PROGRAM ELEMENT PROCESS THEATER THEY WILL I. LEAVE EO. >> ESTOY. INEXPERIENCED MOTHER ECONO
MENTOR. >> CUANDO ME. MAY BE. >> PORQUE ENGLISH. COMO ASYMMETRICAL PAS PROFUNDAMENTE THEY MAY OKAY.
SAY HE PARASOL DECEMBER. SINGING EL. >> PROGRAMA. BILINGUAL AS WELL APPARENTLY. IT CAN SOLO. >> THE INTERNATIONAL. TOURISM SAYS. ME HELLO ENGLISH. SIMPLE THEN ARE SELLING ONE WITH THEIR OILS ON ONLY AM I
SAY WATER. YOU MUST FELIZ COMO YOUR CONFIANZA THAT. THEM CRITICAL LOOK. OF THE CLASSICS ON THE TRACK. >> WHERE. ARE YOU MEAN YOU CAN YOU GO. UNDERNEATH YOUR.
MY GLASSES OKAY SO PRACTICING PARENTING TANTO INGLÉS COMMON ESPANOL ALL YOU SAID IN YOUR COMPLAINT DELIRIUM. YEAH. COMMENTS ABOUT COMMUNICATION. BETTER SAID PROGRESSO NOT LIKE
THE CUANDO PODEMOS ESTUDIANTES WITH HUMOR AND ESTAMOS TO ME THAT THE LITTLE FLAT IT AS SOON AS THIS FEEL THAT LOOK WHAT I SAW OKAY CONTINUING I
SEE NANDO PARA PORTALES CITY EXPANDED LAST SCHOOL AS WE DEAL WITH I STOPPED PROGRAMMERS NO SOLOS ANYTHING ANY OF YOU MUST I'M GOING TO FULFILL IT FOR YOU
EVENT DETAILS YEAH PIANO FAMILIAS IN COMO RECENTLY SO OKAY I DON'T SEE THE ALMOST VALUABLE. DOES BEGIN. WHEN I START OF THIS STORY IS
SO MOTHERLY MENTOR THEY ALWAYS DO THE AFTER THE LAST ONE I HEARD YOU. A OH YEAH I HAVE NO DESTINY EXPERIENCIA DENTRO DEL SALON DE CLASSES COMO MADRE KOMPROMAT BE
THE. GOOGLE EXIT THOSE WHO ESTUDIANTES MBA SO THEY PRIMERO MAN. >> OR. EL TRANSFER SO THE MAESTRO SEEING EMBARGO TAMBIÉN IS
SEALED THIS ZERO DE LOS DESAFIOS CAME FROM TIME ONE GO NO QUANTUM CONSULTATION PERSONAL THEREFORE YOU EMBARRASS ALONE ES EL.
NORMAL ESTUDIANTES IS ALTO E MUCHOS NINO NECESITA. INDIVIDUALLY SAVVY. UPON YOUR AMICO CONDUCT. WELL EMOTIONAL CUANDO NO SUFFICIENT THIS.
PARA PROFESSIONALS OR PROFESSIONALS HUMOR WILL. EN EL MAESTRO ME REAL SWEATING SEO Y LOS ESTUDIANTES. SKIN MUST ALSO SEE THEM PUEDEN
CANNOT ADDRESS NOISE FALTA DE COMPROMISO IS FALTA DE RECURSOS . LIKE LUCIO REAL REQUIERE. INVERSE YOU ALREADY SEE CARAMEL
MOSQUITO SINGLE ÉXITO NECESITAMOS MASCARA PROFESSIONALISM NO SALONS. MASK PROFESSIONALS. ALL TUTORIALS EAT GLASSES THEN
IF YOU'RE SO. WELL I MEAN I'M JUST. JESSICA YOU SO THERE HAVE BEEN SCENARIO THE DORCHESTER SO. MADAM MENTOR. ALICE COLA PHARMACY WHO I SAY THINK. CASE LA SCHOOL.
UM YOUR TRABALHO. COME ON THIS IS A TRAVÉS DE MISSPELLINGS THAT ARABIA. HEY PULIDO VILLA IMPORTANCIA. THEY SAID. >> WE LEAVE. >> WITH DENTRO DE SALON IT'S IN THE COMMUNITY. COMMUNICATION AND IS GOING TO.
>> BE. LESS FAMILIA UH. YOU THE ACTIVOS. ESTUDIANTE SANTANA INCLUIDO. >> YOUR MOJO. SO THAT'S. >> IDENTIDAD. E MOTIVA. >> I'M MOUSE. AND. YEEHAW SURVEY LINGUAL NO SOLO
APRENDER DON'T NEED YOUR MAMA TO SAY NO. APPREHENSIVE AS. >> I SPEAK THAT I WILL TRUST CORDURA. E CRISTIANO RONALDO. COMO THE OR IS CONSIDERED OKAY LINGUIST MUY IMPORTANTE.
PARA LA DE. ESTUDIANTE YEAH. YEAH WHEN I STARTED THEM YOU KNOW EMBRACE GUIDE GRANDMOTHER. BINGO MIXED NINOS.
ELLA SCHOLARS PUBLICA REBELS DON'T EAT ME THERE IS BUT OKAY GIVE ME A BOY YOU ALLOW THE TORTILLA DE LOS SERVICIOS PARA MULTILINGUAL E TO THE ENTITY
LOCATION IMPRESSION A TELEVISION AND MORE IMPORTANT BUT AGAIN OPEN ME THAT IN THE EMBEDDED CAN WAS PROCESS TO THE REALMENTE VIENDO LA POLIO SCENE KINESIS SEE THEM BUT THAN IT
ACTUALLY BUILT IN SQUARE LA MUJER FAMILIA CONVENIENT LLC TEMECULA PARA SEEING WHAT I SEE WAS THAT'S CALORIC ALSO LIKE WHETHER EQUAL LOMA PREPARADO
PARA APPLE YET SO NECESSITY THAT MEANS I AM OKAY MUCHAS OKAY OKAY LA FAMILIA IN FRONT OF A THE INFORMATION OR THE
ACCESS BARRETTE MARIO QUIERO. MOSTRAR ME A POLE YO. BUT. >> I DON'T MIND AND GOING THE DECISION NEAR AN IMPORTANT. PARA NOTRE FAMILIA LINGUA EL NINO I SEE THAT THEY.
WHEN I STARTED THIS GONZALEZ DE LA CIUDAD DE POSTO ME NOMBRE DE NIS CARAVAGGIO TENGO NINOS DE LA CIUDAD DE LOS VERY. THOSE DE MISS NINOS.
INDIVIDUALIZED ESTOY AQUI PARA BAJAR IT IS DIFFICULT SO THE LOCATION BILINGUAL IN LOS ESTUDIANTES BECAUSE DEMONIO IS THE VERY LAST MENINO THEY SEE
AT THE ANNUAL. LA LIGA ESPANOL PERO EL HASTA AHORA NO I RECEIVE IDO EL EL CHAPO JACKET TODO OKAY HABLA ENGLISH ELISA SENTIDO TIRADO
UN. POCO DE MIEDO IN ALGUNAS ACTIVIDAD IS NO SE PUEDES PARA SA CONSOLE FAMILIARES POR CAMERA. MISMO TODO LO Q LALA IS ENGLISH YO MISMO TENGO MUCHA
DIFICULTADES IN LA CASA DE UNA INCLUSION AND SCALA COMO EL LIMBO UH ME GUSTARIA OKAY THIS IS DONE ABOGADO POQUITO MAS
PERGOLA MASS AS AS BILINGUAL PARA LOS NINOS NO LINGUA UM ASI COMO TENEMOS UNA UNIVERSIDAD DE NOS HOSPITAL ME GUSTARIA CYBORG
INFORMATION ESCUELA JOINT THAT TODOS LOS MEDIO DE CAMINO LINGUA SAMIA SEE THE MOVIE FACE ESTOY THAT IS PETER MUNOZ THINGS THAN THE LARGER THAN
THIS ENTONCES ARCHIMEDES Y ESTO AT THE ANARCHIST PETER IS A GIRL LUCHA LUCIANO UN POQUITO MAS DE DATOS DE LA CASA HELP WITH UH A LA UN POQUITO THE SPANIEL PERO MILLISECOND IN THE
ENDING IN LA ESCUELA INGLÉS TODA LA COMUNIDAD DENTRO DE SOUSA MINUTOS AND MIKASA NO SE HAN ENGLISH A SOLO ESPANOL ENTONCES BEING WACKY I SO I
KEEP THOSE STAIRS NO PUEDEN VER LA MANO JACKIE AQUI MOST ALL TENEMOS ALL SING NUMERO DE APRENDIZAJE THE LADY OF MY ENGLISH ESTOS AREA BENEFICIO PARA MUCHOS PARA MUCHOS
ESTUDIANTE A JOTA TRABAJO COMO BADMINTON ESCUELA UVULA DIFFICULT TO COMBINED NINOS ADDRESSABLE SAFE RULES TRANSJORDAN OR SECOND NO SERGIO SO WE UNDERSTOOD SITUATION SO
OTROS PARIS TAMBIÉN MUCHAS GRACIAS POR TODO ESPERO TESTIMONIAL YOU CAN IN THE OTHER MANANA PODAMOS TENER MASS LINGUAL. WHEN I SUDDENLY KNOW IS.
NOT THE NAME OF THAT SO MARRIED THAT I SEE WHO'S A TORMENT THAT WE WERE A MAN UPON IMPERTINENT SCHOLAR FOUNDATION SOME STEPHEN. THROW ELLA. BLACKSTONE IN SCHOOL.
ENVIRONMENT DAUGHTER. BEEN WORKING. >> BUT. IMPORTANCIA DE LA LOCATION BILINGUAL. >> THE. NECESSARY SKILLS. ME HUH IS THAT NO GRADO. SISTER IN. IN LA. >> SCALA BLACKSTONE IS NOT BE
LINGUAL FOR. LOCAL I JUST LEAVE EQUAL DOWN. THERE IN ENGLISH. FOR LOOKING. INTO YOUR MIND NOT THAT UP BASE OF THE THOUGHT. >> PROCESS. OKAY WHAT'S YOU NEW HOME?
UH COMO. MADRE CIRCUIT? ESTO ES MUY IMPORTANTE. JOSE HOLINESS AND APPARENTLY. SO NOT YOU SEE NO TAMBIEN IS A. CONSTRUE GENTO. >> SO NO I AM THETA. ESO FOR TODA.
ESTO ES. LA BILINGUALS. I DO THAT I LOSE. NINO I WOULD HAVE. INCLUDED US. >> IS THERE BUT IN THEIR SIN EMBARGO US THE PREOCUPA FOR ME WHO. CAN YOU A.
ELLA PUEDO AND. HONEST QUELLA. OKAY THANK YOU UM BILINGUAL POR. >> LA ONE LA. LUZ GIVE. MYSELF WHAT I SAY I THOUGH NOT IN A. NO NO QUESTION BELIEVE. >> WITH. SICK IT IS.
TOO SOON. >> BUT A MUCHO FAMILIA MR COMUNIDAD. YOU KNOW SO IT IS AN UPTREND THE RALLYING LIST FOR TAMBIÉN. NECESITA MONTH AND IT'S SO EASY OMAR IS SO COOL TO THE REST OF.
THEM IT IS AN UPGRADE THAT. THE SAME BIRTHDAY. GIVE ME SOME MUCHAS GRACIAS POR ESCUCHAR. WHEN I START THIS MIEMBROS LCD CONSIGLIO.
ME NOMBRE DORA. SANDOVAL DE LA. COMUNIDAD DE ROXBURY. SO MADRID INTERESTING. PLUS UNO DE LOS. >> ACTUELLEMENT. GRADO IN ESCUELA FAIRLY UNA DE LAS AS WELL. AS BE.
LINGUISTIC I CAN BOSTON. HE SOMETIMES I'LL SEE GOES ON GET ADULTOS. OR NOT BE AN. AREA TO SEE A. THAT I WENT DRAMATIZING E TRABAJANDO. ESTA COMUNIDAD ESTO MASSES AND.
THEY'RE ALL YOUR. YOUR SIR. POR QUÉ. PERDIDO YO MAMA TURN. HE SAID A BILINGUAL I. >> SAY YOU. >> THAT. A PARA. >> CONNECTOR SMS. CON LAS PERSONAS NOSTRA COMUNIDAD.
POR ESO GROW. FERMENTING CALLE BILINGUALISM. >> ES MUY IMPORTANTE PARA EL FUTURO DE NUESTRO SEAHORSE. NO ESTAMOS. AQUI EN PONIENDO NADA ESTAMOS AQUI. QUEREMOS APRENDER INTEGRA.
HE SAID. >> A PARTE DE LA SUPPORT TONY DAVIS THERE'S THE BASE DENTRO DE UNA COMUNIDAD DIVERSA. OIL ESTOY AQUI PARA PERRY YOU DON'T KNOW ME THAT PARA.
PROCESS TO THE END THIS. STUDY OKAY CONSIDERATION UM PLAN PARA TENDER MAS AS WELL AS BILLING WITH PROGRAMA EDUCATIVE
PARA PARA ESTUDIANTES BELIEVE YOU'RE MY ENGLISH EL APOYO COMPLETO PARA LOS ESTUDIANTES A DIVERSAS IN THIS I SEE THAT IS NUESTROS ESTUDIANTES MEDICINE
TENER TODOS LAS OPORTUNIDADES PARA PARA UNDER PRESSURE INTERNET ÉXITO. CUANDO APOYAR I DO NOT
UNDERSTAND ESTUDIANTES TO HANDLE CONTUDO THEN ESTA COMUNIDAD GRACIAS POR ESO CHAT ELIZA SELF-RELEASED OUT OF HIM.
RIGHT? >> WE GOT AN EMAIL FROM. SOMEBODY WHO'S SAYING THAT. THEY WANTED TO SIGN UP FOR PUBLIC TESTIMONY. IS THAT YES? COUNCIL. >> UM, I'M NEVER DONE WITH YOU
. IF YOU WANT TO BE MY PRIVATE. UM, BUT GIVE ME A MINUTE. I'M TRYING TO. HI. DO YOU WANT. >> TO. SIGN UP FOR. EDUCATION OR THE OFFERING?
SO YOU SAID THAT YOU. WILLING REALLY GET OUT AND.
THE CITY GOVERNMENT. SIX CARLOS.
UM, YOU AFTER THE PERFECT ONE. YES. AT 6:00.
AND NOW WE'RE GOING TO USE THE. OTHER LEVEL. . >> WAS I ON CAMERA PHONE I SHOULD OH THAT'S. WHY GOODNESS I WAS ON CAMERA
THE WHOLE INSIDE HELLO PUBLIC THIS HEARING AND DOCKET THAT I ON DOCKET UM, 0276 IS NOW
ADJOURNED.