GOOD MORNING. UM, MY NAME IS BEN WEBER. I AM THE BOSTON CITY COUNCILOR FOR DISTRICT SIX AND THE CHAIR OF THE BOSTON CITY COUNCIL ON WAYS AND MEANS.
TODAY IS APRIL 17TH, 2026. THE EXACT TIME IS 10:09 A.M.. THIS HEARING IS BEING RECORDED AND IS ALSO BEING LIVE STREAMED AT BOSTON.GOV/CITY COUNCIL TV
AND BROADCAST ON XFINITY CHANNEL EIGHT, C CHANNEL 82 AND FIOS CHANNEL 964. THE COUNCIL'S BUDGET REVIEW PROCESS WILL ENCOMPASS A SERIES OF PUBLIC HEARINGS THAT BEGAN
THIS WEEK AND RUN THROUGH JUNE. WE STRONGLY ENCOURAGE RESIDENTS TO TAKE A MOMENT TO ENGAGE IN THIS PROCESS BY GIVING TESTIMONY IN UH YOU KNOW, FOR THE RECORD, WHICH YOU CAN DO IN
ONE OF SEVERAL WAYS. FIRST, YOU CAN ATTEND ONE OF OUR HEARINGS AND GIVE PUBLIC TESTIMONY. WE'LL TAKE PUBLIC TESTIMONY, UH, USUALLY AT THE END OF OUR FIRST ROUND OF QUESTIONS FOR MY
COLLEAGUES. UM, AND YOU CAN ALSO GET PUBLIC TESTIMONY AT TWO HEARINGS DEDICATED TO PUBLIC TESTIMONY. THE FULL HEARING SCHEDULES ON OUR WEBSITE AT
BOSTON.GOV/COUNCIL-BUDGET ARE SCHEDULED HEARINGS THAT ARE DEDICATED TO PUBLIC TESTIMONY. THIS OR LISTENING SESSIONS ARE BOTH IN PERSON AT CITY HALL FIRST ON TUESDAY APRIL 28TH AT
6 P.M. AND THEN ON THURSDAY MAY 26TH AT £0.06. YOU CAN GIVE TESTIMONY IN PERSON HERE IN THE CHAMBER OR VIRTUALLY VIA ZOOM FOR IN-PERSON TESTIMONY. UH, COME TO THE CHAMBER AND
SIGN UP ON THE SHEET THAT'S NEAR THE ENTRANCE. IF FOR ANYONE IN THE ROOM WHO PLANS ON TESTIFYING YOU HAVEN'T SIGNED UP THE SIGN IN SHEETS OVER THERE. UM, FOR VIRTUAL TESTIMONY, YOU CAN SIGN UP USING OUR ONLINE
FORM ON OUR COUNCIL UH, BUDGET REVIEW WEBSITE OR BY EMAILING THE COMMITTEE AT SQUIRM@BOSTON.GOV OR BY
EMAILING CHRIS MCEWAN AT K A R I SAGEMAKER H O U H A N@BOSTON.GOV. WHEN YOU ARE CALLED TO TESTIFY PLEASE STATE YOUR NAME AND AFFILIATION AND UH YOUR
RESIDENCE. UH AND THEN UH PLEASE LIMIT YOUR COMMENTS TO A FEW MINUTES SO WE CAN ENSURE ALL COMMENTS AND CONCERNS CAN BE HEARD. EMAIL YOUR WRITTEN TESTIMONY. UM OH SORRY.
SO IN LIEU OF SHOWING UP HERE AND TESTIFYING IN PERSON OR IN ZOOM, YOU CAN ALSO EMAIL YOUR WRITTEN TESTIMONY TO THE COMMITTEE AT AT BOSTON GOV. ANOTHER OPTION IS YOU CAN
SUBMIT A TWO MINUTE VIDEO OF YOUR TESTIMONY THROUGH THE FORM ON OUR WEBSITE. UH UH OKAY. AND THEN UH FOR INFORMATION ON THE CITY COUNCIL BUDGET PROCESS AND HOW TO TESTIFY, YOU CAN
VISIT THE CITY COUNCIL'S BUDGET WEBSITE AT BOSTON.GOV COUNCIL DASH BUDGET IN PERSON PUBLIC TESTIMONY UH AGAIN WILL BE TAKEN FOLLOWING THE FIRST ROUND OF COUNSELOR QUESTIONS.
INDIVIDUALS WILL BE CALLED ON IN THE ORDER IN WHICH THEY HAVE SIGNED UP AND WILL HAVE TWO MINUTES TO TESTIFY. UH, IF YOU'RE LISTENING ONLINE AND YOU UH, HAVEN'T SIGNED UP YET, YOU CAN SIGN UP BY
EMAILING OUR DIRECTOR OF LEGISLATIVE BUDGET ANALYSIS . THAT'S CHRIS MICHELLE ON IT. K H M A ACTUAL U H A N@BOSTON.GOV FOR THE ZOOM LINK
IN YOUR NAME WILL BE ADDED TO THE LIST. THIS MORNING'S HEARING IS ON DOCKET UH DOCKETS NUMBER OF DOCKET NUMBERS 073320740.
THE FOCUS OF THE OF THIS HEARING IS THE FY 27 BUDGET FOR THE BOSTON PUBLIC SCHOOLS. THIS HEARING WILL COVER TOPICS INCLUDED INCLUDING INCLUSION
MULTILINGUAL LEARNERS UH SPECIAL EDUCATION CURRICULUM PARTNERSHIP SUMMER PROGRAMING, FAMILY AND COMMUNITY OUTREACH AND MERGERS AND CLOSURES. UH THIS IS ONE OF A SERIES
OF HEARINGS TO REVIEW THE FY 27 BUDGET AND THIS IS THE THIRD OF THREE HEARINGS WITH UH I WANT TO NOTE, UH, FOR MY COLLEAGUES THAT THE DPS CENTRAL
OFFICE UH, BUDGET IS RELEVANT TO THE DISCUSSION AT ANY OF OUR DPS HEARINGS GIVEN THE OVERLAP OF THIS BUDGET WITH MANY OF OUR SPECIFIC SUBTOPICS. UH, IN THIS CASE THIS
PARTICULAR HEARING, UH, WHICH WILL TOUCH UPON MERGERS AND CLOSURES AND CENTRALLY FUNDED OFFICES THAT COORDINATE WITH SCHOOLS AND INCLUSION PARTNERSHIPS, SUMMER PROGRAMING AND FAMILY AND COMMUNITY OUTREACH.
UM, GIVEN THE NUMBER OF TOPICS COVERING WE'RE COVERING TODAY, WE'RE WE'RE GOING TO HAVE TWO ADMINISTRATIVE PANELS. THE FIRST PANEL WILL COVER INCLUSION MULTILINGUAL
LEARNERS SPECIAL EDUCATION AND CURRICULUM. THE SECOND PANEL WILL COVER PARTNERSHIP'S SUMMER PROGRAMING, FAMILY AND COMMUNITY OUTREACH AND MERGERS AND CLOSURES.
THESE MATTERS WERE SPONSORED BY MICHELLE WU UM AND WERE REFERRED TO THE COMMITTEE ON APRIL 8TH 2026. TODAY I'M JOINED BY MY COLLEAGUES IN ORDER OF ARRIVAL .
NO SURPRISE. UH, FIRST COUNCILOR FLYNN, THEN COUNCILOR MURPHY AND MADAM PRESIDENT BREADON. UH, ACKNOWLEDGE. UH OH. SORRY. HERE. WE ALSO HAVE RECEIVED A LETTER OF ABSENCE FROM, UH,
COUNCILOR COLLETTA ZAPATA. UM, SO FOR OUR FIRST PANEL WE HAVE UH WE HAVE SUPERINTENDENT OF BOSTON PUBLIC SCHOOLS MARY SKIPPER. UH, WE HAVE CHIEF FINANCIAL
OFFICER DAVID BLOOM, DEPUTY SUPERINTENDENT OF ACADEMIC SUMMONER. DOCTOR SIMON READY TO APOLOGIZE ? UH CHIEF OF UH CHIEF OF OFFICE OF MULTICULTURAL MULTILINGUAL
EDUCATION JOEL GAMARRA. AM I OKAY? UH, AND SENIOR ADVISOR OF SPECIALIZED SERVICES CHRISTINE TRAVIS. UM, IF I'M OKAY. AGAIN, APOLOGIES. UH, AND THEN, UH, JUST FOR MY
COLLEAGUES, WE'RE EXPECTED TO HAVE A A PANEL THIS AFTERNOON WITH THE CHIEF OF CAPITAL PLANNING. UH, DELAVAN STANISLAUS. UH, CHIEF FINANCIAL OFFICER BLOOM.
UH, DEPUTY SUPERINTENDENT OF COMMUNITY FAMILY INVESTMENT DOCTOR ANNA TAVARES CHIEF OF FAMILY ADVANCEMENT. UH MAGALI TO UH SANCHEZ CHIEF OF COMMUNITY ENGAGEMENT MIRIAM
ORTIZ. UH AND DEVELOPMENT OFFICER FOR STRATEGY, PARTNERSHIPS AND INNOVATION. DOCTOR AND CLARK. UM. >> SO UH, AGAIN, UH, WE ARE WAVING OPENING STATEMENTS.
UH, I YOU KNOW, I DON'T KNOW IF THE PANEL HAS ANY, UH, ANYTHING TO PRESENT OR WANT TO TALK ABOUT AS AN OPENING STATEMENT. UH, THANK YOU FOR BEING HERE. UH. >> THANK YOU. SO, UM, GOOD MORNING EVERYONE.
UH, I AM GOING TO ACTUALLY HAND IT OFF TO DOCTOR SIMON. RIGHT. WHO WE ARE VERY, UM, HAPPY AND APPRECIATIVE THAT SHE HAS CHOSEN TO SHARE HER PASSION AND
HER EXPERIENCE WHICH IS MUCH IN THE AREA OF ACADEMICS. I DO WANT TO PERSONALLY THANK THE COUNSELORS FOR THE MANY SCHOOL VISITS THAT WE DO TOGETHER. UM FOR THE LAST THREE YEARS WE
HAVE VISITED SO MANY OF YOUR SCHOOLS IN YOUR UH FOR YOUR CONSTITUENTS AND I THINK IT'S HELPED A GREAT DEAL WITH THE COUNCIL'S UNDERSTANDING OF OUR SCHOOLS WHAT HAPPENS IN THEM. IT'S ALSO HELPED ME AND MY
STAFF UNDERSTAND WHAT CONSTITUENTS ARE ASKING FOR OR NEED OR ALERT YOU TO. SO I JUST WANTED TO PERSONALLY SAY THANK YOU FOR THAT BECAUSE YOU MAKE A GREAT EFFORT TO VISIT OUR SCHOOLS ON A REGULAR BASIS.
WITH THAT I WILL PASS IT OFF TO DOCTOR SMALL RIGHT? THANK YOU, SUPERINTENDENT SKIPPER. OKAY. >> GOOD MORNING, CHAIR WEBER AND MEMBERS OF THE BOSTON CITY COUNCIL. AS CHAIR WEBER STATED
YESTERDAY. THIS IS A FAIRLY NEW PROCESS FOR ME AND I FEEL HONORED TO BE ABLE TO ENGAGE WITH EACH OF YOU ALONGSIDE MY COLLEAGUES REGARDING THE TRANSFORMATIONAL
WORK OF ACADEMICS THAT WILL IMPACT EVERY STUDENT ACROSS THE CITY OF BOSTON. IN MANY WAYS THIS FEELS LIKE THE CONTINUATION OF A CONVERSATION THAT WE STARTED A
LITTLE OVER A MONTH AGO REGARDING OUR APPROACH TO LEARNING FOR OUR MULTILINGUAL LEARNERS WHICH I MAY ADD IS ONE OUT OF EVERY THREE STUDENTS IN BEEPS AND STUDENTS WITH
DISABILITIES. ONE OUT OF EVERY FOUR STUDENTS M.C.P.S. DURING OUR TIME TOGETHER I HAVE HEARD A NUMBER OF YOU INQUIRE ABOUT ACADEMIC PROGRAMING,
EVIDENCE BASED PRACTICES, SUCCESS FOR STUDENTS AND MEASUREMENT OF STUDENT LEARNING. WE ARE PRIMED TO DO MORE THAN INCREASE PERFORMANCE ON THE CAS . CURRENTLY ONE OUT OF FOUR
STUDENTS ACROSS OUR HIGH SCHOOLS ARE ENROLLED IN A CAREER PATHWAY THAT IS A TOTAL OF 4051 STUDENTS ENGAGING IN LEARNING THAT WILL SUPPORT EACH
OF THEM WILL WITH CONTINUING TO CULTIVATE THEIR INTEREST AND WRITE THEIR SUCCESS NARRATIVE AT THE RUTH BATSON ACADEMY. THEY ARE PREPARING TO START SUPPORTING THE NEXT GENERATION
OF ASPIRING EDUCATORS. HEALTH CARE PROFESSIONALS ARE BEING CULTIVATED RIGHT NOW AT THE M.K., THE ENGLISH HIGH SCHOOL IN MADISON PARK AS WE SPEAK.
IN ADDITION, MADISON PARK IS PREPARING FUTURE ROBOTIC ENGINEERS AND ELECTRICIANS. WE CONTINUE TO EXPAND PROGRAMING THAT SUPPORTS OUR COMMITMENT TO BILINGUALISM AND
NATIVE LANGUAGE INSTRUCTION FOR OUR MULTILINGUAL LEARNERS. IN LESS THAN 24 MONTHS, BPAS HAS EXPANDED BILINGUAL EDUCATION BY 42%, GROWING FROM
8 TO 14 PROGRAMS AND OPENING FOR JUST THIS SCHOOL YEAR. WITH OUR FOCUS ON INFORMING INCLUSION, MULTILINGUAL LEARNERS CAN ATTEND A SCHOOL
OF THEIR CHOICE AND RECEIVE THE SUPPORT NECESSARY TO UTILIZE THEIR NATIVE LANGUAGE TO SUPPORT LEARNING ENGLISH. THESE EFFORTS HAVE BEEN
IMPACTFUL AS EVIDENCED BY THE POINTS EARNED ON THE STATE ACCOUNTABILITY FRAMEWORK FOR PROGRESS TOWARDS EARNING ENGLISH PROFICIENCY. WE EARNED ALL POSSIBLE POINTS
IN HIGH SCHOOL AND SAW NOTABLE INCREASES IN THE LOWER GRADES FOR THE EXPERIENCE OF STUDENTS WITH DISABILITIES. IT IS EXCITING TO SEE HIGHER THAN TYPICAL GROWTH FOR
STUDENTS IN HIGH SCHOOL MATH AND CELEBRATE A 2.5 PERCENTAGE POINT INCREASE IN FOUR YEAR GRADUATION RATES. I DO WANT TO ACKNOWLEDGE THAT
WE ANTICIPATE THROUGH YOUR QUESTIONS THAT WE WILL SPEAK MORE DIRECTLY ABOUT THE PROGRESS OF THE INCLUSIVE EDUCATION PLAN. HOWEVER, IT IS WORTH NOTING THAT IN THE FIRST YEAR
OF IMPLEMENTATION WE SAW INCREASES IN PROFICIENCY FOR GRADES THREE THROUGH EIGHT IN CASTILIAN MATH IN GRADE SEVEN ELA A FOCUSED IMPLEMENTATION
GRADE FOR THE FIRST YEAR WE SAW A SIX PERCENTAGE POINT INCREASE ON THE ELA IN CAS. SUCCESS WITH INCLUSION IS REALLY A CALL TO ACTION FOR
HIGH QUALITY INSTRUCTION FOR EACH STUDENT WHERE THEY RECEIVE THE SUPPORT NECESSARY TO BE SUCCESSFUL BOTH DURING THEIR TIME AND BEYOND.
AS WE TRANSITION TO QUESTIONS, I DO WANT TO ACKNOWLEDGE THE IMPACT OF YOUR ADVOCACY AND COLLABORATION WITH THE SCHOOL COMMITTEE AND LEADERSHIP. OVERALL, OUR SCHOOLS ARE PERFORMING.
BETTER AS A DISTRICT. WE RECENTLY DOUBLE THE NUMBER OF SCHOOLS OF RECOGNITION. SIX OF OUR SCHOOLS EXITED TRANSFORMATION STATUS. THE UP HAULING EXCELLENT STATE
RECEIVERSHIP AND THE DEARBORN STEM ACADEMY IS PLANNING TO EXIT STATE TURNAROUND. 22 SCHOOLS SAW INCREASES IN THEIR ACCOUNTABILITY PERCENTILES FOR TWO CONSECUTIVE
YEARS. THE PIECES ARE IN PLACE AND THERE IS CONTINUED WORK TO DO TO ENSURE EVERY STUDENT IS ABLE TO ENGAGE IN HIGHLY
INTERESTING, RIGOROUS AND JOYFUL LEARNING EXPERIENCES THAT SUPPORT THEM WITH OPERATIONALIZING THEIR ASPIRATIONS BEYOND THEIR TIME AT BP'S. PERSONALLY THIS EXCITES ME AS I
CONTINUE TO LEARN. IT GIVES ME THRILLS TO THINK ABOUT THE IMPACT OF OUR COLLECTIVE EFFORTS CAN HAVE RIGHT NOW IN THIS MOMENT AND WILL HAVE ON THE FUTURE OF THE
CITY OF BOSTON. WE LOOK FORWARD TO YOUR QUESTIONS AND THIS DISCUSSION THIS MORNING. OKAY. >> THANK YOU VERY MUCH. SO WE'VE BEEN JOINED BY COUNCILOR DURKAN. WE'VE ALSO BEEN JOINED BY A GROUP FROM THE MENDEL SCHOOL.
UH, HEY. HEY, I WAS SIXTH GRADE, FIFTH GRADE, FIFTH AND SIXTH. AWESOME. UH, OKAY. UH, WELL, UM, THAT'S, UH IT'S
VERY NICE TO SEE EVERYBODY. UH, JUST FOR OUR STUDENTS. YOU KNOW, WE'RE HERE WE'RE HAVING A HEARING ON THE BOSTON PUBLIC SCHOOLS. UH, AND UH, WE HAVE HERE A
PANELISTS UH, IN THE IN THE IN THE MIDDLE HERE IS THE SUPERINTENDENT MARY. SKIPPER WHO RUNS THE SCHOOL SYSTEM. THE REST OF THESE ARE PEOPLE WHO HELP HER, YOU KNOW, RUN THE SCHOOL SYSTEM.
SO, UH, AND UH, OVER HERE CITY COUNCILORS I'M A CITY COUNCILOR. COUNCILOR MURPHY, COUNCILOR FLYNN, COUNCILOR DURKAN AND COUNCILOR BREADON. UH, WE ARE WE WORK ON THE CITY
COUNCIL AND WE'RE TALKING ABOUT THE BUDGET, HOW MUCH MONEY THE CITY SPENDS ON OUR SCHOOLS. AND I'M GOING TO ASK THE SUPERINTENDENT AND ALL THE PEOPLE WHO WORK IN HER OFFICE
ABOUT, YOU KNOW, UH, WHAT KINDS OF INVESTMENTS WE MAKE IN OUR SCHOOLS. AND WE'RE GOING TO BE TALKING THIS MORNING ABOUT, UH, THE INCLUSION MODEL, UH, WHICH I DON'T KNOW IF YOU KNOW ABOUT
BUT UH UH, THE UH HOW WE HELP MULTI-LANGUAGE. LEARNERS PEOPLE WHO ARE OR, YOU KNOW, COME TO SCHOOL AS THE FIRST LANGUAGE THAT'S DIFFERENT THAN ENGLISH. SPECIAL EDUCATION FOR KIDS WHO NEED SPECIAL EDUCATION SERVICES
AND CURRICULUM HOW WE SHAPE THE CURRICULUM, WHAT KINDS OF BOOKS YOU'RE GETTING, WHAT KINDS OF YOU KNOW THINGS MISS LILA'S TALKING ABOUT IN CLASS AND UM, SO ANYWAY, THIS IS THE START. >> OF OUR HEARING.
YOU CAME AT A GREAT TIME. UH, WE'VE JUST HEARD FROM THE SUPERINTENDENT AND DOCTOR DOCTOR RIGHT HERE. AND SO WE'RE GOING TO UH I'M GOING TO WE HAVE A TIMER. BEHIND ME. >> I HAVE TO LIMIT THE AMOUNT OF TIME MY COLLEAGUES TALK SO
WE CAN ALL GET A CHANCE. SO WE'RE GOING TO START WITH WE GO IN ORDER OF ARRIVAL. COUNCILOR FLYNN WAS HERE FIRST. I'M GOING TO GIVE YOU SEVEN MINUTES. I'M GOING TO PUT IT UP ON THE TIMER AND UH THEN AFTER THAT
WILL BE COUNCILOR MURPHY, THEN UH COUNCILOR BREADON AND COUNCILOR DURKAN. SO COUNCILOR FLYNN, THE FLOOR IS YOURS. THANK YOU, MR CHAIR. AND THANK YOU TO THE SUPERINTENDENT AND THE
SUPERINTENDENT'S TEAM FOR BEING HERE FOR THE IMPORTANT WORK YOU ARE DOING. I FOCUSED MUCH OF MY ATTENTION YESTERDAY ON HOW WAS SUPPORTING
STUDENTS WITH UH, SOCIAL WORKERS WITH PSYCHOLOGISTS. UM. I TALKED ABOUT THE DIFFERENT. RATIOS DISTRICT SOCIAL WORKERS. UM I WANT TO SEE THEM BE I
DON'T WANT TO SEE THOSE JOBS CUT. I BELIEVE THOSE THREE DISTRICT SOCIAL WORKER POSITIONS CUT. THEY PLAY AN IMPORTANT ROLE TO SUPPORT UM SCHOOLS AT TIMES OF CRISIS.
I'M GOING TO CONTINUE TO FOCUS ON THAT. UM BUT LET ME LET ME GO GO ON TO A DIFFERENT. A DIFFERENT SUBJECT. AND I DO THINK IT'S I DO THINK
IT'S IMPORTANT UM AND I. HAD A CHANCE TO. TALK TO A LOT OF UM, PARENTS ABOUT UH, THEIR THEIR CHILD,
UM, WITH THEIR ENGLISH LANGUAGE LEARNERS AND THEY HAVE THEY HAVE DISABILITIES AS WELL. THEY'RE ASKING ME, ED, WE NEED TO FIGHT FOR THESE STUDENTS TO
ENSURE THAT THEY WANT THEY WANT TO ENSURE THAT THEY CAN CONTINUE TO LEARN THEIR HOME OR THEIR NATIVE LANGUAGE BUT ALSO DEVELOPING THEIR SKILLS SO THAT
THEY LEARN THEY LEARN ENGLISH AS WELL BUT WE DON'T WANT TO SEE THEM UM WE DON'T WANT TO SEE BEEPS DIMINISH THEIR CURRENT LANGUAGE OR THEIR NATIVE LANGUAGE. WE WANT TO ENSURE THAT THEY GET
THE SERVICES AND SUPPORT THEY NEED AS ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH DISABILITIES AS WELL. I KNOW IT'S A HIGH PERCENTAGE
AND THE IN BEEPS UH BUT WHAT ARE WE GOING TO DO TO SUPPORT THEM? THIS BUDGET HAS A LOT OF CUTS. I DON'T WANT TO SEE US MAKING ANY CUTS THAT IMPACT THESE
STUDENTS. JUST WANT TO GIVE GIVE YOU AN OPPORTUNITY TO RESPOND ON ON WHAT OUR PLAN IS WITH ENGLISH LANGUAGE LEARNERS IN IN THEY ALSO HAVE DISABILITIES AS WELL. >> YOU KNOW THAT'S GREAT IN
COUNCIL CAN THANK YOU FOR BRINGING UP WHAT WE CONSIDER TO BE OUR MOST VULNERABLE POPULATION RIGHT WHICH IS OUR STUDENTS WITH DISABILITIES WHO ARE ALSO MULTILINGUAL LEARNERS . UM I THINK ONE OF THE THINGS
THAT WE UH AS A COLLECTIVE STAFF UM BUT PARTICULARLY WITH UH CHIEF COMMISSIONER FROM THE OFFICE OF OUR MIMI WHO'S THE CHIEF OF UM SPECIALIZED
SERVICES AND CHRISTINE TREVOR SONI WHO'S HERE WHO IS SENIOR ADVISOR IS TO REALLY WORK TOGETHER COLLABORATIVELY AS DEPARTMENTS TO SUPPORT THE STUDENTS WE INITIATED IN THE
INCLUSION PLAN SOMETHING CALLED SERVICE MAPPING ABOUT A YEAR AGO. AND THE IDEA THERE IS TO BE ABLE TO BRING ALL THE SERVICES THAT A STUDENT NEEDS.
THAT BEING UH, ENGLISH LANGUAGE ACQUISITION, ACCESS TO NATIVE LANGUAGE AND SPECIAL EDUCATION SERVICES TOGETHER UM IN A VERY ORGANIZED WAY IN THE LEAST RESTRICTIVE ENVIRONMENT WITHIN
DPS. SO I WILL LET KIMIA AND I LET UM, UH, CHRISTINE TRAVIS ONLY JUST ADDRESS A LITTLE BIT OF THE WORK THAT THEY DO TOGETHER TO SUPPORT THE POPULATION. I ALSO WANT TO REASSURE THAT IN
THIS BUDGET THOSE SERVICES ARE ALL REMAINING. THERE IS NO CUTS TO THOSE STUDENT POPULATIONS UH, WHATSOEVER. SO. FIRST I WANT TO THANK YOU SO
MUCH FOR THAT QUESTION, COUNCILOR. UM, FLYNN. UH, AS THE SUPERINTENDENT STATED, THERE ARE NO CUTS FOR, UH, OUR BILINGUAL PROGRAMS. AND SO WHEN FAMILIES.
COME TO DPS AND THEY CHOOSE TO BE IN A BILINGUAL EDUCATION PROGRAM LIKE THE DUAL LANGUAGE PROGRAM OR BILINGUAL PROGRAM LIKE AT THE QUINCY IN YOUR UM DISTRICT, UM WE WANT TO ENSURE
THAT STUDENTS THAT HAVE DISABILITIES ARE ABLE TO PARTICIPATE IN THOSE PROGRAMS. AND WE ALSO WANT TO ENSURE THAT WE ARE, UH, CULTURALLY RESPONSIVE IN TERMS OF THEIR NATIVE LANGUAGE.
UM, WE ARE ALSO BUILDING OUT MORE RESOURCES WITHIN OUR DUAL LANGUAGE PROGRAMS TO MAKE SURE THAT WE'RE ENCOMPASSING MORE STUDENTS WITH UH, DISABILITIES IN OUR DUAL LANGUAGE PROGRAMS AS AT THE.
HURLEY OR. AT THERE AND THEN DES UH, WE'VE CREATED SLIDE PROGRAMS FOR STUDENTS WHO COME IN THAT ARE NEWCOMERS OR NEW OR HAD UM, INTERRUPTED LEARNING AND CREATED SLIDE PROGRAMS IN THE
DUAL LANGUAGE SCHOOLS SO THAT WHEN THEY EXIT A SLIDE PROGRAM THEY CAN ENTER INTO A DUAL LANGUAGE PROGRAM IF THIS IS THEIR UM, CHOICE FOR FAMILIES AND THEN FOR OUR STUDENTS WHO
ARE UM ENROLLED IN OUR SCA WHICH UH COULD BE CONSIDERED UH GENERAL EDUCATION, UH INCLUSIVE CLASSROOMS. UM WE'RE REALLY WORKING WITH OUR TEACHERS TO EQUIP THEM WITH
ALL OF THE SCA ENDORSED RESOURCES THAT THEY HAVE, UM, TO REALLY HELP SUPPORT THEM TO SHELTER THE CONTENT FOR THEIR STUDENTS SO THAT, UM, WE'RE
ENSURING THAT OUR STUDENTS SEE THEIR CULTURE REFLECTED IN THE CURRICULUM, UM, AND THAT WE'RE SUPPORTING THEM AS BEST AS WE CAN IN TERMS OF SHELTERING, UM, THE LANGUAGE FOR THEM. THANK YOU.
THANK YOU. LET ME LET ME ASK A SPECIFIC COUPLE QUESTIONS MAYBE. TO DAVID. AND DAVID. IF YOU DON'T. HAVE THE ANSWER COULD YOU COULD YOU GET IT TO ME LATER TODAY? BUT HERE.
>> ARE MY. QUICK QUESTIONS. UH, THE NET LOSS OF SPECIAL. >> ED. CLASSROOM PERSONNEL. SO WHAT IS THE NET LOSS
OF SPECIAL ED CLASS PERSONNEL INCLUDING PARAS INCLUDING TEACHERS RELATED SERVICE PROVIDERS, OTHER. FACING OTHER STUDENT. FACING ROLES.
ABA SCHOOL PSYCHOLOGIST, ETC.. DO YOU HAVE THOSE NUMBERS AVAILABLE? YES. >> OKAY. >> COULD YOU READ THEM TO ME? YES. >> SO UM, OUR REVISED NUMBER UM . WHICH DOES INCLUDE MAYBE A
COUPLE OF ADMINISTRATORS BUT IT'S MOSTLY THOSE THAT YOU'VE MENTIONED IS 179. FTE FULL TIME EQUIVALENT. UM, THE. BIGGEST TYPES IN THAT AREA ARE ABOUT.
120 PARAPROFESSIONAL AND. POSITIONS SIMILAR. TO PARAPROFESSIONAL UM THINK LIKE ABA SPECIALIST OR OTHER THINGS LIKE THAT AS WELL AS 44 SUPPORT STAFF.
SO THAT'S UP ABOUT 164 OF THE 179 COMES IN THOSE CATEGORIES. UH THE BIGGEST REDUCTIONS ARE TAKING. PLACE AT SCHOOLS THAT ARE CLOSING. >> OR BEING RECONFIGURED, WHICH IS ABOUT 77 OF THE 179 UM
CENTRALLY. FUNDED POSITIONS MAKE UP 51. AND THEN THE LAST BIG CHANGE IS THE RESTRUCTURING HAPPENING AT THE MELVIN H. KING SCHOOLS. UM AND THAT COVERS MOST OF. THE POSITIONS. OKAY. >> AND MY FINAL QUESTION I
DON'T KNOW IF IF UM CAN I ASK THE QUESTION I HAVE 10S LEFT. OKAY. MY FINAL QUESTION IS AND I LISTENED CAREFULLY AND CLOSELY TO THE, UH, RESPONSE THAT YOU
PROVIDED ON ENGLISH LANGUAGE LEARNERS AND UM, STUDENTS WITH DISABILITIES. UM, AND THAT THERE ARE NO CUTS AND CERTAINLY SO I'M GLAD TO
HEAR THAT BUT WOULD THE ADVOCATES ACKNOWLEDGE THAT THERE ARE NO CUTS OR WILL THE PARENTS OR THE GUARDIANS WILL THEY ALSO SAY THAT THERE'S NO CUTS?
WILL THERE BE ANY SPECIFIC CUTS THAT THEY WILL HIGHLIGHT TO ME? THEY'LL SAY HEY ED I KNOW, I KNOW THIS TEAM SAID THERE ARE NO CUTS BUT THAT MY SON OR DAUGHTER IS NOT GETTING THE SERVICES FOR FOR THIS
PARTICULAR PROGRAM. I JUST WANT US TO MAKE SURE THAT IF THERE ARE. NO CUTS THEN THEN THAT ALSO MEANS THAT NO. PARENT OR GUARDIAN WILL SAY TO ME UM HEY. ED BUT BUT I DO HAVE.
A CUT IN SERVICES FOR MY KID. IS THAT SO? >> THE THE IEPS ARE WHAT DRIVE THE SERVICES AND SIMILARLY FOR MULTILINGUAL LEARNERS IT IS WHAT MINUTES THAT THEY ARE GETTING IN ORDER TO SUPPORT
LANGUAGE ACQUISITION. WE CANNOT CUT THOSE. THOSE ARE DONE THROUGH THE TEAMS. SO THAT'S NOT A PERSONNEL DECISION THAT IS DRIVEN BY THOSE PROCESS. HOWEVER MOST OF THE ELIMINATION
OF FTES THAT YOU'RE HEARING DAVID TALKING ABOUT ARE BECAUSE A CLASSROOM IS CLOSING AND SO THEREFORE THERE'S NO STUDENTS OR UM A SCHOOL IS RECONFIGURING LIKE MEL KING AND THE WAY THAT
THEY'RE DOING THE RECONFIGURATION THE SERVICES ARE STILL ALL BEING GIVEN BUT THEY DON'T NEED THE EXTENSIVE STAFF THEY HAD. I DO THINK THERE ARE A FEW SCHOOLS WHO HAD LEGACY MODELS.
UM, IN PART OF OUR REIMAGINING FUNDING FORMULA IS TO CREATE A BETTER SENSE OF EQUITY ACROSS THE DISTRICT. THERE ARE SOME SCHOOLS WHO ARE GETTING ADDITIONAL FUNDING OVER
A PERIOD OF TIME WHEN OTHER SCHOOLS DOING THE SAME WORK WERE NOT SO PART OF THE REIMAGINING HAS BEEN TO MAKE THE MODEL MORE CONSISTENT ACROSS THE SCHOOLS.
YOU MAY HEAR A PARENT IN ONE OF THOSE SCHOOLS SAY, WELL LAST YEAR WE HAD THIS IN THE CLASSROOM AND THIS YEAR WE HAVE NEXT YEAR WILL HAVE THIS THAT CAN FEEL VERY LEGITIMATELY LIKE A LOSS FOR A PARENT.
BUT THE MOST IMPORTANT THING TO REMEMBER IS THAT ALL OF THE SERVICES THAT STUDENT AND FAMILY ARE DUE ARE BEING GIVEN. THANK YOU SUPERINTENDENT. MR CHAIR. >> THANK YOU. FOR GIVING ME AN EXTRA MINUTE. I APPRECIATE IT. YEAH. THANK YOU VERY MUCH.
UH, WE'VE BEEN JOINED BY, UH, THE VICE CHAIR OF THE WAYS AND MEANS COMMITTEE. JOHN FITZGERALD. JUST FOR OUR, UH, YOUNG, UH, OBSERVERS. YOU KNOW, WE HAVING THIS HEARING IN A COMMITTEE.
WE HAVE A CITY COUNCIL, WE HAVE A WEDNESDAY MEETING AND WE HAVE COMMITTEES THAT HANDLE SPECIFIC SUBJECTS BECAUSE WE'RE TALKING ABOUT THE BUDGET THAT THIS HEARING HAPPENS IN THE WAYS AND MEANS COMMITTEE. I'M THE CHAIR OF THE WAYS AND
MEANS COMMITTEE. SO I GET TO SIT UP HERE IN THE CHAIR ALONG WITH MY VICE CHAIR. AND OPERATE THE TIMER THING. IT'S VERY IMPORTANT. UH, AND UH BUT THAT'S THAT'S KIND OF THAT'S WHY WE'RE SITTING OVER HERE. OTHER PEOPLE ARE SITTING IN
OTHER PLACES. UM, SO COUNCILOR MURPHY, UH, GET SEVEN MINUTES. THANK YOU. UM. SO. >> UM. >> THANK YOU ALL FOR. BEING HERE. I'M GOING TO GO THROUGH MY
QUESTIONS. I KNOW MY TIME JUST FLIES THROUGH AND THEN IF THE SECOND ROUND WE CAN ANSWER IF WE DON'T GET TO ANSWER THEM ALL AT ONCE BUT LIKE ARE WE WILLING TO
ACKNOWLEDGE THAT PAST ACADEMIC STRATEGIES HAVE NOT DELIVERED THE RESULTS OUR STUDENTS DESERVE AND WHAT ARE WE DOING DIFFERENTLY? I DID HEAR ONE OF THE OPENING STATEMENTS LIKE THAT WE ARE
NOW, YOU KNOW, DOING TRANSFORMATIONAL CHANGES AND KIND OF REALLY WANTING TO KNOW LIKE WHAT DOES THAT ACTUALLY MEAN AND WHAT WHAT SPECIFIC BENCHMARKS WILL WE COMMIT TO TO
IMPROVE BY JUNE 2027? I KNOW WE LIKE TO SAY GIVE US TIME BUT WE KNOW GENERATIONS OF KIDS UM HAVE NOT BEEN GIVEN THE SUPPORTS THEY NEED TO
SUCCEED. SO BY JUNE 2027 WHAT WILL WE DO IF WE DON'T MEET THOSE BENCHMARKS? ALSO LIKE WHAT ARE WE SAYING WE EXPECT KNOWING THAT LESS THAN
30% DO WE KNOW WHEN OUR MOST VULNERABLE POPULATIONS UM YOU KNOW OUR SPECIAL ED OUR ESL STUDENTS THAT CAN BE AS LOW AS 10% ARE READING ON GRADE LEVEL . WE'RE SPENDING MORE WE HAVE
LESS STUDENTS. SO WHAT ARE THE DIRECT INVESTMENTS TIED TO THESE MEASURABLE ACADEMIC OUTCOMES AND IMPROVEMENTS THAT WE'RE HOPING FOR? IF YOU CAN IDENTIFY WHICH
ACADEMIC SUPPORTS HAVE BEEN REDUCED, ELIMINATED OR DILUTED UM AND I KNOW YOU MENTIONED AND I DO UNDERSTAND FROM MY TIME IN THE CLASSROOMS THAT IT LOOKS
DIFFERENT SO PEOPLE ASSUME SO WHAT ARE WE DOING TO COMMUNICATE THAT BUT NOT JUST TO FAMILIES? I DON'T THINK WE ALSO DO A UH, GOOD ENOUGH JOB COMMUNICATING THAT TO OUR STAFF AND TO.
OUR UM. YOU KNOW, LEADERS THAT PEOPLE HAVE DIFFERENT OPINIONS OF WHAT ONE IT SHOULD LOOK LIKE AND WHEN IT LOOKS DIFFERENT THAT WE DON'T UNDERSTAND THAT WELL,
WE'RE DOING WHAT WE NEED TO DO RIGHT? BUT IT MAY NOT LOOK THE SAME. UM, WHAT PERCENTAGE OF THE CURRICULUM IS CURRENTLY ALIGNED WITH EVIDENCE BASED RESEARCH
BACKED INSTRUCTION? AND ONE QUESTION WE I ASKED YESTERDAY AND I WAS TOLD DAVID YOU WERE COMING BACK TODAY ARE WE THEY COULDN'T ANSWER IT YESTERDAY BUT WHEN YOU LOOK ON
PAGE 57 OF THE BUDGET BOOK I DON'T KNOW IF YOU WATCHED THAT QUESTION WHICH IS FOR THE CENTRAL OFFICE OPERATIONS. WE DO SEE THAT IN CONTRACTS AND
OTHER NON PERSONNEL IT WENT FROM SIX FULL TIME EMPLOYEES TO 90 AND IT WENT FROM SPENDING IN THE SUPPORT STAFF WENT FROM 90
FULL TIME EMPLOYEES TO 91.8 SO LESS THAN TWO FULL TIME EMPLOYEES ADDED. BUT WE WENT FROM SPENDING
4,669,000 TO 8,352,000 BUT WE ADDED LESS THAN TWO FULL TIME EMPLOYEES. SO I REALLY WOULD LIKE TO GET THAT ANSWER BEFORE WE LEAVE BECAUSE WE KNOW WHEN WE HAVE OUR RFIS THE BUDGET VOTE ALREADY HAPPENS BEFORE WE GET
AND FOR THOSE LISTENING LAST YEAR WE HAD OVER 300 UNANSWERED OUR REVISED DURING THE BUDGET PROCESS. SO I KNOW PEOPLE SAY. >> WE'LL JUST. >> PUT IT ON THE RECORD AND IT'S DEFINITELY NOT JUST DON'T WORRY THAT'S EVERY DEPARTMENT THAT WE SIT THROUGH AND ASK
THESE QUESTIONS. AND THEN THE OTHER QUESTION AND I DO THINK IT'S TIED DIRECTLY TO THIS CONVERSATION TODAY UM I ASKED ABOUT THE CHARTER SCHOOL AND WHEN YOU LOOK THROUGH YOU KNOW THE BREAKDOWN WHICH YOU
CAN SEE ONLINE OR IN THIS BOOK AND THE PERCENTAGE OF LOW INCOME STUDENTS THE CHARTER SCHOOL HAS THE HIGHEST PERCENTAGE IT'S AT 96.8. THERE ARE A FEW SCHOOLS IN THE
LOW 90S SO WHEN NO WAY. UM LIKE I SAID YESTERDAY QUESTIONING THE PROGRAM IT'S AN AMAZING WONDERFUL PROGRAM. BUT MY QUESTION IS.
WHY WHERE WE HAVE MIDDLE CLASS YOU KNOW, RICH FAMILIES IN THIS CITY WHO HAVE SEVERELY DISABLED STUDENTS WE KNOW WE DO. WHERE ARE THOSE STUDENTS GOING ?
AND SO I WOULD REALLY LIKE TO AND MAYBE THAT'S A BIGGER CONVERSATION. BUT TO ME THAT'S AN EQUITY QUESTION THAT I THINK WE REALLY NEED TO LOOK AT BECAUSE IF I DUG INTO ALL THE OTHER PROGRAMS
TOO IT MAY LOOK SIMILAR. SO IF WE COULD AND IF YOU NEED REMINDERS I DON'T KNOW IF YOU WROTE IT DOWN BUT IF WE COULD JUST START ANSWERING SOME OF THOSE. YEAH THAT'S GREAT. UM IF YOU IF YOU DON'T MIND COUNCILOR MURPHY IS IT NEGATIVE
DAVID GOES FIRST AND JUST GET THAT ONE OUT OF THE WAY SO YOU GET THE ANSWER AND THEN I THINK, UH, DOCTOR WRIGHT CAN SPEAK TO SOME OF THE ACADEMIC PIECES I KNOW CHRISTINE TRAVERS SONY HAS SOME ADDITIONAL INFORMATION ON THE CARTER.
YES. >> SO THE UM. THE UH UM. TWO QUESTIONS I HEARD FROM YOU ON THE UH UH, PAGE 57 OF THE BUDGET BOOK. UM, THE FIRST. >> IS REALLY TO SUPPORT STAFF.
UM, SO UH. THE SUPPORT STAFF CHANGE IS RELATED TO, UM, A CHANGE. >> WE'RE IN THE MIDDLE OF. DOING A REDUCTION OF CENTRAL OFFICE.
UM, STIPEND SPENDING. AND SO WE SWEPT ALL OF THE CENTRAL STIPEND. BUDGETS INTO THE BUDGET. OFFICE AND REDUCED THEM. AND WE'RE NOW GETTING READY TO APPORTION THEM ALL BACK OUT AGAIN.
SO I HAVE A MULTIMILLION DOLLAR RESERVE HELD THERE WHICH SHOWS UP IN THAT SUPPORT STAFF SPENDING. THE 1.9 FTE DIFFERENCE IS UM TWO DIF WE. BUDGET A GROUP OF TRANSPORTATION ATTENDANTS IN
THE BUDGET OFFICE. SO IT'S NOT REALLY RELATED TO THAT. >> SO EVEN THOUGH IT ONLY SAYS SUPPORT STAFF EVEN THOUGH THE OTHER LINE SAYS CONTRACTS AND OTHERS IT'S NOT ONLY FUNDING YOU'RE PUTTING STIPEND MONEY IN
A LINE THAT IS ONLY SHOWING ALLOCATION FOR SALARIES. SO THE STIPENDS YEAH SO STIPENDS SHOW UP IN UH I'LL DOUBLE CHECK BUT STIPENDS SHOW UP IN. >> THE SUPPORT STAFF CATEGORY.
UM I DON'T BELIEVE I GOT THAT WRONG BUT I WILL JUST TRIPLE CHECK. UM, AND THEN, UM, FOR. SORRY. >> YOU KNOW. UM.
>> YES. >> THAT'S CORRECT. UM AND. THEN UM. THE OTHER THING THAT IS UM.
IN THERE IS FOR. NEW FULL TIME EMPLOYEES. YEAH. >> THAT'S NOT I DON'T KNOW WHERE I'M THAT I DON'T KNOW. I PROMISE YOU OUR BUDGET OFFICE DOES NOT HAVE 84 NEW FULL TIME EMPLOYEES OUT THERE. UM, YEAH.
>> THIS DOESN'T SAY JUST FOR THE BUDGET. YEAH, THIS IS UNDER CENTRAL OFFICE. IT IS IT'S, UH IF YOU LOOK AT. >> THE HEADER FOR THAT PAGE IT'S. JUST THE BUDGET OFFICE BUDGET. >> RIGHT. UM. SO IT HAS TO DO WITH THE WAY WE'RE. BUDGETING SOME OF THE
TRANSPORTATION AND ATTENDANCE. UM, AND. >> THERE'S SOMETHING OFF ABOUT THE WAY THAT'S BUDGETED SO WE CAN DEFINITELY UM, CORRECT THAT . UM AND THEN THE LAST THING I WOULD JUST ADD IS UM.
THE OTHER THING THAT'S. >> IN THERE IS UH UH. IT'S A PLACE WHERE WE HOLD. UM, COLLECTIVE BARGAINING PAYMENTS THAT HAVING HAD TO BE. DISTRIBUTED FOR RECENT. COLLECTIVE BARGAINING
AGREEMENTS. SO THE MOST. RECENT UM BASIS AGREEMENT. THE FUNDING FOR THAT HAS GOT. >> TO BE DISTRIBUTED ACROSS ALL THE POSITIONS. SO IT'S SITTING. >> IN THE BUDGET OFFICE. THAT'S 2.8 MILLION OR 2.5 MILLION SITTING IN THE SUPPORT
STAFF. BUT IF YOU NOTICE THE FULL TIME EMPLOYEE NUMBER WENT UP BUT IT WENT DOWN FROM 27 MILLION TO 10 MILLION. SO IT'S A DECREASE IN SPENDING
BUT IT'S AN INCREASE IN 84 FULL TIME EMPLOYEES. I KNOW I ASKED IT YESTERDAY I THOUGHT YOU'D HAVE THE ANSWER BUT I WOULD REALLY LIKE. I CAN. >> GIVE YOU A WAY I CAN GET YOU A MORE DETAILED YEAH. AND IF WE'RE SAYING THAT WE'RE
PUTTING EVEN TRANSPORTATION PERSONNEL INTO THAT LINE ITEM IF YOU COULD CLARIFY. SO BY BY END OF DAY DAVID WILL RESPOND IN DETAIL OKAY. THANK YOU. >> AND I KNOW I RAN OUT OF TIME YEAH.
THANK YOU. OH DID YOU HAVE SOMETHING TO ADD ON THAT OR. NO NOT ON THAT. OH OKAY. UH SO I MEAN WE YEAH IF YOU WANT TO. ANSWER ONE MORE QUESTION AND THEN WE'RE GOING TO MOVE ON TO
AND WE'LL HAVE A SECOND ROUND. BUT DOCTOR. >> IF YOU. YOU SAID A NUMBER OF. THINGS THAT I WANT TO ACKNOWLEDGE IS PROBABLY MORE THAN. SEVEN MINUTES. >> UM IT IS YEAH. BUT MY WHOLE TIME WHEN THE NON-ANSWER OF THE BUDGET
QUESTION THAT CAME UP YESTERDAY SO BUT I'M HERE FOR IT SO I'M WAITING FOR THE SECOND ROUND TO. YEAH I THINK WHAT I WILL OFFER UM THAT FEELS STICKY RIGHT NOW OF THE NUMBER OF QUESTIONS THAT
YOU ASKED IS AROUND EVIDENCE BASE EVERY CURRICULUM ALIGNS TO SUPPORTING TEACHERS WITH FACILITATING LEARNING USING EVIDENCE BASED PRACTICES.
UM BUT I THINK THE KEY WORD HERE IS ENDORSED ANYTHING THAT WE HAVE OFFERED SCHOOLS AND TRAINED SCHOOLS TO UTILIZE AND WE CAN CIRCLE BACK TO SUCCESS
IN A YEAR OKAY. YEAH I MEAN THAT'S WHAT I JUST DID. YOU HAVE A. I KNOW YOU WANT TO JUST LEAVE IT TO THE NEXT ROUND. YEAH OKAY SURE. UH OKAY. UM UH MADAM PRESIDENT UH YEAH
SEVEN MINUTES. THANK YOU. UM. UM I'M JUST ONE ONE QUESTION I ALWAYS ASK IS HOW MUCH TUITION DOES THE HORACE MANN SCHOOL FOR THE DEAF GENERATE INCOME COMING
IN FROM OUTSIDE THE DISTRICT? UM, I'LL I'LL HAVE TO. I DON'T HAVE THAT NUMBER WITH ME. >> BUT. THIS IS PROBABLY THE ONLY SCHOOL IN THE DISTRICT THAT ACTUALLY GENERATES INCOME. UM, UH. WE GET. UH, INTERESTINGLY. IT'S ACTUALLY NOT ANYMORE.
UM. SO THERE'S A LITTLE BIT OF INCOME THAT SOMETIMES COMES . >> FROM THE CADRE BECAUSE WHEN FAMILIES MOVE OUT OF DISTRICT WE WILL OFTEN LET THEM KEEP THEIR PLACE AT THE CADRE IF IT'S NOT TOO FAR AND THE, UH
THE SENDING DISTRICT WILL USE THE CADRES OR AT THE DISTRICT PLACEMENT. THE OTHER PLACE WE GET TUITION IS IF CHARTER. SCHOOLS SEND STUDENTS BACK TO FOR SUBSTANTIALLY SEPARATE
PROGRAMING, WE ACTUALLY GET TUITION FOR THAT AS WELL SO I. CAN PULL THOSE TUITION. >> NUMBERS FOR YOU. EXCELLENT. >> UM, WE STILL MISS THE HORSEMAN FROM HORSE RIDING BUT ANYWAY. UM. >> OKAY. >> I'M JUST WONDERING ABOUT, UM, YOU. KNOW. >> AGAIN, I ECHOING SOME OF THE
CONCERNS OF MY COLLEAGUES AND COMMUNITY MEMBERS ABOUT THIS APPROACH TO THE EDUCATION OF MULTILINGUAL. LEARNERS IN IN UH, INCLUSION
CLASSROOMS. UH, IT SEEMS THAT AS I CAN'T IMAGINE IT'S NOT A CHALLENGE. UM, BUT HOW MUCH IS BHP'S PROPOSING TO EXPAND BILINGUAL
DUAL LANGUAGE AND TRANSITIONAL BILINGUAL EDUCATION PROGRAMS THIS COMING YEAR? THANK YOU FOR THE QUESTION. I WILL SAY THAT THIS YEAR BHP'S
IMPLEMENTED FOR BILINGUAL. PROGRAMS AND WE ALSO HAVE EXISTING BILINGUAL PROGRAMS THAT ARE EXPANDING MEANING MANY OF THE NEW PROGRAMS THAT WE
HAVE UH INITIATED START OFF WITH K1 AND WE'RE BUILDING OUT SO FOR EXAMPLE WITH THE FOUR NEW PROGRAMS THAT WE HAVE THIS YEAR, UM, SARAH ROBERTS STARTED
BLACKSTONE AND STARTED IN K1 AND NEXT YEAR THEY WILL UM UM REMAIN HAVING THE K1 AND THEN EXPAND TO K2 AND SO UH WE'RE BUILDING OUT OUR PROGRAMS THAT
CURRENTLY EXIST AND THE NEW ONES THAT WE'VE IMPLEMENTED WE'RE UM BUILDING OUT AS WELL NEXT YEAR WILL HAVE A NEW BILINGUAL PROGRAM, A TV PROGRAM AT THE ELLIS AND THAT WILL
START UM IN K1 AND THAT WILL EXPAND OUT AS WELL TO UM WHEN WE'RE LOOKING TO CREATE ADDITIONAL PROGRAMS. IT'S A COMBINATION OF WORKING
WITH THE COMMUNITY TO SEE THE ASK UM FOR IT. ALSO WE WANT TO ENSURE THAT WHEN WE CREATE PROGRAMS THAT IT'S FEASIBLE AND SUSTAINABLE. WE DON'T WANT. >> TO CREATE A PROGRAM. AND I ALSO WANT TO HIGHLIGHT
THE CABO VERDE AND A LITTLE PROGRAM THAT'S GOING TO BE THE FIRST IN THE NATION AT THE FREDERICK UM, NEXT YEAR THAT'S GOING TO BE A K1 PROGRAM AND IT'S GOING TO START AND BUILD OUT UNTIL IT'S UH K THROUGH SIX .
BUT AGAIN I WANT TO JUST REALLY HONE IN ON THE FEASIBILITY AND SUSTAINABILITY OF WHEN WE CREATE PROGRAMS. SO YES, IT'S IMPORTANT WHEN WE'RE WORKING WITH FAMILIES IN THE COMMUNITY UM THAT THEY WANT
THE ASK THEY'RE ASKING FOR IT. BUT WE'RE ALSO LOOKING AT OUR LANDSCAPE ACROSS THE DISTRICT WHERE'S THE NEED AND HOW CAN WE BUILD IT OUT AND ENSURE THAT WE HAVE SUSTAINABILITY AND FEASIBILITY?
AND THE OTHER THING TOO IS REALLY BUILDING UP A WORKFORCE OF EDUCATORS WHO ARE QUALIFIED TO TEACH IN THE BILINGUAL EDUCATION PROGRAM THAT THEY HAVE NOT ONLY THE LICENSURE BUT
WE WORK WITH THEM AS WELL TOO, BUT ALSO HAVING THE BILINGUAL ENDORSEMENT UM, AND MOST IMPORTANTLY HAVING THE LANGUAGE CAPACITY AND PROFICIENCY TO BE ABLE TO INSTRUCT IN THAT
LANGUAGE. SO THERE'S MANY FACTORS WHEN WE'RE INCORPORATING OR THINKING ABOUT INITIATING NEW PROGRAMS, BUT. WE'RE REALLY PROUD OF THE EXPANSION THAT WE'VE HAD SINCE 2024 WHERE WE STARTED OFF WITH
EIGHT PROGRAMS AND NOW WE'RE AT 14 AND WE'RE CONTINUING TO BUILD OUT EXPAND THOSE PROGRAMS AS THEY ARE. SO WHAT WHAT BILINGUAL WHAT LANGUAGES ARE AVAILABLE BILINGUAL PROGRAMS? WELL, WE. >> HAVE MULTIPLE CLASSROOMS
ACROSS THE DISTRICT THAT HAVE SPANISH UH WE ARE THE FIRST IN THE NATION FOR HAITIAN CREOLE. WE WILL BE THE FIRST IN THE NATION FOR CABO VERDE IN CREOLE WE HAVE A MANDARIN PROGRAM AT
THE UM QUINCY AND WE HAVE A DUAL LANGUAGE PROGRAM FOR VIETNAMESE AT THE MATHER. OKAY. >> OKAY. UM AND THEN UM IN TERMS OF UM MULTILINGUAL LEARNERS WITH
DISABILITIES, UM, THAT'S THEY HAVE. DOUBLE CHALLENGES IN THE SENSE UM THE. UM WHAT DOES THE BP'S HOW DOES
BP'S OFFER OR DOES IT OFFER? UM. . UM. THE ABILITY FOR UM PROGRAMS THAT STANDARD OR LIKE A PLAN TO
WORK WITH THE THEIR HOME LANGUAGE AS WELL LIKE WITH KIDS THAT YOU KNOW, WE HAVE MENTIONED FOR LANGUAGE FOR FOREIGN. FOR LANGUAGES BUT FAMILIES
SPEAK MANY MORE LANGUAGES THAN THAT. UH, HOW DO HOW DO WE SORT OF BRIDGE TO YOU KNOW, KIDS WITH DISABILITIES HOW DO WE BRIDGE TO THE HOME LANGUAGE AND
UM TO REALLY MAXIMIZE THE THE EFFECT OF UM FOR THE EDUCATIONAL PIECE. SO I THINK. IT'S NOT JUST ABOUT COMMUNICATING. YEAH. >> NO, I MEAN HOW DO WE. EXACTLY YEAH. >> I THINK IF CHRISTINE COULD JUST EXPLAIN A LITTLE BIT THE
SERVICE MAPPING BECAUSE I THINK IN GENERAL STUDENTS WITH DISABILITIES ARE ENCOURAGED AND CERTAINLY CAN NOW ACCESS TO LANGUAGE. IT'S A QUESTION OF WHAT THE
SERVICES LOOK LIKE AND THEN HOW WE BRING THOSE INTO THE CLASSROOM. UM BUT CHRISTINE, DO YOU WANT TO JUST TALK A LITTLE BIT ABOUT THE SERVICE MAPPING? THANK YOU FOR THE QUESTION. UH, WITH SERVICE MAPPING WE'RE
ABLE TO DETERMINE, UH, WHICH SERVICES THE STUDENTS NEED AND FOR HOW LONG SO THAT WE CAN PROVIDE APPROPRIATE STAFFING. WE'RE ALWAYS LOOKING TO ENSURE TO THE GREATEST EXTENT POSSIBLE
THAT WE HIRE BILINGUAL STAFFING. SO WE HAVE BILINGUAL SPEECH AND LANGUAGE PATHOLOGIST. WE HAVE BILINGUAL PSYCHOLOGISTS AND OTHER STAFF WHO ARE ABLE TO SUPPORT UM IN NATIVE LANGUAGE
TO THE GREATEST EXTENT POSSIBLE AT OUR UM BILINGUAL SCHOOLS SUCH AS THE HERNANDEZ AND THE HURLEY STAFF SPECIAL EDUCATION STAFF UM CAN PROVIDE THEM SUPPORT IN BOTH SPANISH AND
ENGLISH. SO TO THE GREATEST EXTENT POSSIBLE WE TRY TO UM ACCESS NATIVE LANGUAGE. IT'S NOT ALWAYS FEASIBLE BUT THAT'S ALWAYS OUR GOAL IN HIRING. SO DO YOU MAP WHAT YOU KNOW?
DO YOU MAP THE WHAT THE HOME LANGUAGES AND THEN HOW IS IT REPORTED OUT WHAT THE THE HOME LANGUAGES OR ARE YOU JUST FOCUSED ESSENTIALLY ON ESL? WE'RE JUST FOCUSED PRIMARILY ON
THE SERVICES. BUT I HAVE SEEN IN SERVICE MAPPING FOR BILINGUAL SCHOOLS SUCH AS THE HERNANDEZ AND THE HURLEY UM THAT THEY DO LIST WHERE THE SERVICES MIGHT BE PROVIDED IN SPANISH YOU KNOW,
WHEN THEY'RE IN SPANISH CLASS OR WHEN THEY'RE IN AN ENGLISH CLASS. SO THAT IS MAPPED ON THAT AS WELL. SO WE LOOK AT THAT AS WELL. YEAH. >> IT'S ALSO PARTICULARLY IMPORTANT WHEN WE'RE TESTING STUDENTS THAT WE'RE TESTING AS MUCH AS POSSIBLE IN NATIVE
LANGUAGE THAT THAT WAS SOMETHING THAT PBS WASN'T DOING . AND I THINK WE'VE MADE A CONCENTRATED EFFORT IN HIRING SCHOOL SITES TO BE ABLE TO DO THAT. AND THEN THE OTHER I THINK
THERE'S EVIDENCE ALSO THAT, YOU KNOW, IF STUDENTS ARE BILINGUAL LIKE THEY'RE THINKING IN SPANISH, THEY HAVE TO TAKE A. TEST THAT'S WRITTEN IN ENGLISH, RIGHT? IF YOU HAVE A IF YOU HAVE AN
HOUR OR IF YOU HAVE TO DO 2 TO 2 EXAM PAPERS ONE IN ENGLISH AND ONE IN SPANISH, THEY'LL STILL DO BETTER IF THEY'RE IF THEY CAN ACCESS THE QUESTIONS IN THEIR OWN LANGUAGE EVEN IF
THEY HAVE TO ANSWER IT IN ENGLISH. SO DO WE DO THAT IN OUR TESTING. FOR TESTING FOR SPECIAL EDUCATION? >> OH NO FOR GENERAL STUDENT ENROLLMENT AS WELL. YOU KNOW. YEAH.
SO I DO WANT TO HIGHLIGHT THAT EVERY EDUCATOR THAT IS IN OUR DISTRICT HAS AN SY ENDORSEMENT. UM AND SO WE HAVE TO ENSURE THAT WE ALL HAVE THE MINDSET THAT.
OUR MULTILINGUAL LEARNER STUDENTS AREN'T JUST FOR THE ESL TEACHERS THAT WE ALL HAVE ACCOUNTABILITY AND SHARED ACCOUNTABILITY FOR OUR STUDENTS. AND SO WHEN YOU HAVE A SCA
ENDORSEMENT YOU HAVE THE SKILLS TO UM, SCAFFOLD AND SHELTER CONTENT FOR STUDENTS. UH, WE DO TRY OUR BEST TO HAVE AS MANY UH, BILINGUAL EDUCATORS ,UH, ACROSS THE DISTRICT AS WE
CAN AND HAVING MANY STAFF MEMBERS BUT AGAIN, UM, A STUDENT WALKING INTO UH, CLASSROOM THAT'S WHY WE CALL EVERY CLASSROOM AND C.I. CLASSROOM BECAUSE THE TEACHERS ARE RCI ENDORSED.
UM, THAT'S A REQUIREMENT ONCE YOU ARE HIRED AS A PUBLIC SCHOOL TEACHER THAT WITHIN THE YEAR THAT YOU DO RECEIVE THAT AND UM, MANY OF OUR TEACHERS ALSO UH, WORK WITH OUR LET'S
WATCH OUR LANGUAGE UM, ACQUISITION TEAM FACILITATORS. TO REALLY HELP AND HONE IN ON THOSE SKILLS SO THAT THEY CAN SUPPORT STUDENTS IN THE CLASSROOM. BUT I'LL PROBABLY COME BACK TO MORE QUESTIONS. THANK YOU. THANK YOU FOR ALLOWING ME SOME
EXTRA TIME. >> OKAY. THANK YOU. UH, WE'VE BEEN JOINED BY COUNSELOR CULPEPER. UH, YOU COULD SAY HI TO SOME STUDENTS FROM. >> THE. MENTAL UP THERE. UM. GOOD MORNING. STUDENTS FROM THE MIDDLE. OKAY, THAT'S THE THANK YOU FOR
COUNSELOR CULPEPER. SEE. >> YOU'LL HAVE PLENTY OF TIME. UH, LATER ON I WILL. YES. UH, YEAH, I WILL KNOW THE CLOCK WILL CUT YOU OFF. UH. >> FOR ME. UM, OKAY, COUNSELOR DURKAN. YOU'RE UP. >> SO I THINK.
IT'S RECLAIMING MY TIME. RECLAIMING MY TIME? YEAH, YEAH. OKAY. >> UM, SO THANK YOU SO MUCH. UM, CHAIR AND I REALLY APPRECIATE, UM, UH, SEEING THE SUPERINTENDENT HERE. THANK YOU FOR YOUR LEADERSHIP.
UM, ONE THING THAT I KNOW WE'VE TALKED ABOUT IS HOW I THINK THE CITY IS DOING A GREAT JOB WITH CHRONIC ABSENTEEISM. I KNOW THE FIRST VERSION OF THE
BUDGET HAD SOME CUTS TO THAT. UM, I KNOW WE'VE TALKED I KNOW THERE WAS SOME ADVOCACY UM, AND WE HAD TALKED ABOUT THERE BEING UM SOME SOME OF THOSE JOBS
COMING BACK SO I JUST WANTED TO I WAS CURIOUS ABOUT ONE THE SUCCESS AND AND WHAT WE'VE BEEN DOING RIGHT ON CHRONIC ABSENTEEISM. UM AND THEN MY SECOND QUESTION
IS REALLY WHAT CHANGES HAVE BEEN MADE TO THE INTRODUCED BUDGET SINCE IT'S BEEN INTRODUCED AND CURIOUS WHAT UM THE TOP UM POINTS OF ADVOCACY AND CONCERNS FOR THE SCHOOL
COMMITTEE ARE. A GREAT SO UH, I'LL DO SOME OF THIS AND I KNOW DAVID'S GOT SOME FIGURES UH, SO WITH CHRONIC ABSENTEEISM ONE OF THE THINGS WE HIGHLIGHTED WAS THAT WE ARE NOW FOUR YEARS IN A ROW WHERE CHRONIC ABSENTEEISM HAS
GONE DOWN. WE'VE EXCEEDED OUR GOALS AT THE STATE LEVEL. THAT'S NOT REALLY OUR BENCHMARK. OUR BENCHMARK IS TO HAVE NO STUDENT BE CHRONICALLY ABSENT. UM, ROUGHLY RIGHT NOW WE SEE
BETWEEN 25 AND 27% FOR CHRONIC ABSENTEEISM WHICH WOULD AGAIN SHOW A SIGNIFICANT DROP FOR THIS YEAR. UH, WE'VE DONE A LOT OF INVESTMENT WITH REENGAGING STUDENTS SOCIAL EMOTIONAL SUPPORTS, WORKING WITH POST
HOMING STABILITY FOR UH STUDENTS UM WHO ARE HOUSING INSECURE UH, FOOD INSECURITY ALL OF THE THINGS THAT WE KNOW UNDERLIE OFTEN UM THE REASONS WHY STUDENTS ARE CHRONICALLY ABSENT.
I ALSO THINK WE'VE DONE A LOT IN UM, REALLY INCREASING THE RIGOR AND THE PROGRAMMATIC OFFERINGS FOR STUDENTS, PARTICULARLY AT THE HIGH SCHOOL LEVEL, WHICH CAUSES STUDENTS TO WANT TO COME TO SCHOOL TO FEEL MOTIVATED.
RIGHT. YESTERDAY WE HEARD UM YOU KNOW, MOTIVATION LEADS TO PERFORMANCE AND I THINK THAT THAT'S VERY ACCURATE. SO YOU'LL SEE IN THE BUDGET NOT JUST THIS YEAR BUT IN PAST
YEARS DELIBERATE INCREASES IN THOSE AREAS THERE WAS PARTICULAR ADVOCACY AROUND UM SUPERVISOR OF ATTENDANCE. UH WE HAD THREE POSITIONS THAT HAD BEEN CUT. IT WAS IN TO TRY TO ALIGN IN A DIFFERENT WAY TO THE REGIONAL
MODEL. WHEN WE WENT BACK AND REVIEWED AFTER THE ADVOCACY, WE MADE THE DETERMINATION TO RESTORE THOSE POSITIONS. AND AGAIN THIS IS WHERE IN GOOD PRACTICE WHY OUR BUDGET PROCESS
IS SO LONG IS TO REALLY ENABLE US TO HEAR THAT FEEDBACK UH, FROM NOT ONLY THE WORKING GROUP OF THE COUNCIL BUT ALSO FROM OUR SCHOOL COMMITTEE FROM PUBLIC COMMENT AND CONSTITUENTS AND THEN BE ABLE TO ACT ON THAT AS MUCH AS POSSIBLE IN TERMS
OF A FEW. OF THE KEY AREAS. DAVID I'LL TURN TO DAVID AND HE CAN KIND OF GIVE YOU SOME FIGURES. I MEAN, I THINK YOU COVERED ALMOST ALL THE THINGS I WAS HOPING TO GET TO SUPER I
APPRECIATE IT BUT UM I THINK UH FOR US REALLY IT IS ABOUT WHAT THE SUPERINTENDENT SAID WHICH IS THAT DYNAMIC PROCESS. RIGHT? WE PUT FORWARD A BUDGET PROPOSAL IN FEBRUARY AND THEN WE HAVE SEVERAL MONTHS
OF FEEDBACK AND ADJUSTMENT. UM, SO SO. >> YES, THE. THREE SUPERVISORS OF ATTENDANCE WERE RIGHT. WE ALSO THERE WERE ABOUT UH $4 MILLION WORTH OF POSITIONS WE RESTORED. RIGHT? CORRECT.
UM, BETWEEN THE TIME THAT THE BUDGET PROCESS BEGAN AND THEN ENDED UH, IN THOSE IN THOSE POSITIONS. AND THAT WAS THAT WAS A PART OF IT, RIGHT? THOSE INCLUDED TRANSITION SUPPORTS FOR SCHOOLS, UM AND OTHERS AND WE CAN GIVE YOU. THE FULL.
LIST OF THOSE. AS WELL. >> YEAH, I THINK THAT'S HELPFUL BECAUSE I THINK THAT REALLY SHEDS A LIGHT ON THE LISTENING PART OF THIS AND AND SORT OF HOW WE'RE MOVING. I ALSO WANTED TO ASK UM, IN
TERMS OF DECREASING EXTERNAL FUNDS I KNOW THAT'S PLACING MORE PRESSURE ON DPS. UM I THINK IF THEY'VE DECREASED BY 12% IF I HAVE THAT RIGHT. WHAT ARE THE REASONS FOR
DECREASED STATE AND FEDERAL FUNDING AND ARE THERE OTHER OPPORTUNITIES WE COULD BE TAKING. YEAH UM OR OTHER YOU KNOW, I MEAN OBVIOUSLY A NEW FEDERAL ADMINISTRATION WOULD BE NICE BUT YEAH. UM BUT UM BUT ARE THERE OTHER
ARE THERE ANY OPPORTUNITIES WE'RE MISSING FOR STATE OR FEDERAL FUNDING? UM, I MEAN I THINK WE'RE ALWAYS WORKING VERY COLLABORATIVELY WITH OUR STATE DELEGATION FOR SURE TO TRY AND IDENTIFY AREAS
FOR STATE FUNDING. UM, I THINK OVERALL UM OBVIOUSLY THE FEDERAL PICTURE IS THE BIGGEST PROBLEM. >> THE OTHER THING JUST. STRUCTURALLY UH WITH OUR DOCUMENTS THAT HAVE BEEN REPORTED RIGHT NOW. ,WE ALWAYS.
HAVE TO REPORT A DECLINE AT THIS POINT IN THE PROCESS BECAUSE A NUMBER OF OUR GRANTS ARE COMPETITIVE AND NOT GUARANTEED. SO MY GUESS IS OF THAT 11% REDUCTION, AT. LEAST HALF OF IT WILL END.
>> UP COMING BACK AS WE GET SOME OF THOSE COMPETITIVE GRANTS. BUT UH, WE ARE DEFINITELY FEELING THE IMPACT OF THE REDUCTION IN FEDERAL PROGRAM AND WE'RE. FOR SURE IN IN YOU KNOW, WE ARE
BLESSED TO BE IN A STATE WHERE OUR STATE DELEGATION NOT JUST OUR CITY BUT OUR STATE DELEGATION ADVOCATES STRONGLY FOR US. UM, I DO THINK WE'RE WE ARE ALSO SEEING IT WHICH ISN'T NECESSARILY REPORTED ON THE
LAND YOU'RE LOOKING UH OR ANY OF YOU ARE LOOKING OUR OUR OUR PARTNERS UM AND THOSE COULD BE NONPROFITS THAT HAVE SHARED MISSION TO US. THOSE COULD BE OUR POST-SECONDARY IS YOU KNOW,
WE'VE RECENTLY UH WITH OUR COLLEGE ADVISING CORPS YOU KNOW, A LOT OF OUR POST-SECONDARY INSTITUTIONS ARE ALSO LOSING GRANTS FEDERALLY, UM, AND FROM OTHER SOURCES THEY
OFTEN FUND SUPPORT DIRECTLY TO OUR SCHOOLS. IT CAN BE IN THE FORM OF STUDENT SUPPORT FOLKS. IT CAN BE IN THE FORM OF SCHOOL PSYCHOLOGISTS, SOCIAL WORKERS.
UH, IN ONE CASE WITH UMASS WE LOST A VERY LARGE GRANT THAT WAS IMPACTFUL FOR COLLEGE PREPARATION. UH AND THAT WAS THREE FTES. THESE ARE ALL POSITIONS WE DON'T HAVE THE FUNDING TO PICK
UP AND YET THEY ARE VERY MUCH MISSION CRITICAL TO THE PRIORITIES WE DO. THAT'S THE REASON WE'RE VERY THANKFUL FOR THE DOLLARS WE ARE GETTING FROM THE CITY. NOW ONE BIG TOPIC OF CONVERSATION LAST UM TIME WE
DID THE RFPS BUDGET WAS JUST MAKING SURE THAT TEACHERS HAVE THE ABILITY TO MOVE UP AND GROW AND AND GET THAT TRAINING AND I THINK THOSE ARE SOME OF UH THE CUTS AS WELL. RIGHT?
THOSE ARE SOME OF THE LACK OF FEDERAL FUNDING THAT WE DON'T HAVE IS REALLY JUST LIKE HELPING SKILL TEACHERS UP. YES. >> AND ESPECIALLY ALSO FOR SOME OF OUR PARAPROFESSIONALS AS WELL. WE WERE WORKING ON A NUMBER OF TRAINING PROGRAMS TO HELP
THEM GET THEIR BACHELOR'S DEGREE, GET THEIR TEACHER LICENSES. WE HAD SOME REALLY PROMISING FEDERAL GRANTS THERE THAT THAT WERE ENDED. YEAH. UM AND THEN I GUESS THIS IS OUR 38 SECONDS.
THIS IS A TOUGH QUESTION TO ASK THE 38 SECONDS LEFT, BUT HOW DO YOU PROPOSE MERGERS, RECONFIGURATIONS AND CLOSURES AND IMPACT TO THE FINANCIAL STABILITY OF THE DISTRICT AND AND SORT OF HOW THOSE DECISIONS
BEEN MADE TO TO IMPACT AND MAKE SURE THAT WE'RE SHORED UP FOR FINANCIAL STABILITY. SO DO YOU DO FISCAL. YEAH FOR SURE. SO I THINK UM, FROM A FISCAL
LENS AS OUR ENROLLMENT HAS DECLINED, THE MERGERS AND CLOSURES ALLOW US TO ENSURE THAT THE STUDENTS UM WHO ARE REMAINING IN OUR SYSTEM SEE THE GREATEST BANG FOR THE BUCK ON
WHAT WE SPEND, RIGHT? SO THAT WHEN ENROLLMENT DECLINES 5%, INSTEAD OF HAVING TO CUT 5% ACROSS ALL OF OUR SCHOOLS RIGHT THROUGH THE MERGERS AND THE CLOSURES, WE'RE TAKING A SIGNIFICANT PORTION
OF THAT MORE CONCENTRATED WAY AND HAVING BEING ABLE THEN TO CONTINUE TO OFFER HIGH QUALITY PROGRAMING AT THE SCHOOLS THAT ARE REMAINING OPEN. OBVIOUSLY THAT'S A VERY DIFFICULT CONVERSATION AND I'LL HAVE OVER TO SUPPORT THAT.
YEAH, ABSOLUTELY. I MEAN I THINK IN THIS YOU KNOW, THIS CURRENT BUDGET IS A REFLECTION OF ABOUT $25 MILLION FROM CLOSED SCHOOLS THAT ARE THEN IT'S GETTING PUT TOWARD THE REMAINING SCHOOLS AND
STUDENTS. BUT I ALSO THINK PROGRAMMATICALLY, YOU KNOW, WHAT WE SEE IS THAT WHEN SCHOOLS ARE VERY SMALL AND HALF FULL, THEY'RE NOT ABLE TO GIVE THE FULL ELECTIVES OF WHAT STUDENTS ARE LOOKING FOR.
SO FOR INSTANCE AT THE HIGH SCHOOL LEVEL, SOMETIMES THE SIZE OF THE SCHOOL DISABLES THEM FROM BEING ABLE TO OFFER SPORTS TO BE ABLE TO OFFER FULL ENRICHMENT PROGRAMS OR EARLY COLLEGE BECAUSE THERE'S JUST OR
APPS BECAUSE THERE'S JUST NOT ENOUGH STUDENTS TO BE ABLE TO TAKE THOSE ELECTIVES UM AND PROGRAMS. SO THAT'S ONE OF THE THINGS WE LEARNED THROUGH THE LONG TERM FACILITY STUDIES WHEN PARENTS AND STUDENTS WERE WEIGHING IN
ON THE THINGS THEY WANTED. IT REALLY IS A RICH ARRAY OF ARTS AND MUSIC AND ENRICHMENT BEFORE AND AFTER SCHOOL. UH, CERTAINLY ATHLETICS YOU NEED A CERTAIN SIZE OF ECONOMY TO BE ABLE TO OFFER THAT.
OTHERWISE YOU'RE TAKING DOLLARS AND STRETCHING IT ACROSS. IT'S LIKE THE DIFFERENCE OF TRYING TO SUSTAIN ONE CAR OR TWO CARS OR ONE HOUSE OR TWO HOUSES.
YOU KNOW, IT JUST STRETCHES RESOURCES TO THE POINT WHERE IT'S VERY HARD TO BE ABLE TO SUSTAIN THAT. WELL, I ALWAYS SAY I'M IF YOU NEVER DO ANYTHING YOU NEVER DO ANYTHING WRONG.
AND I THINK UM, TRULY HERE UM THE DECISIONS THAT HAVE BEEN MADE UM HAVE BEEN ONES THAT ARE REALLY TRYING TO PROMOTE A DISTRICT THAT MAKES SENSE AND THAT WORKS AND THAT IS STRUCTURED WELL.
BUT THOSE DECISIONS ARE NOT EASY TO MAKE AND I WANT TO THANK YOU FOR YOUR LEADERSHIP BECAUSE IT REQUIRES A LOT OF POLITICAL LEADERSHIP TO TO SAY THAT CHANGES DO NEED TO BE MADE.
UM, AND UH WE DO NEED TO MAKE SURE THAT UM, FOR FINANCIAL REASONS THAT WE'RE NOT SPENDING UM, THAT WE'RE SPENDING THE RIGHT MONEY ON THE RIGHT THINGS IN ORDER TO ACTUALLY HELP OUR STUDENTS. SO THANK YOU,
SUPERINTENDENT AND THANK YOU ALL FOR BEING HERE. THAT'S GREAT A CHAIR JUST BECAUSE THE STUDENTS AND STAFF ARE HERE. THIS IS A GREAT EXAMPLE WHERE THE MENDEL IS STRETCHED ACROSS TWO SITES BECAUSE THEY DON'T
HAVE A BUILDING THAT RIGHT NOW IS K-6 YOU KNOW AND THAT'S NOT EASY FOR THEM. AND SO THIS IS WHY LONG TERM FACILITIES IS SO IMPORTANT. SO WE CAN ACTUALLY SITUATE STRONG SCHOOLS IN BUILDINGS THAT SUPPORT THE FULL
EXPERIENCE. YEAH UH MY SON WENT TO K ONE AT THE MENDEL WITH MISS MCPHERSON AND UH, ONE OF THE REASONS WHY WE MOVED TO MISSION HILLS THE
THE THE GYM WAS THE HALLWAY IN THE BASEMENT. AND SO THE MENDEL IT WAS TOUGH . UH, AND UH, IT'S A BEAUTIFUL BUILDING AND THE TEACHERS ARE AMAZING AND, UM, ANYWAY, UH,
THE FACILITIES AND TO PROVIDE THAT FOR THE KIDS IS GREAT. SO JUST BEFORE WE GO TO COUNSELOR CULPEPPER, I JUST WANTED TO AND I SHOULD HAVE SAID THIS UH, EARLIER WE'RE HAVING TWO PANELS FOR MY COLLEAGUES.
UM, THE FIRST PANEL IS, UM, IS HERE TO TALK ABOUT INCLUSION, MULTI-LANGUAGE LEARNERS, SPECIAL EDUCATION AND CURRICULUM. THE SECOND SECOND PANEL IS PARTNERSHIP.
SUMMER PROGRAMING FAMILY AND COMMUNITY OUTREACH AND I'M SORRY COUNCILOR FLYNN AND MERGERS AND CLOSURES WE WILL SO COUNSELOR CULPEPER WE WILL BE TALKING ABOUT MERGERS AND CLOSURES IN THE SECOND.
THAT IS A SECOND PANEL DISCUSSION. I THINK THE SUPERINTENDENT UH HE WILL IS NOT HERE BUT I THINK UH CHIEF FINANCIAL OFFICER BLOOM WILL BE HERE FOR THE SECOND PANEL.
UH, BUT AS WE HAVE DIVIDED IT UP IT'S UH IT'S IT'S LIKE MULTI LANGUAGE LEARNERS SPECIAL ED INCLUSION MODEL UH AND CURRICULUM FOR THE FIRST PANEL MERGERS AND CLOSURES PARTNERSHIPS SUMMER PROGRAMING
FAMILY COMMUNITY OUTREACH FOR THE SECOND PANEL BECAUSE I'VE TALKED SO COUNSELOR FITZGERALD YOU WERE HERE BEFORE COUNSELOR CULPEPPER I DON'T KNOW HOW TO I WAS ABOUT TO CALL AND COUNCIL OKAY.
IS THAT OKAY? YEAH. OKAY. SO COUNSELOR FITZGERALD IS YOU'RE UP. UH, YOU GOT SEVEN MINUTES. THANK YOU. COUNCIL CULPA I APPRECIATE THAT. UM, SO. JUST FOR A LITTLE LIKE BASIC
KNOWLEDGE, RIGHT? THE FOUNDATION. OF EDUCATION. LET'S START AT THE BASICS. CAN YOU TALK TO ME ABOUT IN TERMS OF THE CURRICULUM? RIGHT. >> BECAUSE I DON'T IT TOOK ME A LONG TIME TO UNDERSTAND THAT. SOMETIMES WE WE PURCHASE OUR CURRICULUM AT A HIGHER RATE.
>> FROM FROM OTHER THINGS. TO IMPLEMENT THEM IN HERE. TALK TO ME ABOUT THE PROCESS. >> OF. HOW WE UH UH PROCURE THAT CURRICULUM AND WHAT WE LOOK FOR IN THE CURRICULUM AND HOW IT IS
BUILT. >> I KNOW UM, TO WELL, YOU TALKED ABOUT BUILDING. OUT THE BILINGUAL. RIGHT. AND I THINK WHEN UM COUNCILOR BREADON THAT A QUESTION AND WHAT DOES BUILDING OUT LOOK LIKE?
LIKE WHAT WHAT IS THAT SO I. JUST A LITTLE BIT ABOUT THE PROCESS FROM. THE GET. >> GO OF. HOW WE PROCURE CURRICULUM. AND WHO WE'RE GETTING IT FROM AND WHAT IT COSTS. TO HOW WE. BUILD OUT OTHER CURRICULUM AND
WHAT WHAT ARE SOME OF THE MORE DETAILED STEPS IN THAT? THANK YOU FOR THAT QUESTION. UH, VICE CHAIR FITZGERALD, I FIRST WANT TO ACKNOWLEDGE THAT. WE AREN'T REALLY BUILDING.
OUT CURRICULUM ANYMORE. UM, JUST ACROSS THE EDUCATION LANDSCAPE WE ARE A LOT CLEARER ABOUT GRADE LEVEL STANDARDS. WE ARE A LOT CLEARER ABOUT PEDAGOGICAL APPROACH AND OR
EVIDENCE BASED PRACTICES AND WE'VE ACTUALLY HAD LIKE NON-PROFITS ESTABLISHED LIKE CLEAR CRITERIA TO DETERMINE IF A CURRICULUM IS GOING TO GIVE THE TEACHER WHAT IT NEEDS TO BE
ABLE TO TEACH KIDS. WELL, OKAY. >> UH, I JUST HAD HEARD BUILD OUT THAT'S WHY I WANTED TO I BUT SO I'M INTERESTED TO YEP. AND I THINK THAT'S AN IMPORTANT POINT RIGHT. LIKE A LOT OF TIMES YOU HEAR
ACADEMICS AND YOU THINK JUST CURRICULUM WE ARE PROGRAMMATIC FUNCTION AS WELL. LIKE A LOT OF THE CONVERSATION ME AND CHIEF GAMER HAVE ARE ABOUT CURRICULUM FOR HER PROGRAMS RIGHT.
SO I THINK IT'S JUST LIKE IMPORTANT TO LIKE ME MATT DISTINCTION UM I THINK TO KEEP IT SIMPLE UM WHEN WE ARE LOOKING.
TO PURCHASE A NEW CURRICULUM UM, WE AT THE HIGHEST LEVEL WE'RE LOOKING FOR SOMETHING THAT IS ED REPORTS APPROVED. SO A LOT OF TIMES THAT IT'S TALKING ABOUT GRADE LEVEL.
I USE THE WORD COHERENCE BUT TO MAKE IT MORE SIMPLE ARE KIDS LEARNING THINGS IN SEQUENTIAL ORDER LIKE DOES THE LEARNING SET KIDS UP TO BUILD ON WHAT THEY LEARNED YESTERDAY? RIGHT.
AND I THINK THE SAME THING IS TRUE WHEN YOU'RE THINKING ABOUT GRADE LEVELS, RIGHT? THERE'S CERTAIN THINGS KIDS NEED TO LEARN IN SECOND GRADE TO BE SUCCESSFUL IN THIRD GRADE. UM SO WE WANT TO BUY THAT RESOURCE SO OUR TEACHERS DON'T
HAVE TO MAKE THE DECISION AND LIKE GO FIGURE THAT OUT RIGHT NOW I DO WANT TO ACKNOWLEDGE FOLKS STILL NEED TRAINING ON CURRICULUM. UM SO THERE'S A LOT OF WORK TO
DO TO MAKE SURE OUR EDUCATORS FEEL EFFICACIOUS IN UTILIZING THE RESOURCE TO TEACH STUDENTS WELL. AND THEN THIS LAST PART MIGHT THROW YOU OFF A LITTLE ALL CURRICULUM ISN'T PERFECT LIKE
YOU HAVE TO TAKE SORT OF WHAT YOU'VE BEEN GIVEN AS A RESOURCE WHAT YOU KNOW ABOUT YOUR SCHOOL CONTEXT TO BE ABLE TO TEACH STUDENTS WELL YEAH. AND THAT'S LIKE THAT'S AN IMPORTANT POINT BECAUSE IN OUR
DISTRICT TEACHERS AREN'T ROBOTS RIGHT? THERE ARE SOME DISTRICTS IN SCHOOLS WHERE THERE IS A UM LITERALLY A PACING GUIDE WHERE
EVERY DAY IF YOU'RE NOT ON THAT WE TRUST OUR TEACHERS WITH THE EDUCATION OF OUR KIDS AND THAT MEANS THAT THEIR ABILITY TO START WITH THE FOUNDATION OF WHAT DOCTOR IT'S TALKING ABOUT BUT THEN TO BE ABLE TO
SUPPLEMENT AND TO BUILD IN IT THAT'S LIKE AN IMPORTANT COMPONENT OF IT. YEAH I I I WOULD PREFER WE GO THE WAY OF OUR TEACHERS NOT BEING ROLE. THAT'S ABSOLUTELY UM.
SO THERE IS SOME I ONLY GET MY MY WIFE'S A PUBLIC SCHOOL TEACHER. >> AS WELL AND SOMETIMES SHE TALKS ABOUT SOME OF THE CURRICULUM THAT HAS VERSUS WHERE SHE'S AT AND YOU KNOW SHE'S HAS. EXPERIENCE WITH SOME. >> AND SHE'D BE LIKE UH. LIKE DOES X LIKE THAT ONE I
DON'T LIKE WE DON'T LIKE THAT ONE RIGHT. WHAT LIKE. HOW DO WE. FILTER OUT WHAT IS YEAH APPROPRIATE. >> AT WORK. IT'S A HARD QUESTION I WISH I. HAD THE EXACT NAME OF WHAT CURRICULUM SHE WAS THINKING ABOUT BUT LIKE.
HOW THEY TEACH. MATH LIKE WHATEVER IT WAS, RIGHT? LIKE UM LIKE I HAVEN'T HAD A GREAT EXPERIENCE WITH THAT ONE I WISH I DIDN'T YEAH. IS IT DOES COST COME INTO PLAY ABOUT SORT OF LIKE.
LOOK AT THAT CAME IN LOWEST. >> AND BEST. AND SO WE KIND OF HAD TO GO WITH THAT ONE AND BUT IS IT THE BEST FOR THE KIDS. SO THERE BUYING A CURRICULUM AND THEN THERE'S BRINGING EDUCATOR VOICE INTO THE
SELECTION OF THE CURRICULUM RIGHT. UM SOME WOULD SAY C KELLY IS A GOOD ELA CURRICULUM. OTHERS WOULD SAY EO IS A GOOD ELA CURRICULUM BUT I WOULD OFFER AND I THINK THIS IS AN
IMPORTANT POINT LIKE DPS USES THE RACIAL EQUITY PLANNING TOOL PROCESS TO BE ABLE TO GET EDUCATOR VOICE AND ENSURE THE CURRICULUM WE SELECT TRULY
REPRESENTS SORT OF OUR BELIEFS AROUND TEACHING RIGHT? LIKE WE DON'T WANT TO PUT. A CURRICULUM RESOURCE IN OUR EDUCATORS HANDS THAT MAKES ANY OF OUR OUR KIDS FEEL UM,
OFFENDED OR DISRESPECTED. RIGHT. UM, SO THAT RACIAL EQUITY PLANNING TOOL PAIRED WITH LIKE THE PROCUREMENT PROCESS HELPS TO SORT OF MANAGE THAT AND I
WANT TO ACKNOWLEDGE, YOU KNOW, THIS MIGHT BE LIKE A LITTLE BIT OF A HOT TAKE, BUT THERE ARE SCHOOLS THAT DO CHOOSE TO USE A DIFFERENT CURRICULUM AND IT DOESN'T MEAN THAT IT ISN'T HIGH QUALITY.
UM, IT JUST MEANS THAT FOR THAT PARTICULAR GROUP OF EDUCATORS THEY'VE IDENTIFIED SOMETHING THAT STILL SUPPORTS GETTING INSTRUCTION AND MAY BETTER SUPPORT THE TEACHING PRACTICES
AT THEIR SCHOOL. SO ARE THEY ALLOWED TO CHANGE THE LIKE IF THEY HAVE THE CURRICULUM THE TEACHERS HAVE THE OR THE SCHOOL OR THE PRINCIPAL. HAS THE ABILITY TO SAY. YEAH AND WE'RE NOT GOING TO USE THAT. I'M GOING TO GO A DIFFERENT ROUTE.
YEAH, WE THINK IS BETTER. >> FOR. THIS POPULATION OF KIDS THAT WE HAVE IN OUR SCHOOL. YEAH THEY THEY WOULD WORK WITH OUR TEACHING AND LEARNING TEAM TO ENSURE THAT THE CURRICULUM STILL MEETS A CERTAIN BAR.
UM SO I THINK IF THIS IS HELPFUL UM I'M NOT SURE THAT. >> OUR GOAL IS ONE CURRICULUM. BUT OUR GOAL IS A QUALITY. CURRICULUM RESOURCE. THAT SUPPORTS TEACHER PRACTICE. SO DO WE DO WE HAVE TO PAY FOR THE CURRICULUM.
OF EVERY. SCHOOL EVEN IF A SCHOOL CHOOSES NOT TO USE IT? YEAH. >> SO UM WHEN WE'RE BUYING THE CURRICULUM WE START BY SO LET'S SAY WE'RE BUYING UH YELLOW WAS ONE OF THE EXAMPLES THAT WE
USED RIGHT. SO WE MAKE A DETERMINATION OF WHAT CURRICULUM WE NEED. WE PUT OUT A BID WE DO THAT COLLECTION. IT CREATES A CONTRACT THAT SAYS SORT OF AT THIS SCALE THIS IS HOW MUCH YOU PAY FOR IT.
WHAT WILL TYPICALLY THEN DO IS A SURVEY OF SCHOOLS FOR WHAT CURRICULUM RESOURCES THEY NEED . SO IF SCHOOL A HAS WORKED WITH ACADEMICS TO TO NOT USE THAT
CURRICULUM THEY'LL JUST SAY OH WE DON'T NEED ANY OF THAT AND THEN WE WON'T BUY IT. SO THE SO WE'LL HAVE. >> ENOUGH ROOM IN THE BIG CONTRACT IN THE PRICING TO BE ABLE TO BUY IT, BUT WE TRY TO ONLY BUY IT FOR THOSE WHO WHO
NEED IT WHO NEED THE YOU KNOW NEED THE. MATERIALS GRADE UH APPRECIATE THE ANSWERS. UH THANK YOU JIM OKAY. >> THANK YOU, COUNCILOR CULPEPPER. . >> UM THANK YOU, MR CHAIR. GOOD TO SEE YOU AGAIN
SUPERINTENDENT AND ALL OF YOUR TEAM. I DO APPRECIATE THE TIME THAT YOU'VE TAKEN WITH ME, UH, OVER THE LAST COUPLE OF MONTHS TO HELP ME BRING ME UP TO SPEED, ANSWER A LOT OF QUESTIONS THAT
I WOULD HAVE TODAY THAT YOU'VE ALREADY ANSWERED. SO I APPRECIATE THAT AND GOOD TO SEE YOU AGAIN, DOCTOR WRIGHT. UM, AND I WAS LIKE WHERE'S THE WISDOM.
SOMEWHERE HAS TO MAKE SURE THAT EVERYTHING YOU KNOW REMAINS INTACT. YES. HERE'S SO SHE'S. OVERSEEING OUR SCHOOLS RIGHT NOW. YEAH. >> I'M GLAD TO KNOW THAT SHE'S
OVERSEEING THE SCHOOLS. I DO THINK SHE'S VERY HELPFUL. SHE'S EXCELLENT. I SENT SEVERAL STUDENTS TO HER, SEVERAL TEACHERS THAT HAD ISSUES AND, UH, I THINK SHE WORKED THEM THROUGH SO I REALLY
SHE'S EXCELLENT. YES SHE IS. UH, LET ME JUST PICK UP ON THE CURRICULUM DISCUSSION A LITTLE BIT, UH, BECAUSE. IT'S INTERESTING.
UH, DAVID. THAT DIFFERENT SCHOOLS ARE USING DIFFERENT CURRICULUM SO YOU BUY THE CURRICULUM YOU GIVE HOW DO YOU MEASURE WHETHER THE
CURRICULUM THAT THIS SCHOOL DECIDES TO USE IS THE APPROPRIATE ONE FOR THAT SCHOOL? THAT'S A PROGRAM THAT. YEAH. UM I MEAN I THINK YOU'RE ASKING A SIMILAR QUESTION IS VICE
CHAIR FISHER ALSO HELLO. GOOD MORNING. GOOD MORNING. UM, I THINK IT IS IS IT A WORKFORCE REPORT? RIGHT. LIKE THAT'S LIKE A RUBRIC. IT TALKS ABOUT GRADE LEVEL
PEDAGOGICAL PRACTICE AREA. >> WHAT DID YOU SAY THAT. >> IT'S CALLED REPORTS. IT'S A RUBRIC. NATIONAL RUBRIC. UM, SO I THINK AT A HIGH LEVEL IT REPORT SORT OF SUMMARIZES THE CRITERIA WE WOULD WANT AND
WE DO ASK THE SCHOOL TO IMPLEMENT THE RACIAL EQUITY PLANNING TOOL PROCESS TO MAKE SURE THAT ALL OF THE CONSTITUENTS AT THE SCHOOL LIKE ARE ON BOARD WITH UTILIZING THE
CURRICULUM. UM, ONE THING I DO JUST WANT TO NOTE THOUGH, UM UH, COUNSELOR CULPEPPER IS ONE OF THE CHALLENGES THOUGH WHEN YOU CHOOSE. TO USE. >> YOUR OWN CURRICULUM YOU HAVE
TO FIGURE OUT PROFESSIONAL DEVELOPMENT. I KNOW, BUT HERE'S MY QUESTION HOW DOES THE LEADERSHIP HOW DO YOU DETERMINE WHEN A SCHOOL
SAYS THIS IS THE CURRICULUM I WANT? HOW DO YOU MEASURE WHETHER THAT'S THE APPROPRIATE CURRICULUM FOR THAT SCHOOL? YEAH, IT'S EXACTLY WHAT I JUST SAID LIKE THE TEACHING AND
LEARNING TEAM WOULD FIRST AND FOREMOST CONFIRM THAT IT IS IT REPORTS FOR PROOF. >> TO KNOW HOW DO YOU MEASURE IT. WELL YES. >> ONCE THEY GET IT HOW. THIS IS THIS IS THE THEIR ASSESSMENTS. THIS IS LIKE ME. TAUGHT ME TO TALK ABOUT THAT.
THAT'S WHAT I WANT TO HEAR. OKAY STUDENT LEARNING IS WHAT YOU'RE ASKING ABOUT LIKE IMPACT . YES YES YES YOU'RE AN INVESTMENT FOR. STUDENTS ABSOLUTELY. GOT IT. NO THAT'S VERY HELPFUL I MEAN SIMILAR TO OUR OTHER SCHOOLS
RIGHT. LIKE OUR SCHOOLS ARE TAKING VARIOUS ASSESSMENTS RIGHT. WE ARE LOOKING AT PERFORMANCE OF LIKE STUDENT ACHIEVEMENT WE ARE STILL USING I KNOW YOU ASKED ABOUT OUR WALK. >> THROUGH TOOL.
WE'RE STILL USING OUR EQUITABLE LITERACY. WALKTHROUGH TOOL AS WE GO INTO THE SCHOOL TO DETERMINE WHAT PERCENTAGE OF KIDS ARE ENGAGING WITH GRADE LEVEL CURRENT UM GRADE LEVEL CONTENT IN COMPLEX
TEXT. UM SO I THINK WE ARE STILL HAVE A MECHANISM TO LOOK AT THE QUALITY OF TEACHER PRACTICE. BUT MORE IMPORTANTLY. YOU KNOW, OUR SUPERINTENDENT IS ALWAYS LOOKING AT
ACCOUNTABILITY PERCENTILES AND VARIOUS ASSESSMENT DATA IS TO ALSO PRESSURE CHECK THAT THE IMPACT IS BEING HAD AND ASKING US QUESTIONS ABOUT IT. AND SO WITH REGARD TO THE LITERACY I KNOW WE'VE BEEN
TALKING ABOUT LITERACY ALL YEAR LONG AND WE KNOW WHERE WE HAVE. YES EVEN BEFORE YOU CAME. HOW ARE WE IMPROVING AND
MEASURING THAT WE'RE IMPROVING THE LITERACY OF STUDENTS IN THE FOURTH AND PUBLIC SCHOOLS. YEAH I THINK THAT'S A FAIR QUESTION. I THINK THEY'RE. ALL FAIR QUESTION. THEY ARE FAIR QUESTIONS.
YES. UM THERE ARE A. NUMBER OF DIFFERENT. WAYS THAT WE ARE MEASURING WHETHER OR NOT STUDENTS ARE ABLE TO READ, WRITE, SPEAK AND
THINK BECAUSE THAT IS WHAT LITERACY IS, RIGHT? THAT'S EXACTLY. AT THE EARLIEST. GRADES WE HAVE IN I THINK NOT EARLIEST. GRADES STARTING AT AGE FIVE ON
UP WE HAVE AN INTERNAL ASSESSMENT THAT SUPPORTS US WITH UNDERSTANDING HOW KIDS ARE DOING WITH LITERACY. I THINK STARTING AT GRADES THREE STUDENTS TAKE HOME CARES .
I MEAN THOSE ARE MECHANISMS OF I WOULD SAY LONG TERM MEASURING WHETHER OR NOT STUDENTS ARE LEARNING HOW TO READ BUT. >> THEY'RE NOT TAKING THEM NOW ARE THEY? YES YES. BUT AND SO WHEN YOU WHEN YOU
LOOK AT THE LITERACY WE STILL KNOW MANY STUDENTS ARE STILL STRUGGLING EVEN IN HIGH SCHOOL. WHAT DO WE WHAT DO WE DO. WITH THEM? I MEAN DO WE LET THEM GRADUATE
AND UNABLE TO FILL OUT AN EFFORT. WHAT DO WE DO WITH THEM? AND I THINK I TALKED TO THE SUPERINTENDENT ABOUT THAT BEFORE. >> WHAT DO WE HOW DO WE GO. BACK AND BRING THEM TO THE
POINT WHERE THEY'RE ABLE TO WALK INTO UH, A JOB, FILL OUT AN APPLICATION, UH, SPEAK ARTICULATELY TO THE INTERVIEWER. HOW DO WE.
MEASURE WHETHER THEY'RE AT THAT POINT AND IF THEY'RE NOT WHAT DO WE DO? SO I THINK IT THE IT I WOULD SAY FROM GRADE SIX AND UP IT BECOMES A DIFFERENT KIND
OF LITERACY ISSUE FOR KIDS. THAT'S WHERE IT'S YOU KNOW, UM IF THE STUDENT IS ON AN IEP THEY'RE LIKELY GETTING DIRECT READING SUPPORT AND SERVICES. WHERE IT'S DIFFICULT IS WHEN
THE STUDENTS NOT ON AN IEP AND THEY HAVE A TRUE LITERACY ISSUE AND THAT'S WHERE WE'VE BEEN DOING A LOT MORE IN FOR THE LAST SEVERAL YEARS IN THE UPPER GRADES RELATIVE TO UH, LITERACY
STRATEGIES ACROSS THE TEACHERS ,ACROSS THE DISCIPLINES NOT JUST IN THE ENGLISH CLASS BUT IN ALL CONTENT AREAS. UH, IT'S ALSO WHERE WE'VE ADDED IN READING SPECIALIST TO BE
ABLE TO COACH TEACHERS UH, IN IN SOME CASES TO DELIVER DIRECT SERVICES. A LOT OF OUR AFTERSCHOOL PROGRAMING. UH NOW ACTUALLY HAS ACADEMIC ELEMENTS THAT ARE ROOTED IN LITERACY. SO COREY MCCARTHY FOR INSTANCE,
WITH A LOT OF HIS STUDENT SUPPORT WORK ON THE WEEKENDS THE 617 AND UH, HIS CAMPS, THE OPPORTUNITY LAB THOSE ARE ALL VERY DIRECTED TO INTEGRATE PARTICULARLY LITERACY SUPPORT
FOR STUDENTS IN COLLEGE PREPARATORY FOR STUDENTS. SO THE PROBLEM IS AND THIS IS WHY WE HAVE TO MAKE SURE THAT LITERACY IS AS STRONG AS POSSIBLE IN THE YOUNGEST GRADES
IS IT IS KIDS GET OLDER IT BECOMES AN ESTEEM ISSUE FOR THEM. IT'S A VERY REAL THING AND SO THAT'S WHERE FOR US WE WANT TO CLOSE THAT GAP, NOT CREATE IT
AND NOT FORGET ABOUT THE KIDS THAT FROM PAST ADMINISTRATIONS YEARS OF OF EDUCATION HAVE THOSE LEGITIMATE GAPS. THAT'S WHAT WE HAVE TO ADD IN VALUE TO THEM THROUGH OTHER
KINDS OF PROGRAMING SOMETIMES OUT OF SCHOOL, SOMETIMES IN SCHOOL. SUMMER IS A BIG TIME FOR US WITH THE HIGH SCHOOL KIDS UM BECAUSE NOT ONLY ARE THEY WORKING BUT WE'VE READJUSTED A LOT OF CREDIT RECOVERY AND A
LOT OF THE ACADEMIC SUPPORT SO THEY CAN WORK. WE'RE NOT ASKING THEM TO TRADE OFF AND THEN STILL GIVING THEM THOSE SUPPORTS IN THE CONTEXT OF PROGRAMS LIKE COREY RUNS OR PROGRAMS LIKE THE INDIVIDUAL
SCHOOLS. RIGHT. AT SOME. POINT WE AT THE TIME. YOU ARE OUT OF TIME THE CLOCK I ARGUED WITH IT TO GIVE YOU MORE TIME. WELL WE. HAVE A SECOND ROUND. WE WILL DEFINITELY HAVE A
SECOND ROUND AFTER AFTER PUBLIC TESTIMONY. UH, SO WE I THINK UH I THINK WE CAN HEAR FROM THE KIDS WE NEED FROM FOLKS FROM SAINT STEPHEN'S AND SOME ADVOCATES. UH, IS THAT IF YOU HAD ONE
QUICK FOLLOW UP OR SOMETHING, YOU KNOW, UM, BASED ON. I KNOW DOCTOR WRIGHT WAS EXPECTING A QUESTION ABOUT EVIDENCE BASED TEACHING. RIGHT. I ADDRESSED IT IN MY OPENING, BUT YOU MISSED IT. YEAH. >> NO. YOU KNOW WHAT?
LET ME JUST BE HONEST WITH YOU. MY BACK HAS BEEN HURTING ME. I GOT UP MY BACK I. SCIATICA, SCIATICA. >> YEAH. IT'S KILLING. >> ME. BUT I HAD TO MAKE IT I DIDN'T
WANT TO MISS THIS MORNING I HAD TO MAKE MY BACKUPS. BUT IT'S OKAY THOUGH. >> YOU KNOW, BECAUSE WE WORK THROUGH PAIN. YOU KNOW, MY LIFE WE'VE BEEN WORKING TO PAIN SO IT'S NOTHING NEW. I'M NOT GOING TO ASK YOU THE
QUESTION ABOUT LOGAN SPACE TEACHER. I WAIT TILL THE SECOND ROUND BUT I WILL SAY, SUPERINTENDENT, WHAT WE'VE DECIDED TO DO AND. WE'LL BE. WORKING WITH THE CHARTER SCHOOL. WE'RE GOING TO START A LITERACY
TEACHING CLASS AT THE CHURCH. GREAT. AND I HOPE IT BECOMES A MODEL FOR US CREATE THAT IF YOU DON'T HAVE AFTER SCHOOL THEY CAN COME TO THE CHURCH AND UH THE CHURCH. >> HAS.
ALWAYS BEEN UH A SECONDARY LEARNING PLACE FOR STUDENTS ESPECIALLY WITH WE HAVE SUNDAY SCHOOL AND SO I'VE BEEN LISTENING TO SOME OF THE YOUNG FOLKS IN THE CHURCH.
READ AND I SAID, YOU KNOW WHAT? WE REALLY NEED TO HELP THEM BECAUSE WE WANT OUR STUDENTS TO BE ABLE TO UH, BE THE BEST THAT THEY CAN BE. SO I PICK UP.
YEAH, SUPER APPRECIATIVE OF THAT I THINK IS YOU AND I HAVE TALKED ABOUT IT CHURCHES HAVE ALWAYS PLAYED FOUNDATIONAL ROLES WITH US IN SUPPORT AND IT TAKES A VILLAGE RIGHT THAT'S MODELING IT. SO WE REALLY APPRECIATE THAT
AND ANY SUPPORTS WE CAN HELP WITH THEIR UH LET US KNOW. MAYBE WE SHOULD. START A CHURCH LITERACY PROGRAM. NO I'M SERIOUS. YEAH RIGHT. BECAUSE I THINK UH. YEAH. >> I'LL WAIT TILL MY SECOND ROUND.
OKAY. MY TIME IS UP. I RESPECT THE CHAIR. THANK YOU VERY MUCH. SO I JUST I HAVE A COUPLE QUESTIONS AND WE'RE GOING TO GO TO PUBLIC TESTIMONY. IS THAT OKAY, MISS LILA? ANOTHER SEVEN MINUTES. OKAY.
UM, SO I JUST I. I FEEL LIKE. WE TALKED ABOUT GRIDLOCK. YOU KNOW, WE'RE UH YOU KNOW, PEOPLE CAN'T GET THROUGH AN INTERSECTION BECAUSE OTHER PEOPLE ARE STUCK FROM THE OTHER
DIRECTION. I JUST WHEN WE HAVE THIS, UH, SORT OF CHALLENGE ON ADDRESSING THE NEEDS OF MULTI-LANGUAGE LEARNERS AND THEN WE HAVE A
CHALLENGE FOR SPECIAL ED NEEDS STUDENTS AND SO WE'RE GOING WITH INCLUSION. HOW DOES THAT YOU KNOW, HOW DOES THAT IMPACT OUR MULTI LANGUAGE LEARNERS WHEN WE HAVE MULTI-LANGUAGE INSTRUCTION HOW
IS THAT IMPACTING OUR ABILITY TO DO INCLUSION AND OUR STAFFING MODELS AND AND EVERYTHING ELSE. SO I MEAN I THINK A LOT OF WHAT WE'RE TALKING ABOUT IS WE'RE
IT'S HARD IT'S HARD TO IMAGINE A WORLD WHERE WE'RE ABLE TO HELP ALL THE STUDENTS ALL THE TIME IN YOU KNOW, IN THE WAY WE'RE DOING IT. WE'RE SEEING INCLUSION
CITYWIDE, UH, YOU KNOW, BUT AT THE SAME TIME I THINK WE HAVE 86% OF THE MULTI-LANGUAGE LEARNERS IN GENERAL EDUCATION CLASSROOMS. SO HOW DOES IT WORK FOR THEM IN THAT IN THAT SPACE?
SO THAT'S I GUESS THAT'S MY FIRST GENERAL QUESTION IS LIKE HOW YOU KNOW, IN A WORLD WHERE MOST OF THE MULTI LANGUAGE LEARNERS RIGHT NOW ARE IN GEN
ED ROOMS AND THE TEACHERS WHILE THEY HAVE MAYBE HAVE SCA CERTIFICATIONS OR WHATEVER IT IS, THEY'RE NOT FLUENT IN THAT LANGUAGE. I'M ASSUMING WE'RE NOT HAVE 86%
OF OUR TEACHERS AREN'T FLUENT IN A SECOND LANGUAGE. YEAH UNLESS THEY I MEAN IT WOULD BE GREAT IF THEY WERE UM SO LIKE. HOW HOW. I GUESS FIRST THING IS WE'RE
INCLUSION YOU KNOW, I UNDERSTAND THE MODEL AND ALL THE BENEFITS THAT IT PROVIDES AND IT SEEMS LIKE IT'S ALREADY PROVIDING BENEFITS FOR OUR KIDS LIKE YOU KNOW HOW WE AND
DOVETAILING WITH THAT IS THE STAFFING. WELL WE'RE HAVING STAFFING REDUCTIONS LIKE YOU KNOW IT ALSO THAT THAT SORT OF SEEMS TO SUGGEST THAT IT'S GOING TO BE EVEN HARDER TO MEET THOSE
NEEDS. SO YEAH. SO I THINK UM AND I KNOW FOLKS WANT TO JUMP IN ON THIS BUT I THINK TO YOUR ANALOGY LIKE THREE, THREE, THREE YEARS AGO THREE AND A HALF YEARS AGO WE HAD TO RESET THE TRAFFIC LIGHTS.
WE HAD TO LIKE ACTUALLY TAKE A YEAR BECAUSE THEY WERE NOT WORKING AND THAT'S WHAT LITERALLY THE INCLUSION PLAN IN ITS IMPLEMENTATION IS WHICH YOU KNOW, IT IS NOW UH TWO YEARS IN
ON IMPLEMENTATION THAT WE'RE GOING INTO UM, 86% IS ACTUALLY THE LOWEST AMOUNT OF STUDENTS THAT HAVE BEEN IN GENERAL EDUCATION. WE ACTUALLY HAVE MORE STUDENTS
IN NOW BILINGUAL PROGRAMING THAN WE HAVE EVER HAD. SO THAT'S ACTUALLY A POINT OF PRIDE THAT WE ARE MOVING IN THE RIGHT DIRECTION AND WANT TO ACCELERATE THAT. UH, IF YOU WERE TO LOOK AT THAT
TWO YEARS AGO IT WOULD HAVE BEEN LIKE 95% WHERE IN GENERAL EDUCATION UH THEY WAS JUST CALLED SOMETHING DIFFERENT BUT THAT'S WHAT IT WAS. SAME WITH STAFFING. WE NEVER COULD ANSWER THE
QUESTION THREE YEARS AGO HOW MANY BILINGUAL STAFF WE HAD BECAUSE WE DIDN'T MEASURE IT. WE ACTUALLY MEASURE IT NOW. SO WHAT YOU'RE SEEING IS THAT PPS IS ACTUALLY INCREASING BECAUSE IT VALUES THE PERCENT
OF OUR STAFFING WHO ARE MULTILINGUAL. IN FACT IN THE LAST HIRING CYCLE 45% OF THOSE WE HIRED 43% SPOKE A SECOND LANGUAGE FLUENTLY.
SO I SAY ALL OF THIS BECAUSE WE HAVE DATA THAT'S SAYING WE ARE GOING IN THE RIGHT DIRECTION, BUT WE FEEL LIKE EVERYBODY FEELS THAT IT NEEDS TO GO QUICKER AND THAT'S WHAT WE'RE
WORKING AS FAST AS WE CAN IN REASONABLE SPEED TO DO WITH QUALITY. UM I THINK JOELLE WILL WANT TO ADD SOME PARTICULAR FACTORS IN HERE ABOUT HOW FOR MULTILINGUAL LEARNERS AND INCLUSION IT IS
WORKING. MORE IMPORTANTLY HOW DO WE KNOW IT'S WORKING? YEAH I DEFINITELY WANT TO ECHO THE SUPERINTENDENT IN TERMS OF LIKE OUR ACCESS SCORES ARE SHOWING THAT WE ARE GOING IN THE RIGHT DIRECTION. WE ARE HITTING WE ARE GOING IN
THE RIGHT TRAJECTORY. ARE WE COMPLACENT? NO, BUT WE'RE HAPPY TO KNOW THAT HAVING THIS TRANSITION TO AN INCLUSIVE SETTING HASN'T SET THE STUDENTS BACK UM, THAT THEY
ARE MOVING IN THE RIGHT DIRECTION. I ALSO WANT TO HIGHLIGHT LIKE IN THE CLASSROOM WHAT IS IT LOOK LIKE IN THE CLASSROOM. FOR STUDENTS FOR MULTILINGUAL STUDENTS AND WHAT DOES IT LOOK LIKE FOR THE EDUCATORS TO BE
ABLE TO IMPLEMENT UM RESOURCES AND INSTRUCTION FOR STUDENTS? SO YES, THE TEACHERS HAVE THE SCA ENDORSEMENT, BUT THE COMPONENTS OF A GOOD CLASSROOM IS THAT YOU'RE THINKING OF WHAT YOU WANT THE OUTCOMES FOR THE STUDENTS TO BE.
SO YOU HAVE TO HAVE LANGUAGE OBJECTIVES FOR THE STUDENTS. YOU NEED TO HAVE CONTENT OBJECTIVES FOR STUDENTS AND THEY ALSO NEED TO BE IN YOU ALSO NEED TO ENSURE THAT YOU
ARE DEVELOPING THE STUDENTS FOR DOMAINS SO THEY'RE SPEAKING READING WRITING LISTENING UM HAS TO BE INCORPORATED INTO THE CLASSROOM. AND SO WHEN EDUCATORS ARE
IMPLEMENTING THE HIGH QUALITY INSTRUCTIONAL MATERIALS IN THE CLASSROOM, THEY ALSO NEED TO PROVISION HOW THEY STRUCTURE IT RIGHT. SO YOU GIVE STUDENTS AN OPPORTUNITY TO DO A THINK PAIR SHARE. SO IF A STUDENT A MULTILINGUAL LEARNERS IN THE CLASSROOM.
>> YOU MAY. PAIR THEM WITH THE STUDENT WHO IS A MONOLINGUAL SPEAKER OR IT COULD BE A BILINGUAL SPEAKER THAT THEY SPEAK ENGLISH THAT GIVES OPPORTUNITIES TO REALLY EXPRESS THEIR LANGUAGE.
YOU THINK OF THE SCAFFOLDS THAT THE TEACHERS PROVIDE BY THEIR STUDENTS ELD LEVEL. SO YOU MIGHT HAVE A STUDENT WHO IS UH EMERGING WHO'S AT LV 1 OR 2. AND SO. >> YOU DIFFERENTIATE.
HOW STUDENTS WOULD BE ABLE TO DEMONSTRATE THEIR KNOWLEDGE IN THE WORK VERSUS A STUDENT WHO'S IN ELD UH, 3 OR 4 ALSO WE HAVE OPPORTUNITIES. SORRY I DON'T WANT TO JUST HAVE
MY TIME'S RUNNING OUT. YEAH. IF YOU WANT TO UH TIPS ONE THING YOU WANT TO ADD. I'M JUST SAYING THAT WHEN WE THINK ABOUT THE CLASSROOM HOW WE STRUCTURE THE CLASSROOM, HOW WE WANT STUDENTS TO BE ABLE TO
DEVELOP THAT'S REALLY IMPORTANT HOW WE LESSON PLAN AND HOW WE PROVISION FOR STUDENTS. AND THEN WE ALSO HAVE OPPORTUNITIES WHERE THE ESL TEACHER ALSO COMES IN TO PUSH IN UM TO MODEL AND HELP SUPPORT STUDENTS IN THAT CLASSROOM
SETTING. OKAY. >> AND SO WHAT IS THE LONG TERM PLAN FOR BILINGUAL BILINGUAL PROGRAMS LIKE WHAT WHAT ARE WE INCREASING DECREASING WHAT ARE. >> WE GOING TO WE'RE. >> LIKE I SAID EARLIER. WE'RE BUILDING. >> OUT. THE PROGRAMS. >> THAT WE. CURRENTLY HAVE.
AND SO IF A STUDENT IF A CLASSROOM IF A PROGRAM RIGHT NOW IS K-1, WE'RE GOING TO BUILD IT OUT THROUGH K FROM SIX. AND WE'RE GOING TO LOOK. TO SEE HOW WE CAN EXPAND ACROSS THE DISTRICT. UM IN TERMS OF REGIONS WHERE
THERE IS A NEED AND AGAIN IT'S ALSO FAMILIES HAVE TO CHOOSE THAT THEY WANT TO BE IN THESE PROGRAMS. UM WE ALSO WANT TO LOOK AT THE EXISTING PROGRAMS THAT WE HAVE AND WE WANT TO BE ABLE TO FILL AND MAKE SURE THAT THEY ARE AT
CAPACITY. SO FOR EXAMPLE AT THE BLACKSTONE, UM, IT'S REALLY A COMMUNITY EFFORT TO ENSURE THAT WE ARE UM FILLING THE SEATS THAT WE DO HAVE.
SO RIGHT NOW WE HAVE A CAPACITY FOR 40 STUDENTS FOR UH K-2 AND RIGHT NOW WE HAVE 27 STUDENTS THAT ARE GOING TO BE ENTERING THERE. SO WE REALLY NEED TO WORK WITH THE COMMUNITY. AND RIGHT NOW WE HAVE 13
STUDENTS WHO ARE REGISTERED FOR 40 SEATS FOR K1. SO WE WANT TO. BE ABLE. >> TO FILL THE POSITIONS THAT WE DO HAVE ACROSS THE DISTRICT BEFORE WE START TO EXPAND FURTHER OUT. YEAH. I WOULD ALSO JUST SAY UH COUNCIL MEMBER THAT BUILDING A
BILINGUAL PATHWAY ACTUALLY TO DO IT WITH QUALITY ACTUALLY TAKES A LOT OF THOUGHT RESOURCING TIME AND PARTICULARLY FOR LANGUAGES THAT ARE LOW INCIDENT LANGUAGES UH,
SUCH AS THE CAPE VERDE THAT WE ARE ATTEMPTING TO DO AT FREDERICK OR DOING IT FREDERICK THE MATERIALS FUNDING THE ACTUAL MATERIALS THAT GO ALL THE WAY THROUGH THE GREAT TRANS
FINDING THE STAFF WHO DON'T SPEAK THE LANGUAGE BUT WHO ARE ACTUALLY LITERATE IN ALL SIDES OF IT THAT TAKES TIME TO BUILD IT UP. WE'VE WORKED VERY HARD IN. >> THE CAPE VERDEAN. COMMUNITY AND IT'S TAKEN US
MULTIPLE YEARS TO DO THIS TO LAUNCH THAT. UM AND THAT HOLDS TRUE WITH OUR VIETNAMESE, HOLDS TRUE WITH OUR MANDARIN. IT HOLDS TRUE WITH UM UH, HAITIAN CREOLE, YOU KNOW, SO
GETTING THE MADAM HUNT TO BE THE MADAM HUNT HAS BEEN A LIFE'S WORK. SO WE CAN'T JUST THROW PROGRAMING OUT THERE LIKE WE'RE REALLY TRYING TO DO THIS IN A THOUGHTFUL, SUSTAINED AND
ACCELERATED WAY BUT DOING IT WHERE IT IT THE COMMUNITY UNDERSTANDS WHAT WE'RE DOING WHERE THEY CAN ACCESS EDUCATING ABOUT THE VALUE OF BILINGUAL EDUCATION. IT IN AND OF ITSELF IS ITS OWN
PLAN. I'M JUST DO WE HAVE UH LIKE 510 YEARS WHAT THAT'S GOING TO LOOK BUT WE DO DO WE JUST MAKE DO AND UM YEAH. IS IT BETTER JUST TO MAKE DECISIONS LIKE YEAR BY YEAR? I DON'T KNOW WHO'S THERE.
WELL I MEAN I THINK. WHAT WE'VE ALL COLLECTIVELY TALKED ABOUT IS ENSURING EVERY REGION THAT THERE'S ACCESS TO SPANISH FOR INSTANCE BECAUSE WE KNOW THAT IS THE PREDOMINANT
BUT THEN ON THE LOW INCIDENT LANGUAGES ALSO TRYING TO FIGURE OUT HOW WE'RE A POSITION A PROGRAM MAY BE POSITIONED BUT THERE MAY BE A SECONDARY PROGRAM OR THERE MAY BE BETTER
ACCESS TO THAT PRIMARY PROGRAM MORE ON A REGIONAL KIND OF BASIS. THAT'S WHAT I THINK JOELLE AND HER STAFF ARE WORKING TOWARD. OKAY. >> THANK YOU. I HEARD THE BUZZER. UH, SO WE GO TO PUBLIC
TESTIMONY AND THEN FOR A SECOND ROUND WITH MY COLLEAGUES. UH, SO YOU GET CALLED ON IN THE ORDER THAT YOU SIGNED UP, UH, THIS. ORDER ORDER THAT. OKAY. >> UH, WELL, YOU CAN YOU CAN
BRING UP THE STUDENTS IN ANY ORDER YOU WANT. BUT FIRST WE DO HAVE TWO. PEOPLE BEFORE THE STUDENTS, UH ,SO THEY CAN HEAR MAYBE, UH. WE'RE HAPPY TO LET KNOW. HOW IT GOES NOW. OKAY.
WELL, OKAY. UH, I JOHN KNOW YOU WANT TO DEFER TO THE STUDENTS. OKAY, OKAY. SO WE'RE GOING TO GO WITH THE STUDENTS FIRST. UH UH AND I WILL IS A DIFFERENT
ORDER THAN WRITTEN DOWN HERE BUT I'M JUST GOING TO SO WHEN YOU COME UP TELL US YOUR NAME, UH, WHAT GRADE YOU'RE IN, WHERE YOU GO TO SCHOOL, WHERE YOU LIVE AND YOU CAN COME UP
THERE'S TWO MICROPHONES HERE. UH, THE BOTH BE ON. YOU CAN MAKE SURE THEY'RE AT THE RIGHT HEIGHT. UM, AND SO WE'RE GOING TO HEAR FROM UH. ,UH. >> MAMADOU DIARRA, LENNOX BLOOM
NICHOLAS. UH OH NO. UH COUPLE. DOLLY. >> NOLITA. >> UH, CARDOZO. UH. >> MR RODRIGUEZ I THINK THAT'S JOHAN. JOLIE'S OKAY, I GOT I WAS CLOSE. UH.
>> JARON. >> UH, VIZCAINO SAY YOU OKAY? AND THEN, UH, MISS LILA PARKS IS ALSO SIGNED UP, SO, UM. MR VIZCAINO, WE GO SOMEWHERE.
WHERE YOU. >> LIVE, WHAT SCHOOL. >> YOU GO TO AND WHAT YOU WANT TO MAKE SURE THEY KNOW ABOUT. YES. >> OH, SO I'M GOING TO PUT UP TWO MINUTES HERE ON THE CLOCK SO YOU JUST KNOW HOW LONG UH, THE TIMER IS. SO WHENEVER YOU'RE READY YOU START AND THEN I'LL START THE
CLOCK. WHAT I. >> WOULD LIKE TO SAY IS, UH, WE NEED MORE. BODIES FOR THIS FOR THE MENTAL SCHOOL, UM, TO HIRE. UH. >> MORE TEACHERS TO SPEAK OUR NATIVE LANGUAGE. UM, MY NAME IS JADEN AND I'M
FROM THE DOMINICAN REPUBLIC. I CAME TO THIS COUNTRY TWO YEARS AGO AND I KNOW HOW HELPFUL THAT WILL BE BECAUSE, UH, I HAD LIKE SOME TEACHERS THAT HELP ME BUT NOT ENOUGH
THOUGH, BECAUSE LIKE I'VE BEEN GO TO SUMMER SCHOOL SO LIKE I HAVE BARELY SOME TEACHERS WHO SPEAK SPANISH OR EVEN UM, FRENCH. AND MY QUESTION IS LIKE HOW DO
YOU GUYS DETERMINE WHERE DOES THE FOUNDING SO THE MONEY GOES TO. LIKE DO YOU GUYS HOW DO YOU GUYS DETERMINE WHETHER TO BUY BOOKS UM PENCILS OR STUFF LIKE
THAT TO HELP KIDS LEARN ENGLISH WHERE KIDS ARE STRUGGLING WITH ENGLISH? OKAY. >> UH, DO WOULD YOU LIKE TO ANSWER UH, SUPERINTENDENT SURE. >> SO I THINK FIRST OF ALL YOU DID A GREAT JOB.
UM. VERY GOOD. IT'S HARD FOR ADULTS TO GET UP AND SPEAK. >> UM, SO I THINK THESE ARE TWO REALLY GOOD QUESTIONS. I THINK ONE IS WE WANT WE KNOW
HOW IMPORTANT IT IS TO HAVE TEACHERS WHO CAN SPEAK DIFFERENT LANGUAGES SO STUDENTS HAVE AN EASIER WAY TO COMMUNICATE AND THEY SEE THEIR LANGUAGE REFLECTED. SO WE'RE WORKING HARD TO TRY TO DO THAT.
SO THANK YOU FOR BRINGING THAT UP AND SEEING HOW IMPORTANT IT IS. I THINK THE OTHER IS UM THE GUY NEXT TO MEJIA, CFO BLUM, HE'S IN CHARGE OF ALL THE MONEY AND
SO HE DOES A REALLY GOOD JOB TRYING TO FIGURE OUT AS SCHOOLS EXPRESS WHAT THEY NEED TO MAKE SURE THAT WE'RE FAIR ACROSS THE SYSTEM AND WE TRY TO GIVE THEM MONEY TO HELP OUR SCHOOLS DO
WHAT THEY'RE LOOKING TO DO. SO HE HEARD YOUR COMMENT AND HE'S GOING TO MAKE SURE HE GOES BACK AND SHARPENS HIS PENCIL AND MAKE SURE HE DOES A GOOD. >> JOB WITH IT. THANK YOU.
OKAY THANK YOU. NEXT UP AND EVERYONE WHO WANTS TO SPEAK PLEASE COME DOWN NOW YOU CAN LINE UP BECAUSE IT'S KIND OF HARD TO GET IN AND OUT OF THESE SEATS UH AND ALSO GET
REALLY CLOSE TO THE MICROPHONE ALMOST LIKE. YOU'RE EATING ICE CREAM. OR VEGETABLES. NEXT UP WE HAVE. LENNOX BLUE. ANOTHER BLUE. >> SO MAKE SURE MAKE.
>> SURE. YOU. GET REALLY CLOSE TO THE MIC PULL THE MIC DOWN AND UH THEN WE CAN MAKE WE CAN HEAR EVERYBODY SO LET US KNOW YOUR NAME WHEN YOU START. HI I'M LENNOX BUT YOU CAN CALL
ME LANNY. UM, AND I THINK SOME STUFF WE SHOULD DO WITH LIKE THE MONEY IS, UM FOR PEOPLE WHO MOVE TO THE US FROM LIKE A DIFFERENT
COUNTRY AND DON'T SPEAK ENGLISH . WE SHOULD HAVE, UM, CLASSES FOR THEM SO THEY CAN LEARN ENGLISH OR PEOPLE WHO WANT TO SPEAK ANOTHER LANGUAGE CAN LEARN UM,
ANOTHER LANGUAGE AND BE LIKE BILINGUAL SO THEY CAN SPEAK TO THE PEOPLE WHO. MOVE HERE AND LIKE COMMUNICATE WITH THEM. UM, ALSO WE SHOULD HAVE MULTICULTURAL FOODS BECAUSE IF
SOMEONE MOVES HERE AND THEY LIKE DON'T LIKE THE FOOD HERE UM. THERE SHOULD BE LIKE FOODS THAT THEY ALL LIKE SO THAT THEY
DON'T THEY'RE NOT HUNGRY. UM AND IT UM WE COULD ALSO MAKE MORE MONEY FROM FUNDRAISERS TO GET THAT MULTICULTURAL FOOD FOR
BETTER FOOD FOR BPF. OKAY. >> THANK YOU VERY MUCH. SO YEAH THAT'S. VERY GOOD. UH. NO NO RELATION TO THE CHIEF FINANCIAL OFFICER BLOOM HERE. THIS IS NOT A PLANT.
UM UH OKAY. SO USUALLY WHAT WE DO WITH PUBLIC TESTIMONY IS PEOPLE SPEAK FOR TWO MINUTES AND THEN THEY THEY SIT DOWN IF WE WANT TO WE DON'T HAVE LIKE A BACK AND FORTH. SO I THINK IT WOULD BE GOOD IF ALL YOUR CLASSMATES AND
EVERYONE SPOKE AND IF WILL PAUSE BEFORE THE NEXT PUBLIC TESTIMONY AND IF THERE'S SOME ANSWERS WE HAVE HERE. SO WE'LL JUST KEEP TRACK OF YOUR COMMENTS AND SEE IF THERE'S A UH COMMENT AT THE END. SO IF YOU LET ALL YOUR OTHER
CLASSMATES SPEAK THANK YOU VERY MUCH. THAT WAS GREAT. THANK YOU THANK. YOU GOT TO SAY. >> YEAH THAT'S OKAY I'M TAKING THAT OUT OF YOUR TIME. UH, FIVE MINUTES FOR YOU NEXT TIME.
UH, OKAY. SO, UH, WE JUST GET CLOSE TO THE MIC AND, UH, WHEN YOU'RE READY, I'LL START THE CLOCK. SAY YOUR NAME. I'M READY. >> UM, SO MY NAME IS NICHOLAS, BUT I GO BY NICK. UM, I'M HERE TO SAY THAT THE
PLAYGROUND AT OUR SCHOOL HAS BEEN BROKEN FOR A COUPLE OF YEARS BECAUSE THERE'S SOMEONE THAT'S BREAKING IT, BUT LIKE OUR SCHOOL KIND OF NEEDS A BETTER PLAYGROUND BECAUSE IT'S KIND OF FRAGILE AND. YEAH.
>> YEAH. >> THANK YOU VERY MUCH. I THINK, UH WE. DID YOU MENTIONED THE GYM. OH YEAH. GO AHEAD. >> WE ALSO DO NEED A GYM BECAUSE A LOT OF PEOPLE GET HURT OUTSIDE. WE'RE IN THE GYM THE GYM LIKE COULD GIVE THEM A LITTLE BRACES
AND SCRATCHES BUT. YEAH OKAY. YEAH, WE HAD TO WORK WITH SOME PEOPLE IN THE COMMUNITY TO GET, UH, THE WOOD CHIPS FOR THE PLAYGROUND BECAUSE THERE WERE NONE. UH, THIS IS LAST YEAR I THINK
OR TWO YEARS AGO ANYWAY. OKAY. THANK YOU VERY MUCH. UH. GOOD JOB. UH, WHO'S UP NEXT? WANTS TO KNOW FOR ME. OKAY. >> HI. >> MY NAME IS ALIDA.
CLOSER. HI. MY NAME'S ALIDA. UM, I CAME FROM GILBERT ONE YEAR AGO. AND, UH. >> I'M HERE. I WANT TO SAY THAT YOU GUYS. WHAT WHAT DO YOU ACTUALLY DO?
WHAT THE MONEY IS TO TO HELP PEOPLE WITH DISABILITIES AND PEOPLE WHO SPEAK DIFFERENT LANGUAGES. OKAY. >> THANK YOU. HELLO. >> MY NAME IS JOHN RELEASE.
I THINK THAT YOU GUYS SHOULD DO WITH THE MONEY SPEND SPENT ON PEOPLE HAVE. DISABILITIES AND LIKE ON TEACHERS. >> THAT LIKE SPEAK DIFFERENT. LANGUAGES LIKE SPANISH OR ENGLISH BECAUSE THERE'S NOT LIKE A LOT. >> OF TEACHERS THAT SPEAK SPANISH. AND THERE'S LIKE A LOT OF PEOPLE. >> THAT SPEAK SPANISH AND LIKE. ON JAMES TO COME.
ALSO LIKE T. LIKE CLASSES. DON'T HAVE NOT CLASSES. BUT SCHOOLS. >> DON'T. HAVE LIKE. >> GYM EITHER ART CLASSES. THANK YOU VERY MUCH. >> HELLO MY NAME IS MAMADOU I
GO BY MOMO AND I THINK THE COUNCIL SHOULD SPEND THE MONEY ON IS MORE LIKE DEVICES FOR DISABLED STUDENTS LIKE VERBALLY
DISABLED SO LIKE IPADS. HELP THEM COMMUNICATE WITH THEIR TEACHERS AND OTHER STUDENTS AND WHAT ELSE YOU GUYS SHOULD SPEND THE MONEY ON IS
MORE ACCESSIBILITY FOR PHYSICALLY DISABLED STUDENTS AND SO THEY CAN ACCESS LIKE GET ON THE BUS OR GET INTO SCHOOL BECAUSE MY SCHOOL HAS LOTS
OF STAIRS. OKAY THANK YOU. GREAT JOB.
HI I'M. >> LILA PARKS. THIS IS JEREMIAH. HE DOESN'T WANT TO TALK. UM, I'M A PARENT. I'M A TEACHER SPECIFICALLY I'M A SPECIAL EDUCATION TEACHER AND THEN ENGLISH AS A SECOND
LANGUAGE TEACHER. AS YOU CAN TELL FROM MY STUDENTS, MY SPANISH IS NOT GREAT. UM, THEY WOULD ALL LIKE THAT TO BE BETTER. UM. I'M HERE TO TALK ABOUT INCLUSION AND THE MAIN THING
I'D LIKE TO TELL YOU IS THAT THE NUMBERS SHOULD BE THE BARE MINIMUM IEP SERVICE DELIVERY MINUTES ESL MINUTES THAT IS THE BARE MINIMUM OF WHAT WE NEED TO MEET THE LEGAL REQUIREMENTS.
BUT INCLUSION IS SO MUCH MORE THAN THAT. INCLUSION IS A MINDSET. INCLUSION IS A WHOLE BUILDING COMING TOGETHER IN SUPPORT OF OUR STUDENTS. MANY OF THE YOUNG PEOPLE HERE ARE THE PEOPLE YOU'VE BEEN TALKING ABOUT.
THEY ARE MULTILINGUAL STUDENTS. THEY ARE STUDENTS WITH DISABILITIES AND THEY'RE ON THEIR STUDENT COUNCIL BECAUSE THEY'RE CRUSHING IT. UM, BUT WE DON'T DO THAT JUST BY MEETING THE BARE MINIMUM. WE DO THAT BY SURROUNDING THEM
IN A CULTURE OF INCLUSION AT OUR SCHOOL WE'RE REALLY WORRIED ABOUT THE BUDGET CUTS. WE'RE WORRIED ABOUT WHAT THAT MIGHT DO FOR OUR CURRENT BOTTLE MODEL WHICH IS JUST BARELY GETTING THERE. UM, AND WE'RE REALLY SCARED
ABOUT WHAT'S GOING TO HAPPEN NEXT IN MY IN MY GRADE LEVEL SIXTH GRADE. WE HAVE UM, TWO HOMEROOM TEACHERS. AND ME AS A SPECIAL ED AND ESL LEARNING SPECIALIST THAT'S THREE ADULTS FOR OUR.
SCHOOL PLUS A PARAPROFESSIONAL . RIGHT. UM, WE'RE IN A SIXTH GRADE CAMPUS WHICH IS IN A DIFFERENT BUILDING. WE DON'T HAVE ANY LEADERSHIP ON SITE SO WE RUN THE SHIP AND, UM ,WE HAVEN'T SUNK YET SO WE'RE PRETTY HAPPY ABOUT THAT.
UM. >> BUT IF I AM TORN TO MULTIPLE GRADES FOR EXAMPLE, IF I DO THE BARE MINIMUM MINUTES AND I'M NOT IN SIXTH GRADE ALL THE TIME, THAT SHIP IS GOING TO HAVE A LOT MORE TROUBLE STAYING AFLOAT.
UM, SO WE'RE WORRIED WE'RE WORRIED THAT WE MIGHT LOSE SOME OF WHAT'S BEEN KEEPING OUR SCHOOL TOGETHER. I THINK GIVEN THAT WE DON'T HAVE A GYM, GIVEN THAT WE HAVE A SO-SO PLAYGROUND, GIVEN THAT WE'RE DIVIDED INTO TWO BUILDINGS AND WE'RE STILL FULLY ENROLLED YEAR AFTER YEAR,
SOMETHING'S GOING WELL THERE. UM. >> WE NEED TO HELP THAT GROW AND NOT RISK LETTING IT SINK. SO INCLUSION IS MORE THAN JUST THE MINUTES. THANK YOU. THANK YOU.
DOES NICK HAVE TIME TO ADD ONE THING? UH, YES. IS COMING OUT A COUNSELOR COPEPODS TIME SORRY. YES. >> LEGAL PEPPER. NO NO, DON'T TOUCH THAT. UM OKAY. >> THAT'S A CLOSE. THIS WILL TAKE ABOUT LIKE. FIVE SECONDS.
UM, YEAH. SO WE DON'T KNOW WHAT'S GOING TO HAPPEN NEXT IF LIKE I MIGHT JUST WALK IN AND TAKE SOMEONE SO LIKE WE WANT BETTER SECURITY . BUT BETTER SECURITY.
UH, YOU KNOW, FOR WEED HONESTLY ,UM, ICE AGENTS AND THAT KIND OF THING, RIGHT? YEAH. >> SAY IT AGAIN. UM, SO WE DON'T KNOW, LIKE IT'S ICE JUST WALKED IN AND TAKE SOMEONE SO LIKE WE WANT BETTER SECURITY. YEAH. >> THANK YOU VERY MUCH. SO JUST TAKE A BRIEF PAUSE IF
THE PANEL WOULD LIKE TO ADDRESS, UH, ANY OF THOSE COMMENTS. WELL. >> FIRST OF ALL IT JUST SHOWS HOW OUR KIDS ARE BRILLIANT. UM, BECAUSE THEY ALWAYS UNDERSCORE THE THINGS THAT WE NEED TO. RIGHT. SO I THINK THE GOOD NEWS AND
IT'S I DON'T WANT TO TALK WITH MY BACK TO YOU. UM. I THINK THE GOOD. NEWS IS THAT. UM. >> THE. FOOD TO START. . >> SO I'M GOING TO CONNECT WITH THE HEAD OF OUR FOOD SERVICES. SO WE. >> HAVE A GLOBAL. INITIATIVE WHERE. STUDENTS CAN WEIGH IN ON WHAT
KIND OF FOOD THEY. WANT AND THEN WE WORK TO GET THAT PARTICULAR FOOD. SO IF YOU HAVE A PARTICULAR FOOD FROM HOME COUNTRY AND YOU'RE LIKE WE'D LIKE TO SEE
THIS, THEY WILL WORK ON GETTING A RECIPE AND BRING THAT. SO THAT WAS A GREAT IDEA AND I WILL TRANSLATE THAT. I ALSO THINK UM ALL YOUR POINTS ARE REALLY IMPORTANT ABOUT
MAKING SURE STUDENTS WITH. DISABILITIES AND STUDENTS FROM MULTILINGUAL MANY OF YOU ARE. THAT THEY. THAT WE HAVE THE RESOURCES IN THE BUDGET TO. SUPPORT AND YOUR TEACHER WAS
ABSOLUTELY RIGHT THAT INCLUSION WHEN IT'S DONE RIGHT ISN'T JUST A CALCULATION OR TEACHER BECAUSE YOU GUYS HAVE FACES AND. >> YOUR REAL PEOPLE. AND YOUR NEEDS ARE DIFFERENT SCHOOL. TO SCHOOL. AND THAT'S THE REASON WHY IT'S
SO IMPORTANT WHEN WE. DO SERVICE MAPPING. THAT WE ARE CONSIDERING WHAT ALL THOSE NEEDS ARE AND USING THOSE WITH. THESE UH I THINK IN THE CASE OF HERNANDO UH, THERE'S THERE'S YOU KNOW.
>> WE'RE. FULLY SUPPORTING I THINK IN TERMS OF THE BUDGET IT WAS ACTUALLY A GOOD BUDGET THIS YEAR. UM, WE WOULD SEE THAT. CONTINUING. >> UM AND WE WANT TO HIRE AS MANY STAFF THAT CAN SPEAK OTHER
LANGUAGES AS POSSIBLE. SO WE TRY TO GET THE WORD OUT AND THE GOOD NEWS IN THE LAST HIRE IS THAT. LIKE UH FOUR OUT OF TEN TEACHERS. SO LIKE.
FOUR OUT OF TEN THEY ACTUALLY SPOKE ANOTHER LANGUAGE. SO THAT SHOWS LIKE WE REALLY WANT THAT TO HAPPEN AND IT WAS IMPORTANT TO YOU FOR US TO HIGHLIGHT.
SO THANK YOU GUYS SO MUCH. WE DIDN'T GET TO MEET. YOUR OTHER TEACHER MR. YEAH. >> MR. WHY IT IS SO SHORT HER ALSO. EXTENDED HERNANDEZ YES, YES SO IMPORTANT AND WE REALLY
APPRECIATE THE TIME. SO I THINK. >> IT'S IMPORTANT AGAIN TO GET MORE STUDENTS ON WITH THIS PROCESS BUT THEY GET IT BACK SO THEY DON'T REALIZE THAT THIS IS THEIR BUILDING. >> YOU KNOW THAT'S. AND UM. WAS IT NICOLE BECAUSE.
SO YOUR POINT ABOUT ICE SO ONE PLACE THAT YOU ARE VERY SEE IS . IN YOUR SCHOOL. LIKE WE HAVE MADE SURE WE HAVE VERY STRONG RULES IN THE BEACH. YES. >> SO NO ONE CAN COME IN. >> TOUCH OKAY. SO JUST BE ASSURED THAT OKAY.
AND WE DO KNOW YOUR FACILITY. NEEDS SO IT'S ON TOP OF MIND TO FIGURE THAT OUT. UH AND WE WILL CHECK ON THE PLAYGROUND. >> TO SEE WHAT THAT OKAY. THANK YOU GUYS OKAY.
YEAH THANK YOU VERY MUCH IF YOU YEAH YEAH YEAH THIS. I LOVE IS. SO ALSO ABOUT THE SCHOOL LUNCHES.
WE UH SOME. SCHOOLS DON'T LIKE HAVE LIKE FLAVORED MILK AND OUR. SCHOOL LIKE. MILK ALWAYS COMES IN LIKE ON THE DAY THAT ALMOST EXPIRED.
MHM. >> WELL WE. >> WILL LOOK INTO. THAT BUT I KNOW THE FLEET OF MILK I KNOW I HAVE THE CHOCOLATE AND STRAWBERRY MILK. WILL LOVE. >> IT UM IS CERTAIN. RULES THAT WE HAVE TO WITH THE GOVERNMENT AND ALLOW US TO DO
THINGS AND NOT AND UNFORTUNATELY THE. THE FLAVOR. >> OF MILK THEY DON'T ACTUALLY. LET US. SIR UH BUT WE'LL PUT ANOTHER PITCH. >> IN FOR BECAUSE YOU ASKED SO WE'LL PUT IT. . >> THANK YOU. OKAY OKAY OKAY.
ALL RIGHT. YEAH. WHEN PEOPLE ARE DRINKING STRAWBERRY MILK AT THE MENDEL THEY KNOW WHO TO THANK. ALL RIGHT. >> UM, OKAY. WELL, UH, THANK YOU VERY MUCH TO THE MENDEL STUDENTS. THAT WAS GREAT.
UH, FOR THE KIDS, WE'VE WE THAT'S THE CHIEF FINANCIAL OFFICER BLOOM THERE. UM, AND, UH, YES. UH AND WE'VE WE'VE BEEN JOINED.
BY TWO OF THE COLLEAGUES, TWO OF OUR COLLEAGUES HERE ON THE CITY COUNCIL. I'M NOT SURE WHO CAME IN FIRST. RUSSI LOUIJEUNE AND HENRY SANTANA OVER HERE. THEY'RE ALSO CITY COUNCILORS. UM, IT'S GREAT TO SEE
EVERYBODY. SO WE'RE GOING TO GO TO HOW WE USUALLY DO PUBLIC TESTIMONY. SORRY, MR MODE, YOU GET TWO MINUTES THERE'S WE'RE NOT GOING TO HAVE A Q&A BACK AND FORTH. UH, MY COLLEAGUES CERTAINLY
TAKE NOTE OF YOUR COMMENTS AND WE CAN ASK QUESTIONS. UM, I DON'T KNOW IF YOU WANT TO WAIT FOR THE STUDENTS TO KIND OF CLEAR OUT SO WE CAN FOCUS ON YOUR YOUR COMMENTS, BUT WE'RE
GOING TO HAVE PUBLIC TESTIMONY FROM JOHN MUDD, KATE DELA ROSA. UH, THEN CASSANDRA CRIBBS ALL
TO MISS DIAZ, ADRIANA BAEZ, NATALIE DE MARTY, DORA SANDOVAL AND DAVID BAPTISTE IN THAT ORDER UH, SO JOHN MUDD, KATE DELA ROSA AND THEN CASSANDRA
CRIBBS IS UH NEXT. SO I'M GOING TO START THE CLOCK WHENEVER WE DO OUR PANELISTS. READY? OKAY. YEAH OKAY, GREAT. SO MR MUDD OKAY. THANK YOU. IT'S, UH, IMPORTANT FOR ALL
OF US OBVIOUSLY TO LISTEN TO THE STUDENTS. YOU KNOW, THEIR ELOQUENCE IN THEIR REALITY IS WHAT WE NEED TO DEAL WITH. UH, MY NAME IS JOHN MUDD. I'M A RESIDENT OF CAMBRIDGE, A
LONG TIME EDUCATION ADVOCATE IN BOSTON AND THE GRANDFATHER OF A STUDENT AT THE JOHN F KENNEDY ELEMENTARY SCHOOL. THE BOSTON SCHOOL COMMITTEE AND THE DISTRICT SAY THAT THEY ARE
A STUDENT OUTCOME FOCUSED, RESEARCH BASED AND DATA DRIVEN OR NONE OF THESE PRINCIPLES UNFORTUNATELY DOES B.S. HIS APPROACH TO MULTILINGUAL LEARNERS STAND UP TO SCRUTINY
STUDENT OUTCOMES FOR MULTILINGUAL LEARNERS ARE UNACCEPTABLE CONSISTENTLY OVER A PERIOD OF YEARS, LESS THAN 10% OF MULTILINGUAL LEARNERS REACH STATE ACADEMIC CONTENT
STANDARDS IN L.A AND MATH FOR MULTILINGUAL LEARNERS WITH DISABILITIES THE RESULTS ARE EVEN WORSE AT 5%. INCLUSION IS A MODEL AND A
GREAT PROGRAM FOR STUDENTS WITH DISABILITIES. IT IS NOT A PROGRAM DESIGNED FOR MULTILINGUAL LEARNERS. THE RESEARCH ON MULTILINGUAL LEARNERS SHOWS THAT BILINGUAL
EDUCATION PROGRAMS THAT USE THE NATIVE LANGUAGE IN INSTRUCTION LIKE DUAL LANGUAGE OR TRADITIONAL BILINGUAL EDUCATION SHOW BETTER OUTCOMES THAN PUTTING MULTILINGUAL LEARNERS
STUDENTS IN CLASSROOMS WHERE THE INSTRUCTION IS ONLY IN ENGLISH BEEPS PROVIDES DUAL LANGUAGE FOR ONLY ABOUT 10% OF MULTILINGUAL LEARNERS.
THE VAST MAJORITY ARE PLACED IN GEN ED CLASSES WITH ESL THAT DOES NOT GIVE PARENTS A CHOICE OF WHERE TO PLACE THEIR CHILDREN AND SERVICE MAPPING I
WOULD SAY AS I HAVE HEARD IT EXPLAINED AT SCHOOL COMMITTEE ONLY INCLUDES A MAPPING OF THE ESL MINUTES THEY ENGLISH AS A SECOND LANGUAGE MINUTES THAT
THE STUDENTS NEED. IT DOES NOT CONSIDER THE NEED FOR HOME LANGUAGE INSTRUCTION. BP'S NEEDS TO CHANGE COURSE AND MAKE A MAJOR COMMITMENT TO THE
VALUE OF HOME LANGUAGE, AND WE APPLAUD THE EXPANSION OF DUAL LANGUAGE PROGRAMS. BUT THERE NEEDS TO BE THE DEVELOPMENT AND IMPLEMENTATION IMPLEMENTATION OF LONG TERM PLANS WITH GOALS AND TIMELINES
TO EXPAND BILINGUAL EDUCATION AND BILINGUAL TEACHERS. I HOPE THE COUNCIL WILL FOLLOW UP AND REQUEST DEMAND WHATEVER TO SEE SUCH A LONG TERM PLAN
WHICH WE CAN ALL RALLY AROUND COMMUNITY SCHOOLS PARENTS ADVOCATES TO IMPLEMENT. THANK YOU. THANK YOU VERY MUCH. UH, KATE DELA ROSA AND THEN UH
,CASSANDRA CRIBS UH, ULTIMAS DIAZ UP TO THAT. OKAY. GOOD MORNING. UH, MY NAME IS KATIE DELA ROSA. I'M A BOSTON RESIDENT EDUCATOR AND THE INCLUSION. LIAISON FOR THE.
BOSTON TEACHERS UNION. I WOULD LIKE TO SPEAK ABOUT THE EFFECTS OF STUDENT SERVICE CUTS IN THE BUDGET, ESPECIALLY FOR STUDENTS WITH DISABILITIES AND. MULTILINGUAL LEARNERS. THE CUTS ARE NOT EVENLY FELT. STUDENTS WITH. >> DISABILITIES AND. MULTILINGUAL LEARNERS ARE
DISPROPORTIONATELY HARMED. THEY RELY ON PREDICTABLE INTENSIVE SUPPORT FROM ADULTS LIKE SPECIAL EDUCATION. PARAPROFESSIONALS. >> SOCIAL WORKERS, PSYCHOLOGISTS. LEARNING SPECIALISTS. AND OTHER STAFF WHO MAKE WHO PROVIDE ACCESS TO.
CLASSROOM INSTRUCTION. SO STUDENTS CAN. >> MAKE PROGRESS. . >> WHEN 109. SPECIAL EDUCATION PARAPROFESSIONALS. AND 25 PSYCHOLOGISTS, COUNSELORS AND SUPPORT STAFF ARE CUT, THE STUDENTS LOSE
THOSE VERY ADULTS WHO THEY DEPEND ON FOR INDIVIDUALIZED SUPPORT AND ACCESS. THE BUDGET IS ADDING. $30.5 MILLION TO SPECIAL EDUCATION WHILE SIMULTANEOUSLY CUTTING THOSE 134 STUDENT
FACING POSITIONS. THIS IS AN IMPOSSIBLE CONTRADICTION AND THE MOST. VULNERABLE STUDENTS. >> ARE. PAYING THE PRICE. THERE'S AN IMBALANCE. >> AND HOW WE ARE ADDRESSING THE CITY'S FINANCIAL CHALLENGES. SCHOOL CLOSURES.
MERGERS AND RECONFIGURATIONS HAVE CREATED A COST SAVINGS THAT SIGNIFICANTLY OFFSET NEXT YEAR'S. BUDGET SHORTFALL. BUT THE CLOSURES COST. STUDENT STUDENTS, FAMILIES AND STAFF.
BY DISRUPTING LEARNING AND STRIPPING AWAY CONSISTENT ADULT SUPPORT THAT THE STUDENTS NEED TO THRIVE. WE CANNOT CLAIM TO EDUCATE ALL CHILDREN WELL WHILE ALSO HOLLOWING OUT THE SYSTEMS THAT
SERVE THEM. MY COLLEAGUES AT THE B2 AND I URGE YOU TO CONSIDER TWO ACTIONS FIRST, APPROVE A SUPPLEMENTAL APPROPRIATION TO RESTORE ESSENTIAL STUDENT FACING POSITIONS.
AND SECOND. WORK WITH US TO. DISCUSS CENTERED. CENTRALIZING HEALTH INSURANCE TO STOP THIS ONE DEPARTMENT FROM SHOULDERING THE SKYROCKETING COSTS ALONE.
IN SHORT, RESTORE POSITIONS, PROTECT STUDENT SERVICES AND INVEST IN WHAT THE STUDENTS NEED. THANK YOU. THANK YOU VERY MUCH. UM LET'S SEE. UH, SORRY.
CASSANDRA CRIBS UH, ULTIMAS DIAZ AND THEN EDDIE ANTI-BIAS. OKAY. >> THANK YOU. GOOD MORNING. MY NAME IS CASSANDRA KREBS. I AM. >> HONORED TO. SERVE AS A. PARENT MENTOR WITH SAINT STEPHEN'S. >> AT THE MADISON SCHOOL.
IN ADDITION TO MY PROFESSIONAL ROLE AS A PEER MENTOR, I'M ALSO A PARENT OF A CHILD RECEIVING SPECIAL EDUCATION SERVICES. THROUGH MY PERSONAL EXPERIENCE ,I HAVE WITNESSED FIRSTHAND
THE TRANSFORMATIVE IMPACT. THAT THESE SERVICES. CAN HAVE SINCE MY CHILD BEGAN RECEIVING SUPPORT. HE HAS EXCEEDED IMPORTANT GOALS
AND MILESTONES IN WAYS THAT WOULD NOT HAVE BEEN POSSIBLE. WITHOUT A. >> DEDICATED NETWORK OF EDUCATORS, SPECIALISTS AND COMMUNITY SUPPORT SURROUNDING HIM.
THAT COLLECTIVE EFFORT THE VILLAGE HAS MADE ALL THE DIFFERENCE. IT IS ESSENTIAL THAT WE CONTINUE TO INVEST IN AND PROTECT FUNDING FOR SPECIAL EDUCATION SERVICES.
THESE RESOURCES. ARE NOT OPTIONAL. THEY ARE CRITICAL TO ENSURING THAT CHILDREN RECEIVE THE SUPPORT THEY NEED TO GROW, SUCCEED AND REACH THEIR FULL
POTENTIAL. REDUCING FUNDING WOULD DIRECTLY IMPACT THE PROGRESS OF STUDENTS WHO RELY ON THESE SERVICES EVERY DAY. OUR CHILDREN ARE OUR FUTURE.
WE HAVE A RESPONSIBILITY TO SUPPORT THEM, ADVOCATE FOR THEM AND ENSURE THEY ARE GIVEN EVERY OPPORTUNITY TO THRIVE. WE CANNOT AFFORD TO LET THEM DOWN.
THANK YOU. THANK YOU. UM UP TIME IS, UH, DIAZ SORRY FOR MISPRONOUNCING YOUR NAME. UH, DIANA BAEZ AND THEN, UH,
NATALIE DEMARTINI. ,BUENOS AIRES. . YES. SO A. >> RESIDENT OF THE SOUTH BOSTON. WELL, EVEN GO. HABLAR COMO ABUELA COMO MADRE.
PERO SOBRE TODO. COMO EL NINO DE NECESSIDADE IS A SPECIALIST. E ATACAR LA IMPORTANCIA DE LA CUAL ES LA ESCUELA INCLUSIVE
SOY PARA MENTOR. SO YEAH WELL THINK ME NINO NECESSIDADE IS A SPECIALIST IN LA ROSA CLAIRE UNA SCUOLA INCONCEIVABLE SAY THE PRIMERA
PRIMERA FUENTE LOW IMPORTANTE CASE NO SOLO PARA MINUTO SEE NO PARA CADA NINO I SEE THOSE SPECIAL LO Q LAPO YOU THE MAESTRO LOOK AT THE UM
THERAPIST LOCATED NEAR ELLA PODIO DE UM CONSEGUIR CREO CASE THIS SO MY IMPORTANCIA. CASI APPLE ALAS ESCUELA AS INCLUSIVE US WORK IN WESTEROS
NINOS MARY SO THE QUESTION DE CALIDAD. NOSOTROS NINO. SONG EL. FUTURO DE LA NACION DEL PAIS DEL MUNDO E NECESITAMOS THEY NEED EDUCACION DE CALIDAD
JACOMO ABUELA ESTOY AQUELE PERO TAMBIÉN COMO MADRE IN ESCUELA PUBLICA E Q GRADUATES ARE THE OZONE PROFESIONALES POR QUÉ MAMA NEED YOU YOU SIEMPRE ABAJO
EDUCACION PARASOL SEAHORSE GRASSES. OKAY. >> GRACIAS. UM I'M. >> GOING TO TRANSLATE TO. OKAY. >> UH OKAY. GOOD MORNING BOSTON CITY COUNCILORS.
MY NAME IS ARTEMUS DIAZ. THANK YOU FOR GIVING ME THE OPPORTUNITY TO BE HERE TODAY AND TO RAISE MY VOICE TODAY I SPEAK AS A MOTHER BUT ABOVE ALL
AS A GRANDMOTHER. AND WHEN YOU SPEAK AS A GRANDMOTHER, YOU SPEAK FROM THE DEEPEST LOVE FROM A PLACE OF CONCERN FOR YOUR GRANDCHILDREN'S FUTURE. WHAT WE ARE ASKING FOR TODAY IS
FAIR. IT IS NOT EXCESSIVE. WE ARE SIMPLY ASKING FOR 1% OF THE CITY OF BOSTON'S OPERATING BUDGET FOR OUR PUBLIC
SCHOOLS BECAUSE EVERY CHILD DESERVES A QUALITY EDUCATION AND THAT IS NOT JUST A CLASSROOM IT MEANS SUPPORTED TEACHERS, COUNSELORS,
THERAPISTS AND ALL THE STAFF WHO CARE FOR GOD AND UPLIFT OUR CHILDREN EVERY DAY. AS A GRANDMOTHER OF A STUDENT IN AN INCLUSIVE SCHOOL LIKE THE
ROGER CLAPP, I HAVE SEEN IT ALL WITH MY OWN EYES. THIS WORKS ESPECIALLY FOR CHILDREN WITH SPECIAL NEEDS LIKE MY GRANDSON WHO NEEDS MORE
SUPPORT NOT LESS. I ALSO SPEAK AS A PARENT MENTOR. I SEE THE HARD WORK OF TEACHERS ,THE STRUGGLES OF FAMILIES AND THE INCREDIBLE POTENTIAL OUR CHILDREN HAVE WHEN THEY ARE
GIVEN WHAT THEY NEED. SO TODAY I ASK YOU FROM THE HEART BUT WITH FIRMNESS DO NOT CUT. INVEST IN OUR CHILDREN. SUPPORT THAT 1% THAT CAN. TRULY CHANGE.
>> OUR LIVES BECAUSE THIS IS NOT JUST A NUMBER IT IS THE FUTURE OF OUR CHILDREN IN OUR IN OUR GRANDCHILDREN. THANK YOU. THANK YOU VERY MUCH.
UM, ADRIANA BAEZ UH, NATALIE DIAMANTE AND THEN, UH. I'M SORRY. >> UH, DORA SANDOVAL. WHEN WE WERE NOT. THE US. GONZALEZ DE LA CIUDAD DE BOSTON.
YOU KNOW, ADRIANA WAS SO IMMIGRANT MADRE DE LOS NINOS. IT IS SO MANY DORA AND LA. ESCUELA CLUB. >> OH, YEAH. COMO MADRE YOU COMO THE LOCAL
RESOURCES TO THE ANTES NECESITA . THAT'S A SONG AS SEGUNDO. I DON'T KNOW WHO'S EL PERSONA CLOSE UP. PERSONALLY. LISTEN TO SONG ESSENTIALS.
ME PREOCUPAR PROFUNDAMENTE BECAUSE THIS THING CONSIDERANDO REPORTED ME HAPPINESS NECESITO THIS IS SPECIALIST YOU DEPEND THEIR SERVICES IN PROFESSIONAL
CAPACITY FOR THOSE MUCHOS OTROS ESTUDIANTES NO PUEDEN ESPERAR. NOW THAT THAT IS A MENOS APOYO . ESTO RECORD NO SONG SUNG EL
RIESGO DE NUESTROS NINOS IN LUGAR DE RECORDAR NECESITAMOS EMBEDDED THEIR MASK MUST HAVE BAJO PARAMETROS HOLINESS. MAS PROGRAMAS MUST MAESTROS YOU
MUST GO BE BILINGUAL. UH LET'S THROW YOUR COLOR THEN WITH. THEN I THOUGHT LET'S GO INCLUSION ES UNA SCOLA FUNCIONA CUANDO SE NECESARIO LA CIUDAD
DE MOST. LAURA CORSO IT'S MOMENT OF THE SUN. LET'S LET. YET WE UNDERSTAND THE RESOURCES TO THE ANTES PIDIENDO DE MASK
IS TO BE THE HOST ON EDUCATION DE CALIDA YOU UN FUTURO THEY KNOW BUT I'M RESOURCE HOLINESS. MUCHAS GRACIAS. THANK YOU. GOOD MORNING, BOSTON CITY COUNCILORS.
MY NAME IS YET IN HERA. SORRY. I AM AN IMMIGRANT, A SINGLE MOTHER OF TWO CHILDREN AND A MENTOR OF THE ROGER CLAPP SCHOOL.
TODAY I SPEAK AS A MOTHER AND AS SOMEONE WHO SEES EVERY DAY WHAT OUR OUR STUDENTS NEED. SCHOOLS ARE OUR CHILDREN'S SECOND HOME AND THE STAFF WHO
SUPPORT THEM ARE NOT A LUXURY. THERE ARE ESSENTIAL. I AM DEEPLY CONCERNED THAT BUDGET CUTS ARE BEING CONSIDERED. MY DAUGHTER HAS SPECIAL NEEDS AND DEPENDS ON SERVICES AND
TRAINED PROFESSIONALS. SHE AND MANY OTHER STUDENTS CANNOT WAIT OR ADAPT TO LESS SUPPORT. THESE CUTS ARE NOT SAVINGS. THERE ARE RISKS TO OUR CHILDREN'S FUTURE.
INSTEAD OF CUTTING WE NEED TO INVEST MORE. MORE SUPPORT FOR YOUNG PEOPLE, MORE PROGRAMS, MORE TEACHERS AND MORE BILINGUAL SCHOOLS.
THE ROGER CLAPP SCHOOL SHOWS THAT INCLUSION WORKS WHEN IT IS PROPERLY SUPPORTED. THE CITY OF BOSTON HAS THE RESOURCES. IT IS TIME TO PRIORITIZE.
SO PRIORITIZE THE EDUCATION AND WELL-BEING OF OUR STUDENTS. I AM NOT ASKING FOR MORE THAN NECESSARY. I AM ASKING FOR WHAT IS FAIR A
EQUAL SORRY EQUALITY, UM EDUCATION AND A DIGNIFIED FUTURE FOR ALL OUR YOUNG PEOPLE. THANK YOU. THANK YOU. UH. UH.
NATALIE. TAKE IT UP. NATALIE. YEAH. AND, UH, DORA SANDOVAL AND THEN DAVID BAPTISTE. MOVE WHEN THEY ARE MADE NUMEROUS NATALIE SOY ATRAS NINOS.
AMY. HER SISTER ALICE BLACKSTONE BUELL ONE UPON AGE. SPACE IS OR DE COLOMBIA TRABAJO
COMO MENTOR TO E JACKIE ESPERANZA KIMIKO STENGEL TONIA OYSTER AQUI PORQUE ES ME HER STOPPING THE END ENGLISH UH SEE
YOU UM PROCESSO EFFICIENT BUT UH AND SAL SSI AND TEMA SEGURA IT'S A PROCESS A PROGRESSO NOISE CASUALLY I SEE ESCUELA
ESPECIAL MAINTENANCE PROFESSIONAL LINGUIST CAN SEE YOU WILL NOT LOVE IT BUT US WHO DISAGREE SEE PER SE PROPOSAL
FOR LOWER RECORD THE PURPOSE OF ME SAY THAT NO SOMOS HABLANDO SOLO AND NO MIDDLE HAS SOME HABLANDO DE MENOS OPORTUNIDADES PARA NINOS SENATE
IN THE ECONOMY ES UNA ESCALA UNDERSCORED SO LINGUISTICS. NOT SO. LAWSON UNA NECESITO LET'S BE A COMO MADRE CAPITAL PARA
SUPUESTO IT IS EASIER I NINOS KISS SOLO NECESITO IN AGES MUCHAS GRACIAS. I SEE US.
MY NAME IS. NATALIA I AM A MOTHER OF THREE CHILDREN AND MY DAUGHTER ATTENDS BLACKSTONE ELEMENTARY SCHOOL. I LIVE IN MATA. PAN AND HAVE BEEN. IN THIS COUNTRY FOR TWO YEARS.
I AM FROM COLOMBIA AND I WORK AS A PARENT MENTOR. I CAME HERE WITH THE HOPE THAT MY CHILDREN WOULD HAVE BETTER OPPORTUNITIES TODAY I AM HERE BECAUSE I AM CONCERNED. MY DAUGHTER IS LEARNING
ENGLISH. IT HAS BEEN A DIFFICULT PROCESS BUT SHE HAS MADE PROGRESS AND FEELS MORE CONFIDENT THAT PROGRESS IS NOT BY CHANCE. IT HAS BEEN THANKS TO THE
SUPPORT OF THE SCHOOL ESPECIALLY THE BILINGUAL PARAPROFESSIONALS WHO WHO HAS BEEN KEY TO HER LEARNING IF WE LOSE THAT SUPPORT DUE TO BUDGET
CUTS MY DAUGHTER WILL FEEL WILL FALL BEHIND. WE WILL NOT. WE ARE NOT JUST TALKING ABOUT NUMBERS. WE ARE TALKING ABOUT FEWER OPPORTUNITIES FOR CHILDREN WHO
ARE LEARNING LIKE MY DAUGHTER IN A DIVERSE SCHOOL, LANGUAGE RESOURCES ARE NOT A LUXURY THEY ARE A NECESSITY. I ASK YOU AS A MOTHER TO
PROTECT THE BUDGET BEHIND EVERY DECISION THERE ARE CHILDREN WHO JUST NEED SOMEONE TO BELIEVE IN THEM. THANK YOU VERY MUCH. THANK YOU. UH, OKAY.
UH, DORA SANDOVAL SORRY. UH OH YEAH. OKAY. YEAH. TONS US UH, YEAH. DAVID. THAT IS. HOW YOU THAT TENANT? SORRY. >> MY ENGLISH IS. >> IN PROCESS. >> I HOPE. >> YOU UNDERSTAND.
MY NAME IS DORA SANDOVAL. I LIVE IN ROXBURY. I WOULD. >> LIKE TO BEGIN TO SHARING MY PERSONAL STORY ABOUT. I AM. VERY SORE PROOF. >> I AM. THE MODEL FOR FOR TWO CHILES,
ONE. ATTENDANCE AND A HIGH SCHOOL. AND ANOTHER. ONE AND THE. 12 GRADE. LAST WEEK. >> I RECEIVED WONDERFUL NEWS MY SON WAS ASLEEP AND THAT. NOT OKAY AND THAT NOT EASTERN
UNIVERSITY. WITH A. SCHOLARSHIP IT DOES. COVER 100%. ALL BUT THESE STUDENTS. I SAY MORE THAT AT THIS MOMENT REPRESENT YEARS.
>> OF. IT FOR. SIGNIFICANT SACRIFICE AND HOPE . MY STORY IS A. EXAMPLE OF THAT IS POSSIBLE. WHEN I.
WHEN REAL. UP OPPORTUNITIES. EXIST AND OUR FAMILIES THAT. ARISE MOMENT.
IS NOT BY CHANCE IT'S IT IT IS THE RESULTS ARE THERE SUPPORTS ON MY RECEIVE BY ATTENDING A SCHOOL. WITH BILINGUAL EDUCATION
PROGRAMS THEY HELP HIM BUILD CONFIDENCE IN HIMSELF BY LUIS AND GIVEN THE FACT THAT CHILDREN OF MEXICAN IMMIGRANTS
IN BALLET AND BELIEVE AND HIS DREAMS AND GOALS THAT IS THAT IS WHY I AM HERE. TO RAISE. MY BOYS.
AND AS YOU SUPPORT FAMILIES AND THEIR EFFORT TO SPEND BILINGUAL PROGRAMS AND.
ENSURE THAT OUR BUDGET DOES NOT COULD SUPPORT FOR UH FOR US ENGLISH LEARNING STUDENTS THERE
IS A URGENT NEED TO HEAR MORE BILINGUAL TEACHER AND BILINGUAL PROFESSIONAL THANK YOU FOR THANK YOU SO MUCH AND I HOPE YOU UNDERSTAND ME. >> YES THANK. >> YOU GUERRERO.
OKAY MR BAPTISTE GOOD. ADELA. NO MESSAGE ABOUT THIS. DAVID. WE'RE GETTING UP IN WOMEN SEEING OBAMA AND TALKING ABOUT
GUN SENSITIVE AND THE SUBJECTS IMMUNE MESSING I'VE BEEN ASKING KNOW BY ABOUT ANY SHALL BE GIA. MY THEM COME AND TALK WITH THE
VISIT A SPECIAL MAN A CLASS IT'S A SPECIAL YOU ONE JOHN. C MONKEY GET VERY SPECIAL YOU. MEAN THESE ARE PROFESSOR REPEAT
MATERIAL VISITORS WHO IS A KICK UP? IT'S WHEN YOU ADD UP THE IV EXPORT NGV VIGIL WHO SHOCKED IT
LEFT THE BUSINESS AT MY TV MARKET TO GIVE YOU SOCIETY THE BGA SECOND NEW SPECIAL ON SEAT
BY EXECUTIVE UH IT COULD NOT BE JUST UH UP GAME WITH MATERIAL MESSED UP WHEN SUSPICION IS A AP TWO MUNICIPAL SIMON YOU KNOW BUSINESS UH SETUP FITS IN WHEN
YOU APPEAL IS YOU ABOUT THAT BOB UH PUT DEVELOPE SECURITY DEVELOP MY SOCIAL EMOTIONAL
ACADEMIC STOCK UP EMIT GOOD TIME YOU UP MY NOT QUESTION UP NOT THAT MESS YOU I'VE BEEN DESK GOOD WITH UP WITH HIM. UP THE MERCY.
HIS SORRY ABOUT THAT. YEAH THAT'S THE MESSY THING. . >> GOOD MORNING EVERYONE MY NAME IS DAVID. IS IT OKAY IF I JUST SAY. DAVID OKAY.
MY NAME IS DAVID. I LIVE IN MATTAPAN. I'M A PARENT MENTOR IN THE IN STEVENS PROGRAM I HUNT I AM THE GUARDIAN OF TWO CHILDREN. THANK YOU FOR GIVING ME THIS
CHANCE TO SPEAK ABOUT THE BUDGET AS A PARENT MENTOR I VISITED AS AN OBSERVER AS A IN A CHILD'S SORRY I VISITED AS AN
OBSERVER UM IN A CHILD SPECIAL EDUCATION CLASSROOM I WANTED TO UNDERSTAND HOW CHILDREN WITH SPECIAL NEEDS LEARN. I SAW TEACHERS USING VISUAL MATERIALS, ADAPTABLE TOOLS AND
INDIVIDUAL SUPPORT FOR EACH STUDENT BUT I ALSO SAW THAT THESE RESOURCES DEPEND ON THE SPECIAL EDUCATION BUDGET. IF THE BUDGET IS CUT THERE WILL
BE FEWER MATERIALS, LESS STAFF ,FEWER SPECIALISTS AND LESS SUPPORT FOR EACH CHILD. THIS WOULD HURT THE CHILDREN. THEY WOULD NOT GET THE HELP THEY NEED FOR THEIR SOCIAL,
EMOTIONAL AND ACADEMIC GROWTH. THEIR CHALLENGES COULD GET WORSE AND TEACHERS WOULD HAVE MORE PRESSURE. THIS IS WHY I BELIEVE IT IS VERY IMPORTANT TO KEEP STRONG
FUNDING FOR THIS PROGRAM. THESE CHILDREN DESERVE THE SERVICES THAT HELP THEM GROW AT THEIR OWN PACE. THANK YOU VERY MUCH FOR LISTENING. THANK YOU. >> VERY WELL. UM OKAY THAT WRAPS UP ONE NO
ONE ON MY THAT WRAPS UP OUR, UH, PUBLIC TESTIMONY. WE'RE GOING TO GO TO UH, A SECOND ROUND OF QUESTIONS. UM, FOR THIS PANEL WE DO HAVE A SECOND PANEL JUST, UH, SO I CAN
GET MY BEARINGS STRAIGHT. UM, WHERE THIS PANEL IS TALKING ABOUT INCLUSION MULTI LINGUAL LEARNERS, UH, CURRICULUM AND
SPECIAL EDUCATION ISSUES LIKE PARTNERSHIPS, SUMMER PROGRAMS, FAMILY OUTREACH AND MERGERS AND CLOSURES. AH, FOR THE SECOND PANEL, UM, SO WE'RE GOING TO UH AND SOME
MEMBERS OF THIS PANEL ARE ON THE SECOND PANEL BUT UM UH SO AGAIN, I THINK IF AND CLOSURES IS YOUR FOCUS IT MIGHT BE APPROPRIATE TO WAIT TILL AFTER THE BREAK. WE'RE GOING TO TRY TO HAVE A
BREAK CLOSE TO ONE UH AND THEN COME COME BACK WITH THE SECOND PANEL. UM, OKAY. SO, UH, COUNCILOR FLYNN I'M JUST I'M GOING TO DO UH.
UH FIVE UH YEAH WE'LL DO WE'LL WE'LL TRY TO DO THIS FIVE MINUTES SECOND ROUND UM SEE HOW THIS GOES AND IF WE HAVE SOME EXTRA TIME WE'LL COME BACK FOR A THIRD QUICK LIGHTNING ROUND. OKAY.
WHEN ARE YOU READY? THANK YOU, MR CHAIR. AND THANK YOU FOR SHARING THIS IMPORTANT. UM HEARING AGAIN THANK YOU TO THE TEAM THAT IS HERE INCLUDING . THE SUPERINTENDENT WHO I HAVE
GREAT RESPECT FOR. UM, SUPERINTENDENT, A COUPLE COMMENTS I DID HERE YESTERDAY AND TODAY THE POSSIBILITY OR
THE RECOMMENDATION OF PLACING THE UM AS IT RELATES TO HUMAN RESOURCES IN HEALTH CARE PLACING THE SUPERVISION OF THE
HEALTH CARE PROGRAM FOR EMPLOYEES NOT WITH BP'S. BUT PUT IT UNDER THE CITY OF BOSTON KIND OF UMBRELLA HUMAN RESOURCES.
IS THAT SOMETHING THAT YOU ARE CONSIDERING OR SOMETHING YOU WOULD SUPPORT? SO UM I ALSO WANT TO CHIME IN ON THIS UM, HONESTLY BEFORE FY
26 THIS HAS NOT BEEN AN ISSUE WITH HEALTH BENEFITS. THEY'VE BEEN EXTREMELY STABLE PROJECTIONS ON WHICH WE CAN RELY TO AND RECEIVE THE APPROPRIATE BUDGET. I THINK THERE IS A VOLATILITY
AND VULNERABILITY RIGHT NOW WITH HEALTH CARE IT DOES IT SEEMS AS IF WITH JAIL ONES IT IS NOW FLUCTUATING FAR MORE AND SO THAT IS MEANT IN FY 26 WE
ENTERED THE YEAR WITH DEFICIT. WE WERE VERY PLEASED THAT THE CITY RECOGNIZED THE PROJECTIONS FOR FY 27 WERE LOW AND ADDED DOLLARS INTO IT. UM I THINK IT'S FOR US MORE
THAT WE WOULD BE ABLE TO COUNT ON WHAT DOLLARS, WHAT THE PROJECTIONS ARE AND THEN WHAT DOLLARS ARE BEING BUDGETED. THAT'S THE MAIN PIECE FOR US IS A BUDGETING TOOL WHERE IT RESIDES CONSTANTLY AND THAT'S A
LITTLE BIT ABOVE ME I DON'T KNOW FROM THE CITY SIDE HOW THAT WORKS AND CHIEF BLOOM MIGHT BE ABLE TO COMMENT ON THAT. BUT I THINK THE MAIN THING FOR US IS THAT VOLATILITY IN OUR
BUDGET IS VERY HARD TO ADDRESS ONCE THE SCHOOL YEAR HAS STARTED. YEAH, THE ONLY THING I WITH THAT IS I THINK THERE WOULD NEED TO BE SOME UM JUST LEGAL
REVIEW GIVEN THE THE WAY THAT THE LAW AROUND OUR UH APPROPRIATIONS TO THE SCHOOL SCHOOL BOARD IS STRUCTURED. UM, SO THAT'S WHY WE WOULD NEED TO DO SOME ADDITIONAL RESEARCH ON THAT. OKAY. >> COULD I MAKE A
RECOMMENDATION MAYBE ASKING BP'S IN THE MAYOR'S OFFICE QUOTING THE TEACHERS UNION. UM, MAYBE TO DEVELOP A WORKING GROUP. UM, I KNOW IT'S NOT GOING TO
HAPPEN NOW, BUT MAYBE DEVELOPING A WORKING GROUP IN HIGHLIGHTING THE PROS AND CONS ABOUT THIS AND MAYBE TRYING TO COME TOGETHER ON SOME TYPE
OF RECOMMENDATION THAT WORKS. WHERE WE'RE SAVING MONEY SO WE'RE ABLE TO CONTINUE TO SUPPORT THE UM, STUDENT FACING POSITIONS. I KNOW WE'RE SPENDING A LOT
OF MONEY ON HEALTH CARE, BUT MAYBE AFTER THE BUDGET CAN CAN WE WORK. TO ESTABLISH A WORKING GROUP TO BEGIN THE CONVERSATION
OF HAVING UM I MEAN I'D LIKE TO SEE IT MOVE TO THE TO THE CITY OF BOSTON TO I THINK I THINK WE WOULD SAVE MONEY THAT WAY. BUT COULD WE COMMIT TO AT LEAST HAVING A WORKING GROUP? YEAH. >> FROM OUR PERSPECTIVE WE'RE WILLING TO DO WHATEVER WORKS
THE BEST. I DON'T KNOW IF THAT COMES THROUGH THE COUNCIL WHO COMES THROUGH, BUT WE WOULD BE WILLING TO PARTICIPATE IN WHATEVER WE SET UP. OKAY. >> UM THANK YOU SUPERINTENDENT. THANK YOU COUNCIL.
UM AND THEN MY SECOND MY SECOND QUESTION AND I KNOW I KNOW WE I HAVE. HIGHLIGHTED IT EARLIER AND SOME SOME PEOPLE HAVE REACHED OUT TO
ME UM. ESPECIALLY ESPECIALLY SOCIAL WORKERS. BECAUSE THEY KNOW I'VE BEEN TALKING ABOUT THIS UM. BUT THEY THEY WANTED ME TO
HIGHLIGHT THAT THE THE RATIO THAT WAS CITED YESTERDAY ONE MENTAL HEALTH. PROVIDER FOR 117 STUDENTS WAS CONCERNING BECAUSE IT ONLY WAS
BASED ON THE LOW INCOME STUDENT POPULATION, NOT THE TOTAL STUDENT ENROLLMENT. THE FRAMING CAN CREATE THE IMPRESSION THAT STAFFING LEVELS ARE MORE ROBUST THAN THEY TRULY
ARE ACROSS THE SCHOOLS. UM SO I THINK IT'S IMPORTANT FOR US TO CAPTURE THAT REALITY, UM, OF OUR ROLES OR THE ACTUAL LEVEL OF SUPPORT PROVIDED TO
STUDENTS. IS IS THERE ANY WAY WE WE'RE ABLE TO LOOK AT THAT NUMBER AGAIN THAT WAS MENTIONED YESTERDAY YESTERDAY CONSIDERING THAT FACT THAT THIS WELL
RESPECTED SOCIAL WORKER PROVIDED ME YES. UM THE NUMBER DID INCLUDE ALL STUDENTS NOT JUST LOW INCOME STUDENTS. I THINK MAYBE THE CONFUSION WAS IT WASN'T LIMITED JUST TO
SOCIAL WORKERS. WE WERE TALKING ABOUT ALL MENTAL HEALTH PROVIDERS. UM BUT WE COULD CERTAINLY GIVE YOU THE DATA IN ANY IN ANY WAY YOU YOU WOULD LIKE WITH THE
RATIO OF UH, MENTAL HEALTH SERVICE PROVIDERS TO STUDENT ALL STUDENTS IS 170. BESIDES SOCIAL WORKERS. >> ARE THERE. MR CHAIR, I DON'T WANT TO ASK ANOTHER QUESTION. UM, IF IT'S BEYOND MY TIME. YEAH, MAYBE WE CAN.
>> COME BACK. THAT'S FINE. OKAY. THANK YOU, MR CHAIR. OKAY. >> UH, COUNCILOR MURPHY FIVE MINUTES. SURE. >> SORRY. I'M SORRY. COULD WE JUST. I THINK THIS IS ACTUALLY A REALLY IMPORTANT ONE. COULD WE JUST UNDERSCORE IN ONE
MINUTE SOMETHING ON THIS? SURE. >> YEAH, I JUST KNOW. >> I KNOW. PLANS TO FOLLOW UP PLEASE. YOU CAN ASK. UH, OKAY. JUST JUST TO SAY THAT I THINK. THE THE RATIO THERE IS SCHOOL
PSYCHOLOGIST THERE'S SOCIAL WORKERS AND OTHER KINDS OF ROLES THAT PROVIDE MENTAL HEALTH SUPPORTS WHICH IS WHAT I THINK CHIEF BLUM WAS QUOTING. BUT I ALSO JUST WANTED TO UNDERSCORE BECAUSE I ACTUALLY
REALLY VALUE TREMENDOUSLY THE WORK OUR SOCIAL WORKERS IN SCHOOL SEEKS TO YOU CAN BE A SOCIAL WORKER IN ONE SCHOOL AND HAVE A SMALL STUDENT RATIO AND
YET HAVE VERY COMPLEX CASES AND IT CAN FEEL THREE TIMES THAT. SO IT'S VERY HARD TO USE THE RATIO TO ACTUALLY CAPTURE ALL THE SOCIAL WORKERS IN THE SCHOOL SITES TOO.
BUT I THINK COUNCILOR FLYNN IT'S A GOOD IT'S A GOOD STICK FOR US TO TO DO SO MAYBE WHAT WE COULD BREAK DOWN IS THE INDIVIDUAL GROUPS AND WHAT THAT RATIO LOOKS LIKE.
SO SCHOOL PSYCHS UM SOCIAL WORKERS AND THEN OTHER ROLES JUST AS A FURTHER DELINEATION FOR COUNCIL FLYNN. FOR SURE YEAH. I YEAH I MEAN. >> FEEL FREE TO IF YOU HAVE A
FOLLOW UP. SUPERINTENDENT THANK YOU FOR THE QUESTION I DON'T NECESSARILY HAVE A FOLLOW UP BUT JUST WANT TO SAY THANK YOU AND I KNOW DAVID AS WELL I WANT
TO SAY THANK YOU TO YOU. UM AND AS WE CONTINUE THIS BUDGET LET'S LET'S TRY TO DO EVERYTHING WE CAN TO BRING BACK THOSE DISTRICTS. SCHOOL UM. ,WORK.
>> OF SOCIAL WORKERS. UM, THAT MAY OR MAY NOT BE CUT THE THREE OF THEM. BUT I WANT TO SEE TO SEE THEM GET BACK INTO THE INTO THE BUDGET. BUT I KNOW IT'S IT'S A CONVERSATION FOR ANOTHER TIME
AND MY TIME IS UP. THANK YOU, MR CHAIR. OKAY. >> THANK YOU, UH, COUNCILOR MURPHY. SO I KNOW THIS, BUT IT WAS SAID . IN THE LAST ROUND ALL
CLASSROOMS, ALL TEACHERS HAVE ACCESS TO EVIDENCE BASED CURRICULUM AND WE KNOW THAT DOESN'T MEAN THEY'RE ALL USING IT. BUT WHEN WE SAY THEY HAVE ACCESS OKAY, BUT CAN YOU SHOW
ME AN OUTSIDE RATING SYSTEM LIKE ED REPORTS? I KNOW YOU MENTIONED THAT TO CULPEPER OR SOMETHING COMPARABLE THAT SAYS FOCUS IS EVIDENCE BASED AND HOW CAN WE
DEFEND HIGH QUALITY WHEN THE DATA WHEN WE'RE GETTING IT RIGHT FROM DC SAYS IN GRADES 3 TO 8 ONLY 3 IN 10 OF OUR STUDENTS ARE READING AND
PERFORMING ON GRADE LEVEL. ONLY 2 IN 10 BLACK AND BROWN STUDENTS ARE READING OR PERFORMING ON GRADE LEVEL, AND LESS THAN 1 IN 10 STUDENTS WITH DISABILITIES ARE READING AND PERFORMING ON GRADE LEVEL.
AND THE OTHER QUESTION ALSO WHEN WE'RE OFFERING AND SPENDING MONEY ON CURRICULUM TRAINING COACHES AND PD AND THEN THERE'S NO GUARANTEE THAT
THESE STUDENTS ARE ACTUALLY UM GOING OR THE. TEACHERS WILL BE DELIVERING THAT CURRICULUM AND YEAH. SO AGAIN.
UM COUNCILOR MURPHY, I FIRST WANT TO. ACKNOWLEDGE UM I DON'T I'M NOT SURE IF YOU WERE AT THE WORKING SESSION WHEN WE TALKED UH, FOR A VERY LONG TIME ABOUT OUR CASE.
UM I DO ALSO WANT TO ACKNOWLEDGE THAT FOCUS IS NOT USED BE ON SECOND GRADE I. >> KNOW. THAT. >> UM, SO I I THINK I JUST WANT TO BE YEAH. >> CAN WE I KNOW BECAUSE MY TIME RAN OUT LAST TIME AND ONLY ONE QUESTION WASN'T HINTED
ABOUT. YEAH. >> SO I'D LIKE TO AND I WAS THERE BUT MY TIME IS TICKING. SO I. >> HAD. ONE DIRECT QUESTION. YEP. >> SO UM WE WILL ACKNOWLEDGE THAT FOCUS RIGHT NOW IS GOING THROUGH THE PROCESS TO BE
CURATE APPROVED. UM WE DO WE HAVE HAD AN EXTERNAL NATIONAL NONPROFIT REVIEW IT TO CONFIRM THAT IT DOES SUPPORT EVIDENCE BASED PRACTICES USING THE SCIENCE
OF READING. AND HOW DO WE DEFEND. THE DATA THOUGH? WELL WHAT ARE WE GOING TO DO? WHICH WAS ONE OF MY QUESTIONS IN THE FIRST ROUND WHAT COMMITMENT ARE WE GOING TO STAND BY? WHAT ARE WE GOING TO LOOK FOR
AT THE END OF NEXT SCHOOL YEAR BASED ON THIS NO INVESTMENT AND SHIFT IN THE DISTRICT? SO YOU ASK THE QUESTION ABOUT TRANSFORMATIONAL RIGHT AND YOU WANT TO ME TO LIKE TEASE THAT
OUT RIGHT? NO I JUST KNOW THAT WHEN BOARDS LIKE THAT I WAS JUST SAYING WE'RE MAKING INVESTMENTS. >> YEAH. AND I'VE. BEEN ALONG ON THIS RIDE FOR MY SON'S 36. HE WAS ONE OF THE FIRST
STUDENTS THAT YOU KNOW WHAT? SO YEAH SO LET'S JUST BUT I JUST HAD THE CURRICULUM QUESTION FIRST I JUST WANT TO FOCUS ON THAT IN YEAH. SO I ANSWER THE CURRICULUM
QUESTION RIGHT WHICH IS IT'S CURRENTLY GOING THROUGH THE PROCESS TO BECOME CURATE APPROVED. I THINK SOMETHING I DO WANT TO ACKNOWLEDGE THOUGH IS LIKE FOCUS SOLELY IS NOT GOING TO
TEACH KIDS HOW TO READ. NO I'M SORRY I JUST BECAUSE MY TIME'S MORE THAN HALF OVER NOW SO WE GOT THE FOCUS WE KNOW THAT'S KEY TO TO SO SKIP OVER WE HAVE 3 TO 12 AND ABOVE AND
WHEN THE DATA IS SHOWING BECAUSE MY DATA I WAS SHARING THIS 3 TO 8 AND WE KNOW FOCUS IS AND TAUGHT IN THOSE GRADE LEVELS. BUT WE KNOW IF YOU DON'T HAVE A STRONG FOUNDATION YOU ARE GOING TO STRUGGLE. SO SUPERINTENDENT SKIP OR WHAT
ARE WE GOING TO STAND BY RIGHT. WHAT SO. >> I THINK I THINK DOCTOR WRIGHT IS SAYING IN ABOUT TO SAY IS THAT THIS IS THE FULL THIRD YEAR THAT WE'RE GOING INTO THAT WE'RE CURRENTLY IN
OF THE RESET AND THE IMPLEMENTATION AND SO THE WHAT SOME OF WHAT YOU'RE SHARING IS FULLY ACCURATE, BUT IT DOESN'T REFLECT STUDENTS WHO HAVE ACTUALLY BENEFITED IN GONE
THROUGH THE CONSISTENCY OF HIGH QUALITY INSTRUCTIONAL MATERIAL IN THEIR CLASSROOM IN PARTICULARLY UH, INSTRUCTIONAL CALIBRATED PRACTICE, WHICH IS WHAT WE'RE STRIVING FOR. SO I THINK WHAT WE CAN COMMIT
TO AND WHAT YOU WILL START TO SEE AS WE'RE SEEING IN OUR OWN DATA INTERNALLY IS WE'RE MOVING WITH LITERACY AND THAT WILL BUILD AND THAT WILL ACCELERATE AS THAT STAYS AND WE'RE NOT
SHIFTING. YEAH OKAY. UM AN INCLUSION SUPPORT QUESTION COMES UP A LOT AND WE KNOW THAT THERE ARE SUPPORTS
WITHIN THE CLASSROOM BUT A LOT OF THE TIME IS SPENT OUTSIDE OF THE GENERAL ED CLASSROOM. IN THE HALLWAYS ALONE JUST TRANSITIONAL TIME. BUT ALL THE SPECIALS AND MANY SCHOOLS SET UP THEIR SPECIALS
WERE READING SUPPORT SCIENCE ART, DIGITAL ART, GYM P.E. ALL OF THOSE THINGS. SO WHAT ARE WE DOING TO ADDRESS THE FACT THAT MANY OF THESE TEACHERS WHO ARE SPECIALIST
TEACHERS ARE FEELING LIKE THEY'RE NOT SUPPORTED FOR BIG CHUNKS OF THEIR TIME WHEN THE SAME SUPPORTS THAT WE SEE IN THE CLASSROOM WITH THE CLASSROOM TEACHER AREN'T FOLLOWING THOSE STUDENTS WHEN
THEY GO TO THE SPECIALS. SO UH, THANK YOU FOR THAT QUESTION, COUNCILOR MURPHY. THE UM WHAT'S IMPORTANT IS THE PROFESSIONAL DEVELOPMENT THAT WE PROVIDE IS PROVIDED FOR ALL
STAFF MEMBERS INCLUDING UM, THOSE SERVICES UM, WE WORK TO MAKE SURE THAT THEY HAVE ACCESS TO THEIR IEPS. THEY UNDERSTAND ACCOMMODATIONS AND MODIFICATIONS AND TO PROVIDE THOSE SERVICES.
AND MANY ARE SPECIALIST CERTIFIED THEMSELVES. WHAT I'M ASKING FOR THE PARA SUPPORT THE INCLUSION PARA SUPPORTS THAT OFTEN DON'T FOLLOW WHEN THEY'RE LEAVING THE CLASSROOM.
THERE IS NOT A ACROSS THE DISTRICT THERE IS NOT A LOT OF PARA SUPPORT FOR INCLUSION. UM IT'S ALWAYS BEEN IN CERTAIN SCHOOLS YOU KNOW THE EARLY ADOPTERS THAT CHOOSE TO DO USE POWER SUPPORT BUT IT HAS BEEN
SUCCESSFUL IN OTHER PLACES AS WELL. THIS QUESTION HAS COME UP IN A RECENT MEETING I HAD WITH THE BTU AND MEMBERS, AND IT IS SOMETHING THAT WE'RE LOOKING AT TO SUPPORT.
SO THE INCLUSION CLASSROOMS THAT HAVE SHIFTED IN THE DISTRICT GOING WE'RE NOT WE'RE EXPECTING THEM TO JUST BE ALONE IN THOSE CLASSROOMS WITH DUAL
CERTIFICATION. NO, NO BUT THAT'S WHAT YOU'RE SAYING BUT YOU'RE SAYING THAT THE GENERAL CLASSROOMS DON'T HAVE A SCENE WHERE THE. SERVICES ARE. >> SO YEAH SO THEY DO HAVE PARA SUPPORT. >> THEY HAVE THEM OFTEN HAVE A CO-TEACHER.
TEACHING MULTIPLE TEACHERS RIGHT. SO I THINK FOR US WHEN WE LOOK AT IT RIGHT STUDENTS DISABILITIES RIGHT ARE GETTING SPECIAL EDUCATION SERVICES FOR
WHAT'S THE PERIODS OF TIME THEY'RE DESIGNATED UNDER THEIR IEP RIGHT. MANY STUDENTS WITH DISABILITIES DON'T REQUIRE ADDITIONAL SUPPORT AND SERVICES WHEN THEY'RE GOING TO ANOTHER
COURSE. WELL IN THEIR IEP IT'S NOT WRITTEN BECAUSE THOSE DIRECT GOALS AREN'T GOING TO BE ADDRESSED DIRECTLY. BUT WE DO SEE THAT THAT IS THE CONCERN IN THE SAFETY MEETING
WE HAD ACTUALLY WAS JUST YESTERDAY KNOWING LIKE WHAT ABOUT THE KINDERGARTEN FIRST SECOND FOURTH GRADE CONCERNS A LOT OF TIMES WHEN WE HAVE SAFETY CONCERNS WE'RE ONLY ADDRESSING LIKE A WEAPON FOUND AT A HIGH SCHOOL OR A FIGHT IN
THE HALLWAY AND MANY TIMES IT'S NOT WHAT'S REALLY BOTHERING MANY OF THE STUDENTS. THE TEACHERS AND THE FAMILIES THAT I HEAR FROM IS JUST, YOU KNOW, A THIRD GRADER NOT FEELING SAFE OR A DYSREGULATED
STUDENT WHERE IT OFTEN HAPPENS OUTSIDE OF THAT CO-TAUGHT CLASSROOM WHEN SOMEONE ALL ALONE IS TEACHING MUSIC AND REALLY STRUGGLING TO REACH THE THE NEEDS OF ALL OF THOSE
STUDENTS BECAUSE WE KNOW THE NEEDS DON'T GO AWAY WHEN THEY WALK OUT OF YOU KNOW THEIR CLASSROOM AND GO TO ANOTHER SPACE IN THE BUILDING. SO THERE'S THERE'S MECHANISMS
THAT WE HAVE THROUGH REGIONAL MODEL DOWN TO THE SCHOOLS INCLUDING SPECIAL EDUCATION WHERE IF THERE'S A STUDENT WHO IS DYSREGULATED AND HAPPENS IN A SPECIAL THAT CAN BE FLAGGED
AND THEN ADDITIONAL SUPPORT CAN BE DISPENSED. MOST IMPORTANTLY IF IT'S HAPPENING ON A REGULAR BASIS, WE WOULD RECONVENE TEAM TO DETERMINE WHETHER THERE'S ADDITIONAL SUPPORTS THAT'S
NEEDED EACH YEAR DAVID HOLDS A CERTAIN AMOUNT OF RESOURCE FOR NEW STUDENTS COMING INTO THE DISTRICT OR STUDENTS WHOSE NEEDS ARE GROW AND ACCELERATE MORE THAN WHAT HAS BEEN
ALLOCATED FOR RESOURCE. SO IT'S AN IMPORTANT QUESTION THE WE DO HAVE THE SYSTEM IN PLACE FOR THAT AND WE'RE ADDING TO IT NEXT YEAR A TEAM THAT WILL BE ABLE TO GO OUT AND DO
OBSERVATION IN THE CLASSROOM THAT WE CURRENTLY HAVE AT THE EARLY EDUCATION GRADES BECAUSE THAT'S ACTUALLY WHERE WE SEE A LOT OF THE DISCONNECT OF KIDS COMING FROM OTHER PRE-K CUPCAKES AND THEY COME INTO US
AND WE DON'T HAVE A HISTORY OR A BACKGROUND WITH THE KID WE HAVE THAT NOW OPERATIONALIZED IN EARLY ED CHRISTINE SITS AT ON THOSE MEETINGS, BUT WE NEED TO ROLL THAT FURTHER INTO THE OTHER GRADES TO YOUR POINT SO
THAT WHEN A STUDENT UH HAS NEED THAT'S NOT BEEN IDENTIFIED WITH RESOURCE WE'RE ABLE TO ADD THAT RESOURCE OKAY. YEAH. >> THANK YOU, COUNCILOR MURPHY. UM SO I HAVE UH COUNCILOR LOUIJEUNE HAS HAS UH
HAS TO RUN AND I WANT TO. GIVE HER A CHANCE TO ASK A FIRST. ROUND OF QUESTIONS AND SHE'S SWAP PLACES WITH COUNCIL BREADON. SO, UH, COUNCILOR LOUIJEUNE, YOU GOT FIVE MINUTES.
THANK YOU. UM, AND THANK YOU TO EVERYONE WHO GAVE PUBLIC TESTIMONY AND GIVEN YOU BY THE TEAM. >> I, UM, REALLY APPRECIATED HEARING FROM OUR PARENTS, FROM OUR STUDENTS, UM, AND FROM OUR TEACHERS. THANK YOU TO. THE ADMINISTRATION FOR BEING
HERE. YEAH, I HAVE A 9 TO 1230 SO I THINK I'M GOING TO JUST HAVE. >> TO. PUT MY. >> QUESTIONS ON THE RECORD. UM, I'VE TALKED ABOUT THIS MAYBE AD NAUSEUM BUT I ACTUALLY JUST WANT TO HEAR ABOUT WHERE IT'S GOING. UM.
WITH RESPECT TO ARTS LIVE CLASSROOMS WHAT IS THE FUTURE OF LIFE RIGHT NOW? UH, I KNOW THAT WE'RE NOT DOING ANY ADDITIONS, BUT WHERE DOES IT LOOK RIGHT NOW FOR STUDENTS. >> WITH LIMITED AND. INTERRUPTED FORMAL EDUCATION? UM, WHAT HAVE WE LEARNED FROM THE FIRST. >> FEW YEARS. >> OF IMPLEMENTING WELL, FIRST
YEAR RIGHT OF IMPLEMENTING. UH. >> THE INCLUSION MODEL AND WHAT ARE THE ADJUSTMENTS. >> THAT WE NEED TO MAKE? UM, WHEN WE TALK ABOUT SERVICE. MAPPING AS A TOOL. I JUST WANT TO MAKE SURE THAT LIKE WHAT DOES THAT SUBSTANTIVELY MEAN? UM, I WANT TO MAKE SURE THAT
WE'RE NOT USING BUZZWORDS IN THAT THAT ACTUALLY MEANS SOMETHING. UM. FOR THE SERVICES THAT REALLY TALKS ABOUT HOW WE ARE PUTTING TOGETHER SERVICES FOR OUR KIDS .
UM. WHAT DO WE DO WHEN. >> WE CAN'T MEET THE EYE THE IEP MINUTES OF A STUDENT LIKE WHAT IS WHAT IS THE BACKUP LIKE WHAT IS THE WHAT IS THE NEXT STEP? WHAT IS THE FOLLOW UP FROM THERE?
UM AND AND YOU MAY HAVE MY APOLOGIES IF YOU ANSWER THIS AND I ASK THIS UM. IF YOU. ANSWERED THIS OR MENTIONED THIS BEFORE BUT. >> WHAT. IS THE STATUS OF OUR. SPECIAL EDUCATION FUNDING.
OVERALL LIKE IS IT GOING UP? WHAT DOES THAT LOOK LIKE? THAT IS ONE OF THE MAJOR THINGS THAT WE'RE HEARING FROM MEMBERS OF COMMUNITY. SO I JUST WANT TO MAKE SURE THAT I UNDERSTAND WHAT'S HAPPENING WITH OUR SPECIAL EDUCATION FUNDING. SAME WITH OUR MULTI LANGUAGE
LEARNERS AND I'LL PUT IT ON THE RECORD OBVIOUSLY FOR THE PAST HOWEVER MANY YEARS. RIGHT. UH FOR YEARS I'VE BEEN ON THIS BODY ESPECIALLY WITH WHAT WE'VE BEEN SEEING HAPPENING. I'VE BEEN SUCH AN ADVOCATE FOR OUR MULTI-LANGUAGE LEARNERS,
FOR OUR LIVE CLASSROOMS, FOR MORE RESOURCES FOR SOCIAL WORKERS WE OBVIOUSLY SEE A 3000 STUDENT DECLINE 2000 OF WHICH UM IS FOR OUR MULTILINGUAL UH MULTI LANGUAGE LEARNERS.
BUT I WANT TO MAKE SURE THAT WITH THAT IN AND OBVIOUSLY FROM THAT COMES LIKE A DECLINE OF STAFF DEDICATE TO THAT BUT JUST WANT TO MAKE SURE THAT THAT DOESN'T CORRELATE WITH A DECLINE IN SERVICES TO THE STUDENTS WHO NEED IT.
SO THOSE ARE MY QUESTIONS FOR THE RECORD. THANK YOU. AND AS ALWAYS I KNOW I JUST CALL YOU DOCTOR GOOD MAN I'M PUTTING IN THE RECORD OF ALWAYS GREAT TO SEE. I WOULD TO. >> SEE YOU AS WELL AND YOU JUST REMIND ME OF MY MOTHER. GIVE ME A KILO.
>> OF WHAT DOCTOR? YEAH WE'RE WAITING. HERE WAITING. RIGHT. SO I JUST WANT TO SPEAK. >> TO THIS LIFE, UM. SITUATION SO ALL OF OUR STUDENTS WHO QUALIFY FOR LIFE UH, OUR IN LIFE PROGRAMS. SO OUR.
STUDENTS WHO UH, HAVE COME AND. ARE IN THE. PROGRAMS UM, WE HAVE. CREATED CLEAR EXIT. WELL ENTRANCE. >> AND EXIT CRITERIA. THAT'S SOMETHING THAT WE DIDN'T HAVE BEFORE SO STUDENTS WOULD BE. LANGUISHING IN. >> LIFE FOR YEARS.
UM, BUT NOW. WE HAVE, UH, CLEAR. EXIT CRITERIA FOR WHEN STUDENTS. RECEIVE AND. 2.5 ON ACCESS. SO I JUST WANT TO SAY THE STUDENTS WHO MEET. LIFE UH, REQUIREMENTS ARE.
THERE STUDENTS. WHO TRANSITION OUT OF LIFE UH, BECAUSE THEY. MEET THE. >> EXIT CRITERIA? WE UH WE HAVE. SOME PROGRAMS THAT ARE IN DUAL. LANGUAGE PROGRAM SO THEY CAN. TRANSITION TO A BILINGUAL OR DUAL. LANGUAGE PROGRAM OR THEY CAN
GO. >> IN TRANSITION. DEPENDING ON FAMILY CHOICE, UM INTO. >> AN. INCLUSION CLASSROOM SETTING. UM, HOW MANY SAFE CLASSROOMS. DO WE HAVE AND WHEN DO WE FIRST HAVE FIVE CLASSROOMS?
WHEN DID WE FIRST YEAH. UH WE'VE HAD SLICED CLASSROOMS UM, EARLY IN THE. YES. >> AND I'M STILL YOU. OKAY I. IDENTIFIED SO WHEN STUDENTS. HAVE INTERRUPTED. FORMAL AS YOU KNOW. UM, THEY COME. IN AND.
>> SO WE WORK WITH THEM AND THEIR FAMILIES TO ENSURE THAT, UH, WE HELP THEM DEVELOP. THEIR NATIVE, UH, L1. LANGUAGE FIRST AND THEN, UM, TRANSITION TO ENGLISH.
UH, I WOULD SAY THAT I AM VERY. PROUD OF THE DISTRICT IN TERMS OF LIKE. THE UM. PROGRESSION OF LIFE OR THE WAY WE HAVE SUPPORTED LIFE BY HAVING. SOCIAL WORKERS. SO WE KNOW THAT THERE ARE DYNAMIC NEEDS FOR STUDENTS WHO
ARE IN. >> LIFE PROGRAMS. UM, SO. WE WE THINK OF IT AS ALL ENCOMPASSING TO. HELP SUPPORT. >> THE STUDENTS. UM, I WILL SAY. THAT THERE ARE SOME. CLOSURES FOR LIFE. PROGRAMS FOR.
TWO REASONS ONE DECREASE OF. ENROLLMENT FOR STUDENTS WHO ARE. MEETING THE. >> NEEDS AS THEY'RE COMING INTO THE DISTRICT. AND WE KNOW THAT NOT MANY. >> ARE COMING INTO THE DISTRICT AND. TWO BECAUSE WE HAVE CREATED THE. CLEAR ENTRANCE. >> AND EXIT CRITERIA WE DO FIND
LIKE AT THE OREM BURGER, WE HAVE. >> A. SUBSET OF STUDENTS THAT. CAME IN AND BECAUSE OF UM. INSTRUCTION THE. >> STUDENTS HAVE MET THE. 2.5 CRITERIA ON. ACCESS AND SO THOSE.
STUDENTS HAVE TRANSITIONED. OUT OF UM LIFE. UH, NO LONGER DO WE SEE STUDENTS. IN LIFE PROGRAMS FOR SEVEN YEARS UM, AT LOW LEVELS.
I THINK THE NUMBER IS 28. FOR CLASSROOM FOR CLASSWORK. YES OKAY THANK YOU DAVID THANK YOU. I'M GOING TO. >> TAKE A STAB AT THE INCLUSION QUESTION.
UM, ALSO ACKNOWLEDGING LIKE CHRISTINE IS HERE SHE IS PART OF ONE OF THE BRAIN TRIALS THAT SUPPORTED THE DISTRICT IN DEVELOPING THE INCLUSIVE EDUCATION PLAN. UM, SO I THINK A FEW THINGS I
DO JUST WANT TO NAME WHEN WE TALK ABOUT INCLUSION WE ARE TALKING ABOUT LEARNING FOR EVERY STUDENT NPS UM AND I'M I'M NOT SURE LIKE THE THE
QUESTIONS SORT OF DISTILL THAT RIGHT. UM I THINK THE OTHER THING THAT I WANT TO OFFER IS SOMEONE UM THAT'S BEEN WITH THE DISTRICT A FEW MONTHS IS THERE'S AN OPERATIONAL ASPECT TO INCLUSION
THINKING ABOUT SCHEDULING AND STAFFING BUT THERE'S AN INSTRUCTIONAL COMPONENT. I THINK IF I HAD TO OFFER WHAT I'VE OBSERVED IN JUST SOME SOME INITIAL THINKING ON LESSONS
LEARNED IN TEACHER FACING WORK, I THINK ONE IS I THINK WE'RE ALMOST THERE WITH GETTING FOLKS TO UNDERSTAND THAT THE WORK
OF TEACHING DIVERSE LEARNERS IS THE WORK OF EDUCATING KIDS AND LIKE THE MINDSET PIECE I THINK THE SUPERINTENDENT UM CASEY YOU CHRISTINE, HAVE DONE A REALLY,
REALLY GOOD JOB OF HELPING FOLKS TO UNDERSTAND THAT AND I THINK A LOT OF PEOPLE WE'VE DONE A LOT OF WORK IN HELPING SUPPORT THE OPERATIONAL ASPECTS THROUGH SERVICE MAPPING,
SCHEDULING, DOING A LOT OF WORK AROUND INTERVENTION AND NOW I THINK IT IS REALLY BUILDING THE SKILL OF OUR EDUCATORS TO FACILITATE GOOD INSTRUCTION.
WHEN YOU HAVE STUDENTS THAT UM ARE DIVERSE IN MANY WAYS, SOME OF THAT IS THEIR LIVED EXPERIENCE. SOME OF THAT IS LANGUAGE, SOME OF THAT IS ABILITY. UM AND I WANT TO JUST NAME ON THE RECORD THAT THAT WORK IS
GOING TO BE ITERATIVE. CHRISTINE YOU WANT TO TALK ABOUT SERVICE MAPPING WHAT IT LOOKS LIKE FIRST. SO UM THANK YOU FOR THE QUESTION. NICE TO SEE YOU. THANKS FOR. >> BEING HERE AND ALL YOU DO. OF COURSE.
UM I THINK WITH SERVICE MAPPING WE DO LOOK AT FOR EVERY STUDENT ON AN IEP AN INDIVIDUALIZED EDUCATION PLAN HAS A SERVICE DELIVERY GRADE THAT HAS WHAT SERVICES NEED TO BE PROVIDED.
WE AT EVERY SCHOOL WE COMPILE ALL OF THOSE SERVICE DELIVERY GRADES TO DETERMINE WHAT SERVICES DO WE NEED TO PROVIDE HOW LONG AND BY WHO.
THAT INFORMATION HELPS US WHEN WE'RE DOING SCHEDULING, WHEN WE'RE DOING GROUPINGS WHEN WE'RE IDENTIFIED AND STAFF. AND SO IT'S REALLY BASED UPON THE DATA. BEFORE WE STARTED SERVICE MAPPING LAST YEAR IT WAS REALLY
BASED UPON WHAT PEOPLE THOUGHT WAS BEST. RIGHT. AND SO WE WOULD HAVE SITUATIONS WHERE SOMETIMES WE HAD ENOUGH STAFF, SOMETIMES WE DIDN'T HAVE ENOUGH STAFF. THIS IS REALLY DATA DRIVEN AND I WANT TO BE CLEAR I KNOW
PEOPLE TALK ABOUT THE BARE MINIMUM WHEN WE USE SERVICE MAPPING FOR BUDGETING WE DID NOT GO FOR THE BARE MINIMUM. WE MADE SURE THAT THERE WAS PLENTY OF SUPPORT IN PLACE BECAUSE WE KNOW WITH SPECIAL
EDUCATION STUDENTS ARE BEING FOUND ELIGIBLE STUDENTS ARE MOVING IN. STUDENTS NEEDS ARE CONSTANTLY CHANGING. I JUST WANTED TO QUICKLY AND TURN I KNOW I'M ALREADY OVER. YOU ASKED THE QUESTION OF WHAT
HAPPENS WHEN A STUDENT ISN'T RECEIVING THE SERVICES THEY NEED TO HAVE RIGHT? WE CAN DO ALL THE GREAT SERVICE MAPPING IN THE WORLD. A STUDENT MOVES INTO A DISTRICT WITH SOMETHING DIFFERENT. WE DO WHAT IS CALLED THE
STEEPED PROCESS AND AS PART OF THAT PROCESS SCHOOL LEADERS WILL CONTACT US AND TELL US THAT YOU KNOW, WE DON'T HAVE ENOUGH STAFF TO PROVIDE THIS
SERVICE THAT THIS CHILD NEEDS AND SO WE ADDRESS THAT IMMEDIATELY. I'M PART OF THIS PROCESS SO WE CAN LOOK AT THE IEPS. WE LOOK AT SCHEDULES, WE LOOK AT ALL THE NEEDS AND WE GO THROUGH THAT TO DETERMINE DO WE
NEED TO ALLOCATE MORE STAFFING. AND THAT HAPPENS THROUGHOUT THE YEAR DURING THE SUMMER. AND THERE'S EVEN HAPPENED NOW SINCE WE MET FOR THE BUDGET IN JANUARY WE HAVE DONE SOME
INCREASED ALLOCATION AND INCREASED THE NUMBER OF STAFF BASED UPON CHANGES THAT HAVE HAPPENED SINCE JANUARY. YEAH. ,THE DAVID. ANALYSIS OF THE OVERALL THE
OVERALL BUDGET FOR SPECIAL EDUCATION, UM FOR THE DISTRICT IS UP ABOUT 6% NOW A LOT OF THAT IS BECAUSE OF THE UM
COST OF SALARIES UM AND SOME OF THE COST OF OUT OF DISTRICT WE ARE SEEING FEWER POSITIONS. UM, SO THERE ARE ABOUT 178 FEWER POSITIONS. THOSE ARE PRIMARILY COMING FROM
THREE THINGS UH ONE THAT SCHOOLS ARE CLOSING OR BEING RECONFIGURED. THE SECOND IS THE RECONFIGURATION OF THE MILKING SCHOOLS. AND THEN THE FINAL THING IS UH, REDUCTION IN CENTRALLY UH BASED AND. FUNDED POSITIONS.
BASICALLY THOSE THREE THINGS ACCOUNT FOR ALL OF THE DIFFERENCE. AND THEN IF YOU LOOK AT THE REMAINING SCHOOLS THERE ARE SOME INCREASES IN SOME DECREASES AND THEY BASICALLY BALANCE OUT YOU. THANK YOU TO.
UM TO JIM. BUT I HAD. >> THE. SAME QUESTION ABOUT MULTI-LANGUAGE LEARNERS. OH SORRY UH FOR MULTI LANGUAGE LEARNERS UM WE ARE SEEING A DECREASE UH OVERALL IN SPENDING
THERE UH PRIMARILY JUST DUE TO DECREASES IN PROGRAMING DUE TO ENROLLMENT DECLINE. UM SO WE ARE SEEING FEWER TEACHERS AS WELL AS PARAPROFESSIONALS UH, ABOUT 140
OR 150 FEWER STAFF. UM, THIS IS UH PRIMARILY SO ABOUT UH HALF OF THAT IS COMING FROM SCHOOL. CLOSURES AND RECONFIGURATIONS AND THE OTHER HALF IS COMING FROM REDUCED MULTILINGUAL
ENROLLMENT. LET ME JUST ASK ONE REALLY SMALL QUESTION. YOU KNOW, EVERY YEAR WE DO THAT WHAT'S THE PER PUPIL SPENDING IS THAT NUMBER IS THAT NUMBER GONE UP OR DOWN FROM LAST YEAR. UH OVERALL YEAH UH THE PER
PUPIL SPENDING IS UP. AND IT WOULD. >> YOU DO YOU ATTRIBUTE THAT TO THE HEALTH CARE COSTS. A LOT OF IT'S COMING IT'S ENROLLMENT DECLINE UH THE DENOMINATOR GETS LOWER AND THE YEAH MAKES A PER PUPIL HIGHER
AND THAT HEALTH INSURANCE IS DEFINITELY THE BIG ONE. I'D LOVE TO. >> SORT OF LIKE LOOK AT WHAT THAT NUMBER LIKE TO DISAGGREGATE TO TAKE LIKE ISOLATE THE HEALTH CARE COSTS ISOLATE THAT AND SEE WHAT THAT NUMBER DOES. YEAH I MEAN IF THERE'S A
HEARING UM THANK YOU THANK YOU YEAH. I IF YEAH I THINK WE CAN JUST GET THAT ON THE RECORD AND WE CAN YEAH. SO THANK YOU. ADAM PRESIDENT I DON'T KNOW IF I JUMPED COME TO CULPEPER BUT THANK YOU FOR ALLOWING ME TO
ASK QUESTIONS AND I WILL TRY MY BEST CONFIGURATIONS MATTER A LOT. I'M NOT SURE IF I'LL BE ABLE TO MAKE THE SECOND PANEL BUT I'M GONNA TRY MY BEST THANK YOU SCREEN. THANK YOU. >> JUST TO FOLLOW UP ON THE LIFE QUESTION FOR THE CURLEY UH ,SCHOOL ARE THEY THEY'RE
LOSING THEIR ALL THEIR LIFE UH, INSTRUCTORS. YOU KNOW. >> WE GUESS THE THE PROGRAM AT THE CURLEY IS, UH, CLOSING BASICALLY DUE TO UNDER ENROLLMENT UH, AND ALSO THE NUMBER AND COMPLEXITY OF DIFFERENT PROGRAMS AT THE
CURLEY BUT THE HERNANDEZ SCHOOL ,UH, HAS A PROGRAM IN THEY NEIGHBORHOOD. OKAY, OKAY. UH. THANK YOU. UH, SO NEXT UP IS COUNSELOR BREADON AND THEN CULPEPER SANTANA. SO.
UM, I'M GOING. >> TO SKIP UM. >> AND. MY COLLEAGUES. >> HAVE COVERED. >> A. LOT OF SPENT A LOT OF GROUND. AND THEIR. >> QUESTIONING I WAS VERY INTERESTED IN SEEING THE RECENT ANNOUNCEMENT AT THE ELLIOTT SCHOOL ABOUT, UH, AN EYE
INITIATIVE $1 MILLION FOR AN EYE INITIATIVE AND, UM, I KNOW THAT THE THE THERE'S SORT OF A DOUBLE EDGED SWORD HERE.
UM, THE BROOKINGS GLOBAL TASK FORCE ON AI AND EDUCATION AS WORKED WITH DRAWN DATA FROM ABOUT 50 COUNTRIES AND THEY PRODUCED A REALLY GREAT REPORT RECENTLY. UM. >> AND I'M JUST THE I.
UM RISKS CURRENTLY OVERSHADOWED THEIR CONCLUSION WAS THE RISKS OVERSHADOW THE BENEFITS BUT THERE ARE HUGE BENEFITS UM THAT CAN EMPOWER STUDENT LEARNING BY PROVIDING ACCESS TO OTHERWISE
UNAVAILABLE LEARNING OPPORTUNITIES UM PRESENT CONTENT IN WAYS THAT ARE MORE ENGAGING AND ACCESSIBLE, PARTICULARLY FOR STUDENTS WITH DISABILITIES, NEURODIVERGENT STUDENTS AND MULTILINGUAL
LEARNERS. ALL THE SORT OF FOLKS WE'VE BEEN TALKING ABOUT ALL MORNING. UM. >> BUT THEN THERE'S A HUGE EQUITY QUESTION AS WELL. UM, JUST. IN THE SENSE THAT INEVITABLY
UM, THERE IS AS IN MANY THINGS AI AND AMPLIFIES THE DIGITAL DIVIDE UH, AND MORE FAMILIES, CHILDREN AND STUDENTS FROM MORE AFFLUENT FAMILIES UM UH AN
INCREDIBLE ADVANTAGE COMPARED TO FOLKS WHO UH MAYBE STUDENTS FROM UH LOWER INCOME FAMILIES HAVE A GREATER GREATER UM IT CAN MAGNIFY THE INEQUITY IN OUR
IN OUR LEARNING, UH, AND OUR ACCESS TO TECHNOLOGY. SO I'M JUST ASKING, YOU KNOW, WHERE ARE WE UP DO WE HAVE AN AI POLICY AND BP'S AND WHAT GUARDRAILS DO WE HAVE IN PLACE
TO TRY AND MITIGATE, UM, AMPLIFY THE BENEFITS BUT MITIGATE THE RISKS OF AI BECAUSE WHAT WHAT WHAT ONE CONCERN THAT THEY TALKED ABOUT WAS THAT, UM, WHILE
LONGSTANDING PATTERNS OF TECHNOLOGY USE SUGGEST THAT THE PRIVILEGED STUDENTS MAY BE MORE LIKELY TO EMPLOY AI PRODUCTIVELY TO ENHANCE THEIR CAPABILITIES WHILE
DISADVANTAGED STUDENTS RISK USING IT SUBSTANTIALLY SUBSTANTIVELY IN WAYS THAT REPLACE RATHER THAN AUGMENT THEIR THINKING. SO ACTUALLY THAT DOESN'T ACTUALLY STIMULATE BRAIN DEVELOPMENT AND AND INCREASE IT
IT JUST GIVES THEM AN EASY WAY OUT AND DOESN'T GIVE THEM THE RIGOR AND THE CHALLENGE TO REALLY STRETCH THEMSELVES AND AND LEARN MORE. SO UH WHERE ARE WE AT WITH THAT BECAUSE I THINK IT'S A IT'S AN
INTERESTING. YEAH I KNOW AND REALLY APPRECIATE THE QUESTION. I KNOW DOCTOR WRIGHT WILL WANT TO WEIGH IN AS WELL. UM, SO UH WE ARE ACTIVELY WORKING ON AN AI POLICY AS WELL
AS A CELL PHONE POLICY THAT WILL START TO MAKE ITS WAY UP THROUGH SCHOOL COMMITTEE IN MAY AND JUNE. UH, WE'VE ACTUALLY BEEN WORKING ON AI IN THE DISTRICT FOR THREE YEARS. WE FOR THE LAST TWO YEARS HAVE
HAD AI FELLOWS WHO ARE TEACHERS WHO HAVE GONE FOR TRAINING WORK IN A CONSORTIUM, THE NATIONAL CONSORTIUM AND THEN BRING BACK THAT PRACTICE. ELLIOTT WAS A GOOD EXAMPLE OF A SCHOOL THAT BENEFITED FOR THAT
BOTH THE PRINCIPAL AND UH TRACY WALKER AS WELL AS SOME OF THE TEACHERS I THINK WE SEE THE GENEROUS INVESTMENT THAT PAUL ENGLISH IS MAKING IS TO ADDRESS
EXACTLY THIS TO SEE AI AS AN EQUITY ISSUE AND TO ENSURE THAT ALL OF OUR STUDENTS ARE GETTING AN INFORMED EDUCATION AROUND AI AS TO WHAT IS THE ETHICAL
RESPONSIBLE, YOU KNOW, USAGE OF THE TOOLS. UM, RIGHT NOW IT'S VERY IN INFANCY AS A PILOT THERE WILL BE AN INSTITUTE THAT WILL BE HELD AT UMASS OVER THE SUMMER
WHERE WE'LL BE ABLE TO WITH SOME OF THE INVESTMENT, ALLOW THE NEXT CADRE OF OUR FELLOWS TO BE ABLE TO GO FORWARD, TAKE THE CLASS WE'RE ALSO LOOKING AT
CREATING AGAIN THROUGH THAT UM ,INVESTMENT, UH, THE ABILITY FOR OUR HIGH SCHOOL STUDENTS FOR CREDIT TO BE ABLE TO TAKE THE SAME CLASS BUT A STUDENT VERSION OVER AT UMASS.
UM AND SO WE SEE THIS IS UH A STEP FOR WHICH STUDENTS AT ALL AGES CAN BECOME MUCH MORE AWARE SKILLED UM BUT ALSO UNDERSTAND THE BALANCE TO YOUR POINT,
COUNSELOR OF THE ETHICS, THE PROS, THE CONS, THE DANGERS OF WHAT'S APPROPRIATE USAGE OF AI AND NOT UM PARTICULARLY IN AREAS SUCH AS MENTAL HEALTH WHERE YOU HAVE STUDENTS SEEKING
OUT MENTAL HEALTH SUPPORT FROM AI ENGINES. UH, YOU KNOW, THAT HAS LED TO SOME PRETTY DEVASTATING IMPACTS. WE WANT TO MAKE SURE OUR KIDS KNOW THAT'S NOT A GOOD USE OF IT. AND WHAT WOULD BE A BETTER WAY
TO GO ABOUT THAT IN TERMS OF RELYING ON HUMAN UH, MENTAL HEALTH WORKERS? SO UM, THIS IS ALL NEW FOR US. THE GOOD NEWS IS IT IS A BURGEONING AREA FOR US. WE VERY MUCH APPRECIATE THAT
DONATION AS A WAY TO START TO REALLY GET IT GOING. TALK TO RIGHT END. UM THE TEACHING AND LEARNING TEAM HAVE BEEN DOING AWESOME WORK ON THIS. I DON'T KNOW IF YOU WANT TO CHIME IN. I THINK THE
SUPERINTENDENT COVERED IT BUT WE ARE WE ARE JUST REALLY REALLY EXCITED ABOUT THE OPPORTUNITY IT PRESENTS FOR OUR STUDENTS AND OUR STAFF. THAT'S ALL. THANK YOU. UM, TO BE CONTINUED I THINK
ABSOLUTELY YES. THANK YOU, MR CHAIR. OKAY. >> THANK YOU, UH, COUNSELOR CULPEPER. THANK YOU, MR CHAIR. AND UM. SUPERINTENDENT SKIP, I DO WANT . >> TO CONGRATULATE YOU ON THE KING SCHOOL OF THE KING ACADEMY
WITH THAT APPLICATION THAT'S GOING IN TODAY IS SO THE APPLICATION GOES IN. WE WAIT TO SEE WHAT HAPPENS WITH IT. WHAT ARE WE DOING IN THE
MEANTIME AT KING ACADEMY TO HELP GET THEM UP TO SPEED? IT'S GREAT. >> I APPRECIATE THIS AND AS YOU KNOW THIS WAS ONE OF THE FIRST THINGS WE TALKED ABOUT IN YOUR ADVOCACY FOR THAT SCHOOL I REALLY APPRECIATED UM, SO I
KNOW CHRISTINE HAS BEEN VERY ACTIVE WITH MILL KING IN TERMS OF THE PROGRAMMATIC AND A NEW BUILDING DOES NOT SOLVE ISSUES WITH PROGRAM. SO WE'VE BEEN TACKLING THE PROGRAM SIDE OF IT.
WE UM TWO YEARS AGO DID A MORATORIUM OF NOT PLACING MORE STUDENTS THERE SO THAT THE STAFF COULD REALLY SETTLE WORK ON PROFESSIONAL DEVELOPMENT, UNDERSTAND WHAT A THERAPEUTIC SCHOOL ACTUALLY IS BECAUSE IT
IS OUR ONLY DAY THERAPEUTIC SCHOOL IN THE DISTRICT AND UH, WHAT APPROPRIATE ENTRANCE AND EXIT CRITERIA ARE FOR THE STUDENTS THERE? UH, AS WELL AS WHAT KINDS
OF STAFFING IS APPROPRIATE FOR THAT BUILDING TO SUPPORT THE YOUNG PEOPLE IN IT. SO THAT'S ALL BEEN ONGOING WORK. WE HIRED HAROLD MILLER AS THE ASSISTANT SUPERINTENDENT, WHICH WAS A NEW POSITION TO HELP
OVERSEE THIS WAS CHANGE OF LEADERSHIP TEAM IN THERE AS WELL. AND FOR THE LAST SEVERAL YEARS THEY'VE BEEN WORKING VERY HARD ON THAT TRAINING ON THAT DEVELOPMENT OF VISION. SO WHICH IS ALL WORK THAT
FRANKLY FOR A NEW BUILDING YOU WOULD NEED TO HAVE DONE SO WE'RE VERY PROUD OF THEM. WE INTEND TO LIFT THE MORATORIUM IN NOVEMBER BECAUSE THEY'VE MADE A LOT OF THE BENCHMARKS WE'VE SET. UH, CHRISTINE AND CASEY HAVE
BOTH BEEN INVOLVED IN IT FROM OUR SIDE. UM, BUT WE'RE WE'RE REALLY WE'RE ANTICIPATING 65 IS THE CAP FOR ENTERING FOR NEXT YEAR . UM, WE'RE ALSO NOT WAITING FOR
THE BUILDING. WE'RE ADDING IN CTE PROGRAMING FOR THE STUDENTS EARLY COLLEGE FOR THE STUDENTS REACTIVATING UM FOR THE HIGH SCHOOL KIDS, THE ABILITY TO DO SPORTS AND
PARTICIPATE ON CODE TEAMS THE THINGS YOUNG PEOPLE WANT RIGHT. LIKE THAT'S WE CAN'T HOLD BECAUSE OF THE BUILDING FOR THAT. UM HOWEVER, IT IS PRETTY NICE TO THINK THAT AT LAST THE COMMUNITY IS GOING TO ACTUALLY
GET A BUILDING THAT WARRANTS AND AND ACTUALLY SUPPORTS THERAPY FOR STUDENTS. UM, SO I DON'T KNOW UH, CHRISTINE, IF YOU WANT TO ADD TO THAT AND. LET ME JUST FOLLOW UP.
CHUCK, WHAT ARE YOU DOING WITH THE PHYSICAL ARRANGEMENT OF THE BUILDING UNTIL YOU HEAR FROM THE STATE? YEAH. >> SO THERE'S BEEN A NUMBER OF THINGS. UH, ONE WE TOOK WE'RE GETTING
THE BARS OFF THE WINDOWS, UM. WHICH WAS YOUR REQUEST AND, UH, WAY LONG OVERDUE. THEY'RE ACTUALLY GETTING NEW WINDOW NEW WINDOW PROJECT. THEY'RE ALSO GETTING UM THERE'S
SOME UH THEY'VE HAD LEAKAGE SO THEY'RE GETTING SOME WORK DONE ON THE INTERIOR OF LIKE THE ROOF AREAS. I THINK THERE'S ABOUT 500,000 THAT'S BEEN ALLOCATED UH, TO BE ABLE TO SUPPORT THE BUILDING
BECAUSE AGAIN WE'RE TALKING SEVEN YEARS OR SIX YEARS AS IT WORKS THROUGH THE PROCESS BEFORE WE WOULD BREAK GROUND. WE'RE NOT GOING TO ASK KIDS TO LIVE IN SOMETHING LESS THAN THAT. UM, SO WE ARE FULL INTENT TO,
YOU KNOW, BE ABLE TO BEAUTIFY DOING NEW PAINTING IN THE BUILDING AS WELL REALLY TRYING TO MAKE IT A PLACE THAT KIDS WOULD BE PROUD TO COME INTO WHILE WE'RE WAITING FOR THE BUILDING. WHAT'S THE DIVERSITY OF THE NEW
LEADERSHIP TEAM AND THE TEACHERS THAT ARE THEY ALREADY. OFF THE TOP OF MY HEAD BECAUSE THEY'VE GONE THROUGH STAFFING CHANGE THIS YEAR. UM, THEY WERE AT A THREE ADULT
TO ONE STUDENT RATIO BASED ON OLD FORMULA OF THE NUMBER OF KIDS THEY HAD. WE'VE BROUGHT THAT DOWN. WE'LL GET YOU THOSE NUMBERS. I DON'T KNOW IF TOP OF MY HEAD AFTER STAFF HAS BEEN MOVED
AROUND WHAT THAT EXACTLY IS THE LEADERSHIP TEAM IS ALSO THEY HAVE HAROLD THEY HAVE PRINCIPAL OSHA BUT THEN THEY HAVE 4 OR 5 PEOPLE WHO ARE ON THEIR IMMEDIATE LEADERSHIP TEAM. SO WE'LL GET YOU THE ACTUAL
FIGURES. YEAH. >> BECAUSE ONE OF THE THINGS THAT I HEARD WAS THAT MOST OF THE BLACK AND BROWN TEACHERS ARE NO LONGER THERE. SO I THINK UM PART OF THE
STAFFING UH WE HAVE TO GO BY SENIORITY AND UH, WHEN UH A SCHOOL STAFF COMES DOWN AND WE CUT POSITIONS UH, TEACHERS THAT HAVE SENIORITY, UH, GET TO STAY
IF THEY WANT TO AND TEACHERS THAT DON'T HAVE SENIORITY, PARTICULARLY PROVISIONALS THEY GET ACCESS TO OR THEY GET THE POSITION GETS ELIMINATED. WE'RE WORKING HARD RIGHT NOW TO
ENSURE THAT FOR THEIR SCHOOL THEY HAVE TEACHERS WHO HAVE THE APPROPRIATE CERTIFICATIONS AND EXPERIENCE OF WORKING IN A THERAPEUTIC ENVIRONMENT UM,
WHERE THAT ENDS UP LANDING IN TERMS OF THE OVERALL DEMOGRAPHIC OF THE OF THE TEACHERS, UH, I THINK WE'RE STILL PROBABLY LIKE A GOOD MONTH AWAY FROM THAT. . >> GET THAT IF WE WILL. ABSOLUTELY GET THAT.
>> YOU LOOK AT THAT. THE OTHER THING I HEARD YOU TALKED ABOUT MOTIVATION LEADS TO PERFORMANCE AND HOW DIFFERENT ACTIVITIES OR
INITIATIVES HAVE TAKEN PLACE TO ENCOURAGE THE STUDENTS TO COME TO SCHOOL. I REMEMBER WHEN WE WERE STUDENTS AND WHEN I WAS IN IN BOSTON PUBLIC SCHOOL WE WERE EXCITED TO GO TO SCHOOL. I MEAN WE WANTED TO GET OUT THE
HOUSE IN THE MORNING TO GO TO SCHOOL DAY. WE WEREN'T LOOKING AT ME LIKE. WE I MEAN WE WANTED TO GO TO SCHOOL AND WE HAD A GOOD TIME AT SCHOOL AND LOOK, I GRADUATED
FROM BOSTON ENGLISH WENT TO THE 10TH. IT WAS THE TOWN AT THE TIME AT THE TIME BUT WE WANTED TO GO TO SCHOOL. YEAH. AND I HEARD YOU TALKING ABOUT TRYING TO DEVELOP INITIATIVES
TO GET THE STUDENTS EXCITED ABOUT COMING TO SCHOOL. WHAT CAN THE COUNCIL DO TO HELP YOU WITH THOSE INITIATIVES? YEAH, TO HELP ENCOURAGE YOUR STUDENTS TO COME TO SCHOOL.
I MEAN COULD LOOK IF THEY KNOW THEY'RE GOING TO HAVE A GOOD DAY, A GOOD TIME, YOU KNOW THEY WANT TO COME TO SCHOOL. WHAT IS IT THAT WE CAN DO IF ANYTHING? YEAH. >> SO I THINK UM I THINK YOU
KNOW, I WATCH MY GRANDKIDS AND WE LIVE IN A WORLD RIGHT NOW WHERE IT'S FULL OF SO MANY DISTRACTIONS FOR OUR YOUNG PEOPLE. UM, RELATIONSHIP IS STILL KIND OF TO ME THE BEDROCK
OF MOTIVATION FOR KIDS. IF THEY FEEL CONNECTED THEY FEEL APPRECIATED SEEING VALUED THEY COME. AND SO THAT IS SOMETHING WE'RE WORKING ON BUILDING THE CULTURE BACK IN EACH OF THE BUILDINGS
FOR IN ADDITION TO HAVING PROGRAMING THAT, YOU KNOW, THIS GENERATION REALLY WANTS TO UNDERSTAND WHAT WHAT DO I GET YOU KNOW, WHAT IS IT YOU KNOW AND SO HOW IS THIS GOING TO HELP ME. GET MY. GOALS OR MY DREAMS?
SO I THINK IT'S HELPING IN THAT WAY AND I THINK WITH COUNCIL I SEE IT IN LOTS OF DIFFERENT WAYS. MANY OF YOU GO TO THE LIKE THE WEEKEND ACTIVITY STUFF THAT WE DO WITH THE KIDS WHICH IS A LOT WHERE YOU CAN INTERACT WITH THE
KIDS DIFFERENTLY THAN IN THE CLASSROOM. I THINK GOING OUT AND SPEAKING TO YOUNG PEOPLE AND HAVING THEM HEAR WHAT THE COUNCIL DOES AND WHAT YOU'RE HERE FOR. WE TALKED EARLIER ABOUT THE THE
UH ABILITY OF CHURCH AND YOU KNOW, TO TO REALLY GET IN THERE AND TO HAVE CONVERSATIONS NOT JUST WITH THE STUDENTS BUT WITH PARENTS. RIGHT. YOUR INFLUENCES, YOUR INFLUENCES IN YOUR OWN WAY.
AND I THINK IT'S SEIZING THAT AND MAKING, YOU KNOW, THOSE STEPS TO GO OUT THERE AND BE WITH THE KIDS. SO THAT'S WHY I LOVE GOING TO SCHOOLS RIGHT WITH YOU GUYS BECAUSE YOU GET TO SEE IT RIGHT AND THE KIDS GET TO SEE YOU AND
THEY'RE LIKE OH THEY'RE ADULTS ACTUALLY TAKING THE TIME TO COME SEE ME IN MY SCHOOL. WE NEED TO DO MORE OF THAT. >> I THINK THAT'S IMPORTANT. I MEAN LET'S GET THAT VISIT TO BOSTON ACADEMY. YEAH I'M SURE ALL THE
COUNSELORS RIGHT. COUNSELOR WEBER WANT TO COME OUT TO THE SCHOOLS AND TALK TO THE SCHOOL. SO LET'S DO IT. LET'S SET UP SOMETHING WITH ANNA HERE. YEAH. SET UP A PROGRAM WHERE WE ALL GO TO THE SCHOOLS DURING THE
WEEK AND TALK TO STUDENTS. I THINK YOU'RE ABSOLUTELY RIGHT . I THINK SEEING US ENCOURAGE THE STUDENTS, UH, WILL MAKE A DIFFERENCE ON IT. NOW LOOK, INFLUENCERS, I DON'T KNOW ABOUT ALL THAT.
YEAH, BUT I DO KNOW THAT, UH, I'M READY, WILLING AND ABLE TO COME OUT TO THE SCHOOLS AND TALK TO THE STUDENTS AND ENCOURAGE THEM. LOOK, I WAS ONE OF THOSE KIDS AT BOSTON ACADEMY.
I MEAN, YEAH, YOU KNOW, WE DID WIN A COUPLE OF CHAMPIONSHIPS THE STATE CHAMPIONSHIP OF BASKETBALL IN THE CITY, BUT I'M READY TO UM LET'S DO IT. THE OTHER THING I WANT TO ASK YOU. COUNCILOR CULPEPER. YOU WERE. >> WAY WAY OVER FIVE MINUTES.
WE CAN GO TO. THE LAST QUESTION. SURE. AND I MEAN I LOVE YOU BECAUSE YOU'RE HABITAT TO LET FOLKS FINISH THEIR LAST QUESTION. UH. HERE'S MY LAST. >> WELL, THIS IS THE THIRD. LAST QUESTION.
BUT YOU KNOW, PREACHES UH, WE GOT A FINAL FINAL FINAL CLOSING . BUT LET ME JUST CLOSE WITH THIS UH, IN THE OPPORTUNITY GAP YOU TALK ABOUT PILOT AND SCALE BEFORE AND AFTER SCHOOL
IMPLEMENT THE PILLAR OF QUALITY AND ACCESSIBLE BEFORE AND AFTER SCHOOL PROGRAM AND ACROSS OUR HUB SCHOOLS. WHEN WE WERE IN SCHOOL THEY HAD THE COMMUNITY SCHOOLS THE STATE OPEN AFTER WE FINISHED SCHOOL
WE WENT TO THE COMMUNITY SCHOOLS AND THEY WERE ALL ACROSS THE CITY AND THEY MADE A BIG DIFFERENCE IN TERMS OF THE STUDENTS NOT BEING ON THE STREET BUT BEING IN A COMMUNITY SCHOOL.
THAT'S WHAT THEY WERE CALL WHAT ARE YOU DOING OR IS THIS THE SAME KIND OF PROGRAM THAT WE HAD YEARS AGO WHERE THE STUDENTS COULD GO RIGHT TO THE SCHOOL AFTER SCHOOL AND JUST
WHETHER IT WAS STUDY OR TUTORING OF BASKETBALL OR SWIMMING, IS THIS THE SAME KIND. >> OF THING? THAT'S EXACTLY WHAT WE'RE TRYING TO BRING BACK. SO THE HUB SCHOOLS ARE REALLY COMMUNITY SCHOOLS TO YOUR POINT
WE'VE HAD BCF IN THE CITY AND FOR THE SCHOOLS THAT HAVE A CENTER ATTACHED THE KIDS CAN GO NEXT DOOR TO THOSE CENTERS AFTER SCHOOL. BUT THAT'S DIFFERENT THAN THE CULTURE. >> OF THE. SCHOOL COMMUNITY BEING
EXTENDED. AND WHAT WE HEAR FROM THE HUB SCHOOL COMMUNITIES OF PARENTS AND STUDENTS THEY WANT. >> TO BE. >> IN THEIR BUILDINGS DOING THINGS AFTER THE THE HOURS HIGH SCHOOL OFFERS THAT OPPORTUNITY WITH SPORTS AND INTRAMURALS AND
THINGS LIKE THAT. BUT FOR THE YOUNGER KIDS IT'S JUST AS IMPORTANT. SO THAT'S WHAT WE'RE JUMPSTARTING BACK WITH THE HUB SCHOOLS. AND SO HOW MANY SITES DO. WE HAVE. >> 2420 FOURTH. LAST QUESTION 20. YEAH OKAY.
SO YOU GIVE US A TIMELINE AND I'M NOT ASKING FOR HER TO ANSWER. JUST GIVE US A TIMELINE THAT WE WILL GET TO ALL OF THE BOSTON SCHOOLS THAT WILL HAVE THAT HELPS TOO. YOU DON'T HAVE TO ANSWER THAT OKAY? >> YEAH. DON'T OKAY.
DO US A FAVOR. OKAY? THANK YOU VERY MUCH. COUNSELOR COVER COUNSELOR SANTANA. >> THANK YOU FOR PATIENTLY WAITING. THANK YOU, MR CHAIR. AND. >> UH. >> ANYTIME FOR FOR THE REVEREND.
UM, THANK YOU TO. >> OUR TEAM FOR BEING. HERE AND ALL THE WORK THAT. YOU DO. . >> ALWAYS, ALWAYS. UM. >> I'M SORRY I WAS COMING IN LATE TO THE HEARING AS WELL. UM, COUNCILOR LOUIJEUNE AND I WERE ACTUALLY AT THE ENGLISH HIGH SCHOOL FOR THE YOUTH SOME
AND IT. RIGHT. >> YEAH, WE WANT TO WE WANT TO MAKE SURE THAT WE WERE THERE AND. UM. >> THEY UNDERSTOOD THAT WE HAD TO COME HERE SO WE WE LEFT A LITTLE EARLY. UM, I THINK A LOT OF THE QUESTIONS UM, THAT I HAD
ACTUALLY WERE ANSWERED UM SOME SOME UM BY COUNCILOR BREADON UM, SO I YOU KNOW, I THINK I WANT TO TOUCH ON SOME OTHER PARTS THAT HAVEN'T BEEN TOUCHED PERSONALLY I DO WANT TO GIVE A
SHOUT OUT TO UM UM, COREY UM HE'S HE'S BEEN AMAZING. >> SO HE. DOES, UH, AMAZING WORK. UM, I'M ACTUALLY EVERY SUNDAY I'VE BEEN, UM, VOLUNTEERING AT THE MADISON AND JUST SEEING THE
PROGRAMING THAT'S HAPPENING UM, JUST AT THE MADISON EVERY SINGLE SUNDAY FROM AS EARLY I THINK AS EIGHT NINE IN THE MORNING AND TILL 5:06 P.M. UM, YOU KNOW, IT'S UH I DIDN'T KNOW
IT WAS HAPPENING. UM, AND JUST BEING ABLE TO I THINK HE WAS JUST TALKING SUPERINTENDENT ABOUT SEEING STUDENTS IN A DIFFERENT LIGHT. UM, AND YOU KNOW, FOR ME SEEING THEM PLAY CHESS, PLAY
BASKETBALL ON A SUNDAY IN THE TIME TO BE AT MADISON IS IS REALLY SPECIAL AND THEN GOES TO SHOW UM, THAT. >> WE NEED TO CREATE THESE. IF WE. >> CREATE THESE. >> SPACES FOR OUR STUDENTS, UM OUR STUDENTS WILL SHOW UP AND AND TAKE ADVANTAGE OF IT.
UM, SO UH THAT BRINGS ME TO MY QUESTION ABOUT YOUR SUMMER PROGRAMING. YEAH. UM, YOU KNOW, WHAT ARE UM, SOME OF THE PROGRAMING THAT'S HAPPENING TO FAMILIES FIND OUT ABOUT THEM. UM, AND YOU KNOW, ULTIMATELY
HOW DO WE EXPAND THOSE OPPORTUNITIES? >> YEAH. SO WE'RE GONNA IN THE NEXT SESSION, UH, WE'RE GOING TO BE DOING NO NO OKAY. WE'RE GOING TO BE DOING A LOT IN SUMMER. BUT JUST THE LONG AND SHORT OF IT IS WE'VE BEEN ABLE TO KEEP EVEN THOUGH THE FUNDING IS
TIGHT, WE'VE BEEN ABLE TO KEEP THE SAME NUMBER OF SEATS BOSTON AFTERSCHOOL AND BEYOND FIFTH QUARTER WILL STILL BE OUR MAJOR PARTNER. UM I THINK WE'VE USED DATA REALLY POWERFULLY TO NARROW
DOWN THE PARTNERS THAT THE KIDS SAY ARE MAKING A DIFFERENCE FOR THEM THAT THE DATA SAYS IT'S MAKING A DIFFERENCE FOR THEM. AND SO THAT HAS MEANT SOME PARTNER CHANGE OVER THE LAST THREE YEARS.
BUT I THINK WE'RE GETTING TO WHERE RETURN ON INVESTMENT OF THE SUMMER DOLLARS IS MATTERING THE MOST TO KIDS AND THAT'S GREAT. WE'RE ALSO DOING OUR MULTILINGUAL LEARNER PROGRAMING. WE'LL BE DOING UH, CREDIT
RECOVERY FOR HIGH SCHOOL KIDS THAT NEED TO GET ACROSS THE LINE. WE'VE EXPANDED THE EXAM SCHOOL INITIATIVE BY AN ADDITIONAL DOWN TO THE FOURTH GRADE UM AND THEN EOC WHICH IS OUR EXTENDED
SCHOOL YEAR FOR OUR STUDENTS UH ,WHO UH IN THEIR IEPS REQUIRE THAT WE'RE DOING THAT AS WELL. WE'VE ALSO OPENED UP THE FIFTH QUARTER FOR MULTILINGUAL LEARNER STUDENTS AND OUR ESD
KIDS. WE'VE NEVER BEEN ABLE TO DO THAT IN DPS, AND IT'S PROBABLY THE THING I'M MOST PROUD OF OVER THE LAST THREE YEARS IS WE JUST HAVE INCLUSION HAPPENING IN THE SUMMER PROGRAMING IT WAS IT WAS VERY
BUCKETED BEFORE AND UM WE'RE JUST SEEING THE KIDS IN THE PARENTS REALLY APPRECIATE IT. EVERYTHING'S ROLLED OUT UM IN A NEW PLATFORM. UH, REGISTRATION IS ON PAR TO LAST YEAR WHICH IS ALSO GREAT.
UM, SO WE'RE JUST WE'RE LOOKING FORWARD TO AN AWESOME SUMMER. UH, THAT'S THAT'S REALLY AMAZING TO HEAR. I THINK I MEAN AND THOSE ARE THE AREAS THAT I'M FOCUSED ON. I THINK YOU KNOW, SCHOOL IS SCHOOL AND AND I YOU KNOW, I
WAS A STUDENT. I WASN'T I WASN'T ALWAYS THE SMARTEST STUDENT BUT I I DID TRULY FEEL INVESTED IN BY THE ADULTS THAT WERE IN THE SCHOOL. UM, I TRULY FEEL INVESTED IN
WHEN I WAS AN AFTER SCHOOL PROGRAM IN SUMMER PROGRAMS. UM AND I THINK THAT'S WHAT MADE THE DIFFERENCE FOR ME. UM, AND YOU KNOW, I THINK WHEN WE'RE IN A SITUATION RIGHT NOW OF, YOU KNOW, THE BUDGET CUTS
ACROSS UM, THE CITY UM, THOSE ARE THE TYPE OF PROGRAMS THAT, YOU KNOW, I'M REALLY FIGHTING FOR. SO I MEAN, I KNOW THAT WE SAW STEVENS OUT HERE. UM, YOU KNOW, I'VE BEEN ADVOCATING ON THEIR BEHALF, UM, FOR MANY YEARS JUST BECAUSE I
THINK I TRULY, UM, DO BELIEVE THAT HAVING THOSE LOVING ADULTS WHO WHO COULD LOOK LIKE YOU WHO CAN SPEAK THE SAME LANGUAGE WOULD COME FROM THE SAME COMMUNITY. UM, AND OFTENTIMES, YOU KNOW, PARENTS OF STUDENTS.
UM, I THINK THAT'S WHAT TRULY MAKES A DIFFERENCE TO UM TO TO THE MAJORITY OF OUR STUDENTS. UM, AND SO, UH, YOU KNOW, THOSE ARE THE PROGRAMS THAT I'M GOING TO CONTINUE TO ADVOCATE FOR. WELL, I MEAN, IT'S YOUR
ADVOCACY. I MEAN THAT'S WHY IT'S IN THE BUDGET AND THAT'S WHY IT'S SUSTAINED IN THE BUDGET. RIGHT? LIKE YOU'VE BEEN A HUGE CHAMPION. I WAS GOING TO SAY TO REVEREND CULPEPER BUT WHAT A VIVID MEMORY I HAVE IS ACTUALLY, UH,
COUNSELOR SANTANA AND I HAD GONE TO THE BLACKSTONE AND THEY HAVE STAIRS THAT ARE LIKE PART OF THEIR LIBRARY AREA. AND COUNCILOR SANTANA KIND OF HELD COURT WITH LIKE A WHOLE
GROUP OF FIFTH AND SIXTH GRADERS TO TALK ABOUT WHAT HIS EXPERIENCE WAS AND WHEN HE WAS ABLE TO SPEAK SPANISH AND COMMUNICATE WITH THEM THEIR EYES LIT UP. THEY WERE ASKING QUESTIONS. IT WAS LIKE THAT'S THE
CONNECTION. ABSOLUTELY. >> THAT'S THE VILLAGE. SO ABSOLUTELY AND I WOULD LOVE TO GO TO UM COUNCILOR CULPEPER AND HIS DISTRICT AND THEN DO A TOUR IN YOUR DISTRICT WITH US SOME OF THE STUDENTS THERE
WHICH IT IS UH UH I THINK IT MAKES ALL THE DIFFERENCE IN THE WORLD AND I THINK THAT'S WHAT HAPPENED TO ME AND I WANT TO MAKE SURE THAT HAPPENS TO OTHERS. I WAS GOING TO SAY IF I HAD EXTRA TIME I WOULD PASS IT TO THE TO THE REVEREND. YEAH.
UNFORTUNATELY I DON'T AND UNFORTUNATELY I DON'T. REMEMBER AND I KNOW WE'RE ALL FILLED WITH REGRET. UH, THERE'S NO MORE TIME. UH, SO, COUNCIL MEMBER, YOU WANT TO SAY SOMETHING?
NO QUESTIONS. QUESTIONS. >> BUT I DO WANT. PERMISSION SANTANA. >> TO COME WITH ME TO. WE'RE GOING TO THE LATIN ACADEMY, YOU KNOW, WORKING ON THAT AND OTHER SCHOOL AND I THINK IF THE SCHOOLS HEAR ABOUT
IT. UM, I TALKED TO MADISON PARK, THE PRINCIPAL THIS MORNING. WE'RE WORKING ON A PROGRAM TO CONNECT, YOU KNOW, THREESOME WITH SOME OF THE THINGS THAT
THE CO-OP PROGRAM WE THINK THEY NEED TO ENHANCE THAT. YEAH. THE AP WE'RE LOOKING AT STUDENTS UH, GOING TO NORTHEASTERN TO DO SOME OF THE COLLEGE COURSES.
WE'RE LOOKING AT HOW MANY STUDENTS THEY CAN UH, ADMIT WITH SCHOLARSHIPS. SO WE'RE TALKING BUT I THINK THE IF IT'S WELL KNOWN
THROUGHOUT THAT THE COUNSELORS ARE COMING AROUND THE SUPERSTAR SANTANA. LOOK, I TELL YOU I. >> KNOW THAT. COME WITH ME AND I'LL STAND BACK AND I'LL INTRODUCE YOU.
BUT I JUST THINK IT'S THE PARTNERSHIP IS IMPORTANT SO THAT THE STUDENTS CAN SEE HOW MUCH WE CONCERN ABOUT THEM DOING WELL, I THINK WHEN THEY SEE THAT I THINK THEY BEGIN TO
WORK TO EXCEED JUST BE NORMAL AND AVERAGE. BUT THEY WANT TO BE AWESOME. SO LOOK. YEAH THANK YOU. >> THANK YOU COUNCILOR. CULPEPPER I APPRECIATE IT. SORRY. UH, I DON'T ENJOY CUTTING YOU
OFF, BUT, UH UH, COMMISSIONER, I DO I I RELISH IT, I DON'T ENJOY IT. UM. UH OKAY. WELL, YEAH, WE CAN GO TO, UH, VISIT MY DAUGHTER'S CIVICS
CLASS. UH, YOU KNOW, BE FUN. THEY ASK THEM ABOUT THE CITY COUNCIL IF THEY KNEW ANY CITY COUNCILORS. UH, IS THAT IN YOUR BLAH AND YOUR YOUR DISTRICT?
SO, UH, YEAH, I ALSO RECOMMEND WE AT THE BTU SCHOOL WHERE WE WORK TOGETHER ON THE BUDGET AND WE WE PRESERVED THE LIBRARIANS POSITION. I WENT WITH THE LIBRARY AND WE
DID AN ELECTORAL COLLEGE FOR THE KIDS, UH, FOURTH AND FIFTH GRADERS AND UH, WE THAT WAS I MEAN, ANY TIME WE SPEND IN THE SCHOOLS IS IS IS REALLY
VALUABLE. I WOULD VISITING ENGLISH EVERY TIME I TALKED TO A CLASS. UH, HERNANDEZ I READ A BOOKS IN SPANISH TO THEM AND THAT WAS MORE AMUSING TO THEM THAN THEIR THEIR EYES LIGHT UP FOR A
DIFFERENT REASON. UM, BUT UH OKAY, SO JUST I JUST A COUPLE QUICK QUESTIONS AND WE'RE TAKING A BREAK. UM, WE HEARD FROM MISS LILA WHO YOU KNOW, I'VE KNOWN FOR YEARS SHE WAS MY DAUGHTER'S THIRD
GRADE TEACHER. UH, MISSION HILLS SCHOOL. I THINK SHE WAS A FIRST YEAR TEACHER. THERE WAS A LOT OF FIRST YEAR TEACHERS THROWN INTO THAT ENVIRONMENT. YOU COULD IMAGINE WHAT THAT WAS LIKE.
UM, BUT SHE WHEN SHE SAYS SHE'S WORRIED THAT NEXT YEAR SHE'S NOT GONNA BE ABLE TO, YOU KNOW, BE ABLE TO MEET ALL THE NEEDS OF HER KIDS. UM, YOU KNOW, I MEAN, I JUST I
THINK THAT'S LIKE THAT'S KIND OF LOOKING AT WHERE WE'RE DEALING WITH WHERE WE HAVE BUDGET CONSTRAINTS, UH, AND POSITIONS BEING LOST AND YOU KNOW, EVEN YOU KNOW, WE GET ALL THE DATA ON WHAT'S BEING LOST.
EXACTLY. SO I JUST IT IS A CONCERN. UH, SO I GUESS WHAT WHAT DO YOU WHAT'S YOUR. RESPONSE TO THAT? YEAH. SO ANYTHING SPECIFIC ON MENTAL. YEAH I MEAN I THINK MY MY GUESS
IS MORE OF IS. >> A IT'S A REACTION TO THE GENERAL TENOR AS FAR AS UM. YEAH I DON'T THINK THIS IS A MENTAL QUESTION. I THINK THIS IS A DISTRICT WIDE CROP. >> I MEAN. I THINK THIS IS WHERE THERE'S CONSTANT LIKE THESE IPPT TEAMS
THAT ARE IN THE SCHOOLS. PART OF THAT STRUCTURE IS TO CONTINUE TO REVISIT LIKE WHEN THERE SEEMS TO BE A MISMATCH OF STUDENT NEED AND THE STAFFING UH, THOSE CONCERNS
COME UP TO US AND THAT'S WHERE DAVID DOES HOLD DOLLARS IF WE NEED TO ADDRESS IT. SOMETIMES IT'S QUESTIONS IT'S SOMETIMES IT'S A QUESTION OF A NEW STUDENT COMES IN OR
STUDENTS COME IN THAT WE DON'T NECESSARILY HAVE SERVICE MAPPED YET BECAUSE WE DON'T HAVE THEM WE DON'T HAVE THEIR HISTORY THEIR BACKGROUND. THERE'S ADJUSTMENT. THAT'S WHERE OS UM OR
MULTILINGUAL LEARNER DEPARTMENT OR ARMY WILL SUPPORT AND HELP. I THINK WE ARE A FLUID DISTRICT. WE'RE CONSTANTLY TAKING KIDS IN. KIDS ARE MOVING BETWEEN SCHOOLS BETWEEN CLASSROOMS.
WE JUST HAVE TO HAVE THE SYSTEMS SO THAT WHEN THERE FEELS TO BE A MISMATCH WE CAN ADDRESS IT. AND I THINK SOME OF THIS IS ALSO IMPLEMENTATION IS YEAR ONE
LIKE THIS IS NEW RIGHT? THIS IS THE WHOLE THING IS NEW FOR FOLKS. AND SO WITH THAT IT TAKES A LITTLE WHILE LIKE WITH ANYTHING WHERE YOU CAN START TO FEEL COMFORTABLE WITH WHAT YOU'RE
DOING. I GIVE OUR TEACHERS AND OUR PARAPROFESSIONALS AND OTHER EDUCATORS HUGE CREDIT BECAUSE INCLUSION IS SOMETHING THAT OTHER DISTRICTS BUT OTHER TIMES
WITHIN DPS WE SHOULD HAVE DONE AND TAKEN STEPS AND WE HAD AND SO THIS IS IT'S NEW IT'S IN INFANCY. WE'RE GOING TO LEARN FROM IT. MOST IMPORTANT WE NEED TO BE RESPONSIVE WHEN SOMETHING
BUBBLES AND THERE IS ISSUE AND I THINK THAT'S THE AREA WE'RE GETTING BETTER AT COUNCIL HOWEVER OF HAVING THOSE SYSTEMS IN PLACE TO CATCH THOSE THINGS WHEN THEY HAPPEN. OKAY. >> AND THEN WITH THE SERVICE MAPPING AND I DON'T KNOW IF
THIS IS THE CASE IF IEPS GET REWRITTEN IN THE MIDDLE OF THE YEAR. YES. SO THE MINUTES CHANGE. THIS NEEDS CHANGE. HOW DOES THE DISTRICT APPROACH THAT YOU KNOW DO WE MOVE TEACHERS AROUND STUDENTS AROUND
DO WE JUST MAKE. >> SURE NO WE ACCOUNT. >> FOR THAT. SO BECAUSE TRUTHFULLY SERVICE MAPPING IS DYNAMIC IT'S ALWAYS HAPPENING WHEN NEW STUDENTS COME IN WHEN AN IEP GETS REWRITTEN THAT'S WHERE THE WE WE'VE TRAINED PRINCIPALS TO
SERVICE MAP WE'VE TRAINED COASTS WE'VE TRAINED THE AIDES LIKE EVERYBODY HAS A SENSE AND FOR HOW TO DO IT THAT'S WHERE IF FOR INSTANCE A STUDENT COMES IN THAT HAS NEED AND IT SHIFTS
THE RESOURCES, THAT'S WHERE IT'S FINE FOR THAT TO COME UP AND THEN THAT MAKES IT TO THE BUDGET OFFICE AS A WAY FOR REQUEST. OH OKAY.
UM SO EACH MONTH EXCUSE ME ON YEAH EACH MONTH SCHOOLS RECEIVE UM UPDATED SERVICE MAPPING. SO EACH MONTH THEY RECEIVE UPDATED SERVICE MAPPING. SO IT'S A CONSTANT THING TO BE
REVIEWED BY IPT TEAMS AND SCHOOL LEADERS. UM IF WE'RE INFORMED OF SOMETHING HAPPENED IN THE IEP MEETING THAT WAS OUTSIDE THE UM USUAL WERE NOTIFIED THAT
NOTIFIED OF THAT AHEAD OF TIME OKAY. UM AND THEN SO JUST LITERACY UH READING INSTRUCTORS YOU KNOW, TALKING ABOUT IT I THINK I
THINK THERE'S 70 I DON'T HAVE POSITIONS OR IT'S 170. YEAH READING BEING SPECIALIST WELL DAVID'S GETTING THAT I WILL JUST SAY THAT REPRESENTS
FULL TIME PEOPLE THAT THAT'S WHAT THEY DO. WHAT WE HAVE DONE BROADLY IS TO TRAIN TEACHERS IN READING. UM PROGRAMING.
SO UM UM GILLINGHAM WILSON READING WE DO SO MUCH PROFESSIONAL DEVELOPMENT SO NOT ONLY ARE STUDENTS BENEFITING FROM THE FULL TIME ONES THAT WE HAVE, BUT THEY'RE ALSO BENEFITING FROM TEACHERS HAVING
THOSE SKILLS TO BE ABLE TO IMPART IN CLASSES AS WELL THAT YOU HAVE TO DO THAT IN A DISTRICT OUR SIZE. YEAH SO. >> 73 GOING DOWN TO 70 NEXT YEAR. >> OKAY AND THEN ARE THOSE I DON'T KNOW FOR SCHOOLS THAT
HAVE LIKE OUR 10% OR LESS ENGLISH PROFICIENCY LIKE ARE WE I MEAN I DON'T KNOW IF THAT'S A LANGUAGE ISSUE OR READING ISSUE SO UH YEAH. FOR OUR. >> SCHOOLS IN TRANSFORMATION IN PARTICULAR WHICH TEND TO BE OUR
SCHOOLS ARE HAVING THE THE GREATEST CHALLENGES ON THOSE SCORES. UH, WE ALLOCATE AN INSTRUCTIONAL COACH TO THE POSITION BECAUSE IT'S NOT SIMPLY AN ISSUE FOR ONE READING
SPECIALIST TO WORK WITH A SUBSET OF KIDS THAT'S ACTUALLY A SCHOOL WIDE ISSUE. AND SO THEN THE FOCUS IS WORKING WITH ALL OF THE TEACHERS ON TIER ONE INSTRUCTION AND MAKING SURE KIDS ARE GETTING WHAT THEY NEED. IT'S SOMETHING I.
>> I DO WANT TO ADD IS WE HAVE NORM THE PRACTICE OF REGULARLY ASSESSING WHERE OUR STUDENTS ARE WITH READING AND THERE'S SOME PRETTY TIGHT DATA CYCLES
BEING RUN TO SUPPORT STUDENTS AS THEY'RE ON THEIR READING INSTRUCTION JOURNEY. SO I JUST I WANT TO LIKE ADD THAT I THINK WHERE THE READING SPECIALISTS COME IN IS THAT THEY ARE ABLE TO HELP SCHOOLS
WITH DEVELOPING A PLAN FOR STUDENTS THAT MAY BE BELOW GRADE LEVEL. OKAY. >> JUST TO TWO MORE QUICK THINGS. UM, AND ONE IS YOU KNOW, WE TALK A LOT ABOUT SPENDING AND I
FEEL LIKE IF WE HEAR LIKE. THIS WITHIN THE SAME SORT OF NARRATIVE THAT WE'RE SPENDING TOO MUCH AND THAT WE NEED TO DO MORE TO SUPPORT THE KIDS AND IT'S UM I DON'T KNOW
HOW HOW YOU REACT TO THAT, YOU KNOW, IN TERMS OF LIKE DO WE NEED MORE WHEN WE'RE SEEING PERFORMANCE ISSUES IS THE ISSUE MORE TEACHERS AND MORE PARAS DO
WE DO WE YOU KNOW, BECAUSE I THINK THE NUMBERS HAVE GONE UP OVER THE YEARS, IT SEEMS LIKE THAT IN TERMS OF WHAT WE'RE SPENDING ON THE BUDGET, THE PERFORMANCE YOU KNOW, IS KNOW
WE WE WE WE FIGHT FOR EVERY INCH IT SEEMS LIKE UM UH AND SO LIKE WHEN YOU THINK ABOUT THE SYSTEM OVERALL YOU KNOW, IS IT
JUST IS IT MORE ABOUT THE THE QUALITY OF WHAT'S HAPPENING IN THE CLASSROOM OR OR STAFF THAT WE SHOULD BE LOOKING AT IN TERMS OF LIKE HOW WE CAN HELP YOU? YEAH. >> YOU KNOW.
SCHOOLS SO I THINK. YOU KNOW. >> HONESTLY I THINK UM THERE WAS SO MUCH LEADERSHIP TRANSITION AND STAFF TRANSITION LIKE YOU KNOW TEN YEARS AGO
THROUGH FOR THOSE SEVEN YEARS THAT THINGS GOT STARTED STOP STARTING STOP AND YOU CAN'T MAKE PROGRESS WHEN THAT'S HAPPENING. I THINK THE VALUE FOR US RIGHT NOW IN THE LAST FOUR YEARS IS
THERE'S BEEN STABILITY AT THE PRINCIPAL CORE AT THE TEACHER CORE AND SO IN ADDING IN RESOURCES IN TERMS OF THE POSITIONS WE'RE TRYING TO MAXIMIZE THEM WITH TRAINING,
PROFESSIONAL DEVELOPMENT, CALIBRATION OF THE MATERIALS THEY USE, CALIBRATION OF THE INSTRUCTIONAL EXPECTATIONS AND CHRONIC ABSENTEEISM SUPPORTS RIGHT AND STRATEGIES SO KIDS ARE THE ADDED BENEFIT.
THOSE THINGS TAKE A COUPLE OF YEARS TILL YOU START TO SEE THE TRACTION. IT'S LIKE TURNING A SHIP BEFORE IT STARTS MOVING. WE ARE STARTING TO NOW SEE THAT IN THE DATA IN A WAY WE DIDN'T
SEE THAT IN THE LAST TWO YEARS BECAUSE IT WAS JUST FRANKLY TOO NEW. WHERE THERE'S A PROBLEM IS IF LIKE A YEAR FROM NOW WE'RE STARTING TO SEE THINGS GO IN THE WRONG DIRECTION, THAT'S A
PROBLEM. BUT WHAT WE'RE SEEING RIGHT NOW IS OUR MULTILINGUAL LEARNERS WITH ACCESS ARE GETTING STRONGER WITH MIX IN WITH OTHER INTERNAL MAP THINGS ARE STARTING TO MOVE.
I'M NOT SAYING THEY'RE MOVING AS QUICK AS EVERYBODY WANTS THEM BUT THEY'RE MOVING AND THEY'RE MOVING IN THE RIGHT DIRECTION. SAME WITH CHRONIC ABSENTEEISM, SAME WITH GRADUATION AND DROPOUT.
THOSE ARE ALL IMPORTANT LIKE WHEN YOU GO TO THE DOCTOR THEY'RE YOUR MAJOR VITAL SIGNS. WHEN THOSE ARE POSITIVE THEN YOU KNOW THAT SOME OF THE STUFF YOU'RE DOING IS WORKING DOES
NOT MEAN IT IS PERFECT. IT'S NOT. AND WITH INCLUSION GIVEN IT'S OUR FIRST YEAR OF IMPLEMENTATION GOING INTO SECOND WE ARE GOING TO LEARN FROM THAT SO THAT OVER THE FIVE YEARS OF THE FULL
IMPLEMENTATION BY THE END OF IT WE WILL HAVE THAT PRACTICE. BUT RIGHT NOW IT'S SORT OF LIKE THERE WAS SUCH STAGNATION OVER THAT OTHER PERIOD OF TIME THAT EVERYBODY'S LIKE WELL I WANT TO
SEE THE RESULTS. WE WANT TO SEE IT. WE DO TOO. IT'S JUST THAT GETTING THE FOUNDATION SET TAKES TIME AND THAT'S WHAT'S DONE NOW WE'RE ADDING INTO IT AND I THINK
THAT'S THE HOPE RIGHT NOW OF KIND OF WHERE WE'RE GOING TO GO FROM A TRAJECTORY OF THE ACADEMICS. I MEAN IT'S INTERESTING DOCTOR RAY COMES FROM A NATIONAL SCENE . UM. >> YOU KNOW WHEN SHE SAW LIKE
THE TWO PERCENTAGE GAIN FOR US AS A LARGE URBAN DISTRICT. HERE WE'RE. LIKE THAT'S 2%. BUT NATIONALLY. THAT'S LIKE. REALLY REALLY SOLID.
THAT'S NOT WHERE WE WANT TO BE BUT WE HAVE TO START SEEING THE POSITIVE TO BUILD ON. AND WHAT EXCITES ME IS TO HEAR LIKE REVEREND CULPEPPER TALK ABOUT THIS IS A VILLAGE THIS IS
EVERYBODY WE GOT TO ALL WORK TOGETHER. KNOWING EACH. INDIVIDUAL COUNSELOR IN HERE AND THE WORK YOU'RE COMMITTED TO DO IN YOUR SCHOOLS THAT YOU'RE WITH US, THAT'S WHAT'S GOING TO GET LEVERAGED I THINK
TO GET THESE POSITIVE RESULTS GOING FASTER, QUICKER AND IN THE RIGHT DIRECTION. OKAY. >> JUST LAST QUICK QUESTION ON CURRICULUM WE WE'VE HEARD ABOUT THE MISSISSIPPI MIRACLE LIKE I
YOU KNOW TO ME THAT IS UH YOU KNOW UM UH THERE'S TWO PARTS OF THAT ONE IS THE THE THE SORT OF CURRICULUM THEY'RE USING. THE OTHER PART IS I THINK THEY HOLD KIDS BACK AND SO THAT
MAYBE ALL OF OUR KIDS WOULD SCORE BETTER IN FOURTH GRADE IF THEY HAD BEEN HELD BACK A YEAR I LIKE SO I JUST DON'T. SEE IF THAT. WORKS OUT AT THE NINTH GRADE LEVEL. YEAH I CAN TELL YOU IT DOES IT IT ACTUALLY LEADS TO DROPOUT. >> WHAT SORT OF THE PARTS
PEOPLE LEAVE OUT IS THE HOLDING HOLDING BACK PART? YEAH SO I DON'T KNOW IF THE HOW MUCH DIFFERENCE THE CURRICULUM IS MAKING IF YOU JUST HOLD IT BUT ANYWAY SO WHAT'S YOU LIKE IS THAT YOUR.
FOCUS DO THEY NOT TALK TO RIGHT. >> THAT'S WHAT I'VE BEEN TOLD. YES OKAY. BUT YOU WERE IN ATLANTA AND UH NO. I'M FROM IT. FROM ATLANTA. OKAY. BUT I'VE. NEVER WORKED AS AN EDUCATOR IN THE STATE OF GEORGIA.
OH, SO THAT'S IMPORTANT. FUN FACT OKAY. UH. >> WELL, BUT. DENVER AND NEW YORK OKAY. YES. >> YEAH. DENVER'S STILL SOUTH OF HERE IN NEW YORK. YEAH. UH. UM OKAY. I DON'T KNOW IF THERE'S ANY ANYTHING ABOUT THAT.
I THINK I GOT YOUR ANSWER, BUT IS THERE SOMETHING. >> YOU WANT TO I THINK JUST SOMETHING WE DON'T WANT TO LOSE AS YOU'VE HAD A LOT OF QUESTIONS ABOUT CURRICULUM AND HIGH QUALITY INSTRUCTIONAL MATERIALS THAT WORK IS ITERATIVE, RIGHT?
LIKE WE SHOULDN'T BE USING THE SAME CURRICULUM FOR LIKE TWO DECADES, RIGHT? WE CONTINUE TO LEARN MORE ABOUT HOW KIDS LEARN RIGHT. AND THEN YOU KNOW, I APPRECIATED UM
COUNCILOR BRADEN'S POINT AROUND AI RIGHT? LIKE THAT IS ALSO TRANSFORMING HOW KIDS LEARN. AND I THINK MUCH OF WHAT YOU CHARGED LIKE ACADEMICS AND THE
SUPERINTENDENT TO DO IS ENSURE LIKE THE MOST INNOVATIVE AND IMPACTFUL PRACTICES ARE HAPPENING ACROSS OUR SCHOOLS IN A WAY THAT WE'RE MEASURING LEARNING.
SO I THINK TO YOUR QUESTION ABOUT MISSISSIPPI AND FOCUS AND READING RIGHT. UM, WE'RE STILL DOING THE WORK OF BUILDING CAPACITY TO TEACH KIDS TO READ USING SCIENCE
OF READING. WE WILL CONTINUE TO ITERATE ON THAT, UM, AND REALLY JUST GET BETTER AT GETTING BETTER. OKAY. >> THANK YOU VERY MUCH. SO WE'RE GOING TO GIVE EVERYONE A BREAK. YEAH.
CAN WE CAN WE TAKE 20 MINUTES UH AND THEN WE'RE GOING TO COME BACK. WE'RE COMING. BACK FOR. YOU WILL DO WE WILL GOING TO HAVE ANOTHER PANEL WE'RE GOING TO YOU KNOW UH YOU'RE GOING TO
HAVE ALL KINDS OF NEW TOWN. NO NO YOU CAN'T NO THAT'S PERMISSION DENIED. EVERYONE, WE'RE TAKING A BREAK. UH, ADJOURNED. THIS IS HEARINGS. UH.
THERE'S A LASTING IMPRESSION. YES. YEAH. OKAY. >> I'M I'M I'M ADJOURNING AND YOU GUYS CAN CONTINUE YOUR CONVERSATION OVER.
UH, SORRY. RECESS. WE'RE RECESSING. YES. >> IT'S JUST.
GOOD AFTERNOON. UH, WE'RE JUST WE DON'T NEED TO GO THROUGH ALL THE STUFF BECAUSE WE'RE JUST, UH, ENDING OUR RECESS. I'M GOING TO INTRODUCE OUR PANEL. UH, WE'RE OUR SECOND PANEL OF THE DAY.
WE HAVE CHIEF FINANCIAL OFFICER DAVID BLOOM. WE HAVE DEPUTY SUPERINTENDENT OF COMMUNITY AND FAMILY ADVANCEMENT DOCTOR AND A ,UH, CHIEF OF FAMILY
ADVANCEMENT, UM MAGALIE SANCHEZ IT'S TWO IN A RACE. AND SO, UH. OKAY. GREAT. UH, CHIEF OF COMMUNITY ENGAGEMENT MIRIAM ORTIZ OKAY.
UH, WE DO HAVE THE CHIEF OF CAPITAL PLANNING DELAVAN STANISLAUS. UH OH. AND I JUST HIT THE WRONG BUTTON. UH, AND, UH, DOCTOR AND CLARK
DEVELOPMENTAL, UH, DEVELOPMENT OFFICER FOR. STRATEGY. >> PARTNERSHIPS AND INNOVATION. UM, THIS SECOND PANEL IT WILL BE UH, FOCUSING ON MERGERS AND
CLOSURES, UH, PARTNERSHIPS, SUMMER PROGRAMING, UH, FAMILY AND COMMUNITY OUTREACH. UM, SO I DON'T KNOW UH, YOU KNOW, I HOPEFULLY SOME OF MY COLLEAGUES WILL COME BACK FROM
THE BREAK BUT DID YOU HAVE ANYTHING YOU WANTED TO SAY UPFRONT OR UH, PRESENTATION. UH. >> PORTION OF THE PANEL? WE'RE JUST EXCITED TO ANSWER QUESTIONS. >> YOU OKAY? UH, OKAY. COUNCILOR FLYNN, YOU'RE HERE
FIRST. UH, WE'LL DO SEVEN MINUTES. UH, AND. IT COULD. >> BE MULTIPLE. WE'RE TALKING. OH, SORRY. UH, WE'RE THE MERGERS AND CLOSURES. I THINK THAT'S THE BIG TICKET
ITEM. WE'RE ALSO TALKING ABOUT PARTNERSHIPS, SUMMER PROGRAMING AND FAMILY AND COMMUNITY OUTREACH. UM, OKAY, SO, UH, COUNCILOR FLYNN UH, SEVEN MINUTES.
THANK YOU, MR CHAIR. THANK YOU TO THE TEAM THAT IS HERE AS IT RELATES TO FAMILY ENGAGEMENT INCLUDING FAMILIES AND, UM, EDUCATING AND SUPPORTING THE CHILD.
CAN YOU TALK TO ME OR EXPLAIN TO ME A LITTLE BIT ABOUT HOW YOU SUPPORTING, UM, STUDENTS? UM, THAT'S THEIR PARENTS SPEAK
CANTONESE IN CHINATOWN OR THE SOUTH END AND HOW YOU COMMUNICATING WITH THEM AND WHAT YOU'RE DOING SPECIFICALLY TO SUPPORT THEM DURING THE SUMMERTIME? THANK YOU SO MUCH FOR THE
QUESTION WE HAVE AND A VERY ROBUST APPROACH. TO SUPPORTING LANGUAGE CANTONESE OF. COURSE BEING INCLUDED IN THE LANGUAGE SUPPORTS THROUGH THE OFFICE OF LANGUAGE ACCESS.
WE ARE VERY IN TUNE WITH ALSO WORKING WITH COLLEAGUES FROM THE OFFICE OF MULTILINGUAL AND UM EDUCATION. UM THEY ARE ALSO OUR PARTNER IN ENSURING THAT WE ARE HAVE A
ROBUST APPROACH TO ENSURING THAT ALL FAMILIES ACROSS ALL LANGUAGES BUT IN PARTICULAR IN CANTONESE AND IN MANDARIN UM ACROSS OUR OUR FAMILIES SPECIFICALLY IN THE AREAS WHERE
THOSE LANGUAGES ARE PROMINENT OUR SCHOOLS LIKE FOR EXAMPLE, AS YOU KNOW, THE LOWER AND UPPER QUINCY BEING ONE OF THEM THAT COME TO MIND IMMEDIATELY UH, WE PARTICIPATE IN MANY
OF THE EVENTS THAT ARE AT THE SCHOOL ALSO INCLUDING MAKING SURE THAT WE SUPPORT THE SCHOOL LEADERS IN WHATEVER OUTREACH IS NEEDED FOR FAMILIES. AND I'M LUCKY ENOUGH TO HAVE A WONDERFUL COLLEAGUE.
MARY MARTINEZ WAS THE CHIEF OVERSEEING THE OFFICE OF LANGUAGE ACCESS WHO CAN ADD EVEN. ADDITIONAL DETAILS TO THAT. THANK YOU FOR THE QUESTION. UM, AS, UH, DEPUTY TAVARES
CHAIR, UM. WE HAVE A VERY ROBUST APPROACH TO LANGUAGE ACCESS, UM, THROUGH OUR OFFICE. UM, UH, IN IN THE LAST UH.
YEAR THAT OFFICE MANAGED UH, OVER 23,000 REQUESTS, UH, ACROSS 68 DIFFERENT LANGUAGES CANTONESE OF COURSE BEING ONE OF OUR TOP TEN LANGUAGES.
SO WE DO ALSO PROVIDE UM EVERY SCHOOL WITH ACCESS TO DEVICES THAT THEY CAN USE FOR ONE ON ONE COMMUNICATION OR AND ACCESS
TO INTERPRETERS IF THAT EVER IS NEEDED. THANK YOU. >> AND MAYBE DAVID OR SAM MIGHT ANSWER THIS ONE AS. >> YOU. GUYS AS YOU BOTH KNOW I'VE BEEN WORKING WITH THE SUPERINTENDENT SKIPPER ON THE
JOSIAH QUINCY LOIS ELEMENTARY SCHOOL GYMNASIUM. WHAT'S WHAT'S THE LATEST? I KNOW YOU GAVE ME AN UPDATE BEFORE, BUT CAN YOU JUST GIVE ME ANOTHER UPDATE ON WHAT WE'RE DOING WITH THE GYMNASIUM AND ON
HOW TO HOW TO IMPROVE IT? SO YES THANK YOU COUNCIL AND AND THANK YOU AGAIN FOR THE ADVOCACY FOR THAT AS WELL FOR THE PROJECT. UH THE TEAM HAS UM WENT OUT AND UH UH HIRED A UH VENDOR TO GO
OUT AND HELP US ACCESS THE GYM AND SOME OF THE REPAIRS THAT ARE NEEDED. SO THEY'RE IN THE PROCESS OF CALCULATING WHAT THOSE COULD BE, WHAT THE COST WOULD LOOK LIKE FOR US TO DO SOME RENOVATION THERE. ONCE WE GET THAT INFORMATION BACK FROM THERE, WE'LL BE TALKING ABOUT THE NEXT STEPS ON HOW TO PROCEED. OKAY.
>> UM. >> THE THE BLACKSTONE. SCHOOL WHAT ARE WE DOING IN TERMS OF THE FAMILY ENGAGEMENT AT THE BLACKSTONE SCHOOL
KNOWING THAT IT'S A LOT OF A LOT OF IMMIGRANT FAMILIES, BUT WE ALSO HAVE A LOT OF FAMILIES IN PUBLIC HOUSING AT RUTH BERKELEY ACROSS THE STREET, NOT
PUBLIC HOUSING BUT UM VILLA. VICTORIA CASTLE SQUARE IS. >> UP THE ROAD A LITTLE BIT. A LOT A LOT OF POVERTY. BUT WHAT ARE WE DOING SPECIFICALLY FOR STUDENTS OF THE BLACKSTONE LANGUAGE
ACCESS A LOT OF SPANISH SPEAKING UM RESIDENTS THERE AS WELL. ANY ANY PLANS FOR THE SUMMER? ABSOLUTELY. >> WE WE'RE REALLY FORTUNATE TO HAVE ONE OF OUR STRONGEST PARTNERS CLOSE TO THE
BLACKSTONE AS YOU KNOW, WHICH IS SAINT STEPHEN'S AND MANY OF THE MENTORS THAT ARE PLACED IN SCHOOLS INCLUDING AT THE BLACKSTONE ARE IN WORK IN TANDEM WITH OUR SCHOOLS TEAM
AND THE SAINT STEPHEN'S PARTNER. WE ALSO PROVIDE JUST AS CHIEF ORTIZ SHARED EARLIER UM VERY MUCH DEDICATED SUPPORT IN
SPANISH LANGUAGE THAT SPECIFIC NEED TO THE BLACKSTONE BUT ALSO WE INCLUDE THE OTHER LANGUAGES THAT OTHER FAMILIES AND STUDENTS UM, REQUIRE IN ORDER TO FEEL SUPPORTED AND INCLUDED AND WELCOME. >> TO THE SCHOOL.
THE THAT AREA OF THE SOUTH END IS AN AREA THAT WE WE OFTEN VISIT AND SUPPORT WITH DIFFERENT ACTIVITIES THAT HAPPEN ACROSS THE SCHOOLS AS WELL WITH THE PARTNERS IN THAT
NEIGHBORHOOD AND CHIEF ORTIZ AND CHIEF UM SANCHEZ CAN SPECIFICALLY SHARE A LITTLE BIT MORE ABOUT HOW WE SUPPORT THAT PARTICULAR COMMUNITY BUT ALSO HOW WE'RE SUPPORTING SUMMER. OKAY. >> YEAH, SURE. THANK YOU SO MUCH.
UH, COUNCILOR FLYNN FOR THAT QUESTION. I'LL TALK A LITTLE BIT ABOUT SUMMER PROGRAMING. I THINK YOU HEARD EARLIER THE SUPERINTENDENT TALKED ABOUT THE PLETHORA OF PROGRAMS THAT WE WILL HAVE AVAILABLE FOR ALL OF OUR BOSTON PUBLIC SCHOOLS
STUDENTS. WISHING TO. REGISTER AND ENROLL. UM FOR. SUMMER 2026 AND BEYOND IS WHAT WE CALL IT. WE'RE CALLING THE PROGRAM. UM, WE ARE PREPARED TO WELCOME
MORE THAN 8200 STUDENTS UM, WITHIN OUR SUMMER LEARNING ACADEMY. BUT I THINK WHAT'S REALLY CRITICAL TOO IS UH WE ALSO HAVE PROGRAMING FOR OUR STUDENTS QUALIFYING FOR EXPANDED LEARNING OPPORTUNITIES, THE
EXAM SCHOOL INITIATIVE WE PARTNER WITH PICK FOR OPPORTUNITIES FOR UH WORK PROGRAMING FOR OUR TEENAGERS UM ,REALLY UH, TUNING UP OPPORTUNITIES FOR STUDENTS WITH
MORE THAN ANYWHERE BETWEEN 16,000 AND 20,000 OPPORTUNITIES OUT THERE BETWEEN SUMMER LEARNING ACADEMIES, ENRICHMENT PROGRAMS AS WELL AS OPPORTUNITIES FOR WORK. UM HOW DO WE SUPPORT OUR
STUDENTS IN AN EXTREMELY PERSONALIZED WAY, UH, BASED ON THEIR LANGUAGE NEEDS IS THAT WE ALSO PROVIDE THEM WITH IN-PERSON REGISTRATION OPPORTUNITIES WHERE UM, WE PARTNER WITH OUR HELP LINE
STAFF WHO ARE UH DIVERSE SPEAKING AND THEY SPEAK MANY OF OUR MAIN LANGUAGES IN BOSTON PUBLIC SCHOOLS. WE PROVIDE THEM WITH SUPPORT WITH ONLINE REGISTRATION AS WELL AS REGISTRATION OVER THE
PHONE. IN ADDITION TO THAT, UM OUR FAMILY ENGAGEMENT PRACTICES TEAM TRAINS OUR FAMILY LIAISONS UM AND THEY TO PROVIDE PERSONALIZED SUPPORT WITHIN THE SCHOOLS FOR STUDENTS TO ACCESS
SUMMER PROGRAMING. OUR GOAL IS ALWAYS THAT EVERY SINGLE BOSTON PUBLIC SCHOOL STUDENT HAS A SUMMER PROGRAM THAT THEY CAN ATTEND AND AS YOU ALREADY KNOW THEY ARE FREE AND
THEY ARE A FULL DAY PROGRAM AS WELL WHERE WE HAVE LEARNING IN THE MORNING AND ENRICHMENT IN THE AFTERNOON. THANK YOU. >> AND I KNOW YOU'RE WELCOME. THANK YOU. UM, MR CHAIR, I'M OUT OF TIME. UM, I WAS GOING TO ASK ONE
QUESTION, BUT I DIDN'T WANT TO DO THAT WITHOUT. YOUR PERMISSION. NO. YEAH. >> UH. GO AHEAD. OKAY, MY FINAL QUESTION. MAYBE I SHOULD HAVE, UM, ADDED IT. TO THE SECOND QUESTION, BUT I
ALSO WANT TO ADVOCATE AND SEE WHAT SUPPORT MIGHT BE AVAILABLE AT THE SUMMER. THE PERKINS SCHOOL IN SOUTH BOSTON IS IN THE MIDDLE OF A PUBLIC HOUSING DEVELOPMENT WHICH IS RIGHT DOWN THE STREET
FROM MY HOME, ONE OF THE MOST DIVERSE AREAS UM IN THE CITY STUDENT POPULATION ALSO THE CONDON SCHOOL IS LOCATED ALSO IN A PUBLIC HOUSING DEVELOPMENT
UM DIVERSE STUDENT BODY. BUT WHAT ARE WE WHAT ARE WE DOING ANYTHING UNIQUE ABOUT THE PERKINS SCHOOL OR THE CONDON SCHOOL STUDENTS IN TERMS OF HOW WE'RE SUPPORTING THEM THIS
SUMMER AND KNOWING THAT THEY'RE ALSO LIVING WITHIN A PUBLIC HOUSING DEVELOPMENT AND I JUST WANT TO, UM, DO EVERYTHING I CAN TO SUPPORT THEM. YES, ABSOLUTELY. AGAIN AND PRETTY MUCH THE SAME
UM ALL OF THE SUPPORTS THAT WE HAVE AVAILABLE ARE AVAILABLE FOR ALL OF OUR BOSTON PUBLIC SCHOOL STUDENTS. I THINK WHAT'S IN PARTICULAR ABOUT THE SCHOOLS THAT YOU'RE MENTIONING IS THAT THEY HAVE THAT PERSONALIZED SUPPORT THROUGH THEIR FAMILY LIAISON.
UM, SO WITH AGAIN THE FAMILY ENGAGEMENT PRACTICES TEAM, WE PROVIDE DIRECT COACHING AND OPPORTUNITIES WHERE IF UH THE SCHOOL IS HAVING ANY TYPE OF EVENT OR PROGRAMING WE'LL DO TABLING WHERE WE TALK ABOUT
SUMMER PROGRAMS WE OFFER UH THE QR CODE, WE PROVIDE THOSE PERSONALIZED LANGUAGE NEEDS FOR STUDENTS AND FAMILIES TO BE ABLE TO HAVE ACCESS TO STUDENT REGISTRATION ON THE SPOT. COUNSELOR FLYNN THAT'S A REALLY
IMPORTANT QUESTION TO ME AS WELL. UM, AND I WILL ONLY ADD TO WHAT CHIEF SANCHEZ ALREADY SHARED WITH YOU THAT WE ARE COMMITTED TO PARTNER WITH YOU AND TO
PARTNER WITH OUR COMMUNITIES THAT WE KNOW HAVE VULNERABLE POPULATIONS SPECIFICALLY SPEAKING TO SOCIOECONOMIC UM, DESIGNATION BECAUSE WE WANT EVERY SINGLE CHILD TO HAVE ANY
AND ALL BARRIERS THEY MAY HAVE REMOVED SO THAT THEY CAN ACCESS A REALLY FUN AND UM, ENGAGING AND EDUCATIONAL SUMMER. SO WE'RE REALLY HAPPY TO BE ABLE TO PARTNER WITH YOU AND
YOUR OFFICE AS WELL. THANK YOU, MR CHAIR. THANK YOU FOR GIVING ME AN EXTRA COUPLE OF MINUTES AND. UH, THANK YOU. UH, COUNSELOR BREADON. UM. >> THANK YOU. GOOD AFTERNOON. I HOPE YOU GOT A BITE TO EAT. UM.
LET'S SEE. UM, THIS IS MORE OF A FACILITIES QUESTION. UM, MARYLAND PILOT HIGH. SCHOOL IS. MERGING, CLOSING MERGING WITH BRIGHTON HIGH SCHOOL.
UH, SO AND THE PLAN IS THAT THE LAW SCHOOL IS GOING TO MOVE INTO THE HIGH SCHOOL BUILDING. IS THAT CORRECT? UM. >> SO. >> UM, THANK YOU FOR THAT QUESTION, COUNSELOR.
SO THE. MARYLAND LAW. SCHOOL WILL BE MOVING INTO THE UPPER SCHOOL AT THE BEGINNING OF NEXT SCHOOL YEAR. SO SEPTEMBER 20TH THIS YEAR, NEXT YEAR THIS YEAR THIS. THIS NEXT. YEAH SEPTEMBER 26TH.
EXCELLENT. SO IN THE MEANTIME, UH, DOES THE BUILDING NEED ANY ANY STRUCTURAL ANY REPAIRS OR IMPROVEMENTS UM, TO GET READY FOR THE SCHOOLS DILWORTH SCHOOL COMING IN. YES.
>> SO THERE ARE SOME MINOR IMPROVEMENTS THAT OUR FACILITIES. TEAM UM. IS WORKING ON WITH THE UM WITHIN THE SCHOOL AND THAT WORK WILL HAPPEN OVER THE SUMMER. EXCELLENT. >> UM, AND THEN IN TERMS OF THE
LONG TERM FACILITIES PLAN, UM, IS THERE ARE WE GOING TO SEE THE LONG TERM FACILITIES PLAN OR ARE WE JUST GOING TO GET THIS. >> SORT OF ITERATIVE. ITERATIVE PROCESS OF A FEW SCHOOLS SEEM A LITTLE BIT SLOW AT THE TIME.
IT CAN IT'S VERY HARD TO SORT OF SEE THE BIG PICTURE WHEN WE DON'T UM UM YOU KNOW, FOR US PERSONALLY WE HAVE A GROWING POPULATION. I THINK WE'VE GOT THE HIGHEST
THE FASTEST RISING POPULATION OF 0 TO 5 YEAR OLDS IN THE CITY RIGHT NOW AND ALSO IN BRIGHTON. SO IT'S IT'S REALLY IMPORTANT TO SORT OF FIGURE OUT WHERE WHERE EVERYBODY'S GOING TO GO OR WHAT'S GOING TO HAPPEN. YEP. >> UM THANK YOU FOR THAT
QUESTION. SO UM WE HAVE THE LONG TERM FACILITIES PLAN AND SOME ADDITIONAL WORK THAT THE TEAM HAVE DONE IS UM, UH, WORK AROUND LONG TERM PROJECTIONS.
UM, SO NOW UH, WELL THAT THE PROJECTIONS WAS COMPLETED IN UH, JANUARY OF 2025 AND WITH THE LONG TERM PROJECTIONS IT ALSO OUTLINES LIKE AS A DISTRICT TO WHERE WE WOULD LIKE
TO SEE LIKE WHERE WE WOULD LIKE TO BE UM, BY UH 2030 AND UM, THE NUMBER OF SCHOOLS WHO WOULD NEED TO GET DOWN TO UM, LOOKING AT TAKING ENROLLMENT.
UM I THINK IT'S AN IMPORTANT APPROACH AS WE AS A DISTRICT WE HAVE SEEN OUR ENROLLMENT LAST YEAR, UH, STABILIZE POST-PANDEMIC AND THIS YEAR WE'VE UM WE'VE SEEN A DECLINE
WE'VE SEEN A DECLINE IN ENROLLMENT. SO TAKING INTO ACCOUNT THE LONG TERM PROJECTIONS THAT THE OUR, UM, PLANNING AND ANALYSIS TEAM DID.
UM, RIGHT NOW WE'RE WORKING UP TO OUR OUR 2030 GOAL OF 95 SCHOOL BUILDINGS. UM ONE OF THE THINGS THAT WE WANT TO CONTINUE TO DO HOWEVER IS YEAR OVER YEAR WE LOOK AT
OUR DATA TO INFORM OUR DECISIONS, UM, AND NOT JUST MAKE A BLANKET DECISION LIKE ACROSS THE DISTRICT BECAUSE ONE OF THE THINGS THAT WE HAVE SEEN AS A DISTRICT IS OUR ENROLLMENT ,UM, CHANGE THE STUDENT
POPULATION THAT WE THAT WE SERVE CHANGE. UM WE'VE SEEN FOR EXAMPLE, UH, A DECLINE A 22% DECLINE IN UM
IN OUR UH GENERAL EDUCATION POPULATION UM LAST YEAR BUT WE ALSO UH SAW A RISE IN THE SPECIAL EDUCATION STUDENTS THAT WE SERVE AND MULTILINGUAL LEARNERS. SO WE WANT TO MAKE SURE AT ANY
TIME WE'RE PREPPED AND READY AS A DISTRICT TO SERVE OUR OUR STUDENT POPULATION. AND THE ONLY THING I WOULD ADD TO THAT COUNCIL IS THAT THROUGH THE ENGAGEMENT, UM, THE DONOHOE TEAM WAS CONDUCTED ACROSS THE CITY IN UM INTERNALLY TO WHAT
WE ALSO LEARNED WAS THAT DOING THESE RECOMMENDATIONS ON AN 18 MONTH CYCLE IS CRITICALLY IMPORTANT. SO WE HAVE PLENTY OF TIME TO REVIEW, ANALYZE, MAKE RECOMMENDATIONS AND RESPONSIBLY MANAGE SOME OF THE MERGERS AND CLOSURES AS WE WILL.
YEAH. >> UM, YOU KNOW, JUST ARE WE'RE ADDING A LOT OF HOUSING IN ALLSTON, BRIGHTON. SO OUR POPULATION IS GROWING AT A FAIR CLIP. I THINK IT WAS I WAS UNDERESTIMATED THE POPULATION
OF BRIGHTON BY ROLLINS BRIGHTON BY 7000 THIS WEEK SO IT'S ACTUALLY 87,000. SO UM THE OTHER QUESTION I HAD WAS ABOUT PARTNERSHIPS IN ALLSTON BRIGHTON.
I KNOW IT'S UH WE HAVE UM LOTS OF COMMUNITY GROUPS THAT ARE JUST REALLY TRYING HARD TO PROVIDE UH, SPORTS AND OTHER
OPPORTUNITIES FOR OUR YOUTH AND THE CITY IS NOT DOING UM SO ONE THING UM, YOU KNOW, WE HEARD YESTERDAY ABOUT THIS WONDERFUL FOUNDATIONS PROGRAM FOR
ELEMENTARY SCHOOLS FOR GET THEM YOU KNOW, YOUNG ONES STARTED IN UM AND TO INTRODUCING THEM TO SPORTS AND UH, NONE OF THOSE PROGRAMS ARE HAPPENING. NONE OF THE SCHOOLS IN BRIGHTON
ARE DOING THAT. LIKE IT'S NOT SOMETHING AND ALSO BRIGHTNESS NOT HAPPENING OUT THERE. SO UM AGAIN THAT'S NOT THAT'S NOT A SURPRISE BUT UH I'M JUST WONDERING IN TERMS OF WHO IS
THE POINT PERSON TO CONNECT WITH AND IF WE WANT TO CULTIVATE PARTNERSHIPS WITH OUR COMMUNITY GROUPS WHO WANT TO DO LITTLE LEAGUE AND SPORT SPORTS
PROGRAMING AND UM MUSIC OR OTHER PROGRAMING THAT SORT OF UM UH WHO DO WE CONNECT WITH TO TRY AND GET THINGS TO TALK TO BOTH PARTIES? CHUCK PRECIATE THE.
QUESTION AND UM AND I BELIEVE YESTERDAY COREY MCCARTHY WAS WAS UM UM WAS EAGERLY EXCITED ABOUT THE PROGRAM AND OPPORTUNITIES THAT WE'VE PROVIDED DISTRICT WIDE.
SO UM, AS HE MENTIONED UM, WE DID EXTEND THE INVITATION TO PARTICIPATE IN ALL THESE POSTS TO ALL SCHOOLS INCLUDING THE ONES IN AUSTIN. BRYAN UH, JUST SOME SCHOOLS HAVE MORE DIFFICULTY PARTICIPATING THAN OTHERS AND
UM WELL, HE HAS DONE AND THE TEAM HAS COMMITTED TO DO IS FIGURE OUT THE WHY AND WHY NOT AND TRY TO CONTINUE TO PUSH PEOPLE TO GET INVOLVED. SO FROM THAT PERSPECTIVE, UM, OUTREACH HAS BEEN DONE, COMMUNICATION HAS HAPPENED AND WE CONTINUE TO WORK WITH OUR
SCHOOLS TO SEE HOW WE CAN IMPROVE THE GOING FORWARD. BUT I WOULD SAY TO ANSWER YOUR QUESTION FEEL FREE TO CONTACT MYSELF COREY MCCARTY AROUND ANY SPECIFIC ATHLETIC PARTNERSHIPS THAT YOU'RE AWARE OF THAT YOU WANT TO.
AND THEN ENGAGE IN AND I THINK AND DO YOU WANT TO TALK A LITTLE BIT ABOUT THE WORK? THANK YOU. >> COUNCILOR. YOU MENTIONED ARTS PARTNERSHIPS MUSIC PARTNERSHIPS AS WELL. UM, I WOULD BE HAPPY TO SPEAK
TO ANYONE WHO IS INTERESTED IN UM, SHARING THEIR UH, SERVICES AND THEIR TALENTS WITH THE BOSTON PUBLIC SCHOOLS. UM, SOMETIMES THE PARTNERSHIPS ARE BEST PLACED THROUGH THE PARTNERSHIPS OFFICE AND
SOMETIMES THEY'RE BEST PLACED DIRECTLY THROUGH UM, THE ARTS DEPARTMENT. BUT I BE HAPPY TO FACILITATE. IS A IT'S A MONEY TO LIKE CONTRACT. YOU KNOW THE WINSHIP WE'RE
REALLY TRYING TO THINK OF HOW TO RAISE $35,000 TO FOR THE MUSIC PROGRAM. SO, UM. THE WE DO ALLOCATE FUNDS. SPECIFICALLY FOR PARTNERS.
THOSE FUNDS ARE CONCENTRATED IN OUR UM, HIGHEST UH OR YEAH, LOWEST INCOME, HIGHEST POVERTY SCHOOLS TO BASICALLY OFFSET THE COMMUNITY FUNDRAISING THAT OTHER SCHOOLS CAN DO.
UM, SO I DON'T BELIEVE THE WINSHIP GETS ANY OF THAT MONEY. >> IN PARTICULAR, BUT. ,UH, WE'D CERTAINLY BE HAPPY. TO, UH. >> DO YOU? HOW DO YOU ESTABLISH THE THE INCOME OF THE FAMILIES IN THIS PARTICULAR SCHOOL?
SO THE PARTNERSHIP FUND IS ALLOCATED USING OUR OPPORTUNITY INDEX. IT LOOKS AT A VARIETY OF FACTORS ABOUT UH THE STUDENTS WHERE THE STUDENTS ARE COMING FROM WHEN THEY ARRIVE AT SCHOOL TO DETERMINE UH, SORT
OF AGGREGATE LEVEL OF NEED. IT WAS A. PROJECT WE WORKED ON WITH THE. BOSTON AREA RESOURCE INITIATIVE, UH, PRE-PANDEMIC TO SORT OF ESTABLISH A METHODOLOGY, UM, FOR
DETERMINING SORT OF NEED UM, ACROSS OUR SCHOOLS. SO THAT OPPORTUNITY INDEX MEASURE IS THE ONE WE USE UM FOR OTHER MEASURES WHEN WE OR OTHER WORK WHEN WE DO NEED TO
ESTABLISH FAMILY INCOME FOR EXAMPLE FOR TITLE ONE FUNDING, UH, WE WORK WITH THE STATE THROUGH A PROCESS CALLED DIRECT CERTIFICATION WHICH LOOKS AT FAMILIES ENROLLMENT AND
BENEFITS UH PROGRAMS PRIMARILY UM TO DETERMINE UM INCOME STATUS. OKAY. >> I THINK MY TIME'S UP SO I'LL COME BACK AGAIN PROBABLY UM, OKAY. SORRY. >> UH. OKAY.
UH THANK YOU. UM LET'S SEE. UH, SO I DO I. JUST HAVE A STACK OF THESE UH UH, POSTCARDS FROM K-2 CLASS AT THE CURLEY WITH SUGGESTIONS FOR
WHAT WE CAN WORK ON. I THINK MY FAVORITE IS THERE'S A THERE'S A DRAWING HERE AND ON THE BACK IT SAYS MORE PROTECTING WILDCATS. SO ACTUALLY. LET'S WORK ON THAT.
UH. >> RIGHT ON THE YEAH. UH. >> AT LEAST IT'S NOT LIGERS OR YOU KNOW, FOR. SOMETHING UH, AT LEAST MAYBE THERE ARE WILDCATS UH, SOMEWHERE UM OKAY.
UH, SO IN TERMS OF UH, MERGERS AND CLOSURES, UM, I GUESS FIRST, YOU KNOW, WE'RE CLOSING CLASSROOMS. I KNOW THIS IS SLIGHTLY OFF TOPIC BUT UM, WE WE YOU KNOW,
WE CLOSED SUBSTANTIALLY SEPARATE CLASSROOMS I THINK LIKE 20 AND 16 LIFE CLASSROOMS ACROSS THE DISTRICT I GUESS UH, ESPECIALLY FOR THE SUBSTANTIALLY SEPARATE
CLASSROOMS. LIKE WHAT ARE WE DOING TO MAKE SURE THOSE KIDS CAN TRANSITION TO. YOU KNOW, AND I DON'T KNOW IF IT'S I DON'T KNOW HOW MANY OF THOSE ARE CLOSING BECAUSE OF ENROLLMENT ISSUES.
UH. SO UM THERE'S A FEW. THINGS THAT GO ON WITH THE SUBSTANTIALLY UH, SEPARATE CLASSROOMS CLOSED BUT IT'S ACTUALLY VERY SIMILAR TO LIFE. . >> UM. ESSENTIALLY WHAT WE DO FOR THOSE CLASSROOMS IS EVERY
SINGLE INDIVIDUAL STUDENT. WHO'S IN ONE OF THOSE. CLASSROOMS CURRENTLY THEIR NEEDS ARE REVIEWED AND THEN AN APPROPRIATE PLACEMENT IS MADE. SO UH, ONE CLASSROOM I KNOW OF I WON'T MENTION WHICH JUST
FOR DATA PRIVACY REASONS RIGHT. IT WAS DETERMINED THAT A LOT OF THE STUDENTS WERE ACTUALLY BEING SERVED PRETTY FAR AWAY FROM HOME. AND THERE WAS ENOUGH SPACE. IN SCHOOLS CLOSER TO HOME FOR THEM TO. >> BE MORE APPROPRIATELY SERVE. SO THAT CLASSROOM WAS CLOSED
AND THE STUDENTS TRANSITIONED TO PROGRAMS CLOSER TO HOME WORKING WITH THEIR FAMILIES. UM, SO IT'S NOT ALWAYS THAT PARTICULAR SITUATION BUT EFFECTIVELY FOR THOSE HIGH THE HIGHEST NEEDS CLASSROOMS WE'RE
WE'RE LOOKING STUDENT BY STUDENT. AT THE BEST PLACEMENT OF THE CLASSROOMS CLOSING OKAY. UM AND THEN SO I THINK IN UH I
THINK IN THE RFIS UM YOU DISCUSS IT'S LIKE $23 MILLION IN SAVINGS FROM CLOSURES AND MERGERS. YEP.
UM, AND I GUESS YOU KNOW, UH, IS AND THAT THE I THINK THE SCHOOL CLOSURES ARE THE ONES THAT THAT PRIMARILY THE MERGERS DON'T SAVE.
MUCH THEY THEY SAVE A LITTLE BIT AND THEN. OFTEN THE. >> SCHOOLS GET MORE RESOURCES TO REINVEST. BUT YEAH YOU'RE CORRECT THE CLOSURES ARE THE BIGGER SAVINGS OKAY. AND HOW MUCH OF THAT IS JUST FROM.
CLOSING CLASSROOMS. YEAH SO THE. MAJORITY OF IT COMES FROM. EFFECTIVELY CLOSING ALL THE. CLASSROOMS IN THE SCHOOL. THERE'S A LITTLE BIT OF SAVINGS . FROM SORT OF IF WE HAVE A NURSE IN EVERY BUILDING AND WE
OPERATE ONE FEWER BUILDING THEN. >> WE GET. SOME SAVINGS THERE FROM THE SCHOOL LEADER AND OTHERS. BUT EFFECTIVELY THE WAY YOU SHOULD. YOU CAN THINK ABOUT THE SAVINGS FROM A CLOSURE IS UH BECAUSE OF OUR ENROLLMENT DECLINE WE
HAVE OPEN SEATS IN CLASSROOMS ALL OVER THE DISTRICT. WHEN YOU CLOSE A. SCHOOL YOU'RE FILLING. >> UP THOSE OPEN. SEATS AND MORE EFFECTIVELY. AND EFFICIENTLY. USING THE RESOURCES RIGHT, SO
THAT WE CAN, UM, SORT OF PRIORITIZE THE FUNDING FROM THE STUDENTS WHO ARE REMAINING IN OUR SYSTEM. I DON'T MEAN TO UNDERSELL THE IMPACT OF CLOSING. >> THE SCHOOL THAT HAS ON THE. COMMUNITY THAT IS BEING CLOSED, BUT. >> FROM A FINANCIAL. EFFICIENCY PERSPECTIVE.
EFFECTIVELY WE HAVE ENOUGH. OPEN SPACE ACROSS OUR SYSTEM THAT WE CAN CLOSE. >> THE SCHOOL AND STUDENTS SORT OF. FILTER INTO OTHER SCHOOLS. OKAY. >> AND THEN WE TALK A LOT ABOUT THE LONG TERM FACILITIES PLAN. UM BUT SO IS THERE A DI IS
THERE SOMETHING WE CAN LOOK AT THAT IS A LONG TERM FACILITY BUT IS IT JUST LIKE SOMETHING THAT YOU YOU KNOW, IS THERE AN ACTUAL PLAN I GUESS YOU HAVE. >> THE DUMB. DUMB QUESTION TO SOLVE.
THE LONG TERM FACILITIES PLAN UM WAS ROLLED OUT IN THE DISTRICT IN JANUARY OF 2024. SO THAT'S SOMETHING THAT UM, I'M HAPPY TO SHARE WITH THE COUNCIL.
WELL OKAY SO IN TERMS OF SCHOOL CLOSURES, IF WE LOOK AT THAT POINT WE CAN UH DESIGN WHICH SCHOOLS ARE GOING TO CLOSE AND AND WHAT YEARS AND.
NO SO UM IN THE PLAN IT DOES NOT OUTLINE UM WHICH SCHOOLS WOULD BE CLOSING WHAT IT HAVE IN THE PLAN BUT IT HAS IN THE PLAN IS THE CRITERIA THAT WE USE AS A DISTRICT UM THAT WE'RE
GOING TO USE AS A DISTRICT THE YEAR OVER YEAR TO CLOSE SCHOOLS . THE OTHER THING THAT I SHARED, UM, THAT I KNOW AT THE END OF THE UM SYSTEMIC IMPROVEMENT PLAN FOR THE DISTRICT THAT WAS IDENTIFIED WAS OUR LONG TERM
PROJECTIONS. THAT'S SOMETHING THAT THE DISTRICT HAVE DONE UM AND IS USING UM ALONG WITH THE THE ADDITIONAL CRITERIA TO LOOK AT YEAR OVER YEAR.
UM, UH, SORRY TO LOOK YEAR OVER YEAR AT WHAT SCHOOLS UM WHAT WILL UH BE RECOMMENDED FOR CLOSURE AND ALL MAJOR ACROSS THE DISTRICT. AND THE PLAN ALSO INCLUDES A
GOAL PULSE OF WHAT OUR GOALS. ARE TO REACH FOR 2030. SO IT WAS VERY CLEAR IN. 2024 I THINK WE HAVE WE LOST 3000 STUDENTS SINCE THEN MORE I
MEAN SO HAS THAT LIKE HAVE HOW IS THAT IMPACTED THE SORT OF PROJECTIONS FROM TWO YEARS AGO. YEAH. >> SO UM TWO YEARS AGO WE WERE UM AS A DISTRICT UM WE WERE UH
LOOK WHEN WE LOOKED AT UM, OUR ENROLLMENT PROJECTIONS, RIGHT? WE WERE LOOKING AT SORT OF UH, A STUDY BECAUSE UM, WE HAD SORT OF LIKE LEVELED OFF UH, NOT TO
OUR PRE-PANDEMIC NUMBERS BUT LIKE POST-PANDEMIC. SO, UM. THE PROJECTION WAS FLAT AND YEAH. SO WE WERE FLAT, RIGHT? SO WE WERE LOOKING AT STEADY AND FLAT RIGHT AND RIGHT NOW
AND WHEN WE DID UM. WHEN WHEN WHEN OUR PLANNING ANALYSIS TEAM DID PROJECTIONS THEY NOT ONLY LOOKED AT LIKE WHERE WE ARE RIGHT THEN THEY
LOOKED AT UM THREE DIFFERENT UM THEY LOOKED AT MULTIPLE DIFFERENT SCENARIOS RIGHT. SO LIKE ARE WE THINKING THROUGH SCENARIO ONE WHICH WHERE WE REMAIN STEADY IF WE SEE A DECLINE IN ENROLLMENT LIKE AS A
DISTRICT WHAT DOES THAT MEAN FOR UM OUR CONVERSATIONS AROUND MERGERS AND CLOSURES AND IF WE SEE A STEEPER DECLINING ENROLLMENT WHAT DOES THAT MEAN FOR MERGERS AND CLOSURES IN TERMS OF LIKE THE NUMBER OF OF
SCHOOLS LONG TERM THAT WE WOULD SEE IN THE DISTRICT. AND SO WHAT'S THE I GUESS WHAT IS THE PERCENTAGE INCREASE OR THE NUMBERS OF SCHOOLS YOU THINK WE'RE GOING TO HAVE TO
CLOSE BY 2030. SO SO RIGHT NOW OUR NUMBER FOR 2030 IS 95 SCHOOLS ACROSS THE DISTRICT OKAY. AND WHAT'S THE I GUESS UH IS
THAT FROM 2024 OR IS THAT THAT NOW AS OF WHERE WE STAND TODAY. THAT WAS UM THAT THE 95 SCHOOLS CAME FROM THE UH 20 FROM LAST YEAR UH THE LONG TERM PROJECTION WORK THAT WAS DONE
LAST YEAR. DO YOU THINK THAT AND YOU REVIEW THAT EVERY YEAR OR DO YOU. YES. YEAH. >> SO THEN IT'S A YEAR OVER YEAR REVIEW. SO UM AGAIN IN OCTOBER OF THIS YEAR WE'LL DO ANOTHER REVIEW OKAY. >> DO YOU THINK THAT NUMBERS I
MEAN. ISN'T THAT SEEMS LIKE THAT NUMBER WOULD GO UP THE NUMBER OF SCHOOLS BEING CLOSED OR I MAYBE WE JUST DON'T KNOW. UH YEAH I THINK IT'S IMPORTANT FOR FOR OCTOBER.
YEAH. I THINK IT'S IMPORTANT FOR US AS A DISTRICT TO LOOK AT OUR UM LOOK AT OUR ENROLLMENT THEN. RIGHT. UM, THAT'S WHEN THE DISTRICT WE DO OUR PLANNING AND OUR
ANALYSIS TEAM DOES LIKE A COMPREHENSIVE REVIEW, UM, AND SOME MORE LIKE FUTURE PROJECTIONS TO KIND OF JUST LIKE TELL US LIKE ARE WE STILL SORT OF LIKE LOOKING AT A
MODEST, UM, DECLINE AS YOU GUYS KNOW, WITH THE CURRENT GEOPOLITICAL CLIMATE THAT WE'RE IN RIGHT NOW, UM, THE LIKE WE'RE GETTING COMING INTO THE CITY THE DISTRICT UM, A LOWER
NUMBER OF UH OUR IMMIGRANT STUDENT POPULATION AND MULTILINGUAL LEARNERS. SO THAT'S ANOTHER PLACE LIKE THE DISTRICT WE'VE SEEN A DECLINE IN ENROLLMENT. OKAY. >> UM, AND I'M SORRY. SO JUST I WILL GO FOR A SECOND ROUND.
SO BY 2030 IF WE CLOSE 95 SCHOOLS, LET'S JUST SAY THAT'S THAT'S SO WHAT HAPPENS? UH, THEN WE'RE THINKING WE HAVE A SIMILAR ENROLLMENT TO NOW UH .
NOT CLOSE 95 SCHOOLS, 95 SCHOOLS LEFT IN OUR PORTFOLIO. OKAY, OKAY. UH, SO THERE COULD BE JUST MERGERS OR GET. 295 SCHOOLS AND WE'RE AT LIKE, UH I THINK WE'RE AT 105 RIGHT NOW.
OH I'M SORRY. >> OKAY, SO WE HAVE 95 SCHOOLS IN THE SYSTEM WHICH WOULD RESULT IN HOW MANY SCHOOLS ARE THERE RIGHT NOW? UM, AFTER YOU. KNOW. >> 105 TO 105. >> OKAY.
>> SO BY 2030 JUST THERE WOULD BE 20 I'M SORRY 1010 SCHOOL TEN MORE SCHOOLS BY 2030. YEAH. >> SO UM AT THE END OF UH RIGHT NOW WE'RE AT 105 THAT WE'RE
OPERATING RIGHT UM, AT THE END OF THIS SCHOOL YEAR, UM, WELL WE'RE GOING TO BE DOWN TO A UM 100 SCHOOLS, RIGHT? SO TECHNICALLY WE HAVE LIKE FIVE MORE SCHOOLS. OKAY. >> UM, AND SO.
ACTUALLY I MADE A MISTAKE AT THE END OF NEXT SCHOOL YEAR BASED ON THIS YEAR'S ANNOUNCEMENT, WE'LL BE DOWN TO 100 SCHOOLS. OKAY, SO BY THE END OF 2020, THE END OF THE SCHOOL YEAR 2027
. YES. >> UH, YEAH, WE'LL BE DOWN TO 100 SO FIVE MORE IN THE NEXT THREE YEARS. YES. OKAY. >> UM, AND. UH. >> WHAT WHAT'S THE PROJECTED SAVINGS FROM FROM THAT I DON'T
KNOW DAVID. DO YOU HAVE THOSE NUMBERS? YEAH. >> SO UM, FROM THE FIRST ROUND. UH, THAT ARE. >> GOING TO BE CLOSING AT THE END OF. SCHOOL YEAR 2627 I CAN GET THAT
FOR YOU. IT'S PRETTY SIMILAR, UH, TO THE 23 MILLION. >> WE. SAW UH. IN THIS YEAR I. >> THINK DEPENDING A LITTLE. BIT ON WHAT THE OCTOBER DATA SAYS. WE WILL NEED TO.
SORT OF GIVE AN UPDATE. AND UM, ABOUT THE LONGER TERM UM. SAVINGS. >> UM. >> YOU KNOW. >> WE SORT OF WE BUILT. >> THIS. PLAN BASED. >> ON MULTIPLE. YEARS OF DATA. WE'VE NOW HAD ONE YEAR OF DATA THAT. SAYS SOMETHING DIFFERENT.
SO THIS. FALL WILL. >> THEN HAVE A SECOND YEAR OF REVISED. >> DATA. AND THAT WILL ALLOW US TO BE. IN A BETTER PLACE. AND THAT'S WHY THE 18 MONTH CYCLE IS CRITICALLY IMPORTANT SO WE CAN KEEP LIVE UPDATE INFORMATION AS WE REVIEW. OKAY I DID SEE AN ARTICLE THAT
WAS IT WAS I THINK UM GOVERNING.COM OR SOMETHING LIKE SCHOOL CLOSURES DON'T SAVE AS MUCH MONEY AS YOU THINK. UH BUT THAT'S YOU KNOW IT UH BECAUSE IF YOU HAVE THE SAME NUMBER OF KIDS AND STAFF AND YOU KNOW, BUT. >> UH YEAH, I. >> THINK.
IT REALLY THIS IS THIS IS. UH ONE OF THE THINGS WE REALLY. WANT TO BE. CRITICAL ABOUT IS. UH THERE'S SO MUCH NUANCE TO THIS. RIGHT? SO THERE ARE DISTRICTS WHERE THEY HAVE. >> A.
BUILDING EMERGENCY AND THEY HAVE TO. CLOSE A SCHOOL, RIGHT? >> THEY HAVE TO LIKE. LITERALLY JUST. >> CLOSE THE BUILDING. AND THEY MOVE ALL THE TEACHERS AND ALL THE STAFF TO ANOTHER SCHOOL. RIGHT. THAT DOESN'T SAVE ANY MONEY BASICALLY. RIGHT. IT'S SIMILAR TO A MERGER. RIGHT.
>> AND SO I THINK REALLY. THE THE THE CLOSURES THE PURE CLOSURES WE'RE. >> DOING NOW. UH THE. WHEN A. >> SCHOOL IS 100% CLOSED LIKE EXCEL HIGH SCHOOL WILL BE AT THE END OF THIS YEAR. SO WE. >> ARE SEEING REALLY SIGNIFICANT. SAVINGS FROM.
THOSE CLOSURES. OKAY OKAY AND THEN JUST LAST QUESTION BEFORE WE GO TO THE SECOND ROUND YOU KNOW IT'S. GONE ON TO. UM IN TERMS OF THE COST SAVINGS
LIKE HOW CAN WE UH OR CAN WE AT ATTACH THOSE SAVINGS TO THE STUDENTS WHO ARE BEING DIRECTLY IMPACTED BY THOSE LIKE IS THERE IS THERE ANY CORRELATION THERE
BETWEEN THE MONEY THAT WERE BEING SAVED AND THE KIDS WHO WHO'S WHO WERE HAVING TO MOVE SCHOOLS? YES. >> IN TERMS OF LIKE REINVESTING. >> SOME. OF YEAH SO SAY THE 23 MILLION LIKE CAN WE YOU KNOW CAN WE TAKE. >> A PORTION OF IT CAN. >> WE TALK TO THOSE PARENTS AND SAY LOOK THIS IS HAPPENING BUT
SOME OF THOSE SOME OF THE SOME OF THAT IS BEING REINVESTED. I CAN I CAN PROMISE YOU THAT MY COLLEAGUE ON MY IMMEDIATE. LEFT IS CONSTANTLY ENSURING THAT WE'RE REINVESTING THOSE RESOURCES. UH, SORRY FRIDAY AFTERNOON UH,
DEL DEL WORKS VERY HARD TO ENSURE THAT I'M SETTING ASIDE MONEY TO MAKE SURE WE'RE DOING REALLY INTENTIONAL WORK BOTH. IN AS THE COMMUNITIES. CLOSE THAT THERE ARE HIGH QUALITY EVENTS AND SUPPORTS FOR
THOSE STUDENTS AND FAMILIES TO SORT OF CAPTURE THE END OF. >> OF THEIR COMMUNITY AND THEN. A REALLY. STRONG TRANSITION INTO THEIR NEW. SCHOOL ENVIRONMENT. IT IS ALWAYS GOING TO BE. DISRUPTIVE TO CHANGE SCHOOLS WHEN YOU DON'T.
>> WANT TO. BUT UM, WE'RE WORKING AS MUCH AS POSSIBLE TO GIVE FAMILIES THE. PREDICTABILITY AND SUPPORT. >> THEY NEED THROUGH THAT PROCESS. OKAY, OKAY. THANKS A LOT. UH, COUNCILOR FLYNN, UM, I YOU
KNOW YOU KNOW, I'LL GIVE YOU ABOUT SIX MINUTES SINCE, UM, WE HAVE A LIGHT, UH, BENCH HERE. AND THANK YOU, MR CHAIR.
AND I KNOW EXCEL WAS MENTIONED AND THAT WAS MY QUESTION THAT I WANTED TO ASK. . I WAS A SUBSTITUTE SCHOOL. TEACHER AT. >> MONUMENT HIGH SCHOOL AND IT WAS DIVIDED. >> INTO. THREE SCHOOLS. ACTUALLY MONUMENT HIGH SCHOOL.
EXCEL HIGH SCHOOL. AND OR ODYSSEY HIGH SCHOOL AND THAT WAS A NO NO. IT'S UM EXCEL OBVIOUSLY. UM WHAT IS THE.
AFTER THIS AFTER THE SCHOOL IS. CLOSED WHAT IS THE SHORT TERM. PLANS AND LONG TERM PLANS AND I KNOW I'M GOING TO BE HAVING A CONVERSATION UH, WITH THE
SUPERINTENDENT BUT WHAT IS THE PUBLIC INFORMATION YOU CAN RELAY. ABOUT EXCEL AS IT RELATES TO SHORT. TERM AND LONG TERM? UH, THANK YOU FOR THAT
QUESTION, COUNSELOR. UM, AS A DISTRICT UM, SHORT TERM WE ARE LOOKING AT UM, UH, HOW WE INVEST IN THAT COMMUNITY. WE HAD UM A COMMUNITY MEETING
UM, LAST YEAR WITH THE SOUTH BOSTON UM, COMMUNITY, UM, DISCUSSING JUST LIKE THE SHORT TERM PLANS TO UM, DO SOME CAPITAL INVESTMENT WORK IN THAT
BUILDING BUT ALSO COME BACK TO THE COMMUNITY AND ENGAGE THE COMMUNITY ON SORT OF OUR LONG TERM PLAN OF UH, BPF HIGH SCHOOL UM MOVING IN TO THAT
BUILDING. SO SO LONG TERM A LONG TERM. STRATEGY IS. POSSIBLY HAVING A HIGH SCHOOL AT SOUTH BOSTON HIGH SCHOOL. YES. >> OKAY.
UM BUT. BUT AS WE APPROACH THE SCHOOL YEAR. >> IN SEPTEMBER. THERE WON'T BE THERE WON'T BE AN EDUCATIONAL. PROGRAM THERE. UM. >> IT'LL JUST BE VACANT BASICALLY. UH, YOU KNOW, THERE WON'T BE AN EDUCATIONAL PROGRAM THERE.
WHAT WE'RE DOING RIGHT NOW IS LIKE LOOKING TO START SOME, UM, WORK, UH, IN THE BUILDING. OKAY. >> UM. INFRASTRUCTURE CONSTRUCTION WORK? YES. >> OKAY. >> YEAH. >> WE MAY WE MAY HOLD EVENTS THERE DEPENDING ON DIFFERENT NEED BUT THAT'S NOT GUARANTEED.
BUT WE MAY HAVE SOME, YOU KNOW . INITIATIVE THINGS. OKAY. >> SO THE INFRASTRUCTURE THE. IMPROVEMENTS WOULD. >> BE TO PREPARE IT FOR WHATEVER THE LONG TERM PLANNING IS. YES OKAY.
DO WE HAVE ANY IDEAS YET OF WHAT WE'RE LOOKING AT IN TERMS OF LONG TERM UM SCHOOL IS SO SO IT WOULD BE A HIGH SCHOOL NOT A GRAMMAR SCHOOL OR
ELEMENTARY SCHOOL. YEAH WE'RE LOOKING AT A HIGH SCHOOL. UM, AND UH WE WANT TO MAKE SURE LIKE AS WE'RE LOOKING ACROSS UM, OUR HIGH SCHOOLS UH, IN THE
DISTRICT UM WE'RE LOOKING UH WE WANT TO MAKE SURE THAT WE ENGAGE THE COMMUNITY LIKE, UH WE'RE LIKE WE TOLD THE SOUTH BOSTON COMMUNITY A PART OF THIS
WORK IS ENGAGING, UM, THE SOUTH BOSTON, UH, COMMUNITY LIKE IN THE PROCESS, UM, AND MAKING SURE THAT LIKE WHATEVER SCHOOL THAT WE'RE SETTING UP IN THAT
BUILDING, THEY'RE BEING SET UP WITH THE RESOURCES, UM, TO BE SUCCESSFUL LIKE IN THE NEIGHBORHOOD. OKAY. SO ONE OF THE CONCERNS RESIDENTS HAD AND. >> I ACTUALLY HAD A HAD A
PUBLIC HEARING ON IT I KNOW. ATTENDED THE. WORLD WAR ONE ARTIFACTS THE BOOKCASE. >> THE WORLD WAR ONE, THE. UM MEMORABILIA.
IS IMPORTANT TO. >> THE COMMUNITY. UM, SO THAT WOULD BASICALLY STAY THERE THAT COULD STAY THERE DURING THIS PERIOD OF TRANSITION. IS THAT. >> IS THAT ACCURATE? YES. >> WE DON'T HAVE ANY INTENTION TO REMOVE ANY OF THAT INFORMATION. WE WANT TO MAKE SURE WE
MEMORIALIZE THAT AS WELL. OKAY THANK YOU FOR ADVOCACY AND THAT WAS HELPFUL YEAH. YEAH THANK. >> YOU SAM. UM SO ONCE IT SHUTS DOWN THEN THEN THE CONSTRUCTION WILL START TAKING PLACE. YES OKAY.
YOU COUNSELOR AS WELL I KNOW PARKING, UM, WAS ALSO AN IMPORTANT ISSUE THAT YOU HELPED US WITH WITH THE COMMUNITY. SO WE WANT TO REASSURE EVERYBODY THAT PARKING REMAINED. A CURRENT ARRANGEMENT WILL REMAIN THE SAME IF AND WHEN WE SAW NEW CONSTRUCTION THAT'S IMPACTED.
WE'LL DEFINITELY RETAIL THAT YOU KNOW THE COMMUNITY KNOWS WELL. >> OKAY. AND I KNOW AND I'VE TALKED TO THE. SUPERINTENDENT ABOUT. ABOUT THIS ISSUE. BUT CAN YOU EXPLAIN TO ME WHAT
WILL THE COMMUNITY ENGAGEMENT BE IN TERMS OF. WHAT TYPE OF SCHOOL MIGHT GO THERE OR IS THERE ANY INPUT
THAT YOU WANT TO HEAR FROM RESIDENTS. >> IN. TERMS OF UM, WHAT THEY'RE LOOKING FOR OR ARE YOU JUST GOING TO. UM. COME UP WITH A PLAN AND IMPLEMENT A PLAN? WOULD THERE BE COMMUNITY ENGAGEMENT IN THAT?
YEAH. >> UH, THANK YOU FOR THAT QUESTION. I THINK UM, UH FOR INTERNAL INTERNALLY WITHIN UM, BP'S LIKE A CRITERIA UM, FOR ONE ENGAGING
LIKE OUR SCHOOL COMMUNITIES. SO I THINK THE FIRST ROUND OF ENGAGEMENT WILL BE, UH, WITH OUR SCHOOL COMMUNITIES AND I THINK, UM, I ACTUALLY A GREAT
EXAMPLE OF THAT WOULD BE THE MERGER BETWEEN THE CLAPP AND THE WINTHROP SCHOOLS BEFORE WE WENT TO UM BEFORE WE BROUGHT THIS OUT TO THE BROADER
COMMUNITY, WE ACTUALLY REACHED OUT TO THIS UH TO ALL OF THE SCHOOLS WITHIN A CERTAIN LIKE UH NUMBER OF LIKE MILES WE LOOKED AT UM THE UH CABO VERDE
AND UH, STUDENT LIKE POPULATION AND WE GOT FEEDBACK AND UM WE HAD SCHOOLS UH, THE WINTER UP ON THE CLAP LIKE RAISE THEIR HANDS UM WITH INTEREST AND THEN WE WERE ABLE TO ENGAGE THE
BROADER COMMUNITY, UM, ON THE MERGER AND I THINK IT'S A IT'S UH A PROCESS LIKE THAT WE WOULD UM, WANT TO USE UH, WITH THE SOUTH BOSTON COMMUNITY. OKAY. >> AND I KNOW CONGRESSMAN
STEPHEN LYNCH, UM, IS A GRADUATE OF THE SCHOOL AND HAS ASKED ME WHAT THE UM, YOU KNOW, SHORT TERM PLANS AND LONG TERM PLANS ARE SO I'LL KEEP HIM POSTED. UM. >> THERE ARE A LOT OF GRADUATES
THAT. UM. >> ARE INTERESTED IN KNOWING WHAT THE SHORT TERM AND LONG TERM PLANS ARE AND NOT JUST. CONGRESSMAN LYNCH BUT OTHERS ACROSS. ACROSS THE NEIGHBORHOOD.
UM, MANY WERE IN THE BUILDING BUILDING CONSTRUCTION FIELDS. UM AND THEY'VE GOT A. GOOD EDUCATION. AT SOUTH. BOSTON HIGH SCHOOL. MY MY FATHER AS YOU PROBABLY KNOW IS A GRADUATE OF SOUTHIE HIGH AS WELL. UM.
>> AND IT IT HAS AN IMPORTANT IT WAS AN IMPORTANT SCHOOL AND THE. COMMUNITY IS AN. IMPORTANT SCHOOL IN THE CREEK. LET ME JUST ASK ONE MORE QUESTION AND THIS IS ABOUT THE VIETNAMESE STUDENTS AT A HIGH
CONCENTRATION OF VIETNAMESE STUDENTS WONDERFUL, WONDERFUL STUDENTS THAT I WORK WITH THEM MANY OF THEM WERE IN THE JUNIOR ROTC PROGRAM. WHAT IS THE STATUS OF MANY
OF THE UM VIETNAMESE STUDENTS THAT WENT TO EXCEL EXCEL HIGH SCHOOL? WHAT GENERALLY SPEAKING. WHAT IS THEIR NEXT UM WHAT IS THEIR. NEXT SCHOOL. FOR SEPTEMBER?
UH, THANK YOU FOR THAT QUESTION ACTUALLY UM, SO A PART OF LIKE BUILDING THE CRITERIA FOR THE LONG TERM FACILITIES PLAN WE DISCUSSED FAMILIES WANTED AN 18 MONTH CYCLE.
WE WE HEARD FROM A LOT OF FAMILIES ABOUT UH, THE IMPLEMENTATION OF UH CLOSURES ACROSS THE DISTRICT. BUT WHAT WE'RE SEEING RIGHT NOW FOR OUR HIGH SCHOOL STUDENTS IS THAT THEY ARE THEY ARE ACTUALLY
CHOOSING TO UM, TO LEAVE EARLIER. SO IN TERMS OF EXCEL. THE MAJORITY OF. STUDENTS UH THE MAJORITY UP THERE ARE RISING. NINTH SORRY, RISING 10TH AND
11TH GRADERS UM ACTUALLY LEFT AT THE END OF LAST SCHOOL YEAR AND UM YOU KNOW AND I THINK THE NUMBER IS AND I CAN GET IF I
MISSPEAK I THINK IT'S 96% UM OF THOSE STUDENTS GOT INTO THE TOP UM, CHOICES UH, FOR WHERE THEY WANTED TO FURTHER THEIR EDUCATION. SO THE MAJORITY OF THOSE.
STUDENTS UM, ALREADY UH, MOVED ON TO ANOTHER HIGH. SCHOOL AND THE ONLY THING I WOULD ADD COUNSELORS UH UM, IN OUR SITUATION WE'RE VERY INTENTIONAL ABOUT PLANNING TO MAKE SURE THAT WE DO INDIVIDUALIZE, UM, OUR SUPPORT
TO EACH STUDENT AND EACH FAMILY TO DISCUSS THE OPTIONS TO DISCUSS THEIR PLANS AND DISCUSS THEIR INTERESTS SO WE CAN MAKE SURE THERE'S ALIGNMENT IN A MATCH OF WHAT THEY WOULD LIKE. >> TO DO. YEP. >> AND OUR TEAM IT'S LIKE A UH, HAND-HELD LIKE APPROACH.
SO EACH FAMILY RECEIVED UM I THINK I LOOK AT IT AS LIKE DIFFERENT TIERS LIKE EACH FAMILY GOT UM A PHONE CALL FOR FAMILIES WHO WE COULDN'T REACH. UM, WE HAD SOME UH WE HAD SOME
DOORKNOCKING GOING ON UM, SOME IN-PERSON SESSIONS AT SCHOOLS WITH FAMILIES TO ENSURE THAT WE'RE, UM, SUPPORTING STUDENTS AND FAMILIES THROUGH THE TRANSITION. THAT'S EXCELLENT. YOU KNOW, AND I KNOW I KNOW
THERE WAS A WONDERFUL ASSISTANT VICE ASSISTANT PRINCIPAL THERE, JOHN MATTHEWS. HE DID AN EXCELLENT JOB WORKING THERE AND REALLY RELATED WELL EXTREMELY WELL TO THE TO THE STUDENTS HELPING. >> THEM. .
>> UM AND JUST WANTED TO JUST WANT TO. ACKNOWLEDGE HIM FOR. HIS PROFESSIONALISM AS AS AN EDUCATOR. UM MR CHAIR, THANK YOU. OKAY. >> THANK YOU VERY MUCH. WE'VE BEEN JOINED BY COUNSELOR WHERE L UH, COUNSELOR BREADON IS NEXT.
I JUST WANTED TO HIGHLIGHT THIS IS THE SECOND PANEL OF THE DAY. THEIR FOCUS IS ON MERGERS AND CLOSURES, UH, FAMILY OUTREACH, SUMMER PROGRAMS AND PARTNERSHIPS.
UH, I MEAN, IF YOU HAVE OTHER QUESTIONS, UH, ON DIFFERENT SUBJECTS, YOU KNOW, FEEL FREE TO ASK, BUT, UM, THAT'S UH THAT'S WHAT THIS PANEL IS PREPARED ON. UM, THIS MORNING WE
COVERED INCLUSION MULTI-LANGUAGE LEARNERS, SPECIAL ED UH, AND CURRICULUM. UM OKAY. SO, UH, GOOD COUNSELOR BREADON ,YOU GET SIX MINUTES. UM, THANK YOU. UM.
LET'S SEE. UM, I WAS LOOKING ON YOUR LONG TERM FACILITIES PLAN. UM, IT'S NOT THAT LIGHTNING. UM, I JUST, UM, A FEW OF THE
SCHOOLS THAT ARE IN SUPPOSED TO BE AN ALL RIGHT. NOT THERE ANYMORE. SO, UM, THE JACKSON MAN HAS GONE. THE HORACE MANN SCHOOL FOR THE DEAF IS GONE. UM. I'M WONDERING I KNOW THAT
THERE'S, UH UM I LOOKED IN HERE, UM, ALONG, UH, FACILITIES ,UM, AND AND ALSO BRIGHTON ELEMENTARY SCHOOL STUDY. UM, I KNOW THERE'S BEEN MONEY ALLOCATED FOR THAT. IS THAT HAPPENING OR IS THAT
JUST BEEN PUT IN THE BOTTOM DRAWER AT THE MOMENT? UH, THANK YOU FOR THAT QUESTION. UM, THE ALSO ELEMENTARY SCHOOLS AND I THINK SCHOOL AND I THINK A FEW OTHER SCHOOLS THAT ARE
LISTED IN THE CAPITAL BUDGET UM ,I STUDIES I KNOW THAT THERE'S A COMMITMENT UM FROM FROM THE MAYOR AND THE SUPERINTENDENT UM ,FOR THOSE SCHOOLS UM, AS
WE'RE DOING SORT OF LIKE THE IMPLEMENTATION OF THE LONG TERM FACILITIES PLAN AND TALKING ABOUT UM, NEIGHBORHOOD OR SCHOOL BY SCHOOL LIKE LIKE WHERE WE'RE WHERE WE'RE INVESTING UM, SO FOR THIS YEAR
LIKE CORE PROJECT FOR THE MSBA WE ANNOUNCED UM, THE MEL KING UM SO THE AUSTIN ELEMENTARY SCHOOLS AND THERE'S A FEW OTHER UM ELEMENTARY SCHOOLS IS IDENTIFIED THERE TO SHOW THAT
COMMITMENT. AND AS UM PROJECTS ARE ROLLING OFF THE CAPITAL BUDGET UM MOVING UM SOME OF THOSE SCHOOLS INTO LIKE ACTUAL STUDY AND INTO
ACTUAL PROJECTS IN THE CAPITAL BUDGET. SO UH, GIVEN THE FLUCTUATING POPULATION I'M ARE WE ANTICIPATING THAT THERE WOULD
BE CONSIDERATION OF BUILDING A NEW 21ST CENTURY ELEMENTARY SCHOOL IN ALLSTON BRIGHTON? UM, SO THE STUDY THAT'S IDENTIFIED THERE RIGHT. IN THE FUTURE WE'RE HOPING THAT
UM THERE IS A NEW ALSO IN ELEMENTARY SCHOOL. WE DON'T HAVE A TIMELINE RIGHT NOW BUT UM, THAT IS THAT IS THE UM PLAN. AND THAT PLACE WOULD BE LOCATED . UM, WE DON'T HAVE A LOCATION
YET. UM, AS WE PARTNER WITH THE MSBA ,ONE OF THE THINGS UM, THAT HAPPENS IS UM IF WE MOVE THROUGH THE ELIGIBILITY PERIOD AND INTO FEASIBILITY, THE MSBA
WOULD WORK WITH THE DISTRICT. UM, UH, ACTUALLY LOOKING AT UH THE DIFFERENT UM, UH, PARCELS UH, THAT THE DISTRICT THE DISTRICT OWN AND IDENTIFY UM A
SITE THAT WOULD FIT THE PROGRAM FOR AN ELEMENTARY SCHOOL. SO THE QUESTION IS WHAT'S THE TIMELINE FOR, UH, BOSTON GREEN ACADEMY TO MOVE OUT OF THE TAFT BUILDING ON WARREN STREET?
UM, WE CURRENTLY DON'T HAVE, UM, A TIMELINE AS I SHARED, I THINK WITH COUNCILOR LIKE WITH COUNCILOR UH, FLYNN, UM, THERE'S A NUMBER OF OUR HIGH SCHOOLS ARE CLOSING, RIGHT, UM,
THAT ARE IN LARGER BUILDINGS WHERE UM, SCHOOLS LIKE BGA AND OTHER SCHOOLS ACROSS THE DISTRICT CAN WOULD HAVE THE CAN HAVE THE OPPORTUNITY TO MOVE AND EXPAND. UM WE HAVE TO GO THROUGH THAT
PROCESS AND THAT ENGAGEMENT PROCESS WITH UM THE SCHOOL COMMUNITIES UM, IN ORDER TO FIGURE OUT LIKE THE BEST SPACE FOR THEIR PROGRAMING UM FOR THEIR CITY PROGRAMS ETC. UM, SO
THAT IS UM SOME WORK THAT AS A DISTRICT UM WHERE WE'RE STARTING AND HOPE AND IS HOPING THAT IT WOULD GO THROUGH UM THE THE NEXT COUPLE OF MONTHS OF THIS YEAR.
SO UM WE HAVE UM A NEED FOR MORE UPSCALE SEATS IN IN ALLSTON BRIGHTON UM, GIVEN THAT OUR POPULATION OF LITTLE ONES IS INCREASING PRETTY RAPIDLY UM ,ARE WE ANY PLANS LIKE THE THE
MARY LYON LAW SCHOOL BUILDING? IS THAT A POSSIBLE PLACE FOR A NEW BIKE? YEP. THANK THANK YOU FOR THAT QUESTION. SO WE ARE WE ARE EXPANDING UM WE ARE ADDING UM, UPSCALE SEATS
TO THE MARY LYON UM THAT'S ONE OF THE REASONS WHY THEY ARE MOVING INTO THE UPPER BUILDING IN ORDER FOR US TO UM, ADD CAPACITY UM, FOR K0 SEATS. SO THAT'S HAPPENING NEXT SCHOOL YEAR. SO THEY'RE ADDING A K0 CLASS
NEXT SCHOOL YEAR AND THE FOLLOWING SCHOOL YEAR THEY'RE GOING TO ADD UM CAPACITY FOR K1. WHEN WILL THEY BE IN THE NEW IN THE BIGGER BUILDING THAT THE THE THE HIGH SCHOOLS IS NOW OR WILL THEY BE IN THE LOWER
SCHOOL BUILDING ACROSS THE STREET. SO THEY'LL BE IN THE UPPER BUILDING ALTOGETHER? YES YOU PK AND TO BE UP K UH PRE-K PRE-K.
THROUGH SIX. SIX SO YES VERY GOOD AND UM AND I KNOW THE GARDNER PILOT ACADEMY HAS GOT A IT'S UM IT'S GOT REPAIRS AND REPLACEMENT
WINDOWS THAT'S IN THE PROCESS WITH WE'VE APPROVED THOSE APPLICATIONS FOR MSBA. UM, DO WE HAVE A TIMELINE FOR WHEN THE REPAIRS MIGHT BE DONE . ONCE WE GET ALL THE FINAL
APPROVALS, UH, IN THE FINANCES SET UP, THE TEAM WILL, UM, WORK WITH UM THE CONTRACTORS ARE DESIGNED TO LAY OUT WITH A WITH AN ACTUAL PROJECT SCOPE WILL BE INCLUDING A TIMELINE. SO ONCE WE HAVE THAT WE'RE HAPPY TO SHARE IT.
THAT'S GREAT. AND UM AND THE EDISON THE ELEMENTARY SCHOOL UM THEIR AUDITORIUM HAS BEEN BEAUTIFULLY REPAIRED. I THINK WE'RE GETTING MOVABLE SEATING, SO THAT'S GOING TO BE GOOD.
I'M GOING TO BE GOING TO SPONGEBOB THE MUSICAL THERE IN A COUPLE OF WEEKS. SO I'M REALLY EXCITED TO BE IN THE NEW NEWLY REFURBISHED AUDITORIUM. ENJOY THAT. I WILL UM WHAT ABOUT UM, THE
HIGH SCHOOL AUDITORIUM? HOW'S THAT MOVING ALONG? UM, IT'S ACTUALLY MOVING ALONG PRETTY WELL. UM, WE ARE WORKING WE'VE BEEN WORKING WITH THE PUBLIC FACILITIES TEAM UM, ON THE
UNLIKE THE NEXT STEPS FOR THE AUDITORIUM UM, UH, BRIGHT NEW HIGH SCHOOLS. UM, THERE WERE A FEW OTHER THINGS THAT CAME UP LIKE THROUGH UM, SORT OF LIKE WHEN
THEY WHEN THE PUBLIC FACILITIES TEAM LIKE THAT WALKTHROUGHS ETC. UM LIKE THINGS LIKE UM BATHROOM ROOFS UM THERE ARE
DIFFERENT THINGS THAT ARE THAT ARE PART OF UM A CONVERSATION. SO THAT TEAM IS ACTUALLY GETTING TOGETHER AND I KNOW THAT THEY'RE MOVING INTO SORT OF LIKE LOOKING AT A FEASIBILITY STUDY THIS AUGUST.
AND UM, THE SORT OF AN EMERGENCY SITUATION WITH THE HEATING SYSTEM THEY DON'T THINK IT WOULD START UP IN OCTOBER WHEN WE IF WE CAN WE DO A NEW HEATING SYSTEM. IS THAT CORRECT? THE HIGH SCHOOL. UM I KNOW THAT I KNOW THAT
THEY. HAVE TWO. HEATING SYSTEM AND. ONE'S GONE OKAY. BUT I KNOW THAT OUR I KNOW THAT OUR CHIEF. OPERATING OFFICER I KNOW THAT
BRIAN AND TEAM IS DEFINITELY WORKING ON THE THE HEATING SYSTEM FOR SURE. OKAY YES. VERY GOOD THANK YOU. THANK YOU, MR CHAIR. YEAH. THANK YOU VERY MUCH. COUNCIL ORAL UH SIX MINUTES. THANK YOU. >> CHAIR AND THANK YOU TO BP'S
FOR BEING HERE. UM, ONE ONE OF THE FIRST QUESTIONS I HAVE IS FOR, UH, STUDENT SUPPORT. UH, ARE YOU ABLE TO PROVIDE ME THE NUMBER?
UH, WHAT THEY WERE FUNDED LAST YEAR VERSUS YOU KNOW, WHAT'S PROPOSED THIS YEAR. BUT AS YOU PULLED THAT UP, I'LL I'LL ASK THIS OTHER QUESTION AROUND MERGERS. UH UH, THE DISTRICT PROPOSES TO
ABSORB ROUGHLY 23 MILLION THROUGH SCHOOL CLOSURES AND RECONFIGURATIONS, INCLUDING 160 OF THE 569 STAFF POSITIONS ASSOCIATED WITH THE CLOSURE
OF DEVRY ELEMENTARY EXCEL HIGH SCHOOL AND THE MARY LINE PILOT HIGH SCHOOL. WE ARE CLOSING BOTH THE MARY LYON AND THE HENDERSON UPPER SCHOOLS. CAN YOU. >> REMIND ME, UM, OF HOW MANY
KIDS ARE IN TENNIS AT THESE SCHOOLS AND WHERE THESE, UH, STUDENTS GOING? OKAY, I'LL LET DELL LOOK UP UM ,THE QUESTIONS ABOUT, UH. >> THE NUMBER OF STUDENTS AND WHERE THEY'RE HEADED. >> WHILE. SHE'S DOING THAT, UM, THE
STUDENT SUPPORT BUDGET, UH, FOR THIS YEAR IS $5.3 MILLION. FOR NEXT YEAR IT WILL BE 4.14.1 . OKAY, THAT'S THE GENERAL. FUNDS, UH, ACROSS ALL FUNDS.
UM, IT. >> WAS. SIX UH. 6.4 AND GOING TO. 4.5 GOT IT. AND WENT SIX. ALL RIGHT. ALL RIGHT. >> YEAH AND AND I GUESS I BROUGHT THIS UP YESTERDAY MY
CONCERN IS THAT A LOT OF A GOOD PORTION OF THAT UH, WILL IMPACT A LOT OF THE SUMMER PROGRAMING UM AND AFTERSCHOOL PROGRAMING THAT OUR DISTRICT UH, STUDENTS
HAVE HAVE BEEN RELYING ON UM AND THAT THAT IS UH A REAL CONCERN FOR ME BECAUSE WE KNOW THE IMPORTANCE OF THOSE PROGRAMS. YEAH, I. >> THINK I THINK I CAN. TELL YOU TODAY THAT. WE HAVE CONFIRMED. UH. >> FUNDING FOR ALL OF THE SUMMER.
>> PROGRAMING TO. BE CONTINUED. UH, LIKE EVEN THE UM DISCOVERY HUB, UM, THE MADISON PARK PROGRAM IN WHEN YOU SAY ALL SUMMER PROGRAM.
NOW NOW I SHOULDN'T SAY THAT WITHOUT COREY BECAUSE YOU'RE. GOING TO GET INTO ALL THE. DETAILS THAT I'M. >> NOT TOTALLY SURE ABOUT BUT. THE PROGRAMS CORE WE RAN LAST YEAR. COREY SENT ME A LIST. OF WHAT HE. WAS EXPECTING TO RUN THIS SUMMER. AND THE. >> FUNDING CHALLENGES WE WERE HAVING AND WE WE. >> WERE ABLE IDENTIFY.
UH, THE MISSING FUNDS. OKAY. AWESOME. GREAT TO HEAR. UM AND THEN. I'LL HAND IT OVER. TO YOUR QUESTION. SORRY. >> AND YOU ASKED FOR UM, THE ENROLLMENT NUMBERS, UH, FOR THE
MARY LYON AND THE HENDERSON. YES, YES. OKAY, SO FOR THE MARY LYON UM, LAST LAST YEAR WHEN THE CLOSURE WAS ANNOUNCED THERE WAS 96
STUDENTS IN THAT HIGH SCHOOL, UM, AND AND THERE WAS 47 STUDENTS THAT WERE IN THE RISE IN 10TH AND 11TH GRADE CLASS. ALL OF THOSE STUDENTS ACTUALLY
TRANSITIONED LAST YEAR. THEY DID NOT WAIT THE 18 MONTH CYCLE TO TRANSITION. SO WE HELP THEM TO TRANSITION AT THE END OF LAST SCHOOL YEAR, UM, ALL OF THE UH WHEN WE LOOKED AT THE PERCENTAGES
OF STUDENTS UM THAT JUST LIKE TRANSFER JUST LIKE THE OVERALL PERCENTAGE I JUST WANT TO NOTE THAT THIS ALSO INCLUDE, UM, STUDENTS AT EXCEL HIGH SCHOOL. UM, IT'S 96% OF THOSE STUDENTS
WERE TRANSFERRED INTO ONE OF THEIR TOP ONE OF THE TOP HIGH SCHOOLS THAT THEY CHOOSE ON THEIR CHOICE FORMS. OKAY. >> AND THAT ALSO INCLUDES THE HENDERSON UPPER SCHOOL. NO. >> SO THE THE HENDERSON WAS ANNOUNCED UM THIS SCHOOL YEAR.
SO WE ARE ACTUALLY IN THE PROCESS OF UM UH OF UM WORKING WITH THAT SCHOOL COMMUNITY TO TRANSITION ANY ANY STUDENT OR FAMILY THAT REQUESTS THAT
TRANSFER. WE'RE ACTUALLY IN THE PROCESS OF LIKE WORKING WITH THOSE FAMILIES. UM, THE DEADLINE PASSED ON APRIL 2ND SO WE WERE ABLE TO UM
,SUPPORT ALL FAMILIES WHO HAVE REQUESTED UM TO UH THEY WANTED A TRANSFER UM, FOR THIS SCHOOL YEAR. SO WE WERE ABLE TO SUPPORT ALL OF THOSE FAMILIES AND JUST. >> AND SO IS.
THE HENDERSON HIGH SCHOOL HAD APPROXIMATELY. 200 UM STUDENTS. JUST UNDER. UM. >> SO UH, ABOUT JUST OVER 40 KIDS IN EACH UH, GRADE. UH NINE THROUGH 11 AND THEN.
SLIGHTLY MORE STUDENTS IN 12TH GRADE DUE TO SOME OVERAGE. UM SPECIAL EDUCATION STUDENTS. UM. SO UH THAT. THAT THOSE ARE STUDENTS. >> WHO ARE IN. UH THE SCHOOLS TO. >> OPEN. NEXT YEAR FOR GRADES TEN THROUGH 12. >> FOR. THOSE ALL STUDENTS WHO ARE
STILL UH, MAKING CHOICES AND DECIDING WHAT THEY WHAT THEY'D LIKE TO DO. OKAY. >> AND WE'RE ABLE TO I KNOW SEE HENDERSON'S INCLUSION SCHOOL AND ARE WE ABLE TO SEE UM A
FIND A PLACE FOR THOSE STUDENTS UM, THAT MIGHT BE SLIGHTLY OLDER? UH, YEAH. SO OUR. SPECIAL EDUCATION TEAM HAS BEEN WORKING WITH THOSE FAMILIES ACTUALLY ONE ON ONE UM, ON
TRANSITION. SO, UM, WORKING WITH THOSE FAMILIES WHO WOULD LIKE TO, UH WHO ARE TRANSITIONING TO UH JUST LIKE OTHER TRADITIONAL UM SCHOOLS IN THE DISTRICT LIKE
WITH INCLUSION AND OR UM SOME OF OUR FAMILIES UM, HAVE OPTED TO TRANSITION TO UM THE NEXT PROGRAM UM WHICH IS A PROGRAM UM TO THAT SUPPORT UH STUDENTS
WITH LIKE UM SPECIAL SPECIAL NEEDS TO BE INDEPENDENT. UM, SO THAT. RIGHT NOW WHAT. >> I CAN SAY IS UH, WE ONLY HAVE UM, 15 STUDENTS ACROSS UM, THE. UH. >> RISING 10TH AND 11TH GRADE
THAT IS GOING TO UM, UH, ACTUALLY REMAIN AT THE HENDERSON UM NEXT YEAR. SO ANY FAMILY ANY FAMILY THAT IS RAISING THEIR HAND OR IN
DISCUSSION THAT DO NOT WANT TO REMAIN FOR THE 18 MONTH CYCLE WE ARE SUPPORTING THOSE FAMILIES UM, ONE ON ONE WITH TRANSITION. >> ALL RIGHT. AND MY TEAM IS GONNA BE MAD AT ME IF I DON'T ASK THESE. THREE QUESTIONS.
UM, SO WE. YOUR COLLEAGUES ARE, UH, PRESSURING ME TO HAVE YOU SPEED THINGS UP. YEAH YEAH. YEAH YEAH, I SEE IT. >> I SEE THE PRESSURE. >> TAKE YOUR TIME, COUNSELOR. UH, SO WE SPENT A COUPLE
OF YEARS WITH SCHOOL BASED INCLUSION PLANNING TEAMS, UH, WHERE WE HAD THOSE TEAMS DESIGN SCHOOL SPECIFIC INCLUSION PLANS FOR STAFFING OR SERVICE MAPPING, UH, WHERE THEY'RE WHERE THEY WOULD BE THAT THEY
WOULD BE MOVING TO THE REIMAGINED SCHOOL FUNDING AND DOES THIS NEW. SCHOOL DOES THIS NEW FUNDING FORMULA MEET THE SCHOOL SPECIFIC UH UH INCLUSION PLANS
THAT EACH SCHOOL CAME UP WITH? YEAH. I REALLY. >> APPRECIATE THAT QUESTION. UH, THEY DEFINITELY ALL KNEW SOMETHING. WAS COMING. THEY DIDN'T. NOT EVERY SCHOOL. >> KNEW ALL THE DETAILS OF THE PLAN. ONLY SOME. OF THE. >> COMMUNITIES WERE REPRESENTED IN. >> OUR WORKING GROUP. BUT WHAT I WILL SAY IS WE
DESIGNED. OUR NEW FUNDING. SYSTEM AROUND THE. WAY WE WERE DOING. INCLUSION PLANNING. SO THE WAY IT WORKED. WAS RATHER THAN SAYING THE SCHOOLS. OKAY, WE HAVE. >> A NEW FUNDING SYSTEM, HERE'S
HOW YOU HAVE TO DO. INCLUSION. >> ACKNOWLEDGING THAT THESE SCHOOL BASED. PLANNING TEAMS. >> WERE DOING. >> THE WORK BUT INSTEAD WE DID WAS WE SAID LOOK AT THE NEEDS OF THE STUDENTS IN YOUR BUILDING. HERE'S THE AMOUNT OF FUNDING YOU HAVE. TO BUILD OUT. YOUR DESIGN FOR THE UPCOMING
YEAR. SO EACH SCHOOL WAS ALLOCATED. A PILE OF FUNDING AND THEN GIVEN. FLEXIBLE RESOURCES. >> SO SOME. SCHOOLS PRIORITIZE MORE. CO-TEACHING. >> OTHER SCHOOLS. >> PRIORITIZE MORE PARAPROFESSIONAL SUPPORT. IT REALLY VARIES BY SCHOOL.
>> AND BY NEED. GOT IT. >> UM. OKAY I GUESS THAT THE TO DIVE A LITTLE BIT MORE DEEPER INTO THAT QUESTION.
UM. SO OF THOSE CLASSES A SCHOOL MIGHT HAVE AND I THINK YOU MIGHT HAVE ANSWERED AS WANTED 1 OR 2 STRANDS WITH INCLUSION SUPPORT UM, WHICH COULD HAVE
BEEN HALF OF YOU KNOW, THE STRANDS THEY MIGHT HAVE FOUR BUT 1 OR 2 OF THE STRANDS. SO WHAT WAS IT LIKE THAT A LOT OF MONEY THAT YOU THAT YOU TALK ABOUT WAS IT REFLECTIVE OF YOU KNOW THEM MIGHT HAVE WANTING
YOU KNOW MORE THAN 1 OR 2 STRANDS. YEAH INCLUSIONS. OKAY IT'S A GREAT IT'S A GREAT POINT. SO IT USED TO. BE EXACTLY AS YOU SAID IN THE. >> OLD MODEL WE WERE VERY PRESCRIPTIVE AND RESTRICTED RIGHT. >> YOU HAVE TO PUT ALL THE KIDS IN THIS.
ONE CLASS EVEN IF YOU HAVE 3 OR 4 AND YOU THINK THERE'S A BETTER OPTION OUT THERE. YEAH YOU'RE NOT YOU'RE YOU. WEREN'T ALLOWED TO DO THAT. NOW A. SCHOOL CAN LOOK. ACROSS THEIR STRANDS AND FIGURE OUT.
LIKE WHAT'S THE RIGHT PROGRAMING FOR THEM AND FIGURE OUT THE BEST WAY TO DISTRIBUTE THE RESOURCES. >> GOT IT. >> SO THE. SCHOOLS HAVE MUCH MORE. FLEXIBILITY NOW. UM AND SO ONE SCHOOL MIGHT SAY WE'RE GOING TO ASSIGN ALL.
FOUR STUDENTS WITH DISABILITIES TO THIS ONE. CLASS AND GIVE IT FULL DAY CO-TEACHING BECAUSE WE THINK THAT'S THE RIGHT THING. >> TO DO. ANOTHER SCHOOL MIGHT SAY WE'RE GOING TO DISTRIBUTE THE. STUDENTS ACROSS TWO CLASSES AND HAVE THE SECOND TEACHER. >> MOVE BACK AND FORTH.
OKAY THAT'S ALL REALLY DEPEND ON THE SCHOOL. SO HOW WOULD YOU DESCRIBE UM THIS FUNDING FORMULA BECAUSE IT SOUNDED LIKE THE INCLUSION PLANNING TEAM WAS SCHOOL SPECIFIC INCLUSION.
YEAH. UM AND THEN THERE'S LIKE THIS IDEA OF LIKE A ONE SIZE FITS ALL. HOW WOULD YOU DESCRIBE HOW WE'RE MOVING FORWARD AS A DISTRICT? SO I THINK. THE THE WAY THE. FUNDING SO.
FOR INCLUSION OR FOR THE FUNDING. FORMULA BECAUSE IT'S ALL FOR BOTH OKAY. YEAH OKAY I FEEL LIKE THEY DO GO HAND IN HAND I SHOULD DO THAT SHOULD THE VAST I SHOULD KNOW THE ANSWER WOULD BE BOTH UM SO THE FUNDING FORMULA.
>> THE INTENTION. >> OF THE FUNDING FORMULA IS WE. FULLY FUND THINGS THAT YOU. >> ARE REQUIRED TO DO. SO IF. >> WE. TELL YOU YOU HAVE TO HAVE A FULL TIME NURSE. HERE'S THE. >> FUNDING FOR A FULL TIME NURSE. RIGHT. AND THEN WE.
FLEXIBLY FUND. THINGS THAT YOU. HAVE SOME CHOICE OVER. SO RATHER THAN SAYING YOU'RE GOING TO GET FOUR. INCLUSION TEACHERS. AND TWO. >> PARAPROFESSIONALS, WE MIGHT. >> SAY YOU'RE GOING TO GET $750,000 BASED ON. >> THE NEEDS OF STUDENTS. AND YOU.
DO THAT. SO UM. IN THE BUDGET BOOK THERE'S A MULTICOLORED. THREE PAGE SECTION THAT SORT OF TALKS ABOUT WHAT ALL THE DIFFERENT RULES ARE.
BUT ON THE RIGHT HAND SIDE OF THAT YOU CAN SEE SOME SAY RESTRICTED. SO THERE'S JUST. >> USE FOR THESE THINGS AND SOME. SAY FLEXIBLE. SO THAT'S THE INTENTION. >> OF THE FUNDING FORMULA. FOR THE INCLUSION. PLAN I THINK OUR INTENTION IS
UM RIGHT NOW TO BE PRETTY. SCHOOL DRIVEN AND FLEXIBLE RIGHT. SO THERE. >> ARE. OBVIOUSLY SOME GUARDRAILS AROUND THAT RIGHT. YOU CAN'T SAY WELL. >> THE STUDENT DOESN'T ACTUALLY. >> NEED SERVICES SO WE'RE NOT GOING TO GIVE THEM SERVICES RIGHT. BUT UM.
THE IDEA IS THAT SCHOOLS. HAVE FLEXIBILITY WITHIN. THEIR FUNDING. ALLOCATION TO BE ABLE TO. DESIGN THE INCLUSIVE. >> MODEL THAT. WORKS BEST FOR THEM. UM. >> AT SOME SCHOOLS, AS I WAS SAYING BEFORE, THAT'S MORE CO-TEACHING. >> AT OTHER SCHOOLS IT'S A LITTLE BIT DIFFERENT RIGHT?
SO EACH SCHOOL SORT OF. >> MAKES. THEIR OWN PLAN. AND IS. >> DOING THEIR. >> OWN ENGAGEMENT ABOUT WHAT THEIR PRIORITIES ARE. UM, AND I THINK AS WE GET A LITTLE BIT. FURTHER INTO.
IMPLEMENTATION, I'M HOPING. >> THAT WE'LL HAVE SOME. REALLY UH. EASY TO IDENTIFY BEST PRACTICES. THAT WE CAN. SHARE ACROSS SCHOOLS. UM, BUT WE ARE SORT OF WRAPPING UP A YEAR OR TWO OF IMPLEMENTATION RIGHT NOW SO IT'S. >> STILL.
CERTAINLY A LITTLE MORE TIME THERE. AND UM, WHAT'S WHAT'S THE CURRENT RANGE OF THE FLEXIBLE FUNDS THAT HAVE BEEN ALLOCATED TO DIFFERENT. SCHOOLS LIKE. >> WHAT'S.
THE WHAT'S. THE SMALLEST AND THE BIGGEST AMOUNT. RIGHT. >> UM. THE. SO UM. OUR SCHOOL BUDGETS.
UM UH. ,OVERALL RANGE FROM. SO LIKE THE ALGERIE HAS A $2. >> MILLION BUDGET, RIGHT FOR FOR THE FLEXIBLE FUND ALTHOUGH TOTAL. OKAY. >> LIKE. THE WHOLE SCHOOL BUDGET IS $2
MILLION. >> RIGHT. BUT WHERE. DO YOU. >> BREAK. OUT THE. >> FLEXIBLE FUND. YEAH. UH SO AND ACTUALLY YOU CAN. >> LOOK THROUGH IN YOUR BUDGET BOOK THERE'S. >> A ONE FOR THANK. >> YOU FOR THOSE BUDGET BOOKS. YEAH OF COURSE I CAN'T REMEMBER I REMEMBER SOMEBODY. ASKING FOR THEM IN. THE PAST IT.
FLIPS MY MY WHO IT WAS. WE APPRECIATE IT. THANK YOU, THANK YOU. UH. GO RIGHT WITH YOU, COUNSELOR. >> I'M SORRY. SORRY. THAT'S WHAT MY BAD. >> UH. SO, UH. SORRY. LET ME JUST PULL. >> UP HERE. SO, UM SO.
>> THE ALLEGORY IS ANOTHER GREAT EXAMPLE. SO SORT OF THE SMALLEST. AMOUNT OF. >> SCHOOL CAN RECEIVE A. $60,000, RIGHT? WHICH IS ENOUGH FOR A HALF TIME TEACHER THAT'S. >> SORT OF. THE MINIMUM. >> YEAH RIGHT. BUT THAT WOULD BE A SCHOOL THAT HAS. VERY, VERY FEW.
STUDENTS WITH DISABILITIES. YEAH RIGHT. UM BECAUSE OUR OUR UM OUR SORT OF MAXIMUM. CASELOAD IS. 20 SO YOU WOULD. >> HAVE TO HAVE. LESS THAN TEN STUDENTS WITH DISABILITIES. >> IN YOUR. BUILDING TO BE GETTING $60,000
RIGHT. THE MOST THE SCHOOL IS RECEIVING THIS YEAR FOR INCLUSION IS $2.4 MILLION. UM, THAT SCHOOL OBVIOUSLY HAS. SIGNIFICANTLY MORE STUDENTS.
THAT IS. UH THE. HENDERSON THE. HENDERSON HAS THE HIGHEST ALLOCATION. UH THE OTHER SCHOOL OVER. $2 MILLION IS THE EAST. >> BOSTON UH 7012. ALL RIGHT. >> NOW I HAVE MORE QUESTIONS
AROUND THAT BUT I DON'T I THERE'S OTHER QUESTIONS I WANT TO GET TO UM, SOME SEPARATE CLASSROOMS. UM, IS THAT CLASSROOM THE LEAST RESTRICTIVE ENVIRONMENT FOR
THOSE STUDENTS? IT'S UM SEPARATE? YES. >> IT IS THE LEAST RESTRICTIVE. ENVIRONMENT DETERMINED BY THAT STUDENTS IEP TEAM OKAY. >> AND THEN WE HAVE 3509 STUDENTS IN SOME SEPARATE CLASSROOMS.
NEARLY 3000 OF THOSE STUDENTS ARE BLACK OR HISPANIC, 43% OF STUDENTS AND SUBSET OF CLASSROOMS ARE BLACK. BUT BLACK STUDENTS ONLY MAKE UP 28 OR 29% OF THE TOTAL
POPULATION. AND WE KNOW THAT THERE'S AN ACHIEVEMENT GAP FOR OUR BLACK STUDENTS AND SHOULD WE STILL BE KEEPING OUR STUDENTS IN SUB SEPARATE CLASSROOMS AND ARE THESE THE BEST ENVIRONMENTS FOR
THEM TO REACH THEIR FULL POTENTIAL? YEAH. >> I THINK THERE'S. >> TWO THINGS I'M GOING TO STEAL. ENTIRELY FROM THE UPTICK THAT. >> WAS GIVEN THE SCHOOL. COMMITTEE ON WEDNESDAY ABOUT BY DOCTOR ROSE ABOUT SORT OF OUR NEW STRATEGIC PLAN. I THINK THERE ARE. TWO THINGS THAT ARE TRUE.
ONE IS THAT FOR EACH INDIVIDUAL STUDENT. THE IEP TEAM. >> HAS. CURRENTLY DETERMINED THAT THAT IS THE CORRECT PLACEMENT FOR. >> THAT STUDENT. THE SECOND. THING IS THAT WE WOULD SAY AS A. SYSTEM THE. DISPROPORTIONATE PLACEMENT
OF BLACK STUDENTS INTO SUBSTANTIALLY SEPARATE CLASSROOMS IS NOT IS NOT OKAY RIGHT. AND WE NEED. TO THAT IS. >> SOMETHING THAT WILL BE VERY ACTIVE. WE NEED. >> TO REVIEW. AND ADDRESS RIGHT TO MAKE SURE THAT BLACK STUDENTS ARE NOT. BEING DISPROPORTIONATELY.
IDENTIFIED AS. NEEDING UH AS. BEING DISABLED. AS REQUIRING ADDITIONAL. SERVICES AND REQUIRING SUBSTANTIALLY SEPARATE PLACEMENTS SO THAT AS A AS. AN INDIVIDUAL LEVEL.
IT IS THE LEAST RESTRICTIVE ENVIRONMENT ACCORDING TO THEIR IEP. BUT AS A SYSTEM. THAT IS. >> SOMETHING WE NEED TO BE. REVIEWING AND REVIEWING AND INTERROGATING AS A PART OF. >> OUR. INCLUSIVE AND. A PART OF OUR A BIG PART OF OUR INCLUSION AND. INCLUSION PLAN.
>> IS INTERROGATING THAT EXACT DISPARITY. ALL RIGHT. AND THEN MY UH, SECOND TO LAST QUESTION AND I'M JOKING MY LAST QUESTION. YOU'RE BEING INFLUENCED BY CULPEPER. >> IS MOST.
ISSUE. UM CLASSROOM. >> LAST. QUESTION UM DO WE HAVE NUMBERS ON BLACK STUDENTS ADMISSIONS AT EXAM SCHOOLS FOR THE MOST RECENT PERIOD? UM. >> WE CERTAINLY CAN GET YOU THE
NUMBERS WE HAVE. OKAY. >> AND I KNOW. >> YOU DON'T HAVE. >> THOSE. WITH US TODAY. OKAY. >> AND I KNOW WE TALKED ABOUT TRYING TO, UH, RAISE THE ACHIEVEMENT, UH, FOR OUR BLACK STUDENTS IN THIRD FOURTH IN THE FIFTH GRADE.
UM AND THEN WHEN YOU LOOK AT UH ,THE 2025 MCAT RESULTS IN READING, UM, IT JUST SPEAKS TO THE AMOUNT OF WORK WE STILL HAVE TO DO. UH, IN THIRD GRADE, ONLY EIGHT BLACK STUDENTS AND 28 LATINO
STUDENTS EXCEEDED EXPECTATIONS IN READING. IN THEIR FOURTH GRADE, ONLY EIGHT BLACK STUDENTS AND 26 LATINO STUDENTS EXCEEDED EXPECTATIONS. IN FIFTH GRADE, ONLY EIGHT BLACK STUDENTS AND 12 LATINO
STUDENTS EXCEEDED EXPECTATIONS. WHAT ARE THE TARGETED INTERVENTIONS UM WE ARE USING TO RAISE THOSE SCORES? OKAY, YOU YOU MIGHT NOT HAVE THE BEST TIME TO. NOT HAVE ANY MORE ON THIS ONE.
YEAH. I'LL GIVE YOU SOMETHING. YOU JUST MISSED DOCTOR. >> RIGHT THIS MORNING. >> BUT. WE'LL GET YOU SOME. SPECIFIC ANSWERS THERE. UM, AND I THINK. WHAT I WILL SAY IS. >> I KNOW THAT IS. ONE OF THE MAIN. FOCUS AREAS OF OUR STRATEGIC
OBJECTIVES THAT WERE RELEASED AND I THINK. WE CAN. >> SHARE THOSE WITH YOU AS WELL. >> SO JUST. SOME MORE DETAILS ON HOW EXACTLY WHAT YOU'RE ASKING FOR. ALL RIGHT. >> AND IF WE COULD GET DEMOGRAPHIC BREAKDOWN ON THE UM UH RECENT EXAMS SCHOOL
ADMISSIONS. YEAH. >> WHAT IS THE PLAN FOR RELEASING THAT DATA FOR HOW THE NEW, UH, YOU KNOW, PERCENTAGES AND THERE'S A NEW FORMULA THIS
YEAR? YEAH, I THINK WE CAN WE CAN. CERTAINLY FOLLOW UP. >> WITH ALL THE DATA AND TIMELINE. OKAY. >> YEAH. OKAY. >> UM. IS IS THE I. MEAN. >> HE'S TALKING. >> IT'S LIKE. >> YOU KNOW. HE'S I THINK I HEARD HIM. SAY THE OTHER HIS TIME.
>> TO GIVE ME. >> SOME OF HIS. TIME WHICH IS NEVER GETTING TO THE TO THE END. UH, I DID HAVE A COUPLE OF QUESTIONS BUT ALL RIGHT. I'LL DEFER THIS. >> NO NO NO. I DEFER TO THE CHAIR. YEAH. >> NO, I JUST, UH, JUST GIVE YOU A SECOND. I MEAN.
OKAY, YOU GIVE ME A SECOND, I. >> WILL. I WILL GIVE. YOU YOU YOU. AND BY THE. >> WAY, WHAT'S THE DIFFERENCE BETWEEN FAMILY ENGAGEMENT? WAIT. NOPE. HOW MANY THIS IS? UM, QUESTIONS FROM SOME COMMUNITY MEMBERS.
NOW I'M GOING TO ASK IS HOW MANY SCHOOL SITE COUNCILS ARE IN DISTRICT AND HOW MANY SANCTIONED SCHOOL PARENT COUNCILS AND SCHOOL SITE COUNCILS AT EACH OF THE
FOLLOWING UM. DE LA C AND CPC AS WELL AS ALTERNATES FOR EACH. THEY DIDN'T THEY DIDN'T BREAK DOWN WHAT DE LA CPC WHERE.
>> THE LIKE DE LIKE OKAY YES YES. THANK YOU FOR THAT QUESTION. UM SO ALL OF OUR SCHOOLS HAVE A FUNCTIONING SCHOOL SITE COUNCIL WITH UH MEETINGS THAT THEY HOLD EITHER ON A MONTHLY
BASIS OR A BI MONTHLY BASIS. UM AND SO WITHIN THE SCHOOL SITE COUNCILS IS WHERE THE SHARED DECISION MAKING PROCESS HAPPENS. WE HAVE TWO MEMBERS. WE ALSO HAVE FAMILY MEMBERS.
WE ALSO HAVE COMMUNITY MEMBERS THAT ARE PART OF THE COUNCIL UM AS THEY ARE VOTED IN BY THEIR UH RESPECTED UM AREAS. RIGHT. AND UH AT THE UPGRADES AT THE
SECONDARY SCHOOLS WE ALSO HAVE STUDENTS ON THERE AND THE PRINCIPAL SCHOOL LEADERS ALSO ON THE. COUNCIL'S GOT IT. AND UM FAMILY ENGAGEMENT,
STUDENT SUPPORT. I JUST FEEL LIKE THERE'S SO MUCH ALIGNMENT AND I KNOW THAT THEY DO WORK TOGETHER. UM, AND I JUST CONSTANTLY GO BACK TO THIS QUESTION OF UM,
TRYING TO FIND MORE WAYS ON UM I GUESS LOOKING HOW UM THOSE TO FAMILY ENGAGEMENT STUDENT SUPPORT BECAUSE IF IT'S SUPPORTING THE STUDENT I WOULD ASSUME THAT YOU HAVE TO SUPPORT
THE FAMILY. SO UM, JUST TRYING TO, YOU KNOW, CAN ENCOURAGE MORE ALIGNMENT AND MORE OF THOSE TWO DEPARTMENT UH, WORKING HAND-IN-HAND UM WITH THAT UM I
SEE COUNCIL CULPEPER. BACK SO I'LL DEFER BACK TO THE CHAIR. THANK YOU. OKAY. THANK THANK YOU. JUST, UM, SPEAKING ABOUT THE BUDGET BOOKS THAT I CAN THANK YOU TO THE COUNCIL OVERALL FOR
,UH, GETTING THESE TO US, WE TALKED A LITTLE BIT OF PAGE 57 AND IN THE BOOK WHICH HAS SOME INTERESTING DIFFICULT TO JUST DECIPHER NUMBERS UM, UM,
STAFFING AND IN THE CENTRAL BUDGET OFFICE AND I THINK WE HAVE AN EXPLANATION I SAW LIKE A ONE PAGE I THINK THAT WAS CIRCULATED TO EVERYONE UH UH, CHIEF BLOOM THAT IT'S ALL
RIGHT. OKAY. JUST PAGE 58 IS PARTNERSHIP FUNDING WHICH WE WERE TALKING ABOUT UH, THIS AFTERNOON AND THAT THAT'S AND ALSO AN INTERESTING PAGE. IT'S THE. >> PARTNERSHIP FUNDING
DEPARTMENT IS THE SOURCE OF FUNDING FOR DISTRICT WIDE PARTNERSHIPS SUCH AS THE PARTNERSHIP WITH THE PRIVATE INDUSTRY COUNCIL AND AND I KNOW A YEAH SO MY MY QUESTION IS TWO PARTS ONE IS.
IS PARTNERSHIP FUNDING GO OUT IN THAT DISCRETIONARY FUNDING. THEY WERE TALKING ABOUT THE COUNCIL RULE AND THE OTHER PART IS WHY IS THIS THE. DOLLAR FIGURE WHY. >> FOR ZERO YEAH. YEAH THIS IS THE UM THE DANGER OF DOING THINGS. >> BY MAIL MERGE.
UM SO OUR PARTNERSHIP FUNDING. UH ISN'T. ENTIRELY GRANT FUNDED UM THROUGH OUR LONG TERM ENTITLEMENT GRANTS, WHICH IS WHY IT UH, THIS IS. AND THIS TABLE IS.
GENERAL FUND ONLY. UM, SO THAT'S WHY IT'S ALL ZEROS. UM, IT. >> DOES NOT. INCLUDE ANY OF THE. SCHOOL BASED. PARTNERSHIP FUNDING. >> WHICH ADDS. >> UP. TO CLOSE TO $7 MILLION. UM, AND THAT'S REFLECTED. IN INDIVIDUAL. SCHOOL BUDGETS.
>> IN THEIR CONTRACTS AND OTHER NON PERSONNEL. SECTION WHEN YOU'RE. >> LOOKING AT THEIR. ONE PAGERS. >> AND THAT COMES THAT COMES FROM GRANTS AS EVERY. IS A PARTNERSHIP FUNDING. UH IN THAT PARTNERSHIP. FUNDING BUDGET'S. PRIMARILY FUNDED BY TITLE ONE AND TITLE FOUR.
FEDERAL ENTITLEMENT GRANTS. OKAY UM AND UH YOU JUST SO I KNOW HUB SCHOOLS ARE SUPPOSED TO THEY DON'T DO THEY GET FUNDING OR THEY DO THEY USE
THAT PARTNERSHIP FUNDING FOR THE EXTRA SERVICES. UH, SO. HELP SCHOOLS. GET UH. FUNDING THROUGH FROM. THE CENTRAL OFFICE BUDGET. UM, FOR.
A HUB SCHOOL. COORDINATOR UM, EITHER HIRED BY THE DISTRICT. >> OR. IN PARTNERSHIP. WITH AN. >> OUTSIDE ORGANIZATION. LIKE THE YMCA OR CITY OR. UM. >> THAT HUB. >> SCHOOL COORDINATOR COORDINATES RESOURCES. SO THAT INCLUDES.
BOTH THE USE OF THE SCHOOL FUNDS LIKE THE PARTNERSHIP. FUND AND THE BEFORE AND AFTER SCHOOL PROGRAMING THAT'S GOING ON AS WELL AS UM. NO COST TO THE. DISTRICT PARTNERS. THAT COME. >> INTO OUR SCHOOLS. UM.
>> SO UH I KNOW WE WERE TALKING. >> ABOUT THE GARDNER THE OTHER DAY. >> THE GARDNER HAS LIKE A FRIDAY MUSIC PROGRAM. >> THAT. COMES IN. UM IT DOESN'T WE DON'T NO ONE. GETS CHARGED ANYTHING BUT IT'S . >> IT IS. >> A PART OF THE PROGRAM. OKAY. >> OKAY. >> UM. THANK YOU.
YEAH, I DON'T KNOW SOMEHOW. SO IS THAT A MISTAKE THE $0 FIGURE. OR SHOULD IT BE 7 MILLION OR. NO, IT'S IT'S. WE'RE NEVER WE'RE NEVER SURE WHAT TO DO WITH THIS. IT'S THE. THE BUDGET BOOK.
REFLECTS THE FUNDING THAT IS BEING APPROVED. BY THE COUNCIL. RIGHT SO IT'S THE GENERAL FUNDING. >> IT. IS EXCLUDES. THOSE GRANTS. >> THE OFFICE DOES EXIST. >> IT'S JUST ENTIRELY UH FUNDED BY GRANTS. SO WE SHOULD WE. SHOULD HAVE PUT A NOTE IN.
>> ON THAT THAT SAYS. THIS OFFICE IS SUPPORTED BY THAT. IT'S LIKE $3 MILLION IN FEDERAL GRANTS. OKAY OKAY. THANK YOU. >> VERY MORE CLEAR. >> THIS IS VERY CONFUSING. I SEE NO. UH OKAY. COUNSELOR CULPEPER SIX SIX
MINUTES. THANK YOU. WE CAN DO THIS. WE CAN DO THIS TOGETHER SIX MINUTES. >> YEAH. NO, WE'RE NOT DOING IT. WE ALSO. >> HAVE NO. NO, THIS IS MY TIME. I HAVEN'T STARTED THE CLOCK YET. WE DO HAVE SOMEONE SIGN UP FOR
IN PERSON TESTIMONY. SO, UH, DO YOU. >> WANT TO TAKE THEM? UH, YEAH. YOU WANT TO DO THAT? OKAY. TAKE THEM. OKAY. UM, BECAUSE IT'S GOING TO BE LATE, SO. OKAY. >> I WOULD. TAKE THEM CARS. MCLAUGHLIN UM, SO YOU CAN COME
OVER HERE. THERE'S A MICROPHONE. YOU CAN HAVE TWO MINUTES TO TO SPEAK. UH AND THEN I HAVE THE CLOCK BEHIND ME WHEN IT WHEN YOU
START JUST TELL US YOUR NAME WHERE YOU LIVE UH AND ANYTHING ELSE. SO I'M. >> DOCTOR CHRIS. MCLAUGHLIN AND I LIVE ON 25 COMPTON STREET IN ROXBURY. AND. >> UM, I CAN CONFESS. THAT I THOUGHT I WAS. >> JUST SIGNING IN TO COME.
BUT SINCE I'M HERE, I THINK I MIGHT HAVE SOMETHING TO SAY. SO I WAS JUST LISTENING TO THE COMMENTS ABOUT, UM, WHO EXCEEDS
AND THOSE NUMBERS WERE LOW. SO WERE THOSE THE NUMBERS FOR ONE SCHOOL OR THE DISTRICT? BUT SO THIS IS NOT A QUESTION. OKAY. >> SO LET ME JUST SAY THIS. COUNCILOR CULPEPPER AND I CAN
ANSWER NO NO NO. LET ME JUST DON'T DON'T DON'T NO NO DON'T TAKE AWAY MY FROM MY TWO MINUTES. NO. >> SO AT ANY RATE, IF IT'S ONE SCHOOL THAT'S A PROBLEM. IF IT IS AN ENTIRE DISTRICT AND
I'M HOPING THAT IT'S NOT BECAUSE THAT WILL MEAN I'M GOING TO HAVE TO SPEND TIME COMING TO THESE MEETINGS A WHOLE BUNCH MORE. SO IF IT IS AN ENTIRE DISTRICT
THAT'S A DISGRACE. THAT'S A DISGRACE. BOSTON IS NOT UNDERFUNDED. THIS IS HISTORIC. I CAN BRING IN THE DATA AND WE
HAVE TO DO BETTER BY THESE KIDS. SO IT IS NOT OKAY TO HAVE A REPORT THAT SAYS THAT UNDER 100 KIDS ARE EXCEEDING AT HIGH
LEVELS? I DON'T EVEN KNOW HOW THAT CAN OCCUR. SO IF I'M MISSPEAKING I TAKE IT ALL BACK AND I'LL LEAVE IT ON ONE SCHOOL. IT'S STILL AN ISSUE.
SO THERE IS HOW WOULD I PUT IT? WE WE HAVE TO STOP ACCEPTING THESE POOR STANDARDS BECAUSE THESE KIDS LOOK LIKE ME. IT'S NOT RIGHT.
EDUCATION DOES CHANGE PEOPLE AND IT GIVES THEM OPPORTUNITIES . THE OPPORTUNITIES THAT I HAD BECAUSE I WAS EDUCATED WELL AND I HAD TEACHERS WHO KNEW WHAT
THEIR JOB WAS. SO EVERYONE'S GETTING PAID FROM THE SUPERINTENDENT ON DOWN AND THEY GET HEALTHY GOOD SALARIES
AND SO I EXPECT TO SEE BETTER. SO NOW I'M GOING TO HAVE TO PUT YOU ALL ON MY AGENDA SO THAT I CAN BE HERE TO SPEAK UP FOR THE
CHILDREN. THEY DESERVE THAT. WHEN I LOOK AT WHAT THIS COUNTRY IS GOING THROUGH AND EVERY RIGHT THAT IS BEING TAKEN AWAY FROM THESE CHILDREN, THEY
DON'T HAVE THE OPPORTUNITIES I HAD. I DID NOT GROW UP THINKING THAT I WAS NOTHING. AND I'M A LOT OLDER THAN THEY ARE, BUT I DID NOT GROW UP
THINKING THAT I WAS NOTHING. WHAT THESE CHILDREN HAVE TO LISTEN TO EVERY DAY DIE IS A DEROGATORY STATEMENT.
BEING BLACK IS WORSE. WE HAVE TO DO BETTER. SO NOW YOU'RE ON MY AGENDA. YOU WILL BE ON ON MY AGENDA BECAUSE THE NUMBERS THAT I HEARD I WAS IN ON I SAID WE.
CAN'T HIM. SO DO SOMETHING. FOR YOUR PEOPLE TO DO SOMETHING BECAUSE THERE ARE SOME OF US WHO ARE NOT GOING TO TOLERATE THIS.
UNFORTUNATELY I HAD TO STOP HERE TO FIND MY GOOD FRIEND MINYARD AND SO I CAME IN. BUT I THINK IT'S A GOOD THING. SO THANK YOU FOR ALLOWING ME TO SPEAK. IT WAS A MISTAKE.
OKAY, I DON'T KNOW. BUT I GUESS MAYBE YOU'RE GOOD FOR IT. YEAH. >> THANK YOU VERY MUCH, DOCTOR MCLAUGHLIN. THERE WAS A LOT OF COMPANY DISTINGUISHED COMPANY SAYING THIS THINKING THEY WERE JUST MAKING A RECORD THAT THEY WERE HERE AND THEN THEY GET CALLED
UP. BUT THANK YOU FOR YOUR COMMENTS. ALL THE NUMBERS ARE DISTRICT WIDE. YOU KNOW, THESE ARE THEY'RE VERY DIFFICULT TO YOU KNOW TO SORT OF STOMACH AND UM YOU KNOW IT'S SOMETHING THAT WE'VE SPENT
A LOT OF TIME WE HAD A PANEL BEFORE THIS UH THAT FROM 10 A.M. WE'VE BEEN HERE. THIS IS OUR THIRD HEARING ON BP'S UH, IN THE BUDGET CYCLE. WE HAD SEVERAL HEARINGS ON BP'S
BEFORE, UH, THE BUDGET AND IT'S SOMETHING THAT I THINK WE'RE ALL, YOU KNOW, UH, TRYING TO GRAPPLE WITH AND, UH, YOU KNOW, IT'S UM THAT ANYWAY, SO I THINK
YOUR COMMENTS WERE SPOT ON. YOU DON'T HAVE TO CORRECT ANYTHING AND I THINK I THINK ALMOST EVERYONE HERE AGREES WITH YOU. UH, IF NOT EVERYONE. SO, UH. OKAY. THANK YOU VERY MUCH, COUNSELOR CULPEPER.
THANK YOU, MR CHAIR AND GOOD TO SEE YOU. WE HAD GREAT CONVERSATIONS THIS MORNING AND, UH, LOOK, I GOT A
FEW QUESTIONS THAT HAVE TO DO WITH FAMILY AND COMMUNITY ADVANCEMENT AND AND AND YOU CAN FOLLOW ME IF YOU WANT TO. PAGE 53 SAYS DISTRICT
OPERATIONS AMPLIFY THE VOICES OF THE HISTORICALLY MARGINALIZED. HOW IS THAT HAPPENING? UH, BEFORE YOU ANSWER JUST OUR UH OUR CENTRAL STAFF, YOU DON'T HAVE TO TOUCH THE BUTTONS.
UH, HE WILL TAKE CARE OF IF YOU LEAN IN TO SPEAK, HE'LL TURN ON AND OFF YOUR MIC, SO JUST. OKAY. SORRY. BACK TO COUNCILOR CULPEPPER THIS QUESTION.
THANK YOU SO MUCH FOR THAT QUESTION, COUNCILOR CULPEPER. MAGALI SANCHEZ I'M THE CHIEF OF FAMILY ADVANCEMENT AND I'M HERE WITH MARY MOORE DE SOUZA, CHIEF OF FAMILY ENGAGEMENT AS WELL AS OUR OTHER COLLEAGUES. UM, SO I CAN TALK A LITTLE BIT
ABOUT HOW WE ENGAGE OUR FAMILIES WITH OUR SCHOOL SITE COUNCIL PROGRAMING EARLIER. I'M SORRY. YEAH, ALL OF OUR COUNCILS ACROSS THE SCHOOLS EARLIER I TALKED A LITTLE BIT ABOUT HOW WE HAVE ACTIVE SCHOOL SITE COUNCILS WITHIN ALL OF OUR
BOSTON PUBLIC SCHOOLS. UM THEY HAVE EITHER MONTHLY OR BI MONTHLY MEETINGS. UH AND THE PURPOSE OF THE SCHOOL SITE COUNCILS UM WELL FIRST OF ALL IS REQUIRED BY MASS LAW BUT IN BOSTON BECAUSE
WE FIND IT VERY CRITICAL AND IMPORTANT. WE ALSO HAVE A UM HAVE IT WRITTEN WITHIN OUR BTU CONTRACT THAT IT IS A REQUIREMENT FOR ALL OF OUR SCHOOLS TO HAVE A COUNCIL.
UM, THE COUNCILS ARE REPRESENTED HAVE REPRESENTATIVES THAT ARE EITHER FROM THAT ARE FROM THE SCHOOL PTO MEMBERS, FAMILY MEMBERS THAT ARE UM ALSO FROM THE SCHOOL AS WELL AS THE SCHOOL
LEADER CHAIRING IT. AND AT THE SECONDARY LEVEL UH STUDENTS ARE ALSO DO ALSO HAVE THE OPPORTUNITY TO ALSO SIT ON THE SCHOOL SITE CONSOLE. UM THE BODY PERFORMS AS A UM
THEY TAKE VOTES FOR ANY TYPE OF IMPACT UM THAT WILL BE HAPPENING IN THE SCHOOL COMMUNITY UNTIL THEY HAVE CONVERSATIONS ABOUT IT THEY DISCUSS IT. UM, THE SAME THING WITH THE BUDGETS FOR THEIR SCHOOL. THEY ALSO HAVE THE OPPORTUNITY
TO REVIEW EVERY ITEM IN THE BUDGET, MAKE RECOMMENDATIONS. UM, BEFORE IT ACTUALLY GOES UP TO CHIEF BOOM'S AREA. AND SO WE KNOW ONE OF THE CHALLENGES FOR THE BOSTON
PUBLIC SCHOOLS IS A PARENT INVOLVEMENT AND PARENTS ACTUALLY COMING TO BE INVOLVED. HOW INVOLVED THAT THEY WITH THE SCHOOL COUNCIL SIDE AND WHEN
THE BUDGET TOOK PLACE? UH WE KNOW THE SCHOOL COMMITTEE APPROVED THE BUDGET. HOW INVOLVED WITH A IN THE BUDGET AND WHAT RECOMMENDATIONS IF ANY DID THEY MAKE?
BECAUSE ONE OF THE CHALLENGES THAT I SEE AND IT'S A MAJOR CHALLENGE WHEN YOU LOOK AT PRIVATE SCHOOLS AND YOU LOOK AT PARENT INVOLVEMENT, THOSE PARENTS ARE ALL OVER THAT
SCHOOL. WHEN YOU LOOK AT PUBLIC SCHOOLS . THERE'S LITTLE OR NO INVOLVEMENT BY MANY OF THE PARENTS AND I'M REALLY TRYING
TO GET TO HOW DO YOU GET TO THE PARENTS THAT YOU KNOW HISTORICALLY HAVE NOT BEEN INVOLVED? WHAT ARE YOU DOING THERE? YEAH, ABSOLUTELY. I'LL DEFINITELY GET STARTED AND I'M SURE THAT YOU FORTES WILL
HAVE SOMETHING TO ADD. UM, SO SOME OF THE THINGS THAT WE DO IS WE ENSURE THAT WHEN WE'RE WELCOMING OUR FAMILIES WE'RE ACTUALLY ENGAGING WITH THEM IN A LANGUAGE THAT THEY CAN UNDERSTAND.
WE PROVIDE THEM WITH THOSE TYPES OF UM, LANGUAGE RICH RESOURCES SO THAT THEY FEEL WELCOMED AND PART OF THE COMMUNITY. RIGHT, BECAUSE THAT'S VERY, VERY CRITICAL. UM, AND WE ALSO ENSURE THAT WE'RE MEETING THEM WHERE THEY
ARE IN A VERY PERSONALIZED WAY . UM, YOU KNOW, SOMETIMES BEING ON A COUNCIL IN FRONT OF MAYBE 80 OR 40 OF YOUR PARENT PEERS BECAUSE THAT'S HOW MANY PEOPLE ATTEND DIFFERENT SCHOOL. SO COUNCIL MEETINGS CAN BE A
LITTLE INTIMIDATING. SO WE DO PROVIDE UM TRAINING TO OUR FAMILIES THROUGH OUR FAMILY ENGAGEMENT PRACTICES TEAM. WE PROVIDE A LOT OF DISTINCTIVE AND PERSONALIZED SUPPORTS. UM WE COME INTO THE SCHOOLS AND PROVIDE THESE TRAININGS.
WE ACTUALLY HAVE A BUDGET TRAINING THAT WE ALSO DO WHAT CHIEF BLOOM'S TEAM IN PREPARATION FOR BUDGET SEASON SO THAT FAMILIES KNOW HOW TO ENGAGE WITH THE PROCESS AND WHAT THIS PROCESS LOOK LIKE AT
EVERY SESSION THAT WE HAVE WITH OUR FAMILIES. WE ENSURE THAT WE HAVE UM LANGUAGE BASED SUPPORT WITHIN THE LANGUAGE THAT THEY NEED. UM AND SO THOSE ARE JUST SOME OF THE SOME OF THE WAYS THAT
WE'RE UM WE ENSURE THAT WE'RE PROVIDING OPPORTUNITY FOR THAT AUTHENTIC ENGAGEMENT THAT YOU'RE DESCRIBING. AND WITH REGARD TO THAT, I SEE YOU MENTIONED THEY'RE PROVIDING
PARENT TEACHER CONNECTIONS AND OPPORTUNITIES FOR PARENTS TO GAIN SKILLS AND KNOWLEDGE ABOUT ACADEMIC EXPECTATIONS. DISTRICT GO ONE AND AP STANDARD THREE.
HOW IS THAT HAPPENING AND AND HOW SUCCESSFUL ARE YOU WITH THAT? KNOWING THAT PART OF THE CHALLENGE IS THAT PARENTS DROPPING THEIR KIDS OFF OR THE
KIDS GOING TO SCHOOL, PARENTS GETTING THEM READY IS GOING TO WORK UM, AFTER WORK COMING TO THE HOW SUCCESSFUL ARE YOU AND HOW ARE YOU DOING THAT WITH REGARD TO THE CONNECTION
BETWEEN THE FAMILIES AND THE TEACHERS? UM YEAH. SO I'LL AGAIN GET US STARTED WITH UM SO WITHIN OUR FAMILY ENGAGEMENT PRACTICES TEAM WE
HAVE A TEAM THAT SUPPORTS FAMILY LIAISONS AND SCHOOL BASED COMMUNITIES UM, DIRECTLY BY PROVIDING COACHING SUPPORT UM, NOT JUST TO FAMILY LIAISONS BUT ANY OF THE UM LEADERSHIP
THAT IS WITHIN OUR BOSTON PUBLIC SCHOOLS ALL AROUND AUTHENTIC FAMILY ENGAGEMENT. UM, ENSURING THAT FAMILIES HAVE ACCESS DIRECT ACCESS UM TO OUR ACADEMICS AS WELL AS OUR
CURRICULUM PROGRAMING. UM WE ALSO OFFER A SESSIONS OF WITH OUR PARENT UNIVERSITY AND WITH THE PARENT UNIVERSITY THERE'S UH OPPORTUNITY FOR FAMILIES TO ENGAGE IN TRAININGS
,UM, ON HOW TO BEST, UH, SUPPORT MY CHILD WITH READING AND MATHEMATICS AND OTHER UM, UM, INITIATIVES THAT WE HAVE WITHIN THE DISTRICT AND CLEARLY INITIATIVES THAT ARE MORE
ALIGNED TO ACADEMICS IS WHERE WE FIRST FOCUS ON. AND WHAT WHAT DATA WHAT IS THE DATA TELLING YOU ABOUT PARENT INVOLVEMENT OR ARE YOU KEEPING DATA? YES, WE DEFINITELY KEEP DATA.
WE KEEP DATA THROUGH. LIKE I SHARED EARLIER OUR SCHOOL PSYCH COUNCIL PROCEDURES WE ALSO KEEP DATA A LOT OF DATA WITH OUR WITHIN OUR HELP LINE WE KEEP DATA AROUND ANY OF THE PROGRAMS THAT WE PROVIDE.
SO WHAT. DOES THAT LOOK LIKE WITH PARENT INVOLVEMENT? WHAT PERCENTAGE OF PARENTS ARE INVOLVED IN THE SCHOOL CITY COUNCIL? WHAT PERCENTAGE OF PARENTS ARE
INVOLVED IN THE PARENT TEACHER MEETINGS? WHAT PERCENTAGE OF PARENTS ARE INVOLVED IN LEARNING MORE BROAD BROADLY ABOUT THE TEACHING
EXPERIENCE AND THE CLASSROOM? WHAT'S THE PERCENTAGES LIKE? YEAH, I'M HAPPY TO SHARE SPECIFIC DATA EVEN FOR SCHOOLS . UM BUT WHAT I CAN TELL YOU IS THAT AS PART FOR EXAMPLE OF THE
SCHOOL SITE COUNCILS AS I MENTIONED EARLIER, UM, IT'S A REQUIREMENT FOR US TO HAVE PARENTS AND THEY HAVE TO BE AT PARITY PARENTS, BTU MEMBERS AS WELL AS IF THE SCHOOL DECIDES TO HAVE A COMMUNITY MEMBER
SHOULD THEY HAVE A PARTNER SO THE PARENTS ARE INVOLVED. THAT'S ONE WAY THAT THEY ARE INVOLVED. AND THEN THERE'S ALSO THE. DATA TELL ME WHAT THE DATA LOOK LIKE. IS IT 50% PARENT INVOLVEMENT
7525 OR IS A PRESCHOOL? DO WE HAVE THE NUMBER ONE SCHOOLS WITH THE HIGHEST PARENT INVOLVEMENT AND THE NUMBER FOR SCHOOLS WITH THE LOWEST PARENT INVOLVEMENT? WHAT DOES THE DATA. LOOK LIKE? YES AND THAT'S DATA THAT I'M
HAPPY TO COME BACK WITH. OKAY. UM BECAUSE I THINK IT'S REALLY CRITICAL TO UNDERSTAND THE PERSONALIZATION OF HOW SCHOOL COUNCILS WORK UM, AND HOW THEY CAN ALSO DIFFER FROM GRADE LEVEL. RIGHT?
SO AT THE ELEMENTARY LEVEL WE OFTEN FIND THAT WE HAVE A LOT MORE PARENTAL INVOLVEMENT. UM AND THEN AS WE MOVE INTO THE SECONDARY LEVEL WE SEE THAT INVOLVEMENT KIND OF DIMINISHES SOME. RIGHT? SO I THINK IT'S SOMETHING
THAT'S VERY PERSONALIZED THAT UM, WE CAN DEFINITELY SHARE UM ON A SCHOOL BY SCHOOL BASIS. CAN YOU SHARE ANYTHING OVERALL ABOUT THE REPORT SYSTEM OVERALL
IN TERMS OF AVERAGES OR PERCENTAGES OF PARENT INVOLVEMENT? I MEAN IF YOU DON'T IF YOU DON'T DON'T WORRY ABOUT IT. YOU CAN PROVIDE IT WHEN YOU GET IT. BUT UM, REALLY LOOKING AT HOW
DO WE REALLY BRING UP THE LEVEL OF PARENT INVOLVEMENT AND ALL OF THE SCHOOLS I KNOW THE THE LOWEST THE LIKE THE 3 OR 4 SCHOOLS PARENT INVOLVEMENT IS A LOT LESS THAN THE 1 IN 2
SCHOOLS. BUT I WANT TO SEE WHAT THE PERCENTAGES LOOK LIKE OF PARENT COMING TO PARENT NIGHT AND PARENTS INVOLVEMENT AND THE DIFFERENT SCHOOLS. CAN I JUST HAVE ONE LAST QUESTION, MR CHAIR?
YES. >> UM AND IT HAD TO DO WITH UM THE BOSTON PUBLIC SCHOOLS AND THE PEER UH THE PRIVATE INDUSTRY COUNCIL AND THEIR RELATIONSHIP AND I WANTED TO
JUST SHARE A LITTLE BIT ABOUT HOW MUCH WE'RE PAYING PICK AND HOW THAT RELATIONSHIP WORKS WITH REGARD TO THE PRIVATE INDUSTRY. SO THANK YOU SO MUCH. YOU'RE GOING TO GIVE ME THAT DATA RIGHT? OF COURSE BECAUSE I DO THINK
AND I TALKED TO THE SUPERINTENDENT EARLIER ABOUT CREATING A SCHOOL ENVIRONMENT WHERE KIDS WANT TO COME TO SCHOOL BECAUSE I KNOW WHEN I WENT TO SCHOOL AND YOU HEARD US TALK A LITTLE BIT ABOUT IT, I
WANTED TO GO TO SCHOOL. IT WAS IT WAS THE ENGLISH HIGH ALL BOYS AT THE TIME I WANTED TO GO TO SCHOOL AND WE DON'T HAVE THAT.
SAME KIND OF ENERGY BY THE STUDENTS. YES. I GOTTA GET TO SCHOOL THAT DAY NO MATTER WHAT THE AND AND SO WE WANTED TO TALK AND WE DID TALK A LOT ABOUT HOW DO WE
CREATE THAT KIND OF ENVIRONMENT WHERE THE KIDS ARE JUST EXCITED TO GO TO SCHOOL AND UH GOING YEAH. >> FOR THE PRIVATE INDUSTRY COUNCIL WE PAY THEM ABOUT $1.3
MILLION A YEAR FOR A VARIETY OF SERVICES. I THINK SAM CAN MAYBE TALK A LITTLE BIT MORE ABOUT WHAT SERVICES WE GET FROM THEM. SO UM UH GREAT QUESTION. UM COUNCIL SO WE WORK WITH THEM
ON UM FIRST AND FOREMOST OBVIOUSLY JUST UM EMPLOYMENT OPPORTUNITIES UH IN UM CONNECTING EMPLOYMENT OPPORTUNITIES. WITH EDUCATION.
WE WORK WITH THEM A LOT OF WORK ON ON YOUTH WORKFORCE DEVELOPMENT. UM, SO THAT'S THE PRIMARY ONE OF THE PRIMARY UM THINGS THAT WE DO WE THINK THEY'VE BEEN DOING A GREAT JOB, GREAT PARTNER WITH US OVER THE YEARS AND UM, THEY'VE BEEN HAVING
HUGE SUCCESS WITH THAT. AND THE OTHER AREA WE WORK ON IS UM, SUMMER JOBS HELPING US UH, FACILITATE PAYMENT UM, WITH SUMMER WORK WITH OUR SCHOOLS AS WELL AND DIFFERENT OPPORTUNITIES DURING THE YEAR
AND IN THE SUMMERTIME. SO AROUND THE YOUTH EMPLOYMENT WORK AND UM CONNECTING WITH OUR COUNSELORS AND WORKING WITH OUR STUDENTS TO MAKE SURE THAT THEY HAVE CAREER PLANS AND UM AND EDUCATION CLAIMS OF HOW THAT TIES TOGETHER.
SO THAT'S LARGELY KIND OF WHAT WE DO. I JUST WANTED TO GIVE AN UH, GREAT EXAMPLE OF THE KIND OF WORK THAT WE DO IN PARTNERSHIP WITH THE PIC AND
ALSO WITH THE BOSTON CHAMBER RECENTLY DID A WORKSHOP FOR STUDENTS ON HOW TO UNDERSTAND YOUR PAYCHECK AND UNDER UNDERSTANDING THE MONEY THAT
COMES IN, THE MONEY THAT GOES OUT WHY AND ALSO HELPING THEM UNDERSTAND UM, THE ADVANTAGES OF OF PUTTING CHECKS IN BANKS UH COMPOUND INTEREST AND SO ON.
SO UM AND THAT WAS A RELATIVELY NEW IDEA THAT CAME OUT OF CONVERSATION WITH WITH OUR PARTNERSHIP WITH THE PIC AND THE CHAMBER. SO ONE OF THE THINGS THAT WE TALKED ABOUT WE PICKED WHEN
THEY CAME IN FOR THE SUMMER JOB FOR THE YOUNG FOLKS AND WE KNOW MADISON PARK HAS A CO-OP PROGRAM THAT THEY'VE BEEN HAVING CHALLENGES IN TERMS OF GETTING STUDENTS PLACED IN
CO-OP JOBS. SO WE'RE TALKING WITH NORTHEASTERN SO THE NORTHEASTERN CAN PARTNER BETTER WITH UH, MADISON PARK SO THAT THE STUDENTS AND ROTATIONS
RESPONSE WAS WELL WE'VE GOT UH 8 OR 9 STUDENTS THAT WE HAVE WORKING AT NORTHEAST AND AND MY AND MY POINT TO THEM WAS WE DON'T WANT TO TO PUT THEM TO WORK IN NORTHEAST AND WE WANT
YOU TO PUT THESE YOUNG FOLKS AND PRIVATE JOBS SO THAT JUST LIKE NORTHEASTERN STUDENTS WHEN YOU GRADUATE, MANY OF THE NORTHEASTERN STUDENTS STAY WITH THAT JOB AND IT BECOMES THEIR
PROFESSION. SO UH, DOCTOR, UH, DR. PINA CAN CAN WE TALK TO YOU ABOUT WORKING WITH LET'S SAY MADISON PARK ON CO-OP JOBS SO THAT
THOSE YOUNG FOLKS THAT ARE AT MADISON PARK CAN WORK A CO-OP JOB WHILE THEY'RE STILL IN SCHOOL WITH THE POSSIBILITY OF GRADUATING AND POSSIBLY
CONTINUING TO WORK WHERE THEY HAD THAT, UH, CO-OP JOB. NORTHEASTERN DOES A GREAT JOB AT THAT. IN FACT, NORTHEASTERN BECAME THE INTERNATIONALLY KNOWN SCHOOL BASED ON THEIR CO-OP PROGRAM.
AND I REMEMBER WHEN I WAS AT BRANDEIS, MY FRIENDS THERE WERE NORTHEASTERN. I'M FINISHING IT. MR CHAIR, IF. YOU'RE TALKING ABOUT BRANDEIS, IT'S OKAY. OKAY, GREAT. YEAH.
UH, YOU KNOW COUNCIL WHERE WAS THE BRANDEIS GRAD TO OPEN TO BRANDEIS? BUT UH, MANY OF MY FRIENDS THAT WENT TO NORTHEASTERN AND HAD CO-OP JOBS THAT BECAME THEIR
PROFESSION AND MANY OF THEM WERE RETIRED FROM A CO-OP JOB THAT THEY HAD WHEN THEY WERE A STUDENT AT NORTHEASTERN. AND I'M I'M PUSHING NORTHEASTERN TO WORK WITH
MADISON PARK NOT TO PLAY SOME JUST AT NORTHEASTERN BUT TO FIND PRIVATE JOBS WHERE THOSE STUDENTS IN THE TECHNICAL AREA CAN WORK AND THOSE CO-OP JOBS
WITH THE POSSIBILITY OF CONTINUE TO WORK WITH THEM. CAN WE TALK TO THE PRIVATE INDUSTRY COUNCIL TO DO SOME OF THE SAME? OH SORRY. I APOLOGIZE.
NO YOU CAN FINISH BECAUSE THIS IS SERIOUS. I MEAN IT'S REALLY SERIOUS. I WANT TO TALK TO THE PRIVATE INDUSTRY COUNCIL AND I'M ENCOURAGING YOU TO TALK TO THEM
ABOUT WORK WITH MADISON PARK TO HELP THEM FIND CO-OP JOBS SO THAT THOSE JOBS POSSIBLY COULD BECOME A FULL TIME JOB AFTER THEY GRADUATE FROM MADISON PARK . YEAH.
>> SO THE SHORT ANSWER TO YOUR QUESTION IS UM, WE CAN DEFINITELY CONTINUE TO HAVE CONVERSATIONS WITH THEM BUT ALSO IT'S MORE BROADER THAN THEM. IT'S WHAT I WOULD SAY AS WELL. RIGHT? >> RIGHT. >> SO WE DO WE DO HAVE UM TO DICKENS OFFICE THAT CREATES AN EDUCATION DEPARTMENT OFFICE.
WE'RE REALLY WORKING ON HOW WE HAVE CAREER CONNECTED LEARNING GOING ON IN THE DISTRICT AND THAT'S A BIG PRIORITY. THE SUPERINTENDENT IN THE MAYOR'S OFFICE ABOUT HOW WE CONNECT STUDENTS WITH EMPLOYMENT. IT WAS IT WAS VERY BENEFICIAL
FOR ME WHEN I WAS ATTENDING THE BROOK HIGH SCHOOL IN THE EARLY 90S AND I WAS A STUDENT. UM, SO THERE'S A LOT OF VALUE IN THAT. SO THAT IS ONE OF OUR BIG PUSHES. SO I WOULD EVEN EXPAND THAT CONVERSATION FRANKLY TO SAY NOT
ONLY PIG BUT ALSO OUR OTHER PARTNERS OTHER UNION TRADES AND OTHER AREAS. SO WE'RE GOING TO CONTINUE TO ENGAGE THOSE CONVERSATIONS. UM AND THAT IS HAPPENING IN I'M HAPPY TO WORK WITH UH. AND YOU WERE A PIG STUDENT.
YOU HAD A PIG'S JOKE FROM THE. ROPES AND GRAY AND NO FORGET IT WAS THIS SERIOUS MY LIFE. OKAY. >> UM GREAT EXAMPLE. I'M GOING TO HOLD YOU UP NOW. GOD. THANK YOU, COUNCILOR. AND UH, ADD WHAT DOC?
UH TO WHAT DOCTOR THE PEANUT JUST SAID AND I WAS A PIG STUDENT AND I WORKED AT FRANKLIN PARK ZOO AND AS A ZOO TEEN AND I ENDED UP MANAGING THAT PROGRAM FOR A WHILE. SO PIC. GREAT. NO. THAT'S EXACTLY WHAT I'M TALKING . YEAH.
GO ON. UM, SO UM, ADDED ON TO WHAT DOCTOR THE PEANUT JUST SAID, UM ABOUT THE CONSTANZA TEAM RIGHT NOW THAT'S ACTUALLY WORKING
WITH MADISON PARK AND ALSO SOME OF OUR CITY PARTNERS THAT ARE WORKING WITH MADISON PARK TO EXPAND UM, CO-OP WITH STUDENTS. UM, FOR THIS AS SOME OF OUR STUDENTS ARE GOING OVER TO LIKE NATIONAL GRID AND STUFF LIKE
THAT. THERE'S ALSO UM THE UH PROJECT UH LABOR AGREEMENT, UM, THAT WAS REACHED WITH THE UNIONS OF THE 18 UNIONS WITH GRADUATING STUDENTS FROM
MADISON PARK WILL GET APPRENTICESHIP LIKE INTO UM UNIONS. SO THERE'S LIKE A LOT OF WORK THAT THE TEAM IS DOING MEETING WITH UH GROUPS ON A MONTHLY BASIS.
UM, TO MOVE SOME OF THOSE UH, CO-OP PIECES ALONG IN PARTNERSHIP WITH NOT JUST UH, THE PIG PROGRAM, UM, WITH BUT WITH DIFFERENT TEAMS ACROSS THE CITY OF BOSTON. AND SO THE PROJECT LABOR
AGREEMENT THAT YOU REFERRED TO THAT THE ONE THE MAJOR SIGN WITH THE UNIONS MADISON PARK CITY YOU'RE TALKING ABOUT A SEPARATE ONE. IT'S THE ONE WITH MADISON PARK. >> THE ONE SHE'S JUST SIGNED. YES. SO THAT'S BEGINNING TO WORK FOR
THE STUDENTS BENEFIT ALREADY. UM, SO IT WOULD START THE THE IMPLEMENTATION WOULD START NEXT YEAR. OKAY OKAY OKAY. AND SINCE YOU UH SINCE YOU GOT
TO THE MIC REAL QUICK. I KNOW YOU GOING AROUND TO THOSE SCHOOLS WHEN THEY WERE DOING THE PRESENTATIONS ABOUT THE SCHOOL CLOSINGS. CAN YOU TELL ME A LITTLE BIT
ABOUT THE ANTICIPATED SCHOOL CLOSINGS AND THE MERGERS OVER 27 AND 28 WHAT WHAT IT LOOKS LIKE? UM, THANK YOU FOR THAT QUESTION.
SO UM, SORT OF LIKE UH WHERE WE ARE RIGHT NOW I THINK I WAS SHARING WITH UM COUNCILOR WEBER EARLIER UM IT'S UH GOING INTO AT THE END OF NEXT SCHOOL YEAR.
RIGHT. AND ACROSS THE DISTRICT WILL HAVE UM 100 SCHOOLS RIGHT NOW BASED ON OUR PROJECTIONS, WHICH IS SOMETHING THAT WE ARE GOING
TO CONTINUE TO CLOSELY MONITOR. UM, OUR PLAN IS TO GET DOWN TO 95 SCHOOLS BY SCHOOL YEAR 2030 FOR THIS YEAR.
OUR PLAN IS TO REMAIN ON THE SAME TIMELINE IN TERMS OF LIKE ANNOUNCEMENTS AS WE'RE EVALUATING, UM, OUR PROJECTION DATA THAT WE'RE LOOKING AT LIKE
THAT IS COMING IN ACROSS THE DISTRICT. SO LAST YEAR WE DID UM ANNOUNCEMENTS UM WE DID SORT OF LIKE ANNOUNCEMENTS AND ENGAGEMENT IN NOVEMBER AND
DECEMBER. THE PLAN IS TO UH ALIGN IT WITH THAT SAME TIMELINE BECAUSE UM OF OUR ENROLLMENT UM, FOR THE DISTRICT PARENTS AND FAMILIES
HAVE GIVEN A LOT OF FEEDBACK ABOUT THAT TIMELINE AND WANTED TO ENSURE, UM, THAT THEY LEARN ABOUT THEIR, UH, STUDENT CHOICES.
UM, THE IN THE SAME TIMELINE THAT UH, IS DOING UM ARE THAT UH THE ENROLLMENT SEASON IS UM OPEN AND FOR. AND SO YOU DID FOR LAST YEAR
RIGHT WHEN YOU MADE THOSE ANNOUNCEMENTS. YES YOU DID FOR SO FROM 2026 TO 2030 YOU'RE ONLY LOOKING AT CLOSING FIVE SCHOOLS.
IF YOU HAVE 100 NOW AND YOU'RE LOOKING AT 95 BY 2030 YOU ONLY LOOKING AT CLOSING FIVE SCHOOLS OVER THE NEXT FOUR YEARS. >> SO THAT'S BASED ON CURRENT YEAR PROJECTIONS. THAT NUMBER CAN CHANGE BASED ON
YEAH THE NUMBER CAN CHANGE BASED ON UM THE OUR ENROLLMENT DATA. RIGHT. UM RIGHT NOW AS A DISTRICT WHERE WE ARE SEEING A DECLINE IN OUR ENROLLMENT.
SO WE REALLY NEED TO LIKE, UM RIGHTSIZE THE DISTRICT FOR THE STUDENT POPULATION THAT WE ARE SERVING, UM, THAT WE ARE SERVING NOW BUT LIKE, UH, THOSE NUMBERS CAN UM, CHANGE IN THE
FUTURE. SO WE ALSO WANT TO LIKE LEAVE ROOM RIGHT THEN WITHIN THE SYSTEM FOR ANY CHANGES UM, THAT WE MAY SEE IN THE FUTURE BECAUSE LIKE THIS GEOPOLITICAL
CLIMATE UM WHERE LIKE IN OUR ENROLLMENT SYSTEM WHERE WE WOULD SEE UM OUR MULTILINGUAL LEARNERS, OUR IMMIGRANT STUDENTS COMING INTO THE DISTRICT WE'RE SEEING THOSE NUMBERS ARE DOWN THAT COULD
LOOK DIFFERENT IN THE IN THE FUTURE. SO WE WE NOT ONLY JUST LIKE WANT TO RIGHT SIZE JUST JUST BASED ON OUR CURRENT YEAR PROJECTIONS RIGHT. BUT WE ALSO WANT TO UM DO THAT
WORK IN CONSIDERATION FOR SOME FLUCTUATION UM IN THE DISTRICT OVER THE UPCOMING YEARS. BUT POTENTIALLY YOU'RE ONLY LOOKING AT CLOSING FIVE SCHOOLS OVER THE NEXT FOUR YEARS. AS OF RIGHT NOW. YES.
>> AND WILL THAT BE MERGERS OR ARE YOU LOOKING AT MERGERS BECAUSE YOU KNOW, ONE OF THE THINGS FROM THE SCHOOL IN DORCHESTER WE WERE AT THOSE PARENTS REALLY TALKED ABOUT MERGERS AND TELL ME JUST A
LITTLE BIT ABOUT MERGERS. THAT'S A GREAT QUESTION. UM WHEN WE TALK ABOUT MERGERS SO MERGERS IS ALWAYS A PART OF LIKE THE CONSIDERATION WHEN WE'RE THINKING WHEN WE'RE
DISCUSSING RIGHT SIZING. AND I THINK THE SCHOOL THAT YOU'RE POINTING OUT IS A GREAT EXAMPLE. WE WANT TO MAKE SURE THAT WHEN WE'RE MERGING SCHOOLS WE WANT TO MAKE SURE THAT STUDENTS IS ALSO GETTING ACCESS TO HIGHER
QUALITY BUILDINGS ACROSS THE DISTRICT. UNFORTUNATELY AS A DISTRICT 40% OF OUR BUILDINGS RIGHT UM, HAS LIKE REALLY REALLY LOW UH,
FACILITY UH, CONDITION ASSESSMENT SCORES UM BELOW THAT THAT THE DISTRICT AVERAGE UM AND THERE'S STILL A LOT OF WORK TO DO. SO ONE OF THE THINGS THAT WE WE
LOOK AT IS UM, WHEN WE'RE MERGING A SCHOOL, DO WE HAVE AN OPPORTUNITY LIKE THE UM LIKE THE LYLA AG FREDERICK SCHOOL WHERE WE MERGE THE CLAPP AND THE WINTHROP SCHOOL AND THOSE
STUDENTS ARE GETTING ACCESS TO, UM, A HIGHER QUALITY BUILDING ONE OF OUR NEWEST, NEWEST BUILDINGS IN THE DISTRICT. SO YES, MERGERS IS A PART OF THE CONVERSATION. WE WANT TO MAKE SURE THAT WHEN
WE'RE DOING THEM WE'RE GIVING STUDENTS ACCESS TO HIGHER QUALITY. AND THANK YOU. AND YOU KNOW YOU TALKED ABOUT FOR 40% I KNOW DOCTOR DIPPING IN WANTS TO TALK ABOUT THAT.
SO MY TIME IS UP I WON'T ASK YOU TODAY WE'LL WAIT FOR ANOTHER DAY. THANK YOU SO MUCH BECAUSE I THINK ONE OF THE THINGS WE WANT TO DO AS A COUNCIL IS BE AS
HELPFUL TO YOU AS POSSIBLE TO MAKE BOARDS AND PUBLIC SCHOOLS THE BEST SCHOOL SYSTEM THEY CAN BE AND SO LET US KNOW IF YOU HAVE ANY CONCERNS YOU THINK WE
CAN HELP WITH. YOU HEARD US TALK EARLIER ABOUT GOING OUT TO VISIT THE SCHOOLS AND WE ARE UH COUNCIL WEBER IS GOING TO GO TO ME WITH UH BARCELONA ACADEMY I THINK IS YOUR DAUGHTER YOU. >> EMBARRASS MY DAUGHTER.
NO DON'T EMBARRASS BUT I THINK IT'S IMPORTANT THAT WE DO THAT. AND I ALSO THINK IT'S IMPORTANT THAT WE FOCUS ON UPDATING THESE SCHOOLS. THE OLD VIEWS, YOU KNOW,
CEILING STRIPPING. AND SO AS MUCH AS WE NEED TO HELP IN TERMS, UH, CAPITAL IMPROVEMENTS, UH, WE'RE WITH YOU 100%. THANK YOU. THANK YOU. >> AND I'M SORRY, COUNSELOR. I WOULD ALSO BE REMISS IF I
DIDN'T ADD THE OTHER IMPORTANT PIECE OF WORK THAT WE DO WITH THE PIC AROUND, UM, THE DROPOUT RECOVERY WORK THAT WE DO WITH THEM, HOW THEY HELP US AND REENGAGE STUDENTS WHO HAVE DROPPED OUT AS WELL. SO I'D BE REMISS IF I DIDN'T SAY THAT. SO I APOLOGIZE THAT I SAID EARLIER.
THAT'S GREAT FOR STUDENTS WHO DROP OUT THAT I KNOW IT JUMPED OUT. UM AND I GOT HOW CAN I JUST CALL YOU PLEASE? IT'S A YES. WE CAN CONNECT WITH THE RIGHT PEOPLE.
YES, IF YOU CAN IF YOU DO THAT. >> YES OKAY GREAT. MANY OF THOSE GOT TO HAVE RE-ENGAGEMENT CENTER THEY'RE AWESOME OKAY. OKAY BECAUSE I'M WORKING WITH A COUPLE OF STUDENTS NOW. PLEASE THAT UM. I'M JUST TRYING TO COACH THEM
TO GET A GED. PLEASE. >> THEY'RE HAPPY TO HELP OKAY. THANK YOU DOCTOR OKAY. THANK ALL OF YOU. THANK YOU VERY MUCH. I JUST, UH, IN TERMS OF HUB SCHOOLS, PRIVATE FUNDING, I MEAN, I THINK YOU'VE MENTIONED FEDERAL FUNDING.
ARE WE IMAGINING THAT THE FUNDING IS GOING TO STAY THE SAME, GO DOWN TO ZERO MAGICALLY INCREASE? UM, YEAH. UH, IT WOULD BE MAGICAL IF IT INCREASED TO I WOULD I WOULD
TAKE SOME OF THAT MAGIC. UM, RIGHT NOW WE ARE PROJECTING RELATIVELY STABLE FEDERAL FUNDING IN OUR MAIN CONTRACT UH, CONGRESSIONALLY AUTHORIZED
UM, ENTITLEMENT GRANTS FROM THE FEDERAL GOVERNMENT. SO THAT'S TITLE ONE, TITLE TWO ,TITLE THREE IDEA. SO FOR THOSE BIG GRANTS WE'RE EXPECTING TO SAY MORE OR LESS FLAT FOR NEXT YEAR. THOSE ARE AUTHORIZED AS A PART
OF THE CURRENT YEAR FEDERAL BUDGET. SO THE THE DEAL THAT WAS REACHED BASICALLY FUNDED THOSE FOR NEXT YEAR. UM, WE'LL KNOW THE EXACT LEVELS IN JULY.
OUR CONCERN IS MOSTLY AROUND SORT OF SPECIALIZED FEDERAL GRANTS UM THAT ARE BEING WITHHELD OR WE'RE JUST LOSING OPPORTUNITIES TO APPLY FOR THEM BECAUSE THEY'RE NOT BEING OFFERED ANYMORE.
OKAY, JUST A COUPLE QUICK LAST THINGS. UM, I MEAN WE HEARD ABOUT THE CAPITAL BUDGET, UH, FOR THE CITY AND THERE'S SORT OF A GOAL OF LIKE 7% OF THE OPERATING
BUDGET TO TO BORROW EACH YEAR AND THEN WE'RE SORT OF HITTING THAT CEILING I HOW DOES DOES IT IS THE WORK THE SAME AND BEEPS YEAH AND THEN WHAT HOW WHAT ARE
WE PRIORITIZING. SO WITH THAT BUDGET WE. ARE A PORTION OF THE CITY'S CAPITAL BUDGET SO WE COUNT TOWARDS THE 7%. UM SO UH WE HAVE I'LL TURN THAT
DOWN TO TALK A LITTLE BIT ABOUT PRIORITIZATION. >> UH UH THANK YOU. SO UM SO UM THE ESTIMATED SPENDING UM FOR UM AS PART OF JUST LIKE THE OVERALL UH,
CITY CAPITAL BUDGET UM, FOR FY 26 IS 47.8 MILLION AND BUDGETED FOR UM FY 27 IS $178.9 MILLION.
AND IN TERMS OF LIKE UH PROJECTS FOR DPS BETWEEN UM FY 28 AND 31. SO THIS ENCOMPASSES THE LARGER MSBA PROJECTS LIKE MADISON PARK
ROBERTSON ACADEMY AND SHAW TAYLOR UM NEARLY UM A BILLION PROJECTED. OKAY IS IS A PRIORITY TO CREATE NEW BUILDINGS JUST MAINTAINS OLD ONES UH.
THAT'S A GOOD QUESTION. SO THERE'S A MIX RIGHT THERE IS UM UH NEW BUILDING PROJECT MAJOR BUILDING PROJECTS. SO THAT'S LIKE MADISON PARK THE SHAW TAYLOR AND THE FRUIT BATS
AND AND THEN THERE IS LIKE MAJOR RENOVATIONS THAT IS ALSO IDENTIFIED IN THE CAPITAL BUDGET AND UM, SOME SMALLER CAPITAL PROJECTS THAT OUR
FACILITIES TEAM UM MANAGES AND UM UH OUR ACCELERATE ACCELERATED REPAIR PROJECTS UM THAT THAT SITS UNDER FACILITIES AS WELL WITH SUPPORT FROM THE MSBA. OKAY.
>> UM AND JUST A I THINK I SAID LONG TERM FACILITIES PLAN WHEN THE SCHOOLS MERGED OR MERGED IF IT'S CLOSE UH, ANY OF THOSE KIDS END UP THE NEW SCHOOLS THE
FUNDING FOR THOSE KIDS IT JUST THERE'S NO WAY THEY GET FUNDED AT THAT NEW SCHOOL. THERE'S MORE FUNDING GOES INTO THE SCHOOL PURSUANT TO THE FUNDING FORMULA BUT THERE'S NO ADDITIONAL LIKE TRANSITION STUDENTS. >> THERE ARE YEAH WE DO SOME
TRANSITION FUNDING FOR SCHOOLS . IT'S SORT OF VARIES ON THE SPECIFICS OF WHAT'S HAPPENING. SO THERE'S SOME FOR EXAMPLE AT THE THERE'S SOME ADDITIONAL FUNDING GOING TO THE MERGED FREDERICK SCHOOL TO SUPPORT THE
MERGER. UM THERE AND THEN THERE'S SOME TRANSITION SUPPORT FUNDING FOR STUDENTS WHO ARE TRANSITIONING UH FROM SCHOOLS THAT ARE. CLOSE WITH THAT JUST SHOW UP IN THE IN THE SCHOOL THE BUDGET
OR. THE FREDERICK TRANSITION SUPPORT FUNDING SHOWS UP IN THE SCHOOL BUDGET. THE CAPITAL PLANNING DEPARTMENT BUDGET ALSO HAS MONEY FOR SUPPORTS UM FOR THOSE STUDENTS
OKAY. UH OKAY THAT THAT'S THAT'S IT FOR ME UH THEN I THINK FOR MY COLLEAGUES IF YOU REALLY HAD A BURNING QUESTION UH, BUT UH,
COUNSELOR COPE EVER A LOT OF PEOPLE HAVE BEEN HERE SINCE 10 A.M. UH, HAPPY TO. KNOW CAN. PLAY WITH FIRE HERE THERE. AND, UH, ANYTHING ELSE I HAVE I
CAN ALWAYS FOLLOW UP WITH YOU AT A LATER TIME. THANK YOU FOR GIVING US YOUR DAY AND TO EXPERTISE BECAUSE THE ANSWERS THAT YOU GIVE MAKE A DIFFERENCE IN HOW WE GO BACK
AND BEGIN TO FORMULATE ORDINANCES, RESOLUTIONS, A HEARING OR SO I THANK YOU SO MUCH FOR YOUR TIME AND YOUR EXPERTISE. THANK YOU. THANK YOU, THANK YOU VERY MUCH,
COUNSELOR CULPEPER. UH, AND THANK YOU TO THE PANELISTS FOR FOR BEING HERE. A LOT OF YOU HAVE BEEN HERE ALL DAY. UH, AND UH, YOU KNOW, SPECIAL THANKS TO, UH, CFO BLOOM FOR
BEING ON BOTH PANELS. UH, AND, UM, THANKS FOR FOR BEING HERE. I JUST WANTED TO THANK OUR CENTRAL STAFF FOR TODAY AND RYAN AND, UH, MEGAN, UH, FOR
FOR HELPING US OUT ETHAN IN THE BACK, UH, AND EVERYONE WHO CAME TO TESTIFY ALSO TO THE STUDENTS AT THE MENDEL UH, WE HAD, YOU KNOW, FOURTH OR FIFTH GRADE STUDENTS. THAT WAS GREAT.
UM, UH AND UH, LOOK FORWARD TO MORE OF THAT. BUT UH, THIS IS UH I'M GOING TO JUST ADJOURN THIS HEARING AND CONTINUE THE BUDGET, UH, HEARINGS NEXT WEEK. THANK YOU VERY MUCH.
THANK YOU, THANK YOU.